视频配套讲义-2017下真题讲解高中

2017年下半年中小学教师资格英语学科知识与教学能力试题（高级中学Thesoundof“th”intheword“thin”isa voicelessdentalandvoicelessdentalandvoicedentalandvoicedentaland考察知识点：辅音的分类发音方式（Mannerof发音部位（Placeof带声性（Voicingvibrationofthevocal清辅音（Voicelesssound）/p//tk/fθ/s/ʃh/tr/ts/浊辅音（Voicing发音部位（Placeof发音方 双唇 唇齿 齿间 齿龈 硬腭 软腭 声门（Manner

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l allthefollowingpairsofwords,__istheminimalpair?bootanddeepandeitherandghostand考察知识点：最小对立体例：bag与begwet与例：bag,back;foot,work与worker，night与knight，like与alike都不是最小对体 canflyveryhighin Thebird;Thebird;Birds;Birds;考察知识点：专有名词的零冠词和定冠词） 如：MikeShanghaiRenminUniversity;如：thesun;theearth;thesky;the如：theWestLaketheGreatWallthePacificOcean;theInmyopinion,sheiskindandpolite,soIputherrudenesstodaydownas Withspringapproaching,thepinkoftheappleblossomisbeginningto Mr.Woods,Iamherejustincaseanythingoutof wouldwill考察知识点：条件状语从句incaseHetakesatorchincaseitgetsdarkbeforeheincaseIncasewefail,wewon'tloseIlookbackonthispleasantholidayinBeijing anythingalleverythingnothingTom,takethisbaggageandputit youcanfindenoughspace.inWhat isthemainrhetoricdeviceusedin“ThePentagonwasdividedontheairstrike”?考察知识点：修辞学Synecdoche和例：Checkoutmynewwheels!Whichinferenceinthebracketsofthefollowingsentencesispresupposition?Edecaughtatrout(EdecaughtaDon’tsitonCarol’sbed(CarolhasaTheblimpisoverthehouse(thehouseisundertheCoffeewouldkeepmeawakeallnight(Idon’twant考察知识点：句子间涵义1.XentailsY/YisanentailmentofX（X蕴含Y）2.XpresupposesY/YisaprerequisiteofX（预设关系）Whichofthefollowinginstructionsishelpfulindevelopingstudents'abilitytoextractdetailedinformation?ListentoastoryandwriteaListentoastoryandworkoutthewriter’sListentoastoryofaboyandthedrawapictureofListentoastoryandnotedownthespecificdateofanThemostsuitablequestiontypetocheckstudents'comprehensionanddevelopingtheircriticalthinkingis rhetoricalclosedisplayDiagnostictestisoftenusedforthepurpose findoutwhatstudentsknowanddon’tmeasurestudents’generalEnglishlanguageknowwhetherstudentshavetherightlanguagecheckstudentswhetherhaveachievedtheteaching考察知识点：教学评价诊断性评价Diagnostic形成性评价Formative终结性评价SummativeWhichofthefollowingactivitiesisoftenusedtodevelopstudents'speakingaccuracy?IdentifyingandcorrectingoralActingoutthedialogueintheHavingdiscussinginDescribingpeopleinIfateacherasksstudentstomaketheirownlearningplan,he/sheistryingtodevelop affectivemetacognitiveIfateachertellsthestudentsthattheword"dog"mayimply“loyalty”,he/sheisteachingtheofthecollectiveconnotative内涵（connotativemeaning）：概念中所反映的事物外延（denotativemeaning）：具有概念所反映的特Whichofthefollowingisthelaststepintheprocessofwritingessays?EditingtheWritingtopicsentencesforGatheringinformationandideasrelevanttothetopics.D.OrganizingtheinformationandideaintoalogicalThemainpurposeofaskingquestionsaboutthetopicbeforecan meetstudents’providefeedbackonIfateacheraskstudentstofillintheblanksinapassagewith"that","which“or”whom”,he/sheisleastlikelyfocusingongrammarat.lexicalsyntacticdiscourseIfateacherasksstudentstotalkabouttheirhobbiesingroups,he/sheistryingtoencourage peerpeerpeerpeer二、简答题（本大题1小题，20分根据题目要求完成下列任务，用中文作简述教学日志（teachingjournal）的含义（5分）和三含义：教学日志是教师积极主动地对自己的教学活动中增长技能，促进自身专业发展的一种手段和方法，也是一种对三、教学情境分析题（本大题1小题，30分根据题目要求完成下列任务，用中文作图一和图二体现了词汇教学的哪两种方式？（10分这两种词汇教学方法各有什么优缺点？（10分名词组成块进行记忆，如将arainy与day进行搭配，组成arainyday词块，更有利于学生记忆单词的用法。缺点：只能记住单词的形式，在具体搭配和用法上无法保过该原则可以将孤立的单词组成词块，让学生在语言输出时得以运用，利于学生由词成句，由句成篇，最终达到语言输出、学生展示词汇之间的系统性、联系性，使学生建构知识网络，四、教学设计题（本题1小题，40分根据提供的信息和语言素材设计教学方案，用英文作教学任务：阅读下面学生信息和语言素材，设计20分钟的KeyanddifficultMajorstepsandtimeActivitiesandDearZhouHowareyou?WearedoingaclasssurveyandIhavetowriteemailstoallmypenfriendsinothercountries,Ihopeyoudon’tmindansweringthesequestions:Domostadultsmoke?InmoststateintheUS,itisnowagainstthelawtosmokeinpublicbuildings,suchasbanksandoffices,onpublictransportandinrestaurantandcafes.IsitthesameinChina?Isthegovernmentplanningtochangethelawaboutsmokinginpublic?Hopeyoucananswermethethreequestions!Bestwishes,Thislessonisawritingone,anditmainlytalksaboutthesmokingissues:PaulwritesemailstohispenfriendstoseekforKnowledgeobjective:Studentswillbeabletoknowthewordsandphrasesandthestructureofanemail.Abilityobjective:Studentswillbeabletoimprovetheirwritingabilitybywritingasurveyresult.Emotionalobjective:Studentswillknowthatsmokingisnotgoodforourhealth.TeachingkeypointanddifficultTeachingkeypoint:Helpstudentsmasterthewordsandphrasesofdescribingsmoking.Teachingdifficultpoint:guidestudentstoimprovewritingabilitybyorganizingasurveyresult.MajorStep1:Pre-writing(2Showstudentssomepicturesaboutsomepeoplewhoaresmoking,andaskstudentstoguesswhatwillhappeniftheysmokeformanyyears.Leadstudentstohaveafreetalk,thetopicistheharmfulnessofsmoking.(Evaluation:Thiswillarousestudents’interestandit’sconvenientforteacherstogoontalkingthemaintopicofthisStep2:While-writing(13Teacherpresentstheemailonthescreen.Studentsreaditandanswertwoquestions:What’sthequestionofPaul?What’sthebasicstructureofanemail?Somestudentswillbeinvitedtosharetheirideasandteacherhelptoconcludethestructureofwritinganemail.(Evaluation:StudentscanthinkabouttheknowledgelearnedStudentsareaskedtowritedownanemailtoanswerPaul’squestions,theyshouldwritedownwhatevertheywanttowrite,anddon’thavetopayattentiontothepunctuationorgrammar.Next,Studentsareaskedtomodifytheirarticlesbythemselvesfirst,then,theyshouldexchangetheiremailwiththeirpartners,andcorrectthemistakesintheirwriting,theyshouldmodifythegrammar,spelling,punctuationandsoon.(Evaluation:Students’writingabilitywillbeimprovedthisstep.Theywilllearntowriteanarticlean