2018上半年辽宁教师资格初中英语学科知识与教学能力真题及答案.pdf

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1、20182018 上半年辽宁教师资格初中英语学科知识与教学能力真上半年辽宁教师资格初中英语学科知识与教学能力真题及答案题及答案一、单项选择题(本大题共 20 小题，每小题 2 分，共 40 分)在每小题列出的四个备选项中选择一个最佳答案。1.The similarity between the English consonants/p/,/b/,and/m/is that they areall_.A.fricativeB.plosiveC.labial-dentalD.bilabial2.Which of the following is a back vowel in English?A.

2、/B./:/C./D./e/3.There is only one playground slide in this school,so the students have totake_to use it.A.turnsB.the turnC.a turnD.the turns4.Out of everyones expectation,Johnson suddenly returned _ a rainynight.A.atB.inC.onD.during5.She_it very well when she described her younger brother asbrillian

3、t but lazy.A.putB.madeC.assumedD.interpreted6.We dont thinkpossible to master a foreign language without much memorywork.A.thisB.thatC.itsD.it7._the same mistakes in the annual financial report again made hisboss very angry.A.His having madeB.He having madeC.He had madeD.He has made8.I would have to

4、ld him the answer,but I_so busy then.A.had beenB.wereC.wasD.would be9.The use of the expression I wont bore you with all the details.indicates that peopleusually observethe_Maxim in their dailyconversations.A.QuantityB.QualityC.RelevanceD.Manner10.Which of the following is an evaluative move used by

5、 a teacher in class tocomment on studentsperformance?A.Initiation move.B.Follow-up move.C.Framing move.D.Repair move.11.Which of the following activities is NOT typical of the Task-BasedLanguage Teaching method?A.Problem-solving activities.B.Opinion exchange activities.C.Information-gap activities.D

6、.Pattern practice activities.12.If a teacher shows students how to do an activity before they start doingit,he/she is using the technique of_.A.presentationB.demonstrationC.elicitationD.evaluation13.When a teacher asks students to discuss how a text is organized,he/she ismost likely to help them_.A.

7、evaluate the content of the textB.analyze the structure of the passageC.understand the intention of the writerD.distinguish the fact from the opinions14.Which of the following practices can encourage students to read an articlecritically?A.Evaluating its point of view.B.Finding out the facts.C.Findi

8、ng detailed information.D.Doing translation exercises.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 behave like her?B.Do you like the story Girl the Thumb,why or why not?C.Do you agree that the girl was a kind-hearted person?D

9、.What happened to the girl at the end of the story?16.Which of the following would a teacher encourage students to do in orderto 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

10、teacher most probably use ifhe/she wants to help students de-velop their 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 followingEXCEPT_.A.interaction with peersB.vari

11、ety and dynamismC.an increase in language practiceD.opportunities to guarantee accuracy19.Which of the following should a teacher avoid when his/her focus is ondeveloping students ability to use words appropriately?A.Teaching both the spoken and written form.B.Teaching words in context and giving ex

12、amples.C.Presenting the form,meaning,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.阅读 Passage l，完成 2125 小题。Pa

13、ssage 1In recent years,however,society has come to understand the limitationsof schools that merely sort andrank students.We have discovered thatstudents in the bottom one-third to one-half of the rank orderplusall whodrop out before being ranked-fail to develop the foundational reading,writing,and

14、mathematicalproficiencies needed to survive in,let alonecontribute to,an increasingly technically complex and ethnicallydiverseculture.So today,in asking schools to leave no child behind,society isasking that educators raise upthe bottom of the rank-order distribution to aspecified level of competen

15、ce.We call those expectations ouracademicachievement standards.Every state has them,and,as a matter of publicpolicy,schools are to beheld accountable for making sure that all studentsmeet them.To be clear,the mission of sorting has not been eliminated from theschooling process.For the foresee-able f

16、uture,students will still be rankedat the end of high school.However,society now dictates that suchacelebration of differences in amount learned must start at a certainminimum level of achievement for all.The implications of this change in mission for the role of assessment areprofound.Assessment an

17、d grad-ing procedures designed to permit only a fewstudents to succeed(those at the top of the rank-order distribu-tion)mustnow be revised to permit the possibility that all students could succeed atsome appropriate level.Furthermore,procedures that permitted(perhaps even encouraged)some studentsto

18、give up in hopelessnessand to stop trying must now be replaced by othersthat promote hope and continuous effort.In short,the entireemotionalenvironment surrounding the prospect of being evaluated must change,especially for perennial lowachievers.The students mission is no longer merely to beat other

19、 students in theachievement race.At least part oftheir goal must be to become competent.Teachers must believe that all students can achieve a certain levelofacademic success,must bring all of their students to believe this ofthemselves,must accommodate the factthat students learn at different ratesb

20、y making use of differentiated instruction,and must guide allstudentstoward the attainment of standards.The driving dynamic force for students cannot merely be competition for anartificial scarcity of success.Because all students can and must succeed in meeting standards,cooperationand collaboration

21、 must comeinto play.The driving forces must be confidence,optimism,and persistence-for all,not just for some.Allstudents must cometo believe that they can succeed at learning if they try.They must havecontinuous accessto evidence of what they believe to be credible academicsuccess,however small.This

22、 new understanding hasspawned increased interestin formative assessment in recent years.21.What do the academic achievement standards 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

23、 tosucceed.C.Differentiated levels of competence specified for students with differentabilities.D.The missions of students who want to beat others in their achievement racein school.22.Which of the following would happen due to the change in mission for therole of assessment?A.Most students would ac

24、hieve a certain level of academic success.B.Educators would raise up the bottom of the rank-order distribution.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 mean

25、ing to the underlined wordaccommodate in Paragraph 4?A.Adapt.B.Match.C.Accept.D.Understand.24.Which is meant by the author about the emotional promise of assessment forstudents?A.To reach a minimum level of achievement.B.To build up their confidence in success.C.To enable them to compete with others

26、.D.To help them realize their goals.25.Which of the following is likely to be the title of this passage?A.Formative AssessmentB.Success in Meeting StandardsC.A New Mission of AssessmentD.Limitations of Current School Ranking阅读 Passage 2，完成 2630 小题。Passage 2The subject of ballads,books and films,Robi

27、n Hood has proven to be one ofpopular cultures most en-during folk heroes.Over the course of 700 years,the outlaw from Nottinghamshire who robs the rich to give tothe poor hasemerged as one of the most enduring folk heroes in popular culture-and one ofthe most versa-tile.But how has the legend of Sh

28、erwood Forests merry outlawsevolved over time7 Did a real Robin Hoodinspire these classic tales?Beginning in the lSth century and perhaps even earlier,Christian revelers incertain parts of Englandcelebrated May Day with plays and games involving aRobin Hood figure with near-religious significance.In

29、the 19thcentury,writer-illustrators like Howard Pyle adapted the traditional tales forchildren,popularizingthem in the United States and around the world.Morerecently,bringing Robin to the silver screen has be-come a rite of passagefor directors ranging from Michael Curtiz and Ridley Scott to Terry

30、Gilliamand MelBrooks.Throughout Robins existence,writers,performers and filmmakers have probedtheir imaginations for newincarnations that resonate with their respectiveaudiences.In 14th-century England,where agrarian discontenthad begun tochip away at the feudal system,he appears as an anti-establis

31、hment rebel whomurders govern-ment agents and wealthy landowners.Later variations from timesof less social upheaval dispense with thegore and cast Robin as adispossessed aristocrat with a heart of gold and a love interest,Maid Marian.Academics,meanwhile,have combed the historical record for evidence

32、 of a realRobin Hood.English le-gal records suggest that,as early as the 13th century,Robehod,Rabunhod and other variations had be-come common epithets forcriminals.But what had inspired these nicknames:a fictional tale,aninfamousbandit or an amalgam of both?The first literary references to RobinHoo

33、d appear in a series of 14th-and15th-century ballads about a violentyeoman who lived in Sherwood Forest with his men and frequentlyclashed withthe Sheriff of Nottingham.Rather than a peasant,knight or fallen noble,asin later versions,theprotagonist of these medieval stories is a commoner.Little John

34、 and Will Scarlet are part of this Robinsmerry crew-meaning,atthe time,an outlaws gang-but Maid Marian,Friar Tuck and Alan-a-Dalewouldnot enter the legend until later,possibly as part of the May Dayrituals.While most contemporary scholars have failed to turn up solid clues,medievalchroniclers took f

35、or gran-ted that a historical Robin Hood lived and breathedduring the 12th or 13th century.The details of their ac-counts vary widely,however,placing him in conflicting regions and eras.Not until John MajorsHistory ofGreater Britain(1521),for example,is he depicted as a followerof King Richard,one o

36、f his defining charac-teristics in modern times.We may never know for sure whether Robin Hood ever existed outside theverses of ballads and pages ofbooks.And even if we did,fans,young and old,would still surely flock to Englands Nottinghamshire regionfor a tour ofthe legends alleged former hangouts,

37、from centuries-old pubs to the Major Oakin SherwoodForest.What we do know is that the notion of a brave rebel wholives on the outskirts of society,fightinginjustice and oppression with hisband of companions,has universal appeal-whether hes played byErrollFlynn,Russell Crowe or even,as on a 1979 epis

38、ode of The Muppet Show,Kermit the Frog.26.Which of the following is closest in meaning to the underlined phrasearite of passagein Paragraph 2?A.A milestone event.B.A top agenda.C.A religious ceremony.D.A privileged right.27.Which of the following is true about Maid Marian according to the passage?A.

39、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 Robin Hoodsince the sixteenth century ac-cording to the passage?A.A religious celebrity.B.A versatile aristocrat.C.A

40、supporter of King Richard.D.A beloved robber in Nottinghazn.29.Which of the following methods is used by the author in elaborating hispoints?A.Quotation.B.Contrast and comparison.C.Classification.D.Rhetorical question.30.Which of the following is a proper title for the passage?A.The Real Robin HoodB

41、.The Fictional Robin HoodC.The Figurative Robin HoodD.The Imaginary Robin Hood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下面片段来自某初中英语课堂教学实录。T:Good morning,boys and girls.We talked about The present

42、 perfect tenseyesterday,and I hope youhave got some idea about it.Do you still rememberthe forms of the tense?S1:Have/Has done.T:You are right,good boy.And who 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 Hangzh

43、ou and often tells us about its beautifulscenery there.T:Oh,you also remember the form,but then,where is your father?Is he stillin Hangzhou or backhome now?S3:Back home.T:Oh,I see,you mean your father went to Hangzhou sometime in the past.Andhe has come back homefrom there.And since your father is n

44、ot you yourself,not I,next time you should say My father hasbeen to Hangzhou and oftentells us about its beautiful scenery there.OK?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)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

45、面学生信息和语言素材，设计 15 分钟的英语听说教学方案。该教案没有固定格式，但必须包含下列要点：teaching objectives teaching contentskey and difficult pointsmajor steps and time allocationactivities and justifications教学时间：l5 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：Hi!I am Tony.I dont like to get up ea

46、rly.In the morning I get up ateight.Then I go to school ateight thirty.I dont have much time forbreakfast,so I usually eat very quickly.For lunch.I usually eathamburgers.After school,I sometimes play basketball for half an hour.When I get home,Ialways do myhomework first.In the evening I either watc

47、h TV or playcomputer games.At ten thirty,I brush my teethand then I go to bed.Mary is my sister.She usually gets up at six thirty.Then she alwaystakes a shower and eats a goodbreakfast.After that,she goes to school ateight thirty.At twelve,she eats lots of fruit and vegetables forlunch.After lunch s

48、he sometimes plays volleyball.She always eats ice-cream afterdinner.She knows itsnot good for her,but it tastes good!In the evening,she does her homework and usually swims or takesa walk.At nine thirty,shegoes to bed.一、单项选择题1D【解析】p，b，in，w都属于双唇音。2B【解析】和属于中元音，e属于前元音，只有:属于后元音。故选 B。3A【解析】take turns to d

49、o sth是固定搭配，意为“轮流去做某事”。句意：这所学校只有一个滑梯，因此学生们得轮流使用。4c【解析】考查介词辨析。表示时间的某一点、某一时刻或年龄用 at；泛指一般意义的上午、下午、晚上或月和年时用 in；表示星期几，某一特定的日期或具体在某一日时用on；during 意为“在期间”。本题特指是在一个雨夜，所以用 on。故选 C。5A【解析】put it well“说的好”。句意：她把弟弟描述成“聪明但懒惰”，真是说得太好了。6D【解析】it 用作形式宾语，真正的宾语是后面的不定式“to master a foreignlanguage without muchmemory work”。

50、7A【解析】having done 就是一个动名词的完成时，表示发生在谓语动词 made 之前的一个动作，动词的-ing 形式作主语是动名词，具有名词的属性，故用形容词性物主代词his。8c【解析】考查时态。前半句是对过去的虚拟，but 之后是当时的实际情况所以不再用虚拟语气了，直接用一般过去时。故选 C。9A【解析】句意：我不会把所有的细节都告诉你。这遵循了会话含义理论中的“数量准则”，即“所说的话不应包含超出需要之外的信息”。故选 A。10B【解析】句意：下面哪一个是教师用来评价学生课堂表现的评价话步?Initiationmove“引发话步”，包括要求对方用语言或非语言形式做出反应，传达思