教师资格之中学英语学科知识与教学能力提升训练模拟卷带答案打印

教师资格之中学英语学科知识与教学能力提升训练模拟卷带答案打印

单选题（共50题）1、Bilabialsemi-vowelreferstothesound__________．A.[n]B.[hiC.[w]D.[j]【答案】C2、Passage1A.DilemmaB.StatusC.ContradictionD.Consequence【答案】A3、Inafactory,Li,theguide,isinterpretingforagronpofforeignguests.Whentheyhavefinishedvisitingoneworkshop,hewouldlikethegrouptofollowhimtothenextworkshop.Hesays,.A.Thisway,pleaseB.ComehereC.FollowmeD.Moveon【答案】A4、Thewriterspresenthadaheateddiscussionwiththescholarswhostudycultureandgroupbehavior,aswellasthose__________thepsychologyofindividuals.A.studyB.studyingC.tostudyD.studied【答案】B5、请阅读Passagel。完成第小题。A.ThereisstillalongwaytogoforeconomiststogenuinelycontributetoglobalhealthB.Economists'roleinglobalhealthis,toalargeextent,negativeC.EconomistsincreasedtheinequalityofresourceallocationsinglobalhealthD.Economicsisonlyonescienceamongmanythatpolicymakershavetotakeintoaccountinprovidinghealthcareprograms【答案】A6、请阅读Passagel，完成第小题。A.givesmeaningtoreaders'lifeB.makesreadersblessedwithwisdomC.putsreadersinapeacefulstateofmindD.enablesreaderstohaveasenseofbelonging【答案】C7、WhichofthefollowingtechniquesisNOTusedintheGrammar-TranslationMethod?A.ReadingB.TranslationC.WrittenworkD.Oralpresentation【答案】D8、Readingistothemind__________foodistothebody.A.thatB.whichC.asD.what【答案】D9、Thephenomenonthatwordshavingdifferentmeaningshavethesameformiscalled__________．A.hyponymyB.synonymyC.polysemyD.homonymy【答案】D10、Peer-editingduringclassisanimportantstepofthe＿approachtoteachingwriting.A.genre-basedB.content-basedC.process-orientedD.product-oriented【答案】C11、Fromtheprospectiveoftraditionalapproachofsyntax,nounhasthecategoriesofnumber,genderand__________.A.aspectB.caseC.tenseD.voice【答案】B12、Wedon’tknowwhatexperimentthoseresearcherswould______onfemalestotestthishypothesisA.applyB.carryC.deliverD.perform【答案】B13、请阅读Passage2。完成第小题。A.theindigenouscultureB.theWesterncultureC.theacademiccultureD.thenewsbusinessculture【答案】A14、Being__________ofmoney,shemanagedtosaveenoughforaholiday.A.economicB.economicalC.economicsD.economies【答案】B15、请阅读短文。完成第小题。A.DonnawasavolunteerteacherofthetrainingprogramB.Theauthorknewwhatwasgoingtohappenwhenhe/sheenteredtheclassroomC.Donna'sfourthgradeclassroomappearedtobetraditional,resemblingmanyotherstheauthorhadseeninthepastD.Everyone,regardlessofgender,age,andoccupation,mayencountermany"Ican'ts"inlife【答案】B16、A/An__________languagetest,suchasIELTSorTOEFL,isdevelopedonthebasisofafixedstandard.A.individual-referencedB.peer-referencedC.norm-referencedD.criterion-referenced【答案】D17、Ifateacherasks“Whatdoescorrectivefeedbackmean”,thistypeofquestioniscalled“______”.A.referentialquestion?B.tagquestionC.rhetoricalquestionD.displayquestion【答案】D18、Thepolicehaveofferedalarge__________forinformationleadingtotherobber'sarrest.A.awardB.compensationC.prizeD.reward【答案】D19、Theteacherfelthisexplanationofthegrammaritemwasnot__________toallthestudents.A.gettingbackB.gettingacrossC.gettingonD.gettingover【答案】B20、Passage2A.ManagersadmireitbutavoiditB.LinguistsbelieveittobenonsenseC.CompaniesfindittobefundamentalD.Regularpeoplemockitbutacceptit【答案】D21、Theclassroomteachingenvironmentconsistsofclassroomenvironmentand__________.A.socialenvironmentB.communicationenvironmentC.practiceenvironmentD.gameenvironment【答案】A22、Thoughthegovernmentencouragesforeigninvestment,__________investorsarereluctanttocommitfimdsinthecurrentclimatesituationinthecountry.A.potentialB.affluentC.optimisticD.solid【答案】A23、Ihavepersonallycometounderstandthat“empowerment”isnotalessonthatcanbethoughtbywayoftextbooksorlectures,projectsorfieldtrips,andnotevenbywayofprinciplesandinspirationalteaching.Itmustbetaughtbypersonalexamples.A.ToenablestudentstolearnandusenewskillsB.ToturnteachingtechnicalwithdogmaticlecturesC.Tomaketeachingrelevant,authentic,andconvincingD.Toextendandperfecthisprofessionalcareerasateacher【答案】C24、Inthespeakingactivities,aspeakeroftentriestoavoidusingadifficultwordorstructureandchoosestobeasimplerone.Whatlearningstrategydoesthespeakeruse?A.SimplicityB.GeneralizationC.ParaphraseD.Avoidance【答案】D25、Theyplottedthe________ofthegovernment.A.overturnB.overrunC.overthrowD.overtake【答案】C26、请阅读Passagel，完成第小题。A.negativeB.neutralC.positiveD.biased【答案】B27、Whichofthefollowingquestionscanbeusedinthequestionnaireforassessingparticipation?A.Didyougetallthequestionsrightintoday'sclassB.DidyoufinishthetaskontimeC.CanyouusethestrategieswehavelearnedtodayD.Whatdidyoudoinyourgroupworktoday【答案】D28、请阅读Passagel，完成第小题。A.ClearB.SafeC.StraightD.Difficult【答案】A29、Passage2A.findouthowmanyclaimsmadebyproductsfailtomeetenvironmentalstandardsB.informtheconsumersoftheenvironmentalimpactoftheproductstheybuyC.examineclaimsmadebyproductsagainstISOstandardsD.revisetheguidelinessetbytheInternationalStandardsOrganization【答案】C30、Passage1A.TheyaretwoevilgeniusesB.TheyaretwopsychologistsC.Theyaretwostory-tellersD.Theyaretworesearchers【答案】A31、请阅读短文，完成此题。A.ThemechanizationofworkhasarevolutionaryeftctB.Thesocialmechanizationwould"aftctwomen'slivesC.ThesocialstatusofwomenhaschangedD.Observershavedifferentideasabouttheeffectofsocialmechanizatiou【答案】B32、Whenastudentsaidinclass,"Icomehomeat6o'clockyesterday",theteachersaid"Camenotcorned".WhichruleofeffectivefeedbackdoestheteacherNOTobey?A.RelevanceB.AccuracyC.GuidanceD.Timeliness【答案】C33、Shetriedherbestto_______thelifethere,butfailedtomakeany_______.A.adjustto;senseB.adaptto;troubleC.adaptto;effortD.adjustto;difference【答案】D34、Everystudentaswellasteacherswho__________tovisitthemuseum__________askedtobeattheschoolgateontime．A.is;isB.are;areC.is;areD.are;is【答案】D35、Thechildrenlinedupandwalkedout__________.A.inpersonB.inprivateC.inorderD.inprogress【答案】C36、Thispassagesuggeststhatanindividual'sI.Q.__________.A.canbepredictedatbirthB.staysthesamethroughouthislifeC.canbeincreasedbyeducationD.isdeterminedbyhischildhood【答案】C37、Intermsof__________,wordscanbedividedintoclosed-classwordsandopen-classedwords.A.meaningB.qualityC.variabilityD.membership【答案】D38、Mr.Joehasworkedveryhardinthepasttwoyearsandhaspaidallhisdebts（）thelastpenny.A.byB.toC.untilD.with【答案】B39、Children__________alotofenergyandmayneedmorehigh-energyfoodthanadults．A.spendB.takeC.costD.expend【答案】D40、Forbetterclassroommanagement,whatshouldtheteacherdowhilethestudentsaredoingactivities?A.ParticipatinginagroupB.PreparingforthenextprocedureC.Movingaroundtomonitor,promptandprovidehelpD.Standinginfrontoftheclass【答案】C41、I'vetriedvery"hardtoimprovemyEnglish.Butbynomeans__________withmyprogress.A.theteacherisnotsatisfiedB.istheteachernotsatisfiedC.theteacherissatisfiedD.istheteachersatisfied【答案】D42、The__________methodismorefittedtotheexplicitpresentationofgrammarwhenthebasicstructureisbeingidentified.A.inductiveB.contrastiveC.comparativeD.deductive【答案】D43、Whatismissingatthediscourselevelbetweenthetwosentences"Carollovestomatoes．ShewasborninAfrica．"A.ReferenceB.CohesionC.CoherenceD.Substitution【答案】C44、WhichofthefollowingtasksfailstoencourageactivelanguageuseA.RecitingatextB.BargaininginashopC.WritinganapplicationletterD.Readingtogetamessage【答案】A45、IlookbackonthispleasantholidayinBeijingwith__________pleasure.A.anythingbutB.allbutC.everythingbutD.nothingbut【答案】D46、Passage1A.accusationB.enthusiasmC.indifferenceD.tolerance【答案】A47、TheLawtoKeeptheOilIndustryunderControlA.theyformsuchalargepartofNorwegianidealB.theirlivesandvaluesrepresenttheNorwegianidealC.theirworkissousefultotherestofNorwegiansocietyD.theyregardasathreattotheNorwegianwayoflife【答案】B48、_______dealswithlanguageapplicationtootherfields,particularlyeducation.A.LinguistictheoryB.SociolinguisticsC.AppliedlinguisticsD.Comparativelinguistics【答案】C49、WhichofthefollowingstrategiesbelongstocommtmicationstrategyA.WhenspeakingEnglish,thestudentscanrealizethemistakesandcorrectthemB.ThestudentsoftentalkabouttheirownfeelingsaboutlearningwithclassmatesandteachersC.ThestudentscommunicatewithothersbyusinggesturesandexpressionsD.Thestudentsusereferencebookstogetmoreinformation【答案】C50、Themostsuitablequestiontypetocheckstudents′comprehensionanddeveloptheircriticalthinkingis__________.A.rhetoricalquestionsB.referentialquestionsC.closequestionsD.displayquestions【答案】B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、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、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。四、根据题目要求完成下列任务，用中文作答。根据以下所给语言素材和教学目标，完成下面问题。【语言素材】A:Whatwouldyoulikeforlunch?B:I'dlikesomegreenbeans,please.A:Sure.B:Thankyou.A:Whatwouldyoulikeforlunch?C:I'dlikesomeeggplant,please.A:Sorry,noeggplant.Knowledgeobjectives:Studentscouldasksomeoneandexpressownloveforfood,suchas"Whatwouldyoulike?I'dlike...Ilike..."Abilityobjectives:Trainstudents'speakingabilitythroughdialoguepractice.Emotionalobjectives:Developstudents'goodeatinghabits.【答案】(1)教学是一种有明确目的的活动，这种目的性渗透到课堂教学之中，便由每堂课的教学目标来体现。教学目标对于指导课堂教学实施具有非常重要的作用。制定教学目标是课堂教学设计的第一步，是教师完成教学任务所要达到的要求或标准。它的作用主要体现在以下几个方面：①指导教师对教学方法、技术、媒体的选择和运用；②有助于教学结果的测量与评价；③引导学生的学习目标。(2)教学目标指的是“学生的行为”而不是“教师的行为”。因此，在教学目标设计时，要突出学生的主体地位，不能发生时而学生、时而教师的行为主体混乱，更不应该是教师单纯的教学行为。本案例中的教学目标中的第二个与第三个目标都存在着用词不当的问题。“Train”和“Develop”是教师的行为，不是学生的行为。(3)Knowledgeobjective:Studentscanasksomeoneandexpressownloveforfood,suchas"WhatwouldyoulikeI'dlike...Ilike...".Abilityobjective:Studentscanimprovetheirspeakingabilitythroughdialoguepractice.Emotionalobjective:Studentscandevelopgoodeatinghabits.五、根据题目要求完成下列任务。用中文作答。下面是某初中课堂实录的教学片段。T:Ok!Next,let′sreadthetextandchoosethebestheadingforeachparagraph．Readthepassageandchoosethebestheadingforeachparagraph．(5minuteslater)T:Now,whocanshowustheanswer?S1:B,A,C,F,E．T:Youareclever,but,doyouhaveanyotherideasforParagraph3?S1:Ohsorry,It′sD．T:Excellent!Nowwehaveknownthemainmeaningofeachparagraph．Thistimelet′sreadeachparagraphcarefully．Then,makeagroupdiscussionandtrytofillintheform．10minutesplease．(10minuteslater．)T:Timeisup．Whichgroupwantstoshowyourformtous?Ok,Group1．S2:．．．T:Welldone．Doyouagreewiththem?【答案】(1)教学目标：知识目标：学生能够知道文章的主要内容，以及文章的细节信息。能力目标：通过泛读和精读两个任务的分层训练，学生的阅读能力有所提升，能掌握寻读的阅读策略。情感目标：通过小组活动，学生能够提高合作意识，体验合作学习的快乐。(2)该教学片段属于阅读教学中的新课讲授环节。在本环节中，教师安排了初读感知和精细研读两个部分的阅读训练。层层深入地引导学生积极探索新知，通过具体任务的设置训练了学生的阅读能力，使学生掌握寻读的阅读策略。在教学中运用了小组合作的学习方式，提高了学生的口语表达能力，培养了学生的团队精神和合作意识。(3)该教师采用的反馈方式是口头反馈、启发学生自己改错的方式。在外语教学中，教师不应该像监控器一样监控学生的语言输出。教学的最终目的是要促进迁移发生，也就是说，要启发学生学会用自己已经掌握的知识对自己的交际进行监控，自己改正错误。所以，该教师的做法启发了学生的思维，引导学生自己发现问题并改正，从而能更好地提高学生的学习效率，达到语言训练的目的。同时，该教师的反馈具有激励性，学生回答出错是很正常的情况，教师对此给予积极的鼓励会帮助学生树立学习的自信心，培养学习的兴趣。六、根据题目要求完成下列任务。用中文作答。以下是两位老师为学生布置的作业：Teacher1Step4:Homework1.Writenewwordsandphrasesonthenotebook.2.Finishexercise3onPage21.(Textbook)3.Finishexerciseson24.(Exercisebook)Teacher2Step4:Homework1.Findsomerelativeinformationabouttoday'slessonontheInterent.2.Shareyourfindingswithyourgroupmembersandpresenttothewholestudentsnextclass.请根据所给材料回答下面3个问题。(1)分析两位老师布置作业的特点，并指出其不足之处。(10分)【答案】(1)第一位教师布置作业的特点是作业布置紧贴考试内容，注重知识的掌握。不足：比较枯燥，死板，无法引起学生的兴趣；作业量太大。第二位老师布置作业的特点是注重锻炼学生收集资料、自主学习、团队合作的能力。不足：作业的完成缺乏有效的监督，很难落实学生是否认真搜集资料并与小组其他同学进行了分享和讨论。(2)注意事项：①作业的形式。作业形式要新颖有趣，不只是抄写单词、句型、语篇，因为它机械地重复，枯燥无味，会失去挑战性，无法引起学生的学习兴趣。②作业的量。过多的练习，会使学生感到望而生畏。部分学生一开始作业认真，由于量大难度大就马虎起来，乱填一气。因此，教师在布置作业的时候要把握好作业的量与难度。③作业的难度。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。④作业布置的有效性。老师布置的口头作业，如记忆语篇、和同伴编一段情景对话、用英语向家人介绍某人某物等等，由于没有有效地监督和及时有效地检查，有的学生忽视了这项作业，失去了锻炼口头交际能力和语言的综合运用能力的机会。针对此现象，教师在布置作业时要确保作业的有效完成。(3)常见的英语作业形式有：课时作业、课本剧表演作业、问卷调查作业、采访型作业、开放型作业、实践操作型作业、辩论型作业。七、根据题目要求完成下列任务。用中文作答。在教学过程中，强调语法服从功能，重视学生表达的流利性和得体性，属于哪种教学法?(5分)该教学法有什么优点和不足?(15分)【答案】在教学过程中，强调语法服从功能，重视学生表达的流利性和得体性，属于交际法。交际法的优点：①有利于培养学生的语言运用能力和学以致用的意识。②强调学生的主动性和互动性。③课堂上的交际活动以学生为主体，有利于激发学生的学习兴趣、钻研精神和自学能力。交际法的不足：①交际法要求根据学生需要来选择教学内容，确定教学要求。这对于我国实际情况来说是不现实的。我国的学生学习英语不是目前生存的需要，没有融合型动机，大部分学生的需求只是知识和能力的提高。②交际法主要适合小班型教学，学生使用语言的机会多。而我们国家目前中学的班型都在45人左右，甚至更多，学生使用外语交流的机会相对较少，不利于表现出交际法的优势。八、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。教案没有固定格式，但须包含下列要点：·teachingobjectives·teachingcontents·keyanddifficultpoints·majorstepsandtimeallocation·activitiesandjustifications教学时间：20分钟学生概况：某城镇普通高中一年级(第一学期)，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)》五级水平。学生课堂参与积极性一般。语言素材：BodyLanguageDebbieandSimonhavepart-timejobsatatravelagency.ItisSaturdaymorningandtheyaresittingintheoffice.DebbieandSimonlookedupasawell-dressedladyentered.Theladyglancedatthemboth,thenwalkedovertoDebbie.Debbiegreetedhercheerfully."Hello,"theladysaid."Iwanttogobytrainfrom..."【答案】TeachingContents:Thispassageintroducestheopinionthatbodylanguageplaysaveryimportantpartinpeo-ple'sworkanddailycommunication.TeachingObjectives:?(1)Knowledgeobjective?Studentsareabletounderstandthecontentandknowtheimportanceofbodylanguage.?(2)Abilityobjective?Studentscanimprovetheabilityofcommunicationaswellastheirreadingskill