2019上半年全國(guó)教資統(tǒng)考初中英語(yǔ)學(xué)科知識(shí)與能力試題答案-(1659)

1、.2019 上半年全國(guó)教資統(tǒng)考初中英語(yǔ)學(xué)科知識(shí)與能力試題答案二、簡(jiǎn)答題 ( 本大題 1 小題， 20 分 )31.【答題要點(diǎn)】作用(1) 培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣(2) 創(chuàng)造出活躍、民主、平等的教學(xué)氣氛，形成寬松、輕快的課堂教學(xué)(3) 培養(yǎng)學(xué)生的創(chuàng)新精神和實(shí)踐能力(4) 促進(jìn)學(xué)生多種能力的形成和發(fā)展建議(1) 劃分合理的學(xué)習(xí)小組(2) 在課堂小組合作學(xué)習(xí)中合理引導(dǎo)、積極調(diào)控(3) 選準(zhǔn)合作學(xué)習(xí)的教學(xué)內(nèi)容三、教學(xué)情境分析題 ( 本大題 1 小題， 30 分) 32. 【答題要點(diǎn)】(1) 封閉式又叫展示性問(wèn)題display questions ，這種問(wèn)題是教師已經(jīng)知道答案或者答案能在相關(guān)工具中找到，

2、提問(wèn)只是為了考查學(xué)生對(duì)語(yǔ)言知識(shí)的掌握情況。一般包括是非、對(duì)錯(cuò)的選擇性問(wèn)題和事實(shí)、回憶性問(wèn)題。案例中的例句為：a. can elephants swim?b. do you like tigers?開(kāi)放式又叫做參考性問(wèn)題 referential questions ，是指教師所提的問(wèn)題沒(méi)有預(yù)設(shè)的答案，提問(wèn)的目的在于發(fā)散思維尋求信息，一般包括推理、評(píng)價(jià)性的問(wèn)題和批判、創(chuàng)造性的問(wèn)題。該案例中例句為：a. why do you like them?b.canyou tell us where they live?(2) 封閉式優(yōu)點(diǎn)：答案是固定的，這種問(wèn)題更適合應(yīng)用到學(xué)生準(zhǔn)確性的提升方面， 有利于考查學(xué)

3、生對(duì)于語(yǔ)言知識(shí)的掌握?？梢砸龑?dǎo)學(xué)生就某一句型反復(fù)操練，做很多機(jī)械練- ·習(xí)，有助于幫助學(xué)生更好的掌握和鞏固目標(biāo)語(yǔ)，有助于學(xué)生掌握正確的語(yǔ)言形式。缺點(diǎn)： 封閉式問(wèn)題屬于機(jī)械性操練，學(xué)生只需要回答出特第 1 頁(yè) 共 4 頁(yè)- ·定答案，沒(méi)有過(guò)多的思考、不能起到發(fā)散學(xué)生思維的作用，只能幫助學(xué)生掌握語(yǔ)言形式，對(duì)于語(yǔ)言功能沒(méi)有太多的涉獵，不利于培養(yǎng)學(xué)生舉一反三、實(shí)際運(yùn)用語(yǔ)言的能力。開(kāi)放式問(wèn)題優(yōu)點(diǎn)：該類問(wèn)題通常答案不是唯一的，沒(méi)有固定答案。在教學(xué)中應(yīng)用，可以讓學(xué)生有動(dòng)腦思考的過(guò)程，引導(dǎo)學(xué)生自己去思考尋找答案，真正做到啟發(fā)式教學(xué)，可以發(fā)散學(xué)生的思維，培養(yǎng)學(xué)生真正運(yùn)用語(yǔ)言的能力，而不拘泥于

4、語(yǔ)言形式的掌握。缺點(diǎn)：該類問(wèn)題與封閉式問(wèn)題相比較難，對(duì)于一些基礎(chǔ)比較薄弱的學(xué)生來(lái)說(shuō)完成起來(lái)會(huì)有一定的障礙，如果教師應(yīng)用不當(dāng)?shù)脑?，有可能?huì)起不到真正的效果，打消學(xué)生的積極性，不利于教學(xué)的順利進(jìn)行。(3) 特點(diǎn)一：該教師在導(dǎo)入環(huán)節(jié)結(jié)合了多種提問(wèn)方式。運(yùn)用了一般疑問(wèn)句，也運(yùn)用了 特殊疑問(wèn)句，分別采用了封閉式提問(wèn)以及開(kāi)放式提問(wèn)的方式，真正做到了提問(wèn)方式多元化， 這兩種方式適用于不同學(xué)生，也有各自的作用，這樣可以充分發(fā)揮兩種提問(wèn)方式的優(yōu)勢(shì)， 削弱了兩種提問(wèn)方式的劣勢(shì)，提高了教學(xué)的有效性。特點(diǎn)二：在教學(xué)過(guò)程中，案例中的老 師運(yùn)用封閉式提問(wèn)更多。這類問(wèn)題的答案是固定的、唯一的，事先有預(yù)設(shè)的，通常比較簡(jiǎn) 單、

5、不利于發(fā)散學(xué)生的思維，應(yīng)用過(guò)多的話，學(xué)生會(huì)覺(jué)得很枯燥，很可能會(huì)出現(xiàn)產(chǎn)生厭學(xué) 心理，注意力不集中等等問(wèn)題，學(xué)生一直處于比較被動(dòng)的局面，不利于調(diào)動(dòng)學(xué)生學(xué)習(xí)的積 極性和主動(dòng)性。四、教學(xué)設(shè)計(jì)題 ( 本大題 1 小題， 40分 ) 33.【答題要點(diǎn)】teaching type: reading classteaching contents: this lesson is from junior high school, and it mainly talksabout the writing hobby of a young boy named david smith, and how this hob

6、by has him pleasure and success.teaching objectives:(1) knowledge objectives- · students can get familiar with the topic of hobbies. students can get some detailed information about david s writing hobby.(2) ability objectives:第 2 頁(yè) 共 4 頁(yè)- · students can improve theirreading abilityby mast

7、ering some skills,such as skimming and scanning. students can express their opinions on different hobbies.(3) emotional objectives: students can foster a positive attitude towards different hobbies. students can find out that team work is moreefficient. teaching key and difficult points:teaching key

8、 point:students will understand what is david s hobby and what has the hobby brought to him. teaching difficult point:students can express their opinions on different hobbies. teaching procedures:step1: pre-reading (5minutes)1. free talk: 4 students a group to talk about their own hobbies.2. predict

9、ion: to look at the title and pictures first and guess what is david s hobby. (justification: team work is a great way to encourage more students to get involved into theclass, and also the free talk is common and easy topic for them to start. prediction is also a good activity for them to get inter

10、ested into the topic. )step2: while-reading (10 minutes)activity 1, fast reading(3 minutes):- ·students need to read the whole passage fast to check out if their predictions from earlier is right.(justification: this step is designed to train students fast reading ability.)第 3 頁(yè) 共 4 頁(yè)- ·ac

11、tivity 2, detailed reading(7 minutes):students need to read the whole passage for the second time. and find out some detailed information.(justification: this step is designed to train students detailed reading ability.)step3: post-reading (5 minutes)1. retell the story about david.2. discussion: why did david success in writing?(justification: retelling isgood way for stude