全国高考英语I卷阅读理解试题教学性分析案例.docx
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全国高考英语I卷阅读理解试题教学性分析案例
课程：
现代外语教学论
案例教学之一：
ATask-basedLanguageTeachingModel
撰写人：
丰玉芳
ATeachingsample:
ATask-basedLanguageTeachingModel
Unit4TurningoffTV:
AQuietHour
1.Teachingobjectives
1）GetstudentstocomeupwithanddescribetheadvantagesanddisadvantagesofTV.
2）Improvestudents’readingskills---skimmingandscanning.
3）Developstudents’communicativecompetencebyusingtheexpressionsinthetextandthegrammaticalitemofsubjunctivemood.
4）Developstudents’writingabilitybyassigningthemacompositionentitled“AdvantagesandDisadvantagesofTelevision”anddirectingthemtoconductaninterviewonthetopicofLeisure-timeActivitiesafterclass.
2.Teachinghours:
6hours
3.Teachingprocedures:
1）Pre-reading
Task1:
Askstudentstopreviewthewholeunitontheirownbeforeclass.
AskstudentstoworkingroupstocollectanyinformationaboutTVbeforeclass.（itsinvention,itsdevelopment,itspopularity,itsimpact,itsfuture…）andreporttothewholeclass.
Fromtheinformationcollected,wecansafelyconcludedthatsinceitsbirth,televisionhasbeendevelopingveryrapidlyandinfluencingourdailylife.
Task2:
Brainstorming:
Askstudentstocomeupwithwordsorexpressionsrelatedtotelevision.
（channel,antenna,entertainment,educationalprogram,relax,distraction,disturb...）
Task3:
DividethewholeclassintohalfandgetonehalftoworkingroupstocomeupwiththeadvantageofwatchingTVandtheotherhalftothinkaboutitsdisadvantages.（Theteachergoesaroundandisreadytohelp.）
Chooseamemberfromeachgrouptoformateamofpositiveandnegativesidetodebateonthetopic:
IsTVaplusorminus?
Theteachersumsupthedebateanddrawstudents’attentiontotherelatedwordsandexpressions.
Theteacherplaystworecordingsabouttelevisionforstudentstogetmoreinformationandfamiliarizethemselveswiththewordsandexpressions.
2）While-reading
Fromthedebateanddiscussionweknowthattelevisionhasbeenplayingaveryimportantroleinourdailylifeandthatthemodernworldwithoutatelevisionisunimaginable,buteverycoinhasitstwosides.TherearemanyproblemsarisingfromspendingtoomuchtimeinfrontofTV.TheauthorofthetextraiseshisvoiceagainstTVandurgesTVviewerstoturnoffTVtoenjoyapreciousquiethour.
Leadthestudentstounderstandandanalyzethetext.
Task1:
Skimming:
Askthestudentstoworkinpairsandskimthetexttofillinthefollowingtable.
Part
Lines
MainIdea
1
1-3
Theauthorproposesthateveryevening,for60to90minutes,alltelevisionbroadcastingintheU.S.beprohibitedbylaw.
2
4-28
TheauthormentionssomeproblemscausedbywatchingtoomuchTVandsuggestssomeactivitiestofillthetimewhenturningoffTV.
3
29-42
PeoplecouldhavemorefuniftheyturnedoffTVforoneortwohourseverydayastheydidinthepast.
Task2:
Scanning:
askstudentstoworkinpairsanddecidewhetherthefivestatementsaretrueorfalse.
（1）TheauthorproposesstoppingbroadcastingeveningnewsintheUnitedStateseachevening.
（2）Accordingtotheauthor,turningoffTVmightproducearealfamilyhourandsolveallthefamilyandsocialproblems.
（3）Accordingtotheauthor,goodbooksaremoreentertainingthanTV.
（4）IfweturnedoffTVforanhour,wecouldtakearidetogether.
（5）TheideaofanhourwithoutTVisradicalbecauselifewithoutTVlacksalotoffun.
Task3:
Furtherunderstanding:
Askstudentstoreadthetextindetailandthinkaboutthefollowingquestionsontheirownandthendiscussingroupsfortheanswers.
（1）Whatmightwedowithinthequiethour?
（2）Accordingtotheauthor,whatproblemscanbecausedbyfailuretocommunication?
（3）Whatotheractivitiescouldfamiliespursuebesidessuchconversation?
（4）Whatdoestheauthorsuggestasanalternativetosilentreading?
（5）Whatgoodeffects,accordingtotheauthor,mightbeproducedonTVprogramsifhissuggestionwereaccepted?
（6）Whatgoodeffects,accordingtotheauthor,mightbeproducedonTVprogramsifhissuggestionwereaccepted?
（7）Whatdoyouthinkoftheauthor’ssuggestion?
3）Post-reading
Task1:
LanguageFocus
Theteacherpicksuptwosentencesfromthetextandexplainstheusageofsubjunctivemood.
（1.Let’stakeaserious,reasonablelookatwhattheresultsmightbeifsuchaproposalwereaccepted.
2.WiththedistractionofTV,theymightsitaroundtogetherafterdinnerandactuallytalktooneanother.）
Askstudentstoworkingroupstofindandanalyzesuchsentencesusingsubjunctivemoodinthefirstfourparagraphs.
Askstudentstomakeadialoguewithwhateversituationsimaginableinpairspracticingsubjunctivemood.
Task2:
Retelling
Theteacherpicksoutsomekeywordsandexpressionsfromthetextanddrawsstudents’attentiontotheirusagesandcollocations.
Askstudentstoworkingroupsretellingstoriesusingthekeywordsandexpressions.
4）CheckandAssessment
Task1:
aspotdictationofthesummaryofthetext.
Task2:
amini-paperofmultiplechoiceconcerningthelanguagepointsoftheunit
5）ProjectWork
Task1:
AskstudentstointerviewoneortwoclassmatesafterclassabouttheirfavouriteTVprograms,theirleisureactivitiesandthereasonsaswell.Writedownthetranscriptsandreporttotheclass
Task2:
AskstudentstowriteafterclassacompositionentitledtheAdvantagesandDisadvantagesofTVandhandinattheendofthisunit.
课程：
现代外语教学论
案例教学之二：
AnInteractiveLanguageTeachingModel
撰写人：
丰玉芳
ATeachingsample:
EnglishAutonomousLearningInstructionalModel
Unit13Insurance
[Learningpurpose]:
TextA:
1.HavingageneralideaaboutinsuranceandthereasonswhyAmericanareunwillingtodiscussinsuranceandthereasonswhytheyshouldlearnmoreaboutinsurance
2.Masteringlanguagepointsinthistext
3.Finishingtheexerciseafter
TextB:
Havingageneralideaaboutwhatismoneyandwhatareitsfunctions
Grammar:
thebasicusageof“article”
[Teachingaims]:
1.Guidethestudentstocometounderstandtheconceptofinsuranceandthekindnessofinsurance;
2.Guidethestudentstoknowthereasonswhyinsuranceisboring;
3.Guidethestudentstoknowthereasonswhylearningmoreaboutinsuranceisnecessary.
[Keypointsofteaching]
1.Languagepointsandsomecomplexsentencesinthetext
2.Finishingtheexerciseafter
[Difficultiesinteaching]
1.Analysisofstructureofsentence
2.Understandingthemeaningofseveralsentence
3.Theusageofarticle
[Teachingassistance]Withmultimediaaid
[Teachingprocedure]
Beforebeginningtheclass,studentsintheclasshasbeendividedinto8groups,witheachgrouphaving5to6students.Inthefollowingstatements,letterTrepresentsteacher,whileSrepresentsstudents.
1.Creatingquestionsceneandstimulatinglearningmotivation
T:
Ithinkmostofusarefamiliarwiththeword“insurance”,andsomeofusalsoknowsomekindnessofinsurance,whocantellmethemeaningofinsurance?
（Creatingquestionsandtriggeringstudents’thinking）
S:
Ithinkinsuranceisjustlikeatrade,Ibuyapaperofinsurancepolicyandinsurancecompanyofferssomerelatedserviceforus.
T:
Yes,thisstudenthasansweredapartoftheconceptofinsurance,hetolduswhathethoughtinsuranceis,butthisisjusttheformofinsurance,astotherealmeaningofinsurance,andIbelievefewofuscanansweritaccurately.Further,whocantellusseveralcategoriesofinsurance?
（Creatingquestionsandtriggeringstudents’thinking）
S:
Lifeinsurance,healthinsuranceandemploymentinsurance.
T:
Verygood,andthecategoryofinsuranceiswide,forexample,accidentinsurance,automobileinsuranceandsoon,andtheseinsuranceisclosetoourlife,thusitisnecessaryforustohavesomeknowledgeofthem.（stimulatingstudents’learningmotivation）
However,inourdailylife,wetreatinsuranceagentsassalespeople,theyalwaysdisturbusandcannotreallybeourfriends,right?
Maybemostofusnevertrytopursuetheconceptofwhatisinsurance,andneverexplorethereasonswhywedislikeinsuranceagent,justbecauseoftheirbehaviors.Afterlearningthetext,Ithinkwecanfindtheanswersweneed,thistextisnotjustatext,itisclosetoourreallife,asasocialperson,knowingmoreaboutinsurance.OK,nownextwecanskimthecontentofthiscontext.（Leadinginthetextandstimulatingstudents’learningmotivation）
2.Helpstudentssetthestudygoalsandteachstudentsthestrategiesofautonomouslearningwhenstudentsarelearningbythemselves.
T:
Whileskimmingthetext,youshouldpayattentiontotheinformationwhichcananswerthequestionsaboveandwhenmeetingalongsentence,youshouldmakeclearitsstructureatfirstandthenit’seasierforyoutounderstanditsmeaning,However,ifyoustillcannotunderstandthemeaningbyfollowingthesemethods,pleaseunderlinethesentences.Whencomingacrossnewwordsandphrases,youcanrefertothevocabularylist.Ourlearningmaterialshaveofferedmuchusefulinformationforourunderstanding;youshouldmakegooduseofthem.Onthebasisofcomprehension,trytofinishthereadingcomprehensionintheexercisesforthetext.（Helpstudentssetthegoalsforlearningandtellthemthelearningstrategies）
......about20minuteslater,observethatmoststudentshavefinishedwhatisrequired.
3.Self-examinationanddiscussiontogether
T:
OK,Iseemostofyouhavefinishedwhatisrequired,andIbelievethroughthecooperationbetweenpeopleinagroup,youcananswermostofmyquestions.Ok,firstquestion,afterreadingthetext,canyougiveadefinitiontoinsurance?
S1:
Idon’tthinkit’seasytogiveadefinitiontoinsurance,itisso
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