提醒：點(diǎn)這里加小編微信（領(lǐng)取免費(fèi)資料、獲取最新資訊、解決考教師一切疑問?。?/p> 三、教學(xué)情境分析題
32．【參考答案】
(1)此語段老師采用了歸納式講授新知識(shí)。
首先教師呈現(xiàn)實(shí)例“stomachache”，學(xué)生觀察語言現(xiàn)象，發(fā)現(xiàn)語言結(jié)構(gòu)規(guī)律或規(guī)則“．a(chǎn)che”和“sore…”之后，教師通過小順口溜給予反饋，學(xué)生進(jìn)行語言訓(xùn)練。這些活動(dòng)有利于學(xué)生對(duì)語言現(xiàn)象的理解和運(yùn)用。
(2)此語段老師采用了利用直觀教具和真實(shí)情景進(jìn)行語言呈現(xiàn)的方法。
采用直觀媒介圖片，把課上的重點(diǎn)內(nèi)容“unhappy”呈現(xiàn)給學(xué)生，使學(xué)生在自然的情景中建立起對(duì)新語言項(xiàng)目“．a(chǎn)che”和“sore…”的初次印象。這是初中英語教學(xué)最廣泛的教學(xué)手段和方法。之后把所學(xué)單詞歸納到小順口溜之中，又可以加深學(xué)生對(duì)本課內(nèi)容的感性認(rèn)識(shí)和理解。學(xué)生周圍的人或物都是有使用價(jià)值的真實(shí)情景。在本語段中，老師利用體態(tài)語言創(chuàng)造的真實(shí)情景直接引起學(xué)生興趣，給學(xué)生的直觀印象更深刻。這是初中英語教學(xué)最便捷的教學(xué)手段和方法。
(3)首先，以圖片作為教學(xué)手段，利用其直觀性等特點(diǎn)展現(xiàn)了“stomachache”等生詞；之后，又采用順口溜的形式，讓學(xué)生真正做到“眼看、口念、心想”，在心情愉悅中積極主動(dòng)地學(xué)習(xí)與疾病有關(guān)的詞匯，達(dá)到事半功倍的效果。
四、教學(xué)設(shè)計(jì)題
33．【參考設(shè)計(jì)】
Teaching Contents: A lesson about describing the weather.
Teaching Objectives :
Knowledge objectives
 (1) Students could master these following words.
rain, windy, cloudy, sunny, snow, weather
 (2) Students could master these following sentence patterns.
How's the weather?
It's cloudy. / It's sunny. / It's raining.
Ability objective
Students could know how to describe the weather.
Emotional objectives
(1) According to the guide of teaching, students could cultivate the good habits of protecting environment and other natural resources.
(2) According to talk about the weather, students could learn how to get on well with others.
Teaching Key Points:
Master the vocabularies and sentence patterns expertly.
Teaching Difficult Point:
Learn how to describe different weather in diffe~'~nt places.
Teaching Aid :
Multi-media
Teaching Procedures :
Step 1 Lead in (5 minutes)
The teacher uses multi-media to present some pictures of different weather.
T:"There are many different weather in different seasons. Different weather has different meanings to our life.
This class we will learn the weather. Now everyone has to speak out different kinds of weather as many as possible and the one who speak out the most will get a red paper star."
(Justification: These pictures on the screen can help students to know what they will learn this class. The brainstorming will stimulate their interests and incentives.)
Step 2 Presentation (15 minutes)
 (1) The teacher plays the tape and asks them listen to the tape recorder and guess the weather. At the same time, write the important sentence pattern "How's the weather? "on the blackboard.
 (2) Guide students to observe the weather in the five places, then finish la.
 (3) Make students listen to the tape, and then write the right places (lb) in the boxes above (la).
 (Justification: At this step, their ability of listening for specific information will be well developed, and their participation will increase. The teacher also could guide them to speak out the key sentences.)
Step 3 Practice 10 minutes)
 (1) Pair work
① Two students in a pair, speak out the weather in the five places, and check the answer of lb.
② Make a dialogue to ask the weather.
S1 : How's the weather?
S2: It's rainny. How's the weather in Beijing?
S1 : It's sunny.
 (2) Group work
The teacher gives a sentence pattern"Look!The weather in ... is ...". Let students complete the sentence by using the words they have learned. Ten students in a group, which group do the best in ten minutes will be given some gifts after the class.
 (Justification: This step is mainly to practice their speaking and hstening skills by putting the knowledge into their daily life. This activity can let them enjoy the study.)
Step 4 Consolidation (10 minutes)
Students should write down the words they have heard from the teacher. Then check the words, if there is a mistakes, they need more practice after class.
 (Justification: This step will make students realize their mistakes, and know how to review after class.)
Step 5 Summary and Homework (5 minutes)
Summary:
Target language :
How's the weather?/ What's the weather like?
It's cloudy. / It's Sunny. / It's raining.
 Homework :
 Review the new words learned in this class and try to make sentences with them.
(Justification: Homework can help students to consolidate the knowledge what they have learned on the class.)
Blackboard Design :
How's the weather?
It's cloudy. / It's sunny. / It's raining.
 

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