Learning about Language教学设计和教学实录

教师资格证高中英语教案模板

教师资格证高中英语教案模板篇一:教师资格证人教版高中英语

优秀教案 人教版高中英语优秀示范教案(必修三) 1 2 教师资格证高中英语教案模板篇二:教师资格证高中英语面试

教案写法整理 阅读课:导入(图片，问答)，读前讨论预测或者听力训练，读

中寻读精读标记语法点找主旨句，读后讲解语法点，小组活动 Teaching Topic: Teaching Aims: 1. Learn some new words . 2. Improve students? reading ability and self-study ability. 3. Enable students to value/love/aware the importance of ... Teaching Aids: Pictures, a tape recorder and ppt. Teaching Important Points: 1.Improve students? reading ability. 2.Master the following words. Teaching Difficult Points: 1. How to make them to understand the reading text better. 2. Improve their reading strategy. Teaching Procedure:

Step 1: Lead-in Show students? pictures on the screen. and ask them what they will do if they are in those situations, Let them discuss in pairs and then ask some Ss answer the question after 3 minutes. Step 2: Pre- reading Teacher ask the Ss to listen to the record to try to grasp the general idea of the passage,try to answer 2 questions. Step 3: While- reading Using task-based method to help the Ss improve their reading skills in this step. Task1. Scanning : Scanning(来自:WWw.HnnscY.com 博文

学习

网:教师资格证高

中英语教案模板) the text and Find the answer of 2 questions. Looking for the information quickly without reading the whole text. Task2. Detail reading Read the passage carefully and do true or false exercises on the screen. let Ss get further understanding of the article and check their reading results. Step 4: Language Learning Find out the new words and phrases. Let them guess from the context. New words: New phrases: Step5: Summary Ss summarize what we have learnt and key points. Make an assessment on each group. Step6: Homework

Write a diary with simple past tense. Blackboard design: Title: Questions: New words : 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 Teaching Objectives: 1. Be able to master the following words and sentence pattern. And learn the expression of giving advice . 2. Be able to talk about one?s health problems and give advice fluently 3. Improve the cooperative spirit and care more about yourself and your family members? health. Teaching Aids: Pictures, a tape recorder and ppt. The teaching Focus: 1. Master the following words and sentence pattern. 2. Master the expressions of giving advice The Teaching Difficulties: 1. Students may find it difficult to remember all the target new words in the class; 2. Students may find it difficult to give appropriate advice to the certain disease because of their limited life experience.

Teaching procedure: Step1:Warming up Greet Ss by asking them: How are you today? Then I?ll tell Ss that I?m not feeling well today (Write the sentence on the blackboard and guide Ss to read it.) and get Ss to guess the reason freely. If Ss can?t get the answer, I?ll tell them that I didn?t have a good sleep last night. So I have a headache. (I say this by doing a gesture) Step2: Presentation of words and sentence patterns 1. Let one student imitate he has a kind of disease and ask the class guess what ?s the matter with him. Use the following sentence:”what?s the matter with him?” “I have a stomache.”

2. Show Ss pictures of diseases.( Write the words on the black board.) Step3: Pair work Ask Ss to work in pairs and talk about health problems by using the bandage given and using the target language: What?s the matter? I?m not feeling well. I have a „

Step4: Presentation of expressions of giving advice Tell Ss that I have a cold/cough, ask them: What should I do? Ss may give different answers, collect their answers and help them to use: You should/shouldn?t do„ During this activity, some phrases

will be learned: ... Step5: Role play 1.Show the sample dialogue and ask Ss to complete it according to the picture orally.

Ask Students to make a four -people group, one of them is a doctor, the other three are patients. Ask the Ss to role play a dialogue . A: What?s the matter with you? B: I?m not feeling well. I have a _______. A: When did it start? B: About______ ago. A: Oh, that?s too bad. / I?m sorry to hear that. You should/shouldn?t ________ and you should/shouldn?t ________... B: Yes, I think so. A: _________________. B: Thank you, doctor. Step5: Summary Ss summarize what we have learnt. Make an assessment on each group. Step6: Homework Try to make a story according to the dialogue. Blackboard design: Title: New words and phrases : Sentence pattern : 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) Teaching objectives: 1.Enable the Ss to know the uses of adjectives ending in -ing / -ed and the differences between them.

2. Master the following words and sentence pattern. Main word and Expression: amazed, amazing, interested, interesting, bored, boring. Main structure: The classroom was amazing. I was completely amazed by the classroom. Teaching aids: Pictures, a tape recorder and ppt. Teaching important points: Get the Ss to know the differences between the adjectives ending in -ing and -ed and learn the uses of them in the sentences. Teaching difficult points: Understand the differences between the adjectives ending in –

ing and –ed and apply them in the sentences . Teaching procedure: Step 1 Lead in Greet the students and say some words which includes the language points. Then tell them what we are going to learn is the differences and uses of the adjectives ending in –ing and –ed . Ask students to think about the question below and try to figure out the right answer. ---Can you make a distinguish between the two sentences? I am bored. I am boring . Step 2 discovering and explaining.

Ask the students to read the text and try to find out the sentences which have the adjectives ending in -ING and –ED. Try to find the differences and understand the meaning of these adjectives. Step 3 Group work Let students work in groups and have a discussion. Try to find the differences of these adjectives and explain the meaning of these sentences according to the context. Step 4 Conclusion and exercise Invite students to make a report about their group discussion and teacher will make a conclusion according to their report. Find the grammar rules: 1: The –ing form describes the people or things that cause the feeling;(令人?) 2: The –ed form tells us how people feel.(感到?) Give some examples to show what they have learned and ask students to do exercise and check the answers. Fill in the blank with the correct forms of words. It is a ____ (bore)party and I feel__(bore). Step 5 Homework 1. Find out more adjectives ending in -ing and -ed and sentences. 2.Use the -ED and -ING form of the words “bore” “interest”

“amaze” and “embarrass” to make sentences.

Blackboard design: Title: Words and phrases :

Sentence pattern : . 听力课:导入，听主要内容检查主要内容，听细节(给问题)，

分角色，对话表演 写作课:复习导入，展示讨论图片，描述内容/文体，总结关键

词语，教师指导，写作文 教师资格证高中英语教案模板篇三:教师资格证高中英语面试教

案写法整理 阅读课:导入(图片，问答)，读前讨论预测或者听力训练，

读中寻读精读标记语法点找主旨句，读后讲解语法点，小组活动 Teaching Topic: Teaching Aims: 1. Learn some new words . 2. Improve students? reading ability and self-study ability. 3. Enable students to value/love/aware the importance of ... Teaching Aids: Pictures, a tape recorder and ppt. Teaching Important Points: 1.Improve students? reading ability. 2.Master the following words. Teaching Difficult Points: 1. How to make them to understand the reading text better. 2. Improve their reading strategy. Teaching Procedure: Step 1: Lead-in

Show students? pictures on the screen. and ask them what they will do if they are in those situations, Let them discuss in pairs and then ask some Ss answer the question after 3 minutes. Step 2: Pre- reading Teacher ask the Ss to listen to the record to try to grasp the general idea of the passage,try to answer 2 questions. Step 3: While- reading Using task-based method to help the Ss improve their reading skills in this step. Task1. Scanning : Scanning the text and Find the answer of 2 questions. Looking for the information quickly without reading the whole text. Task2. Detail reading Read the passage carefully and do true or false exercises on the screen. let Ss get further understanding of the article and check their reading results. Step 4: Language Learning Find out the new words and phrases. Let them guess from the context. New words: New phrases: Step5: Summary Ss summarize what we have learnt and key points. Make an assessment on each group. Step6: Homework Write a diary with simple past tense.

Blackboard design: Title: Questions: New words : 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 Teaching Objectives: 1. Be able to master the following words and sentence pattern. And learn the expression of giving advice . 2. Be able to talk about one?s health problems and give advice fluently 3. Improve the cooperative spirit and care more about yourself and your family members? health. Teaching Aids: Pictures, a tape recorder and ppt. The teaching Focus: 1. Master the following words and sentence pattern. 2. Master the expressions of giving advice The Teaching Difficulties: 1. Students may find it difficult to remember all the target new words in the class; 2. Students may find it difficult to give appropriate advice to the certain disease because of their limited life experience. Teaching procedure:

Step1:Warming up Greet Ss by asking them: How are you today? Then I?ll tell Ss that I?m not feeling well today (Write the sentence on the blackboard and guide Ss to read it.) and get Ss to guess the reason freely. If Ss can?t get the answer, I?ll tell them that I didn?t have a good sleep last night. So I have a headache. (I say this by doing a gesture) Step2: Presentation of words and sentence patterns 1. Let one student imitate he has a kind of disease and ask the class guess what ?s the matter with him. Use the following sentence:”what?s the matter with him?” “I have a stomache.”

2. Show Ss pictures of diseases.( Write the words on the black board.) Step3: Pair work Ask Ss to work in pairs and talk about health problems by using the bandage given and using the target language: What?s the matter? I?m not feeling well. I have a „

Step4: Presentation of expressions of giving advice Tell Ss that I have a cold/cough, ask them: What should I do? Ss may give different answers, collect their answers and help them to use: You should/shouldn?t do„ During this activity, some phrases

will be learned: ... Step5: Role play 1.Show the sample dialogue and ask Ss to complete it according to the picture orally.

Ask Students to make a four -people group, one of them is a doctor, the other three are patients. Ask the Ss to role play a dialogue . A: What?s the matter with you? B: I?m not feeling well. I have a _______. A: When did it start? B: About______ ago. A: Oh, that?s too bad. / I?m sorry to hear that. You should/shouldn?t ________ and you should/shouldn?t ________... B: Yes, I think so. A: _________________. B: Thank you, doctor. Step5: Summary Ss summarize what we have learnt. Make an assessment on each group. Step6: Homework Try to make a story according to the dialogue. Blackboard design: Title: New words and phrases : Sentence pattern : 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) Teaching objectives:

1.Enable the Ss to know the uses of adjectives ending in -ing / -ed and the differences between them. 2. Master the following words and sentence pattern. Main word and Expression: amazed, amazing, interested, interesting, bored, boring. Main structure: The classroom was amazing. I was completely amazed by the classroom. Teaching aids: Pictures, a tape recorder and ppt. Teaching important points: Get the Ss to know the differences between the adjectives ending in -ing and -ed and learn the uses of them in the sentences. Teaching difficult points: Understand the differences between the adjectives ending in –

ing and –ed and apply them in the sentences . Teaching procedure: Step 1 Lead in Greet the students and say some words which includes the language points. Then tell them what we are going to learn is the differences and uses of the adjectives ending in –ing and –ed . Ask students to think about the question below and try to figure out the right answer. ---Can you make a distinguish between the two sentences? I am bored. I am boring . Step 2 discovering and explaining.

Ask the students to read the text and try to find out the sentences which have the adjectives ending in -ING and –ED. Try to find the differences and understand the meaning of these adjectives. Step 3 Group work Let students work in groups and have a discussion. Try to find the differences of these adjectives and explain the meaning of these sentences according to the context. Step 4 Conclusion and exercise Invite students to make a report about their group discussion and teacher will make a conclusion according to their report. Find the grammar rules: 1: The –ing form describes the people or things that cause the feeling;(令人?)2: The –ed form tells us how people feel.(感到?) Give some examples to show what they have learned and ask students to do exercise and check the answers. Fill in the blank with the correct forms of words. It is a ____ (bore)party and I feel__(bore). Step 5 Homework 1. Find out more adjectives ending in -ing and -ed and sentences. 2.Use the -ED and -ING form of the words “bore” “interest”

“amaze” and “embarrass” to make sentences.

Blackboard design: Title: Words and phrases :

Sentence pattern : . 听力课:导入，听主要内容检查主要内容，听细节(给问题)，

分角色，对话表演 写作课:复习导入，展示讨论图片，描述内容/文体，总结关键

词语，教师指导，写作文