2017下半年教師資格筆試答案：高中英語(yǔ)學(xué)科

　　【摘要】小編發(fā)布了2017下半年教師資格筆試答案——高中英語(yǔ)學(xué)科，各位考生朋友可以過(guò)來(lái)估分、對(duì)答案啦!

　　一、單項(xiàng)選擇題

　　1、…… sound of "th" in "thin" (2分)

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

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

　　參考答案:A. boot and bought

　　3、……can fly very high in (2分)

　　參考答案:C. Birds...the

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

　　參考答案:D. accidental

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

　　參考答案:A. show

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

　　參考答案:B.happen

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

　　參考答案:D. nothing but

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

　　參考答案:C.wherever

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

　　參考答案:B.Metonymy

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

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

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

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

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

　　參考答案:B. referential questions

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

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

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

　　參考答案:A. identifying and correcting oral mistakes

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

　　參考答案:A. cognitive strategy

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

　　參考答案:D. connotative meaning

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

　　參考答案:A. Editing the writing

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

　　參考答案:C. activate students’ schemata

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

　　參考答案:B. syntactic level

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

　　參考答案:C. peer interaction

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

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

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

　　參考答案: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)

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

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

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

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

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

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

　　參考答案:D. Causing disagreement.

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

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

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

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

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

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

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

　　參考答案:B. Positive.

　　二、簡(jiǎn)答題

　　31、……簡(jiǎn)述教學(xué)日志(teaching journal)的含義(5分)和三個(gè)作用(9分)，列出教師撰寫(xiě)教學(xué)日志的三點(diǎn)注意事項(xiàng)。(6分)

　　參考答案:(1)教學(xué)日志的含義是：教學(xué)中，結(jié)合本專(zhuān)業(yè)的教學(xué)內(nèi)容，針對(duì)當(dāng)天的教學(xué)任務(wù)發(fā)表自己的見(jiàn)解，教育教學(xué)中的得與失，發(fā)表自己的看法; (2)三個(gè)作用：①促進(jìn)思考向縱深發(fā)展的意義。一般的思考，往往因時(shí)間、大腦遺忘規(guī)律等方面的因素，或者導(dǎo)致思考停留在一般或者還沒(méi)思考出具體的結(jié)果就產(chǎn)生了擱置現(xiàn)象。而寫(xiě)，首先需要教師對(duì)在教學(xué)中的引發(fā)了注意的教學(xué)現(xiàn)象進(jìn)行認(rèn)真地回憶，具體、細(xì)致、形象的描述，形成對(duì)教學(xué)事件、個(gè)案的進(jìn)一步細(xì)致地、比較全面的認(rèn)識(shí)，為深入思考奠定了基礎(chǔ)。其次，寫(xiě)反思的時(shí)候，因?yàn)橐�落筆，就需要對(duì)所思考的內(nèi)容進(jìn)行邏輯化、條理化、理性化的表述，促使思考具有一定的理性化。我們經(jīng)常遇到這樣的現(xiàn)象;同時(shí)，對(duì)寫(xiě)下來(lái)的教學(xué)現(xiàn)象、個(gè)案進(jìn)行思考，因?yàn)閷?xiě)得翔實(shí)，思考也會(huì)趨于全面。 ②促進(jìn)教師教育理論學(xué)習(xí)的深入。如果一般的思考，往往是教師的思考不能夠與理論的學(xué)習(xí)結(jié)合起來(lái)，從而導(dǎo)致思考的膚淺。而寫(xiě)，往往使人產(chǎn)生一種寫(xiě)的深刻一點(diǎn)的需求，在這種需求的驅(qū)動(dòng)下，往往要參閱一些資料、翻看一些書(shū)籍，促使教師進(jìn)一步學(xué)習(xí)，是自己的思考與倡導(dǎo)的理論結(jié)合起來(lái)，從而實(shí)現(xiàn)對(duì)理論認(rèn)識(shí)的提升，從而提高自己的理論水平。 ③促成教師的經(jīng)驗(yàn)積累和提升。一般的思考，會(huì)隨著時(shí)間的推移而將往事淡忘。而寫(xiě)，能夠幫助教師把自己教學(xué)實(shí)踐中的經(jīng)驗(yàn)、問(wèn)題和思考積累下來(lái)，使自己對(duì)自己教學(xué)現(xiàn)象中的典型事例和思考深深地記憶下來(lái)。因?yàn)閷?xiě)的積累作用，教師便真正成為了一個(gè)有豐富教學(xué)經(jīng)驗(yàn)和理性思考的教師。同時(shí)，寫(xiě)下來(lái)的東西更方便與人交流，會(huì)促進(jìn)教師更好的發(fā)展。 (3)三點(diǎn)注意事項(xiàng)：①記成功之舉,將教學(xué)過(guò)程中達(dá)到預(yù)先設(shè)計(jì)的目的、引起教學(xué)共振效應(yīng)的做法;課堂教學(xué)中臨時(shí)應(yīng)變得當(dāng)?shù)拇胧?層次清楚、條理分明的板書(shū);某些教學(xué)思想方法的滲透與應(yīng)用的過(guò)程;教育學(xué)、心理學(xué)中一些基本原理使用的感觸;教學(xué)方法上的改革與創(chuàng)新等等,詳細(xì)得當(dāng)?shù)赜涗浵聛?lái)，供以后教學(xué)時(shí)參考使用，并可在此基礎(chǔ)上不斷地改進(jìn)、完善、推陳出新。 ②記“敗筆”之處，即使是成功的課堂教學(xué)也難免有疏漏失誤之處，對(duì)它們進(jìn)行回顧、梳理，并對(duì)其作深刻的反思、探究和剖析，使之成為以后再教時(shí)應(yīng)吸取的教訓(xùn)。 ③記學(xué)生見(jiàn)解，在課堂教學(xué)過(guò)程中，學(xué)生是學(xué)習(xí)的主體，他們總會(huì)有“創(chuàng)新的火花”在閃爍，教師應(yīng)當(dāng)充分肯定學(xué)生在課堂上提出的一些獨(dú)到的見(jiàn)解，這樣不僅使學(xué)生的好方法、好思路得以推廣，而且對(duì)他們也是一種贊賞和激勵(lì)。同時(shí)，這些難能可貴的見(jiàn)解也是對(duì)課堂教學(xué)的補(bǔ)充與完善，可拓寬教師的教學(xué)思路，提高教學(xué)水平。因此，將其記錄下來(lái)，可以作為以后豐富教學(xué)的材料養(yǎng)分。 ④記再教設(shè)計(jì),一節(jié)課下來(lái)，靜心沉思，摸索出了哪些教學(xué)規(guī)律;教法上有哪些創(chuàng)新;知識(shí)點(diǎn)上有什么發(fā)現(xiàn);組織教學(xué)方面有何新招;解題的諸多誤區(qū)有無(wú)突破;啟迪是否得當(dāng);訓(xùn)練是否到位等等。及時(shí)記下這些得失，并進(jìn)行必要的歸類(lèi)與取舍，考慮一下再教這部分內(nèi)容時(shí)應(yīng)該如何做，寫(xiě)出“再教設(shè)計(jì)"，這樣可以做到揚(yáng)長(zhǎng)避短、精益求精，把自己的教學(xué)水平提高到一個(gè)新的境界和高度�？傊�，寫(xiě)課后反思，貴在及時(shí)，貴在堅(jiān)持，貴在執(zhí)著地追求。一有所得，及時(shí)記下，有話(huà)則長(zhǎng)，無(wú)話(huà)則短，以記促思，以思促教，長(zhǎng)期積累，必有“集腋成裘、聚沙成塔”的收獲。

　　三、教學(xué)情境分析題

　　32、……高中英語(yǔ)教師進(jìn)修詞匯教學(xué)課堂板書(shū)。問(wèn)題：(1)圖1和圖2體現(xiàn)了詞匯教學(xué)的哪兩種方法?(10分)(2)這兩種詞匯教學(xué)方法各有什么優(yōu)缺點(diǎn)?(10分)(3)這兩種教學(xué)方法遵循了詞匯教學(xué)的哪兩種原則?(10分)

　　正確答案:(1)圖一體現(xiàn)了英語(yǔ)詞匯固定搭配教學(xué)方法。通過(guò)將左欄的形容詞與右欄的名詞組成詞塊進(jìn)行記憶，如將“a black”與“car”進(jìn)行搭配組成“a blanckcar”詞塊，更有利于學(xué)生記憶單詞的用法。圖二體現(xiàn)了英語(yǔ)詞匯教學(xué)中的頭腦風(fēng)暴方法。教師通過(guò)給出關(guān)鍵詞或某一主題，激發(fā)學(xué)生對(duì)相關(guān)主題詞匯的聯(lián)想和提取，以達(dá)到詞匯記憶的目的。 (2)固定搭配詞匯教學(xué)方法的優(yōu)點(diǎn)有：第一，避免了記憶孤立單詞難度之大的問(wèn)題，搭配組成詞塊便于學(xué)生對(duì)單詞的記憶;第二，利于學(xué)生達(dá)到運(yùn)用單詞的目的，提高學(xué)生對(duì)單詞的搭配能力。 該方法缺點(diǎn)有：第一，考慮到語(yǔ)言的負(fù)遷移現(xiàn)象，不能一律按照漢語(yǔ)意思進(jìn)行搭配，以免造成由文化差異帶來(lái)的對(duì)單詞的不正確運(yùn)用;第二，只給出一組的詞語(yǔ)搭配容易造成學(xué)生對(duì)英語(yǔ)詞匯學(xué)習(xí)的思維定勢(shì)。 頭腦風(fēng)暴英語(yǔ)詞匯教學(xué)方法的優(yōu)點(diǎn)有：第一，有利于激發(fā)學(xué)生的想象，激活思維，促進(jìn)學(xué)生對(duì)于關(guān)鍵詞的思考。第二，有利于培養(yǎng)學(xué)生的合作學(xué)習(xí)能力，學(xué)生之間相互合作相互啟發(fā)，把自己的想法告訴組員，與組員產(chǎn)生觀點(diǎn)上的碰撞。 該方法缺點(diǎn)有：學(xué)生從記憶中提取單個(gè)單詞，并不能理解單詞運(yùn)用的方法，只能記住概念。 (3)這兩種教學(xué)方法遵循了詞匯教學(xué)的原則有：第一，運(yùn)用性原則：在教授單詞時(shí)，通過(guò)運(yùn)用性原則可以將孤立的單詞組成詞塊而在語(yǔ)言輸出時(shí)得以運(yùn)用，利于學(xué)生由詞成句，由句成篇，最終達(dá)到運(yùn)用語(yǔ)言的目的。第二，啟發(fā)性原則：詞匯教學(xué)中，教師激發(fā)同學(xué)們的興趣，通過(guò)主動(dòng)參與啟發(fā)學(xué)生與所學(xué)單詞相關(guān)的詞匯，讓學(xué)生主動(dòng)建構(gòu)知識(shí)，學(xué)習(xí)詞匯，有利于培養(yǎng)學(xué)生的自主學(xué)習(xí)意識(shí)。

　　四、教學(xué)設(shè)計(jì)題

　　33、……閱讀學(xué)生信息和語(yǔ)言素材，設(shè)計(jì)20分鐘的英語(yǔ)寫(xiě)作教學(xué)方案。教案沒(méi)有固定格式，但須包含下列要點(diǎn)：teaching objectives, thaching contents,Key and difficult points……教學(xué)時(shí)間：20分鐘 學(xué)生概況：某城鎮(zhèn)普通中學(xué)高中一年級(jí)學(xué)生，班級(jí)人數(shù)40人。多數(shù)學(xué)生已經(jīng)達(dá)到《普通高中英語(yǔ)課程標(biāo)準(zhǔn)(實(shí)驗(yàn))》五級(jí)水平。學(xué)生課堂參與積極性一般。(40分)

　　參考答案:參考設(shè)計(jì)：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. ) ′Amanda 19:17:07 ′Amanda 2017/11/04 19:17:07 教學(xué)設(shè)計(jì)題： 33.中公教育解析：<參考設(shè)計(jì)> 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 organize their survey results to write an email. 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. )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. ) ′Amanda 19:17:07 ′Amanda 2017/11/04 19:17:07 教學(xué)設(shè)計(jì)題： 33.中公教育解析：<參考設(shè)計(jì)> 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 organize their survey results to write an email. 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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