(完整版)教师资格考试(初中)英语学科2016下

1、2016年下半年中小学教师资格考试 英语学科知识与教学能力试题（初级中学） 注意事项： 1. 考试时间为120分钟，满分150分。 2请按规定在答题卡上填涂、作答。在试卷上作答无效，不予评分。 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 28铅笔把答题卡上 对应题目的答案字母按要求涂黑。错选、多选或未选均无分。 1. It was such a (an) _ whe n they met each other in Beiji ng because each thought that the other was still in

2、Hong Kong. A. occurre nee B. chanee C. coin cide nee D. occasi on 2. Whe n you come to our city you can see _ yourself how beautiful it is. A. in B. for C. to D. with 3. We have no trust in him because he has never _ the gran diose promises he makes. A. delivered on B. eate n off C. forgotte n about

3、 D. abided by 4. With the villager _ the way, we had no trouble _ the cottage. A. to lead; finding B. to lead; to fred C. lead ing; to find D. leadi ng; finding 5. A new park has sprung up in _ was a wastela nd ten years ago. A. that B. what C. which D. where 6. He said he d pho ne you _ he got home

4、. A. the mome nt B. the mome nt whe n C. at the mome nt D. at the mome nt whe n 7. Which indefinite article a should be read emphatically in the following senten ces? A. He is a han dsome boy, but not smart. B. He is not a suspect, he is the suspect. C. He bought a carto on book for his son. D. He i

5、s talki ng with a middle-aged man. 8. Which of the following indicates a more polite request or invitation? A. Come aTound 芦芦 tonight. B. Come around tonight C. Come aroufidxXtonight, D. Come arounUXtonight. 9. Due to the _ in flue nee, some Chin ese lear ners of En glish wron gly passivize intran s

6、itive verbs like die, as in Joh n was died last year. A. in ted in gual B. i ntercultural C. in trali ngual D. in tmcultural 10. tells where a pers on comes from, whereas _ tells what he does. A. Dialect; register B. Style; genre C. Dialect; style D. Register; genre 11. Which of the follow ing assum

7、pti ons fails to describe the n ature of vocabulary or vocabulary lear ning? A. Words are best lear ned in con text. B. A lexical item can be more tha n one word. C. All words in one Ian guage have equivale nts in ano ther. D. Lear ning a word in cludes lear ning its form, meaning and use. 12. When

8、a teacher creates a real life situation for his students to discuss, he expects them not to focus on _too much. A. form B. use C. meaning D. fun ctio n 13. it is suggested that teachers should not in terrupt stude nts for error correcti on whe n the activity aims at _ . A. accuracy B. flue ncy C. co

9、mplexity D. cohesi on 14. When asking students to quickly run their eyes over a whole text to get the gist, we are trai ning their skill of _ . A. sea nning B. mapp ing C. predict ing D. skimmi ng 15. Teachers who adont the _ model for read ing eomprehe nsion may start teach ing a text by in troduci

10、 ng new vocabulary and structures. A. parallel B. serial C. too-dow n D. bottom-up 16. It is suggested that lower-level EFL learners learn to read by reading materials. A. simple and authe ntic B. academic and authe ntic C. origi nal and classical D. classical and authe ntic 17. Whe n ask ing stude

11、nts to arrange the scrambled senten ces into a logical paragraph, the teacher is focus ing on _ . A. read ing skills B. critical think C. proofreadi ng skills D. textual cohere nee 18. Which of the following is a typical feature of formal writing? A. Archaic words are usually preferred. B. The preci

12、si on of Ian guage is a priority. C. Short and in complete senten ces are preferred. D. An in timate relati on ship with the audie nce is established. 19. Which of the following writing activities may be used to develop students skill of pla nning? A. Editing their writing in groups. B. Self-checkin

13、g punctuations in their writing. C. Sort ing out ideas and putt ing them in order. D. Cross-check ing the Ian guage in their writi ng. 20. In trying to get across a message, an EFL lear ner may use _ strategies to make up for a lack of kno wledge of grammar or vocabulary. A. com muni cative B. cog n

14、itive C. resourc ing D. affective 请阅读Passage 1完成第21-25小题。 Passage 1 Hidde n Valley looks a lot like the doze ns of other camps that dot the woods of cen tral Maine. Theres a lake, some soccer fields and horses. But the campers make the differe nee. Theyre all America n pare nts who have adopted kids

15、 from Chi na. Theyre at Hidden Valley to find bridges from their childrens old worlds to the new. Diana Becker watches her 3-year-old daughter Mika dance to a Chin ese versi on of Twi nk Twinkle Little Star. Her soul is Chinese, she says, but really she s growing up America n. Hidden Valley and a ha

16、ndful of otherculture camps serving families with childre n from overseas reflect the huge rise in the nu mber of foreig n adopti ons, from 7,093 in 1990 to 15,774 last year. Most childre n come from Russia (4,491 last year) and Chi na (4,206) but there are also thousa nds of others adopted annu all

17、y from Sou America, Asia and Easter n Europe. After cutt ing through what can be miles of red tape, pare nts ofte n come home to find a new predicame nt. At first you thi nk, I n eed child, says Sandy Lachter of Wash ington, D.C., who with her husba nd, Steve, adopted Amelia,5, from Chi na in 1995.

18、Then you thi nk, What does the child need? The culture camps give families a place to find answers to those kinds of questi ons. Most grew out of local support groups; Hidde n Valley was started last ye by the Bost on chapter of Families with Childre n from Chi na, which in cludes 650 families, whil

19、e parents address weighty issues like how to raise kids in a mixed-race family, their childre n just have fun riding horses, singing Chin ese songs or making scallio n pan cakes. My philosophy of camp ing is that they e, could be doing any thi ng, as long as they see other Chinese kids with white pa

20、rents, says the director, Peter Kasse n, whose adopted daughters Hope and Lily are 6 and 4. The camp is a con ti nu atio n of Ian guage and dance classes many of the kids atte nd duri ng the year. When we rented out a theater forMulan, it was packed, says Stephen Chen of Bost on, whose adopted daugh

21、ter Lin dsay is 4. Classes in Chin ese Ian guage, art and calligraphy are taught by experts, like Renne Lu of the Greater Bost on Chin ese Cultural Center. Our mission is to preserve the heritage, Lu says. Kids who are vetera n campers say the experie nee helps them un dersta nd their complex herita

22、ge. Sixtee n-year-old Alex was born in In dia and adopted by Kathy and David Brinton of Boulder, Colo., whe n he was 7. I went through a stage where I hated In dia, hated everyth ing about it, he says.You just could nt men ti on In dia to me. But after six sessi ons at the East In dia Colorado Herit

23、age Camp, held at Snow Mountain Ranch in Estes Park, Colo., he hopes to travel to India after he graduates from high school n ext year. 21. What is the authors primary purpose in writing the passage? A. Reveali ng the procedures for foreig n adopti ons. B. Reco unting an amaz ing childhood camp ing

24、experie nee. C. Investigating how Hidden Valley serves foreign adoption families. D. Demon strat ing how culture camps help foreig n adopti on families. 22. Which of the following is closest in meaning to the underlined wordpredicame nt in PARAGRAPH TWO? A. Dilemma. B. Status. C. Con tradictio n. D.

25、 Con seque nee. 23. Where are the adopted kids served by Hidde n Valley from? A. Russia. B. I ndia. C. China. D. America. 24. What can a culture camp help to do accord ing to Peter Kasse n? A. It helps the adopted kids form a correct attitude to their complex heritage. B. It helps the Chinese childr

26、en have fun with their American parents. C. It helps the America ns in crease the adopti on from Russia and China. D. It helps the America n pare nts adopt childre n from other coun tries. 25. What can be in ferred about Alex from the last paragraph? A. The culture camps caused Alex to hate everythi

27、ng about India. B. The East In dia Colorado Heritage Camp led to Alex s immigrati on. C. Hidden Valley served as a link between Alex s old world and the new. D. The culture camps helped Alex better understand his mixed-race family. 请阅读Passage 2完成第26-30小题。 Passage 2 Birds are a critical part of our e

28、cological system. But more than ever, birds are threate ned by huma n polluti on and climate cha nge. We n eed the birds to eat in sects, move seeds and polle n around, tran sfer nu trie nts from sea to land, clea n up after the mass death of the annual Pacific salm on runs, or whe n a wild animal f

29、alls any where in a field or forest. How could we enjoy spring without the birds flitting busily in our garden or dropp ing by to check out the flowers in our urba n wi ndow box? Can you con template America without the soari ng bald eagle, or eve n those scave ngers like the pige ons and gulls that

30、 clea n up discarded food scraps on our city streets and waterfro nts? How dimini shed our lives would be without them? Scave nging eagles and con dors n eed hun ters to behave resp on sibly and bury, remove, the rema ins of any shot deer peppered with fragme nts of lead bullets. Loon ducks and othe

31、r water birds will be pois oned by lead bullets and lead fish ing sin kers we allow such objects to drop in their feeding space. All sea and shore birds, even the puffins and guillemots of the otherwise pristine or s, if Aleutia ns,n eed us to make sure that no other heavy metals, like mercury and c

32、admium, are dumped in rivers and make their way across the ocea ns. Birds like the terns, knots and shearwaters that migrate betwee n the far n orth and deep, deep, south of our pla net n eed people everywhere to cease and desist from filli ng in their wetla nd fuel stops and rest stati ons, and fro

33、m con struct ing golfi ng resorts and factories in their feed ing and breedi ng groun ds. Seabirds are among the most endan gered vertebrate species on the pla net, with the Intern ati onal Un io n for Con servati on of Nature classify ing 97 species as globally threatened, and 17 in the highest cat

34、egory of critically threatened. Of greatest concern are the pelica ns of the souther n ocea ns and the spectacular, but slow-breed ing albatross. Plastic bags must be elim in ated from n atural en vir onments so sea and shore birds dont mistake nly carry such debris back to feed their chicks, with i

35、nv ariably lethal con seque nces. The albatross, cormora nts and herons n eed us to stop over-fishi ng and compromis ing their no rmal food supply. The pelica ns, penguins and all the birds that in habit, or visit, our coastl ines n eed us to en sure that we do not dump oil into gulfs and bays, or r

36、elease so much carb on dioxide into the atmosphere that the ocea ns turn acidic and we lose the mussels and oysters, the mass of calcareous pla nkton that feeds so many creatures, and the coral reefs that n urture eno rmous nu mbers of edible species. Think about it: We share this small gree n pla n

37、et. As they fly, feed and n est, the birds mon itor the health of the n atural world for us, provided that we, in turn, make the effort to access that key in formatio n. The birds and huma ns are both large, complex and ultimately vuln erable orga ni sms that in habit the top of the food cha in. At

38、the end of the day, their fate will be our fate. 26. Which of the following is closest in meaning to the underlined wordco ntemplate in PARAGRAPH THREE? A. Live in. B. Think about. C. Arrive at. D. Comme nt on. 27. What does the un derli ned word them in PARAGRAPH THREE refer to? A. Birds. B. Flower

39、s. C. Food scrapes. D. Scave ngers. 28. What does the author intend to do in writi ng the passage? A. To evaluate our n eeds of birds to save our earth. B. To describe various measures to protect the birds. C. To criticize the effects of human pollution on birds. D. To expla in a basic tie betwee n

40、birds and huma n bein gs. 29. Which of the following fails to tell what birds do according to the passage? A. They help pla nts grow in miraculous ways. B. They clea n up the dead bodies of fish and ani mals. C. They keep the ocea ns from being polluted and acidic. D. They are likely to attack those

41、 irresp on sible hun ters. 30. Which of the follow ing best describes the attitude? A. Huma ni stic. B. Subjective. C. Se ntime ntal. D. Recrimi natory. 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. 简述教师在组织小组活动（group work）时需注意的两个注意事项（8分）。列 举教师在开展小组活动时的两个主要角色（6分），并概括有效开展小组活动时教 师应具备的两个主要能力（6分）。 三、 教学情境分析

42、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. 下面是某初中教师在教学一篇有关职业的课文前的活动片段。 （上课铃响，教师先让学生听一首英文歌曲，然后进行下列活动 ） T: How do you like this song? Do you know the n ame of this song? S1: Sorry, I don t know. T: Its OK. Does an ybody know the n ame of this sin ger? S2: His name is Robbie Williams. T: Exactly, Do you kno

43、w the n ame of the song? S2: A Better Man. T: Excelle nt! It s A Better Man. Hum, we don t know much about him, but he is a sin ger. Well, Lily, would you like to be a sin ger in the future? S3: No. T: What would you like to be? S3: I want to be a doctor. T: （To $4） What would you like to be? S4: I

44、want to be a teacher. （该活动持续10分钟） 根据上面的信息.从下面三个方面作答： （1） 指出该教学活动的环节、目的和注意事项。（10分） （2） 简析教师的设计意图与方法。（10分） 指出该教学活动片段存在的问题。（10分） 四、教学设计题（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 20分钟的英语听说教 学万案。 该方案没有固定格式，但须包含下列要点： teach ing objectives teach ing contents key and difficult points

45、major steps and time allocation activities and justificati ons 教学时间：20分钟 学生概况：某城镇普通中学初中一年级（七年级）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: 、单项选择题 1. 【答案】C。解析：考查名词辨析。句意为“他们在北京遇见实在太了， 因为他们都以为对方仍在香港”。occurrenee “发生，出现，事件”，指一般发 生的事，没有偶然因素;chanee “机会，可能性” ；coincidenee “一致，巧合”，指 凑巧尤指偶然的

46、事Occasion “机会，场合”。根据题意，他们在北京遇见是一次 巧合，故选Co 2. 【答案】Bo解析：考查介词和固定搭配。句意为“当你来到我们城市， 你就可以自己看看它有多美了”。 for “（表示对象）为了”，see for yourself是固 定搭配，意为“自己去看，亲眼看看”。in “在里面”，to “向，朝，到， 往”，with “和”。 3. 【答案】A。解析：考查动词短语辨析。句意为“我们不信任他，因为他 从来没履行过他那些华而不实的承诺” 。deliveron “履行诺言，不负众望，兑现”， eat off 吃掉，腐蚀掉”，forget about “忘记”，abideb

47、y “遵守，遵循（法律、协 议、协定等）”。故选A。 4. 【答案】D。解析：考查with的复合结构和固定句式。句意为“在村民的 带领下，我们毫不费力地找到了小屋”。主句用了固定句式 havetrouble（i n）doi ng sth. “做某事有麻烦”。其余部分用的with的复合结构：with+宾语+宾语补足语。 当宾语的名词与宾语补足语的动词构成主动关系的时候，使用现在分词 ；二者构 成被动关系的时候，使用过去分词；thevillager和lead是主动关系，所以使用现在 分词。故选D。 My be肛 friend is called Louise. Shes short find At

48、ari is my best friend, HFs wry strong 紳0 tifhh* He 馆眶$ all kinds rtf xporistally soccer. He s tndium height ttfui thifL lie has short 脱mighh black hnir and freen eyes. We Hfce to go to wutch ioccf futws with our friends Anri we often talk about 寧删 we see M 7V Alan htouvs about a!i ihf players of all

49、 the teams. He fs like un pru yrlopedia of jwccer/ My best friend s 5. 【答案】B。解析：考查宾语从句。句意为“十年前是一片荒地的地方突 然出现了一个新的公园”。该空所填词要作介词 in的宾语.且作从句的主语，因 此用关系代词what引导宾语从句。 6. 【答案】A。解析：考查时间状语从句。英语中时间状语从句的连词主要 有when，while，as, before等，除此之外，还有一些表示时间的名词短语如 the moment，the minute, the instant等，用于 as soon as的意义时可引导时间状语

50、从 句，这些词在句中起着连词的作用，所以不再需要 when等连词，因此B项和D 项可排除。C项at themoment是介词短语，在句子中作状语，不能引导时间状语 从句。句意为“他说他一到家，就会给你打电话”。 故选A。 7. 【答案】B。解析：考查虚词重读。本题要求找出不定冠词“ a”在句中重 读的情况。不定冠词属于虚词，通常情况下，虚词是不需要重读的，如果想表达 一些强调的含义时，可以将所强调的虚词重读。 A项强调的是形容词handsome. 从第二个分句中的smart可以得知;B项的不定冠词“ a”与后面的“ the”形成对 比，强调“他就是那个犯罪嫌疑人.而不是别人”，所以需要重读。C

51、项和D项 中的虚词没有表达任何特殊含义，所以不需要重读。故选 B。 8. 【答案】C。解析：考查语调意义。本题是问下列哪项表示更加礼貌的邀 请。语调意义就是说话人通过语调所表示的态度、 感情或言外之意。降调的基本 含义是“结束”“肯定”.常见的一般陈述句、命令祈使句和特殊疑问句都用降 调。升调的基本含义是“没有结束”“不肯定”，常见的一般疑问句用升调。降 升调常表示“对比”“态度保留”“有言外之意”，相对而言更礼貌。升降调常 表示语气强烈、惊奇、自满得意等感情，比较不礼貌。祈使句的语 隔有：种摘况r：毒示命令语弓强R5*旬査用降调 : Doo+t npen the door ! Don l m

52、Eike any mistakes爼！别岀墜曙!襄示載励伍度总切豉客气的it求,甸末 ffi 升调Dont wony about LhatZ.不9扭心, Fklp yuuTKlfz*, pls迅，.请ft塑 农用牆切的埔求或迓笛我虎示先心的急切鹫化时川降升觸第 V 貳读音 节用降歟旬末用升调 Dont opcn the door * 4 fl - f )DonI t so much surar T Pt； i * (辅对)F*ut 4)our cone on 把衣魔穿上 l夕卜面玲、牧选C 9. 【答案】C。解析：考查二语习得。二语习得中偏误产生的原因主要归为 两大类：一类偏误主要是因为学习者

53、的母语迁移引起的，称之为“语际偏误” (in terli ngual errors);还有一类偏误并不是因为母语迁移引起的， 而是由于学习者 在学习目的语规则时， 过度推广沿用规则、片面地应用规则或者未完全理解规则 应用的条件等导致的 称为“语内偏误”(intralingual errors)。题干中表述学习英语 的中国学习者错误地把一些不及物动词例如“ die”用于被动语态.这是由于学习 者未完全理解不及物动词的用法，属于语内偏误。故选 Co 10. I答案】A。解析：考查社会语言学。方言(dialect)指生活在同一地理区域 的人所使用的语言变体。地域方言最重要的语言区别性特征还是在于它的

54、口音。 与特定的情景类型相匹配的语言类型就是语域 (register)。正式的情景可能决定了 正式的语域，这样的语域以正式、标准的用词、语法规则和言语模式为特征 ；而 非正式场景可能产生不太正式的语域，这样的语域呈现出不太正式的词汇、不标 准的语法特征和略有错误的言语模式等特征。通常来说，像律师、医生、集邮者 这些有特定职业或爱好的人群会使用特定的语域。题干中“ _ 明一个 人来自哪里， _ 明一个人的职业”分别是方言和语域所管辖的范围。 而style指文体，一个人说话或写作时的文体变异主要是由于交际情景的不同而 发生的从随便体、口语体到正式文体或礼貌文体等方面的变化。 文体也可以指一 个人在

55、不同的时期说话或写作时的言语使用方式， 也可以指一个人在某一特定时 期说话或书写时所特有的言语使用方式。ge nre指的是语体、体裁。故选 A。 11. 【答案】C。解析：考查词汇教学。句意为“下列哪项说法没有正确描述 词汇或词汇学习的性质？” A项“最好在语境中学习单词”；B项“一个词条可以 对应不止一个单词”：C项“在一门语言中的所有单词在另一门语言中都有对应 的词汇”，但是事实上一门语言的词汇与另外一门语言的词汇并不是一一对应的 关系，比如“巧克力”就是音译过来的一个原本在汉语里没有的词汇 ；D项“学 习一个单词包括学习其形式、意义和用法”。故选 Co 12. 【答案】A。解析：考查课堂

56、活动。句意为“当一个老师为他的学生创造 一个真实的生活情境进行讨论时，他不期望他们过多地关注 _ 。教师 创设真实有意义的情境，为学生提供讨论交流的机会，在这个过程中，应更重视 语言的意义、用法和功能，让学生通过体验、实践，将学习的结果和自己的生活 结合起来。因此不必过多地关注形式(form)。 13. 【答案】B。解析：考查语言教学与课堂纠错。句意为“当活动是以_ 为目标时，建议老师不要为了纠错而打断学生”。不打断学生是要保证说话的流 畅性(fluency)，A项“精确性”，B项“流畅性”，C项“复杂性”，D项“衔 接”。故选B。 14. 【答案】D。解析：考查阅读教学。句意为“当要求学生快

57、速浏览一篇文 章获取大意时，我们在训练他们的 _ 能”。scanning “寻读”，目的是 从较长的文字资料中寻找特定的细节内容。mapping “思维导图”，一般是在了 解文章基本内容之后， 从阅读材料的主题出发， 画出各部分之间的联系， 从整体 上理解文章的过程。predicting “预测”，指借助文章的标题、逻辑关系等，对文 章的主题、体裁、结构等进行预测，目的常常是激发学生的阅读兴趣。 skimmi ng “略读”，是通过快速阅读文章来获取大意的阅读 技巧。故选D。 15. 【答案】D。解析：考查阅读教学模式。句意为“教师在教授阅读时首先 从新单词和句型结构开始，这是采用了 _ 教学

58、模式”。自下而上的教 学模式(bottom-up model)主张从较小的语言单位开始教学，即从单词、句子逐渐 解码，进而达到对整个段落、最后到整篇文章的理解。自上而下的教学模式 (top-dow n model)主张在阅读教学中重视背景知识的导人，要求学生对文章进行 预测，然后阅读、检验、修订自己的预测，再进行新的预测。故选 D。 16. 【答案】A。解析：考查阅读材料的选择。句意为“建议水平较低的英语 外语学习者阅读材料”。A项“简单且地道的”，B项“学术且地道的”，C项 “原始且经典的”，D项“经典且地道的”。对于水平较低的学习者，要选择容 易理解且地道的语言材料，这样学生才不会产生挫败

59、感并且能够学到地道的外语 表达。学术型、经典以及原著是较难的学习材料。故选 A。 17. 【答案】D。解析：考查写作教学活动。句意为“当教师要求学生把打乱 顺序的句子重组成一段符合逻辑的话时。这位教师关注的是 _这里 教师关注的是上下文的逻辑性和连贯性。 A项“阅读技巧”，是用来理解文章、 找出所需信息的技巧；B项“批判性思维”；C项“校对技巧” ；D项“语篇连贯”。 故选D。 18. 【答案】B。解析：考查写作教学。句意为“下面哪项是正式文体写作的 典型特征？” A项“偏好使用古体词”，B项“首先要保证语言的准确性”，C 项“偏好使用简短、不完整的句子”，D项“跟读者建立亲密的关系”。正式文

60、 体的要求首先是用词准确无歧义，如法律文书。故选 B o 19. 【答案】Co解析：考查写作教学活动。句意为“下面哪一项写作活动可 以用于发展学生的规划能力？” A项“分小组修改他们的作文”，B项“自己检 查作文中的标点符号”，C项“将想法分类并按顺序排列”，D项“相互检查作 文中的语言”。C项符合题意。 20. 【答案】A。解析：考查英语学习策略。句意为“在努力将信息成功传达 给别人时，英语学习者可以采用 _ 略来弥补语法或词汇知识的不足” 。 学习策略指学生为了有效地学习语言和使用语言而采取的各种行动和步骤。 英语 学习策略包括认知策略(cognitive strategies)调控策略(