2019年教师资格证初中英语模拟试卷及答案（2）_第6页

　　四、教学设计题

　　33.【参考设计】

　　Teaching Contents: It contains a dialogue about the best ways to learn English. It can help students to learn

　　some important sentence patterns.

　　Teaching Objectives:

　　(1) Knowledge objective

　　Students can master the sentence patterns: What about ...? Have you ever studied with a group? Yes, I have. I've learned a lot that way.

　　(2) Ability objective

　　Students can improve their listening and speaking abilities and communicative competence.

　　(3) Emotional objective

　　Students can cuhivate the habit of joining English club in their school to improve their English skills.

　　Teaching Key and Difficult Points:

　　Communicate with others on the topic--"the best way to learn English freely".

　　Teaching Procedures:

　　Step 1 Revision (3 minutes)

　　Check homework. Iuvite different students to report their discovery of new ways of studying what haven't been introduced in the book or in class.

　　S1: My friend Peter likes to hsten to music while he studies.

　　$2: My father used to go to the library, where it was very quiet.

　　$3: ...

　　(Justification: The revision will examine students' learning effect and easily lead in the text.)

　　Step 2 Speaking Practice (12 minutes)

　　Activity I Question & Answer

　　Ask students some questions:

　　(1) How do you usually learn English?

　　(2) Have you ever studied with a group?

　　(3) How do you learn English?

　　Guide the students to say.(They are members of an English club that meetafter school once a week. They are talking the ways to learn English.)

　　Activity 2 Pair work

　　Guide the students to nse "What about ,." to make a dialogue, and do the pair work like this:

　　Boy 1: What about watching English movies? Do you learn English that way?

　　Girl 2: Yes. I do that sometimes. I think it helps.

　　Then the teacher gives some feedback.

　　(Justification: This step can develop students' speaking ability and set a happy atmosphere for listening.)

　　Step 3 Listening (15 minutes)

　　Firstly, let them listen to the tape recorder and summarize the main idea. Then the teacher asks several students to summarize the main idea of the material.

　　Secondly, listen to the tape again. At this time, the students should do some exercises, and answer some detail questions.

　　Thirdly, ask them to listen to the tape for one more time to cheek whether they can get the right answers.

　　(Justification: At this step, not only their ability of listening and speaking but also their skills of listening for specific information will be well developed.)

　　Step 4 Practice (10 minutes)

　　Show the tape scripts on the PPT.

　　Activity 1: Invite a pair of students to read the sample conversation to the class. Correct some of the pronunciation.

　　Stress out the key vocabulary and sentence structure and ask students to pay attention to those key points.

　　Activity 2: Divide the class into 5 groups, with each group 10 people. Ask each group to act as the members of English club and discuss the best way of learning English.

　　Ask two groups to act in front of the whole class. Give comments, especially appraisals.

　　(Justification: This activity can make all students participate in the teaching and learning. Through this group work, students can consolidate the usage of the key words and sentence structure.)

　　Step 5 Summary and Homework (5 minutes)

　　Summary: Do the summary together with the students. Let them know what they have learned in this lesson.

　　Homework: Ask students to introduce one of the effective ways of learning English to their partners and to write two sentences with "What about ...?" and two sentences with "verb + by with gerund".

　　(Justification: Summary is the extension of class and helps them to enhance what they have learned in this class.

　　Homework can make students get more methods of learning English from other students.)

　　Blackboard Design:

　　Words:Sentences:

　　aloud, pronunciation What about ...?

　　Have you ever studied with a group?

　　Yes, I have. I've learned a lot that way.

　　Teaching Reflection.

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