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  3. 根据提供的信息和语素材设计教学方案，用英文作答设计任务：根据下列学生信息和语言素

根据提供的信息和语素材设计教学方案，用英文作答设计任务：根据下列学生信息和语言素

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问题 根据提供的信息和语素材设计教学方案，用英文作答设计任务：根据下列学生信息和语言素材，设计20分钟英语读写课的教学方案。教案没有固定格式，但须包含下列要点:(1) teaching objectives(2) teaching contents(3) key and difficult points(4) major steps and time allocation(5) activities and justifications教学时间: 20分钟学生概况:某城镇普通高中一年级学生，班级人数40人；多数学生的英语水平达到了课标的相应要求，课堂参与积极性一般。语言素材:In the summer when | want to relax, | go down to the river at the edge of our village.There is a deep pond there and all the village children meet in hot weather to swim The tall trees along the river bank give us shade when we just want to sit and talk andthe sandy river bank is perfect for the little children to play on. On the opposite river bank are some large rocks to which we older children swim when we want to sunbathe. The river flows slowly and water is crysta I clear. The air smells of trees and damp earth and my worries begin to disappear as soon asI arrive Sometimes on warm evenings we take food and drink down to the river. It’s very pleasant to sit with friends and watch the night fall.I can' t think of anywhere I' d rather be on a summer evening.
选项
答案
解析 1. Teaching Contents It is a story about the author' s childhood. It intra duces a place, a deep pond, where the author and other children often go to play in summer.
2. Teaching Objectives
(1) Knowledge Objectives
①Students can grasp the main idea of the passag and understand the meaning of new words, suchs "shade” and "disappear”
②Students can get some detailed information abcut the pond and the author' s childhood from the passage.
(2) Ability Objective
Through different kind of activities, students' reading skills such as skimming, scanning and intensie reading can be well developed.
(3) Emotional Objective
Students can recall and cherish their beautiful me mory of childhood.
3. Teaching Key Point
How to guide students to utilize their reading skills.
4. Teaching Difficult Point
How to help students understand the meaning of new words according to the content.
How to guide students to keep a positive attitude towards life.
5. Teaching Procedures
Step 1 Leading in (1 min)
Free talk with students. Ask students what they usually do in their childhood during summer time.Justification: Free talk with students to encourage students to express themselves freely. Guide students to recall their memory about their childhood.
Step 2 Pre-reading (1 min)
Show the picture in the passage and ask students to guess where it is. Then, lead students to predictwhere the author of today' s passage often go toplay during his summer time.

Justification: Strengthen students' predicting ability and lay a foundation for today' s passage.
Step 3 While-reading (10 mins)
1. Skimming
The teacher asks students to read the passage quickly and check their prediction about the passage.Then, the teacher invites several students to tell the main idea of the passage.
2. Scanning
Students are required to read the passage again and answer the following questions.
(1) Where is the pond?
(2) Where can the children sit and talk?
(3) How about the environment of the river?
(4) What does the author feel when he stays there?
Through students'’answers, explain the word "shade”and "disappear”
according to the content and with the help of some pictures.
3. Intensive reading
Guide students to read the passage carefully and summarize the adjectives describing the pond and the environment within groups. With the summary of the adjectives, students work in groups to talk about the author' s and their feelings about this place.Then, the teacher picks out the sentence "On the opposite river bank are some large rocks to which we older children swim when we want to sunbathe." and explains the structure of the sentence.
Justification: Guide students to utilize different reading skills properly. Lead students to understand the passage step by step.
Step 4 Post-reading (6 mins)
Students work in groups to share one place that they love most in their childhood. They can describe the place in detail and introduce their feelings when they were there. Then, students vote for the most interesting place they have heard in their groups.The teacher invites the students whose places are voted to come to the front to make a short speech.
Justification: Improve students' spoken English through oral activity. Guide students to recall and cherish their beautiful memory of childhood. Help students to know more about each other.
Step 5 Summary (1 min)
Students summarize what they have learned in this lesson and express their feelings after learning this lesson. The teacher gives supplements if necessary and reminds students to cherish their childhood.Justification: Check students’understanding of this lesson and further imply the importance of cherishing their childhood.
Step 6 Homework (1 min)
Students write a short passage based on their group work to describe the place they love best in their childhood and their feelings.Justification: After class, guide students to turn the
outcome of their speaking activity in class into written English. Improve students'’writing ability andcultivate students'’habit of reflecting themselvesafter class.
1.本题为阅读课教学设计;
2.教学设计中要注重学生英语阅读能力的培养;
3.教学设计包括教学内容、教学目标、教学重难点教学过程设计及各环节时间分配。
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本试题收录于： 中学英语学科知识与教学能力题库教师资格笔试分类

中学英语学科知识与教学能力

教师资格笔试

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