一、单项选择题

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

21-25 ADDBB 26-30 BDCCD

二、简答题

【参考答案】

听说课的教学步骤一般分为听前、听中和听后。

听前：预测听力材料的主要内容。通过头脑风暴等方式，为学生扫清词语和句型障碍。并对听力材料的背景进行简要的提示，使学生能够对听力材料的主要内容进行系统的把握。最后提出需要解决的问题，让学生带着问题去听材料。

听中：在听的过程中，主要分为泛听和精听两部分。在泛听部分，学生通过对听力材料大意的把握，明确材料主旨，能够写出材料的标题、概要以及图与文字进行匹配;在精听部分，主要是详细听材料的细节，通过细节的把握，完成材料内容的补充。

听后：听后是对听前问题的回答。比如：回答问题、判断正误、关键词等。

三、教学情境分析题

【参考答案】

1.该教师的作业批改存在的问题有：

①批改面面俱到。该教师采用了“包办”法，标出学生作文中每个错误，甚至帮学生一一改正这些错误;

②批改字迹有些潦草，个别符号意思不明确，不是很明白易懂;

③在批改过程中，该教师一味地指出错误，没有把好的词句划出来，不能及时鼓励学生的优点。

2.该批改方式可能会导致的负面结果有：

①教师一一帮助学生改正错误，等于老师重新帮他写了一篇作文，这样势必造成批阅时间过长，影响其他环节的工作，而且也会阻滞学生英语写作能力的提高;

②该教师重作文批改、轻讲评的方式，会导致对学生作文的轻率处理，没有达到写作的效果;

③该教师一味地指出错误，可能会打消学生的学习积极性，丧失学习兴趣，过多指出错误会直接影响到学生的情绪，伤害学生的自尊心，减低学习效果。

3.英语老师要根据课程标准和教材的要求以及学生的认知水平,布置精选精练的作业,在批改作业时应注意：

①不宜只指出错误而不给予纠正。教师批改作文指出错误后，要重视纠错，有些错误可以根据学生个人学习能力由他们自行纠正，有些超句子水平的错误是学生无法自己改正的，教师应给予修正;

②不宜千篇一律地批改作文。不同水平的学习者对纠正错误的期望和要求存在着差异，这一事实要求教师不仅应当注意这些要求，而且要灵活地处理不同的要求。

③不宜主次不分地批改作文。批改作文时不宜抓小失大，主次不分。如果只注意作文中的枝节(如拼写)而忽视全局性的问题，这样的批改是片面的，要重视“全局性问题”，主要是文章的内容、文章的结构、文章的材料、文章的语言等。

④教师可以采用评语的方式对作业进行批改，但评语所使用的语言应与学生的语言水平相当。教师可以用学生已学的单词、短语、句型、时态、语态、语气或篇章结构，也可以用即将接触的语言。

四、教学设计题

【参考设计】

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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