2022教师资格-中学英语学科知识与教学能力考前拔高名师测验卷2（附答案解析）

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1、2022教师资格-中学英语学科知识与教学能力考前拔高名师测验卷（附答案解析）1. 问答题：设计任务：请阅读下面学生信息和语言素材，设计20分钟的写作教学方案，帮助学生顺利完成该写作任务。教案没有固定格式，但须包含下列要点：teaching objectivesteaching contentskey and difficult pointsmajor steps and time allocationactivities and justification教学时间：20分钟学生概况：某城镇普通中学高中年级第一学期学生，班级人数40人，多数学生已经达到义务教育英语课程标准（2011年版）五级水平

2、。学生课堂参与积极性一般。语言素材：WRITING?1.Think of someone famous that you admire a lot, for example, an artist, a musician or writer.?2.Write two or three paragraphs about his or herlife. Below are some suggestions to help you.?3.Write about:Wherehe/shewasbornandwherehe/shelivedasachild.His/her family.How he/she

3、 become famous.His/her songs/ music/painting/novels/poemsTo show he/she has been in.Your opinion of his/her work. Explain why you like him/her.What you think will happen to him/her.Whether he/she will continue to be successful.答案： 本题解析：Teaching type: Writing classTeaching contents: This is a writing

4、 class from senior high school, which is about how to describe a person. Students are required to share the detailed information about the people they admire, such as the living place, the life story, and to express the reasons why they like these celebrities so much.Teaching Objectives:(1) Knowledg

5、e objectives Students are able to know the detailed information about the people they admire and can describe it correctly and properly in English.(2) Ability objectives: Students are able to arrange the writing materials they have and organize them logically. Through sharing the stories of their fa

6、vorite people, students speaking ability will be significantly improved.(3) Emotional objectives: Students can learn the correct and positive values from the people they like. Students are able to enhance the abilities of critical thinking and rational thinking through assessing someone reasonably.T

7、eaching key and difficult points:Teaching Key point:How to collect the writing materials and organize them properly.Teaching Difficult point:Build the life goals and positive attitude.Teaching Procedures:Step1: Pre-writing?1. Brainstorm:(1) Ask students to list the names of the people they admire mo

8、st.(2) Ask students to list the detailed information about these people, such as the birth palace, the reason why they succeed, their opinions on theses successful people and these peoples future.?2. Share some useful sentence structure to help students to describe the above information in detail.?3

9、. Group work: share the people who students admire most in a group.?4. Show students a sample to guide students to organize the information into every paragraph.(Justification: Brainstorm helps to choose the people and detailed information they will write about, and sharing the sentence structure la

10、ys a good foundation for the next step. Besides, group work is a good way to improve students speaking ability and awareness of cooperation.)Step2: While-writingStudents need to write an article about the people they admire most according to the requirements .(Justification: Students will cultivate

11、their ability of writing an article within certain minutes and their good habits of writing will be formed as well.)Step3: Post-writing?1. Exchange with desk-mates to do peer-editing.?2. Show the contents.?3. Evaluate the writing.(Justification: Editing can provide a perfect writing for students, me

12、anwhile the comments will help students learn more from others and improve their writing ability promptly.)Step4: Summary and homeworkSummary: Ask students what they learn form this lesson and summarize the writing strategies with students.Homework: Ask students to think about a question: Should we

13、admire the online celebrities and movie stars, why?(Justification: Summary can make students know the main information about the class. And the homework can improve students critical thinking ability.)2. 问答题：常见的布置作业的方式有哪些？答案： 本题解析：本题考查常见的布置作业的方式。包括课时作业、课本剧表演作业、问卷调查作业、采访型作业、辩论型作业。3. 问答题：下列教学片段选自某高中课堂

14、实录，阅读后回答问题。T: Today we are going to talk about travelling. Mike, have you ever traveledM: Yes, I have ever been to Beijing.T: When did you go thereM: Last summer.T: How did you go thereM: We went there by bus.T: Why did you go there by busM: Because it isnt too far away from here and it s very conve

15、nient to go there by bus.T: Good. How about you Li Ming, have you ever travelledL: Yes, I have been to Hainan last winter vacation.T: How did you go thereL: I went there by plane.T: WhyL: Because its too far from here and we can save lots of time by going there by plane.Ask more students like this.根

16、据上面所给信息，回答下面三个问题：(1)该片段反映了教学中哪个环节(2)分析该教学环节的目的。(3)从教学有效性角度评析这个片段。答案： 本题解析：(1)该片段属于导入环节。 (2)通过课堂提问的方式，能够吸引学生的注意力，并且能够提供一个学习英语的良好氛围。此外，通过相关话题的提问能够激发学生学习本课内容的兴趣，为下文学习做好铺垫。最后，用英语提问，还能提高学生用英语进行表达和交流的能力培养学生的英语思维。(3)教学有效性是指通过教学活动，让学生在较短的时间内，了解到更多、更深的知识和能力，获得更加丰富、积极的情感体验。在该教学片段中，教师通过不断地向学生提问题的形式，导入这堂课，导入形式过

17、于单一，不能很好地激发学生学习本堂课的兴趣：此外提问没有与展示图片、播放视频等其他方式结合起来，很可能导致学生对教师所提出的问题及所描述的画面不能有充分的认识和理解尤其对基础较差的学生来说很有可能跟不上教师的节奏以及课程的进度。最后，课堂提问只是针对个别学生来进行的，不能让所有的学生都参与到课堂当中，也不符合面向全体学生的要求。因此，通过该方法进行的导入环节，教学有效性不够高，需要进一步的调整和提升。4. 问答题：根据提供的信息和语言素材设计教学方案，用英文作答。设计任务：请阅读下面学生信息和语言素材，设计一个25分钟的阅读训练活动。教案没有固定格式.但须包含下列要点：teaching obj

18、ectivesteaching contentskey and difficult pointsmajor steps and time allocationactivities and justifications教学时间：25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。语言素材：Franklins Famous Kite ExperimentIn the eighteenth century, Benjamin Franklin conducted a number of experiments

19、in which he showed what electricity is. Here is how he described one of his experiments.In June 1752, I wanted to show that lightning and electricity are the same. Having realized that I could use a kite to attract lightning, I decided to do an experiment. I built a strong kite and waited for bad we

20、ather. When the first thunderstorm came, I took my condenser to a shed in the fields where I could do my experiment. My son helped me fly the kite.The kite flew high in the rainy sky, but nothing happened. I was beginning to think that the experiment would not work. Just then, I saw some of the hair

21、s on the string stand up. The string was getting charged!I brought my finger close to the key and felt a light but very clear electric shock. Others followed even before the whole string was wet, and I was able to collect and store a great deal of electricity in the condenser. This experiment proves

22、 that lightning and electricity are the same.To do the experiment you need four things, a kite, a key, some really bad weather and a condenser, to store electricity. Most kites are made of paper, but a kite made of silk will not tear so soon in weather with rain and strong winds. Build the flame of

23、the kite by making a small cross of two pieces of light wood. The pieces should be just long enough to reach the corners of the handkerchief. Tie the corners of the handkerchief to the points of the cross, and you will have a nice strong kite. Add a tail to the frame and tie a long string to the c答案

24、： 本题解析：Class type：Reading classTeaching Contents：Franklins Famous Kite ExperimentTeaching Objectives：(1)Knowledge objectiveStudents can master the following words, phrases and the sentence patterns.Important words: conduct, charge, shock, prove, tear, fasten, explain, appearImportant phrases: do an

25、experiment, a great deal, tie . tostop . from .Important sentence patterns: Having realized that I could useI decided to do an experiment.(2) Ability objectiveStudents can improve their reading ability through reading activities.(3) Emotional objectives After learning the passage, students are expec

26、ted to know about some famous scientists and their inventions and train students qualities of science. Students will have a serious attitude towards science.Teaching Key Points:(1) tearn the words and phrases listed above.(2) enable students to improve their reading ability.Teaching Difficult Points

27、:(1) How to understand the following sentence correctly.Having realized that I could use a kite to attract lightning, I decided to do an experiment.(2) How to help students understand the passage better.Major Steps:Step 1 Pre-reading (3 minutes)T: Today we come to the reading. Its about Franklins ki

28、te experiment. As we all know, Benjamin Franklin is a famous politician. But today we will read a passage about him as a scientist. We should learn about his serious attitude towards science. Lets see how Franklin made his famous electricity experiment by flying a kite.T: Do you have the experiences

29、 of flying a kite? Have you ever made a kite by yourself?. Why do you often go out to play kites?Students share their own ideas with each other.(Justification: Activate students background knowledge, and help the teacher introduce the theme of the text.)Step 2 While-reading (14 minutes)(1) Fast read

30、ing (4 minutes)Ask the students to read the passage quickly and match the paragraphs with the main ideas (on the screen).Show the following on the screen:Paragraph 1The Tip of doing the experimentParagraphs 2-3Introduction to Franklins experimentParagraphs 4-6The process of the experimentStudents br

31、owse the text quickly to get the general idea.(Justification: Train students ability of skimming for the main idea.)(2) Careful reading (10 minutes)Ask students to read the text carefully to find relevant information:A. List all the materials that are needed to make a kite.B. List what are needed to

32、 do the same kite experiment as Franklin did.C. Get students to read the text and then decide whether the following statements are true (T) or false (F).a. In 1752, scientists already knew what electricity is. ()b. Franklin was helped by a friend to do the experiment. ()c. Franklin made the kite of

33、silk because wet silk does not conduct electricity. ()d. A condenser was used in the experiment to store electricity. ()e. The key tied to the string was put into the door to stop the kite from flying away. ()Students finish the reading task and report to the whole class.(Justification: Train studen

34、ts ability of scanning for detailed information.) Use the multimedia to present Franklins experiment.Students are asked to fill out the form about Science Report.Title: Experimenters nameJustification:Procedure:Results:Conclusion:(Justification: Teach students how to write a science report.)Step 3 P

35、ost-reading (8 minutes)Present some questions:Why is the kite made of silk better than the one made of paper?Do you think Franklins experiment was dangerous? And why? What do you learn from this experiment?Students are asked to think about the questions, discuss with classmates and report to the who

36、le class.(Justification: Help students understand the text better and offer them opportunities to communicate with their classmates.)5. 问答题：下面是某教师一节听说课听前环节的教学实录，单元话题为 My favourite animal。T: Today well talk about animals. Do you like animals?Ss: Yes.T: I like animals, too. Please guess what my favour

37、ite animal is.Ss: Dog! Monkey! Pandas! Elephant!T: Look! (教师拿出一个毛绒兔子) My favourite animal is a rabbit. It is lovely and cute. Please read after me: cute. (教师在黑板上写出 cute，学生跟读)T: Now read after me: chicken, elephant, giraffe, lion, monkey, panda, penguin, sheep, tiger,zebra. (教师在 PPT 上呈现听力材料中涉及的所有动物词汇

38、，逐一领读)Ss: .根据所给材料从下列三个方面作答。(1)分析该听前教学活动设计的两个优点。(10 分)(2)分析该教学片段存在的两个问题。(10 分)(3)针对每个问题提出一条改进建议。(10 分)答案： 本题解析：(1)该听前教学活动的两个优点： 该教师让学生猜自己最喜欢的动物，从而引出本节听说课的主题 My favourite animal，并为后面学生运用“What is your favourite animal?”的句型做了铺垫。此外，该教师利用直观教具毛绒兔子，有效地调动了学生的学习 兴趣与积极性。 该教师在 PPT上呈现听力材料中涉及的动物词汇，目的是在听前阶段为学生扫除听力

39、过程中可能遇到的生词障碍。 (2)该教学片段存在的两个问题： 教师在 PPT 上呈现听力材料中涉及的所有动物词汇，并逐一领读，这种词汇学习的方法单一枯燥，不能调动学生 的积极性，容易使学生失去兴趣。 教师只带领学生围绕单词进行学习，没有引导学生对听力材料的内容进行预测。 (3)两个改进建议： 从前面学生的回答中，可知学生已掌握了 monkey,panda，elephant 这几个单词。此外，根据材料可判断出本节 课的听说重点应该围绕“What is your favourite animal?And why?”进行。因此教师只需重点呈现听力材料涉及 的生词以及一些相关的形容词，并且采用图片、视

40、频、音频等多种方式开展教学，充分激发学生的学习兴趣。 在听前阶段，教师的主要任务是帮助学生熟悉听力话题，所以教师在激活学生已有知识并扫除听力障碍后，可以 设置一两个问题或相关表格，让学生预测所听材料的主要内容，并让学生带着问题去听，以便收到良好的听力效果。6. 问答题：根据题目要求完成下列任务，用中文作答。下面是某初中教师在教授了“过去进行时”这一语法内容之后设计的练习活动。Activity 1T: Hi, what were you doing at 8 p.m. yesterdayS1: I was doing my homework.T: Good. Ask the student be

41、hind you the same question.S1: What were you doing at 8 p.m. yesterdayS2: I was watching TV. What were you doing at 8 p.m. yesterdayS3: I was cleaning my room. What were you doing at 8 p.m. yesterdayActivity 2T: Now let s see who has the best memory. I was cooking at 6 o clock yesterday evening.What

42、 about youS 1: I was having dinner.T: Tell your partner like this: Ms. Zhang was cooking at 6 oclock yesterday evening. Iwas having dinner.S1: Ms. Zhang was cooking at 6 o clock yesterday evening. I was having dinner.S2: Ms. Zhang was cooking at 6 oclock yesterday evening. S1 was having dinner. I wa

43、sdoing some shopping.S3: .根据上面的信息，从下面三个方面作答：(1)该教师设计的两个活动属于什么类型的语法操练活动请简要说明。(2)该设计中存在什么问题(3)针对存在的问题提出合理的建议。答案： 本题解析：(1)教师设计的两个活动都属于机械型操练活动。机械型操练活动的作用是帮助学生熟记、掌握语法规则和形式，一般使用互不连接的单独结构、短语或句子。常见的练习形式有重述操练、替换操练、并句操练等。该教学片段中的两个活动，第一个是重述操练，第二个是记忆挑战，都属于机械型操练活动。 (2)该设计存在以下问题：活动没有明确的交际目的，只是在机械地操练语言。活动没有情境，很难引起

44、学生的兴趣，无法令学生产生交际的欲望和真正的交流的需要。教师更关注语言的结构和形式而非意义和内容。因此，学生在进行这两项语言活动时，更关注的是怎样说，而不是说什么。由于活动形式有限，学生只能进行极少部分的语言替换，语言形式固定单一，没有使用多样化语言即兴表达的可能。教师设计的活动很容易增加学生的焦虑感和紧张感。特别是活动2，学生一直在努力记住前面学生的话，很难将注意力集中于自己要表达的内容上。活动规则决定了评价的唯一标准是学生语言的正确程度。学生会有意无意地选择自己有把握的语言表达，失去了语言活动的意义。(3)语法练习的形式有多种，教师可以遵循语言学习的规律，层层深入，循序渐进地设计教学实践活

45、动。例如：在活动1结束之后，以图画、图表、关键词等提示信息为基础设计意义型的语法练习。在进行意义型练习之后，教师可以布置一个贴近学生生活、更真实的任务，让学生在真实的语言情境中进行情境对话、角色表演等。让他们在饶有兴趣的语言实践中进行交际从而感知语言、运用语言、内化语言。7. 问答题：这是一篇关于生命起源的说明文的阅读教学。课文中有两张插图，其中一张是太阳系的图片，为了让学生了解更多有关太阳系的知识，教师设计了“What do you know about the Solar System?”的导入环节。T：Today well learn how life began on the eart

46、hWhat do you know about the Solar System?Let me show?you some picturesTell me what are they?（点击课件，呈现太阳系的图片）T：（指着太阳）Whats this?Ss：SunT：（指着水星）Whats this?Ss：I dont knowT：Its MercuryRead after me“Mercury”（板书Mercury）T：（指着金星）Then，whats this?Ss：（零零星星地）Its Venus接下来教师逐个地指着图片上的行星问学生“Whats this?”而学生除了对地球响亮地齐声回

47、答“earth”外，对其他的行星都保持沉默。任务要求：（1）分析该教师的教学目标；（2）分析指出上述教学实录中的不足之处；（3）如何弥补上述实录中的不足?请重新设计此堂课的导入环节。答案： 本题解析：（1）教学目标分为三个维度。 知识目标：学生能够通过导入环节了解太阳系，并扩大有关太阳系的词汇量；技能目标：学生能够掌握单词归类记忆的方法，如对太阳系的各个行星集中记忆；情感目标：学生能够了解宇宙的奥秘，提高学习兴趣。（2）不足之处：没有认识到学生的主体地位。实录中教师采用的是灌注式的导入方法，教师点击鼠标，新的词汇在屏幕上快速出现，词汇的容量和词汇呈现的速度超出了学生的认知水平，学生处于被动回答

48、的地位，其积极性无法调动。内容狭隘单一。教师只是利用图片做一些简单提问，学生做机械回答。这种方式没能联系学生生活实际，远不能创设一个生动的课堂。教学有效性有待商榷。表面上看学生了解了太阳系的组成和其行星的名称。但整个环节学生忙于看图片和相关的文字，无暇思考和记忆，看了读了后就忘了。（3）教师可以首先播放视频，短短一分钟展示地球上万物的发展，学生在观看之后不禁感叹宇宙和生命的神奇，然后让他们讨论一下所看到的内容及感受。高中生有了一定的课外阅读能力，所以他们可能会谈到恐龙灭绝、宇宙大爆炸、地球起源等，全班学生积极讨论。此时教师可出示宇宙大爆炸或者地球与行星撞击形成月球的图片，进而激发学生的求知欲，

49、调动其学习积极性，从而顺势引出所讲授的课题“What is the scientific idea about the beginning of the universe Lets start our new lesson ”8. 问答题：根据题目要求完成下列任务，用中文作答。在语法教学中，语法练习的形式有哪几种(10分)?请对任意两种练习形式进行举例说明(10分)。答案： 本题解析：(1)语法练习的形式机械型练习。这类练习的作用是帮助学生熟记、掌握语法规则和形式，一般使用互不连接的单独结构、短语或句子。常见的练习形式有填空、选择和替换等。意义型练习。这类练习强调形式的正确理解和输出，但同时涉

50、及了意义。练习仍然使用互不连接的单独结构，答案通常是确定的。常见的练习形式有：基于意义的填空或选择、配对、改错及合并句子、汉译英或英译汉等。交际型练习。这类练习最有使用价值和趣味性，它强调以交际为目的的意义输出或理解.在交际过程中同时注意结构的运用。常见的练习形式有：两人活动、小组讨论活动、角色扮演活动、头脑风暴活动等。(2)练习举例机械型练习替换练习T：Im trying to find a book in the box.S：Im trying to find a book in the box.T：shelf.S：Im trying to find a book in the shelf

51、.T：bed.S：Im trying to find a book in the bed.意义型练习汉泽英我打算在我家乡买套房子。1 want to buy a house in my hometown.9. 问答题：根据提供的信息和语言素材设计教学方案，用英文作答。设计任务：阅读以下信息和语言素材。假设你将利用此语言素材提高学生的阅读能力请根据学生情况设计针对此素材的教学目标，以及实现该目标的课堂活动。学生概况：本班为中等城市普通学校初中一年级的学生，班级人数为40人。多数学生已具备一定的英语语言能力。学生能够积极参与课堂活动。合作意识较强。教学时间：40分钟。教学设计须包括：?teachi

52、ng objectivesteaching contentskey and difficult pointsmajor steps and time allocationactivities and justificationsMy FamilyI have a happy family. My family have five peopleE: grandpa, grandma, father, mother, and me. My grandparents live in countryside. They. have six rooms. The room is big. There a

53、re two apple trees in the ground. They have sixteen goats and three cows. The goat is white. The cow is yellow. They are healthy.答案： 本题解析：【参考设计】Teaching Contents: A paragraph about My family.Teaching Objectives:( 1 ) Knowledge objectiveStudents could master the new words, such as grandpa, grandma, f

54、ather, mother.(2) Ability objective Students can improve the four skills of English, especially reading ability.(3) Emotional objectiveStudents can love not only their family members but also the people around them.Teaching Key Points:Master the pronunciations of the new words and the phrases and th

55、e usage of the sentence patterns.Teaching Difficult Points:How to put the new knowledge into practice and use it to communicate with others correctly and fluently.Teaching Aids:Multimedia, word cards, some related picturesTeaching Procedures:Step 1 Lead-in and Warming up (3 minutes)Greet with the st

56、udents and the teacher will sing a song with them. The song is Father and Mother.(Justification: This step can attract students to involve in the lesson.)Step 2 Pre-reading (3 minutes)Show the students some pictures, in which are the teachers family members. Let students guess the people in the pict

57、ures and think about their own family members. Then ask some volunteers to share their opinions about their families with the whole class.(Justification: Pictures can arouse students interest. The activity can get students involved in the topic of the lesson. )Step 3 While-reading (25 minutes)At thi

58、s step the teacher will ask the students to do two activities.Activity 1: Fast readingStudents will be given one minute to read the short passage quickly, and then conclude the main idea.Activity 2: Careful readingThe teacher will give them 5 minutes to read it again. Then let them do two tasks.Task

59、 1: The teacher will show some questions with the help of the PowerPoint which the teacher prepared before the class in order to help the students grasp the specific information.Task 2: The teacher will ask the students to underline the difficult words or phrases. In order to practice their ability

60、to think, the teacher will encourage them to analyze the text by themselves first and then to discuss with their group members. At last the teacher will explain them and give some examples and exercises to help them understand.(Justification: Different ways of exploiting the text can help students n

61、ot merely to cope with one particular text in class but to develop their reading strategies and reading ability.)Step 4 Post-reading (6 minutes)The teacher asks students to discuss the most interesting story happened in their families in group. After the discussion the teacher asks them to recommend

62、 the most interesting story in each group, and let one student share the story with the whole class.(Justification: Help the students have a better understanding of the topic of family.)Step 5 Summary and Homework (3 minutes)Summary: Ask students to summarize what they have learned in this class and

63、 make a conclusion about this lesson.Homework: Ask students to write a short passage about their family members, and share it with the other students next class.(Justification: Summary can help students to consohdate what they have learnt in the class and homework can improve their writing skills.)Blackboard Design:My familyWords:grandpa grandma fa