2018教師資格考試模擬試卷：初中《英語學科知識與能力》

2018教師資格考試模擬試卷：初中《英語學科知識與能力》2018教師資格考試模擬試卷：初中《英語學科知識與能力》一、單項選擇題(本大題共30小題，每小題2分，共60分)在每小題列出的四個備選項中選擇一個最佳答案，錯選、多選或未選均無分。We’vehadagoodstart,butnext,moreworkneeds toachievethefinalsuccess.beingdoneB.doC.tobedoneD.todoDon’tworry.Thehardworkthatyoudonow laterinlife.willberepaidB.wasbeingrepaidC.hasbeenrepaidD.wasrepaidTime, correctly,ismoneyinthebank.touseB.usedC.usingD.useBicyclingisgoodexercise; ,itdoesnotpollutetheair.neverthelessB.besidesC.otherwiseD.thereforeClosethedooroffearbehindyou,andyou thedooroffaithopenbeforeyou.sawB.haveseenC.willseeD.areseeingTheplaceweliveiniscalledhouseinEnglishbut房子inChinese.Thisshowsthe oflanguage.arbitrarinessB.dualityC.creativityD.displacementInChineseifsomeonebreaksabowloraplatethehostorthepeoplepresentarelikelytosaysuisuipingan.Thislanguagephenomenonreflectsthe oflanguage.PerformativeFunctionB.EmotiveFunctionC.PhaticFunctionD.RecreationalFunctionBothsyntaxandsemanticsarethebranchesoflinguistics,theformerstudiestherulesgoverningthecombinationofwordsintosentences,thelatterstudies .theformofwordsB.themeaningoflanguageC.thesoundpatternsoflanguageD.thechangeoflanguageAsyllableisapartofawordwhichcontainsa andispronouncedasaunit.consonantB.vowelC.phonemeD.pitchThemostdistinguishablelinguisticfeatureofaregionaldialectisits .accentB.useofwordsC.morphemesD.useofstructuresInmeaningfulpracticethefocusisontheproduction,comprehensionorexchangeof .A.structuresB.sentencesC.formD.meaningPPPandTBLaretwoapproachestolanguageteaching.PPPstandsforpracticeandproduction,andTBLstandsfor .A.TaskBookLanguagestandsB.TextBookLearningC.Teacher-basedLearningD.Task-basedLearningHedgediscussesfivemaincomponentsofcommunicativecompetence.Thesecomponentsincludelinguisticcompetence,pragmaticcompetence,discoursecompetence,strategiccompetence,and .accuracyB.fluencyC.correctnessD.grammaticality doesnotbelongtoformativeassessment.A.LearnerportfolioB.TestresultsC.ClassroomobservationD.StudentdiariesWhatistheteacherdoingintermsoferrorcorrection?“S:Igotothetheatrelastnight.”T:YouGOtothetheatrelastnight?Correctingthestudent’smistake.Hintingthatthereisamistake.Encouragingpeercorrection.Askingthestudentwhetherhereallywenttothetheatre.Whenlearnerscomeacrossnewwords,theyarerequiredtofocuson .A.spellingB.semanticfeaturesC.form,meaninganduseD.wordformationWhichofthefollowingfeaturesisnotexhibitedbythedeductivemethod?Itsavestime.Itpaysmoreattentiontoform.Itteachesgrammarinadecontextualized.Itencouragesstudentstoworkoutthegrammaticalwayrules. maybedefinedasanykindofengagingwiththelanguageonthepartofthelearners,usuallyundertheteachersupervision,whoseprimaryobjectiveistoconsolidatelearning.PresentationB.PracticeC.ProductionD.PreparationTheactivityof maymaximizethepossibilityofelicitingideas,wordsorconceptsfromstudentswhenitisfocusedonagiventopic.retellingB.assessingoutputC.brainstormingD.comprehensionWhichofthefollowingnominatingpatternscanateacheradopttoensurethatstudentsareactivityinvolvedinclassroomactivities?NominatingthosewhoaregoodatEnglish.Askingquestionsinapredicablesequence.Nominatingstudentsafterthequestionisgiven.Nominatingstudentsbeforegivingthequestion.Passage121~25Passage1Howquicklycanyoucountfromonetoten?Doyouusetendifferentwordstodoit?youdoitinEnglish,ordoyouhavetouseyourfirstlanguages?Doyoucountonyourfingers?Manypeoplethinkthatnumbersandmatharethesameallovertheworld.Butscientistshavediscoveredthatitisnottrue.Peopleindifferentpartsoftheworldusedifferentwaystocountontheirfingers.IntheUnitedStates,peoplethinkbegincountingwiththeirfirstfingers,whichtheyextendorstickout.Theythenextendtherestoftheirfingersandfinallythetocounttofive.Thentheyrepeatthiswiththeotherhandtogettoten.InChina,peoplecountbyusingdifferentfingerpositions.Inthisway,aChinesepersoncaneasilycounttotenononlyonehand.Besideswaysoffingercounting,scientistshavefoundthatculturesandlanguagesarealsodifferentwhenitcomestonumbers.Somelanguageshaveonlyafewwordsfornumbers,andothershavenowordsfornumbers.AgroupofscientistsstudiedaboriginalpeopleinAustralia.Thesepeopledon’thavehandmovementstostandfornumbers.Theydon’tevenhavewordfornumbers.However,theyarestillabletounderstanddifferentideasaboutnumbers.Inasimilarstudy,researchersfromtheMassachusettsInstituteofTechnologydiscoveredthatpeopleofthePirahatribeinnorthwesternBrazildon’thavewordsfornumberssuchas“one”or“three.”.Theyarnotabletosay“fivetrees”or“tentreesbutcansay“sometrees,”“moretrees,”or“manytrees.”ProfessorEdwardGibsonsaidthatmistpeoplebelievethateveryoneknowshowtocount,“buthereisagpthatdoesnotcount.Theycouldlearn,butisn’tnotusefulintheirculture,sothey’veneveritup.”Althoughallhumansareabletounderstandquantities),notalllanguageshavenumbersandnotallpeopleusecounting.Numberwordsinacertainlanguagearearesultofpeopleneedingnumbersintheirdailylives.Nowweknowthatpeoplehavedifferentideasaboutnumbersandmath,too.Thewriterbeginswiththefourquestionsinorderto .A.makeasurveyB.interestreadersC.tellastoryD.solvemathproblemsWhatdowelearnfromthedifferenceinfingercountingbetweentheU.S.andChina?PeoplefromChinacountmuchfasterthanpeoplefromtheU.S.PeoplefromChinaneedtwohandstocountfromonetoten.PeopleofdifferentculturesmayusedifferentwaysoffingercountingPeopleofdifferentculturesusethesamewayoffingercounting.WhichoffollowingistrueaboutaboriginalAustralians?TheyhaveonlyafewwordsfornumbersTheyhavehandmovementstostandfornumbersTheycanonlycounttofiveontheirfingersTheycanunderstanddifferentideasaboutnumbersThestudyofthePirahatribeshowsthat .peopleallovertheworldknowhowtocountPeopleofthetribehavewordsfornumberSomegroupsofpeoplearenotsmartenoughtocountCountingisnotusefulinthecultureofthetribeWhatisthemainideaofthepassage?peoplefromdifferentcultureshavedifferentideasaboutnumbersandmathChinesepeoplecancountmoreeasilyontheirfingersthanAmericansInsomeaboriginalculture,peopledon’tevenknowhowtocountSomelanguagesdon’thavenumberwordsbecausepeopledon’tneednumbers.Passage226~30Passage2It’sreallyatoughjobforautomakersdoingmarketingandsalesinChina,whercompetitionisacuteandcustomershavelittleloyalty.Theyhavetriedarangeoftricksinrecentyears.Butthereshouldbeamoralbottomline.Unfortunately,aBuickdealershipusedthetragedyofatwo-month-oldinfanttoadvertiseitscarslastweekonWeibo–Microblog.AndHyundaiMotorfollowedsuit.OnMarch4,anSUVwasstolenwiththeinfantleftinsidealoneinthenortheasterncityofChangchun.ThenewsspreadwidelyonWeiboafterthebaby’sfathercalledthelocalpoliceandradiostationforhelp.Thenextdayitwasrevealedthattheinfantwaschokedtodeathandburiedinsnowbythethief.Theonlinecommunityexpresseditsdeeplyfeltsympathyandcondolences.TheBuickdealershippostedaphotoofthebabyandtwoofitscarsonitsofficialWeiboaccounttoadvertiseitsGPSsystemthatcanlocatethestolencar.“AfewthoughtsontheChangchunstolencarandbabyincident:whenbuyingacarit’sentirelyOKtochooseabrandwithadvancedtechnology,”saidthepost.Thoughthepostwasmadebeforetragicfateoftheinfantwasknown,theactiongeneratedastormofoutrageonWeibo.Someonlinecommentatorssaiditis“marketingatthecostoflives”and“extremelydespicable.”WorsewasthepostonHyundai’sofficialWeiboaccountthatadvertisedtheanti–theftsystemonitsnewSUVSantaFe,anentrymadeafterthechildwasknowntohavedied.Theactionalsoenragedmicrobloggers.Bothpostsweresoondeletd.TheBuickdealershipmadeanapologyonWeibotothefamilyofthevictimandthepublic.Butscreenshotssavedbyuserscontinuedtobepostedandthenegativeimpactonbothbrandspersists.Thetwobrandsprobablydidn’texpectsuchafirestormoffuryfromtheInternetcommunity,buttheyreallymadeabigmistakesinkingbelowthemoralbottomline.Theycertainlyruinedtheirownbrandimages.TheChinesehavethesameproverbastheEnglishlanguage—alittleleakwillsinkagreatship.Ittakesdecadestobuildthegreatshipofarespectablebrandbutitcantakeamomentofnegligencetomakeitfailcompletely.Forthoseincorporatemarketing,twolessonsshouldbelearned:first,becarefulintheeraofsocialmediawhenonewrongcanbeeasilymagnifiedandhavedisastrousimpactsinjustafewclicks.Secondandmoreimportantly,thinkwithyourbrainandheart.Neverbreakthemoralbondsofrespectforhumanlifeandsympathyforourfellowman.WhoistoblameforthetragedyofChangchuninfantaccordingtothepassage?A.Thebaby’sfatherB.BuickandHyundaidealershipC.WeiboD.NotclearWhichofthefollowingstatementsiscorrect?Themissinginfantwasfoundaliveinthestolencar.Microblogmarketingoftragicinfantdeathfuelsfirestormofcriticism.Peoplecan’tseethetwopostsanymorebecausetheyweredeletd.Thetwocarbrandsmentionedinthepassagespoiledtheirownreputationbysellingthestolencar.Whatdoestheunderlinedword“despicable”inparagraph4mean?A.ImmoralB.importantC.DistinguishedD.ConsiderableThereasonwhyHyundai’spostwasworsethanBuick’sisthat .Hyundaidealershipdidn’tmakeanapologyonWeiboBuickdealershipexpresseditsdeeplysympathyandcondolencesHyundai’spostwasmadeafterpeopleknewtheinfanthaddiedBuick’scarwasmoreadvancedonitsGPSsystemInthelastparagraph,theauthorencouragespeople .nottosinkbelowthemoralbottomlinenottosympathizeourfellowmantothinktwicebeforemakingdecisiontomagnifythemistakespeople120根據(jù)題目要求完成下列任務，用中文作答。在英語課程教學過程中，常用的英語教學法有哪幾種?(6分)在實際選用教學法時，應注意哪些注意事項?(14分)三、教學情境分析題(本大題1小題，30分)根據(jù)題目要求，完成下列任務，用中文作答。在學習Anoldmantriedtomovethemountains一課時，教師在授課之前和學生進行了如下的對話：T：Boysandgirls,lookatthePPThere,whocantellmewhat’sthis?(ShowingthemthepictureofMonkeyKing)S:TheMonkeyKing1T：Yes,right,whocantellmesomethingabouthim?S:T:Ok,good,todaywearegoingtolearnsomethingaboutthesekindofperson,let’sturntopage...這是課堂教學的哪一個環(huán)節(jié)?請評價一下該教師這一環(huán)節(jié)的設計?(10請簡述這一環(huán)節(jié)的作用。(12請列舉超過三種的設計這一環(huán)節(jié)的方法。(8140根據(jù)提供的信息和語言素材設計教學方案，用英文作答。設計任務：請閱讀下面學生信息和語言素材，設計一節(jié)20分鐘的英語閱讀課的教案。教案沒有固定格式，但須包含下列要點：TeachingobjectivesTeachingcontentsMajorstepsandtimeallocationActivitiesandjustifications教學時間：20教學材料：OvertimeIhavebeenchangedquitealot.IbeganasacalculatingmachineinFrancein1642.AlthoughIwasyoungIcouldsimplifydifficultsums.IdevelopedveryslowlyandittooknearlytwohundredyearsbeforeIwasbuiltasananalyticalmachinebyCharlesBabbage.AfterIwasprogrammedbyanoperatorwhousedcardswithholes,Icould“think”logicallyandproduceananswerquickerthananyperson.Atthattimeitwasconsideredatechnologicalrevolutionandthestartofmy“artificialintelligence”.In1936myrealfather,AlanTuring,wroteabookabouthowIcouldbemadetoworkasa“universalmachine”todifficultmathematicalproblem.Fromthenon,Igrewrapidlybothinsizeandinbrainpower.Bythe1940sIhadgrownaslargeasaroom,andIwonderedifIwouldgrowanylonger.However,thisrealityalsoworriedmydesigners.Astimewentby,Iwasmadesmaller.FirstasaPC(personalcomputer)andthenasalaptop,Ihavebeenusedinofficesandhomessincethe1970s.Thesechangesonlybecamepossibleasmymemoryimproved.Firstitwasstoredintubes,thenontransistorsandlateronverysmallchips.AsaresultItotallychangedmyshape.AsIhavegrownolderIhavealsogrownsmaller.Overtimemymemoryhasdevelopedsomuchthat,likeanelephant,IneverforgetanythingIhavebeentold!AndmymemorybecamesolargethatevenIcoudtbelieveit!ButIwasalwayssolonelystandingtherebymyself,untilintheearly1960stheygavemeafamilyconnectedbyanetwork.IwasabletosharemyknowledgewithothersthroughtheWorldWideWeb.【參考答案】一、單項選擇題在每小題列出的四個備選項中選擇一個最佳答案，錯選、多選或未選均無分。1-5CABBC6-10AABBA11-15DDBBB16-20CDBCC21-25BCDDA26-30DBACA二、簡答題【參考答案】常用的教學法有：語法—翻譯法(GrammarTranslationMethod);聽說法(TheAudio-LingualMethod);功能法(FunctionalApproach);任務型教學法(Task-basedLanguageTeaching);認知法(CognitiveApproach)和情景法(SituationalMethod)。選擇教學法時應注意以下幾點：符合學生的認識規(guī)律和學生的身體和心理發(fā)展水平;符合英語學科特點及學生的年齡特點;輕負擔，提高質量;三、教學情境分析題【參考答案】導入環(huán)節(jié)。首先該教師運用了多媒體展示法進行導入，在授課之前先給同學們展示和神話人物之間的互動問答又鍛煉了學生的交流能力。首先通過有趣的內容進行導入，可以將學生的注意力快速的吸引到課堂之上，其次導入可以開的授課做一個有利的鋪墊。游戲導入法。四、教學設計題【參考設計】Teachingaims:Studentswillbeabletounderstandthenewwordsandexpressionsfromthetext.Studentscanhaveabetterunderstandingofthehistoryandbasicknowledgecomputers.Studentscantalkaboutthepassageafterskimming,scanningandcarefulreading.Studentscanimprovetheabilitiesofreadingandspeaking.Teachingcontents:newwordsandexpressionsfromthetextreadingstrategies:skimming,scanningandcarefulreadingPre-reading(3’)Freetalk:①PlayashortvideotovisitanITmuseumintheExposition.EnablestudentsimagineanITmuseumwhichisopenintheWorldExposition.②Showsomepicturesofcalculationtoolssuchasabacus,calculator,hugecomputer,PC,laptop,PDA,andaskstudentstoactasaguide,introducingthem.③Offersomepicturesofhardwaresuchasmonitor,printer,keyboard,mouse,USB,andaskanotherstudenttoplayasaguidetointroducethem.Askstudentstolookatthepicturesandthetitleofthereadingpassage.Predictwhatitisgoingtobeabout.設計意圖：讓學生通過介紹的方式，對電腦的發(fā)展史有個基本的了解，通過介紹計算機硬件可以擴大學生的詞匯量，為理解文章做鋪墊，同時激發(fā)了學生學習的興趣。While-reading(12’)SkimmingandscanningAskstudentstoskimthepassagequicklytoprovetheirguessandanswerthequestions.①WhoamI?(Acomputer.)②What’sthepassageabout?(It’saboutthehistoryofcomputer.)③Inwhichorderisthetextwritten?(Accordingtothetime.)Playthetape,askstudentstoscanthetextandfindoutthetopicsentenceofparagraph.CarefulreadingDividethestudentsintotwoteams.Showsometrueor