-

2021年2月27日发(作者：周比畅)

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）

一、单项选择题

of teh following correctly describes the English phoneme/

θ

/?

A.

A voiceless dental fricative

B.A voiceless alveolar fricative

C.A voiceless dental plosive

D.A voiceless alveolar plosive

[

答案

]A

of the following consonant clusters may not serve as the beginning of a word?

A./spr/

B./skw/

C./str/

D./swt/

[

答案

]D

gold medal was_____ to MS Barrette for her excellent performance in the drama.

buted

buted

d

ed

[

答案

]C

visitors had made so much ______ that Mr Water had to spend several days to cleaning up

afterwards.

e

bance

many morphemes does the word

“

telecommunication

< p>
”

contain?

A.1

B.2

C.3

D.4

[

答案

]D

the foreign languages bookstore ______ to be found books in various languages.

A.

is

B. is been

D. are been

[

答案

]C

7.A person needs to know who he/she is before being able to know what _____ makes him or her

happy.

it that

is that

it which

is which

[

答案

]B

_____ nothing more for discussion, the conference to an end 20 minutes earlier.

be

C. being

have been

[

答案

]C

of the following is an entailment of the utterance

“

Annie broke the window

”

?

was careless

was disruptive

did something to the window

is Annie who broke the window.

[

答案

]D

following conversation clearly violates the______ .

do you finally go to school?

1

bus is so fast so I got to school very early.

of Quantity

of Relation

of Quality

of Manner

[

答案

]B

of the following statements about a lesson plan is inappropriate?

is a teaching guide.

B.

is a blueprint to be strictly followed.

takes into account syllabus and students.

describes in advance what and how to teach.

[

答案

]B

-integrated activities allow teachers to build in more ______ into a lesson,for the range of

activities will be wider.

nly

city

y

cy

[

答案

]C

13.A language proficiency test that only consists of multiple-choice questions lacks_______.

uct validity

t validity

reliability

reliability

[

答案

]A

a teacher asks students to rearrange a set of sentences into a logical paragraph he/she

is trying to draw their attention to _______ .

r

lary

ce patterns

al coherence

[

答案

]D

of the following activities would help students develop the skill of extracting specific

information?

ng meaning from the context

zing the author

’

s belief and attitudes

information in the reading passage to make hypotheses

ing to the flight information too see if the plane is on time.

[

答案

]D

of

the

following

activities

can

be

used

to

check

students

’

understanding

of

difficult

sentences in the text?

rasing

-filling

-telling

izing

[

答案

]A

a teacher organizes group of the following might be of the last Concern?

sing peer interaction

sing individual practive

ping language accuracy

ing variety and dynamics

[

答案

]C

a

teacher

asks

students

to

couect,compare

and

analyze

certain

sentence

patterns,he/she

2

aims at developing students

’

____ .

rse a wareness

al a wareness

gic competence

stic competence

a teacher says to the whole class,

”

stand up and act out the dialogue

”

,he/she is playing

the role of a(n)______.

r

zer

or

er

[

答案

]B

of the following may better check students

’

ability of using a grammatical structure?

them work out the rule.

them give some explamples.

them explain the meaning.

them explain the structure.

[

答案

]B

Passage 1

From James Moriarty to Ernst Stavro Blofeld,the idea of the evil genius has been a staple of

is

it

true?

Or,to

put

the

matter

less

starkly,is

there

a

connection

between

creativity

and

dishonesty

ion

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 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 to work out how to fix a candle to a cardboard wall with

a box of drawing pin*,and the other a word-association 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 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

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

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

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.

3

can be concluded from the passage about Janves moriaty and Ernst

Stavro Blofield?

are two evil geniuses.

are two psychologises.

are two story-tellers.

are two researchers.

[

答案

]A

of the following is closet in meaning to the underline phrase

”

Where on to something

”

in the last paragraph?

inspired by something

going to do something

worried about something

aware of the nature

[

答案

]D

of the following describes the sequence of Dr Gino and Dr Wiltermuth

’

s reasearch?

test,adding-up test,word assoviation test.

test,word assoviation test,adding-up test

-up test,candle test,word assoviation test

-up test,word assoviation test,candle test

[

答案

]A

does the underlined words

”

the other

”

in paragraph 2 refer to?

trick

test

reward

combination

[

答案

]B

conclusion can be drawn from this passage?

more a person cheats,the more creative he is.

ng is likely to encourage creativity to some extent.

C.A person who cheats is more creative than a person who doesn

’

t.

D.A person who is creative cheats more than a A person who is less creative.

[

答案

]B

Passage 2

二、简答题

31.

< br>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

Blanks/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

4

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

本结构和语言特点等。< /p>

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，< /p>

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

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

< br>B.

针对每个阶段中存在的问题提出相应的建议。

15< /p>

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

< br>活动前：教师应该合理选择任务的难度，

使学生明确任务的目标，

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。

5

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 objectives

teaching contents

key and difficult points

major steps and time allocation

actives and justifications < /p>

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< /p>

程标准（

2011

版）

< br>》二级水平，学生课堂参与积极性一般。

素材（一封信）

Dear jenny,

I am very busy on 8:00 I have is not teacher says

it

is

useful,but

I

think

it

is

at

9:00

I

have

is

difficult

but

10:00

I

have

that,I

have

P.E.

At

11:

’

s

easy

and

is

from

12:00

to

1:00,and

after

that

we

have

is

my

favorite

Chinese teacher,Mr Wang,is great fun. My classes finish at 1:50,but

after that I have an art lesson for two 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 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:

dge 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.

y 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.

Teaching Key Points:

1)Students

can

make

use

of

sentences

‘

I

have

science

/mat h/Chinese/PE

’

abd

’

It

is

+adj

’

6

2)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 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

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 somebody

’

s study,and ask students to describe the content

according to the instance:

T:Look at this picture ,here is a boy named you tell me what lessons does

he have on Friday?

Ss : He has math.

Ss:...

T:

’

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 their interesting in learning English.)

Step3 While -listening(6 minutes)

1)Play the record,and ask students to listen to the 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 does Yu Mei have at 10:00?

What

’

s Yu Mei

’

s favorite subject?

Then

ask

students

fill

in

the

blanks

in

finished

,ask

students

to

check

the answer in pairs.

How

What

What

Math is ...

Yu Mei has...at 10:00.

Yu Mei

’

s favorite subject is...

3)Play

the

tape

again

,and

ask

students

to

read

after

the

tape,and

pay

more

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 of the partners acts as the

interviewer and the other 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

7

consolidate what they learn in this period.)

Step5 Summary and homework(1 minute)

Summary:Ask students to think about what we have learned then make a

summary.

Homework:Make a survey on the study life of your friends,at least 4 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?

What

’

s Yu Mei

’

s favourite subjects?

Teaching Reflection:

8

9

10

11

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