下载地址:http://free.100xuexi.com/Ebook/130201.html
目录 封面
内容简介
目录
第一部分 历年真题及详解
2015年上半年全国统考教师资格考试《英语学科知识与教学能力》（初级中学）真题及详解
2014年下半年全国统考教师资格考试《英语学科知识与教学能力》（初级中学）真题及详解
2013年下半年全国统考教师资格考试《英语学科知识与教学能力》（初级中学）真题精选
2013年上半年全国统考教师资格考试《英语学科知识与教学能力》（初级中学）真题精选
2012年下半年全国统考教 师资格考试《英语学科知识与教学能力》（初级中学）真题及详解
第二部分 章节题库
第1章 语言知识与能力
第2章 语言教学知识与能力
第3章 教学设计
第4章 教学实施与评价
第三部分 模拟试题及详解
2016年上半年全国统考教师资格考试《英语学科知识与教学能力》（初级中学）模拟试题及详解（一）
2016年上半年全国统考教师资格考试《英语学科知识与教学能力》（初级中学）模拟试题及详解（二）
本书更多内容>>
使用说明
内容预览
第一部分 历年真题及详解
注：本试题部分题目不全，我们正在通过各种渠道搜集完整版试题，如有更新，学员可通过自动升级获取最新内容。
2015年上半年全国统考教师资格考试《英语学科知识与教学能力》（初级中学）真题及详解
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要求涂黑。错选、多选或未选均无分。
1．The phrase “in bed” ispronounced as ______ in real speech.
A．/in'bed/
B．/im'bed/
C．/'inb?d/
D．/'imb?d/
【答案】A查看答案
【解析】in bed的音标为[in'bed]。通常来说，在句子中实义词重读，而功能词不重读。实义词经常用来传达句子的意思。功能词使句子在语法功能上表达正确。英语词组发音重音不同会对词组意义产生影响。
2．There are two syllables in theword “photo”, /??/ occurs in both syllables, but the first one is ______ the secondbecause it is stressed.
A．longer than
B．shorter than
C．as long as
D．as short as
【答案】A查看答案
【解析】单词photo的音标为['f??t??]，其重音在前，因此在发音时第一个[??]比第二个音节长。
3．Jimmy asked Mary to lend himsome money, which she agreed to, ______ that he paid her back the followingmonth.
A．on occasion
B．in case
C．under circumstance
D．on condition
【答案】D查看答案
【解析】题干句意为：吉米问玛丽借钱，玛丽同意了，条件是吉米下个月还给她。D项，oncondition只要，符合题意。A项，on occasion间或、有时；B项，in case假使，万一；C项，under circumstance在这种环境下。
4．Zhang Jun’s teacher suggeststhat he take a(n) ______ language course to improve his English.
A．intermediate
B．middle
C．medium
D．average
【答案】A查看答案
【解析】题干句意为：张军的老师建议他用中级语言课程来提高他的英语。A项，intermediate表示“中间的，中级的”；B项，middle表示“当中的，中央的”；C项medium表示“中等的，（在程度、数量、质量上）中间的”。本题句意为“中级语言课程”，所以用intermediate。D项，average表示“平均的”，与句意不符。
5．It is reported that ______ ofthe country, from hotels to transport, is old and decrepit.
A．industrialization
B．infrastructure
C．correspondence
D．commutation
【答案】B查看答案
【解析】题干句意为：据报道，这个国家的基础设施，从酒店到交通都是古老而破旧的。A项，industrialization工业化；B项，infrastructure基础设施，公共建设；C项，correspondence通信；D项，commutation减刑，交换，来往。
6．______ conscious of her moralobligation as a citizen.
A．Marsha was and always will be
B．Marsha has to be and alwayswill be
C．Marsha had been and will alwaysbe
D．Marsha has been and will alwaysbe
【答案】D查看答案
【解析】题干句意为：玛莎一直并且永远会意识到她作为公民的道德义务。句意强调玛莎一直这样且将会一直持续下去，因此用现在完成时和将来时，且道德义务是被意识到，所以用被动语态。
7．Potential subjects should beinformed of the research and ______ an opportunity to decide if they want toparticipate.
A．gave
B．giving
C．give
D．be given
【答案】D查看答案
【解析】题干句意为：这个研究的潜在的主题应该被通知给大家，让大家决定是否参与。题干句子主语为subjects，连词and前是情态动词should be informed，按照前后一致的原则处应为be given。
8．Don’t be discouraged. ______and you will surely pass the exam.
A．Make a bit more effort
B．To make a bit more effort
C．Making a bit more effort
D．If you make a more effort
【答案】A查看答案
【解析】题干句意为：别灰心。再努力一些你一定会通过考试。题干句子为祈使句，祈使句表请求、命令、叮嘱、邀请、建议等，一般以动词原形开头。
9．—What would you say to thehotel receptionist to get a double room?
—_______.
A．Rent us a double room
B．Book us a double room
C．We’d like to have a double room
D．Let’s have a double room
【答案】C查看答案
【解析】题干句意为：如果你想要个双人间，你会如何对酒店接待员说？题干句子为虚拟语气，因此答句也应为虚拟语气。且ABD三项以命令、建议的语气来讲，不合语境。
10．Which of the following bestrepresents the order from a harsh command to a very polite request?_______.
a．Could you close the door?
b．Close the door.
c．Please close the door.
d．Would you please close thedoor?
A．b-c-a-d
B．c-b-a-d
C．d-a-c-b
D．c-b-d-a
【答案】A查看答案
【解析】题目要求将所给句子按从粗鲁地要求到礼貌地请求的顺序排列。b句使用了命令的语气，最为生硬；c句为陈述句，但有please表示请，稍委婉；a句使用了问句的形式，更为委婉；d句使用了would的问句表示请求，十分委婉。因此正确的排序为：b-c-a-d。
11．The first P in the PPP teachingmodel stands for ______, which aims to get learners to perceive the form andmeaning of a structure.
A．practice
B．production
C．presentation
D．preparation
【答案】C查看答案
【解析】PPP教学法是在20世纪70年代形成的交际语言教学 (Communicative Language Teaching, 即CLT)模式下的产物。PPP教学法把语言教学分为以下三个阶段：演示 (presentation)，操练 (practice)，成果 (production)。在教学过程中教师通过对语言知识的呈现和操练让学生掌握，然后再让学生在控制或半控制之下进行假设交际，从而达到语言的输出，形成学习成果。
12．The main objective ofmechanical practice is to help learners to absorb thoroughly the ______ of alanguage item.
A．meaning
B．function
C．context
D．form
【答案】D查看答案
【解析】机械练习的主要目的是帮助学习者彻底吸收语言项目的形式。翻译法的教学内容以系统的语法知识为基础，注意语法形式的分析和语法规则的掌握。
13．The ______ method is a morefitted to the explicit presentation of grammar when the basic structure isbeing identified.
A．inductive
B．contrastive
C．comparative
D．deductive
【答案】D查看答案
【解析】A项，inductive归纳的；B项，contrastive对比的；C项，comparative比较的；D项，deductive演绎的。演绎方法和归纳方法都是显性语法教学法的方式。演绎方法是语法规则是明确的，学生根据已有语法规则去获得新知识。而归纳方法是学生自己去归纳语法规则。因此正确答案为D项。
14．Which of the following can beregarded as a communicative language task? _______.
A．Information-gap activity
B．Dictation
C．Sentence transformation
D．Blank-filling
【答案】A查看答案
【解析】交际学派认为：语言教学的目的是培养学生使用目的语进行交际的能力，语言教学的内容不仅要包括语言结构，还要包括表达各种意念和功能的常用语句。交际法重视培养学生的语言能力，采用真实、地道的语言材料，主张句型加情景来学习语言，鼓励学生多多接触和使用外语。A项为真实的交际情景，BCD三项分别是听写、句子翻译和填空，都不是交际教学法的体现。
15．If a teacher asks students toconcentrate on such features as structure, coherence and cohesion of a testhe/she aims at developing students’ ______.
A．strategic competence
B．cultural awareness
C．communicative competence
D．discourse awareness
【答案】D查看答案
【解析】英语词义灵活，具有无限扩张性，适境性强，教师让学生注重文章的结构、连贯性和句子间的结合，是在发展学生的语篇意识。A项，strategiccompetence策略能力；B项，cultural awareness文化意识；C项，communicative competence交际能力；D项，discourse awareness语篇意识。
16．English teachers often askstudents to ______ a passage to get the gist of it.
A．skim
B．scan
C．predict
D．describe
【答案】A查看答案
【解析】略读是一种快速浏览阅读方式，教师可指导学生不需细读全文，而是有选择地进行跳跃式的阅读，其目的是了解文章的主旨大意或抓住主要内容，如：抓住段落特点；抓住主题句；抓住关键词等。skim是有选择性的跳读，而scan是浏览式的泛读。因此正确答案为A项，predict是预言、预知，describe是描述。
17．The correct meaning of alexical item in a given context is ______.
A．the one provided in adictionary
B．the one which best fits thecontext
C．the central or core meaning ofthe item
D．the one which is assumed to becorrect
【答案】B查看答案
【解析】题干问题是在一个已给出的上下文语境中，一个词条的正确意义是什么样的。英语词义灵活，具有无限扩张性，适境性强，学习者在英语学习与理解单词时一定要放在具体的句子环境中结合上下文语境得出其正确含义。
18．In writing, students may notknow how to put something into proper English and thus ask their teacher forhelp. Here the teacher is to play the role of a/an ______.
A．facilitator
B．assessor
C．controller
D．participant
【答案】A查看答案
【解析】在学生进行语言实践时，教师为学生指明方向、提供资源、帮助判断，并适时对学生给予鼓励，此时教师扮演的是引导者 (facilitator) 角色。
19．A/An ______ language test, suchas IELTS or TOEFL, is developed on the basis of a fixed standard.
A．norm-referenced
B．peer-referenced
C．individual-referenced
D．criterion-referenced
【答案】D查看答案
【解析】常模参照测评 (norm-referenced) 是把被试同常模比较，从而判断被试在所属团体中的相对位置。标准参照测评 (criterion-referenced) 是基于某种特定的标准，来评价学生是否达到了教学目标所规定的学习标准，以及达到的程度。美国EST举行的TOEFL、英国的IELTS均属于标准参照测评。
20．A systematic textbookevaluation is NOT to examine whether a textbook ______.
A．covers all grammatical rules
B．provides authentic language
C．matches the needs of learners
D．can help realize the objectivesof a language program
【答案】A查看答案
【解析】在进行系统的教材评价时，评价者需要综合考虑学生的需要和社会的需要，辩证地整合两个主体的需要，形成评价标准，而不是看这本教材是否涵盖了所有的语法规则。
请阅读Passage1 ,完成第21~25小题。
Passage1
One evening,while Marcos Ugarte was doing his homework and his father, Eduardo, preparedlesson plans, they heard someone yelling outside. Eduardo, 47, and Marcos, 15,stepped onto the porch of their home in Troutdale, Oregon, and saw a commotionfour doors down, outside the home of their neighbors, the Ma family. “I didn’tthink anything was wrong.” Eduardo recalls. “I told Marcos we should give themsome privacy.” He headed back inside, but Marcos’s eye was caught by a glowfrom the Ma house.
“Dad, the houseis on fire!” Marcos cried.
Clad only inshorts, the barefoot teen sprinted toward the Ma’s home with his dad.Grandmother Yim Ma, mother Suzanne Ma, and son Nathan Ma were gathered on thefront lawn yelling for help. When the Ugartes got there, they saw father AlexMa stumbling down the stairs, coughing, his face black with soot.
“Is anyone elsein the house?” Eduardo asked.
“My son!” Alexmanaged to say, pointing to the second floor. Eduardo started up the stairs,but thick, black smoke, swirling ash, and intense heat forced him to his knees.He crawled upstairs and down the hall where Alex said he would findCody, eight, who had locked himself in a bedroom.
As the fireraged across the hall, Eduardo banged on the bedroom door and tried to turn thedoorknob. Cody didn’t respond Eduardo made his way back downstairs.
Meanwhile,Marcos saw Yim and Suzanne pulling an aluminum ladder out of the garage. “Codywas standing at the window, screaming for help,” says Marcos, “I knew I had todo something.” He grabbed the ladder, positioned it near the window, andclimbed toward the boy.
When Marcosreached the window, he pushed the screen into the room and coaxed Cody out.“It’s OK.” Marcos told him. “I’ve got you.”
Holding Codywith one arm. Marcos descended the ladder.
When firefightersarrived, plumes of black smoke were billowing from the back of the house asflames engulfed the second floor. Emergency personnel took Cody to a nearbyhospital, where he was treated for smoke inhalation and released. No one elsewas injured. The cause of the blaze is still under investigation.
“You just don’tsee a teenager have that kind of composure,” says Mark Maunder, GreshamFire Department battalion chief.
The Ma familyrelocated. The day after the fire, Alex visited Marcos. “Thank you for savingmy son.” Alex said. “You are his hero forever.”
21．What did Eduardo mean when hesaid to his son “...we should give them some privacy”? ______.
A．He was indifferent to hisneighbors.
B．He wanted his son to do hishomework.
C．He would like to concentrate onhis own work.
D．He thought that nothing unusualoccurred in the neighborhood
【答案】D查看答案
【解析】根据文章第一段Eduardo回忆说“I didn’t think anything was wrong.”一句可知，他以为一切都很正常，没有想到有不寻常事情发生的可能，所以才说应给邻居一些隐私。
22．How many people are there inthe Ma family? ______.
A．five
B．six
C．three
D．four
【答案】A查看答案
【解析】由文章第三段可知，当Marcos和父亲到达邻居家时，Grandmother Yim Ma, mother Suzanne Ma, father Alex Ma, son Nathan Ma四人在草坪上求救，再加上被困住的儿子Cody，所以Ma家一共有五个人。
23．Whom does the underlined word“he” in PARAGRAPH 5 refers to? ______.
A．Alex
B．Eduardo
C．Marcos
D．Nathan
【答案】B查看答案
【解析】根据文章第五段：“Eduardo started up the stairs, but thick, black smoke, swirlingash, and intense heat forced him to his knees...”可知，Eduardo穿过黑烟和高温上楼梯去救Cody，Alex告诉Eduardo他会在卧室找到Cody。所以这里的“他”指的是上楼救Cody的Eduardo。
24．What does the underlined word“composure” in the last but one PARAGRAPH mean? ______.
A．sympathy
B．bravery
C．calmness
D．warm-heartedness
【答案】C查看答案
【解析】根据文章原文：When Marcos reached the window, he pushed the screen into the roomand coaxed Cody out. “It’s OK.” Marcos told him. “I’ve got you.” Holding Codywith one arm. Marcos descended the ladder.可知，15岁的少年Marcos在滚滚浓烟中一边安抚被困的Cody，一边用梯子救下了他。情况紧急，Marcos临危不乱的救人不仅表现他的勇敢，最重要的是表现了他的镇定，因此消防队长夸他镇定，而不是有同情心、热心等。
25．Which of the following is thebest title for the passage? ______.
A．Fire Upstairs in the Neighbo’sHouse
B．A Mysterious Fire That Cause NoDeath
C．Teen Braves Blaze to HelpNeighbors in Need
D．Importance of Neighbor's Helpin Times of Difficulty
【答案】C查看答案
【解析】最合适的标题应是最能反映文章中心内容的一项。通读文章可知，短文主要讲了少年Marcos在邻居Cody因大火被困时冷静勇敢的救人的事情。因此最好的标题是C项：勇敢少年大火中帮助需要帮助的邻居。ABD三项都不是文章的中心内容。
二、简答题（本大题1小题，20分）
26．简述scanning的含义并举一例说明其基本用途，写出训练该项技能时的3条注意事项并用英语写出两句相关的教师指令语。
答：（1）scanning的含义
Scanning，译为“找读，扫读，寻读，查读”，是从大量的资料中查找某一项具体事实或某一项特定信息，如时间、人名、地点、数字等，而对其他无关部分则略去不读的快速阅读方法。
（2）基本用途
例如：在教学“Nelson Mandela—A Modern Hero”一课时，可以通过设置找读活动“Ask students to scan the passage in 5 minutes and complete thechart—A Timeline of Elias’ Life”，让学生在5分钟内扫读文章，然后根据时间顺序填写表格。
通过找读活动，可以帮助学生了解文章特定信息，提高了学生的阅读速度，是教师需要训练学生提高的阅读能力之一。
（3）注意事项
①在设计找读活动时，要有明确的时限规定，以促使学生在较短的时间内完成任务。
②在设计找读活动时，要引导学生借助关键词快速琐定目标要求。切忌从头逐字地寻找，导致学生的找读技巧未得到有效的培养。
③在设计找读活动时，教师的指令要清楚，不能过于简单，这会造成学生不清楚做什么，从而影响阅读效果，指令中应包含学生应在多长时间内 (time limit)，通过怎么读 (How),读出什么 (what) 等消息。
（4）教师指令语
①Scan the Paragraphs 3~5 in 5 minutes to get enough information to fill in the table.
②Scan the first ten lines in 3 minutes and answer the following twoquestions.
三、教学情境分析题（本大题1小題，30分）
根据题目要求完成下列任务，用中文作答。
27．下面是某英语教师在阅读课教案中设计的教学目标，该单元的话题是animals.
Topic: animals
Teaching aims
1．to make students know about theanimals in danger.
1．to practice listening, readingand speaking.
3．to learn how to get usefulinformation from the text.
根据所给信息从下列三个方面作答：
（1）分别评析上述教学目标存在的三个问题（9分）
（2）提出三条相应的建议（9分）
（3）分别修改各项教学目标（12分）
答：（1）教学目标存在的问题
①它违反了教学设计以“学生为中心，体现学生的主体地位”的原则，它没有明确指出教学的主体是学生；
②它没有把握好预期的教学目标，对教学内容，即知识目标的设计不明确；对于能力目标的设计也太笼统；
③教学目标是三维教学目标，即知识目标、能力目标和情感态度目标，它缺少情感态度目标。
（2）三条相应的建议
①设计教学目标的知识目标时，以（学生）“能——说出、列举、背诵、复述、识别、解释、说明、分类、对比，归纳等”为模式，具体明确让学生了解和掌握的主要知识点。 (Students “can” speak, list, recite, retell, distinguish from,explain, classify, contrast, conclude…)
②设计能力目标时，以“在能力方面，通过——经历、参与、讨论、交流、合作、分享等——（学生）能了解、掌握、学习…”为模式，具体说明通过这节的学习，学生能在哪些能力上得到提升。(Through—experience, take part in, discussion, communication,cooperation, share —students can understand, master, learn...)
③增加情感目标环节的设置，设计情感目标时，以“学生学会认可、接受、喜欢、关心、关注、热爱、坚持、保持、重视、追求、培养、尊重…”为模式，学生通过课堂学习参与活动，以及教师在情感上进行什么样的引导，从而让学生在情感上产生什么样的倾向。 (Students learn to approve, accept, praise, like, care about, love,persist in, retain, value, promote, pursue, cultivate, respect…)
（3）教学目标的修改
Teaching aims
Knowledge aims:
①Students can understand the main ideaof the text and get to know the dangerous situation of animals.
②Students can master the following wordsand expressions: ……
③Students can grasp the followingsentence patterns: ……
Ability aims:
①Students can improve their ability oflistening by listening to the text.
②Students can improve their ability ofspeaking by pair work and discussion.
③Students can learn to get usefulinformation and improve their ability of reading by Qs and As and comprehensivereading.
Emotional aims:
①After this lesson, students will beaware of the animals’ dangerous situation and take measures to protect them.
②Students can realize the importance ofrelationship between humans and animals, try to make students love nature.
四、教学设计题(本大题1小题，40分）
28．根据提供的信息和语言素材设计教学方案，用英文作答。
设计任务：请阅读下面学生信息和语言素材，设计一节英语听说课的教案，教案没有固定格式，但须包含下列要点：
teachingobjectives
teachingcontents
key anddifficult points
major steps andtime allocation
activities andjustification
教学时间：45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，学生课堂参与度与积扱性一般。
语言素材：
Interviewer:Scott has an interesting job. He works at a radio station. Scott, what time isyour radio show?
Scott: From 12o’clock at night to 6 o’clock in the morning.
Interviewer:What time do you usually get up?
Scott: At 8:30at night, then I eat breakfast at nine.
Interviewer:What a funny time for breakfast!
Scott: yeah.After that, I usually exercise at about 10:20.
Interviewer Whendo you go to work?
Scott: At 11o’clock, so I’m never late for work.
答： Class type: listening and speaking class
Teachingcontents: The meaning and scientific ways of eating healthily and recommendingservings per day.
Teaching aims:
Knowledge aims:
1．Students can master thefollowing words and expressions: radio station, usually, funny, exercise.
2．Students can grasp use thefollowing sentence patterns:
What time do youusually...?
What a/an…?
When do you...?
Ability aims:
1．Students can improve theirlistening ability by listening to the dialogue and pair work.
2．Students can improve thespeaking ability by talking about what they usually do in a day.
Emotional aims:
Through thisperiod, students can know something about radio workers’ jobs, and respectthem.
Teaching keypoints:
1．Students can master thefollowing words and expressions: radio station, usually funny exercise.
2．Students can grasp use thefollowing sentence patterns:
What time do youusually…?
What a/an...?
When do you...?
Teachingdifficult points:
1．How to make students master thewords and expressions.
2．How to make students improvetheir speaking and listening skills.
Teachingmethods:
Task-basedteaching, oral practice, Qs and As, discussion, etc.
Teaching Aids:multi-media
Teachingprocedures:
Step 1 Warmingup and lead-in (3minutes)
Brain-storm: Qsand As
1.What do your parents’ jobs?
2．Do you know something about thejob of a radio host?
Scott has aninteresting job. Let’s listen to the text and get to know Mr. Scott.
(Intension: toget students to combine English learning with daily life. Also, it’s easy forthem to say something concerning their life.)
Step 2 Listeningand practice (10 minutes)
Play the firsttime for students to listen with several questions. After that they can try toanswer the questions. Then, play the second time for students to repeat after.
1.Where does Mr. Scott work?
2.When does he work?
3．Does he eat breakfast in themorning as common people? Why?
4.When does he go to work?
5.Is he usually late for work?
(Intension: toget students to further understand the dialogue)
Step 3 Pair workand practice (23minutes)
1．Practice the sentence patterns(8minutes)
Teacher providesan example in the dialogue, points out the sentence pattern and then makesstudents to make their own sentences according to the example.
Sentence Pattern1 —What time do youusually...? —Iusually…
Sentence Pattern2 —When do you...? —I...
Sentence Pattern3 —What...!
Examples:（1）—What time do you usually get up?
—I usually get up at 7 am.
（2）What afunny time for breakfast!
（3）—Whendo you go to work?
—I go to work...
(Intension: toget students to learn and master the details of the sentence patterns.)
2．Making an interview. (15minutes)
One of thepartners acts as the interviewer and the other interviewee. Make an interviewabout his job, using the above sentence patterns. One student should interviewat least 3 classmates.
(Intension:Students act out the dialogue in their own way, which helps to consolidate whatthey learn in this period.)
Step 4Consolidation (7minutes)
Students canwrite down a dialogue according to the interview. Then several of them will beinvited to read their dialogues to classmates.
(Intension: Thiscan combine oral practice with writing, and also strengths students’ speakingability.)
Step 5 Summaryand Homework (2minutes)
1．Do exercises of this part onthe exercise book.
2.Preview the next lesson.
(Intension:Students can review and consolidate what they learned in class.)
下载地址:http://free.100xuexi.com/Ebook/130201.html |
|
收藏
点赞!
反对!