2015年教师资格《英语学科知识与教学能力(初级中学)》考前提分卷及答案(2)

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注意事项：
1．考试时间为120分钟，满分为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28铅笔把答题卡上对应题目的答案字母按照要求涂黑。错选、多选或未选均元分。
1. Bilabial semi-vowel refers to the sound__________.
A. [n]
B. [hi
C. [w]
D. [j]
2. Which of the following has the proper word stress?
A. magnificent
B. magNificent
C. magnifiCent
D. Magnificent
3. Our life has but a short__________.
A. duration
B. span
C. episode
D. range
4. Our__________ sensitivity decreases with age. By age 60, most people have lost 40 percent of their ability to smell and 50 percent of their taste buds.
A. sensible
B. senseless
C. sensitive
D. sensory
5. Much of the power of the trade unions has been lost. __________, their political influence should be very great.
A. As a result
B. As usual
C. Even so
D. So far
6. I took my ticket, and marched proudly up the platform, with my cheeses, the people
__________respectfully on either side.
A. fell back
B. falling back
C. being fallen back
D. having fallen back
7. Much __________I have traveled, I have never seen anyone to equal her in efficiency.
A. although
B. as
C. while
D. if
8. Listening to loud music at rock concerts __________caused hearing loss in some teenagers.
A. is
B. are
C. has
D. have
9. Morphemes that represent "tense", "number", "gender", "case" and so forth are called__________ morphemes.
A. inflectional
B. free
C. bound
D. derivational
10. The study of language development over a period of time is generally called
linguistics.
A. applied
B. synchronic
C. comparative
D. diaehronic
11. Some teachers teach reading by introducing new vocabulary and structure first and then going over the text sentence by sentence and paragraph by paragraph with the students. This way is known as__________.
A. top-down model
B. bottom-up model
C. interactive model
D. integrative model
12. Which of the following statements about Audio-lingual Method is wrong?
A. The method involves giving the learner stimuli in the form of prompts.
B. The method involves praising the correct response or publishing incorrect response until the right one is given.
C. Mother tongue is accepted in the classroom just as the target language.
D. Emphasis is laid upon using oral language in the classroom; some reading and writing might be done as homework.
13. Which teaching combines form-focused teaching with communication-focused teaching __________ ?
A. PPP
B. TBLT
C. CLT
D. TPR
14. After teaching sounds, a teacher makes a test that aims to find out which sounds students are and are not able to pronounce. This test belongs to__________.
A. aptitude test
B. proficiency test
C. achievement test
D. diagnostic test
15.__________ may be defined as any kind of engaging with the language on the part of the learners, usually under the teacher's supervision, whose primary objective is to consolidate learning.
A. Presentation
B. Practice
C. Production
D. Preparation
16. Teacher: After listening, answer the following two questions according to what you have heard on the tape.
(1) What is the relationship between the speakers?
(2) What are the speakers' attitudes towards each other?
What listening strategy does this listening activity help to train?
A. Inferring.
B. Gist listening.
C. Listening for details.
D. Dictation.
17. Which of the following can be adopted at the pre-reading activity?
A. Rearranging the materials.
B. Brainstorming the topic.
C. Writing a similar text.
D. Giving summary and comment.
18. When students engaged in group work, the teacher gave feedback after each group had stated their opinion and shown their output. This is called__________.
A. instructing
B. observing
C. monitoring
D. evaluating
19.English learning strategies including resource strategies,communication strategies,regulation strategies and__________.
A. cognitive strategies
B. time strategies
C. administrative strategies
D. interpersonal strategies
20. Which of the following is NOT the advantage of group work?
A. Creating some peaceful and quiet time in class.
B. Encouraging cooperation and negotiation skills among students.
C. Encouraging different opinions and contributions to the work.
D. Promoting students' autonomy rather than follow the teachers.
请阅读Passage l，完成第21～25小题。
Passage 1
Advertisers tend to think big and perhaps this is why they're always coming in for criticism.
Their critics seem to resent them because they have a flair for self-promotion and because they have so much money to throw around. "It's iniquitous," they say, "that this entirely unproductive industry (if we can call it that) should absorb millions of pounds each year. It only goes to show how much profit the big companies are making. Why don't they stop advertising and reduce the price of their goods? After all, it's the consumer who pays ..."
The poor old consumer! He'd have to pay a great deal more if advertising didn't create mass markets for products. It is precisely because of the heavy advertising that consumer goods are so cheap. But we get the wrong idea if we think the only purpose of advertising is to sell goods. Another equally important function is to inform. A great deal of the knowledge we have about household goods derives largely from the advertisements we read.
Advertisements introduce us to new products or remind us of the existence of ones we already know about. Supposing you wanted to buy a washing machine, it is more than likely you would obtain details regarding performance, price, etc, from an advertisement.
Lots of people pretend that they never read advertisements, but this claim may be seriously doubted. It is hardly possible not to read advertisements these days. And what fun they often are,too!Just think what a railway station or a newspaper would be like without advertisements. Would you enjoy gazing at a blank wall or reading railway by-laws while waiting for a train? Would you like to read only closely printed columns of news in your daily paper?A cheerful, witty advertisement makes such a difference to a drab wall or a newspaper full of the daily ration of calamities. We must not forget, either, that advertising makes a positive contribution to our
pockets. Newspapers, commercial radio and television companies could not subsist without this source of revenue. The fact that we pay so little for our daily paper, or can enjoy so many broadcast programmes is due entirely to the money spent by advertisers. Just think what a newspaper would cost if we had to pay its full price !
Another thing we mustn't forget is the"small ads." which are in virtually every newspaper and magazine. What a tremendously useful service they perform for the community!Just about anything can be accomplished through these columns. For instance, you can find a job, buy or sell a house, announce a birth, marriage or death in what used to be called the"hatch, match and dispatch" column but by far the most fascinating section is the personal or"agony" column. No other item in a newspaper provides such entertaining reading or offers such a deep insight into human nature. It's the best advertisement for advertising there is!
21. What is the main idea of this passage ?
A. Advertisement.
B. The benefits of advertisement.
C. Advertisers perform a useful service to communities.
D. The costs of advertisement.
22. The attitude of the author towards advertisers is__________.
A. appreciative
B. trustworthy
C. critical
D. dissatisfactory
23. Why do the critics criticize advertisers?
A. Because advertisers often brag.
B. Because critics think advertisement is a "waste of money".
C. Because customers are encouraged to buy more than necessary.
D. Because customers pay more.
24. Which of the following is NOT true?
A. Advertisement makes contribution to our pockets and we may know everything.
B. We can buy what we want.
C. Good quality products don't need to be advertised.
D. Advertisement makes our life colorful.
25. The passage is__________.
A. Narration
B. Description
C. Criticism
D. Argumentation
请阅读Passage 2，完成第26～30小题。
Passage 2
The process of perceiving others is rarely translated(to ourselves or others) into cold,objective terms."She was 5 feet 8 inches tall, had fair hair, and wore a colored skirt." More often, we try to get inside the other person to pinpoint his or her attitudes, emotions, motivations,abilities, ideas, and characters. Furthermore, we sometimes behave as if we can accomplish this difficult job very quickly--perhaps with a two-second glance.
We try to obtain information about others in many ways. Berger suggests several methods for reducing uncertainties about others; who are known to you so you can compare the observed person's behavior with the known others' behavior, observing a person in a situation where social behavior is relatively unrestrained or where a wide variety of behavioral responses are called for,deliberately structuring the physical or social environment so as to observe the person's responses to specific stimuli, asking people who have had or have frequent contact with the person about himor her, and using various strategies in face-to-face interaction to uncover information about another person--question, self-disclosures, and so on.
Getting to know someone is a never-ending task, largely because people are constantly
changing and the methods we use to obtain information are often imprecise. You may have known someone for ten years and still know very little about him. If we accept the idea that we won't ever fully know another person, it enables us to deal more easily with those things that get in the way of accurate knowledge such as secrets and deceptions. It will also keep us from being too surprised or shocked by seemingly inconsistent behavior. Ironically, those things that keep us from knowing another person too well (e. g. secrets and deceptions) may be just as important to the development of a satisfying relationship as those things that enable us to obtain accurate knowledge about a person (e. g. disclosures and truthful statement).
26. According to the passage, if we perceive a person, we are likely to be interested in__________.
A. what he wears
B. how tall he is
C. how happy he is
D. what color he dyes his hair
27. Some people are often surprised by what other people do. According to Berger, that is mainly because__________.
A. some people are more emotional than others
B. some people are not aware of the fact that we will never completely know another person
C. some people are sensitive enough to sense the change of other people's attitudes
D. some people choose to keep to themselves
28. We may have known someone for ten years and still know very little about him because__________.
A. we don't accept the idea that we might never fully know another person
B. we often get information in a casual and inexact way
C. we pay more attention to other people's motivations and emotions
D. we often have face-to-face conversation with him
29. There are things that we find preventing us from knowing others. These things are__________.
A. disclosures
B. deceptions
C. stimuli
D. interactions
30. This passage mainly concerns__________.
A. the relationship between people
B. the perception of other people
C. secrets and deceptions of people
D. people's attitudes and characters
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。
31．什么是新课呈现?(5分)请举例说明初中词汇课的新课呈现三种方法。(15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．请根据以下教学片段。回答问题。
(1)教师播放录音，学生听录音选取图片，听完后教师立即提取反馈，学生能够给出正确的选择。
(2)教师再次播放录音，要求学生听录音补全对话。教师播放了一遍录音，没有留出学生填空的时间，而是开始提问学生两人一组朗读填写好的对话。
Salesgirl: Good morning. What can I do for you?
Tang Hua: I'd like to buy some bananas and oranges.
Salesgirl: Sorry, no more bananas. But we have oranges.
Sara: How much are the oranges?
Salesgirl: 2 yuan for a kilo. They're on sale now.
请对以上现象作出评析。
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，设计一节课的教学方案。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 allocation
•activities and justifications
教学时间：45分钟
学生概况：某城镇普通中学九年级(初中三年级)学生，班级人数40人，多数已经达到《义务教育英语课程标准(2011版)》四级水平，学生课堂参与积极性一般。

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一、单项选择题
1．【答案】C。解析：考查语音知识。Bilabial semi．vowel意为“双唇半元音”。四个选项中只有[w]是双唇半元音，故选C。
2．【答案】B。解析：考查重音规律。根据英语单词的重音规律，多音节词的重音多落在倒数第三个音节上。故选B。
3．【答案】B。解析：考查名词辨析。句意为“人生只不过短短一段__________”。span意为“(有限的)时间(尤其是指人的一生)，期间；跨度，范围”，life span意为“寿命，预期生命期限”，duration意为“(时间的)持续，持久”，episode意为“插曲”，range意为“范围，幅度”。故选B。
4．【答案】D。解析：考查形容词辨析。句意为“我们的__________随着年龄的增长而下降。比如说，到60岁的时候，多数人失去了他们40％的嗅觉能力和50％的味觉能力”。sensible意为“明智的，合情理的”，senseless意为“失去知觉的，不省人事的”，sensitive意为“敏感的”，sensory意为“感觉的，传递感觉的”。根据语境，应为感官能力随着年龄的增长而下降。故选D。
5．【答案】C。解析：考查短语辨析。句意为“工会已经失去很多权力了；__________，他们的政治影响力竟然还是很大的”。as a result“因此”，as usual“像往常一样”，even so“即使这样”，so far“到目前为止”。根据前后语境．C项最符合句意。故选C。
6．【答案】B。解析：考查独立主格结构。该句中，主语与分词之间是主动关系。句意为“我拿着车票还有我的奶酪，雄赳赳气昂昂地跨步走向月台。人们似乎很尊敬我，纷纷向两边退去”。故选B。
7．【答案】B。解析：考查倒装结构。该题是由as引导让步状语从句，部分倒装。句意为“我虽然见多识广．但还从未见过比她更有效率的人”。
8．【答案】C。解析：考查主谓一致。动名词作主语，句子的谓语动词用单数形式，由此排除B、D两项，根据主句与caused的主动关系，排除A项。故选C。
9．【答案】A。解析：考查屈折词素含义。屈折词素(Inflectional morpheme)与其他语素结合后，会改变其时态、单复数等等，如动词遇到第三人称单数时须加上后缀一S，这样的语素只会改变文法，并不改变语意。
10．【答案】D。解析：历时语言学(diachronic linguistics)主要研究语言在一个时期内的演变发展。
11．【答案】B。解析：考查阅读教学模式。就阅读教学的模式来说，主要有三种：自上而下的模式(top-down model)，自下而上的模式(bottom—up model)和交互补偿模式(interactive model)。在自下而上的模式中，学生从字母，到单词，到句子，逐个进行解码从而理解全文。
12．【答案】c。解析：考查听说法的特点。Audio-lingualMethod(听说教学法)，基本特点是：先听说、后读写：教学以句型为中心；将外语与母语对比，确定教学难点；大量练习和反复实践；及时纠正任何错误；尽量不用母语；广泛利用电化教学手段。可见答案C错误。
13．【答案】B。解析：考查教学方法的辨析。题目问的是：哪一种教学方法是既重视语言形式练习又强调语言交际运用?A项的PPP教学模式是“讲解(presentation)、操练(practice)、运用(production)”这一沿用已久的传统教学模式，不注重语言知识的交际运用。C项是(Communicative apporach)交际型语言学习法，侧重语言知识的交际而忽视语言知识的形式练习。D项是(Total physical response)全身反应法，侧重于小学生阶段的语言形式练习。而B项(Task-based language teaching)任务型语言学习法是现代比较推崇的一种教学法。正是此题的答案。
14．【答案】D。解析：考查教学评价。教了语音之后，教师做测试以便检查学生哪些音会发，哪些音不会发．这属于“diagnostic test”诊断性测验。
15．【答案】B。解析：考查3P教学法。presentation是“新课展示”，是对新课内容进行教学的，practice是“练习”，练习是针对所学内容进行训练与巩固的，production是“产出”，产出是指在熟练掌握所学内容的基础之上进行提高的部分，preparation是“准备”，准备通常是指在课前进行准备。因此正确答案为B。
16．【答案】A。解析：考查听力教学。在听力训练中，教师让学生在听完录音后推测出说话人之间的关系以及对彼此的态度。从这两个问题可知，教师在训练学生的inferring listening strategy。其他选项gist listening“要求抓主旨”．listeningfor details“侧重于细节”，dictation“听写”，均不符合。
17．【答案】B。解析：考查阅读教学。针对主题的头脑风暴是pre—reading的内容，所以B选项正确。A和C属于while．reading的内容．D属于post—reading的内容，均不符合。
18．【答案】D。解析：考查评价行为的概念。教师在每组陈述完观点后，给出自己的评价和反馈信息，这是“evaluating”评价行为。
19．【答案】A。解析：考查学习策略的内容。英语学习的策略包括认知策略、调控策略、交际策略和资源策略等。教师应在教学中帮助学生形成适合自己的学习策略。因此A项正确。
20．【答案】A。解析：考查课堂活动的组织形式。只有A项不是小组活动的优势。
Passage l
21．【答案】C。解析：整篇文章都在介绍广告对社会服务的有用性，故选C。
22．【答案】A。解析：appreciative意为“赞赏的”，trustworthy意为“可信赖的”，critical意为“批评的”，dissatisfactory意为“不满意的”。C、D可首先排除。而作者并非是说每个广告都是可以相信的，只是总体上说明了广告的各种好处。故选A。
23．【答案】A。解析：第一段中第二句“Their critics seem to resent them because they have a flair for self-promotion”说批评是因为广告商太会自我吹嘘。A选项说因为广告商经常吹牛，符合文章的意思。B选项说因为广告浪费钱．虽然文中有提到，但是不是批评的原因。C选项说因为顾客被鼓励去买很多不需要的东西，属于推理过度。D选项说因为顾客花的钱更多了，和B选项一样不是批评的原因。故选A。
24．【答案】C。解析：A选项说广告可以为我们的口袋做贡献而且我们可以知道很多事情，符合文章内容。B选项说我们可以买到我们想买的东西，文章里说的是我们买东西，很多时候都是根据广告的内容去买的，所以也符合文章内容。C选项说好品质的东西不需要做广告，文中没有提到。D选项说广告使我们的生活更加多彩，文章说了诸多广告的好处，可以推断出这个结论。所以答案选C。
25．【答案】C。解析：考查文体判断。A是记叙文，B是说明文，C是评论文，D是议论文。由文章大意可知选C。
Passage 2
26．【答案】c。解析：根据第一段可知，我们很少根据多高、染什么颜色的头发、穿什么衣服去认识一个人，而更多的是通过他的内在去判断，“More often，we try to get inside the other person to pinpoint his or her attitudes．emotions，motivations，abilities，ideas，and characters．”因此，答案为C。
27．【答案】B。解析：结合第二段和第三段内容可知，有一些人总是为他人的所作所为吃惊，这是因为他们没有意识到我们永远不可能完全了解一个人。
28．【答案】B。解析：由第三段可知，我们可能认识一个人十年了但是还对他所知甚少，“because people are constantly changing and the methods we use to obtain information are often imprecise”因为我们获取信息的方式通常是不准确的，B项是对imprecise的同义转述。
29．【答案】B。解析：我们发现有一些东西阻碍我们认识别人，根据第三段“those things that keep us from knowing another person too well(e．g．secrets and deceptions)”可知，B为正确答案。
30．【答案】 B。解析：本文分别讲了how to perceive others，methods of perceiving others，factors preventing us from knowing others。因此答案为B。
二、简答题
31．【参考答案】
(1)新课呈现是新课教学中最重要的一环，是指教师运用多种手段，如讲解、简笔画、挂图、手势、实物、对话、表演等创造情境与环境，介绍新的语言材料，指导学生理解和掌握知识，传递教学信息的行为。
(2)词汇课呈现方法：
①直接教读：适合一些简单的词汇尤其是之前学过的词，比如说之前学过friend，这节课教授friends即可以直接教读．这种方式用的比较少。
②图画教学：运用图画展示比较形象直观，而且是常用的方式，包括准备图片或者是在黑板上画出简笔画教学等。
③实物感知：实物是最直观形象的也是难度最大的，如果条件允许，选择实物还是非常好的，也非常符合现在教学的规律。比如“apple”这个词，我们应该选择的方式最好就是手拿一个苹果，老师直接问学生“What’s this?”，然后回答“It’s an apple”。教授的原则是让学生看到苹果能够直接反应出是apple，而不是经历看到苹果，想到这个是苹果，然后再中文和英文的转换为苹果=apple。此法可用在能带来实物上课堂的一些词以及一些直接能够让学生感知的词，如面部的词，自己书包中的物件等。
三、教学情境分析题
32．【参考答案】
此情境中学生听两遍录音，两遍的目的不同。第一遍是信息识别，第二遍是语言转述，目的是呈现购物交际用语，为下一步的口头交际做准备，符合情境设计的要求。图片选择中学生表现不错，因为任务简单，学生听完后马上就可以选择。但是，补全对话时学生要填写的内容很多，学生很难在听的过程中完成句子填写。因此，教师有必要给学生听后填充的时间。具体操作时可以先是个体活动，然后是同伴核对，最后再检查。而本案例中教师没有给学生准备时间，学生难以完成任务。如果学生能完成任务．也只能说明学生对学习材料十分熟悉，并不能说明这种操作是合理的。
四、教学设计题
33．【参考设计】
Teaching Content: Talk about the personality and write a personality survey.
Teaching Objectives :
Knowledge objective
(1) Key Vocabulary
pretty, social, bother, slight, in the slightest, fairly, plenty, plenty of, get along with, listener
(2) Reading
(3) Writing
Ability objective
Students should improve their ability of reading comprehension and writing.
Emotional objective
Students can learn that being a good listener is an art.
Teaching Key Points:
Master the key vocabulary and the point of writing and reading
Teaching Difficult Point:
How to write a personality survey
Teaching Methods :
(1) Practice method
(2) Pair work
Teaching Aid: A projector
Teaching Procedures :
Step 1 Leading-in (5 minutes)
The teacher asks "what would you do if ...? "
(1) the teacher asked you to give a speech in front of the whole school
(2) your brother borrowed your clothes without permission
(3) someone asked you to be in a movie
(4) you wanted to be friends with a new student
Encourage students to give different answers to each question. Those who speak out the most answers will get a
reward after class.
(Justification: Set a happy English learning atmosphere for students, and make a preparation for today's class.)
Step 2 Presentation (20 minutes)
3a
Show the vocabulary words on the screen by a projector.
pretty adv．相当；颇；非常social adj．社会的；社交的
bother v．打扰：扰乱slight adj．微不足道的；极不重要的
in the slightest一点儿也；根本fairly adv．相当；完全
plenty adj．很多的：足够的plenty of很多的；足够的
get along with与……相处listener n．听者；收听者
Explain the words one by one and have students repeat them several times.
Call students' attention to the personality survey results in the box. Set a time limit of two or three minutes.
Have students read the three paragraphs silently. Meanwhile, write the new words on the blackboard. Ask students to look at the questions and answers on the survey in Activity 2a.
T: The letter "a" answers all describe one type of person. The letter "b" answers describe another and "c" still another type.
Read the Activity 3a instructions to the class. Ask students to reread the personality survey results and decide which letter goes in each paragraph. Point out the sample answer.
Get students to complete the activity on their own.
Check the answers.
3b
Read the instructions to the class.
Invite a student to say the example to the class.
If a friend said something bad about you, would you ...
a. talk to the friend right away?
b. say nothing?
c. think about what he or she said?
T: What kind of person is Question A asking about?
Ss : Outgoing.
T: What about b?Ss: Shy.
T: What about c?Ss: Pretty confident.
T: You are to write your own personality survey. You can write any questions you want, but each question must be about a different personality type.
Give another example on the blackboard. If a friend misunderstood you, would you ...
a. tell him / her it is a misunderstanding at once?
b. want to explain to him / her, but have no courage?
c. invite him / her to dinner and explain?
Get students to work individually. Remind them to use the ones in the book and on the blackboard as a model.
As they work, move around the room checking their works and offering language support.
Part 4
Read the instructions to the class.
Point out the sample conversation in the box. Invite a pair of students to read it to the class.
SA: How many people would talk to the friend right away7
SB: Three. And two people would say nothing.
(Justification: The process of this step provides reading and writing practice using the target, arid introduces key vocabulary words and provides reading practice using the target language.)
Step 3 Practice (15 minutes)
Divide the class into groups of five. Ask students to give their survey to each person in their group, and circle the answers.
T: Having given your survey, talk aboot what you learned. Use the sample conversation in the box as a model.
As the groups work together, walk around the room offering any help they may need.
Ask several students to read his / her question and tell the class about the results.
(Justification: This activity provides oral practice using the target language. )
Step 4 Summary and Homework (5 minutes)
Summary: In this class, we've learned some new vocabulary words. And we've also done much reading and writing practice using the target language.
Homework: Ask students to reread the three paragraphs under the headline personality survey results for further comprehension, and write a personality survery of ten students.
(Justification:The summary gives a specific conclusion of this class and the homework helps students consolidate the point of the class and improve their writing abilitiy. )
Blackboard Design :
1. Key vocabulary:
pretty social
bother slight
in the slightest fairly
plentyplenty of
get along withlistener
2. If a friend misunderstood you, would you ...
a. tell him / her it's a misunderstanding at once?
b. want to explain to him / her, but have no courage?
c. invite him / her to dinner and explain?