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、簡答題 (共3小題；每小題5分，滿分15分)
47. Hedge認(rèn)為交際能力（communicative competence）主要由五部分能力構(gòu)成，請簡要介紹之。(注：用英文作答)
48. 請簡述閱讀教學(xué)的三種模式。(注：用英文作答)
49. 為了克服教學(xué)目標(biāo)陳述的含糊性，R.E.Mager發(fā)展了行為目標(biāo)的陳述技術(shù)。請介紹行為目標(biāo)陳述的ABCD規(guī)則并舉例說明。(注：用中文作答)
八、書面表達(dá) （共1題，滿分10分）
50. 下表是對某中學(xué)高三（1）班50個學(xué)生健康問題的調(diào)查表。請根據(jù)表格內(nèi)容，綜述學(xué)生當(dāng)前存在的健康問題，并就中學(xué)生如何保持身心健康提出自己的建議。
問題類型學(xué)習(xí)焦慮逆反心理缺乏交往睡眠不足缺乏鍛煉視力不佳
人數(shù)352015402535
比例70%40%30%80%50%70%
要求：
（1）詞數(shù)150左右；
（2）可根據(jù)內(nèi)容要點(diǎn)適當(dāng)增加細(xì)節(jié)，使行文連貫；
（3）開頭已經(jīng)給出，不計(jì)字?jǐn)?shù)。
As is apparently shown in the chart above, many high school students have problems both physically and mentally, __________________________________________________________.
九、寫作 （共1題；滿分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、論述題 (注：用英文作答)（共1題，滿分15分）
52. 請從方法的理論依據(jù)（approach）、課程設(shè)計(jì)（design）、課堂教學(xué)程序（procedure）三個方面論述聽說法和交際法的差異。
絕密★啟用前 秘密★啟用后
浙江省2013年教師招聘考試
英語（高中、初中）試題參考答案及評分標(biāo)準(zhǔn)
課程代碼：103
一、單項(xiàng)選擇題（共15小題；每小題1分，滿分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小題；每小題1分，滿分10分）
16.C17.A18.B19.A20.A
21.D22.B23.D24.B25.B
三、閱讀理解（共10小題；每小題1分，滿分10分）
26.B27.D28.D29.A30.B
31.B32.C33.A34.C35.B
四、填空題（共5小題；每小題1分，滿分5分）
36. Zone of Proximal Development
37. functions
38. Scanning
39. Display questions
40. Formative assessment
五、翻譯題（共5小題；每小題1分，滿分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、翻譯題（共1小題；滿分5分）
46.參考譯文：
目標(biāo)有時被陳述為要教師去做的事情，例如：介紹進(jìn)化論，演示歸納證明的性質(zhì)，介紹浪漫主義詩人，介紹四部和聲等。這些陳述可能會指出教師計(jì)劃做什么，但他們實(shí)際上并非在陳述教育的目標(biāo)。既然真正的教育目標(biāo)并不是要教師從事某些活動，而是讓學(xué)生的行為模式發(fā)生顯著的改變，那么，意識到任何對學(xué)校目標(biāo)的陳述應(yīng)該都是對學(xué)生應(yīng)發(fā)生的改變的陳述，就顯得很重要了。有了這樣的陳述，就有可能推斷出教師為試圖達(dá)到教育目標(biāo)--亦即努力讓學(xué)生發(fā)生期望中的改變--而可能開展的活動種類了。以教師開展的活動為形式來陳述教育目標(biāo)，其難點(diǎn)在于實(shí)際上沒辦法判斷這些活動是否確實(shí)應(yīng)該開展。它們并非教育計(jì)劃的最終目標(biāo)，因此，也就不是真正的教育目標(biāo)。這樣，盡管目標(biāo)常常以教師所開展的活動為方式來陳述，但是這種正規(guī)陳述操作起來好似一種循環(huán)推理，并不能為進(jìn)一步選擇教學(xué)材料、設(shè)計(jì)這門課程的教學(xué)程序提供令人滿意的指導(dǎo)。
七、簡答題 (共3小題；每小題5分，滿分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）認(rèn)為教學(xué)目標(biāo)是要他人知道你打算讓學(xué)生做到什么的詞匯和圖表的集合。教學(xué)目標(biāo)描述的是預(yù)期結(jié)果，而不是達(dá)成結(jié)果的過程；教學(xué)目標(biāo)應(yīng)該是精細(xì)的和測量的，而不是寬泛的和模糊的。教學(xué)目標(biāo)關(guān)注的是學(xué)生（能做到什么），而不是教師（怎么做）。一個合格的教學(xué)目應(yīng)具有四個組成部分：對象（Audience）、行為（Behavior）、條件（Condition）、標(biāo)準(zhǔn)（Degree）。（1分）
對象（Audience）：教學(xué)目標(biāo)的表述中應(yīng)明確教學(xué)對象。需要強(qiáng)調(diào)的是，此處的對象一定是學(xué)習(xí)者，而不是施教者。例如，多數(shù)學(xué)生經(jīng)過操練后能比較流利地朗讀本單元Activity 5中的對話；30%左右的學(xué)生能脫離書本表演。（1分）
行為（Behavior）：行為是對學(xué)習(xí)者應(yīng)能做什么的描述。編寫行為時，教師可以問自己：學(xué)習(xí)者做出哪些行為時可以證明他們達(dá)到教學(xué)目標(biāo)的要求。例如，全體學(xué)生能正確認(rèn)讀、聽懂理解一下單詞：cinema, film, film star, stadium, football match, football team 等；90%左右的學(xué)生能正確拼寫這些單詞。（1分）
條件（Condition）：由于期望學(xué)生做出那些行為總是在一定條件下完成的，所以教學(xué)目標(biāo)應(yīng)包括條件的表述。條件表示學(xué)習(xí)者完成規(guī)定行為時所處的情境，說明在評價學(xué)習(xí)者的學(xué)習(xí)結(jié)果時，應(yīng)在哪種情況下評價。例如，全體學(xué)生能根據(jù)教師提供的分層情景，兩人或多人一組編出一段關(guān)于“邀請”的對話，并在全班展示交流。（1分）
標(biāo)準(zhǔn)（Degree）：標(biāo)準(zhǔn)是行為完成質(zhì)量可接受的最低程度的測量依據(jù)。對行為標(biāo)準(zhǔn)做出具體描述，以使教學(xué)目標(biāo)更具有可測性。例如，全體學(xué)生能將關(guān)于食品的英文單詞按蔬菜、水果、飲料、肉類等進(jìn)行分類，至少90%分得正確。（1分）
需要補(bǔ)充一點(diǎn)的是，在教學(xué)實(shí)踐，教學(xué)目標(biāo)的四個組成部分并不是一個不能少的。除了行為表述這一基本部分外，對象、條件和標(biāo)準(zhǔn)都是可選內(nèi)容時，可以省略不寫。