2. 职业资格
  3. 设计任务 请阅读下面的学生信息和语言素材，设计15分钟的英语听说教学方案。教案没 有固定格式，但须包含下列要点： teaching objectives teaching contents key and

设计任务 请阅读下面的学生信息和语言素材，设计15分钟的英语听说教学方案。教案没 有固定格式，但须包含下列要点： teaching objectives teaching contents key and

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问题 设计任务
        请阅读下面的学生信息和语言素材，设计15分钟的英语听说教学方案。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。学生课堂参与积极性一般。
        语言素材：
    Helen: Hi, Tom. I’m making some plans to work in an old people’s home this summer. Tom: Really? I did that last summer! Helen: Oh, what did they ask you to help out with?
    Tom: Mm ... things like reading the newspaper to the old people, or just talking to them. They told me stories about the past and how things used to be. Helen: That sounds interesting.
    Tom: Yeah, a lot of old people are lonely. We should listen to them and care for them. Helen: You’re right. I mean, we’re all going to be old one day, too.
    (素材来自人教版英语教材八年级下册unit 2  I’ll help to clean up the city parks．第10页)
选项
答案Teaching Contents: This is a dialogue about offering help in the old people’s home. Teaching Objectives: (1) All the students can understand the dialogue between Helen and Tom after the listening activities. (2) Most students can talk about how to care for the elders after the speaking practice. (3) Most students are willing to take care of the elders and take part in volunteer activities. Teaching Key and Difficult Points: Students can grasp the content of the dialogue and have a discussion about volunteer activities with their classmates. Major Steps: Step 1 Pre-listening (2 minutes) Show some pictures about volunteer activities in an old people’s home and ask students to guess what these activities are. And then ask students to predict what Helen and Tom will talk about before listening. (Justification: This step can arouse students’ interest and activate their existing schema, which will help them understand the dialogue.) Step 2 While-listening (6 minutes) (1) Ask students to listen to the tape for the first time and check their predictions. (2) Ask students to listen to the dialogue for the second time and fill in the blanks. ① Helen is making some plans to work in an________this summer. ② Tom helped the old people, like________, or just________. ③ Tom thinks that a lot of old people are lonely, so we should________. (3) Let students listen to the tape for the third time and read after it to imitate the pronunciation and intonation. (Justification: This step can cultivate students’ listening abilities to understand the general idea and grasp detailed information. Thus students can learn more about Tom’s activities.) Step 3 Post-listening (7 minutes) (1) Ask students to role-play the conversation in pairs. And then invite some pairs to perform in front of the class. Others are encouraged to give evaluations. (2) Show the sentences "A lot of old people are lonely." "We’re all going to be old one day." on the blackboard. Ask students to discuss why we should care for the old people and how to take care of them in their daily life. (3) Show more pictures about volunteer activities on the PPT. Ask students to discuss which kind of volunteer activity they want to join in and why in groups of four. Several groups will be invited to give a report. (Justification: The role-play can help students consolidate what they have learned. Discussions can awaken students’ awareness of caring for the elders and make students learn more about volunteer activities.)
解析
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