教師資格證考試下初中英語模擬真題

下六個(gè)月中小學(xué)教師資格考試

英語學(xué)科知識與教學(xué)能力試題（初級中學(xué)）

注意事項(xiàng)

1．考試時(shí)間120分鐘，滿分150分。

2．請按規(guī)定在答題卡上填涂、作答。在試卷上作答無效，不予評分。

一、單項(xiàng)選擇題（本大題共30小題，每小題2分，共60分）

在每小題列出四個(gè)備選項(xiàng)中選擇一個(gè)最好答案，請用2B鉛筆把答題卡上對應(yīng)題目標(biāo)答案字母按要求涂黑。錯(cuò)選、多項(xiàng)選擇或未選均無分。

1．Which

of

the

following

underlined

parts

is

different

from

others

in

pronunciation?

A．wished

B．jumped

C．kissed

D．waited

2．Which

of

the

following

shows

the

general

intonation

pattern

in

a

complex

sentence?

A．When

I

started

my↗career

there

was

no↗unemployment．

B．When

I

started

my↗career

there

was

no↘unemployment．

C．When

I

started

my↘career

there

was

no↗unemployment．

D

When

I

started

my↘career

there

was

no↘unemployment．

3．All

theSSSin

this

school

are

taught

by

the

same

teacher．

A．six-year-oldssix-years-old

C．six-year-old

D．six-years-olds

4．The

risk

of

infection

for

that

patient

hasn’t

diminished

after

the

operation．SSS，

it

hasincreased．

A．On

the

whole

B．On

the

contrary

C．On

the

average

D．On

the

other

hand

5．Testing

is

still

a

usual

meansSSSwhich

students’

progress

is

measured．

A．in

B．a(chǎn)t

C．of

D．by

6．Many

peopleSSSin

the

project

at

both

research

and

editing

stages

and

we

would

liketo

thank

them

all

here．

A．have

involved

B．have

been

involved

C．having

involved

D．having

been

involved

7．Only

untilvery

recentlySSSpossible

that

grammarians

are

able

to

make

accuratestatements

about

the

rules

of

some

languages．

A．hasit

been

B．it

has

beenwas

it

D．it

was

8．This

is

notSSSthey

had

expected

after

years

of

painstaking

research．a(chǎn)

result

as

bad

as

B．a(chǎn)s

a

result

as

bad

C．a(chǎn)s

bad

as

a

result

D．a(chǎn)s

bad

a

result

as

9．Which

of

the

following

words

is

formed

through

derivation?

A．students

B．shorter

C．boughtinsanity

10．The

utterance"Now，correct

me

ifI’m

wrong…

"

suggests

that

people

are

likely

to

observetheSSS

Maxim

in

daily

conversations．

A．Quantity

B．Quality

C．Relevance

D．Manner

I

I．When

a

teacher

asks

students

to

brainstorm

what

they

will

write

about

an

unforgettable

trip，he/she

mainly

focuses

onSSS．

A．ideas

B．layout

C．style

D．feedback

12．Which

of

the

following

is

a

communicative

task?

A．Reading

aloud

the

dialogue

on

page

24

B．Writing

a

party

invitation

to

your

friends．

C．Translating

the

first

paragraph

into

Chinese．

D．Making

sentences

with

the

expressions

given．

13．What

isbeingpracticedifateacherasksstudentstoreadwordslike“cot，hot”and“dog，log”?A．Spellingandstructure．B．Stressandsound．C．Minimalpairs．D．Phoneticsymbols．

14．Whatteachingmethodisusedbytheteacherofmuchofhis/herclasstimeisspentondrillingsentencepatternsfollowedbyexerciseslikerepetition，memorization，mimicry，etc?A．TheNaturalApproach．B．TheCommunicativeApproach．C．TheAudio-lingualMethod．D．TheGrammar-translationMethod．15．Accordingtotheaffective-filterhypothesis，SSSisNOTanaffectivefactorinfluencinglanguagelearning．A．a(chǎn)ttitudeB．motivationC．interestD．intelligence16．What

does

his/her

feedback

focus

on

if

a

teacher’s

comment

is“John，it

would

be

muchbetter

ifyou

have

given

more

details!”?

A．Content

B．Language

C．Attitude

D．Aptitude

17．Which

of

the

following

is

a

referential

question?

A．Where

was

Yang

Liwei

born?

B．Who

is

the

first

Chinese

astronaut?

C．Why

do

you

think

Yang

Liwei

is

a

great

astronaut?

D．When

did

Yang

Liwei

begin

his

historic

space

travel?

18．Having

lived

in

China

for

a

long

time，John

could

fully

understand

the

cultural

shocksexperienced

by

his

Chinese

students．Which

of

the

following

traits

does

John

have

in

this

instance?

A．Avoidance．

B．Empathy．

C．Extroversion．

D．Introversion．

19．When

the

teacher

asks

students

to

read

a

text

for

the

main

idea，he/she

intends

to

developstudents'skill

ofSSS．

A．retelling

B．predicting

C．skimming

D

scanning

20．Which

of

the

following

is

based

on

the

communicative

view

of

language?

A．Structural

syllabus．

B．Skill-based

syllabus．

C．Genre-based

syllabus．

D．Functional-notional

syllabus．

Therearetwokindofmotiveforengaginginanyactivity：internalandinstrumental．Ifascientistconductsresearchbecauseshewantstodiscoverimportantfactsabouttheworld，that’saninternalmotive，sincediscoveringfactsisinherentlyrelatedtotheactivityofresearch．Ifsheconductsresearchbecauseshewantstoachievescholarlyrenown，that’saninstrumentalmotive，sincetherelationbetweenfameandresearchisnotsoinherent．Often，peoplehavebothfordoingthings．Whatmixofmotive—internalorinstrumentalorboth—ismostconducivetosuccess?Youmightsupposethatascientistmotivatedbyadesiretodiscoverfactsandbyadesiretoachieverenownwilldobetterworkthanascientistmotivatedbyjustoneofthosedesires．Surelytwomotivesarebetterthanone．ButasweandourcolleaguesargueinapapernewlypublishedintheProceedingsoftheNationalAcademyofScience，instrumentalmotivesarenotalwaysanassetandcanactuallybecounterproductivetosuccess．Weanalyzeddatadrawnfrom11，320cadetsinnineenteringclassesattheUnitedStatesMilitary

Academy

at

West

Point，all

of

whom

rated

how

much

each

of

a

set

of

motives

influencedtheir

decision

to

attend

the

academy．The

motives

included

things

like

a

desire

to

get

a

good

job

laterin

life

and

a

desire

to

be

trained

as

a

leader

in

the

United

States

Army．

How

did

the

cadets

fare，years

later?

How

did

their

progress

relate

to

their

original

motives

forattending

West

Point?

We

found，unsurprisinglythat

the

stronger

their

internal

reasons

were

to

attend

West

Point，themore

likely

cadets

were

to

graduate

and

become

commissioned

officers，Also

unsurprisingly，cadets

with

internal

motives

did

better

in

the

military(as

evidenced

by

early

promotion

recommendations)than

did

those

without

internalmotives

and

were

also

more

likely

to

stay

in

the

military

after

their

five

years

of

mandatory

service．

Remarkably，cadets

with

strong

internal

and

strong

instrumental

motives

for

attending

WestPoint

performed

worse

on

every

measure

than

did

those

with

strong

internal

motives

but

weak

instrumental

ones．Theywerelesslikelytograduate，lessoutstandingasmilitaryofficersandlesscommittedtostayinginthemilitary．Ourstudysuggeststhateffortsshouldbemadetostructureactivitiessothatinstrumentalconsequencesdonotbecomemotives．Helpingpeoplefocusonthemeaningandimpactoftheirwork，ratherthanon，say，thefinancialreturnsitwillbring，maybethebestwaytoimprovenotonlythequalityoftheirworkbutalsotheirfinancialsuccess．Thereisatemptationamongeducatorsandinstructorstousewhatevermotivationaltoolsareavailabletorecruitparticipantsorimproveperformance．IfthedesireformilitaryexcellenceandservicetocountryfailstoattractalltherecruitsthattheArmyneeds，thenperhapsappealsto“moneyforcollege，”“careertraining”or“seeingtheworld”willdothejob．Whilethisstrategymayluremorerecruits，itmayalsoyieldworsesoldiers．Similarly，forstudentsuninterestedinlearning，financialincentivesforgoodattendanceorpizzapartiesforhighperformancemaypromptthemtoparticipate，butitmayresultinlesswell-educatedstudents．

21．Accordingtothepassage，whichofthefollowingisaninternalmotiveforanewlyrecruitedsoldier?A．Toservethecountry．B．Toreceivecareertraining．C．Toearnmoneyforcollege．D．Tobroadentheirscopeofvision．22．Whichofthefollowingisclosestinmeaningtotheword“cadets”inparagraph3?A．In-servicesoldiers．B．Militaryresearchers．C．Militaryofficers．D．Militarytrainees．23．Accordingtothepassage，whichofthefollowingisconducivetocareersuccess?A．Stronginternalandstronginstrumentalmotives．B．Stronginternalandweakinstrumentalmotives．C．Weakinternalandstronginstrumentalmotives．D．Weakinternalandweekinstrumentalmotives．24．What

do

the

writers

disapprove

concerning

the

current

situation

of

attracting

recruits?

A．Taking

into

account

applicants’

internal

motives．

B．Making

them

focus

on

the

meaning

of

their

work．

C．Relying

on

whatever

motivational

tools

available．

D．Taking

into

account

applicants’

instrumental

motives．

25．What

can

be

the

best

title

for

the

article?

A．Motivation

and

Fame

B．Two

Types

of

Motives

C．The

Secret

of

Effective

Motivation

D．The

Study

on

the

Function

of

Motives

請閱讀

Passage2，完成第26－30小題。

Passage

2

The

ritual

of

English

tea

time

is

believed

to

have

originated

in

the

late

1700’s

when

AnnaDuchess

of

Bedford，ordered

that

a

plate

of

cakes

be

sent

up

to

her

with

her

afternoon

cup

of

tea．

The

Duchess

chronically

experienced

a"sinking

feeling(what

we

would

term“l(fā)ow

bloodsugar”)

in

the

late

afternoon．To

tide

her

over

the

long

hours

between

meals

she

turned

tocarbohydrates．

Other

royals

immediately

copied

the

Duchess，and

afternoon

teapartiesbecamequitefashionable．Lowtablesweresetupinthefrontofsofasandchairs，andtheladiesfoundanewopportunitytoshowoffprettyclothes，finechina，embroideredlinentableclothsandnapkins，andsilvertableware．Teatimewasalsothetimetoexchangejuicygossipandserverefreshments．Soondarlinglittlesandwichesandsweetpastriesaswellassconeswerebeingarrangedondecorativestandsandplatesfortheladies’pleasure．TheteapartymaniaquicklyspreadacrosstheAtlanticwhereteawasalreadyenjoyedasabeverage．ThisfondnessfortealatersuppressedbythepatrioticAmericansduringtheeraimmediatelyprecedingtheAmericanRevolutionbecauseoftheunreasonableBritishtaxontea．However，byApril27，1776，CongressannouncedinthePhiladelphiaPacketthat“thedrinkingofteacannowbeindulged．”Thecustomofafternoonteapartieswasnotreallyrevivedinthiscountry，though，untilthemid-1800’s，whenVictorianwayswereinvoguehere．Leisure-classAmericanladiesbeganhaving“kettledrums”at4p．m．“kettledrums”wascalledthatinconnectionwiththeterm“teakettle．”PetitsfoursandotherdaintydelightswereservedamidVictorianopulence．AVictoriandiarist，MaudBerkeley（Maud：TheIllustratedDiaryofaVictorianWoman，ChronicleBooks，1987）gaveananecdoteconcerningteatime：“Mrs．Barneshadoutalovelytea-clothforhertea-party，workedalloverwithcyclamensandhoneysuckle．ShoggieBoucher，unusedtosuchdainty，contrivedtoslophisteaalloverit．Thankful

it

was

not

I．As

it

was，my

new

featherboa．which

I

wore

for

the

first

time，got

into

my

teacup，causing

much

alarm

and

merriment

toallassembled．Lilian

Black-barnes

was，as

ever，strong

in

adversity

and

wrung

out

the

offending

objectin

the

kitchen

sink．Fear

it

may

never

be

the

same

again，none

the

less．”

My

family，mother，and

I

were

able

to

relieve

some

of

that

sophisticated

elegance(minus

thedrippy

boa)when

we

had

tea

at

the

Ritz

in

London．The

Palm

Court，an

open

area

on

the

groundfloor

of

the

hotel，is

a

study

in

tum-of-the-century

decor．Gilt

statuary，palms，and

other

plants，andstylishly-set

little

tables

beckon

welcomingly

under

high-up，rose-tinted

skylights

Our

waiter

brought

us

a

selection

of

finger

sandwiches

of

smoked

salmon，ham，cucumber，Cheddar

cheese，cream

cheese，and

chives，or

egg

salad．Scones(similar

to

American

biscuits)wereoffered

with

butter，and

various

preserves

and

jellies．

Along

with

this

wewereservedIndianorChinatea，andhotchocolateformyyoungdaughter．ThenthedapperwaiterpresentedavasttrayholdingmanyFrenchpastriesandcakesfromwhichwecouldchoose．Afterseveralteenysandwichesandacoupleofmarmalade-coatedscones，achocolateeclairseemedtoaddcarbohydrateoverloadtocarboload，but“wheninEnglish，doastheEnglishdo．”

thisteafeastwasservedbetween3：30and5：30p．m．Around10：00p．m．，wehadregainedjustenoughappetitetosamplesomefishandchips（Frenchfries），andthenweputourwearystomachsandourselvestobed．26．Whatcanbeinferredaboutthewriter’sopinionconcerningwhatisservedattheBritishteatime?

A．TheEnglishhavetakeninexcessivecarbohydrate．B．TheEnglishprefertohavedifferenttypesofdrinks．C．TheEnglisharenotparticularaboutthefoodvarieties．D．TheEnglishhaveapeculiarlikingforjunkfood．27．WhichofthefollowingisatypicalfeatureofVictorianteatime?A．Anoccasiontogatherwithfamily．B．Anoccasiontodemonstratepatriotism．C．Anoccasiontoshowoffdelicacyandelegance．D．AnoccasiontoentertaintheBritishroyalmembers．28．WhydoestheauthorquoteMaudBerkeleyinthepassage?A．TodefinethenatureofVictorianteatime．B．ToprovethatteatimeisfashionableinAmerica．C．ToexemplifyhowexquisiteanEnglishteatimeritualwas．D．TocontrastthedifferencebetweenEnglishandAmericanteatime．29．Whichofthefollowingiscloseinmeaningtotheunderlinedword“weary”inthelastparagraph?A．Exhausted．B．Tedious．

C．Energetic

D

Greedy．

30．Which

of

the

following

is

not

employed

in

the

passage?

A．Quotation．

B．Flashback．

C．Concrete

example．

D．Comparison

and

contrast．

二、簡答題（本大題1小題，20分）

依照題目要求完成以下任務(wù)，用漢字作答。

1．簡述形成性評價(jià)（

formative

assessment）含義（4分），列舉兩種形成性評價(jià)方法或伎倆（8分），并提出實(shí)施中應(yīng)該注意兩個(gè)問題（8分）

三、教學(xué)情境分析題（本大題1小題，30分）

依照題目要求完成以下任務(wù)，用漢字作答。

32．下面是某教師一節(jié)聽說課聽前步驟教學(xué)實(shí)錄，單元話題為

My

favourite

Animal。

T：Today

we’ll

talk

about

animals．Do

you

like

animals?

Ss：Yes．

T：I

like

animals，too．Please

guess

what

my

favourite

animal

is．

Ss：Dog!

Monkey!

Pandas!

Elephant

T：Look?。ń處熌贸鲆粋€(gè)毛絨兔子）My

favourite

animal

is

a

rabbit．It

is

lovely

and

cute．Please

read

after

me：cute．（教師在黑板上寫出cute，學(xué)生跟讀)

T：Now

read

after

me：chicken，elephant，giraffe，lion，monkey，panda，penguin，sheep，tiger，zebra．（教師在PPT上展現(xiàn)聽力材料中包括全部動(dòng)物詞匯，逐一領(lǐng)讀）

Ss：…

依照所給材料從以下三個(gè)方面作答：

（1）分析該聽前教學(xué)活動(dòng)設(shè)計(jì)兩個(gè)優(yōu)點(diǎn)。（10分）

（2）分析該教學(xué)片段存在兩個(gè)問題。（10分）

（3）針對每個(gè)問題提出一條改進(jìn)提議。（10分）

四、教學(xué)設(shè)計(jì)題（本大題1小題，40分）

依照提供信息和語言素材設(shè)計(jì)教學(xué)方案，用英文作答。

33．設(shè)計(jì)任務(wù)：

請閱讀下面學(xué)生信息和語言素材，設(shè)計(jì)20分鐘口語教學(xué)方案。教案沒有固定格式，但須包含以下關(guān)鍵點(diǎn)：

?teaching

objectives

?teaching

contents

?key

and

difficult

points

?major

steps

and

time

allocation

?activities

and

justifications

教課時(shí)間：20分鐘

學(xué)生概況：某城鎮(zhèn)普通中學(xué)七年級（初中一年級）學(xué)生，班級人數(shù)40人。多數(shù)學(xué)生已經(jīng)達(dá)成《義務(wù)教育英語課程標(biāo)準(zhǔn)（）》二級水平。學(xué)生課堂參加主動(dòng)性通常。

語言素材

Ms

Li：Hello，my

name

is

Li

Fang．I’m

your

teacher

and

you

are

my

students．I’m

Chinese．I’mfrom

Wuhan

What’s

your

name?

Lingling：My

name

is

Wang

Lingling

Ms

Li：Nice

to

meet

you，Lingling．Where

are

you

from?

Lingling：I’m

from

Beijing．I’m

Chinese

Ms

Li：How

old

are

you?

Lingling：I’m

thirteen

years

old．

Ms

Li：Good．Hello，what

about

you?

Daming：Hello，Ms

Li，my

name

is

Li

Daming

and

I’m

from

Beijing，too．I’m

twelve

years

old．

Ms

Li：Thanks．Hello，are

you

from

America?

Tony：No，I’m

not

I’m

from

England．I’m

Tony

Smith．

Ms

Li：Nice

to

meet

you，Tony．Hi，are

you

English，too?

Betty：No，I’m

not

I’m

American

and

my

name

is

Betty

King．

Lingling：Tony

and

Bettyareourfriends．MsLi：Good!WelcometoClass4Grade7!

下六個(gè)月中小學(xué)教師資格考試英語學(xué)科知識與教學(xué)能力試題（初級中學(xué)）

參考答案及解析

一、單項(xiàng)選擇題

1．D【解析】本題考查語音知識。規(guī)則動(dòng)詞詞尾加-ed有三種讀音：①在清輔音后讀作/t/；②在濁輔音和元音后讀作/?d/；③在t/d后讀作/?d/。wished，jumped，kissed三個(gè)單詞畫線部分發(fā)音均為/t/，waited畫線部分發(fā)音為/?d/。故本題選D。

2．B【解析】本題考查語音知識。含狀語從句復(fù)合句語氣分為兩種情況：①若主句在前，從句在后，主句結(jié)束時(shí)意思已經(jīng)比較完整，則主句通慣用降調(diào)，整個(gè)句子讀完時(shí)也應(yīng)該用降調(diào)；②若從句在前，主句在后，則語氣通常是“前升后降”。故本題選B。

3．A【解析】本題考查名詞使用方法。句意為“在這所學(xué)校里，全部六歲學(xué)生都由同一個(gè)老師來教”。分析句子成份可知，空格處應(yīng)填名詞形式。

six-year-old相當(dāng)于形容詞；

six-year-olds則為名詞復(fù)數(shù)，表示同

類人。故本題選A

4．B【解析】本題考查介詞短語牌析。句意：在手術(shù)后，那位病人感染風(fēng)險(xiǎn)并沒有降低，SSS增加了。

on

the

whole“整體上”；

on

the

contrary“相反”，符合題意；

on

the

average“通常說來”；

on

the

other

hand“另首先”。故本題選B。

5．D【解析】本題考查介詞使用方法。句意：測試依然是檢測學(xué)生進(jìn)步程度一個(gè)慣用方式。分析句子成份可知，空格后面是定語從句，means所在成份在從句中作方式狀語；by“經(jīng)過，憑借，借助”。故本題選D。

6．B【解析】本題考查時(shí)態(tài)和語態(tài)。句意：很多人已經(jīng)參加到這項(xiàng)工程研究和編寫階段，在此我們要感激他們”。分析句子成份可知，and連接前后兩個(gè)完整句子，前半句缺乏謂語，故排除C、D。many

people

和

involve之間是被動(dòng)關(guān)系，be

involved

in“參加，包括”。故本題選B。

7．A【解析】本題考査倒裝。句意：直到最近，語法學(xué)家才能夠?qū)σ恍┱Z言規(guī)則進(jìn)行精準(zhǔn)闡述。當(dāng)“only＋狀語”位于句首時(shí)，主句要用部分倒裝，即把謂語一部分如助動(dòng)詞或情態(tài)動(dòng)詞放至主語前面。依照后半句中

are

able

to可知本句為現(xiàn)在時(shí)態(tài)，故排除C、D。故本題選A。

8．D【解析】As……as使用方法。句意：經(jīng)過多年艱辛研究，這個(gè)結(jié)果并不像他們預(yù)期那么糟糕。As…as“和……一樣”，表示同級比較，其基本結(jié)構(gòu)為“as+adj．/adv．+（冠詞）+名詞+as”。故本題選D。9．D【解析】構(gòu)詞法。題干意思為“下面哪一個(gè)單詞是經(jīng)過派生法形成？”。派生法指在詞根前面加前綴或在詞根后面加后綴組成一個(gè)與原單詞意義相近或截然相反新詞方法，如unconscious“無意識”，national“民族”，這兩個(gè)詞都是經(jīng)過派生法形成。經(jīng)過派生法組成詞詞類有發(fā)生改變，有保持不變。屈折改變是經(jīng)過添加屈折詞綴（如數(shù)、人稱、格等）來表現(xiàn)語法關(guān)系；屈折詞綴不會改變詞干詞類。A項(xiàng)是student復(fù)數(shù)形式，B項(xiàng)是short比較級形式，C項(xiàng)是buy過去式，三者都是經(jīng)過添加屈折詞綴改變而來。只有D項(xiàng)是insane派生詞。故選D。10．B【解析】會話含義理論。題干意思為“在日常對話中，‘假如我錯(cuò)了，現(xiàn)在請糾正我……’這個(gè)句子表明人們肯能遵照什么準(zhǔn)則？”QuantityMaxim“數(shù)量準(zhǔn)則”，QualityMaxim“質(zhì)量準(zhǔn)則”，RelevanceMaxim“關(guān)系準(zhǔn)則”，MannerMaxim“方式準(zhǔn)則”。質(zhì)量準(zhǔn)則是指設(shè)法使你話語真實(shí)：①不要說自知是虛假話：②不要說缺乏足夠證據(jù)話。故本題選B。

11．A【解析】本題考查寫作教學(xué)。題干：在進(jìn)行“難忘旅途”寫作前，教師要求學(xué)生進(jìn)行頭腦風(fēng)暴，該教師主要關(guān)注是SSS。ideas“思想，想法”，layout“布局”，style“格調(diào)”，feedback“結(jié)果，反饋”?！邦^腦風(fēng)暴”通常在寫前進(jìn)行，用于幫助學(xué)生搜集想法，使學(xué)生產(chǎn)生思緒。故本題選A。

12．B【解析】本題考查課堂活動(dòng)。題干：以下哪個(gè)選項(xiàng)屬于交際性任務(wù)？A項(xiàng)“朗誦第24頁對話”，B項(xiàng)“給你朋友寫一封聚會邀請函”，C項(xiàng)“將第一段翻譯成漢語”，D項(xiàng)“用所給短語造句”。communicative

activity“各種形式交際性活動(dòng)”，在活動(dòng)中學(xué)生經(jīng)過完成目標(biāo)任務(wù)，即真實(shí)交際性任務(wù)，達(dá)成真正利用語言目標(biāo)。A、C、D三項(xiàng)任務(wù)都沒有放在真實(shí)交際語境中，故本題選B。

13．C【解析】本題考查語音教學(xué)。最小對立體，也稱最小對立對，指除了出現(xiàn)在同一個(gè)位置上一個(gè)音之外其余都相同兩個(gè)語音組合。題目中cot與hot，dog與log兩組詞都只有一個(gè)音素差異，所以該教師讓學(xué)生練習(xí)是最小對立體。故本題選C。

14．C【解析】本題考查教學(xué)方法。題干：假如一節(jié)課大部分時(shí)間都是在練習(xí)句型，而且配有重復(fù)、記憶和模仿等練習(xí)，那么教師利用是什么教學(xué)方法？A項(xiàng)“自然法”是一個(gè)在單詞和短語同事物之間建立直接聯(lián)絡(luò)教學(xué)方法，意在把抽象意義還原為形象詳細(xì)現(xiàn)實(shí)。B項(xiàng)“交際法”是以語言功效項(xiàng)目為綱，培養(yǎng)在特定社會語境中利用語言進(jìn)行交際能力一個(gè)教學(xué)法體系，意在培養(yǎng)交際能力。C項(xiàng)“聽說法”以句型為中心，強(qiáng)調(diào)重復(fù)操演，以模仿、重復(fù)和記憶方式學(xué)習(xí)。D項(xiàng)“語法翻譯法”以培養(yǎng)學(xué)生閱讀能力為主要數(shù)學(xué)目標(biāo)，強(qiáng)調(diào)閱讀原著和名著，不重視口語。故本題選C。

15．D【解析】本題考查二語習(xí)得。題干：依照情感過濾假說，SSS不是影響語言學(xué)習(xí)有效原因。依照克拉申情感過濾假說，語言學(xué)習(xí)好壞因人而異，差異主要產(chǎn)生于心理方面原因。因?qū)W習(xí)者在學(xué)習(xí)動(dòng)機(jī)、態(tài)度、信心等情感方面強(qiáng)度不一樣，形成強(qiáng)弱不一樣心理障礙。第二語言習(xí)得過程受到許多情感原因影響。語言輸入必須經(jīng)過情感過濾才有可能變成語言“吸收”。態(tài)度、動(dòng)力和興趣都屬于情感范圍。

intelligence“智力”不屬于該范時(shí)。故本題選D。

16．A【解析】教學(xué)實(shí)施和評價(jià)。題干：假如一位教師這么評論學(xué)生“約翰，假如你能給出更多細(xì)節(jié)信息，那就愈加好了”，那么該教師反饋主要關(guān)注什么？A項(xiàng)“內(nèi)容”，B項(xiàng)“語言”，C項(xiàng)“態(tài)度”，D項(xiàng)“天賦，能力”。教師反饋是希望學(xué)生給出更多信息，所以教師反饋關(guān)注內(nèi)容。故選A。17．C【解析】課堂提問。題干：下面哪一個(gè)是參考性問題？課堂問題可分為展示性問題（displayquestions）和參考性問題（referentialquestions）。展示性問題是指教師已經(jīng)知道答案或答案能在相關(guān)工具書中找到，提問只是為了考查學(xué)生對語言知識掌握情況問題。參考性問題是指教師所提問問題沒有預(yù)設(shè)答案，提問目標(biāo)在于使學(xué)生發(fā)散思維尋求信息問題。A、B、D三項(xiàng)都是展示性問題，答案具備固定性。故選C。18．B【解析】跨文化交際。題干：在中國住很長時(shí)間后，約翰完全能了解他中國學(xué)生經(jīng)歷文化沖擊。在這個(gè)事例中約翰有以下哪一個(gè)特質(zhì)？A項(xiàng)“躲避”，B項(xiàng)“共鳴，共情”，C項(xiàng)“外向型”，D項(xiàng)“內(nèi)向型”。共情又稱同理心、同感等，它是指教師要借助知識、經(jīng)驗(yàn)、技巧和學(xué)生言行，深入學(xué)生內(nèi)心去體驗(yàn)他情感、思維，去真正地了解學(xué)生。約翰在中國居住很長時(shí)間之后，能完全了解中國學(xué)生經(jīng)歷文化沖擊，表現(xiàn)出約翰對中國學(xué)生產(chǎn)生了共情。故選B。19．C【解析】閱讀技能。題干：教師讓學(xué)生讀文章獲取大意，目標(biāo)是訓(xùn)練學(xué)生什么能力？A項(xiàng)“復(fù)述”，B項(xiàng)“預(yù)測”，C項(xiàng)“略讀”，D項(xiàng)“尋讀”。略讀是一個(gè)快速瀏覽閱讀方式，其目標(biāo)是了解文章大意。故選C。20．D【解析】本題考查英語教學(xué)大鋼。題干：以下哪一項(xiàng)是基于交際性語言觀產(chǎn)生？A項(xiàng)“結(jié)構(gòu)型教學(xué)綱領(lǐng)”，B項(xiàng)“技能型教學(xué)綱領(lǐng)”，C項(xiàng)“體裁型教學(xué)綱領(lǐng)”。D項(xiàng)“功效一意念型教學(xué)綱領(lǐng)”。功效一意念型教學(xué)綱領(lǐng)是把學(xué)習(xí)者利用語言需要作為出發(fā)點(diǎn)，以交際為基礎(chǔ)綱領(lǐng)模式，它所教授語言需要表示和了解各種功效，并強(qiáng)調(diào)交際過程。故本題選D。

Passage

1

21．A【解析】細(xì)節(jié)了解題。文章最終一段提到“If

the

desire

for

military

excellence

and

service

to

country

fails

to

attract

all

the

recruits

that

the

Army

needs，then

perhaps…

will

do

the

job．”即假如追求軍事卓越和為國家服務(wù)渴望不能吸引新兵服役，那么可能能夠用“賺大學(xué)費(fèi)用”“職業(yè)培訓(xùn)”或“增加見識”來吸引新兵。結(jié)合前文可知，“賺大學(xué)費(fèi)用”“職業(yè)培訓(xùn)”和“增加見識”都屬于功利性動(dòng)機(jī)；“為國家服務(wù)”屬于內(nèi)部動(dòng)機(jī)。故本題選A。

22．D【解析】詞義猜測題。依照題干關(guān)鍵詞“cadets”定位到原文第三段中“We

analyzed

data

drawnfom11，320

cadets

in

nine

entering

classes

at

the

United

States

Military

Academy

at

West

Point”由此可知cadets指美國軍事學(xué)院西點(diǎn)軍校學(xué)員。A項(xiàng)“在職軍人”，B項(xiàng)“軍事研究員”，C項(xiàng)“軍官”，D項(xiàng)“軍校學(xué)員”。故本題選D。

23．B【解析】細(xì)節(jié)了解題。依照第六段中“…

cadets

with

strong

internal

and

strong

instrumental

motivesfor

attending

West

Point

performed

worse

on

every

measure

than

did

those

with

strong

internal

motives

but

weakinstrumental

ones．”可知，擁有較高內(nèi)部動(dòng)機(jī)和較低功利性動(dòng)機(jī)更有利于事業(yè)成功。故本題選B。

24．C【解析】推理判斷題。依照原文最終一段可知，教育工作者和指導(dǎo)者正面臨著誘惑——使用任何可用激勵(lì)伎倆來招收新兵，即使暫時(shí)能夠招募到新兵，不過這么只能培養(yǎng)出愈加糟糕士兵。C項(xiàng)“依靠任何可用激勵(lì)工具”違反原文，這也是作者不一樣意地方。故選C。25．C【解析】主旨大意題。全文以“動(dòng)機(jī)”為話題進(jìn)行敘述，并對兩種動(dòng)機(jī)即內(nèi)部動(dòng)機(jī)和功利性動(dòng)機(jī)功效展開闡述，重點(diǎn)講述了人們應(yīng)怎樣保持合理動(dòng)機(jī)，才能對工作、生活產(chǎn)生主動(dòng)影響，從而解釋了有效動(dòng)機(jī)內(nèi)涵。C項(xiàng)能夠概括全文。26．A【解析】細(xì)節(jié)了解題。依照第二段中“Totideheroverthelonghoursbetweenmealssheturnedtocarbohydrates．”和第四段中“…littlesandwichesandsweetpastriesaswellasscones…”可推斷出，英國人在下午茶時(shí)攝入了太多碳水化合物。B項(xiàng)“英國人更喜歡不一樣種類飲料”，原文中提到飲料只有tea。C項(xiàng)“英國人對食物種類不考究”，與原文意思相反。D項(xiàng)“英國人對垃圾食品情有獨(dú)鐘”，下午茶點(diǎn)心并非垃圾食品。本題選A。27．C【解析】細(xì)節(jié)了解題。依照題干中“Victorianteatime”定位到文章第六段。依照“LeisureclassAmericanladiesbeganhaving‘kettledrums’at4p．m．‘kettledrums’wascalledthatinconnectionwiththeterm‘teakettle’．PetitsfoursandothersdaintydelightswereservedamidVictorianopulence．”可知，維多利亞時(shí)期下午茶特點(diǎn)是輕松、精巧、奢華。故選C。28．C【解析】推理判斷題。依照題干關(guān)鍵詞“MaudBerkeley”定位至文章第七段。MaudBerkeley描述維多利亞時(shí)期下午茶：Barnes夫人用可愛桌布、各種花草裝飾茶會；有些人不習(xí)慣這種精巧，把茶水灑在上面；“我”羽毛圍巾掉進(jìn)了茶杯里，引發(fā)了圍觀者警告和嬉笑，有些人幫忙在廚房水槽邊擰干……。據(jù)此能夠推斷，這個(gè)例子是為了說明英國下午茶是多么精巧。故選C。29．A【解析】詞義猜測題。依照題干定位至原文最終一段最終一句話。Wearystomach是指人們在享受完下午茶以及晚餐后，在胃里還塞滿了美食沒有消化情況下就入睡了。Weary“疲憊，厭煩”，此處表示胃部因?yàn)槿麧M食物而充實(shí)狀態(tài)。Exhausted“精疲力竭”，tedious“沉悶”，energetic“精力充沛”，greedy“貪婪”。依照句意選A。

30．B【解析】推理判斷題。

quotation“引用”，flashback“倒敘”，concrete

example“舉例”，comparisonand

contrast“比較和對比”。通讀原文，第六段第一句“However，by

April27，1776，Congress

announced

in

the

Philadelphia

Packet

that‘

the

drinking

of

tea

can

now

be

indulged’”和第七段進(jìn)行了引用，故排除A。倒數(shù)第四段到倒數(shù)第二段利用例子來描述英國下午茶，故排除C。全文將英國下午茶和美國下午茶進(jìn)行對比，故用到了對比手法，排除D。flashback“倒敘”，經(jīng)慣用于小說故事描述中，本文并沒有包括。故本題選B。

二、簡答題

31．【參考答案】（1）形成性評價(jià)含義：

形成性評價(jià)是指在某項(xiàng)教學(xué)活動(dòng)過程中，評價(jià)活動(dòng)本身效果，用以調(diào)整活動(dòng)過程，確保目標(biāo)實(shí)現(xiàn)而進(jìn)行評價(jià)，是為指導(dǎo)教學(xué)過程順利進(jìn)行而對學(xué)生在學(xué)習(xí)過程中使用所學(xué)知識進(jìn)行學(xué)習(xí)活動(dòng)情況評價(jià)。

（2）形成性評價(jià)方法：

①量化評價(jià)法

a．調(diào)查表。調(diào)查表主要用于在學(xué)生學(xué)習(xí)某一單元、某一課之前所進(jìn)行簡短調(diào)查。經(jīng)過對學(xué)生調(diào)查，首先能夠了解學(xué)生已經(jīng)有水平和存在問題；另首先能夠幫助教師及時(shí)調(diào)整教學(xué)進(jìn)度和教學(xué)策略。

b．評價(jià)量表。評價(jià)量表用于學(xué)生在進(jìn)行一個(gè)階段學(xué)習(xí)后所進(jìn)行綜合評價(jià)，通常每個(gè)模塊以2~3次為宜。評價(jià)量表經(jīng)過分項(xiàng)目、分內(nèi)容、分等級、分不一樣評價(jià)者進(jìn)行評價(jià)。

②質(zhì)性評價(jià)法。

a．優(yōu)異作品。為了填補(bǔ)評價(jià)量表不足，學(xué)生能夠經(jīng)過展示自己優(yōu)異作品說明學(xué)習(xí)過程中所取得一些主要結(jié)果，包含習(xí)作、研究性論文、小制作等。

b．念圖。學(xué)生學(xué)習(xí)完一個(gè)或幾個(gè)單元以后，能夠經(jīng)過圖表方式來歸納和總結(jié)階段性學(xué)習(xí)重點(diǎn)、難點(diǎn)、所需掌握主要語言技能、各語言知識之間聯(lián)絡(luò)等。

c．錄音或錄像。因?yàn)榻浑H功效是語言主要功效之一，培養(yǎng)學(xué)生良好口語表示能力是英語教學(xué)主要目標(biāo)。對學(xué)生口語進(jìn)行錄音或?qū)W(xué)生英語演出進(jìn)行錄像，將有利于教師全方面了解學(xué)生在語言交際能力方面存在不足。d．成長統(tǒng)計(jì)袋。成長統(tǒng)計(jì)袋主要搜集學(xué)生在學(xué)習(xí)過程中生成各種作品（如作業(yè)、論文、手工作品、演出錄像等），用以展現(xiàn)學(xué)生努力、成就與進(jìn)步，描述學(xué)生學(xué)習(xí)過程與結(jié)果。e．教師觀察。觀察是評價(jià)學(xué)生學(xué)習(xí)行為基本方式。教師能夠觀察學(xué)生日常學(xué)習(xí)很多方面，比如，觀察學(xué)生在課堂上怎樣做出反應(yīng)，怎樣使用教材，在小組活動(dòng)中怎樣與其余同學(xué)相互交流與合作，怎樣有效地展示自己對所學(xué)內(nèi)容了解。經(jīng)過觀察，教師能夠了解學(xué)生學(xué)會了什么，哪些學(xué)習(xí)策略對學(xué)生有幫助，學(xué)生喜歡哪些活動(dòng)和材料等。f．訪談/座談。教師與學(xué)生間訪談或座談?dòng)欣谠u價(jià)學(xué)生個(gè)人學(xué)習(xí)情況和需求。在與學(xué)生交談中，教師能夠發(fā)覺學(xué)生對自己學(xué)習(xí)情況感覺和看法。交談主題能夠依照學(xué)生個(gè)人需要和教學(xué)要求來定。g．讀書筆記。為了激勵(lì)學(xué)生大量閱讀，教師能夠要求學(xué)生寫讀書筆記或讓他們談讀后感。這么，學(xué)生不是為讀書而讀書，而是經(jīng)過讀書學(xué)會思索問題，進(jìn)而表示自己思想和感情。h．項(xiàng)目和演示。教師能夠激勵(lì)學(xué)生完成一些學(xué)習(xí)項(xiàng)目，比如，兩個(gè)星期做一次采訪匯報(bào)或兩個(gè)月做一項(xiàng)保護(hù)環(huán)境規(guī)劃等。在完成項(xiàng)目標(biāo)過程中，數(shù)師應(yīng)激勵(lì)學(xué)生進(jìn)行創(chuàng)造性思索。項(xiàng)目完成后，教師能夠讓學(xué)生做相關(guān)書面匯報(bào)和課堂演示

（考生列舉兩種即可。）

（3）形成性評價(jià)實(shí)中應(yīng)該注意問題：

①評價(jià)時(shí)既要關(guān)注學(xué)生學(xué)習(xí)結(jié)果，更要關(guān)注學(xué)生學(xué)習(xí)過程。評價(jià)要強(qiáng)化診療和發(fā)展功效，弱化甄別和選功效；反應(yīng)學(xué)生學(xué)習(xí)成績和進(jìn)步，改勵(lì)學(xué)生學(xué)習(xí)，幫助學(xué)生認(rèn)識自我，樹立學(xué)習(xí)信心。

②教師進(jìn)行教學(xué)評價(jià)后要及時(shí)向?qū)W生提供反饋信息，幫助學(xué)生了解在學(xué)習(xí)過程中存在問題，盡快找出原因，并想出對策加以處理。

三、教學(xué)情境分析題

32【參考答案】

（1）該聽前教學(xué)活動(dòng)兩個(gè)優(yōu)點(diǎn)：

①該教師讓學(xué)生猜自己最喜歡動(dòng)物，從而引出本節(jié)聽說課主題

My

favourite

animal，并為后面學(xué)生利用“

What

is

your

favourite

animal？”句型做了鋪墊。另外，該教師利用直觀教具毛絨兔子，有效地調(diào)動(dòng)了學(xué)生學(xué)習(xí)興趣與主動(dòng)性。

②該教師在PPT上展現(xiàn)聽力材料中包括動(dòng)物詞匯，目標(biāo)是在聽前階段為學(xué)生掃除聽力過程中可能碰到生詞障礙。

（2）該教學(xué)片段存在兩個(gè)問題：

①教師在PPT上展現(xiàn)聽力材料中包括全部動(dòng)物詞匯，并逐一領(lǐng)讀，這種詞匯學(xué)習(xí)方法單一枯燥，不能調(diào)動(dòng)學(xué)生主動(dòng)性，輕易使學(xué)生失去興趣。

②教師只率領(lǐng)學(xué)生圍繞單詞進(jìn)行學(xué)習(xí)，沒有引導(dǎo)學(xué)生對聽力材料內(nèi)容進(jìn)行預(yù)測。

（3）兩個(gè)改進(jìn)提議：

①從前面學(xué)生回答中，可知學(xué)生已掌經(jīng)了

monkey，panda，elephant這幾個(gè)單詞。另外，依照材料可判斷出本節(jié)課聽說重點(diǎn)應(yīng)該圍繞“What

is

your

favourite

animal？And

why？”進(jìn)行。所以教師只需重點(diǎn)展現(xiàn)聽力

材料包括生詞以及一些相關(guān)形容詞，而且采取圖片，視頻、音頻等多個(gè)方式開展教學(xué)，充分激發(fā)學(xué)生學(xué)習(xí)興趣。

②在聽前階段，教師主要任務(wù)是幫助學(xué)生熟悉聽力話題，所以教師在激活學(xué)生已經(jīng)有知識并掃除聽力障礙后，能夠設(shè)置一兩個(gè)問題或相關(guān)表格，讓學(xué)生預(yù)測所聽材料主要內(nèi)容，并讓學(xué)生帶著問題去聽，方便收到良好聽力效果。

四、教學(xué)設(shè)計(jì)題

3【參考答案】

Teaching

Contents：

This

material

is

a

dialogue

between

a

teacher

and

four

students，which

is

mainly

about

where

they

arefromandhowoldtheyare．TeachingObjectives：（1）Knowledgeobjectives①Studentscanunderstandthemeaningofthespeakingmaterial．②Studentscanmasterthesentencepatterns：Whatisyourname?Mynameis…Where

are

you

from?

I’m

from…I’ma/an…．

How

old

are

you?

I’m…

(2)Ability

objectives

①Students

can

improve

their

speaking

and

listening

abilit