2015上半年教师资格考试《高中英语学科知识》真题与答案_第6页

　　参考答案

　　一、单项选择题

　　1-5 BBADB

　　6-10 BDCDC

　　11-15 CDDAD

　　16-20 ABADA

　　21-25 DBBCB

　　26-30 CAADC

　　6.B【解析】the extent to which相当于how much。句意：通过这样做，教师就可以确定孩子们在多大程度上理解他们所阅读的东西。

　　9.D【解析】语言分析学家格赖斯(Grice)认为，在所有的语言交际活动中，对话双方有意无意地遵循着某一原则，以求有效地配合而完成交际任务，否则交谈就无法顺利进行。

　　16.A【解析】略读(skim)策略旨在快速阅读文章，以了解文章大意。

　　18.A【解析】在学生进行语言实践时，教师为学生指明方向、提供资源、帮助判断，并适时对学生给予鼓励，此时教师扮演的是引导者(facilitator)角色。

　　19.D【解析】标准参照测试(criterion-referenced testing)是以特定的语言能力标准作为判别标准的测试。美国EST举行的TOEFL、英国的IELTS均属于标准参照测试。

　　二、简答题

　　31.【答案要点】

　　三种写作体裁：记叙文、议论文、应用文。

　　教师应从以下四个方面指导学生进行英语记叙文写作：

　　(1)明确五个W和一个H

　　要写好记叙文，首先要确定先写什么，最后写什么，然后用五个W和一个H的方法开始布局谋篇，即what(什么事)，who(什么人)，when(什么时候)，where(什么地点)，why(什么原因)，how(怎么样)。整个写作内容的确定、写作材料的筛选，都要围绕这五个W和一个H进行。

　　(2)确定以第几人称及以何种顺序展开叙述

　　一般来说，英语记叙文要以第一人称(I/we)和第三人称(he/she/it/they)来展开叙述。第一人称是从“参与者”的角度进行叙述;第三人称是以“观察者”的身份展开叙述，要根据具体情况合理选用。

　　在确定了人称之后，要确定展开记叙的顺序。在英语记叙文中，最常用的是按事情发展的时间或空间顺序进行记叙。

　　(3)在塑造人物、展开情节上下工夫

　　记叙的任何事情都是由人来进行的，人物塑造的好坏是衡量记叙文好坏的一个重要标准。因此，表达人物的动作、语言以及展开情节时，使用哪些句型、短语、词汇都应该仔细推敲，对于叙述事情的情节展开要突出重点，详略得当，可有意识地采用类似“设置悬念”“前后呼应”等的写作手法，以吸引读者的兴趣。

　　(4)注意文章的完整性

　　整篇文章要完整，内容全面，层次分明，重点突出。英语记叙文的时态通常为一般过去时，但如果是经常性的事件或自然现象、社会现象，则常用现在时。

　　三、教学情境分析题

　　32.【参考答案】

　　(1)该教学目标的合理性体现在，试图从教学的知识目标(理解阅读材料，掌握系动词的用法)和教学能力目标(提高学生的听、说、读、写能力)这两个方面来设计。既包含了教学过程中知识内容的传授，又包含了能力培养的目标。

　　(2)但是总的来说，该教学目标设计得不科学，太宽泛，空洞不具体，教学对象不明确。具体来说：①教学目标有goals，aims，objectives三种表述，goals是终极教育目标，aims往往是指以教师为出发点的“目的”(是传统的教学目标)，objectives是以学生为出发点，具体的课堂学习目标。因此往往用objectives表述以学生为主体的教学目标。②它没有把握好预期的教学目标，对教学内容，即知识目标的设计不明确，“理解阅读材料，掌握系动词的用法”的说法太空洞宽泛，因为知识目标指的是学生对语言知识(语音、词汇、语法、功能和话题五方面)的掌握及语言技能(听、说、读、写)的综合运用。要求能够正确听、说、读、写教材中的单词(句子)，能够正确朗读教材中的语篇等。③对于能力目标的设计也太笼统，因为能力目标指通过这堂课学生能够锻炼什么样的能力。要求学生能通过感知、理解与模仿，能够在适当的情境中运用本课涉及的词组等语法知识正确描述“人们正在做什么”。④教学目标是三维教学目标，即知识目标、能力目标和情感态度目标，缺少情感态度目标。

　　(3)Teaching objectives

　　Knowledge objectives：

　　①To understand the meanings of five senses according to their daily life.

　　②To fully understand the reading materials about five senses.

　　③To grasp the usage of the link verbs：smell，feel，sound，taste，etc.

　　Ability objectives：

　　①To improve their ability of listening by listening to the text.

　　②To improve their ability of speaking by pair work and discussion.

　　③To improve their ability of reading by Qs and As and comprehensive reading.

　　④To improve their ability of writing by abbreviating the text.

　　Emotion objectives：

　　①After this lesson，students will feel the importance of five senses.

　　②Students can make full use of five senses in daily life and love their lives.

　　四、教学设计题

　　33.【参考答案】

　　Teaching objectives：

　　(1)Knowledge objectives

　　①To master the following words and expressions：healthy，healthily，amount，snack，bake，recommend，provide，variety，lead to.

　　②To learn and talk about their own daily diet.

　　(2)Ability objectives

　　①To practice the reading ability by skimming，scanning and reading comprehension.

　　②To improve the speaking ability by talking about what is the scientific and healthy eating.

　　(3)Emotion objectives

　　To develop scientific and healthy eating habits and learn to love and treasure their life.

　　Teaching key points：

　　(1)Students can master the following words and expressons：healthy，healthily，amount，snack，bake，recommend，provide，variety，lead to.

　　(2)Students can improve their reading，speaking，listening and writing skills.

　　Teaching difficult points：

　　(1)How to make students master the following words and expression：healthy，healthily，amount，snack，bake，recommend，provide，variety，lead to.

　　(2)How to make students improve their reading，speaking，listening and writing skills.

　　(3)How to make students form the habit of eating healthily.

　　Teaching methods：

　　Task-based teaching，oral practice，Qs and As，pair work，etc.

　　Teaching aids：multi-media

　　Teaching procedures：

　　Step 1 Warming up and lead-in(5 minutes)

　　Brain-storm：Qs and As

　　1.What do you eat every meal?List the food.

　　2.Do you eat healthily?

　　(Justification：to get students to combine learning English with daily life.Also，it’s easy for them to say something concerning their life.)

　　Step 2 Pre-reading(8 minutes)

　　Discussion：

　　What’s the meaning of eating properly in your opinion?

　　First students can express their opinions，then teacher leads the topic to the text.

　　(Justification：to get students to know clearly what is healthy and proper eating.)

　　Step 3 While-reading(17 minutes)

　　1.Fast reading

　　Read the text quickly and try to fill in the blanks according to the text.

　　Varieties of food

　　Contain/provide

　　Servings per day

　　Fruit and vegetables

　　Milk，cheese and yoghurt

　　Meat，fish，poultry…

　　Bread，cereals，pasta…

　　(Justification：to get students to learn the details of healthy and proper eating.The chart provides the untrients of different varieties of food，so students can get the concrete knowledges of nutrients.)

　　2.Listening

　　After students have finished the task，give them a listening practice.

　　(Intension：to get students to get a better understanding of the text.)

　　3.Intensive reading

　　Read again and do the True or False exercise：

　　(1)Eating properly means eating only the right variety of food.

　　(2)Eating too much healthy food has no bad effects on health.

　　(3)Soup，baked potatoes，crisps and chocolate are available for snack.

　　(4)Milk，cheese and yoghurt are good for our health，so we can choose the low fat varieties and have 2 to 3 servings every day.

　　(5)In order to keep healthy，we should eat fruit and vegetables every day without limit.

　　(Intension：to get students to further understand the text.)

　　4.Vocabulary and phrases learning

　　Choose the correct forms of the following words and expressions to complete the sentences.

　　healthy，healthily，amount，snack，bake，recommend，provide，variety，lead to.

　　(1)In order to stay，we should eat.

　　(2)…

　　(Justification：by doing the exercise to get students to master the key words and expressions.)

　　Step 4 Post-reading(10 minutes)

　　Consolidation：

　　1.Group work

　　Divide students into several groups，and give them an assignment.They can first discuss it in groups，give their own opinions and then choose a member to present to classmates.

　　Assignment：Suppose you are a cook in our school canteen，what meal would you serve on Tuesday?List your menu，and give your reasons for it.

　　2.Writing

　　Write an essay about the menu，according to what we do in Group Work.If they can finish in calss，choose 1 or 2 students to read before all the students;if not，they can finish it after class.

　　(Justification：The students have learned many aspects of the text-listening，speaking and reading，it’s time to get students to write down what they learned in this period.)

　　Step 5 Summary and homework(5 minutes)

　　1.Finish the writing after class if students can’t finish it in calss.

　　2.Do exercises of this part on the exercise book.

　　3.Preview the next lesson.

　　(Justification：Students can review and consolidate what they learned in class.)