初中教师专业知识
问答题根据所提供的信息和语言素材进行教学设计。 A: Hi, what day is today? B: It’s Monday. A: What’s the date today? B: It’s June the 4th. A: What day was it yesterday? B: It was Sunday. A: What was the date yesterday? B: It was June the 3rd. 针对七年级学生特点，写出其教学目标、重点和难点，设计一个
题目
问答题
根据所提供的信息和语言素材进行教学设计。 A: Hi, what day is today? B: It’s Monday. A: What’s the date today? B: It’s June the 4th. A: What day was it yesterday? B: It was Sunday. A: What was the date yesterday? B: It was June the 3rd. 针对七年级学生特点，写出其教学目标、重点和难点，设计一个活动方案。
参考答案和解析
正确答案：
(1)教学目标:
①学习一般过去时was的用法。
②复习星期的单词和日期的表示方法。
③掌握单词was,yesterday等词汇的使用。
(2)教学重难点:
①was的使用。
②一般过去时的初步使用,与过去具体时间状语连用。
(3)活动方案:
①利用日历等实物,让学生带好日历,进行小组合作等。
②利用动画等,增强直观效果。
(1)教学目标:
①学习一般过去时was的用法。
②复习星期的单词和日期的表示方法。
③掌握单词was,yesterday等词汇的使用。
(2)教学重难点:
①was的使用。
②一般过去时的初步使用,与过去具体时间状语连用。
(3)活动方案:
①利用日历等实物,让学生带好日历,进行小组合作等。
②利用动画等,增强直观效果。
解析：
暂无解析
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相似问题和答案
第1题：
“What _________ is today?” “It’s Sunday.”
A.date
B.wrong
C.weather
D.day
正确答案：D
第2题：
You seem a little blue today. What's the matter?().
A. I am a little sad.
B. It doesn't matter.
C. It's been a difficult day.
正确答案 C. It's been a difficult day.
本题考核“表达情感”情境下的交际用语。第一说话人认为对方今天看上去心情不好，询问其原因。因此对方应该回答造成心情不好的原因即可，答语应用It's been a difficult day. （这是艰难的1天。）来回应，所以选选项“It's been a difficult day.”。
第3题：
–What day is tomorrow? –Today is Tuesday. So it’s________.
(A) Monday
(B) Wednesday
(C) Thursday
(D) Saturday
正确答案：B
解答参考：本题问“明天是星期几”，回答“今天是星期二，所以明天是星期三”。
第4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：阅读以下信息和语言素材。假设你将利用此语言素材提高学生的阅读能力．请根据学生情况设计针对此素材的教学目标，以及实现该目标的课堂活动。
学生概况：本班为中等城市普通学校初中一年级的学生，班级人数为40人。多数学生已具备一定的英语语言能力。学生能够积极参与课堂活动。合作意识较强。
教学时间：40分钟。
教学设计须包括：?
teaching objectives
teaching contents
key and difficult points
major steps and time allocation
activities and justifications
My Family
I have a happy family. My family have five people
E: grandpa, grandma, father, mother, and me. My grandparents live in countryside. They. have six rooms. The room is big. There are two apple trees in the ground. They have sixteen goats and three cows. The goat is white. The cow is yellow. They are healthy.
设计任务：阅读以下信息和语言素材。假设你将利用此语言素材提高学生的阅读能力．请根据学生情况设计针对此素材的教学目标，以及实现该目标的课堂活动。
学生概况：本班为中等城市普通学校初中一年级的学生，班级人数为40人。多数学生已具备一定的英语语言能力。学生能够积极参与课堂活动。合作意识较强。
教学时间：40分钟。
教学设计须包括：?
teaching objectives
teaching contents
key and difficult points
major steps and time allocation
activities and justifications
My Family
I have a happy family. My family have five people
E: grandpa, grandma, father, mother, and me. My grandparents live in countryside. They. have six rooms. The room is big. There are two apple trees in the ground. They have sixteen goats and three cows. The goat is white. The cow is yellow. They are healthy.
答案：
解析：
【参考设计】
Teaching Contents: A paragraph about "My family".
Teaching Objectives:
( 1 ) Knowledge objective
Students could master the new words, such as "grandpa, grandma, father, mother".
(2) Ability objective Students can improve the four skills of English, especially reading ability.
(3) Emotional objective
Students can love not only their family members but also the people around them.
Teaching Key Points:
Master the pronunciations of the new words and the phrases and the usage of the sentence patterns.
Teaching Difficult Points:
How to put the new knowledge into practice and use it to communicate with others correctly and fluently.
Teaching Aids:
Multimedia, word cards, some related pictures
Teaching Procedures:
Step 1 Lead-in and Warming up (3 minutes)
Greet with the students and the teacher will sing a song with them. The song is "Father and Mother".
(Justification: This step can attract students to involve in the lesson.)
Step 2 Pre-reading (3 minutes)
Show the students some pictures, in which are the teacher's family members. Let students guess the people in the pictures and think about their own family members. Then ask some volunteers to share their opinions about their families with the whole class.
(Justification: Pictures can arouse students' interest. The activity can get students involved in the topic of the lesson. )
Step 3 While-reading (25 minutes)
At this step the teacher will ask the students to do two activities.
Activity 1: Fast reading
Students will be given one minute to read the short passage quickly, and then conclude the main idea.
Activity 2: Careful reading
The teacher will give them 5 minutes to read it again. Then let them do two tasks.
Task 1: The teacher will show some questions with the help of the PowerPoint which the teacher prepared before the class in order to help the students grasp the specific information.
Task 2: The teacher will ask the students to underline the difficult words or phrases. In order to practice their ability to think, the teacher will encourage them to analyze the text by themselves first and then to discuss with their group members. At last the teacher will explain them and give some examples and exercises to help them understand.
(Justification: Different ways of exploiting the text can help students not merely to cope with one particular text in class but to develop their reading strategies and reading ability.)
Step 4 Post-reading (6 minutes)
The teacher asks students to discuss the most interesting story happened in their families in group. After the discussion the teacher asks them to recommend the most interesting story in each group, and let one student share the story with the whole class.
(Justification: Help the students have a better understanding of the topic of family.)
Step 5 Summary and Homework (3 minutes)
Summary: Ask students to summarize what they have learned in this class and make a conclusion about this lesson.
Homework: Ask students to write a short passage about their family members, and share it with the other students next class.
(Justification: Summary can help students to consohdate what they have learnt in the class and homework can improve their writing skills.)
Blackboard Design:
My family
Words:
grandpa grandma father mother
Teaching Reflection.
Teaching Contents: A paragraph about "My family".
Teaching Objectives:
( 1 ) Knowledge objective
Students could master the new words, such as "grandpa, grandma, father, mother".
(2) Ability objective Students can improve the four skills of English, especially reading ability.
(3) Emotional objective
Students can love not only their family members but also the people around them.
Teaching Key Points:
Master the pronunciations of the new words and the phrases and the usage of the sentence patterns.
Teaching Difficult Points:
How to put the new knowledge into practice and use it to communicate with others correctly and fluently.
Teaching Aids:
Multimedia, word cards, some related pictures
Teaching Procedures:
Step 1 Lead-in and Warming up (3 minutes)
Greet with the students and the teacher will sing a song with them. The song is "Father and Mother".
(Justification: This step can attract students to involve in the lesson.)
Step 2 Pre-reading (3 minutes)
Show the students some pictures, in which are the teacher's family members. Let students guess the people in the pictures and think about their own family members. Then ask some volunteers to share their opinions about their families with the whole class.
(Justification: Pictures can arouse students' interest. The activity can get students involved in the topic of the lesson. )
Step 3 While-reading (25 minutes)
At this step the teacher will ask the students to do two activities.
Activity 1: Fast reading
Students will be given one minute to read the short passage quickly, and then conclude the main idea.
Activity 2: Careful reading
The teacher will give them 5 minutes to read it again. Then let them do two tasks.
Task 1: The teacher will show some questions with the help of the PowerPoint which the teacher prepared before the class in order to help the students grasp the specific information.
Task 2: The teacher will ask the students to underline the difficult words or phrases. In order to practice their ability to think, the teacher will encourage them to analyze the text by themselves first and then to discuss with their group members. At last the teacher will explain them and give some examples and exercises to help them understand.
(Justification: Different ways of exploiting the text can help students not merely to cope with one particular text in class but to develop their reading strategies and reading ability.)
Step 4 Post-reading (6 minutes)
The teacher asks students to discuss the most interesting story happened in their families in group. After the discussion the teacher asks them to recommend the most interesting story in each group, and let one student share the story with the whole class.
(Justification: Help the students have a better understanding of the topic of family.)
Step 5 Summary and Homework (3 minutes)
Summary: Ask students to summarize what they have learned in this class and make a conclusion about this lesson.
Homework: Ask students to write a short passage about their family members, and share it with the other students next class.
(Justification: Summary can help students to consohdate what they have learnt in the class and homework can improve their writing skills.)
Blackboard Design:
My family
Words:
grandpa grandma father mother
Teaching Reflection.
第5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，设计一节英语听说课的教学方案。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
教学时间：45分钟
学生概况：某城镇普通中学九年级(初中三年级)学生，班级人数40人，多数已经达到《义务教育英语课程标准(2011版)》四级水平，学生课堂参与积极性一般。
语言素材：
Girl 1: Welcome to the English club. Today we're going to talk about the best ways to learn English. Who has an idea?
Boy 1 : Do you learn English by watching English videos?
Girl 2: No. It's too hard to understand the voices.
Boy 1 : What about keeping a diary in English?Do you learn English that way?
Girl 2: Yes. It helps to learn English every day.
Girl 3: Have you ever studied with a group?
Girl 2: Yes, I have!I've learned a lot that way.
Girl 1 : Do you ever practice conversations with friends?
Girl 2: Oh, yes. It improves my speaking skills.
Boy 1 : What about reading aloud to practise pronunciation?
Girl 3: I do that sometimes. I think it helps.
Boy 2: I do too. And I always look up new words in a dictionary.
Girl 3: That's a great idea!
设计任务：请阅读下面学生信息和语言素材，设计一节英语听说课的教学方案。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
教学时间：45分钟
学生概况：某城镇普通中学九年级(初中三年级)学生，班级人数40人，多数已经达到《义务教育英语课程标准(2011版)》四级水平，学生课堂参与积极性一般。
语言素材：
Girl 1: Welcome to the English club. Today we're going to talk about the best ways to learn English. Who has an idea?
Boy 1 : Do you learn English by watching English videos?
Girl 2: No. It's too hard to understand the voices.
Boy 1 : What about keeping a diary in English?Do you learn English that way?
Girl 2: Yes. It helps to learn English every day.
Girl 3: Have you ever studied with a group?
Girl 2: Yes, I have!I've learned a lot that way.
Girl 1 : Do you ever practice conversations with friends?
Girl 2: Oh, yes. It improves my speaking skills.
Boy 1 : What about reading aloud to practise pronunciation?
Girl 3: I do that sometimes. I think it helps.
Boy 2: I do too. And I always look up new words in a dictionary.
Girl 3: That's a great idea!
答案：
解析：
Teaching Contents: It contains a dialogue about the best ways to learn English. It can help students to learn some important sentence patterns. Teaching Objectives :
(1) Knowledge objective
Students can master the sentence patterns: What about ...?Have you ever studied with a group?Yes, ! have.
I've learned a lot that way.
(2) Ability objective
Students can improve their listening and speaking abilities and communicative competence.
(3) Emotional objective
Students can cultivate the habit of joining English club in their school to improve their English skills.
Teaching Key and Difficult Points:
Communicate with others on the topic--"the best ways to learn English freely".
Teaching Methods :
1. Pair work
2. Teaching by explanation
Teaching Aid :
A tape recorder
Teaching Procedures :
Step I Revision (3 minutes)
Check homework. Invite different students to report their discovery of new ways of studying what haven't been introduced in the book or in class.
S1 : My friend Peter likes to listen to music while he studies.
S2: My father used to go to the library where it was very quiet.
S3 : ...
(Justification: The revision will examine students' learning effect and easily lead in the text.)
Step 2 Speaking Practice (12 minutes)
Activity 1 Question & Answer
Ask students some questions:
( 1 ) How do you usually learn English?
(2) Have you ever studied with a group?
(3) How do you learn English?
Guide the students to say.(They are members of an English club that meet after school once a week. They are talking the ways to learn English. )
Activity 2 Pair work
Guide the students to use "What about ..." to make a dialogue, and do the pair work like this:
Boy 1 : What about watching English movies?Do you learn English that way?
Girl 2: Yes. I do that sometimes. I think it helps.
(Justification: This step can develop students' speaking ability and set a happy atmosphere for listening. )
Step 3 Listening (15 minutes)
Firstly, let them listen to the tape recorder and summarize the main idea. Then the teacher asks several students to summarize the main idea of the material.
Secondly, listen to the tape again. At this time, the students should do some exercises, and answer some detail
questions.
Thirdly, ask them to listen to the tape for one more time to check whether they can get the right answers.
(Justification: At this step, not only their ability of listening and speaking but also their skills of listening for specific information will be well developed. )
Step 4 Practice (10 minutes)
Show the tape scripts on the PPT.
Activity 1: Invite a pair of students to read the sample conversation to the class. Correct some of the pronunciation.
Stress out the key vocabulary and sentence structure and ask students to pay attention to those key points.
Activity 2: Divide the class into 5 groups, with each group 10 people. Ask each group to act as the members of English club and discuss the best ways of learning English.
Ask two groups to act in front of the whole class. Give comments, especially appraisals.
(Justification: This activity can make all students participate in the teaching and learning. Through this group work, students can consolidate the usage of the key words and sentence structure.)
Step 5 Summary and Homework (5 minutes)
Summary: Do the summary together with the students. Let them know what they have learned in this lesson.
Homework : Ask students to introduce one of the effective ways of learning English to their partners and to write two sentences with "What about ...? " and two sentences with "verb + by with gerund".
(Justification: Homework is the extension of class and helps them to enhance what they have learned in this class. )
Blackboard Design :
aloud, pronunciation
What about ...?
Have you ever studied with a group?
Yes, I have. I've learned a lot that way.
(1) Knowledge objective
Students can master the sentence patterns: What about ...?Have you ever studied with a group?Yes, ! have.
I've learned a lot that way.
(2) Ability objective
Students can improve their listening and speaking abilities and communicative competence.
(3) Emotional objective
Students can cultivate the habit of joining English club in their school to improve their English skills.
Teaching Key and Difficult Points:
Communicate with others on the topic--"the best ways to learn English freely".
Teaching Methods :
1. Pair work
2. Teaching by explanation
Teaching Aid :
A tape recorder
Teaching Procedures :
Step I Revision (3 minutes)
Check homework. Invite different students to report their discovery of new ways of studying what haven't been introduced in the book or in class.
S1 : My friend Peter likes to listen to music while he studies.
S2: My father used to go to the library where it was very quiet.
S3 : ...
(Justification: The revision will examine students' learning effect and easily lead in the text.)
Step 2 Speaking Practice (12 minutes)
Activity 1 Question & Answer
Ask students some questions:
( 1 ) How do you usually learn English?
(2) Have you ever studied with a group?
(3) How do you learn English?
Guide the students to say.(They are members of an English club that meet after school once a week. They are talking the ways to learn English. )
Activity 2 Pair work
Guide the students to use "What about ..." to make a dialogue, and do the pair work like this:
Boy 1 : What about watching English movies?Do you learn English that way?
Girl 2: Yes. I do that sometimes. I think it helps.
(Justification: This step can develop students' speaking ability and set a happy atmosphere for listening. )
Step 3 Listening (15 minutes)
Firstly, let them listen to the tape recorder and summarize the main idea. Then the teacher asks several students to summarize the main idea of the material.
Secondly, listen to the tape again. At this time, the students should do some exercises, and answer some detail
questions.
Thirdly, ask them to listen to the tape for one more time to check whether they can get the right answers.
(Justification: At this step, not only their ability of listening and speaking but also their skills of listening for specific information will be well developed. )
Step 4 Practice (10 minutes)
Show the tape scripts on the PPT.
Activity 1: Invite a pair of students to read the sample conversation to the class. Correct some of the pronunciation.
Stress out the key vocabulary and sentence structure and ask students to pay attention to those key points.
Activity 2: Divide the class into 5 groups, with each group 10 people. Ask each group to act as the members of English club and discuss the best ways of learning English.
Ask two groups to act in front of the whole class. Give comments, especially appraisals.
(Justification: This activity can make all students participate in the teaching and learning. Through this group work, students can consolidate the usage of the key words and sentence structure.)
Step 5 Summary and Homework (5 minutes)
Summary: Do the summary together with the students. Let them know what they have learned in this lesson.
Homework : Ask students to introduce one of the effective ways of learning English to their partners and to write two sentences with "What about ...? " and two sentences with "verb + by with gerund".
(Justification: Homework is the extension of class and helps them to enhance what they have learned in this class. )
Blackboard Design :
aloud, pronunciation
What about ...?
Have you ever studied with a group?
Yes, I have. I've learned a lot that way.
第6题：
－Hi, Lily, what’s up with Mike I heard the boss yelling at Mike earlier today. －()
A、It is better to tell someone to get it fixed.
B、He was so scared.
C、It’s said that Mike made a mistake and then tried to cover it up.
参考答案：C
第7题：
回答What's today's date? ／What's the date today?正确的句子是:()
A、It's cold today.
B、It's February AD.
C、It's Friday.
D、It's Valentine's Day.
参考答案：B
第8题：
–____________________? –It’s Sunday.
(A) What time is it?
(B) When is it?
(C) What’s the date today?
(D) What day is today?
正确答案：D
解答参考：D 本题考查 “今天是星期几”的问法，
正确答案：D
解答参考：D 本题考查 “今天是星期几”的问法，正确答案D。
解答参考：D 本题考查 “今天是星期几”的问法，正确答案D。
第9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，设计一节英语读写课的教学方案。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
教学时间：45分钟
学生概况：某城镇普通中学九年级(初中三年级)学生，班级人数40人，多数已经达到《义务教育英语课程标准(2011版)》四级水平，学生课堂参与积极性一般。
语言素材：
设计任务：请阅读下面学生信息和语言素材，设计一节英语读写课的教学方案。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
教学时间：45分钟
学生概况：某城镇普通中学九年级(初中三年级)学生，班级人数40人，多数已经达到《义务教育英语课程标准(2011版)》四级水平，学生课堂参与积极性一般。
语言素材：
答案：
解析：
Teaching Content: Some dialogues about giving advice and making conversations about it. Teaching Objectives :
Knowledge objective
(1) Key Vocabulary
pimple, trouble
(2) Target Language
A: I can't sleep the night before an exam. Then I'm too tired to do well. What should I do?
B : If I were you, I' d take a long walk before going to bed.
A: I really want a dog, but my parents won't let me have one.
B : Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.
A: That's a good idea.
Ability objective
Students can improve their reading and integrating skills.
Emotional objective
Students can know that everyone may have some trouble, and tell them not to worry about that.
Teaching Key Points:
Understand the content of the dialogue and master the vocabulary and target language.
Teaching Difficult Point:
Use the target language properly.
Teaching Aid: The blackboard
Teaching Procedures :
Step 1 Revision (3 minutes)
Check homework. Get students to talk about what they learned last time.
(Justification: The revision will examine students' learning effect and easily lead in the text.)
Step 2 Presentation (25 minutes)
3a (10 minutes)
Point to the problems on the left. Ask different students to read them to the class.
Point out the pieces of advice on the right. Get different students to read the problems and the pieces of advice to the class.
SA: I'm really shy and I just don't enjoy parties. I don't know what to say or do.
Ss : If I were you, I' d like talk to someone who looks friendly. Then you won' t feel so shy.
T: Please match each problem on the left with the correct advice on the right.
Get students to complete the activity on their own. As they work individually, move around the room answering any questions students raise and offering help as needed.
Check the answers.
Answers
1. C 2. a3. b
(Justification: The process of this step provides reading practice using the target language.)
3b (15 minutes)
Read the instructions to the class. Invite a pair of students to read the sample conversation.
SA: I can't sleep the night before an exam. Then I'm too tired to do well. What should I do?
SB : If I were you, I' d take a long walk before going to bed. That would help you relax.
T: Please think of different advice for the problems in Activity 3a.
Collect suggestions from students. For example, for the third problem, a student might say, "if I were you, I' d watch TV to relax my mind."
Ask students to make conversations with partners using new suggestions to each problem. As they work in pairs,walk around the room offering language support as needed.
Mter each student has a chance to play both parts, stop the activity. Get several pairs of students to show their
conversations.
(Justification: The process of this step provides oral practice using the target language.)
Step 3 Practice (12 minutes)
Read the instructions to the class. Get a pair Of students to show the sample conversation to the class.
SA: I really want a dog, but my parents won't let me have one.
SB : Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.
SA: That's a good idea.
Write the conversation on the blackboard.
Point out the sample answers in the chart.
T: What problems do you have at home or at school?Make a list in the chart. Then ask your classmates for advice and write their advice in the chart too.
Get students to complete the activity in groups of four. As the groups work together, move around to make sure students discuss the topic in English and know how to fill in the chart.
Check the answers by asking different pairs of students to show their conversations to the class.
Answers will vary.
Optional activity
T: What would you do if there were no classes tomorrow?
Ask students to write as many answers as they can. Then get students to work in pairs.
(Justification: The process of this step provides writing, listening and speaking practice using the target language. )
Step 4 Summary and Homework (5 minutes)
Summary : In this class, we' ve done a lot of reading, speaking and writing practice using the target language.
Homework :
(1) Review the target language by reading the conversations in Activity 3a.
(2) Write a composition entifled"What would you do when you in trouble".
(Justification: The summary gives a specific conclusion of this class and the justification of homework is to cultivate the students' ability of writing down their ideas.)
Blackboard Design :
Unit 4 What would you do?
Section A
The Third Period
Target Language:
A: I can't sleep the night before an exam, Then I'm too tired to do well, What should I do?
B : If I were you, I' d take a long walk before going to bed.
A: I really want a dog, but my parents won't let me have one.
B: Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.
A: That' s a good idea.
Knowledge objective
(1) Key Vocabulary
pimple, trouble
(2) Target Language
A: I can't sleep the night before an exam. Then I'm too tired to do well. What should I do?
B : If I were you, I' d take a long walk before going to bed.
A: I really want a dog, but my parents won't let me have one.
B : Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.
A: That's a good idea.
Ability objective
Students can improve their reading and integrating skills.
Emotional objective
Students can know that everyone may have some trouble, and tell them not to worry about that.
Teaching Key Points:
Understand the content of the dialogue and master the vocabulary and target language.
Teaching Difficult Point:
Use the target language properly.
Teaching Aid: The blackboard
Teaching Procedures :
Step 1 Revision (3 minutes)
Check homework. Get students to talk about what they learned last time.
(Justification: The revision will examine students' learning effect and easily lead in the text.)
Step 2 Presentation (25 minutes)
3a (10 minutes)
Point to the problems on the left. Ask different students to read them to the class.
Point out the pieces of advice on the right. Get different students to read the problems and the pieces of advice to the class.
SA: I'm really shy and I just don't enjoy parties. I don't know what to say or do.
Ss : If I were you, I' d like talk to someone who looks friendly. Then you won' t feel so shy.
T: Please match each problem on the left with the correct advice on the right.
Get students to complete the activity on their own. As they work individually, move around the room answering any questions students raise and offering help as needed.
Check the answers.
Answers
1. C 2. a3. b
(Justification: The process of this step provides reading practice using the target language.)
3b (15 minutes)
Read the instructions to the class. Invite a pair of students to read the sample conversation.
SA: I can't sleep the night before an exam. Then I'm too tired to do well. What should I do?
SB : If I were you, I' d take a long walk before going to bed. That would help you relax.
T: Please think of different advice for the problems in Activity 3a.
Collect suggestions from students. For example, for the third problem, a student might say, "if I were you, I' d watch TV to relax my mind."
Ask students to make conversations with partners using new suggestions to each problem. As they work in pairs,walk around the room offering language support as needed.
Mter each student has a chance to play both parts, stop the activity. Get several pairs of students to show their
conversations.
(Justification: The process of this step provides oral practice using the target language.)
Step 3 Practice (12 minutes)
Read the instructions to the class. Get a pair Of students to show the sample conversation to the class.
SA: I really want a dog, but my parents won't let me have one.
SB : Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.
SA: That's a good idea.
Write the conversation on the blackboard.
Point out the sample answers in the chart.
T: What problems do you have at home or at school?Make a list in the chart. Then ask your classmates for advice and write their advice in the chart too.
Get students to complete the activity in groups of four. As the groups work together, move around to make sure students discuss the topic in English and know how to fill in the chart.
Check the answers by asking different pairs of students to show their conversations to the class.
Answers will vary.
Optional activity
T: What would you do if there were no classes tomorrow?
Ask students to write as many answers as they can. Then get students to work in pairs.
(Justification: The process of this step provides writing, listening and speaking practice using the target language. )
Step 4 Summary and Homework (5 minutes)
Summary : In this class, we' ve done a lot of reading, speaking and writing practice using the target language.
Homework :
(1) Review the target language by reading the conversations in Activity 3a.
(2) Write a composition entifled"What would you do when you in trouble".
(Justification: The summary gives a specific conclusion of this class and the justification of homework is to cultivate the students' ability of writing down their ideas.)
Blackboard Design :
Unit 4 What would you do?
Section A
The Third Period
Target Language:
A: I can't sleep the night before an exam, Then I'm too tired to do well, What should I do?
B : If I were you, I' d take a long walk before going to bed.
A: I really want a dog, but my parents won't let me have one.
B: Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.
A: That' s a good idea.
第10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，设计一节英语听说课的教学方案。
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 justification
教学时间：45分钟?
学生概况：某城镇普通中学七年级(初中一年级)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)》二级水平，学生课堂参与积极性一般。
语言素材：?
Interviewer: Scott has an interesting job. He works at a radio station. Scott, what time is your radio show?
Scott: From twelve o'clock at night to six o'clock in the morning.
Interviewer:. What time do you usually get up?
Scott: At eight thirty at night. Then ! eat breakfast at nine.
Interviewer: That's a funny time for breakfast!
Scott: Yeah. After that, I usually exercise at about ten twenty.
Interviewer: When do you go to work?
Scott: At eleven o'clock I so I'm never late for work.
设计任务：请阅读下面学生信息和语言素材，设计一节英语听说课的教学方案。
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 justification
教学时间：45分钟?
学生概况：某城镇普通中学七年级(初中一年级)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)》二级水平，学生课堂参与积极性一般。
语言素材：?
Interviewer: Scott has an interesting job. He works at a radio station. Scott, what time is your radio show?
Scott: From twelve o'clock at night to six o'clock in the morning.
Interviewer:. What time do you usually get up?
Scott: At eight thirty at night. Then ! eat breakfast at nine.
Interviewer: That's a funny time for breakfast!
Scott: Yeah. After that, I usually exercise at about ten twenty.
Interviewer: When do you go to work?
Scott: At eleven o'clock I so I'm never late for work.
答案：
解析：
【参考设计】
Class Type: Listening and speaking class
Teaching Contents: A dialogue between the interviewer and Scott about Scott's daily routine.
Teaching Objectives:
Knowledge objectives
(1) Students can master the following words and expressions: radio station, usually, funny, exercise.
(2) Students can use the following sentence patterns:
①What time do you usually ...
② When do you ...
Ability objectives
(1) Students can improve their listening ability by listening to the dialogue.
(2) Students can improve the speaking ability by talking about what they usually do in a day.
Emotional objectives
Through this class, students can know something about radio workers' jobs and respect them.
Teaching Key Point:
How to help students master the new words, expressions and the usage of the sentence patterns.
Teaching Difficult Point:
How to make students master the words and expressions and improve their speaking and listening skills.
Teaching Aid: multi-media
Teaching Procedures:
Step 1 Wanning up and Lead-in (5 minutes)
The teacher greets the students and asks them two questions. The first question is "What are your parents'jobs " and the second is "Do you know something about the job of a radio host " Then the teacher tells the students that Scott has an interesting job and asks them to listen to the text and get to know about Mr. Scott.
(Justification: This step can get students to combine English learning with their daily life. Also, it's easy for them to say something about their life.)
Step 2 Listening (15 minutes)
The teacher asks students to listen to the tape for the first time with the following questions. After that, asks students to try to answer the questions. Then, the teacher asks them to listen to the tape for the second time with the purpose to repeat it.
① Where does Mr. Scott work
②Does he eat breakfast in the morning as common people Why
③ When does he go to work
④Is he usually late for work
(Justification: This step can get students to have a further understanding of the dialogue.)
Step 3 Practice and Consolidation (20 minutes)
(1) Practice the sentence patterns (10 minutes)
The teacher selects an example in the dialogue, points out the sentence patterns and then makes students to make their own sentences according to the example.
Sentence Pattern 1. --What time do you usually ... --I usually ...
Sentence Pattern 2. --When do you ... --I ...
Examples: ① --What time do you usually get up
--I usually get up at 7 am.
② --When do you go to work
--I go to work ...
(Justification: This step can get students to master the sentence patterns.)
(2) Making an interview (10 minutes)
The teacher asks two students in pair. One student acts as an interviewer and the other acts as an interviewee.
The interviewer makes an interview about the interviewee's job. The interviewee should use the above sentence patterns.
(Justification: Students act out the dialogue in their own way, which helps to consolidate what they have learned in this class.)
Step 4 Summary and Homework (5 minutes)
Summary: The teacher asks one student to summarize what he/she has learned in this class.
Homework: The teacher asks students to do exercises of this part on the exercise book.
(Justification: Students can review and consolidate what they havelearned in this class.)
Blackboard Design:
Words and Expressions: radio station, usually, funny, exercise.
Sentence Patterns:
① What time do you usually ...
② When do you ...
Teaching Reflection.
Class Type: Listening and speaking class
Teaching Contents: A dialogue between the interviewer and Scott about Scott's daily routine.
Teaching Objectives:
Knowledge objectives
(1) Students can master the following words and expressions: radio station, usually, funny, exercise.
(2) Students can use the following sentence patterns:
①What time do you usually ...
② When do you ...
Ability objectives
(1) Students can improve their listening ability by listening to the dialogue.
(2) Students can improve the speaking ability by talking about what they usually do in a day.
Emotional objectives
Through this class, students can know something about radio workers' jobs and respect them.
Teaching Key Point:
How to help students master the new words, expressions and the usage of the sentence patterns.
Teaching Difficult Point:
How to make students master the words and expressions and improve their speaking and listening skills.
Teaching Aid: multi-media
Teaching Procedures:
Step 1 Wanning up and Lead-in (5 minutes)
The teacher greets the students and asks them two questions. The first question is "What are your parents'jobs " and the second is "Do you know something about the job of a radio host " Then the teacher tells the students that Scott has an interesting job and asks them to listen to the text and get to know about Mr. Scott.
(Justification: This step can get students to combine English learning with their daily life. Also, it's easy for them to say something about their life.)
Step 2 Listening (15 minutes)
The teacher asks students to listen to the tape for the first time with the following questions. After that, asks students to try to answer the questions. Then, the teacher asks them to listen to the tape for the second time with the purpose to repeat it.
① Where does Mr. Scott work
②Does he eat breakfast in the morning as common people Why
③ When does he go to work
④Is he usually late for work
(Justification: This step can get students to have a further understanding of the dialogue.)
Step 3 Practice and Consolidation (20 minutes)
(1) Practice the sentence patterns (10 minutes)
The teacher selects an example in the dialogue, points out the sentence patterns and then makes students to make their own sentences according to the example.
Sentence Pattern 1. --What time do you usually ... --I usually ...
Sentence Pattern 2. --When do you ... --I ...
Examples: ① --What time do you usually get up
--I usually get up at 7 am.
② --When do you go to work
--I go to work ...
(Justification: This step can get students to master the sentence patterns.)
(2) Making an interview (10 minutes)
The teacher asks two students in pair. One student acts as an interviewer and the other acts as an interviewee.
The interviewer makes an interview about the interviewee's job. The interviewee should use the above sentence patterns.
(Justification: Students act out the dialogue in their own way, which helps to consolidate what they have learned in this class.)
Step 4 Summary and Homework (5 minutes)
Summary: The teacher asks one student to summarize what he/she has learned in this class.
Homework: The teacher asks students to do exercises of this part on the exercise book.
(Justification: Students can review and consolidate what they havelearned in this class.)
Blackboard Design:
Words and Expressions: radio station, usually, funny, exercise.
Sentence Patterns:
① What time do you usually ...
② When do you ...
Teaching Reflection.