參考答案

　　一、單項選擇題

　　1-5 ABDBC 6-10 ABADA 11-15 DBBDC 16-20 CADAD

　　21-25 ADDBB 26-30 BDCCD

　　二、簡答題

　　【參考答案】

　　聽說課的教學步驟一般分為聽前、聽中和聽后。

　　聽前：沖刺聽力材料的主要內容。通過頭腦風暴等方式，為學生掃清詞語和句型障礙。并對聽力材料的背景進行簡要的提示，使學生能夠對聽力材料的主要內容進行系統(tǒng)的把握。最后提出需要解決的問題，讓學生帶著問題去聽材料。

　　聽中：在聽的過程中，主要分為泛聽和精聽兩部分。在泛聽部分，學生通過對聽力材料大意的把握，明確材料主旨，能夠寫出材料的標題、概要以及圖與文字進行匹配;在精聽部分，主要是詳細聽材料的細節(jié)，通過細節(jié)的把握，完成材料內容的補充。

　　聽后：聽后是對聽前問題的回答。比如：回答問題、判斷正誤、關鍵詞等。

　　三、教學情境分析題

　　【參考答案】

　　1.該教師的作業(yè)批改存在的問題有：

　　①批改面面俱到。該教師采用了“包辦”法，標出學生作文中每個錯誤，甚至幫學生一一改正這些錯誤;

　　②批改字跡有些潦草，個別符號意思不明確，不是很明白易懂;

　　③在批改過程中，該教師一味地指出錯誤，沒有把好的詞句劃出來，不能及時鼓勵學生的優(yōu)點。

　　2.該批改方式可能會導致的負面結果有：

　　①教師一一幫助學生改正錯誤，等于老師重新幫他寫了一篇作文，這樣勢必造成批閱時間過長，影響其他環(huán)節(jié)的工作，而且也會阻滯學生英語寫作能力的提高;

　　②該教師重作文批改、輕講評的方式，會導致對學生作文的輕率處理，沒有達到寫作的效果;

　　③該教師一味地指出錯誤，可能會打消學生的學習積極性，喪失學習興趣，過多指出錯誤會直接影響到學生的情緒，傷害學生的自尊心，減低學習效果。

　　3.英語老師要根據課程標準和教材的要求以及學生的認知水平,布置精選精練的作業(yè),在批改作業(yè)時應注意：

　　①不宜只指出錯誤而不給予糾正。教師批改作文指出錯誤后，要重視糾錯，有些錯誤可以根據學生個人學習能力由他們自行糾正，有些超句子水平的錯誤是學生無法自己改正的，教師應給予修正;

　　②不宜千篇一律地批改作文。不同水平的學習者對糾正錯誤的期望和要求存在著差異，這一事實要求教師不僅應當注意這些要求，而且要靈活地處理不同的要求。

　　③不宜主次不分地批改作文。批改作文時不宜抓小失大，主次不分。如果只注意作文中的枝節(jié)(如拼寫)而忽視全局性的問題，這樣的批改是片面的，要重視“全局性問題”，主要是文章的內容、文章的結構、文章的材料、文章的語言等。

　　④教師可以采用評語的方式對作業(yè)進行批改，但評語所使用的語言應與學生的語言水平相當。教師可以用學生已學的單詞、短語、句型、時態(tài)、語態(tài)、語氣或篇章結構，也可以用即將接觸的語言。

　　四、教學設計題

　　【參考設計】

　　Teaching Aims

　　(1)Students can understand the usage of simple past tense.

　　(2)Students can master some new sentences: where did you go on vacation? I went to….

　　(3)Students can use the simple past tense to describe things happened in the past;

　　(4) Students can improve their listening and speaking abilities;

　　(5)Students can use English to talk about the thing they did during their vacation.

　　(6)Can improve the confidence of learning English, and not afraid of speaking English in class;

　　(7)Can cooperate with others actively, and complete the tasks together.

　　Teaching Key and Difficult Points

　　(1) The usage of simple past tense;

　　(2) Students can use the new sentences to communicate with others fluently.

　　(3) Students can get the main idea of listening material, and get the useful information from material.

　　Teaching Procedures:

　　Step 1 Lead-in (2’)

　　I will show some pictures about my vacation on the PPT, which including some beautiful scenery and some people photos. Then I will told students I had a great time during my holiday. For example:

　　I enjoyed my vacation in Hainan, I had a great time there, and I love there very much.

　　Then I told students today we are going to learn a new unit, its topic is about our vacation.

　　(Justification: Students interest could be aroused, and let them know what they are going to learn in this class.)

　　Step 2 Pre- listening (2’)

　　(1) I will write some words on the blackboard to let student understand we should use past tense to express the things happened in the past.

　　Stay---stayed go---went visit---visited

　　(2) Ask students to look at the picture and guess what the people did in the different scenes.

　　And match the activities with the pictures.

　　(Justification: Get students prepared for the listening material.)

　　Step 3 While- listening(11’)

　　(1) Play the record, and ask students to finish the task in 1b, and let students know the name of each character.

　　(2)Play the tape again, and ask students to read after the tape, and pay more attention to the pronunciation, and do the imitation.

　　(3) Work in pairs and make sentences according to the 7 different scenes, and then tell your sentences to your partner. For example:

　　Tina went to the mountains during her vacation.

　　(Justification: After several time of listening, students can understand the listening material.)

　　Step 4 Post-listening (5’)

　　Make a conversation about what the people did during their vacations. Ask students to refer to the following conversation:

　　A: Where did Tina go on vacation?

　　B: she went to the mountains during her vacation. Where did Xiao Hua go on vacation?

　　A: Well, Xiao Hua went to New York City.

　　…

　　B: Then, where did you go on vacation?

　　A: Me? I visited my grandma in Shanghai.

　　B: Did you have a good time?

　　A: Yes, everything was excellent.

　　B: Sound good, I went to fishing during my vacation.

　　After finished, I will ask some groups to share their ideas.

　　(Justification: Through cooperation, students can consolidate what they have learned in this class and practice their speaking ability as well.)

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