2012高师试题(二级)答案

第六届全国中学英语教师教学技能大赛暨 2012年全国高师学生英语教师职业技能竞赛（二级）初赛试 参考 第一卷 英语语言技能部分 （计 70分，共六部分） I. 1—5 CBCAB 6—10 BCCBC 11. effort and money 12. knowledge of language 13. the fundamental components 14. impossible circumstances 15. the inappropriate methodology II. 16—20 DCAAC 21—25 ABCCB III. 26. acquiring 27. need 28. qualified 29. implicit 30. internalization 31. competence 32. experience 33. process 34. target 35. whether IV. 36. good 37. childish 38. subjects 39. thoughts 40. writing 41. EAP is a branch of ESP. 42. Classification of computer applications in language teaching and learning. 43. Mechanical exercises to practice language forms is the main focus of the structural phase, while meaningful interaction between students is the main purpose of the cognitive phase. 44. Materials which have an explicit teaching role. 45. Through the computers which are integrated into the teaching and learning process. V. 46. 研究一些典型的语言教学途径，检测它们是否符合这个原则很有意义。 47. 任何可能使语言学习变得简单、省时一些或者更容易成功的过程都应该小心对待。 48. Different people have different views on the same problem, therefore solutions are different. 49. Schools should set the students蒺 full development as their own objectives. VI. 50. Ommited. 写作评分原则： 员援 本题总分为 12分。按三个档次给分。 圆援 评分时，先根据文章的内容和语言初步确定其所属档次，然后以该档次的要求来衡量，确定或调整 本档次，最后给分。 猿援 作文词数少于或多于规定词数 20词的，从总分中减去 1分。 源援 如书写较差，以致影响阅卷，将分数降低一个档次。 附：各档次的分数范围和要求： 第一档（好）：9—12分 完全完成了试题规定的要求，覆盖所有内容要点，符合英语表达习惯, 应用了较多的语法结构和词 汇，没有语法和词汇运用错误，具备较强的语言能力，完全达到了预期的写作目的。 第二档（中）：5—8分 基本完成了试题规定的要求，应用的语法结构和词汇能满足题目的要求，符合英语表达习惯, 稍有语 1- - 法和词汇运用错误，基本达到了预期的写作目的。 第三档（差）：1—4分 未恰当完成试题规定的要求，漏掉内容要点，未描述清楚主要内容，写了一些无关内容，有语法和词 汇运用错误，影响了对写作内容的理解，信息未能清楚地传达给读者。 第二卷 英语教学技能部分 （计 80分，共五部分） 一、51—55 CACAC 56—60 BCACB 61—65 BCBAB 66—70 BBCBA 二、71—75 姨伊伊姨姨 76—80 伊伊姨姨伊 81—85 伊姨伊伊姨 三、86. 简单句；并列句；复合句 87. 二；五；七 88. 成绩测试；水平测试；诊断测试 89. 自下而上的模式；自上而下的模式；互动模式 90. 自变量/刺激变量；因变量/反应变量；控制变量 四、（省略） 五、（省略） 2- - The 6th National Teaching Skills Contest for Secondary English Teachers and English Majors of Normal Universities（Band 2） (Tapescripts) Part I. Listening Comprehension Section A Dialogues In this section, you will hear five short dialogues. Choose the best answer to each question. The dialogues will be read only once. 1. W: Will you need a pick-up service when you arrive? Our hotel offers that for free. M: Sounds great! But my brother will meet me at the airport. So, thanks. W: All right! Have a good journey! 2. M: Excuse me, but can I return this jacket, please? W: Sure! Er... can I ask what蒺s wrong with it? W: Oh, yeah. It蒺s a little bit tight when I wear a sweater as well. 3. W: Hey, Paul! How are you doing? Did you finish your essay on teaching methods? M: Oh, my! I totally forgot that! When are we supposed to submit it? W: Take it easy. We need to submit it next Monday. 4. M: Jenny, I heard that you蒺re applying for a position in the University of Leeds, is that true? W: Well... yes. I incidentally visited their website and saw the information that they need an English teacher for IELTS training. So I uploaded my CV and will see if there is any possibility. M: Good. I hope you get it. 5. M: Hi, Rose. What are you reading? Is that a German grammar book? W: Yeah. I蒺m trying to teach myself some German, because I蒺m going to Cologne next semester. M: What蒺s the reason for this sudden interest in Germany? W: Well, actually I was planning to take some courses about medieval architecture, and it was said that Cologne is the best in that field. Section B Conversation In this section, you will hear one long conversation. Choose the best answer to each question. The conversation will be read only once. W: Good morning, listeners. Today I蒺d like to introduce our guest speaker George Allen from the British Coun原 cil, who is going to talk to us about living in the UK. George, over to you. M: Thank you. As you are no doubt aware the UK is becoming a popular destination for people who wish to study at university, so what I蒺d like to do is, well, just to give you listeners an insight into what living in the UK is really like, you know, what to expect when you get there and the cost of living, as well as what to 3- - do before you arrive in the UK. W: What do students have to consider first before they go? M: Finance, of course. Britain is quite an expensive place to live. Therefore, you need to consider costs very carefully. And one of the major expenses is tuition fees. University courses range from about 5,000 pounds to 8,000 pounds, depending on the type of course. W: What is the climate like in the UK? M: Britain is famous for its bad weather and for good reasons. It rains often in the UK, and even in the summer it can still be quite cold. So take plenty of warm clothes with you. You can, of course, buy warm clothes when you are there, and indeed, they don蒺t have to be too expensive if you go to a local market. But taking your own is, of course, a cheaper option. W: You bet. George, some listeners are anxious about food there. Is it really unpleasant? M: Many people who visit the UK often find the food rather boring and uninteresting. This is because, general原 ly, people don蒺t use spices in their cooking. Nevertheless, some of the food, I must say, is actually rather good. And the cheapest places to eat are often local pubs, where they serve excellent home-cooked food, as well as serving as the centre of social life in most towns and cities in the UK. W: Besides local pubs, are there coffee shops as well? M: You know the UK is a great tea drinking nation. Therefore, don蒺t expect to find too many American style coffee shops. There are, of course, many to be found in big cities such as London, but tea shops, as they are called, are much more common. W: What do people do for recreation after study or work? M: There is excellent nightlife in Britain. All the major cities such as Manchester, Birmingham and Liverpool have a centre of cultural activities. However, you may think London has the best nightlife. But Manchester, I must say, tops the bill. However, if you prefer a quieter life then I would certainly recommend the south原 west of England. W: So students need to get well prepared for everything you talked about just now, but where can they find de原 tailed information on them? M: Well, a good guide book is necessary. It should contain maps and information about where to go and what to do. The Internet is also a valuable source of information. My main advice, of course, is to contact the u原 niversity accommodation office. Tell them when and where you will arrive and ask them how to get to the u原 niversity from the airport. W: George, you have given us valuable advice on living in the UK. It蒺s very beneficial to our listeners. Thanks a lot. M: It蒺s my pleasure. And welcome to the UK. Section C Monologue In this section, you will hear a linguistics expert, Michael Swan, talking about his opinions on language teach原 ing. Complete the notes in one to three words for each blank. The passage will be read only once. When I started in ELT, you had to know how to teach grammar, pronunciation, vocabulary and the“four skills”. We have come a very long way since then, and this is all to the good; but there really is an awful lot to know about. The landscape has become extremely complicated, and doesn蒺t seem to have much in the way of maps—it is not nearly as easy as it used to be to see where we are going and how to get there. Does it matter? Perhaps not. The world is full of language learners who travel hopefully without arriving, and these learners are not generally pleased. Language learning and teaching costs time, effort and money, and it is reasonable to ex原 4- - pect a product—a knowledge of a language—as a result. A language course should, therefore, contain the es原 sential elements which will make this result possible. What are these elements? The topics listed above may all contribute usefully to more effective learning and teaching, but they do not in themselves constitutive of a lan原 guage course. We need to know what the fundamental components are that actually make language teaching work. Language teaching takes place, of course, in a vast variety of contexts, and there are very great differences between these. One thing that is common to all situations, though, is that teaching and learning can fail—things can go wrong. Essentially, this can happen for three reasons. One is that teachers and learners may simply be working under impossible circumstances: there may be far too little time for effective teaching, or classes may be dominated by undisciplined students who are determined not to learn. The second reason for failure is that teachers may just not be doing things right: the methodology may be so inappropriate, or the quality of the teaching is so poor, that no significant learning is possible. Thirdly—and this is what I want to focus on— teachers may not be doing the right things. What are these right things? In what follows, I shall offer a suggested answer to this question—a map, so to speak, showing what I think are the main roads through the complicated language—teaching terrain. I must stress that this is a personal view, not based on empirical research, and scarcely to be dignified with the name of “theory”. It does, however, derive from many years of practical involvement in, and thought about, language teaching. This is the end of Part I. Now please transfer your answers to your answer sheet. 5- -