2023年下半年教師資格證考試《初中英語》題（考生回憶版）一、單項選擇題。本大題共30小題，每小題2分，共60分。1Which

of

the

following

correctly

describes

the

English

phoneme

[e]?A、AvoiceddentalplosiveB、AvoicedalveolarplosiveC、AvoiceddentalfricativeD、Avoicedalveolarfricative2Whichoftheunderlinedpartsisdifferentfromtherestinpronunciation？A、heightB、neighbourC、eight

D、weigh3Theword“frenemy”

isformedby

______.A、affixingB、clippingC、compoundingD、blending4Teachers

should

give

some

______

to

how

they

can

best

cope

with

the

mental

and

intellectual

challenges

that

students

may

face

in

a

new

environment.A、opinionsB、thoughtsC、ideasD、advice5One-fourth

of

the

committee

who

opposed

to

the

teaching

reform

were

told

that

since

the

teaching

reform

had

already

started,

there

was

no

point

in

______.A、competingB、stoppingC、protestingD、denying6I’d

like

to

play

chess

with

Cliff

better

than

______.A、withPerryB、thatwithPerryC、playingwithPerryD、playchesswithPerry7To

their

grief,

they

have

done

things

they

ought

not

to

have

done

and

______

undone

what

they

ought

to.A、leaveB、leftC、leavingD、willleave8Long

after

the

light

______,

she

still

couldn’t

go

to

sleep.A、goesoutB、wasoutC、hasgoneoutD、hadgoneout9Which

of

the

following

suggests

an

illocutionary

act

by

the

speaker

when

he

says

“Is

there

salt

in

the

jar

at

the

dinner

table?”A、Tosendsomebodytobuysomesalt.B、Toasksomebodywherehecangetsomesalt.C、Toasksomebodytohandthesaltovertohim.D、Todoublecheckwhetherthereisanysaltleft.10Some

learners

of

English

in

South

China

tend

to

pronounce

“night”as“l(fā)ight”，this

is

an

example

of

______.A、over-generalizationB、cross-associationC、interlingualinterferenceD、intralingualinterference11What

strategy

does

the

teacher

want

the

students

to

develop

if

he/she

encourages

them

to

use

mime

or

gestures

to

make

themselves

understood？A、CognitivestrategyB、CommunicativestrategyC、AffectivestrategyD、Meta-cognitivestrategy12Deducing

the

meaning

of

a

word

from

context

is

one

of

the

sub-skills

of

______.A、listeningandspeakingB、listeningandreadingC、speakingandwritingD、readingandwriting13Which

of

the

following

is

a

controlled

practice

in

developing

students’

language

competence？A、DictationB、DiscussionC、DebatingD、Writinganemail14What

role

does

a

teacher

play

when

taking

part

in

students’

group

work？A、AmonitorB、Aninstructor

C、AnevaluatorD、Aparticipant15What

does

a

teacher

intend

to

do

when

asking

students

to

put

jumbled

paragraphs

into

a

meaningful

passage?A、Toenhancestudents’abilitytoguesswordmeaningincontext.B、Todevelopstudents’awarenessofreadingforthemainidea.C、Toenhancestudents’abilitytoreadforspecificinformation.D、Todevelopstudents’awarenessofcohesionandcoherence.16Which

of

the

following

is

the

first

step

according

to

the

communicative

approach

of

grammar

teaching？A、Consolidatingstudents’useofgrammarrules.B、Exposingstudentstonewgrammaticalitemsinuse.C、Providingstudentswithchanceofusinggrammarrules.D、Gettingstudentstomemorizetheformofgrammarrules.17Which

of

the

following

activities

can

be

used

to

engage

students

in

communication

at

the

post-reading

stage？A、Recitingthetext.B、Readingthetextaloud.C、Exchangingpersonalviewsonthetext.D、Fillingintheblanksofthetextsummary.18What

technique

was

he/she

using

if

a

teacher

kept

saying

“Yes,

anything

else”？to

a

student

who

was

sharing

ideas

about

English

learning？A、ElicitationB、ExplanationC、ParaphrasingD、Exemplification19Which

of

the

following

is

least

appropriate

in

teaching

English

pronunciation

to

beginners?A、Askingstudentstodiscriminatesignificantsoundfeatures.B、Askingstudentstoreadwordsaloudwithcorrectpronunciation.C、Requiringstudentstoproduceintelligibleandacceptablesounds.D、Teachingstudentsthetechnicaltermsofphoneticsandphonology.20Whichofthefollowing

activitiesmainlyfocus

on

meaninganduse?A、StudentstalkaboutwhattheydidlastSunday.B、Studentswritedowntherulesofsimplepasttense.C、Studentsmakeallthesentenceswithsimplepasttense.D、Studentscorrectthespellingmistakeintheirhomework.（一）請閱讀Passage1，完成第21～25小題。Passage

1Theuglyword“staycation”

wascoinedtodescribethetrendtowardspeoplestayingathomeduringtheirvacation-goingoutfordaytrips,perhaps,butusingtheirhomeastheirbase.Thereisasyetnowordtodescribethegrowingtrendforpeopletodoprettymuchthereverse:goingawayonholidaybutblendinginsomework—maybequitealotofit-intotheirholidaytime.Formany,indeedformanyawaythismonth,thefrontierbetweenworkandleisurehasbecomemuchmoreblurred.Eachblendsintotheother,andnotalwaystothebenefitofeither.Itisatrendweallrecognise,butwhyisithappening?Thereisoneobviousreasonandsomeotherratherless-obviousones.Theobviousoneistheubiquitousnatureofcommunications.Itisnotjustthateveryonecanbeintouchwiththeirworkjustaboutanywhere;itisalsothatformanypeoplethetoolstheyneedtodotheirwork-broadbandforastart-areavailabletoo.Finishingareportorpolishingadocumentcanbedoneanywhere.OntheInternetnooneneedstoknowwhereyouare.Butthereismoretothis

transformation

inbehaviour.Justasimportantarethechangingcompositionoftheworkforceandthechangingnatureofworkitself.Asfarastheworkforceisconcerned,thebiggestchangehasbeenthegrowthofself-employment,whichhasnearlydoubledintheUKoverthepast25years.ManagementwriterCharlesHandyidentifiedthegrowingdivisionbetweencoreworkersandportfolioworkersbackin1990inhisbookTheAgeofUnreason.Peoplewouldlearntheircraftandmaketheircontactsworkingfull-timeinwhateverfieldtheyhadspecialisedinascoreworkers,thenlaterontheywouldgoportfolio,self-employedandworkingforclients.Thecombinationofthegrowthofself-employmentandportfolioworkingchangethenatureofholidays.Obviously,ifyouworkforyourselfyoumakeyourowndecisionsaboutsuchthingsasholidaysandretirement.Youhavethefreedomtogooffwhenyouwantbutalsotheresponsibilitytokeepclientsonboard.Someclientsdon’tneedattention:othersmight.Thereisafurtherwayinwhichthedistinctionbetweenworkandholidayisblurringwhichisthatthenatureofworkisitselfchanginginahostofdifferentways.Manyjobs,ofcourse,havetobeperformedatasinglelocation:afactory,ahospital,asupermarket,puborwherever.Thepeoplewhomaketheseplacesfunctionhaveto“gotowork”.Butgraduallytheproportionoftasksthatcanbedonewhereverthereisabroadbandconnectionisrisingrelativetothosethatarelocationbased.JustasmostworkingpeopleinBritainwillnowbecomeself-employedatsomestageoftheirlivessotoowillmostpeoplebeabletodoatleastsomeoftheirworkfromhome-or,indeed,onholiday.LookatthewayinwhichtherecentLondontubestrikeencouragedmanypeopletoworkfromhomethatday.Ifmanypeoplecandoatleastsomeworkathome,therearetwogroupswherethedistinctionbetweenworkandleisurehasprettymuchdisappeared.Thereisthesmallminorityforwhomthehobbyhasbecomethejob.Theevidenceisanecdotalbutitiscleartherearemanythousandsofpeoplewhohavemanagedtoturnsomethingtheyhaddoneforleisureintoanincome-producingactivity.Theseincludeartistsandwritersandcraft-skilledworkers.Thenthereisaratherlargergroupofpeopleforwhomworkhasbecomethehobby.Thesearepeople,oftenretired,whogifttheirskillstocharitiesandothervoluntarybodies.Isa“holiday”thatconsistsofgoingonanarchaeologicaldigworkorleisure?Ofcourse,itisboth.Itisaneducationtoo.Thereareseveralgrowthpointsintheleisurebusiness.Theseincludeactivityholidaysofallsorts,fromhang-glidingtowalking,andfromsomeformofeducationalexperiencetovolunteering.Andformoreandmoreofus,thatactivityincludesabitofwork.21What

has

enable

many

people

to

work

almost

anywhere

they

want

to?A、Easyaccesstobroadband.B、Theircloserelationshiptoclients.C、Acommonpracticelabeledas“staycation”.D、Afuzzyboundarybetweenworkandleisure.22

What

does

the

underlined

expression

“this

transformation”

in

Para

3

refer

to?A、Submittingareport.B、Knowingwhereyouare.C、Polishingadocument.D、Combiningworkandleisure.23According

to

the

writer,

which

of

the

following

factors

plays

an

important

role

in

changing

the

nature

of

holidays?A、Thegrowthofself-employment.B、Theproportionoftaskspeoplehave.C、Transformationofpeople’sbehaviors.D、Opportunitiespeoplehavetoworkfull-time.24Which

group

of

people

may

enjoy

the

freedom

of

working

at

home?A、Surgeons.B、Sculptors.C、Assemblylineworkers.D、Grocerystoreemployees.25Whichofthefollowingcoinedwordsmaybeusedtodescribethetrendofgoingforaholidaybutblendinginsomeworkintotheirholidaytime?A、DocationB、GocationC、StaycationD、Workcation（二）Passage2Inourclasses,formativeassessmentsareessentialincheckingstudentunderstanding,

andarefundamentalintheformationofstudentcontentknowledge.Bothofushavetaughtchemistryformanyyearsandoverthattimewehaveoursubjecttoquicklytellwhetherastudentunderstandskeypoints.Aswemovearoundtheroomandinteractwithstudents,wespot-checktheirunderstanding.

Whilestudentsareintheprocessoflearning,wediscoverandcorrectmisconceptions.Werecognizethatasstudentsdevelopconcepts,theyrequiredifferentlevelsofsupport

dependingontheirindividualcognitivedevelopmentas

wellasthecognitiveloadofaparticularobjective.

Attimes,weprovideastudentwithverystructured

assistance,butinothersituation,weallowstudentstostruggle.Werealizethatthelearning

isnotamatterofspoon-feeding

thecontexttothestudents.Itisappropriatefortheteacherstoallowastudenttowrestlewithadifficultconceptsothatthestudentlearnsitdeeply.So,

somestudentsweleavealone

becauseweknowtheirlearningwillbemuchdeeperthanifweholdhandthroughout,andweproceedtoprovidesupporttostudentswhoneedit.Theburdenofproofintheformativeprocessisplacedonthestudent.Weprovide

studentswithlearningobjectives

andtheresourcesnecessarytomeetthoseobjectivesisbeinglearned.Forstudentswhocan’tprovethattheyaremakingprogresstowardtheobjective,wequicklyassesstheircomprehensionandcreatedacustomized

remediationplanonthespotsothestudentscangobackandlearnwhattheyhavenotyetmastered.Thetypesofremediationandreteachingvaryfromstudenttostudent.Wemayaskstudentstorewatchavideoor,insomecase,towatchitforthefirsttime.Wegivethemtextbookresourcestoconsultandwebpagestovisit,orwemaysimplysitdownwiththemandworkthroughtheconceptsthatweren’tunderstood.

Weusedto**totheformativeassessment

processas"checkingtheoil",buteducationspeakeranddesignthinking*adrocate**MczntoshcorrectedusandequatedformativeassessmenttoaGPS.

WhenadriverusingaGPSbeginstogoastray,theGPS“recalculates”theroutetohelpthedrivergetbackontrack.ThedrivercancontinuetoignoretheGPSandwilleithereventuallylistentotheGPSandgetbackontrack,ordriveintoalake.

Intheclassroom,theteachercanbethevoiceoftheGPSredirectingstudentswhentheygoastrayintheirunderstanding.Studentscanaccepttheadviceandredirectionoftheteacher,ortheycandrivethemselvesintothecognitivelakeofmisconception.Itistheresponsibilityoftheteachertoconstantlyevaluateeachstudent’spathandprovideimmediatefeedbackthatwillkeepthestudent

travelingsafelythroughthehighwaysoflearning.Ultimatelythekeyquestionsarealways“Didyoulearn

it?”

Andifyoudid,canyouprovideevidencethatyouhave?However,partofgoodteaching

isknowingwherethe

studentisalongthejourney,notjustcheckingtoseeiftheyarrivedsafely.26Why

do

the

authors**formative

assessment?A、Toraisestudents’awarenessoftheirlearningdifficulties.B、Tofacilitatestudents’self-directedindependentlearning.C、Toprovidestudentstimelyfeedbackontheirperformances.D、Toevaluatestudents’leaningprocessviaend-of-termtests.27According

to

the

passage,

what

evidence

are

the

students

expected

to

****teachers

in

the

formative

process?A、Theirabilityofmakingprogresstowardsobjectives.B、Theirpersistenceingettingtheirworkdone.C、Theircapacityofmakingremediationplans.D、Theirtacticsofusingvariousresources.28Why

is

formative

assessment

compared

to

GPS

in

this

passage?A、Toverifywhetherpeoplehavereachedtheirdestination.B、Todetectthelocationofsomeoneyouarelookingfor.C、Togetpeoplebackontrackwhentheygetlost.D、Tocalculatethedistancepeoplehavecovered.29What

does

the

underlined

word

“it”

in

the

last

paragraph

mean?A、Whathasbeenwrittenintheteacher’sevaluation.B、Whathasbeensetastheobjectiveoflearning.C、Theanswertothekeyquestion.D、Theteacher’sfeedback.30

What*contextsaregoodteaching

accordingtothelastparagraph?A、Teachingtheemphasizesoutcomeoverprocess.B、Teachingthatprovidesevidenceofstudents’learningachievement.C、Teachingthatstressestheimportanceofprocessratherthanproduct.D、Teachingthatensureslearningaccomplishmentofteachinggoals.二、簡答題。本大題共1小題，共20分。31簡述結(jié)對活動（pair

work）的兩個主要作用（8分），并簡述課堂上教師運用結(jié)對活動應(yīng)注意的事項（12分）。根據(jù)題目要求完成下列任務(wù)，用國家通用語言文字作答。三、教學(xué)情境分析題。本大題共1小題，共30分。（三）下圖是某教師上完八年級一節(jié)英語課后留下的板書。觀察上面板書的內(nèi)容，回答下列題。32根據(jù)以上材料回答問題：（1）該板書有哪兩個主要優(yōu)點？（10分）（2）該板書有哪兩個主要缺點？（10分）（3）該板書可以從哪兩個方面改進？（10分）四、教學(xué)設(shè)計題。本大題共1小題，共40分。33設(shè)計任務(wù)：閱讀下面學(xué)生信息和語言素材，設(shè)計20分鐘的英語聽說教學(xué)方案，教案沒有固定格式，但需要包含下列要點：①

Teaching

objectives②

Teaching

contents③

Key

and

difficult

points④

Major

steps

and

time

allocation⑤

Activities

and

justifications教學(xué)時間：20分鐘學(xué)生概況：某城鎮(zhèn)普通中學(xué)九年級（初中三級）學(xué)生，班級人數(shù)40，多數(shù)學(xué)生已達(dá)到義務(wù)教育英語課程標(biāo)準(zhǔn)的相應(yīng)水平。學(xué)生積極參與積極性一般。Clara:

Guess

what?

I’m

going

to

Chiang

Mai

two

weeks.Ben:

Wow,

sounds

like

fun!

But

I

believe

that

April

is

the

hottest

month

of

the

year

there.Clara:

Yes,

that’s

true,

but

there

is

a

water

festival

there

from

April

13

to

15.Ben:

I

wonder

if

it’s

the

same

as

the

water

Festival

of

the

Dai

people

in

Yunnan

Province.Clara:

Yes,

I

think

so.

This

is

the

time

of

Thai

New

Year.

People

go

on

the

streets

to

throw

water

at

each

other.Ben:

Cool!

But

why

do

they

do

that?Clara:

Because

the

New

Year

is

a

time

for

cleaning

and

washing

away

bad

things.

Then

you’ll

have

good

luck

in

the

new

year.2023年下半年教師資格證考試《初中英語》題（考生回憶版）（解析）1本題考查輔音的分類。題干意為：下列哪個選項正確地描述了英語音素[e]？結(jié)合輔音的分類知識，可知[e]為濁輔音（voiced），齒間音（dental）和摩擦音（fricative），C項正確。A項：Avoiceddentalplosive意為“一個濁輔音、齒間爆破音”。與題干不符，排除。B項：Avoicedalveolarplosive

意為“一個濁輔音、齒齦爆破音”。與題干不符，排除。D項：Avoicedalveolarfricative

意為“一個濁輔音、齒齦摩擦音”。與題干不符，排除。故正確答案為C。2本題考查元音字母組合的發(fā)音規(guī)律。題干意為：下面劃線部分的發(fā)音與其他部分不同的是哪個？結(jié)合發(fā)音規(guī)律，可知A項

height

中的ei字母組合發(fā)/a?/，而其他選項均發(fā)/e?/，本題為選非題，A項正確。B項：neighbour/?ne?b?(r)/，字母組合ei發(fā)/e?/。與題干不符，排除。C項：eight/e?t/，字母組合ei發(fā)/e?/。與題干不符，排除。D項：weigh/we?/，字母組合ei發(fā)/e?/。與題干不符，排除。故正確答案為A。3本題考查混成法。題干意為：單詞frenemy這個詞由什么構(gòu)成？該單詞意為“友敵、亦敵亦友”，是由單詞friend（朋友）和enemy（敵人）各取一部分構(gòu)成，這種構(gòu)詞法稱之為混成法（blending），指兩個單詞要通過連接第一個單詞的開頭部分和第二個單詞的最后部分或連接兩個單詞的開頭部分混成一個新的單詞。如smoke+fog→smog（煙霧），D項正確。A項：affixing意為“粘貼；使……附于”，不屬于構(gòu)詞法。與題干不符，排除。B項：clipping意為“截短法”，指將一個較長的單詞截短用以構(gòu)成新詞的方法。截取原詞的某一部分而將剩余的部分作為新詞來使用。主要有截頭、去尾、截頭去尾等形式。與題干不符，排除。C項：compounding意為“復(fù)合法”，指那些由兩個或兩個以上的詞素構(gòu)成的詞，或由兩個單獨的詞連接起來構(gòu)成一個新的形式的構(gòu)詞方法。與題干不符，排除。故正確答案為D。4本題考查名詞短語辨析。題干意為：教師應(yīng)該考慮如何才能最好地應(yīng)對學(xué)生在新環(huán)境中可能面臨的心理和智力挑戰(zhàn)。結(jié)合語境，教師應(yīng)該考慮如何應(yīng)對挑戰(zhàn)，考查固定搭配“givesome

thoughts

to

sth”意為“認(rèn)真考慮某事”，B項正確。A項：opinions意為“意見、評價”，givesomeopinionsaboutsth.意為“對……發(fā)表意見”，后接介詞為about。與題干不符，排除。C項：ideas

意為“想法、看法”，givesomeideasaboutsth./givesomeideastodosth.”意為“對……提出想法”。與題干不符，排除。D項：advice

意為“忠告、建議”，givesbsomeadviceonsth.

意為“針對某事給某人提意見”，后接介詞為on。與題干不符，排除。故正確答案為B。5本題考查動詞詞義辨析。題干意為：四分之一反對教學(xué)改革的委員會成員被告知，由于教學(xué)改革已經(jīng)開始，抗議是沒有意義的。Thereis/wasnopointindoingsth.意為“做某事沒有意義”。結(jié)合句意，教育改革已經(jīng)開始，木已成舟，即使持反對意見，進行抗?fàn)?、抗議也沒有意義，protesting意為“抗?fàn)帯⒖棺h”，C項正確。A項：competing意為“競爭、比賽”。與題干不符，排除。B項：stopping意為“停止、結(jié)束”。與題干不符，排除。D項：denying意為“否認(rèn)、拒絕承認(rèn)”。與題干不符，排除。故正確答案為C。6本題考查狀語從句的省略。題干意為：我更愿意和克里夫下棋，而不是和佩里下棋。本題中than后方引導(dǎo)比較狀語從句，該句子完整形式應(yīng)為：“I’dliketoplaychesswithCliffbetterthan(I’dliketoplaychess)withPerry.”，than后方省略重復(fù)部分I’dliketoplaychess，只保留不同比較對象，同時被比較的部分應(yīng)為“并列的成分或結(jié)構(gòu)”，必須是對等關(guān)系，所以需要保留介詞with，A項正確。B項：thatwithPerry中“that”多余，該句子完整形式應(yīng)為：I’dliketoplaychesswithCliffbetterthan(I’dliketoplaychess)withPerry，無that。與題干不符，排除。C項：playingwithPerry

為doing形式，固定搭配為wouldliketodosthbetterthandosth。與題干不符，排除。D項：playchesswithPerry

中應(yīng)省略重復(fù)部分，只保留不同比較對象，同時被比較的部分應(yīng)為“并列的成分或結(jié)構(gòu)”，必須是對等關(guān)系，所以需要保留介詞with。與題干不符，排除。故正確答案為A。7本題考查動詞時態(tài)。題干意為：令他們悲傷的是，他們做了不該做的事，卻沒有做該做的事情。分析句子結(jié)構(gòu)可知，句子主干是個由and連接的并列句，即“theyhavedonethingstheyoughtnottohavedone”和“l(fā)eftundonethingsweoughttohavedone”，havedone和haveleft是并列謂語，將相同的have省略，B項正確。A項：leave動詞原形形式。與題干不符，排除。C項：leaving非謂語動詞現(xiàn)在分詞形式。與題干不符，排除。D項：willleave

一般將來時。與題干不符，排除。故正確答案為B。8本題考查動詞時態(tài)。題干意為：熄燈很久以后，她仍然睡不著。longafter可作連詞使用，連接兩個從句，表示第一個事件發(fā)生之后很久，第二個事件才發(fā)生。根據(jù)后半句“shestillcouldn’tgotosleep.”可知“熄燈”的動作發(fā)生在“入睡”之前，表示“過去的過去”，應(yīng)用過去完成時，haddone的形式符合，D項正確。A項：goesout一般現(xiàn)在時。與題干不符，排除。B項：wasout

一般過去時。與題干不符，排除。C項：hasgoneout

現(xiàn)在完成時。與題干不符，排除。故正確答案為D。9本題考查言外行為。題干意為：當(dāng)說話者說“餐桌上的罐子里有鹽嗎？”時，下列哪個選項暗示了說話者的一種言外行為？言外行為涉及說話者的意圖，是指在特定的語境中賦予有意義的話語一種“言語行為力量”，即語力。比如，通過說話來做出聲明或是承諾、要求等，或使用句子起到命令、請求等作用。題干中“餐桌上的罐子里有鹽嗎？”，意圖是想讓人把鹽遞給他。C項正確。A項：Tosendsomebodytobuysomesalt意為“派人去買鹽”。與題干不符，排除。B項：Toasksomebodywherehecangetsomesalt

意為“問別人哪里能買到鹽”。與題干不符，排除。D項：Todoublecheckwhetherthereisanysaltleft

意為“再檢查一下是否還有鹽”，與題干不符，排除。故正確答案為C。10本題考查語際錯誤。題干意為：一些中國南方的英語學(xué)習(xí)者傾向于把“night”讀成“l(fā)ight”，這是一個什么例子？南方人在講話過程中會出現(xiàn)“l(fā)”“n”分不清的狀況，那么在英語中也相應(yīng)會出現(xiàn)字母“l(fā)”“n”不分的狀況，此種錯誤叫做語際錯誤（遷移錯誤）主要是由學(xué)習(xí)者的本族語導(dǎo)致的錯誤。它是由不同層面的跨語言干擾造成的，如音位層、詞匯層、語法層或話語層等。C項正確。A項：over-generalization意為“過度概括”，過度概括涉及將先前學(xué)習(xí)的可用策略應(yīng)用到新環(huán)境中。與題干不符，排除。B項：cross-association

意為“聯(lián)想混淆”，聯(lián)想混淆是指兩個聯(lián)系緊密的相似的詞語會造成混淆。與題干不符，排除。D項：intralingualinterference

意為“語內(nèi)干擾”，由語內(nèi)干擾造成的錯誤為語內(nèi)錯誤（發(fā)展性錯誤），主要是由對目的語的錯誤或不完全的學(xué)習(xí)造成的，它與本族語無關(guān)，如過度概括（Over-generalization）和聯(lián)想混淆（Cross-association）。與題干不符，排除。故正確答案為C。11本題考查課程內(nèi)容中的學(xué)習(xí)策略。題干意為：如果老師鼓勵學(xué)生使用啞劇表演或手勢來表達(dá)自己的意思，他/她希望學(xué)生采取什么策略？文中提到“學(xué)生使用啞劇或手勢來表達(dá)自己的意思”，體現(xiàn)了學(xué)生為了爭取更多的交際機會、維持交際以及提高交際效果而采取的策略，叫做交際策略，B項正確。A項：Cognitivestrategy意為“認(rèn)知策略”，指學(xué)生為了完成具體語言學(xué)習(xí)活動而采取的步驟和方法。與題干不符，排除。C項：Affectivestrategy

意為“情感策略”，指學(xué)生為了調(diào)控學(xué)習(xí)情緒、保持積極的學(xué)習(xí)態(tài)度而采取的策略。與題干不符，排除。D項：Meta-cognitivestrategy

意為“元認(rèn)知策略”，指學(xué)生為了提高英語學(xué)習(xí)效率，計劃、監(jiān)控、評價、反思和調(diào)整學(xué)習(xí)過程或?qū)W習(xí)結(jié)果的策略。與題干不符，排除。故正確答案為B。12本題考查聽力/閱讀基本技能。題干意為：從上下文中推斷單詞的意思是______的子技能之一。在聽對話或讀文章時，常常會遇到一些未見過的生詞，這類生詞或短語的詞義可以通過上下文推斷出來。該技能常出現(xiàn)在聽力或閱讀課上，通過此技能可以掃清閱讀材料或聽力材料中的語言障礙。B項正確。A項：listeningandspeaking意為“聽力和口語”。與題干不符，排除。C項：speakingandwriting

意為“口語和寫作”。與題干不符，排除。D項：readingandwriting

意為“閱讀和寫作”。與題干不符，排除。故正確答案為B。13本題考查教學(xué)活動。題干意為：以下哪一項是培養(yǎng)學(xué)生語言能力的控制性練習(xí)？控制性練習(xí)也稱機械性活動（ControlledorMechanicalActivities），包含結(jié)構(gòu)化活動和交際活動，其中結(jié)構(gòu)化活動包含閱讀、背誦、模仿、重復(fù)等。交際活動包含結(jié)構(gòu)性對話、分角色朗讀、復(fù)述等。Dictation意為“口述、聽寫”，屬于控制性活動，A項正確。B項：Discussion意為“討論”。與題干不符，排除。C項：Debating意為“辯論”。與題干不符，排除。D項：Writinganemail意為“寫郵件”。與題干不符，排除。故正確答案為A。14本題考查教師的角色與作用。題干意為：當(dāng)教師參與到學(xué)生的小組活動中時，扮演了什么角色？當(dāng)教師參與進學(xué)生的討論時，教師和學(xué)生一起交流，共同完成小組任務(wù)，體現(xiàn)了參與者的角色。D項正確。A項：Amonitor意為“監(jiān)察者”，指在學(xué)生活動時，教師走下講臺進行巡視，監(jiān)控學(xué)生的活動的方向是否正確，是否討論本節(jié)課主題。與題干不符，排除。B項：Aninstructor意為“指導(dǎo)者”。一是指導(dǎo)學(xué)生有效地進行自主學(xué)習(xí)、獨立學(xué)習(xí)。要使學(xué)生明確學(xué)習(xí)目的，激發(fā)學(xué)生的學(xué)習(xí)興趣，教給學(xué)生學(xué)習(xí)策略和方法，提高學(xué)習(xí)效率。二是承認(rèn)并尊重學(xué)生間的不同，給予學(xué)生平等的學(xué)習(xí)機會，指導(dǎo)不同主體從多方面評價學(xué)生的發(fā)展。與題干不符，排除。C項：Anevaluator意為“評價者”。教師作為評價者主要有兩方面的含義：糾正錯誤和組織反饋。糾正錯誤的方式應(yīng)該是溫和的，避免傷害到學(xué)生的自尊心。組織反饋是指教師在學(xué)生完成任務(wù)后，要及時總結(jié)并給予反饋，并有針對性地提出一些建設(shè)性的建議。與題干不符，排除。故正確答案為D。15本題考查語篇教學(xué)的概念。題干意為：當(dāng)老師要求學(xué)生把雜亂的段落編成一篇有意義的文章時，老師想要做什么？將亂序的段落整理成一篇文章，是在鍛煉學(xué)生的語篇能力，語篇由一個以上的句子或段落組成，各句子或段落之間在形式上是銜接的，語義上是連貫的。D項正確。A項：To

enhance

students’

ability

to

guess

word

meaning

in

context.意為“提高學(xué)生在語境中猜測詞義的能力”。與題干不符，排除。B項：To

develop

students’

awareness

of

reading

for

the

main

idea.意為“培養(yǎng)學(xué)生的閱讀文章主旨的意識”。與題干不符，排除。C項：To

enhance

students’

ability

to

read

for

specific

information.意為“提高學(xué)生閱讀特定信息的能力”。與題干不符，排除。故正確答案為D。16本題考查練習(xí)方法。題干意為：根據(jù)語法教學(xué)中的交際性練習(xí)，下列哪一項是第一步？在交際教學(xué)法提倡語言的恰當(dāng)使用，認(rèn)為語言的學(xué)習(xí)要放在具體的、有意義的交際環(huán)境中。利用交際教學(xué)法提倡的理念進行語法教學(xué)，首先需要讓學(xué)生在真實或模擬的語境中接觸到新的語法結(jié)構(gòu)，從而引發(fā)他們的興趣和需要。Exposingstudentstonewgrammaticalitemsinuse.意為“讓學(xué)生接觸使用中的新語法項目?！盉項正確。A項：Consolidatingstudents’useofgrammarrules.

意為“鞏固學(xué)生對語法規(guī)則的使用”。與題干不符，排除。C項：Providingstudentswithchancesofusinggrammarrules.

意為“為學(xué)生提供使用語法規(guī)則的機會”。與題干不符，排除。D項：Gettingstudentstomemorizetheformofgrammarrules.

意為“讓學(xué)生記住語法規(guī)則的形式”。與題干不符，排除。故正確答案為B。17本題考查教學(xué)活動。題干意為：在讀后階段，以下哪些活動可以讓學(xué)生參與到交流中來?在閱讀教學(xué)中，讀后環(huán)節(jié)主要考查學(xué)生對本節(jié)課知識的掌握程度，以及對目標(biāo)語言的運用和表達(dá)能力，鼓勵學(xué)生將所閱讀的內(nèi)容與自己的經(jīng)歷、知識、興趣和觀點聯(lián)系。通?？梢赃M行小組討論、辯論，模擬寫作等練習(xí)。C項正確。A項：Reciting

the

text.意為“背誦課文”。與題干不符，排除。B項：Reading

the

text

aloud.意為“朗讀課文”。與題干不符，排除。D項：Filling

in

the

blanks

of

the

text

summary.意為“對課文概要進行填空”。與題干不符，排除。故正確答案為C。18本題考查課堂反饋。題干意為：如果老師一直對一名正在分享英語學(xué)習(xí)心得的學(xué)生說“是的，還有什么”，他/她會使用什么技巧？教師在學(xué)生分享的過程中，不斷用語言進行引導(dǎo)和啟發(fā)，調(diào)動學(xué)生的思維，讓學(xué)生自己去領(lǐng)悟，調(diào)動學(xué)生表達(dá)積極性，促進身心發(fā)展。A項正確。B項：Explanation意為“解釋、說明”。與題干不符，排除。C項：Paraphrasing意為“釋義、改寫”。與題干不符，排除。D項：Exemplification意為“范例、模范”。與題干不符，排除。故正確答案為A。19本題考查教學(xué)內(nèi)容。題干意為：以下哪一項最不適合教初學(xué)者英語發(fā)音？基礎(chǔ)教育階段的語音教學(xué)主要目標(biāo)為培養(yǎng)學(xué)生聽音、辨音，以及準(zhǔn)確發(fā)音的能力，從而形成正確的發(fā)音習(xí)慣。但對于初學(xué)者來講，不要求在學(xué)習(xí)初期去掌握語音方面的專業(yè)術(shù)語。D項與題干相符，當(dāng)選。A項：Asking

students

to

discriminate

significant

sound

features.意為“要求學(xué)生辨別重要的聲音特征”。與題干不符，排除。B項：Asking

students

to

read

words

aloud

with

correct

pronunciation.意為“要求學(xué)生用正確的發(fā)音大聲朗讀單詞”。與題干不符，排除。C項：Requiring

students

to

produce

intelligible

and

acceptable

sounds.意為“要求學(xué)生發(fā)出可理解和可接受的聲音”。與題干不符，排除。本題為選非題，故正確答案為D。20本題考查教學(xué)內(nèi)容。題干意為：以下哪項活動主要關(guān)注意義和用法？語法教學(xué)的教學(xué)內(nèi)容主要有三方面：①語言形式/結(jié)構(gòu)（Language

form/structure）包括詞法（morphology）、句法（syntax）等。②語義（Language

meaning）指語法形式和結(jié)構(gòu)的意義。③語用（Language

use）指語言在語境或語篇中的功用。如若關(guān)注語法的意義和用法，需要學(xué)生在適當(dāng)?shù)那榫持凶杂墒褂盟鶎W(xué)的語法項目進行交流的活動。它強調(diào)以交際為目的的意義輸出或理解。常見練習(xí)形式：講故事、情景對話、小組討論、角色扮演等。A項正確。B項：Students

write

down

the

rules

of

simple

past

tense.

意為“學(xué)生寫下一般過去時的規(guī)則。”與題干不符，排除。C項：Students

make

all

the

sentences

with

simple

past

tense.

意為“學(xué)生用一般過去時造句。”與題干不符，排除。D項：Students

correct

the

spelling

mistake

in

their

homework.

意為“學(xué)生們糾正家庭作業(yè)中的拼寫錯誤。”與題干不符，排除。故正確答案為A。21本題考查細(xì)節(jié)推斷。題干意為：是什么讓許多人幾乎可以在他們想去的任何地方工作？根據(jù)關(guān)鍵短語“work

almost

anywhere”定位到第二段第二、三句“There

is

one

obvious

reason

and

some

other

rather

less-obvious

ones.

The

obvious

one

is

the

ubiquitous

nature

of

communications.

有一個明顯的原因，還有其他一些不太明顯的原因。顯而易見的是通信無處不在?！焙妥詈笠痪洹癘n

the

Internet

no

one

needs

to

know

where

you

are.”可知，通信網(wǎng)絡(luò)的發(fā)達(dá)，造成不看重工作地點的局面，A項Easy

access

to

broadband

意為“輕松接入寬帶”，突出網(wǎng)絡(luò)發(fā)達(dá)的作用，符合，A項正確。B項：Their

close

relationship

to

clients.

意為“他們與客戶的密切關(guān)系”。與題干不符，排除。C項：A

common

practice

labeled

as

“staycation”.

意為“一種被稱為‘居家度假’的常見做法”。與題干不符，排除。D項：A

fuzzy

boundary

between

work

and

leisure.

意為“工作和休閑之間的模糊界限”。與題干不符，排除。故正確答案為A。22本題考查指代內(nèi)容。題干意為：第三段中劃線的詞“thistransformation”指的是什么？這里的指代應(yīng)該是前文出現(xiàn)的內(nèi)容，所以回看第二段，第二段提及到的轉(zhuǎn)變是“工作”和“休閑”的組合，D項意為“工作與休閑相結(jié)合”，D項正確。A項：Submittingareport.意為“提交報告”。與題干不符，排除。B項：Knowingwhereyouare.意為“知道你在哪里”。與題干不符，排除。C項：Polishingadocument.意為“修改文件”。與題干不符，排除。故正確答案為D。23本題考查事實細(xì)節(jié)題。題干意為：根據(jù)作者，下面哪個因素在改變假期性質(zhì)方面起著重要作用？根據(jù)關(guān)鍵短語“changingthenatureofholidays”定位到第四段，根據(jù)第四段第一句“Thecombinationofthegrowthofself-employmentandportfolioworkingchangethenatureofholidays.

個體經(jīng)營和兼職工作的增長共同改變了假期的性質(zhì)”可知，A項“Thegrowthofself-employment.個體經(jīng)營的增長”符合原文，A項正確。B項：Theproportionoftaskspeoplehave.意為“人們完成任務(wù)的比例”。與題干不符，排除。C項：Transformationof

people’sbehaviors.意為“人們行為的轉(zhuǎn)變”。與題干不符，排除。D項：Opportunities

peoplehavetoworkfull-time.意為“人們有全職工作的機會”。與題干不符，排除。故正確答案為A。24本題考查細(xì)節(jié)推斷。題干意為：哪一類人可能享受在家工作的自由？根據(jù)文章倒數(shù)第二段的描述“it

is

clear

there

are

many

thousands

of

people

who

have

managed

to

turn

something

they

had

done

for

leisure

into

an

income-producing

activity.

These

include

artists

and

writers

and

craft

skilled

workers...work

has

become

the

hobby.

These

are

people,

often

retired,

who

gift

their

skills

to

charities

and

other

voluntary

bodies”，可知待在家里工作的主要有：artists

and

writers

and

craft

skilled

workers藝術(shù)家、作家和手工藝人。B項Sculptors

意為“雕塑家”，屬于手工藝人一類，更可能享受在家工作的自由。B項正確。A項：Surgeons

意為“外科醫(yī)生”。與題干不符，排除。C項：Assembly

line

workers.

意為“流水線工人”。與題干不符，排除。D項：Grocery

store

employees.

意為“雜貨店員工”。與題干不符，排除。故正確答案為B。25本題考查細(xì)節(jié)推斷。題干意為：下面哪個新造詞可能用來描述去度假，但在度假時間里融入一些工作？根據(jù)文章第一段提出的Staycation一詞，“Theuglyword“staycation”

wascoinedtodescribethetrendtowardspeoplestayingathomeduringtheirvacation—goingoutfordaytrips,perhaps,butusingtheirhomeastheirbase.“宅家度假”這個丑陋的詞被造出用來描述人們假期時在家里待著的潮流——他們興許會出門一日游，不過總把家作為根據(jù)地?！睆娬{(diào)旅游以“待在家里”為主，關(guān)鍵詞為“Stay”；那么遵循這個規(guī)律，在度假時候加入工作，強調(diào)的是“工作”，就應(yīng)該是Workcation，D項正確。A項：Docation強調(diào)在度假中融入“做”的行為。與題干不符，排除。B項：Gocation強調(diào)在度假中融入“走”的動作。與題干不符，排除。C項：Staycation強調(diào)度假以“待在家里”為主。與題干不符，排除。故正確答案為D。26本題考查原因題。題干意為：為什么作者提倡形成性評價？根據(jù)關(guān)鍵詞“formativeassessment”定位到文章第一段第一句“Inourclasses,formativeassessmentsareessentialincheckingstudentunderstanding,andarefundamentalintheformationofstudentcontentknowledge.在我們的課堂上，形成性評價對檢查學(xué)生的理解至關(guān)重要，也是形成學(xué)生心滿意足的知識的基礎(chǔ)?！笨芍?，通過形成性評價可以對學(xué)生理解能力進行檢驗、反饋，又根據(jù)第五段第一句“Itistheresponsibilityoftheteachertoconstantlyevaluateeachstudent’spathandprovideimmediatefeedbackthatwillkeepthestudenttravelingsafelythroughthehighwaysoflearning.教師有責(zé)任不斷評估每個學(xué)生的學(xué)習(xí)路徑，并提供及時的反饋，使學(xué)生在學(xué)習(xí)的道路上安全行駛?！笨芍谡n堂中指導(dǎo)學(xué)生，且能夠在學(xué)生出現(xiàn)迷失方向的時候進行重新指引。即“老師監(jiān)督學(xué)生、給予反饋并指導(dǎo)學(xué)生”。C項意為“對學(xué)生的表現(xiàn)提供及時反饋”，C項正確。A項：Toraisestudents’

awarenessoftheirlearningdifficulties.意為“提高學(xué)生對學(xué)習(xí)困難的認(rèn)識”。與題干不符，排除。B項：Tofacilitatestudents’

self-directedindependentlearning.意為“促進學(xué)生自主學(xué)習(xí)”。與題干不符，排除。D項：Toevaluatestudents’

leaningprocessviaend-of-termtests.意為“通過期末測試評估學(xué)生的學(xué)習(xí)過程”。與題干不符，排除。故正確答案為C。27本題考查事實細(xì)節(jié)題。題干意為：根據(jù)文章，在形成過程中，老師希望學(xué)生展示出哪些跡象？根據(jù)關(guān)鍵詞“formativeprocess”定位到第三段，根據(jù)第三段第二、三句“Weprovidestudentswithlearningobjectives

andtheresourcesnecessarytomeetthoseobjectivesisbeinglearned.Forstudentswhocan’tprovethattheyaremakingprogresstowardtheobjective,wequicklyassesstheircomprehensionandcreatedacustomized

remediationplanonthespotsothestudentscangobackandlearnwhattheyhavenotyetmastered.

我們提供學(xué)生學(xué)習(xí)目標(biāo)和實現(xiàn)這些目標(biāo)所必要的資源。對于那些無法證明正朝著目標(biāo)前進的同學(xué)，我們快速評估他們的理解能力并當(dāng)即制定定制的補救計劃?！?，即教師采取補救計劃的目的是期望學(xué)生展現(xiàn)出“在學(xué)習(xí)中努力達(dá)到學(xué)習(xí)目標(biāo)”的能力。A項Theirabilityofmakingprogresstowardsobjectives.意為“他們在實現(xiàn)目標(biāo)方面取得進展的能力”，A項正確。B項：Theirpersistenceingettingtheirworkdone.意為“他們完成任務(wù)的堅持不懈”。與題干不符，排除。C項：Theircapacityofmakingremediationplans.意為“他們制定補救計劃的能力”。與題干不符，排除。D項：Theirtacticsofusingvariousresources.意為“他們使用各種資源的策略”。與題干不符，排除。故正確答案為A。28本題考查原因題。題干意為：文章中為什么把形成性評價比作全球定位系統(tǒng)（GPS）？根據(jù)關(guān)鍵詞GPS定位到文中第四段，根據(jù)第五句“WhenadriverusingaGPSbeginstogoastray,theGPS“recalculates”theroutetohelpthedrivergetbackontrack.”可知，GPS可以引導(dǎo)司機方向，當(dāng)司機偏航時，GPS可以指導(dǎo)其走向正確方向?！保指鶕?jù)后兩句“Intheclassroom,theteachercanbethevoiceoftheGPSredirectingstudentswhentheygoastrayintheirunderstanding.Studentscanaccepttheadviceandredirectionoftheteacher,ortheycandrivethemselvesintothecognitivelakeofmisconception.”可知，在課堂中，教師像GPS一樣給予學(xué)生指導(dǎo)，幫助學(xué)生調(diào)整方向，學(xué)生要么聽老師的指導(dǎo)，要么走向誤解的湖泊。即當(dāng)人們迷失方向時，可以將人們重新拉回正軌。C項Togetpeoplebackontrackwhentheygetlost.意為“為了當(dāng)人們迷路時，指引人們重回正軌”，C項正確。A項：Toverifywhetherpeoplehavereachedtheirdestination.意為“為了證明人們是否已經(jīng)到達(dá)目的地”。與題干不符，排除。B項：Todetectthelocationofsomeoneyouarelookingfor.意為“為了探測你正在尋找的人的位置”。與題干不符，排除。D項：Tocalculatethedistancepeoplehavecovered.意為