2013年浙江省教师招聘考试英语（高中、初中）笔试真题

绝密 ★ 考试结束前

浙江省2013年教师招聘考试

英语（高中、初中）

课程代码：103

请考生按规定用笔将所有试题的答案涂、写在答题纸上。

选择题部分

注意事项：

1. 答题前，考生务必将自己的姓名、准考证号用黑色字迹的签字笔或钢笔填写在答题纸规定的位置上。

2. 每小题选出答案后，用2B铅笔把答题纸上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。不能答在试题卷上。

一、单项选择填空 从每题所给的A、B、C、D四个选项中，选出最佳选项（共15小题；每小题1分，满分15分）

1. _______ is known to us all is that the 2008 Olympic Games will take place in Beijing.

A. It B. What

C. As D. Which

2. The artist was born poor, _______ poor he remained all his life.

A. and B. or

C. but D. so

3. All the neighbor admire this family, _______the parents are treating their child like a friend.

A. why B. where

C. which D. that

4. I guess we’ve already talked about this before but I’ll ask you again just _______ .

A. by nature B. in return

C. in case D. by chance

5. We had three sets of garden tools and we seemed to have no use for _______.

A. noneB. either

C. anyD. each

6. The first Civil War in Britain lasted from _______ to _______ .

A. 1600…1604 B. 1642…1646

C. 1640…1644 D. 1646…1650

7. The Bible was originally written in _______ .

A. Latin B. Arabic

C. Hebrew D. English

8. Sense and Sensibility is a _______ by _______.

A. novel …Anne Bronte B. play …Jane Austen

C. novel … Jane Austen D. play … Emily Bronte

9. Which of the following item is NOT a hypothesis of Krashen’s Monitor Model?

A. the monitor hypothesis B. the natural order hypothesis

C. the critical period hypothesis D. the affective filter hypothesis

10. Which of the following words has most nearly the same meaning as the word, ORDINANCE?

A. violation B. regulation

C. accident D. jam

11. _______ 是英语课程的出发点和归宿。

A.知识的传授 B.学生的发展

C.语言的运用 D.习惯的养成

12. Which of the following statements is wrong about communicative language teaching?

A. CLT attends to structure and form more than meaning.

B. Communicative competence is the desired goal.

C. Intrinsic motivation will spring from an interest in what is being communicated by the language.

D. Contextualization is a basic premise.

13. Which of the following items is a focus of while-reading stage?

A. focusing on pooling students’ existing knowledge about the topic

B. focusing on getting the students familiarized with the culture and social background knowledge relevant to the reading text

C. focusing on producing language based on what they learned

D. focusing on process of understanding

14. Which of the following is wrong about receptive knowledge of a word?

A. It involves knowing the word signals a particular meaning.

B. It involves being able to use it to make yourself understood in communication.

C. It involves being able to recognize the word when it is met in reading.

D. It involves being able to recognize the word when it is heard.

15. Pennington proposes a synthesis approach to grammatical pedagogy. She considers that grammar teaching should have four emphases, which can serve as guidelines for teaching grammar. Judge which of the following is not one of them.

A. integrative B. constructive        C. collocational        D. contextual

二、完形填空 阅读下面短文，掌握其大意，然后从各题所给的四个选项中，选出最佳选项。（共10小题；每小题1分，满分10分）

The party began shortly after Mr. Wood, who lived in the flat below, signed to himself as he heard excited voices and the noisy music. Luckily he had  16  some work home from the office,   17  he kept himself busy for a couple of hours, thus managing to pay no attention to the noise  18 . But by eleven o’clock he felt tired and was ready to go to bed, though from his earlier experience he knew it was  19  trying to get to sleep. He undressed and lay for a while on the bed, trying to read, but he found himself reading the same page over and over again. He then turned off the light and  20  his head in the pillow. But  21  he could not shut off the noise, finally, after  22  seemed hours, his patience was gone. He jumped out of bed, put on some clothing, marched firmly up the stairs, and walked into his neighbor’s flat. The owner of the flat, who  23  him in his dressing gown, came across the room and,  24  Mr. Wood could say anything, cried, “My dear fellow, come and join us. I know our parties  25  you, I meant to send you an invitation.” Mr. Wood’s anger disappeared then and there. He said, “I’d better go and get dressed.” Minutes later, he returned, properly dressed, only to find that the party was nearly over.

16. A. taken          B. carried          C. brought      D. fetched

17. A. with which     B. from which       C. where           D. when

18. A. outside        B. overhead         C. downstairs        D. nearby

19. A. useless        B. necessary        C. possible           D. helpful

20. A. buried        B. rested            C. shook            D. turned

21. A. till then       B. worse still        C. strange enough     D. even so

22. A. it            B. what            C. that               D. which

23. A. made fun of    B. stared at        C. was angry with      D. caught sight of

24. A. as            B. before            C. though          D. until

25. A. may trouble    B. would trouble      C. may bother       D. must bother

三、阅读理解 阅读下面的短文，从每题所给的四个选项A、B、C、D中，选出最佳选项。（共10小题；每小题1分，满分10分）

（一）

We can begin our discussion of “population as global issue” with what most persons mean when they discuss “the population problem”： too many people on earth and a too rapid increase in the number added each year. The facts are not in dispute. It was quite right to employ the analogy that likened demographic growth to “a long, thin powder fuse that burns steadily and haltingly until it finally reaches the charge and explodes.”

To understand the current situation, which is characterized by rapid increases in population， it is necessary to understand the history of population trends. Rapid growth is a comparatively recent phenomenon. Looking back at the 8,000 years of demographic history, we find that populations have been virtually stable or growing very slightly for most of human history. For most of our ancestors, life was hard, often nasty, and very short. There was high fertility in most places, but this was usually balanced by high mortality. For most of human history, it was seldom the case that one in ten persons would live past forty, while infancy and childhood were especially risky periods. Often, societies were in clear danger of extinction because death rates could exceed their birthrates. Thus, the population problem throughout most of history was how to prevent extinction of the human race. This pattern is important to notice. Not only does it put the current problems of demographic growth into a historical perspective, but it suggests that the cause of rapid increase in population in recent years is not a sudden enthusiasm for more children， but an improvement in the conditions that traditionally have caused high mortality. Demographic history can be divided into two major periods: a time of long, slow growth which extended from about 8,000 BC. till approximately AD. 1650. In the first period of some 9600 years, the population increased from some 8 million to 500 million in 1650. Between 1650 and the present， the population has increased from 500 million to more than 4 billion. And it is estimated that by the year 2000 there will be 6.2 billion people throughout the world. One way to appreciate this dramatic difference in such abstract numbers is to reduce the time frame to something that is more manageable. Between 8000BC and 1650, an average of only 50,000 persons was being added annually to the worlds population each year. At present， this number is added every six hours. The increase is about 80,000,000 persons annually.

26.During the first period of demographic history，societies were often in danger of extinction because

A. only one in ten persons could live past 40.

B. there was higher mortality than fertility in most places.

C. it was too dangerous to have babies due to the poor conditions.

D. our ancestors had little enthusiasm for more children.

27.The author of the passage intends to

A. warn people against the population explosion in the near future.

B. compare the demographic growth pattern in the past with that after 1650.

C. find out the cause for rapid increase in population in recent years.

D. present us a clear and complete picture of the demographic growth.

（二）

Why the inductive and mathematical sciences, after their first rapid development at the culmination of Greek civilization, advanced so slowly for two thousand years and why in the following two hundred years a knowledge of natural and mathematical science has accumulated, which so vastly exceeds all that was previously known that these sciences may be justly regarded as the products of our own times-are questions which have interested the modern philosopher not less than the objects with which these sciences are more immediately conversant. Was it the employment of a new method of research, or in the exercise of greater virtue in the use of the old methods, that this singular modern phenomenon had its origin? Was the long period one of arrested development, and is the modern era one of normal growth? Or should we ascribe the characteristics of both periods to so-called historical accidents-to the influence of conjunctions in circumstances of which no explanation is possible, save in the omnipotence and wisdom of a guiding Providence?

The explanation which has become commonplace, that the ancients employed deduction chiefly in their scientific inquiries, while the moderns employ induction, proves to be too narrow, and fails upon close examination to point with sufficient distinctness the contrast that is evident between ancient and modern scientific doctrines and inquiries. For all knowledge is founded on observation, and proceeds from this by analysis, by synthesis and analysis, by induction and deduction, and if possible by verification, or by new appeals to observation under the guidance of deduction-by steps which are indeed correlative parts of one method; and the ancient sciences afford examples of every one of these methods, or parts of one method, which have been generalized from the examples of science.

A failure to employ or to employ adequately any one of these partial methods, an imperfection in the arts and resources of observation and experiment, carelessness in observation, neglect of relevant facts, by appeal to experiment and observation-these are the faults which cause all failures to ascertain truth, whether among the ancients or the moderns; but this statement does not explain why the modern is possessed of a greater virtue, and by what means he attained his superiority. Much less does it explain the sudden growth of science in recent times.

The attempt to discover the explanation of this phenomenon in the antithesis of “facts” and “theories” or “facts” and “ideas”-in the neglect among the ancients of the former, and their too exclusive attention to the latter-proves also to be too narrow, as well as open to the charge of vagueness. For in the first place, the antithesis is not complete. Facts and theories are not coordinate species. Theories, if true, are facts-a particular class of facts indeed, generally complex, and if a logical connection subsists between their constituents, have all the positive attributes of theories.

Nevertheless, this distinction, however inadequate it may be to explain the source of true method in science, is well founded, and connotes an important character in true method. A fact is a proposition of simple. A theory, on the other hand, if true has all the characteristics of a fact, except that its verification is possible only by indirect, remote, and difficult means. To convert theories into facts is to add simple verification, and the theory thus acquires the full characteristics of a fact.

28. The title that best expresses the ideas of this passage is

A. Philosophy of mathematics. B. The Recent Growth in Science.

C. The Verification of Facts. D. Methods of Scientific Inquiry.

29. The difference between “fact” and “theory”

A. is that the latter needs confirmation.

B. rests on the simplicity of the former.

C. is the difference between the modern scientists and the ancient Greeks.

D. helps us to understand the deductive method.

30. The statement “Theories are facts” may be called

A. a metaphor.           B. a paradox.

C. an appraisal of the inductive and deductive methods.        D. a pun.

（三）

Joy and sadness are experienced by people in all cultures around the world, but how can we tell when other people are happy or despondent? It turns out that the expression of many emotions may be universal. Smiling is apparently a universal sign of friendliness and approval. Baring the teeth in a hostile way, as noted by Charles Darwin in the nineteenth century, may be a universe sign of anger. As the originator of the theory of evolution, Darwin believed that the universal recognition of facial expressions would have survival value. For example, facial expressions could signal the approach of enemies (or friends) in the absence of language.

Most investigators concur that certain facial expressions suggest the same emotions in a people. Moreover, people in diverse cultures recognize the emotions manifested by the facial expressions. In classic research Paul Ekman took photographs of people exhibiting the emotions of anger, disgust, fear, happiness, and sadness. He then asked people around the world to indicate what emotions were being depicted in them. Those queried ranged from European college students to members of the Fore, a tribe that dwells in the New Guinea highlands. All groups including the Fore, who had almost no contact with Western culture, agreed on the portrayed emotions. The Fore also displayed familiar facial expressions when asked how they would respond if they were the characters in stories that called for basic emotional responses. Ekman and his colleagues more recently obtained similar results in a study of ten cultures in which participants were permitted to report that multiple emotions were shown by facial expressions. The participants generally agreed on which two emotions were being shown and which emotion was more intense.

Psychological researchers generally recognize that facial expressions reflect emotional states. In fact, various emotional states give rise to certain patterns of electrical activity in the facial muscles and in the brain. The facial-feedback hypothesis argues, however, that the causal relationship between emotions and facial expressions can also work in the opposite direction. According to this hypothesis, signals from the facial muscles (“feedback”) are sent back to emotion centers of the brain, and so a person’s facial expression can influence that person’s emotional state. Consider Darwin’s words: “The free expression by outward signs of an emotion intensifies it. On the other hand, the repression, as far as possible, of all outward signs softens our emotions.” Can smiling give rise to feelings of good will, for example, and frowning to anger?

Psychological research has given rise to some interesting findings concerning the facial-feedback hypothesis. Causing participants in experiments to smile, for example, leads them to report more positive feelings and to rate cartoons (humorous drawings of people or situations) as being more humorous. When they are caused to frown, they rate cartoons as being more aggressive.

What are the possible links between facial expressions and emotion? One link is arousal, which is the level of activity or preparedness for activity in an organism. Intense contraction of facial muscles, such as those used in signifying fear, heightens arousal. Self-perception of heightened arousal then leads to heightened emotional activity. Other links may involve changes in brain temperature and the release of neurotransmitters (substances that transmit nerve impulses.) The contraction of facial muscles both influences the internal emotional state and reflects it. Ekman has found that the so-called Duchenne smile, which is characterized by “crow’s feet” wrinkles around the eyes and a subtle drop in the eye cover fold so that the skin above the eye moves down slightly toward the eyeball, can lead to pleasant feelings.

Ekman’s observation may be relevant to the British expression “keep a stiff upper lip” as a recommendation for handling stress. It might be that a “stiff” lip suppresses emotional response-as long as the lip is not quivering with fear or tension. But when the emotion that leads to stiffening the lip is more intense, and involves strong muscle tension, facial feedback may heighten emotional response.

31. The word despondent in the passage is closest in meaning to

A. curious          B. unhappy       C. thoughtful         D. uncertain

32. The author mentions “Baring the teeth in a hostile way” in order to

A. differentiate one possible meaning of a particular facial expression from other meanings of it

B. support Darwin’s theory of evolution

C. provide an example of a facial expression whose meaning is widely understood

D. contrast a facial expression that is easily understood with other facial expressions

33. According to the passage, what did Darwin believe would happen to human emotions that were not expressed?

A. They would become less intense. B. They would last longer than usual.

C. They would cause problems later. D. They would become more negative.

（四）

Social circumstances in Early Modern England mostly served to repress women’s voices. Patriarchal culture and institutions constructed them as chaste, silent, obedient, and subordinate. At the beginning of the 17th century, the ideology of patriarchy, political absolutism, and gender hierarchy were reaffirmed powerfully by King James in The Trew Law of Free Monarchie and the Basilikon Doron; by that ideology the absolute power of God the supreme patriarch was seen to be imaged in the absolute monarch of the state and in the husband and father of a family. Accordingly, a woman’s subjection, first to her father and then to her husband, imaged the subjection of English people to their monarch, and of all Christians to God. Also, the period saw an outpouring of repressive or overtly misogynist sermons, tracts, and plays, detailing women’s physical and mental defects, spiritual evils, rebelliousness, shrewishness, and natural inferiority to men.

Yet some social and cultural conditions served to empower women. During the Elizabethan era (1558-1603) the culture was dominated by a powerful Queen, who provided an impressive female example though she left scant cultural space for other women. Elizabethan women writers began to produce original texts but were occupied chiefly with translation. In the 17th century, however, various circumstances enabled women to write original texts in some numbers. For one thing, some counterweight to patriarchy was provided by female communities-mothers and daughters, extended kinship networks, close female friends, the separate court of Queen Anne (King James’ consort) and her often oppositional masques and political activities. For another, most of these women had a reasonably good education (modern languages, history, literature, religion, music, occasionally Latin) and some apparently found in romances and histories more expansive terms for imagining women’s lives. Also, representation of vigorous and rebellious female characters in literature and especially on the stage no doubt helped to undermine any monolithic social construct of women’s mature and role.

Most important, perhaps, was the radical potential inherent in the Protestant insistence on every Christian’s immediate relationship with God and primary responsibility to follow his or her individual conscience. There is plenty of support in St Paul’s epistles and elsewhere in the Bible for patriarchy and a wife’s subjection to her husband, but some texts (notably Galatians 3:28) inscribe a very different politics, promoting women’s spiritual equality: “There is neither Jew nor Greek, there is neither bond nor free, there is neither male nor female: for ye are all one in Jesus Christ.” Such texts encouraged some women to claim the support of God the supreme patriarch against the various earthly patriarchs who claimed to stand toward them in his stead.

There is also the gap or slippage between ideology and common experience. English women throughout the 17th century exercised a good deal of accrual power: as managers of estates in their husbands’ absences at court or on military and diplomatic missions; as members of guilds; as wives and mothers who apex during the English Civil War and Interregnum (1640-60) as the execution of the King and the attendant disruption of social hierarchies led many women to seize new roles-as preachers, as prophetesses, as deputies for exiled royalist husbands, as writers of religious and political tracts.

34. What did the Queen Elizabeth do for the women in culture?

A. She set an impressive female example to follow.     B. She dominated the culture.

C. She did little.                                 D. She allowed women to translate something.

35. What did the religion do for the women?

A. It did nothing.          B. It too asked women to be obedient except some texts.

C. It supported women.     D. It appealed to the God.

非选择题部分

注意事项：

用黑色字迹的签字笔或钢笔将答案写在答题纸上，不能答在试题卷上。

四、填空题（共5小题；每小题1分，满分5分）

36. ZPD refers to _______.

37. According to the National English Curriculum, “language” is an essential component of overall language ability and “language” comprises phonetics, grammar, vocabulary, topics and _______.

38. _______ means to read to locate specific information.

39. _______ are those that the answers are already known to the teacher and they are used for checking if students know the answers.

40. _______ is based on information collected in the classroom during the teaching process for the purposes of improving teaching and learning, therefore, it is sometimes termed as classroom assessment as well.

五、翻译题 把下面的句子翻译成为英文。（共5小题；每小题1分，满分5分）

41. 对很多人来说房子好像是最重要的。

42. 我想让你现在去寄信。

43. 你要哪个就拿哪个。

44. 她要是能来就好了！

45. 你越用功，你就越好。

六、翻译题 将下面短文翻译成中文。 （共1小题；满分5分）

46.     Objectives are sometimes stated as things which the instructor is to do; as for example, to present the theory of evolution, to demonstrate the nature of inductive proof, to present the Romantic poets, to introduce four-part harmony. These statements may indicate what the instructor plans to do; but they are not really statements of educational ends. Since the real purpose of education is not to have the instructor perform certain activities but to bring about significant changes in the students’ patterns of behavior, it becomes important to recognize that any statement of the objectives of the school should be a statement of changes to take place in students. Given such a statement, it is then possible to infer the kinds of activities which the instructor might carry on in an effort to attain the objectives-that is, in an effort to bring about the desired changes in the student. The difficulty of an objective stated in the form of activities to be carried on by the teacher lies in the fact that there is no way of judging whether these activities should really be carried on. They are not the ultimate purposes of the educational program and are not, therefore, really the objectives. Hence, although objectives are often stated in terms of activities to be carried on by the instructor, this formal statement operates as a kind of circular reasoning which does not provide a satisfactory guide to the further steps of selecting materials and devising teaching procedures for the curriculum.

七、简答题 (共3小题；每小题5分，满分15分)

47. Hedge认为交际能力（communicative competence）主要由五部分能力构成，请简要介绍之。(注：用英文作答)

48. 请简述阅读教学的三种模式。(注：用英文作答)

49. 为了克服教学目标陈述的含糊性，R.E.Mager发展了行为目标的陈述技术。请介绍行为目标陈述的ABCD规则并举例说明。(注：用中文作答)

八、书面表达 （共1题，满分10分）

50. 下表是对某中学高三（1）班50个学生健康问题的调查表。请根据表格内容，综述学生当前存在的健康问题，并就中学生如何保持身心健康提出自己的建议。

问题类型学习焦虑逆反心理缺乏交往睡眠不足缺乏锻炼视力不佳

人数352015402535

比例70%40%30%80%50%70%

要求：

（1）词数150左右；

（2）可根据内容要点适当增加细节，使行文连贯；

（3）开头已经给出，不计字数。

As is apparently shown in the chart above, many high school students have problems both physically and mentally, __________________________________________________________.

九、写作 （共1题；满分10分）

51. Some students like classes where teachers lecture (do all of the talking) in class. Other students prefer classes where the students do some of the talking. Which type of class do you prefer? Give specific reasons and details to support your choice and write an essay around 300 words to show your idea.

十、论述题 (注：用英文作答)（共1题，满分15分）

52. 请从方法的理论依据（approach）、课程设计（design）、课堂教学程序（procedure）三个方面论述听说法和交际法的差异。

绝密★启用前    秘密★启用后

浙江省2013年教师招聘考试

英语（高中、初中）试题参考答案及评分标准

课程代码：103

一、单项选择题（共15小题；每小题1分，满分15分）

1.B2.A3.B4.D5.C

6.B7.C8.C9.C10.B

11.B12.A13.D14.B15.A

二、完形填空（共10小题；每小题1分，满分10分）

16.C17.A18.B19.A20.A

21.D22.B23.D24.B25.B

三、阅读理解（共10小题；每小题1分，满分10分）

26.B27.D28.D29.A30.B

31.B32.C33.A34.C35.B

四、填空题（共5小题；每小题1分，满分5分）

36. Zone of Proximal Development

37. functions

38. Scanning

39. Display questions

40. Formative assessment

五、翻译题（共5小题；每小题1分，满分5分）

41. It seems to most people that houses are the most important.

42. I’d rather you posted the letter right now.

43. Take whichever you want.

44. If only she could come!

45. The harder you work on it, the better you’ll be at it.

六、翻译题（共1小题；满分5分）

46.参考译文：

目标有时被陈述为要教师去做的事情，例如：介绍进化论，演示归纳证明的性质，介绍浪漫主义诗人，介绍四部和声等。这些陈述可能会指出教师计划做什么，但他们实际上并非在陈述教育的目标。既然真正的教育目标并不是要教师从事某些活动，而是让学生的行为模式发生显著的改变，那么，意识到任何对学校目标的陈述应该都是对学生应发生的改变的陈述，就显得很重要了。有了这样的陈述，就有可能推断出教师为试图达到教育目标--亦即努力让学生发生期望中的改变--而可能开展的活动种类了。以教师开展的活动为形式来陈述教育目标，其难点在于实际上没办法判断这些活动是否确实应该开展。它们并非教育计划的最终目标，因此，也就不是真正的教育目标。这样，尽管目标常常以教师所开展的活动为方式来陈述，但是这种正规陈述操作起来好似一种循环推理，并不能为进一步选择教学材料、设计这门课程的教学程序提供令人满意的指导。

七、简答题 (共3小题；每小题5分，满分15分)

47.In Hedge’s view, communicative competence consists of five main components, which are linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency. Linguistic competence ‘is concerned with knowledge of the language itself, its form and meaning’. More specifically, it involves spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure, and semantics.(1分) Pragmatic competence is concerned with the appropriate use of the language in social context. That is to say, the choice of the vocabulary and structure depends on the setting, the relative status of the speakers, and their relationships.(1分) Discourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them. In other words, it is one’s ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse.(1分) Strategic competence is similar to communication strategies. It refers to strategies one employs when there is communication breakdown due to lack of resources. One can compensate for this by searching for other means of expression, such as using a similar phrase, using gestures, or using a longer explanation.(1分) Fluency means one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitation’.(1分)

48. The way one teaches reading always reflects the way one understands reading the reading process. Some teachers teach reading by introducing new vocabulary and structures first and then going over the text sentence by sentence and paragraph by paragraph with the students. This is then followed by questions and answers to check comprehension. Also a lot of time is spent on having students read aloud the text. This way of teaching reflects the belief that reading comprehension is based on the mastery of the new words and new structures as well as a lot of reading aloud practice.(1分) It basically follows a linear process from the recognition of letters to words to phrases, to sentences, to paragraphs, and then to the meaning of the whole text. This way of teaching is known to follow a bottom-up model. (1分)

However, a different view believes that one’s background knowledge plays a more important role than new words and new structures in reading comprehension. Therefore, it is believed that in teaching reading, the teacher should teach the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page. This process is said to follow the top-down model. (1分)

The current theory views reading as an interactive process. That is to say, the brain receives visual information and at the same time, interprets or reconstructs the meaning the writer had in mind when he wrote the text. This process does not only involve the printed page but also the reader’s knowledge of the language in general, of the world, and the text type. During the process of reading, all these factors interact with each other and compensate for each other.(1分) To be more concrete, during the reading process, our mind by interacting with the printed page-its words, sentences, as well as the context it provides can be stimulated and a proper schema will be activated allow us to relate the incoming information to already known information.(1分)

49.梅杰（Mager）认为教学目标是要他人知道你打算让学生做到什么的词汇和图表的集合。教学目标描述的是预期结果，而不是达成结果的过程；教学目标应该是精细的和测量的，而不是宽泛的和模糊的。教学目标关注的是学生（能做到什么），而不是教师（怎么做）。一个合格的教学目应具有四个组成部分：对象（Audience）、行为（Behavior）、条件（Condition）、标准（Degree）。（1分）

对象（Audience）：教学目标的表述中应明确教学对象。需要强调的是，此处的对象一定是学习者，而不是施教者。例如，多数学生经过操练后能比较流利地朗读本单元Activity 5中的对话；30%左右的学生能脱离书本表演。（1分）

行为（Behavior）：行为是对学习者应能做什么的描述。编写行为时，教师可以问自己：学习者做出哪些行为时可以证明他们达到教学目标的要求。例如，全体学生能正确认读、听懂理解一下单词：cinema, film, film star, stadium, football match, football team 等；90%左右的学生能正确拼写这些单词。（1分）

条件（Condition）：由于期望学生做出那些行为总是在一定条件下完成的，所以教学目标应包括条件的表述。条件表示学习者完成规定行为时所处的情境，说明在评价学习者的学习结果时，应在哪种情况下评价。例如，全体学生能根据教师提供的分层情景，两人或多人一组编出一段关于“邀请”的对话，并在全班展示交流。（1分）

标准（Degree）：标准是行为完成质量可接受的最低程度的测量依据。对行为标准做出具体描述，以使教学目标更具有可测性。例如，全体学生能将关于食品的英文单词按蔬菜、水果、饮料、肉类等进行分类，至少90%分得正确。（1分）

需要补充一点的是，在教学实践，教学目标的四个组成部分并不是一个不能少的。除了行为表述这一基本部分外，对象、条件和标准都是可选内容时，可以省略不写。

八、书面表达 （本大题10分）

50.      评分标准：

9-10分 （优秀级别）

内容切题、完整；结构严谨，重点突出，条理清楚；语法、拼写正确，语言通顺，表达得体。

8分 （良好级别）

内容比较切题、完整；结构比较严谨，重点比较突出，条理比较清楚；语法较正确，有个别语法、拼写错误，语言比较通顺，表达比较得体。

7分（中等级别）

内容尚为切题、完整；结构尚为严谨，重点尚为突出，条理尚为清楚；语法尚为正确，但有一些不严重的语法、拼写错误；语言尚为通顺，表达基本得体。

6分（及格级别）

内容基本切题、完整；结构基本严谨，重点基本突出，条理基本清楚；语法基本正确，但有较多不严重的语法、拼写错误；语言基本通顺，表达不够得体。

5分以下（不及格级别）

内容不切题、不完整；重点不突出，条理不清楚；有较多的严重语法、拼写错误；语言不通顺，表达不得体。

参考范文：

As is apparently shown in the chart above, the students in this class are facing both physical and mental problems at the same time, with 80% of them lacking sleep and 70% of them having learning anxiety as well as poor eyesight. Coming next is the lack of physical exercise. 40% of the students surveyed won’t obey their parents or teachers. In addition, Still fewer claim not to have enough communication with others.

As far as I am concerned, we students should balance our physical exercise and studies. Just as a saying goes: “All work and no play makes Jack a dull boy,” without a sound body, one cannot achieve what he wants finally. However, too much attention has been paid only to studies. Therefore, I suggest we be given less homework and more time for out-of-classroom activities to solve all the problems. Only in this way can we lead a happy and healthy life.

九、写作 （共1题；满分10分）

51.

评分标准：

9-10分 （优秀级别）

内容切题、完整；结构严谨，重点突出，条理清楚；语法、拼写正确，语言通顺，表达得体。

8分 （良好级别）

内容比较切题、完整；结构比较严谨，重点比较突出，条理比较清楚；语法较正确，有个别语法、拼写错误，语言比较通顺，表达比较得体。

7分（中等级别）

内容尚为切题、完整；结构尚为严谨，重点尚为突出，条理尚为清楚；语法尚为正确，但有一些不严重的语法、拼写错误；语言尚为通顺，表达基本得体。

6分（及格级别）

内容基本切题、完整；结构基本严谨，重点基本突出，条理基本清楚；语法基本正确，但有较多不严重的语法、拼写错误；语言基本通顺，表达不够得体。

5分以下（不及格级别）

内容不切题、不完整；重点不突出，条理不清楚；有较多的严重语法、拼写错误；语言不通顺，表达不得体。

参考例文：

There are basically two types of classes in universities, in which teachers lecture and in which the students do some of the talking. Both teaching and learning approaches are valuable and have relative merits.

Classes that are dominated by teachers’ lectures may benefits students in several ways. First of all, lectures can communicate the intrinsic interest of the subject matter. The speaker can convey personal enthusiasm in a way that no book or other media can. Enthusiasm stimulates interest, and interested, stimulated people tend to learn more. Moreover, lectures in university settings can provide students with role models of scholars in action. The professor’s way of approaching knowledge can be demonstrated for students to emulate. Furthermore, lectures can organize material in a special way. They may provide a faster, simpler method of presenting information to an audience with its own special needs. Lectures are particularly useful for students who read poorly or who are unable to organize print material.

On the other hand, lecture approaches also have some relevant weaknesses. For example, the lecture often puts students in a passive rather than an active role. As is often the case, passivity can hinder learning. At the same time, most lectures assume that all students are learning at the same pace and at the same level of understanding, which is hardly ever true. Especially, Lectures place the burden of organizing and synthesizing content solely on the lecturer. They are not well suited to higher levels of learning such as application, analysis, and synthesis. Lectures require an effective speaker who can vary tone, pitch, and pace of delivery. Lecturers must be verbally fluent, a skill that is not stressed nor learned in many PhD programs and is, in general, distributed unevenly among people. Lectures are therefore sometimes not well suited to complex, detailed, or abstract material.

In summary, Lecturing is probably the oldest teaching method and remains the most common form of instruction, despite the fact that some research has shown that lecturing is ineffective, especially if not combined with some alternative style of teaching. In fact, Lecturing is very appropriate for some goals and very inappropriate for others. And at the same time, the counterpart - the approach that allows students to participate discussions is equally non-universal. Therefore, I can hardly simply say that I prefer either approach, I think the choice should depend on circumstances including various influents such as the subject that is to learn, the depth that needs to explore, the quality that the lecturer or the discussing group have.

十、论述题 （共1题，满分15分）

52.Suggestions for scoring the issue: it can be evaluated mainly from the following aspects, professional knowledge and its application(analysis and synthesis)(9分), the skills of argumentation(4分), format(2分) ect. The following content is only concerning with the potential professional knowledge needed in this task.

I. approach(2分)

The theory of language underlying Audiolingualism is the structural theory of language and the learning theory underlying Audiolingualism is behaviorism. However, the Communicative Approach in language teaching starts from a theory of language as communication. Some of the characteristics of this communicative view of language follow: 1.Language is system for the expression of meaning. 2. The primary function of language is to allow interaction and communication. 3. The structure of language reflects its functional and communicative uses. 4. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse. The theory of learning underlying CLT is less discussed, but the elements of underlying learning theory can be discerned in the three principles of CLT, the first of which is the communication principle: activities that involve real communication promote learning, the second of which is the task principle: activities in which language is used for carrying out meaningful tasks promoting learning and the third of which is the meaningful principle: language that is meaningful to the learner supports the learning process.

II. design（5分）

(1) Objectives

Objectives include training in listening comprehension, accurate pronunciation, recognition of speech symbols in writing and language as native speaker uses it. However, the goal of CLT is to develop students’ communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.

(2) The syllabus

Audiolingualism is a linguistic, or structure-based, approach to language teaching. The starting point is a linguistic syllabus, which contains the key items of phonology, morphology, and syntax of the language arranged according to their order of presentation. However, the syllabus for CLT available now are various such as notional-functional syllabus and task-based syllabus ect.

(3) Types of learning and teaching activities

Dialogues and drills form the basis of audiolingual classroom practices. Dialogue provide the means of contextualizing key structures and illustrate situations in which structures might be used as well as some cultural aspects of the target language. Dialogues are used for repetition and memorization. Correct pronunciation, stress, rhythm, and intonation are emphasized. After a dialogue has been presented and memorized, specific grammatical patterns in the dialogue are selected and become the focus of various kinds of drill and pattern-practice exercises. However, communicative activities can be distinguished into two types, functional communication activities and social interactional activities.

(4) The learner roles

Learners are viewed as organisms that can be directed by skilled training techniques to produce correct responses. In accordance with behaviorist learning theory, teaching focuses on the external manifestations of learning rather than on the internal processes. Learners play a reactive role by responding to stimuli, and thus have little control over the content, pace, or style of learning. They are not encouraged to initiate interaction, because this may lead to mistakes. The emphasis in CLT on the process of communication, rather than mastery of language forms, leads to different roles from those found in more traditional second language classrooms, such as the role of learner as a negotiator.

(5) The teacher roles

In Audiolingualism, the teacher’s role is central and active; it is a teacher-dominated method. The teacher models the target language, controls the direction and pace of learning, and monitors and corrects the learners’ performance. The teacher must keep the learners attentive by varying drills and tasks and choosing relevant situations to practice structures. Language learning is seen to result from active verbal interaction between the teacher and the learners. However, several important roles assumed for teachers in CLT include facilitator, an independent participant, needs analyst, counselor and group process manager.

(6) The roles of instructional material

Instructional materials in the Audioligualism assist the teacher to develop language mastery in the learner. They are primarily teacher-oriented. Tape recorders and audiovisual equipment often have central roles in an audiolingual course and a language laboratory may also be considered essential.

A wide variety of materials have been used to support communicative approaches to language teaching. Materials have the primary role of promoting communicative language use. The materials can be text-based, task-based and realia ect.

III. procedure （2分）

The focus of instruction is on immediate and accurate speech; there is little provision for grammatical explanation or talking about the language. As far as possible, the target language is used as the medium of instruction, and translation or use of the native language is discouraged. In a typical audioligual lesson, the following procedures would be observed:

(1) Students first hear a model dialogue containing the key structures that are the focus of the lesson.

(2) the dialogue is adapted to the students’ interest or situation, through changing certain key words or phrases.

(3) certain key structures from the dialogue are selected and used as the basis for pattern drills of different kinds. These are first practiced in chorus and then individually.

(4) the students may refer to their textbook, and follow-up reading, writing, or vocabulary activities based on the dialogue may be introduced.

(5) follow-up activities may take place in the language laboratory, where further dialogue and drill work is carried out.

A sequence of activities provided by Littlewood can reflect the methodological procedures of CLT are presented in the following, pre-communicative activities(structural activities and quasi-communicative activities) and communicative activities(functional communication activities and social interaction activities).