2023年收集教师资格之中学英语学科知识与教学能力考试题库

2023年收集教师资格之中学英语学科知识与教学能力考试题库

单选题（共50题）1、Againas__________inthisexperiment,hedidn′tloseheart.A.hefailedB.didhefailC.hedidfailD.hadhefailed【答案】A2、Whichofthefollowingdescribesthelanguageofanindividualspeakerwithitsuniquecharacteristics?A.IdiolectB.TabooC.RegionaldialectD.Socialdialect【答案】A3、WefeelitishightimethattheGovernment______somethingtochecktheinflation.A.diDB.doC.willdoD.woulddo【答案】A4、请阅读短文，完成此题。A.GoodluckwillcomethreedayslaterB.TimecanappeaseofwoundC.LookingatissuesfromanotheranglewillmakeyouhappyD.Peopleshouldbehopefultothefuture【答案】C5、Whattypeofquestionsismorelikelytomotivatelearnerstotalkmoreandgetnewinformation?A.Yes-noquestionB.ClosedquestionC.ReferentialquestionD.Displayquestion【答案】C6、Teachingactivitiesmustbebasedonthestudents′cognitivedevelopmentlevelandtheexistingexperiencedknowledge,thus,students′personalknowledge,students′lifeworldand__________arealsotheim-portantcurruclumresourcesexcepttextbook.A.gameactivitiesB.labouractivitiesC.attitudesD.directexperience【答案】D7、请阅读Passagel，完成此题。A.TextmessageshaveallowedchildrentolearnandfeelempathyB.Cellphoneshavemadechildren'slifeatschoolcolorfulandexcitingC.ExperiencinglonelinessorsadnessisasbeneficialasenjoyinghappinessD.Cellphonesmayofferpeoplethequickestwaytofindsomeonetotalkto【答案】C8、Ifateacherasksstudentstolistasmanywaysastheycantotellsomeonetoopenthedoorandlistthepossiblefunctionsofasentenceindifferentcontexts,he/sheisprobablytryingtohighlight__________.A.thepotentialmeaningsofasentenceB.differentrealizationsofthesamefunctionC.therelationshipbetweenformandfunctionD.differentwaysofgettingpeopletodothesamething【答案】C9、Theislandmeasuresabout30miles__________20miles．A.byB.withC.toD.upon【答案】A10、__________theweather,thesportsmeetingwillbeheldontime.A.InfavorofB.RegardlessofC.ApartfromD.Dueto【答案】B11、Thedifferencebetween/?/and/?/liesin______A.theplaceofarticulationB.themannerofarticulationC.sounddurationD.voicing【答案】D12、Whichofthefollowingactivitieshasafocusongrammar?A.ReadastoryandactitoutingroupB.ReadastoryandanswercomprehenC.ReadastoryandunderlinethemostdifficultsentencesD.Readastoryandanalyzehowpasteventsaredescribed【答案】D13、Whendoeslanguageacquisitionbeginaccordingtotheresearch?A.ItbeginswiththebirthofababyB.ItbeginsbeforethebirthofababyC.Itbeginswhenababystartsimitatingadults’speechD.Itbeginswithababy'scrymelodiestypicalofitsmothertongue【答案】B14、Passage2A.TheUnitedStatesB.SouthKoreaC.JapanD.RussiaJ【答案】C15、请阅读Passage1。完成第小题。A.TherateofkillinghasbeenacceleratingB.TheUSgovernmentforbidsimportsofbothrawandfinishedivoryC.TheyrealizedthatthekillingofelephantsisaseriousthreattotheirtouristbusinessD.Africanpeopleadvocatedanivoryban【答案】C16、--Youdidn'tattendthepartylastnight?A.couldn'thaveB.needn'thaveC.didn'tneedtoD.don'thaveto【答案】C17、Whichofthefollowingactivitiescanbeusedtocheckstudents′understandingofdifficultsentencesinthetextA.ParaphrasingB.Blank-fillingC.Story-tellingD.Summarizing【答案】A18、WhichofthefollowingunderlinedwordswillbestressedwhenJuliarespondstothepersonwhohasmistakenherforJulian?A.MynameisJulia,notJulianB.MynameisJulia,notJulianC.MynameisJulia,notJulianD.MynameisJulia,notJulian【答案】B19、Whatpurposedoespost-listeningactivitiesNOTserve?A.HelpingstudentsrelatethetextwiththeirpersonalexperienceB.OfferingstudentstheopportunitiesofextendingotherlanguageskillC.Practicingstudents’abilityofmatchingthepre-listeningpredictionswithcontentsofthetextD.Enablingstudentstohaveadiscussionaboutthetopic【答案】C20、Whichofthefollowingshowstheproperrhythmicalpatternofthesentence?A.Itwas'tooex'pensiveformeto'buyB.Itwas'too'expensiveformeto'buyC.Itwastooex'pensivefor'meto'buyD.It'wastoo'expensiveformeto'buy【答案】A21、Itwas10o'clock__________Jillarrivedattheoffice,whichmadethebossannoyed.A.whenB.thatC.whichD.then【答案】A22、40yearsagotheideaofdisabledpeopledoingsportwasneverheardof.ButwhentheannualgamesforthedisabledwerestartedatStokeMandeville,Englandin1948bySirLudwigGuttmann,thesituationbegantochange.A.peoplewhosupportthegamesB.peoplewhowatchthegamesC.peoplewhoorganizethegamesD.peoplewhocompeteinthegames【答案】D23、Theprocessofperceivingothersisrarelytranslated(toourselvesorothers)intocold,objectiveterms．"Shewas5feet8inchestall,hadfairhair,andworeacoloredskirt．"Moreoften,wetrytogetinsidetheotherpersontopinpointhisorherattitudes,emotions,motivations,abilities,ideas,andcharacters．Furthermore,wesometimesbehaveasifwecanaccomplishthisdifficultjobveryquickly--perhapswithatwo-secondglance．A.wedon'taccepttheideathatwemightneverfullyknowanotherpersonB.weoftengetinformationinacasualandinexactwayC.wepaymoreattentiontootherpeople'smotivationsandemotionsD.weoftenhaveface-to-faceconversationwithhim【答案】B24、Teacherscanapplyallofthefollowingmethodstoteachstressexcept__________.A.indicatingthestressbyclappinghandsB.raisingthevoicetoindicatestressC.highlightingthestresspartsbyunderlyingthemD.relyingondetailedexplanations【答案】D25、Speakingtwolanguagesratherthanjust。onehasobviouspracticalbenefitsinanincreasinglyglobalizedworld.Butinrecentyears,scientistshavebeguntoshowthattheadvantagesofbilingualismareevenmorefundamentalthanbeingabletoconversewithawiderrangeofpeople.Beingbilingual,itturnsout,makesyousmarter.Itcanhaveaprofoundeffectonyourbrain,improvingcognitiveskillsnotrelatedtolanguageandevenshieldingagainstdementiainoldage.Thisviewofbilingualismisremarkablydifferentfromtheunderstandingofbilingualismthroughmuchofthe20thcentury.Researchers,educatorsandpolicymakerslongconsideredasecondlanguagetobeaninterference,cognitivelyspeaking,thathinderedachild'sacademicandintellectualdevelopment.A.Itimpedesachild'sacademicgrowthB.Itimprovesachild'scognitiveflexibilityC.Itdivertsachild'sattentionfromonethingtoanotherD.Itenablesachildtousetwolanguagesinterchangeable【答案】B26、Theolderworkerandtheyoungeach___________theirowntools.A.haveB.hasC.arehavingD.ishaving【答案】A27、Whenteachersteachpronunciationtostudents,whichsuggestionisunuseful?A.UsehandsandarmstoconductchoralpronunciationpracticeB.MovearoundtheclassroomwhendoingchoralpracticeC.TrytousevisualaidsD.Relyonexplanations【答案】D28、Portfolios,dailyreportsandspeechdeliveringaretypicalmeansof_________.A.norm-referencedtestB.criterion-referencedtestC.summativeassessmentD.formativeassessment【答案】D29、--Youdidn'tattendthepartylastnight?A.couldn'thaveB.needn'thaveC.didn'tneedtoD.don'thaveto【答案】C30、Allhertime________research,thescientisthasnotimeforfilms.A.devotedtodoB.isdevotedtodoingC.devotingtodoingD.devotedtodoing【答案】D31、请阅读短文，完成此题。A.IndifferentB.DisapprovingC.SuspiciousD.Supporting【答案】D32、—Thestoreatthecornerhasanexcellent________forfairdealing.A.reputationB.expressionC.involvementD.condition【答案】A33、Britain_________forcontroloftheseainthe17thcentury.A.contendedB.contrivedC.contentedD.confined【答案】A34、请阅读短文，完成此题。A.MathematicsB.English,C.TechnicalDrawingD.History【答案】D35、Passage1A.IthasasensorsystemthatcouldissueawarningifthedriverisdrunkB.IthassensorsthatdetecttracesofalcoholinsidethecarC.IthassensorslockedupintheignitionsystemD.Ithasabreathalyzer-likedetectionsystem【答案】C36、Hisexperienceabroadprovidesawider__________ontheproblem.A.privilegeB.perspectiveC.participationD.priority【答案】B37、Thestudentfroma__________"familycanaffordmostofthebookshewants.A.well-to-doB.to-do-wellC.do-to-wellD.do-well-to【答案】A38、Passage1A.Becausepeoplewillhavenoprivacyandcan'ttellanyliesatallB.BecausetheyfacilitateperformanceandproductivityassessmentC.BecausetheygivepeoplenochoicebuttocomplywithcomputersD.Becausepeoplehavefounditreallyhardtofinishdoingeverything【答案】A39、Ifthefunctionoflanguageislimitedtocommunication,thenanimals'callscanalsobecalledlanguage,butactuallytheyarenot.Comparedwithtrafficlightsystem,languageisfarmorecomplicatedandresourceful.Thisreflectsthatlanguagehasthefeatureof__________.A.arbitrarinessB.finitenessC.creativityD.displacement【答案】C40、请阅读Passage2，完成第小题。A.suddenforgettingmaybringaboutadaptiveconsequencesB.forgettingforlackofpracticetendstobeobviouslyinadaptiveC.ifapersongetsveryforgetfulallofasudden,hemustbeveryadaptiveD.forgettingisanindicationofanindividual'sadaptability【答案】A41、Havingbeenmadespeechless,hefelt_______afoolthanhehadexpected.A.likeB.asC.moreofD.muchof【答案】C42、Inthecollege-admissionswars,weparentsarethetruefighters．We'repushingourkidstogetgoodgrades,takeSATpreparatorycoursesandbuildresumessotheycangetintothecollegeofourfirstchoice．I'vetwicebeentothewars,andasIsurveythebattlefield,somethingdifferentishappening．Weseeourkids'collegebackgroundasaprizedemonstratinghowwellwe'veraisedthem．Butwecan'tacknowledgethatourobsessionismoreaboutusthanthem．Sowe'vecontrivedvariousjustificationsthatturnouttobehalf-truths,prejudicesormyths．Itactuallydoesn'tmattermuchwhetherAaronandNicolegotoStanford．A.theyearnlessthantheirpeersfromotherinstitutionsB.theyturnouttobelesscompetitiveinthejobmarketC.theyexperiencemorejobdissatisfactionaftergraduationD.theyoveremphasizetheirqualificationsinjobapplications【答案】C43、Whichofthefollowingitalicizedphraseindicatesapurpose?A.Shesaiditforfun,butotherstookitseriouslyB.Forallitsefforts,theteamdidn'twinthematchC.Lindahasworkedforthefirmsfor20yearsD.HesetoutforBeijingyesterday【答案】A44、Themanager_________theprosandconsofthesituationoverandoveragainbeforemakingafinaldecision.A.balancedB.measuredC.examinedD.judged【答案】A45、Thestudyoflanguagedevelopmentoveraperiodoftimeisgenerallycalled__________linguistics.A.appliedB.synchronicC.comparativeD.diachronic【答案】D46、Hispresentationwillshowyou____canbeusedinothercontexts.A.thatyouhaveobservedB.thathowyouhaveobservedC.howthatyouhaveobservedD.howwhatyouhaveobserved【答案】D47、Much__________Ihavetraveled,Ihaveneverseenanyonetoequalherinefficiency．A.althoughB.asC.whileD.if【答案】B48、Thereare________syllablesand________phonemesintheword"determine".A.3;8B.3;7C.2;6D.3;6【答案】D49、Passage1A.TheyaretwoevilgeniusesB.TheyaretwopsychologistsC.Theyaretwostory-tellersD.Theyaretworesearchers【答案】A50、Languageenablesitsspeakerstorefertoallkindsofthings,whichareeitherpresentorabsent;eitherexistingatpresent,inthepastorinthefuture;eitherrealorunreal.Thisqualityiscalled__________.A.arbitrarinessB.dualityC.creativityD.displacement【答案】D大题（共10题）一、下面是对王老师课堂教学行为的听课记录。·教读单词和课文：·纠正学生的读音、拼写、句法等错误；·讲解知识点：·管理课堂纪律：·安排学生活动：·给学生布置作业：·解答学生疑问：·检查和评讲作业。请根据听课记录回答下列问题：(1)王老师的课堂角色有哪些(2)王老师的角色定位存在什么问题深层原因是什么(3)英语教师应该如何定位自己的课堂角色【答案】(1)“教读单词和课文．讲解知识点”体现了王老师扮演的课堂角色是知识的传授者。“纠正学生的读音、拼写、句法等错误，检查和评讲作业”体现了王老师扮演的课堂角色是评价者。“管理课堂纪律”体现了王老师扮演的课堂角色是课堂活动管理者。“安排学生活动．给学生布置作业”体现了王老师扮演的课堂角色是课堂活动的组织者。“解答学生疑问”体现了王老师扮演的课堂角色是资源的提供者。(2)王老师的角色定位存在的问题：王老师在整个教学过程中只是一味地讲授和纠错，整个课堂都是以老师为中心．很少有以学生为主体的活动，错误地定位了教师的课堂角色。新课标要求教师不仅是知识的传输者，更应该是学生学习的促进者。包括教师为学生创造积极的学习环境．运用多种策略激发学生的学习动机，引导学生制定和评价学习计划．培养学生的学习策略等。总之，教师的角色是多元化的，并随着社会的发展不断发生变化。深层原因：王老师对于新课程标准的理念理解不到位，没有真正认识到“以教师为主导，以学生为主体”的教学要求，没有转变教育教学观念，做到与时俱进，没有及时地提高自己的专业素养，不断地在教中去学，教学相长。(3)英语教师定位课堂角色应在新课程理念的指导下，根据“教师为主导，学生为主体”的教学原则，转变自己在教学中的角色，不应仅仅是知识的传授者，还应成为学生学习的促进者、指导者、组织者、帮助者、参与者和合作者。教学的过程是教师与学生交流的互动课程，教师需要根据课程的目标、学习活动的要求、学习过程的需要以及学生的需要扮演不同的角色。教师要有意识地引导学生发展自主学习能力，使学生真正成为学习的主体。二、根据题目要求完成下列任务。用中文作答。下面是一节复习课中师生之间的对话片段：?Teacher:Whatishedoing?Student:HewatchingTV.Teacher:HewatchingTV?Student:No.HeiswatchingTV.根据所给材料从下列三个方面作答：?(1)分析该教师的教学目的；(6分)(2)分析所采用的纠错方法；(6分)(3)举至少三个其他纠错方法，并列举说明。(18分)【答案】(1)从三维目标上分析教学目的：首先，知识目标，让学生注意现在进行时的正确用法；其次，能力目标，通过重复学生的语句，引起学生注意，锻炼其发现问题、纠正问题的能力；最后，情感目标，学生通过老师的强调暗示认识不足，并及时改正，这对学生价值观的形成有重要意义，同时也能让学生养成严谨的学习态度。(2)采用的纠错方法为强调暗示法。即老师发现问题，并及时暗示提醒学生发现问题，从而让学生改正问题的一种纠错方法。(3)①直接纠错法直接纠错是指学习者出现错误时。教师打断其语言训练或实践活动，对其错误予以正面纠正(说出正确的语言形式，并让学生改正)。这种纠错方式常用于旨在让学生掌握正确的语言形式而进行的机械操练或侧重语言精确输出的各种练习中。教师直接纠错时使用的课堂用语通常有：Youshouldsay…／N0，youshouldn’tsaythat．／Readafterme．／Payattentiont0…／Oh，youmean…，Wedon’tsay…inEnglish．Wesay…等。以题干为例，leacher：WhatishedoingStudent：HewatchingTV．如运用直接纠错法，则此时的教师会说：“Youshouldsay‘HeiswatchingTV．’，Payattentiontotheverb．／Wedon’tsay‘HewatchingTV’inEnglish…”。②重述法重述是指教师对学生语言表达中的错误进行含蓄纠正。这是一种温和的错误纠正方式，是对学生的表达进行部分肯定之后的纠正。该方法以学生的语言表达为基础．对部分成份或词语进行修正，并保持原表达的意思不变，对于纠正学生口语中的语法错误比较有效。以题干为例，Teacher：．WhatishedoingStudent：HewatchingTV．如运用重述纠错法，则此时的教师会说：“HeiswatchingTV．”，委婉地指出学生的错误，让学生意识到问题所在，进而改正错误。③重复法教师发现学生的语言错误后，可以要求学生重新回答，并使用Oncemore．／Pardon／Repeat，please．等对学生加以引导。以题干为例，Teacher：WhatishedoingStudent：HewatchingTV．如运用重复纠错法，则此时的教师会说：“Oncemore．／Pardon／Repeat，please．”，通过让学生重新表达来改正语法错误。三、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.)四、根据题目要求完成下列任务。用中文作答。什么是课堂总结它的作用是什么请具体说出两种课堂总结方法并举例。【答案】(1)课堂总结是在完成教学任务的终了阶段，教师富有艺术性地对所学知识和技能进行归纳总结和转化升华的行为方式。它常用于课堂的结尾。(2)课堂总结的作用：①归纳总结。通过总结，可以使课堂上学到的知识系统化，利于突出重点、突破难点，引导学生整理、复习、巩固所学知识，并把新旧知识联系起来，形成知识结构。为后续学习奠定基础②引导探索。课程结束时，可在学生理解新课内容的基础上适当拓展知识面，引起学生更浓厚的兴趣，开拓创造性思维；必要时可提出带有启发性的问题，设置悬念，引导学生课下探索答案。(3)课堂总结方法：①延伸法：将课内知识向课外知识延伸，拓展学生的知识面。新课程倡导对学生实际语言运用能力的培养，因此教师可以在课堂小结时巧妙设计一些课外活动题。比如人教版八年级上册Unit8Howdoyoumakeabananamilkshake教给了学生如何制作奶昔、沙拉、爆米花、面条及三明治。通过学习，学生掌握了如何用英语描述制作食品。在课堂小结时可以给学生布置两个课外题——用英语描述制作粽子和用英语表达不同的烹饪方式，并且让学生在下节课进行比赛。很多学生通过课外查阅资料都获得了答案，虽然这些内容并不是书本上的知识，但通过探究，学生的视野及知识面都得到了拓宽。②悬念法：在老师帮助学生梳理完知识点后根据课文内容提出疑问，让同学们带着思考问题离开课堂。因为课堂的结束并不是完结，而是一个新的开始，此种方法还有利于下一节课的教学，可帮助老师顺利导入新课。比如人教版七年级下册Unit12Don’teatinclass．SectionB第一节课后，教师可以用下列话语设置新的悬念：“Todaywetalkedabouteveryone’sfamilyrules．WeseetheysometimeshelpbutsometimesannoyUSalot．AndthereisagirlcalledZhaoPeiwhohasthesameproblem．WhatareherfamilyrulesDoesshelikethemorhatethemWhatwillshedowiththemWewillreadherstorytomorrow．”以提问的方式引起学生们的好奇心．让他们进行思考．为下堂课的学习做铺垫。五、设计任务：请阅读下面学生信息和语言素材，设计一个35分钟的语法教学活动。教案没有固定格式，但须包含下列要点：teachingobjectivesteachingcontentskeyanddifficultpointsmajorstepsandtimeallocationactivitiesandjustifications教学时间：35分钟学生概况：某城镇普通中学高中二年级学生，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：LivingLifeOverIfIhadmylifetoliveover...Iwouldhavetalkedlessandlistenedmore.Iwouldhaveinvitedfriendsovertodinnerevenifthecarpetwasstrainedandthesofafaded.【答案】ClassType：GrammarclassTeachingContents：Thetopicisaboutthesubjunctivemood．TeachingObjectives：(1)KnowledgeobjectiveStudentscanunderstandtheusageofsubjunctivemood．(2)AbilityobjectiveStudentscandeveloptheirabilityoflisteningandspeakingthroughthediscussionandcommunication.(3)EmotionalobjectivesStudentscanimprovetheconfidenceoflearningEnglish,andarenotafraidofspeakingEnglishinclass.Theycancooperatewithothersactively,andcompletethetaskstogether.TeachingKeyPoint:Howtomastertheusageofsubjunctivemood.TeachingDifficultPoints:Howtousethenewsentencetocommunicatewithothersfluently,andimprovetheirconfidenceofspeakingEnglish.六、根据题目要求完成下列任务，用中文作答。简述形成性评价的概念及目的，并列举其中的一种评价方式。【答案】(1)形成性评价是指在教学活动过程中，评价活动本身效果，用以调节活动过程，保证目标的实现而进行的评价，是为指导教学过程顺利进行而对学生在学习过程中使用所学知识进行学习活动的情况的评价。形成性评价的主要目的不是为了选拔优秀学生，而是为了发现每个学生的学习潜能，促进学生的学习，并为教师提供教学反馈，它是一种双向活动、引发学生真实行为表现的活动。形成性评价重视从学生的日常表现中提取信息，通过收集学生日常学习的情况和学习需要，随时调整教学内容和方法，从而提高课堂教学效率。(2)成长记录袋是形成性评价中的一种重要的评价方式。它是以档案袋为依据而对评价对象进行的客观综合性评价，主要是指收集学生自己认为能够证明自己学习进步、创新精神和知识技能的成果，可以包括计划、中间过程的草稿、最终的成果以及教师的评价等相关的资料，以此来评价学生学习和进步的状况。七、根据题目要求完成下列任务。用中文作答。课后作业布置体现“差异性原则”。简述你对“差异性原则”的理解，并从作业类型、作业难度和作业量三个方面举例说明如何布置作业。【答案】(1)课后作业的差异性原则是指作业要分层次。课堂教学要遵循因材施教的原则，作业布置也一样，需要考虑学生的个性差异，重视学生的个性发展。作业内容要适应不同层次学生的不同的心理特征。要利用每个学生在兴趣、动机、意志、能力、思维品质等方面的优势，促进其知识的巩固与增长。对学习程度不同的学生要有不同的要求．不能搞“一刀切”。要让优等生吃得饱，也要让学困生不感到太难。要让每个学生都有成就感，都感到自己在进步。使他们都能有收获，都能享受到成功的快乐。比如当完成一个单元的教学内容后，给优等生布置综合性的作业，包括写作、翻译、复述课文等；给学困生布置容易一点的作业，如单词记忆、补充句子、背诵课文等。(2)布置作业时应注意以下三个方面：①类型多样。作业按其形式可分为听力作业、口语作业与书面作业；按其内容可分为课时作业、课本剧表演作业、问卷调查作业、采访型作业、辩论型作业、实践操作型作业等。按照英语学习规律，学生必须吸收相当数量的语言材料，并经过一定的语言实践，才能获得运用英语交际的能力，因此听力、口语作业是英语学科必要的练习形式。设计多元化的口头作业，如朗读、阅读、背诵、复述、答问等，有助于打好语音基础，提高学习兴趣，调动学生积极性。在英语教学中听说读写是相辅相成、互相促进的。因此，设计作业要全面，既有笔头作业，也要有口头和听力作业，这样学生才能在作业中提高综合语言运用能力。②难易适中。作业过难，基础差的学生干脆不写，或者抄袭别人的作业；作业过于简单，基础好的同学会感觉毫无挑战。因此，教师设计作业要充分考虑到学生的个体差异，把握好作业的难度设置。作业布置可分为三个档次：基础作业、提高作业和拔尖作业。后进生做基础作业，可选做提高作业；中等生做基础作业和提高作业．可选做拔尖作业：优等生三类作业都要做。这样，优等生不会因为“吃不饱”而轻视作业，他们会在原有的基础上更进一步；中等生会有“跳一跳，够得着”的进取精神；后进生通过做一些相对较容易的作业，获取成功的喜悦和自信，并产生“有投入就有收获”的感觉，从而重视课堂听讲和作业完成，真正地投入学习，形成良性循环，逐步提高成绩。③作业量适中。作业太少，达不到目的；作业太多，会使学生望而生畏，甚至会损害学习英语的积极性。教师应指导学生在有限的时间内，主要进行学习方法的探索和知识的系统归类。因此，教师应把握好作业的量。八、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】T