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2019 上半年全国教资统考高中英语学科知识与能力试题答案
二、简答题 ( 本大题 1 小题， 20 分 ) 31. 【答题要点】
PPT的使用能够将教材内容生动活泼地呈现在学生面前，使静态、枯燥的语言材料变得直观、
具体， 富有感染力， 从而调动学生深入学习的积极性，激发学生的学习兴趣 富教学内容
; ?PPT的使用可以丰
和形式，提供有利于学生观察、模仿、尝试、体验真实语言的语境，使英语学习更好地体现真实性和交际 性特征。
PPT有时候会本末倒置，分散学生的注意力，比如学生的注意力可能被一张漂亮的图案
等吸引，在一定程度上反而造成了相反的效果。 ?使用 PPT时在一定程度上增加了教师的工作量， 即
制作 PPT,
并且一味地追求使用 PPT有时会使教师忽略课程的重点和难点。
教师在使用 PPT时，要注意目的性、恰当性、合理性， PPT的使用不能替代师生课堂上真实
的语言交流、思维碰撞、情感互动和人际交往活动。 ?教师应当有针对性地选择课型，在制作 PPT时不要忽
视可见的内容和对知识点的重视。
三、教学情境分析题 ( 本大题 1 小题， 30 分)
32. 【答题要点】
(1) 该教师采用的评价属于质性评价范畴下的表现性评价。
(2) 该评价表主要作用有：第一、克服了传统学业测验的弊端，实现多元化评价 ; 第二、有助于发挥学
生学习主体性 ; 第三、有助于教师关注学生对知识的综合运用能力。
(3) 改进措施有：第一、增加评价维度并且细化每个维度的评价标准以增加其效度 ; 第二、将“笑脸”
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....
改为具体的评价语言 ; 第三、增加评价主体。评价主体不仅是教师，还可以是学生甚至家长。
四、教学设计题 ( 本大题 1 小题， 40 分 )
第 1 页 共 3 页
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33. 【答题要点】 Teaching type: Reading class
Teaching contents: This lesson is from senior high school, and it mainly talks about the life of Mark Twain. Before becoming a writer, Mark Twain tried different jobs and went to different places, which laid a good foundation for Mark Twain
’ s writing career.
Teaching Objectives: (1) Knowledge objectives
① Students are able to know the experiences of Mark Twain before he became a writer. (2) Ability objectives:
① Students are able to express the journey of the Mark Twain.
② Students are able to find the different places Twain went to and different works he did. (3) Emotional objectives:
① Students are able to learn more about the famous American writer-----Mark
Twain Teaching key and difficult points:
Teaching Key point:
Students 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:
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Step1: Pre-reading (6 minutes)
Introduce Mark Twain to students through pictures and tell students the life and the works of Mark Twain.
第 2 页 共 3 页
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(Justification:The introduction of Mark Twain will help students know more about Mark Twain,
which laid a good foundation for next step .)
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 reading the 2nd paragraph.
(Justification: Students will have a better understanding to the life experiences of Mark Twain, and their logical thinking will be greatly improved.)
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:
Retelling will improve student ’ s speaking ability.
Discussing will help students to build up the interest in English learning and learn some qualities from Mark Twain.)
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their feeling
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