根据题目要求完成下列任务，用中文作答。

1. Step 1 Warming-up

Before class, Teacher plays a song that students are familiar with till the bell for class rings. Then the teacher asks students some questions:

(1) Do you know the name of the song? (You’ll be in my heart from the film named Tarzan , 《人猿泰山》)

(2) Where do you think the song comes from?

(3) Do you like the song? Why or why not? etc. Students answer all these questions.

Step 2 Brainstorming

Do you know any other songs? In this way, students think about as many songs as possible.

Step 3 Discussion

Students work in groups of 4. They talk about the songs they are interested in.

Step 4 Demonstration

After discussion, choose one of the students in their group to report the result of their discussion.

Step 5 Finding a place

The teacher shows the map of the world. While the student is reporting the result, others should listen carefully. Ask a student to find the place in the map where the song comes from.

根据题目要求完成下列任务，用中文作答。

请阅读以下某位老师在进行词汇教学时的情境，回答下面问题。

Step 1复习(revision)

互致问候后，教师将装有彩色小图片的信封分发给各小组。

T: Open the envelopes please. You have something nice in them. What are they?

S: A green ear, a red ball, a blue plane, a yellow cat...

T: What do you like?

S: I like...

Step 2导入(leading-in)

T: Let’s sing the song Who Is Wearing Yellow Today.

音乐结束后，教师并没有停下来，而是改编歌词继续唱。

T: Who is wearing blue today? blue today? blue today? Who is wearing blue today?

Step 3呈现(presentation)

T: Who is wearing blue today?

S: You are wearing blue today.

T: Yes, I’m wearing blue today. I’m wearing a blue sweater now.

学生跟读：sweater，sweater, blue sweater

T: I like the blue sweater. If you like it, please say it out loud.

PPT展示粉红色毛衣图片

T: Do you like the pink sweater?

S: Yes, I like the pink sweater.

（借助学生穿着的服装，引出jacket等新词，展开活动）

T: It is too hot. I'll take off my sweater. Please take off your jacket.

(伴随动作，依次教授词组：take off, put on, hang up和put away)

请阅读下面一位教师的课后教学反思：

一节英语课的教学反思：

第一，每个教学步骤都有明确的设计意图和师生对应活动，受时间和内容限制，学生即兴反应和表达时间不足，课堂灵活性不够。

第二，本课以“诗歌体验和欣赏”为目标，教学有重点，有针对性。学生大胆表达个人见解，但对如何有效纠正学生错误缺乏经验，需要今后进一步探讨。

第三，课堂以英语童谣导入，介绍英语诗歌和英译唐诗宋词，引导学生感受英汉名诗，体会诗歌所表达的情感，欣赏诗歌的美。诗歌选材很重要，既要考虑难易度，还要关注创作背景和文化内涵。

第四，开展“互动—发生式”教学，组织小组合作学习，但由于教学容量大，师生问答少，参与度不高，效率难以保证。