安徽省教師招聘英語學科筆試教學案例分析

http://anhui.hteacher.net 2023-02-27 11:22 安徽教師招聘 [您的教師考試網(wǎng)]

下面是小學六年級的教學材料及其教學設計片斷，請用中文從以下三個方面進行評析。

1.讀前兩個活動的設計意圖(4分)。

2.讀中兩個活動運用的閱讀策略及其意圖(6分)。

3. 讀后三個活動的設計意圖(6分)。

教學材料：

Hi, this is Liu Yun. I’m going to have a busy weekend! On Saturday, I’m going to the bookstore by subway. I’m going to buy a new CD and some story-books. Then, I’m going to go home and read the new books. On Sunday, I’m going to the supermarket with my mother. We are going after lunch. Then, in the evening, I’m going to visit my aunt. We are going to watch TV together. That will be fun! What about you? What are you going to do on the weekend?

教學設計片斷：

Pre-reading

Activity 1 Students have a free talk, using “I’m going to....”

Activity 2 Students carry on the following dialogue with Mr. Time on the screen:

Student A: Hello, Mr. Time.

Mr. Time: Hello. Where are you going?

Student A: I’m going to...

Mr. Time: What are you going to do?

Student A: I’m going to...

While-reading

Activity 1 Students read the text quickly and silently to find the answer to the question:

What is the text about?

Activity 2 Students underline Liu Yun’s weekend plan and answer the questions:

What is Liu Yun going to do on Saturday?

What is Liu Yun going to do on Sunday afternoon?

What is Liu Yun going to do on Sunday evening?

What does Liu Yun think of her weekend?

…

Post-reading

Activity 1 Students retell Liu Yun’s weekend plan according to the timeline on the blackboard.

Activity 2 Students talk about another two weekend plans in groups, choose the better one and give the reasons.

Activity 3 Students write down their own weekend plans, report them in class and evaluate them.

【參考答案】

(1)讀前兩個活動的設計意圖：學生在讀前，通過完成自由談話和趣味對話，熟悉閱讀主題，鋪墊背景知識，同時幫助學生掃除文本中的語言障礙。

(2)讀中兩個活動的閱讀策略包括：Activity 1快速掃讀文章，了解文章大意;Activity 2尋讀定位關鍵詞，獲取文章細節(jié)信息。

讀中兩個活動的設計意圖：讀中環(huán)節(jié)中，教師通過引導學生完成掃讀和尋讀兩大閱讀活動，一方面幫助學生理解文章大意，培養(yǎng)學生的概括能力，一方面有利于學生對于文章細節(jié)信息的理解和消化，培養(yǎng)學生獲取細節(jié)信息的能力。

(3)讀后三個活動的設計意圖：讀后環(huán)節(jié)中，通過設置復述文章、延伸閱讀再到仿寫活動，不難看出活動的內(nèi)容和形式貼近學生的生活實際，符合學生的認知水平和生活經(jīng)驗，使學生通過接觸、理解、操練、運用語言等環(huán)節(jié)，逐步實現(xiàn)語言知識的內(nèi)化。