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英语学科通用教学设计模板

 

1. Teaching objectives

(1) 小学

①Knowledge objectives:

Students will be able to pronounce the words …correctly;

Students can understand the meaning of the keysentence pattern…;

Students get to know the idea …

 

②Ability objectives:

Students can make use of the sentence pattern… inreal-life situation;

Students apply different reading strategies(skimming, scanning, intensive reading, making inference);

Students can adopt different learning resources(online learning material, dictionary…)

 

③Emotional objectives:

Students’ interests will be aroused by learningthe topic of… in daily English;

Students will be more cooperative through groupwork;

Students will be aware of (the importance of)…;

Students will learn to respect…better.

 

（2）初中

①Knowledge objectives:

Students will be able to pronounce the words …correctly;

Students can understand the meaning of the keysentence pattern…;

Students get to know the idea of…;

Students understand the grammatical rules of …;

Students can write a passageabout…(topic)with…(tense, words, structure, layout…) correctly.

 

②Ability objectives:

Students can make use of the sentence pattern… inreal-life situation;

Students apply different reading strategies(skimming, scanning, intensive reading, making inference);

Students apply different listening strategies(listen for the gist; listen for detailed information; listen for differentattitude… );

Students can adopt different learning resources(online learning material, dictionary…);

Students can (make use of a mind map to) organizetheir ideas logically.

 

③Emotional objectives:

Students’ interests will be aroused by learningthe topic of… in daily English;

Students will be more cooperative through groupwork.;

Students will be aware of (the importance of)…;

Students will learn to respect…better.

 

（3）高中

①Knowledge objectives:

Students get to know the idea of…;

Students understand the grammatical rules of …;

Students can write a passageabout…(topic)with…(tense, words, structure, layout…) correctly.

 

②Ability objectives:

Students can make use of the sentence pattern… inreal-life situation;

Students apply different reading strategies(skimming, scanning, intensive reading, making inference);

Students apply different listening strategies(listen for gist; listen for detailed information; listen for differentattitude… );

Students can adopt different learning resources(online learning material, dictionary…) ;

Students can (make use of a mind map to) organizetheir ideas logically.

 

③Emotional objectives:

Students’ interests will be aroused by learningthe topic of… in daily English;

Students will be more cooperative through groupwork;

Students will be aware of (the importance of)…;

Students will learn to respect…better.

 

2. Teaching key and difficult points

（1）Key points:

Talk about …(topic);

Locate information from listening/readingmaterial;

Understand the meaning of (grammatical rule of…;passage; writing style…).

 

（2）Difficult points

Pronounce … correctly;

Make use of …properly.

 

3. Teaching and learning methods:

Total Physical Response/ Audio-lingual method/Audio-visual method/ Communicative approach/ Task-based language teachingmethod;

Autonomous learning method/ Cooperative learningmethod/ Researched learning method.

 

4. Teaching Procedures

(1) PPP model（Presentation-Practice-Production多应用于会话课/词汇课/语法课/语音课等课型）

Step 1: Lead in

The teacher presents a picture of…(topic)/ Theteacher plays a piece of music of…(topic)/ The teacher plays a video clipof…(topic);

The teacher plays a guessing game of …(topic) withstudents;

The teacher has a free talk with student about …(topic).

Step 2: Presentation

1. Students read/listen to… under the guidance ofthe teacher and then read/listen to the text to answer questions;

2. Key words (sentence patterns)/ Key information/Key grammatical rules of the text are presented through interaction between theteacher and students.

 

Step 3: Practice

Students work individually/in pairs/in groups to…(make a dialogue with certain words and phrases; imitate the dialogue; read indifferent roles…)

 

Step 4: Production

With a set scene, students work in groups to …(make a poster; do a role-play; have a group PK…)

 

Step 5: Summary

The teacher guides students to conclude what theyhave learned in class, and then the teacher makes some supplements whennecessary.

 

Step 6: Homework

1. Students make a conversation after class withtheir classmates;

2. Students search the Internet for moreinformation about … (topic) and share with the class next time.

(2) PWP model（以下以阅读课为例，该模式主要适用于语言技能类的教学，多应用于听力课、阅读课、写作课等教学设计中。）

Step 1: Lead in

The teacher presents a picture of…(topic)/ Theteacher plays a piece of music of…(topic)/ The teacher plays a video clipof…(topic);

The teacher plays a guessing game of …(topic) withstudents;

The teacher has a free talk with student about …(topic).

 

Step 2: Pre-reading

The teacher asks students to guess what the textmay talk about to predict the text.

 

Step 3: While-reading

1. Skimming: Students read the passage and findout the main idea…

2. Scanning: Students read the passage again andfind out more detailed information.

3. Intensive reading: Students read the passageand try to analyze the difficult language points or appreciate the beautifullanguage.

 

Step 4: Post-reading

1. Students retell the passage according to thekey words and phrase;

2. Students discuss the topic of… in groups andthen make a report in class.

 

Step 5: Summary

The teacher guides students to conclude what theyhave learned in class, and then the teacher makes some supplements whennecessary.

 

Step 6: Homework

1. Students finish…after class;

2. Students search the Internet for moreinformation about … (topic) and share with the class next time.

 

 

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