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三、教學情境分析題
32．【參考答案】
(1)①復習環(huán)節(jié)：
創(chuàng)設方法：運用圖片創(chuàng)設情境。
作用：通過彩色小圖片等直觀的教具能夠符合兒童形象思維占優(yōu)勢的學習特點，有利于兒童建立清晰、明確的概念，從而調(diào)動學生的學習興趣，加深理解和記憶，增強教學效果。
②導入環(huán)節(jié)：
創(chuàng)設方法：運用多媒體創(chuàng)設情境。
作用：通過多媒體為學生創(chuàng)設豐富多彩、形象生動、妙趣橫生的教學情境，可以充分調(diào)動學生的試聽感官系統(tǒng)，激發(fā)學生學習興趣，提高學生的認知能力。同時，還可以提高課堂的信息容量；縮短教學時間，提高教學效率；實現(xiàn)學生學習方式的多元化，利于優(yōu)化課堂教學效果。
③呈現(xiàn)環(huán)節(jié)：
創(chuàng)設方法：運用生活素材創(chuàng)設情境。
作用：運用生活素材創(chuàng)設真實的、貼近學生生活的情境，讓學生從熟悉的現(xiàn)實生活和體驗中出發(fā)，了解和掌握知識．使學生感受到英語學習與我們的El常生活是息息相關的。有利于提高英語教學的實效。
(2) 評析：首先，在整個語言學習活動中，教師在復習、導入、呈現(xiàn)環(huán)節(jié)分別運用圖片、多媒體、生活實際素材等組織教學，為學生創(chuàng)設語言學習的情境，引導學生學習 新詞匯，發(fā)揮了其作為組織者、引導者以及創(chuàng)設者的作用。但是，在新課程實施中，要求教師要不斷更新觀念，轉變角色，堅持“以學生為主體，教師為主導”，積 極推行互動式、開放式的教學實踐。而在案例的導入及語言呈現(xiàn)環(huán)節(jié)中，該教師設置的問題和活動開放性不強、互動性不高，沒有為學生提供充分發(fā)揮主體性的機 會，在一定程度上限制了學生的創(chuàng)造力，不利于充分調(diào)動學生的積極性。
四、教學設計題
33．【參考設計】
Teaching Content: This class contains some key vocabulary and target language about giving advice to people.
Teaching Objectives :
Knowledge objective
( 1 ) Key Vocabulary : tie
(2) Target Language :
If I were you, I'd wear a shirt and tie.
If I were you, I' d take a small present.
Ability objective
Students should develop their listening skills and improve their communicative competence.
Emotional objective
Students should give some directions to those who are in trouble and get into the habit of helping others.
Teaching Key Points:
(1) Listening practice
(2) Target language
Teaching Difficult Point:
Students should cultivate the ability to use the target language.
Teaching Methods :
(1) Listening to cassettes
(2) Pair work
(3) Teaching by induction
Teaching Aids :
A tape recorder, a picture of a person in a lion's cage, a projector
Teaching Procedures :
Step 1 Revision (5 minutes)
Check homework. Students talk about how to spend a large amount of money.
Invite a student to come to the front of the class and ask, if you had 100,000 yuan, what would you buy?
Students take turns answering his / her question.
(Justification: The revision will examine students' learuing effect and easily lead in the text.)
Step 2 Presentation (10 minutes)
2a
The teacher makes students' attention focus on the picture, and asks students to describe it. Help students say that the boy is going to somewhere, but he doesn't know what to wear. The girl is helping him to pick out clothes.
Then points to the list of reasons, and invite a student to read them to the class.
T: You are going to listen to a conversation between Larry, and the girl, and circle the reasons. For the first time, you only need to listen to it. For the second time, you should listen to it again and circle the reasons.
Check the answers.
(Justification : The process of this step can provide practice for students in understanding the target language in spoken conversation. )
2b
Read the instructions to the class.
Point to the list of sentences. Invite a student to read them to the class.
T: You will listen to the same conversation again. This time you are going to check the four things that Larry's sister says to him.
Play the recording again. Students listen and check the things.
Check the answers.
(Justification : The process of this step provides listening practice for students in using the target language.)
Step 3 Practice (10 minutes)
The teacher points to the list of Larry' s worries in the box, and invites a student to read them to the class. Then asks students to look back at the list of checked sentences.
Read the instructions to the class.
T: Please make conversations by using information from Activities 2b and 2c.
Ask a pair of students to demonstrate a conversation to the class.
S1 : I don't know what to wear.
S2 : If I were you, I' d wear a shirt and tie.
Get students to work in pairs. As the pairs work together, walk around the room checking the pairs' progress and giving language and pronunciation support as needed.
After all the students have a chance to play both parts, stop the activity. Ask different students to perform their conversations.
Optional activity
Ask students to write down a problem they have on a piece of paper. Have students exchange papers with one another and read the one they receive. Then ask students to write two pieces of advice they would give the other student. Ask a student to read his / her advice to the class. The rest guess the problem.
(Justification: This activity provides oral practice for students in using the target language.)
Step 4 Grammar Focus (15 minutes)
Ask different students to read the question and answer and the statements to the class.
S1 : What would you do if you won a million dollars?
S2: I'd give it to charity.
S3 : If I were you, I' d wear a shirt and tie.
S4 : If I were you, I'd take a small present.
Write them on the blackboard.
Show a picture of someone in a lion's cage on the screen by a projector. Ask students questions pointing to the picture.
T: Have you ever been in a lion's cage?
Ss : No.
T: That's right. None of us has ever been in a lion's cage. What would you do if you were in a lion's cage?
(Write the question on the blackboard.)
S1 : I 'd call for help. (Write the sentence on the blackboard.)
T: What about you?
S1 : I 'd get out fast. (Write the sentence on the blackboard. )'
Get several more examples from other students.
T: When we talk about things that haven't happened, we often use the word"would"(underline the word"would" in the question). Apostrophe "d" is the abbreviation of the word "would" (underline the abbreviation "d"in the answers).
Then underline the word "were" in the two statements.
T: When you tell someone what you would do, you use the expression if I were you.
Get all the students to read the target language on the blackboard.
Pronunciation noteWhen saying the words"would you" in phrases such as what would you doEnglish speakers often run the words together and pronounce these words as if they were spelled "wudjudu".
(Justification: Let students know the point of the grammar and the right pronunciation of words.)
Step 5 Summary and Homework (5 minutes)
Summary: In this class, we've learned the target language. I'd give it to charity and if I were you, I'd wear a shirt and tie. And we've also done much listening practice using the target language.
Homework : Write a composition entitiled"What would you do if you go abroad? ", and .share your views with other students.
(Justification: Students could consolidate what they have learned, and practice their writing ability.)
Blackboard Design:
Unit 4 What would you do?
Section A
The Second Period
Target language:
A: What would you do if you won a million dollars?
B: I'd give it to charity.
A: If I were you, I'd wear a shirt and tie.
B : If I were you, I'd take a small present.
A: What would you do if you were in a lion's cage?
B: I'd call for help.
C : I' d get out fast. 提示：“Ctrl+D”收藏此頁面，屆時我們將在第一時間公布最新動態(tài)。
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