2. 职称考试
  3. 请认真阅读下列材料，并按要求作答。 请根据上述材料完成下列任务： (1)简述多媒体教学的优缺点。(10分) (2)如指导小学生学习，试拟定...

请认真阅读下列材料，并按要求作答。 请根据上述材料完成下列任务： (1)简述多媒体教学的优缺点。(10分) (2)如指导小学生学习，试拟定...

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问题 请认真阅读下列材料，并按要求作答。

请根据上述材料完成下列任务：
(1)简述多媒体教学的优缺点。(10分)
(2)如指导小学生学习，试拟定教学目标。(10分)
(3)依据拟定的教学目标，设计导入和呈现环节的教学活动并说明设计理由。(20分)
选项
答案
解析(1)多媒体教学的优点：刺激与丰富学生的想象，激发学生的学习兴趣；充分调动：学生的各种感官，加深学生的理解和记忆；拓宽学生的学习渠道，有利于学生的自主学习。 多媒体教学的缺点：受设备限制；过度地使用容易分散学生对课堂教学内容的注意力；， (2) Teaching Aims Knowledge aims: ① Students can learn some new words: mutton, eggplant, grape, sour,fresh. ② Students can master the new sentence pattern:What would you like for lunch? —I'd like ... Ability aim: Through Q&A and group work, students can describe their favorite food for lunch. Emotional aim：Students can know the importance of healthy eating habits in their daily life and make up their minds to form a good habit of eating． (3)导入和呈现环节 Warming up and lead-in(导入环节)： ①Daily greeting． ②Let students have a brainstorming about food in their daily life，and then ask them about their favorite food for lunch． 【设计意图】 头脑风暴有利于激发学生积极思考，提高课堂氛围，为引出新课做好铺垫。 Presentation(呈现环节)： ① Words learning Teach "mutton" "eggplant" and "grape": Draw some pictures and lead students to guess what they are, and then teach the new words. Teach "sour" and "fresh" : Describe their flavor and then teach the new words. All the new learnt words need to be read after the tape for three times. Teacher should pay more attention to students' pronunciation. ② Sentence learning Show a picture about a restaurant on the screen. T: Welcome to my restaurant. Here are some foods for you. For example, cabbage, green beans, mutton, tofu,beef, eggplant, grapes. What would you like for lunch? I'd like eggplant. Lead students to answer. I'd like ... Ask students to listen to the tape carefully, find out the new sentence pattern "--What would you like for lunch? I'd like ..." and read after the tape for three times. Then teach the new sentence and let students make up some sentences using the new words. 【设计意图】 设计“餐厅”情境，让学生在接近生活的真实语言环境中感知和体会句型的使用；通过情境把新单词和句型融合在一起，在进行句型教学的同时巩固对单词的学习。
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