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:
   
    ( 素材来自外研版英语教材七年级Module 10 Unit 1 Are you getting ready for Spring Festival? 第60页)
选项
答案 Teaching Contents: This is a speaking class and the material is a phone call between Tony and Lingling about the Spring Festival. Teaching Objectives: (1) All the students can know some customs of Spring Festival and other Chinese traditional festivals. (2) Most students can master some expressions about Spring Festival such as "make red lanterns, clean the house, sweep the floor, cook the meal" . (3) Half students can talk about some customs of Chinese traditional festivals fluently. (4) Students can be more interested in the customs of Chinese traditional festivals and are willing to present the traditional culture of China to others in English. Teaching Key and Difficult Points: Students can grasp the content of the dialogue and present the customs of a traditional festival to others in English. Major Steps: Step 1 Pre-speaking (6 minutes) (1) Present some pictures related to the customs of Spring Festival with English expressions on the PPT and lead students to learn their meanings and pronunciation. (2) Ask students to listen to the dialogue and answer the following questions. ① What is Lingling doing? ② Who is working? ③ What is Lingling’s aunt doing? ④ What is Lingling’s grandmother doing? ⑤ What are Darning and Betty doing? Play the tape again, and let students exchange their answers with partners to check the answers. (Justification: Presenting pictures can help students master those expressions of this lesson. Listening enables students to learn some customs about Spring Festival.) Step 2 While-speaking (10 minutes) (1) Ask students to listen to the dialogue again and then have a role-play in pairs to imitate its pronunciation and intonation. (2) Ask students to work in groups to have an interview. One student acts as a journalist working for a British newspaper to interview the other students about the customs of a Chinese traditional festival, for example, the Mid-Autumn Festival. Remind them to use the present continuous tense. (Justification: This step can train students’ speaking ability and help them practice using the expressions related to Chinese traditional festivals.) Step 3 Post-speaking (4 minutes) Invite some groups to perform their interviews in front of the whole class and give proper feedback on their performance. Tell students that they should pay more attention to Chinese traditional festivals and culture. (Justification: Through this step, students can show their interviews and have chances to know their merits and demerits.)
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