1、注意事項(xiàng): 1 .考試時間為120分鐘，滿分為150分。j 2 請按規(guī)定在答題卡上填涂、作答。在試卷上作答無效，不予評分。 一、單項(xiàng)選擇題（本大題共30小題，每小題2分，共60分） 在每小題列出的四個備選項(xiàng)中選擇一個最佳答案，請用28鉛筆把答題卡上對應(yīng)題目的答案 字母按照要求涂黑。錯選、多選或未選均無分。 1. is the proper pronun ciati on of the segme nt whats this in conn ected speech? 2. What rhetorical device is used in the sentence Before him the

2、re are still three weary miles ? A. Pu n. B. Simile. C. Metaphor. D. Tran sferred epithet. 3. When his uncle retur ned from Hong Kong, the boy askedwhat prese nt he would A. curiously B. flue ntly C. properly D. con sciously 4. Our research has focused on a drug which is so as to be able to cha nge

3、brain chemistry. A. powerful B. i nflue ntial C. mon strous D. vigorous 5. There is aof impatie nee in the tone of his voice. A. dot B. hi nt C. no ti on D. phrase 6. The key tothe medical problems is health care reform, said the mi nister. A. solvej B. solvi ng C. being solved D. be solved 7. -You

4、did nt atte nd the party last ni ght? -No, I, for the party was put off for some reas on. A. could nt have B. n eed nt have C. did nt need to D. dont have to 8. Even whento such tough living conditions, the children would never have any compla int. A. expos ing B. exposed C. expose D. to expose 9. W

5、hich of the followi ng refers to the study of mea ning in abstract ion? A. Phon etics B. Pragmatics C. Sema ntics D. Socioli nguistics 10. A vowel is differe nt from a consonant in En glish because of A. abse nee of obstructi on B. prese nee of obstruct ion C. manner of articulati on D. place of art

6、iculati on 11. In a pre-liste ning activity, stude nts n eed to lear n to cope with some ambiguity in liste ning and realize that they can still learn even when they do not understand every single word. The aim of this activity is to develop the skill of A. liste ning for specific in formatio n B. l

7、iste ning for gist C. liste ning for structure D. liste ning for vocabulary 12. In which stage of the Presentation-Practice-Production approach will students have the cha nce to use the new Ian guage freely and in corporate it into their exist ing Ian guage? A. Prese ntati on stage B. Practice stage

8、 C. Product ion stage D. Practice stage and Product ion stage 13. Which of the followi ng goes aga inst efficie nt classroom man ageme nt? A. The teacher plays the main role. B. The teacher provides clear in structi ons. C. There is discipline as well as harmony in the class. D. The stude nts errors

9、 are treated properly. 14. Which of the followi ng stateme nts is NOT a way of prese nti ng new vocabulary? A. Defining. B. Using real objects. C. Writi ng a passage by using new words. D. Giving expla nati ons. 15. When teachers teach pronunciation to students, which suggestion is unuseful? A. Use

10、hands and arms to con duct choral pronun ciati on practice. B. Move around the classroom whe n doing choral practice. C. Try to use visual aids. D. Rely on expla nati ons. 16. Which of the follow ing is NOT true about the assessme nt in Ian guage teachi ng? A. Testi ng does not equate with assessme

11、nt. B. Summative assessme nt focuses on the process of lear ning. C. The stude nts themselves should be give n the cha nee to evaluate their own performa nee. D. Assessment means to discover what the learners know and can do at certain stage of the learning process. 17. What can cloze help to train

12、in terms of writing? A. Unity of texts. B. Inden ti on of texts. C. Compilati on of texts. D. Use of cohesive devices. 18. What is the teacher doing in terms of error correct ion? T: Does any of you have a pet at home? S: I have dog at home. T: Oh, I see you have a dog at home. Is your dog big or sm

13、all? A. Helpi ng self-correct ion. B. Issu ing in direct correct ion. C. Tolerat ing correcti on. D. Peer correct ion. 19. What reading strategy does picking out some particular pieces of information in a textreflect? A. skimmi ng B. i nferri ng C. sca nning D. skipp ing 20. In which of the followin

14、g situations is the teacher playing the role of observer? A. Giving feedback and deali ng with errors. B. Orga nizing stude nts to do activities by givi ng in struct ions. C. Walk ing around to see how each stude nt performs in group work. D. Offeri ng help to those who n eed it both in ideas and Ia

15、n guage. 請閱讀 Passage 1,完成第2125小題。 Passage 1 Polyester （聚酉旨）is now being used for bottles. ICI, the chemicals and plastics companybelieves that it is now begi nning to break the grip of glass on the bottle bus in ess and thus take adva ntage of this huge market. All the plastics manufacturers have be

16、en experiencing hard times as their traditional products have been doing badly world-wide for the last few years. Between 1982 and 1984 the Plastics Divisi on of ICI had lost a hun dred and twenty milli on dollars, and they felt that the most hopeful new market was in packag ing, bottles and cans. S

17、ince 1982 it has ope ned three new factories produci ng Meli nar, the raw material frow n which high quality polyester bottles are made. The polyester bottle was born in the 1970s, when soft drinks companies like Coca Cola started sell ing their drinks in gia nt two-liter contain ers. Because of the

18、 build-up of the pressure of gas in these large contain ers, glass was un suitable. Nor was PVC, the plastic which had bee n used for bottles since the 1960s, suitable for drinks with gas in them. A new plastic had to be made. Glass is still cheaper for the smaller bottles and will con ti nue to be

19、so, uni ess oil and plastic become much cheaper, but plastic does well for the larger sizes. Polyester bottles are virtually unbreakable. The manufacturers claim they are also lighter, less no isy whe n being han dled, and can be reused. Shopkeepers and other bus in ess people are unlikely to object

20、 to a change from glass to polyester, since these bottles mean few breakages, which are costly and time-consuming. The public, though, have been more difficult to persuade. ICIs commercial department is developing different bottles with interesting shapes, to try and make them visually more attracti

21、ve to the public. The next step could be to develop a plastic which could replace tins for food. The problem here is the high temperatures n ecessary for cook ing the food in the container. 21. Why is ICIs Plastics Divisio n in terested in polyester for bottles? A. The other things they make are not

22、 selling well. B. Glass manu facturers cannot make eno ugh new bottles. C. They have factories which could be adapted to make it. D. The price of oil keeps cha nging. 22. Plastics of various kinds have bee n used for making bottles. A. since 1982 B. since the 1970s but only for large bottles C. sinc

23、e the 1960s but not for liquids with gas in them D. since compa nies like Coca Cola first tried them 23. Manufacturers thi nk polyester bottles are better tha n glass bottles because they A. are cheaper B. are more suited to small sizes C. are more excit ing to look at D. do not break easily 24. Why

24、 arent all bottles now made of polyester? A. The price of oil and plastic has risen. B. It is not suitable for containing gassy drin ks. C. The public like traditi onal glass bottles. D. Shop-keepers dislike reusable bottles. 25. Plastic containers for holdi ng food in the same way as cans A. have b

25、ee n used for many years B. are an idea that in terests the plastics compa nies C. are possible, but only for hot food D. are the first things being made in the new factories 請閱讀 Passage 2,完成第2630小題。 Passage 2 Anne Whit ney, a sophomore at Colorado State Un iversity, first had a problem tak ing test

26、s whe n she began college.I was always well prepared for my tests. Sometimes I studied for weeks before a test. Yet I would go in to take the test, only to find I could not answer the questions correctly. I would bla nk out because of n ervous ness and fear. I could nt think of the an swer. My low g

27、rades on the tests did not show what I knew to the teacher. Ano ther stude nt in biology had similar experiences. He said, My first chemistry test was very difficult. Then, on the second test, I sat dow n to take it, and I was so n ervous that I was shak ing. My hands were moving up and dow n so qui

28、ckly that it was hard to hold my pen cil. I knew the material and I knew the an swers. Yet I could nt eve n write them dow n! These two young stude nts were experie ncing someth ing called test an xiety. Because a stude nt worries and is un easy about a test, his or her mind does not work as well as

29、 it usually does. The stude nt cannot write or think clearly because of the extreme tension and n ervous ness. Although poor grades are often a result of poor study habits, sometimes test an xiety causes the low grades. Recently, test anxiety has been recognized as a real problem, not just an excuse

30、 or a false expla nati on of lazy stude nts. Special university advising courses try to help students. In these courses, advisors try to help stude nts by teach ing them how to man age test an xiety. At some uni versities, stude nts take tests to measure their anxiety. If the tests show their anxiet

31、y is high, the students can take short courses to help them deal with their tensions. These courses teach students how to relax their bodies. Stude nts are trained to become calm in very tense situati ons. By con troll ing their n ervous ness, they can let their minds work at ease. Lear ned in forma

32、ti on the n comes out without difficulty on a test. An expert at the University of California explains: With almost all students, relaxation and less stress are felt after taking our program. Most of them experience better control during their tests. Almost all have some improveme nt. With some, the

33、 improveme nt is very great. 26. To bla nk out is probably. A. to be like a bla nket B. to be sure of an an swer C. to be un able to think clearly D. to show kno wledge to the teacher 27. Poor grades are usually the result of. A. poor sleep ing habit B. laz in ess C. lack of sleep D. in ability to f

34、orm good study habits 28. Test an xiety has bee n recog ni zed as A. an excuse for laz in ess B. the result of poor study habits C. a real problem D. someth ing that cannot be cha nged 29. To deal with this problem, stude nts say they want to. A. take a short course on an xiety B. read about an xiet

35、y C. be able to man age or un dersta nd their an xiety D. take tests to prove they are not an xious 30. A Un iversity of California advisor said. A. all stude nts could overcome the an xiety after tak ing a special test an xiety program B. almost all stude nts felt less stress after tak ing a Uni ve

36、rsity of Califor nia advis ing course C. stude nts found it difficult to improve even though they had take n a special test an xiety course D. students found it easy to relax as soon as they entered a University of California advising course 二、簡答題（本大題1小題，20分） 根據(jù)題目要求完成下列任務(wù)，用中文作答。 31. 一位教師在英語教學(xué)過程中，按照聽

37、、說、1 讀、寫順序指導(dǎo)學(xué)生學(xué)習(xí)英語，強(qiáng)調(diào)模擬、 重復(fù)、記憶和句型練習(xí)，極力避免學(xué)生出現(xiàn)語言錯誤。請問該教師米用了什么教學(xué)法巧亥教 學(xué)法有哪些優(yōu)缺點(diǎn)？ 三、教學(xué)情境分析題（本大題1小題。30分） 根據(jù)題目要求完成下列任務(wù)，用中文作答。_ 32 下面是兩位教師的課堂教學(xué)片段： Un it 1學(xué)習(xí)的是比較級，其中有三個單詞：fat（ter） , stro ng（er）, heavy（heavier） 片段一：老師甲在講到fat這個詞時，讓學(xué)生來造句，有很多學(xué)生站起來，說了這樣一句： Student: Li Ming is fatter than hie . Teacher： Why? Studen

38、t: He s heavier than me . 全班同學(xué)哄堂大笑，這位學(xué)生很難為情，但老師下面的一句話馬上將氣氛緩和了過來： Teacher： But I don t think he S too fat. He S stron9. 片段二：老師乙在教完這一課的內(nèi)容后，組織學(xué)生尋找合作對象自編對話，一名學(xué)生站了起 來想找一位較胖的學(xué)生來擔(dān)任“比較對象”。有一位長得胖乎乎的學(xué)生自告奮勇站起來，于 是發(fā)生這樣一段對話： Student l: Who is fatter than me? Student 2 : I am. I am fatter than him . Teacher： Good

39、!l think you are fatter . You are the right person! 當(dāng)時全班同學(xué)哄堂大笑，這位學(xué)生一臉的尷尬，一個勁地?fù)夏X袋。 請根據(jù)所給材料回答下列3個問題。 （1）請比較兩個教師做法的不同。（6分） （2）請?jiān)u析上述教學(xué)片段。（12分） （3）試述如何培養(yǎng)學(xué)生積極的學(xué)習(xí)態(tài)度。（12分） 四、教學(xué)設(shè)計題（本大題1小題，40分） 根據(jù)提供的信息和語言素材設(shè)計教學(xué)方案，用英文作答。 33.設(shè)計任務(wù)：請閱讀下面學(xué)生信息和語言素材，設(shè)計一節(jié)英語聽說課的教學(xué)方案。教案沒 有固定格式，但須包含下列要點(diǎn)： ? teachi ng objectives ? teachi

40、ng contents ? key and difficult points ? major steps and time allocation ?activities and justificati ons 教學(xué)時間：45分鐘 學(xué)生概況：某城鎮(zhèn)普通中學(xué)九年級（初中三年級）學(xué)生，班級人數(shù) 40人, 多數(shù)已經(jīng)達(dá)到義 務(wù)教育英語課程標(biāo)準(zhǔn)（2011版）四級水平，學(xué)生課堂參與積極性一般。 語言素材： Girl 1: Welcome to the English club. Today were going to talk about the best ways to learn En glish. W

41、ho has an idea? Boy 1 : Do you lear n En glish by watch ing En glish videos? Girl 2: No. Its too hard to un dersta nd the voices. Boy 1 : What about keep ing a diary in En glish?Do you lear n En glish that way? Girl 2: Yes. It helps to lear n En glish every day. Girl 3: Have you ever studied with a

42、group? Girl 2: Yes, I have!Ive learned a lot that way. Girl 1 : Do you ever practice con versati ons with frien ds? Girl 2: Oh, yes. It improves my speak ing skills. Boy 1 : What about readi ng aloud to practise pronun ciati on? Girl 3: I do that sometimes. I think it helps. Boy 2: I do too. And I a

43、lways look up new words in a dictionary. Girl 3: Thats a great idea! 一、單項(xiàng)選擇題 1. 【答案】B。解析：考查音系學(xué)中的發(fā)音規(guī)則。z因受前音t的影響，變成自己相對的清 音s。 2. 【答案】D。解析：考查英語修辭。Before him there are still three weary miles 運(yùn)用了轉(zhuǎn)移 修飾語的修辭手法，句意為“在他前面仍有令人厭倦的三公里路程”。 3. 【答案】A。解析：考查副詞辨析。后半句要表達(dá)的意思是“這個男孩一一一問他叔叔他 能得到什么禮物” 。curiously “好奇地” ，flue

44、ntly “流利地，流暢地” ，properly “適當(dāng)?shù)兀?當(dāng)?shù)亍保琧onsciously “有意識地”。根據(jù)語境，可以得知這個男孩應(yīng)是好奇地問能得到什么禮 物。故選A。 4. 【答案】A。解析：考查形容詞辨析。句意為“我們的研究集中在一種一一能夠改變大腦 化學(xué)的藥物上” 。powerful “強(qiáng)有力的”，inflHelltial “有影響的，有勢力的” ，monstrous “巨 大的”，vigorous “精力旺盛的，強(qiáng)健有力的”。這四個形容詞中。只有 powerful（有效力的） 可與表示藥物的名詞搭配。故選 A。 5. 【答案】B。解析：考查名詞辨析。dot意為“點(diǎn)”，hint意為

45、“暗示，細(xì)微的跡象”，notion 意為“概念，看法” ，phrase意為“短語，詞組”。根據(jù)句意“他的聲音里有不耐煩的意味” 可知，B項(xiàng)符合。 6. 【答案】B。解析：考查同定用法及動詞語態(tài)。the key to doing sth .表示“做某事的關(guān)鍵”， 句中to是介詞，后面加動詞的ing形式。句意為“部長說：解決醫(yī)療問題的關(guān)鍵是醫(yī)療改 革”句子表達(dá)的“解決醫(yī)療問題”，是主動意義，故選B。 7. 【答案】G解析：考查情態(tài)動詞。根據(jù)后半句的回答可知，聚會因?yàn)橐恍┰蚨煌七t， 所以此人應(yīng)該沒有必要去參加昨晚的聚會。couldn t have表示“過去不可能做過”，是一種 否定推測，need

46、n t have表示“沒必要去做，但是實(shí)際上已經(jīng)做過了”，don t have to表 示“沒必要，可以不”，但用于一般在時的復(fù)數(shù)或?qū)Ρ救说臄⑹觯琩idn t have to則用于過 去時中（此時不分單復(fù)數(shù)）；didn t need to表示“主語在過去不必要去做某件事” 。根據(jù)語境 可知C項(xiàng)最符合。 &【答案】B。解析：考查狀語從句中的省略。該句實(shí)際上是狀語從句Even when（the children are）exposed to such tough living conditions .的省略說法.故應(yīng)用過去分詞表示被動。句意 為“甚至當(dāng)孩子們被處在如此艱難的生活狀況中時，他們也不會

47、有任何的抱怨”。故選B。 9. 【答案】C。解析：考查語言學(xué)基礎(chǔ)知識。Phonetics “語音學(xué)”，主要關(guān)注語音的產(chǎn)生、傳 播和接受的過程；Pragmatics “語用學(xué)”，研究話語在使用中的語境意義；Semantics “語義 學(xué)”，研究自然語言的意義；Sociolinguistics “社會語言學(xué)”.研究社會的各層面對語言運(yùn)用 的影響。故選Co 10. 【答案】A。解析：考查語音學(xué)知識。元音和輔音的區(qū)別是呼出的氣流通過口腔時是否 受阻礙，故選Ao 11. 【答案】B。解析：考查聽力教學(xué)。在聽前活動中，學(xué)生需要學(xué)會應(yīng)對聽力過程中模糊 不清的內(nèi)容，并且需要意識到當(dāng)他們不能完全理解每一個單詞的

48、時候仍然可以學(xué)習(xí)。這屬于 培養(yǎng)了學(xué)生聽主旨的能力，A為聽細(xì)節(jié)，B為聽主旨，C為聽結(jié)構(gòu)，D為聽詞匯。故選 B。 12. 【答案】C。解析：考查3P教學(xué)法。“3P教學(xué)法”也稱“三位一體教學(xué)法”，是在交際語 言教學(xué)模式影響下的產(chǎn)物。它把語言教學(xué)分成三個階段：呈現(xiàn)(presentation)、操練(practice)、 production(產(chǎn)出)。在新知呈現(xiàn)過程中，教師把要學(xué)習(xí)的新的語言知識介紹給學(xué)生，激發(fā)學(xué) 生的求知欲。在語言操練階段，教師要鼓勵學(xué)生盡可能用剛剛學(xué)習(xí)的新知識進(jìn)行練習(xí)。在語 言產(chǎn)出階段，學(xué)生被要求創(chuàng)造性地運(yùn)用所學(xué)知識，做到靈活自由地運(yùn)用語言，實(shí)現(xiàn)正確并流 利地進(jìn)行交際的目標(biāo)。 13.

49、 【答案】A。解析：考查課堂管理。在課堂管理與教學(xué)中，應(yīng)以學(xué)生為主體。 14. 【答案】Co解析：考查詞匯教學(xué)。呈現(xiàn)新詞匯的方法可以是下定義、實(shí)物展示、解釋等。 四個選項(xiàng)中只有C項(xiàng)不合適。 15. 【答案】D。解析：考查語音教學(xué)。當(dāng)教師在教學(xué)生發(fā)音的時候，不可以依賴于解釋。 16. 【答案】B。解析：考查教學(xué)評價。形成性評價(formative assessment)關(guān)注學(xué)習(xí)的過程， 而不是終結(jié)性評價(summatlve assessment)。 17. 【答案】D。解析：考查寫作教學(xué)。在寫作方面，完形填空能幫助學(xué)生掌握cohesive device “銜接手段”的使用。 18. 【答案】B。

50、解析：考查糾錯方法。這個例子中，教師并沒有直接說出“You are wrong.”， 而是間接糾正了學(xué)生的語法錯誤，以保護(hù)學(xué)生的自尊心和學(xué)習(xí)英語的積極性。 19. 【答案】C。解析：考查閱讀策略。“picking oat some particular pieces ofinformation in a text ” 就是對C選項(xiàng)的解釋和闡述，指“尋讀”，為正確選項(xiàng)。A項(xiàng)指“略讀”，B項(xiàng)指“推斷”，D 項(xiàng)指“跳讀”，均不符合題意。 20. 答案】C。解析：考查教師角色。只有C項(xiàng)“走動并觀察每位學(xué)生在小組活動中的表 現(xiàn)情況”正確體現(xiàn)了教師的觀察者角色。 Passage l 21. 【答案】A。解

51、析：根據(jù)第二段“ Between 1982 and 1984 the Plastics Division of ICI had lost a hundred and twenty million dollars, and they felt that the most hopeful new market was in packagin9, botdes and cans.” 以及第三 段“ Since l982 it has opened three new factories producing “ Metinar ”, the raw material from which high q

52、uality polyester bottles are made .” 可知，“ICI S Plastics Division 在 1982 到1984 年的產(chǎn)品銷量不 好，他們覺得包裝業(yè)有市場潛力，并開始制造聚酯瓶子，故選Ao 22. 【答案】C。解析：根據(jù)第四段“ Nor was PVC, the plastic which had been used for bottles since the 1960s, suitable for drinks with gas in them .可知，作為“ plastics of various kinds ” 中的一種，PVC在1960s就已用

53、于瓶子包裝. 因此可以判斷“plastics of various kinds 在1960s 就已用于瓶子包裝。 23. 【答案】D。解析：根據(jù)第六段 “ Polyester bottles arc virtually un breakable .The man ufacturers claim they are also lighter , less noisy when being handled , and can be reused.可知，制造商 認(rèn)為聚酯瓶子比玻璃瓶子好是因?yàn)榫埘テ孔硬灰姿椤?24. 【答案】Co 解析：根據(jù)第六段 “ The public, though , hav

54、e been more difficult to persuade . 可知，大眾對聚酯瓶子還不太認(rèn)可，因此聚酯瓶子不太普及，故選C。 25. 答案】B。解析：根據(jù)最后一段，用塑料容器代替易拉罐裝食物目前還是一種設(shè)想， 想要實(shí)現(xiàn)還需要解決高溫產(chǎn)生的難題。 Passage 2 26 .【答案】Co 解析：根據(jù)第一段 “I would blank out because of nervousness and fear . I couldn t think of the answer .可知。blank out在此是指由于緊張和害怕導(dǎo)致一時忘了答案，故選C。 27 .【答案】D。解析：由第二段“ p

55、oor grades are often a result of poor study habits ” 可知， 成績差是不良的學(xué)習(xí)習(xí)慣造成的結(jié)果。故選D。 28. 【答案】C。解析：由第二段test anxiety has been recognized as a real problem ” 可知， 考試焦慮已經(jīng)被認(rèn)為是一個真正的問題。故選Co 29. 【答案】A。解析：由第三段可知，學(xué)生先參加一個考試焦慮度的測試，如果焦慮度高 的話，則會參加短期課程來減緩焦慮，故選Ao 30. 【答案】B。解析：由最后一段 With almost all students , relaxation an

56、d less stress are felt after taking our program .可知，幾乎所有的學(xué)生，在參加過我們的項(xiàng)目之后，會變得更輕 松，壓力感減少。故選Bo 二、簡答題 31. 【參考答案】 該教師采用了聽說法。 (1) 聽說法的優(yōu)點(diǎn)： 重視聽說訓(xùn)練，有利于培養(yǎng)學(xué)生的聽力能力和自然的語音語調(diào)； 通過句型操練，能夠利用有限的語言材料使學(xué)生較快地學(xué)會口語表達(dá)； 在加強(qiáng)聽、說能力，提高學(xué)生外語實(shí)踐水平上有一定作用。 聽說法的缺點(diǎn)： 只注意句型本身意義，忽視物質(zhì)意義和情景意義，從而造成學(xué)生往往并不了解句子的確切 含義； 一般不指明語法規(guī)則，使學(xué)生對語言體系沒有一個清晰準(zhǔn)確的概念

57、，加上機(jī)械性重復(fù)練 習(xí).學(xué)生的語言創(chuàng)造生成的能力得不到培養(yǎng)和發(fā)揮； 它是一個脫離語境，忽視意義的模式體系，所以不利于培養(yǎng)學(xué)生進(jìn)行自然的語言交際的能 力。 三、教學(xué)情境分析題 32. 【參考答案】 (1) 兩位老師在處理一個相同的話題時運(yùn)用了兩種截然不同的方法，毋庸置疑，前者的處理 有利于學(xué)生的學(xué)習(xí)，而后者的處理則會對心理比較脆弱的學(xué)生產(chǎn)生負(fù)面的影響。 (2) 教學(xué)中總是會碰到一些意外，它們是教學(xué)中的不確定因素，它的產(chǎn)生在學(xué)生的情理之中， 教師的意料之外。如何巧妙地處理，直接關(guān)系到師生間的良好互動和教與學(xué)的有效結(jié)合。上 述案例中，第一位教師巧妙地避開了該學(xué)生的尷尬和自卑，用一個“stro ng

58、”把學(xué)生的短處 變成閃光點(diǎn)，把課堂氣氛推向了一個高潮。由開放的導(dǎo)入而生成的豐富的學(xué)生資源，打破了 舊課堂秩序的平衡，教師要在變動不已的課堂中發(fā)現(xiàn)、判斷、整合信息，隨時把握有價值的 意外，推動教學(xué)的發(fā)展與生成。保護(hù)學(xué)生開口說英語的積極性，保護(hù)學(xué)生上課時愉悅的心 情.學(xué)生們才能最大限度地發(fā)揮潛能，不受限制地發(fā)揮想象力，才會有創(chuàng)造語言的欲望，我 們的教學(xué)才會有一石數(shù)鳥的意外收獲。 (3) 語言教學(xué)在很大程度上依賴于學(xué)生與教師之間的團(tuán)結(jié)、合作以及相互支持的人際關(guān)系.而 這種關(guān)系時刻都受到彼此情感的影響。恰當(dāng)、合理地使用語言，有助于溝通情感，增進(jìn)友誼 和相互尊重，改善這種人際關(guān)系，同時還可以創(chuàng)建一種和諧

59、的語言活動氛圍，努力產(chǎn)生浸潤 性的效果，讓學(xué)生愉快地沉浸在英語的氛圍中。在課上，教師要善于調(diào)控學(xué)生的情感態(tài)度， 注意言語的導(dǎo)向，建立融洽、民主、團(tuán)結(jié)、相互尊重的氛圍，創(chuàng)造有利于學(xué)習(xí)的心理狀態(tài)， 形成積極的學(xué)習(xí)態(tài)度，讓學(xué)生學(xué)得主動，學(xué)得愉快。 四、教學(xué)設(shè)計題 33. 參考設(shè)計】 Teaching Contents: It contains a dialogue about the best ways to learn English. It can help stude nts to lear n some importa nt sentence patter ns. Teach ing Obj

60、ectives : (1) Kno wledge objective Stude nts can master the sentence patter ns: What about .?Have you ever studied with a group?Yes, ! have. rve lear ned a lot that way. Ability objective Stude nts can improve their liste ning and speak ing abilities and com mun icative compete nee. (3) Emoti onal o