2015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(初级中学)
-
2015
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
（
初
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
对应题目的答
案字母按要求涂黑。错选、多选或未选均无分。
28
铅笔把答题卡上
1. The phrase
_
________ in real speech.
A.
/m'bed/
B.
/iin
r
bcd/
D,
/im'hixi/
2.
There are two syllables in the word
the first one is _________ the sec ond
because it is stressed.
A.
Ion ger tha n
B.
shorter tha n
C.
as long as
D.
as
short as
3.
Jimmy asked Mary
to lend him some mon ey, which she agreed to,
_
_______
that he
paid her back the follow ing mon th.
A.
on occasi on
B.
in case
C.
un der
circumsta nces
D.
on con
diti on
4.
Zhang Jun's
teacher suggests that he take a
（
n
）
______
I
an guage
course to
improve his En glish.
A.
i ntermediate
B.
middle
C.
medium
D.
average
5.
It is reported that the
________ of the coun try, from hotels
to tran sport, is old
and decrepit.
A.
i ndustrializatio n
B.
i nfrastructure
C.
corresp ondence
D.
commutati on
6.
________ con scious of
her moral obligati ons as a citize n.
A.
Marsha was and always
will be
B.
Marsha has to be
and always will be
C.
Marsha
had bee n and will always be
D.
Marsha has bee n and will always be
7.
Pote ntial subjects
should be in formed of the research and
_________an
opport un ity to
decide if they want to participate.
A.
gave
B.
givi ng
C.
give
D.
be give n
8.
Don'
t be discouraged,
_________
and you will surely pass the exam.
A.
Make a bit more effort
B.
To make a bit more effort
C.
Maki ng a bit more effort
D.
If you make a more effort
9.
What would you say to the
hotel recepti onist to get a double room?
A.
Rent us a double room.
B.
Book us a double room.
C.
We'd like to have a
double room.
D.
Let' s have
a double room.
10. Which of the followi
ng best represe nts the order from a harsh comma
nd to a
very polite request?
a.
Could you close the door?
b.
Close the door.
c.
Please close the door.
d.
Would you please close
the door?
A.
b-c-a-d
B. c-b-a-d
C.
d-a-c-b
D.
c-b-
d-a
11. The first P in the PPP teach
ing model sta nds for
_
________
,
which aims to
get learners to perceive the form and
meaning of a structure.
A.
practice
B.
product ion
C.
prese ntati on
D.
preparati on
12. The mai n
objective of mecha ni cal practice is to help
stude nts lear n by heart
the
_________
of a Ian guage
item.
A.
meaning
B.
fun cti on
C.
con text
D.
form
13. The _________ method is more fitted
to the explicit prese ntatio n of
grammar when the basic structure is
being identified.
A.
in
ductive
B.
con trastive
C.
comparative
D.
deductive
14. Which of the
followi ng can be regarded as a com muni cative
Ian guage task?
A.
Information-gap activity.
B.
Dictatio n.
C.
Sentence tran sformatio n.
D.
Bla nk-filli ng.
15. If a teacher asks stude nts to
concen trate on such features as structure,
cohere nee and cohesi on of a text,
he/she aims at develop ing students'
_______ .
A.
strategic compete nee
B.
cultural aware ness
C.
com muni cative compete nee
D.
discourse aware ness
16.
_____________________________________ En glish
teachers ofte n ask stude
nts to
_______________________________________ a passage
to get the gist of it.
A.
skim
B.
scan
C.
predict
D.
i nfer
17. The correct
meaning of a lexical item in a give n con text is
________ .
A.
the one
provided in a dictionary
B.
the one which best fits the con text
C.
the cen tral or core
meaning of the item
D.
the
one which is assumed to be correct
18.
In writi ng, stude nts may not know how to put
someth ing into proper En glish and
thus ask their teacher for help. Here
the teacher is to play the role of a/an
A.
facilitator
B.
assessor
C.
con
troller
D.
participa nt
19. A/An _________ Ian guage test, such
as IELTS or TOEFL, is developed on
the
basis of a fixed sta ndard.
A.
i ndividual-refere need
B.
peer-refere need
C.
no rm-refere need
D.
criterio n-refere need
20.
A systematic textbook evaluati on is
NOT to exam ine whether a textbook
A.
covers all grammatical rules
B.
provides authe ntic Ian
guage
C.
matches the n eeds
of lear ners
D.
can help
realize the objectives of a Ian guage program
请阅读
Passage 1
完成第
21-25
小题。
Passage 1
For many people,
there is a very well-established stereotype that
the first-class
American universities
are simply the best. However, I am not quite
convinced of that.
When I look back at
my academic formation in the USA and compare it to
the academic
formation some of my
friends had at Brazil, I don't feel like I am more
prepared tha n my
peers. Thus, I am
curre ntly facing a dilemma of whether to pursue
my graduate studies in
Brazil or in the
USA.
The differe nee in our academic
backgro un ds, however, is the more liberal n
ature of
America n educati on. From my
experie nee at Georgetow n, and from what I know
of
America n higher educati on, there
are very few strict requireme nts imposed on stude
nts.
Gen erally speak ing, you are
relatively free to take whichever classes you
want, provided
that they are un der the
scope of your major field of study.
To
illustrate, I compared the master's degrees in
econo mics from Duke and Fundac
a
o Get
u
lio Vargas(FGV), a
Brazilian university. I chose to present a
master's degree
comparis on here
because the short two-year study period makes it
simpler tha n compari
ng a four-year
program.
Duke's program works like
this: you pick a field of study and the n have a
required
number of courses that you
have to take in certain areas. Most of the
requireme nts are not
course-specific,
but area-specific. With some fields of study, you
can skip certain areas
altogether. If
you choose to get a master's degree in applied
economics, for instanee, you
don't have
to take any mathematics courses. In FGV, all econo
mics stude nts n eed to take
the same
core structure: Microec ono mics 1 through 4,
Macroec ono mics 1 through 3,
Econo
metrics, Statistics 1 and 2, and Math for
Economics 1 and 2. From then on, you can
specialize in .certain fields, and the
elective structure seems to be the same as in
Duke:
you pick five electives from your
mai n area of in terest.
This seems to
be the same kind of differe nee that I no ticed
compari ng what I studied
in Georgetow
n as an un dergraduate to what some of my frie nds
studied in their
undergraduate careers
in Brazil. Now, is this more liberal education
good or bad? There
are factors pulling
it each way, and the ideal solution, in my view,
is a reas on able middle
ground. What I
see happe ning in America n uni versities,
however, is a little too much
liberalization. Too much liberty tends
to encourage students to take the more
courses, and ignore those that are
considered most
these
alytical tools they n
eed in order to be truly compete nt in their
fields of study.
In the end, I feel
like American universities sometimes delegate too
much
responsibility to students in
terms of choosing their academic careers. For me,
this is
troubling. Students in their
twenties usually have very little experience in
the field they are
study ing, and many
times they don' t really know the tools they n eed
to succeed in their
area of interest.
It is certainly the case in my situation.
Fortunately, I research and discuss
a
lot before picki ng my classes, and was able to
take adva ntage of my liberal American
education to build both a strong
foundation and take classes that interest me. But
is this
always the case? From my
experience, I think not. What I see happe ning at
Georgetow n
is that many stude nts just
pick the classes they find most interesting,
without any real
consideration of how
it is going to support their overall academic
formatio n. This result is a
deficit in
fun dame ntals.
21. Which of the follow
ing in flue nces the writer's judgme nt of the uni
versities in the
passage?
A.
The academic in formatio n provided by
his frie nds in Brazil.
B.
The information obtained from the
university authorities.
C.
Those com monly held beliefs concerning
the ranking of uni versities.
D. The
learning experience of himself in the USA and that
of his friends in Brazil.
22. Why did
the writer choose to compare the master's programs
rather than the
bachelor's programs?
A.
It is easier to make such
a comparis on.
B.
The
master' s program may better illustrate the
differe nce.
C.
The master'
s program is simpler than the bachelor' s program.
D.
It is of less in terest
to the writer to compare the bachelor's programs.
23. Which of the following can be
inferred as the writer's attitude towards the
America
n higher educatio n?
A.
Biased.
B.
Positive.
C.
Critical.
D.
Negative.
24.
Which of the followi ng is true about
the writer's experie nce?
A.
He has ben efited from the America n
educati on.
B.
He has bee n
harmed by the America n educati on.
C.
He has not laid a solid foundation for
his academic career.
D.
He
has selected courses that do not support his
overall academic formation.
25. which
of following words is closest in meaning to
PARAGPAPH?
A.
Deficie ncy.
B.
Sufficie ncy.
C.
Requireme nt.
D.
Decli ne.
请阅读
Passage 2
完成第
26
—
30
小题。
Passage 2
One evening, while
Marcos Ugarte was doing his homework and his
father, Eduardo,
prepared less on pla
ns, they heard some one yelli ng outside.
Eduardo,47, and Marcos,15,
stepped on
to the porch of their home in Troutdale, Orego n,
and saw a commotion four
doors down,
outside the home of their neighbors, the Ma
family.
wron g,
back in side,
but Marcos's eye was caught by aglow from the Ma
house.
Clad only in shorts,
the barefoot tee n spri nted toward the Ma's home
with his dad.
Gran dmother Yim Ma,
mother Suza nne Ma, and son Natha n Ma were
gathered on
the front lawn yelling for
help. when the Ugartes got there, they saw father
Alex Ma
stumbling down the
stairs,coughing, his face black with soot.
stairs, but
thick, black smoke, swirli ng ash, and intense
heat forced him to his kn ees. He
crawled upstairs and dow n the hall
where Alex said he would find Cody, eight, who had
locked himself in a bedroom.
As the fire raged across the hall,
Eduardo ban ged on the bedroom door and tried to
tur n the doork nob. Cody did n' t resp
ond. Eduardo made his way back dow nstairs.
Mean while, Marcos saw Yim and Suza nne
pulli ng an alu minum ladder out of the
garage.
to do
something.
toward the boy.
whe n Marcos reached the win dow, he
pushed the scree n in to the room and coaxed
Cody out.
Holdi
ng Cody with one arm, Marcos desce nded the
ladder.
When firefighters arrived,
plumes of black smoke were billowi ng from the
back of the
house as flames en gulfed
the sec ond floor. Emerge ncy pers onnel took Cody
to a n earby
hospital, where he was
treated for smoke in halati on and released. No
one else was inju
red. The cause of the
blaze is still un der inv estigati on.
Gresham Fire Departme nt
battalio n chief.
The Ma family
relocated. The day after the fire, Alex visited
Marcos.
sav ing my son,
26.
What did Eduardo mean whe n he said to his son
privacy
A.
He was
in differe nt to his n eighbors:
B.
He wan ted his son to do his homework.
C.
He would like to concen
trate on his own work.
D.
He
thought that nothing unu sual occurred in the n
eighborhood.
27.
How many
people are there in the Ma family?
A.
Five.
B.
Six.
C.
Three.
D.
Four.
28.
Whom
does the un derli ned word
A.
Alex.
B.
Eduardo.
C.
Marcos.
D.
Natha n.
29. What does the
un derl ined word
mean?
A.
Sympathy.
B.
Bravery.
C.
Cal
mn ess.
D. Warm-hearted ness.
30.
Which of the following
is the best title for the passage?
A.
Fire Upstairs in the Neighbor' s House
B.
A Mysterious Fire That
Causes No Death
C.
Tee n
Braves Blaze to Help Neighbors in Need
D.
Importance of Neighbor's
Help in Times of Difficulty
二、
简答题
（
本大题
1
小题，
20
分
）
根据题目要求完成下列任务，用中文作答。
31.
简述
scanning
的含义并举一例说明其基本用途。写出训练该项技能时的
条注意事项，
并用
英语写出两句相关的教师指令语
。
三、
教
学情境分析题
（
本大题
1
小题，
30
分
）
根据题目要求完成下列任务，用中文作答。
32.
下面是某教师在阅读课教案中设计的教学目标。该单元的话题是
An imals
。
根据所给信息从下列三个方面作答
:
（
1
）
分析上述教学目标存在的三个问题
；
（
9
分
）
（
2
）
提出三条相应的建议
；
（
< br>9
分
）
（
3
）
分别修改各项教学目标。
（
12
分
）
四、教学设计题<
/p>
（
本大题
1
小题
，
40
分
）
根据提供的信息和语言素材设计教学方案。用英文作答
33.
设计任务：请阅读下面学生信息和语言素材，设计一节
英语听说课的教
学万案
教案没有固定格式，但须包含下列要点
:
•teachi ng objectives
•teachi ng contents
•key and difficult points
•major steps and time
allocation
•activities and
justificati on
教学时间：
< br>45
分钟
学生概况：某城镇普
通中学七年级
（
初中一年级
）
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
）
》二级水平，学生课堂参与积极性一
般。
语言素材
:
In
terviewer: Scott has an in teresti ng job. He
works at a radio stati on. Scott, what
time is your radio show?
Scott: From twelve o' clock at ni ght
to six o' clock in the morning.
In
terviewer: What time do you usually get up?
Scott: At eight thirty at ni ght. Then
I eat breakfast at nine.
In terviewer:
That' s a funny time for breakfast!