[职业资格类试卷]2013年上半年中学教师资格认定考试（初级英语学科知识与教学能力）真题试卷（精选）及答案与解析.doc

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1、2013 年上半年中学教师资格认定考试（初级英语学科知识与教学能力）真题试卷（精选）及答案与解析一、单项选择题1 Which of the following consonants doesnt fall under the same category according to the voicing?（A）m（B） b（C） d（D）p2 Which of the following has the proper word stress?（A）phoTographic（B） photoGraphic（C） photograPhic（D）Photographic 3 _there is fre

2、sh air, there is oxygen.（A）Wherever（B） Whenever（C） Unless（D）Whether4 The factory operated_until the order was filled.（A）at times（B） to the minute（C） day by day（D）around the clock5 After working for the firm for ten years, he finally_the rank of deputy director.（A）achieved（B） approached（C） attained（D

3、）acquired6 If we_our test tomorrow, I would have gone to the concert.（A）werent to have（B） hadnt been to have（C） arent to have（D）hadnt had7 Which of the following italicized parts is a subject clause?（A）We are quite certain that we will get there in time.（B） He has to face the fact that there will be

4、 no pay rise this year.（C） She said that she had seen the man earlier that morning.（D）Its sheer luck that the miners are still alive after ten days.8 _ you said is true, there are still other factors to be considered.（A）Supposed that what（B） Supposing what that（C） Granted that what（D）Considered what

5、 that9 The conversational implication of “John is a machine“ as a response to “What do you think of John“ is context-bound. It possesses all the following distinguishing properties but_.（A）non-detachability（B） calculability（C） conventionality（D）defeasibility10 When learners come across new words, th

6、ey are required to focus on_.（A）spelling（B） semantic features（C） form, meaning and use（D）word formation11 Which of the following features is not exhibited by the deductive method?（A）It saves time.（B） It pays more attention to form.（C） It teaches grammar in a decontextualized.（D）It encourages student

7、s to work out the grammatical way rules.12 Which of the following materials is NOT appropriate for a teacher to use in listening practice?（A）Materials with different dialects.（B） Comprehensible authentic materials.（C） Materials with comprehensible new words for students.（D）Materials with contents be

8、yond students comprehension capacity.13 _ may be defined as any kind of engaging with the language on the part of the learners, usually under the teacher supervision, whose primary objective is to consolidate learning.（A）Presentation（B） Practice（C） Production（D）Preparation14 Teachers believing in th

9、e_ model in a general sense usually follow the sequence of teaching new words, sentences and then the whole passage in the reading class.（A）interactive（B） bottom-up（C） top-down（D）interactional15 The_ approach to writing teaching pays attention to not only what to write, but also how to write.（A）prod

10、uct-oriented（B） process-oriented（C） form-focused（D）meaning-focused16 The activity of_may maximize the possibility of eliciting ideas, words or concepts from students when it is focused on a given topic.（A）retelling（B） assessing output（C） brainstorming（D）comprehension17 _helps students facilitate the

11、ir process of accumulating vocabulary, broadening scope of vision, and increasing target language exposure.（A）Scanning（B） Extensive reading（C） Skimming（D）Intensive reading18 Which of the following nominating patterns can a teacher adopt to ensure that all students are actively involved in classroom

12、activities?（A）Nominating those who are good at English.（B） Asking questions in a predicable sequence.（C） Nominating students after the question is given.（D）Nominating students before giving the question.19 If a teacher asks “What does corrective feedback mean? “, this type of question is called “_“.

13、（A）referential question（B） tag question（C） rhetorical question（D）display question19 Donnas fourth grade classroom looked typically traditional. Yet something seemed different that day when I entered it for the first time.My job was to make classroom visits and encourage implementing a training progr

14、am focusing on language arts, ideas that would empower students to feel good about themselves and take charge of their lives. Donna was one of the volunteer teachers in this project.I sat in the back and watched. All the students were working on the task, filling their notebook paper with thoughts a

15、nd ideas. A student next to me was filling her page with “I cant kick the soccer ball.“ “I cant do long division with more than three numerals.“ Her page was half full and she showed no signs of letting up. I walked down the row glancing at students papers. Everyone was writing down things they coul

16、dn t do.By this time the activity engaged my curiosity. I decided to check with the teacher to see what was going on but I noticed she too was busy writing “I cant get Johns mother to come for a teacher conference.“ “I cant get my daughter to put gas in the car.“ “I cant .“Curious and puzzled about

17、what they were doing, I returned to my seat and continued my observations.Students wrote for another ten minutes. They were then instructed to fold the papers in half and bring them to the front. They placed their “I Cant “ statements into all empty shoe boxes. Then Donna added hers. She put the lid

18、 on the box, tucked it under her arm and headed out the door and down the hall.Students followed her. I followed the students. Half way down the hall way, Donna entered the custodians room, came out with a shovel, and marched the students out to the farthest comer of the playground. There they began

19、 to dig. They were going to bury their “I Cants“!The digging took over then minutes with dirt. Students stood around the freshly dug grave. At this point Donna announced, “Boys and girls, please join hands and bow your heads.“ They quickly formed a circle around the grave.They lowered their heads an

20、d waited. Donna delivered the eulogy. “Friends, we gathered here today to honor the memory of I Cant. While he was with us on earth, he touched the lives of everyone, some more than others. We have provided I Cant with a final resting place and a headstone that contains his epitaph. He is survived b

21、y his brothers and sisters, I Can , I Will , and Im Going to Right Away. They are not as well known as their famous relative and are certainly not as strong and powerful. Perhaps some day, with your help, they will make an even bigger mark on the world. May I Cant rest in peace and may everyone pres

22、ent pick up their lives and move forward in his absence. Amen.“20 According to the passage, which of the following statements is INCORRECT?（A）Donna was a volunteer teacher of the training program.（B） The author knew what was going to happen when he / she entered the classroom.（C） Donnas fourth grade

23、 classroom appeared to be traditional, resembling many others the author had seen in the past.（D）Everyone, regardless of gender, age, and occupation, may encounter many “I cants“ in life.21 It can be inferred from the passage that what Donna and the students were doing in the classroom _ the author

24、s perceptions of touching.（A）agrees with（B） contradicts（C） goes beyond（D）imparts22 The underlined word “eulogy“ in the last paragraph but two means a(n)_.（A）address（B） ceremony（C） tribute（D）faith23 According to the context, the underlined word “they“ in the last paragraph refers to_.（A）the students（

25、B） Donna and her students（C） The “I cants“（D）I Can, “I Will“ and “Im Going to“24 The best title for the passage might be “_“.（A）Donna and Her Pupils（B） The “I Cant“ Funeral（C） The “I Cant“ and Its Relatives（D）The “I Cant“ Touches the Lives of Everyone二、简答题25 义务教育英语课程标准(2011 年版)指出，评价体系应包括形成性评价和终结性评价。

26、解释形成性评价的定义，简述其目的与原则(分别写出三个要点)，并列举课堂收集形成性评价信息的三种方式。三、教学情境分析题26 下列两个教学片段选自某初中课堂实录，阅读后回答问题。片段一S1: Have you ever been to prave?S2: No, I havent. Have you?S1: Yes. Its wonderful.S2: How long did you stayed?S1: One week.S2: The buildings are beautiful, yes?S1: Yes, and the streets the river .S2: Ah. Have

27、you ever been in Rome?片段二S1: Is the Neon bigger than the Chevy?S2: Yes, it is. Is the Lexus cheap than .T: Cheap .S2: Is the Lexus cheaper than the Chevy?S3: No, it isnt. Is the Lexus faster than the Neon?S4: Yes, it is. Is prettier the Neon .T: Is the .(1)哪一个片段属于准确性训练，哪一个片段属于流利性训练?(6 分)(2)你的判断依据是什么

28、?(12 分)(3)准确性训练和流利性训练对语言学习而言各有何利弊?(12 分)四、教学设计题27 设计任务：请阅读下面学生信息和语言素材，设计一节课的教学方案。教案没有固定格式，但须包含下列要点：teaching objectivesteaching contentskey and difficult pointsmajor steps and time allocationactivities and justifications教学时间：45 分钟学生概括：某城镇普通中学八年级(初二)学生，班级人数 40 人，多数学生已达到义务教育英语课程标准(2011 年版)三级水平，学生参与积极性一

29、般。Frank: Hi, Bob. How is your day?Bob: It s OK. I like Monday because I have P.E. and history. They re my favorite subjects.Frank: Whos your P.E. teacher?Bob: Mr. Hu. He always plays games with us.Frank: Thats great! But do you like history? Its boring.Bob: Oh. I think history is interesting. Whats

30、your favorite day?Frank: Friday.Bob: Why?Frank: Because the next day is Saturday.Bob: Haha! That s for sure. I like Fridays too.2013 年上半年中学教师资格认定考试（初级英语学科知识与教学能力）真题试卷（精选）答案与解析一、单项选择题1 【正确答案】 C【试题解析】 考查语音知识。试题问“根据发音，下列辅音中不属于同一类的是哪个”。A、B、D 三项都属于双唇音，C 项属于齿龈音。2 【正确答案】 B【试题解析】 考查重音知识。以-ic 结尾的英语词汇的重音往往落在倒

31、数第二个音节上。例如 photographic，romantic ，economic。3 【正确答案】 A【试题解析】 考查地点状语从句。句意为“凡是有空气的地方，就有氧气”。这里wherever 表示无论哪里的意思，其他选项都不符合逻辑。4 【正确答案】 D【试题解析】 考查语境分析和词语辨析。句意为“工厂地工作，直到把订的货物赶出来为止”。at times“有时”，to the minute“恰好，一分不差”，day by day“一天天” ，around the clock“ 昼夜不停地”。根据语境，应为工厂昼夜不停地工作。故选 D。5 【正确答案】 C【试题解析】 考查动词辨析。ach

32、ieve“成就”，approach“接近”，attain“(通常指经过努力)获得，达到”，acquire“学到，取到”。句意为“在这个公司工作了十年之后，他终于了部门主管的职位”，可知应为是获得主管的职位。故选 C。6 【正确答案】 A【试题解析】 考查虚拟语气。此处 if 引导的从句是对将来事实的相反假设，固定的语法结构框架是 if 加上 were to do 形式，句意为 “如果我们明天没有考试的话，我们就去参加音乐会”。故选 A。7 【正确答案】 D【试题解析】 考查主语从句。A 项是一个表语从句，是一个主系表的结构， B 项是一个同位语从句，that 引导的同位语从句补充说明先行词的内

33、容， C 项是一个宾语从句，that 引导的宾语从句作谓语动词 said 的宾语，只有 D 项是一个主语从句，it 是一个形式主语，真正的主语是后面的 that 从句部分。故选 D。8 【正确答案】 C【试题解析】 考查固定搭配。granted that 是一个固定搭配，表示“假定，即使”，what 作 said 的宾语。A 项应该是 supposing，所以也不正确，B 和 D 两项不符合语法要求，故排除。句意为“假设你说的是真的，还有其他的因素需要考虑”，故选C。9 【正确答案】 C【试题解析】 考查语言学中的会话含义理论。约翰是一台机器，需要在固定的语境中才能表达一种含义。因此和语境是分

34、不开的，选项中 A、B 、D 三项都是会话含义的特点。只有 C 项“约定俗成性”不是会话含义的特点，故选 C。10 【正确答案】 C【试题解析】 考查词汇教学内容。词汇教学内容包括 meanings，usage ，basic information and strategiesBasic information 包括拼写、发音等，四个选项中只有 C 项相对全面地包括了词语教学的内容，spelling(拼写)，word formation(构词法)都是 basic information 的内容。B 项中的语义特征不是英语词汇教学的内容，而是语言学的内容，故选 C。11 【正确答案】 D【试题解

35、析】 考查演绎法的特点。演绎法是先说明语法结构，之后让学生进行练习，可以节约时间，让学生尽快地掌握语法知识。另外演绎法也是针对于语法结构的形式进行讲解，并不涉及该结构在文中的含义。A 说的是节约时间，B 的意思为更强调形式结构，C 脱离了上下文语境，D 是鼓励学生自己找出语法规则。A、B、C 都是演绎法的特征，D 是归纳法的特征，归纳法是指给出学生一些例子，让学生通过讨论等方式自己总结出语法规则。12 【正确答案】 D【试题解析】 考查听力材料的选择。听力材料选择中有一条为 Grade difficulty level appropriately，即确定听力的适当难度，因此听力材料的难度应当与

36、学生水平相当，并且有多样性。A 为“听力材料包含多种方言或者个人用语 ”，B 为“是真实性的可理解的材料”，C 为“指材料中包含新单词，但是新单词对学生来说可以理解”，D 为“材料的内容超出学生的理解能力”。A、B、C 中的材料与听力教学的原则一致，只有 D 难度过大，故选 D。13 【正确答案】 B【试题解析】 考查 3P 教学法。A 项是“新课展示”，是对新课内容进行教学的，B 项是 “练习”，练习是针对所学内容进行训练与巩固的，C 项是“产出”，产出是指在熟练掌握所学内容的基础之上进行提高的部分，D 项是“准备，通常是指在课前进行准备”。故选 B。14 【正确答案】 B【试题解析】 考查

37、阅读教学模式。阅读课的教学模式通常包括 bottom-up(自下而上)，top-bottom(自上而下) ，interactive( 交互补偿模式)。自下而上的模式是遵循从小的语言单位开始进行教学，直到最大的教学单位，即单词、句子和篇章，这也正是题目中说到的模式，故选 B。15 【正确答案】 B【试题解析】 考查写作教学模式。写作教学的模式通常有 content-oriented approach(内容导向写作教学模式)，process-oriented approach( 过程写作教学模式)，product-oriented approach(结果导向写作教学模式)等。几种模式中，过程写作教

38、学模式是将写作内容与过程并重的，故选 B。16 【正确答案】 C【试题解析】 考查课堂学习活动。A 项为“复述” ，复述的作用在于机械练习，将学过的文本内容进行记忆和重复；B 项为“评估输出内容”，这是对他人输出的学习内容进行评价，了解学生对知识的掌握程度；C 项为 “头脑风暴”，其作用在于在最短时间内将学生的观点尽可能多地集中起来，激活存在于学生头脑中的所有的知识；D 项为“理解”，理解是学生对于输入的内容进行理解消化。故选 C。17 【正确答案】 D【试题解析】 考查阅读教学活动。A 项为“找读” ，C 项为“略读”，都是教学活动。“找读”是针对于某一部分进行较为详细的阅读，找到相关信息，

39、“略读”是迅速浏览内容，这两种都只是对于某一相关信息进行阅读。B、D 两项分别为“泛读”和“精读”，“泛读”是进行广泛、大量的阅读，重在速度和范围，不能帮助学生精确分析文章的意思，“精读”则是深入细致的阅读，逐字逐句地阅读，深入钻研，可以帮助学生积累知识。故选 D。18 【正确答案】 C【试题解析】 考查课堂活动中教师的行为。A 项是说提问英语好的学生，这种做法忽略了英语水平中等或稍差的学生，B 项是指按照可预测的顺序来提问，这种做法让学生知道自己会被问到哪一题，就只会专注于该题目，而不会参与到其他问题之中，D 项是说在提问之前就点一个学生来回答，这种做法会让其他没被点到的学生松懈下来，C 项

40、是指提问之后再点名，这种方式可以让学生积极去思考，因为不知道自己是否会被点名回答问题。故选 C。19 【正确答案】 D【试题解析】 考查课堂提问类型。题目意思为：如果一位老师问道“corrective feedback 的意思是什么?”，这种问题的类型是什么?A 是参考性问题，即有多种答案的问题，B 是附加性问题，即在句子最后附加的问题如“，isnt it?”C 是反问句，D 是展示性问题，即有唯一答案的问题。corrective feedback 的意思是“唯一的”就是“正确的反馈”，故选 D。20 【正确答案】 B【试题解析】 A 项说 Donna 是参与该项目的一个志愿教师，由文章第二段

41、中的“Donna was one of thevolunteer teacher in this project”可知 A 项正确。B 项说作者一进教室就知道他们正在做什么，由文章第四段中“By this time the activity engaged my curiosityI decided to check with the teacher to see what was going on”可知，作者想看看他们做什么，说明作者进去的时候并不了解。因此 B 项错误。C 项说该老师的班级看起来就是很传统的班级，根据文章首句 “Donnas fourth grade classroom l

42、ooked typically traditional”可知 C 项正确。D 项说每个人一生都会有很多的“I Cants”，这在文章最后一段中的“he touched the lives of everyone”有所体现，故选 B。21 【正确答案】 A【试题解析】 本题要对作者的情感态度进行推测，说的是师生们在教室里所做的是否会让作者感动。我们通过对文章的阅读，从字里行间可以知道作者之前并没有接触过类似的课堂，在这个课堂上所发生的事情令作者很震撼，并且受到触动。故选 A。22 【正确答案】 A【试题解析】 题目问最后一个自然段中“eulogy” 这个词是什么意思。从最后一个自然段我们可以看出

43、这是一段悼词，老师带领学生埋葬了“I Cants”，并致了一段悼词。A 项有“演说，致辞”的意思，意义上最接近， B 项意为“仪式”，C 项意为“贡品”，D 项意为“信仰”。故选 A。23 【正确答案】 D【试题解析】 从最后一段中“I Can，I Will，andIm Going toThey are not as well known astheir famous relative and are certainly not as strong and powerful”可以看出他们指代的就是前文的“I Can”“IWill”and“Im Going to”，故选 D。24 【正确答案】

44、B【试题解析】 从全文来看，从作者一进入教室，老师就和学生一起写着自己做不到的事情，然后老师将这些纸条装进瓶子，并带着学生一起将其埋葬，并且颂读了悼词。由此可以推知文章重点就是在写“I Cant”的一个葬礼。故选 B。二、简答题25 【正确答案】 (1)定义：形成性评价是指在教学活动过程中，评价活动本身的效果，用以调节活动过程，保证目标的实现而进行的评价，是为指导教学过程顺利进行而对学生在学习过程中使用所学知识进行学习活动的情况的评价。(2)目的：形成性评价的主要目的是为了发现每个学生的学习潜能，促进学生的学习；为教师提供教学反馈；通过收集学生日常学习的情况和学习需要，随时调整教学内容和方法，

45、帮助学生有效调控自己的学习过程，从而提高课堂教学效率。(3)原则：科学性原则、导向性原则、多元化原则、激励性原则、情感性原则，可行性原则等。(列举三种即可)(4)课堂收集形成性评价信息的方式：课堂学习活动评比、学习效果自评、问卷调查、访谈等。(列举三种即可)三、教学情境分析题26 【正确答案】 (1)片段一属于流利性训练。片段二属于准确性训练。(2)片段一属于流利性训练，因为语段中出现了语法错误，如 How long did you stayed?明显不符合语法规范，但并没有及时纠正过来，可见其侧重的是对语言流行性的训练，而非语言精确性训练。片段二属于准确性训练，因为语段中出现了语法错误，而说

46、话者立即更正了过来，如 S2：Yes，it is Is theLexus cheap thanT ：CheapS2 ：Is the Lexus cheaper than the Chevy?由此可见此段侧重对语言准确性的训练而弱化了流利性。(3)流利性训练利弊利：使学生英语口语流利，增强其自信心。弊：经常出现不流利的英语，语法等常常出现错误，影响其英语写作的准确性。准确性训练利弊利：使学生在说英语时随时注意语法使用的正确性，使其在语言表达上精确恰当。弊：因为太关注准确性，时常会纠正错误而导致口语不流利。因而导致学生因为常犯错误而自信心下降。四、教学设计题27 【正确答案】 Teaching C

47、ontents: A dialogue about one s favorite subject, favorite teacher and favorite day.Teaching Objectives:(1)Knowledge objectiveStudents could master the names of subjects and the usage of “favorite“.(2)Ability objectiveStudents could know how to say different subjects, and develop the ability of desc

48、ribing them.(3)Emotional objectiveStudents could have a better understanding of their classmates through the discussion, and cultivate their love for every day and every class. Teaching Key Points;Name words of subjects, descriptions of words, usage of “favorite“ Teaching Difficult Points: Usage of

49、“favorite“, how to start a discussion Teaching Aids: Multimedia, a calendar, flash cardsTeaching Procedures: Step 1 Warming-up(5 minutes)The teacher will show a picture of English class, math class and Chinese class on the multimedia screen to ask, “What classes are these?Students will answer the questions.(Justification: This step will warm up the class.)Step 2 Presentation(25 minutes)(1)New words(1)Students