第七届全国中学英语教师教学技能大赛暨2014年全国高师学生英语教师职业技能竞赛（二级）初赛试题参考答案第一卷英语语言技能部分（计70分，共六大题）Part I(15marks)1—5BCABB6—10BCBAC11.proficiency12.diagnostic13.a specification14.individualised instruction15.most appropriate toPart II(10marks)16—20DCBAB21—25CBBADPart III(10marks)26.correlated27.holds28.acquisition29.depending30.grounds31.alternative32.goals33.account34.which35.specifyPart IV(15marks)Section A(7.5marks)36.more uniform37.capabilities38.innate abilities39.less reliable40.freedom and disciplineSection B(7.5marks)41.They are writing assignments and the methods of feedback.42.It refers to the stage prior to actual production of a working text.43.The students are taking an exercise by sharing their collective knowledge.44.Unlike listing,the words or phrases generated are put on the page or board in a pattern which takes shape from the connections the writer sees as each new thought emerges.45.Freewriting.Part V(8marks)46.不能信赖的人对于社会，正如朽木对于房子一样。
47.随着外语学习经验的积累，学习者不仅能促进其解码能力，同时处理问题的技能也会进一步提高。
48.One of the commonest faults of writing is the use of big and long words when short,simple words would do as well.49.In language teaching,students should be regarded as the subject of language activities while language is supposed to be the object.Part VI（12marks）（Omitted）写作评分原则：1.本题总分为12分。
按三个档次给分。
2.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。
3.作文词数少于或多于规定词数20词的，从总分中减去1分。
4.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，有较多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，共五大题）一.选择题（20分，共20小题，每小题1分）51—55ACBBC56—60ACBAB61—65CCBAB66—70BCCCA二、判断正误题（15分，共15小题，每小题1分）71—75×××√×76—80×√×√√81—85√×√√×三、填空题（15分，共5小题，15个空，每空1分）86.听、读(次序可换)；说、写（次序可换）87.语言知识语言技能（次序可换）、文化意识、学习策略、情感态度88.内隐性知识；外显性知识89.词汇块（词块）90.双唇音；软腭音四、学生作文批改（10分）（省略）五、教案设计（20分）（省略）The7th National Teaching Skills Contest for Secondary English Teachers and English Majors of Normal Universities(Band2)(Tapescripts)Part I.Listening ComprehensionSection A DialoguesIn this section,you will hear five short dialogues.Choose the best answer to each question.The dialogues will be read only once.1.W:Renting the conference room at the hotel will cost us too much.We’re already running in the red.M:How about using our dining room for the meeting?2.W:Peter,I’ve got your letter here requesting leave.M:Yes,I’m still owned two and a half days and I’ve got an exam next week I must prepare for.W:You can’t just take leave whenever you want it.You know we’re very busy next week and we’ll need you to teach.3.W:Excuse me,sir.Can I see your license,please?...And the insurance documents?...this is your car I pre-sume.M:Yes,it’s my car.W:It’s just I did happen to notice while you were stationary at the traffic lights back there,that your tail-lights are not functioning.Were you aware of that?M:Um,yes,the garage is waiting for the part.W:Well then,could I ask you to refrain from using the vehicle in the meantime?Otherwise,there’ll be an accident.4.W:Elizabeth was really upset that you didn’t invite her to the graduation ceremony.M:Well,you know.They only let you invite four people.But it turns out my brother can’t go after all.And she is the fifth on my list.W:Woo,that’s great.5.M:Good morning.So,we’ve looked at various aspects of staff selection this term and I think by now youshould all be beginning to see how much more there is to it than just putting applicants through a short interview or asking the“right”questions.So I think you should be ready for today’s tutorial on“match-ing the person to the job”.W:Right.So we have to put ourselves into the role of the manager or supervisor?M:Yes.And then we’re going to imagine how different applicants would fit into the team or group they have to work with...er...we’ll look at some examples later.Section B ConversationIn this section,you will hear one long conversation.Choose the best answer to each question.The conversation will be read only once.M:Actually,I’m very excited about the whole thing of taking up studying again,but,you know,I’m a little nervous about whether I’ll manage to get everything done.I suppose it’s the same for all mature students. W:Of course it is.Two of the key components of this Study For Success course are time management and overcoming procrastination.People discover that,if only they learn to plan their days,all the work can be accomplished and there’ll still be time for leisure.M:Is there any enrollment fee?W:Well,the cost is thirty pounds,which includes all courses materials and morning tea.And I need to tell you that this is a very popular course and it’s essential that you book well ahead of time.In fact,there are only five places left.M:What other courses might be good for me?W:There is one other that you could benefit from.It’s called“Learning Skills for University Study”and is on three consecutive mornings starting on a Monday,from nine to twelve,and costs twenty-five pounds.This is aimed at upgrading the study skills most school-leavers have and helping them cope with the increased demands of university’s study.It focuses mainly on making students more responsible for their own success. M:What sort of things are covered in this course?W:Basically it’s more advanced thinking,note-taking,reading and writing strategies,but also some input about stress management.M:I think I’d better off starting from the basics and looking at all the strategies,don’t you?W:Yes,from what you told me,I think that’s more in line with your situation.M:Alright then,can I book a place on the“Study for Success”seminar course now?W:Yes.Let me just get out a registration form and take down your details.Section C MonologueIn this section,you will hear a talk about different kinds of plete the notes in one to three words for each blank.The passage will be read only once.Tests can be categorized according to the types of information they provide.This categorization will prove useful both in deciding whether an existing test is suitable for a particular purpose and in writing appropriate new tests where these are necessary.The four types of test are proficiency tests,achievement tests,diagnostic tests, and placement tests.Proficiency tests are designed to measure people’s ability in a language,regardless of any training they may have had in that language.The content of a proficiency test isn’t based on the content or objectives of lan-guage courses that people taking the test may have followed.It’s based on a specification of what candidates have to be able to do in the language in order to be considered proficient.In contrast to proficiency tests, achievement tests are directly related to language courses,their purpose being to establish how successful indi-vidual students,groups of students,or the courses themselves have been in achieving objectives. Obviously,diagnostic tests are used to identify learners’strengths and weaknesses.They are intended pri-marily to ascertain what learning still needs to take place.At the level of broad language skills this is reason-ably straightforward.But it’s not easy to obtain a detailed analysis of a student’s command of language struc-tures because of a comprehensive diagnostic test of language would be vast.The lack of good diagnostic tests isunfortunate.They could be extremely useful for individualized instruction or self-instruction.Learners would be shown where gaps exist in their command of the language,and could be directed to sources of information,ex-emplification and practice.Placement tests,as their name suggests,are intended to provide information that will help to place stu-dents at the stage of the teaching programme most appropriate to their abilities.Typically they are used to as-sign students to classes at different levels.Placement tests can be bought,but this is to be recommended only when the institution concerned is sure that the test being considered suits its particular teaching programme.This is the end of Part I.Now please transfer your answers to your answer sheet.。
