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20分钟的英语读写教学方案。 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20分钟的英语读写教学方案。 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20分钟的英语读写教学方案。
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：20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)》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 emperor noticedthat the leaves in the water produced a pleasant smell. Later he decided to taste the hot mixture. Itwas 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. (2) Ability objectives Students can use the two reading strategies--skimming and scanning to get the information from the passage. Meanwhile, they can describe the source or history of something in their writing by using the words and phrases in thepassage, such as invent by, bring to, according to, discover, produce. (3) Emotional objectives Students will have more interest in Chinese tea culture. Through group work, their cooperative awareness will beimproved. Teaching Key and Difficult Points: Students will improve their skimming and scanning skills and know bow to write an article about inventions infive aspects--"What" "Who" "Where" "When" "How". Major Steps: Step 1 Pre-reading (2 minutes) The teacher shows the picture about the story of tea on the textbook which shows that a person sits on the chairwatching a glass of water and lets students guess what happens and predict the content about the reading material. (Justification: Guessing part will focus students' attention on the main topic of the reading passage.) Step 2 While-reading (9 minutes) (l) Fast reading The teacher asks students to read the short passage quickly and conclude the main idea. Then the teacher givessome feedback on students' ideas. (Justification: This step trains students' skimming skills.) (2) Careful reading The teacher asks students to read the passage carefully and answer the following questions: ① When was tea brought to western world ②According to an ancient Chinese legend, who invented tea ③ How was tea invented Then the teacher gives them positive feedback on their answers and tells them how to locate specific informationin reading. (Justification: In the process of reading for the detailed information, students can have a better understanding ofthe passage.) Step 3 Post-reading (9 minutes) (1) Retelling The teacher provides key words and phrases and students retell the passage according to these words. If studentshave some difficulties in the process of retelling, the teacher gives them some hints or encouragement. (2) Writing Students are divided into several groups of four. The teacher asks students to talk about the great inventions theyknow in five aspects-- "What" "Who" "Where" "When" "How" and write an article by using the phrases and wordsin the box. A fter students finish their writing, one student in each group shares his/her work to the class and the teacher givessome 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 andcooperative awareness.)
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