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 class

Teaching Topic: Skiing

Teaching Contents:

This lesson is from senior high school, and it is a

narrative story of writer’s first skiing experience on Christmas vacation. This lesson will enlarge students’

vocabulary of natural phenomenon and skiing and help

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 of…

Overlook

Slope

Floodlight: illuminate (a building or outdoor area)

with such lights

Ski suit, boots and skis

Sideways

Point

In case( that)

Fall over

Nevertheless

2.Ss can identify the transitional phrases and words

in the text and appreciate their functions under

teachers’ guidance

3.Ss can master the basic elements and sequence in

narrative writing by 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

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 imagine 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 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 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 discussion

T 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 you 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 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 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

skiing

Underline the transitional 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 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 down

T 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 feel

about myself? How did the writer think about

this skiing trip? What has the writer done after

the ski trip?

(Justification: scanning and identifying detailed

information can help student get a better

understanding of the text and writer’s attitude

and feeling)

Post- reading (10mins)

1. Give a suitable tile for this passage

2. Role play:

In groups of 4, students act out the reading

material by 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 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 class

Teaching 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 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.

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 by

talking about scientific healthy eating habits or

healthy diet.

Affective objectives

(1)Students can be motivated to develop healthy

eating habits and keep healthy diet daily.

(2)Students can develop their cooperation and

communication skills in group discussion and

poster making.

Teaching Key Points:

(1)Master the above mentioned words and

expressions.

(2)Efficiently use their reading skills of skimming,

scanning and inferring.

Teaching Difficult Point:

Students can create healthy diet posters based on

what they will learn from this lesson.

Major steps and time allocation

Step 1 Pre-reading:(10mins)

Activity 1: Divide students in groups of 4, let

them brainstorm to list the healthy food,

unhealthy food and explain the reasons. Choose

one group representative to share his opinion

with the rest.

Activity 2: Teachers show a few pictures of

people who are unhealthy, because they are lack

of nutrition from certain foods. Ask students

what kinds of food and how much of them we

should take daily to keep us healthy.

(Justification: Both 2 activities will arouse

students’ 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 combine

English learning with daily life. )

Step 2 While-reading:

Fast reading ( 4mins)

Activity 1: Ask students to skim the passage to

identify what the passage mainly talks about, and choose a proper title for it.

1.The trick of eating healthily

2.The list of healthy food taken per day

3.The ways of keep healthy

(Justification: This activity can help students

obtain the gist of the passage through

skimming)

Careful reading (18mins)

Activity 1: Identify the following information

whether it is true or not. Or the teacher lets the

students read the text and do the True or False

exercise.

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 right

variety of food.

3.Chocolate and crisps are healthy snacks.

4.We should take a variety of food daily to get

different nutrition.

5.In order to keep healthy, we should eat fruit

and 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: good

condition; 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 the

direction to

Activity 3: Questions for discussion

1.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 this

passage by improving their skills of scanning,

analyzing and inferring. Through those activities students can identifying detailed information,

understanding new words in the context and

recognizing how information is linked to each

other, and synthetizing the information)

Step 3 Post-reading (11 mins)

Activity 1: To what degree, do you agree or

disagree 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 their

rationales with the rest.

Activity 2: Students will draw a poster of healthy daily diet, including the names of healthy food

and the proper amount. After that choose 1

group to do their presentation. Or suppose you

are a cook in our school canteen. What dishes

would you serve on Tuesday? List out your

dishes and explain the reasons.

(Justification: This activity will improve students’ oral English skills in debating and cooperation

skills 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/ knowledge

about how to eat healthily)

Step 4 Homework ( 2mins)

Homework: In-group of 4, students will continue completing their poster illustrated with pictures

and statistics (or make it more fancier) of eating

healthily and do the presentations to other

lower graders in order to guide them to keep

healthy diets.)

( Justification: Students can review and

consolidate what they have learnt in this class

and transfer what they have learnt in class to

real life. )

2014 下半年

Class Type: Reading and writing class

Teaching Topic: Town twinning

Teaching 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 and

expressions properly when writing their own

paragraph: inhabitant, town twinning

agreement, tourism, entertainment, practice

doing sth, as a result.

(2)Students can understand what town twinning

is and identify the characteristics of town

twinning and list the benefits of town twinning

agreement.

2.Ability objectives

(1)Students will be able to use reading methods

such as predicting, skimming, scanning,

summarizing and synthesizing during the

process of understanding of the passage.

(2)Student can improve their writing ability of

outlining and drafting a similar topic about

town twinning by exemplifying and comparing.

3.Affective objectives

(1)Students can develop positive perspectives

towards cross-cultural communications

between twinning towns.

(2)Students can foster their confidence in group

discussion and cooperation skill in group work.

Teaching Key Points:

(1)Understand and apply the above mentioned

words and expressions in proper writing context.

(2)Efficiently use their scanning, summarizing and

synthesizing skills by recognizing key information

and writing an abstract for the article.

Teaching Difficult Point:

Write an outline and draft about 2 cities of town

twinning agreements based on what they will learn

from reading the passage.

Major steps and time allocation

Step 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 following

questions: “ What is the relationship between Oxford and Grenoble?” “ What are t he similarities between the

two cities?”

Activity 2: Teachers ask students what they can

predict from the title and the pictures illustrated

below.

(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 reading

Activity 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 reading

Activity 2: Students complete the following chart by

Activity 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. Then

choose 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. )