2018初中英語教師資格考試模擬試題及答案3_第4頁

　　一、單項選擇題

　　在每小題列出的四個備選項中選擇一個最佳答案，錯選、多選或未選均無分。

　　1-5 CABBC 6-10 AABBA 11-15 DDBBB 16-20 CDBCC

　　21-25 BCDDA 26-30 DBACA

　　二、簡答題

　　【參考答案】

　　常用的教學法有：語法—翻譯法(Grammar Translation Method);聽說法(The Audio-Lingual Method);功能法(Functional Approach);任務型教學法(Task-based Language Teaching);認知法(Cognitive Approach)和情景法(Situational Method)。

　　選擇教學法時應注意以下幾點：

　　1.符合學生的認識規(guī)律和學生的身體和心理發(fā)展水平;

　　2.符合英語學科特點及學生的年齡特點;

　　3.有利于發(fā)揮教師的主導作用和調(diào)動學生學習的主動性與積極性;有利于加強基礎，培養(yǎng)能力，減輕負擔，提高質(zhì)量;

　　4.精講多練，注意交叉使用個人活動、雙人活動、小組活動與集體活動等不同的練習形式。

　　三、教學情境分析題

　　【參考答案】

　　1.導入環(huán)節(jié)。首先該教師運用了多媒體展示法進行導入，在授課之前先給同學們展示和神話人物有關的圖片，幫助學生們開闊了思路，拓展了想象空間，為接下來的授課做了很好的鋪墊，其次師生之間的互動問答又鍛煉了學生的交流能力。

　　2.首先通過有趣的內(nèi)容進行導入，可以將學生的注意力快速的吸引到課堂之上，其次導入可以開闊學生的思路，將頭腦中和課文有關的記憶喚起，為學習做好成分的準備。再次道路可以為教師之后的授課做一個有利的鋪墊。

　　3.圖片導入法，溫故知新導入法，設疑導入法，名人名言導入法，講故事導入法，視頻導入法和游戲導入法。

　　四、教學設計題

　　【參考設計】

　　1. Teaching aims:

　　(1) Students will be able to understand the new words and expressions from the text.

　　(2) Students can have a better understanding of the history and basic knowledge of computers.

　　(3) Students can talk about the passage after skimming, scanning and careful reading.

　　(4) Students can improve the abilities of reading and speaking.

　　Teaching contents:

　　(1) new words and expressions from the text

　　(2) reading strategies: skimming, scanning and careful reading

　　2. Pre-reading (3’)

　　(1) Free talk:

　　① Play a short video to visit an IT museum in the World Exposition. Enable students to imagine an IT museum which is open in the World Exposition.

　�、� Show some pictures of calculation tools such as abacus, calculator, huge computer, PC, laptop, PDA, and ask students to act as a guide, introducing them.

　�、� Offer some pictures of hardware such as monitor, printer, keyboard, mouse, USB, and ask another student to play as a guide to introduce them.

　　(2) Ask students to look at the pictures and the title of the reading passage. Predict what it is going to be about.

　　設計意圖：讓學生通過介紹的方式，對電腦的發(fā)展史有個基本的了解，通過介紹計算機硬件可以擴大學生的詞匯量，為理解文章做鋪墊，同時激發(fā)了學生學習的興趣。

　　3. While-reading (12’)

　　Skimming and scanning

　　(1) Ask students to skim the passage quickly to prove their guess and answer the questions.

　�、� Who am I? (A computer.)

　�、� What’s the passage about? (It’s about the history of computer.)

　�、� In which order is the text written? (According to the time.)

　　(2) Play the tape, ask students to scan the text and find out the topic sentence of each paragraph.

　　Careful reading

　　(1)Divide the students into two teams. Show some true or false questions on the screen.

　　① Alan Turing built an Analytical Machine to solve any mathematical problems. (F)

　�、� People began to realize that the computer got cleverer and quicker with time passing. (T)

　　③ The computer began to serve the human race since it was brought into people’s homes. (F)

　�、� Since the 1970s, the computer was used by people around the world through the Internet. (T)

　�、� The larger the computer is, the more memory it has. (F)

　　Ask students to have a competition. They should stand up and decide whether it’s true or false first and then find the information from the text to support their opinion.

　　(2) Ask students to work in groups of four people and complete the following chart. And then check the answers.

　　(Suggested answers: calculating, analytical, cards with holes, universal machine, memory, laptop, the early 1960s, network, share, ways)

　　(3) Enable students to see the changes of computers’ shape, and come to the inside of the computer. Then read paragraph 2 and fill in the blank. After that, present some pictures to help students understand the words easily.

　　(Suggested answers: memory, in Tubes, On Transistors, On small chips, small)

　　設計意圖：在略讀和查讀過程中，學生在對整個文章的大意有了基本的把握，鍛煉了學生快速閱讀的技巧。通過任務型教學法，讓學生仔細閱讀文章，可以加深學生對文章的理解，也鍛煉了學生對細節(jié)信息的獲取能力。

　　4. Post-reading (5’)

　　(1) Ask students to retell this passage with the help of the information that we have finished in while-reading.

　　(2) Have an interview: Imagine the students meet Bill Gates when going out of the museum. Invite a student to act as Bill Gates, the others may ask him the questions like these:

　�、� “Mr. Bill Gates, could you tell us in what ways computers are used now?”

　�、� “Mr. Bill Gates, what do you think the future computers will be like?”

　　設計意圖：根據(jù)已有信息復述文章可以加深學生對本課的掌握程度。設置采訪活動，可以鍛煉學生用英語表達的能力，讓學生將所學的知識進行信息輸出，加強說的訓練。在采訪的過程中，增強同學們的合作理念。