一、單項(xiàng)選擇題(本大題共20小題，每小題2分，共40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。
1. The similarity between the English consonants/p/,/b/,and/m/is that they are all_________.
A. fricative
B. plosive
C. labial-dental
D. bilabial
2. Which of the following is a back vowel in English?
A./ ɜː/
B./ ɔ:/
C./ ʌ/
D./e/
3. There is only one playground slide in this school, so the students have to take _________ to use it.
A. turns
B. the turn
C. a turn
D. the turns
4. Out of everyone's expectation, Johnson suddenly returned _________ a rainy night.
A. at
B. in
C. on
D. during
5. She_________ it very well when she described her younger brother as "brilliant but lazy".
A. put
B. made
C. assumed
D. interpreted
6. We don't think possible to master a foreign language without much memory work.
A. this
B. that
C. its
D. it
7. _________the same mistakes in the annual financial report again made his boss very angry.
A. His having made
B. He having made
C. He had made
D. He has made
8. I would have told him the answer, but I _________so busy then.
A. had been
B. were
C. was
D. would be
9. The use of the expression "I won't bore you with all the details..." indicates that people usually observe the_________Maxim in their daily conversations.
A. Quantity
B. Quality
C. Relevance
D. Manner
10. Which of the following is an evaluative move used by a teacher in class to comment on students’performance?
A. Initiation move.
B. Follow-up move.
C. Framing move.
D. Repair move.
11. Which of the following activities is NOT typical of the Task-Based Language Teaching method?
A. Problem-solving activities.
B. Opinion exchange activities.
C. Information-gap activities.
D. Pattern practice activities.
12. If a teacher shows students how to do an activity before they start doing it, he/she is using the technique of_________.
A. presentation
B. demonstration
C. elicitation
D. evaluation
13. When a teacher asks students to discuss how a text is organized, he/she is most likely to help them_________.
A. evaluate the content of the text
B. analyze the structure of the passage
C. understand the intention of the writer
D. distinguish the fact from the opinions
14. Which of the following practices can encourage students to read an article critically?
A. Evaluating its point of view.
B. Finding out the facts.
C. Finding detailed information.
D. Doing translation exercises.
15. Which of the following is a display question used by teachers in class?
A. If you were the girl in the story, would you behave like her?
B. Do you like the story Girl the Thumb, why or why not?
C. Do you agree that the girl was a kind-hearted person?
D. What happened to the girl at the end of the story?
16. Which of the following would a teacher encourage students to do in order to develop their cognitive strategies ?
A. To make a study plan.
B. To summarize a story.
C. To read a text aloud.
D. To do pattern drills.
17. Which of the following exercises would a teacher most probably use if he/she wants to help students de- velop their discourse competence.
A. Paraphrasing sentences.
B. Translating sentences.
C. Unscrambling sentences.
D. Transforming sentences.
18. The advantages of pair and group work include all of the following EXCEPT_________.
A. interaction with peers
B. variety and dynamism
C. an increase in language practice
D. opportunities to guarantee accuracy
19. Which of the following should a teacher avoid when his/her focus is on developing students' ability to use words appropriately?
A. Teaching both the spoken and written form.
B. Teaching words in context and giving examples.
C. Presenting the form, meaning, and use of a word.
D. Asking students to memorize bilingual word lists.
20. Which of the following practices is most likely to encourage students' cooperation in learning?
A. Doing a project.
B. Having a dictation.
C. Taking a test.
D. Copying a text.
閱讀Passage l，完成21～25小題。
Passage 1
In recent years, however, society has come to understand the limitations of schools that merely sort and rank students. We have discovered that students in the bottom one-third to one-half of the rank order—plus all who drop out before being ranked--fail to develop the foundational reading, writing, and mathematical proficiencies needed to survive in, let alone contribute to, an increasingly technically complex and ethnically diverse culture. So today, in asking schools to leave no child behind, society is asking that educators raise up the bottom of the rank-order distribution to a specified level of competence. We call those expectations our"academic achievement standards". Every state has them, and, as a matter of public policy, schools are to be held accountable for making sure that all students meet them.
To be clear, the mission of sorting has not been eliminated from the schooling process. For the foresee-able future, students will still be ranked at the end of high school. However, society now dictates that such a celebration of differences in amount learned must start at a certain minimum level of achievement for all.
The implications of this change in mission for the role of assessment are profound. Assessment and grad-ing procedures designed to permit only a few students to succeed ( those at the top of the rank-order distribu-tion) must now be revised to permit the possibility that all students could succeed at some appropriate level.
Furthermore, procedures that permitted( perhaps even encouraged)some students to give up in hopelessness and to stop trying must now be replaced by others that promote hope and continuous effort. In short, the entire emotional environment surrounding the prospect of being evaluated must change, especially for perennial low achievers.
The students' mission is no longer merely to beat other students in the achievement race. At least part of their goal must be to become competent. Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards.
The driving dynamic force for students cannot merely be competition for an artificial scarcity of success.
Because all students can and must succeed in meeting standards, cooperation and collaboration must come into play. The driving forces must be confidence, optimism, and persistence--for all, not just for some. All students must come to believe that they can succeed at learning if they try. They must have continuous access to evidence of what they believe to be credible academic success, however small. This new understanding has spawned increased interest in formative assessment in recent years.
21. What do the "academic achievement standards" in Paragraph 1 refer to?
A. The driving dynamic forces for all students who need to survive in society.
B. Confidence, optimism, and persistence that students need in order to succeed.
C. Differentiated levels of competence specified for students with different abilities.
D. The missions of students who want to beat others in their achievement race in school.
22. Which of the following would happen due to the change in mission for the role of assessment?
A. Most students would achieve a certain level of academic success.
B. Educators would raise up the bottom of the rank-order distribution.
C. Teachers would help low achievers to beat high achievers successfully.
D. Schools would eliminate sorting and ranking from the schooling process.
23. Which of the following is closest in meaning to the underlined word "accommodate" in Paragraph 4?
A. Adapt.
B. Match.
C. Accept.
D. Understand.
24. Which is meant by the author about the emotional promise of assessment for students?
A. To reach a minimum level of achievement.
B. To build up their confidence in success.
C. To enable them to compete with others.
D. To help them realize their goals.
25. Which of the following is likely to be the title of this passage?
A. Formative Assessment
B. Success in Meeting Standards
C. A New Mission of Assessment
D. Limitations of Current School Ranking
閱讀Passage 2，完成26—30小題。
Passage 2
The subject of ballads, books and films, Robin Hood has proven to be one of popular culture's most en-during folk heroes. Over the course of 700 years, the outlaw from Nottinghamshire who robs the rich to give to the poor has emerged as one of the most enduring folk heroes in popular culture--and one of the most versa-tile. But how has the legend of Sherwood Forest's merry outlaws evolved over time7 Did a real Robin Hood inspire these classic tales?
Beginning in the lSth century and perhaps even earlier,Christian revelers in certain parts of England celebrated May Day with plays and games involving a Robin Hood figure with near-religious significance. In the 19th century,writer-illustrators like Howard Pyle adapted the traditional tales for children, popularizing them in the United States and around the world. More recently, bringing Robin to the silver screen has be-come a rite of passage for directors ranging from Michael Curtiz and Ridley Scott to Terry Gilliam and Mel Brooks.
Throughout Robin's existence, writers, performers and filmmakers have probed their imaginations for new incarnations that resonate with their respective audiences. In 14th-century England,where agrarian discontent had begun to chip away at the feudal system, he appears as an anti-establishment rebel who murders govern-ment agents and wealthy landowners. Later variations from times of less social upheaval dispense with the gore and cast Robin as a dispossessed aristocrat with a heart of gold and a love interest, Maid Marian.
Academics, meanwhile, have combed the historical record for evidence of a real Robin Hood. English le-gal records suggest that, as early as the 13th century, "Robehod," "Rabunhod" and other variations had be-come common epithets for criminals. But what had inspired these nicknames:a fictional tale, an infamous bandit or an amalgam of both? The first literary references to Robin Hood appear in a series of 14th- and 15th-century ballads about a violent yeoman who lived in Sherwood Forest with his men and frequently clashed with the Sheriff of Nottingham. Rather than a peasant, knight or fallen noble, as in later versions, the protagonist of these medieval stories is a commoner. Little John and Will Scarlet are part of this Robin's"merry" crew--meaning, at the time, an outlaw's gang--but Maid Marian, Friar Tuck and Alan-a-Dale would not enter the legend until later, possibly as part of the May Day rituals.
While most contemporary scholars have failed to turn up solid clues, medieval chroniclers took for gran-ted that a historical Robin Hood lived and breathed during the 12th or 13th century. The details of their ac- counts vary widely, however, placing him in conflicting regions and eras. Not until John Major's History of Greater Britain( 1521 ) ,for example, is he depicted as a follower of King Richard ,one of his defining charac-teristics in modern times.
We may never know for sure whether Robin Hood ever existed outside the verses of ballads and pages of books. And even if we did, fans, young and old, would still surely flock to England's Nottinghamshire region for a tour of the legend's alleged former hangouts, from centuries-old pubs to the Major Oak in Sherwood Forest. What we do know is that the notion of a brave rebel who lives on the outskirts of society, fighting injustice and oppression with his band of companions, has universal appeal--whether he's played by Erroll Flynn,Russell Crowe or even,as on a 1979 episode of "The Muppet Show," Kermit the Frog.
26. Which of the following is closest in meaning to the underlined phrase"a rite of passage"in Paragraph 2?
A. A milestone event.
B. A top agenda.
C. A religious ceremony.
D. A privileged right.
27. Which of the following is true about Maid Marian according to the passage?
A. A woman with a good heart.
B. A woman Robin Hood loved.
C. A woman Robin Hood helped.
D. A woman studying Robin Hood legend.
28. Which of the following has been a defining characteristics of Robin Hood since the sixteenth century ac- cording to the passage?
A. A religious celebrity.
B. A versatile aristocrat.
C. A supporter of King Richard.
D. A beloved robber in Nottinghazn.
29. Which of the following methods is used by the author in elaborating his points?
A. Quotation.
B. Contrast and comparison.
C. Classification.
D. Rhetorical question.
30. Which of the following is a proper title for the passage?
A. The Real Robin Hood
B. The Fictional Robin Hood
C. The Figurative Robin Hood
D. The Imaginary Robin Hood
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(wù)，用中文作答。
31．簡述英語校內(nèi)課外活動(dòng)的三個(gè)主要作用(6分)，列出四種活動(dòng)形式(8分)，并寫出教師組織課外活動(dòng)的三點(diǎn)注意事項(xiàng)。(6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．下面片段來自某初中英語課堂教學(xué)實(shí)錄。
T:Good morning, boys and girls. We talked about "The present perfect tense" yesterday, and I hope you have got some idea about it. Do you still remember the forms of the tense?
S1 : Have/Has done.
T:You are right, good boy. And who can say a sentence with the form?
S2:Let me try. We have learnt English for a few years.
T : Very good, thank you.
S3:My father have gone to Hangzhou and often tells us about its beautiful scenery there.
T:Oh, you also remember the form, but then, where is your father? Is he still in Hangzhou or back home now?
S3 : Back home.
T:Oh, I see, you mean your father went to Hangzhou sometime in the past. And he has come back home from there. And since your father is not you yourself, not I, next time you should say "My father has been to Hangzhou and often tells us about its beautiful scenery there". OK?
請(qǐng)根據(jù)該教學(xué)片段回答下面三個(gè)問題：
(1)該教師的教學(xué)有哪些優(yōu)點(diǎn)?寫出2個(gè)即可。(8分)
(2)該教師發(fā)現(xiàn)學(xué)生表達(dá)錯(cuò)誤時(shí)，采取了哪四種具體的糾錯(cuò)方式?(8分)
(3)再列出其他兩種糾錯(cuò)方式，并各舉一例說明。(14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)15分鐘的英語聽說教學(xué)方案。該教案沒有固定格式，但必須包含下列要點(diǎn)：
● teaching objectives
● teaching contents
●key and difficult points
●major steps and time allocation
● activities and justifications
教學(xué)時(shí)間：l5分鐘
學(xué)生概況：某城鎮(zhèn)普通中學(xué)七年級(jí)(初中一年級(jí))學(xué)生，班級(jí)人數(shù)40人。多數(shù)學(xué)生已達(dá)到《義務(wù)教育英語課程標(biāo)準(zhǔn)》(2011年版)二級(jí)水平，學(xué)生課堂參與積極性不高。
語言素材：
Hi! I am Tony. I don't like to get up early. In the morning I get up at eight. Then I go to school at eight thirty. I don't have much time for breakfast, so I usually eat very quickly. For lunch. I usually eat hamburgers. After school, I sometimes play basketball for half an hour. When I get home, I always do my homework first. In the evening I either watch TV or play computer games. At ten thirty, I brush my teeth and then I go to bed.
Mary is my sister. She usually gets up at six thirty. Then she always takes a shower and eats a good breakfast. After that, she goes to school at eight thirty. At twelve, she eats lots of fruit and vegetables for lunch. After lunch she sometimes plays volleyball. She always eats ice-cream after dinner. She knows it's not good for her, but it tastes good! In the evening, she does her homework and usually swims or takes a walk. At nine thirty, she goes to bed.
一、單項(xiàng)選擇題
1．D【解析】／p／，／b／，／in／，／w／都屬于雙唇音。
2．B【解析】／ɜː／和／ʌ／屬于中元音，／e／屬于前元音，只有／ɔ:／屬于后元音。故選B。
3．A【解析】take turns to do sth．是固定搭配，意為“輪流去做某事”。句意：這所學(xué)校只有一個(gè)滑梯，因此學(xué)生們得輪流使用。
4．c【解析】考查介詞辨析。表示時(shí)間的某一點(diǎn)、某一時(shí)刻或年齡用at；泛指一般意義的上午、下午、晚上或月和年時(shí)用in；表示星期幾，某一特定的日期或具體在某一日時(shí)用on；during意為“在……期間”。本題特指是在一個(gè)雨夜，所以用on。故選C。
5．A【解析】put it well“說的好”。句意：她把弟弟描述成“聰明但懶惰”，真是說得太好了。
6．D【解析】it用作形式賓語，真正的賓語是后面的不定式“to master a foreign language without much memory work”。
7．A【解析】having done就是一個(gè)動(dòng)名詞的完成時(shí)，表示發(fā)生在謂語動(dòng)詞made之前的一個(gè)動(dòng)作，動(dòng)詞的-ing形式作主語是動(dòng)名詞，具有名詞的屬性，故用形容詞性物主代詞his。
8．c【解析】考查時(shí)態(tài)。前半句是對(duì)過去的虛擬，but之后是當(dāng)時(shí)的實(shí)際情況所以不再用虛擬語氣了，直接用一般過去時(shí)。故選C。
9．A【解析】句意：我不會(huì)把所有的細(xì)節(jié)都告訴你。這遵循了會(huì)話含義理論中的“數(shù)量準(zhǔn)則”，即“所說的話不應(yīng)包含超出需要之外的信息”。故選A。
10．B【解析】句意：下面哪一個(gè)是教師用來評(píng)價(jià)學(xué)生課堂表現(xiàn)的評(píng)價(jià)話步?Initiation move“引發(fā)話步”，包括要求對(duì)方用語言或非語言形式做出反應(yīng)，傳達(dá)思想、事實(shí)、意見或信息等。Follow-up move“反饋話步”，主要表現(xiàn)為教師對(duì)學(xué)生回答做出的后續(xù)性話語，其結(jié)構(gòu)包括三類話目：接受(accept)、評(píng)價(jià)(evaluate)和評(píng)論(comment)。像“Yes”“No”“Good”“Fine”這樣的詞屬于反饋話步。Framing move“框架話步”，用來表明課堂話語新一階段的開始，在語流中起著標(biāo)示邊界的作用。例如“Well”“OK”這樣的詞屬于框架話步。沒有Repair move，故選B。
11．D【解析】解決問題型任務(wù)、交換觀點(diǎn)型任務(wù)、信息差型任務(wù)都屬于任務(wù)型語言教學(xué)中的任務(wù)設(shè)計(jì)類型。而“句型操練”是聽說法的特點(diǎn)，故選D。
12．B【解析】demonstration“示范演示”，指教師通過示范、演示，可以使難點(diǎn)或抽象內(nèi)容一目了然。
13．B【解析】老師讓學(xué)生討論文章怎樣組織成文的，最可能是幫助他們分析文章的結(jié)構(gòu)。
14．A【解析】句意：下列哪個(gè)練習(xí)能夠鼓勵(lì)學(xué)生批判性地閱讀文章?Evaluating its point of view“評(píng)價(jià)文章觀點(diǎn)”符合題意。b、C屬于從文章中找尋信息，D是翻譯練習(xí)只是從一種語言翻譯成另一種語言，并不能體現(xiàn)批判性。
15．D【解析】display question“展示性問題”，指提問者已經(jīng)知道答案的問題，選項(xiàng)中只有D項(xiàng)“故事的結(jié)尾這個(gè)女孩發(fā)生了什么事”符合其定義。故選D。
16．B【解析】cognitive strategies“認(rèn)知策略”，認(rèn)知策略是指學(xué)生為了完成具體學(xué)習(xí)任務(wù)而采取的步驟和方法。選項(xiàng)中只有B符合其標(biāo)準(zhǔn)描述。
17．A【解析】句意：如果教師想培養(yǎng)學(xué)生的語篇能力，他／她最有可能采用以下哪種練習(xí)?paraphra-sing sentences“釋義句子”,translating sentences “翻譯句子”，unscrambling sentences“整理句子”，transforming sentences“轉(zhuǎn)換句子”。語篇能力就是能夠?qū)ζ滦畔⑦M(jìn)行理解、加工和再創(chuàng)作的能力。釋義句子即用英語解釋或轉(zhuǎn)換句子。故選A。
18．D【解析】小組活動(dòng)和結(jié)對(duì)活動(dòng)有利于增加同伴問互動(dòng)、多樣性和動(dòng)力、增加語言練習(xí)。組織小組和結(jié)伴活動(dòng)的目的一般是調(diào)動(dòng)學(xué)生的興趣，培養(yǎng)其參與、合作等能力?；诖四康?，教師可適當(dāng)忽略對(duì)于準(zhǔn)確性的要求，0pportunities to guaran-tee accuracy“提供保證準(zhǔn)確性的機(jī)會(huì)”。故選D。
19．D【解析】詞匯教學(xué)主要是通過各種形式教授詞匯的音、形、義，提倡詞不離句，句不離篇。Asking students to memorize bilingual word lists“讓學(xué)生記憶中英文對(duì)照的單詞表”，屬于脫離語境的死記硬背，不利于發(fā)展學(xué)生正確使用單詞的能力。
20．A【解析】doing a project“做項(xiàng)目”容易培養(yǎng)學(xué)生與人合作的能力。其余選項(xiàng)都是個(gè)人完成的沒有互動(dòng)合作，故選A。
21．C【解析】細(xì)節(jié)理解題。由關(guān)鍵詞所在句子“We call those expectations our‘a(chǎn)cademic achievement standards’．”可知，其對(duì)應(yīng)的就是“those expecta-tions”所指的內(nèi)容。根據(jù)前一句話“…society is asking that educators raise up the bottom of the rank-order distribution to a specified level of compe-tence．”可確定答案為C。
22．A【解析】細(xì)節(jié)理解題。由第四段“The students’mission is no longer merely to beat other students in the achievement race…all students can achieve a certain level of academic success”可知，A項(xiàng)正確，C項(xiàng)錯(cuò)誤。B項(xiàng)文章未提及。根據(jù)第二段“To be clear，the mission of sorting has not been eliminated from the schooling process．”可知，D項(xiàng)錯(cuò)誤。故選A。
23．C【解析】詞義猜測(cè)題。由畫線詞定位至倒數(shù)第二段最后二句，該句包含四個(gè)小分句，采用了平行結(jié)構(gòu)“must+υ.”。 accommodate此處表示“承認(rèn)，接受”之意；當(dāng)表示“ (使)適應(yīng)”時(shí)，常用的搭配為“accommodate(sb.) to sth．”。故選C。
24.B【解析】推斷判斷題。由題干中的關(guān)鍵詞emo-tional promise將答案定位至第三段和最后一段。根據(jù)第三段“Assessment and grading procedures…”及最后一段“The driving dynamic force forstudents cannot…The driving forces must be confi-dence…”可推斷出作者表達(dá)的意思是通過評(píng)估改革，教師要激發(fā)學(xué)生的自信與希望，使他們相信通過不斷的努力，終會(huì)取得成功。故選B。
25．C【解析】主旨大意題。文章開頭分析了給學(xué)生排名這種評(píng)價(jià)方式的弊端，然后講述了評(píng)價(jià)方式的改革，即學(xué)校要讓所有學(xué)生而不僅僅是一部分學(xué)生達(dá)標(biāo)。Formative Assessment“形成性評(píng)價(jià)”；Success in Meeting Standards“成功達(dá)標(biāo)”；Limita-tions of Current School Rankin9“學(xué)?，F(xiàn)行的排名制度的弊端”，三項(xiàng)均不能全面地體現(xiàn)本文的中心思想。A New Mission of Assessment“評(píng)價(jià)的新使命”最適合做本文的標(biāo)題。
26．A【解析】詞義猜測(cè)題。a rite of passage所在句意為“將Robin的形象搬到熒幕上對(duì)各位導(dǎo)演來說，已經(jīng)成為”。由畫線詞定位至第二段，該段主要講述了在不同時(shí)期Robin Hood的形象從充滿宗教色彩，到融人兒童故事，再到被搬上大熒幕的經(jīng)歷變化。A milestone event“一件具有里程碑意義的事”，A top agenda“一項(xiàng)頭等議程”，Areligious ceremony“一個(gè)宗教儀式”，A privileged right“一項(xiàng)特權(quán)”。A項(xiàng)最符合題意。
27．B【解析】細(xì)節(jié)理解題。由第三段最后一句話“…cast Robin as a dispossessed aristocrat with a heart of gold and a love interest，Maid Marian．”可知，Maid Marian是Robin Hood的戀人。故選B。
28．C【解析】細(xì)節(jié)理解題。由第二段可知，A項(xiàng)說的是15世紀(jì)甚至是更早時(shí)候的Robin Hood的形象；由第三段可知，B項(xiàng)說的是l4世紀(jì)時(shí)期Robin Hood的形象；由第一段第二句話描述的時(shí)間“Over the course of 700 years”可知，D項(xiàng)也不符合題意。由第五段“Not until John Major’s‘ History of Greater Britain(1521)，for example，is he depicted as a follower of King Richard，one of his defining characteristics in modem times”可知，選C。
29．B【解析】推斷判斷題。本文講述了Robin Hood作為一個(gè)有象征意義的人物，在不同時(shí)期，人們對(duì)于他真正身份和來源的不同版本的介紹。作者在陳述這些內(nèi)容的時(shí)候，采取了對(duì)比和比較的方法。故選B。
30．C【解析】主旨大意題。由最后一段第一句“We may never know for sure whether Robin Hood ever existed outside the verses of ballads and pages of books．”可知，我們不能確定Robin Hood是否真的存在過，故A、B、D三項(xiàng)均不合適。c項(xiàng)“具有象征意義的Robin Hood”，此標(biāo)題與文章內(nèi)容為最貼近。故選C。
二、簡答題
31．簡述英語校內(nèi)課外活動(dòng)的三個(gè)主要作用，列出四種活動(dòng)形式，并寫出教師組織課外活動(dòng)的三點(diǎn)注意事項(xiàng)。
【參考答案】(1)英語校內(nèi)課外活動(dòng)的三個(gè)主要作用：
①英語校內(nèi)課外活動(dòng)是學(xué)生英語學(xué)習(xí)的重要組成部分，能為學(xué)生的語言實(shí)踐和自主學(xué)習(xí)提供更大的平臺(tái)。
②英語校內(nèi)課外活動(dòng)有助于激發(fā)和提升學(xué)生學(xué)習(xí)英語的興趣、豐富語感、開闊視野、增長知識(shí)、發(fā)展智力和塑造性格。
③英語校內(nèi)課外活動(dòng)有助于提升學(xué)生的活動(dòng)組織和管理能力。
(2)英語校內(nèi)課外活動(dòng)的形式：英文演講、英語歌曲大賽、英語角、英語墻報(bào)等。
(3)注意事項(xiàng)：
①教師應(yīng)根據(jù)學(xué)生的年齡特點(diǎn)和需求，結(jié)合當(dāng)?shù)亟?jīng)濟(jì)文化發(fā)展實(shí)際，有計(jì)劃、有組織、有創(chuàng)造性地開展內(nèi)容豐富、形式多樣、因地制宜的英語校內(nèi)課外活動(dòng)，如朗誦、講故事、演短劇，以及英語校園或班級(jí)刊物等。
②教師應(yīng)注意英語校內(nèi)課外活動(dòng)要著重調(diào)動(dòng)學(xué)生參與的積極性。要注意鼓勵(lì)、動(dòng)員、吸引學(xué)習(xí)困難的學(xué)生參與課外活動(dòng)，為他們?cè)O(shè)計(jì)適合的活動(dòng)形式和內(nèi)容，使他們能夠樂于參與，并通過親身體驗(yàn)和實(shí)踐產(chǎn)生學(xué)習(xí)興趣和動(dòng)力并獲得成功。在活動(dòng)中要給予他們耐心的指導(dǎo)，注意保護(hù)他們的自尊心和熱情，尊重他們的參與方式，并注意因勢(shì)利導(dǎo)。
③教師要充分發(fā)揮學(xué)生的自主性，尊重他們的策劃和選擇并給予恰當(dāng)?shù)囊龑?dǎo)和輔導(dǎo)，要關(guān)注活動(dòng)的過程，關(guān)注學(xué)生在活動(dòng)中的表現(xiàn)，做好活動(dòng)的顧問和服務(wù)工作，為他們的發(fā)展提供指導(dǎo)和支持。
三、教學(xué)情境分析題
32．【參考答案】
(1)該教師的教學(xué)有以下兩個(gè)優(yōu)點(diǎn)：①合理使用糾錯(cuò)技巧，才能有針對(duì)性的教學(xué)反饋，以啟發(fā)引導(dǎo)為主，提高學(xué)生的參與度。②采用循序漸進(jìn)的教學(xué)方法，從語法結(jié)構(gòu)到語法運(yùn)用，鞏固學(xué)生的認(rèn)識(shí)。
(2)該教師發(fā)現(xiàn)學(xué)生的表達(dá)錯(cuò)誤時(shí)，采取了四種具體的糾錯(cuò)方式，分別是：
①啟發(fā)法(Elicitation)教師通過以下方式啟發(fā)學(xué)生糾正錯(cuò)誤：(1)就學(xué)生的錯(cuò)誤部分提問，如“How do we say…in English?”，同時(shí)放慢語速或稍作停頓；(2)以目光或手勢(shì)示意該學(xué)生繼續(xù)回答問題；(3)提供幾個(gè)相關(guān)選項(xiàng)供學(xué)生選擇；(4)如果該學(xué)生依然不能說出正確的形式，則請(qǐng)另一位學(xué)生提示或回答。例如：T：Now，look at this picture．What’s in it?S1：Three basket of apples．
T：Three basket of apples?Is he right?(用目光或手勢(shì)示意全班學(xué)生回答)OK．Please correct it．
Ss：Three baskets of apples．T：Yes．Good．Well done．OK(轉(zhuǎn)向犯錯(cuò)的學(xué)生)，do you understand?
②澄清法(Clarification requests)教師因不明白學(xué)生說的話或發(fā)現(xiàn)學(xué)生的言語出現(xiàn)形式錯(cuò)誤而發(fā)出明確的信息要求學(xué)生糾正，
通常使用What?／
I'm sorry?／Pardon me?／
What do you mean by…?之類的話。例如：S：I Want be a scientist when I grow up．T：Er?I'm sorry?
I want…S：I want to be a scientist when I grow up．
③直接糾錯(cuò)法(Explicit correction)直接糾錯(cuò)是指學(xué)習(xí)者出現(xiàn)錯(cuò)誤時(shí)，教師打斷其語言訓(xùn)練或?qū)嵺`活動(dòng)，對(duì)其錯(cuò)誤予以正面糾正(說出正確的語言形式，并讓學(xué)生改正)。這種糾錯(cuò)方式常用于旨在讓學(xué)生掌握正確的語言形式而進(jìn)行的機(jī)械操練或側(cè)重語言精確輸出的各種練習(xí)中。教師直接糾錯(cuò)時(shí)使用的課堂用語通常有：You should say.../No, you shouldn't say that./Read after me. !
Pay attention to.../Oh, you mean.../We don't say...in English. We say...例如 :T:What did you have for breakfast this morning? S : I have a bottle of milk, an egg and two cakes. T : Oh. You should say "I had a bottle of milk..." Read after me, please. S : Oh, sor-ry. I had a bottle of milk, an egg and two cakes.
④強(qiáng)調(diào)法(Pinpointing)教師重復(fù)學(xué)生的話，有意重讀和拖長出錯(cuò)部分的發(fā)音或用升調(diào)以表示特別強(qiáng)調(diào)，發(fā)現(xiàn)這種明顯錯(cuò)誤所在位置的方法常被用于學(xué)生的自我糾錯(cuò)。這種方法既能糾正學(xué)生的口語錯(cuò)誤，保證學(xué)生順利進(jìn)行口頭敘述，又能顧及學(xué)生的面子和自尊心，呵護(hù)他們參與口語活動(dòng)的積極性。例如：T：Where did you spend your holiday this summer? S:I go to Qingdao for my holi-day. T:You GO (.9) to Qingdao? S:Oh, I went to Qingdao for my holiday.
(3)除了以上四種糾錯(cuò)方式，教師在教學(xué)中還常用以下兩種糾錯(cuò)方式：
①重述法(Recasts)重述是指教師對(duì)學(xué)生語言表達(dá)中的錯(cuò)誤進(jìn)行含蓄糾正。這是一種溫和的錯(cuò)誤糾正方式，是對(duì)學(xué)生的表達(dá)進(jìn)行部分肯定之后的糾正。該方法以學(xué)生的語言表達(dá)為基礎(chǔ)，對(duì)部分成份或詞語進(jìn)行修正，并保持原表達(dá)的意思不變，對(duì)于糾正學(xué)生El語中的語法錯(cuò)誤比較有效。
例如：s：He is watch TV．(第一次表達(dá))T：He is watch TV?Patrick is watching a football game on
TV.(重述)S：He is watching TV．(第二次表達(dá))
T：Right.Go on please.
S：She’S do her homework．
(第一次表達(dá))T:She’s doing her homework．(重述)Oh，she has a lot of homework to do．S：She’s doing her homework. (第二次表達(dá))
②元語言反饋法 (Metalinguistic feedback)元語言反饋是指學(xué)生出現(xiàn)言語錯(cuò)誤時(shí)，教師并不直接說出正確答案，而是對(duì)學(xué)生的錯(cuò)誤進(jìn)行技術(shù)上的分析和描述，如指出詞類誤用、時(shí)態(tài)錯(cuò)誤等，常用的課堂用語有Can you find your eiTor?／No，not…
We don’t say…in English．／Do we say that in Eng-lish?等。這種方法更適合高中生，尤其是高水平學(xué)習(xí)者。例如：S：I go to visit my grandparents with my uncle last weekend. T: Do we say " go" here? "Go"is"present tense". I'm afraid you used a wrong tense. S: I go ... went ... I went to visit my grandparents last weekend. T:Yeah. I went.
四、教學(xué)設(shè)計(jì)題
33．【參考答案】
Teaching contents:
The teacher leads students to listen and talk about the topic of daily routine.
Teaching objectives:
( 1 ) Knowledge objectives
① Students can master the basic knowledge of the listening material.
② Students can master the structure how to describe things at specific time.
(2) Ability objectives :
Students can improve their listening and speaking abilities.
( 3 ) Emotional objectives :
①Students can foster the interest and desire of learning English, and fond of taking part in class activities.
②Students can cultivate a good habit.
Teaching key and difficult points:
Teaching key point: Students can master the basic knowledge of the listening material.
Teaching difficult point:
Students can foster the interest of learning English.
Teaching procedures :
Stepl : Pre-listening (9minutes)
①Teacher will show student a video about daily life of Jack Ma, and let them talk about it.
②Teacher ask students to share their daily life in group of 4, and choose 3 representatives to share their ideas.
(Justification: Group discussion can strengthen their cooperative spirit and their speaking ability. And they will review some keys words of routine life.
Step2 : While-listening(6minutes)
①Students need to listen to the tape for the first time and choose the activities Tony did in the recording.
②Students need to listen to the tape one more time,and answer some questions in detail. (Justification:
Students will improving their listening ability and a-bility of catching up some key words. )
Step3 :Post-listening (5minutes)
①Do the actions and let your partner guess what you are doing.
②Design a good time schedule for your weekends and share it with your desk mate.
③ Compare the different schedule and talk about which one is a healthier one and why? (Justifica-tion:Students can use the words we have learned to express their ideas, and let students realize the im-portance of cultivating a good habit. )
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