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

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.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.

（Justification:

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.

（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）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.

（Justification:

Both2activitieswillarousestudents’interestsonthistopicandlinkuptheirpriorknowledgetohealthyandpropereating.AtthesametimeitwillhelpstudentstocombineEnglishlearningwithdailylife.）

Step2While-reading:

Fastreading（4mins）

Activity1:

Askstudentstoskimthepassagetoidentifywhatthepassagemainlytalksabout,andchooseapropertitleforit.

1.Thetrickofeatinghealthily

2.Thelistofhealthyfoodtakenperday

3.Thewaysofkeephealthy

（Justification:

Thisactivitycanhelpstudentsobtainthegistofthepassagethroughskimming）

Carefulreading（18mins）

Activity1:

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:

A:

abnormalcondition;B:

goodcondition;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:

inthedirectionto

Activity3:

Questionsfordiscussion

1.Whyweshouldavoidchocolateandcrispswhentakingsnacks?

2.Whyfruitsandvegetablesareimportanttous?

3.Whatkindsoffoodcontainfiber?

4.Whatkindsoffoodcontainprotein?

5.Whatkindsoffoodweshouldtakemost?

6.Aresugar-freeandlowfatvarietiesrecommended?

Why?

（Justification:

Those3activitieswillhelpstudentshaveadeeperunderstandingaboutthispassagebyimprovingtheirskillsofscanning,analyzingandinferring.Throughthoseactivitiesstudentscanide