2. 职业资格
  3. 根据提供的信息和语言素材设计教学方案，用英文作答。 设计任务：请阅读下面学生信息和语言素材，设计一节英语阅读课的教学方案。教案没有固定格式．但须包含下列要点： teaching objectives teaching content

根据提供的信息和语言素材设计教学方案，用英文作答。 设计任务：请阅读下面学生信息和语言素材，设计一节英语阅读课的教学方案。教案没有固定格式．但须包含下列要点： teaching objectives teaching content

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问题     根据提供的信息和语言素材设计教学方案，用英文作答。
    设计任务：请阅读下面学生信息和语言素材，设计一节英语阅读课的教学方案。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：45分钟
                        JOURNEY DOWN THE MEKONG
    PART 1 THE DREAM AND THE PLAN
    My name is Wang Kun. Ever since middle school, my sister Wang Wei and I have dreamed about taking a great bike trip. Two years ago she bought an expensive mountain bike and then she persuaded me to buy one. Last year, she visited our cousins, Dao Wei and Yu Hang at their college in Kunming. They are Dai and grew up in western Yunnan Province near the Lancang River, the Chinese part of the river that is called the Mekong River in other countries. Wang Wei soon got them interested in cycling too. After graduating from college, we finally got the chance to take a bike trip. I asked my sister, "Where are we going? " It was my sister who first had the idea to cycle along the entire Mekong River from where it begins to where it ends. Now she is planning our schedule for the trip.
    I am fond of my sister but she has one serious shortcoming. She can be really stubborn. Although she didn’t know the best way of getting to places, she insisted that she organize the trip properly. Now, I know that the proper way is always her way. I kept asking her, "When are we leaving and when are we coming back? " I asked her whether she had looked at a map yet. Of course, she hadn’t. My sister doesn’t care about details. So I told her that the source of the Mekong is in Qinghai Province. She gave me a determined look—the kind that said she would not change her mind. When I told her that our journey would begin at an altitude of more than 5,000 meters, she seemed to be excited about it. When I told her the air would be hard to breathe and it would be very cold, she said it would be an interesting experience. I know my sister well. Once she has made up her mind, nothing can change it. Finally, I had to give in.
    Several months before our trip, Wang Wei and I went to the library. We found a large atlas with good maps that showed details of world geography. From the atlas we could see that the Mekong River begins in a glacier on a Tibetan mountain. At first the river is small and the water is clear and cold. Then it begins to move quickly. It becomes rapids as it passes through deep valleys, travelling across western Yunnan Province. Sometimes the river becomes a waterfall and enters wide valleys. We were both surprised to learn that half of the river is in China. After it leaves China and the high altitude, the Mekong becomes wide, brown and warm. As it enters Southeast Asia, its pace slows. It makes wide bends or meanders through low valleys to the plains where rice grows. At last, the river delta enters the South China Sea.
选项
答案 Teaching Topic: Travel journal Teaching Contents: This lesson is about travel dream and travel plan. Teaching Objectives: (1) Knowledge objective Students can learn some useful words and phrases related to travel like transport, prefer, disadvantage, fare, flow, schedule, organize, be fond of, care about, determined, change one’s mind, make up one’s mind, give in, etc. (2) Ability objectives ① Students can talk about something related to travel, e.g. the place, the fares and transport, etc. ② Students can find out the characteristics of Wang Wei. (3) Emotional objectives ① Students can learn the spirit of confidence and persistence. ② Students can raise their awareness to love and appreciate the beauty of nature. Teaching Key Points: (1) Enable the students to summarize the characteristics of Wang Wei. (2) Help the students have a better understanding of the text. Teaching Difficult Points: How to make the students master the text and help the students analyze Wang Wei. Teaching Procedures: Step 1 Greetings (1 minute) Greet the whole class as usual and present the teaching aims. Step 2 Leading-in (5 minutes) Show the photos of some beautiful places on the PowerPoint.(The Great Wall, Budala Palace, Venice, Statue of Liberty in New York, America, Fujiyama.) Ask students whether they know where they are. T: Do you like traveling? Ss: Yes. T: Why do you like traveling? Any volunteer? S1: I can enjoy beautiful scenery. T: Good, thank you for your sharing. S2: I can broaden my horizon. T: A very good point. Any other reasons? S3: I can make friends during the journey. T: Very good. That’s a very exciting thing to make friends during the journey. Today we will follow Wang Wei and Wang Kun to experience an exciting journey along Mekong. (Justification: To arouse students’ interest in the topic of travel by asking them why they enjoy travelling. Students will have curiosity about travel related things presented in this unit, which can help students get involved into this unit easily and smoothly.) Step 3 Pre-reading (9 minutes) T: Have you visited the Mekong River? (Show students the map and some beautiful pictures about Mekong) T: Do you know something about Mekong? Look at the map and can you list the countries that the Mekong River flows through? Then ask some students to share their answers, and after that the teacher gives a brief introduction about the Mekong River. The Mekong River is the heart of mainland Southeast Asia. The 12v longest river in the world, it runs from its headwaters on Tibetan Plateau through Yunnan Province of China, Burma, Thailand, Cambodia, Laos and Vietnam. Over 60 million people depend on Mekong for food, water, transport and many other aspects of their daily lives. (Justification: Enable students to think where the Mekong River is and how important it is for the residents along. Make predictions about the text and arouse their curiosity to know more about body language. Make students enjoy the beautiful sights along the Mekong River to arouse their interest of it.) Step 4 While-reading (15 minutes) 1.Skimming and scanning (5 minutes) (1) Skimming Ask students to go through the passage quiedy and do True or False questions. ① Wang Kun is a high school student. ( ) ② The source of Mekong is in Qinghai province. ( ) ③ Finally Wang Kun agreed with his sister to cycle with her. ( ) ④ They found few atlas and books about Mekong River in library. ( ) (2) Scanning Ask students to scan the text quickly, and then answer the following questions. ① Who are Wang Kun and Wang Wei? ② What are their dreams? ③ Who are Dao Wei and Yu Hang? ④ What can you see when you travel along the Mekong River? (Justification: Students’ reading ability of getting the general ideas and locating the specific information can be trained and improved by skimming and scanning practice.) 2.Careful reading (10 minutes) Ask students to read the text again. And then work in groups trying to fill in the blanks and complete the form below. (1) Fill in the blanks Mekong River begins______a glacier on a Tibetan mountain. At first, the river is small and the water begins to move______. It becomes________ as it passes______ deep valleys. Sometimes the River________ wide Valley and becomes a_______. We were both surprised to learn that half of the river is in China. After it leaves China and the high altitudes, the Mekong becomes______, brown and warm. As it enters Southeast Asia, it travels slowly________hills and low valleys, and the______ where rice grows. At last the river’s delta enters the South China Sea. (2) Complete the form [*] Then the teacher asks students to share their answers with the whole class. (Justification: Give students enough time to read the passage carefully and discuss the questions with their partners can help them have a further understanding of the passage.) Step 5 Post-reading (10 minutes) Ask students to make a comparison according to the contents in the passage. An attitude is what a person thinks about something. Write Wang Wei’s and Wang Kun’s similar and different attitudes about the trip in the chart. [*] (Justification: It can cultivate students’ abilities of comparison and summary by making students do a comparison according to the contents in the passage. Meanwhile, it will consolidate what they have learnt in this lesson.) Step 6 Summary and Homework (5 minutes) Summary: Ask one student to act as an assistant teacher to guide others to summarize what they have learned in this class. And then give a conclusion about this lesson. Enlighten students to realize the importance of having the spirit of confidence and persistence. Meanwhile, raise their awareness to love and appreciate the beauty of nature. Homework: Ask students to work in pair. Imagine that they are Wang Kun and Wang Wei. Choose a paragraph from the passage and use the information to help them make a dialogue. e.g. Wang Wei: You know, we’ve always wanted to do a long bike trip. Why don’t we go on one after we graduate from college? Wang Kun: That’s a good idea ... (Justification: Making a dialogue according to the passage they have learned can help students have a further comprehension about the passage, and at the same time students can improve their oral English as well as their communicative ability.)
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