2019年3月全国教资统考高中英语学科知识与能力试题答案

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2019 年 3 月全国教资统考高中英语学科知识与能力试题答案

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

diffe rent places, which laid a good foundation for Mark Twain

Teaching Objectives:

(1) Knowledge objectives

’ s writing career.

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①Students are able to know the experiences of Mark Twain before he became a

writer.

(2) Ability objectives:

①Students are able to exp ress the journey of the Mark Twain.

②Students 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 fro

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 impro ve 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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