2021年上半年教师资格证《高中英语》真题及答案（部分）_第2页

　　三、教学情境分析题(本大题共1小题，共30分)

　　32. [参考答案]

　　(1)该教师使用了归纳法和交际法两种教学方法。

　　(2)特点:

　　归纳法的特点:在归纳语法教学中，学生首先接触的是包含语法规则的真实语句或语篇情景，然后根据上下文提供的信息归纳出使用规则。

　　交际法的特点:①交际法主张让教学过程交际化，把言语交际作为外语教学的全部出发点;②交际法的教材内容选取的是真实、自然的言语，而且是根据功能、意念等要素来选择的;③教学活动的练习形式多样，采用二人、三人、小组和全体的相互交流形式，每一-组都有不同的目标。

　　作用:

　　归纳法的作用:通过分析归纳总结语言使用规律，可以深化学生对用法的理解，归纳教学比较注重语言的运用。这种教学方式对教师的要求比较高,归纳式教学方式有助于激发学生的参与。

　　交际法的作用:交际法可以培养学生掌握交际能力;从学生的实际需要出发，帮助学生确定学习目标;教学过程交际化，锻炼学生的口语表达能力和反应能力。

　　(3)注意事项:

　　归纳法:归纳法对于教师的要求较高，在引导学生归纳之前，要提供恰当的例子，辅之以引导启发性的提问，有助于学生顺利进行归纳总结;对于学生归纳总结的答案，要能够恰当的进行展示，并给予反馈。

　　交际法:运用交际法展开课堂教学活动时，要准确把握学生的交际水平，创设合理的交际情境，引导学生进行语言输出，进而产生良好的交际效果

　　任何一种教学方法都不是孤立存在的，各种教学法需要有机结合，合理安排，才能更好地完成一节课的教学活动，实现教学目标。

　　四、教学设计题(本大题共1小题，共40分)

　　33. [参考答案]

　　1.本题为阅读课教学设计，

　　2.教学设计中要注重学生英语阅读能力的培养;同有一

　　3.教学设计包括教学内容、教学目标、教学重难点、教学过程设计及各环节时间分配。

　　[参考答案]

　　1.Teaching Contents

　　It is a story about the心author’s childhood. It introduces aplace，a deeppond, where the author and other children often go to play in summer.

　　2. Teaching Objectives

　　(1) Knowledge 0b jectives

　　①Students can grasp the main idea of the passage and　understand the meaning of new words, such as“shade”and“disappear”

　　②Students can get some detai led information about the　pond and the author's childhood from the passage.

　　(2) Ability 0bjective

　　Through”different kind of act ivit ies,e students'　reading skills such as sk imming，scanning and intens ive reading can. be well developed.

　　(3) Emotional 0b jective

　　Students can recall and cher ish their beautiful memory  of childhood.

　　3. Teaching Key Point

　　How to guide students to uti lize their. readingskills.

　　4. Teaching Difficult Point

　　How to help students understand the mean ing of new words  according to the content

　　How to guide students to keep a positive att itude　towards life.

　　5. Teaching Pr ocedures

　　Step 1 Leading in (1 min)

　　Free talk with students. Ask students what they usually　do in their chi Idhood dur ing summer time.

　　四

　　[Justification: Free talk with students to encour age　students to express themselves freely. Guide students to  recall their memory about their childhood. ]

　　Step 2 Pre-reading (1 min)

　　Show the p icture in the passage and ask students to guess　where it is. Then, lead students to predict where the author　of today'ss passage often go to play dur ing his summer t ime.

　　[ Justificat ion: Strengthen students’predicting　ability and. lay. a foundation for today' s passage.]

　　Step 3 While-reading (10 mins)

　　1. Skimming

　　The teacher asks students to read the passage quickly　and check their pred ict ion about the passage. Then， the　teacher. invites severa | students to tell the mainidea of　the passage.

　　2. Scanning

　　Students are required to read the passage again and  answer the fo llowing quest ions.

　　(1) Where is the pond?

　　(2) Where can the children sit and ta Ik?

　　(3) How ) about the environment of the r iver?数师

　　(4) What does the author feel when he stays there?

　　Thr ough students'　answers, explain the word“shade"　and　“disappear”according to the content and with the help　of some pictures.

　　3.Intensive reading

　　Guide students to readthe s passage carefully and　summar ize the adjectives describing the pond and　the　environment within gr oups.

　　With the　summary of the　adjectives，students workin groups to talk about the　author' s and their feelings about this p lace,

　　Then，the teacher picks out. the sentence“On the　opposite r iverbank are some large rocks to which we。Ider”　children swim when we want to sunbathe.　and explains the :structure of the sentence.

　　[ Justification: Guide students to utilize different　reading skills proper ly. Lead students to understand the　passage step by step. ]

　　Step 4 Post-reading (6 mins)

　　Students work in groups to share one place that they love　most　in their childhood. They can describe the p I ace　in　detail and introduce their feel ings when they were there.

　　Then, students vote for the most interest ing place they have　heard in their groups. The teacher invites the students　whose places are voted to come to the front to make a short　speech.

　　[ Justification: Improve students ’　spoken English　through oral activity. Gu ide students to reca lL and cher ish　their beautiful memory of childhood. Help students to know　more about each other. ]

　　Step 5 Summary (1 min)

　　Students summar ize what they have learned in this I esson and express their feelings after learning this lesson. The teacher gives supp | ements i f necessary and reminds students　to cher ish their chi Idhood.

　　[ Just ificat ion: Check students' understanding of this　I esson and further imp ly the importance of cher ishing their　chidhood,' ]

　　Step 6 Homework (1 min)

　　Students write a short passage based on their group work to describe the p lace they love best in their chi Idhood and　their feellings.

　　[Justification: After class， guide students to turn

　　the outcome of their speak ing activity in class into wr itten　English.

　　I mprove students　writing ability and cultivate，students'　habit of reflecting themselves after class.]