2022年高中英語教師資格證考試教學設(shè)計題

1、 下半年Class Type: Reading classTeaching Topic: SkiingTeaching Contents:This lesson is from senior high school, and it is a narrative story of writers first skiing experience on Christmas vacation. This lesson will enlarge students vocabulary of natural phenomenon and skiing and help students learn the

2、 structural organization of narrative and how to express the past actions. Teaching objectives:Knowledge objectives:After learning this passage, Ss can understand the following words and expressions and apply them in suitable context. Scramble out ofOverlookSlopeFloodlight: illuminate (a building or

3、 outdoor area) with such lightsSki suit, boots and skisSidewaysPointIn case( that) Fall overNeverthelessSs can identify the transitional phrases and words in the text and appreciate their functions under teachers guidanceSs can master the basic elements and sequence in narrative writing by recognizi

4、ng what, when, how, where, who and re-construct the text by time order.Ability objectives: Students can improve their skimming, scanning and summarizing skills by giving a suitable title for the passage, identifying the main idea in each paragraph and writing a summary of less than 40 words for this

5、 passage. S can identify the rhetoric/ figure of speech such as exaggeration and simile in the text and appreciate the effects of using them. S can use past tense properly to describe their unforgettable (skiing) experiences.Affective objectives:Students can be inspired to imagine the beautiful scen

6、ery described in the text and have an empathetic feeling with the writer during the first skiing experience. Students can foster their confidence in the group discussion and cooperation skill in the role-play activity. Teaching Key Points:1. Understand some useful words and expressions in this artic

7、le and some difficult sentence. 2. Understand the whole passage and appreciate the ways the write describes/ presents the story Teaching Difficult Points:1. Paraphrase the following words and expressions according to the context.2. Understand the following sentences by paraphrasing, demonstrating or

8、 illustrating. 3. Understand the structural organization of the text and reconstruct the passaging by summarizing and acting out the story. Teaching Method: The communicative approach; The interactive-compensatory approach; Situational Teaching method (role play) Major steps and time allocation (40m

9、ins)Pre- reading (8mins) (1) Brainstorming and group discussionT ask ss the following questions, they discuss and share their answers in groups of 4. Have you gone to a ski trip? Where did you go for skiing? What could you do and see in ski trip? How do you ski? How do you feel about skiing? Do you

10、think skiing is a dangerous sport? )(Justification: Brainstorming can arouse student interest about the topic and activate their prior related knowledge. Group discussion can provide a good chance for S to share their (ski) experiences with others by using past tense and improve their oral English s

11、kill) While-reading (22mins)Teacher let S skim the first 2 paragraphs and asks s why we would go on a ski holiday and what this passage will talk about. (Justification: this activity helps s predict the following text. And it also helps s get the Why in narrative writing. )Teacher lets S scan the 3r

12、d paragraph and asks s what this paragraph mainly talks about. Write short phrases in time order to present what they did; Flew to Seoul Took a shuttle bus to Muju Resort Arrived at the resort Played with the snow Checked in hotel watched people skiing Underline the transitional words, and explain t

13、he effect of using them.So; and then; as adverbial clause; at last; nevertheless; although Identify the figure of speeches of the following 2 sentences and analyze the effects of them.I was dying to get out.We were all like little children.Teacher lets s scan the 4th and 5th paragraphs and asks s wh

14、at these paragraphs mainly talk about. Write short phrases in time order to present what they did.We rented our ski gears and went outside onto the snow Instructor showed us some basic skills I kept on falling downT ask s questions: Suddenly you find you cant even walk Why you cant walk? What are th

15、e tips in skiing? Demonstrate them with word explanation together in groups of 4.(Justification: list the events in order can help students grasp the structural organization of the text by scanning and summarizing skill. The above questions can help s improve their deep understanding of the text by

16、inferring skills and appreciating the figure of speech) Teacher let S scan the last 2 paragraphs and asks s questions.What happened to me afterwards? How did I feel about myself? How did the writer think about this skiing trip? What has the writer done after the ski trip? (Justification: scanning an

17、d identifying detailed information can help student get a better understanding of the text and writers attitude and feeling)Post- reading (10mins) 1. Give a suitable tile for this passage 2. Role play: In groups of 4, students act out the reading material by taking the roles of writer, parents, inst

18、ructor, and so on. They can add more subtitles to express their feeling about this trip, the scenery and the ski lessons, but their attitudes should be consistent with ones reflected in the original text. (Justification: Role-play activity provides a good way for students reconstruct the text in an

19、imitated situation. It can enhance their cooperation skills and presentation skills. It can also help teachers check students understanding of the text)上半年Class Type: Reading classTeaching Topic: Healthy servings per dayTeaching Contents: This lesson is from senior high school. This article is an ex

20、position and mainly talks about eating healthily and several scientific eating habits. It also offers recommended servings per day. This lesson will expand student vocabulary of healthy diet and help students develop good habits of healthy diet. Teaching Objectives: 1. Knowledge objectives:After lea

21、rning this lesson, students can use the following words and expressions properly: healthily, amount, snack, bake, recommend, fiber, depend on, protein, disorder, serving, variety, lead to.Students can understand what the healthy foods are and the proper amount of them taken every day. 2. Ability obj

22、ectives:Students can improve their reading abilities of skimming, scanning and inferring by summarizing the gist of the passage, identifying and analyzing detailed relevant information.Students can develop their speaking ability by talking about scientific healthy eating habits or healthy diet. Affe

23、ctive objectivesStudents can be motivated to develop healthy eating habits and keep healthy diet daily. Students can develop their cooperation and communication skills in group discussion and poster making. Teaching Key Points: Master the above mentioned words and expressions.Efficiently use their r

24、eading skills of skimming, scanning and inferring. Teaching Difficult Point: Students can create healthy diet posters based on what they will learn from this lesson. Major steps and time allocation Step 1 Pre-reading:(10mins)Activity 1: Divide students in groups of 4, let them brainstorm to list the

25、 healthy food, unhealthy food and explain the reasons. Choose one group representative to share his opinion with the rest. Activity 2: Teachers show a few pictures of people who are unhealthy, because they are lack of nutrition from certain foods. Ask students what kinds of food and how much of them

26、 we should take daily to keep us healthy.(Justification: Both 2 activities will arouse students interests on this topic and link up their prior knowledge to healthy and proper eating. At the same time it will help students to combine English learning with daily life. )Step 2 While-reading:Fast readi

27、ng ( 4mins)Activity 1: Ask students to skim the passage to identify what the passage mainly talks about, and choose a proper title for it.The trick of eating healthilyThe list of healthy food taken per dayThe ways of keep healthy(Justification: This activity can help students obtain the gist of the

28、passage through skimming)Careful reading (18mins) Activity 1: Identify the following information whether it is true or not. Or the teacher lets the students read the text and do the True or False exercise. We can take healthy food as much as we want , and it wont cause us to be sick.Eating properly

29、means eating only the right variety of food.Chocolate and crisps are healthy snacks.We should take a variety of food daily to get different nutrition.In order to keep healthy, we should eat fruit and vegetables everyday without limit.Activity 2 : Guess the words meaning in the context and choose a s

30、ynonym to it.depend on: A: rely on; B; decide ; C: affectdisorder: A: abnormal condition ; B: good condition; C: healthserving: A: menu B: plateful C: timefiber proteinrecommend: A : suggest; B: state; C: givevariety: A: a different kind; B: the amount; C: the numberlead to: A: cause; B: guide to; C

31、: in the direction to Activity 3: Questions for discussionWhy we should avoid chocolate and crisps when taking snacks?Why fruits and vegetables are important to us? What kinds of food contain fiber?What kinds of food contain protein? What kinds of food we should take most? Are sugar-free and low fat

32、 varieties recommended? Why?(Justification: Those 3 activities will help students have a deeper understanding about this passage by improving their skills of scanning, analyzing and inferring. Through those activities students can identifying detailed information, understanding new words in the cont

33、ext and recognizing how information is linked to each other, and synthetizing the information) Step 3 Post-reading (11 mins) Activity 1: To what degree, do you agree or disagree the statement “ no food in itself is good or bad”, and why. Let students discuss in groups of 4. Choose the groups who agr

34、ee and disagree with the statement and let them share their rationales with the rest. Activity 2: Students will draw a poster of healthy daily diet, including the names of healthy food and the proper amount. After that choose 1 group to do their presentation. Or suppose you are a cook in our school

35、canteen. What dishes would you serve on Tuesday? List out your dishes and explain the reasons.(Justification: This activity will improve students oral English skills in debating and cooperation skills in completing a group task. It also can help teacher check how well the students understand this le

36、sson by making their own poster and help them develop a correct attitude/ knowledge about how to eat healthily) Step 4 Homework ( 2mins) Homework: In-group of 4, students will continue completing their poster illustrated with pictures and statistics (or make it more fancier) of eating healthily and

37、do the presentations to other lower graders in order to guide them to keep healthy diets.) ( Justification: Students can review and consolidate what they have learnt in this class and transfer what they have learnt in class to real life. ) 下半年 Class Type: Reading and writing classTeaching Topic: Tow

38、n twinningTeaching Contents: This article mainly talks about town twinning of Oxford and Grenoble and the contents and functions of town-twinning agreements. / Oxford and Grenoble are town twinning. They have some similarities. Town twinning agreements are useful and helpful for people to visit and

39、exchange between cities of different countries.Teaching Objectives:Knowledge objectivesStudents can use the following words and expressions properly when writing their own paragraph: inhabitant, town twinning agreement, tourism, entertainment, practice doing sth, as a result. Students can understand

40、 what town twinning is and identify the characteristics of town twinning and list the benefits of town twinning agreement. Ability objectivesStudents will be able to use reading methods such as predicting, skimming, scanning, summarizing and synthesizing during the process of understanding of the pa

41、ssage. Student can improve their writing ability of outlining and drafting a similar topic about town twinning by exemplifying and comparing.Affective objectivesStudents can develop positive perspectives towards cross-cultural communications between twinning towns. Students can foster their confiden

42、ce in group discussion and cooperation skill in group work. Teaching Key Points:Understand and apply the above mentioned words and expressions in proper writing context. Efficiently use their scanning, summarizing and synthesizing skills by recognizing key information and writing an abstract for the

43、 article. Teaching Difficult Point:Write an outline and draft about 2 cities of town twinning agreements based on what they will learn from reading the passage. Major steps and time allocation Step 1 Pre-reading (10 mins)Activity 1: Lead in the topic by playing a video about “ Oxford and Grenoble ar

44、e town twinning.” While watching the video, students think over the following questions: “ What is the relationship between Oxford and Grenoble?” “ What are the similarities between the two cities?” Activity 2: Teachers ask students what they can predict from the title and the pictures illustrated b

45、elow.(Justification: Activity 1 will arouse students interests in the town twinning topic, activate their prior knowledge related to this lesson and help them comprehend the new words in order to understand the passage easily. Activity 2 will help students develop the predicting skill in reading. )S

46、tep 2 While-reading ( 18 mins)Fast readingActivity 1: Students skim the whole passage to tell what it mainly talk about and check whether their previous predication is right or not.Activity 2: Conclude the main idea of each paragraph.Careful readingActivity 2: Students complete the following chart b

47、y scanning the text. Oxford vs GrenobleCountryUK ( )City size ( )( )200,000Main industry ( )Activity: True or false Activity 3: Students summarize and synthesize the key information of 2nd, 3rd and 4th paragraphs by completing the following sentences.2nd Paragraph: Town twinning become more popular

48、in recent years because ( ); Its an agreement between cities of similar ( ), ( ) and other similar features.3rd Paragraph: Town twinning agreement encourage ( ) and ( ) between the two towns. 4th paragraph: Town twinning agreements are perhaps most useful for ( ) and people who ( ).(Justification: Those activit