中小学教师资格证真题2018年上英语（初级中学）.pdf

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1、2018 年上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）（科目代码：305）机密启用前姓名准考证号2018 年上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?similarity?between?the?English?consonants?/p/,?/b/,?

2、and?/m/?is?that?they?are?all?.?A.?fricativeB.?plosiveC.?labial-dentalD.?bilabial2.?Which?of?the?following?is?a?back?vowel?in?English?A.?/藜蘼/?B.?/蘅蘼/?C.?/蘧/D.?/e/3.?There?is?only?one?playground?slide?in?this?school,?so?the?students?have?to?take?to?use?it.A.?turnsB.?the?turnsC.?a?turnD.?the?turn4.?Out

3、?of?everyones?expectation,?Johnson?suddenly?returned?a?rainy?night.?A.?atB.?inC.?onD.?during5.?She?it?very?well?when?she?described?her?younger?brother?as?“brilliant?but?lazy”.A.?putB.?madeC.?assumedD.?interpreted6.?We?dont?think?possible?to?master?a?foreign?language?without?much?memory?work.A.?thisB

4、.?thatC.?itsD.?it17.?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?made8.?I?would?have?told?him?the?answer,?but?I?so?busy?then.A.?had?beenB.?wereC.?wasD.?would?be9.?The?use?of?the?expression?“I?wont?bore?you

5、?with?all?the?detail?.”includes?that?people?usually?observe?the?maxim?in?their?daily?conversations.A.?QuantityB.?QualityC.?RelevanceD.?Manner10.?Which?of?the?following?is?an?evaluative?move?used?by?a?teacher?in?class?to?comment?on?studentsperformance?A.?Initiation?move.B.?Follow-up?move.C.?Framing?m

6、ove.D.?Repair?move.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.12.?If?a?teacher?shows?students?how?to?do?an?activity?before?th

7、ey?start?doing?it,?he/she?is?using?the?technique?of?.A.?presentationB.?demonstrationC.?elicitation?D.?evaluation13.?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?textB.?analyze?the?structure?of?the?passageC.?unders

8、tand?the?intention?of?the?writerD.?distinguish?the?facts?from?the?opinions14.?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.15.?Which?of?the

9、?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?2C.?Do?you?agree?that?the?girl?was?a?kind-hearted?person?D.?What?happened?to?the?girl?at?the?end?of?the?story?16.?Which?

10、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?summarize?a?story.C.?To?read?a?text?aloud.D.?To?do?pattern?drills.17.?Which?of?the?following?exercises?would?a?teacher?most?probably?use?if?he/she?wants?to?help?stud

11、ents?develop?discourse?competence?A.?Paraphrasing?sentences.B.?Translating?sentences.C.?Unscrambling?sentences.D.?Transforming?sentences.18.?The?advantages?of?pair?and?group?work?include?all?of?the?following?EXCEPT?.A.?interaction?with?peersB.?variety?and?dynamismC.?an?increase?in?language?practiceD

12、.?opportunities?to?guarantee?accuracy19.? Which? of? the? following? should? a? teacher? avoid? when? his/her? focus? is? on? developing?studentsability?to?use?words?appropriately?A.?Teaching?both?the?spoken?and?written?form.B.?Teaching?words?in?context?and?giving?examples.C.?Presenting?the?form,?me

13、aning,?and?use?of?a?word.D.?Asking?students?to?memorize?bilingual?word?lists.20.? Which? of? the? following? practices? is? most? likely? to? encourage? studentscooperation? in?learning?A.?Doing?a?project.?B.?Having?a?dictation.C.?Taking?a?test.D.?Copying?a?text.请阅读Passage 1，完成第2125小题。Passage 1In?re

14、cent?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?all?who?drop?out?before?being?rankedfail?to?develop?the?foundational?reading,?writing,?and?mat

15、hematical?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?spe

16、cified?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?s

17、chooling?process.?For?the?foreseeable?future,?students?will?still?be?ranked?at?the?end?of?high?school.?However,?society?now?3dictates?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?t

18、he?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?

19、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?l

20、ow?achievers.The?studentsmission?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? bel

21、ieve? 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?

22、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?to?believe?that?they?can?

23、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.21.?What?do?the?“academic?achievement?stand

24、ards”in?Paragraph?1?refer?to?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?student

25、s?who?want?to?beat?others?in?their?achievement?race?in?school.22.? Which? of? the? following? would? happen? due? to? the? change? in? mission? for? the? role? of?assessment?A.?Most?students?would?achieve?a?certain?level?of?academic?success.B.?Educators?would?raise?up?the?bottom?of?the?rank-order?di

26、stribution.C.?Teachers?would?help?low?achievers?to?beat?high?achievers?successfully.D.?Schools?would?eliminate?sorting?and?ranking?from?the?schooling?process.23.?Which?of?the?following?is?closest?in?meaning?to?the?underlined?word?“accommodate”in?Paragraph?4?A.?Adapt.B.?Match.C.?Accept.?D.?Understand

27、.424.?Which?is?meant?by?the?author?about?the?emotional?promise?of?assessment?for?students?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.25.?Which?of?the?following?is?likely?to?be?the?

28、title?of?this?passage?A.?Formative?AssessmentB.?Success?in?Meeting?StandardsC.?A?New?Mission?of?AssessmentD.?Limitations?of?Current?School?Ranking请阅读Passage 2，完成2630小题。Passage 2The?subject?of?ballads,?books?and?films,?Robin?Hood?has?proven?to?be?one?of?popular?cultures?most?enduring?folk?heroes.?Ove

29、r?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?cultureand?one?of?the?most?versatile.?But?how?has?the?legend?of?Sherwood?Forests?merry?outlaws?evolved?over?time?Did?a?real?Robin?Hood?inspi

30、re?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

31、? 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? Rob

32、ins? existence,? writers,? performers? and? filmmakers? have? probed? 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?rebe

33、l?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

34、?a?real?Robin?Hood.?English?legal?records?suggest?that,?as?early?as?the?13th?century,?“Robehod,” “Rabunhod”and?other?variations?had?become?common?epithets?for?criminals.?But?what?had?inspired?these?nicknames:?a?fictional?tale,?an?infamous?bandit?or?an?amalgam?of?both?The?first?literary?references?to

35、?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.?Rather?than?a?peasant,?knight?or?fallen?noble,?as?in?later?versions,?the?protagonist?of?these?medieval?stories?is?a

36、?commoner.?Little?John?and?Will?Scarlet?are?part?of?this?Robins?“merry”crewmeaning,?at?the?time,?an?outlaws?gangbut?Maid?Marian,?Friar?Tuck?and?Alan-a-Dale?would?not?enter?the?legend?until?5later,?possibly?as?part?of?the?May?Day?rituals.While?most?contemporary?scholars?have?failed?to?turn?up?solid?c

37、lues,?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?him?in?conflicting?regions?and?eras.?Not?until?John?Majors?“History of Greater Britain”(1521),?for?example,?is?he?d

38、epicted?as?a?follower?of?King?Richard,?one?of?his?defining?characteristics?in?modern?times.We?may?never?know?for?sure?whether?Robin?Hood?ever?existed?outside?the?verses?of?ballads?and?pages?of?books.?And?even?if?we?did,?fans,?young?and?old,?would?still?surely?flock?to?Englands?Nottinghamshire?region

39、?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? outskirts? of? society,? fighting? injustice? and? oppression? with? his? band? of? companions,? has?universal? appe

40、alwhether? hes? played? by? Erroll? Flynn,? Russell? Crowe? or? even,? as? on? a? 1979?episode?of?“The?Muppet?Show,”Kermit?the?Frog.26.?Which?of?the?following?is?closest?in?meaning?to?the?underlined?phrase?“a?rite?of?passage”in?Paragraph?2?A.?A?milestone?event.B.?A?top?agenda.C.?A?religious?ceremony

41、.D.?A?privileged?right.27.?Which?of?the?following?is?true?about?Maid?Marian?according?to?the?passage?A.?A?woman?with?a?good?heart.B.?A?woman?Robin?Hood?loved.C.?A?woman?Robin?Hood?helped.D.?A?woman?studying?Robin?Hood?legend.28.? Which? of? the? following? has? been? a? defining? characteristics? of

42、? Robin? Hood? since? the?sixteenth?century?according?to?the?passage?A.?A?religious?celebrity.B.?A?versatile?aristocrat.C.?A?supporter?of?King?Richard.D.?A?beloved?robber?in?Nottingham.29.?Which?of?the?following?methods?is?used?by?the?author?in?elaborating?his?points?A.?Quotation.B.?Contrast?and?com

43、parison.C.?Classification.D.?Rhetorical?question.30.?Which?of?the?following?is?a?proper?title?for?the?passage?A.?The?Real?Robin?HoodB.?The?Fictional?Robin?HoodC.?The?Figurative?Robin?HoodD.?The?Imaginary?Robin?Hood6二、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.简述英语校内课外活动的三个主要作用（6分），列出四种活动形式（8分），并写出教师组织课外活动

44、的三点注意事项（6分）。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.下面片段选自某初中英语课堂教学实录。T:?Good?morning,?boys?and?girls.?We?talked?about?“The?present?perfect?tense”yesterday,?and?I?hope?you?have?got?some?idea?about?it.?Do?you?still?remember?the?forms?of?the?tense?S1:?Have/Has?done.T:?You?are?right,?good?boy.?And?w

45、ho?can?say?a?sentence?with?the?form?S2:?Let?me?try.?We?have?learnt?English?for?a?few?years.T:?Very?good,?thank?you.S3:?My?father?have?gone?to?Hangzhou?and?often?tells?us?about?its?beautiful?scenery?there.T:?Oh,?you?also?remember?the?form,?but?then,?where?is?your?father?Is?he?still?in?Hangzhou?or?bac

46、k?home?now?S3:?Back?home.T:?Oh,?I?see,?you?mean?your?father?went?to?Hangzhou?sometime?in?the?past,?and?he?hascome?back?home?from?there.?And?since?your?father?is?not?you?yourself,?not?I,?next?time?you?should?say?“My?father?has been?to?Hangzhou?and?often?tells?us?about?its?beautiful?scenery?there”.?OK

47、?请根据该教学片段回答下面三个问题：（1）该教师的教学有哪些优点？ 写出2个即可。 （8分）（2）该教师发现学生表达错误时，采取了哪四种具体的纠错方式？ （8分）（3）再列出其他两种纠错方式，并各举一例说明。 （14分）7四、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15分钟的英语听说教学方案。教案没有固定格式，但须包含下列要点： teaching?objectives teaching?contents key?and?difficult?points major?steps?and?time?all

48、ocation activities?and?justifications教学时间：15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不高。语言素材：82018年上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）参考答案及解析一、单项选择题1.【答案】D。 解析：本题考查辅音的分类。 根据辅音的分类，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.

49、【答案】B。解析：本题考查元音的分类。根据元音的分类，可知/藜蘼/属于中元音，/蘅蘼/属于后元音，/e/属于前元音。 但/蘧/比较特殊，发此音时舌头的最高位置偏中后，所以有的分类系统会把它归为中元音，也有的把它归为后元音，考生在做此类题时要根据选择项的情况灵活处理。3.【答案】A。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流使用”。take?turns?to?do?sth.为习惯搭配，意为“轮流去做某事”。 故本题选A。4.【答案】C。 解析：本题考查介词用法。 句意为“出乎所有人意料，约翰逊在一个雨夜突然回来了”。 与具体时间搭配的介词为on。 表示具体某天或

50、某天的上午、下午、晚上等特定日期时，前面应用介词on。 如果day,?morning,?afternoon,?evening,?night等表示时间的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.【答案】A。 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，表达”的意思，put?it?very?well意为“说得很好”。make“做，制造”，assume“假定，承担”，interpret“解释，口译”。 故本题选A。6.【答案】D。 解析：本题考查it作形式宾语时的用法。 当不定式、动名词或从句在复合宾语结构中作动词think,?ma