高中英语学科知识与教学能力
2020下半年真题
注意事项：
1.考试时间为120分钟，满分为150分。
2.请按规定在答题卡上填涂、作答。在试卷上作答无效，不予评分。
1./s/and/z/canbedistinguishedbythe.
A.placeofarticulation B.stateoftongue
C.stateofvocalcords D.mannerofarticulation
【答案】C
【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。故本题选C。
Theword“realization"consistsofsyllablesandmorpheme.
A.five;five B.five;four
C.four;three D.four;four
【答案】C
【解析】本题考查音系学。
realization的音标为/ri:?l?''ze??n/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。故本题选C。
3.Whichofthefollowingisleastassociatedwithnewspaperpublishing?
A.proofreading B.editorial
C.censorship D.citizenship
【答案】D
【解析】本题考查语义学。
题干为：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。故本题选D。
4.Whichofthefollowingbestdescribestherelationbetween"piece”and"peace”?
A.synonymy B.homonymy
C.antonymy D.hyponymy
【答案】B
【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”，故本题选B。
5.ShewasnotimpressedbythestoryPaulsharedwithher,forshehadalreadyheardofit.
A.intheleast B.atthemost
C.leastofall D.forthemost
【答案】A
【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。intheleast意为“一点；丝毫”；atthemost意为“至多；不超过”；leastofall意为“最不，尤其”；forthemost意为“对大多数”；根据句意，可知intheleast“一点；丝毫”符合句意，故本题选A。
6.Withoutfacts,wecan''tformworthwhileopinions,forweneedtohavefactualknowledge
ourthinking.
A.whichtobebasedupon B.uponwhichtobase
C.whichtobaseupon D.uponwhichtobebased
【答案】B
【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。uponwhichtobaseourthinking是动词不定式短语作定语，短语中介词必须放在which前。故本题选B。
7.It''struethatwaterwillcontinuetobeitistoday—inimportancetooxygen.
A.how B.which
C.as D.what
【答案】D
【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。故本题选D。
8.Heishelplessundersuchcircumstances,
A.howeverbrilliantamindhemayhave
B.howeverabrilliantmindhemayhave
C.howeverbrilliantamindmayhehave
D.Howeverabrilliantmindmayhehave
【答案】A
【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=nomatterhow，感叹句式how+形容词+a/an+单数名词，应为howbrilliantamind,该句中不需要倒装。故本题选A。
9.Whichoffollowingrefersto"thepartofinputthathasbeeninternalizedbylearners”?
A.feedback Boutput
C.Intake D.washback
【答案】C.
【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。故本题选C。
10.Whichofthefollowingdescribesthelanguageofanindividualspeakerwithitsuniquecharacteristics?
A.diolect B.Taboo
C.Regionaldialect D.Socialdialect
【答案】A
【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”；reginaldialect意为“地区方言”；socialdialect意为“社会方言；社会习惯于”，根据题意，可知为idiolect。故本题选A。
11.Whatroledoeshe/sheplaywhenateacherexplainsthepurposeofatask,thestepstodoitanditstimelimit?
A.Anorganizer. B.Anobserver
C.Anevaluator D.Aprompter
【答案】A
【解析】本题考查角色。
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。故本题选A。
12.Whatdoeshe/sheintendtodowhenateacherwritesthefollowingsentences“Shegetsupearly.Shewearsauniform.Sheworksveryhard.”ontheblackboardatthepresentationstage?
A.Practicesentencepatternsusingmodelsentences.
B.Checkifstudentscanpronouncethesentencescorrectly.
C.Monitorwhetherstudentscanaccuratelyexpresstheirideas.
D.Drawstudents''attentiontotheformofanewlanguageitem.
【答案】D
【解析】本题考查教学。
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。故本题选D。
13.Whatskilldoeshe/sheusewhenastudentuseslanguageknowledgeandcontextualcluestofigureoutthemeaningofanewword?
A.Contrasting. B.Summarizing
C.Deducing D.Predicting
【答案】C
【解析】本题考查教学。
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”。故本题选C。
14.Supplementing,deleting,simplifyingandreorderingareoftenusedin
A.adaptingteachingmaterials B.deliveringteachingmaterials
C.evaluatingteachingmaterials D.presentingteachingmaterials
【答案】A
【解析】本题考查设计。
增补、删减、简化及调整顺序常用于调整教学材料中。故本题选A。
15.Whichofthefollowingisleastrecommendedatthelead-instageinareadingclass?
A.Activatingstudents''schemaofthetopic.
B.Givingadviceonhowtousereadingstrategies.
C.Sharingbackgroundinformationaboutthetext.
D.Correctinglanguagemistakesstudentshavemade.
【答案】D
【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。故本题选D。
16.Whichofthefollowingbestdescribesthephenomenonthatlearnersapplytheskillsacquiredinonefieldtoanother?
A.Transfer B.Deduction
C.Contextualization D.Induction
【答案】A
【解析】本题考查课堂教学技能。
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”；故本题选A。
17.Ifthefocusisplacedon,studentsaresupposedtogothroughthestagesofdrafting,receivingfeedback,andrevisingbeforesubmittingthefinalversionoftheirwriting.
A.Product B.process
D.format C.genre
【答案】B
【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。故本题选B。
18.Whatwouldhe/shedoinareadingclassifateacherwantstodevelopstudents''inferentialcomprehension?
A.Askthemtoretellthestory.
B.Askthemtounderlinedifficultsentences.
C.Askthemtoreadthetextsentencebysentence.
D.Askthemtoreadthetextforimpliedmeaning.
【答案】D
【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。故本题选D。
19.Whichofthefollowingactivitiescanbeusedifthefocusisondevelopingstudents''oralfluencyinEnglish?
A.Blank-filling. B.Story-telling.
C.Transformation. D.Translation.
【答案】B
【解析】本题考查教学。
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。故本题选B。
20.Whatisthefocuswhenateachersaystotheclass"Rewriteeachofthefollowingsentencesusingthepassivevoice.”?
A.Skill B.Meaning
C.Structure D.Function
【答案】C
【解析】本题考查语法教学。
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。故本题选C。
请阅读Passage1,完成第21~25小题。
Passage1
Ihavepersonallycometounderstandthat“empowerment”isnotalessonthatcanbethoughtbywayoftextbooksorlectures,projectsorfieldtrips,andnotevenbywayofprinciplesandinspirationalteaching.Itmustbetaughtbypersonalexamples.
Whenweaskourstudentswhocomefromdisadvantagedbackgrounds,orthose,whofaceapersonallifestylethisindirectconflicttotheprinciplesthatweteach,wehavetobewillingtoshowthemhowtoovercomer,howtomakethetransitionfromonestateofbeingintothenext,howtobeempowered.Wemustmakethelessonofempowermentcometolife,inareal,up-doseandpersonalway.Andtheonlywaythiscanbedoneiswhenweallowourselvestobecomelivingexamplesofwhatweteach.
PreparatoryschoolforGlobalLeadership(PSCL)isaschoolthatIstartedbecauseIbelievedthatIhadmethod,awayofteachingandlearningthatwouldempowertheurbandisadvantagedchild.Butaslsitbackandthinkaboutitnow,PSGLwasaschoolthatIstartedsothatIwouldshowcaseempowermenttoagroupofstudents(andstuff)whoneededareallife,exampleofhowtogrowbeyondone''scurrentcircumstance.
Whenlreflectonmyjourneyofstartingtheschool,Irealizethateverystepalongthewaywaspersonallyteachingaboutempowerment.Itisonethingtoteachit,butitisanothertoliveit.Unlessweexperienceempowermentonapersonallevel,wecannothelpstudentslearnit,circumventobstaclesastheyariseanddevelopandemploythenewskillsneededtofunctiontobeempowered.
Howcanwegetinthefaceofastudentandpushhimtoaplacethatisforeignandscary,askinghimtobecomegreaterthanhisenvironment?Wecan''t,why?Becausewedonotknowwhatitlackslike,wedonotknowwhatitfeelslike.Ourroleasateacherbecomestechnical,causingustomissoutonthespiritoftrulygoodteaching,whereoneteacheswithrelevancy,authenticityandexperience.
WhenIlookatthefacesofthesestudents,Iknowthatmyprocessofstartingtheschoolwasforthem.WhenIbecamewhatItaught,whenIempoweredmyselfinspaceswheretherewasnoonetheretoempowerme,whenIchosetosucceedwithoutexcuses,Ibecamealivinglesson.
Thesestudentssawmeandourstaffasextensionsofthelessonsweweretryingtoteach.Ourlives,notbyourperfection,butbyoureffort,showedstudentshowtoapplywhatwetaught.
21.Whichofthefollowingcanberegardedasanecessaryconditionforteacherstoempowertheirstudents?
A.Havingbeensuccessfulinempoweringstudents.
B.Possessingtheexpertiseinthesubjecttheyteach.
C.Havingreceivedadequatetrainingonempowerment.
D.Beingabletointegratepersonalexperiencesintotheirteaching.
22.Whichofthefollowingcanbeinferredfromthepassage?
A.Onlychildrenfromdisadvantagedbackgroundneedtobeempowered.
B.Theauthorisabletoempowerherselfwhenfacedwithdifficulties.
C.Teacherswithpersonalexperienceofempowermentcannotteach.
D.Theauthordoesnotpracticewhatsheadvocatesinherownlife.
23.WhichofthefollowingistrueaboutthePreparatorySchoolforGlobalLeadership?
A.Itisthemostrenownedofitskindintheworld.
B.Itsgraduatesarewellreceivedbytheiremployers.
C.Itsstaffareunwillingtoempowerthemselvesaslivingexamples.
DItaimsatempoweringtraineestogrowbeyondtheircircumstances.
24.Whichofthefollowingisclosestinmeaningtotheunderlinedword"circumvent”inParagraph4?
A.Overcome. B.Encounter.
C.Movearound. D.Takeaway.
25.Whydoestheauthorhighlyvalueateacher''sexperienceofempowermentinteaching?
A.Toenablestudentstolearnandusenewskills.
B.Toturnteachingtechnicalwithdogmaticlectures.
C.Tomaketeachingrelevant,authentic,andconvincing.
D.Toextendandperfecthisprofessionalcareerasateacher.
21.【答案】D
【解析】细节理解题。本题可定位到第四段第三句除非我们自己体验“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。故本题选D。
22.【答案】B
【解析】推理判断题。
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；A项中的0nly太过绝对，文中只说“我”问来自disadvantagedbackground的小孩，而不是只有这一类小孩才需要，A项错误；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。故本题选B。
23.【答案】D
【解析】推理判断题。本题可定位到第三段。整个第三段都是对PreparatorySchoolforGlobalLeadership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。故本题选D。
24.【答案】A
【解析】词义猜测题。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。根据分析和选项含义可确定答案为A。故本题选A。
25.【答案】C
【解析】推理判断题。本题可定位到第五段。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。故本题选C。
请阅读Passage2，完成第26~30小题。
Passage2
Catshavethewidesthearingrangeofnearlyanymammal”notonlycantheyperceivesoundinwhatwedefineasthe"ultrasonic"range,theycanalsoappreciateallthebassDrDrecanthrowatthem.Theycanswiveltheirwhiskersforwardswhilehuntingtoprovideakindofshort-rangeradar.Andtheycanseeexceptionallywellinthedarkthankstoareflectivesurfacebehindtheretinathatbounceslightback,givingitasecondchancetohitaphotoreceptor.Theyseemoredistinctimagespersecondthanwedo.
Dogpartisanswillappealtothedog''sallegedlysuperiorintelligence—thoughifthatweretheprimarycriterionforchoosingapet,onewouldexpecttoseealotmorecrowsandsquidonleadsaroundtown.Infact,catsareratherclevererthancommonlyassumed,asthebiologistandanimal-behaviourexpertJohnBradshawshowsinhisnewbook.TheycanevenbetrainedtoanextentwhichwasnewstomeBradshaw''sbookmixespelletsofcatlorewithaccountsoffelineevolution,anatomy,geneticsanddevelopmentfromnewbornkittentoadulthood,plusdescriptionsofcat-psychologyexperimentsinthelaboratory,manyofwhichhehasconductedhimself.Someofthemostinterestingpartsindicateholesinourcurrentscientificknowledge."Manymothercatstrytomovetheirlittersatleastoncebeforetheyweanthem,”heobserves,"butsciencehasyettofindoutwhy".Nooneknowswhycatsgocrazyforcatnip,norwhytheyareable“toclassifyshapesaccordingtowhethertheyareclosedoropen.”Kittens,meanwhile,"mayalsousespecialmovementsoftheirtailstosignalplayfulness,butsofarnoscientisthasbeenabletodecodethese".Asfaraspotentialresearchprojectsgo,decodingthetail-languageofplayingkittensmustbeabouttheinterestingunsolvedprobleminscience.
Thecatisanapparentlyphlegmaticbeast,butBradshawpointsoutthatcatsexperiencestrongemotions,andsometimesmightbesufferinginsilence.Theyaren''tparticularlysociable,andcatswhoarehousedwithotherswhoweren''tlitter-mates-perhapsbywell-meaningownerswhothinktheyneedthecompany—canbecomechronicallystressed.
Luckily,then,catsprobablyaren''tawarethattodaytheyareonceagainhate-figures,thefurrytargetofspittle-sprayingecologistswho,armedwithdodgystatistics,accusecatsofwildly"murdering"allthecountry''ssongbirds.It''sabitmorecomplicatedthanthat,Bradshawshows.Ratsalsokillsongbirds,andcatskeeptheirnumbersdown;whiletheRSPBsaysthedisappearanceofhabitatisafarmoreimportantfactorinthedeclineofsongbirdpopulationsthanpredatornumbers.Butwecouldatleast,Bradshawsuggests,reversethecounterproductiveselectionpressurewecurrentlyexertonthedomesticcatwhenweneuterhousecatsbeforetheyreproduce.Thismeans,heexplains,thatthe"friendliest,mostdocile”catsarepreventedfromleavinganydescendants,whilewildcats—whicharemoresuspiciousofhumansandbetterathunting—willleavemoreoffspring.Unintentionally,wearecausingcatstoevolveintoanimalssocietywon''tlikeasmuch.
Cat-hatersprobablywon''tappreciatethisbook,butanyoneelsemight.Itiswritteninafriendlyandengagingway,hashelpfultipsforcatowners,andispackedwithexcellentcatfacts.Why,youmighthavewondered,docatsgetstuckuptrees?Becausealltheirclawsfaceforwards,sononecanbeusedasbrakesonthedescent.Weallknowhowgoodcatsareattwistingmid-airtolandontheirfeet,buttheyhaveanevenmoreimpressivetrick:somecatsadoa"parachute"positionduringalongfall,withallfourlegsstuckouttotheside,beforecomingbacktothelandingpositionatthelastmoment.Thiscat-parachutepose,Bradshawcalculates,"limitsthefallingspeedtoamaximumoffifty-threemilesanhour”soenablingsomecatstofallfromhigh-risebuildingsandwalkawayunhurt.l''dliketoseeadogtrythat.
26.WhatcanbeinferredaboutcatsfromBradshaw''sresearch?
A.Cats''whiskerscanaidthemtoconfusepreys.
B.Catscandetectsoundsfarawayfromthem.
C.Catscanprocessimagesbetterthanwedo.
D.Cats''intelligencehasbeenunderestimated.
27.AccordingtoParagraph3,whichofthefollowingconstitutesapotentialresearchtopic?
A.Doingcat-psychologyexperiments.
B.Decodingplayingkittens''tail-language.
C.Discoveringwhycatscanclassifyshapes.
D.Investigatingwhycatsgocrazyforcatnip.
28.Whichofthefollowingisclosestinmeaningtotheunderlinedword“phlegmatic”inParagraph4?
A.Lonely. B.Emotional
C.Sullen D.Calm
29.Forwhatreasondidtheecologistsaccusecats?
A.Reproducingmoreoffspring.
B.Destroyingsongbirds''habitat.
C.Killingthecountry''ssongbirds.
D.Beingsuspiciousofhumanbeings
30.Accordingtotheauthor,whatismostimpressiveaboutcatsduringalongfallinBradshaw''swriting?
A.Catscanbetrainedtolandsafely.
B.Catstendtousetheirclawsasbrakes.
C.Somecatscanadopta"parachute"position.
D.Mostcatsaregoodatplayingtricksinmid-air.
26.【答案】C
【解析】推理判断题。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”；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。故本题选C。
27.【答案】B
【解析】细节理解题。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。故本题选B。
28.【答案】D
【解析】词义猜测题。本题可定位到第四段第一句。该句中的but和strongemotions是解题点，but表示转折关系，所以可猜测phlegmatic的词义和strongemotions相反，A项意为“孤独的”；B项意为“感情冲动的”，和strongemotions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。故本题选D。
29.【答案】B
【解析】推理判断题。本题可定位到第五段第三句。老鼠也会杀死鸣禽，猫也会减少它们的数量;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更重要的因素，而不是捕食者的数量。所以可知，songbird的栖息地的消失才是猫受谴责最重要的原因。故本题选B。
.【答案】C
【解析】细节理解题。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。故本题选C。
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.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）。
【参考答案】
（1）短文听写是一种有效听力训练方式，能够帮助学生扩充词汇量，提高拼写、句法、听力、理解、记笔记和一定的书面表达等多方面的技能，是一种兼顾语言输入与输出的训练方式。
（2）短文听写的三个基本步骤
听前预测
如果是听写填空，
②听中速记
通常，短文听写会引导学生听2-3遍录音，
③听后检查
利用语法知识和一些习惯表达方式检查所写文本内容。如果听出的单词或词组与语法知识不符，从语法上讲是错误的，这时要相信语法，因为有些时候一些单词的-ed或-s发音很轻，可能会听不清楚，把相应的单词或词组改为正确的语法格式。
（3）优缺点
优点：短文听写能够兼顾语言输入与输出的训练，在考查学生的综合语篇理解能力的基础上，检测学生的词汇、语法等方面的学习效果，有助于全面考查学生的综合语言运用能力。
缺点：短文听写的形式不够灵活，对于学生的自主语言输出水平，提升有限，难以体现英语教学的人文性特点。
三、教学情境分析题（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。
32.下面是一节高中英语课堂教学片段实录。
T:Armyourselfwithsunscreen,sunglassesandahatinaperiodofhotweather.
S1:Howcanyouarmyourself?Youalreadyhavetwoarms-howdoyouputonmore?
T:Canwefigureoutthemeaningof“arm"fromthetext?Lookforanotherplacewheretheword“sunscreen”appears.
S2:Inthissentence:"Healthexpertswarnedpeople,whenoutside,toapplysunscreenwithasunprotectionfactor…”
S3:SoIthink"armyourself”iskindof"apply”.
S1:Oh,thatmakessense.Isheright?
T:Icouldansweryou,butI''dlikeyoutofindoutthemeaningof"arm"inthedictionary.
T:Gotit?CanyouexplainitinEnglish?
S4:Yes,it''saverb,differentfromthenoun"arm”,meaningtoprovideyourselforotherswithweaponsortoprovidewhatyouneedforatask.
T:Nicelydone!
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）
【参考答案】
（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。
（2）该案例中采用了交际法、认知法和启发式教学法。①交际法认为语言不是存在于孤立的词语或句子中，而是存在于连贯的语篇中。该案例中教师运用贴近生活实际的真实语言材料帮助学生理解“arm”的含义，让学生处于情景之中，用英语进行交际教师采取了认知法认知法强调教学中发挥智力的作用，让学生理解所学的材料。该教学片段中教师充分调动学生的积极性进行词义理解和词典查阅，引导学生进行学习技能的培养；该片段中教师没有直接给出生词含义，而是先引导学生讨论交流，在语境中对生词词义进行猜测，再引导其使用工具书——词典进行确认学习，属于启发式教学。
（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：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“Nicelydone”，并未对学生“讨论”和“查字典”的学习方法进行肯定，不能很好地促进学生的学习积极性。
四、教学设计
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：
●teachingobjectives
●teachingcontents
●keyanddifficultpoints
●majorstepsandtimeallocation
●activitiesandjustification
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.Thinkofsomeonefamousthatyouadmirealot,forexample,anartist,amusicianorwriter.
2.Writetwoorthreeparagraphsabouthisorherlife.Belowaresomesuggestionstohelpyou.
3.Writeabout:
●Wherehe/shewasbornandwherehe/shelivedasachild.
●His/herfamily.Howhe/shebecomefamous.
●His/hersongs/music/painting/novels/poems…
●Toshowhe/shehasbeenin.
●Youropinionofhis/herwork.Explainwhyyoulikehim/her.
●Whatyouthinkwillhappentohim/her.
●Whetherhe/shewillcontinuetobesuccessful.
【参考答案】
一、Teachingcontents
Thisisawritinglessonaboutwritingacompositionaboutsomeonefamousthattheyadmirealot.
二Teachingobjectives
(1)Knowledgeobjectives
①Studentswillgetfamiliarwiththecontentaboutintroducingfamouspeople.
②Studentscanlearnwritingformataboutwritingaperson.
(2)Abilityobjectives
Studentscanwriteapassagewiththecertaintopicthroughimitationandpractice.
Studentscandeveloptheabilitytoanalyzethestructureofthepassageandmastertheskillsofwritingacomposition.
(3)Emotionalobjectives
StudentswillbeinterestedinlearningEnglish.
StudentswillbuildtheconfidenceoflearningEnglishandtalkwithothersconfidentlyandbravely.
三、Teachingkeyanddifficultpoints
Teachingkeypoint:
Howtohelpstudentsgetmorepointsandsupportingdetailsofintroducingafamousperson.
Teachingdifficultpoint:
Howtohelpstudentsapplythenewsentencesintodailylife.
StudentscanfostertheinterestoflearningEnglish.
四、MajorSteps
Step1Pre-writing(7minutes)
Activity1：Learnaboutthecontentofthesample.
Theteacherwillguidestudentstoreadthesampletosummarizethetopicofit.
Topic:afamouspersonthatIadmirealot
Studentswillhaveadiscussionabouttheformatofthepassage.
Para1:thebasicinformationoftheperson
Para2:thereasonwhyshe/hebecamefamous
Para3:explainwhyyoulikehim/her.
(Justification:Throughreadingthesample,studentscanwritedownsomeideasabouttheircompositionandhaveafullunderstandingaboutthestructure.)
Activity2:Brainstorming
StudentswillworkingroupstotalkaboutafamouspersonwhoIadmireandwritedownsomeideas.
(Justification:Throughbrainstorming,studentscanwritedownsomeideasabouttheircompositionandhaveafullunderstandingaboutthestructure.)
Step2While-writing(8minutes)
Activity1:Outlining
Theteacherwillguidestudentstowriteanoutlineofthecompositionandremindstudentstopayattentiontothespellingandgrammar.
Activity2:Drafting
Studentsstarttowritetheircompositionsbasedontheoutline.
(Justification:Throughabovetwoactivities,studentswillfinishtheirwritingandtheirwritingabilitywillbeimproved.)
Step4Post-writing(5minutes)
1.Editing
Self-editing:Theteacherwillgivestudentsashorttimetogothroughtheirwritingtocorrectmistakesinspellingandgrammar.
Peer-editing:Studentswillexchangetheirpassagewitheachotherandcorrectmistakesinspellingandgrammar.
Items Self Peer A B C A B C Spelling Organization Handwriting
2.DisplayandEvaluation
Theteacherwillinvitesomestudentstosharetheircompositionstothewholeclassandguideotherstudentstoevaluatethesecompositions,thentheteacherwillmakeaconclusion.
(Justification:Throughtheseactivities,studentswillregulatetheirlanguageandworkoutbetterideasorexpressions,meanwhile,studentswillbemorewillingtolearnfromothersandimprovetheirwritingability.)
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