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分钟的英语语法教学方案。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：请阅读下面学生信息和语言素材，设计20分钟的英语语法教学方案。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

admin2017-05-27  109
问题 设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语语法教学方案。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：某城镇普通高中二年级学生，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)》六级水平。学生课堂参与积极性一般。
    语言素材：
                        Living Life Over
If I had my life to live over ... I would have talked less and listened more.
I would have invited friends over to dinner even if the carpet was strained and the sofa faded.
I would have taken the time to listen to my grandfather ramble about his youth.
I would never have insisted the car windows be rolled up on a summer day because my hair had just been teased and sprayed.
I would have burned the pink candle sculpted like a rose before it melted in storage.
I would have sat on the lawn with my children and not worried about grass stains.
I would have cried and laughed less while watching television and more while watching life.
I would have gone to bed when I was sick instead of pretending the earth would go into a holding patter if I were not there for the day.
I would never have bought anything just because it was practical, would not show soil or was guaranteed to last a life time.
There would have been more "I love yous" ... more "I’m sorrys" ... but mostly, given another shots at life, I would seize every minute ... look at it and really see it ... live it ... and never give it back.
选项
答案Teaching Contents: Subjunctive mood. Teaching Objectives: (1)Knowledge objective Students can master the usage of subjunctive mood. (2)Ability objective Students can use subjunctive mood to express our feelings in daily life. (3)Emotional objective Students can learn to cherish the people around them, their health and life. Teaching Key and Difficult Points: (1)Teaching key point Students can master the usage of subjunctive mood. (2)Teaching difficult point Students can use the new sentence structures to communicate with others fluently. Teaching Procedures: Step 1 Presentation(10 minutes) Ask students to read the passage quickly and find the sentence structure that appears most frequently. Write the sentence structure on the blackboard. If I had my life to live over, I would have done ... T: Have you ever heard such kind of sentences? The subjunctive mood is used when we want to express a wish, request, recommendation or report of a command. Also the subjunctive mood is used to express something that is contrary to the fact, highly unlikely or doubtful. Give students an example to present what the subjunctive mood is and in what situation we should use the subjunctive mood. Then, show them the sentence structure of the subjunctive mood and explain the rules. Example: If I were you, I would try my best to learn English. If I had seen Wang Junkai. at the concert, I would have had a much happier weekend. If I were admitted by Peking University, I would try my best to study my major. [*] Ask students pay attention to the verb "were". Tell them that no matter what the personal noun is we should use the verb "were". Then ask several students to make sentences using subjunctive mood. (Justification: Using deductive method can help students understand the grammar rules more clearly.) Step 2 Practice(6 minutes) (1)Filling in the blanks ① If there______(be)no computers, the students______(learn)much now. ② If you______(come)yesterday, you______(see)Jay Chou. ③ If we______(be)200 years old, we______(change)everything. Check the answers. Answers: ① were, would learn ② had come, would have seen ③ were to be, could change (Justification: This step can help students master how the "subjunctive mood" functions in a sentence.) (2)Making sentences Show students some pictures in which they may see a boy wearing an ugly pair of shoes and another boy is talking with him. Ask them to imagine how to say this sentence. If I were you, I wouldn’ t wear such a pair of shoes. They will also see a girl is crying and the bus is leaving, another girl is talking with her. If you had got up early, you wouldn’t have been late. After making these sentences ask them to try to make some conversations in pairs according to the pictures and then ask some of them to come to the front and act out their dialogues. (Justification: Engaged in such an activity, students practice the subjunctive mood while negotiating meaning.) Step 3 Production(4 minutes) T: If you had the chance to live life over, what would you do? Ask students to have a discussion in groups and then ask some of them to come to the front and show their ideas. Give evaluations and make a summary: We have only one life and one chance to do all the things you want to do. So we should cherish the people around us, our body and happy life. (Justification: This step can not only help students develop their communicative awareness and speaking ability, but also help them learn to cherish their life.)
解析
转载请注明原文地址:https://kaotiyun.com/show/qG3v777K
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)