2023年上半年教师资格证《初中英语》真题及答案

2023年上半年教师资格证《初中英语》真题及答案[单选题]1.Whichofthefollowingtwo-syllablewordshasa

differentstresspattern

（江南博哥）fromthe

others?A.typhoonB.balloonC.shampooD.crayon正确答案：D参考解析：本题主要考查单词重音。题干意为“下列双音节词中哪一个重音模式与其他不同”。结合单词发音规律可知，以-ade/ee/eer/ese/oo/oon/que结尾的单词，其重音通常都在这个后缀音节上。因此，typhoon的音标为/taɪ'fu:n/，balloon的音标为/bə'lu:n/，shampoo的音标为/ʃæm'pu:/，重音均在第二个音节上；只有crayon的音标为/'kreɪən/，重音在第一个音节上，与其他三项不同。D项正确。A、B、C三项：均与题干不符，排除。本题为选非题，故正确答案为D。[单选题]2.Whichofthefollowing

isashortvowelin

English?A./j/B./e/C./au/D./w/正确答案：B参考解析：本题主要考查元音的分类。题干意为“下列哪一项是英语中的短元音”。短元音有7个，分别是：/ɪ/、/ə/、/ɔ/、/u/、/ʌ/、/e/、/æ/。短元音的发音短促而轻快。因此，/e/为短元音。B项正确。A项/j/为辅音，C项/au/为双元音，D项/w/为辅音。均与题干不符，排除。故正确答案为B。[单选题]3.Mr.SmithissurprisedtolearnthatSiamakhas

written______essayson

Victoriannovelsinhisclass.A.thenextB.theotherC.themostD.themore正确答案：C参考解析：本题主要考查形容词最高级。题干意为：史密斯先生很吃惊地得知，西亚马克是班上写维多利亚小说最多的。根据语境可知，比较范围是在整个班级里面，故最高级符合题意。C项正确。A项：意为“下一个”。与题干不符，排除。B项：意为“另外一个”。与题干不符，排除。D项：意为“更多”。与题干不符，排除。故正确答案为C。[单选题]4.Thatprestigiousuniversityhasmadeitcleartoall

applicantsthatnobodycanbe______forascholarship

thisquarterwithoutagoodinternship.A.eligibleB.legibleC.compliableD.compliant正确答案：A参考解析：本题主要考查形容词词义辨析。题干意为：这所极具声望的大学向所有申请人明确表示，没有人可以在没有良好的实习情况下获得本季度的奖学金。eligible意为“有资格的”，A项正确。B项：意为“清楚的，易读的”。与题干不符，排除。C项：意为“依从的，屈从的”。与题干不符，排除。D项：意为“遵从的，依从的”。与题干不符，排除。故正确答案为A。[单选题]5.略A.略B.略C.略D.略正确答案：A参考解析：缺。[单选题]6.Wouldyou

like

acupofcoffee______shallweget

downtobusinessright

away?A.orB.andC.thenD.otherwise正确答案：A参考解析：本题主要考查连词词义辨析。题干意为：你是想先喝杯咖啡还是我们现在直接开始谈正事呢？本题为选择疑问句，用or连接两种选择。A项正确。B项：意为“和，又”，连接成分表示并列关系。与题干不符，排除。C项：意为“然后”。与题干不符，排除。D项：意为“否则”。与题干不符，排除。故正确答案为A。[单选题]7.Alexspecializesin______medicalscienceinthis

graduateschoolandplans

toworkas______doctorupon

graduation.A.a;theB.the;aC./;aD.a;/正确答案：C参考解析：本题主要考查冠词词义辨析。题干意为：亚历克斯在这所研究生院专攻医学，他计划毕业后成为一名医生。“specializeinsth.”意为“专门研究（或从事）……”，使用零冠词；“workasa/an”意为“作为一名……”，doctor为辅音音素开头，故使用a。C项正确。A、B、D三项：均与题干不符，排除。故正确答案为C。[单选题]8.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正确答案：B参考解析：本题主要考查表语从句的连接词。题干意为：我想放弃这个计划的原因是如果我不放弃的话，我的老板会生我的气。分析句子成分可知，“if

I

don't,

my

employer

will

be

mad

at

me.”为表语从句，且不缺成分和意思，故选择从属连词that，符合句型“The

reason...is

that...”。B项正确。A、C、D三项：均与题干不符，排除。故正确答案为B。[单选题]9.Whichofthefollowingcorrectlydescribesthe

semantic

featuresoftheword“girl”?A.[-Human-Male-Adult]B.[+Human+Male-Adult]C.[+Human-Male+Adult]D.[+Human-Male-Adult]正确答案：D参考解析：本题主要考查语义学。题干意为：下列选项中哪一个准确地描述了“girl”这个单词的语义特征？“+”符号表示具有该特征，“-”符号表示不具有该特征，根据单词“girl”意为“女孩”可知，它的语义特征为“人类，非男性，非成人”。D项正确。A、B、C三项：均与题干不符，排除。故正确答案为D。[单选题]10.Whatistherelationshipbetweenthetwo

sentences“Thestressisondocumentaryand

rightlyso.

Artyphotographsareabore.”A.Phenomenon-reasonB.Problem-solutionC.Instrument-achievementD.Cause-consequence正确答案：A参考解析：本题考查语篇教学。题干意为：下面这两个句子“重点理应在纪录片上”和“附庸风雅的照片使人厌烦”之间是什么关系？A项意为“现象-理由”，结合语境，前者为现象，后者为产生这个现象的原因。A项正确。B项：意为“问题-解决”。与题干不符，排除。C项：意为“工具-成就”。与题干不符，排除。D项：意为“原因-结果”。与题干不符，排除。故正确答案为A。[单选题]11.“Like”

and

“bike”,

“bat”

and

“pat”,

“look”

and

“book”

are

examples

of

______

used

in

teaching

pronunciation.A.alliterationB.rhythmC.weakformsD.minimalpairs正确答案：D参考解析：本题考查语音教学的方法。题干意为：like和bike，bat和pat，look和book是在语音教学中使用的________例子。like的发音为/laɪk/，bike的发音为/baɪk/；bat的发音为/bæt/，pat的发音为/pæt/；look的发音为/lʊk/，book的发音为/bʊk/；根据三组单词的发音可知，每组单词只有在相同的位置上有一个音不同，除此以外其他音都相同，这三组词属于最小对立体（minimal

pair），故D项正确。A项：alliteration意为：头韵；与题干不符，排除。B项：rhythm意为：节奏，韵律；与题干不符，排除。C项：weak

forms意为：弱读；与题干不符，排除。故正确答案为D。[单选题]12.Whenstudentsare

askedtolistentoarecordingandreadafterit,theyaredoing______.A.freepracticeB.guidedpracticeC.meaningfulpracticeD.controlledpractice正确答案：D参考解析：本题考查口语教学。题干意为：当学生被要求听录音并跟读时，他们正在做________。题干中描述的教学活动“听录音并跟读”属于控制性活动（controlled

practice），即重视语言的形式和准确性。使学生关注语言的结构或功能，以便他们能够准确地说出语言。常见的控制性活动有阅读、背通背诵、模仿、重复、复述、分角色朗读等。故D项正确。A项：free

practice意为：自由操练；与题干不符，排除。B项：guided

practice意为：指导性操练；与题干不符，排除。C项：meaningful

practice意为：意义性操练；与题干不符，排除。故正确答案为D。[单选题]13.When

designingatask,teachersshouldtakethefollowing

aspectsintoconsiderationEXCEPT______.A.pacingandgroupingB.materialsandsourcesC.learningskillsandstrategiesD.teachers’interestandpreferences正确答案：D参考解析：本题考查教学活动的设计。题干意为：在设计任务时，老师应考虑以下内容，除了________。当设计教学活动时，考虑的主体应是学生，而不应该是老师的兴趣和偏好。D项意为：老师的兴趣和偏好，故D项与题干相符，当选。A项：意为：节奏和分组；与题干不符，排除。B项：意为：材料和资源；与题干不符，排除。C项：意为：学习能力和策略；与题干不符，排除。本题为选非题，故正确答案为D。[单选题]14.Whichof

thefollowingactivitiesissuitabletobeconductedatthe

“production”

step?A.Debating.B.Mimicking.C.Reciting.D.Repeating.正确答案：A参考解析：本题考查教学模式。题干意为：下面哪一项活动适合用在产出环节。A项意为：辨论，考查学生对语言的运用，为开放性的练习，适合用在产出环节，故A项正确。B项：意为：模仿，适合用在新授或练习环节；与题干不符，排除。C项：意为：背诵，适合用在练习环节；与题干不符，排除。D项：意为：重复，适合用在新授或练习环节；与题干不符，排除。故正确答案为A。[单选题]15.Whichofthe

followingmightbethemostappropriateindevelopingstudents’criticalthinkingthrough

reading?A.Studentsreadastoryandstudygrammarrules.B.Studentslistentoastoryandreaditaloud.C.Studentsreadastoryandevaluateit.D.Studentsreadastoryandreciteit.正确答案：C参考解析：本题考查阅读教学。题干意为：下面哪一项更适合通过阅读锻炼学生的批判性思维？C项意为“学生读故事，并评价它”，其中“评价故事”涉及学生对故事内容的思考，能够帮助培养学生的批判性思维。故C项正确。A项：意为：学生读故事，并学习语法规则；与题干不符，排除。B项：意为：学生听故事，并大声读；与题干不符，排除。D项：意为：学生读故事，然后背诵；与题干不符，排除。故正确答案为C。[单选题]16.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正确答案：C参考解析：本题主要考查课堂教学。题干意为：当老师说：“对不起，我不明白你说的话。你能再说一遍吗？”，他/她是______。根据语境可知，老师没有明白学生的意思，需要学生再次说明/澄清自己的看法。C项正确。A项：意为“发表意见”。与题干不符，排除。B项：意为“征求意见”。与题干不符，排除。D项：意为“检查指令”。与题干不符，排除。故正确答案为C。[单选题]17.Whenstudentstakeanend-of-termexamtoassess

howwelltheyhavelearntinthepastterm,they

aretakinga(n)

______.A.aptitudetestB.proficiencytestC.placementtestD.achievementtest正确答案：D参考解析：本题主要考查语言测试类型。题干意为：当学生参加期末考试以检验他们在上一学期学习的情况时，他们是在参加______。D项意为“成绩测试”，旨在了解一段时间内学生对所学内容的掌握情况，以便对学生的学习成绩作出评定。测试的内容为该阶段所学内容。例如，学校的期中考试、期末考试。D项正确。A项：意为“潜能测试”，旨在预测学生学习某一新语言的能力倾向的测试，能衡量学生在学习该语言时是否具有较强的学习能力。与题干不符，排除。B项：意为“水平测试”，旨在评价学生现有的语言水平能否达到胜任某一新的学习任务或工作的程度。水平测试的区分度较高，能够区分不同水平的学生。与题干不符，排除。C项：意为“分级测试”，是一种综合性的英语水平测试及心理测试项目，一般用于分班测试，用来对学生的学习水平进行快速评估，为学生选择一个适当的学习起点。与题干不符，排除。故正确答案为D。[单选题]18.Whichofthe

followingisleastimportantin

developingschool-based

teachingmaterials?A.Students'levelandinterest.B.Teachers'professionalexpertise.C.Theaimandneedofyourschool.D.Theformoftheteachingmaterials.正确答案：D参考解析：本题主要考查课程资源开发与利用。题干意为：以下哪一项在开发校本教学资料时最不重要？积极开发与合理利用课程资源是有效实施英语课程的重要保证。英语课程资源包括教材及有利于学生学习和教师教学的其他教学材料、支持系统和教学环境，还包括人的资源。教材是英语课程的核心资源。为了充分利用和有效开发教材资源，教师应深入分析教材，准确把握教材设计理念和内容，熟悉教材编排特点。教师要深入研读教材，在教学中根据学生的水平和教学需要，有效利用和开发教材资源，激发学生的学习兴趣，开阔学生的视野，拓展学生的思维。学校还可以适当选用或开发教材之外的优质教学资源，以补充教材的教学内容。校本教材是以校为本的教材，是学校自己开发的校本课程所用的教学材料的统称。

校本教材的编制以学校教师为主体。

结合以上内容可知，教学资源的形式是最不重要的。D项与题干相符，当选。A项：意为“学生的水平和兴趣”。与题干不符，排除。B项：意为“教师的专业知识”。与题干不符，排除。C项：意为“学校的目的和需要”。与题干不符，排除。本题为选非题，故正确答案为D。[单选题]19.Whichofthe

followingstrategieswould

bestfacilitate

peerlearninginwriting?A.Askingstudentstogradetheirpeers'writing.B.Providingstudentswithanevaluationchecklist.C.Encouragingstudentstogiveonlypositivefeedback.D.Instructingstudentstofocusononlyonetypeoferror.正确答案：A参考解析：本题主要考查写作教学题干意为：以下哪种策略最有利于促进学生写作时的同伴学习？A项意为“要求学生给同伴的作文打分”，在给同伴作文打分时，需要仔细分析同伴作文，才能给出合理的分数。A项正确。B项：意为“为学生提供一份评分表”。与题干不符，排除。C项：意为“鼓励学生只给予积极的反馈”。与题干不符，排除。D项：意为“指导学生只关注一种类型的错误”。与题干不符，排除。故正确答案为A。[单选题]20.AccordingtotheInputHypothesis,ateacher

should

______.A.providestudentswithwhatevermaterialshe/shecanfindB.chooselanguagematerialslowerthanstudentcurrentlevelC.providestudentswithasmuchauthenticlanguageaspossibleD.chooselanguagematerialsalittlehigherthanstudents'currentlevel正确答案：D参考解析：本题主要考查语言输入假说。题干意为：根据语言输入假说，教师应该______。语言输入假说是克拉申语言习得理论的核心部分，它指的是只有当习得者接触到可理解的语言输入，即略高于他现有语言技能水平的第二语言输入，而且他又能把注意力集中于对意义或对信息的理解而不是对形式的理解时，才能产生习得。D项意为“选择比学生当前水平稍高一点的语言材料”，D项正确。A项：意为“为学生提供他/她能找到的任何材料”。与题干不符，排除。B项：意为“选择低于学生当前水平的语言材料”。与题干不符，排除。C项：意为“为学生提供尽可能多的真实的语言”。与题干不符，排除。故正确答案为D。[问答题]1.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）正确答案：详见解析参考解析：（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）[问答题]2.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.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）正确答案：详见解析参考解析：（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。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）[问答题]3.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：①Teachingobjectives②Teachingcontents③Keyanddifficultpoints④Majorstepsandtimeallocation

⑤Activitiesandjustifications教学时间：20分钟学生概况：某城镇普通中学八年级（初中二年级）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（2022年版）》三级水平。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.正确答案：详见解析参考解析：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.共享题干题Passage1Itaughtinapublic***for10years.Now,preparingpre-serviceteachers,Ihaveadifferentperspectiveontheirlives.HerearesometruthsIsharewiththem.Asayoungteacher,I***thatlovingtobewithkidswouldbeenoughtogetmethroughlongdays.Idiscoveredearlyonthatteachingisahardjob***.It'ssomuchmorethanhelpingkidsandcreatingengagingassignments;itisconferences,****gradingandpaperwork.Youhavetocometotheclassroomwithadeepunderstandingofyourroleandhowitextends.Earlyoninmycareer,IcomplainedtoacolleaguethatIwasaclassroomteacher,sowhywasIbeingaskedtobeamom,nurse,custodian,therapist,socialworker,cheerleader,andjudgeandjury?Mycolleaguesaid,***arewhatthekidsneedyoutobeatthatmoment."Atthetime,heradvicedidn'thelp,butIlaterrealizedhowrightshewas.Studentsarepeopletoo,andjustlikeusgrown-ups.Beempatheticandtakecareofyourstudents'needs.Thatistheunwrittenroleoftheteacher.Noonetoldmethatannualclasspictureswoulddocumentmyout-of-dateclothes,unfashionablehairstyles,andfluctuatingbodymass.Luckily,inmyyoungeryears,Iinsteadmindlesslytossedtheminadeskdrawerandletthemaccumulateovertheyears,IamsogladIdid.Thoseembarrassingclasspicturesnowmakeupthebulkofmy"whyIloveteaching"emergencybox.OnadaywhenIneedsomeremindingofwhyIkeeppluggingalong,IpullthosepicturesoutandflipthroughthememoriesImadewiththem.Don'tgetmewrong,therearesomepicturesthatmakemeask,"Howdidweeversurvive?"Buteventhosemomentsmakemesmilebecausewedidsurviveand,inmanycases,wethrived.Theyareagreatreminderofhowmyworkandpassionhaveinfluencedthosestudents'lives.I'mprobablynotthefirstorlastteachertostriveforperfectioninevery*****spenttoomuchtimeinmyyoungerdaysthinkingthatonceIhadmoreexperiencewiththecurriculum,onceIhadadifferentmixofstudents,andonceImasteredclassroom****,Iwouldbeabletodeliverflawlesslessons.WhatIhavecometorealizeisthatthelandofperfectlessonsdoesn'texist.Wearehumanbeingswhoaretaskedwithworkingwithother******.Thataddsuptoawholelotoffalliblehumanbeingsinoneclassroom.You'llneverbeabletopredicthoweverystudent*****ineverymomentorhowyouwilladjusttothehurdlesyoufaceeachday.Beasgentle,patient,and***withyourselfasyouarewithyourstudents.Thosechildrenin**youarealsothe****joyoftheirfamilies.You'vebeengiventheprivilegeofeducatingthem.Parentsarenothidingthegoodonesathomeandsendingyoutherambunctiousonesfor****.Youaregettingthebestthey'vegot.Spendtimebuildingrelationships.Youwillwanttoquitandplananew***thathasnothingtodowithkid,*****twiceasmuchandprovidesthefreedomtousetherestroomonawhim.You'll**atimewhenyouwillsitdowntoeatlunch.*****,Ihopeyouwillspendsometimethinkingaboutyour"biggerpurpose."Andwiththat******ofpurpose,1hopethatyouwillpauseandrememberwhatbroughtyoutotheprofessioninthefirstplace.[单选题]1.Whathasmadethe

authorunderstandthose

unwritten

rolesofateacher?A.Herstudents'expectations.B.Hercolleague'stimelyadvice.C.Hersympathywithherstudents.D.Herawarenessofstudent'sneeds.正确答案：D参考解析：本题主要考查细节理解。题干意为：什么让作者理解了未被明文写出的教师角色？根据题干中的关键词unwritten

roles可以定位到文章的第三段尾句。根据第三段第四、五、六句“At

the

time,

her

advice

didn't

help,

but

I

later

realized

how

right

she

was.

Students

are

people

too,

and

just

like

us

grown-ups.

Be

empathetic

and

take

care

of

your

students'

needs.That

is

the

unwritten

role

of

the

teacher.”可知，同事给出了建议，但是作者并没有听进去。后来作者体会到要对学生持有同理心，考虑学生的需求。D项正确。A项：意为“学生的期望”。与题干不符，排除。B项：意为“同事的及时建议”。与题干不符，排除。C项：意为“同情学生”。与题干不符，排除。故正确答案为D。Itaughtinapublic***for10years.Now,preparingpre-serviceteachers,Ihaveadifferentperspectiveontheirlives.HerearesometruthsIsharewiththem.Asayoungteacher,I***thatlovingtobewithkidswouldbeenoughtogetmethroughlongdays.Idiscoveredearlyonthatteachingisahardjob***.It'ssomuchmorethanhelpingkidsandcreatingengagingassignments;itisconferences,****gradingandpaperwork.Youhavetocometotheclassroomwithadeepunderstandingofyourroleandhowitextends.Earlyoninmycareer,IcomplainedtoacolleaguethatIwasaclassroomteacher,sowhywasIbeingaskedtobeamom,nurse,custodian,therapist,socialworker,cheerleader,andjudgeandjury?Mycolleaguesaid,***arewhatthekidsneedyoutobeatthatmoment."Atthetime,heradvicedidn'thelp,butIlaterrealizedhowrightshewas.Studentsarepeopletoo,andjustlikeusgrown-ups.Beempatheticandtakecareofyourstudents'needs.Thatistheunwrittenroleoftheteacher.Noonetoldmethatannualclasspictureswoulddocumentmyout-of-dateclothes,unfashionablehairstyles,andfluctuatingbodymass.Luckily,inmyyoungeryears,Iinsteadmindlesslytossedtheminadeskdrawerandletthemaccumulateovertheyears,IamsogladIdid.Thoseembarrassingclasspicturesnowmakeupthebulkofmy"whyIloveteaching"emergencybox.OnadaywhenIneedsomeremindingofwhyIkeeppluggingalong,IpullthosepicturesoutandflipthroughthememoriesImadewiththem.Don'tgetmewrong,therearesomepicturesthatmakemeask,"Howdidweeversurvive?"Buteventhosemomentsmakemesmilebecausewedidsurviveand,inmanycases,wethrived.Theyareagreatreminderofhowmyworkandpassionhaveinfluencedthosestudents'lives.I'mprobablynotthefirstorlastteachertostriveforperfectioninevery*****spenttoomuchtimeinmyyoungerdaysthinkingthatonceIhadmoreexperiencewiththecurriculum,onceIhadadifferentmixofstudents,andonceImasteredclassroom****,Iwouldbeabletodeliverflawlesslessons.WhatIhavecometorealizeisthatthelandofperfectlessonsdoesn'texist.Wearehumanbeingswhoaretaskedwithworkingwithother******.Thataddsuptoawholelotoffalliblehumanbeingsinoneclassroom.You'llneverbeabletopredicthoweverystudent*****ineverymomentorhowyouwilladjusttothehurdlesyoufaceeachday.Beasgentle,patient,and***withyourselfasyouarewithyourstudents.Thosechildrenin**youarealsothe****joyoftheirfamilies.You'vebeengiventheprivilegeofeducatingthem.Parentsarenothidingthegoodonesathomeandsendingyoutherambunctiousonesfor****.Youaregettingthebestthey'vegot.Spendtimebuildingrelationships.Youwillwanttoquitandplananew***thathasnothingtodowithkid,*****twiceasmuchandprovidesthefreedomtousetherestroomonawhim.You'll**atimewhenyouwillsitdowntoeatlunch.*****,Ihopeyouwillspendsometimethinkingaboutyour"biggerpurpose."Andwiththat******ofpurpose,1hopethatyouwillpauseandrememberwhatbroughtyoutotheprofessioninthefirstplace.[单选题]2.Why

does

the

author

call

her

desk

drawer

an"emergency

box"

in

Paragraph

4?A.Becauseitremindsherofherpurposeofteachingwhensomethingunexpectedoccurs.B.Becauseitwakesuphermemoryofhowtheyhavepulledthemselvesthroughhardtimes.C.Becauseitbringsbackheroldandunfashionableimageasayoungteacher.D.Becauseitrecordsallsacrificesshehasmadeforherstudentsovertheyears.正确答案：A参考解析：本题主要考查细节理解。题干意为：为什么作者在第4段中称她的书桌抽屉为“应急箱”？根据第四段“Those

embarrassing

class

pictures

now

make

up

the

bulk

of

my

"why

I

love

teaching"

emergency

box.

On

a

day

when

I

need

some

reminding

of

why

I

keep

plugging

along,

I

pull

those

pictures

out

and

flip

through

the

memories

I

made

with

them.”可知，当作者需要一些事情去提醒他为何要为生活努力的时候，便会拿出这个箱子里的照片来回忆。A项意为“当一些事与愿违或意想不到的事情发生时，它会使她回想起教学的初衷”，符合题意，A项正确。B项：意为“因为它唤起了当时他们如何度过艰难时光的回忆”。与题干不符，排除。C项：意为“因为这让她想起了作为一名年轻教师的老气而又过时的形象”。与题干不符，排除。D项：意为“因为它记录了她多年来为学生们所做的所有奉献和牺牲”。与题干不符，排除。故正确答案为A。Itaughtinapublic***for10years.Now,preparingpre-serviceteachers,Ihaveadifferentperspectiveontheirlives.HerearesometruthsIsharewiththem.Asayoungteacher,I***thatlovingtobewithkidswouldbeenoughtogetmethroughlongdays.Idiscoveredearlyonthatteachingisahardjob***.It'ssomuchmorethanhelpingkidsandcreatingengagingassignments;itisconferences,****gradingandpaperwork.Youhavetocometotheclassroomwithadeepunderstandingofyourroleandhowitextends.Earlyoninmycareer,IcomplainedtoacolleaguethatIwasaclassroomteacher,sowhywasIbeingaskedtobeamom,nurse,custodian,therapist,socialworker,cheerleader,andjudgeandjury?Mycolleaguesaid,***arewhatthekidsneedyoutobeatthatmoment."Atthetime,heradvicedidn'thelp,butIlaterrealizedhowrightshewas.Studentsarepeopletoo,andjustlikeusgrown-ups.Beempatheticandtakecareofyourstudents'needs.Thatistheunwrittenroleoftheteacher.Noonetoldmethatannualclasspictureswoulddocumentmyout-of-dateclothes,unfashionablehairstyles,andfluctuatingbodymass.Luckily,inmyyoungeryears,Iinsteadmindlesslytossedtheminadeskdrawerandletthemaccumulateovertheyears,IamsogladIdid.Thoseembarrassingclasspicturesnowmakeupthebulkofmy"whyIloveteaching"emergencybox.OnadaywhenIneedsomeremindingofwhyIkeeppluggingalong,IpullthosepicturesoutandflipthroughthememoriesImadewiththem.Don'tgetmewrong,therearesomepicturesthatmakemeask,"Howdidweeversurvive?"Buteventhosemomentsmakemesmilebecausewedidsurviveand,inmanycases,wethrived.Theyareagreatreminderofhowmyworkandpassionhaveinfluencedthosestudents'lives.I'mprobablynotthefirstorlastteachertostriveforperfectioninevery*****spenttoomuchtimeinmyyoungerdaysthinkingthatonceIhadmoreexperiencewiththecurriculum,onceIhadadifferentmixofstudents,andonceImasteredclassroom****,Iwouldbeabletodeliverflawlesslessons.WhatIhavecometorealizeisthatthelandofperfectlessonsdoesn'texist.Wearehumanbeingswhoaretaskedwithworkingwithother******.Thataddsuptoawholelotoffalliblehumanbeingsinoneclassroom.You'llneverbeabletopredicthoweverystudent*****ineverymomentorhowyouwilladjusttothehurdlesyoufaceeachday.Beasgentle,patient,and***withyourselfasyouarewithyourstudents.Thosechildrenin**youarealsothe****joyoftheirfamilies.You'vebeengiventheprivilegeofeducatingthem.Parentsarenothidingthegoodonesathomeandsendingyoutherambunctiousonesfor****.Youaregettingthebe