教师资格之中学英语学科知识与教学能力题库练习模拟B卷附答案

教师资格之中学英语学科知识与教学能力题库练习模拟B卷附答案

单选题（共50题）1、请阅读短文，完成第小题。A.AlexB.EduardoC.MarerosD.Nathan【答案】B2、__________yourvaluablehelp,wecouhtn'thavefinishedtheexperimentaheadoftime．A.IfitwerenotforB.HaditnotbeenforC.WereitnotforD.Ifithasnotbeenfor【答案】B3、Theword"offend"originallymeant"tostrikeagainst",butnowthewordsignifies"tocreateorexciteanger".Thisisanexampleof__________.A.meaningshiftB.wideningofmeaningC.narrowingofmeaningD.lossofmeaning【答案】B4、Ifyouthinktheyare__________,you′retotallywrong.Theyquarrelednowandthen.A.onthewayB.ontheairC.onallsidesD.ongoodterms【答案】D5、Whichofthefollowingwritingactivitiesmaybeusedtodevelopstudents′skillofplanningA.EditingtheirwritingingroupsB.Self-checkingpunctuationsintheirwritingC.SortingoutideasandputtingtheminorderD.Cross-checkingthelanguageintheirwriting【答案】C6、Passage1A.thestudentsB.DonnaandherstudentsC.The"Ican't"D."ICan","IWill"and"I'mgoingto"【答案】D7、Inwhichofthefollowingsituationsistheteacherplayingtheroleofobserver?A.GivingfeedbackanddealingwitherrorsB.OrganizingstudentstodoactivitiesbygivinginstructionsC.WalkingaroundtoseehoweachstudentperformsingroupworkD.Offeringhelptothosewhoneeditbothinideasandlanguage【答案】C8、请阅读短文。A.TravelmedicineishardtoprevailB.PeopleknowlittleabouttravelmedicineC.Peopledon'tbelieveintravelmedicineD.Travellerscanseldomgetup-to-dateinformation【答案】A9、Johnhadneverbeenabroadbefore,__________hefoundthebusinesstripveryexciting.A.becauseB.thoughC.whileD.so【答案】D10、CampaigningontheIndianfrontierisanexperiencebyitself.NeitherthelandscapenorthepeoplefindtheircounterpartsA.MeltingsnowsB.LargepopulationC.SteephillsidesD.Fertilevalleys【答案】B11、40yearsagotheideaofdisabledpeopledoingsportwasneverheardof.ButwhentheannualgamesforthedisabledwerestartedatStokeMandeville,Englandin1948bySirLudwigGuttmann,thesituationbegantochange.A.40yearsB.21yearsC.10yearsD.9years【答案】D12、Youcansleeponthecouchinthelounge__________youcangotoanearlyhotel.A.orB.thenC.andD.but【答案】A13、TotalPhysicalResponseMethodbelongstothecomprehensionapproachwhichespeciallyemphasizesontheunderstandingof__________.Teachersgiveinstructionsinforeignlanguageandstudentsneedtousebodymovementstorespondtotheteachers.A.listeningB.speakingC.readingD.writing【答案】A14、请阅读短文，完成第小题。A.helikeditverymuchB.hehadsympathyforthebeautifulbutterflyC.hecouldn'tbearabutterflydyinginhisfavoritebushesD.itswingbrokeoff【答案】B15、__________assessmentisusedtomeasurehowtheperformanceofaparticularstudentorgroupofstudentscompareswiththatofanother.A.Criterion-referencedB.Norm-referencedC.FormativeD.Summative【答案】B16、请阅读短文，完成此题。A.gaveupB.changedC.dreamedofD.wasfedupwith【答案】A17、请阅读短文，完成第小题。A.personalqualitiesandsocialskillsB.totalpersonalityC.learningabilityandcommunicativeskillsD.intellectualability【答案】B18、请阅读Passagel，完成此题。A.CKwasagoodfatherandaverybravecomedianinhereyesB.CKdidn'tagreetobuysmartphonesforhisyoungdaughtersC.ShewasveryimpressedbyhissolutiontothesmartphoneprobletnD.Shewasencouragedbyhimnottomakeanycompromisestoherdaughter【答案】C19、Organizingstudentstoanticipatethegeneralcontentofthereadingpassagesshouldbeinthestepof_____.A.post-readingB.while-readingC.pre-readingD.test【答案】C20、WilliamBlake’slines“Neverseektotellthylove．Lovethatnevertoldcanbe．”violatethemaximof_________．A.qualityB.quantityC.mannerD.relation【答案】C21、Passage2A.Kid'smusictasteB.1993'stopalbumC.Nielsen's2014listD.Themusicindustry【答案】A22、Whenateacherasksstudentstodiscusshowatextisorganized,he/sheismostlikelytohelpthem（）.A.evaluatethecontentofthetextB.analyzethestructureofthepassageC.understandtheintentionofthewriterD.distinguishthefactsfromtheopinions【答案】B23、WefeelitishightimethattheGovernment______somethingtochecktheinflation.A.diDB.doC.willdoD.woulddo【答案】A24、请阅读短文，完成第小题。A.helikeditverymuchB.hehadsympathyforthebeautifulbutterflyC.hecouldn'tbearabutterflydyinginhisfavoritebushesD.itswingbrokeoff【答案】B25、Wehaveaverycommunicative__________toteachinglanguages．A.meansB.methodC.mannerD.approach【答案】D26、Thepairofwords"receive/giveiscalledA.converseantonymsB.synonymsC.complementaryantonymsD.gradableantonyms【答案】A27、Whichofthefollowingisacommunicativetask?A.Readingaloudthedialogueonpage24B.WritingapartyinvitationtoyourMendsC.TranslatingthefirstparagraphintoChineseD.Makingsentenceswiththeexpressionsgiven【答案】B28、请阅读Passage2，完成此题。A.MeasuresshouldbetakentopreventthegrowthofsuburbsB.TheexpansionofsuburbanareasshouldbeplannedinadvanceC.TheWesthadmadeafewmistakesonitswaytosuburbanizationD.Plannersshouldbementallypreparedforitsnegativeconsequences【答案】B29、Bettyadvisedmetolabelourluggagecarefullyincaseitgets__________intransit.A.misusedB.mishandledC.mistakenD.mislaid【答案】D30、Polyester(聚酯)isnowbeingusedforbottles.ICI,thechemicalsandplasticscompany,believesthatitisnowbeginningtobreakthegripofglassonthebottlebusinessandthustakeadvantageofthishugemarket.A.arecheaperB.aremoresuitedtosmallsizesC.aremoreexcitingtolookatD.donotbreakeasily【答案】D31、Passage1A.JobB.MeatC.PhysicalstrengthD.Mentalagility【答案】C32、I'llbeawayonabusinesstrip.WouldyoumindlookingaftermycatA.I'venotimeB.I'dlikeitC.I'drathernotD.I'dbehappyto【答案】D33、Passage1A.addressB.ceremonyC.tributeD.faith【答案】A34、Whatisthechanceof_________anothertyphooninthisareathissummer?A.therebeingB.theretobeC.therebeD.theregoingtobe【答案】A35、Ateacheristeachingstudentstoreadasentence,andusingherarmtoshowwhichpartshouldbereadstronglyandwhenshouldstop.Whatistheteacherteachinginthisactivity?A.StressofwordsB.PronunciationsofsyllabicationsC.IntonationsandrhythmsD.Pronunciationsofeachletter【答案】C36、WhichofthefollowingistrueofEnglishsoundsystemA.AspirationisadistinctivefeatureB.VoicingisadistinctivephoneticfeatureC.NasalizationofvowelsgivesrisetoanothervowelD.Lengthofvowelsdifferentiatesonevowelfromtheother【答案】B37、Davidhastried3timestorepairtheclock.Hewilltry__________timeafterhavingarest.A.fourB.fourthC.thefourthD.afourth【答案】D38、Passage1A.TherichesB.ThetreasureC.TheadventureD.Thetreasurediscovery【答案】D39、Whichofthefollowingisadisplayquestionusedbyteachersinclass?A.Ifyouwerethegirlinthestory,wouldyoubehavelikeherB.DoyoulikethisstoryGirltheThumb,whyorwhynotC.Doyouagreethatthegirlwasakind-heartedpersonD.Whathappenedtothegirlattheendofthestory【答案】D40、Haveyouseentheboys______"littleapple"That'ssuchabeautifulscenethatIdarenothavemyeye_______onit.A.dancing;fixingB.dance;fixingC.dance;fixeD.todance;fixeD【答案】C41、TheadvantagesofpairandgroupworkincludeallofthefollowingEXCEPT（）.A.interactionwithpeersB.varietyanddynamismC.anincreaseinlanguagepracticeD.opportunitiestoguaranteeaccuracy【答案】D42、WhatcanbedoneaboutmassunemploymentAllthewiseheadsagree:there’renoquickoranyanswers.There’sworktobedone,butworkersaren’treadytodoit.They’reinthewrongplaces,ortheyhavethewrongskills.OurproblemareA.Powerfuloppositiontogovernment’sstimuluseffortsB.VerySeriousPeople’sattempttocrippletheeconomyC.EvidencegatheredfrommanysectorsoftheindustriesD.Economists’failuretodetecttheproblemintime【答案】A43、What'stheteacherdoingbysaying"Whowantstohaveatry"?A.ControllingdisciplineB.GivingpromptC.Evaluatingstudents'workD.Directingstudents'attentiontothelesson【答案】B44、Whichofthefollowingisanentailmentoftheutterance"Anniebrokethewindow"A.AnniewascarelessB.AnniewasdisruptiveC.AnniedidsomethingtothewindowD.ItisAnniewhobrokethewindow【答案】C45、请阅读Passagel。完成第21—25小题。A.stayedfarawayfromcat'surineB.movedaroundtheareafreelyandtearlesslyC.becausemoresensitivetocat'ssmellD.weremoreafraidofcats【答案】B46、InwhichstageofthePresentation-Practice-Productionapproachwillstudentshavethechancetousethenewlanguagefreelyandincorporateitintotheirexistinglanguage?A.PresentationstageB.PracticestageC.ProductionstageD.PracticestageandProductionstage【答案】C47、Inwhichofthefollowingactivitiesdoestheteachermainlyplaytheroleofaprompter？A.OrganizingthestudentstodoactivitiesbygivinginstructionB.ChangingthepaceoftheclassbyvariousmeansC.EnlighteningstudentstoexpresstheirideasD.Introducinganewgrammarpoint【答案】C48、Passage1A.DefiniteB.RepetitiveC.EchoingD.Impressive【答案】A49、Ateacherliststwenty"simplepresenttense"sentencesandasksstudentstodiscussandfindoutthegrammaticalstructures．What′stheteacher′sgrammarteachingmethodA.InductionB.ConductionC.ConstructionD.Deduction【答案】A50、请阅读Passage2，完成小题。A.EnglishtallystickshavemoremarksthanAfricanonesB.TallysticksareapracticaltoolinusetodayC.ThecurrentrepresentationofmoneyisintheformofpaperD.Manymodelsformoneyhavebeencutshort【答案】C大题（共10题）一、根据提供的信息和语言素材设计教学方案，用英文作答。设计任务：请阅读下面学生信息和语言素材，设计一节英语语法课的教学方案。教案没有固定格式，但须包含下列要点：?teachingobjectivesteachingcontentskeyanddifficultpointsmajorstepsandtimeallocationactivitiesandjustifications教学时间：45分钟?学生概况：某城镇普通中学八年级(初中二年级)学生，班级人数40人，多数已经达到《义务教育英语课程标准(2011版)》三级水平，学生课堂参与积极性一般。语言素材：?Grammar:A.Itis+adj.+that...B.Itis+adj.+to-infinitive【答案】【参考设计】TeachingContents:Thesentencepettern"Itis+adj.+that""Itis+adj.+to-infinitive""Itis+adj.+forsb.+to-infinitive".TeachingObjectives:(1)Knowledgeobjectives①Touse"Itis+adj.+that"tosayhowonefeelsaboutsth.②Touse"Itis+adj.+to-infinitive"todescribeactionsandsituations.③Touse"Itis+adj.+for...+to-infinitive"tospecifythepersononeistalkingabout.(2)AbilityobjectiveStudentscanuse"Itis+adj.+that...","Itis+adj.+to-infinitive"and"Itis+adj.+for...+to-infinitive"indailycommunication.(3)EmotionalobjectiveStudentscanunderstandthedifferencesbetweentheChineselanguageandEnglish.TeachingKeyPoints(1)Touse"Itis+adj.+that"tosayhowonefeelsaboutsth.(2)Touse"Itis+adj.+to-infinitive"todescribeactionsandsituations.二、设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语阅读教学方案。该方案没有固定格式，但须包含下列要点：●teachingobjectives●teachingcontents●keyanddifficultpoints●majorstepsandtimeallocation●activitiesandjustifications教学时间：20分钟学生概况：某城镇普通高中二年级（第一学期）学生，班级人数40人。多数学生已经达到《普通高中英语课程标准（实验）》六级水平。学生课堂参与积极性一般。语言素材：Words,words,wordsBritishandAmericanEnglisharedifferentinmanyways.Thefirstandmostobviouswayisinthevocabulary.TherearehundredsofdifferentwordswhicharenotusedontheothersideoftheAtlantic,orwhichareusedwithadifferentmeaning.Someofthesewordsarewellknown—Americansdriveautomobilesdownfreewaysandfillupwithgas;theBritishdrivecarsalongmotorwaysandfillupwithpetrol.Asatourist,youwillneedtousetheundergroundinLondonorthesubwayinNewYork,ormaybeyouwillprefertogetaroundthetownbytaxi(British)orcab(American).ChipsorFrenchfries?Butotherwordsandexpressionsarenotsowellknown.Americansuseaflashlight,whilefortheBritish,it?satorch.TheBritishqueueup;Americansstandinline.Sometimesthesamewordhasaslightlydifferentmeaning,whichcanbeconfusing.Chips,forexample,arepiecesofhotfriedpotatoinBritain;intheStateschipsareverythinandaresoldinpackets.TheBritishcallthesecrisps.ThechipstheBritishknowandloveareFrenchfriesontheothersideoftheAtlantic.Haveorhavegot?Thereareafewdifferencesingrammar,too.TheBritishsayHaveyougot...?WhileAmericanspreferDoyouhave...?AnAmericanmightsayMyfriendjustarrived,butaBritishpersonwouldsayMyfriendhasjustarrived.Prepositions,too,canbedifferent:compareontheteam,ontheweekend(American)withintheteam,attheweekend(British).TheBritishuseprepositionswhereAmericanssometimesomitthem(I’llseeyouMonday;Writemesoon!).Colourorcolor?Theothertwoareasinwhichthetwovarietiesdifferarespellingandpronunciation.Americanspellingseemssimpler:center,colorandprograminsteadof'centre,colourandprogromme.ManyfactorshaveinfluencedAmericanpronunciationsincethefirstsettlersarrivedfourhundredyearsago.Theaccent,whichismostsimilartoBritishEnglish,canbeheardontheEastCoastoftheUS.WhentheIrishwriterGeorgeBernardShawmadethefamousremarkthattheBritishandtheAmericansaretwonationsdividedbyacommonlanguage,hewasobviouslythinkingaboutthedifferences.Butaretheyreallysoimportant?Afterall,thereisprobablyasmuchvariationofpronunciationwithinthetwocountriesasbetweenthem.ALondonerhasmoredifficultyunderstandingaScotsmanfromGlasgowthanunderstandingaNewYorker.【答案】ClassType:ReadingclassTeachingContents:ThispassageisaboutsomedifferencesbetweenBritishEnglishandAmericanEnglish.TeachingObjectives:Knowledgeobjective:StudentswillknowsomedifferencesbetweenBritishEnglishandAmericanEnglish.Abilityobjectives:(1)StudentscanidentifyavarietyofEnglish.(2)Studentsareabletofindoutthemainideaandthedetailsofapassage.Emotionalobjective:Afterthislesson,studentswillhavemoreinterestinexploringtheEnglishlanguageculture.TeachingKey＆DifficultPoints:Teachingkeypoint:Howtomakestudentsgraspsomedetailsofthepassageandreaditindifferentways.Teachingdifficultpoint:HowtoencouragestudentstohaveconfidenceinlearningEnglish.MajorSteps:Step1Pre-reading(3minutes)LetstudentshearrecordingsofaccentsfromaroundtheEnglishspeakingworld.(Justification:ThisstepcanhelpstudentsnoticethedifferenceofEnglish.)Step2While-reading(12minutes)1.FastreadingAskthestudentstoscanthetextandfindthedifferencesbetweenAmericanEnglishandBritishEnglish.InvitetwostudentstoansweritandthenshowtheansweronthePPT.(Vocabulary,grammar,spelling,pronunciation).(Justification:Studentswillhaveageneralideaofthispassage,andtheirreadingabilityofscanningcanbepracticed.)2.CarefulreadingAskthestudentstoreadtheparagraphscarefullyandfindthespecificdifferencesbetweenBritishEnglishandAmericanEnglish.Laterstudentsshouldgivetheiranswers;teacherwillshowthedetailsonthePowerPoint.DifferencesAmericanEnglishBritishEnglishVocabularyautomobile,freeway,gascar,highway,petrolGrammarDovouhave…?Writemesoon!HaveyouLot?？Writeinthesoon!Spellingcenter,color,programcentre,colour,programmePronunciationaccentontheEastCoastNewYorkaccentLondonaccentGlasgowaccent(in)(Justification:Studentswillunderstandmoreaboutthepassageandimprovetheirreadingability.)Step3Post-reading(5minutes)Askthestudentstodiscussonequestioningroupoffour,andthensharetheiropinions.Q:ArethereanydifferencesbetweenChineseindifferentprovinces?(Justification:HelpstudentshavemoreconfidenceinspeakingEnglishandtheywillgettheconsciousnessofcooperation.)三、根据题目要求完成下列任务，用中文作答。反馈是教学中的重要环节之一。简述外语教学中反馈的两种主要类型，列举教师了解学生学习情况的三种途径，以便及时给予反馈。【答案】(1)教学反馈的类型：口头反馈与书面反馈。口头反馈指对学生的口头活动、某些书面作业或者测试提供的信息。口头反馈的方法有①教师直接改错。②启发学生自己改错。教师不应该像监控器一样监控学生的语言输出。③启发学生互相改错。互相改错可以提高学生对错误的敏感性．逐渐减少学生对教师的依赖。书面反馈一般用于课后对学生作业或者测试提供的书面评价符号或者是评语。而课堂上的书面反馈主要是指教师或者其指定的学生用书面的方式对学生的语言活动所做的评价性记录。例如计分法、画“正字”法、插红旗或送红花法，都可以确认学生表达内容是正确的，同时还可以显示竞赛中的不同小组的成绩差异。(2)了解学生学习情况的三种途径：①课堂提问：课堂提问可以引起学生注意，提示学习重点，巩固课堂教学，获取教学反馈，加强师生交流。②测试：测试包括口试和笔试。口试不仅要考查学生的语音、语调、表达的流利程度、表达的可理解度、用词恰当等表达能力，还要考查学生的听力理解能力，当然还要对学生所使用的交际策略、所具有的跨文化意识、表达中的行为等进行综合评价。笔试包括听力、阅读理解、书面表达和语言知识考查等，可以检验学生的基本英语水平。③调查表：主要用于在学生学习某一单元、某一课之前所进行的简短调查。通过对学生的调查，一方面可以了解学生已有的水平和存在的问题。另一方面可以帮助教师及时调整教学进度和教学策略。四、根据题目要求完成下列任务，用中文作答。简述语法教学中常用的两种教学方法和其优缺点。【答案】演绎法和归纳法是语法教学常用的两种教学方法。(1)在演绎教学中，教师首先直接讲解语法规则并举例说明，然后让学生进行各种替换练习、句子练习等训练。这种教学方式讲解清楚，易于理解。但是在这种方式下，学生对教师的依赖性比较强，学到的语言知识也容易遗忘。演绎法注重形式而非使用，学生处于被动学习的状态。(2)在归纳教学中，教师将学生首先置于含有语法规则的语境中，然后根据上下文的信息归纳出语法规则。这种方法有利于学生在语境中接触语言，激发学生的参与兴趣，使学生理解语法所适用的语境、表达的含义以及所承载的功能，分析、归纳、总结语言的使用规律。深化学生对语法的理解，有助于学生分析能力和注意力的培养。但是归纳法对学生和教师的要求都很高，也比较费时。对教师来讲，创造真实的语境有时比较困难，而且不一定能引导学生得出正确的规则，也不能满足所有学生的需要。学生必须能够主动学习。愿意动脑去发现规律，否则会对规则的印象不深，难以巩固。五、下列教学片段选自某一初中课堂实录，阅读后回答问题。T：CouldyouplaygamesonInterneteveryevening，boysandgirls?Ss：Sorry．Icouldn’t．T：Onwhatdaycouldyouplaythemeveryweek?Ss：OnlyonSaturdayandSunday．T：Oh!Wecouldsayyoucouldplaygamestwiceaweek．IcouldgovisitmyfriendsonMondayandTuesdayevenings．SowecouldsayIcouldgovisitmyfriendstwiceaweek．WhatdoesTWICEheremean?Ss：Itmeans“两次”．T：Great!Thenyouwillbedividedintogroups，fourinonegroup，tomakesentencesasmanyaspossibleby“Couldyou…everyweek?”and“twiceaweek”．After5minutes，I’llinviteonespeakeroutofeachgrouptopresentinclass．问题：（1）该片段反映了教学中哪两个环节?（2）分析这两个教学环节的目的。（3）从教学有效性的角度评价这个教学片段（至少写两个要点）。【答案】(1)该片段属于教学中的新知呈现(presentation)和巩固练习(practice)。(2)Presentation的目的：在知识呈现中，教师明确话题、语言结构目标及语言的功能。学生学习目标明确，有意识学习、吸收目标语言结构。Practice的目的：在该步骤中，学生在某一特定的话题下，通过机械性练习，不断强化某一或者某些语言结构和词汇。(3)教学有效性是指教师遵循教学活动的客观规律，在相对短的时间内，让学生得到了更多、更深的知识和能力，获得了更加丰富、积极的情感体验。①教师通过引导，教会学生twice这个词的意义及用法。②教师采用groupwork的形式，让学生在学习和巩固知识的同时，锻炼学生合作学习的精神。六、请阅读下面一份学生的书面表达以及教师的评语，并回答问题。Hi,Suzanne,Firstofall,welcometoChina.Infact,manystudentshavethesameproblemlikeyou.Asamatteroffact,itdoesn'tasdifficultasyouthink.Butwaysaregreatimportance.Herearesometips:Firstly,reviewyourlessonssothatitcanhelpyoucatchtheimportantpoints.Alsoreadbooksinadvance.Andputyourheartintoclass,espeeialwhattheteachersays.Secondly,don'tbeafraidmakemistakes.It'sagoodstudyhabitwhichplay"aimportantroleinlearninglanguage.Thirdly,trytodosomethinghardandalwaysdiscusssomeproblemswithyourclassmatesinChinesesothatyoucanlearnChinesefromyourclassmates.Finally,tobepatientwhenyoustilldopoorlyinChinese.Asyouknow,Romeisn'tbuildinaday.Astimegoeson,youwillsuccesssoonerorlater.IhopethatyoucanmakegreatprogressinChinese.Goodluck!Yours,XiaoYu教师的评语：结构合理，层次清晰。过渡词用得很好，使用了较复杂的句式为文章增色了许多。但画线地方有误，请改正。(1)该教师对学生作文的错误地方画线有何作用?(8分)(2)对该教师对学生作文的批改情况进行分析。(15分)(3)假若此学生作文中出现的问题是学生群体中普遍常犯的错误，教师应该怎么做?(7分)【答案】(1)教师对学生的错误地方画线。是一种让学生修改其错误的提示性标记。材料中教师在错误处画线，有助于学生在自我更正的过程中积极地思考出错的原因．从错误中吸取教训。同时，学生能够对所学知识进行查漏补缺．可以认识到自己还没有完全掌握哪些知识点或哪些语言规则掌握得不准确。学生可以从错误中学到知识．知识的残缺也会得到及时的弥补。(2)该教师在批改此学生的作文中，能够认真阅读并指出错误之处，并希望学生自行改正，是教师批改的一大优点．但该教师没有区分错误的类型，对于出现的错误不加区分一律画线，是其批改中出现的不当之处。有的学生可以悟出来，如beafraidmakemistakes，playaimportant等。此类错误不必多加解释，经过提示，学生可以自行解决。但对于Asamatteroffact为什么画线．学生很难发现其出错原因是前面用了infact，造成重复现象。还有tobepatientwhenvoustilldopoorlyinChinese学生很可能搞不懂错在哪里。这时，教师应给出详细解释，确保学生理解错误原因。因此．对学生书面表达中出现的错误的处理方式应有别于口语中出现的错误处理方式。从某种程度上说．书面表达错误的处理应更加严谨．要求学生充分运用所掌握的语言知识来监察和修改语言输出．少出或不出语言形式方面的错误。(3)教师如果在教学过程中发现学生普遍存在某一类的言语错误，此类现象可以看作对课堂教学是否正确高效的一种反馈。教师可以通过对普遍性错误的分析．找出教学中的薄弱环节，从而针对学生的实际情况，及时优化教学内容．改进教学方法．促进教学质量的进一步提高。七、下面片段选自某高中英语课堂教学实录。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?根据该教学片段回答下面四个问题：(1)该教师采取了什么方式引出复习巩固的内容？（5分）(2)当该教师发现学生没有完全掌握所学内容时，采取了什么补救方法？(5分【答案】(1)该教师采用了提问的方式引出复习巩固的内容。为了检测学生是否掌握所学动词“prevent”的用法，该教师创设了相关情境，逐步引导学生回答问题，达到使学生巩固单词、学以致用的目的。(2)该教师用的补救方法为提示法。该教师的初衷是让学生能够正确运用“preventsb.fromdoingsth．”结构，当学生未能使用此用法时，该教师用句子的开头部分“Thesuddenrain…”来提示学生说出完整的句子以达到巩固该动词用法的效果。(3)这种补救方法的两个优点：①具有启发性，能促进学生积极思考。在词汇巩固教学中，教师通过提示部分相关信息启发学生回忆所学单词的相关用法，让学生主动建构知识，使之印象更深，并且有利于培养学生的自主学习意识。②具有针对性，能节省时间，突出重点。“preventsb.fromdoingsth．”是“prevent”的重要用法。该教师带领学生巩固此用法，重点突出，针对性强，注重实效，做到了有的放矢。(4)复习巩固所教内容还可以采用的其他两种方法：①测试法。教师可以将带有“prevent”的句子改编成填空题或选择题对学生进行测试，测试结束后可带领学生朗读完整的句子．巩固“preventsb.fromdoingsth.”的用法。此方法可以加深学生对该词的记忆和理解。②对比法。教师可以让学生进行头脑风暴，想出与“prevent”相关的词组及例句，如“avoiddoingsth．，，“preventsb.fromdoingsth.”等，并对比区分不同动词的用法。该方法能够激发学生的思考、活跃学生的思维，让学生对知识点进行系统学习，达到巩固知识的目的。八、下面是某英语教师在阅读课EnglishAroundtheWorld的教学片段．T:Now,youwillhave5minutestoreadthepassageforthefirsttime,andthenIwantyoutotellmethedifferentideasineachparagraph,andthenyouneedtoanswerthequestionsontheblackboard.WhydidEnglishbegintobespokeninmanyothercou