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三、教學(xué)情境分析題
32．【參考答案】
此情境中學(xué)生聽兩遍錄音，兩遍的目的不同。第一遍是信息識別， 第二遍是語言轉(zhuǎn)述，目的是呈現(xiàn)購物交際用語，為下一步的口頭交際做準(zhǔn)備，符合情境設(shè)計的要求。圖片選擇中學(xué)生表現(xiàn)不錯，因為任務(wù)簡單，學(xué)生聽完后馬上就可 以選擇。但是，補全對話時學(xué)生要填寫的內(nèi)容很多，學(xué)生很難在聽的過程中完成句子填寫。因此，教師有必要給學(xué)生聽后填充的時間。具體操作時可以先是個體活 動，然后是同伴核對，最后再檢查。而本案例中教師沒有給學(xué)生準(zhǔn)備時間，學(xué)生難以完成任務(wù)。如果學(xué)生能完成任務(wù)．也只能說明學(xué)生對學(xué)習(xí)材料十分熟悉，并不能 說明這種操作是合理的。
四、教學(xué)設(shè)計題
33．【參考設(shè)計】
Teaching Content: Talk about the personality and write a personality survey.
Teaching Objectives :
Knowledge objective
(1) Key Vocabulary
pretty, social, bother, slight, in the slightest, fairly, plenty, plenty of, get along with, listener
(2) Reading
(3) Writing
Ability objective
Students should improve their ability of reading comprehension and writing.
Emotional objective
Students can learn that being a good listener is an art.
Teaching Key Points:
Master the key vocabulary and the point of writing and reading
Teaching Difficult Point:
How to write a personality survey
Teaching Methods :
(1) Practice method
(2) Pair work
Teaching Aid: A projector
Teaching Procedures :
Step 1 Leading-in (5 minutes)
The teacher asks "what would you do if ...? "
(1) the teacher asked you to give a speech in front of the whole school
(2) your brother borrowed your clothes without permission
(3) someone asked you to be in a movie
(4) you wanted to be friends with a new student
Encourage students to give different answers to each question. Those who speak out the most answers will get a
reward after class.
(Justification: Set a happy English learning atmosphere for students, and make a preparation for today's class.)
Step 2 Presentation (20 minutes)
3a
Show the vocabulary words on the screen by a projector.
pretty adv．相當(dāng)；頗；非常social adj．社會的；社交的
bother v．打擾：擾亂slight adj．微不足道的；極不重要的
in the slightest一點兒也；根本fairly adv．相當(dāng)；完全
plenty adj．很多的：足夠的plenty of很多的；足夠的
get along with與……相處listener n．聽者；收聽者
Explain the words one by one and have students repeat them several times.
Call students' attention to the personality survey results in the box. Set a time limit of two or three minutes.
Have students read the three paragraphs silently. Meanwhile, write the new words on the blackboard. Ask students to look at the questions and answers on the survey in Activity 2a.
T: The letter "a" answers all describe one type of person. The letter "b" answers describe another and "c" still another type.
Read the Activity 3a instructions to the class. Ask students to reread the personality survey results and decide which letter goes in each paragraph. Point out the sample answer.
Get students to complete the activity on their own.
Check the answers.
3b
Read the instructions to the class.
Invite a student to say the example to the class.
If a friend said something bad about you, would you ...
a. talk to the friend right away?
b. say nothing?
c. think about what he or she said?
T: What kind of person is Question A asking about?
Ss : Outgoing.
T: What about b?Ss: Shy.
T: What about c?Ss: Pretty confident.
T: You are to write your own personality survey. You can write any questions you want, but each question must be about a different personality type.
Give another example on the blackboard. If a friend misunderstood you, would you ...
a. tell him / her it is a misunderstanding at once?
b. want to explain to him / her, but have no courage?
c. invite him / her to dinner and explain?
Get students to work individually. Remind them to use the ones in the book and on the blackboard as a model.
As they work, move around the room checking their works and offering language support.
Part 4
Read the instructions to the class.
Point out the sample conversation in the box. Invite a pair of students to read it to the class.
SA: How many people would talk to the friend right away7
SB: Three. And two people would say nothing.
(Justification: The process of this step provides reading and writing practice using the target, arid introduces key vocabulary words and provides reading practice using the target language.)
Step 3 Practice (15 minutes)
Divide the class into groups of five. Ask students to give their survey to each person in their group, and circle the answers.
T: Having given your survey, talk aboot what you learned. Use the sample conversation in the box as a model.
As the groups work together, walk around the room offering any help they may need.
Ask several students to read his / her question and tell the class about the results.
(Justification: This activity provides oral practice using the target language. )
Step 4 Summary and Homework (5 minutes)
Summary: In this class, we've learned some new vocabulary words. And we've also done much reading and writing practice using the target language.
Homework: Ask students to reread the three paragraphs under the headline personality survey results for further comprehension, and write a personality survery of ten students.
 (Justification:The summary gives a specific conclusion of this class and the homework helps students consolidate the point of the class and improve their writing abilitiy. )
Blackboard Design :
1. Key vocabulary:
 pretty social
 bother slight
 in the slightest fairly
 plentyplenty of
 get along withlistener
2. If a friend misunderstood you, would you ...
 a. tell him / her it's a misunderstanding at once?
 b. want to explain to him / her, but have no courage?
 c. invite him / her to dinner and explain? 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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