中小学英语教师招聘考试试题及答案(教学设计篇②)

根据下面七年级下册选自人教版 Unit 5 Why do you like pandas?的语言素材，用英语完成以下的设计任务(设计意图可以用中文表达)。

(1)确定这节课的知识和能力目标;

(2)根据所设定的目标创设情境，设计 3 个教学活动，写出活动的主要内容及设计意图。

【参考设计】

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.

设计意图：通过图片的呈现，学生可以更加直观的感受到本课需要的单词的含义并将学生引入本单元的主题——动物。并且，通过讨论对不同动物的不同喜好，可以为后面学习听力材料作铺垫。

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.

设计意图：在听第一遍部分，锻炼学生的泛听能力，能够在较短的时间里，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.

设计意图：在精听部分，让学生通过自己去发现细节问题，找到细节点，并用自己的语言表达出来，来锻炼他们的语言组织能力以及语言表达能力。同时通过过程性评价，及时给予他们肯定，让学生渴望在课堂上进行表现。

(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.

设计意图：听第三遍主要是为了让学生更深刻地感知听力材料的内容，通过跟读并注意其语音语调来更好地锻炼其口语表达能力。

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.

设计意图：听后安排语言点的学习，可以更好地让学生掌握本堂课重要的词汇及短语。通过朗读活动，鼓励学生自己创造对话情景可以帮助学生巩固所学听力材料的内容及所学语言点。

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