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设计任务:请阅读下面学生信息和语言素材,设计一节英语阅读课教学方案。
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:45分钟
学生概况:某城镇普通中学高中二年级学生,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)》六级水平。学生课堂参与积极性一般。
语言素材:
A Master of Nonverbal Humour
As Victor Hugo once said,"Laughter is the sun that drives winter from the human face", and up to now nobody has been able to do this better than Charlie Chaplin. He brightened the lives of Americans and British through two world wars and the hard years in between. He made people laugh at a time when they felt depressed, so they could feel more content with their lives.
Not that Charlie's own life was easy!He was born in a poor family in 1889. His parents were both poor music hall performers. You may find it astonishing that Charlie was taught to sing as soon as he could speak and dance as soon as he could walk. Such training was common in acting families at this time, especially when the family income was often uncertain. Unfortunately his father died, leaving the family even worse off, so Charlie spent his childhood looking after his sick mother and his brother. By his teens, Charlie had, through his humour, become one of the most popular child actors in England. He could mime and act the fool doing ordinary everyday tasks. No one was ever bored watching him--his subtle acting made everything entertaining.
As time went by, he began making films. He grew more and more popular as his charming character, the little tramp, became known throughout the world. The tramp, a poor, homeless man with a moustache, wore large trousers, worn-out shoes and a small round black hat. He walked around stiffly carrying a walking stick. This character was a social failure but was loved for his optimism and determination to overcome all difficulties. He was the underdog who was kind even when others were unkind to him.
How did the little tramp make a sad situation entertaining? Here is an example from one of his most famous films, The Gold Rush. It is the end of the nineteenth century and gold has just been discovered in Alaska. Like so many others, the little tramp has rushed there in search of gold, but without success. Instead he and another man are hiding in a small hut during a snowstorm with nothing to eat. They are so hungry that the little tries boiling one of his leather shoes for dinner.
Charlie cuts off the leather top of the shoe and shares the shoe with the other fellow. He tries cutting and chewing the bottom of the shoe as if it were the finest steak. Then he picks out the lace of the shoe and eats it as if it were spaghetti. He eats each mouthful with great enjoyment. The acting is so convincing that it makes you believe that it is one of the best meals he has ever tasted.
Charlie Chaplin wrote, directed and produced the films he starred in. In 1972 he was given a special Oscar for his outstanding work in films. He lived in England and the USA but spent his last years in Switzerland, where he was buried in 1977. He is loved and remembered as a great actor who could inspire people with great confidence.
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:45分钟
学生概况:某城镇普通中学高中二年级学生,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)》六级水平。学生课堂参与积极性一般。
语言素材:
A Master of Nonverbal Humour
As Victor Hugo once said,"Laughter is the sun that drives winter from the human face", and up to now nobody has been able to do this better than Charlie Chaplin. He brightened the lives of Americans and British through two world wars and the hard years in between. He made people laugh at a time when they felt depressed, so they could feel more content with their lives.
Not that Charlie's own life was easy!He was born in a poor family in 1889. His parents were both poor music hall performers. You may find it astonishing that Charlie was taught to sing as soon as he could speak and dance as soon as he could walk. Such training was common in acting families at this time, especially when the family income was often uncertain. Unfortunately his father died, leaving the family even worse off, so Charlie spent his childhood looking after his sick mother and his brother. By his teens, Charlie had, through his humour, become one of the most popular child actors in England. He could mime and act the fool doing ordinary everyday tasks. No one was ever bored watching him--his subtle acting made everything entertaining.
As time went by, he began making films. He grew more and more popular as his charming character, the little tramp, became known throughout the world. The tramp, a poor, homeless man with a moustache, wore large trousers, worn-out shoes and a small round black hat. He walked around stiffly carrying a walking stick. This character was a social failure but was loved for his optimism and determination to overcome all difficulties. He was the underdog who was kind even when others were unkind to him.
How did the little tramp make a sad situation entertaining? Here is an example from one of his most famous films, The Gold Rush. It is the end of the nineteenth century and gold has just been discovered in Alaska. Like so many others, the little tramp has rushed there in search of gold, but without success. Instead he and another man are hiding in a small hut during a snowstorm with nothing to eat. They are so hungry that the little tries boiling one of his leather shoes for dinner.
Charlie cuts off the leather top of the shoe and shares the shoe with the other fellow. He tries cutting and chewing the bottom of the shoe as if it were the finest steak. Then he picks out the lace of the shoe and eats it as if it were spaghetti. He eats each mouthful with great enjoyment. The acting is so convincing that it makes you believe that it is one of the best meals he has ever tasted.
Charlie Chaplin wrote, directed and produced the films he starred in. In 1972 he was given a special Oscar for his outstanding work in films. He lived in England and the USA but spent his last years in Switzerland, where he was buried in 1977. He is loved and remembered as a great actor who could inspire people with great confidence.
参考答案
参考解析
解析:Class Type: Reading class, 1 period
Teaching Contents: This lesson is an introduction about Charlie Chaplin who is a master of nonverbal humour.
Teaching Objectives:
(1) Knowledge objective
Students can listen, read, and then imitate the jokes.
(2) Ability objectives
①Students can develop their reading ability.
② Students can talk about some types of English humour and Chinese humour and then find their differences.
(3) Emotional objective
Students can realize that humour is to let people be optimistic about everything around.
Teaching Key Points:
How to understand and enjoy English humors.
Teaching Difficult Points:
How to understand the differences between English and Chinese in humours.
Teaching Methods:
Using pictures, discussion, reading and imitation
Teaching Aids:
A recorder, a projector and some pictures
Teaching Procedures:
Step 1 Warming up (5 minutes)
Warm up by defining "Humour".
T: What is"Humour" Does anyone of you know anything about Humour Look at the screen and read the definition of Humour from the Internet.
Whose job
This is the story about four people named Everybody, Somebody, Anybody and Nobody. There was an important job to be done, and Everybody was sure that Somebody would do it. Anybody could have done it, but Nobody did it.
Somebody got angry about that because it was Everybody's job. Everybody thought Anybody could do it, but Nobody realized that Everybody wouldn't do it. It ended up that Everybody blamed Somebody When Nobody did what Anybody could have done.
(Justification: Stimulate students' curiosity about English humour and get students involved in talking about this topic.)
Step 2 Pre-reading (10 minutes)
Telling the truth--what do you like to laugh at
Sh I like to laugh at cartoons, for they're lovely and fun.
S2: I like to laugh at fairy tales. They are amusing and interesting.
T: Many years ago there lived an Emperor who was so exceedingly fond of fine new clothes that he spent vast sums of money on dress. To him clothes meant more than anything else in the world. He took no interest in his army,nor did he care to go to the theatre, or to drive about in his state coach, unless it was to display his new clothes. He had different robes for every single hour of the day.
(Justification: Through"Telling the truth--what do you like to laugh at " to stimulate students' curiosity about English humour and prepare them for the reading part.)
Step 3 While-reading (15 minutes)
(1) Reading aloud to the recording
T: Now please listen and read aloud to the recording of the text. Pay attention to the pronunciation of each word
and the pauses twice and you shall read aloud twice, too. I will play the Nonverbal Humour.
(2) Reading and underlining
T: Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
(3) Reading to identify the topic sentence of each paragraph
T: Skimming the text and identify the topic sentence of each paragraph. You may find it either at the beginning,the middle or the end of the paragraph.
(4) Reading and transferring information
Read the text again to complete the table.
(5) Reading and understanding difficult sentences
T: As you have read the text several times, you can surely tell which sentences are difficult to understand.
Now put your questions concerning the difficult points to the teacher.
(Justification: Students' reading ability of getting the general ideas and locating the specific information can be trained and improved by skimming and scanning practice.)
Step 4 Post-reading (10 minutes)
The teacher asks students to discuss the most humourous story happened in their live in group. After the discussion the teacher asks them to recommend the most humourous story in each group, and let one student share the story with the whole class.
(Justification: Help the students have a better understanding of the topic of humor.)
Step 5 Summary and Homework (5 minutes)
Summary: To end the lesson by watching a silent humourous movie called"Making a Living" by Charlie Chaplin.
Homework: Do the comprehending exercises in the workbook.
(Justification: Summary and homework is of importance for students to master the knowledge they have learned in class.)
Blackboard Design:
A Master of Nonverbal Humour
What is nonverbal humour
Who is Charlie Chaplin
How does he make a sad situation entertainment
What is the story of The Gold Rush
Facts about Oscar
A brief life history of Charlie Chanlin
Teaching Reflection.
Teaching Contents: This lesson is an introduction about Charlie Chaplin who is a master of nonverbal humour.
Teaching Objectives:
(1) Knowledge objective
Students can listen, read, and then imitate the jokes.
(2) Ability objectives
①Students can develop their reading ability.
② Students can talk about some types of English humour and Chinese humour and then find their differences.
(3) Emotional objective
Students can realize that humour is to let people be optimistic about everything around.
Teaching Key Points:
How to understand and enjoy English humors.
Teaching Difficult Points:
How to understand the differences between English and Chinese in humours.
Teaching Methods:
Using pictures, discussion, reading and imitation
Teaching Aids:
A recorder, a projector and some pictures
Teaching Procedures:
Step 1 Warming up (5 minutes)
Warm up by defining "Humour".
T: What is"Humour" Does anyone of you know anything about Humour Look at the screen and read the definition of Humour from the Internet.
Whose job
This is the story about four people named Everybody, Somebody, Anybody and Nobody. There was an important job to be done, and Everybody was sure that Somebody would do it. Anybody could have done it, but Nobody did it.
Somebody got angry about that because it was Everybody's job. Everybody thought Anybody could do it, but Nobody realized that Everybody wouldn't do it. It ended up that Everybody blamed Somebody When Nobody did what Anybody could have done.
(Justification: Stimulate students' curiosity about English humour and get students involved in talking about this topic.)
Step 2 Pre-reading (10 minutes)
Telling the truth--what do you like to laugh at
Sh I like to laugh at cartoons, for they're lovely and fun.
S2: I like to laugh at fairy tales. They are amusing and interesting.
T: Many years ago there lived an Emperor who was so exceedingly fond of fine new clothes that he spent vast sums of money on dress. To him clothes meant more than anything else in the world. He took no interest in his army,nor did he care to go to the theatre, or to drive about in his state coach, unless it was to display his new clothes. He had different robes for every single hour of the day.
(Justification: Through"Telling the truth--what do you like to laugh at " to stimulate students' curiosity about English humour and prepare them for the reading part.)
Step 3 While-reading (15 minutes)
(1) Reading aloud to the recording
T: Now please listen and read aloud to the recording of the text. Pay attention to the pronunciation of each word
and the pauses twice and you shall read aloud twice, too. I will play the Nonverbal Humour.
(2) Reading and underlining
T: Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
(3) Reading to identify the topic sentence of each paragraph
T: Skimming the text and identify the topic sentence of each paragraph. You may find it either at the beginning,the middle or the end of the paragraph.
(4) Reading and transferring information
Read the text again to complete the table.
(5) Reading and understanding difficult sentences
T: As you have read the text several times, you can surely tell which sentences are difficult to understand.
Now put your questions concerning the difficult points to the teacher.
(Justification: Students' reading ability of getting the general ideas and locating the specific information can be trained and improved by skimming and scanning practice.)
Step 4 Post-reading (10 minutes)
The teacher asks students to discuss the most humourous story happened in their live in group. After the discussion the teacher asks them to recommend the most humourous story in each group, and let one student share the story with the whole class.
(Justification: Help the students have a better understanding of the topic of humor.)
Step 5 Summary and Homework (5 minutes)
Summary: To end the lesson by watching a silent humourous movie called"Making a Living" by Charlie Chaplin.
Homework: Do the comprehending exercises in the workbook.
(Justification: Summary and homework is of importance for students to master the knowledge they have learned in class.)
Blackboard Design:
A Master of Nonverbal Humour
What is nonverbal humour
Who is Charlie Chaplin
How does he make a sad situation entertainment
What is the story of The Gold Rush
Facts about Oscar
A brief life history of Charlie Chanlin
Teaching Reflection.
更多 “设计任务:请阅读下面学生信息和语言素材,设计一节英语阅读课教学方案。 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:45分钟 学生概况:某城镇普通中学高中二年级学生,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)》六级水平。学生课堂参与积极性一般。 语言素材: A Master of Nonverbal Humour As Victor Hugo once said,"Laughter is the sun that drives winter from the human face", and up to now nobody has been able to do this better than Charlie Chaplin. He brightened the lives of Americans and British through two world wars and the hard years in between. He made people laugh at a time when they felt depressed, so they could feel more content with their lives. Not that Charlie's own life was easy!He was born in a poor family in 1889. His parents were both poor music hall performers. You may find it astonishing that Charlie was taught to sing as soon as he could speak and dance as soon as he could walk. Such training was common in acting families at this time, especially when the family income was often uncertain. Unfortunately his father died, leaving the family even worse off, so Charlie spent his childhood looking after his sick mother and his brother. By his teens, Charlie had, through his humour, become one of the most popular child actors in England. He could mime and act the fool doing ordinary everyday tasks. No one was ever bored watching him--his subtle acting made everything entertaining. As time went by, he began making films. He grew more and more popular as his charming character, the little tramp, became known throughout the world. The tramp, a poor, homeless man with a moustache, wore large trousers, worn-out shoes and a small round black hat. He walked around stiffly carrying a walking stick. This character was a social failure but was loved for his optimism and determination to overcome all difficulties. He was the underdog who was kind even when others were unkind to him. How did the little tramp make a sad situation entertaining? Here is an example from one of his most famous films, The Gold Rush. It is the end of the nineteenth century and gold has just been discovered in Alaska. Like so many others, the little tramp has rushed there in search of gold, but without success. Instead he and another man are hiding in a small hut during a snowstorm with nothing to eat. They are so hungry that the little tries boiling one of his leather shoes for dinner. Charlie cuts off the leather top of the shoe and shares the shoe with the other fellow. He tries cutting and chewing the bottom of the shoe as if it were the finest steak. Then he picks out the lace of the shoe and eats it as if it were spaghetti. He eats each mouthful with great enjoyment. The acting is so convincing that it makes you believe that it is one of the best meals he has ever tasted. Charlie Chaplin wrote, directed and produced the films he starred in. In 1972 he was given a special Oscar for his outstanding work in films. He lived in England and the USA but spent his last years in Switzerland, where he was buried in 1977. He is loved and remembered as a great actor who could inspire people with great confidence.” 相关考题
考题
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,设计一节英语听说课的教学方案。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:45分钟
学生概况:某城镇普通中学九年级(初中三年级)学生,班级人数40人,多数已经达到《义务教育英语课程标准(2011版)》四级水平,学生课堂参与积极性一般。
语言素材:
Girl 1: Welcome to the English club. Today we're going to talk about the best ways to learn English. Who has an idea?
Boy 1 : Do you learn English by watching English videos?
Girl 2: No. It's too hard to understand the voices.
Boy 1 : What about keeping a diary in English?Do you learn English that way?
Girl 2: Yes. It helps to learn English every day.
Girl 3: Have you ever studied with a group?
Girl 2: Yes, I have!I've learned a lot that way.
Girl 1 : Do you ever practice conversations with friends?
Girl 2: Oh, yes. It improves my speaking skills.
Boy 1 : What about reading aloud to practise pronunciation?
Girl 3: I do that sometimes. I think it helps.
Boy 2: I do too. And I always look up new words in a dictionary.
Girl 3: That's a great idea!
考题
设计任务:请阅读下面学生信息和语言素材.设计一个20分钟的英语写前准备活动。
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:20分钟
学生概况:某城镇普通中学高中二年级第一学期学生,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)》六级水平。学生课堂参与积极性一般。
语言素材:
A personal essay is a short piece of writing that tells about a personal experience or somethingabout a person′ s life.
Here is an example of a personal essay.
You can write about nearly any personal topic using a format like this. The student′s essay inthe Reading also used this same plan.
考题
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,设计一节英语读写课的教学方案。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:45分钟
学生概况:某城镇普通中学九年级(初中三年级)学生,班级人数40人,多数已经达到《义务教育英语课程标准(2011版)》四级水平,学生课堂参与积极性一般。
语言素材:
考题
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,设计一节课的教学方案。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:45分钟
学生概况:某城镇普通中学九年级(初中三年级)学生,班级人数40人,多数已经达到《义务教育英语课程标准(2011版)》四级水平,学生课堂参与积极性一般。
考题
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,设计一节英语听说课的教学方案。
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 justification
教学时间:45分钟?
学生概况:某城镇普通中学七年级(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:?
Interviewer: Scott has an interesting job. He works at a radio station. Scott, what time is your radio show?
Scott: From twelve o'clock at night to six o'clock in the morning.
Interviewer:. What time do you usually get up?
Scott: At eight thirty at night. Then ! eat breakfast at nine.
Interviewer: That's a funny time for breakfast!
Scott: Yeah. After that, I usually exercise at about ten twenty.
Interviewer: When do you go to work?
Scott: At eleven o'clock I so I'm never late for work.
考题
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,设计一节听力课的教学方案。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:45分钟?
学生概况:某城镇普通中学七年级(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(20i l年版)》二级水平,学生课堂参与积极性一般。
语言素材:?
Listen and match the memory with the person.
__ Mary a. used to be scared of a teacher with high standards.
__ Frank b. remember losing a schoolbag.
__ Sarah c. remembers meeting this group of friends.
__ Peter d. has enjoyed every year of junior high school.
考题
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。
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:
M: Hey Betsy, did you hear the great news
W: No, Frank, I haven′t. What is going on
M: I just got a promotion, and I am going to throw huge party for all of my friends. I would loveit if you would come.
W: Wow, thanks so much, when is the party
M: I am thinking of having it on Saturday. I am hoping there will be 150 people there. Thisreally is a big promotion for me and my family.
W: Wow,150 people. That is a lot. This must be a big promotion. I would love to go. I think itwould be a great time.
M: Oh great, the more the merrier. This really is a big deal for me. We can now afford the newhouse my wife has always wanted. I just hope I don′t have to put too many hours in. I would hate tolose too much time with my family.
W: I can understand that, but let′ s keep focusing on the bright side. I can′ t wait for that party.
考题
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分钟的英语听说教学方案。教案没有固定格式,但须包含下列要点:
●teaching objectives
●teaching contents
●key and difficultpoints
●major steps and timeallocation
●activities andjustifications
教学时间:15分钟
学生概况:某城镇普通中学七年级(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不高。
语言素材:
考题
根据提供的信息和语言素材设计教学方案。用英文作答。
33.设计任务: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。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:45分钟
学生概况:某城镇普通中学八年级(初中二年级)学生,班级人数40人,多数已经达到《义务教育英语课程标准(2011版)》四级水平,学生课堂参与积极性一般。
语言素材:
考题
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,设计一节英语听说课的教学方案。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:45分钟
学生概况:某城镇普通中学八年级(初中二年级)学生,班级人数40人,多数已经达到《义务教育英语课程标准(2011版)》四级水平,学生课堂参与积极性一般。
语言素材:
考题
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。设计一节英语口语课的教学方案。教案没有固定格式,但须包含下列要点:?
·teaching ;objectives?
·teaching ;contents?
·key ;and ;difficult ;broints?
·major ;stebrs ;and ;time ;allocation?
· ;activities ;and ;justifications?
教学时间:45分钟?
学生概况:某城镇普通中学九年级(初中三年级)学生,班级人数40人,多数已经达到《义务教育英语课程标准(2011版)》四级水平,学生课堂参与积极性一般。?
语言素材:?
;Boy ;1: ;Wow, ;how ;luck!?
;Girl ;1 ;: ;What ;would ;you ;do ;if ;you ;won ;the ;lottery??
;Boy ;1 ;: ;If ;I ;won ;the ;lottery, ;I'd ;give ;the ;money ;to ;the ;Zoo. ;I ;want ;to ;helbr ;the ;brandas.?
;Girl ;1 ;.. ;That's ;a ;good ;idea ;! ;I ;know ;what ;I' ;d ;do. ;If ;I ;won ;the ;lottery, ;I' ;d ;buy ;a ;big ;house ;for ;my ;family.?
;Girl ;2.. ;Really? ;I'd ;brut ;the ;money ;in ;the ;bank. ;Then ;I'd ;just ;watch ;it ;grow!?
;Boy ;2: ;Hmm ;... ;I ;think ;I'd ;give ;the ;money ;to ;medical ;research. ;I'd ;want ;to ;helbr ;other ;breobrle.?
考题
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,设计一个30分钟的写作教学活动。
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:30分钟?
学生概况:某城镇普通中学九年级(初中三年级)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:
考题
设计任务:请阅读下面学生信息和语言素材,设计一节英语阅读课教学方案。
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:45分钟?
学生概况:某城镇普通中学高中一年级第二学期学生,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:?
The trick of eating healthily is remembering that no food in itself is good or bad; eating properly depends on eating the right variety of food in the right amount. Too much of even the most"healthy" food can lead to illness and disorders.
If you like a snack, avoid chocolate and crisps and head for fruit, filled rolls, soup and baked potatoes instead. Sugar-free breakfast cereals are also a good bet.
考题
设计任务:请阅读下面学生信息和语言素材,设计20分钟英语阅读的教学教案没有固定格式,但须包含下列要点:
●teaching objectives
●teaching contents
●key anddifficult points
●majorsteps and time allocation
●activities and justifications
教学时间:20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。
考题
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分钟的英语阅读教学方案。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:某城镇普通中学七年级(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较高。
考题
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,设计一节英语读写课的教学方案。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:45分钟?
学生概况:某城镇普通中学七年级(初中一年级)学生,班级人数40人,多数已经达到《义?
务教育英语课程标准(2011版)》二级水平,学生课堂参与积极性一般。
Listen and write these city names in the boxes above.
Beijing Moscow Toronto Boston Shanghai
Imagine you are in one of the placesin la. Talk about the weather with your friend on the phone.
考题
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:请阅读下面的学生信息和语言素材,设计一个l5分钟的听说教学活动。
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
学生概况:某城镇普通中学七年级(初一)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)》二级水平。学生课堂参与积极性一般。
语言素材:?
A: Is this your ruler?
B: No, it isn't. It's her ruler.
C: Is this your pencil?
D: Yes, it is. It's my pencil.
考题
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:
考题
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,设计一节英语语法课的教学方案。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:45分钟?
学生概况:某城镇普通中学八年级(初中二年级)学生,班级人数40人,多数已经达到《义务教育英语课程标准(2011版)》三级水平,学生课堂参与积极性一般。
语言素材:?
Grammar:
A. It is + adj. + that ...
B. It is + adj. + to-infinitive
C. It is + adj. + for ... + to-infinitive
考题
设计任务: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,但必须包含下列要点:
·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:
Dear Zhou Kai,
How are you We′ re doing a class survey and I have to write emails to all my pen friends inother countries. I hope you don′ t mind answering these questions.
1 Do most adults smoke in China
2 In most states in the US, it is now against the law to smoke in public buildings, such asbanks and offices, on public transport and in restaurants and cafes. Is it the same in China
3 Is the government planning to change the law about smoking in public
Hope you can answer my three questions!
Best wishes,
Paul
考题
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。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第二学期学生,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:
Conversation 1
Tom:Hey,Peter.
Peter:Hi,Tom.
Tom:How′s the weather down there in Shanghai?
Peter:It′s cloudy.How′s the weather in Moscow?
Tom:It′s snowing right now.
Conversation 2
Peter:Hi,Aunt Sally.
Aunt Sally:Hello,Peter.
Peter:How′s the weather in Boston?
Aunt Sally:Oh,it′s windy.
Conversation 3
Peter:So,how′s the weather in Beijing?
Julie:It′s sunny.
Conversation 4
Peter:Hi,Uncle Bill.
Uncle Bill:Hello,Peter.
Peter:How′s the weather in Toronto?
Uncle Bill:It′s raining,as usual!
考题
根据下列教学信息和学生概况,设计一节英语课的教学方案。
该方案应突出以下要点:
? teaching objectives
? teaching contents
? key and difficult points
?major steps and time allocation
? activities and justifications
教学时间:45分钟
教学信息:本节课的教学内容是有关各种情绪的单词教学,学生在此以前已经学过“happy”一词,在此基础上,再学习另外五个有关情绪的单词,如tired,angry,excited,sad,bored等。
学生概况:某城镇普通小学六年级学生,班级人数30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。学生对于“How do you feel?”已经有了较好的掌握。学生课堂参与积极性一般。
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
问答题设计任务:请阅读下面学生信息和语言素材,设计一个35分钟的语法教学活动 。 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:35分钟 学生概况:某城镇普通中学高中二年级学生,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)》六级水平 。学生课堂参与积极性一般 。 语言素材: Living Life Over If I had my life to live over…I would have talked less and listened more . I would have invited friends over to dinner even if the carpet was strained and the sofa faded . I would have taken the time to listen to my grandfather ramble about his youth . I would never have insisted the car windows be rolled up on a summer day because my hair had just been teased and sprayed . I would have burned the pink candle sculpted like a rose before it melted in storage . I would have sat on the lawn with my children and not womed about grass stains . I would have cried and laughed less while watching television and more while watching life . I would have gone to bed when l was sick instead of pretending the earth would go into a holding patter if I were not there for the day . I would never have bought anything just because it was practical, would not show soil or was guaranteed to last a life time . There would have been more¨I love yous…more I'm sorrys…but mostly, given another shots at life,I would seize every minute…look at it and really see it…live it…and never give it back .
考题
问答题设计任务: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
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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