高中英語聽力課試講教案

1、聽力課試講教案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 students to u

2、nderstand 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 brief discus

3、sion 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 questions, as

4、k 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 the correct a

5、nswer, 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 the listening

6、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) Search more info

7、rmation about .口語課試講教案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; blackboardTeac

8、hing 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. Ask Ss to p

9、redict 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 topic with

10、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 practice m

11、ore 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.詞匯課試講教案Grade level: First grade of high schoolLesson type: VocabularyDuration: 45 minTeaching o

12、bjectives1) 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 of the wo

13、rds 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 Ss to g

14、uess 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 understand how t

15、o 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, as well

16、 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 dictionar

17、y.2) Finish Exercise 2 on page 11. require.async('wkcommon:widget/ui/lib/sio/sio.js', function(sio) var url = ' s:/cpro.baidustatic /cpro/ui/c.js' sio.callByBrowser( url, function () BAIDU_CLB_fillSlotAsync('u2845605','cpro_u2845605'); ); ); New words: New&#

18、160;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. 

19、Blackboard design： Title: Questions: New words : 文章線索（便于復(fù)述） 口語課教學(xué)過程：看圖，問答練習(xí)，重點句呈現(xiàn)講解，小組練習(xí)，展示成果 Teaching Objectives: 1. Be able to master the following words and sentence pattern. And lea

20、rn the expression of giving advice . 2. Be able to talk about ones health problems and give advice fluently 3. Improve the cooperative spirit and care more abou

21、t 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.

22、60;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. 

23、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

24、0;asking them: How are you today? Then Ill tell Ss that Im not feeling well today (Write the sentence on the blackboard and guide Ss to read it.) and get&#

25、160;Ss to guess the reason freely. If Ss cant get the answer, Ill tell them that I didnt have a good sleep last night. So I have a headache. (I say

26、60;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&

27、#160;s the matter with him. Use the following sentence:”whats the matter with him?” “I have a stomache.” 2. Show Ss pictures of diseases.( Write the words on the

28、0;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: Whats the matt

29、er? Im 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

30、0;may give different answers, collect their answers and help them to use: You should/shouldnt do During this activity, some phrases will be learned: . Step5: Role play

31、60;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,

32、0;the other three are patients. Ask the Ss to role play a dialogue . A: Whats the matter with you? B: Im not feeling well. I have a _. A: When di

33、d it start? B: About_ ago. A: Oh, thats too bad. / Im sorry to hear that. You should/shouldnt _ and you should/shouldnt _. B: Yes, I think so. A: _.&#

34、160;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

35、0;dialogue. Blackboard design： Title: New words and phrases : Sentence pattern :   語法課：復(fù)習(xí)導(dǎo)入，查找標(biāo)記相關(guān)句子，總結(jié)規(guī)律，練習(xí)（造句，討論） Teaching objectives: 1.Enable the Ss to know the uses of ad

36、jectives ending in -ing / -ed and the differences between them. 2. Master the following words and sentence pattern. Main word and Expression: amazed, amazing, interested, 

37、;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 im

38、portant 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 

39、;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 studen

40、ts 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 

41、;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? 

42、;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

43、 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 

44、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&#

45、160;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 desc

46、ribes 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 stu

47、dents 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 

48、60; 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

49、 sentences. Blackboard design： Title: Teaching procedures:Step 1: GreetingsT: Good morning, everyone.S: Good morning, Mr Dai.Step 2: Lead-inT: My lovely Ss, please look at the screen. What is the topic of our class?Ss: Unforgettable experiences.T:Yes. Please use one word to

50、describe it, such as “happy”.S1:S2: T: perfect, all of you are knowledgeable.(Ask Ss one by one, and choose some words write down on the blackboard.)T:Okay. You see, all of you used many different words to describe, like(write down on the blackboard.)Step 3: Activities1. Acitivity1: Telling story(Ma

51、ke a short conclusion)T: Different people have different understanding of our topic. Now, look at the screen, Ill show you some aspects of our topic. First, unforgettable experience sometimes means something leaves deep impression on you. Such as(the words of Ss) It also can means events, some are g

52、ood, and some are bad. (Olympic Games, natural disasters, etc.) Or, it may be means something very meaningful. And, it also can means your unforgettable trip; you went to some famous places. For example, went to zoos. Yes, I have gone to Linyi Wild Zoos last week. I saw many different kinds of anima

53、ls there. Its so enjoyable and meaningful. You can see the pictures. Do you want to know more information about my “Zoos trip”?Ss: Yes.T: OK. Lets see it together.(Present the route of my tour on the blackboard or ppt, use FirstNextThenFinally to describe.)T: Look at my route on the Blackboard:(My o

54、wn experience:It was a fun day. I went to Linyi Wild Zoos with my friends. First, we took on the bus at bus station. Because we would see many dangerous and ferocious animals such as lions, tigers, wolves , etc. After about half an hour, we backed to the station. Next, we walked to see some gentle a

55、nimals like pandas, different kinds of birds, monkeys, swans and so on. Then, we went to see the animals shows. They are so lovely, interesting and smart. Finally, we went to the restaurant to have dinner. Although all of us were very tired, we were happy and enjoyable.)T: How do you think of my exp

56、erience?Ss:T:But I believe yours must be better than mine.Now, working in pairs, share your own unforgettable experiences with your partner.T:I can see all of you are eager to tell your stories. ., who do you think has the most interesting story in our class?S1:*.T:OK. Thank you.Jack, please share y

57、our unforgettable experience.S2:T:You say that Whose story are you interested in , you can call his or her name.T. All of you did a very good job. And I am very proud of you. Give you a big hand. If you want to know more, you can communicate with your classmates after class.2. Activity2: Making stor

58、yT: Next, lets play a mini-game.Looking at the blackboard, there are two faces, one is the other isI will ask two students to write down some relevant words or phrases. T: Now, I have several envelopes in my hands. Do you want to know what is it in it?Ss:Yes.T:Okay. I will divide you into several gr

59、oups. Each group chose one envelope. And you will know the secret in it.(Making the short dialogue according to the paper in envelope.After they finished, ask one student of each group to stand on the stage to tell their story.)Step4: SummaryT: We have learned many useful words, phrases, and sentences to describe our own experience. In next days, you can use them to t