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2017年上半年教师资格证《初中英语》试题（网友回忆版）

（初中）英语 / 历年真题　共 33 题　更新于 2026-09-28

一、单项选择题

本大题共20小题，每小题2分，共40分。

1.
The main difference between /m/ and /n/ lies in _____.
  • A.manner of articulation
  • B.place of articulation
  • C.voicing
  • D.length

参考答案B

解析A项，/m/和/n/都是鼻音，发音方式相同。B项，/m/是双唇音，/n/是齿龈音，两者的发音位置不同。C项，/m/和/n/都是浊辅音，发音时声带震动。D项，/m/和/n/都是辅音，发音长度是元音的特征。故当选B项。
2.
_____ is the main rhyming pattern in the sentence “Alice’s aunt ate apples and acorns around August.”
  • A.Reverse rhyme
  • B.End rhyme
  • C.Assonance
  • D.Alliteration

参考答案D

解析“Alice’s aunt ate apples and acorns around August.”这句话中每一个单词都以a开头，运用了押头韵这种押韵方式。押头韵（Alliteration）是指英语中一组词、一句话或是一行诗中两个或两个以上的单词开头字母或读音相同的一种修辞手法。
3.
Tom is snobbish, always _____ the influential people.
  • A.making out for
  • B.making up
  • C.making up to
  • D.making up for

参考答案C

解析make sth.out“理解，辨认”，make up“编造，整理，化妆”，make up to“接近，巴结，奉承”，make up for“弥补，补偿”。题意：汤姆是一个势利的人，经常_____有影响力的人。根据题意，此处应填“make up to（巴结）”，又因为在此处动词ing做状语，应填making up to。
4.
Britain _____ for condivol of the sea in the 17th century.
  • A.contended
  • B.condivived
  • C.contented
  • D.confined

参考答案A

解析A项，contend“竞争，争夺”，与for连用，意为“竞争，争夺”。B项，contrive“谋划，策划”。C项，content“知足，满意”，常用搭配为content yourself with (doing) sth.，意为“使自己满足于（做）某事”。D项，confine“限制，限定”，常与to连用，意为“把……限制于，把……局限于”。题意：英国在17世纪_____海上控制权。根据题意，应填contended。
5.
Which of the following best describes the relation between night and knight?
  • A.metonymy
  • B.homonymy
  • C.antonymy
  • D.hyponymy

参考答案B

解析night和knight的发音都为/naɪt/，但是两个单词的含义不同，night意为“夜晚”，knight意为“骑士”。因此，night和knight是同音异义词（homonymy）。
6.
Of the people who work here, _____ are French and _____ English.
  • A.half ...half
  • B.the half ...the half
  • C.a half ...a half
  • D.a half ...the half

参考答案A

解析half意为“一半”，作代词时，其前一般不用定冠词，其后可以直接跟名词，也可以跟of，如half (of) the apples。题干的完整表达应是“Half (of the people who work here) are French and half (of the people who work here are) English”。句意为：在这儿工作的人中，一半是法国人，一半是英国人。
7.
You’ll find yourself thinking about nothing _____ when you’re very nervous.
  • A.wherever
  • B.whatsoever
  • C.whenever
  • D.however

参考答案B

解析whatsoever相当于whatever，但是比whatever更正式，语气更强。whatsoever与nothing连用，用于强调否定句，相当于not ...at all，意为“一点也不”。题意：当你很紧张的时候，你会发现你无法思考任何事情。
8.
Mr.Johnson has a habit of asking questions _____.
  • A.and then not listen to the answers
  • B.but then not listen for the answers
  • C.and then not listening to the answers
  • D.and then doesn’t listen to the answers

参考答案C

解析listen“听”，常与to连用，如：listen to music。并列连词and或者but前后连接的动词形式须一致，前面动词的形式为动名词，所以后面动词的形式也应是动名词，即前为“asking”后为“listening”。题意：约翰逊先生有一个习惯，问别人问题而不听从别人的答案。
9.
On hearing the utterance “It’s hot here”, the listener opened the door.It is a(n) _____.
  • A.locutionary act
  • B.illocutionary act
  • C.direct speech act
  • D.perlocutionary act

参考答案D

解析根据英国哲学家奥斯汀提出的言语行为理论，语言行为可以分为“三种行为模式”：①言内行为（locutionary act）。言内行为是通过言语传递字面意义。②言外行为（illocutionary act）。言外行为是通过言语表达说话者的意图。③言后行为（perlocutionary act）。言后行为是由某些话而带来的结果或者变化。题中，当听者听到“这里很热”，便打开了门。其中，“打开了门”是由“这里很热”这句话而带来的行为上的变化，属于言后行为。
10.
What rhetoric device is used in the sentence “Many hands make light work”?
  • A.Synecdoche.
  • B.Simile.
  • C.Metaphor.
  • D.Oxymoron.

参考答案A

解析A项，synecdoche“提喻”，是用部分代替整体或者用整体代替部分，部分与整体之间具有从属关系。例如，Many hands make light work.（众人拾柴火焰高），用身体的某个部分——手来代替整体——人，其中，手从属于人。B项，simile“明喻”，是用as或like等比喻词，将具有共同特征的两种事物连接起来的一种修辞手法。例如，I wandered lonely as a cloud.C项，metaphor“隐喻”，是根据两个事物间的共同特征，用一种事物去暗示另一种事物的比喻方式。隐喻不像明喻那样使用比喻词，如like, as，而是把比喻关系隐含在句子中。例如，Books are lighthouses.“书像灯塔”，将书暗喻为灯塔，意思是书像灯塔一样都能指明方向。D项，oxymoron“矛盾修饰法”，是截然相反的词语来形容一件事物，使得所表达的语义更强烈的一种修辞手法。如painful pleasure“痛苦的快乐”。
11.
When the teacher attempts to elicit more information from the students by saying “And…?” “Good.Anything else?”, etc, he/she is playing the role of a _____.
  • A.prompter
  • B.participant
  • C.manager
  • D.consultant

参考答案A

解析A项，prompter“引导者”。B项，participant“参加者”。C项，manager“管理者”。D项，consultant“咨询者”。题意：通过“然后呢”“很好，还有什么”等类似的话语，教师试图从学生那里引出更多的信息，那么，教师扮演的角色是什么。根据题目，教师是引导者，通过言语来引导学生进一步说出更多信息。
12.
For more advanced learners, group work may be more appropriate than pair work for tasks that are _____.
  • A.linguistically simple
  • B.sdivucturally condivolled
  • C.cognitively challenging
  • D.thematically non-demanding

参考答案C

解析group work（小组活动），是将学生分成若干个小组进行活动。pair work（结对活动），每两位学生一组进行活动。对于低水平学生来说，结对活动能够使学生获得较多的练习机会，更省时，易控制，教师可以有更多的时间进行解答、举例。对于高年级水平的学生来说，小组活动能够使学生共同完成富有挑战性的任务，激发学生学习主动性。结对活动适合于控制性活动，而小组活动适合于挑战性活动。题意：对于处在更高级水平的学习者来说，在完成_____的任务时，采取group work会比pair work更合适。根据题目，应填富有挑战性的认知活动。
13.
When you focus on “utterance function” and “expected response” by using examples like “Here you are”, “Thanks”, you are probably teaching language at the _____.
  • A.lexical level
  • B.sentence level
  • C.grammatical level
  • D.discourse level

参考答案D

解析话语层面（discourse level）的语言教学是指关注语言在上下文中的应用，注重语言的交际功能。关注话语功能和期待回应的教学属于话语层次的教学。
14.
Which of the following tasks fails to encourage active language use?
  • A.Reciting a text.
  • B.Bargaining in a shop.
  • C.Writing an application letter.
  • D.Reading to get a message.

参考答案A

解析题意：以下哪一项任务没有鼓励学生积极地使用语言。A项，Reciting a text（背诵课文）。B项，Bargaining in a shop（在商店讨价还价）。C项，Writing an application letter（写一封申请信）。D项，Reading to get a message（阅读以获得信息）。背诵课文只是复述语言，并没有运用语言。在商店讨价还价、写一封申请信、阅读以获取信息则都是鼓励学生积极运用语言解决问题。
15.
A teacher may encourage students to _____ when they come across new words in fast reading.
  • A.take notes
  • B.ask for help
  • C.guess meaning from context
  • D.look up the words in a dictionary

参考答案C

解析A项，take notes（做笔记）。B项，ask for help（寻求帮助）。C项，guess meaning from context（根据上下文猜测词义）。D项，look up the words in a dictionary（在字典中查找该单词）。题意：在快速阅读中，如果学生遇到生词，老师可以鼓励学生怎么做。为提高学生理解书面语言的速度，提高学生的理解力，当学生进行快速阅读时，教师应鼓励学生联系上下文猜测词义。做笔记、寻求帮助、查字典会降低学生的阅读速度，同时，会使学生在阅读陌生材料时有依赖心理。
16.
Which of the following statements about task design is incorrect?
  • A.Activities must have clear and attainable objectives.
  • B.Activities should be confined to the classroom context.
  • C.Activities must be relevant to students’ life experiences.
  • D.Activities should help develop students’ language ability.

参考答案B

解析教师在设计任务时，应有明确的目的和可达到的目标，接近学生的现实生活，有助于学生语言实际运用能力的提高。但是，教学任务不应局限于课堂，还可以延伸到课堂之外。
17.
If someone says “I know the word”, he should not only understand its meaning but also be able to pronounce, spell, and _____ it.
  • A.explain
  • B.recognize
  • C.memorize
  • D.use

参考答案D

解析在词汇教学中，“知道”一个单词意味着，学生除了能够发音、拼写、了解它的词义外，还学会使用它。
18.
Teachers could encourage students to use _____ to gather and organize their idea for writing.
  • A.eliciting
  • B.mind mapping
  • C.explaining
  • D.brain storming

参考答案B

解析mind mapping（思维导图），是从中心概念、问题出发，将各种想法收集并组织起来，以图像视觉的方式呈现的一种学习方式。使用思维导图可以帮助学生收集想法，并将它们组织起来，使复杂的概念、信息等更加形象、易懂。
19.
When students are asked to go to the local museum, libraries, etc.to find out information about endangered animals and work out a plan for an exhibition, they are doing a(n) _____.
  • A.survey
  • B.experiment
  • C.project
  • D.presentation

参考答案C

解析A项，survey“调查”。B项，experiment“实验”。C项，project“项目，方案”。D项，presentation“展示，介绍”。题中，学生去博物馆、图书馆等地方查找关于濒危动物的信息并制定一个展览规划，其中，查找信息属于调查，查找信息并制定相关计划属于做项目，制定方案。
20.
Which of the following tasks fails to develop students’ skill of recognizing discourse patterns?
  • A.Analyzing the sdivucture of difficult sentences.
  • B.Checking the logic of the author’s arguments.
  • C.Getting the scrambled sentences into a paragraph.
  • D.Marking out common openers to stories and jokes.

参考答案A

解析题意：下列哪一项任务不能培养学生识别语篇模式的技能？语篇是指一系列的语句和段落构成的语言整体，侧重的是句群和段落之间的关系。A项，Analyzing the structure of difficult sentences“分析复杂句子的结构”，是对某一个句子的内部结构进行分析和理解，不属于语篇的范畴。B项，Checking the logic of the author’s arguments“检查作者论证的逻辑”。C项，Getting the scrambled sentences into a paragraph“把打乱的句子组成一个段落”。D项，Marking out common openers to stories and jokes“为故事和笑话设计开头”。BCD三项，均在分析语句与段落之间的关系，属于语篇的范畴，故A项当选。

二、共享单选题

本大题共10小题，每小题2分，共20分。

Passage 1Kimberley Asselin sits in a rocking chair in front of her 22 kindergartners, a glistening smile across her face as she greets them for the morning.Even at 9 a.m., she is effervescent and charismatic.
Yet behind Asselin’s bright expression, her enthusiasm is fading.Asselin, 24, is days away from finishing her first year as a teacher, the career of her dreams since she was a little girl giving arithmetic lessons on a dry-erase board to her stuffed bears and dolls.
While she began the school year in Virginia’s Fairfax County full of optimism, Asselin now finds herself, as many young teachers do, questioning her future as an educator.What changed in the months between August and June? She says that an onslaught of tests that she’s required to give to her five-and six-year-old students has brought her down to reality.
“It’s more than a first-year teacher ever imagines,” Asselin said.“You definitely have a lot of highs and lows, and it keeps going up and down and up and down.”
New federal data that the Education Department released in April shows that about 10 percent of new teachers leave the profession with in the first year on the job, and 17 percent leave within five years of starting.Though far lower than earlier estimates, it still means that many young educators bail from the classroom before they gain much of a foothold.For Asselin, testing has been the biggest sdivessor.
The proliferation of testing in schools has become one of the most contentious topics in U.S education.The exams can alter the course of a student’s schooling and can determine whether a teacher is promoted or fired.In Virginia, schools earn grades on state-issued report cards based on the scores students earn on mandatory end-of-year exams.
The Fairfax County school system, one of the nation’s largest, boasts that its kindergarten students take part in coursework that exceeds the state’s standards.Unlike most states, Virginia has never adopted the Common Core State Standards, but Virginia officials say that the state’s academic standards are just as—or more—rigorous.
Asselin said that means that even the youngest students in public school are under an academic microscope, making kindergarten about far more than socialization and play time.
21.
Why does Asselin question her future as an educator in less than a year’s time?
  • A.It is a common practice for American young teachers.
  • B.She has experienced too many highs and lows in her work.
  • C.It is totally beyond her expectation to give kids endless test.
  • D.She has grown tired of greeting her kindergartners every day.

参考答案C

解析题意：为什么Asselin会在不到一年的时间里就质疑她作为一名教育者的未来？A项，结合第三段第一句“Asselin now finds herself, as many young teachers do, questioning her future as an educator.”可知，“这对美国的年轻教师来说很常见”并不是Asselin质疑她作为一名教育者的未来的原因。B项，结合第四段第二句“You definitely have a lot of highs and lows, and it keeps going up and down and up and down.”可知，“她经历了许多起起伏伏”也不是她质疑未来的原因。C项，在第三段，作者提出“What changed in the months between August and June?”，以及第三句“She says that an onslaught of tests that she’s required to give to her five-and six-year-old students has brought her down to reality.”和第四段第一句“It’s more than a first-year teacher ever imagines”，指出了她质疑未来的原因，即她被要求要给学生大量的考试，这和她想象的教学不一样。第五段最后一句“For Asselin, testing has been the biggest stressor.”也说明考试给了她太多压力。因此，“给孩子们无休止的考试，这完全超出了她的预期”是她质疑未来的原因。D项，根据第一段第一句“a glistening smile across her face as she greets them for the morning.”可知“她已经厌烦了幼儿们”与原文不符。故C项当选。
22.
Why do the schools in Virginia emphasize regular testing?
  • A.More rigorous academic standards can be achieved.
  • B.Students’ performances can be accurately measure.
  • C.Schools are ranked according to students’ test scores.
  • D.Teachers’ academic performances can be properly assessed.

参考答案C

解析题意：为什么弗吉尼亚州的学校重视常规考试？A项，根据第七段第二句可知，弗吉尼亚州的官员说本州的学术标准很严格，这是弗吉尼亚州的已有的事实，并不是弗吉尼亚州重视考试的原因。B项，Students’ performances can be accurately measure.“学生的水平可以被精确测量”，文中没有关于测量学生水平的论述。C项，根据第六段最后一句“In Virginia, schools earn grades on state-issued report cards based on the scores students earn on mandatory end-of-year exams”，grade意为等级，成绩。可知，在弗吉尼亚，学校的等级由学生的年终考试的分数决定。D项，Teachers’ academic performances can be properly assessed.“教师的学术水平可以被恰当评定。”并没有在文中提及。故C项当选。
23.
In PARAGRAPH EIGHT, what does the writer imply by saying that “even the youngest students…under an academic microscope”?
  • A.Students’ performances are being supervised.
  • B.Students’ performances are over measured by tests.
  • C.Students’ performances are examined at the micro level.
  • D.Students’ performances are not a concern at the macro level.

参考答案B

解析题意：第八段中，“即使学校中最年幼的孩子也处在学术显微镜之下”这句话的含义是什么？解答本题需要联系上下文来理解。根据前文，Asselin对“年幼的学生每天都要有大量的考试”这一现象表示不赞同，以及文中提到的弗吉尼亚州十分重视考试。结合“even the youngest students in public school are under an academic microscope, making kindergarten about far more than socialization and play time”，即使学校中最年幼的孩子也处在学术显微镜之下，这大大减少了孩子的社会活动和玩耍时间。这说明了孩子们经常接受过多的考试。故B项当选。
24.
According to the author, what kind of place is a kindergarten supposed to be?
  • A.A place of academic divaining.
  • B.A place of reading and writing.
  • C.A place where there are no tests.
  • D.A place of socialization and fun.

参考答案D

解析题意：作者认为，幼儿园应该是什么样的地方？根据第八段最后一句“making kindergarten about far more than socialization and playtime”，可以推断幼儿园应该是社交和玩耍的地方。
25.
What is Asselin likely to do under the current educational system?
  • A.Reconsider her future.
  • B.Change her ways of teaching.
  • C.Have fewer tests for her students.
  • D.Emphasize her students’ academic skills.

参考答案A

解析题意：在现在的教育制度下，接下来Asselin有可能怎么做？根据第二段第一句“Yet behind Asselin’s bright expression, her enthusiasm is fading”以及第三段“questioning her future as all educator”，可以推断Asselin可能会重新考虑她的未来。
Passage 2According to one account, the hamburger was first sold at the Erie County Fair in Hamburg, New York, in 1885, by brothers Frank and Charles Menches.The two Ohio brothers had arrived on the grounds of the fair too late to get a supply of chopped pork for their sandwich concession.The butcher sold them beef instead, and after some experimentation, they formulated a sandwich, which they named after the Buffalo, New York, suburb where they were doing business.
Hamburg’s claim to be the site of the first hamburger is disputed by the town of Seymour, Wisconsin, where a man named Charles Nagreen is claimed to have served hamburger sandwiches in, 1885.
Another story about the origins of the ubiquitous burger states that in the late 1800’s Fletcher Davis, a potter in Athens, Texas, wasn’t selling enough pottery.Therefore he opened a lunch counter.His specialty? A ground-beef patty served between slices of home-made bread.In 1904 Davis went to the World’s Fair in St.Louis, Missouri, with his recipe, which was, of course, a big hit.At the Fair the ground beef sandwich was deemed the hamburger, because in Hamburg, Germany, ground beef patties were popular, though the patties there are more like meat loaf and lack a bun.(It is believed that 19th-century German sailors learned about eating raw shredded beef, “Steak Tartare,” in the Baltic Provinces.A German cook eventually had the idea of cooking the Tartare mixture.)
Fletcher Davis is also credited with serving fried potato sdivips at the World’s Fair.A friend in Paris, Texas, had given him the idea, but a reporter thought that Davis said “Paris, France,” and those potatoes are forevermore “French Fries”.
Another contender in the “hamburger invention” contest is Louie’s Lunch, a Yale off-campus eatery.This New Haven, Connecticut, site is said to have first offered the burger in 1895.
The commercial bun on which hamburgers are now served was created by diner operator Walter Anderson of Wichita, Kansas, who also invented the modern grill (both events around 1916) and then established the chain of White Castle hamburger restaurants.
Lionel Clark Stemberger, later proprietor of the Rite Spot steakhouse in Los Angeles, experimentally tossed a slice of cheese on a hamburger he was cooking at his father’s short-order shop in Pasadena, California, in 1924, thus originating the cheeseburger.
The word “cheeseburger” was patented by Louis Ballast in 1944.Ballast grilled a slice of cheese onto burgers at his Denver, Colorado, drive-in.
Well, you know the rest—McDonald’s, Burger King, White Castle, etc.—burgers everywhere.Some good, some so-so.But certainly an all-American favorite.A “classic”.
26.
What are hamburgers most likely to be named after?
  • A.The recipe for making them.
  • B.The person who invented them.
  • C.The place where they were first sold.
  • D.The restaurant where they are initially served.

参考答案C

解析题意：汉堡最可能是以什么命名？根据第一段第一句“the hamburger was first sold at the Erie County Fair in Hamburg, New York, by brothers Frank and Charles Menches.”和第一段最后一句“they formulated a sandwich, which they named after the Buffalo, New York, suburb where they were doing business.”，可以推断，汉堡以它第一次出售所在的地方命名。
27.
Which of the following is closest in meaning to the underlined word “ubiquitous” in PARAGRAPH THREE?
  • A.Deliciously made.
  • B.Easily found.
  • C.Commonly mentioned.
  • D.Hotly disputed.

参考答案B

解析题意：以下哪一个选项更加接近ubiquitous的含义？根据最后一段“Well, you know the rest—McDonald’s, Burger King, White Castle, etc.—burgers everywhere”可知，汉堡好像无处不在，因此推断ubiquitous的含义为“容易被发现的”。
28.
How did Fletcher Davis make a living before starting to sell his “hamburgers”?
  • A.He was a sailor in Germany.
  • B.He sold fried potato sdivips.
  • C.He opened a lunch counter.
  • D.He sold pottery products.

参考答案D

解析题意：Fletcher Davis在开始卖汉堡之前是以什么方式谋生的？根据第三段“Fletcher Davis, a potter in Athens, Texas, wasn’t selling enough pottery.Therefore he opened a lunch counter.”Fletcher Davis在开始卖汉堡之前是一个制陶工（potter），他卖陶器。
29.
Which of the following best describes the author’s tone of writing this article?
  • A.Factual.
  • B.Critical.
  • C.Humorous.
  • D.Sarcastic.

参考答案A

解析题意：以下哪项能够最贴切地体现作者的语气？根据文章内容，作者客观地介绍了几个自称汉堡发源地的故事。在最后一段，作者写道“到处都是汉堡，有的好吃，有的一般。但毫无疑问是所有美国人的最爱”。可见作者是在客观地介绍汉堡的起源及发展历程，叙述了关于汉堡的事实。
30.
Which of the following might be the best title for the passage?
  • A.Burger Flavors.
  • B.Burger Recipes.
  • C.Burger Beginnings.
  • D.Burger Ingredients.

参考答案C

解析题意：下列哪一项能成为本篇文章最合适的标题？根据“origin”“create”“invent”等词可知，文章一直在围绕汉堡起源这个话题进行。

三、简答题

本大题1小题，20分。

31.
课后作业布置体现“差异性原则”。简述你对“差异性原则”的理解（8分），并从作业类型、作业难度和作业量三个方面举例说明如何布置作业。（12分）

参考答案课后作业布置是课堂教学的组成部分，能够反馈课堂教学效果，促进学生知识的复习、巩固与运用。<br />（1）课后作业的差异性原则<br />课后作业的布置要体现“差异性原则”，即根据学生的学习水平、个性等方面的差异有针对性地布置作业或使不同层次的学生自由选择适合自己的课后作业。<br />①对学习程度不同的学生，教师可以布置不同难度的作业。对于学习程度较好的同学，教师可以布置较难的综合性作业；对于学习程度较差的同学，教师可以布置较容易的基础性作业。<br />②对于处于不同年龄阶段的学生，教师也可以布置不同类型的作业。<br />③教师可以将作业布置分为基础作业、提高作业和拔尖作业三个难度，不同学习程度的学生可以自由选择适合自己的作业。<br />（2）布置作业时应注意以下三个方面：<br />①类型多样<br />作业的类型多种多样。根据作业的形式，作业可分为听力作业、口语作业与书面作业；根据作业的内容，作业可分为课时作业、采访型作业、实践操作型作业等。教师可以布置多种形式的课后作业，不仅能够激发学生的学习兴趣，而且能够帮助学生巩固所学知识。如，英语学习需要听、说、读、写共同进行，因此，在英语教学中，听、说、读、写的作业可以结合使用。<br />②难易适中<br />教师在布置课后作业时，作业难度要适中，不能过难，也不能过于容易。作业过难，学习程度较差的学生可能会放弃解答或者抄袭别人的作业。作业过于简单，学习程度较好的学生会感觉毫无挑战，也不利于其提高能力。教师可以根据学生学习程度的差异布置不同难度的作业。<br />③作业量适中<br />教师在布置课后作业时，作业量要适中，过多过少都不利于学生的发展。作业量太少，无法发挥作业应有的作用，作业太多，会使学生望而生畏，甚至损害学习英语的积极性。因此，教师应把握好布置作业的量。

四、教学情境分析题

本大题1小题，30分。

32.
下面是初中英语课堂教学导入活动中的师生对话片段，该单元的话题是“Jobs”。
T: Hi, Lily.what does your mother do?
S: He ...
T: Oh, no.Not “he”, your mother is a woman.You should use “she” instead of “he”.OK?
S: … Er … Mm …（不知所措）
T: Go on! What’s your mother’s job?
S: He is a ...
根据上面教学情境回答下列问题：
（1）该教师采用了何种纠错方式（5分）？效果如何（2分）？你的判断依据是什么？（3分）
（2）该教师的纠错行为对学生的表达有何影响？（10分）
（3）针对该教师的纠错行为，提出两条建议。（10分）

参考答案（1）①纠错方式<br />该教师采用的是直接纠错法。直接纠错法是指学习者出现错误时，教师打断其语言训练或实践活动，直接指出学生错误所在，并给出正确答案。该案例中，学生运用人称代词错误，教师直接指出学生的错误，解释原因并给出正确答案。<br />②效果<br />教师使用直接纠错法，没有起到纠错的作用，反而使学生感到不知所措。<br />③判断依据<br />教师纠正学生错误之后，学生表现得很紧张、不知所措，并没有吸收正确的表达方式。紧张的情绪导致学生在第二次作答时，仍不能正确运用人称代词，错误仍然存在。<br />（2）该教师的纠错行为对学生的表达影响<br />该教师在对话的过程中直接打断学生进行语法的纠正，同时当学生紧张时，教师催促学生改正语法错误，导致学生产生焦虑情绪，影响口语表达的流利性。<br />（3）针对该教师的纠错行为提出的建议<br />①合理把握纠错时机<br />教师应当合理把握纠错时机。例如，教师在学生发言时不宜进行纠错，以免造成学生心理紧张，影响其表达的流利性，教师可以在学生发言结束后再指出其错误，并给出正确的表达形式。<br />②根据不同学生的特点调整自己的纠错方式<br />在纠错过程中，要注意不同学生的特点使用不同的纠错方式。对于容易紧张的学生，教师应当通过引导式纠错，为学生创造一个宽松的氛围，帮助学生克服焦虑心理，不必强求学生立马改正自己的错误。

五、教学设计题

本大题1小题，40分。

33.
设计任务：请阅读下面学生信息和语言素材，设计一个15分钟的英语阅读教学活动。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：15分钟
学生概况：某城镇普通中学初中二年级第一学期学生，班级人数40人。多数学生已经达到《义务教育英语课程标准（2011年版）》三级水平。学生课堂参与积极性一般。
语言素材：
Who’s Got Talent?
Everyone is good at something, but some people are divuly talented.It’s always interesting to watch other people show their talents.Talent shows are getting more and more popular.First, there were shows like American Idol and America’s Got Talent.Now, there are similar shows around the world, such as China’s Got Talent.
All these shows have one thing in common: they divy to look for the best singers, the most talented dancers, the most exciting magicians, the funniest actors and so on.All kinds of people join these shows.But who can play the piano the best or sing the most beautifully? That’s up to you to decide.When people watch the show, they usually play a role in deciding the winner.And the winner always gets a very good prize.
However, not everybody enjoys watching these shows.Some think that the lives of the performers are made up.For example, some people say they are poor farmers, but in fact they are just actors.However, if you don’t take these shows too seriously, they are fun to watch.And one great thing about them is that they give people a way to make their dreams come divue.

参考答案（1）Teaching Objectives<br />①Knowledge objective<br />a.Students can recognize and memorize the key words and phrases in this lesson.<br />b.Students can know some information about talent shows by reading this article.<br />②Ability objectives<br />a.Students can improve their reading and speaking abilities.<br />b.Students can learn to talk about and assess the talent shows.<br />③Emotional objective<br />a.Students can reflect and treat the talent shows dialectically.<br />b.Students can become more confident when talking with others and learn to find some shining points of others.<br />（2）Teaching Contents<br />The passage is about the talent shows.It introduces the origin and common characteristics of these shows.Finally, it discusses people’s different views of these talent shows.<br />（3）Teaching Key And Difficult Points<br />①Teaching Key Points<br />How to improve students’ reading abilities and help them have a better understanding of talent shows.<br />②Teaching Difficult Points<br />How to use the superlatives to describe things.<br />（4）Major Steps and time allocation<br />①Step 1 Lead-in（2 minutes）<br />②Step 2 Fast reading（3 minutes）<br />③Step 3 Careful reading（4 minutes）<br />④Step 4 Post-reading （4 minutes）<br />⑤Step 5 Summary（1 minute）<br />⑥Step 6 Homework（1 minute）<br />（5）activities and justifications<br />① Step 1 Lead-in（2 minutes）<br />a.Teacher shows students a short video about talent show.<br />b.Let students discuss it and ask some questions about talent show.For example, what do you think about it? Which talent show do you like?<br />（Justification: Short video and discussion can arouse student’s interest in study and lay the foundation for the next step.）<br />② Step 2 Fast reading（3 minutes）<br />a.Let students read the passage quickly and find out the main idea of each paragraph.<br />b.Teacher point out the way to find the main idea of each paragraph.<br />（Justification: Through fast reading, students can learn to find out the main idea of passage.What’s more, it can improve student’s reading ability.）<br />③ Step 3 Careful reading（4 minutes）<br />a.Ask students to read the passage again and answer the following questions:<br />What do talent shows have in common?<br />Who decides the winner?<br />Why do some people not like these talent shows?<br />Why do some people like these shows?<br />What do you think of these shows?<br />b.Ask students to underline all the superlatives in the passage and give explanation by giving some examples to help students understand them.Then ask students to work in pairs to make sentences using at least four of them.<br />（Justification: First, students can know the information about talent show by reading and answering questions.Then, through exercise, students can learn to how to use the superlatives to describe things.）<br />④ Step 4 Post-reading（4 minutes）<br />a.Play the tape and ask students to read the short passage after the tape and pay attention to the pronunciations of the words and sentences.<br />b.Divide students into four groups and discuss who’s got talent in the class and then make a chart.Invite one of students to report the results to the whole class.<br />（Justification: Reading after the tape helps students to pronounce the words correctly and enhance students’ understanding of the topic of this passage.Through the discussion, students can train their communication skills.）<br />⑤ Step 5 Summary（1 minute）<br />Summarize what we learned in this class.<br />（Justification: Summarize the knowledge students learned.）<br />⑥ Step 6 Homework（1 minute）<br />Write down a brief introduction to talent show.At least 60 words.<br />（Justification: The homework can promote students understand and solidify knowledge.）