教资高中英语语音教案【篇一：大一语音教案】教案2009 ～2010 学年第一学期系英语外事管理系教研室(组)大一年级精读组课程名称英语精读授课年级2009授课教师职称四川外语学院成都学院教务处制二○○九年八月教案（首页）教案【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-inshow students? pictures on the screen. and ask them whatthey will do if they are in those situations, let them discuss inpairs and then ask some ss answer the question after 3minutes. step 2: pre- readingteacher ask the ss to listen to the record to try to grasp thegeneral idea of the passage,try to answer 2 questions.step 3: while- readingusing task-based method to help the ss improve their readingskills in this step.task1. scanning :scanning the text and find the answer of 2 questions. lookingfor the information quickly without reading the whole text.task2. detail readingread the passage carefully and do true or false exercises onthe screen. let ss get further understanding of the article andcheck their reading results.step 4: language learningfind out the new words and phrases. let them guess from thecontext.new words: newphrases: step5:summaryss summarize what we have learnt and key points. make anassessment on each group. step6: homeworkwrite 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 .3. improve the cooperative spirit and care more about yourselfand your family members? health. teaching aids: pictures, atape recorder and ppt.the teaching focus:1. master the following words and sentence pattern.2. master the expressions of giving advicethe teaching difficulties:1. students may find it difficult to remember all the target newwords in the class;2. students may find it difficult to give appropriate advice tothe certain disease because of their limited life experience.teaching procedure:step1 ：warming upgreet ss by asking them: how are you today? then i?ll tell ssthat i?m not feeling well today (write the sentence on theblackboard and guide ss to read it.) and get ss to guess thereason freely. if ss can?t get the answer, i?ll tell them that ididn?t have a good sleep last night. so i have a headache. (isay this by doing a gesture)step2: presentation of words and sentence patterns1. let one student imitate he has a kind of disease and ask theclass guess what ?s the matter with him. use the followingsentence: ”what?s the matter with him? ”“i have a stomache. ”2. show ss pictures of diseases.( write the words on the blackboard.) step3: pair workask ss to work in pairs and talk about health problems byusing 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 advicetell ss that i have a cold/cough, ask them: what should i do?ss may give different answers, collect their answers and helpthem to use: you should/shouldn?t do ⋯during this activity, some phrases will be learned: ...step5: role play1.show the sample dialogue and ask ss to complete itaccording to the picture orally.ask students to make a four -people group, one of them is adoctor, the other three are patients. ask the ss to role play adialogue .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. youshould/shouldn?t ________ and you should/shouldn?t________...b: yes, i think so.a: _________________.b: thank you, doctor. step5:summaryss summarize what we have learnt. make an assessment oneach group.step6: homeworktry to make a story according to the dialogue. blackboarddesign ：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 completelyamazed by the classroom. teaching aids: pictures, a taperecorder and ppt.teaching important points:get the ss to know the differences between the adjectivesending in -ing and -ed and learn the uses of them in thesentences.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 ingreet the students and say some words which includes thelanguage points. then tell them what we are going to learn isthe differences and uses of the adjectives ending in –ing and –ed . ask students to think about the question below and try tofigure 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 thesentences which have the adjectives ending in -ing and –ed.try to find the differences and understand the meaning of theseadjectives.step 3 group worklet students work in groups and have a discussion. try to findthe differences of these adjectives and explain the meaning ofthese sentences according to the context.step 4 conclusion and exerciseinvite students to make a report about their group discussionand teacher will make a conclusion according to their report.find the grammar rules:1: the –ing form describes the people or things that cause thefeeling; （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 andcheck the answers. fill in the blank with the correct forms of words.it is a ____ (bore)party and i feel__(bore). step 5 homework1. find out more adjectives ending in -ing and -ed and sentences.e the -ed and - ing form of the words “bore ”“interest ” “amaze”and “embarrass ”to make sentences.blackboard design ：title:words and phrases : sentencepattern :.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【篇三：教师资格证英文教案】teaching plantype: module lesson material: threedays to seeteaching aids: multi-media and blackboardinstructor: zhu yunclass: class 12, senior ii, jianping high schoolteaching objectives:language objectives:1. to build up students ’vocabulary by reading and analyzing famous writings;2. to train students to further develop their reading skills.emotional objectives:1. to cultivate students ’appreci a ti o onf the masterpiece;2. to arouse students ’awareness of the beauty of nature;3. to get students to learn to cherish people and things around.ability objectives:1. to develop students ’ability to guess meanings of words through the context;2. to cultivate students ’spirit of cooperation with classmates.teaching proceduresi. presentation: pre-reading1. test students ’awareness of the change of things around;2. give a brief introduction of helen keller.ii. practice: while-readingi) read and understand the first two paragraphs1. did helen keller think it was good or bad if people werestricken blind and deaf for a fewdays at some time during his early adult life?2. how do you know that? (which word tells you?)3. why did helen think it was a good idea for people to losetheir ability of sight and hearing?4. did one of helen ’s friends observe anything when she returned from a long walk inthewoods?5. what did she say in reply to helen ’s question?6. was her friend also blind (or was she normal)?7. which word tells you that?8. what did she say about the seeing people?9. how do you understand the sentence “the seeing see little ”?do you agree? why?10. how did helen feel when saying “how was it possible ”? then how did helen feel the beauty of nature?ii) read and appreciate the third paragraph。