2016年下半年高中教師資格證英語學(xué)科試題及解析 三套

　　【摘要】環(huán)球網(wǎng)校教師資格頻道誠(chéng)意整理2016年下半年高中教師資格證英語學(xué)科試題及解析 三套，點(diǎn)擊↑↑↑可收藏此文。

　　點(diǎn)擊查看：2016年下半年高中教師資格證各學(xué)科模擬試題及答案匯總

　　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)題目的答案字母按要求涂黑。錯(cuò)選、多選或未選均無分。

　　1. How many liaisons of sound are there in the sentence "I called you half an hour ago"?

　　A. one

　　B. two

　　C. three

　　D. four

　　2./t/is not fully pronounced in__________.

　　A. football

　　B. suitcase

　　C. at home

　　D. hot day

　　3. The following day I ran my first race at high__________.

　　A. latitude

　　B. altitude

　　C. longitude

　　D. attitude

　　4. If you wait for the __________moment to act, you may never begin your project.

　　A. definitive

　　B. optimum

　　C. implacable

　　D. righteous

　　5. I don't ever say such words in public; that would be __________my dignity.

　　A. beneath

　　B. under

　　C. beyond

　　D. above

　　6, The origins of human speech remain a mystery,__________ we have a fairly accurate idea of when writing began.

　　A. once

　　B. if

　　C. though

　　D. since

　　7, Even when __________to such tough living conditions, the children would never have any complaint.

　　A. exposing

　　B. exposed

　　C. expose

　　D. to expose

　　8. __________her mother started to go to the meditation class,

　　A. It was at about this time that

　　B. That was about this time

　　C. It was at about this time when

　　D. It was about this time that

　　9. What type of sentence is "Tom likes apples, but Tim likes pears."?

　　A. A simple sentence.

　　B. A coordinate sentence.

　　C. A complex sentence.

　　D. None of the above.

　　10. The ambiguity in "My friend drove me to the bank." is caused by__________.

　　A. lexical items

　　B. a grammatical structure

　　C. homonymy

　　D. polysemy

　　11. Which of the following is a communicative activity?

　　A. Listening to the news report and talking about an event.

　　B. Listening to the news report and filling in a form.

　　C. Listening to the news report and writing the main idea.

　　D. Transferring the information from the news report into a chart.

　　12. Teachers who believe in the __________ model will enable students to understand the meaning and usage of the words first, and then make full use of the words in listening, reading or writing tasks, ask representatives to show products of the tasks, and give an evaluation for it at last when teaching vocabulary.

　　A. PPP

　　B. PWP

　　C. PPT

　　D. TBLT

　　13. __________is a type of activity in which the teacher reads out a passage in normal speed for two or three times and students are to note down the words they could catch as they listen as much as possible.

　　A. Answering questions.

　　B. Gap-filling.

　　C. Dictogloss.

　　D. Sequencing.

　　14. There are some speaking activities. Which of the following mainly focuses on the form and accuracy?

　　A. Controlled activities.

　　B. Semi-controlled activities.

　　C. Communicative activities.

　　D. Problem-solving activities.

　　15. When a teacher asks the students to find some key words from a text quickly, he/she is intended to train students' __________strategy in reading class.

　　A. skimming

　　B. scanning

　　C. extensive reading

　　D. intensive reading

　　16. Which of the following it NOT among the features of process writing?

　　A. Help students to understand their own composing process.

　　B. Let students discover what they want to say as they write.

　　C. Encourage feedback both from the teacher and peers.

　　D. Emphasize the form rather than the content.

　　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 students' attention to the lesson.

　　18. Which of the following is NOT the advantage of group work?

　　A. Creating some peaceful and quiet time in class.

　　B. Arousing their awareness of cooperation.

　　C. Promoting students' participation in the class.

　　D. Encouraging different opinions and contributions to the work.

　　19. 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 mistake.

　　C. Encouraging peer correction.

　　D. Asking the student whether he really went to the theatre.

　　20. Which one does not belong to subjective questions in the following English tests?

　　A. Writing.

　　B. Oral test.

　　C. Translation.

　　D. Cloze.

　　Passage 1

　　A lyric is a subjective poem of intense personal emotion whose principal quality is its musical form. Poe, master of the lyric, was led to explain all poetry as the rhythmical creation of beauty in words. Because great poetry is often pure music, haunting melody, and chiming syllables, the reader should not glance through poetry as he read his newspaper or the latest magazine--skipping a word here and a line there, and still hope to get what the author had intended for him. Poetry being music, like all other forms of music, it gains its meaning when interpreted by the human voice.

　　It is the special function of lyrical poetry to give pleasure through this musical quality no less than through fine contemplation of beauty it inspires--beauty of thought, of feeling, of expression, and of technical skill. But poetry is more than a great pleasure. It should also be an outlet for our own unspoken thoughts and our varied moods. It makes articulate our choked-up passageways of speech, giving adequate expression to our pent-up loves and joys and glories, and furnishes release and relief to our fears, grieves and sorrows. A great poet takes our half-formed thoughts, or suppressed moods, our crushed desires, and needs, and leads them out into the open, endowing them with a harmony, and completeness ...

　　Great verse can help to vitalize our thinking about the commonplace and elemental in life, and can idealize and give meaning to the simplest things in creation. Listen to Tennyson:

　　Flower in the crannied wall,

　　I pluck you out of the crannies,

　　I hold you here, root and all, in my hand,

　　Little flower--but if I could understand,

　　What you are, root and all, and all in all,

　　I should know what God and man is.

　　21. What isthe passage mainly about?

　　A. Mixed emotions

　　B. Great poets

　　C. Lyric poems

　　D. Musical forms

　　22. What does the underlined word "articulate" in Para. 2 probably mean?

　　A. Clear.

　　B. Safe.

　　C. Straight.

　　D. Difficult.

　　23. According to the author, a great poet is one who__________.

　　A. gives meaning to readers' life

　　B. makes readers blessed with wisdom

　　C. puts readers in a peaceful state of mind

　　D. enables readers to have a sense of belonging

　　24. It can be inferred from Tennyson's poem that__________.

　　A. it's vital to treasure what we have

　　B. it's hard to live life to the fullest

　　C. it's great to appreciate the beauty of nature

　　D. it's impossible to understand what God and man is

　　25. Which of the following is TRUE according to the passage?

　　A. The lyric is beautiful poetry of action and story.

　　B. The most important feature of the lyric is its musical form.

　　C. Poetry gains its meaning when read silently and carefully.

　　D. Poe defined all poetry as pure music with chiming syllables.

　　請(qǐng)閱讀Passage 2，完成第26～30小題。

　　Passage 2

　　That experiences influence subsequent behavior is evidence of an obvious but nevertheless remarkable activity called remembering. Learning could not occur without the function popularly named memory. Constant practice has such an effect on memory as to lead to skillful performance on the piano, to recitation of a poem, and even to reading and understanding these words. So-called intelligent behavior demands memory, remembering being a primary requirement for reasoning. The ability to solve any problem or even to recognize that a problem exists depends on memory.

　　Typically, the decision to cross a street is based on remembering many earlier experiences.

　　Practice (or review) tends to build and maintain memory for a task or for any learned material.

　　Over a period of no practice what has been learned tends to be forgotten; and the adaptive consequences may not seem obvious. Yet, dramatic instances of sudden forgetting can be seen to be adaptive. In this sense, the ability to forget can be interpreted to have survived through a process of natural selection in animals. Indeed, when one's memory of an emotionally painful experience leads to serious anxiety, forgetting may produce relief. Nevertheless, an evolutionary interpretation might make it difficult to understand how the commonly gradual process of forgetting survived natural selection.

　　In thinking about the evolution of memory together with all its possible aspects, it is helpful to consider what would happen if memories failed to fade. Forgetting clearly aids orientation in time,since old memories weaken and the new tend to stand out, providing clues for inferring duration.

　　Without forgetting, adaptive ability would suffer, for example, learned behavior that might have been correct a decade ago may no longer be. Cases are recorded of people who(by ordinary standards) forgot so little that their everyday activities were full of confusion. This forgetting seems to serve the survival of the individual and the species.

　　Another line of thought assumes a memory storage system of limited capacity that provides adaptive flexibility specifically through forgetting. In this view, continual adjustments are made between learning or memory storage (input) and forgetting (output). Indeed, there is evidence that the rate at which individuals forget is directly related to how much they have learned. Such data offers gross support of contemporary models of memory that assume an input-output balance.

　　26. From the evolutionary point of view, __________.

　　A. sudden forgetting may bring about adaptive consequences

　　B. forgetting for lack of practice tends to be obviously inadaptive

　　C. if a person gets very forgetful all of a sudden, he must be very adaptive

　　D. forgetting is an indication of an individual's adaptability

　　27. According to the passage, if a person never forgot,__________.

　　A. he would survive best

　　B. he would have a lot of trouble

　　C. the evolution of memory would stop

　　D. his ability to learn would be enhanced

　　28. From the last paragraph we know that __________ .

　　A. memory is a compensation for forgetting

　　B. the memory storage system is balanced

　　C. the capacity of a memory storage system is limited

　　D. forgetfulness is a response to learning

　　29. The tone of the passage can best be described as__________.

　　A. humorous

　　B. theoretical

　　C. exaggerative

　　D. philosophical

　　30. The main purpose of this passage is to__________.

　　A. interpret the function of forgetting

　　B. illustrate the process of adapting

　　C. explain the performance of memory

　　D. emphasize the importance of learning

　　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.在語法教學(xué)中，語法練習(xí)的形式有哪幾種(10分)?請(qǐng)對(duì)任意兩種練習(xí)形式進(jìn)行舉例說明(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.下列教學(xué)片段選自某高中課堂實(shí)錄：

　　T: Thank you. Look at the picture. We have learned Wang Hui's experiences in England.

　　Today let's talk about how Wang Hui wrote the passage. Open your book and look at the passage. How many paragraphs?

　　Ss: Five.

　　T: Yes. Let's find out the key words of each paragraph.

　　Ss: Way of life; something interesting ...

　　T: Good. Look at the picture. What's the structure of the passage? A or B?

　　Ss: (學(xué)生思考討論) A.

　　T: Well, Next. Let's talk about how Wang Hui wrote his life in England. The first paragraph: Wang Hui talked about ...

　　Ss: Way of life.

　　T: Look at the picture. What did Wang Hui say?

　　S1: When you meet someone for the first time, you must use Mr or Mrs.

　　S2: When you get to know better, you use their first names.

　　閱讀后回答下列問題：

　　(1)該片段反映了教學(xué)中哪兩個(gè)環(huán)節(jié)(6分)?

　　(2)分析這兩個(gè)教學(xué)環(huán)節(jié)的目的(8分)。

　　(3)從教學(xué)有效性的角度評(píng)價(jià)這個(gè)教學(xué)片段(至少寫兩個(gè)要點(diǎn))(16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)一個(gè)25分鐘的閱讀訓(xùn)練活動(dòng)。

　　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：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。

　　語言素材：

　　Franklin's Famous Kite Experiment

　　In the eighteenth century, Benjamin Franklin conducted a number of experiments in which he showed what electricity is. Here is how he described one of his experiments.

　　In June 1752, I wanted to show that lightning and electricity are the same. Having realized that I could use a kite to attract lightning, I decided to do an experiment. I built a strong kite and waited for bad weather. When the first thunderstorm came, I took my condenser to a shed in the fields where I could do my experiment. My son helped me fly the kite.

　　The kite flew high in the rainy sky, but nothing happened. I was beginning to think that the experiment would not work. Just then, I saw some of the hairs on the string stand up. The string was getting charged!I brought my finger close to the key and felt a light but very clear electric shock. Others followed even before the whole string was wet, and I was able to collect and store a great deal of electricity in the condenser. This experiment proves that lightning and electricity are the same.

　　To do the experiment you need four things, a kite, a key, some really bad weather and a condenser, to store electricity. Most kites are made of paper, but a kite made of silk will not tear so soon in weather with rain and strong winds. Build the flame of the kite by making a small cross of two pieces of light wood. The pieces should be just long enough to reach the corners of the handkerchief. Tie the corners of the handkerchief to the points of the cross, and you will have a nice strong kite. Add a tail to the frame and tie a long string to the cross so you can control the kite.

　　The next three steps are very important. First, fix a very sharp piece of metal, pointing a foot or more above the frame to the top of the longer stick of the cross. Second, fasten a key to the end of the long string. Third, tie a silk ribbon to the string, just above the key. This ribbon, which must not get wet, will protect you from the electricity.

　　Fly the kite when a thunderstorm appears to be coming on. Stand inside a door, or under some cover, so that the silk ribbon does not get wet. Take care that the string does not touch the wall or the door. When a thundercloud comes over the kite, the sharp piece of metal will pull the electricity from the cloud. The kite and the string will become charged. When the kite and the string are wet from the rain, they will conduct the electricity very well. You can collect and store the electricity in the condenser and use it for other experiments.

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　　【摘要】環(huán)球網(wǎng)校教師資格頻道誠(chéng)意整理2016年下半年高中教師資格證英語學(xué)科試題及解析 三套，點(diǎn)擊↑↑↑可收藏此文。

　　點(diǎn)擊查看：2016年下半年高中教師資格證各學(xué)科模擬試題及答案匯總

　　一、單項(xiàng)選擇題

　　1.【答案】D。解析：考查連讀。liaison意為“連音”，在同一個(gè)意群里，如果相鄰兩詞中的前一個(gè)詞是以輔音結(jié)尾，后一個(gè)詞是以元音或半元音，特別是/i/開頭，就要將前后兩個(gè)音拼起來連讀。本句中called～vou，half～an，an～hour，hour～ago均需要連讀，即I called～you half～an～hour～ago，故選D。

　　2.【答案】C。解析：考查不完全爆破。爆破音是指發(fā)音器官在口腔中形成阻礙，然后氣流沖破阻礙而發(fā)出的音。爆破音有6個(gè)，即/p/，/b/，/t/，/d/，/k/，/g/當(dāng)一個(gè)爆破音后面緊跟著另一個(gè)爆破音時(shí)，前面的爆破音不發(fā)生爆 破，這種現(xiàn)象叫做失去爆破。當(dāng)一個(gè)爆破音后面緊跟著一個(gè)摩擦音、破擦音、鼻輔音或舌邊音時(shí)，前面的爆破音發(fā)出的聲音是非常輕微的，有時(shí)甚至聽不出來，這種現(xiàn)象叫作不完全爆破。

　　3.【答案】B。解析：考查名詞辨析。latitude意為“緯度，選擇的余地”，altitude意為“高度，海拔高度”，longitude意為“經(jīng)度”，attitude意為“態(tài)度;看法”。根據(jù)句意“第二天我第一次在高海拔地區(qū)參加了賽跑”可知選B。

　　4.【答案】B。解析：考查形容詞辨析。句意為“如果你總等待最佳行動(dòng)時(shí)機(jī)，你將永遠(yuǎn)不會(huì)著手你的計(jì)劃”。definitive“明確的，最終的，決定性的”，optimum“最佳的，最適宜的”，implacable“(指仇恨、憤怒、敵意等)難平息的.不能改變的”.righteous"正直的，正義的”。故選B。

　　5.【答案】A。解析：考查固定搭配。句意為“在公共場(chǎng)合我從不說這些話，因?yàn)檫@有損我的尊嚴(yán)”。beneath one’s dignity是固定搭配.意為“損害尊嚴(yán)，有失身份”。

　　6.【答案】C。解析：考查連詞辨析。句意為“我們對(duì)于寫作的起始有了相當(dāng)準(zhǔn)確的觀點(diǎn)，演講的。起源仍然是個(gè)謎團(tuán)”。根據(jù)句意.前后表轉(zhuǎn)折.故選C。

　　7.【答案】B。解析：考查從句中的省略。前半句實(shí)際上是狀語從句when(the children are)exposed to such tough living conditions的省略說法，句意為“甚至當(dāng)孩子們被處在如此艱難的生活狀況中時(shí)，他們也不會(huì)有任何的抱怨”。故選B。

　　8.【答案】A。解析：考查強(qiáng)調(diào)句。句意為“大概是在這個(gè)時(shí)間，她母親開始上禪修課了”。It is/was…that…是強(qiáng)調(diào)句的標(biāo)志，去掉結(jié)構(gòu)詞后，句子依然意義完整。若不用介詞at.后面則需用關(guān)系副詞when引導(dǎo).故選A。

　　9.【答案】B。解析：考查句法學(xué)知識(shí)。該句子是由but連接的兩個(gè)分句，不是簡(jiǎn)單句(simple sentence)，也不是復(fù)雜句(complex sentence)，而是并列句(coordinate sentence)。

　　10.【答案】D。解析：考查語義學(xué)知識(shí)。一詞多義(polysemy)經(jīng)常會(huì)導(dǎo)致表達(dá)含糊不清，表達(dá)意思不清楚。本句的歧義在于不知道是開車帶“我”去河邊還是去銀行.

　　11.【答案】A。解析：考查交際活動(dòng)。聽新聞報(bào)道并談?wù)撈渲械囊粋�(gè)事件.屬于communicative activitv.其他選項(xiàng)均不符合.

　　12.【答案】D。解析：考查詞匯教學(xué)模式。任務(wù)型教學(xué)模式(Task-based Language Teaching)是新課標(biāo)所倡導(dǎo)的一種教學(xué)模式。在展示環(huán)節(jié)，教師通過展示讓學(xué)生理解詞語的意義和用法。任務(wù)環(huán)節(jié)，教師要通過將詞匯最大限度置于聽讀寫練習(xí)中。匯報(bào)環(huán)節(jié)，學(xué)生推舉各組代表來展示聽讀寫的任務(wù)完成情況。評(píng)價(jià)和聯(lián)系環(huán)節(jié)：教師對(duì)學(xué)生的任務(wù)匯報(bào)進(jìn)行評(píng)價(jià).評(píng)價(jià)他們對(duì)新詞的使用.

　　13.【答案】C。解析：考查聽力教學(xué)活動(dòng)中的概念。題目中所述聽力教學(xué)活動(dòng)為語法聽寫(dictogloss)。

　　14.【答案】A。解析：考查口語活動(dòng)。121語活動(dòng)有多種方式，其中控制性活動(dòng)主要重視形式與準(zhǔn)確性.

　　15.【答案】B。解析：考查閱讀教學(xué)。scanning“尋讀”，可以幫助學(xué)生快速找到所需信息，準(zhǔn)確定位。故選B。skimming“略讀”，快速瀏覽文本，掌握文章大意。extensive reading"泛讀”，是指進(jìn)行廣泛、大量的閱讀.可以使學(xué)生通過頻繁地接觸語言材料，自覺或不自覺地學(xué)到或掌握大量詞匯，開闊學(xué)生的視野。intensive reading"精讀”.是指深入細(xì)致、逐字逐句地閱讀，可以通過深入鉆研.加深知識(shí)的積累，、

　　16.【答案】D。解析：過程寫作的特點(diǎn)有：

　　Focus on the process of writing that leads to the final written product;

　　Help student writers understand their own composing process;

　　Help them build repertoires of strategies for prewriting, drafting, and rewriting;

　　Give students time to write and rewrite;

　　Place central importance on the process of revision;

　　Let students discover what they want to say as they write;

　　Give students feedback throughout the composing process(not just on the final product) to consider as they attempt to bring their expression closer and closer to intention;

　　Encourage feedback both from the instructor and peers;

　　Include individual conferences between teacher and student during the process of composition.

　　過程寫作關(guān)注寫作的內(nèi)容與過程。D項(xiàng)不屬于過程寫作的特點(diǎn)，故選D。

　　17.【答案】B。解析：考查課堂提問的作用。教師問“誰想試一試”，對(duì)課堂活動(dòng)起到促進(jìn)作用，故選B。

　　18.【答案】A。解析：考查小組活動(dòng)。小組討論能讓學(xué)生積極地表達(dá)自己的意見和觀點(diǎn)，促進(jìn)學(xué)生參與課堂活動(dòng).提升學(xué)生的交流合作意識(shí)，而不是給學(xué)生創(chuàng)造安靜的學(xué)習(xí)時(shí)間。

　　19.【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。

　　20.【答案】D。解析：考查英語測(cè)試內(nèi)容。不屬于主觀性試題的是完形填空。故選D。

　　Passage l

　　21.【答案】C。解析：通讀全文可知，文章通篇都在談?wù)撌闱樵�，故選C。

　　22.【答案】A。解析：根據(jù)原文“But poetry is more than a great pleasure.It should also be an outlet for our own unspoken thoughts and our varied moods.It makes articulate our choked-up passageways of speech…”可知.詩歌可以釋放我們內(nèi)心說不出的想法和各種情感.讓我們?cè)�本阻塞的語言變得清晰明了。此處articulate意為“清晰的”.故選A。

　　23.【答案】C。解析：根據(jù)原文“A great poet takes our half-formed thoughts，or suppressed moods，our crushed desires，and needs，and leads them out into the open，endowing them with a harmony，and completeness…”可知，C項(xiàng)正確。

　　24.【答案】C。解析：根據(jù)“Great verse can help to vitalize our thinking about the commonplace and elemental in life。and can idealize and give meaning to the simplest things in creation."可知，讀詩歌的用意是贊頌自然之美。故選C。

　　25.【答案】B。解析：根據(jù)“A lyric is a subjective poem of intense personal emotion whose principal quality is its musical form”可知.抒情詩并非是關(guān)于行為和故事的美麗詩歌，而是關(guān)于強(qiáng)烈個(gè)人情感的詩歌，可排除A，“it gains its meaning when interpreted by the human voice”當(dāng)被人們解讀的時(shí)候，它會(huì)增加自身的含義，可排除C，“great poetry is often pure music.haunting melody.and chiming syllables”可知并不是所有的詩歌都是和諧音節(jié)的純粹音樂.排除D，故選B。

　　Passage 2

　　26.【答案】A。解析：原文第二段指出，如果一段時(shí)間內(nèi)我們不對(duì)自己所學(xué)的進(jìn)行練習(xí)，那么很快就會(huì)有所遺忘.在這種情況下適應(yīng)性的后果也許不太明顯。但是突發(fā)性失憶卻會(huì)給適應(yīng)性帶來明顯后果。故選A。

　　27.【答案】B。解析：原文第三段表明，不遺忘的話，適應(yīng)力就會(huì)變差。記錄也顯示不遺忘的人的生活是混亂的。故選B。

　　28.【答案】D。解析：原文最后一段提到，研究表明記憶存儲(chǔ)系統(tǒng)有限，而遺忘能力可對(duì)其進(jìn)行靈活調(diào)節(jié)。在學(xué)習(xí)記憶(輸入)與遺忘(輸出)之間不斷調(diào)節(jié)。事實(shí)證明，個(gè)人的遺忘率與他學(xué)習(xí)多少有直接關(guān)系。故選D。

　　29.【答案】B。解析：本文通篇都在討論遺忘對(duì)于人的適應(yīng)機(jī)制的重要性，行文嚴(yán)謹(jǐn)，理論性很強(qiáng)，故選B。

　　30.【答案】A。解析：通讀全文可知，全文都在談?wù)撨z忘的作用及其重要性，故選A。

　　二、簡(jiǎn)答題

　　31.【參考答案】

　　(1)語法練習(xí)的形式

　�、贆C(jī)械型練習(xí)。這類練習(xí)的作用是幫助學(xué)生熟記、掌握語法規(guī)則和形式，一般使用互不連接的單獨(dú)結(jié)構(gòu)、短語或句子。常見的練習(xí)形式有填空、選擇和替換等。

　�、谝饬x型練習(xí)。這類練習(xí)強(qiáng)調(diào)形式的正確理解和輸出，但同時(shí)涉及了意義。練習(xí)仍然使用互不連接的單獨(dú)結(jié)構(gòu)，答案通常是確定的。常見的練習(xí)形式有：基于意義的填空或選擇、配對(duì)、改錯(cuò)及合并句子、漢譯英或英譯漢等。

　�、劢浑H型練習(xí)。這類練習(xí)最有使用價(jià)值和趣味性，它強(qiáng)調(diào)以交際為目的的意義輸出或理解.在交際過程中同時(shí)注意結(jié)構(gòu)的運(yùn)用。常見的練習(xí)形式有：兩人活動(dòng)、小組討論活動(dòng)、角色扮演活動(dòng)、頭腦風(fēng)暴活動(dòng)等。

　　(2)練習(xí)舉例

　�、贆C(jī)械型練習(xí)——替換練習(xí)

　　T：I’m trying to find a book in the box.

　　S：I’m trying to find a book in the box.

　　T：shelf.

　　S：I’m trying to find a book in the shelf.

　　T：bed.

　　S：I’m trying to find a book in the bed.

　　⑦意義型練習(xí)——漢澤英

　　我打算在我家鄉(xiāng)買套房子。

　　1 want to buy a house in my hometown.

　　三、教學(xué)情境分析題

　　32.【參考答案】

　　(1)教學(xué)環(huán)節(jié)主要包括課堂導(dǎo)入(1ead.in)，新課講授(presentation)，鞏固提高(consolidation)，總結(jié)與作業(yè)(summary and homework)。該片段屬于課堂導(dǎo)入和新課講授階段。

　　(2)課堂導(dǎo)入的目的在于使學(xué)生的注意力集中到課堂中來，明確教學(xué)任務(wù)，激發(fā)學(xué)生的求知欲和學(xué)習(xí)興趣。新課講授的目的在于呈現(xiàn)本堂課的教學(xué)內(nèi)容.包括語言結(jié)構(gòu)和語言功能.讓學(xué)生掌握基本語言知識(shí).同時(shí)鍛煉學(xué)生的語言能力，即聽說讀寫能力。通過教學(xué)活動(dòng)的設(shè)置，完成教學(xué)任務(wù)，達(dá)到教學(xué)目標(biāo)。

　　(3)有效教學(xué)是教師遵循教學(xué)活動(dòng)的客觀規(guī)律，以最優(yōu)的過程和最大的效率促進(jìn)學(xué)生在知識(shí)、技能、情感態(tài)度與價(jià)值觀方面“三維目標(biāo)”上獲得整合、協(xié)調(diào)、可持續(xù)發(fā)展，從而有效地實(shí)現(xiàn)預(yù)期的教學(xué)目標(biāo)，滿足社會(huì)和個(gè)人的教育價(jià)值需求而組織實(shí)施的教學(xué)活動(dòng).

　�、僭摻虒W(xué)片段中，教師通過回顧舊知識(shí)的方式引入新課，但是沒有進(jìn)一步讓學(xué)生展開討論，沒有充分激活學(xué)生的關(guān)聯(lián)知識(shí)。導(dǎo)入內(nèi)容趣味性不高，不利于激發(fā)學(xué)生的學(xué)習(xí)興趣。

　�、诮處熢谛率诃h(huán)節(jié)采用了學(xué)生討論的形式，鍛煉了學(xué)生的1：3語表達(dá)能力，同時(shí)培養(yǎng)了學(xué)生的合作精神。

　�、墼谛率诃h(huán)節(jié)中，教師應(yīng)注意讓學(xué)生整體感知文章，而不是機(jī)械地分析每一部分的大意，這樣不利于學(xué)生閱讀能力的培養(yǎng)。

　�、芙虒W(xué)反饋較單一，應(yīng)多用一些啟發(fā)性的反饋語，引導(dǎo)學(xué)生積極探索新知，培養(yǎng)學(xué)生的自主探究能力，提高教學(xué)效率。

　　四、教學(xué)設(shè)計(jì)題

　　33.【參考設(shè)計(jì)】

　　Class type：Reading class

　　Teaching Contents：Franklin’s Famous Kite Experiment

　　Teaching Objectives：

　　(1)Knowledge objective

　　Students can master the following words, phrases and the sentence patterns.

　�、買mportant words: conduct, charge, shock, prove, tear, fasten, explain, appear

　�、贗mportant phrases: do an experiment, a great deal, tie ... tostop ... from ...

　�、跧mportant sentence patterns: Having realized that I could useI decided to do an experiment.

　　(2) Ability objective

　　Students can improve their reading ability through reading activities.

　　(3) Emotional objectives

　�、� After learning the passage, students are expected to know about some famous scientists and their inventions and train students' qualities of science.

　�、� Students will have a serious attitude towards science.

　　Teaching Key Points:

　　(1) tearn the words and phrases listed above.

　　(2) enable students to improve their reading ability.

　　Teaching Difficult Points:

　　(1) How to understand the following sentence correctly.

　　Having realized that I could use a kite to attract lightning, I decided to do an experiment.

　　(2) How to help students understand the passage better.

　　Major Steps:

　　Step 1 Pre-reading (3 minutes)

　　T: Today we come to the reading. It's about Franklin's kite experiment. As we all know, Benjamin Franklin is a famous politician. But today we will read a passage about him as a scientist. We should learn about his serious attitude towards science. Let's see how Franklin made his famous electricity experiment by flying a kite.

　　T: Do you have the experiences of flying a kite? Have you ever made a kite by yourself?. Why do you often go out to play kites?

　　Students share their own ideas with each other.

　　(Justification: Activate students' background knowledge, and help the teacher introduce the theme of the text.)

　　Step 2 While-reading (14 minutes)

　　(1) Fast reading (4 minutes)

　　Ask the students to read the passage quickly and match the paragraphs with the main ideas (on the screen).

　　Show the following on the screen:

　　Paragraph 1The Tip of doing the experiment

　　Paragraphs 2-3Introduction to Franklin's experiment

　　Paragraphs 4-6The process of the experiment

　　Students browse the text quickly to get the general idea.

　　(Justification: Train students' ability of skimming for the main idea.)

　　(2) Careful reading (10 minutes)

　�、貯sk students to read the text carefully to find relevant information:

　　A. List all the materials that are needed to make a kite.

　　B. List what are needed to do the same kite experiment as Franklin did.

　　C. Get students to read the text and then decide whether the following statements are true (T) or false (F).

　　a. In 1752, scientists already knew what electricity is. (　　)

　　b. Franklin was helped by a friend to do the experiment. (　　)

　　c. Franklin made the kite of silk because wet silk does not conduct electricity. (　　)

　　d. A condenser was used in the experiment to store electricity. (　　)

　　e. The key tied to the string was put into the door to stop the kite from flying away. (　　)

　　Students finish the reading task and report to the whole class.

　　(Justification: Train students' ability of scanning for detailed information.)

　�、� Use the multimedia to present Franklin's experiment.

　　Students are asked to fill out the form about Science Report.

　　Title: Experimenter's name

　　Justification:

　　Procedure:

　　Results:

　　Conclusion:

　　(Justification: Teach students how to write a science report.)

　　Step 3 Post-reading (8 minutes)

　　Present some questions:

　�、賅hy is the kite made of silk better than the one made of paper?

　　②Do you think Franklin's experiment was dangerous? And why?

　�、� What do you learn from this experiment?

　　Students are asked to think about the questions, discuss with classmates and report to the whole class.

　　(Justification: Help students understand the text better and offer them opportunities to communicate with their classmates.)

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