2018上半年中學(xué)教師資格考試學(xué)科知識(shí)與教學(xué)能力真題答案：高中英語(yǔ)

一、單項(xiàng)選擇題

1、……the soud of "ch" (2分)

正確答案:B. vioceless,dental and fricative

2、……/m/, /n/, and (2分)

正確答案:C. place of articulation

3、……she is (2分)

正確答案:A. A transcribing

4、……neither the unpleasant (2分)

正確答案:C. has made 此題暫無(wú)

5、……Mr. Joe has worked very hard (2分)

正確答案:B. to 此題暫無(wú)

6、……the message came to the villagers (2分)

正確答案:C. that

7、……we must improve the farming (2分)

正確答案:B. in order that

8、……do you mind if I smoke here (2分)

正確答案:C. No, not at all

9、……what is the main rhetoric cevice used in (2分)

正確答案:D. Transferred epithet

10、……A:let us go to movie (2分)

正確答案:A. Illocutionary act

11、……which of the following activity is NOT (2分)

正確答案:D. pattern practice

12、……if a teacher shows students (2分)

正確答案:B. demonstration

13、……when a teacher asks to (2分)

正確答案:B. analyze the structure of the passage

14、……which of the following practices can encourage (2分)

正確答案:C. finding detailed information

15、……which of the following is a dispaly (2分)

正確答案:D. What happened to the girl at the end of the story

16、……which of the following would a teacher encourage (2分)

正確答案:B. to summarize a story

17、……which of the following exercises would a teacher most (2分)

正確答案:A. paraphrasing sentence

18、……the advantages of pair and group (2分)

正確答案:D. opportunities to guarantee accuracy

19、……which of the following should a teacher avoid (2分)

正確答案:B. Teaching words in context and giving examples.

20、……which of the following practices is most likely to (2分)

正確答案:A. Doing a project

21、……what has made students spread along an achievement (2分)

正確答案:C. The early prerequisites student mastered.

22、……what is the author's attitude (2分)

正確答案:C. Negative.

23、……which of the following is closed in (2分)

正確答案:D. Dropped sharply.

24、……which of the following ……of the schools (2分)

正確答案:D. Students’perception and the reality of their performance on assessments.

25、……which of the following will be ……according to the (2分)

正確答案:A. Students’learning effort.

26、……what does Kathleen Wermke's (2分)

正確答案:B. Baby’s cries could be their early language acquisition.

27、……"ambient" in paragraph 2 (2分)

正確答案:A. surrounding

28、……why do German and French babies (2分)

正確答案:D. Because they can somehow control their sound production

29、……when does language (2分)

正確答案:B. It begins before the birth of a baby

30、……what can be inferred from (2分)

正確答案:C.Studying babies’ cries helps us understand their speech perception

二、簡(jiǎn)答題

31、 ……mind mapping 含義(2分)用途(6分)，三點(diǎn)注意事項(xiàng)(6分)，用法(4分)

正確答案:(1)思維導(dǎo)圖是運(yùn)用圖文并重的技巧，把各級(jí)主題關(guān)系用相互隸屬與相關(guān)的層級(jí)圖表現(xiàn)出來(lái)。(2)思維導(dǎo)圖的兩個(gè)用途：① 幫助師生掌握正確有效的學(xué)習(xí)方法策略，更快更有效的進(jìn)行課本知識(shí)的傳授，促進(jìn)教學(xué)的效率和質(zhì)量的提高; ②建立系統(tǒng)完整的知識(shí)框架體系，對(duì)學(xué)習(xí)的課程進(jìn)行有效的資源整合，使整個(gè)教學(xué)過(guò)程和流程設(shè)計(jì)更加的系統(tǒng)、科學(xué)有效。(3)教師在課堂教學(xué)中運(yùn)用思維導(dǎo)圖的三點(diǎn)注意事項(xiàng)：第一，轉(zhuǎn)變教學(xué)觀念。促進(jìn)學(xué)生“全面而有個(gè)性的發(fā)展”是高中課程的根本理念。在教學(xué)中我們要尊重高中學(xué)生的人生歷程發(fā)展需要，尊重高中學(xué)生的人格與尊嚴(yán)，尊重高中學(xué)生的個(gè)體差異和個(gè)性發(fā)展。思維導(dǎo)圖教學(xué)，與傳統(tǒng)教學(xué)相比，其優(yōu)越性體現(xiàn)在教師的教育觀、教學(xué)觀與學(xué)生的學(xué)習(xí)觀的改變方面。第二，知識(shí)結(jié)構(gòu)的變化。在思維導(dǎo)圖教學(xué)中，要引導(dǎo)學(xué)生提出問(wèn)題、分析問(wèn)題與解決問(wèn)題，教師自身要有一個(gè)完善的知識(shí)結(jié)構(gòu)，這樣在面對(duì)新的問(wèn)題時(shí)才能有的放矢，而不是用原有的知識(shí)體系和不同學(xué)科的范式來(lái)解釋新的問(wèn)題。第三、教學(xué)模式的轉(zhuǎn)換。辯證地看待學(xué)與教的關(guān)系。學(xué)生、教師和教學(xué)內(nèi)容是教學(xué)系統(tǒng)中的三個(gè)基本要素;學(xué)與教則是互為制約、互為促進(jìn)的系統(tǒng)功能實(shí)現(xiàn)過(guò)程。學(xué)與教的關(guān)系，首先是互相獨(dú)立的關(guān)系，其次才是彼此依存的關(guān)系。(4)案例:.在閱讀篇幅長(zhǎng)、生詞多、文章結(jié)構(gòu)和層次復(fù)雜或不太清晰的文章時(shí)，先由教師呈現(xiàn)思維導(dǎo)圖，大概地介紹全文大意，幫助學(xué)生整體理解文章;然后，根據(jù)中心主題和主干提出問(wèn)題，學(xué)生帶著問(wèn)題分部分、分層次閱讀，突出重點(diǎn)，關(guān)注細(xì)節(jié)，加深理解;閱讀后，可讓學(xué)生在小組內(nèi)進(jìn)行分享和交流，此時(shí)教師在多媒體課件中利用思維導(dǎo)圖呈現(xiàn)答案的關(guān)鍵詞，幫助學(xué)生梳理知識(shí)點(diǎn);最后，教師引導(dǎo)學(xué)生根據(jù)思維導(dǎo)圖的提示復(fù)述課文內(nèi)容�？紤]到課堂時(shí)間有限，以及課文的長(zhǎng)度和難度，教師可以鼓勵(lì)學(xué)生選擇自己感興趣的部分進(jìn)行復(fù)述或描述。

三、教學(xué)情境分析題

32、 ……(1)采取了什么方式(5分)(2)補(bǔ)救方法(5分)(3)優(yōu)點(diǎn)(10分)(4)還可以采用哪兩種方法(10分)

正確答案:

(1)該教師采用了情境創(chuàng)設(shè)的方式引出復(fù)習(xí)鞏固的內(nèi)容。為了檢測(cè)學(xué)生是否已經(jīng)掌握上節(jié)課所學(xué)的動(dòng)詞prevent的用法，該教師創(chuàng)設(shè)了與動(dòng)詞prevent相關(guān)的情境，進(jìn)而用該動(dòng)詞造句以達(dá)到鞏固單詞、學(xué)以致用的目的。

(2)該教師用的補(bǔ)救方法為提示法。該老師的初衷是讓學(xué)生運(yùn)用“prevent sb from doing sth”，當(dāng)學(xué)生未能表達(dá)出該詞的此用法時(shí)，該教師用句子的開(kāi)頭部分“The sudden rain…”來(lái)提示學(xué)生說(shuō)出完整的句子以達(dá)到鞏固該動(dòng)詞“prevent sb from doing sth”的用法。

(3)這種補(bǔ)救方法的優(yōu)點(diǎn)有：第一，達(dá)到啟發(fā)性效果。詞匯鞏固教學(xué)中，教師通過(guò)部分提示相關(guān)信息啟發(fā)學(xué)生回憶所學(xué)單詞的相關(guān)用法，讓學(xué)生主動(dòng)建構(gòu)知識(shí)，使之印象更深，也有利于培養(yǎng)學(xué)生的自主學(xué)習(xí)意識(shí)。第二，體現(xiàn)了針對(duì)性的教學(xué)原則。“prevent sb from doing sth”是“prevent“的重點(diǎn)用法，該教師帶領(lǐng)學(xué)生鞏固此用法，重點(diǎn)突出，針對(duì)性強(qiáng)，注重實(shí)效，做到了有的放矢。

(4)復(fù)習(xí)鞏固教學(xué)還可采用測(cè)試法和對(duì)比法。第一，測(cè)試法。教師可將帶有“prevent”的句子改裝成填空題或選擇題對(duì)學(xué)生進(jìn)行測(cè)試，測(cè)試結(jié)束后教師可帶領(lǐng)學(xué)生朗讀完整的段落，鞏固“prevent sb from doing sth”的用法，此方法可加深學(xué)生對(duì)該詞的記憶和理解。第二，對(duì)比法，教師可讓學(xué)生進(jìn)行頭腦風(fēng)暴，想出“防止”相關(guān)詞組及例句，如“avoid doing sth”、“prevent sb from doing sth”等，并對(duì)比區(qū)分不同動(dòng)詞的用法，該方法能夠激發(fā)并活躍學(xué)生思維，增強(qiáng)學(xué)生對(duì)知識(shí)點(diǎn)的系統(tǒng)性學(xué)習(xí)，達(dá)到鞏固知識(shí)的目的。

四、教學(xué)設(shè)計(jì)題

33、 ……teaching objectives……the three gorges dam

正確答案:

Teaching type: reading class

Teaching contents: This lesson is from senior high school, and it mainly talks about The Three Gorges Dam, including its features, advantage and disadvantage.

Teaching Objectives:

(1) Knowledge objectives Students can get more information about the advantages and disadvantages of the Three Gorges Dam.

(2) Ability objectives: ① Students can improve their reading abilities through fast reading and detailed reading. ② Students can introduce the Three Gorges Dam in their own words.

(3) Emotional objectives: ① Students can foster the interest and desire of learning English, and fond of taking part in class activities. ②Students can cultivate the feelings of national pride. Teaching key and difficult points: Teaching Key point: Students can get to know information about the features, advantages and disadvantages of the Three Gorges Dam. Teaching Difficult point: How to use reading strategies to help them understand the material.

Teaching Procedures: Step 1 warming up (3 minutes) Show a poem of Mao Zedong on ppt: Walls of stone to hold back clouds and rain till a smooth lake rises in the narrow gorges. Ask students which place it is. Then show some beautiful pictures of the Three Gorges Dam. Tell students today we will have a visit here. (Justification: poem and pictures can arouse the interest of students and make students curious about the class.) Step 2 pre-reading (4 minutes) The teacher can organize a discussion: why did our Chinese people build the Three Gorges Dam? Students can have a prediction, and the teacher can ask some of them to share their ideas. (Justification: through discussion and prediction, students will be prepared for the reading class, and it will be helpful to understand the material.) Step 3 while-reading (8 minutes) 1. Fast reading. Ask students to read it quickly and find out the main idea of the passage. They will have 3 minutes to finish it. 2. Detailed reading. Read the passage again and answer the questions below: a. what’s the function of the Three Gorges Dam? b. what’s the biggest advantage of the Three Gorges Dam projects? c. What has happened to the historical relics near the Three Gorges Dam? Give them 5 minutes to read it carefully and they can discuss these questions with partners. (Justification: through reading it for twice, students can have a thorough understanding of the passage, and get the reading strategies.) Step 4 post-reading (5 minutes) Role play: four students a group. Three students can act as engineers from the Three Gorges Dam designing company and one student is reporter. The reporter will ask some questions about the Three Gorges Dam. After 4 minutes, invite some groups to show their dialogues. (Justification: here students can talk about the Three Gorges in their own words and improve their oral English.)

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