高中英語教師資格證考試教學設計題

1、2015下半年ClassType:ReadingclassTeachingTopic:SkiingTeachingContents:Thislessonisfromseniorhighschool,anditisanarrativestoryofwriter'sfirstskiingexperienceonChristmasvacation.Thislessonwillenlargestudentsvocabularyofnaturalphenomenonandskiingandhelpstudentslearnthestructuralorganizationofnarrativea

2、ndhowtoexpressthepastactions.Teachingobjectives:Knowledgeobjectives:1. Afterlearningthispassage,Sscanunderstandthefollowingwordsandexpressionsandapplytheminsuitablecontext.ScrambleoutofOverlookSlopeFloodlight:illuminate(abuildingoroutdoorarea)withsuchlightsSkisuit,bootsandskisSidewaysPointIncase(tha

3、t)FalloverNevertheless2.Sscanidentifythetransitionalphrasesandwordsinthetextandappreciatetheirfunctionsunderteachers'guidance3.Sscanmasterthebasicelementsandsequenceinnarrativewritingbyrecognizingwhat,when,how,where,whoandre-constructthetextbytimeorder.Abilityobjectives:1.Studentscanimprovetheir

4、skimming,scanningandsummarizingskillsbygivingasuitabletitleforthepassage,identifyingthemainideaineachparagraphandwritingasummaryoflessthan40wordsforthispassage.2.Scanidentifytherhetoric/figureofspeechsuchasexaggerationandsimileinthetextandappreciatetheeffectsofusingthem.3.Scanusepasttenseproperlytod

5、escribetheirunforgettable(skiing)experiences.Affectiveobjectives:1.Studentscanbeinspiredtoimaginethebeautifulscenerydescribedinthetextandhaveanempatheticfeelingwiththewriterduringthefirstskiingexperience.2. Studentscanfostertheirconfidenceinthegroupdiscussionandcooperationskillintherole-playactivity

6、.TeachingKeyPoints:1.Understandsomeusefulwordsandexpressionsinthisarticleandsomedifficultsentence.2.Understandthewholepassageandappreciatethewaysthewritedescribes/presentsthestoryTeachingDifficultPoints:1. Paraphrasethefollowingwordsandexpressionsaccordingtothecontext.2.Understandthefollowingsentenc

7、esbyparaphrasing,demonstratingorillustrating.3. Understandthestructuralorganizationofthetextandreconstructthepassagingbysummarizingandactingoutthestory.TeachingMethod:Thecommunicativeapproach;Theinteractive-compensatoryapproach;SituationalTeachingmethod(roleplay)Majorstepsandtimeallocation(40mins)1.

8、 Pre-reading(8mins)(1) BrainstormingandgroupdiscussionTaskssthefollowingquestions,theydiscussandsharetheiranswersingroupsof4.Haveyougonetoaskitrip?Wheredidyougoforskiing?Whatcouldyoudoandseeinskitrip?Howdoyouski?Howdoyoufeelaboutskiing?Doyouthinkskiingisadangeroussport?)(Justification:Brainstormingc

9、anarousestudentinterestaboutthetopicandactivatetheirpriorrelatedknowledge.GroupdiscussioncanprovideagoodchanceforStosharetheir(ski)experienceswithothersbyusingpasttenseandimprovetheiroralEnglishskill)2.While-reading(22mins)(1) TeacherletSskimthefirst2paragraphsandasksswhywewouldgoonaskiholidayandwha

10、tthispassagewilltalkabout.(Justification:thisactivityhelpsspredictthefollowingtext.AnditalsohelpssgettheWhyinnarrativewriting.)(2) TeacherletsSscanthe3rdparagraphandasksswhatthisparagraphmainlytalksabout.Writeshortphrasesintimeordertopresentwhattheydid;FlewtoSeoul>>TookashuttlebustoMujuResort&

11、gt;>Arrivedattheresort>>Playedwiththesnow>>Checkedinhotel>>watchedpeopleskiingUnderlinethetransitionalwords,andexplaintheeffectofusingthem.So;andthen;asadverbialclause;atlast;nevertheless;althoughIdentifythefigureofspeechesofthefollowing2sentencesandanalyzetheeffectsofthem.Iwasd

12、yingtogetout.Wewerealllikelittlechildren.(3) Teacherletssscanthe4thand5thparagraphsandasksswhattheseparagraphsmainlytalkabout.Writeshortphrasesintimeordertopresentwhattheydid.Werentedourskigearsandwentoutsideontothesnow>>Instructorshowedussomebasicskills>>IkeptonfallingdownTasksquestions

13、:Suddenlyyoufindyoucan'tevenwalkWhyyoucan'twalk?Whatarethetipsinskiing?Demonstratethemwithwordexplanationtogetheringroupsof4.(Justification:listtheeventsinordercanhelpstudentsgraspthestructuralorganizationofthetextbyscanningandsummarizingskill.Theabovequestionscanhelpsimprovetheirdeepunderst

14、andingofthetextbyinferringskillsandappreciatingthefigureofspeech)(4) TeacherletSscanthelast2paragraphsandaskssquestions.Whathappenedtomeafterwards?HowdidIfeelaboutmyself?Howdidthewriterthinkaboutthisskiingtrip?Whathasthewriterdoneaftertheskitrip?sattitude(Justification:scanningandidentifyingdetailed

15、informationcanhelpstudentgetabetterunderstandingofthetextandwriterandfeeling)Post-reading(10mins)1. Giveasuitabletileforthispassage2. Roleplay:Ingroupsof4,studentsactoutthereadingmaterialbytakingtherolesofwriter,parents,instructor,andsoon.Theycanaddmoresubtitlestoexpresstheirfeelingaboutthistrip,the

16、sceneryandtheskilessons,buttheirattitudesshouldbeconsistentwithonesreflectedintheoriginaltext.(Justification:Role-playactivityprovidesagoodwayforstudentsreconstructthetextinanimitatedsituation.Itcanenhancetheircooperationskillsandpresentationskills.Itcanalsohelpteacherscheckstudentsunderstandingofth

17、etext)2015年上半年ClassType:ReadingclassTeachingTopic:HealthyservingsperdayTeachingContents:Thislessonisfromseniorhighschool.Thisarticleisanexpositionandmainlytalksabouteatinghealthilyandseveralscientificeatinghabits.Italsooffersrecommendedservingsperday.Thislessonwillexpandstudentvocabularyofhealthydie

18、tandhelpstudentsdevelopgoodhabitsofhealthydiet.TeachingObjectives:1. Knowledgeobjectives:(1)Afterlearningthislesson,studentscanusethefollowingwordsandexpressionsproperly:healthily,amount,snack,bake,recommend,fiber,dependon,protein,disorder,serving,variety,leadto.(2) Studentscanunderstandwhatthehealt

19、hyfoodsareandtheproperamountofthemtakeneveryday.2. Abilityobjectives:(1)Studentscanimprovetheirreadingabilitiesofskimming,scanningandinferringbysummarizingthegistofthepassage,identifyingandanalyzingdetailedrelevantinformation.(2)Studentscandeveloptheirspeakingabilitybytalkingaboutscientifichealthyea

20、tinghabitsorhealthydiet.Affectiveobjectives(1)Studentscanbemotivatedtodevelophealthyeatinghabitsandkeephealthydietdaily.(2)Studentscandeveloptheircooperationandcommunicationskillsingroupdiscussionandpostermaking.TeachingKeyPoints:(1)Mastertheabovementionedwordsandexpressions.(2)Efficientlyusetheirre

21、adingskillsofskimming,scanningandinferring.TeachingDifficultPoint:Studentscancreatehealthydietpostersbasedonwhattheywilllearnfromthislesson.MajorstepsandtimeallocationStep1Pre-reading:(10mins)Activity1:Dividestudentsingroupsof4,letthembrainstormtolistthehealthyfood,unhealthyfoodandexplainthereasons.

22、Chooseonegrouprepresentativetosharehisopinionwiththerest.Activity2:Teachersshowafewpicturesofpeoplewhoareunhealthy,becausetheyarelackofnutritionfromcertainfoods.Askstudentswhatkindsoffoodandhowmuchofthemweshouldtakedailytokeepushealthy.(Justification:Both2activitieswillarousestudents'interestson

23、thistopicandlinkuptheirpriorknowledgetohealthyandpropereating.AtthesametimeitwillhelpstudentstocombineEnglishlearningwithdailylife.)Step2While-reading:Fastreading(4mins)Activity1:Askstudentstoskimthepassagetoidentifywhatthepassagemainlytalksabout,andchooseapropertitleforit.1.Thetrickofeatinghealthil

24、y2. Thelistofhealthyfoodtakenperday3. Thewaysofkeephealthy(Justification:Thisactivitycanhelpstudentsobtainthegistofthepassagethroughskimming)Carefulreading(18mins)Activity1:Identifythefollowinginformationwhetheritistrueornot.OrtheteacherletsthestudentsreadthetextanddotheTrueorFalseexercise.1.Wecanta

25、kehealthyfoodasmuchaswewant,anditwon'tcauseustobesick.2. Eatingproperlymeanseatingonlytherightvarietyoffood.3. Chocolateandcrispsarehealthysnacks.4. Weshouldtakeavarietyoffooddailytogetdifferentnutrition.5.Inordertokeephealthy,weshouldeatfruitandvegetableseverydaywithoutlimit.Activity2:Guessthew

26、ords'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

27、:cause;B:guideto;C:inthedirectiontoActivity3:Questionsfordiscussion1.Whyweshouldavoidchocolateandcrispswhentakingsnacks?2.Whyfruitsandvegetablesareimportanttous?3. Whatkindsoffoodcontainfiber?4. Whatkindsoffoodcontainprotein?5. Whatkindsoffoodweshouldtakemost?6. Aresugar-freeandlowfatvarietiesrecomm

28、ended?Why?(Justification:Those3activitieswillhelpstudentshaveadeeperunderstandingaboutthispassagebyimprovingtheirskillsofscanning,analyzingandinferring.Throughthoseactivitiesstudentscanidentifyingdetailedinformation,understandingnewwordsinthecontextandrecognizinghowinformationislinkedtoeachother,and

29、synthetizingtheinformation)Step3Post-reading(11mins)Activity1:Towhatdegree,doyouagreeordisagreethestatement“nofoodinitselfisgoodorbad”,andwhy.Letstudentsdiscussingroupsof4.Choosethegroupswhoagreeanddisagreewiththestatementandletthemsharetheirrationaleswiththerest.Activity2:Studentswilldrawaposterofh

30、ealthydailydiet,includingthenamesofhealthyfoodandtheproperamount.Afterthatchoose1grouptodotheirpresentation.Orsupposeyouareacookinourschoolcanteen.WhatdisheswouldyouserveonTuesday?Listoutyourdishesandexplainthereasons.(Justification:ThisactivitywillimprovestudentsoralEnglishskillsindebatingandcooper

31、ationskillsincompletingagrouptask.Italsocanhelpteachercheckhowwellthestudentsunderstandthislessonbymakingtheirownposterandhelpthemdevelopacorrectattitude/knowledgeabouthowtoeathealthily)Step4Homework(2mins)Homework:In-groupof4,studentswillcontinuecompletingtheirposterillustratedwithpicturesandstatis

32、tics(ormakeitmorefancier)ofeatinghealthilyanddothepresentationstootherlowergradersinordertoguidethemtokeephealthydiets.)(Justification:Studentscanreviewandconsolidatewhattheyhavelearntinthisclassandtransferwhattheyhavelearntinclasstoreallife.)2014下半年ClassType:ReadingandwritingclassTeachingTopic:Town

33、twinningTeachingContents:ThisarticlemainlytalksabouttowntwinningofOxfordandGrenobleandthecontentsandfunctionsoftown-twinningagreements./OxfordandGrenoblearetowntwinning.Theyhavesomesimilarities.Towntwinningagreementsareusefulandhelpfulforpeopletovisitandexchangebetweencitiesofdifferentcountries.Teac

34、hingObjectives:1.Knowledgeobjectives(1)Studentscanusethefollowingwordsandexpressionsproperlywhenwritingtheirownparagraph:inhabitant,towntwinningagreement,tourism,entertainment,practicedoingsth,asaresult.(2)Studentscanunderstandwhattowntwinningisandidentifythecharacteristicsoftowntwinningandlistthebe

35、nefitsoftowntwinningagreement.2.Abilityobjectives(1)Studentswillbeabletousereadingmethodssuchaspredicting,skimming,scanning,summarizingandsynthesizingduringtheprocessofunderstandingofthepassage.(2)Studentcanimprovetheirwritingabilityofoutlininganddraftingasimilartopicabouttowntwinningbyexemplifyinga

36、ndcomparing.3. Affectiveobjectives(1)Studentscandeveloppositiveperspectivestowardscross-culturalcommunicationsbetweentwinningtowns.(2)Studentscanfostertheirconfidenceingroupdiscussionandcooperationskillingroupwork.TeachingKeyPoints:(1)Understandandapplytheabovementionedwordsandexpressionsinproperwri

37、tingcontext.(2)Efficientlyusetheirscanning,summarizingandsynthesizingskillsbyrecognizingkeyinformationandwritinganabstractforthearticle.TeachingDifficultPoint:Writeanoutlineanddraftabout2citiesoftowntwinningagreementsbasedonwhattheywilllearnfromreadingthepassage.MajorstepsandtimeallocationStep1Pre-r

38、eading(10mins)Activity1:Leadinthetopicbyplayingavideoabout“OxfordandGrenoblearetowntwinning.”Whilewatchingthevideo,studentsthinkoverthefollowingquestions:“WhatistherelahtiiopnbsetweenOxfordandGrenoble?”“Whatarethesimilaritiesbetweenthetwocities?”Activity2:Teachersaskstudentswhattheycanpredictfromthe

39、titleandthepicturesillustratedbelow.(Justification:Activity1willarousestudentsinthetowntwinningtopic,activatetheirpriorknowledgerelatedtothislessonandhelpthemcomprehendthenewwordsinordertounderstandthepassageeasily.Activity2willhelpstudentsdevelopthepredictingskillinreading.)Step2While-reading(18min

40、s)FastreadingActivity1:Studentsskimthewholepassagetotellwhatitmainlytalkaboutandcheckwhethertheirpreviouspredicationisrightornot.Activity2:Concludethemainideaofeachparagraph.CarefulreadingActivity2:Studentscompletethefollowingchartbyseanningthetext.OxfordvsGrenobleCountryUK()Citysize()()200,000Maini

41、ndustry()Activity:TrueorfalseActivity3:Studentssummarizeandsynthesizethekeyinformationof2nd,3rdand4thparagraphsbycompletingthefollowingsentences.sanagre2ndParagraph:Towntwinningbecomemorepopularinrecentyearsbecause();Itbetweencitiesofsimilar(),()andothersimilarfeatures.3rdParagraph:Towntwinningagreementencourage()and()betweenthetwotowns.4thparagraph:Towntwinningagreementsareperhapsmostusefulfor()andp