教師資格證考試備考：英語學(xué)科考題匯編（二）

http://ningxia.hteacher.net 2024-07-29 10:41 寧夏教師資格證 [您的教師考試網(wǎng)]

【答案要點(diǎn)】

 

教師要有意識(shí)地加強(qiáng)對(duì)學(xué)生學(xué)習(xí)策略的指導(dǎo)，讓他們?cè)趯W(xué)習(xí)和運(yùn)用英語的過程中逐步學(xué)會(huì)如何學(xué)習(xí)。教師應(yīng)做到：

 

（1）積極創(chuàng)造條件，讓學(xué)生參與制定階段性學(xué)習(xí)目標(biāo)以及實(shí)現(xiàn)目標(biāo)的方法；

 

（2）引導(dǎo)學(xué)生結(jié)合語境，采用推測、查閱或詢問等方法進(jìn)行學(xué)

 

習(xí)；

 

（3）設(shè)計(jì)探究式的學(xué)習(xí)活動(dòng)，促進(jìn)學(xué)生實(shí)踐能力和創(chuàng)新思維的發(fā)展；

 

（4）引導(dǎo)學(xué)生運(yùn)用觀察、發(fā)現(xiàn)、歸納和實(shí)踐等方法，學(xué)習(xí)語言知識(shí)，感悟語言功能；

 

（5）引導(dǎo)學(xué)生在學(xué)習(xí)過程中進(jìn)行自我評(píng)價(jià)并根據(jù)需要調(diào)整自己的學(xué)習(xí)目標(biāo)和學(xué)習(xí)策略。

 

三、教學(xué)設(shè)計(jì)題

 

請(qǐng)閱讀下面學(xué)生信息和語言素材，設(shè)計(jì) 20 分鐘的英語閱讀教學(xué)設(shè)計(jì)，該方案沒有固定的格式，但須包含下列要點(diǎn)：

 

●teaching objectives

●teaching contents

●key and difficult points

●major steps and time allocation

●activities and justifications

 

教學(xué)時(shí)間：20 分鐘

 

學(xué)生情況：某城鎮(zhèn)普通中學(xué)初中一年級(jí)（七年級(jí)）學(xué)生，班級(jí)人數(shù) 40 人，多數(shù)學(xué)生已經(jīng)達(dá)到《義務(wù)教育英語課程標(biāo)準(zhǔn)（2011 年版）》三級(jí)水平。學(xué)生課堂積極性一般。

語言素材：

 

My Family

I have a happy family. My family has five people: grandpa, grandma, father, mother, and me. My grandparents live in countryside. They have six rooms. The rooms are big. There are two apple trees in the ground. They have sixteen goats and three cows. The goats are white. The cows are yellow. They are healthy.

【參考設(shè)計(jì)】

 

Teaching Contents: A paragraph about “My family”.

 

Teaching Objectives:

(1) Knowledge objective:

 

Students should master the new words and phrases.

(2) Ability objective:

 

Students can improve the four skills of English, especially reading ability.

 

(3) Emotional objective:

 

Students can love not only their family members but also people around them.

 

Teaching Key Points:

 

Master the pronunciations of the new words and the phrases and the usage of the sentence patterns.

Teaching Difficult Points:

 

How to put the new knowledge into practice and use it to communicate with others correctly and fluently?

 

Teaching Procedures:

 

Step 1: Pre-reading (5 minutes)

 

Show the students some pictures, in which are the teacher’s family members. Let students guess the people in the pictures and think about their own family members. Then ask some volunteers to share their opinions about their families with the whole classes.

(Justification: Pictures can arouse students’ interest. The activity can get students involved in the topic of the lesson.)

Step 2: While-reading (10 minutes)

 

At this step the teacher will ask the students to do two activities. Activity 1: Fast reading

 

Students will be given one minute to read the short passage quickly, and then conclude the main idea.

Activity 2: Careful reading

The teacher will give them 5 minutes to read it again. Then let them do a task:

 

The teacher will ask the students to underline the difficult words or phrases. In order to practice their ability to think, the teacher will encourage them to analyze the text by themselves first and then to discuss with their group members. At last the teacher will explain them some examples and exercises to help them understand.

(Justification: Different ways of exploiting the text can help students not merely to cope with one particular text in class but to develop their reading strategies and reading ability.)

Step 3: Post-reading (5 minutes)

 

The teacher asks the students to discuss the most interesting story happened in their families in group. After the discussion the teacher asks them to recommend the most interesting story in each group, and let one student share the story with the whole class.

(Justification: Help the students have a better understanding of the topic of family.)

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