能会遇到生词，难以表达。
第二，口语活动形式过于单一，学生缺少参与积极性，学生对执行任务的兴趣也会淡化。
第三，教师也没有进行必要的背景知识介绍，没有给予必要的词汇或者句式结构，没有给学生搭建有效的梯子，让学生感觉无从下手。 应注意的三个主要事项：
第一，要符合口语活动设计原则。口语活动的人物与话题要有真实性和可操作性，必须能引起学生的兴趣，同时还应该贴近他们的生活、学习经历与社会实际；话题的难度要符合学生的英语水平与能力；话题任务的安排要有梯度，不同的任务可以穿插进行，组织课堂教学。
第二，设计丰富多彩的口语活动。例如，故事表演，话题辩论，采访活动和演讲等。教师应该广泛收集资料，尽可能设计不同类型、风格与要求的任务，应用于日常的课堂教学过程，使学生的创新精神与实践能力得到不断地培养与提高。
第三，口语活动要体现全员参与性。根据新课标，学生是课堂的主体，教师是参与者、组织者和引导者的角色。因此，教师要从学生“学”的角度设计出各种教学活动，使学生在完成各种任务的过程中逐步形成运用语言的能力。同时，口语活动要兼顾个性化发展和全员性参与，实现因材施教。 三、教学情境分析题（本大题1小题，30分） 根据题目要求完成下列任务，用中文作答。 32．下面是某高中教师的课堂教学片段。
T: Just now we get to know many different sports, for example ... Ss: Weight-lifting, fencing, aerobics, triathlon, shooting ...
T: Great. Now, let?s think about this question: How many types can these sports be divided into? Ss: (discuss with partners)
T: For example, football, tennis, table-tennis, they belong to ... Sl: Ball games.
T: Great. And then ... How about rings? Double bars? Which type of sports do they belong to? Ss: (silent)
T: (write “gymnastics” on the blackboard) Now read after me ...
第 11 页 共 15 页
S2: Ms Xia, how to say “kua lan” in English? It is the honor of all our Chinese people.
T: Yeah, we really ought to know l10-hurdle race. By the way, which type do both running and l10-hurdle race belong to?
Ss: (silent)
T: Let me tell you, track and field sports. Read after me. Ss: (read after the teacher)
T: Don?t forget the sports that are done in the water—the water sports. So what are the different types of sports we?ve learnt today?
Ss: Ball games, gymnastics, track and field and water games. T: Excellent!
根据上面所给信息，从下列两个方面作答：
(1)该片段属于什么教学环节（6分）?其教学目的是什么？(6分) (2)该片段存在哪两个主要问题（10分）?请提出相应的改进建议。（8分）
32. 【参考答案】 (1)该教学片段属于新课讲授（Presentation）和练习（Practice）环节。新课呈现是新课教学中最重要的一环，目的是运用多种手段来创造情境与环境，介绍新的语言材料，指导学生理解和掌握知识，传递教学信息。练习环节的目的是让学生在某一特定话题下，通过机械性练习即控制性及半控制性练习，不断强化某一或某些语言结构和词汇。
(2)问题一：新课教学环节的单词讲授过难：讲解的词汇需要注意学生的知识储备、认知能力和兴趣爱好。 该教师在讲授单词的过程中，忽略了学生的知识储备，学生对新学的单词都不熟悉。改进建议：①课前一定熟悉明确学生的知识水平。②培养学生良好的学习习惯，进而拓宽词汇量。帮助学生学会如何正确使用词典，自觉积累词汇，及时复习。学生要常查字典，但不要一味地依赖词典，应指导学生尽可能利用上下文找线索来猜词，养成对记词汇的敏感性，注意习惯用法与固定搭配等用法，引导学生在语境中学习词汇。学生掌握了音标、构词法等，就能在较少的时间里掌握较多的词汇，并通过词缀、近似词等来扩大词汇量。教师还可以指导学生运用其他方法，如联想、观察、对比、分析法来学习词汇，变难为易，以便养成良好的学习习惯。 问题二：教学方法单一：该片段中教师只利用词汇归纳的方式来呈现新的单词，方式过于单一。改进建议： 展示词语意思的时候可以通过实物、动作、手势、定义、词汇信息（如近义词、反义词等）、上下文信息、表格、图表、翻译、间答、语义导图、信息填充等方式来进
第 12 页 共 15 页
行。展示词语的结构和用法时可以通过例子、解释、同义词、反义词、上下文、问答、结构导图等方式进行。
四、教学设计题（本大题1小题，40分） 根据提供的信息和语言素材设计教学方案，用英文作答。 33．设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语阅读教学方案。 该方案没有固定格式，但须包含下列要点： ●teaching objectives ●teaching contents ●key and difficult points ●major steps and time allocation ●activities and justifications 教学时间：20分钟
学生概况：某城镇普通高中二年级（第一学期）学生，班级人数40人。多数学生已经达到《普通高中英语课程标准（实验）》六级水平。学生课堂参与积极性一般。 语言素材：
Words, words, words British and American English are different in many ways. The first and most obvious way is in the vocabulary. There are hundreds of different words which are not used on the other side of the Atlantic, or which are used with a different meaning. Some of these words are well known—Americans drive automobiles down freeways and fill up with gas; the British drive cars along motorways and fill up with petrol. As a tourist, you will need to use the
underground in London or the subway in New York, or maybe you will prefer to get around the town by taxi (British) or cab (American). Chips or French fries? But other words and expressions are not so well known. Americans use a flashlight, while for the British, it?s a torch. The British queue up; Americans stand in line. Sometimes the same word has a slightly different meaning, which can be confusing. Chips, for example, are pieces of hot fried potato in Britain; in the States chips are very thin and are sold in packets. The British call these crisps. The chips the British know and love are French fries on the other side of the Atlantic. Have or have got? There are a few differences in grammar, too. The British say Have you got ...? While Americans prefer Do you have ...? An American might say My friend just arrived, but a British person would say My friend has just arrived. Prepositions, too, can be different: compare on the team, on the weekend
第 13 页 共 15 页
(American) with in the team, at the weekend (British). The British use prepositions where Americans sometimes omit them (I’ll see you Monday; Write me soon!). Colour or color? The other two areas in which the two varieties differ are spelling and pronunciation. American spelling seems simpler: center, color and program instead of' centre, colour and progromme. Many factors have influenced American pronunciation since the first settlers arrived four hundred years ago. The accent, which is most similar to British English, can be heard on the East Coast of the US. When the Irish writer George Bernard Shaw made the famous remark that the British and the Americans are two nations divided by a common language, he was obviously thinking about the differences. But are they really so important? After all, there is probably as much variation of pronunciation within the two countries as between them. A Londoner has more difficulty understanding a Scotsman from Glasgow than understanding a New Yorker.
33. 【参考设计】 Class Type: Reading class Teaching Contents: This passage is about some differences between British English and American English. Teaching Objectives: Knowledge objective: Students will know some differences between British English and American English. Ability objectives: (1) Students can identify a variety of English. (2) Students are able to find out the main idea and the details of a passage. Emotional objective:
After this lesson, students will have more interest in exploring the English language culture. Teaching Key＆Difficult Points: Teaching key point: How to make students grasp some details of the passage and read it in different ways. Teaching difficult point: How to encourage students to have confidence in learning English. Major Steps: Step 1 Pre-reading (3minutes) Let students hear recordings of accents from around the English speaking world. (Justification: This step can help students notice the difference of English.) Step 2 While-reading (12 minutes) 1. Fast reading Ask the students to scan the text and find the differences between American English and British English. Invitetwo students to answer it and then show the answer on the PPT. (Vocabulary, grammar, spelling, pronunciation). (Justification: Students will have a general idea of this passage, and their reading ability of scanning can be practiced.) 2. Careful reading Ask the students to read the paragraphs carefully and find the specific differences between British English and American English. Later students should give their answers; teacher will show the details on the PowerPoint.
Differences American English British English Vocabulary automobile, freeway, gas car, highway, petrol Grammar Do vou have…?Write me soon! Have you Lot?？ Write in the soon! Spelling center, color, program centre, colour, programme Pronunciation accent on the East Coast New York accent London accent Glasgow
第 14 页 共 15 页
accent (in)
(Justification: Students will understand more about the passage and improve their reading ability.) Step 3 Post-reading (5 minutes) Ask the students to discuss one question in group of four, and then share their opinions. Q: Are there any differences between Chinese in different provinces? (Justification: Help students have more confidence in speaking English and they will get the consciousness of cooperation.)
第 15 页 共 15 页
相关推荐：
loading