三、教学情境分析题
32.【参考答案】
(1)教学环节主要包括课堂导入(1ead.in)，新课讲授(presentation)，巩固提高(consolidation)，总结与作业(summary and homework)。该片段属于课堂导入和新课讲授阶段。
(2)课堂导入的目的在于使学生的注意力集中到课堂中来，明确教学任务，激发学生的求知欲和学习兴趣。新课讲授的目的在于呈现本堂课的教学内容.包括语言结构和语言功能.让学生掌握基本语言知识.同时锻炼学生的语言能力，即听说读写能力。通过教学活动的设置，完成教学任务，达到教学目标。
(3)有效教学是教师遵循教学活动的客观规律，以最优的过程和最大的效率促进学生在知识、技能、情感态度与价值观方面“三维目标”上获得整合、协调、可持续发展，从而有效地实现预期的教学目标，满足社会和个人的教育价值需求而组织实施的教学活动.
①该教学片段中，教师通过回顾旧知识的方式引入新课，但是没有进一步让学生展开讨论，没有充分激活学生的关联知识。导入内容趣味性不高，不利于激发学生的学习兴趣。
②教师在新授环节采用了学生讨论的形式，锻炼了学生的1：3语表达能力，同时培养了学生的合作精神。
③在新授环节中，教师应注意让学生整体感知文章，而不是机械地分析每一部分的大意，这样不利于学生阅读能力的培养。
④教学反馈较单一，应多用一些启发性的反馈语，引导学生积极探索新知，培养学生的自主探究能力，提高教学效率。
四、教学设计题
33.【参考设计】
Class type：Reading class
Teaching Contents：Franklin’s Famous Kite Experiment
Teaching Objectives：
(1)Knowledge objective
Students can master the following words, phrases and the sentence patterns.
①Important words: conduct, charge, shock, prove, tear, fasten, explain, appear
②Important phrases: do an experiment, a great deal, tie ... tostop ... from ...
③Important sentence patterns: Having realized that I could useI decided to do an experiment.
(2) Ability objective
Students can improve their reading ability through reading activities.
(3) Emotional objectives
① After learning the passage, students are expected to know about some famous scientists and their inventions and train students' qualities of science.
② Students will have a serious attitude towards science.
Teaching Key Points:
(1) tearn the words and phrases listed above.
(2) enable students to improve their reading ability.
Teaching Difficult Points:
(1) How to understand the following sentence correctly.
Having realized that I could use a kite to attract lightning, I decided to do an experiment.
(2) How to help students understand the passage better.
Major Steps:
Step 1 Pre-reading (3 minutes)
T: Today we come to the reading. It's about Franklin's kite experiment. As we all know, Benjamin Franklin is a famous politician. But today we will read a passage about him as a scientist. We should learn about his serious attitude towards science. Let's see how Franklin made his famous electricity experiment by flying a kite.
T: Do you have the experiences of flying a kite? Have you ever made a kite by yourself?. Why do you often go out to play kites?
Students share their own ideas with each other.
(Justification: Activate students' background knowledge, and help the teacher introduce the theme of the text.)
Step 2 While-reading (14 minutes)
(1) Fast reading (4 minutes)
Ask the students to read the passage quickly and match the paragraphs with the main ideas (on the screen).
Show the following on the screen:
Paragraph 1The Tip of doing the experiment
Paragraphs 2-3Introduction to Franklin's experiment
Paragraphs 4-6The process of the experiment
Students browse the text quickly to get the general idea.
(Justification: Train students' ability of skimming for the main idea.)
(2) Careful reading (10 minutes)
①Ask students to read the text carefully to find relevant information:
A. List all the materials that are needed to make a kite.
B. List what are needed to do the same kite experiment as Franklin did.
C. Get students to read the text and then decide whether the following statements are true (T) or false (F).
a. In 1752, scientists already knew what electricity is. ( )
b. Franklin was helped by a friend to do the experiment. ( )
c. Franklin made the kite of silk because wet silk does not conduct electricity. ( )
d. A condenser was used in the experiment to store electricity. ( )
e. The key tied to the string was put into the door to stop the kite from flying away. ( )
Students finish the reading task and report to the whole class.
(Justification: Train students' ability of scanning for detailed information.)
② Use the multimedia to present Franklin's experiment.
Students are asked to fill out the form about Science Report.
Title: Experimenter's name
Justification:
Procedure:
Results:
Conclusion:
(Justification: Teach students how to write a science report.)
Step 3 Post-reading (8 minutes)
Present some questions:
①Why is the kite made of silk better than the one made of paper?
②Do you think Franklin's experiment was dangerous? And why?
③ What do you learn from this experiment?
Students are asked to think about the questions, discuss with classmates and report to the whole class.
(Justification: Help students understand the text better and offer them opportunities to communicate with their classmates.)
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