2016年下半年高中教師資格證英語學科試題及解析 四套

　　【摘要】助力備考，環(huán)球網(wǎng)校教師資格頻道誠意整理2016年下半年高中教師資格證英語學科試題及解析 四套，預祝大家取得好成績。

　　點擊查看：2016年下半年高中教師資格證各學科模擬試題及答案匯總

　　一、單項選擇題(本大題共30小題，每小題2分，共60分)

　　在每小題列出的四個備選項中選擇一個最佳答案，請用28鉛筆把答題卡上對應題目的答案字母按要求涂黑。錯選、多選或未選均無分。

　　2. Consonants are classified in terms of__________.

　　A. the place where the airstream obstruction occurs

　　B. the part of tongue that is the highest

　　C. openness of the mouth

　　D. the length of the sound

　　3. Jim has few friends because he is such a __________person.

　　A. belligerent

　　B. gregarious

　　C. generous

　　D. beneficent

　　4. He was fired because of his __________ refusal to follow orders.

　　A. obstinate

　　B. obstructive

　　C. obedient

　　D. obsessive

　　5. The city government is building more roads to __________the increasing number of cars.

　　A. accommodate

　　B. accept

　　C. hold

　　D. receive

　　6. --How many boy students are there in your class?

　　--There are __________girls as boys.

　　A. three times many as

　　B. many as three times

　　C. as many three times

　　D. three times as many

　　7. Much__________I have traveled, I have never seen anyone to equal her in efficiency.

　　A. although

　　B. as

　　C. while

　　D. if

　　8. True friendship is like sound health, the value __________is seldom known until it is lost.

　　A. on which

　　B. of which

　　C. about which

　　D. among which

　　9. X: He likes dogs.

　　Y: He likes animals.

　　The relationship of X and Y is that“__________”.

　　A. X is synonymous with Y

　　B. X is inconsistent with Y

　　C. X entails Y

　　D. X presupposes Y

　　10. A: Do you know where Mr. Brown is?

　　B: Somewhere in the southern suburbs of the city.

　　Speaker B violates the maxim of__________.

　　A. quality

　　B. quantity

　　C. manner

　　D. relation

　　11. Some teachers teach reading by introducing new vocabulary and structure first and then going over the text sentence by sentence and paragraph by paragraph with the students. This way is known as__________.

　　A. top-down model

　　B. bottom-up model

　　C. interactive model

　　D. integrative model

　　12. Which aspect do students focus on when they learn the usage of vocabulary?

　　A. Spelling.

　　B. Lexical rules.

　　C. Collocation.

　　D. Pronunciation.

　　13. What should the teacher try to avoid when selecting listening activities?

　　A. The listening activity must have a real, communicative purpose.

　　B. The listening activity must cater to students' real life.

　　C. Pre-listening tasks must help students identify the purpose of the listening activity.

　　D. The classroom climate surrounding the listening activity can be anxious.

　　14. Which of the following activities are not communicative activities in teaching speaking?

　　A. Information gap activities.

　　B. Accuracy-focused games.

　　C. Debates and interviews.

　　D. Problem-solving activities.

　　15. How should the teacher deal with students' writing errors?

　　A. Teachers should limit students to take risks to use new vocabulary and structures.

　　B. Teachers should often show negative attitude towards students' writing errors.

　　C. Teachers should make corrections for all the writing errors of students.

　　D. Teachers should underline the errors and leave them for students to correct themselves.

　　16. For better classroom management, what should the teacher do while the students are doing activities?

　　A. Participating in a group.

　　B. Preparing for the next procedure.

　　C. Moving around to monitor, prompt and provide help.

　　D. Standing in front of the class.

　　17. Which of the following does NOT belong to the ways of collecting information for formative assessment?

　　A. Learner portfolio.

　　B. Testing.

　　C. Classroom observation.

　　D. Questionnaire survey.

　　18. Which of the following features is not involved in good textbooks?

　　A. Textbooks should help students feel at ease.

　　B. Textbooks should help students develop confidence.

　　C. Textbooks should maximize students' learning potential.

　　D. Textbooks should cater for students' same learning styles.

　　19. To assess how well a student is performing relative to his or her own previous performance,a teacher would use__________ assessment.

　　A. criterion-referenced B. individual-referenced

　　C. norm-referencedD. peer

　　20. The teacher asks students to do a group-work task. Before the task, the teacher assigns roles clearly around the class, pointing to each student in turn. "You are A ... you are B ..., etc."Here the teacher plays the role of__________.

　　A. controller

　　B. prompter

　　C. facilitator

　　D. organizer

　　Passage 1

　　Results showed that at least a tenth of the Harvard first-year undergraduates polled admitted to having cheated on an exam prior to starting at the university, while almost half admitted to cheating on their homework. An anonymous survey by Harvard's newspaper has revealed a surprising pattern of academic dishonesty among students entering the US universities.

　　The survey by The Harvard Crimson was emailed to the incoming first year undergraduates;1,600 students responded. Results showed that at least a tenth of the students polled admitted to having cheated on an exam prior to starting at the university, while almost half admitted to cheating on their homework.

　　Athletes were apparently the most prone to cheating. 20 percent of students who played a university sport admitted to cheating on an exam compared to 9 percent of students who did not.

　　The survey also revealed that men were not only more likely to cheat but were also more likely to admit to it.

　　The results, compared to a previous survey done on the class of 2013, suggested that cheating may be becoming more commonplace. Of the outgoing seniors only 7 percent admitted to cheating in an exam and another 7 percent said they had been dishonest on a take-home test. 32 percent of the seniors said they had cheated on homework during their undergraduate years..

　　The surveys come in the wake of a cheating scandal at the university which saw 120 students investigated for sharing answers on an exam in 2012. One recent graduate stated: "Cheating was commonplace when I was at Harvard, especially with students in their first year or two. I would say as many as 60 per cent of students took notes into some exams. No one really cared the faculty,well some of them at least, seemed to recognize and yet ignore the problem."

　　In an email to NBC News, Jeff Neal, a Harvard representative, explained that a committee,made up of faculty, staff and students had been established to tackle cheating, which "is a national problem in American education".

　　He added: "While the vast majority of Harvard and other students do their work honestly,beginning this year Harvard College has implemented a new, more robust strategy of communicating with all students, particularly first-year students, about the importance--and the ways to achieve--academic integrity."

　　In a rebuff to critics who say university has become little more than an expensive party, 84 per cent of the responding undergraduates fully expected to prioritize their academics over extracurricular activities, sport, employment and their social lives. Not a single student put academics at the bottom of their list. Not content with confining themselves to their degree subject,59 percent of incoming students expressed a desire to pursue a secondary field of study, and 36

　　percent hoped to learn a language.

　　21. What did the results show according to the first two paragraphs?

　　A. Most American students cheat in exams before they enter universities.

　　B. Most American students entering the universities admit they have cheated.

　　C. Half of students entering the universities admit to cheating on their homework.

　　D. There is academic dishonesty among students entering the US University.

　　22. What does the author mean by saying "The results suggested that cheating may be becoming more commonplace." (Para. 4)?

　　A. After the previous survey in 2013, more students are found cheating.

　　B. More cheating students were under the survey this time.

　　C. No measures are taken to manage the phenomenon of cheating.

　　D. Most students don't pay attention to their curricula.

　　23. Which of the following is not the measure taken by Harvard University?

　　A. The university has set up a committee made up of faculty, staff and students.

　　B. Communicate with students about the importance of academic honesty.

　　C. Punish the students who cheat and if cheat, with no diploma.

　　D. Communicate with students about how to achieve academic integrity.

　　24. What can we learn from the last paragraph?

　　A. Most students prefer extracurricular activities to academics.

　　B. Most students of Harvard University still pay attention to academics.

　　C. The tuition fee of Harvard University is quite high.

　　D. Cheating phenomenon mean no enterprise of students.

　　25. What is the tone of the author according to the passage?

　　A. Subjective.

　　B. Exaggerated.

　　C. Sarcastic.

　　D. Objective.

　　請閱讀Passage 2。完成第26-30小題。

　　Passage 2

　　Reality television is a genre of television programming which, it is claimed, presents unscripted dramatic or humorous situations, documents actual events, and features ordinary people rather than professional actors. It could be described as a form of artificial or "heightened"documentary. Although the genre has existed in some form or another since the early years of television, the current explosion of popularity dates from around 2000.

　　Reality television covers a wide range of television programming formats, from game or quiz shows which resemble the frantic, often demeaning programmes produced in Japan in the 1980s and 1990s (a modern example is Gaki No Tsukai), to surveillance-or voyeurism-focused productions such as Big Brother.

　　Critics say that the term "reality television" is somewhat of a misnomer and that such shows frequently portray a modified and highly influenced form of reality, with participants put in exotic locations or abnormal situations, sometimes coached to act in certain ways by off-screen handlers,and with events on screen manipulated through editing and other post-production techniques.

　　Part of reality television's appeal is due to its ability to place ordinary people in extraordinary situations. For example, on the ABC show, The Bachelor, an eligible male dates a dozen women simultaneously, travelling on extraordinary" dates to scenic locales. Reality television also has the potential to turn its participants into national celebrities, outwardly in talent and performance programs such as Pop Idol, though frequently Survivor and Big Brother participants also reach some degree of celebrity.

　　Some commentators have said that the name "reality television" is an inaccurate description for several styles of program included in the genre. In competition-based programs such as Big Brother and Survivor, and other special-living-environment shows like The Real World, the producers design the format of the show and control the day-to-day activities and the environment,creating a completely fabricated world in which the competition plays out. Producers specifically select the participants, and use carefully designed scenarios, challenges, events, and settings to encourage particular behaviours and conflicts. Mark Burnett, creator of Survivor and other reality shows, has agreed with this assessment, and avoids the word "reality" to describe his shows; he has said, "I tell good stories. It really is not reality TV. It really is unscripted drama."

　　26. In the first line, the writer says "it is claimed" because__________.

　　A. they agree with the statement

　　B. everyone agrees with the statement

　　C. no one agrees with the statement

　　D. they want to distance themselves from the statement

　　27. Reality TV appeals to some because __________.

　　A. it shows eligible males dating women

　　B. it uses exotic locations

　　C. it shows average people in exceptional circumstances

　　D. it can turn ordinary people into celebrities

　　28. The term "reality television" is inaccurate__________.

　　A. for all programs

　　B. just for Big Brother and Survivor

　　C. for talent and performance programs

　　D. for special-living-environment programs

　　29. Pop Idol__________.

　　A. turns all its participants into celebrities

　　B. is more likely to turn its participants into celebrities than Big Brother

　　C. is less likely to turn its participants into celebrities than Big Brother

　　D. is a dating show

　　30. Mark Burnett__________.

　　A. was a participant on Survivor

　　B. is a critic of reality TV

　　C. thinks the term "reality television" is inaccurate

　　D. writes the script for Survivor

　　二、簡答題(本大題1小題，20分)

　　根據(jù)題目要求完成下列任務。用中文作答。

　　31.口語教學中應如何平衡準確性與流利性二者的關系?

　　三、教學情境分析題(本大題1小題。30分)

　　根據(jù)題目要求完成-FNf壬務，用中文作答。

　　32.請閱讀下面一份學生的書面表達以及教師的評語，并回答問題。

　　Hi, Suzanne,

　　First of all, welcome to China. In fact, many students have the same problem like you. As a matter of fact, it doesn't as difficult as you think. But ways are great importance. Here are some tips:

　　Firstly, review your lessons so that it can help you catch the important points. Also read books in advance. And put your heart into class, espeeial what the teacher says.

　　Secondly, don't be afraid make mistakes. It's a good study habit which play" a important role in learning language.

　　Thirdly, try to do something hard and always discuss some problems with your classmates in Chinese so that you can learn Chinese from your classmates.

　　Finally, to be patient when you still do poorly in Chinese. As you know, Rome isn't build in a day. As time goes on, you will success sooner or later.

　　I hope that you can make great progress in Chinese. Good luck!

　　Yours, Xiao Yu

　　教師的評語：結(jié)構合理，層次清晰。過渡詞用得很好，使用了較復雜的句式為文章增色了許多。但畫線地方有誤，請改正。

　　(1)該教師對學生作文的錯誤地方畫線有何作用?(8分)

　　(2)對該教師對學生作文的批改情況進行分析。(15分)

　　(3)假若此學生作文中出現(xiàn)的問題是學生群體中普遍常犯的錯誤，教師應該怎么做?(7分)

　　四、教學設計題(本大題1小題，40分)

　　根據(jù)提供的信息和語言素材設計教學方案。用英文作答。

　　33.設計任務：請閱讀下面學生信息和語言素材，設計一個30分鐘的閱讀訓練活動。

　　教案沒有固定格式.但須包含下列要點：

　　teaching objectives

　　teaching contents

　　key and difficult points

　　major steps and time allocation

　　activities and justifications

　　教學時間：30分鐘

　　學生概況：某城鎮(zhèn)普通中學高中一年級第一學期學生，班級人數(shù)40人。多數(shù)學生已經(jīng)達到《普通高中英語課程標準(實驗)》五級水平。學生課堂參與積極性一般。

　　語言素材：

　　Wang Peng sat in his empty restaurant feeling very frustrated. It had been a very strange morning. Usually he got up early and prepared his menu of barbecued mutton kebabs, roast pork,stir-fried vegetables and fried rice. Then by lunchtime they would all be sold. By now his restaurant ought to be full of people. But not today! Why was that? What could have happened? He thought of his mutton, beef and bacon cooked in the hottest, finest oil. His cola was sugary and cold, and his ice cream was made of milk, cream and delicious fruit. "Nothing could be better," he thought.

　　Suddenly he saw his friend Li Chang hurrying by. "Hello, Lao Li," he called. "Your usual?" But Li Chang seemed not to hear. What was the matter? Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.

　　Wang Peng followed Li Chang into a new small restaurant. He saw a sign in the window.

　　Tired of all that fat? Want to lose weight?

　　Come inside Yong Hui's slimming restaurant.

　　Only slimming foods served here.

　　Make yourself thin again!

　　Curiosity drove Wang Peng inside. It was full of people. The hostess, a very thin lady, came forward. "Welcome," she said. "My name is Yong Hui. I'll help you lose weight and be fit in two weeks if you eat here every day." Then she gave a menu to Wang Peng. There were few choices of food and drink on it: just rice, raw vegetables served in vinegar, fruit and water. Wang Peng was amazed at this and especially at the prices. It cost more than a good meal in his restaurant! He could not believe his eyes. He threw down the menu and hurried outside. On his way home he thought about his own menu. Did it make people fat? Perhaps he should go to the library and find out. He could not have Yong Hui getting away with telling people lies! He had better do some research!

　　At the library Wang Peng was surprised to find that his restaurant served far too much fat and Yong Hui's far too little. Even though her customers might get thin after eating Yong Hui's food,they were not eating enough energy-giving food to keep them fit. They would become tired very quickly. Wang Peng felt more hopeful as he drove back home. Perhaps with a discount and a new sign he could win his customers back. So he wrote:

　　Want to feel fit and energetic?

　　Come and eat here! Discounts today!

　　Our food gives you energy all day!

　　The competition between the two restaurants was on!

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　　【摘要】助力備考，環(huán)球網(wǎng)校教師資格頻道誠意整理2016年下半年高中教師資格證英語學科試題及解析 四套，預祝大家取得好成績。

　　點擊查看：2016年下半年高中教師資格證各學科模擬試題及答案匯總

　　一、單項選擇題

　　1.【答案】D。解析：考查弱讀。在英語口語中，有時由于語速快或在句子中處于次要位置而不被強調(diào)等原因，某些元音會被弱讀。通常情況下，冠詞、介詞、代詞、連詞等虛詞在句子中要弱讀。弱讀規(guī)律的第二階梯是所有元音經(jīng)過一定程度弱化后都可以變?yōu)?a/音，這使元音發(fā)生了較大程度的弱化，是所有元音共有的弱化狀態(tài)。例如：for，from，of'to，some等。故選D。

　　2.【答案】A。解析：考查輔音的分類。輔音的分類依據(jù)主要有三種：發(fā)音方式、發(fā)音部位和聲帶狀態(tài)。其中發(fā)音部位指發(fā)生氣流阻礙的部位。故A項正確。B、C、D三項均是描寫元音的因素。

　　3.【答案】A。解析：考查形容詞辨析。句意為“吉姆幾乎沒有任何朋友，因為他是一個__________的人”。bel.ligerent“好爭吵的”，gregarious“愛社交的”，generous“慷慨的”，beneficent“仁慈的”。故選A。

　　4.【答案】A。解析：考查形容詞辨析。obstinate“固執(zhí)的，頑固的”，obstructive“妨礙的”，obedient“服從的”，obsessive"著迷的，迷戀的”。句意為“他因固執(zhí)地拒絕遵守命令而被解雇了”。故選A。

　　5.【答案】A。解析：考查動詞辨析。accommodate意為“容納，使適應”，符合句意“市政府正修建更多的道路以適應日益增加的車輛”。accept意為“接受，承認，承擔”，hold意為“持有，支持，保存”，receive意為“收到，得到，接受”.這三項均不符合句意。

　　6.【答案】D。解析：考查倍數(shù)表達法。句意為“女生人數(shù)是男生的三倍”，此句用的是該句型A+be+倍數(shù)+as+adj./adv.(原級)+as+B，表示“A是B的多少倍數(shù)”。故選D。

　　7.【答案】B。解析：考查倒裝結(jié)構。該題是由as引導讓步狀語從句，副詞置于句首時，從句要部分倒裝。句意為“我雖然見多識廣.但還從未見過比她更有效率的人”。

　　8.【答案】B。解析：考查非限定性定語從句。先行詞為sound health，關系詞與value之間為所屬關系，所以選用of which。句意為“友誼像健康一樣直到失去才知道它的珍貴”。故選B。

　　9.【答案】C。解析：考查語句之間的涵義關系。A項表示“同義關系”，B項表示“矛盾關系”，C項表示“蘊涵關系”，D項表示“預設關系”。分析題干可知，他喜歡狗，那么他一定喜歡動物;他喜歡動物，但不一定喜歡狗。因此，由X能推出Y.但是由Y推不出X，X包含Y。故選C。

　　10.【答案】B。解析：考查會話含義理論。A向B打聽Mr.Brown在哪兒，B回答說“該市南部郊區(qū)的某個地方”。顯然B沒有提供充足的信息量，但這可能是因為他自己也不是很清楚確切地址。為了遵守質(zhì)量(quality)7隹則，他只好違反數(shù)量(quantity)準$U第一條次則——使你的話語如(交談的當前目的)所要求的那樣信息充分。故選B。

　　11.【答案】B。解析：考查閱讀教學模式。就閱讀教學的模式來說，主要有三種：自上而下的模式(top.Down model)，自下而上的模式(bottom-up model)和交互補償模式(interactive model)。在自下而上的模式中，學生從字母.到單詞.到句子，逐個進行解碼從而理解全文。

　　12.【答案】C。解析：考查詞匯教學。當學生學習詞匯的用法時，學生應注意詞匯的搭配(collocation)、短語(phrases)、習語(idioms)、風俗(style)和語域(register)等，故選C。A、B、D三個選項均屬于詞匯的信息(basicinformation)。

　　13.【答案】D。解析：考查聽力教學。為保證聽力活動的效果，課堂氣氛應是輕松活躍的。故選D。

　　14.【答案】B。解析：考查口語教學?？谡Z教學有很多種活動，包括控制性活動、半控制性活動、交際性活動等。交際性活動又包括很多，例如信息差活動、討論、辯論、訪談、解決問題的活動、以流利性為導向的游戲等。accuracy.focused games屬于控制性活動。故選B。

　　15.【答案】D。解析：考查寫作教學。學生在寫作中犯錯常常是難以避免的情況.但是教師要不怕學生犯錯并鼓勵他們運用較難的詞匯和句子，這樣學生的寫作能力才會提高，故A錯誤。教師如果經(jīng)常對錯誤持消極的態(tài)度，就會阻礙學生的寫作熱情，不利于寫作技能的提高，故B錯。教師在批閱作文時，不應該自己把所有的錯誤都改正，而應該指出錯誤并讓學生自己去改，以培養(yǎng)學生獨立寫作的能力，C項錯誤，故選D。

　　16.【答案】C。解析：考查課堂管理。學生小組活動時教師最好在教室里走動，監(jiān)控活動完成情況，為學生提供幫助。有必要時教師可以參與活動，但不宜過度。否則會影響到課程的管理。

　　17.【答案】B。解析：考查教學評價。測試屬于終結(jié)性評價的方式。學習者記錄袋、課堂觀察、問卷調(diào)查都屬于形成性評價的方式。

　　18.【答案】D。解析：考查“好”教材應具備的特征。好的教材，應該考慮到不同層次學生的需求，以及不同學生的學習風格.因此D項錯誤。

　　19.【答案】B。解析：考查教學評價。教學評價標準包括目標參照性評價、常模參照性評價和個體參照性評價。對一個學生與其之前的表現(xiàn)相比作評價.屬于個體參照性評價。故選B。

　　20.【答案】D。解析：考查教師角色。教師在要求學生進行小組任務前，先給全班同學分配角色，這體現(xiàn)了教師的組織者角色。故選D。

　　Passage l

　　21.【答案】D。解析：文章開頭提到，據(jù)哈佛大學的報紙進行的一項匿名調(diào)查揭示了一個出人意料的事實，那就是進人美國大學的學生中存在學術上不誠實的行為。接著.作者在文章第二段引用具體數(shù)據(jù)來說明這一主題。選項中，D項意為“進入美國大學的學生中存在學術上不誠實的行為”.這與前兩段的中心旬意思一致，因此.正確答案是D。

　　22.【答案】A。解析：題目中的“The results….suggested that cheating may be becoming more commonplace."意為“與此前針對2013班級所做的調(diào)查相比，該次調(diào)查結(jié)果表明作弊現(xiàn)象可能會越來越普遍”.由此可推知，2013年所做的調(diào)查之后，人們發(fā)現(xiàn)更多的學生作弊.故作弊現(xiàn)象可能會越來越普遍，故正確答案為A。

　　23.【答案】C。解析：根據(jù)題目中的“the measure taken by Harvard University”可定位至第六、第七段。這兩段提到，哈佛大學已成立一個由教職員工和學生組成的委員會.目的是整治作弊現(xiàn)象：從今年開始哈佛學院要實施一個新的、更強大的戰(zhàn)略用來與所有學生，尤其一年級的學生.溝通關于學術誠信的重要性.以及如何實現(xiàn)學術誠信。A、B、D項與原文相吻合，而C項文中并未提到，因此不是哈佛大學采取的措施。

　　24.【答案】B。解析：文章最后一段開頭講到“In a rebuff to critics who sav university has become little more than an expensive pany”即調(diào)查結(jié)果對于那種說哈佛大學無異于一個昂貴聚會的批評作出反駁，接著講到哈佛大學的大部分受訪學生優(yōu)先考慮學業(yè)，而且部分學生并不局限于自己的專業(yè)，積極拓展?？梢?哈佛大學并非是一個昂貴聚會，學生們雖然作弊，依然很重視學業(yè)。B項符合題意。

　　25.【答案】D。解析：本文主要講述了進入美國大學的學生中存在的學術上的不誠實行為。作者嚴格依照調(diào)查結(jié)果，引用調(diào)查數(shù)據(jù)以及相關權威人士的觀點，客觀地陳述了這一現(xiàn)象。因而.作者采用了客觀陳述的語氣。正確答案為D。

　　Passage 2

　　26.【答案】D。解析：it is claimed的意思是“據(jù)宣稱”，即不是作者本人的言論，所以選項D更符合題意。

　　27.【答案】C。解析：從文章第四段“Part of reality television’s appeal is due to its ability to place ordinary people in extraordinary situations."可知這種需求是因為能把普通人放置到不平凡的處境中.C項是該句的同義替換。

　　28.【答案】D。解析：A、B選項說法太籠統(tǒng)，只有D選項在文章最后一段出現(xiàn)。

　　29.【答案】B。解析：從文章第四段“Reality television also has the potential to turn its participants into national celebrities，outwardly in talent and performance programs such as Pop Idol，though frequently Survivor and Big Brother participants also reach some degree of celebrity.”可知選B。

　　30.【答案】C。解析：從文章最后一段“Mark Burnett，creator of Survivor and other reality shows，has agreed with this assessment，and avoids the word‘reality’to describe his shows”可知Mark Burnett也認為稱它為“realitv television”是不準確的，并且避免用reality這個詞匯。

　　二、簡答題

　　31.【參考答案】

　　口語是一種產(chǎn)出性技能.既要流利.又要準確。流利強調(diào)意義的完整表達，準確強調(diào)語言形式的正確使用。過分注重流利而忽視準確.可能造成語言令人費解的后果;而過分強調(diào)準確，則會使意義表達不連貫。因此，在口語教學中應該首先強調(diào)流利性.同時注意準確性，很好地平衡兩者關系。一般來說，模仿性口語要糾錯，以保證正確輸出.為精確表達奠定基礎：交際性口語要容忍錯誤的發(fā)生，盡量不打斷學生的思路，等學生連貫地表達出自己的想法后再糾正典型錯誤。

　　三、教學情境分析題

　　32.【參考答案】

　　(1)教師對學生的錯誤地方畫線。是一種讓學生修改其錯誤的提示性標記。材料中教師在錯誤處畫線，有助于學生在自我更正的過程中積極地思考出錯的原因.從錯誤中吸取教訓。同時，學生能夠?qū)λ鶎W知識進行查漏補缺.可以認識到自己還沒有完全掌握哪些知識點或哪些語言規(guī)則掌握得不準確。學生可以從錯誤中學到知識.知識的殘缺也會得到及時的彌補。

　　(2)該教師在批改此學生的作文中，能夠認真閱讀并指出錯誤之處，并希望學生自行改正，是教師批改的一大優(yōu)點.但該教師沒有區(qū)分錯誤的類型，對于出現(xiàn)的錯誤不加區(qū)分一律畫線，是其批改中出現(xiàn)的不當之處。有的學生可以悟出來，如be afraid make mistakes，play a important等。此類錯誤不必多加解釋，經(jīng)過提示，學生可以自行解決。但對于As a matter of fact為什么畫線.學生很難發(fā)現(xiàn)其出錯原因是前面用了in fact，造成重復現(xiàn)象。還有to be patient when vou still do poorly in Chinese學生很可能搞不懂錯在哪里。這時，教師應給出詳細解釋，確保學生理解錯誤原因。因此.對學生書面表達中出現(xiàn)的錯誤的處理方式應有別于口語中出現(xiàn)的錯誤處理方式。從某種程度上說.書面表達錯誤的處理應更加嚴謹.要求學生充分運用所掌握的語言知識來監(jiān)察和修改語言輸出.少出或不出語言形式方面的錯誤。

　　(3)教師如果在教學過程中發(fā)現(xiàn)學生普遍存在某一類的言語錯誤，此類現(xiàn)象可以看作對課堂教學是否正確高效的一種反饋。教師可以通過對普遍性錯誤的分析.找出教學中的薄弱環(huán)節(jié)，從而針對學生的實際情況，及時優(yōu)化教學內(nèi)容.改進教學方法.促進教學質(zhì)量的進一步提高。

　　四、教學設計題

　　33.【參考設計】

　　Class Type: Reading class

　　Teaching Contents: This lesson contains some useful words and phrases about healthy eating. Meanwhile, in this passage it makes students think what healthy food is and how important it is to eat healthy food.

　　Teaching Objectives:

　　(1) Knowledge objective

　　Students can acquire the knowledge of balanced diet and nutrition.

　　(2) Ability objectives

　?、?Students are able to talk about different kinds of food, unhealthy eating and balanced diet.

　?、?Students can improve their reading ability.

　　(3) Emotional objectives

　?、?Students can develop a sense of forming a healthy eating habit.

　?、赟tudents can develop the ability of cooperative learning.

　　Teaching Key Points:

　　(1) How to improve students' reading ability through the activities.

　　(2) How to enable the students to comprehend the bad effects of unhealthy eating habits and develop balanced eating habits.

　　Teaching Difficult Points:

　　Enable students to talk about different kinds of food and balanced diet.

　　Major Steps:

　　Step 1 Pre-reading (8 minutes)

　　(1) The teacher asks the students whether they know that the food they eat helps them grow in different ways.

　　Then shows students some pictures about different kinds of food on the screen, and asks students to classify them into different categories.

　　After students complete the form, the teacher asks them to discuss the answers they have filled. Meanwhile, the teacher offers some suggestions.

　　(2) The teacher asks students to work in pairs to discuss the following questions and then invites three of them to tell their opinions to the class.

　　①Which groups of food do you like best?

　?、?Which do you eat most often?

　?、?What will happen to you if you don' t eat a balanced diet?

　　(3) The teacher lets students look at the title and the pictures of it and predict what the passage is about, then read it quickly to see if they are right.

　　(Justification: Cultivate students' ability to classify different kinds of food and enable students to realize the necessity to keep a balanced diet. Make predictions about the text can arouse their curiosity to know more about it.)

　　Step 2 While-reading (16 minutes)

　　(1) Skimming and Scanning (6 minutes)

　　① Skimming

　　The teacher asks students to skim the reading passage and then answer the following questions:

　　a. Who are mentioned in the story?

　　b. Where did the story happen?

　　After that the teacher checks the answers with the whole class.

　?、赟canning

　　The teacher allows students to read the passage carefully this time to locate some important details, and then use the information from the reading passage to tick out the correct statements and give reasons for their answers.

　　a. Usually Wang Peng' s restaurant was full of people.(　　)

　　b. Yong Hui could make people thin in two weeks by giving them a good diet.(　　)

　　c. Wang Peng's regular customers often become fat.(　　)

　　d. Yong Hui's menu gave customers more energy-giving food.(　　)

　　e. Wang Peng's menu gave customers more protective food.(　　)

　　f. Wang Peng decided to compete with Yong Hui by copying her menu.(　　)

　　(Justification: Students' reading ability of getting the general ideas and locating the specific information can be

　　trained and improved by skimming and scanning practice.)

　　(2) Careful reading (i0 minutes)

　　The teacher asks students to read the passage again and then work in pairs to complete the following gaps:

　?、?The weakness of the diet in Wang Peng' s restaurant was that it did not give __________.

　　② The strength of the diet in Wang Peng' s restaurant was that it provided __________.

　?、跿he weakness of the diet in Yong Hui' s restaurant was that it did not give __________.

　?、?The strength of the diet in Yong Hui' s restaurant was that it provided __________.

　　And then asks students to divide the passage into 3 parts and give the main idea of each part.

　　(Justification: In this part, students' analyzing and summarizing ability can be trained.)

　　Step 3 Post-reading (6 minutes)

　　The teacher asks students to cliscuss the following questions in groups and write clown the main points and compare them with those of other groups.

　　(1) What do you think Wang Peng will provide to win his customers back?

　　(2) How do you think the story will end?

　　When students are discussing the questions, the teacher can withhold the readiness to provide resources.

　　(Justification: Discussing in groups provides them the opportunities to express their ideas actively and makes them have a deeper understanding of the text. At the same time, it can also inspire their imagination and cultivate their cooperative awareness.)

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