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.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
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