2015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)(精选)
注意事项：
1.考试时间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.Which of the following correctly describes the English phoneme/θ/?
A.A voiceless dental fricative.
B.A voiceless alveolar fricative.
C.A voiceless dental plosive.
D.A voiceless alveolar plosive.
2.Which of the following consonant clusters may not serve as the beginning of a word?
A./spr/
B./skw/
C./str/
D./swt/
3.The gold medal was _________to Ms.Barrette for her excellent performance in the drama.
A.distributed
B.contributed
C.awarded
D.rewarded
4.The visitors had made so much_________that Mr Water had to spend several days cleaning up afterwards.
A.trouble
B.disturbance
C.damage
D.mess
5.How many morphemes does the word "telecommunication" contain?
A.1
B.2
C.3
D.4
6.In the foreign languages bookstoreto be found books in various languages.
A.is
B.is been
C.are
D.are been
7.A person needs to know who he/she is before being able to know what
_________ makes him or her happy.
A.is it that
B.it is that
C.is it which
D.it is which
8.There _________ nothing more for discussion, the conference came to an end
20 minutes ear-lier.
A.be
B.to be
C.being
D.to have been
9.Which of the following is an entailment of the utterance "Annie broke the window"?
A.Annie was careless.
B.Annie was disruptive.
C.Annie did something to the window.
D.It is Annie who broke the window.
10.The following conversation clearly violates the_________.
A: How did you finally go to school?
B: The bus was so fast so I got to school very early.
A.Maxim of Quantity
B.Maxim of Relation
C.Maxim of Quality
D.Maxim of Manner
11.Which of the following statements about a lesson plan is inappropriate?
A.It is a teaching guide.
B.It is a blueprint to be strictly followed.
C.It takes into account syllabus and students.
D.It describes in advance what and how to teach.
12.Skill-integrated activities allow teachers to build in more _________ into a lesson, for the range of activities will be wider.
A.certainty
B.simplicity
C.variety
D.accuracy
13.A language proficiency test that only consists of multiple-choice questions lacks_________.
A.construct validity
B.content validity
C.test reliability
D.scorer reliability
14.when a teacher asks students to rearrange a set of sentences into a logical paragraph, he/she is trying to draw their attention to_________.
A.grammar
B.vocabulary
C.sentence patterns
D.textual coherence
15.Which of the following activities would help students develop the skill of extracting specific information?
A.Inferring meaning from the context.
B.Recognizing the author' s beliefs and attitudes.
https://www.doczj.com/doc/c2678800.html,ing information in the reading passage to make hypotheses.
D.Listening to the flight information to see if the plane is on time.
16.Which of the following activities can be used to check students' understanding of difficult sentences in the text?
A.Paraphrasing.
B.Blank-filling.
C.Story-telling.
D.Summarizing.
17.When a teacher organizes group work, which of the following might be of the least con-cem?
A.Increasing peer interaction.
B.Increasing individual practice.
C.Developing language accuracy.
D.Providing variety and dynamics.
18.If a teacher asks students to collect, compare and analyze certain sentence patterns, he/she aims at developing students'
A.discourse awareness
B.cultural awareness
C.strategic competence
D.linguistic competence
19.When a teacher says to the whole class,"Stand up and act out the dialogue", he/she is playing the role of a(n) _________.
A.monitor
https://www.doczj.com/doc/c2678800.html,anizer
C.assessor
D.prompter
20.Which of the following may better check students' ability of using a grammatical structure?
A.Having them work out the rule.
B.Having them give some examples.
C.Having them explain the meaning.
D.Having them explain the structure.
请阅读Passage l。完成第21-25小题。
Passage 1
From James Moriarty to Ernst Stavro Blofeld, the idea of the evil genius has been a staple of storytelling.But is it true? Or, to put the matter less starkly, is there a connection between creativity and dishonesty in real people who are not bent on world domination, as well as in fictional supervillains? Writing in Psychological Science, Francesca Gino of Harvard University and Scott
Wiltermuth of the University of Southem California suggest that there is--and that cheating actually increases creativity.
Dr Gino and Dr Wiltermuth tested the honesty of 153 volunteers with a task that involved adding up numbers for a cash reward, which was presented in a way that seemed to them to allow them to cheat undetected(though the researchers knew when they did).This was sandwiched between two tests for creativity, one of which was to work out how to fix a candle to a cardboard wall with a box of drawing pins, and the other a word-association test.This combination showed not only that creative people cheat more, but also that cheating seems to encourage creativity--for those who
cheated in the adding-up test were even better at word association than their
candle-test results predicted.
That result was confirmed by a second set of experiments, in which some people were given many opportunities to cheat and others few.The crucial predictor of creativity, the researchers con-firmed, was the actual amount of cheating, not any propensity to cheat.
A third experiment tested the idea that this is because both creativity and dishonesty require, as it were, a flexible attitude to rules.In this experiment volunteers were asked about their attitude to bossy signs, such as "no cycling" and "no diving" notices, after being allowed to cheat (again, in a way transparent to the experimenters) on a coin-tossing test.Cheats, it turned out, were less con-strained to obey such signs.
It is, it goes without saying, a long way from such acts of petty defiance to building a lair inside an extinct volcano and threatening Washington from it--or even to non-fictional acts of serious crime.But some sort of link exists, so this research does indeed suggest that Arthur Conan Doyle and Ian Fleming were on to something.
21.What can be concluded from the passage about James Moriarty and Emst Stavro Blofeld?
A.They are two evil geniuses.
B.They are two psychologists.
C.They are two story-tellers.
D.They are two researchers.
22.Which of the following is closest in meaning to the underlined phrase "were on to some-thing" in the last paragraph?
A.were inspired by something.
B.were going to do something.
C.were worried about something.
D.were aware of the nature.
23.Which of the following describes the sequence of Dr Gino and Dr Wiltermuth' s research?
A.candle test, adding-up test, word association test.
B.candle test, word association test, adding-up test.
C.adding-up test, candle test, word association test.
D.adding-up test, word association test, candle test.
24.What does the underlined words "the other" in Paragraph 2 refer to?
A.The trick.
B.The test.
C.The reward.
D.The combination.
25.What conclusion can be drawn from this passage?
A.The more a person cheats, the more creative he is.
B.Cheating is likely to encourage creativity to some extent.
C.A person who cheats is more creative than a person who doesn' t.
D.A person who is creative cheats more than a person who is less creative.
请阅读Passage 2，完成第26-30小题。
Passage 2
26--30.缺题
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.请说明精听与泛听的区别，并分别简述教师应该如何指导学生进行精听与泛听的训练。
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.王老师是七年级的英语老师，在一次英语课上，他首先讲解了like与dislike 的区别，然后要求学生做一项配对活动，活动结束后，他宣布做练习四。整个活动过程中，王老师始终在台上，活动过程如下图。
(1)该教师在每个活动阶段分别存在什么问题?(15分)
(2)针对每个阶段中存在的问题提出相应的建议。(15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素材，设计一个15分钟的口语教学活动，教案没有固定格式，但要包括以下几点：
·teaching objectives
·teaching contents
·key and difficult points
·major steps and time allocation
·activities and just ificatios
教学时间：l5分钟
学生概况：某城镇普通初一年级第一学期学生，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：
Dear Jenny,
I am very busy on Friday.At 8 : 00 I have math.It is not fun.The teacher says it is useful, but I think it is difficult.Then at 9:00 I have science.It is difficult but interesting.At 10:00 I have his-tory.After that, I have P.E.at 11:00.It' s easy and
fun.Lunch is from 12:00 to 1:00, and after that we have Chinese.It is my favorite subject.Our Chinese teacher, Mr.Wang, is great fun.My classes finish at 1 : 50, but after that I have an art lesson for two hours.It is really relaxing! How about you?
When are your classes? What is your favorite subject?
Your friend,
Yu Mei
一、单项选择题
1.【答案】A。解析：考查音素的分类。voiceless“不带声(清音的)”，dental “齿音”，alveolar“齿龈音”，fi'icative“摩擦音”，plosive“爆破音”，/θ/属于清音、齿音、摩擦音，故选A。
2.【答案】D。解析：考查音系学里面的序列规则。如果一个词汇3个辅音连在一起在词首的话，应该满足第一个发音是/s/，第2个是/p/or/t/or/k/，第3个是/1/or/r/or/w/，D选项违反了此规则.故选D。
3.【答案】C。解析：考查动词辨析。distribute意为“分配，分发”，contribute 意为“贡献，有助于”，award意为“授予，颁发”，reward意为“酬谢，奖赏”。award to sb.意为“授予某人”，句意为“由于巴雷特女士在戏剧中出色的表现。她被授予金牌”。故选C。
4.【答案】D。解析：考查名词辨析。句意为“游客留下了太多的__________，Water先生花了几天时间才清理完”。trouble意为“麻烦，烦恼”，disturbance 意为“干扰，骚乱”，damage意为“损害，毁坏”，mess意为“混乱，脏乱的东西”。只有mess符合语境。故答案为D。
5.【答案】C。解析：考查形态学的语素知识。语素被定义为含有语义的最小的语言单位。telecommunication由前缀tele-、词干communicate和后缀-ion组成，故由3个语素组成。
6.【答案】C。解析：考查倒装句和主谓一致。当表示地点的介词短语位于句首时，句子要用全倒装。In the foreign languages bookstore为表示地点的介词短语，放在了句首，故需将句子的主谓倒装。因为主语是books，故排除A、B，没有“系动词+been”这种形式。故D项错误。原句正常语序为Books in various languages are to be found in the foreign languages bookstore。句意为“在外语书店里可以找到各种语言的书”。故选C。
7.【答案】B。解析：考查宾语从句语序和强调句。know后跟了宾语从句，从句引导词为what，宾语从句要用陈述句语序，故排除A、C两项;宾语从句为强调句，what在从句中充当被强调部分，强调句的结构为it is/was…that/who…。句意为“一个人在能够知道是什么让自己快乐之前，需要知道自己是谁”。故选B。
8.【答案】C。解析：考查独立主格结构。“there being+名词/代词”为一种常见的独立主格结构。句意为“没有什么要讨论的了，会议提前20分钟结束了”。故选C。
9.【答案】C。解析：考查语句之间的蕴涵关系。A is an entailment of B意为“如果B，则A”，即B为真则A为真。题干中“Annie打破了窗户”为真，则“Annie对窗户做了什么”也为真，其他选项都不成立，故选C。
10.【答案】A。解析：考查会话合作准则。题干问的是下列对话违反了什么原则，B的答语比A所想要知道的答案多很多内容，违背了“Maxim of Quantity”。数量准则指的是尽量提供对方所需信息，不提供冗余信息。它包括两方面，一是所需的话应包含交谈目的所需信息量：二是所说的话不应超出交际所需的信息量。A是数量准则。B是关系准则，C是质量准则，D是方式准则。故选A。
11.【答案】B。解析：考查教案的内涵。此题是问：下列关于教案的表述，哪个是不恰当的?A项意为“它是一项教学指导”;B项意为“它是一项必须严格遵照的计划”;C项意为“它需要考虑到教学大纲和学生”;D项意为“它事先描述了要教什么和怎么教”。A、C、D三项分别体现了教案的性质、要求和内容，但教案只是一份教学计划，在实际过程中会因为一些突发状况而随时进行调整，所以B项说“需要严格遵照执行”是不准确的。故选B。
12.【答案】c。解析：考查综合技能相关知识。此题是问：综合技能活动允许老师在课程中融入更多，因为活动范围会更加广泛。A项意为“确定性”，B 项意为“简单性”，C项意为“多样性”，D项意为“准确性”。从题干当中的integrated和wider等词可以判断出，只有使课堂活动更加多样，才会带来活动范围的扩大。故选C。
13.【答案】A。解析：考查语言测试标准。此题是问：一个只有多项选择题的语言水平测试缺乏什么?A项意为“结构效度”，B项意为“内容效度”，C 项意为“测试信度”.D项意为“评分者信度”。多项选择题成为最普遍的测试手段的主要原因在于它较高的表面效度和信度，但其实并不是真正有效的。以多项选择题形式出现的语言测试，即使学生能拿高分，也不一定表明其能够自如运用这些语法结构知识进行书面表达或口头交际。也就是说，这一题型只能测试学生的语言输入能力，如听和读，而不能测试学生的语言输出能力，如说和写。因此，仅以多项选择题构成的语言测试缺乏结构效度。故选A。
14.【答案】D。解析：考查教师教学。此题是问：当一名老师让学生将一组句子重新排列成一个有逻辑的段落，那么他/她是想让学生注意________。A项意为“语法”，B项意为“词汇”，C项意为“句型”，D意为“语篇连贯”。既然老师是让学生重排句子成段，所以强调的是句子间的逻辑性.故选D。
15.【答案】D。解析：考查阅读策略与技巧。此题是问：下列哪项活动可以帮助学生提高提炼具体信息的能力?A项意为“通过上下文推断含义”，B项意为“识别作者的看法和态度”。C项意为“利用阅读文章中的信息作出假设”，D项意为“听取航班信息判断飞机是否准时”。由此可知，A、B、C三项都是
侧重对学生推理判断能力的锻炼，因而只有D项是通过听力练习，让学生注意细节信息(如飞机航班时间)，来训练学生提取细节信息能力。故选D。
16.【答案】A。解析：考查教学活动。此题是问：下列哪项活动可以被用来检查学生对于文章中难句的理解?A项意为“释义”，B项意为“填空”，C项意为“讲故事”，D项意为“总结”。如果想考查学生对于难句是否理解，可以通过让他们用自己的话进行重新解释来判断。其他几项只涉及对具体信息或文章大意的把握。故选A。
17.【答案】C。解析：考查小组活动。此题是问：当老师组织小组活动时，下列哪项可以予以最少关注?A项意为“增加同伴问的互动”，B项意为“增加个人练习”，C项意为“提高语言准确性”，D项意为“提供多样性和动力”。组织小组活动的目的一般是调动学生学习兴趣，培养学生的参与、合作等能力，锻炼他们的实际语言运用能力。基于这样的目的，在小组活动中，老师可以适当忽略对于语言准确性的要求。故选C。
18.【答案】D。解析：考查教师组织活动的意图。此题是问：如果老师让学生去收集、比较和分析某些句型.他/她旨在发展学生的________。A项意为“语篇意识”，B项意为“文化意识”，C项意为“策略能力”，D项意为“语言能力”。由题干可以看出，老师组织的活动主要是针对句型结构，进一步而言，实际体现的是对语言能力的训练。故选D。
19.【答案】B。解析：考查教师的角色。此题是问：当老师对全班同学说“站起来，把这个对话表演出来”，那么他/她扮演的角色是________。A项意为“调控者”，指老师对活动的进程进行把握，保证其开展得顺利有效;B项意为“组织者”，指教师对课堂教学活动进行组织，使课堂有序进行;C项意为“评价者”，指老师对学生的表现进行评价;D项意为“提示者”，常指老师在学生不知道要做什么说什么时给予适当的提示。在该题中，老师让学生进行一项具体活动，体现了对于课堂活动的设计组织，所以扮演的是组织者的角色。故选B。
20.【答案】B。解析：考查语法教学技能。此题是问：下列哪一项可以更好地检测学生运用语法结构的能力?A项意为“让他们找出规律”，B项意为“让他们给出一些例子”，C项意为“让他们解释含义”，D项意为“让他们说明结构”。通过让学生给出一些相同语法结构的例句，可以更准确地判断出他们对于该句法结构的把握。故选B。
Passage l
21.【答案】A。解析：推断题。根据人名可以定位到文章第一段“From James Moriarty to Ernst Stavro Blofeld，the idea of the evil genius has been a staple of storytelling”即从莫里亚蒂到布鲁弗，这些魔鬼天才都是故事的主要内容。由此可看出后半句其实是对前面两个人物的具体说明，所以他们是“evil genius”的代表人物。故选A。
22.【答案】D。解析：语义题。画线短语出现的原句内容为“But some sortoflink exists，sothis researchdoes indeed suggest that Arthur Conan Doyle and Ian Fleming
were on to something”，即但是一些关联还是存在的，所以这项研究确实证明阿瑟·柯南·道尔和伊恩·弗莱明(即莫里亚蒂和布鲁弗两个书中人物的创作者)还是发现了一些东西的。因为前面的例子说明了欺骗与创造力之间的关系.因而该句也是在说两位作家创作出的人物形象也恰恰体现出了这一点，所以两位作家是认识到了这一联系的，意为他们也“意识到了这一本质”。故选D。
23.【答案】A。解析：细节题。根据文章第二段“This was sandwiched between two tests for creativity，one of which was to work out how to fix a candle to a cardboard wall…and the other a word.association test.”可知This指代第一句中的a task that involved adding up…，即adding-up test，而这是夹在candle test和
word-association test中间的。故选A。
24.【答案】B。解析：指代题。根据文章第二段第二句“This was sandwiched between two tests for creativity，one of which was to work out how to fix a candle to a cardboard wall with a box of drawing pins，and the other a word，associationtest.”即统计现款奖金的数量测试是夹在两个创造力测试之间的，其中一个测试是如何用一盒图钉将蜡烛固定在纸板墙上面.另一个测试是文字联想测试。由此可知，“theother”是指测试。故选B。
25.【答案】B。解析：推断题。根据文章第二段最后“This combination showed not only that creative people cheatmore，but alsothat cheating seemsto encourage creativity”即这个不仅表明有创造力的人会欺骗更多，也表明欺骗似乎会激励创造性。第三段第一句“Tllat resultwas confirmedby a second setofexperiments”即第二组实验证实了第一组实验的结果.故选B。
Passage 2
26—30.缺题
二、简答题
31.【参考答案】
(1)精听与泛听的区别：
精听(Careful listening)是通过听课文，再把文章的内容感知一遍，同时可以加深对文章细节内容的深入了解。并且可以通过一些练习来检验昕的效果，如：Filling in Blanks/True orFalse/Questions/Forms。
泛听(Extensive listening)是让学生初步听材料并回答问题，让学生初步了解文章的主旨大意(mainidea)和基本信息(basic information)。例如：时间、地点、原因、方式等。
(2)教师在指导学生进行精听训练时，要与语音、语法和词汇的学习相结合，可以与“听”“读”和“写”的技能训练相结合，还可以与社会、文化背景知识的学习相结合。在进行精听训练时，教师可以指导学生在反复多听的基础上完成一些辨音、填充缺失内容、听写的练习，之后还可以进行一些拓展练习，如总结
听力材料中出现的语音现象、跟读或朗读内容、分析听力材料的文本结构和语言特点等。
教师在指导学生进行泛听训练时，一定要严格要求学生，听力过程应该一气呵成，中间不能停顿或来回重复。在泛听训练中可以使用的听力练习包括：测试对听力内容是否理解的选择题、判断题，测试能否抓住重点词句的填空题，以及用自己的语言写出或口述出所听到的主要内容的练习等。完成这些练习后，教师要注意和学生及时总结，或和学生共同讨论泛听的策略，例如.如何根据上下文判断生词的含义、如何预测下文等。
三、教学情境分析题
32.【参考答案】
(1)该教师在每个活动阶段存在的问题有：
①活动开始前，该教师下发任务不够明确，没有限定活动时间，学生在练习的过程中可能会没有计划，课堂会比较散漫;另外，教师在活动前应该提供一个示范，使学生在活动练习的过程中更明确。
②活动开始中，该教师不应该一直站在讲台上，应该参与到学生的活动中去.体现教师参与者、指导者、调控者、促进者等角色。
③活动结束后，该教师不应该直接宣布做练习四，应该要求学生对前面的配对活动做出反馈，并给予适当的反馈与鼓励。
(2)每个阶段的建议：
①活动开始前，教师应该合理选择任务的难度，使学生明确任务的目标，尤其是任务的目的、完成的过程以及对于结果的要求，都要交代得清清楚楚。同时要给予学生充分的活动准备时间，提供必要的语言资源，给学生提供一些可供选择的完成思路。
②活动开始中，教师要充分发挥自己的作用，摆正自己的位置，此时教师不仅是平时课堂上的指导者，同时还是活动中的参与者、调控者。教师应该走到学生中去参与讨论，而不是一直站在讲台上看着学生讨论。同时，还要注意防止学生失控，如使用母语或说一些与主题无关的事甚至出现吵闹的现象。
③活动结束后，教师要注意引导学生进行反馈，让学生独立、完整地反馈成果，提升语言的准确度和流利度。对于学生在活动中出现的问题，要及时反馈，引导学生改正;对于学生表现优秀的地方，要及时给予鼓励，增强学生的自信心。提高英语学习的兴趣和合作意识。
四、教学设计题
33.【参考设计】
Teaching Contents:
A letter that Yu Mei writes to her friend Jenny, which talks about her study life on Friday.
Teaching Objectives:
(1) Kownledge objectives
①Students can master the meaning and usage of this writing.
②Students can use the fixed structures "I have science/math/Chinese/PE" and "It is + adj." in proper situation to talk about their study life.
(2) Ability objectives
①Students can get the main idea about what Yu Mei is talking about after listening, and can get some useful in-formation from the writing.
②Students can improve their listening and speaking abilities through class activities.
(3) Emotional objectives
①Students can improve the confidence of learning English, and are not afraid of speaking English in class.
②Students can cooperate with others actively, and complete the tasks together.
Teaching Key Point:
Students can use the new sentences"1 have science/math/Chinese/PE" and"It is + adj." to talk about their study life.
Teaching Difficult Points:
(1) Students can use the new sentences correctly;
(2) Students can understand it is very necessary to talk about the study life with their friends to share their idea.
Major Steps:
Step 1 Presentation (7 minutes)
(1) The teacher shows the passage on the PPT and asks students to read the passage and find out the following in-formation.
How does Yu Mei think of the math?
What does Yu Mei have at 10: 00?
What' s Yu Mei' s favorite subject?
Then the teacher asks students to fill in the blanks of the table, and asks them to check the answer in pairs.
(2) The teacher plays the tape, and asks students to read after the tape, and pay more attention to the pronuncia-tion, and do the imitation.
(Justification: Through the various activities, students can understand the details of the writing and learn to com-municate with each other.)
Step 2 Practice (4 minutes)
The teacher shows the picture about one student' s study, and asks students to describe the content according to the picture with deskmates. For instance: A: What lessons does he have on Friday?
B: He has math.
(Justification: Through this activity, students can practice the dialogue in pairs and consolidate the knowledge what they have learned.)
Step 3 Production (4 minutes)
The teacher chooses some volunteers to do the interview. One of the partners acts as the interviewer and the other interviewee. Make an interview about the study life, using the knowledge they have learnt today.
(Justification: Students do the interview in their own way, which helps to apply what they have learnt in this peri-od in real situation.)