2018上半年中學(xué)教師資格考試學(xué)科知識(shí)與教學(xué)能力真題答案：初中英語

一、單項(xiàng)選擇題

1、……between the England (2分)

正確答案:D. Bilabial

2、……which of the following is a……inEnglish (2分)

正確答案:B. [??]

3、……there is ……so students have to (2分)

正確答案:此題暫無

4、……out of everone's expectation (2分)

正確答案:C. on

5、……she——it very well when (2分)

正確答案:A. put

6、……we don't……possible to master (2分)

正確答案:D. it

7、……the same mistkaes in the annual (2分)

正確答案:A. His having made

8、……i would have told him the (2分)

正確答案:C. was

9、……the use of the expression (2分)

正確答案:A. quantity

10、……which of the following is an evaluation (2分)

正確答案:A. Initiative more

11、……which of the following ……language (2分)

正確答案:D. pattern practice

12、……if a teacher shows how to do (2分)

正確答案:B. demonstration

13、……when a teacher asks students to discuss how (2分)

正確答案:B.analyze the structure of the passage

14、……which of the following practices can encourage (2分)

正確答案:C. finding detailed information

15、……which of the following is a display question (2分)

正確答案:D. Whathappened to the girl at the end of the story

16、……which of the following would a teacher encourage (2分)

正確答案:B. to summarize a story

17、……which of the following exercises would a teacher most (2分)

正確答案:A. paraphrasing sentence

18、……the advantages of pair and group (2分)

正確答案:D. opportunities to guarantee accuracy

19、……which of the following should a teacher avoid (2分)

正確答案:B. Teaching words in context and giving examples.

20、……which of the following practices is most likely to (2分)

正確答案:A. Doing a project.

21、……academic achievement standards (2分)

正確答案:此題暫無

22、……due to the change in mission (2分)

正確答案:此題暫無

23、……accommodate in paragraph 4 (2分)

正確答案:此題暫無

24、……by the author about the emotional (2分)

正確答案:此題暫無

25、……is likely to be the (2分)

正確答案:此題暫無

26、……a rite of passage (2分)

正確答案:A. A milestone event

27、……is true about (2分)

正確答案:B. A woman Robin loved

28、……has been a defining (2分)

正確答案:C. A supporter of King Richard

29、……mehtod is used by (2分)

正確答案:B. Contrast and comparison

30、……is a proper title (2分)

正確答案:C. The figurative Robin Hood

二、簡答題

31、 ……三個(gè)主要作用(6分)，四種活動(dòng)形式(8分)，三點(diǎn)注意事項(xiàng)(6分)

正確答案:英語校內(nèi)課外活動(dòng)的三個(gè)主要作用：(1)英語校內(nèi)課外活動(dòng)是學(xué)生英語學(xué)習(xí)的重要組成部分，能為學(xué)生的語言實(shí)踐和自主學(xué)習(xí)提供更大的平臺(tái)。(2)英語校內(nèi)課外活動(dòng)有助于激發(fā)和提升學(xué)生學(xué)習(xí)英語的興趣、豐富語感、開闊視野、增長知識(shí)、發(fā)展智力和塑造性格。(3)英語校內(nèi)課外活動(dòng)有助于提升學(xué)生的活動(dòng)組織和管理能力。英語校內(nèi)課外活動(dòng)的形式：英文演講、唱英文歌、英語角、英語墻報(bào)等。注意事項(xiàng)： 1.教師應(yīng)根據(jù)學(xué)生的年齡特點(diǎn)和需求，結(jié)合當(dāng)?shù)亟?jīng)濟(jì)文化發(fā)展實(shí)際，有計(jì)劃、有組織、有創(chuàng)造性地開展內(nèi)容豐富、形式多樣、因地制宜的英語校內(nèi)課外活動(dòng)，如朗誦、講故事、演短劇，以及英語校園或班級(jí)刊物等。 2.教師應(yīng)注意英語校內(nèi)課外活動(dòng)要著重調(diào)動(dòng)學(xué)生參與的積極性。要注意鼓勵(lì)、動(dòng)員、吸引學(xué)習(xí)困難的學(xué)生參與課外活動(dòng)，為他們?cè)O(shè)計(jì)適合的活動(dòng)形式和內(nèi)容，使他們能夠樂于參與，并通過親身體驗(yàn)和實(shí)踐產(chǎn)生學(xué)習(xí)興趣和動(dòng)力并獲得成功。在活動(dòng)中要給予他們耐心的指導(dǎo)，注意保護(hù)他們的自尊心和熱情，尊重他們的參與方式，并注意因勢利導(dǎo)。 3.教師要充分發(fā)揮學(xué)生的自主性，尊重他們的策劃和選擇并給予恰當(dāng)?shù)囊龑?dǎo)和輔導(dǎo)，要關(guān)注活動(dòng)的過程，關(guān)注學(xué)生在活動(dòng)中的表現(xiàn)，做好活動(dòng)的顧問和服務(wù)工作，為他們的發(fā)展提供指導(dǎo)和支持。

三、教學(xué)情境分析題

32、……(1)優(yōu)點(diǎn)(8分)(2)四種具體的糾錯(cuò)方式(8分)(3)其他兩種糾錯(cuò)方式(14分)

正確答案：

(1)該教師的教學(xué)有以下2個(gè)優(yōu)點(diǎn)： ①合理使用糾錯(cuò)技巧，才有有針對(duì)性的教學(xué)反饋，以啟發(fā)引導(dǎo)為主，提高學(xué)生的參與度。 ②采用循序漸進(jìn)的教學(xué)方法，從語法結(jié)構(gòu)到語法運(yùn)用，鞏固學(xué)生的認(rèn)識(shí)。

(2)該教師發(fā)現(xiàn)學(xué)生的表達(dá)錯(cuò)誤時(shí)，采取了四種具體的糾錯(cuò)方式，分別是： ①啟發(fā)法(Elicitation)教師通過以下方式啟發(fā)學(xué)生糾正錯(cuò)誤：(1)就學(xué)生的錯(cuò)誤部分提問，如“How do we say…in English?”，同時(shí)放慢語速或稍作停頓;(2)以目光或手勢示意該學(xué)生繼續(xù)回答問題;(3)提供幾個(gè)相關(guān)選項(xiàng)供學(xué)生選擇;(4)如果該學(xué)生依然不能說出正確的形式，則請(qǐng)另一位學(xué)生提示或回答。例如： T: Now, look at this picture. What’s in it? S1: Three basket of apples. T: Three basket of apples? Is he right?(用目光或手勢示意全班學(xué)生回答)OK. Please correct it. Ss: Three baskets of apples. T: Yes. Good. Well done. OK(轉(zhuǎn)向犯錯(cuò)的學(xué)生), do you understand? ②澄清法(Clarification requests)教師因不明白學(xué)生說的話或發(fā)現(xiàn)學(xué)生的言語出現(xiàn)形式錯(cuò)誤而發(fā)出明確的信息要求學(xué)生糾正，通常使用What? / I’m sorry? / Pardon me? / What do you mean by…? 之類的話。例如： S: I want be a scientist when I grow up. T: Er? I’m sorry? I want… S: I want to be a scientist when I grow up. ③直接糾錯(cuò)法(Explicit correction)直接糾錯(cuò)是指學(xué)習(xí)者出現(xiàn)錯(cuò)誤時(shí)，教師打斷其語言訓(xùn)練或?qū)嵺`活動(dòng)，對(duì)其錯(cuò)誤予以正面糾正(說出正確的語言形式，并讓學(xué)生改正)。這種糾錯(cuò)方式常用于旨在讓學(xué)生掌握正確的語言形式而進(jìn)行的機(jī)械操練或側(cè)重語言精確輸出的各種練習(xí)中。教師直接糾錯(cuò)時(shí)使用的課堂用語通常有：You should say… / No, you shouldn’t say that. / Read after me. / Pay attention to… / Oh, you mean… / We don’t say … in English. We say …。例如： T: What did you have for breakfast this morning? S: I have a bottle of milk, an egg and two cakes. T: Oh. You should say “I had a bottle of milk…” Read after me, please. S: Oh, sorry. I had a bottle of milk, an egg and two cakes. ④強(qiáng)調(diào)法(Pinpointing)教師重復(fù)學(xué)生的話，有意重讀和拖長出錯(cuò)部分的發(fā)音或用升調(diào)以表示特別強(qiáng)調(diào)，發(fā)現(xiàn)這種明顯錯(cuò)誤所在位置的方法常被用于學(xué)生的自我糾錯(cuò)。這種方法既能糾正學(xué)生的口語錯(cuò)誤，保證學(xué)生順利進(jìn)行口頭敘述，又能顧及學(xué)生的面子和自尊心，呵護(hù)他們參與口語活動(dòng)的積極性。例如： T: Where did you spend your holiday this summer? S: I go to Qingdao for my holiday. T: You GO (?) to Qingdao? S: Oh, I went to Qingdao for my holiday. (3)除了以上四種糾錯(cuò)方式，教師在教學(xué)中還常用以下兩種糾錯(cuò)方式： ①重述法(Recasts)重述是指教師對(duì)學(xué)生語言表達(dá)中的錯(cuò)誤進(jìn)行含蓄糾正。這是一種溫和的錯(cuò)誤糾正方式，是對(duì)學(xué)生的表達(dá)進(jìn)行部分肯定之后的糾正。該方法以學(xué)生的語言表達(dá)為基礎(chǔ)，對(duì)部分成份或詞語進(jìn)行修正，并保持原表達(dá)的意思不變，對(duì)于糾正學(xué)生口語中的語法錯(cuò)誤比較有效。例如： S: He is watch TV.(第一次表達(dá)) T: He is watch TV? Patrick is watching a football game on TV.(重述) S: He is watching TV.(第二次表達(dá)) T: Right. Go on please. S: She’s do her homework.(第一次表達(dá)) T: She’s doing her homework.(重述)Oh, she has a lot of homework to do. S: She’s doing her homework.(第二次表達(dá)) ②元語言反饋法(Metalinguistic feedback)元語言反饋是指學(xué)生出現(xiàn)言語錯(cuò)誤時(shí)，教師并不直接說出正確答案，而是對(duì)學(xué)生的錯(cuò)誤進(jìn)行技術(shù)上的分析和描述，如指出詞類誤用、時(shí)態(tài)錯(cuò)誤等，常用的課堂用語有 Can you find your error? / No, not …. We don’t say … in English. / Do we say that in English? 等。這種方法更適合高中生，尤其是高水平學(xué)習(xí)者。例如： S: I go to visit my grandparents with my uncle last weekend. T: Do we say “go” here? “Go” is “present tense”. I’m afraid you used a wrong tense. S: I go…went…I went to visit my grandparents last weekend. T: Yeah. I went.

四、教學(xué)設(shè)計(jì)題

33、……某鎮(zhèn)普通中學(xué)七年級(jí)(初中一年級(jí))學(xué)生

正確答案:

Teaching type: Listening and speaking class Teaching contents: This lesson is from middle school, and it mainly talks about time schedule of Tony and his sister.

Teaching Objectives: (1) Knowledge objectives ① Students can master the basic knowledge of the listening material. ② Students can master the structure how to describe things at specific time. (2) Ability objectives: ① Students can improve their listening and speaking abilities. (3) Emotional objectives: ① Students can foster the interest and desire of learning English, and fond of taking part in class activities. ②Students can cultivate a good habit. Teaching key and difficult points: Teaching Key point: Students can master the basic knowledge of the listening material.

Teaching Difficult point: Students can foster the interest of learning English.

Teaching Procedures: Step1: Pre-listening (9minutes) 1. Teacher will show student a video about daily life of Jack Ma, and let them talk about it. 2. Teacher ask students to share their daily life in group of 4,and choose 3 representatives to share their ideas. (Justification: Group discussion can strengthen their cooperative spirit and their speaking ability. And they will review some keys words of routine life. Step2: While-listening (6minutes) 1. Students need to listen to the tape for the first time and choose the activities Tony did in the recording. 2. Students need to listen to the tape one more time,and answer some questions in detail. (Justification: Students will improving their listening ability and ability of catching up some key words.) Step3: Post-listening (5minutes) 1. Do the actions and let your partner guess what you are doing . 2.Design a good time schedule for your weekends and share it with your desk mate. 3. Compare the different schedule and talk about which one is a healthier one and why? (Justification: Students can use the words we have leared to express their ideas, and let students realize the importance of cultivate a good habit.)

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