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教学方案。教案没有固定格式，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：?Town TwinningHow are Oxford in the UK and Grenoble in France similar? Well, they're both medium-sized towns of between 100,000 and 200,000 inhabitants. They both have universities and industries.Tourism is important to both of them, and they are both close to some of the most beautiful countryside in the region. But they share something else: they have a town twinning agreement.Town twinning is not a new idea, but it has become more popular in recent years because it's now easier to find out about and visit other countries and towns. It's an agreement between towns or cities of similar size and age, and which have similar features such as tourism, industry, culture and entertainment.Town twinning agreements encourage people from the two towns to visit each other. There are visits and exchanges between schools, theater groups and sports teams. Visitors from the foreign town usually stay in the private homes of the town they are visiting. There is usually a big party for the visitors.Town twinning agreements are perhaps most useful for students and people who want to practice speaking another language. This is because living with a foreign family for one or two weeks means that you have to speak their language, and as a result you improve fast.
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：?
Town Twinning
How are Oxford in the UK and Grenoble in France similar? Well, they're both medium-sized towns of between 100,000 and 200,000 inhabitants. They both have universities and industries.
Tourism is important to both of them, and they are both close to some of the most beautiful countryside in the region. But they share something else: they have a town twinning agreement.
Town twinning is not a new idea, but it has become more popular in recent years because it's now easier to find out about and visit other countries and towns. It's an agreement between towns or cities of similar size and age, and which have similar features such as tourism, industry, culture and entertainment.
Town twinning agreements encourage people from the two towns to visit each other. There are visits and exchanges between schools, theater groups and sports teams. Visitors from the foreign town usually stay in the private homes of the town they are visiting. There is usually a big party for the visitors.
Town twinning agreements are perhaps most useful for students and people who want to practice speaking another language. This is because living with a foreign family for one or two weeks means that you have to speak their language, and as a result you improve fast.
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：?
Town Twinning
How are Oxford in the UK and Grenoble in France similar? Well, they're both medium-sized towns of between 100,000 and 200,000 inhabitants. They both have universities and industries.
Tourism is important to both of them, and they are both close to some of the most beautiful countryside in the region. But they share something else: they have a town twinning agreement.
Town twinning is not a new idea, but it has become more popular in recent years because it's now easier to find out about and visit other countries and towns. It's an agreement between towns or cities of similar size and age, and which have similar features such as tourism, industry, culture and entertainment.
Town twinning agreements encourage people from the two towns to visit each other. There are visits and exchanges between schools, theater groups and sports teams. Visitors from the foreign town usually stay in the private homes of the town they are visiting. There is usually a big party for the visitors.
Town twinning agreements are perhaps most useful for students and people who want to practice speaking another language. This is because living with a foreign family for one or two weeks means that you have to speak their language, and as a result you improve fast.
参考解析
解析：Class Type: Reading and writing class, 1 period
Teaching Contents: Oxford and Grenoble are town twinning. They have some similarities. Town twinning agreements are useful and helpful for people to visit and exchange between cities of different countries.
Teaching Objectives:
(1) Knowledge objectives
① Students will be able to understand the main idea and some details of the passage.
② Students will abe able to say something about town twinning.
(2) Ability objectives
①Students will able able to use reading methods such as skimming, scanning and careful reading during the process of understanding of the passage.
② Students can improve the abilities of reading and writing.
(3) Emotional objective
Students can get more interested in English culture.
Teaching Key and Difficult Points:
Understand some knowledge about town twinning and retell the passage.
Teaching Aids: multi-media, blackboard Teaching Procedures:
Step 1 Warming up and lead-in (5 minutes)
( 1 ) Greeting.
(2) Lead in the topic by playing a video about "Beijing city and New York are town twinning" and ask students to have a free talk:
① What is the relationship between Beijing and New York
② Why can the two cities become town twinning
(Justification: Attract students' interest to learn this lesson and lead to the main idea of the text.)
Step 2 Pre-reading (7 minutes)
( 1 ) Common sense on town twinning.
(2) Ask students to give examples of town twinning cities.
(3) Play the video about"Oxford and Grenoble are town twinning". While enjoying the video, students think over the following question: "What are the similarities between the two cities "
(Justification: Focus students' attention on the main topic of the reading passage. Comprehending the new words can help students to understand the passage easily. It prepares students to understand the topic and provides them with the opportunity to connect some aspects of the topic to their knowledge.)
Step 3 While-reading (18 minutes)
( 1 ) Fast reading
Ask students to read the passage quickly and then conclude the main idea of each paragraph.
Main idea:
Paragraph 1--introduction--the similarities between the two cities
Paragraph 2--definition of town twinning
Paragraph 3--contents of town twinning agreements
Paragraph 4--functions of town twinning agreements
(Justification: Train the students' reading ability of scanning for the specific information of the passage. The questions, which are closely related to the main points of the passage, help the students grasp its main idea.)
(2) Careful reading
① Ask students to read the passage carefully and decide whether the statements are tree or false and explain why.
a. Both size and population in Oxford and Grenoble are similar.
b. Oxford University is famous in the world; However, there is no university in Grenoble.
e. Town twinning is a new idea in modem times.
d. Town twinning agreements encourage people to visit and exchange in culture and education.
e. Town twinning agreements are useful for foreign language learning.
② Ask students to work in groups and have a competition to answer the following questions:
a. What are the similarities between Oxford and Grenoble
b. Why are the idea of town twinning popular nowadays
c. What is the definition of town twinning agreements
d. What activities do the agreements take to encourage people from the two towns to visit each other
e. Why are the town twinning agreements useful for students and people who want to learn a language
③Listening practice
Play the tape and ask students to read the passage after the tape and pay attention to the pronunciations of the words and sentences.
(Justification: In this part, the teacher uses the task-based teaching method to arouse the enthusiasm of students and to train their analyzing and summarizing ability. In the process of answering the questions, students' reading skills for the detailed information are improved and it will help students understand the passage logically. The listening practice helps students consolidate their understanding of the text.)
Step 4 Post-reading (10 minutes)
Get students retell the passage according to the outline and key words on PPT. Ask students to retell between partners first, then ask two students to retell before class.
Outline of the text:
Paragraph 1--Introduction--the similarities between the two cities
Paragraph 2--Definition of town twinning
Paragraph 3--Contents of town twinning agreements
Paragraph d--Functions of town twinning agreements
Key words:
Oxford in the UK and Grenoble in France are similar in the following three aspects: ... medium-sized ...university ... tourism ... popular ... because ... encourage ... There are visits and exchanges ... Visitors ... stay in ,.. a big party , ... useful ... because ...
(Justification: The activity of retelling the text is carried out under certain situation, which can activate the atmosphere of the class and arouse students' interest at the same time. It helps students strengthen what they have learned during this lesson.)
Step 5 Summary and Homework (5 minutes)
Summary: Ask one student to act as an assistant teacher to guide others to summarize what they have learned in this class. And then give a conclusion about this lesson.
Homework:
( 1 ) Listen to the tape and read the text aloud.
(2) Ask students to search for more information on the Internet and write a short passage about Beijing's town twinning city.
(Justification: Homework is so important and necessary for students to master the knowledge they have learned in class. It will check whether the students achieve the teaching objectives.)
Blackboard Design:
Outline of the text:
Paragraph 1--Introduction
Paragraph 2--Definition
Paragraph 3--Contents
Paragraph 4--Functions
Key words:
Oxford in the UK and Grenoble in France are similar in the following three aspects: ... medium-sized ...university ... tourism ... popular ,.. because ... encourage ... There are visits and exchanges ... Visitors ... stay in ...a big party ... useful ... because ...Teaching Reflection.
Teaching Contents: Oxford and Grenoble are town twinning. They have some similarities. Town twinning agreements are useful and helpful for people to visit and exchange between cities of different countries.
Teaching Objectives:
(1) Knowledge objectives
① Students will be able to understand the main idea and some details of the passage.
② Students will abe able to say something about town twinning.
(2) Ability objectives
①Students will able able to use reading methods such as skimming, scanning and careful reading during the process of understanding of the passage.
② Students can improve the abilities of reading and writing.
(3) Emotional objective
Students can get more interested in English culture.
Teaching Key and Difficult Points:
Understand some knowledge about town twinning and retell the passage.
Teaching Aids: multi-media, blackboard Teaching Procedures:
Step 1 Warming up and lead-in (5 minutes)
( 1 ) Greeting.
(2) Lead in the topic by playing a video about "Beijing city and New York are town twinning" and ask students to have a free talk:
① What is the relationship between Beijing and New York
② Why can the two cities become town twinning
(Justification: Attract students' interest to learn this lesson and lead to the main idea of the text.)
Step 2 Pre-reading (7 minutes)
( 1 ) Common sense on town twinning.
(2) Ask students to give examples of town twinning cities.
(3) Play the video about"Oxford and Grenoble are town twinning". While enjoying the video, students think over the following question: "What are the similarities between the two cities "
(Justification: Focus students' attention on the main topic of the reading passage. Comprehending the new words can help students to understand the passage easily. It prepares students to understand the topic and provides them with the opportunity to connect some aspects of the topic to their knowledge.)
Step 3 While-reading (18 minutes)
( 1 ) Fast reading
Ask students to read the passage quickly and then conclude the main idea of each paragraph.
Main idea:
Paragraph 1--introduction--the similarities between the two cities
Paragraph 2--definition of town twinning
Paragraph 3--contents of town twinning agreements
Paragraph 4--functions of town twinning agreements
(Justification: Train the students' reading ability of scanning for the specific information of the passage. The questions, which are closely related to the main points of the passage, help the students grasp its main idea.)
(2) Careful reading
① Ask students to read the passage carefully and decide whether the statements are tree or false and explain why.
a. Both size and population in Oxford and Grenoble are similar.
b. Oxford University is famous in the world; However, there is no university in Grenoble.
e. Town twinning is a new idea in modem times.
d. Town twinning agreements encourage people to visit and exchange in culture and education.
e. Town twinning agreements are useful for foreign language learning.
② Ask students to work in groups and have a competition to answer the following questions:
a. What are the similarities between Oxford and Grenoble
b. Why are the idea of town twinning popular nowadays
c. What is the definition of town twinning agreements
d. What activities do the agreements take to encourage people from the two towns to visit each other
e. Why are the town twinning agreements useful for students and people who want to learn a language
③Listening practice
Play the tape and ask students to read the passage after the tape and pay attention to the pronunciations of the words and sentences.
(Justification: In this part, the teacher uses the task-based teaching method to arouse the enthusiasm of students and to train their analyzing and summarizing ability. In the process of answering the questions, students' reading skills for the detailed information are improved and it will help students understand the passage logically. The listening practice helps students consolidate their understanding of the text.)
Step 4 Post-reading (10 minutes)
Get students retell the passage according to the outline and key words on PPT. Ask students to retell between partners first, then ask two students to retell before class.
Outline of the text:
Paragraph 1--Introduction--the similarities between the two cities
Paragraph 2--Definition of town twinning
Paragraph 3--Contents of town twinning agreements
Paragraph d--Functions of town twinning agreements
Key words:
Oxford in the UK and Grenoble in France are similar in the following three aspects: ... medium-sized ...university ... tourism ... popular ... because ... encourage ... There are visits and exchanges ... Visitors ... stay in ,.. a big party , ... useful ... because ...
(Justification: The activity of retelling the text is carried out under certain situation, which can activate the atmosphere of the class and arouse students' interest at the same time. It helps students strengthen what they have learned during this lesson.)
Step 5 Summary and Homework (5 minutes)
Summary: Ask one student to act as an assistant teacher to guide others to summarize what they have learned in this class. And then give a conclusion about this lesson.
Homework:
( 1 ) Listen to the tape and read the text aloud.
(2) Ask students to search for more information on the Internet and write a short passage about Beijing's town twinning city.
(Justification: Homework is so important and necessary for students to master the knowledge they have learned in class. It will check whether the students achieve the teaching objectives.)
Blackboard Design:
Outline of the text:
Paragraph 1--Introduction
Paragraph 2--Definition
Paragraph 3--Contents
Paragraph 4--Functions
Key words:
Oxford in the UK and Grenoble in France are similar in the following three aspects: ... medium-sized ...university ... tourism ... popular ,.. because ... encourage ... There are visits and exchanges ... Visitors ... stay in ...a big party ... useful ... because ...Teaching Reflection.
相关考题：
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：
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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。
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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 objectivesteaching contentskey and difficult pointsmajor steps and time allocationactivities 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.
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.
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：
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：
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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 objectivesteaching contentskey and difficult pointsmajor steps and time allocationactivities 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：
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 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.
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20分钟的英语阅读活动。教案没有固定格式，但须包含下列要点：?teaching objectivesteaching contentskey and difficult pointsmajor steps and time allocationactivities and justifications教学时间：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一般。语言素材：Mr. Cool's Clothes StoreCome and buy your clothes at our great sale! We sell all our clothes at very." good prices. Doyou like sweasters? We have green sweasters for only $15! Yellow sweasters for only $12! Do youneed trousers? For boys, we have black trousers for only $22. And shorts are only $16! For girls,we have skirts in purple for only $20. How much are our jackets? Only $30!And we have blackshoes for only $28. Socks are only $2 for three pairs!Come to Mr. Cool's Clothes Store now!
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。
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。
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 objectivesteaching contentskey and diglcult pointsmajor steps and time allocationactivities and justifications学生概况：某城镇普通中学八年级(初二)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，学生参与积极性一般。Frank: Hi, Bob. How is your day.?Bob: It's OK. I like Monday because I have P.E. and history. They're my favorite subjects.Frank: Who's your P.E. teacher?Bob: Mr. Hu. He always plays games with us.Frank: That's great! But do you like history? It's boring.Bob: Oh. I think history is interesting. What's your favorite day?Frank: Friday.Bob: Why?Frank: Because the next day is Saturday.Bob: Haha! That's for sure. I like Friday too.
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 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 ShanghaiImagine you are in one of the placesin la. Talk about the weather with your friend on the phone.
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 objectivesteaching contentskey and difficult pointsmajor steps and time allocationactivities 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.
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：
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 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-infinitiveC. It is + adj. + for ... + to-infinitive
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 objectivesteaching contentskey and difficult pointsmajor steps and time allocationactivities and iustifieations教学时间：45分钟一’?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：?DinosaursDinosaurs lived on the Earth over sixty million years ago. This was a long time before people existed. Dinosaurs lived everywhere. Some were as small as chickens. Others were as big as ten elephants. Some dinosaurs even had wings and could fly.Many dinosaurs were harmless. They were as gentle as sheep and ate plants, Others were harmful. They were fiercer than tigers and ate meat.Dinosaurs all died out suddenly. Nobody knows why. We know about the lives of dinosaurs from the skeletons, eggs and footprints they left behind.DiogenesDiogenes was a famous thinker. He lived in Greece about two thousand years ago. He taught that the way to be happy was to own as few things as possible. All he owned was a big jar that he lived in, a coat, a bag and a cup. He was very happy. One day, Diogenes saw a boy drinking water from his hands by a fountain, so he threw away his cup and became even happier.
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.
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?
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.
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：