三、教学情境分析题
32.【参考答案】
(1)该教师采用了最传统的“语法翻译法”进行教学。采用这种教学法的缺点是：①以教师为中心向学生灌输知识，缺乏趣味性，不能发挥学生的主动性;②孤立分析和讲解语音、单词变化和语法规则，忽视了在语境中教授词汇的意义和用法;③重视语法规则，轻视听说;④大量使用母语，阻碍了英语的积极使用。
(2)建议：①单词的展示阶段应注意直观性、情景性和趣味性原则。教师应以学生为中心，运用图片、多媒体、肢体语言等方式展现词汇。②词汇教学不能只停留在讲解展示层次，要给学生提供具体的情境，让学生使用单词。教师可运用“听描述、画词汇…‘同义、反义找找看”等方式引起学生兴趣，调动学生积极性，让学生在愉快的教学活动中巩固和应用词汇。③教师应设计听、说、读、写四种技能相融合的词汇教学活动。④教师在课堂中应尽量使用英语.加大学生目的语的输入。
(3)PPT(Presentation，Practice，Testing)教学模式：
①呈现：教师借助实物、图片、视频、行为等方式呈现单词的意义和用法。
②练习：通过匹配、替换、表演、猜测、词汇接龙等练习活动，训练和巩固所学词汇。
③测试：设置语境运用所学词汇.或者设计活动了解学生对词汇音、形、义的掌握程度。
TBLT(Task Based Language Teaching)模式：
①呈现：通过呈现使学生了解单词的意义和用法。
⑦任务：在完成听力、阅读或写作任务的过程中充分使用单词。
③展示作品：小组代表展示本小组的听力、阅读和写作作品。
④评价与练习：对学生的作品进行评价，主要是观察新学词汇的使用情况。
(注：词汇教学模式还有PPA模式、情境教学模式、“词、句、文”模式等。)
四、教学设计题
33.【参考设计】
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
①Students 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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