当前位置：首页 → 职业资格 → 教师资格 → 中学英语学科知识与教学能力->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：
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设计，该方案没有固定的格式．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
学生情况：某城镇普通中学初中二年级(八年级)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。学生课堂积极性一般。
语言素材：
If you go to a fast food restaurant or a snake bar, you will probably see a lot of teenagers.Today, many teenagers are overweight, and some of this is because of their bad eating habits.Most teenagers love food with a lot of fat, oil, and sugar. People often call this type of food "junk food".
But food eating habits go beyond fast food. Many teenagers find it difficult to eat healthy.
Some don′t have breakfast before they go to school. During the day, some don′t have a propermeal for lunch. In a recent survey at one school, scientists found that over two-thirds of thestudents didn′t follow a healthy diet. Nearly half of the students didn′t like vegetables, andmany of them don′ t like to eat fruits. They preferred to eat food with a lot of salt, sugar, or fat.
Parents today also worry about their children′s diet. Some doctors give the followingadvice:
· Teenagers shouldn′t eat too much junk food.
· Teenagers shouldn′t eat food with too much salt. Salt can cause high blood pressure in the future.
· Teenagers should eat food with less fat, oil, and sugar.
· Teenagers need to eat some fruit and vegetables every day. Fruit and vegetables are rich in vitamins and have little fat.
· Teenagers need to drink more milk. Milk will help their bones grow.
· Teenagers need to eat breakfast every day. This is good for their body and mind.
Teaching Contents: The passage tells us that many teenagers who are overweight have the bad eating habits, so that the doctors givesome advice about their diet.
Teaching Objectives:
(1) Knowledge objectives
①Students can master the main idea of this passage and know the advantages of the healthy eating habits..
② Students can understand the meaning and usage of the newwords and expressions, such as junk food,overweight, nearly, too much and be good for.
(2) Ability objectives
Students can improve their reading and communicating abilities through class activities.
(3) Emotional objectives .
① Students can know the importance of keeping a healthy diet.
② Students can cooperate with others actively, and improve their confidence of speaking English.
Teaching Key & Difficult Points:
(1) Teaching key points
① Students can make use of the new words and expressions, such as junk food, overweight, nearly, too much andbe good for.
② Students can comprehend the main idea of the passage.
(2) Teaching difficult points
① Students can use the new knowledge correctly in their daily life.
② Students can understand it is very necessary to form the healthy eating habits and begin to refuse the junkfood.
Major Steps:
Step 1 Pre-reading (6 minutes)
(1) Show the table on the blackboard and ask students to discuss about the junk food and healthy food.
Then ask students to fill in the blanks and then check the answer in pairs.
(2) Show the new words and expressions, such as junk food, overweight, nearly, too much and be good for.
① junk food: is food that is unhealthy and/or has little or no nutritional value.
②overweight: too heavy and fat
③ nearly: not quite; not completely
④ too much: more than enough
⑤ be good for: be helpful to
(Justification: Through this step, students can know and divide the junk food and the healthy food. Meanwhile,the students can learn the new words and phrases, which can help them understand the passage.)
Step 2 While-reading (8 minutes)
At this step ask the students to do two activities.
Activity 1: Fast reading
Students will be given two minutes to read the short passage quickly, and then conclude the main idea.
Activity 2: Careful reading
Ask the students to read the passage again and answer the following questions. For instance:
A: How many students didn't follow a healthy diet according to the scientists' survey
B: How many students didn't like vegetables
C: Why the doctors advise that teenagers need to eat some fruit and vegetables every day
(Justification: Different ways of exploiting the text can help students not merely to cope with one particular textin class but to develop their reading strategies and reading ability.)
Step 3 Post,reading (6 minutes)
Choose some volunteers to do the interview. One of the partners acts as the interviewer and the otherinterviewee. Make an interview about the topic of the healthy eating habits, using the knowledge they have learnttoday.
(Justification: Students do the interview in their own way, which helps to apply what they learn in this period inreal situation. At the same time, students can have a better understanding of the topic of food.)
Passage 1
Homework has never been terribly popular with students and even many parents, but in recently years it has been particularly scorned．School districts across the country, most recently Los Angeles Unified, are revising their thinking on this educational ritual．Unfortunately, L.A．Unified has produced an inflexible policy which mandates that with the exception of some advanced courses,homework may no longer count for more than 10% of a student′ s academic grade.
This rule is meant to address the difficulty that students from impoverished or chaotic homes might have in completing their homework．But the policy is unclear and contradictory．Certainly, no homework should be assigned that students cannot complete on their own or that they cannot do without expensive equipment．But if the district is essentially giving a pass to students who do not do their homework because of complicated family lives, it is going riskily close to the implication that standards need to be lowered for poor children.
District administrators say that homework will still be a part of schooling; teachers are allowed to assign as much of it as they want．But with homework counting for no more than 10% of their grades, students can easily skip half their homework and see very little difference on their report cards．Some students might do well on state tests without completing their homework, but what about the students who performed well on the tests and did their homework? It is quite possible that the homework helped．Yet rather than empowering teachers to find what works best for their students, the policy imposes a fiat, across-the-board rule.
At the same time, the policy addresses none of the truly thorny questions about homework．If the district finds homework to be unimportant to its students′ academic achievement, it should move to reduce or eliminate the assignments, not make them count for almost nothing．Conversely, if homework matters, it should account for a significant portion of the grade．Meanwhile, this policy does nothing to ensure that the homework students receive is meaningful or appropriate to their age and the subject, or that teachers are not assigning more than they are willing to review and correct.
The homework rules should be put on hold while the school board, which is responsible for setting educational policy, looks into the matter and conducts public hearings．It is not too late for L.A.Unified to do homework right.
A suitable title for this text could be__________.
Passage 1
Homework has never been terribly popular with students and even many parents, but in recently years it has been particularly scorned．School districts across the country, most recently Los Angeles Unified, are revising their thinking on this educational ritual．Unfortunately, L.A．Unified has produced an inflexible policy which mandates that with the exception of some advanced courses,homework may no longer count for more than 10% of a student′ s academic grade.
This rule is meant to address the difficulty that students from impoverished or chaotic homes might have in completing their homework．But the policy is unclear and contradictory．Certainly, no homework should be assigned that students cannot complete on their own or that they cannot do without expensive equipment．But if the district is essentially giving a pass to students who do not do their homework because of complicated family lives, it is going riskily close to the implication that standards need to be lowered for poor children.
District administrators say that homework will still be a part of schooling; teachers are allowed to assign as much of it as they want．But with homework counting for no more than 10% of their grades, students can easily skip half their homework and see very little difference on their report cards．Some students might do well on state tests without completing their homework, but what about the students who performed well on the tests and did their homework? It is quite possible that the homework helped．Yet rather than empowering teachers to find what works best for their students, the policy imposes a fiat, across-the-board rule.
At the same time, the policy addresses none of the truly thorny questions about homework．If the district finds homework to be unimportant to its students′ academic achievement, it should move to reduce or eliminate the assignments, not make them count for almost nothing．Conversely, if homework matters, it should account for a significant portion of the grade．Meanwhile, this policy does nothing to ensure that the homework students receive is meaningful or appropriate to their age and the subject, or that teachers are not assigning more than they are willing to review and correct.
The homework rules should be put on hold while the school board, which is responsible for setting educational policy, looks into the matter and conducts public hearings．It is not too late for L.A.Unified to do homework right.
As mentioned in Paragraph 4, a key question unanswered about homework is whether__________.
Passage 1
Homework has never been terribly popular with students and even many parents, but in recently years it has been particularly scorned．School districts across the country, most recently Los Angeles Unified, are revising their thinking on this educational ritual．Unfortunately, L.A．Unified has produced an inflexible policy which mandates that with the exception of some advanced courses,homework may no longer count for more than 10% of a student′ s academic grade.
This rule is meant to address the difficulty that students from impoverished or chaotic homes might have in completing their homework．But the policy is unclear and contradictory．Certainly, no homework should be assigned that students cannot complete on their own or that they cannot do without expensive equipment．But if the district is essentially giving a pass to students who do not do their homework because of complicated family lives, it is going riskily close to the implication that standards need to be lowered for poor children.
District administrators say that homework will still be a part of schooling; teachers are allowed to assign as much of it as they want．But with homework counting for no more than 10% of their grades, students can easily skip half their homework and see very little difference on their report cards．Some students might do well on state tests without completing their homework, but what about the students who performed well on the tests and did their homework? It is quite possible that the homework helped．Yet rather than empowering teachers to find what works best for their students, the policy imposes a fiat, across-the-board rule.
At the same time, the policy addresses none of the truly thorny questions about homework．If the district finds homework to be unimportant to its students′ academic achievement, it should move to reduce or eliminate the assignments, not make them count for almost nothing．Conversely, if homework matters, it should account for a significant portion of the grade．Meanwhile, this policy does nothing to ensure that the homework students receive is meaningful or appropriate to their age and the subject, or that teachers are not assigning more than they are willing to review and correct.
The homework rules should be put on hold while the school board, which is responsible for setting educational policy, looks into the matter and conducts public hearings．It is not too late for L.A.Unified to do homework right.
According to Paragraph 3, one problem with the policy is that it may__________
Passage 1
Homework has never been terribly popular with students and even many parents, but in recently years it has been particularly scorned．School districts across the country, most recently Los Angeles Unified, are revising their thinking on this educational ritual．Unfortunately, L.A．Unified has produced an inflexible policy which mandates that with the exception of some advanced courses,homework may no longer count for more than 10% of a student′ s academic grade.
This rule is meant to address the difficulty that students from impoverished or chaotic homes might have in completing their homework．But the policy is unclear and contradictory．Certainly, no homework should be assigned that students cannot complete on their own or that they cannot do without expensive equipment．But if the district is essentially giving a pass to students who do not do their homework because of complicated family lives, it is going riskily close to the implication that standards need to be lowered for poor children.
District administrators say that homework will still be a part of schooling; teachers are allowed to assign as much of it as they want．But with homework counting for no more than 10% of their grades, students can easily skip half their homework and see very little difference on their report cards．Some students might do well on state tests without completing their homework, but what about the students who performed well on the tests and did their homework? It is quite possible that the homework helped．Yet rather than empowering teachers to find what works best for their students, the policy imposes a fiat, across-the-board rule.
At the same time, the policy addresses none of the truly thorny questions about homework．If the district finds homework to be unimportant to its students′ academic achievement, it should move to reduce or eliminate the assignments, not make them count for almost nothing．Conversely, if homework matters, it should account for a significant portion of the grade．Meanwhile, this policy does nothing to ensure that the homework students receive is meaningful or appropriate to their age and the subject, or that teachers are not assigning more than they are willing to review and correct.
The homework rules should be put on hold while the school board, which is responsible for setting educational policy, looks into the matter and conducts public hearings．It is not too late for L.A.Unified to do homework right.
L.A．Unified has made the rule about homework mainly because poor students__________.
Passage 1
Homework has never been terribly popular with students and even many parents, but in recently years it has been particularly scorned．School districts across the country, most recently Los Angeles Unified, are revising their thinking on this educational ritual．Unfortunately, L.A．Unified has produced an inflexible policy which mandates that with the exception of some advanced courses,homework may no longer count for more than 10% of a student′ s academic grade.
This rule is meant to address the difficulty that students from impoverished or chaotic homes might have in completing their homework．But the policy is unclear and contradictory．Certainly, no homework should be assigned that students cannot complete on their own or that they cannot do without expensive equipment．But if the district is essentially giving a pass to students who do not do their homework because of complicated family lives, it is going riskily close to the implication that standards need to be lowered for poor children.
District administrators say that homework will still be a part of schooling; teachers are allowed to assign as much of it as they want．But with homework counting for no more than 10% of their grades, students can easily skip half their homework and see very little difference on their report cards．Some students might do well on state tests without completing their homework, but what about the students who performed well on the tests and did their homework? It is quite possible that the homework helped．Yet rather than empowering teachers to find what works best for their students, the policy imposes a fiat, across-the-board rule.
At the same time, the policy addresses none of the truly thorny questions about homework．If the district finds homework to be unimportant to its students′ academic achievement, it should move to reduce or eliminate the assignments, not make them count for almost nothing．Conversely, if homework matters, it should account for a significant portion of the grade．Meanwhile, this policy does nothing to ensure that the homework students receive is meaningful or appropriate to their age and the subject, or that teachers are not assigning more than they are willing to review and correct.
The homework rules should be put on hold while the school board, which is responsible for setting educational policy, looks into the matter and conducts public hearings．It is not too late for L.A.Unified to do homework right.
It is implied in Paragraph 1 that nowadays homework
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：15分钟
学生概况：某城镇普通中学初中二年级第一学期学生，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)》三级水平。学生课堂参与积极性一般。
语言素材：
根据题目要求完成下列任务，用中文作答。
下面是某课堂实录的核心环节内容。
核心环节1：感知体验
1．引入话题sports，复习并引入新的表示运动的目标词汇并教授be good at结构。
T: Spring is a good season to do sports, fight? Ss: Yes.
T: Do you like sports? Ss: Yes.
T: What sport are you good at?S1: I am good at basketball.
T: Good．And you? S2: I am good at table tennis.
T: What sport are you good at?S3: I am good at skiing.
2．引入描述运动的形容词。
T：What sport do you think is dangerous?S3：Skiing．
T：What sport do you think is boring?S4：CyCling．
核心环节2：运用
T：Can you work in pairs and compare sports?
S：Football is more tiring than swimming．
S：Running is more popular than gynmastics．
T：Good．Another pair?
根据上面的信息，从下面两个方面作答：
(1)从课堂问答角度对案例进行评析。(15分)
(2)从学生互动方面对案例进行评析。(15分)
根据题目要求完成下列任务，用中文作答。
简述语法教学中常用的两种教学方法和其优缺点。
John had never been abroad before, __________he found the business trip very exciting.
Which of the letter "p" in the following words has a different pronunciation from others?
