2015年下半年初中英語.docx

2015年下半年中小學教師資格考證學科知識與教學能力(初中英語)1. Which of the following correctly describes the English phoneme /? A. A voiceless dental fricative B. A voiceless alveolar fricative C. A voiceless dental plosive D. A voiceless alveolar plosive 答案：A2. Which of the following consonant clusters may not serve as the beginning of a word? A. /spr/ B./skw/ C./str/ D./swt/答案：D3. The gold medal was _ to MS Barrette for her excellent performance in the drama. A. distributed B. contributed C. awarded D. rewarded 答案:C4. The visitors had made so much_ that Mr. Water had to spend several days to cleaning up afterwards. A. trouble B. disturbance C. damage D. mess 答案:D5. How many morphemes does the word telecommunication contain?A.1 B.2 C.3 D.4答案:D6. In the foreign languages bookstore _to be found books in various languages. A.is B. is been C. are D. are been 答案：C7. A person needs to know who he/she is before being able to know what _makes him or her happy.A. is it that B. it is that C.is it which D.it is which答案：B8.There_nothing more for discussion，the conference came to an end 20 minutes earlier. A.be B. to be C. being D. to have been答案：C9. Which of the following is an entailment of the utterance Annie broke the window ? A. Annie was careless B. Annie was disruptiveC. Annie did something to the window D. It is Annie who broke the window.答案:D10. The following conversation clearly violates the_ .A: How do you finally go to school? B: The bus is so fast so I got to school very early. A. Maxim of Quantity B. Maxim of RelationC. Maxim of Quality D. Maxim of Manner答案：B11. Which of the following statements about a lesson plan is inappropriate? A. It is a teaching guide B. It is a blueprint to be strictly followedC. It takes into account syllabus and students D. It describes in advance what and how to teach答案：B12.Skill-integrated activities allow teachers to build in more_ into a lesson，for the range of activities will be wide.A. certainly B. simplicity C. variety D. Accuracy 答案:C13. A language proficiency test that only consists of multiple-choice questions lacks_. A. construct validity B. content validity C. test reliability D. scorer reliability 答案:A14. When a teacher asks students to rearrange a set of sentences into a logical paragraph he /she is trying to draw their attention to_.A. grammar B. vocabulary C. sentence patterns D. textual coherence答案:D15. Which of the following activities would help students develop the skill of extracting specific information? A. Inferring meaning from the context B. Recognizing the authors belief and attitudes.C. Using information in the reading passage to make hypotheses D. Listening to the flight information to see if the plane is on time. 答案:D16. Which of the following activities can be used to check students understanding of difficult sentences in the text? A. Paraphrasing B. Blank-filling C. Story-telling D. Summarizing答案：AI7.When a teacher organizes group work, which of the following might be of the Least Concern? A. lncreasing peer interaction B. lncreasing individual practiveC. Developing language accuracy D. Providing variety and dynamics答案：C18. If a teacher asks students to collect, compare and analyze certain sentence patterns，he/she aims at developing students_.A. discourse awareness B. cultural awarenessC. strategic competence D. linguistic competence答案:D19.When a teacher says to the whole class， stand up and act out the dialogue，he/she is playing the role of a(n)_.A. monitor B. organizer C. assessor D. prompter 答案:B20. Which of the following may better check students ability of using a grammatical structure? A. Having them work out the rule. B. Having them give some examples. C. Having them explain the meaning.D. Having them explain the structure. 答案：BPassage 1 FROM James Moriarty to Ernst Stavro Blofeld，the idea of the evil genius has been a staple of storytelling. But is it true? Or, to put the matter less starkly，is there a connection between creativity and dishonesty in real people who are not bent on world domination， as well as in fictional supervillains? Writing in Psychological Science. Francesca Gino of Harvard University and Scott Wiltermuth of the University of Southern California suggest that there is-and that cheating actually increases creativity. Dr Gino and Dr Wiltermuth tested the honesty of 153 volunteers with a task that involved adding up numbers for a cash reward，which was presented in a way that seemed to them to allow them to cheat undetected (though the researchers knew when they did). This was sandwiched between two tests for creativity，one of which was to work out how to fix a candle to a cardboard wall with a box of drawing pins, and the other a word-association test. This combination showed not only that creative people cheat more, but also that cheating seems to encourage-for those who cheated in the adding-up test were even better at word association than their candle-test results predicted. That result was confirmed by a second set of experiments, in which some people were given many opportunities to cheat and others few. The crucial predictor of creativity，the researchers confirmed，was the actual amount of cheating，not any propensity to cheat. A third experiment tested the idea that this is because both creativity and dishonesty require， as it were，a flexible attitude to rules. In this experiment volunteers were asked about their attitude to bossy signs, such as “no cycling and no diving notices，after being allowed to cheat (again, in a way transparent to the experimenters) on a coin-tossing test. Cheats, it turned out, were less constrained to obey such signs. It is，it goes without saying, a long way from such acts of petty defiance to building a lair inside an extinct volcano and threatening Washington from it-or even to non-fictional acts of serious crime. But some sort of link exists, so this research does indeed suggest that Arthur Conan Doyle and Ian Fleming were on to something. 21. What can be concluded from the passage about Janves moriaty and Ernst Stavro Blofield? A. They are two evil geniuses. B. They are two psychologisesC. They are two story-tellers. D. They are two researchers. 答案:A22. Which of the following is closest in meaning to the underline phrase were on to something in the last paragraph? A. were inspired by something. B. were going to do somethingC. were worried about something. D. were aware of the nature. 答案：D23. Which of the following describes the sequence of Dr Gino and Dr Wiltermuths research? A. candle test，adding-up test，word assoviation test. B. candle test，word assoviation test，adding-up test.C. Adding-up test，candle test，word assoviation test. D. Adding-up test，word assoviation test，candle test. 答案:A24. What does the underlined words the other in paragraph 2 refer to? A. The trick B. The test C. The reward D. The combination. 答案:B25. What conclusion can be drawn from this passage? A.The more a person cheats， the more creative he is.B.Cheating is likely to encourage creatvity to some extent.C.A person who cheats is more creative than a person who doesnt.D.A person who is creative cheats more than A person who is less creative. 答案:B簡答題31請說明精聽與泛聽的區(qū)別，并分別簡述教師應該如何指導學生進行精聽與泛聽的訓練. 31. 參考答案 精聽與泛聽的區(qū)別:精聽( Careful listening)，是通過聽課文，再把文章的內(nèi)容感知一遍同時可以加深對文章細節(jié)內(nèi)容一個深入了解，并且可以通過一些練習來檢驗聽的效果（Filling in Blanks/ True or False/ Questions/Forms）。泛聽(Extensive listening)是讓學生初步聽材料并回答問題，讓學生初步了解文章的主旨大意(main idea)和基本信息( basic information)，例如:時間、地點、原因、方式等。 教師在指導學生進行精聽訓練時，要與語音、語法和詞匯的學習相結合，可以“聽”、“讀”、和“寫”的技能訓練相結合，還可以與社會、文化背景知識的學習相結合。在進行精聽訓練時，教師可以指導學生在反復多聽的基礎上完成一些辨音、填充缺失內(nèi)容、聽寫的練習，之后還可以進行一些拓展練習，如總結聽力材料中出現(xiàn)的語音現(xiàn)象、跟讀或朗讀內(nèi)容、分析聽力材料的文本結構和語言特點等。教師在指導學生進行泛聽訓練時，一定要嚴格要求學生，應該一氣呵成地只聽一遍就完成聽力練習，中間不能停頓或重復。在進行泛聽訓練中可以使用的聽力練習包括：測試對聽力內(nèi)容是否理解的選擇題、判斷題、測試能否抓住重點詞句的填空題，以及用自己的語言寫出或口述出所聽到的主要內(nèi)容的練習等。完成這些練習后，教師要注意和學生及時總結，或和同學共同討論泛聽的策略，如：如何根據(jù)上下文判斷生詞的含義，如何預測下文等。32. 教學情景分析題王老師是七年級的英語老師，在一次英語課上，他首先講解了like與dislike的區(qū)別，然后要求學生做一項配對活動，活動結束后，他宣布做練習四，整個活動過程中，王老師始終在臺上，活動過程如下圖。 活動開始前 活動開始中 活動結束后a.該教師在每個活動階段分別存在什么問題? 15分 b.針對每個階段中存在的問題提出相應的建議。15分 32.參考答案 （1）該教師在每個活動階段存在的問題有: 活動開始前，該教師下發(fā)任務不是很明確，沒有限定活動時間，學生在練習的過程中可能會沒有計劃，課堂會比較散漫;另外，教師在活動前應該提供一個示范，使學生在活動練習的過程中更明確?；顒娱_始中，該教師不應該一直站在講臺上，應該參與到學生的活動中去，體現(xiàn)教師參與者、指導者、更正者、控制者等的角色。 活動結束后，該教師不應該直接宣布做練習四，應該要求學生對前面的配對活動做出反饋，并給予適當?shù)姆答伵c鼓勵。（2）每個階段的建議: 活動開始前，教師應該合理選擇任務的難度，使學生明確任務的目標，尤其是任務的目的、完成的過程以及對于結果的要求，都要交代的清清楚楚，使每個學生都有事情干。同時要給予學生充分的活動準備時間，提供必要的語言資源，給學生提供一些可供選擇的完成思路。活動開始中，教師要充分發(fā)揮自己的作用，擺正自己的位置，此時教師不僅是平時課堂上的指導者、更正者、控制者，同時還是討論組中的一員。教師應該走到學生中去參與討論。同時，還要注意防止學生失控，如使用母語或說一些與主題無關的事甚至出現(xiàn)吵鬧的現(xiàn)象?；顒咏Y束后，教師要注意引導學生進行反饋，讓學生獨立、完整地反饋成果，提升語言的準確度和流利度。對于學生在活動中出現(xiàn)的問題，要及時反饋，引導學生改正；對于學生表現(xiàn)優(yōu)秀的地方，要及時給予鼓勵，加強學生的自信心，增強英語學習的興趣和合作意識。33. 教學設計題 設計任務：請閱讀下面學生的信息和素材，設計一個15分鐘的口語教學活動，教案沒有固定格式，但要包括以下幾點: Teaching objectives，teaching contents，key and difficult points，major steps and time allocation, activities and justifications 教學時間: 15分鐘學生概況：某城鎮(zhèn)普通初一年級第一學期學生，40人，多數(shù)學生已經(jīng)達到普通初中英語課程標準（實驗）二級水平，學生課堂參與積極性一般。素材（一封信）Dear Jenny，I am very busy on Friday. At 8:00 I have math. It is not fun. The teacher says it is useful，but I think it is difficult. Then at 9:00 I have science. It is difficult but interesting. At 10:00 I have history. After that, I have P.E. at 11:00. It s easy and fun. Lunch is from 12:00 to 1:00，and after that we have Chinese. It is my favorite subject. Our Chinese teacher, Mr. Wang, is great fun. My classes finish at1:50, but after that I have an art lesson for two hours. It is really relaxing! How about you? When are your classes? What is your favorite subject? Your friend, Yu Mei 33.參考設計Teaching content: The passage is about a letter that Yu Mei writes to her friend Jenny，which talks about her study life on Friday. Class type: Listening and speaking class Teaching Objectives: 1. Knowledge objectives: (1) Students can master the meaning and usage of this writing. (2) Students can use the fixed structures” I have science/math/Chinese/PE” and” It is + adj. in proper situation to talk about their study life. 2. Ability objectives: (1) Students can get the main idea about what Yu Mei is talking about after listening and can get some useful information from the writing;(2) Students can improve their listening and speaking abilities through class activities; 3. Emotional objectives: (1) Students can improve the confidence of learning English, and are not afraid of speaking English in class; (2) Students can cooperate with others actively, and complete the tasks together; Teaching Key Points& Difficult Points: Teaching Key Points: (1) Students can make use of new sentences 1 have science/math/Chinese/PE and It is + adj.”(2) Students can comprehend of the main idea of the writing. Teaching Difficult Points: (1) Students can use the new sentences correctly; (2) Students can understand it is very necessary to talk about the study life with their friends to share their idea. Teaching Procedures: Step 1 Warming up and lead-in (2 minutes) Talk about whether students have written the letter to their friends. If they have written Before, what they talked about in the letter. (Justification: Through the ask and answer，on the one hand，it will help students practice their oral English. On the other hand，it can provide a related background information which can help students overcome obstacles.) Step 2 Pre- listening (2 minutes) Show the picture about somebody s study，and ask students to describe the content according to the picture. For instance: T: Look at this picture，here is a boy named Tom. Can you tell me what lessons he has on Friday?Ss: He has math. Ss: . T: OK, let s listen to a material and check if you are the lucky one who got the correct answer. (Justification: Through this activity，students can get the related information and arouse theirinterest in learning English.) Step 3 While- listening. (6 minutes) (1) Play the record, and ask students to listen to the content. Then ask one student to tell his/her answer. (2) Ask students to listen carefully and find out the following information. How does Yu Mei think of math? What does Yu Mei have at 10:00? Whats Yu Meis favorite subject? Then ask students to fill the blanks in table. After they finish, ask students to check the answer in pairs. HowMath is .