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25分钟的英语读写教学方案。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：25分钟
学生概况：本班为中等城市普通学校初中二年级(八年级)学生，班级人数45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。
语言素材：
How I Learned to Learn English
My name is Wei Fen. Last year, I did not like my English class. Every class was like a baddream. The teacher spoke too quickly. But I was afraid to ask questions because my pronunciationwas very bad. So I just hid behind my textbook and never said anything.
Then one day I watched an English movie called Toy Story. I fell in love with this exciting andfunny movie! So then I began to watch other English movies as well. Although I could notunderstand everything the characters said, their body language and the expressions on their faceshelped me to get the meaning. I also realized I could get the meaning by listening for just the keywords. My pronunciation also improved by listening to the interesting conversations in Englishmovies. I discovered that listening to something you are interested in is the secret to languagelearning. I also learned useful sentences like "It′s a piece of cake" or "It serves you right." I didn′tunderstand these sentences at first. But because I wanted to understand the story, I looked up thewords in a dictionary.
Now I really enjoy my English class. I want to learn new words and more grammar. Then I canhave a better understanding of English movies.
正确答案及解析
正确答案
解析
Teaching Contents: A narrative about "How I Learned to Learn English".
Teaching Objectives:
(1) Knowledge objective
Students can understand the main idea of this passage and master the writing skills to describe how they learnEnglish.
(2) Ability objective
A fter learning the materials, students can write their own methods of learning English and their ability of readinga narrative will be well developed.
(3) Emotional objective
Students have the desire to share their own successful experience with others.
Teaching Key and Difficult Points:
Students can write down their own methods ofleaming English in detail.
Major Steps:
Step 1 Reading and listening (4 minutes)
The teacher asks students to read the passage about Wei Fen and answer the questions.
(1) Why did Wei Fen find it difficult to leam English
(2) What did she do in English class
(3) What is the secret to language learning
Then the teacher asks several students to answer the questions and listen to the tape about the passage to checktheir answers.
(Justification: This step can focus students' attention on the main topic of the reading passage. The listeningpractice makes students have a further understanding of the passage.)
Step 2 Pre-writing (6 minutes)
(1) Brainstorming
The teacher asks students in pairs to write the reasons why they like learning English or not and the methods oflearning English.
(2) Mapping
The teacher asks students to select the useful infbrmation from the brainstorming mad organize these ideas.
(3) Freewriting
The teacher asks students to start writing freely about the reasons why they tike learning English or not and themethods of learning English following the mapping. They don't need to care too much about spelling and grammar.
(Justification: Brainstorming can get students to think freely and put down all possible ideas that come to theirminds. Mapping is a useful way for students to organize contents in writing. Freewriting can help students developfluency in writing.)
Step 3 While-writing (10 minutes)
(1) Get students to outline the writing.
Paragraph 1 -- Do you like learning English and explain the reasons
Paragraph 2 -- The methods of learning English
Paragraph 3 -- Expectations of learning English
(2) Provide students with some expressions and sentence patterns:
feel in love with, as well, get the meaning, at first, have a better understanding of I did not likeI was afraid to ... becauseI discovered that.., is the secret to language learning.
(3) Give students some time to write "How I learned to learn English" on paper.
(Justification: The outlining illustrates the main organizing structure and the most important points of the writing.
The expressions and sentence patterns can offer some help to students when they write.)
(4) Peer-editing
The teacher asks students to read each others' writings and check the clarity of ideas of logical development oftheir arguments. Students need to check carefully the grammar, spelling and punctuation oftheir writings.
(Justification: Peer editing can provide an opportunity for students to share their writings and help them learnfrom each other. Students can get some improvements in both organization and content.)
Step 4 Post-writing (5 minutes)
Revising:
The teacher guides students to make necessary improvements in both organization and content based on theirediting. Revising can take several rounds, so students need to be prepared to write a second and a third draft beforethey submit the final draft.
(Justification: Revising their own articles can make them realize their mistakes more clearly.)
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