在阅读教学中,有的教师倾向于采用从词语到句子、再到语篇的教学方法。简述采用此种方法的理论基础,并指出该教学方法存在的两个优点和两个缺点。
根据题意回答问题。
【教学情景分析题】下面是一位教师的英语课堂教学片段。
Teacher:Good morning class! We had a wonderful party yesterday....Jack, why were you absent?
Jack (in a low voice): I got a fever and went to see a doctor.
Teacher: I am sorry,Ican't hear you. Tom,what did Jack say?
Tom: He got a fever and went to see the doctor.
Teacher: Oh, Jack said that he had got a fever and gone to see the doctor. Now we are going to learn the indirect speech.
根据该教学片段从下面三方面作答:
(1)分析该片段的教学意图。
(2)说明该教学环节的作用及其依据。
(3)从三个角度分析该教师下一步教学应该注意的问题。
根据题意回答问题。
【教学设计题】设计任务:阅读下面的学生信息和语言素材。设计15分钟的英语听说教学方案。教案无固定格式,但包含以下要点:
①Teaching objectives
②Teaching contents
③Key and difficult points
④Major steps and time allocation
⑤Activities and justifications
教学时间:15分钟
学生概况:某城镇普通中学初中八年级学生,班级人数40人。多数学生已经达到《义务教育英语课程标准(2011年版)》三级水平。学生课堂参与积极性一般。
语言素材:
Helen: Hi,Tom.I'm making some plans to work in an old peoples home this summer.
Tom: Really? I did that last summer!
Helen: Oh, what did they ask you to help out with?
Tom: Mm ... things like reading the newspaper to the old people, or just talking to them. They told me stories about the past and how things used to be.
Helen: That sounds interesting.
Tom: Yeah, a lot of old people are lonely. We should listen to them and care for them.
Helen: You're right.I mean, we're all going to be old one day, too.
根据题意回答问题。