2019下半年教师资格《英语学科知识与教学能力(高中》试题 2019初中升高中试题_教学资源|题库|学习文库-「普洱教育」

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2019下半年教师资格《英语学科知识与教学能力(高中》试题 2019初中升高中试题

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2019年下半年中小学教师资格考试 高中英语学科知识与能力试题 (科目代码:405) 一、单项选择题(本大题共30小题,每小题2分,共60分) 1. This disease _____ itself in yellowness of the skin and eyes. A. manifests B. modifies C. magnifies D. exposes 2. In the _____ of human life honors and rewards tend to fall to those who show their good qualities in action. A. ring B. terrace C. arena D. ground 3. The coupon _____ you to at least 50% off the regular price of either frames or lenses when you buy both. A. entitles B. tips C. presents D. credits 4. Which of the following indicates a correct intonation pattern? A. Did you have a↑fever or a↓headache? B. Did you have a↑fever or a↑headache? C. Did you have a↓fever or a↓headache? D. Did you have a↓fever or a↑headache? 5. Which of the following is a voiceless bilabial stop? A. /b/ B. /m/ C. /w/ D. /p/ 6. The experienced writer is skilled in handling his words, just _____ the builder is skilled in handing his bricks. A. as B. so C. thus D. like 7. It is politely requested by the hotel management that radios _____ after10 o'clock at night. A. did not play B. not to play C. not be played D. were not be played 8. Which of the following italicized phrase indicates a purpose? A. She said it for fun, but others took it seriously. B. For all its efforts, the team didn't win the match. C. Linda has worked for the firm for 20 years. D. He set out for Beijing yesterday. 9. There are _____ syllables and _____ phonemes in the word “determine”. A. 3; 8 B. 3; 7 C. 2; 6 D. 3; 6 10. The pair of words “buy” and “sell” are _____ opposites. A. gradable B. relational C. complementary D. dialectal 11. The inductive method differs from the deductive one in that it enables learners to arrive at ____ on the basis of examples. A. generalizations B. solutions C. understanding D. decision 12. What is not the major purpose of asking students to give a report after the group discussion in a reading class? A. To pool ideas. B. To correct mistakes. C. To encourage language use. D. To practice oral English. 1 13. Which of the following is a kind of information gap activities in class? A. Pattern drills. B. Making a survey. C. Sentence transformation. D. Forming sentences. 14. What would a teacher ask students to do if he/she intends to develop their skimming skill? A. To rewrite the text. B. To read for the specific information. C. To predict the content of the text. D. To read for the general idea of the text. 15. What does a teacher focus on if he/she asks students to list their ideas, select and expand those ideas, and then make an outline? A. Students’ reading skills. B. Students’ translating skills. C. Students’ writing skills. D. Students’ listening skills. 16. Activities such as problem solving, decision making and opinion exchanging are typical practices in ____. A. Audio-lingual method B. Grammar-translation method C. Situation language teaching D. Task-based language teaching 17. What type of questions is more likely to motivate learners to talk more and get new information? A. Yes-no question. B. Closed question. C. Referential question. D. Display question. 18. What does a teacher focus on when he/she says “Find out two things your partner likes to eat but you don’t and two things you both like to eat using‘what do you like to eat?’” A. Form. B. Meaning. C. Meaning and use. D. Form and meaning. 19. Which of the following activities is most likely to be used to encourage students’ active language use? A. Reading a text and making true or false judgement. B. Listening to a passage and filling in the blank. C. Doing a role play of opening a bank account. D. Reordering the sentences into a passage. 20. What test is likely to be given to new students at the beginning of a semester to screen them? A. Achievement test. 2 B. Placement test. C. Proficiency test. D. Aptitude test. 21—30小题 缺 二、简答题(本大题1小题,20分) 31. 在写作教学过程中,写前、写中、写后是三个重要的教学环节,简述每个环节中的一个教学活动(12分);列出教师在写作教学过程中需要注意的四个事项(8分)。 三、教学情境分析题(本大题1小题,30分) 32. 下面是一位教师英语课堂上的板书内容截图。 根据该板书回答下列问题: (1)分析该教学目的。
(6分) (2)从三个方面分析该板书所体现的教学理念。
(12分) (3)分析该板书的两个优点和两个缺点。(12分) 四、教学设计题(本大题1小题,40分) 33. 根据提供的信息和语言素材设计教学方案,用英文作答。 设计任务:阅读下面学生信息和语言素材,设计15分钟的阅读教学方案。教案没有固定格式,但须包含下列要点: teaching objects teaching contents key and difficult points major steps and time allocation activities and justifications 教学时间:15分钟。
学生课堂参与积极性一般。 语言素材: 3 2019年下半年全国统考教师资格《英语》(高中) 参考答案及解析 一、单项选择题(本大题共30小题,每小题2分,共60分) 1.
A. manifest意为“显示,表明,使显现”;B. modify意为“修改,减轻,减缓”;C. magnify意为“夸张,夸大”;D. expose意为“揭露,显露”。manifest itself表示“显露,显现”,一般用于疾病显现。其他三项不符合语境。故选A。
句意:在人类生命的竞技场,荣誉与奖赏眷顾善于行动的人。A. ring意为“戒指,铃声,钟声”;B. terrace意为“梯田,街道”;C. arena意为“运动场,竞技场”;D. ground意为“地面,土地”。由in action可知,该空与“竞技”有关。A、B、D三项与语境不符。
【答案】A。解析:考查动词辨析。句意:你要是既买镜框又买镜片的话,至少可以享受普通价格50%的折扣。A. entitle意为“给……权利,给……资格”;B. tip意为“使……倾斜”;C. present意为“呈现,介绍,赠送”;D. credit意为“把钱存入,归功于”。entitle sb. to sth.表示“给某人获得某物或者某物的权利”。其他三项没有此用法。故选A。 4.
【答案】D。解析:考查辅音的发音。句意:下列哪一项属于双唇清辅爆破音?voiceless表示清音,声带不振动;bilabial表示双唇音;stop4 表示爆破音。/p/为 voiceless bilabial stop;/b/为 voiced bilabial stop;/m/ 为voiced bilabial nasal;/w/为 voiced bilabial glide。
故选D。 6.
just as表示“就像......一样”,此处just as引出对比的从句。
其他三项不能引导从句。故选A。 7.
根据request(要求,请求)可知,其后的宾语从句应用虚拟语气“(should) +do”的谓语动词形式,其中should可省略;而主语是radio与play之间应该是被动关系,因此用被动语态。故选C。 8.
【答案】A。解析:考查句子成分分析。问:斜体部分表示目的和意图的是哪一项?A项表示“她说这话是为了好玩,但其他人很认真”,表示目的;B项表示“尽管努力,这个队还是没有赢得这场比赛”,表示让步关系;C项表示“琳达为那家公司工作了20年”,表示一段时间;D项表示“他昨天出发去了北京”。set out for固定搭配,后接表示地点的名词。
故选A。 9.
【答案】D。解析:考查音节和音位。句意:在单词 “determine”中,有_____个音节和_____个音素。
determine [dɪˈtɜ:mɪn]包含3个音节,6个音素,其中重复的ɪ只能算一个音素。故选D。 10.
A. gradable opposites表示“等级反义关系”,每对反义词的成员表示的性质是程度的差别;B. relational opposites表示“关系反义关系”,成对反义词的词项间存在逆转关系,buy / sell, lend / borrow;C. complementary opposites表示互补反义关系,彼此互补,不但对一方的肯定意味着对另一方的否定,而且对另一方的否定也意味着对另一方的肯定,例如alive/dead, male/female;D项有dialectal synonym方言近义词的说法。“买”和“卖”互相依赖着存在。故选B。 11.
解析:考查教学方法。句意:归纳法与演绎法的不同在于归纳法能使学习者基于例子得出一般规律。A. generalization意为“概括,归纳”;B. solution意为“解决方法,答案”;C. understanding意为“理解,通晓”;D. decision意为“决定”。解答此题的根源要弄清楚归纳法和演绎法的区别:归纳法指学习者首先接触的是包含某一知识点的真实上下文,然后根据上下文信息归纳出该知识点的使用规则,得出一般规律;演绎法是教师首先展示知识点规则并举例说明,然后由学习者将所展示的知识点规则运用于新的语言环境。
综上所述,归纳法能使学习者基于例子得出一般规律。故选A。 12.
5 13.
它的主要特点是需要与其他人沟通,而A、C、D三项是练习类活动,不需要与他人沟通,自己能独立完成,因此排除。故选B。 14.
A可以作为读后活动;B项虽然也是读中活动,但是“阅读获取具体信息”属于寻读活动;C项属于读前活动,这三项都不是“略读”。故选D。 15.
【答案】C。解析:考查语言技能教学。句意:如果老师要求学生们列出想法,选择并扩展那些想法,然后再列提纲,该老师在专注于什么?A项表示“学生们的阅读技能”;B项表示“学生们的翻译技能”;C项表示“学生们的写作技能”;D项表示“学生们的听力技能”。列出想法、选择并扩展想法、再列提纲是写作教学内容,与阅读、翻译、听力无关,因此排除A、B、D三项。故选C。 16.
故选D。 17.
题干中的“谈论更多并获得新信息”偏重发散思维寻求信息方面的技能,因此属于参考性问题。其他三项不符合题意。故选C。 6 18.
解析:考查教学活动。句意:一位老师说“用what do you like to eat找出两种你的同伴喜欢吃但你不喜欢吃的东西,再找出两种你们都喜欢吃的东西”,该老师关注的是什么?A项表示“形式”;B项表示“意义”;C项表示“意义和使用”;D项表示“形式和意义”。
在题干中,find out two things your partner likes to eat but you don’t and two things you both like to eat 属于“意义”范畴;using what do you like to eat属于“使用”范畴。因此,单纯的形式、单纯的意义、形式和意义都不符合题意。故选C。
【答案】C。解析:考查教学活动。句意:下列哪一个活动最可能被用于鼓励学生们积极运用语言?A项表示“阅读文本并作出正误判断”;B项表示“听一篇文章并填空”;C项表示“扮演一个开通银行账户的角色”;D项表示“重新排句成文”。students’ active language use属于语言输出活动,A(读)和B(听)属于语言输入活动,因此排除这两项;D项的重新排句成文,有固定的答案,不能练习语言技能的综合能力,因此不能为学生提供体验、感知语言的机会,而“扮演一个开通银行账户的角色”正体现了积极地运用语言。
故选C。 20.
achievement test主要检查和评价学生在某一阶段或某一课程学习中对所学内容的掌握情况,如:期中考试、期末考试;placement test主要是了解学生现有语言水平,发现和诊断语言学习中的问题。
教师可根据测试的成绩和信息,修订或调整教学计划,或根据学生的水平进行筛选分班;proficiency test主要是测量学生英语语言知识和综合运用英语的总体水平,如:美国的托福考试。考试内容不针对任何教材和课程。
主要用来筛选和选拔人才,试题难易有跨度,有利于区分考生的优劣程度;有跨度,有利于区分考生的优劣程度;aptitude test主要是学生是否具有学习外语的天赋或潜在能力。考试不太关注学生已掌握了多少东西,主要关注考生识别、理解、模仿、记忆、归纳和学习一门新的语言的能力。题干表示“筛选学生”,因此,A、C、D三项不符合题意。故选B。 21—30小题 缺 二、简答题(本大题1小题,20分) 31.
【参考答案】 (1)写作是英语语言的输出过程,是语言的综合应用。英语写作课的总体思路是要有一个先输入后输出的过程教学,主体上可以分为三大板块:写前,写中和写后。 写前:教师可以带领学生从听、说、读三个方面来进行,包括对相关话题的讨论、辩论、图片讨论、自由会话、读短文、试听活动等。比如:从听力、阅读的环节引入写作话题,让学生根据所听、所读的内容展开一定的讨论,或是演讲,或是头脑风暴等,阐述自己的观点。
写中:在此过程中,教师应引导学生通过信息搜集与处理、表达与交流等探索活动,要求学生用最直接的方式表达想说的话,要用自己的角度或者某假设的角度去写,要向读者介绍某一主题。比如:撰写提纲。7 先是组织学生们集体讨论、组织文章结构、表达语言等。讨论完成可以要求学生们自行制定行文提纲。
写后:教师应该锻炼学生自主、独立地发现问题和解决问题的能力,提高学习积极性,要求学生自己或与同学一起对文章进行修改和润色,检查单词拼写、标点、句子结构和文章结构等。比如:改写。初稿完成之后,安排学生自己修改或同桌之间进行互相的校对改写活动,最后进行作文的互评阶段。 (2)教师在写作教学过程中应该注意以下四个事项: ①应激发学生学习动机。教师应该有计划地、有目的地拟好学生感兴趣、有话可说的题目和写作要求,使写作任务真实化。例如给某人写一封信等,激起学生的兴趣,激活学生的相关知识。
同时教师也需要构建愉悦和谐的课堂气氛,鼓励他们将自身所长渗入到英语写作,积极调动学生的主动性和创新性,帮助他们建立写作自信心。 ②应强化学生英语思维。在教学过程中,为帮助学生克服母语对英语写作的干扰,教师可以带领学生对写作材料或者口语材料中的句子结构进行分析,然后写出与之相同或者相似的句子,教师也可要求学生用不同方式表达同样的意思,进而组织提高句子连贯性的练习,组成语意连贯的文章。例如重新排列句子、填空等。
这些训练的关键在于训练学生从汉语思维到英语思维的转换。 ③应培养学生良好的写作习惯。在书写初稿之前,为确保完成的文章条理分明、结构清晰,必须培养学生写作前列提纲的习惯,要求文章围绕话题,确定文章的具体内容。书写初稿时,学生必须要考虑把文章要点扩展成句、各段之间按照一定的顺序或者逻辑顺序连成一个有机的整体,确保文章内容要点齐全,上下文基本连贯。
三、教学情境分析题(本大题1小题,30分) 32.
【参考答案】 (1)该板书设计的教学目的是通过罗列一系列的单词及其搭配,能够让学生清楚地了解板书中所罗列词汇的具体用法及相应的搭配结构,从而在真实的英语学习中掌握词汇的实际运用。 8 (2)①体现了有效教学也是一套策略的教学理念。该理念要求教师掌握有关的策略性知识,以便于自己面对具体的情景作出决策。
(3)优点:①通过大括号式的方法,帮助学生整理了词汇的搭配及结构,有益于学生进行知识的联系和迁移,从而掌握多个词汇的具体运用;②通过罗列多个词汇,学生也能够发挥自己的主观能动性,运用自己的自主学习及分析能力,从而加深对词汇的理解。 缺点:①该板书没有标题,板书的标题是一节课知识和内容的纲领性存在,起概括和引领性作用,也能让学生更加清楚了解本节课的核心;9 ②该板书设计中并未突出重难点,高中阶段应掌握的词汇一般难度较大,很明显该教师并未考虑学生学习中的阶段性特征,把一些简单词汇和较难词汇直接混为一体,并未突出本节课应重点掌握的词汇,该做法不利于学生把握本节课重难点。
四、教学设计题(本大题1小题,40分) 33. 10
【参考设计】 Teaching type: Reading class Teaching contents: This lesson is from Foreign Language Teaching and Research Press, senior high school, the second book, Module 4, Cultural Corner part. It gives a brief introduction about Picasso’s career and his main contribution. Teaching Objectives: (1) Knowledge objectives: ①Students are able to know the different stages of Picasso’s career and his main contribution. ②Students are able to know the main features of Cubism. (2) Ability objectives: ①Students are able to find the main idea and detailed information about the passage through some reading skills like skimming and scanning. ②Students are able to retell the passage according to the given time. (3) Emotional objectives: ①Students can foster their interest and desire of learning English, and they can be fond of taking part in class activities. ②Students are able to improve their interest in Western and oriental paintings actively. Teaching key and difficult points: Teaching key point: Students can understand and master the basic knowledge of the reading material correctly. Teaching difficult point: Students can foster the interest of learning English and strengthen their interest in painting. Teaching Procedures: Step
1: Pre-reading (3 minutes) (1) Show students some famous paintings in western world, such as The Last Supper, Quernica and so on. (2) Ask students to watch a short video about Cubism, which mainly introduces the features of this movement. (Justification: Showing students some pictures of famous paintings can improve their interest in this topic. A short video can help students to know more background information about the passage. ) 11 Step
2: While-reading (6 minutes) (1) Ask students to read the passage for the first time and finish the following blanks. (2) Ask students to read the passage for the second time and finish the time line. Time Stages of Career At the age of 10 ______________ At the age of 16 ______________ From 1902 to 1904 ______________ From 1904 to 1906 ______________ (3) Ask students to talk about the following questions in group of 4. Four minutes for them to discuss. ① What can you see and how do you feel when you look at the famous painting Quernica? ② What does Picasso want to express through this painting? (Justification: Filling the blank helps students to know the main information of the passage and helps them to improve the reading skills. Time line will help them to know more detailed information about Picasso’s career. Questions can improve student’s critical thinking. ) Step
3: Post-reading (4 minutes) (1) Ask students to retell the passage according to the time line and blank. 12 (2) Ask students to share their favourite painters and the works of the painters. Four students a group and two minutes for them to discuss. After two minutes, ask some of them to share in front of the classmates. (Justification: Through retelling, students’ understanding of the passage will be strengthened. The final discussion will help them to improve their speaking and organizing ability.) Step
4: Summary and Homework (2 minutes) Summary: Invite two students to be the teacher assistants to make a conclusion for the class. Homework: (1) Make a resume about the students’ favorite painter and show it next class. (2) Search more information about Cubism and collect more representative works. (Justification: Summary can make students know the main information about the class. Homework can help students to consolidate the knowledge that they have learned in class and use them in daily life.) 13 2019初中升高中试题。
小学生课堂纪律, 小学生300字日记, 树德实验中学, 平遥中学, 永宁中学, 辛集市信德中学,


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