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25分钟的英语读写课的教案。 教案没有固定格式，但须包含下列要点： -teaching objectives -teaching contents -key and difficult

设计任务：请阅读下面学生信息和语言素材，设计一节25分钟的英语读写课的教案。 教案没有固定格式，但须包含下列要点： -teaching objectives -teaching contents -key and difficult

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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25分钟的英语读写课的教案。
   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：25分钟
   学生概况：某城镇普通中学高中二年级(第二学期)学生。班级人数40人。多数学生已经达到《普通高中英语课程标准(实验)》六级水平。学生课堂参与积极性一般。
   语言素材：
   Write a story as a newspaper article. Imagine here is a local fishing competition. A man tells the organizer of the competition that he has caught a fish the size as a bicycle. It will win him the first prize. But an eyewitness says he cheated. She saw the fisherman buying it in a fish shop. List the facts and the opinions that go with them according to the situation. Write about each fact and then write about the opinion afterwards. At the end of the article give your opinion: Did the fisherman cheat or not? Here is a model of a news report.
                     A Robbery at a Jewelry Shop
   At eight o’clock in the morning Li Hong was opening his jewelry shop for business. "I had a strange feeling that day, " he said.
   A stranger entered his shop and stole three rings while Li Hong was getting some more rings out of the back of his shop. "It all happened so quickly, " he added.
   Running after the man he tripped and fell over, pushing the thief to the ground too. Eyewitnesses said it was the best football tackle (橄榄球中的擒拿) they had ever seen!
   The thief went to prison and Li Hong got his rings back. We felt justice was done.
选项
答案 Teaching Contents: How to write a newspaper article about what happened in a local fishing competition. Teaching Objectives: (1) Knowledge objectives ① Students can understand the importance of witnesses. ② Students can have a clear mind about the basic elements of the newspaper articles. (2) Ability objectives ① Students are able to write newspaper articles after learning. ② Students can distinguish between facts and opinions in newspaper articles. (3) Emotional objective Students can hold a critical attitude toward newspaper articles, and foster the virtue of honesty. Teaching Key and Difficult Points: (1) Teaching Key Point Students can properly arrange the facts and the opinions in their articles. (2) Teaching Difficult Point Students can write an article that is both appealing and objective. Major Steps: Step 1 Pre-writing (12 minutes) (1) Discussion The teacher shows students what happened in the local fishing competition, and then divides students into groups of four and lets them have a discussion: ① Do you believe the eyewitness or the fisherman? Why? ② What may the eyewitness and the fisherman say if they accept an interview? The teacher invites some groups to share their results in public. (2) Read the sample article ① The teacher asks students to read the given newspaper article and leads students to summarize what are required in a complete newspaper article, and lists them on the blackboard. For example: [*] (2) The teacher leads students to find out the facts and opinions in the newspaper article, and summarize their features. (3) Fill in the table The teacher asks students to judge whether the four sentences are facts or opinions. The teacher leads students to check the answers together and asks students to show their reasons. [*] (Justification: In this step, students can learn the structure and elements of writing newspaper articles through reading the example. Also, their speaking and thinking abilities will be enhanced during discussion.) Step 2 While-writing (8 minutes) The teacher gives students some time to write a newspaper article about the local fishing competition and reminds them of the structure, grammar, and spelling. (Justification: After taking in the information and the structure of newspaper articles, students will be eager and able to write a newspaper article of their own. This step enables them to output what they want to express.) Step 3 Post-writing (5 minutes) ① Peer-editing Students exchange their articles with deskmates. They should read and check the structure and elements and whether their friends’ articles have facts and opinions. Also, grammar and spelling should be checked. ② Sharing The teacher invites two students to read their articles in front of the class. After listening to their reports, the teacher gives some remarks and advice to students, for instance, modifying the sentences they use or correcting their pronunciation mistakes. (Justification: Students can revise and polish their compositions after sharing, and their ability to write and express their ideas can be improved.)
解析
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