四川初中教師資格考試

《英語(yǔ)學(xué)科知識(shí)與教學(xué)能力》歷年真題及答案解析

(2017-2020)

2020下半年四川教師資格初中英語(yǔ)學(xué)科知識(shí)與教學(xué)能力真題及答案

2019上半年四川教師資格初中英語(yǔ)學(xué)科知識(shí)與教學(xué)能力真題及答案

2018上半年四川教師資格初中英語(yǔ)學(xué)科知識(shí)與教學(xué)能力真題及答案

2017下半年四川教師資格初中英語(yǔ)學(xué)科知識(shí)與教學(xué)能力真題及答案

2017上半年四川教師資格初中英語(yǔ)學(xué)科知識(shí)與教學(xué)能力真題及答案

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2020下半年四川教師資格初中英語(yǔ)學(xué)科知識(shí)與教學(xué)能力真

題及答案

一、單項(xiàng)選擇題（本大題共30小題，每小題2分，共60分）

1.Whichofthefollowingshewsthecorrectstressoftheword“pedestrian”?

A.rpadestrian/B./pades,trisn/

C./padestri*an/I）./pa'destrian/

【答案】D

2.Whichofthefollowingwordshasadifferentstresspattern?

A.FacilityB.Caterpillar

C.CommunityD.Accompany

【答案】B

3.Becauseofthestrongsunthenewdrawing-roomcurtainshavefromdarkblue

togrey.

A.fadeB.paled

C.faintedD.blurred

【答案】A

4.Whichofthefollowingpairsofwordsaresynonyms?

A.Red-colorB.Tall-short

C.Petrol-gasolineD.Father-father

【答案】C

5.Wedon'tknowwhatexperimentthoseresearcherswouldonfemalestotestthis

hypothesis.

A.applyB.carry

C.deliverD.perform

【答案】B

6.TomsaidhewouldgotoHongKongforwintervacationandhego.

A.didB.had

C.docsD.will

【答案】A

7.Itisforbiddenfast2rthan60mphonthishighway.

A.todrivingB.todrive

C.beingdrivenD.tobedriven

【答案】B

8.Inthesentence"It'snousecryingoverthespiltmilk”,theitalicizedpart

is.

A.anobjectB.anadverbial

C.asubjectD.acomplement

【答案】C

9.Whichofthefollowingdescribesthefunctionofthesentence“Itisaniceday,

isn'tit"?

A.InformativeB.Phatic

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C.DirectiveD.Performative

【答案】B

10.Whichofthefollowingdescribestheprocessinwhichone*slanguageability

isdevelopedinnaturalandeverydaysituation?

A.PerformanceB.Competence

C.LearningD.Acquisition

【答案】D

11.Whatroledoeshe/sheplaywhenateacherexplainsthepurposeofatask,the

stepstodoitanditstimelimit?

A.Anorganizer.B.Anobserver

C.AnevaluatorI).Aprompter

【答案】A

12.Whatdoeshe/sheintendtodowhenateacherwritesthefollowingsentences”She

getsupearly.Shewearsauniform.Sheworksveryhard.wontneblackboardatthe

presentationstage?

A.Practicesentencepatternsusingmodelsentences.

B.Checkifstudentscanpronouncethesentences.

C.Monitorwhetherstudentscanaccuratelyexpresstheirideas.

D.Drawstudents*attentiont。theformofanewlanguageitem.

【答案】D

13.Whatskilldoeshe/sheusewhenastudentuseslanguageknowledgeandcontextual

cluestofigureoutthemeaningofanewword?

A.Contrasting.B.Summarizing

C.DeducingD.Predicting

【答案】C

14.Supplementing,deleting,simplifyingandreorderingareof^enusedin.

A.adaptingteachingmaterials

B.deliveringteachingmaterials

C.evaluatingteachingmaterials

D.presentingteachingmaterials

【答案】A

15.Whichofthefollowingisleastrecommendedatthelead-instageinareading

class?

A.Activatingstudents,schemaofthetopic.

B.Givingadviceonhowtoussreadingstrategies.

C.Sharingbackgroundinformationaboutthetext.

D.Correctinglanguagemistakesstudentshavemade.

【答案】D

16.Whichofthefollowingbestdescribesthephenomenonthatlearnersapplythe

skillsacquiredinonefieldtoanother?

A.TransferB.Deduction

C.ContextualizationD.Induction

【答案】A

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17.Ifthefocusisplacedonstudentsaresupposedtogothroughthestages

ofdrafting,receivingfeedback,andrevisingbeforesubmittingthefinalversion

oftheirwriting.

A.ProductB.process

C.genreD.format

【答案】B

18.Whatwouldhe/shedoinareadingclassifateacherwantstodevelopstudents1

inferentialcomprehension?

A.Askthemretellthestory.

B.Askthemunderlinedifficultsentences.

C.Askthemtoreadthetextsentencebysentence.

D.Askthemreadthetextforimpliedmeaning.

【答案】D

19.Whichofthefollowingactivitiescanbeusedifthefocusisondeveloping

students,oralfluencyinEnglish?

A.Blank-filling.B.Story-telling.

C.Transformation.D.Translation.

【答案】B

20.Whatisthefocuswhenateachersaystotheclass"Rewriteeachofthefollowing

sentencesusingthepassivevoice.

A.SkillB.Meaning

C.StructureD.Function

【答案】C

請(qǐng)閱讀Passagel,完成第21~25小題。

Passage1

Inatraditionalclassroom,much,ifnotmost,ofclasstimeisspentwiththeteacher

presentingcontent-telling,showing,explainingandlecturing.Whetherit*sa

first-gradeteacherreadingtostudents,ahighschoolgovernmentteacherlecturing

ontheArticlesofConfederation,oramathteacherdemonstratinghowtosolvean

equation,classtimeiswhentheteacherdeliversinformationandthestudents

receiveit.

Ideally,lessonsinvolveamixtureofdeliveryanddiscussion,supplementedby

activitiesthatengagestudentstosupporttheircomprehension.Butinreality,just

gettingthecontentacrosscanLakemostoftheclassperiod,especiallywhenlessons

areinterruptedbystudentquestions,disciplineproblems,anddistractionslike

firedrills,assemblies,andotherdisruptions.

Therearelotsofgoodreasonsforthismodelanditsdurabilityineducation.It

isanefficientwaytoassurethatallstudentshaveaccesstothesamecoursecontent,

anditprovidesawayforteacherstotransmittheirexpertiseinasubject,and

enthusiasmforit,totheirstudents.Mostteacherslovebeingthe"sageonthestage”,

andmanyareverygoodatit.

Nevertheless,manyteachersalsofeelfrustratedbythelimitationsofthismodel,

especiallywhenlectureandpresentationtakeupthelion*sshareoftheclassperiod,

leavinglittletimeforthegoodstuffofteaching-gettingintostudents,,helping

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themmakemeaningoutofinformation,drawingouttheirevolvingunderstanding,

encouragingandsparklingthsirexcitementandcomprehension.Intoday's

environmentofhigh-stakestesting,withmultiplestandards—andnowwiththeCommon

Core,newstandards-thereneverseemstobeenoughtimeforallthethingsteachers

wishtheycoulddowiththeirstudents:project-basedactivities,individualor

grouplearningchallenges,De叩discussionsandinquiryactivities.

Soit'snotsurprisingthat,whenteachersareaskedwhattheybelieveisthe

greatestvalueofflippinginstruction,theanswerisalmostalways,“Itgivesme

moretimetoworkdirectlywithstudentsduringclass."TeachersatMichigan*s

ClintondaleHighSchoolclaimthat,sincetheyhaveflippedtheirclassrooms,the

amountoftimetheyspendwithstudentshasincreasedbyafactoroffour.Thatis

substantialgain—anditmakesarealdifferenceinstudentsbelievingthatthe

teacheristhereforthemwhenhelpisneeded.

21.Accordingtothepassage,whatdifferentiatesaflippedclassroomfroma

traditionalone?

A.Theamountoftimethatteachersspendwithindividualstudents.

B.Theamountofknowledgethatteachersimpaittostudents.

C.Thecontentoftheteachingmaterialsusedbyteachers.

D.Thevarietyofactivitiesorganizedbyteachers.

22.Accordingtothepassage,whichofthefollowingfeaturestypically

characterizesatraditionalclassroom?

A.InquiryB.Delivery

C.ExemplificationD.Discussion

23.Whichofthefollowingbestexplainstheunderlinedexpression"sageonthe

stage?”inParagraph3?

A.DemandingB.Liberal

C.ImaginativeD.Authoritative

24.AccordingtoParagraph4,whatshouldhavebeenincorporatedintraditional

classrooms?

A.Preparingstudentsforhigh-stakestests.

B.Developingstudents*analyticalthinkingskills.

C.AssistingstudentstoattaintheCommonCorestandards.

D.Enhancingstudents*abilitytocopewithlearningpressures.

25.Whichofthefollowingreflectstheauthor'sviewonaflippedclassroom?

A.RadicalB.Opposed

C.SupportiveD.Paradoxical

21.【答案】A

22.【答案】B

23.【答案】D

24.【答案】B

25.【答案】C

請(qǐng)閱讀Passage2,完成第26~30小題。

Passage2

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Firsttherewerehammersbanging.Thenpaintbrushes.Thencarpet.Soonwehada

newroomabovethegarage.Andmygrandmothermovedin.

Itwasthelate1960s,Iwas10andhadnoideathatweweregoingagainstthegrain,

thatthetrendwasforfamiliestosplinter,seniorstotakebetterandlongercare

ofthemselves,kidstomoveavayyoungerandyounger.

AllIknewwasthatourfamilyhadthreegenerationsunderoneroof,whichmadea

differenceinwhosatwhereinthecar,whatdessertsmysteriouslydisappeared

overnightandhowlongyouwaitedoutsidethebathroomdoor.

Thispastweek,anewcensusreportraisedalotofeyebrows.Inthepastdecade,

therehasbeenaresumingofthefamilydeck:a30percentriseinU.S.households

withatleastthreegenerations,Peoplearemovingbackin.Generationsare

consolidating

SoIguesswewereaheadofourtime.Forgetaboutababysitter.Ofcourse,today

thishasmoretodowithmoneythananythingelse.Seniorcitizenshaveaharder

timepayingtheirbillsandtheirchildrenhaveahardertimeshellingoutmonthly

checksforretirementornursinghomes.Kidscan'tfindjobs,evencollegegrads.

Whatitmeans,ultimately,ismorepeopleunderoneroof,withabroaderspanof

yearsbetweenthem.Bracesanddentures.Greyhairanddyedhair.Thisislamented

asaregrettableconsequenceofafeebleeconomy.ButI'mnotsureit*sabadthing.

Ilearnedalotfromhavingourgrandmotherinthehouse.Foronething,itbeat

hiringababysitterwedidn'tlike.Andtherewassomeoneelsetotakeustoschool

ordriveustoplaceswhenourfolkswereworking.Therewasanotherfamilymember

attheschoolplaysandanotherpersontocrytoifwewerehurting.Igottowatch

howmymotherrelatedtohermother,andIsawthatminewasn,ttheonlygeneration

thatfoundtheonebeforeitconfoundingand,attimes,infuriating.

IalsoheardmorefamilyhistorythanIdidwithjustoneoldergenerationunder

theroof.Therewasnoshortageofconversation.Dinnerswerelouderandanimated.

Inshort,wewerebigger.Mygrandmotherspokeaboutgranttscreams,andtalkedabout

listeningtotheradioduringthePearlHarborattacks.Theytalkedaboutrelatives

I*dnevermetandneverwouldmeet,mybloodline.（缺失部分內(nèi)容）

Itwasn,tall“TheWaltons”.IknewwhoIwasandwhereIcomefrommoreoncemy

grandmothercalledourhomeherhome.

There'sawonderfulfilmcalled"Avalon”thatfollowsanimmigrant*sfamilyin

the20thcentury.Atthebeginningofthefilm,itisThanksgiving,andasmallcity

homeisJammedwithuncles,aunts,grandparents,kids.Attheendofthefilm,years

later,itisThanksgivingagain,andafamilyoffoursitsinasuburbankitchen

eatingwiththeTVon.Yes,itwascramped,sometimesannoying,anditwasnofun

waitingforashowerorhearingmygrandmothersnoring.Butyearslater,whenshe

finallymovedout,Icantel1youthis.Itgotquieter.11waslessfunny.Wewere

stillafamily,butwewere.….smaller.

Sotheeconomymaybedrivingusmoreunderoneroof,andwemaywhinethatour

independenceiswithering.Butforcenturies,kids,parents,grandparentsandeven

great-grandparentshavebeensharingspace,andwhenitstopped,webegan

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complainingaboutthecollapseoffamilyvalues.Maybetheeconomy,ofallthings,

isofferingusasmallfix.

26.WhichofthefollowingistrueabouttheevolutionofAmericanfamiliesaround

the1960s?

A.Threegenerationsofthefamilydecidedtouniteandlivetogether.

B.Youngpeoplemovedawayfromtheirparentstoliveontheirown.

C.Uncles,aunts,parents,grandparentsandkidslived

D.Seniorswantedtostayawayfromtheirkidsafterretirementtoenjoylife.

27.Whichofthefollowingisclosestinmeaningtotheunderlinedphrasearaised

alotofeyebrowswinParagraph4?

A.Initiatedmanydisagreements.

B.Expressedstrongdisbelief.

C.Showedmuchdisapproval.

D.Causedgreatsurprise.

28.Whatdoestheunderlinedexpression“ourfolkswinParagraph6referto?

A.Theauthor'srelatives.B.Theauthor,sgrandparents.

C.Theauthor'sparents.D.Theauthor*sneighbors.

29.Whatedoesthewritervaluemostinathree-generationfamily?

A.Abettersenseofhimselfandaclosertietohisfamily.

B.Richerknowledgeabouthisrelativesandneighborhoods.

C.Parentalloveandsupportwheneverandwhereverheneeds.

D.Familyconversationsatthedinnertableaboutinterestingissues.

30.Whydidthewritermentionthefilm“Avalon"?

A.Toillustratethelackofprivacyinathree-generationfamily.

B.Toshownostalgiaforhishappychildhoodlifeinabigfamily.

C.Todemonstratetheroleeconomyplaysinshapingfamilystructures.

D.Tohighlightthecommonproblemsencounteredbyimmigrantfamilies.

26.【答案】B

27.【答案】D

28.【答案】C

29.【答案】A

30.【答案】C

二、簡(jiǎn)答題（本大題1小題，共20分）

根據(jù)題目要求完成下列任務(wù)，用中文作答。

31.簡(jiǎn)述學(xué)習(xí)策略對(duì)學(xué)生英語(yǔ)學(xué)習(xí)的作用（5分）。以記筆記為例，簡(jiǎn)述學(xué)習(xí)策略培養(yǎng)的三

種方法。（15分）

31.【參考答案】

學(xué)習(xí)策略指學(xué)生為了有效地學(xué)習(xí)和使用英語(yǔ)而采取的各種行動(dòng)和步驟以及指導(dǎo)這些行動(dòng)和

步驟的信念。英語(yǔ)學(xué)習(xí)策略包括認(rèn)知策略、調(diào)控策略、交際策略和資源策略等。培養(yǎng)學(xué)生的

英語(yǔ)學(xué)習(xí)策略，不僅有利于學(xué)生把握英語(yǔ)學(xué)習(xí)方向，采用科學(xué)的英語(yǔ)學(xué)習(xí)方法，提高學(xué)習(xí)效

率，而且還利于學(xué)生形成自主學(xué)習(xí)的行為習(xí)慣。

記筆記是認(rèn)知策略的一項(xiàng)技能。記筆記在課堂教學(xué)中具有重要意義，有助于指引學(xué)生并穩(wěn)定

學(xué)生的注意力，有助于學(xué)生對(duì)學(xué)習(xí)內(nèi)容的理解吸收。記筆記的過(guò)程是一個(gè)積極思考的過(guò)程,

可調(diào)動(dòng)眼、耳、腦、手一齊活動(dòng)，促進(jìn)了對(duì)課堂講授內(nèi)容的理解。

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組織策略是整合所學(xué)新知識(shí)之間、新舊知識(shí)之間的內(nèi)在聯(lián)系，形成新的知識(shí)結(jié)構(gòu)。

組織是學(xué)習(xí)和記憶新信息的重要手段，其方法是將學(xué)習(xí)材料分成一些小的單元。并把這些小

的單元置于適當(dāng)?shù)念悇e之中，從而使每項(xiàng)信息和其他信息聯(lián)系在一起。囚此，在記筆記時(shí)，

教師要教會(huì)學(xué)生對(duì)信息進(jìn)行分類，以提高他們的記憶能力。在教復(fù)雜概念時(shí)，教師不僅要有

序地組織材料，而且，重要的是要使學(xué)生清楚這個(gè)組織性的框架。

精細(xì)加工策略:是一種將新學(xué)材料與頭腦中已有知識(shí)聯(lián)系起來(lái)從而增加新信息的意義的深層

加工策略。一般的精細(xì)加工的策略有許多種，比如位置記憶法、首字聯(lián)詞法、視覺(jué)聯(lián)想法和

關(guān)鍵詞法。

元認(rèn)知策略指學(xué)生對(duì)自己的認(rèn)知過(guò)程及結(jié)果的有效監(jiān)視及控制的策略。在記筆記時(shí)，學(xué)生要

對(duì)于筆記的前期內(nèi)容搜集整理，筆記書寫過(guò)程中的框架構(gòu)思及內(nèi)容編排，以及后期筆記內(nèi)容

擴(kuò)充修改的程序步驟形成一個(gè)制式化的過(guò)程,每一個(gè)環(huán)節(jié)的應(yīng)做事項(xiàng)要在各個(gè)環(huán)節(jié)處理得當(dāng),

逐步形成自己記筆記的一個(gè)程序模式，以此提高記筆記的效率和內(nèi)容的質(zhì)量。

三、教學(xué)情境分析題(本大題1小題，共30分)

根據(jù)題H要求完成下列任務(wù)，用中文作答。

32.下面是英語(yǔ)課堂的三種座位圖。

根據(jù)英語(yǔ)課堂教學(xué)實(shí)際情況，回答下列問(wèn)題：

(1)分別列出上面座位圖的一個(gè)優(yōu)點(diǎn)。(18分)

(2)分別分析上面座位圖的一種適用情況。(12分)

32.【參考答案】

(1)Orderlyrows這種座位編排方式使得教室整齊劃一，空間充分利用，有利于教師管理

課堂、維持秩序和有計(jì)劃地傳授知識(shí)，有利于教師觀察學(xué)生的一切活動(dòng)。

Horseshoe的座位編排方式占用空間較小，學(xué)生比較集中，教師與學(xué)生的距離較近，適合于

教師講授新課，也適合學(xué)生交流討論，更便于師生開展各種表現(xiàn)活動(dòng)。教師也可以到黑板板

書，還可隨時(shí)走到中央地帶，了解每位學(xué)生的學(xué)習(xí)狀況。學(xué)生可以互相對(duì)視和傾聽(tīng)，有助于

師生之間、學(xué)生之間交流各種信息。

Separatetables這種座位分布加強(qiáng)了學(xué)生的主體性，有利于互助式、互動(dòng)式、討論式的學(xué)

習(xí)，有利于小組成員進(jìn)行相互交流合作，小組合作學(xué)習(xí)改變了在傳統(tǒng)教學(xué)師生單維交流中，

教師壟斷整體課堂的信息源,而學(xué)生處于被動(dòng)局面的狀況,學(xué)生的主動(dòng)性、創(chuàng)造性能夠得以充

分的發(fā)揮。

(2)Orderlyrows是大班授課最適宜的座位排列方式。從教師來(lái)說(shuō)，易于觀察與控制全班

學(xué)生的課堂行為，利于進(jìn)行系統(tǒng)講授。教師可以隨時(shí)走到學(xué)生中間，充分發(fā)揮了教師的控制

作用。在學(xué)生自主學(xué)習(xí)能力不高以及課堂秩序不易維持的班級(jí)中可以采用這種座位編排方式,

學(xué)生注意力容易集中，減少相互干擾。

Horseshoe比較適合低學(xué)段的小班教學(xué)，對(duì)于低學(xué)段的英語(yǔ)教學(xué)中所需的各種角色扮演、游

戲活動(dòng)、歌舞表演都可以非常方便地在中央地帶進(jìn)行。并且根據(jù)需要，可以迅速地將座位調(diào)

整成圓形、矩形(三條邊)或雙弧型等。學(xué)生在這種U型結(jié)構(gòu)中可以互相對(duì)視和傾聽(tīng)，方便

學(xué)生之間的信息交流，教師也能很迅速地看到每個(gè)學(xué)生的反應(yīng)。

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Separatetables適用于較高學(xué)段的英語(yǔ)教學(xué)，學(xué)生需要有較高的學(xué)習(xí)自主性和積極性，因

為在這種自由的學(xué)習(xí)空間中，教師對(duì)學(xué)生的監(jiān)控很難到位，所以對(duì)于學(xué)生自身的要求較高。

在教學(xué)重點(diǎn)為培養(yǎng)學(xué)生學(xué)習(xí)能力和學(xué)習(xí)策略時(shí)可■以采用此類編排方式，以培養(yǎng)他們的合作精

神，溝通能力和解決實(shí)際問(wèn)題的能力。

四、教學(xué)設(shè)計(jì)題（本大題1小題，共40分）

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。

33.設(shè)計(jì)任務(wù)：請(qǐng)閱讀下面學(xué)生信息和語(yǔ)言素材，設(shè)計(jì)20分鐘的閱讀教學(xué)方案。

教案沒(méi)有固定格式，但須包含下列要點(diǎn)

teachingobjectives

teachingcontents

keyanddifficultpoints

majorstepsandtimeallocation

activitiesandjustification

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)）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(yǔ)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(yǔ)言素材：

Summarizing

Whilereading,makenotesorunderlinethemainideasinthetext.Afterreading,

writeashortsummaryinyourownwords.Thiscanhelpyoubetterunderstandthe

text;

ACountryMusicSongChanged?IerLifeForever

WhenSarahwasateenager,sheusedtofightoveralmosteverythingwithherfamily.

Butfiveyearsago,whileshewasstudyabroadinEngland,sheheardasongfull

offeelingsaboutreturninghomeontheradio.ItmadeSarahthinkaboutherfamily

andfriendsbackintheUS.Shecametorealizehowmuchsheactuallymissedall

ofthem.Eversincethen,shehasbeenafanofAmericancountrymusic.

CountryisatraditionalkindofmusicfromthesouthernstatesofAmerica.Nashville,

Tennesseeisthehomeofcountrymusic.Manysongsthesedaysarejustaboutmodern

lifeintheUS,suchastheimportanceofmoneyandsuccess,butnotaboutbelonging

toQgroup.However,countrymusicbringsusbocktothe“goodolddays“whenpeople

werekindtoeachotherandtrustedoneanother.Itremindsusthatthebestthings

inlifearefree-laughter,friends,family,andthebeautyofnatureandthe

countryside.

Sarahhasn*tbeentoNashvilleyet,butitisherdreamtogothereoneday.She

hasalreadyreadalotabouttheplaceanddonesomeresearchonit.Sheknowsthat

thereisaCountryMusicHallofFameMuseuminNashville.Therearealsoalways

alotofgreatcountrymusicconcertswithfamousmusiciansandsingers;likeGarth

brooks.Sarahhasalreadylistenedtomostofhissongs.MGarthisoneofthemost

successfulmusiciansinAmericanhistory.He*ssoldmorethan120millionrecords.”

Ihopetoseehimsingliveoneday!”

【參考答案】

一、Teachingcontents

第9頁(yè)共60頁(yè)

ThisisareadinglessonwhichmainlytalksaboutcountrymusicandhowSarahlearns

aboutcountrymusic.

二、Teachingobjectives

(1)Knowledgeobjectives

①Studentswillbeabletograspfivewords/phraseinthepassage,suchascountry

music,

fightover,studyabroad,traditional,musician.

②Studentswillgetfamiliarwiththetopicaboutmusic.

(3)Studentscangraspthegeneralideaofthewholepassage.

(2)Abilityobjectives

Studentscandeveloptheirreadingabilitybyusingreadingstrategieslikeskimming

andscanningintheirreadingprocess.

(3)Emotionalobjectives

StudentswillbeinterestedinlearningEnglish.

StudentswillbuildtheconfidenceoflearningEnglishandtalkwithothers

confidentlyandbravely.

三、Teachingkeyanddifficultypoints

Teachingkeypoint:

Howtohelpstudentsgraspthemainideaanddetailedinformationofthepassage.

Teachingdifficultpoint:

Howtohelpstudentsexpresstheirownopinionsaboutmusic.

StudentscanfostertheintersstoflearningEnglish.

四、MajorSteps

Step1Pre-reading(3minutes)

Askstudentstohaveadiscussionaboutthefollowingquestionsandinvitesome

studentstosharetheirideas.

QI:Doyoulikemusic?Why?

Q2:Whatkindsofmusicdoyoulike?

(Justification:Thisstepcanarousestudents,interests,activateclassatmosphere

andmakeapreparationforreadingthewholepassage.)

Step2While-reading(12minut33)

Activity1:Fastreading

Skimming:

TheteacherwillaskstudentstDreadthewholepassagequicklytogetthemainidea,

thenasksomeonetoshareitwiththewholeclass.

Scanning:

Studentswillreadthepassageagaintolocatecertaininformationandfinishthe

matchasfollows:

Para1sara*sdream

Para2somethingaboutsara

Para3countrymusic

Activity2:Carefulreading

①Askstudentstoreadthepassagecarefullyandanswerthefollowingquestions.

QI:whatiscountrymusic?

第10頁(yè)共60頁(yè)

Q2:whoisGarthbrooks?

Q3:whydidthecountrymusicchangeSarahJslife?

②Theteacherwi11askstudentstoreadthepassageagainandfillintheblanks.

SarahlistenedanAmericancountrymusicwhenshewasinEngland.Eversincethen,

she_____afanofAmerican______.Countryisa________kindofmusicanditshomeis

Nashville.It_____usthatthebestthingsinlifearefree.Therearealotofcountry

music_____withfamousandsingersinNashville.So,Sarahgothereone

day.

(Justification:Skimmingandscanningcanhelpstudentshaveabasicunderstanding

ofthepassage.Carefulreadingcandeepentheimpressionofthepassage.)

Step3Post-reading(5minutes)

①Askstudentstoretellthepassagebasedonthekeywordsontheblackboard.

②Askstudentstodoasurveyaboutthetopicwhat'syourfavoritemusic?

(Justification:Thisstepcandeveloptheirreadingeibilityandstrengthentheir

cooperativespirit.Studentscantalkaboutmusicintheirownwordsandimprove

theiroralEnglish.)

第11頁(yè)共60頁(yè)

2019上半年四川教師資格證初中英語(yǔ)學(xué)科知識(shí)與教學(xué)能力

真題及答案

一、單項(xiàng)選擇題(本大題共20小題，每小題2分，共40分)

1、Whichofthefollowingwordshasastresspatterndifferentfromtherest?

A、prepare

B、technique

C、obvious

D、advice

試題答案：[['C']]

2^WhichofthefollowingunderlinedwordswillbestressedwhenJuliarespondsto

thepersonwhohasmistakenhsrforJulian?

AMynameisJulia,notJulian.

oMynameisJulia,notJulian.

CMynameisJulia,notJulian.

DMynameisJulia,notJulian.

試題答案：[['B']]

3、Theword“UNESCO”iscalleda(n)().

A、acronym

B、blend

C、clippedword

D、coinedword

試題答案：[['A']]

4、HelookslikeaScottish,buthisaccentmaygivehim().

A、off

out

C、in

D、away

試題答案：[['D']]

5、Thebookissowellreceivedthatitsells()themillion.

A、at

B、in

C、by

D、to

第12頁(yè)共60頁(yè)

試題答案：

6、()wearesuccessful,wecanbesurethatwedidourbest.

A、Providedthat

B、Ifonly

C、Ifornot

D^Whetherornot

試題答案:[['D']]

7、一Willyoubeabletogoswimmingwithus?

-().

A、I'mafraidnot

B、Vmafraid

C、I'mnotafraid

D、I'mnotafraidso

試題答案：[['A']]

8、(Jisthecustom,theinvestigatorscarriedoutapainstakingsearchofthedebris

aftertheaircrash.

A、What

B、As

C、Which

D、That

試題答案:[['B']]

9、Therearedifferentwordsforpaternalgrandmother(nainai)andmaternal

grandmother(waipo)inChinese,butinEnglishtheword“grandmother“isgenerally

usedinbothcases,whichsuggeststhat().

A、equalimportanceisgiventomaternalandpaternalgrandparentsinChina

B、equalimportanceisgiventomaternalandpaternalgrandparentsinBritain

C、languagemayinfluencepeople'swaysofthinkingtoalargeextent

D、peopleofdifferentlanguagescategorizethingsindifferentways

試題答案：[['D']]

10、Whichofthefollowingisemployedbyaspeakerwhoaddressesseniorpeopleas

atheelderlyMratherthan"theold"?

A、Socialdialect.

B、Taboo.

C、Linguafranca.

D、Euphemism.

試題答案：[['D']]

11、Byaskingthequestion,“CanyoulistyourfavoritefoodinEnglish?”,the

teacherisusingthetechniqueof().

A、elicitation

B、monitoring

C、prompting

D、recasting

試題答案：[['A']]

12、Ifateacherwantstocheckhowmuchstudentshavelearnedattheendofaterm,

第13頁(yè)共60頁(yè)

he/shewouldgivethema(n)().

A、diagnostictest

B、placementtest

C、proficiencytest

D、achievementtest

試題答案：[['D']]

13、WhatlearningstyledoesXiaoLiexhibitifshetriestounderstandeverysingle

wordwhenlisteningtoapassage?

A、Field-dependence.

B、IntoleranceofAmbiguity.

C、Risk-taking.

D、Fie1d-independence.

試題答案：[IB']]

14、Ifateacherasksstudentstoputjumbledsentencesinorderinareadingclass,

he/sheintendstodeveloptheirabilityof().

A、word-guessingthroughcontext

B、summarizingthemainidea

C>understandingtextualcoherence

D、scanningfordetailedinformation

試題答案：[IC]]

15、Whenateachersays“Whatdoyoumeanbythat?”,he/sheisaskingth