下半年中學教師資格證英語《學科知識與教學能力》真題卷（帶答案）一、單項選擇題（共20題，每題2分，共40分）1.Whichofthefollowingphoneticdescriptionsmatchesthesound/θ/?A.AvoicelessdentalfricativeB.AvoicelesslabiodentalfricativeC.AvoicelesspalatalfricativeD.Avoicelessvelarfricative答案：A2.Whatkindofapproachdoesthesentence“Wearegoingtotheparktomorrow”belongtointermsofgrammarteaching?A.InductiveapproachB.DeductiveapproachC.Task-basedapproachD.Communicativeapproach答案：C3.Whichofthefollowingwordscontainsadiphthong?A.catB.dogC.boyD.cup答案：C4.Whenateacherasksstudentstodiscusshowthestoryends,he/sheisfocusingon_____.A.literalcomprehensionB.inferentialcomprehensionC.evaluativecomprehensionD.appreciativecomprehension答案：B5.Whichofthefollowingisanexampleofteachers’indirectcorrectivefeedback?A.Say“went”insteadof“goed”.B.Weneversay“goed”.C.Oh,Ithinkyoumightmean“went”.D.“Goed”isawrongword.答案：C6.WhichofthefollowingisNOTasuprasegmentalfeature?A.StressB.IntonationC.ToneD.Aspiration答案：D7.Theteacherwritesthefollowingsentenceontheblackboard:“Thegirlisbeautiful.”Thenheasksstudentstochange“beautiful”into“pretty”toseethechangeinmeaning.Whatteachingmethoddoestheteacheruse?A.SubstitutiondrillB.RepetitiondrillC.PatterndrillD.Dialoguedrill答案：A8.WhichofthefollowingstatementsaboutlanguageisNOTcorrect?A.Languageisasystemofarbitraryvocalsymbols.B.Languageisasocialphenomenon.C.Languageisanaturalphenomenon.D.Languageisameansofcommunication.答案：C9.Whatisthemainpurposeofaskingstudentstomakeamindmapafterreadingapassage?A.Tocheckstudents’understandingofwords.B.Tomonitorstudents’speakingability.C.Toencouragestudentstoreviewwhattheyhaveread.D.Tohelpstudentsorganizetheirideasaboutthepassage.答案：D10.Whenteachingtheword“pest”tostudents,theteachershowsapictureofacockroach.Whatteachingmethoddoestheteacheruse?A.DefinitionB.DemonstrationC.ExampleD.Association答案：B11.Whichofthefollowingisapairofhomophones?A.lead(v.)andlead(n.)B.wind(v.)andwind(n.)C.pieceandpeaceD.content(n.)andcontent(adj.)答案：C12.Whichofthefollowingactivitiesismostlikelytobeusedtodevelopstudents’oralfluency?A.ReadingaloudB.Role-playC.DictationD.Gap-filling答案：B13.Intheprocessofteachingwriting,theteacherasksstudentstoexchangetheirdraftsingroupsandmakecommentsoneachother’swork.Whatactivityisthis?A.PeerreviewB.Self-reviewC.TeacherreviewD.Whole-classreview答案：A14.Whatisthefunctionofthesentence“Howareyoutoday?”indailycommunication?A.DirectiveB.InformativeC.ExpressiveD.Phatic答案：D15.WhichofthefollowingcanbesthelpstudentspromotetheirEnglishvocabularylearning?A.RecitingthedictionaryB.ReadingextensivelyC.MakingwordlistsD.Usingflashcards答案：B16.WhichofthefollowingmethodsismostsuitableforteachingEnglishgrammar?A.TellingstudentsgrammarrulesdirectlyB.LettingstudentsmemorizegrammarrulesC.PresentinggrammarincontextandguidingstudentstodiscoverrulesD.Havingstudentsdoalotofgrammarexercises答案：C17.Whenateachersays“Next,pleasepayattentiontothesentencestructure.”,whatfunctiondoestheteacher’sutteranceperform?A.InstructingB.EvaluatingC.MonitoringD.Controlling答案：A18.Whichofthefollowinglanguageskillsismainlyinvolvedintheactivityofsummarizingapassage?A.ListeningB.SpeakingC.ReadingD.Writing答案：C19.Whichofthefollowingisanexampleofanopen-endedquestion?A.DoyoulikeEnglish?B.Whatdidyoudolastweekend?C.Issheateacher?D.AreyoufromChina?答案：B20.Theteacherasksstudentstocreateastorywiththegivenwords.Whatkindoftaskisthis?A.AcontrolledwritingtaskB.Asemi-controlledwritingtaskC.Anopen-writingtaskD.Aguided-writingtask答案：C二、簡答題（共2題，每題10分，共20分）1.BrieflydescribethreeprinciplesfordesigningteachingobjectivesinEnglishteaching.答案：●學生主體性原則：教學目標設計要以學生為中心，體現學生在學習過程中的主體地位。●全面性原則：教學目標應涵蓋知識、技能、情感態度等多個維度，促進學生全面發展。●可測性原則：教學目標應具體、明確，便于在教學結束后對學生的學習成果進行測量和評價。2.WhatarethethreemainstagesinthePPP(Presentation,Practice,Production)modelofgrammarteaching?Brieflydescribeeachstage.答案：●Presentation（呈現階段）：教師通過例句、情景等方式向學生呈現新的語法知識，幫助學生理解其形式和意義。●Practice（練習階段）：學生通過各種練習活動，如填空、選擇、造句等，對新學語法知識進行鞏固和操練，加深對其理解和運用。●Production（產出階段）：學生在真實或模擬的語境中，運用所學語法知識進行表達和交流，實現知識的遷移和運用。三、教學情境分析題（1題，30分）下面是一位初中英語教師在閱讀課上的教學片段：教師首先通過播放一段與閱讀文章主題相關的視頻，引出本節課的話題。然后，讓學生快速瀏覽文章，回答幾個簡單的問題，了解文章的大致內容。在學生閱讀過程中，教師在教室里走動，觀察學生的閱讀情況。接著，教師針對文章中的重點詞匯和短語進行講解，并讓學生進行單詞拼寫和詞義匹配練習。之后，教師引導學生逐段閱讀文章，分析文章的結構和邏輯，同時提出一些問題，讓學生思考并回答。最后，教師讓學生分組討論文章的主題，并分享自己的觀點。請根據上述教學片段，回答以下問題：1.分析該教師在教學過程中運用了哪些教學方法和策略？2.指出該教學過程中存在的優點和不足之處，并提出改進建議。答案：3.教學方法和策略：●視聽導入法：播放視頻引出話題，激發學生興趣。●略讀策略：讓學生快速瀏覽文章獲取大意。●講解法：講解重點詞匯和短語。●提問策略：通過提問引導學生思考和理解文章。●小組討論法：組織學生分組討論，分享觀點。4.優點：●教學環節設計較為合理，循序漸進地引導學生理解文章。●運用多種教學方法和策略，激發學生的學習積極性。●關注學生的學習過程，在學生閱讀時進行巡視。不足：●詞匯教學較為孤立，缺乏語境。●對學生閱讀技巧的培養不夠全面。●小組討論環節可能缺乏有效的監控和指導。改進建議：●在語境中進行詞匯教學，如結合文章句子講解詞匯的用法。●增加對其他閱讀技巧的訓練，如精讀、掃讀等。●在小組討論前，明確討論要求和規則，并在討論過程中加強指導和監控。四、教學設計題（1題，60分）請根據以下信息，設計一節初中英語閱讀課的教學方案。教學內容：一篇關于環境保護的文章，介紹了環境污染的現狀、原因及解決方法。學生概況：初中二年級學生，班級人數40人，多數學生已達到《義務教育英語課程標準（2011年版）》三級水平，學生課堂參與積極性一般。教學時間：45分鐘教學方案須包含以下要點：1.Teachingobjectives2.Teachingcontentsandkeyanddifficultpoints3.Majorstepsandtimeallocation4.Activitiesandjustification答案1.TeachingobjectivesKnowledgeobjectives●Studentscanunderstandandmasterkeywordsandphrasesrelatedtoenvironmentalprotection,suchas“pollution”,“recycle”and“saveenergy”.●Studentscangraspthemainideaandimportantdetailsofthepassageaboutenvironmentalpollution.Abilityobjectives●Studentscanimprovetheirreadingskills,includingskimming,scanningandinferring.●Studentscanexpresstheiropinionsonenvironmentalprotectionorallyandinwriting.Emotionalobjectives●Studentscanraisetheirawarenessofenvironmentalprotectionanddevelopasenseofresponsibilityfortheenvironment.2.TeachingcontentsandkeyanddifficultpointsTeachingcontents●Apassageaboutenvironmentalprotection,includingthecurrentsituation,causesandsolutionsofenvironmentalpollution.●Keywordsandphrasesrelatedtoenvironmentalprotection.Keypoints●Helpstudentsunderstandthepassageandmasterkeywordsandphrases.●Guidestudentstolearnandpracticereadingskills.Difficultpoints●Enablestudentstothinkcriticallyaboutenvironmentalissuesandexpresstheirownviewseffectively.3.MajorstepsandtimeallocationStep1:Lead-in(5minutes)Theteachershowssomepicturesofpollutedenvironmentandasksstudentsquestionslike“Whatdoyouseeinthepictures?”and“Howdoyoufeelaboutit?”Step2:Pre-reading(10minutes)●Theteacherteacheskeywordsandphrasesrelatedtoenvironmentalprotection,andasksstudentstoreadandrememberthem.●Theteacherasksstudentstopredictthecontentofthepassageaccordingtothetitleandpictures.Step3:While-reading(20minutes)●Skimming:Studentsreadthepassagequicklytogetthemainideaandanswersomegeneralquestions.●Scanning:Studentsreadthepassageagaincarefullytofindspecificinformationandanswersomedetailedquestions.●Inferring:Theteacherpresentssomesentencesfromthepassageandasksstudentstoinferthemeaningofcertainwordsortheauthor'sattitude.Step4:Post-reading(10minutes)●Groupdiscussion:Studentsdiscussingroupsaboutwhattheycandotoprotecttheenvironmentandthensharetheirideaswiththewholeclass.●Writing:Studentswriteashortpassageaboutenvironmentalprotectionbasedonthediscussion.Step5:Summaryandhomework(5minutes)●Theteachersummarizesthekeypointsofthelesson.●Homework:Studentsareaskedtocollectmoreinformationaboutenvironmentalprotectionandshareitinthenextclass.4.Activitiesandjustification●Picture-showingandquestion-askinginlead-in:Picturesarevividand