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分钟的英语写作教学方案。 该方案没有固定格式，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分钟的英语写作教学方案。 该方案没有固定格式，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分钟的英语写作教学方案。
   该方案没有固定格式，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：某城镇普通中学初中二年级(八年级)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)》三级水平。学生课堂参与积极性一般。
   语言素材：
   3a Read the three notes. Match each note with the correct situation.
   ______Thank-you note for a gift.
   ______Thank-you note for a party.
   ______Thank-you note for help.
   Note 1
Dear Kim,
   Sometimes it isn’ t easy being the new kid at school, but I had a wonderful time on Saturday night. Thank you so much for inviting me. I didn’t know some of the girls, but they were all really friendly to me. And the video you showed was really funny. I feel like part of the group now.
                                                                        Maria
   Note 2
Dear Ton,
   Thanks for showing me the school last week. I was having a hard time finding it until you came along. And I enjoyed meeting Carlos. He’ s really good at math, isn’t he? He said he’ d help me with my math project. Friends like you make it a lot easier to get along in a new place.
                                                                         Bill
   Note 3
Dear Aleen,
   Thanks for the tickets for next week’ s game. I’ m sorry you and your father can’ t go, but I’ m really happy to have the tickets. I’m going to ask my cousin, Tommy, to go with me. I’ll think of you as we watch the Black Socks win the game. (I hope!)
                                                                        John
   3b Fill in the blanks in this thank-you note.
   Dear Sarah,
   ______for inviting me to your house on Friday. I really______meeting your family. And your baby sister is really______. I had a______time. I’m______. I had to leave early, but I had a family dinner. My grandfather was having his 90th birthday party!
                                                                 Yours sincerely,
                                                                      Maria
选项
答案Teaching Contents:The material is about writing a thank-you note. Teaching Objectives: (1) Knowledge objective Students can be more familiar with the topic of "thanks" and know how to express their thanks to others. (2) Ability objective Students can write a thank-you note logically and use it to express their thanks. (3) Emotional objective Students can have the awareness of expressing their thanks after others’ help. Teaching Key and Difficult Points: Students can master the methods and procedures of writing a thank-you note. Major Steps: Step 1 Pre-writing (7 minutes) At this step the teacher will ask students to do three activities. Activity 1: Sample reading Students will be asked to read 3a, and match each note with the correct situation by themselves. Activity 2: Discussion Students will be divided into 8 groups and have a discussion about "What else condition can you think out to write a thank-you note?" Then the teacher will make a summary on the useful ideas of writing a thank-you note. Activity 3: Outlining Students will be asked to read 3b, and illustrate the formation of letter. Then the teacher will make a summary on the components of a thank-you note. (Justification: The sample reading can help students have a basic understanding of the contents of a thank-you note. Through discussion, students’ thoughts can be inspired by each others’ sparkling points. The outlining can help students illustrate the main organizing structure and the most important points of the essay and make a preparation for the drafting.) Step 2 While-writing (8 minutes) (1) Drafting The teacher will set a situation that "you could write a letter to your friend or your parent to express your thanks for his or her help according to the formation and the notes" and give students enough time to write the first draft. (2) Peer editing After the drafting, the teacher will ask students to check their notes with their deskmates. They should read the passage and check the ideas or the logical development. Also, they should check carefully the grammar, spelling and punctuation of their writings. (Justification: Setting a situation close to students’ life can stimulate their interest Peer editing can provide an opportunity for students to share their writings and help them learn from each other.) Step 3 Post-writing (5 minutes) (1) Revising The teacher guides students to make necessary improvements in both organization and contents based on their editing, e.g. adding new points or deleting irrelevant facts, and correcting errors in spelling, punctuation, grammar or choice of words. (2) Sharing the writings The teacher will share two notes of the students and give some evaluations of the advantages and disadvantages. Then the teacher will tell students the meaning of thanks and ask students to revise their notes according to the evaluations after class. (Justification: This is also a very important part for students, from which they can find their mistakes and get to know how to correct them. It’ s also a good chance for them to learn the meaning of thanks.)
解析
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