2019上半年教師資格證真題及答案：初中英語

　　2019上半年教師資格證初中英語學科真題及答案

　　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、簡答題(本大題1小題，20分)

　　31.【答題要點】

　　作用

　　(1)培養(yǎng)學生學習英語的興趣

　　(2)創(chuàng)造出活躍、民主、平等的教學氣氛，形成寬松、輕快的課堂教學

　　(3)培養(yǎng)學生的創(chuàng)新精神和實踐能力

　　(4)促進學生多種能力的形成和發(fā)展

　　建議

　　(1)劃分合理的學習小組

　　(2)在課堂小組合作學習中合理引導、積極調(diào)控

　　(3)選準合作學習的教學內(nèi)容

　　三、教學情境分析題(本大題1小題，30分)

　　32.【答題要點】

　　(1)①封閉式又叫展示性問題 display questions，這種問題是教師已經(jīng)知道答案或者答案能在相關(guān)工具中找到，提問只是為了考查學生對語言知識的掌握情況。一般包括是非、對錯的選擇性問題和事實、回憶性問題。案例中的例句為：a. Can elephants swim?b. Do you like tigers?②開放式又叫做參考性問題 referential questions，是指教師所提的問題沒有預設的答案，提問的目的在于發(fā)散思維尋求信息，一般包括推理、評價性的問題和批判、創(chuàng)造性的問題。該案例中例句為：a. Why do you like them?b. Can you tell us where they live?

　　(2)①封閉式優(yōu)點：答案是固定的，這種問題更適合應用到學生準確性的提升方面，有利于考查學生對于語言知識的掌握�？梢砸龑�學生就某一句型反復操練，做很多機械練習，有助于幫助學生更好的掌握和鞏固目標語，有助于學生掌握正確的語言形式。缺點：封閉式問題屬于機械性操練，學生只需要回答出特定答案，沒有過多的思考、不能起到發(fā)散學生思維的作用，只能幫助學生掌握語言形式，對于語言功能沒有太多的涉獵，不利于培養(yǎng)學生舉一反三、實際運用語言的能力。②開放式問題優(yōu)點：該類問題通常答案不是唯一的，沒有固定答案。在教學中應用，可以讓學生有動腦思考的過程，引導學生自己去思考尋找答案，真正做到啟發(fā)式教學，可以發(fā)散學生的思維，培養(yǎng)學生真正運用語言的能力，而不拘泥于語言形式的掌握。缺點：該類問題與封閉式問題相比較難，對于一些基礎比較薄弱的學生來說完成起來會有一定的障礙，如果教師應用不當?shù)脑�，有可能會起不到真正的效果，打消學生的積極性，不利于教學的順利進行。

　　(3)特點一：該教師在導入環(huán)節(jié)結(jié)合了多種提問方式。運用了一般疑問句，也運用了特殊疑問句，分別采用了封閉式提問以及開放式提問的方式，真正做到了提問方式多元化，這兩種方式適用于不同學生，也有各自的作用，這樣可以充分發(fā)揮兩種提問方式的優(yōu)勢，削弱了兩種提問方式的劣勢，提高了教學的有效性。特點二：在教學過程中，案例中的老師運用封閉式提問更多。這類問題的答案是固定的、唯一的，事先有預設的，通常比較簡單、不利于發(fā)散學生的思維，應用過多的話，學生會覺得很枯燥，很可能會出現(xiàn)產(chǎn)生厭學心理，注意力不集中等等問題，學生一直處于比較被動的局面，不利于調(diào)動學生學習的積極性和主動性。

　　四、教學設計題(本大題1小題，40分)

　　33.【答題要點】

　　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

　�、� Students can get familiar with the topic of hobbies.

　　② Students can get some detailed information about David’s writing hobby.

　　(2) Ability objectives:

　�、� Students can improve their reading ability by mastering some 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.

　�、赟tudents 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.)

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