教師資格認(rèn)定考試初級中學(xué)英語真題2018年上半年

教師資格認(rèn)定考試初級中學(xué)英語真題2018年上半年一、單項(xiàng)選擇題在每小題列出的四個備選項(xiàng)中選擇一個最佳答案。1.

ThesimilaritybetweentheEnglishconsonants（江南博哥）/p/,/b/,and/m/isthattheyareall______.A.fricativeB.plosiveC.labial-dentalD.bilabial正確答案：D[解析]/p/，/b/，/m/，/w/都屬于雙唇音。

2.

WhichofthefollowingisabackvowelinEnglish?

A.

B.

C.

D.正確答案：B[解析]屬于中元音，/e/屬于前元音，只有屬于后元音。故選B。

3.

Thereisonlyoneplaygroundslideinthisschool,sothestudentshavetotake______touseit.A.turnsB.theturnC.aturnD.theturns正確答案：A[解析]taketurnstodosth．是固定搭配，意為“輪流去做某事”。句意：這所學(xué)校只有一個滑梯，因此學(xué)生們得輪流使用。

4.

Outofeveryone'sexpectation,Johnsonsuddenlyreturned______arainynight.A.atB.inC.onD.during正確答案：C[解析]考查介詞辨析。表示時間的某一點(diǎn)、某時刻或年齡用at；泛指一般意義的上午、下午、晚上或月和年時用in；表示星期幾，某一特定的日期或具體在某一日時用on；during意為“在……期間”。本題特指是在一個雨夜，所以用on。故選C。

5.

She______itverywellwhenshedescribedheryoungerbrotheras"brilliantbutlazy".A.putB.madeC.assumedD.interpreted正確答案：A[解析]putitwell“說的好”。句意：她把弟弟描述成“聰明但懶惰”，真是說得太好了。

6.

Wedon'tthink______possibletomasteraforeignlanguagewithoutmuchmemorywork.A.thisB.thatC.itsD.it正確答案：D[解析]it用作形式賓語，真正的賓語是后面的不定式“tomasteraforeignlanguagewithoutmuchmemorywork”。

7.

______thesamemistakesintheannualfinancialreportagainmadehisbossveryangry.A.HishavingmadeB.HehavingmadeC.HehadmadeD.Hehasmade正確答案：A[解析]havingdone就是一個動名詞的完成時，表示發(fā)生在謂語動詞made之前的一個動作，動同的-ing形式作主語是動名詞，具有名詞的屬性，故用形容詞性物主代詞his。

8.

Iwouldhavetoldhimtheanswer,butI______sobusythen.A.hadbeenB.wereC.wasD.wouldbe正確答案：C[解析]考查時態(tài)。前半句是對過去的虛擬，but之后是當(dāng)時的實(shí)際情況所以不再用虛擬語氣了，直接用一般過去時。故選C。

9.

Theuseoftheexpression"Iwon'tboreyouwithallthedetails..."indicatesthatpeopleusuallyobservethe______Maximintheirdailyconversations.A.QuantityB.QualityC.RelevanceD.Manner正確答案：A[解析]句意：我不會把所有的細(xì)節(jié)都告訴你。這遵循了會話含義理論中的“數(shù)量準(zhǔn)則”，即“所說的話不應(yīng)包含超出需要之外的信息”。故選A。

10.

Whichofthefollowingisanevaluativemoveusedbyateacherclasstocommentonstudents'performance?A.Initiationmove.B.Follow-upmove.C.Framingmove.D.Repairmove.正確答案：B[解析]句意：下面哪一個是教師用來評價學(xué)生課堂表現(xiàn)的評價話步?Initiationmove“引發(fā)話步”，包括要求對方用語言或非語言形式做出反應(yīng)，傳達(dá)思想、事實(shí)、意見或信息等。Follow-upmove“反饋話步”，主要表現(xiàn)為教師對學(xué)生回答做出的后續(xù)性話語，其結(jié)構(gòu)包括三類話目：接受(accept)、評價(evaluate)和評論(comment)。像“Yes”“No”“Good”“Fine”這樣的詞屬于反饋話步。Framingmove“框架話步”，用來表明課堂話語新一階段的開始，在語流中起著標(biāo)示邊界的作用。例如“Well”“OK”這樣的詞屬于框架話步。沒有Repairmove，故選B。

11.

WhichofthefollowingactivitiesisNOTtypicaloftheTask-BasedLanguageTeachingmethod?A.Problem-solvingactivities.B.Opinionexchangeactivities.C.Information-gapactivities.D.Patternpracticeactivities.正確答案：D[解析]解決問題型任務(wù)、交換觀點(diǎn)型任務(wù)、信息差型任務(wù)都屬于任務(wù)型語言教學(xué)中的任務(wù)設(shè)計類型。而“句型操練”是聽說法的特點(diǎn)，故選D。

12.

Ifateachershowsstudentshowtodoanactivitybeforetheystartdoingit,he/sheisusingthetechniqueof______.A.presentationB.demonstrationC.elicitationD.evaluation正確答案：B[解析]demonstration“示范演示”，指教師通過示范、演示，可以使難點(diǎn)或抽象內(nèi)容一目了然。

13.

Whenateacherasksstudentstodiscusshowatextisorganized,he/sheismostlikelytohelpthem______.A.evaluatethecontentofthetextB.analyzethestructureofthepassageC.understandtheintentionofthewriterD.distinguishthefactfromtheopinions正確答案：B[解析]老師讓學(xué)生討論文章怎樣組織成文的，最可能是幫助他們分析文章的結(jié)構(gòu)。

14.

Whichofthefollowingpracticescanencouragestudentstoreadanarticlecritically?A.Evaluatingitspointofview.B.Findingoutthefacts.C.Findingdetailedinformation.D.Doingtranslationexercises.正確答案：A[解析]句意：下列哪個練習(xí)能夠鼓勵學(xué)生批判性地閱讀文章?Evaluatingitspointofview“評價文章觀點(diǎn)”符合題意。B、C屬于從文章中找尋信息，D是翻譯練習(xí)只是從一種語言翻譯成另一種語言，并不能體現(xiàn)批判性。

15.

Whichofthefollowingisadisplayquestionusedbyteachersinclass?A.Ifyouwerethegirlinthestory,wouldyoubehavelikeher?B.DoyoulikethestoryGirltheThumb,whyorwhynot?C.Doyouagreethatthegirlwasakind-heartedperson?D.Whathappenedtothegirlattheendofthestory?正確答案：D[解析]displayquestion“展示性問題”，指提問者已經(jīng)知道答案的問題，選項(xiàng)中只有D項(xiàng)“故事的結(jié)尾這個女孩發(fā)生了什么事”符合其定義。故選D。

16.

Whichofthefollowingwouldateacherencouragestudentstodoinordertodeveloptheircognitivestrategies?A.Tomakeastudyplan.B.Tosummarizeastory.C.Toreadatextaloud.D.Todopatterndrills.正確答案：B[解析]cognitivestrategies“認(rèn)知策略”，認(rèn)知策略是指學(xué)生為了完成具體學(xué)習(xí)任務(wù)而采取的步驟和方法。選項(xiàng)中只有B符合其標(biāo)準(zhǔn)描述。

17.

Whichofthefollowingexerciseswouldateachermostprobablyuseifhe/shewantstohelpstudentsdeveloptheirdiscoursecompetence.A.Paraphrasingsentences.B.Translatingsentences.C.Unscramblingsentences.D.Transformingsentences.正確答案：A[解析]句意：如果教師想培養(yǎng)學(xué)生的語篇能力，他/她最有可能采用以下哪種練習(xí)?paraphra-singsentences“釋義句子”，translatingsentences“翻譯句子”，unscramblingsentences“轉(zhuǎn)換句子”。語篇能力就是能夠?qū)ζ滦畔⑦M(jìn)行理解，加工和再創(chuàng)作的能力。釋義句子即用英語解釋或轉(zhuǎn)換句子。故選A。

18.

TheadvantagesofpairandgroupworkincludeallofthefollowingEXCEPT______.A.interactionwithpeersB.varietyanddynamismC.anincreaseinlanguagepracticeD.opportunitiestoguaranteeaccuracy正確答案：D[解析]小組活動和結(jié)對活動有利于增加同伴間互動、多樣性和動力、增加語言練習(xí)。組織小組和結(jié)伴活動的目的一般是調(diào)動學(xué)生的興趣，培養(yǎng)其參與、合作等能力?；诖四康模處熆蛇m當(dāng)忽略對于準(zhǔn)確性的要求，opportunitiestoguaranteeaccuracy“提供保證準(zhǔn)確性的機(jī)會”。故選D。

19.

Whichofthefollowingshouldateacheravoidwhenhis/herfocusisondevelopingstudents'abilitytousewordsappropriately?A.Teachingboththespokenandwrittenform.B.Teachingwordsincontextandgivingexamples.C.Presentingtheform,meaning,anduseofaword.D.Askingstudentstomemorizebilingualwordlists.正確答案：D[解析]詞匯教學(xué)主要是通過各種形式教授詞匯的音、形、義，提倡詞不離句，句不離篇。Askingstudentstomemorizebilingualwordlists“讓學(xué)生記憶中英文對照的單詞表”，屬于脫離語境的死記硬背，不利于發(fā)展學(xué)生正確使用單詞的能力。

20.

Whichofthefollowingpracticesismostlikelytoencouragestudents'cooperationinlearning?A.Doingaproject.B.Havingadictation.C.Takingatest.D.Copyingatext.正確答案：A[解析]doingaproject“做項(xiàng)目”容易培養(yǎng)學(xué)生與人合作的能力。其余選項(xiàng)都是個人完成的沒有互動合作，故選A。

Inrecentyears,however,societyhascometounderstandthelimitationsofschoolsthatmerelysortandrankstudents.Wehavediscoveredthatstudentsinthebottomone-thirdtoone-halfoftherankorder--plusallwhodropoutbeforebeingranked--failtodevelopthefoundationalreading,writing,andmathematicalproficienciesneededtosurvivein,letalonecontributeto,anincreasinglytechnicallycomplexandethnicallydiverseculture.Sotoday,inaskingschoolstoleavenochildbehind,societyisaskingthateducatorsraiseupthebottomoftherank-orderdistributiontoaspecifiedlevelofcompetence.Wecallthoseexpectationsour"academicachievementstandards".Everystatehasthem,and,asamatterofpublicpolicy,schoolsaretobeheldaccountableformakingsurethatallstudentsmeetthem.

Tobeclear,themissionofsortinghasnotbeeneliminatedfromtheschoolingprocess.Fortheforeseeablefuture,studentswillstillberankedattheendofhighschool.However,societynowdictatesthatsuchacelebrationofdifferencesinamountlearnedmuststartatacertainminimumlevelofachievementforall.

Theimplicationsofthischangeinmissionfortheroleofassessmentareprofound.Assessmentandgradingproceduresdesignedtopermitonlyafewstudentstosucceed(thoseatthetopoftherank-orderdistribution)mustnowberevisedtopermitthepossibilitythatallstudentscouldsucceedatsomeappropriatelevel.Furthermore,proceduresthatpermitted(perhapsevenencouraged)somestudentstogiveupinhopelessnessandtostoptryingmustnowbereplacedbyothersthatpromotehopeandcontinuouseffort.Inshort,theentireemotionalenvironmentsurroundingtheprospectofbeingevaluatedmustchange,especiallyforperenniallowachievers.

Thestudents'missionisnolongermerelytobeatotherstudentsintheachievementrace.Atleastpartoftheirgoalmustbetobecomecompetent.Teachersmustbelievethatallstudentscanachieveacertainlevelofacademicsuccess,mustbringalloftheirstudentstobelievethisofthemselves,mustaccommodatethefactthatstudentslearnatdifferentratesbymakinguseofdifferentiatedinstruction,andmustguideallstudentstowardtheattainmentofstandards.

Thedrivingdynamicforceforstudentscannotmerelybecompetitionforanartificialscarcityofsuccess.Becauseallstudentscanandmustsucceedinmeetingstandards,cooperationandcollaborationmustcomeintoplay.Thedrivingforcesmustbeconfidence,optimism,andpersistence--forall,notjustforsome.Allstudentsmustcometobelievethattheycansucceedatlearningiftheytry.Theymusthavecontinuousaccesstoevidenceofwhattheybelievetobecredibleacademicsuccess,howeversmall.Thisnewunderstandinghasspawnedincreasedinterestinformativeassessmentinrecentyears.21.

Whatdothe"academicachievementstandards"inParagraph1referto?A.Thedrivingdynamicforcesforallstudentswhoneedtosurviveinsociety.B.Confidence,optimism,andpersistencethatstudentsneedinordertosucceed.C.Differentiatedlevelsofcompetencespecifiedforstudentswithdifferentabilities.D.Themissionsofstudentswhowanttobeatothersintheirachievementraceinschool.正確答案：C[解析]細(xì)節(jié)理解題。由關(guān)鍵詞所在句子“Wecallthoseexpectationsour'academicachievementstandards'．”可知，其對應(yīng)的就是“thoseexpectations”所指的內(nèi)容。根據(jù)前一句話“...societyisaskingthateducatorsraiseupthebottomoftherankorderdistributiontoaspecifiedlevelofcompetenee．”可確定答案為C。

22.

Whichofthefollowingwouldhappenduetothechangeinmissionfortheroleofassessment?A.Moststudentswouldachieveacertainlevelofacademicsuccess.B.Educatorswouldraiseupthebottomoftherank-orderdistribution.C.Teacherswouldhelplowachieverstobeathighachieverssuccessfully.D.Schoolswouldeliminatesortingandrankingfromtheschoolingprocess.正確答案：A[解析]細(xì)節(jié)理解題。由第四段“Thestudents’missionisnolongermerelytobeatotherstudentsintheachievementrace...allstudentscanachieveacertainlevelofacademicsuccess”可知，A項(xiàng)正確，C項(xiàng)錯誤。B項(xiàng)文章未提及。根據(jù)第二段“Tobeclear，themissionofsortinghasnotbeeneliminatedfromtheschoolingprocess．”可知，D項(xiàng)錯誤。故選A。

23.

Whichofthefollowingisclosestinmeaningtotheunderlinedword"accommodate"inParagraph4?A.Adapt.B.Match.C.Accept.D.Understand.正確答案：C[解析]詞義猜測題。由畫線詞定位至倒數(shù)第二段最后一句，該句包含四個小分句，采用了平行結(jié)構(gòu)“must+v．”。accommodate此處表示“承認(rèn)，接受”之意；當(dāng)表示“(使)適應(yīng)”時，常用的搭配為“accommodate(sb.)tosth.”。故選C。

24.

Whichismeantbytheauthorabouttheemotionalpromiseofassessmentforstudents?A.Toreachaminimumlevelofachievement.B.Tobuilduptheirconfidenceinsuccess.C.Toenablethemtocompetewithothers.D.Tohelpthemrealizetheirgoals.正確答案：B[解析]推斷判斷題。由題干中的關(guān)鍵詞。emotionalpromise將答案定位至第三段和最后一段。

根據(jù)第三段“Assessmentandgradingprocedures

...”及最后一段“Thedrivingdynamicforceforstudentscannot...Thedrivingforcesmustbecontidence...”可推斷出作者表達(dá)的意思是通過評估改革，教師要激發(fā)學(xué)生的自信與希望，使他們相信通過不斷的努力，終會取得成功。故選B。

25.

Whichofthefollowingislikelytobethetitleofthispassage?A.FormativeAssessmentB.SuccessinMeetingStandardsC.ANewMissionofAssessmentD.LimitationsofCurrentSchoolRanking正確答案：C[解析]主旨大意題。文章開頭分析了給學(xué)生排名這種評價方式的弊端，然后講述了評價方式的改革，即學(xué)校要讓所有學(xué)生而不僅僅是一部分學(xué)生達(dá)標(biāo)。FormativeAssessment“形成性評價”；SuccessinMeetingStandards“成功達(dá)標(biāo)”；LimitationsofCurrentSchoolRanking“學(xué)?，F(xiàn)行的排名制度的弊端”，三項(xiàng)均不能全面地體現(xiàn)本文的中心思想。ANewMissionofAssessment“評價的新使命”最適合做本文的標(biāo)題。

Thesubjectofballads,booksandfilms,RobinHoodhasproventobeoneofpopularculture'smostenduringfolkheroes.Overthecourseof700years,theoutlawfromNottinghamshirewhorobstherichtogivetothepoorhasemergedasoneofthemostenduringfolkheroesinpopularculture--andoneofthemostversatile.ButhowhasthelegendofSherwoodForest'smerryoutlawsevolvedovertime?DidarealRobinHoodinspiretheseclassictales?

Beginninginthe15thcenturyandperhapsevenearlier,ChristianrevelersincertainpartsofEnglandcelebratedMayDaywithplaysandgamesinvolvingaRobinHoodfigurewithnear-religioussignificance.Inthe19thcentury,writer-illustratorslikeHowardPyleadaptedthetraditionaltalesforchildren,popularizingthemintheUnitedStatesandaroundtheworld.Morerecently,bringingRobintothesilverscreenhasbecomeariteofpassagefordirectorsrangingfromMichaelCurtizandRidleyScotttoTerryGilliamandMelBrooks.

ThroughoutRobin'sexistence,writers,performersandfilmmakershaveprobedtheirimaginationsfornewincarnationsthatresonatewiththeirrespectiveaudiences.In14th-centuryEngland,whereagrariandiscontenthadbeguntochipawayatthefeudalsystem,heappearsasananti-establishmentrebelwhomurdersgovernmentagentsandwealthylandowners.LatervariationsfromtimesoflesssocialupheavaldispensewiththegoreandcastRobinasadispossessedaristocratwithaheartofgoldandaloveinterest,MaidMarian.

Academics,meanwhile,havecombedthehistoricalrecordforevidenceofarealRobinHood.Englishlegalrecordssuggestthat,asearlyasthe13thcentury,"Robehod,""Rabunhod"andothervariationshadbecomecommonepithetsforcriminals.Butwhathadinspiredthesenicknames:afictionaltale,aninfamousbanditoranamalgamofboth?ThefirstliteraryreferencestoRobinHoodappearinaseriesof14th-and15th-centuryballadsaboutaviolentyeomanwholivedinSherwoodForestwithhismenandfrequentlyclashedwiththeSheriffofNottingham.Ratherthanapeasant,knightorfallennoble,asinlaterversions,theprotagonistofthesemedievalstoriesisacommoner.LittleJohnandWillScarletarepartofthisRobin's"merry"crew--meaning,atthetime,anoutlaw'sgang--butMaidMarian,FriarTuckandAlan-a-Dalewouldnotenterthelegenduntillater,possiblyaspartoftheMayDayrituals.

Whilemostcontemporaryscholarshavefailedtoturnupsolidclues,medievalchroniclerstookforgrantedthatahistoricalRobinHoodlivedandbreathedduringthe12thor13thcentury.Thedetailsoftheiraccountsvarywidely,however,placinghiminconflictingregionsanderas.NotuntilJohnMajor'sHistoryofGreaterBritain(1521),forexample,ishedepictedasafollowerofKingRichard,oneofhisdefiningcharacteristicsinmoderntimes.

WemayneverknowforsurewhetherRobinHoodeverexistedoutsidetheversesofballadsandpagesofbooks.Andevenifwedid,fans,youngandold,wouldstillsurelyflocktoEngland'sNottinghamshireregionforatourofthelegend'sallegedformerhangouts,fromcenturies-oldpubstotheMajorOakinSherwoodForest.Whatwedoknowisthatthenotionofabraverebelwholivesontheoutskirtsofsociety,fightinginjusticeandoppressionwithhisbandofcompanions,hasuniversalappeal--whetherhe'splayedbyErrollFlynn,RussellCroweoreven,asona1979episodeof"TheMuppetShow,"KermittheFrog.26.

Whichofthefollowingisclosestinmeaningtotheunderlinedphrase"ariteofpassage"inParagraph2?A.Amilestoneevent.B.Atopagenda.C.Areligiousceremony.D.Aprivilegedright.正確答案：A[解析]詞義猜測題。ariteofpassage所在句意為“將Robin的形象搬到熒幕上對各位導(dǎo)演來說，已經(jīng)成為”。由畫線詞定位至第二段，該段主要講述了在不同時期RobinHood的形象從充滿宗教色彩，到融入兒童故事，再到被搬上大熒幕的經(jīng)歷變化。Amilestoneevent“一件具有里程碑意義的事”，Atopagenda“一項(xiàng)頭等議程”，Areligiousceremony“一個宗教儀式”，Aprivilegedright“一項(xiàng)特權(quán)”。A項(xiàng)最符合題意。

27.

WhichofthefollowingistrueaboutMaidMarianaccordingtothepassage?A.Awomanwithagoodheart.B.AwomanRobinHoodloved.C.AwomanRobinHoodhelped.D.AwomanstudyingRobinHoodlegend.正確答案：B[解析]細(xì)節(jié)理解題。由第三段最后一句話“...castRobinasadispossessedaristocratwithaheartofgoldandaloveinterest，MaidMarian．”可知，MaidMarian是RobinHood的戀人。故選B。

28.

WhichofthefollowinghasbeenadefiningcharacteristicsofRobinHoodsincethesixteenthcenturyaccordingtothepassage?A.Areligiouscelebrity.B.Aversatilearistocrat.C.AsupporterofKingRichard.D.AbelovedrobberinNottingham.正確答案：C[解析]細(xì)節(jié)理解題。由第二段可知，A項(xiàng)說的是15世紀(jì)甚至是更早時候的RobinHood的形象；由第三段可知，B項(xiàng)說的是14世紀(jì)時期RobinHood的形象；由第一段第二句話描述的時間“Overthecourseof700years”可知，D項(xiàng)也不符合題意。由第五段“NotuntilJohnMajor's'HistoryofGreaterBritain(1521)，forexample，ishedepictedasafollowerofKingRichard，oneofhisdefiningcharacteristicsinmoderntimes”可知，選C。

29.

Whichofthefollowingmethodsisusedbytheauthorinelaboratinghispoints?A.Quotation.B.Contrastandcomparison.C.Classification.D.Rhetoricalquestion.正確答案：B[解析]推斷判斷題。本文講述了RobinHood作為一個有象征意義的人物，在不同時期，人們對于他真正身份和來源的不同版本的介紹。作者在陳述這些內(nèi)容的時候，采取了對比和比較的方法。故選B。

30.

Whichofthefollowingisapropertitleforthepassage?A.TheRealRobinHoodB.TheFictionalRobinHoodC.TheFigurativeRobinHoodD.TheImaginaryRobinHood正確答案：C[解析]主旨大意題。由最后一段第一句“wemayneverknowfbrsurewhetherRobinHoodeverexistedoutsidetheversesofballadsandpagesofbooks．”可知，我們不能確定RobinHood是否真的存在過，故A、B、D三項(xiàng)均不合適。C項(xiàng)“具有象征意義的RobinHood”，此標(biāo)題與文章內(nèi)容為最貼近。故選C。

二、簡答題(本大題共20分)根據(jù)題目要求完成下列任務(wù)，用中文作答。1.

簡述英語校內(nèi)課外活動的三個主要作用，列出四種活動形式，并寫出教師組織課外活動的三點(diǎn)注意事項(xiàng)。正確答案：英語校內(nèi)課外活動的三個主要作用：

①英語校內(nèi)課外活動是學(xué)生英語學(xué)習(xí)的重要組成部分，能為學(xué)生的語言實(shí)踐和自主學(xué)習(xí)提供更大的平臺。

②英語校內(nèi)課外活動有助于激發(fā)和提升學(xué)生學(xué)習(xí)英語的興趣、豐富語感、開闊視野、增長知識、發(fā)展智力和塑造性格。

③英語校內(nèi)課外活動有助于提升學(xué)生的活動組織和管理能力。

(2)英語校內(nèi)課外活動的形式：英文演講、英語歌曲大賽、英語角、英語墻報等。

(3)注意事項(xiàng)：

①教師應(yīng)根據(jù)學(xué)生的年齡特點(diǎn)和需求，結(jié)合當(dāng)?shù)亟?jīng)濟(jì)文化發(fā)展實(shí)際，有計劃、有組織、有創(chuàng)造性地開展內(nèi)容豐富、形式多樣、因地制宜的英語校內(nèi)課外活動，如朗誦、講故事、演短劇，以及英語校園或班級刊物等。

②教師應(yīng)注意英語校內(nèi)課外活動要著重調(diào)動學(xué)生參與的積極性。要注意鼓勵、動員、吸引學(xué)習(xí)困難的學(xué)生參與課外活動，為他們設(shè)計適合的活動形式和內(nèi)容，使他們能夠樂于參與，并通過親身體驗(yàn)和實(shí)踐產(chǎn)生學(xué)習(xí)興趣和動力并獲得成功。在活動中要給予他們耐心的指導(dǎo)，注意保護(hù)他們的自尊心和熱情，尊重他們的參與方式，并注意因勢利導(dǎo)。

③教師要充分發(fā)揮學(xué)生的自主性，尊重他們的策劃和選擇并給予恰當(dāng)?shù)囊龑?dǎo)和輔導(dǎo)，要關(guān)注活動的過程，關(guān)注學(xué)生在活動中的表現(xiàn)，做好活動的顧問和服務(wù)工作，為他們的發(fā)展提供指導(dǎo)和支持。

三、教學(xué)情境分析題(本大題共30分)根據(jù)題要求完成下列任務(wù)，用中文作答。下面片段來自某初中英語課堂教學(xué)實(shí)錄。

T:Goodmorning,boysandgirls.Wetalkedabout"Thepresentperfecttense"yesterday,andIhopeyouhavegotsomeideaaboutit.Doyoustillremembertheformsofthetense?

S1:Have/Hasdone.

T:Youareright,goodboy.Andwhocansayasentencewiththeform?

S2:Letmetry.WehavelearntEnglishforafewyears.

T:Verygood,thankyou.

S3:MyfatherhavegonetoHangzhouandoftentellsusaboutitsbeautifulscenery,there.

T:Oh,youalsoremembertheform,butthen,whereisyourfather?IshestillinHangzhouorbackhomenow?

S3:Backhome.

T:Oh,Isee,youmeanyourfatherwenttoHangzhousometimeinthepast.Andhehascomebackhomefromthere.Andsinceyourfatherisnotyouyourself,notI,nexttimeyoushouldsay"MyfatherhasbeentoHangzhouandoftentellsusaboutitsbeautifulscenerythere".OK?

請根據(jù)教學(xué)片段回答下面三個問題：1.

該教師的教學(xué)有哪優(yōu)點(diǎn)?寫出2個即可。正確答案：該教師的教學(xué)有以下兩個優(yōu)點(diǎn)：①合理使用糾錯技巧，才能有針對性的教學(xué)反饋，以啟發(fā)引導(dǎo)為主，提高學(xué)生的參與度。②采用循序漸進(jìn)的教學(xué)方法，從語法結(jié)構(gòu)到語法運(yùn)用，鞏固學(xué)生的認(rèn)識。

2.

該教師發(fā)現(xiàn)學(xué)生表達(dá)錯誤時，采取了哪四種具體的糾錯方式?正確答案：該教師發(fā)現(xiàn)學(xué)生的表達(dá)錯誤時，采取了四種具體的糾錯方式，分別是：

①啟發(fā)法(Elicitation)教師通過以下方式啟發(fā)學(xué)生糾正錯誤：(1)就學(xué)生的錯誤部分提問，如“Howdowesay...inEnglish?”，同時放慢語速或稍作停頓；(2)以目光或手勢示意該學(xué)生繼續(xù)回答問題；(3)提供幾個相關(guān)選項(xiàng)供學(xué)生選擇；(4)如果該學(xué)生依然不能說出正確的形式，則請另一位學(xué)生提示或回答。例如：T：Now,lookatthispicture.What'sinit?S1:Threebasketofapples.T:Threebasketofapples?Isheright?(用目光或手勢示意全班學(xué)生回答)0K.Pleasecorrectit.Ss:Threebasketsofapples.T:Yes.Good.Welldone.OK(轉(zhuǎn)向犯錯的學(xué)生)，doyouunderstand?

②澄清法(Clarificationrequests)教師因不明白學(xué)生說的話或發(fā)現(xiàn)學(xué)生的言語出現(xiàn)形式錯誤而發(fā)出明確的信息要求學(xué)生糾正，通常使用What?/I'msorry?/Partdonme?/Whatdoyoumeanby...?之類的話。例如：S:IwantbeascientistwhenIgrowup.T:Er?I'msorry?Iwant...S:IwanttobeascientistwhenIgrowup.

③直接糾錯法(Explicitcorrection)直接糾錯是指學(xué)習(xí)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(jìn)行的機(jī)械操練或側(cè)重語言精確輸出的各種練習(xí)中。教師直接糾錯時使用的課堂用語通常有：Youshouldsay.../No,youshouldn'tsaythat./Readafterme./Payattentionto.../Oh，youmean.../Wedon’tsay..inEnglish.Wesay...例如：T:Whatdidyouhaveforbreakfastthismorning?S:Ihaveabottleofmilk,aneggandtwocakes．T:Oh.Youshouldsay"Ihadabottleofmilk..."Readafterme,please.S:Oh，sorry.Ihadabottleofmilk,aneggandtwocakes.

④強(qiáng)調(diào)法(Pinpointing)教師重復(fù)學(xué)生的話，有意重讀和拖長出錯部分的發(fā)音或用升調(diào)以表示特別強(qiáng)調(diào)，發(fā)現(xiàn)這種明顯錯誤所在位置的方法常被用于學(xué)生的自我糾錯。這種方法既能糾正學(xué)生的口語錯誤，保證學(xué)生順利進(jìn)行口頭敘述，又能顧及學(xué)生的面子和自尊心，呵護(hù)他們參與口語活動的積極性。例如：T:Wheredidyouspendyourholidaythissummer?S:IgotoQingdaoformyholiday.T:YouGO(?)toQingdao?S:Oh,IwenttoQingdaoformyholiday.

3.

再列出其他兩種糾錯方式，并各舉一例說明。正確答案：除了以上四種糾錯方式，教師在教學(xué)中還常

用以下兩種糾錯方式：

①重述法(Recasts)重述是指教師對學(xué)生語言表達(dá)中的錯誤進(jìn)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(dá)進(jìn)行部分肯定之后的糾正。該方法以學(xué)生的語言表達(dá)為基礎(chǔ)，對部分成份或詞語進(jìn)行修正，并保持原表達(dá)的意思不變，對于糾正學(xué)生口語中的語法錯誤比較有效。例如：S:HeiswatchTV.(第一次表達(dá))T:HeiswatchTV?PatrickiswatchingafootballgameonTV.(重述)S:HeiswatchingTV.(第二次表達(dá))T:Right.Goonplease.S：She'sdoherhomework.(第一次表達(dá))T:she'sdoingherhomework.(重述)Oh,shehasalotofhomeworktodo.S:She'sdoingherhomework．(第二次表達(dá))

②元語言反饋法(Metalinguisticfeedback)元語言反饋是指學(xué)生出現(xiàn)言語錯誤時，教師并不直接說出正確答案，而是對學(xué)生的錯誤進(jìn)行技術(shù)上的分析和描述，如指出詞類誤用、時態(tài)錯誤等，常用的課堂用語有Canyoufindyourerror?/No,not...Wedon'tsay...inEnglish./DowesaythatinEnglish?等。這種方法更適合高中生，尤其是高水平學(xué)習(xí)者。例如：S:Igotovisitmygrandparentswithmyunclelastweekend．T:Dowesay"go"here?"Go"is"presenttense".I'mafraidyouusedawrongtense.S:Igo...went...Iwenttovisitmygrandparentslastweekend.T:Yeah.Iwent.

四、教學(xué)設(shè)計題(本大題共40分)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)：請閱讀下面學(xué)生信息和語言素材，設(shè)計15分鐘的英語聽說教學(xué)方。該教案沒有固定格式，但必須包含下列要點(diǎn)：

●teachingobjectives

●teachingcontents

●keyanddifficultpoints

●majorstepsandtimeallocation

●activitiesandjustifications

教學(xué)時間：15分鐘

學(xué)生概況：某城鎮(zhèn)普通中學(xué)七年級(初中一年級)學(xué)生，班級人數(shù)40人。多數(shù)學(xué)生已達(dá)到《義務(wù)教育英語課程標(biāo)準(zhǔn)》(2011年版)二級水平。學(xué)生課堂參與積極性不高。

Hi!IamTony.Idon'tliketogetupearly.InthemorningIgetupateight.ThenIgotoschoolateightthirty.Idon'thavemuchtimeforbreakfast,soIusuallyeatveryquickly.Forlunch.Iusuallyeathamburgers.Afterschool,Isometimesplaybasketballforhalfanhour.WhenIgethome,Ialwaysdomyhomeworkfirst.IntheeveningIeitherwatchTVorplaycomputergames.Attenthirty,IbrushmyteethandthenIgotobed.

Maryismysister.Sheu