46. Objectives are sometimes stated as things which the instructor is to do; as for example, to present the theory of evolution, to demonstrate the nature of inductive proof, to present the Romantic poets, to introduce four-part harmony. These statements may indicate what the instructor plans to do; but they are not really statements of educational ends. Since the real purpose of education is not to have the instructor perform certain activities but to bring about significant changes in the students’ patterns of behavior, it becomes important to recognize that any statement of the objectives of the school should be a statement of changes to take place in students. Given such a statement, it is then possible to infer the kinds of activities which the instructor might carry on in an effort to attain the objectives-that is, in an effort to bring about the desired changes in the student. The difficulty of an objective stated in the form of activities to be carried on by the teacher lies in the fact that there is no way of judging whether these activities should really be carried on. They are not the ultimate purposes of the educational program and are not, therefore, really the objectives. Hence, although objectives are often stated in terms of activities to be carried on by the instructor, this formal statement operates as a kind of circular reasoning which does not provide a satisfactory guide to the further steps of selecting materials and devising teaching procedures for the curriculum.
七、简答题 (共3小题；每小题5分，满分15分)
47. Hedge认为交际能力（communicative competence）主要由五部分能力构成，请简要介绍之。(注：用英文作答)
48. 请简述阅读教学的三种模式。(注：用英文作答)
49. 为了克服教学目标陈述的含糊性，R.E.Mager发展了行为目标的陈述技术。请介绍行为目标陈述的ABCD规则并举例说明。(注：用中文作答)
八、书面表达 （共1题，满分10分）
50. 下表是对某中学高三（1）班50个学生健康问题的调查表。请根据表格内容，综述学生当前存在的健康问题，并就中学生如何保持身心健康提出自己的建议。
问题类型学习焦虑逆反心理缺乏交往睡眠不足缺乏锻炼视力不佳
人数352015402535
比例70%40%30%80%50%70%
要求：
（1）词数150左右；
（2）可根据内容要点适当增加细节，使行文连贯；
（3）开头已经给出，不计字数。
As is apparently shown in the chart above, many high school students have problems both physically and mentally, __________________________________________________________.
九、写作 （共1题；满分10分）
51. Some students like classes where teachers lecture (do all of the talking) in class. Other students prefer classes where the students do some of the talking. Which type of class do you prefer? Give specific reasons and details to support your choice and write an essay around 300 words to show your idea.
十、论述题 (注：用英文作答)（共1题，满分15分）
52. 请从方法的理论依据（approach）、课程设计（design）、课堂教学程序（procedure）三个方面论述听说法和交际法的差异。
绝密★启用前 秘密★启用后
浙江省2013年教师招聘考试
英语（高中、初中）试题参考答案及评分标准
课程代码：103
一、单项选择题（共15小题；每小题1分，满分15分）
1.B2.A3.B4.D5.C
6.B7.C8.C9.C10.B
11.B12.A13.D14.B15.A
二、完形填空（共10小题；每小题1分，满分10分）
16.C17.A18.B19.A20.A
21.D22.B23.D24.B25.B
三、阅读理解（共10小题；每小题1分，满分10分）
26.B27.D28.D29.A30.B
31.B32.C33.A34.C35.B
四、填空题（共5小题；每小题1分，满分5分）
36. Zone of Proximal Development
37. functions
38. Scanning
39. Display questions
40. Formative assessment
五、翻译题（共5小题；每小题1分，满分5分）
41. It seems to most people that houses are the most important.
42. I’d rather you posted the letter right now.
43. Take whichever you want.
44. If only she could come!
45. The harder you work on it, the better you’ll be at it.
六、翻译题（共1小题；满分5分）
46.参考译文：
目标有时被陈述为要教师去做的事情，例如：介绍进化论，演示归纳证明的性质，介绍浪漫主义诗人，介绍四部和声等。这些陈述可能会指出教师计划做什么，但他们实际上并非在陈述教育的目标。既然真正的教育目标并不是要教师从事某些活动，而是让学生的行为模式发生显著的改变，那么，意识到任何对学校目标的陈述应该都是对学生应发生的改变的陈述，就显得很重要了。有了这样的陈述，就有可能推断出教师为试图达到教育目标--亦即努力让学生发生期望中的改变--而可能开展的活动种类了。以教师开展的活动为形式来陈述教育目标，其难点在于实际上没办法判断这些活动是否确实应该开展。它们并非教育计划的最终目标，因此，也就不是真正的教育目标。这样，尽管目标常常以教师所开展的活动为方式来陈述，但是这种正规陈述操作起来好似一种循环推理，并不能为进一步选择教学材料、设计这门课程的教学程序提供令人满意的指导。
七、简答题 (共3小题；每小题5分，满分15分)
47.In Hedge’s view, communicative competence consists of five main components, which are linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency. Linguistic competence ‘is concerned with knowledge of the language itself, its form and meaning’. More specifically, it involves spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure, and semantics.(1分) Pragmatic competence is concerned with the appropriate use of the language in social context. That is to say, the choice of the vocabulary and structure depends on the setting, the relative status of the speakers, and their relationships.(1分) Discourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them. In other words, it is one’s ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse.(1分) Strategic competence is similar to communication strategies. It refers to strategies one employs when there is communication breakdown due to lack of resources. One can compensate for this by searching for other means of expression, such as using a similar phrase, using gestures, or using a longer explanation.(1分) Fluency means one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitation’.(1分)
48. The way one teaches reading always reflects the way one understands reading the reading process. Some teachers teach reading by introducing new vocabulary and structures first and then going over the text sentence by sentence and paragraph by paragraph with the students. This is then followed by questions and answers to check comprehension. Also a lot of time is spent on having students read aloud the text. This way of teaching reflects the belief that reading comprehension is based on the mastery of the new words and new structures as well as a lot of reading aloud practice.(1分) It basically follows a linear process from the recognition of letters to words to phrases, to sentences, to paragraphs, and then to the meaning of the whole text. This way of teaching is known to follow a bottom-up model. (1分)
However, a different view believes that one’s background knowledge plays a more important role than new words and new structures in reading comprehension. Therefore, it is believed that in teaching reading, the teacher should teach the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page. This process is said to follow the top-down model. (1分)
The current theory views reading as an interactive process. That is to say, the brain receives visual information and at the same time, interprets or reconstructs the meaning the writer had in mind when he wrote the text. This process does not only involve the printed page but also the reader’s knowledge of the language in general, of the world, and the text type. During the process of reading, all these factors interact with each other and compensate for each other.(1分) To be more concrete, during the reading process, our mind by interacting with the printed page-its words, sentences, as well as the context it provides can be stimulated and a proper schema will be activated allow us to relate the incoming information to already known information.(1分)
49.梅杰（Mager）认为教学目标是要他人知道你打算让学生做到什么的词汇和图表的集合。教学目标描述的是预期结果，而不是达成结果的过程；教学目标应该是精细的和测量的，而不是宽泛的和模糊的。教学目标关注的是学生（能做到什么），而不是教师（怎么做）。一个合格的教学目应具有四个组成部分：对象（Audience）、行为（Behavior）、条件（Condition）、标准（Degree）。（1分）
对象（Audience）：教学目标的表述中应明确教学对象。需要强调的是，此处的对象一定是学习者，而不是施教者。例如，多数学生经过操练后能比较流利地朗读本单元Activity 5中的对话；30%左右的学生能脱离书本表演。（1分）
行为（Behavior）：行为是对学习者应能做什么的描述。编写行为时，教师可以问自己：学习者做出哪些行为时可以证明他们达到教学目标的要求。例如，全体学生能正确认读、听懂理解一下单词：cinema, film, film star, stadium, football match, football team 等；90%左右的学生能正确拼写这些单词。（1分）
条件（Condition）：由于期望学生做出那些行为总是在一定条件下完成的，所以教学目标应包括条件的表述。条件表示学习者完成规定行为时所处的情境，说明在评价学习者的学习结果时，应在哪种情况下评价。例如，全体学生能根据教师提供的分层情景，两人或多人一组编出一段关于“邀请”的对话，并在全班展示交流。（1分）
标准（Degree）：标准是行为完成质量可接受的最低程度的测量依据。对行为标准做出具体描述，以使教学目标更具有可测性。例如，全体学生能将关于食品的英文单词按蔬菜、水果、饮料、肉类等进行分类，至少90%分得正确。（1分）
需要补充一点的是，在教学实践，教学目标的四个组成部分并不是一个不能少的。除了行为表述这一基本部分外，对象、条件和标准都是可选内容时，可以省略不写。