网站首页 留学 移民 外语考试 英语词汇 法语词汇 旧版资料
| 标题 | 2019上半年教师资格证真题及答案：初中英语 |
| 内容 |
考完之后想知道自己的成绩怎么办?小编为你提供了2019上半年教师资格证真题及答案：初中英语 ，一起来看看吧，想知道更多相关资讯，请关注网站更新。 2019上半年教师资格证真题及答案：初中英语 1答案:C。 obvious 2答案:B。 My name is Julia, not julian 3答案:A。 acronym 4答案:D。away 5答案:C。by 6答案:D。 Whether or not 7答案:A。 I'm afraid not 8答案:B。As 9答案:D。 people of different languages categorize things 10答案:A。 Social dialect 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。 approprlacy 17答案:A。 What part of speech is" immense"? 18答案:C。 I go shopping twice a week. How often do you 19答案:B。 Reading aloud, dictation and translation 20答案:A。 structural syllabus 21答案:A。 Definite 22答案:D。 It forgets the old information while absorbing 23答案:C。 The prefrontal cortex 24答案:C。 To explain why our memory capacity seems to 25答案:B。 The conditions related to forgetting 26答案:A。Safe, wrapped and factory-made 27.答案B。People with evil intentions 28答案:C。 He employed Harry Burnett Reese who later for 29答案:D。 It was abbreviated from the name of a shop 30答案:B。 The origin and history of Halloween candies 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.【答题要点】 (1)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?②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 us where they live? (2)①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。②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 class Teaching contents: This lesson is from junior high school, and it mainly talks about the writing hobby of a young boy named David Smith, and how this hobby has him pleasure and success. Teaching Objectives: (1) Knowledge objectives ① Students can get familiar with the topic of hobbies. ② Students can get some detailed information about David’s writing hobby. (2) Ability objectives: ① Students can improve their reading ability by mastering some skills, such as skimming and scanning. ② Students can express their opinions on different hobbies. (3) Emotional objectives: ① Students can foster a positive attitude towards different hobbies. ②Students can find out that team work is more efficient. Teaching key and difficult points: Teaching Key point: Students will understand what is David’s 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 look at the title and pictures first and guess what is David’s 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 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): 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.) |
| 随便看 |
|
出国留学网为出国留学人员提供留学、移民、外语考试等出国知识，帮助用户化解出国留学过程中的各种疑难问题。