以下片段选自某教师一节阅读课的教学实录，单元话题为Life in the Future。 Task 1 Skimming T: Plea-考呗网

初中英语

简答题以下片段选自某教师一节阅读课的教学实录，单元话题为Life in the Future。
Task 1 Skimming
T: Please skim through the passage and tell me the main idea of this passage.

(5 minutes later)
T: Who can tell me the main idea of this passage?
SI: Predictions about life in 2050.
T: Right, sit down. This passage shows predictions about life in 2050, which includes three short paragraphs--the Internet, the environment and the world population.
Task 2 Scanning
T: Now please scan the passage and answer the following questions on the blackboard.
Question 1: What kind of information will the web pages use?
Question 2: Why will some places be drier?
Question 3: According to the passage, what will be the highest point of the world's population?
The last question: What are your predictions about life in 2050?
OK, let's start!
(6 minutes later)
T: Time is up. Question 1. Any volunteers?
SI: These web pages will use the five senses: sight, touch, smell, taste and hearing.
T: Right, sit down. Question 2. Who wants to have a try?
$2: Because of the changes in climate and increase in farming.
T: Is this the right answer?
Ss: Yes.
T: OK, question 3. $3, please.
$3: Probably around 8.5 billion people.
T: Right, sit down. The last question. What are your predictions?
$4: In 2050, people will have the ability to move from one place to another in one second.
$5: In 2050, people don't need to eat food or drink water. They will just need to take some pills to keep fit.
根据所给信息从下列三个方面作答。
(1)指出该教学片段属于哪个环节，并简要说明。(6分)
(2)写出该教学片段的两个优点和四个缺点。(18分)
(3)写出该教学片段中的一个展示性问题和一个参考性问题。(6分)

参考答案：暂无进入在线模考

(1)该教学片段属于读中环节。读中环节以学生阅读为主，是阅读教学的核心环节，信息识别、理解等能力的培养多在本阶段完成。此阶段的主要任务是理解文本并在阅读过程中训练阅读技能。在该教学片段中，教师首先让学生略读获取文章大意，然后让学生寻读捕捉文章细节信息。因此，该教学片段属于读中环节。
(2)优点：①教学活动符合学生的认知特点，所给问题由易到难，由文章大意的把握到细节信息的理解。帮助学生在理解文章的同时，逐步锻炼阅读技能，提升阅读能力。
②上课过程中该教师面向全体学生，尊重学生的主体地位。引导学生积极回答问题，让学生都参与到课堂活动之中，加深学生对知识的理解与记忆。
缺点：①活动时间分配不合理。任务一skimming占用的时间过长，教师给出了5分钟的略读时间，没有让学生在较短时间内获取大意，不能有效锻炼其略读技能。
②在教学过程中，该教师缺少对学生阅读策略的指导。在该教师的指令语中出现了“skim”和“scan”，部分学生可能无法理解这两个词。该教师在布置任务前应简要介绍一下skimming和scanning的含义。
③教师的问题“What are your predictions about life in 20507”与文本细节关联性不强，不适合安排在scanning任务中，其答案具有开放性，更适合安排在读后环节，以鼓励学生运用语言、发散思维。
④教师提出的问题都是学生单独回答，师生互动过多，学生之间缺少交流和讨论。
(3)展示性问题：What kind ofinformation will the web pages use?
参考性问题：What are your predictions about life in 2050?

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