二、 簡答題(本大題共1小題，共20分)
根據(jù)題目要求完成下列任務，用中文作答。
31．PPT是英語教師常用的一種教學輔助工具，請簡述PPT在語言教學中的兩個優(yōu)點(6分)，列舉英語課堂教學中使用PPT常見的兩個問題(63J")，并提出合理使用PPT的兩條建議(8分)。
(3)該教師可以從哪三個方面對此評價表進行改進?(12分)
(1)PPT在語言教學中的兩個優(yōu)點：
①PPT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，從而調動學生學習的積極性，激發(fā)學生的學習興趣。
②PPT的使用可以創(chuàng)建直觀的教學情境，提供有利于學生觀察、模仿、嘗試、體驗真實語言的環(huán)境，使英語課堂更好地體現(xiàn)真實性和交際性。
(2)英語課堂教學中使用PPT常見的兩個問題：
①PPT有時候會分散學生的注意力，如學生的注意力可能被圖片、視頻、音樂等吸引，影響教學效果。
②教師過于依賴PPT，容易忽視講解、板書、活動等在課堂上的重要作用，且教師使用PPT在一定程度上增加了工作量。一味地追求使用PPT有時會使教師忽略課程的重點和難點，PPT的作用適得其反。
(3)合理使用PPT的兩條建議：
①教師應當有針對性地根據(jù)課型和教學內容合理設計PPT，突出教學的重難點，注意PPT的頁數(shù)與切換速度，使PPT真正做到為教學內容服務。
②教師在使用PPT時，要注意目的性和恰當性。PPT的使用不能替代師生在課堂上真實的語言交流、思維碰撞、情感互動等人際交往活動。PPT只是教學的輔助手段，不能喧賓奪主。
三、教學情境分析題 暫缺
四、教學設計題(本大題1小題，40分)
根據(jù)提供的信息和語言素材設計教學方案，用英文作答。
33．設計任務：請閱讀下面學生信息和語言素材，設計20分鐘的閱讀教學方案。教案沒有固定格式，但須包含下列要點：
~ teaching objectives
~ teaching contents
~ key and difficult points
~ major steps and time allocation
~ activities and justifications
教學時間：20分鐘
學生概況：某城鎮(zhèn)普通高中一年級第一學期學生，班級人數(shù)40人。多數(shù)學生已經(jīng)達到《普通高中英語課程標準(實驗)》五級水平。學生課堂參與積極性一般。
語言素材：
The Life of Mark Twain
Often the lives of writers resemble the lives of the characters they create. Mark Twain,who wrote The Adventures of Huckleberry Finn and The Adventures of Tom Sawyer, was no exception. To start with, the author's name, Mark Twain, is itself an invention, or "pen name" . Twain's real name was Samuel Clemens. "Mark Twain" , which means "watermark two" , was a call used by sailors on the Mississippi to warn shipmates that they were coming into shallow water.
Like Huck, Mark Twain led an adventurous life. He left school early, and as an adolescent, determined to make his fortune in South America, set off from his home in Hannibal, Missouri, for New Orleans. He wanted to take a boat to the Amazon, where he thought he could get rich quickly. He arrived in New Orleans without a penny in his pocket only to find that there were no boats for South America. Forced to change his plans, he worked for several years as a pilot on a steamboat, taking passengers up and down the Mississippi, the great river which flows from the north of the US near the Canadian border, down to the Gulf of Mexico.
Later he became a journalist and began writing stories about life on the river. Twain's vivid and often amusing descriptions of life on the river quickly became popular, and established the reputation he still enjoys today as one of America's greatest writers.
【參考設計】
(2) Scanning
Ask students to locate certain information by reading the passage quickly to answer the following questions:
① Is Mark Twain his real name? If not, what is his real name?
② What did he do when he worked on the steamboat?
③ What did he do after that?
4. What reputation did Mark Twin earn?
(3) Careful reading
Ask students to read the passage carefully and fulfill the following paragraph: Mark Twain is actually a name, which means that __. He lived an __ life. He left school early to in South America, but in Orleans he had __ and found no boat to Amazon, so he works on River as a on a steamboat. After that he became a to write ,
whose established him a great reputation.
Before showing the answer, invite a few students to read their completed paragraph, and others can check theirs. (Justification: Fast reading can help students grasp the main idea and specific information of the passage.Careful reading can deepen students' understanding of the passage.)
Step 3 Post-reading (5 minutes)
Ask students to work in pairs to discuss the following questions:
1. Why do the lives of writers resemble the lives of characters he creates? How does the resemblance get
reflected by Mark Twain?
2. Can you summarize the structure of the passage?
Ask several students to share their answers. Then ask all of them to polish their answers and write them down to hand in.(Justification: The first question can develop students' thinking ability, and the second question can help students understand the structure of biographical essay, which is useful for them to do similar writing.)
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面試報考：2019上半年教師資格證面試報名時間
