下半年高中《英语学科知识》教师资格证考试统考真题和答案解析

下半年高中《英语学科知识》教师资格证考试统考真题和答案
解析
2014年下半年高中《英语学科知识》教师资格证考试统考真题及答
案
一、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选项中选择一个最佳答案，请用2B铅笔把答题卡上对应题目的答案字母按要求涂黑。

错选、多选或未选均无分。

1.which?of?the?following?is?the?proper?pronunciation?of“have?to
“as?a?result?of?assimilation?
A.／hef?tu／
B.／hev?tu／
C.／h?f?tu／
D.／h?v?tu／
2.which?of?the?following?shows?the?proper?rhythmical?pa ttern?of?the?senten ce?
A.′Come?to′see?us?at?our′new?a`partment
B.`Come?to`see?us?at`our?new`apartment
C.`Come?to`see?us`at?our`new`apartment
D.`Come?to`see?us`at?our`new?a`parement
3.He?came?to?dinner?and?my?mom?fixed?a?roast,prime?ri b,pie,yohurt,drinks,a nd?that?kind?of＿,and?it?was?really?good.
A.meat?
B.stuff?
C.staff?
D.Dish
4.Unlike?her＿
sister,Judith?is?a?shy,unsociable?person?who?dislike?to?go? to?parties?or?to?mak e?new?friends.
A.charming?
B.friendly?
C.gracious?
D.Gregarious
5.He?pledged?support?for“＿care”，
where?youngsters?were?looked?after?be?close?relatives?lik e?aunts?or?uncles,but? not?parents.
A.family?
B.kinship?
C.sibling?
D.Relative
6.I?will?never?know?all?that?was?in?his?head?at?the?time,＿.
A.nor?will?anyone?else?
B.nor?anyone?else?will
C.nor?won′t?anyone?else?
D.nor?anyone?else?won′t
7.She?doesn′t?want?to?work?right?now?because?she?think s?that?if?she＿
a?job?she?probably?wouldn′t?be?able?to?visit?her?friends? very?often.
A.has?to?get?
B.were?to?get?
C.had?got?
D.could?have?got
8.What?is?the?correct?way?to?read?the?decimal“106.16”i n?English?
A.One?hundred?and?six?point?one?six?
B.One?hundred?and?six?point?sixteen
C.One?hundred?and?six?points?one?six?
D.One?hundred?and?six?points?sixteen
9.When?any?of?the?maxims?under?the?Cooperative?Princi ple?is?flouted?on?pur pose,might?arise.
A.ambiguous?structure?
B.contradictory?proposition
C.mutual?understanding?
D.conversational?implicature
10.Indian?English?is?a＿variety?of?the?English?language.
A.social?
B.regional?
C.historic?
D.Situational
11.In?teaching?pronunciation,the?teacher?should?tell?the?s tudents?that＿can?be?used?to?convey?more?important?messages.
A.rhyme?
B.stress?
C.devoicing?
D.Rhythm
12.When?a?teacher?asks?students?to?discuss?how?the?writ erˊ
s?ideas?are?organized?in?the?text,he/she?intends?to?devel op?studentsˊskill?of ＿.
13.Which?of?the?following?focus(es)on?accuracy?in?teachi ng?grammar?
A.simulation?
B.substitution?drills
C.role?play?
D.Discussion
14.When?a?teacher?says
“Next,please?pay?attention?to?the?time?of?arrival?and?de parture?of?the?planes? in?the?recording.”,he／she?intends?to?develop?students＇skill?of＿.
A.predicting?
B.getting?the?general?picture
C.distinguishing?sounds?
D.getting?specific?information
15.If?a?teacher?asks?students?to?list?as?many?ways?as?the y?can?to?tell?som
eone?to?open?the?door?and?list?the?possible?functions?of?a?s entence?in?differen t?contexts.he／she?is?probably?trying?to?highlight＿.
16.The?teacher?would?use＿
to?help?students?communicate?in?teaching?speaking.
A.substitution?drills?
B.group?discussion
C.listening?and?acting?
D.reading?aloud
17.＿
assessment?is?used?to?measure?how?the?performance?of? a?particular?student?or?gr
oup?of?students?compares?with?that?of?another.
A.Criterion-referenced?
B.Norm-referenced
C.Formative?
D.Summative
18.Which?of?the?following?teacher＇
s?instruction?could?serve?the?purpose?of?eliciting?ideas?
A.Shall?we?move?on?
B.Read?after?me,everyone
C.What?can?you?see?in?this?picture?
D.What?does?the?world“quickly”mean?
19.Which?of?the?following?is?an?example?of?teachers＇
indirect?corrective?feedback?
A.Say“went”instead?of“go”
B.We?never?use“at”that?way
C.Choice?A?is?not?the?right?answer?
D.Who?can?help?him?with?this?sentence?
20.Total?Physical?Response?as?a?TEFL?method?is?more?oft en?used?for?teachin g＿.
A.children?
B.adults?
C.ESP?course?
D.GE?course
请阅读passage1,完成第21～25小题
Passage?1
Unless?you?spend?much?time?sitting?in?a?college?classroo m?or?browsing?thro ugh?certain?areas?of?the?Internet,it＇s?possible?that?you?had?not?heard?of?trigger?warnings?u ntil?a?few?weeks?ago,whe
n?they?made?an?appearance?in?the?Times.The?newspaper?exp lained?that?the?term?re
fers?to?preemptive?alters,issued?by?a?professor?or?an?class?mi ght?be?sufficient ly?graphic?to?spark?symptoms?of?post-traumatic-stress?disorder.
The?term?seems?to?have?originated?in?online?feminist?for ums,where?trigger?
warnings?have?for?some?years?been?used?to?flag?discussion?
of?rape?or?other?sexu
al?violence.The?Times?piece,which?was?skeptically?titled “warnings?are?moving?from?the?online?fringes?to?the?cla ssroom,and?might?be?mor
e?broadly?applied?to?highlight?in?advance?the?distress?or?offe nse?that?a?work?o f?literature?might?cause.“Huckleberry?Finn”
would?come?with?a?warning?for?those?who?have?experie nced?racism;The?Merchant?of ?Venice?would?have?an?anti-Semitism?warning?attached.The?call?from?students?for ?trigger warningswasspreadingoncampusessuchasOberlin,where aproposalwa sdraftedthatwouldadviseprofessorsto “be?aware?of?racism,classism,sexism,and?other?issues?of? privilege?and?oppressi on”
in?devising?their?syllabi;and?Rutgers,where?a?student?argu ed?in?the?campus?news
paper?that?trigger?warnings?would?contribute?to?preserving?t he?classroom?as?a “safe?space”for?students.
Online?discussion?of?trigger?warnings?has?sometimes?bee n?guardedly?sympath
etic,sometimes?critical.Jessica?Valenti?has?noted?on?The?Natio n＇
s?website?that?potential?triggers?for?trauma?are?so?manif old?as?to?be?beyond?th e?possibility?of?cataloguing: “There?is?no?triggers?for?warning?for?living?your?life.”
Some?have?suggested?that?a?professor＇
s?ability?to?teach?would?be?compromised?should?it?beco me?commonplace?for “The?Great?Gatsby”
to?hear?a?trigger?warning?alerting?readers?to?the?disgusti ng?characters?and?inc
idents?within?its?pages.Others?have?worried?that?trigger-
warning?advocates,in?s
eeking?to?protect?the?vulnerable,run?the?risk?of?disempoweri ng?them?instead,“Bending?the?world?to?accommodate?our?p ersonal?frailties?does?not?help?us?over
come?them”,Jenny?Jarvie?wrote?on?The?New?Republic＇s?online?site.
The?trigger-
warning?debate?may,by?comparison,seem?hard?to?understand; but?e
xpress?a?large?cultural?preoccupation?with?achieving?safety,an d?a?fear?of?livin
g?in?its?absence.The?hope?that?safety?might?be?found,as?in?a therapist＇
s?office,in?a?classroom?where?literature?is?being?taught?is indirectcontradic
tion?to?one?purpose?of?literature,which?is?to?give?express ion?through?art?to?di
fficult?and?difficult?and?uncomfortable?ideas,and?thereby?to?e nlarge?safe?space ,nor,probably,should?it?be.But?it＇s?difficult?to?fault?those?who?hope?that?it?might?be,when theoutsideworldcon
stantly?proves?itself?pervasively?hostile,as?well?as,on?occasion, horrifically?v iolent.
21.Which?of?the?following?groups?of?people?are?most?in? favor?of
“trigger?warning”?
A.Students?
B.Reporters?
C.Feminists?
D.Professors
22.Which?of?the?following?might?be?a?possible?change?t o?be?brought?about?b y?trigger?warning?to?literature?teaching?
A.Teachers?will?abandon?materials?related?to?racism,sexis m,violence,etc.
B.Teachers?will?ignore?students＇s?requests?for?a“safe?space”
in?designing?their?syllabi.
C.Teachers?will?give?students?advance?notice?of?the?conte nt?that?is?likely ?to?distress?or?offend?them.
D.Teachers?will?allow?students?to?express?different?and?u ncomfortable?idea s?to?enlarge?their?experience.
23.What?does?the?author?mean?by“compromised”in?PA RAGRAPH?3?
A.Questioned?
B.Improved?
C.Challenged?
D.Weakened
24.What?does“them”in?PARAGRAPH?3?refer?to?
A.Risks?
B.Frailties?
C.Traumas?
D.Possibilities
25.Which?of?the?following?can?be?the?negative?impact?th at?trigger?warning?
exerts?on?literature?teaching?according?to?the?writer?
A.It?may?highlight?the?purpose?of?literature?teaching.
B.It?may?expose?students?to?the?dark?side?of?the?world.
C.It?may?deprive?students?of?their?intellectual?growth.
D.It?may?cause?students?to?experience?a?post-traumatic-stress?disorder.
请阅读passage?2,完成26～30小题。

Passage?2
The?medical?community?owes?economists?a?great?deal.A martya?Sen?won?a?Nobel ?Prize?for?Economic?Sciences?in?19 98.He?has?spent?his?entire?career?promulgatin
g?ideas?of?justice?and?freedom,with?health?rarely?out?of?his? gaze.Joseph?Stigli
tz?won?a?Noble?in?2001.In?1998,when?he?was?chief?economis t?at?the(then)notoriou
sly?regressive?World?Bank,he?famously?challenged?the?Washin gton?Consensus.And?J
eff?Sachs,a?controversial?figure?to?some?critics,can?fairly?lay?cl aim?to?the?en
ormous?achievement?of?putting?health?at?the?center?of?the? Millennium?Developmen
t?Goals.His“Commission?on?Macroeconomics?and?Health”
was?a?landmark?report,providing?explicit?evidence?to?expl ain?why?attacking?dise
ase?was?sbsolutely?necessary?if?poverty?was?to?be?eradicated. And?I?must?offer?m
y?own?personal?gratitude?to?a?very?special?group?of?economi sts-Larry?Summers,De
an?Jamison,Kenneth?Arrow,David?Evans,and?Special?Gupta.The y?were?the?economic?t
eam?that?drove?the?work?of?Global?Health?2035.
But?although?we?might?be?kind?to?economists,perhaps?w e?should?be?tougher?o
n?the?discipline?of?economics?textbook,and?you?will?see?the? priority?given?to?m
arkets?and?efficiency,price?and?utility,profit?and?competition.T
hese?words?have ?chilling?effects?on?our?quest?for?better?hea lth.They?seem?to?marginalize?those ?qualities?of?our?lives?that wevaluemostofall–
not?our?self-
interest,but?out?humanity;not?the?costs?and?benefits?of?mone tary?e
xchange,but?vision?and?ideals?that?guide?our?decisions.It?was theseissuesthat wereaddressedatlastweek＇
s?Global?Health?Lab,held?at?London?School?of?Hygiene＆Tropical?Medicine.
Anne?Mills,Vice-
Director?of?the?school,fervently?argued?the?case?in?favor? of?economists.It?was?they?who?contributed?to?understanding? the?idea?of
“best-buys”
in?global?health.It?was?economists?who?challenged?user?f ees.And?it?was?economis
ts?who?made?the?connection?between?health?and?economic? growth,providing?one?of?
the?most?compelling?political?arguments?for?taking?health?se riously.Some?econom
ists?might?adore?markets,but?not?health?economists,she?said.
“Health?care?is?different.”For?her?kind?of?economist,a?h ealth?system?is?a
“social?institution?that?embodies?that?embodies?the?values?o f?socie ty”.
Although?competition?has?a?part?to?play?in?health,it?shou ld?be?used?judici
ously?as?a?mechanism?to?improve?the?quality?of?care.Chris?W hitty,Chief?Scientif ic?Adviser?at?the?UK＇
s?Department?for?International?Developments,expressed?h is?contempt?for?those?wh
o?profess?indifference?to?economics.Economic?is?about?the?ef ficient?allocation?
of?scarce?resources.Anyone?who?backed?the?inefficient?allocat ion?of?resources?i s
“immoral”.He?did?criticize?economists?for?their?arrogan ce,though.Economists?s
eemed?to?believe?their?ideas?should?be?accepted?simply?bec ause?of?the?authority ?they?held?as?economists.Economics,he? said,is?only?one?science?among?many?that?
policy?markers?have?to?take?into?account.But?Clare?Chandler. A?medical?anthropol
ogist,took?a?different?view.She?asked,what?has?neoliberal?eco nomics?ever?done?f
or?global?health?Her?answer,in?one?word,was
“inequality”,Neoliberal?economics?frames?the?way?we?t hink?and?act.Her?argumen
t?suggested?that?any?economic?philosophy?that?put?a?premiu m?on?free?trade,priva
tization,minimal?government,and?reduced?public?spending?on socialandhealthse
ctors?is?a?philosophy?bereft?of?human?virtue.The?discussion?t hat?followed,led?b
y?Martin?Mckee,posed?difficult?questions.Why?do?economists? treat?their?theories ?like?religions？Why?are?economists?so?silent?on?their?own?failures？
Can?economics?ever?be?apolitical？
There?were?few?satisfactory?answers?to?these?questions.
26.Which?of?the?following?best?describes?the?author＇
s?attitude?toward?economists?
A.Contempt?
B.Reservation?
C.Detachment?
D.Endorsement
27.Who?holds?a?critical?view?on?economists?role?in?medi cal?field?according ?to?the?passage?
28.Which?of?the?following?is?closest?in?meaning?to“disci pline”
in?PARAGRPH?2?
A.Subject?
B.Lesson?
C.Punishment?
D.Regulation
29.Which?of?the?following?is?NOT?used?in?the?author＇
s?presentation?of?his?ideas?
A.Thesis?statement?
B.Rhetorical?questions
C.Specific?examples?
D.Direct?quotation
30.What?does?the?author?intend?to?tell?the?reader?
A.There?is?still?a?long?way?to?go?for?economists?to?genui nely?contribute?t o?global?health.
B.Economists＇role?in?global?health?is,to?a?large?extent,negative.
C.Economists?increased?the?inequality?of?resource?allocati ons?in?global?he alth.
D.Economics?is?only?one?science?among?many?that?policy makershavetotake ?into?account?in?providing?health?care? programs.
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.课堂提问的作用是什么？（8分）封闭性问题与开放性问题各自有什么特点？（12分）
31.【答案】（一）课堂提问的作用（8分，每点2分）
（1）引起学生的注意，学生注意力不集中时，教师进行提问，往往可以唤回学生的注意力，让学生重新回归课堂教学。

（2）巩固课堂教学。

教师在课堂教学中以一组问题前后相连的形式，不断启发、追问、质疑、概括、小结，那么学生就会比较全面、系统、牢固地掌握知识和技能。

（3）获取反馈信息。

学生在答问时反映出的思维受阻、歧义、谬误、遗漏等一些现象，较之凭借作业、测试等方式，能更及时、更清晰地展现在教师的面前，让教师能及时通过提示、点拨、启发，或者反问、加问、追问，甚至调整策略，改换话题，另辟蹊径，达到合理引导学生思维的目的。

（4）加强师生之间沟通与交流。

教师提问，同学讨论，学生回答，是一种交流。

课堂提问不仅可以提高学生的表达能力，培养他们的团队精神，更可以促师生感情融洽，从而更好地推动教学。

（二）封闭性问题和开放性问题的特点（12分）
A.封闭性问题特点：（6分，每点2分）
（1）从问题答案的角度：封闭性问题有固定答案，且答案唯一。

(2)从锻炼学生能力的角度：强化巩固课堂所学，记忆必须死记硬背的知识。

（3）从课堂教学的角度：提高课堂提问的有效性方面发挥了重要作用。

B.开放性问题特点：（6分，每点2分）
（1）从问题的答案来看：答案不是唯一的，是多种多样的。

（2）从锻炼学生能力的角度：培养学生的发散思维，促进学生创新能力的提高。

（3）从课堂教学的角度：创设一个比较宽松、自由的问题情境，
学生充分发挥自己的聪明才智，通过不同角度的探索，自己去获取新知识，巩固原有的知识。

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.下面是某教授的课堂教学片断：
T:…Now,let＇s?make?our?own?wishes?with“if?only”.But?please?don＇t?forget?to?give?a?description,even?though?it＇
s?very?brief,of?situation,the?context,where?you?make?the? wish?with?one?or?two?s entences…how?about?Liz?
Liz:Now?it＇s?So＇
clock,and?there?is?a?traffic?jam?on?the?express?way.The?h otel?will?cancel?our?r oom?at?6?0＇clock?if?we?do?nor?get?to?the?hotel.Then,I＇
ll?say:oh,I?wish?if?only?I?didn＇t?go?on?the?journey.
T:Listen,Liz.You?see,once?you?use“I?wish”,you?don＇t?need?to?use
“if?only”,Just?use?either?one.
Liz:Yes.
T;So?will?you?try?again?Just?the?wish.
Liz;If?only?I?didn＇t?go?on?the?journey.
T;To?make?it?better,you?can?say“if?on ly?hadn＇
t?gone?on?this?journey”,because?you?are?already?on?the way.Goon,please.
请根据所给材料，分析该教师的教学目的和教学过程，评价其教学行为和反馈方式。

32.【答案】（一）分析教学目的和教学过程
（1）教学目的：（9分）
知识目标：学生掌握由“If?only”引导的虚拟语气的用法。

技能目标：提高学生的英语造句能力，、语法运用以及英语表达
能力。

情感目标：学生可以正确认识自己的错误并且改正错误，养成良好的意志品质。

（2）教学过程：（5分）
该教学情境属于语法教学中的环节。

教师采用让学生创设语境进行造句的方法对所学的If?only引导的虚拟语气的用法进行巩固。

教学过程中师生对话，既学习了语法又锻炼了口语表达能力。

（二）评价教学行为和反馈方式（16分）
优：（1）及时评价，帮助学生纠正语法错误。

做到语法训练的准确性。

（2）语法巩固练习设置要求学生结合具体语境造句，可以锻炼学生在自己所创设的语境中应用英语，锻炼了综合语言运用能力。

（3）教学素材的使用贴近学生生活，如：make?our?own?wishes 就可以让学生有话可说，体现了英语教学的实践性，真正体现了素质教学的理念。

（4）该教学片断属于语法教学中的巩固环节，因此，体现了语言教学的渐进性、持续性。

缺：（1）语法巩固练习形式略显单一枯燥，该教师仅采用了让学生造句的练习方法。

（2）反馈过程缺少对学生的鼓励，会打击学生学习的积极性。

学生回答问题之后，没有鼓励学生，而是直接“Listen,Liz.You?see,once?you?use…”(3)反馈的方式过于直接，可以采用引导的方式，让学生自己发现自己的语法错误并进行改正，达到印象深刻的目的。

该教师在教学过程中总是直接指出学生的错误。

（4）教师没有充分预料到学生的出错点，做到提前纠错。

如在让学生造句之前，应该区别if?only和wish在虚拟语气句子中的用法。

这样在学生造句过程中就不会出现Liz的问题了。

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，设计一节语言读写课教学方案。

教案没有固定格式，但须包含下列要点：
-teaching?objectives
-teaching?contents
-key?and?difficult?points
-major?steps?and?time?allocation
-activities?and?justifications
教学时间;45分钟
学生概况：某城镇普通中学高中一年级第二学期学生，班级人数40人，多数学生已经达到《普通高中英语课程标准（试验）》五级水平，学生课堂参与积极性一般。

Town?Twinning
How?are?Oxford?in?the?UK?and?Grenoble?in?France?simila r?Well,they?are?both ?medium-sized?towns?of?between?100,000?and?200,000?inhabitants.The y?both?have?u
niversities?and?industries.Tourism?is?important?to?both?of?the m,and?they?are?bo
th?close?to?some?of?the?most?beautiful?countryside?in?the?re gion.But?they?share ?something?else,they?have?a?town?twinni ng?agreement.
Town?twinning?is?not?a?new?idea,but?it?has?become?mor e?popular?in?recent?y ears?because?it＇
s?now?easier?to?find?out?about?and?visit?other?countries? and?towns.It＇
s?an?agreement?between?towns?or?cities?of?similar?size?a nd?age,and?which?have?s
imilar?features?such?as?tourism,industry,culture?and?entertain ment.
Town?twinning?agreements?encourage?people?from?the?t wo?towns?to?visit?each ?other.There?are?visits?and?exchanges? between?schools,theater?groups?and?sports ?teams.Visitors?fro m?the?foreign?town?usually?stay?in?the?private?homes?of?the? town?they?are?visiting.There?id?usually?a?big?party?for?the?visi
tors.
Town?twinning?agreements?are?perhaps?most?useful?for?s tudents?and?people?w
ho?want?to?practice?speaking?another?language.This?is?becau se?living?with?a?for
eign?family?for?one?or?two?weeks?means?that?you?have?to?s peak?their?language,an d?a?result?you?improve?fast.
33.【答案】Topic:T own?Twinning
Teaching?contents:Oxford?and?Grenoble?are?town?twinnin g.They?have?some?sim
ilarities.Town?twinning?agreements?are?useful?and?helpful?for? people?to?visit?a
nd?exchange?between?cities?of?different?countries.
Class?Type:Reading?and?speaking?class,1?period
Knowledge?aims:
1.The?students?will?be?able?to?understand?the?main?idea andsomedetailso fthepassage.
2.The?students?will?be?able?to?say?something?about?T ow n?Twinning.
Ability?aims:
1.The?students?will?be?able?to?use?reading?methods?such asskimming,scanni
ng?and?careful?reading?during?the?process?of?understanding? of?the?passage.
2.Students?can?improve?the?abilities?of?reading?and?spea king.
Emotional?aims:
1.Students?can?get?more?interested?in?English?culture.
2.Students?can?improve?the?spirit?of?friendship?and?excha nges,and?build?up ?the?sense?of?global?cooperation.
Teaching?Key?Points:
Understand?some?knowledge?about?Town?Twinning?and?r etell?the?passage.
Teaching?Difficult?Points:
How?to?make?students?understand?some?knowledge?abo ut?Town?Twinning?and?ret ell?the?passage?
Teaching?Aids：multi-media
Teaching?Procedures:
Step?1?Warming?up?and?lead-in(5?min)
1.Greeting
2.Lead?in?the?topic?by?playing?a?video?about?Beijing?city? and?New?York?are ?town?twinning?and?ask?students?to?have? a?free?talk:
(1)What?is?the?relationship?between?Beijing?and?New?Yor k?
(2)Why?can?the?cities?become?town?twinning、
（Justification:Attract?students＇
s?interests?to?learn?this?lesson?and?lead?to?the?main?idea ofthetext.）Step?2:Pre-reading(7?min)
/doc/4611882447.html,mon?sense?on?tow n?twining.
2.Ask?students?to?give?examples?of?town?twining?cities.
3.Play?the?video?about?Oxford?and?Grenoble?are?town?tw ining.While?enjoying ?the?video,students?think?over?the?follow ing?question:”
What?are?the?similarities?between?the?two?cities?”
(Justification:Focus?students＇
s?attention?on?the?main?topic?of?the?reading?http://www. .com/doc/4611882447.html,prehending?the?new?word
s?can?help?students?to?understand?the?passage?easily.It?prep
ares?students?to?un
derstand?the?topic?and?provides?them?with?the?opportunity?t o?connect?some?aspec ts?of?the?topic?to?their?knowledge.) Step?3:While-reading(18?min)
Fast?reading.
Ask?students?to?read?the?passage?quickly?and?then?concl ude?the?main?idea?o f?each?paragraph.
Main?idea:
Paragraph?1—introduction—
the?similarities?between?the?two?cities
Paragraph?2—definition?of?town?twining
Paragraph?3—contents?of?town?twining?agreements
Paragraph?4—functions?of?town?twining?agreements
(Justification:Train?the?students＇
reading?ability?of?scanning?for?the?general?information?of thepassage.Theques
tions,which?are?closely?related?to?the?main?points?of?the?pas sage,help?the?stud ents?grasp?its?main?idea.)
Careful?reading
1.Ask?the?students?to?read?the?passage?carefully?and?dec ide?whether?the?st
atements?are?true?or?false?and?explain?why.
(1)Both?size?and?population?in?Oxford?and?Grenoble?are? similar.
(2)Oxford?University?is?famous?in?the?world;However,there isnouniversity inGrenoble.
(3)Town?twinning?is?a?new?idea?in?modern?times.
(4)Town?twining?agreements?encourage?people?to?visit?a nd?exchange?in?cultu re?and?education.
(5)Town?twining?agreements?are?useful?for?foreign?langu
age?learning.
2.Ask?students?to?work?in?group?and?have?a?competition toanswerthefollo wingquestions:
（1）what?are?the?similarities?between?Oxford?and?Grenoble?
（2）Why?are?the?idea?of?town?twinning?popular?nowadays?
（3）What?is?the?definition?of?town?twining?agreements?
（4）
What?activities?do?the?agreements?take?to?encourage?pe ople?from?the?two?towns?t o?visit?each?other?
（5）
Why?are?the?town?twining?agreements?useful?for?student s?and?people?who?want?to? learn?a?language?
3.Listening?practice
Play?the?tape?and?ask?students?to?read?the?passage?after thetapeandpay
attention?to?the?pronunciation?of?the?words?and?sentences.
(Justification:In?this?part,I?use?the?task-
based?teaching?method?to?arouse ?the?enthusiasm?of?studen ts?and?to?train?their?analyzing?and?summarizing?abilit
y.In?the?process?of?answering?the?questions,students’reading?skills?for?the?detailed?information?are?improved? and?it?will?help?stude
nts?understand?the?passage?logically.The?listening?practice?he lps?student?conso lidate?their?understanding?of?the?text.) Step?4:Post-reading(10min)
Get?students?retell?the?passage?according?to?the?outline? and?key?words?on?
PPT.Ask?students?to?retell?between?partners?first,then?ask?two
studentstorete llbeforeclass.
Outline?of?the?text:
Paragraph?1-
introduction?the?similarities?between?the?two?cities.
Paragraph?2-definition?of?town?twining
Paragraph?3-contents?of?town?agreements
Paragraph?4-functions?of?town?twining?agreements
Key?word:
Oxford?in?the?UK?and?Grenoble?in?France?are?similar?in?t he?following?three ?aspects:...medium-size...university...tourism...popular...because...encourage. ..There? are?visits?and?exchanges...Visitors...stay?in...a?big?http://www..c om/doc/4611882447.html,eful... because...
(Justification:The?activity?of?retelling?the?text?is?carried?ou t?under?cer
tain?situation?can?activate?the?atmosphere?of?the?class?and?a rouse?students’interest?at?the?same?time.It?helps?students?st rengthen?what?they?have?learned?d uring?this?lesson.) Step?5:Summary?and?Homework:(5min)
Summary:Ask?one?students?to?act?as?an?assistant?teacher toguideothersto summarizewhattheyhavelearnedinth is?class.And?then?give?a?conclusion?abou t?this?lesson.
Homework:
1.Listen?to?the?tape?and?read?the?text?aloud.
2.Ask?students?to?search?for?more?information?the?Intern et?and?write?a?sho
rt?passage?about?Beijing’s?town?twinning?city.
(Justification:Homework?is?so?important?and?necessary?fo r?students?to?mast
er?the?knowledge?they?have?learned?in?class.It?will?check?wh
ether?the?students? achieve?the?teaching?aims.
Class?Reflection:
Blackboard?Design:
Outline?of?the?text:
Paragraph?1-introduction
Paragraph?2-definition
Paragraph?3-contents
Paragraph?4-functions
Key?words:
Oxford?in?the?UK?and?Grenoble?in?France?are?similar?in?t he?following?three ?aspects:...medium-size...university...tourism...popular...because...encourage. ..There? are?visits?and?exchanges...Visitors...stay?in...a?big?http://www..c om/doc/4611882447.html,eful... because...
1.【答案】C。

解析：本题考查音系学规则。

Have?to在发音过程中出现了同化现象。

2.【答案】A。

解析：`Come?to`see?us?at`our?new`apartment.
3.【答案】B。

解析：本题考查名词词义辨析。

Meat是“肉，肉类”，staff是“工作人员”，dish是“碟子，盘子”。

根据题中的roast,prime?rib,pie,yoghurt,drinks可知stuff“东西”正确。

4.【答案】D。

解析：本题考查形容词辨析。

分析句子可知答案应该是与shy（害羞的）和unsociable（不爱交际的）意思相反的词。

因此选gregarious（社交的、合群）。

5.【答案】B。

解析：本题考查固定搭配。

Kinship?care意思是“寄养，亲属抚养”。

6.【答案】A。

解析：本题考查倒装。

Nor是否定词，因此句子需要倒装。

故选A。

7.＿本题考查虚拟语气，是对将来的虚拟，句意为“她现在不想立即工作，因为她觉得如果她要是工作的话，（将来）可能就不能经常去探访朋友了。

”故选B。

8.【答案】A。

解析：本题考查英语中带有小数点的数字的读法。

小数点之后的数字要一个一个读出来，之前的按照正常的顺序来读。

例如15.67的读法为：fifteen?point?six?seven.
10.【答案】B。

解析：印度英语属于regional?English.
9.【答案】D。

解析：本题考查会话原则知识。

11.【答案】B。

解析：本题考查英语语音教学。

英语中的重音可以用来表示强调。

12.【答案】A。

解析：本题考查英语阅读教学。

教师让同学讨论作者的观点是如何被组织起来的，为的是让学生认文章结构。

13.【答案】B。

解析：本题考查英语语法教学。

其中替换练习（Substitution?drills）强调了准确性。

14.【答案】D。

解析：本题考查英语听力教学。

题目中教师让学生注意听力中“飞机抵达和出发的时间”是为了getting?specific?information,也就是得到“时间”信息。

15.【答案】C。

16.【答案】B。

解析：本题考查英语口语教学。

为了帮助学生在口语课堂上相互交流，教师可以采取小组讨论的形式来进行课堂活动。

17.【答案】C。

解析：本题考查教学评价相关知识。

其中形成性教学评价是指“对学生日常学习过程中的表现、所取得的成绩以及所反映的情感、态度、策略等方面的发展”做出评价。

其目的是“激励学生学习，帮助学生有效调控自己的学习过程，使学生获得成就感，增强自信心，培养合作精神”。

18.【答案】C。

解析：在英语教学中恰当的运用教学手段可以激励学生学习动力。

C项的提问比较开放，且有助于全体学生积极的参与进去，相对于其他三项，C项的回答也比较开放的，能够激起学生的学习兴趣。

19.【答案】D。

解析：本题考查教学反馈相关知识。

ABC三项都属于直接反馈，只有D项是属于间接反馈。

20.【答案】A。

解析：全身反应法主要是对于初学者应用比较多。

故选children.
21.【答案】A。

解析：细节题。

文中提到的trigger?warning主要讲到对学生的影响。

22.【答案】C。

解析：细节题。

根据文中的
where?a?student?argued?in?the?campus?newspaper?that?t rigger?warnings?would?cont
ribute?to?preserving?the?classroom?as?a“safe?space”for?stu dents.可知C正确。

23.【答案】D。

解析：词义推断题。

Compromised的意思是妥协的，也就是被削弱的意思，故选Weakened。

24..【答案】B。

解析：内容推断题。

them在文中指的是我们个人人性的弱点。

25..【答案】D。

解析：细节推断题。

根据文中的第一段的最后一句以及通篇的观点阐述，可知D正确。

26.【答案】C。

解析：态度题。

作者对经济学家的态度是比较客观的。

27.【答案】B。

解析：细节题。

答案在第一段第5行。

28.【答案】A。

解析：推断题。

Discipline在此处指的是一门学科。

故而选择subject.
29.【答案】A。

解析：细节题。

A项并不是作者阐述自己观点的方式。

30.【答案】A。

解析：主旨大意题。

根据文章最后一段的
“There?were?few?satisfactory?answers?to?these?questions.”可知A正确。