教师资格之中学英语学科知识与教学能力自我检测提升B卷附答案

教师资格之中学英语学科知识与教学能力自我检测提升B卷附答案

单选题（共50题）1、WhichofthefollowingstatementsaboutlanguageisNOTtrue?A.LanguageisasystemB.LanguageissymbolC.AnimalsalsohavelanguageD.Languageisarbitrary【答案】C2、Heishelplessundersuchcircumstances,______.A.howeverbrilliantamindhemayhaveB.howeverabrilliantmindhemayhaveC.howeverbrilliantamindmayhehaveD.Howeverabrilliantmindmayhehave【答案】A3、Taiwanlies_________theeastofFujianandislargerthan_________islandinChina.A.to;anyB.in;anyC.to;anyotherD.in;anyother【答案】C4、Hehadnotimeandenergytoplaywithhischildrenorshopwithhiswife,bu!he__________homearegularsalary.A.didbringB.doesbringC.didgetD.doesget【答案】A5、Ateachershowedstudentsanexampleandexplainedtheusageofpastperfecttense,andaskedstudentstolistten"pastperfecttense"sentencesbyimitatingthatexample．What'stheteacher'sgrammarteachingmethod?A.ConsolidationB.PresentationC.DeductionD.Induction【答案】C6、——Nothingspecial.Takeaspecialpairofglasses_______thewindthereisstrongandcold.A.evenifB.incaseC.providingthatD.solongas【答案】B7、Whatkindofspeechactisperformedinutterance"ComeroundonSaturday"whenitissaidasaninvitationratherthanademand?A.DirectspeechactB.LocutionaryactC.IndirectspeechactD.Perlocutionaryact【答案】C8、Morphemesthatrepresent"tense","number","gender","case"andsoforth?arecalled_________morphemes.A.inflectionalB.freeC.boundD.derivational【答案】A9、Therehasbeena__________lackofcommunicationbetweentheunionandthemanagement.A.regretfulB.regrettableC.regrettingD.regretted【答案】B10、请阅读Passage2，完成第小题。A.isnowenjoyinglegalsupportB.disagreeswiththetraditionofthecountryC.wasclearlystatedbythecountry'sfoundersD.willexertgreatinfluenceovercourtdecisions【答案】A11、Outofeveryone’sexpectation,Johnsonsuddenlyreturned（）arainynight.A.atB.inC.onD.during【答案】C12、AsystematictextbookevaluationisNOTtoexaminewhetheratextbook__________.A.coversallgrammaticalrulesB.providesauthenticlanguageC.matchestheneedsoflearnersD.canhelprealizetheobjectivesofalanguageprogram【答案】A13、/k/isnotfullypronouncedin__________.A.bicycleB.parkC.pictureD.key【答案】C14、请阅读Passagel，完成第小题。A.MixedemotionsB.GreatpoetsC.LyricpoemsD.Musicalforms【答案】C15、InPPPmethodclassesorsequences,theteacherpresentsthecontextandsituationforthelanguage,andbothexplainsanddemonstratesthemeaningandformofthenewlanguage．Thestudentsthenpracticemakingsentencesbeforegoingontoanotherstageinwhichtheytalkorwritemorefreely．PPPstandsforexcept__________．A.PresentationB.ProceduresC.ProductionD.Practice【答案】B16、Teachingactivitiesmustbebasedonthestudents'cognitivedevelopmentlevelandtheexistingexperiencedknowledge,thus,students'personalknowledge,students'A.gameactivitiesB.labouractivitiesC.attitudesD.directexperience【答案】D17、Inalisteningactivity,studentsareaskedtonotedownthetimeandplacesofevents.Theaimofthisactivityistodeveloptheskillof__________.A.listeningforgistB.listeningforspecificinformationC.listeningforstructureD.listeningforvocabulary【答案】B18、Whatisthecorrectwaytoreadthedecimal"106.16"inEnglish?A.OnehundredandsixpointonesixB.OnehundredandsixpointsixteenC.OnehundredandsixpointsonesixD.Onehundredandsixpointssixteen【答案】A19、Whensaying“It?snoisyoutside”togetsomeonetoclosethewindow,thespeakerintendstoperforma(n)＿.A.directspeechactB.locutionaryactC.indirectspeechactD.perlocutionaryact【答案】C20、Whatroledoeshe/sheplaywhenateacherexplainsthepurposeofatask,thestepstodoitanditstimelimit?A.AnorganizerB.AnobserverC.AnevaluatorD.Aprompter【答案】A21、Passage1A.asupplementtothesocialcureB.astimulustogroupdynamicsC.anobstacletosocialprogressD.acauseofundesirablebehaviors【答案】D22、Whenhecamein,hefoundthatpaperclips,drawingpinsandsafety-pinswere__________alloverthefloor.A.scatteredB.sprayedC.dispersedD.separated【答案】A23、Theybelievedthatbyusingcomputerstheproductionoftheirfactory______.A.willgreatlyincreaseB.wouldgreatlyincreaseC.wouldbeincreasedgreatlyD.willhavebeengreatlyincreased【答案】C24、Whenateachermakesalessonplan,heshoulddoallofthefollowingEXCEPT_____________A.designtechniquesthathaveeasyanddifficultaspectsofitemsB.trytodesigntechniquesthatinvolveallstudentsC.takeintoconsiderationthedifferentdemandsandneedsofallstudentsD.cateronlytothetoprangestudentstomakesuretheprogressofteaching【答案】D25、请阅读短文，完成此题。A.TheaudiencesarehardtosatisfyB.BayisgoodatproducingmassivehitC.OnlyBaycanbringaudiencemassivehitD.Bayknowsabouttheaudience'smind【答案】B26、Whatdoeshis/herfeedbackfocusonifateacher'scommentis“John,itwouldbemuchbetterifyouhavegivenmoredetails,t”?A.ContentB.LanguageC.AttitudeD.Aptitude【答案】A27、请阅读Passage1。完成第小题。A.jointinterestB.differentpointsofviewC.lessemotionalpeopleD.advancedtechnology【答案】B28、请阅读短文，完成此题。A.TheaudiencesarehardtosatisfyB.BayisgoodatproducingmassivehitC.OnlyBaycanbringaudiencemassivehitD.Bayknowsabouttheaudience'smind【答案】B29、Tom'sschoolwasontheothersideoftheroad,sohewastoldtowatchoutforcarswhent__________hestreet.A.crossingB.crossC.crossedD.tocross【答案】A30、Passage2A.HumanwarsB.EconomiccrisisC.America'senvironmentalpoliciesD.Globalenvironmentingeneral【答案】C31、Passage2A.ItsnegativeeffectsonbusinessesareoftenoverlookedB.Thenecessaryamountofcompanies'spendingonitisunknownC.Companies'financialcapacityforithasbeenoverestimatedD.Ithasbroughtmuchbenefittothebankingindustry【答案】B32、Theearningsofwomenarewellbelowthatofmen____educationaldifferencesthatarediminishingbetweenthetwosexes.A.althoughB.thoughC.despiteofD.inspiteof【答案】D33、请阅读短文，完成第小题。A.dullandfullofstrictrulesB.simpleandeasyC.happyandfullofhopeD.hardandbusy【答案】A34、Ateachershowedstudentsanexampleandexplainedtheusageofpastperfecttense,andaskstudentstolistten“pastperfecttense”sentencesbyimitatingthatexample.What’steacher'sgrammarteachingmethod?A.ConsolidationB.PresentationC.DeductionD.Induction【答案】C35、AvowelisdifferentfromaconsonantinEnglishbecauseofA.absenceofobstructionB.presenceofobstructionC.mannerofarticulationD.placeofarticulation【答案】A36、Therehasbeena__________lackofcommunicationbetweentheunionandthemanagement.A.regretfulB.regrettableC.regrettingD.regretted【答案】B37、请阅读短文。A.losthishearingwhenhewasachildB.didn'tlikehisbrothersandsistersC.wasborntoanaturalist'sfamilyD.wasinterestedinflowersandinsectsinhischildhood【答案】D38、Whichofthefollowingpracticesaimsatskilltrainingandpronunciationknowledge?A.OddoneoutB.TonguetwisterC.ContextpracticeD.Reciting【答案】A39、TheritualofEnglishteatimeisbelievedtohaveoriginatedinthelate1700'swhenAnna,DuchessofBedford,orderedthataplateofcakesbesentuptoherwithherafternooncupoftea.TheDuchesschronicallyexperienceda“sinkingfeeling”(whatwewouldterm“lowbloodsugar”)inthelateafternoon.Totideheroverthelonghoursbetweenmealssheturnedtocarbohydrates.A.TodefinethenatureofVictorianteatimeB.ToprovethatteatimeisfashionableinAmericaC.ToexemplifyhowexquisiteanEnglishteatimeritualwasD.TocontrastthedifferencebetweenEnglishandAmericanteatime【答案】C40、Passage1A.generallydistortedvaluesB.unfairwealthdistributionC.amarginalizedlifestyleD.arigidmoralcode【答案】A41、Passage2A.itsfunctioninourdreamsB.themechanismofREMsleepC.therelationofdreamstoemotionsD.itsdifferencefromtheprefrontalcortex【答案】C42、Passage1A.TheconstructionofbridgesandtunnelsbecamemuchmoreexpensiveB.TheoriginalobjectiveofdynamitewastohelptheRussiannavyC.ManypeopleusednitroglycerineasaweaponinwarD.AlfredNobelgaveawayprizestospecialistsinsixcategories【答案】D43、Themaindifferencebetween/f/and/v/liesin_______A.themannerofarticulationB.theplaceofarticulationC.voicingD.soundduration【答案】C44、Itwouldbeunwiseto__________toomuchimportancetotheseopinionpolls.A.stickB.payC.applyD.attach【答案】D45、Bettyadvisedmetolabelourluggagecarefullyincaseitgets__________intransit.A.misusedB.mishandledC.mistakenD.mislaid【答案】D46、Whenanyofthemaximsunderthecooperativeprincipleisflouted,_______mightarise.?A.impolitenessB.contradictionsC.mutualunderstandingD.conversationalimplicatures【答案】D47、ZhangJun'steachersuggeststhathetakea(n)__________languagecoursetoimprovehisEnglish.A.intermediateB.middleC.mediumD.average【答案】A48、Therearemanydifferentwaysofpresentinggrammarintheclassroom.Amongthem,threearemostfrequentlyusedanddiscussed.Whichonedoesnotbelongtothem?A.ThedeductivemethodB.TheinductivemethodC.TheguideddiscoverymethodD.Theproductivemethod【答案】D49、请阅读短文，完成此题。A.EngagedB.DevotedC.RespectedD.Prami.SEd【答案】B50、WefeelitishightimethattheGovernment______somethingtochecktheinflation.A.diDB.doC.willdoD.woulddo【答案】A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20分钟的英语写作教学方案。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：某城镇普通中学初中二年级（八年级）学生，班级人数40人，多数学生已经达到《义务教育英语课程标准（2011年版）》三级水平。学生课堂参与积极性一般。语言素材：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.二、以下片段选自某节英语课堂教学实录，阅读并回答问题。T:...Youallhavefinishedthewritingabouthowtoprotectourenvironment,rightOk,now,it′stimetocheckintermsofthegrammar,punctuationpointandspelling.S:(checkingtime)T:Ok,now,whowouldliketoshareyourpapersAnna:...Weshouldn′tthrowrubbisheverywhere...T:Yourideasarealittleshallow,andtheorganizationisalittledisordered.根据上面的教学片段回答下面三个问题：(1)该片段呈现的是英语教学的什么课型它属于该课型的哪个阶段(2)这节课的教学重难点是什么(3)分析该教师在这一阶段存在的主要问题，并提出相应的改进建议。【答案】(1)该片段呈现的是英语写作课．它属于写后阶段。(2)该节课的重点是通过阅读材料和互相讨论，掌握关键信息，培养学生的写作能力；难点是学生借助关键信息进行语言组织．完成写作．培养学生的语言组织能力和逻辑思考能力。(3)存在的问题及改进建议：①教师在学生完成初稿写作后．应组织和指导学生进行自我修改以及同伴间的相互修改，修改内容除了包括语法、标点、拼写外，还包括选词、内容、结构等各个方面。互改在写后环节中十分重要，因为它符合新课程所提倡的合作、交流和探究的学习方式。然后教师面向全体学生就典型的遣词造句错误、文章结构、思想内容等进行点评．再由学生本人在听取他们意见的基础上对初稿进行修订。②在写后阶段教师要给予适当评价和改进意见。给予恰如其分的反馈。对写作不错的同学．要给予鼓励表扬．对写作欠缺者．要及时引导．给予建设性意见。在Anna的作文不够令人满意的时候，教师的评价基本是予以否定。这样会打击学生的自信心和学习的积极性，不符合教师评价的原则，教师在教学过程中应坚持激励性原则，当学生的回答不得体时，教师应该采用鼓励、期待的语言来评价，如“Nexttime，pleasepayattentiontoorganizationandtrytoexploremoreidea．”。三、根据题目要求完成下列任务，用中文作答。简述进行短文听写（dictation）的目的（6分）与三个基本步骤（6分）。写出短文听写的一个优点（4分）和一个缺点（4分）。【答案】1.目的：短文听写是一种重要的教学手段和测试项目，用于测试评估应试者输入(听)和输出(写)的综合能力。2.三大步骤：一、瞻前顾后，预测内容在听短文的录音之前，考生要快速浏览短文，对全文的内容有一个大致的了解，并对将要填写的词或词组进行预测。在浏览短文时，重点要看每段的第一句，因为绝大多数的英文写作中都会先有一个主题句，再引出下文的内容，把握好主题句，有助于预测空缺处的内容。在浏览短文的过程中，需要运用平行结构预测所填内容，根据空前后的词推测该空在句中的作用，进而预测其词性。二、集中精神，逐次填空短文听写部分的录音一般会放三遍，每一遍都有不同的作用：录音放第一遍时，跟着录音走，边听边记下能填出的空，如果要填写的单词较长，可以暂时简写;录音放第二遍时，重点听第一遍没有听出来的词或词组，尽量把所有空都补齐，把第一遍没有写完整的单词补充完整;录音放第三遍时，要核对已经填出的词或词组，对于前两遍没有听出的单词要尽可能地听出来。三、检查细节，确保正确在录音放完之后，一定要注意检查已填内容，排除因为粗心或笔误而造成的错误，如字母大小写、单词拼写、名词单复数和主谓一致等。3.优点：对于要考查的词汇，短语和语法能够清楚地判断考生的掌握情况，比如动词三单，名词单复数等问题。缺点：相对于听一段听力材料，后用自己的语言答题这种题型来说，短文填空不能考查学生自我语言组织和输出能力。对于考生更高听力综合运用能力无法很好地考查。四、根据题目要求完成下列任务。用中文作答。在对待学生问答时，教师应如何给予评价列举两种评价用语。【答案】(1)为了使提问真正地发挥应有作用，学生回答后，教师一定要及时、恰当地对其答案有所反馈，切忌对学生的回答不置可否。学生需要了解自己的回答究竟是值得称赞还是应当纠正、有待改正，因此教师的评价用语不能一般化、公式化。要把对学生活动的真实感受传给学生。教师要根据学生回答问题时的不同表现，选用不同的评价用语，使教师的评价成为课堂教学真实交际的一部分。(2)评价用语：①当学生的英语水平不是很好的时候．在回答问题时，教师可以用Good／Yes／Right／OK．鼓励学生回答。当学生回答错误时。用“Thinkitover．"或给学生适当的启发或暗示。②随着学生英语水平的提高，教师应丰富评价用语的表达方式，如…It’sreallyahardquestion，butyouranswerisquiteright．”“Iappreciatewhatyoudidinmyclass．”“I’mverygladthatyoumakeprogresseveryday．”，使学生在持之以恒的学习过程中收获成功的喜悦。五、根据题目要求完成下列任务，用中文作答。下面是某教师的课堂教学片段：T:Whatdidyourmumdoyesterday,WangLin?S:Mymumbuyedthedressforme.T:Oh,thatisnice.Yourmumboughtitforyou,didshe?S:Yes.T:Wheredidshebuyit?S:Shebuyeditintown.T:Oh,sheboughtitintownforyou.Well,itisverynice.请根据所给材料回答下列三个问题。(1)学生在对话中的语言错误是什么?(6分)(2)该教师采用什么方式来纠正学生的错误?效果如何?(12分)(3)教师还可以采用哪些方式纠错?请举例说明。(12分)【答案】(1)该学生犯了13语语法错误，用错了动词过去式的形式。即Mymumbuyedthedressforme.buyed→bought，Shebuyeditintown.buyed→bought。(2)该教师采用了重述法(Recasts)来纠正学生的错误。教师对学生语言表达中的错误进行了含蓄纠正。即先进行部分肯定之后用正确的语言重述学生的表达，不指出错误，而通过不同的语气(如反问)、语调、眼神、动作等，让学生自己意识到自己的错误。此纠错技巧对于纠正学生口语中的语法错误比较有效。(3)①直接纠错法(ExplicitCorrection)当学生出现语言错误时，教师打断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。教师可用以下课堂用语：Youshouldsay…/No，youshouldn’tsaythat…/Readafterme./Payattentionto…/Oh，youmean…，Wedon’tsay…inEnglish，wesay…等，例如：T：Whatdidyoudolastnight?S：Igotoseeamoviewithmyparents.T：Oh.Youshouldsay“Iwenttoseeamoviewithmyparents”.S：Oh.sorry.1wenttoseeamoviewithmyparents.②强调纠错法(Pinpointing)教师重复学生的话.有意重读并拖长出错部分的发音或用升调以表示特别强调。这种方法常用于学生的自我纠错。这样既能纠正学生的口语错误，保证学生顺利进行口头叙述，又能顾及学生的自尊心，促进他们参与口语活动的积极性。例如：T：Wheredidyougoonvacationthissummer?S：IgotoHongKongformyvacation.T：YougotoHongKong?六、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.)七、根据题目要求完成下列任务。用中文作答。阅读所给材料，回答下列三个问题：(1)这两份材料分别属于哪种语篇类型?(6分)(2)这两份材料分别适合于哪种课堂教学?说明理由(至少写出两个要点)。(12分)(3)分析教师选用文本材料时需要考虑的基本要素(至少写出三个要点)。(12分)材料1Tom:HelloAlice.I'minterestedinyourworksavingbirds!Whatdoyouthinkisthemostdifficultpartofyourwork?Alice:Well...Isupposeit'ssavingwildbirdscoveredinoil.That'sthemostdifficultofall.Tom:Howdoesthathappen?Alice:Theoilcomesfromboats.Itfloatsonthewaterandcoversthebird'sfeatherswhentheyswimthroughit.Tom:Thatsoundsterrible.Whatdoyoudoaboutit?Alice:Thefirstthingwedoistomakesurethebirdhasn'ttriedtocleanitselfwithitsbeak.Asitdoesso,thebirdeatssomeoilandbecomessick.【答案】(1)语篇指的是实际使用的语言单位，是一次交际过程中的一系列连续的语段或句子所构成的语言整体。根据韩礼德的观点，语篇是一个语义单位或意义潜势的现实化．任何一个口头或书面语言片段，不论其长短，只要能构成一个语义整体，即表达完整的意思．就可以称之为语篇。语篇之所以重要．是由于它是交际过程中传递(口头或书面的)信息的语言形式：根据语篇的概念，第一篇属于会话语篇，第二篇属于段落语篇。(2)第一篇适合口语教学．第二篇适合阅读教学。理由：①第一篇语言比较简单，没有生僻词汇，句式偏向口语化，适合用于口语练习；第二篇语言偏向书面化，词汇相对较复杂，并且多了长难句，适合进行句子的分析，因此适合阅读教学。②第一篇偏向生活化，有生活气息．适合平时与人交际使用．英语口语的最终目的就是让学生达到沟通交流．因此会话语篇可以提供这样一个交流的环境。第二篇偏向说明性语言，是补充介绍知识的．因此可以作为阅读材料来使学生在知识层面有所丰富和提高．同时也加强了语言理解方面的训练。(3)需要考虑的基本要素：①教学内容要素教学内容是要完成的教学任务，是实现教学目标的主要载体。因此教师在选择材料时．需将教科书作为主要依据。教材分析基本关注教学的重点、难点及考点方面。比较注重显性教材的运用而忽视隐性教材的挖掘和利用，较少关注与学习教材内容有密切关系的认知和心理因素．以及教材对学生能力的要求，而对教学的重点和难点也只是阐述其内容，没有做进一步的分析。在新课改背景下，教学内容分析既要有对显性教材的运用，也要有对隐性教材的挖掘和利用。⑦教学对象要素学生是分析教学任务必须要考虑的因素．分析学生是为了帮助学生解决学习中的困难．完成教学任务。教师应该做到以下两点：一是要了解教学活动开始前学生在认知、情感、态度等方面已经达到了什么样的水平，这一水平标志着学生已经能做什么，说什么，想明白了什么等(即学生的学情)。这是学生掌握新的学习任务的起点水平。二是要了解教授了教学材料后预期学生在认知、情感、态度等方面必须达到的状态。对这种状态的把握最终会转化为确定的教学任务与具体的学习目标。只有当教师的心中对教学前和教学后这两种状态的差距做到心中有数时。才能根据学生的实际情况，确定恰当的教学内容。③教学目标要素教学目标是教育者在教学过程中，希望受教育者达到的要求或产生的变化结果，也是教师完成教学任务的归宿。新课程标准从关注学生的学习出发，强调学生是学习的主体，教学目标是教学活动中师生共同追求的，而不是由教师所操纵的。因此，教学目标的主体显然应该是学生。教师在选择教学材料的同时也要以学生为出发点．思考需要完成怎样的教学目标或达到怎样的教学效果。八、根据题目要求完成下列任务，用中文作答。下面是两位教师的课堂教学片段：Unit1学习的是比较级，其中有三个单词：fat(ter)，strong(er)，heavy(heavier)片段一：老师甲在讲到fat这个词时，让学生来造句，有很多学生站起来，说了这样一句：Student：LiMingisfatterthanhie．Teacher：Why?Student：He’sheavierthanme．全班同学哄堂大笑，这位学生很难为情，但老师下面的一句话马上将气氛缓和了过来：Teacher：ButIdon’tthinkhe’Stoofat．He’Sstron9．片段二：老师乙在教完这一课的内容后，组织学生寻找合作对象自编对话，一名学生站了起来想找一位较胖的学生来担任“比较对象”。有一位长得胖乎乎的学生自告奋勇站起来，于是发生这样一段对话：Studentl：Whoisfatterthanme?Student2：Iam．Iamfatterthanhim．Teacher：Good!Ithinkyouarefatter．Youaretherightperson!【答案】(1)两位老师在处理一个相同的话题时运用了两种截然不同的方法，毋庸置疑，前者的处理有利于学生的学习，而后者的处理则会对心理比较脆弱的学生产生负面的影响。(2)教学中总是会碰到一些意外，它们是教学中的不确定因素，它的产生在学生的情理之中，教师的意料之外。如何巧妙地处理，直接关系到师生间的良好互动和教与学的有效结合。上述案例中，第一位教师巧妙地避开了该学生的尴尬和自卑，用一个“strong”把学生的短处变成闪光点，把课堂气氛推向了一个高潮。由开放的导入而生成的丰富的学生资源，打破了旧课堂秩序的平衡，教师要在变动不已的课堂中发现、判断、整合信息，随时把握有价值的意外，推动教学的发展与生成。保护学生开口说英语的积极性，保护学生上课时愉悦的心情．学生们才能最大限度地发挥潜能，不受限制地发挥想象力，才会有创造语言的欲望，我们的教学才会有一石数鸟的意外收获。(3)语言教学在很大程度上依赖于学生与教师之间的团结、合作以及相互支持的人际关系．而这种关系时刻都受到彼此情感的影响。恰当、合理地使用语言，有助于沟通情感，增进友谊和相互尊重，改善这种人际关系，同时还可以创建一种和谐的语言活动氛围，努力产生浸润性的效果，让学生愉快地沉浸在英语的氛围中。在课上，教师要善于调控学生的情感态度，注意言语的导向，建立融洽、民主、团结、相互尊重的氛围，创造有利于学习的心理状态，形成积极的学习态度，让学生学得主动，学得愉快。九、设计任务：请阅读下面学生信息和语言素材，设计一节课的教学方案。教案没有固定格式，但须包含下列要点：·teachingobjectives·teachingcontents·keyanddifficultpoints·majorstepsandtimeallocation·activitiesandjustification教学时间：45分钟学生概况：某城镇普通中学高中一年级第一学期学生，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）五级水平。学生课堂参与积极性一般。语言素材：Pompeii:ThefactsAugust24,intheyearAD79,begannormallyforthepeopleinPompeii,atownatthefootof?MountVesuvius.Farmerswentouttotheirfields,shopkeeperssetouttheirgoodsforsale,craftspeople?openedtheirworkshopsandtherichwalkedtothepublicbathswhiletheirservantscleanedtheirhouses?andwashedtheirclothes.Unfortunately,theendofthedaywasfarfromnormalforthe20,000citizensof?Pompeii.Earlyintheafternoon,whenmanypeoplewererestingfromtheheatoftheday,MountVesuvius?erupted.Millionsoftonnesofash,lavaandpumicepouredontothesurroundinghillsideandoverthe?townofPompeiiandothertownsandvillages.ByeveningPompeiiwasburiedunder3-5metersofashand?mud,andatleast2,000men,womenandchildrenwereburiedwiththeirtown.【答案】Teachingobjectives:（1）Knowle