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发表于 2018-10-17 22:11:39
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三、教学情境分析题
32、 ……(1)采取了什么方式(5分)(2)补救方法(5分)(3)优点(10分)(4)还可以采用哪两种方法(10分)
正确答案:
(1)该教师采用了情境创设的方式引出复习巩固的内容。为了检测学生是否已经掌握上节课所学的动词prevent的用法，该教师创设了与动词prevent相关的情境，进而用该动词造句以达到巩固单词、学以致用的目的。
(2)该教师用的补救方法为提示法。该老师的初衷是让学生运用“prevent sb from doing sth”，当学生未能表达出该词的此用法时，该教师用句子的开头部分“The sudden rain…”来提示学生说出完整的句子以达到巩固该动词“prevent sb from doing sth”的用法。
(3)这种补救方法的优点有：第一，达到启发性效果。词汇巩固教学中，教师通过部分提示相关信息启发学生回忆所学单词的相关用法，让学生主动建构知识，使之印象更深，也有利于培养学生的自主学习意识。第二，体现了针对性的教学原则。“prevent sb from doing sth”是“prevent“的重点用法，该教师带领学生巩固此用法，重点突出，针对性强，注重实效，做到了有的放矢。
(4)复习巩固教学还可采用测试法和对比法。第一，测试法。教师可将带有“prevent”的句子改装成填空题或选择题对学生进行测试，测试结束后教师可带领学生朗读完整的段落，巩固“prevent sb from doing sth”的用法，此方法可加深学生对该词的记忆和理解。第二，对比法，教师可让学生进行头脑风暴，想出“防止”相关词组及例句，如“avoid doing sth”、“prevent sb from doing sth”等，并对比区分不同动词的用法，该方法能够激发并活跃学生思维，增强学生对知识点的系统性学习，达到巩固知识的目的。
四、教学设计题
33、 ……teaching objectives……the three gorges dam
正确答案:
Teaching type: reading class
Teaching contents: This lesson is from senior high school, and it mainly talks about The Three Gorges Dam, including its features, advantage and disadvantage.
Teaching Objectives:
(1) Knowledge objectives Students can get more information about the advantages and disadvantages of the Three Gorges Dam.
(2) Ability objectives: ① Students can improve their reading abilities through fast reading and detailed reading. ② Students can introduce the Three Gorges Dam in their own words.
(3) Emotional objectives: ① Students can foster the interest and desire of learning English, and fond of taking part in class activities. ②Students can cultivate the feelings of national pride. Teaching key and difficult points: Teaching Key point: Students can get to know information about the features, advantages and disadvantages of the Three Gorges Dam. Teaching Difficult point: How to use reading strategies to help them understand the material.
Teaching Procedures: Step 1 warming up (3 minutes) Show a poem of Mao Zedong on ppt: Walls of stone to hold back clouds and rain till a smooth lake rises in the narrow gorges. Ask students which place it is. Then show some beautiful pictures of the Three Gorges Dam. Tell students today we will have a visit here. (Justification: poem and pictures can arouse the interest of students and make students curious about the class.) Step 2 pre-reading (4 minutes) The teacher can organize a discussion: why did our Chinese people build the Three Gorges Dam? Students can have a prediction, and the teacher can ask some of them to share their ideas. (Justification: through discussion and prediction, students will be prepared for the reading class, and it will be helpful to understand the material.) Step 3 while-reading (8 minutes) 1. Fast reading. Ask students to read it quickly and find out the main idea of the passage. They will have 3 minutes to finish it. 2. Detailed reading. Read the passage again and answer the questions below: a. what’s the function of the Three Gorges Dam? b. what’s the biggest advantage of the Three Gorges Dam projects? c. What has happened to the historical relics near the Three Gorges Dam? Give them 5 minutes to read it carefully and they can discuss these questions with partners. (Justification: through reading it for twice, students can have a thorough understanding of the passage, and get the reading strategies.) Step 4 post-reading (5 minutes) Role play: four students a group. Three students can act as engineers from the Three Gorges Dam designing company and one student is reporter. The reporter will ask some questions about the Three Gorges Dam. After 4 minutes, invite some groups to show their dialogues. (Justification: here students can talk about the Three Gorges in their own words and improve their oral English.)
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