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四、教學設計題(本大題共40分)
根據PEP小學英語三年級下第二單元Section B內容設計一節(jié)課的教案。
一、單項選擇題
1．B【解析】蘇格拉底問答法分為三步：第一步稱為蘇格拉底諷刺，他認為這是使人變得聰明的 一個必要的步驟，因為除非一個人很謙遜，“自知其無知”，否則他不可能學到真知；第二步稱為定義，在問答中經過反復詰難和歸納，從而得出明確的定義和概 念；第三步稱為助產術，引導學生自己進行思索，自己得出結論。
2．A【解析】班主任在班集體的組建階段，就應著手班集體的正常秩序的建立工作，特別是當接到一個教育基礎較差的班級時，首先就要做好這項工作。
3．C【解析】題干描述的是探究學習的內涵。
4．D【解析】個體身心發(fā)展的個別差異性是指個體之間的身心發(fā)展以及個體身心發(fā)展的不同方面之間，存在著發(fā)展程度和速度的不同。考生需注意的是，不平衡性主要指同一個體，而個別差異性主要指不同個體。
5．C【解析】診斷性評價指為查明學生的學習準備狀況及影響學習的因素而實施的測定。它是在形成性評價之前的評價。
6．B【解析】略。
7．B【解析】班級目標管理是指班主任與學生共同確定班級總體目標，然后轉化為小組目標和個人目標，使其與班級總體目標融為一體，形成目標體系，以此推動班級管理活動，實現(xiàn)班級目標的管理方法。它是由美國管理學家德魯克提出的。
8．B【解析】題干的描述體現(xiàn)了縱向反思的內涵。
9．A【解析】略。
10．B【解析】題干描述的課程屬于綜合課程。
11．C【解析】題干的描述體現(xiàn)了實驗法的內涵。
12．D【解析】肯定性訓練也叫自信訓練，目的是促進個人在人際關系中公開表達自己真實的情感和觀點，維護自己權益也尊重別人權益，發(fā)展人的自我肯定行為。
13．A【解析】題干描述的是場依存型認知風格的特征。
14．B【解析】最近發(fā)展區(qū)是由維果茨基提出的。
15．C【解析】陶冶教育法是教師利用環(huán)境和自身的教育因素，對學生進行潛移默化的熏陶和感染，使其在耳濡目染中受到感化的方法。 16．B【解析】聯(lián)想由某種概念而引起其他相關概念的思維形式。
17．D【解析】聽說法教學主要是通過大量的聽說活動激發(fā)學生的學習動機，實現(xiàn)良好的教學效果，這除了要求教師自身準確的發(fā)音外，還要求其自身的聽力教學修養(yǎng)。
18．D【解析】略。
19．C【解析】演示法是教師通過展示實物、直觀教具、進行示范性實驗或采取現(xiàn)代化視聽手段等，指導學生獲得知識或鞏固知識的方法。
20．D【解析】昆蟲是種類最多、數量最多的一類動物，已知種類已有100多萬種，分布廣泛。
二、簡答題(答案要點)
1．(1)教學交往策略；
(2)課堂管理策略；
(3)課堂時間管理策略。
2．(1)反思自己的教學是否真正達到了教學目標(反思教學目標)；
(2)總結精彩片段，思考失敗之處，反思教學技能(反思教學得失)；
(3)反思自己的教育教學行為是否對學生有傷害；
(4)反思教育教學是否讓不同的學生在學習上得到了不同的發(fā)展；
(5)反思是否侵犯了學生的權利；
(6)反思自己的教育教學觀念(反思教育理念)；
(7)反思自己的專業(yè)知識。
3．(1)合理安排學習的課程；
(2)在課堂教學諸環(huán)節(jié)上，也應注意疲勞的預防；
(3)確保小學生的休息、睡眠，休息是消除疲勞的重要措施；
(4)要注意小學生的營養(yǎng)問題。
三、材料分析題(答案要點)
1．(1)該班主任的做法值得肯定。后進生往往自尊心強，好勝，有上進心， 而意志薄弱。在班級管理中，該班主任能善于依靠和發(fā)揚學生自身的積極因素，以表揚、激勵為主，調動學生自我教育的積極性，啟發(fā)他們自覺思考，克服缺點，發(fā) 揚優(yōu)點，因而該班能在基礎薄弱的情況下，取得較快進步。 (2)針對該班級的特殊情況，班主任要能夠根據學生的個別差異，做好學生的個別教育工作。只有使每個學生都得到發(fā)展，班集體才能健康地發(fā)展。 2．(1)材料中的情況是我們經常遇到的，即教師戴著有色眼鏡看待優(yōu)生和差生。
(2)教師作為專門的教育者，要對所有學生一視同仁，平等對待，在看好優(yōu)生的同時，也要善于發(fā)現(xiàn)差生身上的閃光點。教師只有熱愛和尊重每一位學生，處事公道，才會贏得學生的尊重。
(3)教師在提問時要注意照顧到個別學生。運用因材施教原則，不僅要看到優(yōu)等生，也要注意到所謂的“差生”，給他們提供更多回答問題的機會。
四、教學設計題(答案要點)
1．Teaching Objectives： 1．Objective of cognition：listen and speak correctly：Who′S this boy／girl?He′S my…／She’S my…：Understand correctly and use interjections：Cool，Great，Wow；and spoken English：Really? 2．Objective of ability：apply correctly the sentence structure：Who′S this boy／girl?and answer correctly；Introduce one′S family members smoothly． 3．Objective of emotion：increase the ability of communication，cooperation，and acting among students；learn about the family members of other students．
11．Key points and Difficulty： Key points：to be familiar with and master the sentence structure：Who′’S this boy／girl? Difficulty：to apply correctly oral words：Come on!Really?and brother，really，watch and pronounce them correctly． Ⅲ．Preparations before class
1．Radio taps，pictures，headwear，wall map of teaching which are related to this class 2．A picture of one’S family members drawn by oneself 3．Four invitation lists 4．CAI courseware Ⅳ．Teaching Process Step l Warm up
1．Teacher and students say and do together as followed which they have learned in the last class：Let，s chant： A B C D E F G， Father mother and me， C D E F G A B， Sing and dance under the tree．
2．Everyday spoken dialogue Hello,How are you? How old are you? Where are you from? Nice to meet you. Purpose of design:create a relaxed and happy teaching atmosphere, grasp students'concentration, attract students to take part in activities. Greetings and dialogues between students can both shorten the distance between students and the teacher, and cultivate students' communication ability.
Step 2 Presentation 1. After spoken dialogue ,the teacher pastes“全家福”on the blackboard. The teacher introduces :This is my dad/mum/sister...on the picture. Ss (students) introduce their family members : This is my father (dad)/mother (mum)/sist'er/brother...
Game 1 :sit in the right seat The teacher shows word cards, for example:father( dad), the students find out corresponding picture immediately. Let the fastest student paste his picture on the correct place on the blackboard, and shout loudly:I'm...This is my dad. Students with better ability of expressions can further introduce with the teacher's help, for example:He's from China. He's a teacher. Purpose of design:make students have a happy experience from the very beginning by this game, so that they can forget they are learning English, and absorb the language used in the game unconsciously. 1. Sentence structure:Who's this boy/girl? The teacher pays attention on the pronunciation of "this", let students notice the difference between this and that.
T: (cite the old sentence structure) Who's that woman? Ss : She's my mother. T:Who's that man? Ss : He's my father. (cite the new sentence structure,stress the difference between this and that) T:Who's this boy? (notice the tone of the speech sounds) Ss : He's my brother. T : Who's this girl? Ss : She's my sister. Then students practise by follow:Who's this boy/girl? Boys and girls ask and answer with each other,present the result.
Purpose of design : by the function of pictures, guide the new knowledge. Using sentence as a unit has advantageto develop students' ability of applying English directly. Intimating the practice of reading language is to cultivate students' language skills and habits.
2. Sentence structure Come on! Let's watch TV. The teacher draws the frame of TV on the frame of the picture. T:Come on! (gesture) Boys and girls. Let's watch TV. (make an act as TV) Students understand ,the teacher noticesthe pronunciation of "watch". Guide students to speak out the corresponding answer. Ss : Good ! Great ! Wonderful ! Game 2 : dating
A student invites his friend to watch TV with a inviting list. As long as his friend answers one of words among Good! Great! Wonderful, his fiend can go with him. Require students to act out. S1 :Come on! XXX. Let's watch TV. S2 : Great !
Purpose of design:integrate pictures again, use circumstances to lead in the new sentence structure. Cultivate students' ability of inviting in English, and expression in process of communication. Step 3 Practice
Game 3 :practice of reorganization and reading Let students recognize and read the words on the family tree in groups, the group which reads correctly most is the winner.
Game 4 : Guess who he is? Let one student draw anyone (family member or friend) on the blackboard, the teacher reminds students of main characteristics of the person. In the game of "Let's practice" " ,the teacher points the person in the picture and asks : Is she/he your mom/dad/brother/sister....？ When asking, Teacher reminds students using "Yes, No" to answer. Notice the pronunciation of brother, sister. Example :S1 :Who's that girl? S2 : Guess ! S1 :Is she your sister? S2 : No, she's my morn. Play the radio tape, make students listen to the tape, see the wall map, and learn about some contents of the dialogue. Notice the teaching of modal particle, for example : Great ! Cool ! Really? Wow, how funny ! Step4 Assignments
1. Understand the meaning of the picture The teacher guide students to understand the meaning through guessing the meaning of picture and creating dialogue. T: Let's make dialogue A :Who's this boy? B : He's my ... Who's this boy/girl? He's my.../She's my ...
2. Teach the topic requirements, and guide operating method. Require students to label the order number of corresponding icon according to the radio contents and order. Play the radio, guide students to label the number.
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