2. 职业资格
  3. 设计任务：请阅读下面学牛信息和语言素材，设计25分钟的英语阅读教学方案。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 ste

设计任务：请阅读下面学牛信息和语言素材，设计25分钟的英语阅读教学方案。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 ste

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问题 设计任务：请阅读下面学牛信息和语言素材，设计25分钟的英语阅读教学方案。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：25分钟
    学生概况：某城镇普通高中一年级学生，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：
Elias’ Story
My name is Elias. I am a poor black worker in South Africa. The time when I first met Nelson Mandela was a very difficult period of my life. I was twelve years old. It was in 1952 and Mandela was the black lawyer to whom I went for advice. He offered guidance to poor black people on their legal problems. He was generous with his time, for which I was grateful.
I needed his help because I had very little education. I began school at six. The school where I studied for only two years was three kilometers away. I had to leave because my family could not continue to pay the school fees and the bus fare. I could not read or write well. After trying hard, I got a job in a gold mine. However, this was a time when one had got to have a passbook to live in Johannesburg. Sadly I did not have it because I was not born there, and I worried about whether I would become out of work.
The day when Nelson Mandela helped me was one of my happiest. He told me how to get the correct papers so I could stay in Johannesburg. I became more hopeful about my future. I never forgot how kind Mandela was. When he organized the ANC Youth League, I joined it as soon as I could. He said:
"The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all."
It was the truth. Black people could not vote or choose their leaders. They could not get the jobs they wanted. The parts of town in which they had to live were decided by white people. The places outside the towns where they were sent to live were the poorest parts of South Africa. No one could grow food there. In fact as Nelson Mandela said:
"... we were put into a position in which we had either to accept we were less important or fight the government. We chose to attack the laws. We first broke the law in a way which was peaceful; when this was not allowed ... only then did we decide to answer violence with violence."
As a matter of fact, I do not like violence ... but in 1963 I helped him blow up some government buildings. It was very dangerous because if I was caught I could be put in prison. But I was happy to help because I knew it would help us achieve our dream of making black and white people equal.
选项
答案Teaching Contents: This passage mainly talks about the life of Elias before he met Nelson Mandela and the change of Elias’ life after he met Nelson Mandela and what Mandela did. Teaching Objectives: (1)Knowledge objectives ① Students can learn some new words and expressions: lawyer, guidance, legal, fee, out of work, hopeful, stage, vote, attack, violence, as a matter of fact, blow up, equal. ② Students can understand the passage and know Elias’ story well. (2)Ability objectives ① Students can develop their reading ability by skimming and scanning practice. ② Students can describe a great person in order of time. (3)Emotional objective Students can have the awareness of the good qualities that a great man should have, such as "obliging", "dedicated". Teaching Key and Difficult Points: (1)Teaching key point Students can understand the whole passage and know how to describe a person in order of time. (2)Teaching difficult point How to help students understand the good qualities that a great man should have and encourage them to learn from the great men. Teaching Procedures: Step 1 Pre-reading(8 minutes) (1)Ask students to read the information about the five persons(William Tyndale, Norman Bethune, Sun Yat-sen, Gandhi, Nelson Mandela)given on the screen and discuss if they were/are great men. (2)Encourage the students to look at the title and picture and predict what the passage is about. (3)Ask students to discuss in groups what the black people’ situation was in Africa and now what it is, then share the information with the whole class. (4)Show the meaning of the new words and expressions which will influence students’ understanding of the passage with the help of PPT. (Justification: Before reading this passage, let students know about the background knowledge, new words and expressions and cultivate their predictive ability.) Step 2 While-reading(10 minutes) (1)Fast reading Skimming: Ask students to divide the passage into 2 parts and give the general idea of each part. Part 1(Para. 1-2): The life of Elias before he met Nelson Mandela. Part 2(Para. 3-5): The change of Elias’ life after he met Nelson Mandela and what Mandela did. Scanning: Ask students to scan the passage and try to find the answers of following questions. ① What’s the name of the writer? ② When did he first meet Mandela? ③ When did Elias go to school? ④ Did black people have vote at that time? ⑤ As a matter of fact, does Elias like violence? ⑥ Why was Elias happy to help Mandela blow up some government buildings though it was very dangerous? Then check the answers. (Justification: Students can have a basic understanding of the passage and develop their ability of skimming and scanning.) (2)Careful reading First ask students to read the passage carefully and try to make a timeline of Elias’ life. [*] Then ask students to read the passage carefully and look at the statements, then decide whether they are true or false and give a reason. ① Elias went to see Nelson Mandela when he was in trouble.( ) ② Elias left school because the school was too far from his home.( ) ③ Nelson Mandela helped him keep his job.( ) ④ Elias trusted Nelson Mandela and he joined the ANC Youth League.( ) ⑤ Elias was willing to blow up government buildings.( ) ⑥ Nelson Mandela thought violence was a good way to help black people.( ) (Justification: The timeline of Elias’ life highlights the main structural organization of the text and helps students have a further understanding of the passage. T/F questions encourage students to exploit the text and help to train their reading ability.) Step 3 Post-reading(7 minutes) (1)Retelling Ask students to retell the passage according to the order of time. (2)Discussion Ask students to discuss the following question in groups, then ask some representatives to show their opinions. Give evaluations and make a summary. How to be a great man? In other words, what qualities does a great man need? (Justification: Retelling can help students consolidate what they have learned in the class and improve their speaking ability. Discussion used for exchange of personal opinions can help them develop communicative awareness and make them understand the good qualities that a great man should have.)
解析
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