2023(專升本)教學(xué)設(shè)計(jì)案例集3

1、2023級英語(專升本)?中學(xué)英語教學(xué)設(shè)計(jì)與有效教學(xué)?案例集3No.1 Sample of Lesson Plan for Module 2 Spring FestivalUnit 2 What traditions do you have at Spring Festival? 合肥第三十八中 孫慶柱I. Analysis of teaching material The material of this lesson plan is from the 2nd term, Grade 7 of New Standard English published by Foreign Languag

2、e Teaching and Research Press. The topic of this module is Spring Festival. It is the second unit of Module 2. In Unit 1 the text tells the students some traditions about Spring Festival through a conversation between LingLing and her foreign friends. Spring Festival is the most important traditiona

3、l festival in China, so in Unit 2, students can get further information of this traditional festival, for example, the history of Spring Festival, how to celebrate Spring Festival, and some traditions at Spring Festival. Through learning these, it can strengthen students patriotism and encourage the

4、m to learn the important festivals in western countries as well.In addition, this unit also tells us another festival in Western countries-Christmas. As we know, the importance of Christmas to Western countries is just like Spring Festival to China. So, in this unit, it not only gives students the s

5、imilarities, but also shows the differences between these two traditional festivals. It enables students to learn something about foreign cultures. It is important for Chinese students to broaden their views and encourage them to learn English well. II. Analysis of students The topic of this unit is

6、 Spring Festival. Its a topic that all the students are familiar with and interested in. Chinese students are eager to know the history of Spring Festival, and traditions at Spring Festival. Perhaps they are most interested in the presents and lucky money that they will get at Spring festival. So st

7、udents may be excited and active in class. Besides, they have learnt the key words and sentences in advance, so students can talk about this topic freely. And the teacher can encourage students to talk about how they or their families celebrate the Spring Festival. Its a good way to share their happ

8、iness with partners.III. Teaching objectivesknowledge objectivesSs will identify and use some new words and expressions, such as, tradition, bad luck, decorate, paper cut, dumpling, all the year around, fireworks,Ability objectivesSs will get information about Spring Festival from reading material b

9、y using reading skills, such as, skimming, scanning, reading with questions, etc. Ss make notes according the reading material and then write paragraphs with the notes they made.Moral objectivesSs will develop their spirit of teamwork by discussing with each other and talking in groups. IV. Teaching

10、 key pointsto learn the traditions about Spring Festival and Christmas. to identify and use the new words and expressions while reading and learn how to write paragraphs. Teaching difficult pointsto understand the definition and connotation of tradition. to grasp how to arrange paragraphs using note

11、s. V. Teaching Method Interactive approach; task-based approachVI: Teaching procedures教學(xué)活動(dòng)Activities設(shè)計(jì)意圖Intentions時(shí)間Warm-upStep 1Step 2Pre-readingStep 1Step 23While-readingPost-readingVI. SummaryVII. HomeworkVIII. Blackboard DesignIX. After-class reflectionNo. 2 課堂觀察表 ( Classroom Observation Sheet )

12、 Name_TitleObjectives Teaching methodSteps Teachers ActivitiesSs ActivityPurposesWarm-up(Lead-in)Step 1Step 2Step 3Step 4Step 5Step 6assignmentNO.3 教學(xué)內(nèi)容及教學(xué)目標(biāo)分析案例 Unit 2 What traditions do you have at Spring Festival ?Text: We have lots of traditions. First, we clean our houses and sweep away bad luc

13、k, and then we paint doors and windows red. It means good luck. We usually decorate the doors and windows with paper cuts. We also buy clothes and everyone has a haircut. Our parents and grandparents give us New Year presents. They are usually new clothes. On New Years Day we put on our new clothes

14、and visit our family and friends. There is dragon and lion dancing. The family have dinner and we eat jiaozi -a kind of dumpling, or a sweet rice pudding. We watch TV and at midnight there are usually fireworks. We dont clean the house for a few days, We dont want to sweep good luck. And we have lot

15、s of food for good luck.The New Year Festival finishes at Lantern Festival after two weeks. We usually eat a kind of rice dumpling called yuanxiao. They are round and so they bring us good luck all the year round. 1. 教學(xué)內(nèi)容分析案例1： The material of this lesson plan is from the 2nd term, Grade 7 of New St

16、andard English published by Foreign Language Teaching and Research Press. The topic of this module is Spring Festival. It is the second unit of Module 2. In Unit 1 the text tells the students some traditions about Spring Festival through a conversation between LingLing and her foreign friends. Sprin

17、g Festival is the most important traditional festival in China, so in Unit 2, students can get further information of this traditional festival, for example, the history of Spring Festival, how to celebrate Spring Festival, and some traditions at Spring Festival. Through learning these, it can stren

18、gthen students patriotism and encourage them to learn the important festivals in western countries as well. In addition, this unit also tells us another festival in Western countries-Christmas. As we know, the importance of Christmas to Western countries is just like Spring Festival to China. So, in

19、 this unit, it not only gives students the similarities, but also shows the differences between these two traditional festivals. It enables students to learn something about foreign cultures. It is important for Chinese students to broaden their views and encourage them to learn English well. 上面案例中教

20、學(xué)內(nèi)容分析要素可概括如下表： 要素構(gòu)成 要素解釋1. 教學(xué)內(nèi)容選自的單元、模塊、教材名稱和出版社2. 單元話題以及本教學(xué)內(nèi)容在單元中的作用、和與前后單元的關(guān)系3.單元結(jié)構(gòu)、教學(xué)內(nèi)容的語篇類型、內(nèi)容概述以及教學(xué)內(nèi)容的4. 教學(xué)目標(biāo)包括知識目標(biāo)、能力目標(biāo)和情感態(tài)度目標(biāo)5. 教學(xué)難點(diǎn)及對策教學(xué)內(nèi)容分析案例2：Unit 2 What Traditions do you have at Spring Festival ? 岳池縣城關(guān)中學(xué) 范琴梅 本模塊以學(xué)生熟悉的節(jié)日為話題，通過聽讀有關(guān)春節(jié)內(nèi)容的對話和短文，使學(xué)生能夠談?wù)摶驅(qū)懗鰧υ摴?jié)日的介紹，并鼓勵(lì)學(xué)生講述英語國家中的重要假日及其主要慶祝方式。本模塊的

21、學(xué)習(xí)策略主要通過詞匯分類來幫助學(xué)生提高學(xué)習(xí)效率，形成自主的學(xué)習(xí)能力，為學(xué)生終身學(xué)習(xí)奠定根底。修改：_2. 學(xué)生分析案例1： Unit 2 What Traditions do you have at Spring Festival ?Analysis of students The topic of this unit is Spring Festival. Its a topic that all the students are familiar with and interested in. Chinese students are eager to know the history o

22、f Spring Festival, and traditions at Spring Festival. Perhaps they are most interested in the presents and lucky money that they will get at Spring festival. So students may be excited and active in class. Besides, they have learnt the key words and sentences in advance, so students can talk about t

23、his topic freely. And the teacher can encourage students to talk about how they or their families celebrate the Spring Festival. Its a good way to share their happiness with partners.根據(jù)以上案例，學(xué)生分析要素可概括如下表： 要素構(gòu)成 要素解釋1. 學(xué)生興趣、愛好學(xué)生的興趣、愛好和關(guān)注點(diǎn)2. 3. 包括知識目標(biāo)、能力目標(biāo)和情感態(tài)度目標(biāo)以及跨文化交際能力4. 3. 教學(xué)目標(biāo)分析The students will be

24、 able to:教學(xué)目標(biāo)語言知識identify and use new words and expressions, such as, tradition, decorate, paper cut, dumpling, all the year round, fireworksuse key sentences: We have lots of traditions. There is dragon and lion dancing. 語言技能3. get information about Spring Festival from reading material by using re

25、ading strategies, such as skimming, scanning.make note according to the reading materials and then write paragraphs with notes they make;跨文化交際意識know the history of Spring Festival and Christmas, the similarities and differences between the two festivals. 情感態(tài)度目標(biāo)understand more about different culture

26、s and strengthen their patriotism and open their minds.教學(xué)目標(biāo)案例2：The students will be able to:教學(xué)目標(biāo)語言知識identify and use key words: tradition, paint, decorate, paper cut, dumpling, fireworks, few, a few, bring, color , Christmas;use the present progressive tense and the present tense;語言技能read and write

27、sentences about holidays;talk about Chinese holidays and Western holidays; 跨文化交際意識willing to understand important holidays, willing to participate in activities about holidays;_情感態(tài)度目標(biāo)know the ways of celebrating holidays._教學(xué)目標(biāo)的層次性： 教學(xué)目標(biāo)的層次 具體解釋知識層次目標(biāo) 閱讀的知識層次指信息知識、語法知識、詞匯知識、策略知識、情感態(tài)度知識和文化知識等；領(lǐng)會(huì)層次目標(biāo)要求

28、讀者能夠?qū)π畔⑦M(jìn)行信息“轉(zhuǎn)化、“解釋，能夠根據(jù)文本信息作出“推理判斷；轉(zhuǎn)化：_運(yùn)用層次目標(biāo)把所學(xué)的知識和策略用于新的語境，解釋新語境中的現(xiàn)象，表達(dá)_，解決新_，完成新_；分析層次目標(biāo)注重把材料分解成各個(gè)組成局部，弄清各局部之間的關(guān)系及其構(gòu)成方式。評價(jià)層次目標(biāo)為了某種目的，對觀念、作品、答案、方法和資料等的價(jià)值作出判斷?，F(xiàn)以外研社教材?英語?初中二年級上冊Module 12中的Advice for visitors: traditional life in England, 其閱讀目標(biāo)可以包括：1 能識別英國傳統(tǒng)的生活習(xí)慣，包括初次見面、下午茶，在公共場所見面的禮儀及結(jié)婚禮儀；2 能介紹英國的傳

29、統(tǒng)生活習(xí)俗；3 能夠?yàn)橐接糜蔚娜司鸵娒?、下午茶和禮儀問題提出建議；4 能夠借鑒文章中介紹的風(fēng)俗的方式介紹中國風(fēng)俗習(xí)慣。Handout No. 4Designing a Reading Lesson 閱讀活動(dòng)設(shè)計(jì)(I)Reading Skills & New Curriculum Standards閱讀技能(六級)1能從一般文字資料中獲取主要信息；2能利用上下文和句子結(jié)構(gòu)猜想詞義；3能根據(jù)上下文線索預(yù)測故事情節(jié)的開展；4能根據(jù)閱讀目的使用不同的閱讀策略；5能通過不同信息渠道查找所需要信息；6除教材外，課外閱讀量應(yīng)累計(jì)到達(dá)18萬詞以上。閱讀技能(七級)1 能從一般文章中獲取和處理主要信息；2

30、能理解文章主旨和作者意圖；3能通過上下文線索猜想生詞詞義，理解語篇意義；4能通過文章中的線索進(jìn)行推理；5能根據(jù)需要從網(wǎng)絡(luò)等資源中獲取信息；6能閱讀適合高中生的英語報(bào)刊或雜志；7除教材外，課外閱讀量應(yīng)累計(jì)到達(dá)23萬詞以上。閱讀技能(八級) 1能識別不同文體的特征；2能通過分析句子結(jié)構(gòu)理解難句和長句；3能理解閱讀材料中不同的觀點(diǎn)和態(tài)度；4能根據(jù)學(xué)習(xí)任務(wù)的需要從多種媒體中獲取信息并進(jìn)行加工處理；5能在教師的幫助下欣賞淺顯的英語文學(xué)作品；6除教材外，課外閱讀量應(yīng)累計(jì)到達(dá)30萬詞以上。2. Classification of Warming-up tasks Warming-up: to activat

31、e previous knowledge; to connect to previous lessons; to introduce new topic; to reduce students anxiety; to motivate students for the days activities.Warming-up by situation creatingNowadays many texts are culture-bound. Warming-up by situation creating can elicit students existing knowledge and ge

32、t the students familiarized with the cultural and social background knowledge relevant to the text. Usually teachers can use visuals to set the scene.Warming-up by realia and visualsWarming-up by realia and visuals can sow materials directly and vividly. Realia and visuals may range from real object

33、s, pictures, cards, drawings, maps as well as video episodes and multi-media materials.warming-up by brainstormingTeachers can ask students to guess the topic of the text from the headings, illustrations, key words and predict what the text will say. For example, who is the author if the text? How m

34、uch do you know about him: What do you know about the period when the text was written? 3. Classification of Pre-reading tasksAsking questions Example: Unit 1 Friendship ( Annes Best Friend from Book One of New Senior English for China )Background: Anne lived in Armsterdam in the Netherlands during

35、WWII. Her family was Jewish so her family hid away for nearly 20 months before they were discovered. During that time the only true friend was her diary. Pre-reading questions: Why do you need friends? (b) What do you think a good friend should be like?(c ) Does a friend always have to be a person?

36、What else can be your friend?( Options: Students may ask questions about each part of the text? )Interviewing Supposing you are a journalist, you are interviewing Anne about her best, and how her best friend helped her in the difficult period of your life.Talking and sharing (Discussion)Divide the s

37、tudents in four groups and each group choose a topic to discuss. Does a friend always have to be a person? What else can be a good friend?Why do we need friends? What are some of the good qualities that a friend should have?Classification of while-reading tasksFirst ReadingSkimming with two question

38、s:Who/ what is Annes best friend? When did the story happen?Second ReadingCarefully read the text while listening to the tape with 3 questions:-How long had Anne and her family been in the hiding place since she wrote her diary?-How did Anne feel about nature before she and her family hid away?-Why

39、did her feeling change toward nature?Summarizing the textSummarize the main idea of each paragraph in one sentence. Filling in the tableExample: Unit 2 The Road to Modern English ( Book One of New Senior English for China )Background: At the end of the 16th century, about five to six million people

40、spoke English. Later in the next century, people from England made voyages to conquer other parts of the world and because of that, English began to be spoken in many other countries.Type of writing Events FiguresMain idea of the passageThe Old English 450-1150 The Middle English1150-1500Early Moder

41、n English1500-1700Late Modern English1700- presentClassification of post-reading tasksDiscussionDivide the whole class into 8 groups, and elect a group leader of each group. Why did Anne write such a diary? Whats Annes tone? In other words, is she angry, sad or happy?Discovery the value of friendshi

42、pThere are many proverbs about friends and friendship. Surf the internet to find some and learn as many as possible. The purpose of this activity is to encourage students to think more about friends and friendship, realize the value of friends and friendship. Example: A faithful friend is hard to fi

43、nd. Old friends and old wine are best.Handout No. 5Designing Reading Lesson Activities 閱讀活動(dòng)設(shè)計(jì)(II)A reading lesson usually follows PWP model：pre-reading, while-reading, post-reading. 讀中活動(dòng)提取 讀中活動(dòng)提取信息設(shè)計(jì)活動(dòng)分析篇章結(jié)構(gòu)設(shè)計(jì)活動(dòng)培養(yǎng)閱讀策略學(xué)習(xí)文化知識 讀前活動(dòng)激活背景知識激發(fā)閱讀興趣呈現(xiàn)詞匯/知識 讀后活動(dòng)基于文本重要信息加工設(shè)計(jì)應(yīng)用與拓展交際活動(dòng)語言焦點(diǎn)：詞匯或語法Part I Case 1 Fee

44、d Me Better (?英語?初中三年級上冊Module 10 )Jamie Oliver is a young cook who wants to improve school dinners. In 2005 he went back to school to see what the children were eating. Jamie asked the children what their meals were like. “We have hamburgers and chips, ice cream, or pizza, they thought the menu was

45、 terrible. He decided to teach the cooks and the children about healthy food. It was hard work! He cooked healthy meals for them including meat, rice, pasta and vegetables, but a lot of the teenagers refused to eat the new food. Jamie persuaded them to try his cooking, they liked it.Pre-reading Acti

46、vityIntention: This is to lead in the topic and to activate students background knowledge about healthy food.Step 1: introducing the topicPresent some pictures of food on the screen with ppt or pictures. Then the teacher can lead in the topic and at the same time activate background knowledge.T: Now

47、, class, please look at the screen/pictures. Here we have many kinds of food. Do you often eat these food in our school restaurant? Which of them are healthy food? Which are junk food?Step 2: Group work Students discuss the questions in groups and report to the class.TransitionT: Thank you for your

48、ideas. This is your ideas and it seems we have different/similar ideas. Today we are going to read a story. The story also talks about junk food and healthy food. While-reading ActivityIntention: It is to train students ability to scan for specific information from the passageStep 1 ScanningT: Id li

49、ke you to read the text your self and try to fill in the following table. When you have finished, check your answer with what youve read. Typical school foodJunk foodHealthy foodWhat Jamie didStep 2 Discussion T: Now, we know what food is healthy, Can you work together to give suggestions on healthy

50、 food to our school restaurant?Transition T: Now, we know what food is healthy. Can we think more about healthy food and our lives. Post-reading Activity Group DiscussionIntention: This step is to train students ability to apply what has been learned to their daily livesStudents work in groups to fi

51、nd the possible junk food in the school restaurant and write lists of healthy food and reasons for recommendationPart II. Case 2Topic: The Story Behind Earth DayDesigning pre-reading Activities Pre-readingIntention (設(shè)計(jì)意圖)Step 1: lead-in by questions: What is this picture about ?Step2: Ss guess the p

52、hrases. . The earth is in trouble. Have you ever thought about what we can do ? We can save every drop of water. We can turn off the lights whenever we leave the room. We can do these in honor of Earth Day.Designing while-reading activitiesstep1: (While-reading) Skim for the main ideaStep 2: Scan th

53、e text, and Ss read and fill in the information gapPara 1 : What On Earth Daydo We _people Many people_do on Some people _Earth At school _Day? Teachers often _ Students _Intention Part III Case 3 Topic: Fire Stage I: Fast Readingstep1: Skim the text for the main ideaStep 2: Scan the text, and Ss re

54、ad and fill in the information gap.Step 3: Read the title and answer the question.Where do you think this article is taken from? a story-book, novel, magazine, or newspaper?Step 4: Read and find time order in the text. Stage II. Careful ReadingStep 5: Read the text carefully and underline important

55、information. Step 5 Find important events, give time phrases to each event. Stage III Language FocusStep 6: Find key words and explain to each other. Step 7: Underline phrasal verbs. (ran to get the ladder placed it against carried him down called the emergency services put out the fireact bravely)S

56、tep 8: Observe the usage of adverbs and explain them. They were brave. They acted bravely. They are honest. They act honestlyHe is active in learning English. He learns English actively.Step 9 Read sentences with “adverbs.Step 10: summarize the usage of adverbs, decide when to use adverbs and adject

57、ives.Handout No. 6Designing a Listening Lesson 聽力課的教學(xué)設(shè)計(jì)I. Listening Skills & New Curriculum Standards聽力技能Level 5-61. 能聽懂語調(diào)和說話者的意圖。_2. 能聽懂熟悉話題的談話，從中獲取信息和觀點(diǎn)。_3. 理解故事的因果關(guān)系。_4. 聽語段并記錄簡單的信息。_5. 抓住語段中的關(guān)鍵詞，理解句子之間的邏輯關(guān)系。_6. 聽懂簡單演講, 提取信息和觀點(diǎn)。_7. 聽懂故事或記敘文, 了解其中的主要人物和事件以及他們之間的關(guān)系。 _8. 理解談話內(nèi)容的大意和具體信息。_ 9. 聽一段材料，推測

58、說話者的意圖和態(tài)度。_II. Principles for Teaching Listening There are three basic stages of teaching listening: pre-listening, while-listening, and post-listening activities. Pre-listening activitiesPre-listening activities are very necessary for successful listening comprehension. In general, pre-listening ac

59、tivities should aim to stimulate students to listening activities by _, by _; to activate their prior knowledge; and to teach key words or key structures to students. Here are examples of pre-listening activities. (1) Setting the scene The teacher can provide certain context for listening by setting

60、 the scene. This can be done by showing pictures, maps or chart and diagrams. (2) Pre-listening words Sometimes students might be faced with some difficult words in the material they are about to listen to. If they get familiar with the difficult key words and expressions, they can do better in list