2019年教師資格上半年《英語學科知識與教學能力（高中》試題答案

2019年教師資格上半年《英語學科知識與教學能力（高中》試題答案

二、簡答題(本大題1小題，20分)

31.【答題要點】

優(yōu)點：?PPT的使用能夠?qū)⒔滩膬?nèi)容生動活潑地呈現(xiàn)在學生面前，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)動學生深入學習的積極性，激發(fā)學生的學習興趣;?PPT的使用可以豐富教學內(nèi)容和形式，提供有利于學生觀察、模仿、嘗試、體驗真實語言的語境，使英語學習更好地體現(xiàn)真實性和交際性特征。

問題：?使用PPT有時候會本末倒置，分散學生的注意力，比如學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和難點。

建議：? 教師在使用PPT時，要注意目的性、恰當性、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)容和對知識點的重視。

三、教學情境分析題(本大題1小題，30分)

32.【答題要點】

(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)學業(yè)測驗的弊端，實現(xiàn)多元化評價;第二、有助于發(fā)揮學生學習主體性;第三、有助于教師關(guān)注學生對知識的綜合運用能力。

(3)改進措施有：第一、增加評價維度并且細化每個維度的評價標準以增加其效度;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，還可以是學生甚至家長。

四、教學設(shè)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 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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