教師資格之中學(xué)英語(yǔ)學(xué)科知識(shí)與教學(xué)能力模擬考試A卷含答案

教師資格之中學(xué)英語(yǔ)學(xué)科知識(shí)與教學(xué)能力模擬考試A卷含答案

單選題（共50題）1、Whenwetalkabouttheelementoftheteachingaims“ABCD”,whatdoesthe“C”referto?A.contentB.capacityC.conditionD.competence【答案】C2、Manypeople_______intheprojectatbothresearchandeditingstagesandwewouldliketothankthemallhere.A.haveinvolvedB.havebeeninvolvedC.havinginvolvedD.havingbeeninvolved【答案】B3、SomeChineselearnersofEnglishtendtopronouncethisas[drs].Thisisanexampleof__________.A.intralingualerrorsB.interlingualerrorsC.cross-associationD.overgeneralization【答案】B4、請(qǐng)閱讀短文，完成第小題。A.BiasedB.PositiveC.CriticalD.Negative【答案】C5、Youcansleeponthecouchinthelotmge,_______youcangotoahotelnearby.A.andB.thenC.orD.but【答案】C6、The_______ofthesystemofregionalautonomyforethnicminoritieshasundergroundlongperiodsofexplorationandpractice.A.foundationB.establishmentC.settingD.settlement【答案】B7、Ateachershowedstudentsanexampleandexplainedtheusageofpastperfecttense,andaskstudentstolistten“pastperfecttense”sentencesbyimitatingthatexample.What’steacher'sgrammarteachingmethod?A.ConsolidationB.PresentationC.DeductionD.Induction【答案】C8、Idon'tmindpickingupyourthingsfromthestore.__________,thewalkwilldomegood.A.EntirelyB.StillC.OtherwiseD.Besides【答案】D9、Passage1A.IthelpstheadoptedkidsformacorrectattitudetotheircomplexheritageB.IthelpstheChinesechildrenhavefunwiththeirAmericanparentsC.IthelpstheAmericansincreasetheadoptionfromRussiaandChinaD.IthelpstheAmericanparentsadoptchildrenfromothercountries【答案】B10、Teachersbelievinginthe__________modelinageneralsenseusuallyfollowthesequenceofteachingnewwords,sentencesandthenthewholepassageinthe"readingclass.A.interactiveB.top-downC.bottom-upD.interactional【答案】C11、Youcansleeponthecouchinthelotmge,_______youcangotoahotelnearby.A.andB.thenC.orD.but【答案】C12、WhichofthefollowingisNOTacompoundword?A.landladyB.greenhouseC.upliftD.unacceptable【答案】D13、Tothescientists'delight,theireffortshaveincreasedpeople's_______oftheimportanceofsavingwater.A.awarenessB.commitmentC.agreementD.response【答案】A14、WhichtypeofapproachcanbestdescribethefollowinglearningpatternStudentssearchformaterialsinself-assesscenter.A.AutonomouslearningB.InteractivelearningC.ContextualizedlearningD.Task-basedlearning【答案】A15、Theactivityof“describinganddrawing”forvocabularyconsolidationisoftendone_________．A.outsidetheclassroomB.withoutdoinganythingC.individuallyD.inpairs【答案】D16、Itisplainthatintheyear2020everyonewillhaveathiselbowseveraltimesmoremechanicalenergythanhehastoday．Therewillbeadvanceinbiologicalknowledgeasfarreachingasthosethathavebeenmadeinphysics．Weareonlybeginningtolearnthatwecancontrolourbiologicalenvironmentaswellasourphysicalone．Starvationhasbeenpredictedtwicetoagrowingworldpopulation：byMalthusinabout1800．byCrookesinabout1900．ItwasheadedoffthefirsttimebytakingagriculturetoAmericaandthesecondtimebyusingthenewfertilizers．Intheyear2020，starvationwillbeheadedoffbythecontrolofthediseasesandtheheredityofplantsandanimals--byshapingourownbiologicalenvironment．A.veryhighB.verylowC.thesameastodayD.constantlyrising【答案】B17、Whentheteacherispresentinganewlanguage,givingexplanations,checkinganswers,whichofthefollowingshouldbeadopted?A.WholeclassworkB.PairworkC.GroupworkD.Individualwork【答案】A18、Onceourchickensstartedlayingeggs,wehadsucha______ofeggsthatweweregivingmanyawaytoourneighbors.A.outputB.surplusC.productionD.plenty【答案】B19、WhichofthefollowingbestdescribestherelationbetweennightandknightA.metonymyB.homonymyC.antonymyD.hyponymy【答案】B20、Detectisformedbydeletinganimaginedaffixfromdetective.Thisprocessofword-format/oniscalled_____A.inflectionB.derivationC.compoundingD.back-format/on【答案】D21、Treesshouldonlybeprunedwhenthereisagoodandclearreasonfordoingsoand,A.atintervalsthroughouttheyearB.asquicklyaspossibleC.occasionallywhennecessaryD.regulareverywinter【答案】C22、WhichofthefollowingcorrectlydescribestheEnglishphoneme/d/?_________A.AvoiceddentalfricativeB.AvoicedalveolarfricativeC.AvoicelessdentalplosiveD.Avoicelessalveolarfricative【答案】B23、Passage2A.historicalincidentsB.genderdifferenceC.sportscultureD.athleticexecutives【答案】C24、Nowthatwe'vediscussedourproblem,arepeoplehappywiththedecisions__________?A.takingB.takeC.takenD.totake【答案】C25、Passage2A.winningtrustfromconsumersB.guardingitagainstmalpracticesC.protectingitfrombeingdefamedD.raisingthequalityofitsproducts【答案】A26、Smokingheavilyathomewillexposechildrento______amountofsmoke,endangeringtheirhealth.A.multipleB.surplusC.durableD.excessive【答案】D27、Passage1A.revealedacunningpersonalityB.centeredontrivialissuesC.washardlyconvincingD.waspartofaconspiracy【答案】C28、Whatreadingstrategydoes"pickingoutsomeparticularpiecesofinformationinatext"reflect?A.skimmingB.inferringC.scanningD.skipping【答案】C29、Whatistheteacherdoingbysayingthisintermsofinstruction?A.ObservingtheactivityB.EvaluatingtheactivityC.MonitoringtheactivityD.Controllingtheactivity【答案】B30、請(qǐng)閱讀Passagel。完成第小題。A.RisksB.FrailtiesC.TraumasD.Possibilities【答案】B31、Ifateacherstartswithlanguageexamplesandguidesstudentstoworkouttherules,he/sheisusingthe_______method.A.deductiveB.conduciveC.inductiveD.constructive【答案】C32、Backintheolddays,whenIwasachild,wesataroundthefamilyroundtableatdinnertimeandexchangedourdailyexperiences.Itwasn'tveryorganized,buteveryonewasrecognizedandallthenewsthathadtobetoldwastoldbyeachfamilymember.A.ParentalnoninterventionwillnotbepraisedB.NoninterventionmaybeagoodpolicyininternationalaffairsC.ParentsmustexercisesomecontrolandshowsomeconcernabouttheculturalinfluenceonthechildrenD.Parentsneedtointervene【答案】C33、Whatisthefunctionofateacherbysaying“Whowantstohaveatry”A.ControllingdisciplineB.GivingpromptC.Evaluatingstudents’workD.Directingstudents’attentiontothelesson【答案】B34、請(qǐng)閱讀短文，完成第小題。A.dullandfullofstrictrulesB.simpleandeasyC.happyandfullofhopeD.hardandbusy【答案】A35、Asthetrainwillnotleaveuntilonehourlater,we__________grababiteatthesnackbar.A.maywellB.mightaswellC.aswellasD.aswell【答案】B36、請(qǐng)閱讀Passage2，完成小題:A.ItevolvesfromcommonsenseB.ItissecondarytointelligenceC.ItshouldbepursuedD.Itignorespower【答案】C37、InEnglishteaching,teachersshouldNOTpayattentionto__________.A.providingindependentlearningandcomtnunicatingopportunitiesforstudentsB.correctingstudents'mistakesanderrorsintheprocessoflearningimmediatelyC.encouragingstudentstodiscuss,cooperate,experience,practice,andexplorethewaytomasterEnglishD.cultivatingstudents'interest【答案】B38、Passage2A.thealgaehavedonetheirworkB.theatmospherebecomescoolerC.thereisoxygenD.itrainsthere【答案】D39、Passage2A.HumanwarsB.EconomiccrisisC.America'senvironmentalpoliciesD.Globalenvironmentingeneral【答案】C40、Whenateachercreatesareallifesituationforhisstudentstodiscuss,heexpectsthemnottofocuson__________toomuch.A.formB.useC.meaningD.function【答案】A41、Drunkendriving,sometimescalledAmerica'ssociallyacceptedformofmurder,hasbecomeanationalepidemic.EveryhourofeverydayaboutthreeAmericansonaveragearekilledhyA.Asixteen-year-oldboywhodrankaglassofwinethreehoursagoB.Anoldladywhotookfourshotsofwhiskyinyesterday'spartyC.ApolicemanwholikesalcoholverymuchD.Apregnantwomanwhodrankabeeranhourago【答案】A42、Whichofthefollowingrepresentsacontextualizedwayofpractising“Howoften...”?A.Makesomesentenceswith"howoften"B.Use"howoften"andthewordsgiventomakeasentenceC.Igoshoppingtwiceaweek.Howoftendoyougoshopping?D.Pleasechangethestatementintoaquestionwith"howoften"【答案】C43、_______thereisfreshair,thereisoxygen.A.WhereverB.WheneverC.UnlessD.Whether【答案】A44、Whentheteacherasksstudentstoreadatextforthemainidea,he/sheintendstodevelopstudents'skillof_______.A.retellingB.predictingC.skimmingD.scanning【答案】C45、請(qǐng)閱讀Passage2。完成第小題。A.theindigenouscultureB.theWesterncultureC.theacademiccultureD.thenewsbusinessculture【答案】A46、Whenitcomestoairlinetravel,perhapsnothinghasrevolutionizedthepassengerexperiencemorethanairlineapps.Indeed,they'rebecomingsoubiquitousthatmorethan50percentofU.Stravelershaveatleastoneairlineappinstalledontheirsmartdevice,accordingtotravelindustryresearchfirmPhocuswright.A.UnlimiteDB.EasyC.ImmediateD.Direct【答案】A47、Passage1A.analyzetheconsequencesofsocialepidemicsB.discussinfluentials'functioninspreadingideasC.exemplifypeople'sintuitiveresponsetosocialepidemicsD.describetheessentialcharacteristicsofinfluentials【答案】B48、Aroundtwoo’clockeverynight,Suewillstarttalkinginherdream.Itsomewhat________us.A.bothersB.hadbothereDC.wouldbotherD.bothereD【答案】B49、Passage2A.LeadyourlifeasusualB.SeekprofessionalhelpC.ExerciseconsciouscontrolD.Avoidanxietyinthedaytime【答案】A50、Treesshouldonlybeprunedwhenthereisagoodandclearreasonfordoingsoand,A.allowstoomanybranchestogrowinthemiddleB.doesnotprotectthemfromwindC.forcesthemtogrowtooquicklyD.damagessomeofthesmallsidebranches【答案】A大題（共10題）一、以下片段選自某節(jié)英語(yǔ)課堂教學(xué)實(shí)錄，閱讀并回答問(wèn)題。T:...Youallhavefinishedthewritingabouthowtoprotectourenvironment,rightOk,now,it′stimetocheckintermsofthegrammar,punctuationpointandspelling.S:(checkingtime)T:Ok,now,whowouldliketoshareyourpapersAnna:...Weshouldn′tthrowrubbisheverywhere...T:Yourideasarealittleshallow,andtheorganizationisalittledisordered.根據(jù)上面的教學(xué)片段回答下面三個(gè)問(wèn)題：(1)該片段呈現(xiàn)的是英語(yǔ)教學(xué)的什么課型它屬于該課型的哪個(gè)階段(2)這節(jié)課的教學(xué)重難點(diǎn)是什么(3)分析該教師在這一階段存在的主要問(wèn)題，并提出相應(yīng)的改進(jìn)建議?！敬鸢浮?1)該片段呈現(xiàn)的是英語(yǔ)寫作課．它屬于寫后階段。(2)該節(jié)課的重點(diǎn)是通過(guò)閱讀材料和互相討論，掌握關(guān)鍵信息，培養(yǎng)學(xué)生的寫作能力；難點(diǎn)是學(xué)生借助關(guān)鍵信息進(jìn)行語(yǔ)言組織．完成寫作．培養(yǎng)學(xué)生的語(yǔ)言組織能力和邏輯思考能力。(3)存在的問(wèn)題及改進(jìn)建議：①教師在學(xué)生完成初稿寫作后．應(yīng)組織和指導(dǎo)學(xué)生進(jìn)行自我修改以及同伴間的相互修改，修改內(nèi)容除了包括語(yǔ)法、標(biāo)點(diǎn)、拼寫外，還包括選詞、內(nèi)容、結(jié)構(gòu)等各個(gè)方面?；ジ脑趯懞蟓h(huán)節(jié)中十分重要，因?yàn)樗闲抡n程所提倡的合作、交流和探究的學(xué)習(xí)方式。然后教師面向全體學(xué)生就典型的遣詞造句錯(cuò)誤、文章結(jié)構(gòu)、思想內(nèi)容等進(jìn)行點(diǎn)評(píng)．再由學(xué)生本人在聽(tīng)取他們意見(jiàn)的基礎(chǔ)上對(duì)初稿進(jìn)行修訂。②在寫后階段教師要給予適當(dāng)評(píng)價(jià)和改進(jìn)意見(jiàn)。給予恰如其分的反饋。對(duì)寫作不錯(cuò)的同學(xué)．要給予鼓勵(lì)表?yè)P(yáng)．對(duì)寫作欠缺者．要及時(shí)引導(dǎo)．給予建設(shè)性意見(jiàn)。在Anna的作文不夠令人滿意的時(shí)候，教師的評(píng)價(jià)基本是予以否定。這樣會(huì)打擊學(xué)生的自信心和學(xué)習(xí)的積極性，不符合教師評(píng)價(jià)的原則，教師在教學(xué)過(guò)程中應(yīng)堅(jiān)持激勵(lì)性原則，當(dāng)學(xué)生的回答不得體時(shí)，教師應(yīng)該采用鼓勵(lì)、期待的語(yǔ)言來(lái)評(píng)價(jià)，如“Nexttime，pleasepayattentiontoorganizationandtrytoexploremoreidea．”。二、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(shí)錄的核心環(huán)節(jié)內(nèi)容。核心環(huán)節(jié)1：感知體驗(yàn)1．引入話題sports，復(fù)習(xí)并引入新的表示運(yùn)動(dòng)的目標(biāo)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(yùn)動(dòng)的形容詞。T：Whatsportdoyouthinkisdangerous?S3：Skiing．T：Whatsportdoyouthinkisboring?S4：CyCling．核心環(huán)節(jié)2：運(yùn)用【答案】(1)案例中的課堂問(wèn)答遵循了“教師提問(wèn)—學(xué)生回答—教師評(píng)價(jià)”的傳統(tǒng)互動(dòng)模式。學(xué)生被動(dòng)地回答教師的提問(wèn)，語(yǔ)言輸出很少，教師似乎更注重語(yǔ)言形式的操練。案例中教師問(wèn)學(xué)生“Whatsportareyougoodat?”學(xué)生回答道“Iamgoodatbasketball．”接著教師只是對(duì)該學(xué)生的回答表示肯定然后提問(wèn)另一個(gè)學(xué)生。該提問(wèn)無(wú)法證明是否該學(xué)生已經(jīng)掌握begoodat的意思及用法，無(wú)法檢查學(xué)生的學(xué)習(xí)效果。教師如果能夠通過(guò)追問(wèn)改進(jìn)互動(dòng)方式，激活學(xué)生思維，給學(xué)生更多自我表達(dá)和語(yǔ)言輸出的機(jī)會(huì)，教學(xué)效果會(huì)得到明顯改善。(2)本案例缺乏真正意義上的學(xué)生互動(dòng)。教師要求學(xué)生兩人一組，談?wù)撨\(yùn)動(dòng)。由于教師沒(méi)有創(chuàng)設(shè)吸引學(xué)生參與的良好情境，學(xué)生的對(duì)話顯得機(jī)械，缺乏真實(shí)而鮮活的語(yǔ)言交流、思維碰撞、情感互動(dòng)和人際交往，學(xué)生沒(méi)有機(jī)會(huì)使用語(yǔ)言策略、學(xué)習(xí)處理人際關(guān)系，如此很難調(diào)動(dòng)學(xué)生的自主性和能動(dòng)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(jì)語(yǔ)言情境，引起學(xué)生興趣，讓學(xué)生樂(lè)于參與和表達(dá)，和諧的課堂氛圍也就水到渠成了。三、下面是對(duì)王老師課堂教學(xué)行為的聽(tīng)課記錄。·教讀單詞和課文：·糾正學(xué)生的讀音、拼寫、句法等錯(cuò)誤；·講解知識(shí)點(diǎn)：·管理課堂紀(jì)律：·安排學(xué)生活動(dòng)：·給學(xué)生布置作業(yè)：·解答學(xué)生疑問(wèn)：·檢查和評(píng)講作業(yè)。請(qǐng)根據(jù)聽(tīng)課記錄回答下列問(wèn)題：(1)王老師的課堂角色有哪些(2)王老師的角色定位存在什么問(wèn)題深層原因是什么(3)英語(yǔ)教師應(yīng)該如何定位自己的課堂角色【答案】(1)“教讀單詞和課文．講解知識(shí)點(diǎn)”體現(xiàn)了王老師扮演的課堂角色是知識(shí)的傳授者。“糾正學(xué)生的讀音、拼寫、句法等錯(cuò)誤，檢查和評(píng)講作業(yè)”體現(xiàn)了王老師扮演的課堂角色是評(píng)價(jià)者。“管理課堂紀(jì)律”體現(xiàn)了王老師扮演的課堂角色是課堂活動(dòng)管理者。“安排學(xué)生活動(dòng)．給學(xué)生布置作業(yè)”體現(xiàn)了王老師扮演的課堂角色是課堂活動(dòng)的組織者。“解答學(xué)生疑問(wèn)”體現(xiàn)了王老師扮演的課堂角色是資源的提供者。(2)王老師的角色定位存在的問(wèn)題：王老師在整個(gè)教學(xué)過(guò)程中只是一味地講授和糾錯(cuò)，整個(gè)課堂都是以老師為中心．很少有以學(xué)生為主體的活動(dòng)，錯(cuò)誤地定位了教師的課堂角色。新課標(biāo)要求教師不僅是知識(shí)的傳輸者，更應(yīng)該是學(xué)生學(xué)習(xí)的促進(jìn)者。包括教師為學(xué)生創(chuàng)造積極的學(xué)習(xí)環(huán)境．運(yùn)用多種策略激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)，引導(dǎo)學(xué)生制定和評(píng)價(jià)學(xué)習(xí)計(jì)劃．培養(yǎng)學(xué)生的學(xué)習(xí)策略等?？傊?，教師的角色是多元化的，并隨著社會(huì)的發(fā)展不斷發(fā)生變化。深層原因：王老師對(duì)于新課程標(biāo)準(zhǔn)的理念理解不到位，沒(méi)有真正認(rèn)識(shí)到“以教師為主導(dǎo)，以學(xué)生為主體”的教學(xué)要求，沒(méi)有轉(zhuǎn)變教育教學(xué)觀念，做到與時(shí)俱進(jìn)，沒(méi)有及時(shí)地提高自己的專業(yè)素養(yǎng)，不斷地在教中去學(xué)，教學(xué)相長(zhǎng)。(3)英語(yǔ)教師定位課堂角色應(yīng)在新課程理念的指導(dǎo)下，根據(jù)“教師為主導(dǎo)，學(xué)生為主體”的教學(xué)原則，轉(zhuǎn)變自己在教學(xué)中的角色，不應(yīng)僅僅是知識(shí)的傳授者，還應(yīng)成為學(xué)生學(xué)習(xí)的促進(jìn)者、指導(dǎo)者、組織者、幫助者、參與者和合作者。教學(xué)的過(guò)程是教師與學(xué)生交流的互動(dòng)課程，教師需要根據(jù)課程的目標(biāo)、學(xué)習(xí)活動(dòng)的要求、學(xué)習(xí)過(guò)程的需要以及學(xué)生的需要扮演不同的角色。教師要有意識(shí)地引導(dǎo)學(xué)生發(fā)展自主學(xué)習(xí)能力，使學(xué)生真正成為學(xué)習(xí)的主體。四、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。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)寫作教學(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)普通中學(xué)初中二年級(jí)（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：3aReadthethreenotes.Matcheachnotewiththecorrectsituation.？_______Thank-younoteforagirl.？【答案】TeachingContents:Thematerialisaboutwritingathank-younote.TeachingObjectives:(1)KnowledgeobjectiveStudentscanbemorefamiliarwiththetopicof"thanks"andknowhowtoexpresstheirthankstoothers.(2)AbilityobjectiveStudentscanwriteathank-younotelogicallyanduseittoexpresstheirthanks.O)EmotionalobjectiveStudentscanhavetheawarenessofexpressingtheirthanksafterothers'help.TeachingKeyandDifficultPoints:Studentscanmasterthemethodsandproceduresofwritingathank-younote.MajorSteps:Step1Pre.writing(7minutes)Atthissteptheteacherwillaskstudentstodothreeactivities.Activity1:SamplereadingStudentswillbeaskedtoread3a,andmatcheachnotewiththecorrectsituationbythemselves.五、下面片段選自某高中英語(yǔ)課堂教學(xué)實(shí)錄。T:Goodmorning,boysandgirls.Wetalkedaboutsomeverbsyesterday.NowI’dliketoseewhetheryouhavelearnedtousethem.Areyouready?Ss:Yes.T:Listen!Yesterday,youweregoingtoplayfootballafterschoolwhenitbegantorain,soyoudidn’tdoit.Canyoudescribeitwiththeword“prevent”?Whowouldliketohaveatry?S1:Wedidn’tplayfootballyesterdaybecauseasuddenrainpreventedus.T:OK.Butwouldyoupleasebeginyoursentencewith“Thesuddenrain…”?Who’dliketotry?S2.Thesuddenrainpreventedustoplayfootballyesterday.T:Oh,youaresoquick,andyouarealmostright.Dowesay“preventsomebodytodosomething”or“preventsomebody…”S3:Oh.Thesuddenrainpreventedusfromplayingfootballyesterday.T:Perfect.Let’sreadS3’ssentencetogetherandremembertheverbpatternof“prevent”,OK?根據(jù)該教學(xué)片段回答下面四個(gè)問(wèn)題：(1)該教師采取了什么方式引出復(fù)習(xí)鞏固的內(nèi)容？（5分）(2)當(dāng)該教師發(fā)現(xiàn)學(xué)生沒(méi)有完全掌握所學(xué)內(nèi)容時(shí)，采取了什么補(bǔ)救方法？(5分【答案】(1)該教師采用了提問(wèn)的方式引出復(fù)習(xí)鞏固的內(nèi)容。為了檢測(cè)學(xué)生是否掌握所學(xué)動(dòng)詞“prevent”的用法，該教師創(chuàng)設(shè)了相關(guān)情境，逐步引導(dǎo)學(xué)生回答問(wèn)題，達(dá)到使學(xué)生鞏固單詞、學(xué)以致用的目的。(2)該教師用的補(bǔ)救方法為提示法。該教師的初衷是讓學(xué)生能夠正確運(yùn)用“preventsb.fromdoingsth．”結(jié)構(gòu)，當(dāng)學(xué)生未能使用此用法時(shí)，該教師用句子的開頭部分“Thesuddenrain…”來(lái)提示學(xué)生說(shuō)出完整的句子以達(dá)到鞏固該動(dòng)詞用法的效果。(3)這種補(bǔ)救方法的兩個(gè)優(yōu)點(diǎn)：①具有啟發(fā)性，能促進(jìn)學(xué)生積極思考。在詞匯鞏固教學(xué)中，教師通過(guò)提示部分相關(guān)信息啟發(fā)學(xué)生回憶所學(xué)單詞的相關(guān)用法，讓學(xué)生主動(dòng)建構(gòu)知識(shí)，使之印象更深，并且有利于培養(yǎng)學(xué)生的自主學(xué)習(xí)意識(shí)。②具有針對(duì)性，能節(jié)省時(shí)間，突出重點(diǎn)?！皃reventsb.fromdoingsth．”是“prevent”的重要用法。該教師帶領(lǐng)學(xué)生鞏固此用法，重點(diǎn)突出，針對(duì)性強(qiáng)，注重實(shí)效，做到了有的放矢。(4)復(fù)習(xí)鞏固所教內(nèi)容還可以采用的其他兩種方法：①測(cè)試法。教師可以將帶有“prevent”的句子改編成填空題或選擇題對(duì)學(xué)生進(jìn)行測(cè)試，測(cè)試結(jié)束后可帶領(lǐng)學(xué)生朗讀完整的句子．鞏固“preventsb.fromdoingsth.”的用法。此方法可以加深學(xué)生對(duì)該詞的記憶和理解。②對(duì)比法。教師可以讓學(xué)生進(jìn)行頭腦風(fēng)暴，想出與“prevent”相關(guān)的詞組及例句，如“avoiddoingsth．，，“preventsb.fromdoingsth.”等，并對(duì)比區(qū)分不同動(dòng)詞的用法。該方法能夠激發(fā)學(xué)生的思考、活躍學(xué)生的思維，讓學(xué)生對(duì)知識(shí)點(diǎn)進(jìn)行系統(tǒng)學(xué)習(xí)，達(dá)到鞏固知識(shí)的目的。六、根據(jù)題目要求完成下列任務(wù)，用中文作答。簡(jiǎn)述形成性評(píng)價(jià)的概念及目的，并列舉其中的一種評(píng)價(jià)方式?！敬鸢浮?1)形成性評(píng)價(jià)是指在教學(xué)活動(dòng)過(guò)程中，評(píng)價(jià)活動(dòng)本身效果，用以調(diào)節(jié)活動(dòng)過(guò)程，保證目標(biāo)的實(shí)現(xiàn)而進(jìn)行的評(píng)價(jià)，是為指導(dǎo)教學(xué)過(guò)程順利進(jìn)行而對(duì)學(xué)生在學(xué)習(xí)過(guò)程中使用所學(xué)知識(shí)進(jìn)行學(xué)習(xí)活動(dòng)的情況的評(píng)價(jià)。形成性評(píng)價(jià)的主要目的不是為了選拔優(yōu)秀學(xué)生，而是為了發(fā)現(xiàn)每個(gè)學(xué)生的學(xué)習(xí)潛能，促進(jìn)學(xué)生的學(xué)習(xí)，并為教師提供教學(xué)反饋，它是一種雙向活動(dòng)、引發(fā)學(xué)生真實(shí)行為表現(xiàn)的活動(dòng)。形成性評(píng)價(jià)重視從學(xué)生的日常表現(xiàn)中提取信息，通過(guò)收集學(xué)生日常學(xué)習(xí)的情況和學(xué)習(xí)需要，隨時(shí)調(diào)整教學(xué)內(nèi)容和方法，從而提高課堂教學(xué)效率。(2)成長(zhǎng)記錄袋是形成性評(píng)價(jià)中的一種重要的評(píng)價(jià)方式。它是以檔案袋為依據(jù)而對(duì)評(píng)價(jià)對(duì)象進(jìn)行的客觀綜合性評(píng)價(jià)，主要是指收集學(xué)生自己認(rèn)為能夠證明自己學(xué)習(xí)進(jìn)步、創(chuàng)新精神和知識(shí)技能的成果，可以包括計(jì)劃、中間過(guò)程的草稿、最終的成果以及教師的評(píng)價(jià)等相關(guān)的資料，以此來(lái)評(píng)價(jià)學(xué)生學(xué)習(xí)和進(jìn)步的狀況。七、根據(jù)題目要求完成下列任務(wù)。用中文作答。請(qǐng)說(shuō)明精聽(tīng)與泛聽(tīng)的區(qū)別，并分別簡(jiǎn)述教師應(yīng)該如何指導(dǎo)學(xué)生進(jìn)行精聽(tīng)與泛聽(tīng)的訓(xùn)練?！敬鸢浮?1)精聽(tīng)與泛聽(tīng)的區(qū)別：精聽(tīng)(Carefullistening)是通過(guò)聽(tīng)課文，再把文章的內(nèi)容感知一遍，同時(shí)可以加深對(duì)文章細(xì)節(jié)內(nèi)容的深入了解。并且可以通過(guò)一些練習(xí)來(lái)檢驗(yàn)昕的效果，如：FillinginBlanks／TrueorFalse／Questions／Forms。泛聽(tīng)(Extensivelistening)是讓學(xué)生初步聽(tīng)材料并回答問(wèn)題，讓學(xué)生初步了解文章的主旨大意(mainidea)和基本信息(basicinformation)。例如：時(shí)間、地點(diǎn)、原因、方式等。(2)教師在指導(dǎo)學(xué)生進(jìn)行精聽(tīng)訓(xùn)練時(shí)，要與語(yǔ)音、語(yǔ)法和詞匯的學(xué)習(xí)相結(jié)合，可以與“聽(tīng)”“讀”和“寫”的技能訓(xùn)練相結(jié)合，還可以與社會(huì)、文化背景知識(shí)的學(xué)習(xí)相結(jié)合。在進(jìn)行精聽(tīng)訓(xùn)練時(shí)，教師可以指導(dǎo)學(xué)生在反復(fù)多聽(tīng)的基礎(chǔ)上完成一些辨音、填充缺失內(nèi)容、聽(tīng)寫的練習(xí)，之后還可以進(jìn)行一些拓展練習(xí)，如總結(jié)聽(tīng)力材料中出現(xiàn)的語(yǔ)音現(xiàn)象、跟讀或朗讀內(nèi)容、分析聽(tīng)力材料的文本結(jié)構(gòu)和語(yǔ)言特點(diǎn)等。教師在指導(dǎo)學(xué)生進(jìn)行泛聽(tīng)訓(xùn)練時(shí)，一定要嚴(yán)格要求學(xué)生，聽(tīng)力過(guò)程應(yīng)該一氣呵成，中間不能停頓或來(lái)回重復(fù)。在泛聽(tīng)訓(xùn)練中可以使用的聽(tīng)力練習(xí)包括：測(cè)試對(duì)聽(tīng)力內(nèi)容是否理解的選擇題、判斷題，測(cè)試能否抓住重點(diǎn)詞句的填空題，以及用自己的語(yǔ)言寫出或口述出所聽(tīng)到的主要內(nèi)容的練習(xí)等。完成這些練習(xí)后，教師要注意和學(xué)生及時(shí)總結(jié)，或和學(xué)生共同討論泛聽(tīng)的策略，例如．如何根據(jù)上下文判斷生詞的含義、如何預(yù)測(cè)下文等。八、設(shè)計(jì)任務(wù)：請(qǐng)閱讀下面學(xué)生信息和聽(tīng)力語(yǔ)言素材，設(shè)計(jì)一節(jié)英語(yǔ)聽(tīng)力課的教學(xué)方案。教案沒(méi)有固定格式，但必須包含下列要點(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)八年級(jí)(初中二年級(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年版)》三級(jí)水平。學(xué)生課堂參與積極性一般。語(yǔ)言素材：YuGongMovesaMountainOnceuponatime，therewasaveryoldman．Thereweretwomountainsnearhishouse．Theyweresobigandhighthatittookalongwaytowalktotheotherside．Theoldmantoldhisfamilythattheyshouldallhelphimtomovethemountains．YuGongsaidtheycouldputthemintotheseabecauseit'sbigenoughtoholdeverything．YuGongandhisfamilybegantomovesomeofthesoilandstoneintothesea．OnedayamallsawYuGongandhischildrenwhentheywereworkingonmovingthemountains．HetoldYuGongthathecouldneverdoitbecausehewasoldandweak．【答案】Teachingcontents：Itisalisteninglesson．ThelisteningmaterialisaChineselegend-YuGongMotesaMountain．Teachingobjectives：(1)KnowledgeandskillsStudentslistentothematerialcarefullyandgetspecificinformationfromit．Studentsanalyzethelisteningmaterialandconcludethewaystotellastorylogically．(2)ProcessandmethodsWiththeguidanceoftheteacher，studentsunderstandthelisteningtextthroughdoingtasksandactivities．(3)EmotionalattitudesandvaluesStudentsrealizethespiritofYuGongandlearnhowtodealwithdifficultsituations．StudentsbrieflyexpresstheirownideasonsomepeopleorsomethingsinEnglish．Teachingkeypoints：Studentsunderstandthelisteningmaterialtotallyandknowhowtotellastory．Teachingdifficultpoints：StudentscanexpresstheirownideasonsomepeopleorsomethingsinEnglish．Teachingprocedures：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＆DifficultPoints:Teachingkeypoint:Howtomakestudentsgraspsomedetailsofthepassageandreaditindifferentways.Teachingdifficultpoint:HowtoencouragestudentstohaveconfidenceinlearningEnglish.MajorSteps:Step1Pre-reading(3minutes)LetstudentshearrecordingsofaccentsfromaroundtheEnglishspeakingworld.(Justification:ThisstepcanhelpstudentsnoticethedifferenceofEnglish.)Step2While-reading(12minutes)1.FastreadingAskthestudentstoscanthetextandfindthedifferencesbetweenAmericanEnglishandBritishEnglish.InvitetwostudentstoansweritandthenshowtheansweronthePPT.(Vocabulary,grammar,spelling,pronunciation).(Justification:Studentswillhaveageneralideaofth