2. 职业资格
  3. 设计任务：请阅读下面学生信息和语言素材，设计15分钟的英语听说教学方案。 该方案没有固定格式．但须包含下列要点： teaching objectives teaching contents key and difficult points major st

设计任务：请阅读下面学生信息和语言素材，设计15分钟的英语听说教学方案。 该方案没有固定格式．但须包含下列要点： teaching objectives teaching contents key and difficult points major st

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问题 设计任务：请阅读下面学生信息和语言素材，设计15分钟的英语听说教学方案。
该方案没有固定格式．但须包含下列要点：
teaching objectives
teaching contents
key and difficult points
major steps and time allocation
activities and justifications
    教学时间：15分钟
    学生概况：某城镇普通中学初中一年级(七年级)学生，班级人数40人，多数学生已经达到《义务教育英语课程标准(2011年版)》二级水平。学生课堂参与积极性一般。
语言素材：
Lily: Look, my uncle works in that restaurant.
Sarah: What does he do?
Lily: He is a waiter.
Sarah: Well, my mother works in that hospital next to the restaurant.
Lily: Oh, what does she do?
Sarah: Well, she is a doctor.
选项
答案Teaching Contents: This is a dialogue about jobs. Teaching Objectives: (1)Knowledge objective Students can describe one’ job by the sentence patterns "—What does he/she do? —He/She is ...". (2)Ability objective Students can summarize the main idea and get the specific information of the listening text by careful listening and develop their speaking abilities by talking about their family members’ jobs. (3)Emotional objective Students can broaden their horizon of job by talking with each other and will be familiar with their classmates’ family. Through this daily topic, their interest of English learning will be developed. Teaching Key Point: Students can understand the sentence patterns "—What does he/she do? —He/She is ..." in the listening material and use them to talk about jobs. Teaching Difficult Point: Students will be able to communicate with people using the language points correctly and freely, and get the key information after listening. Teaching Procedures: Step 1 Pre-listening(2 minutes) The teacher shows three pictures—a nurse, a driver and a teacher and asks students: What do you see in the pictures? Who are they? The teacher asks several students to answer the questions. (Justification: Pictures relevant to the topic can help students predict the content of what they are about to hear.) Step 2 While-listening(7 minutes) Task 1 Listening for the gist The teacher plays the tape and asks students to listen to it and summarize the main idea. Then the teacher asks several students to talk about the main idea of the material. Task 2 Listening for the specific information The teacher plays the tape again. At this time, students should answer two specific questions: (1)What does Lily’ s uncle do? (2)What does Sarah’ s mother do? The teacher asks students to listen to the tape for one more time to check whether they have got the right answers. The teacher asks several students to share their answers with classmates and then the teacher presents the answers on the PPT. (Justification: Task 1 helps students to develop their ability of listening for the gist while Task 2 helps them develop their ability of listening for the specific information.) Step 3 Post-listening(6 minutes) Task 1 Retelling In this step, the teacher lets students retell the dialogue by using their own words. Then the teacher asks several students to display it in the front of the class. Task 2 Group work The teacher divides the whole class into 6 groups. Then the teacher asks them to take out their family photos and introduce their family members’ jobs to their partners using the sentence patterns they have learnt today. The group which does the best will be given some gifts after class. (Justification: Retelling can help students consolidate what they have learned and practice students’ speaking skills. Group work provides them with an opportunity to communicate with others and use the knowledge in real situations, which can make them enjoy their study and help them know each other better.)
解析
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