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Coco PolarisのB站课堂科三英语配套电子版资料 教学设计模板说明
CocoPolaris 说：
科三英语笔试教学设计最常考的题型为：听说读写，这四种也是最基本的题型，其中阅读为最简单的
题型，不过听说读写本不分家，希望大家可以认真研究透任一题型后可以做到举一反三。
据以往真题统计，高中考频最高的是阅读和写作；初中考频最高的为听力和口语。请注意这里只是概
率上比较高，CocoPolaris 建议大家不管考初中还是高中，笔试备考期间听说读写都要练习并掌握，
笔试备考越充分，面试准备期间就越轻松哦~
另外，有时也会两种课型综合考察，比如考听说课或读写课。
这里简单解释一下，听说课可以简单理解为听力课中要设计一些口语活动，学生的听说能力一起训练；
读写课可以简单理解为阅读课中设计写作活动，阅读和写作能力一起训练；相当于两种课型活动的结
合。
教学设计模板提供了笔试和面试中常考的所有课型模板哦~笔试备考期间时间充分的小伙伴都可以练
习起来，尤其词汇课，语法课，听说课，读写课等面试中最常见考频最高，现在学习，面试轻松~
但如果小伙伴备考科三的时候时间比较紧张了，建议优先看听说读写的模板，其它模板复习面试的时
候再看，要有侧重点哦~
最后想强调的是，模板仅供大家参考，相当于框架性的东西，并不是一成不变也不是完美的，大家完
全可以根据自己的教学思路进行修改，包括模板里的词汇大家觉得不好记或者不太好都是可以大胆
放心的进行替换的，也可以用自己喜欢的教学活动，不一定非要按照模板的来，毕竟教无定法！
一定不要让模板套住自己的教学思路哦~
它的作用仅是帮我们新手梳理教学思路和框架而已~Coco PolarisのB站课堂配套科三英语教学设计模板 23集视频
Lesson Plan Template 1 [Reading]
Teaching Contents
This is a lesson, and the text is about _____________.
Teaching Objectives
Students can learn some essential words from the passage.
Students can use their skimming and scanning skills more proficiently.
Students can combine what they learn from previous activities and perform better in a one-
minute recall activity.
Key and Difficult Points
Help students learn some essential words with visual aids.
Help students do well in the one-minute recall activity.
Teaching Procedures
Step 1: pre-reading (5 minutes)
① Key words and phrases
The teacher explains that students need to know some words for the reading they will do in a few
minutes and shows pictures of these words from the very reading text.
Key words and phrases: _____________________________________________________
② Predict the content of the passage
The teacher asks students some questions related to the passage and asks students to discuss in
groups to guess what they will read in this lesson.
Q1: _____________________________________________________
Q2: _____________________________________________________
Q3: _____________________________________________________
(Justification: Use pictures to create situations and lead to the theme; activate students’ existing
knowledge)
Step 2: while-reading (9 minutes)
① first reading (reading for gist) (3 minutes)
The teacher invites students to quickly read the entire passage and ask them summarize each
paragraph in one sentence. The teacher checks students’ responses and write some of these response
on the blackboard.
1Coco PolarisのB站课堂配套科三英语教学设计模板 23集视频
Title: _____________________________________________________
Paragraph One: _____________________________________________________
Paragraph Two: _____________________________________________________
Paragraph Three: _____________________________________________________
② second reading (reading for details) (6 minutes)
The teacher invites students to read the entire passage again, and do some short answer questions.
Students check their responses in pairs.
Q1: _____________________________________________________
Q2: _____________________________________________________
Q3: _____________________________________________________
(Justification: Students can enhance basic reading strategies such as skimming and scanning, and can
have a broad picture of the entire passage.)
Step 3: post-reading (6 minutes)
The teacher shows the word pictures again, and invites two students to recall the main idea with
essential details in 1 minute’s talk. Other students share their feedback of these two classmates’
responses.
(Justification: Students can use what have learned in the lesson and share their understanding of the
passage. Feedback from other students will strengthen this kind of understanding of the passage.)
2Coco PolarisのB站课堂配套科三英语教学设计模板 23集视频
Lesson Plan Template 2 [Writing]
Teaching Contents
This is a lesson, and the text is about _____________.
Teaching Objectives
Students can learn some essential words from the passage.
Students can form more ideas in brainstorming activity.
Students can better understand and follow the entire writing process.
Key and Difficult Points
Help students write an outline.
Help students do well in self-editing and peer-editing.
Teaching Procedures
Step 1: pre-writing (8 minutes)
无范文版
① The teacher shows pictures of some essential words from the target topic. Students then discuss in
groups to guess what topic they will write in this lesson.
Words:
② Students discuss some ideas about the topic they need to write and write down some ideas by
using mind map.
(Justification: Use pictures to create situations and lead to the theme; activate students’ existing
knowledge; students brainstorm together to form more ideas.)
有范文版【考查样段的反面段落写作-写作/读写课】
① Students read the writing sample quickly and predict what the topic is and what structure the
sample uses.
The topic is about
Basic structure of the sample:
Topic sentence:
Supporting details (reasons or examples):
② Students discuss the opposing viewpoints with its group members and write down some ideas.
(Justification: Students can be better prepared for the writing task, knowing what should write and
how they should write.)
3Coco PolarisのB站课堂配套科三英语教学设计模板 23集视频
有范文版【模拟样段的段落写作-读写课】
① Students read the writing sample quickly and find the writing framework regarding to genre and
use of cohesive devices/detailed information.
Basic structure of the sample:
The framework of the sample is .
Useful cohesive devices: .
Detailed information:
.
.
② Students discuss some ideas about the topic they need to write and write down some ideas.
(Justification: Students can be better prepared for the writing task, knowing what should write and
how they should write.)
Step 2: while-writing (8 minutes)
① outlining (3 minutes)
The teacher invites students to select some ideas available, and guides them how to write a good
outline.
② drafting (5 minutes)
Students have time to do their own paragraph writing. The teacher walks around the classroom and
provides support when necessary.
(Justification: With the guidance of the teacher, students can better understand that outlining is
essential before drafting.)
Step 3: post-writing (4 minutes)
① self-editing (self-checking)
Students have one minute to check their paragraph to see whether there are some spelling or
grammatical mistakes.
② peer-editing (peer-feedback)
Students read their partner’s writing and make some comments on their partner’s writing, e.g.
whether the paragraph covers all essential ideas and whether the paragraph uses accurate cohesive
devices to convey these ideas.
(Justification: Self-editing activity is to raise students’ own awareness of their spelling and
grammatical mistakes; regular peer feedback activities can give students some good thinking about
how writing communicates.)
4Coco PolarisのB站课堂配套科三英语教学设计模板 24集视频
Lesson Plan Template 3 [Listening]
Teaching Contents
This is a lesson, and the text is about _____________.
Teaching Objectives
Students can learn some essential words from the passage.
Students can master pre-listening subskill – prediction.
Students can combine what they learn from previous activities and perform better in a one-
minute recall activity.
Key and Difficult Points
Help students learn some essential words with visual aids.
Help students do well in the one-minute recall activity.
Teaching Procedures
Step 1: pre-listening (5 minutes)
The teacher explains that students need to know some words for the listening they will do in a few
minutes and shows pictures of these words from the very listening script. The teacher then asks the
students to predict the content and the title based on the words given.
Your prediction: _____________________________________________________
(Justification: Use pictures to create situations and lead to the theme; activate students’ existing
knowledge; students can practice their pre-listening subskill – prediction more proficiently)
Step 2: while-listening (9 minutes)
① extensive listening (listening for gist) (3 minutes)
The teacher invites students to listen to the recording for the first time and ask them to check their
predictions in step 1 and summarize the main idea of the recording.
Check your prediction: _____________________________________________________
Main idea: _____________________________________________________
② intensive listening (listening for details) (6 minutes)
The teacher invites students to listen to the recording again, and do some short answer questions.
Students check their responses in pairs.Coco PolarisのB站课堂配套科三英语教学设计模板 24集视频
Q1: _____________________________________________________
Q2: _____________________________________________________
Q3: _____________________________________________________
(Justification: Students can enhance basic listening strategies such as summarizing and listening for
details, and can have a broad picture of the recording.)
Step 3: post-listening (6 minutes)
The teacher shows the word pictures again, and invites two students to recall the main idea with
essential details in 1 minute’s talk. Other students share their feedback of these two classmates’
responses.
(Justification: Students can use what have learned in the lesson and share their understanding of the
recording. Feedback from other students will strengthen this kind of understanding of the recording.)Coco PolarisのB站课堂配套科三英语教学设计模板 24集视频
Lesson Plan Template 4 [Speaking]
Teaching Contents
This is a lesson, and the text is about _____________.
Teaching Objectives
Students can learn some essential words for the targeted topic.
Students can form more ideas in brainstorming activity.
Students can have deeper group discussion and perform together coherently and cohesively.
Key and Difficult Points
Help students do well in group discussion.
Help students speak more fluently on the given topic.
Teaching Procedures
Step 1: pre-speaking (8 minutes)
① The teacher shows pictures of some essential words from the target topic, and explains their
meanings one by one. (4 minutes)
② The teacher provides some sentences containing these essential words. The teacher reads the
sentences aloud and explains to the students that essential pauses are needed to convey
information clearly and correctly. (4 minutes)
(Justification: Use pictures to create situations and lead to the theme; activate students’ existing
knowledge; students can understand that pauses are essential in speaking.)
Step 2: while-speaking (8 minutes)
The teacher writes down the question on the blackboard. Students work in groups of three, and
discuss some ideas about the topic they need to talk and write down bullet points they will form their
answer to the question. The teacher walks around the classroom and provides support when
necessary.
Q1: _____________________________________________________
Q2: _____________________________________________________
Q3: _____________________________________________________
(Justification: With the guidance of the teacher, students can better understand that brainstormingCoco PolarisのB站课堂配套科三英语教学设计模板 24集视频
together will form more ideas to use.)
Step 3: post-speaking (4 minutes)
The teacher invites one group to perform in front of the classroom. Group member A will use 1 minute
to discuss their opinions on the extended question. The other two members then use another 1 minute
to provide more details if possible. The teacher and other groups give feedback to the group.
(Justification: Students can combine what they’ve collected during their group discussion, and show
their performance in front of the classroom. Regular feedback from the teacher and other groups will
provide them a safer environment for them to speak more confidently and proficiently.)Coco PolarisのB站课堂配套科三英语教学设计模板 24集视频
Lesson Plan Template 5 [Listening/Reading + Speaking]
Teaching Contents
This is a lesson, and the text is about _____________.
Teaching Objectives
Students can learn some essential words from the recording/passage.
Students can form more ideas in brainstorming activity.
Students can have deeper group discussion and perform together coherently and cohesively.
Key and Difficult Points
Help students form good habits of speaking after the recordings / reading aloud.
Help students do well in group discussion.
Teaching Procedures
Step 1: pre-speaking (8 minutes)
听力素材版
① Students listen to the recording to obtain the main idea, and then answer several answer short
questions. (4 minutes)
Main idea: _____________________________________________________
Q1: _____________________________________________________
Q2: _____________________________________________________
Q3: _____________________________________________________
② The teacher will explain some essentials words and expressions from the recording. (4 minutes)
(Justification: Students can be better prepared for the speaking task, knowing what should say and
how they should say.)
阅读素材版
① Students read the passage to obtain the main idea, and then answer several answer short
questions. (4 minutes)
Main idea: _____________________________________________________
Q1: _____________________________________________________
Q2: _____________________________________________________Coco PolarisのB站课堂配套科三英语教学设计模板 24集视频
Q3: _____________________________________________________
② The teacher will explain some essentials words and expressions from the passage. (4 minutes)
(Justification: Students can be better prepared for the speaking task, knowing what should say and
how they should say.)
Step 2: while-speaking (8 minutes)
① reading after the tape / read aloud (3 minutes)
The teacher plays the recording and let some students read after the recording.
The teacher invites one or two students to read the passage aloud.
② discussion (5 minutes)
The teacher asks one extended question based on the recording/passage. Students work in groups of
three, and discuss some ideas about the topic they need to talk and write down bullet points they will
form their answer to the question. The teacher walks around the classroom and provides support
when necessary.
(the extended questions)
Q1: _____________________________________________________
Q2: _____________________________________________________
Q3: _____________________________________________________
(Justification: Students can have better understanding with pronunciation and intonation. With the
guidance of the teacher, students can also better understand that brainstorming together will form
more ideas to use.)
Step 3: post-speaking (4 minutes)
The teacher invites one group to perform in front of the classroom. Group member A will use 1
minutes to discuss their opinions on the extended question. The other two members then use another
1 minute to provide more details if possible. The teacher and other groups give feedback to the group.
(Justification: Students can combine what they’ve collected during then group discussion, and show
their performance in front of the classroom. Regular feedback from the teacher and other groups will
provide them a safer environment for them to speak more confidently and proficiently.)Coco PolarisのB站课堂配套科三英语教学设计模板 25集视频
Lesson Plan Template 6 [Grammar]
Teaching Contents
This is a lesson, and the text is about _____________.
Teaching Objectives
Students can fully understand the usage of ___________________.
Students can use ___________________ to express ____________________.
Students will be more interested in grammar lessons and more actively participating in activities.
Key and Difficult Points
Help students find the patterns of the targeted grammatical point from the passage.
Help students describe photos more fluently using the very grammatical point.
Teaching Procedures
Step 1: presentation (8 minutes)
① Students read the passage to answer 3 questions. [The teacher uses sentences with targeted
grammatical points to make up questions.] (2 minutes)
Q1: _____________________________________________________
Q2: _____________________________________________________
Q3: _____________________________________________________
② The teacher uses these three sentences together with some other sentences from the passage to
guide students find the pattern of ___________________ (the targeted grammatical point). The teacher
then explains the rules of ___________________ (the targeted grammatical point) (6 minutes)
(Justification: Students can be activated by passages discussing their interests, and can be guided to
better understand the targeted grammatical point.)
Step 2: practice (7 minutes)
① sentence completion (3 minutes)
The teacher writes down some more questions on the blackboard. Students work in pairs and use
the rules of the targeted grammatical point they’ve learned to answer the questions. The teacher
walks around the classroom and provides support when necessary.Coco PolarisのB站课堂配套科三英语教学设计模板 25集视频
Sentence Completion.
1. _______________________
2. _______________________
3. _______________________
4. _______________________
5. _______________________
② translation between English and Chinese (4 minutes)
The teacher writes down 3 Chinese sentences and 3 English sentences. Students work in pairs to
translate these sentences into the other language using the rules of the targeted grammatical point
they’ve learned. The teacher walks around the classroom and provides support when necessary)
Translate the following Chinese sentences into English.
1. _______________________
2. _______________________
3. _______________________
Translate the following English sentences into Chinese.
4. _______________________
5. _______________________
6. _______________________
(Justification: Students have two opportunities to get familiar with the targeted grammatical point.
With the guidance of the teacher, students can better understand how the rules really work.)
Step 3: production (5 minutes)
The teacher shows a photo and invites students to describe the photo in their own words. Students
need to use at least two sentences containing ___________________ (the targeted grammatical point). The
teacher then asks two students to perform in front of the classroom one by one. All the other students
share their opinions about these two classmates’ performance and the teacher gives his feedback at
last.
(Justification: Describing photos is an effective way for students to start using the new learned
grammatical points. Regular feedback from the teacher and classmates will provide them a safer
environment for them to speak more confidently and proficiently.)Coco PolarisのB站课堂配套科三英语教学设计模板 25集视频
Lesson Plan Template 7 [Vocabulary]
Teaching Contents
This is a lesson, and the text is about _____________.
Teaching Objectives
Students can learn some words and phrases relating to ___________________ (word topic).
Students can use a list of words/phrases from ____________________ (word topic) to describe the given
photo.
Students will be more interested in vocabulary lessons and more actively participating in
activities.
Key and Difficult Points
Help students understand the targeted vocabularies/phrases from the passage.
Help students describe photos more fluently using a list of words and phrases from the same
topic.
Teaching Procedures
Step 1: presentation (8 minutes)
① Students read the passage to answer 3 questions. [The teacher uses sentences with targeted words
to make up questions, make sure the answers are all targeted words.] (2 minutes)
Q1: _____________________________________________________
Q2: _____________________________________________________
Q3: _____________________________________________________
② The teacher writes down all the answer words and some other words and phrases from the
passage, invites students to provide more words and/or phrases from the same topic
___________________. The teacher reads all the words and phrases aloud and invites students to read
after him. Some explanations are provided when necessary. (6 minutes)
(Justification: Students can be activated by passages discussing their interests, and can be guided to
better learn the new words and phrases.)
Step 2: practice (7 minutes)
③ sentence completion (3 minutes)
The teacher writes down some more questions on the blackboard. Students work in pairs and findCoco PolarisのB站课堂配套科三英语教学设计模板 25集视频
the answers from the list of words and phrases discussed above. The teacher walks around the
classroom and provides support when necessary.
Sentence Completion.
1. _______________________
2. _______________________
3. _______________________
4. _______________________
5. _______________________
④ translation between English and Chinese (4 minutes)
The teacher writes down 3 Chinese sentences and 3 English sentences. Each sentence involves a
word or phrase from the list. Students work in pairs to translate these sentences into the other
language. The teacher walks around the classroom and provides support when necessary)
Translate the following Chinese sentences into English.
1. _______________________ (word from the list given)
2. _______________________ (word from the list given)
3. _______________________ (word from the list given)
Translate the following English sentences into Chinese.
4. _______________________ (word from the list highlighted)
5. _______________________ (word from the list highlighted)
6. _______________________ (word from the list highlighted)
(Justification: Students have two opportunities to get familiar with the targeted words and phrases
from the list. With the guidance of the teacher, students can better understand how to use them to
convey contents.)
Step 3: production (5 minutes)
The teacher shows a photo and invites students to describe the photo in their own words. Students
need to use at least 4 words and/or phrases from ___________________ (the list). The teacher then asks
two students to perform in front of the classroom one by one. All the other students share their
opinions about these two classmates’ performance and the teacher gives his feedback at last.
(Justification: Describing photos is an effective way for students to start using the new learned words
and phrases. Regular feedback from the teacher and classmates will provide them a safer environment
for them to speak more confidently and proficiently.)
