教师招聘考试英语各课型教学设计

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预测十一：听说课教学过程及各环节活动设计 —— 练习

目的：由机械操练过渡到意义操练，鼓励学生在准确理解对话内容的基础上达到熟练运用主要活动：听对话，创编对话，猜谜游戏等

预测十二：听说课教学过程及各环节活动设计 —— 巩固目的：让学生运用所学目标语言完成任务，对本课所学内容进行综合提升和拓展。

主要活动：猜测性任务;解决问题任务;故事链任务;创造性任务

预测十三：阅读课教学活动 —— 读前活动及意图

读前(pre-reading)活动设计：图片预测 predict with pictures;听力预测 predict with

本部分主要是在练习的基础上，将本节所学到的知识运用到设定的语境之中，注重的是语

言的运用，可采用的方式：访谈、问卷调查、制定计划等。

listening;猜谜语(riddles)等。

读前(pre-reading) 活动意图：熟悉话题 get familiar with topics; 预测内容 make

predictions;激发兴趣等 arouse interests。

预测十四：阅读课教学活动 —— 读中活动及意图

读中(while-reading)活动设计：

(1)(略读) Skimming：①匹配段落大意 match the main ideas of each paragraph;②选出

最佳标题 choose the best title;

(2)寻读 Scanning：①将文章内容重新排序 reorder the sentences/ paragraphs;②补全表格

或空格 fill out the table/ blanks;③判断正误 true or false;④回答 W+H 类信息 answer questions

(3)精读 intensive reading：①解决语言点 deal with language points;②思维导图 mind-

map;③摘要提取 make a summary

读中(while-reading)活动意图：把握文章主旨大意 main idea;理解作者观点态度

attitudes; 加深文章细节理解 detail information; 解决生词、长难句等 new words/difficult

sentences。

预测十五：阅读课教学活动 —— 读后活动及意图

读后(post-reading)活动设计：复述课文 retell the story;讨论 discussion;辩论 debate;

采访 interview;角色扮演 role play;做调查 make a survey。

读后(post-reading)活动意图：培养学生综合语言运用能力;拓展阅读知识。

预测十六：写作课教学活动 —— 写前活动

短文填空 complete the passage;讨论主题 free talk

阅读范文 read the samples;看图描述 describe a picture

头脑风暴 brainstorm;写提纲 make an outline

预测十七：写作课教学活动 —— 写中活动

看图作文 write from a picture;填空 fill in the blanks

仿写 imitative writing;连句成文 put sentences into a passage

调查和报告 survey and report;根据提示写作 writing from notes

写初稿 first draft

预测十八：写作课教学活动 —— 写后活动

自我修改 self-correction;相互修改 peer-correction

检查语言、文法、逻辑、用词 check language, grammar, logic, words

制作板报，墙报 make a blackboard design

请阅读下面的语言素材，设一节英语阅读教学方案。

语言素材：

David’s hobbies

Many students have hobbies, such as reading, painting, growing vegetables and looking after animals. Some hobbies are relaxing and others are active. Hobbies can make you grow as a person,

David Smith is a student, and one of his hobbies is writing. During the summer of 2010, he spent four weeks at a summer camp. As well as the usual activities, such as sailing and climbing, there was a writing class. “The teacher was a writer, and she asked us to talk about our lives and tell interesting

stories. Then she encouraged us to write about our experiences at the camp.”

Back at school, David wrote a story about the life of a sixteen-year-old boy, and it came out as a book in 2012. Many young people love his books, and as a result, David has become a successful

young writer.

David has been very lucky because his hobby has brought him pleasure and success. But writing

is not his only hobby. He is also interested in many other things. “I spend some of my free time

playing volleyball for my school team. Maybe I will write about my volleyball team in my future