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1、教师资格初中英语学科知识与教学能力全真模拟卷1 单选题（江南博哥）Which of the following is focused on writing?A.Labelling pictures according to their contentsB.Sequencing the pictures according to the storyC.Matching the pictures with the headingsD.Commenting on the pictures正确答案：A 参考解析：根据图片内容为图片贴标签可以锻炼学生的观察能力、概括能力和书写能力。选项D中，评论图片需要
2、大量的语言输出，但是锻炼的是学生说的能力。2 单选题 “Fall”and“autumn”are_synonymsA.dialectalB.stylisticC.evaluatively differentD.semantically different正确答案：A 参考解析：“fall”和“autumn”都表示“秋天”，前者是美国用法，后者是英国用法，两者之间是地域的差别。A项意为方言，B项意为文体，C项评价不同，D项语义不同。3 单选题 Which teaching method combines form-focused teaching with communication-focuse
3、d teaching?A.PPPB.TBLTC.CLTD.TPR正确答案：B 参考解析：考查英语教学法。题干问的是哪一种教学方法既重视语言形式练习又强调语言交际运用。PPP模式将教学过程分为呈现(Presentation)、操练(Practice)和产出(Producfion)三个阶段，它是传统的教学模式，缺乏真正的交际性。TBLT(Task-Based Language Teaching)即任务型语言教学，强调“在做中学”，既重视语言形式练习又强调语言交际运用，是现代比较常用的一种教学法。CLT(Communicative Language Teaching)即交际型语言教学，注重语言知识的
4、交流而忽视语言知识的形式练习。TPR(Total Physical Response)即全身反应法，倡导把语言和行为联系在一起，侧重于小学生阶段的语言形式练习。根据上述分析本题答案为B。4 单选题 Which of the following statements about Audio-lingual Method is wrong?A.The method involves making a comparison between foreign language and mother language.B.The method involves correcting the mistake
5、s timely.C.Mother tongue is accepted in the classroom as the target language.D.Emphasis is laid upon using oral language in the classroom; some reading and writing mightbe done as homework.正确答案：C 参考解析：考查听说法的特点。在听说教学法中，通过外语与母语的对比分析，确定教学难点，安排教学顺序；及时纠正错误，培养正确的语言习惯；限制母语和翻译的使用；入门以后先从听说导入，然后教读写，以培养口语能力为首要
6、目的。C项说法错误，故选C。5 单选题 English classroom activities for elementary and middle schools can be divided into four types: start-up, language learning,_ and summary.A.language performanceB.language accumulatingC.language acquisitionD.language memorizing正确答案：A 参考解析：考查课堂教学活动。中小学英语课堂教学活动大致分为教学启动、语言学习、语言运用实践、总结
7、与结束四个阶段。故选A。6 单选题 _ he tried to cover the truth, it came out at lastA.No matter whatB.WhateverC.No matter howD.However hard正确答案：D 参考解析：考查让步状语从句。句意为“不管他怎么努力掩盖事实，最终还是真相大白”。从句中不缺主语，也不缺宾语，所以不用whatever或no matter what引导从句，however及no matter how引导让步状语从句时，从句要倒装，故选D。7 单选题 When selecting listening materials，a
8、text spoken at_is preferredA.normal speedB.slower than normal speedC.slow speedD.fast speed正确答案：A 参考解析：挑选听力材料时，听力速度应和人们正常交流时的速度一致。8 单选题 The stress of the following words are all on the first syllable except _.A.goldenB.designC.risingD.pattern正确答案：B 参考解析：考查单词重音。双音节单词的重音多数在第一个音节上，但是以be-，com-，con-，de-，
9、dis-，em-，en-，mis-，pre-开头的双音节单词，重音通常在第二个音节上。故本题答案为B。9 单选题 The activity of“describing and drawing”for vocabulary consolidation is often done_A.outside the classroomB.without doing anythingC.individuallyD.in pairs正确答案：D 参考解析：巩固词汇环节的“描述与画画”活动一般以结对的形式举行，一个学生描述，另一个学生画画。10 单选题 But not all pretended deeds h
10、ave to fall short of their normal function in order to_their communication purpose.A.serveB.succeedC.completeD.accomplish正确答案：D 参考解析：考查动词辨析。句意为“但是为了实现他们的交际目的，并不是所有的假装行为都达不到他们的正常功能”。serve“提供”，succeed“成功”，complete“完成”，accomplish“实现”。D项最符合语境。11 单选题 The author and photographer _coming to our university
11、to give a lecture next Friday.A.wasB.isC.wereD.are正确答案：B 参考解析：考查主谓一致和时态。当and连接的两个并列主语在意义上指同一人、同一物、同一事或者同一概念时，应看作单数，谓语动词用单数。The author and photographer指一个人，即作家兼摄影师，排除C、D两项。根据时间状语next Friday可排除A。因此答案为B，用现在进行时表示将来。12 单选题 When a teacher intends to present or explain a new language point, which of the fo
12、llowing grouping methods is mostly recommended?A.Whole class work.B.Group work.C.Pair work.D.Individual work.正确答案：A 参考解析：考查课堂分组方法。在课堂中可将课堂活动分组方式分为全班活动、小组活动、双人活动和个人活动。而在呈现或讲解新知识时，全班共同参与是最提倡的。故选A。13 单选题 On no account_to anyone who works in the companyA.my name must be mentionedB.my name must mentionC.
13、must my name be mentionedD.must my name mention正确答案：C 参考解析：考查倒装。状语on no account中含有否定词，故要用部分倒装。14 单选题 His experience abroad provides a wider _on the problem.A.privilegeB.perspectiveC.participationD.priority正确答案：B 参考解析：考查近形词辨析。本句意思为“他在海外的经历使他在看待问题上有了更开阔的视角”。privilege“特权，优待”，perspective“观点，视角，远景”，parti
14、cipation“参与，分享，参股”，priority“优先，优先权”。故选B。15 单选题 Which of the following has the least effect on the effectiveness of questions in classes?A.students language proficiencyB.the number of studentsC.wait-time allowed after a questionD.feedback given to students after they answer the questions正确答案：B 参考解析：考
15、查提问策略。影响有效提问的因素包括：学生现有的语言水平、学生对于不同问题的喜好、教师给予学生回答问题的等待时间、教师对于学生回答问题后的反馈及问题的梯度等。故选B。16 单选题 Which of the following statements about task-based language teaching is NOT true?A.Students should be given tasks to perform or problems to solve in the classroom.B.Students are task-driven.C.Task-based language
16、 teaching is student-centered.D.Task-based language teaching follows the PPP model.正确答案：D 参考解析：考查任务型教学法。任务型教学法是指让学习者在教师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。任务型语言教学以学生为主体，基于任务，学生通过参与和完成一系列的任务来习得语言知识和培养语言运用能力。任务型教学一般采用PWP教学模式，分为任务前、任务中和任务后三个阶段。故选D。17 单选题 Compound words consist of _ morphemesA.boundB.f
17、reeC.both bound and freeD.derivational正确答案：B 参考解析：复合句包含自由词素。考查形态学。复合词又称多语素词，其构成成分都是自由语素，因此正确答案为B。18 单选题 There are some speaking activities. Which of the following mainly focuses on the form and accuracy?A.Controlled activities.B.Semi-controlled activities.C.Communicative activities.D.Problem-solving
18、 activities.正确答案：A 参考解析：考查口语活动。口语活动有多种方式，其中控制性活动主要重视形式与准确性。19 单选题 The core of systematic textbook evaluation is to examine how well a given textbook matches the needs of_and how effectively and efficiently it can realize the objectives of the programA.a language programB.a readerC.teachersD.schools正
19、确答案：A 参考解析：系统评估教材的核心是考查教材是否符合该语言教学改革项目的需求以及能否高效实现该项目的目标。20 单选题 Which of the following cannot be used as a way to show the stress pattern of words,phrases, and sentences?A.Facial expressionsB.GesturesC.VoicesD.The blackboard正确答案：A 参考解析：考查语音教学。重读练习中最重要的事情是让学生知道相关词或短语或句子在哪里重读，老师可以通过拍手或挥动胳膊等手势、提高嗓音或在黑板上
20、用不同大小的字或不同颜色的粉笔标出等方式来让学生意识到重读的地方。四个选项中只有A项不合适。21 单选题 There is only one palatal consonant in English；it is_A.wB.C.jD.h正确答案：C 参考解析：英语中唯一的硬腭音是j。22 单选题 Which of the following is a Suprasegmental feature?A.deletionB.voicedC.stressD.stop正确答案：C 参考解析：考查超音段特征。超音段特征是指大于一个音位的语音单位所表现出来的音强、音长、音高等语音特征，主要包括音节(syll
21、able)、重音(stress)、语调(intonation)及声调(tone)。故选C。23 单选题 According to the manner of the articulation,/l/is considered to be the only _in EnglishA.stopB.fricativeC.approximantD.lateral正确答案：D 参考解析：考查辅音的发音。根据发音方式，辅音可划分为塞音(stop)、鼻音、擦音(fricative)、近音(approximant)、边音(lateral)和塞擦音(affricate)等，l是唯一的边音。24 单选题 I ha
22、ve kept the portrait_I can see it every day as it always reminds me of my university days.A.whichB.whereC.whetherD.when正确答案：B 参考解析：考查地点状语从句。这是where引导的地点状语从句，语法上就相当于I have kept theportrait in+地点。句意为“我一直把肖像放在每天都能看见的地方，因为它总让我想起我的大学时光”。25 单选题 Which of the following shows the proper pronunciation of the
23、word should in the sentenceWhat should we do?A.B.C.D.正确答案：C 参考解析：26 单选题 If it _for his bad cold, Rick would have enjoyed more on his birthday partyA.is notB.were notC.has not beenD.had not been正确答案：D 参考解析：考查虚拟语气。根据句子后半句中would have enjoyed结构可知是与过去事实相反，条件从句谓语结构为“had+过去分词”。句意为“如果Rick不是因为重感冒的话，他将会在他的生日聚
24、会上玩得更好”。故选D。27 单选题 The results of the study indicated that it was the type of fat_made the differenceA.thatB.whatC.whoD.as正确答案：A 参考解析：考查强调句型。题干中的that引导的从句作indicated的宾语，该从句是个强调句，被强调的部分是从句的主语the type of fat，所以选A。句意：研究结果表明就是这种脂肪产生了影响。28 单选题 According to the Cognitive theory，a language learner acquires
25、language_which enables him to produce languageA.structuresB.habitsC.skillsD.competence正确答案：D 参考解析：认知语言学认为语言学习者只有具有语言能力才能产生语言。29 单选题 When _is produced, complete closure of the articulators is involved so that the air stream cannot escape through the mouthA.fricativeB.stopC.affricateD.lateral正确答案：B 参考
26、解析：考查辅音的发音方法。stop“塞音”：发音时发音器官闭合，完全堵塞气流通道，解除时障碍突然放开，气流骤然冲出，就产生塞音。如p，t，k，b，d，g都是塞音。fricative“擦音”，affricate“塞擦音”，lateral“边音”。故选B。30 单选题 As modem linguistics aims to describe and analyze the language people actually use，and not to lay down rules for“correct”linguistic behavior，it is said to be_A.prescri
27、ptiveB.sociolinguisticC.descriptiveD.psycholinguistic正确答案：C 参考解析：描写语言学主要记录语言的实际使用情况。31 简答题根据题目要求完成下列任务，用中文作答。新课标提倡教师采用任务型教学模式(TBLT model)。请简述“任务”与“练习”的本质区别，并说明任务型教学法的优缺点。 参考解析：(1)任务型教学以任务为组织单位，课堂教学由一系列的“任务”构成。任务与传统的“练习”有本质的区别： 任务具有目的性。 这里的“目的”具有两重性，一是任务本身所包含的非教学目的，二是任务设计者所期望任务参与者达到的教学目的。而练习通常只具有教学目的
28、，只注重语言形式的准确。 任务具有交际性或互动性。 任务通常是集体性和合作性活动，任务的履行通常以交际或互动的方式进行这种互动可以是学生与学生之间、学生与教师之间、学生与输入材料之间的双边或多边互动。而练习大多是单向的活动。 任务具有开放性。 也就是说，任务的履行并非有一套预定的模式或途径，或者会达到统一的结果，完成任务的途径，包括应用的语言是可选择的、不固定的、非限制性的。 任务通常会产生非语言性结果。 练习总是产生语言性结果，如用短语造句、用介词填空等。 (2)优点： 在任务型教学活动中，在教师的启发下，每个学生都有独立思考、积极参与的机会，易于保持学习的积极性。养成良好的学习习惯。 在活
29、动中学习知识，培养人际交往、思考、决策和应变能力，有利于学生的全面发展。 活动内容涉及面广，信息量大，有助于拓宽学生的知识面。 在任务型教学中有大量的小组或双人活动，每个人都有自己的任务要完成。可以更好地面向全体学生进行教学。 促进学生积极参与语言交流活动，启发学生的想象力和创造性思维，有利于发挥学生的主体性作用。 在完成任务的过程中，将语言知识和语言技能结合起来，有助于培养学生综合的语言运用能力。 完成多种多样的任务活动，有助于激发学生的学习兴趣。 缺点：在同一功能项目的教学中容易同时出现不同难易的语言结构往往给学生带来困难；不强调随时纠正错误。恐不利于培养学生使用语言的精确性。32 简答题
30、JEFC Book 3 Lesson 68 Who is the robber?曾经听过两节课，期间两位老师都谈到一个话题“Robber”。请分析你对两位老师的看法。 片段一：老师甲组织学生表演自己创作的警察抓强盗的表演。学生都自告奋勇地希望扮演警察，没有学生想扮演强盗。于是，老师就指定其中一位学生，同时说：“I think you are the right personYou look like a robber”全班同学哄堂大笑。这位学生很难为情，但是还是勉强上台表演。 片段二：老师乙组织学生表演自己创作的警察抓强盗的表演。有一位长得比较高大，比较武相的学生自告奋勇站起来，想扮演强盗。同
31、学们都笑起来。于是发生以下对话。Teacher：Good!I think youre really brave同时又对其他学生说：You should learn from himLets give him our applause当时全班同学都向这位学生投去了敬佩和羡慕的眼光。 参考解析：老师甲和老师乙所设计的这个活动是相当好的，贴近现实生活。老师甲和老师乙在处理扮演“强盗”这个角色时的态度有明显不同，收到的教学效果也不同。 老师甲指定一位学生扮演强盗这个角色，并说“You look like a robber”全班同学哄堂大笑，该教师也未做任何处理。显然，该教师事先没有对“强盗”这个角色的
32、含义做深入的思考，也没有考虑学生的自尊心理。尽管该学生勉强完成了任务，但是可能会影响他在其他学生心目中的形象，对他以后的英语学习产生负面影响。 老师乙在遇到相同的问题后，很好地使用了课堂教学中评价机制，首先对扮演“强盗”的学生进行了鼓励，这样一方面可以增强该学生的自信心，帮助该学生在其他学生心目中树立良好形象，另一方面其他学生也得到了德育培养。下一次肯定会有更多的学生积极参与到这种活动中来。33 简答题根据提供的信息和语言素材设计教学方案，用英文作答。 设计任务：请阅读下面学生信息和语言素材设计20分钟的英语写作教学方案。 该方案没有固定格式，但须包含下列要点： teaching object
33、ives teaching contents key and difficult points major steps and time allocation activities and justifications 教学时间：20分钟 学生概况：某城镇普通中学初中二年级(八年级)学生，班级人数40人，多数学生已经达到义务教育英语课程标准(2011年版)三级水平。学生课堂参与积极性一般。 语言素材： 3a Read the three notes. Match each note with the correct situation. _ Thank-you note for a girl.
34、 _Thank-you note for a party. _ Thank-you note for help. Note 1 Dear Kim, Sometimes it isnt easy being the new kid at school, but I had a wonderful time on Saturday night. Thank you so much for inviting me. I didnt know some of the girls, but they were all really friendly to me. And the video you sh
35、owed was really funny. I feel like part of the group now. Maria Note 2 Dear Ton, Thanks for showing me the school last week. I was having a hard time finding it until you came along. And I enjoyed meeting Carlos. Hes really good at math, isnt he? He said hed help me with my math project. Friends lik
36、e you make it a lot easier to get along in a new place. Bill Note 3 Dear Aleen, Thanks for the tickets for next week s game. I m sorry you and your father cant go, but Im really happy to have the tickets. I m going to ask my cousin, Tommy, to go with me. I ll think of you as we watch the Black Socks
37、 win the game. (I hope!) John 3b Fill in the blanks in this thank-you note. Dear Sarah, _ for inviting me to your house on Friday. I really _ meeting your family. And your baby sister is really _. I had a _ time. Im _ . I had to leave early, but I had a family dinner. My grandfather was having his 9
38、0th birthday party! Yours sincerely, Maria 参考解析：Teaching Contents:The material is about writing a thank-you note. Teaching Objectives: (1) Knowledge objective Students can be more familiar with the topic of thanks and know how to express their thanks to others. (2) Ability objective Students can wri
39、te a thank-you note logically and use it to express their thanks. O) Emotional objective Students can have the awareness of expressing their thanks after others help. Teaching Key and Difficult Points: Students can master the methods and procedures of writing a thank-you note. Major Steps: Step 1 Pr
40、e.writing (7 minutes) At this step the teacher will ask students to do three activities. Activity 1: Sample reading Students will be asked to read 3a, and match each note with the correct situation by themselves. Activity 2: Discussion Students will be divided into 8 groups and have a discussion abo
41、ut What else condition can you think out towrite a thank-you note? Then the teacher will make a summary on the useful ideas of writing a thank-you note. Activity 3: Outlining Students will be asked to read 3b, and illustrate the formation of letter. Then the teacher will make a summary on the compon
42、ents of a thank-you note. (Justification: The sample reading can help students have a basic understanding of the contents of a thank-younote. Through discussion, students thoughts can be inspired by each others sparkling points. The outlining can helpstudents illustrate the main organizing structure
43、 and the most important points of the essay and make a preparation forthe drafting.) Step 2 While-writing (8 minutes) (1) Drafting The teacher will set a situation that you could write a letter to your friend or your parent to express your thanksfor his or her help according to the formation and the
44、 notes and give students enough time to write the first draft. (2) Peer editing After the drafting, the teacher will ask students to check their notes with their deskmates. They should read thepassage and check the ideas or the logical development. Also, they should check carefully the grammar, spel
45、ling andpunctuation of their writings. (Justification: Setting a situation close to students life can stimulate their interest. Peer editing can provide anopportunity for students to share their writings and help them learn from each other.) Step 3 Post-writing (5 minutes) (1) Revising The teacher g
46、uides students to make necessary improvements in both organization and contents based on theirediting, e.g. adding new points or deleting irrelevant facts, and correcting errors in spelling, punctuation, grammar orchoice of words. (2) Sharing the writings The teacher will share two notes of the students and give some evaluations of the advantages and disadvantages. Then the teache