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  3. 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 ide

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 ide

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问题 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?
    S1: 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?
    S1: 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?
    S2: Because of the changes in climate and increase in farming.
    T: Is this the right answer?
    Ss: Yes.
    T: OK, question 3. S3, please.
    S3: Probably around 8.5 billion people.
    T: Right, sit down. The last question. What are your predictions?
    S4: In 2050, people will have the ability to move from one place to another in one second.
    S5: 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。
写出该教学片段的两个优点和四个缺点。
选项
答案优点： 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 2050?”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。
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