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《英语学科知识与教学能力》初级中学一.单项选择题本大题共30小题,每小题2分,共60分
1.It iswhen youmisunderstand thecustoms ofother countries.A.embarrassing B.specific C.typical D.unique
2.Nowadayscertain limit should beset onuse ofcars toreduce airpollution.A./;the B.a;the C.the;the D.a;a
3.The studentmust beworking veryhard,A.doesn the B.does hednrnstn the D.isn the
4.Jimmy askedMary tolend himsome moneythat hepaid herback the followingmonth.A.on occasionB.in caseC.under circumstancesD.on condition
5.,she hasseen muchof theworld.A.A child as she is B.childasshe isC.She is a childD.Child asis she
6.good ashadow playis dependson thesinging andhandling ofpuppets.A.What B.How C.That D.which
7.Which of the followingcan beregarded as a communicativelanguage taskA.Information gapactivity.B.Dictation.C.Sentence transformation.D.Blank filling.
8.The stemof the word“disagreements”is.A.disagree B.agree C.agreement D.agreements
9.Which of the followingvowels is a roundedvowelA.[i:]B.[u:]C.[I]D.[a:]
10.The word“unbearable”is composedofmorphemes.A.one B.two C.three D.four
11.Which of the followingactivities ismost likelyinteractiveA.Show picturesB.role playC.mimicking D.pattern drills
12.Which of the followingis nota suitablepost-reading activityA.Getting thegist of the textB.Retelling the story of the textC.make a story about the contentof passageD.oral discussionof the topic of thetext
13.If ateacher getsan incorrectanswer fromstudents,it ismost appropriateforhim orher tosay inorder toencourage them.A.No.I dont likeyour answers.just likea juniormiddle school in China.It isin thetown centre,not farfrommy home.The school is not as bigas thosein China.There are about10classes and200students.There is only onebuilding for the classroomsand the teachers offices.Besides the classrooms,there is also anart room and amusic room.There isaplayground,a smalllibrary,and agym.There are all kindsof booksin the library.There isa lotof freetime,so weoften goto thelibrary toread orborrow books.Ireally like thelibrary.Oh,I almostforget.There isalso acanteen in our school.During theweekdays,we eatour lunchthere.Although I,ma new studenthere,the teachersand studentsarevery friendlyto me.They aretrying toteach meEnglish,so myEnglish isgettingbetter and better.I hopeyou arealso makingprogress in English.参考答案
一、单选题1-10ABDDB BABBC11-20BADDA BDCAC21-30DBBAC DDBAA
二、简答题(本大题1小题,20分)
31.【参考答案】英语课程的基本理念包括
(1)注重素质教育,体现语言学习对学生发展的价值;
(2)面向全体学生,关注语言学习者的不同特点和个体差异;
(3)整体设计目标,充分考虑语言学习的渐进性和持续性;
(4)强调学习过程,重视语言学习的实践性和应用性;
(5)优化评价方式,着重评价学生的综合语言运用能力;
(6)丰富课程资源,拓展英语学习渠道课程标准强调学生的发展是英语课程的出发点和归宿因此,课程实施应成为学生在教师指导下构建知识、提高技能、磨砺意志、活跃思维、展现个性、发展心智和拓展视野的过程教师在教学过程中应有意识地引导学生,激发学生掌握外语的需求,引发学生学习的积极性和主动性,充分发挥学生在课堂上的主体作用,将外语学习的任务真正转化为“学”而不是“教
三、教学情境分析题
32.【参考答案】
(1)该教师采用的授课方法为启发法、联想法、图片展示法
(2)启发法利弊优点
①启发式教学确立了主体教学观,让学生真正成为学习的主人,体现了教师主导,学生主体的教学观
②启发式教学法加强了师生双方情感交流,营造了民主和谐,愉悦的课堂环境
③启发式教学法注重学习方法的指导和培养,正如孔子说“不愤不启,不俳不发,举一隅不以三隅反,则不复也”弊端对于基础较差的学生,通过教师的启发也许不能得到教师预设的答案,因此为了达到因材施教,教师要结合多种方法进行教学,以满足不同学生的需要联想法利弊优点
①从易到难,通过运用已知的知识,学习新的内容,便于学生理解
②归类记忆,通过归类新旧知识的联系,帮助学生牢固记忆弊端通过联想,进行知识讲解如果学生的迁移能力较差,可能会造成知识的混乱现象图片展示法利弊:优点
①创设情境,激发兴趣兴趣是最好的老师,有了兴趣,人的主观能动性就能充分调动、发挥出来,从而取得好的学习效果
②直观教学展示法,更易理解通过直观的图片展示来进行教学,可以激发学生的学习兴趣,帮助学生克服教学中的难点弊端如果教师利用的图片过多,会分散学生的注意力学生可能会只关注于图片的内容,而忽视了重要的知识点
四、教学设计题本大题1小题,40分
33.【参考答案】Teaching contentsIt isa passageabout Lilyand a letter shewrote toXiaofang to introduce herEnglandschool一Hillside SecondarySchool.Teaching objectives1Knowledge andskillsStudents masterthe place wordssecondary school,office,art room,music room,playground,library,gym,canteen.Students learnand can use the comparative phrasesjust like,be notas…as,get betterand better.Students reviewthe grammaticalstructureThere is/are***Students read the text and getspecific informationfrom the text.2Process andmethodsStudents discuss in pairsor ingroups anddo exercisesto whollyunderstand thetext.3Emotional attitudesand valuesStudentscompare the similarities anddifferences of the gainedinformation aboutEngland school from the textwith theirexisting knowledgeabout Chinese school.Teaching keypoints Studentsunderstand the passage,especially theletter writtenby Lily,and knowhow tointroducetheir school.Teaching difficult points Students canusecomparative phrasesto describethesimilaritiesand differencesbetweenEnglandschool and Chineseschoolin their ownwords.Teaching proceduresStep1Pre-reading10minutesBefore thereading activity,the teacherprepares somequestions thatare relatedto thetopicas followings.
①Do youknow anythingabout schoolsin England
②Do you think schoolsin Englandareallvery big
③Can youguess howmany studentsthere are in aclassStudents aredivided intogroups,four ineach group,to discussthe questionsopen-mindedly.Then eachgroup shouldconclude threeaspects aboutthe similaritiesanddifferences between Chineseschooland British school.Some studentsgive areportabout theirdiscussion.JustificationThe questions can help students predictthe text.Students willeagerlyread the text toprove theirguess.Step2While-reading20minutes1Students readthe textcarefully andanswer theTrue/False questions.Question True/False
①Lily sschool isas bigas thosein China.
②There aren,t manystudents ineach class.
③The classroomsand the teachers officesarein the samebuilding.
④There isa playground,but nogym.©There isa roomfor learningmusic.
⑥There aremany booksin thelibrary.
⑦Lily doesn t likeher newschool.When themajority of the students finish the task,students checktheir answersinpair.They candiscussina lowvoice.Then,the teachergives the correct answers.2Students readthe textagain andfind outthe differencesbetween Britishschooland their own school.They shouldfill theform belowwith somekey wordsshowon theblackboard.Schools inEngland Schoolsin ChinaCalled“secondary school”Called“middle school77Schools arenot bigSchools arebigSmall classesBig classesJustificationThe trueor falsequestionscanexamine students understandingof the text.The secondform willtrain studentsgeneralization ability.The twotaskscan ensurestudents totally understand thetext.Step3Post-reading15minutes1VocabularyStudents aregiven severalminutes toscan thetextandfind outthe newplacewordscanteen,playground,office,gym,music room,library,art room,secondary school.Then the teacher examinesstudents understandingof the words byasking“Whatdo youdo in…?”Do the following exerciseto consolidatethe vocabularyCompletethe followingsentences with the wordsgiven in the box.Canteen,play ground,office,gym,music roomLibrary,art room,secondary school
①If wewant tohave mealsin theschool,we goto
②If wewant toread orborrow books,we goto the.
③When teachersfinish theirclasses,they oftengo backto their.
④During thebreak or after class,students oftenplay atthe.
⑤In Britain,a middle schoolis called a.
一、单项选择题(本大题共30小题,每小题2分,共60分)在每小题列出的四个备选项中选择一个最佳答案
1.In theCommunicative classrooms,the teachermight be a“”一engaging incommunicative activitiesalong withstudents.A.co-communicator B.co-instructor C.co-learner D.co-performer
2.Written languageis.A.always producedin completesentencesB.produced witha highproportion ofrepetition orredundancyC.generally producedin fairlysimple sentencestructuresD.generally producedin informal,simple orcommon vocabulary
3.What syllabusdoes the following presentUnit1Self-introductionUnit2GreetingsUnit3Asking the wayUnit4Making apologiesUnit5InvitingUnit6Extending thanksA.Structural syllabus.B.Topic syllabus.C.Functional syllabus.D.Outline.
4.“He likesreading novels.“He likesreading books.”A.entails B.presupposesC.is inconsistentwith D.is synonymouswith
5.According toF.de Saussure,refers to the abstractlinguistic systemsharedby all the membersof aspeech community.A.parole B.performance C.langue D.language
6.The semanticcomponents of the word“gentleman”can beexpressed as.A.\[+animate,+male,+human,adult\]B.\[+animate,+male,+human,+adult\]C.\[+animate,male,+human,adult\]D.\[+animate,male,+human,+adult\]
7.In Austins speechact theory,anact isthe actperformed byor resultingfromsaying something,in otherwords,the consequenceof,or thechange broughtaboutby theutterance.A.speech B.illocutionary C.perlocutionaryD.locutionary
8.Which oneof themain componentsof communicativecompetence isconcerned withtheappropriate useof languagein socialcontextA.Linguistic competence.B.Pragmatic competence.C.Discourse competence.D.Strategic competence.
9.Which of the followingbest describesfirst languageacquisitionA.Caretaker talk.B.Minimal pairpractice.C.Selected input.D.Timely errorcorrection.
10.Which of the followingdoesn tbelong to the parcticalassignmentA.DIY B.Survey C.Interview D.recitation
11.The patienthas beenof thesafety of the operation.A.guaranteed B.assuredC.entrusted D.confirmed
12.the inventionof thesteam engine,most formsof transportwerehorse drawn.A.Akin toB.Prior toC.In additionto D.With referenceto
13.The boarddeemed iturgent that these filesright away.A.had to be printedB.should havebeen printedC.must beprinted D.should beprinted
14.When teachingpronunciation,we should.A.drill anindividual soundfor morethan afew minutesa timeB.create apleasant,relaxed,and dynamicclassroomC.ask the students toimitate fora longtimeD.be authoritativeinourteaching
15.When ateacher getsthe studentsto skima passage,the focusisontrainingthe skillof.A.overall comprehensionB.appreciatory comprehensionC.evaluative comprehensionD.inferential comprehension
16.What isthe teacherdoing interms oferror correctionSI watcha verygood footballmatch onTV yesterday.TYou WATCHEDa verygood footballmatch yesterday.A.Helping correct the mistake.B.Giving ahint that thestudenthas usedthe wrongtense.C.Asking thestudent tocorrectthemistake himself.D.Asking thestudent whetherhe reallysaw thefilm.
17.A sentenceisaconcept,and the meaning of a sentenceis oftenstudiedin isolation.A.pragmatic B.grammatical C.mental D.conceptual
18.The relationshipbetween hotand coldis.A.gradable antonymyB.complementary antonymyC.converse antonymyD.hyponymy
19.How manymorphemes arethere in theword“analogy”B.Nonsense;it is not whatI want!C.Your answeris farbeyond the point.D.You missedthepoint,but I am gladyou mentionedanother point.
14.Which ofthe followingactivities ismost suitablefor individualworkA.Presenting newlanguage.B.Role play.C.Information gap.D.Writing summaries.
15.The foursounds\[p\]\[b\]\[m\]and\[w\]have onefeature incommon,i.e,theyare all.A.bilabial B.stop C.approximent D.velar
16.When areader triesto getthemeaningof anewwordbased onthe contextualclue,heisusingapproaches.A.bottom-up B.top-down C.interactive D.grammar
17.A lessonnormally focuseson.A.a particulartopic B.a structureorafunction C.skills D.all ofthe above
18.The soundsthat beginand endthe words,church andjudge“are voicelessandvoiced,respectively.A.stops B.fricatives C.affricates D.plosives
19.What isthe correctway toreadthedecimal
176.307v inEnglishA.One hundredand seventysix pointthree zeroseven.B.One hundredand seventysix pointthree hundredand seven.C.One sevensix pointthree zeroseven.D.One sevensix pointthree hundredand seven.
20.In anAudio lingualclassroom,a dialogueis usuallypresented andmemorizedbefore specificare pickedout from it andlater becomethe focusof drillexercises.A.expressions B.phrases C.grammatical patternsD.idiomsA.1B.4c.2D.
320.According to the designofthenew curriculumcover sjunior highschoolyears whichleads to the endof compulsoryeducation.A.levels3-5B.level5C.level3D.level4请阅读Passage1,完成2广25小题Passage1When we meet anotherperson for the first time,we areactually floodedwith newinformation.Almost atonce,we noticehis appearance,style ofdress,and mannerofspeech.Furthermore,as welisten towhat hehas tosay andobserve thethingshe does,we beginto formsome ideasof whatkind ofperson heis andwhat heintendsto do.As youknow fromyour ownexperience,though,we do not onlygather theseseparatepieces of information.Instead,we gofurther andcombine them into aunifiedpicture.In short,we forman overallimpression ofeach personwemeet一an impressionthat can be favorableor unfavorable.But howprecisely do we performthistask Howdowecombine somuch differentinformation into a clearfirstimpression withsuch quickspeed Agreat dealof researchhas beenperformed onthisquestion,and resultspoint to the followinganswerWe performthis taskthrougha specialtype of averaging.Expressed verysimply ourimpressions ofothers seemto representa weightedaverageof all information that can begathered aboutthem.That is,they reflecta processinwhich all information we have about others isaveraged together一but withsomefacts,or inputreceiving greatersense.For example,in formingan impression ofa newboss youwould probablybe influencedtoamuch greaterdegree byhow thispersongives youorders whetherrespectfully ornot thanby thecolor ofhis orhereyes.The factthat notallinformationaboutotherpersons affectsourimpressions ofthem tothe samedegree,raises animportant questionJust whatkindsof inputreceive thegreatest weightAgain researchprovides somerevealinganswers.
21.This passageis mainlyabout.A.how ourfirst impressionsare expressedB.how ourfirst impressionsare formedC.how wecan favorablyimpress othersD.how first impression affectour lives
22.According tothe passage,the firstimpression is.A.the resultof quicklook
8.not basedon enoughinformationC.a combinationof piecesof informationD.the observationof whata persondoes
23.Research hasshown thatfirst impressionsare generallymore influencedby.A.the wayothers speakB.appearance andstyle ofdressC.allinformationwehaveD.certain typesofinformationat hand
24.The word“weight”in thelast paragraphis closestin meaningto.A.amount B.researchC.importance D.burden
25.The followingparagraph willmost probablydiscuss.A.wrong firstimpressionofother peopleB.selected informationfor formingfirst impressionC.the importance of firstimpression injob situationD.ways ofmaking goodfirstimpression请阅读Passage2,完成2630小题〜Passage2The wordreligion isderived fromthe Latinnoun religio,which denotesboth earnestobservanceof ritualobligations andan inwardspirit ofreverence.In modernusage,religion coversa widespectrum ofmeaning thatreflects theenormous varietyofways theterm can be interpreted.At oneextreme,many committedbelievers recognizeonlytheir owntradition asa religion,understanding expressionssuch asworshipand prayerto referexclusively tothe practicesof their tradition.Although manybelieversstop shortof claimingan exclusivestatus for theirtradition,they mayneverthelessuse vagueor idealizingterms indefining religionfor example,truelove ofGod,orthepath of enlightenment.At the other extreme,religion may beequated withignorance,fanaticism,or wishfulthinking.By definingreligion asa sacredengagement withwhat istaken to beaspiritualreality,it is possible toconsider theimportanceofreligion inhuman lifewithoutmaking claimsabout whatit reallyis orought tobe.Religion isnot anobjectwith asingle,fixed meaning,or evena zonewith clearboundaries.It isan aspectof human experiencethat mayintersect,incorporate,or transcendother aspectsoflife andsociety.Such adefinition avoidthe drawbacksof limitingtheinvestigation ofreligion toWestern orBiblical categoriessuch asmonotheismbelief inone godonly orto churchstructure,which arenot universal.For example,in tribalsocieties,religion unlikethe Christianchurch usuallyisnota separateinstitutionbut pervadesthe wholeof publicand privatelife.In Buddhism,gods arenotascentral as the ideaofaBuddha.In manytraditionalcultures,the ideaofasacred cosmicorder isthe mostprominent religiousbelief.Because ofthis variety,some scholarsprefer touse ageneral termsuch as thesacred todesignate the common foundationof religiouslife.Religion inthis understandingincludes acomplex of activities that cannot bereducedto anysingle aspectofhumanexperience.It isa part of individuallifebut alsoof groupdynamics.Religion includespatterns ofbehavior but also patternsoflanguage andthought.It is sometimes ahighly organizedinstitution that setsitself apartfrom a culture,and it issometimesan integralpart ofaculture.Religious experiencemaybeexpressed invisual symbols,dance andperformance,elaborate philosophicalsystems,legendary andimaginative stories,formalceremonies,and detailedrules ofethical conductand law.Each of these elementsassumesinnumerable culturalforms.In someways there are as many formsof religiousexpressionas thereare humancultural environments.
26.What isthe passage mainly concernedaboutA.Religion hasa varietyof interpretation.B.Religion isa reflectionof ignorance.C.Religion isnot onlyconfined tothe Christiancategories.D.Religion includesall kindsof activities.
27.What doestheword“observance”probably conveyin Paragraph1A.Notice.B.Watching.C.Conformity.D.Experience.
28.According tothe passagewhat peoplegenerally considerreligion tobeA.Fantastic observance.B.Spiritual practice.C.Individual observanceof tradition.D.A complexofactivities.
29.Which ofthe followingis NOTtrueA.It isbelieved bysome thatreligion shouldbe whatit oughttobe.B.”The pathofenlightenment”isadefinition thatthe authordoesntagree to.C.According tothe author,the committedbelievers definereligion improperly.D.The authordoesn,t speakin favorofthedefinition of“the sacredv.
30.Which ofthe followingis religionaccording tothe passageA.Performance ofhuman beings.B.Buddha,monotheism andsome tribaltradition.C.Practice separatedfrom culture.D.All ofthe above.
二、简答题(本大题1小题,20分)根据题目要求完成下列任务,用中文作答
31.《义务教育英语课程标准(2011年版)》在评价建议中指出,英语课程的评价要尽可能做到评价主体的多元化,评价形式和内容的多样化,评价目标的多维化如何体现英语评价主体的多元化
三、教学情境分析题(本大题1小题,30分)根据题目要求完成下列任务,用中文作答
32.请阅读以下某位老师在进行词汇教学时的情境,回答下面问题Step1复习(revision)互致问候后,教师将装有彩色小图片的信封分发给各小组TOpen theenvelopes please.You havesomething nicein them.What aretheySA greenear,a redball,a blueplane,a yellowcat***TWhat do you likeSI like***Step2导入leading inTLet,s singthe songWho IsWearing YellowToday.音乐结束后,教师并没有停下来,而是改编歌词继续唱TWho iswearing bluetodayblue todaybluetodayWho iswearing bluetodayStep3呈现presentationTWho iswearing bluetodaySYou arewearing bluetoday.TYes,I m wearing bluetoday.I,mwearinga bluesweater now.学生品艮读sweater,sweater,blue sweaterTI likethe bluesweater.If youlike it,please sayit outloud.PPT展示粉红色毛衣图片TDo youlikethe pink sweaterSYes,I likethepinksweater.(借助学生穿着的服装,引出jacket等新词,展开活动)TIt istoo hot.I11take offmy sweater.Please take off yourjacket.(伴随动作,依次教授词组takeoff,put on,hang up和put away)问题
(1)教师在复习、导入及呈现环节创设了不同情境,请分别对其创设方法及作用进行分析(15分)
(2)评析教师在语言学习活动中的角色(15分)
四、教学设计题(本大题1小题,40分)根据提供的信息和语言素材设计教学方案,用英文作答
33.设计任务请阅读下面学生信息和听力语言素材一,设计一节英语听力课的教学方案教案没有固定格式,但必须包含下列要点•teaching objectives•teaching contents•key anddifficult points•major stepsand timeallocation•activities andjustifications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年版)》三级水平学生课堂参与积极性一般语言素材Yu Gong Moves a MountainOnce upona time,there wasa veryold man.There weretwo mountains near his house.They were so big and high that it took a long way to walk totheother side.Theold mantold his family thatthey shouldall help him to move the mountains.Yu Gongsaid theycould put theminto the seabecause its bigenough toholdeverything.Yu Gong and his family beganto movesome ofthe soiland stoneintothe sea.One daya mansaw Yu Gong andhis childrenwhen they were working on moving themountains.He told Yu Gong that he could never do it because he was old and weak.As soon as theman finishedtalking,Yu Gongsaid thathis familycould continuetomove themountains afterhe died.His familywou1d liveand grow,but themountainscould notget bigger.So Yu Gong andhisfamilykept ondigging day after day andyear afteryear.Finally,a godwas somoved byYu Gongthat hesent twogods to take themountainsaway.This storyreminds usthat you can never know what s possible unless you try tomakeit happen.参考答案一.单选题1-10AACAC BCBAD11-20BBDBA ABACA21-30BCDCB ACBDB
二、简答题
31.【参考答案】在传统的评价体系中教师是唯一权威的评价主体,评价形式主要是通过测试课程标准倡导评价主体多元化,主要表现为评价不仅仅由教师组织并实施,学生也是评价的主体,也必须积极地参与到评价之中,如自我纠错、相互评议、建立学习档案袋等同时,学生家长、社区等也可以引入评价之中,形成由学校、教师、学生、家长、社区多元参与的评价形态,以确保评价更全面、更客观、更真实准确
三、教学情境分析题
32.【参考答案】1
①复习环节创设方法运用图片创设情境作用彩色小图片等直观的教具,有利于学生建立清晰、明确的概念,从而调动学生的学习兴趣,加深理解和记忆,增强教学效果
②导入环节创设方法运用多媒体创设情境作用通过多媒体为学生创设丰富多彩、形象生动、妙趣横生的教学情境,可以充分调动学生的视听感官系统,激发学生学习兴趣,提高学生的认知能力同时,还可以增加课堂的信息容量;缩短教学时间,提高教学效率;实现学生学习方式的多元化,利于优化课堂教学效果
③呈现环节创设方法运用生活素材创设情境作用运用生活素材创设真实的、贴近学生生活的情境,让学生从熟悉的现实生活和体验中出发,了解和掌握知识,使学生感受到英语学习与日常生活是息息相关的这样有利于提高英语教学的实效2评析首先,在整个语言学习活动中,教师在复习、导入、呈现环节分别运用图片、多媒体、生活实际素材等组织教学,为学生创设语言学习的情境,引导学生学习新词汇,发挥了其作为组织者、引导者以及创设者的作用但是,课程标准要求教师要不断更新观念,转变角色,坚持“以学生为主体,教师为主导”,积极推行互动式、开放式的教学实践而在案例的导入及语言呈现环节中,该教师设置的问题和活动开放性不强、互动性不高,没有为学生提供充分发挥主体性的机会,在一定程度上限制了学生的创造力,不利于充分调动学生的积极性
四、教学设计题
33.【参考答案】Teaching contentsIt isa listeninglesson.The listening material isa Chineselegend一Yu GongMoves aMountain.Teaching objectives1Knowledge andskillsStudents listentothematerial carefullyand getspecific informationfromit.Students analyzethe listeningmaterial andconclude the ways to tell astorylogically.2Process andmethodsWith theguidance oftheteacher,studentsunderstand the listening text throughdoingtasks andactivities.3Emotional attitudesand valuesStudentsrealize thespirit ofYu Gong and learnhowtodeal withdifficultsituations.Students brieflyexpress their own ideas on some people or some things inEnglish.Teaching keypoints Studentsunderstandthelisteningmaterialtotally andknow howtotellastory.Teaching difficultpoints Studentscan expresstheir ownideasonsome peopleorsomethingsinEnglish.Teaching proceduresStep1Pre-listening5minutesFree talkTDo youknow anyChinese legendsSsYes.They speakin Chinese,such as《后羿射日》《女婿补天》《嫦娥奔月》etc.TWow.You knowso manyChinese legends.Where didyou getit FromwhomSsI readit fromchildren sbook./My parentstold mewhen Iwas young./•••TYeah,Iamproud ofyou.Anyone knowsthe legendabout Yu Gong Pleaseraiseyour hand.Some studentsraise theirhand.TOK.Good!Today wewill listento anarticle about Yu Gongwho wantsto movesamountain.JustificationThe freetalk canhelp theteacher understandstudents existingknowledgeaboutYu GongMoves aMountain.Step2While-listening15minutes1Listening forgistListen tothe storyfor thefirsttimein normalspeed andtry toanswer“Whatdid Yu Gong wantto doWhy”KeysYu Gongwanted tomove amountain,because themountains werevery bigandhigh that it tookalongwayto walktotheother side.2Listening forspecific information请阅读Passage1,完成21~25小题Passage1Do youthink gettingcold cangive youa coldIs itbad todrink milkwhen youhavea coldCan chicken soup curea coldRan it Mishoriisafamily medicinedoctor atGeorgetown UniversityMedical CenterinWashington.She sayscolds aremore commonin winter,but notbecause oflowtemperatures.The coldweather justmeans peoplestay insidemore.Ran it MishoriPeople tendto congregateandbetogether andthewaythe commoncold virus istransmitted fromone personto anotheris throughhandshakes,throughsneezing,or coughingon oneanother.”Adults generallyget two to threecolds ayear.Children arelikely tocatch fourorfive.Dr.Mishori sayssomepeoplemistakenly believethey canbecome resistanttocolds.Ranit MishoriThere areabout twohundred differentviruses thatcause the commoncold.People thinkthat onceyou getinfected onetime youdevelop immunityforthe restof yourlife.This iswrong.”There isstill nocure forthe commoncold.But Dr.Mishori saystherearewaysto feelbetter sooner.Ran itMishoriSo if you geta coldand youstart takingabout twograms ofvitaminC aday,there isevidence thatit mightshorten thenumber ofdays that you willbesuffering withthese symptoms.”She sayshoney canalso help.uThere isincreased evidencethatit helps shortentheduration ofthe commoncold sometimeseven bytwotothree days.Dr.Mishori sayshoney seemstobeespecially effectivein childrenwith colds.Butthe AgricultureDepartment saysnever tofeed honeyto babiesless thanone yearold.It sayseven honeyin preparedfoods maycontain substancesthatcan make babiesverysick.Some peoplebelieve intreating a cold withchickensoup.Does itworkListen tothe storyforthesecond timeto circlethecorrectwords in the brackets.
①A mansaw Yu Gongandhis children/family whentheywereworkingonmovingthemountains.
②He toldYu Gonghe couldnever do itbecausehewasoldandpoor/weak.3As soonastheman finishedtalking/speaking,Yu Gongsaid thathis familycouldcontinue tomove themountains afterhe died.©Finally,a godwas somoved byYu Gongthat hesent two/three gods totake themountains away.
⑤This storyreminds usthatyoucan neverknow/see whats possibleunless youtry to makeit happen.Play therecording againto checkthe answers.Keys
①children
②weak
③talking
④two
⑤knowJustificationListening tothetextfor threetimes,most ofthe studentswillknow thegeneral informationofthe story.Step3Post-listening20minutesActivity1Listen and repeatStudents listentothetext sentenceby sentenceandrepeatit.During that,theycan notedown thekey informationto getready forthe nextactivity.Activity2Pair workStudentswork inpairs torearrange thetext intoa conversation.Some questionsareprovided by theteacher.
①How doesthe storybegin
②What happenednext
③What doyouthinkofthe story ofYu Gong
④What couldYu Gongdo insteadof movingthe mountainsStudentscanmakea conversationaccordingly,the longer,the better.For exampleAHow doesthestoryhappenBThere weretwo verytall mountainsin front of theirhouse.AWhat happenednextBA veryold mantried tomove themountains.AWhere wouldthey putalltheearth andstone fromthe mountainsBThey wouldputthemintothesea.When mostofthestudentsfinishthetask,several pairsofthestudents actouttheir dialogueinthefrontoftheclassroom.JustificationThe firstactivity canhelp studentstotallyunderstandthelistening text.The pairwork trainsstudents abilityto organizethe informationintoa logicaldialogue andalso helpstheteacherassess studentsunderstandingsof thelisteningtext.Step4Summary andhomework5minutesSummaryThe teacherhands outthe audio script tostudents,and thenplays ashortvideo aboutYuGongMoves aMountain.JustificationThe audioscript willhelpstudentspay attentiontothelanguageof thetext.The videowill maintainstudents interestto learnthestory.HomeworkChoose atleast oneofthetasks anddoitearnestly.1Students listentothestory againwiththeaudioscript,write downthe newwordsand phrasesinthenotebook andtrytoexplain them.2Students adaptthestoryYuGongMovesaMountain ingroups andact itoutin thenext class.3Students chooseanother Chineselegend andwriteashort passageaboutit inEnglish.JustificationThe threehomework trainsstudents abilityfrom differentaspects.Studentscanfreely choosethe homeworkaccording totheirownlearning competence.Board planYuGongmoves amountainMain characterYuGong,his children,a man,three godsStoryBeginThe twomountainsnearhishouseweresobigandhighthatittooka longwaytowalktotheotherside.Story line1YuGongtold hisfamily tohelphimtomovethemountains.3A mantoldYuGongthat hecouldneverdoit.But YuGongandhisfamilykepton diggingdayafterdayandyear afteryear.EndA godwas somoved byYuGongthathesent twogodstotakethemountainsaway.LessonYou canneverknowwhatspossibleunlessyoutryto makeit happenRanitMishori“Chicken souphas anti-inflammatory properties,so ithelps reducetheduration ofthe coldbutalsoithelpsclear themucus.”Mucus isthe stickysubstancethatcanmake youcough andhave troublebreathing duringa cold.RanitMishori“But youhave todrink alot andyoucandrink wateror youcandrink tea一anything thatgets fluidsinto yourbody.That svery important.”But whatabout drinkingmilk duringacoldSome peoplethink itonly causesmoremucus.Dr.Mishori saysyes andno.Ranit Mishori“Dairy productsdonotcause increasedsecretions,but theycanthicken thesecretions.So itspossiblethat discomfortis somewhatmore enhancedwhenyou drinkmilk.But obviously,ifyoureababy andthatsall youdrink,you shouldnot stopgiving babiesmilk.”
21.The passageis mainlyabout.A.thewaysto curethecommoncoldsB.the symptomsofthecommon coldsC.the causesofthecommon coldsD.the knowledgerelated tothecommoncolds
22.According tothepassage,thefollowingcanbehelpful tocope withthe commoncoldfor adultsEXCEPT.A.taking vitaminB.drinking milkC.drinking waterD.drinking chickensoup
23.What canwe learnfromthepassageA.Low temperaturescan causecolds.B.The commoncoldviruscanbetransmitted bytouching.C.A personwho oncegot infectedcan developimmunity forever.D.Children arelikely tocatch coldsasmanytimes asadults.
24.The authordevelops thepassagemainlyby.A.raising questionsand interpretingthemB.comparing thesimilarC.giving examplesD.discussing
25.We canmost probablyfind thepassage inmagazines about.A.entertainment B.environmental protectionC.health D.science exploitation请阅读Passage2,完成26~30小题Passage2Bernard Bailynhas recentlyreinterpreted theearly historyofthe United Statesbyapplying newsocial researchfindings onthe experiencesof Europeanmigrants.In hisreinterpretation,migration becomesthe organizingprinciple forrewritingthe historyof pre-industrial North America.His approachrests onfour separatepropositions.The firstoftheseasserts thatresidents of early modernEngland movedregularlyabout theircountryside;migrating tothe NewWorld wassimply aunaturalspillover”.Although atfirst the colonies heldlittle positiveattraction fortheEnglish一They wouldrather havestayed home一by theeighteenth centurypeopleincreasingly migratedto Americabecause theyregarded itastheland ofopportunity.Secondly,Bailyn holdsthat,contrary tothe notionthat usedto flourishin Americahistorytextbooks,there wasnever atypical NewWorld community.For example,theeconomic anddemographic character ofearlyNew Englandtowns variedconsiderably.Bailyn sthird propositionsuggests twogeneral patternsprevailing amongthe manythousands of migrantsone groupcame as indentured servants,another came toacquire land.Surprisingly,Bailyn suggeststhat thosewho recruitedindenturedservants werethe drivingforces oftransatlantic migration.These colonialentrepreneurshelped determinethe socialcharacterofpeople whocame topreindustrialNorthAmerica.At first,thousands ofunskilled laborerswererecruited;by the1730s,however,American employersdemanded skilledartisans.Finally,Bailyn arguesthatthe colonies werea half-civilized hinterlandof theEuropeanculture system.He isundoubtedly correctto insistthatthe colonies werepartof anAnglo Americanempire.But todivide theempire intoEnglish coreandcolonial periphery,as Bailyndoes,devalues theachievements ofcolonial culture.It istrue,as Bailynclaims,that high culture inthe coloniesnever matchedthatin England.But whatof seventeenth century New England,where thesettlers createdeffectivelaws,built adistinguished university,and publishedbooks Bailynmightrespond thatNewEnglandwas exceptional.However,the ideasand institutionsdevelopedby NewEngland Puritanshad powerfuleffects onNorth Americanculture.Although Bailyngoes onto applyhis approachto somethousandsofindenturedservants whomigrated justprior tothe revolution,he failsto linktheir experiencewiththe politicaldevelopment oftheUnited States.Evidence presentedin hisworksuggests howwe mightmake sucha connection.These indenturedservants weretreatedas slavesfortheperiod duringwhich theyhad soldtheir timeto Americanemployers.It isnot surprisingthat assoonasthey servedtheir timethey passedupgood wagesinthecities andheaded westto ensuretheir personalindependenceby acquiring land.Thus,itisinthewest thata peculiarlyAmerican politicalculturebegan,among colonistswho weresuspicious ofauthority andintenselyanti-aristocratic.
26.Which ofthefollowingstatements aboutmigrants tocolonial NorthAmerica issupportedby informationinthetextA.A largerpercentage of migrants tocolonial NorthAmerica cameas indenturedservantsthan asfree agentsinterested inacquiringland.B.Migrants whocametothecoloniesasindenturedservants weremore successfulatmaking alivelihood than were farmersand artisans.C.Migrants tocolonial NorthAmerica weremore successfulat acquiringtheir ownlandduring the18th centurythan duringthe17thcentury.D.By the1730s,migrants alreadyskilled ina tradewere inmore demandby Americanemployersthanwereunskilled laborers.
27.The authorofthetext statesthat Bailyn failed to.A.give sufficientemphasis tothe culturaland politicalinterdependence ofthecolonies andEnglandB.describe carefullyhow migrantsof differentethnic backgroundspreserved theircultureintheUnited StatesC.take advantageof socialresearch onthe experiencesof colonistswho migratedtocolonial NorthAmerica specificallyto acquirelandD.relate theexperience ofthe migrantstothepolitical valuesthat eventuallyshapedthe characteroftheUnitedStates
28.Which ofthefollowingbest summarizesthe author,s evaluationof Bailyn sfourth propositionA.It istotally implausible.B.It ispartially acceptable.C.It ishighly admirable.D.It iscontroversial thoughpersuasive.
29.According tothetext,Bailyn andthe authoragree onwhich ofthe followingstatementsabouttheculture ofcolonial NewEnglandA.High culturein NewEngland neverequaled thehigh cultureof England.B.The culturalachievements ofcolonial NewEngland havegenerally beenunrecognizedby historians.C.The colonistsimitated thehigh cultureof England,and didnot developa culturethatwas uniquelytheirown.D.The southerncolonies weregreatly influencedbythehighcultureof NewEngland.
30.The authorofthetext wouldbe mostlikely toagree withwhich ofthe followingstatementsabout Bailyn,s workA.Bailyn underestimatesthe effectsof Puritanthought onNorth Americanculture.B.Bailyn overemphasizesthe economicdependence ofthecolonieson GreatBritain.C.Bailynsdescription ofthecoloniesas partof anAnglo Americanempireis misleadingand incorrect.D.Bailynfailedto testhis propositionsonaspecific groupofmigrantsto colonialNorthAmerica.
二、简答题(本大题1小题,20分)根据题目要求完成下列任务,用中文作答
31.《义务教育英语课程标准(2011年版)》的基本理念和教学思路在课程功能、结构、内容、评价等方面作了创新和突破,可以说它是新理念指导下的一次语言学习方式和语言教学方式的重大变革作为一名英语教师,你是怎样理解并在教学中贯彻这些理念的?请举例说明
三、教学情境分析题(本大题1小题,30分)根据题目要求完成下列任务,用中文作答
32.以下片段选自某课堂实录请分析该教学片段并回答下列问题TLook.It,sarainbow.Oh,itsbeautiful!What colordoyoulike I like purple.SII likeyellow.一pears(TWhat are theySsPears.THow manypears canyou seeSsI cansee…TDo youlike pearsSsYes,I do./No,I dont.)S2I likegreen.一watermelonsS3I likeorange.一orangesTLook,Ilikepink.Can youguess WhataretheySsPeaches.问题
(1)该教师采用什么方法授课?(15分)
(2)这些方法有什么利弊?(15分)
四、教学设计题(本大题1小题,40分)根据提供的信息和语言素材设计教学方案,用英文作答
33.设计任务请阅读下面学生信息和语言素材,设计一节英语阅读课的教学方案教案没有固定格式,但必须包含下列要点•teaching objectives•teaching contents•key anddifficultpoints•major stepsand timeallocation•activities andjustifications教学时间45分钟学生概况某城镇普通中学九年级(初中三年级)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年版)》四级水平学生课堂参与积极性一般语言素材Lily isa Chinesegirl.She movedto Englandwith herparents lastyear.Now sheisstudying ina secondaryschool.Below ispartofaletterthat shewrote tooneof herfriends inChina.Dear Xiaofang,How areyou thesedays Ihope everythingis finewith you.In yourlast letter,you askedme aboutmy newschool,so letme tellyou somethingaboutit.Our schooliscalledHillside SecondarySchool.It s。