一、单项选择题(本大题共20小题，每小题2分，共40分)
在每小题列出的四个备选项中选择一个最佳答案。
1. The similarity between the English consonants/p/,/b/,and/m/is that they are all_________.
A. fricative
B. plosive
C. labial-dental
D. bilabial
2. Which of the following is a back vowel in English?
A./ ɜː/
B./ ɔ:/
C./ ʌ/
D./e/
3. There is only one playground slide in this school, so the students have to take _________ to use it.
A. turns
B. the turn
C. a turn
D. the turns
4. Out of everyone's expectation, Johnson suddenly returned _________ a rainy night.
A. at
B. in
C. on
D. during
5. She_________ it very well when she described her younger brother as "brilliant but lazy".
A. put
B. made
C. assumed
D. interpreted
6. We don't think possible to master a foreign language without much memory work.
A. this
B. that
C. its
D. it
7. _________the same mistakes in the annual financial report again made his boss very angry.
A. His having made
B. He having made
C. He had made
D. He has made
8. I would have told him the answer, but I _________so busy then.
A. had been
B. were
C. was
D. would be
9. The use of the expression "I won't bore you with all the details..." indicates that people usually observe the_________Maxim in their daily conversations.
A. Quantity
B. Quality
C. Relevance
D. Manner
10. Which of the following is an evaluative move used by a teacher in class to comment on students’performance?
A. Initiation move.
B. Follow-up move.
C. Framing move.
D. Repair move.
11. Which of the following activities is NOT typical of the Task-Based Language Teaching method?
A. Problem-solving activities.
B. Opinion exchange activities.
C. Information-gap activities.
D. Pattern practice activities.
12. If a teacher shows students how to do an activity before they start doing it, he/she is using the technique of_________.
A. presentation
B. demonstration
C. elicitation
D. evaluation
13. When a teacher asks students to discuss how a text is organized, he/she is most likely to help them_________.
A. evaluate the content of the text
B. analyze the structure of the passage
C. understand the intention of the writer
D. distinguish the fact from the opinions
14. Which of the following practices can encourage students to read an article critically?
A. Evaluating its point of view.
B. Finding out the facts.
C. Finding detailed information.
D. Doing translation exercises.
15. Which of the following is a display question used by teachers in class?
A. If you were the girl in the story, would you behave like her?
B. Do you like the story Girl the Thumb, why or why not?
C. Do you agree that the girl was a kind-hearted person?
D. What happened to the girl at the end of the story?
16. Which of the following would a teacher encourage students to do in order to develop their cognitive strategies ?
A. To make a study plan.
B. To summarize a story.
C. To read a text aloud.
D. To do pattern drills.
17. Which of the following exercises would a teacher most probably use if he/she wants to help students de- velop their discourse competence.
A. Paraphrasing sentences.
B. Translating sentences.
C. Unscrambling sentences.
D. Transforming sentences.
18. The advantages of pair and group work include all of the following EXCEPT_________.
A. interaction with peers
B. variety and dynamism
C. an increase in language practice
D. opportunities to guarantee accuracy
19. Which of the following should a teacher avoid when his/her focus is on developing students' ability to use words appropriately?
A. Teaching both the spoken and written form.
B. Teaching words in context and giving examples.
C. Presenting the form, meaning, and use of a word.
D. Asking students to memorize bilingual word lists.
20. Which of the following practices is most likely to encourage students' cooperation in learning?
A. Doing a project.
B. Having a dictation.
C. Taking a test.
D. Copying a text.
阅读Passage l，完成21～25小题。
Passage 1
In recent years, however, society has come to understand the limitations of schools that merely sort and rank students. We have discovered that students in the bottom one-third to one-half of the rank order—plus all who drop out before being ranked--fail to develop the foundational reading, writing, and mathematical proficiencies needed to survive in, let alone contribute to, an increasingly technically complex and ethnically diverse culture. So today, in asking schools to leave no child behind, society is asking that educators raise up the bottom of the rank-order distribution to a specified level of competence. We call those expectations our"academic achievement standards". Every state has them, and, as a matter of public policy, schools are to be held accountable for making sure that all students meet them.
To be clear, the mission of sorting has not been eliminated from the schooling process. For the foresee-able future, students will still be ranked at the end of high school. However, society now dictates that such a celebration of differences in amount learned must start at a certain minimum level of achievement for all.
The implications of this change in mission for the role of assessment are profound. Assessment and grad-ing procedures designed to permit only a few students to succeed ( those at the top of the rank-order distribu-tion) must now be revised to permit the possibility that all students could succeed at some appropriate level.
Furthermore, procedures that permitted( perhaps even encouraged)some students to give up in hopelessness and to stop trying must now be replaced by others that promote hope and continuous effort. In short, the entire emotional environment surrounding the prospect of being evaluated must change, especially for perennial low achievers.
The students' mission is no longer merely to beat other students in the achievement race. At least part of their goal must be to become competent. Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards.
The driving dynamic force for students cannot merely be competition for an artificial scarcity of success.
Because all students can and must succeed in meeting standards, cooperation and collaboration must come into play. The driving forces must be confidence, optimism, and persistence--for all, not just for some. All students must come to believe that they can succeed at learning if they try. They must have continuous access to evidence of what they believe to be credible academic success, however small. This new understanding has spawned increased interest in formative assessment in recent years.
21. What do the "academic achievement standards" in Paragraph 1 refer to?
A. The driving dynamic forces for all students who need to survive in society.
B. Confidence, optimism, and persistence that students need in order to succeed.
C. Differentiated levels of competence specified for students with different abilities.
D. The missions of students who want to beat others in their achievement race in school.
22. Which of the following would happen due to the change in mission for the role of assessment?
A. Most students would achieve a certain level of academic success.
B. Educators would raise up the bottom of the rank-order distribution.
C. Teachers would help low achievers to beat high achievers successfully.
D. Schools would eliminate sorting and ranking from the schooling process.
23. Which of the following is closest in meaning to the underlined word "accommodate" in Paragraph 4?
A. Adapt.
B. Match.
C. Accept.
D. Understand.
24. Which is meant by the author about the emotional promise of assessment for students?
A. To reach a minimum level of achievement.
B. To build up their confidence in success.
C. To enable them to compete with others.
D. To help them realize their goals.
25. Which of the following is likely to be the title of this passage?
A. Formative Assessment
B. Success in Meeting Standards
C. A New Mission of Assessment
D. Limitations of Current School Ranking
阅读Passage 2，完成26—30小题。
Passage 2
The subject of ballads, books and films, Robin Hood has proven to be one of popular culture's most en-during folk heroes. Over the course of 700 years, the outlaw from Nottinghamshire who robs the rich to give to the poor has emerged as one of the most enduring folk heroes in popular culture--and one of the most versa-tile. But how has the legend of Sherwood Forest's merry outlaws evolved over time7 Did a real Robin Hood inspire these classic tales?
Beginning in the lSth century and perhaps even earlier,Christian revelers in certain parts of England celebrated May Day with plays and games involving a Robin Hood figure with near-religious significance. In the 19th century,writer-illustrators like Howard Pyle adapted the traditional tales for children, popularizing them in the United States and around the world. More recently, bringing Robin to the silver screen has be-come a rite of passage for directors ranging from Michael Curtiz and Ridley Scott to Terry Gilliam and Mel Brooks.
Throughout Robin's existence, writers, performers and filmmakers have probed their imaginations for new incarnations that resonate with their respective audiences. In 14th-century England,where agrarian discontent had begun to chip away at the feudal system, he appears as an anti-establishment rebel who murders govern-ment agents and wealthy landowners. Later variations from times of less social upheaval dispense with the gore and cast Robin as a dispossessed aristocrat with a heart of gold and a love interest, Maid Marian.
Academics, meanwhile, have combed the historical record for evidence of a real Robin Hood. English le-gal records suggest that, as early as the 13th century, "Robehod," "Rabunhod" and other variations had be-come common epithets for criminals. But what had inspired these nicknames:a fictional tale, an infamous bandit or an amalgam of both? The first literary references to Robin Hood appear in a series of 14th- and 15th-century ballads about a violent yeoman who lived in Sherwood Forest with his men and frequently clashed with the Sheriff of Nottingham. Rather than a peasant, knight or fallen noble, as in later versions, the protagonist of these medieval stories is a commoner. Little John and Will Scarlet are part of this Robin's"merry" crew--meaning, at the time, an outlaw's gang--but Maid Marian, Friar Tuck and Alan-a-Dale would not enter the legend until later, possibly as part of the May Day rituals.
While most contemporary scholars have failed to turn up solid clues, medieval chroniclers took for gran-ted that a historical Robin Hood lived and breathed during the 12th or 13th century. The details of their ac- counts vary widely, however, placing him in conflicting regions and eras. Not until John Major's History of Greater Britain( 1521 ) ,for example, is he depicted as a follower of King Richard ,one of his defining charac-teristics in modern times.
We may never know for sure whether Robin Hood ever existed outside the verses of ballads and pages of books. And even if we did, fans, young and old, would still surely flock to England's Nottinghamshire region for a tour of the legend's alleged former hangouts, from centuries-old pubs to the Major Oak in Sherwood Forest. What we do know is that the notion of a brave rebel who lives on the outskirts of society, fighting injustice and oppression with his band of companions, has universal appeal--whether he's played by Erroll Flynn,Russell Crowe or even,as on a 1979 episode of "The Muppet Show," Kermit the Frog.
26. Which of the following is closest in meaning to the underlined phrase"a rite of passage"in Paragraph 2?
A. A milestone event.
B. A top agenda.
C. A religious ceremony.
D. A privileged right.
27. Which of the following is true about Maid Marian according to the passage?
A. A woman with a good heart.
B. A woman Robin Hood loved.
C. A woman Robin Hood helped.
D. A woman studying Robin Hood legend.
28. Which of the following has been a defining characteristics of Robin Hood since the sixteenth century ac- cording to the passage?
A. A religious celebrity.
B. A versatile aristocrat.
C. A supporter of King Richard.
D. A beloved robber in Nottinghazn.
29. Which of the following methods is used by the author in elaborating his points?
A. Quotation.
B. Contrast and comparison.
C. Classification.
D. Rhetorical question.
30. Which of the following is a proper title for the passage?
A. The Real Robin Hood
B. The Fictional Robin Hood
C. The Figurative Robin Hood
D. The Imaginary Robin Hood
二、简答题(本大题1小题，20分)
根据题目要求完成下列任务，用中文作答。
31．简述英语校内课外活动的三个主要作用(6分)，列出四种活动形式(8分)，并写出教师组织课外活动的三点注意事项。(6分)
三、教学情境分析题(本大题，1小题，30分)
根据题目要求完成下列任务，用中文作答。
32．下面片段来自某初中英语课堂教学实录。
T:Good morning, boys and girls. We talked about "The present perfect tense" yesterday, and I hope you have got some idea about it. Do you still remember the forms of the tense?
S1 : Have/Has done.
T:You are right, good boy. And who can say a sentence with the form?
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 its beautiful 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 in the past. And he has come back home from there. And since your father is not you yourself, not I, next time you should say "My father has been to Hangzhou and 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)
四、教学设计题(本大题1小题，40分)
根据提供的信息和语言素材设计教学方案，用英文作答。
33．设计任务：请阅读下面学生信息和语言素材，设计15分钟的英语听说教学方案。该教案没有固定格式，但必须包含下列要点：
● teaching objectives
● teaching contents
●key and difficult points
●major steps and time allocation
● activities and justifications
教学时间：l5分钟
学生概况：某城镇普通中学七年级(初中一年级)学生，班级人数40人。多数学生已达到《义务教育英语课程标准》(2011年版)二级水平，学生课堂参与积极性不高。
语言素材：
Hi! I am Tony. I don't like to get up early. In the morning I get up at eight. Then I go to school at eight thirty. I don't have much time for breakfast, so I usually eat very quickly. For lunch. I usually eat hamburgers. After school, I sometimes play basketball for half an hour. When I get home, I always do my homework first. In the evening I either watch TV or play computer games. At ten thirty, I brush my teeth and then I go to bed.
Mary is my sister. She usually gets up at six thirty. Then she always takes a shower and eats a good breakfast. After that, she goes to school at eight thirty. At twelve, she eats lots of fruit and vegetables for lunch. After lunch she sometimes plays volleyball. She always eats ice-cream after dinner. She knows it's not good for her, but it tastes good! In the evening, she does her homework and usually swims or takes a walk. At nine thirty, she goes to bed.
一、单项选择题
1．D【解析】／p／，／b／，／in／，／w／都属于双唇音。
2．B【解析】／ɜː／和／ʌ／属于中元音，／e／属于前元音，只有／ɔ:／属于后元音。故选B。
3．A【解析】take turns to do sth．是固定搭配，意为“轮流去做某事”。句意：这所学校只有一个滑梯，因此学生们得轮流使用。
4．c【解析】考查介词辨析。表示时间的某一点、某一时刻或年龄用at；泛指一般意义的上午、下午、晚上或月和年时用in；表示星期几，某一特定的日期或具体在某一日时用on；during意为“在……期间”。本题特指是在一个雨夜，所以用on。故选C。
5．A【解析】put it well“说的好”。句意：她把弟弟描述成“聪明但懒惰”，真是说得太好了。
6．D【解析】it用作形式宾语，真正的宾语是后面的不定式“to master a foreign language without much memory work”。
7．A【解析】having done就是一个动名词的完成时，表示发生在谓语动词made之前的一个动作，动词的-ing形式作主语是动名词，具有名词的属性，故用形容词性物主代词his。
8．c【解析】考查时态。前半句是对过去的虚拟，but之后是当时的实际情况所以不再用虚拟语气了，直接用一般过去时。故选C。
9．A【解析】句意：我不会把所有的细节都告诉你。这遵循了会话含义理论中的“数量准则”，即“所说的话不应包含超出需要之外的信息”。故选A。
10．B【解析】句意：下面哪一个是教师用来评价学生课堂表现的评价话步?Initiation move“引发话步”，包括要求对方用语言或非语言形式做出反应，传达思想、事实、意见或信息等。Follow-up move“反馈话步”，主要表现为教师对学生回答做出的后续性话语，其结构包括三类话目：接受(accept)、评价(evaluate)和评论(comment)。像“Yes”“No”“Good”“Fine”这样的词属于反馈话步。Framing move“框架话步”，用来表明课堂话语新一阶段的开始，在语流中起着标示边界的作用。例如“Well”“OK”这样的词属于框架话步。没有Repair move，故选B。
11．D【解析】解决问题型任务、交换观点型任务、信息差型任务都属于任务型语言教学中的任务设计类型。而“句型操练”是听说法的特点，故选D。
12．B【解析】demonstration“示范演示”，指教师通过示范、演示，可以使难点或抽象内容一目了然。
13．B【解析】老师让学生讨论文章怎样组织成文的，最可能是帮助他们分析文章的结构。
14．A【解析】句意：下列哪个练习能够鼓励学生批判性地阅读文章?Evaluating its point of view“评价文章观点”符合题意。b、C属于从文章中找寻信息，D是翻译练习只是从一种语言翻译成另一种语言，并不能体现批判性。
15．D【解析】display question“展示性问题”，指提问者已经知道答案的问题，选项中只有D项“故事的结尾这个女孩发生了什么事”符合其定义。故选D。
16．B【解析】cognitive strategies“认知策略”，认知策略是指学生为了完成具体学习任务而采取的步骤和方法。选项中只有B符合其标准描述。
17．A【解析】句意：如果教师想培养学生的语篇能力，他／她最有可能采用以下哪种练习?paraphra-sing sentences“释义句子”,translating sentences “翻译句子”，unscrambling sentences“整理句子”，transforming sentences“转换句子”。语篇能力就是能够对篇章信息进行理解、加工和再创作的能力。释义句子即用英语解释或转换句子。故选A。
18．D【解析】小组活动和结对活动有利于增加同伴问互动、多样性和动力、增加语言练习。组织小组和结伴活动的目的一般是调动学生的兴趣，培养其参与、合作等能力。基于此目的，教师可适当忽略对于准确性的要求，0pportunities to guaran-tee accuracy“提供保证准确性的机会”。故选D。
19．D【解析】词汇教学主要是通过各种形式教授词汇的音、形、义，提倡词不离句，句不离篇。Asking students to memorize bilingual word lists“让学生记忆中英文对照的单词表”，属于脱离语境的死记硬背，不利于发展学生正确使用单词的能力。
20．A【解析】doing a project“做项目”容易培养学生与人合作的能力。其余选项都是个人完成的没有互动合作，故选A。
21．C【解析】细节理解题。由关键词所在句子“We call those expectations our‘academic achievement standards’．”可知，其对应的就是“those expecta-tions”所指的内容。根据前一句话“…society is asking that educators raise up the bottom of the rank-order distribution to a specified level of compe-tence．”可确定答案为C。
22．A【解析】细节理解题。由第四段“The students’mission is no longer merely to beat other students in the achievement race…all students can achieve a certain level of academic success”可知，A项正确，C项错误。B项文章未提及。根据第二段“To be clear，the mission of sorting has not been eliminated from the schooling process．”可知，D项错误。故选A。
23．C【解析】词义猜测题。由画线词定位至倒数第二段最后二句，该句包含四个小分句，采用了平行结构“must+υ.”。 accommodate此处表示“承认，接受”之意；当表示“ (使)适应”时，常用的搭配为“accommodate(sb.) to sth．”。故选C。
24.B【解析】推断判断题。由题干中的关键词emo-tional promise将答案定位至第三段和最后一段。根据第三段“Assessment and grading procedures…”及最后一段“The driving dynamic force forstudents cannot…The driving forces must be confi-dence…”可推断出作者表达的意思是通过评估改革，教师要激发学生的自信与希望，使他们相信通过不断的努力，终会取得成功。故选B。
25．C【解析】主旨大意题。文章开头分析了给学生排名这种评价方式的弊端，然后讲述了评价方式的改革，即学校要让所有学生而不仅仅是一部分学生达标。Formative Assessment“形成性评价”；Success in Meeting Standards“成功达标”；Limita-tions of Current School Rankin9“学校现行的排名制度的弊端”，三项均不能全面地体现本文的中心思想。A New Mission of Assessment“评价的新使命”最适合做本文的标题。
26．A【解析】词义猜测题。a rite of passage所在句意为“将Robin的形象搬到荧幕上对各位导演来说，已经成为”。由画线词定位至第二段，该段主要讲述了在不同时期Robin Hood的形象从充满宗教色彩，到融人儿童故事，再到被搬上大荧幕的经历变化。A milestone event“一件具有里程碑意义的事”，A top agenda“一项头等议程”，Areligious ceremony“一个宗教仪式”，A privileged right“一项特权”。A项最符合题意。
27．B【解析】细节理解题。由第三段最后一句话“…cast Robin as a dispossessed aristocrat with a heart of gold and a love interest，Maid Marian．”可知，Maid Marian是Robin Hood的恋人。故选B。
28．C【解析】细节理解题。由第二段可知，A项说的是15世纪甚至是更早时候的Robin Hood的形象；由第三段可知，B项说的是l4世纪时期Robin Hood的形象；由第一段第二句话描述的时间“Over the course of 700 years”可知，D项也不符合题意。由第五段“Not until John Major’s‘ History of Greater Britain(1521)，for example，is he depicted as a follower of King Richard，one of his defining characteristics in modem times”可知，选C。
29．B【解析】推断判断题。本文讲述了Robin Hood作为一个有象征意义的人物，在不同时期，人们对于他真正身份和来源的不同版本的介绍。作者在陈述这些内容的时候，采取了对比和比较的方法。故选B。
30．C【解析】主旨大意题。由最后一段第一句“We may never know for sure whether Robin Hood ever existed outside the verses of ballads and pages of books．”可知，我们不能确定Robin Hood是否真的存在过，故A、B、D三项均不合适。c项“具有象征意义的Robin Hood”，此标题与文章内容为最贴近。故选C。
二、简答题
31．简述英语校内课外活动的三个主要作用，列出四种活动形式，并写出教师组织课外活动的三点注意事项。
【参考答案】(1)英语校内课外活动的三个主要作用：
①英语校内课外活动是学生英语学习的重要组成部分，能为学生的语言实践和自主学习提供更大的平台。
②英语校内课外活动有助于激发和提升学生学习英语的兴趣、丰富语感、开阔视野、增长知识、发展智力和塑造性格。
③英语校内课外活动有助于提升学生的活动组织和管理能力。
(2)英语校内课外活动的形式：英文演讲、英语歌曲大赛、英语角、英语墙报等。
(3)注意事项：
①教师应根据学生的年龄特点和需求，结合当地经济文化发展实际，有计划、有组织、有创造性地开展内容丰富、形式多样、因地制宜的英语校内课外活动，如朗诵、讲故事、演短剧，以及英语校园或班级刊物等。
②教师应注意英语校内课外活动要着重调动学生参与的积极性。要注意鼓励、动员、吸引学习困难的学生参与课外活动，为他们设计适合的活动形式和内容，使他们能够乐于参与，并通过亲身体验和实践产生学习兴趣和动力并获得成功。在活动中要给予他们耐心的指导，注意保护他们的自尊心和热情，尊重他们的参与方式，并注意因势利导。
③教师要充分发挥学生的自主性，尊重他们的策划和选择并给予恰当的引导和辅导，要关注活动的过程，关注学生在活动中的表现，做好活动的顾问和服务工作，为他们的发展提供指导和支持。
三、教学情境分析题
32．【参考答案】
(1)该教师的教学有以下两个优点：①合理使用纠错技巧，才能有针对性的教学反馈，以启发引导为主，提高学生的参与度。②采用循序渐进的教学方法，从语法结构到语法运用，巩固学生的认识。
(2)该教师发现学生的表达错误时，采取了四种具体的纠错方式，分别是：
①启发法(Elicitation)教师通过以下方式启发学生纠正错误：(1)就学生的错误部分提问，如“How do we say…in English?”，同时放慢语速或稍作停顿；(2)以目光或手势示意该学生继续回答问题；(3)提供几个相关选项供学生选择；(4)如果该学生依然不能说出正确的形式，则请另一位学生提示或回答。例如：T：Now，look at this picture．What’s in it?S1：Three basket of apples．
T：Three basket of apples?Is he right?(用目光或手势示意全班学生回答)OK．Please correct it．
Ss：Three baskets of apples．T：Yes．Good．Well done．OK(转向犯错的学生)，do you understand?
②澄清法(Clarification requests)教师因不明白学生说的话或发现学生的言语出现形式错误而发出明确的信息要求学生纠正，
通常使用What?／
I'm sorry?／Pardon me?／
What do you mean by…?之类的话。例如：S：I Want be a scientist when I grow up．T：Er?I'm sorry?
I want…S：I want to be a scientist when I grow up．
③直接纠错法(Explicit correction)直接纠错是指学习者出现错误时，教师打断其语言训练或实践活动，对其错误予以正面纠正(说出正确的语言形式，并让学生改正)。这种纠错方式常用于旨在让学生掌握正确的语言形式而进行的机械操练或侧重语言精确输出的各种练习中。教师直接纠错时使用的课堂用语通常有：You should say.../No, you shouldn't say that./Read after me. !
Pay attention to.../Oh, you mean.../We don't say...in English. We say...例如 :T:What did you have for breakfast this morning? S : I have a bottle of milk, an egg and two cakes. T : Oh. You should say "I had a bottle of milk..." Read after me, please. S : Oh, sor-ry. I had a bottle of milk, an egg and two cakes.
④强调法(Pinpointing)教师重复学生的话，有意重读和拖长出错部分的发音或用升调以表示特别强调，发现这种明显错误所在位置的方法常被用于学生的自我纠错。这种方法既能纠正学生的口语错误，保证学生顺利进行口头叙述，又能顾及学生的面子和自尊心，呵护他们参与口语活动的积极性。例如：T：Where did you spend your holiday this summer? S:I go to Qingdao for my holi-day. T:You GO (.9) to Qingdao? S:Oh, I went to Qingdao for my holiday.
(3)除了以上四种纠错方式，教师在教学中还常用以下两种纠错方式：
①重述法(Recasts)重述是指教师对学生语言表达中的错误进行含蓄纠正。这是一种温和的错误纠正方式，是对学生的表达进行部分肯定之后的纠正。该方法以学生的语言表达为基础，对部分成份或词语进行修正，并保持原表达的意思不变，对于纠正学生El语中的语法错误比较有效。
例如：s：He is watch TV．(第一次表达)T：He is watch TV?Patrick is watching a football game on
TV.(重述)S：He is watching TV．(第二次表达)
T：Right.Go on please.
S：She’S do her homework．
(第一次表达)T:She’s doing her homework．(重述)Oh，she has a lot of homework to do．S：She’s doing her homework. (第二次表达)
②元语言反馈法 (Metalinguistic feedback)元语言反馈是指学生出现言语错误时，教师并不直接说出正确答案，而是对学生的错误进行技术上的分析和描述，如指出词类误用、时态错误等，常用的课堂用语有Can you find your eiTor?／No，not…
We don’t say…in English．／Do we say that in Eng-lish?等。这种方法更适合高中生，尤其是高水平学习者。例如：S：I go to visit my grandparents with my uncle last weekend. T: Do we say " go" here? "Go"is"present tense". I'm afraid you used a wrong tense. S: I go ... went ... I went to visit my grandparents last weekend. T:Yeah. I went.
四、教学设计题
33．【参考答案】
Teaching contents:
The teacher leads students to listen and talk about the topic of daily routine.
Teaching objectives:
( 1 ) Knowledge objectives
① Students can master the basic knowledge of the listening material.
② Students can master the structure how to describe things at specific time.
(2) Ability objectives :
Students can improve their listening and speaking abilities.
( 3 ) Emotional objectives :
①Students can foster the interest and desire of learning English, and fond of taking part in class activities.
②Students can cultivate a good habit.
Teaching key and difficult points:
Teaching key point: Students can master the basic knowledge of the listening material.
Teaching difficult point:
Students can foster the interest of learning English.
Teaching procedures :
Stepl : Pre-listening (9minutes)
①Teacher will show student a video about daily life of Jack Ma, and let them talk about it.
②Teacher ask students to share their daily life in group of 4, and choose 3 representatives to share their ideas.
(Justification: Group discussion can strengthen their cooperative spirit and their speaking ability. And they will review some keys words of routine life.
Step2 : While-listening(6minutes)
①Students need to listen to the tape for the first time and choose the activities Tony did in the recording.
②Students need to listen to the tape one more time,and answer some questions in detail. (Justification:
Students will improving their listening ability and a-bility of catching up some key words. )
Step3 :Post-listening (5minutes)
①Do the actions and let your partner guess what you are doing.
②Design a good time schedule for your weekends and share it with your desk mate.
③ Compare the different schedule and talk about which one is a healthier one and why? (Justifica-tion:Students can use the words we have learned to express their ideas, and let students realize the im-portance of cultivating a good habit. )
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