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三、教學(xué)情境分析題
32．【參考答案】
(1)①在師生對(duì)話環(huán)節(jié)中，教師借助簡(jiǎn)單對(duì)話與學(xué)生溝通，問(wèn)題淺顯且貼近生活，激發(fā)學(xué)生與教師主動(dòng)交流的欲望和興趣，喚起學(xué)生從情感上參與學(xué)習(xí)的意識(shí)。
②在呈現(xiàn)話題環(huán)節(jié)中，教師借助自然流暢地談話呈現(xiàn)話題，以圖形紅心明確學(xué)習(xí)任務(wù)，使學(xué)生在課堂伊始就帶著明確的學(xué)習(xí)目標(biāo)進(jìn)入學(xué)習(xí)中。
③在復(fù)習(xí)舊知環(huán)節(jié)中，教師請(qǐng)學(xué)生小組活動(dòng)，以學(xué)生已知的功能交際用語(yǔ)引導(dǎo)學(xué)生談?wù)撍麄兿矏?ài)的電視節(jié)目及原因．使學(xué)生在談話中激活已有認(rèn)知，教師板書呈現(xiàn)的功能交際用語(yǔ)及部分形容詞為后期語(yǔ)言輸出做準(zhǔn)備。
(2)①對(duì)于運(yùn)用難度較大的語(yǔ)言，可用任務(wù)導(dǎo)人；
②對(duì)于情節(jié)很復(fù)雜的故事，可用情節(jié)導(dǎo)入；
③對(duì)于知識(shí)性很強(qiáng)的課文，可以用知識(shí)導(dǎo)入；
④對(duì)于反映學(xué)生生活的課文，可從本班學(xué)生類似的生活經(jīng)歷導(dǎo)入；
⑤對(duì)于事件性的課文，可借助近期的一條新聞來(lái)導(dǎo)入。
四、教學(xué)設(shè)計(jì)題
33．【參考設(shè)計(jì)】
Teaching Content: Some dialogues about giving advice and making conversations about it.
Teaching Objectives :
Knowledge objective
(1) Key Vocabulary
pimple, trouble
(2) Target Language
A: I can't sleep the night before an exam. Then I'm too tired to do well. What should I do?
B : If I were you, I' d take a long walk before going to bed.
A: I really want a dog, but my parents won't let me have one.
B : Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.
A: That's a good idea.
Ability objective
Students can improve their reading and integrating skills.
Emotional objective
Students can know that everyone may have some trouble, and tell them not to worry about that.
Teaching Key Points:
Understand the content of the dialogue and master the vocabulary and target language.
Teaching Difficult Point:
Use the target language properly.
Teaching Aid: The blackboard
Teaching Procedures :
Step 1 Revision (3 minutes)
Check homework. Get students to talk about what they learned last time.
(Justification: The revision will examine students' learning effect and easily lead in the text.)
Step 2 Presentation (25 minutes)
3a (10 minutes)
Point to the problems on the left. Ask different students to read them to the class.
Point out the pieces of advice on the right. Get different students to read the problems and the pieces of advice to the class.
SA: I'm really shy and I just don't enjoy parties. I don't know what to say or do.
Ss : If I were you, I' d like talk to someone who looks friendly. Then you won' t feel so shy.
T: Please match each problem on the left with the correct advice on the right.
Get students to complete the activity on their own. As they work individually, move around the room answering any questions students raise and offering help as needed.
Check the answers.
Answers
1. C 2. a3. b
(Justification: The process of this step provides reading practice using the target language.)
3b (15 minutes)
Read the instructions to the class. Invite a pair of students to read the sample conversation.
SA: I can't sleep the night before an exam. Then I'm too tired to do well. What should I do?
SB : If I were you, I' d take a long walk before going to bed. That would help you relax.
T: Please think of different advice for the problems in Activity 3a.
Collect suggestions from students. For example, for the third problem, a student might say, "if I were you, I' d watch TV to relax my mind."
Ask students to make conversations with partners using new suggestions to each problem. As they work in pairs,walk around the room offering language support as needed.
Mter each student has a chance to play both parts, stop the activity. Get several pairs of students to show their
conversations.
 (Justification: The process of this step provides oral practice using the target language.)
Step 3 Practice (12 minutes)
Read the instructions to the class. Get a pair Of students to show the sample conversation to the class.
SA: I really want a dog, but my parents won't let me have one.
SB : Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.
SA: That's a good idea.
Write the conversation on the blackboard.
Point out the sample answers in the chart.
T: What problems do you have at home or at school?Make a list in the chart. Then ask your classmates for advice and write their advice in the chart too.
Get students to complete the activity in groups of four. As the groups work together, move around to make sure students discuss the topic in English and know how to fill in the chart.
Check the answers by asking different pairs of students to show their conversations to the class.
 Answers will vary.
 Optional activity
T: What would you do if there were no classes tomorrow?
 Ask students to write as many answers as they can. Then get students to work in pairs.
 (Justification: The process of this step provides writing, listening and speaking practice using the target language. )
 Step 4 Summary and Homework (5 minutes)
 Summary : In this class, we' ve done a lot of reading, speaking and writing practice using the target language.
 Homework :
 (1) Review the target language by reading the conversations in Activity 3a.
 (2) Write a composition entifled"What would you do when you in trouble".
 (Justification: The summary gives a specific conclusion of this class and the justification of homework is to cultivate the students' ability of writing down their ideas.)
Blackboard Design :
 Unit 4 What would you do?
Section A
The Third Period
Target Language:
A: I can't sleep the night before an exam, Then I'm too tired to do well, What should I do?
B : If I were you, I' d take a long walk before going to bed.
A: I really want a dog, but my parents won't let me have one.
B: Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.
A: That' s a good idea. 提示：“Ctrl+D”收藏此頁(yè)面，屆時(shí)我們將在第一時(shí)間公布最新動(dòng)態(tài)。
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