高中英语教师资格证考试教学设计答案.docx

1、2006 上半年Class Type: Reading classTeaching Topic: American English and British EnglishTeaching Contents: This Lesson talks about the ways that vary between American English and British English with examples provided. It will enhance students culture awareness about how English language is used differ

2、ently in both countries and expand their vocabularies towards this topic. Teaching Objectives:Knowledge:1. After leaning this passage, students can identify some differences between A. E. and B. E. and distinguish some words and expressions of A.E. and B.E.Ability:1. Students can improve their readi

3、ng skills of skimming, scanning and inferring by answering questions.Affective:1. Students can develop a cross-cultural awareness about different usages or ways of A.E. and B.E. 2. Students can arouse their interests to find out the rationales or reasons why some A.E. and B.E are used in different w

4、ays. Teaching key and difficult pointsKey point: understand and distinguish some differences between A. E. and B.E.Difficult point: Identify how A.E and B.E are different through scanning and summarizing. Major steps and time allocation1. Pre-reading (4 mins )Teacher shows students a picture and a s

5、hort video of situational dialogues between 2 people using A.E. and B.E. , then ask students the following questions.(1) Were they talking about the same thing or situation?(2) How are they different in the aspect of language usage?(3) Which is A.E. and B.E.?(4) Give more examples of A.E. and B.E as

6、 far as you know. (Justification: This step will activate students prior knowledge and link it to the teaching contents. It also arouses students interests about the topic and trains their observation skills)2. While-reading ( 12mins) Fast readingStudents will skim and scan the whole passage within

7、5 mins and answer the following questions.1. What does this passage talks about?2. What are the topic sentences in each paragraph? Identify or summarize them. . 3. List at least 10 pairs of A. E. and B. E. mentioned in the passage.Careful reading (7 mins )Students will read the whole passage again t

8、o locate specific information and make inference from the context in order to answer the following questions. They should underline the sentences of evidence in the passage when answering the questions. 1.Do American and British use all the same words?2.Same English words might have different meanin

9、g in A.E. and B.E. True or false?3.What do American call chips?4.Do crisps in British mean chips in America?5.Is the sentence “My friend just arrived” grammatically correct?6.Do some American have British accents? Why?7. A.E. and B.E. differ greatly in grammar and structure. True or false?(Justifica

10、tion: this section will develop students skimming, scanning and inferring skills through discussion and answering those questions.) 3. Post-reading (4mins)In groups of 4, students will discuss the following questions posed by the teacher. 1. Do the differences between A.E. and B.E. matters a lot? Wh

11、at is the authors attitude towards it? How about your opinions? Use a case study in reality to prove your ideas.(Justification: this step will enhance students inferring skill about the writers thought and provide a good platform for group discussion to express their ideas logically and improve thei

12、r oral skills.)2015 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

13、 students learn the structural organization of narrative and how to express the past actions. Teaching objectives:Knowledge objectives:1. After learning this passage, Ss can understand the following words and expressions and apply them in suitable context. Scramble out ofOverlookSlopeFloodlight: ill

14、uminate (a building or outdoor area) with such lightsSki suit, boots and skisSidewaysPointIn case( that) Fall overNevertheless2. Ss can identify the linking words in the text and appreciate their functions under teachers guidance3. Ss can master the basic elements and sequence in narrative writing b

15、y recognizing what, when, how, where, who and re-construct the text by time order.Ability objectives: 1. 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

16、words for this passage. 2. S can identify the rhetoric/ figure of speech such as exaggeration and simile in the text and appreciate the effects of using them. 3. S can use past tense properly to describe their unforgettable (skiing) experiences.Affective objectives:1. Students can be inspired to ima

17、gine the beautiful scenery described in the text and have an empathetic feeling with the writer during the first skiing experience. 2. 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

18、 expressions in this article 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 para

19、phrasing, 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 step

20、s and time allocation (40mins)1. 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 y

21、ou feel about skiing? Do you 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

22、 improve their oral English skill) 2. While-reading (22mins)(1) 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

23、writing. )(2) Teacher lets S scan the 3rd 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 skiingUnderlin

24、e the linking words, and explain the 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.(3) Teacher lets s scan th

25、e 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 cant ev

26、en walk Why you cant 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 th

27、eir 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 feel about myself? How did the writer think about this skiing trip? What has the writer done after

28、 the ski trip? (Justification: scanning and 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 passage2. Role play: In groups of 4, students act out the reading material by

29、taking the roles of writer, parents, instructor, 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

30、 for students reconstruct the text in an imitated situation. It can enhance their cooperation skills and presentation skills. It can also help teachers check students understanding of the text)2015 年上半年Class Type: Reading classTeaching Topic: Healthy servings per dayTeaching Contents: This lesson is

31、 from senior high school. This article is an exposition 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. Teachin

32、g 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