2018年上半年中小学教师资格考试英语学科知识与教学能力试题及答案解析(高级中学)

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2018年上半年教师资格证考试初级英语真题

2018年上半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）注意事项：1．考试时间120分钟，满分150分。

2．请按规定时间在答题卡上填涂、作答。

在试卷上作答无效，不予评分。

一、单项选择题(本大题共30小题，每小题2分，共60分)在每小题列出的四个备选项中只有一个是符合题目要求的，请用2B铅笔把答题卡上对应题目的答案字母按要求涂黑。

错选、多选或未选均无分。

1.The similarity between the English consonants/p/,/b/,and/m/is that they are all().A.fricativeB.plosivebial-dentalD.bilabial2.Which of the following is a back vowel in English?()A./ə:/B./ɔ:/C./ʌ/D./e/3.There is only one playground slide in this school,so the students have to take()to use it.A.turnsB.the turnsC.a turnD.the turn4.Out of everyone’s expectation,Johnson suddenly returned()a rainy night.A.atB.inC.onD.during5.She()it very well when she described her younger brother as“brilliant but lazy”.A.putB.madeC.assumedD.interpreted6.We don’t think()possible to master a foreign language without much memory work.A.thisB.thatC.itsD.it7.()the same mistakes in the annual financial report again made his boss very angry.A.His having madeB.He having madeC.He had madeD.He has made8.I would have told him the answer,but I()so busy then.A.had beenB.wereC.wasD.would be9.The use of the expression“I won’t bore you with all the detail…”includes that people usually observe the()maxim in their daily conversations.A.QuantityB.QualityC.RelevanceD.Manner10.Which of the following is an evaluative move used by a teacher in class to comment on students’performance?()A.Initiation move.B.Follow-up move.C.Framing move.D.Repair move.l l.Which of the following activities is NOT typical of the Task-Based Language Teaching method? ()A.Problem-solving activities.B.Opinion exchange activities.rmation-gap activities.D.Pattern practice activities.12.If a teacher shows students how to do an activity before they start doing it,he/she is using the technique of().A.presentationB.demonstrationC.elicitationD.evaluation13.When a teacher asks students to discuss how a text is organized,he/she is most likely to help them ().A.evaluate the content of the textB.analyze the structure of the passageC.understand the intention of the writerD.distinguish the facts from the opinions14.Which of the following practices can encourage students to read an article critically?()A.Evaluating its point of view.B.Finding out the facts.C.Finding detailed information.D.Doing translation exercises.15.Which of the following is a display question used by teachers in class?()A.If you were the girl in the story,would you behave like her?B.do you like this story Girl the Thumb,why or why not?C.do you agree that the girl was a kind-hearted person?D.What happened to the girl at the end of the story?16.Which of the following would a teacher encourage students to do in order to develop their cognitive strategies?()A.To make a study plan.B.To summalize a story.C.To read a text aloud.D.To do pattern drills.17.Which of the following exercises would a teacher most probably use if he/she wants to help students develop discourse competence?()A.Paraphrasing sentences.B.Translating sentences.C.Unscrambling sentences.D.Transforming sentences.18.The advantages of pair and group work include all of the following EXCEPT().A.interaction with peersB.variety and dynamismC.an increase in language practiceD.opportunities to guarantee accuracy19.Which of the following should a teacher avoid when his/her focus is on developing students’ability to use words appropriately?()A.Teaching both the spoken and written form.B.Teaching words in context and giving examples.C.Presenting the form,meaning,and use of a word.D.Asking students to memorize bilingual word lists.20.Which of the following practices is most likely to encourage students’cooperation in learning? ()A.Doing a project.B.Having a dictation.C.Taking a test.D.Copying a text.请阅读Passage1,完成第21～25小题。

2016年下半年中小学教师资格考试英语学科知识与教学能力试题及答案解析(高级中学)

2016年下半年中小学教师资格考试英语学科知识与教学能力试题及答案解析(高级中学)一、单项选择题(本大题共30小题，每小题2分，共60分)在每小题列出的四个备选项中选择一个最佳答案。

请用28铅笔把答题卡上对应题目的答案字母按要求涂黑.错选、多选或未选均无分。

1. The Chinese recipes rapidly found __________ with foreign restaurant owners.A. favorB. flavorC. feverD. fancy2. There is every sign that new Asian immigrants are willing to __________ with Americans.A. obligeB. absorbC. assimilateD. stabilize3. In the United States, a(n) __________general is the chief lawyer in a government or city department.A. senatorB. solicitorC. councilorD. inspector4. All the flights __________ because of the hurricane, they decided to take the train instead.A. had been canceledB. having canceledC. have been canceledD. having been canceled5. Which of the following shows how the fraction "7/9" reads in English?A. Seventh-nine.B. Sevenths-nine.C. Seven-ninth.D. Seven-ninths.6.__________ man can aspire to and achieve goodness is evident throughout history.A. WhatB. WhetherC. ThatD. How7. The pair of English phonemes __________ differs in the manner of articulation.A. /k/ and /t/B. /d/ and /g/C. /s/ and /z/D. /t/ and /s/8. Which of the following shows the proper rhythmic pattern of the sentence?A. This is a 'question for 'Doctor 'Carrington.B. This is 'a 'question for 'Doctor Carrington.C. This is a 'question 'for Doctor 'Carrington.D. This 'is a 'question for 'Doctor 'Carrington.9. The pair“__________ ” are dialectal synonyms in British and American English.A. tap and faucetB. stroll and trotC. liberty and freedomD. statesman and politician10. Which of the following might be Jane's primary concern when she sincerely asks her friend"Does your farm contain 500 acres"?A. Quantity maxim.B. Quality maxim.C. Relation maxim.D. Manner maxim.11. Which of the following assumptions fails to describe the nature of vocabulary or vocabulary learning?A. Words are best learned in context.B. A lexical item can be more than one word.C. All words in one language have equivalents in another.D. Leaming a word includes learning its form, meaning and use.12. When a teacher creates a real life situation for his students to discuss, he expects them not to focus on __________ too much.A. formB. useC. meaningD. function13. It is suggested that teachers should not interrupt students for error correction when the activ-ity aims at __________ .A. accuracyB. fluencyC. complexityD. cohesion14. When asking students to quickly run their eyes over a whole text to get the gist, we are training their skill of__________ .A. scanningB. mappingC. predictingD. skimming15. Teachers who adopt the __________ model for reading comprehension may start teaching a text by introducing new vocabulary and structures.A. parallelB. serialC. top-downD. bottom-up16. It is suggested that lower-level EFLlearners learn to read by reading__________ materials.A. simple and authenticB. academic and authentic。

2018年上教师资格证考试初级英语真题解析答案

2018年上半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）参考答案及解析一、单项选择题1．【答案】D。

解析：本题考查辅音的分类。

根据辅音的分类，按照发音部位，/p/，/b/，/m/都属于双唇音（bilabial）；按照发音方式，/p/，/b/是爆破音（plosive），/m/是鼻音（nasal）。

故本题选D。

2．【答案】B。

解析：本题考查元音的分类。

根据元音的分类，可知/ə:/属于中元音，/ɔ:/属于后元音，/e/属于前元音。

但/ʌ/比较特殊，发此音时舌头的最高位置偏中后，所以有的分类系统会把它归为中元音，也有的把它归为后元音，考生在做此类题时要根据选择项的情况灵活处理。

3．【答案】A。

解析：本题考查习惯搭配。

句意为“因为学校只有一个滑梯，所以学生们不得不轮流使用”。

take turns to do sth.为习惯搭配，意为“轮流去做某事”。

故本题选A。

4．【答案】C。

解析：本题考查介词用法。

句意为“出乎所有人意料，约翰逊在一个雨夜突然回来了”。

与具体时间搭配的介词为on。

表示具体某天或某天的上午、下午、晚上等特定日期时，前面应用介词on。

如果day，morning，afternoon，evening，night等表示时间的名词前有形容词修饰时表示某一特定时间，也需用介词on。

5．【答案】A。

解析：本题考查动词辨析。

句意为“她把他弟弟表述成‘聪明但懒惰’，这真是说得太好了”。

put有“说，表达”的意思，put it very well意为“说得很好”。

make“做，制造”，assume “假定，承担”，interpret“解释，口译”。

故本题选A。

6．【答案】D。

解析：本题考查it作形式宾语时的用法。

当不定式、动名词或从句在复合宾语结构中作动词think，make，find，consider，feel，suppose等的宾语时，常用it用作形式宾语，真正的宾语是后面的不定式。

句意为“我们认为不进行大量的记忆是不可能掌握一门外语的”。

教师资格证《英语学科知识与能力(高级中学)》真题及答案

中小学教师资格考试真题试卷《英语学科知识与教学能力》（高级中学）（满分150分）—、单项选择题（本大题共30小题，每小题2分，共60分）在每小题列出四个备选项中选择一个最佳答案。

1. Excellent novels are those which ____ national and cultural barriers.A. transcendB. traverseC. suppressD. surpass1.A 【解析】考查动词辨析。

句意为“优秀小说是会跨越民族和文化的障碍的”。

A,B两项与C,D两项均为形近词辨析。

transcend“胜过，超越”，常用搭配是transcend national barriers超越国界；traverse“横越，穿过”，traverse the grassland穿越草地；suppress“抑制，镇压”；surpass“优于，超过”。

所以正确答案为A。

2. As Alice believed him to be a man of integrity, she refused to consider the possibility that his statement was＿＿．A. irrelevantB. facetiousC. fictitiousD. illogical2.C 【解析】考查形容词辨析。

空格要填入的是一个形容词，修饰“他的陈述（his statement)”, 句意为“因为Alice相信他是一个正直的人，所以她不认为他的言论存在＿可能性”。

as表示因果关系，前半句对“他”的描述是“正直的人”，后半句中refused表示否定，前后应该意思一致，因此空格应该表达和integrity相对的含义。

irrelevant“不相干的，不切题的”,facetious“诙谐的，爱开玩笑的”，fictitious`嘘构的，编造的”，illogical“不合逻辑的，不合常理的”。

2018年上教师资格证高级英语真题

2018年上半年中小学教师资格考试英语学科知识与教学能力试题（高级中学）注意事项：1．考试时间120 分钟，满分150 分。

2．请按规定时间在填涂、作答。

在试卷上作答无效，不予评分。

一、单项选择题（本大题共30 小题，每小题 2 分，共60 分）在每小题列出的四个备选项中选择一个最佳答案，请用2B 铅笔把答题卡上对应题目的答案字母按要求涂黑。

错选、多选或未选均无分。

1. The sound of “ch” in “teacher” is ().A.voiceless, post-alveolar, and affricativeB.voiceless, dental, and fricativeC.voiced, dental, and fricativeD.voiced, post-alveolar, and plosive2. The main difference between /m/, /n/, and / ŋ / lies in ().A.manner of articulationB.sound durationC.place of articulationD.voicing3. She is (), from her recording, the diaries of Simon Forman.A. transcribingB. keepingC. paraphrasingD. recollecting4. Neither the unpleasant experiences nor the bad luck () him discouraged.A. have causedB. has causedC. has madeD. have made5. Mr. Joe has worked very hard in the past two years and has paid all his debts () the last penny.A. byB. toC. untilD. with6. The message came to the villagers () the enemy had already fled the village.A. whichB. whoC. thatD. where7. We must improve the farming method () we may get high yields.A. in caseB. in order thatD. even ifC. now that8. —Do you mind if I smoke here?—().A. Yes, I don 'tB. Yes, you mayC. No, not at allD. Yes, 1 won’t9.What is the main rhetoric device used in “The plowman homeward plods his weary way.”? ()A. Metaphor.B. Metonymy.C. Synecdoche.D. Transferred epithet.10.—A: Let’s go to the movie tonight.—B: I’d like to, But I have to study for an exam.In the conversation above, B’s decline of the proposal is categorized as a kind of ().A.illocutionary actB.perlocutionary actC.propositional conditionD. sincerity condition11.Which of the following activities is NOT typical of the Task-Based Language Teachingmethod? A. Problem-solving activities.B.Opinion exchange activities.rmation-gap activities.D.Pattern practice activities.12.If a teacher shows students how to do an activity before they start doing it, he/she is using thetechnique of ( ).A. presentationB.demonstrationC. elicitationD. evaluation13.When a teacher asks students to discuss how a text is organized, he/she is most likely to helpthem().A.evaluate the content of the textB.analyze the structure of the passageC.understand the intention of the writerD.distinguish the facts from the opinions14.Which of the following practices can encourage students to read an article critically?() A. Evaluating its point of view.B.Finding out the facts.C.Finding detailed information.D.Doing translation exercises.15.Which of the following is a display question used by teachers in class?() A. If you were the girl in the story, would you behave like her?B.Do you like this story Girl the Thumb, why or why not?C.Do you agree that the girl was a kind-hearted persen?D.What happened to the girl at the end of the story?16.Which of the following would a teacher encourage students to do in order to develop their cognitive strategies? ( )A. To make a study plan.B. To summarize a story.C. To read a text aloud.D. To do pattem drills.17.Which of the following exercises would a teacher most probably use if he/she wants to help students develop discourse competence? A. Paraphrasing sentences.B.Translating sentences.C.Unscrambling sentences.D.Transforming sentences.18.The advantages of pair and group work include all of the following EXCEPT ().A.interaction with peersB.variety and dynamismC.an increase in language practiceD.opportunities to guarantee accuracy19.Which of the following should a teacher avoid when his/her focus is on developing students’ ability to use words appropriately? ( )A.Teaching both the spoken and written form.B.Teaching words in context and giving examples.C.Presenting the form, meaning, and use of a word.D.Asking students to memorize bilingual word lists.20.Which of the following practices is most likely to encourage students’ cooperation in learning?()A. Doing a projectB. Having a dictationC. Taking a testD. Copying a text阅读Passage 1, 完成第21~25 小题。

2018上半年教师资格证考试《小学教育教学知识与能力》真题及答案

2018上半年教师资格证考试《小学教育教学知识与能力》真题及答案1.【单项选择题】人是共性与个性的统一体。

教育作为培养人的社会(江南博哥)活动，既要坚持统一要求,又要注意0A.学生自主B.教师主导C.教学相长D.因材施教正确答案：D收起知识点解析参考解析：人的共性是指人存在于人类一般特性之中，贯穿于一切历史阶段之中，使人根本有别于动物的特性。

人的个性是指单个人所具有的属性或特征的总和，它表示的是某个人区别于其他人的特殊性。

所以教学过程中既要坚持统一要求，又要注意因材施教。

故选D。

2.1单项选择题】面向全体学生,实现城乡、区域和校际的均衡发展,这体现义务教育具有()A.公共性B.民主性C.免费性D.强制性正确答案：A参考解析：公共性是指义务教育是一种社会公共事业，属于国民教育的范畴。

实现城乡、区域和校际的均衡发展说明国家对义务教育的宏观调控，体现的是教育的公共性。

故选A。

3.【单项选择题】人的身心发展是由低级到高级、连续的、不可逆的过程。

这反映人的身心发展具有()A.阶段性B.整体性C.顺序性D.差异性正确答案：C参考解析：个体身心发展的顺序性是指人的身心发展是一个由低级到高级、由简单到复杂、由量变到质变的连续不断的发展过程。

故选C。

A项：个体身心发展的阶段性是指个体在不同的年龄阶段表现出不同的总体特征及主要矛盾，面临着不同的发展任务。

不符题意，故不选。

B项：个体身心发展的整体性强调学生是一个整体的人，教学要促进学生的全面发展，做到认知因素和非认知因素、意识与潜意识、科学与艺术的统一。

不符题意，故不选。

D项：个体身心发展的个别差异性是指个体之间的身心发展以及个体身心发展的不同方面之间，存在着发展程度和速度的不同。

不符题意，故不选。

4.【单项选择题】小学德育基本途径是()A.课外活动和校外活动B.少先队活动C.品德课和各科教学D.班主任工作正确答案：C参考解析：应想品德课和其他各科教学是德育最经常、最基本的途径。

2018上半年教师资格考试小学英语面试真题及答案

2018上半年教师资格考试小学英语面试真题及答案二、考题解析【教案】Teaching Aims:Knowledge aim: Students know how to pronounce oy and oi then to use it.Ability aim: Students can pronounce /ɔɪ/ correctly and use it in other words.Emotional aim: Students will enhance their confidence of pronouncing by realizing the practical use.Teaching Key Points:Students can have correct pronunciation of certain words of the same rule.Teaching Difficult Points:Students could be confident in pronouncing words.Teaching Methods:Communicative teaching method, inductive teaching method.Teaching Aids:PPT, Blackboard flashcards and so onTeaching Procedures:Step 1: Warming up1.Greetings2.Play an English song Billy boy, invite the whole students to clap when singing it. Introduce word boy to students.Step 2: Presentation1. Draw pictures of boy and toy,then show the words after them.2. Play a radio of voice and noise, let students know what the difference is between voice and noise, then show the English words.3. Read the words together, and then let students find the common pronunciation part oy and oi.Step 3: Practice1. Play a game: play on the seesaw(high-low voice) then read lips guess the word.2. Bingo: Divide four students in a group play the bingo game. Give each group a piece of paper with 9 words on it. The first group who can find the three words in a line with oy/oi should be the winner.Step 4: ProductionRead more words: Divide students into different groups then let them have a competition to read words on the flashcards, the fastest group will win the first prize. (Possible words： toy boy voice noise choice coin coy joy ploy), invite the fastest group play it in front of the class.Step 5: Summary & HomeworkSummary : students look at the blackboard and summarize this class.Homework:students introduce the words and pronunciation to their friends or parents.Blackboard design:二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the changes of third person singular verbs.Ability aim: Students can use sentence to describe what other people do in their daily life.Emotional aim: Students will improve their interest in English and realize they should cherish the time.Teaching Key Points:Students know how to describe daily activities at exact time.Teaching Difficult Points:Students can apply the structure into daily communication.Teaching Methods:Inductive teaching method, TPR teaching method, Communicative teaching method, task-based teaching method.Teaching Aids:Pictures, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Sing a chant, invite the whole students to do the action when singing together.In the morning GO GO GOBrush your teeth! Brush your teeth! In the morning SHUA SHUA SHUAGo to school! Go to school! In the morning GO GO GOStep 2: Presentation1.Show Students four pictures to review the words get up, brush teeth, have lunch, go to school2.Say sentences to the Students and let them find out what the changes are.e.g. I get up at 6:00 in the morning. Kitty gets up at 6:00 in the morning.e.g. I brush teeth at 6:30 in the morning. Kitty brushes teeth at 6:30 in the morning.......3.Make a conclusion. When we say he/she/other’s name, we change the words ‘get-gets’, ‘brush-brushes’, ‘have-has’, ‘go-goes’.Step 3: PracticeInvite one student coming in front, do the action and let other students say the sentence: He/She goes to school.Step 4: ProductionMake a survey: Let students work in their group of four. They’ll be given 15 minutes to ask some questions with each other and fill in the survey table about what they do at what time. After that, invite some students to share their survey result by saying ‘XX gets up at 6:30’, etc.Step 5: Summary & HomeworkSummary: Invite a student to be a small teacher, to make a summary about what we have learned today.Homework: Let students to think and design ‘A Day of Peppa Pig’. They may draw some pictures. Tomorrow two of them will be invited to share their works and say some sentences to introduce a day of Peppa Pig.Blackboard design:小学英语《boy toy voice noise》一、考题回顾二、考题解析【教案】Teaching Aims:Knowledge aim: Students know how to pronounce oy and oi then to use it.Ability aim: Students can pronounce /ɔɪ/ correctly and use it in other words.Emotional aim: Students will enhance their confidence of pronouncing by realizing the practical use.Teaching Key Points:Students can have correct pronunciation of certain words of the same rule.Teaching Difficult Points:Students could be confident in pronouncing words.Teaching Methods:Communicative teaching method, inductive teaching method.Teaching Aids:PPT, Blackboard flashcards and so onTeaching Procedures:Step 1: Warming up1.Greetings2.Play an English song Billy boy, invite the whole students to clap when singing it. Introduce word boy to students.Step 2: Presentation1. Draw pictures of boy and toy,then show the words after them.2. Play a radio of voice and noise, let students know what the difference is between voice and noise, then show the English words.3. Read the words together, and then let students find the common pronunciation part oy and oi.Step 3: Practice1. Play a game: play on the seesaw(high-low voice) then read lips guess the word.2. Bingo: Divide four students in a group play the bingo game. Give each group a piece of paper with 9 words on it. The first group who can find the three words in a line with oy/oi should be the winner.Step 4: ProductionRead more words: Divide students into different groups then let them have a competition to read words on the flashcards, the fastest group will win the first prize. (Possible words： toy boy voice noise choice coin coy joy ploy), invite the fastest group play it in front of the class.Step 5: Summary & HomeworkSummary : students look at the blackboard and summarize this class.Homework:students introduce the words and pronunciation to their friends or parents.Blackboard design:小学英语《Kitty's morning》一、考题回顾二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the changes of third person singular verbs.Ability aim: Students can use sentence to describe what other people do in their daily life.Emotional aim: Students will improve their interest in English and realize they should cherish the time.Teaching Key Points:Students know how to describe daily activities at exact time.Teaching Difficult Points:Students can apply the structure into daily communication.Teaching Methods:Inductive teaching method, TPR teaching method, Communicative teaching method, task-based teaching method.Teaching Aids:Pictures, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Sing a chant, invite the whole students to do the action when singing together.In the morning GO GO GOBrush your teeth! Brush your teeth! In the morning SHUA SHUA SHUAGo to school! Go to school! In the morning GO GO GOStep 2: Presentation1.Show Students four pictures to review the words get up, brush teeth, have lunch, go to school2.Say sentences to the Students and let them find out what the changes are.e.g. I get up at 6:00 in the morning. Kitty gets up at 6:00 in the morning.e.g. I brush teeth at 6:30 in the morning. Kitty brushes teeth at 6:30 in the morning.......3.Make a conclusion. When we say he/she/other’s name, we change the words ‘get-gets’, ‘brush-brushes’, ‘have-has’, ‘go-goes’.Step 3: PracticeInvite one student coming in front, do the action and let other students say the sentence: He/She goes to school.Step 4: ProductionMake a survey: Let students work in their group of four. They’ll be given 15 minutes to ask some questions with each other and fill in the survey table about what they do at what time. After that, invite some students to share their survey result by saying ‘XX gets up at 6:30’, etc.Step 5: Summary & HomeworkSummary: Invite a student to be a small teacher, to make a summary about what we have learned today.Homework: Let students to think and design ‘A Day of Peppa Pig’. They may draw some pictures. Tomorrow two of them will be invited to share their works and say some sentences to introduce a day of Peppa Pig.Blackboard design:小学英语《Sour and Sweet》一、考题回顾二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the new words.Ability aim: Students can use these new words in a communication in their daily life.Emotional aim: Students will improve their interest in English by realizing the practical use.Teaching Key Points:Students know the new words of some food and their taste.Teaching Difficult Points:Students can apply the words into daily communication.Teaching Methods:Communicative teaching method, task-based teaching method, TPR teaching method. Teaching Aids:Cards, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Sing a chant Where is my candy, invite the whole students to clap when singing together.Step 2: Presentatione different methods to present new words and sentenceShow students some real candies and lemon to present candy and lemonDo the action of eating ice-cream and let students guess the word;2.Draw some pictures and write corresponding words, draw happy face and sad face to show students the feeling when we eat them, and tell them happy face means it is sweet, sad face means sour.Step 3: Practice1. Games: See-saw, Read Lips, hot potato2. Match the pictures with wordsStep 4: ProductionMake Dialogue: work with their partner and make a dialogue.-What is it?-It’s a lemon.It is sour.Step 5: Summary & HomeworkSummary: Invite a student to be a small T to make a summary of what we have learned today.Homework: Thinks of more food which is sweet or sour. Blackboard design:二、考题解析【教案】Teaching aims:Knowledge aim: Students can understand the pronunciation of “ear”, and get some simple spelling rules.Ability aim: Students can read the words with the pronunciation of “ear” correctly by listening and speaking. Ability of listening and speaking will be improved.Emotional aim: Students can increase their interests in learning English.Key and difficult point:Key points: Students can understand the pronunciation of “ear”, and how how to read the words contain “ear”, such as hear, near and etc.Difficult points: Students can master the pronunciation of “ear” and read the related words correctly.Teaching procedure:Step 1: Warming-upGreeting the students.Sing a song: Head shoulder keens and toes.Step 2: Presentation1. Show the chant and ask the students the question: Can you find the same letter combination in these words?2. Listen to the tape and let students pay attention to the pronunciation of “ear”, and then ask the students question: what does “ear” sounds like in these words?3. Teacher the pronunciation of “ear” ,and let students pay attention to the teacher’s mouth.4. Game: Play the finger show to practice the new words.Step 3: PracticeFind more words with “ear” such as tear, dear, clear... and ask students to try to read by themselves and then invite some of them to share with the class. The teacher should act the role of monitor.Step4: Production1. Ask students to make up their own sentences by using the words learned today, such as “He hears the bad news,and then his tears falls down. ”.2. Reading competition: let students to read the chant as quickly as possible, and then let students choose the best one.Step5: Summary and homework1. Summary: ask students summary what have learned in the class.2. Homework:(1) read these word after class.(2) Find more words with “ear” and make another chant.二、考题解析【教案】Teaching aims:Knowledge aim: Students will master the sentence pattern and new words such as: My birthday is in…， January, February and so on.Ability aim: Students will improve their speaking ability through group workEmotional aim: Students will take part in the class actively and be fond of learning English.Key and difficult point:master the meaning of the sentence pattern and new words.speak freely in class and improve their speaking skill.Teaching procedure:Step 1: Warming-upGreeting the Ss + today is Kelly’s birthday, sing the birthday song;Step 2: PresentationUse calendar to teach the words about month. Teach the sentence pattern “my birthday is in…” by asking, “When is your birthday?”Step 3: PracticeMechanical drilling: Play Bomb game to practice the pronunciation.Meaningful drilling: categorize 12 month into 4 groups according to the season. Picture to present seasons might be used.Step4: ProductionMaking a conversation asking“when is your birthday?”二、考题解析【教案】Teaching aimsKnowledge aim: students will know the pronunciation of the group of letter “ear”. Ability aim: students can read words with “ear” when they learn vocabulary. Emotional aim: students will be more interested in speaking English.Key and difficult points:How to pronounce the group of letter “ear”.Teaching procedure:Step 1: Warming-upAfter greeting students, the teacher plays a game to warm up the class: I say you point. The teacher speaks out a certain part of the body and students point it quickly. For example: point your eye! Point your ear! Point your hand!Step 2: PresentationDraw a ear on the blackboard and ask students what it is. Write down the word. Then ask what ears can be used to, and they will say we use ear to hear something. Write down word “hear”. Then do the action of hearing and put hands near the ear, and write down the word “near”.Ask students to read the three words after the teacher, and find out the similarity among them. After discussion, they will say all these words have “ear”. Then ask students how to pronounce this group of letter. We will know it pronounce as /ir/.Step 3: practiceGive students some other words with the group of letter “ear” and ask students to read them by groups. For example, a sentence “my dear, your tear is clear in my mind for years”. Then students can have a brainstorming and think of more words with “ear”.Play a game Hot potato to practice these words. The teacher plays a piece of music. When the music is playing, students pass the ball from one to another. When the music stops, the one who gets the ball should read words on the blackboard.Step4: ProductionDo a chant with students: put your ear, near my ear, and you will hear, and you will hear, and you will hear, NOTHING!二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the words “long, small,short, ears, eyes mouth,tail...”Ability aim: Students can get the key information about rabbit and use the words to describe other animals.Emotional aim: Students will improve their interest in English.Teaching Key Points:Students can understand the meaning of the words“long, small short” and use them to describe other animals.Teaching Difficult Points:Cultivate students awareness of loving animals and protecting animals.Teaching Methods:TPR teaching method, Communicative teaching method, task-based teaching method.Teaching Aids:Pictures, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Let students guess a riddle about rabbits. (Teacher need to make some actions to help students guess the answer- rabbit) and then lead in the topic “A rabbit”.Step 2: Pre-reading1. Show Students different pictures of rabbits to let students discover the common points.2. Invite two students to try to describe rabbits in their own words.3. Teach students these words “ tail, mouth ,ears,eyes”Step 3: While-reading1.Let students read the sentences and circle the words that are used to describe rabbits and invite one student to share.2.Read them again and find out what part of the rabbits do they describe? After that,invite two students to write and draw a picture on the blackboard.Step 4: Post-readingMake a survey: Let students work in group of four. They’ll be given 15 minutes to ask each other about what are they favorite animals and fill in the survey table. After that, invite some students to share their survey result by intimating the animals in front of the blackboard.Step 5: Summary & HomeworkSummary: Invite a student to be a small teacher, to make a summary about what we have learned today.Homework: Draw a picture of your favorite animals and share it to your friends.二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the words from one to ten.Ability aim: Students can use these words to count things in daily life.Emotional aim: Students will improve their interest in English by realizing the practical use.Teaching Key Points:Students know the words from one to ten.Teaching Difficult Points:Students can apply the words into daily life.Teaching Methods:Communicative teaching method, task-based teaching method.Teaching Aids:Cards, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Sing a song Ten Little Apples, invite the whole students to clap when singing together.Step 2: Pre-1.Teacher draw one apple on the blackboard and say ‘one’; two apples ‘two’...... At the same time showing the number with fingers.2.Have Ss read the numbers after T.Step 3: While-1. Invite one student come to the front, teacher says a number, have student circle the apples. (e.g. T says 5, S should circle 5 apples)2. Let some students pick the card written numbers from 1-10, and say the number on the card.Step 4: Productionstudents are given 10 minutes to draw some fruits on a paper, after that they’ll be invited to share their painting and say what they have drew. (e.g. 3 apples, 5 bananas)Step 5: Summary & HomeworkSummary: Invite a S to be a small T to make a summary of what we have learned today.Homework: Learn the song Ten Little Apples二、考题解析【教案】Teaching Aims:Knowledge aim: Students will learn three new words and two sentence patterns.Ability aim: Students will be able to talk about their friends in English by using some curtain sentence patterns.Emotional aim: Students will improve their interest in English and realize they should cherish their friendship and love each other.Teaching Key Points:Students know how to describe how to describe his or her friends.Teaching Difficult Points:Students can apply the structure into daily communication.Teaching Methods:TPR teaching method, Communicative teaching method, situational teaching method. Teaching Aids:Pictures, Puppet, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Sing a song----”Ten Little Indians”, invite the whole students to do the action when singingStep 2: Pre-speaking1. The teacher show the students a puppet while hiding behind the desk, to review the words tall, thin, green and brown and the sentence patterns This is ... and He is ...by asking some simple questions.2. The teacher make a performance with the puppete.g. --What do you have now? --I have a green T-shirt and a pair of brown shorts.--What can you do? --I can skate.3. Introduce Tom (the puppet) to the students.e.g.This is Tom. He is my friend. He is tall and thin.He has a green T-shirt and a pair of brown shorts. He can skate.Step 3: While-speakingActivity 1. Group workWork in groups, and make a conversation by asking and answering questions.Activity 2. Guessing game: Close your eyes and guess.One student show himself/herself and do some actions, another student close his or her eyes and ask questions, the others tell him or her “right or wrong”. Guess who he or she is.e.g. --What’s he like?--He is short and strong. He has a yellow jacket and a pair of brown shoes.--Is he Max?--No, he isn’t--What can he do?--He can swim.--Is he Ted?--Yes, he is.Step 4: Post-speaking1.Share and Evaluation2.Draw a picture: ask the students to draw a picture of his/her best friend and introduce him or her to the whole class and guess who he/she/it is.E.g. He is my friend. He is short and thin.He has a yellow T-shirt and a pair of black shoes. He can play basketball.Step 5: Summary & HomeworkSummary: Invite a student to be a small teacher, to make a summary about what we have learned today.Homework: Make a puppet as they like, bring him/her to the class, and introduce him/her to the other students next class.。

2018年上半年中学教师资格考试真题教育知识与能力试题(附答案)

2018年上半年中小学教师资格考试教育教学知识与能力试题(小学)1.考试时间为120分钟，满分为150分2.请接照規定在答題卡上填涂、作答。

在试卷上作答无效，不予评分一、单项选择题(本大题共20小題，每小题2分，共40分在每小题列出的四个备选项中只有一个是符合题目要求的，请用2B铅笔把答题卡上对应1.人是共性与个性的统一体。

教育作为培养人的社会活动，既要坚持统一要求，又要注重（）A.学生自主B.教师主导C.教学相长D.因材施教2.面向全体学生，实现城乡、区域和校际的均衡发展，这体现了义务教育具有（）A.公共性B.民主性C.免费性D.强制性3.儿童身心发展是由低级到高级、连续的、不可逆的过程。

这反映人的身心发展具有（）A.阶段性B.整体性C.顺序性D.差异性4.小学德育的基本途径是（）A.课外活动和校外活动B.少先队活动C.品德课和各科教学D.班主任工作5.班主任李老帅常常与学生协商处理各项班级事务，并励学生积极参与讨论、交流、敢于质疑。

这种班级管理方式属于（）A.专制型B.民主型C.放任型D).对抗牙6.作为青年教师，除了自我学习之外，也应该通过集体备课、同行研讨等教研活动分享教学经验，提高教学水平。

这突出体现的教师专业能力是（）A.沟通与合作能力B.激励与评价能力C.教育教学设计能力D.组织与实施能力7.如果学生被蜜蜂垫伤，教师应第一时间向伤口涂抹（）A.肥皂水B.蒸馏水C.食用D.稀盐酸8.悦耳美妙的轻音乐能使人产生春风拂面之感。

这种心理现象属于（）A.直觉B.错觉C.幻觉D.联觉9.小英想当班干部为同学服务，又怕当不好被同学嘲笑。

这种心理现象属于（）A.双趋冲突R.双避冲突C.趋避冲突D.多重趋避冲突10.为了记住学过的生字词，小蓉反复抄写了很多遍。

她在学习中运用的是（）A.监督策略B.复述策略C.计划策略D.组织策路11.小学生学习“三角形的内角和是180度”。

这在奥苏伯尔有意义学习分类中属于（）A.概念学习B.符号学习C.表征学习D.命题学习12.教师经常会采用“换位思考”的方式进行心理辅导。

小学英语教师专业知识考试题(含答案)

小学英语教师专业知识考试题(含答案)第一部分：语言知识1. 英语字母表共有多少个字母？答案：26个字母。

2. 请列出英语元音字母。

答案：a, e, i, o, u。

3. 请列出英语辅音字母。

答案：b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z。

4. 下列单词中哪个是动词？a) book b) cat c) run d) hat答案：c) run。

5. 下列单词中哪个是名词？a) blue b) swim c) happy d) dog 答案：d) dog。

第二部分：教学知识1. 请解释什么是英语的四个基本技能？答案：英语的四个基本技能是听、说、读、写。

通过培养学生的听、说、读、写能力，他们可以更全面地掌握英语语言。

2. 请列举几种用于小学英语教学的教具和资源。

答案：黑板、卡片、图片、音频设备、视频等都可以作为小学英语教学中的教具和资源。

3. 在英语教学中，如何促进学生的听力能力？答案：促进学生的听力能力可以通过播放录音、讲解有趣的故事、进行听力游戏等方式来实现。

4. 请列举几种常用的英语教学方法。

答案：直观教学法、交际教学法、游戏教学法、任务教学法等都是常用的英语教学方法。

5. 英语的语法在教学中有何重要性？答案：英语的语法是学生正确理解和表达英语的基础，它可以帮助学生正确运用词汇和句法结构进行沟通和交流。

第三部分：教育理论1. 请解释什么是学生中心教学法？答案：学生中心教学法是一种以学生为中心的教学模式，注重培养学生的主动参与、自主研究和批判性思维能力。

2. 思维导图是什么？答案：思维导图是将思维过程以图表的形式展现出来，通过标注和连接关键词，帮助学生整理和组织思维。

3. 请解释什么是多元智能理论？答案：多元智能理论是由霍华德·加德纳提出的，认为每个人具有多个智能类型，包括语言智能、逻辑数学智能、空间智能等等。

教师资格证考试：高中英语18上真题+答案

２０１８年上半年中小学教师资格考试真题试卷（共８页）２０１８年上半年中小学教师资格考试真题试卷（共８页）—２　—２０１８年上半年中小学教师资格考试真题试卷《英语学科知识与教学能力》（高级中学）（时间１２０分钟　满分１５０分）题　号一二三四总　分核分人题　分６０２０３０４０１５０得　分得分评卷人　一、单项选择题（本大题共３０小题，每小题２分，共６０分）在每小题列出的四个备选项中选择一个最佳答案。

１．Ｔｈｅｓｏｕｎｄｏｆ“ｃｈ”ｉｎ“ｔｅａｃｈｅｒ”ｉｓ．Ａ．ｖｏｉｃｅｌｅｓｓ，ｐｏｓｔａｌｖｅｏｌａｒ，ａｎｄａｆｆｒｉｃａｔｉｖｅＢ．ｖｏｉｃｅｌｅｓｓ，ｄｅｎｔａｌ，ａｎｄｆｒｉｃａｔｉｖｅＣ．ｖｏｉｃｅｄ，ｄｅｎｔａｌ，ａｎｄｆｒｉｃａｔｉｖｅＤ．ｖｏｉｃｅｄ，ｐｏｓｔａｌｖｅｏｌａｒ，ａｎｄｐｌｏｓｉｖｅ２．Ｔｈｅｍａｉｎｄｉｆｆｅｒｅｎｃｅｂｅｔｗｅｅｎ／ｍ／，／ｎ／，ａｎｄ／／ｌｉｅｓｉｎ．Ａ．ｍａｎｎｅｒｏｆａｒｔｉｃｕｌａｔｉｏｎＢ．ｓｏｕｎｄｄｕｒａｔｉｏｎＣ．ｐｌａｃｅｏｆａｒｔｉｃｕｌａｔｉｏｎＤ．ｖｏｉｃｉｎｇ３．Ｓｈｅｉｓ，ｆｒｏｍｈｅｒｒｅｃｏｒｄｉｎｇ，ｔｈｅｄｉａｒｉｅｓｏｆＳｉｍｏｎＦｏｒｍａｎ．Ａ．ｔｒａｎｓｃｒｉｂｉｎｇＢ．ｋｅｅｐｉｎｇＣ．ｐａｒａｐｈｒａｓｉｎｇＤ．ｒｅｃｏｌｌｅｃｔｉｎｇ４．Ｎｅｉｔｈｅｒｔｈｅｕｎｐｌｅａｓａｎｔｅｘｐｅｒｉｅｎｃｅｓｎｏｒｔｈｅｂａｄｌｕｃｋｈｉｍｄｉｓｃｏｕｒａｇｅｄ．（易错）Ａ．ｈａｖｅｃａｕｓｅｄＢ．ｈａｓｃａｕｓｅｄＣ．ｈａｓｍａｄｅＤ．ｈａｖｅｍａｄｅ５．Ｍｒ．Ｊｏｅｈａｓｗｏｒｋｅｄｖｅｒｙｈａｒｄｉｎｔｈｅｐａｓｔｔｗｏｙｅａｒｓａｎｄｈａｓｐａｉｄａｌｌｈｉｓｄｅｂｔｓｔｈｅｌａｓｔｐｅｎｎｙ．Ａ．ｂｙＢ．ｔｏＣ．ｕｎｔｉｌＤ．ｗｉｔｈ６．Ｔｈｅｍｅｓｓａｇｅｃａｍｅｔｏｔｈｅｖｉｌｌａｇｅｒｓｔｈｅｅｎｅｍｙｈａｄａｌｒｅａｄｙｆｌｅｄｔｈｅｖｉｌｌａｇｅ．（易错）Ａ．ｗｈｉｃｈＢ．ｗｈｏＣ．ｔｈａｔＤ．ｗｈｅｒｅ７．Ｗｅｍｕｓｔｉｍｐｒｏｖｅｔｈｅｆａｒｍｉｎｇｍｅｔｈｏｄｗｅｍａｙｇｅｔｈｉｇｈｙｉｅｌｄｓ．Ａ．ｉｎｃａｓｅＢ．ｉｎｏｒｄｅｒｔｈａｔＣ．ｎｏｗｔｈａｔＤ．ｅｖｅｎｉｆ８．—ＤｏｙｏｕｍｉｎｄｉｆＩｓｍｏｋｅｈｅｒｅ？—．Ａ．Ｙｅｓ，ＩｄｏｎｔＢ．Ｙｅｓ，ｙｏｕｍａｙＣ．Ｎｏ，ｎｏｔａｔａｌｌＤ．Ｙｅｓ，Ｉｗｏｎｔ９．Ｗｈａｔｉｓｔｈｅｍａｉｎｒｈｅｔｏｒｉｃｄｅｖｉｃｅｕｓｅｄｉｎ“Ｔｈｅｐｌｏｗｍａｎｈｏｍｅｗａｒｄｐｌｏｄｓｈｉｓｗｅａｒｙｗａｙ． ”？（易混）Ａ．Ｍｅｔａｐｈｏｒ．Ｂ．Ｍｅｔｏｎｙｍｙ．Ｃ．Ｓｙｎｅｃｄｏｃｈｅ．Ｄ．Ｔｒａｎｓｆｅｒｒｅｄｅｐｉｔｈｅｔ．１０．—Ａ：Ｌｅｔｓｇｏｔｏｔｈｅｍｏｖｉｅｔｏｎｉｇｈｔ．—Ｂ：Ｉｄｌｉｋｅｔｏ．ｂｕｔＩｈａｖｅｔｏｓｔｕｄｙｆｏｒａｎｅｘａｍ．Ｉｎｔｈｅｃｏｎｖｅｒｓａｔｉｏｎａｂｏｖｅ，Ｂｓｄｅｃｌｉｎｅｏｆｔｈｅｐｒｏｐｏｓａｌｉｓｃａｔｅｇｏｒｉｚｅｄａｓａｋｉｎｄｏｆ．Ａ．ｉｌｌｏｃｕｔｉｏｎａｒｙａｃｔＢ．ｐｅｒｌｏｃｕｔｉｏｎａｒｙａｃｔＣ．ｐｒｏｐｏｓｉｔｉｏｎａｌｃｏｎｄｉｔｉｏｎＤ．ｓｉｎｃｅｒｉｔｙｃｏｎｄｉｔｉｏｎ１１．ＷｈｉｃｈｏｆｔｈｅｆｏｌｌｏｗｉｎｇａｃｔｉｖｉｔｉｅｓｉｓＮＯＴｔｙｐｉｃａｌｏｆｔｈｅＴａｓｋＢａｓｅｄＬａｎｇｕａｇｅＴｅａｃｈｉｎｇｍｅｔｈｏｄ？Ａ．Ｐｒｏｂｌｅｍｓｏｌｖｉｎｇａｃｔｉｖｉｔｉｅｓ．Ｂ．Ｏｐｉｎｉｏｎｅｘｃｈａｎｇｅａｃｔｉｖｉｔｉｅｓ．Ｃ．Ｉｎｆｏｒｍａｔｉｏｎｇａｐａｃｔｉｖｉｔｉｅｓ．Ｄ．Ｐａｔｔｅｒｎｐｒａｃｔｉｃｅａｃｔｉｖｉｔｉｅｓ．１２．Ｉｆａｔｅａｃｈｅｒｓｈｏｗｓｓｔｕｄｅｎｔｓｈｏｗｔｏｄｏａｎａｃｔｉｖｉｔｙｂｅｆｏｒｅｔｈｅｙｓｔａｒｔｄｏｉｎｇｉｔ，ｈｅ／ｓｈｅｉｓｕｓｉｎｇｔｈｅｔｅｃｈｎｉｑｕｅｏｆ．Ａ．ｐｒｅｓｅｎｔａｔｉｏｎＢ．ｄｅｍｏｎｓｔｒａｔｉｏｎＣ．ｅｌｉｃｉｔａｔｉｏｎＤ．ｅｖａｌｕａｔｉｏｎ１３．Ｗｈｅｎａｔｅａｃｈｅｒａｓｋｓｓｔｕｄｅｎｔｓｔｏｄｉｓｃｕｓｓｈｏｗａｔｅｘｔｉｓｏｒｇａｎｉｚｅｄ，ｈｅ／ｓｈｅｉｓｍｏｓｔｌｉｋｅｌｙｔｏｈｅｌｐｔｈｅｍ．（常考）Ａ．ｅｖａｌｕａｔｅｔｈｅｃｏｎｔｅｎｔｏｆｔｈｅｔｅｘｔＢ．ａｎａｌｙｚｅｔｈｅｓｔｒｕｃｔｕｒｅｏｆｔｈｅｐａｓｓａｇｅＣ．ｕｎｄｅｒｓｔａｎｄｔｈｅｉｎｔｅｎｔｉｏｎｏｆｔｈｅｗｒｉｔｅｒＤ．ｄｉｓｔｉｎｇｕｉｓｈｔｈｅｆａｃｔｓｆｒｏｍｔｈｅｏｐｉｎｉｏｎｓ１４．Ｗｈｉｃｈｏｆｔｈｅｆｏｌｌｏｗｉｎｇｐｒａｃｔｉｃｅｓｃａｎｅｎｃｏｕｒａｇｅｓｔｕｄｅｎｔｓｔｏｒｅａｄａｎａｒｔｉｃｌｅｃｒｉｔｉｃａｌｌｙ？Ａ．Ｅｖａｌｕａｔｉｎｇｉｔｓｐｏｉｎｔｏｆｖｉｅｗ．Ｂ．Ｆｉｎｄｉｎｇｏｕｔｔｈｅｆａｃｔｓ．Ｃ．Ｆｉｎｄｉｎｇｄｅｔａｉｌｅｄｉｎｆｏｒｍａｔｉｏｎ．Ｄ．Ｄｏｉｎｇｔｒａｎｓｌａｔｉｏｎｅｘｅｒｃｉｓｅｓ．１５．Ｗｈｉｃｈｏｆｔｈｅｆｏｌｌｏｗｉｎｇｉｓａｄｉｓｐｌａｙｑｕｅｓｔｉｏｎｕｓｅｄｂｙｔｅａｃｈｅｒｓｉｎｃｌａｓｓ？Ａ．Ｉｆｙｏｕｗｅｒｅｔｈｅｇｉｒｌｉｎｔｈｅｓｔｏｒｙ，ｗｏｕｌｄｙｏｕｂｅｈａｖｅｌｉｋｅｈｅｒ？Ｂ．ＤｏｙｏｕｌｉｋｅｔｈｉｓｓｔｏｒｙＧｉｒｌｔｈｅＴｈｕｍｂ，ｗｈｙｏｒｗｈｙｎｏｔ？Ｃ．Ｄｏｙｏｕａｇｒｅｅｔｈａｔｔｈｅｇｉｒｌｗａｓａｋｉｎｄｈｅａｒｔｅｄｐｅｒｓｏｎ？Ｄ．Ｗｈａｔｈａｐｐｅｎｅｄｔｏｔｈｅｇｉｒｌａｔｔｈｅｅｎｄｏｆｔｈｅｓｔｏｒｙ？１６．Ｗｈｉｃｈｏｆｔｈｅｆｏｌｌｏｗｉｎｇｗｏｕｌｄａｔｅａｃｈｅｒｅｎｃｏｕｒａｇｅｓｔｕｄｅｎｔｓｔｏｄｏｉｎｏｒｄｅｒｔｏｄｅｖｅｌｏｐｔｈｅｉｒｃｏｇｎｉｔｉｖｅｓｔｒａｔｅｇｉｅｓ？Ａ．Ｔｏｍａｋｅａｓｔｕｄｙｐｌａｎ．Ｂ．Ｔｏｓｕｍｍａｒｉｚｅａｓｔｏｒｙ．Ｃ．Ｔｏｒｅａｄａｔｅｘｔａｌｏｕｄ．Ｄ．Ｔｏｄｏｐａｔｔｅｒｎｄｒｉｌｌｓ．１７．Ｗｈｉｃｈｏｆｔｈｅｆｏｌｌｏｗｉｎｇｅｘｅｒｃｉｓｅｓｗｏｕｌｄａｔｅａｃｈｅｒｍｏｓｔｐｒｏｂａｂｌｙｕｓｅｉｆｈｅ／ｓｈｅｗａｎｔｓｔｏｈｅｌｐｓｔｕｄｅｎｔｓｄｅｖｅｌｏｐｄｉｓｃｏｕｒｓｅｃｏｍｐｅｔｅｎｃｅ？Ａ．Ｐａｒａｐｈｒａｓｉｎｇｓｅｎｔｅｎｃｅｓ．Ｂ．Ｔｒａｎｓｌａｔｉｎｇｓｅｎｔｅｎｃｅｓ．Ｃ．Ｕｎｓｃｒａｍｂｌｉｎｇｓｅｎｔｅｎｃｅｓ．Ｄ．Ｔｒａｎｓｆｏｒｍｉｎｇｓｅｎｔｅｎｃｅｓ．—１—２０１８年上半年中小学教师资格考试真题试卷（共８页）２０１８年上半年中小学教师资格考试真题试卷（共８页）—４　—１８．ＴｈｅａｄｖａｎｔａｇｅｓｏｆｐａｉｒａｎｄｇｒｏｕｐｗｏｒｋｉｎｃｌｕｄｅａｌｌｏｆｔｈｅｆｏｌｌｏｗｉｎｇＥＸＣＥＰＴ．Ａ．ｉｎｔｅｒａｃｔｉｏｎｗｉｔｈｐｅｅｒｓＢ．ｖａｒｉｅｔｙａｎｄｄｙｎａｍｉｓｍＣ．ａｎｉｎｃｒｅａｓｅｉｎｌａｎｇｕａｇｅｐｒａｃｔｉｃｅＤ．ｏｐｐｏｒｔｕｎｉｔｉｅｓｔｏｇｕａｒａｎｔｅｅａｃｃｕｒａｃｙ１９．Ｗｈｉｃｈｏｆｔｈｅｆｏｌｌｏｗｉｎｇｓｈｏｕｌｄａｔｅａｃｈｅｒａｖｏｉｄｗｈｅｎｈｉｓ／ｈｅｒｆｏｃｕｓｉｓｏｎｄｅｖｅｌｏｐｉｎｇｓｔｕｄｅｎｔｓａｂｉｌｉｔｙｔｏｕｓｅｗｏｒｄｓａｐｐｒｏｐｒｉａｔｅｌｙ？Ａ．Ｔｅａｃｈｉｎｇｂｏｔｈｔｈｅｓｐｏｋｅｎａｎｄｗｒｉｔｔｅｎｆｏｒｍ．Ｂ．Ｔｅａｃｈｉｎｇｗｏｒｄｓｉｎｃｏｎｔｅｘｔａｎｄｇｉｖｉｎｇｅｘａｍｐｌｅｓ．Ｃ．Ｐｒｅｓｅｎｔｉｎｇｔｈｅｆｏｒｍ，ｍｅａｎｉｎｇ，ａｎｄｕｓｅｏｆａｗｏｒｄ．Ｄ．Ａｓｋｉｎｇｓｔｕｄｅｎｔｓｔｏｍｅｍｏｒｉｚｅｂｉｌｉｎｇｕａｌｗｏｒｄｌｉｓｔｓ．２０．Ｗｈｉｃｈｏｆｔｈｅｆｏｌｌｏｗｉｎｇｐｒａｃｔｉｃｅｓｉｓｍｏｓｔｌｉｋｅｌｙｔｏｅｎｃｏｕｒａｇｅｓｔｕｄｅｎｔｓｃｏｏｐｅｒａｔｉｏｎｉｎｌｅａｒｎｉｎｇ？Ａ．Ｄｏｉｎｇａｐｒｏｊｅｃｔ．Ｂ．ＨａｖｉｎｇａｄｉｃｔａｔｉｏｎＣ．Ｔａｋｉｎｇａｔｅｓｔ．Ｄ．Ｃｏｐｙｉｎｇａｔｅｘｔ．阅读Ｐａｓｓａｇｅ１，完成第２１～２５小题。

2018年上半年中小学教师资格考试英语学科知识与教学能力试题(高级中学)

.
A. illocutionary act
B. perlocutionary act
C. propositional condition
D. sincerity condition
11. Which of the following activities is NOT typical of the Task-Based Language Teaching
C. now that
D. even if
—2—
8.—Do you mind if I smoke here?
—
.
A. Yes, I don’t
B. Yes, you may
C. No, not at all
D. Yes, I won’t
9. What is the main rhetoric device used in “The plowman homeward plods his weary way.”?
16. Which of the following would a teacher encourage students to do in order to develop their
cognitive strategies?
A. To make a study plan.
B. To summarize a story.
14. Which of the following practices can encourage students to read an article critically?
A. Evaluating its point of view.
B. Finding out the facts.

2018上半年教师资格考题小学英语面试试卷及答案

2018上半年教师资格考题小学英语面试试卷及答案二、考题解析【教案】Teaching Aims:Knowledge aim: Students know how to pronounce oy and oi then to use it.Ability aim: Students can pronounce /ɔɪ/ correctly and use it in other words.Emotional aim: Students will enhance their confidence of pronouncing by realizing the practical use.Teaching Key Points:Students can have correct pronunciation of certain words of the same rule.Teaching Difficult Points:Students could be confident in pronouncing words.Teaching Methods:Communicative teaching method, inductive teaching method.Teaching Aids:PPT, Blackboard flashcards and so onTeaching Procedures:Step 1: Warming up1.Greetings2.Play an English song Billy boy, invite the whole students to clap when singing it. Introduce word boy to students.Step 2: Presentation1. Draw pictures of boy and toy,then show the words after them.2. Play a radio of voice and noise, let students know what the difference is between voice and noise, then show the English words.3. Read the words together, and then let students find the common pronunciation part oy and oi.Step 3: Practice1. Play a game: play on the seesaw(high-low voice) then read lips guess the word.2. Bingo: Divide four students in a group play the bingo game. Give each group a piece of paper with 9 words on it. The first group who can find the three words in a line with oy/oi should be the winner.Step 4: ProductionRead more words: Divide students into different groups then let them have a competition to read words on the flashcards, the fastest group will win the first prize. (Possible words： toy boy voice noise choice coin coy joy ploy), invite the fastest group play it in front of the class.Step 5: Summary & HomeworkSummary : students look at the blackboard and summarize this class.Homework:students introduce the words and pronunciation to their friends or parents.Blackboard design:二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the changes of third person singular verbs.Ability aim: Students can use sentence to describe what other people do in their daily life.Emotional aim: Students will improve their interest in English and realize they should cherish the time.Teaching Key Points:Students know how to describe daily activities at exact time.Teaching Difficult Points:Students can apply the structure into daily communication.Teaching Methods:Inductive teaching method, TPR teaching method, Communicative teaching method, task-based teaching method.Teaching Aids:Pictures, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Sing a chant, invite the whole students to do the action when singing together.In the morning GO GO GOBrush your teeth! Brush your teeth! In the morning SHUA SHUA SHUAGo to school! Go to school! In the morning GO GO GOStep 2: Presentation1.Show Students four pictures to review the words get up, brush teeth, have lunch, go to school2.Say sentences to the Students and let them find out what the changes are.e.g. I get up at 6:00 in the morning. Kitty gets up at 6:00 in the morning.e.g. I brush teeth at 6:30 in the morning. Kitty brushes teeth at 6:30 in the morning.......3.Make a conclusion. When we say he/she/other’s name, we change the words ‘get-gets’, ‘brush-brushes’, ‘have-has’, ‘go-goes’.Step 3: PracticeInvite one student coming in front, do the action and let other students say the sentence: He/She goes to school.Step 4: ProductionMake a survey: Let students work in their group of four. They’ll be given 15 minutes to ask some questions with each other and fill in the survey table about what they do at what time. After that, invite some students to share their survey result by saying ‘XX gets up at 6:30’, etc.Step 5: Summary & HomeworkSummary: Invite a student to be a small teacher, to make a summary about what we have learned today.Homework: Let students to think and design ‘A Day of Peppa Pig’. They may draw some pictures. Tomorrow two of them will be invited to share their works and say some sentences to introduce a day of Peppa Pig.Blackboard design:小学英语《boy toy voice noise》一、考题回顾二、考题解析【教案】Teaching Aims:Knowledge aim: Students know how to pronounce oy and oi then to use it.Ability aim: Students can pronounce /ɔɪ/ correctly and use it in other words.Emotional aim: Students will enhance their confidence of pronouncing by realizing the practical use.Teaching Key Points:Students can have correct pronunciation of certain words of the same rule.Teaching Difficult Points:Students could be confident in pronouncing words.Teaching Methods:Communicative teaching method, inductive teaching method.Teaching Aids:PPT, Blackboard flashcards and so onTeaching Procedures:Step 1: Warming up1.Greetings2.Play an English song Billy boy, invite the whole students to clap when singing it. Introduce word boy to students.Step 2: Presentation1. Draw pictures of boy and toy,then show the words after them.2. Play a radio of voice and noise, let students know what the difference is between voice and noise, then show the English words.3. Read the words together, and then let students find the common pronunciation part oy and oi.Step 3: Practice1. Play a game: play on the seesaw(high-low voice) then read lips guess the word.2. Bingo: Divide four students in a group play the bingo game. Give each group a piece of paper with 9 words on it. The first group who can find the three words in a line with oy/oi should be the winner.Step 4: ProductionRead more words: Divide students into different groups then let them have a competition to read words on the flashcards, the fastest group will win the first prize. (Possible words： toy boy voice noise choice coin coy joy ploy), invite the fastest group play it in front of the class.Step 5: Summary & HomeworkSummary : students look at the blackboard and summarize this class.Homework:students introduce the words and pronunciation to their friends or parents.Blackboard design:小学英语《Kitty's morning》一、考题回顾二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the changes of third person singular verbs.Ability aim: Students can use sentence to describe what other people do in their daily life.Emotional aim: Students will improve their interest in English and realize they should cherish the time.Teaching Key Points:Students know how to describe daily activities at exact time.Teaching Difficult Points:Students can apply the structure into daily communication.Teaching Methods:Inductive teaching method, TPR teaching method, Communicative teaching method, task-based teaching method.Teaching Aids:Pictures, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Sing a chant, invite the whole students to do the action when singing together.In the morning GO GO GOBrush your teeth! Brush your teeth! In the morning SHUA SHUA SHUAGo to school! Go to school! In the morning GO GO GOStep 2: Presentation1.Show Students four pictures to review the words get up, brush teeth, have lunch, go to school2.Say sentences to the Students and let them find out what the changes are.e.g. I get up at 6:00 in the morning. Kitty gets up at 6:00 in the morning.e.g. I brush teeth at 6:30 in the morning. Kitty brushes teeth at 6:30 in the morning.......3.Make a conclusion. When we say he/she/other’s name, we change the words ‘get-gets’, ‘brush-brushes’, ‘have-has’, ‘go-goes’.Step 3: PracticeInvite one student coming in front, do the action and let other students say the sentence: He/She goes to school.Step 4: ProductionMake a survey: Let students work in their group of four. They’ll be given 15 minutes to ask some questions with each other and fill in the survey table about what they do at what time. After that, invite some students to share their survey result by saying ‘XX gets up at 6:30’, etc.Step 5: Summary & HomeworkSummary: Invite a student to be a small teacher, to make a summary about what we have learned today.Homework: Let students to think and design ‘A Day of Peppa Pig’. They may draw some pictures. Tomorrow two of them will be invited to share their works and say some sentences to introduce a day of Peppa Pig.Blackboard design:小学英语《Sour and Sweet》一、考题回顾二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the new words.Ability aim: Students can use these new words in a communication in their daily life.Emotional aim: Students will improve their interest in English by realizing the practical use.Teaching Key Points:Students know the new words of some food and their taste.Teaching Difficult Points:Students can apply the words into daily communication.Teaching Methods:Communicative teaching method, task-based teaching method, TPR teaching method. Teaching Aids:Cards, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Sing a chant Where is my candy, invite the whole students to clap when singing together.Step 2: Presentatione different methods to present new words and sentenceShow students some real candies and lemon to present candy and lemonDo the action of eating ice-cream and let students guess the word;2.Draw some pictures and write corresponding words, draw happy face and sad face to show students the feeling when we eat them, and tell them happy face means it is sweet, sad face means sour.Step 3: Practice1. Games: See-saw, Read Lips, hot potato2. Match the pictures with wordsStep 4: ProductionMake Dialogue: work with their partner and make a dialogue.-What is it?-It’s a lemon.It is sour.Step 5: Summary & HomeworkSummary: Invite a student to be a small T to make a summary of what we have learned today.Homework: Thinks of more food which is sweet or sour. Blackboard design:二、考题解析【教案】Teaching aims:Knowledge aim: Students can understand the pronunciation of “ear”, and get some simple spelling rules.Ability aim: Students can read the words with the pronunciation of “ear” correctly by listening and speaking. Ability of listening and speaking will be improved.Emotional aim: Students can increase their interests in learning English.Key and difficult point:Key points: Students can understand the pronunciation of “ear”, and how how to read the words contain “ear”, such as hear, near and etc.Difficult points: Students can master the pronunciation of “ear” and read the related words correctly.Teaching procedure:Step 1: Warming-upGreeting the students.Sing a song: Head shoulder keens and toes.Step 2: Presentation1. Show the chant and ask the students the question: Can you find the same letter combination in these words?2. Listen to the tape and let students pay attention to the pronunciation of “ear”, and then ask the students question: what does “ear” sounds like in these words?3. Teacher the pronunciation of “ear” ,and let students pay attention to the teacher’s mouth.4. Game: Play the finger show to practice the new words.Step 3: PracticeFind more words with “ear” such as tear, dear, clear... and ask students to try to read by themselves and then invite some of them to share with the class. The teacher should act the role of monitor.Step4: Production1. Ask students to make up their own sentences by using the words learned today, such as “He hears the bad news,and then his tears falls down. ”.2. Reading competition: let students to read the chant as quickly as possible, and then let students choose the best one.Step5: Summary and homework1. Summary: ask students summary what have learned in the class.2. Homework:(1) read these word after class.(2) Find more words with “ear” and make another chant.二、考题解析【教案】Teaching aims:Knowledge aim: Students will master the sentence pattern and new words such as: My birthday is in…， January, February and so on.Ability aim: Students will improve their speaking ability through group workEmotional aim: Students will take part in the class actively and be fond of learning English.Key and difficult point:master the meaning of the sentence pattern and new words.speak freely in class and improve their speaking skill.Teaching procedure:Step 1: Warming-upGreeting the Ss + today is Kelly’s birthday, sing the birthday song;Step 2: PresentationUse calendar to teach the words about month. Teach the sentence pattern “my birthday is in…” by asking, “When is your birthday?”Step 3: PracticeMechanical drilling: Play Bomb game to practice the pronunciation.Meaningful drilling: categorize 12 month into 4 groups according to the season. Picture to present seasons might be used.Step4: ProductionMaking a conversation asking“when is your birthday?”二、考题解析【教案】Teaching aimsKnowledge aim: students will know the pronunciation of the group of letter “ear”. Ability aim: students can read words with “ear” when they learn vocabulary. Emotional aim: students will be more interested in speaking English.Key and difficult points:How to pronounce the group of letter “ear”.Teaching procedure:Step 1: Warming-upAfter greeting students, the teacher plays a game to warm up the class: I say you point. The teacher speaks out a certain part of the body and students point it quickly. For example: point your eye! Point your ear! Point your hand!Step 2: PresentationDraw a ear on the blackboard and ask students what it is. Write down the word. Then ask what ears can be used to, and they will say we use ear to hear something. Write down word “hear”. Then do the action of hearing and put hands near the ear, and write down the word “near”.Ask students to read the three words after the teacher, and find out the similarity among them. After discussion, they will say all these words have “ear”. Then ask students how to pronounce this group of letter. We will know it pronounce as /ir/.Step 3: practiceGive students some other words with the group of letter “ear” and ask students to read them by groups. For example, a sentence “my dear, your tear is clear in my mind for years”. Then students can have a brainstorming and think of more words with “ear”.Play a game Hot potato to practice these words. The teacher plays a piece of music. When the music is playing, students pass the ball from one to another. When the music stops, the one who gets the ball should read words on the blackboard.Step4: ProductionDo a chant with students: put your ear, near my ear, and you will hear, and you will hear, and you will hear, NOTHING!二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the words “long, small,short, ears, eyes mouth,tail...”Ability aim: Students can get the key information about rabbit and use the words to describe other animals.Emotional aim: Students will improve their interest in English.Teaching Key Points:Students can understand the meaning of the words“long, small short” and use them to describe other animals.Teaching Difficult Points:Cultivate students awareness of loving animals and protecting animals.Teaching Methods:TPR teaching method, Communicative teaching method, task-based teaching method.Teaching Aids:Pictures, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Let students guess a riddle about rabbits. (Teacher need to make some actions to help students guess the answer- rabbit) and then lead in the topic “A rabbit”.Step 2: Pre-reading1. Show Students different pictures of rabbits to let students discover the common points.2. Invite two students to try to describe rabbits in their own words.3. Teach students these words “ tail, mouth ,ears,eyes”Step 3: While-reading1.Let students read the sentences and circle the words that are used to describe rabbits and invite one student to share.2.Read them again and find out what part of the rabbits do they describe? After that,invite two students to write and draw a picture on the blackboard.Step 4: Post-readingMake a survey: Let students work in group of four. They’ll be given 15 minutes to ask each other about what are they favorite animals and fill in the survey table. After that, invite some students to share their survey result by intimating the animals in front of the blackboard.Step 5: Summary & HomeworkSummary: Invite a student to be a small teacher, to make a summary about what we have learned today.Homework: Draw a picture of your favorite animals and share it to your friends.二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the words from one to ten.Ability aim: Students can use these words to count things in daily life.Emotional aim: Students will improve their interest in English by realizing the practical use.Teaching Key Points:Students know the words from one to ten.Teaching Difficult Points:Students can apply the words into daily life.Teaching Methods:Communicative teaching method, task-based teaching method.Teaching Aids:Cards, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Sing a song Ten Little Apples, invite the whole students to clap when singing together.Step 2: Pre-1.Teacher draw one apple on the blackboard and say ‘one’; two apples ‘two’...... At the same time showing the number with fingers.2.Have Ss read the numbers after T.Step 3: While-1. Invite one student come to the front, teacher says a number, have student circle the apples. (e.g. T says 5, S should circle 5 apples)2. Let some students pick the card written numbers from 1-10, and say the number on the card.Step 4: Productionstudents are given 10 minutes to draw some fruits on a paper, after that they’ll be invited to share their painting and say what they have drew. (e.g. 3 apples, 5 bananas)Step 5: Summary & HomeworkSummary: Invite a S to be a small T to make a summary of what we have learned today.Homework: Learn the song Ten Little Apples二、考题解析【教案】Teaching Aims:Knowledge aim: Students will learn three new words and two sentence patterns.Ability aim: Students will be able to talk about their friends in English by using some curtain sentence patterns.Emotional aim: Students will improve their interest in English and realize they should cherish their friendship and love each other.Teaching Key Points:Students know how to describe how to describe his or her friends.Teaching Difficult Points:Students can apply the structure into daily communication.Teaching Methods:TPR teaching method, Communicative teaching method, situational teaching method. Teaching Aids:Pictures, Puppet, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Sing a song----”Ten Little Indians”, invite the whole students to do the action when singingStep 2: Pre-speaking1. The teacher show the students a puppet while hiding behind the desk, to review the words tall, thin, green and brown and the sentence patterns This is ... and He is ...by asking some simple questions.2. The teacher make a performance with the puppete.g. --What do you have now? --I have a green T-shirt and a pair of brown shorts.--What can you do? --I can skate.3. Introduce Tom (the puppet) to the students.e.g.This is Tom. He is my friend. He is tall and thin.He has a green T-shirt and a pair of brown shorts. He can skate.Step 3: While-speakingActivity 1. Group workWork in groups, and make a conversation by asking and answering questions.Activity 2. Guessing game: Close your eyes and guess.One student show himself/herself and do some actions, another student close his or her eyes and ask questions, the others tell him or her “right or wrong”. Guess who he or she is.e.g. --What’s he like?--He is short and strong. He has a yellow jacket and a pair of brown shoes.--Is he Max?--No, he isn’t--What can he do?--He can swim.--Is he Ted?--Yes, he is.Step 4: Post-speaking1.Share and Evaluation2.Draw a picture: ask the students to draw a picture of his/her best friend and introduce him or her to the whole class and guess who he/she/it is.E.g. He is my friend. He is short and thin.He has a yellow T-shirt and a pair of black shoes. He can play basketball.Step 5: Summary & HomeworkSummary: Invite a student to be a small teacher, to make a summary about what we have learned today.Homework: Make a puppet as they like, bring him/her to the class, and introduce him/her to the other students next class.。

教师资格考试《英语学科知识与教学能力》考试试卷(2018)

教师资格考试《英语学科知识与教学能力》课程试卷（含答案）__________学年第___学期考试类型：（闭卷）考试考试时间：90 分钟年级专业_____________学号_____________ 姓名_____________1、单项选择题（36分，每题1分）1. Our _____ sensitivity decreases with age. By age 60,most people have lost 40 percent of their ability to smelland 50 percent of their taste buds.A． sensibleB． sensitiveC． senselessD． sensory答案：D解析：sensible意为“明智的，合情理的”；senseless意为“失去知觉的，不省人事的”：sensitive意为“敏感的”；sensory意为“感觉的，传递感觉的”。

句意为“我们的感官能力随着年龄的增长而下降。

比如说，到60岁的时候，多数人失掉了他们40的嗅觉能力和50的味觉能力”。

2. When the whole area was _____ by flood, the government sent food there by helicopter.A． cut upB． cut offC． cut awayD． cut down答案：B解析：题干句子意思是说区域被洪水阻断了。

cut away意为“砍掉，剪掉”；cut down意为“减少，减低”；cut up意为“切、砍，使悲痛”；cut off意为“打断，阻隔”。

3. —Doctor, it seems _____ you like to work with animals. —Yes, I think animals should _____ as our friends.A． that regardB． what regardC． that be regardedD． what be regarded答案：C解析：it seems thatas if…为固定用法，表示“好像……”；答句中表示主语“被……”，应用被动语态。

2018上半年小学教育教学知识与能力真题及答案(K12教育文档)

(完整word)2018上半年小学教育教学知识与能力真题及答案(word版可编辑修改)编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（(完整word)2018上半年小学教育教学知识与能力真题及答案(word版可编辑修改)）的内容能够给您的工作和学习带来便利。

同时也真诚的希望收到您的建议和反馈，这将是我们进步的源泉，前进的动力。

本文可编辑可修改，如果觉得对您有帮助请收藏以便随时查阅，最后祝您生活愉快业绩进步，以下为(完整word)2018上半年小学教育教学知识与能力真题及答案(word版可编辑修改)的全部内容。

2018上半年小学教师资格《教育教学知识与能力》一、单项选择题1、人是共性与个性的统一体。

教育作为培养人的社会活动,既要坚持统一要求，又要注意(）A。

学生自主 B。

教师主导C。

教学相关 D。

因材施教2、面向全体学生，实现城乡、区域和校际的均衡发展,这体现义务教育具有（）A.公共性B.民主性C。

免费性 D.强制性3、人的身心发展是由低级到高级、连续的、不可逆的过程.这反映人的身心发展具有()A.阶段性 B。

整体性C。

顺序性 D。

差异性4、小学德育基本途径是()A.课外活动和校外活动 B。

少先队活动C.品德课和各科教学D.班主任工作5、班主任李老师常常与学生协育处理各项班级事务,并鼓励学生积极参与对话互动交流，敢于质疑,这种班级管理方式属于()A。

专制型 B。

民主型C.放任型D.对抗型6、作为青年教师,除了自我学习以外,也应该通过集体备课,同事研讨教研组活动,分享教学经验，提高教学水平,这突出体现教师专业能力是（）A.沟通与合作能力 B。

激励与评价能力C.教育教学设计能力D.组织与实践能力7、如果学生被蜜蜂蜇伤，教师应在第一时间向伤口涂抹（）A.肥皂水B.蒸馏水C。

食用醋 D.稀盐酸8、悦耳美妙的轻音乐能使人产生春风拂面之感。

2018上半年教师资格考试《英语学科知识与能力》真题(初中)

2018上半年教师资格考试《英语学科知识与能力》真题(初中)
-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
2018上半年教师资格考试《英语学科知识与能力》真题（初中）
2018上半年全国教师资格证考试于3月17日进行，现将2018年上半年教师资格证考试真题及答案整理如下：1……the soud of "ch"
正确答案:B. vioceless,dental and fricative
2……/m/, /n/, and
正确答案:C. place of articulation
3……she is
正确答案:A. A transcribing
4……neither the unpleasant
正确答案:C. has made 此题暂无
5……Mr. Joe has worked very hard
正确答案:B. to 此题暂无
6……the message came to the villagers
正确答案:C. that
2
7……we must improve the farming
正确答案:B. in order that
8……do you mind if I smoke here
正确答案:C. No, not at all
9……what is the main rhetoric cevice used in
正确答案:D. Transferred epithet
10……A:let us go to movie
正确答案:A. Illocutionary act
3。

教师职称能力考核小学英语中、高级职称试题含答案

专业素养考查（100分）五、教材分析及教学设计（40分）），按照新授课要求，回答下列问题：（10分）（10分）(申报小学高级做本题)（10分）(申报小中高做本题)3. 请你为本节课设计主要教学流程，并说明设计思想。

（20分）(申报小学高级做本题)请你为本节课设计一个学生活动，并说明设计思想。

（20分）(申报小中高做本题)…………………………………密………………………………封………………………………线………………………………六、解题（40分）（一）单项选择 ( 5分)( )1 .---Do you know everyone from Class One?---Er …, I know some of ______.A. theyB. theirC. theirsD. them( )2. --- I need something for cutting the paper.---Oh, you want a knife? OK, I'll get ______ for you.A. itB. thatC. thisD. one ( )3. It _______ heavily when I left the cinema.A. rainsB. will rainC. is rainingD. was raining ( )4. This is my beautiful school _______ is near the famous library. A. where B. whichC. whoD. when( )5. Remember to spend some time ______ your loved ones, because they’re not goingto be around forever.A. fromB. withC. inD. on（二）完形填空（10分）Life in 30 years will be 1 because many changes will take place, but what will the changes be?The population is growing fast. There will be 2 people in the world and most of them will live longer than before. Computers will be 3 smaller and more useful, and there will be at least one in every home. And computer studies will be one of the important 4 in school.People will work fewer hours than they are doing now, and they will have more free time for sports, watching TV and traveling. Traveling will be much cheaper and 5 . And many more people will go to other countries 6 holidays.There will be changes in our food, too. More land will be used for 7 new towns and houses. Then there will be less 8 for cows and sheep, so meat will be more expensive. Maybe people won ’t eat it every day; they will eat more vegetables and fruit instead. Maybe people will be healthier.Work in the future will be different, too. Dangerous and hard work will 9 by robots. Because of this, many people will not have 10 to do. This will be a problem. ( )1． A. same B. difference C. different D. difficulty ( )2． A. little and little B. less and less C. many and many D. more and more( )3． A. much B. many C. more D. most( )4． A. subject B. subjects C. way D. games ( )5． A. easily B. more easily C. easy D. easier ( )6． A. for B. with C. at D. in ( )7． A. build B. building C. to build D. builds ( )8． A. rooms B. room C. spaces D. sea ( )9． A. done B. do C. be done D. be did( )10．A. works enough B. enough works C. work enough D. enough work （三）语篇阅读（10分）A ）阅读下面一篇短文，从三个选项中选出最佳选项。

2018上半年教师资格考试教育知识及能力真题和答案解析

2018上半年教师资格考试教育知识及能力真题和答案解析20XX年上半年教师资格考试教育知识与能力真题及答案一、单项挑选题（本大题共21小题，每小题2分，共42分）1.在教育史上，重视实科教育，主张学生学习的自觉性，强调教育为完美日子做预备的的教育家是（）。

A.夸美纽斯B.赫尔巴特C.斯宾塞D.杜威2.在儿童身心进展存在缟素进展期，某一阶段某一方面的进展特殊迅速而在其他时期相对平稳。

这一现象体现了儿童身心进展的那一时期？（）A.顺序性B.时期性C.个不差不差异性D.别平衡性3.明确提出“长善救失”“教学相长”“别陵节而施”“臧息相辅”等重要的思想的文献是（）A.《论语》B.《学记》C.《孟子》D.《大学》4.在教育目的价值取向咨询题上，主张教育是为了使人增长智慧，进展才干，日子更加从充实幸福的观点属于（）A.个人本位论B.社会本位论C.知识本位论D.能力本位论5.世界各国的学制存在着差异，但在入学年龄，中小学分段等方面却又较高的一致性。

这讲明学制的建立要紧依据（）。

A.社会政治经济制度B.生产力进展水平C.青青年身心进展规律D.名族和文化传统6.学生在小学教学课程中经过测量或拼图学习三角形的内角和为18 0度，在中学教学课程中经过证明学习三角形的内角和为180度。

这种课程内容的组织形式是（）。

A.直线式B.螺旋式C.纵向式D.横线式7.某沿海都市在义务教育时期的学校全面开设海洋教育课程，这种课程属于（）。

A.国家课程B.地点课程C.校本课程D.生本课程8.李老师在语文课上，按照组织教学，检查复习，说授新教材，巩固新教材，布置课外作业的程序举行教学。

这体现了哪一类型的课的结构（）。

A.单一课B.综合课 C .练习课 D.复习课9.古希腊哲学家苏格拉底创立了“产婆术”。

它体现的要紧教学办法是（）。

A.说授法B.讨论法C.谈话法D.演示法10.有同学在班上丢了30元压岁钞票，怎么解决那个咨询题呢？王老师经过说“负荆请罪”的故事，教育拿了钞票的同学像廉颇将军一样知错能改，没多久犯错误的同学把钞票偷偷的归还了失主。