2019年上半年全国教师资格考试《英语学科知识与教学能力(初中)》试题答案完整版(共4页).doc

《2019年上半年全国教师资格考试《英语学科知识与教学能力(初中)》试题答案完整版(共4页).doc》由会员分享，可在线阅读，更多相关《2019年上半年全国教师资格考试《英语学科知识与教学能力(初中)》试题答案完整版(共4页).doc（4页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、精选优质文档-倾情为你奉上2019年上半年全国教师资格考试英语学科知识与教学能力（初中）试题答案完整版注意事项：1、考试时间为 120 分钟，满分为 150 分2、请按规定在答题卡上填涂，作答，在试卷上作答无效，不与评分。第二部分二、简答题(本大题1小题，20分)31.【答题要点】作用(1)培养学生学习英语的兴趣(2)创造出活跃、民主、平等的教学气氛，形成宽松、轻快的课堂教学(3)培养学生的创新精神和实践能力(4)促进学生多种能力的形成和发展建议(1)划分合理的学习小组(2)在课堂小组合作学习中合理引导、积极调控(3)选准合作学习的教学内容三、教学情境分析题(本大题1小题，30分)32.【答题

2、要点】(1)封闭式又叫展示性问题 display questions，这种问题是教师已经知道答案或者答案能在相关工具中找到，提问只是为了考查学生对语言知识的掌握情况。一般包括是非、对错的选择性问题和事实、回忆性问题。案例中的例句为：a. Can elephants swim?b. Do you like tigers?开放式又叫做参考性问题 referential questions，是指教师所提的问题没有预设的答案，提问的目的在于发散思维寻求信息，一般包括推理、评价性的问题和批判、创造性的问题。该案例中例句为：a. Why do you like them?b. Can you tell u

3、s where they live?(2)封闭式优点：答案是固定的，这种问题更适合应用到学生准确性的提升方面，有利于考查学生对于语言知识的掌握。可以引导学生就某一句型反复操练，做很多机械练习，有助于帮助学生更好的掌握和巩固目标语，有助于学生掌握正确的语言形式。缺点：封闭式问题属于机械性操练，学生只需要回答出特定答案，没有过多的思考、不能起到发散学生思维的作用，只能帮助学生掌握语言形式，对于语言功能没有太多的涉猎，不利于培养学生举一反三、实际运用语言的能力。开放式问题优点：该类问题通常答案不是唯一的，没有固定答案。在教学中应用，可以让学生有动脑思考的过程，引导学生自己去思考寻找答案，真正做到启发

4、式教学，可以发散学生的思维，培养学生真正运用语言的能力，而不拘泥于语言形式的掌握。缺点：该类问题与封闭式问题相比较难，对于一些基础比较薄弱的学生来说完成起来会有一定的障碍，如果教师应用不当的话，有可能会起不到真正的效果，打消学生的积极性，不利于教学的顺利进行。(3)特点一：该教师在导入环节结合了多种提问方式。运用了一般疑问句，也运用了特殊疑问句，分别采用了封闭式提问以及开放式提问的方式，真正做到了提问方式多元化，这两种方式适用于不同学生，也有各自的作用，这样可以充分发挥两种提问方式的优势，削弱了两种提问方式的劣势，提高了教学的有效性。特点二：在教学过程中，案例中的老师运用封闭式提问更多。这类问

5、题的答案是固定的、唯一的，事先有预设的，通常比较简单、不利于发散学生的思维，应用过多的话，学生会觉得很枯燥，很可能会出现产生厌学心理，注意力不集中等等问题，学生一直处于比较被动的局面，不利于调动学生学习的积极性和主动性。四、教学设计题(本大题1小题，40分)33.【答题要点】Teaching type: Reading classTeaching contents: This lesson is from junior high school, and it mainly talks about the writing hobby of a young boy named David Smit

6、h, and how this hobby has him pleasure and success.Teaching Objectives:(1) Knowledge objectives Students can get familiar with the topic of hobbies. Students can get some detailed information about Davids writing hobby.(2) Ability objectives: Students can improve their reading ability by mastering s

7、ome skills, such as skimming and scanning. Students can express their opinions on different hobbies.(3) Emotional objectives: Students can foster a positive attitude towards different hobbies.Students can find out that team work is more efficient.Teaching key and difficult points:Teaching Key point:

8、Students will understand what is Davids hobby and what has the hobby brought to him.Teaching Difficult point:Students can express their opinions on different hobbies.Teaching Procedures:Step1: Pre-reading (5minutes)1. Free talk: 4 students a group to talk about their own hobbies.2. Prediction: to lo

9、ok at the title and pictures first and guess what is Davids hobby.(Justification: Team work is a great way to encourage more students to get involved into the class, and also the free talk is common and easy topic for them to start. Prediction is also a good activity for them to get interested into

10、the topic. )Step2: While-reading (10 minutes)Activity 1, fast reading(3 minutes):Students need to read the whole passage fast to check out if their predictions from earlier is right.(Justification: This step is designed to train students fast reading ability.)Activity 2, detailed reading(7 minutes):

11、Students need to read the whole passage for the second time. And find out some detailed information.(Justification: This step is designed to train students detailed reading ability.)Step3: Post-reading (5 minutes)1. Retell the story about David.2. Discussion: why did David success in writing?(Justification: Retelling is good way for students to have a independent review of what they have learned. And group discussion on the topic helps them have a better understanding about success.)专心-专注-专业