2018上半年教师资格真题答案|万题库估分|微信对答案

　　一、单项选择题

　　1、……the soud of "ch" (2分)

　　正确答案:B. vioceless,dental and fricative

　　2、……/m/, /n/, and (2分)

　　正确答案:C. place of articulation

　　3、……she is (2分)

　　正确答案:A. A transcribing

　　4、……neither the unpleasant (2分)

　　正确答案:C. has made 此题暂无

　　5、……Mr. Joe has worked very hard (2分)

　　正确答案:B. to 此题暂无

　　6、……the message came to the villagers (2分)

　　正确答案:C. that

　　7、……we must improve the farming (2分)

　　正确答案:B. in order that

　　8、……do you mind if I smoke here (2分)

　　正确答案:C. No, not at all

　　9、……what is the main rhetoric cevice used in (2分)

　　正确答案:D. Transferred epithet

　　10、……A:let us go to movie (2分)

　　正确答案:A. Illocutionary act

　　11、……which of the following activity is NOT (2分)

　　正确答案:D. pattern practice

　　12、……if a teacher shows students (2分)

　　正确答案:B. demonstration

　　13、……when a teacher asks to (2分)

　　正确答案:B. analyze the structure of the passage

　　14、……which of the following practices can encourage (2分)

　　正确答案:C. finding detailed information

　　15、……which of the following is a dispaly (2分)

　　正确答案:D. What happened to the girl at the end of the story

　　16、……which of the following would a teacher encourage (2分)

　　正确答案:B. to summarize a story

　　17、……which of the following exercises would a teacher most (2分)

　　正确答案:A. paraphrasing sentence

　　18、……the advantages of pair and group (2分)

　　正确答案:D. opportunities to guarantee accuracy

　　19、……which of the following should a teacher avoid (2分)

　　正确答案:B. Teaching words in context and giving examples.

　　20、……which of the following practices is most likely to (2分)

　　正确答案:A. Doing a project

　　21、……what has made students spread along an achievement (2分)

　　正确答案:C. The early prerequisites student mastered.

　　22、……what is the author's attitude (2分)

　　正确答案:C. Negative.

　　23、……which of the following is closed in (2分)

　　正确答案:D. Dropped sharply.

　　24、……which of the following ……of the schools (2分)

　　正确答案:D. Students’perception and the reality of their performance on assessments.

　　25、……which of the following will be ……according to the (2分)

　　正确答案:A. Students’learning effort.

　　26、……what does Kathleen Wermke's (2分)

　　正确答案:B. Baby’s cries could be their early language acquisition.

　　27、……"ambient" in paragraph 2 (2分)

　　正确答案:A. surrounding

　　28、……why do German and French babies (2分)

　　正确答案:D. Because they can somehow control their sound production

　　29、……when does language (2分)

　　正确答案:B. It begins before the birth of a baby

　　30、……what can be inferred from (2分)

　　正确答案:C.Studying babies’ cries helps us understand their speech perception

　　二、简答题

　　31、 ……mind mapping 含义(2分)用途(6分)，三点注意事项(6分)，用法(4分)

　　正确答案:(1)思维导图是运用图文并重的技巧，把各级主题关系用相互隶属与相关的层级图表现出来。(2)思维导图的两个用途：① 帮助师生掌握正确有效的学习方法策略，更快更有效的进行课本知识的传授，促进教学的效率和质量的提高; ②建立系统完整的知识框架体系，对学习的课程进行有效的资源整合，使整个教学过程和流程设计更加的系统、科学有效。(3)教师在课堂教学中运用思维导图的三点注意事项：第一，转变教学观念。促进学生“全面而有个性的发展”是高中课程的根本理念。在教学中我们要尊重高中学生的人生历程发展需要，尊重高中学生的人格与尊严，尊重高中学生的个体差异和个性发展。思维导图教学，与传统教学相比，其优越性体现在教师的教育观、教学观与学生的学习观的改变方面。第二，知识结构的变化。在思维导图教学中，要引导学生提出问题、分析问题与解决问题，教师自身要有一个完善的知识结构，这样在面对新的问题时才能有的放矢，而不是用原有的知识体系和不同学科的范式来解释新的问题。第三、教学模式的转换。辩证地看待学与教的关系。学生、教师和教学内容是教学系统中的三个基本要素;学与教则是互为制约、互为促进的系统功能实现过程。学与教的关系，首先是互相独立的关系，其次才是彼此依存的关系。(4)案例:.在阅读篇幅长、生词多、文章结构和层次复杂或不太清晰的文章时，先由教师呈现思维导图，大概地介绍全文大意，帮助学生整体理解文章;然后，根据中心主题和主干提出问题，学生带着问题分部分、分层次阅读，突出重点，关注细节，加深理解;阅读后，可让学生在小组内进行分享和交流，此时教师在多媒体课件中利用思维导图呈现答案的关键词，帮助学生梳理知识点;最后，教师引导学生根据思维导图的提示复述课文内容。考虑到课堂时间有限，以及课文的长度和难度，教师可以鼓励学生选择自己感兴趣的部分进行复述或描述。

　　三、教学情境分析题

　　32、 ……(1)采取了什么方式(5分)(2)补救方法(5分)(3)优点(10分)(4)还可以采用哪两种方法(10分)

　　正确答案:

　　(1)该教师采用了情境创设的方式引出复习巩固的内容。为了检测学生是否已经掌握上节课所学的动词prevent的用法，该教师创设了与动词prevent相关的情境，进而用该动词造句以达到巩固单词、学以致用的目的。

　　(2)该教师用的补救方法为提示法。该老师的初衷是让学生运用“prevent sb from doing sth”，当学生未能表达出该词的此用法时，该教师用句子的开头部分“The sudden rain…”来提示学生说出完整的句子以达到巩固该动词“prevent sb from doing sth”的用法。

　　(3)这种补救方法的优点有：第一，达到启发性效果。词汇巩固教学中，教师通过部分提示相关信息启发学生回忆所学单词的相关用法，让学生主动建构知识，使之印象更深，也有利于培养学生的自主学习意识。第二，体现了针对性的教学原则。“prevent sb from doing sth”是“prevent“的重点用法，该教师带领学生巩固此用法，重点突出，针对性强，注重实效，做到了有的放矢。

　　(4)复习巩固教学还可采用测试法和对比法。第一，测试法。教师可将带有“prevent”的句子改装成填空题或选择题对学生进行测试，测试结束后教师可带领学生朗读完整的段落，巩固“prevent sb from doing sth”的用法，此方法可加深学生对该词的记忆和理解。第二，对比法，教师可让学生进行头脑风暴，想出“防止”相关词组及例句，如“avoid doing sth”、“prevent sb from doing sth”等，并对比区分不同动词的用法，该方法能够激发并活跃学生思维，增强学生对知识点的系统性学习，达到巩固知识的目的。

　　四、教学设计题

　　33、 ……teaching objectives……the three gorges dam

　　正确答案:

　　Teaching type: reading class

　　Teaching contents: This lesson is from senior high school, and it mainly talks about The Three Gorges Dam, including its features, advantage and disadvantage.

　　Teaching Objectives:

　　(1) Knowledge objectives Students can get more information about the advantages and disadvantages of the Three Gorges Dam.

　　(2) Ability objectives: ① Students can improve their reading abilities through fast reading and detailed reading. ② Students can introduce the Three Gorges Dam in their own words.

　　(3) Emotional objectives: ① Students can foster the interest and desire of learning English, and fond of taking part in class activities. ②Students can cultivate the feelings of national pride. Teaching key and difficult points: Teaching Key point: Students can get to know information about the features, advantages and disadvantages of the Three Gorges Dam. Teaching Difficult point: How to use reading strategies to help them understand the material.

　　Teaching Procedures: Step 1 warming up (3 minutes) Show a poem of Mao Zedong on ppt: Walls of stone to hold back clouds and rain till a smooth lake rises in the narrow gorges. Ask students which place it is. Then show some beautiful pictures of the Three Gorges Dam. Tell students today we will have a visit here. (Justification: poem and pictures can arouse the interest of students and make students curious about the class.) Step 2 pre-reading (4 minutes) The teacher can organize a discussion: why did our Chinese people build the Three Gorges Dam? Students can have a prediction, and the teacher can ask some of them to share their ideas. (Justification: through discussion and prediction, students will be prepared for the reading class, and it will be helpful to understand the material.) Step 3 while-reading (8 minutes) 1. Fast reading. Ask students to read it quickly and find out the main idea of the passage. They will have 3 minutes to finish it. 2. Detailed reading. Read the passage again and answer the questions below: a. what’s the function of the Three Gorges Dam? b. what’s the biggest advantage of the Three Gorges Dam projects? c. What has happened to the historical relics near the Three Gorges Dam? Give them 5 minutes to read it carefully and they can discuss these questions with partners. (Justification: through reading it for twice, students can have a thorough understanding of the passage, and get the reading strategies.) Step 4 post-reading (5 minutes) Role play: four students a group. Three students can act as engineers from the Three Gorges Dam designing company and one student is reporter. The reporter will ask some questions about the Three Gorges Dam. After 4 minutes, invite some groups to show their dialogues. (Justification: here students can talk about the Three Gorges in their own words and improve their oral English.)

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