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  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

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

题库总管2019-12-17  40
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素材，设计一个20分钟的阅读教学活动，教案没有固?定格式。但要包括以下几点：?teaching objectivesteaching contentskey and difficult pointsmajor steps and time allocationactivities and justifications教学时间：20分钟?学生概况：某城镇普通初三年级第一学期学生，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：?The Difficult Search for American Goods in the USIf you go to another country, what kinds of things would you buy? Would you buy a camera inJapan, some beautiful clothes in France, or a watch in Switzerland? No matter what you may buy,you might think those products were made in those countries. However. you could be wrong. KangJian is a 17-year-old student from Shanghai. Last year he went to visit his aunt and uncle in SanFrancisco. He found it interesting that so many products in the local shops were made in China. "Iwanted to buy a toy car for my cousin, but even though most of the toys had American brands, theywere made in China."Toys are not the only things made in China."I wanted to buy a pair of basketball shoes," heexplains."But I had to visit five or six stores before finding a pair made in American!" Herealized that American can hardly avoid buying products made in China."In fact," he continues, "there were so many things made in Chinafootballs, handbags, pet food, mobile phones. EvenAmerican flags are made in China! " Kang Jian thinks it's great that China is so good at makingthese everyday things. However, he wishes that in the future China will also get better at makinghigh-technology products that people can buy in all parts of the world.
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答案
解析'leaching Contents: A passage about "The Difficult Search for American Goods in the US".Teaching Objectives:Knowledge objectives:(1) Students can catch the main idea of the passage.(2) Students can master the usage of those, they, it, etc.Ability objectives:(1) Students are able to use "those, they, it" in their daily conversations.(2) Students are able to use the two reading strategies--skimming and scanning to find out the main idea and the detail information of a passage.Emotional objectives:Students can develop the habit of focusing on national affairs.Teaching Key Point:To further improve their reading skills like skimming and scanning.Teaching Difficult Point:How to use those, they, it, etc. to refer to some words.Teaching Procedures:Step 1 Pre-reading (3 minutes)(1) The teacher asks students to talk about their traveling experience and what they want to buy if they go abroad.(2) The teacher asks students to read the title of the passage and predict what the passage may talk about.(Justification: This step can develop students' communication skills and broaden their way of thinking. It also makes a preparation for the next reading activity.)Step 2 While-reading (13 minutes)(1) Fast readingTask: The teacher asks students to skim the passage, and answer the questions.①What is the main idea of the passage ② What two things did Kang Jian want to buy in America ③ Where were they made After reading, some students will be invited to share their ideas and the teacher will give them proper assessment and positive reply.(Justification: Students' skimming ability can be improved through this step, from which they can master the general meaning of the passage, Positive feedback can encourage students to participate in class activity.)(2) Careful readingTask 1: The teacher asks students to read the passage carefully and do the "True or False" exercises.E.g. He found it interesting that so many products in the local shops were made in USA.The teacher checks the answers and gives students positive feedback.Then the teacher check the answers.Task 2: The teacher asks students to read the passage carefully and answer some questions.①Where did Kang Jian go to visit his aunt and uncle ② What did he discover in the toy stores ③Why did he have to visit many stores before buying a pair of basketball shoes ④ What did he realize after his shopping experiences ⑤Why do yon think so many products in America are made in China How do you feel about lhis The teacher asks some students to share their ideas and give them proper assessment.Task 5: The teacher asks students to read the passage again, discuss what the underlined words refer to with their partners and write them down on their paper.①No matter what you may buy, you might think those products were made in those countries. those:② He found it interesting that so many products in the local shops were made in China. it:③ I wanted to buy a toy car for my cousin, but even though most of the toys had American brands, they were made in China.they:The teacher explains the usage of "those, it and they" to students and asks them to make two sentences like the sentences above.(Justification: Students' scanning skill can be improved through Task 1 and Task 2, from which they can master the way to find out the specific information of the passage and express their own ideas about it. Task 3 can not onlyimprove their skill of careful reading, but also improve their language competence. )Step 3 Post-reading (4 minutes)Divide the students into several groups and ask them to give some suggestions about how to get better at making high-technology products that people can buy in all parts of the world.Then the teacher asks them to show their suggestions to the class and gives them feedback.(Justification: The discussion can make students exchange their personal opinions and stimulate their interest in national affairs.)
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