教师招聘面试技巧——面试英语教学过程设计（阅读课）(2)

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预约享全项目备考资料

　　3. 阅读课案例展示

　　下面将结合文章具体分析阅读课的设计并注明设计意图。

　　【资料】

　　One day, a man called the taxi company to get a taxi to go to the airport, but after a very long time, the taxi did not come. He called the girl in the taxi company again. The girl in the taxi company said, “ the taxi has not come, but you need not to worry about it as the airplane is always late.” the man answered, “certainly, the airplane will be late this morning, because I happen to be flying it.”

　　教学过程设计：

　　Step 1：Lead-in

　　导入的目的在于：引起注意、激发兴趣及引起动机，导入须具有针对性，可采取的方法有图片、视频、歌曲、谜语、讨论、经验、问题等。

　　原则：针对性、启发性、趣味性

　　建议：导入不要过于复杂

　　【参考】

　　Step 1 Lead-in

　　Free talk

　　Ss talk about their traveling experience by plane and their common feelings. They are also asked to share what they feel most uncomfortable about taking a plane

　　Possible answers: the bad food, the crowded space, the tiring security-check, the long-time waiting…

　　【Purpose】 Familiar topic can help create a relaxing English learning atmosphere for Ss to participate. Also the topic can be presented in a natural way.

　　Step 2: Pre-reading

　　读前教师可提供背景知识或利用图片引导学生预测文章内容，带领学生解决生单词或让学生提前熟悉有关单词等。

　　【参考】

　　Step 2 Pre-reading

　　(1)Brainstorming: Ss brainstorm about the possible reasons as to why there is constant failure for the plane to take off on time.

　　Possible answers: bad weather (heavy frog/rain/snow), sudden aircraft breakdown, passengers causing disturbance…

　　(2) Teacher stimulates Ss’ curiosity by hinting another possibility and invites Ss to read the short text.

　　【Purpose】 The activity of Ss brainstorming about possible facts that cause plane delay can not only stimulate their relevant cognition, but also arouse their desire to read the text.

　　Step 3: while-reading

　　读中活动一般分为fast reading和careful reading，在fast reading这一环节，教师主要是带领学生归纳文章主旨大意，而careful reading则是对文章内容的进一步了解和学习。

　　Step 3 While-reading

　　Skimming

　　Ss read the text very quickly and answer the following simple questions.

　　Where did the man want to go?

　　How did the man try to get to the place?

　　Did he get to the place very smoothly?

　　Scanning

　　How did the woman comfort the man when he complained?

　　What did the man do for a living?

　　Can you predict what would happen later?

　　【Purpose】 Train Ss’ability to collect and process information. Their critical thinking ability can also be cultivated.

　　Step 4: Post-reading

　　读后活动可采取复述课文、讨论、辩论、采访、角色扮演、做调查等多种方式培养学生的综合语言运用能力。

　　【参考】

　　Step 4 Post-reading

　　Task：Make an interview

　　Teacher creates a situation in which the lateness of the taxi leads to the delay of the plane. The impatient passengers demand that the pilot should clarify for the delay. If you were the pilot, how would you make the announcement? Ss work in group of 6 to come up with an announce it and group leader is chosen to deliver the announcement.

　　Purpose：Make ss use the expression they have learnt. Develop their speaking and communication skills.

　　Step 5 Summary

　　总结部分提倡学生先总结，教师再做补充，以加深学生对内容的理解，复习巩固知识，检查学生掌握情况，巩固情感目标。

　　建议：学生先总结，教师再做补充

　　【参考】

　　Step 5 Summary

　　Ask students to summarize what they have learnt. Teacher emphasizes the importance of being punctual in spite of others’ being likely to be late. They also need to pay attention to the interaction of seemingly irrelevant events.

　　【Purpose】Ss are encouraged to sum up the key points. In addition, the emotional aim can be achieved.

　　Step 6 Homework

　　阅读课的课后作业通常设置为一篇写作，如读后感，心得体会等，除此之外，也有其他形式的作业，比如句子仿写，模仿文章录音，上网查找资料等等。但不论布置何种作业，都须注意作业的开放性及层次性，以期照顾全体学生。

　　【例子】

　　Make use of your imagination and give an ending to the short story. You are supposed to present it to your classmates next time.

　　【Purpose】 Bring their imagination into play and improve their English writing as well as using skills.

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