教師招聘筆試英語學科綜合試題13

http://guizhou.hteacher.net 2023-09-14 17:06 貴州教師招聘 [您的教師考試網]

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【中學】

下面是一篇閱讀材料The loss of Titanic及其讀前、讀中、讀后的教學設計，請從教師角色、教材處理進行簡要評述(可用英語或漢語作答)。

教學內容：The loss of Titanic

What would have happened if only two of the sixteen water-tight compartments had been flooded?

The great ship, Titanic, sailed for New York from Southampton on April 10th, 1912. She was carrying 1,316 passengers and crew of 891. Even by modern standards, the 46,000-ton Titanic was a colossal ship. At the time, however, she was not only the largest ship that had ever been built, but was regarded as unsinkable, for she had sixteen watertight compartments. Even if two of these were flooded, she would still be able to float. The tragic sinking of this great liner will always be remembered, for she went down on her first voyage with heavy loss of life.

Four days after setting out, while the Titanic was sailing across the icy water of the North Atlantic, huge iceberg was suddenly spotted by a lookout. After the alarm had been given, the great ship turned sharply to avoid a direct collision. The Titanic turned just in time, narrowly missing the immense walk of ice which rose over 100 feet out of the water beside her. Suddenly, there was a slight trembling sound from below, and the captain went down to see what had happened. The noise had been so faint that no one thought that the ship had been damaged. Below, the captain realized to his horror that the Titanic was sinking rapidly, for five of her sixteen watertight compartments had already been flooded! The order to abandon ship was given and hundreds of people plunged into the icy water. As there were not enough lifeboats for everybody, 1,500 lives were lost.

一、讀前活動：

由電影Titanic導入;探討Titanic含義;展示討論船身設計圖，構建背景圖示，帶出相關生詞如water-tight compartment，colossal等;提出相關問題，聽課文錄音，回答問題;

二、讀中活動：

分段細讀，細節(jié)問題，聽音樂完成理解題;

What happened to Titanic? When? How? What was the weight of Titanic? Was it a cargo ship or liner? What was the sailing route of Titanic? How many lives were lost on Titanic?

三、讀后活動：

主題討論1：Why did the Titanic suffer such heavy loss?

(教師展示當年的新聞報紙;學生討論;學生代表回答;教師展示參考回答，原因較學生的更全面，用詞也更準確)。

主題討論2：Could anything be done to avoid such a tragedy?

(教師指出事故重在防范;教師聯(lián)系生活中的常見災難以及美國的911事件，對比不同的事后態(tài)度與防范意識。學生討論如何防止Titanic悲劇發(fā)生的可能措施，教師總結)。

角色扮演：News report for CCTV/CNN/BBC about the Loss of Titanic between Newcaster and journalist.

(教師明確活動;同桌之間相互模擬練習;選擇三組上臺表演;師生對表演的評價包括內容、語言、形態(tài)等)。

【參考答案】

教師角色：

(1)學生在教師的引導下自主猜測探索，參與活動，體現(xiàn)了教師的引導作用及學生的主體性。

(2)教師是課堂活動的組織者，學生學習的合作者和促進者。案例中的教師不是機械性地將文本內容滿堂灌給學生，而是通過精心設計各種循序漸進的活動，如主題討論、角色扮演與學生合作完成活動，繼而促進他們的學習。

教材處理：

該文為閱讀課，案例中的教師遵循了閱讀課的讀前、讀中、讀后教學模式，教學步驟緊扣教材，環(huán)環(huán)相扣，充分發(fā)揮了教材的引導作用。值得一提的是，在文本的處理上，教師并沒有被教材局限，就教材講教材，也沒有只停留在信息獲得上，而是靈活地整合了類似信息如延伸到9.11和生活中常見的災難，讀后的深化與升華尤其到位，有效地促進學生的思維和人格全面發(fā)展。另外，教師閱讀問題的設置緊扣教材，重難點突出。