2019年初中教師資格證英語備考試題

　　1. The police are offering a 60000 dollar

　　for information

　　about the killers

　　A price

　　C. reward

　　【答案】C。解析:考查詞匯辨析。句意:警察對于提供殺人者信息的人懸賞6000美元作為回報。A價格;B獎勵,獎品;C回報、報酬;D獎品,難能可貴的事物。故選C

　　2. ---Look where you're going Anything wrong

　　--Oh. I

　　about the accident I saw in the morning. I was

　　terrified when two cars collided

　　A. have thought

　　was thinking

　　C. would think

　　D. will be thinking

　　【答案】B。解析:考查時態(tài)。句意:一看你往哪兒走呢?出了什么事?—我在想早晨我看見的那起事故,當(dāng)兩輛車撞上的時候,我害怕極了。根據(jù)句意可知后者在敘述剛才自己正在做的事情,所以使用過去進(jìn)行時,表示在過去的一段時間里作者正在做的事情。

　 故B正確。

　　3. She had just finished her homework

　　her mother asked

　　her to practice playing the piano yesterday.

　　A. when

　　B. while

　　C. after

　　D. since

　　【答案】A。解析:考查時間狀語從句。根據(jù)主從句的動詞時態(tài)可知主句謂語動詞的動作在從句謂語動詞之前已經(jīng)完成,引導(dǎo)詞的意思是:當(dāng)……的時候,故選A

　　4. Could I speak to

　　is in charge of International Sales

　　please?

　　A. who

　　B. what

　　C. whoever

　　D. whatever

　　答案】C。解析:考查主語從句。 whoever既作 speak to的賓又作 is in charge of International Sales的主語。“ whoever”作代詞表示“任何人”,“無論誰”。故選C

　　5.---Mary, how did your Math test go?

　　I had thought I

　　but in fact I came in the top 10 in my

　　A. should have failed

　　B. couldn't have failed

　　C. might have failed

　　D. shouldnt have failed

　　【答案】C。解析:考查虛擬語氣。勺意

　　瑪麗,你數(shù)學(xué)

　　考的怎么樣?一一我原以為考不過,但卻考進(jìn)了全班前十名。 mighthave failed可能失敗,表推測,預(yù)期較弱。結(jié)合語境可知,在考試結(jié)果沒出之前,Mary對自己并沒有信心,認(rèn)為自己可能沒考過,故選

　　6. The factory was built in a secret place, around

　　mountains

　　A. which

　　B. it

　　C. which were

　　D. them were

　　【答案】C。解析:考查定語從句和倒裝。句意:這個工程被建在一個隱秘的地方,在它的周圍是高山。 which指代是 The factor引導(dǎo)非限制性定語從句, around表示在….…周圍,構(gòu)成介詞加關(guān)系代詞的定語從句,定語從句中由于地點狀語置于句首,全部倒裝故主語為 high mountains復(fù)數(shù)形式,謂語動詞用復(fù)數(shù),故選C。

　　7. Suppose everybody knows that John is an idiot, however

　　will laugh at him through another way, for example, John is a big

　　Which feature of the theory of Conversational Implicature does it

　　embody?

　　A. Calculability

　　B Cancellability

　　C Non-detachability

　　D Non-conventionality

　　【答案】C。解析:考查語言學(xué)。Non- detachability不可分離性本題中 big brain替代了 idiot,同樣表達(dá)的是頭腦愚笨的意思。故選

　　8. Which of the following items is a focus of while-reading stage

　　A. focusing on pooling students'existing knowledge about the

　　tor

　　B. focusing on getting the students familiarized with the culture

　　and social background knowledge relevant to the reading text

　　C. focusing on process of understanding

　　D. focusing on producing language based on what they learned

　　【答案】C。解析:考查閱讀教學(xué)。A、B項屬于閱讀前(prereading),D項屬于閱讀后(post- reading),只有C項屬于閱讀中( while-reading)。故選C

　　二、簡答題

　　教師如何加強(qiáng)對學(xué)生學(xué)習(xí)策略的指導(dǎo),為其終身學(xué)習(xí)奠定基礎(chǔ)?

　　【答案要點】教師要有意識地加強(qiáng)對學(xué)生學(xué)習(xí)策略的指導(dǎo),讓他們在學(xué)習(xí)和用英語的過程中逐步學(xué)會如何學(xué)習(xí)。教師應(yīng)做到

　　(1)積極創(chuàng)造條件,讓學(xué)生參與制定階段性學(xué)習(xí)目標(biāo)以及實現(xiàn)目標(biāo)的方法

　　(2)引導(dǎo)學(xué)生結(jié)合語境,采用推測、查閱或詢問等方法進(jìn)行學(xué)習(xí)

　　(3)設(shè)計探究式的學(xué)習(xí)活動,促進(jìn)學(xué)生實踐能力和創(chuàng)新思維的發(fā)展;

　　(4)引導(dǎo)學(xué)生運(yùn)用觀察、發(fā)現(xiàn)、歸納和實踐等方法,學(xué)習(xí)語言知識,感悟語言功能;

　　(5)引導(dǎo)學(xué)生在學(xué)習(xí)過程中進(jìn)行自我評價并根據(jù)需要調(diào)整自己的學(xué)習(xí)目標(biāo)和學(xué)習(xí)策略。

　　三、教學(xué)設(shè)計題

　　請閱讀下面學(xué)生信息和語言素材,設(shè)計20分鐘的英語閱讀教學(xué)設(shè)計,該方案沒有固定的格式,但須包含下列要點:

　　teaching objectives

　　teaching contents

　　key and difficult points

　　major steps and time allocation

　　o activities and justifications

　　教學(xué)時間:20分鐘

　　學(xué)生情況:某城鎮(zhèn)普通中學(xué)初中一年級(七年級)學(xué)生,班級人數(shù)40人,多數(shù)學(xué)生已經(jīng)達(dá)到《義務(wù)教育英語課程標(biāo)準(zhǔn)

三級水平。學(xué)生課堂積極性一般。

　　語言素材

　　My Famil

　　I have a happy family. My family has five people: grandpagrandma, father, mother, and me. My grandparents live in countrysideThey have six rooms. The rooms are big. There are two applee trees inthe ground. They have sixteen goats and three cows. The goats arewhite. The cows are yellow. They are healthy

　　【參考設(shè)計】

　　Teaching Contents: a paragraph about My familyTeaching objectives:

　　(I)Knowledge objective:

　　Students should master the new words and phrases

　　(2) Ability objective:

　　Students can improve the four skills of English, especially

　　reading ability

　　(3)Emotional objective:

　　Students can love not only their family members but also people

　　around them

　　Teaching Key points

　　Master the pronunciations of the new words and the phrases and

　　the usage of the sentence patterns

　　Teaching difficult Points:

　　How to put the new knowledge into practice and use it to

　　communicate with others correctly and fluently?

　　Teaching procedures

　　Step 1: Pre-reading(5 minutes)

　　Show the students some pictures, in which are the teacher's

　　family members. Let students guess the people in the pictures and

　　think about their own family members. Then ask some volunteers to

　　share their opinions about their families with the whole classes

　　(Justification: Pictures can arouse students'interest. The activity

　　can get students involved in the topic of the lessor

　　Step 2: While-reading(10 minutes)

　　At this step the teacher will ask the students to do two activities

　　Activity 1: Fast reading

　　Students will be given one minute to read the short passage

　　quickly, and then conclude the main idea

　　Activity 2: Careful reading

　　The teacher will give them 5 minutes to read it again. Then let

　　them do a task.

　　The teacher will ask the students to underline the difficult words

　　or phrases. In order to practice their ability to think, the teacher will

　　encourage them to analyze the text by themselves first and then to

　　discuss with their group members. At last the teacher will explain

　　them some examples and exercises to help them understand.

　　(Justification: Different ways of exploiting the text can help

　　students not merely to cope with one particular text in class but to

　　develop their reading strategies and reading ability.

　　Step 3: Post-reading (5 minutes)

　　The teacher asks the students to discuss the most interesting stor

　　happened in their families in group After the discussion the teacher

　　asks them to recommend the most interesting story in each group, and

　　let one student share the story with the whole clas

　　(Justification: Help the students have a better understanding of

　　the topic of family.

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