教学设计（10分）第 74 题 请设计一节课的教案，达到以下目的： 1．学生能够正确搭配否定前缀dis．，im-，un．，non-。 2．培养学生区分两种定语从句的能力。

Class Type:ReadingClass
TeachingContents:The lesson mainly talks about the ThreeGorges Dam, including its features, advantages and disadvantages.
Teaching Objectives:
Knowledge objective
Students can get more information about the features, advantages anddisadvantages of the Three Gorges Dam.
Abilityobjectives
(1)Students can understand the main content and detail information ofthe passage through fast reading and detailed reading.
(2)Students can introduce the Three Gorges Damin their own words.
Emotional objective
Students can develop a sense of national pride through learning thispassage.
Teaching Key and Difficult Points:
Studentscan get a general idea of the passage and learn to use reading strategies tounderstand the material, such as summarizing, skimming and acquiring usefulinformation
Major Steps:
Step1 Pre-reading (5 minutes)
1. Show a poem of Mao Zedong on PPT:Walls of stone to hold back clouds and raintill a smooth lake rises in the narrow gorges.Students guess which placeit is. Then show some beautiful pictures of the Three Gorges Dam.
2. Students have a discussion: Why did weChinese build the Three Gorges Dam Then ask some of them to share their ideas.
(Justification: The poem and pictures canarouse students' interest in this class. Discussion will stimulate students’ backgroundinformation and students will get prepared for the reading class, and it willbe helpful to understand the material. )
Step 2 While-reading (9 minutes) .
1. Fast reading: Task 1 : Students read the passage quickly and give asummary of each paragraph. Students share their ideas and help students toanalyze the article structure.
2. Careful reading: Task 2: Students read the passage again and completethe following table. Then ask some students to show their answers and giveassessments.



Task3 : Students pay attention to Paragraph 2-5, and work in pair s to discuss thequestions below:
(1) What's the biggest advantage of the Three Gorges Dam project
(2) What has happened to the historical relics near the Three GorgesDam
Ask some pairs to show their opinions and lead students t0 1eam thenecessity of the Three Gorges Dam.
(Justification: Through three tasks, students can have a thoroughunderstanding of the passage, and improve reading skills by using different readingstrategies: such as summarizing and acquiring useful information.)
Step 3 Post-reading (6 minutes)
Interview: students work in a group of three. Two students act asengineers from the Three Gorges Dam and one student as a reporter. The reporterasks some questions about the Three Gorges Dam and their feelings about the constructionproject. After three minutes, invite some groups to show their dialogues.
(Justification: Students can improve their speaking ability by talkingabout the Three Gorges in their own words and develop a sense of national pride.)

1、



(3)注意发展科学教育事业，提高国家科技水平。
(4)国际贸易迅速发展，给各国的经济发展带来机遇。
(5)美国的支持(美国除外)。

2、启发学生思维并着力培养学生各种能力应是课堂教学的主旋律。在历史课堂上培养学生能力，我认为可以从以下几方面着手：
首先，培养学生对历史的理解能力。每个历史事件都有其起因、发生、发展，消亡的过程，并或多或少地对后世产生着影响。因此，在历史教学中，教师既要讲解历史事件的基本要素及概念，更要培养学生理解问题的能力，即教会他们用联系的眼光去审视过去，认识现在，预见未来。
其次，培养学生对历史的分析能力。分析就是把事物整体分解为部分，或者把整体的个别特征方面分析出来加以认识。分析是思维的基本过程之一，教师有必要在教学中加强学生分析问题的能力的培养。
最后，培养学生对历史知识的应用能力。应用能力指使学生养成从不同角度、不同层面、不同方位去把握历史，不断提高运用和应变能力。如1935年中国共产党发表《八一宣言》，提出“停止内战，一致抗日”主张。教师应该引导学生思考当时的国际形势、国内形势、国共两党当时的政策等等，以加深学生的理解分析能力，进而提高学生对历史知识的应用能力。
总之，在历史教学中，要恰当地选择和运用历史教学方法，从多方面着手，努力培养学生的认知能力，分析问题能力，解决问题和开拓创新能力。

Teaching Content: Talk about the personality and write a personality survey. Teaching Objectives :
Knowledge objective
(1) Key Vocabulary
pretty, social, bother, slight, in the slightest, fairly, plenty, plenty of, get along with, listener
(2) Reading
(3) Writing
Ability objective
Students should improve their ability of reading comprehension and writing.
Emotional objective
Students can learn that being a good listener is an art.
Teaching Key Points:
Master the key vocabulary and the point of writing and reading
Teaching Difficult Point:
How to write a personality survey
Teaching Methods :
(1) Practice method
(2) Pair work
Teaching Aid: A projector
Teaching Procedures :
Step 1 Leading-in (5 minutes)
The teacher asks "what would you do if ...? "
(1) the teacher asked you to give a speech in front of the whole school
(2) your brother borrowed your clothes without permission
(3) someone asked you to be in a movie
(4) you wanted to be friends with a new student
Encourage students to give different answers to each question. Those who speak out the most answers will get a
reward after class.
(Justification: Set a happy English learning atmosphere for students, and make a preparation for today's class.)
Step 2 Presentation (20 minutes)
3a
Show the vocabulary words on the screen by a projector.
pretty adv．相当；颇；非常social adj．社会的；社交的
bother v．打扰：扰乱slight adj．微不足道的；极不重要的
in the slightest一点儿也；根本fairly adv．相当；完全
plenty adj．很多的：足够的plenty of很多的；足够的
get along with与……相处listener n．听者；收听者
Explain the words one by one and have students repeat them several times.
Call students' attention to the personality survey results in the box. Set a time limit of two or three minutes.
Have students read the three paragraphs silently. Meanwhile, write the new words on the blackboard. Ask students to look at the questions and answers on the survey in Activity 2a.
T: The letter "a" answers all describe one type of person. The letter "b" answers describe another and "c" still another type.
Read the Activity 3a instructions to the class. Ask students to reread the personality survey results and decide which letter goes in each paragraph. Point out the sample answer.
Get students to complete the activity on their own.
Check the answers.
3b
Read the instructions to the class.
Invite a student to say the example to the class.
If a friend said something bad about you, would you ...
a. talk to the friend right away?
b. say nothing?
c. think about what he or she said?
T: What kind of person is Question A asking about?
Ss : Outgoing.
T: What about b?Ss: Shy.
T: What about c?Ss: Pretty confident.
T: You are to write your own personality survey. You can write any questions you want, but each question must be about a different personality type.
Give another example on the blackboard. If a friend misunderstood you, would you ...
a. tell him / her it is a misunderstanding at once?
b. want to explain to him / her, but have no courage?
c. invite him / her to dinner and explain?
Get students to work individually. Remind them to use the ones in the book and on the blackboard as a model.
As they work, move around the room checking their works and offering language support.
Part 4
Read the instructions to the class.
Point out the sample conversation in the box. Invite a pair of students to read it to the class.
SA: How many people would talk to the friend right away7
SB: Three. And two people would say nothing.
(Justification: The process of this step provides reading and writing practice using the target, arid introduces key vocabulary words and provides reading practice using the target language.)
Step 3 Practice (15 minutes)
Divide the class into groups of five. Ask students to give their survey to each person in their group, and circle the answers.
T: Having given your survey, talk aboot what you learned. Use the sample conversation in the box as a model.
As the groups work together, walk around the room offering any help they may need.
Ask several students to read his / her question and tell the class about the results.
(Justification: This activity provides oral practice using the target language. )
Step 4 Summary and Homework (5 minutes)
Summary: In this class, we've learned some new vocabulary words. And we've also done much reading and writing practice using the target language.
Homework: Ask students to reread the three paragraphs under the headline personality survey results for further comprehension, and write a personality survery of ten students.
?(Justification:The summary gives a specific conclusion of this class and the homework helps students consolidate the point of the class and improve their writing abilitiy. )
Blackboard Design :
1. Key vocabulary:
?pretty social
?bother slight
?in the slightest fairly
?plentyplenty of
?get along withlistener
2. If a friend misunderstood you, would you ...
?a. tell him / her it's a misunderstanding at once?
?b. want to explain to him / her, but have no courage?
?c. invite him / her to dinner and explain?

(1)分析请柬封面环节和请柬封面设计环节。 (2)新课标中评价的原则指出“强调评价对教学的激励、诊断和促进作用，弱化评价的选拔与甄别功能”，所以在选择学生作品的时候，应该充分照顾到每一位学生的感受，可以选择一些有创意、思考角度独特、内容新颖的作品做展示。不建议选择学习好的学生的作品做展示，每个学生身上都是有闪光点的，我们应该多去寻找和发现。
(3)原则一：强调评价对教学的激励、诊断和促进作用，弱化评价的选拔与甄别功能；
原则二：发挥教师在评价中的主导作用，创造条件实现评价主体的多元化。
原则三：评价要关注学生的个别差异，鼓励学生的创造实践。

【知识点】本题考查考生对教学内容设计的分析能力。
【答案】C。
【解析】教师让学生快速阅读课文，然后讲述包身工的故事的设计是着眼于课文内容及学生的表达的．而不涉及对文本文体的了解，C项说法错误，当选。