[简答题]下列教学片段选自某高中课堂实录： T: Thank you. Look at the picture. We have learned Wang Hui's experiences in England. Today let's talk about how Wang Hui wrote the passage. Open your book and look at the passage. How many paragraphs? Ss: Five. T: Yes. Let's find out the key words of each paragraph. Ss: Way of life; something interesting ... T: Good. Look at the picture. What's the structure of the passage? A or B? Ss: (学生思考讨论) A. T: Well, Next. Let's talk about how Wang Hui wrote his life in England. The first paragraph: Wang Hui talked about ... Ss: Way of life. T: Look at the picture. What did Wang Hui say? S1: When you meet someone for the first time, you must use Mr or Mrs. S2: When you get to know better, you use their first names. 阅读后回答下列问题： (1)该片段反映了教学中哪两个环节(6分)? (2)分析这两个教学环节的目的(8分)。 (3)从教学有效性的角度评价这个教学片段(至少写两个要点)(16分)。

[简答题]下列教学片段选自某一高中课堂实录，阅读后回答问题：? (1)该片段反映了教学中哪两个环节?(10分) (2)分析这两个教学环节的目的。(10分) (3)从教学有效性的角度评价这个教学片段(至少写两个要点)。(10分) T: Could you play games on Internet every evening, boys and girls? Ss: Sorry, I couldn't. T: On what day could you play them every week? Ss: Only on Saturday and Sunday. T: Oh!We could say you could play games twice a week. I could go visit friends on Monday and Tuesday evenings. So we could say I could visit my friends twice a week. What does TWICE here mean? Ss: It means "两次". T: Great! Then you will be divided into groups, four in one group, to make as many sentences as possible by "Could you ... every week?" and "twice a week". After 5 minutes, I'll invite one speaker out of each group to present in class.

[简答题]下列教学片段选自某高中课堂实录，阅读后回答问题。 T: Today we are going to talk about "travelling". Mike, have you ever traveled M: Yes, I have ever been to Beijing. T: When did you go there M: Last summer. T: How did you go there M: We went there by bus. T: Why did you go there by bus M: Because it isn′t too far away from here and it′ s very convenient to go there by bus. T: Good. How about you Li Ming, have you ever travelled L: Yes, I have been to Hainan last winter vacation. T: How did you go there L: I went there by plane. T: Why L: Because it′s too far from here and we can save lots of time by going there by plane. Ask more students like this. 根据上面所给信息，回答下面三个问题： (1)该片段反映了教学中哪个环节 (2)分析该教学环节的目的。 (3)从教学有效性角度评析这个片段。

[简答题]以下片段选自某课堂实录，请分析该教学片段并回答下列问题：　　 教学片段：　　 老师：同学们上午好！今天我们来讲宾语补足语。英语中，有些及物动词后接宾语时，还需要加一个词或短语来补充说明宾语的情况，这样的词或短语叫做宾语补足语。那么请大家从课文中找出几处关于宾语补足语的例句。　 e.g. Now when people refer to England you find Wales included as well.　　? So to their surprise, the three countries found themselves united.　　 同学们可以看出，例句中included是作find的宾语补足语，united是作found的宾语补足语。形容词作宾语补足语时，通常是放在make, get, find, keep, let等动词的后面。　　 接下来教师通过“辨识-拓展-理解”的步骤依次具体讲解宾语补足语的其他用法。 语法教学的课堂模式主要有哪些？教学中应该遵循哪些语法教学的原则？

[简答题]根据题目要求完成下列任务，用中文作答。 下列教学片段选自某高中课堂实录： T: Thank you. Look at the picture. We have learned Wang Hui's experiences in England. Today let's talk about how Wang Hui wrote the passage. Open your book and look at the passage. How many paragraphs? Ss: Five. T: Yes. Let's find out the key words of each paragraph. Ss: Way of life; something interesting ... T: Good. Look at the picture. What's the structure of the passage? A or B? Ss: (学生思考讨论) A. T: Well, Next. Let's talk about how Wang Hui wrote his life in England. The first paragraph: Wang Hui talked about ... Ss: Way of life. T: Look at the picture. What did Wang Hui say? S1: When you meet someone for the first time, you must use Mr or Mrs. S2: When you get to know better, you use their first names. 阅读后回答下列问题： (1)该片段反映了教学中哪两个环节(6分)? (2)分析这两个教学环节的目的(8分)。 (3)从教学有效性的角度评价这个教学片段(至少写两个要点)(16分)。

[简答题]下列教学片段选自某高中课堂实录，阅读后回答问题： T: Ok!Next, let's read the text and choose the best heading for each paragraph. Read the passage and choose the best heading for each paragraph. (5 minutes later) T: Now, who can show us the answer? S1: B, A, C, F, E. T: You are clever, but, do you have any other ideas for Paragraph 3? SI: Ohsorry, It's D. T: Excellent!Now we have known the main meaning of each paragraph. This time let's read each paragraph carefully. Then, make a group discussion and try to fill in the form. 10 minutes please. (10 minutes later.) T: Time is up. Which group wants to show your form to us? Ok, Group 1. S2: ... T: Well done. Do you agree with them? Ss: Yes! T: Ok, very good. (1)分析该教师的教学目标。(9分) (2)该教学片段属于教学中的哪个环节?请评析教师在该片段中是如何实现其教学目标的。(1 1分) (3)请评析该教师的反馈方式。(10分)

[简答题]下面片段选自某高中英语课堂教学实录。 T: Good morning, boys and girls. We talked aboutsome verbs yesterday. Now I’d like to see whether you have learned to use them.Are you ready? Ss: Yes. T: Listen! Yesterday, you were going to playfootball after school when it began to rain, so you didn’t do it. Can youdescribe it with the word “prevent”? Who would like to have a try? S1: We didn’t play football yesterday because asudden rain prevented us. T: OK. But would you please begin your sentencewith “The sudden rain…”? Who’d like to try? S2. The sudden rain prevented us to playfootball yesterday. T: Oh, you are so quick, and you are almostright. Do we say “prevent somebody to do something” or “prevent somebody…” S3: Oh. The sudden rain prevented us fromplaying football yesterday. T: Perfect. Let’s read S3’s sentence together andremember the verb pattern of “prevent”, OK? 根据该教学片段回答下面四个问题： (1)该教师采取了什么方式引出复习巩固的内容？（5分） (2)当该教师发现学生没有完全掌握所学内容时，采取了什么补救方法？(5分 (3)这种补救方法有哪两个优点？（10分） (4)该教师复习巩固所教内容还可以采用其他哪两种方法？（10分）

[简答题]根据题目要求，完成下列任务，用中文作答。 以下片段选自某课堂实录。请分析该教学片段并回答下列问题：? (1)该教师采用什么方法授课? (2)这些方法有什么利弊? T: Look. It's a rainbow. Oh, it's beautiful! What colour do you like? I like purple. SI: I like yellow. pears (T: What are they?? Ss: Pears. T: How many pears can you see? Ss: I can see ... T: Do you like pears? Ss: Yes, I do./No, I don't.) $2: I like green. --watermelons $3: I like orange. --oranges T: Look, I like pink. Can you guess? What are they?

[简答题]根据题目要求完成下列任务。用中文作答。 下列教学片段选自某初中课堂实录，阅读后回答问题：? T: Ok!Next, let's read the text and choose the best heading for each paragraph. Read the passage and choose the best heading for each paragraph. (5 minutes later) T: Now, who can show us the answer? S1: B, A, C, F, E. T: You are clever, but, do you have any other ideas for Paragraph 3? S1: Ohsorry, It's D. T: Excellent!Now we have known the main meaning of each paragraph. This time let'sread each paragraph carefully. Then, make a group discussion and try to fill in the form.10minutes please. (1O minutes later.) T: Time is up. Which group wants to show your form to us? Ok, Group 1. $2: ... T: Well done. Do you agree with them? Ss: Yes! T: Ok, very good. (1)分析该教师的教学目标。(10分) (2)该教学片段属于教学中的哪个环节?请评析教师在该片段中是如何实现其教学目标的。(10分) (3)请评析该教师的反馈方式。(10分)

[简答题]根据题目要求完成下列任务。用中文作答。 下列两个教学片段选自某初中课堂实录，阅读后回答问题。 片段一 S1：Have you ever been to Paris? $2: No, I haven't. Have you? S1: Yes. It' s wonderful. $2: How long did you stayed? S1: One week. $2: The buildings are beautiful, yes? S1: Yes, and the streets ... the river ... $2: Ah. Have you ever been in Rome? S1: Is the Neon bigger than the Chevy? $2: Yes, it is. Is the Lexus cheap than ... T: Cheap ... $2: Is the Lexus cheaper than the Chevy? $3: No, it isn't. Is the Lexus faster than the Neon? S: Yes, it is. Is prettier the Neon ... T: Is the ... (1)哪一个片段属于准确性训练，哪一个片段属于流利性训练?(6分) (2)你的判断依据是什么?(12分) (3)准确性训练和流利性训练对语言学习而言各有何利弊?(12分)

[简答题]根据题目要求完成下列任务，用中文作答。 下面片段选自某初中英语课堂教学实录。 T: Good morning, boys and girls. We talked about “The presentperfect tense” yesterday, and I hope you have got some idea about it. Do youstill remember the forms of the tense? S1: Have/Has done. T: You are right, good boy. And who can say a sentence with theform? S2: Let me try. We have learnt English for a few years. T: Very good, thank you. S3: My father have gone to Hangzhou and often tells us about itsbeautiful scenery there. T: Oh, you also remember the form, but then, where is your father?Is he still in Hangzhou or back home now? S3: Back home. T: Oh, I see, you mean your father went to Hangzhou sometime inthe past, and he has come back home from there. And since your father is notyou yourself, not I, next time you should say “My father has been to Hangzhouand often tells us about its beautiful scenery there”. OK? 请根据该教学片段回答下面三个问题： (1)该教师的教学有哪些优点？写出2个即可。（8分） (2)该教师发现学生表达错误时，采取了哪四种具体的纠错方式？（8分） (3)再列出其他两种纠错方式，并各举一例说明。（14分）

[简答题]下面是一节高中英语课堂教学片段实录。 T: Arm yourself with sunscreen, sunglasses and a hatin a period of hot weather. S1: How can you arm yourself? You already have two arms —how do you put on more? T:Can we figure out the meaning of“arm”from the text?Look for another place where the word“sunscreen”appears. S2:In this sentence:“Health experts warned people,when outside,to apply sunscreen with a sun protection factor…” S3: So I think “arm yourself” is kind of “apply”. S1: Oh, that makes sense. Is he right? T:I could answer you,but I’d like you to find out the meaning of “arm” in the dictionary. … T: Got it? Can you explain it in English? S4: Yes, it’s a verb, different from the noun“arm”, meaning to provide yourself or others with weapons or to provide what you need for a task. T: Nicely done! 根据上面提供的信息，回答下列问题： （1）该教学片段的语言教学目标和策略目标分别是什么？（8 分） （2）该教师采取了哪三种方法达成上述目标（12分） （3）该教师教学的一个优点和一个缺点分别是什么？（10分）

[简答题]案例： 以下是高中美术绘画模块“版画”的教学片段： 授课对象：高二年级学生 教学目标：了解版画的起源及分类。初步掌握一至两种版画的制作方法。 教学片段一：学习版画的起源及分类 课件出示版画起源的标题和文字介绍，教师进行阅读，并让学生进行齐读。紧接着课件出 示版画的分类：凸版画、平板画、孔版画、综合版画、电脑版画，教师通过文字和语言进行介绍，学生听，然后让学生齐读版画的分类。 教学片段二：学习版画的制作方法 课件出示版画的制作方法：①木版画的定义；②木版画的分类；③制作步骤：绘稿、板材整理、过稿、刻板、选纸、准备印刷材料、点彩、上色、铺纸、压印、干燥、整理。教师进行讲解，然后学生进行实际操作。 教学片段三：课堂评价 学生把自己的作品展示在教室的黑板画墙上，首先向同学介绍自己制作和设计的经验，然后评出自己喜欢的作品，最后由教师进行总结评价。 问题： (1)你认为教学活动片段一中教师的教学方法是否有助于学生对版画的认识和了解为什么如果是你来教学，你会采用哪些方法 (2)在学习版画的初始就安排学习制作木版画你认为是否合适为什么教会学生制作版 画除了讲解外还需要用哪些方法进行教学 (3)你认为这节课教师采用的评价方式是否适合为什么

[简答题]下面是某高中教师的课堂教学片段。 T: Just now we get to know many different sports, for example ... Ss: Weight-lifting, fencing, aerobics, triathlon, shooting ... T: Great. Now, let?s think about this question: How many types can these sports be divided into? Ss: (discuss with partners) T: For example, football, tennis, table-tennis, they belong to ... Sl: Ball games. T: Great. And then ... How about rings? Double bars? Which type of sports do they belong to? Ss: (silent) T: (write “gymnastics” on the blackboard) Now read after me ... S2: Ms Xia, how to say “kua lan” in English? It is the honor of all our Chinese people. T: Yeah, we really ought to know l10-hurdle race. By the way, which type do both running and l10-hurdle race belong to? Ss: (silent) T: Let me tell you, track and field sports. Read after me. Ss: (read after the teacher) T: Don?t forget the sports that are done in the water—the water sports. So what are the different types of sports we?ve learnt today? Ss: Ball games, gymnastics, track and field and water games. T: Excellent! 根据上面所给信息，从下列两个方面作答： (1)该片段属于什么教学环节?其教学目的是什么？ (2)该片段存在哪两个主要问题?请提出相应的改进建议。

[简答题]依据《普通高中音乐课程标准(实验)》的基本理念，对下面教学设计中的教学片段进行 评析(7 分)，并说明理由(8 分)。 【课题名称】昆曲《牡丹亭·游园》 【教学对象】高中一年级学生 【教学内容】《牡丹亭·游园》之【皂罗袍】片段 【主要目标】 体验昆曲《牡丹亭·游园》中的【皂罗袍】片段的唱词、唱腔、身段及意境，总结昆曲的主要特点和审美特征； 了解昆曲的发展状况，提升对中国传统文化的兴趣。 (其他目标略) 【课时】一课时 【教学过程片段】 (一)回顾——寻梦春秋六百年 (前略) 3.介绍《牡丹亭》的剧情。 4.板书课题——《牡丹亭·游园》之【皂罗袍】。

[简答题]依据《普通高中音乐课程标准（实验）》的基本理念，对下面教学设计中的教学片段进行评析。（15分) 【课题名称】昆曲《牡丹亭·游园》 【教学对象】高中一年级学生 【教学内容】《牡丹亭·游园》之【皂罗袍】片段 【主要目标】 体验昆曲《牡丹亭·游园》中的【皂罗袍】片段的唱词、唱腔、身段及意境，总结昆曲的主要特点和审美特征；了解昆曲的发展状况，提升对中国传统文化的兴趣。 （其他目标略） 【课时】一课时 【教学过程片段】 （一）回顾——寻梦春秋六百年 （前略) 3.介绍《牡丹亭》的剧情。 4.板书课题——《牡丹亭·游园》之【皂罗袍】 （二）唱词——典雅秀丽姑苏音 学生诵读： 原来姹紫嫣红开遍，似这般都付与断井颓垣，良辰美景奈何天，赏心乐事谁家院。朝飞幕卷，云霞翠轩，雨丝风片，烟波画船，锦屏人忒看的这韶光贱。 师问：这段词运用了哪些文学手法？描绘了什么场景？表达了怎样的心情？ 生答：（略) （三）唱腔——乐声悠扬梦回转 1.老师演唱【皂罗袍】选段，学生体会昆曲的唱腔特色（慢、柔、装饰音多)。 2.了解“曲牌”，回顾“昆山腔”的发展历史，总结“水磨调”的特点。 3.师生交流，寻找【皂罗袍】选段中比较有特色的唱腔并模仿。 4.学唱“原来姹紫嫣红开遍，似这般都付与断井颓垣”两句。 （四）表演——清歌曼妙舞蹁跹 1.完整欣赏《牡丹亭·游园》之【皂罗袍】片段。 2.模仿、体验昆曲“歌舞一体”的表演。 3.讨论并总结昆曲的表演特征——无声不歌，无动不舞。 （五）总结——幽兰雅韵千载传 师问：昆曲的审美价值体现在哪些方面？ 生答：（曲折动人的传奇故事，典雅秀丽的文辞，丰富优美的曲牌唱腔，细腻传神的身段表演，深远悠长的意境刻画。) （后略）

[简答题]以下是某高中英语教师教授短文的教学片段： (1) The teacher wrote the new vocabulary down and asked students to look them up in the dictionary. (2) The teacher explained the usage of those words in Chinese. (3) After dealing with the vocabulary, the teacher began to focus on passage reading. 根据所给材料回答下列三个问题： (1)该教师采用了什么教学方法?用这种方法进行词汇教学有何缺点?(10分) (2)针对该教学方法的缺点，对该教师的词汇教学提出建议。(12分) (3)列举两种常见的词汇教学模式，并简要说明。(8分)

[简答题]根据题目要求完成下列任务，用中文作答。 下面是某教师的课堂教学片段： T: Look at the sentences and fill in the blanks with "that" and "what". (1) She is no longer__________she used to be. (2) I lived in__________you call "Ancient Greece". (3) The result is__________he lost the game. (4) Everybody knows__________he wants to go abroad. (5) Many people don't know is the true happiness. Ss: (Do the job.) T: Now let's check the answers. (Check the answers and analyze each sentence.) T: Now please answer the following questions. Q1: What sentence component does "that" act in the clause? Q2: What sentence component does "what" act in the clause? Ss: (Discuss in pairs, think and conclude the rules.) T: Good!Here is the rule. Who can give us more examples to show the rules? Ss: ... T: Now look at the picture and make sentences by using object and predictive clauses. Ss: ... 请根据所给材料回答下列三个问题：? (1)这是课堂教学的哪两个环节?该教师在这两个阶段分别采用了哪两种语法教学方法(6分)? (2)该教师在第二个环节中使用了哪种语法操练方法?请作出简要评析(10分)。 (3)除片段中该教师采用的操练方法外，语法操练还有哪些其他方式?请简要分析(14分)。

[简答题]下面是某中学两位老师关于“天气符号”的教学片段： (1)王老师的教学片段： 教师：天气是多变的．所以我们时常要收看天气预报。为了方便大家收看天气预报．常用一些符号来表示天气特征。你们认识这些天气符号吗 先把书翻到第42页，一起来认识天气符号……接下来，老师就来考考大家，请将下列一些天气的符号和所表示天气状况连接起来。看看谁最快、最准确。 学生争着举手完成天气符号连线题。 (2)陶老师的教学片段： 教师：你们看得懂电视台播放的天气预报图吗 学生：天气预报上的天气符号有的看不懂。 教师出示“天气符号”投影片。 教师：现在请同学们展开丰富的想象，畅所欲言，这些特定的天气符号和特定的天气有何关联 学生：晴天嘛．太阳光芒四射。 学生：阴天，乌云密布看不见太阳。 学生：雪的符号真像雪花。 学生：三角形的东西砸在身上很疼，用来表示“冰雹”很形象。 学生：沙尘暴的“沙”字拼音第一个字母是“S”，而且沙尘暴是随风前进的，所以是“S”上加一个“→”来表示。 教师：同学们尽情地发挥想象力来记忆天气符号，说得非常好。下面我要提醒大家注意的是风向、风级表示的方法…… 问题：(1)初中阶段，为了加深学生对地理事物的记忆，一般可以采取哪些方法 概述两位教师对“天气符号”教学方式方法的不同点。(8分) (2)哪一位教师的教学方法更符合新课程理念 为什么 (8分)

[简答题]请观看小学高年段《落花生》教学片段，并按要求回答问题。问题（一）：请结合本教学片段评析教师的课堂提问行为。（10分) 问题（二）：试论述教师课堂提问的功能。（10分)