2. 职业资格
  3. 设计任务： 请阅读下面的学生信息和语言素材，设计20分钟的英语语法课的教学方案。教案没有固定格式，但须包含下列要点： teaching objectives teaching contents key and diff

设计任务： 请阅读下面的学生信息和语言素材，设计20分钟的英语语法课的教学方案。教案没有固定格式，但须包含下列要点： teaching objectives teaching contents key and diff

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问题 设计任务：
    请阅读下面的学生信息和语言素材，设计20分钟的英语语法课的教学方案。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：20分钟
    学生概况：某城镇普通中学八年级(初中二年级)学生，班级人数40A。多数学生已经达
    到《义务教育英语课程标准(2011年版)》三级水平。学生课堂参与积极性一般。
    语言素材：
   
选项
答案Teaching Contents: This is a grammar class. The passage in 3a is about Lin Fei’s transportation to school. 3b shows a pairwork to practice the grammar point. Students will be taught to distinguish among and use the special questions led by how do/how long/how far. Teaching Objectives: (1) All the students can gain some information about Lin Fei’s transportation to school and learn the timetable after reading the passage. (2) Most students can distinguish among the special questions led by how do/how long/how far after practising. (3) Students can ask and answer questions about the means of transportation, the time it takes and the distance between two places in daily communication. (4) Students can understand the "low-carbon life" concept and are willing to take pubic transportation to reduce pollution. (5) Students can know each other better after the class. Teaching Key and Difficult Points: (1) Teaching key point Students can distinguish among the differences in the special questions led by how do/how long/how far. (2) Teaching difficult point Students can use the special questions led by how do/how long/how far in daily communication. Major Steps: Step 1 Presentation (8 minutes) (1) Ask students to read the passage in 3a quickly and answer the following question. What is the main idea of this passage? (2) Ask students to underline the words about transportation, time and distance. And then ask them to think about the following questions. ① How many kinds of transportation are mentioned in the passage? What are they? ② How far is it from Lin Fei’s home to school? ③ How does Lin Fei get to school? ④ How long does it take in total? Invite one student to share the first question’s answer. And then, lead students to understand the last three questions and find the answers. Later, show the answers on the PPT. (3) Ask students to work in groups of four to compare the answers to the last three questions and try to find out the differences in the three special questions led by how far/how do/how long. Two minutes later, invite some groups to share their findings in front of the class. Lead students to make a conclusion: ① "How far" can be used to ask questions about the distance from one place to another. ② "How do" can be used to ask about the way of doing something. ③ "How long" can be used to ask questions about time, referring to the time things last. (Justification: Fast reading can help students grasp the main idea of the passage. Leading students to find the answers step by step can cultivate their thinking ability and develop their self-driven learning awareness. The conclusion can help students better understand the differences in the three kinds of questions.) Step 2 Practice (7 minutes) (1) Ask students to complete the following sentences using the newly learned expressions. ①—________does it take to get to Beijing from Shanghai? —About five hours. ② —________is it from your home to the supermarket? —About three kilometers. ③—________she get to the office? —By subway. (2) Ask students to work in pairs to practice the dialogue in 3b according to the given pictures on the left and tell them to take public transportation in order to reduce pollution. Two minutes later, invite several pairs to perform their dialogues. (Justification: The sentence drill can help students consolidate what they have learned in this class. The conversation practice can help students convert input into output to improve their oral English and raise their awareness of a low-carbon lifestyle.) Step 3 Production (5 minutes) Divide students into groups of four. Ask them to make a survey according to the following table. And then invite some groups to report their findings in front of the class. [*] (Justification: The survey can help students learn how to apply what they have learned to daily conversations and help them know each better. Besides, their awareness of cooperation can be enhanced.)
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