|2019上半年教师资格证考试答案
《高中英语》
一、单选题
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.What part of speech is "immense" ?
18.答案: C.I go shopping twice a week. How often do you go
19.答案: B.Reading aloud, dictation and translation
20.答案: A.structural syllabus
21.答案: D.Reading as a serious undertaking should not be
22.答案: C.To emphasize the amusement in reading without
23.答案: A.A person used in experiments.
24.答案: C.She knows how to relieve her mental suffering via
25.答案: A.It brings about surprises.
26.答案:暂缺
27.答案: B.The educational reforms made by the public schools
28.答案: D.To push their children to excel at exams.
29.答案: A.They should be their kids' companions on their
30答案: A.Race
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.)
小学综合素质