上半年教师资格证考试英语学科知识与教学能力模拟真题初级中学.docx

上六个月教师资格证考试英语学科知识与教学能力真题（初级中学）
(总分：150.00，做题时间：120分钟)
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 四个备选项中只有一个是符合题目要求，错选、多项选择或未选均无分。
(总题数：22，分数：60.00)
1.The similarity between the English consonants /p/, /b/, and /m/ is that they are all 
 A.fricative
 B.plosive
 C.labial-dental
 D.bilabial √
解析：
本题考查辅音分类。依照辅音分类，按照发音部位，/p/，/b/，/m/ 都属于双唇音（bilabial）；按照发音方式，/p/，/b/是爆破音（plosive），/m/是鼻音（nasal）。故本题 选 D。
2.Which of the following is a back vowel in English? 
 A./ə:/
 B./ɔ:/ √
 C./ʌ/
 D./e/
解析：
本题考查元音分类。依照元音分类，可知/ə:/属于中元音，/ɔ:/属于后 元音，/e/属于前元音。但/ʌ/比较特殊，发此音时舌头最高位置偏中后，所以有分类系统会把它 归为中元音，也有把它归为后元音，考生在做这类题时要依照选择项情况灵活处理。
3.There is only one playground slide in this school, so the students have to take (      ) to use it. 
 A.turns √
 B.the turns
 C.a turn
 D.the turn
解析：
本题考查习惯搭配。句意为“因为学校只有一个滑梯，所以学生们不得 不轮番使用”。take turns to do sth.为习惯搭配，意为“轮番去做某事”。故本题选 A。
4.Out of everyone’s expectation, Johnson suddenly returned (      ) a rainy night.
 A.at
 B.in
 C.on √
 D.during
解析：
本题考查介词使用方法。句意为“出乎全部些人意料，约翰逊在一个雨夜突然 回来了”。与详细时间搭配介词为 on。表示详细某天或某天早晨、下午、晚上等特定日期时， 前面应用介词 on。假如 day，morning，afternoon，evening，night 等表示时间名词前有形容词修 饰时表示某一特定时间，也需用介词 on。
5.She (      ) it very well when she described her younger brother as “brilliant but lazy”.
 A.put √
 B.made
 C.assumed
 D.interpreted
解析：
本题考查动词辨析。句意为“她把他弟弟表述成‘聪明但懒惰’，这真是 说得太好了”。put 有“说，表示”意思，put it very well 意为“说得很好”。make“做，制造”，assume “假定，负担”，interpret“解释，口译”。故本题选 A。
6.We don’t think (      ) possible to master a foreign language without much memory work.
 A.this
 B.that
 C.its
 D.it √
解析：
本题考查 it 作形式宾语时使用方法。当不定式、动名词或从句在复合宾语 结构中作动词 think ，make ，find，consider，feel，suppose 等宾语时，惯用 it 用作形式宾语， 真正宾语是后面不定式。句意为“我们认为不进行大量记忆是不可能掌握一门外语”。
7.(      ) the same mistakes in the annual financial report again made his boss very angry.
 A.His having made √
 B.He having made
 C.He had made
 D.He has made
解析：
本题考查非谓语动词。句意为“他在年度财务汇报中又犯了一样错误， 这让他老板非常生气”。分析成份，句子中已经有谓语动词 made，所以排除 C、D。非谓语动词 作主语时，动名词复合结构就是在动名词前加上它逻辑主语，其形式为：名词全部格/形容词性 物主代词＋动名词。故本题选 A。
8.I would have told him the answer, but I (      ) so busy then.
 A.had been
 B.were
 C.was √
 D.would be
解析：
本题考查动词时态。句意为“我原来能够告诉他答案，但我那时太忙了”。 由 would have told 可知前半句是对过去假设；而由 then 可知后半句是在描述过去事实，因今后 半句用通常过去时。故本题选 C。
9.The use of the expression “I won’t bore you with all the detail…”includes that people usually observe the (      ) maxim in their daily conversations.
 A.Quantity √
 B.Quality
 C.Relevance
 D.Manner
解析：
本题考查会话含义理论。题干意思：“我不会把全部细节都说给你听” 这种表示表明人们在日常交谈中通常会恪守什么准则？Quantity maxim“数量准则”，Quality max“质 量准则”，Relevance maxim“关联准则”，Maner maxim“方式准则”。在合作标准中，数量准则是指： ①使你说话语如（交谈当前目标）所要求那样信息充分。②不要使你话语比所要求信息 更充分。故本题选 A。
10.Which of the following is an evaluative move used by a teacher in class to comment on students’ performance?
 A.Initiation move
 B.Follow-up move √
 C.Framing move
 D.Repair move
解析：
本题考查课堂话语分析。题干意思：下面哪一个是教师用来评价学生课 堂表现评价话步？Initition move “引发话步”，包含要求对方用语言或非语言形式做出反应，传 达思想、事实、意见或信息等。Follow-up move“反馈话步”，主要表现为教师对学生回答做出后 续性话语，其结构包含三类话自：接收 （accept）、评价（evaluate）和评论（comment）。比如“Good” “Fine”这么一些词属于反馈话步。Framing move“框架话步”，用来表明课堂话语新一阶段开始， 在语流中起着标示边界作用。比如“well”“OK”这么一些词属于框架话步。故本题选 B。
11.Which of the following activities is NOT typical of the Task-Based Language Teaching method?
 A.Problem-solving activities
 B.Opinion exchange activities
 C.Information-gap activities
 D.Pattern practice activities √
解析：
本题考查任务型语言教学活动。题干意思：以下哪项活动不是经典 任务型语言教学活动？任务型语言教学是指在教学活动中，教师围绕特定交际和语言项目，设计 出详细、可操作任务，学生经过表示、沟通、交涉、解释、问询等各种语言活动形式来完成任 务，以达成学习和掌握语言目标。依照任务定义及特点，任务型教学活动可分为处理问题型、 交流意见型、信息沟等类型活动。D 项“句型练习活动”属于传统教学活动，不属于经典任 务型语言教学活动。故本题选 D。
12.If a teacher shows students how to do an activity before they start doing it, he/she is using the technique of
 A.presentation
 B.demonstration √
 C.elicitation
 D.evaluation
解析：
本题考查教学技巧。题干意思：假如教师在让学生开始做一个活动前 先向他们展示活动是怎样进行，那么他/她使用是什么技巧？A 项“展现”，B 项“示范”，C 项 “引入”，D 项“评价”。依照题意，可知本题选 B。
13.When a teacher asks students to discuss how a text is organized, he/she is most likely to help them
 A.evaluate the content of the text
 B.analyze the structure of the passage √
 C.understand the intention of the writer
 D.distinguish the facts from the opinions
解析：
本题考查语篇教学。题干意思：假如教师让学生讨论一篇文章是怎样 组织，他/她最有可能是帮助他们做什么？A 项“评价文章内容”，B 项“分析文章结构”，C 项“理 解作者意图”，D 项“区分事实和观点”。教师让学生讨论一篇文章是怎样组织，最有可能是帮 助学生分析文章结构。故本题选 B。
14.Which of the following practices can encourage students to read an article critically? 
 A.Evaluating its point of view √
 B.Finding out the facts
 C.Finding detailed information
 D.Doing translation exercises
解析：
本题考查阅读教学。题干意思：以下哪种练习能够激励学生批判性地 阅读文章？A 项“评价它观点”，B 项“找出事实”，C 项为“找到细节信息”，D 项“做翻译练习”。 评价文章观点活动能够引导学生在了解文本基础上对文章中观点进行分析、评判，促使学生 主动、主动地思索，促进学生批判性思维发展。故本题选 A。
15.Which of the following is a display question used by teachers in class?
 A.If you were the girl in the story, would you behave like her?
 B.do you like this story Girl the Thumb, why or why not?
 C.do you agree that the girl was a kind-hearted person?
 D.What happened to the girl at the end of the story? √
解析：
本题考查课堂提问类型。题干意思：以下哪个问题属于教师在课堂 上使用展示性问题？A 项“假如你是故事里女孩，你会像她一样表现吗？”，B 项“你喜欢拇指 姑娘故事吗，为何？”，C 项“你认为这个女孩是个热心人吗？”，D 项“在故事结尾这个女 孩发生了什么？”。展示性问题指是教师已经知道答案或者答案能在相关工具中找到，用于检验学 生对课文内容字面了解提问。D 项属于展示性问题，而其余三项均属于参考性问题，即教师所 提问题没有预设答案，目标是发散思维、寻求信息。故本题选 D。
16.Which of the following would a teacher encourage students to do in order to develop their cognitive strategies?
 A.To make a study plan
 B.To summalize a story √
 C.To read a text aloud
 D.To do pattern drills
解析：
本题考查课程标准知识。题干意思：为了培养学生认知策略，教师 会激励学生怎样做？A 项“制订学习计划”，B 项“概述故事”，C 项“大声读文章”，D 项“做句型 练习”。认知策略是指学生为了完成详细学习任务而采取步骤和方法，同时也包含学习者加工信息 一些方法和技术。概述属于加工信息一个方法。故本题选 B。
17.Which of the following exercises would a teacher most probably use if he/she wants to help students develop discourse competence?
 A.Paraphrasing sentences √
 B.Translating sentences
 C.Unscrambling sentences
 D.Transforming sentences
解析：
本题考查语篇教学。题干意思：假如教师想培养学生语篇能力，他 /她最有可能采取以下哪种练习？A 项“释义句子”，B 项，“翻译句子”，C 项“整理句子”，D 项“转 换句子”。语篇能力就是能够依靠上下文或语境了解篇章和经过衔接连贯、逻辑联络等伎俩组织篇章 结构能力，简而言之，就是能够对篇章信息进行了解、加工和再创作能力。释义句子即用英语 解释或转换句子，符合题意。故本题选 A。
18.The advantages of pair and group work include all of the following EXCEPT
 A.interaction with peers
 B.variety and dynamism
 C.an increase in language practice
 D.opportunities to guarantee accuracy √
解析：
本题考查课堂活动形式。题干意思：以下哪项不是结对活动和小组活 动优点？A 项 “与同伴互动”，B 项“多样化和活力”，C 项“语言练习增多”，D 项“确保准确 性机会”。结对活动和小组活动主要是经过组员相互交流与合作来完成任务。它们能够促进学生间 互动，活跃课堂气氛。结对活动和小组活动重在交流，主要关注语言表示流畅性，会在一定程 度上无视准确性。故本题选 D。
19.Which of the following should a teacher avoid when his/her focus is on developing students’ ability to use words appropriately?
 A.Teaching both the spoken and written form
 B.Teaching words in context and giving examples
 C.Presenting the form, meaning, and use of a word
 D.Asking students to memorize bilingual word lists √
解析：
本题考查语言知识教学。题干意思：假如教师专注于培养学生恰当地 使用单词能力，那么他/她应该防止以下哪种方式？A 项“教单词口语和书面形式”，B 项“在 语境中教单词并举例子”，C 项“展现单词形式、意义及使用方法”，D 项“要求学生记忆双语单词表”。 在词汇教学中，教师不但要讲授单词形式，还要创设详细语境，让学生在利用中加深对词汇意 义了解，掌握词汇使用方法和功效，进而恰当得体地利用词汇表情达意。记忆双语单词表属于单纯 记忆活动，不能起到促进学生恰当使用词汇作用。故本题选 D。
20.Which of the following practices is most likely to encourage students’ cooperation in learning?
 A.Doing a project √
 B.Having a dictation
 C.Taking a test
 D.Copying a text
解析：
本题考查课堂组织活动。题干意思：以下哪种练习最有可能培养学生 在学习中合作精神？A 项“完成项目”，B 项“听写”，C 项“考试”，D 项“誊录课文”。依照题 意，在完成项目时需要多方合作，这最有可能培养学生合作精神。故本题选 A。
请阅读 Passage 1,完成第 21～25 小题。
Passage 1
    In recent years, however, society has come to understand the limitations of schools that merely sort and rank students. We have discovered that students in the bottom one-third to one-half of the rank order—plus all who drop out before being ranked—fail to develop the foundational reading, writing, and mathematical proficiencies needed to survive in, let alone contribute to, an increasingly technically complex and ethnically diverse culture. So today, in asking schools to leave no child behind, society is asking that educators raise up the bottom of the rank-order distribution to a specified level of competence. We call those expectations our “academic achievement standards”. Every state has them, and, as a matter of public policy, schools are to be held accountable for making sure that all students meet them.
    To be clear, the mission of sorting has not been eliminated from the schooling process. For the foreseeable future, students will still be ranked at the end of high school. However, society now dictates that such a celebration of differences in amount learned must start at a certain minimum level of achievement for all.
    The implications of this change in mission for the role of assessment are profound. Assessment and grading procedures designed to permit only a few students to succeed (those at the top of the rank-order distribution) must now be revised to permit the possibility that all students could succeed at some appropriate level. Furthermore, procedures that permitted (perhaps even encouraged) some students to give up in hopelessness and to stop trying must now be replaced by others that promote hope and continuous effort. In short, the entire emotional environment surrounding the prospect of being evaluated must change, especially for perennial low achievers.
    The students’ mission is no longer merely to beat other students in the achievement race. At least part of their goal must be to become competent. Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must  accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards.
    The driving dynamic force for students cannot merely be competition for an artificial scarcity of success. Because all students can and must succeed in meeting standards, cooperation and collaboration must come into play. The driving forces must be confidence, optimism, and persistence—for all, not just for some. All students must come to believe that they can succeed at learning if they try. They must have continuous access to evidence of what they believe to be credible academic success, however small. This new understanding has spawned increased interest in formative assessment in recent years.（分数：10）
(1).What do the “academic achievement standards” in Paragraph 1 refer to?（分数：2）
 A.The driving dynamic forces for all students who need to survive in society
 B.Confidence, optimism, and persistence that students need in order to succeed
 C.Differentiated levels of competence specified for students with different abilities √
 D.The missions of students who want to beat others in their achievement race in school
解析：
细节题。依照关键词所在文中句子“We call those expectations our ‘academic achievement standards’.”可知其对应就是“those expectations”所指内容。依照前面一句话“… society is asking that educators raise up the boom of the rank-order distribution to a specified level of competence.”可确定答案为 C。
(2).Which of the following would happen due to the change in mission for the role of assessment?（分数：2）
 A.Most students would achieve a certain level of academic success √
 B.Educators would raise up the bottom of the rank-order distribution
 C.Teachers would help low achievers to beat high achievers successfully
 D.Schools would eliminate sorting and ranking from the schooling process
解析：
细节题。依照第四段“The students’ mission is no longer merely to beat other students in the achievement race…all students can achieve a certain level of academic success”可知 A 项 正确，C 项错误。B 项文章没有提及。依照第二段“To be clear, the mission of sorting has not been eliminated from the schooling process.”可知，D 项错误。故本题选 A。
(3).Which of the following is closest in meaning to the underlined word “accommodate” in paragraph 4? （分数：2）
 A.Adapt
 B.Match
 C.Accept √
 D.Understand
解析：
词义题。依照画线词定位到文章倒数第二段最终一句，该句包含四个 小分句，采取了平行结构“must+v.”。此处 accommodate 有“认可，接收”意思。当它表示“（使） 适应”时惯用搭配为 accommodate（sb.） to sth.。故本题选 C。
(4).Which is meant by the author about the emotional promise of assessment for students?（分数：2）
 A.To reach a minimum level of achievement
 B.To build up their confidence in success √
 C.To enable them to compete with others
 D.To help them realize their goals
解析：
推断题。依照题干中关键词 emotional promise 将答案锁定在第三段和 最终一段。依照第三段“Assessment and grading procedures…must now be revised to permit the possibility that all students could succeed at some appropriate level…must now be replaced by others that promote hope and continuous effort…”以及最终一段“The driving dynamic force for students cannot merely be competition for an artificial scarcity of success … The driving forces must be confidence ， optimism， and persistence…”可推断出作者表示意思是经过评定改革，教师要激发学生自信与 希望，使他们相信经过不停努力，终会取得成功。故本题选 B。
(5).Which of the following is likely to be the title of this passage?（分数：2）
 A.Formative Assessment
 B.Success in Meeting Standards
 C.A New Mission of Assessment √
 D.Limitations of Current School Ranking
解析：
主旨题。文章一开始分析了给学生排名这种评价方式弊端，然后讲述 了评价方式改革，即学校要让全部学生而不但仅是一部分学生达标。A 项“形成性评价”，B 项“成 功达标”，D 项“学校现行排名制度弊端”，三项均不能全方面地表现文章中心思想。C 项“评 价新使命”最适合做这篇文章标题。
请阅读 Passage 2,完成第 26～30 小题。
Passage 2
    The subject of ballads, books and films, Robin Hood has proven to be one of popular culture’s most enduring folk heroes. Over the course of 700 years, the outlaw from Nottinghamshire who robs the rich to give to the poor has emerged as one of the most enduring folk heroes in popular culture-and one of the most versatile. But how has the legend of Sherwood Forest’s merry outlaws evolved over time? Did a real Robin Hood inspire these classic tales?
    Beginning in the 15th century and perhaps even earlier, Christian revelers in certain parts of England celebrated May Day with plays and games involving a Robin Hood figure with near-religious significance. In the 19th century, writer-illustrators like Howard Pyle adapted the traditional tales for children, popularizing them in the United States and around the world. More recently, bringing Robin to the silver screen has become a rite of passage for directors ranging from Michael Curtiz and Ridley Scott to Terry Gilliam and Mel Brooks.
    Throughout Robin’s existence, writers, performers and filmmakers have probed bed their imaginations for new incarnations that resonate with their respective audiences.In 14th-century England, where agrarian discontent had begun to chip away at the feudal system, he appears as an anti-establishment rebel who murders government agents and wealthy landowners. Later variations from times of less social upheaval dispense with the gore and cast Robin as a dispossessed aristocrat with a heart of gold and a love interest, Maid Marian.
    Academics, meanwhile, have combed the historical record for evidence of a real Robin Hood. English legal records suggest that, as early as the 13th century, “Ro behod,” “Rabunhod” and other variations had become common epithets for criminals. But what had inspired these nicknames: a fictional tale, an infamous bandit o