2023年专升本教学设计案例集3

20２３级英语(专升本)《中学英语教学设计与有效教学》案例集3No.1SａmｐｌeｏｆLｅssonPｌanｆｏｒModulｅ２SpringFｅstivａlＵnit2WhatｔradｉtionsｄoyouhaveatSpｒｉｎｇＦestival?合肥第三十八中孙庆柱I.AnａｌｙｓisofｔeacｈinｇmatｅrialThemａteriａｌofthiｓｌessonplanisfｒoｍthe２ndterm,Ｇrａde7ofＮeｗSｔanｄａrdEngｌisｈpublisｈedｂyForeiｇnＬanguaｇeTeachingandＲesearchPrｅsｓ.ＴｈｅtopiｃofthisｍｏｄulｅｉsSprｉｎgＦesｔivａl.ItiｓthｅsecondunitofModulｅ2.IｎUnit1thｅtexttellstheｓtudｅntsｓｏmetradiｔionsaboｕtSpｒinｇＦeｓｔivalｔhrｏughacoｎvｅrsationbetweenLingＬingａndhｅrｆｏｒeigｎfrieｎds.SpringFｅsｔivaｌisｔhemosｔｉmporｔanｔtｒaditioｎaｌfestivalinCｈinａ,soiｎUnit2，ｓｔuｄeｎtscaｎgｅtfurtheriｎfoｒｍatiｏnofthｉｓtraｄｉｔionalfestivaｌ,forexａmple,thehistoryofＳpringFeｓtivａｌ，ｈowtocｅｌebrａteＳprｉngFestｉval,anｄsomeｔraditiｏnｓaｔSpringFｅsｔival.Throughlｅarniｎgｔhｅse,ｉｔｃanstrengthｅｎｓtudents’patrioｔismandｅnｃouraｇｅthｅｍtｏlearntｈｅｉmｐortａntfestivａlsinwｅstｅrnｃounｔｒiｅｓasｗelｌ.Inaddｉtion,thｉsunitalsｏtellsusａnotherｆestivalinＷestｅrncｏuntries---Chrisｔmａs.Ａswｅｋnow,theimｐorｔanceofCｈrｉstmaｓtoWesternｃouｎtrieｓisｊustlikeSpｒｉngFestivaltｏCｈｉnａ．So,inｔhｉｓuniｔ，ｉtnotｏnlygivesｓｔudｅｎtsthｅsimilaritｉｅｓ,buｔalsoshowstheｄｉｆferencesｂｅtweenthesetwｏｔraditiｏｎalfestivaｌs.Ｉtenabｌｅssｔudentstｏleａrnsｏmethingaboutfｏｒeｉgnｃuｌｔuｒes.ItｉsimportantforChｉnesestudｅntｓtobroadentｈeirviewsandeｎcｏurageｔhemｔoleaｒnEnglｉｓhwell.IＩ.AｎalyｓisｏfstｕdｅntsThetopｉｃofthｉsunitiｓSpｒingＦｅstｉｖal.It’satoｐiｃthatａllｔheｓｔｕdｅｎtsarｅｆａmiliarwithandintｅrｅｓtｅdｉn.CｈｉｎｅsｅstudentsaｒeeageｒtｏknoｗtｈehistoｒyoｆSpriｎｇＦestival,ａndtraditｉonsａｔＳｐrｉnｇFestiｖａｌ.ＰerｈａpｓthｅyaremosｔiｎtｅresｔedinthｅpｒｅsenｔsandｌuｃkymoneｙｔhattheｙwiｌlgetaｔSprｉｎgfeｓｔｉvａl.Ｓosｔudenｔｓmayｂeeｘcitedandacｔivｅinclass.Beｓiｄｅs,thｅｙｈaveleaｒnｔｔhekeｙwoｒｄｓaｎdsｅntｅｎcesinadvaｎce，sosｔudｅｎtsｃanｔalkabouｔthｉsｔoｐiｃfreeｌｙ.AｎdthetｅaｃｈercａnｅnｃouragestuｄｅｎtstotａlｋaboｕthowtheyorｔheirfamｉliｅscelebratetｈeSpｒｉngＦestival.It’saｇｏodwaｙｔoshareｔheirｈａpｐinesswithpartｎeｒｓ．III．ＴeａｃhinｇobjecｔiｖesknowlｅdgｅobjectivｅsSswillidenｔifｙaｎduｓesｏmenewwｏｒｄsanｄexpressioｎs,sucｈas,traditｉon，badlｕck,ｄｅcｏratｅ,papｅrcｕt,ｄｕｍpliｎg，allｔheｙearaｒｏuｎd,fiｒeworks,…AｂiliｔyobｊｅctivesＳswillｇetiｎｆoｒmatioｎabｏｕtSpringＦestivａlfromreadingmａteriaｌｂyｕsiｎｇreadｉngｓkillｓ，suｃhaｓ,skｉmｍinｇ,scanｎinｇ,reａdｉngwitｈqｕestｉｏns，eｔc.Sｓmａｋenｏｔesacｃｏｒｄingthereaｄiｎgmaterialandthｅｎwritepａragraｐhｓwithｔheｎｏtｅsｔheymade.MoralｏbjｅctivesSswilldｅｖeｌoptheｉrspiritoftｅamworｋbydiscussingｗitheaｃhotｈerandtａｌkｉnginｇrｏups．IＶ.TeachinｇkeｙpointstｏleａrnthetｒadｉtiｏnsaｂｏutSprｉnｇFesｔivaｌａndＣhristmａs．ｔoｉdenｔｉfyanｄｕsetheｎewｗordsａnｄexprｅssｉonswhiｌerｅadinｇaｎdlearnｈowtoｗritepａragｒaphs.Teachｉnｇdiffiｃultpoｉntｓtouｎdｅrstandtｈeｄefiｎitionandｃonnoｔａtionｏftraｄitiｏn.ｔograsphｏwtoａrranｇepａｒaｇrａphsuｓinｇnoteｓ.V.TeachiｎｇMetｈodIｎｔｅractｉveapｐroach;taｓk-baseｄａpproachVI：Teachｉngprocedｕres教学活动Ａctivitiｅs设计意图Intentiｏｎｓ时间Warm-upStep1Sｔep2Pre-rｅaｄｉngSteｐ1Step23Wｈile-readｉngPosｔ－readingＶＩ．SｕｍmaryＶＩＩ.HｏmｅwoｒkVIII.ＢlacｋboａrｄＤeｓiｇnＩＸ.Aftｅｒ-clａssrefｌeｃｔionNo.2课堂观测表(CｌａｓsｒoomＯbservａtionＳheeｔ)Naｍｅ______＿_TitｌeOｂjｅctiｖesTeachinｇmethodＳｔepｓＴｅaｃhｅr’ｓAcｔivitiesSｓ’ＡｃtiviｔyＰurpｏｓesＷaｒm-up(Leaｄ-ｉn)Steｐ１Step2Ｓtｅp3Steｐ４Stｅp5Sｔeｐ６assignmｅntNＯ.3教学内容及教学目的分析案例Ｕｎit２ＷhａｔtｒadｉtiｏnsｄoyouhavｅａtSprinｇＦestiｖal?Ｔeｘt:Wehaｖelｏtｓoｆｔｒａdiｔions.Ｆirｓｔ,wecleanourhｏｕｓesandswｅｅpａwaybａdluｃｋ,aｎdｔhｅnwepaｉｎtdoｏｒsandｗｉnｄowsred.Ｉtmeansgoｏｄluck.Wｅuｓuaｌlydecorａtethedoｏｒsanｄwindowswitｈｐaperｃuts．Ｗealsoｂｕｙｃlｏtｈｅｓandeｖeryoneｈａsａhaiｒcut.OurpaｒenｔsandgrａｎdparｅｎtsgiveusNｅwYearｐreseｎts．Theｙareusuallyｎewcloｔhｅs.OnＮｅwYｅaｒ’ｓDayｗepｕtonoｕrnewclｏtｈｅsandvisitouｒfamilyanｄfｒiends．Thereisdragonａndliondａncing.Tｈefａｍｉｌyhavediｎｎerandweeatｊｉaozi---aｋｉｎdoｆdｕmpｌing,ｏrasweetｒｉcepuddinｇ．ＷewatchＴVandatｍidnigｈｔtherearｅusuallｙfirewoｒks.Ｗedｏｎ’tｃｌｅanthehouｓeforafｅｗｄaｙs,Wedoｎ’twantｔoｓwｅｅpｇoｏdｌuck.Andwehavelotsoffoodfoｒgｏodluｃk．TheNewYearFestivalｆiｎｉshｅｓａtLａnternFesｔivａlaｆｔertwｏｗeeｋs.Ｗeusuａllｙeatａkindofｒｉｃeduｍpｌingcalｌｅdyuanxｉao.Theyaｒｅrｏunｄandsotheyｂriｎｇuｓgoodluckａllｔheyearrｏund.1．教学内容分析案例1:[]Tｈematｅrｉaloｆthislessonｐlａｎisfｒｏmthe２ndtｅrｍ,Grade７ｏfNewStanｄardEngｌishｐuｂｌishedbyＦｏrｅignＬangｕagｅTeaｃｈｉnｇandReseａｒchPress.［]ThetopicofthismoｄuleisSpｒiｎgＦeｓtiｖａl.IｔｉｓtheseconｄｕnitｏfＭｏdule2.[]IｎＵnit1ｔｈeteｘttellsthestuｄentssｏmetraditｉoｎsabｏutSpｒiｎｇFｅstｉvalｔｈroｕｇｈａconveｒsａtionbeｔweeｎLinｇＬinganｄhｅrforeignfrｉenｄs.SpｒingＦｅstｉvａｌisthｅmｏstｉmｐortanttrａditionalfestivaｌｉnChｉna,sｏinUｎit2，studentscａnｇeｔfuｒtｈrｍaｔionofthiｓtrａdｉｔionaｌｆestival，ｆorexaｍple,thehｉstoryｏfSpringFestｉval,howtocelebratｅＳpｒingＦeｓｔival,andsometｒａditiｏnsatＳprｉngFesｔｉvaｌ.[]Tｈroughｌeａｒｎｉngｔｈeｓe,itcaｎｓtrｅngthenstｕdenｔs’patｒiｏtismandｅｎcouｒａgetｈeｍtolearntheｉmpoｒtａntｆestiｖalsinｗｅｓｔerｎcoｕｎtｒiｅｓａswell.[］Iｎaｄditioｎ,ｔhisunitaｌsｏｔｅｌlsusaｎｏｔherfestivaliｎWeｓterncountｒies---Christmas．Aswｅｋnｏw,thｅimportanceoｆCｈrisｔmastｏWesterｎcｏｕｎtriｅsisｊｕstlikｅSｐrｉngFｅstivaltoＣhiｎａ.So,iｎｔhiｓuｎiｔ,itnotoｎlｙgiｖeｓsｔｕdeｎtｓtｈｅｓimilaritｉes,bｕtaｌｓｏshowstｈedifｆeｒencesｂｅｔｗeenthesｅtwotradｉtioｎａlfestivalｓ．Itenablｅsｓtｕdentstolｅaｒnｓomeｔhingａboutforｅignculｔuｒes.ItisｉmportantforChiｎeｓestudeｎtstoｂrｏａdｅntheiｒviewsandencourａgeｔｈemｔｏlｅａｒnEｎｇlｉｓhｗell.上面案例中教学内容分析要素可概括如下表：要素构成要素解释1．教学内容选自的单元、模块、教材名称和出版社2.单元话题以及本教学内容在单元中的作用、和与前后单元的关系3.单元结构、教学内容的语篇类型、内容概述以及教学内容的4.教学目的涉及知识目的、能力目的和情感态度目的5.教学难点及对策教学内容分析案例2:Ｕｎit2WhａtTrａditiｏnsdoyouｈaveatSpｒingFestival？岳池县城关中学范琴梅本模块以学生熟悉的节日为话题,通过听读有关春节内容的对话和短文,使学生可以谈论或写出对该节日的介绍，并鼓励学生讲述英语国家中的重要假日及其重要庆祝方式。本模块的学习策略重要通过词汇分类来帮助学生提高学习效率,形成自主的学习能力,为学生终身学习奠定基础。修改:__＿______＿______＿__________＿_＿_________＿_________＿______＿＿______＿__＿＿_＿______＿_＿___＿___＿＿＿＿＿____＿_＿＿___________＿＿________＿__＿＿_______＿______＿______＿＿＿_＿＿______＿＿__＿＿__＿_____＿＿__＿＿_＿＿__＿＿___＿____＿____＿____＿_＿＿_______＿_＿___＿_____＿__________＿＿_＿__＿___＿________＿_____＿___________＿_＿＿_＿___＿＿__＿_＿＿＿_＿____＿_＿___2.学生分析案例1：Unit2WhａtTraditｉoｎsｄoyouhaｖeatＳpriｎgFeｓtival?Anaｌysisofsｔudents［]ＴhetoｐｉcoftｈｉsuｎｉtisSｐringFesｔivａl.It’satｏpiｃthａtaｌlｔhｅsｔｕdｅntｓarefaｍｉliarwitｈandintereｓｔedin．CｈｉneｓeｓｔｕdｅntsａｒｅeageｒｔoｋｎowthehistorｙofＳpｒinｇFestiｖal,andtradｉtionsatSprｉngFｅｓtiｖal.PerhａpsthｅyaｒemoｓtｉnteｒeｓtedinthｅpresentsandｌｕckｙmoneythattｈｅywｉllｇetａtSｐrinｇfestivａｌ.Sostudenｔsｍaybeexｃｉtedanｄａcｔiveｉnclass.[］Besides,theyhavelearntｔhekｅyworｄsaｎdsenｔｅncｅsinadvance,sostｕｄentscaｎtaｌkaboｕttｈistｏpicfｒｅelｙ.[]ＡndthｅｔeacherｃanencouragestｕdｅｎtstotalkａbouthowｔhｅyｏrthｅirfaｍiliescelebratｅｔheSprｉngＦesｔival.Ｉｔ’sagoｏdwaytoｓharetｈｅirｈａpｐinesｓwithｐartneｒs.根据以上案例,学生分析要素可概括如下表:要素构成要素解释1.学生爱好、爱好学生的爱好、爱好和关注点２.3.涉及知识目的、能力目的和情感态度目的以及跨文化交际能力4．3.教学目的分析Thestuｄenｔｓｗilｌbeaｂlｅｔo：教学目标语言知识idｅnｔifyａnｄusｅｎewｗoｒｄｓaｎdexpressions,ｓuchas，trａditｉon，dｅｃorａtｅ,paperｃut，dumｐlｉng，alltheｙｅａrｒｏｕnd,fｉrｅworks…usｅｋｅyｓentｅnceｓ：Wehavｅｌotsoftraditions.Tｈereisｄｒagonaｎdliondａnｃing．语言技能3.gｅｔinｆｏrmationaｂoｕｔＳpｒｉnｇFestｉｖalfromｒｅaｄinｇmaterｉaｌbｙusingreadingstrategiｅs,suchasskimmｉnｇ,ｓcａnning.makenｏteaccordiｎgtothereａdｉngmaｔeｒｉalsandｔhｅnｗritepａragraphsｗiｔhnotｅsthｅymake;跨文化交际意识knowthｅｈｉstoｒyofＳprinｇFeｓtiｖalａndＣｈrｉsｔmａs，ｔｈｅsimiｌａritｉesanddifferｅnｃesbetｗeeｎtｈetwoｆestivａｌs.情感态度目的ｕnderstanｄmorｅaboｕtdiｆｆｅrｅntｃuｌtuｒeｓａndstreｎｇｔｈｅｎtheirpatriotismａｎdopeｎtｈｅiｒmiｎｄs．教学目的案例2：Theｓtｕdeｎｔswiｌlbｅａｂleto:教学目标语言知识identｉfyanduseｋeｙｗords:ｔradiｔion,pａiｎt,deｃoｒaｔe,ｐapeｒcuｔ,dｕｍpling,ｆirewｏｒks，few,ａfｅw，brinｇ,coｌor,Chrｉstｍas;uｓeｔheｐｒesentpｒoｇresｓｉveｔｅnseandtheｐreｓeｎttenｓe;语言技能reａｄandwrｉtesｅｎｔeｎcｅｓabｏuthoｌidayｓ;talｋaｂouｔChiｎesｅhｏlidayｓａｎdWesteｒnｈolidaｙs；跨文化交际意识ｗillｉngｔｏundｅrｓtａndiｍｐortanthoｌidａｙs,ｗillinｇｔopａrtｉcipaｔeiｎaｃtｉvitｉesaboｕthoｌｉdays;_＿＿＿______＿＿__＿____＿__＿____＿_＿_情感态度目的kｎｏwｔhｅwaysofcelｅbratingｈｏlidａys.＿_____＿__＿_＿__＿__＿____＿___＿＿___＿___________＿_＿_＿______＿教学目的的层次性：教学目的的层次具体解释知识层次目的阅读的知识层次指信息知识、语法知识、词汇知识、策略知识、情感态度知识和文化知识等;领略层次目的规定读者可以对信息进行信息“转化”、“解释”，可以根据文本信息作出“推理判断”；转化:__＿_____________________＿__运用层次目的把所学的知识和策略用于新的语境,解释新语境中的现象,表达__＿,解决新_＿__,完毕新＿＿_＿_;分析层次目的注重把材料分解成各个组成部分,弄清各部分之间的关系及其构成方式。评价层次目的为了某种目的,对观念、作品、答案、方法和资料等的价值作出判断。现以外研社教材《英语》初中二年级上册Moｄuｌｅ12中的Adviceｆorvｉsｉｔoｒs:tｒadiｔiｏnalliｆeｉｎＥngland,其阅读目的可以涉及：（1）［]能辨认英国传统的生活习惯,涉及初次见面、下午茶，在公共场合见面的礼仪及结婚礼仪;(2）[]能介绍英国的传统生活习俗;(3）[]可认为要到英国旅游的人就见面、下午茶和礼仪问题提出建议;（4)[]可以借鉴文章中介绍的风俗的方式介绍中国风俗习惯。ＨandoutＮｏ.4DesiｇningaＲeadingＬesson阅读活动设计（I)RｅadｉngＳkiｌｌs＆ＮｅwCｕrriculumStａndards阅读技能(六级)1.能从一般文字资料中获取重要信息；

2．能运用上下文和句子结构猜测词义；

3．能根据上下文线索预测故事情节的发展;

4．能根据阅读目的使用不同的阅读策略;ﻫ５．能通过不同信息渠道查找所需要信息;ﻫ６.除教材外，课外阅读量应累计达成18万词以上。阅读技能(七级)1能从一般文章中获取和解决重要信息;ﻫ２．能理解文章主旨和作者意图；

３．能通过上下文线索猜测生词词义，理解语篇意义;

4．能通过文章中的线索进行推理；

5．能根据需要从网络等资源中获取信息；

6.能阅读适合高中生的英语报刊或杂志;ﻫ7.除教材外，课外阅读量应累计达成23万词以上。阅读技能(八级)1.能辨认不同文体的特性;

2．能通过度析句子结构理解难句和长句；

３．能理解阅读材料中不同的观点和态度;

４.能根据学习任务的需要从多种媒体中获取信息并进行加工解决；ﻫ5.能在教师的帮助下欣赏浅显的英语文学作品;

6.除教材外，课外阅读量应累计达成30万词以上。２.ＣlａｓsificａtionoｆWarming－uptasksWarming-ｕp：ｔoactｉvatepreviｏｕskｎｏwledge;tocｏnneｃttopｒeviouｓlessoｎｓ;tｏintｒoduｃenewtopｉc；ｔoreduｃeｓtudｅntｓaｎｘｉｅｔy;tomｏtivａtｅstudentsforthedayｓacｔｉviｔiｅs.Ｗaｒｍinｇ-upbyｓituａｔiｏncreatｉｎgＮowａdａyｓｍａnｙtextsａｒecultuｒｅ-bound.Wａｒming－uｐｂysｉtuationcreatingcanｅｌicitsｔｕdents’eｘistｉngknowｌｅdgeandgｅtｔhｅstudenｔｓfａｍiｌｉariｚｅdwithｔhｅculturaｌandsociａlbａckgrｏundkｎｏwleｄｇerelevanｔtoｔhｅｔext.Uｓｕａｌlyｔｅacｈersｃａnusｅvisuaｌstosｅtthescenｅ.Ｗａｒming-ｕpｂｙrealiaandvisｕaｌsWarminｇ-ｕpbyrｅaｌｉaａnｄｖisuａlｓｃansｏwmatｅｒiaｌｓdirｅcｔlyandvivｉdly.Rｅａｌiaandｖｉsualsmayｒangefromｒｅａlｏｂjｅcts,picｔuｒes,ｃａrｄs,ｄｒawings,ｍaｐｓaswellaｓｖideoepiｓｏdｅsandｍulti－medｉaｍａｔｅrｉals.ｗaｒminｇ-upbybraiｎｓｔormiｎgTeacherscaｎaｓksｔuｄｅnｔstoguessｔｈeｔoｐｉcoｆthetextｆｒomtｈｅheａdｉngs,ｉllｕstratｉｏnｓ,ｋeywordｓanｄpreｄictwｈaｔthｅtextwiｌlsay.Fｏrexamｐle，wｈoistheauthｏriftheｔext?Howｍuchdoyouknowaboｕthｉm：Whａｔdｏyouknowaboｕtｔｈeｐｅriodwhentheｔｅxtwaｓwriｔten?3.CｌaｓsｉficａtionofPｒｅ-readｉｎｇtasksAsｋingｑueｓtioｎsEｘample：Unit1Fｒiendshｉp(Anne’sBestＦriendｆromBooｋOneofNewＳenｉoｒEnｇliｓhforChinａ)[Bacｋground:ＡnnｅlivｅdinArmsterdamiｎtｈｅNeｔherlａndｓｄuringＷWII.HerfamｉｌywasJewisｈsoherｆamilyｈiｄａwayfornｅarly２0montｈsbeｆoreｔheywerediｓcovereｄ．Ｄｕringtｈaｔtimｅtheonlｙｔruefriendwaｓhｅrdiary.]Ｐre-readingｑuestiｏns:Ｗhydoyｏuneｅdfrieｎds?（b)Wｈatdｏｙoｕthinkagooｄfｒieｎｄsｈｏuldbelike?(c）Doesafrieｎdalwａyshavｅtobeaperson？Whatelｓecａnbeyourｆrienｄ?（Options:Stuｄenｔｓmayaskquestionsaｂouteacｈpａrｔｏｆthetｅxt?)ＩnteｒvieｗinｇSupposingyouａreaｊoｕrｎalist,ｙoｕａrｅinterｖiewinｇAnneａboutherbest,andｈｏｗｈerｂｅstfrieｎｄheｌpeｄheｒinｔhｅdiffiｃuｌｔperioｄofyouｒlifｅ．Taｌｋingandsｈａrｉng（Ｄiｓcusｓion)Divｉdethｅｓｔｕdentｓiｎfouｒgrｏupsaｎdeachgrｏｕpｃhｏosｅatopｉctodｉｓcｕss．Dｏｅｓafriendalwayｓhavetobｅapeｒｓｏｎ?Whaｔｅlsecanｂeaｇoodfriend?Wｈydｏｗｅneｅdfｒiｅndｓ?Ｗｈataｒｅsｏmｅｏftheｇoｏｄquａlｉtiesthaｔafriｅndｓhouldhave?Clasｓifｉcatiｏｎoｆwhile-readiｎｇtasｋsＦirｓtReａｄinｇSｋiｍｍiｎgwｉthｔwoquｅstioｎs:Ｗho/whatｉｓAｎnｅ’ｓbestfrieｎd?Wｈeｎｄｉdthestoryhａpｐen？SecondReａｄｉｎｇCaｒefullyｒeadtheteｘtwhilｅlistｅningtothetａpewith３questiｏns:-HowｌoｎghaｄAｎneandｈerｆamiｌyｂeeninthｅhidｉngｐlacesinceｓhewrｏteｈerdiaｒｙ?-ＨowdidＡnnｅｆeelabｏutnaturｅbｅforesheaｎdherfａmilyhidａｗay?-Ｗhｙｄidｈｅｒｆeeｌｉｎｇｃhａngeｔoｗardｎaｔure?SumｍariｚingthｅtextSummarizｅthemainideaofｅachｐaragrａpｈiｎoｎesentｅnce.FilｌinginthetabｌeExamｐle:Uｎiｔ2TheRoadtoMｏdｅｒnEnglish(ＢｏokOneoｆNｅwSeｎｉorEｎｇlishfｏｒChina)[Ｂacｋground:Aｔｔheendofthe16thｃenｔｕry,aｂoutｆｉvetｏsixmｉllionｐeopleｓpokeEnglish.Lateｒiｎthenextcentury,peｏplefroｍＥnglａｎｄmadevoｙａgestoconquｅrotherpartsoftheｗｏrldaｎｄbecauseofｔhat,Eｎgｌｉｓhbｅgａntobespｏkeninmanyoｔheｒcounｔｒies.]TypｅoｆwritingEvenｔｓFigｕresＭａｉnｉｄｅａoftheｐaｓｓａgｅTheＯlｄEｎgliｓh4５０---１150TheMiddｌｅEngｌiｓh1150－-－１５00ＥａｒｌyModernEnglish１50０－１700LateModernEnｇlish1700---presentCｌａｓsificａtiｏｎｏfpost-readingｔaｓksＤiｓcussionＤividethｅｗｈoleclassintｏ8ｇrｏups，andelｅctagroｕｐleadeｒofeacｈgroup.ＷhyｄidＡnnewrｉtesuchaｄｉary?What’sAnne’sｔone?Inoｔherｗords,issｈeangｒy，sadorhaｐｐy？DiscｏｖerytｈevａlｕeofｆrｉendshiｐThｅreaｒeｍanyproｖerbsabouｔｆriendsaｎdfｒiｅndship.Ｓurftheｉnｔeｒｎetｔoｆindsoｍeanｄｌeaｒｎasｍanyaspｏssibｌe.Tｈeｐurpｏｓeoｆｔhｉｓacｔｉvityistoencoｕrａgeｓtudentsｔothinkｍoreabｏutｆrienｄsａndfriｅｎdsｈip，reaｌiｚｅthｅｖaｌｕeｏfｆriendsandｆriendｓｈiｐ.Exampｌe:Aｆaitｈfulfriendishardｔｏfiｎｄ.Ｏlｄfriｅndsandoldwｉnｅａrebest．ＨandoｕtNo.5DesigniｎgReadｉngLessoｎActｉｖities阅读活动设计(IＩ)AreａｄiｎglｅssonuｓｕaｌlｙfoｌlowｓPWＰmｏｄel:pre-reading,ｗhｉｌe-reading,ｐｏst-readinｇ.读中活动提取读中活动提取信息设计活动分析篇章结构设计活动培养阅读策略学习文化知识读前活动激活背景知识激发阅读爱好呈现词汇/知识读后活动基于文本重要信息加工设计应用与拓展交际活动语言焦点：词汇或语法PaｒｔICase1ＦeedMｅBeｔteｒ（《英语》初中三年级上册Module10)ＪａmｉｅＯlｉveｒｉsayouｎgcｏoｋwhowantstoimpｒoｖｅschｏolｄiｎners.Iｎ２023hewｅnｔbacktoｓchoｏlｔoseewhatthechildrｅnwerｅeａtｉng.Jamｉeaskedthｅｃhilｄｒenwhａtthｅｉrmeａlsｗereｌikｅ.“Weｈavｅhａmｂuｒgeｒsａｎdchiｐｓ,iｃｅcｒeａm,orpｉzza,”thｅythoughｔthｅｍenuｗａsterriｂlｅ．Hedｅcｉdedtoｔeacｈｔhｅcooｋｓandtｈechｉｌdｒenabouthealthyfood.Itwａｓhａrｄwｏrk！Hecｏｏkedheａlthymｅalsfｏｒthｅmincludingｍeat,ｒｉce,pastaandvｅgｅtabｌes,ｂutａlotofｔｈeteeｎageｒｓｒefusｅｄtoeａtthｅnewfood．Ｊamｉepeｒsｕａｄｅdｔhemｔotryｈiscooｋｉng,theyｌｉkedｉｔ．Pｒe-readｉngAｃtｉvity[Ｉnｔｅｎｔion：Thｉｓisｔｏlｅadinthetｏpicandｔoａｃｔiｖateｓｔudeｎts’backｇｒouｎｄknoｗledｇｅabouthｅaltｈyｆｏoｄ.]Steｐ1：introducinｇｔhetopicＰresentsｏｍeｐicｔuresofｆooｄｏntheｓcreｅｎwithppｔｏｒｐiｃtuｒｅs.Ｔhenthetｅａcｈerｃanｌeaｄinｔｈeｔoｐｉcanｄatthｅｓamｅtimｅactｉｖatebａckｇrouｎdｋnowledｇe.T:Now,clasｓ，pleasｅlｏoｋａtthｅｓcreen/pｉｃｔｕｒes.Herewehaｖemanykinｄsoffooｄ.Doyｏuofteｎeattheseｆoodinourｓchoolrｅstauraｎt？Wｈichoftｈｅmarehealtｈｙｆooｄ?Whiｃｈarejｕnkfooｄ?Stｅp2:GrouｐｗorkStuｄentsｄiｓcusｓtｈeｑｕesｔioｎsinｇrouｐsandrｅpｏrttoｔhｅclass.[Ｔranｓｉtioｎ]T:Ｔhaｎkyouｆorｙourideas.Thiｓiｓｙourideａsanditsｅｅmswｅｈavｅdiffereｎt/ｓｉmilaｒiｄeaｓ．Ｔodａywearegoingtoreadasｔoｒy.Tｈestoryalsｏtalkｓaｂouｔｊunｋfoodandheａlｔｈyfood.While-reaｄinｇＡctivity［Intention:Itistotraｉnstudeｎｔs’aｂｉlｉtｙtｏsｃanforspｅcifｉcinｆormａtionfroｍtheｐaｓsａge]Step1ScaｎninｇT：I’dlｉkeｙoutoreadtheｔｅxtyourselｆandtrｙtoｆillintheｆollｏｗｉngｔaｂle.Ｗheｎyouhａvefｉｎished,ｃheckyourａnswｅrwitｈwhatyｏu’ｖeread.ＴyｐｉcaｌsｃｈooｌfoｏdJunkｆｏｏdＨeaｌthyfooｄWｈatJａmiｅdｉdSｔeｐ2DiscｕsｓionT:Noｗ，weknowwhａtfoodｉshealｔｈｙ，Canyoｕworktogetｈerｔｏgivesuggeｓtｉｏｎｓｏnhｅaltｈyｆoodtooｕrschooｌrestaｕrａnt?[Trａnsｉｔioｎ]T:Nｏw,ｗeknｏwwhaｔfｏodishｅalｔhｙ.Caｎwethinｋｍoｒeaboｕthealthyfｏｏｄａndourliｖes．Poｓt－rｅadingＡctiｖｉtyGｒｏupDｉscuｓsiｏｎ[Iｎtentｉon:]Ｔhｉsstepistotrａiｎstudｅnｔs’ａbiｌitｙtoapplｙｗｈatｈａｓｂeenｌｅarnedtoｔheｉrdailylｉvesStudｅntswoｒkｉngrｏuｐsｔoｆiｎdthepoｓｓibleｊunkfoｏdｉｎtheschｏoｌreｓtauｒaｎtaｎｄwritelｉstsｏfｈeaｌthｙｆｏodanｄreasonｓfｏrrecommenｄａtionPaｒtＩI.Case2Toｐic:ThｅStoryBehiｎdEartｈDayＤesigｎingprｅ-readｉnｇAcｔivｉｔｉｅｓＰｒe－ｒeadｉngIntentiｏｎ（设计意图)Stｅp1:leaｄ－ｉnｂｙｑueｓｔｉons:Wｈatｉsｔhｉspicturｅaｂｏｕt？Step２:Ssgｕｅｓstheｐｈrases.．Theｅａrthisinｔroubｌe.Haveyouｅverｔhoughtａboｕtwhaｔwecａndo?Wｅcansaveeveryｄｒoｐofwａter.Ｗeｃａnｔurnoffthelighｔsｗhｅneverｗeleaｖeｔｈeroｏm.WecandotheｓeiｎhonｏroｆEａrthDay.Dｅｓignｉngwhilｅ-reaｄiｎgａctｉvitiesstｅp1：（Wｈilｅ-readｉng)ＳkimforthemａiｎideaStep2:Scａnthetｅｘｔ,andＳsrｅａｄanｄｆiｌlｉntheiｎｆormaｔｉongapPaｒａ1:WhatOnEaｒthDａｙｄｏＷe_＿__＿＿__＿_________＿_＿______＿_＿__pｅopleMaｎｙｐeople_______＿_______＿_＿_＿___＿_ｄoonＳｏmeｐｅoｐle_＿＿＿___＿_________＿__＿____EａrthAｔｓchoｏｌ_____＿___＿＿_＿___＿____＿＿＿_＿_＿_Day?Tｅａcｈersoften＿_________＿_＿_______＿＿___Stｕｄentｓ_＿_____＿＿＿____________＿__＿_____InｔentｉonPartIIICase3Ｔopｉc：ＦiｒeＳtaｇeＩ：FａsｔReadｉｎgsｔｅp1：ＳkimtｈeｔｅxtfortheｍaiｎideaSteｐ2:Ｓｃａｎthetext,aｎdSｓreadanｄｆillintheinｆorｍａtiongap.Sｔeｐ3：Readtｈetitleanｄansｗerthequestioｎ.Whereｄｏyｏｕtｈinkthiｓａｒtｉcｌｅistakｅnfrｏｍ?astoｒy-book,ｎovel,ｍａgazinｅ,ornewspａpｅr?Step4:Reａdａndfinｄtiｍｅorderｉnthｅtext.ＳtagｅＩI.CarefulReaｄingStep5:Ｒeadtheteｘtcarefullyａndunderｌiｎeimportantinfｏｒmaｔion.Ｓtep5Ｆｉｎdimpｏｒtantevents,ｇivｅｔimephｒaseｓtｏｅaｃhevent．SｔageＩＩＩＬａnｇuageFoｃusSｔep6：Fiｎdkｅｙworｄｓandｅxplainｔoeachothｅｒ.Ｓteｐ7:Unｄeｒlinephrasalverbs.(rａｎto…ｇettｈｅlａｄdeｒ…placeditaｇaiｎsｔ…ｃaｒrｉｅdhimdｏwｎ…cａlｌｅdｔｈeemergeｎcysｅrｖices…pｕtoutthｅfiｒe…ａctbｒaｖely…）Step8:Oｂserveｔhｅusａgeofａdveｒｂsaｎｄeｘplａinｔhｅｍ.Tｈeｙwerebraｖｅ.Tｈｅyａcｔedbraｖely.Thｅyａｒehoneｓt.TｈeyacthoｎestｌyHeiｓactiｖeinｌｅａrnｉｎgEｎglish．ＨｅlearnsEnglishａctｉvely.Ｓtep９Reaｄsｅｎtenceｓwiｔh“adverbｓ．”Ｓｔｅp10:suｍｍarizethｅusageofaｄverｂs,ｄecｉdewhenｔｏuseadverbsandａdｊecｔｉｖes．ＨandoutNo.６DesiｇniｎｇaLｉｓｔｅningLｅsson（听力课的教学设计)I.LisｔeninｇSkills&ＮewＣuｒricｕlｕmStanｄards听力技能（Lｅｖeｌ5-６）１．能听懂语调和说话者的意图。＿_____＿____＿＿____＿_＿＿＿_＿___＿＿__＿______＿____＿_＿2.能听懂熟悉话题的谈话,从中获取信息和观点。_＿_＿＿_________＿_＿___________＿__3.理解故事的因果关系。_＿＿__＿___＿＿__＿______＿_＿_＿_＿____＿___＿_____________＿＿_＿_4．听语段并记录简朴的信息。_＿____________＿__＿_＿___＿_＿＿_______＿___＿___________5．抓住语段中的关键词，理解句子之间的逻辑关系。__＿___＿_________＿__＿__＿___＿＿＿_６．听懂简朴演讲,提取信息和观点。＿____＿__＿＿＿＿__＿＿＿_______＿＿__＿＿_______________7.听懂故事或记叙文,了解其中的重要人物和事件以及他们之间的关系。_________＿_____________________＿_____＿_________＿＿___＿___＿__________________＿8.理解谈话内容的大意和具体信息。___＿_____＿_____＿__＿＿_______＿__＿____＿_______＿９.听一段材料，推测说话者的意图和态度。____＿__＿_____＿__＿＿_＿_＿____＿___＿_____＿__IＩ.ＰrincｉｐlesfoｒＴeａchiｎgLiｓｔenｉnｇTheｒeaｒetｈreｅｂasicstagesoｆteachｉngliｓtening:pre-liｓteｎing,while-listenｉｎg,aｎdpoｓt－listeniｎgactivities.Pｒe-lｉsｔeningaｃtivitieｓPｒｅ-liｓｔｅniｎgactivitiesareverｙnecessaｒｙfoｒsuccessfｕlliｓｔeningcoｍprｅheｎsion.Iｎgｅneral,pre-listenｉnｇacｔｉvitiesｓhoulｄaimtｏstimulateｓtudenｔｓｔolisteningactivitｉesby__＿＿__,bｙ＿_____；toactivatetheirpｒioｒknoｗlｅdgｅ;ａndｔｏteachkeywｏrdsorkeｙstructuｒｅstosｔuｄｅnｔｓ.Heｒｅareeｘａmｐｌｅsofprｅ-listenｉngactiｖｉｔies．(1)SettｉｎgthesceneTｈetｅacheｒcaｎpｒoｖideceｒtaｉncoｎtｅxtfｏrｌisｔeｎingbｙsettｉngtｈesｃeｎe.Ｔhiｓcaｎbeｄｏneｂｙｓhｏwingpictuｒeｓ,mapsｏrchartanｄdiaｇrａｍs.(2)Pre－liｓｔenｉngｗoｒdｓSomｅtｉmesｓtudeｎtsmightｂefａｃｅｄwithｓomediｆficultwordsｉnthematerｉaltheyａreaｂouttｏlｉｓteｎto.Iftheｙgetfamiliarｗiththedifｆicultｋｅyｗｏrdsandeｘpreｓsions，tｈｅycandoｂettｅrinliｓteｎiｎgcomｐｒeｈensｉoｎ.Sotheｔeaｃｈerｓｈouldcaｒｅfｕlｌysorｔoｕｔｗordsaｎｄexｐｒessionstｈaｔmightcausediｆfｉcultyｉnｌｉstenｉng,andｐrｅｓeｎtthｅｍinadｖａnce.(3)PredictｉｎｇＩtiｓｂｅliｅvｅdthａtgoｏdlｉｓtenersaｒegｏｏdprｅdｉctorｓ.Soｔheteaｃhｅrcａngetstuｄeｎtstｏpreｄictwhaｔtｈeyarｅｇoｉngtohear.Vａｒioustecｈnｉqｕesｃaｎbeｕsedtomakestｕdeｎｔｓpreｄict,suｃhaｓ:_____＿___ａsｋingprｅｄｉｃtｉvｅqｕestｉons,giviｎｇaｌistofwoｒdｓｉnrelaｔiontotｈeliｓteningmａｔerｉａls,presenｔingａｎddescｒibingrelatｅdpictｕres,ｔｅlliｎｇreｌevaｎｔｓhortstoriｅs.While-liｓｔeｎｉngactiｖiｔiｅs(１）ListeniｎｇｆorthegisｔＴhekeｙistoａskｓtudｅntsoｎeortｗoquestionsthａtfocusonthｅｍainidｅaorthetoneoｒmoodortｈeｗholepassage.Tｈeoneｏrtwｏｑuｅｓtiｏｎsｃａnｂeseｒvedaｓｔhｅ_____ofｔheteaｃher.(２)SkｉmmｉnｇorｓcaｎｎingThｒougｈｔhisactivity，sｔｕｄeｎtsaｒeｅnabｌedtoａｎticiｐatｅｍoｒｅorlessｗhaｔthelisｔeｎｉｎｇmａｔｅrｉａlｉsaboｕt,ortoｋｎoｗclearｌyｗhattheywilｌbeasｋedtoａccｏmplｉsｈａttｈelisｔeningｓtage.Andtheycanｃｏncentｒateontｈekeypｏintswhiｌeliｓtening.(3)LisｔeningfｏrthespｅcifiｃinfoｒmatiｏnTheｒearesituationsｉnreａｌlifewｈｅrｅwｅlisｔｅnonｌyfoｒsoｍespｅciｆicinfｏrｍaｔioｎandiｇnｏｒetheｒｅstofthｅentireｍessagｅ．Ｆorexampｌe,whenｗｅｌistenｔotｈｅwｅatｈｅrｉnformａｔioｎandonTV,weonlyintereｓtedintheteｍpｅratｕreｉntheｃｉtｙwhｅrｅweliveorwherewｅｐlantｏgoontｈeweekeｎd．ListeｎaｎdｔicｋSomｅtｉｍｅssｔｕdeｎtｓareａｓｋedｔotｉckｏｒchｅckoffｉｔｅmsinalｉstｗhilｅlisｔening．Forexaｍple:Ｇoｏｄｍorning!Hｅｒe’sthｅweaｔｈerreport．Beijingiｓｄｒyandwiｎdy.Harｂiniｓｃoldｗithsｎow.Chｅngdｕwillｂｅclｏudy.ＷuｈａｎｗillhaｖeheaｖyrainandShaｎghaiｈasasunnydａｙtｏdａy.Hａvｅａniｃewｅekeｎｄ.(英语课程标准20２3版:12５)CiｔｙrainysuｎnｙwinｄysｎowｙcloudyBｅiｊｉnｇHaｒbinShａｎgｈaiCheｎgｄuWuhanListenanｄｆilｌinthｅｂlanksThiｓａctｉvｉtｙrequｉresstuｄｅntstofｉllintheｂlankswitｈtheｗordsoｒexpressｉｏnsthatthｅｙhｅar.Tｈeblａｎkscａnoccurｉngraphs,cｈarts,seｎｔenｃｅｓ,orpaｓsageｓ,eｔｃ．Forｅxample:Dirｅctions：Yoｕaｒｅgoiｎgtｏhearashoｒtpassａge.Listｅnｃareｆulｌyandfｉlliｎtheblaｎkｓwiththeexactwｏrdsyoｕheariｎtｈｅtape.Dａisyismy_____.She_____onaｓｍallｆａrm.Sｈｅiｓonｌy＿＿___ｙearsold,ｂuｔｓheisｔall．Ｓhe＿__twoｂｉｇ＿_＿_andasmallnｏｓｅ.Ｗeareinthｅ__＿claｓs.Iliketｏfｌykitｅｓ,ｂuｔshe____．She___＿pｌａywithherｌittle____＿.Doyｏｕknｏｗwｈattheyare?Sｈeliｋes_＿__veryｍｕch.(6)Lisｔｅnandsummaｒｉzｅ／reteｌｌthｅlｉｓtenｉngteｘtTｈisacｔiｖｉtｙｈelpsstuｄentslｅaｒntofocｕsｏnthesｋｉｌloｆlisteｎinｇforｔhｅgist.Ｓtudentｓｈavetｏｔryｔoｕnderｓｔaｎdthemainｉdeaoftheｍａterｉａltｈａtthｅyaｒｅｌisteｎｉｎｇtoaｎｄthensｕmmarizeoｒｒeｔelｌthｅmaｔerialiｍmｅdiａｔelyａfterlisteｎiｎg,eｉtheroraｌlyｏrｉｎｗrｉttenform.（7)LｉstenandｗriteTｈｉsａctiｖiｔyisrefｅrrｅdｔoａs“ｄｉcｔatiｏn”,whicｈfｒｅqｕentlyｏcｃursinｄifferentkindsｏｆexａms.Sｔudｅntsarereｑuireｄtｏｗritedownwhaｔｔhｅｙhear.Diｃtationcanbedonｅｉｎmａnｙdiｆfｅrentwayｓ,suchaｓｓtaｎdardｄictａtｉoｎ,parｔialdicｔatｉonａnddｉｃtationｗｉthnｏises.Inｓtａndａrdｄiｃtation,ｔhecoｍpletepａssａgｅｉsreadoutａnｄstudeｎtｓａｒetoｗriteｄownaｌｌｔhatｔheyｈeａr．Inpaｒtialdicｔａtion,partｏftheｐassageｉｓａlｒeadｙgｉvenｉｎwritinｇ.Studentsｗillｈeaｒtheｃomplｅtepassａge,ａndfｉｌｌinｔhemｉsｓingpaｒｔs.Iｎｔhｉssensｅ,tｈisactivｉtｙisjustlikｅｏnefoｒmof“listｅnａndｆill”aｃｔｉviｔy.3.Poｓt-liｓteｎinｇactivitiｅsThepurpoｓｅsｏｆpｏst-liｓtenｉnｇａctivitieｓareto_______＿_＿＿_______＿__＿___＿_＿_＿___＿Answeringｑｕestiｏｎs：Ｉnsｔeadofｍｕltiple-choｉcequestionｓ,oｐeｎ-ｅｎｄeｄquｅstionscaｎbｅasked．Someoftheansｗerscａnbefoｕndinｔhｅｐassage,buｔothｅrｔypｅsofqueｓｔioｎｓmiｇｈｔbeasｋinｇｔｈeａttitｕｄeｏftｈestｕdｅｎtｓ.Roｌｅｐlay:continｕetｈestorｙoｒｓｉtuａtｉoｎbｙａssumingthｅroleｓofｐeｏpleinthｅtexｔ.Lａngｕaｇeｗorｋ:ｅxａminｅgｒａmmａticaｌfｅａtｕreｓoｒlangｕａgeusｅdiｎthetext,andhelpsｔｕdentsusetheminfuｒｔhｅrwｉｒｉngorsｐｅakinｇtａsｋs.Sｈorｔwrｉtｔentａsks:writeｌeｔteｒ,stoｒiｅｓ,ｐｏeｍs,ｄiａriesｂａsedonｔhｅlisteniｎｇtｅxt.ＨandoutNo．7英语教学设计评分标准项目内容评分标准等级（分)得分ABＣD前期分析(3０分)教学内容的地位、作用明确,知识结构分析清楚、对的。教学任务设计明确。教学内容能对学生人格塑造、价值观等产生影响。30-2524－20１9-109-０对学习者的起点水平、认知特点等分析对的。教学重点、难点教学重点、难点分析对的。围绕教学目的整合教材内容,教学内容与学生的生活实际和经验背景有联系。教学目的阐明（30分)目的拟定教学目的全面、均衡。目的阐明目的阐述对的，具有可操作性、可评价性,符合学科特点和学生认知规律。教学过程设计（４0分）教学环节学习方式运用探究、自主、合作等学习方式适当、对的。教学方法能突出重点,突破难点，突出学科教学特点,符合学习者特性。发明性与创新性教师发明性使用教材及其他课内外教学资源,对教材进行二次开发。教学内容突显教学的创新设计总计得分（分)HａndoutＮo.8教学设计练习案例１Unit1IwenｔtoLoｓAngelesｔwｏyearsagｏ．(外研社初中一年级下册)ActiｖitiｅsDｙnamicｓＲeｌevａncetoholistiｃplａnningMaterials1mｉnＷarｍ-ｕpＬeaｄ-inTßàSs２minＬMｏtivａtion

5mｉｎPre－ｌisｔｅniｎg15mｉｎWｈile-listeniｎgListenｉｎg1.Listen