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：请阅读下面学生信息和语言素材，设计15分钟的英语阅读教学方案。 该方案没有固定格式。但须...

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15分钟的英语阅读教学方案。 该方案没有固定格式。但须...

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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：请阅读下面学生信息和语言素材，设计15分钟的英语阅读教学方案。
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：l5分钟
学生概况：某城镇普通中学初中三年级(九年级)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(2011年版)》四级水平。学生课堂参与积极性一般。
语言素材：
Different Customs in Different Countries
I′m from Colombia; we′re pretty relaxed about time. If you tell a friend you′re going to theirhouse for dinner, it′s okay if you arrive a bit late. Spending time with family and friends is veryimportant to us. We often just drop by our friends′ homes. We don′t usually have to make plans tomeet our friends. Often we just walk around the town center, seeing as many of our friends as we can!
In Switzerland, it′s very important to be on time. We′re the land of watches, after all! Ifsomeone invites you to meet them at 4:00, you have to be there at 4:00. If you′re even fifteenminutes late, your friend may get angry. Also, we never visit a friend′ s house without calling first.
We usually make plan to see friends. We usually plan to do something interesting, or go somewheretogether.
选项
答案
解析Teaching Contents: A passage about different customs in different countries. Teaching Objectives: (1) Knowledge objective Students can know the different customs in different countries and become more familiar with the topic ofcustoms. (2) Ability objectives ①Through reading practice, students can develop their reading skills of skimming and scanning and languagecompetence. ② Through the reading and the discussion about being on time, students can elicit their ideas about differentcustoms in different countries. (3) Emotional objective Students can know the importance of being on time and have the desire to know more about the customs indifferent countries. Teaching Key Point: Students can develop reading skills of skimming and scanning. Teaching Difficult Point: Students can talk about customs in different countries. Mojor Steps: Step 1 Pre,reading (4 minutes) (1) The teacher presents several flag signs and asks students which countries they belong to. (2) The teacher asks students to read the title of the passage and predict what the passage may talk about. The teacher walks around the classroom and provides help. (Justification: Presenting several flag signs can. broaden students' sight. Predicting will get their minds closer tothe theme of the text to be read.) Step 2 While-reading (7 minutes) (1) Fast reading The teacher asks students to read the two paragraphs quickly, and try to conclude the main idea of the twoparagraphs. The teacher gives some feedback on their ideas. The teacher tells students that paying attention to the structure of the passage and the topic sentence of eachparagraph can help them get the main idea of the passage. (Justification: Students' skimming ability can be improved through this step, from which they can master thegeneral meaning of the passage.) (2) Careful reading The teacher gets students to look through the two paragraphs again and try to complete the chart on their own. And then checks the answers with the class. (Justification: Students' scanning skill can be improved through careful reading, from which they can master theway to fred out the specific information of the passage.) Step 3 Post-reading (4 minutes) The teacher asks students to work in pairs and talk about their attitudes towards being on time and other differentcustoms in different countries. Then the teacher asks several students to show their groups' opinions to the class and tells them that being on time is a good habit for us. (Justification: The discussion can make students exchange their personal opinions and have the desire to study thecustoms of different countries, and help them know the importance of being on time.)
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