1.19教学设计-重点课型讲解（高中）

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资格笔试-学科知识与教学能力教学设计-重点课型（高中）粉笔教师招考粉笔教师考情分析： 1. 题型：选择、简某某、教学情境分析、教学设计（必考） 2. 分值：至少60分 3. 考察重点：教案写作、重点课型的教学步骤教学设计第一章：教学设计概述第二章：教学设计内容分析（教案写作）第三章：重点课型讲解（高中）本部分学习方式及要求： 1.以本讲义为主，以书为辅。 2.能够理解教学设计的内容。 3.能够背过常考课型的教案模板并灵活运用。高中学段考情分析（2014~2018）课型考试年份阅读课 2018上 2016上 2015下 2015上写作课 2017下 2017上读写课 2016下 2014下阅读/读写课听力/听说课写作课技能 PWP 语音课语法课知识 3P 练习 Which of the following should a teacher avoid when using an ELT course book? A. Selecting appropriate supporting materials B. Interpreting curriculum goals and its expectations for the course. C. Planning lessons in relation to specific goals, topics, texts and tasks. D. Implementing everything in the book without considering students’ needs and levels. 常考课型分析 • 阅读课程（P286） • 读写课程 • 写作课程教案写作阅读课内容分析 1.教学目标：（1）Knowledge aims：学习生词（如果有）；了解文章内容。（2）Ability aim (s)：提高阅读能力。（3）Emotional aim(s): 热爱英语等。 2.教学内容（Teaching contents）：本节为阅读课，主要介绍了… 常用动词：talk about; introduce; show等。 3. 教学重难点：（1）Key point (s)：引导学生掌握生词，了解文章大意。（2）Difficult point (s)：提升阅读技能，学以致用。　教案写作阅读教学过程教学模式：PWP 教学基本环节：　Step 1 Lead in 　Step 2 Pre-reading 　Step 3 While-reading 　Step 4 Post-reading Step 5 Summary 　Step 6 Homework 导入阅读前阅读中阅读后总结布置作业步骤一（Step 1）：Lead in 目的：引起注意、激发兴趣、引起动机、明确学习目的方法：图片、视频、讨论、复习、问题导入等例句： Students are asked a question:…? They will have a free talk about it. At the beginning, students will look at the picture on the PowerPoint. Then teacher will introduce the background of it. 步骤二（Step 2）：Pre-reading 可采取的活动：相关话题讨论（discussion）猜测大意（guessing）预测（predict）介绍背景知识（background knowledge）单词讲解等。步骤三（Step 3）：While-reading Task 1: Extensive reading/Fast reading（快速阅读） 1. Skimming（略读）：确定main idea. 例句：Students will read the text as quickly as possible. They need to find the main topic of it. 2. Scanning（扫读）找寻简单信息（如时间、地点、人物、划分文章部分等）例句：Students need to find out how many places were mentioned in the passage. Task 2: Intensive reading/Careful reading （精读） a. 生词讲解（如果有） b. 读第二遍，理解细节（因果关系、作者观点态度等）例句： Teacher writes down the new words:…on the blackboard, and explain them in various ways. Students will read the passage again, and try to understand the relationship between…and… 步骤四（Step 4）：Post-reading 正误判断，选择题，排序，搭配，填空，讨论等。例句： Students are asked to finish the exercise on their textbook. They should refer to the passage and choose the right answer/judge whether the statements are true or not. Teacher will guide them to go on thinking:...? Students discuss in groups, and share their ideas to the whole class. 步骤五（Step 5）： Summary 学生总结，教师引导。例句： Students will summarize what they have learned today by themselves, and teacher gives some supplements. Teacher stresses the importance of ... 步骤六（Step 6）：Homework 完成练习；续写；查资料总结更多信息等。例句： Teacher will ask students to find more information about…and introduce it next class. Students write some thoughts about… 阅读篇目教案设计思路： Step 1 Warming up/ Lead in Step 2 Pre-reading Step 3 While-reading 1. Extensive reading 2. Intensive reading Step 4 Post-reading 1. Exercise 2. Discussion Step 5 Summary & Homework Step 6 Blackboard design 练习1 A teacher may encourage students to __ when they come across new words in fast reading. A. take notes B. ask for help C. guess meaning from context D. look up the words in a dictionary 练习2 Which of the following can NOT be used as a pre-reading task? A. Predicting what the passage is about. B. Introducing the background of the topic. C. Listening to the recording of the passage. D. Sharing what is already known about the topic. 练习3 Which of the following statements about task design is incorrect? A. Activities must have clear and attainable objectives. B. Activities should be confined to the classroom context. C. Activities must be relevant to students’ life experience. D. Activities should help develop students’ language ability. 练习4 When a teacher creates a real life situation for his students to discuss, he expects them not to focus on __ too much. A. form B. use C. meaning D. function 教案写作阅读例题展示教学设计题（本大题1小题，40分）根据提供的信息和语言素材设计教学方案，用英文作答。 33．设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语阅读教学方案。该方案没有固定格式，但须包含下列要点： teaching objectives teaching contents key and difficult points major steps and time allocation activities and justifications 教学时间：20分钟学生概况：某城镇普通高中二年级（第一学期）学生，班级人数40人。多数学生已经达到《普通高中英语课程标准（实验）》六级水平。学生课堂参与积极性一般。语言素材： Words, words, words British and American English are different in many ways. The first and most obvious way is in the vocabulary. There are hundreds of different words which are not used on the other side of the Atlantic, or which are used with a different meaning. Some of these words are well known—Americans drive automobiles down freeways and fill up with gas; the British drive cars along motorways and fill up with petrol. As a tourist, you will need to use the underground in London or the subway in New York, or maybe you will prefer to get around the town by taxi (British) or cab (American）. Chips or French fries? But other words and expressions are not so well known. Americans use a flashlight, while for the British, it's a torch. The British queue up; Americans stand in line. Sometimes the same word has a slightly different meaning, which can be confusing. Chips, for example, are pieces of hot fried potato in Britain; in the States chips are very thin and are sold in packets. The British call these crisps. The chips the British know and love are French fries on the other side of the Atlantic. Have or have got? There are a few differences in grammar, too. The British say Have you got ...? While Americans prefer Do you have ...? An American might say My friend just arrived, but a British person would say My friend has just arrived. Prepositions, too, can be different: compare on the team, on the weekend (American) with in the team, at the weekend (British). The British use prepositions where Americans sometimes omit them (I’ll see you Monday; Write me soon!). Colour or color? The other two areas in which the two varieties differ are spelling and pronunciation. American spelling seems simpler: center, color and program instead of' centre, colour and progromme. Many factors have influenced American pronunciation since the first settlers arrived four hundred years ago. The accent, which is most similar to British English, can be heard on the East Coast of the US. When the Irish writer George Bernard Shaw made the famous remark that the British and the Americans are two nations divided by a common language, he was obviously thinking about the differences. But are they really so important? After all, there is probably as much variation of pronunciation within the two countries as between them. A Londoner has more difficulty understanding a Scotsman from Glasgow than understanding a New Yorker. 1. Teaching objectives (1) Knowledge objective: Students will master some different expressions of British and American English. (2) Ability objectives: a. Students can identify a variety of English expression. b. Students are able to find out the main idea and the details of a passage. (3) Emotional objective: After this lesson, students will be interested in English language culture. 2. Teaching contents: This is a reading lesson. The passage introduces some differences between British and American English. 3. Teaching key and difficult points (1) Key point: Make students grasp some details of the passage and read it in different ways. (2) Difficult point: Help students to recognize and use the different expression in proper situation. 4. Major teaching procedures Step 1: Pre-reading (3 min) Students listen to the tape of different English accents. Teacher asks them to imitate the pronunciation. (Justification: This step can help students notice the different accents, and arouse their interest.) Step 2: While-reading (10 min) (1) Extensive reading Ask students to read the passage quickly and find out the main idea of the passage. Then find out what characters are compared in the passage 内容过长，仅展示头部和尾部部分文字预览，全文请查看图片预览。 and introduce what the characters talk about in their own words. They will have a presentation next class. Purpose: The homework is close to their daily life; students will go on learning the knowledge after class. 步骤六：家庭作业学生自选英文电影片段，摘取一段对话并用自己的语言讲解对话内容，并在下一堂课上进行展示。目的：该作业与学生的日常生活联系紧密，学生能够在课后继续学习。练习 Which of the following activities can be used to check students’ understanding of difficult sentences in the text? A. Paraphrasing B. Blank-filling C. Story-telling D. 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