初中英語(yǔ)學(xué)科知識(shí)與能力備考指導(dǎo)

120150211122222222224332342324302242020000計(jì)價(jià)例1WhichofthefollowingcorrectlydescribestheEnglishphoneme/θ/?(2015A.AvoicelessdentalB.AvoicelessalveolarC.AvoicelessdentalD.Avoicelessalveolar例2ThegoldmedalwasToMs.Barretteforherexcellentperformanceinthedrama.(2015年下半年真題）A. B.C. D.例3Howmanymorphemesdoestheword"telecommunication"contain?(2015年下 解析:考查形態(tài)學(xué)的語(yǔ)素知識(shí)。語(yǔ)素被定義為含有語(yǔ)義的最小的語(yǔ)言單位。telecommunicationtelecommunicateion3例4Intheforeignlanguagesbookstoretobefoundbooksinvariouslanguages.(2015年下半年真題) 解析:考查倒裝句。當(dāng)表示地點(diǎn)的介詞短語(yǔ)位于句首時(shí)，句子要用全倒裝。IntheforeignlanguagesbookstoreBooksinvariouslanguagesaretobefoundintheforeignlanguagesbookstore。句意為"在外語(yǔ)書(shū)店里可以找到各種語(yǔ)言的書(shū)”。故選C.對(duì)于語(yǔ)法類(lèi)題，如復(fù)合句、特殊句例5Whichofthefollowingisanentailmentoftheutterance"Anniebrokethewindow”?(2015年下半年真題)A.AnniewasB.AnniewasC.AnniedidsomethingtotheD.ItisAnniewhobrokethe成立，故選C.考生應(yīng)熟練掌握語(yǔ)言學(xué)中語(yǔ)義學(xué)的語(yǔ)句之間的涵義關(guān)系。例6Whichofthefollowingstatementsaboutalessonplanisinappropriate?(2015年下半年真題)A.ItisateachingB.ItisablueprinttobestrictlyC.IttakesintoaccountsyllabusandD.ItdescribesinadvancewhatandhowtoBB.考生應(yīng)熟練掌握教案的特點(diǎn)與FromJamesMoriartytoErnstStavroB1ofeld,theideaoftheevilgeniushasbeenastapleofstorytelling.Butisittrue?Or,toputthematterlessstarkly,isthereaconnectionbetweencreativityanddishonestyinrealpeoplewhoarenotbentonworlddomination,aswellasinfictionalsupervillains?WritinginpsychologicalScience,FrancescaGinoofHarvardUniversityandScottWiltermuthoftheUniversityofSouthernCaliforniasuggestthatthereis-andthatcheatingactuallyincreasescreativity.DrGinoandDrWiltermuthtestedthehonestyof153volunteerswithataskthatinvolvedaddingupnumbersforacashreward,whichwaspresentedinawaythatseemedtothemtoallowthemtocheatundetected(thoughtheresearchersknewwhentheydid).Thiswassandwichedbetweentwotestsforcreativity,oneofwhichwastoworkouthowtofixacandletoacardboardwallwithaboxofdrawingpins,andtheotheraword-associationtest.Thiscombinationshowednotonlythatcreativepeoplecheatmore,butalsothatcheatingseemstoencouragecreativity-forthosewhocheatedintheadding-uptestwereevenbetteratwordassociationthantheircandle-testresultspredicted.Thatresultwasconfirmedbyasecondsetofexperiments,inwhichsomepeopleweregivenmanyopportunitiestocheatandothersfew.Thecrucialpredictorofcreativity,theresearchersconfirmed,wastheactualamountofcheating,notanypropensitytocheat.Athirdexperimenttestedtheideathatthisisbecausebothcreativityanddishonestyrequire,asitwere,aflexibleattitudetorules.Inthisexperimentvolunteerswereaskedabouttheirattitudetobossysigns,suchas"nocycling"and"nodiving"notices,afterbeingallowedtocheat(again,inawaytransparenttoexperimenters)onacoin-tossingtest.Cheats,itturnedout,werelessconstrainedtoobeysuchsigns.Itis,itgoeswithoutsaying,alongwayfromsuchactsofpettydefiancetobuildingalairinsideanextinctvolcanoandthreateningWashingtonfromit-oreventonon-fictionalactsofseriouscrime.Butsomesortoflinkexists,sothisresearchdoesindeedsuggestthatArthurConanDoyleandIanFlemingwereontosomething.WhatcanbeconcludedfromthepassageaboutJamesMoriartyandErnstStavroB1ofeld?TheyaretwoevilTheyaretwoTheyaretwostory-TheyaretwoWhichofthefollowingisclosestInmeaningtotheunderlinedphrase"were tosomething"inthelastparagraph?wereinspiredbyweregoingtodowereworriedaboutwereawareoftheWhichofthefollowingdescribesthesequenceofDrGinoandDrWiltermuth'sresearch?candletest,adding-uptest,wordassociationcandletest,wordassociationtest,adding-upadding-uptest,candletest,wordassociationadding-uptest,wordassociationtest,candleWhatdoestheunderlinedwords"theother"inParagraph2referThe B.TheC.The D.TheWhatconclusioncanbedrawnfromthisThemoreapersoncheats,themorecreativeheCheatingislikelytoencouragecreativitytosomeApersonwhocheatsismorecreativethanapersonwhoApersonwhoiscreativecheatsmorethanapersonwhoisless解析:考查推理判斷。根據(jù)人名可以定位到文章第一段”FromJamesMoriartytoErnstStawoB1ofeld,theideaoftheevilgeniushasbeenastapleofstoryte1ling”面兩個(gè)人物的具體說(shuō)明，所以他們是”evilwnius”的代表人物。故選A。解析:考查詞意判斷。劃線短語(yǔ)出現(xiàn)的原向內(nèi)容為”toetfe,ohsrsahsiedsgethtruroanoladnFgwenomti"即但是-些關(guān)聯(lián)還是存在的，所以這項(xiàng)研究確實(shí)證明阿瑟·柯南·道爾和伊恩·弗萊明(即莫里亞蒂和布魯弗兩個(gè)書(shū)中人物的創(chuàng)作者)還是發(fā)現(xiàn)了D.解析:考查細(xì)節(jié)理解。根據(jù)文章第二段”Thiswassandwichedbetweentwotestsforcreativity,oneofwhichwastoworkouthowtofixacandletoacardboardwallAndtheotheraword-associationtest."可知This指代第一句中的ataskthatinvolvedaddingupadding-uptest，而這是夾在candletestword-associationtest中間的，故選A.解析:考查詞意判斷。根據(jù)文章第二段第二句”Thiswassandwichedbetweentwotestsforcreativity,oneofwhichwastoworkouthowtofixacandletoacardboardwallwithaboxofdrawingpins,andtheotheraword-association指測(cè)試。故選B。解析：考查歸納概括。根據(jù)文章第二段最后”Thiscombinationshowednotonlythatcreativepeoplecheatmore,butalsothatcheatingseemstoencourage三段第一句”Thatresultwasconfirmedbyasecondsetofexperiments”即第二組實(shí)驗(yàn)證實(shí)了第一組實(shí)驗(yàn)的結(jié)果，故選B.例8請(qǐng)說(shuō)明精聽(tīng)與泛聽(tīng)的區(qū)別，并分別簡(jiǎn)述教師應(yīng)該如何指導(dǎo)學(xué)生進(jìn)行精聽(tīng)與泛聽(tīng)的訓(xùn)練。(2015年下半年真題）精聽(tīng)(Carefullistening)是通過(guò)聽(tīng)課文，再把文章的內(nèi)容感知一遍，同時(shí)可以加深對(duì)文章細(xì)節(jié)內(nèi)容的深入了解。并且可以通過(guò)一些練習(xí)來(lái)檢驗(yàn)聽(tīng)的效果，如：FillinginBlanks/TrueorFalse/Questions/Forms.泛聽(tīng)(Extensivelistening)是讓學(xué)生初步聽(tīng)材料并回答問(wèn)題，讓學(xué)生初步了解文章的例9根據(jù)題目要求完成下列任務(wù)，用中文作答。(2015考生需要根據(jù)圖中的描述從教師在每個(gè)活動(dòng)階段的具體表現(xiàn)出發(fā)，具體可以從教師布置任10根據(jù)提供的信息和語(yǔ)言素材設(shè)計(jì)教學(xué)方案，用英文作答。(2015teachingteachingkeyanddifficultmajorstepsandtimeactivitiesandjustifications教學(xué)時(shí)間:15分鐘語(yǔ)課程標(biāo)準(zhǔn)(2011IamverybusyonFriday.At8：00Ihavemath.Itisnotfun.Theteachersaysitisuseful,butIthinkitisdifficult.Thenat9：00Ihavescience.Itisdifficultbutinteresting.At10：00Ihavehistory.Afterthat,Ihavep.E.at11：00.It'seasyandfun.Lunchisfrom12:00tol:00,andafterthatwehaveChinese.Itismyfavoritesubject.OurChineseteacher,Mr.Wang,isgreatfun.Myclassesfinishat1:50,butafterthatIhaveanartlessonfortwohours.Itisreallyrelaxing!Howaboutyou?Whenareyourclasses?MThatisyourfavoriteYourYu15Teachingcontents:AletterthatYuMeiwritestoherfriendJenny,whichtalksaboutherstudylifeonFriday.ClassType:ListeningandspeakingclassTeachingObjectives:KnowledgeStudentscanmasterthemeaningandusageofthisStudentscanusethefixedstructures"Ihavescience/math/Chinese/PE"and"Itis+adj."Inpropersituationtotalkabouttheirstudylife.AbilityStudentscangetthemainideaaboutwhatYuMeiistalkingaboutafterlistening,andcangetsomeusefulinformationfromthewriting.StudentscanimprovetheirlisteningandspeakingabilitiesthroughclassEmotionalStudentscanimprovetheconfidenceoflearningEnglish,andarenotafraidofspeakingEnglishinclass.Studentscancooperatewithothersactively,andcompletethetasksTeachingKeyStudentscanusethenewsentences"Ihavescience/math/Chinese/pE"and"It+adj."TotalkabouttheirstudyTeachingDifficultStudentscanusethenewsentencesStudentscanunderstanditisverynecessarytotalkaboutthestudylifewiththeirfriendstosharetheiridea.TeachingStep1Presentation(7TheteachershowsthepassageonthePPTandasksstudentstoreadthepassageandfindoutthefollowinginformation.HowdoesYuMeithinkofthemath?WhatdoesYuMeihaveat1000?What'sYuMei'sfavoriteThentheteacherasksstudentstofillintheblanksofthetable,andasksthemtochecktheanswerinpairs.Theteacherplaysthetape,andasksstudentstoreadafterthetape,andpaymoreattentiontothepronunciation,anddotheimitation.(Justi