2019年初級中學(xué)教師資格證英語考試攻略_第2頁

　　第二部分 經(jīng)典例題

　　一、單項選擇題

　　1.【2016年上】 Walnut trees _____ environment stresses such as drought by producing significant amounts of a substance similar to aspirin.

　　A. turn to B. confirm to C. contribute to D. respond to

　　【答案】D。解析：考查動詞短語辨析。turn to“轉(zhuǎn)向;變成;求助于;致力于;開始行動”;confirm to“證實”;contribute to“有助于”;respond to“對……反應(yīng)”。句意為“面對來自環(huán)境的壓力，例如干旱，胡桃樹會釋放大量類似阿司匹林的物質(zhì)”。故選D。

　　2.【2016年下】He said he’d phone you _____ he got home.

　　A. the moment B. the moment when

　　C. at the moment D. at the moment when

　　【答案】A。解析：考查時間狀語從句。英語中時間狀語從句的連詞主要有when, while, as, before等，除此之外，還有一些表示時間的名詞短語如the moment, the minute, the instant等，用于as soon as的意義時可引導(dǎo)時間狀語從句，這些詞在句中起著連詞的作用，所以不再需要when等連詞，因此B項和D項可排除。C項at the moment是介詞短語，在句子中作狀語，不能引導(dǎo)時間狀語從句。句意為“他說他一到家，就會給你打電話”。故選A。

　　3.【2016年下】Which of the following assumptions fails to describe the nature of vocabulary or vocabulary learning?

　　A. Words are best learned in context.

　　B. A lexical item can be more than one word.

　　C. All words in one language have equivalents in another.

　　D. Learning a word includes learning its form, meaning and use.

　　【答案】C。解析：考查詞匯教學(xué)。句意為“下列哪項說法沒有正確描述詞匯或詞匯學(xué)習(xí)的性質(zhì)?”A項“最好在語境中學(xué)習(xí)單詞”;B項“一個詞條可以對應(yīng)不止一個單詞”;C項“在一門語言中的所有單詞在另一門語言中都有對應(yīng)的詞匯”，但是事實上一門語言的詞匯與另外一門語言并不是一一對應(yīng)的關(guān)系，比如“巧克力”就是音譯過來的一個原本在漢語里沒有的詞匯;D項“”學(xué)習(xí)一個單詞包括學(xué)習(xí)其形式、意義和用法。故選C。

　　4.【2017年上】Tom is snobbish, always _____ the influential people.

　　A. making out for B. making up C. making up to D. making up for

　　【答案】C。解析：考查動詞詞組辨析。根據(jù)題干，湯姆很勢利，經(jīng)常_____有影響力的人。A項make out為理解，辨認(rèn);B項為組成，化妝;C項是奉承;D項是彌補(bǔ)，根據(jù)題干可知，正確答案為C項。

　　5. 【2017年上】Which of the following best describes the relation between night and knight?

　　A. metonymy B. homonymy C. antonymy D. hyponymy

　　【答案】B。解析：考查語義學(xué)。根據(jù)題干，要區(qū)分night和knight的關(guān)系，兩詞發(fā)音相同，但拼寫和意義不同，因此屬于homonymy同音異義詞，A項為轉(zhuǎn)喻;B項同音異義詞;C項是反義;D項是上下義關(guān)系。正確答案為B項。

　　二、閱讀理解題

　　【2016年下】

　　Hidden Valley looks a lot like the dozens of other camps that dot the woods of central Maine. There’s a lake, some soccer fields and horses. But the campers make the difference. They’re all American parents who have adopted kids from China. They’re at Hidden Valley to find bridges from their children’s old worlds to the new. Diana Becker watches her 3-year-old daughter Mika dance to a Chinese version of “Twinkle, Twinkle Little Star.” “Her soul is Chinese,” she says, “but really she’s growing up American.”

　　Hidden Valley and a handful of other “culture camps” serving families with children from overseas reflect the huge rise in the number of foreign adoptions, from 7, 093 in 1990 to 15, 774 last year. Most children come from Russia (4, 491 last year) and China (4, 206) but there are also thousands of others adopted annually from South America, Asia and Eastern Europe. After cutting through what can be miles of red tape, parents often come home to find a new predicament. “At first you think, ‘I need a child’,” says Sandy Lachter of Washington, D.C., who with her husband, Steve, adopted Amelia, 5, from China in 1995. “Then you think, ‘What does the child need?’”

　　The culture camps give families a place to find answers to those kinds of questions. Most grew out of local support groups; Hidden Valley was started last year by the Boston chapter of Families with Children from China, which includes 650 families. While parents address weighty issues like how to raise kids in a mixed-race family, their children just have fun riding horses, singing Chinese songs or making scallion pancakes. “My philosophy of camping is that they could be doing anything, as long as they see other Chinese kids with white parents,” says the director, Peter Kassen, whose adopted daughters Hope and Lily are 6 and 4.

　　The camp is a continuation of language and dance classes many of the kids attend during the year. “When we rented out a theater for ‘Mulan,’ it was packed,” says Stephen Chen of Boston, whose adopted daughter Lindsay is 4. Classes in Chinese language, art and calligraphy are taught by experts, like Renne Lu of the Greater Boston Chinese Cultural Center. “Our mission is to preserve the heritage,” Lu says.

　　Kids who are veteran campers say the experience helps them understand their complex heritage. Sixteen-year-old Alex was born in India and adopted by Kathy and David Brinton of Boulder, Colo., when he was 7. “I went through a stage where I hated India, hated everything about it,” he says. “You just couldn’t mention India to me.” But after six sessions at the East India Colorado Heritage Camp, held at Snow Mountain Ranch in Estes Park, Colo., he hopes to travel to India after he graduates from high school next year.

　　6. What is the author’s primary purpose in writing the passage?

　　A. Revealing the procedures for foreign adoptions.

　　B. Recounting an amazing childhood camping experience.

　　C. Investigating how Hidden Valley serves foreign adoption families.

　　D. Demonstrating how culture camps help foreign adoption families.

　　【答案】D。解析：主旨題。文章通篇介紹Hidden Valley以及其他野營活動小組安排的活動及其作用，其目的是為了闡述此類野營活動小組的開展是為了幫助跨種族收養(yǎng)兒童更好地了解他們的傳統(tǒng)文化，更好地融入新家庭。故選D。

　　7. Which of the following is closest in meaning to the underlined word “predicament” in PARAGRAPH TWO?

　　A. Dilemma. B. Status. C. Contradiction. D. Consequence.

　　【答案】A。解析：詞義題。根據(jù)第二段“predicament”后面Sandy所說的話“At first you think, ‘I need a child’,” says Sandy Lachter of Washington, D.C., who with her husband, Steve, adopted Amelia, 5, from China in 1995. “Then you think, ‘What does the child need?’”可知，雖然通過了重重困難收養(yǎng)了一個孩子，但是卻發(fā)現(xiàn)了新的問題，那就是不知道孩子想要什么，所以家長的處境變得進(jìn)退兩難。故選A。

　　8. Where are the adopted kids served by Hidden Valley from?

　　A. Russia. B. India. C. China. D. America.

　　【答案】C。解析：細(xì)節(jié)題。根據(jù)第一段“They’re all American parents who have adopted kids from China.”可知Hidden Valley幫助的孩子來自中國。故選C。

　　9. What can a culture camp help to do according to Peter Kassen?

　　A. It helps the adopted kids form a correct attitude to their complex heritage.

　　B. It helps the Chinese children have fun with their American parents.

　　C. It helps the Americans increase the adoption from Russia and China.

　　D. It helps the American parents adopt children from other countries.

　　【答案】B。解析：細(xì)節(jié)題。根據(jù)Peter Kassen定位到第三段“My philosophy of camping is that they could be doing anything, as long as they see other Chinese kids with white parents,” says the director, Peter Kassen.可見他的觀點是“只要孩子們看到其他中國孩子能和他們的白人父母在一起做的，他們都可以做”，因此選B。其他三項均不是Peter Kassen的觀點。

　　10. What can be inferred about Alex from the last paragraph?

　　A. The culture camps caused Alex to hate everything about India.

　　B. The East India Colorado Heritage Camp led to Alex’s immigration.

　　C. Hidden Valley served as a link between Alex’s old world and the new.

　　D. The culture camps helped Alex better understand his mixed-race family.

　　【答案】D。解析：推斷題。根據(jù)最后一段第一句以及Alex所說的話，可知Alex對他的出生國家印度有了改觀，對自己跨種族的家庭有了新的認(rèn)識。故選D。也可以使用排除法，排除其他三項。

　　三、簡答題

　　【2016年下】根據(jù)題目要求完成下列任務(wù)，用中文作答。

　　11.簡述教師在組織小組活動(group work)時需注意的兩個注意事項。列舉教師在開展小組活動時的兩個主要角色，并概括有效開展小組活動時教師應(yīng)具備的兩個主要能力。

　　【參考答案】

　　(1)教師在組織小組活動時需注意的兩個注意事項：

　　①精心選擇話題，明確活動目的。教師在小組活動中要結(jié)合教學(xué)內(nèi)容，選擇恰當(dāng)?shù)脑掝}，以引發(fā)學(xué)生的學(xué)習(xí)興趣，激起學(xué)生主動參與語言活動的欲望。同時，要在活動開始之前，使學(xué)生明白小組活動的任務(wù)，從而才能按照教師的布置認(rèn)真完成小組活動并有實質(zhì)性收獲。

　�、诤侠斫M建小組，明確職責(zé)分工。

　　教師要從學(xué)生的實際情況出發(fā)，注意學(xué)生之間的差異性，進(jìn)行合理分組�？梢愿鶕�(jù)性別、性格特點、學(xué)習(xí)成績、遵守紀(jì)律情況的等方面的差異建立相對穩(wěn)定的學(xué)習(xí)小組，以保證組內(nèi)各成員的差異性和互補(bǔ)性;可以根據(jù)小組水平基本一致來分，以保證小組之間競爭的公平性。在分組后，要根據(jù)每個人的實際情況，明確分工，確保每個組員都有屬于自己的任務(wù)，使每個人都能有效地發(fā)揮作用。

　　(2)教師在開展小組活動時的兩個主要角色：

　　①組織者

　　教師宣布采取小組活動的形式，明確活動任務(wù)，組織分組，確定每組組長并使小組長明確自己的職責(zé)，然后說明活動如何開展;活動進(jìn)行中，教師要確保學(xué)生正確地執(zhí)行任務(wù)，并給予指導(dǎo)或督促，這都體現(xiàn)了教師的組織者的角色。

　　②參與者

　　新課程強(qiáng)調(diào)教學(xué)是教與學(xué)的交往、互動，是師生雙方相互交流、相互溝通、相互補(bǔ)充的過程。在小組活動中，教師應(yīng)把自己當(dāng)成學(xué)生中的一員，參與到活動中，既可以活躍課堂氣氛，增進(jìn)師生感情，又可以幫助學(xué)生解決難題，協(xié)助學(xué)生共同完成任務(wù)。

　　(另外，教師在小組活動中的主要角色還有控制者、評價者等，考生列舉出兩種，并做簡潔的說明即可)

　　(3)教師應(yīng)具備的兩個主要能力是組織能力和觀察能力。在小組活動中，教師需要在整個過程中，發(fā)揮良好的組織協(xié)調(diào)能力。同時在整個活動的過程中，教師也需要發(fā)揮觀察能力。如發(fā)現(xiàn)學(xué)生在活動中遇到困難，要主動幫助學(xué)生排憂解難，使活動能夠順暢進(jìn)行。