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联创世华:2019上半年全国教师资格考试《英语学科知识与能力》(高中)

来源:联创世华 时间:2019-03-10 16:19:45 编辑:lihualei3 浏览次数:5222

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2019上半年全国教师资格考试《英语学科知识与能力》(高中)

一、单项选择题

1.【答案】C voicing

2.【答案】B。 design

3.【答案】A。 regulation

4.【答案】D。 excessive

5.【答案】B。 Big and small

6.【答案】A。 had assumed

7.【答案】C。 as a different man

8.【答案】C。 than have stayed

9.【答案】C。Three

10.【答案】B。 Locutionary act

11.【答案】A。 elicitation

12.【答案】D。 achievement test

13.【答案】B。 Intolerance of Ambiguity

14.【答案】C。 understanding textual coherence

15.【答案】D。 clarification

16.【答案】D。 appropriacy

17.【答案】A。

18.【答案】C。

19.【答案】B。

20.【答案】A。 structural syllabus

21.【答案】D 。 Reading as a serious undertaking

22.【答案】C。 To emphasize the amusement in

23.【答案】A。 A person used in experiments

24.【答案】C。 She knows how to relieve her

25.【答案】A。 It brings about surprises

26.【答案】

27.【答案】D。

28.【答案】C。 To provide guidance to their

29.【答案】A。

30.【答案】A。

二、简答题(本大题1小题,20分)

31.【答题要点】

优点:PPT的使用能够将教材内容生动活泼地呈现在学生面前,使静态、枯燥的语言材料变得直观、具体,富有感染力,从而调动学生深入学习的积极性,激发学生的学习兴趣;‚PPT的使用可以丰富教学内容和形式,提供有利于学生观察、模仿、尝试、体验真实语言的语境,使英语学习更好地体现真实性和交际性特征。

问题:使用PPT有时候会本末倒置,分散学生的注意力,比如学生的注意力可能被一张漂亮的图案等吸引,在一定程度上反而造成了相反的效果。‚使用PPT时在一定程度上增加了教师的工作量,即制作PPT, 并且一味地追求使用PPT有时会使教师忽略课程的重点和难点。

建议:教师在使用PPT时,要注意目的性、恰当性、合理性,PPT的使用不能替代师生课堂上真实的语言交流、思维碰撞、情感互动和人际交往活动。‚教师应当有针对性地选择课型,在制作PPT时不要忽视可见的内容和对知识点的重视。

三、教学情境分析题(本大题1小题,30分)

32.【答题要点】

(1)该教师采用的评价属于质性评价范畴下的表现性评价。

(2)该评价表主要作用有:第一、克服了传统学业测验的弊端,实现多元化评价;第二、有助于发挥学生学习主体性;第三、有助于教师关注学生对知识的综合运用能力。

(3)改进措施有:第一、增加评价维度并且细化每个维度的评价标准以增加其效度;第二、将“笑脸”改为具体的评价语言;第三、增加评价主体。评价主体不仅是教师,还可以是学生甚至家长。

四、教学设计题(本大题1小题,40分)

33.【答题要点】

Teaching type: Reading class

Teaching contents: This lesson is from senior high school, and it mainly talks about the life of Mark Twain. Before becoming a writer, Mark Twain tried different jobs and went to different places, which laid a good foundation for Mark Twain’s writing career.

Teaching Objectives:

(1) Knowledge objectives

① Students are able to know the experiences of Mark Twain before he became a writer.

(2) Ability objectives:

① Students are able to express the journey of the Mark Twain.

② Students are able to find the different places Twain went to and different works he did.

(3) Emotional objectives:

① Students are able to learn more about the famous American writer-----Mark Twain

Teaching key and difficult points:

Teaching Key point:

Students can find the life experiences of Mark Twain through reading.

Teaching Difficult point:

Students can retell the story of Mark Twain in their own words.

Teaching Procedures:

Step1: Pre-reading (6 minutes)

Introduce Mark Twain to students through pictures and tell students the life and the works of Mark Twain.

(Justification:The introduction of Mark Twain will help students know more about Mark Twain, which laid a good foundation for next step .)

Step2: While-reading (9 minutes)

1. Ask students to answer the question: where did the name “Mark Twain ”come from.

2. Ask students to finish the chart after reading the 2nd paragraph.

(Justification: Students will have a better understanding to the life experiences of Mark Twain, and their logical thinking will be greatly improved.)

Step3: Post-reading (5 minutes)

1. Retell the passage according to the chart above.

2. Discuss their feeling to Mark Twain after reading this passage.

(Justification: Retelling will improve student’s speaking ability. Discussing their feeling will help students to build up the interest in English learning and learn some qualities from Mark Twain.)


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