2020年教师资格证考试《英语学科知识与教学能力》(高级中学)真题及答案

2020年教师资格证考试《英语学科知识与教学能力》(高级中学)真题及答案
1. 【单项选择题】/s/ and /z/ can be distinguished by the ______.
A. place o（江南博哥）f articulation
B. state of tongue
C. state of vocal cords
D. manner of articulation
正确答案：C
参考解析：本题考查语音学。

/s/和/z/按发音方式为摩擦音，按发音部位为齿龈音，只有按照发音时声带是否震动判断，/s/为清辅音，/z/为浊辅音。

2. 【单项选择题】The word “realization” consists of ______ and
______.
A. five; five
B. five; four
C. four; three
D. four; four
正确答案：C
参考解析：本题考查音系学。

realization 的音标为[ˌriːəlaɪˈzeɪʃn].根据元音音素进行划分，可分为 4 个音节；realization 进行词素划分，可分为 real, -ize, -tion 三个词素。

3. 【单项选择题】Which of the following is least associated with newspaper publishing?
A. proofreading
B. editorial
C. censorship
D. citizenship
正确答案：D
参考解析：本题考查语义学。

题干翻译为：以下哪个与报纸印刷关系最弱？proofreading 意为“校对”；editorial 意为“编辑的；主编”；censorship 意为“审查制度；审查机构”；citizenship意为“公民身份；公民资格”，由语义可以进行区分，只有D项citizenship 和报纸印刷的关系最弱。

4. 【单项选择题】Which of the following best describes the relation between “piece” and “peace”?
A. synonymy
B. homonymy
C. antonymy
D. hyponymy
正确答案：B
参考解析：本题考查语义学。

“piece”和“peace”在发音是相同，但词性和
含义均不同，属于同音异形异义词。

synonymy 意为“同义关系”；homonymy 意为“同音异义”；antonymy 意为“反义关系”；hyponymy 意为“上下义关系”。

5. 【单项选择题】She was not ______impressed by the story Paulshared with her, for she had already heard of it.
A. in the least
B. at the most
C. least of all
D. for the most
正确答案：A
参考解析：本题考查介词短语辨析。

句意：她一点也没有被 Paul分享的故事打动，因为她已经听过一次了。

in the least 意为“一点；丝毫”；at the most 意为“至多；不超过”；least of all意为“最不，尤其”；for the most 意为“对大多数”；根据句意，可知 in the least“一点；丝毫”符合句意。

6. 【单项选择题】Without facts, we can’t form worthwhile opinions, forwe need to have factual knowledge ______our thinking.
A. Which to be based upon
B. upon which to base
C. which to base upon
D. upon which to be based
正确答案：B
参考解析：本题考查动词不定式。

句意：没有事实，我们就不能形成有价值的观点，因为我们的思考必须以真实的知识为基础。

upon which to base our thinking 是动词不定式短语作定语，该短语中介词必须放在 which 前。

7. 【单项选择题】It’s true that water will continue to be ______ it is today—in importance to oxygen.
A. how
B. which
C. as
D. what
正确答案：D
参考解析：本题考查表语从句。

句意：水将继续和它现在一样，像氧气一样重要，这是真实的。

设空处为 be 动词之后的表语从句，从句中缺少表语，意为“什么”，应使用 what。

8. 【单项选择题】He is helpless under such circumstances, ______.
A. however brilliant a mind he may have
B. however a brilliant mind he may have
C. however brilliant a mind may he have
D. However a brilliant mind may he have
正确答案：A
参考解析：本题考查让步状语从句。

句意：在这种情形下他是无助的，无论他有多么聪明的头脑。

However= no matter how，感叹句式 how+形容词+a/an +单数名词，应为 how brilliant a mind，该句中不需要倒装。

9. 【单项选择题】Which of following refers to “the part of input
that has been internalized by learners”?
A. feedback
B. output
C. intake
D. washback
正确答案：C
参考解析：本题考查语言观及语言学习观。

学习者内化的部分是指学习者先学习新知识，再建构于原有知识框架中。

10. 【单项选择题】Which of the following describes the language ofan individual speaker with its unique characteristics?
A. Idiolect
B. Taboo
C. Regional dialect
D. Social dialect
正确答案：A
参考解析：本题考查语言学。

描述个体说话带有个人特色的是个人习语。

idiolect 意为“个人习语，个人语言”；taboo 意为“禁忌；忌讳”；
reginal dialect 意为“地区方言”；social dialect意为“社会方言；社会习惯于”，根据题意，可知为 idiolect。

11. 【单项选择题】What role does he/she play when a teacher explains the purpose of a task, the steps to do it and its time limit?
A. An organizer
B. An observer
C. An evaluator
D. A prompter
正确答案：A
参考解析：本题考查课堂教学微技能其他。

题干中教师向学生说明任务目的，步骤和时间限制等，体现教师在组织课堂活动，应为组织者。

12. 【单项选择题】What does he/she intend to do when a teacher writes the following sentences “She gets up early. She wears a uniform. She works very hard.” on the blackboard at the presentation stage?
A. Practice sentence patterns using model sentences.
B. Check if students can pronounce the sentences correctly.
C. Monitor whether students can accurately expresstheir ideas.
D. Draw students’ attention to the form of a new language item.
正确答案：D
参考解析：本题考查呈现演示。

题干中教师给出的句子中，用下划线标出了句子中的第三人称单数形式，为的是引起学生关注第三人称单数形式的新知识点。

13. 【单项选择题】What skill does he/she use when a student uses language knowledge and contextual clues to figure out the meaning of a new word?
A. Contrasting
B. Summarizing
C. Deducing
D. Predicting
正确答案：C
参考解析：本题考查课堂教学微技能。

学生借助上下文语境理解新词汇属于学生推断，推导。

contrasting 意为“对比；对照”；summarizing意为“总结”；deducing意为“推导；推论”；predicting意为“预测”。

14. 【单项选择题】Supplementing, deleting, simplifying andreordering are often used in ______.
A. adapting teaching materials
B. delivering teaching materials
C. evaluating teaching materials
D. presenting teaching materials
正确答案：A
参考解析：本题考查备课技能。

增补、删减、简化及调整顺序常用于调整教学材料中。

15. 【单项选择题】Which of the following is least recommended at the lead-in stage in a reading class?
A. Activating students’ schema of the topic.
B. Giving advice on how to use reading strategies.
C. Sharing background information about the text.
D. Correcting language mistakes students have made.
正确答案：D
参考解析：本题考查导入。

题干中指出在阅读课中最不推荐的导入是______，A 项“激活学生已有知识”；B 项“就如何使用阅读技巧提出建议”；C 项“分享课文相关的背景知识”；D 项“纠正学生犯的错误”；A，B，C 项均适合阅
读课导入。

16. 【单项选择题】Whichofthefollowingbestdescribesthephenomenon that learners apply the skills acquired in one field to another?
A. Transfer
B. Deduction
C. Contextualization
D. Induction
正确答案：A
参考解析：本题考查课堂教学微技能。

题干中指出“学习者将所学技巧运用于其他内容”属于知识迁移。

transfer 意为“转移；迁移”；deduction 意为“推导；推断”；contextualization 意为“情景化”；induction 意为“归纳”。

17. 【单项选择题】If the focus is placed on ______,students are supposed to go through the stages of drafting, receiving feedback, and revising before submitting the final version oftheir writing.
A. product
B. process
C. genre
D. format
正确答案：B
参考解析：本题考查中学写作教学。

在强调写作过程的时候，学生需要经历初稿、收到反馈、修订，并最终交定稿的过程。

18. 【单项选择题】What would he/she do in a reading class if a teacher wants to develop students’ inferential comprehension?
A. Ask them to retell the story.
B. Ask them to underline difficult sentences.
C. Ask them to read the text sentence by sentence.
D. Ask them to read the text for implied meaning.
正确答案：D
参考解析：本题考查中学阅读教学。

题干中指出教师想要发展学生推理能力，可以采取的措施。

A 项“让学生复述故事”；B 项“划出长难句”；C 项“让学生逐句读课文”；D 项“让学生读文章内涵的意思”，分析题目和选项。

18. 【单项选择题】What would he/she do in a reading class if a teacher wants to develop students’ inferential comprehension?
A. Ask them to retell the story.
B. Ask them to underline difficult sentences.
C. Ask them to read the text sentence by sentence.
D. Ask them to read the text for implied meaning.
正确答案：D
参考解析：本题考查中学阅读教学。

题干中指出教师想要发展学生推理能力，可以采取的措施。

A 项“让学生复述故事”；B 项“划出长难句”；C 项“让学生逐句读课文”；D 项“让学生读文章内涵的意思”，分析题目和选项。

19. 【单项选择题】Which of the following activities can be used if the focus is on developing students’ oral fluency in English?
A. Blank-filling
B. Story-telling
C. Transformation
D. Translation
正确答案：B
参考解析：本题考查中学听说教学。

题干中指出发展学生英语口语的活动，blank-filling 意为“填空”；story-telling 意为“讲故事”；transformation 意为“转换；变换”；translation 意为“翻译”，适合于口语练习的是 story-telling。

20. 【单项选择题】What is the focus when a teacher says to the class “Rewrite each of the followings entences using the passive voice.”?
A. Skill
B. Meaning
C. Structure
D. Function
正确答案：C
参考解析：本题考查中学语法教学。

题干中指出教师让学生将句子改写为被动语态，skill 意为“技巧”；meaning 意为“含义”；structure 意为“结构”；function 意为“功能”，进行句子改写属于“结构”练习。

材料题根据以下材料，回答21-25问题。

I have personally come to understand that “empowerment” is not a lesson that can be thought by way of textbooks or lectures, projects or field trips, and not even by way of principles and inspirational teaching. It must be taught by personal examples.
When we ask our students who come from disadvantaged backgrounds, or those, who face a personal lifestyle that is in direct conflict to the principles that we teach, we have to be willing to show them how to overcomer, how to make the transition from one state of being into the next, how to be empowered. We must make the lesson of empowerment come to life, in a real, up-dose and personal way. And the only way this can be done is when we allow ourselves to become living examples of what we teach.
Preparatory school for Global Leadership (PSCL) is a school that I started because I believed that I had method,a way of teaching and learning that would empower the urban disadvantaged child. But as I
sit back and think about it now, PSGL was a school that I started so that I would showcase empowerment to a group of students (and stuff) who needed a real life, example of how to grow beyond one’s current circumstance.
When I reflect on my journey of starting the school, I realize that every step along the way was personally teaching about empowerment.
It is one thing to teach it, but it is another to live it. Unless we experience empowerment on a personal level, we can not help students learn it, circumvent obstacles as they arise and develop and employ
the new skills needed to function to be empowered.
How can we get in the face of a student and push him to a place that
is foreign and scary, asking him to become greater than his environment? We can’t, why? Because we do not know what it lacks like, we do not know what it feels like. Our role as a teacher becomes technical, causing us to miss out on the spirit of truly good teaching, where one teaches with relevancy, authenticity and experience.
When I look at the faces of these students, I know that my process of starting the school was for them. When I became what I taught, when I empowered myself in spaces where there was no one there to empower me, when I chose to succeed without excuses, I became a living lesson. These students saw me and our staff as extensions of the lessons we were trying to teach. Our lives, not by our perfection, but by our effort, showed students how to apply what we taught.
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21. 【单项选择题】Which of the following can be regarded as a necessary condition for teachers to empower their students?
A. Having been successful in empowering students.
B. Possessing the expertise in the subject they teach.
C. Having received adequate training on empowerment.
D. Beingabletointegratepersonalexperiencesintotheir teaching.
正确答案：D
参考解析：本题可定位到第四段第三句“Unless we experience empowerment on a personal level, we cannot help students learn it.”除非我们自己
体验“empowerment”，否则我们无法帮助学生学习，所以对老师来说，首先需
要自己亲身体验才能更好得教学生。

D项中的personal experiences和
teaching是关键词。

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22. 【单项选择题】Which of the following can be inferred from the passage?
A. Only children from disadvantaged background need to be empowered.
B. The author is able to empower herself when faced with difficulties.
C. Teachers with personal experience of empowerment cannot teach.
D. The author does not practice what she advocates in her own life.
正确答案：B
参考解析：A 项中的 Only 太过绝对，文中只说“我”问来自 disadvantaged background 的小孩，而不是只有这一类小孩才需要，A 项错误；B 项正确，从
全文可看出，作者同意老师需要亲身经历才可以使教学更有说服力，而作者自
己也是这么做的；C 项的观点与全文观点相反，根据第五段可知 C 项错误；D
项和 B项相反，D 项错误。

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23. 【单项选择题】Which of the following is true about the
Preparatory School for Global Leadership?
A. It is the most renowned of its kind in the world.
B. Its graduates are well received by their employers.
C. Its staff are unwilling to empower themselves as living examples.
D. It aims at empowering trainees to grow beyond their circumstances.
正确答案：D
参考解析：本题可定位到第三段。

整个第三段都是对 Preparatory School for Global Leadership 的介绍。

A 项和B 项在第三段中并未涉及，C 项中的unwilling 和该段所表达的想法相反，D 项正确，可定位到第三段最后一句。

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24. 【单项选择题】Which of the following is closest in meaning tothe underlined word “circumvent” in Paragraph 4?
A. Overcome.
B. Encounter.
C. Move around.
D. Take away.
正确答案：A
参考解析：本题可定位到第四段第三句。

该句所表达的含义为：只有老师自己
有亲身体验，才可以帮助学生学习，______问题，然后开发和运用技能。

从该
句的结构来看，空格处应该是积极的一面，与前面的“学习”和后面的“运
用”构成并列关系，再结合选项，A 项意为“克服”；B 项意为“遇到”；C项
意为“四处走动”；D 项意为“带走”。

根据分析和选项含义可确定答案为
A。

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25. 【单项选择题】Why does the author highly value a teacher’s experience of empowerment in teaching?
A. To enable students to learn and use new skills.
B. To turn teaching technical with dogmatic lectures.
C. To make teaching relevant,authentic,andconvincing.
D. To extend and perfect his professional career as a teacher.
正确答案：C
参考解析：本题可定位到第五段。

该段所表达的含义为：我们在面对学生时，怎么能将学生推进一个陌生又可怕的环境，还叫他勇敢面对呢？我们不能这么做，因为我们也不知道将要面对的是什么。

我们不知道要面对的是什么，因为自身没有经历过，所以这时候我们的教学就会失去相关性，真实性和经验（relevancy, authenticity and experience）。

所以老师自身的经验很重要，C 项中的三个形容词和第五段最后一句中的三个名词相对应。

材料题根据以下材料，回答26-30问题。

Cats have the widest hearing range of nearly any mammal”not only can they perceive sound in what we define as the “ultrasonic” range, they can also appreciate all the bass Dr Dre can throw at them. They can swivel their whiskers forwards while hunting to provide a kind of short-range radar.And they can see exceptionally well in the dark thanks to a reflective surface behind the retina that bounces lightback, giving it a second chance to hit a photoreceptor. They see more distinct images per second than we do.
Dog partisans will appeal to the dog’s allegedly superior intelligence — though if that were the primary criterion for choosing a pet, one would expect to see a lot more crows and squid on leads around town. In fact, cats are rather cleverer than commonly assumed, as the biologist and animal-behaviour expert John Bradshaw shows in his new book.They can even be trained to an extent which was news to me Bradshaw’s book mixes pellets of cat lore with accounts of feline evolution, anatomy, genetics and development from newborn kitten to adulthood, plus descriptions of cat-psychology experiments in the laboratory, many of which he has conducted himself. Some of the most interesting parts indicate holes in our current scientific knowledge. “Many mother cats try to move their litters at least once before they wean them,” he observes, “but science has yet to find
out why”. No one knows why cats go crazy for catnip, nor why they are able “to classify shapes according to whether they are closed or open.” Kittens, meanwhile, “may also use special movements of their tails to signal playfulness, but so far no scientist has been able to decode these”. As far as potential research projects go, decoding the tail-language of playing kittens must be about the interesting unsolved problem in science.
The cat is an apparently phlegmatic beast, but Bradshaw points out that cats experience strong emotions, and sometimes might be
suffering in silence. They aren’t particularly sociable, and cats who are housed with others who weren’t litter-mates — perhaps by well-meaning owners who think they need the company — can become chronically stressed.
Luckily, then, cats probably aren’t aware that today they are once again hate-figures, the furry target of spittle-spraying ecologists who, armed with dodgy statistics, accuse cats of wildly “murdering”all the country’s songbirds. It’s a bit more complicated than
that,Bradshaw shows. Rats also kill songbirds, and cats keep their numbers down; while the RSPB says the disappearance of habitat is a far more important factor in the decline of songbird populations than predator numbers. But we could at least, Bradshaw suggests, reverse the counterproductive selection pressure we currently exert on the domestic cat when we neuter house cats before they reproduce. This means,he explains, that the “friendliest, most docile” cats are prevented from leaving any descendants, while wild cats —which are more suspicious of humans and better at hunting— will leave more offspring. Unintentionally, we are causing cats to evolve into animals society won’t like as much
Cat-haters probably won’t appreciate this book, but anyone else might. It is written in a friendly and engaging way, has helpful tips for cat owners, and is packed with excellent cat facts. Why, you might have wondered, do cats get stuck up trees? Because all their claws face forwards, so none can be used as brakes on the descent. We all know how good cats are at twisting mid-air to land on their
feet,but they have an even more impressive trick: some cats adopt a “parachute” position during a long fall, with all four legs stuck out to the side, before coming back to the landing position at the last moment. This cat-parachute pose,Bradshaw calculates, “limits
the falling speed to a maximum of fifty-three miles an hour” so enabling some cats to fall from high-rise buildings and walk away unhurt. I’d like to see a dog try that.
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26. 【单项选择题】What can be inferred about cats from Bradshaw’s research?
A. Cats’ whiskers can aid them to confuse preys.
B. Cats can detect sounds far away from them.
C. Cats can process images better than we do.
D. Cats’ intelligence has been underestimated.
正确答案：C
参考解析：前三项可定位到第一段。

A 项在原文中的意思是“它们可以在打猎时把胡须向前旋转，以提供一种短程雷达”，A 项中的 confuse preys 属于无中生有；B 项意为“猫可以探测到距离很远的声音”，原文的表述是猫可以听到人类听不到的声音，没说距离远近，B 项错误；C 项正确，根据第一段最后一句可得出答案；D 项错误，没有说到猫的智商。

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27. 【单项选择题】According to Paragraph 3, which of the following constitutes a potential research topic?
A. Doing cat-psychology experiments.
B. Decoding playing kittens’ tail-language.
C. Discovering why cats can classify shapes.
D. Investigating why cats go crazy for catnip.
正确答案：B
参考解析：本题可定位到第三段。

另外三项在本段也有涉及，但根据最后一段可知 B 项正确。

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28. 【单项选择题】Which of the following is closest in meaning tothe underlined word “phlegmatic” in Paragraph 4?
A. Lonely.
B. Emotional
C. Sullen
D. Calm
正确答案：D
参考解析：本题可定位到第四段第一句。

该句中的but 和 strong emotions 是解题点，but 表示转折关系，所以可猜测 phlegmatic 的词义和 strong emotions 相反，A 项意为“孤独的”；B 项意为“感情冲动的”，和 strong emotions 同义；C 项意为“闷闷不乐的”；D 项意为“冷静的”。

结合选项，
可确定答案为 D。

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29. 【单项选择题】For what reason did the ecologists accuse cats?
A. Reproducing more offspring.
B. Destroying songbirds’ habitat.
C. Killing the country’s songbirds.
D. Beingsuspicious of human beings
正确答案：B
参考解析：本题可定位到第五段第三句。

Rats also kill songbirds, and cats keep their numbers down; while the RSPB says the disappearance of habitat is a far more important factor in the decline of songbird populations than predator numbers.老鼠也会杀死鸣禽，而猫则会减少鸣禽的数量；而皇家鸟类保护协会表示，栖息地的消失是导致鸣禽数量下降的一个比捕食者数量下降更为重要的因素。

所以可知，songbird 的栖息地的消失才是猫受谴责最重要的原因。

查看材料
30. 【单项选择题】According to the author,what i smost impressive about cats during a long fall in Bradshaw’s writing?
A. Cats can be trained to land safely.
B. Cats tend to use their claws as brakes.
C. Some cats can adopt a “parachute” position.
D. Most cats are good at playing tricks in mid-air.
正确答案：C
参考解析：本题可定位到最后一段第五句。

猫在下降时会采取“降落伞”的姿势，所以从很高的楼上掉下来也不会伤到。

背景材料
31. 【简答题】根据题目要求完成下列任务，用中文作答。

简述进行短文听写（dictation）的目的（6分）与三个基本步骤（6分）。

写出短文听写的一个优点（4分）和一个缺点（4 分）。

参考解析：1.目的：短文听写是一种重要的教学手段和测试项目，用于测试评估应试者输入(听)和输出(写)的综合能力。

2.三大步骤：
一、瞻前顾后，预测内容
在听短文的录音之前，考生要快速浏览短文，对全文的内容有一个大致的了解，并对将要填写的词或词组进行预测。

在浏览短文时，重点要看每段的第一句，因为绝大多数的英文写作中都会先有一个主题句，再引出下文的内容，把握好主题句，有助于预测空缺处的内容。

在浏览短文的过程中，需要运用平行结构预测所填内容，根据空前后的词推测该空在句中的作用，进而预测其词
性。

二、集中精神，逐次填空
短文听写部分的录音一般会放三遍，每一遍都有不同的作用：录音放第一遍时，跟着录音走，边听边记下能填出的空，如果要填写的单词较长，可以暂时简写;录音放第二遍时，重点听第一遍没有听出来的词或词组，尽量把所有空都补齐，把第一遍没有写完整的单词补充完整;录音放第三遍时，要核对已经填出的词或词组，对于前两遍没有听出的单词要尽可能地听出来。

三、检查细节，确保正确
在录音放完之后，一定要注意检查已填内容，排除因为粗心或笔误而造成的错误，如字母大小写、单词拼写、名词单复数和主谓一致等。

3.优点：对于要考查的词汇，短语和语法能够清楚地判断考生的掌握情况，比如动词三单，名词单复数等问题。

缺点：相对于听一段听力材料，后用自己的语言答题这种题型来说，短文填空不能考查学生自我语言组织和输出能力。

对于考生更高听力综合运用能力无法很好地考查。

32. 【教学情境分析题】下面是一节高中英语课堂教学片段实录。

T: Arm yourself with sunscreen, sunglasses and a hatin a period of hot weather.
S1: How can you arm yourself? You already have two arms
—how do you put on more?
T:Can we figure out the meaning of“arm”from the text?Look for another place where the word“sunscreen”appears.
S2:In this sentence:“Health experts warned people,when outside,to apply sunscreen with a sun protection factor…”
S3: So I think “arm yourself” is kind of “apply”.
S1: Oh, that makes sense. Is he right?
T:I could answer you,but I’d like you to find out the meaning of “arm” in the dictionary.
…
T: Got it? Can you explain it in English?
S4: Yes, it’s a verb, different from the noun“arm”, meaning to provide yourself or others with weapons or to provide what you need for a task.
T: Nicely done!
根据上面提供的信息，回答下列问题：
（1）该教学片段的语言教学目标和策略目标分别是什么？（8 分）
（2）该教师采取了哪三种方法达成上述目标（12分）
（3）该教师教学的一个优点和一个缺点分别是什么？（10分）
参考解析：(1)语言知识目标：学生学会生词“arm”作为动词的含义并能够使用词典查阅生词;
策略目标：学生能够结合上下文语境理解生词，并查阅词典进行确认猜测。

(2) 采用了启发式教学法。

启发式教学，就是根据教学目的、内容、学生的知识水平和知识规律，运用各种教学手段，采用启发诱导办法传授知识、培养能力，使学生积极主动地学习，以促进身心发展。

该教学材料中，教师立足于学生的基础及现有的知识水平，通过提问等语言方式启发学生了解和体会arm的动词词性，而不是直接告知学生其用法，使学生达到了主动学习、积极思考的目的。

(3)优点：在该案例中，当学生不明白生词的含义时，老师并没有直接告诉学生，而是让学生通过讨论和查字典的形式弄清楚了生词的意思，培养了学生查字典的技能和习惯，逐步养成自主学习的能力。

缺点：根据《高中英语课程标准》，形成性评价反映学生的进步情况，对学生的学习尝试做出肯定，以促进学生的学习积极性，帮助教师改进教学。

在该案例中，学生通过自己的努力弄清楚了生词的意思后，该老师只是简单地评价“Nicely done”，并未对学生“讨论”和“查字典”的学习方法进行肯定，不能很好地促学生的学习积极性。

33. 【教学设计题】设计任务：请阅读下面学生信息和语言素材，设计20分钟的写作教学方案，帮助学生顺利完成该写作任务。

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 justification
教学时间：20分钟
学生概况：某城镇普通中学高中年级第一学期学生，班级人数40人，多数学生已经达到《义务教育英语课程标准（2011年版）》五级水平。

学生课堂参与积极性一般。

语言素材：
WRITING
1.Think of someone famous that you admire a lot, for example, an artist, a musician or writer.
2.Write two or three paragraphs about his or herlife. Below are some suggestions to help you.
3.Write about:
Wherehe/shewasbornandwherehe/shelivedasachild.
His/her family.
How he/she become famous.
His/her songs/ music/painting/novels/poems…
To show he/she has been in.
Your opinion of his/her work. Explain why you like him/her.
What you think will happen to him/her.
Whether he/she will continue to be successful.
参考解析：Teaching type: Writing class
Teaching contents: This is a writing class from senior high school, which is about how to describe a person. Students are required to share the detailed information about the people they admire, such as the living place, the life story, and to express the reasons why they like these celebrities so much.
Teaching Objectives:
(1) Knowledge objectives
① Students are able to know the detailed information about the people they admire and can describe it correctly and properly in English.
(2) Ability objectives:
① Students are able to arrange the writing materials they have and organize them logically.
② Through sharing the stories of their favorite people, students’speaking ability will be significantly improved.
(3) Emotional objectives:
① Students can learn the correct and positive values from the people they like.
② Students are able to enhance the abilities of critical thinking and rational thinking through assessing someone reasonably.
Teaching key and difficult points:
Teaching Key point:
How to collect the writing materials and organize them properly. Teaching Difficult point:
Build the life goals and positive attitude.
Teaching Procedures:
Step1: Pre-writing
1. Brainstorm:
(1) Ask students to list the names of the people they admire most.
(2) Ask students to list the detailed information about these people, such as the birth palace, the reason why they succeed, their opinions
on theses successful people and these people’s future.
2. Share some useful sentence structure to help students to
describe the above information in detail.
3. Group work: share the people who students admire most in a group.
4. Show students a sample to guide students to organize the information into every paragraph.
(Justification: Brainstorm helps to choose the people and detailed information they will write about, and sharing the sentence structure lays a good foundation for the next step. Besides, group work is a good way to improve students’ speaking ability and awareness of cooperation.)
Step2: While-writing
Students need to write an article about the people they admire most according to the requirements .
(Justification: Students will cultivate their ability of writing an article within certain minutes and their good habits of writing will be formed as well.)
Step3: Post-writing
1. Exchange with desk-mates to do peer-editing.
2. Show the contents.
3. Evaluate the writing.
(Justification: Editing can provide a perfect writing for students, meanwhile the comments will help students learn more from others and improve their writing ability promptly.)
Step4: Summary and homework
Summary: Ask students what they learn form this lesson and summarize the writing strategies with students.
Homework: Ask students to think about a question: Should we admire
the online celebrities and movie stars, why?
(Justification: Summary can make students know the main information about the class. And the homework can improve students’ critical thinking ability.)。