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->设计任务：请阅读下面学生信息和语言素材，设计20分钟的写作教
设计任务：请阅读下面学生信息和语言素材，设计 20 分钟的写作教学方案。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：某城镇普通高中一年级第一学期学生，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)》五级水平。学生课堂参与积极性一般。
语言素材：
WRITING
(①) Read the short essay and discuss.
We can learn all we need on the Internet
I agree with this idea, especially on the subject of learning English. In my class, there are 45 students,
and our English lessons last for 50 minutes. That means that we each have one minute of our teacher's
time! Our English teacher is excellent, but she can't help everyone in the class in 50 minutes.
It would be much better if we spend the time working on a computer. There are 45
computers in our school, so we could do that if we work independently, we can learn much more. And we can learn about the subjects that we are interested in.
(②) Write a paragraph giving the opposite view
Teaching Contents: This is a writing lesson about writing a paragraph to oppose the view that "We can learn all we need on the Internet".
Teaching Objectives:
(1) Knowledge objectives
(① Students can realize the advantages and disadvantages of learning on the Intemet.
(②) Students can master the basic structure of an argumentation.
(2) Ability objectives
(①) Students can develop writing skills such as cohesion, logic and so on,
(②) Students can express their own opinions about the Internet's effects on learning.
(3) Emotional objective
Students can develop their critical thinking when discussing a topic.
Teaching Key and Difficult Points:
(1) Teaching key point
Students can write an argumentation to oppose the view that "We can learn all we need on the Internet".
(2) Teaching difficult point
Students can express their own opinions about the Internet's effects on learning.
Major Steps:
Step 1 Pre-writing (6 minutes)
(1) Ask students to read the short essay and lead them to find the supporting ideas of "We can learn
all we need
on the Internet" :
(①) There are 45 students while our English lesson lasts for 50 minutes. ② We can learn much more if we work on a computer independently.
@ We can learn the subjects that we are interested in.
(2) Divide students into groups of four, ask them to think about the opposite points, and give detailed
information to support their points.
(3) Lead students to list the opposite ideas of "We can learn all we need on the Internet". (Justification:
Group discussion can arouse students' interest and strengthen their cooperative spirit. Moreover,students
can get more details for the following writing.)
Step 2 While-writing (8 minutes)
(1) Lead students to summarize the basic structure of an argumentation, and ask students to pay attention
to the topic sentence, transitional words and supporting ideas. For example:
① I don't agree with this idea. The reasons are as follows: ... ② In my opinion, we can't learn all we need on the Internet because of the following reasons: ...
(2) Ask students to write an argumentation and pay attention to the cohesion, logic, choices of words, grammar and punctuation. (Justification: Students can master some writing strategies and complete an argumentation to express their own ideas.)
Step 3 Post-writing (6 minutes)
① Organize students to make self-editing and exchange with deskmates to do peer-editing according to the Writing Rubrics ② Then choose a sample and make comments.
(Justification: Editing can provide a better writing for students, meanwhile the comments will help students learn more from others and improve their writing ability.)
根据下列材料，按要求完成教学设计任务。
材料一：
《普通高中历史课程标准(2017 年版)》规定：通过了解三国两晋南北朝政权更迭的历史脉络，隋唐时期封建社会的高度繁荣，认识三国两晋南北朝至隋唐时期的制度变化与创新，民族交融、区域开发和思想文化领域的新成就。
材料二：
课文摘录：
唐朝是中国文学发展的又一个高峰。诗歌创作进入黄金时代。流传下来的有 2000 多位诗人创作的近 5 万首诗歌，很多脍炙人口的佳作，成为千古绝唱。李白、杜甫的诗作代表了唐诗的最高水平，他们分别被誉为“诗仙”和“诗圣”。
这一时期，书法、绘画、雕塑、舞蹈等大放光彩。书法在东汉末年成为一种艺术。魏晋南北朝时期，隶书、草书、楷书和行书等各种书体均已完备。东晋大书法家王羲之博采众长，诸体兼精，世称“书圣”。隋唐时期的书法艺术，融汇了南朝的秀美和北朝的雄健，创出新风格。颜真卿气势雄浑的颜体和柳公权骨力遒劲的柳体最为有名。魏晋南北朝的绘画，成就斐然。东晋开始出现知名的专职画家，以顾恺之为代表。他提出“以形写神”，所画人物栩栩如生，《女史箴图》和《洛神赋图》是他的代表作。隋唐的画坛，题材广泛，风格多样。宗教画生活气息浓厚，人物画注重表现人的形态，山水、花鸟也成为绘画主题。唐朝的吴道子被尊为“画圣”。魏晋至隋唐时期，因佛教广泛传播而修造的石窟寺很多。山西大同的云冈石窟、河南洛阳的龙门石窟、甘肃敦煌莫高窟等，都是闻名世界的艺术宝库
要求：根据课程标准要求和课文内容，设计出相关的教学过程，包括教学环节、教师活动和学生活动，并说明设计意图。
怎么办呢，去罗马!那可是传说中的“上帝之城”，教皇的所在地，最接近上帝的地方。路德满怀期待地启程又满怀失望地回来了。为什么呢？因为路德发现自己被骗了：这哪里上帝之城？罗马灯红酒绿，神职人员不学无术、声色犬马。把灵魂交给这样的群体，怎么可能进天堂？路德想，看来得救还是得靠自己。从罗马回来后，路德专注于对于原始经典《圣经》的研究，获得了神学博士的学位。这一时期，他开始摆脱罗马教会的权威理论，对得救的方法和途径形成了自己的独立见解。
问题：
(1)对这位教师的讲述，你如何评价?请说出你的理由。(6 分)
(2)历史教师在讲授有关思想史的内容时应注意哪些问题?(10 分)
材料一：
下面是某校历史学业水平考试中的一道试题。
材料二：
问题：
(1)这道题主要考查了什么内容和能力，难易度如何?(6 分)
(2)请从学生知识和题目命制两个方面，分析学生误选 D 项的原因。(6 分)
(3)针对上述原因，教师应采取哪些改进策略?(4 分)
材料：
1905 年 8 月 9 日，在美国的调停下，日、俄在美国的朴茨茅斯开始谈判。9 月 5 日，日俄两国签订《朴茨茅斯和约》，重要条款包括：①俄国承认日本在朝鲜的独占利益；②俄国将辽东半岛的租借权、南满铁路及有关特权均无偿转让给日本；③以北纬 50 度为界，将库页岛南部及其附近岛屿让给日本；④俄国在中国东北撤兵，除辽东半岛外，东北的一切地方均交还中国。
——摘自齐世荣主编《世界史》现代卷
问题：
(1)材料中所说的《朴茨茅斯和约》签订的历史背景是什么?(8 分)
(2)根据材料并结合所学知识，概述这一和约对中国造成的危害。(8 分)
简述高中与初中历史教学衔接应注意的问题。
在历史课堂教学中组织以学生为主体的活动，教师应注意哪些问题?
法国大革命前夕，“旧制度”的危机有哪些主要表现?
斯塔夫里阿诺斯在评论一位科学家时说，他“因为发现支配宇宙中的物体的定律而统治 17 世纪的科学”。这位 科学家指的是( )。
据统计，福建宁德地区的粮食产量从 1978 年的 70 万吨提高到 1983 年的 82 万吨；1992 年全区 16．6 万个贫困 户累计解决温饱 16．1 万户。导致这一结果的直接原因是( )。
规定取消旧的公行制度、允许英商在通商口岸自由交易的不平等条约是( )。
