三、教學情境分析題

　　32.【參考答案】

　　(1)教師對學生的錯誤地方畫線。是一種讓學生修改其錯誤的提示性標記。材料中教師在錯誤處畫線，有助于學生在自我更正的過程中積極地思考出錯的原因.從錯誤中吸取教訓。同時，學生能夠對所學知識進行查漏補缺.可以認識到自己還沒有完全掌握哪些知識點或哪些語言規則掌握得不準確。學生可以從錯誤中學到知識.知識的殘缺也會得到及時的彌補。

　　(2)該教師在批改此學生的作文中，能夠認真閱讀并指出錯誤之處，并希望學生自行改正，是教師批改的一大優點.但該教師沒有區分錯誤的類型，對于出現的錯誤不加區分一律畫線，是其批改中出現的不當之處。有的學生可以悟出來，如be afraid make mistakes，play a important等。此類錯誤不必多加解釋，經過提示，學生可以自行解決。但對于As a matter of fact為什么畫線.學生很難發現其出錯原因是前面用了in fact，造成重復現象。還有to be patient when vou still do poorly in Chinese學生很可能搞不懂錯在哪里。這時，教師應給出詳細解釋，確保學生理解錯誤原因。因此.對學生書面表達中出現的錯誤的處理方式應有別于口語中出現的錯誤處理方式。從某種程度上說.書面表達錯誤的處理應更加嚴謹.要求學生充分運用所掌握的語言知識來監察和修改語言輸出.少出或不出語言形式方面的錯誤。

　　(3)教師如果在教學過程中發現學生普遍存在某一類的言語錯誤，此類現象可以看作對課堂教學是否正確高效的一種反饋。教師可以通過對普遍性錯誤的分析.找出教學中的薄弱環節，從而針對學生的實際情況，及時優化教學內容.改進教學方法.促進教學質量的進一步提高。

　　四、教學設計題

　　33.【參考設計】

　　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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