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2019上半年福建教师资格证真题及答案:高中英语

时间:
2019-03-11 13:41:29
作者:
赵老师
阅读:
来源:
福建教师资格证考试
  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.)

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