2018下半年教师资格证考试《高中英语》真题答案

(1)含义：

归纳法是指教师先让学生接触含有语法规则的语境，然后根据上下文信息归纳出语法规则的教学方法。

(2)指令语(两句即可)：

(①) Look at these sentences, try to find out the different forms of the verb "be", and think about the reason.

(②) What happens to the verbs following the word "to" in the two sentences? Why?

(③) Look at the examples below, pay attention to ...

(④) Look at these sentences. Can you find out the difference ...?

(3)注意事项：

①归纳法要求学生能够主动学习，愿意思考，因此教师在使用归纳法的过程中要提高教学的趣味性，关注学生的学习主动性，培养学生在语言活动中主动提炼语法规则的意识。

②教师创设的语境应符合学生的认知水平，教学中要根据学生学习的基础和经验分析语法项目的可学性，由浅入深，由易至难，循序渐进，控制归纳法教学中的难度，让学生在示例中充分理解和感知语法规则，在句子和语篇中操练语法规则。

(1)上述活动旨在培养学生的略读和猜测词义两个阅读技能。

“Invite the students to talk about possible contents of the story’…Ask the students to read the whole text to see if they are right”旨在培养学生读前预测文章内容，并能运用略读技巧总结文章大意的技能。“Ask the students to figure out the meaning of the underlined parts of the text”旨在培养学生根据上下文猜测词义的技能。

(2)A—F每个活动的设计意图：

A：告知学生文章主题，引入本堂课的话题，吸引学生的注意力，同时激发学生的兴趣。

B：通过头脑风暴激活学生的背景知识，让学生充分参与到课堂活动中来，为开展阅读教学做准备。

C：组织学生根据题目预测课文内容，吸引学生的阅读兴趣，培养学生推测文章大意的技能。

D：让学生通读全文，检验预测内容正确与否，锻炼了学生的略读能力，使学生能够在较短的时间里了解文章大意。

E：让学生根据语境猜测词义，锻炼学生的猜词技能，培养学生自主学习的能力。

F：让学生画出难句，了解学生的知识掌握情况，查漏补缺，同时使学生加深对文章的理解。

(3)活动G属于读后环节。读后环节是阅读内容的拓展阶段，主要任务是根据学生所读内容开展一些评价或者应用性活动，来巩固学生所学知识，并加深学生对文章的理解。背诵并不能检验学生对文章的理解情况，更不能使学生学以致用；而且文章刚讲完就要求背诵，任务难度过大，打击学生的积极性。建议教师在读后环节开展讨论、辩论、角色扮演、续写故事、根据关键词复述文章大意和书面练习等活动。

【参考设计】

 Teaching Contents: This is a writing lesson about writing a paragraph to oppose the view that "We can learn

all we need on the Internet".

 Teaching Objectives:

 (1) Knowledge objectives

 (① Students can realize the advantages and disadvantages of learning on the Intemet.

 (②) Students can master the basic structure of an argumentation.

 (2) Ability objectives

 (①) Students can develop writing skills such as cohesion, logic and so on,

 (②) Students can express their own opinions about the Internet's effects on learning.

 (3) Emotional objective

 Students can develop their critical thinking when discussing a topic.

 Teaching Key and Difficult Points:

 (1) Teaching key point

Students can write an argumentation to oppose the view that "We can learn all we need on the Internet".

(2) Teaching difficult point

Students can express their own opinions about the Internet's effects on learning.

Major Steps:

Step 1 Pre-writing (6 minutes)

(1) Ask students to read the short essay and lead them to find the supporting ideas of "We can learn all we need

on the Internet" :

(①) There are 45 students while our English lesson lasts for 50 minutes.

② We can learn much more if we work on a computer independently.

 @ We can learn the subjects that we are interested in.

 (2) Divide students into groups of four, ask them to think about the opposite points, and give detailed information to support their points.

 (3) Lead students to list the opposite ideas of "We can learn all we need on the Internet". (Justification: Group discussion can arouse students' interest and strengthen their cooperative spirit. Moreover,students can get more details for the following writing.)

 Step 2 While-writing (8 minutes)

 (1) Lead students to summarize the basic structure of an argumentation, and ask students to pay attention to the topic sentence, transitional words and supporting ideas. For example:

 ① I don't agree with this idea. The reasons are as follows: ...

 ② In my opinion, we can't learn all we need on the Internet because of the following reasons: ...

 (2) Ask students to write an argumentation and pay attention to the cohesion, logic, choices of words, grammar and punctuation. (Justification: Students can master some writing strategies and complete an argumentation to express their own ideas.)

 Step 3 Post-writing (6 minutes)

 ① Organize students to make self-editing and exchange with deskmates to do peer-editing according to the Writing Rubrics.

 ② Then choose a sample and make comments.

 (Justification: Editing can provide a better writing for students, meanwhile the comments will help students learn more from others and improve their writing ability.)