2019上半年全國教師資格筆試真題及答案：高中英語
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2019上半年教師資格證真題答案：高中英語
一、單選題
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:暫缺
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、簡答題(本大題1小題，20分)
31.【答題要點(diǎn)】
優(yōu)點(diǎn)：PPT的使用能夠?qū)⒔滩膬?nèi)容生動活潑地呈現(xiàn)在學(xué)生面前，使靜態(tài)、枯燥的語言材料變得直觀、具體，富有感染力，從而調(diào)動學(xué)生深入學(xué)習(xí)的積極性，激發(fā)學(xué)生的學(xué)習(xí)興趣;‚PPT的使用可以豐富教學(xué)內(nèi)容和形式，提供有利于學(xué)生觀察、模仿、嘗試、體驗真實語言的語境，使英語學(xué)習(xí)更好地體現(xiàn)真實性和交際性特征。
問題：使用PPT有時候會本末倒置，分散學(xué)生的注意力，比如學(xué)生的注意力可能被一張漂亮的圖案等吸引，在一定程度上反而造成了相反的效果。‚使用PPT時在一定程度上增加了教師的工作量，即制作PPT, 并且一味地追求使用PPT有時會使教師忽略課程的重點(diǎn)和難點(diǎn)。
建議： 教師在使用PPT時，要注意目的性、恰當(dāng)性、合理性，PPT的使用不能替代師生課堂上真實的語言交流、思維碰撞、情感互動和人際交往活動。‚教師應(yīng)當(dāng)有針對性地選擇課型，在制作PPT時不要忽視可見的內(nèi)容和對知識點(diǎn)的重視。
三、教學(xué)情境分析題(本大題1小題，30分)
32.【答題要點(diǎn)】
(1)該教師采用的評價屬于質(zhì)性評價范疇下的表現(xiàn)性評價。
(2)該評價表主要作用有：第一、克服了傳統(tǒng)學(xué)業(yè)測驗的弊端，實現(xiàn)多元化評價;第二、有助于發(fā)揮學(xué)生學(xué)習(xí)主體性;第三、有助于教師關(guān)注學(xué)生對知識的綜合運(yùn)用能力。
(3)改進(jìn)措施有：第一、增加評價維度并且細(xì)化每個維度的評價標(biāo)準(zhǔn)以增加其效度;第二、將“笑臉”改為具體的評價語言;第三、增加評價主體。評價主體不僅是教師，還可以是學(xué)生甚至家長。
四、教學(xué)設(shè)計題(本大題1小題，40分)
33.【答題要點(diǎn)】
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.)
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