2. 公务员
  3. 根据下面的语言素材，用英语完成以下的设计任务(设计意图可以用中文表达)。 1．确定这节课的教学目标： 2．根据所确定的教学目标，设计教学过程并说明设计意图。 Teacher: So what do you think about the story

根据下面的语言素材，用英语完成以下的设计任务(设计意图可以用中文表达)。 1．确定这节课的教学目标： 2．根据所确定的教学目标，设计教学过程并说明设计意图。 Teacher: So what do you think about the story

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问题 根据下面的语言素材，用英语完成以下的设计任务(设计意图可以用中文表达)。
1．确定这节课的教学目标：
2．根据所确定的教学目标，设计教学过程并说明设计意图。
    Teacher: So what do you think about the story of Yu Gong?
    Wang Ming: I think it’s really interesting. Yu Gong found a good way to solve his problem. Claudia: Really? I think it’s a little bit silly. It doesn’t seem very possible to move a mountain.
    Wang Ming: But the story is trying to show us that anything is possible if you work hard!
    Yu Gong kept trying and didn’t give up.
    Claudia: Well, I still don’t agree with you. I think we should try to find other ways to solve a problem.
    Wang Ming: But what could Yu Gong do instead of moving the mountains?
    Claudia: Well, there are many other ways. For example, he could build a road. That’s better and faster than moving a mountain.
    Teacher: You have different opinions about the story and neither of you are wrong. There are many sides to a story and many ways to understand it.
选项
答案1. Teaching Objectives Knowledge objectives: Students can master some words and phrases to express one’s own opinion, such as "Really? I think .../But /Well, I still don’t agree with you." Ability objectives: (1) Students can use the targeted words and phrases to doubt others’ ideas and express their own opinions. (2) Students can improve their listening and speaking abilities. Emotional objective: Students can develop the awareness that there are many sides of one thing and many ways to understand it. 2. Teaching Procedures Step 1 Pre-listening (1) Ask students to review the story of "Yu Gong Moves a Mountain", giving clues like this: How did the story begin? What happened next? Why was Yu Gong trying to move the mountain? (2) Ask students, "What do you think of "Yu Gong? Is he wise or silly?" and lead students to give the answer using "I think ..." Then the teacher says, "Well, but I don’t agree with you. I think ..." 设计意图：通过让学生根据提示回顾“愚公移山”的故事，为接下来的听力理解做铺垫；提问则加深学生对目标句型的印象，有利于后而的教学顺利开展。 Step 2 While-listening (1) Listening for the gist Listen to the tape and find out what the conversation is mainly about: A. Wang Ming is in favor of Yu Gong while Claudia is against him. B. Claudia is in favor of Yu Gong while Wang Ming is against him. (2) Listening for the specific information Listen to the tape again and fill in the following blanks. [*] (3) Listen to the tape for the third time. Pay attention to how Wang Ming and Claudia express their opinions and fill in the following blanks: Wang Ming:_____________it’s really... Claudia:______?_____________it’s ... Wang Ming:______the story is trying to ... Claudia:______,_____ ______ _____ _______ _____ ______ _____._______ ______we should try to ... Wang Ming:______what could ... Claudia:______, there are ... 设计意图：通过听材料大意、听细节信息的活动训练学生的听力能力，听并填写表达观点的词句则为后面角色扮演活动打好基础。 Step 3 Post-listening (1) Ask students to role-play the conversation in pairs and invite some pairs to perform to the front. (2) Set a situation and ask students to make a dialogue using the targeted words and phrases "I think .../But...". For example: T: It’s said that English are more difficult to learn than Chinese. What do you think of the opinion? 设计意图：通过角色扮演和创设情境编对话的练习，锻炼学生的听说能力，并培养学生从不同角度看问题的思维能力。
解析
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