| 第 1 頁：模擬試卷 |
| 第 5 頁：答案及解析 |
二、簡(jiǎn)答題
31.【參考答案】
英語教學(xué)中的任務(wù)指有利于學(xué)生用英語做事情的各種語言實(shí)踐活動(dòng)。
任務(wù)的設(shè)計(jì)一般應(yīng)遵循下列原則：
(1)任務(wù)應(yīng)有明確的目的;
(2)任務(wù)應(yīng)具有真實(shí)意義，即接近現(xiàn)實(shí)生活中的各種活動(dòng);
(3)任務(wù)應(yīng)涉及信息的接收、處理和傳遞等過程;
(4)學(xué)生應(yīng)在完成任務(wù)的過程中使用英語：
(5)學(xué)生應(yīng)通過做事情完成任務(wù)：
(6)完成任務(wù)后一般應(yīng)有一個(gè)具體的成果。
三、教學(xué)情境分析題
32.【參考答案】
(1)該教師采用了最傳統(tǒng)的“語法翻譯法”進(jìn)行教學(xué)。采用這種教學(xué)法的缺點(diǎn)是：①以教師為中心向?qū)W生灌輸知識(shí)，缺乏趣味性，不能發(fā)揮學(xué)生的主動(dòng)性;②孤立分析和講解語音、單詞變化和語法規(guī)則，忽視了在語境中教授詞匯的意義和用法;③重視語法規(guī)則，輕視聽說;④大量使用母語，阻礙了英語的積極使用。
(2)建議：①單詞的展示階段應(yīng)注意直觀性、情景性和趣味性原則。教師應(yīng)以學(xué)生為中心，運(yùn)用圖片、多媒體、肢體語言等方式展現(xiàn)詞匯。②詞匯教學(xué)不能只停留在講解展示層次，要給學(xué)生提供具體的情境，讓學(xué)生使用單詞。教師可運(yùn)用“聽描述、畫詞匯…‘同義、反義找找看”等方式引起學(xué)生興趣，調(diào)動(dòng)學(xué)生積極性，讓學(xué)生在愉快的教學(xué)活動(dòng)中鞏固和應(yīng)用詞匯。③教師應(yīng)設(shè)計(jì)聽、說、讀、寫四種技能相融合的詞匯教學(xué)活動(dòng)。④教師在課堂中應(yīng)盡量使用英語.加大學(xué)生目的語的輸入。
(3)PPT(Presentation，Practice，Testing)教學(xué)模式：
�、俪尸F(xiàn)：教師借助實(shí)物、圖片、視頻、行為等方式呈現(xiàn)單詞的意義和用法。
②練習(xí)：通過匹配、替換、表演、猜測(cè)、詞匯接龍等練習(xí)活動(dòng)，訓(xùn)練和鞏固所學(xué)詞匯。
�、蹨y(cè)試：設(shè)置語境運(yùn)用所學(xué)詞匯.或者設(shè)計(jì)活動(dòng)了解學(xué)生對(duì)詞匯音、形、義的掌握程度。
TBLT(Task Based Language Teaching)模式：
�、俪尸F(xiàn)：通過呈現(xiàn)使學(xué)生了解單詞的意義和用法。
�、呷蝿�(wù)：在完成聽力、閱讀或?qū)懽魅蝿?wù)的過程中充分使用單詞。
�、壅故咀髌罚盒〗M代表展示本小組的聽力、閱讀和寫作作品。
④評(píng)價(jià)與練習(xí)：對(duì)學(xué)生的作品進(jìn)行評(píng)價(jià)，主要是觀察新學(xué)詞匯的使用情況。
(注：詞匯教學(xué)模式還有PPA模式、情境教學(xué)模式、“詞、句、文”模式等。)
四、教學(xué)設(shè)計(jì)題
33.【參考設(shè)計(jì)】
Class Type: Reading class, 1 period
Teaching Contents: This lesson is an introduction about Charlie Chaplin who is a master of nonverbal humour.
Teaching Objectives:
(1) Knowledge objective
Students can listen, read, and then imitate the jokes.
(2) Ability objectives
�、賁tudents can develop their reading ability.
② Students can talk about some types of English humour and Chinese humour and then find their differences.
(3) Emotional objective
Students can realize that humour is to let people be optimistic about everything around.
Teaching Key Points:
How to understand and enjoy English humors.
Teaching Difficult Points:
How to understand the differences between English and Chinese in humours.
Teaching Methods:
Using pictures, discussion, reading and imitation
Teaching Aids:
A recorder, a projector and some pictures
Teaching Procedures:
Step 1 Warming up (5 minutes)
Warm up by defining "Humour".
T: What is"Humour"? Does anyone of you know anything about Humour? Look at the screen and read the definition of Humour from the Internet.
Whose job?
This is the story about four people named Everybody, Somebody, Anybody and Nobody. There was an important job to be done, and Everybody was sure that Somebody would do it. Anybody could have done it, but Nobody did it.
Somebody got angry about that because it was Everybody's job. Everybody thought Anybody could do it, but Nobody realized that Everybody wouldn't do it. It ended up that Everybody blamed Somebody When Nobody did what Anybody could have done.
(Justification: Stimulate students' curiosity about English humour and get students involved in talking about this topic.)
Step 2 Pre-reading (10 minutes)
Telling the truth--what do you like to laugh at?
Sh I like to laugh at cartoons, for they're lovely and fun.
S2: I like to laugh at fairy tales. They are amusing and interesting.
T: Many years ago there lived an Emperor who was so exceedingly fond of fine new clothes that he spent vast sums of money on dress. To him clothes meant more than anything else in the world. He took no interest in his army,nor did he care to go to the theatre, or to drive about in his state coach, unless it was to display his new clothes. He had different robes for every single hour of the day.
(Justification: Through"Telling the truth--what do you like to laugh at?" to stimulate students' curiosity about English humour and prepare them for the reading part.)
Step 3 While-reading (15 minutes)
(1) Reading aloud to the recording
T: Now please listen and read aloud to the recording of the text. Pay attention to the pronunciation of each word
and the pauses twice and you shall read aloud twice, too. I will play the Nonverbal Humour.
(2) Reading and underlining
T: Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
(3) Reading to identify the topic sentence of each paragraph
T: Skimming the text and identify the topic sentence of each paragraph. You may find it either at the beginning,the middle or the end of the paragraph.
(4) Reading and transferring information
Read the text again to complete the table.
(5) Reading and understanding difficult sentences
T: As you have read the text several times, you can surely tell which sentences are difficult to understand.
Now put your questions concerning the difficult points to the teacher.
(Justification: Students' reading ability of getting the general ideas and locating the specific information can be trained and improved by skimming and scanning practice.)
Step 4 Post-reading (10 minutes)
The teacher asks students to discuss the most humourous story happened in their live in group. After the discussion the teacher asks them to recommend the most humourous story in each group, and let one student share the story with the whole class.
(Justification: Help the students have a better understanding of the topic of humor.)
Step 5 Summary and Homework (5 minutes)
Summary: To end the lesson by watching a silent humourous movie called"Making a Living" by Charlie Chaplin.
Homework: Do the comprehending exercises in the workbook.
(Justification: Summary and homework is of importance for students to master the knowledge they have learned in class.)
Blackboard Design:
A Master of Nonverbal Humour
What is nonverbal humour?
Who is Charlie Chaplin?
How does he make a sad situation entertainment?
What is the story of The Gold Rush?
Facts about Oscar
A brief life history of Charlie Chanlin
Teaching Reflection.
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