2018初中英語教師資格考試模擬試題及答案4_第4頁

　　一、單項選擇題

　　1-5 ABDBC 6-10 ABADA 11-15 DBBDC 16-20 CADAD

　　21-25 ADDBB 26-30 BDCCD

　　二、簡答題

　　【參考答案】

　　聽說課的教學(xué)步驟一般分為聽前、聽中和聽后。

　　聽前：預(yù)測聽力材料的主要內(nèi)容。通過頭腦風(fēng)暴等方式，為學(xué)生掃清詞語和句型障礙。并對聽力材料的背景進行簡要的提示，使學(xué)生能夠?qū)β犃Σ牧系闹饕獌?nèi)容進行系統(tǒng)的把握。最后提出需要解決的問題，讓學(xué)生帶著問題去聽材料。

　　聽中：在聽的過程中，主要分為泛聽和精聽兩部分。在泛聽部分，學(xué)生通過對聽力材料大意的把握，明確材料主旨，能夠?qū)懗霾牧系臉祟}、概要以及圖與文字進行匹配;在精聽部分，主要是詳細聽材料的細節(jié)，通過細節(jié)的把握，完成材料內(nèi)容的補充。

　　聽后：聽后是對聽前問題的回答。比如：回答問題、判斷正誤、關(guān)鍵詞等。

　　三、教學(xué)情境分析題

　　【參考答案】

　　1.該教師的作業(yè)批改存在的問題有：

　�、倥�改面面俱到。該教師采用了“包辦”法，標出學(xué)生作文中每個錯誤，甚至幫學(xué)生一一改正這些錯誤;

　　②批改字跡有些潦草，個別符號意思不明確，不是很明白易懂;

　　③在批改過程中，該教師一味地指出錯誤，沒有把好的詞句劃出來，不能及時鼓勵學(xué)生的優(yōu)點。

　　2.該批改方式可能會導(dǎo)致的負面結(jié)果有：

　　①教師一一幫助學(xué)生改正錯誤，等于老師重新幫他寫了一篇作文，這樣勢必造成批閱時間過長，影響其他環(huán)節(jié)的工作，而且也會阻滯學(xué)生英語寫作能力的提高;

　�、谠摻處熤刈魑呐�改、輕講評的方式，會導(dǎo)致對學(xué)生作文的輕率處理，沒有達到寫作的效果;

　　③該教師一味地指出錯誤，可能會打消學(xué)生的學(xué)習(xí)積極性，喪失學(xué)習(xí)興趣，過多指出錯誤會直接影響到學(xué)生的情緒，傷害學(xué)生的自尊心，減低學(xué)習(xí)效果。

　　3.英語老師要根據(jù)課程標準和教材的要求以及學(xué)生的認知水平,布置精選精練的作業(yè),在批改作業(yè)時應(yīng)注意：

　�、俨灰酥恢赋鲥e誤而不給予糾正。教師批改作文指出錯誤后，要重視糾錯，有些錯誤可以根據(jù)學(xué)生個人學(xué)習(xí)能力由他們自行糾正，有些超句子水平的錯誤是學(xué)生無法自己改正的，教師應(yīng)給予修正;

　�、诓灰饲�篇一律地批改作文。不同水平的學(xué)習(xí)者對糾正錯誤的期望和要求存在著差異，這一事實要求教師不僅應(yīng)當(dāng)注意這些要求，而且要靈活地處理不同的要求。

　�、鄄灰酥鞔尾环值嘏�改作文。批改作文時不宜抓小失大，主次不分。如果只注意作文中的枝節(jié)(如拼寫)而忽視全局性的問題，這樣的批改是片面的，要重視“全局性問題”，主要是文章的內(nèi)容、文章的結(jié)構(gòu)、文章的材料、文章的語言等。

　�、芙處熆梢圆捎迷u語的方式對作業(yè)進行批改，但評語所使用的語言應(yīng)與學(xué)生的語言水平相當(dāng)。教師可以用學(xué)生已學(xué)的單詞、短語、句型、時態(tài)、語態(tài)、語氣或篇章結(jié)構(gòu)，也可以用即將接觸的語言。

　　四、教學(xué)設(shè)計題

　　【參考設(shè)計】

　　Teaching Aims

　　(1)Students can understand the usage of simple past tense.

　　(2)Students can master some new sentences: where did you go on vacation? I went to….

　　(3)Students can use the simple past tense to describe things happened in the past;

　　(4) Students can improve their listening and speaking abilities;

　　(5)Students can use English to talk about the thing they did during their vacation.

　　(6)Can improve the confidence of learning English, and not afraid of speaking English in class;

　　(7)Can cooperate with others actively, and complete the tasks together.

　　Teaching Key and Difficult Points

　　(1) The usage of simple past tense;

　　(2) Students can use the new sentences to communicate with others fluently.

　　(3) Students can get the main idea of listening material, and get the useful information from material.

　　Teaching Procedures:

　　Step 1 Lead-in (2’)

　　I will show some pictures about my vacation on the PPT, which including some beautiful scenery and some people photos. Then I will told students I had a great time during my holiday. For example:

　　I enjoyed my vacation in Hainan, I had a great time there, and I love there very much.

　　Then I told students today we are going to learn a new unit, its topic is about our vacation.

　　(Justification: Students interest could be aroused, and let them know what they are going to learn in this class.)

　　Step 2 Pre- listening (2’)

　　(1) I will write some words on the blackboard to let student understand we should use past tense to express the things happened in the past.

　　Stay---stayed go---went visit---visited

　　(2) Ask students to look at the picture and guess what the people did in the different scenes.

　　And match the activities with the pictures.

　　(Justification: Get students prepared for the listening material.)

　　Step 3 While- listening(11’)

　　(1) Play the record, and ask students to finish the task in 1b, and let students know the name of each character.

　　(2)Play the tape again, and ask students to read after the tape, and pay more attention to the pronunciation, and do the imitation.

　　(3) Work in pairs and make sentences according to the 7 different scenes, and then tell your sentences to your partner. For example:

　　Tina went to the mountains during her vacation.

　　(Justification: After several time of listening, students can understand the listening material.)

　　Step 4 Post-listening (5’)

　　Make a conversation about what the people did during their vacations. Ask students to refer to the following conversation:

　　A: Where did Tina go on vacation?

　　B: she went to the mountains during her vacation. Where did Xiao Hua go on vacation?

　　A: Well, Xiao Hua went to New York City.

　　…

　　B: Then, where did you go on vacation?

　　A: Me? I visited my grandma in Shanghai.

　　B: Did you have a good time?

　　A: Yes, everything was excellent.

　　B: Sound good, I went to fishing during my vacation.

　　After finished, I will ask some groups to share their ideas.

　　(Justification: Through cooperation, students can consolidate what they have learned in this class and practice their speaking ability as well.)