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内容简介
目录
第一部分 历年真题及详解
2015年上半年全国统考教师资格考试《英语学科知识与教学能力》（高级中学）真题及详解
2014年下半年全国统考教师资格考试《英语学科知识与教学能力》（高级中学）真题及详解
2013年下半年全国统考教师资格考试《英语学科知识与教学能力》（高级中学）真题精选及详解
2013年上半年全国统考教师资格考试《英语学科知识与教学能力》（高级中学）真题精选及详解
2012年下半年全国统考教师资格考试《英语学科知识与教学能力》（高级中学）真题及详解
第二部分 章节题库
第1章 语言知识与能力
第2章 语言教学知识与能力
第3章 教学设计
第4章 教学实施与评价
第三部分 模拟试题及详解
2016年上半年全国统考教师资格考试《英语学科知识与教学能力》（高级中学）模拟试题及详解（一）
2016年上半年全国统考教师资格考试《英语学科知识与教学能力》（高级中学）模拟试题及详解（二）
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第一部分 历年真题及详解
2015年上半年全国统考教师资格考试《英语学科知识与教学能力》（高级中学）真题及详解
一、单项选择题（本大题共30小题，每小题2分，共60分）
在毎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．Whichof the following shows the proper pronunciation of “whose” in the sentence “InAmerican, Li stayed in a family whose landlady could help him with hisEnglish.”? ______.
A．/hus/
B．/huz/
C．/hu:s/
D．/hu:z/
【答案】B查看答案
【解析】“whose”美音音标为[huz]。
2．Interms of the place of articulation, [t], [d], , [z], [n] are all ______.
A．palatal
B．alveolar
C．bilabial
D．dental
【答案】B查看答案
【解析】以上五种音标都属于齿槽音。alveolar齿槽音，即发音时借助舌头和牙齿间隙而发出的辅音。
3．InRome, tourists may easily get _____ because all the streets look the same.
A．disoriented
B．deluded
C．distracted
D．delineated
【答案】A查看答案
【解析】题干句意为：在罗马游客很容易分不清方向，因为所有的街道看起来都一样的。A项，disoriented无判断力的，分不清方向或目标的，符合句意。B项，deluded轻信的，受蒙骗的；C项，心烦意乱的，思想不集中的；D项，delineated描绘。
4．Heimmediately replied with an _____ YES to the request that he attend the publichearing.
A．effective
B．eloquent
C．emotional
D．emphatic
【答案】D查看答案
【解析】题干句意为：他立即肯定的回答他参加公开听证会。D项，emphatic着重的，肯定的，符合句意。A项，effective有效的，起作用的；B项，eloquent意味深长的，雄辩的；C项，emotional情绪的，易激动的。
5．Perseverancemodesty and opportunity are the ______ factors for the girl’s success in hercareer.
A．contributed
B．contributing
C．contributor
D．contribution
【答案】B查看答案
【解析】题干句意为：谦虚和机遇是促成这个女孩在职业生涯的成功的因素。句子主语为modesty and opportunity，谦虚机遇与动词促进是主动关系，因此用动词-ing形式修饰factors。
6．Throughdoing this, the teacher will be able to ascertain the extent to ______ thechildren understand what they are reading.
A．how
B．which
C．that
D．what
【答案】B查看答案
【解析】题干句意为：通过这样做，教师就可以确定孩子们在多大程度上理解他们所阅读的东西。the extent to which相当于how much。
7．Beforeyou leave the office, ______ all lights are out.
A．seewhich
B．seeingthat
C．tosee that
D．seeto it that
【答案】D查看答案
【解析】题干句意为：在离开办公室前，务必把灯关了。在此see作及物动词，意为“注意，务必使…，保证”。句子为祈使句，用动词原形，排除BC两项。A项不能构成完整句子，可以排除。
8．______she heard her grandfather was born in Germany.
A．Thatwas from her mum
B．Itwas her mum that
C．Itwas from her mum that
D．Itwas her mum whom
【答案】C查看答案
【解析】It is/was ...+that...为强调句型。题干句意为：她是在她母亲那听说外祖父是在德国出生的。
9．Inordinary conversations, participants are expected, first of all, to______,otherwise, communication would break down.
A．standstraight
B．coordinate
C．speakthe truth
D．cooperate
【答案】D查看答案
【解析】语言分析学家格赖斯(H.P. Grice) 认为，在所有的语言交际活动中，对话双方有意无意地遵循着某一原则，以求有效地配合而完成交际任务，否则交谈就无法顺利进行。因此，格赖斯提出了会话中的“合作原则”(Cooperative Principle)。
10．Thelanguage used to describe the language itself is called ______.
A．paralanguage
B．speciallanguage
C．metalanguage
D．interlanguage
【答案】C查看答案
【解析】metalanguage元语言，当我们谈论一种语言时，我们所使用的语言被称为元语言。A项，paralanguage副语言，即与话语同时或单独使用的手势、身势、面部表情、对话时的位置和距离等等；B项，special language特殊语言，包括人的身体语言、服装、性格等； D项，interlanguage中介语，是指在第二语言习得过程中，学习者通过一定的学习策略，在目的语输入的基础上所形成的一种既不同于其第一语言也不同于目的语，随着学习的进展向目的语逐渐过渡的动态的语言系统。
11．Thefirst P in the PPP teaching model stands for______, which aims to get learnersto perceive the form and meaning of a structure.
A．practice
B．production
C．presentation
D．preparation
【答案】C查看答案
【解析】PPP教学法是在20世纪70年代形成的交际语言教学 (Communicative Language Teaching, 即CLT)模式下的产物。PPP教学法把语言教学分为以下三个阶段：演示 (presentation)，操练 (practice)，成果 (production)。在教学过程中教师通过对语言知识的呈现和操练让学生掌握，然后再让学生在控制或半控制之下进行假设交际，从而达到语言的输出，形成学习成果。
12．Themain objective of mechanical practice is to help learners to absorb thoroughlythe ______ of a language item.
A．meaning
B．function
C．context
D．form
【答案】D查看答案
【解析】机械练习的主要目的是帮助学习者彻底吸收语言项目的形式。翻译法的教学内容以系统的语法知识为基础，注意语法形式的分析和语法规则的掌握。
13．The______ method is a more fitted to the explicit presentation of grammar when thebasic structure is being identified.
A．inductive
B．contrastive
C．comparative
D．deductive
【答案】D查看答案
【解析】A项，inductive归纳的；B项，contrastive对比的；C项，comparative比较的；D项，deductive演绎的。演绎方法和归纳方法都是显性语法教学法的方式。演绎方法是语法规则是明确的，学生根据已有语法规则去获得新知识。而归纳方法是学生自己去归纳语法规则。
14．Whichof the following can be regarded as a communicative language task? ______.
A．Information-gapactivity
B．Dictation
C．Sentencetransformation
D．Blank-filling
【答案】A查看答案
【解析】交际学派认为：语言教学的目的是培养学生使用目的语进行交际的能力，语言教学的内容不仅要包括语言结构，还要包括表达各种意念和功能的常用语句。交际法重视培养学生的语言能力，采用真实、地道的语言材料，主张句型加情景来学习语言，鼓励学生多多接触和使用外语。A项为真实的交际情景，BCD三项分别是听写、句子翻译和填空，都不是交际教学法的体现。
15．Ifa teacher asks students to concentrate on such features as structure, coherenceand cohesion of a text, he/she aims at developing students’ ______.
A．strategiccompetence
B．culturalawareness
C．communicativecompetence
D．discourseawareness
【答案】D查看答案
【解析】英语词义灵活，具有无限扩张性，适境性强，教师让学生注重文章的结构、连贯性和句子间的结合，是在发展学生的语篇意识。A项，strategic competence策略能力；B项，cultural awareness文化意识；C项，communicativecompetence交际能力；D项，discourse awareness语篇意识。
16．Englishteachers often ask students to ______ a passage to get the gist of it.
A．skim
B．scan
C．predict
D．describe
【答案】A查看答案
【解析】略读是一种快速浏览阅读方式，教师可指导学生不需细读全文，而是有选择地进行跳跃式的阅读，其目的是了解文章的主旨大意或抓住主要内容，如：抓住段落特点；抓住主题句；抓住关键词等。skim是有选择性的跳读，而scan是浏览式的泛读，predict是预言、预知，describe是描述。
17．Thecorrect meaning of a lexical item in a given context is ______.
A．theone provided in a dictionary
B．theone which best fits the context
C．thecentral or core meaning of the item
D．theone which is assumed to be correct
【答案】B查看答案
【解析】题干问题是在一个已给出的上下文语境中，一个词条的正确意义是什么样的。英语词义灵活，具有无限扩张性，适境性强，学习者在英语学习与理解单词时一定要放在具体的句子环境中结合上下文语境得出其正确含义。
18．Inwriting, students may not know how to put something into proper English andthus ask their teacher for help. Here the teacher is to play the role of a/an______.
A．facilitator
B．assessor
C．controller
D．participant
【答案】A查看答案
【解析】在学生进行语言实践时，教师为学生指明方向、提供资源、帮助判断，并适时对学生给予鼓励，此时教师扮演的是引导者（facilitator）角色。
19．A/An______ language test, such as IELTS or TOEFL, is developed on the basis of afixed standard.
A．norm-referenced
B．peer-referenced
C．individual-referenced
D．criterion-referenced
【答案】D查看答案
【解析】常模参照测评 (norm-referenced) 是把被试同常模比较，从而判断被试在所属团体中的相对位置。标准参照测评 (criterion-referenced) 是基于某种特定的标准，来评价学生是否达到了教学目标所规定的学习标准，以及达到的程度。美国EST举行的TOEFL、英国的IELTS均属于标准参照测评。
20．Asystematic textbook evaluation is NOT to examine whether a textbook ______.
A．coversall grammatical rules
B．providesauthentic language
C．matchesthe needs of learners
D．canhelp realize the objectives of a language program
【答案】A查看答案
【解析】在进行系统的教材评价时，评价者需要综合考虑学生的需要和社会的需要，辩证地整合两个主体的需要，形成评价标准，而不是看这本教材是否涵盖了所有的语法规则。
请阅读passage1，完成第21~25小题
Passage 1
They came to the United States as childrenwith little idea, if any, of what it meant to overstay a visa. They enrolled inpublic schools, learned English, earned high school diplomas. Like many oftheir classmates, they pondered college choices. But as undocumented immigrantsin Maryland, they then had to confront the reality that they must pay two tothree times what former high school classmates pay to attend the state’s publiccollege. It is a rule that, for many students of modest means, puts a collegeeducation out of reach, with one exception: Montgomery College.
That is why Josue Aguiluz, 21, born inHonduras, and Ricardo Campos, 23, born in EI Salvador—and numerous others like them—landed at the community college. There, theystudy and wait for a verdict from Maryland voters on a Nov. 6 ballot measurethat may determine whether they can afford to advance to a four-year college.
“I know people in Maryland believe ineducation,” Campos said the other day at the student center on the Rockvillecampus. “I know they are going to vote for Question 4.I’m hanging on theirvote.”
Question 4 asks voters to affirm or strikedown a law that the legislature passed last year, known as Maryland’s versionof the “Dream Act,” which granted certain undocumented immigrants the abilityto obtain in-state tuition at public colleges and universities. The subsidycomes with conditions. Among them: To take advantage, students mustfirst go to a two-year community college.
The law was pushed to a referendum afteropponents mounted a lightning petition drive that showed the depth of divisionover illegal immigration across the state and the nation. Critics say discountingtuition for students who lack permission to be in the country is an unjustifiedgiveaway of what they believe will amount to tens of millions of tax dollars ayear.
“When an undocumented student enters thesystem, it is a net loss of revenue,” said Del. Patrick L. McDonough(R-Baltimore County). It is a simple mathematical argument. Put your emotionand your passion aside, and get out your calculator.
There is no count of the number of studentsstatewide who would be eligible for benefits under the law. Estimates rangefrom several hundred to a few thousand.
A Washington Post poll this month found that asolid majority of likely voters favored the law: 59 percent support it, and 35percent are opposed. If the law is affirmed, Maryland would join about a dozenother states with laws or policies providing in-state tuition benefits toundocumented immigrants. Texas became the first in 2001.
Experts say Maryland’s version is the only onethat requires students to go through community college first. That means thestate’s 16 community colleges could become a pipeline for undocumented studentsin public higher education if the measure is approved.
Montgomery College is already a magnet forsuch students. It offers the same low tuition to any student who graduatedwithin the past three years from a Montgomery County high school.
21．Whatreality did the undocumented immigrants in Maryland have to confront? ______.
A．Itis impossible for them to get college education.
B．Theycannot afford to study in Montgomery College.
C．Theymust pay more tuition than their peers to get high school diplomas.
D．Theymust pay more tuition than their peers at the state’s public college.
【答案】D查看答案
【解析】根据文章第一段“But as undocumented immigrants in Maryland, they then had toconfront the reality that they must pay two to three times what former highschool classmates pay to attend the state’s public college”可知，他们需付比其他同学多两到三倍的学费，D项大意与原文一致，为正确答案。
22．Whatdid Campos mean by saying “I'm hanging on their vote” in PARAGRAPH 3? ______.
A．Hemeant that he was confident about the result of the vote.
B．Hemeant that the voters' decision was crucial to his future.
C．Hemeant that he had to attend a community college if the voters said NO.
D．Hemeant that he might have to leave the country if the voters said NO.
【答案】B查看答案
【解析】由文章第二段最后一句“that may determine whether they can afford to advance to afour-year college.”可知，这次投票可能会决定他们是否可以承担提前进入四年的大学，这对他们的未来十分重要。B项符合原文意思。
23．Whatdoes “them” in PARAGRAPH 4 refer to? ______.
A．students
B．conditions
C．undocumentedimmigrants
D．publiccolleges and universities
【答案】B查看答案
【解析】文章第四段“Question 4 asks voters to affirm or strike down a law that thelegislature passed last year ... which ...”大意为问题4要求选民确认或取消议会去年通过的一项法律，这项法律的内容是…。因此“them”指的是通过这项法律的立法机关 (legislature)，即议会 (Conditions)。
24．Whichof the following words best describes the attitude of Maryland citizens towarddiscounting tuition for undocumented immigrants? ______.
A．critical
B．flexible
C．divided
D．supportive
【答案】C查看答案
【解析】文章倒数第三段“A Washington Post poll this month found that ... 59 percent supportit, and 35 percent are opposed.”大意为：本月《华盛顿邮报》的一项民意调查发现59%的人支持，35%的人反对。由此可知市民对此意见是有分歧的 (divided)。
25．Whichof the following is the best title for this passage? ______.
A．Maryland'sVersion of the “Dream Act”
B．UndocumentedStudents’ Hope for “Dream”
C．Opportunitiesfor Undocumented Immigrants in Maryland
D．MontgomeryCollege—A Magnet for Undocumented Immigrants
【答案】B查看答案
【解析】文章中心内容为“Question 4 asks voters to affirm or strike down a law that thelegislature passed last year, known as Maryland's version of the “Dream Act,”which granted certain undocumented immigrants the ability to obtain in-statetuition at public colleges and universities”，即选民确认或取消议会去年通过马里兰州的“梦想法案”，这项法律授予某些非法移民的学生获得公立学院和大学的学费。B项大意与此相符，正确表达了文章的中心内容。
请阅读Passage 2，完成第26~30小题.
Passage 2
We had been wanting to expand our children’shorizons by taking them to a place that was unlike anything we’d been exposedto during our travels in Europe and the United States. In thinking about whatwas possible from Geneva, where we are based, we decided on a trip to Istanbula two-hour plane ride from Zurich.
We envisioned the trip as a prelude to moreexotic ones, perhaps to New Delhi or Bangkok later this year, but thought our11- and 13-year-old needed a first step away from manicured boulevards andpristine monuments.
What we didn’t foresee was the reaction offriends, who warned that we were putting our children “in danger”, referringvaguely, and most incorrectly, to disease, terrorism or just the unknown. Tohelp us get acquainted with the peculiarities of Istanbul and to give ourchildren a chance to choose what they were particularly interested in seeing,we bought an excellent guidebook and read it thoroughly before leaving.Friendly warnings didn’t change our planning: although we might have moreprudently checked with the U.S. Department’s list of troublespots. We didn’tsee a lot of children among the foreign visitors during our six-day stay inIstanbul, but we found the tourist areas quite safe, very interesting andvaried enough even to suit our son, whose oft-repeated request is that we notsee “every single” church and museum in a given city.
Vaccinations weren’t needed for the city, butwe were concerned about adapting to the water for a short stay. So we usedbottled water for drinking and brushing our teeth, a precaution that may seemexcessive, but we all stayed healthy. Taking the advice of a friend, we bookeda hotel a 20-minute walk from most of Istanbul’s major tourist sites. This notonly got us some morning exercise, strolling over the Karakoy Bridge, but tookus past a colorful assortment of fishermen, vendors and shoe shiners. From ateenager and preteen’s view. Istanbul street life is fascinating since almosteverything can be bought outdoors. They were at a good age to spend timewandering the labyrinth of the Spice Bazaar, where shops display mounds ofpungent herbs in sacks. Doing this with younger children would be harder simplybecause the streets are so packed with people; it would be easy to get lost.
For our two, whose buying experienceconsisted of department stores and shopping mall boutiques, it was amazing todiscover that you could bargain over price and perhaps end up with two ofsomething for the price of one. They also learned to figure out the relativevalue of the Turkish lira, not a small matter with its many zeros.
Being exposed to Islam was an important partof our trip. Visiting the mosques, especially the enormous Blue Mosque, was ourfirst glimpse into how this major religion is practiced. Our children’scuriosity already had been piqued by the five daily calls to prayer overloudspeakers in every corner of the city, and the scarves covering the heads ofmany women. Navigating meals can be troublesome with children, but a kebab,bought on the street or in restaurants, was unfailingly popular. Since we haddecided this trip was not for gourmets, kebabs spared us the agony of trying tofind a restaurant each day that would suit the adults’ desire to try somethingnew amid children’s insistence that the food be served immediately. Gradually,we branched out to try some other Turkish specialties. Although our son hadstudied Islam briefly, it is impossible to be prepared for every awkwardquestion that might come up, such as during our visits to the Topkapi Sarayi,the Ottoman Sultans’ palace, no guides were available so it was do-it-yourself,using our guidebook, which cheated us of a lot of interesting history andanecdotes that a professional guide could provide. Next time, we resolved tomake such arrangements in advance.
On this trip, we wandered through themagnificent complex, with its imperial treasures, its courtyards and its harem.The last required a bit of explanation that we would have happily left to alearned third party.
26．Whydid the couple choose Istanbul as their first holiday destination? ______.
A．Theywere interested in the churches and museums there.
B．Istanbul'sstreet life is fascinating to their teenage boys.
C．Thiscity could help broaden their vision with new experiences.
D．Thecity is not listed as a trouble spot by the U.S. State Department.
【答案】C查看答案
【解析】根据文章第一段第一句“We had been wanting to expand our children’s horizons by takingthem to a place that was unlike anything we’d been exposed to during ourtravels in Europe and the United States.”可知作者选择带孩子们去伊斯坦布尔是为了开阔孩子们的视野，C项符合文意。
27．Whydid their friends react so negatively to their plan about their trip? ______.
A．Theythought their lives might be endangered.
B．Theythought their plan was not prudently made.
C．Theybelieved that the tourist areas were peculiar.
D．Theybelieved that the people in the tourist areas were eccentric.
【答案】A查看答案
【解析】根据文章第三段“What we didn’t foresee was the reaction of friends, who warned thatwe were putting our children “in danger”, referring vaguely, and mostincorrectly, to disease, terrorism or just the unknown.”可知，朋友们反对是因为他们认为这场旅行可能会面临疾病、恐怖主义以及未知的危险。A项符合文意。
28．Whomdoes “our two” in PARAGRAPH 5 refer to? ______.
A．thecouple
B．thekids
D．thegourmets
C．local-stylemarkets
【答案】A查看答案
【解析】浏览上下文，文章第四段主要讲作者夫妇带领孩子街头购物，第五段紧接着讲对于他们这种习惯了去百货商店和购物中心的人来说，他们惊奇的发现可以在这里购物讲价。根据上下文语境，可知第五段开头 “our two” 是作者夫妇两人。
29．Whichof the following places was NOT visited by the family? ______.
A．Islamiccomplex
B．historicalbuildings
C．local-stylemarkets
D．shoppingmall boutiques
【答案】D查看答案
【解析】A项伊斯兰建筑，由文章第六段“ Visiting the mosques, especially theenormous Blue Mosque, was our first glimpse into how this major religion ispracticed.”可得；B项历史建筑，由文章最后一段“we wandered through the magnificent complex,with its imperial treasures, its courtyards and its harem.”可得；C项当地的市场，由原文第四段“Istanbul street life is fascinating sincealmost everything can be bought outdoors........”可得；D项购物中心专卖店，由文章第五段“For our two, whose buyingexperience consisted of department stores and shopping mall boutiques ... ”可知作者夫妇平时习惯了去百货商店和购物中心专卖店，并不是说他们在伊斯兰去逛了专卖店。
30．Whichof the following best indicates their impression of the tourist areas? ______.
A．terrible
B．vague
C．memorable
D．poor
【答案】C查看答案
【解析】由文章最后一段“The last required a bit of explanation that we would have happilyleft to a learned third party.”可知作者对这次旅行觉得很开心，很难忘。A项，terrible糟糕的；B项，vague模糊的；C项，memorable难忘的；D项poor贫穷的。
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．《普通高中英语课程标准（实验）》对高中写作技能目标提出了具体要求，写出其中涉及的三种写作体裁，并以记叙文为例，简述教师应从哪四个方面指导学生进行英语记叙文写作。
答：三种写作体裁：记叙文，议论文，应用文。
教师应从以下四个方面指导学生进行英语记叙文写作：
（1）明确“五个W和一个H”
要写好记叙文，首先要确定先写什么，再写什么，最后写什么，然后开始布局谋篇，我们可以用“五个W和一个H”的方法，即what（什么事），who（什么人），when（什么时候），where（什么地点），why（什么原因），how（怎么样），整个写作内容的确定、写作材料的筛选，都要围绕这五个W和一个H进行。
（2）确定以第几人称及以何种顺序展开叙述
①一般来说，英语记叙文要以第一人称（I/we）和第三人称（he/she/it/they）来展开叙述。第一人称是从“参与者”的角度进行叙述；第三人称是以“观察者”的身份展开叙述。要根据具体情况合理选用。
②在确定了人称之后，要确定展开记叙的顺序，在英语记叙文中，最常用的是按事情发生的时间或空间顺序进行记叙。
（3）在塑造人物，展开情节上下功夫
我们记叙的事情都是由人来进行的，人物塑造的好坏是衡量记叙文好坏的一个重要标准。因此，表达人物的动作、语言以及展开情节时，使用哪些句型、短语、词汇都应该仔细推敲，对于叙述事情的情节展开要突出重点、详略有致，可有意识地采用设置悬念、前后呼应等的写作手法，以吸引读者的兴趣。
（4）注意文章的完整性
整篇文章要完整，内容全面，详略得当，层次分明，重点突出。英语记叙文的时态通常为一般过去时，但如果是经常性的事件或自然现象、杜会现象，则常用现在时。
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．下面是某英语教师在阅读课第一课时教案中设计的教学目标。
Topic：fivesenses
Teaching aims
1．tofully understand the reading material about five senses.
2．tograsp the usage of the link words.
3．toimprove the student’s ability of listening, speaking, reading and writing.
根据所给信息从下列三个方面作答：
（1）总体评价该教学目标的合理性（6分）
（2）分别评析上述三项目标（12分）
（3）分别修改各项教学目标（12分）
答：（1）该教学目标的合理性体现在，试图从教学的知识目标（理解阅读材料，掌握系动词的用法）和教学能力目标（提高学生的听、说、读、写能力）这两个方面来设计，既包含了教学过程中知识内容的传授，又包含了能力培养的目标。
（2）总的说来该教学目标设计得不科学，太宽泛、空洞、不具体，教学对象不明确，
①对于第一、二个目标而言，它没有把握好预期的教学目标，对教学内容，即知识目标的设计不明确，“理解阅读材料，掌握系动词用法”的说法太空洞、宽泛。因为知识目标指的是学生对语言知识（语音、词汇、语法、功能和话题五方面）的掌握及语言技能（听、说、读、写）的综合运用。要求能够正确听、说、读、写教材中的单词（句子），能够正确朗读教材中的语篇等。
②对于能力目标的设计也太笼统，因为能力目标指通过这堂课学生能够锻炼什么样的能力。要求学生能通过感知、理解与模仿，能够在适当的情境中运用本课涉及的词组等语法知识，正确描述“人们正在做什么”。
③教学目标是三维教学目标，即知识目标、能力目标和情感态度目标，它缺少情感态度目标。
④另外它违反了教学设计“以学生为中心，体现学生的主体地位”的原则，没有明确指出教学的主体是学生。此目标未能体现英语学习的策略和文化意识，未能体现英语学习对学生的日常生活有什么关系，不能提高学生对中外文化异同的敏感性和鉴别能力，更不能提高学生跨文化交际能力和对英语学习的兴趣。
（3）教学目标修改
Teaching aims
Knowledge aims:
①Students can understand the meanings of fivesenses according to their daily life.
②Students can fully understand the readingmaterials about five senses.
③Students can grasp the usage of the linkverbs: smell, feel, sound, taste, etc.
Ability aims:
①Students can improve their ability oflistening by listening to the text.
②Students can improve their ability of speakingby pair work and discussion.
③Students can improve their ability of readingby Qs and As and comprehensive reading.
④Studentscan improve their ability of writing by abbreviating the text.
Emotional aims:
①After this lesson, students will feel theimportance of five senses.
②Students can make full use of five senses indaily life and love their lives.
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，设计一节英语阅读课的教案。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 justification
教学时间：45分祌
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，多数学生己经达到《普通高中英语课程标准（实验）》五级水平，学生课堂参与度与积扱性一般。
语言素材：
The trick of eating healthily is rememberingthat no food in itself is good or bad; eating properly depends on eating theright variety of food in the right amount. Too much of even the most “healthy”food can lead to illness and disorders.
If you like a snack, avoid chocolate andcrisps and head for fruit, filled rolls, soup and baked potatoes instead.Sugar-free breakfast cereals are also a good bet.
Recommended servings per day
| Fruit and Vegetables
| Meat, Fish, Poultry, Eggs, Beans, and Nuts
| Good sources of vitamins A and C, also contain fiber, folicacid, vitamin E and iron. Aim for at least 5 servings per day.
| These provide protein, iron and B vitamins. Have 2 to 3 servings per day with plenty of variety.
| Milk, Cheese and Yoghurt
| Bread, Cereals, Pasta, Brown Rice, Noodles and Potatoes
| These provide protein, calcium and B vitamins. Have 2 to 3 servings per day and choose low fat varieties.
| These provide fiber, B vitamins (including folicacid) and some iron. Choose whole grain varieties and have at least 5 to 6 servings per day.
|
答：【参考设计】
Class type: reading class
Teaching contents: The meaning and scientificways of eating healthily and recommending servings per day.
Teaching aims:
Knowledge aims:
1．Studentscan master the following words and expressions: healthy, healthily, amount,snack, bake, recommend, provide, variety, lead to.
2．Studentscan learn and talk about their own daily diet.
3．Studentscan understand the scientific way or trick of eating healthily.
Ability aims:
1．Studentscan practice the reading ability by skimming, scanning and readingcomprehension.
2．Studentscan improve the speaking ability by talking about what is the scientific andhealthy eating.
3．Studentscan broaden their knowledge of scientific and healthy eating.
Emotional aims: Through this period, studentscan develop scientific and healthy eating habits and learn to love and treasuretheir life.
Teaching key points:
1．Studentscan master the following words and expressions: healthy, healthily, amount,snack. bake, recommend, provide, variety, lead to.
2．Studentscan improve their reading, speaking listening and writing skills.
Teaching difficult points:
1．Howto make students master the following words and expressions: healthy,healthily, amount, snack, bake, recommend provide, variety, lead to.
2．Howto make students improve their reading, speaking, listening and writing skills.
3．Howto make students form the habit of eating healthily.
Teaching methods:
Task-based teaching: oral practice, Qs and As,pair work, etc.
Teaching Aids: multi-media
Teaching procedures:
Step 1 Warming up and lead-in (3minutes)
Brain-storm: Qs and As
1．Whatdo you eat every meal? List the food.
2．Doyou eat healthily?
(Intension: to get students to combinelearning English with daily life. Also, it’s easy for them to say somethingconcerning their life.)
Step 2 Pre-reading (3 minutes)
Discussion
What’s the meaning of eating properly in youropinion?
First students can express their opinions,then teacher leads the topic to the text.
(Intension: to get students to know clearly whatis healthy and proper eating.)
Step 3 While-reading (21minutes)
1．Fastreading (5 minutes)
Read the text quickly and try to fill in theblanks according to text.
Varieties of food
| Contain / provide
| Servings per day
| Fruit and vegetables
|
|
| Milk, cheese and yoghurt
|
|
| Meat, fish, poultry...
|
|
| Bread, cereals, pasta...
|
|
|
(Intension: to get students to learn thedetails of healthy and proper eating. The chart provides the nutrients ofdifferent varieties of food, so students can get the concrete knowledge ofnutrients.)
2．Listening(5minutes)
After students have finished the task, givethem a listening practice
(Intension: to get students to a betterunderstanding of the text.)
3．Intensivereading (5minutes)
Read again and do the True or False exercise:
（1）Eating properly means eating only the rightvariety of food. ( )
（2）Eating too much healthy food has no badeffects on health. ( )
（3）Soup, baked potatoes, crisps and chocolate areavailable for snacks. ( )
（4）Milk, cheese and yoghurt are good for ourhealth, so we can choose the low fat varieties and have 2 to 3 servings everyday.( )
（5）In order to keep healthy, we should eat fruitand vegetables without limit. ( )
(Intension: to get students to furtherunderstand the text.)
4．Vocabularyand phrases learning (6minutes)
Choose the correct forms of the followingwords and expressions to complete the sentences. healthy, healthily, amount,snack, bake, recommend, provide, variety, lead to.
（1）In order to stay _______, we should eat______.
（2）
（3）
（4）
（5）
（6）
（7）
（8）
（9）
(Intenstion: by doing the exercise to getstudents to master the key words and expressions)
Step 4 Post-reading(17minutes)
Consolidation:
1．Groupwork (7minutes)
Divide students into several groups, and givethem an assignment. They can first discuss it in groups, give their ownopinions and then choose a member to present to classmates.
Assignment: Suppose you are a cook in ourschool canteen, what meal would you serve on Tuesday? List your menu, and giveyour reasons for it.
2．Writing:(10minutes)
Write an essay about the menu, according to whatwe do in Group Work. If they can finish in class, choose 1 or 2 students toread before all the students; if not, they can finish it after class.
(Intension: The students have learned manyaspects of the text listening, speaking and reading, it’s time to get studentsto write down what they learned in this period.)
Step 5 Summary and Homework (1minutes)
1．Finishthe writing after class if students can’t finish it in class.
2．Doexercises of this part on the exercise book.
3．Previewthe next lesson.
(Intension: Students can review andconsolidate what they learned in class.)
Class Reflection.
Blackboard Design.
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