教师资格证-初中英语2022模拟考试冲刺试题170

1. [单选题]8,9,16,17,32,25,64,( )

A. 60
B. 55
C. 48
D. 33

2. [单选题]Excel中，利用条件"数学>70"与"总分>350"对考生成绩数据表进行筛选后，显示的结果是( )。

A. 所有数学>70的记录
B. 所有总分>350的记录
C. 所有数学>70并且总分>350的
D. 所有数学>70或者总分>350的

3. [单选题]"君子欲化民成俗，其必由学乎""古之王者，建国君民，教学为先"体现了( )的教育目的观。

A. 教育无目的论
B. 社会本位论
C. 科学本位论
D. 个人本位论

4. [单选题]德育过程的实质是( )。

A. 把非无产阶级思想转化为无产阶级的思想
B. 把错误的思想转化为正确的思想
C. 把社会的思想准则和道德规范转化为个体的思想品德
D. 把教育者的教育转化为受教育的自我教育

5. [多选题]师爱是激励教师做好教育工作的精神动力，又是打开学生心扉的钥匙。( )

A. √

6. [多选题]下面片段选自某初中英语课堂教学实录： 　　T： Good morning, boys and girls. We talkedabout “The present perfect tense”yesterday 　　and I hope you have got some idea about it.Do you still remember the forms of the tense 　　S1： Have/Has done. 　　T： You are right, good boy. And who can say asentence with the form? 　　S2： Let me try. We have learnt English for afew years 　　T：Very good,thank you 　　S3： My father have gone to Hangzhou andoften tells us about its beautiful scenerythere 　　T： Oh, you also remember the form, but theiwhere is your father? Is he still in Hangzhou or back home now? 　　S3： Back home 　　T： Oh,I see, you mean your father went toHangzhou sometime in the past, and he ha 　　come back home from there. And since yourfather is not you yourself, not,next time youshould say“My father has been to Hangzhou and often tells us about its beautiful scenerythere”.OK? 　　请根据该教学片段回答下面三个问题 　　(1)该教师的教学有哪些优点？写出2个即可。 　　(2)该教师发现学生表达错误时，采取了哪四种具体的纠错方式？ 　　(3)再列出其他两种纠错方式，并各举一例说明。 　　been to的不同用法时直接指出其错误“nexttime you should say...”。②重述法重述是指教师对学生语言表达中的错误进行含蓄纠正，是对学生的表达进行部分肯定之后的纠正。该方法以学生的语言表达为基础，对部分成分或词语进行修正，并保持原表达的意思不变。该教师针对第三位同学的两次表达，首先进行了部分肯定“Oh，you also remember the for”，然后分别重述了其正确表达形式“My father has been to Hangzhou and often tells us about its 　　的表达时有意重读或拖长出错部分的发音或用升调以表示特别强调。例如：该教师针对学生的语法错误，就对助动词的单数形式has进行了着重强调。④元语言反馈元语言反馈是指学生出现言语错误时，教师对学生的错误进行技术上的分析和描述，如指出词类误用、时态错误等。例如：该教师解释助动词应用第三人称单数has时说“since your fatheris not you yourself,not l,next time you shouldSay…”。(3)其他两种纠错方式：①重复法教师发现学生的语言错误后，可以要求学生重新回答，并使用Once more./ Pardon?/ Repeatplease等对学生加以引导。例如：T： What did you have for supper yesterday?S：I have a glass of milk and some dumplings.T： Once more. /Pardon?/Repeat it please.S：I had a glass of milk and some dumplings.T：That'S right.②追问法当学生没能准确回答问题而又未犯语法错误时，教师应鼓励学生继续回答，直到其做出更合理、更符合辑的回答。例如：T：Who told you the news?S： The sports meet will be held in our city next summer.T： Good, but who told you the news, Lily or Jane?S：Jane told me the news.

A. (1)该教师的教学有以下2个优点：①讲授新课之前采用复习法巩固知识，为学生接下来的学习做好铺垫。案例中的教师采用循序渐进的教学方法，先复习语法结构（现在完成时的基本结构），再引申到语法运用（造句），以此来检查学生的掌握情况帮助学生巩固旧知。②合理使用纠错技巧，进行有针对性的教学反馈，以启发引导为主，提高学生的参与度。在案例中该教师采用多种导学生分辨have/has been to和have/ has gone to，最终使学生掌握其正确用法。(2)该教师发现学生表达错误时，采取了以下四种纠错方式：①直接纠错法直接纠错是指学习者出现错误时，教师打断其语言训练或实践活动，对其错误予以正面纠正（说出正确的语言形式，并让学生改正）。教师直接纠错时使用的课堂用语通常有：You should say.../No, you shouldn't say that../ Read after me.../Pay attention to../Oh, you mean../ We don'tsay... in English. We say...等。该教师在纠正学生的第三人称单数错误以及has gone to和has

7. [单选题]只要被给予足够的时间和适当的教学，大多数学生都可以达到主要的学习目标。持这种观念的是( )。

A. 非指导性教学模式
B. 掌握学习教学模式
C. 程序教学模式
D. 范例教学模式

8. [多选题]阅读以下材料，根据要求写作文。 　　东邻人家的岳母死了，殡葬的时候需要一篇祭文，这家人就托私塾的老师帮忙写一篇。塾师便从古本里规规矩矩地抄了一篇，但误抄了悼岳丈的祭文。葬礼进行的时候，识字的人发现这篇祭文完全弄错了。这一家人跑回私塾去责问塾师。塾师解释说："古本上的祭文是刊定的，无论如何不会错，只怕是你家死错了人。" 　　根据材料所引发的思考和感悟，写一篇论说文。 　　要求： 　　请用规范的现代汉语写作，不要脱离材料的内容或含义，题目自拟，立意自定，观点明确，分析具体，条理清晰，语言流畅，不少于1000字。

A. 【参考范文】 用生活丰富教材 在传统教育观念影响下，相当一部分教师"以本（教材）为本"的意识十分顽固。正如材料中的私塾先生，把教材当"圣经"来使用，认为"书上有什么，我就讲什么；书上怎么写，我就怎么讲；写进书本的都是正确的。"他不会把书本的知识，经过自己的处理，合理运用到生活中，以致在殡葬的时候出现了这场闹剧。我们现在有些教师也把自己束缚在教材中，把教材中的每一个知识点都掰开揉碎，繁讲细讲，生怕有半点遗漏，认为只要把教材内容灌输给学生即可完成教学任务，从而使课堂气氛单调、沉闷。 现代课程论强调课程是由"教科书与其他教学材料、教师与学生、教学情景与教学环境"构成的复杂、开放的系统，因此教材是实施教育的主要课程资源，但不是唯一的课程资源，教材只是学生学习的一种材料而不是全部材料。新课程改革的理念告诉我们：教材应具有开放性和弹性，应有利于学生改变呆板的学习方式，引导学生观察、实践、搜集资料、合作、探究、交流以及体验、感悟、反思等，从而丰富其学习方式，拓展学生学习的空间。这些新的课程理念使我们重新认识教材的"法定"性质，只强调"教教材"是远远不够的，叶圣陶先生曾经指出"教材无非是个例子"。我们必须突破教材的禁锢，创造性地使用教材而不仅仅是"教教材"，应做教材的主人而不能沦落为教材的奴隶，既要运用教材又不拘泥于教材，既要凭借教材又不过度依赖教材。 伟大教育家陶行知听到朋友的夫人责骂拆表的孩子之后，连连摇头说："你打掉了一个爱迪生。"他亲自到朋友家里把小孩领出来，带他到修表店看师傅修表。陶行知对朋友的夫人说："钟表店是学校，修表师傅是老师，一元六角钱是学费，在钟表店看一个多小时是上课，自己拆了装，装了拆是实践。做父母的与其让孩子挨打，还不如付出一点学费，花一点功夫，培养孩子好问、好动的兴趣。这样，爱迪生才不会被打跑、赶走。"由此看出，只有将"生活"这本教材灵活地运用好，并将书本知识融会其中，才能更形象直观地完成教学任务。 教师要敏锐地观察生活，善于用生活的内容、时代的"活水"来充实、丰富教材。教材只是课程资源的一部分，教师要摆脱教材的束缚，就应具备课程改革的意识和课程资源开发的能力。其实课程资源是丰富多彩的，包括学生的经验、生活的环境、教学设备设施、自然和社会资源、网络资源等，因此只要我们敏锐观察，留意生活中的点滴，丰富的生活积累将成为我们教学中信手拈来的课程资源。作为教师，只要我们摒弃传统"照本宣科"的教学观念，增强课程意识和课程资源开发能力，就一定能"化平庸为神奇"，使教材这一课程资源的价值得到"超水平"发挥。

9. [多选题]设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语阅读教学方案。教案没有固定格式，但须包含下列要点： 　　●teaching objectives 　　●teaching contents 　　●key and difficult points 　　●major steps and time allocation 　　●activities and justifications 　　教学时间：20分钟 　　学生概况：某城镇普通中学初中三年级第一学期学生，班级人数40人。多数学生已达到《义务教育英语课程标准（2011年版）》四级水平。学生课堂参与积极性一般。 　　语言素材： The Difficult Search for American Goods in the US 　　If you go to another country,what kinds of things would you buy? Would you buy a camera in Japan,some beautiful clothes in France,or a watch in Switzerland? No matter what you may buy,you might think those products were made in those countries.However,you could be wrong.KangJian is a 17-year-old student from Shanghai.last year he went to visit his aunt and uncle in SanFrancisco.He found it interesting that so many products in the local shops were made in China.“Iwanted to buy a toy car for my cousin,but even though most of the toys had American brands,theywere made in China.” 　　Toys are not the only things made in China.“I wanted to buy a pair of basketball shoes,”he explains.“But I had to visit five or six stores before finding a pair made in American!”He realizedthat American can hardly avoid buying products made in China."In fact,“he continues,”“there wereso many things made in China-footballs,handbags,pet food,mobile phones.Even American flags are made in China!”Kang Jian thinks it's great that China is so good at making these everydaythings.However,he wishes that in the future China will also get better at making high-technologyproducts that people can buy in all parts of the world

A. Teaching Contents:A passage about“The Difficult Search for American Goods in the US”.Teaching Objectives:(1) Knowledge objectives①Students can catch the main idea of the passage.②Students can master the usage ofthose,they,it,etc.(2) Ability objectives①Students are able to use“those,they,it,.in their daily conversations.idea and the detailed information of a passage.(3) Emotional objectiveStudents can develop the habit of focusing on national affairs.Teaching Key Point:To further improve students' reading skills like skimming and scanning.Teaching Difficult Point:How to use those,they,it,etC.to refer to some words.Major steps:Step 1 Pre-reading (3 minutes)(1) The teacher asks students to talk about their traveling experience and what they want to buy if they go abroad.(2) The teacher asks students to read the title of the passage and predict what the passage may talk about,(Justification:This step arouses students' interest in the topic of this lesson and trains students' reading abilityto predict the content according to the title.)Step 2 While-reading (13 minutes)((1) Fast readingTask 1:The teacher asks students to read the passage quickly and answer the question.What is the main idea of the passage?Task 2:The teacher asks students to read the passage again and answer the questions.① What two things did Kang Jian want to buy in America?② Where were they made?Afier reading,some students are invited to share their ideas and the teacher gives them proper assessment andpositive reply,(Justification:Students' skimming and scanning ability can be improved through this step,from which they can master the general meaning and get some specific information of the passage.Positive feedback can encouragestudents to participate in class activity.)(2) Careful reaiingTask l:The teacher asks students to read the passage carefully to answer the following questions.① Where did Kang Jian's aunt and uncle live?② What did he discover in the toy stores?③ Why did he have to visit many stores before buying a pair ofbasketball shoes?The teacher asks some students to share their ideas and give them proper assessment.Task 2:The teacher asks students to read the passage again,discuss with their partners about what theunderlined words refer to.① No matter what you may buy,you might think those products were made in those countries.② He found it interesting that so many products in the local shops were made in China.③I wanted to buy a toy car for my cousin,but even though most of the toys had American brands,they weremade in China.Then the teacher explains the usage of“those,it and they”to students and asks them to pay attention to the coherence of the passage.(Justification:This step trains students' skill of careful reading for specific information and improves theirlanguage competence.)Step 3 Post-reading (4 minutes)The teacher divides students into several groups and asks them to discuss:① Why are so many daily things in America made in China?② What high-technology products in China are made in other countries?③ How to change this situation?Then the teacher asks some students to show their answers to the class and gives them feedback.(Justification:The discussion can make students exchange their personal opinions and stimulate their interest innational affairs.).

10. [单选题]22.请阅读Passage 2,完成第1～5小题。 　　Passage 2 　　Birds are a critical part of our ecological system.But more than ever,birds are threatened byhuman pollution and climate change. 　　We need the birds to eat insects,move seeds and pollen around,transfer nutrients from sea toland,clean up after the mass death of the annual Pacific salmon runs,or when a wild animal falls anywhere in a field or forest. 　　How could we enjoy spring without the birds fiitting busily in our garden or dropping by to check out the fiowers in our urban window box? Can you “contemplate” America without the soaring bald eagle,or even those scavengers like the pigeons and gulls that clean up discarded food scrapson our city streets and waterfronts? How diminished our lives would be without “them”? 　　Scavenging eagles and condors need hunters to behave responsibly and bury,or remove,theremains of any shot deer peppered with fragments of lead bullets.loons,ducks and other water birds will be poISOned by lead bullets and lead fishing sinkers if we allow such objects to drop intheir feeding space. 　　All sea and shore birds,even the puffins and guillemots of the otherwise pristine Aleutians,need us to make sure that no other heavy metals,like mercury and cadmium,are dumped in rivers and make their way across the oceans. 　　Birds like the terns,knots and shearwaters that migrate between the far north and deep,deep,south of our planet need people everywhere to cease and desist from filling in their wetland fuelstops and rest stations,and from constructing golfing resorts and factories in their feeding and breeding grounds. 　　Seabirds are among the most endangered vertebrate species on the planet,with the International Union for Conservation of Nature classifying 97 species as globally threatened,and 17 in thehighest category of critically threatened.Of greatest concern are the pelicans of the southern oceans and the spectacular,but slow-breeding albatross. 　　Plastic bags must be eliminated from natural environments so sea and shore birds don'tmistakenly carry such debris back to feed their chicks,with invariably lethal consequences.The albatross,cormorants and herons need us to stop over-fishing and compromising their normal foodsupply. 　　The pelicans,pengujns and all the birds that inhabit,or visit,our coastlines need us to ensurethat we do not dump oil into gulfs and bays,or release so much carbon dioxide into the atmospherethat the oceans turn acidic and we lose the mussels and oysters,the mass of calcareous plankton thatfeeds so many creatures,and the coral reefs that nurture enormous numbers of edible species. 　　Think about it:We share this small green planet.As they fly,feed and nest,the birds monitorthe health of the natural world for us,provided that we,in turn,make the effort to access that keyinformation.The birds and humans are both large,complex and ultimately vulnerable organisms that inhabitthe top ofthe food chain.At the end of the day,their fate will be our fate.

Which of the following is closest in meaning to the underlined word“contemplate” in PARAGRAPH THREE?

A. live in.
B. Think about.
C. Arrive at.
D. Comment on.

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