初级中学英语学科知识资料与教学能力试题.及其答案.doc

英语学科知识与教学能力英语学科知识与教学能力（初中（初中) )一、考试目标一、考试目标 1英语学科知识与能力英语学科知识与能力 具有扎实的英语语言基础知识和语言能力；具备从事初中英语教学所需要的英语语言能力； 能理解有关英语国家的语言、历史和文化等相关知识。 2英语学科教学知识与能力英语学科教学知识与能力 掌握外语教学基本理论、英语教学专业知识与国家英语课程标准内容等学科教学知识，并 能用以指导初中英语教学。 3英语学科教学设计能力英语学科教学设计能力 能够根据英语学科特点，针对初中学生的认知特点、语言水平和学习需要选择并设计合理 的教学内容，形成完整合理的教学方案。 4英语学科教学实施能力英语学科教学实施能力 理解初中英语课堂教学实施的基本原则和方法，具备实施语言课堂教学的基本能力；能够 根据教学设计，结合教学实际情况，采用恰当的教学手段，引导学生进行有效学习。 5英语学科教学评价知识与能力英语学科教学评价知识与能力 了解初中英语课堂教学评价的基本知识和方法，能够对学生的语言学习进行恰当的评价； 了解教学反思的基本方法和策略，能够对自己的课堂教学实践进行反思，提出改进的思路。二、考试模块内容与要求二、考试模块内容与要求 （一）语言知识与能力（一）语言知识与能力 1掌握英语语言的基础知识，了解语言研究中与英语教学相关的基本概念和知识，并能在 课堂教学中加以运用。 2具有良好的英语语言运用能力，包括用英语进行书面表达、获取教学资源和信息、表达 思想情感和与学生良好沟通的能力；能够筛选并改编适合初中学生英语水平的语言材料。 3能够在语篇中理解英语国家的语言、历史和文学等相关的社会文化知识。 （二）语言教学知识与能力（二）语言教学知识与能力 1了解外语教学基本理论，理解语言观、语言学习观、语言教学观等对初中英语教学的指 导作用。 2理解义务教育英语课程标准（2011 年版） 的目标内容（语言技能、语言知识、情感 态度、学习策略和文化意识） ，以及课程标准的其他相关知识，并能在教学设计与实施中运 用。 3掌握英语语言知识（语音、词汇、语法、语篇等）的教学基本原则、讲解和练习方法。 4掌握英语语言技能（听、说、读、写）的教学原则和训练方法。 5能结合中外社会文化语境，设计并实施英语知识和技能的教学与训练。 （三）教学设计（三）教学设计 1了解初中学生的认知特点、已有的英语知识、语言能力和学习需求，能够说明教学内容 与学生已学知识之间的联系。 2理解课程标准的目标要求，能够根据学生的特点选择恰当的教学内容。 3能够根据教学内容和学生特点设定合理、明确与具体的教学目标。 4能够根据教学目标创设相关的教学情景，设计有效的教学活动，安排合理的教学过程， 筛选适当的辅助教学材料。 5能够根据教学内容和教学过程，设计有效的学习评估活动。 （四）教学实施与评价（四）教学实施与评价1掌握英语课堂教学的基本步骤与方法，能够创设教学情景，激发学习动机，引导学生参 与语言学习活动。 2掌握指导学生学习的方法和策略，能依据英语学科和学生的特点，根据教学实际情况， 恰当地运用语言讲解、练习、提问、反馈等方法，帮助学生有效学习。 3掌握课堂管理的基本方法，熟悉课堂活动的常用组织形式，能在教学活动中以学生为中 心组织教学，能在课堂教学的不同阶段发挥教师的作用。 4掌握课堂总结的方法，能适时地对教学内容进行归纳、总结与评价，科学合理地布置作 业。 5掌握基本的现代教育技术，能够针对不同的教学内容与教学目标，整合多种资源，选择 恰当的辅助教学手段进行有效教学。 6了解形成性评价和终结性评价的知识与方法，并在初中英语教学中合理运用。 7了解教学案例评析的基本方法，能够对教学案例进行评价。 8了解教学反思的基本方法和策略，能够对自己的教学过程进行反思并提出改进思路。 三、试卷结构三、试卷结构模模 块块比比 例例题题 型型语言知识与能力27%单项选择题语言教学知识与能力27%单项选择题 简 答 题教学设计27%教学设计题教学实施与评价19%教学情境分析题合合 计计100%单 项 选 择 题 ： 约 40%非 选 择 题 ： 约 60%四、题型示例四、题型示例 I语言知识与能力语言知识与能力 1单项选择题（语言知识）单项选择题（语言知识） （1）It was very _ of him to wait for us. Aconsiderable Bconsidering Cconsiderate Dconsidered 答案：C （2）_ from the top of the hill, the town looks beautiful. ASeeing BHaving seen CSeen DTo see 答案：C 2单项选择题（阅读理解）单项选择题（阅读理解） Every year hundreds of thousands of visitors to New York City go to see the United Nations Headquarters in midtown Manhattan. The 18-acre site includes four buildings the Secretariat, the General Assembly, the Conference building, and the Dag Hammarskjold Library. The United Nations (UN) currently has 192 members, and the flags of those nations line the plaza in front of the General Assembly Hall and Secretariat. The row of flags, displayed in English alphabetical order, from Afghanistan to Zimbabwe, stretches from 48th Street to 42nd Street. The decision to locate United Nations Headquarters in the United States was made in 1946 by the UN General Assembly, then meeting in London. Several U.S. locations were considered, but a donation of 8.5 million dollars from philanthropist John D. Rockefeller, Jr. secured the purchase of land at the present site. And the City of New York provided a gift of additional land. The UN complex was designed by an international team of prominent architects. American Wallace K. Harrison was named chief architect, and ten other countries each nominated an architect to the Board of Design Consultants. The 11 architects began the project in early 1947. The U.S. government provided an interest-free loan to the United Nations for the cost of construction, which began in 1949. The Secretariat Building, which houses the UN administrative offices, was completed in 1950, and United Nations Headquarters officially opened in 1951. The Library was dedicated in 1961. Over the years, changes have been made inside the buildings to accommodate the expanded membership of the United Nations. Today the General Assembly Hall, the largest conference room, seats more than 1,800 people. The UN Headquarters site is international territory owned by the member nations. It has its own security force, fire department, and postal service. The postal service issues stamps that can only be mailed from the Headquarters; tourists often mail postcards bearing these stamps. Taking a guided tour is the only way for visitors to see the inside of the UN Headquarters. Tours are led by professional guides representing all the member nations and are conducted in many different languages. Visitors taking a tour see exhibits, various council chambers, and the General Assembly Hall. If their timing is good, they might even see a council meeting in session. The United Nations Headquarters displays many beautiful and meaningful works of art created specially for its halls and chambers. Sculptures and statues donated by member nations adorn the grounds of the complex. One sculpture, the Japanese Peace Bell, was made from the metal of coins collected from 60 different countries. Japan presented the bell to the United Nations in 1954, and it is rung every year on September 21, the International Day of Peace. The Peace Bell and other sculptures, as well as paintings and murals inside the buildings, create an impression of grandeur and dignity, reflecting the importance of the work being done at the United Nations. （1）If you want to see the flag of the Peoples Republic of China in front of the UN headquarters, you would most probably find it _. Anear the 48th street Bnear the 42nd street Cin the middle between 48th and 42nd streets Din the third position from the flag of Afghanistan 答案：C （2）The UN was most likely formed _. Abefore 1946 Bafter 1946 Cin 1950 Din 1947 答案：A （3）As a response to the increase in the UN membership, _ to meet the needs over the years. Amore buildings have been built Binternal changes have been made Cold buildings have been enlarged Dmore new land has been purchased 答案：B （4）Which of the following statements about the tour guide is true? AA tour guide may show his pride of his home country before visitors. BEach member country sends its tour guide to work in the UN Headquarters.CEach tour guide must be able to speak the languages of the member countries. DA tour guide should not just feel proud of his own home country before visitors. 答案：C （5）This article is most likely written for _. Ageneral newspapers Bmagazines on architectural art Cbooks on the international affairs Dencyclopedic information brochure for students 答案：D II语言教学知识与能力语言教学知识与能力 1单项选择题单项选择题 Which of the following activities does not belong to mechanical practice? ATransformation. BSentence making. CSubstitution. DMaking up a story. 答案：D 2简答题（中文作答）简答题（中文作答） （1）blackboard 这个词由哪两个部分组成？该词的重音位置在哪里？请描述相关的语音规 律。 答案：black+board，重音在 black语音规律是：一个词组的重音落在中心词上，如 a dark room，重读的是room，其次是 dark。而复合词 darkroom 则重读第一个词基 dark，第二个词基room 读次重音。这一差异是由于语义中心不同而引起的。名词短语 X+Y 表示“碰巧断定它具有 X 特征的某一个 Y” ，语议中心在 Y，因而重读 Y 以示强调。复合词 XY 表示“定可断定它具有 X 特征的这个样一个 Y” ，语义中心在 X，因而重读 X 以示强调。大量的复合词的语义中心都在第一个词基，因此第一个词基重读的情形具有很大的普遍性。（2）阅读教学通常可以分为哪几个阶段？举例说明每个阶段的主要作用。 答案：教师范读：语感示范及情境示范教师提出问题：启发学生让学生带着问题自己阅读：发现问题让学生回答问题：解决问题教师总结提炼：引导学生到自己设计的教学目的上III教学设计教学设计 教学设计题：根据所提供的信息和语言素材进行教学设计，本题用英文作答教学设计题：根据所提供的信息和语言素材进行教学设计，本题用英文作答。 设计任务：设计任务：阅读以下信息和语言素材。假设你将利用此语言素材提高学生的口语能力，请 根据学生情况设计针对此素材的教学目标，以及实现该目标的课堂活动。 学生概况：学生概况：本班为中等城市普通学校初中二年级的学生，班级人数为 40 人。多数学生已具 备初步的英语语言能力。学生能够积极参与课堂活动，合作意识较强。 教学时间：教学时间：45 分钟。教学设计需包括：教学设计需包括： 教学目标； 教学步骤及设计意图； 教学活动方式、具体内容及设计意图； 教学时间规划； 学习评价。 语言素材：语言素材：(Tapescript) Mary: Can you come to my party, Ed? Ed: Yes, I can. Thanks! How can I get to your house? Mary: Thats easy. First you take the No. 52 Bus to Green Park. Thats about half an hour. Ed: Okay. And when I get to Green Park ? Mary: Then you take the subway to Tangs Mall. That takes about ten minutes. Ed: Okay. First the bus and then the subway to Tangs Mall. Mary: Yeah, then you walk up North Street to No. 15. Its about five minutes walk. Ed: Okay, thanks. That sounds easy. 答案：、Teaching Objectives1、知识目标（Instructional Objectives）To master the key vocabulary To understand and use the target language2、能力目标（Ability Objectives）Be able to use listening skills to comprehend their dialogues, such as listen for specific information etc.Be able to use what they learned to describe what they can do and give responses.Be able to use the language they learned to finish a dialogue and a short passage.3、教育目标（Educational Objectives）Arousing students interest and helping them learn by imitation.Building their confidence by step by step approach and careful scaffolding.、教学步骤及时间规划（Procedures、Aims and Time Allotment）Step 1: Warming-up (2mins)Before class, get Ss to enjoy an English dialogue warm them up.The purpose of the task-based activities is to Interest the studentsStep 2. Listening(5mins)Play the tape for three times. For the first time the students only listen to understand the whole general meaning of the conversations. For the second time the Ss pay attention to the activity in each conversation. For the third time the Ss pay attention to the time that the activities in each conversation are done. The purpose of the task-based activities is to practice and improve the students abilities of listening.Step 3:Lead-in (3mins)1. Use the PPT to lead in the new lesson. Show some pictures and teach the words and phrases: half an hour, take the subway, walk up etc.2. Ask Ss read the words and expressions together.The purpose of the task-based activities is to use real program to arise the students interests and students can easily understand the new words through watching the pictures.Step 4: Play a game (4mins)1. Show some actions and ask the students to act out the actions in front of the class.2. Show the words and the pictures of the actions. Let the Ss do then check the answers.The purpose of the task-based activities is to consolidate vocabularyStep 5: Presentation (8mins)Show some pictures of the actions and ask the students to practice in pairs together in class. Finally invite some groups to act them out in front of the class.The purpose of the task-based activities is to let the students learn to cooperate with each other and practice the language points, improve the students abilities of speaking. It also can train their communication skills.Step 6: Summary (4mins)Summarize the key language points in groups, and show them on the screen to help the Ss take notes.The purpose is to teach students to learn absorption capacityStep 7: Homework (2mins)Consolidate and review the expressions of the lesson.、Teaching Studying Ways(1)Let the Ss pass “ObservationImitationPractice“ to study language.(2)Let the Ss pay attention to the key information in listening practice.(3)Enable the Ss to study English language by Communication.(4)Let the Ss know that conclusions and being good at thinking are necessary to learn English well. 、Teaching EvaluationWrite a short conversation or passage about how to use transportation.IV教学实施与评价教学实施与评价 教学情景分析题：根据题目要求进行教学分析，本题用中文作答。教学情景分析题：根据题目要求进行教学分析，本题用中文作答。 以下片段选自某课堂实录（片段中 T 指教师，S 指学生） 。 教学片段： T: What did your mum do yesterday, Wang Lin? S: My mum buyed the dress for me. T: Oh, that is nice, your mum bought it for you, did she? S: Yes. T: Where did she buy it? S: She buyed it in town. T: Oh, she bought it in town for you. Well, it is very nice.请分析该教学片段并回答下列问题： （1）学生在对话中的语言错误是什么？答案：某些不规则动词过去式的变化没有掌握。（2）教师采用什么方式来纠正学生的错误？效果如何？答案：以对话形式，原形与变态之间的重复提醒。效果不佳。（3）教师还可以采用哪些方式纠错？请举例说明。答案：直接纠错，或换个类似动词，重新组织情境对话加以提醒。例如：Q: What does mean the word “bought”? Answer me in English.A: Buy.Q: What the past tense of it ?例如：bringMy sister bought a book for me and brought it to me last night.