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2018上半年中学教师资格学科真题答案：
高中英语
一、单项选择题
1、……the soud of \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
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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.
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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、……\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”
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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
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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.
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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
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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.)