2024下半年教师资格面试高中英语《Fight for slaves》教案

2024下半年教师资格面试高中英语《Fight for slaves》教案

　　教师资格面试高中英语《Fight for slaves》教案

　　1.题目：Fight for slaves

　　2.内容：

　　William Wilberforce was a great man. He is known to have spent eighteen years fighting for slaves. To free slaves was his ambition. He was a very kind man who did not like to see people going hungry or in pain. He wanted to do some good in the world. The cause which attracted him most was the abortion of the slave trade.

　　3.基本要求：

　　(1)朗读所给段落;

　　(2)配合教学内容适当板书;

　　(3)针对划线部分的衔接手段，设计相应的语篇教学活动;

　　(4)用英文试讲;

　　(5)试讲时间10分钟。

　　二、教案参考

　　《Fight for slaves》

　　一、Teaching Objectives

　　1. Students can get the main idea of the passage.

　　2. Students can learn how to find out the detailed information from the text.

　　3. Students can improve their critical thinking about how to use different reading strategies during reading by finishing some activities and tasks.

　　4. Students can master some reading strategies such as skimming, scanning and intensive reading.

　　5. Students should pay more attention to the usage of personal references in their daily life.

　　二、Teaching Key and Difficult Points

　　Key point: Students can use some reading strategies like skimming, scanning and intensive reading to get the main idea of the text and find out some detailed information.

　　Difficult points:

　　1. Students can improve their reading and writing abilities.

　　三、Teaching Procedures

　　Step 1. Lead-in

　　Play a short video about the living conditions of the slaves in the Middle Ages. Ask students to express their feelings after watching the video.

　　Step 2. Presentation

　　1. Show students the short passage about William Wilberforce’s effort in fighting for slaves. Students read and answer the following questions.

　　(1) How many years did William Wilberforce spend to fight for slaves?

　　(2) What kind of person is he?

　　(3) What attracted him most?

　　2. Students read the short passage again. The teacher underlines the pronouns in the passage and asks students to figure out what these pronouns represent in pairs.

　　3. Students discuss in pairs about the function of these pronouns.

　　4. The teacher introduces the usage and function of personal reference in cohesion according to students’ conclusions.

　　Step 3. Practice

　　Present students another short piece of passage. Students work in pairs to change some nouns in the passage into proper pronouns.

　　Step 4. Consolidation

　　Students work in groups to talk about the advantages of using personal references in discourse and try to list some interesting sentences misusing personal references which cause misunderstandings.

　　Step 5. Summary

　　Students summarize what they have learnt in this lesson and the teacher gives supplements if necessary. Remind students to pay more attention to the usage of personal references in their daily life.

　　Step 6. Homework

　　Students write a short passage to keep a record of one of their travel experiences and try to use some proper personal references.

　　四、Blackboard Design

　　2. Students can improve their critical thinking about how to use different reading strategies during reading by finishing some activities and tasks.

（编辑：华图小土豆）