中小學英語教師招聘考試試題及答案(教學設計篇②)

根據(jù)下面七年級下冊選自人教版 Unit 5 Why do you like pandas?的語言素材，用英語完成以下的設計任務(設計意圖可以用中文表達)。

(1)確定這節(jié)課的知識和能力目標;

(2)根據(jù)所設定的目標創(chuàng)設情境，設計 3 個教學活動，寫出活動的主要內(nèi)容及設計意圖。

【參考設計】

1. Knowledge aims:

(1) Students can memorize some new words and phrases, such as “cute”, “pet”, “smart” and “all day”.

(2) Students can master the usage of “Why don’t you ...?” and “because ...”.

Ability aims:

(1) Students can talk about their pets and explain the reason why they like them.

(2) Through listening activities, students can learn how to find specific information in the dialogue. Their listening and speaking abilities can be improved.

2. Teaching procedures

Pre-listening

(1) Let student think what animals they can see in a zoo and show pictures of different animals one by one.

(2) Ask students whether they like or dislike some kind of animal and give the reasons.

(3) Introduce new words.

設計意圖：通過圖片的呈現(xiàn)，學生可以更加直觀的感受到本課需要的單詞的含義并將學生引入本單元的主題——動物。并且，通過討論對不同動物的不同喜好，可以為后面學習聽力材料作鋪墊。

While-listening

(1) Listen to the tape for the first time and ask the students to find out the main idea of the listening material. After finishing it, ask some volunteers to tell their answers.

設計意圖：在聽第一遍部分，鍛煉學生的泛聽能力，能夠在較短的時間里，得到最具有概括性的信息。

(2) Show some questions to the students first and play the tape again.

Q1: Does Peter have a pet?

Q2: What can Dingding do?

Q3: What pet does Jenny’s mom have?

Q4: Does Jenny like the cat? Why?

once they have finished, ask volunteers to share their answers and make some comments. Those who can grasp the opportunity to answer and answer the questions correctly can get a star.

設計意圖：在精聽部分，讓學生通過自己去發(fā)現(xiàn)細節(jié)問題，找到細節(jié)點，并用自己的語言表達出來，來鍛煉他們的語言組織能力以及語言表達能力。同時通過過程性評價，及時給予他們肯定，讓學生渴望在課堂上進行表現(xiàn)。

(3) Then play the tape for the last time, and ask students to read after the record. They should pay more attention to the pronunciation and intonation.

設計意圖：聽第三遍主要是為了讓學生更深刻地感知聽力材料的內(nèi)容，通過跟讀并注意其語音語調(diào)來更好地鍛煉其口語表達能力。

Post-listening

(1) Ask students to underline the words and phrases which they have difficulties in understanding and let them to discuss with their partners. As for the ones that they cannot figure out by themselves, teacher will give some help.

(2) Read the dialogue first, and make a role play according to the dialogue.

(3) Then encourage students to create a new dialogue in group, using the sentence patterns learnt today.

設計意圖：聽后安排語言點的學習，可以更好地讓學生掌握本堂課重要的詞匯及短語。通過朗讀活動，鼓勵學生自己創(chuàng)造對話情景可以幫助學生鞏固所學聽力材料的內(nèi)容及所學語言點。