2019上半年教师资格考试《英语学科知识与教学能力（初中）》真题答案解析

2019上半年教师资格考试《英语学科知识与教学能力（初中）》真题答案解析

初中英语·试题答案

一、单项选择题（本大题共30小题，每小题2分，共60分）

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.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

19.答案：B.Reading aloud，dictation and translation.

20.答案：A，structural sylabus

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.)

……

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