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三、教学情境分析题32．【参考答案】
(1)此语段老师采用了归纳式讲授新知识。
首先教师呈现实例“stomachache”，学生观察语言现象，发现语言结构规律或规则“．ache”和“sore…”之后，教师通过小顺口溜给予反馈，学生进行语言训练。这些活动有利于学生对语言现象的理解和运用。
(2)此语段老师采用了利用直观教具和真实情景进行语言呈现的方法。
采用直观媒介图片，把课上的重点内容“unhappy”呈现给学生，使学生在自然的情景中建立起对新语言项目“．ache”和“sore…”的初次印象。这是初中英语教学最广泛的教学手段和方法。之后把所学单词归纳到小顺口溜之中，又可以加深学生对本课内容的感性认识和理解。学生周围的人或物都是有使用价值的真实情景。在本语段中，老师利用体态语言创造的真实情景直接引起学生兴趣，给学生的直观印象更深刻。这是初中英语教学最便捷的教学手段和方法。
(3)首先，以图片作为教学手段，利用其直观性等特点展现了“stomachache”等生词；之后，又采用顺口溜的形式，让学生真正做到“眼看、口念、心想”，在心情愉悦中积极主动地学习与疾病有关的词汇，达到事半功倍的效果。
四、教学设计题
33．【参考设计】
Teaching Contents: A lesson about describing the weather.
Teaching Objectives :
Knowledge objectives
(1) Students could master these following words.
rain, windy, cloudy, sunny, snow, weather
(2) Students could master these following sentence patterns.
How's the weather?
It's cloudy. / It's sunny. / It's raining.
Ability objective
Students could know how to describe the weather.
Emotional objectives
(1) According to the guide of teaching, students could cultivate the good habits of protecting environment and other natural resources.
(2) According to talk about the weather, students could learn how to get on well with others.
Teaching Key Points:
Master the vocabularies and sentence patterns expertly.
Teaching Difficult Point:
Learn how to describe different weather in diffe~'~nt places.
Teaching Aid :
Multi-media
Teaching Procedures :
Step 1 Lead in (5 minutes)
The teacher uses multi-media to present some pictures of different weather.
T:"There are many different weather in different seasons. Different weather has different meanings to our life.
This class we will learn the weather. Now everyone has to speak out different kinds of weather as many as possible and the one who speak out the most will get a red paper star."
(Justification: These pictures on the screen can help students to know what they will learn this class. The brainstorming will stimulate their interests and incentives.)
Step 2 Presentation (15 minutes)
(1) The teacher plays the tape and asks them listen to the tape recorder and guess the weather. At the same time, write the important sentence pattern "How's the weather? "on the blackboard.
(2) Guide students to observe the weather in the five places, then finish la.
(3) Make students listen to the tape, and then write the right places (lb) in the boxes above (la).
(Justification: At this step, their ability of listening for specific information will be well developed, and their participation will increase. The teacher also could guide them to speak out the key sentences.)
Step 3 Practice 10 minutes)
(1) Pair work
① Two students in a pair, speak out the weather in the five places, and check the answer of lb.
② Make a dialogue to ask the weather.
S1 : How's the weather?
S2: It's rainny. How's the weather in Beijing?
S1 : It's sunny.
(2) Group work
The teacher gives a sentence pattern"Look!The weather in ... is ...". Let students complete the sentence by using the words they have learned. Ten students in a group, which group do the best in ten minutes will be given some gifts after the class.
(Justification: This step is mainly to practice their speaking and hstening skills by putting the knowledge into their daily life. This activity can let them enjoy the study.)
Step 4 Consolidation (10 minutes)
Students should write down the words they have heard from the teacher. Then check the words, if there is a mistakes, they need more practice after class.
(Justification: This step will make students realize their mistakes, and know how to review after class.)
Step 5 Summary and Homework (5 minutes)
Summary:
Target language :
How's the weather?/ What's the weather like?
It's cloudy. / It's Sunny. / It's raining.
Homework :
Review the new words learned in this class and try to make sentences with them.
(Justification: Homework can help students to consolidate the knowledge what they have learned on the class.)
Blackboard Design :
How's the weather?
It's cloudy. / It's sunny. / It's raining.
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