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分钟的英语阅读教学方案。 教案没有固定格式，但须包含下列要点： teaching objectives teaching contents key and difficult po

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

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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分钟的英语阅读教学方案。
   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(第一学期)，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：
                        Body Language
   Debbie and Simon have part-time jobs at a travel agency. It is Saturday morning and they are sitting in the office. Debbie and Simon looked up as a well-dressed lady entered. The lady glanced at them both, then walked over to Debbie. Debbie greeted her cheerfully.
   "Hello," the lady said. "I want to go by train from ..."
   Simon sighed, Mr. Young, a senior employee, was standing beside him.
   "What’ s up, Simon? You don’ t look very happy."
   "The customers always prefer Debbie to me. I don’t understand why."
   "I do. It’ s the way you communicate."
   "How can that be?" Simon asked. "I don’t even get a chance to speak to them."
   "Speech is not the only method of communication. Your body language is important, too."
   "What kind of language is that?"
   "It’ s the way you stand and sit. It’ s your gestures and the expression on your face and in your eyes. Your whole appearance communicates things. You often rest your head on our hand. You don’ t look up. You never smile. So you don’ t make a good impression on people."
   "But look at Debbie. She makes eye contact with the customers. She’ s holding her head up. She smiles, that’ s why the customers go to her and not to you."
选项
答案 Teaching Contents: This passage introduces the opinion that body language plays a very important part in people ’ s work and daily communication. Teaching Objectives: (1) Knowledge objective Students are able to understand the content and know the importance of body language. (2) Ability objective Students can improve the ability of communication as well as their reading skills. (3) Emotional objective Students will have the desire to use their body language to communicate with people in daily life. Teaching Key and Difficult Points: Students can use different reading strategies according to different reading purposes and know the importance of body language. Major Steps: Step 1 Pre-reading (6 minutes) (1) Introduction Play a dumb show of Charlie Chaplin’s The Great Dictator. After the clip ask the students "Charlie Chaplin did not speak one word. Why can you understand him clearly?" They will know the body language can be used to express one’ s feelings and ideas. (2) Prediction Display two pictures of two shop assistants: one has a smiley face and the other has a sad face during work time. Then ask the students which face they like to see and to predict what the passage is about. (Justification: It can stimulate the students’ interest and help them know the function of body language. The prediction makes a preparation for the next step.) Step 2 While-reading (8 minutes) (1) Fast reading Ask the students to read the passage as quickly as they can and tell the main idea of the passage. Then ask them to check if they have made the right predictions. (2) Careful reading Ask the students to read the passage again carefully and discuss the answers of the following questions in groups of four: ① Why do customers like to walk over to Debbie? ② What are the differences between Debbie and Simon? ③ According to Mr. Young, what is the body language? Then invite several students to give their answers and give evaluations. (Justification: The fast reading will help students have a preliminary understanding of this article. The questions make the reading more goal-oriented and high efficient. This can help students understand the passage clearly.) Step 3 Post-reading (6 minutes) (1) Role-play Give some key information on the screen, then ask four students to play the role of Debbie, Simon, the well-dressed lady and Mr. Young and act the story out in their own words. Then give evaluations. (2) Discussion Ask the students to think about what they will do in the future if they are Simon. (Justification: The role-play and discussion can make students have a deeper impression on body language, and their oral English will be well developed.)
解析
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