教师资格证考试科三英语全部复习汇总(DOC 14页).doc

1、 教师资格证考试-科三英语复习语法部分的考试难点聚焦在：1.常用词类2.动词的时态、语态、非谓语动词和主谓一致；3.三大从句：名词性从句、形容词性从句、副词性从句；4.特殊结构：倒装、强调、虚拟语气和独立主格。思维导图 教学设计(听力课，阅读课，写作课)knowledge aims:(1) Students can get the main idea about what they are talking about after listening, and can get someuseful information from the conversation ;(2) Students c

2、an recognize the new words and sentence pattern of the listening material.Ability aims:(1) Students can use some simple English to communicate in English class;(2) Students can improve their listening and speaking abilities through listening to the tape and making arole play.Emotional aims:(1) Stude

3、nts can foster the interest and desire of learning English, and can take part in speaking activities actively;(2) Students can improve the confidence of learning English, and not afraid of speaking English in class;(3) Students can cooperate with others actively, and complete the tasks together.(4)

4、Students can develop the teamwork spirit and overcome the difficulties in learning English. PWP 模式听力课Step 1：Warming-up1. Greetings2. Invite several students to make a report.Step 2：Pre-listening（ask questions/ predicting）1. Brainstorm：The students look at some pictures about the text and predict the

5、 content of thepassage.2. Then the Ss are required to discuss .Step 3：While-ListeningListen to the materials. Play the recorder for three times.1st time：The Ss are required to point out the main idea of the conversation.2nd time：1. Find out the words that they dont understand, maybe they heard the p

6、ronunciation, but they dontknow the meaning.2. Present the sentences (or grammar)Answer some questions that will be shown on the PPT and lead to the new sentence patterns.3. Fill in the blankStudents fill in the blank with some missing words which are also the key words of this lesson.3rd time：Stude

7、nts check their answers and the teacher should explain to them if necessary.Step 4：Post-listening1. Invite a pair of students to read the sample conversation to the class. Correct some of theirpronunciation.2. Other students are required to make a role-play.（Discussion Free talk Make a dialogue Rete

8、llDebate）Step 5：SummaryBy having a free talk, Ss can review the important points and the target language.Step 6：HomeworkStudents are asked to write two interesting sentences with “what about?”. PWP 模式写作课设计任务：请阅读下面学生信息和语言素材，设计一节英语读写课的教学方案，教案必须包含下列要点：teaching objectivesteaching contentskey and difficu

9、lt pointsmajor steps and justifications教学时间 45 分钟学生概况：某城镇普通中学的学生，班级人数 40 人，多数已经达到义务教育英语课程标准（2011 版）水平，学生课堂参与积极性一般。DinosaurDinosaurs lived on the Earth over sixty million years ago. This was a long time before people existed.Dinosaurs lived everywhere. Some were as small as chickens. Others were as b

10、ig as ten elephants. Somedinosaurs even had wings and could fly.Many dinosaurs were harmless, They were as gentle as sheep and ate plants. Others were harmful. Theywere fiercer than tigers and ate meat.标准教案开始：1.Teaching contents: an article about dinosaurs2.Class Type: Reading and writing class3.Tea

11、ching aims:1）Knowledge aims:（1）The students will be able to master some words to describe（2）The students will learn to write about persons and objects2）Ability aims:（1） Students can develop their logical thinking ability through writing and their creating abilitiescan also be trained.（2） Students wi

12、ll improve their writing skills of drafting, outlining, revising.3）Emotional aims:（1）Students can develop their interest in English writing and love writing gradually.（2）Students can gain more knowledge about dinosaurs and learn to love their life.4.Teaching Key Points:1）. Words about describing per

13、sons and objects 2）. some knowledge and format of expository5.Teaching Difficult Points:How to organize thoughts to describe objects and persons and how to enhance writing skills.6.Teaching Aids: multi-media7.Teaching Procedures:Step 1 Warming up（1）Greeting.（2） Students do daily reports.(Justificati

14、on: This step can arouse the students attention, make the students be interested in thecontent of this class as soon as possible. The class atmosphere is also enhanced. )Step 2Pre-writing(1) ReadingThe students read the passage carefully and then fill in the blank.(2) Discussion: How to describe per

15、sons ?(what, who, where, why, characteristics)(Justification: Focus students attention on the main topic of the reading passage. Filling the blankcan help students to understand the passage deeply. Discussion can lay foundation for the writingstep)Step 3: While-writing(1) The students should analyze

16、 the writing requirements first.(2) The students make an outline about what they write.(3) The students write the essay within time with the key expressions:. a famous.writer and poet, .When. a student, .write novels . known .in his thirties.(4) The students write a composition within time without s

17、topping, ignoring the spelling andgrammar. Just write down everything that comes to their mind with no other requirements becausestudents first writing is actually a drafting. But the students can make good use the brainstormingor discussing results in the pre-writing stage as writing materials.(Jus

18、tification：The activity of writing helps students strengthen their writing ability step by step.） Step 4: Post-writing(1) Selfchecking:Offer the writing standard to students and let them to revise their letters on their own.(2) Peerediting: The students check each others composition.(3) Sharing the

19、writing:One student read what he or she wrote just now. All the other students assess the writing andgive suggestions. The teacher should give the final assessment and more appraise should be offeredto encourage students to love writing.(Justification: Checking out their writings can help them to un

20、derstand the writing clearly, studentscan get a better idea of how to write this kind of composition.)Step 5：SummaryThe students are required to make a summary about what they have learned in this lesson.Step 6: Homework Go on to revise the writing according the evaluations and hand in next class.Th

21、e students are asked to rewrite and retell their compositions.PWP 模式阅读课阅读课模板1. Teaching Topics 课题2. Teaching objectives 教学目标知识目标：(1) The students can master the words about .学生能够掌握关于.的单词：(2)Students can get the main idea about what they are talking about after reading and can get some usefulinformat

22、ion from the material.能力目标：(1)Students can improve their reading ability through skimming for the general idea and scanning for specificinformation.学生能够提高他们的阅读能力。(2)The students can learn how to retell the text in their own words. 学生能够学会如何用自己的话来复述课文。情感目标：(1)The students can get more interests in lea

23、rning English.学生会对学习英语更加感兴趣。(2)The students can cultivate the spirit of (cooperation/ team work/ ).学生可以培养合作/团队精神。3. Teaching key points 教学重点(1) Words: （把词汇列出来）(2) Target language: 目标语言4. Teaching difficult points 教学难点(1) How to start a discussion/make a dialogue with the new words and target languag

24、e in real situation.如何使用新学的词汇句型来展开讨论或编对话。(2)How to master some basic reading strategies, skimming the text for the gist, scanning the text for thespecific information.5.Teaching aids (PPT, Tape, flash cards, multimedia)6. Teaching procedures 教学过程Step 1: Warming-up 热身教学手段/教学用具Step 2: Pre-readingBrain

25、storm: Ask the students some questions about the text and let the students predict thecontent of the passage.Discussion: students are required to make a discussion about the topic.头脑风暴：问学生一些问题，让学生对文章的内容做一个预测。讨论：就话题展开讨论。Step 3: While-readingFast reading 快速浏览skimming: the students read the passage as

26、quickly as they can, and pay special attention to the keywords and topic sentences to get the main idea of the passage.scanning: the students are required to read the passage again, and find out the new words andexpressions and the potential language points, and also some specific information ifnece

27、ssary.Intensive reading 精读1. The students are required to read the passage carefully and fill in the blanks with the words from the text.Eg: When I was young, I used to_ so much time, but _ days I get up earlyand_ in school all day.2. Then the true or false questions about the detailed information o

28、f the text should beanswered one by one.Eg: ()1.the mouse is in an animal school()2.the school has a big swimming pool.Step 4: Post-reading1. Retell the text.2. The students are divided into four groups and have a competition, the group who canmemorize the most of the news words and expressions will

29、 be the winner.3. Students are asked to discuss the topic in groups and one student gives presentation.Step 5: Summary:Ss are required to summarize what they have learned today.Homework:1. Go over the text and try to learn all the useful words and expressions in this part by heart.2. Write a passage

30、 about your English learning.设计意图通版Pre-reading:This step can provide the students the cultural background of this article, clear away the barriers of words andsentences. Through this step, the students can predict the main idea of the article and have a betterunderstanding later.While-reading:Fast r

31、eading:Through this step, the students can grasp the main idea and also master the clues of the article. This step canlay a foundation for the intensive reading.Intensive reading:This step can help the students understand the text deeply, the exercises can enhance the students readingability and reading skills.Post-reading:Purpose: this step can help the students to enhance the speaking and writing abilities simultaneously. Theseactivities can also test whether the students have mastered the content of this class.