高中英语教师资格证考试教学设计题Word格式文档下载.docx
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Point
Incase(that)
Fallover
Nevertheless
2.Sscanidentifythetransitionalphrasesandwordsinthetextandappreciatetheirfunctionsunderteachers’guidance
3.Sscanmasterthebasicelementsandsequenceinnarrativewritingbyrecognizingwhat,when,how,where,whoandre-constructthetextbytimeorder.
Abilityobjectives:
1.Studentscanimprovetheirskimming,scanningandsummarizingskillsbygivingasuitabletitleforthepassage,identifyingthemainideaineachparagraphandwritingasummaryoflessthan40wordsforthispassage.
2.Scanidentifytherhetoric/figureofspeechsuchasexaggerationandsimileinthetextandappreciatetheeffectsofusingthem.
3.Scanusepasttenseproperlytodescribetheirunforgettable(skiing)experiences.
Affectiveobjectives:
1.Studentscanbeinspiredtoimaginethebeautifulscenerydescribedinthetextandhaveanempatheticfeelingwiththewriterduringthefirstskiingexperience.
2.Studentscanfostertheirconfidenceinthegroupdiscussionandcooperationskillintherole-playactivity.
TeachingKeyPoints:
1.Understandsomeusefulwordsandexpressionsinthisarticleandsomedifficultsentence.
2.Understandthewholepassageandappreciatethewaysthewritedescribes/presentsthestory
TeachingDifficultPoints:
1.Paraphrasethefollowingwordsandexpressionsaccordingtothecontext.
2.Understandthefollowingsentencesbyparaphrasing,demonstratingorillustrating.
3.Understandthestructuralorganizationofthetextandreconstructthepassagingbysummarizingandactingoutthestory.
TeachingMethod:
Thecommunicativeapproach;
Theinteractive-compensatoryapproach;
SituationalTeachingmethod(roleplay)
Majorstepsandtimeallocation(40mins)
1.Pre-reading(8mins)
(1)Brainstormingandgroupdiscussion
Taskssthefollowingquestions,theydiscussandsharetheiranswersingroupsof4.
Haveyougonetoaskitrip?
Wheredidyougoforskiing?
Whatcouldyoudoandseeinskitrip?
Howdoyouski?
Howdoyoufeelaboutskiing?
Doyouthinkskiingisadangeroussport?
)
(Justification:
Brainstormingcanarousestudentinterestaboutthetopicandactivatetheirpriorrelatedknowledge.GroupdiscussioncanprovideagoodchanceforStosharetheir(ski)experienceswithothersbyusingpasttenseandimprovetheiroralEnglishskill)
2.While-reading(22mins)
(1)TeacherletSskimthefirst2paragraphsandasksswhywewouldgoonaskiholidayandwhatthispassagewilltalkabout.
thisactivityhelpsspredictthefollowingtext.AnditalsohelpssgettheWhyinnarrativewriting.)
(2)TeacherletsSscanthe3rdparagraphandasksswhatthisparagraphmainlytalksabout.Writeshortphrasesintimeordertopresentwhattheydid;
FlewtoSeoul>
>
TookashuttlebustoMujuResort>
Arrivedattheresort>
Playedwiththesnow>
Checkedinhotel>
watchedpeopleskiing
Underlinethetransitionalwords,andexplainthe
effectofusingthem.
So;
andthen;
asadverbialclause;
atlast;
nevertheless;
although
Identifythefigureofspeechesofthefollowing2sentencesandanalyzetheeffectsofthem.
Iwasdyingtogetout.
Wewerealllikelittlechildren.
(3)Teacherletssscanthe4thand5thparagraphsandasksswhattheseparagraphsmainlytalkabout.Writeshortphrasesintimeordertopresentwhattheydid.
Werentedourskigearsandwentoutsideontothesnow>
Instructorshowedussomebasicskills>
Ikeptonfallingdown
Tasksquestions:
‘Suddenlyyoufindyoucan’tevenwalk’
Whyyoucan’twalk?
Whatarethetipsinskiing?
Demonstratethemwithwordexplanationtogetheringroupsof4.
listtheeventsinordercanhelpstudentsgraspthestructuralorganizationofthetextbyscanningandsummarizingskill.Theabovequestionscanhelpsimprovetheirdeepunderstandingofthetextbyinferringskillsandappreciatingthefigureofspeech)
(4)TeacherletSscanthelast2paragraphsandaskssquestions.
Whathappenedtomeafterwards?
HowdidIfeelaboutmyself?
Howdidthewriterthinkaboutthisskiingtrip?
Whathasthewriterdoneaftertheskitrip?
scanningandidentifyingdetailedinformationcanhelpstudentgetabetterunderstandingofthetextandwriter’sattitudeandfeeling)
Post-reading(10mins)
1.Giveasuitabletileforthispassage
2.Roleplay:
Ingroupsof4,studentsactoutthereadingmaterialbytakingtherolesofwriter,parents,instructor,andsoon.Theycanaddmoresubtitlestoexpresstheirfeelingaboutthistrip,thesceneryandtheskilessons,buttheirattitudesshouldbeconsistentwithonesreflectedintheoriginaltext.
Role-playactivityprovidesagoodwayforstudentsreconstructthetextinanimitatedsituation.Itcanenhancetheircooperationskillsandpresentationskills.Itcanalsohelpteacherscheckstudentsunderstandingofthetext)
上半年
Healthyservingsperday
TeachingContents:
Thislessonisfromseniorhighschool.Thisarticleisanexpositionandmainlytalksabouteatinghealthilyandseveralscientificeatinghabits.Italsooffersrecommendedservingsperday.Thislessonwillexpandstudentvocabularyofhealthydietandhelpstudentsdevelopgoodhabitsofhealthydiet.
TeachingObjectives:
1.Knowledgeobjectives:
(1)Afterlearningthislesson,studentscanusethefollowingwordsandexpressionsproperly:
healthily,amount,snack,bake,recommend,fiber,dependon,protein,disorder,serving,variety,leadto.
(2)Studentscanunderstandwhatthehealthyfoodsareandtheproperamountofthemtakeneveryday.
2.Abilityobjectives:
(1)Studentscanimprovetheirreadingabilitiesofskimming,scanningandinferringbysummarizingthegistofthepassage,identifyingandanalyzingdetailedrelevantinformation.
(2)Studentscandeveloptheirspeakingabilitybytalkingaboutscientifichealthyeatinghabitsorhealthydiet.
Affectiveobjectives
(1)Studentscanbemotivatedtodevelophealthyeatinghabitsandkeephealthydietdaily.
(2)Studentscandeveloptheircooperationandcommunicationskillsingroupdiscussionandpostermaking.
TeachingKeyPoints:
(1)Mastertheabovementionedwordsandexpressions.
(2)Efficientlyusetheirreadingskillsofskimming,scanningandinferring.
TeachingDifficultPoint:
Studentscancreatehealthydietpostersbasedonwhattheywilllearnfromthislesson.
Majorstepsandtimeallocation
Step1Pre-reading:
(10mins)
Activity1:
Dividestudentsingroupsof4,letthembrainstormtolistthehealthyfood,unhealthyfoodandexplainthereasons.Chooseonegrouprepresentativetosharehisopinionwiththerest.
Activity2:
Teachersshowafewpicturesofpeoplewhoareunhealthy,becausetheyarelackofnutritionfromcertainfoods.Askstudentswhatkindsoffoodandhowmuchofthemweshouldtakedailytokeepushealthy.
Both2activitieswillarousestudents’interestsonthistopicandlinkuptheirpriorknowledgetohealthyandpropereating.AtthesametimeitwillhelpstudentstocombineEnglishlearningwithdailylife.)
Step2While-reading:
Fastreading(4mins)
Askstudentstoskimthepassagetoidentifywhatthepassagemainlytalksabout,andchooseapropertitleforit.
1.Thetrickofeatinghealthily
2.Thelistofhealthyfoodtakenperday
3.Thewaysofkeephealthy
Thisactivitycanhelpstudentsobtainthegistofthepassagethroughskimming)
Carefulreading(18mins)
Identifythefollowinginformationwhetheritistrueornot.OrtheteacherletsthestudentsreadthetextanddotheTrueorFalseexercise.
1.Wecantakehealthyfoodasmuchaswewant,anditwon’tcauseustobesick.
2.Eatingproperlymeanseatingonlytherightvarietyoffood.
3.Chocolateandcrispsarehealthysnacks.
4.Weshouldtakeavarietyoffooddailytogetdifferentnutrition.
5.Inordertokeephealthy,weshouldeatfruitandvegetableseverydaywithoutlimit.
Activity2:
Guessthewords’meaninginthecontextandchooseasynonymtoit.
(1)dependon:
A:
relyon;
B;
decide;
C:
affect
(2)disorder:
abnormalcondition;
B:
goodcondition;
C:
health
(3)serving:
menuB:
platefulC:
time
(4)fiber
(5)protein
(6)recommend:
A:
suggest;
state;
give
(7)variety:
adifferentkind;
theamount;
thenumber
(8)leadto:
cause;
guideto;
inthedirectionto
Activity3:
Questionsfordiscussion
1.Whyweshouldavoidchocolateandcrispswhentakingsnacks?
2.Whyfruitsandvegetablesareimportanttous?
3.Whatkindsoffoodcontainfiber?
4.Whatkindsoffoodcontainprotein?
5.Whatkindsoffoodweshouldtakemost?
6.Aresugar-freeandlowfatvarietiesrecommended?
Why?
Those3activitieswillhelpstudentshaveadeeperunderstandingaboutthispassagebyimprovingtheirskillsofscanning,analyzingandinferring.Throughthoseactivitiesstudentscanidentifyingdetailedinformation,understandingnewwordsinthecontextandrecognizinghowinformationislinkedtoeachother,andsynthetizingtheinformation)
Step3P