2. 从业资格
  3. 设计任务： 请阅读下面的学生信息和语言素材，设计20分钟的英语阅读教学方案。教

设计任务： 请阅读下面的学生信息和语言素材，设计20分钟的英语阅读教学方案。教

考试题库2022-08-02  31
问题 设计任务：请阅读下面的学生信息和语言素材，设计20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：·teachingobjectives·teaching contents·key and difficult points·major steps and time allocation·activitiesand justifications教学时间：20分钟学生概况：某城镇普通中学初中三年级第一学期学生，班级人数40人。多数学生已达到《义务教育英语课程标准（2011年版）》四级水平。学生课堂参与积极性一般。语言素材：The Difficult Search for American Goods inthe U.S.If yougo to another country,what kinds of things would you buy?Would you buy a camerain Japan,some beautiful clothes in France,or a watch in Switzerland?Nomatter what you may buy,you might think those products were made in thosecountries.However,you could be wrong.Kang Jian is a 17-year-old student fromShanghai.Last year he went to visit his aunt and uncle in San Francisco.Hefound it interesting that so many products in the local shops were made inChina.“I wanted to buy a toy car for my cousin,but even though most of thetoys had American brands,they were made in China.”Toys arenot the only things made in China.“I wanted to buy a pair of basketball shoes,”heexplains.“But I had to visit five or six stores before finding a pair made inAmerica!”He realized that Americans can hardly avoid buying products made inChina.“In fact,”he continues,“there were so many things made inChina--footballs,handbags,pet food,mobile phones.Even American flags aremade in China!”Kang Jian thinks it's great that China is so good at makingthese everyday things.However,he wishes that in the future China will also getbetter at making high-technology products that people can buy in all parts ofthe world.
选项
答案
解析 【参考设计】
TeachingContents:
Thispassage is about China made products for daily use being more common thanAmerican goods in U.S..
TeachingObjectives:
（1）Knowledge objective
Studentscan master the usage of those,they,it,etc.
（2）Ability objectives
①Studentsare able to use"those,they,it"in their daily conversations.
②Students are able to use the reading strategies--skimming,scanning and carefulreading to find out the main idea and the detailed information of a passage.
（3）Emotional objective
Students'national pride and sense of studying hard for developing high technology forour country can be strengthened.
TeachingKey and Diflicule Points:
（1）Teaching key point
Tofurther improve students'reading skills like skimming and scanning.
（2）Teaching difficult point
How toenable students to use those,they,it,etc.to refer to something.
Majorsteps:
Step 1Pre-reading（3 minutes）
（1）Theteacher asks students to talk about their traveling experience and what theywant to buy if they go abroad.
（2）Theteacher asks students to read the title of the passage and predict what thepassage may talk about.
（Justification:This step arouses students'interest in the topic of this lesson and trainsstudents'reading ability
topredict the content according to the title.）
Step 2While-reading（13 minutes）
（1）Fastreading
Task 1:The teacher asks students to read the passage quickly and answer the question.Whatis the main idea of the passage?
Task 2:The teacher asks students to read the passage again and answer the questions.
①Whattwo things did Kang Jian want to buy in America?
②Wherewere they made?
Afterreading,some students are invited to share their ideas and the teacher givesthem proper assessment.
（Justification:Students can master the general meaning and get some specific information ofthe passage.Proper
feedbackcan encourage students to participate in class activity.）
（2）Careful reading
Task 1:The teacher asks students to read the passage carefully to answer the followingquestions.
①Whatdid he discover in the toy stores?
②Whydid he have to visit many stores before buying a pair of basketball shoes?
Theteacher asks some students to share their ideas and give them properassessment.
Task 2:The teacher asks students to read the passage again,discuss with theirpartners about what the
underlinedwords refer to.
①Nomatter what you may buy,you might think those products were made in thosecountries.
②Hefound it interesting that so many products in the local shops were made inChina.
③Iwanted to buy a toy car for my cousin,but even though most of the toys hadAmerican brands,they were
made inChina.
Then theteacher explains the usage of"those,it and they"to students andasks them to pay attention to the
coherenceof the passage.
（Justification:This step trains students'skill of careful reading for specific informationand improves their
languagecompetence.）
Step 3Post-reading（4 minutes）
Theteacher divides students into several groups and asks them to discuss:
①Whyare so many daily things in America made in China?
②Whathigh-technology products in China are made in other countries?
③How tochange this situation?
Then theteacher asks some students to show their answers to the class and gives themfeedback.
（Justification:The discussion can make students exchange opinions and develep their patrioticsense.）
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