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分钟的英语读写教学方案。
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三年级(九年级)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：
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 emperor noticedthat the leaves in the water produced a pleasant smell. Later he decided to taste the hot mixture. Itwas quite delicious. And in this way, one of the world′s favorite drinks was invented.
Teaching Contents: An article about who invented tea.
Teaching Objectives:
(1) Knowledge objective
Students can know the source of tea.
(2) Ability objectives
Students can use the two reading strategies--skimming and scanning to get the information from the passage.
Meanwhile, they can describe the source or history of something in their writing by using the words and phrases in thepassage, such as invent by, bring to, according to, discover, produce.
(3) Emotional objectives
Students will have more interest in Chinese tea culture. Through group work, their cooperative awareness will beimproved.
Teaching Key and Difficult Points:
Students will improve their skimming and scanning skills and know bow to write an article about inventions infive aspects--"What" "Who" "Where" "When" "How".
Major Steps:
Step 1 Pre-reading (2 minutes)
The teacher shows the picture about the story of tea on the textbook which shows that a person sits on the chairwatching a glass of water and lets students guess what happens and predict the content about the reading material.
(Justification: Guessing part will focus students' attention on the main topic of the reading passage.)
Step 2 While-reading (9 minutes)
(l) Fast reading
The teacher asks students to read the short passage quickly and conclude the main idea. Then the teacher givessome feedback on students' ideas.
(Justification: This step trains students' skimming skills.)
(2) Careful reading
The teacher asks students to read the passage carefully and answer the following questions:
① When was tea brought to western world
②According to an ancient Chinese legend, who invented tea
③ How was tea invented
Then the teacher gives them positive feedback on their answers and tells them how to locate specific informationin reading.
(Justification: In the process of reading for the detailed information, students can have a better understanding ofthe passage.)
Step 3 Post-reading (9 minutes)
(1) Retelling
The teacher provides key words and phrases and students retell the passage according to these words. If studentshave some difficulties in the process of retelling, the teacher gives them some hints or encouragement.
(2) Writing
Students are divided into several groups of four. The teacher asks students to talk about the great inventions theyknow in five aspects-- "What" "Who" "Where" "When" "How" and write an article by using the phrases and wordsin the box.
A fter students finish their writing, one student in each group shares his/her work to the class and the teacher givessome evaluation on their writings.
(Justification: Retelling can help students strengthen what they have learned during the lesson. After retelling,writing in groups can help students to express their ideas in another form, which can develop their writing abilities andcooperative awareness.)
请根据《我们的微电影》为课题 1.请写出一篇规范、完整的课时教学简案。2.恰当设定本科的教学目标、教学重点和难点。 3.合理地设计的学习活动和作业要求。4.至少设计三个课堂提问。
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案例 李老师为《美丽的蓝印花布》单元课教学准备中，创设的“情境”是: 江苏某地地处美丽富饶的长江三角洲冲积平原，气候温宜，山清水秀。在千百年的历史中，当地人民创造并发展了丰富多彩、名扬四方的民间工艺，蓝印花布便是其中最具代表性的民间工艺品之一。为此，当地准备进行一场“传统工艺发布会”以推介蓝印花布。根据上述情境、李老师设计了两个“问题”:蓝印花布是怎么做出来的?有哪些代表性的手工艺人? 问题: 请对李老师创设的“情境”和“问题”进行评价并给出改进意见。
针对“生活中的创意——包装设计”一课描述出三级学业质量水平。
结合《普通高中美术课程标准(2017版2020年修订)》，列举至少3种“现代媒体艺术”模块中常用的学习活动。
以“实验与多元”为题，简述20世纪上半叶西方绘画的艺术特征与表现。
简述中国古代传统花鸟画的艺术特色，并列出至少2件经典作品及其作者。
《斗拱——中国传统建筑瑰宝》—课“学业质量”分为三个水平(如下所示):
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其由低到高的合理排序是:
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