《英语学科知识与能力(高中)》模拟试卷一(5)

报名入口来源:中国教育在线 2020-08-25

简答题

《英语学科知识与能力(高中)》模拟试卷一(5)

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二、简答题(本题共1小题,20分)

根据题目要求完成下列任务,用中文作答。

英语课程标准的内容标准包括哪五个方面(10分)?谈谈你对“情感态度”的理解(10分)。

三、教学情境分析题(本大题1小题,30分)

根据题目要求,完成下列任务,用中文作答。

材料1:

Tom: Hello Alice. I’m interested in your work saving birds! What do you think is the most difficult part of your work?

Alice: Well… I suppose it’s saving wild birds covered in oil. That’s the most difficult of all.

Tom: How does that happen?

Alice: The oil comes from boats. It floats on the water and covers the bird’s feathers when they swim through it.

Tom: That sounds terrible. What do you do about it?

Alice: The first thing we do is to make sure the bird hasn’t tries to clean itself with its beak. As it does so, the bird eats some oil and becomes sick.

Tom: Oh dear! Do the birds always die?

Alice: Sometimes… but we try to save them. Birds use their feathers like a raincoat to keep out cold water. When feathers are covered in oil, they stick together and a bird’s skin gets cold in the water. So without help the bird would die of cold!

材料2:

Scientists have discovered that when chimpanzees have stomach pains, typically because of intestinal parasites, they look for a certain plant to eat. Lippea. It is common in the jungles where chimpanzees live, and it contains chemical substances effective against many parasites. Lippea is not the only natural medicine in the chimpanzees’ cabinet. They may actually use up to thirty different plants — for different problems. Interestingly, the local people make use of many of the same plants for medical purposes. It is almost certain that chimpanzees discovered these herbal remedies before humans.

(1)这两份材料分别属于哪种语篇类型?(6分)

(2)这两份材料分别适合于哪种课堂教学?说明理由(至少写出两个要点)。(12分)

(3)分析教师选用文本材料时需要考虑的基本要素(至少写出三个要点)。(12分)

四、教学设计题(本大题1小题,40分)

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,设计一节20分钟的英语阅读课的教案。教案没有固定格式,但须包含下列要点:

● Teaching objectives

● Teaching contents

● Major steps and time allocation

● Activities and justifications

教学时间:20分钟

学生概况:某城镇普通中学初中一年级学生,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)》二级水平。学生课堂参与积极性一般。

语言素材:

STANDARD ENGLISH AND DIALECTS

What is Standard English? Is it spoken in Britain, the US, Canada, Australia, India and New Zealand? Believe it or not, there is no such thing as Standard English. Many people believe the English spoken on TV and the radio is Standard English. This is because in the early days of radio, those who reported the news were expected to speak excellent English.

However, on TV and the radio you will hear differences in the way people speak. When people use words and expressions different from the “standard language”, it is called a dialect. American English has many dialects, especially the Midwestern, southern, African American and Spanish dialects. Even in some parts of the USA, two people from neighboring towns speak a little differently. American English has so many dialects because people have come from all over the world.

Geography also plays a part in making dialects. Some people who live in the mountains of the eastern USA speak with an older kind of English dialect. When Americans moved from one place to another, they took their dialects with them. So People from the mountains in the southeastern USA speak with almost the same dialect as people in the northwestern USA. The USA is a large country in which many different dialects are spoken. Although many Americans move a lot, they still recognize and understand each other’s dialects.

点击查看答案二、简答题 【参考答案】 (1)按照基础教育阶段英语课程分级总体目标的要求,课程标准对语言知识、语言技能、情感态度、学习策略和文化意识等五个方面提出了相应的内容标准。 (2)其中“情感态度”是指兴趣、动机、自信、意志和合作精神等影响学生学习过程和教学效果的相关因素以及在学习过程中逐渐形成的祖国意识和国际视野。保持积极的学习态度是英语学习成功的关键。教师应在教学过程当中不断激发并强化学生的学习兴趣,并引导他们逐渐将兴趣转化为稳定的学习动机,以使它们树立自信心,锻炼客服困难的意志,认识自己学习的优势与不足,乐于与他人合作,养成和谐、健康向上的品格,通过英语课程,增强祖国意识、拓展国际视野。 三、教学情境分析题 【参考答案】 (1)语篇指的是实际使用的语言单位,是一次交际过程中的一系列连续的话段或句子所构成的语言整体。根据韩礼德的观点,语篇是一个语义单位或意义潜势的现实化,任何一个口头或书面语言片段,不论其长短,只要能构成一个语义整体,即表达完整的意思,就可以称之为语篇。语篇之所以重要,是由于它是交际过程中传递(口头或书面的)信息的语言形式。根据语篇的概念,第一篇属于会话语篇,第二篇属于段落语篇。 (2)第一篇适合口语教学,第二篇适合阅读教学。 理由:①第一篇语言比较简单,没有生僻词汇,句式偏向口语化,适合用于口语练习;第二篇语言偏向书面化,词汇相对较复杂,并且多了长难句,适合进行句子的分析,因此适合阅读教学。②第一篇偏向生活化,有生活气息,适合平时与人交际使用,英语口语的最终目的就是让学生达到沟通交流,因此会话语篇可以提供这样一个交流的环境。第二篇偏向说明性语言,是补充介绍知识的,因此可以作为阅读材料来使学生在知识层面有所丰富和提高,同时也加强了语言理解方面的训练。 (3)需要考虑的基本要素: ①教学内容要素 教学内容是要完成的教学任务,是实现教学目标的主要载体。因此教师在选择材料时,需将教科书作为主要依据,教材分析基本关注教学的重点、难点及考点方面,比较注重显性教材的运用而忽视隐性教材的挖掘和利用,较少关注与学习教材内容有密切关系的认知和心理因素,以及教材对学生能力的要求,而对教学的重点和难点也只是阐述其内容,没有做进一步的分析。在新课改背景下,教学内容分析既要求对显性教材的运用,也要求对隐性教材的挖掘和利用。 ②教学对象要素 学生是分析教学任务必须要考虑的因素,分析学生是为了帮助学生解决学习中的困难,完成教学任务。教师应该做到以下两点:一是要了解教学活动开始前学生在认知、情感、态度等方面已经达到了什么样的水平,这一水平标志着学生已经能做什么,说什么,想明白了什么等等(即学生的学情)。这是学生掌握新的学习任务的起点水平。二是要了解教授了教学材料后预期学生在认知、情感、态度等方面必须达到的状态。对这种状态的把握最终会转化为确定的教学任务与具体的学习目标。只有当教师的心中对教学前和教学后这两种状态的差距做到心中有数时,才能根据学生的实际情况,确定恰当的教学内容。 ③教学目标要素 教学目标是教育者在教学过程中,希望受教育者达到的要求或产生的变化结果,也是教师完成教学任务的归宿。新课程标准从关注学生的学习出发,强调学生是学习的主体,教学目标是教学活动中师生共同追求的,而不是由教师所操纵的。因此,教学目标的主体显然应该是学生。教师在选择教学材料的同时也要以学生为出发点,思考需要完成怎样的教学目标或达到怎样的教学效果。 四、教学设计题 【参考设计】 Teaching aims 1. Students can master the important words and expressions: standard, believe it or not, such as, be expected to, play a part in, recognize. 2. practice the reading skills 3. develop students’ confidence through letting them talk about standard English and dialects among students. Teaching Contents 1. Reading skills 2. Words and expressions: standard, believe it or not, such as, be expected to, play a part in, recognize. Teaching Procedures Step 1 Lead-in (2’) TQ: China is a very big country. Do we speak the same language? Can we understand each other? 1. China is a large country where different dialects are spoken. Can you list some of them? Discuss in groups and ask some students to report the answer. 2. Is there anybody who can speak a dialect from other place? Ask some students to speak the dialects and others guess. 3. Do you think there are some dialects in English? (Justification: By free talk, the topic of this class could be led in smoothly.) Step 2 Pre-reading (2’) Explain some words standard 标准, 规格dialect 方言expressions词语,表达Spanish 西班牙的 neighboring附近的,毗邻的geography地理play a part 扮演一个角色 recognize 辨认出,认出 (Justification: Explain the new words, so that students can understand the text easily.) Step 3 While-reading (11’) 1. Fast reading Scanning 1). Do you know what Standard English is from the text? 2). What is a dialect? Skimming: Read quickly to find the topic sentence for each paragraph. 2. Detailed Reading (1) Answer question: ① How many dialects of American English have been listed in the text? ( Para 2) The mid-western, southern, African American, and Spanish dialects. ② Why does American English have so many dialects?(Para 2 & 3) That’s because people come from all over the world. And geography plays a part in making dialects (2) Language points standard (adj.&n.) believe it or not such as …… (Justification: Students could use reading strategies to get the main idea and detailed information of the text.) Step 4 Post-reading (5’) Display different dialects and ask students to distinguish them then have a discussion about why have so many dialects. (Justification: Students could practice expressing their idea in oral English.)
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