下半年中學(xué)教師資格證英語《學(xué)科知識(shí)與教學(xué)能力》真題卷（帶答案）一、單項(xiàng)選擇題（共20題，每題2分，共40分）1.Whichofthefollowingphoneticdescriptionsmatchesthesound/θ/?A.AvoicelessdentalfricativeB.AvoicelesslabiodentalfricativeC.AvoicelesspalatalfricativeD.Avoicelessvelarfricative答案：A2.Whatkindofapproachdoesthesentence“Wearegoingtotheparktomorrow”belongtointermsofgrammarteaching?A.InductiveapproachB.DeductiveapproachC.Task-basedapproachD.Communicativeapproach答案：C3.Whichofthefollowingwordscontainsadiphthong?A.catB.dogC.boyD.cup答案：C4.Whenateacherasksstudentstodiscusshowthestoryends,he/sheisfocusingon_____.A.literalcomprehensionB.inferentialcomprehensionC.evaluativecomprehensionD.appreciativecomprehension答案：B5.Whichofthefollowingisanexampleofteachers’indirectcorrectivefeedback?A.Say“went”insteadof“goed”.B.Weneversay“goed”.C.Oh,Ithinkyoumightmean“went”.D.“Goed”isawrongword.答案：C6.WhichofthefollowingisNOTasuprasegmentalfeature?A.StressB.IntonationC.ToneD.Aspiration答案：D7.Theteacherwritesthefollowingsentenceontheblackboard:“Thegirlisbeautiful.”Thenheasksstudentstochange“beautiful”into“pretty”toseethechangeinmeaning.Whatteachingmethoddoestheteacheruse?A.SubstitutiondrillB.RepetitiondrillC.PatterndrillD.Dialoguedrill答案：A8.WhichofthefollowingstatementsaboutlanguageisNOTcorrect?A.Languageisasystemofarbitraryvocalsymbols.B.Languageisasocialphenomenon.C.Languageisanaturalphenomenon.D.Languageisameansofcommunication.答案：C9.Whatisthemainpurposeofaskingstudentstomakeamindmapafterreadingapassage?A.Tocheckstudents’understandingofwords.B.Tomonitorstudents’speakingability.C.Toencouragestudentstoreviewwhattheyhaveread.D.Tohelpstudentsorganizetheirideasaboutthepassage.答案：D10.Whenteachingtheword“pest”tostudents,theteachershowsapictureofacockroach.Whatteachingmethoddoestheteacheruse?A.DefinitionB.DemonstrationC.ExampleD.Association答案：B11.Whichofthefollowingisapairofhomophones?A.lead(v.)andlead(n.)B.wind(v.)andwind(n.)C.pieceandpeaceD.content(n.)andcontent(adj.)答案：C12.Whichofthefollowingactivitiesismostlikelytobeusedtodevelopstudents’oralfluency?A.ReadingaloudB.Role-playC.DictationD.Gap-filling答案：B13.Intheprocessofteachingwriting,theteacherasksstudentstoexchangetheirdraftsingroupsandmakecommentsoneachother’swork.Whatactivityisthis?A.PeerreviewB.Self-reviewC.TeacherreviewD.Whole-classreview答案：A14.Whatisthefunctionofthesentence“Howareyoutoday?”indailycommunication?A.DirectiveB.InformativeC.ExpressiveD.Phatic答案：D15.WhichofthefollowingcanbesthelpstudentspromotetheirEnglishvocabularylearning?A.RecitingthedictionaryB.ReadingextensivelyC.MakingwordlistsD.Usingflashcards答案：B16.WhichofthefollowingmethodsismostsuitableforteachingEnglishgrammar?A.TellingstudentsgrammarrulesdirectlyB.LettingstudentsmemorizegrammarrulesC.PresentinggrammarincontextandguidingstudentstodiscoverrulesD.Havingstudentsdoalotofgrammarexercises答案：C17.Whenateachersays“Next,pleasepayattentiontothesentencestructure.”,whatfunctiondoestheteacher’sutteranceperform?A.InstructingB.EvaluatingC.MonitoringD.Controlling答案：A18.Whichofthefollowinglanguageskillsismainlyinvolvedintheactivityofsummarizingapassage?A.ListeningB.SpeakingC.ReadingD.Writing答案：C19.Whichofthefollowingisanexampleofanopen-endedquestion?A.DoyoulikeEnglish?B.Whatdidyoudolastweekend?C.Issheateacher?D.AreyoufromChina?答案：B20.Theteacherasksstudentstocreateastorywiththegivenwords.Whatkindoftaskisthis?A.AcontrolledwritingtaskB.Asemi-controlledwritingtaskC.Anopen-writingtaskD.Aguided-writingtask答案：C二、簡(jiǎn)答題（共2題，每題10分，共20分）1.BrieflydescribethreeprinciplesfordesigningteachingobjectivesinEnglishteaching.答案：●學(xué)生主體性原則：教學(xué)目標(biāo)設(shè)計(jì)要以學(xué)生為中心，體現(xiàn)學(xué)生在學(xué)習(xí)過程中的主體地位。●全面性原則：教學(xué)目標(biāo)應(yīng)涵蓋知識(shí)、技能、情感態(tài)度等多個(gè)維度，促進(jìn)學(xué)生全面發(fā)展?！窨蓽y(cè)性原則：教學(xué)目標(biāo)應(yīng)具體、明確，便于在教學(xué)結(jié)束后對(duì)學(xué)生的學(xué)習(xí)成果進(jìn)行測(cè)量和評(píng)價(jià)。2.WhatarethethreemainstagesinthePPP(Presentation,Practice,Production)modelofgrammarteaching?Brieflydescribeeachstage.答案：●Presentation（呈現(xiàn)階段）：教師通過例句、情景等方式向?qū)W生呈現(xiàn)新的語法知識(shí)，幫助學(xué)生理解其形式和意義。●Practice（練習(xí)階段）：學(xué)生通過各種練習(xí)活動(dòng)，如填空、選擇、造句等，對(duì)新學(xué)語法知識(shí)進(jìn)行鞏固和操練，加深對(duì)其理解和運(yùn)用?！馪roduction（產(chǎn)出階段）：學(xué)生在真實(shí)或模擬的語境中，運(yùn)用所學(xué)語法知識(shí)進(jìn)行表達(dá)和交流，實(shí)現(xiàn)知識(shí)的遷移和運(yùn)用。三、教學(xué)情境分析題（1題，30分）下面是一位初中英語教師在閱讀課上的教學(xué)片段：教師首先通過播放一段與閱讀文章主題相關(guān)的視頻，引出本節(jié)課的話題。然后，讓學(xué)生快速瀏覽文章，回答幾個(gè)簡(jiǎn)單的問題，了解文章的大致內(nèi)容。在學(xué)生閱讀過程中，教師在教室里走動(dòng)，觀察學(xué)生的閱讀情況。接著，教師針對(duì)文章中的重點(diǎn)詞匯和短語進(jìn)行講解，并讓學(xué)生進(jìn)行單詞拼寫和詞義匹配練習(xí)。之后，教師引導(dǎo)學(xué)生逐段閱讀文章，分析文章的結(jié)構(gòu)和邏輯，同時(shí)提出一些問題，讓學(xué)生思考并回答。最后，教師讓學(xué)生分組討論文章的主題，并分享自己的觀點(diǎn)。請(qǐng)根據(jù)上述教學(xué)片段，回答以下問題：1.分析該教師在教學(xué)過程中運(yùn)用了哪些教學(xué)方法和策略？2.指出該教學(xué)過程中存在的優(yōu)點(diǎn)和不足之處，并提出改進(jìn)建議。答案：3.教學(xué)方法和策略：●視聽導(dǎo)入法：播放視頻引出話題，激發(fā)學(xué)生興趣。●略讀策略：讓學(xué)生快速瀏覽文章獲取大意?！裰v解法：講解重點(diǎn)詞匯和短語?！裉釂柌呗裕和ㄟ^提問引導(dǎo)學(xué)生思考和理解文章?！裥〗M討論法：組織學(xué)生分組討論，分享觀點(diǎn)。4.優(yōu)點(diǎn)：●教學(xué)環(huán)節(jié)設(shè)計(jì)較為合理，循序漸進(jìn)地引導(dǎo)學(xué)生理解文章?！襁\(yùn)用多種教學(xué)方法和策略，激發(fā)學(xué)生的學(xué)習(xí)積極性?！耜P(guān)注學(xué)生的學(xué)習(xí)過程，在學(xué)生閱讀時(shí)進(jìn)行巡視。不足：●詞匯教學(xué)較為孤立，缺乏語境?！駥?duì)學(xué)生閱讀技巧的培養(yǎng)不夠全面?！裥〗M討論環(huán)節(jié)可能缺乏有效的監(jiān)控和指導(dǎo)。改進(jìn)建議：●在語境中進(jìn)行詞匯教學(xué)，如結(jié)合文章句子講解詞匯的用法。●增加對(duì)其他閱讀技巧的訓(xùn)練，如精讀、掃讀等。●在小組討論前，明確討論要求和規(guī)則，并在討論過程中加強(qiáng)指導(dǎo)和監(jiān)控。四、教學(xué)設(shè)計(jì)題（1題，60分）請(qǐng)根據(jù)以下信息，設(shè)計(jì)一節(jié)初中英語閱讀課的教學(xué)方案。教學(xué)內(nèi)容：一篇關(guān)于環(huán)境保護(hù)的文章，介紹了環(huán)境污染的現(xiàn)狀、原因及解決方法。學(xué)生概況：初中二年級(jí)學(xué)生，班級(jí)人數(shù)40人，多數(shù)學(xué)生已達(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。教學(xué)時(shí)間：45分鐘教學(xué)方案須包含以下要點(diǎn)：1.Teachingobjectives2.Teachingcontentsandkeyanddifficultpoints3.Majorstepsandtimeallocation4.Activitiesandjustification答案1.TeachingobjectivesKnowledgeobjectives●Studentscanunderstandandmasterkeywordsandphrasesrelatedtoenvironmentalprotection,suchas“pollution”,“recycle”and“saveenergy”.●Studentscangraspthemainideaandimportantdetailsofthepassageaboutenvironmentalpollution.Abilityobjectives●Studentscanimprovetheirreadingskills,includingskimming,scanningandinferring.●Studentscanexpresstheiropinionsonenvironmentalprotectionorallyandinwriting.Emotionalobjectives●Studentscanraisetheirawarenessofenvironmentalprotectionanddevelopasenseofresponsibilityfortheenvironment.2.TeachingcontentsandkeyanddifficultpointsTeachingcontents●Apassageaboutenvironmentalprotection,includingthecurrentsituation,causesandsolutionsofenvironmentalpollution.●Keywordsandphrasesrelatedtoenvironmentalprotection.Keypoints●Helpstudentsunderstandthepassageandmasterkeywordsandphrases.●Guidestudentstolearnandpracticereadingskills.Difficultpoints●Enablestudentstothinkcriticallyaboutenvironmentalissuesandexpresstheirownviewseffectively.3.MajorstepsandtimeallocationStep1:Lead-in(5minutes)Theteachershowssomepicturesofpollutedenvironmentandasksstudentsquestionslike“Whatdoyouseeinthepictures?”and“Howdoyoufeelaboutit?”Step2:Pre-reading(10minutes)●Theteacherteacheskeywordsandphrasesrelatedtoenvironmentalprotection,andasksstudentstoreadandrememberthem.●Theteacherasksstudentstopredictthecontentofthepassageaccordingtothetitleandpictures.Step3:While-reading(20minutes)●Skimming:Studentsreadthepassagequicklytogetthemainideaandanswersomegeneralquestions.●Scanning:Studentsreadthepassageagaincarefullytofindspecificinformationandanswersomedetailedquestions.●Inferring:Theteacherpresentssomesentencesfromthepassageandasksstudentstoinferthemeaningofcertainwordsortheauthor'sattitude.Step4:Post-reading(10minutes)●Groupdiscussion:Studentsdiscussingroupsaboutwhattheycandotoprotecttheenvironmentandthensharetheirideaswiththewholeclass.●Writing:Studentswriteashortpassageaboutenvironmentalprotectionbasedonthediscussion.Step5:Summaryandhomework(5minutes)●Theteachersummarizesthekeypointsofthelesson.●Homework:Studentsareaskedtocollectmoreinformationaboutenvironmentalprotectionandshareitinthenextclass.4.Activitiesandjustification●Picture-showingandquestion-askinginlead-in:Picturesarevividand