教師資格之中學(xué)英語學(xué)科知識與教學(xué)能力押題練習模擬卷帶答案打印

教師資格之中學(xué)英語學(xué)科知識與教學(xué)能力押題練習模擬卷帶答案打印

單選題（共50題）1、Ifateacherasksstudentstofillintheblanksinapassagewith"that","which"or"whom",he/sheisleastlikelyfocusingongrammarat__________.A.lexicallevelB.syntacticlevelC.discourselevelD.morphologicallevel【答案】D2、Shetriedherbestto_______thelifethere,butfailedtomakeany_______.A.adjustto;senseB.adaptto;troubleC.adaptto;effortD.adjustto;difference【答案】D3、Allthings__________,theplannedtripwillhavetobecalledoff.A.consideredB.beconsideredC.consideringD.havingconsidered【答案】A4、Passage2A.makeproductlabelingsatisfyISOrequirementsB.seeallhouseholdproductsmeetenvironmentalstandardsC.warnconsumersofthedangerofso-calledgreenproductsD.verifytheeffortsofnon-pollutingproducts【答案】A5、Itisreportedthatthe__________ofthecountry,fromhotelstotransport,isoldanddecrepit.A.industrializationB.infrastructureC.correspondenceD.commutation【答案】B6、請閱讀短文，完成此題。A.UnconsciousnessB.FascinationC.ScareD.Confusion【答案】B7、AnneWhitney,asophomoreatColoradoStateUniversity,firsthadaproblemtakingtestswhenshebegancollege."Iwasalwayswellpreparedformytests.SometimesIstudiedforweeksbeforeatest.YetIwouldgointotakethetest,onlytofindIcouldnotanswerthequestionscorrectly.Iwouldblankoutbecauseofnervousnessandfear.Icouldn'tthinkoftheanswer.MylowgradesonthetestsdidnotshowwhatIknewtotheteacher."Anotherstudentinbiologyhadsimilarexperiences.Hesaid,"Myfirstchemistrytestwasverydifficult.Then,onthesecondtest,A.anexcuseforlazinessB.theresultofpoorstudyhabitsC.arealproblemD.somethingthatcannotbechanged【答案】C8、Passage2A.isnowenjoyinglegalsupportB.disagreeswiththetraditionofthecountryC.wasclearlystatedbythecountry'sfoundersD.willexertgreatinfluenceovercourtdecisions【答案】A9、Wilsonsaidthathedidnotwantto______anyfurtherresponsibilities.A.takeonB.getonC.putupD.lookup【答案】A10、MuchofthedebateonanongoingsocietyinChinahasfocusedontheextendedfamilies__________thenumberof"empty-nets"isgrowingbythemillionseveryyear．A.thatB.whenC.whereD.which【答案】C11、Thewriterspresenthadaheateddiscussionwiththescholarswhostudycultureandgroupbehavior,aswellasthose__________thepsychologyofindividuals.A.studyB.studyingC.tostudyD.studied【答案】B12、Thequestion"Howfastdidhedrivewhenherantheredlight?"__________"Herantheredlight".A.presupposesB.entailsC.contradictsD.includes【答案】A13、Passage1A.RadicalB.OpposedC.SupportiveD.Paradoxical【答案】C14、Thesenserelationofthefollowingpairofsentencesisthat__________.A.XentailsYB.XpresupposesYC.XisinconsistentwithYD.XissynonymouswithY【答案】B15、Whatisthefocuswhenateachersaystotheclass“Rewriteeachofthefollowingsentencesusingthepassivevoice.”?A.SkillB.MeaningC.StructureD.Function【答案】C16、Whichofthefollowingteacher'sinstructionscouldservepurposeofelicitingideas?__________A.Shallwemoveon?B.ReadaftermeeveryoneC.Whatcanyouseeinthispicture?D.Whatdoestheword"quickly"mean?【答案】C17、Atahigherlevelofwriting,whichofthefollowingcognitiveskillsshouldNOTbeencouraged?A.ConstructinggrammaticallycorrectsentencesonlyB.GatheringinformationandideasrelevanttothetopicC.UsingcohesivedevicestocreatesectionsandparagraphsD.Organizingtheinformationandideasintoalogicalsequence【答案】A18、Inaspeakingclass,theteacherasksstudentstoworkinpairsandcreateanewshortplayaboutaskingways.Thisactivitybelongsto__________.A.warming-upB.presentationC.practiceD.production【答案】D19、Passage1A.revealedacunningpersonalityB.centeredontrivialissuesC.washardlyconvincingD.waspartofaconspiracy【答案】C20、Whichofthefollowingbestdescribestherelationbetween“piece”and“peace”?A.synonymyB.homonymyC.antonymyD.hyponymy【答案】B21、Whichofthefollowingpairsofwordsaresynonyms?A.Red-colorB.Tall-shortC.Petrol-gasolineD.Father-father【答案】C22、Therearefourquestions,whichisnotfromthediscourseteaching?A.Whatdoestheauthorimply?B.Shouldwesay“aapple”or“anapple”?C.Whatcanbeinferredfromthetext?D.What'sthewriter'smainopinion?【答案】B23、Whenateacherintendstopresentorexplainanewlanguagepoint,whichofthefollowinggroupingmethodsismostlyrecommended？A.WholeclassworkB.GroupworkC.PairworkD.Individualwork【答案】A24、請閱讀Passagel。完成第小題。A.CriticalB.FlexibleC.DividedD.Supportive【答案】C25、Whichofthefollowingbestdescribestherelationbetween“piece”and“peace”?A.synonymyB.homonymyC.antonymyD.hyponymy【答案】B26、Passage2A.TheuniversitysystemoftheUnitedStateswillcompletelycollapseB.TheuniversitysystemoftheUnitedStateswillbetotallyrestructuredC.ThenewteachereducationprogramsmaynotgrantstudentsacademicdegreesinthefutureD.Thenewteachereducationprogramswillfollowtheusualpracticeofotherprofessionalpreparation【答案】D27、請閱讀短文，完成此題。A.WomenlookdownuponmenwhoearnlessthanherB.DivorceisariskwhenawifeearnsmorethanherhusbandC.Men'sself-esteemishardtofigureoutD.Getmarriedwiththe.oneswhoearnthesame,【答案】B28、Howmanyliaisonsofsoundarethereinthesentence"Hefetcheditforme"?A.oneB.twoC.threeD.four【答案】A29、Theearthquakebrokeoutonaday______myfatherleftforAmerica,aday_______I’llneverforget.A.that;whenB.when;whenC.that;whichD.when;that【答案】D30、Passage1A.ItcanforgetwhatwewanttorememberB.ItcanmemorizewhatwewanttorememberC.ItcanstorelimitlessinformationlikealibraryD.Itforgetstheoldinformationwhileabsorbingthenew【答案】D31、Onlyuntilveryrecently_______possiblethatgrammariansareabletomakeaccuratestatementsabouttherulesofsomelanguages.A.hasitbeenB.ithasbeenC.wasitD.itwas【答案】A32、WhatcanbedoneaboutmassunemploymentAllthewiseheadsagree:there’renoquickoranyanswers.There’sworktobedone,butworkersaren’treadytodoit.They’reinthewrongplaces,ortheyhavethewrongskills.OurproblemareA.Powerfuloppositiontogovernment’sstimuluseffortsB.VerySeriousPeople’sattempttocrippletheeconomyC.EvidencegatheredfrommanysectorsoftheindustriesD.Economists’failuretodetecttheproblemintime【答案】A33、Themanager_________theprosandconsofthesituationoverandoveragainbeforemakingafinaldecision.A.balancedB.measuredC.examinedD.judged【答案】A34、Thesoundof"ch"in"teacher"is（）.A.voiceless,post-alveolar,andaffricativeB.voiceless,dental,andfricativeC.voiced,dental,andfricativeD.voiced,post-alveolar,andplosive【答案】A35、WhichofthefollowingisthelaststepintheprocessofwritingessaysA.EditingthewritingsB.WritingtopicsentencesforparagraphsC.GatheringinformationandideasrelevanttothetopicD.Organizingtheinformationandideasintoalogicalsequence【答案】A36、Wehopetobecomemore__________inpredictingearthquake.A.absoluteB.steadyC.idealD.accurate【答案】D37、Whichofthefollowingunderlinedpartsisdifferentfromothersinpronunciation?A.wish[ed]B.jump[ed]C.kiss[ed]D.wait[ed]【答案】D38、Passage2A.moreemotionalB.moreobjectiveC.lessenergeticD.lessstrategic【答案】A39、Whichofthefollowingshowsthegeneralintonationpatternofacoordinatesentence?A.Youtrainthetroopsforsixmonths↗andyousendthem↘abroaDB.Youtrainthetroopsforsixmonths↗andyousendthem↘abroaDC.Youtrainthetroopsforsixmonths↘andyousendthem↗abroaD.Youtrainthetroopsforsixmonths↘andyousendthem↗abroad【答案】A40、Todeveloptheskilloflistening,theteacherasksstudentstolearnseveralnewwordsthatwillappearinthelisteningpassageandpredictwhatthelisteningisabout.Whichstageisitatinlisteningclassnow?A.WarmingupB.Pre-listeningC.While-listeningD.Post-listening【答案】B41、Wetakeourskinforgranteduntilitisburned__________repair.A.beyondB.forC.withoutD.under【答案】A42、Whichofthefollowingmaybettercheckstudents'abilityofusingagrammaticalstruc-ture?A.HavingthemworkouttheruleB.HavingthemgivesomeexamplesC.HavingthemexplainthemeaningD.Havingthemexplainthestructure【答案】B43、__________sheheardhergrandfatherwasborninGermany.A.ThatwasfromhermumB.ItwashermumthatC.ItwasfromhermumthatD.Itwashermumwhom【答案】C44、Toteachstudentswritingeffectively,teachersmayguidestudentsthroughthewritingprocessasfollows:A.①④③⑤⑥②B.④③⑤①⑥②C.④①⑤③⑥②D.③①④⑥⑤②【答案】C45、請閱讀短文，完成第小題。A.ToteachthestudentshowtomanageconflictsB.TourgethestudentshowtodealwithcustomersC.TosharehispersonalexperiencewiththestudentsD.Tourgethestudentstoshareideaswithoneanother【答案】A46、WhichofthefollowingcanNOTberegardedasafeatureofsuccessfulEnglishteacher?A.Thinkingoflearners'needsB.HavingagoodcommandofEnglishC.FacilitatingcommunicativeactivitiesD.Followingthecoursebookonly【答案】D47、Whichofthefollowingmaterialsisnotappropriateforateachertouseinlisteningpractice?A.MaterialswithdifferentdialectsB.ComprehensibleauthenticmaterialsC.MaterialswithcomprehensiblenewwordsforstudentsD.Materialswithcontentsbeyondstudents’comprehensioncapacity【答案】D48、Theword"offend"originallymeant"tostrikeagainst",butnowthewordsignifies"tocreateorexciteanger".Thisisanexampleof__________.A.meaningshiftB.wideningofmeaningC.narrowingofmeaningD.lossofmeaning【答案】B49、Thedifferencebetween/?/and/?/liesin______A.theplaceofarticulationB.themannerofarticulationC.sounddurationD.voicing【答案】D50、WhichonedoesnotbelongtosubjectivequestionsinthefollowingEnglishtests?A.WritingB.OraltestC.TranslationD.Cloze【答案】D大題（共10題）一、以下片段選自某課堂實錄，請分析該教學(xué)片段并回答下列問題：教學(xué)片段：老師：同學(xué)們上午好！今天我們來講賓語補足語。英語中，有些及物動詞后接賓語時，還需要加一個詞或短語來補充說明賓語的情況，這樣的詞或短語叫做賓語補足語。那么請大家從課文中找出幾處關(guān)于賓語補足語的例句。e.g.NowwhenpeoplerefertoEnglandyoufindWalesincludedaswell.?Sototheirsurprise,thethreecountriesfoundthemselvesunited.同學(xué)們可以看出，例句中included是作find的賓語補足語，united是作found的賓語補足語。形容詞作賓語補足語時，通常是放在make,get,find,keep,let等動詞的后面。接下來教師通過“辨識-拓展-理解”的步驟依次具體講解賓語補足語的其他用法。語法教學(xué)的課堂模式主要有哪些？教學(xué)中應(yīng)該遵循哪些語法教學(xué)的原則？【答案】語法知識教學(xué)的常用方法是演繹法和歸納法。演繹法：教師首先展示語法規(guī)則并舉例說明，然后由學(xué)生將所展示的語法規(guī)則運用于新的語言環(huán)境。其優(yōu)點是易于理解，節(jié)省時間。缺點是教師在非語境化中孤立講授語法，讓學(xué)生大量機械練習。歸納法：學(xué)生首先接觸的是包含語法規(guī)則的真實上下文，然后根據(jù)上下文信息歸納出語法規(guī)則。（由個別到一般，由特殊到一般的推理教學(xué)方法；教師以語言例子作為開端去引導(dǎo)學(xué)生找出規(guī)則）其優(yōu)點是在語境中理解語法的規(guī)則并深化學(xué)生對用法的理解。二、請閱讀下面一份學(xué)生的書面表達以及教師的評語，并回答問題。Hi,Suzanne,Firstofall,welcometoChina.Infact,manystudentshavethesameproblemlikeyou.Asamatteroffact,itdoesn'tasdifficultasyouthink.Butwaysaregreatimportance.Herearesometips:Firstly,reviewyourlessonssothatitcanhelpyoucatchtheimportantpoints.Alsoreadbooksinadvance.Andputyourheartintoclass,espeeialwhattheteachersays.Secondly,don'tbeafraidmakemistakes.It'sagoodstudyhabitwhichplay"aimportantroleinlearninglanguage.Thirdly,trytodosomethinghardandalwaysdiscusssomeproblemswithyourclassmatesinChinesesothatyoucanlearnChinesefromyourclassmates.Finally,tobepatientwhenyoustilldopoorlyinChinese.Asyouknow,Romeisn'tbuildinaday.Astimegoeson,youwillsuccesssoonerorlater.IhopethatyoucanmakegreatprogressinChinese.Goodluck!Yours,XiaoYu教師的評語：結(jié)構(gòu)合理，層次清晰。過渡詞用得很好，使用了較復(fù)雜的句式為文章增色了許多。但畫線地方有誤，請改正。(1)該教師對學(xué)生作文的錯誤地方畫線有何作用?(8分)(2)對該教師對學(xué)生作文的批改情況進行分析。(15分)(3)假若此學(xué)生作文中出現(xiàn)的問題是學(xué)生群體中普遍常犯的錯誤，教師應(yīng)該怎么做?(7分)【答案】(1)教師對學(xué)生的錯誤地方畫線。是一種讓學(xué)生修改其錯誤的提示性標記。材料中教師在錯誤處畫線，有助于學(xué)生在自我更正的過程中積極地思考出錯的原因．從錯誤中吸取教訓(xùn)。同時，學(xué)生能夠?qū)λ鶎W(xué)知識進行查漏補缺．可以認識到自己還沒有完全掌握哪些知識點或哪些語言規(guī)則掌握得不準確。學(xué)生可以從錯誤中學(xué)到知識．知識的殘缺也會得到及時的彌補。(2)該教師在批改此學(xué)生的作文中，能夠認真閱讀并指出錯誤之處，并希望學(xué)生自行改正，是教師批改的一大優(yōu)點．但該教師沒有區(qū)分錯誤的類型，對于出現(xiàn)的錯誤不加區(qū)分一律畫線，是其批改中出現(xiàn)的不當之處。有的學(xué)生可以悟出來，如beafraidmakemistakes，playaimportant等。此類錯誤不必多加解釋，經(jīng)過提示，學(xué)生可以自行解決。但對于Asamatteroffact為什么畫線．學(xué)生很難發(fā)現(xiàn)其出錯原因是前面用了infact，造成重復(fù)現(xiàn)象。還有tobepatientwhenvoustilldopoorlyinChinese學(xué)生很可能搞不懂錯在哪里。這時，教師應(yīng)給出詳細解釋，確保學(xué)生理解錯誤原因。因此．對學(xué)生書面表達中出現(xiàn)的錯誤的處理方式應(yīng)有別于口語中出現(xiàn)的錯誤處理方式。從某種程度上說．書面表達錯誤的處理應(yīng)更加嚴謹．要求學(xué)生充分運用所掌握的語言知識來監(jiān)察和修改語言輸出．少出或不出語言形式方面的錯誤。(3)教師如果在教學(xué)過程中發(fā)現(xiàn)學(xué)生普遍存在某一類的言語錯誤，此類現(xiàn)象可以看作對課堂教學(xué)是否正確高效的一種反饋。教師可以通過對普遍性錯誤的分析．找出教學(xué)中的薄弱環(huán)節(jié)，從而針對學(xué)生的實際情況，及時優(yōu)化教學(xué)內(nèi)容．改進教學(xué)方法．促進教學(xué)質(zhì)量的進一步提高。三、根據(jù)題目要求完成下列任務(wù)，用中文作答。下面是某課堂實錄的核心環(huán)節(jié)內(nèi)容。核心環(huán)節(jié)1：感知體驗1．引入話題sports，復(fù)習并引入新的表示運動的目標詞匯并教授begoodat結(jié)構(gòu)。T:Springisagoodseasontodosports,fight?Ss:Yes.T:Doyoulikesports?Ss:Yes.T:Whatsportareyougoodat?S1:Iamgoodatbasketball.T:Good．Andyou?S2:Iamgoodattabletennis.T:Whatsportareyougoodat?S3:Iamgoodatskiing.2．引入描述運動的形容詞。T：Whatsportdoyouthinkisdangerous?S3：Skiing．T：Whatsportdoyouthinkisboring?S4：CyCling．核心環(huán)節(jié)2：運用【答案】(1)案例中的課堂問答遵循了“教師提問—學(xué)生回答—教師評價”的傳統(tǒng)互動模式。學(xué)生被動地回答教師的提問，語言輸出很少，教師似乎更注重語言形式的操練。案例中教師問學(xué)生“Whatsportareyougoodat?”學(xué)生回答道“Iamgoodatbasketball．”接著教師只是對該學(xué)生的回答表示肯定然后提問另一個學(xué)生。該提問無法證明是否該學(xué)生已經(jīng)掌握begoodat的意思及用法，無法檢查學(xué)生的學(xué)習效果。教師如果能夠通過追問改進互動方式，激活學(xué)生思維，給學(xué)生更多自我表達和語言輸出的機會，教學(xué)效果會得到明顯改善。(2)本案例缺乏真正意義上的學(xué)生互動。教師要求學(xué)生兩人一組，談?wù)撨\動。由于教師沒有創(chuàng)設(shè)吸引學(xué)生參與的良好情境，學(xué)生的對話顯得機械，缺乏真實而鮮活的語言交流、思維碰撞、情感互動和人際交往，學(xué)生沒有機會使用語言策略、學(xué)習處理人際關(guān)系，如此很難調(diào)動學(xué)生的自主性和能動性，難以形成和諧的課堂氣氛。反之，如果教師能創(chuàng)造性地設(shè)計語言情境，引起學(xué)生興趣，讓學(xué)生樂于參與和表達，和諧的課堂氛圍也就水到渠成了。四、根據(jù)提供的信息和語言素材設(shè)計教學(xué)方案，用英文作答。設(shè)計任務(wù)：閱讀以下信息和語言素材。假設(shè)你將利用此語言素材提高學(xué)生的閱讀能力．請根據(jù)學(xué)生情況設(shè)計針對此素材的教學(xué)目標，以及實現(xiàn)該目標的課堂活動。學(xué)生概況：本班為中等城市普通學(xué)校初中一年級的學(xué)生，班級人數(shù)為40人。多數(shù)學(xué)生已具備一定的英語語言能力。學(xué)生能夠積極參與課堂活動。合作意識較強。教學(xué)時間：40分鐘。教學(xué)設(shè)計須包括：?teachingobjectivesteachingcontentskeyanddifficultpointsmajorstepsandtimeallocationactivitiesandjustificationsMyFamilyIhaveahappyfamily.MyfamilyhavefivepeopleE:grandpa,grandma,father,mother,andme.Mygrandparentsliveincountryside.They.havesixrooms.Theroomisbig.Therearetwoappletreesintheground.Theyhavesixteengoatsandthreecows.Thegoatiswhite.Thecowisyellow.Theyarehealthy.【答案】【參考設(shè)計】TeachingContents:Aparagraphabout"Myfamily".TeachingObjectives:(1)KnowledgeobjectiveStudentscouldmasterthenewwords,suchas"grandpa,grandma,father,mother".(2)AbilityobjectiveStudentscanimprovethefourskillsofEnglish,especiallyreadingability.(3)EmotionalobjectiveStudentscanlovenotonlytheirfamilymembersbutalsothepeoplearoundthem.TeachingKeyPoints:Masterthepronunciationsofthenewwordsandthephrasesandtheusageofthesentencepatterns.TeachingDifficultPoints:Howtoputthenewknowledgeintopracticeanduseittocommunicatewithotherscorrectlyandfluently.TeachingAids:Multimedia,wordcards,somerelatedpictures五、設(shè)計任務(wù)：請閱讀下面學(xué)生信息和語言素材，設(shè)計20分鐘的英語閱讀教學(xué)方案。該方案沒有固定格式，但須包含下列要點：●teachingobjectives●teachingcontents●keyanddifficultpoints●majorstepsandtimeallocation●activitiesandjustifications教學(xué)時間：20分鐘學(xué)生概況：某城鎮(zhèn)普通高中二年級（第一學(xué)期）學(xué)生，班級人數(shù)40人。多數(shù)學(xué)生已經(jīng)達到《普通高中英語課程標準（實驗）》六級水平。學(xué)生課堂參與積極性一般。語言素材：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.)六、下列教學(xué)片段選自某一高中課堂實錄，閱讀后回答問題：?(1)該片段反映了教學(xué)中哪兩個環(huán)節(jié)?(10分)(2)分析這兩個教學(xué)環(huán)節(jié)的目的。(10分)(3)從教學(xué)有效性的角度評價這個教學(xué)片段(至少寫兩個要點)。(10分)T:CouldyouplaygamesonInterneteveryevening,boysandgirls?Ss:Sorry,Icouldn't.T:Onwhatdaycouldyouplaythemeveryweek?Ss:OnlyonSaturdayandSunday.T:Oh!Wecouldsayyoucouldplaygamestwiceaweek.IcouldgovisitfriendsonMondayandTuesdayevenings.SowecouldsayIcouldvisitmyfriendstwiceaweek.WhatdoesTWICEheremean?Ss:Itmeans"兩次".T:Great!Thenyouwillbedividedintogroups,fourinonegroup,tomakeasmanysentencesaspossibleby"Couldyou...everyweek?"and"twiceaweek".After5minutes,I'llinviteonespeakeroutofeachgrouptopresentinclass.【答案】(1)教學(xué)環(huán)節(jié)主要包括課堂導(dǎo)入(Lead．in)、新知呈現(xiàn)(Presentation)、鞏固練習(Practice)、總結(jié)與作業(yè)(SummaryandHomework)．該片段屬于教學(xué)中的新知呈現(xiàn)和鞏固練習階段。(2)新知呈現(xiàn)的目的：在知識呈現(xiàn)中，教師明確話題、語言結(jié)構(gòu)目標及語言的功能，學(xué)生學(xué)習目標明確，有意識學(xué)習．吸收目標語言結(jié)構(gòu)。鞏固練習的目的：在該步驟中，學(xué)生在某一特定的話題下．通過機械性練習．不斷強化某一或某些語言結(jié)構(gòu)和詞匯．(3)有效教學(xué)是教師遵循教學(xué)活動的客觀規(guī)律，以最優(yōu)的過程和最大的效率、效益促進學(xué)生在知識與技能、過程與方法、情感態(tài)度與價值觀“三維目標”上獲得整合、協(xié)調(diào)、可持續(xù)的進步和發(fā)展．從而有效地實現(xiàn)預(yù)期的教學(xué)目標．滿足社會和個人的教育價值需求而組織實施的教學(xué)活動。①該教學(xué)片段中，教師通過與學(xué)生生活相關(guān)的問題進行導(dǎo)入，進而呈現(xiàn)twice這個詞的意義及用法，有利于培養(yǎng)學(xué)生興趣，調(diào)動學(xué)生的積極性，提高學(xué)習效率。②教師采用小組活動的形式，讓學(xué)生在學(xué)習知識的同時，鍛煉了合作學(xué)習的精神。七、根據(jù)題目要求完成下列任務(wù)，用中文作答。下面是某英語教師在教授TheOlympicGames一課后布置的作業(yè)：?Nowyouhavetwotasks.Oneistofinishthelisteningpartinworkbook.TheotheristofindaninterestingmythologyabouttheOlympicGamesandsharewithustomorrow.根據(jù)作業(yè)內(nèi)容回答以下問題：?(1)該作業(yè)布置的合理嗎?(2)布置作業(yè)應(yīng)注意哪些事項?(3)常見的作業(yè)有哪些形式?請結(jié)合實例為本課設(shè)置新的作業(yè)形式(至少一種)。【答案】(1)兩個作業(yè)都比較合理．第一個作業(yè)完成課后作業(yè)里的聽力部分，目的是讓學(xué)生在課后能繼續(xù)復(fù)習本節(jié)課所學(xué)內(nèi)容，同時鍛煉了聽的能力：第二個作業(yè)屬于開放式的作業(yè)．讓學(xué)生在課后搜集與奧林匹克運動會有關(guān)的話題．并在第二天的時候進行匯報．這樣的作業(yè)形式既沒有很大的書寫量又鍛煉了學(xué)生的信息搜集能力和語言組織能力．是比較好的作業(yè)形式。(2)布置的作業(yè)既不要給學(xué)生造成壓力又要能讓學(xué)生在課后很好地復(fù)習所學(xué)知識．所以教師要注意作業(yè)的形式，不要布置讓學(xué)生進行機械記憶的作業(yè)，而要讓學(xué)生多動手．利用多種資源找到和本節(jié)課話題有關(guān)的知識．鍛煉聽說能力．將課堂所學(xué)的知識技能應(yīng)用到實際生活中去．(3)課時作業(yè)、課本劇表演作業(yè)、問卷調(diào)查作業(yè)、采訪型作業(yè)、辯論型作業(yè)。本節(jié)課也可以采用問卷調(diào)查類型的作業(yè)，讓學(xué)生回家之后調(diào)查家人朋友對奧林匹克運動會的熟悉程度．并做詳細記錄．第二節(jié)課再和同學(xué)們分享家人朋友的感想．八、根據(jù)題目要求完成下列任務(wù)。用中文作答。下面是一節(jié)復(fù)習課中師生之間的對話片段：?Teacher:Whatishedoing?Student:HewatchingTV.Teacher:HewatchingTV?Student:No.HeiswatchingTV.根據(jù)所給材料從下列三個方面作答：?(1)分析該教師的教學(xué)目的；(6分)(2)分析所采用的糾錯方法；(6分)(3)舉至少三個其他糾錯方法，并列舉說明。(18分)【答案】(1)從三維目標上分析教學(xué)目的：首先，知識目標，讓學(xué)生注意現(xiàn)在進行時的正確用法；其次，能力目標，通過重復(fù)學(xué)生的語句，引起學(xué)生注意，鍛煉其發(fā)現(xiàn)問題、糾正問題的能力；最后，情感目標，學(xué)生通過老師的強調(diào)暗示認識不足，并及時改正，這對學(xué)生價值觀的形成有重要意義，同時也能讓學(xué)生養(yǎng)成嚴謹?shù)膶W(xué)習態(tài)度。(2)采用的糾錯方法為強調(diào)暗示法。即老師發(fā)現(xiàn)問題，并及時暗示提醒學(xué)生發(fā)現(xiàn)問題，從而讓學(xué)生改正問題的一種糾錯方法。(3)①直接糾錯法直接糾錯是指學(xué)習者出現(xiàn)錯誤時。教師打斷其語言訓(xùn)練或?qū)嵺`活動，對其錯誤予以正面糾正(說出正確的語言形式，并讓學(xué)生改正)。這種糾錯方式常用于旨在讓學(xué)生掌握正確的語言形式而進行的機械操練或側(cè)重語言精確輸出的各種練習中。教師直接糾錯時使用的課堂用語通常有：Youshouldsay…／N0，youshouldn’tsaythat．／Readafterme．／Payattentiont0…／Oh，youmean…，Wedon’tsay…inEnglish．Wesay…等。以題干為例，leacher：WhatishedoingStudent：HewatchingTV．如運用直接糾錯法，則此時的教師會說：“Youshouldsay‘HeiswatchingTV．’，Payattentiontotheverb．／Wedon’tsay‘HewatchingTV’inEnglish…”。②重述法重述是指教師對學(xué)生語言表達中的錯誤進行含蓄糾正。這是一種溫和的錯誤糾正方式，是對學(xué)生的表達進行部分肯定之后的糾正。該方法以學(xué)生的語言表達為基礎(chǔ)．對部分成份或詞語進行修正，并保持原表達的意思不變，對于糾正學(xué)生口語中的語法錯誤比較有效。以題干為例，Teacher：．WhatishedoingStudent：HewatchingTV．如運用重述糾錯法，則此時的教師會說：“HeiswatchingTV．”，委婉地指出學(xué)生的錯誤，讓學(xué)生意識到問題所在，進而改正錯誤。③重復(fù)法教師發(fā)現(xiàn)學(xué)生的語言錯誤后，可以要求學(xué)生重新回答，并使用Oncemore．／Pardon／Repeat，please．等對學(xué)生加以引導(dǎo)。以題干為例，Teacher：WhatishedoingStudent：HewatchingTV．如運用重復(fù)糾錯法，則此時的教師會說：“Oncemore．／Pardon／Repeat，please．”，通過讓學(xué)生重新表達來改正語法錯誤。九、根據(jù)題目要求完成下列任務(wù)，用中文作答。下面是初中英語課堂教學(xué)導(dǎo)入活動中的師生對話片段，該單元的話題是“Jobs”。T:Hi,Lily.Whatdoe