2019上半年《高中英语》教师资格证真题及答案

一、单选题

1.答案: C.voicing

2.答案: B.design

3.答案: A.regulation

4.答案: D.excessive

5.答案: B.Big and small.

6.答案: A.had assumed

7.答案: C.as a different man

8.答案: C.than have stayed

9.答案: C.Three

10.答案: B.Locutionary act

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 go

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

20.答案: A.structural syllabus

21.答案: D.Reading as a serious undertaking should not be

22.答案: C.To emphasize the amusement in reading without

23.答案: A.A person used in experiments.

24.答案: C.She knows how to relieve her mental suffering via

25.答案: A.It brings about surprises.

26.答案:暂缺

27.答案: B.The educational reforms made by the public schools

28.答案: D.To push their children to excel at exams.

29.答案: A.They should be their kids' companions on their

30答案: A.Race

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 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.)