2023年高中英语教师资格证考试教学设计题

2023下六个月ClassType:ReadingclassTeachingTopic:SkiingTeachingContents:Thislessonisfromseniorhighschool,anditisanarrativestoryofwriter’sfirstskiingexperienceonChristmasvacation.Thislessonwillenlargestudents’vocabularyofnaturalphenomenonandskiingandhelpstudentslearnthestructuralorganizationofnarrativeandhowtoexpressthepastactions.Teachingobjectives:Knowledgeobjectives:Afterlearningthispassage,Sscanunderstandthefollowingwordsandexpressionsandapplytheminsuitablecontext.Scrambleoutof…OverlookSlopeFloodlight:illuminate(abuildingoroutdoorarea)withsuchlightsSkisuit,bootsandskisSidewaysPointIncase(that)FalloverNeverthelessSscanidentifythetransitionalphrasesandwordsinthetextandappreciatetheirfunctionsunderteachers’guidanceSscanmasterthebasicelementsandsequenceinnarrativewritingbyrecognizingwhat,when,how,where,whoandre-constructthetextbytimeorder.Abilityobjectives:Studentscanimprovetheirskimming,scanningandsummarizingskillsbygivingasuitabletitleforthepassage,identifyingthemainideaineachparagraphandwritingasummaryoflessthan40wordsforthispassage.Scanidentifytherhetoric/figureofspeechsuchasexaggerationandsimileinthetextandappreciatetheeffectsofusingthem.Scanusepasttenseproperlytodescribetheirunforgettable(skiing)experiences.Affectiveobjectives:Studentscanbeinspiredtoimaginethebeautifulscenerydescribedinthetextandhaveanempatheticfeelingwiththewriterduringthefirstskiingexperience.Studentscanfostertheirconfidenceinthegroupdiscussionandcooperationskillintherole-playactivity.TeachingKeyPoints:1.Understandsomeusefulwordsandexpressionsinthisarticleandsomedifficultsentence.2.Understandthewholepassageandappreciatethewaysthewritedescribes/presentsthestoryTeachingDifficultPoints:1.Paraphrasethefollowingwordsandexpressionsaccordingtothecontext.2.Understandthefollowingsentencesbyparaphrasing,demonstratingorillustrating.3.Understandthestructuralorganizationofthetextandreconstructthepassagingbysummarizingandactingoutthestory.TeachingMethod:Thecommunicativeapproach;Theinteractive-compensatoryapproach;SituationalTeachingmethod(roleplay)Majorstepsandtimeallocation(40mins)Pre-reading(8mins)(1)BrainstormingandgroupdiscussionTaskssthefollowingquestions,theydiscussandsharetheiranswersingroupsof4.Haveyougonetoaskitrip?Wheredidyougoforskiing?Whatcouldyoudoandseeinskitrip?Howdoyouski?Howdoyoufeelaboutskiing?Doyouthinkskiingisadangeroussport?)(Justification:Brainstormingcanarousestudentinterestaboutthetopicandactivatetheirpriorrelatedknowledge.GroupdiscussioncanprovideagoodchanceforStosharetheir(ski)experienceswithothersbyusingpasttenseandimprovetheiroralEnglishskill)While-reading(22mins)TeacherletSskimthefirst2paragraphsandasksswhywewouldgoonaskiholidayandwhatthispassagewilltalkabout.(Justification:thisactivityhelpsspredictthefollowingtext.AnditalsohelpssgettheWhyinnarrativewriting.)TeacherletsSscanthe3rdparagraphandasksswhatthisparagraphmainlytalksabout.Writeshortphrasesintimeordertopresentwhattheydid;FlewtoSeoul>>TookashuttlebustoMujuResort>>Arrivedattheresort>>Playedwiththesnow>>Checkedinhotel>>watchedpeopleskiingUnderlinethetransitionalwords,andexplaintheeffectofusingthem.So;andthen;asadverbialclause;atlast;nevertheless;althoughIdentifythefigureofspeechesofthefollowing2sentencesandanalyzetheeffectsofthem.Iwasdyingtogetout.Wewerealllikelittlechildren.Teacherletssscanthe4thand5thparagraphsandasksswhattheseparagraphsmainlytalkabout.Writeshortphrasesintimeordertopresentwhattheydid.Werentedourskigearsandwentoutsideontothesnow>>Instructorshowedussomebasicskills>>IkeptonfallingdownTasksquestions:‘Suddenlyyoufindyoucan’tevenwalk’Whyyoucan’twalk?Whatarethetipsinskiing?Demonstratethemwithwordexplanationtogetheringroupsof4.(Justification:listtheeventsinordercanhelpstudentsgraspthestructuralorganizationofthetextbyscanningandsummarizingskill.Theabovequestionscanhelpsimprovetheirdeepunderstandingofthetextbyinferringskillsandappreciatingthefigureofspeech)TeacherletSscanthelast2paragraphsandaskssquestions.Whathappenedtomeafterwards?HowdidIfeelaboutmyself?Howdidthewriterthinkaboutthisskiingtrip?Whathasthewriterdoneaftertheskitrip?(Justification:scanningandidentifyingdetailedinformationcanhelpstudentgetabetterunderstandingofthetextandwriter’sattitudeandfeeling)Post-reading(10mins)1.Giveasuitabletileforthispassage2.Roleplay:Ingroupsof4,studentsactoutthereadingmaterialbytakingtherolesofwriter,parents,instructor,andsoon.Theycanaddmoresubtitlestoexpresstheirfeelingaboutthistrip,thesceneryandtheskilessons,buttheirattitudesshouldbeconsistentwithonesreflectedintheoriginaltext.(Justification:Role-playactivityprovidesagoodwayforstudentsreconstructthetextinanimitatedsituation.Itcanenhancetheircooperationskillsandpresentationskills.Itcanalsohelpteacherscheckstudentsunderstandingofthetext)2023年上六个月ClassType:ReadingclassTeachingTopic:HealthyservingsperdayTeachingContents:Thislessonisfromseniorhighschool.Thisarticleisanexpositionandmainlytalksabouteatinghealthilyandseveralscientificeatinghabits.Italsooffersrecommendedservingsperday.Thislessonwillexpandstudentvocabularyofhealthydietandhelpstudentsdevelopgoodhabitsofhealthydiet.TeachingObjectives:1.Knowledgeobjectives:Afterlearningthislesson,studentscanusethefollowingwordsandexpressionsproperly:healthily,amount,snack,bake,recommend,fiber,dependon,protein,disorder,serving,variety,leadto.Studentscanunderstandwhatthehealthyfoodsareandtheproperamountofthemtakeneveryday.2.Abilityobjectives:Studentscanimprovetheirreadingabilitiesofskimming,scanningandinferringbysummarizingthegistofthepassage,identifyingandanalyzingdetailedrelevantinformation.Studentscandeveloptheirspeakingabilitybytalkingaboutscientifichealthyeatinghabitsorhealthydiet.AffectiveobjectivesStudentscanbemotivatedtodevelophealthyeatinghabitsandkeephealthydietdaily.Studentscandeveloptheircooperationandcommunicationskillsingroupdiscussionandpostermaking.TeachingKeyPoints:Mastertheabovementionedwordsandexpressions.Efficientlyusetheirreadingskillsofskimming,scanningandinferring.TeachingDifficultPoint:Studentscancreatehealthydietpostersbasedonwhattheywilllearnfromthislesson.MajorstepsandtimeallocationStep1Pre-reading:(10mins)Activity1:Dividestudentsingroupsof4,letthembrainstormtolistthehealthyfood,unhealthyfoodandexplainthereasons.Chooseonegrouprepresentativetosharehisopinionwiththerest.Activity2:Teachersshowafewpicturesofpeoplewhoareunhealthy,becausetheyarelackofnutritionfromcertainfoods.Askstudentswhatkindsoffoodandhowmuchofthemweshouldtakedailytokeepushealthy.(Justification:Both2activitieswillarousestudents’interestsonthistopicandlinkuptheirpriorknowledgetohealthyandpropereating.AtthesametimeitwillhelpstudentstocombineEnglishlearningwithdailylife.)Step2While-reading:Fastreading(4mins)Activity1:Askstudentstoskimthepassagetoidentifywhatthepassagemainlytalksabout,andchooseapropertitleforit.ThetrickofeatinghealthilyThelistofhealthyfoodtakenperdayThewaysofkeephealthy(Justification:Thisactivitycanhelpstudentsobtainthegistofthepassagethroughskimming)Carefulreading(18mins)Activity1:Identifythefollowinginformationwhetheritistrueornot.OrtheteacherletsthestudentsreadthetextanddotheTrueorFalseexercise.Wecantakehealthyfoodasmuchaswewant,anditwon’tcauseustobesick.Eatingproperlymeanseatingonlytherightvarietyoffood.Chocolateandcrispsarehealthysnacks.Weshouldtakeavarietyoffooddailytogetdifferentnutrition.Inordertokeephealthy,weshouldeatfruitandvegetableseverydaywithoutlimit.Activity2:Guessthewords’meaninginthecontextandchooseasynonymtoit.dependon:A:relyon;B;decide;C:affectdisorder:A:abnormalcondition;B:goodcondition;C:healthserving:A:menuB:platefulC:timefiberproteinrecommend:A:suggest;B:state;C:givevariety:A:adifferentkind;B:theamount;C:thenumberleadto:A:cause;B:guideto;C:inthedirectiontoActivity3:QuestionsfordiscussionWhyweshouldavoidchocolateandcrispswhentakingsnacks?Whyfruitsandvegetablesareimportanttous?Whatkindsoffoodcontainfiber?Whatkindsoffoodcontainprotein?Whatkindsoffoodweshouldtakemost?Aresugar-freeandlowfatvarietiesrecommended?Why?(Justification:Those3activitieswillhelpstudentshaveadeeperunderstandingaboutthispassagebyimprovingtheirskillsofscanning,analyzingandinferring.Throughthoseactivitiesstudentscanidentifyingdetailedinformation,understandingnewwordsinthecontextandrecognizinghowinformationislinkedtoeachother,andsynthetizingtheinformation)Step3Post-reading(11mins)Activity1:Towhatdegree,doyouagreeordisagreethestatement“nofoodinitselfisgoodorbad”,andwhy.Letstudentsdiscussingroupsof4.Choosethegroupswhoagreeanddisagreewiththestatementandletthemsharetheirrationaleswiththerest.Activity2:Studentswilldrawaposterofhealthydailydiet,includingthenamesofhealthyfoodandtheproperamount.Afterthatchoose1grouptodotheirpresentation.Orsupposeyouareacookinourschoolcanteen.WhatdisheswouldyouserveonTuesday?Listoutyourdishesandexplainthereasons.(Justification:Thisactivitywillimprovestudents’oralEnglishskillsindebatingandcooperationskillsincompletingagrouptask.Italsocanhelpteachercheckhowwellthestudentsunderstandthislessonbymakingtheirownposterandhelpthemdevelopacorrectattitude/knowledgeabouthowtoeathealthily)Step4Homework(2mins)Homework:In-groupof4,studentswillcontinuecompletingtheirposterillustratedwithpicturesandstatistics(ormakeitmorefancier)ofeatinghealthilyanddothepresentationstootherlowergradersinordertoguidethemtokeephealthydiets.)(Justification:Studentscanreviewandconsolidatewhattheyhavelearntinthisclassandtransferwhattheyhavelearntinclasstoreallife.)2023下六个月ClassType:ReadingandwritingclassTeachingTopic:TowntwinningTeachingContents:ThisarticlemainlytalksabouttowntwinningofOxfordandGrenobleandthecontentsandfunctionsoftown-twinningagreements./OxfordandGrenoblearetowntwinning.Theyhavesomesimilarities.Towntwinningagreementsareusefulandhelpfulforpeopletovisitandexchangebetweencitiesofdifferentcountries.TeachingObjectives:KnowledgeobjectivesStudentscanusethefollowingwordsandexpressionsproperlywhenwritingtheirownparagraph:inhabitant,towntwinningagreement,tourism,entertainment,practicedoingsth,asaresult.Studentscanunderstandwhattowntwinningisandidentifythecharacteristicsoftowntwinningandlistthebenefitsoftowntwinningagreement.AbilityobjectivesStudentswillbeabletousereadingmethodssuchaspredicting,skimming,scanning,summarizingandsynthesizingduringtheprocessofunderstandingofthepassage.Studentcanimprovetheirwritingabilityofoutlininganddraftingasimilartopicabouttowntwinningbyexemplifyingandcomparing.AffectiveobjectivesStudentscandeveloppositiveperspectivestowardscross-culturalcommunicationsbetweentwinningtowns.Studentscanfostertheirconfidenceingroupdiscussionandcooperationskillingroupwork.TeachingKeyPoints:Understandandapplytheabovementionedwordsandexpressionsinproperwritingcontext.Efficientlyusetheirscanning,summarizingandsynthesizingskillsbyrecognizingkeyinformationandwritinganabstractforthearticle.TeachingDifficultPoint:Writeanoutlineanddraftabout2citiesoftowntwinningagreementsbasedonwhattheywilllearnfromreadingthepassage.MajorstepsandtimeallocationStep1Pre-reading(10mins)Activity1:Leadinthetopicbyplayingavideoabout“OxfordandGrenoblearetowntwinning.”Whilewatchingthevideo,studentsthinkoverthefollowingquestions:“WhatistherelationshipbetweenOxfordandGrenoble?”“Whatarethesimilaritiesbetweenthetwocities?”Activity2:Teachersaskstudentswhattheycanpredictfromthetitleandthepicturesillustratedbelow.(Justification:Activity1willarousestudents’interestsinthetowntwinningtopic,activatetheirpriorknowledgerelatedtothislessonandhelpthemcomprehendthenewwordsinordertounderstandthepassageeasily.Activity2willhelpstudentsdevelopthepredictingskillinreading.)Step2While-reading(18mins)FastreadingActivity1:Studentsskimthewholepassagetotellwhatitmainlytalkaboutandcheckwhethertheirpreviouspredicationisrightornot.Activity2:Concludethemainideaofeachparagraph.CarefulreadingActivity2:Studentscompletethefollowingchartbyscanningthetext.OxfordvsGrenobleCountryUK()Citysize()()200,000Mainindustry()Activity:TrueorfalseActivity3:Studentssummarizeandsynthesizethekeyinformationof2nd,3rdand4thparagraphsbycompletingthefollowingsentences.2ndParagraph:Towntwinningbecomemorepopularinrecentyearsbecause();It’sanagreementbetweencitiesofsimilar(),()andothersimilarfeatures.3rdParagraph:Towntwinningagreementencourage()and()betweenthetwotowns.4thparagraph:Towntwinningagreementsareperhapsmostusefulfor()andpeoplewho().(Justification: