教師資格認定考試高級中學(xué)英語模擬題54

教師資格認定考試高級中學(xué)英語模擬題54一、單項選擇題在每小題列出的四個備選項中選擇一個最佳答案。1.

In______,teachersaretheauthorityoftheclass（江南博哥）roomteaching,theimpartersofknowledgeandorganizersoftheclassroomteaching.Duringtheteachingactivities,studentsshouldacceptanddowithteachers'instructions.A.grammar-translationB.audio-lingualmethodorsituationalmethodC.cognitivemethodD.communicativeapproach正確答案：A[解析]題干所描述的是語法翻譯法(grammar-translationmethod)的特征，在運用語法翻譯法教授英語時，教師是課堂的權(quán)威。B項“聽說法或情境法”，C項“認知教學(xué)法”，D項“交際法”。

2.

What'sthestartingpointanddestinationofEnglishcourse?______A.Knowledgeimpartation.B.Students'development.C.Languageusage.D.Habitformation.正確答案：B[解析]學(xué)生的發(fā)展是英語課程的出發(fā)點和歸宿，英語課程在目標(biāo)設(shè)定、教學(xué)過程、課程評價和教學(xué)資源的開發(fā)等方面都應(yīng)突出以學(xué)生為主體的思想。

3.

WhichofthefollowingshowstheproperpronunciationoftheEnglishconsonantgroup"spr"intheword"sprout"?______

A．/spr/

B．

C．

D．正確答案：A[解析]輔音字母組合“spr”在單詞中的發(fā)音為/spr/。

4.

Thesynonymouspair______differindegreeofformality.A.sodiumchlorideandsaltB.rebukeandreproachC.liftandelevatorD.petrolandgasoline正確答案：A[解析]A項中的sodiumchloride“氯化鈉”屬于化學(xué)術(shù)語，與salt“鹽”為同一物質(zhì)。在文體(style)或正式程度(formality)方面不同的同義詞稱為文體同義詞(stylisticsynonyms)。B項中的rebuke多指因他人粗心、自私等引起不滿而去指責(zé)，reproach多指上級對下級進行的公開、強烈、嚴正而不寬容的責(zé)備，具有一定的權(quán)威意味，二者在語義上有所不同，屬于語義同義詞(semanticsynonyms)。C、D兩項中的單詞分別屬于英式英語和美式英語的表達，屬于地域同義詞(regionalsynonyms)。故選A項。

5.

Dreamsare______inthemselves,butwhencombinedwithotherdata,theycantellusmuchaboutthedreamer.A.uninformativeB.startlingC.harmlessD.uncontrollable正確答案：A[解析]uninformative“不提供信息的”；startling“驚人的”；harmless“無害的”；uncontrollable“不可控的”。題干意為“夢境本身不能提供什么信息，一旦它們和其他數(shù)據(jù)結(jié)合起來，就能讓我們對做夢的人有更多的了解”。

6.

Ateacheristeachingstudentstoreadasentence,andusingherarmtoshowwhichpartshouldbereadstronglyandwhenshouldstop.Whatistheteacherteachinginthisactivity?______A.Stressofwords.B.Pronunciationsofsyllabication.C.Intonationsandrhythms.D.Pronunciationsofeachletter.正確答案：C[解析]題干意為：一個老師正在教學(xué)生們讀一個句子，同時用胳膊來指示哪部分需要重讀，哪部分需要停頓，請問老師在這個活動中在教什么?A項是單詞重音，B項是音節(jié)的發(fā)音，C項是聲調(diào)和節(jié)奏，D項是每個字母的發(fā)音。題干中說的是句子的重音與停頓，因此C項正確。

7.

/i:/,/I/，/e/areall______vowels.A.frontB.centralC.backD.high正確答案：A[解析]都屬于前元音。

8.

Thisprojectwould______ahugeincreaseindefensespending.A.resultB.assureC.entailD.accomplish正確答案：C[解析]result“隨……產(chǎn)生”；assure“確?！保籩ntail“引起”；accomplish“完成”。題干意為“這個項目勢必會增加一筆巨大的國防開支”。

9.

______doesnotstudymeaninginisolation,butincontext.A.PragmaticsB.SemanticsC.Cross-culturalcommunicationD.Syntax正確答案：A[解析]題干意為“在語境中研究意義的學(xué)科是哪一語言學(xué)分支”。A項是語用學(xué)，研究的是使用中的語言或語言交際，它是利用語境來推斷語義的。B項是語義學(xué)，是對語言單位，尤其是詞和句子的意義進行研究。C項是跨文化交際，指本族語者與非本族語者之間的交際，也指任何在語言和文化背景方面有差異的人們之間的交際。D項是句法學(xué)，研究的是語言中詞組合成句子的支配規(guī)則。

10.

Thisisthedormitory______Ilivedthreeyearsago.A.inthatB.thatC.inwhichD.which正確答案：C[解析]句意：這是我三年前住的宿舍?！皌hedormitory”為先行詞作地點狀語，后面的部分修飾“thedormitory”，且因live為不及物動詞，所以用“inwhich/where”。

11.

Inalisteningclass,theteacherasksstudentstowriteanoutlineaccordingtotheirnoteswhicharemadeduringlistening.Whichstagedoesthisactivitybelongto?______A.Pre-listening.B.While-listening.C.Post-listening.D.Practice.正確答案：C[解析]聽前階段(pre-listening)主要是激活背景知識，為聽力做準備的階段，此階段活動包括熟悉話題、預(yù)測大意等；聽中階段(while-listening)是進行聽力理解的階段，主要包括邊聽邊選擇、填空、做筆記等活動；聽后階段(post-listening)是產(chǎn)出階段，主要包括根據(jù)所聽內(nèi)容進行口頭或筆頭轉(zhuǎn)述等活動。題干中，記筆記屬于聽中階段，而根據(jù)筆記寫梗概是對所聽內(nèi)容的轉(zhuǎn)述，屬于聽后階段。

12.

Allthefollowingactivitiescanimproveatest'sreliabilityEXCEPT______.A.givingmoredifficultquestionsB.ensuringthequalityofquestionsC.appropriatelyincreasingtheproportionofobjectivequestionsD.improvingthestandardizationofmarkingcriteria正確答案：A[解析]A項“給出更多的難題”單純提高了測試的難度，并不能提高測試的信度。B項“保證題目的質(zhì)量”可以提高測試本身的信度，C項“適當(dāng)增加客觀題的比例”和D項“提高評分標(biāo)準規(guī)范化水平”可以減少評分者對評分結(jié)果的主觀影響，增加評分的客觀性和可信度。

13.

The______holdsthatlanguagecompetenceisnotacquiredbylearningthelanguageitself,butbyperformingtasks.A.content-basedsyllabusB.task-basedsyllabusC.structuralsyllabusD.functionalnotionalsyllabus正確答案：B[解析]內(nèi)容型教學(xué)大綱(content-basedsyllabus)的特點是強調(diào)教學(xué)過程，在教學(xué)過程中，把學(xué)習(xí)者具有的其他學(xué)科知識引入外語教學(xué)，或者通過外語學(xué)習(xí)其他學(xué)科的知識；任務(wù)型教學(xué)大綱(task-basedsyllabus)的理念是語言能力不是通過學(xué)習(xí)語言本身來獲得的，而是在完成任務(wù)的過程中獲得的；結(jié)構(gòu)型教學(xué)大綱(structuralsyllabus)強調(diào)傳授語法規(guī)則或語言結(jié)構(gòu)，認為語言的語音、詞匯、語法各部分應(yīng)按先后順序向?qū)W生傳授，這種方式能直接反映語言本身的邏輯；功能-意念型大綱(functional-notionalsyllabus)是把學(xué)習(xí)者運用語言的需要作為出發(fā)點，以交際為基礎(chǔ)的大綱模式。題干所述是任務(wù)型教學(xué)大綱，故選B項。

14.

Ifyouthinktheyare______,you'retotallywrong.Theyquarrelednowandthen.A.onthewayB.ontheairC.onallsidesD.ongoodterms正確答案：D[解析]ongoodterms“關(guān)系好”；ontheway“在路上”,ontheair“正在播放”；onallsides“到處”。題干意為“如果你認為他們關(guān)系很好就大錯特錯了，他們時不時地就會吵架”。

15.

Hamletisjustan______characterinthenovel.A.imaginativeB.imaginedC.imaginaryD.imaginable正確答案：C[解析]imaginative“富有想象力的”；imagined為動詞imagine的過去式；imaginary“想象的；虛構(gòu)的”；imaginable“可想象的；可能的”。題干意為“哈姆雷特只是一個虛構(gòu)的小說角色”。

16.

______assessmentisbasedonafixedstandardthatisusuallytheultimategoalwhichthestudentsareexpectedtoachieveattheendofthecourse.A.Criterion-referencedB.Norm-referencedC.SummativeD.Diagnostic正確答案：A[解析]教學(xué)評價可分為三種：目標(biāo)參照性評價(Criterion-referencedassessment)，常模參照性評價(Norm-referencedassessment)和個體參照性評價(Individual-referencedassessment)。其中，目標(biāo)參照性評價是以具體體現(xiàn)教學(xué)目標(biāo)的標(biāo)準作為依據(jù)，確定學(xué)生是否達到標(biāo)準以及達到的程度如何的一種評價方法。

17.

Inwinterdrivershavetroublestoppingtheircarsfrom______onicyroads.A.skatingB.skiddingC.slidingD.slipping正確答案：B[解析]skate“滑雪”；skid“打滑”；slid“滑動，滑落”；slip“滑倒”。題干意為“在冬天，司機會遇到車在冰上打滑，停不下來的問題”。

18.

Thesituationalapproachisagrammar-basedlanguageteachingmethodwhichfocuseson______.A.grammarandvocabulariesB.orallanguageandsentencepatternsC.speakingandlisteningD.pronunciationandspeaking正確答案：B[解析]情景教學(xué)法是一種以語法為基礎(chǔ)，強調(diào)口語和句型教學(xué)，教學(xué)過程中分級處理語法和詞匯，并通過情景呈現(xiàn)新教學(xué)項目的外語教學(xué)法。

19.

______,thereisnoplacelikehome,whereveryougo.A.ItmaybehumbleB.AshumbleitmaybeC.HumbleitmaybeD.Humbleasitmaybe正確答案：D[解析]此句為as或though引導(dǎo)的讓步狀語從句，意為“盡管，雖然”。其中用as來引導(dǎo)時須將從句倒裝，結(jié)構(gòu)為“形容詞或副詞+as+主語十謂語”。句意：家也許很簡陋，即便如此，無論你走到哪里都沒有一個地方像家一樣。

20.

Whentheteacherasksquestions,he/sheshoulddoasthefollowingEXCEPT______.A.Questionsthatrequirestudentstocompare,evaluate,orinfershouldbeencouragedB.QuestionsshouldbebalancedamongdifferenttypesC.QuestionsshouldbefocusedonthosewhocananswerthemD.Questionsshouldbecloselyrelatedtothesuggestedclasslessonplan正確答案：C[解析]課堂學(xué)習(xí)是學(xué)生集體的活動，教師提出的每一個問題都應(yīng)盡量產(chǎn)生群體效益。保證全體學(xué)生都有時間、有動力對問題進行思考。提問以及問題的設(shè)置應(yīng)該考慮全體學(xué)生。

WhenaskedbyConanifhisdaughtershadsmartphones,comedianLouisCKexplainedthathehadsuccessfullyfendedthemoffbysimplyreplying,"No,youcannothaveit.Itisbadforyou."

HeinstantlybecamemyheroasIwasmiredindifficultnegotiationswithmyten-year-olddaughteroverone.Andfrankly,shewaswinning.Wasitpossibletosaynotomydaughter,asCKsuggested?Ihadn'tevenknownIwasallowedto,iftheguineapigs,thedogs,andthingsforherdollMollywereanyindication.CKrationalized,"Iamnotraisingthechildren.I'mraisingthegrown-upsthattheyaregoingtobe.Sojustbecausetheotherstupidkidshavephonesdoesn'tmeanthatmykidhastobestupid."NowIknewIdidn'twantmykidtogrowupstupidlikeherfriends.Ineededtoexplainthistoher.ThisiswhatCKtoldConanandme.

Cellphonesare"toxic,especiallyforkids,"hesaid,becausetheydon'thelpthemlearnempathy,oneofthenicerhumanemotions.Whenwetext,wedonotseeorhearavisceralreaction.Theresponsewegetiscold,hardtextmessage."Whyarekidsmean?"Heasked."Becausethey'retryingitout.Theylookatanotherkidandsay,'You'refat.'Thentheyseethekid'sfacescrunchupandthinkthatdoesn'tfeelgood."Texting"you'refat"allowsyoutobypassthepain.

CKwentontoexplainthatsmartphonesrobusofourabilitytobealone.Kidsusesmartphonestooccupytheirtime:Musttext!Mustplaythegame!MustlookupmoretinysocksonlineforMolly!CKasked,whathappenedtozoningout?Afterall,oneofthejoysofbeinghumanisallowingourmindstowanderwithcellphones,kidsarealwayspreoccupied.Theyneverdaydream,exceptinclass.Here'ssomethingelsewe'remissing:ourrighttobemiserable.ThiswasarightIhadn'trealizedIdesireduntilCKpointedoutthatit'syetanotheroftheessentialhumanemotions.

CKgavetheexampleofdrivingbyyourselfandsuddenlyrealizingthatyou'realone.Not"Oh,guessIcan'tusethelane"alone.Dark,broodingsadnesscausessomanydriverstograbsmartphoneandreachouttoanotherlivingsoul.

"Everybody'smurderingeachotherwiththeircars"astheytextbecausetheyfearbeingalone.Toobad—they'remissingoutonalife-affirmingexperience.

"Iwasinmycaronetime,andBruceSpringsteen's'Jungleland'cameon.Hesoundssofaraway.Itmademereallysad.AndIthink,I'vegottogetthephoneandwritehito50people.Iwassearchingforthephone,andIthought,don't!Justbesad."

SoCKpulledoverandallowedhimselftosoblikealittlegirldeniedanicethingforherAmericanGirldoll."Itwasbeautiful.Sadnessispoetic.You'reluckytolivesadmoments,"hesaid."Iwasgratefultofeelsad,andthenImetitwithtrueprofoundhappiness.Thethingis,becausewedon'twantthatfirstbitofsadness,wepushitawaywiththatlittlephone.Soyouneverfeelcompletelysadorcompletelyhappy.Youjustfeelkindofsatisfied.Andthenyoudie.That'swhyIdon'twanttogetphonesformykids."

AndIsupposeIdon'teither.1.

WhydidtheauthorregardCKasherhero?______A.CKwasagoodfatherandaverybravecomedianinhereyes.B.CKdidn'tagreetobuysmartphonesforhisyoungdaughters.C.Shewasveryimpressedbyhissolutiontothesmartphoneproblem.D.Shewasencouragedbyhimnottomakeanycompromisestoherdaughter.正確答案：C[解析]題干信息出現(xiàn)在第二段第一句，結(jié)合第一、二段可知，CK在孩子是否可以使用智能手機這個問題上的處理方式，讓作者印象深刻，故選C項。

2.

Whatdoestheunderlinedword"one"inPARAGRAPHTWOreferto?______A.Adog.B.Adoll.C.Aguineapig.D.Asmart.phone.正確答案：D[解析]前文中，CK表示不會給孩子買智能手機。而作者表示自己也曾與女兒反復(fù)協(xié)商是否要買“這個東西”，因此這里的one指的就是智能手機。

3.

WhydidCKrefusetobuyhiskidscellphones?______A.Hedidn'tlikecellphonesatallandthoughttheywerepoisonous,especiallyforkids.B.Hebelievedthatcellphoneswereruiningkids'abilitiestoexperiencetheirownlives.C.Heworriedthathiskidswouldplaytheirphonesinclassandbeabsent-minded.D.Hewasadifferentkindoffatherwhowouldliketoraisehiskidsinadifferentway.正確答案：A[解析]第三段第一句“cellphonesaretoxic,especiallyforkids”說明CK認為手機是有害的，特別是對于孩子們來說。A項是對這句話的同義轉(zhuǎn)述。

4.

Whichofthefollowingisclosestinmeaningtotheunderlinedphrase"zoningout"inPARAGRAPHFOUR?______A.Losingconcentration.B.Beingalone.C.Buyingthingsonline.D.Playinggames.正確答案：A[解析]第四段zoningout后面的句子中的wander“走神，胡思亂想”是提示，故選A項。

5.

Whichofthefollowingistrueaccordingtothearticle?______A.Textmessageshaveallowedchildrentolearnandfeelempathy.B.Cellphoneshavemadechildren'slifeatschoolcolorfulandexciting.C.Experiencinglonelinessorsadnessisasbeneficialasenjoyinghappiness.D.Cellphonesmayofferpeoplethequickestwaytofindsomeonetotalkto.正確答案：C[解析]文章后半部分提到手機剝奪了我們享受孤獨的機會和能力，CK在第七、八段通過自己的一次經(jīng)歷說明體驗孤獨和悲傷與享受幸福一樣，是有益的。

Accordingtosociologists,thereareseveraldifferentwaysinwhichapersonmaybecomerecognizedastheleaderofasocialgroup.Inthefamily,traditionalculturalpatternsconferleadershipononeorbothoftheparents.Inothercases,suchasfriendshipgroups,oneormorepersonsmaygraduallyemergeasleaders,althoughthereisnoformalprocessofselection.Inlargergroups,leadersareusuallychosenformallythroughelectionorrecruitment.

Althoughleadersareoftenthoughttobepeoplewithunusualpersonalabilities,decadesofresearchhavefailedtoproduceconsistentevidencethatthereisanycategoryof"naturalleaders".Itseemsthatthereisnosetofpersonalqualitiesthatallleadershaveincommon;rather,virtuallyanypersonmayberecognizedasaleaderifthepersonhasqualitiesthatmeettheneedsofthatparticulargroup.

Researchsuggeststhattherearetypicallytwodifferentleadershiprolesthatareheldbydifferentindividuals.Instrumentalleadershipisleadershipthatemphasizesthecompletionoftasksbyasocialgroup.Groupmemberslooktoinstrumentalleadersto"getthingsdone".Expressiveleadership,ontheotherhand,isleadershipthatemphasizesthecollectivewell-beingsofasocialgroup'smembers.Expressiveleadersarelessconcernedwiththeoverallgoalsofthegroupthanwithprovidingemotionalsupporttogroupmembersandattemptingtominimizetensionandconflictamongthem.

Instrumentalleadersarelikelytohavearathersecondaryrelationshipwithothergroupmembers.Theygiveotherstasksandmaydisciplinegroupmemberswhoinhibittheattainmentofthegroup'sgoals.Expressiveleaderscultivateamorepersonalorprimaryrelationshipwithothersinthegroup.Theyoffersympathywhensomeoneexperiencesdifficultiesandtrytoresolveissuesthatthreatentodividethegroup.Asthedifferencesinthesetworolessuggest,expressiveleadersgenerallyreceivemorepersonalaffectionfromgroupmembers;instrumentalleaders,iftheyaresuccessfulinpromotinggroupgoals,mayenjoymoredistantrespect.6.

Whatdoesthepassagemainlydiscuss?______A.Theproblemsfacedbyleaders.B.Howleadershipdiffersinsmallandlargegroups?C.Howsocialgroupsdeterminewhowillleadthem?D.Theroleofleadersinsocialgroups.正確答案：D[解析]文章主要講述不同的領(lǐng)導(dǎo)者(instrumentalleaders和expressiveleaders)在不同的社會群體中所充當(dāng)?shù)慕巧桶l(fā)揮的作用。所以D項為正確答案。A、B、C三項都不能準確概括本文主旨。

7.

ThepassagementionsallofthefollowingwaysbywhichpeoplecanbecomeleadersEXCEPT______.A.recruitmentB.aformalelectionprocessC.specificleadershiptrainingD.traditionalculturalpatterns正確答案：C[解析]文章第一段指出了成為領(lǐng)導(dǎo)者的不同方式：“traditionalculturalpatterns”“electionorrecruitment”。C項在文中并沒有提及。

8.

WhichofthefollowingstatementsaboutleadershipcanbeinferredfromParagraph2?______A.Apersonwhoisaneffectiveleaderofaparticulargroupmaynotbeaneffectiveleaderinanothergroup.B.Fewpeoplesucceedinsharingaleadershiprolewithanotherperson.C.Apersoncanbestlearnhowtobeaneffectiveleaderbystudyingresearchonleadership.D.Mostpeopledesiretobeleadersbutcanproducelittleevidenceoftheirqualifications.正確答案：A[解析]文章第二段指出“Itseemsthatthereisnosetofpersonalqualitiesthatallleadershaveincommon”，即似乎并不是所有的領(lǐng)導(dǎo)者都有同樣的個人素質(zhì)。由此可推斷出某一個團隊的優(yōu)秀領(lǐng)導(dǎo)可能并不適合另外的團隊。

9.

Inmentioning"naturalleaders"(Line2,Para.2),theauthorismakingthepointthat______.A.fewpeoplequalifyas"naturalleaders"B.thereisnoproofthat"naturalleaders"existC."naturalleaders"areeasilyacceptedbythemembersofagroupD."naturalleaders"shareasimilarsetofcharacteristics正確答案：B[解析]由題干可定位至第二段中的“decadesofresearchhavefailedtoproduceconsistentevidencethatthereisanycategoryof'naturalleaders'”，即幾十年的研究發(fā)現(xiàn)并沒有哪一類人是“天生的領(lǐng)導(dǎo)者”。B項是對該句的同義轉(zhuǎn)換。

10.

Thepassageindicatesthatinstrumentalleadersgenerallyfocuson______.A.ensuringharmoniousrelationshipsB.sharingresponsibilitywithgroupmembersC.identifyingnewleadersD.achievingagoal正確答案：D[解析]文章最后兩段主要講述了兩種領(lǐng)導(dǎo)者——指導(dǎo)型領(lǐng)導(dǎo)者和表達型領(lǐng)導(dǎo)者，并指出了他們的不同點。由“Instrumentalleadershipisleadershipthatemphasizesthecompletionoftasksbyasocialgroup”和“Expressiveleadersarelessconcernedwiththeoverallgoalsofthegroup”可知，指導(dǎo)型領(lǐng)導(dǎo)者重視團隊任務(wù)的完成，關(guān)心團隊目標(biāo)，而表達型領(lǐng)導(dǎo)者卻不是這樣。故D項正確。

二、簡答題根據(jù)題目要求完成下列任務(wù)，用中文作答。1.

請簡要說明詞匯教學(xué)的原則，并舉例說明兩種鞏固詞匯的方法。正確答案：(1)原則：①詞匯選擇原則。所選詞匯必須是經(jīng)常出現(xiàn)的、對學(xué)生來說非常重要的詞匯，必須能夠用于其他活動，應(yīng)具有一定的代表性。

②系統(tǒng)性原則。教師在進行詞匯教學(xué)時要給學(xué)生展示詞匯之間的系統(tǒng)性、聯(lián)系性，使學(xué)生化機械性記憶為理解性記憶。

③文化性原則。詞匯教學(xué)要引導(dǎo)學(xué)生了解詞匯的文化意義。

④呈現(xiàn)原則。詞匯的呈現(xiàn)應(yīng)具有直觀性、情景性和趣味性。

⑤運用原則。詞匯教學(xué)必須給學(xué)生創(chuàng)設(shè)運用詞匯的具體條件和語境。

(2)鞏固方法：

①詞語聯(lián)想。教師說出一個關(guān)鍵詞，讓學(xué)生在規(guī)定時間內(nèi)盡可能多地說出或?qū)懗雠c該詞相關(guān)的其他詞匯。完成數(shù)量最多的學(xué)生可獲得獎勵。例如，教師給出computer這個詞，讓學(xué)生列出能想到的與computer相關(guān)的詞匯，學(xué)生可能會寫出keyboard，tablet，website等。

②歸類。要求學(xué)生將給出的單詞按照既定類別進行分類，如將Chinese，Japanese，Germany，America，Japan，German等詞按照language和country進行分類。

三、教學(xué)情境分析題根據(jù)題目要求完成下列任務(wù)，用中文作答。下面是某教師在高一年級某節(jié)寫作課上開展的教學(xué)活動。

Step1Analyzingthetask

Askstudentstoanalyzetherequirementsoftheexercise.

Step2Brainstorming

(1)AskstudentstoreviewthecontentaboutthedifficultiesandsolutionsinSectionAandSectionB．

(2)Askstudentstodoasurveyingroupsoffouraboutthefollowingquestionsandgiveeachothersomeadvice.

①Howoftendoyouexercise?

②Howoftendoyoueatvegetables?

③Howoftendoyoueatfruit?

④Howmanyhoursdoyousleepeverynight?

⑤Howoftendoyoudrinkmilk?

⑥Howoftendoyoueatjunkfood?

⑦Howoftendoyoudrinkcoffee?

Step3Drafting

(1)Explaintheformatandstructureofaletter.

(2)Askstudentstodrafttheirlettersindependently.

Step4Revisingandproofreading

Askstudentstoworkingroupsandrevisetheirletters.

根據(jù)所給材料從下列三個方面作答。1.

分析每個步驟的主要設(shè)計意圖。正確答案：步驟一：讓學(xué)生分析任務(wù)，使其清楚地了解本次寫作的要求及目標(biāo)。

步驟二：組織頭腦風(fēng)暴活動，使學(xué)生明確寫作內(nèi)容，并為后續(xù)的寫作積累素材。

步驟三：教師的講解使學(xué)生明確信件的格式和結(jié)構(gòu)，并能夠獨立完成信件的寫作。

步驟四：組內(nèi)修改使學(xué)生互相學(xué)習(xí)，查漏補缺，進一步優(yōu)化自己的作文。

2.

指出該教學(xué)活動的兩個優(yōu)點。正確答案：優(yōu)點：

①該教師在寫作前組織學(xué)生開展調(diào)查活動，不僅讓學(xué)生積累了寫作素材，也使學(xué)生在合作探究中提高了英語交際能力，將聽、說、寫有機結(jié)合起來。

②該教師讓學(xué)生通過小組合作的方式修改作文，體現(xiàn)了學(xué)生的主體地位，有利于充分調(diào)動全體學(xué)生的積極性，促進學(xué)生的課堂交流。

3.

指出該教學(xué)活動的三個缺點并提出相應(yīng)的改進建議。正確答案：缺點：

①缺少導(dǎo)入的過程。學(xué)生沒有做好進入課堂的準備，教師就直接展示寫作要求，無法抓住學(xué)生的注意力，不利于提高學(xué)生的學(xué)習(xí)效率。

②教師對于寫作格式的講解過于直接，沒有啟發(fā)學(xué)生思考的過程，學(xué)生只是被動地接受。

③學(xué)生寫完之后，教師沒有給予學(xué)生展示作文的機會，缺乏相應(yīng)的評價。

改進建議：

①加入導(dǎo)入的過程。例如，教師可以讓學(xué)生討論自己的作息時間或是讓學(xué)生分組討論自己與朋友常用的聯(lián)系方式。

②教師可以帶領(lǐng)學(xué)生共同總結(jié)信件的格式與結(jié)構(gòu)。例如，教師首先展示一封信件讓學(xué)生通讀，然后討論信件的主要內(nèi)容、格式、結(jié)構(gòu)等，最后再帶領(lǐng)學(xué)生一起總結(jié)。這樣能夠激發(fā)學(xué)生思考，讓學(xué)生能積極主動地了解信件的格式和結(jié)構(gòu)。

③在學(xué)生寫完之后，教師在征得學(xué)生允許的情況下，挑出1～2篇信件進行展示，并進行評價。

四、教學(xué)設(shè)計題根據(jù)提供的信息和語言素材設(shè)計教學(xué)方案，用英文作答。1.

設(shè)計任務(wù)：請閱讀下面的學(xué)生信息和語言素材，設(shè)計一節(jié)英語閱讀教學(xué)方案。教案沒有固定格式，但須包含下列要點：

●Teachingobjectives

●Teachingcontents

●Keyanddifficultpoints

●Majorstepsandtimeallocation

●Activitiesandjustifications

教學(xué)時間：45分鐘

學(xué)生概況：某城鎮(zhèn)普通中學(xué)高中二年級學(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(biāo)準(實驗)》六級水平。學(xué)生課堂參與積極性一般。

語言素材：

AMasterofNonverbalHumor

AsVictorHugooncesaid,"Laughteristhesunthatdriveswinterfromthehumanface",anduptonownobodyhasbeenabletodothisbetterthanCharlieChaplin.HebrightenedthelivesofAmericansandBritishthroughtwoworldwarsandthehardyearsinbetween.Hemadepeoplelaughatatimewhentheyfeltdepressed,sotheycouldfeelmorecontentwiththeirlives.

NotthatCharlie'sownlifewaseasy!Hewasborninapoorfamilyin1889.Hisparentswerebothpoormusichallperformers.YoumayfinditastonishingthatCharliewastaughttosingassoonashecouldspeakanddanceassoonashecouldwalk.Suchtrainingwascommoninactingfamiliesatthistime,especiallywhenthefamilyincomewasoftenuncertain.Unfortunatelyhisfatherdied,leavingthefamilyevenworseoff,soCharliespenthischildhoodlookingafterhissickmotherandhisbrother.Byhisteens,Charliehad,throughhishumor,becomeoneofthemostpopularchildactorsinEngland.Hecouldmimeandactthefooldoingordinaryeverydaytasks.Noonewaseverboredwatchinghim—hissubtleactingmadeeverythingentertaining.

Astimewentby,hebeganmakingfilms.Hegrewmoreandmorepopularashischarmingcharacter,thelittletramp,becameknownthroughouttheworld.Thetramp,apoor,homelessmanwithamoustache,worelargetrousers,worn-outshoesandasmallroundblackhat.Hewalkedaroundstifflycarryingawalkingstick.Thischaracterwasasocialfailurebutwaslovedforhisoptimismanddeterminationtoovercomealldifficulties.Hewastheunderdogwhowaskindevenwhenotherswereunkindtohim.

Howdidthelittletrampmakeasadsituationentertaining?Hereisanexamplefromoneofhismostfamousfilms,TheGoldRush.Itisthemid-nineteenthcenturyandgoldhasjustbeendiscoveredinAlaska.Likesomanyothers,thelittletramphasrushedthereinsearchofgold,butwithoutsuccess.Insteadtheyarehidinginasmallhutontheedgeofamountainduringasnowstormwithnothingtoeat.Theyaresohungrythattheytryboilingapairofleathershoesfortheirdinner.Charliefirstpicksoutthelacesandeatsthemasiftheywerespaghetti.Thenhecutsofftheleathertopoftheshoeasifitwerethefineststeak.Finallyhetriescuttingandchewingthebottomoftheshoe.Heeatseachmouthfulwithgreatenjoyment.Theactingissoconvincingthatitmakesyoubelievethatitisoneofthebestmealshehasevertasted.

CharlieChaplinwrote,directedandproducedthefilmshestarredin.In1972hewasgivenaspecialOscarforhisoutstandingworkinfilms.HelivedinEnglandandtheUSAbutspenthislastyearsinSwitzerland,wherehewasburiedin1977.Heislovedandrememberedasagreatactorwhocouldinspirepeoplewithgreatconfidence.正確答案：[參考設(shè)計]

Teachingcontents

ThispassageisanintroductiontoCharlieChaplinwhoisamasterofnonverbalhumor.

Teachingobjectives

(1)StudentscangetknowledgeaboutCharlieChaplin'slifeexperiencethroughreadingthispassage.

(2)Studentscanimprovetheirreadingabilitybyskimmingorscanningthispassage;StudentscantalkaboutsometypesofEnglishhumorandChinesehumorandthenfindtheirdifferences.

(3)Studentscanrealizethathumoristoletpeoplebeoptimisticabouteverythingaroundthem.

Teachingkeyanddifficultpoints

(1)Teachingkeypoints

StudentscanunderstandthispassageandknowaboutCharlieChaplin'snonverbalhumor.

(2)Teachingdifficultpoints

HowtounderstandthedifferencesbetweenEnglishandChinesehumor.

Teachingmethods

Usingpictures,groupdiscussion,reading,andimitation.

Majorsteps

Step1Warmingup(5minutes)

Warm-upbydefining"Humor".

Theteachercanaskstudentsaquestionlike,"Whatis'Humor'?DoesanyoneofyouknowanythingaboutHumor?"Then,theteacherwillaskstudentstolookatthescreenandreadthedefinitionofHumorfromtheInternet.(Definitionomitted.)

Afterthat,theteachercanleadstudentstoenjoyahumorousstory—"Whosejob?"

ThisisastoryaboutfourpeoplenamedEverybody,Somebody,Anybody,andNobody.Therewasanimportantjobtobedone,andEverybodywassurethatSomebodywoulddoit.Anybodycouldhavedoneit,butNobodydidit.

SomebodygotangryaboutthatbecauseitwasEverybody'sjob.EverybodythoughtAnybodycoulddoit,butNobodyrealizedthatEverybodywouldn'tdoit.ItendedupthatEverybodyblamedSomebodywhenNobodydidwhatAnybodycouldhavedone.

(Justification:Stimulatestudents'curiosityaboutEnglishhumorandgetstudentsinvolvedintalkingaboutthistopic.)

Step2Pre-reading(10minutes)

Beforereadingthepassage,theteachercanaskstudentstothinkandpresenttheiropinionsaboutthetopic,"T