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20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： teaching objectives teaching contents key and difficult poin

设计任务：请阅读下面的学生信息和语言素材，设计20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： teaching objectives teaching contents key and difficult poin

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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20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：
    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:
   
    (素材来自人教版英语教材七年级上册Unit 1 My name’s Gina. 第2页)
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答案 Teaching Contents: This is a speaking class and the given dialogue is mainly about greeting and self-introduction. Teaching Objectives: (1) All the students can know some basic expressions to introduce themselves and others: —My name’s ... Are you ...? —Yes, I am. —What’s her name? —She’s ... —Is he ...? —No, he isn’t. His name’s ... (2) Half students can introduce themselves or classmates to others fluently and correctly. (3) Students will like to make friends with others and talk with others in English. Teaching Key and Difficult Points: Enable students to use the expressions to introduce themselves or classmates to others fluently. Major Steps: Step 1 Pre-speaking (9 minutes) (1) Play the tape for students and ask them who the speakers are. (2) Present the dialogue and ask students to underline the basic expressions about introducing themselves and others. For example: —My name’s Linda. Are you Helen? —Yes, I am. —What’s her name? —She’s Jane. —Is he Jack? —No, he isn’t. His name’s Mike. Lead students to learn the expressions. (3) Play the tape again and make students read after the tape to imitate pronunciation and intonation. (Justification: This step can help students master the basic expressions about introduction. Besides, they will have a deeper impression of the new knowledge.) Step 2 While-speaking and Post-speaking (11 minutes) (1) Ask students to have a role-play according to the dialogue. And then invite some pairs to perform in front of the class. Others are encouraged to give evaluations. (2) Create a situation: Today, we have a new student in our class and you want to make friends with him/her. Ask students to work with their own deskmate to make up a new dialogue. In the dialogue, one student plays the new student, while the other needs to greet the new student and introduce himself/herself and other students. Some pairs will be chosen to perform their own dialogue. Give proper feedback on their performance. (Justification: Students can apply the new knowledge they have learned through this activity and their speaking ability can be improved.)
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