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20分钟的英语阅读教学方案。 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20分钟的英语阅读教学方案。 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20分钟的英语阅读教学方案。
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：20分钟
    学生概况：某城镇普通中学初中二年级(八年级)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)》三级水平。学生课堂参与积极性一般。
    语言素材：
Linda loves her dog Davy. They went to New York City last Saturday. While Linda was buying a newspaper at the train station, the dog got out of his box and ran away. The station was crowded and Linda couldn’t see Davy anywhere. When Linda shouted his name, some people looked at her but Davy didn’t come. Then she called the police. While she was talking on the telephone, Davy met another dog outside the station. While the police were coming, Linda walked around the station and called Davy’s name. She didn’t think about looking outside the station. Finally, a little boy said to her, "Did you look outside? I saw a big black dog when I come in." When Linda finally saw Davy, he was jumping and running with another dog. There was a police officer next to them. The police officer said to Linda, "I think my dog found your dog."
选项
答案Teaching Contents: It’s a story that Linda found her lost dog with the help of a little boy and the police officer’s dog. Teaching Objectives: (1)Knowledge objectives ① Students can learn and grasp the important new words and expressions such as train station, crowed, anywhere, police officer; and master the usage of "when" an②d "while". ② Students can understand the passage in detail. (2)Ability objectives ① Students can use some useful new words and expressions correctly, and make sentences using "when" and "while". ② Students can use the reading strategies of skimming and scanning to find out the main idea and the specific information of this passage. (3)Emotional objectives ① Students can develop their spirits of cooperation and teamwork. ② Students can develop their interest of English learning. Teaching Key Points: (1)Students can understand the story. (2)Students can improve their reading skills. Teaching Difficult Point: Students learn to use reading strategies such as skimming and scanning. Teaching Procedures: Step 1 Pre-reading(5 minutes) (1)Show students a picture of Linda and her dog in the train station and ask students to predict what happened. (2)Use pictures to show the new words, such as train station, crowed, anywhere, police officer. (Justification: This part aims to arouse students’ interest in reading the passage and reduce the language barrier for them.) Step 2 While-reading(11 minutes) (1)Fast reading ① Skimming for the general idea Ask students to read the passage fast and try to conclude the main idea of the text through key words and topic sentences. What does the passage mainly tell about? ② Scanning for specific information Ask students to read this passage quickly again and then answer these questions: a. Whom did Linda call after her dog ran away? b. Where did Linda find her dog at last? (Justification: This part will practice students’ reading skills of skimming and scanning.) (2)Careful reading ① Ask students to read the passage carefully and judge the following sentences true or false: a. Linda doesn’ t like her dog.( ) b. There were few people in the train station.( ) c. Linda didn’t find her dog.( ) ② Pick up following sentences and ask students to summarize the usage of "while" and "when". a. while While Linda was buying a newspaper at the train station, the dog got out of his box and ran away. While she was talking on the telephone, Davy met another dog outside the station. While the police were coming, Linda walked around the station and called Davy’ s name. b. when When Linda shouted his name, some people looked at her but Davy didn’t come. I saw a big black dog when I come in. When Linda finally saw Davy, he was jumping and running with another dog. Summarize the usage of "when" and "while" together with students and ask some of them to make several sentences using "when" and "while". (Justification: This part trains students’ reading skill of getting the detailed information and makes them have a deeper understanding of the usage of "when" and "while".) Step 3 Post-reading(4 minutes) Divide students into several groups to talk about the interesting stories they know about pets around them, and then choose some to share with all the class. (Justification: This activity can consolidate what is learned in this class and improve students’ communicative ability.)
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