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分钟的读写教学方案。教案没有固定格式，但须包含下列要点： . teaching objectives . teaching contents . key and difficult p

设计任务：请阅读下面学生信息和语言素材，设计20分钟的读写教学方案。教案没有固定格式，但须包含下列要点： . teaching objectives . teaching contents . key and difficult p

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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分钟的读写教学方案。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：20分钟
    学生概况：某城镇普通高中一年级第二学期学生，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)》五级水平。学生课堂参与积极性一般。
    语言素材：
    ① Read this eye-witness account of a violent natural event.
    I was in a hotel near the beach. It bad been very windy for a few hours and it had rained for two days. Suddenly, the wind became much stronger. There were some trees across the road near the beach and they began to move from side to side. The hotel manager said that we had to stay in the hotel because this was the start of a hurricane. We closed all the windows and stayed in our rooms. The hurricane lasted for two days. It was terrifying?

    ② Write about a violent natural event.
选项
答案 Teaching Contents: This is an article describing a terrifying hurricane. Teaching Objectives: (1) Knowledge objectives ① Students can know the omen of a hurricane. ② Students can learn how to write about a natural event that they witnessed. (2) Ability objective Students can write an article to record a natural event. (3) Emotional objective Students can improve their self-protection awareness when a violent natural event happens. Teaching Key and Difficult Points: (1) Teaching key point How to enable students to write an article to record a natural event. (2) Teaching difficult point How to help students organize their words clearly and coherently when they write an article to describe something. Major Steps: Step 1 Pre-writing (8 minutes) (1) Ask students to read the paragraph on the book, and then finish the form. When the hurricane occurred … Where I was What I saw and why What I should do and why What I did then How the hurricane was j (2) Ask students to work in pairs to discuss some violent natural events they have witnessed. (3) Ask students to set down their own discussing content. They should arrange the content according to the form they just finished. (Justification: By reading samples, students can master some writing skills, basic structure and outline. Through discussion they can collect certain writing materials.) Step 2 While-writing (5 minutes) After all of the preparations, students should organize their content they just set down to narrate a violent disaster experienced by themselves. They must pay attention to the tense and logic of their writing. (Justification: During the process of finishing their own writing, students’ descriptive writing ability can be developed.) Step 3 Post-writing (7 minutes) (1) Present the rubrics. Ask students to check their own writing and exchange their writing with deskmates to do partner-editing. Then let them revise the article by themselves. (2) Invite several students to share their writing and give them feedback. Common defects should be pointed out and given advice on. (Justification: Checking and revising give students more chances to improve their writing by themselves. Teacher’s evaluations help them improve further.)
解析
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