二、簡答題

　　31.【參考答案】

　　英語教學中的任務指有利于學生用英語做事情的各種語言實踐活動。

　　任務的設計一般應遵循下列原則：

　　(1)任務應有明確的目的;

　　(2)任務應具有真實意義，即接近現實生活中的各種活動;

　　(3)任務應涉及信息的接收、處理和傳遞等過程;

　　(4)學生應在完成任務的過程中使用英語：

　　(5)學生應通過做事情完成任務：

　　(6)完成任務后一般應有一個具體的成果。

　三、教學情境分析題

　　32.【參考答案】

　　(1)該教師采用了最傳統的“語法翻譯法”進行教學。采用這種教學法的缺點是：①以教師為中心向學生灌輸知識，缺乏趣味性，不能發揮學生的主動性;②孤立分析和講解語音、單詞變化和語法規則，忽視了在語境中教授詞匯的意義和用法;③重視語法規則，輕視聽說;④大量使用母語，阻礙了英語的積極使用。

　　(2)建議：①單詞的展示階段應注意直觀性、情景性和趣味性原則。教師應以學生為中心，運用圖片、多媒體、肢體語言等方式展現詞匯。②詞匯教學不能只停留在講解展示層次，要給學生提供具體的情境，讓學生使用單詞。教師可運用“聽描述、畫詞匯…‘同義、反義找找看”等方式引起學生興趣，調動學生積極性，讓學生在愉快的教學活動中鞏固和應用詞匯。③教師應設計聽、說、讀、寫四種技能相融合的詞匯教學活動。④教師在課堂中應盡量使用英語.加大學生目的語的輸入。

　　(3)PPT(Presentation，Practice，Testing)教學模式：

　　①呈現：教師借助實物、圖片、視頻、行為等方式呈現單詞的意義和用法。

　　②練習：通過匹配、替換、表演、猜測、詞匯接龍等練習活動，訓練和鞏固所學詞匯。

　　③測試：設置語境運用所學詞匯.或者設計活動了解學生對詞匯音、形、義的掌握程度。

　　TBLT(Task Based Language Teaching)模式：

　　①呈現：通過呈現使學生了解單詞的意義和用法。

　　⑦任務：在完成聽力、閱讀或寫作任務的過程中充分使用單詞。

　　③展示作品：小組代表展示本小組的聽力、閱讀和寫作作品。

　　④評價與練習：對學生的作品進行評價，主要是觀察新學詞匯的使用情況。

　　(注：詞匯教學模式還有PPA模式、情境教學模式、“詞、句、文”模式等。)

　　四、教學設計題

　　33.【參考設計】

　　Class Type: Reading class, 1 period

　　Teaching Contents: This lesson is an introduction about Charlie Chaplin who is a master of nonverbal humour.

　　Teaching Objectives:

　　(1) Knowledge objective

　　Students can listen, read, and then imitate the jokes.

　　(2) Ability objectives

　　①Students can develop their reading ability.

　　② Students can talk about some types of English humour and Chinese humour and then find their differences.

　　(3) Emotional objective

　　Students can realize that humour is to let people be optimistic about everything around.

　　Teaching Key Points:

　　How to understand and enjoy English humors.

　　Teaching Difficult Points:

　　How to understand the differences between English and Chinese in humours.

　　Teaching Methods:

　　Using pictures, discussion, reading and imitation

　　Teaching Aids:

　　A recorder, a projector and some pictures

　　Teaching Procedures:

　　Step 1 Warming up (5 minutes)

　　Warm up by defining "Humour".

　　T: What is"Humour"? Does anyone of you know anything about Humour? Look at the screen and read the definition of Humour from the Internet.

　　Whose job?

　　This is the story about four people named Everybody, Somebody, Anybody and Nobody. There was an important job to be done, and Everybody was sure that Somebody would do it. Anybody could have done it, but Nobody did it.

　　Somebody got angry about that because it was Everybody's job. Everybody thought Anybody could do it, but Nobody realized that Everybody wouldn't do it. It ended up that Everybody blamed Somebody When Nobody did what Anybody could have done.

　　(Justification: Stimulate students' curiosity about English humour and get students involved in talking about this topic.)

　　Step 2 Pre-reading (10 minutes)

　　Telling the truth--what do you like to laugh at?

　　Sh I like to laugh at cartoons, for they're lovely and fun.

　　S2: I like to laugh at fairy tales. They are amusing and interesting.

　　T: Many years ago there lived an Emperor who was so exceedingly fond of fine new clothes that he spent vast sums of money on dress. To him clothes meant more than anything else in the world. He took no interest in his army,nor did he care to go to the theatre, or to drive about in his state coach, unless it was to display his new clothes. He had different robes for every single hour of the day.

　　(Justification: Through"Telling the truth--what do you like to laugh at?" to stimulate students' curiosity about English humour and prepare them for the reading part.)

　　Step 3 While-reading (15 minutes)

　　(1) Reading aloud to the recording

　　T: Now please listen and read aloud to the recording of the text. Pay attention to the pronunciation of each word

　　and the pauses twice and you shall read aloud twice, too. I will play the Nonverbal Humour.

　　(2) Reading and underlining

　　T: Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

　　(3) Reading to identify the topic sentence of each paragraph

　　T: Skimming the text and identify the topic sentence of each paragraph. You may find it either at the beginning,the middle or the end of the paragraph.

　　(4) Reading and transferring information

　　Read the text again to complete the table.

　　(5) Reading and understanding difficult sentences

　　T: As you have read the text several times, you can surely tell which sentences are difficult to understand.

　　Now put your questions concerning the difficult points to the teacher.

　　(Justification: Students' reading ability of getting the general ideas and locating the specific information can be trained and improved by skimming and scanning practice.)

　　Step 4 Post-reading (10 minutes)

　　The teacher asks students to discuss the most humourous story happened in their live in group. After the discussion the teacher asks them to recommend the most humourous story in each group, and let one student share the story with the whole class.

　　(Justification: Help the students have a better understanding of the topic of humor.)

　　Step 5 Summary and Homework (5 minutes)

　　Summary: To end the lesson by watching a silent humourous movie called"Making a Living" by Charlie Chaplin.

　　Homework: Do the comprehending exercises in the workbook.

　　(Justification: Summary and homework is of importance for students to master the knowledge they have learned in class.)

　　Blackboard Design:

　　A Master of Nonverbal Humour

　　What is nonverbal humour?

　　Who is Charlie Chaplin?

　　How does he make a sad situation entertainment?

　　What is the story of The Gold Rush?

　　Facts about Oscar

　　A brief life history of Charlie Chanlin

　　Teaching Reflection.

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