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.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
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