教资英语教学设计口语及写作.docx
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教资英语教学设计口语及写作
教资英语教学设计-口语及写作
Part4口语课教学设计
真题回顾(18年下初中)
根据提供的信息和语言素材设计教学方案,用英文作答。
设计任务:
请阅读下面学生信息和语言素材,设计20分钟的口语教学方案。
教案没有固定格式,但须包含下列要点:
teachingobjectivesteachingcontents
keyanddifficultpoints
majorstepsandtimeallocationactivitiesandjustifications
教学时间:
20分钟
学生概况:
某城镇普通中学七年级(初中一年级)学生,班级人数40人。
多数学生已经达到《义务教育英语课程标准(2011年版)》二级水平。
学生课堂参与积极性一般。
MsLi:
Hello,mynameisLiFang.I'myourteacherandyouaremystudents.I'mChinese.I'mfromWuhan.What'syourname?
Lingling:
MynameisWangLingling.
MsLi:
Nicetomeetyou,Lingling.Whereareyoufrom?
Lingling:
I'mfromBeijing.I'mChinese.
MsLi:
Howoldareyou?
Lingling:
I'mthirteenyearsold.
MsLi:
Good.Hello,whataboutyou?
Daming:
Hello,MsLi,mynameisLiDamingandI'mfromBeijing,too.I'mtwelveyearsold.
MsLi:
Thanks.Hello,areyoufromAmerica?
Tony:
No,I'mnot.I'mfromEngland.I'mTonySmith.MsLi:
Nicetomeetyou,Tony.Hi,areyouEnglish,too?
Betty:
No,I'mnot.I'mAmericanandmynameisBettyKing.Lingling:
TonyandBettyareourfriends.
MsLi:
Good!
WelcometoClass4Grade7!
口语课教学模式
PWP
Pre-speakingWhile-speakingPost-speakingPPP
PresentationPracticeProduction
PWP
Pre-speaking
1.Read/listentotheconversation/passage
2.LearnexpressionsWhile-speaking1.Tasks
2.Speaking
Post-speaking1.Display2.Evaluation
模板·Pre-speaking(8mins)Step1.Pre-speaking(8mins)
1.Read/Listentotheconversation/passage
Studentswilllistento/readtheconversation/passagetogetthemainidea,thenfillinthechart/answersomequestions:
(1)?
(2)?
(3)?
2.Learnexpressions
Theteacherwillexplainthemeaningandusageofthenewwordsandsentencesaboutthesituation:
andinvitestudentstodosomeexercisesaboutthenewknowledge.
(Justification:
Withthoseactivities,studentswillbefamiliarwiththesituation,andaccumulatemanyexpressionswhichcanbeusedinthissituation,makinggoodpreparationforthespeakingactivities.)
MsLi:
Hello,mynameisLiFang.I'myourteacherandyouaremystudents.I'mChinese.I'mfromWuhan.What'syourname?
Lingling:
MynameisWangLingling.
MsLi:
Nicetomeetyou,Lingling.Whereareyoufrom?
Lingling:
I'mfromBeijing.I'mChinese.
MsLi:
Howoldareyou?
Lingling:
I'mthirteenyearsold.
MsLi:
Good.Hello,whataboutyou?
Daming:
Hello,MsLi,mynameisLiDamingandI'mfromBeijing,too.I'mtwelveyearsold.
MsLi:
Thanks.Hello,areyoufromAmerica?
Tony:
No,I'mnot.I'mfromEngland.I'mTonySmith.
MsLi:
Nicetomeetyou,Tony.Hi,areyouEnglish,too?
Betty:
No,I'mnot.I'mAmericanandmynameisBettyKing.Lingling:
TonyandBettyareourfriends.
MsLi:
Good!
WelcometoClass4Grade7!
小试牛刀
Step1.Pre-speaking(8mins)
1.Read/Listentotheconversation/passage
Studentswilllistento/readtheconversation/passagetogetthemainidea,thenfillinthechart/answersomequestions:
(1)?
(2)?
(3)?
2.Learnexpressions
Theteacherwillexplainthemeaningandusageofthenewwordsandsentencesaboutthesituation:
andinvitestudentstodosomeexercisesaboutthenewknowledge.
(Justification:
Withthoseactivities,studentswillbefamiliarwiththesituation,andaccumulatemanyexpressionswhichcanbeusedinthissituation,makinggoodpreparationforthespeakingactivities.)
模板·While-speaking(7mins)Step2While-speaking(7mins)1.Readaftertheaudio.
Theteacherwillplaytheaudioandleadstudentstoreadafterit.Studentsshouldpayattentiontothepronunciationandintonation.Thentheycanreadthedialoguein
roles.
2.Groupwork
Theteacherwillsetasituation.Studentswillimaginethatanddesignadialoguewiththeirgroupmembers.Studentswillpracticetheirdialogue.
(Justification:
Throughthoseactivities,studentswillmasterthenewwordsandsentencepatternsfirmly.Studentswillhaveadeeperunderstandingaboutthetopicandusageofthenewknowledge,andtheycanalsohavemoreopportunitiestoexpressthemselves.)
模板·Post-speaking(5mins)Step3Post-speaking(5mins)DisplayandEvaluation
Theteacherwillinvitesomestudentstosharetheirdialoguetothewholeclassandguideotherstudentstoevaluatetheperformance,thentheteacherwillmakeaconclusion.
(Justification:
Throughthisactivity,studentswillregulatetheirlanguageandworkoutbetterideasorexpressions,andtheywillimprovetheirspeakingskill.Besides,theywillbemorewillingtosharetheirideasinpublicandlearnfromeachother.)
完整模板即将登场!
语言素材:
一封信
DearJenny
IamverybusyonFriday.At8:
00Ihavemath.Itisnotfun.Theteachersaysitisuseful,butIthinkitisdifficult.Thenat9:
00Ihavescience.Itisdifficultbutinteresting.At10:
00Ihavehistory.Afterthat,IhaveP.E.at11:
00.It'seasyandfun.Lunchisfrom12:
00to1:
00,andafterthatwehaveChinese.Itismyfavoritesubject.OurChineseteacher,Mr.Wang,isgreatfun.Myclassesfinishat1:
50,butafterthatIhaveanartlessonfortwohours.Itisreallyrelaxing!
Howaboutyou?
Whenareyourclasses?
What'syourfavoritesubject?
Yourfriend
YuMei
I.TeachingContents:
Thisisaspeakinglesson.Ittalksabout.
II.Teachingobjectives
(1)Knowledgeobjectives:
a)Studentswilllearnsomewordsandphraseslike.
b)Studentscanunderstandthepassageandlearnmoreabout.
(2)Abilityobjective:
Studentscanexpresstheiropinionsaboutbyusingthetargetlanguage.
(3)Emotionalobjectives:
a)StudentscanfostertheinterestanddesireoflearningEnglishandbefondoftakingpartinkindsofclassactivities.
b)
.
III.Keyanddifficultpoints:
Keypoint:
Helpstudentsgetthedetailsofthepassage.
Difficultpoint:
Guidestudentstousethenewknowledgeintheirdailylife.
IV.MajorSteps:
Step1.Pre-speaking(8mins)
1.Read/Listentotheconversation/passage
Studentswilllistento/readtheconversation/passagetogetthemainidea,thenfillinthechart/answersomequestions:
(1)?
(2)?
(3)?
2.Learnexpressions
Theteacherwillexplainthemeaningandusageofthenewwordsandsentencesaboutthesituation:
andinvitestudentstodosomeexercisesaboutthenewknowledge.
(Justification:
Withthoseactivities,studentswillbefamiliarwiththesituation,andaccumulatemanyexpressionswhichcanbeusedinthissituation,makinggoodpreparationforthespeakingactivities.)
Step2While-speaking(7mins)
1.Readaftertheaudio.
Theteacherwillplaytheaudioandleadstudentstoreadafterit.Studentsshouldpayattentiontothepronunciationandintonation.Thentheycanreadthedialogueinroles.
2.Groupwork
Theteacherwillsetasituation.Studentswillimaginethatanddesignadialoguewiththeirgroupmembers.Studentswillpracticetheirdialogue.
(Justification:
Throughthoseactivities,studentswillmasterthenewwordsandsentencepatternsfirmly.Studentswillhaveadeeperunderstandingaboutthetopicandusageofthenewknowledge,andtheycanalsohavemoreopportunitiestoexpressthemselves.)
Step3Post-speaking(5mins)DisplayandEvaluation
Theteacherwillinvitesomestudentstosharetheirdialoguetothewholeclassandguideotherstudentstoevaluatetheperformance,thentheteacherwillmakea
conclusion.
(Justification:
Throughthisactivity,studentswillregulatetheirlanguageandworkoutbetterideasorexpressions,andtheywillimprovetheirspeakingskill.Besides,theywillbemorewillingtosharetheirideasinpublicandlearnfromeachother.)
PWP
Pre-speaking
1.Read/listentotheconversation/passage
2.LearnexpressionsWhile-speaking1.Tasks
2.Speaking
Post-speaking1.Display2.Evaluation
PPP
Presentation
1.Basic&detailedinformation2.Knowledge:
words,sentencesPractice
1.Dialogue
2.Puttingpicturesinorder3.TimelinecardsProduction
1.Groupdiscussion
2.Survey3.Role-play
理论精讲-教学设计4(笔记)
【说在课前】
今天进行教学设计第四次课程,即教学设计的收关之课。
今天会将所有教学设计的内容都完成。
1.Howtowrite2.WhattowritePre-writing
1.Task&Requirements
2.WritingWhile-writing1.Editing2.Display3.EvaluationPost-writing
【解析】
我们先来回顾一下上节课讲过的写作课的流程,写作课的核心模式还是PWP模式。
听说课和阅读课占比最重要/最高的环节在while部分,写作课最重要的是写前,有范文的,需要进行有范文的框架学习,并且要构思自己的写作内容。
1.Pre-writing:
写前如果总体是20分钟,可以按大于三分之一的时间来安排,即7、8、9、10分钟都可以。
(1)Howtowrite:
怎样去写。
①总结:
读一遍总结大意。
②内容:
读第二遍,关于细节问题。
A.提问:
提3-4个问题。
B.如果遇到议论文,不太好提问,就找支撑论点的内容可以找Topicsentence
和陈述句。
③结构:
Structure,学习已有材料的结构。
(2)Whattowrite:
写什么内容。
用小组讨论的活动,让学生将有用的想法、观点记下来,可能包括有用的句子、短语等。
2.While-writing:
(1)Task&Requirements:
在写中环节需要给学生一些具体任务,并且明确具体的要求,接下来让学生自己写。
(2)Writing:
①Outline:
写大纲。
②Draft:
写草稿,把刚才自己写的东西填充进去。
3.Post-writing:
写后环节,可以进行修正。
(1)Editing:
①Self:
自己先改一改,看看有什么样的错误,包括语法、拼写。
②Peerediting:
同伴互改,给到一些语法、拼写、标点符号的修改建议。
③Polishing:
润色一下,提出一些润色建议。
(2)Display:
老师邀请同学呈现,其他同学需要评价。
(3)Evaluation:
最后老师进行总结。
【注意】
写前活动:
需要把前面的三个活动(学习内容、结构、构思素材)分别的写出来。
每一个对应的时间安排,设计意图,将内容填充实。
真题回顾-2020下高中
四、教学设计题(本大题1小题,40分)
33.根据提供的信息和语言素材设计教学方案,用英文作答。
设计任务:
请阅读下面学生信息和语言素材,设计20分钟的写作教学方案,帮助学生顺利完成该写作任务。
教案没有固定格式,但须包含下列要点:
TeachingobjectivesTeachingcontents
Keyanddifficultpoints
MajorstepsandtimeallocationActivitiesandjustifications
教学时间:
20分钟
学生概况:
某城镇普通中学高中年级第一学期学生,班级人数40人,多数学生已经达到《义务教育英语课程标准(2011年版)》五级水平。
学生课堂参与积极性一般。
【解析】
在年后的真题讲解部分会讲2020年的新题型,如果前面讲了,那么后面再讲就会重复,因此就没有给大家呈现最新考查的题目,请大家放心最后的真题体验部分会讲到的。
语言素材:
WRITING
1.Thinkofsomeonefamousthatyouadmirealot,forexample,anartist,amusicianorwriter.
2.Writetwoorthreeparagraphsabouthisorherlife.Belowaresomesuggestionstohelpyou.
3.Writeabout:
Wherehe/shewasbornandwherehe/shelivedasachild.His/herfamily.
Howhe/shebecomefamous.
His/hersongs/music/painting/novels/poems...Toshowhe/shehasbeenin.
Youropinionofhis/herwork.Explainwhyyoulikehim/her.Whatyouthinkwillhappentohim/her.
Whetherhe/shewillcontinuetobesuccessful.
【解析】
语言素材:
只是有题目的要求,没有范文,那么刚才的范文就不适用了,此时形成了无范文的情况,这种情况最重要需要调整的是写前的环节。
有同学听过就当复习了,第一次听的同学重点看看素材给了哪些信息。
1.Thinkofsomeonefamousthatyou