英语教资笔试-教学设计题的基本结构与阅读案例

　　教学设计题的基本结构与阅读案例

　　(以新目标英语九年级第二单元Reading-He used to cause a lot of trouble.为例)

　　随着教资笔试时间的接近，可能有很多备考的英语考生正在备受骄傲吧，因为大多数考生都对英语笔试中的教学设计题很苦恼，所以，为了能助各位考生一臂之力，在此简单介绍一下英语笔试中的教学设计题的基本结构，并将给出一个例子以作参考。

　　教学设计题是中小学教师资格考试的特色题型，同时也在教师招考中也是常考的题型。结合往年的英语笔试真题，教学设计题一般都要求设计教案的主要内容或教学活动过程的若干环节，一般不要求进行写详案或完成完整的课时教学方案设计。考生可以根据试题分数权重来完成教学设计的内容与任务。

　　教学设计题主要是考查考生是否具备教师的基本素养，因此教学设计题是对教师进行教学方案设计活动过程的模拟与简化，这就需要遵循教学设计的一般规律，其基本结构是：情境+教学设计要求与任务。情境主要包括教学具体内容、课程标准内容及相关要求、学生情况、教学时间、教学资源环境等。其中，教学内容一般选自中小学本学科教材，适合进行教学设计，与考生报考的任教课程一致。教学设计要求与任务属于试题设问，是考生应按照规定具体完成的内容。这些内容不同于问答题、简答题、论述题或案例分析题的回答，而是属于教学设计的范畴，是考生进行教学设计所完成的任务。由于教学设计题的综合性，这就要求考生通过分析、归纳、推理、预测、反思等，充分理解试题背景、内容与要求，撰写教学方案。

　　例如，2015年上半年中小学教师资格考试高中英语学科知识与教学能力科目教学设计题，试题情境是：

　　给出语言素材：

　　Interviewer: Scott has an interesting job. He works at a radio station. Scott, what time is

　　your radio show?

　　Scott: From 12 oclock at night to 6 oclock in the morning.

　　Interviewer: What time do you usually get up?

　　Scott: At 8:30 oclock at night. Then I eat breakfast at nine.

　　Interviewer: What a funny time for breakfast!

　　Scott: yeah. After that, I usually exercise at about 10:20.

　　Interviewer: When do you go to work?

　　Scott: At 11:00 oclock, so Im never late for work.

　　教学时间： 45 分钟

　　学生概况：某城镇普通中学七年级(初中一年级)学生，班级人数 40 人，多数学生已经达到《义务教育英语课程标准( 2011 年版)》二级水平，学生课堂参与度与积极性一般。

　　教学设计要求与任务是：根据语言素材设计一节英语阅读课教学方案，用英文作答。该方案没有固定格式，但须包含下列要点：

　　teaching objectives

　　teaching contents

　　key and difficult points

　　major steps and time allocation

　　activities and justification

　　该教学设计题涉及课标、教材、教学目标、师生活动、教学过程、评价与反思等多方面综合内容与任务，考生设计的教学方案，应涵盖试题所要求的关键信息和要点。

　　通过该题，我们会发现对教学设计题的解答，不是问答式的，而是要求根据具体的试题情境与任务要求，设计有针对性、可行的教学实施方案。同时，还要结合新课改的理念，即以学生为主体的教学模式。

　　下面，将以新目标英语九年级第二单元Reading-He used to cause a lot of trouble.为例。

　　Class Type: Reading Class

　　Teaching Topic: He used to cause a lot of trouble.

　　Teaching Contents:

　　This passage is a story about a boy who used to cause a lot of trouble became a good boy after he understood his mothers love. This text is a topic about used to, students will master reading skills. It plays an important part for further study.

　　Teaching Objectives:

　　Knowledge objectives:

　　1. In the reading class, students can learn some new words and important structure of used to.

　　2. Students can understand the writers feelings about his mothers love.

　　Ability objectives:

　　1. Students can retell the story and know how to describe their own experience.

　　2. Students can grasp the reading skills by skimming and scanning the text and be familiar with talking about the past tense.

　　Emotional objectives:

　　1. Students can understand their parents and appreciate and love them, meanwhile, they can take care of others around them.

　　2. Students can foster the confidence and enthusiasm of learning English.

　　Key and Difficult Points:

　　Key point:

　　Students can understand the whole passage and retell it and know how to describe their experience.

　　Difficult point:

　　How to get the skills of reading and foster students enthusiasm of learning.

　　Teaching Method:

　　Task-based Teaching Method, Situational Teaching Method, Communicative approach

　　Teaching Aid: Multi-media, short video

　　Teaching Procedures:

　　Step 1 Lead in Pre-reading

　　1.Get the students to describe their parents. They can describe what their parents used to be like and what their parents are like now.

　　(students may describe their age, appearance, personality, hobbies they used to be and now.)

　　2. Play the video(一位父亲的感人独白)for the students and enjoy it with them. Then have them answer the following question.

　　Do you know when is Fathers day and mothers day?

　　Mothers day is the second Sunday of May and Fathers Day is the third Sunday of June.

　　3.Discuss the following questions in pairs. Ask some pairs to tell class his own or partners stories.

　　(1) Dont you think its a moving video?

　　I think so. It reminds me think of my own father. He has done so much for me. I used to be a shy person when I was a middle school student. I didnt use to dare to speak in front of class or facing a crowed of people. My father encouraged me to believe in myself. And now Im outgoing. Im grateful to my father, he is so patient and helpful. Im sure your parents are the same.

　　(2) Would you like to share the stories your parents help you solve problems with your partner and then make notes on the context?

　　(Justification: Through this period, the students can arouse the interest of the class, and the students speaking ability and expressive ability can be improved.)

　　Step 2 While-reading

　　[Task1] Guessing

　　Introduce the title of the passage- He used to cause a lot of trouble. Encourage Ss to guess according to the title what might be talked about in this passage? Would you might to make a list? And ask them to pay attention to the word used to. The students may give such answers:

　　What troubles he used to cause?

　　The reason he used to cause so much trouble.

　　What made him change.

　　He is now a good person.

　　[Task2] Scanning

　　Ask the Ss to comprehend the passage quickly and accurately and meanwhile help them to form a good habit of reading. Teacher gives them a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask some detailed questions about the text on the slide.

　　(简写：Give three minutes to read the text. Try to finish the following questions.)

　　1.How old is Martin now?

　　2.Did he use to give his mother many problems?

　　3.Why did his mother have to work?

　　4.How did his mother look after him?

　　5.Did his mother use to help him?

　　6. In the end, what decision did the mother make?

　　7. What made him change a lot?

　　8.Why did Martin used to cause trouble?

　　[Task 3] skimming

　　In this part, let the Ss read the text again quickly and give the main idea of each paragraph in groups of 4 and then report to class.

　　[Task4] Detail reading

　　In order to help students to obtain a general understanding of the whole text, they will finish 3b. Read the statements below. Circle TRUE, FALSE, or DONT KNOW according to the reading. After that, check the answers with the whole class.

　　(Justification: Through these reading activities, students can learn the main strategies of reading, such as skimming and scanning. Moreover they can know how to read a passage when given a long passage.)

　　Step 3 Post-reading

　　[Task 5] Circle story

　　Retell the text in groups one by one using the third person with the help of the key words on the slide then choose one to report to class.

　　[Task 6] Discussing

　　Discuss in groups: What are nice ways for you to express your feelings and love to your parents ? Choose a representative of a group to report and ask other groups to supplement. Encourage the Ss to express their ideas.

　　(Justification: to offer a chance for the students to express their opinions based on what they have learned.)

　　[Task 7] Doing exercise.

　　Show the passage with blanks on the screen and give them a few minutes to complete it. When time is up to check the answers with the whole class.

　　Martin is a _____________ boy. He didnt used to ______trouble. However ,after his fathers_______, his life became ___________difficult. His mother couldnt ________________his education. But his mother still looked after him __________she could. Unfortunately, martin wasnt _____________studying and often _________trouble. Luckily his mother was patient and never _________helping him. So his mother ________________to send him to a boarding school. But Martin hated it and wanted to leave the school. So he called his mother. ______________this phone call changed his life. Now he is working hard , and _______the best students in his class.

　　(Justification: Retelling can help students to deepen their understanding of the passage.)

　　Step 4 Summary Homework

　　Summary: Ask students to think about what we have learned today. And then make a summary.

　　Homework: Write a passage of stories happened between you and your parents.

　　(Justification: homework can help students to improve their writing ability.)

　　Blackboard design:

　　Teaching Reflection.

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