教師資格證考試中學(xué)英語(yǔ)學(xué)科知識(shí)與教學(xué)能力試題及答案

注意事項(xiàng)：.考試時(shí)間為120分鐘，滿分為150分。.請(qǐng)按規(guī)定在答題卡上填涂、作答。在試卷上作答無(wú)效，不予評(píng)分。一、單項(xiàng)選擇題（本大題共30小題，每小題2分，共60分）在每小題列出的四個(gè)備選項(xiàng)中選擇一個(gè)最佳答案，請(qǐng)用28鉛筆把答題卡上對(duì)應(yīng)題目的答案字母按照要求涂黑。錯(cuò)選、多選或未選均無(wú)分。1.istheproperpronunciationofthesegment"what'sthis"inconnectedspeech??2.WhatrhetoricaldeviceisusedinthesentenceBeforehimtherearestillthreewearymiles?Pun.?Simile.Metaphor.?Transferredepithet.WhenhisunclereturnedfromHongKong,theboyaskedwhatpresenthewouldget.curiously?fluentlyproperlyconsciouslyOurresearchhasfocusedonadrugwhichissoastobeabletochangebrainchemistry.powerfulinfluentialmonstrousvigorousThereisaofimpatienceinthetoneofhisvoice.dothintnotionphrase"Thekeytothemedicalproblemsishealthcarereform,"saidtheminister.solve?solvingbeingsolvedbesolved--Youdidn'tattendthepartylastnight??--No,I,forthepartywasputoffforsomereason.couldn'thave?needn'thavedidn'tneedtodon'thavetoEvenwhentosuchtoughlivingconditions,thechildrenwouldneverhaveanycomplaint.exposing?exposedexpose?toexposeWhichofthefollowingreferstothestudyofmeaninginabstraction?PhoneticsPragmaticsSemantics?SociolinguisticsAvowelisdifferentfromaconsonantinEnglishbecauseofabsenceofobstruction?presenceofobstructionmannerofarticulation?placeofarticulationInapre-listeningactivity,studentsneedtolearntocopewithsomeambiguityinlisteningandrealizethattheycanstilllearnevenwhentheydonotunderstandeverysingleword.TheaimofthisactivityistodeveloptheskilloflisteningforspecificinformationlisteningforgistlisteningforstructurelisteningforvocabularyInwhichstageofthePresentation-Practice-Productionapproachwillstudentshavethechancetousethenewlanguagefreelyandincorporateitintotheirexistinglanguage?Presentationstage?PracticestageProductionstagePracticestageandProductionstageWhichofthefollowinggoesagainstefficientclassroommanagement?Theteacherplaysthemainrole.Theteacherprovidesclearinstructions.Thereisdisciplineaswellasharmonyintheclass.Thestudents'errorsaretreatedproperly.WhichofthefollowingstatementsisNOTawayofpresentingnewvocabulary?Defining.Usingrealobjects.Writingapassagebyusingnewwords.Givingexplanations.Whenteachersteachpronunciationtostudents,whichsuggestionisunuseful?A.Usehandsandarmstoconductchoralpronunciationpractice.Movearoundtheclassroomwhendoingchoralpractice.Trytousevisualaids.Relyonexplanations.WhichofthefollowingisNOTtrueabouttheassessmentinlanguageteaching?Testingdoesnotequatewithassessment.Summativeassessmentfocusesontheprocessoflearning.Thestudentsthemselvesshouldbegiventhechancetoevaluatetheirownperformance.Assessmentmeanstodiscoverwhatthelearnersknowandcandoatcertainstageofthelearningprocess.Whatcanclozehelptotrainintermsofwriting?Unityoftexts.Indentionoftexts.Compilationoftexts.Useofcohesivedevices.Whatistheteacherdoingintermsoferrorcorrection?T:Doesanyofyouhaveapetathome?Ihavedogathome.Oh,Iseeyouhaveadogathome.Isyourdogbigorsmall?Helpingself-correction.Issuingindirectcorrection.Toleratingcorrection.Peercorrection.19.Whatreadingstrategydoes"pickingoutsomeparticularpiecesofinformationinatext"reflect?skimminginferring?scanning?skipping20.Inwhichofthefollowingsituationsistheteacherplayingtheroleofobserver?Givingfeedbackanddealingwitherrors.Organizingstudentstodoactivitiesbygivinginstructions.Walkingaroundtoseehoweachstudentperformsingroupwork.Offeringhelptothosewhoneeditbothinideasandlanguage.請(qǐng)閱讀Passage1,完成第21?25小題。Passage1?Polyester（聚酯）isnowbeingusedforbottles.ICI,thechemicalsandplasticscompany,believesthatitisnowbeginningtobreakthegripofglassonthebottlebusinessandthustakeadvantageofthishugemarket.?Alltheplasticsmanufacturershavebeenexperiencinghardtimesastheirtraditionalproductshavebeendoingbadlyworld-wideforthelastfewyears.Between1982and1984thePlasticsDivisionofICIhadlostahundredandtwentymilliondollars,andtheyfeltthatthemosthopefulnewmarketwasinpackaging,bottlesandcans.Since1982ithasopenedthreenewfactoriesproducing"Melinar",therawmaterialfrownwhichhighqualitypolyesterbottlesaremade.Thepolyesterbottlewasborninthe1970s,whensoftdrinkscompanieslikeCocaColastartedsellingtheirdrinksingianttwo-litercontainers.Becauseofthebuild-upofthepressureofgasintheselargecontainers,glasswasunsuitable.NorwasPVC,theplasticwhichhadbeenusedforbottlessincethe1960s,suitablefordrinkswithgasinthem.Anewplastichadtobemade.Glassisstillcheaperforthesmallerbottlesandwillcontinuetobeso,unlessoilandplasticbecomemuchcheaper,butplasticdoeswellforthelargersizes.Polyesterbottlesarevirtuallyunbreakable.Themanufacturersclaimtheyarealsolighter,lessnoisywhenbeinghandled,andcanbereused.Shopkeepersandotherbusinesspeopleareunlikelytoobjecttoachangefromglasstopolyester,sincethesebottlesmeanfewbreakages,whicharecostlyandtime-consuming.Thepublic,though,havebeenmoredifficulttopersuade.ICI'scommercialdepartmentisdevelopingdifferentbottleswithinterestingshapes,totryandmakethemvisuallymoreattractivetothepublic.?Thenextstepcouldbetodevelopaplasticwhichcouldreplacetinsforfood.Theproblemhereisthehightemperaturesnecessaryforcookingthefoodinthecontainer.?21.WhyisICI'sPlasticsDivisioninterestedinpolyesterforbottles??A.Theotherthingstheymakearenotsellingwell.?B.Glassmanufacturerscannotmakeenoughnewbottles.?C.Theyhavefactorieswhichcouldbeadaptedtomakeit.?D.Thepriceofoilkeepschanging.?22.Plasticsofvariouskindshavebeenusedformakingbottles.?A.since1982?B.sincethe1970sbutonlyforlargebottles?C.sincethe1960sbutnotforliquidswithgasinthem?D.sincecompanieslikeCocaColafirsttriedthem?23.Manufacturersthinkpolyesterbottlesarebetterthanglassbottlesbecausethey.?A.arecheaper?B.aremoresuitedtosmallsizes?C,aremoreexcitingtolookat?D.donotbreakeasily?24.Whyaren'tallbottlesnowmadeofpolyester?A.Thepriceofoilandplastichasrisen.Itisnotsuitableforcontaininggassydrinks.Thepublicliketraditionalglassbottles.Shop-keepersdislikereusablebottles.25.Plasticcontainersforholdingfoodinthesamewayascans.havebeenusedformanyyearsareanideathatintereststheplasticscompaniesarepossible,butonlyforhotfoodarethefirstthingsbeingmadeinthenewfactories請(qǐng)閱讀Passage2,完成第26?30小題。Passage2AnneWhitney,asophomoreatColoradoStateUniversity,firsthadaproblemtakingtestswhenshebegancollege."Iwasalwayswellpreparedformytests.SometimesIstudiedforweeksbeforeatest.YetIwouldgointotakethetest,onlytofindIcouldnotanswerthequestionscorrectly.Iwouldblankoutbecauseofnervousnessandfear.Icouldn'tthinkoftheanswer.MylowgradesonthetestsdidnotshowwhatIknewtotheteacher."Anotherstudentinbiologyhadsimilarexperiences.Hesaid,"Myfirstchemistrytestwasverydifficult.Then,onthesecondtest,Isatdowntotakeit,andIwassonervousthatIwasshaking.Myhandsweremovingupanddownsoquicklythatitwashardtoholdmypencil.IknewthematerialandIknewtheanswers.YetIcouldn'tevenwritethemdown!"?Thesetwoyoungstudentswereexperiencingsomethingcalledtestanxiety.Becauseastudentworriesandisuneasyaboutatest,hisorherminddoesnotworkaswellasitusuallydoes.Thestudentcannotwriteorthinkclearlybecauseoftheextremetensionandnervousness.Althoughpoorgradesareoftenaresultofpoorstudyhabits,sometimestestanxietycausesthelowgrades.Recently,testanxietyhasbeenrecognizedasarealproblem,notjustanexcuseorafalseexplanationoflazystudents.?Specialuniversityadvisingcoursestrytohelpstudents.Inthesecourses,advisorstrytohelpstudentsbyteachingthemhowtomanagetestanxiety.Atsomeuniversities,studentstaketeststomeasuretheiranxiety.Ifthetestsshowtheiranxietyishigh,thestudentscantakeshortcoursestohelpthemdealwiththeirtensions.Thesecoursesteachstudentshowtorelaxtheirbodies.Studentsaretrainedtobecomecalminverytensesituations.Bycontrollingtheirnervousness,theycanlettheirmindsworkatease.Learnedinformationthencomesoutwithoutdifficultyonatest.?AnexpertattheUniversityofCaliforniaexplains:"Withalmostallstudents,relaxationandlessstressarefeltaftertakingourprogram.Mostofthemexperiencebettercontrolduringtheirtests.Almostallhavesomeimprovement.Withsome,theimprovementisverygreat."?26.To"blankout"isprobably.?A.tobelikeablanket?B.tobesureofananswer?C.tobeunabletothinkclearly?D.toshowknowledgetotheteacher?27.Poorgradesareusuallytheresultof.poorsleepinghabitlazinesslackofsleep?inabilitytoformgoodstudyhabits?28.Testanxietyhasbeenrecognizedas.anexcuseforlaziness?theresultofpoorstudyhabitsarealproblemsomethingthatcannotbechanged?29.Todealwiththisproblem,studentssaytheywantto.?A.takeashortcourseonanxiety?B.readaboutanxiety?C.beabletomanageorunderstandtheiranxiety?D.taketeststoprovetheyarenotanxious?30.AUniversityofCaliforniaadvisorsaid.allstudentscouldovercometheanxietyaftertakingaspecialtestanxietyprogramalmostallstudentsfeltlessstressaftertakingaUniversityofCaliforniaadvisingcoursestudentsfounditdifficulttoimproveeventhoughtheyhadtakenaspecialtestanxietycourseD.studentsfounditeasytorelaxassoonastheyenteredaUniversityofCaliforniaadvisingcourse二、簡(jiǎn)答題（本大題1小題，20分）根據(jù)題目要求完成下列任務(wù)，用中文作答。.一位教師在英語(yǔ)教學(xué)過(guò)程中，按照聽(tīng)、說(shuō)、讀、寫(xiě)順序指導(dǎo)學(xué)生學(xué)習(xí)英語(yǔ)，強(qiáng)調(diào)模擬、重復(fù)、記憶和句型練習(xí)，極力避免學(xué)生出現(xiàn)語(yǔ)言錯(cuò)誤。請(qǐng)問(wèn)該教師采用了什么教學(xué)法?該教學(xué)法有哪些優(yōu)缺點(diǎn)？三、教學(xué)情境分析題（本大題1小題。30分）根據(jù)題目要求完成下列任務(wù)，用中文作答。.下面是兩位教師的課堂教學(xué)片段：Unit1學(xué)習(xí)的是比較級(jí)，其中有三個(gè)單詞：fat（ter）,strong（er）,heavy（heavier）片段一：老師甲在講到fat這個(gè)詞時(shí)，讓學(xué)生來(lái)造句，有很多學(xué)生站起來(lái)，說(shuō)了這樣一句：Student：LiMingisfatterthanhie.Teacher：Why?Student：He'sheavierthanme.全班同學(xué)哄堂大笑，這位學(xué)生很難為情，但老師下面的一句話?cǎi)R上將氣氛緩和了過(guò)來(lái)：Teacher：ButIdon'tthinkhe'Stoofat.He'Sstron9.片段二：老師乙在教完這一課的內(nèi)容后，組織學(xué)生尋找合作對(duì)象自編對(duì)話，一名學(xué)生站了起來(lái)想找一位較胖的學(xué)生來(lái)?yè)?dān)任“比較對(duì)象”。有一位長(zhǎng)得胖乎乎的學(xué)生自告奮勇站起來(lái)，于是發(fā)生這樣一段對(duì)話：Studentl：Whoisfatterthanme?Student2：Iam.Iamfatterthanhim.Teacher：Good!Ithinkyouarefatter.Youaretherightperson!當(dāng)時(shí)全班同學(xué)哄堂大笑，這位學(xué)生一臉的尷尬，一個(gè)勁地?fù)夏X袋。請(qǐng)根據(jù)所給材料回答下列3個(gè)問(wèn)題。（1）請(qǐng)比較兩個(gè)教師做法的不同。（6分）⑵請(qǐng)?jiān)u析上述教學(xué)片段。（12分）⑶試述如何培養(yǎng)學(xué)生積極的學(xué)習(xí)態(tài)度。（12分）四、教學(xué)設(shè)計(jì)題（本大題1小題，40分）根據(jù)提供的信息和語(yǔ)言素材設(shè)計(jì)教學(xué)方案，用英文作答。33.設(shè)計(jì)任務(wù)：請(qǐng)閱讀下面學(xué)生信息和語(yǔ)言素材，設(shè)計(jì)一節(jié)英語(yǔ)聽(tīng)說(shuō)課的教學(xué)方案。教案沒(méi)有固定格式，但須包含下列要點(diǎn)：?teachingobjectives?teachingcontents?keyanddifficultpoints?majorstepsandtimeallocation?activitiesandjustifications教學(xué)時(shí)間：45分鐘學(xué)生概況：某城鎮(zhèn)普通中學(xué)九年級(jí)（初中三年級(jí)）學(xué)生，班級(jí)人數(shù)40人，多數(shù)已經(jīng)達(dá)到《義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)（2011版）》四級(jí)水平，學(xué)生課堂參與積極性一般。語(yǔ)言素材：Girl1:WelcometotheEnglishclub.Todaywe'regoingtotalkaboutthebestwaystolearnEnglish.Whohasanidea??Boy1:DoyoulearnEnglishbywatchingEnglishvideos??Girl2:No.It'stoohardtounderstandthevoices.?Boy1:WhataboutkeepingadiaryinEnglish?DoyoulearnEnglishthatway??Girl2:Yes.IthelpstolearnEnglisheveryday.?Girl3:Haveyoueverstudiedwithagroup??Girl2:Yes,Ihave!I'velearnedalotthatway.?Girl1:Doyoueverpracticeconversationswithfriends?Girl2:Oh,yes.Itimprovesmyspeakingskills.Boy1:Whataboutreadingaloudtopractisepronunciation?Girl3:Idothatsometimes.Ithinkithelps.Boy2:Idotoo.AndIalwayslookupnewwordsinadictionary.Girl3:That'sagreatidea!一、單項(xiàng)選擇題.【答案】B。解析：考查音系學(xué)中的發(fā)音規(guī)則。［z］因受前音［t］的影響，變成自己相對(duì)的清音［s］。.【答案】D。解析：考查英語(yǔ)修辭。Beforehimtherearestillthreewearymiles運(yùn)用了轉(zhuǎn)移修飾語(yǔ)的修辭手法，句意為“在他前面仍有令人厭倦的三公里路程”。.【答案】A。解析：考查副詞辨析。后半句要表達(dá)的意思是“這個(gè)男孩一一一問(wèn)他叔叔他能得到什么禮物"。curiously“好奇地”，fluently“流利地，流暢地"，properly"適當(dāng)?shù)?，恰?dāng)?shù)亍?，consciously“有意識(shí)地”。根據(jù)語(yǔ)境，可以得知這個(gè)男孩應(yīng)是好奇地問(wèn)能得到什么禮物。故選A。.【答案】A。解析：考查形容詞辨析。句意為“我們的研究集中在一種一一能夠改變大腦化學(xué)的藥物上”。powerful“強(qiáng)有力的"，inflHelltial”有影響的，有勢(shì)力的"，monstrous”巨大的"，vigorous”精力旺盛的，強(qiáng)健有力的”。這四個(gè)形容詞中。只有powerful（有效力的）可與表示藥物的名詞搭配。故選A。.【答案】B。解析：考查名詞辨析。dot意為“點(diǎn)”，hint意為“暗示，細(xì)微的跡象"，notion意為“概念，看法”，phrase意為“短語(yǔ)，詞組”。根據(jù)句意“他的聲音里有不耐煩的意味”可知，B項(xiàng)符合。.【答案】B。解析：考查同定用法及動(dòng)詞語(yǔ)態(tài)。thekeytodoingsth.表示“做某事的關(guān)鍵”，句中to是介詞，后面加動(dòng)詞的ing形式。句意為“部長(zhǎng)說(shuō)：'解決醫(yī)療問(wèn)題的關(guān)鍵是醫(yī)療改革”'。句子表達(dá)的“解決醫(yī)療問(wèn)題”，是主動(dòng)意義，故選B。.【答案】C。解析：考查情態(tài)動(dòng)詞。根據(jù)后半句的回答可知，聚會(huì)因?yàn)橐恍┰蚨煌七t，所以此人應(yīng)該沒(méi)有必要去參加昨晚的聚會(huì)。couldn'thave表示“過(guò)去不可能做過(guò)”，是一種否定推測(cè)，needn'thave表示“沒(méi)必要去做，但是實(shí)際上已經(jīng)做過(guò)了“，don'thaveto表示“沒(méi)必要，可以不”，但用于一般在時(shí)的復(fù)數(shù)或?qū)Ρ救说臄⑹?，didn'thaveto則用于過(guò)去時(shí)中（此時(shí)不分單復(fù)數(shù)）；didn'tneedto表示“主語(yǔ)在過(guò)去不必要去做某件事”。根據(jù)語(yǔ)境可知C項(xiàng)最符合。.【答案】B。解析：考查狀語(yǔ)從句中的省略。該句實(shí)際上是狀語(yǔ)從句Evenwhen（thechildrenare）exposedtosuchtoughlivingconditions.…的省略說(shuō)法.故應(yīng)用過(guò)去分詞表示被動(dòng)。句意為“甚至當(dāng)孩子們被處在如此艱難的生活狀況中時(shí)，他們也不會(huì)有任何的抱怨”。故選B。.【答案】C。解析：考查語(yǔ)言學(xué)基礎(chǔ)知識(shí)。Phonetics“語(yǔ)音學(xué)”，主要關(guān)注語(yǔ)音的產(chǎn)生、傳播和接受的過(guò)程；Pragmatics“語(yǔ)用學(xué)”，研究話語(yǔ)在使用中的語(yǔ)境意義；Semantics”語(yǔ)義學(xué)”，研究自然語(yǔ)言的意義；Sociolinguistics“社會(huì)語(yǔ)言學(xué)”.研究社會(huì)的各層面對(duì)語(yǔ)言運(yùn)用的影響。故選C。.【答案】A。解析：考查語(yǔ)音學(xué)知識(shí)。元音和輔音的區(qū)別是呼出的氣流通過(guò)口腔時(shí)是否受阻礙，故選A。.【答案】B。解析：考查聽(tīng)力教學(xué)。在聽(tīng)前活動(dòng)中，學(xué)生需要學(xué)會(huì)應(yīng)對(duì)聽(tīng)力過(guò)程中模糊不清的內(nèi)容，并且需要意識(shí)到當(dāng)他們不能完全理解每一個(gè)單詞的時(shí)候仍然可以學(xué)習(xí)。這屬于培養(yǎng)了學(xué)生聽(tīng)主旨的能力，A為聽(tīng)細(xì)節(jié)，B為聽(tīng)主旨，C為聽(tīng)結(jié)構(gòu)，D為聽(tīng)詞匯。故選B。.【答案】C。解析：考查3P教學(xué)法。“3P教學(xué)法”也稱“三位一體教學(xué)法”，是在交際語(yǔ)言教學(xué)模式影響下的產(chǎn)物。它把語(yǔ)言教學(xué)分成三個(gè)階段：呈現(xiàn)(presentation)、操練(practice)、production(產(chǎn)出)。在新知呈現(xiàn)過(guò)程中，教師把要學(xué)習(xí)的新的語(yǔ)言知識(shí)介紹給學(xué)生，激發(fā)學(xué)生的求知欲。在語(yǔ)言操練階段，教師要鼓勵(lì)學(xué)生盡可能用剛剛學(xué)習(xí)的新知識(shí)進(jìn)行練習(xí)。在語(yǔ)言產(chǎn)出階段，學(xué)生被要求創(chuàng)造性地運(yùn)用所學(xué)知識(shí)，做到靈活自由地運(yùn)用語(yǔ)言，實(shí)現(xiàn)正確并流利地進(jìn)行交際的目標(biāo)。.【答案】A。解析：考查課堂管理。在課堂管理與教學(xué)中，應(yīng)以學(xué)生為主體。.【答案】C。解析：考查詞匯教學(xué)。呈現(xiàn)新詞匯的方法可以是下定義、實(shí)物展示、解釋等。四個(gè)選項(xiàng)中只有C項(xiàng)不合適。.【答案】D。解析：考查語(yǔ)音教學(xué)。當(dāng)教師在教學(xué)生發(fā)音的時(shí)候，不可以依賴于解釋。.【答案】B。解析：考查教學(xué)評(píng)價(jià)。形成性評(píng)價(jià)(formativeassessment)關(guān)注學(xué)習(xí)的過(guò)程，而不是終結(jié)性評(píng)價(jià)(summatlveassessment)。.【答案】D。解析：考查寫(xiě)作教學(xué)。在寫(xiě)作方面，完形填空能幫助學(xué)生掌握cohesivedevice“銜接手段”的使用。.【答案】B。解析：考查糾錯(cuò)方法。這個(gè)例子中，教師并沒(méi)有直接說(shuō)出“Youarewrong”,而是間接糾正了學(xué)生的語(yǔ)法錯(cuò)誤，以保護(hù)學(xué)生的自尊心和學(xué)習(xí)英語(yǔ)的積極性。.【答案】C。解析：考查閱讀策略?！皃ickingoatsomeparticularpiecesofinformationinatext”就是對(duì)C選項(xiàng)的解釋和闡述，指“尋讀”，為正確選項(xiàng)。A項(xiàng)指“略讀”，B項(xiàng)指“推斷”，D項(xiàng)指“跳讀”，均不符合題意。.【答案】C。解析：考查教師角色。只有C項(xiàng)“走動(dòng)并觀察每位學(xué)生在小組活動(dòng)中的表現(xiàn)情況”正確體現(xiàn)了教師的觀察者角色。Passagel.【答案】A。解析：根據(jù)第二段'Betweenl982andl984thePlasticsDivisionofICIhadlostahundredandtwentymilliondollars,andtheyfeltthatthemosthopefulnewmarketwasinpackagin9,botdesandcans.”以及第三段“Sincel982ithasopenedthreenewfactoriesproducing“Metinar”，therawmaterialfromwhichhighqualitypolyesterbottlesaremade.”可知，“ICl’SPlasticsDivision”在1982到1984年的產(chǎn)品銷(xiāo)量不好，他們覺(jué)得包裝業(yè)有市場(chǎng)潛力，并開(kāi)始制造聚酯瓶子，故選A。.【答案】C。解析：根據(jù)第四段“NorwasPVC,theplasticwhichhadbeenusedforbottlessincethel960s,suitablefordrinkswithgasinthem."可知，作為“plasticsofvariouskinds”中的一種，PVC在1960s就已用于瓶子包裝.因此可以判斷“plasticsofvariouskinds”在1960s就已用于瓶子包裝。.【答案】D。解析：根據(jù)第六段“Polyesterbottlesarcvirtuallyunbreakable.Themanufacturersclaimtheyarealsolighter,lessnoisywhenbeinghandled,andcanbereused."可知，制造商認(rèn)為聚酯瓶子比玻璃瓶子好是因?yàn)榫埘テ孔硬灰姿椤?【答案】C。解析：根據(jù)第六段“Thepublic,though,havebeenmoredifficulttopersuade."可知，大眾對(duì)聚酯瓶子還不太認(rèn)可，因此聚酯瓶子不太普及，故選C。.【答案】B。解析：根據(jù)最后一段，用塑料容器代替易拉罐裝食物目前還是一種設(shè)想，想要實(shí)現(xiàn)還需要解決高溫產(chǎn)生的難題。Passage2.【答案】C。解析：根據(jù)第一段“l(fā)wouldblankoutbecauseofnervousnessandfear.Icouldn’tthinkoftheanswer."可知。blankout在此是指由于緊張和害怕導(dǎo)致一時(shí)忘了答案，故選C。.【答案】D。解析：由第二段“poorgradesareoftenaresultofpoorstudyhabits”可知，成績(jī)差是不良的學(xué)習(xí)習(xí)慣造成的結(jié)果。故選D。.【答案】C。解析：由第二段“testanxietyhasbeenrecognizedasarealproblem”可知，考試焦慮已經(jīng)被認(rèn)為是一個(gè)真正的問(wèn)題。故選C。.【答案】A。解析：由第三段可知，學(xué)生先參加一個(gè)考試焦慮度的測(cè)試，如果焦慮度高的話，則會(huì)參加短期課程來(lái)減緩焦慮，故選A。.【答案】B。解析：由最后一段'Withalmostallstudents,relaxationandlessstressarefeltaftertakingourprogram."可知，幾乎所有的學(xué)生，在參加過(guò)我們的項(xiàng)目之后，會(huì)變得更輕松，壓力感減少。故選B。二、簡(jiǎn)答題.【參考答案】該教師采用了聽(tīng)說(shuō)法。(1)聽(tīng)說(shuō)法的優(yōu)點(diǎn)：①重視聽(tīng)說(shuō)訓(xùn)練，有利于培養(yǎng)學(xué)生的聽(tīng)力能力和自然的語(yǔ)音語(yǔ)調(diào)；②通過(guò)句型操練，能夠利用有限的語(yǔ)言材料使學(xué)生較快地學(xué)會(huì)口語(yǔ)表達(dá)；③在加強(qiáng)聽(tīng)、說(shuō)能力，提高學(xué)生外語(yǔ)實(shí)踐水平上有一定作用。⑵聽(tīng)說(shuō)法的缺點(diǎn)：①只注意句型本身意義，忽視物質(zhì)意義和情景意義，從而造成學(xué)生往往并不了解句子的確切含義；②一般不指明語(yǔ)法規(guī)則，使學(xué)生對(duì)語(yǔ)言體系沒(méi)有一個(gè)清晰準(zhǔn)確的概念，加上機(jī)械性重復(fù)練習(xí).學(xué)生的語(yǔ)言創(chuàng)造生成的能力得不到培養(yǎng)和發(fā)揮；③它是一個(gè)脫離語(yǔ)境，忽視意義的模式體系，所以不利于培養(yǎng)學(xué)生進(jìn)行自然的語(yǔ)言交際的能力。三、教學(xué)情境分析題.【參考答案】(1)兩位老師在處理一個(gè)相同的話題時(shí)運(yùn)用了兩種截然不同的方法，毋庸置疑，前者的處理有利于學(xué)生的學(xué)習(xí)，而后者的處理則會(huì)對(duì)心理比較脆弱的學(xué)生產(chǎn)生負(fù)面的影響。⑵教學(xué)中總是會(huì)碰到一些意外，它們是教學(xué)中的不確定因素，它的產(chǎn)生在學(xué)生的情理之中，教師的意料之外。如何巧妙地處理，直接關(guān)系到師生間的良好互動(dòng)和教與學(xué)的有效結(jié)合。上述案例中，第一位教師巧妙地避開(kāi)了該學(xué)生的尷尬和自卑，用一個(gè)"strong”把學(xué)生的短處變成閃光點(diǎn)，把課堂氣氛推向了一個(gè)高潮。由開(kāi)放的導(dǎo)入而生成的豐富的學(xué)生資源，打破了舊課堂秩序的平衡，教師要在變動(dòng)不已的課堂中發(fā)現(xiàn)、判斷、整合信息，隨時(shí)把握有價(jià)值的意外，推動(dòng)教學(xué)的發(fā)展與生成。保護(hù)學(xué)生開(kāi)口說(shuō)英語(yǔ)的積極性，保護(hù)學(xué)生上課時(shí)愉悅的心情.學(xué)生們才能最大限度地發(fā)揮潛能，不受限制地發(fā)揮想象力，才會(huì)有創(chuàng)造語(yǔ)言的欲望，我們的教學(xué)才會(huì)有一石數(shù)鳥(niǎo)的意外收獲。⑶語(yǔ)言教學(xué)在很大程度上依賴于學(xué)生與教師之間的團(tuán)結(jié)、合作以及相互支持的人際關(guān)系.而這種關(guān)系時(shí)刻都受到彼此情感的影響。恰當(dāng)、合理地使用語(yǔ)言，有助于溝通情感，增進(jìn)友誼和相互尊重，改善這種人際關(guān)系，同時(shí)還可以創(chuàng)建一種和諧的語(yǔ)言活動(dòng)氛圍，努力產(chǎn)生浸潤(rùn)性的效果，讓學(xué)生愉快地沉浸在英語(yǔ)的氛圍中。在課上，教師要善于調(diào)控學(xué)生的情感態(tài)度，注意言語(yǔ)的導(dǎo)向，建立融洽、民主、團(tuán)結(jié)、相互尊重的氛圍，創(chuàng)造有利于學(xué)習(xí)的心理狀態(tài)，形成積極的學(xué)習(xí)態(tài)度，讓學(xué)生學(xué)得主動(dòng)，學(xué)得愉快。四、教學(xué)設(shè)計(jì)題.【參考設(shè)計(jì)】TeachingContents:ItcontainsadialogueaboutthebestwaystolearnEnglish.Itcanhelpstudentstolearnsomeimportantsentencepatterns.TeachingObjectives:KnowledgeobjectiveStudentscanmasterthesentencepatterns:Whatabout...?Haveyoueverstudiedwithagroup?Yes,!have.I'velearnedalotthatway.AbilityobjectiveStudentscanimprovetheirlisteningandspeakingabilitiesandcommunicativecompetence.EmotionalobjectiveStudentscancultivatethehabitofjoiningEnglishclubintheirschooltoimprovetheirEnglishskills.TeachingKeyandDifficultPoints:Communicatewithothersonthetopic--"thebestwaystolearnEnglishfreely".TeachingMethods:PairworkTeachingbyexplanationTeachingAid:AtaperecorderTeachingProcedures:StepIRevision(3minutes)Checkhomework.Invitedifferentstudentstoreporttheirdiscoveryofnewwaysofstudyingwhathaven'tbeenintroducedinthebookorinclass.?S1:MyfriendPeterlikestolistentomusicwhilehestudies.?S2:Myfatherusedtogotothelibrarywhereitwasveryquiet.?S3:...?(Justification:Therevisionwillexaminestudents'learningeffectandeasilyleadinthetext.)?Step2SpeakingPractice(12minutes)?Activity1Question&Answer?Askstudentssomequestions:?(1)HowdoyouusuallylearnEnglish??(2)Haveyoueverstudiedwithagroup??(3)HowdoyoulearnEnglish??Guidethestudentstosay.(TheyaremembersofanEnglishclubthatmeetafterschoolonceaweek.TheyaretalkingthewaystolearnEnglish.)?Activity2Pairwork?Guidethestudentstouse"Whatabout..."tomakeadialogue,anddothepairworklikethis:?Boy1:WhataboutwatchingEnglishmovies?DoyoulearnEnglishthatway??Girl2:Yes.Idothatsometime