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2017下半年教师资格证考试真题及答案:高中英语学科

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导读: 233网校教师资格证考试网发布了2017下半年教师资格证考试真题及答案——高中英语学科,各位考生朋友可以过来估分、对答案啦!2017年真题考点解析>>

一、单项选择题

1、…… sound of "th" in "thin" (2分)

参考答案:A. voiceless, dental, and fricative

2、……Of all the following pairs of words (2分)

参考答案:A. boot and bought

3、……can fly very high in (2分)

参考答案:C. Birds...the

4、……In my opinion she is kind and polite,so I (2分)

参考答案:D. accidental

5、……With spring approaching,the pink of the (2分)

参考答案:A. show

6、……I am here just in case anything out (2分)

参考答案:B.happen

7、……I look back on this pleasant holiday in Beijing (2分)

参考答案:D. nothing but

8、……Tom,take this baggage and put it (2分)

参考答案:C.wherever

9、……What is the main rhetoric devise used in (2分)

参考答案:B.Metonymy

10、…… inference in the brackets of the following sentences is (2分)

参考答案:B.Don’t sit on Carol’s bed. (Carol has s bed.)

11、……instructions is helpful in developing students' ability (2分)

参考答案:B. listen to a story and work out the writer’s intention.

12、……The most suitable question type to cheek students' comprehension (2分)

参考答案:B. referential questions

13、……Diagnostic test is often used for (2分)

参考答案:A. Finding out what students know and don’t know

14、……activities is often used to develop students's speaking (2分)

参考答案:A. identifying and correcting oral mistakes

15、……If a teacher asks studentes to make their own learining plan (2分)

参考答案:A. cognitive strategy

16、……When a teacher tells the students that the word "dog" (2分)

参考答案:D. connotative meaning

17、……the last step in the process of writing essays (2分)

参考答案:A. Editing the writing

18、……The main purpose of asking questions about the topic before (2分)

参考答案:C. activate students’ schemata

19、……to fill in the blanks in a passage with "that","which" (2分)

参考答案:B. syntactic level

20、……to talk about their hobbies in groups, (2分)

参考答案:C. peer interaction

21、……is true of Garcia as a Latino writer according to passage (2分)

参考答案:21. A.She offered insight into the confrontation between two cultures.

22、……advantage do the new generation Latino writers (2分)

参考答案:22. C.The former are able to express ideas from a bi-cultural perspective.

23、……is true of the Latino writers according to Paragraph2 (2分)

参考答案:23. A.Their works are full of obscurities.

24、……be drawn from Villasenor's experience (2分)

参考答案:24. A.Some editors of mainstream publishers are critical.

25、……new generation Latino writers do to get (2分)

参考答案:25. A.They avoided writing those exotic for readers.

26、……is closet in meaning to the underlined phrase (2分)

参考答案:D. Causing disagreement.

27、……why does the author cite the findings of previous (2分)

参考答案:D. To provide empirical data to confirm a prior belief.

28、……can be inferred form the passage (2分)

参考答案:C.Westerners focus on individualism while East Asians on collectivism.

29、……a significant breakthrough achieved by cultural (2分)

参考答案:B. It correlates cultural differences with different brain activities.

30、……may best describe the author's attitude towards universal (2分)

参考答案:B. Positive.

二、简答题

31、……简述教学日志(teaching journal)的含义(5分)和三个作用(9分),列出教师撰写教学日志的三点注意事项。(6分)

参考答案:(1)教学日志的含义是:教学中,结合本专业的教学内容,针对当天的教学任务发表自己的见解,教育教学中的得与失,发表自己的看法; (2)三个作用:①促进思考向纵深发展的意义。一般的思考,往往因时间、大脑遗忘规律等方面的因素,或者导致思考停留在一般或者还没思考出具体的结果就产生了搁置现象。而写,首先需要教师对在教学中的引发了注意的教学现象进行认真地回忆,具体、细致、形象的描述,形成对教学事件、个案的进一步细致地、比较全面的认识,为深入思考奠定了基础。其次,写反思的时候,因为要落笔,就需要对所思考的内容进行逻辑化、条理化、理性化的表述,促使思考具有一定的理性化。我们经常遇到这样的现象;同时,对写下来的教学现象、个案进行思考,因为写得翔实,思考也会趋于全面。 ②促进教师教育理论学习的深入。如果一般的思考,往往是教师的思考不能够与理论的学习结合起来,从而导致思考的肤浅。而写,往往使人产生一种写的深刻一点的需求,在这种需求的驱动下,往往要参阅一些资料、翻看一些书籍,促使教师进一步学习,是自己的思考与倡导的理论结合起来,从而实现对理论认识的提升,从而提高自己的理论水平。 ③促成教师的经验积累和提升。一般的思考,会随着时间的推移而将往事淡忘。而写,能够帮助教师把自己教学实践中的经验、问题和思考积累下来,使自己对自己教学现象中的典型事例和思考深深地记忆下来。因为写的积累作用,教师便真正成为了一个有丰富教学经验和理性思考的教师。同时,写下来的东西更方便与人交流,会促进教师更好的发展。 (3)三点注意事项:①记成功之举,将教学过程中达到预先设计的目的、引起教学共振效应的做法;课堂教学中临时应变得当的措施;层次清楚、条理分明的板书;某些教学思想方法的渗透与应用的过程;教育学、心理学中一些基本原理使用的感触;教学方法上的改革与创新等等,详细得当地记录下来,供以后教学时参考使用,并可在此基础上不断地改进、完善、推陈出新。 ②记“败笔”之处,即使是成功的课堂教学也难免有疏漏失误之处,对它们进行回顾、梳理,并对其作深刻的反思、探究和剖析,使之成为以后再教时应吸取的教训。 ③记学生见解,在课堂教学过程中,学生是学习的主体,他们总会有“创新的火花”在闪烁,教师应当充分肯定学生在课堂上提出的一些独到的见解,这样不仅使学生的好方法、好思路得以推广,而且对他们也是一种赞赏和激励。同时,这些难能可贵的见解也是对课堂教学的补充与完善,可拓宽教师的教学思路,提高教学水平。因此,将其记录下来,可以作为以后丰富教学的材料养分。 ④记再教设计,一节课下来,静心沉思,摸索出了哪些教学规律;教法上有哪些创新;知识点上有什么发现;组织教学方面有何新招;解题的诸多误区有无突破;启迪是否得当;训练是否到位等等。及时记下这些得失,并进行必要的归类与取舍,考虑一下再教这部分内容时应该如何做,写出“再教设计",这样可以做到扬长避短、精益求精,把自己的教学水平提高到一个新的境界和高度。总之,写课后反思,贵在及时,贵在坚持,贵在执着地追求。一有所得,及时记下,有话则长,无话则短,以记促思,以思促教,长期积累,必有“集腋成裘、聚沙成塔”的收获。

三、教学情境分析题

32、……高中英语教师进修词汇教学课堂板书。问题:(1)图1和图2体现了词汇教学的哪两种方法?(10分)(2)这两种词汇教学方法各有什么优缺点?(10分)(3)这两种教学方法遵循了词汇教学的哪两种原则?(10分)

正确答案:(1)图一体现了英语词汇固定搭配教学方法。通过将左栏的形容词与右栏的名词组成词块进行记忆,如将“a black”与“car”进行搭配组成“a blanckcar”词块,更有利于学生记忆单词的用法。图二体现了英语词汇教学中的头脑风暴方法。教师通过给出关键词或某一主题,激发学生对相关主题词汇的联想和提取,以达到词汇记忆的目的。 (2)固定搭配词汇教学方法的优点有:第一,避免了记忆孤立单词难度之大的问题,搭配组成词块便于学生对单词的记忆;第二,利于学生达到运用单词的目的,提高学生对单词的搭配能力。 该方法缺点有:第一,考虑到语言的负迁移现象,不能一律按照汉语意思进行搭配,以免造成由文化差异带来的对单词的不正确运用;第二,只给出一组的词语搭配容易造成学生对英语词汇学习的思维定势。 头脑风暴英语词汇教学方法的优点有:第一,有利于激发学生的想象,激活思维,促进学生对于关键词的思考。第二,有利于培养学生的合作学习能力,学生之间相互合作相互启发,把自己的想法告诉组员,与组员产生观点上的碰撞。 该方法缺点有:学生从记忆中提取单个单词,并不能理解单词运用的方法,只能记住概念。 (3)这两种教学方法遵循了词汇教学的原则有:第一,运用性原则:在教授单词时,通过运用性原则可以将孤立的单词组成词块而在语言输出时得以运用,利于学生由词成句,由句成篇,最终达到运用语言的目的。第二,启发性原则:词汇教学中,教师激发同学们的兴趣,通过主动参与启发学生与所学单词相关的词汇,让学生主动建构知识,学习词汇,有利于培养学生的自主学习意识。

四、教学设计题

33、……阅读学生信息和语言素材,设计20分钟的英语写作教学方案。教案没有固定格式,但须包含下列要点:teaching objectives, thaching contents,Key and difficult points……教学时间:20分钟 学生概况:某城镇普通中学高中一年级学生,班级人数40人。多数学生已经达到《普通高中英语课程标准(实验)》五级水平。学生课堂参与积极性一般。(40分)

参考答案:

参考设计:

Teaching type: Writing class Teaching contents: This lesson is from senior high school, and it mainly talks about the phenomenon of smoking. Paul is making a survey for adult smoking, so he writes emails to all his pen friends in other countries and seek for help. Teaching Objectives:

(1) Knowledge objectives ① Students can master the basic structure of an email. ② Students can get more information about smoking issues in China.

(2) Ability objectives: ① Students can improve their writing and speaking abilities. ② Students can express their opinion about the smoking issues in daily life.

(3) Emotional objectives: ① Students can foster the interest and desire of learning English, and fond of taking part in class activities. ②Students can get the awareness of avoid smoking and keep a good health.

Teaching key and difficult points:

(1)Teaching Key point: Students can get to know how to write an email to analyze the phenomenon of smoking in China.. (2)Teaching Difficult point: Students can distinguish the bad effects of smoking. Teaching Procedures: Step1: Pre-writing (9minutes) 1.Teacher shows the email of Paul on the screen, and students read it with two questions: (1) What’s the questions of Paul?(2) What’s the basic structure of a letter? Students have three minutes to finish this task and share their answers. 2. Teacher choose two students to read their answer for the first question, they are: (1)Do most adults smoke in China? (2) In most states in the US, it is now against the law to smoke in public buildings, such as banks and offices, on public transport and in restaurants and cafes. Is it the same in China?(3) Is the government planning to change the law about smoking in public? Then teacher helps students to summarize the structure of an email: the starting address, main body and the ending wishes. 3.Four students in a group to help Paul finish his survey. They need to express their ideas for Paul’s questions and then exchange with the whole class. 4.Teacher invites several groups to write down their findings on the blackboard, and ask students to arrange the writing content. (Justification: Group discussion can strengthen their cooperative spirit and their imaginative ability can be developed. Moreover students will get the ability to write a letter to express their ideas.) Step2: While-writing (6minutes) Students need to write an email r to answer Paul’s problems, and they have four minutes to finish their first draft . They are required to write their survey result in an email and help Paul to do the survey about smoking phenomenon. While their writing, teacher will give the instructions for their problems. (Justification: Students will cultivate their ability of write a letter within certain minutes and their good habits of writing will be formed as well.) Step3: Post-writing (5minutes) 1.Students need to check their draft by themselves and then exchange with desk-mates to do peer-editing. 2.Teacher ask three students to read their email at the front, and then give them some comments. (Justification: Editing can provide a perfect writing for students, meanwhile he comments will help students learn more from others and improve their writing ability promptly. )

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