教师公开招聘考试小学英语（教学设计）模拟试卷1

教师公开招聘考试小学英语（教学设计）模拟试卷1一、教学设计(本题共5题，每题1.0分，共5分。)1、请根据下面提供的材料内容，写出你的教学设计。要求：(1)字迹工整，书写规范；(2)段落清楚，简明扼要；(3)突出学科核心素养。标准答案：1．TeachingObjectives(1)Studentscanknowtheinformationaboutthedialogueonthebook,andcanmakedialogueswithclassmatestoaskandanswertheactivitiesattheweekend．Theycandistinguishthedifferencebetweensometimesandoften．(2)Students’abilityoflistening,speakingandcommunicatingwillbeimproved．(3)Throughconversationpractice,studentscandeveloplogicalthinking．(4)Bysharingthelifeattheweekend,studentslovetheirlifemoreandmore．2．TeachingKeyPointHowtoaskandanswertheactivitiesattheweekendwith"Whatdoyoudoattheweekend?""Ioften．．．Sometimes．．．"．3．TeachingDifficultPointHowtodistinguishthedifferencebetweensometimesandoften．4．TeachingProceduresStep1:WarmingupandLead-inShowsomeinterestingactivitiestothestudentsjustlikegoingtothemountains,visitinggrandparents,andsoonandletthestudentssharemore．Thenleadintoday’stopic．[DesignIntention]Thestudentscanbroadenhorizonsbysharingtheactivitiesattheweekend．Andthestudentscanraisetheirinterestaboutthistopic．Step2:PresentationThestudentslistentothetapeforthefirsttimeandanswerthequestions;(1)Whoareinthedialogue?(2)Whataretheytalkingabout?Thenthestudentslistentothetapeforthesecondtimeandanswerthequestions;(3)WhatdoesLiMingdoattheweekend?(4)WhatdoesPeterdoattheweekend?Findtheanswersandcircleonthebook．Theteacherdrawsacalendaraboutoneweektoexplainthedifferencebetweensometimesandoften．Thestudentslistentothetapeforthethirdtimeandreadafterittocorrecttheirpronunciationandintonation．[DesignIntention]Threetimeslisteningwillbuildfoundationforspeaking．Andfromthequestions,theycanpayattentiontotheimportantpointsinthedialogue．Step3:PracticeTheteachermakesaconversationwithonestudentintheclassaccordingtohis/herweekendandthenguidesstudentstohavenewdialogueswiththeirpartners．[DesignIntention]Thebasicpracticecanhelpthestudentstoformapreliminarygraspofthedialogue．Step4:ConsolidationActivity1:MyweekendFourstudentsinonegroup,thestudentscansharetheirweekendintheirgroupwiththeexpressionfromthedialogue．Then,chooseonerepresentativefromeverygrouptoshareothers’weekendinfrontoftheclass．Activity2:DoandguessOnestudentasksthequestion:Whatdoyoudoattheweekend?Theotherstudentanswersthequestionbysomeactionnotwords．Ifhe/sheisright,he/shewillgetonepoint．Ifhe/sheiswrong,he/shewillsingasongforclass．[DesignIntention]Interestingactivitiescanmaketheclassmoreactive,andthroughthem,thestudentscanusetheexpressionmorefreely．Step5:SummaryTheteacherasksthestudentstosummarizewhattheyhavelearnedinthisclassandifnecessary,theteachermakessomesupplementsandstrengthensemotionalsublimation．[DesignIntention]Todevelopthehabitofself-summarybystudents．Step6:Homework(1)Makeamindmapofthepassage;(2)Makemoreconversationswithclassmatesaboutthelifeattheweekend．[DesignIntention]Differentlevelsofhomeworkcanbetaughtinaccordancewiththeiraptitude,andcanbeusedafterclass．5．BlackboarddesignLesson1SometimesIdohouseworkA:Whatdoyoudoattheweekend?B:Ioftenvisitmygrandparents．SometimesIdohousework．知识点解析：暂无解析2、请根据以上文本内容完成下面任务：1．做出对该语篇的解读：2．写出你的教学设计。标准答案：1．语篇解读：该教学内容是关于“保持城市的清洁”这一主题，通过本课学习，学生能够流利地就该话题进行交流，提升学生听说能力，同时培养学生关注环境、保护环境的意识。2．教学设计：1．TeachingObjectives(1)KnowledgeObjectives①Studentsareabletoread,andusethefollowingwords;keep,clean,make,dirty．②Studentsshouldbeabletousethefollowingsentencepatterns;Whatmakes．．．dirty/messy?．．．makes．．．dirty/messy．Whatcanwedoto．．．?Wecan．．．(2)AbilityObjectives①Studentscanimprovetheirlisteningabilitybylearningthedialogue．②Studentscanimprovetheirspeakingabilitybytalkingaboutwhatmakesourcitydirty/messyandwhatwecandotokeepourcityclean．(3)EmotionalObjectiveStudents’awarenessofenvironmentprotectionwillbearousedandtheycantakesomeactivemeasurestokeepourcityclean．2．TeachingkeypointHowtohelpstudentsmasterthenewwordsandtheusageofthesentencepatterns．3．TeachingdifficultpointHowtoleadstudentstomasterthewords,improvetheirspeakingandlisteningskillsandformtheirawarenessofprotectingtheenvironment．4．TeachingproceduresStep1:WanningupandleadinginTheteachergreetsstudentsandhasafreetalkwithstudentsaboutwhattheythinkmakesthecitydirty．T:Hello,everyone．I’mTutu,yournewEnglishteacher．Today,I’dliketoaskyouaquestion:Haveyouevercaredaboutyourcity?Isitcleanordirty?Why?【设计意图】通过freetalk引导学生对城市卫生进行讨论，激活学生已有知识和对城市环境的关注，以引入新课。Step2:PresentationT:Youaresoexcellent．Youcarealotaboutyourcity．Today,let’slearnhowtotalkaboutthistopic．Activity1:LookandguessStudentslookatthepicturesonthebookandguesswhattheyaretalkingabout．Activity2:Listentothetapeandanswerthequestionsaccordingtothedialogue．Q1:Howmanypartscanthisdialoguebedividedinto?Q2:Whatmakesthecitydirty?Q3:Whatcanwedo?Activity3:ListentothetapeandAllintheblanks．(1)Smokefrom________and________makestheairdirty．(2)________makesthestreetsmessyanddirty．(3)________inthewatermakesthefish________．(4)Tohelpkeeptheairclean,wecan________,walktoschool,________awayfromourcity,puttherubbishinthebinand________manytrees．【设计意图】通过听前预测对话内容、听对话回答问题、听对话填空帮助学生理解对话内容且借助图片和情境创设进行词汇和句型教学，有利于学生理解所学内容。Step3:PracticeActivity1:What’smissing?Theteacherquicklytakesawayoneofthewordcards;keep,dirty,messy．．．,andstudentstrytospeakloudlyaboutwhichoneismissinginthegame．Thefastestandcorrectgroupwillwin．Activity2:TraingameStudentsaredividedintotwogroupsandtheteacherasksthefirstoneofeachgroupwith"Whatmakesthecitydirty/messy?",thenthefirstoneanswersthequestionwith"．．．makesthecity．．．"andasksthenextone．Thegroupfinishingfastwillwin．【设计意图】通过What’smissing和Traingame两个游戏帮助学生练习词汇和句型，操练所学主要知识。Step4:ConsolidationTheBestMeasuresStudentscanworkinagroupof4,thendiscussonthetopic"Whatcanwedoforthecity"．Fiveminuteslater,eachgroupcanmakealistofmeasureswecandotoprotecttheenvironment．Othersandtheteacherchoosethebestones．【设计意图】通过采取任务型活动，组织学生就环保问题进言献策，在完成任务的过程中学生能够熟悉该话题的词汇和句型，提升综合语言运用能力。Step5:SummaryStudentsareinvitedtosummarizewhattheyhavelearnedinthisclassaboutthevocabulariesandsentencepatterns．Thentheteachermakesnecessarycomplementsandenablesstudentstocareaboutthecityandtheenvironment．Step6:HomeworkStudentsaresupposedtosharewhattheyhavelearnedwiththeirfamilymembersafterclass．5．Blackboarddesign知识点解析：暂无解析3、请根据人民教育出版社义务教育教科书《英语(三年级起点)》五年级上册Unit3Whatwouldyoulike?PartALet’sspell部分内容。按要求完成下列教学设计任务。1．确定本课时的知识目标和技能目标。2．设计本课时新知呈现活动。3．设计一个巩固拓展性活动。标准答案：1．TeachingObjectives（1）知识目标：①学生能够通过听音和说唱歌谣，观察例词结构中的共有特征，学习ow在单词中的发音规则。②学生能够感知并区分字母组合ow在单词中的两种发音，并根据发音规则读出新词。（2）技能目标：①学生能拼写符合该发音规则的单词，在单线上规范正确地书写句子。②学生能够通过观察、感知、体验对语音规则进行适当的归纳与总结。2．Presentation(1)Teachingow—/au/①Theteachershowssomepicturesaboutflower,cow,andinvitesstudentstoreadthemoutloudly．Theteacherremindsstudentsofthepronunciationof/au/andtheshapeofmouth．②Theteacherdoestheactionsof"down"andcreatesthescenetoelicittheword"wow",theninvitestudentstorepeatthewords．③Studentswillpayattentiontothepronunciationruleinthesewordsandthepronunciationof/au/indifferentwords．(2)Teachingow—/au/①Theteachertellsastory:Asnailissoslowonthewindow．Itwantstoseethesnow．Thenitfindsayellowflower．Theninvitestudentstofindoutthewordswithowandtrytoreadthemcorrectly．②Studentsdiscusswithgroupmembersaboutthewordswithowandthentellthedifferentpronunciationofowindifferentwords．③Studentstrytoreadotherwordswithow;window,rainbow,row,grow,tomorrow．Theteacherremindsthemofthepronunciationrules．【设计意图】通过不同方式呈现例词，引导学生朗读并发现发音规律，学习字母组合ow在不同单词中的不同发音。3．ConsolidationMakeastorywiththewordsincludingowStudentsaredividedinto4groups,theneachgroupchoosesonetopicgivenonthescreen．Firstly,eachstudenttriestomakeasentencewithawordwithow,thenallthesentencescanbelinkedintoawholestory．5minuteslater,eachgroupcansharethestorywiththeclass．Theteacherandotherschoosethemostinterestingstory．T:Youcanchooseanywordwithow,andtrytoreaditcorrectlyintheprocess．【设计意图】通过完成含有字母ow单词的故事创编和分享活动，学生不仅能熟悉巩固字母组合ow在单词中的发音，同时能锻炼学生的综合语言运用能力。知识点解析：暂无解析4、请根据人民教育出版社《义务教育教科书(PEP)(三年级起点)》五年级上册Unit1What’shelike?PartBReadandwrite部分的教学内容，按要求完成下列教学设计任务。【问题】1．根据教学内容确定本课时阅读部分的知识与技能目标。2．设计3个读中(while-reading)活动。3．设计本课时的板书。标准答案：1.知识与技能目标（1）学生能够在图片的帮助下读懂日记，能够在语境中理解robot，make，speak，finish的意思；（2）能够选出描述Robin特征的单词；能够“设计”一个机器人并写出描述其特征的句子。2．While-readingTask1Skimming—TickorcrossStudentsreadthepassagequicklyandunderlinetheadjectivesthatdescribeRobin．Afterreading,studentscananswerthequestion"Whatisthepassageabout?"andreadthoseadjectives．Thenstudentscanworkwiththeirgroupmemberstofillthis"Tickorcross"form．【设计意图】学生在此环节能够把握文章大意，读懂文本并认读与机器人有关的形容词完成表格。Task2Scanning—AnswerquestionsStudentsreadthepassageagainandanswersomequestions．Q1:WhoisRobin?Whomadeit?Q2:Whatcanhedo?Q3:Ishestrict?Why?【设计意图】学生再读文本回答相关问题，在此过程中培养阅读策略。Task3IntensiveReading—DrawandwriteStudentscanworkinagroupanddesigntheirrobots．Thentheycanusethefollowingsentencepatternstodescribeit．Forexample:Ihavearobot．His/Hernameis_________．He/Heris_________．He/Heris_________．【设计意图】学生能够模仿文本设计机器人并使用目标语言描述自己的机器人。3．板书设计知识点解析：暂无解析5、Directions:Youarerequiredtodesignadetailedteachingplanwithinformationgivenbelow.Topic:SportsStudentlevel:Grade5inPrimarySchoolTeachingtime:45minutes标准答案：1．TeachingObjectives(1)KnowledgeObjectiveStudentscanreadandusethenewwords;basketball,football,swim,runandthenewsentencepatterns;Whatsportsdoyoulike?Ilikeswimming．(2)AbilityObjectives①Studentscanusethewordsandsentencestoexpresstheirfavoritesports．②Studentscanimprovetheirlisteningandspeakingabilitythroughlearningtheactivitiesinclass．(3)EmotionObjectiveBuildupstudents’confidenceinlearningEnglishandcultivatetheirawarenessoflovingsports．2．TeachingKeyPointStudentscanreadandrememberthenewwordsandsentencesaboutsports．3．TeachingDifficultPointStudentscanusethesentencestotalkabouttheirfavoritesportscorrectly．4．TeachingMethodsAudio-visualmethod,TPRandTBLTmethod．5．TeachingProceduresStep1:Lead-in(5mins)Theteachershowsavideoofthe29thOlympicGamesheldinBeijingandasksstudentstosaysomethingbasedonit．Intention;Students’learninginterestcanbearousedbywatchingavideoandtheteachercanleadintoday’sclassfluently．Step2:Presentation(20mins)(1)Theteacherdrawspicturesofbasketball,football,swimmingandrunning,andteachthenewwords．(2)Studentsreadthenewwordsafterthetapeandtheteachercorrectsthepronunciation．(3)Theteacherasksstudents"Whatsportsdoyoulike?"Andtheteacherleadsstudentstoanswer"Ilikeswimming．"Thenteachthenewsentences．Intention;Helpstudentstounderstandthesenewwordsandsentencesthroughdrawingandreading．Step3:Practice(10mins)Activity1:RobtoreadthewordsTheteachershowssomepicturesaboutsportsactivitiesonthePPTandstudentsspeaktheminEnglishassoonaspossible．Activity2:PairworkStudentsworkinpairstopracticethedialogueof"Whatsportsdoyoulike?Ilikeswimming/running．．．"accordingtotheirownsituation．Intention:Studentscanimprovetheirspeakingabilitythroughthegameandgetmorefamiliarwithnewknowledge．Step4:Consolidation(5mins)DoasurveyStudentsworkingroupsoffourtodoasurveyaboutwhatsportsthegroupmemberslikeandmakealist．Fiveminuteslater,therepresentativesofeachgroupneedtodoareporttothewholeclass．Intention:Cultivatestudents’awarenessofcooperationandimprovetheircomprehensiveability．Step5:Summary(3mins)Askstudentstosummarizewhattheyhavelearnedinthisclassandtheteachermakespropersupplements．Inaddition,theteacherwillstressthatitismeaningfultodosomesportsregularly．Intention:Checkwhetherthestudentshavegraspedthenewknowledgeandachievetheemotionalobjective．Step6:Homework(2mins)Afterclass,askstudentstosharetheknowledgewiththeirparentsanddoasurveyabouttheirparents’favoritesports．Intention:Studentscanreviewthenewknowledgeanduseitinrealsituation．Step7:Blackboarddesign知识点解析：暂无解析一、教学设计(本题共5题，每题1.0分，共5分。)6、请根据下面提供的材料内容，写出你的教学设计。要求：(1)字迹工整，书写规范；(2)段落清楚，简明扼要；(3)突出学科核心素养。标准答案：1．TeachingObjectives(1)Studentscanknowtheinformationaboutthedialogueonthebook,andcanmakedialogueswithclassmatestoaskandanswertheactivitiesattheweekend．Theycandistinguishthedifferencebetweensometimesandoften．(2)Students’abilityoflistening,speakingandcommunicatingwillbeimproved．(3)Throughconversationpractice,studentscandeveloplogicalthinking．(4)Bysharingthelifeattheweekend,studentslovetheirlifemoreandmore．2．TeachingKeyPointHowtoaskandanswertheactivitiesattheweekendwith"Whatdoyoudoattheweekend?""Ioften．．．Sometimes．．．"．3．TeachingDifficultPointHowtodistinguishthedifferencebetweensometimesandoften．4．TeachingProceduresStep1:WarmingupandLead-inShowsomeinterestingactivitiestothestudentsjustlikegoingtothemountains,visitinggrandparents,andsoonandletthestudentssharemore．Thenleadintoday’stopic．[DesignIntention]Thestudentscanbroadenhorizonsbysharingtheactivitiesattheweekend．Andthestudentscanraisetheirinterestaboutthistopic．Step2:PresentationThestudentslistentothetapeforthefirsttimeandanswerthequestions;(1)Whoareinthedialogue?(2)Whataretheytalkingabout?Thenthestudentslistentothetapeforthesecondtimeandanswerthequestions;(3)WhatdoesLiMingdoattheweekend?(4)WhatdoesPeterdoattheweekend?Findtheanswersandcircleonthebook．Theteacherdrawsacalendaraboutoneweektoexplainthedifferencebetweensometimesandoften．Thestudentslistentothetapeforthethirdtimeandreadafterittocorrecttheirpronunciationandintonation．[DesignIntention]Threetimeslisteningwillbuildfoundationforspeaking．Andfromthequestions,theycanpayattentiontotheimportantpointsinthedialogue．Step3:PracticeTheteachermakesaconversationwithonestudentintheclassaccordingtohis/herweekendandthenguidesstudentstohavenewdialogueswiththeirpartners．[DesignIntention]Thebasicpracticecanhelpthestudentstoformapreliminarygraspofthedialogue．Step4:ConsolidationActivity1:MyweekendFourstudentsinonegroup,thestudentscansharetheirweekendintheirgroupwiththeexpressionfromthedialogue．Then,chooseonerepresentativefromeverygrouptoshareothers’weekendinfrontoftheclass．Activity2:DoandguessOnestudentasksthequestion:Whatdoyoudoattheweekend?Theotherstudentanswersthequestionbysomeactionnotwords．Ifhe/sheisright,he/shewillgetonepoint．Ifhe/sheiswrong,he/shewillsingasongforclass．[DesignIntention]Interestingactivitiescanmaketheclassmoreactive,andthroughthem,thestudentscanusetheexpressionmorefreely．Step5:SummaryTheteacherasksthestudentstosummarizewhattheyhavelearnedinthisclassandifnecessary,theteachermakessomesupplementsandstrengthensemotionalsublimation．[DesignIntention]Todevelopthehabitofself-summarybystudents．Step6:Homework(1)Makeamindmapofthepassage;(2)Makemoreconversationswithclassmatesaboutthelifeattheweekend．[DesignIntention]Differentlevelsofhomeworkcanbetaughtinaccordancewiththeiraptitude,andcanbeusedafterclass．5．BlackboarddesignLesson1SometimesIdohouseworkA:Whatdoyoudoattheweekend?B:Ioftenvisitmygrandparents．SometimesIdohousework．知识点解析：暂无解析7、请根据以上文本内容完成下面任务：1．做出对该语篇的解读：2．写出你的教学设计。标准答案：1．语篇解读：该教学内容是关于“保持城市的清洁”这一主题，通过本课学习，学生能够流利地就该话题进行交流，提升学生听说能力，同时培养学生关注环境、保护环境的意识。2．教学设计：1．TeachingObjectives(1)KnowledgeObjectives①Studentsareabletoread,andusethefollowingwords;keep,clean,make,dirty．②Studentsshouldbeabletousethefollowingsentencepatterns;Whatmakes．．．dirty/messy?．．．makes．．．dirty/messy．Whatcanwedoto．．．?Wecan．．．(2)AbilityObjectives①Studentscanimprovetheirlisteningabilitybylearningthedialogue．②Studentscanimprovetheirspeakingabilitybytalkingaboutwhatmakesourcitydirty/messyandwhatwecandotokeepourcityclean．(3)EmotionalObjectiveStudents’awarenessofenvironmentprotectionwillbearousedandtheycantakesomeactivemeasurestokeepourcityclean．2．TeachingkeypointHowtohelpstudentsmasterthenewwordsandtheusageofthesentencepatterns．3．TeachingdifficultpointHowtoleadstudentstomasterthewords,improvetheirspeakingandlisteningskillsandformtheirawarenessofprotectingtheenvironment．4．TeachingproceduresStep1:WanningupandleadinginTheteachergreetsstudentsandhasafreetalkwithstudentsaboutwhattheythinkmakesthecitydirty．T:Hello,everyone．I’mTutu,yournewEnglishteacher．Today,I’dliketoaskyouaquestion:Haveyouevercaredaboutyourcity?Isitcleanordirty?Why?【设计意图】通过freetalk引导学生对城市卫生进行讨论，激活学生已有知识和对城市环境的关注，以引入新课。Step2:PresentationT:Youaresoexcellent．Youcarealotaboutyourcity．Today,let’slearnhowtotalkaboutthistopic．Activity1:LookandguessStudentslookatthepicturesonthebookandguesswhattheyaretalkingabout．Activity2:Listentothetapeandanswerthequestionsaccordingtothedialogue．Q1:Howmanypartscanthisdialoguebedividedinto?Q2:Whatmakesthecitydirty?Q3:Whatcanwedo?Activity3:ListentothetapeandAllintheblanks．(1)Smokefrom________and________makestheairdirty．(2)________makesthestreetsmessyanddirty．(3)________inthewatermakesthefish________．(4)Tohelpkeeptheairclean,wecan________,walktoschool,________awayfromourcity,puttherubbishinthebinand________manytrees．【设计意图】通过听前预测对话内容、听对话回答问题、听对话填空帮助学生理解对话内容且借助图片和情境创设进行词汇和句型教学，有利于学生理解所学内容。Step3:PracticeActivity1:What’smissing?Theteacherquicklytakesawayoneofthewordcards;keep,dirty,messy．．．,andstudentstrytospeakloudlyaboutwhichoneismissinginthegame．Thefastestandcorrectgroupwillwin．Activity2:TraingameStudentsaredividedintotwogroupsandtheteacherasksthefirstoneofeachgroupwith"Whatmakesthecitydirty/messy?",thenthefirstoneanswersthequestionwith"．．．makesthecity．．．"andasksthenextone．Thegroupfinishingfastwillwin．【设计意图】通过What’smissing和Traingame两个游戏帮助学生练习词汇和句型，操练所学主要知识。Step4:ConsolidationTheBestMeasuresStudentscanworkinagroupof4,thendiscussonthetopic"Whatcanwedoforthecity"．Fiveminuteslater,eachgroupcanmakealistofmeasureswecandotoprotecttheenvironment．Othersandtheteacherchoosethebestones．【设计意图】通过采取任务型活动，组织学生就环保问题进言献策，在完成任务的过程中学生能够熟悉该话题的词汇和句型，提升综合语言运用能力。Step5:SummaryStudentsareinvitedtosummarizewhattheyhavelearnedinthisclassaboutthevocabulariesandsentencepatterns．Thentheteachermakesnecessarycomplementsandenablesstudentstocareaboutthecityandtheenvironment．Step6:HomeworkStudentsaresupposedtosharewhattheyhavelearnedwiththeirfamilymembersafterclass．5．Blackboarddesign知识点解析：暂无解析8、请根据人民教育出版社义务教育教科书《英语(三年级起点)》五年级上册Unit3Whatwouldyoulike?PartALet’sspell部分内容。按要求完成下列教学设计任务。1．确定本课时的知识目标和技能目标。2．设计本课时新知呈现活动。3．设计一个巩固拓展性活动。标准答案：1．TeachingObjectives（1）知识目标：①学生能够通过听音和说唱歌谣，观察例词结构中的共有特征，学习ow在单词中的发音规则。②学生能够感知并区分字母组合ow在单词中的两种发音，并根据发音规则读出新词。（2）技能目标：①学生能拼写符合该发音规则的单词，在单线上规范正确地书写句子。②学生能够通过观察、感知、体验对语音规则进行适当的归纳与总结。2．Presentation(1)Teachingow—/au/①Theteachershowssomepicturesaboutflower,cow,andinvitesstudentstoreadthemoutloudly．Theteacherremindsstudentsofthepronunciationof/au/andtheshapeofmouth．②Theteacherdoestheactionsof"down"andcreatesthescenetoelicittheword"wow",theninvitestudentstorepeatthewords．③Studentswillpayattentiontothepronunciationruleinthesewordsandthepronunciationof/au/indifferentwords．(2)Teachingow—/au/①Theteachertellsastory:Asnailissoslowonthewindow．Itwantstoseethesnow．Thenitfindsayellowflower．Theninvitestudentstofindoutthewordswithowandtrytoreadthemcorrectly．②Studentsdiscusswithgroupmembersaboutthewordswithowandthentellthedifferentpronunciationofowindifferentwords．③Studentstrytoreadotherwordswithow;window,rainbow,row,grow,tomorrow．Theteacherremindsthemofthepronunciationrules．【设计意图】通过不同方式呈现例词，引导学生朗读并发现发音规律，学习字母组合ow在不同单词中的不同发音。3．ConsolidationMakeastorywiththewordsincludingowStudentsaredividedinto4groups,theneachgroupchoosesonetopicgivenonthescreen．Firstly,eachstudenttriestomakeasentencewithawordwithow,thenallthesentencescanbelinkedintoawholestory．5minuteslater,eachgroupcansharethestorywiththeclass．Theteacherandotherschoosethemostinterestingstory．T:Youcanchooseanywordwithow,andtrytoreaditcorrectlyintheprocess．【设计意图】通过完成含有字母ow单词的故事创编和分享活动，学生不仅能熟悉巩固字母组合ow在单词中的发音，同时能锻炼学生的综合语言运用能力。知识点解析：暂无解析9、请根据人民教育出版社《义务教育教科书(PEP)(三年级起点)》五年级上册Unit1What’shelike?PartBReadandwrite部分的教学内容，按要求完成下列教学设计任务。【问题】1．根据教学内容确定本课时阅读部分的知识与技能目标。2．设计3个读中(while-reading)活动。3．设计本课时的板书。标准答案：1.知识与技能目标（1）学生能够在图片的帮助下读懂日记，能够在语境中理解robot，make，speak，finish的意思；（2）能够选出描述Robin特征的单词；能够“设计”一个机器人并写出描述其特征的句子。2．While-readingTask1Skimming—TickorcrossStudentsreadthepassagequicklyandunderlinetheadjectivesthatdescribeRobin．Afterreading,studentscananswerthequestion"Whatisthepassageabout?"andreadthoseadjectives．Thenstudentscanworkwiththeirgroupmemberstofillthis"Tickorcross"form．【设计意图】学生在此环节能够把握文章大意，读懂文本并认读与机器人有关的形容词完成表格。Task2Scanning—AnswerquestionsStudentsreadthepassageagainandanswersomequestions．Q1:WhoisRobin?Whomadeit?Q2:Whatcanhedo?Q3:Ishestrict?Why?【设计意图】学生再读文本回答相关问题，在此过程中培养阅读策略。Task3IntensiveReading—DrawandwriteStudentscanworkinagroupanddesigntheirrobots．Thentheycanusethefollowingsentencepatternstodescribeit．Forexample:Ihavearobot．His/Hernameis_________．He/Heris_________．He/Heris_________．【设计意图】学生能够模仿文本设计机器人并使用目标语言描述自己的机器人。3．板书设计知识点解析：暂无解析10、Directions:Youarerequiredtodesignadetailedteachingplanwithinformationgivenbelow.Topic:SportsStudentlevel:Grade5inPrimarySchoolTeachingtime:45minutes标准答案：1．TeachingObjectives(1)KnowledgeObjectiveStudentscanreadandusethenewwords;basketball,football,swim,runandthenewsentencepatterns;Whatsportsdoyoulike?Ilikeswimming．(2)AbilityObjectives①Studentscanusethewordsandsentence