2. 职业资格
  3. 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，设计一节英语阅读课的教学方案。教案没有固定格式，但须包含下列要点： teaching objectives teaching content

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，设计一节英语阅读课的教学方案。教案没有固定格式，但须包含下列要点： teaching objectives teaching content

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问题     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，设计一节英语阅读课的教学方案。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
    学生概况：某城镇普通中学高中一年级学生，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：
                            Franklin’s Famous Kite Experiment
    In the eighteenth century, Benjamin Franklin conducted a number of experiments in which he showed what electricity is. Here is how he described one of his experiments.
    In June 1752, I wanted to show that lightning and electricity are the same. Having realised that I could use a kite to attract lightning, I decided to do an experiment. I built a strong kite and waited for bad weather. When the first thunderstorm came, I took my condenser to a shed in the fields where I could do my experiment. My son helped me fly the kite.
    The kite flew high in the rainy sky, but nothing happened. I was beginning to think that the experiment would not work. Just then, I saw some of the hairs on the string stand up. The string was getting charged! I brought my finger close to the key and felt a light but very clear electric shock. Others followed even before the whole string was wet, and I was able to collect and store a great deal of electricity in the condenser. This experiment proves that lightning and electricity are the same.
    To do the experiment you need four things, a kite, a key, some really bad weather and a condenser, to store electricity. Most kites are made of paper, but a kite made of silk will not tear so soon in weather with rain and strong winds. Build the flame of the kite by making a small cross of two pieces of light wood. The pieces should be just long enough to reach the corners of the handkerchief. Tie the corners of the handkerchief to the points of the cross, and you will have a nice strong kite. Add a tail to the frame and tie a long string to the cross so you can control the kite.
    The next three steps are very important. First, fix a very sharp piece of metal, pointing a foot or more above the frame to the top of the longer stick of the cross. Second, fasten a key to the end of the long string. Third, tie a silk ribbon to the string, just above the key. This ribbon, which must not get wet, will protect you from the electricity.
    Fly the kite when a thunderstorm appears to be coming on. Stand inside a door, or under some cover, so that the silk ribbon does not get wet. Take care that the string does not touch the wall or the door. When a thundercloud comes over the kite, the sharp piece of metal will pull the electricity from the cloud. The kite and the string will become charged. When the kite and the string are wet from the rain, they will conduct the electricity very well. You can collect and store the electricity in the condenser and use it for other experiments.
选项
答案 Teaching Content: Franklin’s Famous Kite Experiment (Reading) Teaching Objectives: (1) Knowledge objective Students can master the following words, phrases and the sentence pattern. ① Important words: conduct, charge, shock, prove, tear, fasten, explain, appear ② Important phrases: do an experiment, a great deal, tie ... to ... , stop ... from ... ③ Important sentence pattern: Having realized that I could use ..., I decided to do an experiment. (2) Ability objective Students can improve their reading ability through reading activities. (3) Emotional objectives ① After learning the passage, students are expected to know about some famous scientists and their inventions and train students’ qualities of science. ②Students will have a serious attitude towards science. Teaching Key Points: (1) Learn the words and phrases listed above. (2) Enable students to improve their reading ability. Teaching Difficult Points: (1) How to understand the following sentence correctly. Having realized that I could use a kite to attract lightning, I decided to do an experiment. (2) How to help students understand the passage better. Teaching Procedures: Step 1 Leading-in (3 minutes) Teacher shows students four pictures about experiments in the lab, and asks them to observe and describe what they see in the pictures. (Justification:Stimulate students’ study interests, and make them participate in class actively.) Step 2 Pre-reading (3 minutes) Today we come to the Reading. It’s about Franklin’s kite experiment. As we all know, Benjamin Franklin is a famous politician. But today we will read a passage about him as a scientist. We should learn about his serious attitude towards science. Let’ s see how Franklin made his famous electricity experiment by flying a kite. T: Do you have the experiences of flying a kite? Have you ever made a kite by yourself? Why do you often go out to play kites? Students share their own ideas with each other. (Justification: Activate students’ background knowledge, and help teacher introduce the theme of the text.) Step 3 While-reading (14 minutes) 1.Fast reading (4 minutes) Ask the students to read the passage quickly and match the paragraphs with the main ideas (on the screen). Teacher shows the following on the screen: Paragraph 1 The Tip of doing the experiment Paragraphs 2~3 Introduction to Franklin’ s experiment Paragraphs 4~6 The process of the experiment Students browse the text quickly to get the general idea. (Justification: Train students’ ability of skimming for the main idea.) 2.Careful reading (10 minutes) (1) Ask students to read the text carefully to find relevant information: ① List all the materials that are needed to make a kite. ② List what are needed to do the same kite experiment as Franklin did. ③ Get students to read the text and then decide whether the following statements are true(T) or false(F). a. In 1752, scientists already knew what electricity is. ( ) b. Franklin was helped by a friend to do the experiment. ( ) c. Franklin made the kite of silk because wet silk does not conduct electricity. ( ) d. A condenser was used in the experiment to store electricity. ( ) e. The key tied to the string was put into the door to stop the kite from flying away.( ) Students finish the reading task and report to the whole class. (Justification: Train students’ ability of scanning for detailed information.) (2) Teacher uses the multimedia to present Franklin’s experiment. Students are asked to fill out the form about Science Report. [*] (Justification: Teach students how to write a science report.) Step 4 Post-reading (8 minutes) Teacher presents some questions: ① Why is the kite made of silk better than the one made of paper? ② Do you think Franklin’s experiment was dangerous? And why? ③ What do you learn from this experiment? Students are asked to think about the questions, discuss them with classmates and report to the whole class. (Justification: Help the students understand the text better and offer them opportunities to communicate with their classmates.) Step 5 Language study (10 minutes) There are some useful words and expressions the studeuts should learn to use in the passage: ① do / carry out / make / perform an experiment ② a great deal of ③ charge ④ appear ⑤ tie ... to ... ⑥ prove ⑦stop sb. from doing sth. ⑧ having done ... , 主语+ v. Step 6 Listening and Consolidation (4 minutes) Play the tape for the students to listen and follow. Pay attention to the pronunciation and intonation. (Justification: Consolidate what students have learned and help them practice pronunciation and intonation.) Step 7 Discussion and Homework (3 minutes) 1. Ask them to think about "What qualities are most important for a scientist" and discuss it with their classmates. 2.Write a science report for an experiment that you have done in your physics or chemistry classes. (Justification: Homework is of importance for students to master the knowledge they have learned in class. It will check whether the students achieve the teaching objectives.)
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