最新教師資格證考試《中學(xué)英語學(xué)科知識(shí)與教學(xué)能力》試題及答案

1、注意事項(xiàng)：1考試時(shí)間為l20分鐘，滿分為l50分。2請(qǐng)按規(guī)定在答題卡上填涂、作答。在試卷上作答無效，不予評(píng)分。一、單項(xiàng)選擇題(本大題共30小題，每小題2分，共60分)在每小題列出的四個(gè)備選項(xiàng)中選擇一個(gè)最佳答案。請(qǐng)用28鉛筆把答題卡上對(duì)應(yīng)題目的答案字母按照要求涂黑。錯(cuò)選、多選或未選均無分。1. Which of the following shows the proper pronunciation of the segment"did you" in connected speech?2. How many liaisons of sound are there in th

2、e sentence "Tell us all about it"?A. one B. two C. three D. four3. The shy girl felt_ and uncomfortable when she could not answer her teacher's questions.A. amazedB. awkwardC. curious D. amused4. Most people on this island are recreational fishers, and _ , fishing f

3、orms an actual part of their leisure time.A. accidentally B. purposefullyC. obviously D. formally5. The Government is anxious to keep the whole _ out of court.A. exampleB. instanceC. case D. sample6. Many a boy_playing basketball.A. likes B. likeC. to likeD. have like7. Nobody bu

4、t the twins_some interest in the project till now.A. showsB. showC. have shown D. has shown8. Now that we've discussed our problem, are people happy with the decisions_?A. taking B. takeC. taken D. to take9. Which of the following is a slip of tongue?A. No cross, no crown.B. No pa

5、ins, no gains.C. No sweat without sweet.D. No smoke without fire.10. The phenomenon that words having different meanings have the same form is called_.A. hyponymyB. synonymyC. polysemy D. homonymy11. Think about when a teacher handed out a list of twenty"Past tense"sentences and asked

6、 students to discussand find out the grammatical structures.What is the teacher's grammar teaching method?A. Induction.B. Presentation.C. Consolidation. D. Deduction.12. Which of the following is a suitable pre-listening activity?A. Writing a similar text.B. Discussing a relevant picture.C.

7、 Writing all the main knowledge about the topic.D. Do some exercises about the difficult vocabulary with the topic.13. There are five components of communicative competence. Which of them refers to one's ability to create coherent written text or conversation and the ability to understand them?A

8、. linguistic competence B. pragmatic competenceC. discourse competenceD. strategic competence14. What is the teacher doing in terms of error correction?S: I go to the theatre last night.T: You go to the theatre last night?A. Correcting the student's mistake.B. Hinting that there is a mistak

9、e.C. Encouraging peer correction.D. Asking the student whether he really went to the theatre.15. Which of the following questions can be used in the questionnaire for assessingparticipation?A. Did you get all the questions right in today's class?B. Did you finish the task on time?C. Can you use

10、the strategies we have learned today?D. What did you do in your group work today?16. Questioning plays an important role for the classroom teaching. Which of the following questions does not belong to comprehension questions?A. What is the main idea of this paragraph?B. Can you tell the difference b

11、etween the two terms?C. Can you retell the text we have learned last week?D. Can you paraphrase the sentence in your own words?17. What's the teacher doing by saying "Who wants to have a try"?A. Controlling discipline.B. Giving prompt.C. Evaluating students' work.D. Directing stude

12、nts' attention to the lesson.18. Which of the following is not an interactive activity?A. Looking at the picture below and discussing the questions with your partner.B. Listening to the tape again and retelling the story with the filled chart.C. Discussing the following questions in group.D. Ask

13、ing another group to give you some advice on improving your work.19. Which of the following activities is the best for training detailed reading? A. Drawing a diagram to show the text structure.B. Giving the text an appropriate title.C. Transforming information from the text to a diagram.D. Finding

14、out all the unfamiliar words.20. In PPP method classes or sequences, the teacher presents the context and situation for the language, and both explains and demonstrates the meaning and form of the new language. The students then practice making sentences before going on to another stage in which the

15、y talk or write more freely. PPP stands for except_.A. PresentationB. ProceduresC. Production D. Practice請(qǐng)閱讀Passage 1，完成第2125小題。Passage 1 It is generally agreed that the first true cities appeared about 5,000 years ago in the food-producing communities of the Middle East. The cities of Sum

16、eria, Egypt and the Indus Valley possessed a number of characteristics that distinguished them as truly urban. The cities were very much larger and more densely populated than any previous settlement, and their function wasclearly differentiated from that of the surrounding villages. In the cities t

17、he old patterns of kinship relations were replaced by a complex hierarchy of social classes based on the specialization oflabor. Moreover, the need to keep records led to the development of writing and arithmetic, and the increased sophistication of urban society gave a new impetus to artistic expre

18、ssion of every kind. When the basis of city life was established in Europe the urban tradition was drawn from the ancient cities of the Middle East, via the civilization of Greece and Rome. We can trace three main phases in the growth of the West European city. The first of these is the medieva

19、l phase which extends from the beginning of the 1 lth century A.D. to about 1,500 to the beginning of the 19th century. The third is the modern phase extending from the early 19th century to the present day.Every medieval city began as a small settlement, which grew up round a geographical or cultur

20、al focal point. This would be a permanent structure such as a stronghold, a cathedral or a large church. In districts where travel and trade were well established, it might be a market, a river crossing, or a place where two or more trade routes met, in studies of urban geography the oldest part of

21、town is referred to as the nuclear settlement. There are many small towns in Europe where it is still possible to trace the outline of the original nuclear settlement. It is, of course,much more difficult to do this in the case if a large modern city which has grown to many times its original size.&

22、#160;21. The ancient cities were characterized by all the following except_. A. larger populations B. different roles C. different social classes D. different locations 22. Which of the following statements is TRUE? A. West European cities established their own urban tr

23、aditions. B. West European cities grew directly out of those in the Middle East. C. Cities appeared earlier in the Middle East cities went through the same phases. D. West European and Middle East cities went through the same phases. 23. Which of the following could be regarded a

24、s a geographical focal point? A. A local restaurant. B. A town hall. C. A local theatre. D. An open market. 24. It is easier to locate its original nuclear settlement of a small town_. A. because it began as a small settlement B. because it is less developed C

25、. because of its small size D. because of its location 25. Which of the following would be the best title of the passage? A. The Origin and Development of Cities. B. The Differences Between a Modern City and an Ancient City. C. The Functions of a City. D. The Characteri

26、stics of an Ancient City.請(qǐng)閱讀Passaqe 2，完成第2630小題。 Passage 2 There are two factors which determine an individual's intelligence. The first is the sort of brain he is born with. Human brains differ considerably, some being more capable than others. But no matter how good a brain he has to

27、 begin with, an individual will have a low order of intelligence unless he has opportunities to learn. So the second factor is what happens to the individual-the sort of environment in which he is brought up. If an individual is handicapped environmentally, it is likely that his brain will fail to d

28、evelop and he will never attain the level of intelligence of which he is capable. Theimportanceofenvironmentindetermininganindividual'sintelligencecanbedemonstrated by the case history of the identical twins, Peter and Mark. Being identical, the twins had identical brains at birth, and thei

29、r growth processes were the same. When the twins were three months old, their parents died, and they were placed in separate foster homes. Peter was raised by parents of low intelligence in an isolated community with poor educational opportunities. Mark was reared in the home of well-to-do parents w

30、ho had been to college. He was read to as a child, sent to good schools, and given every opportunity to be stimulated intellectually. This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence. Mark's LQ. was 125, tw

31、enty-five points higher than the average and fully forty points higher than his identical brother. Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level. 26. This selection can best be titled_. A. Measuring Your Intelligence B. Inte

32、lligence and Environment C. The Case of Peter and Mark D. How the Brain Influences Intelligence 27. The best statement of the main idea of this passage is that_. A. human brains differ considerably B. the brain a person is born with is important in determining his intelligen

33、ce C. environment is crucial in determining a person's intelligence D. persons having identical brains will have roughly the same intelligence28. According to the passage, the average I.Q. is_. A. 85 B. 100C. 110D. 12529. The case history of the twins appears to support the c

34、onclusion that_. A. individuals with identical brains seldom test at the same level B. an individual's intelligence is determined only by his environment C. lack of opportunity blocks the growth of intelligence D. changes of environment produce changes in the structure of the

35、 brain 30. This passage suggests that an individual's I.Q. _. A. can be predicted at birth B. stays the same throughout his life C. can be increased by education D. is determined by his childhood二、簡(jiǎn)答題(本大題1小題，20分)根據(jù)題目要求完成下列任務(wù)，用中文作答。31什么是教學(xué)反思?(4分)教學(xué)反思的注意事項(xiàng)有哪些?(6分)請(qǐng)具體說明教學(xué)后反

36、思階段的內(nèi)容。(10分)三、教學(xué)情境分析題(本大題1小題，30分)根據(jù)題目要求完成下列任務(wù)，用中文作答。32以下是某堂課老師的教學(xué)材料： Betty: Hi Mum, can you hear me? Mum: Yes, I can. Where are you? Betty : I' m standing on the Great Wall of China and talking to you. Mum: Really? Betty: We're on a school trip and we've having l

37、unch. And we're lying in the sun and we' re taking lots of photos. Mum: That's great, Betty. What are the others doing?Betty: Well, Tony is eating an ice cream, and Lucy is buying some presents and postcards.And Tom is eating lunch and lying in the sun.Mum: Can you send me a post ca

38、rd?Betty: Yes. Lucy and I are writing postcards. We're enjoying the school trip a lot. Anyway,we're going home now. Bye!Mum: Bye bye, Betty!任務(wù)要求：根據(jù)材料內(nèi)容回答以下三個(gè)問題。(1)這份材料屬于哪種語篇類型?(7分) (2)這份材料適合于哪種課堂教學(xué)?說明理由(至少寫出兩個(gè)要點(diǎn))。(8分)(3)分析教師選用文本材料時(shí)需要考慮的基本要素(至少寫出三個(gè)要點(diǎn))。(15分)四、教學(xué)設(shè)計(jì)題(本大題1小題，40分)根據(jù)提供的信息和語言素材

39、設(shè)計(jì)教學(xué)方案，用英文作答。33設(shè)計(jì)任務(wù)：請(qǐng)閱讀下面學(xué)生信息和語言素材，設(shè)計(jì)一節(jié)英語聽說課的教學(xué)方案。教案沒有固定格式，但須包含下列要點(diǎn)：teaching objectives teaching contents key and difficult points major steps and time allocation activities and justifications教學(xué)時(shí)間：45分鐘學(xué)生概況：某城鎮(zhèn)普通中學(xué)九年級(jí)(初中三年級(jí))學(xué)生，班級(jí)人數(shù)40人，多數(shù)已經(jīng)達(dá)到義務(wù)教育英語課程標(biāo)準(zhǔn)(2011版)四級(jí)水平，學(xué)生課堂參與積極性一般。語言素材：一、 單項(xiàng)選擇題1【答案】A。解析：考查發(fā)

40、音規(guī)則。dj互相影響，即齒槽爆破濁輔音d與舌面濁輔音(有摩擦)的j互相妥協(xié)。2【答案】D。解析：考查連讀。liaison意為“連音”，當(dāng)一個(gè)單詞后面緊跟一個(gè)以元音開頭的單詞時(shí)，則該單詞最后的原本不發(fā)音的輔音就發(fā)音，與元音連讀。本句中Tell us，us all，all about和about it均為連音，故選D。3【答案】B。解析：考查形容詞辨析。句意為“當(dāng)這個(gè)害羞的女孩回答不上來老師的提問時(shí)，她感到很 _和難受”。amazed意為“驚訝的”，awkward意為“窘迫的”，curious意為“好奇的”amused意為“消遺的。娛樂的”。根據(jù)句意回答不出來問題，應(yīng)該感到窘迫，故選B。4【答案】

41、C。解析：考查副詞辨析。句意為“島上大多數(shù)人都是娛樂性的漁夫_垂釣已經(jīng)成為他們休閑生活的一部分?！盿ccidentally“意外地，偶然地”，purposefully“自覺地，有目的地”，obviously“明顯地，顯然地”，formally“正式地，形式上地”。根據(jù)句意應(yīng)是正常過渡，由前半句可知應(yīng)用“很明顯”連接后半句，故選C。5【答案】C。解析：考查名詞辨析。題中所給出的四個(gè)選項(xiàng)均有“例子，事例”之意。example普通用詞，指能代表同類事物性質(zhì)或一般規(guī)律的典型例子，instance多指用于說明、支持或反證一般事實(shí)或理論的事例，case多指需要加以認(rèn)真研究的實(shí)例，如病例、案例等，sampl

42、e通常指樣品。句意為“政府迫切希望整件案子能在庭外解決”。此處表示正式的案件。故選C。6【答案】A。解析：考查主謂一致?！癿any aan+單數(shù)名詞”表示的是“許多”，作主語時(shí)，謂語動(dòng)詞用單數(shù)形式。故選A。7【答案】D。解析：考查時(shí)態(tài)和主謂一致。首先根據(jù)句意判斷，應(yīng)該用現(xiàn)在完成時(shí)，排除A、B。句子主語是nobody，謂語動(dòng)詞用單數(shù)形式，故選D。8【答案】C。解析：考查非謂語動(dòng)詞。這里的decisions是take的賓語，具有動(dòng)賓關(guān)系因此用過去分詞作后置定語。句意是“既然我們已經(jīng)討論了我們的問題，人們對(duì)做出的決定滿意嗎?”9【答案】C。解析：考查英語口誤問題。A項(xiàng)的意思是“不經(jīng)歷風(fēng)雨，怎么見彩虹

43、”，B項(xiàng)的意思是“不勞無獲“，C項(xiàng)的正確表達(dá)應(yīng)為“No sweet without sweat”，意為“苦盡甘來”，D項(xiàng)的意思是“無風(fēng)不起浪”根據(jù)題意可知C項(xiàng)屬于口誤，故選C。10【答案】D。解析：考查語義學(xué)知識(shí)。homonymy指的是語匯中一對(duì)對(duì)或是一組組的單詞，雖然意思不同，但是發(fā)音相同，或拼寫相同，又或者是發(fā)音和拼寫都相同。這些一對(duì)對(duì)一組組的單詞我們稱之為homonvm(同形同音異義詞同形異義詞同音異義詞)。11【答案】A。解析：考查教學(xué)法辨析。題目問的是：一位老師列出了二十個(gè)與過去時(shí)相關(guān)的句子然后請(qǐng)學(xué)生討論并找出過去時(shí)的語法結(jié)構(gòu)這位老師使用了哪種語法教學(xué)方法，”語法教學(xué)的常用方法有兩種

44、演繹法和歸納法：A項(xiàng)的Induction是歸納法；D項(xiàng)的Deduction是演繹法。本題中的教學(xué)方法很明顯是歸納法。B項(xiàng)的新課展示和C項(xiàng)的鞏固提高，都是教學(xué)環(huán)節(jié)，不是教學(xué)方法。因此選A項(xiàng)，、12【答案】B。解析：考查聽力教學(xué)。題目問的是：“下列哪個(gè)活動(dòng)是適合在聽前環(huán)節(jié)活動(dòng)中進(jìn)行的?”該題考察聽力教學(xué)中的“聽前環(huán)節(jié)”。聽前環(huán)節(jié)主要包括準(zhǔn)備活動(dòng)；介紹相關(guān)背景知識(shí)；安排學(xué)生通過討論相關(guān)圖片預(yù)測(cè)文章的內(nèi)容或?qū)W習(xí)與該主題相關(guān)的詞匯。但是A項(xiàng)在聽前寫相似的文章不合適：而C項(xiàng)“把所有關(guān)于文章的主要信息下來”這一活動(dòng)和D項(xiàng)“做一些練習(xí)來突破相關(guān)活題的難詞匯”的活動(dòng)適合在whilelistening環(huán)節(jié)做。故選

45、B。13【答案】C。解析：考查交際能力。交際能力有五個(gè)主要組成部分：liguistic competencepragmatic competencediscourse competence，strategic competence，fluency。其中題目中描述的是discourse competence(話語能力)。14【答案】B。解析：考查課堂糾錯(cuò)行為。教師是在暗示學(xué)生的話里有錯(cuò)誤。15【答案】D。解析：考查調(diào)查問卷的提問方式。A、B、c三項(xiàng)均為選擇性問題，只需回答“是”或“不是”：只有D項(xiàng)是開放性問題能真正看出學(xué)生一天的學(xué)習(xí)情況。16【答案】C。解析：考查課堂提問類型。提問在課堂教學(xué)中發(fā)

46、揮著重要的作用。課堂教學(xué)可以采用多種提問形式。題目中只有C項(xiàng)是回憶性提問，其他三項(xiàng)均是理解性提問。故選C。17【答案】B。解析：考查教學(xué)活動(dòng)中教師的角色。教師在此充當(dāng)課堂教學(xué)的推動(dòng)者。18【答案】B。解析：考查互動(dòng)性活動(dòng)?！霸俾犚槐殇浺簦⒏鶕?jù)已經(jīng)填好的表格復(fù)述聽力文章的內(nèi)容”，這一活動(dòng)不屬于互動(dòng)性的活動(dòng)。所以B項(xiàng)錯(cuò)誤。19【答案】C。解析：考查閱讀訓(xùn)練活動(dòng)。選項(xiàng)中訓(xùn)練細(xì)讀的最好辦法就是把原文中的信息做成表格。20【答案】B。解析：考查3P教學(xué)法。題目問的是：PPP教學(xué)模式是教師先通過語境呈現(xiàn)并講解語言點(diǎn)，后讓學(xué)生經(jīng)過反復(fù)、大量的操練后再達(dá)到自由運(yùn)用表達(dá)的程度。PPP教學(xué)模式是什么?PPP教學(xué)

47、模式是“講解(presentation)、操練(practice)、運(yùn)用(production)”這一沿用已久的傳統(tǒng)教學(xué)模式。在這種“標(biāo)準(zhǔn)”下，中國英語語法教學(xué)大體表現(xiàn)為以教師為中心、采取灌輸教學(xué)法、運(yùn)用題海戰(zhàn)術(shù)。我們可以排除B選項(xiàng)。Passage l21【答案】D。解析：根據(jù)題干關(guān)鍵詞定位到第一段。第一段中的第三句和第四句分別提到了人口、不同的角色和不同的社會(huì)階層。而文中始終沒有提及不同的位置，故選D。22【答案】C。解析：根據(jù)第二段的第一句可知，當(dāng)歐洲城市生活的基礎(chǔ)才剛剛開始的時(shí)候，中東的城市生活已經(jīng)從古代城市文明中發(fā)展起來了。故選C。23【答案】D。解析：根據(jù)題干關(guān)鍵詞定位到第三段的第三

48、句“In districts where travel and tradeas the nuclear settlement”，由此可知。市場(chǎng)也是一個(gè)很重要的地理標(biāo)志。故選D。24【答案】C。解析：根據(jù)題干關(guān)鍵詞定位到第三段最后一句“It is，of course，much more difficult to do thisits original size”，由此可知，一個(gè)面積是原先面積很多倍的大型現(xiàn)代城市，是很難再探尋到其原始核心村落的概貌的。故可推斷面積不大是容易探尋其原始核心村落的概貌的原因。故選C。25【答案】D。解析：縱觀全文可知本文通篇都在講述古代城市的特點(diǎn)，因此D項(xiàng)“古代城市的

49、特點(diǎn)”最適合作為本文的標(biāo)題。故選D。Passage 226【答案】B。解析：文章第一段提到有兩個(gè)因素影響人的智力，即先天因素及后天的環(huán)境因素。之后提到了兩者的關(guān)系，如果環(huán)境不利，大腦也不可能發(fā)展到相應(yīng)的智力水平。第二段舉例說明了環(huán)境對(duì)智力的影響。因此B項(xiàng)作為標(biāo)題最恰當(dāng)。27【答案】C。解析：能夠體現(xiàn)主旨的最好論述是C項(xiàng)，即環(huán)境在決定一個(gè)人智力高低上面起關(guān)鍵性作用。28【答案】B。解析：根據(jù)第二段“Marks LQwas l25，twenty-five points higher than the average”可知，平均智商是l00，選B。29【答案】C。解析：由最后一句“Given equ

50、al opportunities，the twins，having identical brains，would have tested at roughlv the same level”可知答案為C，即缺乏機(jī)會(huì)能阻礙智力的發(fā)展。30【答案】C。解析：通過例子可知，一對(duì)雙胞胎的先天智力是相同的但是由于受的教育不同，后天智商相差很多，由此可見教育可以提高智商，故選C。二、簡(jiǎn)答題31【參考答案】(1)教學(xué)反思是教師為改進(jìn)教學(xué)而對(duì)教學(xué)進(jìn)行反思的行為，包括收集有關(guān)教學(xué)的數(shù)據(jù)，對(duì)自己的信念、態(tài)度、價(jià)值觀、知識(shí)、假設(shè)、教學(xué)實(shí)踐以及社會(huì)所給予的機(jī)會(huì)和限制進(jìn)行批判性思考，從而尋求其他方法以更有效地達(dá)到目的和

51、目標(biāo)。(2)注意事項(xiàng)：教學(xué)反思的內(nèi)容要具體合理：反思要針對(duì)具體的教學(xué)環(huán)節(jié)與設(shè)計(jì)內(nèi)容進(jìn)行，不能過于籠統(tǒng)，也不能從觀念與理論上做一些大而無當(dāng)、空洞無物的說明；不應(yīng)當(dāng)套用特定的理論標(biāo)準(zhǔn)或使用過高的、不切實(shí)際的標(biāo)準(zhǔn)來反思自己的教學(xué)過程。教學(xué)反思的分析與表述要準(zhǔn)確：要準(zhǔn)確地說明所分析的對(duì)象，分析的邏輯要清晰明了，不要使用一些模糊的、自編的，或只是在小范圍內(nèi)熟知的、常用的套話或術(shù)語。教學(xué)反思的要求要客觀：要以改進(jìn)教學(xué)效果、提高學(xué)生的學(xué)習(xí)效率為目標(biāo)，不應(yīng)當(dāng)一味地拔高要求，或是無原則地自我批評(píng)。(3)教學(xué)后反思的內(nèi)容：教學(xué)后反思圍繞教學(xué)內(nèi)容、教學(xué)過程、教學(xué)策略進(jìn)行。具體為：教學(xué)內(nèi)容方面確定教學(xué)目標(biāo)的適用性；對(duì)

52、目標(biāo)所采取的教學(xué)策略做出判斷。教學(xué)過程方面回憶教學(xué)是怎樣進(jìn)行的；對(duì)教學(xué)目標(biāo)的反思：是否達(dá)到預(yù)期的教學(xué)效果；對(duì)教學(xué)理論的反思：是否符合教與學(xué)的基本規(guī)律；對(duì)學(xué)生的評(píng)價(jià)與反思：各類學(xué)生是否達(dá)到了預(yù)定目標(biāo)；對(duì)執(zhí)行教學(xué)計(jì)劃情況的反思：改變計(jì)劃的原因和方法是否有效，采用別的活動(dòng)和方法是否更有效；對(duì)改進(jìn)措施的反思：教學(xué)計(jì)劃怎樣修改會(huì)更有效。教學(xué)策略方面感知環(huán)節(jié)：教師要意識(shí)到教學(xué)中存在的問題與自己密切相關(guān)；理解環(huán)節(jié)：教師要對(duì)自己的教學(xué)活動(dòng)與倡導(dǎo)的理論，行為結(jié)果與期望進(jìn)行比較，明確問題根源；重組環(huán)節(jié)：教師要重審教學(xué)思想，尋求新策略；驗(yàn)證環(huán)節(jié)：檢驗(yàn)新思想、新策略、新方案是否更有效，形成新感知，發(fā)現(xiàn)新問題，開始新循

53、環(huán)。二、 三、教學(xué)情境分析題32【參考答案】(1)語篇指的是實(shí)際使用的語言單位，是一次交際過程中的一系列連續(xù)的話段或句子所構(gòu)成的語言整體。根據(jù)韓禮德的觀點(diǎn)，語篇是一個(gè)語義單位或意義潛勢(shì)的現(xiàn)實(shí)化，任何一個(gè)口頭或書面語言片段。不論其長(zhǎng)短，只要能構(gòu)成一個(gè)語義整體，即表達(dá)完整的意思，就可以稱之為語篇。根據(jù)語篇的概念，該材料屬于會(huì)話語篇。(2)這份材料適合于口語教學(xué)。理由：材料語言比較簡(jiǎn)單，沒有生僻詞匯，句式偏向口語化，適合用于口語練習(xí)；選材偏向生活化，有生活氣息適合平時(shí)與人交際使用，英語口語的最終目的就是讓學(xué)生達(dá)到溝通交流，因此會(huì)話語篇可以提供這樣一個(gè)交流的環(huán)境。材料以對(duì)話形式呈現(xiàn)有問有答，也有連讀和

54、吞音部分，對(duì)于語音語調(diào)的學(xué)習(xí)都是很好的內(nèi)容。(3)考慮要素：教學(xué)內(nèi)容要素：教學(xué)內(nèi)容是要完成的教學(xué)任務(wù)，是實(shí)現(xiàn)教學(xué)目標(biāo)的主要載體。因此教師在選擇材料時(shí)，將教科書作為主要依據(jù)，教材分析基本關(guān)注教學(xué)的重點(diǎn)、難點(diǎn)及考點(diǎn)方面。比較注重顯性教材的運(yùn)用而忽視隱性教材的挖掘和利用，較少關(guān)注與學(xué)習(xí)教材內(nèi)容有密切關(guān)系的認(rèn)知和心理因素。以及教材對(duì)學(xué)生能力的要求，而對(duì)教學(xué)的重點(diǎn)和難點(diǎn)也只是闡述其內(nèi)容，沒有做進(jìn)一步的分析。在新課改背景下，教學(xué)內(nèi)容分析既要求對(duì)顯性教材的運(yùn)用，也要求對(duì)隱性教材的挖掘和利用。教學(xué)對(duì)象要素：學(xué)生是分析教學(xué)任務(wù)必須要考慮的因素。分析學(xué)生是為了幫助學(xué)生解決學(xué)習(xí)中的困難，完成教學(xué)任務(wù)。教師應(yīng)該做到以

55、下兩點(diǎn)：一是要了解教學(xué)活動(dòng)開始前學(xué)生在認(rèn)知、情感、態(tài)度等方面已經(jīng)達(dá)到了什么樣的水平，這一水平標(biāo)志著學(xué)生已經(jīng)能做什么，說什么，想明白了什么等等(即學(xué)生的學(xué)歷和學(xué)情)。這是學(xué)生掌握新的學(xué)習(xí)任務(wù)的起點(diǎn)水平。二是要了解教授了教學(xué)材料后預(yù)期學(xué)生在認(rèn)知、情感、態(tài)度等方面必須達(dá)到的狀態(tài)。對(duì)這種狀態(tài)的把握最終會(huì)轉(zhuǎn)化為確定的教學(xué)任務(wù)與具體的學(xué)習(xí)目標(biāo)。只有當(dāng)教師的心中對(duì)教學(xué)前和教學(xué)后這兩種狀態(tài)的差距做到心中有數(shù)時(shí)，才能根據(jù)學(xué)生的實(shí)際情況，確定恰當(dāng)?shù)慕虒W(xué)內(nèi)容。教學(xué)目標(biāo)要素：教學(xué)目標(biāo)是教育者在教學(xué)過程中，希望受教育者達(dá)到的要求或產(chǎn)生的變化結(jié)果，也是教師完成教學(xué)任務(wù)的歸宿。新課程標(biāo)準(zhǔn)從關(guān)注學(xué)生的學(xué)習(xí)出發(fā)，強(qiáng)調(diào)學(xué)生是學(xué)習(xí)

56、的主體，教學(xué)目標(biāo)是教學(xué)活動(dòng)中師生共同追求的，而不是由教師所操縱的。因此，教學(xué)目標(biāo)的主體顯然應(yīng)該是學(xué)生。教師在選擇教學(xué)材料的同時(shí)也要以學(xué)生為出發(fā)點(diǎn)，思考需要完成怎樣的教學(xué)目標(biāo)或達(dá)到怎樣的教學(xué)效果。四、教學(xué)設(shè)計(jì)題33【參考設(shè)計(jì)】 Teaching Content: This lesson contains some new words, phrases, and sentence patterns ot going on vacation.It will help students to express their past events. Teaching Objective

57、s . (1) Knowledge objective Students could learn some new phrases and sentence patterns of vacation. (2) Ability objective Students could talk about their activities during vacation. (3) Emotional objective Students could enhance friendship during the class by talking a

58、bout common interests. Teaching Key Point: New phrases and sentence patterns about vacation Teaching Difficult Points: How to get the students to talk about the topic actively.Teaching Aids : Multimedia, word cards, some related picturesTeaching Procedures :Step 1 Leading in

59、 and Warming up (5 minutes)Greet with students and the teacher will share his / her own story about his / her vacation. (Justifications: It can attract students' interests to learn this lesson.)Step 2 Pre-reading (10 minutes)The teacher will play a video of travelling during vacation. Students review some phrases about going on vacation. Teacher asks "What did you do on yo