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 1Tom: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 2Peter:Hi,Aunt Sally.Aunt Sally:Hello,Peter.Peter:How′s the weather in Boston?Aunt Sally:Oh,it′s windy.Conversation 3Peter:So,how′s the weather in Beijing?Julie:It′s sunny.Conversation 4Peter:Hi,Uncle Bill.Uncle Bill:Hello,Peter.Peter:How′s the weather in Toronto?Uncle Bill:It′s raining,as usual!

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!


参考解析

解析:Teaching Contents:Four dialogues about the weather.Teaching Objectives:
(1)Knowledge objectives
①Students can master some words of weather,such as"cloudy,snow,windy,sunny,rain".
②Students can talk about weather with others by using the sentence patterns"How's the weather in...?""It's...".
(2)Ability objectives
①Students can improve their listening abilities through extensive listening and intensive listening.
②Students can develop their speaking abilities by role play.
(3)Emotional objectives
①Students are willing to communicate with each other in English.
②Students can become interested in using English to describe weather in their daily life.
Teaching Key Point:
Students can master the words about weather and sentence patterns"How's the weather in...?""It's...".
Teaching Difficult Point:
Students can use new sentence patterns to talk about the weather correctly.
Major Steps:
Step 1 Pre-listening(4 minutes)
Teach these new words by presenting pictures of different weather conditions on the screen,and then,let students?read the words after the tape.
(Justification:This step can arouse students'interest and pave the way for students'listening activity.)
Step 2 While-listening(10 minutes)
Task 1
Play the tape and ask students to summarize the main idea,then talk about and write down which cities are?mentioned in the listening material.
For example:Shanghai,Moscow,Boston,Beijing,and Toronto.
Task 2
Ask students to listen to the tape for the second time and fill in the following table.



Task 3
Ask students to find out the key sentences describing weather.Then let students learn the sentence patterns by?changing the underlined part into the new words.
E.g.--How's the weather inBeijing?
--It's sunny.
(Justification:Through extensive listening,students will grasp the main content of this listening material.Through intensive listening,students will enhance their ability of grasping specific information.)
Step 3 Post-listening(6 minutes)
Group work:Role play
Ask students to do a role play in groups of four.Students act as weather reporters to give weather forecast of?different cities in turn.After 5 minutes,each group will choose a representative to perform it in front of the class.
For example:
Good morning,ladies and gentlemen.Here is the weather forecast of our city.It's cloudy tomorrow,and it's?very cold,so you should wear more clothes when you go outside.It has a strong wind in the afternoon,and it will be?raining the day after tomorrow.
(Justification:With practice,students can not only review the knowledge that they have learned,but also develop?their speaking ability.)
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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。(用英文作答)(1)英语词汇教学的内容有哪些(2)若指导小学生学习,试拟定教学目标。(3)依据拟定的教学目标,设计操练和运用环节的教学活动,并用中文注明设计意图。

教学设计模式的功能有哪些?()A、为教学实践活动提供指导。B、为教学设计的实践提供直接的指导。C、为教学管理决策提供指南和依据。D、为教学设计的理论研究提供资料和素材。

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.

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。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:"Who questions much, shall learn much, and remember much."-Francis Bacon (1561 -1626)It seems obvious now how we acquire knowledge and understanding. To start with, you need questions. Then, to find answers, you observe the world around you and study the facts. After that you consider possible answers and test each to find the right ones. Although today we are more accustomed to typing a few key words into a search engine and waiting for the Internet to spit the answer out for us, modern scientists and thinkers are still solving the world's problems with this type ofanalysis-luckily for us.However, in the17th century when Francis Bacon suggested that this type of thinking was the way to gain knowledge, he was going against the views of the day. Bacon held an important rank under King James (1566-1625) of England but his true interest was not the day to day bureaucratic details of the government, but the worthy search for knowledge.

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:请阅读下面学生的信息和素材,设计一个15分钟的口语教学活动,教案没有固定格式,但要包括以下几点: Teaching objectives, teaching contects, keyand difficult points, major steps and time allocation,activities andjustifications. 教学实践:15分钟 学生概况:某城镇普通初一年级第一学期学生,40人,多数学生已经达到《普通初中英语课程标准(实验)》二级水平,学生课堂参与积极性一般。 素材(一封信) Dear Jenny, I am very busy on Friday.At 8:00 I havemath.It is not fun.The teacher says it is useful, but I think it is difficult.Thenat 9:00 I have science.It is difficult but interesting.At 10:00 I have history.Afterthat, I have P.E.at 11:00.It’s easy and fun.Lunch is from 12:00 to1:00, andafter that we have Chinese.It is my favorite subject.Our Chinese teacher, Mr.Wang,is great fun.My classes finish at 1:50, but after that I have an art lesson fortwo hours.It is really relaxing! How about you? When are your classes? What isyour favorite subject? Yourfriend, Yu Mei

问答题根据所提供的信息和语言素材进行教学设计。  A: Hi, what day is today?  B: It’s Monday.  A: What’s the date today?  B: It’s June the 4th.  A: What day was it yesterday?  B: It was Sunday.  A: What was the date yesterday?  B: It was June the 3rd.  针对七年级学生特点,写出其教学目标、重点和难点,设计一个活动方案。

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、

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: