教学目标是课堂教学诸因素的核心，它明确课堂上学生应掌握什么，掌握到什么程度。

一名高中英语教师在口语课堂上围绕“cultural relics”展开小组讨论活动，其作用是什么?如何使学生更好地融入课堂小组讨论活动?

以下片段选自某课堂实录，请分析该教学片段并回答下列问题：

教学片段：

老师：同学们上午好!今天我们来讲宾语补足语。英语中，有些及物动词后接宾语时，还需要加一个词或短语来补充说明宾语的情况，这样的词或短语叫做宾语补足语。那么请大家从课文中找出几处关于宾语补足语的例句。

e. g. Now when people refer to England you find Wales included as well.

So to their surprise the three countries found themselves united.

同学们可以看出，例句中included是作find的宾语补足语，united是作found的宾语补足语。

形容词作宾语补足语时，通常是放在make，get，find，keep，let等动词的后面。

接下来教师通过“辨识—拓展—理解”的步骤依次具体讲解宾语补足语的其他用法。

一教师在讲“Gymnastics"一课时，向学生展示体操运动员在比赛中的不同图片，并设计以下问题：

( 1 ) Who is your favorite gymnast?

(2) In which type of exercises did he/she win a gold medal?

(3) How many types of exercises do you know?

任务要求：

下列片段选自某高中英语课堂教学实录。

T: Good morning, everyone. Today we will learn a new unit. At the beginning of our class, I'd like to ask you one question. What's your dream?

S1: Travel around the world!

T: What do you want to be in future?

S2: Musician!

S3: Scientist!

T: Great! Scientist. So how many scientists do you know in the world?

S1: Tu Youyou, Qian Xuesen.

S2: Madam Curie, Einstein.

T: Pretty good. Now let's look at pictures on the screen and guess who he is according to the hints:

He discovered why all things fall on the earth.

(Show a picture of an apple tree, and there is a person under the tree.)

Who is he?

S3: Newton!

T: Excellent! And what is his achievement?

(Present other pictures about some scientists and make students guess who they are as the procedure above ...)

T: Look at the photos of four great scientists. Write down as much information as you can in five minutes.

T: Now let's open the book and turn to page ...

根据所给信息从下列三个方面作答：