二、 简答题(本大题共1小题，共20分)
根据题目要求完成下列任务，用中文作答。
31. 简述教学日志(teachingjournal)的含义(5分)和三个作用(9分)，并列出教师撰写教学日志的三点注意事项。(6分)
(1)含义：教学日志是教师积极主动地对自己的教学活动中具有反思和研究价值的经验所进行的持续而真实的记录和描写，并在此基础上对其进行批判的理解和认识，从而不断更新观念、增长技能．促进自身专业发展的一种手段和方法．也是一种对教师个人认识与思维的研究．
(2)作用：
①检验教学假定，改善教学行为。
②促进教师交流，利于成果分享。
③促进深入思考，形成教学思想。
④促进自主学习，提高理论修养。
⑤体验发现过程，提高工作乐趣。
(考生能选取其中三个方面作答即可。)
(3)注意事项：
①要注意亲历性。亲历性要求教学日志所描述的事件必须是自己亲身经历的，而不是来自某一文献或他人的传说．以保证教学日志的独特性与原创性。
②要注意叙事性。教学日志是教育叙事研究的一种范式，它记述的是一个教学事件从发生、发展到对结果进行反思的过程。因此教学日志要以教学事件为载体。
③要注意启示性。教学日志记录教学事件不能只是关注事件本身，而应注意教学事件所承载的思想。
④要注意典型性。教学日志记录的应当是对自己和他人有思想启迪的事件。教师应当对各种教学事件进行精心的选择和甄别．选择有价值的事件进行记录。
⑤要注意即时性。课后立即写教学日志是较理想的，因为现实的教学活动还鲜活地存在大脑里．很多当时的认识、感受和情景还没有遗忘。
(考生能选取其中三个方面作答即可。)
三、教学情境分析题
32.下面是一位高中英语教师进行词汇教学的课堂板书。
结合图示回答下面三个问题：
(1)图1和图2体现了词汇教学的哪两种方法?(10分)
(2)这两种词汇教学方法各有什么优缺点?(10分)
(3)这两种教学方法遵循了词汇教学的哪两个原则?(10分)
(1)词汇教学方法：
图1体现了词语搭配法。通过将左栏的形容词与右栏的名词组成词块进行记忆．如将a black与cat进行搭配组成ablack cat词块、更有利于学生记忆单词的用法．
图2体现了联想式教学法。教师通过给出关键词或某一主题，激发学生对相关主题词汇的联想和提取．以达到词汇记忆的目的．
(2)词语搭配法的优点：第一，避免了记忆孤立、单词难度过大的问题，搭配组成词块便于学生对单词的记忆；第二，有利于学生达到运用单词的目的，提高学生对单词的搭配能力。
该方法的缺点：只给出一组的词语搭配容易造成学生对英语词汇学习的思维定势。
联想式教学法的优点：第一，有利于激发学生的想象，激活思维，促进学生对关键词的思考。第二，有利于激发学生学习英语的兴趣，扩大学生的词汇量。
该方法的缺点：学生从记忆中提取单个单词，并不能理解单词运用的方法，只能记住概念。
(3)这两种教学方法遵循了词汇教学的两个原则：
①词语搭配法遵循了运用性原则：在教授单词时．通过运用性原则可以将孤立的单词组成词块而在语言输出时得以运用，利于学生由词成句，由句成篇，最终达到运用语言的目的。
②联想式教学法遵循了系统性原则：词汇教学时教师要注意给学生展示词汇之间的系统性、联系性。使学生建构知识网络，理解记忆单词，达到更好的学习效果。
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：阅读下面学生信息和语言素材，设计20分钟的英语写作教学方案。
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：20分钟
学生概况：某城镇普通中学高中一年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准(实验)》五级水平。学生课堂参与积极性一般。
语言素材：
Dear Zhou Kai,
How are you? We' re doing a class survey and I have to write emails to all my pen friends in other countries. I hope you don' t mind answering these questions.
1 Do most adults smoke in China?
2 In most states in the US, it is now against the law to smoke in public buildings, such as banks and offices, on public transport and in restaurants and cafes. Is it the same in China?
3 Is the government planning to change the law about smoking in public?
Hope you can answer my three questions!
Best wishes,
Paul
【参考设计】
Teaching Contents: This lesson is from senior high school, and it mainly talks about the adult smoking issues.
Paul is making a survey on adult smoking, so he writes emails to all his pen friends in other countries to seek for help.
Teaching Objectives:
(1) Knowledge objectives
① Students can master the basic structure of an email.
② Students can get more information about smoking issues in China.
(2) Ability objectives
①Students can improve their writing and speaking abilities.
② Students can express their opinion about the smoking issues in daily life.
(3) Emotional objectives
① Students can foster the interest and desire of learning English, and be fond of taking part in class activities.
② Students can get the awareness of avoiding smoking and keeping a good health.
Teaching Key and Difficult Points:
(1) Teaching key point
Students can get to know how to write an email to analyze the phenomenon of smoking in China.
(2) Teaching difficult point
Students can organize their survey results to write an email.
Major Steps:
Step 1 Pre-writing (9 minutes)
(1) Teacher shows the email of Paul on the screen, and asks students to read it with two questions:
①What are the questions of Paul?
② What' s the basic structure of an email?
Students have three minutes to finish the task and share their answers.
(2) Teacher chooses two students to read their answers for the first question, and then helps students to summarize the structure of an email: the starting address, the main body and the ending wishes.
(3) Four students in a group to help Paul to finish his survey. They need express their ideas for Paul's questions and then exchange with the whole class.
(4) Teacher invites several groups to write down their findings on the blackboard, and asks students to arrange the writing contents.
(Justification: Group discussion can strengthen their cooperative spirit and their imaginative ability can be developed. Moreover students will get the ability to write an email to express their ideas.)
Step 2 While-writing (6 minutes)
Students need to write an email to answer Paul' s questions of adult smoking, and they have four minutes to finish their first draft. While their writing, teacher will give the instructions for their problems.
(Justification: Students will cultivate their ability of writing an article within certain minutes and their good writing habits will be formed as well.)
Step 3 Post-writing (5 minutes)
(1) Students need to check their draft by themselves and then exchange with desk-mates to do peer-editing.
(2) Teacher asks three students to read their email in front of the class and then gives them some comments.
(Justification: Editing can provide a perfect writing for students, meanwhile the comments will help students learn more from others and improve their writing ability promptly.)
