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 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 -

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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：某城镇普通中学初中三年级第一学期学生，班级人数40人。多数学生已达到《义务教育英语课程标准(2011年版)》四级水平。学生课堂参与积极性一般。
语言素材：
            The Difficult Search for American Goods in the US
   If you go to another country, what kinds of things would you buy? Would you buy a camera in Japan, some beautiful clothes in France, or a watch in Switzerland? No matter what you may buy, you might think those products were made in those countries. However, you could be wrong. Kang Jian is a 17-year-old student from Shanghai. Last year he went to visit his aunt and uncle in San Francisco. He found it interesting that so many products in the local shops were made in China. "I wanted to buy a toy car for my cousin, but even though most of the toys had American brands, they were made in China."
   Toys are not the only things made in China. "I wanted to buy a pair of basketball shoes," he explains. "But I had to visit five or six stores before finding a pair made in American!" He realized that American can hardly avoid buying products made in China. "In fact," he continues, "there were so many things made in China—footballs, handbags, pet food, mobile phones. Even American flags are made in China!" Kang Jian thinks it’s great that China is so good at making these everyday things. However, he wishes that in the future China will also get better at making high-technology products that people can buy in all parts of the world.
选项
答案Teaching Contents: A passage about "The Difficult Search for American Goods in the US". Teaching Objectives: (1) Knowledge objectives ① Students can catch the main idea of the passage. ② Students can master the usage of those, they, it, etc. (2) Ability objectives ① Students are able to use "those, they, it" in their daily conversations. ② Students are able to use the reading strategies—skimming, scanning and careful reading to find out the main idea and the detailed information of a passage. (3) Emotional objective Students can develop the habit of focusing on national affairs. Teaching Key Point: To further improve students’ reading skills like skimming and scanning. Teaching Difficult Point: How to use those, they, it, etc. to refer to some words. Major steps: Step 1 Pre-reading (3 minutes) (1) The teacher asks students to talk about their traveling experience and what they want to buy if they go abroad. (2) The teacher asks students to read the title of the passage and predict what the passage may talk about. (Justification: This step arouses students’ interest in the topic of this lesson and trains students’ reading ability to predict the content according to the title.) Step 2 While-reading (13 minutes) (1) Fast reading Task 1: The teacher asks students to read the passage quickly and answer the question. What is the main idea of the passage? Task 2: The teacher asks students to read the passage again and answer the questions. ① What two things did Kang Jian want to buy in America? ② Where were they made? After reading, some students are invited to share their ideas and the teacher gives them proper assessment and positive reply. (Justification: Students’ skimming and scanning ability can be improved through this step, from which they can master the general meaning and get some specific information of the passage. Positive feedback can encourage students to participate in class activity.) (2) Careful reading Task 1: The teacher asks students to read the passage carefully to answer the following questions. ① Where did Kang Jian’s aunt and uncle live? ② What did he discover in the toy stores? ③ Why did he have to visit many stores before buying a pair of basketball shoes? The teacher asks some students to share their ideas and give them proper assessment. Task 2: The teacher asks students to read the passage again, discuss with their partners about what the underlined words refer to. ① No matter what you may buy, you might think those products were made in those countries. ② He found it interesting that so many products in the local shops were made in China. ③ I wanted to buy a toy car for my cousin, but even though most of the toys had American brands, they were made in China. Then the teacher explains the usage of "those, it and they" to students and asks them to pay attention to the coherence of the passage. (Justification: This step trains students’ skill of careful reading for specific information and improves their language competence.) Step 3 Post-reading (4 minutes) The teacher divides students into several groups and asks them to discuss: ① Why are so many daily things in America made in China? ② What high-technology products in China are made in other countries? ③ How to change this situation? Then the teacher asks some students to show their answers to the class and gives them feedback. (Justification: The discussion can make students exchange their personal opinions and stimulate their interest in national affairs.)
解析
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