教師資格認(rèn)定考試高級(jí)中學(xué)英語(yǔ)真題2014年下半年

教師資格認(rèn)定考試高級(jí)中學(xué)英語(yǔ)真題2014年下半年一、單項(xiàng)選擇題1.

Whichofthefollowingistheproperpronunciationof"haveto"asa（江南博哥）resultofassimilation?______

A.

B.

C.

D.正確答案：C[解析]haveto在發(fā)音過程中出現(xiàn)了音的清化現(xiàn)象，have和to作為相鄰詞使用時(shí)，[v]受后面清輔音[t]的影響變成了與自己對(duì)應(yīng)的清輔音[f]，因此選C。

2.

Whichofthefollowingshowstheproperrhythmicalpatternofthesentence?______A.'Cometo'seeusatour'newa'partment.B.'Cometo'seeusat'ournew'apartment.C.'Cometo'seeus'atour'new'apartment.D.'Cometo'seeus'atour'newa'partment.正確答案：A[解析]句子中的實(shí)詞一般情況下需要重讀，虛詞多數(shù)情況下不重讀。

3.

Hecametodinnerandmymomfixed

aroast,primerib,pie,yoghurt,drinks,andthatkindof______,anditwasreallygood.A.meatB.stuffC.staffD.dish正確答案：B[解析]staff意為“工作人員”，stuff意為“東西；材料”。根據(jù)題干中的roast，primerib，pie，yoghurt，drinks可知選stuff“東西”。

4.

Unlikeher______sister,Judithisashy,unsociablepersonwhodislikestogotopartiesortomakenewfriends.A.charmingB.friendlyC.graciousD.gregarious正確答案：D[解析]分析句子可知，答案應(yīng)該是與shy(害羞的)和unsociable(不愛交際的)意思相反的詞。因此選gregarious(社交的，合群的)。

5.

Hepledgedsupportfor"______care",whereyoungsterswerelookedafterbycloserelativeslikeauntsoruncles,butnotparents.A.familyB.kinshipC.siblingD.relative正確答案：B[解析]kinshipcare指“寄養(yǎng)，親屬撫養(yǎng)”。

6.

Iwillneverknowallthatwasinhisheadatthetime,______.A.norwillanyoneelseB.noranyoneelsewillC.norwon'tanyoneelseD.noranyoneelsewon't正確答案：A[解析]nor是否定詞，因此后面的助動(dòng)詞不再用否定形式，且句子需要完全倒裝。

7.

Shedoesn'twanttoworkrightnowbecauseshethinksthatifshe______ajobsheprobablywouldn'tbeabletovisitherfriendsveryoften.A.hastogetB.weretogetC.hadgotD.couldhavegot正確答案：B[解析]if引導(dǎo)的句子用虛擬語(yǔ)氣，對(duì)將來的虛擬，謂語(yǔ)動(dòng)詞用“should/wereto”，因此選B。

8.

Whatisthecorrectwaytoreadthedecimal"106.16"inEnglish?______A.Onehundredandsixpointonesix.B.Onehundredandsixpointsixteen.C.Onehundredandsixpointsonesix.D.Onehundredandsixpointssixteen.正確答案：A[考點(diǎn)]考查小數(shù)的讀法。[解析]小數(shù)點(diǎn)之后依次讀出每個(gè)數(shù)字，之前的按整數(shù)的方法來讀。

9.

WhenanyofthemaximsundertheCooperativePrincipleisfloutedonpurpose,______mightarise.A.ambiguousstructureB.contradictorypropositionC.mutualunderstandingD.conversationalimplicature正確答案：D[考點(diǎn)]考查會(huì)話原則。[解析]故意違反會(huì)話原則會(huì)引起言外之意。

10.

IndianEnglishisa______varietyoftheEnglishlanguage.A.socialB.regionalC.historicD.situational正確答案：B[解析]印度英語(yǔ)屬于英語(yǔ)的地域變體(regionalvariety)，屬于語(yǔ)言變體的一種。

11.

Inteachingpronunciation,theteachershouldtellthestudentsthat______canbeusedtoconveymoreimportantmessages.A.thymeB.stressC.devoicingD.rhythm正確答案：B[解析]重音可以用來表示強(qiáng)調(diào)，表達(dá)重要信息。

12.

Whenateacherasksstudentstodiscusshowthewriter'sideasareorganizedinthetext,he/sheintendstodevelopstudents'skillof______.A.recognizingthetextualstructureB.understandingthewriter'sintentionC.distinguishingfactsfromopinionsD.commentingonthecontentofthetext正確答案：A[解析]教師讓同學(xué)討論作者的觀點(diǎn)是如何被組織起來的，為的是讓學(xué)生認(rèn)識(shí)文章的結(jié)構(gòu)。

13.

Whichofthefollowingfocusesonaccuracyinteachinggrammar?______A.Simulation.B.Substitutiondrills.C.Roleplay.D.Discussion.正確答案：B[解析]替換練習(xí)(substitutiondrills)強(qiáng)調(diào)語(yǔ)法運(yùn)用的準(zhǔn)確性。

14.

Whenateachersays"Next,pleasepayattentiontothetimeofarrivalanddepartureoftheplaneintherecording.",he/sheintendstodevelopstudents'skillof______.A.predictingB.gettingthegeneralpictureC.distinguishingsoundsD.gettingspecificinformation正確答案：D[解析]教師讓學(xué)生注意聽錄音中飛機(jī)抵達(dá)和出發(fā)的時(shí)間，是為了讓學(xué)生獲得聽力材料中的具體信息。

15.

Ifateacherasksstudentstolistasmanywaysastheycantotellsomeonetoopenthedoorandlistthepossiblefunctionsofasentenceindifferentcontexts,he/sheisprobablytryingtohighlight______.A.thepotentialmeaningofasentenceB.differentrealizationsofthesamefunctionC.therelationshipbetweenformandfunctionD.differentwaysofgettingpeopletodothesamething正確答案：C[解析]該教師組織的教學(xué)活動(dòng)是為了體現(xiàn)form和function之間的關(guān)系。

16.

Theteacherwoulduse______tohelpstudentscommunicateinteachingspeaking.A.substitutiondrillsB.groupdiscussionC.listeningandactingD.readingaloud正確答案：B[解析]為了幫助學(xué)生在口語(yǔ)課堂上相互交流，教師可以采取小組討論的形式來進(jìn)行課堂活動(dòng)。

17.

______assessmentisusedtomeasurehowtheperformanceofaparticularstudentorgroupofstudentscompareswiththatofanother.A.Criterion-referencedB.Norm-referencedC.FormativeD.Summative正確答案：B[解析]題干是對(duì)常模參照評(píng)價(jià)(norm-referencedassessment)的定義。常模參照評(píng)價(jià)是以學(xué)生團(tuán)體測(cè)驗(yàn)的平均成績(jī)(即常模)為參照點(diǎn)，從而比較分析某一學(xué)生的學(xué)業(yè)成績(jī)?cè)趫F(tuán)體中的相對(duì)位置或優(yōu)劣。

18.

Whichofthefollowingteacher'sinstructionscouldservethepurposeofelicitingideas?______A.Shallwemoveon?B.Readafterme,everyone.C.Whatcanyouseeinthispicture?D.Whatdoesthewords"quickly"mean?正確答案：C[解析]英語(yǔ)教學(xué)中恰當(dāng)?shù)剡\(yùn)用教學(xué)手段可以激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)。C項(xiàng)的提問比較開放，有助于全體學(xué)生積極參與。

19.

Whichofthefollowingisanexampleofteachers'indirectcorrectivefeedback?______A.Say"went"insteadof"go".B.Weneveruse"at"thatway.C.ChoiceAisnottherightanswer.D.Whocanhelphimwiththissentence?正確答案：D[解析]選項(xiàng)A、B、C都屬于直接反饋。

20.

TotalPhysicalResponseasaTEFLmethodismoreoftenusedforteaching______.A.childrenB.adultsC.ESPcourseD.GEcourse正確答案：A[解析]全身反應(yīng)教學(xué)法主要適用于語(yǔ)言初學(xué)者。

UnlessyouspendmuchtimesittinginacollegeclassroomorbrowsingthroughcertainareasoftheInternet,it'spossiblethatyouhadnotheardoftriggerwarningsuntilafewweeksago,whentheymadeanappearanceintheTimes.Thenewspaperexplainedthatthetermreferstopreemptivealerts,issuedbyaprofessororaninstitutionattherequestofstudents,indicatingthatmaterialpresentedinclassmightbesufficientlygraphictosparksymptomsofpost-traumatic-stressdisorder.

Thetermseemstohaveoriginatedinonlinefeministforums,wheretriggerwarningshaveforsomeyearsbeenusedtoflagdiscussionsofrapeorothersexualviolence.TheTimespiece,whichwasskepticallytitled"Warning:TheLiteraryCanonCouldMakeStudentsSquirm,"suggestedthattriggerwarningsaremovingfromtheonlinefringestotheclassroom,andmightbemorebroadlyappliedtohighlightinadvancethedistressoroffensethataworkofliteraturemightcause."HuckleberryFinn"wouldcomewithawarningforthosewhohaveexperiencedracism;"TheMerchantofVenice"wouldhaveananti-Semitismwarningattached.ThecallfromstudentsfortriggerwarningswasspreadingoncampusessuchasOberlin,whereaproposalwasdraftedthatwouldadviseprofessorsto"beawareofracism,classism,sexism,andotherissuesofprivilegeandoppression"indevisingtheirsyllabi;andRutgers,whereastudentarguedinthecampusnewspaperthattriggerwarningswouldcontributetopreservingtheclassroomasa"safespace"forstudents.

Onlinediscussionoftriggerwarningshassometimesbeenguardedlysympathetic,sometimescritical.JessicaValentihasnotedonTheNation'sWebsitethatpotentialtriggersfortraumaaresomanifoldastobebeyondthepossibilityofcataloguing:"Thereisnotriggerwarningforlivingyourlife."Somehavesuggestedthataprofessor'sabilitytoteachwouldbecompromisedshoulditbecomecommonplacefor"TheGreatGatsby"tobearatriggerwarningalertingreaderstothedisgustingcharactersandincidentswithinitspages.Othershaveworriedthattrigger-warningadvocates,inseekingtoprotectthevulnerable,runtheriskofdisempoweringtheminstead."Bendingtheworldtoaccommodateourpersonalfrailtiesdoesnothelpusovercomethem,"JennyJarviewroteonTheNewRepublic'sonlinesite.

Jarvie'spiece,likemanyothersonthesubject,citedtheUniversityofCalifornia,SantaBarbara,asacampuswherechampionsoftriggerwarningshavemadesignificantprogress.Earlierthisyear,studentsatU.C.SB.agreeduponaresolutionrecommendingthatsuchwarningsbeissuedininstanceswhereclassroommaterialsmighttouchupon"rape,sexualassault,abuse,self-injuriousbehavior,suicide,andgraphicviolence."Theresolutionwasbroughtbyaliteraturestudentwhosaidthat,asapastvictimofsexualviolence,shehadbeenshockedwhenateachershowedamovieinclasswhichdepictedrape,withoutgivingadvancenoticeofthecontent.Thestudenthopedtospareothersthepossibilityofexperiencingapost-traumatic-stressreaction.

Thetrigger-warningdebatemay,bycomparison,seemhardtounderstand;butexpressalargerculturalpreoccupationwithachievingsafety,andafearoflivinginitsabsence.Thehopethatsafetymightbefound,asinatherapist'soffice,inaclassroomwhereliteratureisbeingtaughtisindirectcontradictiontoonepurposeofliterature,whichistogiveexpressionthrougharttodifficultanddiscomfitingideas,andtherebytoenlargethereader'sexperienceandcomprehension.Theclassroomcanneverbeanentirelysafespace,nor,probably,shoulditbe.Butit'sdifficulttofaultthosewhohopethatitmightbe,whentheoutsideworldconstantlyprovesitselfpervasivelyhostile,aswellas,onoccasion,horrifically

violent.21.

Whichofthefollowinggroupsofpeoplearemostinfavorof"triggerwarning"?______A.Students.B.Reporters.C.Feminists.D.Professors.正確答案：A[解析]細(xì)節(jié)理解題。文中提到的triggerwarning主要講到對(duì)學(xué)生的影響。

22.

Whichofthefollowingmightbeapossiblechangetobebroughtaboutbytriggerwarningtoliteratureteaching?______A.Teacherswillabandonmaterialsrelatedtoracism,sexism,violence,etc.B.Teacherswillignorestudents'requestsfora"safespace"indesigningtheirsyllabi.C.Teacherswillgivestudentsadvancenoticeofthecontentthatislikelytodistressoroffendthem.D.Teacherswillallowstudentstoexpressdifferentanduncomfortableideastoenlargetheirexperience.正確答案：C[解析]細(xì)節(jié)理解題。由文章第二段最后一句可知C項(xiàng)正確。

23.

Whatdoestheauthormeanby"compromised"inPARAGRAPH3?______A.Questioned.B.Improved.C.Challenged.D.Weakened.正確答案：D[解析]詞義猜測(cè)題。compromised意思是“妥協(xié)的”，與weakened“被削弱的”意思相近。

24.

Whatdoes"them"inPARAGRAPH3referto?______A.Risks.B.Frailties.C.Traumas.D.Possibilities.正確答案：B[解析]細(xì)節(jié)理解題。根據(jù)them所在的句子可知，them指的是我們?nèi)诵缘娜觞c(diǎn)(frailties)。

25.

Whichofthefollowingcanbethenegativeimpactthattriggerwarningexertsonliteratureteachingaccordingtothewriter?______A.Itmayhighlightthepurposeofliteratureteaching.B.Itmayexposestudentstothedarksideoftheworld.C.Itmaydeprivestudentsoftheirintellectualgrowth.D.Itmaycausestudentstoexperienceapost-traumatic-stressdisorder.正確答案：D[解析]細(xì)節(jié)理解題。根據(jù)文章第一段最后一句及全篇的觀點(diǎn)可知，D項(xiàng)正確。

Themedicalcommunityoweseconomistsagreatdeal.AmartyaSenwonaNobelPrizeforEconomicSciencesin1998.Hehasspenthisentirecareerpromulgatingideasofjusticeandfreedom,withhealthrarelyoutofhisgaze.JosephStiglitzwonaNobelin2001.In1998,whenhewaschiefeconomistatthe(then)notoriouslyregressiveWorldBank,hefamouslychallengedtheWashingtonConsensus.AndJeffSachs,acontroversialfiguretosomecritics,canfairlylayclaimtotheenormousachievementofputtinghealthatthecentreoftheMillenniumDevelopmentGoals.His"CommissiononMacroeconomicsandHealth"wasalandmarkreport,providingexplicitevidencetoexplainwhyattackingdiseasewasabsolutelynecessaryifpovertywastobeeradicated.AndImustoffermyownpersonalgratitudetoaveryspecialgroupofeconomists—LarrySummers,DeanJamison,KennethArrow,DavidEvans,andSanjeevGupta.TheyweretheeconomicteamthatdrovetheworkofGlobalHealth2035.

Butalthoughwemightbekindtoeconomists,perhapsweshouldbetougheronthedisciplineofeconomicitself.Foreconomicshasmuchtoanswerfor.Pickupanyeconomicstextbook,andyouwillseetheprioritygiventomarketsandefficiency,priceandutility,profitandcompetition.Thesewordshavechillingeffectsonourquestforbetterhealth.Theyseemtomarginalizethosequalitiesofourlivesthatwevaluemostofall—notourself-interest,butourhumanity;notthecostsandbenefitsofmonetaryexchange,butvisionandidealsthatguideourdecisions.Itwastheseissuesthatwereaddressedatlastweek'sGlobalHealthLab,heldattheLondonSchoolofHygiene&TropicalMedicine.

AnneMills,Vice-DirectoroftheSchool,ferventlyarguedthecaseinfavourofeconomists.Itwastheywhocontributedtounderstandingtheideaof"best-buys"inglobalhealth.Itwaseconomistswhochallengeduserfees.Anditwaseconomistswhomadetheconnectionbetweenhealthandeconomicgrowth,providingoneofthemostcompellingpoliticalargumentsfortakinghealthseriously.Someeconomistsmightadoremarkets,butnothealtheconomists,shesaid."Healthcareisdifferent."Forherkindofeconomist,ahealthsystemisa"socialinstitutionthatembodiesthevaluesofsociety".

Althoughcompetitionhasaparttoplayinhealth,itshouldbeusedjudiciouslyasamechanismtoimprovethequalityofcare.ChrisWhitty,ChiefScientificAdviserattheUK'sDepartmentforInternationalDevelopment,expressedhiscontemptforthosewhoprofessindifferencetoeconomics.Economicsisabouttheefficientallocationofscarceresources.Anyonewhobackedtheinefficientallocationofresourcesis"immoral".Hedidcriticizeeconomistsfortheirarrogance,though.Economistsseemedtobelievetheirideasshouldbeacceptedsimplybecauseoftheauthoritytheyheldaseconomists.Economics,hesaid,isonlyonescienceamongmanythatpolicymakershavetotakeintoaccount.ButClareChandler,amedicalanthropologist,tookadifferentview.Sheasked,whathasneoliberaleconomicseverdoneforglobalhealth?Heranswer,inoneword,was"inequality".Neoliberaleconomicsframesthewaywethinkandact.Herargumentsuggestedthatanyeconomicphilosophythatputapremiumonfreetrade,privatization,minimalgovernment,andreducedpublicspendingonsocialandhealthsectorsisaphilosophybereftofhumanvirtue.Thediscussionthatfollowed,ledbyMartinMcKee,poseddifficultquestions.Whydoeconomistspaysuchlittleattentiontoinequality?Whydoeconomiststreattheirtheorieslikereligions?Whyareeconomistssosilentontheirownfailures?Caneconomicseverbeapolitical?Therewerefewsatisfactoryanswerstothesequestions.26.

Whichofthefollowingbestdescribestheauthor'sattitudetowardeconomists?______A.Contempt.B.Reservation.C.Detachment.D.Endorsement.正確答案：B[解析]觀點(diǎn)態(tài)度題。由文章前半部分可知，作者對(duì)經(jīng)濟(jì)學(xué)家還是很認(rèn)可的，但文章最后一段后半部分提到了一些有關(guān)經(jīng)濟(jì)學(xué)家的難題，而且這些難題尚沒有令人滿意的答案，所以總體來說，作者對(duì)經(jīng)濟(jì)學(xué)家的態(tài)度是有所保留的，故選B。

27.

Whoholdsacriticalviewoneconomists'roleinmedicalfieldaccordingtothepassage?______A.AmartyaSen.B.JeffSachs.C.LarrySummers.D.ClareChandler.正確答案：D[解析]細(xì)節(jié)理解題。由文章最后一段第八、九句可知，ClareChandler對(duì)經(jīng)濟(jì)學(xué)家在醫(yī)學(xué)領(lǐng)域的角色持批判態(tài)度，故選D。

28.

Whichofthefollowingistheclosestinmeaningto"discipline"inPARAGRAPH2?______A.Subject.B.Lesson.C.Punishment.D.Regulation.正確答案：A[解析]推理判斷題。discipline此處指代的是一門學(xué)科，故選subject。

29.

WhichofthefollowingisNOTusedintheauthor'spresentationofhisideas?______A.Thesisstatement.B.Rhetoricalquestions.C.Specificexamples.D.Directquotation.正確答案：B[解析]細(xì)節(jié)理解題。第一、二、四段首句是各段的主題句，后面對(duì)應(yīng)都列舉了例子進(jìn)行論證；文章中也有直接引用。所以選B項(xiàng)，文章中沒有用到“rhetoricalquestions”(反問)。

30.

Whatdoestheauthorintendtotellthereader?______A.Thereisstillalongwaytogoforeconomiststogenuinelycontributetoglobalhealth.B.Economists'roleinglobalhealthis,toalargeextent,negative.C.Economistsincreasedtheinequalityofresourceallocationinglobalhealth.D.Economicsisonlyonescienceamongmanythatpolicymakershavetotakeintoaccountinprovidinghealthcareprograms.正確答案：A[解析]主旨大意題。根據(jù)最后一段最后一句可知A項(xiàng)正確。

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

課堂提問的作用是什么?封閉性問題與開放性問題各自有何特點(diǎn)?正確答案：課堂提問的作用：

(1)引起學(xué)生注意。

(2)鞏固課堂教學(xué)。

(3)獲取反饋信息。

(4)加強(qiáng)師生之間的溝通與交流。

封閉性問題的特點(diǎn)：有固定答案，且答案唯一；強(qiáng)化鞏固課堂所學(xué)，記憶必須死記硬背的知識(shí)；在提高課堂提問的有效性方面發(fā)揮了重要作用。

開放性問題的特點(diǎn)：答案不是唯一的，是多種多樣的；培養(yǎng)學(xué)生的發(fā)散思維，促進(jìn)學(xué)生創(chuàng)新能力的提高；創(chuàng)設(shè)一個(gè)比較寬松、自由的問題情境，學(xué)生充分發(fā)揮自己的聰明才智，通過不同角度的探索去獲取新知，鞏固原有知識(shí)。

三、教學(xué)情境分析題(本大題30分)根據(jù)題目要求完成下列任務(wù)，用中文作答。1.

下面是某教師的課堂教學(xué)片段。

T:...Now,let'smakeourownwisheswith"ifonly".Butpleasedon'tforgettogiveadescription,eventhoughit'sverybrief,ofsituation,thecontext,whereyoumakethewishwithoneortwosentencesHowaboutLiz?

Liz:Nowit's5o'clock,andthereisatrafficjamontheexpressway.Thehotelwillcancelourroomat6o'clockifwedonotgettothehotel.Then,I'llsay:"Oh,IwishifonlyIdidn'tgoonthejourney."

T:Listen,Liz.Yousee,onceyouuse"Iwish",youdon'tneedtouse"ifonly".Justuseeitherone.

Liz:Yes.

T:Sowillyoutryagain?Justthewish.

Liz:IfonlyIdidn'tgoonthejourney.

T:Tomakeitbetter,youcansay"ifonlyIhadn'tgoneonthisjourney",becauseyouarealreadyontheway.Goon,please.

請(qǐng)根據(jù)所給材料，分析該教師的教學(xué)目的和教學(xué)過程，評(píng)價(jià)教學(xué)行為和反饋方式。正確答案：(1)分析教學(xué)目的和教學(xué)過程

教學(xué)目的：

①知識(shí)目標(biāo)：學(xué)生掌握由ifonly引導(dǎo)的虛擬語(yǔ)氣的用法；

②技能目標(biāo)：學(xué)生提高英語(yǔ)造句能力、語(yǔ)法運(yùn)用能力以及英語(yǔ)表達(dá)能力；

③情感目標(biāo)：學(xué)生可以正確認(rèn)識(shí)自己的錯(cuò)誤并且改正錯(cuò)誤，養(yǎng)成良好的意志品質(zhì)。

教學(xué)過程：

該教學(xué)情境屬于語(yǔ)法教學(xué)中的鞏固環(huán)節(jié)。教師采用讓學(xué)生創(chuàng)設(shè)語(yǔ)境進(jìn)行造句的方法對(duì)所學(xué)的ifonly引導(dǎo)的虛擬語(yǔ)氣的用法進(jìn)行鞏固。教學(xué)過程中師生對(duì)話，既學(xué)習(xí)了語(yǔ)法又鍛煉了口語(yǔ)表達(dá)能力。

(2)評(píng)價(jià)教學(xué)行為和反饋方式

優(yōu)點(diǎn)：

①及時(shí)評(píng)價(jià)，幫助學(xué)生糾正語(yǔ)法錯(cuò)誤，做到語(yǔ)法訓(xùn)練的準(zhǔn)確性。

②語(yǔ)法鞏固練習(xí)鍛煉了學(xué)生的綜合語(yǔ)言運(yùn)用能力。

③教學(xué)素材的使用貼近學(xué)生生活。

④該語(yǔ)法片段屬于語(yǔ)法教學(xué)中的鞏固環(huán)節(jié)，因此，體現(xiàn)了語(yǔ)言教學(xué)的漸進(jìn)性、持續(xù)性。

缺點(diǎn)：

①語(yǔ)法鞏固練習(xí)形式略顯單一枯燥。

②反饋過程缺少對(duì)學(xué)生的鼓勵(lì)，這樣會(huì)打擊學(xué)生學(xué)習(xí)的積極性。

③反饋的方式過于直接，教師總是直接指出學(xué)生的錯(cuò)誤?？梢圆捎靡龑?dǎo)的方式，讓學(xué)生自己發(fā)現(xiàn)自己的語(yǔ)法錯(cuò)誤并進(jìn)行改正，達(dá)到印象深刻的目的。

④教師沒有充分預(yù)料到學(xué)生的出錯(cuò)點(diǎn)，做到提前糾錯(cuò)。

四、教學(xué)設(shè)計(jì)題(本大題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)言材料，設(shè)計(jì)一節(jié)英語(yǔ)讀寫課教學(xué)方案。教案沒有固定格式，但須包含下列要點(diǎn)：

teachingobjectives

teachingcontents

keyanddifficultpoints

majorstepsandtimeallocation

activitiesandjustifications

教學(xué)時(shí)間：45分鐘

學(xué)生概況：某城鎮(zhèn)普通中學(xué)高中一年級(jí)第二學(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：

TownTwinning

HowareOxfordintheUKandGrenobleinFrancesimilar?Well,they'rebothmedium-sizedtownsofbetween100,000and200,000inhabitants.Theybothhaveuniversitiesandindustries.Tourismisimportanttobothofthem,andtheyarebothclosetosomeofthemostbeautifulcountrysideintheregion.Buttheysharesomethingelse:theyhaveatowntwinningagreement.

Towntwinningisnotanewidea,butithasbecomemorepopularinrecentyearsbecauseit'snoweasiertofindoutaboutandvisitothercountriesandtowns.It'sanagreementbetweentownsorcitiesofsimilarsizeandage,andwhichhavesimilarfeaturessuchastourism,industry,cultureandentertainment.

Towntwinningagreementsencouragepeoplefromthetwotownstovisiteachother.Therearevisitsandexchangesbetweenschools,theatergroupsandsportsteams.Visitorsfromtheforeigntownusuallystayintheprivatehomesofthetowntheyarevisiting.Thereisusuallyabigpartyforthevisitors.

Towntwinningagreementsareperhapsmostusefulforstudentsandpeoplewhowanttopracticespeakinganotherlanguage,Thisisbecauselivingwithaforeignfamilyforoneortwoweeksmeansthatyouhavetospeaktheirlanguages,andasaresultyouimprovefast.正確答案：Teachingobjectives:

(1)Knowledgeobjectives

①Studentsareabletounderstandthemainideaandsomedetailsofthepassage.

②StudentscanknowsomethingaboutTownTwinning:thesimilaritiesbetweenthetowntwinning,thetowntwinningagreements,etc.

(2)Abilityobjectives

①Studentscanusereadingskillssuchasskimming,scanningandcarefulreadingduringtheprocessofunderstandingthepassage.

②Studentscanimprovetheabilitytospeakbyretellingthepassage.

③Studentscanwriteapassageaboutatowntwinning.

(3)Emotionobjectives

①StudentscangetmoreinterestedinEnglishculture.

②Studentscanimprovethespiritofcooperation.

Teachingcontents:

(1)Comprehensionofthegiventext.

(2)Retellingthepassagewiththehelpofthegivenwordsandsentences.

(3)Writingtask.

Teachingkeyandimportantpoint:

TounderstandsomeknowledgeaboutTownTwinningandretellthepassage.

Teachingaids:multi-media

Teachingprocedures:

Step1Warmingupandlead-in(5minutes)

(1)Greeting.

(2)LeadinthetopicbyplayingavideoaboutthetowntwinningBeijingcityandNewYorkandaskstudentstohaveafreetalkaboutthefollowingquestions:

(1)WhatistherelationshipbetweenBeijingandNewYork?

(2)Whycanthecitiesbecometowntwinning?

(Justification:Thefirststepattractsstudents'interestinlearningthislessonandleadsintothemainideaofthetext.)

Step2Pre-reading(7minutes)

(1)Commonsenseontowntwinning.

(2)Askstudentstogiveexamplesoftowntwinningcities.

(3)PlaythevideoabouttowntwinningOxfordandGrenoble.Whileenjoyingthevideo,studentsthinkoverthefollowingquestion:"Whatarethesimilaritiesbetweenthetwocities?"

(Justification:Thisstepcanhelpstudentsfocustheirattentiononthemaintopicofthereadingpassage.Comprehendingthenewwordscanhelpstudentstounderstandthepassageeasily.Itpreparesstudentstounderstandthetopicandprovidesthemwiththeopportunitytoconnectsomeaspectsofthetopictotheirknowledge.)

Step3While-reading(18minutes)

(1)Fastreading

Askstudentstoreadthepassagequicklyandthenconcludethemainideaofeachparagraph.

Mainidea:

Paragraph1—introduction—thesimilaritiesbetweenthetwocities

Paragraph2—definitionoftowntwinning

Paragraph3—contentsoftowntwinningagreements

Paragraph4—functionsoftowntwinningagreements

(Justification:Totrainstudents'readingskillofscanningforthegeneralinformationofthepassage.Thequestions,whicharecloselyrelatedtothemainpointsofthepassage,helpstudentsgraspthemainidea.)

(2)Carefulreading

①Askthestudentstoreadthepassagecarefullyanddecidewhetherthefollowingstatementsaretrueorfalseandexplainwhy.

a.BothsizeandpopulationinOxfordandGrenoblearesimilar.

b.OxfordUniversityisfamousintheworld;however,thereisnouniversityinGrenoble.

c.Towntwinningisanewideainmoderntimes.

d.Towntwinningagreementsencouragepeopletovisitandexchangeincultureandeducation.

e.Towntwinningagreementsareusefulforforeignlanguagelearning.

②Askstudentstoworkingroupsandhaveacompetitiontoanswerthefollowingquestions:

a.WhatarethesimilaritiesbetweenOxfordandGrenoble?

b.Whyistheideaoftowntwinningpopularnowadays?

c.Whatisthedefinitionoftowntwi