教師資格認(rèn)定考試高級(jí)中學(xué)英語(yǔ)模擬題52

教師資格認(rèn)定考試高級(jí)中學(xué)英語(yǔ)模擬題52一、單項(xiàng)選擇題在每小題列出的四個(gè)備選項(xiàng)中選擇一個(gè)最佳答案。1.

Whichofthefollowingunderlinedpartsisdiffere（江南博哥）ntinpronunciationfromothers?______A.Term.B.Serve.C.Very.D.Stern.正確答案：C[解析]根據(jù)音標(biāo)可知本題選C項(xiàng)。

2.

______referstotheuseofwordwhichisthoughttobelessoffensiveorunpleasantthananotherword.A.DiglossiaB.EuphemismC.TabooD.Dialect正確答案：B[解析]diglossia“雙言”，指同一語(yǔ)言?xún)?nèi)部產(chǎn)生的兩種變體，“高級(jí)”變體社會(huì)地位較高，通常用于正式場(chǎng)合，而“低級(jí)”變體社會(huì)地位較低，通常適合諸如朋友、家人閑聊等場(chǎng)合；euphemism“委婉語(yǔ)”，是指人們?yōu)楸苊馐褂靡痣p方不快或損壞雙方關(guān)系的語(yǔ)言，而采用的一種迂回曲折的語(yǔ)言形式；taboo“禁忌語(yǔ)”，指由于宗教、政治或性別等原因而避免使用的詞匯；dialect“方言”，是語(yǔ)言的一種變體，在一個(gè)國(guó)家的某個(gè)地區(qū)或特定社會(huì)階級(jí)的人使用。題干表述為“用一些詞代替比較唐突的或是令人不悅的表達(dá)”，這指的是委婉語(yǔ)。

3.

Inwhichofthefollowingactivitiesdoestheteachermainlyplaytheroleofaprompter?______A.Organizingthestudentstodoactivitiesbygivinginstruction.B.Changingthepaceoftheclassbyvariousmeans.C.Enlighteningstudentstoexpresstheirideas.D.Introducinganewgrammarpoint.正確答案：C[解析]C項(xiàng)“啟發(fā)學(xué)生表達(dá)自己的想法”體現(xiàn)了教師是學(xué)生活動(dòng)的提示者(prompter)。

4.

ItisbecauseSusanistooinexperienced______shedoesn'tknowhowtodealwiththeproblemA.thatB.soC.sothatD.incase正確答案：A[解析]句意：就是因?yàn)樘K珊太缺乏經(jīng)驗(yàn)，所以她才不知道怎么處理這個(gè)問(wèn)題。去掉Itis和空格處的內(nèi)容，該句依然完整，由此可知這是個(gè)強(qiáng)調(diào)句。強(qiáng)調(diào)句的結(jié)構(gòu)為“Itis/was+被強(qiáng)調(diào)部分+that/who...”，本句強(qiáng)調(diào)的是原因狀語(yǔ)“becauseSusanistooinexperienced”。

5.

Therelationshipbetween"furniture"and"bed"is______.A.polysemyB.antonymyC.hyponymyD.homonymy正確答案：C[解析]polysemy“一詞多義關(guān)系”；antonymy“反義關(guān)系”；hyponymy“上下義關(guān)系”；homonymy“同音同形異義”。bed(床)是furniture(家具)的一種，所以?xún)烧咧g是上下義關(guān)系。

6.

Duringclass,theteacherleadsstudentstomemorizetheimportantpointsoftheteachingcontent.Ononehand,theteacherhelpsstudentstograspthekeypoints.Ontheotherhand,whatlearningstrategyistheteacherteaching?______A.Cognitivestrategy.B.Selfmanagementstrategy.C.Communicationstrategy.D.Resourcestrategy.正確答案：A[解析]教師在教學(xué)中引導(dǎo)學(xué)生對(duì)教學(xué)要點(diǎn)進(jìn)行記憶，一方面是為了讓學(xué)生了解課程內(nèi)容的重點(diǎn)，另一方面是為了傳授學(xué)生學(xué)習(xí)策略，而在學(xué)習(xí)中記住要點(diǎn)屬于學(xué)習(xí)策略中的認(rèn)知策略。

7.

ThestressofthefollowingwordsareallonthefirstsyllableEXCEPT______.A.goldenB.disposeC.riseD.pattern正確答案：B[解析]雙音節(jié)單詞的重音多數(shù)在第一個(gè)音節(jié)上，但是以be-，com-，con-，de-，dis-等開(kāi)頭的雙音節(jié)單詞，重音通常在第二個(gè)音節(jié)上。故選B項(xiàng)。

8.

Happinessisabutterfly,which,whenpursued,isalwaysjustbeyondyourgrasp,but______,ifyouwillsitdownquietly,mayalightuponyou.A.whatB.whichC.oneD.whose正確答案：B[解析]根據(jù)題干可知，先行詞是butterfly，要用which引導(dǎo)的非限制性定語(yǔ)從句來(lái)修飾，故選B項(xiàng)。

9.

Thesoundof"sh"in"should"is______.A.voiceless,post-alveolar,andaffricativeB.voiceless,post-alveolar,andfricativeC.voiced,dental,andfricativeD.voiced,post-alveolar,andplosive正確答案：B[解析]字母組合sh在單詞should中發(fā)音。屬于清輔音(voiceless)、齒齦后音(post-alveolar)和摩擦音(fricative)。

10.

Thedistinctionbetweenlangueandparoleissimilartothedistinctionbetween______.A.prescriptiveanddescriptiveB.competenceandperformanceC.speechandwritingD.synchronicanddiachronic正確答案：B[解析]語(yǔ)言(langue)和言語(yǔ)(parole)是索緒爾提出的，前者指的是說(shuō)話者的語(yǔ)言能力，后者指的是語(yǔ)言的實(shí)際表現(xiàn)或語(yǔ)料。它們之間的區(qū)別類(lèi)似于喬姆斯基提出的語(yǔ)言能力(competence)和語(yǔ)言運(yùn)用(performance)的區(qū)別。

11.

Therelationshipbetween"flower"and"lotus"is______.A.superordinateB.antonymyC.hyponymyD.homonymy正確答案：C[解析]hyponymy“上下義關(guān)系”，體現(xiàn)的是概念上的種屬之間的關(guān)系。在上下義關(guān)系中，概括性較強(qiáng)的詞為上義詞(superordinate)，特定性較強(qiáng)的詞為下義詞(hyponym)。題干中的flower“花”與lotus“蓮花”為上下義關(guān)系，蓮花屬于花，花是上義詞，蓮花是下義詞。

12.

Whatrhetoricaldeviceisusedinthesentence"Heisanall-purposebasket"?______A.Pun.B.Simile.C.Metaphor.D.Transferredepithet.正確答案：C[解析]“Heisanall-purposebasket.”運(yùn)用了隱喻(metaphor)的修辭手法，句意為“他是一個(gè)多面手”。

13.

Whichofthefollowingunderlinedpartsisasubjectclause?______A.Wearequitecertainthatwewillgetthereintime.B.Hehastofacethefactthattherewillbenopayrisethisyear.C.Shesaidthatshehadseenthemanearlierthatmorning.D.It'ssheerluckthattheminersarestillaliveaftertendays.正確答案：D[解析]A項(xiàng)是表語(yǔ)從句，是一個(gè)主系表的結(jié)構(gòu)；B項(xiàng)是同位語(yǔ)從句，that引導(dǎo)的同位語(yǔ)從句補(bǔ)充說(shuō)明先行詞的內(nèi)容；C項(xiàng)是賓語(yǔ)從句，that引導(dǎo)的賓語(yǔ)從句做謂語(yǔ)動(dòng)詞said的賓語(yǔ)；只有D項(xiàng)是主語(yǔ)從句，it是形式主語(yǔ)，真正的主語(yǔ)是后面的that從句部分。

14.

Whichofthefollowingsentencesispronouncedwitharise-falltone?______A.Hewon'tcomehomeforlunch,willhe?B.Haveyoufinishedyourhomework?C.Areyouastudentorateacher?D.Howareyou?正確答案：C[解析]在選擇疑問(wèn)句中，語(yǔ)調(diào)為先升后降。故選C項(xiàng)。

15.

Thefunctionofthesentence"Australialiesinthesouthernhemisphere"is______.A.interpersonalB.phaticC.informativeD.performative正確答案：C[解析]語(yǔ)言的功能主要包括人際功能(Interpersonal)、寒暄功能(Phatic)、信息功能(Informative)和施為功能(Performative)等。題干中的句子“澳大利亞位于南半球”，傳遞的是事實(shí)、信息，故選C項(xiàng)。

16.

Whichofthefollowingactivitiescanbeusedatthewhile-readingphase?______A.Predictingthetopic.B.Skimmingtofindthemainidea.C.Associatingthestorywithone'sownexperience.D.Researchingmoreinformationaboutthistopic.正確答案：B[解析]讀中階段可以設(shè)置略讀和找讀活動(dòng)，使學(xué)生理解文章大意和具體信息。B項(xiàng)符合題意。A、D兩項(xiàng)是讀前階段活動(dòng)，C項(xiàng)是讀后階段活動(dòng)。

17.

Whenyou'redrivingonamotorway,youmustobeythesignstellingyoutogetintotheright______.A.wayB.trackC.roadD.lane正確答案：D[解析]題干意為“當(dāng)你在機(jī)動(dòng)車(chē)道上行駛時(shí)，必須按照交通標(biāo)識(shí)指示的車(chē)道行駛”。四個(gè)選項(xiàng)中只有l(wèi)ane有“車(chē)道”的含義。

18.

Georgetook______ofthefineweathertodoaday'sworkinhisgarden.A.advantageB.profitC.possessionD.charge正確答案：A[解析]takeadvantageof“利用”；takeprofit“獲利”；takepossessionof“占領(lǐng)，奪取”；takechargeof“負(fù)責(zé)，擔(dān)任”。題干意為“喬治趁著好天氣在花園里干了一天活”。

19.

Asoundwhichiscapableofdistinguishingonewordinmeaningfromanotherinagivenlanguageisa______.A.phoneB.phonemeC.allophoneD.allomorph正確答案：B[解析]phone“音素”；phoneme“音位”；allophone“音位變體”；allomorph“詞素變體”。音位是語(yǔ)音系統(tǒng)中能夠區(qū)別詞義的基本語(yǔ)音單位，音位定義的要點(diǎn)是區(qū)別意義。故B項(xiàng)正確。

20.

Lindawouldthenfeelguiltyforherangerand______bydoingevenmoreforthechildren.A.surviveB.compensateC.withdrawD.complain正確答案：B[解析]句意：琳達(dá)為自己的憤怒感到內(nèi)疚，于是她為孩子們做更多的事情來(lái)進(jìn)行彌補(bǔ)。survive“幸存”；compensate“補(bǔ)償，彌補(bǔ)”；withdraw“撤退”；complain“抱怨”。

Asthelatestcropofstudentspentheirundergraduateapplicationformandweighuptheiroptions,itmaybeworthconsideringjusthowthepoint,purpose,andvalueofadegreehaschangedandwhatGenerationZneedtoconsiderastheystartthethirdstageoftheireducationaljourney.

Millennialsweretoldthatifyoudidwellinschool,andgotadecentdegree,youwouldbesetupforlife.Butthatpromisehasbeenfoundwanting.Asdegreesbecameuniversal,theybecamedevalued.Educationwasnolongerasecurerouteofsocialmobility.Today,28percentofgraduatesintheUKareinnon-graduateroles,apercentagewhichisdoubletheaverageamongOECDcountries.

Thisisnottosaythatthereisnopointingettingadegree,butratherstressthatadegreeisnotforeveryone,thattheswitchfromclassroomtolecturehallisnotaninevitableoneandthatotheroptionsareavailable.

Thankfully,therearesignsthatthisisalreadyhappening,withGenerationZseekingtolearnfromtheirmillennialpredecessors,evenifparentsandteacherstendtobestillsetinthedegreemindset.Employershavelongseentheadvantagesofhiringschoolleaverswhooftenprovethemselvestobemorecommittedandloyalemployeesthangraduates.Manytooareseeingtheadvantagesofscrappingadegreerequirementforcertainroles.

Forthoseforwhomadegreeisthedesiredroute,considerthatthismaywellbethefirstofmany.Inthisageofgeneralists,itpaystohavespecificknowledgeorskills.Postgraduatesnowearn40percentmorethangraduates.Whenmoreandmoreofushaveadegree,itmakessensetohavetwo.

ItisunlikelythatGenerationZwillbedonewitheducationat18or21;theywillneedtobeconstantlyup-skillingthroughouttheircareertostayemployable.Ithasbeenestimatedthatthisgeneration,duetothepressuresoftechnology,thewishforpersonalfulfillment,andthedesirefordiversity,willworkfor17differentemployersoverthecourseoftheirworkinglifeandhavefivedifferentcareers.Education,andnotjustknowledgegainedoncampus,willbeacorepartofGenerationZ'scareertrajectory.

Oldergenerationsoftentalkabouttheirdegreeinthepresentandpersonaltense:"IamageographerorIamaclassist."Theirsonsordaughterswouldneversaysuchathing;it'sasiftheyalreadyknowthattheirdegreewon'tdefinetheminthesameway.1.

TheauthorsuggeststhatGenerationZshould______.A.becarefulinchoosingacollegeB.bediligentateacheducationalstageC.reassessthenecessityofcollegeeducationD.postponetheirundergraduateapplication正確答案：C[解析]文章第一段第一句提到，Z世代在填寫(xiě)本科申請(qǐng)表時(shí)，或許需要審視一下學(xué)位的意義、目的和價(jià)值，以及在開(kāi)啟教育生涯的第三階段之時(shí)所應(yīng)考慮的事情。C項(xiàng)“重新審視大學(xué)教育的意義”符合題意。

2.

ThepercentageofUKgraduatesinnon-graduaterolesreflects______.A.Millennial'sopinionsaboutworkB.theshrinkingvalueofadegreeC.publicdiscontentwitheducationD.thedesiredrouteofsocialmobility正確答案：B[解析]文章第二段第三句提到，“Asdegreesbecameuniversal,theybecamedevalued.”下文舉例英國(guó)從事無(wú)需本科學(xué)歷的工作的大學(xué)生數(shù)據(jù)旨在說(shuō)明這一現(xiàn)象，即本科畢業(yè)生正在貶值。

3.

Theauthorconsidersitagoodsignthat______.A.GenerationZareseekingtoearnadecentdegreeB.SchoolleaversarewillingtobeskilledworkersC.EmployersaretakingarealisticattitudetodegreesD.Parentsarechangingtheirmindsabouteducation正確答案：C[解析]從文章第四段可以得知，雇主開(kāi)始認(rèn)為中學(xué)畢業(yè)生優(yōu)于大學(xué)畢業(yè)生，并且也樂(lè)于取消崗位的學(xué)歷限制，也就是說(shuō)雇主對(duì)待大學(xué)學(xué)位的態(tài)度發(fā)生了轉(zhuǎn)變。

4.

ItisadvisedinParagraph5thatthosewithonedegreeshould______.A.makeanearlydecisionontheircareerB.attendonthejobtrainingprogramsC.teamupwithhigh-paidpostgraduatesD.furthertheirstudiesinaspecificfield正確答案：D[解析]文章第五段第四句“Whenmoreandmoreofushaveadegree,itmakessensetohavetwo”表明，作者贊同在本科畢業(yè)后繼續(xù)深造，拿到更高的學(xué)位。D項(xiàng)符合題意。

5.

WhatcanbeconcludedaboutGenerationZfromthelasttwoparagraphs?______A.Lifelonglearningwilldefinethem.B.Theywillmakequalifiededucators.C.Degreeswillnolongerappealthem.D.Theywillhavealimitedchoiceofjobs.正確答案：A[解析]文章第六段第三句“Education,andnotjustknowledgegainedoncampus,willbeacorepartofGenerationZ'scareertrajectory”可知，終身學(xué)習(xí)將成為Z世代的特征之一。

UnlessyouspendmuchtimesittinginacollegeclassroomorbrowsingthroughcertainareasoftheInternet,it'spossiblethatyouhadnotheardoftriggerwarningsuntilafewweeksago,whentheymadeanappearanceintheTimes.Thenewspaperexplainedthatthetermreferstopreemptivealters,issuedbyaprofessororaninstitutionattherequestofstudents,indicatingthatmaterialpresentedinclassmightbesufficientlygraphictosparksymptomsofpost-traumaticstressdisorder.

Thetermseemstohaveoriginatedinonlinefeministforums,wheretriggerwarningshaveforsomeyearsbeenusedtoflagdiscussionofrapeorothersexualviolence.TheTimespiece,whichwasskepticallytitled"Warnings:TheLiteraryCanonCouldMakeStudentsSquirm",suggestedthattriggerwarningsaremovingfromtheonlinefringestotheclassroom,andmightbemorebroadlyappliedtohighlightinadvancethedistressoroffensethataworkofliteraturemightcause."HuckleberryFinn"wouldcomewithawarningforthosewhohaveexperiencedracism,"TheMerchantofVenice"wouldhaveananti-Semitismwarningattached.ThecallfromstudentsfortriggerwarningswasspreadingoncampusessuchasOberlin,whereaproposalwasdraftedthatwouldadviseprofessorsto"beawareofracism,classism,sexism,andotherissuesofprivilegeandoppression"indevisingtheirsyllabi;andRutgers,whereastudentarguedinthecampusnewspaperthattriggerwarningswouldcontributetopreservingtheclassroomasa"safespace"forstudents.

Onlinediscussionoftriggerwarningshassometimesbeenguardedlysympathetic,sometimescritical.JessicaValentihasnotedonTheNation'swebsitethatpotentialtriggersfortraumaaresomanifoldastobebeyondthepossibilityofcataloging:"Therearenotriggersforwarningforlivingyourlife."Somehavesuggestedthataprofessor'sabilitytoteachwouldbecompromisedshoulditbecomecommonplacefor"TheGreatGatsby"tohearatriggerwarningalertingreaderstothedisgustingcharactersandincidentswithinitspages.Othershaveworriedthattrigger-warningadvocates,inseekingtoprotectthevulnerable,runtheriskofdisempoweringtheminstead,"Bendingtheworldtoaccommodateourpersonalfrailtiesdoesnothelpusovercomethem,"JennyJarviewroteonTheNewRepublic'sonlinesite.

Jarvie'spiece,likemanyothersonthesubject,citedtheUniversityofCalifornia,SantaBarbara,asacampuswherechampionsoftriggerwarningshavemadesignificantprogress.Earlierthisyear,studentsatU.C.S.B.agreeduponaresolutionrecommendingthatsuchwarningsbeissuedininstanceswhereclassroommaterialsmighttouchupon"rape,sexualassault,abuse,self-injuriousbehavior,suicide,andgraphicviolence".Theresolutionwasbroughtbyaliteraturestudentwhosaidthat,asapastvictimofsexualviolence,shehadbeenshockedwhenateachershowedamovieinclassthatdepictedrape,withoutgivingadvancenoticeofthecontent.Thestudenthopedtospareothersthepossibilityofexperiencingapost-traumaticstressreaction.

Thetrigger-warningdebatemay,bycomparison,seemhardtounderstand;butexpressalargeculturalpreoccupationwithachievingsafety,andafearoflivinginitsabsence.Thehopethatsafetymightbefound,asinatherapist'soffice,inaclassroomwhereliteratureisbeingtaughtisindirectcontradictiontoonepurposeofliterature,whichistogiveexpressionthrougharttodifficultanduncomfortableideas,andtherebytoenlargethereader'sexperienceandcomprehension.Theclassroomcanneverbeanentirelysafespace,nor,probably,shoulditbe.Butit'sdifficulttofaultthosewhohopethatitmightbe,whentheoutsideworldconstantlyprovesitselfpervasivelyhostile,aswellas,onoccasion,horrificallyviolent.6.

Whichofthefollowinggroupsofpeoplearemostinfavorof"triggerwarning"?______A.Students.B.Reporters.C.Feminists.D.Professors.正確答案：A[解析]題干意為“下列哪組人最贊成‘預(yù)警’?”由第二段“ThecallfromstudentsfortriggerwarningswasspreadingoncampusessuchasOberlin...”可知，學(xué)生最贊成“預(yù)警”。本文提到triggerwarning時(shí)主要講到對(duì)學(xué)生的影響。

7.

Whichofthefollowingmightbeapossiblechangetobebroughtaboutbytriggerwarningtoliteratureteaching?______A.Teacherswillabandonmaterialsrelatedtoracism,sexism,violence,etc.B.Teacherswillignorestudents'requestsfora"safespace"indesigningtheirsyllabi.C.Teacherswillgivestudentsadvancenoticeofthecontentthatislikelytodistressoroffendthem.D.Teacherswillallowstudentstoexpressdifferentanduncomfortableideastoenlargetheirexperience.正確答案：C[解析]文章第二段列舉了“預(yù)警”的例子，如教師在講解《哈克貝利·費(fèi)恩歷險(xiǎn)記》之前需要對(duì)受到過(guò)種族歧視的學(xué)生做出預(yù)警，《威尼斯商人》則涉及反猶太人。題干意為“對(duì)文學(xué)教學(xué)而言，下列哪項(xiàng)可能是被觸發(fā)警告帶來(lái)的一個(gè)可能的變化?”C項(xiàng)“教師將提前告訴學(xué)生，文章內(nèi)容有可能冒犯到他們”符合題意。

8.

Whatdoestheauthormeanby"compromised"inParagraph3?______A.Questioned.B.Improved.C.Challenged.D.Weakened.正確答案：D[解析]根據(jù)文章第三段“Somehavesuggestedthataprofessor'sabilitytoteachwouldbecompromisedshoulditbecomecommonplacefor'TheGreatGatsby'tohearatriggerwarningalertingreaderstothedisgustingcharactersandincidentswithinitspages.”，可知compromised意為“妥協(xié)的”，與weakened“被削弱”意思相近。

9.

Whatdoes"them"inParagraph3referto?______A.Risks.B.Frailties.C.Traumas.D.Possibilities.正確答案：B[解析]文章第三段“Bendingtheworldtoaccommodateourpersonalfrailtiesdoesnothelpusovercomethem”意為“扭曲世界來(lái)適應(yīng)我們個(gè)人的弱點(diǎn)并不能幫助我們克服這些弱點(diǎn)”。根據(jù)句意，them指代的是“ourpersonalfrailties”，故B項(xiàng)正確。

10.

Whichofthefollowingcanbethenegativeimpactthattriggerwarningexertsonliteratureteachingaccordingtothewriter?______A.Itmayhighlightthepurposeofliteratureteaching.B.Itmayexposestudentstothedarksideoftheworld.C.Itmaydeprivestudentsoftheirintellectualgrowth.D.Itmaycausestudentstoexperienceapost-traumaticstressdisorder.正確答案：C[解析]文章第四段提到，一位U.C.S.B.的文學(xué)系學(xué)生曾經(jīng)在某節(jié)課上看到了含有刺激性畫(huà)面的電影，所以她提出了“預(yù)警”方案，希望以此避免引起更多人的創(chuàng)傷后應(yīng)激反應(yīng)。而作者在第五段提出，文學(xué)課的目的是讓學(xué)生見(jiàn)識(shí)到各式各樣的想法，其中包括美好的思想，也包括晦澀難懂、令人不適的內(nèi)容，并以此拓寬學(xué)生們的經(jīng)歷，增強(qiáng)他們的理解能力?！邦A(yù)警”的使用與這一目的正好相反，因此其可能帶來(lái)的負(fù)面影響就是學(xué)生獲取知識(shí)的可能性被剝奪。

二、簡(jiǎn)答題根據(jù)題目要求完成下列任務(wù)，用中文作答。1.

簡(jiǎn)述間接糾錯(cuò)的含義，列舉四種常見(jiàn)的間接糾錯(cuò)方式，并選擇兩種方式進(jìn)行舉例說(shuō)明。正確答案：(1)間接糾錯(cuò)是指學(xué)生出現(xiàn)語(yǔ)言錯(cuò)誤后教師不直接予以糾正，而是間接提醒學(xué)生使用正確的語(yǔ)言形式。

(2)常見(jiàn)的間接糾錯(cuò)方式有重復(fù)、重述、澄清請(qǐng)求、元語(yǔ)言反饋等。

(3)①重復(fù)。

教師發(fā)現(xiàn)學(xué)生的語(yǔ)言錯(cuò)誤后，用“Oncemore./Pardon?/Repeatit,please.”等對(duì)學(xué)生加以引導(dǎo)，要求學(xué)生重新回答。

T:Whatdidyouhaveforsupperyesterday?

S:Ihaveaglassofmilkandsomedumplings.

T:Oncemore.

S:Ihadaglassofmilkandsomedumplings.

T:Thatisright.

②澄清請(qǐng)求。

澄清請(qǐng)求指學(xué)生的話語(yǔ)有錯(cuò)誤時(shí)，教師通過(guò)反問(wèn)或選擇疑問(wèn)等手段請(qǐng)求學(xué)生對(duì)先前的話語(yǔ)加以澄清。

T:Howoftendoyoudotheexercise?

S:Once.

T:Excuseme.

S:Once.

T:Oncewhat?

S:Onceaweek.

三、教學(xué)情境分析題根據(jù)題目要求完成下列任務(wù)，用中文作答。以下片段選自某課堂實(shí)錄。

T:TodayisMary'sbirthday.Ifyou'reMary'sfriend,LiMing,whatwillyousaytoher?

S1:Mary!Happybirthdaytoyou!Hereismybirthdaypresent.It'sabook.Ihopeyoulikeit.

S2:Mary!Thiscardisforyou.Ihopeyouwillbehappy.

...

S5:IthinkLiMingwillsay,"Mary!Youarebeautiful.Ilikeyou!Here'smypresent.Ihopeyoulikeit."

(Afterheanswersit,theotherstudentslaugh,andtheclassroomturnedintoamessimmediately.Thentheteachersays...)

T:...

S5:Thankyou,Ilikeit.

Thestudentsitsdownandthewholeclassstudentswarmlyapplaudforhim,theneveryone'sspeechbecomeswarmerandmoreenthusiastic.

請(qǐng)分析該教學(xué)片段并回答下列問(wèn)題。1.

當(dāng)學(xué)生說(shuō)“Ilikeyou”時(shí)，請(qǐng)按照上述片段為該教師設(shè)計(jì)答語(yǔ)。正確答案：T:Ithinkyouareacleverboy.YourEnglishisverygood.IthinkMarywillbeverygladtohearit.Here'smypresent(apencil)foryouranswer.Ihopeyouwilllikeit.

2.

針對(duì)上述片段，簡(jiǎn)述巧妙地處理課堂意外的重要性，以及教師如何保護(hù)學(xué)生“開(kāi)口說(shuō)英語(yǔ)”的積極性。正確答案：教師在課堂上難免會(huì)遇到一些始料未及的事情，這是教學(xué)中的不確定因素，它會(huì)打斷教師的教學(xué)行為和師生的思路，影響教學(xué)的正常進(jìn)行。倘若處理不當(dāng)，不但會(huì)使課堂秩序遭到破壞，影響師生感情，而且會(huì)影響課程進(jìn)度。因此需要教師果斷、巧妙地采取措施，迅速、妥善地處理課堂意外。顯然，該教師通過(guò)自己的機(jī)智，巧妙地避開(kāi)了學(xué)生5突然提出的話題，同時(shí)學(xué)生5對(duì)老師的贊揚(yáng)和禮物作出了恰當(dāng)?shù)幕貞?yīng)，這一系列行為把課堂氣氛推向了一個(gè)高潮。

由開(kāi)放的導(dǎo)入而生成的豐富的學(xué)生資源，打破了舊課堂秩序的平衡，教師要在不斷變化的課堂中發(fā)現(xiàn)、判斷、整合信息，隨時(shí)把握有價(jià)值的意外情況，推動(dòng)教學(xué)的生成與發(fā)展。針對(duì)學(xué)生的回答，教師要及時(shí)給予回應(yīng)，遇到意外情況時(shí)，教師要給學(xué)生以鼓勵(lì)，并對(duì)他們的想法及表達(dá)給以肯定，以保護(hù)學(xué)生開(kāi)口說(shuō)英語(yǔ)的積極性。

四、教學(xué)設(shè)計(jì)題根據(jù)提供的信息和語(yǔ)言素材設(shè)計(jì)教學(xué)方案，用英文作答。1.

設(shè)計(jì)任務(wù)：請(qǐng)閱讀下面的學(xué)生信息和語(yǔ)言素材，設(shè)計(jì)25分鐘的英語(yǔ)閱讀教學(xué)方案。教案沒(méi)有固定格式，但須包含下列要點(diǎn)：

●Teachingobjectives

●Teachingcontents

●Keyanddifficultpoints

●Majorstepsandtimeallocation

●Activitiesandjustifications

教學(xué)時(shí)間：25分鐘

學(xué)生概況：某城鎮(zhèn)普通中學(xué)高中一年級(jí)學(xué)生，班級(jí)人數(shù)40人。多數(shù)學(xué)生已經(jīng)達(dá)到《普通高中英語(yǔ)課程標(biāo)準(zhǔn)(實(shí)驗(yàn))》五級(jí)水平。學(xué)生課堂參與積極性一般。

語(yǔ)言素材：

Franklin'sFamousKiteExperiment

Intheeighteenthcentury,BenjaminFranklinconductedanumberofexperimentsinwhichheshowedwhatelectricityis.Hereishowhedescribedoneofhisexperiments.

InJune1752,Iwantedtoshowthatlightningandelectricityarethesame.HavingrealizedthatIcoulduseakitetoattractlightning,Idecidedtodoanexperiment.Ibuiltastrongkiteandwaitedforbadweather.Whenthefirstthunderstormcame,ItookmycondensertoashedinthefieldswhereIcoulddomyexperiment.Mysonhelpedmeflythekite.

Thekiteflewhighintherainysky,butnothinghappened.Iwasbeginningtothinkthattheexperimentwouldnotwork.Justthen,Isawsomeofthehairsonthestringstandup.Thestringwasgettingcharged!Ibroughtmyfingerclosetothekeyandfeltalightbutveryclearelectricshock.Othersfollowedevenbeforethewholestringwaswet,andlwasabletocollectandstoreagreatdealofelectricityinthecondenser.Thisexperimentprovesthatlightningandelectricityarethesame.

Todotheexperimentyouneedfourthings,akite,akey,somereallybadweather,andacondenser,tostoreelectricity.Mostkitesaremadeofpaper,butakitemadeofsilkwillnottearsosooninweatherwithrainandstrongwinds.Buildtheframeofthekitebymakingasmallcrossoftwopiecesoflightwood.Thepiecesshouldbejustlongenoughtoreachthecornersofthehandkerchief.Tiethecornersofthehandkerchieftothepointsofthecross,andyouwillhaveanicestrongkite.Addatailtotheframeandtiealongstringtothecrosssoyoucancontrolthekite.

Thenextthreestepsareveryimportant.First,fixaverysharppieceofmetal,pointingafootormoreabovetheframetothetopofthelongerstickofthecross.Second,fastenakeytotheendofthelongstring.Third,tieasilkribbontothestring,justabovethekey.Thisribbon,whichmustnotgetwet,willprotectyoufromtheelectricity.

Flythekitewhenathunderstormappearstobecomingon.Standinsideadoor,orundersomecover,sothatthesilkribbondoesnotgetwet.Takecarethatthestringdoesnottouchthewallorthedoor.Whenathundercloudcomesoverthekite,thesharppieceofmetalwillpulltheelectricityfromthecloud.Thekiteandthestringwillbecomecharged.Whenthekiteandthestringarewetfromtherain,theywillconducttheelectricityverywell.Youcancollectandstoretheelectricityinthecondenseranduseitforotherexperiments.正確答案：[參考設(shè)計(jì)]

Classtype:Readingclass

Teachingcontents

ThispassageisanintroductiontoFranklin'sfamouskiteexperiment.

Teachingobjectives

(1)Knowledgeobjectives

Studentscanmasterthefollowingwords,phrases,andsentencepatterns:

Importantwords:conduct,charge,shock,prove,tear,fasten,explain,appear

Importantphrases:doanexperiment,agreatdeal,tie...to,stop...from...

Importantsentencepatterns:HavingrealizedthatIcoulduse...ldecidedtodoanexperiment.

(2)Abilityobjectives

Studentscanimprovetheirreadingabilitythroughreadingactivities.

(3)Emotionalobjectives

Afterlearningthepassage,studentsareexpectedtoknowaboutsomefamousscientistsandtheirinventionsandstudents'scienceliteracycanbeenhanced;Studentswillhaveaseriousattitudetowardsscience.

Teachingkeyanddifficultpoints

(1)Teachingkeypoints

①Studentscanmasterthewordsandphraseslistedabove.

②Studentscanimprovetheirreadingability.

(2)Teachingdifficultpoints

①Studentscanunderstandthefollowingsentencecorrectly.

HavingrealizedthatIcoulduseakitetoattractlightning,Idecidedtodoanexperiment.

②Studentscanunderstandthepassagebetter.

Teachingprocedures

Step1Pre-reading(3minutes)

Todaywecometothereading.It'saboutFranklin'skiteexperiment.Asweallknow,BenjaminFranklinisafamouspolitician.Buttodaywewillreadapassageabouthimasascientist.Weshouldlearnabouthisseriousattitudetowardsscience.Let'sseehowFranklinmadehisfamouselectricityexperimentbyflyingakite.

Theteachercanaskstudentssomequestions,suchasthefollowing:

Doyouhavetheexperienceo