2021下半年教師資格考試初中英語真題及答案

試卷科目：教師資格考試初中英語2021下半年教師資格考試初中英語真題及答案PAGE"pagenumber"pagenumber/SECTIONPAGES"numberofpages"numberofpages2021下半年教師資格考試初中英語真題及答案第1部分：?jiǎn)雾?xiàng)選擇題，共20題，每題只有一個(gè)正確答案,多選或少選均不得分。[單選題]1.______Thamesisfamousthroughouttheworldforitshistory,itsculture,etc.A)AB)AnC)/D)The答案:D解析:本題考查冠詞。句意：泰晤士河以其歷史、文化等聞名于世。泰晤士河為地名，專有名詞，使用定冠詞the修飾。故本題選D。[單選題]2.Thedancerand______hasalreadyarrivedattheconcerthall.A)singerB)asingerC)thesingerD)singers答案:A解析:本題考查冠詞和主謂一致。句意：舞蹈演員兼歌手已經(jīng)到達(dá)了音樂廳。由謂語動(dòng)詞?hasarrived?可知，謂語動(dòng)詞為單數(shù)，因此主語是單數(shù)。一個(gè)定冠詞the修飾dancerandsinger，意為?舞蹈演員兼歌手?，是同一個(gè)人。故本題選A。[單選題]3.Thereasonwhyshedidn?tshowupatthepartyis______shegotstuckinatrafficjam.A)asB)becauseC)forD)that答案:D解析:本題考查名詞性從句。句意：她沒有在聚會(huì)上露面的原因是她遇上了交通堵塞。分析句子成分可知，本句主句為?Thereasonis…?，thereason后跟定語從句?whyshedidn?tshowupattheparty?，is為主句謂語動(dòng)詞，空處引導(dǎo)表語從句，從句中不缺成分，語義完整，應(yīng)用從屬連詞that引導(dǎo)。故本題選D。[單選題]4.Thewordformationprocessof?math（s）?from?mathematics?is______.A)backformationB)conversionC)clippingD)blending答案:C解析:本題考查形態(tài)學(xué)。截短法（clipping）是指通過刪掉一個(gè)或更多音節(jié)的方式縮短多音節(jié)詞的方法。而math（s）是mathematics截短而來，詞義詞性不變。backformation意為?逆向構(gòu)詞法?；conversion意為?轉(zhuǎn)類法?；blending意為?縮合法?。故本題選C。[單選題]5.Themoviewassopopularthatitwas______onemoreweek.A)extendedB)delayedC)upliftedD)suspended答案:A解析:本題考查動(dòng)詞辨析。句意：這部電影太受歡迎了，又延長(zhǎng)了一個(gè)星期。extended意為?延長(zhǎng)?；delayed意為?延遲?；uplifted意為?提升?；suspended意為?暫停?。根據(jù)句意可知此處指的是電影上映時(shí)間延長(zhǎng)。故本題選A。[單選題]6.Thetwocatscouldbe______onlybythenumberofringsontheirtails,otherwisetheywereexactlyalike.A)separatedB)dividedC)disconnectedD)differentiated答案:D解析:本題考查動(dòng)詞辨析。句意：這兩只貓只能根據(jù)尾巴上環(huán)的數(shù)量來區(qū)分，否則它們完全是一樣的。separated意為?分離，分割?；divided意為?分，分配?；disconnected意為?斷開；切斷?；differentiated意為?區(qū)分；辨別?。根據(jù)句意，故本題選D。[單選題]7.WhichofthefollowingsetsofEnglishconsonantshasthesamemannerofarticulation?A)/p,b,k,g/B)/m,θ,s,?/C)/t,d,tr,dr/D)/d,?,θ,e/答案:A解析:本題考查語音學(xué)。句意：以下哪組英語輔音的發(fā)音方式相同？A項(xiàng)/p,b,k,g/均為爆破音，符合題干要求；B項(xiàng)中/m/為鼻音，/s/、/θ/、/?/為摩擦音；C項(xiàng)中/t/、/d/為爆破音，/tr/、/dr/為塞擦音；D項(xiàng)/d/為爆破音，/?/、/θ/、/e/為摩擦音。故本題選A。[單選題]8.Whichofthefollowingshowsthecorrectwordstressfor?nationalistic??A)/?n??n??l?st?k/B)/??n??n?l?st?k/C)/n?'?n?l?st?k/D)/?n??n?l?s?t?k/答案:A解析:本題考查音系學(xué)。題干中詢問?nationalistic?的重音位置，根據(jù)多音節(jié)詞詞尾有-eous,-grahpy,-ial,-ian,-ic,-ics,-ience,ient,-ify,-ion,-ious,-ity,-ive后綴的詞，重音在這些后綴的前一個(gè)音節(jié)上。所以重音位置在倒數(shù)第二個(gè)音節(jié)上。故本題選A。[單選題]9.InterlanguagereferstoasystemofrulesdevelopedinthemindsofL2learners,whichhassomefeaturesof______plussomethatareindependentof______.A)theL1,theL1B)theL2,theL2C)theL1andL2,theL1D)theL1andL2,theL1andL2答案:D解析:本題考查語言和語言學(xué)習(xí)。interlanguage為中介語，是指中介語是指第二語言學(xué)習(xí)者建構(gòu)起來的介于母語和目的語之間的過渡性語言，它處于不斷的發(fā)展變化過程中，并逐漸向目的語靠近。由定義可知，中介語具有母語和目標(biāo)語的特點(diǎn)，但是又獨(dú)立于二者。故本題選D。[單選題]10.Whichofthefollowingstatementsistrueaboutthesecondlanguagedevelopment?A)Receptiveskillsmaydevelopsimultaneouslywithproductiveskills.B)Productiveskillsaremucheasiertobeacquiredthanreceptiveskills.C)Receptiveandproductiveskillsaresusceptibletofirstlanguageinfluence.D)ReceptiveandproductiveskillsdevelopequallywellformostL2learners.答案:C解析:本題考查語言和語言學(xué)習(xí)。第二語言學(xué)習(xí)的學(xué)習(xí)過程為?輸入--建構(gòu)--輸出?，因此輸入和輸出是先后進(jìn)行的，一般而言，輸入比輸出簡(jiǎn)單。而且，二語習(xí)得非常容易受到母語的影響。A、B、D三項(xiàng)表述錯(cuò)誤。故本題選C。[單選題]11.Whenteachingpronunciation,ateachershouldincludephonemes,stress,intonationand______inthesyllabus.A)consonantB)vowelC)rhythmD)speech答案:C解析:本題考查《義務(wù)教育英語課程標(biāo)準(zhǔn)（2011年版）》分級(jí)標(biāo)準(zhǔn)。在語言知識(shí)二級(jí)標(biāo)準(zhǔn)中語音模塊，有要求?了解英語語音包括連讀、節(jié)奏、停頓、語調(diào)等現(xiàn)象?，rhythm意為?節(jié)奏?。故本題選C。[單選題]12.Ifateacherasksstudentsinclass,?Whendoweusepassivevoiceinourdailylife??,he/sheistryingtodrawstudents?attentiontothe______ingrammarteaching.A)meaningB)functionC)formD)sound答案:B解析:本題考查語法教學(xué)。根據(jù)題干可知，老師詢問的被動(dòng)句型在日常生活中的具體應(yīng)用，因此，老師提問的目的是引導(dǎo)學(xué)生關(guān)注語法的功能，而不是結(jié)構(gòu)、意義或者發(fā)音。故本題選B。[單選題]13.Whenusingsuchsentencesas?Alongtimeago.../Then.../Afterwards.../Intheend...?inareadingclass,ateacherisprobablyteachinglanguageatthe______.A)lexicallevelB)discoursallevelC)grammaticallevelD)phonologicallevel答案:B解析:本題考查語篇教學(xué)。語篇中的邏輯連接是指相鄰句子或句群之間的連接關(guān)系，它可以通過連接性詞語，表明句子之間的語義聯(lián)系，甚至可以從前文句子的邏輯上預(yù)見后文句子的語義。根據(jù)題干可知，這堂閱讀課是按照時(shí)間順序講解的，因此是在語篇層面分析。故本題選B。[單選題]14.WhenateacherasksthestudentstolistentoarecordingtofindoutJohn?sflightnumberandarrivaltime,whatskilldoeshe/shefocuson?A)Inferringopinionandattitude.B)Extractingspecificinformation.C)Gettingthegeneralinformation.D)Deducingmeaningfromcontext.答案:B解析:本題考查聽力教學(xué)。題干中明確指出，讓學(xué)生聽具體的航班和到達(dá)時(shí)間，這是聽力教學(xué)中獲取細(xì)節(jié)信息的能力。故本題選B[單選題]15.Whatactivityarestudentsengagedinwhentheyreadeachother?swritings,providefeedbackandmakesuggestionsforrevisionbeforetheirteachergradesthem?A)Discussing.B)Brainstorming.C)Peerreviewing.D)Draftreviewing.答案:C解析:本題考查寫作教學(xué)。在寫作教學(xué)寫后環(huán)節(jié)，可以自評(píng)、互評(píng)、師評(píng)，由題干表述可知強(qiáng)調(diào)的是同伴之間的評(píng)價(jià)。故本題選C[單選題]16.Whatisateachertryingtodowhenhe/sheasksthestudentstodescribewhattheyknowaboutpolicemenbeforereadingastoryaboutthem?A)Toreviewapassage.B)Tomakeacomment.C)Toprovideatitle.D)Tobuildaschema.答案:D解析:本題考查閱讀教學(xué)。老師要求學(xué)生在閱讀關(guān)于警察的故事前描述他們對(duì)警察的了解，是嘗試做什么？A項(xiàng)toreviewapassage意為?復(fù)習(xí)課文?；B項(xiàng)tomakeacomment意為?做出評(píng)論?；C項(xiàng)toprovideatitle意為?提供標(biāo)題?；D項(xiàng)tobuildaschema意為?構(gòu)建圖式?。閱讀前活動(dòng)目的是使學(xué)生在較短時(shí)間內(nèi)了解與所要閱讀材料相關(guān)的信息；激活有關(guān)話題的背景知識(shí)，幫助學(xué)生盡快進(jìn)入文章角色；激發(fā)學(xué)生閱讀的興趣，為下一步的閱讀做好準(zhǔn)備。該老師閱讀有關(guān)警察的文章前，讓學(xué)生進(jìn)行自我描述討論，激活相關(guān)背景知識(shí)，構(gòu)建圖式。故本題選D。[單選題]17.Whichofthefollowingisadisplayquestionusedbyteachersinclass?A)Whathappenedtothegirlinthestory?B)Whatwouldyoudoifyouwerethegirlinthestory?C)DoyoulikethisstorytheThumbGirl,whyorwhynot?D)Whydoyouagreethatthegirlwasakind-heartedperson?答案:A解析:本題考查課堂提問與教學(xué)反饋。句意：下列哪個(gè)問題屬于教師在課堂上使用的展示性問題？A項(xiàng)?這個(gè)女孩發(fā)生了什么？?；B項(xiàng)?如果你是故事里的女孩，你會(huì)像她一樣表現(xiàn)嗎？?；C項(xiàng)?你喜歡拇指姑娘的故事嗎，為什么？?；D項(xiàng)?你認(rèn)為這個(gè)女孩是個(gè)熱心人嗎？?。展示性問題指的是教師已經(jīng)知道答案或者答案能在相關(guān)工具中找到，用于檢查學(xué)生對(duì)課文內(nèi)容的字面理解的問題。A項(xiàng)屬于展示性問題，而其他三項(xiàng)均屬于參考性問題，即教師所提問題沒有預(yù)設(shè)的答案，目的是使學(xué)生發(fā)散思維、尋求信息。故本題選A。[單選題]18.Whatdoesateacherwantthestudentstodowhenhe/sheasksthemtofindawordofsimilarmeaningto?germinate?inaparagraph?A)Todeducemeaningfromthecontext.B)Toanalyzewordmeaningbyusingsyntax.C)Toidentifynewwordsbyusingsynonyms.D)Toapplygrammaticalrulestoguessmeaning.答案:C解析:本題考查詞匯教學(xué)。句意：當(dāng)老師要求學(xué)生在段落中找到一個(gè)與?萌芽?意思相似的詞時(shí)，他/她希望學(xué)生做什么？A項(xiàng)?從上下文推斷意義?；B項(xiàng)?用句法分析詞義?；C項(xiàng)?用同義詞識(shí)別生詞?；D項(xiàng)?運(yùn)用語法規(guī)則猜測(cè)意思?。老師讓學(xué)生用意思相近尋找單詞，采用了用同義詞識(shí)別生詞，體現(xiàn)了詞匯教學(xué)呈現(xiàn)的策略。故本題選C。[單選題]19.Atwhatstageofalessonisateacherlikelytoconductabrainstormingactivityaboutatopic?A)Producing.B)Checking.C)Leading-in.D)Practicing.答案:C解析:本題考查教學(xué)設(shè)計(jì)中的導(dǎo)入。句意：在課程的哪個(gè)階段，老師可能會(huì)就某個(gè)主題進(jìn)行頭腦風(fēng)暴活動(dòng)？Producing意為?產(chǎn)出?；Checking意為?檢查?；Leading-in意為?導(dǎo)入?；Practicing意為?練習(xí)?。頭腦風(fēng)暴是一種針對(duì)某個(gè)話題，學(xué)生進(jìn)行已有知識(shí)的調(diào)動(dòng)活動(dòng)，能夠激發(fā)興趣、建立新舊知識(shí)之間的聯(lián)系、引出內(nèi)容，符合導(dǎo)入環(huán)節(jié)的作用。故本題選C。[單選題]20.Whichofthefollowingactivitiesbestpromotesthedevelopmentofstudents?communicativeskills?A)Doingmultiple-choicequestions.B)Sharinginformationwithpartners.C)Completingasummaryofthetext.D)Copyingsentencesfromthedictionary.答案:B解析:本題考查口語教學(xué)。題干問的是哪一項(xiàng)最能發(fā)展學(xué)生的交際能力。B項(xiàng)?與伙伴分享?可以發(fā)展學(xué)生的交際能力，另外三項(xiàng)都是機(jī)械性練習(xí)。故本題選B。第2部分：?jiǎn)柎痤}，共4題，請(qǐng)?jiān)诳瞻滋幪顚懻_答案。[問答題]21.Businessesthrowaroundtheterm?innovation?toshowthey?reonthecuttingedgeofeverythingfromtechnologyandmedicinetosnacksandcosmetics.Companiesaretoutingchiefinnovationofficers,innovationteams,innovationstrategiesandeveninnovationdays.Butthatdoesn?tmeanthecompaniesareactuallydoinganyinnovating.Instead,theyareusingthewordtoconveymonumentalchangewhentheprogressthey?redescribingisquiteordinary.Liketheonceubiquitousbuzzwords?synergy?and?optimization?,innovationisindangerofbecomingacliche-ifitisn?tonealready.?Mostcompaniessaythey?reinnovativeinthehopetheycansomehowconinvestorsintothinkingthereisgrowthwhenthereisn?t,?saysClaytonChristensen,aprofessoratHarvardBusinessSchool.Thedefinitionofthetermvarieswidelydependingonwhomyouask.ToBillHickey,chiefexecutiveofBubbleWrap?smaker,SealedAirCorp.,itmeansinventingaproductthathasneverexisted,suchaspackingmaterialthatinflatesondelivery.ToPfizerInc.?sresearchanddevelopmenthead,MikaelDolsten,itisextendingaproduct?sscopeandapplication,suchasexpandingtheuseofavaccineforinfantsthatisalsoeffectiveinolderadults.ScottBerkun,theauthorofthe2007bookTheMythsofInnovation,whichwarnsaboutthedilutionoftheword,saysthatwhatmostpeoplecallaninnovationisusuallyjusta?verygoodproduct?.Hepreferstoreservethewordforcivilization-changinginventionslikeelectricity,theprintingpressandthetelephone-and,morerecently,perhapstheiPhone.Mr.Berkun,nowaninnovationconsultant,advisesclientstobanthewordattheircompanies.?Itisachameleon-likewordtohidethelackofsubstance,?hesays.Thewordappealstolargecompaniesbecauseithasconnotationsofbeingagileand?cool?,?likestart-upsandentrepreneurs,?headds.Theinnovationtrendhasgivenbirthtoanattendantconsultingindustry,andFortune100companiespayinnovationconsultants$300,000to$1millionforworkonasingleproject,whichcanamountto$1millionto$10millionayear,estimatesBooz&Co.innovationstrategyconsultantAlexKandybin.Inaddition,fourintenexecutivessaytheircompanynowhasachiefinnovationofficer,accordingtoarecentstudyofthephenomenonreleasedlastmonthbyCapgeminiConsulting.Thefindings,basedonanonlinesurveyof260globalexecutivesand25in-depthinterviews,suggestthatsuchtitlesmaybemainly?forappearances?.Mostoftheexecutivesconcededtheircompaniesstilldon?thaveaclearinnovationstrategytosupporttherole.Ascompanieshavespedupproductcycles,thewordhascometosignifynotjustdoingsomethingnewbutalsodoingitmorequickly,hesays.答案:暫無解析:[問答題]22.根據(jù)題目要求完成下列任務(wù)，用國家通用語言文字作答。材料：在閱讀教學(xué)中，有的教師傾向于采用從詞語到句子、再到語篇的教學(xué)方法。簡(jiǎn)述采用此種方法的理論基礎(chǔ)（8分），并指出該教學(xué)方法存在的兩個(gè)優(yōu)點(diǎn)（6分）和兩個(gè)缺點(diǎn)。（6分）答案:(1)題干中所描述的教學(xué)模式為自下而上的閱讀教學(xué)模式。自下而上的閱讀教學(xué)模式受到行為主義理論的影響。該理論認(rèn)為語言習(xí)得是一個(gè)?習(xí)慣形成?的過程,是?刺激-反應(yīng)-強(qiáng)化?過程的結(jié)果,因此,閱讀也被定義為各種閱讀習(xí)慣的復(fù)合,是各項(xiàng)基本的閱讀能力如語音能力、解碼能力、詞匯記憶及拓展能力的培養(yǎng)和強(qiáng)化的結(jié)果。閱讀活動(dòng)是從最小的語言單位開始的,即從對(duì)音素、字母、音節(jié)的理解開始,到單詞、句子、段落、篇章的理解,整個(gè)過程是一個(gè)由低到高、自下而上的理解過程,一個(gè)從文字符號(hào)到文字意義的加工和理解的過程。(2)優(yōu)點(diǎn):①幫助學(xué)生盡可能多地接觸、理解并記憶詞匯,掃清閱讀中的語言障礙。②能夠培養(yǎng)學(xué)生最基本的閱讀技能、發(fā)展學(xué)生的閱讀能力。③適合英語學(xué)習(xí)初級(jí)階段的學(xué)生,所學(xué)的閱讀、聽力等強(qiáng)調(diào)?部分?,采用這種教學(xué)模式使學(xué)生能夠準(zhǔn)確掌握單詞、詞組和語法,達(dá)到對(duì)整篇文章的正確理解和良好把握。(以上任選兩點(diǎn)作答即可)(3)缺點(diǎn):①在整個(gè)教學(xué)過程中,教師占主導(dǎo)地位,忽略了學(xué)生的主體性。②采用自下而上的閱讀教學(xué)模式,不利于培養(yǎng)學(xué)生的閱讀策略,如略讀、尋讀和精讀,忽略了對(duì)學(xué)生自主學(xué)習(xí)能力的培養(yǎng)。③自下而上教學(xué)模式過于強(qiáng)調(diào)片段,割裂了學(xué)生對(duì)語篇整體層次的理解,不利于學(xué)生理解文章語篇,不利于形成整體學(xué)習(xí)觀。(以上任選兩點(diǎn)作答即可)解析:[問答題]23.根據(jù)題目要求完成下列任務(wù)，用國家通用語言文字作答。32.下面是一位教師的英語課堂教學(xué)片段。Teacher:Goodmorningclass!Wehadawonderfulpartyyesterday...Jack,whywereyouabsent!?Jack（inalowvoice）:Igotafeverandwenttoseeadoctor.Teacher:Iamsorry.lcan?thearyou.Tom,whatdidJacksay?Tom:Hegotafeverandwenttoseethedoctor.Teacher:Oh,Jacksaidthathehadgotafeverandgonetoseethedoctor.Nowwearegoingtolearntheindirectspeech.根據(jù)該教學(xué)片段從下面三個(gè)方面作答：答案:暫無解析:[問答題]24.根據(jù)提供的信息和語言素材設(shè)計(jì)教學(xué)方案，用英文作答。設(shè)計(jì)任務(wù)：閱讀下面的學(xué)生信息和語言素材，設(shè)計(jì)15分鐘的英語聽說教學(xué)方案。教案沒有固定格式，但須包含下列要點(diǎn)∶●teachingobjectives●teachingcontents●keyanddifficultpoints●majorstepsandtimeallocation●activitiesandjustifications教學(xué)時(shí)間：15分鐘學(xué)生概況：某城鎮(zhèn)普通中學(xué)初中八年級(jí)學(xué)生，班級(jí)人數(shù)40人。多數(shù)學(xué)生已經(jīng)達(dá)到《義務(wù)教育英語課程標(biāo)準(zhǔn)（2011年版）》三級(jí)水平。學(xué)生課堂參與積極性一般。語言素材：Helen:Hi,Tom.I?mmakingsomeplanstoworkinanoldpeople?shomethissummer.Tom:Really?Ididthatlastsummer!Helen:Oh,whatdidtheyaskyoutohelpoutwith?Tom:Mm…thingslikereadingthenewspapertotheoldpeople,orjusttalkingtothem.Theytoldmestoriesaboutthepastandhowthingsusedtobe.Helen:Thatsoundsinteresting.Tom:Yeah,alotofoldpeoplearelonely.Weshouldlistentothemandcareforthem.Helen:You?reright.Imean,we?reallgoingtobeoldoneday,too.答案:1.TeachingContentsItisaconversationbetweenHelenandTom.Theyaretalkingaboutthingsofworkingintheoldpeople?shome.2.TeachingObjectives(1)KnowledgeObjectives①Studentscanunderstandtheconversation.②Studentscanreadandusekeywordandphraseslikelonely,helpoutwith,andcarefor.③Studentscanimitatethetoneandemotionoftheconversationandroleplaytheconversation.(2)AbilityObjectiveStudentscanuseshouldtoofferadviceorhelpinrealsituation.(3)EmotionalObjectiveStudentscanlearntoofferhelptoothers.3.TeachingKeyPointHowtoguidestudentstoimitatethetoneandemotionoftheconversationandrole-playtheconversation.4.TeachingDifficultPointHowtoguidestudentstouse?should?toofferadviceorhelpinreallife.5.TeachingProceduresStep1Lead-in(1min)Theteacherpresentssomepicturesaboutvoluntaryworksuchascleaningthesquare,helpingtheoldmanacrosstheroad.Theteacherasksstudentstodescribethemandsharetheirfeelings.【Justification:Theteacherusepicturesaboutvoluntaryworktoleadintoday?stopic,stimulatingstudents?learninginterest.】Step2Presentation(6mins)(1)Studentslistentotheconversationandtrytotellthecontentofit.(2)Studentslistentherecordingagain,andtrytoanswerthequestions:WhatisHelengoingtodothissummer?WhatdidtheoldaskTomtohelpoutwith?WhatisTom?sadviceaboutthingsdonefortheold?(3)Studentslistenandreadaftertherecording,andtheteacherasksthemtopayattentiontotheintonationandpronunciationandexplainstostudentshowtouse?should?toofferadvice.【Justification:Studentslearnabouttheinformationintheconversationstepbystep.Guidestudentstousesomelisteningstrategies.Thusthestudentscanunderstandtheconversationandknowhowtouse?should?toofferadvice.】Step3Practice(4mins)(1)Roleplaytheconversation.Studentsarerequiredtoreadtheconversati