首页
财务会计
医药卫生
金融经济
考公考编
外语考试
学历提升
职称考试
建筑工程
IT考试
其他
登录
职称考试
设计任务:请阅读下面学生信息和语言素材,设计一个35分钟的语法教学活动。 教案没有固定格式,但须包含下列要点: teaching objectives...
设计任务:请阅读下面学生信息和语言素材,设计一个35分钟的语法教学活动。 教案没有固定格式,但须包含下列要点: teaching objectives...
admin
2020-12-24
65
问题
设计任务:请阅读下面学生信息和语言素材,设计一个35分钟的语法教学活动。
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:35分钟
学生概况:某城镇普通中学高中二年级学生,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
解析
Class Type:Grammar class Teaching Contents:The topic is about the subjunctive mood. Teaching Objectives: (1)Knowledge objective Students can understand the usage of subjunctive mood. (2) Ability objective Students can develop their ability of listening and speaking through the discussion and communication. (3) Emotional objectives Students can improve the confidence of learning English, and are not afraid of speaking English in class. They can cooperate with others actively, and complete the tasks together. Teaching Key Point: How to master the usage of subjunctive mood. Teaching Difficult Points: How to use the new sentence to communicate with others fluently, and improve their confidence of speaking English. Major Steps: Step 1 Presentation (10 minutes) (1) Conditional sentences Write the sentence "I am you" on the blackboard, and then ask them to change the sentence into the past tense,and then write it on the blackboard T: When we want to say something now in a subjunctive mood, we need to change the verb into past tense, and pay attention that no matter what the personal noun is we should use the verb "were". Now make some sentences. 条件从句:动词过去式(动词be用were) I am you. I were you. If I were you. (2) Main clauses Write down the structure on the blackboard and then ask them to keep making the main clauses after their conditional sentences. 主句: would/should/could/might + 动词原形 If I were you, I would/should/could/might ... (Justification: These two activities can help students to better grasp the knowledge of subjunctive mood.) Step 2 Practice (5 minutes) Ask students to answer the following questions in groups and then summarize the basic structure of the grammar. (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. Answers: (1) were, would learn (2) had come, would have seen (3) were to be, could change (Justification: This can help students master the usage of subjunctive mood.) Step 3 Consolidation (20 minutes) In this part show students some pictures in which they may see a boy weanng 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 their groups and then ask some of them to come to the front and act out their dialogues. (Justification: After doing this students' ability of listening and speaking can be improved.)
转载请注明原文地址:https://ti.zuoweng.com/ti/GTT8KKKQ
相关试题推荐
下面为一道物理试题和某学生的解答过程。 题目:如图所示,质量为m、电量为q的带正电物体位于水平有界的匀强电场中,从半径为r的1/4光滑圆弧顶端由静止开始...
下面是某高中物理教材重力势能的一节中关于物体沿不同路径下落时重力做的功的实验示意图。 任务: (1)重力势能这节课在教材中的作用。(4分)...
阅读材料,根据要求完成教学设计任务。 材料一《普通高中物理课程标准(实验)》中关于“库仑定律”的内容要求是:“知道点电荷,体会科学研究中的理想模型方法。...
案例: 下面是某位同学对一道习题的解答。 题目:经检测汽车A的制动性能为:以标准速度20m/s在平直公路上行驶时,制动后40s停下来。现A在平直公路上...
案例: 某教师通过摩擦起电、验电器等试验,使学生对电现象有了一定的感性认识。 教师:同学们,生活中有很多与电有关的现象。比如说,灯泡发光、静电现象等等...
阅读材料,根据要求完成教学设计。 材料一《普通高中物理课程标准(实验)》关于“楞次定律”的内容要求是“通过实验探究理解楞次定律的内容:” 材料二高中物...
阅读材料,根据要求完成教学设计任务。 材料一《普通高中物理课程标准(实验)》中关于“牛顿运动定律”的内容要求是:“通过实验,探究加速度与物体质量、物体受...
阅读材料.根据要求完成教学设计。 材料:如图3所示为高中物理某教科书“光的粒子性”一节中光电效应的演示实验。 任务: 设计一个教学片段,向学生介...
案例: 下面为一道物理试题和错误的解答过程。 题目:A,B两块平行带电金属板,A板带负电,B板带正电,并与大地相连接,P为两板间一点。若将一块玻璃板插...
阅读材料,根据要求完成教学设计。 材料:下图为高中物理某教科书“电磁振荡”一节中产生电磁振荡的电路图。 任务: 设计一个教学片段,向学生介绍电磁...
随机试题
听眶线与同侧听舭线的夹角约为 A.5° B.8° C.12。 D.15。
以下哪些肺功能指标同时改变才符合慢性阻塞性肺疾病(COPD)的诊断:()
行政许可具有的特征包括()。 A.行政许可是依申请的行政行为 B.行政许可
我国现行的《证券法》规定了对证券公司()进行管理。 A.分为创新类和规范类B
弦脉与紧脉的脉象区别点是A.脉位深浅不同B.脉搏弹性高低不同C.脉搏流利度不同D.脉搏力度不同E.脉率快慢不同
治疗咳逆阵作,面赤咽干口苦,每随情绪波动而增减者,应首选A.清金化痰汤B.千金苇茎汤C.黛蛤散合加减泻白散D.定喘汤E.加味桔梗汤
出现“认生”现象的年龄大致在()。A:1~3个月B:3~4个月C:4~5个月D:6~12个月
以下关于“自我概念”的表述错误的一项是()。A:“自我概念”又称“自我影像”,是指个人对自己整体的了解和看法,包括个人的态度、意见、知觉反应或价值观B:“自我
从责任保险的发展实践来看,赔偿限额作为保险人承担赔偿责任的最高限额,通常包括()类型。 A.每次责任事故或同一原因引起的一系列责任事故的赔偿限额,它...
报表数据来源方式有()和系统内其他模块。A:手工录入B:自动计算C:公式计算D:以上都不对