(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) _ when they met each other in Beijing because each thought that the other was still in Hong

2、 Kong. A. occurrence B. chance C. coincidence D. occasion 2. When 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 grandiose promises he makes. A. delivered on B. eaten off C. forgotten about D. abided by

3、4. With the villager _ the way, we had no trouble _ the cottage. A. to lead; finding B. to lead; to fred C. leading; to find D. leading; finding 5. A new park has sprung up in _ was a wasteland ten years ago. A. that B. what C. which D. where 6. He said he' d phone you _ he got home. A. the mome

4、nt B. the moment when C. at the moment D. at the moment when 7. Which indefinite article a should be read emphatically in the following sentences? A. He is a handsome boy, but not smart. B. He is not a suspect, he is the suspect. C. He bought a cartoon book for his son. D. He is talking with a middl

5、e-aged man. 8. Which of the following indicates a more polite request or invitation? 9. Due to the _influence, some Chinese learners of English wrongly passivize intransitive verbs like die, as in John was died last year. A. intedingual B. intercultural C. intralingual D. intmcultural 10. tells wher

6、e a person comes from, whereas _ tells what he does. A. Dialect; register B. Style; genre C. Dialect; style D. Register; genre 11. Which of the following assumptions fails to describe the nature of vocabulary or vocabulary learning? A. Words are best learned in context. B. A lexical item can be more

7、 than one word. C. All words in one language have equivalents in another. D. Learning a word includes learning its form, meaning and use. 12. When 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. function 13.

8、 it is suggested that teachers should not interrupt students for error correction when the activity aims at_. A. accuracy B. fluency C. complexity D. cohesion 14. When asking students to quickly run their eyes over a whole text to get the gist, we are training their skill of_. A. scanning B. mapping

9、 C. predicting D. skimming 15.Teachers who adont the _model for reading comprehension may start teaching a text by introducing new vocabulary and structures. A. parallel B. serial C. too-down D. bottom-up 16. It is suggested that lower-level EFL learners learn to read by reading _ materials. A. simp

10、le and authentic B. academic and authentic C. original and classical D. classical and authentic 17. When asking students to arrange the scrambled sentences into a logical paragraph, the teacher is focusing on _. A. reading skills B. critical think C. proofreading skills D. textual coherence 18. Whic

11、h of the following is a typical feature of formal writing? A. Archaic words are usually preferred. B. The precision of language is a priority. C. Short and incomplete sentences are preferred. D. An intimate relationship with the audience is established. 19. Which of the following writing activities

12、may be used to develop students' skill of planning? A. Editing their writing in groups. B. Self-checking punctuations in their writing. C. Sorting out ideas and putting them in order. D. Cross-checking the language in their writing. 20. In trying to get across a message, an EFL learner may use _

13、 strategies to make up for a lack of knowledge of grammar or vocabulary. A. communicative B. cognitive C. resourcing D. affective 请阅读Passage 1。完成第21-25小题。 Passage 1 Hidden Valley looks a lot like the dozens of other camps that dot the woods of central Maine. There's a lake, some soccer fields an

14、d horses. But the campers make the difference. They're all American parents who have adopted kids from China. They're at Hidden Valley to find bridges from their children's old worlds to the new. Diana Becker watches her 3-year-old daughter Mika dance to a Chinese version of Twinkle, Twi

15、nkle Little Star. Her soul is Chinese, she says, ut really she' s growing up American. Hidden Valley and a handful of otherculture camps serving families with children from overseas reflect the huge rise in the number of foreign adoptions, from 7,093 in 1990 to 15,774 last year. Most children co

16、me from Russia (4,491 last year) and China (4,206) but there are also thousands of others adopted annually from South America, Asia and Eastern Europe. After cutting through what can be miles of red tape, parents often come home to find a new predicament. At first you think, 'I need a child'

17、, says Sandy Lachter of Washington, D.C., who with her husband, Steve, adopted Amelia,5, from China in 1995. Then you think, 'What does the child need?' The culture camps give families a place to find answers to those kinds of questions. Most grew out of local support groups; Hidden Valley w

18、as started last year by the Boston chapter of Families with Children from China, which includes 650 families, while parents address weighty issues like how to raise kids in a mixed-race family, their children just have fun riding horses, singing Chinese songs or making scallion pancakes. My philosop

19、hy of camping is that they could be doing anything, as long as they see other Chinese kids with white parents, says the director, Peter Kassen, whose adopted daughters Hope and Lily are 6 and 4. The camp is a continuation of language and dance classes many of the kids attend during the year. When we

20、 rented out a theater for'Mulan,' it was packed, says Stephen Chen of Boston, whose adopted daughter Lindsay is 4. Classes in Chinese language, art and calligraphy are taught by experts, like Renne Lu of the Greater Boston Chinese Cultural Center. Our mission is to preserve the heritage, Lu

21、says. Kids who are veteran campers say the experience helps them understand their complex heritage. Sixteen-year-old Alex was born in India and adopted by Kathy and David Brinton of Boulder, Colo., when he was 7. I went through a stage where I hated India, hated everything about it, he says.You just

22、 couldn't mention India to me. But after six sessions at the East India Colorado Heritage Camp, held at Snow Mountain Ranch in Estes Park, Colo., he hopes to travel to India after he graduates from high school next year. 21. What is the author's primary purpose in writing the passage? A. Rev

23、ealing the procedures for foreign adoptions. B. Recounting an amazing childhood camping experience. C. Investigating how Hidden Valley serves foreign adoption families. D. Demonstrating how culture camps help foreign adoption families. 22. Which of the following is closest in meaning to the underlin

24、ed wordpredicament in PARAGRAPH TWO? A. Dilemma. B. Status. C. Contradiction. D. Consequence. 23. Where are the adopted kids served by Hidden Valley from? A. Russia. B. India. C. China. D. America. 24. What can a culture camp help to do according to Peter Kassen? A. It helps the adopted kids form a

25、correct attitude to their complex heritage. B. It helps the Chinese children have fun with their American parents. C. It helps the Americans increase the adoption from Russia and China. D. It helps the American parents adopt children from other countries. 25. What can be inferred about Alex from the

26、 last paragraph? A. The culture camps caused Alex to hate everything about India. B. The East India Colorado Heritage Camp led to Alex' s immigration. 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 fa

27、mily. 请阅读Passage 2，完成第26-30小题。 Passage 2 Birds are a critical part of our ecological system. But more than ever, birds are threatened by human pollution and climate change. We need the birds to eat insects, move seeds and pollen around, transfer nutrients from sea to land, clean up after the mass de

28、ath of the annual Pacific salmon runs, or when a wild animal falls anywhere in a field or forest. How could we enjoy spring without the birds flitting busily in our garden or dropping by to check out the flowers in our urban window box? Can you contemplate America without the soaring bald eagle, or

29、even those scavengers like the pigeons and gulls that clean up discarded food scraps on our city streets and waterfronts? How diminished our lives would be without them? Scavenging eagles and condors need hunters to behave responsibly and bury, or remove, the remains of any shot deer peppered with f

30、ragments of lead bullets. Loons, ducks and other water birds will be poisoned by lead bullets and lead fishing sinkers if we allow such objects to drop in their feeding space. All sea and shore birds, even the puffins and guillemots of the otherwise pristine Aleutians,need us to make sure that no ot

31、her heavy metals, like mercury and cadmium, are dumped in rivers and make their way across the oceans. Birds like the terns, knots and shearwaters that migrate between the far north and deep, deep, south of our planet need people everywhere to cease and desist from filling in their wetland fuel stop

32、s and rest stations, and from constructing golfing resorts and factories in their feeding and breeding grounds. Seabirds are among the most endangered vertebrate species on the planet, with the International Union for Conservation of Nature classifying 97 species as globally threatened, and 17 in th

33、e highest category of critically threatened. Of greatest concern are the pelicans of the southern oceans and the spectacular, but slow-breeding albatross. Plastic bags must be eliminated from natural environments so sea and shore birds don't mistakenly carry such debris back to feed their chicks

34、, with invariably lethal consequences. The albatross, cormorants and herons need us to stop over-fishing and compromising their normal food supply. The pelicans, penguins and all the birds that inhabit, or visit, our coastlines need us to ensure that we do not dump oil into gulfs and bays, or releas

35、e so much carbon dioxide into the atmosphere that the oceans turn acidic and we lose the mussels and oysters, the mass of calcareous plankton that feeds so many creatures, and the coral reefs that nurture enormous numbers of edible species. Think about it: We share this small green planet. As they f

36、ly, feed and nest, the birds monitor the health of the natural world for us, provided that we, in turn, make the effort to access that key information. The birds and humans are both large, complex and ultimately vulnerable organisms that inhabit the top of the food chain. At the end of the day, thei

37、r fate will be our fate. 26. Which of the following is closest in meaning to the underlined wordcontemplate in PARAGRAPH THREE? A. Live in. B. Think about. C. Arrive at. D. Comment on. 27. What does the underlined word hem in PARAGRAPH THREE refer to? A. Birds. B. Flowers. C. Food scrapes. D. Scaven

38、gers. 28. What does the author intend to do in writing the passage? A. To evaluate our needs 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 explain a basic tie between birds and human beings. 29. Which

39、of the following fails to tell what birds do according to the passage? A. They help plants grow in miraculous ways. B. They clean up the dead bodies of fish and animals. C. They keep the oceans from being polluted and acidic. D. They are likely to attack those irresponsible hunters. 30. Which of the

40、 following best describes the attitude? A. Humanistic. B. Subjective. C. Sentimental. D. Recriminatory. 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

41、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 name of this song? S1: Sorry, I don' t know. T: It's OK. Does anybody know the name of this singer? S2: His name is Robbie Williams. T: Exactly, Do you know the name of the song? S2: A Better Man. T: Excel

42、lent! It' s A Better Man. Hum, we don' t know much about him, but he is a singer. Well, Lily, would you like to be a singer 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 want to be a teacher. (该活动持续10分钟) 根据上面的信息.从下

43、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) (3)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方案。 该方案没有固定格式，但须包含下列要点： · teaching objectives · teaching contents · key and difficult points · major steps and time

44、 allocation activities and justifications ·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： 一、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”。occurrence“发生，出现，事件”，指一般发生的事，没有偶然因素;chance“机会，可能性”;coincidence“一致，巧合”，指凑巧尤指偶然的事;0ccasion“机会，场合”。根据题意，他

45、们在北京遇见是一次巧合，故选C。 2.【答案】B。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”，abideby“遵守，遵循(法律、协议、协定等)”。故选A。 4.【答案】D。解析：考查wit

46、h的复合结构和固定句式。句意为“在村民的havetrouble(in)doing 带领下，我们毫不费力地找到了小屋”。主句用了固定句式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。 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

47、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

48、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”，

49、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 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的母语迁移引起的，称之为“语际偏误”(interlingual 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 。C者未完全理解不及物动词的用法，属于语

50、内偏误。故选10.【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“_表明一个人来自哪里，_表明一个人的职业”分别是方言和语域所管辖的范围。而style指文体，

51、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。genre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

52、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C。 12.【答案】A。解析：考查课堂活动。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”，

53、D项“衔接”。故选B。 14.【答案】D。解析：考查阅读教学。句意为“当要求学生快速浏览一篇文章获取大意时，我们在训练他们的_技能”。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。skimming“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

54、先从新单词和句型结构开始，这是采用了 _ 教学模式”。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-down 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 。D预测，然后阅读、检验、修订自己的预测，再进行新的预测。故选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

55、料，这样学生才不会产生挫败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

56、文体的要求首先是用词准确无歧义，如法律文书。故选B。 19.【答案】C。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_策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(control strat

57、egies)、交际策略(communicative strategies)资源策略(resourcing strategies)等。其中.交际策略是指学生为了争取更多的交际机会、维持交际以及提高交际效果而采取的各种策略。当英语学习者由于缺乏必要的语法或词汇知识而不知道如何表达时，为了让别人明白自己的意思.可以借助手势或表情等非语言手段来克服语言障碍，从而维持交际。这属于学习策略中的交际策略。故选A。本题容易误选成C，注意该题干中get across短语的意思是“让对方了解你要传达的意思”。 Passage l 21.【答案】D。解析：主旨题。文章通篇介绍HiddenValley以及其他野营活动小组安排的活动及其作用，其目的是为了阐述此类野营活动小组的开展是为了帮助跨种族收养儿童更好地了解他们的传统文化，更好地融入新家庭。故选D。 22.【答案】A。解析：词义题。根据第二段“predicament”后面Sandy所说的话“Atfirstyouthink，I need a child'，”says Sandy Lachter of Washington，D.C.，who wi