2023年上半年教師資格證《初中英語》真題及答案

2023年上半年教師資格證《初中英語》真題及答案[單選題]1.Whichofthefollowingtwo-syllablewordshasa

differentstresspattern

（江南博哥）fromthe

others?A.typhoonB.balloonC.shampooD.crayon正確答案：D參考解析：本題主要考查單詞重音。題干意為“下列雙音節(jié)詞中哪一個(gè)重音模式與其他不同”。結(jié)合單詞發(fā)音規(guī)律可知，以-ade/ee/eer/ese/oo/oon/que結(jié)尾的單詞，其重音通常都在這個(gè)后綴音節(jié)上。因此，typhoon的音標(biāo)為/ta?'fu:n/，balloon的音標(biāo)為/b?'lu:n/，shampoo的音標(biāo)為/??m'pu:/，重音均在第二個(gè)音節(jié)上；只有crayon的音標(biāo)為/'kre??n/，重音在第一個(gè)音節(jié)上，與其他三項(xiàng)不同。D項(xiàng)正確。A、B、C三項(xiàng)：均與題干不符，排除。本題為選非題，故正確答案為D。[單選題]2.Whichofthefollowing

isashortvowelin

English?A./j/B./e/C./au/D./w/正確答案：B參考解析：本題主要考查元音的分類。題干意為“下列哪一項(xiàng)是英語中的短元音”。短元音有7個(gè)，分別是：/?/、/?/、/?/、/u/、/?/、/e/、/?/。短元音的發(fā)音短促而輕快。因此，/e/為短元音。B項(xiàng)正確。A項(xiàng)/j/為輔音，C項(xiàng)/au/為雙元音，D項(xiàng)/w/為輔音。均與題干不符，排除。故正確答案為B。[單選題]3.Mr.SmithissurprisedtolearnthatSiamakhas

written______essayson

Victoriannovelsinhisclass.A.thenextB.theotherC.themostD.themore正確答案：C參考解析：本題主要考查形容詞最高級(jí)。題干意為：史密斯先生很吃驚地得知，西亞馬克是班上寫維多利亞小說最多的。根據(jù)語境可知，比較范圍是在整個(gè)班級(jí)里面，故最高級(jí)符合題意。C項(xiàng)正確。A項(xiàng)：意為“下一個(gè)”。與題干不符，排除。B項(xiàng)：意為“另外一個(gè)”。與題干不符，排除。D項(xiàng)：意為“更多”。與題干不符，排除。故正確答案為C。[單選題]4.Thatprestigiousuniversityhasmadeitcleartoall

applicantsthatnobodycanbe______forascholarship

thisquarterwithoutagoodinternship.A.eligibleB.legibleC.compliableD.compliant正確答案：A參考解析：本題主要考查形容詞詞義辨析。題干意為：這所極具聲望的大學(xué)向所有申請(qǐng)人明確表示，沒有人可以在沒有良好的實(shí)習(xí)情況下獲得本季度的獎(jiǎng)學(xué)金。eligible意為“有資格的”，A項(xiàng)正確。B項(xiàng)：意為“清楚的，易讀的”。與題干不符，排除。C項(xiàng)：意為“依從的，屈從的”。與題干不符，排除。D項(xiàng)：意為“遵從的，依從的”。與題干不符，排除。故正確答案為A。[單選題]5.略A.略B.略C.略D.略正確答案：A參考解析：缺。[單選題]6.Wouldyou

like

acupofcoffee______shallweget

downtobusinessright

away?A.orB.andC.thenD.otherwise正確答案：A參考解析：本題主要考查連詞詞義辨析。題干意為：你是想先喝杯咖啡還是我們現(xiàn)在直接開始談?wù)履?？本題為選擇疑問句，用or連接兩種選擇。A項(xiàng)正確。B項(xiàng)：意為“和，又”，連接成分表示并列關(guān)系。與題干不符，排除。C項(xiàng)：意為“然后”。與題干不符，排除。D項(xiàng)：意為“否則”。與題干不符，排除。故正確答案為A。[單選題]7.Alexspecializesin______medicalscienceinthis

graduateschoolandplans

toworkas______doctorupon

graduation.A.a;theB.the;aC./;aD.a;/正確答案：C參考解析：本題主要考查冠詞詞義辨析。題干意為：亞歷克斯在這所研究生院專攻醫(yī)學(xué)，他計(jì)劃畢業(yè)后成為一名醫(yī)生?！皊pecializeinsth.”意為“專門研究（或從事）……”，使用零冠詞；“workasa/an”意為“作為一名……”，doctor為輔音音素開頭，故使用a。C項(xiàng)正確。A、B、D三項(xiàng)：均與題干不符，排除。故正確答案為C。[單選題]8.The

reason

why

I

want

to

give

up

the

plan

is

______

if

I

don't,

my

employer

will

be

mad

at

me.A.becauseB.thatC.forD.since正確答案：B參考解析：本題主要考查表語從句的連接詞。題干意為：我想放棄這個(gè)計(jì)劃的原因是如果我不放棄的話，我的老板會(huì)生我的氣。分析句子成分可知，“if

I

don't,

my

employer

will

be

mad

at

me.”為表語從句，且不缺成分和意思，故選擇從屬連詞that，符合句型“The

reason...is

that...”。B項(xiàng)正確。A、C、D三項(xiàng)：均與題干不符，排除。故正確答案為B。[單選題]9.Whichofthefollowingcorrectlydescribesthe

semantic

featuresoftheword“girl”?A.[-Human-Male-Adult]B.[+Human+Male-Adult]C.[+Human-Male+Adult]D.[+Human-Male-Adult]正確答案：D參考解析：本題主要考查語義學(xué)。題干意為：下列選項(xiàng)中哪一個(gè)準(zhǔn)確地描述了“girl”這個(gè)單詞的語義特征？“+”符號(hào)表示具有該特征，“-”符號(hào)表示不具有該特征，根據(jù)單詞“girl”意為“女孩”可知，它的語義特征為“人類，非男性，非成人”。D項(xiàng)正確。A、B、C三項(xiàng)：均與題干不符，排除。故正確答案為D。[單選題]10.Whatistherelationshipbetweenthetwo

sentences“Thestressisondocumentaryand

rightlyso.

Artyphotographsareabore.”A.Phenomenon-reasonB.Problem-solutionC.Instrument-achievementD.Cause-consequence正確答案：A參考解析：本題考查語篇教學(xué)。題干意為：下面這兩個(gè)句子“重點(diǎn)理應(yīng)在紀(jì)錄片上”和“附庸風(fēng)雅的照片使人厭煩”之間是什么關(guān)系？A項(xiàng)意為“現(xiàn)象-理由”，結(jié)合語境，前者為現(xiàn)象，后者為產(chǎn)生這個(gè)現(xiàn)象的原因。A項(xiàng)正確。B項(xiàng)：意為“問題-解決”。與題干不符，排除。C項(xiàng)：意為“工具-成就”。與題干不符，排除。D項(xiàng)：意為“原因-結(jié)果”。與題干不符，排除。故正確答案為A。[單選題]11.“Like”

and

“bike”,

“bat”

and

“pat”,

“l(fā)ook”

and

“book”

are

examples

of

______

used

in

teaching

pronunciation.A.alliterationB.rhythmC.weakformsD.minimalpairs正確答案：D參考解析：本題考查語音教學(xué)的方法。題干意為：like和bike，bat和pat，look和book是在語音教學(xué)中使用的________例子。like的發(fā)音為/la?k/，bike的發(fā)音為/ba?k/；bat的發(fā)音為/b?t/，pat的發(fā)音為/p?t/；look的發(fā)音為/l?k/，book的發(fā)音為/b?k/；根據(jù)三組單詞的發(fā)音可知，每組單詞只有在相同的位置上有一個(gè)音不同，除此以外其他音都相同，這三組詞屬于最小對(duì)立體（minimal

pair），故D項(xiàng)正確。A項(xiàng)：alliteration意為：頭韻；與題干不符，排除。B項(xiàng)：rhythm意為：節(jié)奏，韻律；與題干不符，排除。C項(xiàng)：weak

forms意為：弱讀；與題干不符，排除。故正確答案為D。[單選題]12.Whenstudentsare

askedtolistentoarecordingandreadafterit,theyaredoing______.A.freepracticeB.guidedpracticeC.meaningfulpracticeD.controlledpractice正確答案：D參考解析：本題考查口語教學(xué)。題干意為：當(dāng)學(xué)生被要求聽錄音并跟讀時(shí)，他們正在做________。題干中描述的教學(xué)活動(dòng)“聽錄音并跟讀”屬于控制性活動(dòng)（controlled

practice），即重視語言的形式和準(zhǔn)確性。使學(xué)生關(guān)注語言的結(jié)構(gòu)或功能，以便他們能夠準(zhǔn)確地說出語言。常見的控制性活動(dòng)有閱讀、背通背誦、模仿、重復(fù)、復(fù)述、分角色朗讀等。故D項(xiàng)正確。A項(xiàng)：free

practice意為：自由操練；與題干不符，排除。B項(xiàng)：guided

practice意為：指導(dǎo)性操練；與題干不符，排除。C項(xiàng)：meaningful

practice意為：意義性操練；與題干不符，排除。故正確答案為D。[單選題]13.When

designingatask,teachersshouldtakethefollowing

aspectsintoconsiderationEXCEPT______.A.pacingandgroupingB.materialsandsourcesC.learningskillsandstrategiesD.teachers’interestandpreferences正確答案：D參考解析：本題考查教學(xué)活動(dòng)的設(shè)計(jì)。題干意為：在設(shè)計(jì)任務(wù)時(shí)，老師應(yīng)考慮以下內(nèi)容，除了________。當(dāng)設(shè)計(jì)教學(xué)活動(dòng)時(shí)，考慮的主體應(yīng)是學(xué)生，而不應(yīng)該是老師的興趣和偏好。D項(xiàng)意為：老師的興趣和偏好，故D項(xiàng)與題干相符，當(dāng)選。A項(xiàng)：意為：節(jié)奏和分組；與題干不符，排除。B項(xiàng)：意為：材料和資源；與題干不符，排除。C項(xiàng)：意為：學(xué)習(xí)能力和策略；與題干不符，排除。本題為選非題，故正確答案為D。[單選題]14.Whichof

thefollowingactivitiesissuitabletobeconductedatthe

“production”

step?A.Debating.B.Mimicking.C.Reciting.D.Repeating.正確答案：A參考解析：本題考查教學(xué)模式。題干意為：下面哪一項(xiàng)活動(dòng)適合用在產(chǎn)出環(huán)節(jié)。A項(xiàng)意為：辨論，考查學(xué)生對(duì)語言的運(yùn)用，為開放性的練習(xí)，適合用在產(chǎn)出環(huán)節(jié)，故A項(xiàng)正確。B項(xiàng)：意為：模仿，適合用在新授或練習(xí)環(huán)節(jié)；與題干不符，排除。C項(xiàng)：意為：背誦，適合用在練習(xí)環(huán)節(jié)；與題干不符，排除。D項(xiàng)：意為：重復(fù)，適合用在新授或練習(xí)環(huán)節(jié)；與題干不符，排除。故正確答案為A。[單選題]15.Whichofthe

followingmightbethemostappropriateindevelopingstudents’criticalthinkingthrough

reading?A.Studentsreadastoryandstudygrammarrules.B.Studentslistentoastoryandreaditaloud.C.Studentsreadastoryandevaluateit.D.Studentsreadastoryandreciteit.正確答案：C參考解析：本題考查閱讀教學(xué)。題干意為：下面哪一項(xiàng)更適合通過閱讀鍛煉學(xué)生的批判性思維？C項(xiàng)意為“學(xué)生讀故事，并評(píng)價(jià)它”，其中“評(píng)價(jià)故事”涉及學(xué)生對(duì)故事內(nèi)容的思考，能夠幫助培養(yǎng)學(xué)生的批判性思維。故C項(xiàng)正確。A項(xiàng)：意為：學(xué)生讀故事，并學(xué)習(xí)語法規(guī)則；與題干不符，排除。B項(xiàng)：意為：學(xué)生聽故事，并大聲讀；與題干不符，排除。D項(xiàng)：意為：學(xué)生讀故事，然后背誦；與題干不符，排除。故正確答案為C。[單選題]16.When

a

teacher

says,“Sorry,

I

didn't

get

what

you

said.Can

you

say

it

again?”

,

he/she

is

______.A.offeringanopinionB.askingforadviceC.askingforclarificationD.checkinginstruction正確答案：C參考解析：本題主要考查課堂教學(xué)。題干意為：當(dāng)老師說：“對(duì)不起，我不明白你說的話。你能再說一遍嗎？”，他/她是______。根據(jù)語境可知，老師沒有明白學(xué)生的意思，需要學(xué)生再次說明/澄清自己的看法。C項(xiàng)正確。A項(xiàng)：意為“發(fā)表意見”。與題干不符，排除。B項(xiàng)：意為“征求意見”。與題干不符，排除。D項(xiàng)：意為“檢查指令”。與題干不符，排除。故正確答案為C。[單選題]17.Whenstudentstakeanend-of-termexamtoassess

howwelltheyhavelearntinthepastterm,they

aretakinga(n)

______.A.aptitudetestB.proficiencytestC.placementtestD.achievementtest正確答案：D參考解析：本題主要考查語言測(cè)試類型。題干意為：當(dāng)學(xué)生參加期末考試以檢驗(yàn)他們?cè)谏弦粚W(xué)期學(xué)習(xí)的情況時(shí)，他們是在參加______。D項(xiàng)意為“成績(jī)測(cè)試”，旨在了解一段時(shí)間內(nèi)學(xué)生對(duì)所學(xué)內(nèi)容的掌握情況，以便對(duì)學(xué)生的學(xué)習(xí)成績(jī)作出評(píng)定。測(cè)試的內(nèi)容為該階段所學(xué)內(nèi)容。例如，學(xué)校的期中考試、期末考試。D項(xiàng)正確。A項(xiàng)：意為“潛能測(cè)試”，旨在預(yù)測(cè)學(xué)生學(xué)習(xí)某一新語言的能力傾向的測(cè)試，能衡量學(xué)生在學(xué)習(xí)該語言時(shí)是否具有較強(qiáng)的學(xué)習(xí)能力。與題干不符，排除。B項(xiàng)：意為“水平測(cè)試”，旨在評(píng)價(jià)學(xué)生現(xiàn)有的語言水平能否達(dá)到勝任某一新的學(xué)習(xí)任務(wù)或工作的程度。水平測(cè)試的區(qū)分度較高，能夠區(qū)分不同水平的學(xué)生。與題干不符，排除。C項(xiàng)：意為“分級(jí)測(cè)試”，是一種綜合性的英語水平測(cè)試及心理測(cè)試項(xiàng)目，一般用于分班測(cè)試，用來對(duì)學(xué)生的學(xué)習(xí)水平進(jìn)行快速評(píng)估，為學(xué)生選擇一個(gè)適當(dāng)?shù)膶W(xué)習(xí)起點(diǎn)。與題干不符，排除。故正確答案為D。[單選題]18.Whichofthe

followingisleastimportantin

developingschool-based

teachingmaterials?A.Students'levelandinterest.B.Teachers'professionalexpertise.C.Theaimandneedofyourschool.D.Theformoftheteachingmaterials.正確答案：D參考解析：本題主要考查課程資源開發(fā)與利用。題干意為：以下哪一項(xiàng)在開發(fā)校本教學(xué)資料時(shí)最不重要？積極開發(fā)與合理利用課程資源是有效實(shí)施英語課程的重要保證。英語課程資源包括教材及有利于學(xué)生學(xué)習(xí)和教師教學(xué)的其他教學(xué)材料、支持系統(tǒng)和教學(xué)環(huán)境，還包括人的資源。教材是英語課程的核心資源。為了充分利用和有效開發(fā)教材資源，教師應(yīng)深入分析教材，準(zhǔn)確把握教材設(shè)計(jì)理念和內(nèi)容，熟悉教材編排特點(diǎn)。教師要深入研讀教材，在教學(xué)中根據(jù)學(xué)生的水平和教學(xué)需要，有效利用和開發(fā)教材資源，激發(fā)學(xué)生的學(xué)習(xí)興趣，開闊學(xué)生的視野，拓展學(xué)生的思維。學(xué)校還可以適當(dāng)選用或開發(fā)教材之外的優(yōu)質(zhì)教學(xué)資源，以補(bǔ)充教材的教學(xué)內(nèi)容。校本教材是以校為本的教材，是學(xué)校自己開發(fā)的校本課程所用的教學(xué)材料的統(tǒng)稱。

校本教材的編制以學(xué)校教師為主體。

結(jié)合以上內(nèi)容可知，教學(xué)資源的形式是最不重要的。D項(xiàng)與題干相符，當(dāng)選。A項(xiàng)：意為“學(xué)生的水平和興趣”。與題干不符，排除。B項(xiàng)：意為“教師的專業(yè)知識(shí)”。與題干不符，排除。C項(xiàng)：意為“學(xué)校的目的和需要”。與題干不符，排除。本題為選非題，故正確答案為D。[單選題]19.Whichofthe

followingstrategieswould

bestfacilitate

peerlearninginwriting?A.Askingstudentstogradetheirpeers'writing.B.Providingstudentswithanevaluationchecklist.C.Encouragingstudentstogiveonlypositivefeedback.D.Instructingstudentstofocusononlyonetypeoferror.正確答案：A參考解析：本題主要考查寫作教學(xué)題干意為：以下哪種策略最有利于促進(jìn)學(xué)生寫作時(shí)的同伴學(xué)習(xí)？A項(xiàng)意為“要求學(xué)生給同伴的作文打分”，在給同伴作文打分時(shí)，需要仔細(xì)分析同伴作文，才能給出合理的分?jǐn)?shù)。A項(xiàng)正確。B項(xiàng)：意為“為學(xué)生提供一份評(píng)分表”。與題干不符，排除。C項(xiàng)：意為“鼓勵(lì)學(xué)生只給予積極的反饋”。與題干不符，排除。D項(xiàng)：意為“指導(dǎo)學(xué)生只關(guān)注一種類型的錯(cuò)誤”。與題干不符，排除。故正確答案為A。[單選題]20.AccordingtotheInputHypothesis,ateacher

should

______.A.providestudentswithwhatevermaterialshe/shecanfindB.chooselanguagematerialslowerthanstudentcurrentlevelC.providestudentswithasmuchauthenticlanguageaspossibleD.chooselanguagematerialsalittlehigherthanstudents'currentlevel正確答案：D參考解析：本題主要考查語言輸入假說。題干意為：根據(jù)語言輸入假說，教師應(yīng)該______。語言輸入假說是克拉申語言習(xí)得理論的核心部分，它指的是只有當(dāng)習(xí)得者接觸到可理解的語言輸入，即略高于他現(xiàn)有語言技能水平的第二語言輸入，而且他又能把注意力集中于對(duì)意義或?qū)π畔⒌睦斫舛皇菍?duì)形式的理解時(shí)，才能產(chǎn)生習(xí)得。D項(xiàng)意為“選擇比學(xué)生當(dāng)前水平稍高一點(diǎn)的語言材料”，D項(xiàng)正確。A項(xiàng)：意為“為學(xué)生提供他/她能找到的任何材料”。與題干不符，排除。B項(xiàng)：意為“選擇低于學(xué)生當(dāng)前水平的語言材料”。與題干不符，排除。C項(xiàng)：意為“為學(xué)生提供盡可能多的真實(shí)的語言”。與題干不符，排除。故正確答案為D。[問答題]1.簡(jiǎn)述朗讀(Readingaloud)在英語教學(xué)中的兩個(gè)作用（8分），寫出教師需從哪兩個(gè)方面指導(dǎo)學(xué)生朗讀（6分）以及在指導(dǎo)過程中兩個(gè)應(yīng)該注意的事項(xiàng)。（6分）正確答案：詳見解析參考解析：（1）朗讀在英語教學(xué)中的作用：①朗讀活動(dòng)同時(shí)調(diào)動(dòng)多種器官，從而加強(qiáng)對(duì)英語的理解和記憶。我們學(xué)習(xí)英語的時(shí)候，進(jìn)行朗讀活動(dòng)的同時(shí)，就調(diào)動(dòng)了多個(gè)人體器官。在這一復(fù)雜過程中，在整個(gè)朗讀活動(dòng)中完成了同一語言材料理解的兩次處理，尤其是整個(gè)過程中，發(fā)音器官的參與和對(duì)于聲音的辨別和識(shí)記可以強(qiáng)化和鞏固語言材料，也就是深化了對(duì)于語言材料的處理，那么可以深刻地記憶語言材料和語言信息。②朗讀活動(dòng)與語音聽覺記憶的關(guān)系促進(jìn)發(fā)展英語聽力和閱讀能力。通過大量的朗讀發(fā)聲練習(xí)，從而習(xí)得詞匯，短語和句子等方面內(nèi)在的語音印象記憶，形成語音與語義的結(jié)合，可以明顯地促進(jìn)發(fā)展學(xué)習(xí)者的英語聽力和閱讀能力。③朗讀有助于英語口語能力的提高通過數(shù)量足夠且質(zhì)量高的朗讀訓(xùn)練，可以同時(shí)掌握英語音素的準(zhǔn)確發(fā)音，并且準(zhǔn)確提高詞匯的讀音。而且大量的朗讀練習(xí)活動(dòng)為流利的口語交流提供了前提。④朗讀可以提高英語學(xué)習(xí)者的寫作水平朗讀解決語音發(fā)音問題的同時(shí)，可以使學(xué)習(xí)者有效地學(xué)習(xí)和掌握文章的句法風(fēng)格技巧，寫作是一種輸出語言材料的過程，朗讀是語言信息的輸入，沒有輸入就沒有輸出。朗讀通過提高學(xué)習(xí)者英語語感的構(gòu)建，從而影響著英語寫作的產(chǎn)出。（任選兩點(diǎn)即可）（2）教師需從以下兩方面指導(dǎo)學(xué)生朗讀：①確定朗讀任務(wù)：根據(jù)學(xué)生的不同層次，確定不同的朗讀任務(wù)，有的放矢。由淺到深，由易到難，讓各個(gè)層次的學(xué)生都有任務(wù)可做。②多鼓勵(lì)和示范：因?yàn)橛行W(xué)生比較內(nèi)向，缺乏自信，在進(jìn)行朗讀訓(xùn)練時(shí)，常常會(huì)產(chǎn)生一些思想障礙或心理障礙，不愿或不敢開聲朗讀英語。這時(shí)候老師應(yīng)該多示范，領(lǐng)讀，聽原聲錄音，多鼓勵(lì)和表?yè)P(yáng)。讓學(xué)生自信地開口朗讀。③創(chuàng)設(shè)情境：創(chuàng)設(shè)與課文匹配的情景，通過反復(fù)聽錄音、老師范讀、學(xué)生范讀等形式，讓學(xué)生揣摩文中人物的語氣，找準(zhǔn)詞句的重讀、弱讀和連讀，以及停頓點(diǎn)，多聽多模仿，在這一要求中特別強(qiáng)調(diào)讓學(xué)生學(xué)會(huì)“有感情地朗讀”。④通過競(jìng)賽，提高朗讀能力。語言運(yùn)用是一種技能，而技能是通過反復(fù)實(shí)踐養(yǎng)成的，所以經(jīng)常性地組織學(xué)生開展多樣的朗讀活動(dòng)，是提高學(xué)生朗讀水平的最有效的途徑。（任選兩點(diǎn)即可）（3）教師在指導(dǎo)學(xué)生朗讀過程中應(yīng)該注意的事項(xiàng)：①朗讀教學(xué)目標(biāo)要明確：在指導(dǎo)學(xué)生朗讀時(shí)，更多情況下課堂朗讀重形式，輕目的，學(xué)生的朗讀往往只停留在內(nèi)容層面，無法讀出文章感情和意圖也很少能讀出意群、停頓或節(jié)奏感。因此教師應(yīng)該培養(yǎng)學(xué)生從學(xué)習(xí)發(fā)音到能朗讀，從正確朗讀到流暢朗讀，明確不同階段朗讀教學(xué)的目標(biāo)和內(nèi)容。②選擇作品要適宜：要符合學(xué)生的年齡、性別、興趣愛好等，能夠引起他們的共鳴和興趣。同時(shí)，朗讀材料的文學(xué)價(jià)值也應(yīng)該是重要的選擇標(biāo)準(zhǔn)。③合理的評(píng)價(jià)：教師應(yīng)該對(duì)學(xué)生進(jìn)行合理的評(píng)價(jià)，既關(guān)注學(xué)生的技能表現(xiàn)，也重視學(xué)生的情感表達(dá)，讓學(xué)生能夠在評(píng)價(jià)中獲得成長(zhǎng)和進(jìn)步。④指導(dǎo)的循序漸進(jìn)：朗讀指導(dǎo)要有層次，隨著朗讀遍數(shù)的增加，朗讀要求要隨之提高。（任選兩點(diǎn)即可）[問答題]2.根據(jù)題目要求完成下列任務(wù)，用國(guó)家通用語言文字作答。下面教學(xué)片段來自某初中英語教師的口語教學(xué)。T:OK.

Let'spracticethisdialogue.Ss:...(Ssdon'tknowwhattodo.)T:Well,youaskyourpartner

"Doyoulike

bananas?",yourpartneranswers"Yes,Ido."Ifhe

orshedoesn'tlike,thensay“No,Idon'tlikeit".

Understandnow?Ss:OK.(Ssreadoutthedialogueinthetextbookinpair)T:Now.(toonestudent)Doesyourpartnerlike

bananas?S1:Yes,

hedoes.T:(toanotherstudent)Doesyourpartnerlike

bananas?S2:No,hedon't.T:No,no,no,no.Hedoesn't!S2:Oh.Oh.Yes

.Hedoesn't.T:Youmustpayattentiontothat.

OK?Now

pleasereadafterme.Doyoulikebananas?Ss:(inchorus)Doyoulikebananas?T:Yes,Ido.Ss(inchorus)Yes,Ido.根據(jù)所給信息回答下面問題：（1）該教學(xué)片段屬于哪個(gè)教學(xué)環(huán)節(jié)（3分）？其教學(xué)目的是什么？(1分）（2）指出該教學(xué)片段存在的三個(gè)問題。（12分）（3）如何針對(duì)上述問題進(jìn)行相應(yīng)的改進(jìn)？（12分）正確答案：詳見解析參考解析：（1）該教學(xué)片段屬于口語教學(xué)的操練環(huán)節(jié)，教學(xué)目的是加深學(xué)生對(duì)新句型Do

you

like…？及其回答的理解和應(yīng)用，鍛煉其口語表達(dá)能力，促進(jìn)學(xué)生練習(xí)鞏固所學(xué)知識(shí)。（2）問題一：課堂指令不清晰，在操練前沒有解釋活動(dòng)的內(nèi)容、形式、要求等具體要求，導(dǎo)致學(xué)生不知從何練起；問題二：練習(xí)活動(dòng)單一，在練習(xí)階段僅進(jìn)行了機(jī)械性的操練問答活動(dòng)，讓學(xué)生照著書上的內(nèi)容進(jìn)行簡(jiǎn)單問答，不利于啟發(fā)式教學(xué)和培養(yǎng)學(xué)生的學(xué)習(xí)興趣；問題三：糾錯(cuò)方式不太合理，學(xué)生出現(xiàn)錯(cuò)誤時(shí)，教師采用直接糾錯(cuò)法，直接否定學(xué)生并給出正確答案，容易打擊學(xué)生的自尊心和自信心，不利于啟發(fā)式教學(xué)；問題四：教學(xué)評(píng)價(jià)單一，該活動(dòng)過程中僅出現(xiàn)對(duì)學(xué)生錯(cuò)誤的評(píng)價(jià)，而對(duì)于學(xué)生的練習(xí)和師生問答均未給出相應(yīng)的評(píng)價(jià)，未能發(fā)揮評(píng)價(jià)的積極作用，也不利于提高學(xué)生學(xué)習(xí)的積極性。（答出任意三點(diǎn)即可）（3）改進(jìn)建議：?jiǎn)栴}一：教師在設(shè)計(jì)指令語的過程中，應(yīng)該明確規(guī)范指令語的內(nèi)容，以便讓學(xué)生清晰準(zhǔn)確地了解指令語的目的，必要時(shí)可以進(jìn)行示范。因此在操練開始時(shí)，教師應(yīng)該明確指出同桌二人一組，就新學(xué)的句型Do

you

like…？進(jìn)行相互問答，并給出練習(xí)的時(shí)限，這樣學(xué)生可以清晰準(zhǔn)確地了解學(xué)習(xí)內(nèi)容，有效地進(jìn)行練習(xí)。問題二：新課講授后，應(yīng)通過游戲、情境創(chuàng)設(shè)等多種方式展開操練活動(dòng)，可以設(shè)置機(jī)械操練、意義練習(xí)和交際性練習(xí)等多層次練習(xí)活動(dòng)，循序漸進(jìn)、由淺入深地強(qiáng)化所學(xué)內(nèi)容，多角度地鞏固新知，提高學(xué)生的語言運(yùn)用能力。問題三：學(xué)生出現(xiàn)錯(cuò)誤時(shí)，教師應(yīng)該遵循糾錯(cuò)的鼓勵(lì)性、啟發(fā)性和策略性原則，比如該教師可以通過重述、強(qiáng)調(diào)、澄清等，啟發(fā)學(xué)生自己發(fā)現(xiàn)錯(cuò)誤并改正，教師再給出正面的評(píng)價(jià)。這樣既能防止學(xué)生產(chǎn)生過分的焦慮和挫折感，同時(shí)也保護(hù)了學(xué)生的自尊心、自信心和積極性。問題四：評(píng)價(jià)是及時(shí)監(jiān)控教學(xué)過程和教學(xué)效果的重要手段，教師要正確處理二者之間的關(guān)系，評(píng)價(jià)要服務(wù)教學(xué)、反饋教學(xué)、促進(jìn)教學(xué)。該教師應(yīng)注意在教學(xué)過程中多給予學(xué)生多維度的評(píng)價(jià)，也可以讓學(xué)生參與評(píng)價(jià)，從而推動(dòng)課堂教學(xué)，提高學(xué)習(xí)效果。（答出任意三點(diǎn)即可，與第二問匹配）[問答題]3.設(shè)計(jì)任務(wù)：請(qǐng)閱讀下面的學(xué)生信息和語言素材，設(shè)計(jì)20分鐘的聽說教學(xué)方案。教案沒有固定格式，但須包含下列要點(diǎn)：①Teachingobjectives②Teachingcontents③Keyanddifficultpoints④Majorstepsandtimeallocation

⑤Activitiesandjustifications教學(xué)時(shí)間：20分鐘學(xué)生概況：某城鎮(zhèn)普通中學(xué)八年級(jí)（初中二年級(jí)）第二學(xué)期學(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)（2022年版）》三級(jí)水平。學(xué)生課堂參與積極性較高。語言素材：Helpline:

Hello.Friendship

Helpline.

Who's

calling,

please?Lingling:

Hello.

This

is

Lingling

speaking.Helpline:

Hi,

Lingling!

How

can

I

help

you?Lingling:

I

have

a

problem

with

my

best

friend.

She

is

called...Helpline:

No,

don't

tell

me

who

she

is.

Tell

me

when

the

problem

started.Lingling:

Yes.

Well,

we've

been

friends

for

five

years.

We

got

separated

when

we

went

to

different

schools

last

term,

but

we

stayed

in

touch.Helpline:

So

could

you

explain

what

happened

then?Lingling:

This

term,

she

came

to

study

at

my

school.

I

was

so

happy

at

first.

But

she's

so

different.Helpline:

Can

you

tell

me

how

she's

different?Lingling:

She

doesn't

like

me

to

see

my

other

friends.Helpline:

Could

I

ask

if

you've

mentioned

this

to

her?Lingling:

Yes,

but

she

refused

to

listen.Helpline:

OK,

do

you

know

why

she

treats

you

like

that?Lingling:

No.

I

don't

know.Helpline:

Maybe

she

doesn't

feel

very

sure

of

herself

in

her

new

school.Lingling:

Maybe.Helpline:

She

probably

feels

lonely

without

you.

I'm

sure

she

regrets

hurting

you.

So

be

patient

with

her

and

explain

to

her

that

she

can

make

friends

with

your

other

friends

too.

Try

to

introduce

her

to

them.Lingling:

I

see.

I'll

encourage

her

to

join

in

more.Thanks.Helpline:

No

problem,

Lingling.You're

welcome.正確答案：詳見解析參考解析：1.Teaching

contentThis

is

a

listening

lesson.

It

talks

about

a

dialogue

about

how

to

get

on

well

with

best

friends

and

how

to

handle

the

barriers

in

the

daily

life

to

keep

the

good

friendship.

The

dialogue

mainly

introduces

Lingling's

problem

with

her

best

friend

and

the

suggestions

from

Helpline

towards

it.2.Teaching

objectives①Language

competence:Students

can

understand

the

new

words

and

phrases,

such

as

“have

a

problem

with,

explain,

feel

sure

of

and

so

on”.Through

listening,

students

will

understand

the

main

idea

of

the

listening

materials

and

be

able

to

use

the

target

language

to

talk

about

some

problems

with

one’s

best

friends.②Cultural

awareness:Students

can

have

correct

values,

positive

emotional

attitude

and

get

along

well

with

othersStudents

can

learn

to

stay

on

good

terms

with

their

friends

and

understand

the

nature

of

friendship.③Thinking

quality:

Students

can

sort

out

and

summarize

the

information

in

the

material.④Learning

ability:

Students

will

be

willing

to

take

part

in

the

class

activities

and

cooperate

with

other

group

members.3.Key

and

difficult

points①Key

pointsHelp

students

know

the

meaning

and

usage

of

the

new

words

and

phrases.Let

students

get

the

content

of

this

lesson

through

listening.②Difficult

pointsHow

to

guide

students

to

utilize

the

skills

to

extract

information.To

improve

the

confidence

of

speaking

English

and

help

students

realize

the

significance

of

friendship.4.Major

stepsStep

1

Pre-listening

(6

mins)(1)

New

knowledge

teachingWith

the

help

of

some

pictures,

the

teacher

will

guide

students

to

understand

the

meaning

and

usage

of

the

new

words

and

phrases,

including

“have

a

problem

with,

explain,

feel

sure

of

and

so

on”.(2)

PredictionBefore

listening,

the

teacher

will

organize

students

to

make

a

prediction.

Some

hints

will

be

provided

to

help

them.Hint

1:

Words

and

phrases

just

referred

to.Hint

2:

Some

pictures

in

which

students

can

see

some

problems

that

they

may

have

with

their

best

friends.【Justification】The

above

activities

can

help

students

recognize

the

new

words

and

phrases,

remove

the

barriers,

and

lay

the

foundation

for

the

next

step

of

“l(fā)istening”.Step

2

While-listening(10

mins)(1)Extensive

listeningStudents

will

listen

to

the

passage

for

the

first

time

to

check

their

predictions

and

conclude

the

main

idea

of

the

passage.(2)Intensive

listeningStudents

should

listen

to

the

passage

for

the

second

time

and

do

the

following

task:True

or

FalseLingling’s

friend

doesn't

feel

very

sure

of

herself

in

her

new

school.(T/F)Lingling

won’t

be

patient

with

her

friend

and

explain

to

her

that

she

can’t

make

friends

with

Lingling’s

other

friends

too.(T/F)Helpline

need

to

know

Lingling’s

friend’s

name.(T/F)(3)

Listening

and

repeatingStudents

will

listen

to

the

passage

for

the

third

time

and

read

after

it.

They

should

pay

attention

to

the

pronunciation

and

intonation.【Justification】In

the

process

of

completing

the

listening

tasks

at

different

levels,

students

can

not

only

understand

the

content

and

certain

details

of

the

passage,

but

also

improve

their

listening

skills.Step

3

Post-listening(4

mins)Group

discussionStudents

will

work

in

groups

to

discuss

the

following

question:

how

do

you

get

on

well

with

your

best

friends

and

how

do

you

handle

the

barriers

in

the

daily

life

to

keep

the

good

friendship?

Several

minutes

will

be

given.

When

time's

up,

several

students

will

be

invited

to

share

their

answers.

Then

the

teacher

will

comment

on

students'

performances.【Justification】Group

activities

will

provide

students

with

the

opportunity

to

apply

what

they

have

learned

to

the

situation,

improve

their

comprehensive

language

skills,

and

boost

their

confidence

in

learning

English

and

strengthen

their

sense

of

teamwork.共享題干題Passage1Itaughtinapublic***for10years.Now,preparingpre-serviceteachers,Ihaveadifferentperspectiveontheirlives.HerearesometruthsIsharewiththem.Asayoungteacher,I***thatlovingtobewithkidswouldbeenoughtogetmethroughlongdays.Idiscoveredearlyonthatteachingisahardjob***.It'ssomuchmorethanhelpingkidsandcreatingengagingassignments;itisconferences,****gradingandpaperwork.Youhavetocometotheclassroomwithadeepunderstandingofyourroleandhowitextends.Earlyoninmycareer,IcomplainedtoacolleaguethatIwasaclassroomteacher,sowhywasIbeingaskedtobeamom,nurse,custodian,therapist,socialworker,cheerleader,andjudgeandjury?Mycolleaguesaid,***arewhatthekidsneedyoutobeatthatmoment."Atthetime,heradvicedidn'thelp,butIlaterrealizedhowrightshewas.Studentsarepeopletoo,andjustlikeusgrown-ups.Beempatheticandtakecareofyourstudents'needs.Thatistheunwrittenroleoftheteacher.Noonetoldmethatannualclasspictureswoulddocumentmyout-of-dateclothes,unfashionablehairstyles,andfluctuatingbodymass.Luckily,inmyyoungeryears,Iinsteadmindlesslytossedtheminadeskdrawerandletthemaccumulateovertheyears,IamsogladIdid.Thoseembarrassingclasspicturesnowmakeupthebulkofmy"whyIloveteaching"emergencybox.OnadaywhenIneedsomeremindingofwhyIkeeppluggingalong,IpullthosepicturesoutandflipthroughthememoriesImadewiththem.Don'tgetmewrong,therearesomepicturesthatmakemeask,"Howdidweeversurvive?"Buteventhosemomentsmakemesmilebecausewedidsurviveand,inmanycases,wethrived.Theyareagreatreminderofhowmyworkandpassionhaveinfluencedthosestudents'lives.I'mprobablynotthefirstorlastteachertostriveforperfectioninevery*****spenttoomuchtimeinmyyoungerdaysthinkingthatonceIhadmoreexperiencewiththecurriculum,onceIhadadifferentmixofstudents,andonceImasteredclassroom****,Iwouldbeabletodeliverflawlesslessons.WhatIhavecometorealizeisthatthelandofperfectlessonsdoesn'texist.Wearehumanbeingswhoaretaskedwithworkingwithother******.Thataddsuptoawholelotoffalliblehumanbeingsinoneclassroom.You'llneverbeabletopredicthoweverystudent*****ineverymomentorhowyouwilladjusttothehurdlesyoufaceeachday.Beasgentle,patient,and***withyourselfasyouarewithyourstudents.Thosechildrenin**youarealsothe****joyoftheirfamilies.You'vebeengiventheprivilegeofeducatingthem.Parentsarenothidingthegoodonesathomeandsendingyoutherambunctiousonesfor****.Youaregettingthebestthey'vegot.Spendtimebuildingrelationships.Youwillwanttoquitandplananew***thathasnothingtodowithkid,*****twiceasmuchandprovidesthefreedomtousetherestroomonawhim.You'll**atimewhenyouwillsitdowntoeatlunch.*****,Ihopeyouwillspendsometimethinkingaboutyour"biggerpurpose."Andwiththat******ofpurpose,1hopethatyouwillpauseandrememberwhatbroughtyoutotheprofessioninthefirstplace.[單選題]1.Whathasmadethe

authorunderstandthose

unwritten

rolesofateacher?A.Herstudents'expectations.B.Hercolleague'stimelyadvice.C.Hersympathywithherstudents.D.Herawarenessofstudent'sneeds.正確答案：D參考解析：本題主要考查細(xì)節(jié)理解。題干意為：什么讓作者理解了未被明文寫出的教師角色？根據(jù)題干中的關(guān)鍵詞unwritten

roles可以定位到文章的第三段尾句。根據(jù)第三段第四、五、六句“At

the

time,

her

advice

didn't

help,

but

I

later

realized

how

right

she

was.

Students

are

people

too,

and

just

like

us

grown-ups.

Be

empathetic

and

take

care

of

your

students'

needs.That

is

the

unwritten

role

of

the

teacher.”可知，同事給出了建議，但是作者并沒有聽進(jìn)去。后來作者體會(huì)到要對(duì)學(xué)生持有同理心，考慮學(xué)生的需求。D項(xiàng)正確。A項(xiàng)：意為“學(xué)生的期望”。與題干不符，排除。B項(xiàng)：意為“同事的及時(shí)建議”。與題干不符，排除。C項(xiàng)：意為“同情學(xué)生”。與題干不符，排除。故正確答案為D。Itaughtinapublic***for10years.Now,preparingpre-serviceteachers,Ihaveadifferentperspectiveontheirlives.HerearesometruthsIsharewiththem.Asayoungteacher,I***thatlovingtobewithkidswouldbeenoughtogetmethroughlongdays.Idiscoveredearlyonthatteachingisahardjob***.It'ssomuchmorethanhelpingkidsandcreatingengagingassignments;itisconferences,****gradingandpaperwork.Youhavetocometotheclassroomwithadeepunderstandingofyourroleandhowitextends.Earlyoninmycareer,IcomplainedtoacolleaguethatIwasaclassroomteacher,sowhywasIbeingaskedtobeamom,nurse,custodian,therapist,socialworker,cheerleader,andjudgeandjury?Mycolleaguesaid,***arewhatthekidsneedyoutobeatthatmoment."Atthetime,heradvicedidn'thelp,butIlaterrealizedhowrightshewas.Studentsarepeopletoo,andjustlikeusgrown-ups.Beempatheticandtakecareofyourstudents'needs.Thatistheunwrittenroleoftheteacher.Noonetoldmethatannualclasspictureswoulddocumentmyout-of-dateclothes,unfashionablehairstyles,andfluctuatingbodymass.Luckily,inmyyoungeryears,Iinsteadmindlesslytossedtheminadeskdrawerandletthemaccumulateovertheyears,IamsogladIdid.Thoseembarrassingclasspicturesnowmakeupthebulkofmy"whyIloveteaching"emergencybox.OnadaywhenIneedsomeremindingofwhyIkeeppluggingalong,IpullthosepicturesoutandflipthroughthememoriesImadewiththem.Don'tgetmewrong,therearesomepicturesthatmakemeask,"Howdidweeversurvive?"Buteventhosemomentsmakemesmilebecausewedidsurviveand,inmanycases,wethrived.Theyareagreatreminderofhowmyworkandpassionhaveinfluencedthosestudents'lives.I'mprobablynotthefirstorlastteachertostriveforperfectioninevery*****spenttoomuchtimeinmyyoungerdaysthinkingthatonceIhadmoreexperiencewiththecurriculum,onceIhadadifferentmixofstudents,andonceImasteredclassroom****,Iwouldbeabletodeliverflawlesslessons.WhatIhavecometorealizeisthatthelandofperfectlessonsdoesn'texist.Wearehumanbeingswhoaretaskedwithworkingwithother******.Thataddsuptoawholelotoffalliblehumanbeingsinoneclassroom.You'llneverbeabletopredicthoweverystudent*****ineverymomentorhowyouwilladjusttothehurdlesyoufaceeachday.Beasgentle,patient,and***withyourselfasyouarewithyourstudents.Thosechildrenin**youarealsothe****joyoftheirfamilies.You'vebeengiventheprivilegeofeducatingthem.Parentsarenothidingthegoodonesathomeandsendingyoutherambunctiousonesfor****.Youaregettingthebestthey'vegot.Spendtimebuildingrelationships.Youwillwanttoquitandplananew***thathasnothingtodowithkid,*****twiceasmuchandprovidesthefreedomtousetherestroomonawhim.You'll**atimewhenyouwillsitdowntoeatlunch.*****,Ihopeyouwillspendsometimethinkingaboutyour"biggerpurpose."Andwiththat******ofpurpose,1hopethatyouwillpauseandrememberwhatbroughtyoutotheprofessioninthefirstplace.[單選題]2.Why

does

the

author

call

her

desk

drawer

an"emergency

box"

in

Paragraph

4?A.Becauseitremindsherofherpurposeofteachingwhensomethingunexpectedoccurs.B.Becauseitwakesuphermemoryofhowtheyhavepulledthemselvesthroughhardtimes.C.Becauseitbringsbackheroldandunfashionableimageasayoungteacher.D.Becauseitrecordsallsacrificesshehasmadeforherstudentsovertheyears.正確答案：A參考解析：本題主要考查細(xì)節(jié)理解。題干意為：為什么作者在第4段中稱她的書桌抽屜為“應(yīng)急箱”？根據(jù)第四段“Those

embarrassing

class

pictures

now

make

up

the

bulk

of

my

"why

I

love

teaching"

emergency

box.

On

a

day

when

I

need

some

reminding

of

why

I

keep

plugging

along,

I

pull

those

pictures

out

and

flip

through

the

memories

I

made

with

them.”可知，當(dāng)作者需要一些事情去提醒他為何要為生活努力的時(shí)候，便會(huì)拿出這個(gè)箱子里的照片來回憶。A項(xiàng)意為“當(dāng)一些事與愿違或意想不到的事情發(fā)生時(shí)，它會(huì)使她回想起教學(xué)的初衷”，符合題意，A項(xiàng)正確。B項(xiàng)：意為“因?yàn)樗鼏酒鹆水?dāng)時(shí)他們?nèi)绾味冗^艱難時(shí)光的回憶”。與題干不符，排除。C項(xiàng)：意為“因?yàn)檫@讓她想起了作為一名年輕教師的老氣而又過時(shí)的形象”。與題干不符，排除。D項(xiàng)：意為“因?yàn)樗涗浟怂嗄陙頌閷W(xué)生們所做的所有奉獻(xiàn)和犧牲”。與題干不符，排除。故正確答案為A。Itaughtinapublic***for10years.Now,preparingpre-serviceteachers,Ihaveadifferentperspectiveontheirlives.HerearesometruthsIsharewiththem.Asayoungteacher,I***thatlovingtobewithkidswouldbeenoughtogetmethroughlongdays.Idiscoveredearlyonthatteachingisahardjob***.It'ssomuchmorethanhelpingkidsandcreatingengagingassignments;itisconferences,****gradingandpaperwork.Youhavetocometotheclassroomwithadeepunderstandingofyourroleandhowitextends.Earlyoninmycareer,IcomplainedtoacolleaguethatIwasaclassroomteacher,sowhywasIbeingaskedtobeamom,nurse,custodian,therapist,socialworker,cheerleader,andjudgeandjury?Mycolleaguesaid,***arewhatthekidsneedyoutobeatthatmoment."Atthetime,heradvicedidn'thelp,butIlaterrealizedhowrightshewas.Studentsarepeopletoo,andjustlikeusgrown-ups.Beempatheticandtakecareofyourstudents'needs.Thatistheunwrittenroleoftheteacher.Noonetoldmethatannualclasspictureswoulddocumentmyout-of-dateclothes,unfashionablehairstyles,andfluctuatingbodymass.Luckily,inmyyoungeryears,Iinsteadmindlesslytossedtheminadeskdrawerandletthemaccumulateovertheyears,IamsogladIdid.Thoseembarrassingclasspicturesnowmakeupthebulkofmy"whyIloveteaching"emergencybox.OnadaywhenIneedsomeremindingofwhyIkeeppluggingalong,IpullthosepicturesoutandflipthroughthememoriesImadewiththem.Don'tgetmewrong,therearesomepicturesthatmakemeask,"Howdidweeversurvive?"Buteventhosemomentsmakemesmilebecausewedidsurviveand,inmanycases,wethrived.Theyareagreatreminderofhowmyworkandpassionhaveinfluencedthosestudents'lives.I'mprobablynotthefirstorlastteachertostriveforperfectioninevery*****spenttoomuchtimeinmyyoungerdaysthinkingthatonceIhadmoreexperiencewiththecurriculum,onceIhadadifferentmixofstudents,andonceImasteredclassroom****,Iwouldbeabletodeliverflawlesslessons.WhatIhavecometorealizeisthatthelandofperfectlessonsdoesn'texist.Wearehumanbeingswhoaretaskedwithworkingwithother******.Thataddsuptoawholelotoffalliblehumanbeingsinoneclassroom.You'llneverbeabletopredicthoweverystudent*****ineverymomentorhowyouwilladjusttothehurdlesyoufaceeachday.Beasgentle,patient,and***withyourselfasyouarewithyourstudents.Thosechildrenin**youarealsothe****joyoftheirfamilies.You'vebeengiventheprivilegeofeducatingthem.Parentsarenothidingthegoodonesathomeandsendingyoutherambunctiousonesfor****.Youaregettingthebe