2020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2020下半年教師資格考試初中英語真題及答案PAGE"pagenumber"pagenumber/SECTIONPAGES"numberofpages"numberofpages2020下半年教師資格考試初中英語真題及答案第1部分：單項選擇題，共20題，每題只有一個正確答案,多選或少選均不得分。[單選題]1.Whichofthefollowingshowsthecorrectstressoftheword?pedestrian??A)/?p?destri?n/B)/p?des?tri?n/C)/p?destri??n/D)/p??destri?n/答案:D解析:本題考查語音學。pedestrian的重音在第二音節(jié)上。故本題選D。[單選題]2.Whichofthefollowingwordshasadifferentstresspattern?A)FacilityB)CaterpillarC)CommunityD)Accompany答案:B解析:本題考查語音學。句意：以下哪個單詞的重音與其他不同？facility、community、accompany的重音均在第二音節(jié)上，而caterpillar[?k?t?p?l?]的重音在第一音節(jié)上。故本題選B。[單選題]3.Becauseofthestrongsun,thenewdrawing-roomcurtainshave______fromdarkbluetogrey.A)fadedB)paledC)faintedD)blurred答案:A解析:本題考查動詞辨析。句意：由于強烈的陽光，新客廳的窗簾已由深藍色變成灰色。fade意為?（使）變淡，變暗；逐漸消失?；pale意為?變得比平常白；變蒼白?；faint意為?衰落，變得微弱?；blur意為?模糊?。表達褪色用fade。故本題選A。[單選題]4.Whichofthefollowingpairsofwordsaresynonyms?A)red-colorB)tall-shortC)petrol-gasolineD)father-farther答案:C解析:本題考查語義學。petrol和gasoline是汽油的兩種同義表達，前者為英式英語，后者為美式英語，即為同義詞。故本題選C。[單選題]5.Wedon?tknowwhatexperimentthoseresearcherswould______onfemalestotestthishypothesis.A)applyB)carryC)deliverD)perform答案:D解析:考查動詞固定搭配。句意：我們不知道這些研究人員會對女性進行什么實驗來驗證這個假設。apply意為?申請，適應?，常于for和to連用；carry意為?帶，拿?，carryon意為?繼續(xù)?，不符合句意；deliver意為?傳送?；perform意為?做；執(zhí)行?，performanexperimenton…意為?對……做實驗?，符合句意。故本題選D。[單選題]6.TomsaidhewouldgotoHongKongforwintervacationandhe______go.A)didB)hadC)doesD)will答案:A解析:本題考查強調(diào)句。句意：湯姆說他要去香港過寒假，他確實去了。英語中對謂語動詞進行強調(diào)用助動詞do，does或did。本題題干是過去時態(tài)，所以用did。故本題選A。[單選題]7.Itisforbidden______fasterthan60mphonthishighway.A)todrivingB)todriveC)beingdrivenD)tobedriven答案:B解析:本題考查非謂語動詞。todo不定式做主語時往往會用it做形式主語，且題干中沒有表達被動的含義。故本題選B。[單選題]8.Inthesentence?It?snousecryingoverthespiltmilk?,theitalicizedpartis______.A)anobjectB)anadverbialC)asubjectD)acomplement答案:C解析:本題考查句法學。本句it做形式主語，真正的主語是cryingoverthespiltmilk。故本題選C。[單選題]9.Whichofthefollowingdescribesthefunctionofthesentence?Itisaniceday,isn?tit??A)Informative.B)Phatic.C)Directive.D)Performative.答案:B解析:本題考查語言學概述。題干為談論天氣體現(xiàn)了語言的什么功能？談論天氣屬于人們?nèi)粘Ｉ钪械暮?。故本題選B。[單選題]10.Whichofthefollowingdescribestheprocessinwhichone?slanguageabilityisdevelopedinnaturalandeverydaysituation?A)Performance.B)Competence.C)Learning.D)Acquisition.答案:D解析:本題考查語言和語言學習。語言習得指的是在潛意識的情形下，自然地獲得語言知識和語言技能。與題干中描述的概念一致?？忌⒁?習得?與?學習?的概念區(qū)分，后者指在課堂中有意識的學習。故本題選D。[單選題]11.Whatroledoeshe/sheplaywhenateacherexplainsthepurposeofatask,thestepstodoitanditstimelimit?A)Anorganizer.B)Anobserver.C)Anevaluator.D)Aprompter.答案:A解析:本題考查教師角色。題干中教師向學生說明任務目的、步驟和時間限制，說明教師在組織課堂活動，應為組織者。故本題選A。[單選題]12.Whatdoeshe/sheintendtodowhenateacherwritesthefollowingsentences?Shegetsupearly.Shewearsauniform.Sheworksveryhard.?ontheblackboardatthepresentationstage?A)Practicesentencepatternsusingmodelsentences.B)Checkifstudentscanpronouncethesentencescorrectly.C)Monitorwhetherstudentscanaccuratelyexpresstheirideas.D)Drawstudents?attentiontotheformofanewlanguageitem.答案:D解析:本題考查語法教學。題干中教師給出三個句子，用下劃線標出句子中的第三人稱單數(shù)形式，目的是吸引學生的注意，讓學生注意到第三人稱單數(shù)的形式。故本題選D。[單選題]13.Whatskilldoeshe/sheusewhenastudentuseslanguageknowledgeandcontextualcluestofigureoutthemeaningofanewword?A)Contrasting.B)Summarizing.C)Deducing.D)Predicting.答案:C解析:本題考查課堂教學微技能。當學生結合所學知識與上下文推測新單詞的意思，用到了推理的策略。故本題選C。[單選題]14.Supplementing,deleting,simplifyingandreorderingareoftenusedin______.A)adaptingteachingmaterialsB)deliveringteachingmaterialsC)evaluatingteachingmaterialsD)presentingteachingmaterials答案:A解析:本題考查《義務教育英語課程標準（2011年版）》實施建議。根據(jù)《義務教育英語課程標準（2011年版）》實施建議，教師可以根據(jù)學生情況和自己教學需要對教材做出適當調(diào)整。具體包括：補充、刪減、簡化和調(diào)整順序等。故本題選A。[單選題]15.Whichofthefollowingisleastrecommendedatthelead-instageinareadingclass?A)Activatingstudents?schemaofthetopic.B)Givingadviceonhowtousereadingstrategies.C)Sharingbackgroundinformationaboutthetext.D)Correctinglanguagemistakesstudentshavemade.答案:D解析:本題考查導入。句意：在閱讀課中最不推薦的導入方式是什么？A項?激活學生已有知識?；B項?就如何使用閱讀技巧提出建議?；C項?分享課文相關的背景知識?；D項?糾正學生犯的錯誤?；A，B，C項均適合閱讀課導入。導入的目的是讓學生在心理上和知識上做好準備，因此不適合糾正學生的錯誤，這樣會挫傷學生接下來學習的積極性。故本題選D。[單選題]16.Whichofthefollowingbestdescribesthephenomenonthatlearnersapplytheskillsacquiredinonefieldtoanother?A)Transfer.B)Deduction.C)Contextualization.D)Induction.答案:A解析:本題考查課堂教學微技能。學習者將某個領域所學的技巧運用于另一個領域，這種現(xiàn)象屬于知識遷移。Transfer意為?轉移；遷移?；Deduction意為?推導；推斷?；Contextualization意為?情景化?；Induction意為?歸納?。故本題選A。[單選題]17.Ifthefocusisplacedon______,studentsaresupposedtogothroughthestagesofdrafting,receivingfeedback,andrevisingbeforesubmittingthefinalversionoftheirwriting.A)productB)processC)genreD)format答案:B解析:本題考查寫作教學。如果寫作時將重點放在起草稿、反饋、修改等步驟上，那這是重過程的寫作模式。故本題選B。[單選題]18.Whatwouldhe/shedoinareadingclassifateacherwantstodevelopstudents?inferentialcomprehension?A)Askthemtoretellthestory.B)Askthemtounderlinedifficultsentences.C)Askthemtoreadthetextsentencebysentence.D)Askthemtoreadthetextforimpliedmeaning.答案:D解析:本題考查閱讀教學。如果老師想要發(fā)展學生的推理能力，那可以讓學生閱讀文章找出文本的隱含意義。其他三項都沒有關注到?推理?。故本題選D。[單選題]19.Whichofthefollowingactivitiescanbeusedifthefocusisondevelopingstudents?oralfluencyinEnglish?A)Blank-filling.B)Story-telling.C)Transformation.D)Translation.答案:B解析:本題考查課堂教學微技能。講故事著重在于練習口語交際，屬于鍛煉語言流暢性的活動，而其他三項活動都在關注語言的準確性。故本題選B。[單選題]20.Whatisthefocuswhenateachersaystotheclass?Rewriteeachofthefollowingsentencesusingthepassivevoice.??A)Skill.B)Meaning.C)Structure.D)Function.答案:C解析:本題考查語法教學。當教師要求學生?用被動語態(tài)重新寫以下句子?時，教師在關注學生使用被動語態(tài)這個語法知識的使用情況，所以在關注語言結構，而不是意義、功能或是技巧。故本題選C。第2部分：問答題，共4題，請在空白處填寫正確答案。[問答題]21.Inatraditionalclassroom,much,ifnotmost,ofclasstimeisspentwiththeteacherpresentingcontent-telling,showing,explainingandlecturing.Whetherit?safirst-gradeteacherreadingtostudents,ahighschoolgovernmentteacherlecturingontheArticlesofConfederation,oramathteacherdemonstratinghowtosolveanequation,classtimeiswhentheteacherdeliversinformationandthestudentsreceiveit.Ideally,lessonsinvolveamixtureofdeliveryanddiscussion,supplementedbyactivitiesthatengagestudentstosupporttheircomprehension.Butinreality,justgettingthecontentacrosscantakemostoftheclassperiod,especiallywhenlessonsareinterruptedbystudentquestions,disciplineproblems,anddistractionslikefiredrills,assemblies,andotherdisruptions.Therearelotsofgoodreasonsforthismodelanditsdurabilityineducation.Itisanefficientwaytoassurethatallstudentshaveaccesstothesamecoursecontent,anditprovidesawayforteacherstotransmittheirexpertiseinasubject,andenthusiasmforit,totheirstudents.Mostteacherslovebeingthe?sageonthestage?,andmanyareverygoodatit.Nevertheless,manyteachersalsofeelfrustratedbythelimitationsofthismodel,especiallywhenlectureandpresentationtakeupthelion?sshareoftheclassperiod,leavinglittletimeforthegoodstuffofteaching-gettingintostudents?heads,helpingthemmakemeaningoutofinformation,drawingouttheirevolvingunderstanding,encouragingandsparklingtheirexcitementandcomprehension.Intoday?senvironmentofhigh-stakestesting,withmultiplestandards-andnowwiththeCommonCore,newstandards-thereneverseemstobeenoughtimeforallthethingsteacherswishtheycoulddowiththeirstudents:project-basedactivities,individualorgrouplearningchallenges,deepdiscussionsandinquiryactivities.Soit?snotsurprisingthat,whenteachersareaskedwhattheybelieveisthegreatestvalueofflippinginstruction,theanswerisalmostalways,?Itgivesmemoretimetoworkdirectlywithstudentsduringclass.?TeachersatMichigan?sClintondaleHighSchoolclaimthat,sincetheyhaveflippedtheirclassrooms,theamountoftimetheyspendwithstudentshasincreasedbyafactoroffour.Thatissubstantialgain-anditmakesarealdifferenceinstudentsbelievingthattheteacheristhereforthemwhenhelpisneeded.答案:暫無解析:[問答題]22.irsttherewerehammersbanging.Thenpaintbrushes.Thencarpet.Soonwehadanewroomabovethegarage.Andmygrandmothermovedin.Itwasthelate1960s.Iwas10andhadnoideathatweweregoingagainstthegrain,thatthetrendwasforfamiliestosplinter,seniorstotakebetterandlongercareofthemselves,kidstomoveawayyoungerandyounger.AllIknewwasthatourfamilyhadthreegenerationsunderoneroof,whichmadeadifferenceinwhosatwhereinthecar,whatdessertsmysteriouslydisappearedovernightandhowlongyouwaitedoutsidethebathroomdoor.Thispastweek,anewcensusreportraisedalotofeyebrows.Inthepastdecade,therehasbeenaresumingofthefamilydeck:a30percentriseinU.S.householdswithatleastthreegenerations,peoplearemovingbackin.Generationsareconsolidating.SoIguesswewereaheadofourtime.Forgetaboutababysitter.Ofcourse,todaythishasmoretodowithmoneythananythingelse.Seniorcitizenshaveahardertimepayingtheirbillsandtheirchildrenhaveahardertimeshellingoutmonthlychecksforretirementornursinghomes.Kidscan?tfindjobs,evencollegegrads.Whatitmeans,ultimately,ismorepeopleunderoneroof,withabroaderspanofyearsbetweenthem.Bracesanddentures.Greyhairanddyedhair.Thisislamentedasaregrettableconsequenceofafeebleeconomy.ButI?mnotsureit?sabadthing.Ilearnedalotfromhavingourgrandmotherinthehouse.Foronething,itbeathiringababysitterwedidn?tlike.Andtherewassomeoneelsetotakeustoschoolordriveustoplaceswhenourfolkswereworking.Therewasanotherfamilymemberattheschoolplaysandanotherpersontocrytoifwewerehurting.Igottowatchhowmymotherrelatedtohermother,andIsawthatminewasn?ttheonlygenerationthatfoundtheonebeforeitconfoundingand,attimes,infuriating.IalsoheardmorefamilyhistorythanIdidwithjustoneoldergenerationundertheroof.Therewasnoshortageofconversation.Dinnerswerelouderandanimated.Inshort,wewerebigger.Mygrandmotherspokeaboutanimmigrant?sneighborhood,sittingonfireescapesanddrinkingeggcreams,andmyfolkstalkedaboutlisteningtotheradioduringthePearlHarborattacks.TheyallspokeaboutrelativesI?dnevermetandneverwouldmeet,mybloodline,myfamilytree.Itwasn?tall?TheWaltons?.IknewwhoIwasandwhereIcamefrommoreoncemygrandmothercalledourhomeherhome.There?sawonderfulfilmcalled?Avalon?thatfollowsanimmigrant?sfamilyinthe20thcentury.Atthebeginningofthefilm,itisThanksgiving,andasmallcityhomeisjammedwithuncles,aunts,grandparentsandkids.Attheendofthefilm,yearslater,itisThanksgivingagain,andafamilyoffoursitsinasuburbankitcheneatingwiththeTVon.Yes,itwascramped,sometimesannoying,anditwasnofunwaitingforashowerorhearingmygrandmothersnoring.Butyearslater,whenshefinallymovedout,Icantellyouthis.Itgotquieter.Itwaslessfunny.Wewerestillafamily,butwewere…smaller.Sotheeconomymaybedrivingusmoreunderoneroof,andwemaywhinethatourindependenceiswithering.Butforcenturies,kids,parents,grandparentsandevengreat-grandparentshavebeensharingspace,andwhenitstopped,webegancomplainingaboutthecollapseoffamilyvalues.Maybetheeconomy,ofallthings,isofferingusasmallfix.答案:暫無解析:[問答題]23.簡述學習策略對學生英語學習的作用（5分）。以記筆記為例，簡述學習策略培養(yǎng)的三種方法。（15分）答案:學習策略指學生為了有效地學習和使用英語而采取的各種行動和步驟以及指導這些行動和步驟的信念。英語學習策略包括認知策略、調(diào)控策略、交際策略和資源策略等。學習策略是靈活多樣的,策略的使用因人、因時、因地、因事而異。學生有效地使用學習策略,不僅有利于他們把握學習的方向,采用科學的途徑,提高學習效率,而且還有助于他們形成自主學習的能力,為終身可持續(xù)性學習奠定基礎。第一種方法是指導教學模式。指導教學模式的基本思想是學生在教師的引領下,學習由激發(fā)、講演、練習、反饋和遷移等環(huán)節(jié)構成的學習策略。在教學中,教師先向學生解釋所選定學習策略的具體步驟和條件。在具體應用中不斷給予提示,讓其口頭敘述和明確解釋所操作的每一個步驟以及報告自己應用學習策略時的思維。以記筆記為例,在這種方法下,教師要給學生說明所記筆記中應包含的有關知識的具體內(nèi)容以及注意事項,并且給與相應的范例讓學生有所參考。第二種方法是程序化訓練模式。程序化訓練就是將活動的基本技能分解成若干有條理的小步驟,在其適宜的范圍內(nèi)作為固定程序。學習者要按程序進行活動,經(jīng)過反復練習使之達到自動化程度。在記筆記時,學生要對于記筆記的前期內(nèi)容搜集整理,筆記書寫過程中的框架構思及內(nèi)容編排,以及后期筆記內(nèi)容擴充修改的程序步驟形成一個制式化的過程,每一個環(huán)節(jié)的應做事項要在各個環(huán)節(jié)處理得當,逐步形成自己記筆記的一個程序模式,以此提高記筆記的效率和內(nèi)容的質(zhì)量。第三種方法是合作學習模式。在這種學習活動中,兩個學生一組,強調(diào)重點是學生之間的合作,對于學習資料的處理改進要采用合作的方式,糾正內(nèi)容的錯誤和遺漏,合作性講解的兩個參與者都能從這種學習活動中受益。在這種方法下,每組學生要對筆記的內(nèi)容和記錄方法進行討論修改,通過合作的形式,取長補短,互助提高,對于記筆記這種學習策略有一個更大的提升。解析:[問答題]24.根據(jù)提供的信息和語言素材設計教學方案，用英文作答。設計任務：請閱讀下面學生信息和語言素材，設計20分鐘的閱讀教學方案。教案沒有固定格式，但須包含下列要點：teachingobjectivesteachingcontentskeyanddifficultpointsmajorstepsandtimeallocationactivitiesandjustification教學時間：20分鐘學生概況：某城鎮(zhèn)普通中學八年級（初中二年級）學生，班級人數(shù)40人，多數(shù)學生已經(jīng)達到《義務教育英語課程標準（2011年版）》三級水平。學生課堂參與積極性一般。語言素材：答案:1.TeachingContent:Theteachingmaterialisareadingpassageaboutmusic.Ittalks?HowdoesSarahlearnaboutcountrymusic??andintroducessomeinformationaboutcountrymusic.2.TeachingObjectives:(1)KnowledgeObjectives:①Studentscanmasterthekeywordsinthepassage.②Studentscanretellthepassagewiththehelpofthemind-map.③Studentscanwritetheirfavoritemusicandsinger.(2)AbilityObjectives:①Students?readingskillswillbeimproved.②Studentscansummarizethewholepassageintheirownwordsbythemindmap.(3)EmotionalObjective:Students?awarenessofcross-culturalcommunication-tolearnaboutsomebasicfactsofAmericancountrymusicanditsculturalsymbolwillbedeveloped.3.TeachingKeyandDifficultPoints:①Studentscanunderstandthepassageandmastersomereadingstrategies.②Studentscanhaveapositiveattitudetowardslife.4.TeachingProcedures:Step1:Warmingupandleadingin(2minutes)Theteachersingsasongwhilewalkingintotheclassroom,askingstudents?Doyoulikemysong??and?Doyoulikemusic??Studentsexpresstheirideasfreely.【Justification:Throughmusicintroductionandfreetalk,theteacherintroducesthekeywordsandphrasesinthislessonandclearsthewayforthestudentstoreadthepassage.】Step2:Pre-reading(3minutes)1.Talkaboutthepicture.Q1:Whatisthegirldoing?2.Lookatthetitleandpicturetopredict.Q2:What?scountrymusicabout?A:Theimportanceofmoneyandsuccess.B:Thegoodolddaysandthebestthingsinlife.【Justification:Students?interestinlearningcanbestimulatedbyusingpicturesandheadlinestomakepredictions.】Step3:While-reading(9mins)1.Skimthepassageandmatchthemainideasofeachparagraph.Para.1 A.Sarah?sdreamPara.2 B.SomethingaboutSarahPara.3 C.Countrymusic【Justification:Letstudentssortoutthecontextofthearticlequicklyandformtheoverallgraspofthearticle.Teachreadingskillsbeforereadingtoimprovestudents?readingability.】2.Scanning(1)ReadPara.1andanswerquestions.①WhoisSarah?②WhereisSarahfrom?③Couldshegetonwellwithherfamilyasateenager?④Howdidcountrymusicchangeherlife?ThepieceofcountrymusicinEnglandmadeherthinkabout______backintheUSandshecametorealize______.【Justification:ReadthefirstparagraphtofindoutmoreaboutSarahandhowcountrymusichasinfluencedher.】(2)ReadPara.2andanswerquestions.①Whatiscountrymusic?②Whatisthehomeofcountrymusic?③Whatiscountrymusicabout?【Justification:Studentslearnaboutthetypeofcountrymusic,thehomeofcountrymusic,andhowitdiffersfrommodernsongsbyreadingthesecondpartofthebook.Thecomparisonoftwokindsofmusiccanhelpstudentstoestablishapositiveattitudetowardslife.】(3)ReadPara.3andanswerquestions.①WhatisSarah?sdream?②WhatdoesSarahknowaboutNashville?③WhoisGathBrooks?【Justification:StudentslearnaboutSarah?sdreambyreadingthethirdparagraph,andlearnmoreaboutNashville,thecountryMusicHouse,GarthBrooks,andhermusic,leadingstudentstocarefort