1、1、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30分钟的英语写作教学方案。 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:30分钟 学生概况:某中等城市普通学校八年级(初三)的学生。班级人数为40人。多数学生已达到义务教育英语课程标准(2011年版)五级水平。学生课堂参与积极性一般。 语言素材
2、: You are a reporter for your school magazine. Last week, a UFO landed in your school. You interviewed several people and got the information below. Write a story reporting what happened. Mr. Li said, I saw three aliens get out of the UFO. Wang Jun said, I was studying when I saw the UFO outside the
3、 window. Man Yan said, I saw two aliens playing football in the school hall. Liu Ming said, I was eating lunch when the aliens walked into the dining room.Aliens landed at our school!_2、根据提供的信息和语言素材设计教学方案,用英文作答。请阅读下面学生信息和语言素材,设计20分钟的英语语法教学方案。20分钟某城镇普通中学七年级(初一)学生。班级人数45人。多数学生已达到义务教育英语课程标准(2011年版)二级水平
4、。 What did you do last weekend? I played soccer./We went to the beach. What did she do last weekend? She did her homework: What did he do last weekend? He went to see the movies. What did they do last weekend? They played tennis.3、根据提供的信息和语言素材设计教学方案,用英文作答。请阅读下面学生信息和语言素材,设计一节英语听说课的教学方案。 m硕or steps an
5、d time allocation45分钟某中等城市普通学校七年级(初一)的学生。学生能够积极参与课堂活动,合作意识较强。 Mike: What shall we do on Sunday, Jerry? Jerry: Couldnt we go somewhere outside Beijing? Like where? Dont forget we will have an English Corner meeting on Sunday evening. They cant do without us. I know, but the meeting will begin at six.
6、 What about climbing the Fragrant Hill? Perhaps we could do a bit of climbing. Yes, that s not a bad idea. Im very keen on climbing.Jerry: OK, let us meet at the school gate at 8:30 am on Sunday.四、教学情境分析题1、下列教学片段选自某一初中课堂实录。根据所给内容回答下列问题。 案例背景: 本案例是一节有关旅游准备和计划的听说课的导入教学。教材的主要内容是让学生想象自己住在青海,要去东南亚旅游。要求他们
7、选择三个不同的居住地方,要到三个不同的地方去旅游,并查出不同的交通方式及所需费用。然后与同学讨论六个问题,以了解旅游的必要手段和必备费用。教学的重点是让学生尝试运用现在进行时交流已经计划好的不久的将来的行为。由于“住在青海”和“去东南亚旅游”对学生来说都太遥远,而且学生对票价不感兴趣,正好国庆长假将至,所以该教师把导入教学内容改编为“为你的国庆长假做计划”。 教学实录: T: Now class, National Day is on the way. What will you do on National Day? Ss: Stay at home. If you plan to spen
8、d your holiday somewhere else, where are you going?(没反应)(提问一学生)Where are you going? S:(扰豫地站起来):MaybeI dont know. Now please discuss in group of four to make a plan for your National Day trip by answering the six questions.(打出幻灯片:Where are you going? Where are you staying? How are you going to .? How
9、 long are you staying in?When are you arriving in/at?When are you coming back?)(不很情愿地开始讨论)(1)分析上述教学实录中的不足之处。(2)如何弥补上述实录中的不足?(3)请帮助该教师重新设计此堂课的导入环节。2、以下片段选自某课堂实录。请分析该教学片段并回答下列问题。You all did a good job. It seems all of you have known much information about earthquake.Next, you will listen to a tape: Af
10、ter listening, you should answer two questions. The first one is how many animals are mentioned in this listening? The second one is what do these animals do before the earthquake? Are you clear? Yes. Very good, now pay attention to the listening.(Teacher plays the tape.) OK, now who can answer my q
11、uestions? You, please. S1: Three animals are mentioned in the listening. They do You are wrong. Who can tell me the right answer? S2: Two animals are mentioned in the listening. The dog and chicken cry all the time. OK, well done. Do you have any question during your listening? Not OK, now listen to
12、 the tape the second time, and then you should fill in the following blanks.(1)该片段呈现的是英语教学的哪种课型?它属于该课型中的哪个阶段?(2)该节课的重点和难点分别是什么?(3)根据这一教学片段,教师在课堂提问中应注意哪些问题?22参考解答1、【育萃教育专家解析】B。解析:本题考查阅读技巧。读报时通过快速浏览标题、副标题,抓住文章要点并找到自己感兴趣的点,这种阅读技巧叫作略读。故本题选B。2、【育萃教育专家解析】D。本题考查名词辨析。句意为“Tommy,快跑!快点!房子着火了!母亲大声叫喊,嗓音里夹杂着明显的_”
13、。anger“生气”,rudeness“粗鲁 , regret“后悔”,panic“惊慌,慌乱”。根据句意,可知母亲嗓音里应是夹杂着明显的惊慌。故本题选D。3、【育萃教育专家解析】A。本题考查任务型教学法。根据Clark, Scarino和Brownell的观点,任务教学法中任务有四个要素,它们是:目的(purpose)、语境(context )、过程(process)和结果(product )。故本题选A。1、【育萃教育专家解析】 (1)精听与泛听的区别: 精听(Careful listening)是通过听课文,再把文章的内容感知一遍,同时可以加深对文章细节内容的了解。并且可以通过一些练习来
14、检验听的效果,如:Filling in Blanks/True or False/Questions/Forms。 泛听(Extensive listening)是让学生初步听材料并回答问题,让学生初步了解文章的主旨大意(main idea)和基本信息(basic information ),例如:时间、地点、原因、方式等。 (2)教师在指导学生进行精听训练时,要与语音、语法和词汇的学习相结合,可以与“听”“读”和“写”的技能训练相结合,还可以与社会、文化背景知识的学习相结合。在进行精听训练时,教师可以指导学生在反复多听的基础上完成一些辫音、填充缺失内容、听写的练习,之后还可以进行一些拓展练习
15、,如总结听力材料中出现的语音现象、跟读或朗读内容、分析听力材料的文本结构和语言特点等。 教师在指导学生进行泛听训练时,一定要严格要求学生,听力过程应该一气呵成,中间不能停顿或来回重复。在泛听训练中可以使用的听力练习包括:测试对听力内容是否理解的选择题、判断题,测试能否抓住重点词句的填空题,以及用自己的语言写出齐口述出所听到的主要内容的练习等。完成这些练习后,教师要注意和学生及时总结,或和学生共同讨论泛听的策略,例如,如何根据上下文判断生词的含义、如何预测下文等。2、【育萃教育专家解析】 (1)教学反馈的类型:口头反馈与书面反馈。 口头反馈指对学生的口头活动、某些书面作业或者测试提供的信息。口头
16、反馈的方法有:教师直接改错。启发学生自己改错。教师不应该像监控器一样监控学生的语言输出。启发学生互相改错。互相改错可以提高学生对错误的敏感性,逐渐减少学生对教师的依赖。 书面反馈一般用于课后对学生作业或者测试提供的书面评价符号或者是评语。而课堂上的书面反馈主要是指教师或者其指定的学生用书面的方式对学生的语言活动所做的评价性记录。例如计分法、画“正字”法、插红旗或送红花法,都可以确认学生表达内容是正确的,同时还可以显示竞赛中的不同小组的成绩差异。 (2)了解学生学习情况的三种途径: 课堂提问。课堂提问可以引起学生注意,提示学习重点,巩固课堂教学,获取教学反馈,加强师生交流。 测试。测试包括口试和
17、笔试。口试不仅要考查学生的语音、语调、表达的流利程度、表达的可理解度、用词恰当等表达能力,还要考查学生的听力理解能力,当然还要对学生所使用的交际策略、所具有的跨文化意识、表达中的行为等进行综合评价。笔试包括听力、阅读理解、书面表达和语言知识考查等,可以检验学生的基本英语水平。 调查表。主要用于在学生学习某一单元、某一课之前所进行的简短调查。通过对学生的调查,一方面可以了解学生已有的水平和存在的问题,另一方面可以帮助教师及时调整教学进度和教学策略。3、 【育萃教育专家解析】 (1)教师在组织小组活动时需注意的两个注意事项: 精心选择话题,明确活动目的。 教师在小组活动中要结合教学内容,选择恰当的
18、话题,以引发学生的学习兴趣,激起学生主动参与语言活动的欲望。同时,要在活动开始之前,使学生明白小组活动的任务,从而使学生按照教师的布置认真完成小组活动并有实质性收获。 合理组建小组,明确职责分工。 教师要从学生的实际情况出发,注意学生之间的差异性,进行合理分组。可以根据性别、性格特点、学习成绩、遵守纪律情况等方面的差异建立相对稳定的学习小组,以保证组内各成员的差异性和互补性;可以根据小组水平基本一致来分,以保证小组之间竞争的公平性。在分组后,要根据每个人的实际情况,明确分工,确保每个组员都有属于自己的任务,使每个人都能有效地发挥作用。 (2)教师在开展小组活动时的两个主要角色: 组织者 教师宣
19、布采取小组活动的形式,明确活动任务,组织分组,确定每组组长并使小组长明确自己的职责,然后说明活动如何开展;在活动进行中,教师要确保学生正确地执行任务,并给予指导或督促,这都体现了教师的组织者的角色。 参与者 新课程强调教学是教与学的交往、互动,是师生双方相互交流、相互沟通、相互补充的过程。在小组活动中,教师应把自己当成学生中的一员,参与到活动中,既可以活跃课堂气氛,增进师生感情,又可以帮助学生解决难题,协助学生共同完成任务。 (另外,教师在小组活动中的主要角色还有控制者、评估者等,考生列举出两种并做简洁的说明即可) (3)教师应具备的两个主要能力是组织能力和观察能力。在小组活动中,教师需要在整
20、个过程中,发挥良好的组织协调能力。同时在整个活动的过程中,教师也需要发挥观察能力。如发现学生在活动中遇到困难,教师要主动帮助学生排忧解难,使活动能够顺畅进行。1、【育萃教育专家解析】 Teaching Contents: Writing a report according to the information collected. Teaching Objectives: (1) Knowledge objectives Students will learn how to turn the quotes into reported speech. (2) Ability objective
21、s Students will master how to write a report. Students will learn how to collect the information used in reports. (3) Emotional objectives Students will have the awareness of communicating with others. Students will be interested in writing in English. Teaching Key Point: Students can master the met
22、hods of writing reports. Teaching Difficult Point: Students know how to apply the knowledge of reporting in their daily life. Major Steps: Step 1 Warming up and lead-in (4 minutes) (1) Play a clip of ET movie and ask students whats the movie about. (Justification: Through this activity, students int
23、erest can be fostered and they will focus on this lesson.) (2) Ask students to have a discussion in group of four on aliens and invite some of them to share their ideas. Cultivate students awareness of communicating and lead in the topic of this lesson.) Step 2 While-writing (12 minutes) (1) Draftin
24、g Mr. Wang will donate ten English dictionaries to our class next week. We should write a thank-you note to him. I present a sample of the thank-you note. And you should write the first draft of the note according to the sample. I will also offer some excellent sentences and words to you. (2) Peer e
25、diting Then the teacher offers the writing standards to students and lets them check their notes with their deskmates. After editing, the students should hand in the second draft. The sample can help students know the elements of a thank-you note logically and the activity of checking the notes with
26、 classmates can improve their.abilities of thinking and solving problems.) Step 3 Post-writing (5 minutes) The teacher provides comments and gives guidance on the second draft and praises some of good writings in class. Then the teacher tells students the meaning of thanks and asks students to revise their notes according to the evaluations after class. This is also a very important part for students, from which they can find t
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