高中英语教师资格证考试教学设计题2015-2014

2015 下半年Class Type: Reading classTeaching Topic: SkiingTeaching Contents:This lesson is from senior high school, and it is anarrative story of writer’s first skiing experience on Christmas vacation. This lesson will enlarge students’vocabulary of natural phenomenon and skiing and helpstudents learn the structural organization of narrativeand how to express the past actions.Teaching objectives:Knowledge objectives:1.After learning this passage, Ss can understand thefollowing words and expressions and apply them insuitable context.Scramble out of…OverlookSlopeFloodlight: illuminate (a building or outdoor area)with such lightsSki suit, boots and skisSidewaysPointIn case( that)Fall overNevertheless2.Ss can identify the transitional phrases and wordsin the text and appreciate their functions underteachers’ guidance3.Ss can master the basic elements and sequence innarrative writing by recognizing what, when, how,where, who and re-construct the text by time order. Ability objectives:1.Students can improve their skimming, scanningand summarizing skills by giving a suitable title forthe passage, identifying the main idea in eachparagraph and writing a summary of less than 40words for this passage.2.S can identify the rhetoric/ figure of speech such asexaggeration and simile in the text and appreciatethe effects of using them.3.S can use past tense properly to describe theirunforgettable (skiing) experiences.Affective objectives:1.Students can be inspired to imagine the beautifulscenery described in the text and have anempathetic feeling with the writer during thefirst skiing experience.2.Students can foster their confidence in the groupdiscussion and cooperation skill in the role-playactivity.Teaching Key Points:1. Understand some useful words and expressions in this article and some difficult sentence.2. Understand the whole passage and appreciate the ways the write describes/ presents the storyTeaching Difficult Points:1. Paraphrase the following words and expressions according to the context.2. Understand the following sentences by paraphrasing, demonstrating or 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 (40mins)1.Pre- reading (8mins)(1) Brainstorming and group discussionT ask ss the following questions, they discuss andshare their answers in groups of 4.Have you gone to a ski trip? Where did you go forskiing? What could you do and see in ski trip? How do you ski? How do you feel about skiing? Do youthink skiing is a dangerous sport? )(Justification: Brainstorming can arouse studentinterest about the topic and activate their priorrelated knowledge. Group discussion can provide agood chance for S to share their (ski) experienceswith others by using past tense and improve theiroral English skill)2.While-reading (22mins)(1)Teacher let S skim the first 2 paragraphs andasks s why we would go on a ski holiday andwhat this passage will talk about.(Justification: this activity helps s predict thefollowing text. And it also helps s get the Why innarrative writing. )(2)Teacher lets S scan the 3rd paragraph and askss what this paragraph mainly talks about. Writeshort phrases in time order to present what theydid;Flew to Seoul>> Took a shuttle bus to MujuResort>> Arrived at the resort >> Played withthe snow >> Checked in hotel >> watched peopleskiingUnderline the transitional words, and explain the effect of using them.So; and then; as adverbial clause; at last;nevertheless; althoughIdentify 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.(3)Teacher lets s scan the 4th and 5th paragraphs and asks s what 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 can’t even walk’Why you can’t walk?What are the 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 inferring skills and appreciating the figure of speech)(4)Teacher let S scan the last 2 paragraphs and asks s questions.What happened to me afterwards? How did I feelabout myself? How did the writer think aboutthis skiing trip? What has the writer done afterthe ski trip?(Justification: scanning and identifying detailedinformation can help student get a betterunderstanding of the text and writer’s attitudeand feeling)Post- reading (10mins)1. Give a suitable tile for this passage2. Role play:In groups of 4, students act out the readingmaterial by taking the roles of writer, parents,instructor, and so on. They can add moresubtitles to express their feeling about this trip,the scenery and the ski lessons, but theirattitudes should be consistent with onesreflected in the original text.(Justification: Role-play activity provides a goodway for students reconstruct the text in animitated situation. It can enhance theircooperation skills and presentation skills. It canalso help teachers check students understandingof the text)2015年上半年Class Type: Reading classTeaching Topic: Healthy servings per day Teaching Contents: This lesson is from senior high school. This article is an exposition and mainly talks about eating healthily and several scientificeating 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:(1)After learning 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.(2)Students can understand what the healthy foods are and the proper amount of them taken every day.2. Ability objectives:(1)Students can improve their reading abilities of skimming, scanning and inferring by summarizing the gist of the passage, identifying and analyzing detailed relevant information.(2)Students can develop their speaking ability bytalking about scientific healthy eating habits orhealthy diet.Affective objectives(1)Students can be motivated to develop healthyeating habits and keep healthy diet daily.(2)Students can develop their cooperation andcommunication skills in group discussion andposter making.Teaching Key Points:(1)Master the above mentioned words andexpressions.(2)Efficiently use their reading skills of skimming,scanning and inferring.Teaching Difficult Point:Students can create healthy diet posters based onwhat they will learn from this lesson.Major steps and time allocationStep 1 Pre-reading:(10mins)Activity 1: Divide students in groups of 4, letthem brainstorm to list the healthy food,unhealthy food and explain the reasons. Chooseone group representative to share his opinionwith the rest.Activity 2: Teachers show a few pictures ofpeople who are unhealthy, because they are lackof nutrition from certain foods. Ask studentswhat kinds of food and how much of them weshould take daily to keep us healthy.(Justification: Both 2 activities will arousestudents’ interests on this topic and link up the ir prior knowledge to healthy and proper eating. At the same time it will help students to combineEnglish learning with daily life. )Step 2 While-reading:Fast reading ( 4mins)Activity 1: Ask students to skim the passage toidentify what the passage mainly talks about, and choose a proper title for it.1.The trick of eating healthily2.The list of healthy food taken per day3.The ways of keep healthy(Justification: This activity can help studentsobtain the gist of the passage throughskimming)Careful reading (18mins)Activity 1: Identify the following informationwhether it is true or not. Or the teacher lets thestudents read the text and do the True or Falseexercise.1.We can take healthy food as much as we want ,and it won’t cause us to be sick.2.Eating properly means eating only the rightvariety of food.3.Chocolate and crisps are healthy snacks.4.We should take a variety of food daily to getdifferent nutrition.5.In order to keep healthy, we should eat fruitand vegetables everyday without limit.Activity 2 : Guess the words’ meaning in the context and choose a synonym to it.(1)depend on: A: rely on; B; decide ; C: affect(2)disorder: A: abnormal condition ; B: goodcondition; C: health(3)serving: A: menu B: plateful C: time(4)fiber(5)protein(6)recommend: A : suggest; B: state; C: give(7)variety: A: a different kind; B: the amount; C:the number(8)lead to: A: cause; B: guide to; C: in thedirection toActivity 3: Questions for discussion1.Why we should avoid chocolate and crisps when taking snacks?2.Why fruits and vegetables are important to us?3. What kinds of food contain fiber?4.What kinds of food contain protein?5. What kinds of food we should take most?6.Are sugar-free and low fat varieties recommended? Why?(Justification: Those 3 activities will help students have a deeper understanding about thispassage by improving their skills of scanning,analyzing and inferring. Through those activities students can identifying detailed information,understanding new words in the context andrecognizing how information is linked to eachother, and synthetizing the information)Step 3 Post-reading (11 mins)Activity 1: To what degree, do you agree ordisagree the statement “ no food in itself is good or bad”, and why. Let students discuss in groups of 4. Choose the groups who agree and disagree with the statement and let them share theirrationales with the rest.Activity 2: Students will draw a poster of healthy daily diet, including the names of healthy foodand the proper amount. After that choose 1group to do their presentation. Or suppose youare a cook in our school canteen. What disheswould you serve on Tuesday? List out yourdishes and explain the reasons.(Justification: This activity will improve students’ oral English skills in debating and cooperationskills in completing a group task. It also can help teacher check how well the students understand this lesson by making their own poster and help them develop a correct attitude/ knowledgeabout how to eat healthily)Step 4 Homework ( 2mins)Homework: In-group of 4, students will continue completing their poster illustrated with picturesand statistics (or make it more fancier) of eatinghealthily and do the presentations to otherlower graders in order to guide them to keephealthy diets.)( Justification: Students can review andconsolidate what they have learnt in this classand transfer what they have learnt in class toreal life. )2014 下半年Class Type: Reading and writing classTeaching Topic: Town 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 exchange between cities of different countries.Teaching Objectives:1.Knowledge objectives(1)Students can use the following words andexpressions properly when writing their ownparagraph: inhabitant, town twinningagreement, tourism, entertainment, practicedoing sth, as a result.(2)Students can understand what town twinningis and identify the characteristics of towntwinning and list the benefits of town twinningagreement.2.Ability objectives(1)Students will be able to use reading methodssuch as predicting, skimming, scanning,summarizing and synthesizing during theprocess of understanding of the passage.(2)Student can improve their writing ability ofoutlining and drafting a similar topic abouttown twinning by exemplifying and comparing.3.Affective objectives(1)Students can develop positive perspectivestowards cross-cultural communicationsbetween twinning towns.(2)Students can foster their confidence in groupdiscussion and cooperation skill in group work.Teaching Key Points:(1)Understand and apply the above mentionedwords and expressions in proper writing context.(2)Efficiently use their scanning, summarizing andsynthesizing skills by recognizing key informationand writing an abstract for the article.Teaching Difficult Point:Write an outline and draft about 2 cities of towntwinning agreements based on what they will learnfrom reading the passage.Major steps and time allocationStep 1 Pre-reading (10 mins)Activity 1: Lead in the topic by playing a video about“ Oxford and Grenoble are town twinning.” While watching the video, students think over the followingquestions: “ What is the relationship between Oxford and Grenoble?” “ What are t he similarities between thetwo cities?”Activity 2: Teachers ask students what they canpredict from the title and the pictures illustratedbelow.(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. )Step 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 byActivity 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 in recent years because ( ); It’s 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 activities can help student develop their skimming, scanning and summarizing skills. And they can help students grasp its main idea, recognize the detailed information.)Step 3 After-reading ( 12 mins)Activity 1: Divide the students in groups of 4 to summarize the passage in no more than 50 words. Thenchoose one group to present their abstract orally in front of the rest class.Write down key words as prompts on the blackboard. This can help students do better jobs in summary writing.(Justification: This activity will be useful for summary writing skill practice and presentation skill. And it also helps students consolidate their understanding of the text.Step 4 Summary and Homework ( 5 mins) Summary: After students’ presentation, teacher should give comments or a conclusion. This will guide others to summarize and review what they have learned in this class.Homework: Writing in a content oriented approach. The Teacher asks students to write a short passage about town twinning, which should include the following aspects: “What other cities you know have town twinning agreement?”“Why can the two cities become town twinning?” “ What kinds of culture exchanges or reciprocal v isits they have?” They are allowed to use Internet for research. They should list key information of their research result in a logical way, which will acts as an outline for the whole passage writing.(Justification: This activity will develop students’ research and outlining skills in writing of a content oriented approach. It will check whether the students achieve the teaching objectives. )。