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．确定这节课的知识和能力目标； 2. 根据所设定的目标创设情境，设计3个教学活动，写出活动的主要内容及设计意图。 Andy: What are you reading, Ken?

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．确定这节课的知识和能力目标； 2. 根据所设定的目标创设情境，设计3个教学活动，写出活动的主要内容及设计意图。 Andy: What are you reading, Ken?

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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．确定这节课的知识和能力目标；
2. 根据所设定的目标创设情境，设计3个教学活动，写出活动的主要内容及设计意图。
Andy: What are you reading, Ken?
Ken: The Old Man and the Sea by Hemingway.
Andy: Wow, now I know why you’ re so good at writing stories.
Ken: Yes, I want to be a writer.
Andy: Really? How are you going to do that?
Ken: Well, I’ m going to keep on writing stories, of course. What do you want to be?
Andy: My parents want me to be a doctor, but I’ m not sure about that.
Ken: Wall, don’ t worry. Not everyone knows what they want to be. Just make sure you try your best. Then you can be anything you want!
Andy: Yes, you are right.
选项
答案 Teaching Objectives (1)Knowledge objectives: ① Students can master the usage of the new words and phrases, such as writer, doctor, be good at, keep on, try one’s best, etc. ② Students can master the usage of simple future tense, such as the usage of "be going to" and "want to be". (2)Ability objectives: ① Students can use simple future tense to talk about the professions they want to take in the future; ② Through listening activities, students can get the main idea and some useful information of the simple materials and their listening and speaking abilities can be improved. 2. Teaching Activities Activity 1 Pre-listening (1)Show some pictures about different professions and lead students to speak out the name of these jobs. (2)Ask students to talk about the advantages and disadvantages of different kinds of jobs. Firstly, they can talk with their partners and then share with their groups(four in one group)to collect more useful information. At last, invite some representatives to report in front of the whole class. After that, make supplement on their ideas and share more information about different professions． 设计意图：通过图片的呈现，学生可以更加直观地感受到本课新单词的含义。并且，通过讨论关于不同工作的优缺点，同桌讨论与小组分享和教师补充相结合的方式，能够让学生更好地了解各种工作，可以为后面学习听力材料作铺垫。 Activity 2 While—listening (1)Ask students to listen to the tape for the first time and find out the main idea of the listening material．After finishing it，ask some volunteers to answer it． 设计意图：听第一遍主要是锻炼学生的泛听能力，让他们能够在较短的时间里得到最具有概括性的信息。 (2)Then play the tape again and ask students to answer some questions： Q1：What will Ken do to realize his dream of becoming a writer? Q2：What does Andy want to do? Q3：What is essential for one to realize his／her dream? Once they finished，invite some students to share their answers and make some comments． 设计意图：在精听环节，让学生通过自己去发现细节问题，找到细节点，并用自己的语言表达出来，来锻炼他们的语言组织能力以及语言表达能力。同时通过过程性评价，及时给予他们肯定，让学生渴望在课堂上进行表现。 (3)Then play the tape for the last time．And ask students to read after the record and pay more attention to the pronunciation and intonation． 设计意图：听第三遍主要是为了让学生更深刻地感知听力材料的内容，通过跟读并注意其语音语调来更好地锻炼其口语表达能力。 Activity 3 Post—listening (1)Ask students to underline the words and phrases which they have difficulties in and let them discuss with their partners．Give some help as for the ones that they cannot figure out by themselves．Then invite some students to make sentences or use them in real situation． (2)Ask students to read the dialogue first and then make a role play according to the dialogue． (3)Ask students to try to think about the professions they are going to take in the future and the efforts they are going to make．Then let them make dialogues with their partners by using the new learned words and simple future tense． 设计意图：听后安排语言点的学习，可以让学生更好地掌握本堂课的重要词汇及短语。通过朗读活动及角色扮演可以帮助学生巩固所学听力材料的内容及所学语言点。最后，有关未来职业及为此所付出努力的对话练习既可以帮助学生理解本课的知识点，又可以训练他们的口语表达能力及思维能力。
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