[简答题]根据题目要求完成下列任务，用中文作答。 请根据以下教学片段。回答问题。 (1)教师播放录音，学生听录音选取图片，听完后教师立即提取反馈，学生能够给出正确的选择。 (2)教师再次播放录音，要求学生听录音补全对话。教师播放了一遍录音，没有留出学生填空的时间，而是开始提问学生两人一组朗读填写好的对话。 Salesgirl: Good morning. What can I do for you? Tang Hua: I'd like to buy some bananas and oranges. Salesgirl: Sorry, no more bananas. But we have oranges. Sara: How much are the oranges? Salesgirl: 2 yuan for a kilo. They're on sale now. 请对以上现象作出评析。

[简答题]根据题目要求完成下列任务，用中文作答。 根据以下所给语言素材和教学目标，完成下面问题。 【语言素材】 A: What would you like for lunch? B: I'd like some green beans, please. A : Sure. B : Thank you. A: What would you like for lunch? C: I'd like some eggplant, please. A: Sorry, no eggplant. Knowledge objectives: Students could ask someone and express own love for food, such as"What would you like?I'd like ... I like ..." Ability objectives: Train students'speaking ability through dialogue practice. Emotional objectives: Develop students'good eating habits. (1)分析明确教学目标的作用。(10分) (2)案例中的课时教学目标存在什么问题?请简要分析。(10分) (3)根据以上问题，修改该教学目标。(10分)

[简答题]根据题目要求完成任务，用中文作答。 请简述语流层次的语音教学内容与方法。

[简答题]根据题目要求完成下列任务，用中文作答。 请根据以下教学片段。回答问题。 (1)教师播放录音，学生听录音选取图片，听完后教师立即提取反馈，学生能够给出正确的选择。 (2)教师再次播放录音，要求学生听录音补全对话。教师播放了一遍录音，没有留出学生填空的时间，而是开始提问学生两人一组朗读填写好的对话。 Salesgirl: Good morning. What can I do for you? Tang Hua: I'd like to buy some bananas and oranges. Salesgirl: Sorry, no more bananas. But we have oranges. Sara: How much are the oranges? Salesgirl: 2 yuan for a kilo. They're on sale now. 请对以上现象作出评析。

[简答题]根据题目要求完成下列任务。用中文作答。 以下是两位老师为学生布置的作业： Teacher 1 Step 4 : Homework 1. Write new words and phrases on the notebook. 2. Finish exercise 3 on Page 21. (Text book) 3. Finish exercises on Page 20-24. (Exercise book) Teacher 2 Step 4 : Homework 1. Find some relative information about today's lesson on the Interent. 2. Share your findings with your group members and present to the whole students next class. 请根据所给材料回答下面3个问题。 (1)分析两位老师布置作业的特点，并指出其不足之处。(10分) (2)老师的作业设计有哪些注意事项。(至少从四个方面)(12分) (3)列举几种常见的英语作业形式。(8分)

[简答题]根据题目要求完成下列任务，用中文作答。 以下是某初中英语教师教授短文的教学片段： (1) The teacher wrote the new vocabulary down and asked students to look them up in the dictiona. (2) The teacher explained the usage of those words in Chinese. (3) After dealing with the vocabulary, the teacher began to focus on passage reading. 根据所给材料回答下列三个问题： (1)该教师采用了什么教学方法?用这种方法进行词汇教学有何缺点?(10分) (2)针对该教学方法的缺点，对该教师的词汇教学提出建议。(12分) (3)列举两种常见的词汇教学模式，并简要说明。(8分)

[简答题]根据题目要求完成下列任务，用中文作答。 以下是两位教师为学生布置的作业：? Teacher 1 Step 4: Homework 1. Write new words and phrases on the notebook. 2. Finish exercise 3 on Page 21. (Text book) 3. Finish exercises on Page 20-24. (Exercise book) Teacher 2 Step 4: Homework 1. Find some relative information about today's lesson on the Interact. 2. Share your findings with your group members and present to the whole students next class. 请根据所给材料回答下面3个问题。 (1)分析两位教师布置作业的特点，并指出其不足之处。(10分) (2)教师的作业设计有哪些注意事项。(至少从四个方面)(12分) (3)列举几种常见的英语作业形式。(8分)

[简答题]根据题目要求完成下列任务，用中文作答。 以下是某堂课老师的教学材料： ?Betty: Hi Mum, can you hear me? ?Mum: Yes, I can. Where are you? ?Betty : I' m standing on the Great Wall of China and talking to you. ?Mum: Really? ?Betty: We're on a school trip and we've having lunch. And we're lying in the sun and we' re taking lots of photos. ?Mum: That's great, Betty. What are the others doing? Betty: Well, Tony is eating an ice cream, and Lucy is buying some presents and postcards. And Tom is eating lunch and lying in the sun. Mum: Can you send me a post card? Betty: Yes. Lucy and I are writing postcards. We're enjoying the school trip a lot. Anyway, we're going home now. Bye! Mum: Bye bye, Betty! 任务要求：根据材料内容回答以下三个问题。 (1)这份材料属于哪种语篇类型?(7分) ?(2)这份材料适合于哪种课堂教学?说明理由(至少写出两个要点)。(8分) (3)分析教师选用文本材料时需要考虑的基本要素(至少写出三个要点)。(15分)

[简答题]根据题目要求完成下列任务，用中文作答。 以下是某堂课的教学材料：? Betty: Hi Mum, can you hear me? Mum: Yes, I can. Where are you? Betty: I'm standing on the Great Wall of China and talking to you. Mum: Really? Betty: We're on a school trip and we've having lunch. And we're lying in the sun and we'retaking lots of photos. Mum: That's great, Betty. What are the others doing? Betty: Well, Tony is eating an ice cream, and Lucy is buying some presents and postcards.And Tom is eating lunch and lying in the sun. Mum: Can you send me a post card? Betty: Yes. Lucy and I are writing postcards. We're enjoying the school trip a lot. Anyway,we're going home now. Bye! Mum: Bye bye, Betty! 根据材料内容回答以下三个问题。 (1)这份材料属于哪种语篇类型?(7分) (2)这份材料适合于哪种课堂教学?说明理由(至少写出两个要点)。(8分) (3)分析教师选用文本材料时需要考虑的基本要素(至少写出三个要点)。(15分)

[简答题]根据题目要求完成下列任务。用中文作答。 以下是某高中英语教师教授短文的教学片段： (1) The teacher wrote the new vocabulary down and asked students to look them up in the dictionary. (2) The teacher explained the usage of those words in Chinese. (3) After dealing with the vocabulary, the teacher began to focus on passage reading. 根据所给材料回答下列三个问题： (1)该教师采用了什么教学方法?用这种方法进行词汇教学有何缺点?(10分) (2)针对该教学方法的缺点，对该教师的词汇教学提出建议。(12分) (3)列举两种常见的词汇教学模式，并简要说明。(8分)

[简答题]根据题目要求完成下列任务，用中文作答。 以下是一位老师在进行词汇教学时的情景： Step1复习(revision) 互致问候后，教师将装有彩色小图片的信封分发给各小组。 T：Open the envelopes．please．You have something nice in them．What are they? S：A green ear，a red ball，a blue plane，a yellow cat… T：What do you like? S：I like… Step 2导人(1eading—in) PPT播放歌曲，师生共同演唱。 T：Let’s sing the song“Who Is Wearing Yellow Today”． 音乐结束后，教师并没有停下来，而是改编歌词继续唱。 T：Who is wearing blue today?blue today?blue today?Who is wearing blue today? blue today? Step 3呈现(presentation) T：Who is wearing blue today? S：You are wearing blue today． T：Yes，I’m wearing blue today．I’m wearing a blue sweater now． 学生跟读：sweater，sweater，blue SWeater T：I like the blue sweater．If you like it．please say it out loud． PPT展示粉红色毛衣图片 T：Do you like the pink sweater? S：Yes，I like the pink sweater． (借助学生穿着的服装，引出jacket等新词，展开活动) T：It is too hot．I’ll take off my sweater．Please take off your iacket． (伴随动作，一次教授词组：take off，put on，hang up和put away) 根据以上所给的教学案例，回答下面问题。 (1)教师在复习、导入及呈现环节创设了不同情境，请分别对其创设方法及作用进行分析。(15分) (2)评析教师在语言学习活动中的角色。(15分)

[简答题]根据题目要求完成下列任务，用中文作答。 以下是某教师的课堂教学片段： (教师拿出若干不同颜色的礼物盒摆在桌上，然后将一个玩具汽车快速藏人其中一个盒 子里，请学生猜玩具在哪个盒子里) T：Where is the car? S：Is it in the red box? T：Maybe． T：Now let’S see where the cat is…Look!It’s in the yellow box．(教师用PPT呈现课文人物John的照片) T：Look at this photo．He’s John．He’s an American boy．He lives in our city．He studies in our school．But today he’s not in the classroom．Where is John?Guess，please! S：Is he at home? T：Maybe． S：Is he in the supermarket? T：Perhaps． S：Is he in the park? T：We don’t know．Now，let’s listen to the conversation and find out the answer． (教师用PPT呈现问题Where is John?并播放课文录音) T：Where is John? S：He’s at home． T：It’s school time．Whv is he at home? S：He is ill． T：John is ill．I’ll go and see him．Would you like to come with me? S：Yes． T：Let’s go． (教师用PPT呈现John躺在卧室床上的画面) T：Yes!He is in the bedroom．What’S the matter with him? S：He is ill． (教师组织学生做游戏操练对话的重点和难点Where is…?及其回答) 在以上材料中，教师在复习导人环节、课文教学环节、语言操练环节分别创设了不同情境，阅读后请分别对其所使用的创设方法及其在教学中的作用进行分析。

[简答题]根据题目要求完成下列任务。用中文作答。 在教授Where did you go on vacation?--课时，某教师做出如下教学设计： 2．Presentation(呈现新知识) T：(从复习中引出)Where did you go last weekend? S：1 went to… T：Where did you go on vacation last summer?Do you remember? S：1 went to…通过图片呈现单词on vacation last summer． T：Do you like to leave home and do something fun with lots of friends for a few days on vacation? S：Yes，I d0． T：Then you can go to the summer camp． 5．Listen and repeat(听音跟读) T：Now let’s listen to the tape and repeat．Please try to read like the tape． 6．Follow up(进一步扩展) T：Now it’s your turn to make up your own dialogues．Please work with your group(four students in one group)and ask each other questions about where you and your friend went on?vacation last summer． E．g．A：Hi／Hey…Where did you go on vacation? B：I?went to… A：Cool／Fantastic／…And where did…? B：He／she went to… … 根据上面的信息，从下列两个方面作答： (1)在此教学过程中，该教师是如何创设情境的?(15分) (2)除了该教师所用的创设情境的方法，创设情境还有哪些手段?(至少三种)(15分)

[简答题]根据题目要求完成下列任务，用中文作答。 用四种方法引入Christmas的课文，并举例。

[简答题]根据题目要求完成下列任务，用中文作答。 下面是某英语教师在教授The Olympic Games一课后布置的作业：? Now you have two tasks. One is to finish the listening part in workbook. The other is to find an interesting mythology about the Olympic Games and share with us tomorrow. 根据作业内容回答以下问题：? (1)该作业布置的合理吗? (2)布置作业应注意哪些事项? (3)常见的作业有哪些形式?请结合实例为本课设置新的作业形式(至少一种)。

[简答题]根据题目要求完成下列任务，用中文作答。 简述scanning的含义并举一例说明其基本用途。写出训练该项技能时的三条注意事项，? 并用英语写出两句相关的教师指令语。