二、 簡答題(本大題共1小題，共20分)
根據(jù)題目要求完成下列任務(wù)，用中文作答。
31. 簡述教學(xué)日志(teachingjournal)的含義(5分)和三個作用(9分)，并列出教師撰寫教學(xué)日志的三點注意事項。(6分)
(1)含義：教學(xué)日志是教師積極主動地對自己的教學(xué)活動中具有反思和研究價值的經(jīng)驗所進行的持續(xù)而真實的記錄和描寫，并在此基礎(chǔ)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(yè)發(fā)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(xué)假定，改善教學(xué)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(xué)思想。
④促進自主學(xué)習(xí)，提高理論修養(yǎng)。
⑤體驗發(fā)現(xiàn)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(xué)日志所描述的事件必須是自己親身經(jīng)歷的，而不是來自某一文獻或他人的傳說．以保證教學(xué)日志的獨特性與原創(chuàng)性。
②要注意敘事性。教學(xué)日志是教育敘事研究的一種范式，它記述的是一個教學(xué)事件從發(fā)生、發(fā)展到對結(jié)果進行反思的過程。因此教學(xué)日志要以教學(xué)事件為載體。
③要注意啟示性。教學(xué)日志記錄教學(xué)事件不能只是關(guān)注事件本身，而應(yīng)注意教學(xué)事件所承載的思想。
④要注意典型性。教學(xué)日志記錄的應(yīng)當是對自己和他人有思想啟迪的事件。教師應(yīng)當對各種教學(xué)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(xué)日志是較理想的，因為現(xiàn)實的教學(xué)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(xué)情境分析題
32.下面是一位高中英語教師進行詞匯教學(xué)的課堂板書。
結(jié)合圖示回答下面三個問題：
(1)圖1和圖2體現(xiàn)了詞匯教學(xué)的哪兩種方法?(10分)
(2)這兩種詞匯教學(xué)方法各有什么優(yōu)缺點?(10分)
(3)這兩種教學(xué)方法遵循了詞匯教學(xué)的哪兩個原則?(10分)
(1)詞匯教學(xué)方法：
圖1體現(xiàn)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(xué)生記憶單詞的用法．
圖2體現(xiàn)了聯(lián)想式教學(xué)法。教師通過給出關(guān)鍵詞或某一主題，激發(fā)學(xué)生對相關(guān)主題詞匯的聯(lián)想和提取．以達到詞匯記憶的目的．
(2)詞語搭配法的優(yōu)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(xué)生對單詞的記憶；第二，有利于學(xué)生達到運用單詞的目的，提高學(xué)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(xué)生對英語詞匯學(xué)習(xí)的思維定勢。
聯(lián)想式教學(xué)法的優(yōu)點：第一，有利于激發(fā)學(xué)生的想象，激活思維，促進學(xué)生對關(guān)鍵詞的思考。第二，有利于激發(fā)學(xué)生學(xué)習(xí)英語的興趣，擴大學(xué)生的詞匯量。
該方法的缺點：學(xué)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(xué)方法遵循了詞匯教學(xué)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(xué)生由詞成句，由句成篇，最終達到運用語言的目的。
②聯(lián)想式教學(xué)法遵循了系統(tǒng)性原則：詞匯教學(xué)時教師要注意給學(xué)生展示詞匯之間的系統(tǒng)性、聯(lián)系性。使學(xué)生建構(gòu)知識網(wǎng)絡(luò)，理解記憶單詞，達到更好的學(xué)習(xí)效果。
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)：閱讀下面學(xué)生信息和語言素材，設(shè)計20分鐘的英語寫作教學(xué)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(xué)時間：20分鐘
學(xué)生概況：某城鎮(zhèn)普通中學(xué)高中一年級學(xué)生，班級人數(shù)40人。多數(shù)學(xué)生已經(jīng)達到《普通高中英語課程標準(實驗)》五級水平。學(xué)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(shè)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.)
