2023年上半年教师资格认定考试初级中学英语真题及答案

试题来源于网络整理，如有侵权请联系删除试题来源于网络整理，如有侵权请联系删除试题来源于网络整理，如有侵权请联系删除2023年上半年教师资格认定考试初级中学英语真题及答案单选题第1题、Whichofthefollowingtwo-syllablewordshasa

differentstresspattern

fromthe

others?A.typhoonB.balloonC.shampooD.crayon参考答案：D第2题、Whichofthefollowing

isashortvowelin

English?A./j/B./e/C./au/D./w/参考答案：B第3题、Mr.SmithissurprisedtolearnthatSiamakhas

written______essayson

Victoriannovelsinhisclass.A.thenextB.theotherC.themostD.themore参考答案：C第4题、Thatprestigiousuniversityhasmadeitcleartoall

applicantsthatnobodycanbe______forascholarship

thisquarterwithoutagoodinternship.A.eligibleB.legibleC.compliableD.compliant参考答案：A第5题、Wouldyou

like

acupofcoffee______shallweget

downtobusinessright

away?A.orB.andC.thenD.otherwise参考答案：A第6题、Alexspecializesin______medicalscienceinthis

graduateschoolandplans

toworkas______doctorupon

graduation.A.a;theB.the;aC./;aD.a;/参考答案：C第7题、The

reason

why

I

want

to

give

up

the

plan

is

______

if

I

don't,

my

employer

will

be

mad

at

me.A.becauseB.thatC.forD.since参考答案：B第8题、Whichofthefollowingcorrectlydescribesthe

semantic

featuresoftheword“girl”?A.[-Human-Male-Adult]B.[+Human+Male-Adult]C.[+Human-Male+Adult]D.[+Human-Male-Adult]参考答案：D第9题、Whatistherelationshipbetweenthetwo

sentences“Thestressisondocumentaryand

rightlyso.

Artyphotographsareabore.”A.Phenomenon-reasonB.Problem-solutionC.Instrument-achievementD.Cause-consequence参考答案：A第10题、“Like”

and

“bike”,

“bat”

and

“pat”,

“look”

and

“book”

are

examples

of

______

used

in

teaching

pronunciation.A.alliterationB.rhythmC.weakformsD.minimalpairs参考答案：D第11题、Whenstudentsare

askedtolistentoarecordingandreadafterit,theyaredoing______.A.freepracticeB.guidedpracticeC.meaningfulpracticeD.controlledpractice参考答案：D第12题、When

designingatask,teachersshouldtakethefollowing

aspectsintoconsiderationEXCEPT______.A.pacingandgroupingB.materialsandsourcesC.learningskillsandstrategiesD.teachers’interestandpreferences参考答案：D第13题、Whichof

thefollowingactivitiesissuitabletobeconductedatthe

“production”

step?A.Debating.B.Mimicking.C.Reciting.D.Repeating.参考答案：A第14题、Whichofthe

followingmightbethemostappropriateindevelopingstudents’criticalthinkingthrough

reading?A.Studentsreadastoryandstudygrammarrules.B.Studentslistentoastoryandreaditaloud.C.Studentsreadastoryandevaluateit.D.Studentsreadastoryandreciteit.参考答案：C第15题、When

a

teacher

says,“Sorry,

I

didn't

get

what

you

said.Can

you

say

it

again?”

,

he/she

is

______.A.offeringanopinionB.askingforadviceC.askingforclarificationD.checkinginstruction参考答案：C第16题、Whenstudentstakeanend-of-termexamtoassess

howwelltheyhavelearntinthepastterm,they

aretakinga(n)

______.A.aptitudetestB.proficiencytestC.placementtestD.achievementtest参考答案：D第17题、Whichofthe

followingisleastimportantin

developingschool-based

teachingmaterials?A.Students'levelandinterest.B.Teachers'professionalexpertise.C.Theaimandneedofyourschool.D.Theformoftheteachingmaterials.参考答案：D第18题、Whichofthe

followingstrategieswould

bestfacilitate

peerlearninginwriting?A.Askingstudentstogradetheirpeers'writing.B.Providingstudentswithanevaluationchecklist.C.Encouragingstudentstogiveonlypositivefeedback.D.Instructingstudentstofocusononlyonetypeoferror.参考答案：A第19题、AccordingtotheInputHypothesis,ateacher

should

______.A.providestudentswithwhatevermaterialshe/shecanfindB.chooselanguagematerialslowerthanstudentcurrentlevelC.providestudentswithasmuchauthenticlanguageaspossibleD.chooselanguagematerialsalittlehigherthanstudents'currentlevel参考答案：D简答题第20题、简述朗读(Readingaloud)在英语教学中的两个作用（8分），写出教师需从哪两个方面指导学生朗读（6分）以及在指导过程中两个应该注意的事项。（6分）参考答案：（1）朗读在英语教学中的作用：①朗读活动同时调动多种器官，从而加强对英语的理解和记忆。我们学习英语的时候，进行朗读活动的同时，就调动了多个人体器官。在这一复杂过程中，在整个朗读活动中完成了同一语言材料理解的两次处理，尤其是整个过程中，发音器官的参与和对于声音的辨别和识记可以强化和巩固语言材料，也就是深化了对于语言材料的处理，那么可以深刻地记忆语言材料和语言信息。②朗读活动与语音听觉记忆的关系促进发展英语听力和阅读能力。通过大量的朗读发声练习，从而习得词汇，短语和句子等方面内在的语音印象记忆，形成语音与语义的结合，可以明显地促进发展学习者的英语听力和阅读能力。③朗读有助于英语口语能力的提高通过数量足够且质量高的朗读训练，可以同时掌握英语音素的准确发音，并且准确提高词汇的读音。而且大量的朗读练习活动为流利的口语交流提供了前提。④朗读可以提高英语学习者的写作水平朗读解决语音发音问题的同时，可以使学习者有效地学习和掌握文章的句法风格技巧，写作是一种输出语言材料的过程，朗读是语言信息的输入，没有输入就没有输出。朗读通过提高学习者英语语感的构建，从而影响着英语写作的产出。（任选两点即可）（2）教师需从以下两方面指导学生朗读：①确定朗读任务：根据学生的不同层次，确定不同的朗读任务，有的放矢。由浅到深，由易到难，让各个层次的学生都有任务可做。②多鼓励和示范：因为有些学生比较内向，缺乏自信，在进行朗读训练时，常常会产生一些思想障碍或心理障碍，不愿或不敢开声朗读英语。这时候老师应该多示范，领读，听原声录音，多鼓励和表扬。让学生自信地开口朗读。③创设情境：创设与课文匹配的情景，通过反复听录音、老师范读、学生范读等形式，让学生揣摩文中人物的语气，找准词句的重读、弱读和连读，以及停顿点，多听多模仿，在这一要求中特别强调让学生学会“有感情地朗读”。④通过竞赛，提高朗读能力。语言运用是一种技能，而技能是通过反复实践养成的，所以经常性地组织学生开展多样的朗读活动，是提高学生朗读水平的最有效的途径。（任选两点即可）（3）教师在指导学生朗读过程中应该注意的事项：①朗读教学目标要明确：在指导学生朗读时，更多情况下课堂朗读重形式，轻目的，学生的朗读往往只停留在内容层面，无法读出文章感情和意图也很少能读出意群、停顿或节奏感。因此教师应该培养学生从学习发音到能朗读，从正确朗读到流畅朗读，明确不同阶段朗读教学的目标和内容。②选择作品要适宜：要符合学生的年龄、性别、兴趣爱好等，能够引起他们的共鸣和兴趣。同时，朗读材料的文学价值也应该是重要的选择标准。③合理的评价：教师应该对学生进行合理的评价，既关注学生的技能表现，也重视学生的情感表达，让学生能够在评价中获得成长和进步。④指导的循序渐进：朗读指导要有层次，随着朗读遍数的增加，朗读要求要随之提高。（任选两点即可）教学情境分析根据题目要求完成下列任务，用国家通用语言文字作答。下面教学片段来自某初中英语教师的口语教学。T:OK.

Let'spracticethisdialogue.Ss:...(Ssdon'tknowwhattodo.)T:Well,youaskyourpartner

"Doyoulike

bananas?",yourpartneranswers"Yes,Ido."Ifhe

orshedoesn'tlike,thensay“No,Idon'tlikeit".

Understandnow?Ss:OK.(Ssreadoutthedialogueinthetextbookinpair)T:Now.(toonestudent)Doesyourpartnerlike

bananas?S1:Yes,

hedoes.T:(toanotherstudent)Doesyourpartnerlike

bananas?S2:No,hedon't.T:No,no,no,no.Hedoesn't!S2:Oh.Oh.Yes

.Hedoesn't.T:Youmustpayattentiontothat.

OK?Now

pleasereadafterme.Doyoulikebananas?Ss:(inchorus)Doyoulikebananas?T:Yes,Ido.Ss(inchorus)Yes,Ido.第21题、根据所给信息回答下面问题：（1）该教学片段属于哪个教学环节（3分）？其教学目的是什么？(1分）（2）指出该教学片段存在的三个问题。（12分）（3）如何针对上述问题进行相应的改进？（12分）参考答案：（1）该教学片段属于口语教学的操练环节，教学目的是加深学生对新句型Do

you

like…？及其回答的理解和应用，锻炼其口语表达能力，促进学生练习巩固所学知识。（2）问题一：课堂指令不清晰，在操练前没有解释活动的内容、形式、要求等具体要求，导致学生不知从何练起；问题二：练习活动单一，在练习阶段仅进行了机械性的操练问答活动，让学生照着书上的内容进行简单问答，不利于启发式教学和培养学生的学习兴趣；问题三：纠错方式不太合理，学生出现错误时，教师采用直接纠错法，直接否定学生并给出正确答案，容易打击学生的自尊心和自信心，不利于启发式教学；问题四：教学评价单一，该活动过程中仅出现对学生错误的评价，而对于学生的练习和师生问答均未给出相应的评价，未能发挥评价的积极作用，也不利于提高学生学习的积极性。（答出任意三点即可）（3）改进建议：问题一：教师在设计指令语的过程中，应该明确规范指令语的内容，以便让学生清晰准确地了解指令语的目的，必要时可以进行示范。因此在操练开始时，教师应该明确指出同桌二人一组，就新学的句型Do

you

like…？进行相互问答，并给出练习的时限，这样学生可以清晰准确地了解学习内容，有效地进行练习。问题二：新课讲授后，应通过游戏、情境创设等多种方式展开操练活动，可以设置机械操练、意义练习和交际性练习等多层次练习活动，循序渐进、由浅入深地强化所学内容，多角度地巩固新知，提高学生的语言运用能力；教师在设计指令语的过程中，应该明确规范指令语的内容，以便让学生清晰准确地了解指令语的目的，必要时可以进行示范。因此在操练开始时，教师应该明确指出同桌二人一组，就新学的句型Do

you

like…？进行相互问答，并给出练习的时限，这样学生可以清晰准确地了解学习内容，有效地进行练习。问题三：学生出现错误时，教师应该遵循纠错的鼓励性、启发性和策略性原则，比如该教师可以通过重述、强调、澄清等，启发学生自己发现错误并改正，教师再给出正面的评价。这样既能防止学生产生过分的焦虑和挫折感，同时也保护了学生的自尊心、自信心和积极性。问题四：评价是及时监控教学过程和教学效果的重要手段，教师要正确处理二者之间的关系，评价要服务教学、反馈教学、促进教学。该教师应注意在教学过程中多给予学生多维度的评价，也可以让学生参与评价，从而推动课堂教学，提高学习效果。（答出任意三点即可，与第二问匹配）教学设计第22题、设计任务：请阅读下面的学生信息和语言素材，设计20分钟的听说教学方案。教案没有固定格式，但须包含下列要点：Teaching

objectivesTeaching

contentKey

and

difficult

pointsMajor

steps

and

time

allocation

Activities

and

justifications教学时间：20分钟学生概况：某城镇普通中学八年级第二学期学生，班级人数40人，多数学生已经达到义务教育英语课程标准的相应水平三。学生课堂参与积极性较高。语言素材：Helpline:

Hello.Friendship

Helpline.

Who's

calling,

please?Lingling:

Hello.

This

is

Lingling

speaking.Helpline:

Hi,

Lingling!

How

can

I

help

you?Lingling:

I

have

a

problem

with

my

best

friend.

She

is

called...Helpline:

No,

don't

tell

me

who

she

is.

Tell

me

when

the

problem

started.Lingling:

Yes.

Well,

we've

been

friends

for

five

years.

We

got

separated

when

we

went

to

different

schools

last

term,

but

we

stayed

in

touch.Helpline:

So

could

you

explain

what

happened

then?Lingling:

This

term,

she

came

to

study

at

my

school.

I

was

so

happy

at

first.

But

she's

so

different.Helpline:

Can

you

tell

me

how

she's

different?Lingling:

She

doesn't

like

me

to

see

my

other

friends.Helpline:

Could

I

ask

if

you've

mentioned

this

to

her?Lingling:

Yes,

but

she

refused

to

listen.Helpline:

OK,

do

you

know

why

she

treats

you

like

that?Lingling:

No.

I

don't

know.Helpline:

Maybe

she

doesn't

feel

very

sure

of

herself

in

her

new

school.Lingling:

Maybe.Helpline:

She

probably

feels

lonely

without

you.

I'm

sure

she

regrets

hurting

you.

So

be

patient

with

her

and

explain

to

her

that

she

can

make

friends

with

your

other

friends

too.

Try

to

introduce

her

to

them.Lingling:

I

see.

I'll

encourage

her

to

join

in

more.Thanks.Helpline:

No

problem,

Lingling.You're

welcome.参考答案：1.Teaching

contentThis

is

a

listening

lesson.

It

talks

about

a

dialogue

about

how

to

get

on

well

with

best

friends

and

how

to

handle

the

barriers

in

the

daily

life

to

keep

the

good

friendship.

The

dialogue

mainly

introduces

Lingling's

problem

with

her

best

friend

and

the

suggestions

from

Helpline

towards

it.2.Teaching

objectives①Language

competence:Students

can

understand

the

new

words

and

phrases,

such

as

“have

a

problem

with,

explain,

feel

sure

of

and

so

on”.Through

listening,

students

will

understand

the

main

idea

of

the

listening

materials

and

be

able

to

use

the

target

language

to

talk

about

some

problems

with

one’s

best

friends.②Cultural

awareness:Students

can

have

correct

values,

positive

emotional

attitude

and

get

along

well

with

othersStudents

can

learn

to

stay

on

good

terms

with

their

friends

and

understand

the

nature

of

friendship.③Thinking

quality:

Students

can

sort

out

and

summarize

the

information

in

the

material.④Learning

ability:

Students

will

be

willing

to

take

part

in

the

class

activities

and

cooperate

with

other

group

members.3.Key

and

difficult

points①Key

pointsHelp

students

know

the

meaning

and

usage

of

the

new

words

and

phrases.Let

students

get

the

content

of

this

lesson

through

listening.②Difficult

pointsHow

to

guide

students

to

utilize

the

skills

to

extract

information.To

improve

the

confidence

of

speaking

English

and

help

students

realize

the

significance

of

friendship.4.Major

stepsStep

1

Pre-listening

(6

mins)(1)

New

knowledge

teachingWith

the

help

of

some

pictures,

the

teacher

will

guide

students

to

understand

the

meaning

and

usage

of

the

new

words

and

phrases,

including

“have

a

problem

with,

explain,

feel

sure

of

and

so

on”.(2)

PredictionBefore

listening,

the

teacher

will

organize

students

to

make

a

prediction.

Some

hints

will

be

provided

to

help

them.Hint

1:

Words

and

phrases

just

referred

to.Hint

2:

Some

pictures

in

which

students

can

see

some

problems

that

they

may

have

with

their

best

friends.【Justification】The

above

activities

can

help

students

recognize

the

new

words

and

phrases,

remove

the

barriers,

and

lay

the

foundation

for

the

next

step

of

“listening”.Step

2

While-listening(10

mins)(1)Extensive

listeningStudents

will

listen

to

the

passage

for

the

first

time

to

check

their

predictions

and

conclude

the

main

idea

of

the

passage.(2)Intensive

listeningStudents

should

listen

to

the

passage

for

the

second

time

and

do

the

following

task:True

or

FalseLingling’s

friend

doesn't

feel

very

sure

of

herself

in

her

new

school.(T/F)Lingling

won’t

be

patient

with

her

friend

and

explain

to

her

that

she

can’t

make

friends

with

Lingling’s

other

friends

too.(T/F)Helpline

need

to

know

Lingling’s

friend’s

name.(T/F)(3)

Listening

and

repeatingStudents

will

listen

to

the

passage

for

the

third

time

and

read

after

it.

They

should

pay

attention

to

the

pronunciation

and

intonation.【Justification】In

the

process

of

completing

the

listening

tasks

at

different

levels,

students

can

not

only

understand

the

content

and

certain

details

of

the

passage,

but

also

improve

their

listening

skills.Step

3

Post-listening(4

mins)Group

discussionStudents

will

work

in

groups

to

discuss

the

following

question:

how

do

you

get

on

well

with

your

best

friends

and

how

do

you

handle

the

barriers

in

the

daily

life

to

keep

the

good

friendship?

Several

minutes

will

be

given.

When

time's

up,

several

students

will

be

invited

to

share

their

answers.

Then

the

teacher

will

comment

on

students'

performances.【Justification】Group

activities

will

provide

students

with

the

opportunity

to

apply

what

they

have

learned

to

the

situation,

improve

their

comprehensive

language

skills,

and

boost

their

confidence

in

learning

English

and

strengthen

their

sense

of

teamwork.阅读理解题阅读理解，回答下面小题Passage2Asaspecies,humansareincrediblysmart.Wetellstories,createmagnificentartandastoundingtechnology,buildcities,andexplorespace.Wehaven'tbeenaroundnearlyaslongasmanyotherspecies,butinmanyrespectswe'veaccomplishedmorethananyspecies.Weeatthemandtheydon'teatus.Weevenrunscientificstudiesonthemandarethinkingaboutre-creatingsomeofthosethathavegoneextinct.Butourintelligencecomeswithacuriouscaveat:ourbabiesareamongthedumbest——or,rather,themosthelpless——thatexist.Ababygiraffecanstandwithinanhourofbirth,andcanevenpotentiallyfleepredatorsonitsfirstdayoflife.Ababymonkeycangraspitsmotherandhangonforprotectionandnourishment.Ahumaninfantcan’tevenholdupitsownhead.Theevolutionofhumanintelligenceisn'tsomethingthatCelesteKiddhadeverpondered.AdevelopmentalcognitivescientistwhocurrentlyworksattheUniversityofRochester,herworkhadfocusedmostlyonlearninganddecision-makinginchildren.Overyearsofobservingyoungchildren,shebecameimpressedwiththeaveragechild'slevelofsophistication.Butwhenshelookedattheinfantssheencountered,shesawabafflingdegreeofhelplessness:Howcouldtheybesoincompetentonesecondandsobrightsosoonthereafter?Oneday,sheposedthequestiontohercolleagueStevenPiantadosi."Bothofuswonderedwhatcouldpossiblyjustifythedegreeofhelplessnesshumaninfantsexhibit",shetoldmerecently."Evenotherprimatebabies,likebabychimps,whicharecloseinevolutionaryterms,canclingontotheirmoms."Shebegantoseeacontradiction:humansarebornquitehelpless,farmoresothananyotherprimate,but,fairlyearlyon,westartbecomingquitesmart,againfarmoresothananyotherprimate.Whatifthisweren'tacontradictionsomuchasacausalpathway?That'stheargumentthatKiddandPiantadosimakeintheirnewpaper,publishedinaJuneissueofPNAS.Humansbecomesointelligentbecausehumaninfantsaresoincrediblyhelpless,theyargue;theonenecessitatestheother.Thetheoryisstartling,butitisn'tentirelynew.Researchershavebeenponderingthepeculiaritiesofourbirthanditsevolutionarysignificanceforquitesometime.Humansbelongtothesubsetofmammals,calledviviparousmammals,thatgivelivebirthtotheiryoung.Thismeansthatinfantsmustgrowtoamatureenoughstateinsidethebodytobeborn,buttheycan'tbesobigthattheyareunabletocomeout.Thisleadstoatrade-off:themoreintelligentananimalis,thelargeritsheadgenerallyis,butthebirthcanalimposesanupperlimitonjusthowlargethatheadcanbebeforeitgetsstuck.Thebrain,therefore,mustkeepmaturing,andtheheadmustcontinuegrowing,longafterbirth.Themoreintelligentananimalwilleventuallybe,themorerelativelyimmatureitsbrainisatbirth.Researchershavelongknownaboutthistrade-off,andabouttheconnectionbetweenbrainsizeandneuraldensityandintelligence.Forinstance,RobinDunbarfoundthattheratioofneocorticalvolumetobrainsizecanpredictthesocial-groupsizeinanumberofspecies,includingbats,cetaceans,andprimates.whileSimonReaderhasdemonstratedlinksintooluseandinnovationtobrainsizeinprimates.KiddandPiantadosi’snewideaisthatincreasedhelplessnessinnewbornsmandatesincreasedintelligenceinparentsandthatarunawayselectiondynamiccanaccountforboth.Naturalselectionfavorshumanswithlargebrains,becausethosehumanstendtobesmarter.Thismaycreateevolutionaryincentivesforbabiesthatarebornatanevenearlierd