2019年教師資格上半年《英語(yǔ)學(xué)科知識(shí)與教學(xué)能力（初中》試題答案

2019年教師資格上半年《英語(yǔ)學(xué)科知識(shí)與教學(xué)能力（初中》試題答案

二、簡(jiǎn)答題(本大題1小題，20分)

31.【答題要點(diǎn)】

作用

(1)培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣

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

(3)培養(yǎng)學(xué)生的創(chuàng)新精神和實(shí)踐能力

(4)促進(jìn)學(xué)生多種能力的形成和發(fā)展

建議

(1)劃分合理的學(xué)習(xí)小組

(2)在課堂小組合作學(xué)習(xí)中合理引導(dǎo)、積極調(diào)控

(3)選準(zhǔn)合作學(xué)習(xí)的教學(xué)內(nèi)容

三、教學(xué)情境分析題(本大題1小題，30分)

32.【答題要點(diǎn)】

(1)
①封閉式又叫展示性問(wèn)題 display questions，這種問(wèn)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(wèn)只是為了考查學(xué)生對(duì)語(yǔ)言知識(shí)的掌握情況。一般包括是非、對(duì)錯(cuò)的選擇性問(wèn)題和事實(shí)、回憶性問(wèn)題。案例中的例句為：a. Can elephants swim?b. Do you like tigers?
②開(kāi)放式又叫做參考性問(wèn)題 referential questions，是指教師所提的問(wèn)題沒(méi)有預(yù)設(shè)的答案，提問(wèn)的目的在于發(fā)散思維尋求信息，一般包括推理、評(píng)價(jià)性的問(wèn)題和批判、創(chuàng)造性的問(wèn)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(diǎn)：答案是固定的，這種問(wèn)題更適合應(yīng)用到學(xué)生準(zhǔn)確性的提升方面，有利于考查學(xué)生對(duì)于語(yǔ)言知識(shí)的掌握?？梢砸龑?dǎo)學(xué)生就某一句型反復(fù)操練，做很多機(jī)械練習(xí)，有助于幫助學(xué)生更好的掌握和鞏固目標(biāo)語(yǔ)，有助于學(xué)生掌握正確的語(yǔ)言形式。缺點(diǎn)：封閉式問(wèn)題屬于機(jī)械性操練，學(xué)生只需要回答出特定答案，沒(méi)有過(guò)多的思考、不能起到發(fā)散學(xué)生思維的作用，只能幫助學(xué)生掌握語(yǔ)言形式，對(duì)于語(yǔ)言功能沒(méi)有太多的涉獵，不利于培養(yǎng)學(xué)生舉一反三、實(shí)際運(yùn)用語(yǔ)言的能力。
②開(kāi)放式問(wèn)題優(yōu)點(diǎn)：該類(lèi)問(wèn)題通常答案不是唯一的，沒(méi)有固定答案。在教學(xué)中應(yīng)用，可以讓學(xué)生有動(dòng)腦思考的過(guò)程，引導(dǎo)學(xué)生自己去思考尋找答案，真正做到啟發(fā)式教學(xué)，可以發(fā)散學(xué)生的思維，培養(yǎng)學(xué)生真正運(yùn)用語(yǔ)言的能力，而不拘泥于語(yǔ)言形式的掌握。缺點(diǎn)：該類(lèi)問(wèn)題與封閉式問(wèn)題相比較難，對(duì)于一些基礎(chǔ)比較薄弱的學(xué)生來(lái)說(shuō)完成起來(lái)會(huì)有一定的障礙，如果教師應(yīng)用不當(dāng)?shù)脑?，有可能?huì)起不到真正的效果，打消學(xué)生的積極性，不利于教學(xué)的順利進(jìn)行。

(3)特點(diǎn)一：該教師在導(dǎo)入環(huán)節(jié)結(jié)合了多種提問(wèn)方式。運(yùn)用了一般疑問(wèn)句，也運(yùn)用了特殊疑問(wèn)句，分別采用了封閉式提問(wèn)以及開(kāi)放式提問(wèn)的方式，真正做到了提問(wèn)方式多元化，這兩種方式適用于不同學(xué)生，也有各自的作用，這樣可以充分發(fā)揮兩種提問(wèn)方式的優(yōu)勢(shì)，削弱了兩種提問(wèn)方式的劣勢(shì)，提高了教學(xué)的有效性。特點(diǎn)二：在教學(xué)過(guò)程中，案例中的老師運(yùn)用封閉式提問(wèn)更多。這類(lèi)問(wèn)題的答案是固定的、唯一的，事先有預(yù)設(shè)的，通常比較簡(jiǎn)單、不利于發(fā)散學(xué)生的思維，應(yīng)用過(guò)多的話，學(xué)生會(huì)覺(jué)得很枯燥，很可能會(huì)出現(xiàn)產(chǎn)生厭學(xué)心理，注意力不集中等等問(wèn)題，學(xué)生一直處于比較被動(dòng)的局面，不利于調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性和主動(dòng)性。

四、教學(xué)設(shè)計(jì)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 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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