高中英语教师资格证考试教学设计答案.docx

高中英语教师资格证考试教学设计答案.docx

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高中英语教师资格证考试教学设计答案

2006上半年

ClassType:

Readingclass

TeachingTopic:

AmericanEnglishandBritishEnglish

TeachingContents:

ThisLessontalksaboutthewaysthatvarybetweenAmericanEnglishandBritishEnglishwithexamplesprovided.Itwillenhancestudents’cultureawarenessabouthowEnglishlanguageisuseddifferentlyinbothcountriesandexpandtheirvocabulariestowardsthistopic.

TeachingObjectives:

Knowledge:

1.Afterleaningthispassage,studentscanidentifysomedifferencesbetweenA.E.andB.E.anddistinguishsomewordsandexpressionsofA.E.andB.E.

Ability:

1.Studentscanimprovetheirreadingskillsofskimming,scanningandinferringbyansweringquestions.

Affective:

1.Studentscandevelopacross-culturalawarenessaboutdifferentusagesorwaysofA.E.andB.E.

2.StudentscanarousetheirintereststofindouttherationalesorreasonswhysomeA.E.andB.Eareusedindifferentways.

Teachingkeyanddifficultpoints

Keypoint:

understandanddistinguishsomedifferencesbetweenA.E.andB.E.

Difficultpoint:

IdentifyhowA.EandB.Earedifferentthroughscanningandsummarizing.

Majorstepsandtimeallocation

1.Pre-reading（4mins）

Teachershowsstudentsapictureandashortvideoofsituationaldialoguesbetween2peopleusingA.E.andB.E.,thenaskstudentsthefollowingquestions.

（1）Weretheytalkingaboutthesamethingorsituation?

（2）Howaretheydifferentintheaspectoflanguageusage?

（3）WhichisA.E.andB.E.?

（4）GivemoreexamplesofA.E.andB.Easfarasyouknow.

（Justification:

Thisstepwillactivatestudents’priorknowledgeandlinkittotheteachingcontents.Italsoarousesstudents’interestsaboutthetopicandtrainstheirobservationskills）

2.While-reading（12mins）

Fastreading

Studentswillskimandscanthewholepassagewithin5minsandanswerthefollowingquestions.

1.Whatdoesthispassagetalksabout?

2.Whatarethetopicsentencesineachparagraph?

Identifyorsummarizethem..

3.Listatleast10pairsofA.E.andB.E.mentionedinthepassage.

Carefulreading（7mins）

Studentswillreadthewholepassageagaintolocatespecificinformationandmakeinferencefromthecontextinordertoanswerthefollowingquestions.Theyshouldunderlinethesentencesofevidenceinthepassagewhenansweringthequestions.

1.DoAmericanandBritishuseallthesamewords?

2.SameEnglishwordsmighthavedifferentmeaninginA.E.andB.E..Trueorfalse?

3.WhatdoAmericancallchips?

4.DocrispsinBritishmeanchipsinAmerica?

5.Isthesentence“Myfriendjustarrived”grammaticallycorrect?

6.DosomeAmericanhaveBritishaccents?

Why?

7.A.E.andB.E.differgreatlyingrammarandstructure.Trueorfalse?

（Justification:

thissectionwilldevelopstudentsskimming,scanningandinferringskillsthroughdiscussionandansweringthosequestions.）

3.Post-reading（4mins）

Ingroupsof4,studentswilldiscussthefollowingquestionsposedbytheteacher.

1.DothedifferencesbetweenA.E.andB.E.mattersalot?

Whatistheauthor’sattitudetowardsit?

Howaboutyouropinions?

Useacasestudyinrealitytoproveyourideas.

（Justification:

thisstepwillenhancestudents’inferringskillaboutthewriter’sthoughtandprovideagoodplatformforgroupdiscussiontoexpresstheirideaslogicallyandimprovetheiroralskills.）

2015下半年

ClassType:

Readingclass

TeachingTopic:

Skiing

TeachingContents:

Thislessonisfromseniorhighschool,anditisanarrativestoryofwriter’sfirstskiingexperienceonChristmasvacation.Thislessonwillenlargestudents’vocabularyofnaturalphenomenonandskiingandhelpstudentslearnthestructuralorganizationofnarrativeandhowtoexpressthepastactions.

Teachingobjectives:

Knowledgeobjectives:

1.Afterlearningthispassage,Sscanunderstandthefollowingwordsandexpressionsandapplytheminsuitablecontext.

Scrambleoutof…

Overlook

Slope

Floodlight:

illuminate（abuildingoroutdoorarea）withsuchlights

Skisuit,bootsandskis

Sideways

Point

Incase（that）

Fallover

Nevertheless

2.Sscanidentifythelinkingwordsinthetextandappreciatetheirfunctionsunderteachers’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.

（Justification:

thisactivityhelpsspredictthefollowingtext.AnditalsohelpssgettheWhyinnarrativewriting.）

（2）TeacherletsSscanthe3rdparagraphandasksswhatthisparagraphmainlytalksabout.Writeshortphrasesintimeordertopresentwhattheydid;

FlewtoSeoul>>TookashuttlebustoMujuResort>>Arrivedattheresort>>Playedwiththesnow>>Checkedinhotel>>watchedpeopleskiing

Underlinethelinkingwords,and

explaintheeffectofusingthem.

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?

HowdidIfeelaboutmyself?

Howdidthewriterthinkaboutthisskiingtrip?

Whathasthewriterdoneaftertheskitrip?

（Justification:

scanningandidentifyingdetailedinformationcanhelpstudentgetabetterunderstandingofthetextandwriter’sattitudeandfeeling）

Post-reading（10mins）

1.Giveasuitabletileforthispassage

2.Roleplay:

Ingroupsof4,studentsactoutthereadingmaterialbytakingtherolesofwriter,parents,instructor,andsoon.Theycanaddmoresubtitlestoexpresstheirfeelingaboutthistrip,thesceneryandtheskilessons,buttheirattitudesshouldbeconsistentwithonesreflectedintheoriginaltext.

（Justification:

Role-playactivityprovidesagoodwayforstudentsreconstructthetextinanimitatedsituation.Itcanenhancetheircooperationskillsandpresentationskills.Itcanalsohelpteacherscheckstudentsunderstandingofthetext）

2015年上半年

ClassType:

Readingclass

TeachingTopic:

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）Studentscanimprovetheirreadingabil