学科核心素养背景下的英语教学设计.ppt

3. 教学目标设计- 问题案例 By the end of the class, students will be able to: 1. Master the main idea of the reading text; 2. Master the structure of the reading text; 3. Enhance skimming and scanning ability; 4. Realize the elementary first aid treatment for burns. 是否同样适用于其它阅读语篇的教学？ 是否体现了对本课主题的意义探究？ 学生学习的具体内容是什么？ 学生表现如何？可操作与可评价性？ 能否反映出的教师的教学方式？ 教学目标设计-问题案例 Knowledge: 98% students will be able to 1. Understand the role of the three elements in the debate: the host, the arguer and the refuter, and understand the process and way of debating; 2. acquire the new words phases in the context: economy, consultant, debate, spokeswoman, production, cut back on, open the floor; 3. Grasp the main detailed idea of the text; Skill: most students can 1.understand the theme of the debate by listening; 2. Talk about their own views on the environment. Strategy: under the direction of the teacher, 80% students are able to 1. Practice the strategies of skimming scanning; 2. Practice the strategy of reading a debate Emotion Attitude: all students can 1. Gain more awareness of protecting the environment; 2. Learn to save the earth from little things. Culture awareness: all students will be aware that protecting the environment is a global responsibility, everyone need to shoulder the duty. 目标设计问题-问题案例：Based on students’ current level in reading and writing and characteristics of the passage, the teaching aims are as follows: Knowledge: The majority of students will understand new expressions like all sorts of, apart from, cigarette, butt, up to, toxic, spoil, endanger, find one’s way to, non- renewable, etc. All students will be clear about the structure of the whole passage and the structure of Para Two and Para Three. Most students will understand the author’s ways of persuasion including using statistics, using figure of speech, using some touching words, etc. Some students will understand the author’s intention and feelings through the analysis of key expre