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 poin

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 poin

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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：某城镇普通中学八年级(初中二年级)学生，班级人数40人。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：
    It was a terrible day for Mr and Mrs Lin. The old couple was on holiday at a mountain resort. They were taking a walk in the early afternoon, when suddenly the ground started to shake. In just two minutes, everything changed completely! They were in the middle of a very strong earthquake!
    The Lins tried to find some other people first. One by one, they found 23 other people. Many were tourists, young and old. Soon it was dark and it started to rain heavily. Some cried and some lost hope. At that moment, Mr Lin decided to take the lead. He called for everyone’s attention and said, "The roads are too dangerous. We can’t go down the mountain until tomorrow. We must stay here tonight." Then Mr Lin and a few young men went back to the ruins to look for food and blankets. They found some, but not enough for everyone. The young people gave theirs to the older ones.
    After that, Mr Lin divided the people into five groups. Each group had a leader. He also collected all the mobile phones and made sure each group had one. They used them as flashlights. Every 30 minutes, the group leaders flashed their mobile phones, and the light in the dark rainy night made everyone feel safe.
    Early the next morning, the groups started to go down the mountain. It was a difficult journey, but the group members encouraged and supported each other.
    After twelve hours’ walking, they finally got out safely. By then, it was 30 hours after the earthquake. Everyone was tired but they felt lucky because they were part of a special team. This special team gave them hope for life.
    (素材来自北师大版英语教材八年级上册Unit 2 Teams 第22页 )
选项
答案 Teaching Contents: This is a reading class and the passage is about how people cooperate with others after an earthquake. Teaching Objectives: (1) All the students can get the main idea of the passage. (2) More than half students’ reading skills for a long narrative article can get developed. (3) Students can realize the importance of teamwork. (4) Students will learn what and how to do in natural disasters and keep calm to save themselves when in danger. Teaching Key and Difficult Points: (1) Teaching key point Make students understand what the passage talks about. (2) Teaching difficult point Enable students to realize the importance of teamwork. Major Steps: Step 1 Pre-reading (4 minutes) Ask students to discuss the following questions and then invite several students to share their ideas. ① Have you ever experienced any disasters? If so, describe what happened then. ② What can we do when facing a disaster? (Justification: Questions can draw students’ attention to the new lesson, and give students a chance to exchange ideas with others.) Step 2 While-reading (10 minutes) (1) Fast reading Ask students to read the passage quickly to catch the main idea, and then put the following sentences in the correct order. ① The groups started to go down the mountain and finally got out safely. ② The couple found some other people. ③ People used the flashlights of the mobile phones to make each person feel safe. ④ The old couple was on their vacation. In the early afternoon, a strong earthquake occurred suddenly. ⑤ Mr Lin took the lead and found some food and blankets for the people with some young men. ⑥ Many people were scared and began to cry. Choose some students to share their answers, and help students catch the structure of the passage. (2) Careful reading Ask students to read the text carefully and answer the following questions. ① Why didn’t the team go down the mountain right after the earthquake? ② What problems did they have? How did the team solve the problems? ③ Why did they collect mobile phones? ④ Why is the team "special" ? Then choose several students to share their answers. Other students can express their opinions if they have any disagreements. (Justification: Fast reading helps students get the main idea of the passage and know how the story develops. Careful reading can lead students to think more about this special team’s actions and get some inspiration.) Step 3 Post-reading (6 minutes) Create a situation: Students are trapped in the mountain because of a landslide. Ask students to work in groups of four to make a plan to save themselves. Then invite some groups to share their plans and other groups can give evaluations. (Justification: This step can develop students’ thinking ability and promote their team spirit.)
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