2. 职业资格
  3. 设计任务： 请阅读下面的学生信息和语言素材，设计15分钟的口语教学方案。教案没有固定格式，但须包含下列要点： T: Good morning, boys and girls. Today we are going to learn some useful

设计任务： 请阅读下面的学生信息和语言素材，设计15分钟的口语教学方案。教案没有固定格式，但须包含下列要点： T: Good morning, boys and girls. Today we are going to learn some useful

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问题 设计任务：
请阅读下面的学生信息和语言素材，设计15分钟的口语教学方案。教案没有固定格式，但须包含下列要点：
T: Good morning, boys and girls. Today we are going to learn some useful vocabularies in Unit 3 of Module 2. Please look at the blackboard and read after me ...
(10 minutes later)
T: Now you must memorize all of the 40 words and expressions within 20 minutes and get ready for a dictation...
(20 minutes later)
T: Now, time’s up. Let’s begin our dictation.
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：某城镇普通中学七年级(初中一年级)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：
选项
答案Teaching Contents: This is a dialogue about introducing family members. Teaching Objectives: (1) Knowledge objective Students can master the address of family members such as grandpa, grandma, cousin, aunt, etc. (2) Ability objective Students can know how to introduce their family members to others. (3) Emotional objective Students can realize some differences between the address of Chinese and English family members. Teaching Key and Difficult Points: (1) Teaching key point How to make students master the expression to introduce their family members. (2) Teaching difficult point How to make students understand the address: grandpa, grandma, cousin, aunt, etc. Major Steps: Step 1 Presentation (7 minutes) (1) Present the address of family members such as grandpa, grandma, cousin, aunt, etc. through a family photo. (2) Ask students to finish 1 a on the textbook. (3) Show some photos of grandpa, grandma, cousin, aunt, etc. and ask students to guess which side they are from, the mother’s side or the father’s side. Lead students to talk about the differences between the address of Chinese and English family members. (Justification: This activity aims to make students prepare for the following activities from the perspective of knowledge and topic.) Step 2 Practice (5 minutes) (1) Ask students to listen to the dialogue twice and finish 1b and lc, and explain the reason for their answer to lc. (2) Then encourage students to retell the dialogue with deskmate. (Justification: The listening practice is to train students’ ability to listen for general ideas and detailed information. Retelling can help students translate the language on the textbook into their own words.) Step 3 Production (3 minutes) Ask students to draw a family tree and introduce it to their partners. After that, several students will be invited to introduce their family members in front of the class and their performances will be evaluated. (Justification: This activity is to provide a chance for students to use the language.)
解析
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