2018下半年教師資格初中英語學科知識與教學能力真題及答案

1、2018下半年教師資格初中英語學科知識與教學能力真題及答案一、單項選擇題(本大題共30小題。每小題2分，共60分)1. Which of the following underlined parts is different from others in pronunciation?A. wishedB. jumpedC. kissedD. waited2. Which of the following shows the general intonation pattern in a complex sentence?A. When I started mycareer there was

2、nounemployment.B. When I started my career there was no unemployment.C. When I started mycareer there was no unemployment.D. When I started my career there was no unemployment.3. All the_in this school are taught by the same teacher.A. six-year-oldsB. six-years-oldC. six-year-oldD. six-years-olds4.

3、The risk of infection for that patient hasn't diminished after the operation._, it has increased.A. On the wholeB. On the contraryC. On the averageD. On the other hand5. Testing is still a usual means_which students' progress is measured.A. inB. atC. ofD. by6. Many people_in the project at b

4、oth research and editing stages and we would like to thank them all here.A. have involvedB. have been involvedC. having involvedD. having been involved7. Only until very recently_possible that grammarians are able to make accurate statements about the rules of some languages.A. has it beenB. it

5、 has beenC. was itD. it was8. This is not_they had expected after years of painstaking research.A. a result as bad asB. as a result as badC. as bad as a resultD. as bad a result as9. Which of the following words is formed through derivation?A. Students.B. Shorter.C. Bought.D. Insanity.10. The uttera

6、nce “Now, correct me if I'm wrong .”suggests that people are likely to observe the_Maxim in daily conversations.A. QuantityB. QualityC. RelevanceD. Manner11. When a teacher asks students to brainstorm what they will write about an unforgettable trip,he/she mainly focuses on_.A. ideasB.

7、 layoutC. styleD. feedback12. Which of the following is a communicative task?A. Reading aloud the dialogue on page 24.B. Writing a party invitation to your Mends.C. Translating the first paragraph into Chinese.D. Making sentences with the expressions given.13. What is being practised if a teacher as

8、ks students to read words like "cot, hot" and "dog,log"?A. Spelling and structure.B. Stress and sound.C. Minimal pairs.D. Phonetic symbols.14. What teaching method is used by the teacher if much of his/her class time is spent on drilling sentence patterns followed by exercis

9、es like repetition, memorization, mimicry, etc.?A. The Natural Approach.B. The Communicative Approach.C. The Audio-lingual Method.D. The Grammar-translation Method.15. According to the affective-filter hypothesis,_is NOT an affective factor influencing language learning.A. attitudeB. motivation

10、C. interestD. intelligence16. What does his/her feedback focus on if a teacher's comment is “John, it would be much better if you have given more details,t” ?A. Content.B. Language.C. Attitude.D. Aptitude.17. Which of the following is a referential question?A. Where was Yang Liwei born

11、?B. Who is the first Chinese astronaut?C. Why do you think Yang Liwei is a great astronaut?D. When did Yang Liwei begin his historic space travel?18. Having lived in China for a long time, John could fully understand the cultural shocks experienced by his Chinese students. Which of the followin

12、g traits does John have in this instance?A. Avoidance.B. Empathy.C. Extroversion.D. Introversion.19. When the teacher asks students to read a text for the main idea, he/she intends to develop students' skill of_.A. retellingB. predictingC. skimmingD. scanning20. Which of the following is ba

13、sed on the communicative view of language?A. Structural syllabus.B. Skill-based syllabus.C. Genre-based syllabus.D. Functional-notional syllabus.請閱讀 Passage 1,完成第21-25小題。Passage 1There are two kinds of motive for engaging in any activity: internal and instrumental. If a scientist conducts resea

14、rch because she wants to discover important facts about the world, that's an internal motive, since discovering facts is inherently related to the activity of research. If she conducts research because she wants to achieve scholarly renown, that's an instrumental motive, since the&

15、#160;relation between fame and research is not so inherent. Often, people have both for doing things.What mix of motives-internal or instrumental or both-is most conducive to success? You might suppose that a scientist motivated by a desire to discover facts and by a desire to achieve reno

16、wn will do better work than a scientist motivated by just one of those desires. Surely two motives are better than one. But as we and our colleagues argue in a paper newly published in the Proceedings of the National Academy of Sciences, instrumental motives are not always an asset and

17、0;can actually be counterproductive to success.We analyzed data drawn from 11320 cadets in nine entering classes at the United States Military Academy at West Point, all of whom rated how much each of a set of motives influenced their decision to attend the academy. The motives included th

18、ings like a desire to get a good job later in life and a desire to be trained as a leader in the United States Army.How did the cadets fare years later? How did their progress relate to their original motives for attending West Point?We found, unsurprisingly, that the stronger their intern

19、al reasons were to attend West Point, the more likely cadets were to graduate and become commissioned officers. Also unsurprisingly, cadets with internal motives did better in the military (as evidenced by early promotion recommendations)than did those without internal motives and were als

20、o more likely to stay in the military after their five years of mandatory service.Remarkably, cadets with strong internal and strong instrumental motives for attending West Point performed worse on every measure than did those with strong internal motives but weak instrumental ones. T

21、hey were less likely to graduate, less outstanding as military officers and less committed to staying in the military.Our study suggests that efforts should be made to structure activities so that instrumental consequences do not become motives. Helping people focus on the meaning and impa

22、ct of their work, rather than on, say, the financial returns it will bring, may be the best way to improve not only the quality of their work but also their financial success.There is a temptation among educators and instructors to use whatever motivational tools are available to recr

23、uit participants or improve performance. If the desire for military excellence and service to country fails to attract all the recruits that the Army needs, then perhaps appeals to “money for collegecareer training” or “seeing the world”will do the job. While this strategy may luremor

24、e recruits, it may also yield worse soldiers. Similarly, for students uninterested in learning,financial incentives for good attendance or pizza parties for high performance may prompt them to participate, but it may result in less well-educated students.21. According to the passage, which of t

25、he following is an internal motive for a newly recruited soldier?A. To serve the country.B. To receive career training.C. To earn money for college.D. To broaden their scope of vision.22. Which of the following is closest in meaning to the underlined word “cadets” in Paragraph 3?A. In-serv

26、ice soldiers.B. Military researchers.C. Military officers.D. Military trainees.23. According to the passage, which of the following is conducive to career success?A. Strong internal and strong instrumental motives.B. Strong internal and weak instrumental motives.C. Weak internal and strong instrumen

27、tal motives.D. Weak internal and weak instrumental motives.24. What do the writers disapprove concerning the current situation of attracting recruits?A. Taking into account applicants' internal motives.B. Making them focus on the meaning of their work.C. Relying on whatever motivational tools av

28、ailable.D. Taking into account applicants' instrumental motives.25. What can be the best title for the article?A. Motivation and FameB. Two Types of MotivesC. The Secret of Effective MotivationD. The Study on the Function of Motives請閱讀Passage 2, 完成第 2630 小題。Passage 2The ritual of English tea tim

29、e is believed to have originated in the late 1700's when Anna,Duchess of Bedford, ordered that a plate of cakes be sent up to her with her afternoon cup of tea.The Duchess chronically experienced a “sinking feeling” (what we would term “l(fā)ow blood sugar”) in the late afternoon. To tide

30、her over the long hours between meals she turned to carbohydrates. Other royals immediately copied the Duchess, and afternoon tea parties became quitefashionable. Low tables were set up in front of sofas and chairs, and the ladies found a new opportunity to show off pretty clothes, fi

31、ne china, embroidered linen tablecloths and napkins, and silver tableware.Tea time was also the time to exchange juicy gossip and serve refreshments. Soon darling little sandwiches and sweet pastries as well as scones were being arranged on decorative stands and plates for the ladies&

32、#39; pleasure.The tea party mania quickly spread across the Atlantic where tea was already enjoyed as a beverage. This fondness for tea was later suppressed by the patriotic Americans during the era immediately preceding the American Revolution because of the unreasonable British tax on te

33、a.However, by April 27,1776, Congress announced in the Philadelphia Packet that “the drinking of tea can now be indulged.” The custom of afternoon tea parties was not really revived in this country, though, until the mid-1800's, when Victorian ways were in vogue here. Leisure-clas

34、s American ladies began having“kettledrums” at 4 p.m. “Kettledrums”was called that in connection with the term “teakettle” . Petits fours and other dainty delights were served amid Victorian opulence. A Victorian diarist, Maud Berkeley (Maud: The Illustrated Diary of a

35、Victorian Woman,Chronicle Books,1987) gave an anecdote concerning tea time: "Mrs. Barnes had out a lovely tea-cloth for her tea-party, worked all over with cyclamens and honeysuckle. Shoggie Boucher, unused to such dainty, contrived to slop his tea all over it. Thankful it was not I. As it

36、 was, my new feather boa, which I wore for the first time, got into my teacup, causing much alarm and merriment to all assembled. Lilian Black-Barnes was, as ever, strong in adversity and wrung out the offending object in the kitchen sink. Fear it may never be the same again, none the

37、 less."My family, mother, and I were able to relieve some of that sophisticated elegance (minus the drippy boa) when we had tea at the Ritz in London. The Palm Court, an open area on the ground floor of the hotel, is a study in turn-of-the-century decor. Gilt statuary, palms, and othe

38、r plants, and stylishly-set little tables beckon welcomingly under high-up, rose-tinted skylights.Our waiter brought us a selection of finger sandwiches of smoked salmon, ham, cucumber,Cheddar cheese, cream cheese, and chives, or egg salad. Scones (similar to American biscuits) were offere

39、d with butter, and various preserves and jellies.Along with this we were served Indian or China tea, and hot chocolate for my young daughter.Then the dapper waiter presented a vast tray holding many French pastries and cakes from which we could choose. After several teeny sandwiches and a coupl

40、e of marmalade-coated scones, a chocolate eclair seemed to add carbohydrate overload to carbo-loading, but “when in England, do as the English do”.This tea feast was served between 3:30 and 5:30 p.m. Around 10:00 p.m., we had regained just enough appetite to sample some fish and chips

41、 (French fries), and then we put our weary stomachs and ourselves to bed.26. What can be inferred about the writer's opinion concerning what is served at the British teatime?A. The English have taken in excessive carbohydrate.B. The English prefer to have different types of drinks.C. The En

42、glish are not particular about the food varieties.D. The English have a peculiar liking for junk food.27. Which of the following is a typical feature of Victorian tea time?A. An occasion to gather with family.B. An occasion to demonstrate patriotism.C. An occasion to show off delicacy and elegance.D

43、. An occasion to entertain the British royal members.28. Why does the author quote Maud Berkeley in the passage?A. To define the nature of Victorian tea time.B. To prove that tea time is fashionable in America.C. To exemplify how exquisite an English tea time ritual was.D. To contrast the difference

44、 between English and American tea time.29. Which of the following is close in meaning to the underlined word “weary” in the last paragraph?A. Exhausted.B. Tedious.C. Energetic.D. Greedy.30. Which of the following is not employed in the passage?A. Quotation.B. Flashback.C. Concrete exa

45、mple. D. Comparison and contrast.二、簡答題(本大題1小題，20分)根據題目要求完成下列任務，用中文作答。31簡述形成性評價(formative assessment)的含義(4分)，列舉兩種形成性評價的方法或手段(8分)，并提出實施中應該注意的兩個問題(8分。三、教學情境分析題(本大題1小題。30分)根據題目要求完成下列任務，用中文作答。32下面是某教師一節(jié)聽說課聽前環(huán)節(jié)的教學實錄，單元話題為My favourite animal。根據所給材料從下列三個方面作答。(1)分析該聽前教學活動設計的兩個優(yōu)點。(10分)(2)分析該教學片段存在的兩個問題。(10分)(

46、3)針對每個問題提出一條改進建議。(10分)四、教學設計題(本大題1小題，40分)根據提供的信息和語言素材設計教學方案，用英文作答。33設計任務：請閱讀下面的學生信息和語言素材，設計20分鐘的口語教學方案。教案沒有固定格式，但須包含下列要點：·teaching objectives·teaching contents·key and difficult points·major steps and time allocation·activities and justifications教學時間：20分鐘學生概況：某城鎮(zhèn)普通中學七年級(初中一年

47、級)學生，班級人數(shù)40人。多數(shù)學生已經達到義務教育英語課程標準(2011年版)二級水平。學生課堂參與積極性一般。語言素材：Ms Li: Hello, my name is Li Fang. I'm your teacher and you are my students. I'm Chinese. I'm from Wuhan. What's your name?Lingling: My name is Wang Lingling.Ms Li: Nice to meet you, Lingling. Where are you from?Linglin

48、g: I'm from Beijing. I'm Chinese.Ms Li: How old are you?Lingling: I'm thirteen years old.Ms Li: Good. Hello, what about you?Daming: Hello, Ms Li, my name is Li Daming and I'm from Beijing, too. I'm twelve years old.Ms Li: Thanks. Hello, are you from America?Tony: No, I'm not.

49、 I'm from England. I'm Tony Smith.Ms Li: Nice to meet you, Tony. Hi, are you English, too?Betty: No, I'm not. I'm American and my name is Betty King.Lingling: Tony and Betty are our friends.Ms Li: Good! Welcome to Class 4 Grade 7!參考答案及解析一、單項選擇題1【答案】D。解析：本題考查語音知識。規(guī)則動詞詞尾加-ed有三種讀音：在清輔音后

50、讀作t ；在濁輔音和元音后讀作d；在們后讀作Id。wished，jumped，kissed三個單詞畫線部分的發(fā)音均為t，waited畫線部分的發(fā)音為Id。故本題選D。2【答案】B。解析：本題考查語音知識。含狀語從句的復合句的語調分為兩種情況：若主句在前，從句在后，主句結束時意思已經比較完整，則主句通常用降調，整個句子讀完時也應該用降調；若從句在前，主句在后，則語調通常是“前升后降”。故本題選B。3【答案】A。解析：本題考查名詞用法。句意為“在這所學校里，所有六歲的學生都由同一個老師來教”。分析句子成分可知，空格處應填名詞形式。sixyear-old相當于形容詞；sixyear-olds則為名詞

51、復數(shù)，表示同一類人。故本題選A。4【答案】B。解析：本題考查介詞短語辨析。句意為“在手術后，那位病人的感染風險并沒有降低，_增加了”。on the whole“整體上”；on the contrary“相反”，符合題意；0n the average“一般來說”；on the other hand“另一方面”。故本題選B。5【答案】D。解析：本題考查介詞用法。句意為“測試仍然是檢測學生進步程度的一種常用的方式”。分析句子成分可知，空格后面是定語從句，means所在成分在從句中作方式狀語；by可表示“通過，憑借，借助”。故本題選D。6【答案】B。解析：本題考查時態(tài)和語態(tài)。句意為“很多人已

52、經參與到這項工程的研究和編寫階段，在此我們要感謝他們”。分析句子成分可知，and連接前后兩個完整的句子，前半句缺少謂語，故排除C、D。many people和involve之間是被動關系，be involved in“參與，涉及”。故本題選B。7【答案】A。解析：本題考查倒裝。句意為“直到最近，語法學家才能夠對一些語言規(guī)則進行精準闡述”。當“only+狀語”位于句首時，主句要用部分倒裝，即把謂語的一部分如助動詞或情態(tài)動詞放至主語的前面。根據后半句中的are able to可知本句為現(xiàn)在時態(tài)，故排除C、D。故本題選A。8【答案】D。解析：本題考查asas的用法。句意為“經過多年的潛心研

53、究，這個結果并不像他們預期的那么糟糕”。asas意為“和一樣”，表示同級的比較，其基本結構為as+adjadv+(冠詞)+名詞+as。故本題選D。9【答案】D。解析：本題考查構詞法。題干：下面哪一個單詞是通過派生法形成的?派生法指在詞根前面加前綴或在詞根后面加后綴構成一個與原單詞意義相近或截然相反的新詞的方法，如unconscious(無意識的)，national(民族的)都是通過派生法形成的。通過派生法構成的詞的詞類有的發(fā)生改變，有的保持不變。屈折變化是通過添加屈折詞綴(如數(shù)、人稱、格等)來表現(xiàn)語法關系；屈折詞綴不會改變詞干的詞類。A項是student的復數(shù)形式，B項是short的比較級形式

54、，C項是buy的過去式，三者都是通過添加屈折詞綴變化而來。只有D項是insane的派生詞。故本題選D。10【答案】B。解析：本題考查會話含義理論。題干：在日常對話中，“如果我錯了，現(xiàn)在請糾正我”這個句子表明人們可能遵循什么準則?Quantity Maxim“數(shù)量準則”，Quality Maxim“質量準則”，Relevance Maxim“關系準則”，Manner Maxim“方式準則”。質量準則是指設法使你的話語真實：不要說自知是虛假的話；不要說缺乏足夠證據的話。故本題選B。11【答案】A。解析：本題考查寫作教學。題干：在進行“難忘的旅途”寫作前，教師要求學生進行頭腦風暴，該教師主要關注的是

55、。ideas“思想，想法”，layout“布局”，style“風格”，feedback“反饋”?！邦^腦風暴”一般在寫前進行，用于幫助學生收集想法，使學生產生思路。故本題選A。12【答案】B。解析：本題考查課堂活動。題干：以下哪個選項屬于交際性任務?A項“朗讀第24頁的對話”，B項“給你的朋友寫一封聚會邀請函”，C項“將第一段翻譯成漢語”，D項“用所給短語造句”。communicative activity即各種形式的交際性活動，在活動中學生通過完成目標任務，即真實的交際性任務，達到真正運用語言的目的。A、C、D三項的任務都沒有放在真實的交際語境中，故本題選B。13【答案】c。解析：本題考查語音

56、教學。最小對立體，也稱最小對立對，指除了出現(xiàn)在同一個位置上的一個音之外其余都相同的兩個語音組合。題目中的cot與hot，dog與log兩組詞都只有一個音素的差別，因此該教師讓學生練習的是最小對立體。故本題選C。14【答案】C。解析：本題考查教學方法。題干：如果一節(jié)課的大部分時間都是在練習句型，并且配有重復、記憶和模仿等練習，那么教師運用的是什么教學方法?A項“自然法”是一種在單詞和短語同事物之間建立直接聯(lián)系的教學方法，旨在把抽象的意義還原為形象具體的現(xiàn)實。B項“交際法”是以語言功能項目為綱，培養(yǎng)在特定的社會語境中運用語言進行交際的能力的一種教學法體系，旨在培養(yǎng)交際能力。c項“聽說法”以句型為中

57、心，強調反復操練，以模仿、重復和記憶的方式學習。D項“語法翻譯法”以培養(yǎng)學生的閱讀能力為主要的教學目的，強調閱讀原著和名著，不注重口語。故本題選c。15【答案】D。解析：本題考查二語習得。題干：根據情感過濾假說，不是影響語言學習的情感因素。根據克拉申的情感過濾假說，語言學習的好壞因人而異，差別主要產生于心理方面的因素。因學習者在學習動機、態(tài)度、信心等情感方面的強度不同，形成強弱不同的心理障礙。第二語言習得的過程受到許多情感因素的影響。語言輸入必須通過情感過濾才有可能變成語言“吸收”。態(tài)度、動力和興趣都屬于情感的范疇。intelligence“智力”不屬于該范疇。故本題選D。16【答案】A。解析

58、：本題考查教學實施和評價。題干：如果一位教師這樣評論學生“約翰，如果你能給出更多的細節(jié)信息，那就更好了”，那么該教師的反饋主要關注什么?A項“內容”，B項“語言”，C項“態(tài)度”，D項“天賦，能力”。教師的反饋是希望學生給出更多信息，所以該教師的反饋關注內容。故本題選A。17【答案】C。解析：本題考查課堂提問。題干：下面哪一個是參考性問題?課堂問題可分為展示性問題(display questions)和參考性問題(referential questions 0展示性問題是指教師已經知道答案或者答案能在相關工具書中找到，提問只是為了考查學生對語言知識的掌握情況的問題。參考性問題是指教師所提的問題沒

59、有預設的答案，提問的目的在于使學生發(fā)散思維尋求信息的問題。A、B、D三項都是展示性問題，答案具有固定性。故本題選C。18【答案】B。解析：本題考查跨文化交際。題干：在中國居住很長時間后，約翰完全能理解他的中國學生經歷的文化沖擊。在這個事例中約翰有以下哪一種特質?A項“規(guī)避”，B項“共情，共鳴”，c項“外向型”，D項“內向型”。共情又稱同理心、同感等，它是指教師要借助知識、經驗、技巧和學生的言行，深入學生內心去體驗他的情感、思維，去真正地理解學生。約翰在中國居住很長時間之后，能完全理解中國學生經歷的文化沖擊，體現(xiàn)出約翰對中國學生產生了共情。故本題選B。19【答案】c。解析：本題考查閱讀技能。題干：教師讓學生讀文章獲取大意，目的是訓練學生的什么能力?A項“復述”，B項“預測”，c項“略讀”，D項“尋讀”。略讀是一種快速瀏覽的閱讀方式，其目的是了解文章的大意。故本題選C。20【答案】D。解析：本題考查英語教學大綱。題干：下列哪一項是基于交際性語言觀產生的?A項“結構型教學大綱”，B項“技能型教學大綱”，C項“體裁型教學大綱”，D項“功能一意念型教學大綱”。功能一意念型教學大綱是把學習者運用語言的需要作為出發(fā)點，以交際為基礎的大綱模式