上半年教師資格證考試英語學科知識與教學能力模擬真題初級中學

1、上半年教師資格證考試英語學科知識與教學能力真題預測（初級中學）(總分：150.00，做題時間：120分鐘)一、單選題本大題共 30 小題，每題 2 分，共 60 分。在每題列出的 四個備選項中只有一種是符合題目規(guī)定的，錯選、多選或未選均無分。(總題數(shù)：22，分數(shù)：60.00)1.The similarity between the English consonants /p/, /b/, and /m/ is that they are allA.fricativeB.plosiveC.labial-dentalD.bilabial解析：本題考察輔音的分類。根據(jù)輔音的分類，按照發(fā)音部位，/p/

2、，/b/，/m/ 都屬于雙唇音（bilabial）；按照發(fā)音方式，/p/，/b/是爆破音（plosive），/m/是鼻音（nasal）。故本題 選 D。2.Which of the following is a back vowel in English?A./:/B./:/C./D./e/解析：本題考察元音的分類。根據(jù)元音的分類，可知/:/屬于中元音，/:/屬于后 元音，/e/屬于前元音。但/比較特殊，發(fā)此音時舌頭的最高位置偏中后，因此有的分類系統(tǒng)會把它 歸為中元音，也有的把它歸為后元音，考生在做此類題時要根據(jù)選擇項的狀況靈活解決。3.There is only one playground

3、 slide in this school, so the students have to take ( ) to use it.A.turnsB.the turnsC.a turnD.the turn解析：本題考察習慣搭配。句意為“由于學校只有一種滑梯，因此學生們不得 不輪流使用”。take turns to do sth.為習慣搭配，意為“輪流去做某事”。故本題選 A。4.Out of everyones expectation, Johnson suddenly returned ( ) a rainy night.A.atB.inC.onD.during解析：本題考察介詞用法。句意為

4、“出乎所有人意料，約翰遜在一種雨夜忽然 回來了”。與具體時間搭配的介詞為 on。表達具體某天或某天的上午、下午、晚上等特定日期時， 前面應用介詞 on。如果 day，morning，afternoon，evening，night 等表達時間的名詞前有形容詞修 飾時表達某一特定期間，也需用介詞 on。5.She ( ) it very well when she described her younger brother as “brilliant but lazy”.A.putB.madeC.assumedD.interpreted解析：本題考察動詞辨析。句意為“她把她弟弟表述成聰穎但懶惰，這

5、真是 說得太好了”。put 有“說，體現(xiàn)”的意思，put it very well 意為“說得較好”。make“做，制造”，assume “假定，承當”，interpret“解釋，口譯”。故本題選 A。6.We dont think ( ) possible to master a foreign language without much memory work.A.thisB.thatC.itsD.it解析：本題考察 it 作形式賓語時的用法。當不定式、動名詞或從句在復合賓語 構造中作動詞 think ，make ，find，consider，feel，suppose 等的賓語時，常用 i

6、t 用作形式賓語， 真正的賓語是背面的不定式。句意為“我們覺得不進行大量的記憶是不也許掌握一門外語的”。7.( ) the same mistakes in the annual financial report again made his boss very angry.A.His having madeB.He having madeC.He had madeD.He has made解析：本題考察非謂語動詞。句意為“她在年度財務報告中又犯了同樣的錯誤， 這讓她的老板非常氣憤”。分析成分，句子中已有謂語動詞 made，因此排除 C、D。非謂語動詞 作主語時，動名詞的復合構造就是在動名詞前

7、加上它的邏輯主語，其形式為：名詞所有格/形容詞性 物主代詞動名詞。故本題選 A。8.I would have told him the answer, but I ( ) so busy then.A.had beenB.wereC.wasD.would be解析：本題考察動詞時態(tài)。句意為“我本來可以告訴她答案，但我那時太忙了”。 由 would have told 可知前半句是對過去的假設；而由 then 可知后半句是在描述過去的事實，因此后 半句用一般過去時。故本題選 C。9.The use of the expression “I wont bore you with all the d

8、etail”includes that people usually observe the ( ) maxim in their daily conversations.A.QuantityB.QualityC.RelevanceD.Manner解析：本題考察會話含義理論。題干意思：“我不會把所有的細節(jié)都說給你聽” 這種體現(xiàn)表白人們在平常交談中一般會遵守什么準則？Quantity maxim“數(shù)量準則”，Quality max“質(zhì) 量準則”，Relevance maxim“關聯(lián)準則”，Maner maxim“方式準則”。在合伙原則中，數(shù)量準則是指： 使你說的話語如（交談的目前目的）所規(guī)定的那

9、樣信息充足。不要使你的話語比所規(guī)定的信息 更充足。故本題選 A。10.Which of the following is an evaluative move used by a teacher in class to comment on students performance?A.Initiation moveB.Follow-up moveC.Framing moveD.Repair move解析：本題考察課堂話語分析。題干意思：下面哪一種是教師用來評價學生課 堂體現(xiàn)的評價話步？Initition move “引起話步”，涉及規(guī)定對方用語言或非語言形式做出反映，傳 達思想、事實、意見或

10、信息等。Follow-up move“反饋話步”，重要體現(xiàn)為教師對學生回答做出的后 續(xù)性話語，其構造涉及三類話自：接受 （accept）、評價（evaluate）和評論（comment）。例如“Good” “Fine”這樣某些詞屬于反饋話步。Framing move“框架話步”，用來表白課堂話語新一階段的開始， 在語流中起著標示邊界的作用。例如“well”“OK”這樣某些詞屬于框架話步。故本題選 B。11.Which of the following activities is NOT typical of the Task-Based Language Teaching method?A.P

11、roblem-solving activitiesB.Opinion exchange activitiesC.Information-gap activitiesD.Pattern practice activities解析：本題考察任務型語言教學活動。題干的意思：下列哪項活動不是典型的 任務型語言教學活動？任務型語言教學是指在教學活動中，教師環(huán)繞特定的交際和語言項目，設計 出具體的、可操作的任務，學生通過體現(xiàn)、溝通、交涉、解釋、詢問等多種語言活動形式來完畢任 務，以達到學習和掌握語言的目的。根據(jù)任務的定義及特點，任務型教學活動可分為解決問題型、 交流意見型、信息溝等類型的活動。D 項“句型

12、練習活動”屬于老式的教學活動，不屬于典型的任 務型語言教學活動。故本題選 D。12.If a teacher shows students how to do an activity before they start doing it, he/she is using the technique ofA.presentationB.demonstrationC.elicitationD.evaluation解析：本題考察教學技巧。題干的意思：如果教師在讓學生開始做一種活動前 先向她們展示活動是如何進行的，那么她/她使用的是什么技巧？A 項“呈現(xiàn)”，B 項“示范”，C 項 “引入”，D 項“評

13、價”。根據(jù)題意，可知本題選 B。13.When a teacher asks students to discuss how a text is organized, he/she is most likely to help themA.evaluate the content of the textB.analyze the structure of the passageC.understand the intention of the writerD.distinguish the facts from the opinions解析：本題考察語篇教學。題干的意思：如果教師讓學生討論一篇

14、文章是如何 組織的，她/她最有也許是協(xié)助她們做什么？A 項“評價文章內(nèi)容”，B 項“分析文章構造”，C 項“理 解作者的意圖”，D 項“辨別事實和觀點”。教師讓學生討論一篇文章是如何組織的，最有也許是幫 助學生分析文章構造。故本題選 B。14.Which of the following practices can encourage students to read an article critically?A.Evaluating its point of viewB.Finding out the factsC.Finding detailed informationD.Doing t

15、ranslation exercises解析：本題考察閱讀教學。題干的意思：下列哪種練習可以鼓勵學生批判性地 閱讀文章？A 項“評價它的觀點”，B 項“找出事實”，C 項為“找到細節(jié)信息”，D 項“做翻譯練習”。 評價文章觀點的活動可以引導學生在理解文本的基本上對文章中的觀點進行分析、評判，促使學生 積極、積極地思考，增進學生批判性思維的發(fā)展。故本題選 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

16、 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：本題考察課堂提問的類型。題干的意思：下列哪個問題屬于教師在課堂 上使用的展示性問題？A 項“如果你是故事里的女孩，你會像她同樣體現(xiàn)嗎？”，B 項“你喜歡拇指 姑娘的故事嗎，為什么？”，C 項“你覺得這個女孩是個熱心人嗎？”，D 項“在

17、故事的結尾這個女 孩發(fā)生了什么？”。展示性問題指的是教師已經(jīng)懂得答案或者答案能在有關工具中找到，用于檢查學 生對課文內(nèi)容的字面理解的提問。D 項屬于展示性問題，而其她三項均屬于參照性問題，即教師所 提問題沒有預設的答案，目的是發(fā)散思維、謀求信息。故本題選 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 planB.To summalize a storyC.To read a

18、text aloudD.To do pattern drills解析：本題考察課程原則知識。題干的意思：為了培養(yǎng)學生的認知方略，教師 會鼓勵學生如何做？A 項“制定學習籌劃”，B 項“概述故事”，C 項“大聲讀文章”，D 項“做句型 練習”。認知方略是指學生為了完畢具體學習任務而采用的環(huán)節(jié)和措施，同步也涉及學習者加工信息 的某些措施和技術。概述屬于加工信息的一種措施。故本題選 B。17.Which of the following exercises would a teacher most probably use if he/she wants to help students devel

19、op discourse competence?A.Paraphrasing sentencesB.Translating sentencesC.Unscrambling sentencesD.Transforming sentences解析：本題考察語篇教學。題干的意思：如果教師想培養(yǎng)學生的語篇能力，她 /她最有也許采用如下哪種練習？A 項“釋義句子”，B 項，“翻譯句子”，C 項“整頓句子”，D 項“轉 換句子”。語篇能力就是可以依托上下文或語境理解篇章和通過銜接連貫、邏輯聯(lián)系等手段組織篇章 構造的能力，簡而言之，就是可以對篇章信息進行理解、加工和再創(chuàng)作的能力。釋義句子即用英語 解釋或轉換

20、句子，符合題意。故本題選 A。18.The advantages of pair and group work include all of the following EXCEPTA.interaction with peersB.variety and dynamismC.an increase in language practiceD.opportunities to guarantee accuracy解析：本題考察課堂活動形式。題干的意思：下列哪項不是結對活動和小組活 動的長處？A 項 “與同伴互動”，B 項“多樣化和活力”，C 項“語言練習增多”，D 項“保證精確 性的機會”。結

21、對活動和小組活動重要是通過成員互相交流與合伙來完畢任務。它們可以增進學生間 的互動，活躍課堂氛圍。結對活動和小組活動重在交流，重要關注語言體現(xiàn)的流暢性，會在一定程 度上忽視精確性。故本題選 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 formB.Teaching words in context and

22、 giving examplesC.Presenting the form, meaning, and use of a wordD.Asking students to memorize bilingual word lists解析：本題考察語言知識教學。題干的意思：如果教師專注于培養(yǎng)學生恰本地 使用單詞的能力，那么她/她應當避免如下哪種方式？A 項“教單詞的口語和書面形式”，B 項“在 語境中教單詞并舉例子”，C 項“呈現(xiàn)單詞的形式、意義及用法”，D 項“規(guī)定學生記憶雙語單詞表”。 在詞匯教學中，教師不僅要講授單詞的形式，還要創(chuàng)設具體的語境，讓學生在運用中加深對詞匯意 義的理解，掌握詞匯的

23、用法和功能，進而恰當?shù)皿w地運用詞匯表情達意。記憶雙語單詞表屬于單純 的記憶活動，不能起到增進學生恰當使用詞匯的作用。故本題選 D。20.Which of the following practices is most likely to encourage students cooperation in learning?A.Doing a projectB.Having a dictationC.Taking a testD.Copying a text解析：本題考察課堂組織活動。題干的意思：下列哪種練習最有也許培養(yǎng)學生 在學習中的合伙精神？A 項“完畢項目”，B 項“聽寫”，C 項“考試”

24、，D 項“抄寫課文”。根據(jù)題 意，在完畢項目時需要多方合伙，這最有也許培養(yǎng)學生的合伙精神。故本題選 A。請閱讀 Passage 1,完畢第 2125 小題。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 orderplus a

25、ll who drop out before being rankedfail 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 ask

26、ing 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 mee

27、t 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

28、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 a

29、ll 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 surroun

30、ding 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 le

31、vel 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 student

32、s 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 persistencefor all, not just for some. All students must come

33、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.（分數(shù)：10）(1).What do the “academic a

34、chievement standards” in Paragraph 1 refer to?（分數(shù)：2）A.The driving dynamic forces for all students who need to survive in societyB.Confidence, optimism, and persistence that students need in order to succeedC.Differentiated levels of competence specified for students with different abilitiesD.The mis

35、sions of students who want to beat others in their achievement race in school解析：細節(jié)題。根據(jù)核心詞所在文中的句子“We call those expectations our academic achievement standards.”可知其相應的就是“those expectations”所指的內(nèi)容。根據(jù)前面一句話“ society is asking that educators raise up the boom of the rank-order distribution to a specified

36、level of competence.”可擬定答案為 C。(2).Which of the following would happen due to the change in mission for the role of assessment?（分數(shù)：2）A.Most students would achieve a certain level of academic successB.Educators would raise up the bottom of the rank-order distributionC.Teachers would help low achievers

37、 to beat high achievers successfullyD.Schools would eliminate sorting and ranking from the schooling process解析：細節(jié)題。根據(jù)第四段“The students mission is no longer merely to beat other students in the achievement raceall students can achieve a certain level of academic success”可知 A 項 對的，C 項錯誤。B 項文章沒有提及。根據(jù)第二段

38、“To be clear, the mission of sorting has not been eliminated from the schooling process.”可知，D 項錯誤。故本題選 A。(3).Which of the following is closest in meaning to the underlined word “accommodate” in paragraph 4?（分數(shù)：2）A.AdaptB.MatchC.AcceptD.Understand解析：詞義題。根據(jù)畫線詞定位到文章倒數(shù)第二段的最后一句，該句涉及四個 小分句，采用了平行構造“must+v.

39、”。此處 accommodate 有“承認，接受”的意思。當它表達“（使） 適應”時常用的搭配為 accommodate（sb.） to sth.。故本題選 C。(4).Which is meant by the author about the emotional promise of assessment for students?（分數(shù)：2）A.To reach a minimum level of achievementB.To build up their confidence in successC.To enable them to compete with othersD.To

40、 help them realize their goals解析：推斷題。根據(jù)題干中的核心詞 emotional promise 將答案鎖定在第三段和 最后一段。根據(jù)第三段“Assessment and grading proceduresmust now be revised to permit the possibility that all students could succeed at some appropriate levelmust now be replaced by others that promote hope and continuous effort”以及最后一段

41、“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”可推斷出作者體現(xiàn)的意思是通過評估改革，教師要激發(fā)學生的自信與 但愿，使她們相信通過不斷的努力，終會獲得成功。故本題選 B。(5).Which of the following is likely to be the title of this passa

42、ge?（分數(shù)：2）A.Formative AssessmentB.Success in Meeting StandardsC.A New Mission of AssessmentD.Limitations of Current School Ranking解析：主旨題。文章一開始分析了給學生排名這種評價方式的弊端，然后講述 了評價方式的改革，即學校要讓所有學生而不僅僅是一部分學生達標。A 項“形成性評價”，B 項“成 功達標”，D 項“學校現(xiàn)行的排名制度的弊端”，三項均不能全面地體現(xiàn)文章的中心思想。C 項“評 價的新使命”最適合做這篇文章的標題。請閱讀 Passage 2,完畢第 2630

43、小題。Passage 2 The subject of ballads, books and films, Robin Hood has proven to be one of popular cultures 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 cult

44、ure-and one of the most versatile. But how has the legend of Sherwood Forests 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 g

45、ames 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

46、 of passage for directors ranging from Michael Curtiz and Ridley Scott to Terry Gilliam and Mel Brooks. Throughout Robins existence, writers, performers and filmmakers have probed bed their imaginations for new incarnations that resonate with their respective audiences.In 14th-century England, where

47、 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 gol

48、d 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

49、 these nicknames: a fictional tale, an infamous bandit or an amalgam of both? The first literary references to Robin Hood appear in a series of 14th- and 15th-century ballads about a violent yeoman who lived in Sherwood. Forest with his men and frequently clashed with the Sheriff of Nottingham. Rath

50、er than a peasant, knight or fallen noble, as in later versions, the protagonist of these medieval stories is a commoner. Little John and Will Scarlet are part of this Robins “merry” crewmeaning, at the time, an outlaws gang-but Maid Marian, Friar Tuck and Alan-a-Dale would not enter the legend unti

51、l later, possibly as part of the May day rituals. While most contemporary scholars have failed to turn up solid clues, medieval chroniclers took for granted that a historical Robin Hood lived and breathed during the 12th or 13th century. The details of their accounts vary widely, however, placing hi

52、m in conflicting regions and eras. Not until John Majors “History of Greater Britain” (1521), for example, is he depicted as a follower of King Richard, one of his defining characteristics in modem times. We may never know for sure whether Robin Hood ever existed outside the verses of ballads and pa

53、ges of books. And even if we did, fans, young and old, would still surely flock to Englands Nottinghamshire region for a tour of the legends alleged former hangouts, from centuries-old pubs to the Major Oak in Sherwood Forest.What we do know is that the notion of a brave rebel who lives on the outsk

54、irts of society, fighting injustice and oppression with his band of companions, has universal appealwhether hes played by Erroll Flynn, Russell. Crowe or even, as on a 1979 episode of “The Muppet Show,” Kennit the Frog.（分數(shù)：10）(1).Which of the following is closest in meaning to the underlined phrase

55、“a rite of passage” in Paragraph 2?（分數(shù)：2）A.A milestone eventB.A top agendaC.A religious ceremonyD.A privileged right解析：詞義題。根據(jù)畫線詞定位到文章第二段。該段重要講述了在不同步期， Robin Hood 的形象從布滿宗教色彩，到融入小朋友故事，再到被搬上大熒幕的經(jīng)歷變化。a rite of passage 所在句子意為“將 Robin 的形象搬到熒幕上對各位導演、來說，已經(jīng)成為（）”。A 項“一件 具有里程碑意義的事”，B 項“一項頭等議程”，C 項“一種宗教典禮”，D 項“

56、一項特權”。A 項最 符合原文意思。(2).Which of the following is true about Maid Marian according to the passage?（分數(shù)：2）A.A woman with a good heartB.A woman Robin Hood lovedC.A woman Robin Hood helpedD.A woman studying Robin Hood legend解析：細節(jié)題。根據(jù)第三段最后一句話“cast Robin as a dispossessed aristocrat with a heart of gold and

57、 a love interest, Maid Marian.”可知，Maid Marian 是 Robin Hood 的戀人。故本 題選 B。(3).Which of the following has been a defining characteristics of Robin Hood since the sixteenth century according to the passage?（分數(shù)：2）A.A religious celebrityB.A versatile aristocratC.A supporter of King RichardD.A beloved robbe

58、r in Nottingham解析：細節(jié)題。根據(jù)第五段中的“Not until John Majors History of Greater Britain （1521）, for example, is he depicted as a follower of King Richard， one of his defining characteristics in modem times”可知，本題選 C。根據(jù)第二段可知，A 項說的是 15 世紀甚至是更早時候的 Robin Hood 的形象；根據(jù)第三段可知，B 項說的是 14 世紀時期 Robin Hood 的形象；根據(jù)第一段第二句話所描

59、述的時間“Over the course of 700 years”，D 項也不符合題意。(4).Which of the following methods is used by the author in elaborating his points?（分數(shù)：2）A.QuotationB.Contrast and comparisonC.ClassificationD.Rhetorical question解析：推斷題。本文講述了 Robin Hood 作為一種有象征意義的人物，在不同 的時期，人們對于她真正的身份和來源的不同版本的簡介。作者在陳述這些內(nèi)容的時候，采用了對 比和比較的措施。

60、故本題選 B。(5).Which of the following is a proper title for the passage?（分數(shù)：2）A.The Real Robin HoodB.The Fictional Robin HoodC.The Figurative Robin HoodD.The Imaginary Robin Hood解析：主旨題。根據(jù)最后一段第一句“We may never know for sure whether Robin Hood ever existed outside the verses of ballads and pages of books.”