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.
Teaching Contents: This lesson is a dialogue about asking and answering the price of clothes.
Teaching Objeetives:
(1) Knowledge objective
Students can recognize the new words "hat, shorts, sweater, dollars" and understand the meaning of the sentence patterns "How much is/are ...? ... is/are ...".
(2) Ability objectives
① Students will be able to ask and answer the price of clothes using the sentence patterns in real life.
②Students will improve the skills of listening for the gist and listening for specific information.
③ Emotional objective
Students can establish a correct view of consumption and have the awareness of cooperative learning.
Teaching Key and Difficult Points:
Students can use the new words and sentence patterns to ask about the price of clothes.
Major Steps:
Step 1 Pre-listening (3 minutes)
Task 1 Teaching new words
The teacher uses PPT to show some pictures of the new words "hat, shorts, sweater, dollars", then explains the new words in English.
(Justification: The new words learning can pave the way for students' later listening activity and they will understand the conversation easily.)
Task 2 Word practice game: High and low voice
The teacher uses different tones to read these words and the students read after the teacher.
(Justification: The game can help students memorize the words easily.)
Step 2 While-listening (12 minutes)
Firstly, the teacher plays the tape and asks students to summarize the main idea of the conversation, then asks several students to talk about it.
Secondly, the teacher asks students to listen to the tape again. At this time, they should fill in the following form:
Thirdly, the teacher divides the whole class into five groups. Then makes students listen to the tape again, and asks each group to repeat it after each sentence in turn. Then the teacher provides the sentence patterns "How much is/are ...? ... is/are ..." on the PPT.
(Justification: In this step, students' skill of listening for the gist and specific information will be well developed.
Through listening they will know the main sentence patterns clearly.)
Step 3 Post-listening (5 minutes)
Task 1 Matching
The teacher uses PPT to show some pictures of clothes on the right and asks students to do a match with the reasonable price on the left. And then students make their dialogues with partners using the sentence patterns "How much is/are ...? ... is/are ...".
(Justification: Students will improve their speaking ability by using the sentence "How much is/are ...? ...is/are ...".)
Task 2 Role play
The teacher asks students to do a role play in groups. One student acts as the shop assistant and the others act as customers. They should act out the dialogue clearly and correctly. The group which performs best will get the reward.
(Justification: This step will improve students' cooperative learning and presentation skills.)
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