2015年下半年初中英语

2015年下半年中小学教师资格考证

学科知识与教学能力(初中英语)

1. Which of the following correctly describes the English phoneme /θ/?

A. A voiceless dental fricative

B. A voiceless alveolar fricative

C. A voiceless dental plosive

D. A voiceless alveolar plosive

答案：A

2. Which of the following consonant clusters may not serve as the beginning of a word?

A. /spr/

B./skw/

C./str/

D./swt/

答案：D

3. The gold medal was _____ to MS Barrette for her excellent performance in the drama.

A. distributed

B. contributed

C. awarded

D. rewarded

答案:C

4. The visitors had made so much____ that Mr. Water had to spend several days to cleaning up

afterwards.

A.trouble

B. disturbance

C. damage

D. mess

答案:D

5. How many morphemes does the word "telecommunication" contain?

A.1

B.2

C.3

D.4

答案:D

6. In the foreign languages bookstore _____to be found books in various languages.

A.is

B. is been

C. are

D. are been

答案：C

7. A person needs to know who he/she is before being able to know what___makes him or her happy.

A. is it that

B. it is that

C.is it which

D.it is which

答案：B

8.There____nothing more for discussion，the conference came to an end 20 minutes earlier.

A.be

B. to be

C. being

D. to have been

答案：C

9. Which of the following is an entailment of the utterance "Annie broke the window" ?

A. Annie was careless

B. Annie was disruptive

C. Annie did something to the window

D. It is Annie who broke the window.

答案:D

10. The following conversation clearly violates the_____ .

A: How do you finally go to school?

B:The bus is so fast so I got to school very early.

A. Maxim of Quantity

B. Maxim of Relation

C. Maxim of Quality

D. Maxim of Manner

答案：B

11. Which of the following statements about a lesson plan is inappropriate?

A. It is a teaching guide

B. It is a blueprint to be strictly followed

C. It takes into account syllabus and students

D. It describes in advance what and how to teach

答案：B

12.Skill-integrated activities allow teachers to build in more____ into a lesson，for the range of activities will be wide.

A. certainly

B. simplicity

C. variety

D. Accuracy

答案:C

13. A language proficiency test that only consists of multiple-choice questions lacks___.

A.construct validity

B.content validity

C.test reliability

D.scorer reliability

答案:A

14. When a teacher asks students to rearrange a set of sentences into a logical paragraph he /she is trying to draw their attention to____.

A. grammar

B. vocabulary

C. sentence patterns

D. textual coherence 答案:D

15.Which of the following activities would help students develop the skill of extracting specific information?

A. Inferring meaning from the context

B. Recognizing the author's belief and attitudes.

C. Using information in the reading passage to make hypotheses

D. Listening to the flight information to see if the plane is on time.

答案:D

16. Which of the following activities can be used to check students' understanding of difficult sentences in the text?

A. Paraphrasing

B. Blank-filling

C. Story-telling

D. Summarizing

答案：A

I7.When a teacher organizes group work, which of the following might be of the Least Concern?

A. lncreasing peer interaction

B. lncreasing individual practive

C.Developing language accuracy

D.Providing variety and dynamics

答案：C

18.If a teacher asks students to collect, compare and analyze certain sentence patterns，he/she aims at developing students’______.

A. discourse awareness

B.cultural awareness

C.strategic competence

D.linguistic competence

答案:D

19.When a teacher says to the whole class，" stand up and act out the dialogue，he/she is playing the role of a(n)______.

A.monitor

https://www.wendangku.net/doc/bb11817062.html,anizer

C.assessor

D.prompter

答案:B

20.Which of the following may better check students' ability of using a grammatical structure?

A. Having them work out the rule.

B. Having them give some examples.

C. Having them explain the meaning.

D. Having them explain the structure.

答案：B

Passage 1

FROM James Moriarty to Ernst Stavro Blofeld，the idea of the evil genius has been a staple of storytelling. But is it true? Or, to put the matter less starkly，is there a connection between creativity and dishonesty in real people who are not bent on world domination，as well as in fictional supervillains? Writing in Psychological Science. Francesca Gino of Harvard University and Scott Wiltermuth of the University of Southern California suggest that there is-and that cheating actually increases creativity.

Dr Gino and Dr Wiltermuth tested the honesty of 153 volunteers with a task that involved adding up numbers for a cash reward，which was presented in a way that seemed to them to allow them to cheat undetected (though the researchers knew when they did). This was sandwiched between two tests for creativity，one of which was to work out how to fix a candle to a cardboard wall with a box of drawing pins, and the other a word-association test. This combination showed not only that creative people cheat more, but also that cheating seems to encourage-for those who cheated in the adding-up test were even better at word association than their candle-test results predicted.

That result was confirmed by a second set of experiments, in which some people were given

many opportunities to cheat and others few. The crucial predictor of creativity，the researchers

confirmed，was the actual amount of cheating，not any propensity to cheat.

A third experiment tested the idea that this is because both creativity and dishonesty require，as it were，a flexible attitude to rules. In this experiment volunteers were asked about their attitude

to bossy signs, such as “no cycling" and "no diving" notices，after being allowed to cheat (again, in a way transparent to the experimenters) on a coin-tossing test. Cheats, it turned out, were less constrained to obey such signs.

It is，it goes without saying, a long way from such acts of petty defiance to building a lair inside

an extinct volcano and threatening Washington from it-or even to non-fictional acts of serious crime. But some sort of link exists, so this research does indeed suggest that Arthur Conan Doyle and Ian Fleming were on to something.

21. What can be concluded from the passage about Janvesmoriaty and Ernst Stavro Blofield?

A. They are two evil geniuses.

B. They are two psychologises

C. They are two story-tellers.

D. They are two researchers.

答案:A

22. Which of the following is closest in meaning to the underline phrase "were on to something" in the last paragraph?

A. were inspired by something.

B. were going to do something

C. were worried about something.

D. were aware of the nature.

答案：D

23. Which of the following describes the sequence of Dr Gino and Dr Wiltermuth's research?

A. candle test，adding-up test，word assoviation test.

B. candle test，word assoviation test，adding-up test.

C.Adding-up test，candle test，word assoviation test.

D. Adding-up test，word assoviation test，candle test.

答案:A

24. What does the underlined words "the other" in paragraph 2 refer to?

A. The trick

B. The test

C. The reward

D. The combination.

答案:B

25. What conclusion can be drawn from this passage?

A.The more a person cheats，the more creative he is.

B.Cheating is likely to encourage creat~vity to some extent.

C.A person who cheats is more creative than a person who doesn't.

D.A person who is creative cheats more than A person who is less creative.

答案:B

简答题

31．请说明精听与泛听的区别，并分别简述教师应该如何指导学生进行精听与泛听的训练.

31. 参考答案

精听与泛听的区别:

精听( Careful listening)，是通过听课文，再把文章的内容感知一遍同时可以加深对文章细节内容一个深入了解，并且可以通过一些练习来检验听的效果（Filling in Blanks/ True or False/ Questions/Forms）。

泛听(Extensive listening)是让学生初步听材料并回答问题，让学生初步了解文章的主旨大意(main idea)和基本信息( basic information)，例如:时间、地点、原因、方式等。

教师在指导学生进行精听训练时，要与语音、语法和词汇的学习相结合，可

以“听”、“读”、和“写”的技能训练相结合，还可以与社会、文化背景知识的学习相结合。在进行精听训练时，教师可以指导学生在反复多听的基础上完成一些辨音、填充缺失内容、听写的练习，之后还可以进行一些拓展练习，如总结听力材料中出现的语音现象、跟读或朗读内容、分析听力材料的文本结构和语言特点等。

教师在指导学生进行泛听训练时，一定要严格要求学生，应该一气呵成地只听一遍就完成听力练习，中间不能停顿或重复。在进行泛听训练中可以使用的听力练习包括：测试对听力内容是否理解的选择题、判断题、测试能否抓住重点词句的填空题，以及用自己的语言写出或口述出所听到的主要内容的练习等。完成这些练习后，教师要注意和学生及时总结，或和同学共同讨论泛听的策略，如：如何根据上下文判断生词的含义，如何预测下文等。

32. 教学情景分析题

王老师是七年级的英语老师，在一次英语课上，他首先讲解了like与dislike 的区别，然后要求学生做一项配对活动，活动结束后，他宣布做练习四，整个活动过程中，王老师始终在台上，活动过程如下图。

活动开始前活动开始中活动结束后

a.该教师在每个活动阶段分别存在什么问题? 15分

b.针对每个阶段中存在的问题提出相应的建议。15分

32.参考答案

（1）该教师在每个活动阶段存在的问题有:

①活动开始前，该教师下发任务不是很明确，没有限定活动时间，学生在练习的过程中可能会没有计划，课堂会比较散漫;另外，教师在活动前应该提供一个示范，使学生在活动练习的过程中更明确。

②活动开始中，该教师不应该一直站在讲台上，应该参与到学生的活动中去，体现教师参与者、指导者、更正者、控制者等的角色。

③活动结束后，该教师不应该直接宣布做练习四，应该要求学生对前面的配对活动做出反馈，并给予适当的反馈与鼓励。

（2）每个阶段的建议:

①活动开始前，教师应该合理选择任务的难度，使学生明确任务的目标，尤其是任务的目的、完成的过程以及对于结果的要求，都要交代的清清楚楚，使每个学生都有事情干。同时要给予学生充分的活动准备时间，提供必要的语言资源，给学生提供一些可供选择的完成思路。

②活动开始中，教师要充分发挥自己的作用，摆正自己的位置，此时教师不仅是平时课堂上的指导者、更正者、控制者，同时还是讨论组中的一员。教师应该走到学生中去参与讨论。同时，还要注意防止学生失控，如使用母语或说一些

与主题无关的事甚至出现吵闹的现象。

③活动结束后，教师要注意引导学生进行反馈，让学生独立、完整地反馈成果，提升语言的准确度和流利度。对于学生在活动中出现的问题，要及时反馈，引导学生改正；对于学生表现优秀的地方，要及时给予鼓励，加强学生的自信心，增强英语学习的兴趣和合作意识。

33.教学设计题

设计任务：请阅读下面学生的信息和素材，设计一个15分钟的口语教学活动，教案没有固定格式，但要包括以下几点:

Teaching objectives，teaching contents，key and difficult points，major steps and time allocation, activities and justifications

教学时间: 15分钟

学生概况：某城镇普通初一年级第一学期学生，40人，多数学生已经达到《普通初中英语课程标准（实验）》二级水平，学生课堂参与积极性一般。

素材（一封信）

Dear Jenny，I am very busy on Friday. At 8:00 I have math. It is not fun. The teacher says it is useful，but I think it is difficult. Then at 9:00 I have science. It is difficult but interesting. At 10:00 I have history. After that, I have P.E. at 11:00. It' s easy and fun. Lunch is from 12:00 to 1:00，and after that we have Chinese. It is my favorite subject. Our Chinese teacher, Mr. Wang,is great fun. My classes finish at1:50, but after that I have an art lesson for two hours. It is really relaxing! How about you? When are your classes? What is your favorite subject? Your friend, Yu Mei

33.参考设计

Teaching content:

The passage is about a letter that Yu Mei writes to her friend Jenny，which talks about her study life on Friday.

Class type: Listening and speaking class

Teaching Objectives:

1. Knowledge objectives:

(1) Students can master the meaning and usage of this writing.

(2) Students can use the fixed structures” I have science/math/Chinese/PE” and” It is + adj." in proper situation to talk about their study life.

2. Ability objectives:

(1) Students can get the main idea about what Yu Mei is talking about after listening and can get some useful information from the writing;

(2) Students can improve their listening and speaking abilities through class activities;

3. Emotional objectives:

(1) Students can improve the confidence of learning English, and are not afraid of speaking English in class;

(2) Students can cooperate with others actively, and complete the tasks together; Teaching Key Points& Difficult Points:

Teaching Key Points:

(1) Students can make use of new sentences "1 have science/math/Chinese/PE" and

"It is + adj.”

(2) Students can comprehend of the main idea of the writing.

Teaching Difficult Points:

(1) Students can use the new sentences correctly;

(2) Students can understand it is very necessary to talk about the study life withtheir friends to share their idea.

Teaching Procedures:

Step 1 Warming up and lead-in (2 minutes)

Talk about whether students have written the letter to their friends. If they have written

Before, what they talked about in the letter.

(Justification: Through the ask and answer，on the one hand，it will help students practice their oral English. On the other hand，it can provide a related background information which can help students overcome obstacles.)

Step 2 Pre- listening (2 minutes)

Show the picture about somebody' s study，and ask students to describe the content according to the picture. For instance:

T: Look at this picture，here is a boy named Tom. Can you tell me what lessons he hason Friday?

Ss: He has math.

Ss: ...

T: OK, let' s listen to a material and check if you are the lucky one who got the correct answer.

(Justification: Through this activity，students can get the related information and arouse their

interest in learning English.)

Step 3 While- listening. (6 minutes)

(1) Play the record, and ask students to listen to the content. Then ask one student to tell his/her answer.

(2) Ask students to listen carefully and find out the following information.

How does Yu Mei think of math?

What does Yu Mei have at 10:00?

What's Yu Mei's favorite subject?

Then ask students to fill the blanks in table. After they finish, ask students to check

attention to the pronunciation，and do the imitation.

(Justification: Through the various activities，students can understand the details of the writing and learn to communicate with each other.)

Step 4 Post-listening (4 minutes)

Choose some volunteers to do the interview. One of the partners acts as the

interviewer and the other interviewee. Make an interview about the study rife，using the knowledge they have learnt today.

(Justification: Students act out the dialogue in their own way，which helps to consolidate what they learn in this period.)

Step 5 Summary and homework (1 minute)

Summary: Ask students to think about what they have learned today. And then make a summary.

Homework: Make a survey on the study life of your friends, at least 4 people. And do an oral report in the next class. Please use the sentences we have learnt today in your oral report.

(Justification: Summary can help students to deepen their understanding of the passage and homework can help students to improve their speaking and writing ability.)

Blackboard design:

I have science/math/Chinese/PE

It is +adj...

How does Yu Mei think of math?

What does Yu Mei have at 10:00?

What's Yu Mei' s favorite subject?

Teaching Reflection:

初中英语语法大全——名词

初中英语语法大全——名词 一、名词概述 1.名词的定义 名词是表示人、事物、地点、现象及其他抽象概念等名称的词。英语中的名词有可数名词和不可数名词之分；有其所有格形式；在句子中通常做主语、宾语、宾语补足语、表语、定语等。 2.名词的分类 名词分为专有名词和普通名词两类。普通名词又分为个体名词、集体名词、物质名词和抽象名词。个体名词与集体名词多数是可数名词，而物质名词与抽象名词多数是不可数名词。

二、名词的数 名词按照其可数性可以分为可数名词和不可数名词。可数名词是指可以直接计算数目的名词。个体名词和集体名词多数是可数名词；不可数名词是指无法直接用数目计算的词。物质名词和抽象名词多数是不可数名词。 1.可数名词的数 在英语中，可以直接用数字进行计算的名词是可数名词，不能直接用数字进行计算的名词是不可数名词。通常个体名词和集体名词可以用数目来计算，视为可数名词;物质名词和抽象名词往往指泛指的物质或者抽象的概念，不能用具体的数字来表示，视为不可数名词。专有名词往往只指一个人或物，因此没有必要再用具体的数字来修饰，一般也视为不可数名词。

eg: I was having dinner at a restaurant. eg: The two children are playing table tennis in the school. eg: Mr.Black gave us some advice on how to learn English well. eg: Paris is the capital of France. ①规则复数变化形式 可数名词在表示两个或两个以上的概念时需要用复数形式。可数名词单数形式变成复数形式的一般规则如下表:

人教版初中英语初中英语语法之一名词(通用版)

初中英语语法之一名词 名词可以分为专有名词（Proper Nouns）和普通名词 (Common Nouns），专有名词是某个（些）人，地方，机构等专有的名称，如Beijing，China等。普通名词是一类人或东西或是一个抽象概念的名词，如：book，sadness 等。普通名词又可分为下面四类： 1）个体名词（Individual Nouns）：表示某类人或东西中的个体，如：gun。 2）集体名词（Collective Nouns）：表示若干个个体组成的集合体，如：family。 3）物质名词（Material Nouns）：表示无法分为个体的实物，如：air。 4）抽象名词（Abstract Nouns）：表示动作、状态、品质、感情等抽象概念，如：work。 个体名词和集体名词可以用数目来计算，称为可数名词（mCountable Nouns），物质名词和抽象名词一般无法用数目计算，称为不可数名词（Uncountable Nouns）。归纳一下，名词的分类可以下图表示：||专有名词 || | 名| | 个体名词 | | || || 可数名词| || | 集体名词 || ||普通名词 || | | 词 | | 物质名词 | | || || 不可数名词| || | 抽象名词 || 1.1 名词复数的规则变化 ___________________________________________________ 情况构成方法读音例词 _________________________________________________ _ 一般情况加 -s 1.清辅音后读/s/;map-maps 2.浊辅音和元音后读 /z/;bag-bags car-cars __________________________________________________ _ 以s,sh,ch, x等结尾的词加 -es读 /iz/bus-buses watch-watches ______________________________________________ __ __ 以ce,se,ze, (d)ge等结尾的词加 -s读 /iz/license-licenses __________________________________________________ _ 以辅音字母+y变y 为i 结尾的词再加es读 /z/baby---babies 1.2 其它名词复数的规则变化 1) 以y结尾的专有名词，或元音字母+y 结尾的名词变复数时，直接加s变复数： 如：two Marys the Henrys monkey---monkeys holiday---holidays 比较：层楼：storey ---storeys story---stories 2) 以o 结尾的名词，变复数时： a. 加s，如： photo---photos piano---pianos radio---radios zoo---zoos； b. 加es，如：potato--potatoes tomato--tomatoes c. 均可，如：zero---zeros / zeroes 3) 以f或fe 结尾的名词变复数时： a. 加s，如： belief---beliefs roof---roofs safe---safes gulf---gulfs； b. 去f,fe 加ves，如：half---halves knife---knives leaf---leaves wolf---wolves wife---wives life---lives thief---thieves； c. 均可,如：handkerchief: handkerchiefs / handkerchieves

2021年初中英语语法知识—动词的难题汇编及答案(1)

一、选择题 1．—________ you Mary? —Yes, I ________. A．Are; is B．Is; am C．Are; am D．Am; is 2．In the past he often made his sister____, but now he is often made ___by his sister. A．to cry; to cry B．cry; cry C．to cry; cry D．cry; to cry 3．—Do you like watching cooking programs on TV? —No, I don’t , but my twin brother . He's very fond of cooking. A．does B．do C．is D．are 4．These chicken wings taste ________. I want more. A．well B．wonderfully C．nice D．bad 5．Parents always hope their children a happy and healthy life. A．to live B．can live C．living D．should live 6．What kind of music ________ he ________? A．does; listen B．does; listen to C．is; listen D．is; listen to 7．I think the music is great , and it is worth________ A．to listen B．to listen to C．listening D．listening to 8．A number of visitors ________visiting our school. The number of them________ about 180. A．is;are B．are; is C．is; is D．are; are 9．—William, your hat _______ nice. —Thanks. A．buys B．looks C．finds 10．Which of the following sentences is right? A．My books on the desk B．Nice meet you, too C．These are my dictionaries D．Thanks you for your help. 11．Lily and Lucy _______ their mother. They have big eyes and yellow hair. A．like both B．both are like C．both like D．are both like 12．Many students are so crazy about mobile games that they lose interest in their schoolwork, which _________ their parents and teachers a lot. A．worries about B．is worried about C．worries D．is worried 13．—Hey, Jack. Do you want to go to the library? —That ________ great. I love reading. A．hears B．looks C．sounds D．listens 14．— Tom in the library? —Yes,and his friends Eric and Dale in the library,too. A．Is;are B．Is;is C．Are;is 15．I have bought a Chinese – English dictionary. When and where_____ you _____ it?

初中英语单词记忆方法

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(完整word版)初中英语语法专项虚拟语气

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[ There is an orange on the table . 桌上有一个橘子。 an orange 一个橘子an new orange （×）→a new orange （○） 一个新橘子 a desk a old desk （×）→an old desk （○）一张旧课桌 a和an的使用区别 a加在以辅音开头的名词前，如a book，a pen。 an加在以元音开头的名词前，如an egg，an apple。 注意 ！ 有时a，an后面紧接的不是单数名词，而是a (an) +形容词+单数名词的形式。 这时判断用a还是an来表示“一个”的概念时，要看形容词开头字母的发音，而不 是看名词。 2.复数 英语中，如果要表示两本书、三个学生、四把椅子这些两个或两个以上的概念时，要用名词的复数形式，名词的复数形式是在单数名词后加上词尾-s或-es构成的。 变复数时情况如下： （1）一般情况下,在词尾加s. eg.book——books,dog——dogs,pen——pens,boy——boys 以轻辅音结尾的名词后的s的读音为[s]，以浊辅音和元音结尾名词后的s读音为〔z〕。 （2）以s,x,ch,sh结尾的词名词变复数时,要在词尾加es.