教師資格之中學(xué)英語學(xué)科知識與教學(xué)能力能力提升?？糀卷帶答案

單選題（共50題）1、Whichofthefollowingindicatesacorrectintonationpattern?A.Didyouhavea↑feverora↓headache?B.Didyouhavea↑feverora↑headache?C.Didyouhavea↓feverora↓headache?D.Didyouhavea↓feverora↑headache?【答案】A2、WhichofthefollowingactivitiesisNOTappropriatefordevelopingstudents'awarenessofdiscoursecoherence?A.WhichofthefollowingactivitiesisNOTappropriatefordevelopingstudents'awarenessofdiscoursecoherence?B.UnderliningthetopicssentenceofeC.ChangingsentencesfromactiveformsintopassiveonesD.Arrangingallthesentencestoproduceameaningfulpassage【答案】C3、Whichoneisdifferentfromtheothersaccordingtoplacesofarticulation?A.[n]B.[m]C.[b]D.[p]【答案】A4、Intryingtogetacrossamessage,anEFLlearnermayuse__________strategiestomakeupforalackofknowledgeofgrammarorvocabulary.A.communicativeB.cognitiveC.resourcingD.affective【答案】A5、Treesshouldonlybeprunedwhenthereisagoodandclearreasonfordoingsoand,A.allowstoomanybranchestogrowinthemiddleB.doesnotprotectthemfromwindC.forcesthemtogrowtooquicklyD.damagessomeofthesmallsidebranches【答案】A6、Whatismissingatthediscourselevelbetweenthetwosentences"Carollovestomatoes．ShewasborninAfrica．"A.ReferenceB.CohesionC.CoherenceD.Substitution【答案】C7、Thecommittee__________aconclusiononlyafterdaysofdiscussion.A.releasedB.achievedC.reachedD.accomplished【答案】C8、請閱讀Passage1。完成第小題。A.certainfactorsthatdeterminetheeasewithwhichsocialchangesoccurB.certainfactorsthatpromotesocialchangeC.thenecessityofsocialchangeD.twodifferentsocieties【答案】A9、Ifyouwanttogotothemovietonight,so__________I.A.doB.amC.willD.should【答案】C10、Passage1A.GlennMulcairemaydenyphonehackingasacrimeB.morejoumalistsmaybefoundguiltyofphonehackingC.AndyCoulsonshouldbeheldinnocentofthechargeD.phonehackingwillbeacceptedoncertainoccasions【答案】B11、Passage2A.ThehabitofthinkingindependentlyB.ProfoundknowledgeoftheworldC.PracticalabilitiesforfuturecareerD.Theconfidenceinintellectualpursuits【答案】C12、Whichofthefollowingfocus(es)onaccuracyinteachinggrammar?A.SimulationB.SubstitutiondrillsC.RoleplayD.Discussion【答案】B13、WhichofthefollowingsoundsdoesnotbelongtotheallomorphsoftheEnglishpluralmorphemeA.[s]B.[z]C.[]D.[iz]【答案】C14、請閱讀Passagel。完成小題。A.legacybusinessesarebecomingoutdatedB.cautiousnessfacilitatesproblems-solvingC.aggressivenessbettermeetschallengesD.traditionalluxuriescanstayunaffected【答案】C15、Catshavethewidesthearingrangeofnearlyanymammal”notonlycantheyperceivesoundinwhatwedefineasthe“ultrasonic”range,theycanalsoappreciateallthebassDrDrecanthrowatthem.Theycanswiveltheirwhiskersforwardswhilehuntingtoprovideakindofshort-rangeradar.Andtheycanseeexceptionallywellinthedarkthankstoareflectivesurfacebehindtheretinathatbounceslightback,givingitasecondchancetohitaphotoreceptor.Theyseemoredistinctimagespersecondthanwedo.A.Doingcat-psychologyexperimentsB.Decodingplayingkittens’tail-languageC.DiscoveringwhycatscanclassifyshapesD.Investigatingwhycatsgocrazyforcatnip【答案】B16、Smokingheavilyathomewillexposechildrento______amountofsmoke,endangeringtheirhealth.A.multipleB.surplusC.durableD.excessive【答案】D17、Passage2A.canbemodifiedintheircoursesB.aresusceptibletoemotionalchangesC.reflectourinnermostdesiresandfearsD.arearandomoutcomeofneuralrepairs【答案】A18、請閱讀短文，完成此題。A.ThemechanizationofhouseworkB.ThemarriedwomenhavemuchsparetimeC.Theemployersdon'twanttohirethesinglewomenD.Becauseoftheirowneconomicuecessityandhighmarriagerates【答案】D19、Inapre-listeningactivity,studentsneedtolearntocopewithsomeambiguityinlisteningandrealizethattheycanstilllearnevenwhentheydonotunderstandeverysingleword.Theaimofthisactivityistodeveloptheskillof.A.listeningfirspecificinformationB.listeningforgistC.listeningforstructureD.listeningforvocabulary【答案】B20、AccordingtoBartlett,reflectiveteachingincludesfivestages,thatis,mapping,informingandthreeotherstagesEXCEPT__________.A.monitoringB.contestingC.appraisalD.acting【答案】A21、Asmodemlinguisticsaimstodescribeandanalyzethelanguagepeopleactuallyuse，andnottolaydownrulesfor“correct”linguisticbehavior，itissaidtobe_______．A.prescriptiveB.sociolinguisticC.descriptiveD.psycholinguistic【答案】C22、Ionlyknowthemanby__________butIhaveneverspokentohim.A.chanceB.heartC.sightD.experience【答案】C23、Manystudentsstarteachtermwithanawardcheck,butbythetimebooksarebought,foodispaidfor,andabitofsociallife＿＿,itlooksratheremaciated.A.livesB.livedC.waslivedD.haslived【答案】B24、Theprocessofperceivingothersisrarelytranslated(toourselvesorothers)intocold,objectiveterms．"Shewas5feet8inchestall,hadfairhair,andworeacoloredskirt．"Moreoften,wetrytogetinsidetheotherpersontopinpointhisorherattitudes,emotions,motivations,abilities,ideas,andcharacters．Furthermore,wesometimesbehaveasifwecanaccomplishthisdifficultjobveryquickly--perhapswithatwo-secondglance．A.disclosuresB.deceptionsC.stimuliD.interactions【答案】B25、Passage1A.IthasasensorsystemthatcouldissueawarningifthedriverisdrunkB.IthassensorsthatdetecttracesofalcoholinsidethecarC.IthassensorslockedupintheignitionsystemD.Ithasabreathalyzer-likedetectionsystem【答案】C26、_______isthecustom,theinvestigatorscarriedoutapainstakingsearchofthedebrisaftertheaircrash.A.WhatB.AsC.WhichD.That【答案】B27、Thefunctionofthesentence―Waterboilsat100degreesCentigradeis______.A.interrogativeB.directiveC.informativeD.performative【答案】C28、Whichindefinitearticle"a"shouldbereademphaticallyinthefollowingsentencesA.Heisahandsomeboy,butnotsmartB.Heisnotasuspect,heisthesuspectC.HeboughtacartoonbookforhissonD.Heistalkingwithamiddle-agedman【答案】B29、AsAlicebelievedhimtobeamanofintegrity,sherefusedtoconsiderthepossibilitythathisstatementwas＿＿．A.irrelevantB.facetiousC.fictitiousD.illogical【答案】C30、Passage1A.youngermaleapplicantsaremorelikelytobehiredthantheirfemalecounterpartsB.agediscriminationisquitecommoninhiringprocessC.theauthorcollectedinformationbyinterviewingfemaleapplicantsD.femaleapplicantswhoare50yearsoldwillneverhaveachancetogetajob【答案】B31、Whatcanclozehelptotrainintermsofwriting?A.UnityoftextsB.IndentionoftextsC.CompilationoftextsD.Useofcohesivedevices【答案】D32、請閱讀Passage2，完成第小題。A.interpretthefunctionofforgettingB.illustratetheprocessofadaptingC.explaintheperformanceofmemoryD.emphasizetheimportanceoflearning【答案】A33、Ithasbeensuggestedthatallgovernmentofficials__________informationontheirA.dissentB.discloseC.unfoldD.uncover【答案】B34、Whenastudentsaidinclass,"Icomehomeat6o'clockyesterday",theteachersays"Camenotcomed".Theteacher'sresponsedoesnotobeywhichruleofeffectivefeedback?A.relevanceB.accuracyC.guidanceD.timeliness【答案】C35、請閱讀Passage2，完成第小題。A.TVprogramsmustberatedB.newsreportsoftengiverisetomoralquestionsC.endlessTVcoverageofweatherorelectioncanbeveryrepulsiveD.suchTVcoverageofweatherorpresidentialelectionispornographic【答案】C36、Whichofthefollowingactivitiesismostlikelytobeusedtoencouragestudentsactivelanguageuse?A.ReadingatextandmakingtrueorfalsejudgementB.ListeningtoapassageandfillingintheblankC.DoingaroleplayofopeningabankaccountD.Reorderingthesentencesintoapassage【答案】C37、Whichindefinitearticle"a"shouldbereademphaticallyinthefollowingsentencesA.Heisahandsomeboy,butnotsmartB.Heisnotasuspect,heisthesuspectC.HeboughtacartoonbookforhissonD.Heistalkingwithamiddle-agedman【答案】B38、Whenastudentsaidinclass,“Igoedthereyesterday”.Theteacherresponded“sayitagain,please”.Theresponseisanexampleof_____.A.recastB.modificationC.positivefeedbackD.postponedfeedback【答案】B39、ThataJapanesechildadoptedatbirthbyanAmericancouplewillgrowupspeakingEnglishindicates＿ofhumanlanguage.A.dualityB.culturaltransmissionC.arbitrarinessD.cognitivecreativity【答案】B40、Hegaveusanodandmurmureda“Yes”after_______seemedlikehours.A.thatB.whichC.asD.what【答案】D41、A__________isanymorphemeorcombinationofmorphemestowhichaninflectionalaffix?canbeadded.A.rootB.stemC.freemorphemeD.suffix【答案】B42、--Therearealotof__________ofbikeriding.A.instructionsB.instrumentsC.advantagesD.products【答案】C43、Passage1A.Creativity.andInsightsB.InsightsandProblemSolvingC.WhereDoInsightMomentsComeD.WhereDoCreativityMomentsCome【答案】D44、請閱讀Passage1。完成第小題。A.jointinterestB.differentpointsofviewC.lessemotionalpeopleD.advancedtechnology【答案】B45、Morphemesthatrepresent"tense","number","gender","case"andsoforth?arecalled_________morphemes.A.inflectionalB.freeC.boundD.derivational【答案】A46、Bettyadvisedmetolabelourluggagecarefullyincaseitgets__________intransit.A.misusedB.mishandledC.mistakenD.mislaid【答案】D47、Passage1A.InquiryB.DeliveryC.ExemplificationD.Discussion【答案】B48、Whentheword"law"means"thewholesystemofrulesthateveryoneinacountryorsocietymustobey",it′s__________meaning.A.connotativeB.conceptualC.associativeD.complementary【答案】B49、Whenitcomestoairlinetravel,perhapsnothinghasrevolutionizedthepassengerexperiencemorethanairlineapps.Indeed,they'rebecomingsoubiquitousthatmorethan50percentofU.Stravelershaveatleastoneairlineappinstalledontheirsmartdevice,accordingtotravelindustryresearchfirmPhocuswright.A.BiaseDB.NeutralC.CriticalD.Radical【答案】B50、Whichofthefollowingindicatesacorrectintonationpattern?A.Didyouhavea↑feverora↓headache?B.Didyouhavea↑feverora↑headache?C.Didyouhavea↓feverora↓headache?D.Didyouhavea↓feverora↑headache?【答案】A大題（共10題）一、下面片段選自某高中英語課堂教學(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)該教師采用了提問的方式引出復(fù)習(xí)鞏固的內(nèi)容。為了檢測學(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…”來提示學(xué)生說出完整的句子以達(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，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。②具有針對性，能節(jié)省時(shí)間，突出重點(diǎn)。“preventsb.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測試法。教師可以將帶有“prevent”的句子改編成填空題或選擇題對學(xué)生進(jìn)行測試，測試結(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)生對該詞的記憶和理解。②對比法。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)生對知識點(diǎn)進(jìn)行系統(tǒng)學(xué)習(xí)，達(dá)到鞏固知識的目的。二、根據(jù)題目要求完成下列任務(wù)，用中文作答。下面是一位初中英語教師在語音教學(xué)中使用的練習(xí)。Teacher′sinstruction:Lookatthewordsontheblackboard.TickthewordyouhearineachsentenceIread.Teacher′sreads:1.Idon′tlikethesesports.2.Thesepotsareverydirty.3.Lookatthatwhitecordonthewater.4.Mr.Smithwasshort.Studentstickthewordstheyhear:AB1.spotssports2.potsports【答案】(1)該片段的教學(xué)目的是鍛煉學(xué)生的辨音能力。通過在語境中進(jìn)行辨音練習(xí)，提高學(xué)生辨別[D]和[:]的發(fā)音的能力；開展語音教學(xué)，推進(jìn)學(xué)生聽、說、讀、寫各項(xiàng)技能的發(fā)展。(2)該教師采用了以下兩種教學(xué)方法：①使用最小對立體分析音差，進(jìn)行辨音練習(xí)。在音位分析中，只涉及一個(gè)音素差別的對立體叫作最小對立體。該練習(xí)教師列出的四組詞使用的都是最小對立體。②采用有意義的語言練習(xí)活動(dòng)。教師不是孤立地讀出一個(gè)單詞讓學(xué)生選擇正確的答案，而是在通過句子讓學(xué)生理解句意的基礎(chǔ)之上選擇正確的發(fā)音。(3)該教學(xué)片段體現(xiàn)了語音教學(xué)的原則有：①針對性原則。針對性原則指語音訓(xùn)練的重點(diǎn)應(yīng)該放在有標(biāo)記的語音特征之上。教師要針對學(xué)生的困難進(jìn)行有針對性的指導(dǎo)。這個(gè)練習(xí)主要訓(xùn)練[:]和[D]這一對長短音的區(qū)別，體現(xiàn)了這一原則。②綜合性原則。語音教學(xué)并不是孤立的發(fā)音教學(xué)，教師應(yīng)該將音素、音標(biāo)、單詞、句子及語義、語用等各個(gè)層面結(jié)合起來，把語音教學(xué)融入有意義、有情景的語言練習(xí)和任務(wù)性的語言訓(xùn)練中去，將語音同口語、交際、互動(dòng)等圍繞意思展開的語言活動(dòng)結(jié)合起來，應(yīng)注意語義與語境、語調(diào)與語流相結(jié)合。該教學(xué)片段中，教師把語音和單詞、句子結(jié)合起來，體現(xiàn)了這一原則。(4)能恰當(dāng)體現(xiàn)語音教學(xué)原則的其他三種方法有：①找出一組詞中讀音不相同的詞。教師連續(xù)讀幾個(gè)詞，有一個(gè)詞的發(fā)音與其他詞不同，請學(xué)生挑出發(fā)音不同的一個(gè)。該練習(xí)適用于音素教學(xué)和練習(xí)，體現(xiàn)了語音教學(xué)的針對性原則，如by—buy—bye—bay(第四個(gè)不同)。②對比學(xué)習(xí)。把相近發(fā)音的一組元音或輔音放在一起，讓學(xué)生先聽，然后對比學(xué)習(xí)，體現(xiàn)了語音教學(xué)的準(zhǔn)確性原則，例如／s／和／θ／，／i／和／i：／等。③繞口令。繞口令可以調(diào)節(jié)氣氛，可以練習(xí)熟練程度，使學(xué)生在理解語句、語篇意義的基礎(chǔ)上，在輕松愉快的氣氛中，感受英語語音的節(jié)奏美．體現(xiàn)了語音教學(xué)的趣味性原則。三、設(shè)計(jì)任務(wù)：請閱讀下面學(xué)生信息和語言素材，設(shè)計(jì)20分鐘的閱讀教學(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：20分鐘學(xué)生概況：某城鎮(zhèn)普通高中一年級第一學(xué)期學(xué)生，班級人數(shù)40人。多數(shù)學(xué)生已經(jīng)達(dá)到《普通高中英語課程標(biāo)準(zhǔn)(實(shí)驗(yàn))》五級水平。學(xué)生課堂參與積極性一般。語言素材：TheLifeofMarkTwainOftenthelivesofwritersresemblethelivesofthecharacterstheycreate.MarkTwain,whowroteTheAdventuresofHuckleberryFinnandTheAdventuresofTomSawyer,wasnoexception.Tostartwith,theauthor'sname,MarkTwain,isitselfaninvention,or"penname".Twain'srealnamewasSamuelClemens."MarkTwain",whichmeans"watermarktwo",wasacallusedbysailorsontheMississippitowarnshipmatesthattheywerecomingintoshallowwater.LikeHuck,MarkTwainledanadventurouslife.Heleftschoolearly,andasanadolescent,determinedtomakehisfortuneinSouthAmerica,setofffromhishomeinHannibal,Missouri,forNewOrleans.HewantedtotakeaboattotheAmazon,wherehethoughthecouldgetrichquickly.HearrivedinNewOrleanswithoutapennyinhispocketonlytofindthattherewerenoboatsforSouthAmerica.Forcedtochangehisplans,heworkedforseveralyearsasapilotonasteamboat,takingpassengersupanddowntheMississippi,thegreatriverwhichflowsfromthenorthoftheUSneartheCanadianborder,downtotheGulfofMexico.【答案】(2)ScanningAskstudentstolocatecertaininformationbyreadingthepassagequicklytoanswerthefollowingquestions:①IsMarkTwainhisrealname?Ifnot,whatishisrealname?②Whatdidhedowhenheworkedonthesteamboat?③Whatdidhedoafterthat?4.WhatreputationdidMarkTwinearn?(3)CarefulreadingAskstudentstoreadthepassagecarefullyandfulfillthefollowingparagraph:MarkTwainisactuallyaname,whichmeansthat__.Helivedan__life.HeleftschoolearlytoinSouthAmerica,butinOrleanshehad__andfoundnoboattoAmazon,soheworksonRiverasaonasteamboat.Afterthathebecameatowrite,whoseestablishedhimagreatreputation.Beforeshowingtheanswer,inviteafewstudentstoreadtheircompletedparagraph,andotherscanchecktheirs.(Justification:Fastreadingcanhelpstudentsgraspthemainideaandspecificinformationofthepassage.Carefulreadingcandeepenstudents'understandingofthepassage.)Step3Post-reading(5minutes)Askstudentstoworkinpairstodiscussthefollowingquestions:1.Whydothelivesofwritersresemblethelivesofcharactershecreates?HowdoestheresemblancegetreflectedbyMarkTwain?2.Canyousummarizethestructureofthepassage?四、根據(jù)題目要求完成下列任務(wù)，用中文作答。請簡述寫作教學(xué)活動(dòng)中連貫性訓(xùn)練的形式及意義?！敬鸢浮窟B貫性訓(xùn)練是寫作教學(xué)活動(dòng)的一種，它的主要形式有句子重組和短文填空。句子重組是指教師針對邏輯順序涉及若干句子，讓學(xué)生按照時(shí)間順序、空間順序、重要性順序、一般到具體或具體到一般的順序進(jìn)行句子重組，連成一段符合邏輯的話，對學(xué)生進(jìn)行語篇連貫技巧的訓(xùn)練。教師還可以設(shè)計(jì)一段沒有使用語篇的銜接手段的話語，讓學(xué)生通過添加代詞、轉(zhuǎn)折詞語、重復(fù)關(guān)鍵詞和有關(guān)句型等手段，使語義前后連貫，各語句間銜接自然。采用“短文填空”形式專項(xiàng)訓(xùn)練語篇銜接語的使用，使學(xué)生在訓(xùn)練中感悟語篇銜接與過渡的方法和手段，有利于學(xué)生學(xué)會(huì)信號詞等銜接手段，促進(jìn)篇章的和諧連貫。上述訓(xùn)練均能較為全面綜合地發(fā)展學(xué)生的語篇寫作能力。五、下列教學(xué)片段選自某一初中課堂實(shí)錄，閱讀后回答問題。T：CouldyouplaygamesonInterneteveryevening，boysandgirls?Ss：Sorry．Icouldn’t．T：Onwhatdaycouldyouplaythemeveryweek?Ss：OnlyonSaturdayandSunday．T：Oh!Wecouldsayyoucouldplaygamestwiceaweek．IcouldgovisitmyfriendsonMondayandTuesdayevenings．SowecouldsayIcouldgovisitmyfriendstwiceaweek．WhatdoesTWICEheremean?Ss：Itmeans“兩次”．T：Great!Thenyouwillbedividedintogroups，fourinonegroup，tomakesentencesasmanyaspossibleby“Couldyou…everyweek?”and“twiceaweek”．After5minutes，I’llinviteonespeakeroutofeachgrouptopresentinclass．問題：（1）該片段反映了教學(xué)中哪兩個(gè)環(huán)節(jié)?（2）分析這兩個(gè)教學(xué)環(huán)節(jié)的目的。（3）從教學(xué)有效性的角度評價(jià)這個(gè)教學(xué)片段（至少寫兩個(gè)要點(diǎn)）?！敬鸢浮?1)該片段屬于教學(xué)中的新知呈現(xiàn)(presentation)和鞏固練習(xí)(practice)。(2)Presentation的目的：在知識呈現(xiàn)中，教師明確話題、語言結(jié)構(gòu)目標(biāo)及語言的功能。學(xué)生學(xué)習(xí)目標(biāo)明確，有意識學(xué)習(xí)、吸收目標(biāo)語言結(jié)構(gòu)。Practice的目的：在該步驟中，學(xué)生在某一特定的話題下，通過機(jī)械性練習(xí)，不斷強(qiáng)化某一或者某些語言結(jié)構(gòu)和詞匯。(3)教學(xué)有效性是指教師遵循教學(xué)活動(dòng)的客觀規(guī)律，在相對短的時(shí)間內(nèi)，讓學(xué)生得到了更多、更深的知識和能力，獲得了更加豐富、積極的情感體驗(yàn)。①教師通過引導(dǎo)，教會(huì)學(xué)生twice這個(gè)詞的意義及用法。②教師采用groupwork的形式，讓學(xué)生在學(xué)習(xí)和鞏固知識的同時(shí)，鍛煉學(xué)生合作學(xué)習(xí)的精神。六、設(shè)計(jì)任務(wù)：請閱讀下面學(xué)生信息和聽力語言素材，設(shè)計(jì)一節(jié)英語聽力課的教學(xué)方案。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(shí)間：45分鐘學(xué)生概況：某城鎮(zhèn)普通中學(xué)八年級(初中二年級)學(xué)生，班級人數(shù)40人。多數(shù)已經(jīng)達(dá)到《義務(wù)教育英語課程標(biāo)準(zhǔn)(2011年版)》三級水平。學(xué)生課堂參與積極性一般。語言素材：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：七、根據(jù)題目要求完成下列任務(wù)。用中文作答。簡述語法教學(xué)中演繹法和歸納法的教學(xué)過程及其優(yōu)缺點(diǎn)?！敬鸢浮坎捎醚堇[法教授語法，教師首先直接講解語法規(guī)則并舉例說明，然后讓學(xué)生進(jìn)行各種替換練習(xí)、句子練習(xí)等訓(xùn)練。這種教學(xué)方式講解清楚，易于理解。比較適合具有強(qiáng)烈學(xué)習(xí)動(dòng)機(jī)的學(xué)習(xí)者。但是在這種方式下，學(xué)生對教師的依賴性比較強(qiáng)，學(xué)到的語言知識也容易遺忘。演繹法注重形式而非使用，學(xué)生處于被動(dòng)學(xué)習(xí)的狀態(tài)。采用歸納法教授語法.教師讓學(xué)生首先接觸含有語法規(guī)則的語境.然后根據(jù)上下文的信息歸納出語法規(guī)則。這種方法可以增加學(xué)生和語言的接觸，有助于激發(fā)學(xué)生的參與。使學(xué)生理解語法所適用的語境、所表達(dá)的含義以及所承載的功能，分析歸納總結(jié)語言使用規(guī)律，深化學(xué)生對用法的理解，有助于學(xué)生分析能力和注意力的培養(yǎng)。但是使用歸納法教授語法，對學(xué)生和教師的要求都很高，學(xué)生必須能夠主動(dòng)學(xué)習(xí)，愿意動(dòng)腦筋，否則會(huì)對規(guī)則的印象不深.難以鞏固。八、下面是對王老師課堂教學(xué)行為的聽課記錄?！そ套x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：·檢查和評講作業(yè)。請根據(jù)聽課記錄回答下列問題：(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題深層原因是什么(3)英語教師應(yīng)該如何定位自己的課堂角色【答案】(1)“教讀單詞和課文．講解知識點(diǎn)”體現(xiàn)了王老師扮演的課堂角色是知識的傳授者?！凹m正學(xué)生的讀音、拼寫、句法等錯(cuò)誤，檢查和評講作業(yè)”體現(xiàn)了王老師扮演的課堂角色是評價(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?！鞍才艑W(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”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題：王老師在整個(gè)教學(xué)過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)生制定和評價(jià)學(xué)習(xí)計(jì)劃．培養(yǎng)學(xué)生的學(xué)習(xí)策略等。總之，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：王老師對于新課程標(biāo)準(zhǔn)的理念理解不到位，沒有真正認(rèn)識到“以教師為主導(dǎo)，以學(xué)生為主體”的教學(xué)要求，沒有轉(zhuǎn)變教育教學(xué)觀念，做到與時(shí)俱進(jìn)，沒有及時(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。(3)英語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。九、下面片段選自某高中英語課堂教學(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:Pe