押题宝典教师资格之中学英语学科知识与教学能力通关提分题库(考点梳理).docx

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1、押题宝典教师资格之中学英语学科知识与教学能力通关提分题库（考点梳理）单选题（共35题）1 A systematic textbook evaluation is NOT to examine whether a textbook.A.covers all grammatical rulesB. provides authentic languageC. matches the needs of learnersD. can help realize the objectives of a language program【答案】A2、When he came in, he found that

2、 paper clips, drawing pins and safety- pins were all over the floor.A. scatteredB. sprayedC.dispersedD. separated【答案】A3、 Passage 2A. Environmental protectionB. Animal rightsC. Religious beliefD. Moral purityA. howeverB. whatsoeverC.foreverD. whenever【答案】B29 If you have got kids, here is a nasty trut

3、h: they are probably not very special, that is, they are average, ordinary, and unremarkable. Consider the numbers of those applications your daughter is sending to Ivy League schools, for instance. There are more than a quarter of a million other kids aiming for the same eight colleges at the same

4、time, and less than 9% of them will make the cut. And those hours you spend coaching Little League because you just know your sons sweet swing will take him to the professionals. There are 2. 4 million other Little Leaguers out there, and there are exactly 750 openings for major league ballplayers a

5、t the beginning of each season. That gives him a 0. 0313% chance of reaching the big clubs. The odds are just as long for the other dreams youve had for your kids: your child the billionaire, the Broadway star, the Rhodes scholar. Most of those things are never going to happen. The kids are paying t

6、he price for parents， delusions. In public schools, some students are bringing home 17. 5 hours of homework per week or 3. 5 per school night and its hard to see how they have time to do it. From 2004 to 2014, the number of children participating in up to three hours of aider-school activities on an

7、y given day rose from 6. 5 million to 10. 2 million. And all the while, the kids are being fed a promise-that they can be tutored and coached, pushed and tested, hot- housed and advance placed until success is assured. At last, a growing chorus of educators and psychologists is saying, “Enough!” Som

8、ewhere between the self-esteem building of going for the gold and the self-esteem crushing of the Ivy-or-die ethos there has to be a place where kids can breathe, where they can have the freedom to do what they love and where parents accustomed to pushing their children to excel can shake off the ne

9、wly defined shame of having raised an ordinary child.A. 3. 5 hours of school assignments set by their teachers every dayB. The educational reforms made by the public schools they attenDC. The growing number of peers taking part in off-campus activitiesD. Their parents unrealistic wish for them to ha

10、ve a promising future【答案】D30 Which one is the schooT s mission and characteristic of the course?A. Local courseB. School-based curriculumC. National curriculumD.Subject curriculum【答案】B31 Passage 1A. Donna was a volunteer teacher of the training programB. The author knew what was going to happen when

11、 he/she entered the classroomC. Donnas fourth grade classroom appeared to be traditional, resembling many others the author had seen?in the pastD. Everyone, regardless of gender, age, and occupation, may encounter many，zI can tsin life【答案】B32、The criteria to determine a words category include all th

12、e following EXCEPT.A. meaningB. inflectionC. distributionD. parts of speech【答案】D33 She ( ) it very well when she described her younger brother as ubrilliant but lazy” .A. putB. madeC. assumeD. interpreteD【答案】A34、Back in the old days, when I was a child, we sat around the family round table at dinner

13、time and exchanged our daily experiences. It wasnt very organized, but everyone was recognized and all the news that had to be told was told by each family member.A. Parental nonintervention will not be praisedB. Nonintervention may be a good policy in international affairsC. Parents must exercise s

14、ome control and show some concern about the cultural influence on the childrenD. Parents need to intervene【答案】c35 Of all the following pairs of words, is a minimal pair.A.boot and boughtB.deep and dogC.either and neitherD.ghost and best【答案】A大题（共10题）一、根据题目要求完成下列任务，用中文作答。简述进行短文听写（dictation）的目的（6分）与三个基

15、本步骤（6分）。写出短文听写的一个优点（4分）和一个缺点（4分）。【答案】1.目的：短文听写是一种重要的教学手段和测试项目，用于测试评估 应试者输入（听）和输出（写）的综合能力。2,三大步骤： 一、瞻前顾后，预测内容在听短文的录音之前，考生要快速浏 览短文，对全文的内容有一个大致的了解，并对将要填写的词或词组进行预 测。在浏览短文时，重点要看每段的第一句，因为绝大多数的英文写作中都会 先有一个主题句，再引出下文的内容，把握好主题句，有助于预测空缺处的内 容。在浏览短文的过程中，需要运用平行结构预测所填内容，根据空前后的词 推测该空在句中的作用，进而预测其词性。 二、集中精神，逐次填空短文听 写

16、部分的录音一般会放三遍，每一遍都有不同的作用：录音放第一遍时，跟着 录音走，边听边记下能填出的空，如果要填写的单词较长，可以暂时简写;录音 放第二遍时，重点听第一遍没有听出来的词或词组，尽量把所有空都补齐，把 第一遍没有写完整的单词补充完整;录音放第三遍时，要核对已经填出的词或词 组，对于前两遍没有听出的单词要尽可能地听出来。 三、检查细节，确保正 确在录音放完之后，一定要注意检查已填内容，排除因为粗心或笔误而造成的 错误，如字母大小写、单词拼写、名词单复数和主谓一致等。3.优点：对于 要考查的词汇，短语和语法能够清楚地判断考生的掌握情况，比如动词三单， 名词单复数等问题。缺点：相对于听一段听

17、力材料，后用自己的语言答题这种 题型来说，短文填空不能考查学生自我语言组织和输出能力。对于考生更高听 力综合运用能力无法很好地考查。二、根据提供的信息和语言素材设计教学方案，用英文作答。设计任务：请阅 读下面学生信息和语言素材，设计一节英语语法课的教学方案。教案没有固定 格式，但须包含下列要点：?teachingobjectivesteachingcontentskeyanddifficultpointsmajorstep sandtimeallocationactivi tiesand justifications 教学时间：45 分钟？学生概 况：某城镇普通中学八年级（初中二年级）学生，班

18、级人数40人，多数已经达到义务教育英语课程标准（2011版）三级水平，学生课堂参与积极性一般。语 言素材:?Gramniar:A. Itis+adj. +that. . B. Itis+adj. +to-infinitive【答案】【参考设计】TeachingContents rThesentencepetternItis+adj. +thatItis+adj +to-inf initive，/zItis+adj. +forsb. +to-infinitive”. Teachingobjectives:(1)KnowledgeobjectivesTouseItis+adj .+that/zto

19、sayhowonefeelsaboutsth.TouseItis+adj +to-infinitive/ztodescribeactionsandsituations.TouseItis+adj +for. . . +toinfinitive/ztospecifythepersononeistalkingabout. (2)AbilityobjectiveStu dentscanuseItis+adj. +that ,Itis+adj +to-infinitiveandItis+adj +for. . . +to-infinitive，zindailycommunication. (3)Emo

20、tionalobjectiveStudentscanunder standthedifferencesbetweentheChineselanguageandEnglish. TeachingKeyPoi nts (1) Tousez/Itis+adj. +that/ztosayhowonefeelsaboutsth. (2) TouseItis+adj .+to-inf ini tivezztodescribeactionsandsituat ions.三、根据题目要求完成下列任务，用中文作答。下列教学片段选自某高中课堂 实录：T:Thankyou. Lookatthepicture. We

21、have1earnedWangHuiJ sexperiencesinEnglan d. Todaylet，stalkabouthowWangHuiwrotethepassage. Openyourbookandlookatt hepassage. Howmanyparagraphs?Ss:Five. T:Yes. Let sfindoutthekeywordsofea chparagraph. Ss:Wayoflife;somethinginteresting. . . T:Good. Lookatthepictu re. What sthestructureofthepassage?AorB

22、?Ss:（学生思考讨论）A T:Well, Next. Let stalkabouthowWangHuiwrotehisi ifeinEngland. Thefir stparagraph:WangHuitalkedabout. . . Ss:Wayoflife. T:Lookatthepicture. What didWangIIuisay?Sl:Whenyoumeetsomeoneforthefirsttime, youmustuseMrorMrs.【答案】（1）教学环节主琴包括课堂导入（lead, in）,新课讲授 （presentation）,巩固提高（consolidation）,总

23、结与作业（summaryandhomework）。该片段属于课堂导入和新课讲授阶段。（2）课堂导入的 目的在于使学生的注意力集中到课堂中来，明确教学任务，激发学生的求知欲 和学习兴趣。新课讲授的目的在于呈现本堂课的教学内容.包括语言结构和语言 功能.让学生掌握基本语言知识.同时锻炼学生的语言能力，即听说读写能力。通过教学活动的设置，完成教学任务，达到教学目标。（3）有效教学是教师遵循 教学活动的客观规律，以最优的过程和最大的效率促进学生在知识、技能、情 感态度与价值观方面“三维目标”上获得整合、协调、可持续发展，从而有效 地实现预期的教学目标，满足社会和个人的教育价值需求而组织实施的教学活 动

24、.该教学片段中，教师通过回顾旧知识的方式引入新课，但是没有进一步让 学生展开讨论，没有充分激活学生的关联知识。导入内容趣味性不高，不利于 激发学生的学习兴趣。教师在新授环节采用了学生讨论的形式，锻炼了学生 的1： 3语表达能力，同时培养了学生的合作精神。在新授环节中，教师应注 意让学生整体感知文章，而不是机械地分析每一部分的大意，这样不利于学生 阅读能力的培养。教学反馈较单一，应多用一些启发性的反馈语，引导学生 积极探索新知，培养学生的自主探究能力，提高教学效率。四、根据题目要求完成下列任务。用中文作答。在对待学生问答时，教师应如 何给予评价列举两种评价用语。【答案】（1）为了使提问真正地发挥

25、应有作用，学生回答后，教师一定要及时、 恰当地对其答案有所反馈，切忌对学生的回答不置可否。学生需要了解自己的 回答究竟是值得称赞还是应当纠正、有待改正，因此教师的评价用语不能一般 化、公式化。要把对学生活动的真实感受传给学生。教师要根据学生回答问题 时的不同表现，选用不同的评价用语，使教师的评价成为课堂教学真实交际的 一部分。（2）评价用语：当学生的英语水平不是很好的时候.在回答问题时, 教师可以用Good/Yes/Right/0K.鼓励学生回答。当学生回答错误时。用“Thinkitover.或给学生适当的启发或暗示。随着学生英语水平的提高， 教师应丰富评价用语的表达方式，如It sreall

26、yahardquestion, butyouranswerisquiteright. a lappreciatewhatyoudidinmyclass. ” “I mverygladthatyoumakeprogresseveryday. ，使学生在持之以恒的学习过 程中收获成功的喜悦。五、下面是某英语教师在写作课的教学片段.阅读并回答问题。Tel1studentswewouldwriteanarticleforourfavoritesports, andthetopicisab outsports. Showstudentsamodelarticleonthescreenandleadthe

27、mtofindoutthe formatofanarticle:mainheading, smallerheadingandthebody. Runabrainstorm ingactivity:showsomepicturesaboutthesportsandthefamousathletes.Askstu dentsthequestionsasfollows. WhyareyouinterestedinthatsportWhoisyourfav oriteathleteWhatdoyoudotoimproveyourskillsThenlwouldaskthemtohaveadis cus

28、sionabouttheabovequestions. Theycanchangetheirideaswiththeirpartner sandfindoutthesimilaritiesanddifferences. Thenchooseoneideatowritewith .Afterthediscussion, Iwouldpicksomestudentstoreporttheirtopicsatthefro nt.根据上面的课堂教学片段回答下面三个问题：（1）该片段属于什么教学环节 体现了哪种写作教学模式请从写作教学原则的角度，评价该教学片段。（3） 该片段中教师的课堂角色有哪些【答案

29、】(1)该片段集中于写作思路的产生和形成，属于写前环节，体现了重过 程的写作教学模式.主要过程包括：产生写作动机、头脑风暴、词汇思路、自 由写作、列出大纲、写出草稿、修改、提高、校对和讨论等。？(2)写作教学需 要体现过程性原则、交际性原则、整体性原则等。？过程性原则要使写作任务过 程化，不能只注重结果，要注重整个过程的有效展开，包括写作前、写草稿、 编辑修改、校读、公布于众；交际性原则要将交际性引入写作教学中，要给学 生交际的机会，使其在交际中获得乐趣，在写前活动和修改活动中尽可能采用 小组活动和同伴活动.增加学生问的交流：整体性原则要把写作教学与听、 说、读有机结合起来。？该教学片段在写前

30、环节先引导学生学习范文。总结写作 的格式、范文的主题等，再通过头脑风暴进行讨论.为学生进行格式、内容、 话题、词句等的输入，体现了过程性原则、交际性原则和整体性原则。？(3)在 写前环节中，教师向学生明确了写前的活动和任务。使学生明确知道自己要干 什么.体现了教学活动的组织者的角色。教师向学生布置完讨论任务后.深入 其活动，了解其进程.并选出好的典型进行展示.有效地调控全体学生的学习 积极性、学习进程和学习的高效性等，体现了课堂教学的调控者的角色。最 后。该教学片段在写前环节先引导学生学习范文。总结写作的格式、范文的主 题等.再通过头脑风暴进行讨论.为学生进行格式、内容、话题、词句等的输 入，

31、为学生营造了学习英语的语言环境，使学生能够更有效地学习和使用目的 语，体现了语言环境的营造者的角色.？六、根据提供的信息和语言素材设计教学方案，用英文作答。设计任务：请阅 读下面学生信息和语言素材，设计20分钟的英语写作教学方案。教案没有固定 格式，但须包含下列要点： teachingobjectives teachingcontents keyanddifficultpoints ma jorstepsandtimeal location act ivi tiesand justifications 教学时间：20 分 钟学生概况：某城镇普通中学初中一年级学生，班级人数40人。多数学生已经

32、达到义务教育英语课程标准(2011年版)二级水平。学生课堂参与积极性一 般。语言素材：Writeyourownnotetoafriend. Invitehim/hertoanactivityinyourschool. Useth equestions?tohelpyou. 1. What7 syourfriend7 sname?2. Whatdoesyourfriendliketodo?【答案】TeachingContents:Writinganoteofinvitationtoafriend. Teachingobjectives :(1)KnowledgeobjectiveStudents

33、willmastersomeexpressionsaboutschoolact ivityandknowhowtoinviteothers. (2)Abi 1ityobjectiveStudentswi11learnhow towriteanoteofinvitationandimprovetheabilityofwriting. (3)Emotionalobj ectives(l)Studentswilllearntolovetheirschoollife. (2)Studentswillbemorei nterestedinwritinginEnglish. TeachingKeyPoin

34、ts:Studentsareabletocoll ectinformationaboutschoolactivity. Studentscanmasterthemethodsandpro ceduresofwritinganoteofinvitation. TeachingDifficultPoint:Studentscano rganizegatheredinformationintoawholecompletepassage. MajorSteps:七、请简要分析该教师的行为体现了教学反馈的什么要求。教学片段：T： What sthethemeofthepassageWhydoyouthi

35、nksoStudentA, please. A： Thepassageisabouttheinventionoftabletennis. T： Good. AnyotherideasStudentB. B：Itisaboutwhoinventsthetabletennis. T： OK, sitdownplease. Anyoneelse(Afteraminute. )T： OK. WhoagreeswithStudentAPleaseraiseyourhand. (Somestudentsraisetheir hand. )T： WhoagreeswithStudentB(Someother

36、studentsraisetheirhand. )T： Great. Nowlet? sreadthepassageagain,andpayattentiontothefirstsentenceofeachparagraph. Let sworkouttogeth erwhoseopinionisthemainideaofthepassage, A sorB s.【答案】这段案例体现了教学反馈要有目的性，要有及时性，要体现参与度和 要有启发性。本案例中读完文章后教师立即设置问题，体现了反馈的及时性。 教师设置提问反馈的目的是看看学生是否采取了正确的阅读策略获取文章大 意，具有很强的针对性。通过

37、让学生举手表决的方式，体现了教学反馈的参与 度。通过鼓励其他学生提出不同的见解，最后又点拨学生通过认真读每段的第 一句话来总结文章的中心思想，体现了教学反馈的启发性。八、根据提供的信息和语言素材设计教学方案，用英文作答。设计任务：请阅 读下面学生信息和语言素材，设计一个25分钟的阅读训练活动。教案没有固定 格式.但须包含下列要点：teachingobjectivesteachingcontentskeyanddifficultpointsmajorstepsandt imeallocationactivi tiesand justifications 教学时间：25 分钟学生概况：某 城镇普通

38、中学高中一年级学生，班级人数40人。多数学生已经达到普通高中 英语课程标准(实验)五级水平。学生课堂参与积极性一般。语言素材：Franklin sFamousKiteExperimentlntheeighteenthcentury, BenjaminFranklin conductedanumberofexperimentsinwhichheshowedwhatelectricityis. Hereish owhedescribedoneofhisexperiments.【答案】Classtype： ReadingclassTeachingContents：Frankl in? sFamous

39、KiteExperimentTeachingObjectives：(l)KnowledgeobjectiveStudentscanniasterthefollowingwords, phrasesandthe sentencepatterns. (Dlmportantwords:conduct, charge, shock, prove, tear, fas ten, explain, appear(2)Importantphrases:doanexperiment, agreatdeal, tie. tostop. . from. . Importantsentencepatterns:Ha

40、vingrealizedthatIcouldu seldecidedtodoanexperiment. (2)AbilityobjectiveStudentscanimprovetheir readingabilitythroughreadingactivities. (3)Emotionalobjectives(l)Afterl earningthepassage, studentsareexpectedtoknowaboutsomefamousscientistsa ndtheirinventionsandtrainstudents，qualitiesofscience.Studentsw

41、illha veaseriousattitudetowardsscience. TeachingKeyPoints:九、设计任务：请阅读下面学生信息和语言素材，设计20分钟的阅读教学方 罢。教案没有固定格色，但须包含下列要中teachingobjectivesteachingcontentskeyanddifficultpointsmajorsteps andtimeallocationactivi tiesand justifications 教学时间：20 分钟学生概 况：某城镇普通高中一年级第一学期学生，班级人数40人。多数学生已经达到普通高中英语课程标准(实验)五级水平。学生课堂参与积

42、极性一般。语言 素材：TheLifeofMarkTwainOftenthelivesofwritersresemblethelivesofthecharacte rstheycreate. MarkTwain, whowroteTheAdventuresofHuckleberryFinnandTheAd venturesofTomSawyer, wasnoexception. Tostartwith, theauthor，sname, MarkTw ain, i si tsel fan invent ion, orpenname Twain srealnamewasSamuelClemens.

43、/z MarkTwain/z, whichmeanswatermarktwo7, wasacallusedbysailorsontheMississ ippitowarnshipmatesthattheywerecomingintoshallowater. LikeHuck, MarkTw ainledanadventurouslife. Heleftschoolearly, andasanadolescent, determine dtomakehisfortuneinSouthAmerica, setofffromhishomeinHannibal, Missouri, forNewOrl

44、eans. HewantedtotakeaboattotheAmazon, wherehethoughthecouldget richquickly. HearrivedinNewOrleanswithoutapennyinhispocketonlytofindth attherewerenoboatsforSouthAmerica. Forcedtochangehisplans, heworkedfors everalyearsasapilotonasteamboat, takingpassengersupanddowntheMississip pi, thegreatriverwhichf

45、lowsfromthenorthoftheUSneartheCanadianborder, do wntotheGulfofMexico.【答案】(2)ScanningAskstudentstolocatecertaininformationbyreadingthepassagequ icklytoanswerthefollowingquestions:(l)IsMarkTwainhisrealname?Ifnot, wha tishisrealname?(2)Whatdidhedowhenheworkedonthesteamboat?(3)Whatdidhedoa fterthat?4. W

46、hatreputationdidMarkTwinearn?(3)CarefulreadingAskstudents toreadthepassagecarefullyandfulf i11thefollowingparagraph:MarkTwainisa ctuallyaname, whichmeansthat_. Helivedan_life. He1eftschoolearlytoinSo uthAmerica, butinOrleanshehad_andfoundnoboattoAmazon, soheworksonRiver asaonasteamboat. Afterthatheb

47、ecameatowrite, whoseestablishedhimagreatre putation. Beforeshowingtheanswer, inviteafewstudentstoreadtheircomplete dparagraph, andotherscanchecktheirs. (Justification:Fastreadingcanhelps tudentsgraspthemainideaandspecificinformationofthepassage. Carefulread ingcandeepenstudents，understandingofthepas

48、sage. )Step3Post-reading(5minutes)Askstudentstoworkinpairstodiscussthefollowingquestio ns:1. Whydothelivesofwritersresemblethelivesofcharactershecreates?Howd oestheresemblancegetreflectedbyMarkTwain?2. Canyousummarizethestructureofthepassage? 一十、下列教学片段选自某一初中课堂实录，阅读后回答问题。T： Couldyouplaygamesonlnterneteveryevening, boysandgirls?Ss： Sorry. Icouldn t. T： Onwhatdaycouldyouplaythemeveryweek?Ss： OnlyonSaturdayandSunday. T：Oh!Wecouldsayyoucouldplaygamestwiceaweek. IcouldgovisitmyfriendsonMon dayandTuesdayevenings. Sowecouldsaylcouldgovisitmyfriendstwiceaw