2015下半年教师资格证考试初级中学《英语学科知识与教学能力》真题及答案

2015年11月1日教师资格证考试初级中学《英语学科知识与教学能力》真题及答案

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

[答案] A

2.Which of the following consonant clusters may not serve as the beginning of a word?

A /spr/ B /skw/ C /str/ D /swt/

[答案] D

3.The gold medal was ____ to MS Barrette for her excellent performance in the drama.

A distributed B contributed C awarded D rewarded

[答案] C

4.The visitors had made so much ____that Mr. Water had to spend several days to cleaning up afterwards.

A trouble B disturbance C damage D mess

[答案] D

5.How many morphemes does the word “telecommunication” contain?

A 1 B 2 C 3 D 4

[答案] D

6.In the foreign languages bookstore ____to be found books in various languages.

A is B is been C are D are been

[答案] C

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

[答案] B

8.There____ nothing more for discussion, the conference to an end 20 minutes earlier.

A be B to be C being D to have been

[答案] C

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

[答案] D

10.The following conversation clearly violates the____.

A: How do you finally go to school?

B: The bus is 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

[答案] B

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.

[答案] B

12.Skilled-integrated activities allow teachers to build in more____ into a lesson, for the range of activities will be wider.

A certainly B simplicity C variety D accuracy

[答案] C

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

[答案] A

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 grammer B vocabulary C sentence patterns D textual coherence

[答案] D

15.Which of the following activities would help students develop the skill of extracting specific information?

A Infering meaning from the context

B Recognizing the author’s belief and attitudes

C Using information in the reading passage to make hypotheses

D Listening to the flight information to see if the plane is on time

[答案] D

16.Which of the following activities can be used to check students’s understanding of difficult sentences in the text?

A Paraphrasing B Blank-filling C Story-telling D Summarizing

[答案] A

17.When a teacher organizes group work, which of the following might be of the Least Concern?

A Increasing peer interaction

B Increasing individual practice

C Developing language accuracy

D Providing variety and dynamics

[答案] C

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

[答案] D

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 B organizer C assessor D prompter

[答案] B

20.Which of the following may better check students’s 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

[答案] B

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 Southern 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 confirmed, 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 constrained 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 Janves Moriaty and Ernst Stavro Blofield?

A They are two evil geniuses. B They are two psychologists.

C They are two story-tellers. D They are two researchers.

[答案] A

22.Which of the following is closest in meaning to the underlined phrase ”were on to something” 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

[答案] D

23.Which of the following describes the sequence of Dr. Wiltermuth’s research?

A candle test, word assoviation test, adding-up 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

[答案] B

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.

[答案] B

Passage 2

While in Rome a few years ago my family and I made a point of eating pizza.

简答题

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。

［答案］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一个深入了解。并且可以通过一些训练来检验听的效果（Filling in Blanks／True or False／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（main idea）和基本信息（basic information），例如：时间、地点、原因、方式等。

教师在指导学生进行精听训练时，要与语音、语法和词汇的学习结合，可以“听”“读”“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，应该一气呵成地只听一遍就完成听力练习，中间不能停顿或重复。在进行泛听训练中可以使用的听力训练包括：测试对听力内容是否理解的选择题、判断题，测试是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，或与同学共同讨论泛听的策略，如：如何根据上下文判断生词的含义，如何预测下文等。

32.教学情境分析题

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dilike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）

［答案］（1）该教师在每个活动阶段存在的问题有：

活动开始前，该教师下发任务不是很明确，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。

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、更正者、控制者等的角色。

活动结束后，该教师不应该直接宣布做训练四，应该要求学生对前面的配对活动作出反馈，并给予适当的反馈与鼓励。

（2）每个阶段的建议：

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，都要交代的清清楚楚，使每个学生都有事情干。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。

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的指导者、更正者、控制者，同时还是讨论组中的一员。教师应该走到学生中去参与讨论。同时，还要注意防止学生失控，如说一些与主题无关的事甚至出现吵闹的现象。

活动结束后，教师要注意引导学生进行反馈，让学生独立、完整的反馈结果，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，引导学生更正；对于学生表现优秀的地方，要及时给予鼓励，加强学生的自信心，增强英语学习的兴趣和合作意识。

33.教学设计题

设计任务：请阅读下面学生的信息和素材，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 justifications.

教学时间：15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《普通初中英语课程标准（实验）》二级水平，学生课堂参与积极性一般。

素材：一封信

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 history. At 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’s your favorite subjects?

Your friend,

Yu Mei

[参考设计]

Teaching content：

The passage is about a letter that Yu Mei writes to her friend Jenny, which talks about her study life on Friday.

Class type : Listening and speaking class

Teaching Objectives:

1.Knowledge objectives:

(1) Students can master the meaning and usage of this writing.

(2) Students 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:

(1) Students can get the main idea about what Yu Mei is talking about after listening, and can get some useful information from the writing;

(2) Students can improve their listening and speaking abilities through class activities;

3.Emotional objectives

(1) Students can improve the confidence of learning English, and not afraid of speaking English in class;

(2) Students can cooperate with others actively, and complete the tasks together;

Teaching Key Points& Difficult Points:

Teaching Key Points:

(1) Students can make use of new sentences “I have science/math/Chinese/PE” and “It is +adj.”

(2) Students can comprehend of the main idea of the writing.

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.

Teaching Procedures:

Step 1 Warming up and lead-in(2 minutes)

Talk about whether students have written the letter to their friends, if they have written before, what they talked about in the letter.

(Justification: Through the ask and answer, on the on hand, it will help students practice their oral English, on the other hand, it can provide a related background information which can help students overcome obstacles.)

Step 2 Pre-listening (2 minutes)

Show the picture about somebody’s study, and ask students to describe the content according to the picture. For instance:

T: Look at this picture, here is a boy named Tom. Can you tell me what lessons does he have on Friday?

Ss: He has math.

Ss:……

T： OK，let’s listen to a material and check if you are the lucky one who got the correct answer.

(Justification: Through this activities, students can get the related information and arouse their interesting in learning English.)

Step 3 While-listening (6 minutes)

(1) Play the record, and ask students to listen to the content. Then ask one student to tell his/her answer.

(2) Ask students to listen carefully and find out the following information.

How does Yu Mei think of the math?

What does Yu Mei have at 10:00?

What’s Yu Mei’s favorite subject?

Then ask students fill the blanks in table. After finished, ask students to check the answer in pairs.

（3）Play the tape again, and ask students to read after the tape, and play more attention to the pronunciation, and do the imitation.

(Justification: Through the various activities, students can understand the details of the writing and learn to communicate with each other.)

Step 4 Post-listening (4 minutes)

Choose 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 act out the dialogue in their own way, which helps to consolidate what they learn in this period.)

Step 5 Summary and homework (1 minute)

Summary: Ask students to think about what we have learnt today. And then make a summary.

Homework: Make a survey on the study life of your friends, at least 4 people. And do an oral report in the next class. Please use the sentences we learnt today in your oral report.

(Justification: Summary can help students to deepen their understanding of the passage and homework can help students to improve their speaking and writing ability.)

Blackboard design:

Teaching Reflection:

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