教師資格認(rèn)定考試高級(jí)中學(xué)英語(yǔ)模擬題13

教師資格認(rèn)定考試高級(jí)中學(xué)英語(yǔ)模擬題13一、單項(xiàng)選擇題在每小題列出四個(gè)備選項(xiàng)中選擇一個(gè)最佳答案。1.

Whichofthefollowingtermsbestdescribesthepai（江南博哥）rofwords"kill"and"drill"?A.Minimalpair.B.Aphonemiccontrast.C.Closedclasswords.D.Boundmorphemes.正確答案：A[解析]考查音系學(xué)知識(shí)。最小對(duì)立體(minimalpair)可用來(lái)弄清楚替代哪個(gè)語(yǔ)音將會(huì)產(chǎn)生不同的意義，用于描述只有一個(gè)語(yǔ)音具有區(qū)別特征的兩個(gè)詞，如beat和bit，bead和bid。

2.

Whichoftheletter"u"inthefollowingwordshasadifferentpronunciationfromothers?A.abuseB.useC.excuseD.lure正確答案：D[解析]考查語(yǔ)音學(xué)知識(shí)。根據(jù)開(kāi)音節(jié)規(guī)則可知，單個(gè)元音字母后面加個(gè)輔音字母，再加一個(gè)不發(fā)音的字母e構(gòu)成的重讀音節(jié)為開(kāi)音節(jié)單詞。而在開(kāi)音節(jié)中元音字母發(fā)本音，但要注意的是，由元音字母加re字母結(jié)尾的重讀音節(jié)并不構(gòu)成開(kāi)音節(jié)，所以lure中u字母的發(fā)音與其他三個(gè)不同，故選D。

3.

Thisproblemshouldbediscussedfirst,forittakes______overalltheotherissues.A.precedenceB.prosperityC.presumptionD.probability正確答案：A[解析]考查名詞辨析。precedence“優(yōu)先，居先”；prosperity“繁榮”；presumption“假定”；probability“可能性”。takeprecedenceoversth.意為“地位高于，比……優(yōu)先處理”。句意：應(yīng)該先討論這個(gè)問(wèn)題，因?yàn)樗绕渌袉?wèn)題都重要。

4.

Theproducersofoilandother______commoditieshaveanadvantage.A.fragileB.nonperishableC.waterproofedD.stainless正確答案：B[解析]考查形容詞辨析。fragile易碎的；nonperishable不易壞的；waterproofed防水的，不透水的；stainless不銹的，無(wú)瑕疵的。句意：產(chǎn)石油和其他不易壞物品的生產(chǎn)商有優(yōu)勢(shì)。故選B。

5.

Whenhecamein,hefoundthatpaperclips,drawingpinsandsafety-pinswere______alloverthefloor.A.scatteredB.sprayedC.dispersedD.separated正確答案：A[解析]考查動(dòng)詞辨析。scatter分散，散開(kāi)；spray噴，噴射；disperse分散，擴(kuò)散；separate分離，分開(kāi)。scatter指人或物向四處散開(kāi)，或把物隨意撒開(kāi)；disperse多指把一群人或物等徹底驅(qū)散。故選A。句意：當(dāng)他進(jìn)來(lái)的時(shí)候，他發(fā)現(xiàn)回形針、圖釘和安全針散得地上到處都是。

6.

Thefactoryoperated______untiltheorderwasfilled.A.attimesB.totheminuteC.daybydayD.aroundtheclock正確答案：D[解析]句意：工廠晝夜不停地工作，直到交付訂單為止。attimes“有時(shí)”；totheminute“恰好，一分不差”；daybyday“一天天”；aroundtheclock“晝夜不?！?。

7.

______hermotherstartedtogotothemeditationclass.A.ItwasataboutthistimethatB.ThatwasaboutthistimeC.ItwasataboutthistimewhenD.Itwasaboutthistimethat正確答案：A[解析]強(qiáng)調(diào)時(shí)間狀語(yǔ)ataboutthistime。句意：大約是在這個(gè)時(shí)間，她的媽媽去上冥想課的。

8.

Atthreethousandfeet,wideplainsbegintoappear,andthereisneveramomentwhensomedistantmountainisnot______.A.onviewB.ataglanceC.insightD.onthescene正確答案：C[解析]考查介詞短語(yǔ)。onview展覽著；ataglance一看就；insight(指某物)看得見(jiàn)；onthescene在場(chǎng)。句意：3000英尺的高度時(shí)，寬闊的平原開(kāi)始顯現(xiàn)，而遠(yuǎn)山自始至終都能看得到。

9.

Whichofthefollowingwordsismadeupofhoundmorphemesonly?A.happinessB.televisionC.ecologyD.teacher正確答案：C[解析]happiness由自由詞素happy和黏著詞素-ness構(gòu)成；television由黏著詞素tele-和自由詞素vision構(gòu)成；ecology由黏著詞素eco-和-ology構(gòu)成；teacher由自由詞素teach和黏著詞素-er構(gòu)成。

10.

Thequestion"Howfastdidhedrivewhenherantheredlight?"______"Herantheredlight".A.presupposesB.entailsC.contradictsD.includes正確答案：A[解析]詢問(wèn)“他闖紅燈的時(shí)候，開(kāi)得多快?”的前提條件是“他闖紅燈了”。

11.

A:DoyouknowwhereMr.Brownis?

B:Somewhereinthesouthernsuburbsofthecity.

SpeakerBviolatesthemaximof______.A.qualityB.quantityC.mannerD.relation正確答案：B[解析]考查合作原則的違反。說(shuō)話者B的話語(yǔ)沒(méi)有提供足夠的信息，沒(méi)能說(shuō)明布朗先生的具體住所。故選B。

12.

TheultimategoalofEnglisheducationistodevelopstudents'abilitytocommunicateinEnglish.Therefore,Englisheducationshouldbe______.A.communication-focusedB.ability-orientedC.knowledge-centeredD.speaking-oriented正確答案：B[解析]英語(yǔ)教育的總目標(biāo)是培養(yǎng)學(xué)生的語(yǔ)言運(yùn)用能力，因此，英語(yǔ)教育應(yīng)該是能力教育。

13.

Teachingactivitiesmustbebasedonthestudents'cognitivedevelopmentlevelandtheexistingexperiencedknowledge,thus,students'personalknowledge,students'lifeworldand______arealsotheimportantcurriculumresourcesexcepttextbook.A.gameactivitiesB.labouractivitiesC.attitudesD.directexperience正確答案：D[解析]考查教學(xué)資源的開(kāi)發(fā)與利用。directexperience直接經(jīng)驗(yàn)。學(xué)生的生活世界和直接經(jīng)驗(yàn)也是重要的教學(xué)資源。

14.

Whichofthefollowingismostsuitableforthecultivationoflinguisticcompetence?A.Sentence-making.B.Cue-carddialogue.C.Simulateddialogue.D.Learningsyntax.正確答案：A[解析]考查語(yǔ)言能力的培養(yǎng)。四個(gè)選項(xiàng)中，“造句”是最適合培養(yǎng)語(yǔ)言能力的教學(xué)活動(dòng)。

15.

MostoftheteachingactivitiesinaGrammar-Translationclassroomservethepurposeofmastering______.A.vocabularyB.grammaticalrulesC.skillofreadingD.skillofwriting正確答案：B[解析]采取語(yǔ)法翻譯法的課堂教學(xué)主要通過(guò)講解和分析句子成分，讓學(xué)生掌握語(yǔ)法規(guī)則。

16.

Whichofthefollowingcanbeusedinstressandintonationpractice?A.Clappinghands.B.Raisethevoice.C.Highlight.D.Alloftheabove.正確答案：D[解析]拍手、提高聲音、強(qiáng)調(diào)都是語(yǔ)流教學(xué)中常用的方法。

17.

Whichofthefollowingactivitiescanbeusedatthepracticestageofvocabularyinstruction?A.Completionexercises.B.Readingtodiscoverthemeaningofwords.C.Cross-wordpuzzles.D.Teacherexplainingtheusageofwords.正確答案：A[解析]填空練習(xí)是單詞練習(xí)階段的活動(dòng)。

18.

Whichofthefollowingisaslipoftongue?A.Acupoftea.B.Agraytape.C.Loopbeforeyouleak.D.Usethekeytoopenthedoor.正確答案：C[解析]C項(xiàng)為口誤，正確的說(shuō)法為L(zhǎng)ookbeforeyouleap(三思而后行)。

19.

Writingexercisessuchascompletion,reproduction,compression,andtransformationaremainlythetypeofexercisesusedin______task.A.imitativewritingB.guidedwritingC.freewritingD.creativewriting正確答案：B[解析]考查寫(xiě)作教學(xué)。寫(xiě)作練習(xí)如完成、再現(xiàn)、縮寫(xiě)、轉(zhuǎn)換，都是引導(dǎo)寫(xiě)作的練習(xí)方式。

20.

______maybedefinedasanykindofengagingwiththelanguageonthepartofthelearners,usuallyundertheteacher'ssupervision,whoseprimaryobjectiveistoconsolidatelearning.A.PresentationB.PracticeC.ProductionD.Preparation正確答案：B[解析]考查3P教學(xué)法。新課展示(Presentation)是對(duì)新課內(nèi)容進(jìn)行教學(xué)的；練習(xí)(Practice)是針對(duì)所學(xué)內(nèi)容進(jìn)行訓(xùn)練與鞏固的；產(chǎn)出(Production)是指在熟練掌握所學(xué)內(nèi)容的基礎(chǔ)上進(jìn)行提高的部分；準(zhǔn)備(Preparation)通常是指在課前進(jìn)行準(zhǔn)備。故選B。

Althoughtheearliestfilmsincinemaweredoneinoneshotwithoutanyediting,cuttingissofundamentaltothemediumthatitbegantoemergerelativelyquickly.Therewasabasicdisparitybetweentheamountoffilmthatacamera'smagazinecouldholdandtheevolvingdesireoffilmmakersandaudiencesforlongerandmoreelaboratestoryfilms.Onlybyeditingshotstogethercouldlongernarrativeformsbeachieved.ATriptotheMoon(1914),directedbyGeorgesMelies(1861～1938),forexample,createsanarrativebyassemblingaseriesofscenes,witheachscenefilmedinasingleshot.Theeditpointsoccurbetweenthescenes,inordertolinkthemtogether.

TheGreatTrainRobbery(1930),directedbyEdwinS.Porter(1870～1941),followsabandofWesternoutlawsrobbingatrainandinterruptsthechronologyoftheactionwithacutawayshowingtherescueofatelegraphoperatorwhomtheoutlawsearlierhadtiedup.Followingthecutaway,Porterintroducesasecondlineofaction,showingtheroundupofaposseandthepursuitoftheoutlaws.Filmhistorianscommonlycitethisasanearlyexampleofparallelediting,showingtwolinesofnarrativeactionhappeningatthesametime,althoughPorter'suseofthisdevicehereisambiguous.It'snotclearthathemeansfortheparalleleditingtoestablishthatthetwolinesofactionareinfacthappeningsimultaneously.Inotherrespects,editinginTheGreatTrainRobberyremainsveryprimitive,withcutsusedonlytojoinscenesandwithnointercuttinginsideascene.

IncontrastwithPorter,D.W.Griffith(1875～1948)freedthecamerafromtheconventionsofstageperspectivebybreakingtheactionofscenesintomawdifferentshotsandeditingtheseaccordingtotheemotionalandnarrativerhythmsoftheaction.GriffithexploredthecapabilitiesofeditinginthefilmshemadeatBiographstudiofrom1908to1913,primarilytheuseofcontinuitymatchestolinkshotssmoothlyandaccordingtotheirdramaticandkinestheticproperties.Cuttingfromfull-figureshotstoaclose-upaccentuatedthedrama,andmatchingtheactiononacutasacharacterwalksfromanexteriorintoadoorwayand,inthenextshot,entersaninteriorsetenabledGriffithtojoinfilminglocationsthatwerephysicallyseparatedbutadjacentintermsofthetimeandplaceofthestory.

Griffithbecamefamousforhisuseofcrosscuttinginthemany"ridestotherescue"thatclimaxhisfilms.InTheGirlandHerTrust(1912),forexample,Griffithcutsbackandforthfromapairofrobbers,whohaveabductedtheheroineandareescapingonarailroadpumpcar,tothehero,whoisattemptingtoovertakethembytrain.Byintercuttingtheselinesofaction,Griffithcreatessuspense,andbyshorteningthelengthsoftheshots,heacceleratesthepace.Crosscuttingfurnishedafoundationfornarrativeincinema,andthereislittlestructuraldifferencebetweenwhatGriffithdidhereandwhatalaterfilmmakersuchasStevenSpielberg(b.1946)doesinJaws(1975).GriffithextendedhisfluiduseofcontinuityeditingandcrosscuttinginhisepicsTheBirthofaNation(1915)andIntolerance(1916).Thelatterfilmisasupremeexampleofcrosscutting,whichishereusedtotellfourstoriessetindifferenttimeperiodsinsimultaneousfashion.21.

Whatisthisreadingmainlyabout?A.Filmsoftheearlytwentiethcentury.B.Howfilmcriticisminfluencedart.C.Thedevelopmentoffilmediting.D.ThefilmtechniqueofＤ.W.Griffith.正確答案：C[解析]主旨大意題。文章主要講述的是電影編輯的發(fā)展歷程。

22.

Theword"abducted"inParagraph4probablymeans______.A.annoyedB.kidnappedC.rapedD.robbed正確答案：B[解析]詞義猜測(cè)題。根據(jù)第四段中abducted所在句子的關(guān)鍵詞robbers和escaping可知，是劫匪綁架了女主角后乘一輛水泥車(chē)逃跑，所以選kidnapped“綁架，劫持”。

23.

Whopopularizedparallelediting?A.D.W.Griffithdid.B.GeorgesMeliesdid.C.EdwinS.Porterdid.D.StevenSpielbergdid.正確答案：A[解析]推理判斷題。第二段提到Porter第一次運(yùn)用到平行剪輯的手法，然而概念上還很模糊。而第三、四段提到Griffith在其電影中用到倒敘(crosscutting)的手法，并且這種方法成了一種基本的電影敘事方法。所以是Griffith普及了平行剪輯。

24.

Whichofthefollowingfilmsisanexcellentexampleofcrosscutting?A.TheGreatTrainRobbery.B.TheGirlandHerTrust.C.TheBirthofaNation.D.Intolerance.正確答案：D[解析]細(xì)節(jié)理解題。根據(jù)最后一段最后兩句可知，Intolerance這部電影是運(yùn)用倒敘手法的一個(gè)杰出的例子。

25.

Whatcanbeinferredfromthepassage?A.Camera'smagazineeditors,filmmakersandaudienceshavethesamedesireforlongerandmoreelaboratestoryfilms.B.Jawsemployedastructurallydifferenttechniqueratherthancrosscutting.C.StevenSpielbergusedcrosscuttinginJaws.D.Griffithinventedparallelediting.正確答案：C[解析]細(xì)節(jié)理解題。最后一段第四句提到，倒敘手法成為一種基本的電影拍攝手法，電影攝制者StevenSpielberg在Jaws這部電影中對(duì)倒敘方法的運(yùn)用和Griffith沒(méi)什么不同。因此C項(xiàng)與之相符。

Themajorityofsuccessfulseniormanagersdonotcloselyfollowtheclassicalrationalmodeloffirstclarifyinggoals,assessingtheproblem,formulatingoptions,estimatinglikelihoodsofsuccess,makingadecision,andonlythentakingactiontoimplementthedecision.Rather,intheirday-by-daytacticalmaneuvers,theseseniorexecutivesrelyonwhatisvaguelytermed"intuition"tomanageanetworkofinterrelatedproblemsthatrequirethemtodealwithambiguity,inconsistency,novelty,andsurprise;andtointegrateactionintotheprocessofthinking.

Generationsofwritersonmanagementhaverecognizedthatsomepracticingmanagersrelyheavilyonintuition.Ingeneral,however,suchwritersdisplayapoorgraspofwhatintuitionis.Someseeitastheoppositeofrationality;othersviewitasanexcuseforcapriciousness.

Isenberg'srecentresearchonthecognitiveprocessesofseniormanagersrevealsthatmanagers'intuitionisneitherofthese.Rather,seniormanagersuseintuitioninatleastfivedistinctways.First,theyintuitivelysensewhenaproblemexists.Second,managersrelyonintuitiontoperformwell-learnedbehaviorpatternsrapidly.Thisintuitionisnotarbitraryorirrational,butisbasedonyearsofpainstakingpracticeandhands-onexperiencethatbuildskills.Athirdfunctionofintuitionistosynthesizeisolatedbitsofdataandpracticeintoanintegratedpicture,ofteninan"Aha!"experience.Fourth,somemanagersuseintuitionasacheckontheresultsofmorerationalanalysis.Mostseniorexecutivesarefamiliarwiththeformaldecisionanalysismodelsandtools,andthosewhousesuchsystematicmethodsforreachingdecisionsareoccasionallyleeryofsolutionssuggestedbythesemethodswhichruncountertotheirsenseofthecorrectcourseofaction.Finally,managerscanuseintuitiontobypassin-depthanalysisandmoverapidlytoengenderaplausiblesolution.Usedinthisway,intuitionisanalmostinstantaneouscognitiveprocessinwhichamanagerrecognizesfamiliarpatterns.

Oneoftheimplicationsoftheintuitivestyleofexecutivemanagementisthat"thinking"isin-separablefromacting.Sincemanagersoften"know"whatisrightbeforetheycananalyzeandexplainit,theyfrequentlyactfirstandexplainlater.Analysisisinextricablytiedtoactioninthinking/actingcycles,inwhichmanagersdevelopthoughtsabouttheircompaniesandorganizationsnotbyanalyzingaproblematicsituationandthenacting,butbyactingandanalyzingincloseconcert.

Giventhegreatuncertaintyofmanyofthemanagementissuesthattheyface,seniormanagersofteninstigateacourseofactionsimplytolearnmoreaboutanissue.Theythenusetheresultsoftheactiontodevelopamorecompleteunderstandingoftheissue.Oneimplicationofthinking/actingcyclesisthatactionisoftenpartofdefiningtheproblem,notjustofimplementingthesolution.26.

Accordingtothepassage,seniormanagersuseintuitioninallofthefollowingwaysEXCEPTto______.A.speedupthecreationofasolutiontoaproblemB.identifyaproblemC.bringtogetherdisparatefactsD.stipulatecleargoals正確答案：D[解析]細(xì)節(jié)理解題。第三段提到了高級(jí)管理者運(yùn)用直覺(jué)的五種不同方式。D項(xiàng)“規(guī)定清晰的目標(biāo)”在文中并未提到，故選D。

27.

Thepassagesuggestswhichofthefollowingaboutthe"writersonmanagement"mentionedinline1,paragraph2?A.Theyhavecriticizedmanagersfornotfollowingtheclassicalrationalmodelofdecisionanalysis.B.Theyhavenotbasedtheiranalysesonasufficientlylargesampleofactualmanagers.C.Theyhavereliedindrawingtheirconclusionsonwhatmanagerssayratherthanonwhatmanagersdo.D.Theyhavemisunderstoodhowmanagersuseintuitioninmakingbusinessdecisions.正確答案：D[解析]細(xì)節(jié)理解題。第二段第一句提到“寫(xiě)管理文章的作家認(rèn)為實(shí)際的管理者過(guò)分依賴(lài)直覺(jué)”，然后后面一句提到“但總體來(lái)說(shuō)，這些作家曲解了直覺(jué)的概念”，結(jié)合選項(xiàng)可知，應(yīng)選D。

28.

ItcanbeinferredfromthetextthatwhichofthefollowingwouldmostprobablybeonemajordifferenceinbehaviorbetweenManagerX,whousesintuitiontoreachdecisions,andManagerY,whousesonlyformaldecisionanalysis?A.ManagerXanalyzesfirstandthenacts;ManagerYdoesnot.B.ManagerXcheckspossiblesolutionstoaproblembysystematicanalysis;ManagerYdoesnot.C.ManagerXtakesactioninordertoarriveatthesolutiontoaproblem;ManagerYdoesnot.D.ManagerYdrawsonyearsofhands-onexperienceincreatingasolutiontoaproblem;ManagerXdoesnot.正確答案：C[解析]推理判斷題。文章第四段第二句提到，直覺(jué)型管理者在分析和解釋問(wèn)題之前，已經(jīng)“感知”到了正確的決定，所以他們先行動(dòng)后解釋。所以和有條不紊的決策分析者相比較，直覺(jué)型管理者更加注重行動(dòng)。結(jié)合本題選項(xiàng)，選C。

29.

Thetextprovidessupportforwhichofthefollowingstatements?A.Managerswhorelyonintuitionaremoresuccessfulthanthosewhorelyonformaldecisionanalysis.B.Managerscannotjustifytheirintuitivedecisions.C.Managers'intuitionworkscontrarytotheirrationalandanalyticalskills.D.Intuitionenablesmanagerstoemploytheirpracticalexperiencemoreefficiently.正確答案：D[解析]細(xì)節(jié)理解題。選項(xiàng)A、C在文中并未提到。文章第四段提到，直覺(jué)型管理者先行動(dòng)后解釋?zhuān)f(shuō)明他們是可以證實(shí)自己的直覺(jué)的，B項(xiàng)說(shuō)法不正確。第三段中高級(jí)管理者運(yùn)用直覺(jué)的第二種方式提到了直覺(jué)也是基于經(jīng)驗(yàn)的，由此可知，D項(xiàng)正確。

30.

Whichofthefollowingbestdescribestheorganizationofthefirstparagraphofthetext?A.Anassertionismadeandaspecificsupportingexampleisgiven.B.Aconventionalmodelisdismissedandanalternativeintroduced.C.Theresultsofrecentresearchareintroducedandsummarized.D.Twoopposingpointsofviewarepresentedandevaluated.正確答案：B[解析]細(xì)節(jié)理解題。第一段中先提到成功的高級(jí)管理者不會(huì)按照常規(guī)的模式做出決策，然后又提到，相反地，他們依賴(lài)于直覺(jué)。結(jié)合選項(xiàng)，選B。

二、簡(jiǎn)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.

認(rèn)知法是針對(duì)聽(tīng)說(shuō)法的缺陷而提出的一種外語(yǔ)教學(xué)方法。試將兩種教學(xué)方法進(jìn)行比較，并評(píng)價(jià)其在中學(xué)英語(yǔ)教學(xué)中的應(yīng)用。正確答案：聽(tīng)說(shuō)法強(qiáng)調(diào)語(yǔ)音和口語(yǔ)訓(xùn)練，主張先聽(tīng)說(shuō)、后讀寫(xiě)的教學(xué)順序，提倡句型操練。針對(duì)聽(tīng)說(shuō)法的缺陷而提出的認(rèn)知法強(qiáng)調(diào)培養(yǎng)學(xué)生的創(chuàng)造性思維，主張外語(yǔ)學(xué)習(xí)要以理解語(yǔ)言規(guī)則為前提，語(yǔ)言練習(xí)要結(jié)合學(xué)生的生活實(shí)際并有意義。聽(tīng)說(shuō)法提倡的句型操練對(duì)初學(xué)外語(yǔ)者幫助較大，已廣泛運(yùn)用于外語(yǔ)教學(xué)中。但是聽(tīng)說(shuō)法不利于發(fā)展學(xué)生的創(chuàng)造性思維，大量的機(jī)械操練、模仿和簡(jiǎn)單重復(fù)容易使學(xué)生失去學(xué)習(xí)的主動(dòng)性。認(rèn)知法有利于調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性，也有助于提高學(xué)生使用外語(yǔ)的準(zhǔn)確性和得體性。但是，認(rèn)知法全盤(pán)否定機(jī)械操練，這在實(shí)際教學(xué)中并不可行，特別是在初學(xué)英語(yǔ)階段，一定數(shù)量的機(jī)械練習(xí)是不可避免的。

三、教學(xué)情境分析題(本大題共30分)根據(jù)題目要求完成下列任務(wù)，用中文作答。以下片段選自某課堂實(shí)錄，請(qǐng)分析該教學(xué)片段并回答下列問(wèn)題：

教學(xué)片段：

老師：同學(xué)們上午好!今天我們來(lái)講賓語(yǔ)補(bǔ)足語(yǔ)。英語(yǔ)中，有些及物動(dòng)詞后接賓語(yǔ)時(shí)，還需要加一個(gè)詞或短語(yǔ)來(lái)補(bǔ)充說(shuō)明賓語(yǔ)的情況，這樣的詞或短語(yǔ)叫做賓語(yǔ)補(bǔ)足語(yǔ)。那么請(qǐng)大家從課文中找出幾處關(guān)于賓語(yǔ)補(bǔ)足語(yǔ)的例句。

e.g.NowwhenpeoplerefertoEnglandyoufindWalesincludedaswell.

Sototheirsurprisethethreecountriesfoundthemselvesunited.

同學(xué)們可以看出，例句中included是作find的賓語(yǔ)補(bǔ)足語(yǔ)，united是作found的賓語(yǔ)補(bǔ)足語(yǔ)。

形容詞作賓語(yǔ)補(bǔ)足語(yǔ)時(shí)，通常是放在make,get,find,keep,let等動(dòng)詞的后面。

接下來(lái)教師通過(guò)“辨識(shí)—拓展—理解”的步驟依次具體講解賓語(yǔ)補(bǔ)足語(yǔ)的其他用法。1.

該片段體現(xiàn)了哪種語(yǔ)法教學(xué)方法?正確答案：該教師采用的教學(xué)方法是演繹法。

2.

常見(jiàn)的語(yǔ)法教學(xué)方法有哪些?正確答案：常見(jiàn)的語(yǔ)法教學(xué)方法有：演繹法、歸納法、引導(dǎo)發(fā)現(xiàn)法等。

3.

語(yǔ)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(yǔ)法教學(xué)的原則?正確答案：語(yǔ)法教學(xué)的課堂模式主要包括：“觀察—發(fā)現(xiàn)—討論—?dú)w納—鞏固—運(yùn)用”單元語(yǔ)法常規(guī)教學(xué)模式；“集中呈現(xiàn)—對(duì)比分析—專(zhuān)項(xiàng)梳理—鞏固運(yùn)用”語(yǔ)法階段復(fù)習(xí)模式。語(yǔ)法教學(xué)應(yīng)遵循以下原則：①交際性與實(shí)踐性原則；②集中與分散相結(jié)合的原則；③趣味性與通俗性的原則等。

四、教學(xué)設(shè)計(jì)題(本大題共40分)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。1.

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)一節(jié)課的教學(xué)方案。該教案沒(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)高中一年級(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))》五級(jí)水平。學(xué)生課堂參與積極性一般。

語(yǔ)言素材：

TheAncientOlympicGames

TheoriginalOlympicGameswerepartofanimportantreligiousfestivaltohonortheGreekgods,especiallyZeus.TheywereheldinavalleyinOlympiaeveryfouryearsandmenfromalltheGreekcitystatesattended.Womendidnotcompeteinthegamesorevenattend.ThefirstrecordoftheOlympicGamesdatesfrom778BC,buttheywereprobablyestablishedhundredsofyearsbeforethat.

Atfirsttherewasonlyonecompetitioninthegames—a200mfootrace.ThedistancewasbasedonamythabouttheheroHerculeswhowassaidtohaverunthisdistanceinonebreath.AtlaterotherOlympiceventswereintroduced,includinga365meteranda5kilometerrace,boxingandwreathing,chariotracesandthepentathlonjumping,running,javelin,discusandwrestling.

AthletescametoOlympiatotrainlull-timefor10months.Astheywereallowedtocompete,theywereexaminedbyacommitteeof10mentomakesuretheywereofgoodcharacterandphysicallyfit.Allwarsbetweencitieshadtostopforthefivedaysofthegames.

Theprizeforthewinnerswasacrownmadefromanolivetreebranch,cutwithagoldhandledknifefromascaredtree.Theolivebranchwasbelievedtogivetheathletegreatstrengthandhealth.ThewinnergavepublicthankstoZeusandtohiscityordistrict.Winnerswerebelievedtohavegainedthefavorofthegods.正確答案：Teachingobjectives:

(1)Knowledgeobjectives

①StudentscanmastertherelatedwordsaboutOlympics．

②StudentscanunderstandthepassageandspeakouttheirthoughtsabouttheOlympicGames.

(2)Abilityobjective

StudentscanbrieflydescribetheOlympicGamesandexpressitinwrit