教师资格证-初中英语简答题(历年真题)汇总
教师资格考试初中英语学科知识与教学能力试卷与参考答案(2024年)
2024年教师资格考试初中英语学科知识与教学能力复习试卷与参考答案一、单项选择题（本大题有30小题，每小题2分，共60分）1、What is the main function of the verb “do” in the sentence “They do not like playing video games.”?A. Auxiliary verbB. Main verbC. Modal verbD. Object verb答案：A解析：In the given sentence, “do” is used as an auxiliary verb to form the negative. It helps in forming the negative present simple tense. Therefore, the correct answer is A. Auxiliary verb.2、In the following sentence, identify the subject-verb agreement error.The students, each having their own opinions, discuss the issue.A. There is no error in subject-verb agreement.B. The error is in the use of “having” instead of “have.”C. The error is in the use of “discuss” instead of “discusses.”D. The error is in the use of “the students” instead of “students.”答案：D解析：The error in the subject-verb agreement is in the use of “the students” instead of “students.” The correct form should be “students discuss” because “students” is a plural noun and requires a plural verb form. Therefore, the correct answer is D. The error is in the use of “the students” instead of “students.”3、The sentence “The book is so fascinating that I couldn’t put it down.” uses the phrase “couldn’t put it down” to express the speaker’s feeling. Which of the followi ng phrases is closest in meaning to “couldn’t put it down”?A)couldn’t stop reading itB)didn’t want to finish itC)didn’t find it interestingD)didn’t understand itAnswer: A) couldn’t stop reading itExplanation: The phrase “couldn’t put it down” is used to desc ribe the feeling of being so engaged in something that you cannot stop doing it. “couldn’t stop reading it” is the closest phrase that conveys this meaning, indicating that the speaker was so fascinated by the book that they couldn’t stop reading it.4、In the following dialogue, which sentence is an example of a yes/no question?A)“How is your family doing today?”B)“Do you have any plans for the weekend?”C)“Are you going to the party tonight?”D)“Can you help me with my homework?”Answer: C) “Are you going to the party tonight?”Explanation: A yes/no question is one that can be answered with a simple yes or no. “Are you going to the party tonight?” is a clear example of a yes/no question because it asks a direct question that can only be answered with a yes or no. The other sentences are open-ended questions that invite a more detailed response.5、In the following sentences, which one uses the correct past perfect tense?A. He had finished the project before he left the company.B. He finishes the project before he left the company.C. He finished the project after he left the company.D. He finished the project when he left the company.Answer: AExplanation: The correct answer is “A” because the past perfect tense is used to express an action that was completed before another past action. In this case, “he had finished the project” indicates that the action of finishing the project happened before he left the company.6、Choose the sentence that correctly uses the present perfect tense.A. I have just arrived at the station.B. I have arrived at the station already.C. I arrived at the station.D. I was arriving at the station when the train left.Answer: AExplanation: The present perfect tense is used to describe an action that started in the past and continues to the present or has a present result. In this case, “I have just arrived at the station” correctly uses the present perfect tense to indicate that the action of arriving has a present result. The other options either do not use the present perfect tense or incorrectly use past simple or past continuous tense.7、The teacher is using a visual aid to help students understand the new vocabulary. Which of the following is the most appropriate visual aid for teaching the word “metropolis”?A) A map of a small townB) A picture of a skyscraperC) A graph showing population growthD) A video of a rural landscapeAnswer: B) A picture of a skyscraperExplanation: The word “metropolis” refers to a large city, often with a significant population and economic importance. A picture of a skyscraper is a visual representation of an urban environment, which would be most appropriate for teaching the word “metropolis.” The other options (A, C, D) do not directly relate to the concept of a large city.8、In a lesson on the past continuous tense, the teacher wants to elicit the correct form of the sentence “I______(watch) TV when he called me.” Whichof the following prompts is the most effective for helping students produce the correct past continuous form?A)“What was I doing when he called me?”B)“What did I do while he called me?”C)“When did I watch TV?”D)“What did I do at that time?”Answer: A) “What was I doing when he called me?”Explanation: The past continuous tense is used to describe an action that was happening at a specific point in the past. The prompt “What was I doing when he called me?” correctly elicits the past continuous form “was watching” to complete the sentence “I was watching TV when he called me.” The other options either use the simple past tense or do not fit the context of the past continuous tense.9、Which of the following sentences uses the subjunctive mood correctly?A) If I was you, I would take the job.B) If I were you, I would take the job.C) If I am you, I would take the job.D) If I be you, I would take the job.Answer: BExplanation: The correct answer is B because the subjunctive mood is used to express hypothetical or contrary-to-fact conditions. He re, “were” is used instead of “was” to express an imaginary situation.10、Identify the type of the sentence: “Do your homework quickly!”A) DeclarativeB) InterrogativeC) ImperativeD) ExclamatoryAnswer: CExplanation: The correct answer is C because the sentence is giving a command or making a request, which is characteristic of an imperative sentence. The use of the base form of the verb “do” along with the exclamation mark emphasizes the command.11.The teacher is using a group discussion activity to teach the students about the main idea of a text. Which of the following statements is most likely to be true in this situation?A)The teacher is encouraging students to work individually.B)The teacher is providing the main idea to the students.C)The teacher is facilitating a group discussion to identify the main idea.D)The teacher is asking students to write a summary of the text.Answer: C) The teacher is facilitating a group discussion to identify the main idea.Explanation: In this context, the teacher is using a group discussion to engage students in identifying the main idea of a text, which is an effective strategy for collaborative learning and comprehension.12.In the context of teaching a new vocabulary word, which of the following activities is most effective for helping students remember and understand the word?A)Reading the word in a sentence and moving on.B)Writing the word multiple times in a paragraph.C)Creating a visual representation of the word using drawings or symbols.D)Asking students to define the word and then use it in a sentence.Answer: D) Asking students to define the word and then use it in a sentence.Explanation: Encouraging students to define a new vocabulary word and then use it in a sentence helps reinforce understanding and retention. It also allows the teacher to assess the students’ comprehension and usage of the word.13、Which of the following sentences uses the subjunctive mood correctly?A) If I was you, I would take the job.B) If she were me, she wouldn’t go.C) If he be a doctor, he would give you advice.D) If they was here yesterday, they would have seen the accident.Answer: B) If she were me, she wouldn’t go.Explanation: The subjunctive mood is used to express hypothetical or contrary-to-fact situations. Option B correctly uses the past subjunctive form “were” to indicate a hypothetical situation.14、Identify the type of sentence that is primarily used to give instructions in an English class.A) InterrogativeB) ExclamatoryC) ImperativeD) DeclarativeAnswer: C) ImperativeExplanation: The imperative sentence is used to give commands or instructions. In an educational setting, teachers often use this type of sentence to direct students’ actions, such as “Please open your books,” or “Write down the new vocabulary.”15.The following sentence is an example of a question type that is often found in the reading comprehension section of the English exam for junior high school teachers. Which of the following is the correct question type?A. Multiple-choice questionB. True or False questionC. Short answer questionD. Matching questionAnswer: AExplanation: The question type described in the prompt is a multiple-choice question, where the examinee is presented with a question and several possible answers to choose from. This is a common format in reading comprehension sections of standardized tests.16.In the context of teaching English at the junior high level, which of the following strategies would be most effective in helping students develop their vocabulary?A. Encouraging students to memorize new words without contextB. Using flashcards to present new vocabulary itemsC. Incorporating vocabulary into context-rich texts and discussionsD. Assigning students to write essays using new vocabulary wordsAnswer: CExplanation: Incorporating vocabulary into context-rich texts and discussions is the most effective strategy for helping students develop their vocabulary. This method allows students to understand the meaning and usage of new words in a real-world context, which aids in long-term retention and practical application.17、Which of the following is NOT a characteristic of communicative language teaching (CLT)?A)Focus on accuracy over fluencyB)Integration of language skillsC)Emphasis on communication competenceD)Student-centered activitiesAnswer: A) Focus on accuracy over fluencyExplanation: Communicative Language Teaching emphasizes fluency and the ability to communicate effectively in real-life situations. While accuracy is important, it is not prioritized over fluency in CLT. The approach advocates for an integrated skills approach where speaking, listening, reading, and writing are developed together, focusing on communication competence and often employing student-centered activities.18、In the context of vo cabulary acquisition, what does the term “depth of processing” refer to?A)The number of times a word needs to be repeated to be memorizedB)The intensity and cognitive effort involved in learning new vocabularyC)The frequency of encountering a word in different contextsD)The depth at which words are printed in a textbookAnswer: B) The intensity and cognitive effort involved in learning new vocabularyExplanation: Depth of processing theory suggests that the level of mental engagement with new information affects how well it is remembered. In vocabulary acquisition, deeper processing involves more than just repetition or surface-level exposure; it includes engaging with the word in meaningful ways that require cognitive effort, such as through use in sentences or association with images or experiences. This deeper engagement tends to lead to better retention and understanding of new vocabulary.19.In a primary school English class, the teacher wants to introduce a new topic about seasons. Which of the following activities would be most appropriate to engage the students in learning about the seasons?A. Reading a short story about a character traveling through different seasons.B. Singing a song about the changes in the weather during different seasons.C. Conducting a science experiment to demonstrate the changes in the Earth’s tilt.D. Showing a documentary film about the different climates around the world.Answer: BExplanation: Singing a song about the changes in the weather duringdifferent seasons would be the most engaging and interactive way to introduce the topic of seasons to primary school students. It allows them to learn through music and movement, which is both fun and educational.20.When designing a lesson plan for teaching the past continuous tense, which of the following teaching strategies would be most effective for a group of middle school students?A. Using a lot of vocabulary exercises and translation tasks.B. Presenting a detailed grammar explanation followed by a series of exercises.C. Creating a scenario where students can act out events that were happening in the past.D. Showing a video clip of a story that is narrated entirely in the past continuous tense.Answer: CExplanation: Creating a scenario where students can act out events that were happening in the past is an excellent teaching strategy for teaching the past continuous tense. It allows students to visualize and experience the language in a real-life context, which aids in their understanding and retention of the tense.21、Which of the following sentences uses the subjunctive mood correctly?A) If he were me, he will do it differently.B) If I was the teacher, I would change the curriculum.C) If she were here, she knows what to do.D) If they were smarter, they would have passed the exam.Answer: D) If they were smarter, they would have passed the exam. Explanation: The correct answer is D because it uses the past unreal conditional (were smarter) along with the conditional perfect (would have passed) to indicate an impossible or highly unlikely condition in the past.22、Identify the type of sentence used in the following example: “Watch out for that dog!”A) DeclarativeB) InterrogativeC) ExclamatoryD) ImperativeAnswer: D) ImperativeExplanation: The correct answer is D because the sentence “Watch out for that dog!” is giving a command or making a request, which is characteristic of an imperative sentence.23.The teacher is introducing a new vocabulary word to the students. Which of the following strategies is most suitable for explaining the word “vulnerable” to the middle school students?A)Presenting the word in a sentence and having students infer its meaning.B)Providing a definition and using synonyms to help students understand the word.C)Drawing a picture that visually represents the word.D)Asking students to give examples of the word in their own sentences.Explanation: B) is the most suitable strategy because providing a definition and using synonyms can help students understand the meaning of the word “vulnerable” in a clearerand more concrete way. This method allows them to build their vocabulary and understandthe word within the context of the language.24.In a middle school English class, the teacher wants to assess the students’ comprehension of a short story. Which of the following assessment methods would be most effective?A)Giving a multiple-choice quiz at the end of the lesson.B)Asking students to write a summary of the story.C)Conducting a group discussion on the characters and themes of the story.D)Having students create a poster depicting the main events of the story.Answer: C)Explanation: C) is the most effective assessment method because it promotes active learning and encourages students to engage with the story’s content. Group discussions allow students to express their thoughts, share ideas, and develop critical thinking skills. This method also provides the teacher with insights into how well the students have comprehended the story’s characters and themes.25、Which of the following sentences correctly uses the subjunctive mood?A) If I was you, I would take the job.B) If I were you, I would take the job.C) If I am you, I would take the job.D) If I be you, I would take the job.Explanation: The correct sentence is “If I were you, I would take the job.” This sentence uses the subjunctive mood with “were” to expr ess a hypothetical situation that is contrary to fact. The subjunctive mood is used here because it’s impossible for someone to literally be another person, making this a hypothetical condition.26、Identify the type of clause in the following sentence:“Even though she was tired, she finished her homework.”A) Independent clauseB) Dependent clauseC) Relative clauseD) Noun clauseAnswer: BExplanation: In the sentence “Even though she was tired, she finished her homework,” “Even though she was tired” is a dependent clause because it cannot stand alone as a complete thought. It provides additional information but relies on the main (independent) clause “she finished her homework” to convey a complete meaning. The dependent clause starts with a subordinating conjunction “even though,” which introduces a condition or contrast to the main action in the independent clause.27.What is the main function of a vocabulary list in the context of teaching English to初中 students?A. To assess the students’ understanding of grammar rules.B. To encourage students to engage in oral communication.C. To provide a list of essential vocabulary words that will be covered in the course.D. To introduce new cultural topics for classroom discussions.Answer: CExplanation: A vocabulary list in the context of teaching English to初中 students primarily serves to provide a structured list of essential vocabulary words that will be covered throughout the course. This helps students to focus on and learn the key terms they need to be familiar with in order to understand and participate effectively in class discussions and tasks.28.In a lesson about the past perfect tense, which of the following sentence structures is most appropriate for illustrating its usage?A. “I had finished my homework before my mother came back from work.”B. “I finished my homework because my mother came back from work.”C. “I will finish my homework if my mother comes back from work.”D. “I was finishing my homework when my mother came back from work.”Answer: AExplanation: The past perfect tense is used to describe an action that was completed before another past action. Therefore, the sentence “I had finished my homework before my mother came back from work.” accurately illustrates the usage of the past perfect tense, as it shows that the homework was completedbefore the mother came back. The other options do not correctly demonstrate the past perfect tense structure.29、Which of the following activities is most suitable for developing studen ts’ speaking skills in a communicative way?A)Reading a passage aloudB)Reciting a poem from memoryC)Engaging in a role-play conversationD)Listening to an audio recording and answering questionsAnswer: C) Engaging in a role-play conversationExplanation: Role-playing encourages spontaneous and interactive communication, which is essential for the development of speaking skills. It allows students to practice using language in a context that simulates real-life situations, thus improving their fluency, pronunciation, and ability to use appropriate language in different social contexts. While options A, B, and D may also contribute to language learning, they do not specifically focus on the interactive and communicative aspects of speaking as effectively as role-plays do.30、When designing a lesson plan, what is the primary purpose of includinga variety of assessment methods?A)To reduce the workload of grading for the teacherB)To cater to different learning styles and needs of studentsC)To make the lesson more interesting and engagingD)To ensure that the lesson covers all the required materialAnswer: B) To cater to different learning styles and needs of studentsExplanation: Incorporating a variety of assessment methods in a lesson plan is important because it helps to address the diverse ways in which students learn and demonstrate their understanding. This approach acknowledges that students have different strengths and preferences when it comes to showing what they know, and it can help to provide a more accurate and comprehensive picture of each student’s abilities. Options A, C, and D, while they may be secondary benefits, do not capture the main educational rationale for using varied assessments, which is to accommodate individual differences among learners.二、简答题（20分）Question: How can teachers effectively integrate technology into their English language teaching to enhance student engagement and learning outcomes?Answer:1.Utilize educational technology tools and platforms such as interactive whiteboards, digital learning management systems, and educational apps to create interactive lessons that engage students in different learning styles.2.Incorporate multimedia resources such as videos, podcasts, and online articles to provide a uthentic language experiences and stimulate students’ curiosity.3.Design and implement online collaborative projects and group activities that encourage students to work together and communicate in English, promotingcommunication skills and teamwork.e language learning software and apps that offer personalized learning experiences, allowing students to progress at their own pace and providing immediate feedback.5.Integrate technology-based formative and summative assessments to monitor students’ pro gress and identify areas for improvement.6.Provide opportunities for students to create digital content, such as presentations, videos, or blogs, to enhance their writing, speaking, and listening skills.7.Utilize educational websites and online forums to expose students to a wider range of English language materials and encourage them to practice English outside the classroom.8.Continuously update one’s knowledge and skills in using educational technology through professional development and online courses.Explanation:Integrating technology into English language teaching can have several positive effects on student engagement and learning outcomes. By incorporating educational technology tools and platforms, teachers can create interactive and engaging lessons that cater to different learning styles, making the learning process more enjoyable and effective. Using multimedia resources helps students gain authentic language experiences and stimulates their curiosity, making the learning process more meaningful. Online collaborative projects and groupactivities foster communication skills and teamwork, which are essential for language learning. Language learning software and apps provide personalized learning experiences, allowing students to progress at their own pace and receive immediate feedback. Formative and summative assessments using technology help teachers monitor students’ progress and identify areas for improvement. Encouraging students to create digital content enhances their writing, speaking, and listening skills. Lastly, utilizing educational websites and online forums exposes students to a wider range of English language materials, promoting continuous learning outside the classroom. Continuous professional development in educational technology is crucial for teachers to keep up with the latest trends and technologies in language teaching.三、教学情境分析题（30分）Question:A middle school teacher is planning a unit on “Hobbies and Interests” for her Grade 8 English class. The class consists of 25 students, with a mix of beginner, intermediate, and advanced learners. The teacher has observed that the students have varying levels of engagement and motivation in English classes. The school has provided a set of multimedia resources, including videos, audio clips, and interactive websites, to support the teaching of this unit.1.Analyze the learning needs of the students in the class.2.Describe how the teacher can utilize the multimedia resources effectivelyto cater to different learning styles and levels.3.Explain how formative and summative assessments can be integrated into the teaching and learning process for this unit.Answer:1.Learning Needs of the Students:•Beginner Level: Students at this level may have difficulty with basic vocabulary and sentence structures related to hobbies and interests. They might struggle to understand and produce simple sentences in English.•Intermediate Level: These students can understand and use some vocabulary and grammar related to the topic but may still need support with more complex structures and advanced vocabulary.•Advanced Level: Students at this level should be able to express their opinions on hobbies and interests fluently and accurately, using a variety of vocabulary and grammar structures.2.Utilizing Multimedia Resources:•For Beginner Level: The teacher can use simple videos and audio clips to introduce new vocabulary and phrases related to hobbies and interests.Interactive websites can be used to practice basic sentence structures and vocabulary through games and exercises.•For Intermediate Level: The teacher can use more complex videos and audio clips that include different accents and vocabulary. Interactive websites can provide more challenging exercises and activities, such as quizzes and discussions.•For Advanced Level: The teacher can use videos and audio clips that require deeper analysis and discussion. Interactive websites can offer moreadvanced activities, such as debates and research projects.3.Formative and Summative Assessments:•Formative Assessments: These can be integrated into the teaching process through activities such as:•Class discussions on hobbies and interests, where students can share their own experiences and opinions.•Quizzes and exercises using interactive websites and multimedia resources to practice vocabulary and grammar.•Peer assessments, where students can provide feedback on each other’s work.•Summative Assessments: These can be conducted at the end of the unit through:• A written test that includes multiple-choice questions, true/false statements, and short answer questions.•An oral presentation or debate on a chosen hobby or interest, where students can demonstrate their knowledge and understanding of the topic.• A project that combines different skills, such as writing a report on a hobby, creating a poster, or preparing a presentation.Explanation:The analysis of the students’ learning needs is essential for the teacher to create an inclusive and effective lesson plan. By utilizing the multimediaresources effectively, the teacher can cater to different learning styles and levels, ensuring that all students can engage with the material. Integrating both formative and summative assessments will help the teacher monitor the progress of each student and provide feedback that can be used to improve future lessons.四、教学设计题（40分）Question: Design a lesson plan for a 45-minute English class for Grade 8 students. The topic of the lesson is “Traveling Abroad.” The lesson should include vocabulary building, reading comprehension, and speaking activities.Lesson Plan:I. Introduction (5 minutes)•Objective: To introduce the topic of traveling abroad and create an interest in the lesson.•Activities:•Teacher shows a few images of famous landmarks from different countries.•Students share their favorite travel destinations and why.II.Vocabulary Building (10 minutes)•Objective: To introduce and practice new vocabulary related to traveling.•Activities:•Teacher presents new words on the board (e.g., backpack, passport, luggage, sightseeing, etc.).。
教师资格证-初中英语简答题(历年真题)汇总
教师资格证-初中英语简答题(历年真题)汇总-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN简答题知识点梳理作答要求1.标注序号2. 要点先行，再解释或举例3. 4-5点(按要求）4. 字迹工整，尽量不空常考要点一、语言知识教学二、语言技能教学三、教学实施四、教学评价五、教学法六、课程标准（一）语音教学1.句子重读的教学过程：（1）学生先听录音，后看书面材料，引导学生思考为何某些单词和句子需要重读。
（2）学生了解何时重读之后，进行重读训练（3）通过重读训练，教师引导学生知道重读可以表达重要信息(总结)2. 语音教学的原则（1）准确性原则（2）针对性原则（3）趣味性原则（4）交际性原则（5）综合性原则（6）长期性原则（二）词汇教学•词汇呈现与讲解的方式（1）借助辅助工具，如：实物、手势、动作表演，利用图片、图表、简笔画、投影仪等直观教具和声光电多媒体。
（2）借助已学知识来呈现和讲解新词，常见的具体方法包括构词法、同义词法等。
2. 词汇记忆策略（1）语境中记忆（2）联想记忆（3）词典辅助记忆（4）谐音记忆法（5）repeat记忆法（6）搭配法（7）归类法（词根词缀记忆法）3. 词汇教学的原则•直观性与情境性•机械记忆与理解记忆相结合•文化性与交际性•循序渐进、逐步扩展•音形义相结合；词不离句；加强复习，巩固记忆。
（三）语法教学1. 语法的教学方法有哪些？•演绎法教师首先直接讲解语法规则并举例说明，然后让学生进行各种替换练习、句子练习等训练。
(2) 归纳法教师让学生首先接触含有语法规则的语境，然后根据上下文的信息归纳出语法规则。
2.语法的练习方法（1）机械型练习强调语法的准确性。
常见练习形式：替换操练（简单的单个单词替换、多个单词替换）、转换操练（把主动语态换成被动语态）、并句操练（如把两个简单句合并成一个复合句）（2）意义型练习要求学生通过操练在一定情境中用英文达意。
常见形式：看图说话，根据提示翻译句子。
初中英语教师资格证面试
3.基本要求： (1)配合教学内容适当的板书； (2)并对当中的语法进行讲解； (3)试讲时间：约 10 分钟； (4)全英文试讲。
解析: 1. Teaching aims (1)Knowledge aim Students can master the imperative sentences and if clause. (2)Ability aim Students are able to talk about rules by using imperative sentences and if clause to talk about consequences. (3)Emotional aim Students will have the awareness of obeying rules.
Homework Students search for more information about how to go to school in other countries.
Blackboard design: 略
4. 1.题目：听说课 A tri(1)采用英语授课，试讲时间约 10 分钟； (2)需有师生互动环节； (3)需要设置板书。
2022 上半年教师资格证考试《初中英语专业面试》
初中教师资格证英语真题
初中教师资格证英语真题一、选择题（共30分，每题2分）1. Which of the following is NOT a verb?A. RunB. EatC. DanceD. Happy2. Fill in the blank with the correct form of the word given in brackets.The _______ (child) in the picture are playing happily.3. What is the past tense of "begin"?A. BegunB. BeganC. BegunD. Begin4. Choose the correct sentence to complete the dialogue.- I am not feeling well today.- _______. You should see a doctor.A. That's all right.B. I'm sorry to hear that.C. It doesn't matter.D. You're welcome.5. Which sentence is grammatically correct?A. She and I are going to the library.B. I and she are going to the library.C. The library and we are going together.D. We and the library are going together.6. The word "although" is used to show _______.A. AdditionB. ComparisonC. ContrastD. Cause7. Choose the correct preposition to complete the sentence.She is interested _______ music and painting.8. What is the comparative form of "big"?A. BigB. BiggerC. BiglyD. Bigness9. Fill in the blanks with the correct form of the word given in brackets.The _______ (many) you practice, the _______ (good) youwill be.10. Choose the sentence that uses the passive voice correctly.A. The letter was written by him.B. The letter writes by him.C. He was writing the letter.D. He writes the letter.二、完形填空（共20分，每题2分）Read the following passage and fill in the blanks with the most suitable word from the options provided.Once upon a time, there was a king who had a beautiful garden. He loved his garden very much and took good care of it. One day, he decided to plant a new kind of flower in the garden. He asked his gardener to find the seeds.11. The king had a garden that was _______.A. bigB. smallC. lovelyD. ugly12. The king _______ his garden.A. hatedB. lovedB. ignoredD. disliked13. The king wanted to _______ a new flower.A. plantB. cutC. smellD. water14. He asked his gardener to _______ the seeds.A. findB. hideC. sellD. throw away15. The gardener was _______ to find the seeds.A. happyB. sadC. excitedD. worried三、阅读理解（共30分，每 passage 10分，每题2分）Read the following passages and answer the questions.Passage 1In the United States, Thanksgiving is a national holiday celebrated on the fourth Thursday of November. It has been celebrated as the day of giving thanks for a bountiful harvest of the year before. Nowadays, Thanksgiving is also a time for family gatherings and the traditional meal includes turkey, stuffing, mashed potatoes, cranberry sauce, and pumpkin pie.16. When is Thanksgiving celebrated in the United States?A. The first Thursday of NovemberB. The second Thursday of NovemberC. The third Thursday of NovemberD. The fourth Thursday of November17. What is the main purpose of Thanksgiving?A. To celebrate the harvestB. To celebrate family gatheringsC. To celebrate the founding of the countryD. To celebrate a religious event18. Which of the following is NOT included in the traditional Thanksgiving meal?A. TurkeyB. StuffingC. Mashed potatoesD. Fried chickenPassage 2The internet has changed the way people communicate and access information. It has made the world smaller and more connected. People can now share ideas, news, and experiences with others around the globe instantly. The internet also provides a platform for learning and entertainment.19. What has the internet changed?A. The way people travelB. The way people communicate and access informationC. The way people shopD. The way people work20. What does the internet make the world?A. BiggerB. SmallerC. More diverseD. More isolated。
初中英语教资试题及答案
初中英语教资试题及答案一、选择题（每题2分，共20分）1. What's the meaning of "ambitious" in English?A. 有抱负的B. 有野心的C. 有远见的D. 有希望的答案：A2. Which of the following is the correct spelling?A. seperateB. seperatedC. separateD. separated答案：C3. Fill in the blank: "The teacher asked the students to _______ their homework."A. hand onB. hand inC. hand outD. hand over答案：B4. Which sentence is grammatically correct?A. She don't like apples.B. She doesn't like apples.C. She don't likes apples.D. She doesn't likes apples.答案：B5. What does "take after" mean?A. 跟随B. 继承C. 效仿D. 模仿答案：B6. Choose the word that is NOT a synonym of "famous".A. renownedB. notoriousC. celebratedD. distinguished答案：B7. In which sentence is the use of "although" correct?A. Although he is tired, he continues to work.B. He is tired, although he continues to work.C. Although he continues to work, he is tired.D. Although he continues to work, tired he is.答案：A8. Which of the following is the correct way to express "我昨天没有去学校" in English?A. I didn't go to school yesterday.B. I didn't go to school tomorrow.C. I didn't go to school the day before yesterday.D. I don't go to school yesterday.答案：A9. What is the past tense of "build"?A. buildedB. buildedC. builtD. build答案：C10. Fill in the blank: "She is _______ to win the competition."A. possibleB. probableC. likelyD. probable答案：C二、填空题（每题2分，共20分）11. The opposite of "success" is _______.答案：failure12. "To be honest" is an example of a(n) _______ phrase.答案：idiomatic13. The word "library" is a noun that refers to a place where books are _______.答案：kept14. The verb "to imagine" means to form a mental image or_______.答案：conception15. The past participle of "run" is _______.答案：run16. "To be punctual" means to arrive at the _______ time.答案：appointed17. "To apologize" is to express regret or ask pardon for a _______.答案：wrong18. The adjective "expensive" is the opposite of _______.答案：cheap19. "To be bored" means to feel weary or _______ from doing something.答案：tired20. The word "environment" refers to the surroundings or conditions in which a person, animal, or plant _______.答案：lives三、阅读理解（每题4分，共40分）阅读以下短文，并回答21-30题。
教师资格证真题初中英语
教师资格证真题初中英语注意：以下文本是根据“教师资格证真题初中英语”为题进行写作。
我将按照试卷的形式来回答题目，以尽量准确地满足要求。
第一部分：听力理解（共30分）第一节（共5小题；每小题1分，满分5分）听下面5段对话。
每段对话后面有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。
听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
1. What does the woman suggest doing this weekend?A. Going to the beach.B. Watching a movie.C. Going shopping.2. What does the man think about the movie?A. He didn't enjoy it.B. He thought it was interesting.C. He hasn't seen it yet.3. What does the woman think of the dress?A. She thinks it's too expensive.B. She loves its color.C. She doesn't like it.4. Where was the woman's camera originally made?A. In China.B. In Japan.C. In Switzerland.5. What is the woman looking for?A. Her wallet.B. Her phone.C. Her keys.第二节（共15小题；每小题1分，满分15分）听下面5段对话或独白。
每段对话或独白后面有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。
教师资格考试初中面试英语试题与参考答案
教师资格考试初中英语面试复习试题与参考答案一、结构化面试题（10题）第一题Question: If you were given a class of 30 seventh graders with varying English proficiency levels, how would you differentiate your teaching strategies to ensure that all students can learn and progress effectively?Answer:In a class of 30 seventh graders with varying English proficiency levels, it is crucial to adopt a multi-faceted approach to teaching that caters to the diverse needs of each student. Here are some strategies I would employ:1.Differentiated Instruction: I would use a variety of teaching methods and resources to cater to different learning styles and levels. This includes providing both written and oral instructions, using visual aids, and incorporating interactive activities.2.Small Group Instruction: I would form small groups based on proficiency levels to provide more personalized attention. This allows me to work with students who need extra support and challenge those who are more advanced.3.Differentiated Assessment: I would create assessments that are leveled to match the students’ current abilities. This could involve varying the complexity of tasks or providing multiple-choice questions for those who struggle with essay writing.nguage Support: For students who are still developing their English language skills, I would incorporate language support strategies such as using simplified language, providing glossaries, and using gestures and body language to aid comprehension.5.Encouragement and Motivation: I would make sure to praise and encourage all students, recognizing their efforts and progress. Motivation is key to keeping all students engaged and committed to learning.6.Differentiated Homework: I would assign homework that is appropriate for each student’s level, ensuring that it i s neither too easy nor too difficult. This could involve extension activities for more advanced students and review exercises for those who need extra practice.Explanation:Differentiated instruction is essential in a classroom with diverse learners. By implementing a variety of strategies, I aim to provide an inclusive learning environment where each student feels valued and supported. The focus is on meeting students where they are and helping them to reach their full potential in English language learning.第二题Question:How would you effectively differentiate instruction in your middle school English classroom to cater to the diverse learning styles, abilities, and backgrounds of your students?Answer:In my middle school English classroom, I would employ a variety of strategies to differentiate instruction that accommodate different learning styles, abilities, and backgrounds. Here’s how I would approach this:1.Assessment for Learning: Before planning lessons, I would conduct formative assessments to understand each student’s strengths, weaknesses, and preferred learning modalities. This could include reading comprehension quizzes, writing samples, or speaking and listening exercises.2.Flexible Grouping: I would use flexible grouping techniques, such as mixed-ability or interest-based groups, to create an inclusive learning environment. This allows students to work together, collaborate, and learn from one another.3.Adaptive Instruction: For students with varying abilities, I would provide modified assignments and support. For example, I could offer simpler versions of reading materials for struggling readers or more challenging texts for advanced learners.4.Visual and Auditory Aids: To cater to visual and auditory learners, I would incorporate multimedia resources, such as videos, interactive presentations, and audio recordings, into my lessons.5.Hands-On Activities: For kinesthetic learners, I would incorporate hands-on activities, such as role-playing, group projects, and interactive games, to engage their physical movement and reinforce learning.6.Cultural Responsiveness: Recognizing the diverse backgrounds of mystudents, I would incorporate culturally relevant materials and themes into my teaching. This includes using literature that reflects the experiences and perspectives of various cultures.7.Differentiated Homework: I would assign differentiated homework that allows students to demonstrate their understanding in various ways. Some students might complete a written assignment, while others might create a presentation, a podcast, or a visual representation of the lesson.8.Feedback and Support: I would provide timely and specific feedback to each student, highlighting their strengths and suggesting areas for improvement. Additionally, I would offer support through tutoring sessions or one-on-one conferences.Explanation:Differentiation in the classroom is crucial because it ensures that all students have the opportunity to learn and succeed. By using a combination of these strategies, I can create a dynamic and responsive learning environment that addresses the unique needs of each student. This approach not only enhances student engagement but also fosters a sense of belonging and inclusivity within the classroom.第三题Question: As an English teacher for junior high school, how would you differentiate your teaching methods for students with different learning styles (e.g., auditory, visual, kinesthetic)?Answer:In response to the diverse learning styles of students, I would implement a multifaceted teaching approach that caters to auditory, visual, and kinesthetic learners. Here’s a breakdown of my strategies for each type of learner:1.Auditory Learners:•Incorporate songs, rhymes, and chants into the lessons to reinforce vocabulary and grammar.•Use storytelling techniques to engage students in the narrative, thereby enhancing their listening skills.•Facilitate discussions and group activities that encourage speaking and listening, such as debates or role-playing exercises.2.Visual Learners:•Create visual aids like flashcards, diagrams, and posters to illustrate concepts and vocabulary.•Utilize multimedia resources, such as videos and slideshows, to present information in a visually engaging manner.•Design interactive whiteboards or use projectors to display key points during lessons, allowing students to follow along visually.3.Kinesthetic Learners:•Introduce activities that require physical movement, like “Simon Says”games for vocabulary practice or “Simon Says” for gr ammar exercises.•Encourage students to engage in hands-on projects, such as creating theirown booklets or posters to showcase their understanding of the lesson material.•Use role-playing and simulations to provide kinesthetic learners with a concrete context in which to apply their language skills.By incorporating these diverse teaching methods, I aim to provide a comprehensive learning experience that caters to the varying needs of my students. Additionally, I would continually assess their progress and adjust my strategies as needed to ensure that each student has the opportunity to succeed.Explanation:The answer provided above outlines a comprehensive approach to catering to the different learning styles of students in a junior high school English classroom. It emphasizes the importance of incorporating a variety of teaching methods to engage students with different learning preferences. By addressing auditory, visual, and kinesthetic learners, the teacher demonstrates a commitment to creating an inclusive and supportive learning environment. The explanation provides a rationale for each teaching strategy, highlighting the benefits of using these methods for each type of learner.第四题Question: How would you handle a situation where a student in your class has a strong negative attitude towards learning English, and this attitude is affecting their performance and the class dynamic?Answer:1.Initial Assessment: First, I would observe the student’s behavior and interactionswithin the classroom to understand the root cause of their negative attitude. It’s essential to gather information from various sources such as the student, their peers, and their parents.2.One-on-One Conversation: I would initiate a private conversation with the student to express concern for their well-being and to discuss their feelings about learning English. This allows the student to feel valued and understood.3.Encourage Openness and Empathy: During the conversation, I would encourage the student to share their thoughts and feelings without fear of judgment. I would listen actively and show empathy to build a rapport.4.Identify Challenges: We would identify the specific challenges the student is facing, whether they are related to the curriculum, learning style, peer pressure, or personal issues.5.Tailor Instruction: Based on the identified challenges, I would adapt my teaching methods to better suit the student’s needs. This could include using different resources, adjusting the pace of learning, or incorporating student interests into lesson plans.6.Peer Support: I would encourage positive peer interaction by forming study groups or peer tutoring sessions where students can support each other.7.Positive Reinforcement: I would use positive reinforcement techniques to acknowledge the student’s effort s and progress, regardless of the outcomes, to build their confidence.8.Collaborate with Parents and Guardians: I would involve the student’s parents or guardians in the process to provide additional support and to ensure consistency between home and school.9.Regular Check-ins: I would schedule regular check-ins with the student to monitor their progress and adjust strategies as necessary.10.Professional Development: If the issue persists, I would seek guidance from colleagues, mentors, or professional development resources to refine my approach.Explanation:The key to handling such a situation is to approach it with patience, understanding, and a commitment to the student’s growth. By understanding the underlying reasons for the negative attitude, tailoring the learning experience, and fostering a supportive environment, it is possible to turn around a student’s attitude and improve their performance and the class dynamic. It’s also important to maintain open communication channels with all stakeholders to ensure a holistic approach to the student’s education.第五题Question:As an English teacher for junior high school students, how would you differentiate your teaching methods to cater to students with diverse learning styles, such as visual, auditory, and kinesthetic learners?Answer:As an English teacher aiming to cater to students with diverse learning styles, I would adopt a multifaceted approach that integrates various teaching methods to engage all types of learners. Here’s how I would differentiate myteaching for visual, auditory, and kinesthetic learners:1.Visual Learners:•Use visual aids such as flashcards, posters, and diagrams to illustrate vocabulary and grammar points.•Create presentations and videos that include visual examples of language use in real-world contexts.•Encourage students to create their own visual summaries of texts or stories they have read.2.Auditory Learners:•Incorporate songs, poems, and dialogues into lessons to reinforce language learning through listening.•Conduct discussions and group activities where students can engage in verbal interactions.•Use storytelling and role-plays to help auditory learners absorb and remember the language.3.Kinesthetic Learners:•Design activities that involve physical movement, such as “Simon Says”games or theater exercises to practice language.•Incorporate hands-on activities like making models or dioramas to represent stories or concepts.•Encourage kinesthetic learners to act out scenes or use puppets to express their understanding of the material.Explanation:Differentiating instruction is essential to ensure that all students have the opportunity to learn effectively. By recognizing and addressing the specific needs of visual, auditory, and kinesthetic learners, I can create a classroom environment that caters to their preferences and strengths. This approach not only helps to engage all students but also enhances their overall language acquisition and retention. Additionally, it fosters a more inclusive classroom where students feel valued and understood, leading to higher levels of motivation and success.第六题Question:If you were teaching a group of初中 students who were struggling with understanding the past perfect tense, how would you adapt your teaching methods to ensure they grasp the concept effectively?Answer:1.Assess Understanding: Begin by assessing the students’ current understanding of the past perfect tense through a brief quiz or discussion. This will help identify their specific areas of confusion.e Real-Life Examples: Present real-life examples that naturally incorporate the past perfect tense. For instance, you could discuss a historical event and use sentences like, “The Great Wall had been built for centuries before the tourists arrived.”3.Visual Aids: Create visual aids such as timelines or storyboards to illustrate the sequence of events that require the use of the past perfect tense.This can help students visualize the concept.4.Interactive Activities: Engage students in interactive activities such as role-playing, where they can practice using the past perfect tense in context. For example, students could act out a scenario where one person asks about another’s past experiences.5.Collaborative Learning: Pair students up or form small groups to discuss and create sentences using the past perfect tense. This encourages peer learning and can help clarify misunderstandings.6.Consistent Practice: Incorporate regular practice sessions into your lessons, where students can practice forming and using past perfect tense sentences. This could include completing worksheets, online exercises, or oral drills.7.Differentiated Instruction: Recognize that students have different learning styles. Offer alternative methods such as video tutorials, audio recordings, or written explanations for those who may need additional support.8.Feedback and Adjustment: Provide immediate feedback on students’ usage of the past perfect tense and be prepared to adjust your teaching methods based on their progress and feedback.Explanation:The key to teaching the past perfect tense effectively to struggling students lies in making the concept relatable and accessible. By using real-life examples, visual aids, and interactive activities, students can engage with the materialin a way that resonates with them. Additionally, by offering a variety of teaching methods and allowing for collaborative learning, students can learn from each other and reinforce their understanding. Regular practice and personalized feedback ensure that each student receives the support they need to master the concept.第七题Question:Discuss the importance of integrating technology in teaching English to junior high school students and provide an example of how you would use technology in your classroom.Answer:Integrating technology into the teaching of English to junior high school students is essential for several reasons. Firstly, it enhances student engagement by providing interactive and dynamic learning experiences that can cater to different learning styles. Secondly, technology facilitates access to a vast array of resources, such as authentic materials from English-speaking countries, which can improve students’ language skills and cultural understanding. Additionally, using technology can help prepare students for a digital world where online communication and digital literacy are increasingly important.For example, I could incorporate a video project into my lesson plan where students work in groups to create short films or presentations on topics relatedto the curriculum. They would be required to research their topic, write scripts, record videos, and edit them using software like iMovie or Windows Movie Maker. This activity not only promotes collaborative learning and creativity but also provides practical experience with digital tools that are relevant to today’s job market. Furthermore, by sharing these projects with the class, students can practice their speaking and listening skills while receiving constructive feedback from their peers and teacher.Explanation:This question assesses the candidate’s ability to recognize the benefits of using technology in education and apply this knowledge practically. The answer provided demonstrates an understanding of how technology can enhance the learning environment and support the development of 21st-century skills. By giving a specific example of a video project, the response shows that the teacher can effectively integrate technology into the curriculum in a way that aligns with educational goals and fosters student engagement and collaboration.第八题Question: If you were teaching a class of students who had a diverse range of English proficiency levels, how would you differentiate your instruction to meet their individual needs and ensure that all students can participate effectively in the learning process?Answer:In a class with diverse English proficiency levels, I would implement thefollowing strategies to differentiate instruction and ensure effective participation from all students:1.Assessment and Grouping: Start by assessing the students’ current English proficiency levels through oral and written assessments. Based on these results, I would formmixed-ability groups where students with similar proficiency levels are placed together, but also ensure that there are opportunities for collaboration across groups.nguage Simplification: For students with lower proficiency, I would simplify the language by using clear, concise sentences and vocabulary that they can understand. I would also use visual aids, gestures, and body language to complement my verbal explanations.3.Task Differentiation: Assign tasks that cater to different proficiency levels. For example, advanced students might be given more complex projects or discussions, while lower-level students could focus on simpler tasks like vocabulary practice or basic sentence structure exercises.4.Interactive and Collaborative Activities: Incorporate interactive activities that encourage collaboration and peer support. This allows students to learn from each other and build confidence in their language abilities.5.Feedback and Encouragement: Provide regular, constructive feedback that focuses on improvement rather than criticism. Encourage students to set personal goals and celebrate their progress, regardless of their proficiency level.6.Differentiated Instructional Materials: Use a variety of resources and materials that are appropriate for different levels. This might include simplified textbooks, online resources, or additional worksheets for strugglingstudents.7.Flexible Learning Environment: Create a flexible learning environment where students can work at their own pace. This could involve allowing students to choose from a range of activities or giving them additional time to complete tasks.8.Parental Involvement: Keep parents info rmed about their child’s progress and involve them in the learning process. This could include sending home activity sheets or providing suggestions for language practice at home.By implementing these strategies, I can ensure that all students in the class have the opportunity to learn and participate effectively, regardless of their initial English proficiency level.Explanation:The answer provided outlines a comprehensive approach to managing a diverse class in terms of English proficiency. It addresses the need for both formative and summative assessment to inform instruction, the importance of differentiating tasks and materials, and the role of a supportive and interactive classroom environment. Additionally, it recognizes the value of parental involv ement in supporting students’ language development outside of school.Ninth QuestionQuestion: Describe a situation where you had to adapt your teaching methodology to accommodate a student with special learning needs. What specificstrategies did you employ to ensure their inclusion and academic success?Answer Example:“In my previous teaching experience, I encountered a student who had dyslexia, which made it challenging for them to read at the same pace as their peers. To address this, I implemented several strategies to support their learning process. Firstly, I utilized audio books and text-to-speech software that helped the student engage with the material on a more accessible level. Secondly, I provided written materials well ahead of time so that they could prepare and familiarize themselves with the content. Additionally, I encouraged peer-assisted learning, pairing the student with a classmate who could assist during group activities while promoting an inclusive classroom environment. Lastly, I ensured regular one-on-one sessions to discuss any difficulties and to tailor assignments that matched their learning pace. This approach not only supported the student’s academic progress but also fostered a sense of belonging and self-esteem within the clas sroom.”Analysis:This answer demonstrates the candidate’s ability to recognize individual learning differences and implement inclusive practices. The strategies mentioned show adaptability, resourcefulness, and a commitment to creating an equitable learning environment. By outlining specific tools and methods used (audio books, text-to-speech software, advanced preparation, peer assistance, and personalized attention), the candidate illustrates practical applicationof educational theories. Moreover, the emphasis on emotional well-being and self-esteem indicates a holistic approach to education, which is crucial for supporting students with special learning needs.第十题Question:How would you handle a situation where a student in your class is consistently disruptive and disrespectful towards both the teacher and their peers?Answer:As a teacher, addressing disruptive behavior is crucial for maintaining a positive and productive learning environment. Here’s how I would handle sucha situation:1.Immediate Intervention: First and foremost, I would address the behavior immediately. I would approach the student calmly and privately, ensuring they understand that their actions are inappropriate and disruptive to the learning process.munication: I would have a conversation with the student, asking them to explain their behavior. It’s essential to listen actively and without judgment to understand the root cause of the disruption. This may involve discussing their feelings, experiences, or any external factors that might be contributing to their behavior.3.Consistent Rules and Consequences: I would remind the student of the classroom rules and the consequences of breaking them. It’s important to be consistent with the rules and the consequences to avoid confusion and reinforce the importance of respecting others.4.Behavior Contract: If the disruptive behavior continues, I would createa behavior contract with the student. This contract would outline specific expectations, goals, and the consequences of not meeting those goals. Regular check-ins and feedback would be provided to monitor progress.5.Collaboration with Parents or Guardians: In some cases, involving the student’s parents or guardians may be necessary. I would communicate with them about the student’s behavior, seek their support, and discuss strategies that can be implemented at home and school.6.Classroom Support: If the disruptive behavior affects the entire class,I would work with the students to create a supportive environment. This could involve group discussions, role-playing scenarios, or team-building activities to promote respect and cooperation among classmates.7.Professional Development: As a teacher, I would also engage in professional development opportunities to enhance my skills in dealing with disruptive behavior. This could include workshops, webinars, or seeking guidance from colleagues who have experience in this area.Explanation:It’s essential to address disruptive behavior promptly and effectively to maintain a positive learning environment. By taking a proactive approach, listening to the student, implementing consistent rules, and involving parents or guardians when necessary, teachers can help students understand the importance of respect and cooperation. Additionally, seeking professionaldevelopment opportunities ensures that teachers have the necessary tools and strategies to handle such situations effectively.二、教案设计题（3题）第一题Title:“Teaching Plan for a Junior High School English Lesson on”The Weather”Answer:Objective:1.To enable students to understand and use simple sentences to describe weather conditions.2.To enhance students’ ability to communicate in English about daily weather observations.3.To develop students’ vocabulary and grammar skills related to weather expressions.Teaching Aids:•Whiteboard and markers•Flashcards with weather-related vocabulary•Weather forecast videos or pictures•Handouts for homeworkTeaching Procedure:1.Introduction (5 minutes)•Begin the lesson by asking students to share their favorite weather and why. This will stimulate their interest and provide a context for the lesson.•Show a brief video or pictures of different weather conditions to introduce the lesson topic.2.Vocabulary Presentation (10 minutes)•Introduce new vocabulary words related to weather using flashcards. For example: sunny, cloudy, rainy, windy, stormy, etc.•Have students practice reading and pronouncing these words aloud. •Provide a brief explanation of each word and its usage in a sentence.3.Grammar Presentation (10 minutes)•Introduce the simple present tense to describe weather conditions. Use examples like “It is sunny,” “It is cloudy,” etc.•Explain the structure and usage of the simple present tense for describing weather.•Have students practice forming sentences using the simple present tense with weather words.4.Practice (15 minutes)•Divide the class into small groups and ask them to create a dialogue about weather observations using the new vocabulary and grammar. •Circulate around the classroom to provide guidance and correct any errors. •Have each group present their dialogue to the class.5.Homework Assignment (5 minutes)•Assign a homework task where students are required to write a short paragraph describing a day’s weather in their hometown using the new vocabulary andgrammar.Evaluation:•Observe students’ participation and understanding during the vocabulary and grammar presentations.•Assess students’ ability to form sentences using the simp le present tense for describing weather.•Evaluate the quality of the group dialogues and the homework assignments.Explanation:This teaching plan focuses on introducing and practicing weather-related vocabulary and grammar in a junior high school English class. By using a variety of teaching methods, such as vocabulary flashcards, grammar explanations, group work, and homework assignments, the teacher aims to provide students with a comprehensive understanding of weather-related language and enhance their communication skills. The plan is designed to be interactive and engaging, encouraging students to actively participate in the learning process.第二题题目背景: 假设您是一名初中英语教师，您的班级学生年龄在13至15岁之间，英语水平为中级。
下半年教师资格证考试真题及答案：初中英语学科
下半年教师资格证考试真题及答案：初中英语学科一、单项选择题1、The main difference between /e/ and…… (2分)正确答案:A. tongue position2、……is the main rhyming pattern in…… (2分)正确答案:B. End rhyme3、We’re all keeping our……crossed that the surgeons do not find anything…… (2分)正确答案:A. fingers4、When implementing the project,we…… (2分)正确答案:C. run up against5、The island measures about 30 miles…… (2分)正确答案:A. by6、——Will John come to the party? …… (2分)正确答案. neither will Antony7、Garbo plays the role of the queen…… (2分)正确答案:B. rejoicing8、ministers decide to instigate an inquiry…… (2分)正确答案:C. if… would9、What is missing at the discourse level between the two sentences…… (2分)正确答案:C. Coherence10、The synonyms “charge” and…… (2分)正确答案. collocation11、Which of the fo llowing instructions is helpful in developing…… (2分)正确答案: B. listen to a story and work out the writer’s intention.12、The most suitable question type to check students’ comprehension…… (2分) 正确答案: B. referential questions13、Diagnostic test is often used for…… (2分)正确答案:A. Finding out what students know and don’t know 14、……activities is often used to develop students’s speaking (2分)正确答案:A. identifying and correcting oral mistakes15、……If a teacher asks studentes to make their own (2分)正确答案:A. Cognitive strategy16、……When a teacher tells the students that the word “dog” (2分)正确答案:D. connotative meaning17、……the last step in the process of writing essays (2分)正确答案:A. Editing the writing18、……The main purpose of asking questions about the topic before (2分)正确答案:C. activate students’schemata19、……to fill in the blanks in a passage with “that”,”which” (2分)正确答案:B. syntactic level20、……to talk about their hobbies in groups, (2分)正确答案:C. peer interaction21、……is closed in meaning to the underlined word”brawn” (2分)正确答案:C. physical strength22、……underlined phrase”the question” in Paragraph 1 (2分)正确答案:B. Will machines eventually replace human being?23、……What makes the instructions sent by smartphones (2分)正确答案:B. Information collected and elicited by smartphones from your life. 24、……Who will be most likely to suffer form (2分)正确答案:C. Individuals keeping the information about their proficiency to themselves.25、……Why will many people start to hate Big Data according to the (2分)正确答案:B. Because they facilitate performance and productivity assessment.26、What can be inferred form Paragraph 1 about criticisms…… (2分)正确答案:C. The criticisms mainly focus on the quality of non-university programs. 27、Which of the following is closest in meaning to the underlined word…… (2分)正确答案:C. Achievement28、What can be inferred from Paragraph 3? (2分)正确答案:B. The university system of the United States will be totally restructured. 29、What measures have been taken by some states to de al…… (2分)正确答案:C. To expand non-university teacher education programs.30、Which of the following is true of the…… (2分)正确答案:A. They are initiated to deal with teacher shortages and education inequities.二、简答题31、……在英语教学中的两个作用（8分），……使用教材的三点注意事项。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
简答题知识点梳理作答要求1.标注序号2. 要点先行，再解释或举例3. 4-5点(按要求）4. 字迹工整，尽量不空常考要点一、语言知识教学二、语言技能教学三、教学实施四、教学评价五、教学法六、课程标准（一）语音教学1.句子重读的教学过程：（1）学生先听录音，后看书面材料，引导学生思考为何某些单词和句子需要重读。
（2）学生了解何时重读之后，进行重读训练（3）通过重读训练，教师引导学生知道重读可以表达重要信息(总结)2. 语音教学的原则（1）准确性原则（2）针对性原则（3）趣味性原则（4）交际性原则（5）综合性原则（6）长期性原则（二）词汇教学•词汇呈现与讲解的方式（1）借助辅助工具，如：实物、手势、动作表演，利用图片、图表、简笔画、投影仪等直观教具和声光电多媒体。
（2）借助已学知识来呈现和讲解新词，常见的具体方法包括构词法、同义词法等。
2. 词汇记忆策略（1）语境中记忆（2）联想记忆（3）词典辅助记忆（4）谐音记忆法（5）repeat记忆法（6）搭配法（7）归类法（词根词缀记忆法）3. 词汇教学的原则•直观性与情境性•机械记忆与理解记忆相结合•文化性与交际性•循序渐进、逐步扩展•音形义相结合；词不离句；加强复习，巩固记忆。
（三）语法教学1. 语法的教学方法有哪些？•演绎法教师首先直接讲解语法规则并举例说明，然后让学生进行各种替换练习、句子练习等训练。
(2) 归纳法教师让学生首先接触含有语法规则的语境，然后根据上下文的信息归纳出语法规则。
2.语法的练习方法（1）机械型练习强调语法的准确性。
常见练习形式：替换操练（简单的单个单词替换、多个单词替换）、转换操练（把主动语态换成被动语态）、并句操练（如把两个简单句合并成一个复合句）（2）意义型练习要求学生通过操练在一定情境中用英文达意。
常见形式：看图说话，根据提示翻译句子。
（3）交际型练习强调交际为目的的意义输出或理解。
常见形式：讲故事，情景对话，小组讨论，角色扮演等。
(一）听力教学1. 听力教学的目的是什么？培养学生什么能力？目的：听力教学的目的在于培养听的策略；培养语感。
能力：听关键信息；听懂并执行指示语；听懂大意和主题；确定事物的发展顺序或逻辑关系；预测；理解说话人的意图和态度；评价所听内容。
2. 听力的教学模式有哪些？•自下而上模式•自上而下模式•交互式模式3. 听力的关键教学步骤及注意事项。
•听前介绍相关背景知识；预测听力内容(2) 听中泛听主旨和基本信息，精听细节。
(3) 听后在设计听力课时，教师要注意进行充足的“听力练习”，以便学生真正互动起来，达到交流、合作、发展综合运用语言能力的目的4. 训练学生听力的方法有哪些？•精听反复多次地听同一篇听力材料，除了掌握听力材料的中心大意、完成听力习以外，还要力求逐词逐句地听懂。
•泛听泛听指在听一遍听力材料的情况下，掌握听力材料的中心大意，听辨出关键词句，完成听力练习；大量广泛地选取听力材料进行听力练习。
5. 教师应如何选择听力材料？•真实性：接近真实语境中的话语；•可理解性：与学生生活联系紧密，语言水平相当。
•多样性：说话人的话语应尽量体现个性特征；•适度使用辅助的直观视觉材料；（二）口语教学1. 口语教学的目的是什么？培养学生什么能力？•目的：就简单的话题提供和交流信息，乐于表达个人观点和态度，逐步掌握倾听和呼应的技能，把握谈话线索和轮次，有效询问信息和澄清意思，获取帮助，解决力所能及的实际生活问题。
•能力：引出话题；维持交谈；插话；转移话题；话轮转换；引起注意；澄清意思；请求澄清；表示倾听和理解；预示和结束谈话；利用语音、语调表达意思。
2. 教师应如何选择口语材料？(1)与学生水平相当；(2)贴近学生生活；(3)话题具体，目的明确；(4)有利于学生参与、合作；(5)具有趣味性和真实性；(6)有利于口语交际和表达。
3. 口语教学中应当遵循哪些原则？(1)听力基础上培养说的能力(2)平衡准确性与流利性原则(3)注意得体性与连贯性原则(4)强调实践性与激励性原则(5)多方式循序渐进训练口语4.成功口语活动的注意事项(1)符合口语活动设计原则口语活动的人物与话题要有真实性和可操作性贴近生活；难度适当，内容有梯度(1)设计丰富多彩的口语活动(2)口语活动要体现全员参与性（三）阅读教学1. 阅读教学的目的是什么？培养学生什么能力？•目的：乐于阅读，基本养成阅读兴趣和良好的阅读习惯。
基本掌握常用阅读策略, 初步形成语感。
•能力：略读; 扫读; 预测；理解大意；猜测词义; 推断；理解细节；理解文章结构；理解图表信息；理解指代；理解逻辑关系。
2. 阅读教学应遵循哪些原则？•读写结合，以读带写•泛读与精读相结合•分层阅读按照阅读策略，重复的读同一篇文章。
常见阅读策略有略读、扫读、细读。
3. 教师应如何选择阅读材料？(1)阅读内容积极向上；(2)贴近学生生活和语言水平；(3)题材比较广泛，体裁、结构有变化；(4)具有思想性、趣味性、知识性、文化性和时代感（五）写作教学1. 写的教学的目的是什么？培养学生什么能力？•目的：乐于用书面语言表达意思，基本连贯地表述与表达事实、观点、情感，形成基本的写作能力。
•能力：激活相关信息; 整理思路; 组织素材; 列出提纲；起草短文；组织语言；修改短文; 正确使用标点符号和字母大小写。
2. 教师应如何选择写的材料？(1)与学生水平相当；(2)贴近学生生活；(3)话题具体，目的明确；(4)有利于开展合作学习；(5)有趣味性和一定的真实性。
(6)可读性、规范性、条理性、整体性（一）课堂管理•简述课堂提问的作用。
•提示学习重点•启发学生思维•获得教学反馈•使学生参与到教学活动中•提高交际能力2. 课堂提问的策略有哪些？(1)适时性——课中提问：启发学生获取新知识；吸引学生注意力。
课末提问：消除听课疲乏，巩固知识。
(2)针对性——紧绕课堂内容、精心设计、考虑难度。
(3)趣味性——多种方式灵活运用，增加新鲜感。
(4)启发性——循循善诱。
(5)探究性——问题层层递进、促进学生持续学习。
(6)广泛性——面向全体教学。
(7)激励性——教师给予恰当反馈，适当鼓励。
3.课堂纠错方法有哪些？(1)直接纠错(2) 间接纠错①重复法②重述法③强调暗示法4. 简述课堂中教师的角色。
Instructor（指导者）——1.指导学生自主学习（明确学习目的、激发学习兴趣、教授学习方法、提高学习效率）；2.尊重学生的不同，给予平等机会，指导学生从多方面评价自身的发展。
Facilitator（促进者）——教师为学生学习创造环境，运用策略激发学习动机，引导学生制定学习计划，培养学习策略。
Controller（控制者）——1.对课堂活动的进度、时间控制；2.活动中给予学生平等操练的机会。
3.活动中学生不偏离主题；4.维护纪律。
Organizer（组织者）——做任务时，明确交代任务、宣布活动形式、准确发出指令、进行必要示范、活动结束后及时反馈。
Participant（参与者）——任务型活动中，参与到学生中去。
Promoter（提示者）——学生发言时，提供帮助信息；学生不知如何回答问题或回答过于简略时，使用“Anything else?”提示学生补充。
Assessor（评价者）——1.反馈；2.纠错Resource-provider（资源提供者）——提供教学所需要的背景知识、范例等。
Researcher（研究者）——课堂教学+科学研究；听课、评课、赛课等。
5. 教师课堂在课堂中的语言应注意什么？•注意准确性•注意连续指令语的逻辑性和完整性•注意结合学生的实际水平循序渐进•语音、语速、语调6. 课堂给予指令的原则•时机原则：不要再学生未进入听课状态或未完成手里的任务时给予指令。
•清晰原则：指令简洁明了，不要让学生猜测。
•演示原则：解释活动的时候配以演示。
•先行组织原则：交代活动时注意新旧知识的衔接。
•指令完备原则：告知学生活动的目的、步骤等具体要求7. 课堂互动形式有哪些？其作用是什么？教师+全体学生；教师+学生小组；教师+学生个体；学生个体+学生个体；小组+小组；学生个体+全体学生；学生个体与小组；学生小组+全体学生•发挥学生主观能动性•引导学生自我检测•发挥团队合作精神•培养交际能力(二）教学设计1. 教案设计原则•以学生为主体原则•体现学生学习过程的原则•体现认知规律的原则•体现形成性评价的原则2. 简述确定教学目标的原则。
•以学生为中心•符合教学规律•全面性•阶段性•可测性3. 课堂导入有何意义？导入是教师在一个新的教学内容和活动开始时，组织学生进行课前心里准备和知识准备，引导学生进入学习的行为方式，运用正确的方法进入导入，可以：创造良好的英语氛围，安定学生的情绪，激发学生学习兴趣和求知欲，从而把他们的注意力引到制定的教学任务和程序中来。
4. 导入原则和要求•用声、像、图片和文字的形式创造英语氛围；•方式力求新奇多变，引人入胜，避免刻板单调•迅速抑制与英语教学无关或对对其有害的其他活动•尽量不用母语（6）重在激发学生求知欲，不要过多纠错（7）交际性强（8）时间适量（9）根据新的语言材料来确定导入的内容和形式，使之能够自然过度到呈现阶段5. 作业的布置的要求有哪些？•目的明确•适量•作业分层设计•趣味性•实践性•探究性•及时反馈6. 简述英语课板书的类型。
事件等书写板书。
•提纲式板书——对具有提纲作用的教学内容进行重点板书。
•表格式板书——用表格呈现文章重点内容和篇章结构。
•流程式板书——用文字、线条、框图将分散的知识按流程顺序进行排列，以揭示教学内容之间的联系。
7. 教学反思主要包括哪几个阶段，请简要概述。
（1）教学前确定教学内容、教学目标、教学动机、教学模式和教学策略。
并对教学计划主要内容进行反思：①重难点是否准确。
②设计活动是否符合教学目标。
③教学内容深度、呈现方式是否符合学生年龄和心理特征等。
（2）教学中①对教学中不可预测情况进行反思：教师应因势利导，不受学生牵制。
②在教学互动中，根据学生学习效果反馈，对教学计划进行适当调整。
（3）教学后①教学目标和教学策略是否符合教学内容。
②教学过程中，是否达到预期教学目标；教学方法是否得当；教学执行是否顺畅，是否需要修改，如何修改会更加有效；评价学生是否达到设定目标等。
③在教学策略上，寻求自身在教学上的问题；比较教学预期和实际教学结果，明确问题根源；重新审视，寻求新策略；验证新方案、新策略。
8. 教学日志的含义与内容教学日志的含义是：教学中，结合本专业的教学内容，针对当天的教学任务发表自己的见解，教育教学中的得与失，发表自己的看法;•促进思考向纵深发展的意义•促进教师教育理论学习的深入。
•促成教师的经验积累和提升（一）形成性评价1.简述形成性评价在学习活动实践的过程中，对计划、方案执行情况和结果进行的评价侧重过程的指导和学习中存着的问题与不足的揭示，能及时调整学习过程中存着的问题，提出改进措施。