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素材,设计一个20分钟的阅读教学活动,教案没有固?定格式。但要包括以下几点:?teaching objectivesteaching contentskey and difficult pointsmajor steps and time allocationactivities and justifications教学时间:20分钟?学生概况:某城镇普通初三年级第一学期学生,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:?The Difficult Search for American Goods in the USIf you go to another country, what kinds of things would you buy? Would you buy a camera inJapan, some beautiful clothes in France, or a watch in Switzerland? No matter what you may buy,you might think those products were made in those countries. However. you could be wrong. KangJian is a 17-year-old student from Shanghai. Last year he went to visit his aunt and uncle in SanFrancisco. He found it interesting that so many products in the local shops were made in China. "Iwanted to buy a toy car for my cousin, but even though most of the toys had American brands, theywere made in China."Toys are not the only things made in China."I wanted to buy a pair of basketball shoes," heexplains."But I had to visit five or six stores before finding a pair made in American!" Herealized that American can hardly avoid buying products made in China."In fact," he continues, "there were so many things made in Chinafootballs, handbags, pet food, mobile phones. EvenAmerican flags are made in China! " Kang Jian thinks it's great that China is so good at makingthese everyday things. However, he wishes that in the future China will also get better at makinghigh-technology products that people can buy in all parts of the world.

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素材,设计一个20分钟的阅读教学活动,教案没有固?
定格式。但要包括以下几点:?
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:某城镇普通初三年级第一学期学生,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:?
The Difficult Search for American Goods in the US
If you go to another country, what kinds of things would you buy? Would you buy a camera inJapan, some beautiful clothes in France, or a watch in Switzerland? No matter what you may buy,you might think those products were made in those countries. However. you could be wrong. KangJian is a 17-year-old student from Shanghai. Last year he went to visit his aunt and uncle in SanFrancisco. He found it interesting that so many products in the local shops were made in China. "Iwanted to buy a toy car for my cousin, but even though most of the toys had American brands, theywere made in China."
Toys are not the only things made in China."I wanted to buy a pair of basketball shoes," heexplains."But I had to visit five or six stores before finding a pair made in American!" Herealized that American can hardly avoid buying products made in China."In fact," he continues, "there were so many things made in Chinafootballs, handbags, pet food, mobile phones. EvenAmerican flags are made in China! " Kang Jian thinks it's great that China is so good at makingthese everyday things. However, he wishes that in the future China will also get better at makinghigh-technology products that people can buy in all parts of the world.


参考解析

解析:'leaching Contents: A passage about "The Difficult Search for American Goods in the US".
Teaching Objectives:
Knowledge objectives:
(1) Students can catch the main idea of the passage.
(2) Students can master the usage of those, they, it, etc.
Ability objectives:
(1) Students are able to use "those, they, it" in their daily conversations.
(2) Students are able to use the two reading strategies--skimming and scanning to find out the main idea and the detail information of a passage.
Emotional objectives:
Students can develop the habit of focusing on national affairs.
Teaching Key Point:
To further improve their reading skills like skimming and scanning.
Teaching Difficult Point:
How to use those, they, it, etc. to refer to some words.
Teaching Procedures:
Step 1 Pre-reading (3 minutes)
(1) The teacher asks students to talk about their traveling experience and what they want to buy if they go abroad.
(2) The teacher asks students to read the title of the passage and predict what the passage may talk about.
(Justification: This step can develop students' communication skills and broaden their way of thinking. It also makes a preparation for the next reading activity.)
Step 2 While-reading (13 minutes)
(1) Fast reading
Task: The teacher asks students to skim the passage, and answer the questions.
①What is the main idea of the passage
② What two things did Kang Jian want to buy in America
③ Where were they made
After reading, some students will be invited to share their ideas and the teacher will give them proper assessment and positive reply.
(Justification: Students' skimming ability can be improved through this step, from which they can master the general meaning of the passage, Positive feedback can encourage students to participate in class activity.)
(2) Careful reading
Task 1: The teacher asks students to read the passage carefully and do the "True or False" exercises.
E.g. He found it interesting that so many products in the local shops were made in USA.
The teacher checks the answers and gives students positive feedback.
Then the teacher check the answers.
Task 2: The teacher asks students to read the passage carefully and answer some questions.
①Where did Kang Jian go to visit his aunt and uncle
② What did he discover in the toy stores
③Why did he have to visit many stores before buying a pair of basketball shoes
④ What did he realize after his shopping experiences
⑤Why do yon think so many products in America are made in China How do you feel about lhis
The teacher asks some students to share their ideas and give them proper assessment.
Task 5: The teacher asks students to read the passage again, discuss what the underlined words refer to with their partners and write them down on their paper.
①No matter what you may buy, you might think those products were made in those countries. those:
② He found it interesting that so many products in the local shops were made in China. it:
③ I wanted to buy a toy car for my cousin, but even though most of the toys had American brands, they were made in China.
they:
The teacher explains the usage of "those, it and they" to students and asks them to make two sentences like the sentences above.
(Justification: Students' scanning skill can be improved through Task 1 and Task 2, from which they can master the way to find out the specific information of the passage and express their own ideas about it. Task 3 can not only
improve their skill of careful reading, but also improve their language competence. )
Step 3 Post-reading (4 minutes)
Divide the students into several groups and ask them to give some suggestions about how to get better at making high-technology products that people can buy in all parts of the world.
Then the teacher asks them to show their suggestions to the class and gives them feedback.
(Justification: The discussion can make students exchange their personal opinions and stimulate their interest in national affairs.)

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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。设计任务:请阅渎下面的学生信息和语言素材,设节25分钟的读写教学活动。该方案没有固定格式但须包含下列要点:?teaching objectivesteaching contentskey and difficult pointsmajor steps and time allocationactivities and justifications教学时间:25分钟?学生概况:某城镇普通中学九年级(初三)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)》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 emperornoticed that the leaves in the water produced a pleasant smell. Later he decided to taste the hotmixture. It was quite delicious. And in this way, one of the world's favorite drinks was invented.

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:阅读下面学生信息和语言素材,设计一节英语听说课教学方案。该方案没有固定格式,但须包含下列要点:?teaching objectivesteaching contentskey and difficult pointsmajor steps and time allocationactivities 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。多数学生已达到?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:?Grace: What did you do in class today, Sarah?Sarah: We had a discussion about TV shows. My classmates like game shows and sports shows.Grace: Oh, I can't stand them. I love soap operas. I like to follow the story and see what happens next.Sarah: Well, I don't mind soap operas, but my favorite TV shows are the news and talk shows.Grace: They're boring!Sarah: Well, they may not be very exciting, but you can expect to learn a lot from them. I hope to be a TV reporter one day.

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: