2. 职称考试
  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：请阅渎下面的学生信息和语言素材，设节25分钟的读写教学活动。 该方案没有固定格式但须包含...

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：请阅渎下面的学生信息和语言素材，设节25分钟的读写教学活动。 该方案没有固定格式但须包含...

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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：请阅渎下面的学生信息和语言素材，设节25分钟的读写教学活动。
该方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：25分钟?
学生概况：某城镇普通中学九年级(初三)学生，班级人数40人。多数学生已达到《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：?
Who invented tea?
Did you know that tea, the most popular drink in the world (after water), was invented byaccident? Although tea wasn't brought to the western world until 1610, this beverage wasdiscovered over three thousand years before that. According to an ancient Chinese legend, theemperor Shen Nong discovered tea when he was boiling drinking water over an open fire. Someleaves from a nearby bush fell into the water and remained there for some time. The emperornoticed that the leaves in the water produced a pleasant smell. Later he decided to taste the hotmixture. It was quite delicious. And in this way, one of the world's favorite drinks was invented.
选项
答案
解析Teaching Contents: An article about who invented tea. Teaching Objectives: (1) Knowledge objective Students can know the source of tea and become, more familiar with the topic of tea. (2) Ability objective Students can use the two reading strategies--skimming and scanning to get the information from the passage. Meanwhile, they can use the phrases in the passage to describe the source or history of something in their writing. (3) Emotional objective Students will have a basic understanding of tea and have more interest in Chinese tea culture. Through group work, their cooperative awareness will be improved. Teaching Key Points: How to make students master the two reading strategies--skimming and scanning. Teaching Difficult Points: How to help students find the related information from passage and understand the main idea of it. Teaching Procedures: Step 1 Pre-reading (3 minutes) The teacher shows the picture about the story of tea on the textbook which shows that a peon sit on the chair watching a glass of water and lets students guess what happened and predict the content about the reading material. (Justification: Guessing part will focus students' attention on the main topic of the reading passage. It makes students think critically about the topic and provides them with the opportunity to connect some aspects of the topic to their own lives.) Step 2 While-reading (12 minutes) Activity 1: Fast reading The teacher asks students to read the short passage quickly and conclude the main idea. Then the teacher gives some feedback on students' ideas. (Justification: Fast reading trains students' skimming skills for the general information of the passage.) Activity 2: Careful reading The teacher asks students to read the passage again and answer the following questions: What is the article about When was it invented How was it invented Then the teacher gives them positive feedback on their answers. (Justification: In this part, students' analyzing and summarizing ability can be trained. In the process of reading for the detailed information, students' scanning skills can be trained.) Step 3 Post-reading (10 minutes) (1) Retelling The teacher provides key words and phrases and students retell the passage according to these words. If a student has some difficulties in the process of retelling, the teacher gives him/her some hints or encouragement. (2) Writing Students are divided into 4 groups. The teacher asks students to write an article by using the phrases and words in the box. invent by bring toaccording todiscover produce After students finished, one student in each group shares his/her work to the class and the teacher gives some evaluation on their writings. (Justification: Retelling can help students strengthen what they have learned during the lesson. After retelling,writing in groups can help students to express their ideas in another form, which can develop their writing abilities and cooperative awareness.)
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