2020下半年河北教师资格笔试《初中英语学科》参考答案及解析

2020年下半年中小学教师资格考试

初中英语学科

【来源于网络】

一、单项选择题(本大题共30小题，每小题2分，共60分)

1.【答案】de-

2.【答案】caterpillar

3.答案:

4.答案:

5.【答案】petrol gasoline

6.【答案】did

7.【答案】subject

8.【答案】to drive

9.答案:

10.答案:

11.答案:

12.答案: an organizer

13.答案: researching

14.答案: adapting(题目不完整)

15.答案: story-retelling

16.答案: read the sentences in the textbook and guess words meaning

17.答案: process

18.答案: transfer

19.答案

20.答案

21-30 答案

二、简答题(共20分)

31.(1)【答题要点】

英语学习策略是指学习者为了更有效地使用英语而做出的各种选择和采取的各种措施。它既包含了学习者的心理过程，也包括具体行动。英语学习策略包括认知策略、调控策略、交际策略和资源策略。我国《英语课程标准》把学习策略列为课程目标之一，同时明确提出：学习策略是提高学习效率，发展自主学习能力的保证，为终身可持续性学习奠定基础。

(2)【参考答案1】

记笔记是认知策略的一项技能。学生可通过听教师授课培养并提高记笔记的能力。此外，在阅读或听力中，学生也能辅助笔记进行知识点的记忆。教师要指导学生记笔记，而且要具体引导怎样更科学的记，培养学生掌握科学的学习方法，养成良好的学习习惯。以训练听力理解为例，有泛听、精听两种常用方法。泛听无需记笔记，只需要学生听懂大意，其目的是通过大量的输入，积累知识、扩大知识面;精听要求学生边听边记笔记，因为它需要听懂文本的绝大部分信息，理解语篇的内涵，并在脑海中建立相关内容的图示结构。此外，边听边记使学生注意力高度集中，提高对语言的理解力，同时，还能训练学生的写作能力，从而提高学生的写作能力，使学生的综合能力得到发展。

【参考答案2】

新课标把学习策略作为课程目标之一，并且明确了要“加强对学生学习策略的指导，为学生终身学习奠定基础”，为了实现这一目标，就应该在日常教学活动中促进学生养成良好的学习习惯和形成有效的学习策略。教师要有意识地加强对学生学习策略的指导，让学生学会如何学习，采取科学的途径提高学习策略。

记笔记在课堂教学中具有重要意义。记笔记有助于指引学生并稳定学生的注意力。记笔记有助于学生对学习内容的理解吸收。记笔记的过程是一个积极思考的过程，可调动眼、耳、脑、手一齐活动，促进了对课堂讲授内容的理解。此外，记笔记有助于学生后期的复习。笔记是永恒的“备忘录”，可以给以后的复习带来方便。而且记笔记可以克服大脑记忆方面的限制。从而，记笔记也是学生提高学习效率的有效途径。

英语课堂记笔记能力的培养可从教师和学生两方面进行提高。

教师方面：

1.抓好课前的习惯培养。记好英语笔记不是一蹴而就的事，教师应该辅导学生做笔记。让学生了解应该重点记什么，以及如何更好地跟上老师的上课节奏和进程。以后再进行课堂的具体实践。这样可避免学生盲目无目的地乱做笔记。

2.抓好备课环节。备好课是上好课的先决条件，是学生做好笔记的前提。为了更好地指导学生做好笔记，要求教师在备课时，对教材认真分析、归纳、整理，形成条理清晰、重点突出的教案。仔细设计课堂板书，备课中标记重点难点问题，以便学生在课堂能围绕这些问题记好笔记。

3.抓好课堂教学常规环节。教师授课时，语言要清晰、有条理、准确而精炼。此外，板书布局需要层次分明，字迹工整、重难点突出，把握好上课节奏。

学生方面：

1.笔记内容要求。笔记内容不仅是教师板书的内容，而更应该体现出课堂的重难点。可以记下自己容易忘记的内容，也可以是自己在听课过程中对老师所讲知识的领悟。课后通过自学所得到的新的知识点也可以记下来，作为笔记的延伸内容。

2.笔记使用要求。记笔记不是老师分配的一项任务，而是学习英语的工具。学生在课后需要学会整理归纳，完善笔记。切忌把笔记当成摆设。应该通过经常翻阅笔记来复习巩固，逐步把笔记上的知识理解清楚。课后要依据教材或寻求老师的帮助对笔记的遗漏之处进行补充。

总之，课堂笔记在学生学习中发挥着十分重要的作用。教师要引导学生勤记笔记，而且还要具体教会学生科学记笔记。这样，才有利于学生综合能力的进一步提高。

三、教学情境分析题(本大题1小题，30分)

【参考答案】

课堂座位编排对学生的身心健康和心理发展过程有重要影响。因此，为了增强师生互动，提高教学质量，课堂上可以利用不同的座位排列方式，采取不同的教学方法，创设平等和谐的师生关系平台，增进全班同学与教师的情互动，同学们可以较为平等地接触教师，最大限度地调动了学生的互动积极性。

(1)优点：

①图一是较为传统的座位编排方式，通常称作“秧田式”，又称“直线形的空间排列”。它产生于十七世纪初，并一直主导着中小学的课堂座位安排。“秧田式”把学生座位排列成一行行、一列列，病史讲台成为教室的中心，全班同学被分成几个小组，统一面向黑板和讲台，组与组之间有间隔，方便同学进出。该种座位排列方式使教师成为教室的中心，学生的注意力集中于教师身上，既便于教师观察同学的一举一动，也便于走下讲台与任何一位同学交流、了解他们的学习情况;同时，减少了学生间的相互干扰，可以充分发挥教师的控制作用，无形中强化了学生遵从或顺从教师言行的心里，学生注意力集中程度较高，使学生能更专心致志地学习。

②图二是马蹄型，也称U形的座位编排方式。是将教室的桌椅编排成U形，教师一般处在U形的开口处。这种排列方式有利于教师掌控整个课堂教学，也便于他可以在每个同学身边走动，观察他们的学习情况，并在必要时给予帮助，从而有利于师生关系的发展。

③图三被称作小组排列法，在美国，加拿大等国家中小学非常流行。指将课桌椅分成若干组，每组4-6名同学，大家根据分组围成圆圈落座的一种排座方式。小组排座方式满足了新课改对学生学习方式等方面的要求，拉近了同学间的距离，便于学生针对问题一起讨论和研究，有助于促进他们之间的相互学习，最大限度促进学生之前的相互交往和影响，还有助于培养大家的合作意识和团队精神，充分发挥群体功能。

(2)适用情况

①系统知识的讲授，尤其对于一些复杂问题的讲授。这种排座方式使所有学生都面向教师，以教师为中心，充分发挥教师的主控作用，减少学生相互干扰，学生注意力相对较为集中，为系统知识的讲授创造良好条件。教师站在黑板前为学生讲解新知识，既可以观察到全班同学整体学习情况，也可走下讲台与同学交流，充分了解任何学生对新授知识的吸收情况。

②U形座位排列方式更适用于进行以辩论或讨论为主的教学，例如，就某一问题进行探讨或评价时。U形座位排列方式既有利于学生共同讨论，也有利于教师走进学生进行指导;学生充分准备后，发表自己的见解，U形排座方式也可以为学生展示自己提供一个有利平台。

③小组排列法更适合进行以合作学习为主的教学，如就某一问题进行研究和讨论时。教师可根据班级的情况将学生分成不同的小组，每组一个负责人。教师或小组确定相关课题或内容，同学在教师的指导下围绕该课题展开讨论或研究，各自发表意见，最后派代表与其他小组分享研究成果。在学习过程中，始终以学生的发展为本，充分培养学生自主学习能力，让学生在学习中找到乐趣，发掘潜力，培养他们收集资料，提取信息，解决问题、交流思想等能力，学生既可以学会知识，又可以加强与同伴间的合作意识和能力。

四、教学设计题(本大题1小题，40分)

【参考设计】

Teaching content:

The passage is about a girl fell in love with country music and how country music changed her life.

Class type: Reading class

Teaching Objectives:

1. Knowledge objectives:

(1) Students can master the main idea of this passage.

(2) Students can understand the meaning and usage of the new words and expressions, such as country music, abroad, traditional, concert and musician.

2. Ability objectives:

(1) Students can learn to summarize the meaning of each paragraph and write a short summary of the passage in their own words.

(2) Students can get some useful information from the passage through detailed reading.

3. Emotional objectives:

(1) Students could find the charm of different kinds of arts and appreciate their family.

(2) Students can cooperate with others actively, and complete the tasks together.

Teaching Key Points& Difficult Points:

Teaching Key Points:

(1) Students can understand the meaning of the new words.

(2) Students can understand the passage thoroughly by using different reading strategies, such as skimming and scanning.

Teaching Difficult Points:

(1) Students can summarize the passage in their own words.

(2) Students can find their own hobbies and understand the importance of family.

Teaching Procedures:

Step 1 Pre-reading (4 minutes)

Ask students to discuss with their desk mates about the following questions. Three minutes later, invite some students to share their ideas. After that, play a country music named “Five Hundred Miles” for students to lead in the topic of this lesson.

(1) Do you have a favorite singer or band?

(2) Do you have a favorite song?

(3) What fact do you know about your favorite singer, bands or song?

(Justification: Asking students questions which are closely related to their life can arouse their learning interest. Playing a music about country music can not only lead in the topic but also catch students’ attention.)

Step 2 While-reading (8 minutes)

At this step ask the students to do two activities.

Activity 1: Fast reading

Students will be given two minutes to read the passage quickly, and then underline the main ideas of each paragraph. After that, encourage students to summarize the passage in their own words. The following questions of each paragraph can help them.

(Explain the meaning and usage of the new words after they have shared answers.)

Activity 2: Careful reading

Ask students to fill in the sheet below, before that they will be reminded to pay attention to the key words of each line.

(Explain the meaning and usage of the new words after they have shared answers.)

(Justification: Different ways of exploiting the text can help students not merely to cope with one particular text in class but to develop their reading strategies and reading ability. Explain the meaning and usage of the new words in the context can help them to memorize the new words easily.)

Step 3 Post-reading (6 minutes)

Ask students to discuss in groups of four to think of singers or writers they know well and make a list of facts about them. Think of the following:

(1) Who is the singer/writer?

(2) When did the singer/writer first become famous?

(3) How and why did he/she first become famous?

(4) What famous songs/books has he/she recorded/written? When?

(5) How did you find out about him/her?

(Justification: Students’ cooperation awareness can be strengthened through group work. They could also have the chance to introduce singers or writers they know well by imitating the way introduced in the passage, so their speaking ability can be improved.)

Step 4 Summary and Homework (2 minutes)

Invite one student to summarize the class and teacher will give some supplements, such as Sarah changed her attitude towards her family.

Homework:

(1) Write a short passage to introduce the singers or writers they have discussed in class.

(2) Search more information about the kind of art they are interested in and introduce it in the next class.

(3) Make sentences with the new words.