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
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语言素材,设计一节听力课的教学方案。教案没有固定格式.但须包含下列要点...
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语言素材,设计一节听力课的教学方案。教案没有固定格式.但须包含下列要点...
admin
2020-12-24
51
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语言素材,设计一节听力课的教学方案。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:45分钟?
学生概况:某城镇普通中学七年级(初中一年级)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(20i l年版)》二级水平,学生课堂参与积极性一般。
语言素材:?
Listen and match the memory with the person.
__ Mary a. used to be scared of a teacher with high standards.
__ Frank b. remember losing a schoolbag.
__ Sarah c. remembers meeting this group of friends.
__ Peter d. has enjoyed every year of junior high school.
选项
答案
解析
Teaching Content: A listening material about "I remember meeting all of you in Grade 7". Teaching Objectives: (1) Knowledge objectives ①Students can consolidate the usage of remember and the sentence pattern "I remember doing sth". ② Students can be more familiar with the topic of memories. (2) Ability objectives According to study, students can improve their skills of listening for specific information and can talk about the meaningful and unforgettable memories in English freely. (3) Emotional objectives ① Students can find out some meaningful memories from the past experience to encourage themselves studying hard. ②Students can understand we should cherish present and do our best to create a bright future. ③ Students can improve the confidence of learning English, and are not afraid of speaking English. Teaching Key Points: How to make students improve their skills of listening for specific information. Teaching Difficult Point: How to make students use the knowledge they learnt before to talk about the things happened in the past. Teaching Aids: a tape recorder, multimedia, pictures Teaching Methods: Communicative Approach, Task-based Teaching Method, Audio-Lingual Approach. Teaching Procedures: Step 1 Lead-in (5 minutes) The teacher shows some photos about students' junior high school and play the music named"Seasons in the Sun" to let students look back on their junior high school memories, and told them today they are going to learn to express their memories in English. T: (after listening) Now, who can tell me what's the subject of this song S: About youth. T: Yes, it's about youth. Very good. This is the last unit of our English book. In this unit, we will mainly talk about our past school lives. (Justification: This step could attract students' attention and lead in the new lesson easily.) Step 2 Pre-listening (10 minutes) Teacher asks students to look at the picture in this unit, and asks students to finish the task in la. Then asks students to check the things they remember doing at junior high school and add more things they remember as much as possible. T: Now, look at the picture. What kind of party do you think it is Is it a welcome party or graduation party S: Graduation party. T: Look at the small pictures. What are the boy and girl talking about Try to guess! S: (Discussing) T: OK. Let's look at the small scenes in this big picture. What does the girl remember doing According to the pictures, please have a guess and finish the task in la. Do you understand S: Yes! T: And you are supposed to write down some more items about what you remember doing in your past school time. Ok, now, let's do it. (Justification: This step can attract students' attention and help and encourage them to foucus on the content of what they are about to hear.) Step 3 While-listening (13 minutes) (1) Teacher asks students to listen to the tape and match the memory with the person. Then asks them to tell their answers to their partners. T: Ok, now, let's move on to our listening. Listen to the tape and match the memory with the person. And tell your answer to your partner by using sentences, such as, Peter remembers doing homework carefully to meet the standards of a strict teacher. Are you clear S: Yes! T: Now, let's begin! Students listen to the tape. T: Ok, now, who can tell us your answers SI: Sarah remembers losing a schoolbag ... T: Ok, very good. Sit down, please. $2: ... (2) Then the teacher plays the tape again, and asks students to read after the record. T: Now, I will play the record again and you are supposed to read after the record silently. Any questions S: No.: T: Ok, now, please listen to the tape. While listening, please pay more attention to the pronunciation and intonations. (Justification:This step make students listen and enjoy what they are listening. The task of matching the memorizing and with the person makes students focus on the listening itself. ) Step 4 Post-listening (12 minutes) (1) The teacher asks students to make a dialogue with their deskmates by using the list in la. T: Now, you are supposed to make a dialogue with your deskmate according to the list you wrote in la. Here is a conversation structure, you can make your dialogue according to it. (Then the teacher writes the example on the blackboard.) Example: --What do you remember doing --I remember doing my homework very late till to 12 o'clock. What do you remember doing --Well, I remember winning a prize. And my parents took me to the biggest amusement park in our city. --Wow!It's cool. What else do you remember --I still remember playing basketball on the playground with you and singing songs with our best friends. --Yes, wonderful and colorful. The teacher chooses one student and his/her deskmate to present their dialogue in front of the class and gives some feedback. (2) T: Now, look at the chart on PPT, I need you to make an interview. Interview some classmates and record at least three memories of thetn. Then fill the chart and make dialogue with your deskmates. Any questions S: No. T: Good. Let's do it. After finished, I will invite three groups to share their dialogues, and the best group will get a reward. (Justification: This step is easier for students' to have a high motivation to speak. According to their make dialogue with their deskmates can test the students' listening comprehension.) Step 5 Summary and Homework (5 minutes) Summary: Ask students to think about the key sentence structures they listened today, and then make a short summary. Homework: Ask students to look back on their school life, and communicate these colorful feelings with their friends. Blackboard Design: Unit 14 I remember meeting all of you in Grade Pre-listening: While-listening: Post-listening: Example: --What do you remember doing --I remember doing my homework very late till to 12 o'clock. What do you remember doing --Well, I remember winning a prize. And my parents took me to the biggest amusement park in our city. --Wow!It's cool. What else do you remember --I still remember playing basketball on the playground with you and singing songs with our best friends. --Yes, wonderful and colorful. Teaching reflection.
转载请注明原文地址:https://ti.zuoweng.com/ti/ULT8KKKQ
相关试题推荐
2012年国务院批准贵阳市和安顺市的部分乡镇建设“贵安新区”规划,将其作为黔中经济核心区和推进全省工业化、城镇化的增长极和新引擎。根据城市发展阶段理论,这...
材料: 下面是吴老师在初中“西北地区”一课中的教学片断: 师:西北地区虽然气候干旱,但当地人们能充分发挥地区优势,发展农业生产,许多农产品在国内甚...
根据流传范围的大小,可将宗教分为民族宗教、国家宗教和世界宗教。下列宗教中属于民族宗教的是( )。A.佛教B.道教C.基督教D.伊斯兰教
阅读关于“地形地势与气候”的图文材料,按要求完成教学设计任务。 材料一《义务教育地理课程标准(2011年版)》中内容标准要求:“举例说明纬度位置、海陆...
阅读下列材料,回答问题。 下面是王老师“南极地区”一课的教学片段: 教师:我们来看看下面这些图片,从图中判断南极地区有哪些丰富的资源 【课件...
简述对《义务教育地理课程标准(2011年版)》中“关注培养创新意识和实践能力”这一教学建议的理解。(12分)
2013年,打车手机软件风靡全国,乘客利用软件发送语音或文字,说明自己的位置和要到达的地点,乘客位置和用车信息会被传送给附近的出租车司机,给乘客和司机带来...
2013年,打车手机软件风靡全国,乘客利用软件发送语音或文字,说明自己的位置和要到达的地点,乘客位置和用车信息会被传送给附近的出租车司机,给乘客和司机带来...
阅读关于“亚热带气候类型”的图文资料,按要求完成教学设计任务。 材料一《义务教育地理课程标准(2011年版)》的标准要求:“运用世界气候类型分布图说出...
阅读下列材料.回答问题。 下面是李老师关于“四大地理区域的划分”一课的教学设计片段: 一、合作活动“话”区域 (1)让学生填写信封上的邮政编码...
随机试题
膝关节正位片影像不能显示的是 A.股骨下段 B.胫骨上段 C.关节间隙
某图书馆建筑高度48m,藏书80万册,设有临时高压消防给水系统,未设置增稳压设施
因大型工程建设引起大规模移民可能增加的不安定因素,在工程寿命周期成本分析中应计算
一些研究者认为,亚洲冷战背景下菲律宾完全依赖美国提供的安全保障是其无法拒绝美国要
164、隧道及竖井中的电缆应采取防火隔离、分段阻燃措施。()
某些商业银行发现资产负债表中资产的额外价值并将其从资产负债表中全部移除,以便为信
患者女,30岁。平素月经规律,现停经56天,近1周来,下腹疼痛,阴道少量流血,尿
急性心肌梗死时,以下的血清酶中特异性最高的是
下列制作全口义齿排牙的原则,错误的是()A.前牙切导斜度要大B.排牙时切忌排成深覆C.平面平分颌间距离D.排牙时尽量排在牙槽嵴顶E.要求保持义齿各
下列关于公司贷款业务流程的说法中,错误的是()。A.风险评价隶属于贷款决策过程,是贷款全流程管理中的关键环节之一B.银行要按照“审贷分离、分级审批”的原则对