2022年-2023年教师资格之中学英语学科知识与教学能力练习题(二)及答案

2022年-2023年教师资格之中学英语学科知识与教学能力练习题(二)及答案单选题(共30题)ofthefollowingsentencesusingthepassivevoice.”?patientsdonottakedrugsA.ThequalityofwritingisofprimaryimportanceC.MoralawarenessmattD.Journalistsneedstricter6、Thebestgroupingofteachingthathadtobetoldwastoldbyeachfamilymember.8、请阅读Passage2,完成小题。A.PeoplewhouseitB.GoldthatpeoplefindA.mannerofarticulationB.placeofarticulationirrelevantpartswhenreading,whichofB.detailedreadB.isacriticofrealityTVC.thinkstheterm"realityD.writestheA.banningbrowsingbeforebreakfastB.banningbrowsingafterdinneralogicalparagraph,he/sheistryiC.sentencepatter1822.Progresshasbeenhamperedbyconstanthostilitybetweenthethroughthestagesofdrafting,receivingfeedback,andrevisingbeforesubmittingthefinalve"loyalty",he/sheisteachingtheoftheword.20、Whenateacherorganizesgbeoftheleastcon-cern?D.Providingvarietyandhe/sheistryingtoencourageA.peercorrection23、ThestudyoflanguaA.DonnawasavolunteerteacherofthetrainingprogramB.Theauthorknewwhatwasgoingtohappenwhenhe/resemblingmanyotherstheauthoD.Everyone,regardlessofgender,age,andtobetraditional,C.learningabilityandcD.intellectualabilityA.WritingasimilaB.DiscussingarelevantpicC.WritingallthemainknowledgeD.Note-takingandgap-filVocabUlary;broadeningscopeofvision,andincreasingB.Extensiveread大题(共10题)【答案】(1)精听与泛听的区别：精听(Carefullistening)是通过听课文，再把/Forms。泛听(Extensivelistening)是让学生初步听材料并回答问题，让学生初步了解文章的主旨大意(mainidea)和基本信息还可以进行一些拓展练习，如总结听力材料中出现的语出所听到的主要内容的练习等。完成这些练习后，结，或和学生共同讨论泛听的策略，例如.如何根据上下文判断生词的含义、题：?T:Ok!Next,let'sreadthetextandchoosethebestheadingforeachparh.Readthepassageandchoosethebestheadingforeachparagraph.(5mir)T:Now,whocanshowustheanswer?S1:B,A,C,F,E.T:Youareclever,butveanyotherideasforParagraph3?S1:Ohsorry,It'sD.T:Excellent!Noownthemainmeaningofeachparagraph.Thistimelet'sreadeally.Then,makeagroupdiscussionandtrytofillintheform.10mOminuteslater.)T:Timeisup.Whichgroupwantstoshowyourfor【答案】(1)从三维目标上分析教学目标：知识目标tepsandtimeallocation⑤Activitiesandjustifications教学时Helen:Hi,****.I'mmakingsomeplanstoworkinanoldpeopleshometm:Really?Ididthatlastsummer!Helen:Oh,whatdidtheyaskyoutoheom:Mm...thingslikereadingthenewspapertotheoldpeople,em.Theytoldmestoriesaboutthe****andhowthingsusedtobe【答案】●teachingobjectives●teachingcontents●therewasaveryoldman.Thereweretwomountainsnearhishouse.Theandhighthatittookalongwaytowalktotheotherside.Theolthattheyshouldallhelphimtomovethemountains.YuGongsaidtheycmintotheseabecauseit'sbigenoughtoholdeverything.YuGongandhgantomovesomeofthesoilandstoneintothesea.Onedayamallhildrenwhentheywereworkingonmovingthemountains.HetoldYuGongldneverdoitbecausehewasItisalisteninglesson.ThelisteningmaterialisaChineseleYuGongMotesaMountain.Teachingobjicinformationfromit.Studentsanalyzethelisteningmateewaystotellastorylogically.(2)ProcessandmethodsWithstudentsunderstandthelisteningtextthroughdoinEmotionalattitudesandvaluesStudentsrealizethespiritofYuwtodealwithdifficultsituations.StudentsbrieflyexpresstheirsomepeopleorsomethingsinEnglish.StudentscanexpresstheirownideasonsomepeoplePompeii:ThefactsAugust24,intheyearAD79,begannormallyfortpeii,atownatthefootof?MountVesuvius.Farmerswentouttotheirfieldseeperssetouttheirgoodsforsale,craftspeople?openedtherichwalkedtothepublicbathswhiletheirservantscleanedtheirhohedtheirclothes.Unfortunately,theendofthedaywasfarfromnormal000citizensof?Pompeii.Earlyintheafternoon,whenmanypeoomtheheatoftheday,MountVesuvius?erupted.Millionspumicepouredontothesurroundinghillsideandoverthe?townofPompeiirtownsandvillages.ByeveningPompeiiwasburiedunder3-5metersofashand?mud,andatleast2,000men,womenandcKnowledgeobjectiveStudentscanmasterthewordsaboutvolcanoeAbilityobjectiveStudentscandescribenaturaldisastersandEmotionobjectiveStudentscanspeakEnglishconfidentlyinfroeachingContents:ThepassageisabouthowthecityofPompeicanoeruption.Teachingkeypoints:Studentscanmasterthewruptionandknowhowtodescribeanaturaldisaster.Teachingdifficutudentscandescribeanaturaldisasterbyusingthewordsandsentenstheyhavelearned.Teachingprocedures:St●teachingobjectives●teachingcontentsirstandmostobviouswayisinthevocabulary.TherearehundredsdswhicharenotusedontheothersideoftheAtlantic,orwhichareusedwithadiffeAmericansdriveautomobilesdownfreewaysandfillupwithgas;theBcarsalongmotorwaysandfillupwithpetrol.Asatourist,yodsandexpressionsarenotsowellknown.AmericansuseaflashlBritish,it?satorch.TheBritishqueueup;Americansstandinlesamewordhasaslightlydifferentmeaning,whichcanbeconample,arepiecesofhotfriedpotatoinBritain;intheStandaresoldinpackets.TheBritishcallthesecrisps.ThechipstheBrdloveareFrenchfriesontheothersideoftheAtlantic.Haveafewdifferencesingrammar,too.TheBritishsayHaveyougspreferDoyouhave...?AnAmericanmightsayMyfriendjupersonwouldsayMyfriendhasjustarrived.Prepositions,too,canbediftish).TheBritishuseprepositionswhereAmericanssometimesomvarietiesdifferarespellingandpronunciation.Americanspellier:center,colorandprograminsteadof'centre,colourandorshaveinfluencedAmericanpronunciationsincethefirstsettlersarriverhundredyearsago.Theaccent,whichismostsimilartoBritishEnglanguage,hewasobviouslythinkingaboutthedifferences.Bmportant?Afterall,thereisprobablyasmuchvariationofpronuncithetwocountriesasbetweenthem.ALondonerhasmoredifficultyundClassType:ReadingclassTeachigeobjective:StudentswillknowsomedifferencesbetweenBericanEnglish.Abilityobjectives:(1)Studentscanidensh.(2)Studentsareabletofindoutthemainideaandtheionalobjective:Afterthislesson,studentswillhavemoreigtheEnglishlanguageculturDifficultPoints:Teachingkeypoint:Howtomakestudentsgraspshepassageandreaditindifferentways.Teachingdifficultpoint:gestudentstohaveconfidenceinlearningEnglish.MajorSteps:Stepreading(3minutes)Letstudentshearrecordingsofaccentsfromaroushspeakingworld.(Justification:ThisstepcanhelpstenceofEnglish.)Step2Whireading(12minutes)1.FastreadingAskthestudentstoscanthetextaifferencesbetweenAmericanEnglishandBritishEnglish.InansweritandthenshowtheansweronthePPT.(Vocabulary,grnunciation).(Justification:Studentswillhaveageneralideaoftandtheirreadingabilityofscannin2.CarefulreadingAskthestudentstoreadtheparagraphscarefupecificdifferencesbetweenBritishEnglishandAmericanEnglish.Latsshouldgivetheiranswers;teacherwillshowthedetailsonthePowerPoint.DifferencesAmericanEnglishBritishEnglishVocabularyauWriteinthesoon!Spellingcenter,color,programcentre,colour,in)(Justification:Studentswillunderstandmoreaboutthetheirreadingability.)Step3Post-reading(5minutes)Askthestudentstodiscussonequestioningroupoffhensharetheiropinions.Q:Arethereanydifferencesbetwntprovinces?(Justification:Helpstudentshavemoreconfidenceiglishandtheywillgettheconsciousnessbeabletoholdtheattentionandinterestofyouraudience;youmustbeaker,withagood,strong,pleasingvoicewhichisfullyunderyourcontrmustbeabletoactwhatyouareteaching,inordertomakeitsmeaningoodteacher,andyouwillseethathedoesnotsitstillbeforethewholetimeheisteaching;hewalksabout,usinghisarms,handsanelphiminhisexplanations,andhisfacetoexpressfeelinguwillheartheloudness,thequaTeachingContents:Thelessonisapassageaboutthequalitieldpossess.TeachingObjectives:(1)KnowledgeobjectiveStinideaofthepassageandsomespecificinformationaboutit.(veByreadingthispassage,students'readingskillslikescanningananbeimproved.(3)EmotionalobjectiveBydiscussingandgronessofc