问答题根据以下教学片段，回答问题。 案例片段：在教学时设计了以下三个片段： 片段一：为了引出“birthday”这一话题，我与学生进行了以下对话： Teacher: Excuse me, when is your birthday? Student A: On February the eleventh. Teacher: Do you know your father’s/mother’s birthday? Student A: … 片段二：在谈到切蛋糕庆祝生日时，我这样问道： Teacher: Now Helen will cut her birthday cake into pieces. Who do you think should get the first cake?同学们七嘴八舌地说开了，有的说Helen，有的说Helen’s father。 片段三：在最后布置回家作业时，我布置了这样一个开放性任务，让学生回家以后，调查家里人的生日。 问题： （1）上述教学片段是怎样体现思想性与科学性相统一的教学原则的？ （2）试述上述教学片段体现的新课改教学理念。 （3）简述如何在英语教学中体现学科的育人价值。
问答题
根据以下教学片段，回答问题。 案例片段：在教学时设计了以下三个片段： 片段一：为了引出“birthday”这一话题，我与学生进行了以下对话： Teacher: Excuse me, when is your birthday? Student A: On February the eleventh. Teacher: Do you know your father’s/mother’s birthday? Student A: … 片段二：在谈到切蛋糕庆祝生日时，我这样问道： Teacher: Now Helen will cut her birthday cake into pieces. Who do you think should get the first cake?同学们七嘴八舌地说开了，有的说Helen，有的说Helen’s father。 片段三：在最后布置回家作业时，我布置了这样一个开放性任务，让学生回家以后，调查家里人的生日。 问题： （1）上述教学片段是怎样体现思想性与科学性相统一的教学原则的？ （2）试述上述教学片段体现的新课改教学理念。 （3）简述如何在英语教学中体现学科的育人价值。
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–When is your birthday? –____________________. (A) It’s April 18th(B) It’s Sunday(C) It’s August(D) I was born in 1988
(三)综合性阅读 阅读下面短文,按要求完成下列各题。(1)Daniel was always making excuses for forgetting to do things.His usual excuse was: “ I was too busy.” or “I didn’t have time.”Daniel’s parents were worried about him.“ He shouldn’t go through life making excuses all the time.” his father said.“ No one will trust him to do anything.He won’t be able to keep a job.No sensible(明智的)girl will marry him.”(2)“I don’t know what we can do.” his mother said.“I have an idea.” his father said.“If this doesn’t work, nothing will.”The next day was Daniel’s birthday.He was really looking forward to getting exciting presents.He woke up, expecting his parents to wish him a happy birthday.But all day what they said was “Good morning, Daniel.Hurry, or you will be late for school.” There were no presents, not even a card.He was really disappointed.“Never mind.” he thought.(3) “There’ll be a surprise for me after school.” But there wasn’t.Sadly he said to his parents at dinner, “Today’s my birthday.”“Oh,” his father said.“So it is.I forgot.”“So did I.” his mother said.“How could you forget?” Daniel asked.“There must be a reason.”“Well, yes.” his father said.“We have a really good excuse for forgetting your birthday, Daniel.We didn’t remember your birthday because we were too busy.”Poor Daniel! He never had a silly excuse for not doing something again.第 16 题 请把句(1)译成汉语。_______________________________________.
根据题目要求完成下列任务，用中文作答。下面片段选自某初中英语课堂教学实录。T: Good morning, boys and girls. We talked about “The presentperfect tense” yesterday, and I hope you have got some idea about it. Do youstill remember the forms of the tense?S1: Have/Has done.T: You are right, good boy. And who can say a sentence with theform?S2: Let me try. We have learnt English for a few years.T: Very good, thank you.S3: My father have gone to Hangzhou and often tells us about itsbeautiful scenery there.T: Oh, you also remember the form, but then, where is your father?Is he still in Hangzhou or back home now?S3: Back home.T: Oh, I see, you mean your father went to Hangzhou sometime inthe past, and he has come back home from there. And since your father is notyou yourself, not I, next time you should say “My father has been to Hangzhouand often tells us about its beautiful scenery there”. OK?请根据该教学片段回答下面三个问题：(1)该教师的教学有哪些优点？写出2个即可。（8分）(2)该教师发现学生表达错误时，采取了哪四种具体的纠错方式？（8分）(3)再列出其他两种纠错方式，并各举一例说明。（14分）
根据题目要求完成下列任务，用中文作答。下列教学片段选自某高中课堂实录：T: Thank you. Look at the picture. We have learned Wang Hui's experiences in England.Today let's talk about how Wang Hui wrote the passage. Open your book and look at the passage. How many paragraphs?Ss: Five.T: Yes. Let's find out the key words of each paragraph.Ss: Way of life; something interesting ...T: Good. Look at the picture. What's the structure of the passage? A or B?Ss: (学生思考讨论) A.T: Well, Next. Let's talk about how Wang Hui wrote his life in England. The first paragraph: Wang Hui talked about ...Ss: Way of life.T: Look at the picture. What did Wang Hui say?S1: When you meet someone for the first time, you must use Mr or Mrs.S2: When you get to know better, you use their first names.阅读后回答下列问题：(1)该片段反映了教学中哪两个环节(6分)?(2)分析这两个教学环节的目的(8分)。(3)从教学有效性的角度评价这个教学片段(至少写两个要点)(16分)。
根据题目要求完成下列任务。用中文作答。下面是一节复习课中师生之间的对话片段：?Teacher: What is he doing?Student: He watching TV.Teacher: He watching TV?Student: No. He is watching TV.根据所给材料从下列三个方面作答：?(1)分析该教师的教学目的；(6分)(2)分析所采用的纠错方法；(6分)(3)举至少三个其他纠错方法，并列举说明。(18分)
以下材料是某高中老师设计的单元课教材的第一课时的教案片段：Step 1 Warming-upBefore class, T plays a song Ss are familiar with till the bell for class rings. Then T asks?Ss some questions:(1) Do you know the name of the song? (You'll Be in My Heart from the film namedTarzan, 《人猿泰山》)(2) Where do you think the song comes from?(3) Do you like the song? Why or why not? etc. Ss answer all these questions.Step 2 BrainstormingDo you know any other songs? In this way, Ss think about as many songs as possible.(续表)Step 3 DiscussionSs work in groups of 4. They talk about the songs they are interested in.Step 4 DemonstrationAfter discussion, choose one of the students in their group to report the result of their discussion.Step 5 Finding a placeT shows the map of the world. While the student is reporting the result, others shouldlisten carefully. Ask a student to find the place in the map where the song comes from.请根据所给材料回答下列问题。(1)分析该教学片段使用的教学方法以及其目的(14分)。(2)对该教学片段进行教学反思(至少从三个方面)(16分)。
根据题目要求完成下列任务，用中文作答。下面是某教师的课堂教学片段：T: What did your mum do yesterday, Wang Lin?S: My mum buyed the dress for me.T: Oh, that is nice. Your mum bought it for you, did she?S: Yes.T: Where did she buy it?S: She buyed it in town.T: Oh, she bought it in town for you. Well, it is very nice.请根据所给材料回答下列三个问题。(1)学生在对话中的语言错误是什么?(6分)(2)该教师采用什么方式来纠正学生的错误?效果如何?(12分)(3)教师还可以采用哪些方式纠错?请举例说明。(12分)
下列教学片段选自某高中课堂实录：T: Thank you. Look at the picture. We have learned Wang Hui's experiences in England.Today let's talk about how Wang Hui wrote the passage. Open your book and look at the passage. How many paragraphs?Ss: Five.T: Yes. Let's find out the key words of each paragraph.Ss: Way of life; something interesting ...T: Good. Look at the picture. What's the structure of the passage? A or B?Ss: (学生思考讨论) A.T: Well, Next. Let's talk about how Wang Hui wrote his life in England. The first paragraph: Wang Hui talked about ...Ss: Way of life.T: Look at the picture. What did Wang Hui say?S1: When you meet someone for the first time, you must use Mr or Mrs.S2: When you get to know better, you use their first names.阅读后回答下列问题：(1)该片段反映了教学中哪两个环节(6分)?(2)分析这两个教学环节的目的(8分)。(3)从教学有效性的角度评价这个教学片段(至少写两个要点)(16分)。
根据题目要求完成下列任务。用中文作答。下面是四位英语教师的英语教学片段：?Teacher AT: What day is today?S: Is Monday.T: Oh, good. It is Monday?S: Yes, it is Monday.Teacher BT: Who's this woman?S: He is ...T: Oh, not he. You should use she.Teacher CT: What did you do yesterday?S: I do my homework at home.T: Oh, great! What about you, Lin Tao?Teacher DT: All of you will be a teacher today. Please check the homework of your deskmates. When you find the mistakes, circle and correct them please.Ss: OK.(1)请分析A、B、C三位教师对待学生语言错误的方式及其利弊。(9分)(2)教师D采用了什么纠错方法?请简要说明。(5分)(3)教师在对待学生语言错误上应注意哪些关键点?(16分)
根据题目要求完成下列任务，用中文作答。下面是两位教师的课堂教学片段：Unit 1学习的是比较级，其中有三个单词：fat(ter)，strong(er)，heavy(heavier)片段一：老师甲在讲到fat这个词时，让学生来造句，有很多学生站起来，说了这样一句：Student：Li Ming is fatter than hie．Teacher：Why?Student：He’s heavier than me．全班同学哄堂大笑，这位学生很难为情，但老师下面的一句话马上将气氛缓和了过来：Teacher：But I don’t think he’S too fat．He’S stron9．片段二：老师乙在教完这一课的内容后，组织学生寻找合作对象自编对话，一名学生站了起来想找一位较胖的学生来担任“比较对象”。有一位长得胖乎乎的学生自告奋勇站起来，于是发生这样一段对话：Student l：Who is fatter than me?Student 2：I am．I am fatter than him．Teacher：Good!I think you are fatter．You are the right person!当时全班同学哄堂大笑，这位学生一脸的尴尬，一个劲地挠脑袋。请根据所给材料回答下列3个问题。(1)请比较两个教师做法的不同。(6分)(2)请评析上述教学片段。(12分)(3)试述如何培养学生积极的学习态度。(12分)
根据题目要求完成下列任务，用中文作答。下面是初中英语课堂教学导入活动中的师生对话片段，该单元的话题是“Jobs”。T: Hi, Lily. What does your mother doS: He ...T: Oh, no. Not "he", your mother is a woman. You should use "she" instead of "he". OKS: ... Er ... Mm ... (不知所措)T: Go on! What′s your mother′s jobS: He is a ...根据上面教学情境回答下列问题：(1)该教师采用了何种纠错方式效果如何你的判断依据是什么(2)该教师的纠错行为对学生的表达有何影响(3)针对该教师的纠错行为，提出两条建议。
根据题目要求完成下列任务。用中文作答。下面是某初中教师在教学一篇有关职业的课文前的活动片段。(上课铃响，教师先让学生听一首英文歌曲，然后进行下列活动)T: How do you like this song Do you know the name of this songS1: Sorry, I don′ t know.T: It′s OK. Does anybody know the name of this singerS2: His name is Robbie Williams.T: Exactly, Do you know the name of the songS2: A Better Man.T: Excellent! It′ s A Better Man. Hum, we don′ t know much about him, but he is a singer.Well, Lily, would you like to be a singer in the futureS3: No.T: What would you like to beS3: I want to be a doctor.T: (To $4) What would you like to beS4: I want to be a teacher.…(该活动持续10分钟)根据上面的信息．从下面三个方面作答：(1)指出该教学活动的环节、目的和注意事项。(2)简析教师的设计意图与方法。(3)指出该教学活动片段存在的问题。
— When is your birthday? —（）AIt’s on the 18th of MarchBI don’t know how to celebrate itCIt’s not easy tor emember itDI was born in a small village
Why didn’t you come to my birthday party yesterday? --（）A、Excuse me，my friend sent me a flowerB、Fine，I never go to birthday partiesC、Well，I don’t like birthday partiesD、Sorry，but my wife had a car accident
— When is your birthday? —（）A、It’s on the 18th of MarchB、I don’t know how to celebrate itC、It’s not easy tor emember itD、I was born in a small village
问答题根据以下教学片段，回答问题。 案例片段：在教学时设计了以下三个片段： 片段一：为了引出“birthday”这一话题，我与学生进行了以下对话： Teacher: Excuse me, when is your birthday? Student A: On February the eleventh. Teacher: Do you know your father’s/mother’s birthday? Student A: … 片段二：在谈到切蛋糕庆祝生日时，我这样问道： Teacher: Now Helen will cut her birthday cake into pieces. Who do you think should get the first cake?同学们七嘴八舌地说开了，有的说Helen，有的说Helen’s father。 片段三：在最后布置回家作业时，我布置了这样一个开放性任务，让学生回家以后，调查家里人的生日。 问题： （1）上述教学片段是怎样体现思想性与科学性相统一的教学原则的？ （2）试述上述教学片段体现的新课改教学理念。 （3）简述如何在英语教学中体现学科的育人价值。
问答题下面是四位英语教师的英语教学片段：Teacher AT: What day is today?S: Is Monday.T: Oh, gooD. It is Monday?S: Yes, it is Monday.Teacher BT: Who's this woman?S: He is ...T: Oh, not he. You should use she.Teacher CT: What did you do yesterday?S: I do my homework at home.T: Oh, great! What about you, Lin Tao?Teacher DT: All of you will be a teacher today. Please check the homework of your deskmates. When you find the mistakes, circle and correct them please.Ss: OK.（1）请分析A、B、C三位教师对待学生语言错误的方式及其利弊。(9分)（2）教师D采用了什么纠错方法?请简要说明。(5分)（3）教师在对待学生语言错误上应注意哪些关键点?(16分)
问答题根据题目要求完成下列任务。用中文作答。 下面是某初中教师在教学一篇有关职业的课文前的活动片段。 (上课铃响，教师先让学生听一首英文歌曲，然后进行下列活动) T: How do you like this song? Do you know the name of this song? S1: Sorry, I don´ t know. T: It´s OK. Does anybody know the name of this singer? S2: His name is Robbie Williams. T: Exactly, Do you know the name of the song? S2: A Better Man. T: Excellent! It´ s A Better Man. Hum, we don´ t know much about him, but he is a singer. Well, Lily, would you like to be a singer in the future? S3: No. T: What would you like to be? S3: I want to be a doctor. T: (To $4) What would you like to be? S4: I want to be a teacher. …(该活动持续10分钟) 根据上面的信息．从下面三个方面作答： (1)指出该教学活动的环节、目的和注意事项。(10分) (2)简析教师的设计意图与方法。(10分) (3)指出该教学活动片段存在的问题。(10分)
问答题下面教学片段选自两位英语教师的课堂实录（片段中T指教师，S指学生）。根据上面所给的信息，从下列三个方面作答：Teacher l: T: What did you have for breakfast this morning? S: I have a bottle of milk, an egg and two cakes. T: Oh. You should say I had a bottle of milk . . . . Read after me, please. Teacher 2: T: What did you do yesterday? S: I go to see a friend of mine yesterday. T: Oh, yes. You went to see a friend of yours yesterday. (1)学生在对话中的语言错误是什么？ (2)请就两位教师的纠错方式进行评价。 (3)课堂教学中还可以采用哪种纠错方式？请举例说明。
问答题下面是某英语教师在写作课的教学片段，阅读并回答问题。Tell students we would write an article for our favorite sports, and the topic is about sports.Show students a model article on the screen and lead them to find out the format of an article: main heading, smaller heading and the body.Run a brainstorming activity: show some pictures about the sports and the famous athletes.Ask students the questions as follows.Why are you interested in that sport?Who is your favorite athlete ?What do you do to improve your skills?Then I would ask them to have a discussion about the above questions. They can change their ideas with their partners and find out the similarities and differences. Then choose one idea to write with. After the discussion, I would pick some students to report their topics at the front.根据上面的课堂教学片段回答下面三个问题：(1)该片段属于什么教学环节？体现了哪种写作教学模式？ (2)请从写作教学原则的角度，评价该教学片段。 (3)该片段中教师的课堂角色有哪些？
单选题— When is your birthday? —（）AIt’s on the 18th of MarchBI don’t know how to celebrate itCIt’s not easy tor emember itDI was born in a small village
问答题根据题目要求完成下列任务，用中文作答。 下面是初中英语课堂教学导入活动中的师生对话片段，该单元的话题是“Jobs”。 T: Hi, Lily. What does your mother do? S: He ... T: Oh, no. Not he, your mother is a woman. You should use she instead of he. OK? S: ... Er ... Mm ... (不知所措) T: Go on! What´s your mother´s job? S: He is a ... 根据上面教学情境回答下列问题： (1)该教师采用了何种纠错方式(5分)?效果如何(2分)?你的判断依据是什么?(3分) (2)该教师的纠错行为对学生的表达有何影响?(10分) (3)针对该教师的纠错行为，提出两条建议。(10分)
问答题请根据题目要求进行教学分析。 案例片段描述： Unit 1学习的是比较级，其中有三个单词：fat(fatter)，strong(stronger)，heavy(heavier) 片段一：老师甲在讲到fat个词时，让学生来造句，有很多学生站起来，说了这样一句： Student: Li Ming is fatter than me. Teacher: Why? Student: He’s heavier than me. 全班同学哄堂大笑，这位学生很难为情，但老师下面的一句话马上将气氛缓和了过来： Teacher: But I don’t think he’s too fat. He’s strong. 片段二：老师乙在教完这一课的内容后，组织学生寻找合作对象自编对话，一名学生站了起来想找一位较胖的学生来担任“比较对象”，有一位长得胖乎乎的学生自告奋勇站起来，于是发生这样一段对话： Student 1: Who is fatter than me? Student 2: I am. I am fatter than him. Teacher: Good! I think you are fatter. You are the right person! 当时全班同学哄堂大笑，这位学生一脸的尴尬，一个劲地挠脑袋。 问题： （1）比较两个教师做法的不同。 （2）评析上述教学片段。 （3）试述如何培养学生积极的学习态度。
问答题假如你叫李华，你的美国笔友Tom上周刚过完生日。他想知道你经常和谁一起过生日，怎么过的，你收到的最喜欢的礼物是什么，以及你喜欢它的原因。请你根据他的问题回复邮件。 提示词语：cake, noodles, sing songs, make a wish, get presents ·Who do you often celebrate your birthday with? Your parents? Your friends? Or...? ·What do you usually do on your birthday? ·What is your favorite present? Why do you like it? To Tom From Li Hua Subject Birthday Hi, Tom! I’m glad that you had a nice birthday party last week.Yours,Li Hua