教师资格证-（高中）英语-章节练习题-第三章-教学设计-第二节-英语教学设计

教师资格证-（高中）英语-章节练习题-第三章教学设计-第二节英语教学设计[单选题]1.Whichofthe（江南博哥）followingstatementsaboutlessonplanisNOTtrue?A.Aclearlessonplanmakesateacherawareoftheaimsandlanguagecontentsofthelesson.B.Alessonplancanhelpateacherdistinguishthevariousstagesofalesson.C.Agoodlessonplangivesateacher,especiallyanoviceteacher,confidenceinclass.D.Experiencedteachersdonotneedtodolessonplanning.参考答案：D参考解析：考查教学设计的作用。教学设计无论对新老师还是有经验的老师都很重要。所以无论是新老师还是有经验的老师。都需要做好教学设计。所以D项说法错误。一个好的教学设计可以让老师时刻注意本堂课的内容和教学目标.所以A项说法正确。另外.一个好的教学设计可以帮助老师清楚课程的每一个阶段并且清楚每一个教学步骤之间的联系，以便于老师合理安排每一个教学活动，所以B项说法是正确的。最后，一个好的教学设计可以让老师.尤其是新老师更自信.所以C项说法正确。故选D。[单选题]2.Asforalessonplan,ateachersays,"Whendolessonplanning,IalwayspreparesomeextraandalternativetasksandactivitiessothatIhavetheoptionstocopewiththeunexpectedsituations."Accordingtotheteacher´swords,wecanknowthattheteacherfollowstheprincipleof__________inlessonplanning.A.linkageB.varietyC.flexibilityD.learnability参考答案：C参考解析：考查教学设计的原则。教学设计的原则有目的性(aim)、多样性(variety)、灵活性(flexibility)、可习得性(learnability)和联系性(linkage)。目的性是指教师在教学设计中要明确本堂课要达到的目标是什么；多样性是指要设计多种形式的教学活动，提供多种教学材料选择，以便保持学生在课堂的积极性，吸引学生的兴趣；灵活性是指在教学设计中设计额外的教学活动或设计更多的活动选择.以便能够让教师在真正的课堂上应对突发状况：可习得性是指教师为课堂所设计的教学内容和教学活动的难度要在学生的学习能力范围之内，当然也不能太简单；联系性是指在教学设计中，课堂的每一个教学步骤都是相互联系的。根据题干中老师说的话：“我在进行教学设计时经常会设计一些额外的活动以应对突发状况。”可知.这位老师在进行教学设计时体现了灵活性的原则。[单选题]3.Whenateacherintendstopresentorexplainanewlanguagepoint,whichofthefollowinggroupingmethodsismostlyrecommended?A.Wholeclasswork.B.Groupwork.C.Pairwork.D.Individualwork.参考答案：A参考解析：考查课堂分组方法。在课堂中可将课堂活动分组方式分为全班活动、小组活动、双人活动和个人活动。而在呈现或讲解新知识时，全班共同参与是最提倡的。故选A。[单选题]4.Whendesigningspeakingtasks,wemustfollowtheprinciplesexcept__________.A.maximumforeigntalkB.evenparticipationC.highmotivationD.highlanguagelevel参考答案：D参考解析：考查口语活动设计原则。设计口语活动时应遵循以下原则：最大限度地练习口语、均等参与、高度激励以及恰当的语言难易程度。D项“Highlanguagelevel”不符合。[单选题]5.__________aimstohelpstudentstopayattentiontoteachingcontentefficientlyatthebeginningoftheclass.A.Lead-inB.PresentationC.PreparationD.Practice参考答案：A参考解析：考查教学流程。导人(Lead-in)的目的是上课开始时，教师帮助学生将注意力有效地集中在上课的内容上。B为新课呈现环节，C为准备环节，D为练习环节。[单选题]6.__________maybedefinedasanykindofengagingwiththelanguageonthepartofthelearners,usuallyundertheteacher´ssupervision,whoseprimaryobjectiveistoconsolidatelearning.A.PresentationB.PracticeC.ProductionD.Preparation参考答案：B参考解析：考查3P教学法。新课展示(Presenta-tion)是对新课内容进行教学的；练习(Practice)是针对所学内容进行训练与巩固的；产出(Pro-duction)是指在熟练掌握所学内容的基础上进行提高的部分；准备(Preparation)通常是指在课前进行准备。故选B。[单选题]7.＿＿＿＿aimstohelpstudentstopayattentiontotheteachingcontentefficientlyatthebeginningoftheclass.A.Lead-inB.PresentationC.PreparationD.Practice参考答案：A参考解析：本题考查教学流程。导人(1ead.in)的目的是上课开始时，教师帮助学生将注意力有效地集中在上课的内容上。B项“呈现”，C项“准备”，D项“练习”二[单选题]8.ThePWPteachingmodelisnotconsideredappropriateinteachingA.readingB.listeningC.writingD.vocabulary参考答案：D参考解析：本题考查教学模式：词汇教学一般采用PPT(Presentation--PracticeTest)或TBLT(Task.basedLanguageTeaching)教学模式，故本题选D。[单选题]9.WhichofthefollowingstatementsaboutlessonplanisNOTtrue?A.Aclearlessonplanmakesateacherawareoftheaimsandlanguagecontentsofthelesson.B.Alessonplancanhelpateacherdistinguishthevariousstagesofalesson.C.Agoodlessonplangivesateacher,especiallyanoviceteacher,confidenceinclass.D.Experiencedteachersdonotneedtodolessonplanning.参考答案：D参考解析：本题考查教学设计的作用。教学设计无论对新教师还是对有经验的教师都很重要。所以无论是新教师还是有经验的教师，都需要做好教学设计，D项错误：一个好的教学设计可以让教师时刻注意本堂课的内容和教学目标，所以A项正确。另外，一个好的教学设计可以帮助教师清楚课程的每一个阶段和每一个教学步骤之间的联系，以便教师合理安排每一个教学活动，所以B项正确。最后，一个好的教学设计可以让教师，尤其是新教师更自信，所以C项正确。故本题选D。[单选题]10.Ifateacherwantstousethevisualmethodtointroduceanewlesson,he/shecan_________A.presentphysicalmaterialsorpicturesB.tellastoryC.leadstudentstoreviewknowledgeD.playasong参考答案：A参考解析：本题考查视觉导入法。视觉导入法包括实物导入、绘画导入和肢体导人等方式。A项“展示实物或图片”属于视觉导入法，B项“讲故事”属于故事导入法，C项“带领学生复习知识”属于复习导人法，D项“放一首歌”属于听觉导入法=故本题选A。[单选题]11.Whatarethemostimportantpartsofalessonplan?A.Textbooksandclassroomaids.B.Anticipationofproblemsandflexibilityindealingwiththem.C.Objectivesofthelessonandprocedurestoachievethem.D.Summaryandhomework.参考答案：C参考解析：本题考查教学设计的设置。一个高效的教学设计是由各个密不可分的小环节组合成的。但是在诸多环节中，课程的教学目标及实现这些目标的步骤是一节课的重中之重，只有一节课的任务都围绕着教学目标不偏离，教师才能很好地在教学过程中实现教学目标，因此本题的正确答案为C。[单选题]12.Asforalessonplan,ateachersays,"Whendolessonplanning,IalwayspreparesomeextraandalternativetasksandactivitiessothatIhavetheoptionstocopewiththeunexpectedsituations."Accordingtotheteacher'swords,wecanknowthattheteacherfollowstheprincipleof________inlessonplanning.A.linkageB.varietyC.flexibilityD.learnability参考答案：C参考解析：本题考查教学设计的原则：教学设计的原则有目的性(aim)、多样性(variety)、灵活性(flexibility)、可习得性(1eamability)和联系性(1inkage)。目的性是指教师在教学设计中要明确本堂课要达到的目标是什么,；多样性是指要设计多种形式的教学活动，提供多种教学材料选择，以保持学生在课堂上的积极性，吸引学生的兴趣；灵活性是指在教学设计中设计额外的教学活动或设计更多的活动选择，以便应对课堂上的突发状况；可习得性是指教师为课堂所设计的教学内容和教学活动的难度要在学生的学习能力范围之内，当然也不能太简单；联系性是指在教学设计中，课堂的每一个教学步骤都是相互联系的。根据题干中老师说的话：“我在进行教学设计时经常会设计一些额外的活动以应对突发状况”可知，这位老师在进行教学设计时遵循了灵活性的原则。[单选题]13.IfateacherwantstodesigntheLead-instageofalessonplan,whichofthefollowingmightbeofhis/herleastconcern?A.ThetimeofLead-in.B.Thecontentofteachingandstudents'age.C.Toconcentratestudents'attention.D.Thenumberofstudents.参考答案：D参考解析：本题考查课堂导入环节的设计。题干：如果教师想设计教案中的导入环节，那么他/她最不可能关心哪一项?在导人环节，教师要注意如下事项。①导入要有简洁性，导入不宜过长；②导入要有针对性，必须依据教学内容、目标及学生实际情况来进行针对性的设计；③导入要有趣味性，以便吸引学生的注意力，激发学生的学习热情。相比于其他三项，D项“学生的数量”对教师设计导入环节的影响不大。故本题选D。[问答题]1.教学目标是课堂教学诸因素的核心，它明确课堂上学生应掌握什么，掌握到什么程度。简述教师应如何设定英语课堂的教学目标(10分)，并说明教学目标应如何表述(10分)。参考答案：无参考解析：(1)英语课堂的教学目标的设定方法：①根据单元主题和教学内容设定教学目标。根据高中学段的课程结构和总体目标，以及各单元的主题和教学内容，设定每课时的具体教学目标。②根据学生实际设定教学目标。目标的设定一定要考虑学生和教学的实际，即学生已有的知识和经验、学生的需求和认知水平。教学目标的设定要适度，要准确地预测学生最终能够达到的结果。③设定具体的、可操作的教学目标。教学目标的陈述应力求明确、具体，可以被观察和测量，避免使用含糊和不切实际的语言。教学目标的设定既要注意其实现的可行性，又应具有一定的挑战性，即设定的目标既不能过高，也不能过低。④设定过程和结果统一的教学目标。设定课堂教学目标的同时，还应注意教学过程中每个教学环节的目标，使得教学目标与实现目标的过程达到统一和协调。(2)教学目标的表述方式：①明确表述形式。教学目标陈述的基本方式可以分为两类：一是采用结果性目标的方式，即明确指出学生的学习结果，这种方式指向可以结果化的课程目标，主要应用于“知识与技能”领域；二是采用体验性或表现性目标的方式，即描述学生自己的心理感受、体验，这种方式指向无需结果化的或难以结果化的课程目标.主要应用于“过程与方法”“情感态度与价值观”领域。②明确目标行为的主体。教学目标是对学生学习行为结果的预期描述，以学生为目标主体，因此教学目标的陈述必须从学生的角度出发，行为的主体必须是学生。③预设的教学目标要具体。在确定每课时的目标时，要避免笼统地讲培养学生的某种能力，应把教学目标落实到具体要求或具体某项技能上来，在表述上要尽量行为化，具有外显性和可见性。④要体现情感、态度、价值观目标。规范的态度、情感、价值观目标的描述应该包含两部分：一部分是态度内容，即态度的认知成分；另一部分是情感体验，它与一定的态度活动联系在一起。教师在设计教学目标时应该充分挖掘教材本身的思想内涵，让学生与之产生共鸣。⑤教学目标的设定要梯度化。教学目标的设定应该是针对全体学生的，但是每个学生的英语水平是不同的，因此教学目标设定要梯度化。这样就能关注不同程度水平的学生，进而优化学生学习方式，全而提高学生的综合语言运用能力。[问答题]2.一名高中英语教师在口语课堂上围绕“culturalrelics”展开小组讨论活动，其作用是什么(10分)?如何使学生更好地融入课堂小组讨论活动(10分)?参考答案：无参考解析：(1)小组讨论活动的作用：①小组讨论是使用较为广泛的一种学习方式.有利于学生在集体思维中分担重任，体现自身价值。②讨论不仅能训练听力，练习口语，而且还能提高学生彼此间的交际能力，而不只是流于形式。③教师也会在学生的口语小组讨论中更为真实地把握学生的实际英语水平，方便后期英语教学的查漏补缺。(2)使学生更好地进行小组讨论的方法：①合理安排小组人数，太多或太少都不利于讨论顺利进行。②考虑学生实际水平，按层次分组，每个组里最好是各种不同能力的学生都有，实现能力互补。③掌握好讨论的时间，充分发挥教师的作用，在必要的时候给予学生一些指导，使得讨论能够顺利进行。[问答题]3.以下片段选自某课堂实录，请分析该教学片段并回答下列问题：教学片段：老师：同学们上午好!今天我们来讲宾语补足语。英语中，有些及物动词后接宾语时，还需要加一个词或短语来补充说明宾语的情况，这样的词或短语叫做宾语补足语。那么请大家从课文中找出几处关于宾语补足语的例句。e.g.NowwhenpeoplerefertoEnglandyoufindWalesincludedaswell.Sototheirsurprisethethreecountriesfoundthemselvesunited.同学们可以看出，例句中included是作find的宾语补足语，united是作found的宾语补足语。形容词作宾语补足语时，通常是放在make，get，find，keep，let等动词的后面。接下来教师通过“辨识—拓展—理解”的步骤依次具体讲解宾语补足语的其他用法。(1)该片段体现了哪种语法教学方法?(8分)(2)常见的语法教学方法有哪些?(10分)(3)语法教学的课堂模式主要有哪些?(5分)教学中应该遵循哪些语法教学的原则?(7分)参考答案：无参考解析：(1)该教师采用的教学方法是演绎法。(2)常见的语法教学方法有：演绎法、归纳法、引导发现法等。(3)语法教学的课堂模式主要包括：“观察—发现—讨论—归纳—巩固—运用”单元语法常规教学模式；“集中呈现—对比分析—专项梳理—巩固运用”语法阶段复习模式。语法教学应遵循以下原则：①交际性与实践性原则；②集中与分散相结合的原则；③趣味性与通俗性的原则等。[问答题]4.一教师在讲“Gymnastics"一课时，向学生展示体操运动员在比赛中的不同图片，并设计以下问题：(1)Whoisyourfavoritegymnast?(2)Inwhichtypeofexercisesdidhe/shewinagoldmedal?(3)Howmanytypesofexercisesdoyouknow?任务要求：(1)试分析该教师所提出的问题；(15分)(2)课堂导入时的提问应注意哪些问题?(15分)参考答案：无参考解析：(1)分析该教师的提问：①该教师在授课前提出三个与主题相关的问题，考虑了提问内容的难易程度、学生的年龄特征、性格、知识基础与水平能力，目的明确，具有针对性；②该教师提出的问题与学生的社会生活相关，使学生有思维动力、思维空间，即让学生有感而发，具有启发性；③该教师的提问属于开放性问题，可以提高学生参与讨论的兴趣；开放性的问题，答案会因人而异，从而能够让学习者有更多的语言练习的机会和更有意义地交流，具有广泛性。(2)应注意的问题：①在课堂导入时所提出的问题必须符合教学目标的需要，紧紧围绕课堂教学来进行；②问题设计要考虑学生学习和社会生活等方面，要抓住要点，吸引学生的兴趣；③在教学中，教师应多提开放性问题，少提封闭性问题，帮助学生发展思维能力。[问答题]5.下列片段选自某高中英语课堂教学实录。T:Goodmorning,everyone.Todaywewilllearnanewunit.Atthebeginningofourclass,I'dliketoaskyouonequestion.What'syourdream?S1:Travelaroundtheworld!T:Whatdoyouwanttobeinfuture?S2:Musician!S3:Scientist!T:Great!Scientist.Sohowmanyscientistsdoyouknowintheworld?S1:TuYouyou,QianXuesen.S2:MadamCurie,Einstein.T:Prettygood.Nowlet'slookatpicturesonthescreenandguesswhoheisaccordingtothehints:Hediscoveredwhyallthingsfallontheearth.(Showapictureofanappletree,andthereisapersonunderthetree.)Whoishe?S3:Newton!T:Excellent!Andwhatishisachievement?(Presentotherpicturesaboutsomescientistsandmakestudentsguesswhotheyareastheprocedureabove...)T:Lookatthephotosoffourgreatscientists.Writedownasmuchinformationasyoucaninfiveminutes.T:Nowlet'sopenthebookandturntopage...根据所给信息从下列三个方面作答：(1)该材料体现了教学过程的哪一环节?该环节具有哪些作用?(8分)(2)分析教师使用了哪一种教学方法及其设计意图。(10分)(3)指出该教学设计存在的两处问题，并分别给出改进意见。(12分)参考答案：无参考解析：(1)体现了课堂导人的环节。导人环节的作用：①指向作用。吸引学生的注意力并明确本节课的目的和任务。②激趣作用。激发学生的求知欲，使学生对本节课的内容产生兴趣。③铺垫作用。联系旧知识，有利于教师自然地引出本节课的内容。(2)语题导人法。教师从学生的梦想谈起，询问学生将来想从事什么职业，自然地引入科学家这一话题。教师引导学生围绕“scientist”进行讨论，易激发学生的相关图式，从而增加学生的参与欲望，快速进入到本课的学习任务中。(3)①导入时间过长。4'午45分钟的课堂中，导入时间持续3—5分钟即可，而在本设计中，仅在根据图片写信息环节，就持续了5分钟。所以该教师可适当删减一些导入活动，缩短课堂导入时间。②问题设置不够合理。教师提问“What’syourdream?”目的是引导学生回答希望从事的职业，从而自然地过渡到与课文相关的主题上。而学生给出了“Travelaroundtheworld!”的回答，并没有达到预期目的，这说明问题的设置不够准确。所以可以去掉该问题，直接提问“whatdoyouwanttobeinfuture?’’即可。[问答题]6.设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语听力教学方案。教案没有固定格式.但须包含下列要点：·teachingobjectives·teachingcontents·keyanddifficultpoints·majorstepsandtimeallocation·activitiesandjustifications教学时间：20分钟学生概况：某城镇普通中学高中一年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准(实验)》五级水平。学生课堂参与积极性一般。语言素材：M:HeyBetsy,didyouhearthegreatnews?W:No,Frank,Ihaven´t.Whatisgoingon?M:Ijustgotapromotion,andIamgoingtothrowhugepartyforallofmyfriends.Iwouldloveitifyouwouldcome.W:Wow,thankssomuch,whenistheparty?M:IamthinkingofhavingitonSaturday.Iamhopingtherewillbe150peoplethere.Thisreallyisabigpromotionformeandmyfamily.W:Wow,150people.Thatisalot.Thismustbeabigpromotion.Iwouldlovetogo.Ithinkitwouldbeagreattime.M:Ohgreat,themorethemerrier.Thisreallyisabigdealforme.Wecannowaffordthenewhousemywifehasalwayswanted.IjusthopeIdon´thavetoputtoomanyhoursin.Iwouldhatetolosetoomuchtimewithmyfamily.W:Icanunderstandthat,butlet´skeepfocusingonthebrightside.Ican´twaitforthatparty.参考答案：无参考解析：TeachingContents:ListeningtoadialogueaboutFrank'sinvitingBetsytohisparty.TeachingObjectives:(1)Knowledgeobjectives①Studentswilllearnsomenewwordsorexpressions,likepromotion,throwaparty,themorethemerrier.②Studentswillknowhowtoinvitepeopleforparties,aswellashowtoreacttopeople'sinvitation.(2)AbilityobjectiveStudents'listeningabilityforgeneralideasanddetailedinformationcanbeimproved.(3)Emotionalobjectives①Studentswilllearntosharetheirhappinesswiththeirfriends.②StudentswillbewillingtoapplytheirEnglishintodailyuse.TeachingKeyandDifficultPoints:(1)TeachingkeypointStudentswillknowhowtoinvitepeopleforpartiesandhowtoreacttowardspeople'sinvitation.(2)Teachingdifficultpoint①Students'listeningabilityforgeneralideasanddetailedinformationcanbetrained.②Studentswillmakeoffersfortheirownpartytotheirfriends.MajorSteps:Step1Warmingup(3minutes)Iwillbegintheclassbysharingmyexperienceofafantasticbirthdaypartylastweek.ThenIwillgivethem1minutetothinkaboutoneoftheirunforgettableparties.Andtheycanshareitwiththewholeclassbytellingthetime,thetheme,theactivitiesofthatparty.(Justification:Bytalkingabouttheirownparties,theywillrecallbacksomerelatedexpressionsunderthistopic.Andthiswillpreparethemforthefollowinglistening.)Step2Pre-listening(5minutes)Iwillpresentsomenewexpressionsfirst,likepromotion,throwaparty,themorethemerrierbymakingupashortparagraph--Peoplecelebrateimportantoccasions,likeweddings,promotionsorbirthdays.Usuallytheyliketothrowapartytogettheirfamiliesandfriendstogetherandhavefun.Formostparties,itisthemorethemerrierandthat'swhypeoplewillinvitealotofpeopletotheirparties.(Justification:Itiseasiertoteachthenewexpressionswiththehelpofcontext.Forexample,ifItellstudentsthat"throwaparty"means"haveorholdaparty",theywillnotonlyunderstandtheexplanation,butalsogettoknowhowtousetheexpressionbycomparingthecontextprovided.)Step3While-listening(6minutes)First,Iwillplaythetapeonce.Andbeforetheyareready,Iwillremindthemthatduringlisteningtheyshouldnotpaymuchattentiontoanyspecificwordsorexpressionsandalltheyneedtodoistogetthemainideaofit.Afterlistening,Iwillinvitesomestudentstotelltheclasswhathappened,andwhyithappened.Next,Iwillaskthemtolistentothedialogueforthesecondtimewithafillingtaskontheblackboard.(Justification:Listeningforthefirsttimeistotrainstudents'listeningabilityforgeneralideasandthesecondtimeistotraintheirlisteningabilityfordetailedinformation.)Step4Post-listening(6minutes)(1)Studentsneedtoworkwiththeirdesk-matestodothedialoguewiththehelpofthechartontheblackboard.(2)Thentheywillbedividedintogroupsof4todesignapartyfortheirparents'anniversary.Theyneedtofigureoutthetheme,thetime,theactivitiesandtheinvitationlettersofthisparty.Twogroupswillbeinvitedtosharetheirideas.(Justification:Thefirstactivityisforstudentstopracticethetargetedlanguagepoint--howtoinvitepeopleforpartiesandhowtoreacttopeople'sinvitations.Thesecondactivityistoprovideachanceforthemtousethelanguageactively.)[问答题]7.设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语听说教学方案。该方案没有固定格式，但须包含下列要点：·teachingobjectives·teachingcontents·keyanddifficultpoints·majorstepsandtimeallocation·activitiesandjustifications教学时间：20分钟学生概况：某城镇普通高中三年级学生，班级人数40人，多数学生已经达到《普通高中英语课程标准(实验)》六级水平。学生课堂参与积极性一般。语言素材：AgreatChinesescientistFatheroftheChinesespaceprogrammeYuPing(YP)istalkingtoherMendSteveSmith(SS)aboutQianXuesenandhisworkasarocketscientist:Part1YP:Whatdoyouwanttobewhenyougrowup,Steve?SS:Iwanttobeanastronomerandvisitstars.IwishtovisitMarsoneday.YP:IthinkI´dliketoworkinthespaceindustrytoo.I´dliketobearocketscientistlikeQianXuesen.SS:Whatdidhehavetodotobecomearocketscientist?YP:Well,hefirststudiedatuniversitytobeanengineer.LaterhewenttoAmericatostudyforhisdoctor´sdegree.Itwasthenhebegantoworkonrockets.SS:SoitwasluckyforourspaceprogrammethathecamebacktoChina.YP:Verymuchso.TherewasnoworkonspacerocketsinChinabeforehisinstitutetodesignandbuildrocketstogointospace.Part2SS:Doyouthinkhewantedtotravelintospaceinoneofhisrockets?YP:IhavenoideabutIbelievehelookedforwardtothefirstspaceflightbyaChineseastro-naut.SS:Yes.NowthatChinahassentsatellitesintospace,Ihopewe´11bethefirsttolandonMars.ThatwouldreallybesomethingspecialandifIwerethatastronautIwouldputQianXuesen´spic-tureonMarstoshowhowmuchweadmirehiswork.YP:Indeed.HeisrightfullycalledthefatheroftheChinesespaceprogramme.HeismyheroandthisiswhyIwanttobearocketscientist.SS:Well,we´dbettergetonwithourhomework.Weneedgoodgradestogetintouniversity.YP:Rightyouare.Seeyou,then.SS:Seeyou.参考答案：无参考解析：TeachingContents:ThisisadialoguebetweenYuPingandherfriendSteveSmithaboutQianXuesenandhisworkasarocketscientist.TeachingObjectives:(1)Knowledgeobjectives①Studentscanunderstandthemeaningofsomenewwordsandexpressions:astronomer,thespaceindustry,arocketscientist,astronaut,satellite.②Studentscanunderstandthemeaningofthelisteningmaterial.(2)Abilityobjectives①Studentscanknowhowtogetinformationinadvancebeforelistening.②Studentscanimprovetheirskillsoflistening.(3)EmotionalobjectivesStudentscandeveloptheirpatrioticemotionthroughthelisteningandbemotivatedtostudyhard.TeachingKeyandDifficultPoints:(1)TeachingkeypointStudentscanimprovetheirabilitiesoflisteningforthegistandspecificinformation.(2)TeachingdifficultpointStudentscanfi'eelytalkaboutthestoryofQianXuesen.MajorSteps:Step1Pre-listeulng(6minutes)(1)UsethePPTtopresentsomepicturesofthenewwordsandexpressions:astronomer,thespaceindustry,arocketscientist,astronaut,satellite.(2)ShowsomepicturesaboutQianXuesenandaskstudentstopredictthecontentofthedialogue.(Justification:Theteachingofnewwordsandexpressionshelpsstudentsbewellpreparedforthelisteningtask,andthepredictionattractsstudents'attentiontothelistening.)Step2While-listening(8minutes)(1)ListentoParts1and2ofthetapeforthefirsttimeandwritedownthemainidea.(2)ListentoPart1againandanswerthesequestions:①WhatdidQianXuesenstudyfirst?②WhatexperiencedidhegetinAmericathatwasusefulforChina?③WhatwasQianXuesen'smainachievementwhenhereturnedtoChina?(3)ListentoPart2andfillinthechartbelow.(Justification:Thisstepcantrainstudents'abilitiesoflisteningforthemainideaandspecificinformation.)(4)Listentothetapeagaintochecktheanswers.Thengivesomeevaluationsandteachstudentssomelisteningstrategiesfortheircommonmistakes.(Justification:Tasksoflisteningforthegistandspecificinformationcanhelpstudentsfocusonthelisteningma-terialandimprovetheirlisteningabilities.Theinstructionsoflisteningstrategiescanhelpstudentsknowtheirweakpointanddobetternexttime.)Step3Post-listening(6minutes)(1)ShowthetapescriptsonthePPTandinviteapairofstudentstoreadthesampleconversationtotheclass.Askotherstopayattentiontotheirpronunciation.(2)AskstudentstoretellthestoryofQianXuesenusingthewordsandexpressionssuchasastronomer,thespaceindustry,arocketscientist,astronaut,satellite.(Justification:Thisstepaimstopracticestudents'pronunciationandimprovetheirspeakingabilityoftalkingaboutarocketscientist.)[问答题]8.设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语听力教学方案。教案没有固定格式，但须包含下列要点：·teachingobjectives·teachingcontents·keyanddifficultpoints·majorstepsandtimeallocation·activitiesandjustifications教学时间：20分钟学生概况：某城镇普通中学高中一年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准(实验)》五级水平。学生课堂参与积极性一般。语言素材："Whoquestionsmuch,shalllearnmuch,andremembermuch."--FrancisBacon(1561-1626)Itseemsobviousnowhowweacquireknowledgeandunderstanding.Tostartwith,youneedquestions.Then,tofindanswers,youobservetheworldaroundyouandstudythefacts.Afterthatyouconsiderpossibleanswersandtesteachtofindthefightones.AlthoughtodaywearemoreaccustomedtotypingafewkeywordsintoasearchengineandwaitingfortheInternettospittheansweroutforus,modernscientistsandthinkersarestillsolvingtheworld´sproblemswiththistypeofanalysis--luckilyforus.However,inthe17thcenturywhenFrancisBaconsuggestedthatthistypeofthinkingwasthewaytogainknowledge,hewasgoingagainsttheviewsoftheday.BaconheldanimportantrankunderKingJames(1566-1625)ofEnglandbuthistrueinterestwasnotthedaytodaybureaucraticdetailsofthegovernment,buttheworthysearchforknowledge.参考答案：无参考解析：TeachingContents:AlisteningmaterialaboutFrancisBacon'swayofanalysistogainknowledge.TeachingObjectives:(1)Knowledgeobjectives①StudentscanrememberthefamoussayingfromFrancisBacon--"Whoquestionsmuch,shalllearnmuch,andremembermuch."②Studentswilllearnsomenewwordsandexpressions,likeacquireknowledge,beaccustomedto,rank,bureaucratic...(2)AbilityobjectiveStudents'listeningabilityforgeneralideasanddetailedinformationcanbeimproved.(3)EmotionalobjectiveStudentswillrealizetherightwaytoacquireknowledgeandunderstandingisthinkingandanalyzinginsteadofsearchingonline.TeachingKeyandDifficultPoints:(1)TeachingkeypointStudentscanunderstandthelisteningmaterial.(2)TeachingdifficultpointStudents'listeningabilityforgeneralideasanddetailedinformationcanbetrained.MajorSteps:Step1Warmingup(3minutes)Aftergreetingstudents,Iwillwritedownasentenceontheblackboard--"Onlysomeonewhoiswell-preparedhastheopportunitytoimprovise."Iwilltellthemthatitismymotto,andIloveitbecauseitremindsmethatnoonewillsucceedeasilyandtherearealwaysinvisibleeffortsbehindeverysinglepieceofsuccess.LaterIwillaskthemiftheyhaveanymottoandinvitethemtosharewiththeclasswhytheychooseitastheirmotto.(Justification:Freetalkingisaquickwaytogetstudentsinvolvedintheclass,especiallywhenthetalkingissupposedtobebasedontheirownlifeexperience.)Step2Pre-listening(5minutes)(1)Iwillpresentafamousessay"ONSTUDIES"whichtheyhavelearnedbeforetoremindthemofthismarvelousanthor--FrancisBacon.Andthenwiththehelpofashortvideo,IwillmakeabriefintroductionaboutFrancisBacontoletstudentsknowhimasanEnglishphilosopher,statesman,scientist,jurist,orator,andauthor.Besideshisacademicalachievement,thestudentswillalsoberemindedabouthislifeservingbothasAttorneyGeneralandasLordChancellorofEngland.Afterintroduction,Iwillinvitesomestudentstore-introducehimagain.(2)Iwillteachsomenewwordswhichtheywillencounterinthefollowinglisteningmaterial,suchasacquireknowledge,beaccustomedto,rank,bureaucratic...(Justification:Twoactivitiesaredesignedinthissteptomakesurethereareenoughbackgroundinformationandlittledifficultwordsforstudentstounderstandthisarticle.)Step3While-listening(8minutes)(1)Iwillplaythetapeonce.Andbeforetheyareready,Iwillremindthemthatduringlistening,theyshouldnotpaymuchattentiontoanyspecificwordsorexpressionsandalttheyneedtodoistogetthemainideaofit.(2)Iwillaskstudentstolookattheblackboard,andremindthemthattheyneedtofillintheblankslater,thenIplaythetapeforthesecondtime.Toacquireknowledge1.WHAT"Who__________much,shall__________much,and__________much."--FrancisBacon2.HOW·Tostartwith,youneed__________.·Then,tofindanswers,you__________theworldaroundyouand__________thefacts.·Afterthatyou__________possibleanswersand__________tofindtherightones.(3)Iwillasksomequestionsinadvance:Aremodemscientistsandthinkersstillsolvingtheworld'sproblemswithFrancis'typeofanalysis?WhatisFrancis'realinterest?ThenIplaythetapeforthethirdtime.(Justification:Listeningforthefirsttimeistotrainstudents'listeningabilityforgistandthesecondtimeistotraintheirlisteningabilityfordetailedinformation.Andthethirdtimeistomakesurethestudentscanprocesstheinformationthattheyhaveheard.)Step4Post-listening(4minutes)(1)Iwilldividethemintogroupsof4tohaveadiscussionaboutFrancis'wayofanalysis.ThenIwillchoosetwogroupstopresenttheiranswers.(2)Iwillleaveadiscussionquestion:Whatdoyouthinkisthebestwaytoacquireknowledge?(Justification:Thefirstactivityistomakesurestudentsgettheideaofthelisteningmaterial.Thesecondactivityistoprovidestudentswithachancetoexpressthemselvesundertheabovetopic.)[问答题]9.设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语阅读教学方案。教案没有固定格式.但须包含下列要点：·teachingobjectives·teachingcontents·keyanddifficultpoints·majorstepsandtimeallocation·activitiesandjustifications教学时间：20分钟学生概况：某城镇普通高中二年级(第一学期)，班级人数40人，多数学生已经达到《普通高中英语课程标准(实验)》七级水平。学生课堂参与积极性一般。语言素材：BusinessMotorolasetoutaspecialtrainingplanprogrammeforchildrenlastweekwiththeaimofdevelopingchildren´sbusinessskillsandpreparingthemforafutureasentrepreneurs.Eighty-sevenchildrenagedbetween12and16fromBeijingandTianjinattendedtheone-weektrainingprogrammecalledYouthDiscoverydirectedbyMotorolaUniversity´s(MU)instructorsandmarketingspecialists.Thechildrenlearnedaboutdealingwithapracticalproblem-marketingandworkedoutamarketingplanbythemselves.Lastweek26childrenofMotorolaemployeesinTianjincompletedtheirtrainingintheMU-TianjinLearningCenter.Throughthetrainingprogramme,childrenlearnthowtogetinformationthroughdifferentkindsofsources,determineend-userneeds,makeupmessagesofvaluetocustomers,andcommunicateusingvariousmeansandequipment.Educatorsactedonlyasteamdirectors,providingchildrentodiscovertheirownanswers.ThechildrengavetheirsolutionstoMotorola´smanagementandtheirparentsonthelastdayoftheprogramme.Thechildren,mostofwhomwereprimaryandmiddleschoolstudents,presentedthemselvesfreely.Thestudentssaidthattheypreferredtheopenandpracticalwayoflearning.YouthDiscovery,startedbyMotorola´sformerpresidentRobertGalvin,designedandcarriedoutbyMotorolaUniversity,aimedtobringthetalentsofyoungpeopleintofullplayandencouragedthemtodiscoverhowtheirskillscancontributetoateamtohelpitreachanaim.参考答案：无参考解析：TeachingContents:Thelessonisapassageaboutaspecialtrainingplanprogrammeforchildren.TeachingObjectives:(1)Knowledgeobjectives②Studentscanlearnthefollowingwordsandexpressions:entrepreneur,attend,dealwith,carryout,encourage,contributeto.②Studentscanunderstandthereadingpassagedeeply.(2)AbilityobjectiveStudentscandeveloptheirreadingabilitybyskimmingandscanningpractice.(3)Emotionalobjectives①Bydiscussingandgroupwork,theirawarenessofcooperationcanbearoused.②Afterlearningthisclass,studentsmaybemoreclearabouttheirfutureplanning.TeachingKeyandDifficultPoints:(1)TeachingkeypointStudentscangetthemainideaandsomedetailedinformationaboutthepassage.(2)TeachingdifficultpointTounderstandhowoneperson'sskillscancontributetoateamtohelpitreachanaim.MajorSteps:Step1Pre-reading(4minutes)Presentsomewordsthatappearinthepassageandmakestudentshaveapredictionaboutthemainideaofthepassageaccordingtothem: