高中英语教师资格证考试教学设计题.docx

高中英语教师资格证考试教学设计题.docx

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高中英语教师资格证考试教学设计题

高中英语教师资格证考试教学设计题2015年-2014年

2015下半年

ClassType:

Readingclass

TeachingTopic:

Skiing

TeachingContents:

Thislessonisfromseniorhighschool,anditisa

narrativestoryofwriter’sfirstskiingexperienceonChristmasvacation.Thislessonwillenlargestudents’

vocabularyofnaturalphenomenonandskiingandhelp

studentslearnthestructuralorganizationofnarrative

andhowtoexpressthepastactions.

Teachingobjectives:

Knowledgeobjectives:

1.Afterlearningthispassage,Sscanunderstandthe

followingwordsandexpressionsandapplythemin

suitablecontext.

Scrambleoutof…

Overlook

Slope

Floodlight:

illuminate（abuildingoroutdoorarea）

withsuchlights

Skisuit,bootsandskis

Sideways

Point

Incase（that）

Fallover

Nevertheless

2.Sscanidentifythetransitionalphrasesandwords

inthetextandappreciatetheirfunctionsunder

teachers’guidance

3.Sscanmasterthebasicelementsandsequencein

narrativewritingbyrecognizingwhat,when,how,

where,whoandre-constructthetextbytimeorder.Abilityobjectives:

1.Studentscanimprovetheirskimming,scanning

andsummarizingskillsbygivingasuitabletitlefor

thepassage,identifyingthemainideaineach

paragraphandwritingasummaryoflessthan40

wordsforthispassage.

2.Scanidentifytherhetoric/figureofspeechsuchas

exaggerationandsimileinthetextandappreciate

theeffectsofusingthem.

3.Scanusepasttenseproperlytodescribetheir

unforgettable（skiing）experiences.

Affectiveobjectives:

1.Studentscanbeinspiredtoimaginethebeautiful

scenerydescribedinthetextandhavean

empatheticfeelingwiththewriterduringthe

firstskiingexperience.

2.Studentscanfostertheirconfidenceinthegroup

discussionandcooperationskillintherole-play

activity.

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,theydiscussand

sharetheiranswersingroupsof4.

Haveyougonetoaskitrip?

Wheredidyougofor

skiing?

Whatcouldyoudoandseeinskitrip?

Howdoyouski?

Howdoyoufeelaboutskiing?

Doyou

thinkskiingisadangeroussport?

）

（Justification:

Brainstormingcanarousestudent

interestaboutthetopicandactivatetheirprior

relatedknowledge.GroupdiscussioncanprovideagoodchanceforStosharetheir（ski）experiences

withothersbyusingpasttenseandimprovetheir

oralEnglishskill）

2.While-reading（22mins）

（1）TeacherletSskimthefirst2paragraphsand

asksswhywewouldgoonaskiholidayand

whatthispassagewilltalkabout.

（Justification:

thisactivityhelpsspredictthe

followingtext.AnditalsohelpssgettheWhyin

narrativewriting.）

（2）TeacherletsSscanthe3rdparagraphandasks

swhatthisparagraphmainlytalksabout.Write

shortphrasesintimeordertopresentwhatthey

did;

FlewtoSeoul>>TookashuttlebustoMuju

Resort>>Arrivedattheresort>>Playedwith

thesnow>>Checkedinhotel>>watchedpeople

skiing

Underlinethetransitionalwords,andexplaintheeffectofusingthem.

So;andthen;asadverbialclause;atlast;

nevertheless;although

Identifythefigureofspeechesofthefollowing2sentencesandanalyzetheeffectsofthem.

Iwasdyingtogetout.

Wewerealllikelittlechildren.

（3）Teacherletssscanthe4thand5thparagraphsandasksswhattheseparagraphsmainlytalkabout.Writeshortphrasesintimeordertopresentwhattheydid.

Werentedourskigearsandwentoutsideontothesnow>>Instructorshowedussomebasicskills>>Ikeptonfallingdown

Tasksquestions:

‘Suddenlyyoufindyoucan’tevenwalk’

Whyyoucan’twalk?

Whatarethetipsinskiing?

Demonstratethemwithwordexplanationtogetheringroupsof4.

（Justification:

listtheeventsinordercanhelpstudentsgraspthestructuralorganizationofthetextbyscanningandsummarizingskill.Theabovequestionscanhelpsimprovetheirdeepunderstandingofthetextbyinferringskillsandappreciatingthefigureofspeech）

（4）TeacherletSscanthelast2paragraphsandaskssquestions.

Whathappenedtomeafterwards?

HowdidIfeel

aboutmyself?

Howdidthewriterthinkabout

thisskiingtrip?

Whathasthewriterdoneafter

theskitrip?

（Justification:

scanningandidentifyingdetailed

informationcanhelpstudentgetabetter

understandingofthetextandwriter’sattitude

andfeeling）

Post-reading（10mins）

1.Giveasuitabletileforthispassage

2.Roleplay:

Ingroupsof4,studentsactoutthereading

materialbytakingtherolesofwriter,parents,

instructor,andsoon.Theycanaddmore

subtitlestoexpresstheirfeelingaboutthistrip,

thesceneryandtheskilessons,buttheir

attitudesshouldbeconsistentwithones

reflectedintheoriginaltext.

（Justification:

Role-playactivityprovidesagood

wayforstudentsreconstructthetextinan

imitatedsituation.Itcanenhancetheir

cooperationskillsandpresentationskills.Itcan

alsohelpteacherscheckstudentsunderstanding

ofthetext）

2015年上半年

ClassType:

Readingclass

TeachingTopic:

HealthyservingsperdayTeachingContents:

Thislessonisfromseniorhighschool.Thisarticleisanexpositionandmainlytalksabouteatinghealthilyandseveralscientific

eatinghabits.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）Studentscandeveloptheirspeakingabilityby

talkingaboutscientifichealthyeatinghabitsor

healthydiet.

Affectiveobjectives

（1）Studentscanbemotivatedtodevelophealthy

eatinghabitsandkeephealthydietdaily.

（2）Studentscandeveloptheircooperationand

communicationskillsingroupdiscussionand

postermaking.

TeachingKeyPoints:

（1）Mastertheabovementionedwordsand

expressions.

（2）Efficientlyusetheirreadingskillsofskimming,

scanningandinferring.

TeachingDifficultPoint:

Studentscancreatehealthydietpostersbasedon

whattheywilllearnfromthislesson.

Majorstepsandtimeallocation

Step1Pre-reading:

（10mins）

Activity1:

Dividestudentsingroupsof4,let

thembrainstormtolistthehealthyfood,

unhealthyfoodandexplainthereasons.Choose

onegrouprepresentativetosharehisopinion

withtherest.

Activity2:

Teachersshowafewpicturesof

peoplewhoareunhealthy,becausetheyarelack

ofnutritionfromcertainfoods.Askstudents

whatkindsoffoodandhowmuchofthemwe

shouldtakedailytokeepushealthy.

（Justification:

Both2activitieswillarouse

students’interestsonthistopicandlinkuptheirpriorknowledgetohealthyandpropereating.Atthesametimeitwillhelpstudentstocombine

Englishlearningwithdailylife.）

Step2While-reading:

Fastreading（4mins）

Activity1:

Askstudentstoskimthepassageto

identifywhatthepassagemainlytalksabout,andchooseapropertitleforit.

1.Thetrickofeatinghealthily

2.Thelistofhealthyfoodtakenperday

3.Thewaysofkeephealthy

（Justification:

Thisactivitycanhelpstudents

obtainthegistofthepassagethrough

skimming）

Carefulreading（18mins）

Activity1:

Identifythefollowinginformation

whetheritistrueornot.Ortheteacherletsthe

studentsreadthetextanddotheTrueorFalse

exercise.

1.Wecantakehealthyfoodasmuchaswewant,

anditwon’tcauseustobesick.

2.Eatingproperlymeanseatingonlytheright

varietyoffood.

3.Chocolateandcrispsarehealthysnacks.

4.Weshouldtakeavarietyoffooddailytoget

differentnutrition.

5.Inordertokeephealthy,weshouldeatfruit

andvegetableseverydaywithoutlimit.

Activity2:

Guessthewords’meaninginthecontextandchooseasynonymtoit.

（1）dependon:

A:

relyon;B;decide;C:

affect

（2）disorder:

A:

abnormalcondition;B:

good

condition;C:

health

（3）serving:

A:

menuB:

platefulC:

time

（4）fiber

（5）protein

（6）recommend:

A:

suggest;B:

state;C:

give

（7）variety:

A:

adifferentkind;B:

theamount;C:

thenumber

（8）leadto:

A:

cause;B:

guideto;C:

inthe

directionto

Activity3:

Questionsfordiscussion

1.Whyweshouldavoidchocolateandcrispswhentakingsnacks?

2.Whyfruitsandvegetablesareimportanttous?

3.Whatkindsoffoodcontainfiber?

4.Whatkindsoffoodcontainprotein?

5.Whatkindsoffoodweshouldtakemost?

6.Aresugar-freeandlowfatvarietiesrecommended?

Why?

（Justification:

Those3activitieswillhelpstudentshaveadeeperunderstandingaboutthis

passagebyimprovingtheirskillsofscanning,

analyzingandinferring.Throughthoseactivitiesstudentsca