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分钟的英语听说教学方案。教案没有固定格式，但须包含下列要点： teaching objectives teaching contents key and difficult points

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

admin2018-03-02  59
问题 设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语听说教学方案。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：某城镇普通中学初中一年级第二学期学生，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：
   Conversation 1
   Tom: Hey, Peter.
   Peter: Hi, Tom.
   Tom: How’ s the weather down there in Shanghai?
   Peter: It’ s cloudy. How’ s the weather in Moscow?
   Tom: It’ s snowing right now.
   Conversation 2
   Peter: Hi, Aunt Sally.
   Aunt Sally: Hello, Peter.
   Peter: How’ s the weather in Boston?
   Aunt Sally: Oh, it’ s windy.
   Conversation 3
   Peter: So, how’ s the weather in Beijing?
   Julie: It’ s sunny.
   Conversation 4
   Peter: Hi, Uncle Bill.
   Uncle Bill: Hello, Peter.
   Peter: How’s the weather in Toronto?
   Uncle Bill: It’s raining, as usual!
选项
答案Teaching Contents: Four dialogues about the weather. Teaching Objectives: (1) Knowledge objectives ① Students can master some words of weather, such as "cloudy, snow, windy, sunny, rain". ② Students can talk about weather with others by using the sentence patterns "How’s the weather in...?" "It’s...". (2) Ability objectives ① Students can improve their listening abilities through extensive listening and intensive listening. ② Students can develop their speaking abilities by role play. (3) Emotional objectives ① Students are willing to communicate with each other in English. ② Students can become interested in using English to describe weather in their daily life. Teaching Key Point: Students can master the words about weather and sentence patterns "How’ s the weather in ...?" "It’ s...”. Teaching Difficult Point: Students can use new sentence patterns to talk about the weather correctly. Major Steps: Step 1 Pre-listening (4 minutes) Teach these new words by presenting pictures of different weather conditions on the screen, and then, let students read the words after the tape. (Justification: This step can arouse students’ interest and pave the way for students’ listening activity.) Step 2 While-listening (10 minutes) Task 1 Play the tape and ask students to summarize the main idea, then talk about and write down which cities are mentioned in the listening material. For example: Shanghai, Moscow, Boston, Beijing, and Toronto. Task 2 Ask students to listen to the tape for the second time and fill in the following table. [*] Task 3 Ask students to find out the key sentences describing weather. Then let students learn the sentence patterns by changing the underlined part into the new words. E.g. —How’ s the weather in Beijing? —It’ s sunny. (Justification: Through extensive listening, students will grasp the main content of this listening material. Through intensive listening, students will enhance their ability of grasping specific information.) Step 3 Post-listening (6 minutes) Group work: Role play Ask students to do a role play in groups of four. Students act as weather reporters to give weather forecast of different cities in turn. After 5 minutes, each group will choose a representative to perform it in front of the class. For example: Good morning, ladies and gentlemen. Here is the weather forecast of our city. It’s cloudy tomorrow, and it’s very cold, so you should wear more clothes when you go outside. It has a strong wind in the afternoon, and it will be raining the day after tomorrow. (Justification: With practice, students can not only review the knowledge that they have learned, but also develop their speaking ability.)
解析
转载请注明原文地址:https://kaotiyun.com/show/YU3v777K
本试题收录于： 英语学科知识与教学能力题库教师资格分类
0

英语学科知识与教学能力

教师资格

相关试题推荐
随机试题
最新回复(0)