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2015年上半年中小學教師資格考試
英語學科知識與教學能力試題(初級中學)
注意事項：
1.考試時間120分鐘，滿分150分。
2.請按規(guī)定在答題卡上填涂、作答。在試卷上作答無效，不予評分。
一、單項選擇題(本大題共30小題。每小題2分，共60分)
在每小題列出的四個備選項中選擇一個最佳答案，請用28鉛筆把答題卡上對應題目的答
案字母按要求涂黑。錯選、多選或未選均無分。
1. The phrase "in bed" is pronounced as __________ in real speech.
2. There are two syllables in the word "photo"./?u/occurs in both syllables, but the first one is__________the second because it is stressed.
A. longer than
B. shorter than
C. as long as
D. as short as
3. Jimmy asked Mary to lend him some money, which she agreed to, _________ that he paid her back the following month.
A. on occasion
B. in case
C. under circumstances
D. on condition
4. Zhang Jun's teacher suggests that he take a (n) _________ language course to improve his English.
A. intermediate
B. middle
C. medium
D. average
5. It is reported that the _________ of the country, from hotels to transport, is old and decrepit.
A. industrialization
B. infrastructure
C. correspondence
D. commutation
6. _________conscious of her moral obligations as a citizen.
A. Marsha was and always will be
B. Marsha has to be and always will be
C. Marsha had been and will always be
D. Marsha has been and will always be
7. Potential subjects should be informed of the research and __________ an opportunity to decide if they want to participate.
A. gave
B. giving
C. give
D. 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
9. What would you say to the hotel 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.
10. Which of the following best represents 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 the door?
A. b-c-a-d
B. c-b-a-d
C. d-a-c-b
D. c-b-d-a
11. The first P in the PPP teaching model stands for __________, which aims to get learners to perceive the form and meaning of a structure.
A. practice
B. production
C. presentation
D. preparation
12. The main objective of mechanical practice is to help students learn by heart the__________of a language item.
A. meaning
B. function
C. context
D. form
13. The __________ method is more fitted to the explicit presentation of grammar when the basic structure is being identified.
A. inductive
B. contrastive
C. comparative
D. deductive
14. Which of the following can be regarded as a communicative language task?
A. Information-gap activity.
B. Dictation.
C. Sentence transformation.
D. Blank-filling.
15. If a teacher asks students to concentrate on such features as structure, coherence and cohesion of a text, he/she aims at developing students'__________.
A. strategic competence
B. cultural awareness
C. communicative competence
D. discourse awareness
16. English teachers often ask students to __________ a passage to get the gist of it.
A. skim
B. scan
C. predict
D. infer
17. The correct meaning of a lexical item in a given context is __________.
A. the one provided in a dictionary
B. the one which best fits the context
C. the central or core meaning of the item
D. the one which is assumed to be correct
18. In writing, students may not know how to put something into proper English and thus ask their teacher for help. Here the teacher is to play the role of a/an __________.
A. facilitator
B. assessor
C. controller
D. participant
19. A/An __________ language test, such as IELTS or TOEFL, is developed on the basis of a fixed standard.
A. individual-referenced
B. peer-referenced
C. norm-referenced
D. criterion-referenced
20. A systematic textbook evaluation 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 objectives of a language program
請閱讀Passage 1。完成第21-25小題。
Passage 1
For many people, there is a very well-established stereotype that the first-class American universities are simply the best. However, I am not quite convinced of that. When I look back at my academic formation in the USA and compare it to the academic formation some of my friends had at Brazil, I don' t feel like I am more prepared than my peers. Thus, I am currently facing a dilemma of whether to pursue my graduate studies in Brazil or in the USA.
The difference in our academic backgrounds, however, is the more liberal nature of American education. From my experience at Georgetown, and from what I know of American higher education, there are very few strict requirements imposed on students. Generally speaking, you are relatively free to take whichever classes you want, provided that they are under the scope of your major field of study.
To illustrate, I compared the master's degrees in economics from Duke and Fundacāo Getú lio Vargas(FGV), a Brazilian university. I chose to present a master's degree comparison here because the short two-year study period makes it simpler than comparing a four-year program.
Duke's program works like this: you pick a field of study and then have a required number of courses that you have to take in certain areas. Most of the requirements are not course-specific, but area-specific. With some fields of study, you can skip certain areas altogether. If you choose to get a master's degree in applied economics, for instance, you don't have to take any mathematics courses. In FGV, all economics students need to take the same core structure: Microeconomics 1 through 4, Macroeconomics 1 through 3, Econometrics, Statistics 1 and 2, and Math for Economics 1 and 2. From then on, you can specialize in .certain fields, and the elective structure seems to be the same as in Duke: you pick five electives from your main area of interest.
This seems to be the same kind of difference that I noticed comparing what I studied in Georgetown as an undergraduate to what some of my friends studied in their undergraduate careers in Brazil. Now, is this more liberal education good or bad? There are factors pulling it each way, and the ideal solution, in my view, is a reasonable middle ground. What I see happening in American universities, however, is a little too much liberalization. Too much liberty tends to encourage students to take the more "interesting" courses, and ignore those that are considered most "boring".The problem is that many of these"boring" courses are usually foundational courses, which give students the analytical tools they need in order to be truly competent in their fields of study.
In the end, I feel like American universities sometimes delegate too much responsibility to students in terms of choosing their academic careers. For me, this is troubling. Students in their twenties usually have very little experience in the field they are studying, and many times they don' t really know the tools they need to succeed in their area of interest. It is certainly the case in my situation. Fortunately, I research and discuss a lot before picking my classes, and was able to take advantage of my liberal American education to build both a strong foundation and take classes that interest me. But is this always the case? From my experience, I think not. What I see happening at Georgetown is that many students just pick the classes they find most interesting, without any real consideration of how it is going to support their overall academic formation. This result is a deficit in fundamentals.
21. Which of the following influences the writer's judgment of the universities in the passage?
A. The academic information provided by his friends in Brazil.
B. The information obtained from the university authorities.
C. Those commonly held beliefs concerning the ranking of universities.
D. The learning experience of himself in the USA and that of his friends in Brazil.
22. Why did the writer choose to compare the master's programs rather than the bachelor's programs?
A. It is easier to make such a comparison.
B. The master' s program may better illustrate the difference.
C. The master' s program is simpler than the bachelor' s program.
D. It is of less interest to the writer to compare the bachelor's programs.
23. Which of the following can be inferred as the writer's attitude towards the American higher education?
A. Biased.
B. Positive.
C. Critical.
D. Negative.
24. Which of the following is true about the writer's experience?
A. He has benefited from the American education.
B. He has been harmed by the American education.
C. He has not laid a solid foundation for his academic career.
D, He has selected courses that do not support his overall academic formation.
25. which of following words is closest in meaning to "deficit" in the last PARAGPAPH?
A. Deficiency.
B. Sufficiency.
C. Requirement.
D. Decline.
請閱讀Passage 2，完成第26—30小題。
Passage 2
One evening, while Marcos Ugarte was doing his homework and his father, Eduardo, prepared lesson plans, they heard someone yelling outside. Eduardo,47, and Marcos,15, stepped onto the porch of their home in Troutdale, Oregon, and saw a commotion four doors down, outside the home of their neighbors, the Ma family."I didn't think anything was wrong," Eduardo recalls."I told Marcos we should give them some privacy." He headed back inside, but Marcos's eye was caught by aglow from the Ma house.
"Dad, the house is on fire!" Marcos cried.
Clad only in shorts, 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 the front lawn yelling for help. when the Ugartes got there, they saw father Alex Ma stumbling down the stairs,coughing, his face black with soot.
"Is anyone else in the house?" Eduardo asked.
"My son!" Alex managed 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 find Cody, eight, who had locked himself in a bedroom.
As the fire raged across the hall, Eduardo banged on the bedroom door and tried to turn the doorknob. Cody didn' t respond. Eduardo made his way back downstairs.
Meanwhile, Marcos saw Yim and Suzanne pulling an aluminum ladder out of the garage.
"Cody was standing at the window, screaming for help," says Marcos."I knew I had to do something." He grabbed the ladder, positioned it near the window, and climbed toward the boy.
when Marcos reached the window, he pushed the screen into the room and coaxed Cody out.
"It' s OK," Marcos told him. "I' ve got you."
Holding Cody with one arm, Marcos descended the ladder.
When firefighters arrived, plumes of black smoke were billowing from the back of the house as flames engulfed the second floor. Emergency personnel took Cody to a nearby hospital, where he was treated for smoke inhalation and released. No one else was injured. The cause of the blaze is still under investigation.
"You just don' t see a teenager have that kind of composure," says Mark Maunder, Gresham Fire Department battalion chief.
The Ma family relocated. The day after the fire, Alex visited Marcos. "Thank you for saving my son," Alex said. "You are his hero forever."
26. What did Eduardo mean when he said to his son "... we should give them some privacy"?
A. He was indifferent to his neighbors:
B. He wanted his son to do his homework.
C. He would like to concentrate on his own work.
D. He thought that nothing unusual occurred in the neighborhood.
27. How many people are there in the Ma family?
A. Five.
B. Six.
C. Three.
D. Four.
28. Whom does the underlined word "he" in PARAGRAPH 5 refers to?
A. Alex.
B. Eduardo.
C. Marcos.
D. Nathan.
29. What does the underlined word "composure" in the last but one PARAGRAPH
mean?
A. Sympathy.
B. Bravery.
C. Calmness.
D. Warm-heartedness.
30. Which of the following is the best title for the passage?
A. Fire Upstairs in the Neighbor' s House
B. A Mysterious Fire That Causes No Death
C. Teen Braves Blaze to Help Neighbors in Need
D. Importance of Neighbor's Help in Times of Difficulty
二、簡答題(本大題1小題，20分)
根據(jù)題目要求完成下列任務，用中文作答。
31.簡述scanning的含義并舉一例說明其基本用途。寫出訓練該項技能時的三條注意事項，并用英語寫出兩句相關(guān)的教師指令語。
三、教學情境分析題(本大題1小題，30分)
根據(jù)題目要求完成下列任務，用中文作答。
32.下面是某教師在閱讀課教案中設計的教學目標。該單元的話題是Animals。
根據(jù)所給信息從下列三個方面作答：
(1)分析上述教學目標存在的三個問題;(9分)
(2)提出三條相應的建議;(9分)
(3)分別修改各項教學目標。(12分)
四、教學設計題(本大題1小題，40分)
根據(jù)提供的信息和語言素材設計教學方案。用英文作答。
33.設計任務：請閱讀下面學生信息和語言素材，設計一節(jié)英語聽說課的教學方案。
教案沒有固定格式，但須包含下列要點：
· teaching objectives
· teaching contents
· key and difficult points
· major steps and time allocation
· activities and justification
教學時間：45分鐘
學生概況：某城鎮(zhèn)普通中學七年級(初中一年級)學生，班級人數(shù)40人，多數(shù)學生已經(jīng)達到
《義務教育英語課程標準(2011年版)》二級水平，學生課堂參與積極性一般。
語言素材：
Interviewer: Scott has an interesting job. He works at a radio station. Scott, what time is your radio show?
Scott: From twelve o' clock at night to six o' clock in the morning.
Interviewer: What time do you usually get up?
Scott: At eight thirty at night. Then I eat breakfast at nine.
Interviewer: That' s a funny time for breakfast!
Scott: Yeah. After that, I usually exercise at about ten twenty.
Interviewer: When do you go to work?
Scott: At eleven o' clock, so I' m never late for work.
