最新高中英语听力试讲教案.docx

1、最新高中英语听力试讲教案听力课试讲教案Grade level: First grade of high schoolLesson type: ListeningDuration: 45 minTeaching objectives1) Enable students to master different listening skills2) Help students to learn more about .Teaching aids:Multimedia devices; blackboardTeaching important and difficult points1) Help s

2、tudents to understand the listening material2) Encourage students to apply listening skills when listening to the material Teaching proceduresStep 1 Warming-up (2min)Show some pictures to the students and have a free talk with the students. Step 2 Pre-listening (5min)Organize the students to have a

3、brief discussion about the topic. Invite some students to share their ideas with the class. Predict the main idea of the passage. After that,present new words and expressions to the students.Step 3 While-listening (25min)1) Listen for main ideaAsk Ss to listen to the passage but do not look at the q

4、uestions, ask them to get the main idea of the passage. Invite students to share their ideas.2) Listen for answers to the exercises/detailed informationAsk Ss to listen to the passage again. This time ask them to try their best to get answers to the questions. After listening, check whether Ss get t

5、he correct answer, and ask why.3) Play the tape again, focus on the part where they did not get the right information. Do you have any questions?Step 4 Post-listening (10min)Show them the listening text and ask them to read it aloud together.Step 5 Summary (2min)In this period, we mainly focus on th

6、e listening ability. Its very important. If your listening is poor, youd better practice more. The more you listen to English, the better your listening is. Remember: Practice makes perfect.Step 6 Homework (1min)1) Read the listening texts again and try to retell the passage in your own words2) Sear

7、ch more information about .口语课试讲教案Grade level: First grade of high schoolLesson type: SpeakingDuration: 45 minTeaching objectives1) Students will be able to use some important words and expressions2) Students will be able to express their ideas or thoughts clearly.Teaching aidsMultimedia devices; bl

8、ackboardTeaching important and difficult points1) Help Ss to master the expressions of giving advice:2) Talk about by using Teaching proceduresStep 1 Warming-upShow Ss some pictures of and ask students to describe what they are doing. Step 2 Lead-inPlay the tape and ask Ss to listen to the dialogue.

9、 Ask Ss to predict what we will learn today.Step 3 Provide key sentence patterns & expressionsProvide Ss useful sentence patterns and expressions to express .Step 4 Role-play/ DiscussionGive the Ss a situation, and ask the Ss to work in pairs and make up a conversation. Ask the Ss to discuss the top

10、ic with their partners.After that, invite Ss to present their ideas in front of the class.Step 5 SummaryIn this period, we mainly focus on how to. Its very important. You should know how to in real life after this period. You should memorize the useful expressions we learned today. I hope you can pr

11、actice more after class. Remember: practice makes perfect.Step 6 Homework1) Collect more expressions and sentence patterns that can be used to express .2) Find a partner to practice how to in different situations.词汇课试讲教案Grade level: First grade of high schoolLesson type: VocabularyDuration: 45 minTe

12、aching objectives1) Enable students to know the meaning of new words and grasp the usages of such important new words2) Enable Ss to use such new words in their own writing or speakingTeaching aidsMultimedia devices; blackboardTeaching important and difficult points1) Explain the meaning and usage o

13、f the words to the students2) Enable Ss to use the new words when they express themselvesTeaching proceduresStep 1 Lead-inRevision. Last period, we have finished the reading of the passage. Now we will learn the new words in the passage. Lets look at the underlined/italic/bold words. Step 2 GuessAsk

14、 Ss to guess the meaning of the words in the context. Or give students some examples and ask Ss to guess the meaning of the words.Step 3 ExplanationExplain the meaning of the words to the Ss. After explanation, present the usage of the words to the students and provide examples to help them understa

15、nd how to use them.Step 4 PracticeAsk the students to make sentences with new words by themselves. Invite Ss to share their sentences with the whole class.Step 5 SummaryThis, period, we have learnt several new words:. we have learnt the usage of these new words. I hope you will memorize these words,

16、 as well as the usage of these words. I suggest you use the new words as often as possible. In this way, you will know how to use the words, instead of only knowing the meaning of the words. Step 6 Homework1) Look up these new words in the dictionary, and get more meanings and usage of them in the d

17、ictionary.2) Finish Exercise 2 on page 11. require.async(wkcommon:widget/ui/lib/sio/sio.js, function(sio) var url = sio.callByBrowser( url, function () BAIDU_CLB_fillSlotAsync(u2845605,cpro_u2845605); ); ); Newwords:Newphrases:Step5:SummarySssummarizewhatwehavelearntandkeypoints.Makeanassessmentonea

18、chgroup.Step6:HomeworkWriteadiarywithsimplepasttense.Blackboarddesign：Title:Questions:Newwords:文章线索（便于复述）口语课教学过程：看图，问答练习，重点句呈现讲解，小组练习，展示成果TeachingObjectives:1.Beabletomasterthefollowingwordsandsentencepattern.Andlearntheexpressionofgivingadvice.2.Beabletotalkaboutoneshealthproblemsandgiveadvicefluen

19、tly3.Improvethecooperativespiritandcaremoreaboutyourselfandyourfamilymembershealth.TeachingAids:Pictures,ataperecorderandppt.TheteachingFocus:1.Masterthefollowingwordsandsentencepattern.2.MastertheexpressionsofgivingadviceTheTeachingDifficulties:1.Studentsmayfinditdifficulttorememberallthetargetneww

20、ordsintheclass;2.Studentsmayfinditdifficulttogiveappropriateadvicetothecertaindiseasebecauseoftheirlimitedlifeexperience.Teachingprocedure:Step1：WarmingupGreetSsbyaskingthem:Howareyoutoday?ThenIlltellSsthatImnotfeelingwelltoday(WritethesentenceontheblackboardandguideSstoreadit.)andgetSstoguesstherea

21、sonfreely.IfSscantgettheanswer,IlltellthemthatIdidnthaveagoodsleeplastnight.SoIhaveaheadache.(Isaythisbydoingagesture)Step2:Presentationofwordsandsentencepatterns1.Letonestudentimitatehehasakindofdiseaseandasktheclassguesswhatsthematterwithhim.Usethefollowingsentence:”whatsthematterwithhim?”“Ihaveas

22、tomache.”2.ShowSspicturesofdiseases.(Writethewordsontheblackboard.)Step3:PairworkAskSstoworkinpairsandtalkabouthealthproblemsbyusingthebandagegivenandusingthetargetlanguage:Whatsthematter?Imnotfeelingwell.IhaveaStep4:PresentationofexpressionsofgivingadviceTellSsthatIhaveacold/cough,askthem:Whatshoul

23、dIdo?Ssmaygivedifferentanswers,collecttheiranswersandhelpthemtouse:Youshould/shouldntdoDuringthisactivity,somephraseswillbelearned:.Step5:Roleplay1.ShowthesampledialogueandaskSstocompleteitaccordingtothepictureorally.AskStudentstomakeafour-peoplegroup,oneofthemisadoctor,theotherthreearepatients.Askt

24、heSstoroleplayadialogue.A:Whatsthematterwithyou?B:Imnotfeelingwell.Ihavea_.A:Whendiditstart?B:About_ago.A:Oh,thatstoobad./Imsorrytohearthat.Youshould/shouldnt_andyoushould/shouldnt_.B:Yes,Ithinkso.A:_.B:Thankyou,doctor.Step5:SummarySssummarizewhatwehavelearnt.Makeanassessmentoneachgroup.Step6:Homewo

25、rkTrytomakeastoryaccordingtothedialogue.Blackboarddesign：Title:Newwordsandphrases:Sentencepattern:语法课：复习导入，查找标记相关句子，总结规律，练习（造句，讨论）Teachingobjectives:1.EnabletheSstoknowtheusesofadjectivesendingin-ing/-edandthedifferencesbetweenthem.2.Masterthefollowingwordsandsentencepattern.MainwordandExpression:am

26、azed,amazing,interested,interesting,bored,boring.Mainstructure:Theclassroomwasamazing.Iwascompletelyamazedbytheclassroom.Teachingaids:Pictures,ataperecorderandppt.Teachingimportantpoints:GettheSstoknowthedifferencesbetweentheadjectivesendingin-ingand-edandlearntheusesoftheminthesentences.Teachingdif

27、ficultpoints:Understandthedifferencesbetweentheadjectivesendinginingandedandapplytheminthesentences.Teachingprocedure:Step1LeadinGreetthestudentsandsaysomewordswhichincludesthelanguagepoints.Thentellthemwhatwearegoingtolearnisthedifferencesandusesoftheadjectivesendingininganded.Askstudentstothinkabo

28、utthequestionbelowandtrytofigureouttherightanswer.-Canyoumakeadistinguishbetweenthetwosentences?Iambored.Iamboring.Step2discoveringandexplaining.Askthestudentstoreadthetextandtrytofindoutthesentenceswhichhavetheadjectivesendingin-INGandED.Trytofindthedifferencesandunderstandthemeaningoftheseadjectiv

29、es.Step3GroupworkLetstudentsworkingroupsandhaveadiscussion.Trytofindthedifferencesoftheseadjectivesandexplainthemeaningofthesesentencesaccordingtothecontext.Step4ConclusionandexerciseInvitestudentstomakeareportabouttheirgroupdiscussionandteacherwillmakeaconclusionaccordingtotheirreport.Findthegrammarrules:1:Theingformdescribesthepeopleorthingsthatcausethefeeling;（令人）2:Theedformtellsushowpeoplefee