教師資格之中學(xué)英語(yǔ)學(xué)科知識(shí)與教學(xué)能力題庫(kù)帶答案打印版

教師資格之中學(xué)英語(yǔ)學(xué)科知識(shí)與教學(xué)能力題庫(kù)帶答案打印版

單選題（共50題）1、WhenAmerican-bornactorMichaelPenawasayearold,hisparentsweredeported.TheyhadillegallywalkedacrosstheU.S.borderfromMexicoandwhentheywerecaughtbyimmigrationauthorities,theysentPenaandhisbrothertostaywithrelativesintheU.S.“Itwasquiteabitofagambleformyparents,”saysPena,“buttheycamebackayearlater.”Pena?sfather,whohadbeenafarmerinMexico,gotajobatabuttonfactoryinChicagoand,eventually,agreencard.PenastayedinChicagountil,at19,hefledtoLosAngelestopursuehisactingdreams.ThisfamilyhistorymakesPena?slatestroleespeciallypersonal.InCesarChavez,PenaplaysthelaborleaderashestrugglestoorganizeimmigrantCaliforniafarmworkersinthe1960s.Topressuregrowerstoimproveworkingconditionsandwages,Chavezledanationalboycottoftablegrapesthatlastedfrom1965to1970andisrecordedinthefilm.Chavez,likePena,wastheAmerican-bornsonofMexicanfarmerswhoimmigratedtotheU.S.“A.TheAmericanpubliccametorealizethepowerofchangeintheLatinocommunityB.Themodernimmigrant-rightsmovementleadersknewhowtoorganizetheiractivitiesstrategicallyC.TheU.S.governmentknewhowtolocateundocumentedfarmworkersandofferthemofficialregistrationD.TheMexicanfarmworkerscouldtravelacrossthecountryduringthegrapeboycotttosharetheirsufferings【答案】B2、請(qǐng)閱讀短文，完成此題。A.DesigncoursecanhelpsolvepracticalproblemsB.DesigncoursesarenecessarytoopenC.DesignisstronglyanalyticalD.Peopledon'tpayattentiontodesigncourses【答案】B3、WhichonedoesnotbelongtosubjectivequizquestionsinthefollowingEnglishtestsA.WritingB.OraltestC.TranslationD.Cloze【答案】D4、Thebestgroupingofteachingwhenthestudentsaregiventhetasktoworkoutanswerstoareadingcomprehensionis__________．A.one-to-oneB.groupworkC.pair-workD.solowork【答案】D5、Nobodybutthetwins__________someinterestintheprojecttillnow．A.showsB.showC.haveshownD.hasshown【答案】D6、Whenateacherasksthestudentstofindsomekeywordsfromatextquickly,he/sheisintendedtotrainstudents'__________strategyinreadingclass.A.skimmingB.scanningC.extensivereadingD.intensivereading【答案】B7、Inalisteningactivity,studentsareaskedtonotedownthetimeandplacesofevents.Theaimofthisactivityistodeveloptheskillof__________.A.listeningforgistB.listeningforspecificinformationC.listeningforstructureD.listeningforvocabulary【答案】B8、Passage2A.itmightbepossibletochangeitsatmosphereB.itsatmosphereisthesameastheearth'sC.thereisagoodsupplyofwateronVenusD.thedaysonVenusarelongenough【答案】A9、Wehavenotrustinhimbecausehehasnever__________thegrandiosepromiseshemakes.A.deliveredonB.eatenoffC.forgottenaboutD.abidedby【答案】A10、Whichofthefollowingwordsdoesn′thavethreesyllables?A.favouriteB.countrysideC.illegibleD.consciousness【答案】C11、Passage2A.TheoffenderscanbeuntraceableinthevirtualworldB.TheInternetcanbeeasilyattackedbytheoffendersC.PeopleoftentalkaboutsensitivesubjectsontheInternetD.LivingananonymouslifeontheInternetisverypopular【答案】A12、請(qǐng)閱讀Passage1。完成第小題。A.jointinterestB.differentpointsofviewC.lessemotionalpeopleD.advancedtechnology【答案】B13、ViewerscontinuetowatchTV___________theycomplainaboutthequalityoftheprogramming．A.eventhoughB.asifC.aslongasD.unless【答案】A14、Ourresearchhasfocusedonadrugwhichisso_________astobeabletochangebrainchemistry.A.powerfulB.influentialC.monstrousD.vigorous【答案】A15、“Theageofmelancholy"ishowpsychologistDanielGolemandescribesourage.Peopletodayexperiencemoredepressionthanpreviousgenerations,despitethetechnologicalwondersthathelpuseveryday.Itmightbebecauseofthem.A.Technologywilltakeawaypeoples'jobsB.People'shappinesswillbegreatlyjeopardizedC.Technologyisdevelopingatabreath-takingspeedD.Peoplewillbeindifferenttotechnologicalwonders【答案】B16、請(qǐng)閱讀Passage2。完成第小題。A.photographstakenbyWesternexplorersreflectmoreWesterners'perceptionoftheindigenousculturesandtheWesternvaluesB.thereisacomplicatedrelationshipbetweentheWesternexplorersandtheprimitivepeoplesC.popularmagazinessuchasNationalGeographicshouldshowpicturesoftheexoticandidealizedworldstomaintainhighsalesD.anthropologistsaskthenativestoposefortheirpictures,compromisingthetruthfulnessoftheirpietures【答案】A17、AccordingtoBartlett,reflectiveteachingincludesfivestages,thatis,mapping,informingandthreeotherstagesEXCEPT__________．A.monitoringB.contestingC.appraisalD.acting【答案】A18、WhichofthefollowingbelongstothecommunicativeapproachA.FocusonaccuracyB.FocusonfluencyC.FocusonstrategiesD.Focusoncomprehension【答案】B19、Inthefollowingconversation,Bviolatesthemaximof___________.A.quantityB.qualityC.mannerD.relation【答案】D20、Passage2A.revivehistoricaltermsB.promotecompanyimageC.fostercorporatecooperationD.strengthenemployeeloyalty【答案】D21、Itisgenerallyagreedthatthefirsttruecitiesappearedabout5,000yearsagointhefood-producingcommunitiesoftheMiddleEast．ThecitiesofSumeria,EgyptandtheIndusValleypossessedanumberofcharacteristicsthatdistinguishedthemastrulyurban．Thecitieswereverymuchlargerandmoredenselypopulatedthananyprevioussettlement,andtheirfunctionwasclearlydifferentiatedfromthatofthesurroundingvillages．InthecitiestheoldpatternsofkinshiprelationswerereplacedbyacomplexhierarchyofsocialclassesbasedonthespecializationofA.AlocalrestaurantB.AtownhallC.AlocaltheatreD.Anopenmarket【答案】D22、請(qǐng)閱讀Passage2，完成小題。A.PeoplewhouseitB.GoldthatpeoplefindC.InventionsD.Agreement【答案】D23、Whatisbeingpractisedifateacherasksstudentstoreadwordslike"cot,hot"and"dog,log"?A.SpellingandstructureB.StressandsounDC.MinimalpairsD.Phoneticsymbols【答案】C24、WhichtypeofapproachcanbestdescribethefollowinglearningpatternStudentssearchformaterialsinself-assesscenter.A.AutonomouslearningB.InteractivelearningC.ContextualizedlearningD.Task-basedlearning【答案】A25、Whichofthefollowingdoesnotbelongtothepost-listeningactivitiesA.Multiple-choicequestionsB.AnsweringquestionsC.DictoglossD.Listenandtick【答案】D26、As[k]intheword“came”and[g]intheword“game”aresaidtoformadistinctiveoppositioninEnglish，theyare_______．A.soundsB.phonemesC.allophonesD.varieties【答案】B27、請(qǐng)閱讀Passagel。完成第小題。A.HemeantthathewasconfidentabouttheresultofthevoteB.Hemeantthatthevoters'decisionwascrucialtohisfutureC.HemeantthathehadtoattendacommunitycollegeifthevoterssaidNOD.HemeantthathemighthavetoleavethecountryifthevoterssaidNO【答案】B28、Naturally,she_____thatoncetherewasanewfilmeverybodywouldbeeagertogoandseeit.A.hadassumedB.assumedC.hasassumedD.wasassuming【答案】B29、Ateacheristeachingstudentstoreadasentence,andusingherarmtoshowwhichpartshouldbereadstronglyandwhenshouldstop.Whatistheteacherteachinginthisactivity?A.StressofwordsB.PronunciationsofsyllabicationsC.IntonationsandrhythmsD.Pronunciationsofeachletter【答案】C30、Advertiserstendtothinkbigandperhapsthisiswhythey'realwayscominginforcriticism．A.NarrationB.DescriptionC.CriticismD.Argumentation【答案】C31、Youcansleeponthecouchinthelotmge,_______youcangotoahotelnearby.A.andB.thenC.orD.but【答案】C32、Inthecollege-admissionswars,weparentsarethetruefighters．We'repushingourkidstogetgoodgrades,takeSATpreparatorycoursesandbuildresumessotheycangetintothecollegeofourfirstchoice．I'vetwicebeentothewars,andasIsurveythebattlefield,somethingdifferentishappening．Weseeourkids'collegebackgroundasaprizedemonstratinghowwellwe'veraisedthem．Butwecan'tacknowledgethatourobsessionismoreaboutusthanthem．Sowe'vecontrivedvariousjustificationsthatturnouttobehalf-truths,prejudicesormyths．Itactuallydoesn'tmattermuchwhetherAaronandNicolegotoStanford．A.Continuingeducationismoreimportanttoaperson'ssuccessB.Aperson'shappinessshouldbevaluedmorethantheireducationC.Kids'actualabilitiesaremoreimportantthantheircollegebackgroundD.Whatkidslearnatcollegecannotkeepupwithjobmarketrequirements【答案】C33、Withthevillager__________theway,wehadnotrouble__thecottage.A.tolead;findingB.tolead;tofredC.leading;tofindD.leading;finding【答案】D34、ItwasJohnwho_______theideaofdoingitthisway.A.dawnedonB.struckC.hitonD.occurreD【答案】C35、請(qǐng)閱讀Passage2，完成題：A.WhenlosingcomputergameschildrentendtoexperiencefrustrationandangerB.Beat-Them-UpsaremorepopularwithchildrenthereforemorelikelytoproduceviolentbehaviorC.Peoplewhohavegoodhand-eye-coordinationtendtobemoreviolentthanothersD.Theviolentcontentinthegamesgetschildrenaddictedtothegames【答案】A36、Ourcivilizationcannotbethoughtofas______inashortperiodoftime.A.tohavebeencreateDB.tobecreateDC.havingbeencreatedD.beingcreateD【答案】C37、AnewschemeforgettingchildrentoandfromschoolisbeingstartedbytheeducationauthoritiesinpartofEasternEngland．Thiscouldendtheworriesofmanyparentsfearfulfortheirchildren'ssafetyontheroads．A.theschool'sheadmasterB.theeducationdepartmentC.thebuscompanyD.theparents【答案】D38、TheimplicationofLanguageInputTheorygivestoforeignlanguageteachingisthatlanguageteachingshouldfirstlypayattentionto_________.A.acertainamountoflanguageinputB.languagesignC.linguisticmeaningD.languageuse【答案】A39、ThecoreconceptoftheNewCurriculumisA.promotingtheprofessionalteachers'developmentB.lettingthestudentschoosethecourseindependentlyC.advocatingtheconstructivistlearningD.foreverystudent'sdevelopment【答案】D40、--Icanmakeittoyourconcertaround90'clocktomorrownight.A.havefinishedB.hadfinishedC.willbefinishedD.willhavefinished【答案】D41、Inordertosaveeverycentofthelimitedfamilyexpense,thehousewifehadto__________withthegroceryowner.A.bargainB.DiscussC.calculateD.quarrel【答案】A42、Passage2A.ItissecondtointelligenceB.ItevolvesfromcommonsenseC.ItistobepursuedD.Itunderliespower【答案】C43、WhichofthefollowingactivitiesmaybemoreappropriatetohelpstudentspracticeanewstructureimmediatelyafterpresentationinclassA.RoleplayB.GroupdiscussionC.PatterndrillD.Writtenhomework【答案】C44、Passage1A.digitaldietingB.banningusingsmartphonesC.livingaloneD.makingitaruletoturnoffsmartphonessometimes【答案】D45、__________difficultieswemaycomeacross,we′llhelponeanothertoovercomethem.A.WhereverB.WhateverC.HoweverD.Whenever【答案】B46、StudyinginRussiaisquitedifferentfromthatinChina.Ittookhimnearlyhalfayearto__________thelanguageproblemandcultureshock.A.turnoverB.takeoverC.gooverD.getover【答案】D47、__________hedoesgetannoyedwithhersometimes.A.AshelikeshermuchB.AlthoughmuchhelikesherC.MuchashelikesherD.Muchalthoughhelikesher【答案】C48、Whichofthefollowingdoesnotbelongtothepost-listeningactivities?A.Multiple-choicequestionsB.AnsweringquestionsC.DietoglossD.Listenandtick【答案】D49、Passage1A.WithabrassonbacktheycanfinddirectionssoonerB.TheycanfinddirectionsbetterthanotherbirdsC.Theyusetheearth'smagneticfieldandthesuntofinddirectionsD.Theycanfinddirectionsonlytotheirhome【答案】C50、Passage1A.ThelonelypeopledifferingenesfromthegregariouspeopleB.Sociabilitycanadjustaperson'sgenomeandmakeitworkproperly,C.ThelonelypeoplecanbecomesociableiftheyregulatetheirgenesD.Individualshavetofindtheirownwaystoadapttotheenvironment【答案】B大題（共10題）一、根據(jù)題目要求完成下列任務(wù)，用中文作答。以下是某堂課老師的教學(xué)材料：?Betty:HiMum,canyouhearme??Mum:Yes,Ican.Whereareyou??Betty:I'mstandingontheGreatWallofChinaandtalkingtoyou.?Mum:Really??Betty:We'reonaschooltripandwe'vehavinglunch.Andwe'relyinginthesunandwe'retakinglotsofphotos.?Mum:That'sgreat,Betty.Whataretheothersdoing?Betty:Well,Tonyiseatinganicecream,andLucyisbuyingsomepresentsandpostcards.AndTomiseatinglunchandlyinginthesun.Mum:Canyousendmeapostcard?Betty:Yes.LucyandIarewritingpostcards.We'reenjoyingtheschooltripalot.Anyway,we'regoinghomenow.Bye!【答案】(1)語(yǔ)篇指的是實(shí)際使用的語(yǔ)言單位，是一次交際過(guò)程中的一系列連續(xù)的話段或句子所構(gòu)成的語(yǔ)言整體。根據(jù)韓禮德的觀點(diǎn)，語(yǔ)篇是一個(gè)語(yǔ)義單位或意義潛勢(shì)的現(xiàn)實(shí)化，任何一個(gè)口頭或書面語(yǔ)言片段。不論其長(zhǎng)短，只要能構(gòu)成一個(gè)語(yǔ)義整體，即表達(dá)完整的意思，就可以稱之為語(yǔ)篇。根據(jù)語(yǔ)篇的概念，該材料屬于會(huì)話語(yǔ)篇。(2)這份材料適合于口語(yǔ)教學(xué)。理由：①材料語(yǔ)言比較簡(jiǎn)單，沒(méi)有生僻詞匯，句式偏向口語(yǔ)化，適合用于口語(yǔ)練習(xí)；②選材偏向生活化，有生活氣息．適合平時(shí)與人交際使用，英語(yǔ)口語(yǔ)的最終目的就是讓學(xué)生達(dá)到溝通交流，因此會(huì)話語(yǔ)篇可以提供這樣一個(gè)交流的環(huán)境。⑧材料以對(duì)話形式呈現(xiàn)有問(wèn)有答，也有連讀和吞音部分，對(duì)于語(yǔ)音語(yǔ)調(diào)的學(xué)習(xí)都是很好的內(nèi)容。(3)考慮要素：①教學(xué)內(nèi)容要素：教學(xué)內(nèi)容是要完成的教學(xué)任務(wù)，是實(shí)現(xiàn)教學(xué)目標(biāo)的主要載體。因此教師在選擇材料時(shí)，將教科書作為主要依據(jù)，教材分析基本關(guān)注教學(xué)的重點(diǎn)、難點(diǎn)及考點(diǎn)方面。比較注重顯性教材的運(yùn)用而忽視隱性教材的挖掘和利用，較少關(guān)注與學(xué)習(xí)教材內(nèi)容有密切關(guān)系的認(rèn)知和心理因素。以及教材對(duì)學(xué)生能力的要求，而對(duì)教學(xué)的重點(diǎn)和難點(diǎn)也只是闡述其內(nèi)容，沒(méi)有做進(jìn)一步的分析。在新課改背景下，教學(xué)內(nèi)容分析既要求對(duì)顯性教材的運(yùn)用，也要求對(duì)隱性教材的挖掘和利用。②教學(xué)對(duì)象要素：學(xué)生是分析教學(xué)任務(wù)必須要考慮的因素。分析學(xué)生是為了幫助學(xué)生解決學(xué)習(xí)中的困難，完成教學(xué)任務(wù)。教師應(yīng)該做到以下兩點(diǎn)：一是要了解教學(xué)活動(dòng)開始前學(xué)生在認(rèn)知、情感、態(tài)度等方面已經(jīng)達(dá)到了什么樣的水平，這一水平標(biāo)志著學(xué)生已經(jīng)能做什么，說(shuō)什么，想明白了什么等等(即學(xué)生的學(xué)歷和學(xué)情)。這是學(xué)生掌握新的學(xué)習(xí)任務(wù)的起點(diǎn)水平。二是要了解教授了教學(xué)材料后預(yù)期學(xué)生在認(rèn)知、情感、態(tài)度等方面必須達(dá)到的狀態(tài)。對(duì)這種狀態(tài)的把握最終會(huì)轉(zhuǎn)化為確定的教學(xué)任務(wù)與具體的學(xué)習(xí)目標(biāo)。只有當(dāng)教師的心中對(duì)教學(xué)前和教學(xué)后這兩種狀態(tài)的差距做到心中有數(shù)時(shí)，才能根據(jù)學(xué)生的實(shí)際情況，確定恰當(dāng)?shù)慕虒W(xué)內(nèi)容。③教學(xué)目標(biāo)要素：教學(xué)目標(biāo)是教育者在教學(xué)過(guò)程中，希望受教育者達(dá)到的要求或產(chǎn)生的變化結(jié)果，也是教師完成教學(xué)任務(wù)的歸宿。新課程標(biāo)準(zhǔn)從關(guān)注學(xué)生的學(xué)習(xí)出發(fā)，強(qiáng)調(diào)學(xué)生是學(xué)習(xí)的主體，教學(xué)目標(biāo)是教學(xué)活動(dòng)中師生共同追求的，而不是由教師所操縱的。因此，教學(xué)目標(biāo)的主體顯然應(yīng)該是學(xué)生。教師在選擇教學(xué)材料的同時(shí)也要以學(xué)生為出發(fā)點(diǎn)，思考需要完成怎樣的教學(xué)目標(biāo)或達(dá)到怎樣的教學(xué)效果。二、根據(jù)題目要求完成下列任務(wù)，用中文作答。以下是兩位教師為學(xué)生布置的作業(yè)：?Teacher1Step4:Homework1.Writenewwordsandphrasesonthenotebook.2.Finishexercise3onPage21.(Textbook)3.Finishexerciseson24.(Exercisebook)Teacher2Step4:Homework1.Findsomerelativeinformationabouttoday'slessonontheInteract.2.Shareyourfindingswithyourgroupmembersandpresenttothewholestudentsnextclass.請(qǐng)根據(jù)所給材料回答下面3個(gè)問(wèn)題。(1)分析兩位教師布置作業(yè)的特點(diǎn)，并指出其不足之處。(10分)【答案】(1)第一位教師布置作業(yè)的特點(diǎn)是作業(yè)布置緊貼考試內(nèi)容，注重知識(shí)的掌握。不足：比較枯燥，死板，無(wú)法引起學(xué)生的興趣；作業(yè)量太大。第二位教師布置作業(yè)的特點(diǎn)是注重鍛煉學(xué)生收集資料、自主學(xué)習(xí)、團(tuán)隊(duì)合作的能力。不足：作業(yè)的完成缺乏有效的監(jiān)督，很難落實(shí)學(xué)生是否認(rèn)真搜集資料并與小組其他同學(xué)進(jìn)行了分享和討論。(2)注意事項(xiàng)：①作業(yè)的形式。作業(yè)形式要新穎有趣，不只是抄寫單詞、句型、語(yǔ)篇，因?yàn)樗鼨C(jī)械地重復(fù)，枯燥無(wú)味，會(huì)失去挑戰(zhàn)性，無(wú)法引起學(xué)生的學(xué)習(xí)興趣。②作業(yè)的量。過(guò)多的練習(xí)，會(huì)使學(xué)生感到望而生畏。部分學(xué)生一開始作業(yè)認(rèn)真，由于量大難度大就馬虎起來(lái)。亂填一氣。因此，教師在布置作業(yè)的時(shí)候要把握好作業(yè)的量與難度。③作業(yè)的難度。作業(yè)過(guò)難，基礎(chǔ)差的學(xué)生干脆不寫，或者抄襲別人的作業(yè)；作業(yè)過(guò)于簡(jiǎn)單，基礎(chǔ)好的同學(xué)會(huì)感覺(jué)毫無(wú)挑戰(zhàn)。因此，教師設(shè)計(jì)作業(yè)要充分考慮到學(xué)生的個(gè)體差異，把握好作業(yè)的難度設(shè)置。④作業(yè)布置的有效性。教師布置的口頭作業(yè)，如記憶語(yǔ)篇、和同伴編一段情景對(duì)話、用英語(yǔ)向家人介紹某人某物等等，由于沒(méi)有有效地監(jiān)督和及時(shí)有效地檢查，有的學(xué)生忽視了這項(xiàng)作業(yè)，失去了鍛煉口頭交際能力和語(yǔ)言的綜合運(yùn)用能力的機(jī)會(huì)。針對(duì)此現(xiàn)象，教師在布置作業(yè)時(shí)要確保作業(yè)的有效完成。(3)常見(jiàn)的英語(yǔ)作業(yè)形式有：課時(shí)作業(yè)、課本劇表演作業(yè)、問(wèn)卷調(diào)查作業(yè)、采訪型作業(yè)、開放型作業(yè)、實(shí)踐操作型作業(yè)、辯論型作業(yè)等。三、根據(jù)題目要求完成-FN任務(wù)，用中文作答。在語(yǔ)法教學(xué)中，語(yǔ)法練習(xí)的形式有哪幾種(10分)?請(qǐng)對(duì)任意兩種練習(xí)形式進(jìn)行舉例說(shuō)明(10分)。【答案】(1)語(yǔ)法練習(xí)的形式①機(jī)械型練習(xí)。這類練習(xí)的作用是幫助學(xué)生熟記、掌握語(yǔ)法規(guī)則和形式，一般使用互不連接的單獨(dú)結(jié)構(gòu)、短語(yǔ)或句子。常見(jiàn)的練習(xí)形式有填空、選擇和替換等。②意義型練習(xí)。這類練習(xí)強(qiáng)調(diào)形式的正確理解和輸出，但同時(shí)涉及了意義。練習(xí)仍然使用互不連接的單獨(dú)結(jié)構(gòu)，答案通常是確定的。常見(jiàn)的練習(xí)形式有：基于意義的填空或選擇、配對(duì)、改錯(cuò)及合并句子、漢譯英或英譯漢等。③交際型練習(xí)。這類練習(xí)最有使用價(jià)值和趣味性，它強(qiáng)調(diào)以交際為目的的意義輸出或理解，在交際過(guò)程中同時(shí)注意結(jié)構(gòu)的運(yùn)用。常見(jiàn)的練習(xí)形式有：兩人活動(dòng)、小組討論活動(dòng)、角色扮演活動(dòng)、頭腦風(fēng)暴活動(dòng)等。(2)練習(xí)舉例①機(jī)械型練習(xí)——替換練習(xí)T：I’mtryingtofindabookinthebox．S：I’mtryingtofindabookinthebox．T：shell．S：I’Hitryingtofindabookintheshelf．T：bed．S：I’mtryingtofindabookinthebed．②意義型練習(xí)——漢譯英我打算在我家鄉(xiāng)買套房子。四、設(shè)計(jì)任務(wù)：閱讀下面的學(xué)生信息和語(yǔ)言素材。設(shè)計(jì)15分鐘的英語(yǔ)聽(tīng)說(shuō)教學(xué)方案。教案無(wú)固定格式，但包含以下要點(diǎn)：①Teachingobjectives②Teachingcontents③Keyanddifficultpoints④Majorstepsandtimeallocation⑤Activitiesandjustifications教學(xué)時(shí)間：15分鐘學(xué)生概況：某城鎮(zhèn)普通中學(xué)初中八年級(jí)學(xué)生，班級(jí)人數(shù)40人。多數(shù)學(xué)生已經(jīng)達(dá)到《義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)(2011年版)》三級(jí)水平。學(xué)生課堂參與積極性一般。語(yǔ)言素材：Helen:Hi,****.I'mmakingsomeplanstoworkinanoldpeopleshomethissummer.Tom:Really?Ididthatlastsummer!Helen:Oh,whatdidtheyaskyoutohelpoutwith?Tom:Mm...thingslikereadingthenewspapertotheoldpeople,orjusttalkingtothem.Theytoldmestoriesaboutthe****andhowthingsusedtobe.Helen:Thatsoundsinteresting.【答案】五、根據(jù)題目要求完成下列任務(wù)，用中文作答。反饋是教學(xué)中的重要環(huán)節(jié)之一。簡(jiǎn)述外語(yǔ)教學(xué)中反饋的兩種主要類型，列舉教師了解學(xué)生學(xué)習(xí)情況的三種途徑，以便及時(shí)給予反饋?！敬鸢浮?1)教學(xué)反饋的類型：口頭反饋與書面反饋?？陬^反饋指對(duì)學(xué)生的口頭活動(dòng)、某些書面作業(yè)或者測(cè)試提供的信息?？陬^反饋的方法有①教師直接改錯(cuò)。②啟發(fā)學(xué)生自己改錯(cuò)。教師不應(yīng)該像監(jiān)控器一樣監(jiān)控學(xué)生的語(yǔ)言輸出。③啟發(fā)學(xué)生互相改錯(cuò)。互相改錯(cuò)可以提高學(xué)生對(duì)錯(cuò)誤的敏感性．逐漸減少學(xué)生對(duì)教師的依賴。書面反饋一般用于課后對(duì)學(xué)生作業(yè)或者測(cè)試提供的書面評(píng)價(jià)符號(hào)或者是評(píng)語(yǔ)。而課堂上的書面反饋主要是指教師或者其指定的學(xué)生用書面的方式對(duì)學(xué)生的語(yǔ)言活動(dòng)所做的評(píng)價(jià)性記錄。例如計(jì)分法、畫“正字”法、插紅旗或送紅花法，都可以確認(rèn)學(xué)生表達(dá)內(nèi)容是正確的，同時(shí)還可以顯示競(jìng)賽中的不同小組的成績(jī)差異。(2)了解學(xué)生學(xué)習(xí)情況的三種途徑：①課堂提問(wèn)：課堂提問(wèn)可以引起學(xué)生注意，提示學(xué)習(xí)重點(diǎn)，鞏固課堂教學(xué)，獲取教學(xué)反饋，加強(qiáng)師生交流。②測(cè)試：測(cè)試包括口試和筆試?？谠嚥粌H要考查學(xué)生的語(yǔ)音、語(yǔ)調(diào)、表達(dá)的流利程度、表達(dá)的可理解度、用詞恰當(dāng)?shù)缺磉_(dá)能力，還要考查學(xué)生的聽(tīng)力理解能力，當(dāng)然還要對(duì)學(xué)生所使用的交際策略、所具有的跨文化意識(shí)、表達(dá)中的行為等進(jìn)行綜合評(píng)價(jià)。筆試包括聽(tīng)力、閱讀理解、書面表達(dá)和語(yǔ)言知識(shí)考查等，可以檢驗(yàn)學(xué)生的基本英語(yǔ)水平。③調(diào)查表：主要用于在學(xué)生學(xué)習(xí)某一單元、某一課之前所進(jìn)行的簡(jiǎn)短調(diào)查。通過(guò)對(duì)學(xué)生的調(diào)查，一方面可以了解學(xué)生已有的水平和存在的問(wèn)題。另一方面可以幫助教師及時(shí)調(diào)整教學(xué)進(jìn)度和教學(xué)策略。六、根據(jù)題目要求完成下列任務(wù)，用中文作答。簡(jiǎn)述寫作教學(xué)中“范文”的作用。(8分)并說(shuō)明范文在教學(xué)中的使用步驟及每個(gè)步驟的教學(xué)目標(biāo)。(12分)【答案】(1)范文對(duì)于英語(yǔ)寫作主要有以下三方面的作用：①范文能夠說(shuō)明所用體裁的特點(diǎn)；②范文是說(shuō)明英語(yǔ)語(yǔ)篇銜接手段如何使用的最好語(yǔ)境；③范文能夠開闊學(xué)生的思路。(2)范文在教學(xué)中的使用步驟及每個(gè)步驟的教學(xué)目標(biāo)：①利用范文進(jìn)行謀篇布局。師生要能夠在范文的結(jié)構(gòu)和語(yǔ)言方面進(jìn)行討論，并弄清楚兩個(gè)問(wèn)題：a．這類文章結(jié)構(gòu)和語(yǔ)言如何為文章的交際目的服務(wù)：b．還有哪些別的可能的結(jié)構(gòu)和語(yǔ)言上的變化。只有這樣，學(xué)生才能最大限度地利用范文來(lái)指導(dǎo)寫作而不受范文的限制，才有可能避免全班學(xué)生千篇一律的現(xiàn)象。(目標(biāo))②利用范文達(dá)到連貫的效果。該步驟的教學(xué)目標(biāo)是使學(xué)習(xí)者在寫作中避免出現(xiàn)連接語(yǔ)使用不夠的現(xiàn)象，造成文章的邏輯跳躍性很大，理解起來(lái)比較困難。也有相當(dāng)一部分學(xué)生主觀上想盡量多用連接語(yǔ)，以加強(qiáng)句子之間的銜接，但結(jié)果是連接語(yǔ)過(guò)分堆積，不僅不能增強(qiáng)語(yǔ)義方面的銜接力，反而往往會(huì)增加冗余信息，甚至造成語(yǔ)義上的邏輯混亂。這種現(xiàn)象也是寫作教學(xué)應(yīng)盡量避免的內(nèi)容。(目標(biāo))③利用范文開闊學(xué)生的寫作思路。這一階段的目標(biāo)是培養(yǎng)學(xué)生積極思考的習(xí)慣，使學(xué)生能夠開闊自己的思路，這是影響學(xué)生寫作的關(guān)鍵因素。七、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)20分鐘的英語(yǔ)閱讀教學(xué)方案。該方案沒(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：20分鐘學(xué)生概況：某城鎮(zhèn)普通高中二年級(jí)（第一學(xué)期）學(xué)生，班級(jí)人數(shù)40人。多數(shù)學(xué)生已經(jīng)達(dá)到《普通高中英語(yǔ)課程標(biāo)準(zhǔn)（實(shí)驗(yàn)）》六級(jí)水平。學(xué)生課堂參與積極性一般。語(yǔ)言素材：Words,words,wordsBritishandAmericanEnglisharedifferentinmanyways.Thefirstandmostobviouswayisinthevocabulary.TherearehundredsofdifferentwordswhicharenotusedontheothersideoftheAtlantic,orwhichareusedwithadifferentmeaning.Someofthesewordsarewellknown—Americansdriveautomobilesdownfreewaysandfillupwithgas;theBritishdrivecarsalongmotorwaysandfillupwithpetrol.Asatourist,youwillneedtousetheundergroundinLondonorthesubwayinNewYork,ormaybeyouwillprefertogetaroundthetownbytaxi(British)orcab(American).ChipsorFrenchfries?Butotherwordsandexpressionsarenotsowellknown.Americansuseaflashlight,whilefortheBritish,it?satorch.TheBritishqueueup;Americansstandinline.Sometimesthesamewordhasaslightlydifferentmeaning,whichcanbeconfusing.Chips,forexample,arepiecesofhotfriedpotatoinBritain;intheStateschipsareverythinandaresoldinpackets.TheBritishcallthesecrisps.ThechipstheBritishknowandloveareFrenchfriesontheothersideoftheAtlantic.Haveorhavegot?Thereareafewdifferencesingrammar,too.TheBritishsayHaveyougot...?WhileAmericanspreferDoyouhave...?AnAmericanmightsayMyfriendjustarrived,butaBritishpersonwouldsayMyfriendhasjustarrived.Prepositions,too,canbedifferent:compareontheteam,ontheweekend(American)withintheteam,attheweekend(British).TheBritishuseprepositionswhereAmericanssometimesomitthem(I’llseeyouMonday;Writemesoon!).Colourorcolor?Theothertwoareasinwhichthetwovarietiesdifferarespellingandpronunciation.Americanspellingseemssimpler:center,colorandprograminsteadof'centre,colourandprogromme.ManyfactorshaveinfluencedAmericanpronunciationsincethefirstsettlersarrivedfourhundredyearsago.Theaccent,whichismostsimilartoBritishEnglish,canbeheardontheEastCoastoftheUS.WhentheIrishwriterGeorgeBernardShawmadethefamousremarkthattheBritishandtheAmericansaretwonationsdividedbyacommonlanguage,hewasobviouslythinkingaboutthedifferences.Butaretheyreallysoimportant?Afterall,thereisprobablyasmuchvariationofpronunciationwithinthetwocountriesasbetweenthem.ALondonerhasmoredifficultyunderstandingaScotsmanfromGlasgowthanunderstandingaNewYorker.【答案】ClassType:ReadingclassTeachingContents:ThispassageisaboutsomedifferencesbetweenBritishEnglishandAmericanEnglish.TeachingObjectives:Knowledgeobjective:StudentswillknowsomedifferencesbetweenBritishEnglishandAmericanEnglish.Abilityobjectives:(1)StudentscanidentifyavarietyofEnglish.(2)Studentsareabletofindoutthemainideaandthedetailsofapassage.Emotionalobjective:Afterthislesson,studentswillhavemoreinterestinexploringtheEnglishlanguageculture.TeachingKey＆DifficultPoints:Teachingkeypoint:Howtomakestudentsgraspsomedetailsofthepassageandreaditindifferentways.Teachingdifficultpoint:HowtoencouragestudentstohaveconfidenceinlearningEnglish.MajorSteps:Step1Pre-reading(3minutes)LetstudentshearrecordingsofaccentsfromaroundtheEnglishspeakingworld.(Justification:ThisstepcanhelpstudentsnoticethedifferenceofEnglish.)Step2While-reading(12minutes)1.FastreadingAskthestudentstoscanthetextandfindthedifferencesbetweenAmericanEnglishandBritishEnglish.InvitetwostudentstoansweritandthenshowtheansweronthePPT.(Vocabulary,grammar,spelling,pronunciation).(Justification:Studentswillhaveageneralideaofthispassage,andtheirreadingabilityofscanningcanbepracticed.)2.CarefulreadingAskthestudentstoreadtheparagraphscarefullyandfindthespecificdifferencesbetweenBritishEnglishandAmericanEnglish.Laterstudentsshouldgivetheiranswers;teacherwillshowthedetailsonthePowerPoint.DifferencesAmericanEnglishBritishEnglishVocabularyautomobile,freeway,gascar,highway,petrolGrammarDovouhave…?Writemesoon!HaveyouLot?？Writeinthesoon!Spellingcenter,color,programcentre,colour,programmePronunciationaccentontheEastCoastNewYorkaccentLondonaccentGlasgowaccent(in)(Justification:Studentswillunderstandmoreaboutthepassageandimprovetheirreadingability.)Step3Post-reading(5minutes)Askthestudentstodiscussonequestioningroupoffour,andthensharetheiropinions.Q:ArethereanydifferencesbetweenChineseindifferentprovinces?(Justification:HelpstudentshavemoreconfidenceinspeakingEnglishandtheywillgettheconsciousnessofcooperation.)八、根據(jù)題目要求完成任務(wù)，用中文作答。請(qǐng)簡(jiǎn)述語(yǔ)流層次的語(yǔ)音教學(xué)內(nèi)容與方法。【答案】語(yǔ)流層次的語(yǔ)音教學(xué)包括句子重音、節(jié)奏、意群和停頓、連讀和失去爆破、語(yǔ)調(diào)等。(1)在句子重音的教學(xué)中，教師可以結(jié)合課文錄音進(jìn)行教學(xué)，在語(yǔ)境中講解和規(guī)范句子重音的變化規(guī)則。(2)在英語(yǔ)節(jié)奏教學(xué)中，教師要突出強(qiáng)調(diào)英語(yǔ)節(jié)奏的兩個(gè)特點(diǎn)，同時(shí)要注意重讀音節(jié)和非重讀音節(jié)的音長(zhǎng)、音強(qiáng)差別，通過(guò)直觀教學(xué)手段讓學(xué)生掌握英語(yǔ)節(jié)奏。學(xué)生掌握節(jié)奏的特點(diǎn)之后，可讓學(xué)生邊用手打節(jié)拍邊模仿練習(xí)。(3)在意群和停頓教學(xué)中．教師可結(jié)合課文或長(zhǎng)句講解意群和停頓的涵義和規(guī)律，示范朗讀和帶讀長(zhǎng)句或語(yǔ)段．幫助學(xué)生體會(huì)和模仿，逐步學(xué)會(huì)劃分意群和停頓，養(yǎng)成按意群朗讀的習(xí)慣。(4)在連讀和失去爆破教學(xué)中，教師可以句子或語(yǔ)篇為單位，在語(yǔ)境中講解連讀和失去爆破的規(guī)則，引導(dǎo)學(xué)生體會(huì)連讀和失去爆破對(duì)語(yǔ)流的影響，并組織學(xué)生進(jìn)行朗讀和口語(yǔ)活動(dòng)，讓學(xué)生反復(fù)進(jìn)行訓(xùn)練。(5)在語(yǔ)調(diào)教學(xué)中，教師應(yīng)讓學(xué)生感知英語(yǔ)語(yǔ)調(diào)的升調(diào)、降調(diào)、升降調(diào)、降升調(diào)和平調(diào)五種調(diào)型。教師應(yīng)選取典型例句，在學(xué)生反復(fù)聽(tīng)示范、充分感知正確語(yǔ)調(diào)的基礎(chǔ)上，再簡(jiǎn)要講解特點(diǎn)，然后讓學(xué)生參與各種模仿練習(xí)。九、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)20分鐘的英語(yǔ)閱讀教學(xué)方案。該方案沒(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：20分鐘學(xué)生概況：某城鎮(zhèn)普通高中二年級(jí)（第一學(xué)期）學(xué)生，班級(jí)人數(shù)40人。多數(shù)學(xué)生已經(jīng)達(dá)到《普通高中英語(yǔ)課程標(biāo)準(zhǔn)（實(shí)驗(yàn)）》六級(jí)水平。學(xué)生課堂參與積極性一般。語(yǔ)言素材：Words,words,wordsBritishandAmericanEnglisharedifferentinmanyways.Thefirstandmostobviouswayisinthevocabulary.TherearehundredsofdifferentwordswhicharenotusedontheothersideoftheAtlantic,orwhichareusedwithadifferentmeaning.Someofthesewordsarewellknown—Americansdriveautomobilesdownfreewaysandfillupwithgas;theBritishdrivecarsalongmotorwaysandfillupwithpetrol.Asatourist,youwillneedtousetheundergroundinLondonorthesubwayinNewYork,ormaybeyouwillprefertogetaroundthetownbytaxi(British)orcab(American).ChipsorFrenchfries?Butotherwordsandexpressionsarenotsowellknown.Americansuseaflashlight,whilefortheBritish,it?satorch.TheBritishqueueup;Americansstandinline.Sometimesthesamewordhasaslightlydifferentmeaning,whichcanbeconfusing.Chips,forexample,arepiecesofhotfriedpotatoinBritain;intheStateschipsareverythinandaresoldinpackets.TheBritishcallthesecrisps.ThechipstheBritishknowandloveareFrenchfriesontheothersideoftheAtlantic.Haveorhavegot?Thereareafewdifferencesingrammar,too.TheBritishsayHaveyougot...?WhileAmericanspreferDoyouhave...?AnAmericanmightsayMyfriendjustarrived,butaBritishpersonwouldsayMyfriendhasjustarrived.Prepositions,too,canbedifferent:compareontheteam,ontheweekend(American)withintheteam,attheweekend(British).TheBritishuseprepositionswhereAmericanssometimesomitthem(I’llseeyouMonday;Writemesoon!).Colourorcolor?Theothertwoareasinwhichthetwovarietiesdifferarespellingandpronunciation.Americanspellingseemssimpler:center,colorandprograminsteadof'centre,colourandprogromme.ManyfactorshaveinfluencedAmericanpronunciationsincethefirstsettlersarrivedfourhundredyearsago.Theaccent,whichismostsimilartoBritishEnglish,canbeheardontheEastCoastoftheUS.WhentheIrishwriterGeorgeBernardShawmadethefamousremarkthattheBritishandtheAmericansaretwonationsdividedbyacommonlanguage,hewasobviouslythinkingaboutthedifferences.Butaretheyreallysoimportant?Afterall,thereisprobablyasmuchvariationofpronunciationwithinthetwocountriesasbetweenthem.ALondonerhasmoredifficultyunderstandingaScotsmanfromGlasgowthanunderstandingaNewYorker.【答案】ClassType:ReadingclassTeachingContents:ThispassageisaboutsomedifferencesbetweenBritishEnglishandAmericanEnglish.TeachingObjectives:Knowledgeobjective:StudentswillknowsomedifferencesbetweenBritishEnglishandAmericanEnglish.Abilityobjectives:(1)StudentscanidentifyavarietyofEnglish.(2)Studentsareabletofindoutthemainideaandthedetailsofapassage.Emotionalobjective:Afterthislesson,studentswillhavemoreinterestinexploringtheEnglishlanguageculture.TeachingKey＆DifficultP