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四、教学设计题(本大题共40分)
根据PEP小学英语三年级下第二单元Section B内容设计一节课的教案。
一、单项选择题
1．B【解析】苏格拉底问答法分为三步：第一步称为苏格拉底讽刺，他认为这是使人变得聪明的 一个必要的步骤，因为除非一个人很谦逊，“自知其无知”，否则他不可能学到真知；第二步称为定义，在问答中经过反复诘难和归纳，从而得出明确的定义和概 念；第三步称为助产术，引导学生自己进行思索，自己得出结论。
2．A【解析】班主任在班集体的组建阶段，就应着手班集体的正常秩序的建立工作，特别是当接到一个教育基础较差的班级时，首先就要做好这项工作。
3．C【解析】题干描述的是探究学习的内涵。
4．D【解析】个体身心发展的个别差异性是指个体之间的身心发展以及个体身心发展的不同方面之间，存在着发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个体，而个别差异性主要指不同个体。
5．C【解析】诊断性评价指为查明学生的学习准备状况及影响学习的因素而实施的测定。它是在形成性评价之前的评价。
6．B【解析】略。
7．B【解析】班级目标管理是指班主任与学生共同确定班级总体目标，然后转化为小组目标和个人目标，使其与班级总体目标融为一体，形成目标体系，以此推动班级管理活动，实现班级目标的管理方法。它是由美国管理学家德鲁克提出的。
8．B【解析】题干的描述体现了纵向反思的内涵。
9．A【解析】略。
10．B【解析】题干描述的课程属于综合课程。
11．C【解析】题干的描述体现了实验法的内涵。
12．D【解析】肯定性训练也叫自信训练，目的是促进个人在人际关系中公开表达自己真实的情感和观点，维护自己权益也尊重别人权益，发展人的自我肯定行为。
13．A【解析】题干描述的是场依存型认知风格的特征。
14．B【解析】最近发展区是由维果茨基提出的。
15．C【解析】陶冶教育法是教师利用环境和自身的教育因素，对学生进行潜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】联想由某种概念而引起其他相关概念的思维形式。
17．D【解析】听说法教学主要是通过大量的听说活动激发学生的学习动机，实现良好的教学效果，这除了要求教师自身准确的发音外，还要求其自身的听力教学修养。
18．D【解析】略。
19．C【解析】演示法是教师通过展示实物、直观教具、进行示范性实验或采取现代化视听手段等，指导学生获得知识或巩固知识的方法。
20．D【解析】昆虫是种类最多、数量最多的一类动物，已知种类已有100多万种，分布广泛。
二、简答题(答案要点)
1．(1)教学交往策略；
(2)课堂管理策略；
(3)课堂时间管理策略。
2．(1)反思自己的教学是否真正达到了教学目标(反思教学目标)；
(2)总结精彩片段，思考失败之处，反思教学技能(反思教学得失)；
(3)反思自己的教育教学行为是否对学生有伤害；
(4)反思教育教学是否让不同的学生在学习上得到了不同的发展；
(5)反思是否侵犯了学生的权利；
(6)反思自己的教育教学观念(反思教育理念)；
(7)反思自己的专业知识。
3．(1)合理安排学习的课程；
(2)在课堂教学诸环节上，也应注意疲劳的预防；
(3)确保小学生的休息、睡眠，休息是消除疲劳的重要措施；
(4)要注意小学生的营养问题。
三、材料分析题(答案要点)
1．(1)该班主任的做法值得肯定。后进生往往自尊心强，好胜，有上进心， 而意志薄弱。在班级管理中，该班主任能善于依靠和发扬学生自身的积极因素，以表扬、激励为主，调动学生自我教育的积极性，启发他们自觉思考，克服缺点，发 扬优点，因而该班能在基础薄弱的情况下，取得较快进步。 (2)针对该班级的特殊情况，班主任要能够根据学生的个别差异，做好学生的个别教育工作。只有使每个学生都得到发展，班集体才能健康地发展。 2．(1)材料中的情况是我们经常遇到的，即教师戴着有色眼镜看待优生和差生。
(2)教师作为专门的教育者，要对所有学生一视同仁，平等对待，在看好优生的同时，也要善于发现差生身上的闪光点。教师只有热爱和尊重每一位学生，处事公道，才会赢得学生的尊重。
(3)教师在提问时要注意照顾到个别学生。运用因材施教原则，不仅要看到优等生，也要注意到所谓的“差生”，给他们提供更多回答问题的机会。
四、教学设计题(答案要点)
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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