文件2015下半年全國教師資格考試考情精講英語學(xué)科知識與教學(xué)能力

約占到總分值的53%；語言知識與能力所占比重約為27%；教學(xué)實施和評價所占內(nèi)容約為20%。真題所考內(nèi)容與大綱要求基本一致，各模塊內(nèi)容要求浮動范圍在1%以內(nèi)。

公 題題211160%。客觀題部分比重較小，為40%。

公中2教公 人 未 Whatwouldyousaytothehotelreceptionistto力 adouble力 A.RentusadoubleB.BookusadoubleC.We’dliketohaveadoubleD.Let’shaveadouble應(yīng)該是：We’dliketohaveRentWhichofthefollowingbestrepresentstheorderfromaharshcommandtoaverypoliterequest?CouldyouclosetheClosethePleaseclosetheWouldyoupleaseclosethe B.c-b-a-C.d-a-c- D.c-b-d-種請求。故選A。Themainobjectiveofmechanicalpracticeistohelplearnerstoabsorbthoroughlythe ofalanguage公A. B. 公C. D. 人 Englishteachersoftenaskstudents 力passagetogetthegistof 力A. B. C. D.從而加快閱讀速度。因此選A。Thephrase“inbed”ispronouncedasinrealA. B.C./'?nb?d D./'?mb?d短語在發(fā)音上重音應(yīng)該放在實詞bed上。故選B。Therearetwosyllablesintheword“photo”,/??/occursinbothsyllables,butthefirstoneis secondbecauseitisstressed.A.longer B.shorterC.aslong D.asshortThespeakerattemptedtoexplainitinsucha公 thatitwould toan公 A. B. C. D. 人 未 未 Don’tbediscouraged. andyouwillsurelypasstheexam.A.MakeabitmoreB.TomakeabitmoreC.MakingabitmoreD.IfyoumakeamoreDamoreA。consciousofhermoralobligationsasA.MarshawasandalwayswillB.MarshahastobeandalwayswillC.MarshahadbeenandwillalwaysD.Marshahasbeenandwillalways【答案】D。解析：本題考查時態(tài)。四個選項中都有連詞andABC作為一名公民，MarshaPotentialsubjectsshouldbeinformedoftheresearchand anopportunitytodecideiftheywanttoparticipate.A. B. C. D.be公 公 未Learningaforeignlanguagewasoneofthe 未difficultyetmostrewardingexperiencesofmy 力Althoughattimes,learningalanguagewas 力itwaswellworththe Myexperiencewithaforeignlanguagebeganinjuniormiddleschool,whenItookmyfirstEnglishclass.Iakindandpatientteacherwhooftenpraisedallofthestudents.Becauseofthispositivemethod,IeagerlyansweredallthequestionsIcould,neverworryingmuchaboutmakingmistakes.Iwasatthetopofmyclassfortwoyears.WhenIwenttoseniormiddleschool,IwaseagertocontinuestudyingEnglish;however,myexperienceinseniorschoolwasverydifferentfrombefore.Whilemyformerteacherhadbeenpatientwithallthestudents,mynewteacherquicklypunishedthosewhogaveincorrectanswers.Wheneverweansweredincorrectly,shepointedalongstickatusand,shakingitupanddown,shouted,"No!No!No!"Itdidn'ttakemelongtolosemyeagernesstoanswerquestions.NotonlydidIlosemyjoyinansweringquestions,butalsoItotallylostmydesiretosayanythingatallinEnglish.However,thatstatedidn'tlastlong.WhenIwenttocollege,IlearnedthatallstudentswererequiredtotakeanEnglishcourse.Unlikemyseniormiddleschoolteacher,mycollegeEnglishteacherswerepatientandkind,andnoneofthemcarriedlong,pointedsticks!However,thesituationwasfarfromperfect.Asourclasseswereverylarge,Iwasonlyabletoansweracoupleofquestionsineachclassperiod.Also,公 afewweeksofclasses,Inoticedtherewere公 studentswhospokemuchbetterthanIdid.Ibegan feelintimidated.So,onceagain,althoughfor reasons,Iwasafraidtospeak.ItseemedmyEnglish人 goingtostayatthesamelevel 力 methodisamorefittedtothe力 presentationofgrammarwhenthebasicstructureisbeingidentified.A. B.C. D.basicstructureisbeingidentifiedDThefistPinthePPPteachingmodelstands,whichaimstogetlearnerstoperceivetheformandmeaningofastructure.A. B.C. D.practiceproduction三個教學(xué)過程。公 公 人 教學(xué)設(shè)計部分要充分了解課程標(biāo)準(zhǔn)要求和教材內(nèi)容；對高中未 力 力 公 公 1.Itisreportedthat ofthecountry, hotelstotransport,isoldand A. B.人 C. D.未 未 力 力 刑，交換”。根據(jù)句子中出現(xiàn)的hotelstotransport,isoldanddecrepit，可知這里應(yīng)該填寫“公共建設(shè)”，因此選B。Inwriting,studentsmaynotknowhowtoputsomethingintoproperEnglishandthusasktheirteacherforhelp.Heretheteacheristoplaytheroleofa/an. B.C. D.因此是facilitator，而不是assessor、controller，也不是 languagetest,suchasIELTSorTOEFL,isdevelopedonthebasisofafixedstandard.norm-peer-D（IETS）（TOEFL公Passage 公Formanypeople,thereisaverywell-established教stereotypethatthefirstclassAmericanuniversities育aresimplythebest.However,Iamnotquiteconvinced人ofthat.WhenIlookbackatmyacademicformation 未theUSAandcompareittotheacademicformation 未ofmyfriendshadatBrazil,Idon’tfeellikeI 力morepreparedthanmypeers.Thus,Iamcurrently 力adilemmaofwhethertopursuemygraduatestudies BrazilorintheThedifferenceinouracademicbackgrounds,isthemoreliberalnatureofAmericaneducation.FrommyexperienceatGeorgetown,andfromwhatIknowofAmericanhighereducation,thereareveryfewstrictrequirementsimposedonstudents.Generallyspeaking,youarerelativelyfreetotakewhicheverclassesyouwant,providedthattheyareunderthescopeofyourmajorfieldofstudy.Toillustrate,Icomparedthemaster’sdegreeineconomicsfromDukeandFunda??oGetulioVargas(FGA),aBrazilianuniversity.Ichosetopresentamaster’sdegreecomparisonherebecausetheshorttwo-yearstudyperiodmakesitsimplerthancomparingafour-yearprogram.Duke’sprogramworkslikethis:youpickafieldofstudyandthenhavearequirednumberofcoursesthatyouhavetotakeincertainareas.Mostoftherequirementsarenotcourse-specific,butarea-specific.Withsomefieldsofstudy,youcanskipcertainareasaltogether.Ifyouchoosetogetamaster’sdegreeinappliedeconomics,forinstance,youdon’thavetotakeanymathematicscourses.InFGV,alleconomiesstudentsneedtotakethesamecorestructure:Microeconomics1through4,Macroeconomics1through3,Econometrics,Statistics1and2,andMathforEconomics1and2.Fromthenon,youcanspecializeincertainfields,andthe公中electivestructureseemstobethesameasinDuke:公教pickfiveelectivesfromyourmainareaofinterest. Thisseemstobethesamekindofdifferencethat給InoticedcomparingwhatIstudiedinGeorgetownas人改anundergraduatetowhatsomeofmyfriends未變intheirundergraduatecareersinBrazil.Now,is未來moreliberaleducationgoodorbad?Thereare力的pullingiteachway,andtheidealsolution,inmy力 isareasonablemiddleground.WhatIseehappeninginAmericanuniversities,however,isalittletoomuchliberalization.Toomuchlibertytendstoencouragestudentstotakethemore“interesting”courses,andignorethosethatare most“boring”.Theproblemisthatmanyofthese“boring”coursesarecourses,whichgivestudentstheanalyticaltoolstheyneedin competentintheirfieldsofstudy.Intheend,IfeellikeAmericanuniversitiessometimesdelegatetoomuchresponsibilitytostudentsintermsofchoosingtheiracademiccareers.Forme,thisistroubling.Studentsintheirtwentiesusuallyhaveverylittleexperienceinthefieldtheyarestudying,andmanytimestheydon’treallyknowthetoolstheyneedtosucceedintheirareaofinterest.Itiscertainlythecaseinmysituation.Fortunately,Iresearchanddiscussalotbeforepickingmyclasses,andwasabletotakeadvantageofmyliberalAmericaneducationtobuildbothastrongfoundationandtakeclassesthatinterestme.Butisthisalwaysthecase?Frommyexperience,Ithinknot.WhatIseehappeningatGeorgetownisthatmanystudentsjustpicktheclassestheyfindmostinteresting,withoutanyrealconsiderationofhowitisgoingtosupporttheiroverallacademicformation.Theresultisadeficitinfundamentals.Whichofthefollowinginfluencesthe公judgmentoftheuniversitiesinthe 公Theacademicinformationprovidedbyhis in Theinformationobtainedfromthe 人 未Thosecommonlyheldbeliefsconcerningthe 未of 力ThelearningexperienceofhimselfintheUSA 力thatofhisfriendsin lookbackatmyacademicformationintheUSAandittotheacademicformationsomeofmyfriendshadatBrazil,Idon’tfeellikeIammorepreparedthanmy朋友們的學(xué)習(xí)經(jīng)歷，而影響他的判斷的。故選D。Whydidthewriterchoosetocomparethemaster’sprogramsratherthanthebachelor’sprograms?ItiseasiertomakesuchaThemaster’sprogrammaybetterillustratetheThemaster’sprogramissimplerthanbachelor’sItisoflessinteresttothewritertothebachelor’s【答案】A。解析：考查推理題。根據(jù)文章第三段“Ichosetopresentamaster’sdegreecomparisonherebecausetheshorttwo-yearstudyperiodmakesitsimplerthancomparingafour-yearprogram.”可知，“我”選擇碩士學(xué)位選項是迷惑選項，A選項符合句意。故選A。Whichofthefollowingcanbeinferredaswriter’sattitudetowardtheAmericanhigher公 A. B.公 C. D. 人 未 未來力 7.Whichofthefollowingistrueaboutthe力 HehasbenefitedfromtheAmericanHehasbeenharmedbytheAmericanHehasnotlaidasolidfoundationforhisacademiccareer.Hehasselectedcoursesthatdonotsupporthisoverallacademicformation.段“Fortunately,Iresearchanddiscussalotbeforepickingmyclasses,andwasabletotakeadvantageofmyliberalAmericaneducationtobuildbothastrongfoundationandtakeclassesthatinterestme.”可知，作Whichofthefollowingwordsisclosestinto“deficit”