教師資格之中學(xué)英語(yǔ)學(xué)科知識(shí)與教學(xué)能力押題練習(xí)精華B卷附答案

?教師資格之中學(xué)英語(yǔ)學(xué)科知識(shí)與教學(xué)能力押題練習(xí)精華B卷附答案

單選題（共50題）1、Havingbeenmadespeechless,hefelt_______afoolthanhehadexpected.A.likeB.asC.moreofD.muchof【答案】C2、Whichofthefollowingtasksfailstodevelopstudents′skillofrecognizingdiscoursepatternsA.AnalyzingthestructureofdifficultsentencesB.Checkingthelogicoftheauthor'sargumentsC.GettingthescrambledsentencesintoaparagraphD.Markingoutcommonopenerstostoriesandjokes【答案】A3、Ifyouhaveneverplantedanything,youwon’tbeabletoknowthepleasureofwatchingthethingyouhaveplanted_______.A.growB.togrowC.growingD.tobegrowing【答案】A4、Youmustfacetherealityandknowtheenvironment__________.A.thatyougetB.whereyouhaveC.whenyoustayD.youarein【答案】D5、WhatcanclozehelptotrainintermsofwritingA.UnityoftextsB.Indentionoftexts.縮進(jìn)C.Compilationoftexts.編輯D.Useofcohesivedevices.銜接手段【答案】D6、請(qǐng)閱讀Passagel，完成第小題。A.ThelyricisbeautifulpoetryofactionandstoryB.ThemostimportantfeatureofthelyricisitsmusicalformC.PoetrygainsitsmeaningwhenreadsilentlyandcarefullyD.Poedefinedallpoetryaspuremusicwithchimingsyllables【答案】B7、Whichofthefollowingtermsbestdescribesthepairofwords"kill"and"drill"?A.MinimalpairB.AphonemiccontrastC.ClosedclasswordsD.Boundmorphemes【答案】A8、Therelationshipbetween"fruit"and"orange"is__________.A.superordinateB.relationaloppositesC.hyponymyD.homonymy【答案】C9、We'dbettermakeaclear__________betweencompetenceandperformancefortheconvinceofourdiscussion.A.separationB.divisionC.distinctionD.difference【答案】C10、請(qǐng)閱讀Passage1,完成第小題。A.FormativeAssessmentB.SuccessinMeetingStandardsC.ANewMissionofAssessmentD.LimitationsofCurrentSchoolRanking【答案】C11、Whichofthefollowingstatementsabouttake-basedlanguageteachingisNOTtrue?A.StudentsshouldbegiventaskstoperformorproblemstosolveintheclassroomB.Studentaretask-drivenC.Task-basedlanguageteachingisstudent-centeredD.Task-basedlanguageteachingisteacher-centered【答案】D12、Theword"chronology"contains_______morphemes.A.4B.3C.2D.5【答案】C13、Shetriedherbestto_______thelifethere,butfailedtomakeany_______.A.adjustto;senseB.adaptto;troubleC.adaptto;effortD.adjustto;difference【答案】D14、TheCognitiveApproachholdsthatstudents′mistakesare__________inthecreativeuseoflanguage.A.usefulB.understandableC.unavoidableD.reasonable【答案】C15、Passage1A.BecauseitsoundstooservileandislikelytocauseembarrassmentB.BecauseitcanonlybeusedinsomecertainoccupationsC.BecauseitisanimpolitewordD.Becauseitshowsthatthespeakerisnotwell-bredperson【答案】A16、Theword"motel"comesfrom"motor+hotel".Thisisanexampleof__________inmorphology.A.backformationB.conversionC.blendingD.acronym【答案】C17、Hebecamevery___________whenhefoundthedisloyaltyofhiswife.A.ingeniousB.creativeC.empiricalD.furious【答案】D18、Therearetwofactorswhichdetermineanindividual'sintelligence．Thefirstisthesortofbrainheisbornwith．Humanbrainsdifferconsiderably,somebeingmorecapablethanothers．Butnomatterhowgoodabrainhehastobeginwith,anindividualwillhavealoworderofintelligenceunlesshehasopportunitiestolearn．Sothesecondfactoriswhathappenstotheindividual--thesortofenvironmentinwhichheisbroughtup．Ifanindividualishandicappedenvironmentally,itislikelythathisbrainwillfailtodevelopandhewillneverattainthelevelofintelligenceofwhichheiscapable．A.85B.100C.110D.125【答案】B19、CanyouimaginethedifficultyIhad__________languageobstaclesIfirststudiedabroad?A.toovercomeB.overcomingC.overcomeD.overcame【答案】B20、Alltheflights______becauseofthesnowstorm,wehadtotakethetraininstead.A.werecanceleDB.hadbeencanceleDC.havingcanceleD.havingbeencanceleD【答案】D21、請(qǐng)閱讀Passage1。完成小題。A.Aesop'sfablesprovideavaluableglimpseintoearlyGreekthoughtandbeliefsB.themostefficientandreliablewaytostudythevaluessystemofanancientcultureisthrough?studyofitsmythologyC.withoutathoroughexaminationofasociety'sfablesandothermythology,aculturalstudy?onthatsocietywouldbeonlypartialD.throughthestudyofaculture'smythologicaltradition,onecandiscernsomeofthe?underlyingbeliefsthatshapedthosestories【答案】D22、InanEnglishclass,theteacher,firstly,playstheradioandasksstudentstolistentothetapeandunderstandthedialogue.Then,theteacherasksstudentstoreadafterthetapetoimitatethepronunciation.Next,theteacherasksstudentstorepeatthedialogueinpairs...Whatteachingmethoddoestheteacheruseinthisclass?A.CommunicativeApproachB.Task-BasedTeachingApproachC.TheAudio-LingualApproachD.TheAudio-VisualApproach【答案】C23、Thedifferencebetween/?/and/?/liesin______A.theplaceofarticulationB.themannerofarticulationC.sounddurationD.voicing【答案】D24、Whichofthefollowingwordsismadeupofboundmorphemesonly?A.happinessB.televisionC.ecologyD.teacher【答案】C25、Howmanyliaisonsofsoundarethereinthesentence"Hefetcheditforme"?A.oneB.twoC.threeD.four【答案】A26、“Underliningallthepastformverbsinthedialogue”isatypicalexercisefocusingon＿.A.useB.formC.meaningD.function【答案】B27、Teaching,atestof__________,intelligence,andteamworkskills,requiresalotofenergy.A.patienceB.positionC.privacyD.direction【答案】A28、Tograspthegistofapassageinaquickway,whatmayareaderfocuson?A.ThetransitionalparagraphsB.ThewholepassageC.ThetopicsentencesD.Everysentenceinthepassage【答案】C29、Thesenserelationofthefollowingpairofsentences(seeXandY)is__________.A.XentailsYB.XpresupposesYC.XisinconsistentwithYD.XissynonymouswithY【答案】A30、Whichofthefollowingisakindofinformationgapactivitiesinclass?A.PatterndrillsB.MakingasurveyC.SentencetransformationD.Formingsentences【答案】B31、Inordinaryconversations,participantsareexpected,firstofall,to__________,otherwise,communicationwouldbreakdown.A.standstraightB.coordinateC.speakthetruthD.cooperate【答案】D32、Afterteachingsounds,ateachermakesatestthataimstofindoutwhichsoundsstudentsarenotabletopronounce.Thistestbelongsto_________.A.aptitudetestB.proficiencytestC.achievementtestD.diagnostictest【答案】D33、請(qǐng)閱讀短文，完成第小題。A.SixB.FiveC.FourD.Three【答案】D34、Heisholdinga__________positioninthecompanyandexpectstobepromotedsoon.A.subordinateB.succeedingC.successiveD.subsequent【答案】A35、Passage1A.TheamountoftimethatteachersspendwithindividualstudentsB.TheamountofknowledgethatteachersimparttostudentsC.ThecontentoftheteachingmaterialsusedbyteachersD.Thevarietyofactivitiesorganizedbyteachers【答案】A36、Whencheckingstudents'understandingofacertainlanguagepointinclass,whichofthefollowingutterancesisateacherexpectedtomake?A."Isitokay?"B."Isitcleartoyou?"C."Areyouclear?"D."Itisallrighttoeveryone?"【答案】B37、__________consciousofhermoralobligationsasacitizen.A.MarshawasandalwayswillbeB.MarshahastobeandalwayswillbeC.MarshahadbeenandwillalwaysbeD.Marshahasbeenandwillalwaysbe【答案】D38、TheBritishMedicalJournalrecentlyfeaturedastrongresponsetowhatwasjudgedaninappropriatelylenientreactionbyamedicalschooltoastudentcheatinginanexamination.A.MedicalschoolsshouldmakeexamseasierforthestudentstoalleviatethefiercecompetitionB.ProminentfiguresinthemedicalinstitutionshouldcreateasetofmoralstandardstobeappliedinmedicalschoolsC.MedicalstudentsshouldplayanactiveroleinthecreationandpreservationofacultureofintegrityD.Thosestudentswhocheatintheexamsshouldbeinstantlyexpelledfromschool【答案】C39、Passage2A.commercialwhalingislegalintheUSAB.whalingforlimitedscientificresearchispermittedC.Georgiaisn'tasuitableplaceforbelugawhalestoliveinD.theGeorgiaAquarium'srequesthasn'tbeenapprovedsofar【答案】D40、AccordingtoClark,ScarinoandBrownell’sview,pleaseselectthecomponentsoftaskinTask-BasedLanguageTeaching.①purpose②context③process④functionoflanguage⑤productA.①②③⑤B.②③④⑤C.①②④⑤D.①②③④【答案】A41、Thephenomenonthatwordshavingdifferentmeaningshavethesameformiscalled____.A.hyponymyB.synonymyC.polysemyD.homonymy【答案】D42、Thegirlsareafraidthatbeingfriendlytostrangerscouldbemisinterpretedbytheir＿＿neighbours.A.ever-presentB.ever-presentedC.ever-presentingD.ever-presently【答案】A43、__________doesnotstudymeaninginisolation,butincontext.A.PragrnaticsB.SemanticsC.Cross-culturalcommunicationD.Syntax【答案】A44、WhichofthefollowingarecontrolledactivitiesinanEnglishclass?A.Reporting,role-playandgamesB.Readingaloud,dictationandtranslationC.Role-play,problemsolvinganddiscussionD.Informationexchange,narrationandinterview【答案】B45、__________price,thenewly-developedfridgehasabigadvantageoveranyother.A.IntermsofB.BymeansofC.OwingtoD.Accordingto【答案】A46、InEnglish,theaspirated[ph]andtheunaspirated[p]are__________.A.minimalpairsB.inphonemiccontrastC.twodistinctivephonemesD.incomplementarydistribution【答案】D47、Mr.Smith,who_______asateacherinourschoolforabout20years,isnowourmayor.A.hasworkedB.workeDC.worksD.hadworkeD【答案】B48、Passage1A.ThesixthTransformermaylastfor3hoursB.Thegovernmentinthemoviewantstosetupaman-madearmyofTransformersC.Inthemovie,KSICorporationstandsbythegovernmentD.JoshuaJoycehasreportedthenewsaboutAutobotherotothegovernment【答案】D49、AccordingtoTheNationalEnglishCurriculumStandards,thelanguageknowledgestudentsarerequiredtolearnconsistsofphonetics,vocabulary,grammar_______A.functionandthemeB.cultureandsocietyC.literatureandlinguisticsD.discourseandgenre【答案】A50、Theprocessofperceivingothersisrarelytranslated(toourselvesorothers)intocold,objectiveterms．"Shewas5feet8inchestall,hadfairhair,andworeacoloredskirt．"Moreoften,wetrytogetinsidetheotherpersontopinpointhisorherattitudes,emotions,motivations,abilities,ideas,andcharacters．Furthermore,wesometimesbehaveasifwecanaccomplishthisdifficultjobveryquickly--perhapswithatwo-secondglance．A.whathewearsB.howtallheisC.howhappyheisD.whatcolorhedyeshishair【答案】C大題（共10題）一、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：二、下面是某教師的課堂教學(xué)片段：T:Whatdidyourmumdoyesterday,WangLin?S:Mymumbuyedthedressforme.T:Oh,thatisnice.Yourmumboughtitforyou,didshe?S:Yes.T:Wheredidshebuyit?S:Shebuyeditintown.T:Oh,sheboughtitintownforyou.Well,itisverynice.請(qǐng)根據(jù)所給材料回答下列三個(gè)問(wèn)題。(1)學(xué)生在對(duì)話中的語(yǔ)言錯(cuò)誤是什么?(6分)(2)該教師采用什么方式來(lái)糾正學(xué)生的錯(cuò)誤?效果如何?(12分)(3)教師還可以采用哪些方式糾錯(cuò)?請(qǐng)舉例說(shuō)明。(12分)【答案】(1)該學(xué)生犯了13語(yǔ)語(yǔ)法錯(cuò)誤，用錯(cuò)了動(dòng)詞過(guò)去式的形式。即Mymumbuyedthedressforme．buyed→bought，Shebuyeditintown．buyed→bought。(2)該教師采用了重述法(Recasts)來(lái)糾正學(xué)生的錯(cuò)誤。教師對(duì)學(xué)生語(yǔ)言表達(dá)中的錯(cuò)誤進(jìn)行了含蓄糾正。即先進(jìn)行部分肯定之后用正確的語(yǔ)言重述學(xué)生的表達(dá)，不指出錯(cuò)誤，而通過(guò)不同的語(yǔ)氣(如反問(wèn))、語(yǔ)調(diào)、眼神、動(dòng)作等，讓學(xué)生自己意識(shí)到自己的錯(cuò)誤。此糾錯(cuò)技巧對(duì)于糾正學(xué)生口語(yǔ)中的語(yǔ)法錯(cuò)誤比較有效。(3)①直接糾錯(cuò)法(ExplicitCorrection)當(dāng)學(xué)生出現(xiàn)語(yǔ)言錯(cuò)誤時(shí)，教師打斷語(yǔ)言訓(xùn)練或?qū)嵺`活動(dòng)，對(duì)其錯(cuò)誤予以正面糾正(說(shuō)出正確的語(yǔ)言形式。并讓學(xué)生改正)。這種糾錯(cuò)方式常用于旨在讓學(xué)生掌握正確的語(yǔ)言形式而進(jìn)行的機(jī)械操練或側(cè)重語(yǔ)言精確輸出的各種練習(xí)中。教師可用以下課堂用語(yǔ)：Youshouldsay…／No，youshouldn’tsaythat…／Readafterme．／Payattentionto…／Oh，youmean…，Wedon’tsay…inEnglish，wesay…等，例如：T：WhatdidyoudolastnightS：Igotoseeamoviewithmyparents．T：Oh．Youshouldsay“Iwenttoseeamoviewithmyparents”．S：Oh．sorry．1wenttoseeamoviewithmyparents．②強(qiáng)調(diào)糾錯(cuò)法(Pinpointing)教師重復(fù)學(xué)生的話．有意重讀并拖長(zhǎng)出錯(cuò)部分的發(fā)音或用升調(diào)以表示特別強(qiáng)調(diào)。這種方法常用于學(xué)生的自我糾錯(cuò)。這樣既能糾正學(xué)生的口語(yǔ)錯(cuò)誤，保證學(xué)生順利進(jìn)行口頭敘述，又能顧及學(xué)生的自尊心，促進(jìn)他們參與口語(yǔ)活動(dòng)的積極性。例如：T：WheredidyougoonvacationthissummerS：IgotoHongKongformyvacation．T：YougotoHongKong三、根據(jù)題目要求完成下列任務(wù)，用中文作答。新課標(biāo)提倡教師采用任務(wù)型教學(xué)模式（TBLTmodel）。請(qǐng)簡(jiǎn)述“任務(wù)”與“練習(xí)”的本質(zhì)區(qū)別，并說(shuō)明任務(wù)型教學(xué)法的優(yōu)缺點(diǎn)?！敬鸢浮?1)任務(wù)型教學(xué)以任務(wù)為組織單位，課堂教學(xué)由一系列的“任務(wù)”構(gòu)成。任務(wù)與傳統(tǒng)的“練習(xí)”有本質(zhì)的區(qū)別：①任務(wù)具有目的性。這里的“目的”具有兩重性，一是任務(wù)本身所包含的非教學(xué)目的，二是任務(wù)設(shè)計(jì)者所期望任務(wù)參與者達(dá)到的教學(xué)目的。而練習(xí)通常只具有教學(xué)目的，只注重語(yǔ)言形式的準(zhǔn)確。②任務(wù)具有交際性或互動(dòng)性。任務(wù)通常是集體性和合作性活動(dòng)，任務(wù)的履行通常以交際或互動(dòng)的方式進(jìn)行．這種互動(dòng)可以是學(xué)生與學(xué)生之間、學(xué)生與教師之間、學(xué)生與輸入材料之間的雙邊或多邊互動(dòng)。而練習(xí)大多是單向的活動(dòng)。③任務(wù)具有開(kāi)放性。也就是說(shuō)，任務(wù)的履行并非有一套預(yù)定的模式或途徑，或者會(huì)達(dá)到統(tǒng)一的結(jié)果，完成任務(wù)的途徑，包括應(yīng)用的語(yǔ)言是可選擇的、不固定的、非限制性的。④任務(wù)通常會(huì)產(chǎn)生非語(yǔ)言性結(jié)果。練習(xí)總是產(chǎn)生語(yǔ)言性結(jié)果，如用短語(yǔ)造句、用介詞填空等。(2)優(yōu)點(diǎn)：①在任務(wù)型教學(xué)活動(dòng)中，在教師的啟發(fā)下，每個(gè)學(xué)生都有獨(dú)立思考、積極參與的機(jī)會(huì)，易于保持學(xué)習(xí)的積極性。養(yǎng)成良好的學(xué)習(xí)習(xí)慣。⑦在活動(dòng)中學(xué)習(xí)知識(shí)，培養(yǎng)人際交往、思考、決策和應(yīng)變能力，有利于學(xué)生的全面發(fā)展。③活動(dòng)內(nèi)容涉及面廣，信息量大，有助于拓寬學(xué)生的知識(shí)面。④在任務(wù)型教學(xué)中有大量的小組或雙人活動(dòng)，每個(gè)人都有自己的任務(wù)要完成?？梢愿玫孛嫦蛉w學(xué)生進(jìn)行教學(xué)。⑤促進(jìn)學(xué)生積極參與語(yǔ)言交流活動(dòng)，啟發(fā)學(xué)生的想象力和創(chuàng)造性思維，有利于發(fā)揮學(xué)生的主體性作用。四、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(xiě)”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(xiě)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(xiě)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。五、根據(jù)題目要求完成下列任務(wù)，用中文作答。簡(jiǎn)述語(yǔ)法教學(xué)中常用的兩種教學(xué)方法和其優(yōu)缺點(diǎn)?！敬鸢浮垦堇[法和歸納法是語(yǔ)法教學(xué)常用的兩種教學(xué)方法。(1)在演繹教學(xué)中，教師首先直接講解語(yǔ)法規(guī)則并舉例說(shuō)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。但是在這種方式下，學(xué)生對(duì)教師的依賴性比較強(qiáng)，學(xué)到的語(yǔ)言知識(shí)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)。(2)在歸納教學(xué)中，教師將學(xué)生首先置于含有語(yǔ)法規(guī)則的語(yǔ)境中，然后根據(jù)上下文的信息歸納出語(yǔ)法規(guī)則。這種方法有利于學(xué)生在語(yǔ)境中接觸語(yǔ)言，激發(fā)學(xué)生的參與興趣，使學(xué)生理解語(yǔ)法所適用的語(yǔ)境、表達(dá)的含義以及所承載的功能，分析、歸納、總結(jié)語(yǔ)言的使用規(guī)律。深化學(xué)生對(duì)語(yǔ)法的理解，有助于學(xué)生分析能力和注意力的培養(yǎng)。但是歸納法對(duì)學(xué)生和教師的要求都很高，也比較費(fèi)時(shí)。對(duì)教師來(lái)講，創(chuàng)造真實(shí)的語(yǔ)境有時(shí)比較困難，而且不一定能引導(dǎo)學(xué)生得出正確的規(guī)則，也不能滿足所有學(xué)生的需要。學(xué)生必須能夠主動(dòng)學(xué)習(xí)。愿意動(dòng)腦去發(fā)現(xiàn)規(guī)律，否則會(huì)對(duì)規(guī)則的印象不深，難以鞏固。六、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(xiě)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.七、根據(jù)題目要求完成下列任務(wù)，用中文作答。以下是某教師的課堂教學(xué)片段：(教師拿出若干不同顏色的禮物盒擺在桌上，然后將一個(gè)玩具汽車(chē)快速藏人其中一個(gè)盒子里，請(qǐng)學(xué)生猜玩具在哪個(gè)盒子里)T：Whereisthecar?S：Isitintheredbox?T：Maybe．T：Nowlet’Sseewherethecatis…Look!It’sintheyellowbox．(教師用PPT呈現(xiàn)課文人物John的照片)T：Lookatthisphoto．He’sJohn．He’sanAmericanboy．Helivesinourcity．Hestudiesinourschool．Buttodayhe’snotintheclassroom．WhereisJohn?Guess，please!S：Isheathome?T：Maybe．S：Isheinthesupermarket?T：Perhaps．【答案】(1)復(fù)習(xí)導(dǎo)入環(huán)節(jié)：運(yùn)用實(shí)物創(chuàng)設(shè)情境。教師拿出若干不同顏色的禮物盒及玩具汽車(chē)等．為學(xué)生們創(chuàng)設(shè)了一個(gè)具體直觀的具有信息差的猜測(cè)情境，復(fù)習(xí)舊知，激發(fā)興趣。實(shí)物情境因其本身的直觀具體性，使學(xué)生看得見(jiàn)，摸得到，利于感受，利于理解。教師在教學(xué)過(guò)程中，向?qū)W生出示某些與教學(xué)內(nèi)容相關(guān)的實(shí)物，創(chuàng)設(shè)實(shí)體情境，可以有效地吸引學(xué)生的注意力．激發(fā)學(xué)生的學(xué)習(xí)興趣，提高學(xué)生的學(xué)習(xí)效率。(2)課文教學(xué)環(huán)節(jié)：運(yùn)用多媒體創(chuàng)設(shè)情境。教師用PVT呈現(xiàn)課文人物John的照片及John躺在臥室床上的畫(huà)面，呈現(xiàn)問(wèn)題WhereisJohn?并播放課文錄音等，為學(xué)生創(chuàng)設(shè)視聽(tīng)情境。通過(guò)多媒體為學(xué)生創(chuàng)設(shè)豐富多彩、形象生動(dòng)、妙趣橫生的教學(xué)情境，可以充分調(diào)動(dòng)學(xué)生的試聽(tīng)感官系統(tǒng)，激發(fā)學(xué)生學(xué)習(xí)興趣，提高學(xué)生的認(rèn)知能力。同時(shí)，還可以提高課堂的信息容量；縮短教學(xué)時(shí)問(wèn)，提高教學(xué)效率；實(shí)現(xiàn)學(xué)生學(xué)習(xí)方式的多元化，利于優(yōu)化課堂教學(xué)效果。(3)語(yǔ)言操練環(huán)節(jié)：運(yùn)用活動(dòng)創(chuàng)設(shè)情境。教師組織學(xué)生做游戲操練對(duì)話的重點(diǎn)和難點(diǎn)Whereis…?及其回答，體現(xiàn)了這一創(chuàng)設(shè)情境的方式。教師結(jié)合學(xué)生情況及教學(xué)內(nèi)容設(shè)計(jì)多樣化的教學(xué)活動(dòng)，可以有效地激發(fā)學(xué)生學(xué)習(xí)的積極性，活躍課堂氣氛。八、根據(jù)題目要求完成下列任務(wù)，用中文作答。教師課堂中糾錯(cuò)的意義及策略有哪些?【答案】(1)意義：糾錯(cuò)是指教師在英語(yǔ)教學(xué)過(guò)程中，對(duì)學(xué)生的聽(tīng)說(shuō)讀寫(xiě)譯等實(shí)踐活動(dòng)所出現(xiàn)的各種問(wèn)題，如語(yǔ)音、拼寫(xiě)、詞匯、句型、語(yǔ)法、語(yǔ)篇以及不符合西方文化習(xí)俗的言行等給予指導(dǎo)幫助的一種方式。正確巧妙的糾錯(cuò)，不僅能讓學(xué)生正確使用語(yǔ)言，對(duì)所犯的錯(cuò)誤有正確理性的認(rèn)識(shí)，正視自己學(xué)習(xí)中的不足，同時(shí)能對(duì)學(xué)生形成良好的語(yǔ)言學(xué)習(xí)習(xí)慣，提高表達(dá)能力起到積極的作用。(2)策略：這不僅與課堂教學(xué)期待的目標(biāo)相關(guān)，而且與課堂教學(xué)活動(dòng)類(lèi)型相關(guān)。如果教師期待的活動(dòng)結(jié)果是學(xué)生在活動(dòng)中或活動(dòng)后能流暢地用英語(yǔ)表達(dá)思想，教師就不應(yīng)該有錯(cuò)必糾，而應(yīng)該在學(xué)生完整表達(dá)思想之后再糾正錯(cuò)誤。如果老師過(guò)多地介入學(xué)生“說(shuō)”的過(guò)程，勢(shì)必會(huì)影響學(xué)生流暢地用英語(yǔ)來(lái)表達(dá)。反之，如果教師期待學(xué)生在教學(xué)活動(dòng)中要準(zhǔn)確地使用目標(biāo)語(yǔ)，那么及時(shí)糾正錯(cuò)誤就是必須的。九、根據(jù)題目要求完成下列任務(wù)，用中文作答。課堂教學(xué)設(shè)計(jì)是以獲得最優(yōu)化的教學(xué)效果為目的，提高課堂教學(xué)質(zhì)量的一項(xiàng)關(guān)鍵工作。簡(jiǎn)述其五個(gè)基本要素，并說(shuō)明基本程序。【答案】(1)課堂教學(xué)設(shè)計(jì)的五個(gè)基本要素：教學(xué)任務(wù)及對(duì)象；教學(xué)目標(biāo)；教學(xué)策略；教學(xué)過(guò)程；教學(xué)評(píng)價(jià)。(2)課堂教學(xué)設(shè)計(jì)的基本程序：①分析教學(xué)任務(wù)，闡述教學(xué)的預(yù)期目標(biāo)；從學(xué)習(xí)的需求分析開(kāi)始，了解教學(xué)中存在的問(wèn)題，學(xué)生的實(shí)際情況與期望水平之間的差距。這樣以解決“為什么”及“學(xué)什么”和“教什么”的問(wèn)題。②分析學(xué)生特征，教師在分析具體的教學(xué)內(nèi)容時(shí)，不僅要考慮課程、單元及課時(shí)的教學(xué)內(nèi)容的選擇和安排，更需考查學(xué)生在進(jìn)行學(xué)習(xí)之前，對(duì)于本課程中本單元的學(xué)習(xí)內(nèi)容具有什么知識(shí)和技能，即對(duì)學(xué)生初始能力的評(píng)定，了解學(xué)生的一般特征和對(duì)所學(xué)內(nèi)容的興趣和態(tài)度，即確定學(xué)生的起點(diǎn)狀態(tài)。③明確具體的學(xué)習(xí)目標(biāo)，分析學(xué)生從起點(diǎn)狀態(tài)過(guò)渡到終點(diǎn)狀態(tài)應(yīng)掌握的知識(shí)、技能或應(yīng)形成的態(tài)度與行為習(xí)慣：即學(xué)生通過(guò)學(xué)習(xí)應(yīng)該掌握什么知識(shí)和技能。④確定教學(xué)策略，考慮用什么方式和方法給學(xué)生呈現(xiàn)教材，提供學(xué)習(xí)指導(dǎo)；考慮怎樣才能實(shí)現(xiàn)學(xué)習(xí)目標(biāo)或教學(xué)目標(biāo)。解決“怎么學(xué)”和“怎么教”的問(wèn)題，其中應(yīng)考慮教學(xué)媒體的選擇和應(yīng)用，根據(jù)不同的情況選擇不同的教學(xué)媒體或教學(xué)資源。⑤實(shí)行教學(xué)設(shè)計(jì)評(píng)價(jià)，考慮如何對(duì)教學(xué)的結(jié)果進(jìn)行科學(xué)的測(cè)