中小学教师资格证真题2017年下英语 （初级中学）.pdf

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1、 1 2017 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） 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 2B 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. The main difference between /e/ and / lies in the _. A. tongue position B. sound duration C. op

2、enness of the mouth D. shape of the lips 2. _ is the main rhyming pattern in “Mrs. White/Had a fright/In the middle of the night”. A. Assonance B. End rhyme C. Alliteration D. Reverse end rhyme 3. Were all keeping our _ crossed that the surgeons do not find anything too serious with the patient. A.

3、fingers B. thumbs C. hands D. feet 4. When implementing the project, we _ a lot of unexpected opposition from our colleagues. A. run for B. make against C. run up against D. make away with 5. The island measures about 30 miles _ 20 miles. A. by B. with C. to D. upon 6. Will John come to the party? N

4、o, he wont come and _. A. Antony neither wont B. wont Antony neither C. either will Antony D. neither will Antony 7. Garbo plays the role of the queen, _ in the love she has found with Antonio. A. rejoiced B. rejoicing C. being rejoiced D. to rejoice 8. _ ministers decide to instigate an inquiry, we

5、 _ welcome it. A. Should . would B. Suppose . could C. If . would D. Would . will 9. What is missing at the discourse level between the two sentences “Carol loves tomatoes. She was born in Africa.”? A. Reference. B. Cohesion. C. Coherence. D. Substitution. 10. The synonyms “charge” and “accuse” main

6、ly differ in _. A. emotion B. dialect 2 C. formality D. collocation 11. Which of the following instructions is helpful in developing students ability to make inferences? A. Listen to a story and write a summary. B. Listen to a story and work out the writers intention. C. Listen to the story of a boy

7、 and then draw a picture of him. D. Listen to a story and note down the specific date of an event. 12. The most suitable question type to check students comprehension and develop their critical thinking is _. A. rhetorical questions B. referential questions C. close questions D. display questions 13

8、. Diagnostic test is often used for the purpose of _. A. finding out what students know and dont know B. measuring students general language proficiency C. knowing whether students have the right language aptitude D. checking whether students have achieved the teaching objectives 14. Which of the fo

9、llowing activities is often used to develop students speaking accuracy? A. Identifying and correcting oral mistakes. B. Acting out the dialogue in the text. C. Having discussions in groups. D. Describing people in pair. 15. If a teacher asks students to make their own learning plan, he/she is trying

10、 to develop their _. A. cognitive strategy B. affective strategy C. communicative strategy D. metacognitive strategy 16. When a teacher tells students that the word “dog” may imply “loyalty”, he/she is teaching the _ of the word. A. denotative meaning B. collocative meaning C. conceptual meaning D.

11、connotative meaning 17. Which of the following is the last step in the process of writing essays? A. Editing the writings. B. Writing topic sentences for paragraphs. C. Gathering information and ideas relevant to the topic. D. Organizing the information and ideas into a logical sequence. 18. The mai

12、n purpose of asking questions about the topic before listening is to _. A. meet students expectation B. increase students confidence C. activate students schemata D. provide feedback on tasks 19. If a teacher asks students to fill in the blanks in a passage with “that”, “which” or “whom”, he/she is

13、least likely focusing on grammar at _. A. lexical level B. syntactic level 3 C. discourse level D. morphological level 20. If a teacher asks students to talk about their hobbies in groups, he/she is trying to encourage _. A. peer correction B. peer feedback C. peer interaction D. peer assessment 请阅读

14、 Passage 1，完成第 2125 小题。 Passage 1 Self-driving vehicles threaten to send truck drivers to the unemployment office. Computer programs can now write journalistic accounts of sporting events and stock price movements. There are even computers that can grade essay exams with reasonable accuracy, which c

15、ould revolutionize my own job. Increasingly, machines are providing not only the brawn but the brains, too. And that raises the question of where humans fit into this picturewho will prosper and who wont in this new kind of machine economy? Within five years we are likely to have the worlds best edu

16、cation, or close to it, online and free. But not everyone will sit down and go through the material without a professor pushing them to do the work. Your Smartphone will record data on your life and, when asked, will tell you what to do, drawing on data from your home or from your spouse and friends

17、 if need be. “Youve thrown out that bread the last three times youve bought it, give it a pass” will be a text message of the future. How about “Now is not the time to start another argument with your wife”? The GPS is just the beginning of computer-guided instruction. Take your Smartphone on a date

18、, and it might vibrate in your pocket to indicate “Kiss her now.” If you hesitate for fear of being seen as pushy, it may write: “Who cares if you look bad? You are sampling optimally in the quest for a lifetime companion.” A lot of jobs will consist of making people feel either very good or very ba

19、d about themselves. Coaches, mentors and disciplinarians will spread to many areas of life, at least for those of us who can stand to listen to them. These people will cajole us, flatter us and shame us into improving our lives, our work habits and our consumption. Computing and software will make i

20、t easier to measure performance and productivity. It will be harder to gloss over our failings and maintain self-deception. In essence everyone will suffer the fate of professional chess players, who will always know when they have lost a game, have an exact numerical rating for their overall perfor

21、mance, and find excuses for failure hard to come by. Individuals will have many measures of their proficiency. They will have an incentive to disclose that information to get the better job or social opportunity. Youll assume the worst about those who keep secrets, and so openness will reign. Many o

22、f us will start to hate the idea of Big Data. 21. Which of the following is closest in meaning to the underlined word “brawn” in Paragraph 1? A. Job. B. Meat. C. Physical strength. D. Mental agility. 22. What does the underlined phrase “the question” in Paragraph 1 refer to? A. Where do humans fit i

23、nto this picture? B. Will machines eventually replace human beings? C. Which could revolutionize my own job, teaching at school? D. Who will prosper and who will not in this machine economy? 4 23. What makes the instructions sent by smartphones valuable and reliable for people when doing things? A.

24、A global positioning system installed in all smartphones. B. Information collected and elicited by smartphones from your life. C. An optimal sampling software to store information in smartphones. D. Vibrations smartphones make in your pocket as a constant reminder. 24. Who will be most likely to suf

25、fer from this technological revolution? A. Fashion gurus specializing in producing, modeling, or marketing fashion. B. American young people who do not make good use of the online courses. C. Individuals keeping the information about their proficiency to themselves. D. Professional chess players who

26、 are not able to calculate the play outcome. 25. Why will many people start to hate Big Data according to the last paragraph? A. Because people will have no privacy and cant tell any lies at all. B. Because they facilitate performance and productivity assessment. C. Because they give people no choic

27、e but to comply with computers. D. Because people have found it really hard to finish doing everything. 请阅读 Passage 2，完成第 2630 小题。 Passage 2 Teacher education provided by U.S. colleges and universities has been routinely criticized since its inception in the early nineteenth century, sometimes deser

28、vedly. These programs, like non-university programs, are uneven in quality and can be improved. What makes todays criticisms different is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneurs to deregulate the preparation of teachers, and to expand independent, alter

29、native routes into teaching. This effort to “disrupt” the field of teacher preparation in the United States has gained considerable momentum and legitimacy, with venture capitalists, philanthropy, and the U.S. Department of Education all providing sponsorship and substantial funding. The strength of

30、 this effort is that the United States may quickly seek to dismantle its university system and replace much of it with independent, private programs. The resulting system of teacher preparation may differ dramatically in its government, structure, content, and processes moving away from its current

31、location alongside legal, medical, and other professional preparation that pairs academic degrees with professional training. Throughout the nation, states are reporting teacher shortages in particular subject areas and geographical locations, and several states have either passed legislation to low

32、er the standards for becoming a teacher or, like the state of Washington, have looked toward expanding the number of teacher education providers to try to fill teaching vacancies. The federal government has contributed to the push to lower standards for becoming a teacher with the Teacher Preparatio

33、n Academy provision in the new K-12 education law, the Every Student Succeeds Act, which encourages states to expand the number of independent programs not associated with colleges and universities. Because of the increasing tuition rates, a consequence in part, of cuts in funding to public universi

34、ties that continue to educate most U.S. teachers, enrollments in college and university teacher education programs have declined in many parts of the country. Independent teacher 5 education programs are being viewed by some as an important part of the solution in staffing the nations classrooms and

35、 addressing our serious and enduring problems in education inequities. Additionally, advocacy groups, philanthropists, and so-called education entrepreneurs are working aggressively to expand these independent alternative routes into teaching. Given the seriousness of the teacher shortage problem in

36、 the United States and the substantial media attention that has been given to independent teacher education programs as the solution to teacher shortages and education inequities, policy makers should very carefully examine the evidence that exists about the nature and impact of these relatively new

37、 programs that are rapidly expanding while university teacher education enrollments decline. 26. What can be inferred from Paragraph 1 about criticisms against teacher education? A. The criticisms have been increasing. B. The criticisms may not be well justified sometimes. C. The criticisms mainly f

38、ocus on the quality of non-university programs. D. The criticisms usually come from advocacy groups and so-called educational entrepreneurs. 27. Which of the following is closest in meaning to the underlined word “momentum” in Paragraph 2? A. Moment. B. Motive. C. Achievement. D. Incentive. 28. What

39、 can be inferred from Paragraph 3? A. The university system of the United States will completely collapse. B. The university system of the United States will be totally restructured. C. The new teacher education programs may not grant students academic degrees in the future. D. The new teacher educa

40、tion programs will follow the usual practice of other professional preparation. 29. What measures have been taken by some states to deal with their teacher shortages? A. To increase the number of qualified teachers. B. To increase funds for teacher education programs. C. To expand non-university tea

41、cher education programs. D. To establish the baseline of teacher education programs. 30. Which of the following is true of the independent teacher education programs? A. They are initiated to deal with teacher shortages and education inequities. B. They aimed to raise the standards of teacher educat

42、ion programs. C. They compete with the university teacher education programs. D. They can replace the university teacher education programs. 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.简述教材在英语教学中的两个作用 （8 分） ， 列出教师使用教材的三点注意事项。 （12 分） 6 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.下面是一位初中英语教师在语音教学中

43、使用的练习。 Teachers instruction: Look at the words on the blackboard. Tick the word you hear in each sentence I read. Teachers reads: 1. I dont like these sports. 2. These pots are very dirty. 3. Look at that white cord on the water. 4. Mr. Smith was short. Students tick the words they hear: A B 1. spot

44、s sports 2. pots ports 3. cod cord 4. shot short 根据上面所提供的教学情境，从下面四个方面作答。 （1）该片段的教学目的是什么？（5 分） （2）该教师采用了哪两种教学方法？（8 分） （3）该教学片段体现了哪两个语音教学的原则？（8 分） （4）列出能恰当体现语音教学原则的其他三种方法。 （9 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语言素材，设计 20 分钟的英语阅读教学方案。教案没有固定格式，但须包含下列要点： teaching obje

45、ctives teaching contents key and difficult points major steps and time allocation activities and justifications 教学时间：20 分钟 学生概况：某城镇普通中学七年级（初中一年级）学生。班级人数 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较高。 语言素材： 7 8 2017 年下半年教师资格考试英语学科知识与教学能力试题（初级中学） 参考答案及解析 一、单项选择题 1.【答案】A。解析：考查元音的发音。根据元音分类方式，/e/可以描述

46、为前、非圆唇、短元音，/为中、非圆唇、短元音。由此可知/e/和/的主要区别为发音时舌的位置。 2.【答案】B。解析：考查修辞学。Assonance“类韵”；End rhyme“尾韵”；Alliteration“头韵”； Reverse end rhyme“倒尾韵”。 根据题干可知句子中 White， fright， night 押的是尾韵。 3.【答案】A。解析：考查固定搭配。keep ones fingers crossed 的字面意思是将手指交叉起来，这个短语的比喻意义是“祈求好运”“希望一切如愿”“但愿别出差错”。 4.【答案】C。解析：考查动词短语辨析。run for“竞选”，make

47、 against“不利于”，run up against“遇到，遭遇”，make away with“携而逃，除去，杀死”。句意为“当实施计划时，我们遭到同事们意料不到的反对”。故选 C。 5.【答案】A。解析：考查介词 by 的用法。介词 by 可以表示距离和面积、体积中的尺寸及乘除法中的运算。 6.【答案】D。解析：考查倒装句。表示“也不”时，用 neither/nor 倒装结构来承接前面的否定情况，结构是“neither/nor+be 动词/助动词/情态动词+主语”。 7.【答案】B。解析：考查非谓语动词。逗号前后两句话无连词连接，且主句已经有了谓语动词 plays，因此要用 rejoi

48、ce 的非谓语形式。主语是 Garbo，与 rejoice 构成主动关系，要用现在分词形式 rejoicing 作伴随状语。 8.【答案】A。解析：考查虚拟条件句的倒装。在虚拟条件句中，如果谓语部分有 were、had或 should 时， 可将它们置于句首， 省略 if， 变成部分倒装句。 该句可还原为“If ministers should decide to instigate an inquiry, we would welcome it.”。 9.【答案】C。解析：考查语篇衔接与连贯。本题中“Carol 爱吃西红柿”和“她生于非洲”这两句话都是在说明一个人身上的特点， 在形式上通过指

49、称 She 实现了衔接， 但前后语义不连贯，无法构成一个有完整语义的语篇或主题，缺少语篇的连贯。故选 C。 10.【答案】D。解析：考查同义关系。同义词可分方言同义词、文体同义词、搭配同义词、情感或评价的同义词以及存在语义差异的同义词。本题中，charge 和 accuse 二者都可以表示指责某人做某事， 但所使用的介词搭配不同， 前者与 with 搭配， 后者与 of 搭配。 故 charge和 accuse 为搭配同义词。 11.【答案】B。解析：考查听力技能教学。在听力技能教学中，让学生通过听材料来分析和判断作者意图， 即根据听力材料中的已有信息推断出未知信息， 这可以训练学生的推断能力

50、。故选 B。 12.【答案】B。解析：考查课堂提问的类型。题干意思是：哪一种类型的问题最适合用于检测学生的理解以及培养他们的批判性思维？referential questions“参考性问题”，此类问题一般没有现成的答案，教师也没有明确的答案，提问的目的在于力求学生发散思维、寻求信息，一般包括推理、评价性的问题和批判、创造性的问题。 13.【答案】A。解析：考查语言测试类型。诊断性测试是语言测试的一种类型，它主要用来探测和发现学生的理解和表达障碍， 以便教师及时改进教学手段， 从而积极地干预学习过程。只有 A 项“发现学生知道什么和不知道什么”符合题意。 14.【答案】A。解析：考查口语教学活