2023年上半年教师资格证《初中英语》考试真题及答案.docx
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1、2023年上半年教师资格证初中英语考试真题及答案(完整版)单项选择题下列每小题的四个选项中,只有一项是最符合题意的正确答案,多选、错选或不 选均不得分。1. Which of the following two-syllable words has adifferent stress patternfrom the*?A.TyphoonB.balloonC. shampooD. crayon答案D2. Which of the following * short vowel in English?A./j/B. /e/C. /an/D. /w/答案B3. Mr. Smith is surpri
2、sed to * Siamak has written_ essays on Victorian novels in his class.A.the nextB.the otherC.the mostD.the more答案c4. That prestigious university has made it clear to all aoolicants that *can be_ for a scholarship this 一 quarter without a good internship.第1页共16页 helpless-that exist. A baby*an stand wi
3、thin an hour of birth, and can even* flee predators on its frst day of life. A baby monkey can grasp its mother and hang on for protection and nourishment. * infant can5 t even hold up its own head.The evolution of intelligence isn t something that Celeste Kidd had ever pondered. A developmental cog
4、nitive scientist who currently works at the University of Rochester, her work had focussed mostly on learning and decision-making in children. Over years of *oung children, she became impressed with the average child, s level of sophistication. But when she looked at the *sh encountered, she saw a b
5、affling * of helplessness: How * *they be so incompetent one second and so so soon * One day, she posed the question to her colleague Steven Piantadosi. “Both of us wondered what could possibly justify the degree of helplessness human infants * she told me *. ”Even other primate babies, like baby ch
6、imps, which are close in evolutionary terms, can cling onto their moms. She began to see a contradiction: *are born quite helpless, far more so than any other primate, but, fairly early on, we start becoming quite smart, again far more so than any other primate. What if this weren, t * so much as a
7、causal pathway?That s the argument that Kidd and *make in their new paper, published in a June issue of PNAS. Humans become so intelligent because * infants are so incredibly helpless, they argue; the one necessitates the other. The theory is startling, but it isn,t entirely new. * have been ponderi
8、ng the peculiarities of our birth and its evolutionary significance for *some *. Humans * to the subset of mammals, * viviparous mammals, that give live birth to their young. This* that infants must grow to a mature enough state inside the body to be born, but they can t be so big that they are unab
9、le to come out. This leads to a trade-of: the more* *an animal is, the larger its head generally is, but the birth canal第10页共16页 imposes an upper limit oln just how large that head can*it gets stuck.The brain, therefore, must keep maturing, and th*continue growing, long after birth. * intelligent an
10、 animal will eventually be, the mor*immature its brain is at birth.Researchers have long known * * trade-off, * the connection between brain size and neural density and intelligence. For instance, Robin * found that the ratio of neocortical volume to brain size can predict the social-group size in a
11、* of species, *bats, cetaceans, and primates, while Simon Reader has demonstrated links in tool use and innovation to brain size in primates. Kidd and * * new idea is that increased helplessness*mandates increased * in parents一一and that a runaway selection dynamic can account for both. Natural selec
12、tion favors humans with *because those humans tend to be smarter. This may create evolutionary incentives for babies* born at an even earlier developmental stage, * require more intelligence to * * This creates the dynamic: over time, helpless babies make parents more *. which makes babies more help
13、less, which makes the* intelligent, and so on.26. According to paragraph 1, * of the following is true?A. Some species are smarter than human beings.B. Extinct species have been re-created by scientists.C. Babies of other species are smarter than human infants.D. Fewer species are earlier inhabitant
14、s than human beings.答案c27. What surprised* * Kidd regarding children5 s * maturation?A. Infants helplessness when they are born.B. Children5 S high intelligence when they grow up.C. Children5 S leap from helplessness to sophistication.第11页共16页DChildren S incompetence in learning and decision-making.
15、答案c28. What can we * form Paragraph 3 * *brain development?A.Babies helplessness at birth is an indication of human intelligenceB. Other mammal brains are more mature than human brain at birth.C. Only itelligent mammals give live birth to their babies.D. All animal brains are equally immature at the
16、ir birth. 答案A29. What is the main * author intends toconvey?A. Newborns helplessness facilitates the development of parent s intelligence.B. The larger the brain of a species, the larger its social-group size.C. Large brain size contributes to better tool use and innovation.D. Human beings with larg
17、e brains are not necessarily smarter. 答案A30. Which of * following title *describes the passage?A. Why are babies so dumb if humans are so smart?B. Why do babies learn faster than other mammal babies?C. Why is human S intelligence higher than that of other animals?D. Why is the development of human b
18、rains slower than that of other animals? 答案A简答题针对相关问题作出简明扼要的回答。31. 简述朗读(Reading aloud)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)第12页共16页解析(1)朗读在英语教学中的作用:提高英语听力能力在日常教学中贯穿朗读教学,学生就能够把所学知识通过朗读储存在脑海中,在 听力重现时,可以迅速提取关键信息,好地提高英语效率。有效地提高阅读水平阅读的核心是理解,因此经常训练他们在反复诵读中理解文字,其语言理解力会 不断增强,阅读水平也会随之提
19、高。教师需从以下两方面指导学生朗读:朗读的内容要选取适当选择适当的朗读内容有助于让学生在英语朗读学习过程中更有针对性地进行英 语能力强化,减轻学生进行英语朗读学习的心理负担,直接有效地帮助提高学生 的英语朗读能力。培养学生的朗读技巧朗读要运用重音、节奏、语调等语音手段清晰地把词汇、句好文等语文字材料念 出来,把语言材料中的思想感情表达出来。教师在指导学生朗读过程中应该注意的事项:朗读教学目标不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
20、朗读,明确不同 阶段朗读教学的目标和内容。忽视朗读方法的指导机械反复、无目的性的模仿使得学生失去了朗读的兴趣。因此教师应该加强英语 朗读训练,传授朗读技巧,从基本读谙、连读、重音、意群、语调和节奏等方面 加强指导。教学情景分析题根据所给材料回答问题。32. 根据题目要求完成下列任务,国家通用语这字作答。第13页共16页 下面教学片段来自某初中英语教师的口语教学。T: OK. Lets practice this dialogue.Ss: . (Ss dont know what to do.)T: Well, you ask your partner “Do you like bananas?
21、77, your partner answers “Yes, I do. If he or she doesnt like, then say “No, I dont like it.Understand now?Ss: OK.(Ss read out the dialogue in the textbook in pairs.)T: Now. (to one student) Does your partner like banana?51: Yes, he does.T: (to another student) Does your partner like banana?.52: No,
22、 he dont.T: No, no, no, no. He doesn,t!S2: Oh. Oh. Yes. He doesnt.T: You must pay attention to that. OK? Now pleas read after me. Do you like bananas.Ss: (in chorus) Do you like bananas?T: Yes, I do.Ss (in chorus) Yes, I do.根据所给信息回答下面问题: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)指出该教学片段存在的三个问题。(12分)如何针对上述问题进行相
23、应的改进?(12分)解析(1)属于巩固和练习环节(Practice and consolid idation)教学目的: 练习可以及时反馈学生掌握知识、形成技能等各种信息从而更好地调整教学活动。 反馈性的练习,以便使正确的得到强化、错误的得到纠正,及时调控教学进程提 高课堂利用率保证教学质量。问题一: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,利于启发式教学和培养学生的学习兴趣;第14页共16页问题二:课堂指令不清晰,在操练前没有解释活动的内容、轼、要求等具体要求, 导致学生不知从何练起;问题三:显性纠错,学生出现错误时,教师采用直接纠错法,直接否
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