本篇文章給大家談?wù)劯咧杏⒄Z(yǔ)教學(xué)設(shè)計(jì)模板教師資格證，以及教師資格證高中英語(yǔ)教學(xué)設(shè)計(jì)萬(wàn)能模板對(duì)應(yīng)的知識(shí)點(diǎn)，希望對(duì)各位有所幫助，不要忘了收藏本站喔。

本文目錄一覽：

• 1、高中英語(yǔ)教師資格證
• 2、蕪湖市高中英語(yǔ)教師資格證教學(xué)設(shè)計(jì)及講課是用英語(yǔ)還是漢語(yǔ)？教學(xué)設(shè)計(jì)模板是什么樣的？
• 3、高級(jí)中學(xué)教師資格證考試，高中英語(yǔ)試講怎么準(zhǔn)備?需要課件和樣板教案有嗎？感激不盡
• 4、高中英語(yǔ) 教師資格證 連續(xù)20個(gè)課時(shí)的 教案怎么寫？
• 5、高中英語(yǔ)優(yōu)秀教學(xué)教案設(shè)計(jì)
• 6、高中英語(yǔ)教師資格證面試的教案怎么寫??？

高中英語(yǔ)教師資格證

方法：

1、第一輪復(fù)習(xí)采用題海戰(zhàn)術(shù)。海量刷題，能夠幫助我們對(duì)相關(guān)知識(shí)進(jìn)行查缺補(bǔ)漏，效果非常明顯。

2、第二輪復(fù)習(xí)講求區(qū)分出重點(diǎn)，并對(duì)重點(diǎn)進(jìn)行復(fù)習(xí)，可以準(zhǔn)備一個(gè)筆記本，將你認(rèn)為的或者是頻繁出現(xiàn)的高頻考點(diǎn)記錄下來(lái)，還要將錯(cuò)題也記錄下來(lái)，有時(shí)間就看看筆記本，有意識(shí)的記憶。

3、第三輪復(fù)習(xí)講求精益求精，因?yàn)闀r(shí)間緊迫，只需要復(fù)習(xí)高頻考點(diǎn)和錯(cuò)題集，這時(shí)候筆記本的優(yōu)勢(shì)就體現(xiàn)出來(lái)了，對(duì)重點(diǎn)難點(diǎn)進(jìn)行反復(fù)背誦，記憶，做最后的查缺補(bǔ)漏。

4、英語(yǔ)學(xué)科知識(shí)的話，需要進(jìn)行單詞的積累，單詞記憶是一個(gè)工程量較大的項(xiàng)目，需要日復(fù)一日的背誦記憶，沒有任何捷徑。

5、教學(xué)教案設(shè)計(jì)題要注意模板的背誦和記憶，它能夠幫助我們更好的理解知識(shí)的框架結(jié)構(gòu)。

教育知識(shí)與能力：這部分包括21道選擇題、4道辨析題、4道簡(jiǎn)答題和2道材料分析題。知識(shí)點(diǎn)較多，沒有捷徑，只能不斷背誦，強(qiáng)化記憶。

學(xué)科知識(shí)與教學(xué)能力：這部分的題型是：15道選擇題、2道案例分析和1道教學(xué)設(shè)計(jì)題。選擇題大多和新課標(biāo)有所關(guān)聯(lián)，案例分析題，兩道都是評(píng)價(jià)老師做法的題。教學(xué)設(shè)計(jì)就是設(shè)計(jì)教學(xué)目標(biāo)及依據(jù)學(xué)情、文本分析和新課標(biāo)要求三項(xiàng)，進(jìn)行教學(xué)過(guò)程和課外題教學(xué)活動(dòng)的設(shè)計(jì)。因?yàn)樵囶}基本是由英語(yǔ)構(gòu)成，所以，單詞就成為了復(fù)習(xí)的重中之重。

蕪湖市高中英語(yǔ)教師資格證教學(xué)設(shè)計(jì)及講課是用英語(yǔ)還是漢語(yǔ)？教學(xué)設(shè)計(jì)模板是什么樣的？

1、高中英語(yǔ)教師資格證教學(xué)設(shè)計(jì)及講課是用漢語(yǔ)，因?yàn)橛糜⒄Z(yǔ)是不符合高中教學(xué)實(shí)際的。

2、教學(xué)設(shè)計(jì)模板，可以到文庫(kù)中免費(fèi)下載：

高級(jí)中學(xué)教師資格證考試，高中英語(yǔ)試講怎么準(zhǔn)備?需要課件和樣板教案有嗎？感激不盡

高中英語(yǔ)試講是在考點(diǎn)安排的計(jì)算機(jī)題庫(kù)中隨機(jī)抽取高中英語(yǔ)教材中的試題來(lái)備課，所以需要提前把教材熟悉。

第一步：抽題。按考點(diǎn)安排，登錄面試測(cè)評(píng)軟件系統(tǒng)，計(jì)算機(jī)從題庫(kù)中隨機(jī)抽取試題（中等職業(yè)學(xué)校專業(yè)課教師和實(shí)習(xí)指導(dǎo)教師抽題方式另行通知），經(jīng)考生確認(rèn)后，計(jì)算機(jī)打印試題清單。

第二步：備課?？忌衷囶}清單、備課紙，進(jìn)入備課室，撰寫教案（或活動(dòng)演示方案）。準(zhǔn)備時(shí)間20分鐘。

第三步：回答規(guī)定問題。考生由工作人員引導(dǎo)進(jìn)入指定面試室。考官?gòu)脑囶}庫(kù)中隨機(jī)抽取2道規(guī)定問題，要求考生回答。時(shí)間5分鐘左右。

第四步：試講/演示?？忌凑諟?zhǔn)備的教案（或活動(dòng)方案）進(jìn)行試講（或演示）。時(shí)間10分鐘。

第五步：答辯?？脊賴@考生試講（或演示）內(nèi)容進(jìn)行提問，考生答辯。時(shí)間5分鐘左右。

第六步：評(píng)分。考官依據(jù)評(píng)分標(biāo)準(zhǔn)對(duì)考生面試表現(xiàn)進(jìn)行綜合評(píng)分，填寫《面試評(píng)分表》，經(jīng)組長(zhǎng)簽字確認(rèn)，同時(shí)通過(guò)面試測(cè)評(píng)軟件系統(tǒng)提交評(píng)分。面試成績(jī)當(dāng)場(chǎng)不公布。

高中英語(yǔ) 教師資格證 連續(xù)20個(gè)課時(shí)的 教案怎么寫？

給你一份說(shuō)課和講課的范例。參考一下

Module 1 Unit 2 Heroes Lesson 1 Modern Heroes

說(shuō)課教案

（一） 教學(xué)內(nèi)容

1． 本課是Unit 2 heroes Lesson 1 Modern Heroes 的第一課時(shí)。本單元分別介紹了National hero， History makers，Sports stars 和 Superhero。這幾篇文章的主題都是hero，但涉及的領(lǐng)域不同，它們?nèi)跁?huì)貫通，承上啟下，融為一體。

2． 本課是介紹National Hero，是學(xué)生比較熟悉和感興趣的話題，前部分需要介紹楊利偉和神州五號(hào)，讓學(xué)生掌握有關(guān)詞匯；后一部分是介紹楊利偉乘坐神州五號(hào)宇宙飛船遨游太空的情況。

3． 本課文出現(xiàn)了較多的定語(yǔ)從句，還有生詞較多（有些單詞表沒有而初中又沒有學(xué)過(guò)），在這樣的困難前提下，我引導(dǎo)學(xué)生通過(guò) culture and background knowledge，結(jié)合課本內(nèi)容豐富自己的知識(shí)面，拓寬學(xué)生對(duì)航天知識(shí)的了解，讓學(xué)生了解航天英雄的成功之路，激發(fā)他們的民族自豪感。

（二） 學(xué)生分析

1． 組成情況

職業(yè)高中高一學(xué)生年齡都在14－16歲之間，大多數(shù)學(xué)生由于初中的知識(shí)基礎(chǔ)打得不扎實(shí)，而且缺乏主動(dòng)學(xué)習(xí)的能動(dòng)性，自學(xué)能力差，對(duì)學(xué)習(xí)沒有持有探究性和方向性，也沒有養(yǎng)成良好英語(yǔ)學(xué)習(xí)習(xí)慣，所以學(xué)習(xí)成績(jī)不太理想。

2． 學(xué)生的知識(shí)與技能水平

職業(yè)高中招生的學(xué)生，基礎(chǔ)知識(shí)比較薄弱，甚至連音標(biāo)都不會(huì)讀，詞匯的掌握范圍狹窄，影響了閱讀，聽力和作文。學(xué)生的表達(dá)能力還是停留在比較低級(jí)的水平，面對(duì)每幅圖片或某個(gè)主題只能說(shuō)出一兩句話，而且在閱讀上，未能掌握泛讀和精讀的技巧和方法，課后的預(yù)習(xí)和復(fù)習(xí)能力較差，缺乏總結(jié)歸納的能力。

3． 學(xué)生已掌握的學(xué)習(xí)策略

盡管學(xué)生的知識(shí)和技能水平一般，但經(jīng)過(guò)了一定時(shí)間的訓(xùn)練后，他們還是掌握了pair work, group work, using the culture and background knowledge的閱讀技巧。

（三） 教學(xué)目標(biāo)

1． 通過(guò)快速閱讀文章，學(xué)生能夠?qū)γ慷挝恼逻M(jìn)行歸納總結(jié)，準(zhǔn)確地把段落主題與所給的headings聯(lián)系起來(lái)。

2． 通過(guò)仔細(xì)閱讀，學(xué)生能夠回答關(guān)于文章的細(xì)節(jié)問題。

3． 通過(guò)進(jìn)一步閱讀，學(xué)生能夠?qū)W生能用英語(yǔ)對(duì)采訪自己心目中的民族英雄。并嘗試復(fù)述課文。

（四） 教學(xué)策略

教學(xué)方法：使用交際法，充分調(diào)動(dòng)學(xué)生的積極性，積極參與到課堂教學(xué)中，通過(guò)師生互動(dòng)，小組表演的形式，完成各種任務(wù)，以達(dá)到完成教學(xué)任務(wù)的途徑。

（五） 教學(xué)過(guò)程

第一步 導(dǎo)入

T: Good morning, Everyone! Do you like watching movies? Do you know Jet Lee (李連杰)？Do you know one of his famous movie called HERO? What does ‘hero’ mean? Who are the heroes in your heart? Do you know Yan Liwei, our national hero?

第二步 介紹文章人物

T: Open your books, and turn to page 100 and 101. Let’s read two passages about Shenzhou V and Yang Liwei.

Shenzhou V is China’s first manned spaceship. It lifted off at 9 a.m. on Wednesday, October 15th, 2003 in Jiuquan, Gansu Province. It was carrying Yang Liwei. It was launched very successfully and landed in Inner Mongolia safely.

Yang Liwei is China’s first astronaut. He was a pilot in the army. He was chosen from 1,500 other army pilots and started training for his space flight in 1998. During the 21-hour space flight, he circled the earth 14 times. When the spaceship was doing its seventh circle, Yang Liwei showed the flags of China and the United Nations, expressing the wishes of the Chinese people to explore and use space peacefully.

介紹文章時(shí)，展示文章中的生詞，讓學(xué)生猜測(cè)詞意，帶讀并加以鞏固。

第三步 閱讀文章

（1） Fast Reading

呈現(xiàn)六個(gè)headings，讓學(xué)生快速閱讀，要求歸納每段的主題。

a. Astronaut lands safely

b. Welcome home

c. International good wished

d. An exciting lift-off

e. Introdution

f. During the flight

學(xué)生單個(gè)回答并集體討論改正錯(cuò)誤。

(2) Careful Reading

學(xué)生通過(guò)fast reading,完成了headings后，基本對(duì)課文有一定的了解，然后呈現(xiàn)出五道問題，要求學(xué)生再進(jìn)行第二次閱讀，對(duì)課文進(jìn)行更深入的了解。

1. How did Yang Liwei feel duing the flight? How did he feel afterwards?

2. What did Yang Liwei do during the Shenzhou V’s seventh circle of the earth?

3. How many circles did the spaceship complete while Yang Liwei was sleeping?

4. What were helicopters doing as Yang Liwei returned to the earth’s atmosphere?

5. What did Yang Liwei do when he came out of the spaceship?

第四步 鞏固練習(xí)

通過(guò)兩次閱讀讓學(xué)生對(duì)課文熟悉，訓(xùn)練學(xué)生的閱讀速度和解題技巧，最后通過(guò)ask and answer in pairs，培養(yǎng)學(xué)生的口語(yǔ)能力，并強(qiáng)迫他們記住文章的主要內(nèi)容，為下一步語(yǔ)言運(yùn)用打下基礎(chǔ)。

第五步 語(yǔ)言運(yùn)用

為提高學(xué)生對(duì)生活中的熱點(diǎn)問題發(fā)表自己觀點(diǎn)的能力，讓學(xué)生運(yùn)用自己學(xué)過(guò)的語(yǔ)言知識(shí)，對(duì)自己心目中的民族英雄進(jìn)行模擬采訪。把全班同學(xué)分成若干個(gè)小組，每個(gè)小組有一名同學(xué)扮演“楊利偉”，其他同學(xué)為全國(guó)各地新聞媒體記者，他們自由設(shè)計(jì)問題，對(duì)“楊利偉”進(jìn)行采訪。

教師巡視課堂，發(fā)現(xiàn)表現(xiàn)出色的小組，讓他們到臺(tái)前表演。

教師總結(jié)評(píng)價(jià)。

第六步 布置作業(yè)

讓學(xué)生準(zhǔn)備復(fù)述楊利偉的故事，要求說(shuō)出自己的民族自豪感。

A Teaching Plan for Unit 3 Celebration Lesson 1 Festivals

HUANG SHUI PING

General objectives:

1.To read to learn the main Chinese seasonal festivals and their history origin and meanings.

2.To help them learn some phrasal verbs and functional items about the topic and try to use them.

Language aim:

1.Phrases:

Be celebrated by, fall on , mark, be decorated with, tradition/traditional, serve, take part in, get together

2.important sentences:

The Mid-Autumn Festival is celebrated by Chinese people.

The Lantern Festival falls on the fifteenth day of the first lunar month.

It marks the beginning of the hottest season of the year.

Ability aim:

1).Improving the ability of getting the general information and specific information from reading a text.

2). Using own words to describe some important Chinese festivals.

Emotion aim:

To promote students’ qualities of a patriotism(愛國(guó)主義精神，愛國(guó)心) by learning the main Chinese festivals and learn their history origin and their meanings。

Teaching important points and difficult points:

1).To get information from reading

2).To talk about festivals freely in English.

Teaching methods:

Brainstorming, task-based teaching method , heuristic teaching method , group work.

Teaching aids:

a recorder, a computer, and blackboard

Teaching procedures:

Step1. Greeting and reviewing.

Greet the class as usual.

Ask: what we can celebrate in our life? Get students to answer using the key words in warming up. eg,

Graduation, a birthday, Christmas, passing an exam, winning a scholarship, a sporting victory, the Mid-Autumn Festival, the New Year, a wedding, Halloween, the Dragon Boat Festival

Step2. Leading-in.

Show students many pictures of different seasons on the screen , asking: What’s your favourite season? Why? Help students answer using the words that they have already learned. Then ask: What festivals happen during your favourite seasons? Show more pictures about different festivals on the screen to help them to answer.

Students can work together to answer this question. Eg,

T:What is your favorite season? What festivals happen during your favorite season? ( have a discussion)

(S1: I liker summer. There are Children’s Day, Dragon-boat Festival and Mother’s Day.

S2: My favorite season is winter. They are Spring Festival and Lantern Festival and Christmas Day.

S3: ……

T：Well done. Thank you.

Explain the differences between Day and Festival.

Step3.While-reading

Activity1.Fast-reading

Get students to read the text quickly, match the pictures with the festivals.

Activity2. Guessing.

Show some describing sentences on the screen to let students read and guess the names of the three festivals .

Activity3. Careful-reading

This time let students read the text carefully and get more detailed information to fill in the table of exercise3 on page36.

Ask some students to report their answers to the class.

Step4. Practice

Play the tape for the students to listen and ask them to fill in the blanks according the text.

1.The Mid-Autumn Festival happens in September or______. it is important because it is a special _____ for family.

2. There are many different kinds of mooncakes ____ fruit, coffee, chocolate and so on.

3. The ____ ____ Festival falls on the fifth day of the fifth month of the lunar year.

4.The Dragon boat race marks the _____ of the hottest season of the year.

5.________Festival marks the end of the Chinese New Year celebration.

Step5. Post-reading.

Let students discuss with a partner and answer the following question.

Which festival in China is most important for children? Young people? Old people? Women and men?

Then ask some students to give a report.

Step6. Homework.

1. do the exercise 9 on Page 37

2. remember the new words in Lesson One.

3. use your own words to describe a festival that you are familiar with.

Step7. Blackboard design.

Lesson 1 Festivals

The Mid-Autumn Festival is celebrated by Chinese people.

The Lantern Festival falls on the fifteenth day of the first lunar month.

It marks the beginning of the hottest season of the year.

高中英語(yǔ)優(yōu)秀教學(xué)教案設(shè)計(jì)

篇一：人教版高一英語(yǔ)優(yōu)秀教案Music

Focus: Reading

1.To activate the Ss in learning “music”.

2. To develop the Ss’ ability of reading.

3. To help the Ss know something about the different styles of music.

1. Enable the Ss to understand the details about the passage The Band that Wasn’t.

2. Help the Ss to sum up the main idea of each paragraph.

Step 1Warming up

1) Lead in

Before class, T plays a song I’m a believer which was sung by The Monkees, with the words of

the song printed on the screen.

Then tell them: This is one of my favorite music. The music is a little show. When I listen to it,

it will remind of many old things. So I like it very much. What is your favorite music? And whydo you like it? So your favorite music belongs to pop music/rock… What other kinds of music do

you know?(classical music, pop, folk, jazz, dance, rock and roll, hip-hop, rap etc.)

2) Task: Brain-storming

Ask the students to name different music styles. Show some styles of music that they are not

familiar with.

folk

pop

Step 2 Listening and Matching

1)Tell Ss: we are going to listen to eight kinds of music. Here are the pictures for them. Listen

to them carefully and choose the proper picture for each of them.

2) Guide the Ss to sum up the Characteristics for each music style.

3) Check the answers on the computer screen.

Step 3 Pre-reading

1）Task :Listing

Have you heard about any of the famous bands in the world? List some of them.

Which one do you like best? Why?

2) Presentation

Ask the Ss to search the information about “The Monkees” before class, and now encourage them to share their information with their teammate.

3) Background information and language support

If necessary , the teacher should provide some background information about “The Monkees” , or explain some key words in the reading passage (P 35, Learning about language part 1 may be a good choice. )

Step 4While-reading

1) Task: Jumbles (Fast reading)

(Group work, four Ss) each student in every group is only given a part (one paragraph)of the complete article and read alone. One minute later, they exchange their own information to the other students of the same group. Then they discuss together and decide the order of the story.

2) Listen and Check

Listen to the tape and check the correct order of the article.

Q: What is the best title of the article?

3) Task : Memory Challenge Task (Scanning)

(Students are given the complete pieces of the article—ask them to open their books.)Get them to read the passage in detail and then work in group raising two questions for other group to answer.(books closed)

4) Reading and Matching

Read the passage again very carefully, and join the parts of the sentences together. (P 35, Part 2)More detailed questions:

①Why do most m

usicians like to be in a band with others?

②Which two musical bands are mentioned in the passage?

③How do some bands formed by high school students earn extra money?

④When did the Monkees break up?

5) Brainstorming

Ask the Ss to brainstorm as many suitable adjectives as possible to describe “The Monkees”. Then give the reasons for the choices.

Step 5Post-reading

1) Language Focus

Get the students to sum up the phrases of the article.

Then get the Ss to play a game called “What is your dream?”. Work in pairs and tell each other your dream and what you expect to happen. Use the phrases dream of and be honest with in the sentences.

2) Discussion

Do you think “The Monkees” was really a band? Why and why not?

Step 6Homework

1. Read more about “The Monkees”.

2. Find out some sentences in the reading passage that contain of Whom /in which attributive clauses?

3. Preview “Learning about Language” and finish the relevant exercises.

Period 3 Vocabulary Grammar

Focus: Grammar

1)To help Ss master the vocabulary about “music”

2)To arouse Ss’ language awareness .

3) To consolidate the Attributive Clauses.

1) The Attributive Clauses with preposition + which/ whom

2) The relevant words about “music”

Step 1 Revision

1) Listening and Recognizing

Ask the Ss to listen to some pieces of music from the computer and write down the style of each piece of music belongs to.

Music 1 : Country Roads by John Denver (country music)

Music 2: Beat itby Michael Jackson (rock music)

Music 3: 步步高 （folk music）

Music 4: 老鼠愛大米 （pop music）

Music 5: 命運(yùn)交響曲(classical music)

…

2) Discussion

What kind of music do you like better, Chinese or Western, Classical or modern? Why? How does music make you feel?

3) Check the homework the day before. Step 2Word Power

1) Word Ladder

Complete these sentences. Then write the missing words in the puzzle on the right and find the hidden word. (WB P 70)

2) Word Building

Study the vocabulary list in the appendix and list the words with un-,dis-, -less, -ful, -ment, -ity, -en, -ern, -al , -tion. Tell what part of speech they are. This will you help English words.

3) Recognizing and Listing

Tick （√）the words which are connected with “music”and find out the meanings of those unfamiliar ones.

Add your own to the list ________________________________________________________

4）Discussion and Listing

Which instruments are used in pop and rock music?

Which instruments are used in classical music?

Which instruments are used in jazz?

Which instruments are used in traditional Chinese music?

Which of the instruments do you like listening to?

Is the Chinese instrument different from the other instruments? Describe the difference, if there is Step 3 Grammar

1) Study the Rule

Read these sentences.

a. The musicians of whom the band was formed played jokes on each other…

b. However, after a year or so in which they became more serious about their work…

c. The musicians for whom they worked were very popular.

d. The guitar with which “The Beatles” played their first hit was lost while they were touring. Now answer these questions.

1. If you take away the relative clauses, do the sentences still make sense? Why or why not ?

2.Why is there a relative pronoun before the relative clause?

3. Can the preposition be removed from the sentences without changing the meaning?

4. Can that replace which and whom in the sentences? Why or why not?

Look at the sentences carefully and try to think of the questions.

2) Find the rule

Get the Ss to think of the questions above and sum up the grammar rule of preposition + the relative clause.

篇二：教師資格證人教版高中英語(yǔ)優(yōu)秀教案

Teaching aims:

1. 能力目標(biāo)：

a. Listening: get information and views from the listening material;

b. Speaking: express one’s attitude or views about friends and friendship in appropriate words.

c. Reading: enable the Ss to get the main idea

d. Writing: write some advice about making friend as an editor

2. 知識(shí)目標(biāo)：

a. Talk about friends and friendship; how to make friends; how to maintain friendship

b. Use the following expressions:

I think so. / I don’t think so.

I agree. / I don’t agree.

That’s correct.

Of course not.

Exactly.

I’m afraid not.

c. to enable the Ss to control direct speech and indirect speech

d. vocabulary: upset , calm , concern , loose, Netherlands, German, series,

outdoors, dusk,crazy , purpose , thunder , entire, entirely,power , curtain, dusty, partner, settle, suffer , highway, recover, pack, suitcase, overcoat, teenager, exactly, disagree, grateful, dislike, tip , swap , item

add up ?calm down have got to e concerned about ?walk the dog ?go

through ?set down a series of ?on purpose ?in order to ?at dusk face to face ?no longer ot …any longer suffer from gete tired of pack sth. up get along with ?fall in love ?join in

3. 情感目標(biāo):

a. To arose Ss’ interest in learning English;

b. To encourage Ss to be active in the activities and make Ss to be confident; c. To develop the ability to cooperate with others.

4. 策略目標(biāo)：

a. To develop Ss’ cognitive strategy: taking notes while listening;

b. To develop Ss’ communicative strategies.

5. 文化目標(biāo)：to enable the Ss to get to know different opinions about making friends from different countries.

Teaching steps:

Period one

Step1. Warming up

1. Ss listen to an English song AULD LANG SYNE.

2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave,

humorous, funny, wise, kind, open-minded, responsible, helpful….

Step 2. Talk about your old friends

1. Ss talk about their old friends in Junior Middle School, talk about their

appearance, personality, hobbies, etc.

2. Self-introduction

Step 3. Make new friends

1. Ss go around and ask their new friends some information and fill in the following

Step 4. Do a survey

Ss do the survey in the text ,P1

Sep 5. Listening and talking

Do Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.

When Ss make their conversation, ask them to try to use the following expressions. I think so. / I don’t think so. I agree. / I don’t agree.

That’s correct.Of course not.Exactly. I’m afraid not.

Step 6. Discussion

Divide Ss four in one group and each group choose a topic to discuss. There are four topics.

Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.

Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?

Topic 3: Does a friend always have to be a person? What else can be your friend? Why? Topic 4: List some qualities of a person who does not make friend easily.

Step 7. Summary

1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.

2. T shows more information about friendship and a poem about friendship. What is friendship?

I want to find the answer to the question

What is friendship?

When it rains, I think friendship is a small umbrella.

It can give me a piece of clear sky.

When I’m crying, I think friendship is a white handkerchief.

It can wipe my tears dry.

When I am sad, I think friendship is a warm word.

It can bring me happiness again.

When I am in trouble, I think friendship is a strong hand.

It can help me escape my troubles.

When I sit in a quiet place, I think friendship is a very wonderful feeling.

It can’t be pulled and torn, because it is in everyone’s heart.

It is there from the beginning to the end of our lives.

3. Tell Ss: make new friends and keep the old; one is silver and the other is gold. Step 8. Evaluation

1. Look up the new words and expressions in warming up and pre-reading in a dictionary.

2. Write a short passage about your best friend.

Period two

Step1.Warming up

Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or TV at home.

How would you feel?

What would you do?

Four students a group discuss with each other for 2 minutes.

Activity2: Play a short part of the movies Step2. Predicting

Students read the title of the passage and observe the pictures and the outline of it to guess:

Who is Anne’s best friend?

What will happen in the passage?

Step3. Skimming

Students skim the passage in 2 minutes to get the main idea :

Who is Anne’s best friend?

When did the story happen?

Step4. Scanning

Students work in pairs to find the information required below:

Anne

in World War Ⅱ

Step5. Intensive reading

Students work in group of four to discuss the following open questions:

1.Why did the windows stay closed?

2.How did Anne feel?

3.What do you think of Anne?

4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(語(yǔ)篇,上下文).

5.Which sentences attract you in the passage?

Step6. Activity

Four students a group to discuss the situation:

Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.

What will you take? Why?

How will you spend the 3 months?

How will you treat each other and make friends ?

Step7.Assignment

Task1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.

Task2.Ex2、3 、4on Page3

Period three

Step 1. Warming up

Check the Ss’ assignment: task 2

Step 2. Language points:

1. add (v.)

1). To put together with something else so as to increase the number, size, importance, etc.增加，添加

Please add something to what I’ve said, John.

2). To join numbers, amount, etc so as to find the total 相加

Add up these figures for me, please.

add to something: to increase 增加

What he did has added to out difficulties.

add up to: to amount to 加起來(lái)等于；總計(jì)

The cost added up to 100 million yuan.

2. go through

1). To examine carefully 仔細(xì)閱讀或研究

I went through the students’ papers last night.

2). To experience 經(jīng)歷，遭受或忍受

You really don’t know what we went through while working on this project.

3. crazy (adj.)

1). mad, foolish 瘋狂的.，愚蠢的

It’s crazy to go out in such hot weather.

2). wildly excited; very interested 狂熱的，著迷的

She is crazy about dancing.

4. be concerned about/for: be worried about 擔(dān)心

We’re all concerned about her safety.

Step 3. Learning about language

1. Finish Ex.1, 2 and 3. on Page 4.

2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures.

Step 4. Practice

Using structures on Page 42: ask the Ss to use indirect speech to retell the story. Step 5. Assignment

Finish Wb. Ex, 1 and2 on page 41 and 42.

Period four

Step 1. Revision

Check the Ss’ assignment.

Step 2. Reading

Ss read the letter on page 6

Notes:

1. get along with

2. fall in love

Step 3. Listening

Ss should take notes while they are listening.

1. first listening: Ss listen and answer the questions of part 2 on page 6.

2. second listening: Ss listen again and finish part 3 on page 6.

Step 4. Listening

Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.

高中英語(yǔ)教學(xué)設(shè)計(jì)模板教師資格證