手機用戶可掃描以下二維碼，下載233網(wǎng)校APP，進入教師資格考試題庫頁面，進行教師資格證考試模擬題、章節(jié)題、真題等練習！

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(高級中學)

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. Which of the following shows the proper pronunciation of "whose" in the sentence "In America, Li stayed in a family whose landlady could help him with his English"?

A./hus/

B./huz/

C./hu:s/

D. /hu:z/

2. In terms of the place of articulation, [t] [d] [s] [z] [n] are all __________.

A. palatal

B. alveolar

C. bilabial

D. dental

3. In Rome, tourists may easily get__________ because all the streets look the same.

A. disoriented

B. deluded

C. distracted

D. delineated

4. He immediately replied with an __________ "YES" to the request that he attend the public hearing.

A. effective

B. eloquent

C.emotional

D. emphatic

5. Perseverance, modesty and opportunity are the__________ factors for the girl's success in her career.

A. contributed

B. contributing

C. contributor

D. contribution

6. Through doing this, the teacher will be able to ascertain the extent to__________ the children understand what they are reading.

A. how

B. which

C. that

D. what

7. Before you leave the office, __________ all lights are out.

A. see which

B. seeing that

C. to see that

D. see to it that

8. __________she heard her grandfather was bom in Germany.

A. That was from her mum

B. It was her mum that

C. It was from her mum that

D. It was her mum whom

9. In ordinary conversations, participants are expected, first of all, to __________ , otherwise,communication would break down.

A. stand straight

B. coordinate

C. speak the truth

D. cooperate

10. The language used to describe the language itself is called __________.

A. paralanguage

B. special language

C. metalanguage

D. interlanguage

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 learners to absorb thoroughly 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. describe

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. norm-referenced

B. peer-referenced

C. individual-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 l，完成第21～25小題。

Passage 1

They came to the United States as children with little idea, if any, of what it meant to overstay a visa. They enrolled in public schools, learned English, earned high school diplomas. Like many of their classmates, they pondered college choices. But as undocumented immigrants in Maryland, they then had to confront the reality that they must pay two to three times what former high school classmates pay to attend the state's public colleges. It is a rule that, for many students of modest means, puts a college education out of reach, with one exception: Montgomery College.

That is why Josue Aguiluz,21, born in Honduras, and Ricardo Campos,23, born in El Salvador--and numerous others like them--landed at the community college. There, they study and wait for a verdict from Maryland voters on a Nov.6 ballot measure that may determine whether they can afford to advance to a four-year college.

"I know people in Maryland believe in education," Campos said the other day at the student center on the Rockville campus. "1 know they are going to vote for Question 4. I' m hanging on their vote."

Question 4 asks voters to affirm or strike down a law that the legislature passed last year,known as Maryland's version of the "Dream Act," which granted certain undocumented immigrants the ability to obtain in-state tuition at public colleges and universities. The subsidy comes with conditions. Among them: To take advantage, students must first go to a two-year community college.

The law was pushed to a referendum after opponents mounted a lightning petition drive that showed the depth of division over illegal immigration across the state and the nation. Critics say discounting tuition for students who lack permission to be in the country is an unjustified giveaway of what they believe will amount to tens of millions of tax dollars a year.

"When an undocumented student enters the system, it is a net loss of revenue," said Del.

Patrick L. McDonough."It is a simple mathematical argument. Put your emotion and your passion aside, and get out your calculator."

There is no count of the number of students statewide who would be eligible for benefits under the law. Estimates range from several hundred to a few thousand.

A Washington Post poll this month found that a solid majority of likely voters favored the law:59 percent support it, and 35 percent are opposed. If the law is affirmed, Maryland would join about a dozen other states with laws or policies providing in-state tuition benefits to undocumented immigrants. Texas became the first in 2001.

Experts say Maryland' s version is the only one that requires students to go through community college first. That means the state's 16 community colleges could become a pipeline for undocumented students in public higher education if the measure is approved.

Montgomery College is already a magnet for such students. It offers the same low tuition to any student who graduated within the past three years from a Montgomery County high school.

21. What reality did the undocumented immigrants in Maryland have to confront?

A. It is impossible for them to get college education.

B. They cannot afford to study in Montgomery College.

C. They must pay more tuition than their peers to get high school diplomas.

D. They must pay more tuition than their peers at the state' s public colleges.

22. What did Campos mean by saying "I' m hanging on their vote" in PARAGRAPH 3?

A. He meant that he was confident about the result of the vote.

B. He meant that the voters' decision was crucial to his future.

C. He meant that he had to attend a community college if the voters said NO.

D. He meant that he might have to leave the country if the voters said NO.

23. what does "them" in PARAGRAPH 4 refer to?

A. Students.

B. Conditions.

C. Undocumented immigrants.

D. Public colleges and universities.

24. which of the following words best describes the attitude of Maryland citizens towards discounting tuition for undocumented immigrants?

A. Critical.

B. Flexible.

C. Divided.

D. Supportive.

25. Which of the following is the best title for this passage?

A. Maryland' s Version of the "Dream Act"

B. Undocumented Students' Hope for "Dream"

C. Opportunities for Undocumented Immigrants in Maryland

D. Montgomery College--A Magnet for Undocumented Immigrants

請閱讀Passage 2，完成第26-30小題。

Passage 2

We had been wanting to expand our children's horizons by taking them to a place that was unlike anything we'd been exposed to during our travels in Europe and the United States. In thinking about what was possible from Geneva, where we are based, we decided on a trip to Istanbul.

We envisioned the trip as a prelude to more exotic ones, perhaps to New Delhi or Bangkok later this year, but thought our 11 -and 13-year-olds needed a first step away from manicured boulevards and pristine monuments.

What we didn't foresee was the reaction of friends, who warned that we were putting our children"in danger", referring vaguely, and most incorrectly, to disease, terrorism or just the unknown. To help us get acquainted with the peculiarities of Istanbul and to give our children a chance to choose what they were particularly interested in seeing, we bought an excellent guidebook and read it thoroughly before leaving.

Friendly wamings didn't change our planning, although we might have more prudently checked with the U.S. State Department's list of trouble spots. We didn't see a lot of children among the foreign visitors during our six-day stay in Istanbul, but we found the tourist areas quite safe, very interesting and varied enough even to suit our son, whose oft-repeated request is that we not see "every single" church and museum in a given city.

Vaccinations weren't needed for the city, but we were concerned about adapting to the water for a short stay. So we used bottled water for drinking and brushing our teeth, a precaution that may seem excessive, but we all stayed healthy. Taking the advice of a friend, we booked a hotel a 20-minute walk from most ofIstanbul' s major tourist sites. This not only got us some morning exercise,strolling over the Karakoy Bridge, but took us past a colorful assortment of fishermen, vendors and shoe shiners.

From a teenager and pre-teen's view, Istanbul street life is fascinating since almost everything can be bought outdoors. They were at a good age to spend time wandering the labyrinth of the Spice Bazaar, where shops display mounds of pungent herbs in sacks. Doing this with younger children would be harder simply because the streets are so packed with people ; it would be easy to get lost.

For our two, whose buying experience consisted of department stores and shopping mall boutiques, it was amazing to discover that you could bargain over price and perhaps end up with two of something for the price of one. They also learned to figure out the relative value of the Turkish lira, not a small matter with its many zeros.

Being exposed to Islam was an important part of our trip. Visiting the mosques, especially the enormous Blue Mosque, was our first glimpse into how this major religion is practiced. Our children's curiosity already had been piqued by the five daily calls to prayer over loudspeakers in every comer of the city, and the scarves covering the heads of many women. Navigating meals can be troublesome with children, but a kebab, bought on the street or in restaurants, was unfailingly popular. Since we had decided this trip was not for gourmets, kebabs spared us the agony of trying to find a restaurant each day that would suit the adults' desire to try something new amid children's insistence that the food be served immediately. Gradually, we branched out to try some other Turkish specialties.

Although our sons had studied Islam briefly, it is impossible to be prepared for every awkward question that might come up, such as during our visits to the Topkapi Sarayi, the Ottoman Sultans' palace. No guides were available so it was do-it-yourself, using our guidebook, which cheated us of a lot of interesting history and anecdotes that a professional guide could provide. Next time, we resolved to make such arrangements in advance.

On this trip, we wandered through the magnificent complex, with its imperial treasures, its courtyards and its harem. The last required a bit of explanation that we would have happily left to a learned third party.

26. Why did the couple choose Istanbul as their first holiday destination?

A. They were interested in the churches and museums there.

B. Istanbul' s street life is fascinating to their teenage boys.

C. This city could help broaden their vision with new experiences.

D. The city is not listed as a trouble spot by the U.S. State Department.

27. Why did their friends react so negatively to their plan about their trip?

A. They thought their lives might be endangered.

B. They thought their plan was not prudently made.

C. They believed that the tourist areas were peculiar.

D. They believed that the people in the tourist areas were eccentric.

28. Whom does "our two" in PARAGRAPH 7 refer to?

A. The couple.

B. The kids.

C. The bazaars.

D. The gourmets.

29. Which of the following places was NOT visited by the family?

A. Islamic complex.

B. Historical buildings.

C. Local-style markets.

D. Shopping mall boutiques.

30. Which of the following best indicates their impression of the tourist areas?

A. Terrible.

B. Vague.

C. Memorable.

D. Poor.

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.《普通高中英語課程標準(實驗)》對高中寫作技能目標提出了具體要求，寫出其中涉及的三種寫作體裁。并以記敘文為例，簡述教師應從哪四個方面指導學生進行英語記敘文寫作。

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.下面是某英語教師在閱讀課第一課時教案中設計的教學目標。

根據(jù)所給信息從下列三個方面作答：

(1)總體評價該教學目標的合理性(6分);

(2)分別評析上述三項目標(12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)英語閱讀課教學方案。

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 justifications

教學時間：45分鐘

學生概況：某城鎮(zhèn)普通中學高中一年級第二學期學生，班級人數(shù)40人：多數(shù)學生已經(jīng)達到《普通高中英語課程標準(實驗)》五級水平。學生課堂參與積極性一般。

語言素材：

The trick of eating healthily is remembering that no food in itself is good or bad; eating properly depends on eating the right variety of food in the right amount. Too much of even the most"healthy" food can lead to illness and disorders.

If you like a snack, avoid chocolate and crisps and head for fruit, filled rolls, soup and baked potatoes instead. Sugar-free breakfast cereals are also a good bet.