1、 2019上半年教師資格證真題答案：高中英語一、單選題1.答案: C.voicing2.答案: B.design3.答案: A.regulation4.答案: D.excessive5.答案: B.Big and small.6.答案: A.had assumed7.答案: C.as a different man8.答案: C.than have stayed9.答案: C.Three10.答案: B.Locutionary act11.答案: A.elicitation12.答案: D.achievement test13.答案: B.Intolerance of Ambiguity. 1

2、4.答案: C.understanding textual coherence15.答案: D.clarification16.答案: D.appropriacy17.答案: A.What part of speech is immense ?18.答案: C.I go shopping twice a week. How often do you go19.答案: B.Reading aloud, dictation and translation20.答案: A.structural syllabus21.答案: D.Reading as a serious undertaking sho

3、uld not be22.答案: C.To emphasize the amusement in reading without23.答案: A.A person used in experiments.24.答案: C.She knows how to relieve her mental suffering via25.答案: A.It brings about surprises.26.答案:暫缺27.答案: B.The educational reforms made by the public schools28.答案: D.To push their children to exc

4、el at exams.請瀏覽后下載，資料供參考，期待您的好評與關注！ 29.答案: A.They should be their kids companions on their30答案: A.Race二、簡答題(本大題1小題，20分)31.【答題要點】優(yōu)點：?PPT的使用能夠將教材內容生動活潑地呈現(xiàn)在學生面前，使靜態(tài)、枯燥的語言材料變得直觀、具體，富有感染力，從而調動學生深入學習的積極性，激發(fā)學生的學習興趣;?PPT的使用可以豐富教學內容和形式，提供有利于學生觀察、模仿、嘗試、體驗真實語言的語境，使英語學習更好地體現(xiàn)真實性和交際性特征。問題：?使用PPT有時候會本末倒置，分散學生的注意力，

5、比如學生的注意力可能被一張漂亮的圖案等吸引，在一定程度上反而造成了相反的效果。?使用PPT時在一定程度上增加了教師的工作量，即制作PPT, 并且一味地追求使用PPT有時會使教師忽略課程的重點和難點。建議：? 教師在使用PPT時，要注意目的性、恰當性、合理性，PPT的使用不能替代師生課堂上真實的語言交流、思維碰撞、情感互動和人際交往活動。?教師應當有針對性地選擇課型，在制作PPT時不要忽視可見的內容和對知識點的重視。三、教學情境分析題(本大題1小題，30分)32.【答題要點】(1)該教師采用的評價屬于質性評價范疇下的表現(xiàn)性評價。(2)該評價表主要作用有：第一、克服了傳統(tǒng)學業(yè)測驗的弊端，實現(xiàn)多元化

6、評價;第二、有助于發(fā)揮學生學習主體性;第三、有助于教師關注學生對知識的綜合運用能力。(3)改進措施有：第一、增加評價維度并且細化每個維度的評價標準以增加其效度;第二、將“笑臉”改為具體的評價語言;第三、增加評價主體。評價主體不僅是教師，還可以是學生甚至家長。 四、教學設計題(本大題1小題，40分)33.【答題要點】Teaching type: Reading classTeaching contents: This lesson is from senior high school, and it mainly talks about the life of Mark Twain. Befor

7、e becoming a writer,Mark Twain tried different jobs and went to different places, which laid a good foundation for Mark Twains writing career.Teaching Objectives:(1) Knowledge objectives Students are able to know the experiences of Mark Twain before he became a writer.(2) Ability objectives: Student

8、s are able to express the journey of the Mark Twain. Students are able to find the different places Twain went to and different works he did.(3) Emotional objectives: Students are able to learn more about the famous American writer-Mark TwainTeaching key and difficult points:Teaching Key point:Stude

9、nts can find the life experiences of Mark Twain through reading. Teaching Difficult point:Students can retell the story of Mark Twain in their own words.Teaching Procedures:Step1: Pre-reading (6 minutes)Introduce Mark Twain to students through pictures and tell students the life and the works of Mar

10、k Twain.(Justification:The introduction of Mark Twain will help students know more about Mark Twain, which laid a good foundation for nextstep .)Step2: While-reading (9 minutes)1. Ask students to answer the question: where did the name “Mark Twain ”come from.2. Ask students to finish the chart after

11、 reading the 2nd paragraph.(Justification: Students will have a better understanding to the life experiences of Mark Twain, and their logical thinking will be greatlyimproved.)Step3: Post-reading (5 minutes)1. Retell the passage according to the chart above.2. Discuss their feeling to Mark Twain after reading this passage. (Justification: Rete