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一、填空题。（46分，每空2分）

1.外语是基础教育阶段的_______课程，英语是外语课程中的主要语种之一。

2.《英语课程标准》第二级为六年级结束时应达到的基本要求；第_______级为九年级结束时应达到的基本要求；第_______级为高中毕业的基本要求。

3.《英语课程标准》将课程目标设定为九个级别并以学生“___________”具体描述各级别的要求，这中设计旨在体现基础教育阶段能力发展循序渐进的过程和课程要求的有机衔接，保证国家英语课程标准的整体性、灵活性和开放性。

4.建立能激励学生学习兴趣和自主学习能力发展的评价体系。该评价体系由形成性评价和终结性评价构成。在英语教学过程中应以_______评价为主，注重培养和激发学生学习的积极性和自信心。_______评价应着重检测学生综合语言技能和语言应用能力。

5.7—9年级和普通高中的英语课程建议每周不少于_______课时。

6. ___________在学期、学年和结业考试中所占比例应不少于20%。笔试应避免单纯语音知识题和单纯语法知识题；增加具有语境的应用型试题；适当减少客观题、增加_______。

7.基础教育阶段英语课程的总体目标是培养学生的____________能力。

8、基础教育阶段学生应该学习和掌握的英语语言基础包括___________、_________、___________、________和________等五个方面的内容。

9、《全日制义务教育英语课程标准》中的情感态度是指_______、_________、____________、________

和_____等影响学生学习过程和学习效果的相关因素。

10、三维学习目标指_______ 、_______、_______。

二、判断题：对正确的陈述，在括号里写t,对错误的陈述在括号里写f.（10分)

1、"面向全体学生，为学生全面发展和终身发展奠定基础"是本次基础教育改革的核心思想。( )

2、基础英语语言知识是综合英语运用能力的有机组成部分。( )

3、评价的内涵得到极大扩充，评价等于考试，考试是评价的唯一手段。( )

4、任何一门现存的自然语言都包含有丰富的文化内涵，而且，从小至单个的词到大至语篇的各个层面都体现出文化内涵。( )

5、提倡探究式学习是排除语言知识的学习，只是改变了学习的方式和途径。( )

6、听和读是由内部语言转换为外部语言；说和写是由外部语言转换成内部语言。( )

7、少年儿童具有成年人不可比拟的语言学习优势。( )

8、我们提倡对学生的个人发展和全面素质以及他们掌握的语言知识进行评价。( )

9、评价就是指考试。( )

10、考试成绩统计常常要做的是通过计算集中趋势，了解考生的典型的或是普遍的应试表现。平均数是计算集中趋势最常用的方法。( )

三、简答题：(30分)

1、英语课程改革的重点是什么？

2、如何在英语教学中培养和发展学生积极的情感态度?

3、英语教学评价的基本理念与发展方向是什么?

四、论述题（14分）

结合教学实践，运用《英语课程标准》理念，谈谈“采用任务型教学途径”的优势。

参考答案：一、 1. 必修 2. 五、八 3. 能够做某事 4. 形成性、终结性

5. 四

6. 听力测试、主观题

7. 综合语言应用

8、语音、词汇、语法、功能、话题9、兴趣、动机、自信、意志、合作

10、知识与技能、过程与方法、情感态度与价值观

二、 1.正确2、正确3、错误4、正确5、错误6、错误7、正确8、正确9、错误10.正确

三、1、英语课程改革的重点就是要改变过分重视语法和词汇的讲解与传授、忽视对学生实际语言运用能力的培养的倾向，强调课程从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。

2、1)建立良好的师生关系。2)建立情感态度的沟通和交流渠道。3)结合英语学习内容，讨论有关情感态度的问题。4)帮助学生克服情感态度方面的困难。

3、1)以学生为本的教育评价理念有利于学生的长远发展。2)评价与教学的协调统一。3)形成性评价和终结性评价的结合与平衡。4)对学生的平评价重激励、重发展、重能力。

四、论述题

要点：(1)任务驱动型学习是双边或多边的交互式活动，在活动中所学语言是交际的工具，(2)任务驱动型学习有较明确的具体目的，有利于激发学生的学习动机。(3)在完成任务的过程中学生容易看到成就，体验成功，有利于激励学习积极性。(4)在完成任务的过程中学生能感到自我的不足，有助于激发自我完善的欲望如：。。。。。(5)在执行任务的过程中，每个学生都承担着一定的责任，因此有利于培养责任心。如》。。。。。。。。

(6)在任务驱动型学习中，有较多的人际交往，能发展运用交际策略的能力。(7)生都扮演着一个角色，这种

身临其境的感觉，有利于语感的生成。(8)在任务驱动型学习中不可能单纯使用一种技能或一项语言知识，因此有助于语言综合能力的培养；

（温馨提示：就其中的几点举例子说明）。

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