Page 134 - 英语教学理论与实践研究

Research on English Teaching Theory and Practice
英语教学理论与实践研究

（三）教学设计分层
首先，以因材施教理论为根本，确定不同层次每节课的教学任务、方法、技
巧，分层次备课。
以选定的校本教材的第 6 课为例阐述分层教学设计，具体如下：

A 班学生的教学设计：
Goals:
Knowledge goals;
a.To learn and master the new words and expressions;
Basic vocabulary:Christmas Day, Halloween, Valentine’s Day, The Dragon-Boat

Festival, The Mid-Autumn Festival, National Day, The Spring Festival, The Lantern
Festival part-time, shy, generosity, even though
Professional vocabulary: generator, transformer, motor, current, voltage, resistor
b. To master “general question” and “special question” structure and use this

structure to make sentences freely.
Target Language: Enable the students to master these syntactic structures to talk
about Holidays and Festivals freely and fluently:
What do you usually do before the Spring Festival on the Eve of Spring Festival?

Where will you go to spend your holiday?
That sounds good.
I can’t wait.
I go shopping and clean the house.

I set off the fireworks and eat dumplings.
And during the Spring Festival, I visit my relatives.
My parents want me to travel to Beijing with them.
Ability Goals: To improve the students’ listening, speaking, reading skills.

Especially listening and speaking skills.
Emotion goals: To provide the students with chances of cooperation and
competition. Encourage the students to think and talk in English fluently through
communicative tasks.

Key points: the expressions of holidays; dialogue about holidays and festivals; the

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