2022年下半年高中英語教資考試模擬押題密卷含答案

1、 章的？本文從宜家的建立到創(chuàng)建者退休，按照時問順序描述了宜家的發(fā)展和重要節(jié)點。 因此本文的寫作方式是按照時間順序來展開文章的。故選Do二、簡答題【參考答案】任務(wù)型教學(xué)(Task-based approach )是指讓學(xué)習(xí)者在教師的指導(dǎo)下，通過感知、體 驗、實踐、參與和合作等方式，實現(xiàn)任務(wù)的目標(biāo)，感受成功，提倡一種以人為本.以 應(yīng)用為動力、目的和核心的教學(xué)途徑，要求學(xué)習(xí)者通過完成任務(wù)進行有目的的交際活 動。教師圍繞特定的交際目的和語言項目，設(shè)計出具有明確目標(biāo)和可操作性的任務(wù)化 的教學(xué)活動讓學(xué)生參與，學(xué)生通過表達、詢問、解釋、溝通、交涉、協(xié)商等多種語言 活動形式來完成任務(wù)，最終學(xué)習(xí)和掌握語言。任務(wù)

2、型教學(xué)法是吸收了以往多種教學(xué)法 的優(yōu)點而形成的，它和其他的教學(xué)法并不排斥。任務(wù)型教學(xué)的目標(biāo)如下：(1 )任務(wù)型課堂模式把學(xué)生的注意力聚集在怎樣利用英語作為交流的工具來完成 任務(wù)，而不只是關(guān)心自己所說的句子是否正確任務(wù)完成的結(jié)果為學(xué)習(xí)者提供自我評價的標(biāo)準(zhǔn)，并使其產(chǎn)生成就感，這些目 標(biāo)是為課堂教學(xué)服務(wù)的.學(xué)生是直接的受益者。它要體現(xiàn)了 “以學(xué)生為主體，以任務(wù)為中心和以活動為力式”的思想，幫助 學(xué)生自主學(xué)習(xí)，提髙學(xué)生運用語言進行交際的能力，增強學(xué)生學(xué)習(xí)的興趣和信心，能 夠反映出素質(zhì)教育在英語教學(xué)中的具體體現(xiàn)。三、教學(xué)情境分析題參考答案】該教學(xué)過程使用了情境教學(xué)法。此教學(xué)過程是熱身導(dǎo)入環(huán)節(jié)，該老師利用

3、多 媒體創(chuàng)設(shè)學(xué)生熟悉的背景音樂以及青藏高原和珠穆朗瑪峰的景色，為他們提供觀察生 活的機會，教學(xué)內(nèi)容與生活的緊密聯(lián)系可以讓其身臨其境，在該情境中自然地導(dǎo)入到 新課g接下來，該教師展示圖片，引發(fā)學(xué)生思考，這也是情景教學(xué)法的體現(xiàn)。優(yōu)點一：歌曲和圖片導(dǎo)入會給原本枯燥乏味的課堂注入活力和新意，從而活 躍課堂氛圍。優(yōu)點二：歌曲能緩解學(xué)生課前緊張情緒，并利用其中一張登山運動員背著氧氣瓶 的圖片自然地引出新課內(nèi)容，可以激發(fā)學(xué)生的好奇心和表達欲望，并通過合理想象來 完成表述:優(yōu)點三：多媒體的使用，大大節(jié)省了課堂的有效時間，把原本教師用板書和用語 言來表達的內(nèi)容，可以瞬間展示在學(xué)生面前。首先，老師需要提髙課件質(zhì)量

4、，課件內(nèi)容盡量貼合學(xué)生實際生活。在多媒體教學(xué)過程中，課件占據(jù)舉足輕重的位置。課件好比是教科書，課件的編 制與設(shè)計應(yīng)該既有特色又有重點，該案例中.老師播放登山運動員身背氧氣瓶的圖片 前，帶領(lǐng)學(xué)生聽兩首中文歌曲，未做到全英教學(xué)。乂欣賞青藏高原的景色和珠穆朗瑪 峰的景色，會導(dǎo)致導(dǎo)入時間過長，學(xué)生把握不住重點，就很容易把上課當(dāng)成看電視， 走馬觀花似的任隨信息的涌入而不能保證良好的課堂效果。其次，教師要以學(xué)生為中心，關(guān)注全體學(xué)生學(xué)習(xí)狀態(tài)。教師在施教過程中，應(yīng)當(dāng)避免充當(dāng)多媒體操作員，而應(yīng)以學(xué)生為中心，積極組織 課堂教學(xué)，適當(dāng)?shù)嘏c學(xué)生互動。多媒體的使用不能替代師生課堂上真實的語言交流、 思維碰撞、情感互動和

5、人際交往活動。在該案例中，老師在使用多媒體之余，聆聽多 位學(xué)生的答案，并給予鼓勵性評價，注重師生間的交流。四、教學(xué)設(shè)計題【參考設(shè)計】Teaching content:A passage about Spring Festival.Teaching objectives:Knowledge objectives:Students can know the basic information from the three readers experiences and views about Spring Festival.Students can leam to talk about Sprin

6、g Festival from many aspects.Ability objectives:-Students can find the main idea of each paragraph by grasping the key words and sentences.Students can analyze what the Spring Festival means to the three narrators.Students can express their views about Spring Festival.Emotional objectives:-Students

7、can know the importance of spending time with their families.Students would be eager to join in some activities to improve their English.Key and difficult points:Teaching key point:Students can understand the meaning of the passage and gel the key information from it.ssTeaching difficult points:Stud

8、ents can express their views toward the Spring Festival.Students can realize the importance of accompanying their family members.Teaching proceduresStep 1: Warming-up (2 mins)Play a shot video which is about the New Year. And then, ask students to share what Spring Festival means to Chinese people .

9、 Write down the key words on paper and share with their desk mates.(Justification: Students can get into the topic easily, and a heated atmosphere for learning can be created.)Step 2: Pre-reading (3 mins)Activity 1: Free talkAsk students to discuss in pairs about what they usually do during Spring F

10、estival. Later, invite some volunteers to share their answers.Activity 2: PredictionShow photos of those three readers on the screen with their personal information attached. Ask students to predict what they are going to talk about the Spring Festival according to the information given on the scree

11、n.(Justification: Students can be fully involved in class and their learning interest can be aroused.)Step 3: While-reading (6 mins)Fast readingAsk students to read the passage fbr the first time to get the main idea of each paragraph. Remind them to pay attention to the first and last sentences of

12、each paragraph.Para. 1: Tom Jenkins experience of spending Chinese New Year with his host family.Para. 2: How Xu Gang prepares fbr the New Year and what he usually does with his family during the festival.Para. 3: How Li Yan prepares fbr the New Year and spent the festival with her children. Careful

13、 readingAsk students to read the passage carefully and try to fill in the following table. Remindstudents to use scanning skill to find the information quickly and accurately.Tom JenkinsXu GangLi Yanwhere and with whompreparations beforeSpringFestivalactivities during Spring Festival(Justification:

14、Students can practice their ability to summarize main idea and improve their scanning skill.)Step 4: Post-reading (3 mins)Activity 1: RetellingGive students a minute to retell the passage according to the table on the blackboard. Later, invite one student to share his/her answer.Activity 2: Discussi

15、onAsk students to work in groups of 4 to discuss what they can learn from Xu Gangs and Li Yans accounts and how they would like to spend their Spring Festival next year.(Justification: Students can practice how to express their activities during the Spring Festival, and they can find the importance

16、of family reunion on that day.)Step 5: Summary and Homework (1 min)Summary: Summarize the main content of this class with students: A passage about Spring Festival.Homework:Find at least three descriptive sentences in the accounts that provide a vivid picture of Spring Festival.Write a short passage

17、 about what they will do if they cannot go home on Spring Festival.(Justification: Students can practice their writing skill, especially on how to use descriptive sentences to create a vivid situation.)V. Blackboard DesignSpring FestivalPara. 1: Tom Jenkins experience of spending Chinese New YearPara. 2: How Xu Gang prepares for th