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2 0 2 3 下 教 资 初 中 英 语
▹ 讲师：安书缘
更多干货关注 粉笔教师教育 粉笔教师一、单项选择题（本大题共30小题，每小题2分，60分）
1. Which of the following correctly describes the English phoneme [ð]?
A. A voiced dental plosive
B. A voiced alveolar plosive
C. A voiced dental fricative
D. A voiced alveolar fricative
2.Which of the underlined parts is different from the rest in pronunciation？
A.height
B.neighbour
C.eight
D.weigh一、单项选择题（本大题共30小题，每小题2分，60分）
3.The word “frenemy” is formed by ______.
A.affixing
B.clipping
C.compounding
D.blending
4.Teachers should give some ______ to how they can best cope with the mental and intellectual
challenges that students may face in a new environment.
A.opinions
B.thoughts
C.ideas
D.advice一、单项选择题（本大题共30小题，每小题2分，60分）
5. One-fourth of the committee who opposed to the teaching reform were told that since the
teaching reform had already started, there was no point in ______.
A.competing
B.stopping
C.protesting
D.denying
6. I’d like to play chess with Cliff better than ______.
A.with Perry
B.that with Perry
C.playing with Perry
D.play chess with Perry一、单项选择题（本大题共30小题，每小题2分，60分）
7. To their grief, they have done things they ought not to have done and ______ undone what
they ought to.
A.leave
B.left
C.leaving
D.will leave
8. Long after the light ______, she still couldn’t go to sleep.
A. goes out
B. was out
C. has gone out
D. had gone out一、单项选择题（本大题共30小题，每小题2分，60分）
9. Which of the following suggests an illocutionary act by the speaker when he says “Is there salt in the
jar at the dinner table?”
A. To send somebody to buy some salt
B. To ask somebody where he can get some salt
C. To ask somebody to hand the salt over to him
D. To double check whether there is any salt left
10. Some learners of English in South China tend to pronounce “night”as“light”，this is an
example of ______.
A. over-generalization B. cross-association
C. interlingual interference D. intralingual interference一、单项选择题（本大题共30小题，每小题2分，60分）
11. What strategy does the teacher want the students to develop if he/she encourages them to use mime or
gestures to make themselves understood？
A. Cognitive strategy
B. Communicative strategy
C. Affective strategy
D. Meta-cognitive strategy
12. Deducing the meaning of a word from context is one of the sub-skills of ______.
A. listening and speaking
B. listening and reading
C. speaking and writing
D. reading and writing一、单项选择题（本大题共30小题，每小题2分，60分）
13. Which of the following is a controlled practice in developing students’ language competence？
A. Dictation
B. Discussion
C. Debating
D. Writing an email
14. What role does a teacher play when taking part in students’ group work？
A. A monitor
B. An instructor
C. An evaluator
D. A participant一、单项选择题（本大题共30小题，每小题2分，60分）
15. What does a teacher intend to do when asking students to put jumbled paragraphs into a meaningful
passage?
A. To enhance students’ ability to guess word meaning in context
B. To develop students’ awareness of reading for the main idea
C. To enhance students’ ability to read for specific information
D. To develop students’ awareness of cohesion and coherence
16. Which of the following is the first step according to the communicative approach of grammar teaching？
A. Consolidating students’ use of grammar rules
B. Exposing students to new grammatical items in use
C. Providing students with chance of using grammar rules
D. Getting students to memorize the form of grammar rules一、单项选择题（本大题共30小题，每小题2分，60分）
17. Which of the following activities can be used to engage students in communication at the post-reading
stage？
A. Reciting the text
B. Reading the text aloud
C. Exchanging personal views on the text
D. Filling in the blanks of the text summary
18. What technique was he/she using if a teacher kept saying “Yes, anything else”？to a student who
was sharing ideas about English learning？
A. Elicitation B. Explanation
C. Paraphrasing D Exemplification一、单项选择题（本大题共30小题，每小题2分，60分）
19. Which of the following is least appropriate in teaching English pronunciation to beginners?
A. Asking students to discriminate significant sound features
B. Asking students to read words aloud with correct pronunciation
C. Requiring students to produce intelligible and acceptable sounds
D. Teaching students the technical terms of phonetics and phonology
20. Which of the following activities mainly focus on meaning and use?
A. Students talk about what they did last Sunday.
B. Students write down the rules of simple past tense.
C. Students make all the sentences with simple past tense.
D. Students correct the spelling mistake in their homework.一、单项选择题（本大题共30小题，每小题2分，60分）
21.What has enable many people to work almost anywhere they want to?
A.Easy access to broadband.
B.Their close relationship to clients.
C.A common practice labeled as “staycation”.
D.A fuzzy boundary between work and leisure.
根据“There is one obvious reason and some other rather less-obvious ones. The obvious one is the
ubiquitous nature of communications. It is not just that everyone can be in touch with their work just
about anywhere; it is also that for many people the tools they need to do their work-broadband for a
start-are available too. 和最后一句“On the Internet no one needs to know where you are.”一、单项选择题（本大题共30小题，每小题2分，60分）
22.What does the underlined expression “this transformation” in Para 3 refer to?
A.Submitting a report.
B.Knowing where you are.
C.Polishing a document.
D.Combining work and leisure.
根据第二段It is a trend we all recognise, but why is it happening? There is one obvious reason and some other rather
less-obvious ones. The obvious one is the ubiquitous nature of communications. It is not just that everyone can be in
touch with their work just about anywhere; it is also that for many people the tools they need to do their work-broadband
for a start-are available too. Finishing a report or polishing a document can be done anywhere. On the Internet no one
needs to know where you are.
第三段：But there is more to this transformation in behaviour. Just as important are the changing composition of the
workforce and the changing nature of work itself.一、单项选择题（本大题共30小题，每小题2分，60分）
23. According to the writer, which of the following factors plays an important role in changing the nature
of holidays?
A.The growth of self-employment.
B.The proportion of tasks people have.
C.Transformation of people’s behaviors.
D.Opportunities people have to work full-time.
根据第四段第一句“The combination of the growth of self-employment and portfolio working change
the nature of holidays.一、单项选择题（本大题共30小题，每小题2分，60分）
24.Which group of people may enjoy the freedom of working at home?
A.Surgeons.
B.Sculptors.
C.Assembly line workers.
D.Grocery store employees.
根据文章倒数第二段的描述“it is clear there are many thousands of people who have
managed to turn something they had done for leisure into an income-producing activity.
These include artists and writers and craft skilled workers...work has become the
hobby. These are people, often retired, who gift their skills to charities and other
voluntary bodies”，一、单项选择题（本大题共30小题，每小题2分，60分）
25.Which of the following coined words may be used to describe the trend of going for a
holiday but blending in some work into their holiday time?
A. Docation
B. Gocation
C. Staycation
D. Workcation
根据文章第一段“The ugly word “staycation” was coined to describe the trend towards
people staying at home during their vacation—going out for day trips, perhaps, but using their
home as their base一、单项选择题（本大题共30小题，每小题2分，60分）
26. Why do the authors advocate formative assessment?
A. To raise students’ awareness of their learning difficulties.
B. To facilitate students’ self-directed independent learning.
C. To provide students timely feedback on their performances.
D. To evaluate students’ leaning process via end-of-term tests.
根据文章第一段第一句“In our classes, formative assessments are essential in checking student
understanding, and are fundamental in the formation of student content knowledge.
根据第五段第一句“It is the responsibility of the teacher to constantly evaluate each student’s path
and provide immediate feedback that will keep the student traveling safely through the highways of
learning.一、单项选择题（本大题共30小题，每小题2分，60分）
27. According to the passage, what evidence are the students expected to teachers in the formative process?
A. Their ability of making progress towards objectives.
B. Their persistence in getting their work done.
C. Their capacity of making remediation plans.
D. Their tactics of using various resources.
根据第三段第二、三句“We provide students with learning objectives and the resources necessary to
meet those objectives is being learned. For students who can’t prove that they are making progress toward
the objective, we quickly assess their comprehension and created a customized remediation plan on the spot
so the students can go back and learn what they have not yet mastered.一、单项选择题（本大题共30小题，每小题2分，60分）
28. Why is formative assessment compared to GPS in this passage?
A. To verify whether people have reached their destination.
B. To detect the location of someone you are looking for.
C. To get people back on track when they get lost .
D. To calculate the distance people have covered.
根据第五句“When a driver using a GPS begins to go astray, the GPS “recalculates”the
route to help the driver get back on track.”
根据后两句“In the classroom, the teacher can be the voice of the GPS redirecting students
when they go astray in their understanding. Students can accept the advice and redirection of
the teacher, or they can drive themselves into the cognitive lake of misconception.”一、单项选择题（本大题共30小题，每小题2分，60分）
29. What does the underlined word “it” in the last paragraph mean?
A. What has been written in the teacher’s evaluation.
B. What has been set as the objective of learning.
C. The answer to the key question.
D. The teacher’s feedback.
It is the responsibility of the teacher to constantly evaluate each student’s path and provide
immediate feedback that will keep the student traveling safely through the highways of
learning. Ultimately the key questions are always “Did you learn it?”一、单项选择题（本大题共30小题，每小题2分，60分）
30. What contexts are good teaching according to the last paragraph?
A. Teaching the emphasizes outcome over process.
B. Teaching that provides evidence of students’ learning achievement.
C. Teaching that stresses the importance of process rather than product.
D. Teaching that ensures learning accomplishment of teaching goals.
根据最后一段最后一句“However, part of good teaching is knowing where the student is
along the journey, not just checking to see if they arrived safely.二、简答题（本大题共1小题，共20分）
31. 简述结对活动（pair work）的两个主要作用（8分），并简述课堂上教师运用结对活
动应注意的事项（12分）根据题目要求完成下列任务，用国家通用语言文字作答。二、简答题（本大题共1小题，共20分）
【参考答案】
（1）结对活动的作用：
首先，它能够充分尊重学生的主体性，将教学重心转移到学生身上。在这种模式下，学生被鼓励充分
参与课堂，进行师生互动和生生互动，这有助于推进学生进入学习的最佳状态。例如，教师可能会给
定话题让学生进行讨论，如校园生活、个人感想等贴近日常生活的内容，这能提高学生的课堂参与度。
其次，结对活动通过学生之间的相互配合和合作，扩宽了他们的知识面。在活动中，学生不断交换各
自的思考、经验和知识，这不仅丰富了课堂的学习内容，还开阔了他们的视野和思维。二、简答题（本大题共1小题，共20分）
（2）注意事项：
①明确活动目标
在开始结对活动前，教师应明确活动目标，确保学生了解此次活动的目的和意义。目标可以是掌握新
知识、提高团队合作能力、解决实际问题等。只有目标明确，才能确保学生在活动中有所收获。
②合理分组
合理分组是成功开展结对活动的重要环节。教师需要根据学生的性格、性别、能力等因素进行合理搭
配，确保每个小组的实力和水平相对平均。这有助于学生在活动中相互促进、共同提高。
③确保公平公正
在结对活动中，教师需要确保公平公正。对于不同的问题，要尽量让多个小组或个人同时参与，并对
每个小组或个人的回答给子评价和反馈。这可以帮助学生了解自己的表现和不足，以便在后续活动中
加以改进。④实时监控进展
在结对活动过程中，教师需要实时监控学生的进展，发现问题及时解決。例如，纠正学生错误的解
题方法、指出团队合作中的不公平现象等。这有助于确保活动顺利进行，并使学生更好地投入到活
动中。
⑤及时反馈与评价
活动结束后，教师需要及时给予每个小组或成员及时、具体的反馈和评价。反馈应包括学生在活动
中的表现、存在的问题以及需要改进的地方。评价则应以肯定和鼓励为主，表扬团队合作好的小组，
鼓励遇到困难的学生及时求助。这有助于增强学生的自信心和积极性。
⑥恰当使用奖励机制
为了激励学生积极参与结对活动，教师需要恰当使用奖励机制。对于表现好的小组或个人，可以给
予一定的奖励，如加分、小礼品等。这不仅可以增强学生的荣誉感和团队意识，还能提高他们参与
活动的积极性和主动性。三、教学情境分析题（本大题共1小题，共30分）
32.下图是某教师上完八年级一节英语课后留下的板书。观察上面板书的内容，回答下列题。
根据以上材料回答问题。
（1）该板书有哪两个主要优点？（10分）
（2）该板书有哪两个主要缺点？（10分）
（3）该板书可以从哪两个方面改进？（10分）【参考答案】
（1）该板书的优点：
①该老师将黑板进行了分区，左边为本节课的重点单词及短语，右边为本节课的重点句型，使重
难点一目了然。
②该板书单词部分将“表示某种职业的人”，以后缀作为区分来分别列举，体现知识之间的联系
和对比关系，整体清楚分明，清晰、醒目。
③该板书合理利用下划线、圆圈等符号突出重点，起到画龙点睛的作用，有利于学生将教学重点
记录下来，巩固练习，从而加深对教学重点的学习。（2）该板书的缺点：
①该板书标题部分布局不合理。板书标题应尽量居中写在一行。若标题过长应合理分行。该板书
标题仅将“science”一词写于第二行，这样设计会导致板书整体位置错乱、杂乱无章。
②该板书重点句型的答句呈现不完整，一共四个问句，可只有第二个问句呈现了答句，不利于学
生全面掌握知识点。
③该板书存在知识性错误，第二个问句为特殊疑问句，可后边添加了一个升调箭头，不符合特殊
疑问句的语调要求。
④该板书缺乏艺术性。该板书内容仅包括重点单词和句型，略显单调，不够生动、美观、形象，
不利于吸引学生的注意力。（3）需要改进的方面：
①板书标题可居中写在一行，若标题过长应提前设计布局，避免板书整体缺乏系统性。
②将板书中问题的答句补充完整，这样可以帮助学生全面掌握文章重难点，将教学内容与板书紧密
结合起来。
③改正板书中的知识性错误，将升调箭头删除或改为降调，给学生强化正确的语音语调变化。
②该板书可以采取图文并茂的方式，可添加与教学内容相关的简笔画，生动地展现本节课知识。四、教学设计题（本大题共1小题，共40分）
33.设计任务：阅读下面学生信息和语言素材，设计20分钟的英语听说教学方案，教案没有固定格
式，但需要含下列要点：
① Teaching objectives
② Teaching contents
③ Key and difficult points
④ Major steps and time allocation
⑤ Activities and justifications
教学时间：20分钟
学生概况：某城镇普通中学九年级（初中三级）学生，班级人数40，多数学生已达到义务教育英语
课程标准的相应水平。学生积极参与积极性一般。Clara: Guess what? I’m going to Chiang Mai two weeks.
Ben: Wow, sounds like fun! But I believe that April is the hottest month of the year there.
Clara: Yes, that’s true, but there is a water festival there from April 13 to 15.
Ben: I wonder if it’s the same as the water Festival of the Dai people in Yunnan Province.
Clara: Yes, I think so. This is the time of Thai New Year. People go on the streets to throw water at each
other.
Ben: Cool! But why do they do that?
Clara: Because the New Year is a time for cleaning and washing away bad things. Then you’ll have
good luck in the new year.四、教学设计题（本大题共1小题，共40分）
【参考设计】
1. Teaching contents
This is a listening and speaking lesson. It talks about a dialogue about Clara’s planning a trip to Chiang Mai and
mentioned the Water Festival.
2. Teaching objectives
①Students can understand the new words and phrases, such as “wonder, throw, wash away, have good luck” and so
on.
②Through listening, students will understand the main idea of the listening material and be able to use the target
language to talk about different festivals.
③Students can understand and respect other cultures, while strengthening the identity of our own culture.
④Students can sort out and summarize the information in the material.
⑤Students will be willing to take part in the class activities and cooperate with other group members.3. Key and difficult points
①Key points
Help students know the meaning and usage of the new words and phrases.
Let students get the content of this lesson through listening.
②Difficult points
How to guide students to utilize the skills to extract information.
To improve the confidence of speaking English and help students realize cultural diversity.4. Major steps
Step 1 Pre-listening (6 mins)
①New knowledge teaching
With the help of some pictures, the teacher will guide students to understand the meaning and usage of the new
words and phrases, including “wonder, throw, wash away, have good luck” and so on.
②Prediction
Before listening, the teacher will organize students to make a prediction. Some hints will be provided to help
them.
Hint 1: Words and phrases just referred to.
Hint 2: Some pictures in which students can see different festivals.
(Justification: The above activities can help students recognize the new words and phrases, remove the barriers,
and lay the foundation for the next step of “listening”.)Step 2 While-listening (10 mins)
①Extensive listening
Students will listen to the passage for the first time to check their predictions and conclude the main idea of
the passage.
②Intensive listening
Students should listen to the passage for the second time and do the following task:
True or False
Ben is going to Chiang Mai two weeks. (T/F)
Water festival there is from August 13 to 15. (T/F)
The Water Festival in Chiang Mai is the same as the Water Festival of the Dai people in Yunnan Province.
(T/F)③Listening and repeating
Students will listen to the passage for the third time and read after it. They should pay attention to the
pronunciation and intonation.
(Justification: In the process of completing the listening tasks at different levels, students can not only
understand the content and certain details of the passage, but also improve their listening skills.)Step 3 Post-listening (4 mins)
Group discussion
Students will work in groups to discuss the following question: What’s your favorite festival and what
special customs do you know? Several minutes will be given. When time’s up, several students will be
invited to share their answers. Then the teacher will comment on students’ performance.
(Justification: Group activities will provide students with the opportunity to apply what they have learned to
the situation, improve their comprehensive language skills, and boost their confidence in learning English
and strengthen their sense of teamwork.)
