2013上半年教师资格考试英语学科知识与教学能力（初中）试题汇编

　　一、单项选择题(本大题共30小题，每题2分，共60分)

　　(一)单项选择题，

　　1. Which of the following consonants doesn’t fall under the same category according to the voicing?

　　A. [m] B. [b] C. [d] D. [P]

　　2. Which of the following has the proper word stress?

　　A. photographic B. photoGraphic

　　C. photograPhic D. Photographic

　　3. there is fresh air，there is oxygen.

　　A. Wherever B. Whenever C. Unless D. Whether

　　4. The factory operated until the order was filled.

　　A. at times B. to the minute

　　C. day by day D. around the clock

　　5. After working for the firm for ten years，he finally the rank of deputy director.

　　A. achieved B. approached C. attained D. acquired

　　6. If we our test tomorrow，1 would have gone to the concert.

　　A. weren’t to have B. hadn’t been to have

　　C. aren’t to have D. hadn’t had

　　7. Which of the following italicized parts is a subject clause?

　　A. We are quite certain that we will get there in time

　　B. He has to face the fact that there will be no pay rise this year

　　C. She said that she had seen the man earlier that morning

　　D. It’S sheer luck that the miners are still alive after ten days

　　8. you said is true，there are still other factors to be considered.

　　A. Supposed that what B. Supposing what that

　　C. Granted that what D. Considered what that

　　10. The conversational implication of“John is a machine”as a response toWhat do you think of John”is context—bound. It possesses all the following distinguishing properties but .

　　A. non—detachability B. calculability

　　C. conventionality D. defeasibility

　　11. When learners come across new words，they are required to focus on.

　　A. spelling B. semantic features

　　C. form，meaning and use D. word formation

　　12. Which of the following features is not exhibited by the deductive method?

　　A. It saves time.

　　B. It pays more attention to form.

　　C. It teaches grammar in a decontextualized.

　　D. It encourages students to work out the grammatical way rules.

　　13. Which of the following materials is NOT appropriate for a teacher to use in listening practice?

　　A. Materials with different dialects.

　　B. Comprehensible authentic materials.

　　C. Materials with comprehensible new words for students.

　　D. Materials with contents beyond students comprehension capacity.

　　14. may be defined as any kind of engaging with the language on the part of the learners，usually under the teacher supervision，whose primary objective is to consolidate learnin9.

　　A. Presentation B. Practice

　　C. Production D. Preparation

　　15. Teachers believing in the——model in a general sense usually follow the sequence of teaching new words，sentences and then the whole passage in the reading class.

　　A. interactive B. bottom—up

　　C. top—down D. interactional

　　16. The approach to writing teaching pays attention to not only what to write. but also how to write.

　　A. product-Oriented B. process—oriented

　　C. form-focused D. meaning-focused

　　17. The activity of——may maximize the possibility of eliciting ideas. words or concepts from students when it is focused on a given topic.

　　A. retelling B. assessing output

　　C. brainstorming D. Comprehension

　　18. helps students facilitate their process of accumulating vocabulary，broadening scope of vision，and increasing target language exposure.

　　A. Scanning B. Extensive reading

　　C. Skimming D. Intensive reading

　　19. Which of the following nominating patterns can a teacher adopt to ensure that all students are actively involved in classroom activities?

　　A. Nominating those who are good at English.

　　B. Asking qhestions in a predicable sequence.

　　C. Nominating students after the question is given.

　　D. Nominating students before giving the question.

　　20. If a teacher asks“What does‘corrective feedback’mean?”，this type of question is called

　　“ ”。

　　A. referential question B. tag question

　　C. rhetorical question D. display question

　　(二)阅读理解题

　　阅读下面的短文，从每题所给的四个选项中选出最佳选项(请选择唯一正确的答案)

　　Passage One

　　Donna’s fourth grade classroom looked typically traditional. Yet something seemed different

　　that day when I entered it for the first time.

　　My job was to make classroom visits and encourage implementing a training program focusing

　　on language aIts，ideas that would empower students to feel good about themselves and take charge

　　of their lives. Donna was one of the volunteer teachers in this project.

　　I sat in the back and watched. All the students were working on the task，filling their notebook

　　paper with thoughts and ideas. A student next to me was filling her page with“I can’t kick the soccer ball. …cI can，t do long division with more than three numerals. ’’Her page was half full and she showed no signs of letting up. 1 walked down the row glancing at student’s papers. Everyone was writing down things they couldn’t do.

　　By this time the activity engaged my curiosity. I decided to check with the teacher to see what was going on but I noticed she too was busy writin9“I can’t get John’s mother to come for a teacher conference. …‘I can’t get my daughter to put gas in the car. …‘I can’t…”

　　Curious and puzzled about what they were doin9，I returned to my seat and continued my observations.

　　Students wrote for another ten minutes. They were then instructed to fold the papers in half

　　and bring them to the front. They placed their“I Can’t”statements into all empty shoe boxes. Then Donna added hers. She put the lid on the box，tucked it under her arm and headed out the door and down the hall.

　　Students followed her. I followed the students. Half way down the hall way，Donna entered the custodian’s room. came out with a shovel， and marched the students out to the farthest corner of the playground. There they began to di9. They were going to bury their“I Can…ts’!

　　The digging took over then minutes with dirt. Students stood around the freshly dug grave·At

　　this Doint Donna announced，“Boys and girls，please join hands and bow your heads. ”They

　　quickly formed a circle around the grave.

　　They lowered their heads and waited. Donna delivered the eulggY. “Friends，we gathered here

　　todav to honor the memory of ‘I Can’t’.While he was with US on earth，he touched the lives of eveITone. some more than others. We have provided ‘ I Can’t with a final resting place and a headstone that contains his epitaph. He is survived by his brothers and sisters，‘I Can’，‘I Will’，and‘I’m Going to Right Away’. They are not as well known as their famous relative and are certainly not as strong and powerful. Perhaps some day，with your help，they will make an even bigger mark on the world. May‘I Can’t’rest in peace and may everyone present pick up their lives and move forward in his absence. Amen.”

　　21. According to the passage，which of the following statements is INCORRECT?

　　A. Donna was a volunteer teacher of the training program.

　　B. The author knew what was going to happen when he/she entered the classroom.

　　C. Donna’s fourth grade classroom appeared to be traditional，resembling many others the au—thor had seen in the past.

　　D. Everyone，regardless of gender，age，and occupation，may encounter many“I can…ts’in life.

　　22. It can be inferred from the passage that what Donna and the students were doing in the

　　classroom——the author’s perceptions of touchin9. .

　　A. agrees with B. contradicts

　　C. goes beyond D. imparts

　　23. The underlined word“eulogy”in the last paragraph but two means a(n) .

　　A. address B. ceremony

　　C. tribute D. faith

　　24. According to the context. the underlined word“they”in the last paragraph refers to .

　　A. the students B. Donna and her students

　　C. The“I can’ts” D. “I Can”，“I Will”and“I’m Going to”

　　25. The best title for the passage might be“ ”.

　　A. Donna and Her Pupils B. The“I Can’t”Funeral

　　C. The“I Can…t and Its Relatives D. The“I Can’t”Touches the Lives of Everyone

　　二、简答题(本大题共l小题，共20分，中文作答)

　　31.《义务教育英语课程标准(2011年版)》指出，评价体系应包括形成性评价和终结性评价。解释形成性评价的定义，简述其目的与原则(分别写出三个要点)，并列举课堂收集形成性评价信息的三种方式。

　　三、教学情境分析题(本大题共l小题，共30分。中文作答)

　　32. 下列两个教学片段选自某初中课堂实录，阅读后回答问题：

　　(1)哪一个片段属于准确性训练，哪一个片段属于流利性训练?(6分)

　　(2)你的判断依据是什么?(12分)

　　3)准确性训练和流利性训练对语言学习而言各有何利弊?(12分)

　　片段一

　　S1：Have you ever been to prave.

　　S2：N0. I haven’t. Have you?

　　S1：Yes. It’S wonderful.

　　S2：How long did you stayed?

　　S1：One week.

　　S 2：The buildings are beautiful. yes?

　　S1：Yes，and the streets…the river…

　　S2：Ah. Have you ever been in Rome?

　　片段二

　　S1：Is the Neon bigger than the Chevy?

　　S2：Yes，it is. Is the Lexus cheap than…

　　T：Cheap…

　　S2：Is the Lexus cheaper than the Chevy,9

　　S3：N0，it isn’t. Is the Lexus faster than the Neon7

　　S4：Yes，it is. Is prettier the Neon…

　　T：Is the…

　　四、教学设计题(本大题共l小题。共40分，英文作答)

　　33. 设计任务：根据所提供的信息和语言素材设计一节课的教学方案。该方案没有固定格式，但须包含下列要点：

　　●teaching objectives

　　●key and difficult points

　　●activities and justification

　　●teaching contents

　　●major steps and time allocation

　　教学时间：45分钟

　　学生概括：某城镇普通中学八年级(初二)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)》三级水平，学生参与积极性一般。

　　Frank：Hi，Bob. How is your day?

　　Bob：It's OK. I like Monday because I have P. E. and history. They’re mY favorite subjects.

　　Frank：Who’s your P. E. teacher?

　　Bob：Mr. Hu. He always plays games with US.

　　Frank：That’s great!But do you like history?It’s borin9.

　　Bob：Oh～think history is interestin9. What’s your favorite day?

　　Frank：Friday.

　　Bob：Why?

　　Frank：Because the next day is Saturdav.

　　Bob：Haha!That’S for sure. I like Fridays too.

　　2013年上半年教师资格考试英语学科知识与教学能力

　　(初级中学)试题(精选) 详解

　　一、选择题

　　(一)单项选择题

　　1. A 试题问“根据发音，下列辅音中不属于同一类的是哪个”。A,B、D三项都属于双唇音，C项属于齿龈音。

　　2. B 以一ic结尾的英语词汇的重音往往落在倒数第二个音节上。例如photographic，romantic，economic。

　　3. A 本题考查复合句中的地点状语从句。句意：凡是有空气的地方，就有氧气。这里wherever 表示无论哪里的意思，其他选项都不符合逻辑。

　　4. D 句意：工厂昼夜不停地工作，直到把订的货物赶出来为止。at times“有时”;to the minute …“恰好，一分不差”;day by day“一天天”;around the clock“昼夜不停地”。

　　5. C 旬意：在这个公司工作了十年之后，他终于获得了部门主管的职位。achieve“成就”;approach“接近”;attain“(通常指经过努力)获得，达到”;acquire“学到，取到”。故选C。

　　6. A 本题考查虚拟语气。句意：如果我们明天没有考试的话，我们就去参加音乐会了。此处If引导的从句中是对将来的事实相反，固定的语法结构框架是if加上were to do形式，因此只有A项为正确答案。

　　7. D 此题考查的是主语从句，A项是一个表语从句，是一个主系表的结构;B项是一个同位语从句.that引导的同位语从句补充说明先行词的内容;C项是一耷宾语从句，that引导的宾语从句作谓语动词

　　said的宾语;只有D项是一个主语从句，it是一个形式主语，真正的主语是后面的that从句部分。

　　8. C 句意：假设你说的是真的，还有其他的因素需要考虑。这里granted that是一个固定搭配，表示“假定，即使”，what需要作said的宾语。8和D两项不符合语法，先排除，A项应该是supposin，所以也不正确。

　　10. C 此题考查的是语言学中的会话含义理论，约翰是一台机器，需要在固定的语境中才能表达一种含义，因此和语境是分不开的，选项中A,B、D三项都是会话含义的特点。只有C项“约定俗成性”不是会话含义的特点，因此正确答案为C选项。

　　11. C 词语教学内容包括meanings，usage，basic information and strategies·Basic IntoHn8non包括拼写、发音等，四个选项中只有C项相对全面地包括了词语教学的内容，spelling只是basic information的内容之一. word formation指的是词语的形式，也是指的拼写和发音等，8项中的语义特征不是英语词汇教学的内容，而是语言学的内容，因此选择C。

　　12. D 演绎法是先说明语法结构，之后让学生进行练习，可以节约时间，让学生尽快地掌握语法知识，另外演绎法也是针对于语法结构的形式进行讲解，并不涉及该结构在文中的含义。A说的是节约时间，B的意思为更强调形式结构，C为脱离了上下文语境，D是鼓励学生自己找出语法规则。A,B、C都是演绎法的特征. D是归纳法的特征，归纳法是指给出学生一些例子，让学生通过讨论等方式自己总结语法规则。

　　13. 听力教学的原则有一条为Grade difficulty level appropriately，确定听力的适当难度，因此听力材料的难度应当与学生水平相当，并且有多样性。A意思为听力材料包含多种方言或者个人用语，B说的是真实性的可理解的材料，C是指材料中包含新单词，但是新单词对学生来说可以理解，D的意思是材料的内容超出学生的理解能力。A、B、C中的材料与听力教学的原则一致，只有D难度过大，因此选择D。

　　14. B A项是“新课展示”，是对新课内容进行教学的;B项是“练习”，练习是针对所学内容进行训练与巩固的;C项是“产出”，产出是指在熟练掌握所学内容的基础之上进行的部分;D项是“准备”，准备诵常县指在课前进行准备。因此正确答案为B。

　　15. B 阅读课的教学模式通常包括bottom. up(自下而上)，t叩一bottom(自上而下)，interactive (交互补偿模式)。自下而上的模式是遵循从小的语言单位开始进行教学，直到最大的教学单位，即单词、句子和篇章. 这也正是题目中说到的模式，所以选择B。

　　16. B 写作教学的模式通常有content. oriented approach(内容定向写作教学模式)，process—ori- ented approach(过程写作教学模式)，product-oriented appmach(结果定向写作模式)等。几种模式中，过程写作教学模式是将写作内容与过程并重的，因此正确答案为B。

　　17. C A项为“复述”，复述的作用在于机械练习，将学过的文本内容进行记忆和重复;B项为“评估输出内容”，这是对他人输出的学习内容进行评价，了解学生对知识的掌握程度，C项为“头脑风暴”，其作用在于在最短时间内将学生所有的观点全部集中起来，激活存在脑子中的所有的知识，D项为“理解”，理解是学生对于输入的内容进行理解消化。因此选择C。

　　18. D A项为“找读”，C项为“略读”，都是教学活动。找读是针对于某一部分进行较为详细的阅读. 找到相关信息，略读是迅速浏览内容，这两种都只是对于某一相关信息进行阅读。B、D两项是教学模式，分别为泛读和精读，泛读是进行广泛、大量的阅读，重在速度和范围，不能学生精确分析文章的意思，D项“精读”则是深入细致的阅读，逐字逐句地阅读，深入钻研，可以积累知识。故答案为D。

　　19. C A项是说提问英语好的学生，这种做法忽略了英语水平中等或稍差的学生;B项是指按照可预测的顺序来提问，这种做法让学生知道自己会被问到哪一题，就只会专注于该题目，而不会参与到其他

　　问题之中：D项是说在提问之前就点一个学生来回答，这种做法会让其他没被点到的学生松懈下来;C项是指提问之后再点名，这种方式可以让学生积极去思考，因为不知道自己是否会被点名回答。故答案为C。

　　20. 题目意思为：如果一位老师问到“corrective feedback的意思是什么?”，这种问题的类型是什么?A是参考性问题，即有多种答案的问题，B是附加性问题，即在句子最后附加的问题如“…，isn’t it?”C 是反问旬，D是展示性问题，即有唯一答案的问题。corrective feedback的意思是唯一的，就是“正确的反馈”，因此选择D。

　　(二)阅读理解题

　　21. B A项说DonHa是参与该项目的一个志愿教师，由文章第二段中的“Donna was one of the volunteer teacher in this project.”可知A项正确。8项说作者一进教室就知道他们正在做什么，由文章第四段中“Bv this time the activity engaged my curiosity. I decided to check with the teacher to see what was going on. ”司知，作者想看看他们做什么，说明作者进去的时候并不了解。因此B项错误。C项说该老师的班级看起来就是很传统的班级. 根据文章首句“Donna’s fourth grade classroom looked typically traditional. ”可知C项正确。D项说每个人一生都会有很多的“I Can'ts”。这在文章最后一段中的“he touched the lives of everyone”有所体现，因此D项正确。因此答案为8项。

　　22. A 本题考查的是对作者的情感态度的推测，说的是师生们在教室里所做的是否会让作者感动。我们通过对文章的阅读，从字里行间可以知道作者之前并没有接触过类似的课堂，在这个课堂上所发生

　　的事情令作者很震撼，并且受到触动。

　　23. A 题目问最后一个自然段中“eulogy”这个词是什么意思。从最后一个自然段我们可以看出这是一段悼词，老师带领学生埋葬了“I Can’ts”，并致了一段悼词。A项有“演说，致辞”的意思，意义上最接近;B项意为“仪式”;C项意为“贡品”;D项意为“信仰”。因此答案为A项。

　　24. D 从最后一段中“…‘I Can’，‘I Will’，and‘I’m Going to. They are not as well known as theirfamous relative and are certainlv not as strong and powerful. ”可以看出他们指代的就是前文的“I Can”，“I Will”and“I’m Going t0”. 因此D项正确。

　　25. B 从全文来看，从作者一进入教室，老师就和学生一起写着自己做不到的事情，然后老师将这些纸条装进瓶子，并带着学生一起将其埋葬，并且颂了悼词。由此可以推知，文章重点就是在写“I Can’t”的一个葬礼。

　　二、简答题

　　31. 【答案要点】

　　(1)定义：形成性评价是指在教学活动过程中，评价活动本身效果，用以调节活动过程，保证目标的实现而进行的评价，是为指导教学过程顺利进行而对学生在学习过程中使用所学知识进行学习活动的情况。

　　(2)目的：形成性评价的主要目的是为了发现每个学生的学习潜能，促进学生的学习;为教师提供教 学反馈;通过收集学生日常学习的情况和学习需要，随时调整教学内容和方法，学生有效调控自己的学习过程，从而课堂教学效率。

　　(3)原则：科学性原则，导向性原则，多元化原则，激励性原则，情感原则，可行性原则等。(列举三种即可)

　　(4)课堂收集形成性评价信息的方式：课堂学习活动评比、学习效果自评、问卷调查、访谈等。(列举三种即可)

　　四、教学情境分析题

　　32. 【答案要点】

　　(1)片段一属于流利性训练。片段二属于准确性训练。

　　(2)片段一属于流利性训练，因为语段中出现了语法错误，如How long did you stayed?明显不符合语法规范，但并没有及时纠正过来，可见其侧重的是对语言流行性的训练，而非语言精确性训练。

　　片段二属于准确性训练，因为语段中出现了语法错误，而说话者立即更正了过来.如S2：Yes. it is. Is the Lexus cheap than…T：Cheap…S2：Is the Lexus cheaper than the Chevy?由此可见此段侧重对语言准确性训练，而弱化了流利性。

　　(3)流利性训练利：使学生英语口语流利，增强其自信心。

　　弊：经常出现broken English，语法单复数等常常出现错误，影响其英语写作。

　　准确性训练利：使学生在说英语时随时注意语法单复数等，使其在语言表达上精确恰当。

　　弊：因为太关注准确性，时常会纠正错误而导致口语不流利，因而导致学生因为常犯错误而自信心下降。

　　五、教学设计题

　　33. 【参考设计】

　　Teaching Plan

　　Teaching Topic：My Favorite Class

　　Class Type：Comprehensive Class

　　Analysis of Material

　　This lesson is from Grade 8，and it contains some new words of subjects，descriptions of classes and davs.It will add students’knowledge of academic words and help them to express appropriately.

　　Students already have accumulation of English words and grammar，but they are not very active in class. Stu—dents in Grade 8 like discussion with classmates，and like to evaluate the classes，so some related activities will be designed.

　　Teaching Aims

　　(1)Knowledge Aims

　　Master the names of subjects;master the usage of“favorite”.

　　(2)Ability Aims

　　Know how to say different subjects，and get the ability of describing them.

　　(3)Emotional Aims

　　Get to understand classmates more through the discussion，and get to love every day and every class.

　　Teaching Key Points

　　Name words of subjects;descriptions of words;usage of“favorite”

　　Teaching Difficult Points

　　Usage of“favorite”：how to start a discussion.

　　Teaching Aids

　　Muhimedia Screen，a calendar. flash cards

　　Teaching Procedures

　　Step l Warm-up(5 minutes)

　　Teacher will sh。w a picture。f English class，math class&Chinese class。n the multimedia screen t。ask. “What class are these?”

　　Students will answer the questions.

　　(Justification：This step will warm up the class. )

　　Step 2 Presentation(25 minutes)

　　(1)NewWOrdS

　　①Students will be diVided int。4 9roups，and th8y have 5 minutes t。think about name words 0f subjects.

　　Teacher will show which group can get most words correctlv.

　　All the correct names of subjects will be listed on the blackboard.

　　②students will be divided int。4 9roups again t。design an interesting class in English，and they should present their class in lo minutes. They can choose anv subject.

　　(Justification：This step uses two group activities to attract students，attention and interests.

　　(2)Grammar

　　Teacher will ask：“So which class do you like best?”

　　After students’answers，teacher needs to write“…is my favorite subject”on the blackboard and say：“We can also use this sentence to say I like something best.English is my favorite subject.What’s your favourite subiect?”

　　One student will be requested to answer the question and ask another one，and all of them need do the same action.

　　(Justification：This step will help students to practice the gramma。pattern of“…is my favorite subject”.)

　　Step 3 Consolidation(10 minutes).

　　Teachers will ask questions：

　　(1)What is your favorite fruit?

　　(2)What is your favorite color?

　　(3)What is your favorite season?

　　(4)What is your favorite sport?

　　(5)What is your favorite drink?

　　All the students are possible to be pointed to answer.

　　(Justificarlon：This step will use all the learned words to make sentences，and students will review and master the grammar. )

　　Step 4 Summary and Homework(5 minutes)

　　Teacher will show the flash cards of words&sentences to lead students to l℃ad and review.

　　The homework is to write lo sentences at least to introduce 3-5 subjects.

　　(Justification：The homework of writing will help students to use the words to describe their academic life,and strengthen their interests and confidence of learning English. )