2022年教师资格证考试高中英语教学设计.doc

教师资格考试高中英语教学设计
语音课
Topic
Teaching Aims:
1. Knowledge aim: The students will be able to know how to pronounce…/what is…
2. Ability aim: The students will be able to pronounce ...
3. Emotional aim: The students will be able to pronounce ... more confidently.
Teaching methods: 3-P model (Presentation, Practice, Production)
Teaching Aid: blackboard, PowerPoint, some cards, picture of vocal organ
Teaching Procedures:
1. Step 1: Greeting and Lead-in
① Daily greeting
② Lead-in:
2. Step 2: presentation
Show some cards to the students and ask them what it is.
(Ask student to read three sentences)
3. Step 3: Practice
Let students practice the sound, and explain the right way to pronounce the sound.
4. Step 4: Production
Sound discrimination and tongue twister
5. Step 5: Summary (or consolidation)
T: Today, we have learned …, please remember the right way to pronounce... You should practice more after class.
6. Step 6: Homework
Practice the…with your partner and find more example of …
Teaching reflection:
Blackboard Design:

案例:
一、 音标教案
Lessen plan for the pronunciation of /iə/
Teaching aims:
(1)Knowledge aim: be able to know how to pronounce the diphthong /iə/
(2)Ability aim: By the end of the class, students should be able to pronounce the diphthong/iə/
(3)Emotional aim: be able to pronounce the /iə/more confidently
Teaching methods: 3-P model(Presentation, Practice, Production)
Teaching aids: chock, blackboard, some cards
Teaching procedure:
1) StepⅠGreeting and Lead-in
2) StepⅡ Presentation
Show some cards to the students. Lead in the diphthong /iə/
3) StepⅢ Practice
explain the right way to pronounce the sound and practice the students the sound /iə/.
4) StepⅣ Production
Sound discrimination and tongue twister
StepⅤ Summarize
StepⅥ Homework
Practice the diphthong /iə/ with your partner.

稿子:
Class begins. Good morning/afternoon, boys and girls. Nice to have this English class with you. Today we are going to learn a diphthong in English.
T: first,I will show some cards. Do you know, what is this in English?
T: yes, very good. This is a deer. Now read after me, deer.
T: deer
T: OK, very good. Then the second one, what is this in English?
T: good. This is a girl. And what is she doing now?
T: Yes, she is crying, so in her eyes, there is …
T: excellent! There are tears in her eyes. Read after me. Tear
T: tear
T: Ok. Now, another picture, what is this in English?
T: you are great. This is a bottle of beer. Now read after me, beer
T: beer
T: Ok. We have learned these three words: deer, tear and beer. From these words, can you find something in common?
T: yes, very good. These words all contain the sound/iə/. Now read after me, /iə/ /
T: /iə/
T: /iə/
T: Now, do you know the right way to pronounce the diphthong /iə/?
T: this is a diphthong. It begins with the first sound /i/,( write the /i/ on the blackboard) and glide towards the second sound /ə/,( write the /ə/ on the blackboard) remember?
T: Ok, very good. Now who can pronounce the sound? Aslan, you, please
T: /iə/, read after me.
T: yes, very good. Lily, can you?
T: OK Good. Candy, please
T: yes, very good.
T: Ellen, how about you?
T: Good. But you should change the shape of your mouth as you move from one sound to another. Now, look at the position of my lips when I pronounce this sound. /iə/, /iə/, /iə/. Now read after me, /iə/
T: OK, excellent. Now, the whole class read after me. /iə/
T: /iə/
T: /iə/.
T: /iə/.
T: very good. Now, I will divide you into two groups. Group 1 read the sound three times, and then group 2. Do I make myself clear?
S: Yes.
T: /iə/. One two go.
T: very good. Now group2
T: good. You all have done a good job. Now let’s do some exercise of sound discrimination. Listen to me carefully and circle the words which contain the sound /iə/ from each of the following pairs. N.1, peer pear
T: excellent. N.2, tare tear
T: are you sure?
T: OK, very good. N.3deer dare
T: great! N.4 mere mare
T: you are so smart. Now, please look at the blackboard. There is a tongue twister. Who can read it out? Miky, you, please.
T: very good. A deer and a mare spare mere one second to drink a bottle of beer without tears. And who would like to try? cuqi, please.
T: excellent!
T: today, we have learned the sound /iə/; remember the right way to pronounce this sound. It begins with the first sound /i/ and glide towards the second sound /ə/, you should practice more after class. Your homework is to practice the diphthong /iə/ with your partner. OK. That's all for today's class. See you!

Topic
Teaching Aims:
1. Knowledge aim: The students will be able to know how to pronounce…/what is…
2. Ability aim: The students will be able to pronounce ...correctly
3. Emotional aim: The students will be able to speak English more confidently.
Teaching methods: 3-P model (Presentation, Practice, Production)
Teaching Aid: blackboard, PowerPoint, some cards,
Teaching Procedures:
1. Step 1: Greeting and Lead-in
① Daily greeting
② Lead-in: play a video and ask the students to pay attention to the pronunciation of native speakers. Then, ask some question about the video: What are they talking about? Do you notice how they pronounce …? …
2. Step 2: presentation
Read the text and ask students to underline the parts where the pronunciation phenomenon is similar with the one shown in the video.
Ask students to conclude the common point of those parts.
Based on what students say, explain the pronunciation phenomenon
3. Step 3: Practice
Ask students to read the text again.
Ask students to read the examples on PPT.
4. Step 4: Production
Sound discrimination and tongue twister
Ask students to discuss… with their partners.
5. Step 5: Summary
Briefly summarize the skill to pronounce …
6. Step 6: Homework
Practice the…with your partner and find more example of …
Teaching reflection:
Blackboard Design:

语音教学试讲真题
内容
But she began to trust him, she told him how she was overweight and this made her feel unhappy .also she felt her home wasn’t elegant enough for someone like larry who wanted to improve his social position
基本规定
针对段落长句 设计示范连读 重读教学环节

阅读课
Teaching Plan
Teaching Aims:
1. Knowledge aim: students will be able to understand the main idea and some details of the passage.
2. Ability aim: students will be able to use reading skills such as skimming and scanning.
3. Emotional aim: Students can get more interested in English culture.
Teaching Procedures:
1. Step one: warming-up lead-in (1 minutes)
Greeting.
Show the students some pictures or play a song about … and ask them some simple questions: …
2. Step two: pre-reading (2 minutes)
Common sense on…
Ask students to give examples of…
Play the video about …. While enjoy the video, students think over the following questions: ….
3. Step three: while-reading(4 minutes)
Read the text for the students and then ask them to conclude the main idea of the passage.
Main idea: …
Ask the students to read the passage carefully and decide whether the statements are true or false and explain why:
…
Ask the students to work in groups and have a discussion on the following questions:
…
4. Step Four: post-reading(2 minutes)
Ask students to retell the passage. Ask students to retell between partners first, then ask two students to retell before class.
5. Step Five: Summary and Homework(1 minutes)
Briefly review the content learned today.
Let the students to write a composition about the ending of this story.

T: Good morning, boys and girls. How are you today? Great! Today, we are going to learn a new lesson, but before the class, I want to show you some pictures. Well, what do you see in the pictures? Great! How do you feel about…? Do you have any experience about…?
T: Well, …(common sense). Can you name some examples of …? Ok, Peter, please.
T: …, yes, great! How about you, Lily?
T: … and …. Well done. [Now, I will play a video for you. Please think over ‘…’ while you enjoy the video.]
T: Ok, the video is over, who want to share his opinion with us? Aslan, go ahead.
T: Thanks for sharing. As we have talked a lot about the …, now open your book and turn to page 51. Let’s move on the learn the text about …. I will read the text for you. While reading, please try to conclude the main idea of the passage. Here we go! (读课文)
T: Ok, do you understand the whole passage? Great! So, who volunteer to answer the question: what’s the main idea of the passage? Lily, please.
T: Good job! This passage is mainly about … It’s very interesting. Now, please read it carefully and then do the true or false on the PPT.
T: Have you finished? Good. So is the first statement true or false? Helen, what’s your answer?
T: Yes, it’s true. What about the second one? …(句子)true or false? OK, Stacey please.
T: Yes! It’s false. But can you explain why?
T: Excellent! It’s false because … Now, the last one. Any volunteer? Great, Mike, please.
T: Yes, it’s true, too. Now, can you understand the whole text? Great. If we must understand this reading material thoroughly, we should pay more attention to each and very fact in this reading material in order to understanding the text.[ In the following part, we will do some further study. Please work in groups and have a discussion on the questions shown on the ppt: … ten minutes.
T: Ok, time is up. Which group wants to share your opinion? Great, please!
T: Well done. I can feel that you have thought it thoroughly. Is there any group has different opinions? Well, this group.
T: you did a good job too. …(问题答案)]
T: Well, we have read the text thoroughly and it seems like all of you have understood it. Now please work in pairs and try to retell the passage. I’ll give you ten minutes and then I’ll ask two students to do the presentation. Let’s start.
T: Time is up. Who want to retell the passage first? Come on, don’t be shy! Great, Lily.
T: Excellent! Anyone else? Mark, please.
T: Very good!
T: Ok, so much for today. As we have learned … it’s very interesting. Please write a composition about the ending of the story after class. That’s all, you can have a break now.

1. 阅读课教学方案
1. Teaching aims:
1. Train the students’ reading ability.
2. Enable the students to realize ...
3. Stimulate(激发) the students’ interest and ...
2. Teaching methods:
1. Fast reading to get general idea of the text.
2. Careful reading to understand the passage better.
3. Teaching procedures(程序):
Step1 Lead-in
Use some pictures of ... to lead in the topic.
Step 2 Pre-reading
1. Play a guess game: ...
2. Play another guess game: ...
Step 3 Predict(预测)
1. Ask the students to predict what the reading passage talks about according to the title and illustrations(插图) of passage. The teacher can give some clues by talking about the illustrations:
...
...
Step 4 Skimming(略读)
1. Let the students skim the whole passage to get the main idea, then evaluate their predictions. During this activity, the teacher should give some guidance(指引) on reading skills.
Main idea of the passage:
...
2. Let the students skim the passage and divide it into different parts to find out the main idea of every part an the topic sentences.
Part 1 (paragraph 1...)
...
...
Step 5 Careful reading
... (问题)
Ask the students to scan the second part and complete the chart(图表)with information from the passage.
Ask the students to read carefully and finish the following tasks:
...
...Read the statements and decide whether it is true or false and give the reason.
(设计某些问题或判断对错等)

高中英语阅读课(例子) 教学设计

Ⅰ.Teaching Contents 教学内容 
Module 7 Unit4 Sharing Reading: A Letter Home 

II.Analysis of teaching material 教材分析  
本单元话题是Sharing,重要涉及协助弱者、志愿服务、合伙分享等。通过听、说、读、写等各种活动学习有关语言知识,使学生理解世界上诸多地方依然很落后,从而懂得同情,学会分享。理解某些志愿者工作信息,培养学生互助合伙精神和社会责任感。结合针对短文话题探讨激发学生国际意识,通过各种渠道力所能及地为贫困地区孩子做出自己贡献。 
本课设计这篇课文是一种志愿者一封家书,她在巴布亚新几内亚共和国一种小山村教书。信中详细地描述了她所在学校状况和她去一种学生家做客经历。通过这封信,学生可以理解巴布亚新几内亚共和国各部落生活状况和风俗习惯,同步可以更好地理解志愿者工作。

 Ⅲ.Analysis of students学情分析    
1．学生通过高中阶段必修1～选修6学习,具备了一定阅读技能,如查找细节信息,抓住段落要点和全文大意等,在阅读速度方面也有了较大提高,这有助于学生较好地完毕这个学时课文阅读。同步,在听、说、写等方面也有了一定基本。 
2．这个单元话题是分享、协助与合伙。对于高二学生而言,她们价值观人生观已经基本形成,本课通过阅读志愿者家书,理解某些志愿者工作,小组讨论“如果你/你们是志愿者你/你们将做什么工作?为什么?”协助学生结识这个世界,理解互助合伙意义,即在协助她人过程中实现自己人生价值。 
3．学生在这节课学习过程中需要用到预习方略、收集分析信息方略、归纳整顿方略等。
Ⅳ.Design of Teaching Objectives 教学目的 
1.Knowledge objectives 知识目的 
(1)学生可以对的读写及运用本课浮现单词。 
(2)学生掌握本课词组意思并能在句子中纯熟运用。 2.Ability objective能力目的 
(1)强化略读、查读等阅读技能,训练通过寻找核心词、主题句等方式更迅速并精确地拟定文章段落大意,理清文章总体框架与脉络技能。 
(2)增强阅读理解能力;发展借助图片、表格等非语言信息进行语言输出能力。 3.Affective objectives 情感价值目的 
(1)协助学生理解志愿者工作意义,培养学生在寻常生活中协助她人、扶贫救困爱心。 
(2)在小组合伙互动中,增强学生团队合伙精神与分享意识。 

Ⅴ.Teaching Important Points(教学重点) 
a.获取巴布亚新几内亚独立国各部落生活状况和风俗习惯信息; b．阅读能力培养和阅读技巧训练,如精读课文完毕表格填空等。 Ⅵ. Teaching Difficult Points(教学难点) 
a.理解作为志愿者工作意义,从而树立对的价值观; 
b．训练用英语获取信息、解决信息、分析问题和解决问题能力。

 Ⅶ. Teaching Methods(教学办法) 
1. Task-based method to make students interested in what they will learn.(任务型教学法)
2. Fast reading to get the general idea of the passage.(略读法)   
3. Careful reading to get some detailed information.(细读法)

 Ⅷ. Teaching Aids:(教学手段) 
多媒体教学 

Ⅸ. Teaching procedures (教学程序) 
Step I  Warming-up and lead in 
1. 幻灯片1 
T: Class, firstly let’s enjoy a video and a song. Ss: Enjoy the song and the video. T: What can you see from the video? 
Ss: I can see many students are planting trees/helping the disabled/cleaning the street………… 
T: What can you learn from the video and the video? Ss: We should devote our youthful power to the world. 2.幻灯片2 
T: So we should learn to share.Ok,this is our today’s topic sharing. Our main task is reading. 2. 幻灯片3 
T: Now, class, just have a think, what do you mean by “sharing”? Let’s look at it. Ss: Read the meanings together. 3. 幻灯片4 
T: The people who are helping others in the video are called volunteers. Volunteers are not paid which means they are not given money, not because they are not worthless but because they are priceless, but because they cannot be measured by money. Are you clear? Ss: Yes. 
T: Here is the sign of volunteer. Do you know what the sign stands for? A Hand? Ss: Help. 
T:A Heart? Ss: Love. T: A Dove? Ss: Peace. T: A Letter “Y”? Ss: Youth. T: Do you want to be a volunteer? Ss: Yes. 
T: You are great. So you must know what a volunteer usually does. 4. 幻灯片5-9 
T: You can answer the question according to the pictures. Ss: (give their answers)  
T: (Sum up) Yes, there are different kinds of voluntary work volunteers can do. [设计阐明]  本环节重要是课文导入和热身环节,运用多媒体播放和本课主题有关直观、生动图片和音乐,创设轻松和谐课堂氛围,激发学生兴趣,自然进入本课话题,教师联系生活实际展开教学。    
Step II.Pre-reading 
幻灯片10 
T: Now, class look at the title and pictures try to guess “What’s the author’s work?” Ss: She is a teacher.. 
T: Yes, she is also a volunteer, so she is great. 
[设计阐明] 通过看幻灯片呈现题目和图片,让学生猜测本文作者工作,激发学生探究问题兴趣,有助于阅读活动展开。
 Step III.  Wh