设计任务：请阅读下面学生信息和语言素材，设计一节课的教学方案。

教案没有固定格式，但须包含下列要点：

●teaching objectives

●teaching contents

●key and difficult points

● major steps and time allocation

● activities and iustifications

教学时间：45分钟

学生概况：某城镇普通中学高中一年级第二学期学生，班级人数40人，多数学生已经达到《普通高中英语课程标准（实验）》五级水平。学生课堂参与积极性一般。

语言素材：

Elias‘ Story

My name is Elias. I am a poor black worker in South Africa. The time when I first met Nelson Mandela was a very difficult period of my life. I was twelve years old. It was in 1952 and Mandela was the black lawyer to whom I went for advice. He offered guidance to poor black people on their legal problems. He was generous with his time， for which I was grateful.

I needed his help because I had very little education. I began school at six. The school where

I studied for only two years was three kilometres away. I had to leave because my family could not continue to pay the school fees and the bus fare. I could not read or write well. After trying hard， I

got a job in a gold mine. However， this was a time when one had got to have a passbook to live in Johannesburg. Sadly I did not have it because I was not born there， and I worried about whether I would become out of work.

The day when Nelson Mandela helped me was one of my happiest. He told me how to get the correct papers so I could stay in Johannesburg. I became more hopeful about my future. I never forgot how kind Mandela was. When he organized the ANC Youth League， I joined it as soon as I could. He said:

"The last thirty years have seen the greatest number of laws stopping our rights and progress， until today we have reached a stage where we have almost no rights at all."

It was the truth. Black people could not vote or choose their leaders. They could not get the jobs they wanted. The parts of town in which they had to live were decided by white people. The places outside the towns where they were sent to live were the poorest parts of South Africa. No one could grow food there. In fact as Nelson Mandela said:... we were put into a position in which we had either to accept we were less important， or fight the government. We chose to attack the laws. We first broke the law in a way which was peaceful； when this was not allowed ... only then did we decide to answer violence with violence."

As a matter of fact， I do not like violence ... but in ‘1963 I helped him blow up some government buildings. It was very dangerous because if I was caught I could be put in prison. But I was happy to help because I knew it would help us achieve our dream of making black and white people equal.

设计任务：请阅读下面学生信息和语言素材，设计一节课的教学方案。

教案没有固定格式，但须包含下列要点：

●teaching objectives

●teaching contents

●key and difficult points

● major steps and time allocation

● activities and iustifications

教学时间：45分钟

学生概况：某城镇普通中学高中一年级第二学期学生，班级人数40人，多数学生已经达到《普通高中英语课程标准（实验）》五级水平。学生课堂参与积极性一般。

语言素材：

Elias‘ Story

My name is Elias. I am a poor black worker in South Africa. The time when I first met Nelson Mandela was a very difficult period of my life. I was twelve years old. It was in 1952 and Mandela was the black lawyer to whom I went for advice. He offered guidance to poor black people on their legal problems. He was generous with his time， for which I was grateful.

I needed his help because I had very little education. I began school at six. The school where

I studied for only two years was three kilometres away. I had to leave because my family could not continue to pay the school fees and the bus fare. I could not read or write well. After trying hard， I

got a job in a gold mine. However， this was a time when one had got to have a passbook to live in Johannesburg. Sadly I did not have it because I was not born there， and I worried about whether I would become out of work.

The day when Nelson Mandela helped me was one of my happiest. He told me how to get the correct papers so I could stay in Johannesburg. I became more hopeful about my future. I never forgot how kind Mandela was. When he organized the ANC Youth League， I joined it as soon as I could. He said:

"The last thirty years have seen the greatest number of laws stopping our rights and progress， until today we have reached a stage where we have almost no rights at all."

It was the truth. Black people could not vote or choose their leaders. They could not get the jobs they wanted. The parts of town in which they had to live were decided by white people. The places outside the towns where they were sent to live were the poorest parts of South Africa. No one could grow food there. In fact as Nelson Mandela said:... we were put into a position in which we had either to accept we were less important， or fight the government. We chose to attack the laws. We first broke the law in a way which was peaceful； when this was not allowed ... only then did we decide to answer violence with violence."

As a matter of fact， I do not like violence ... but in ‘1963 I helped him blow up some government buildings. It was very dangerous because if I was caught I could be put in prison. But I was happy to help because I knew it would help us achieve our dream of making black and white people equal.

新课标提倡教师采用任务型教学模式（TBLT model），请解释说明什么是任务型教学。

并说明任务型教学模式应如何应用在词汇教学中。

以下材料为一位高中英语教师的课后教学反思：

（1）优点：

本课堂教学思路清晰，按照查理．卓别林的银幕形象、生活年代、经典电影、童年时代

以及人物生平进行教学；教学内容翔实，教学不仅关注文章细节信息的处理，更关注学生

对语言的理解。即对语言文字的解码，考查了学生对文字进行表演、转述等的能力；课堂管

理良好，学生积极主动参与课堂教学，课堂气氛和谐；教学准备充分，解读文本深入，引导

学生关注标题、图片、难句、写作思路、作者的态度等。

（2）缺点：

第一．关于课堂提问：问题指向性不够；问题指令发生错误；语速过快；给学生的提示

过多．缺少学生真实的想法；给学生回答问题的时间较少，等待学生回答的时间较少；问题

的提问方式单一，学生的学习方式单一。

第二，关于教师行为：走动过于频繁；播放PPT的时间过快，学生几乎没时间看PPT。

第三．关于重点、难点：本课关注的面较广，既关注语言，又关注细节，导致本课重点不突出。从反思内容角度对该教师的教学反思进行评价。

Which of the following underlined parts is different in pronunciation from others?

There are three principles of communicative language teaching suggested by Richards and Rodgers. Which of the following does NOT belong to them?

What method did the teacher follow in error correction?

T:How was your weekend?

s：I go shopping with my mom on Saturday and it is wonderful.

T:Oh．I see．You went shopping on Saturday and it was wonderful.

We feel it is high time that the Government__________ something to check the inflation.

The teacher asks a student a question "Have you ever bought clothes with problems? ". If the student doesn‘t seem to be ready， the teacher says "for example， a shirt without ..." and points to the buttons on his own shirt or jacket. What role does the teacher play in this activity?

English is a language shared by several diverse cultures， each of__________ uses it somewhat different.

It saves time in the kitchen to have things you use a lot__________ easy reach.