2. 职业资格
  3. 设计任务：请阅读下面学生信息和语言素材，设计一节英语读写课的教学方案。教案没有固定格式，但须包含下列要点： teaching objectives teaching contents key and difficult points major steps

设计任务：请阅读下面学生信息和语言素材，设计一节英语读写课的教学方案。教案没有固定格式，但须包含下列要点： teaching objectives teaching contents key and difficult points major steps

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问题 设计任务：请阅读下面学生信息和语言素材，设计一节英语读写课的教学方案。教案没有固定格式，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：45分钟
    学生概况：某城镇普通中学九年级(初中三年级)学生，班级人数40人，多数已经达到《义务教育英语课程标准(2011版)》四级水平，学生课堂参与积极性一般。
    语言素材：
选项
答案Teaching Content: Some dialogues about giving advice and making conversations about it. Teaching Objectives: Knowledge objective (1)Key Vocabulary pimple, trouble (2)Target Language A: I can’t sleep the night before an exam. Then I’m too tired to do well. What should I do? B; If I were you, I’ d take a long walk before going to bed. A: I really want a dog, but my parents won’ t let me have one. B: Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish. A: That’ s a good idea. Ability objective Students can improve their reading and integrating skills. Emotional objective Students can know that everyone may have some trouble, and tell them not to worry about that. Teaching Key Points: Understand the content of the dialogue and master the vocabulary and target language. Teaching Difficult Point: Use the target language properly. Teaching Aid: The blackboard Teaching Procedures: Step 1 Revision(3 minutes) Check homework. Get students to talk about what they learned last time. (Justification: The revision will examine students’ learning effect and easily lead in the text.) Step 2 Presentation(25 minutes)3a(10 minutes) Point to the problems on the left. Ask different students to read them to the class. Point out the pieces of advice on the right. Get different students to read the problems and the pieces of advice to the class. SA: I’m really shy and I just don’t enjoy parties. I don’t know what to say or do. Ss: If I were you, I’d like talk to someone who looks friendly. Then you won’t feel so shy. T: Please match each problem on the left with the correct advice on the right. Get students to complete the activity on their own. As they work individually, move around the room answering any questions students raise and offering help as needed. Check the answers. Answers 1. c 2. a 3. b (Justification: The process of this step provides reading practice using the target language.) 3b(15 minutes) Read the instructions to the class. Invite a pair of students to read the sample conversation. SA: I can’t sleep the night before an exam. Then I’m too tired to do well. What should I do? SB: If I were you, I’d take a long walk before going to bed. That would help you relax. T: Please think of different advice for the problems in Activity 3a. Collect suggestions from students. For example, for the third problem, a student might say, "if I were you, I’d watch TV to relax my mind." Ask students to make conversations with partners using new suggestions to each problem. As they work in pairs, walk around the room offering language support as needed. After each student has a chance to play both parts, stop the activity. Get several pairs of students to show their conversations. (Justification: The process of this step provides oral practice using the target language.) Step 3 Practice(12 minutes) Read the instructions to the class. Get a pair of students to show the sample conversation to the class. SA: I really want a dog, but my parents won’ t let me have one. SB: Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish. SA: That’s a good idea. Write the conversation on the blackboard. Point out the sample answers in the chart. T: What problems do you have at home or at school? Make a list in the chart. Then ask your classmates for advice and write their advice in the chart too. Get students to complete the activity in groups of four. As the groups work together, move around to make sure students discuss the topic in English and know how to fill in the chart. Check the answers by asking different pairs of students to show their conversations to the class. Answers will vary. Optional activity T: What would you do if there were no classes tomorrow? Ask students to write as many answers as they can. Then get students to work in pairs. (Justification: The process of this step provides writing, listening and speaking practice using the target language.) Step 4 Summary and Homework(5 minutes) Summary: In this class, we’ve done a lot of reading, speaking and writing practice using the target language. Homework: (1)Review the target language by reading the conversations in Activity 3a. (2)Write a composition entitled "What would you do when you in trouble". (Justification: The summary gives a specific conclusion of this class and the justification of homework is to cultivate the students’ ability of writing down their ideas.) Blackboard Design: Unit 4 What would you do? Section A The Third Period Target Language: A; I can’t sleep the night before an exam. Then I’m too tired to do well. What should I do? B; If I were you, I’ d take a long walk before going to bed. A; I really want a dog, but my parents won’t let me have one. B; Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish. A: That’s a good idea.
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