2018上半年重庆教师资格考试初中英语学科知识与教学能力真题及答案.doc

1、2018上半年重庆教师资格考试初中英语学科知识与教学能力真题及答案一、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 are all_.A. fricativeB. plosive C. labial-dentalD. bilabial2. Which of the following is a back vowel in English? A./B./:/ C./ D./e/3. There is

2、 only one playground slide in this school, so the students have to take _ to use it.A. turnsB. the turnC. a turnD. the turns4. Out of everyones expectation, Johnson suddenly returned _ a rainy night.A. at B. inC. onD. during5. She_ it very well when she described her younger brother as brilliant but

3、 lazy.A. putB. madeC. assumedD. interpreted6. We dont think possible to master a foreign language without much memory work.A. thisB. that C. itsD. it7. _the same mistakes in the annual financial report again made his boss very angry.A. His having madeB. He having madeC. He had madeD. He has made8. I

4、 would have told him the answer, but I _so busy then.A. had beenB. were C. wasD. would be9. The use of the expression I wont bore you with all the details. indicates that peopleusually observe the_Maxim in their daily conversations.A. Quantity B. Quality C. Relevance D. Manner10. Which of the follow

5、ing is an evaluative move used by a teacher in class to comment 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-Based Language Teaching method?A. Problem-solving activities. B. Opinion exchan

6、ge activities.C. Information-gap activities. D. Pattern practice activities.12. If a teacher shows students how to do an activity before they start doing it, he/she is using the technique of_.A. presentationB. demonstration C. elicitationD. evaluation13. When a teacher asks students to discuss how a

7、 text is organized, he/she is most likely to help them_.A. evaluate the content of the textB. analyze the structure of the passageC. understand the intention of the writer D. distinguish the fact from the opinions14. Which of the following practices can encourage students to read an article critical

8、ly? A. Evaluating its point of view.B. Finding out the facts.C. Finding 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 Th

9、umb, why or why not?C. Do you agree that the girl was a kind-hearted person?D. What happened to the girl at the end of the story?16. Which of the following would a teacher encourage students to do in order to develop their cognitive strategies ?A. To make a study plan. B. To summarize a story.C. To

10、read a text aloud.D. To do pattern drills.17. Which of the following exercises would a teacher most probably use if he/she wants to help students de- velop their discourse competence.A. Paraphrasing sentences.B. Translating sentences.C. Unscrambling sentences.D. Transforming sentences.18. The advant

11、ages of pair and group work include all of the following EXCEPT_.A. interaction with peersB. variety and dynamismC. an increase in language practice D. opportunities to guarantee accuracy19. Which of the following should a teacher avoid when his/her focus is on developing students ability to use wor

12、ds appropriately?A. Teaching both the spoken and written form.B. Teaching words in context and giving examples.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 students cooperation

13、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。Passage 1In recent years, however, society has come to understand the limitations of schools that merely sort andrank students. We have discovered that students in the bottom one-third to o

14、ne-half of the rank orderplusall who drop out before being ranked-fail to develop the foundational reading, writing, and mathematicalproficiencies needed to survive in, let alone contribute to, an increasingly technically complex and ethnicallydiverse culture. So today, in asking schools to leave no

15、 child behind, society is asking that educators raise upthe bottom of the rank-order distribution to a specified level of competence. We call those expectations ouracademic achievement standards. Every state has them, and, as a matter of public policy, schools are to beheld accountable for making su

16、re that all students meet them.To be clear, the mission of sorting has not been eliminated from the schooling process. For the foresee-able future, students will still be ranked at the end of high school. However, society now dictates that such acelebration of differences in amount learned must star

17、t at a certain minimum level of achievement for all.The implications of this change in mission for the role of assessment are profound. Assessment and grad-ing procedures designed to permit only a few students to succeed ( those at the top of the rank-order distribu-tion) must now be revised to perm

18、it the possibility that all students could succeed at some appropriate level.Furthermore, procedures that permitted( perhaps even encouraged)some students to give up in hopelessnessand to stop trying must now be replaced by others that promote hope and continuous effort. In short, the entireemotiona

19、l environment surrounding the prospect of being evaluated must change, especially for perennial lowachievers.The students mission is no longer merely to beat other students in the achievement race. At least part oftheir goal must be to become competent. Teachers must believe that all students can ac

20、hieve a certain level ofacademic success, must bring all of their students to believe this of themselves, must accommodate the factthat students learn at different rates by making use of differentiated instruction, and must guide all studentstoward the attainment of standards.The driving dynamic for

21、ce for students cannot merely be competition for an artificial scarcity of success.Because all students can and must succeed in meeting standards, cooperation and collaboration must comeinto play. The driving forces must be confidence, optimism, and persistence-for all, not just for some. Allstudent

22、s must come to believe that they can succeed at learning if they try. They must have continuous accessto evidence of what they believe to be credible academic success, however small. This new understanding hasspawned increased interest in formative assessment in recent years.21. What do the academic

23、 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 to succeed.C. Differentiated levels of competence specified for students with different abilities.D. The m

24、issions of students who want to beat others in their achievement race in school.22. Which of the following would happen due to the change in mission for the role of assessment?A. Most students would achieve a certain level of academic success.B. Educators would raise up the bottom of the rank-order

25、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 meaning to the underlined word accommodate in Paragraph 4?A. Adapt. B. Match.C. Accept. D. Understa

26、nd.24. Which is meant by the author about the emotional promise of assessment for students?A. To reach a minimum level of achievement.B. To build up their confidence in success.C. To enable them to compete with others.D. To help them realize their goals.25. Which of the following is likely to be the

27、 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, Robin Hood has proven to be one of popular cultures most en-during folk heroes. Ov

28、er the course of 700 years, the outlaw from Nottinghamshire who robs the rich to give tothe poor has emerged as one of the most enduring folk heroes in popular culture-and one of the most versa-tile. But how has the legend of Sherwood Forests merry outlaws evolved over time7 Did a real Robin Hoodins

29、pire these classic tales?Beginning in the lSth century and perhaps even earlier,Christian revelers in certain parts of Englandcelebrated May Day with plays and games involving a Robin Hood figure with near-religious significance. Inthe 19th century,writer-illustrators like Howard Pyle adapted the tr

30、aditional tales for children, popularizingthem in the United States and around the world. More recently, bringing Robin to the silver screen has be-come a rite of passage for directors ranging from Michael Curtiz and Ridley Scott to Terry Gilliam and MelBrooks.Throughout Robins existence, writers, p

31、erformers and filmmakers have probed their imaginations for newincarnations that resonate with their respective audiences. In 14th-century England,where agrarian discontenthad begun to chip away at the feudal system, he appears as an anti-establishment rebel who murders govern-ment agents and wealth

32、y landowners. Later variations from times of less social upheaval dispense with thegore and cast Robin as a dispossessed aristocrat with a heart of gold and a love interest, Maid Marian.Academics, meanwhile, have combed the historical record for evidence of a real Robin Hood. English le-gal records

33、suggest that, as early as the 13th century, Robehod, Rabunhod and other variations had be-come common epithets for criminals. But what had inspired these nicknames:a fictional tale, an infamousbandit or an amalgam of both? The first literary references to Robin Hood appear in a series of 14th- and15

34、th-century ballads about a violent yeoman who lived in Sherwood Forest with his men and frequentlyclashed with the Sheriff of Nottingham. Rather than a peasant, knight or fallen noble, as in later versions, theprotagonist of these medieval stories is a commoner. Little John and Will Scarlet are part

35、 of this Robinsmerry crew-meaning, at the time, an outlaws gang-but Maid Marian, Friar Tuck and Alan-a-Dale wouldnot enter the legend until later, possibly as part of the May Day rituals.While most contemporary scholars have failed to turn up solid clues, medieval chroniclers took for gran-ted that

36、a historical Robin Hood lived and breathed during the 12th or 13th century. The details of their ac-counts vary widely, however, placing him in conflicting regions and eras. Not until John Majors History ofGreater Britain( 1521 ) ,for example, is he depicted as a follower of King Richard ,one of his

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

38、, from centuries-old pubs to the Major Oak in SherwoodForest. What we do know is that the notion of a brave rebel who lives on the outskirts of society, fightinginjustice and oppression with his band of companions, has universal appeal-whether hes played by ErrollFlynn,Russell Crowe or even,as on a

39、1979 episode of The Muppet Show, Kermit the Frog.26. Which of the following is closest in meaning to the underlined phrasea rite 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

40、to the passage?A. 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 Hood since the sixteenth century ac- cording to the passage?A. A religious celebrity.B. A

41、 versatile aristocrat.C. A supporter of King Richard. D. A beloved robber in Nottinghazn.29. Which of the following methods is used by the author in elaborating his points?A. Quotation. B. Contrast and comparison.C. Classification. D. Rhetorical question.30. Which of the following is a proper title

42、for the passage?A. The Real Robin HoodB. 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 an

43、d girls. We talked about The present perfect tense yesterday, and I hope youhave got some idea about it. Do you still remember the 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

44、good, thank you.S3:My father have gone to Hangzhou and often tells us about its beautiful scenery there.T:Oh, you also remember the form, but then, where is your father? Is he still in Hangzhou or backhome now?S3 : Back home.T:Oh, I see, you mean your father went to Hangzhou sometime in the past. An

45、d he has come back homefrom there. And since your father is not you yourself, not I, next time you should say My father hasbeen to Hangzhou and often tells 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

46、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

47、课堂参与积极性不高。语言素材：Hi! I am Tony. I dont like to get up early. In the morning I get up at eight. Then I go to school ateight thirty. I dont have much time for breakfast, 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, I always do myhomework first. In the evening I either watch TV or play computer games. At ten thirty, I brush my teethand then I go to bed.Mary is my sister. She usually gets up at six