教师资格证考试高中英语教学设计模板.docx
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教师资格证考试高中英语教学设计模板
教师资格考试高中英语教学设计
语音课
Topic
TeachingAims:
1.Knowledgeaim:
Thestudentswillbeabletoknowhowtopronounce…/whatis…
2.Abilityaim:
Thestudentswillbeabletopronounce...
3.Emotionalaim:
Thestudentswillbeabletopronounce...moreconfidently.
Teachingmethods:
3-Pmodel（Presentation,Practice,Production）
TeachingAid:
blackboard,PowerPoint,somecards,pictureofvocalorgan
TeachingProcedures:
1.Step1:
GreetingandLead-in
1Dailygreeting
2Lead-in:
2.Step2:
presentation
Showsomecardstothestudentsandaskthemwhatitis.
（Askstudenttoreadthreesentences）
3.Step3:
Practice
Letstudentspracticethesound,andexplaintherightwaytopronouncethesound.
4.Step4:
Production
Sounddiscriminationandtonguetwister
5.Step5:
Summary（orconsolidation）
T:
Today,wehavelearned…,pleaseremembertherightwaytopronounce...Youshouldpracticemoreafterclass.
6.Step6:
Homework
Practicethe…withyourpartnerandfindmoreexampleof…
Teachingreflection:
BlackboardDesign:
案例：
一、音标教案
Lessenplanforthepronunciationof/i?
/
Teachingaims:
（1）Knowledgeaim:
beabletoknowhowtopronouncethediphthong/i?
/
（2）Abilityaim:
Bytheendoftheclass,studentsshouldbeabletopronouncethediphthong/i?
/
（3）Emotionalaim:
beabletopronouncethe/i?
/moreconfidently
Teachingmethods:
3-Pmodel（Presentation,Practice,Production）
Teachingaids:
chock,blackboard,somecards
Teachingprocedure:
1）StepⅠGreetingandLead-in
2）StepⅡPresentation
Showsomecardstothestudents.Leadinthediphthong/i?
/
3）StepⅢPractice
explaintherightwaytopronouncethesoundandpracticethestudentsthesound/i?
/.
4）StepⅣProduction
Sounddiscriminationandtonguetwister
StepⅤSummarize
StepⅥHomework
Practicethediphthong/i?
/withyourpartner.
稿子：
Classbegins.Goodmorning/afternoon,boysandgirls.NicetohavethisEnglishclasswithyou.TodaywearegoingtolearnadiphthonginEnglish.
T:
first，Iwillshowsomecards.Doyouknow,whatisthisinEnglish?
T:
yes,verygood.Thisisadeer.Nowreadafterme,deer.
T:
deer
T:
OK,verygood.Thenthesecondone,whatisthisinEnglish?
T:
good.Thisisagirl.Andwhatisshedoingnow?
T:
Yes,sheiscrying,soinhereyes,thereis…
T:
excellent!
Therearetearsinhereyes.Readafterme.Tear
T:
tear
T:
Ok.Now,anotherpicture,whatisthisinEnglish?
T:
youaregreat.Thisisabottleofbeer.Nowreadafterme,beer
T:
beer
T:
Ok.Wehavelearnedthesethreewords:
deer,tearandbeer.Fromthesewords,canyoufindsomethingincommon？
T:
yes,verygood.Thesewordsallcontainthesound/i?
/.Nowreadafterme,/i?
//
T:
/i?
/
T:
/i?
/
T:
Now,doyouknowtherightwaytopronouncethediphthong/i?
/?
T:
thisisadiphthong.Itbeginswiththefirstsound/i/,（writethe/i/ontheblackboard）andglidetowardsthesecondsound/?
/,（writethe/?
/ontheblackboard）remember?
T:
Ok,verygood.Nowwhocanpronouncethesound?
Aslan,you,please
T:
/i?
/,readafterme.
T:
yes,verygood.Lily,canyou?
T:
OKGood.Candy,please
T:
yes,verygood.
T:
Ellen,howaboutyou?
T:
Good.Butyoushouldchangetheshapeofyourmouthasyoumovefromonesoundtoanother.Now,lookatthepositionofmylipswhenIpronouncethissound./i?
/,/i?
/,/i?
/.Nowreadafterme,/i?
/
T:
OK,excellent.Now,thewholeclassreadafterme./i?
/
T:
/i?
/
T:
/i?
/.
T:
/i?
/.
T:
verygood.Now,Iwilldivideyouintotwogroups.Group1readthesoundthreetimes,andthengroup2.DoImakemyselfclear?
S:
Yes.
T:
/i?
/.Onetwogo.
T:
verygood.Nowgroup2
T:
good.Youallhavedoneagoodjob.Nowlet’sdosomeexerciseofsounddiscrimination.Listentomecarefullyandcirclethewordswhichcontainthesound/i?
/fromeachofthefollowingpairs.N.1,peerpear
T:
excellent.N.2,taretear
T:
areyousure?
T:
OK,verygood.N.3deerdare
T:
great!
N.4meremare
T:
youaresosmart.Now,pleaselookattheblackboard.Thereisatonguetwister.Whocanreaditout?
Miky,you,please.
T:
verygood.Adeerandamaresparemereonesecondtodrinkabottleofbeerwithouttears.Andwhowouldliketotry?
cuqi,please.
T:
excellent!
T:
today,wehavelearnedthesound/i?
/;remembertherightwaytopronouncethissound.Itbeginswiththefirstsound/i/andglidetowardsthesecondsound/?
/,youshouldpracticemoreafterclass.Yourhomeworkistopracticethediphthong/i?
/withyourpartner.OK.That'sallfortoday'sclass.Seeyou!
Topic
TeachingAims:
1.Knowledgeaim:
Thestudentswillbeabletoknowhowtopronounce…/whatis…
2.Abilityaim:
Thestudentswillbeabletopronounce...correctly
3.Emotionalaim:
ThestudentswillbeabletospeakEnglishmoreconfidently.
Teachingmethods:
3-Pmodel（Presentation,Practice,Production）
TeachingAid:
blackboard,PowerPoint,somecards,
TeachingProcedures:
1.Step1:
GreetingandLead-in
1Dailygreeting
2Lead-in:
playavideoandaskthestudentstopayattentiontothepronunciationofnativespeakers.Then,asksomequestionaboutthevideo:
Whataretheytalkingabout?
Doyounoticehowtheypronounce…?
…
2.Step2:
presentation
Readthetextandaskstudentstounderlinethepartswherethepronunciationphenomenonissimilarwiththeoneshowninthevideo.
Askstudentstoconcludethecommonpointofthoseparts.
Basedonwhatstudentssay,explainthepronunciationphenomenon
3.Step3:
Practice
Askstudentstoreadthetextagain.
AskstudentstoreadtheexamplesonPPT.
4.Step4:
Production
Sounddiscriminationandtonguetwister
Askstudentstodiscuss…withtheirpartners.
5.Step5:
Summary
Brieflysummarizetheskilltopronounce…
6.Step6:
Homework
Practicethe…withyourpartnerandfindmoreexampleof…
Teachingreflection:
BlackboardDesign:
语音教学试讲真题
内容
Butshebegantotrusthim,shetoldhimhowshewasoverweightandthismadeherfeelunhappy.alsoshefeltherhomewasn’telegantenoughforsomeonelikelarrywhowantedtoimprovehissocialposition
基本要求
针对段落长句设计示范连读重读的教学步骤
阅读课
TeachingPlan
TeachingAims：
1.Knowledgeaim:
studentswillbeabletounderstandthemainideaandsomedetailsofthepassage.
2.Abilityaim:
studentswillbeabletousereadingskillssuchasskimmingandscanning.
3.Emotionalaim:
StudentscangetmoreinterestedinEnglishculture.
TeachingProcedures:
1.Stepone:
warming-uplead-in（1minutes）
Greeting.
Showthestudentssomepicturesorplayasongabout…andaskthemsomesimplequestions:
…
2.Steptwo:
pre-reading（2minutes）
Commonsenseon…
Askstudentstogiveexamplesof…
Playthevideoabout….Whileenjoythevideo,studentsthinkoverthefollowingquestions:
….
3.Stepthree:
while-reading（4minutes）
Readthetextforthestudentsandthenaskthemtoconcludethemainideaofthepassage.
Mainidea:
…
Askthestudentstoreadthepassagecarefullyanddecidewhetherthestatementsaretrueorfalseandexplainwhy:
…
Askthestudentstoworkingroupsandhaveadiscussiononthefollowingquestions:
…
4.StepFour:
post-reading（2minutes）
Askstudentstoretellthepassage.Askstudentstoretellbetweenpartnersfirst,thenasktwostudentstoretellbeforeclass.
5.StepFive:
SummaryandHomework（1minutes）
Brieflyreviewthecontentlearnedtoday.
Letthestudentstowriteacompositionabouttheendingofthisstory.
T:
Goodmorning,boysandgirls.Howareyoutoday?
Great!
Today,wearegoingtolearnanewlesson,butbeforetheclass,Iwanttoshowyousomepictures.Well,whatdoyouseeinthepictures?
Great!
Howdoyoufeelabout…?
Doyouhaveanyexperienceabout…?
T:
Well,…（commonsense）.Canyounamesomeexamplesof…?
Ok,Peter,please.
T:
…,yes,great!
Howaboutyou,Lily?
T:
…and….Welldone.[Now,Iwillplayavideoforyou.Pleasethinkover‘…’whileyouenjoythevideo.]
T:
Ok,thevideoisover,whowanttosharehisopinionwithus?
Aslan,goahead.
T:
Thanksforsharing.Aswehavetalkedalotaboutthe…,nowopenyourbookandturntopage51.Let’smoveonthelearnthetextabout….Iwillreadthetextforyou.Whilereading,pleasetrytoconcludethemainideaofthepassage.Herewego!
（读课文）
T:
Ok,doyouunderstandthewholepassage?
Great!
So,whovolunteertoanswerthequestion:
what’sthemainideaofthepassage?
Lily,please.
T:
Goodjob!
Thispassageismainlyabout…It’sveryinteresting.Now,pleasereaditcarefullyandthendothetrueorfalseonthePPT.
T:
Haveyoufinished?
Good.Soisthefirststatementtrueorfalse?
Helen,what’syouranswer?
T:
Yes,it’strue.Whataboutthesecondone?
…（句子）trueorfalse?
OK,Staceyplease.
T:
Yes!
It’sfalse.Butcanyouexplainwhy?
T:
Excellent!
It’sfalsebecause…Now,thelastone.Anyvolunteer?
Great,Mike,please.
T:
Yes,it’strue,too.Now,canyouunderstandthewholetext?
Great.Ifwemustunderstandthisreadingmaterialthoroughly,weshouldpaymoreattentiontoeachandveryfactinthisreadingmaterialinordertounderstandingthetext.[Inthefollowingpart,wewilldosomefurtherstudy.Pleaseworkingroupsandhaveadiscussiononthequestionsshownontheppt:
…tenminutes.
T:
Ok,timeisup.Whichgroupwantstoshareyouropinion?
Great,please!
T:
Welldone.Icanfeelthatyouhavethoughtitthoroughly.Isthereanygrouphasdifferentopinions?
Well,thisgroup.
T:
youdidagoodjobtoo.…（问题答案）]
T:
Well,wehavereadthetextthoroughlyanditseemslikeallofyouhaveunderstoodit.Nowpleaseworkinpairsandtrytoretellthepassage.I’llgiveyoutenminutesandthenI’llasktwostudentstodothepresentation.Let’sstart.
T:
Timeisup.Whowanttoretellthepassagefirst?
Comeon,don’tbeshy!
Great,Lily.
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