2022年-2023年教師資格之中學(xué)英語(yǔ)學(xué)科知識(shí)與教學(xué)能力練習(xí)題(二)及答案

2022年-2023年教師資格之中學(xué)英語(yǔ)學(xué)科知識(shí)與教學(xué)能力練習(xí)題(二)及答案單選題(共30題)ofthefollowingsentencesusingthepassivevoice.”?patientsdonottakedrugsA.ThequalityofwritingisofprimaryimportanceC.MoralawarenessmattD.Journalistsneedstricter6、Thebestgroupingofteachingthathadtobetoldwastoldbyeachfamilymember.8、請(qǐng)閱讀Passage2,完成小題。A.PeoplewhouseitB.GoldthatpeoplefindA.mannerofarticulationB.placeofarticulationirrelevantpartswhenreading,whichofB.detailedreadB.isacriticofrealityTVC.thinkstheterm"realityD.writestheA.banningbrowsingbeforebreakfastB.banningbrowsingafterdinneralogicalparagraph,he/sheistryiC.sentencepatter1822.Progresshasbeenhamperedbyconstanthostilitybetweenthethroughthestagesofdrafting,receivingfeedback,andrevisingbeforesubmittingthefinalve"loyalty",he/sheisteachingtheoftheword.20、Whenateacherorganizesgbeoftheleastcon-cern?D.Providingvarietyandhe/sheistryingtoencourageA.peercorrection23、ThestudyoflanguaA.DonnawasavolunteerteacherofthetrainingprogramB.Theauthorknewwhatwasgoingtohappenwhenhe/resemblingmanyotherstheauthoD.Everyone,regardlessofgender,age,andtobetraditional,C.learningabilityandcD.intellectualabilityA.WritingasimilaB.DiscussingarelevantpicC.WritingallthemainknowledgeD.Note-takingandgap-filVocabUlary;broadeningscopeofvision,andincreasingB.Extensiveread大題(共10題)【答案】(1)精聽(tīng)與泛聽(tīng)的區(qū)別：精聽(tīng)(Carefullistening)是通過(guò)聽(tīng)課文，再把/Forms。泛聽(tīng)(Extensivelistening)是讓學(xué)生初步聽(tīng)材料并回答問(wèn)題，讓學(xué)生初步了解文章的主旨大意(mainidea)和基本信息還可以進(jìn)行一些拓展練習(xí)，如總結(jié)聽(tīng)力材料中出現(xiàn)的語(yǔ)出所聽(tīng)到的主要內(nèi)容的練習(xí)等。完成這些練習(xí)后，結(jié)，或和學(xué)生共同討論泛聽(tīng)的策略，例如.如何根據(jù)上下文判斷生詞的含義、題：?T:Ok!Next,let'sreadthetextandchoosethebestheadingforeachparh.Readthepassageandchoosethebestheadingforeachparagraph.(5mir)T:Now,whocanshowustheanswer?S1:B,A,C,F,E.T:Youareclever,butveanyotherideasforParagraph3?S1:Ohsorry,It'sD.T:Excellent!Noownthemainmeaningofeachparagraph.Thistimelet'sreadeally.Then,makeagroupdiscussionandtrytofillintheform.10mOminuteslater.)T:Timeisup.Whichgroupwantstoshowyourfor【答案】(1)從三維目標(biāo)上分析教學(xué)目標(biāo)：知識(shí)目標(biāo)tepsandtimeallocation⑤Activitiesandjustifications教學(xué)時(shí)Helen:Hi,****.I'mmakingsomeplanstoworkinanoldpeopleshometm:Really?Ididthatlastsummer!Helen:Oh,whatdidtheyaskyoutoheom:Mm...thingslikereadingthenewspapertotheoldpeople,em.Theytoldmestoriesaboutthe****andhowthingsusedtobe【答案】●teachingobjectives●teachingcontents●therewasaveryoldman.Thereweretwomountainsnearhishouse.Theandhighthatittookalongwaytowalktotheotherside.Theolthattheyshouldallhelphimtomovethemountains.YuGongsaidtheycmintotheseabecauseit'sbigenoughtoholdeverything.YuGongandhgantomovesomeofthesoilandstoneintothesea.Onedayamallhildrenwhentheywereworkingonmovingthemountains.HetoldYuGongldneverdoitbecausehewasItisalisteninglesson.ThelisteningmaterialisaChineseleYuGongMotesaMountain.Teachingobjicinformationfromit.Studentsanalyzethelisteningmateewaystotellastorylogically.(2)ProcessandmethodsWithstudentsunderstandthelisteningtextthroughdoinEmotionalattitudesandvaluesStudentsrealizethespiritofYuwtodealwithdifficultsituations.StudentsbrieflyexpresstheirsomepeopleorsomethingsinEnglish.StudentscanexpresstheirownideasonsomepeoplePompeii:ThefactsAugust24,intheyearAD79,begannormallyfortpeii,atownatthefootof?MountVesuvius.Farmerswentouttotheirfieldseeperssetouttheirgoodsforsale,craftspeople?openedtherichwalkedtothepublicbathswhiletheirservantscleanedtheirhohedtheirclothes.Unfortunately,theendofthedaywasfarfromnormal000citizensof?Pompeii.Earlyintheafternoon,whenmanypeoomtheheatoftheday,MountVesuvius?erupted.Millionspumicepouredontothesurroundinghillsideandoverthe?townofPompeiirtownsandvillages.ByeveningPompeiiwasburiedunder3-5metersofashand?mud,andatleast2,000men,womenandcKnowledgeobjectiveStudentscanmasterthewordsaboutvolcanoeAbilityobjectiveStudentscandescribenaturaldisastersandEmotionobjectiveStudentscanspeakEnglishconfidentlyinfroeachingContents:ThepassageisabouthowthecityofPompeicanoeruption.Teachingkeypoints:Studentscanmasterthewruptionandknowhowtodescribeanaturaldisaster.Teachingdifficutudentscandescribeanaturaldisasterbyusingthewordsandsentenstheyhavelearned.Teachingprocedures:St●teachingobjectives●teachingcontentsirstandmostobviouswayisinthevocabulary.TherearehundredsdswhicharenotusedontheothersideoftheAtlantic,orwhichareusedwithadiffeAmericansdriveautomobilesdownfreewaysandfillupwithgas;theBcarsalongmotorwaysandfillupwithpetrol.Asatourist,yodsandexpressionsarenotsowellknown.AmericansuseaflashlBritish,it?satorch.TheBritishqueueup;Americansstandinlesamewordhasaslightlydifferentmeaning,whichcanbeconample,arepiecesofhotfriedpotatoinBritain;intheStandaresoldinpackets.TheBritishcallthesecrisps.ThechipstheBrdloveareFrenchfriesontheothersideoftheAtlantic.Haveafewdifferencesingrammar,too.TheBritishsayHaveyougspreferDoyouhave...?AnAmericanmightsayMyfriendjupersonwouldsayMyfriendhasjustarrived.Prepositions,too,canbediftish).TheBritishuseprepositionswhereAmericanssometimesomvarietiesdifferarespellingandpronunciation.Americanspellier:center,colorandprograminsteadof'centre,colourandorshaveinfluencedAmericanpronunciationsincethefirstsettlersarriverhundredyearsago.Theaccent,whichismostsimilartoBritishEnglanguage,hewasobviouslythinkingaboutthedifferences.Bmportant?Afterall,thereisprobablyasmuchvariationofpronuncithetwocountriesasbetweenthem.ALondonerhasmoredifficultyundClassType:ReadingclassTeachigeobjective:StudentswillknowsomedifferencesbetweenBericanEnglish.Abilityobjectives:(1)Studentscanidensh.(2)Studentsareabletofindoutthemainideaandtheionalobjective:Afterthislesson,studentswillhavemoreigtheEnglishlanguageculturDifficultPoints:Teachingkeypoint:Howtomakestudentsgraspshepassageandreaditindifferentways.Teachingdifficultpoint:gestudentstohaveconfidenceinlearningEnglish.MajorSteps:Stepreading(3minutes)Letstudentshearrecordingsofaccentsfromaroushspeakingworld.(Justification:ThisstepcanhelpstenceofEnglish.)Step2Whireading(12minutes)1.FastreadingAskthestudentstoscanthetextaifferencesbetweenAmericanEnglishandBritishEnglish.InansweritandthenshowtheansweronthePPT.(Vocabulary,grnunciation).(Justification:Studentswillhaveageneralideaoftandtheirreadingabilityofscannin2.CarefulreadingAskthestudentstoreadtheparagraphscarefupecificdifferencesbetweenBritishEnglishandAmericanEnglish.Latsshouldgivetheiranswers;teacherwillshowthedetailsonthePowerPoint.DifferencesAmericanEnglishBritishEnglishVocabularyauWriteinthesoon!Spellingcenter,color,programcentre,colour,in)(Justification:Studentswillunderstandmoreaboutthetheirreadingability.)Step3Post-reading(5minutes)Askthestudentstodiscussonequestioningroupoffhensharetheiropinions.Q:Arethereanydifferencesbetwntprovinces?(Justification:Helpstudentshavemoreconfidenceiglishandtheywillgettheconsciousnessbeabletoholdtheattentionandinterestofyouraudience;youmustbeaker,withagood,strong,pleasingvoicewhichisfullyunderyourcontrmustbeabletoactwhatyouareteaching,inordertomakeitsmeaningoodteacher,andyouwillseethathedoesnotsitstillbeforethewholetimeheisteaching;hewalksabout,usinghisarms,handsanelphiminhisexplanations,andhisfacetoexpressfeelinguwillheartheloudness,thequaTeachingContents:Thelessonisapassageaboutthequalitieldpossess.TeachingObjectives:(1)KnowledgeobjectiveStinideaofthepassageandsomespecificinformationaboutit.(veByreadingthispassage,students'readingskillslikescanningananbeimproved.(3)EmotionalobjectiveBydiscussingandgronessofc