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设计任务：请阅读下面学生信息和语言素材，设计一个25分钟的听力教学活动。
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：25分钟
学生概况：某城镇普通中学高中一年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准(实验)》五级水平。学生课堂参与积极性一般。
语言素材：
Why do earthquakes happen? Scientists explain that the outside of the earth is made of a number of different plates. At San Francisco, the Pacific plate which is moving towards the northwest meets the North American plate. The Pacific plate is moving very slowly--at 5.3 centimeters a year. Sometimes these two plates stop and do not move for years. Then suddenly, they jump and an earthquake is felt. As a result of the movement of these plates, California has always had a lot of earthquakes. When the 1906 earthquake happened, the Pacific plate jumped 5-6 meters to the north.
China also has an unlucky place on the earth. The Pacific plate is also pushing on China from the east as the plate moves west. Likewise, the Indian plate is pushing on China from the southwest as that plate moves northeast. The same power that produced the great Himalayan Mountains now causes earthquakes in China.
We cannot stop earthquakes, but we can do things to make sure they do not destroy whole cities. First, it is not a good idea to build houses along the lines where two of the earth's plates join together. Second, if you think there may be an earthquake, it is better to build houses on rock than on sand. Third, you must make the houses as strong as possible. Weak buildings will fall down in an earthquake, but strong ones may stay up.
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：25分钟
学生概况：某城镇普通中学高中一年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准(实验)》五级水平。学生课堂参与积极性一般。
语言素材：
Why do earthquakes happen? Scientists explain that the outside of the earth is made of a number of different plates. At San Francisco, the Pacific plate which is moving towards the northwest meets the North American plate. The Pacific plate is moving very slowly--at 5.3 centimeters a year. Sometimes these two plates stop and do not move for years. Then suddenly, they jump and an earthquake is felt. As a result of the movement of these plates, California has always had a lot of earthquakes. When the 1906 earthquake happened, the Pacific plate jumped 5-6 meters to the north.
China also has an unlucky place on the earth. The Pacific plate is also pushing on China from the east as the plate moves west. Likewise, the Indian plate is pushing on China from the southwest as that plate moves northeast. The same power that produced the great Himalayan Mountains now causes earthquakes in China.
We cannot stop earthquakes, but we can do things to make sure they do not destroy whole cities. First, it is not a good idea to build houses along the lines where two of the earth's plates join together. Second, if you think there may be an earthquake, it is better to build houses on rock than on sand. Third, you must make the houses as strong as possible. Weak buildings will fall down in an earthquake, but strong ones may stay up.
参考答案
参考解析
解析：Class Type: Listening class
Teaching Contents: The topic is about the earthquakes.
Teaching Objectives:
(1) Knowledge objectives
Students can learn some useful words and expressions about earthquakes.
Students can know about the basic knowledge of earthquakes the listening material refers to.
(2) Ability objectives
Students can develop their ability to get specific information and take notes while listening.
Students can improve their speaking ability through discussion and communication.
(3) Emotional objectives
Students can learn more about basic knowledge of earthquakes so as to know how to reduce losses of earthquakes and how to protect oneself and help others in earthquakes.
Students can be more confident in speaking English in class and can cooperate with others actively, and complete the tasks together.
Teaching Key Points:
How to develop the students' listening ability.
How to let the students know the cause of earthquakes and ways of reducing losses earthquakes bring about.
Teaching Difficult Points:
How to get the students to listen and understand different listening materials.
Major Steps:
Step 1 Pre-listening (7 minutes)
Show some pictures about damages from earthquakes and the map of the world to the students. Tell them the places where the earthquakes usually happen.
Let the students guess what the listening material may be about. Play the tape for the first time for students to listen and decide whether their guessing is right.
(This listening material is about the cause of earthquakes and how we can reduce losses from them.)
(Justification: To help students better understand the backgrounds of earthquakes.)
Step 2 While-listening (10 minutes)
Activity 1:
Let the students read the following statements. Play the tape for the second time. Then ask students whether they are true or false.
(1) It is believed that on the surface of the earth are a number of plates.
(2) The plates are always moving.
(3) If the plates stop moving, there is an earthquake.
(4) If the plates move, there is an earthquake.
(5) Wherever you live, you are in an earthquake area.
(6) China has two plates pushing on her and they make mountains and earthquakes.
Check the answers and try to correct the statements which are false.
Suggested Answers: (l) T (2) T (3) F (4) F (5) F (6) T
Activity 2:
Play the tape again and then ask students to answer the questions and complete the following sentences.
Part 1:
(1) Why do earthquakes happen
(2) Why do California, China and Japan have a lot of earthquakes
Part 2:
(1) Do not build
(2) Make sure you build
(3)Youmust__________.__________buildingswillfalldownand__________ones may__________.
A few minutes later, check the answers with the whole class.
(Justification: To help students learn more information about earthquakes. Mter doing this, students' listening ability can be improved.)
Step 3 Post-listening (8 minutes)
(1) Discussion in small groups
Why do some earthquakes kill more people than others
Then ask two students to share their groups' ideas and give them some assessments.
(2) Reading and retelling
Show the students the listening text. Let them read after the tape and pay more attention to the pronunciation,and do the imitation. Then ask them to retell the cause of earthquakes and the ways of reducing losses from earthquakes.Then make a summary on how to reduce losses of earthquakes and bow to protect themselves and others in earthquakes.
(Justification: To get students to talk about earthquakes, improve their ability of speaking and cultivate their cooperative awareness through the discussion and make them know how to protect themselves and others in earthquakes.)
Teaching Contents: The topic is about the earthquakes.
Teaching Objectives:
(1) Knowledge objectives
Students can learn some useful words and expressions about earthquakes.
Students can know about the basic knowledge of earthquakes the listening material refers to.
(2) Ability objectives
Students can develop their ability to get specific information and take notes while listening.
Students can improve their speaking ability through discussion and communication.
(3) Emotional objectives
Students can learn more about basic knowledge of earthquakes so as to know how to reduce losses of earthquakes and how to protect oneself and help others in earthquakes.
Students can be more confident in speaking English in class and can cooperate with others actively, and complete the tasks together.
Teaching Key Points:
How to develop the students' listening ability.
How to let the students know the cause of earthquakes and ways of reducing losses earthquakes bring about.
Teaching Difficult Points:
How to get the students to listen and understand different listening materials.
Major Steps:
Step 1 Pre-listening (7 minutes)
Show some pictures about damages from earthquakes and the map of the world to the students. Tell them the places where the earthquakes usually happen.
Let the students guess what the listening material may be about. Play the tape for the first time for students to listen and decide whether their guessing is right.
(This listening material is about the cause of earthquakes and how we can reduce losses from them.)
(Justification: To help students better understand the backgrounds of earthquakes.)
Step 2 While-listening (10 minutes)
Activity 1:
Let the students read the following statements. Play the tape for the second time. Then ask students whether they are true or false.
(1) It is believed that on the surface of the earth are a number of plates.
(2) The plates are always moving.
(3) If the plates stop moving, there is an earthquake.
(4) If the plates move, there is an earthquake.
(5) Wherever you live, you are in an earthquake area.
(6) China has two plates pushing on her and they make mountains and earthquakes.
Check the answers and try to correct the statements which are false.
Suggested Answers: (l) T (2) T (3) F (4) F (5) F (6) T
Activity 2:
Play the tape again and then ask students to answer the questions and complete the following sentences.
Part 1:
(1) Why do earthquakes happen
(2) Why do California, China and Japan have a lot of earthquakes
Part 2:
(1) Do not build
(2) Make sure you build
(3)Youmust__________.__________buildingswillfalldownand__________ones may__________.
A few minutes later, check the answers with the whole class.
(Justification: To help students learn more information about earthquakes. Mter doing this, students' listening ability can be improved.)
Step 3 Post-listening (8 minutes)
(1) Discussion in small groups
Why do some earthquakes kill more people than others
Then ask two students to share their groups' ideas and give them some assessments.
(2) Reading and retelling
Show the students the listening text. Let them read after the tape and pay more attention to the pronunciation,and do the imitation. Then ask them to retell the cause of earthquakes and the ways of reducing losses from earthquakes.Then make a summary on how to reduce losses of earthquakes and bow to protect themselves and others in earthquakes.
(Justification: To get students to talk about earthquakes, improve their ability of speaking and cultivate their cooperative awareness through the discussion and make them know how to protect themselves and others in earthquakes.)
更多 “设计任务：请阅读下面学生信息和语言素材，设计一个25分钟的听力教学活动。 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：25分钟 学生概况：某城镇普通中学高中一年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准(实验)》五级水平。学生课堂参与积极性一般。 语言素材： Why do earthquakes happen? Scientists explain that the outside of the earth is made of a number of different plates. At San Francisco, the Pacific plate which is moving towards the northwest meets the North American plate. The Pacific plate is moving very slowly--at 5.3 centimeters a year. Sometimes these two plates stop and do not move for years. Then suddenly, they jump and an earthquake is felt. As a result of the movement of these plates, California has always had a lot of earthquakes. When the 1906 earthquake happened, the Pacific plate jumped 5-6 meters to the north. China also has an unlucky place on the earth. The Pacific plate is also pushing on China from the east as the plate moves west. Likewise, the Indian plate is pushing on China from the southwest as that plate moves northeast. The same power that produced the great Himalayan Mountains now causes earthquakes in China. We cannot stop earthquakes, but we can do things to make sure they do not destroy whole cities. First, it is not a good idea to build houses along the lines where two of the earth's plates join together. Second, if you think there may be an earthquake, it is better to build houses on rock than on sand. Third, you must make the houses as strong as possible. Weak buildings will fall down in an earthquake, but strong ones may stay up.” 相关考题
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根据提供的信息和语言素材设计教学方案，用英文作答。
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考题
请认真阅读下列材料，并按要求作答。
请根据上述材料完成下列任务：
(1)简述多媒体教学的优缺点。(10分)
(2)如指导小学生学习，试拟定教学目标。(10分)
(3)依据拟定的教学目标，设计导入和呈现环节的教学活动并说明设计理由。(20分)
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请认真阅读下列材料，并按要求作答。
请根据上述材料完成下列任务：
(1)简述如何提高课堂活泼性。
(2)如指导小学生学习，试拟定教学目标。
(3)依据拟定的教学目标，设计导入和巩固环节的教学活动并说明设计理由。
考题
请认真阅读下列材料，并按要求作答。
请根据上述材料完成下列任务：
(1)简述如何激发小学生的写作兴趣。
(2)如指导小学生学习，试拟定教学目标。
(3)依据拟定的教学目标，设计导入和写前环节的教学活动并说明设计理由。
考题
请认真阅读下列材料，并按要求作答。
(1)请简述教师课堂上“创设语境”需要考虑的基本要素。
(2)请根据教学内容确定本课时的语言技能(听说)目标。
(3)请根据教学目标设计一个语言运用活动，并说明设计意图。(要求：创设一个真实语境，让学生运用核心句型以小组活动的形式进行语言交际训练。)
考题
请认真阅读下列材料，并按要求作答。
请根据上述材料完成下列任务：
(1)请简述如何帮助学生提高英语听力水平。
(2)如指导小学生学习材料，试拟定教学目标。
(3)依据拟定的教学目标，设计导入环节和巩固操练环节的教学活动并说明理由。
考题
请认真阅读下列材料，并按要求作答。
请根据上述材料完成下列任务：
（1） 简述学生综合语言运用能力形式的基础。（10 分）
（2） 如指导小学生学习，试拟定教学目标。（10 分）
（3） 依据拟定的教学目标，设计导入和新授环节的教学活动并说明理由。（20 分）
考题
问答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分钟的英语听力教学方案。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：本班为中等城市普通学校初中一年级（七年级）学生，班级人数45人，多数学生已经达到《义务教育英语课程标准（2011年版）》二级水平。学生能够积极参与课堂活动，合作意识较强。语言素材： A: How much is the hat? B: The hat is six dollars. A: And how much are the shorts? B: Oh, they're eight dollars. A: And the sweater? How much iS the sweater? B: Let's see.The sweater is nine dollars.
考题
问答题33.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：20分钟学生概况：某城镇普通中学初中一年级学生，班级人数40人。多数学生已经达到《义务教育英语课程标准（2011年版）》二级水平。学生课堂参与积极性一般。语言素材：Write your own note to a friend.Invite him/her to an activity in your school.Use the questions to help you.1.What's your friend's name?2.What does your friend like to do:;3.What activity do you have in your school'?4.When is the activity?
考题
单选题设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语听力教学方案。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：本班为中等城市普通学校初中一年级（七年级），班级人数45人。多数学生已经达到《义务教育英语课程标准（2011年版）》二级水平。学生能够积极参与课堂活动，合作意识较强。语言素材：A
How much is the hat?B
Let's see. The sweater is nine dollars.
考题
单选题根据提供的信息和语言素材设计教学方案，用英文作答。（40分）设计任务：根据提供的信息和语言素材设计一节课的教案。诚教案没有固定格式，但须包含下列要点：●teachingobjectives●teachingcontents●keyanddiffjCUltpoints●majorstepsandtimeallocation●activiriesandjustification教学时间：45分钟MyFamilyHi、I'mJenny、Herearetwonicephotosofmyfamily、Mygrandfatherandgrand-motherareinthefirstphoto、Thesearemyparents，AlanandMary、Inthenextpicturearemybrothers、BobandEric、ThesetwogirlsaremysisterCindyandmycousinHelen、Cocoi、sinmyfamily、too、
考题
问答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分钟的英语听说教学方案。 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一年级(七年级)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)》二级水平。学生课堂参与积极性一般。 语言素材：
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