三、教学情境分析题
32.【参考答案】
(1)教师对学生的错误地方画线。是一种让学生修改其错误的提示性标记。材料中教师在错误处画线，有助于学生在自我更正的过程中积极地思考出错的原因.从错误中吸取教训。同时，学生能够对所学知识进行查漏补缺.可以认识到自己还没有完全掌握哪些知识点或哪些语言规则掌握得不准确。学生可以从错误中学到知识.知识的残缺也会得到及时的弥补。
(2)该教师在批改此学生的作文中，能够认真阅读并指出错误之处，并希望学生自行改正，是教师批改的一大优点.但该教师没有区分错误的类型，对于出现的错误不加区分一律画线，是其批改中出现的不当之处。有的学生可以悟出来，如be afraid make mistakes，play a important等。此类错误不必多加解释，经过提示，学生可以自行解决。但对于As a matter of fact为什么画线.学生很难发现其出错原因是前面用了in fact，造成重复现象。还有to be patient when vou still do poorly in Chinese学生很可能搞不懂错在哪里。这时，教师应给出详细解释，确保学生理解错误原因。因此.对学生书面表达中出现的错误的处理方式应有别于口语中出现的错误处理方式。从某种程度上说.书面表达错误的处理应更加严谨.要求学生充分运用所掌握的语言知识来监察和修改语言输出.少出或不出语言形式方面的错误。
(3)教师如果在教学过程中发现学生普遍存在某一类的言语错误，此类现象可以看作对课堂教学是否正确高效的一种反馈。教师可以通过对普遍性错误的分析.找出教学中的薄弱环节，从而针对学生的实际情况，及时优化教学内容.改进教学方法.促进教学质量的进一步提高。
四、教学设计题
33.【参考设计】
Class Type: Reading class
Teaching Contents: This lesson contains some useful words and phrases about healthy eating. Meanwhile, in this passage it makes students think what healthy food is and how important it is to eat healthy food.
Teaching Objectives:
(1) Knowledge objective
Students can acquire the knowledge of balanced diet and nutrition.
(2) Ability objectives
① Students are able to talk about different kinds of food, unhealthy eating and balanced diet.
② Students can improve their reading ability.
(3) Emotional objectives
① Students can develop a sense of forming a healthy eating habit.
②Students can develop the ability of cooperative learning.
Teaching Key Points:
(1) How to improve students' reading ability through the activities.
(2) How to enable the students to comprehend the bad effects of unhealthy eating habits and develop balanced eating habits.
Teaching Difficult Points:
Enable students to talk about different kinds of food and balanced diet.
Major Steps:
Step 1 Pre-reading (8 minutes)
(1) The teacher asks the students whether they know that the food they eat helps them grow in different ways.
Then shows students some pictures about different kinds of food on the screen, and asks students to classify them into different categories.
After students complete the form, the teacher asks them to discuss the answers they have filled. Meanwhile, the teacher offers some suggestions.
(2) The teacher asks students to work in pairs to discuss the following questions and then invites three of them to tell their opinions to the class.
①Which groups of food do you like best?
② Which do you eat most often?
③ What will happen to you if you don' t eat a balanced diet?
(3) The teacher lets students look at the title and the pictures of it and predict what the passage is about, then read it quickly to see if they are right.
(Justification: Cultivate students' ability to classify different kinds of food and enable students to realize the necessity to keep a balanced diet. Make predictions about the text can arouse their curiosity to know more about it.)
Step 2 While-reading (16 minutes)
(1) Skimming and Scanning (6 minutes)
① Skimming
The teacher asks students to skim the reading passage and then answer the following questions:
a. Who are mentioned in the story?
b. Where did the story happen?
After that the teacher checks the answers with the whole class.
②Scanning
The teacher allows students to read the passage carefully this time to locate some important details, and then use the information from the reading passage to tick out the correct statements and give reasons for their answers.
a. Usually Wang Peng' s restaurant was full of people.( )
b. Yong Hui could make people thin in two weeks by giving them a good diet.( )
c. Wang Peng's regular customers often become fat.( )
d. Yong Hui's menu gave customers more energy-giving food.( )
e. Wang Peng's menu gave customers more protective food.( )
f. Wang Peng decided to compete with Yong Hui by copying her menu.( )
(Justification: Students' reading ability of getting the general ideas and locating the specific information can be
trained and improved by skimming and scanning practice.)
(2) Careful reading (i0 minutes)
The teacher asks students to read the passage again and then work in pairs to complete the following gaps:
① The weakness of the diet in Wang Peng' s restaurant was that it did not give __________.
② The strength of the diet in Wang Peng' s restaurant was that it provided __________.
③The weakness of the diet in Yong Hui' s restaurant was that it did not give __________.
④ The strength of the diet in Yong Hui' s restaurant was that it provided __________.
And then asks students to divide the passage into 3 parts and give the main idea of each part.
(Justification: In this part, students' analyzing and summarizing ability can be trained.)
Step 3 Post-reading (6 minutes)
The teacher asks students to cliscuss the following questions in groups and write clown the main points and compare them with those of other groups.
(1) What do you think Wang Peng will provide to win his customers back?
(2) How do you think the story will end?
When students are discussing the questions, the teacher can withhold the readiness to provide resources.
(Justification: Discussing in groups provides them the opportunities to express their ideas actively and makes them have a deeper understanding of the text. At the same time, it can also inspire their imagination and cultivate their cooperative awareness.)
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