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：
Teaching Contents: This article introduces the state of robots and scientists' different points of robots. Teaching Objectives:
(1) Knowledge objective
Students can know more knowledge about robots and master the usage of future indefinite tense.
(2) Ability objective
Students can improve their reading and speaking abilities, and develop their imagination.
(3) Emotional objective
Students can be interested in robots.
Teaching Key Point:
Students can learn the fufure indefinite tense.
Teaching Difficult Point:
Students can use "will" to make predictions in daily life.
Major Steps:
Step 1 Pre-reading (2 minutes)
Show some pictures about robots and ask students some questions.
(1) Do you know what robots can do for us now?
(2) Can you imagine what robots will become of in the future?
(Justification: To catch students' attentions and lay better English learning surroundings for the further study.)
Step 2 While-reading (8 minutes)
1. Fast reading
Ask students to read this passage quickly and conclude the main idea of each paragraph, then choose some students to share their ideas.
2. Careful reading
(1) Ask students to read this passage carefully and judge whether the following statements are true or false.
① Some scientists think we will have our own robots in the future. ( )
②James White thinks that it' s easy for a robot to do the same things as a person. ( )
③ Some scientists think that robots can talk to people now. ( )
④ Robots working in factories look more like huge arms. ( )
⑤ After an earthquake now, a snake robot can help look for people under buildings. ( )
(2) Ask students to underline all the sentences of future indefinite tense and teach them how to use "will" to make predictions. Then divide students into several groups to talk about the future by using "will".
(Justification: To help students to get a better understanding about this article and master the usage of future indefinite tense.)
Step 3 Post-reading (5 minutes)
1. Ask students to talk these questions: In what ways do you think a robot will help or block you in the future?
What do you think of the future of robots, optimistic or pessimistic?
2. Ask students to write down their ideas about robots and invite some to share with classmates.
(Justification: To improve students' writing and speaking abilities.)
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。
案例 王老师在高一素描人物基本结构练习时，发现一位学生方法特殊。他不是按照王老师所要求的以写实性素描进行描绘，而是坚持表现自我主观感受，画面产生了“另类”效果、对此，王老师让该学生在全班同学面前阐述这样画的理由，并介绍自己的体会。 问题: 请对王老师在教学中的做法进行评价和分析。
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):
①分析斗拱的形制演变、功能及其在中国木建筑中的作用。 ②分析说出斗拱的主要构件和组成部分。 ③能够组装斗拱，描述斗拱的艺术特色。
其由低到高的合理排序是:
关于高中美术“绘画”模块教学，对学生学习评价的主要参考依据是( ) 。
下列线项中，适合作为统整《中国山水画创作》单元内容的“大观念”是（)
