二、 簡答題(本大題共1小題，共20分)
根據題目要求完成下列任務，用中文作答。
31. 簡述教學日志(teachingjournal)的含義(5分)和三個作用(9分)，并列出教師撰寫教學日志的三點注意事項。(6分)
(1)含義：教學日志是教師積極主動地對自己的教學活動中具有反思和研究價值的經驗所進行的持續而真實的記錄和描寫，并在此基礎上對其進行批判的理解和認識，從而不斷更新觀念、增長技能．促進自身專業發展的一種手段和方法．也是一種對教師個人認識與思維的研究．
(2)作用：
①檢驗教學假定，改善教學行為。
②促進教師交流，利于成果分享。
③促進深入思考，形成教學思想。
④促進自主學習，提高理論修養。
⑤體驗發現過程，提高工作樂趣。
(考生能選取其中三個方面作答即可。)
(3)注意事項：
①要注意親歷性。親歷性要求教學日志所描述的事件必須是自己親身經歷的，而不是來自某一文獻或他人的傳說．以保證教學日志的獨特性與原創性。
②要注意敘事性。教學日志是教育敘事研究的一種范式，它記述的是一個教學事件從發生、發展到對結果進行反思的過程。因此教學日志要以教學事件為載體。
③要注意啟示性。教學日志記錄教學事件不能只是關注事件本身，而應注意教學事件所承載的思想。
④要注意典型性。教學日志記錄的應當是對自己和他人有思想啟迪的事件。教師應當對各種教學事件進行精心的選擇和甄別．選擇有價值的事件進行記錄。
⑤要注意即時性。課后立即寫教學日志是較理想的，因為現實的教學活動還鮮活地存在大腦里．很多當時的認識、感受和情景還沒有遺忘。
(考生能選取其中三個方面作答即可。)
三、教學情境分析題
32.下面是一位高中英語教師進行詞匯教學的課堂板書。
結合圖示回答下面三個問題：
(1)圖1和圖2體現了詞匯教學的哪兩種方法?(10分)
(2)這兩種詞匯教學方法各有什么優缺點?(10分)
(3)這兩種教學方法遵循了詞匯教學的哪兩個原則?(10分)
(1)詞匯教學方法：
圖1體現了詞語搭配法。通過將左欄的形容詞與右欄的名詞組成詞塊進行記憶．如將a black與cat進行搭配組成ablack cat詞塊、更有利于學生記憶單詞的用法．
圖2體現了聯想式教學法。教師通過給出關鍵詞或某一主題，激發學生對相關主題詞匯的聯想和提取．以達到詞匯記憶的目的．
(2)詞語搭配法的優點：第一，避免了記憶孤立、單詞難度過大的問題，搭配組成詞塊便于學生對單詞的記憶；第二，有利于學生達到運用單詞的目的，提高學生對單詞的搭配能力。
該方法的缺點：只給出一組的詞語搭配容易造成學生對英語詞匯學習的思維定勢。
聯想式教學法的優點：第一，有利于激發學生的想象，激活思維，促進學生對關鍵詞的思考。第二，有利于激發學生學習英語的興趣，擴大學生的詞匯量。
該方法的缺點：學生從記憶中提取單個單詞，并不能理解單詞運用的方法，只能記住概念。
(3)這兩種教學方法遵循了詞匯教學的兩個原則：
①詞語搭配法遵循了運用性原則：在教授單詞時．通過運用性原則可以將孤立的單詞組成詞塊而在語言輸出時得以運用，利于學生由詞成句，由句成篇，最終達到運用語言的目的。
②聯想式教學法遵循了系統性原則：詞匯教學時教師要注意給學生展示詞匯之間的系統性、聯系性。使學生建構知識網絡，理解記憶單詞，達到更好的學習效果。
四、教學設計題(本大題1小題，40分)
根據提供的信息和語言素材設計教學方案，用英文作答。
33．設計任務：閱讀下面學生信息和語言素材，設計20分鐘的英語寫作教學方案。
教案沒有固定格式，但必須包含下列要點：
· teaching objectives
·teaching contents
·key and difficult points
·major steps and time allocation
· activities and justifications
教學時間：20分鐘
學生概況：某城鎮普通中學高中一年級學生，班級人數40人。多數學生已經達到《普通高中英語課程標準(實驗)》五級水平。學生課堂參與積極性一般。
語言素材：
Dear Zhou Kai,
How are you? We' re doing a class survey and I have to write emails to all my pen friends in other countries. I hope you don' t mind answering these questions.
1 Do most adults smoke in China?
2 In most states in the US, it is now against the law to smoke in public buildings, such as banks and offices, on public transport and in restaurants and cafes. Is it the same in China?
3 Is the government planning to change the law about smoking in public?
Hope you can answer my three questions!
Best wishes,
Paul
【參考設計】
Teaching Contents: This lesson is from senior high school, and it mainly talks about the adult smoking issues.
Paul is making a survey on adult smoking, so he writes emails to all his pen friends in other countries to seek for help.
Teaching Objectives:
(1) Knowledge objectives
① Students can master the basic structure of an email.
② Students can get more information about smoking issues in China.
(2) Ability objectives
①Students can improve their writing and speaking abilities.
② Students can express their opinion about the smoking issues in daily life.
(3) Emotional objectives
① Students can foster the interest and desire of learning English, and be fond of taking part in class activities.
② Students can get the awareness of avoiding smoking and keeping a good health.
Teaching Key and Difficult Points:
(1) Teaching key point
Students can get to know how to write an email to analyze the phenomenon of smoking in China.
(2) Teaching difficult point
Students can organize their survey results to write an email.
Major Steps:
Step 1 Pre-writing (9 minutes)
(1) Teacher shows the email of Paul on the screen, and asks students to read it with two questions:
①What are the questions of Paul?
② What' s the basic structure of an email?
Students have three minutes to finish the task and share their answers.
(2) Teacher chooses two students to read their answers for the first question, and then helps students to summarize the structure of an email: the starting address, the main body and the ending wishes.
(3) Four students in a group to help Paul to finish his survey. They need express their ideas for Paul's questions and then exchange with the whole class.
(4) Teacher invites several groups to write down their findings on the blackboard, and asks students to arrange the writing contents.
(Justification: Group discussion can strengthen their cooperative spirit and their imaginative ability can be developed. Moreover students will get the ability to write an email to express their ideas.)
Step 2 While-writing (6 minutes)
Students need to write an email to answer Paul' s questions of adult smoking, and they have four minutes to finish their first draft. While their writing, teacher will give the instructions for their problems.
(Justification: Students will cultivate their ability of writing an article within certain minutes and their good writing habits will be formed as well.)
Step 3 Post-writing (5 minutes)
(1) Students need to check their draft by themselves and then exchange with desk-mates to do peer-editing.
(2) Teacher asks three students to read their email in front of the class and then gives them some comments.
(Justification: Editing can provide a perfect writing for students, meanwhile the comments will help students learn more from others and improve their writing ability promptly.)
