[初中] 2019上半年教师资格证考试《英语学科知识与教学能力》(初级中学)真题

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题型：单选题, 问答题, 不定项选择题

试卷简介: [初中] 2019上半年教师资格证考试《英语学科知识与教学能力》(初级中学)真题, 此试卷为参加"英语学科知识与教学能力【中学】"的考生提供的"[初中] 2019上半年教师资格证考试《英语学科知识与教学能力》(初级中学)真题"的答案和解析。

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1 多选题 2分

Passage 1
The brain is truly a marvel. A seemingly endless library, whose shelves house our most precious memories as well as our lifetime's knowledge. But is there a point where it reaches capacity? In other words, can the brain be “full” ? The answer is a resounding no, because, well, brains are more sophisticated than that. A study published in Nature Neuroscience earlier this year shows that instead of just crowding in, old information is sometimes pushed out of the brain for new memories to form. Previous behavioral studies have shown that learning new information can lead to forgetting.But in this study, researchers used new neuroimaging techniques to demonstrate for the first time how this effect occurs in the brain. The paper's authors set out to investigate what happens in the brain when we try to remember information that's very similar to what we already know. This is important because similar information is more likely to interfere with existing knowledge, and it's the stuff that crowds without being useful.
To do this, they examined how brain activity changes when we try to remember a “target”memory, that is, when we try to recall something very specific, at the same time as trying to remember something similar (a “competing” memory). Participants were taught to associate a single word (say, the word sand) with two different images--such as one of Marilyn Monroe and the other of a hat. They found that as the target memory was recalled more often, brain activity for it increased.Meanwhile, brain activity for the competing memory simultaneously weakened. This change was most prominent in regions near the front of the brain, such as the prefrontal cortex, rather than key memory structures in the middle of the brain, such as the hippocampus, which is traditionally associated with memory loss. The prefrontal cortex is involved in a range of complex cognitive processes, such as planning,decision making, and selective retrieval of memory. Extensive research shows this part of the brain works in combination with the hippocampus to retrieve specific memories. If the hippocampus is the search engine, the prefrontal cortex is the filter determining which memory is the most relevant. This suggests that storing information alone is not enough for a good memory. The brain also needs to be able to access the relevant information without being distracted by similar competing pieces of information.
In daily life, forgetting actually has clear advantages. Imagine, for instance, that you lost your bank card. The new card you receive will come with a new personal identification number (PIN). Research in this field suggests that each time you remember the new PIN, you gradually forget the old one: This process improves access to relevant information, without old memories interfering. When we acquire new information, the brain automatically tries to incorporate it within existing information by forming associations. And when we retrieve information, both the desired and associated but irrelevant information is recalled. The majority of previous research has focused on how we learn and remember new information. But current studies are beginning to place greater emphasis on the conditions under which we forget, as its importance begins to be more appreciated.
Which of the following is closest in meaning to the underlined word “resounding” in Paragraph 2?

A. Definite.
B. Repetitive.
C. Echoing.
D. Impressive

2 多选题 2分

Passage 1
The brain is truly a marvel. A seemingly endless library, whose shelves house our most precious memories as well as our lifetime's knowledge. But is there a point where it reaches capacity? In other words, can the brain be “full” ? The answer is a resounding no, because, well, brains are more sophisticated than that. A study published in Nature Neuroscience earlier this year shows that instead of just crowding in, old information is sometimes pushed out of the brain for new memories to form. Previous behavioral studies have shown that learning new information can lead to forgetting.But in this study, researchers used new neuroimaging techniques to demonstrate for the first time how this effect occurs in the brain. The paper's authors set out to investigate what happens in the brain when we try to remember information that's very similar to what we already know. This is important because similar information is more likely to interfere with existing knowledge, and it's the stuff that crowds without being useful.
To do this, they examined how brain activity changes when we try to remember a “target”memory, that is, when we try to recall something very specific, at the same time as trying to remember something similar (a “competing” memory). Participants were taught to associate a single word (say, the word sand) with two different images--such as one of Marilyn Monroe and the other of a hat. They found that as the target memory was recalled more often, brain activity for it increased.Meanwhile, brain activity for the competing memory simultaneously weakened. This change was most prominent in regions near the front of the brain, such as the prefrontal cortex, rather than key memory structures in the middle of the brain, such as the hippocampus, which is traditionally associated with memory loss. The prefrontal cortex is involved in a range of complex cognitive processes, such as planning,decision making, and selective retrieval of memory. Extensive research shows this part of the brain works in combination with the hippocampus to retrieve specific memories. If the hippocampus is the search engine, the prefrontal cortex is the filter determining which memory is the most relevant. This suggests that storing information alone is not enough for a good memory. The brain also needs to be able to access the relevant information without being distracted by similar competing pieces of information.
In daily life, forgetting actually has clear advantages. Imagine, for instance, that you lost your bank card. The new card you receive will come with a new personal identification number (PIN). Research in this field suggests that each time you remember the new PIN, you gradually forget the old one: This process improves access to relevant information, without old memories interfering. When we acquire new information, the brain automatically tries to incorporate it within existing information by forming associations. And when we retrieve information, both the desired and associated but irrelevant information is recalled. The majority of previous research has focused on how we learn and remember new information. But current studies are beginning to place greater emphasis on the conditions under which we forget, as its importance begins to be more appreciated.
According to the passage, why can't our brain be“full” ?

A. It can forget what we want to remember.
B. It can memorize what we want to remember.
C. It can store limitless information like a library.
D. It forgets the old information while absorbing the new

3 问答题 0分

简述小组活动(group work)在英语教学中的两个作用(8 分)，并提出有效实施小组活动的三条建议(12 分)。

4 问答题 0分

下面是某教师一节课导人环节的教学实录，单元话题为 Animals in danger。
T: Hi, Class! Let's look at these pictures! Can you tell us what animals they are?
Ss: Elephants!/Tigers!/Monkeys !/Dolphins!
T: Let's see what these animals can do. Can elephants swim?
Ss: Yes.
T: Can tigers swim?
Ss: Yes.
...
T: What animals do you like best? S 1.
S 1: Pandas.
T: Why do you like them?
S 1: Because they are cute.
T: Great! Anyone else? Do you like tigers? $2.
$2: Yes.
T: Why?
$2: Because they are brave.
T: Can you tell us where they live?
Ss: In the zoo./In the forest./In the cage.
T: Look! (pointing to the tiger in the cage) Why are they sad?
Ss: ...
根据所给信息从下列三个方面作答。
(1)列出该教师运用封闭式和开放式提问的各两个例句。(12 分)
(2)分析封闭式问题与开放式问题各自的一个优点和一个缺点。(12 分)
(3)分析该教师提问的两个特点。(6 分)

5 问答题 0分

阅读下面的学生信息和语言素材，设计 20 分钟的阅读教学方案。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：20 分钟
学生概况：某城镇普通中学八年级(初中二年级)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：
David's Hobbies
Many students have hobbies, such as reading, painting, growing vegetables and looking after animals.
Some hobbies are relaxing and others are active. Hobbies can make you grow as a person, develop your interests and help you leam new skills.
David Smith is a student, and one of his hobbies is writing. During the summer of 2010, he spent four weeks at a summer camp. As well as the usual activities, such as sailing and climbing,there was a writing class. “The teacher was a writer, and she asked us to talk about our lives and tell interesting stories.
Then she encouraged us to write about our experiences at the camp.”
Back at school, David wrote a story about the life of a sixteen-year-old boy, and it came out as a book in 2012. Many young people love his book, and as a result, David has become a successful young writer.
David has been very lucky because his hobby has brought him pleasure and success.
But writing is not his only hobby. He is also interested in many other things. “I like playing volleyball too,” says David. “I spend some of my free time playing volleyball for my school team. Maybe I'll write about my volleyball team in my future books.”

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