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2020下半年教师资格考试高中《英语学科知识与教学能力》试题答案解析

2020-11-01 10:27:53 深圳教师资格考试网 4

2020下半年教师资格证考试于10月31日进行,为帮助各位考生参考,特整理2020下半年教师资格证考试相关试题及答案解析,本期为各位考生带来:2020下半年教师资格考试高中《英语学科知识与教学能力》试题答案解析,希望有所帮助!

本次教资笔试试题来源于学员回忆,与真实试题存在偏差,仅供参考。

一、单项选择题(本大题共30小题,每小题2分,共60分)

1.答案:。state of vocal cords

2.答案:无。

3.答案:。homonym

4.答案:。citizenship

5.答案:。what

6.答案:。in the least

7.答案:。upon which to base

8.答案:。intake

9.答案:。dialect

10.答案:。however brilliant a mind he may have

11.答案:

12.答案: an organizer

13.答案: researching

14.答案: adapting

15.答案: story-retelling

16.答案: read the sentences in the textbook and guess words meaning

17.答案: process

18.答案: transfer

19.答案

20.答案

21.答案:不详

22.答案:C。Teacher with personal experience of empowerment cannot teach.

23.答案:D。It aims at empower trainees to grow beyond their circumstances.

24.答案:A。Overcome.

25.答案:C。题干不详

26.答案:无。

27.答案:无。

28.答案:D。calm。

29.答案:无。

30.答案:无。

二、简答题(本大题1小题,20分)

31. 参考答案

【答题要点】

1.目的:短文听写是一种重要的教学手段和测试项目,用于测试评估应试者输入(听)和输出(写)的综合能力。

2.三大步骤:

一、瞻前顾后,预测内容

在听短文的录音之前,考生要快速浏览短文,对全文的内容有一个大致的了解,并对将要填写的词或词组进行预测。在浏览短文时,重点要看每段的第一句,因为绝大多数的英文写作中都会先有一个主题句,再引出下文的内容,把握好主题句,有助于预测空缺处的内容。在浏览短文的过程中,需要运用平行结构预测所填内容,根据空前后的词推测该空在句中的作用,进而预测其词性。

二、集中精神,逐次填空

短文听写部分的录音一般会放三遍,每一遍都有不同的作用:录音放第一遍时,跟着录音走,边听边记下能填出的空,如果要填写的单词较长,可以暂时简写;录音放第二遍时,重点听第一遍没有听出来的词或词组,尽量把所有空都补齐,把第一遍没有写完整的单词补充完整;录音放第三遍时,要核对已经填出的词或词组,对于前两遍没有听出的单词要尽可能地听出来。

三、检查细节,确保正确

在录音放完之后,一定要注意检查已填内容,排除因为粗心或笔误而造成的错误,如字母大小写、单词拼写、名词单复数和主谓一致等。

3.优点:对于要考查的词汇,短语和语法能够清楚地判断考生的掌握情况,比如动词三单,名词单复数等问题。

缺点:相对于听一段听力材料,后用自己的语言答题这种题型来说,短文填空不能考查学生自我语言组织和输出能力。对于考生更高听力综合运用能力无法很好地考查。

三、教学情境分析题(本大题1小题,30分)

32. 参考答案

(1)

(2) 采用了启发式教学法。启发式教学,就是根据教学目的、内容、学生的知识水平和知识规律,运用各种教学手段,采用启发诱导办法传授知识、培养能力,使学生积极主动地学习,以促进身心发展。该教学材料中,教师立足于学生的基础及现有的知识水平,通过提问等语言方式启发学生了解和体会arm的动词词性,而不是直接告知学生其用法,使学生达到了主动学习、积极思考的目的。

四、教学设计题(本大题1小题,40分)

33. 参考答案

【答题要点】

Teaching type: Writing class

Teaching contents: This is a writing class from senior high school, which is about how to describe a person. Students are required to share the detailed information about the people they admire, such as the living place, the life story, and to express the reasons why they like these celebrities so much.

Teaching Objectives:

(1) Knowledge objectives

① Students are able to know the detailed information about the people they admire and can describe it correctly and properly in English.

(2) Ability objectives:

① Students are able to arrange the writing materials they have and organize them logically.

② Through sharing the stories of their favorite people, students’ speaking ability will be significantly improved.

(3) Emotional objectives:

① Students can learn the correct and positive values from the people they like.

② Students are able to enhance the abilities of critical thinking and rational thinking through assessing someone reasonably.

Teaching key and difficult points:

Teaching Key point:

How to collect the writing materials and organize them properly.

Teaching Difficult point:

Build the life goals and positive attitude.

Teaching Procedures:

Step1: Pre-writing

1. Brainstorm:

(1) Ask students to list the names of the people they admire most.

(2) Ask students to list the detailed information about these people, such as the birth palace, the reason why they succeed, their opinions on theses successful people and these people’s future.

2. Share some useful sentence structure to help students to describe the above information in detail.

3. Group work: share the people who students admire most in a group.

4. Show students a sample to guide students to organize the information into every paragraph.

(Justification: Brainstorm helps to choose the people and detailed information they will write about, and sharing the sentence structure lays a good foundation for the next step. Besides, group work is a good way to improve students’ speaking ability and awareness of cooperation.)

Step2: While-writing

Students need to write an article about the people they admire most according to the requirements .

(Justification: Students will cultivate their ability of writing an article within certain minutes and their good habits of writing will be formed as well.)

Step3: Post-writing

1. Exchange with desk-mates to do peer-editing.

2. Show the contents.

3. Evaluate the writing.

(Justification: Editing can provide a perfect writing for students, meanwhile the comments will help students learn more from others and improve their writing ability promptly.)

Step4: Summary and homework

Summary: Ask students what they learn form this lesson and summarize the writing strategies with students.

Homework: Ask students to think about a question: Should we admire the online celebrities and movie stars, why?

(Justification: Summary can make students know the main information about the class. And the homework can improve students’ critical thinking ability.)


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