2015下科目三英语初级中学真命题.doc

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1、-!2015年下半年中小学教师资格证考试学科知识与教学能力（初中 英语）1、 单项选择题1. Which of teh following correctly describes the English phoneme/?A. A voiceless dental fricative B.A voiceless alveolar fricativeC.A voiceless dental plosive D.A voiceless alveolar plosive答案A2. Which of the following consonant clusters may not serve as t

2、he 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. troub

3、le B.disturbance C.damage D.mess5.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

4、_ 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 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

5、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 Relation C.Maxim o

6、f 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. B.It is a blueprint to be strictly followed.C.It takes into account syllabus and students. D.It describes in advance what and how to teach.答案B12. Skill-integrated ac

7、tivities allow teachers to build in more _ into a lesson,for the range of activities will be wider.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.sco

8、rer 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. grammer B.vocabulary C.sentence patterns D.texttual coherence答案D15. Which of the following activities would help students develop the skill of

9、 extracting specific information?A. Infering meaning from the context B.Reconizing the authors belief and attitudesC.Using information in the reading passage to make hypothesesD.Listening to the flight information too see if the plane is on time.答案D16. Which of the following activities can be used t

10、o check students understanding of difficult sentences in the text?A. Paraphrasing B.Blank-filling C.Story-telling D.Summarizing答案A17. When a teacher organizes group work.Which of the following might be of the last Concern?A. Increasing peer interaction B.Increasing individual practiveC.Developing la

11、nguage accuracy D.Providing variety and dynamics答案C18. If a teacher asks students to couect,compare and analyze certain sentence patterns,he/she aims at developing students_ .A. discourse a wareness B.cultural a wareness C.strategic competence D.linguistic competence19. When a teacher says to the wh

12、ole 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 explamples.C. Havi

13、ng 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 ion real p

14、eople 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

15、Wiltermuth tested the honesty of 153 volunteers with a task involved adding up numbers for a cash reward,which was presented in away 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

16、 to work out how to fix a candle to a cardboard wall with a box of drawing pin*,and the other a word-association test.This combination showed not only that creative people cheat more,but alos that cheating seems to encourage creativity- for those who cheated in the adding-up test were even better at

17、 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 prope

18、nsity 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

19、 (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

20、to non-fictional acts of srious 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 tw

21、o psychologises. C.They are two story-tellers. D.They are two researchers.答案A22. Which of the following is closet in meaning to the underline phrase”Where 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 t

22、he nature答案D23. Which of the following describes the sequence of Dr Gino and Dr Wiltermuths reasearch?A. candle test,adding-up test,word assoviation test.B. candle test,word assoviation test,adding-up testC. adding-up test,candle test,word assoviation testD. adding-up test,word assoviation test,cand

23、le 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 creativity to some extent

24、.C. A person who cheats is more creative than a person who doesnt.D. A person who is creative cheats more than a A person who is less creative.答案BPassage 22、 简答题31. 请说明精听与泛听的区别，并分别简述教师应该如何指导学生进行精听与泛听的训练。答案精听（Careful listening），是通过听课文，再把文章的内容感知一遍的同时可以加深对文章细节内容的一个深入了解，并且可以通过一些练习来检验听是的效果（Filling in Bla

25、nks/True or False/Questions/Forms）泛听（Extensive listening）是让学生初步听材料并回答问题，让学生初步了解文章的主旨大意（main idea）和基本信息（basic information）,例如：时间、地点、原因、方式等。教师在指导学生进行精听训练时，要与语音、语法和词汇的学习相结合，可以听、读和写的技能训练相结合。还可以与社会、文化背景和学习相结合。在进行精听训练时，教师可以指导学生在反复多听的基础上完成一些辨音、填充缺少内容、听写的练习，之后还可以进行一些拓展练习，如总结听力材料中出现的语音现象，跟读或朗读内容、分析听力材料的文本结构和

26、语言特点等。教师在指导学生进行泛听训练时，一定要严格要求学生，应该一气呵成地只听一遍就完成听力练习，中间不能停顿或重复。在进行泛听训练中可以使用的听力练习包括：测试对听力内容是否正确理解的选择题，判断题、测试能否抓住重点词的填空题，以及运用自己的语言写出或口述出所听到的主要内容的练习等。做完练习后，教师要注意和学生及时总结，或和同学共同讨论泛听的策略，如：如何根据上下文判断生词的含义，如何预测下文等。32. 教学请景分析题王老师是七年级的英语老师，在一次英语课上，她首先讲解了like 和dislike 的区别，然后要求学生做选项配对活动，活动结束后，他宣布做练习四，整个活动过程中，王老师始终在

27、台上，活动过程如图：A. 该教师在每个活动阶段分别存在什么问题？15分B. 针对每个阶段中存在的问题提出相应的建议。15分答案参考1） 存在问题：活动开始前，该教师下发的任务不是很明确，没有限定活动时间，学生在练习的过程中可能会没有规划，课堂会比较散漫；另外，教师在活动前应该提供一个示范，使学生在活动练习过程中更明确。活动中，该教师不应该一直站在讲台上，应参与到学生的活动中去，体现教师参与者、把控者、更正者、指导者等的角色。活动结束后，该教师不应该直接宣布做练习四，应该要求学生对前面的配对活动作出反馈，并给予适当的反馈和鼓励。2） 每个阶段建议活动前：教师应该合理选择任务的难度，使学生明确任务

28、的目标，尤其是任务的目的、完成的过程以及对于结果的要求，都要交代的清清楚楚，使每个学生都有事情干，。同时要给予学生充分的活动准备时间，提供必要的语言资源，给学生提供一些可供选择的完成思路。活动中：教师要充分发挥自己的作用，摆正自己的位置，此时教师不仅是平时课堂上的指导者，更正者，控制者同时还是讨论组中的一员，教师应该走到学生中去参与讨论。同时，还要注意防止学生失控，如使用母语或是说一些和主题无关的事甚至出现吵闹的现象。活动后：教师要注意引导学生进行反馈，让学生独立、完整地反馈成果，提升语言的准确度和流利度。对于学生在活动中出现的问题，要及时反馈，引导学生改正；对于学生表现的优秀的地方要及时给予

29、鼓励，加强学生的自信心，增强英语学习的兴趣和合作意识。教学设计题（本大题1小题，40分）设计任务：请阅读下面学生的信息和素材，设计一个15分钟的口语教学活动。教案没有固定格式，但要包括以下几点：teaching objectivesteaching contentskey and difficult pointsmajor steps and time allocationactives and justifications教学时间：15分钟学生概况:某城镇普通初一年级第一学期学生，40人，多数学生已经达到普通初中英语课程标准（2011版）二级水平，学生课堂参与积极性一般。素材（一封信）Dea

30、r 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.Its easy and fun.Lunch is from 12:00 to 1:00,and after tha

31、t we have Chinese.It is my favorite subject.Our Chinese teacher,Mr Wang,is great fun. My classes finish at 1:50,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参考设计Teaching content:The pass

32、age 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 classTeaching Objectives:1. Knowledge objectives:1) Students can master the meaning and usage of this writing.2) Students can use the fixed structures “I have sci

33、ence/math/Chinese /PE”and”It is +adj.” in proper situation to talk about their study life.2. Ability objectives:1) Students can improve the confidence of learning English,and not afraid of speaking English in Class.2) Students can cooperate with others actively, and complete the tasks together.Teach

34、ing Key Points:1) Students can make use of sentences I have science /math/Chinese/PEabdIt is +adj2) Students can comprehend of the main idea of the writing.Difficult Points:1) Students can use the new sentences correctly.2) Students can understand it is very necessary to talk about the study life wi

35、th 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 wil

36、l help students pratice their oral English,on the other hand,it can provide a related background information which can help students overcome obstacles)Step2 Pre-listening(2 minutes)Show the picture about somebodys study,and ask students to describe the content according to the picture.For instance:

37、T:Look at this picture ,here is a boy named Tom.Can you tell me what lessons does he have on Friday?Ss : He has math.Ss:.T:O.K.Lets 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 aro

38、use their interesting in learning English.)Step3 While -listening(6 minutes)1) Play the record,and ask students to listen to the content.Then ask one students to tell his /her answer.2) Ask students to listen carefully and find out the following information.How does Yu Mei think of the math?What doe

39、s Yu Mei have at 10:00?Whats Yu Meis favorite subject?Then ask students fill in the blanks in table.After finished ,ask students to check the answer in pairs.How Math is .WhatYu Mei has.at 10:00.WhatYu Meis favorite subject is.3) Play the tape again ,and ask students to read after the tape,and pay m

40、ore attention to the prounciation,and do the imitation.(Justification:Through the various activities, students can understand the details of the writing and learn to communicate with each other.)Step 4 Post-listening(4 minutes)Choose some volunteers to do the interview.One of the partners acts as th

41、e interviewer and the other interviwee.Make an interview about the study life,using the knowledge they have learnt today.(Justification: Students act out the dialogue in their own way,which helps to consolidate what they learn in this period.)Step5 Summary and homework(1 minute)Summary:Ask students

42、to think about what we have learned today.And then make a summary.Homework:Make a survey on the study life of your friends,at least 4 people.And do an oral report .(Justifacation: Summary can help students to deepen their understanding of the passage and homework can help students to improve their speaking and writting ability.)Backboard design: I have science /math/Chinese/PE It is +adj. How does Yu Mei think of the math? What does Yu Mei have at 10:00? Whats Yu Meis favourite subjects?Teaching Reflection: