教师资《中学英语学科知识与教学能力》试题及答案_

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、多选或未选均无分。

1.__________is the proper pronunciation of the segment \"what's this\" inconnected speech?

2. What rhetorical device is used in the sentence Before him there are stillthree weary miles ?A. Pun. B. Simile.C. Metaphor.

D. Transferred epithet.

3. When his uncle returned from Hong Kong, the boy asked__________whatpresent he would get.A. curiously B. fluentlyC. properlyD. consciously

4. Our research has focused on a drug which is so __________as to be ableto change brain chemistry.A. powerfulB. influentialC. monstrousD. vigorous

5. There is a__________of impatience in the tone of his voice.A. dotB. hintC. notionD. phrase

6. \"The key to__________the medical problems is health care reform,\" saidthe minister.A. solve B. solving

C. being solvedD. be solved

7. --You didn't attend the party last night?

--No, I__________, for the party was put off for some reason.A. couldn't have B. needn't haveC. didn't need toD. don't have to

8. Even when__________to such tough living conditions, the children wouldnever have any complaint.A. exposing B. exposedC. expose D. to expose

9. Which of the following refers to the study of meaning in abstraction?A. PhoneticsB. PragmaticsC. Semantics D. Sociolinguistics

10. A vowel is different from a consonant in English because ofA. absence of obstruction B. presence of obstructionC. manner of articulation D. place of articulation

11. In a pre-listening activity, students need to learn to cope with someambiguity in listening and realize that they can still learn even when they donot understand every single word. The aim of this activity is to develop theskill of

A. listening for specific informationB. listening for gist

C. listening for structureD. listening for vocabulary

12. In which stage of the Presentation-Practice-Production approach willstudents have the chance to use the new language freely and incorporate itinto their existing language?A. Presentation stage

B. Practice stageC. Production stage

D. Practice stage and Production stage

13. Which of the following goes against efficient classroom management?A. The teacher plays the main role.

B. The teacher provides clear instructions.

C. There is discipline as well as harmony in the class.D. The students' errors are treated properly.

14. Which of the following statements is NOT a way of presenting newvocabulary?A. Defining.

B. Using real objects.

C. Writing a passage by using new words.D. Giving explanations.

15. When teachers teach pronunciation to students, which suggestion isunuseful? A. Use hands and arms to conduct choral pronunciation practice.B. Move around the classroom when doing choral practice.C. Try to use visual aids.D. Rely on explanations.

16. Which of the following is NOT true about the assessment in languageteaching?

A. Testing does not equate with assessment.

B. Summative assessment focuses on the process of learning.

C. The students themselves should be given the chance to evaluate theirown performance.

D. Assessment means to discover what the learners know and can do atcertain stage of the learning process.

17. What can cloze help to train in terms of writing?A. Unity of texts.B. Indention of texts.C. Compilation of texts.

D. Use of cohesive devices.

18. What is the teacher doing in terms of error correction?T: Does any of you have a pet at home?S: I have dog at home.

T: Oh, I see you have a dog at home. Is your dog big or small?

A. Helping self-correction.B. Issuing indirect correction.C. Tolerating correction.D. Peer correction.

19. What reading strategy does \"picking out some particular pieces ofinformation in a text\"reflect?A. skimmingB. inferring C. scanning D. skipping

20. In which of the following situations is the teacher playing the role ofobserver?

A. Giving feedback and dealing with errors.

B. Organizing students to do activities by giving instructions.

C. Walking around to see how each student performs in group work.D. Offering help to those who need it both in ideas and language.请阅读Passage 1，完成第21～25小题。Passage 1

Polyester (聚酯) is now being used for bottles. ICI, the chemicals andplastics company,believes that it is now beginning to break the grip of glasson the bottle business and thus take advantage of this huge market.

All the plastics manufacturers have been experiencing hard times as theirtraditional products have been doing badly world-wide for the last fewyears. Between 1982 and 1984 the Plastics Division of ICI had lost a hundredand twenty million dollars, and they felt that the most hopeful new marketwas in packaging, bottles and cans.

Since 1982 it has opened three new factories producing \"Melinar\material frown which high quality polyester bottles are made.

The polyester bottle was born in the 1970s, when soft drinks companies likeCoca Cola started selling their drinks in giant two-liter containers. Because ofthe build-up of the pressure of gas in these large containers, glass wasunsuitable. Nor was PVC, the plastic which had been used for bottles sincethe 1960s, suitable for drinks with gas in them. A new plastic had to bemade.

Glass is still cheaper for the smaller bottles and will continue to be so, unlessoil and plastic become much cheaper, but plastic does well for the larger

sizes.

Polyester bottles are virtually unbreakable. The manufacturers claim theyare also lighter, less noisy when being handled, and can be reused.Shopkeepers and other business people are unlikely to object to a changefrom glass to polyester, since these bottles mean few breakages, which arecostly and time-consuming. The public, though, have been more difficult topersuade. ICI's commercial department is developing different bottles withinteresting shapes, to try and make

them visually more attractive to the public.

The next step could be to develop a plastic which could replace tins forfood. The problem here is the high temperatures necessary for cooking thefood in the container.

21. Why is ICI's Plastics Division interested in polyester for bottles? A. The other things they make are not selling well.

B. Glass manufacturers cannot make enough new bottles. C. They have factories which could be adapted to make it. D. The price of oil keeps changing.

22. Plastics of various kinds have been used for making bottles__________. A. since 1982

B. since the 1970s but only for large bottles

C. since the 1960s but not for liquids with gas in them D. since companies like Coca Cola first tried them

23. Manufacturers think polyester bottles are better than glass bottlesbecause they__________. A. are cheaper

B. are more suited to small sizes C, are more exciting to look at D. do not break easily

24. Why aren't all bottles now made of polyester?A. The price of oil and plastic has risen.

B. It is not suitable for containing gassy drinks.C. The public like traditional glass bottles.D. Shop-keepers dislike reusable bottles.

25. Plastic containers for holding food in the same way as cans__________.A. have been used for many years

B. are an idea that interests the plastics companies

C. are possible, but only for hot food

D. are the first things being made in the new factories请阅读Passage 2，完成第26～30小题。Passage 2

Anne Whitney, a sophomore at Colorado State University, first had aproblem taking tests when she began college.\"I was always well preparedfor my tests. Sometimes I studied for weeks before a test. Yet I would go into take the test, only to find I could not answer the questions correctly. Iwould blank out because of nervousness and fear. I couldn't think of theanswer. My low grades on the tests did not show what I knew to theteacher.\" Another student in biology had similar experiences. He said, \"Myfirst chemistry test was very difficult. Then, on the second test,

I sat down to take it, and I was so nervous that I was shaking. My handswere moving up and down so quickly that it was hard to hold my pencil. Iknew the material and I knew the answers. Yet I couldn't even write themdown! \"

These two young students were experiencing something called test anxiety.Because a student worries and is uneasy about a test, his or her mind doesnot work as well as it usually does. The student cannot write or think clearlybecause of the extreme tension and nervousness. Although poor grades areoften a result of poor study habits, sometimes test anxiety causes the lowgrades.

Recently, test anxiety has been recognized as a real problem, not just anexcuse or a false explanation of lazy students.

Special university advising courses try to help students. In these courses,advisors try to help students by teaching them how to manage test anxiety.At some universities, students take tests to measure their anxiety. If thetests show their anxiety is high, the students can take short courses to helpthem deal with their tensions. These courses teach students how to relaxtheir bodies. Students are trained to become calm in very tense situations.By controlling their nervousness, they can let their minds work at ease.Learned information then comes out without difficulty on a test.

An expert at the University of California explains: \"With almost all students,relaxation and less stress are felt after taking our program. Most of themexperience better control during their tests. Almost all have someimprovement. With some, the improvement is very great.\"

26. To \"blank out\" is probably__________. A. to be like a blanket

B. to be sure of an answer C. to be unable to think clearly

D. to show knowledge to the teacher

27. Poor grades are usually the result of__________.A. poor sleeping habitB. laziness

C. lack of sleep

D. inability to form good study habits

28. Test anxiety has been recognized as__________.A. an excuse for laziness

B. the result of poor study habitsC. a real problem

D. something that cannot be changed

29. To deal with this problem, students say they want to__________. A. take a short course on anxiety B. read about anxiety

C. be able to manage or understand their anxiety D. take tests to prove they are not anxious

30. A University of California advisor said__________.

A. all students could overcome the anxiety after taking a special test anxietyprogram

B. almost all students felt less stress after taking a University of Californiaadvising course

C. students found it difficult to improve even though they had taken aspecial test anxiety course

D. students found it easy to relax as soon as they entered a University ofCalifornia advising course

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。

31．一位教师在英语教学过程中，按照听、说、读、写顺序指导学生学习英语，强调模拟、重复、记忆和句型练习，极力避免学生出现语言错误。请问该教师采用了什么教学法?该教学法有哪些优缺点?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．下面是两位教师的课堂教学片段：Unit 1学习的是比较级，其中有三个单词：fat(ter)，strong(er)，heavy(heavier)

片段一：老师甲在讲到fat这个词时，让学生来造句，有很多学生站起来，说了这样一句：

Student：Li Ming is fatter than hie．Teacher：Why?

Student：He’s heavier than me．

全班同学哄堂大笑，这位学生很难为情，但老师下面的一句话马上将气氛缓和了过来：

Teacher：But I don’t think he’．S too fatHe’S stron9．

片段二：老师乙在教完这一课的内容后，组织学生寻找合作对象自编对话，一名学生站了起来想找一位较胖的学生来担任“比较对象”。有一位长得胖乎乎的学生自告奋勇站起来，于是发生这样一段对话：Student l：Who is fatter than me?

Student 2：I am．I am fatter than him．

Teacher：Good!I think you are fatter．You are the right person!当时全班同学哄堂大笑，这位学生一脸的尴尬，一个劲地挠脑袋。请根据所给材料回答下列3个问题。(1)请比较两个教师做法的不同。(6分)(2)请评析上述教学片段。(12分)

(3)试述如何培养学生积极的学习态度。(12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，设计一节英语听说课的教学方案。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。

语言素材：

Girl 1: Welcome to the English club. Today we're going to talk about the bestways to learn English. Who has an idea?

Boy 1 : Do you learn English by watching English videos? Girl 2: No. It's too hard to understand the voices.

Boy 1 : What about keeping a diary in English?Do you learn English thatway?

Girl 2: Yes. It helps to learn English every day. Girl 3: Have you ever studied with a group? Girl 2: Yes, I have!I've learned a lot that way.

Girl 1 : Do you ever practice conversations with friends?Girl 2: Oh, yes. It improves my speaking skills.

Boy 1 : What about reading aloud to practise pronunciation?Girl 3: I do that sometimes. I think it helps.

Boy 2: I do too. And I always look up new words in a dictionary.Girl 3: That's a great idea!一、单项选择题

1．【答案】B。解析：考查音系学中的发音规则。[z]因受前音[t]的影响，变成自己相对的清音[s]。

2．【答案】D。解析：考查英语修辞。Before him there are still threeweary miles运用了转移修饰语的修辞手法，句意为“在他前面仍有令人厌倦的三公里路程”。

3．【答案】A。解析：考查副词辨析。后半句要表达的意思是“这个男孩一——问他叔叔他能得到什么礼物”。curiously好奇地“”，fluently流“利地，流畅地”，properly“适当地，恰当地”，consciously有意识地“”。根据语境，可以得知这个男孩应是好奇地问能得到什么礼物。故选A。4．【答案】A。解析：考查形容词辨析。句意为“我们的研究集中在一种——能够改变大脑化学的药物上”。powerful“强有力的”，inflHelltial有影响的，有势力的“”，monstrous“巨大的”，vigorous精力旺“盛的，强健有力的”。这四个形容词中。只有powerful(有效力的)可与表示药物的名词搭配。故选A。

5．【答案】B。解析：考查名词辨析。dot意为“点”，hint意为“暗示，细微的迹象”，notion意为“概念，看法”，phrase意为“短语，词组”。根据句意“他的声音里有不耐烦的意味”可知，B项符合。6．【答案】B。解析：考查同定用法及动词语态。the key to doing sth．表示“做某事的关键”，句中to是介词，后面加动词的ing形式。句意

为“说：‘解决医疗问题的关键是医疗改革”’。句子表达的“解决医疗问题”，是主动意义，故选B。

7．【答案】C。解析：考查情态动词。根据后半句的回答可知，聚会因为一些原因而被推迟，所以此人应该没有必要去参加昨晚的聚会。couldn’havet 表示“过去不可能做过”，是一种否定推测，needn’havet 表示“没必要去做，但是实际上已经做过了”，don’t have to表示“没必要，可以不”，但用于一般在时的复数或对本人的叙述，didn’t have to则用于过去时中(此时不分单复数)；didn’need t to表示“主语在过去不必要去做某件事”。根据语境可知C项最符合。

8．【答案】B。解析：考查状语从句中的省略。该句实际上是状语从句Even when(the children are)exposed to such tough living conditions．…的省略说法．故应用过去分词表示被动。句意为“甚至当孩子们被处在如此艰难的生活状况中时，他们也不会有任何的抱怨”。故选B。9．【答案】C。解析：考查语言学基础知识。Phonetics语音学“”，主要关注语音的产生、传播和接受的过程；Pragmatics“语用学”，研究话语在使用中的语境意义；Semantics“语义学”，研究自然语言的意义；Sociolinguistics社会语言学“”．研究社会的各层面对语言运用的影响。故选C。

10．【答案】A。解析：考查语音学知识。元音和辅音的区别是呼出的气流通过口腔时是否受阻碍，故选A。

11．【答案】B。解析：考查听力教学。在听前活动中，学生需要学会应对听力过程中模糊不清的内容，并且需要意识到当他们不能完全理解每一个单词的时候仍然可以学习。这属于培养了学生听主旨的能力，A为听细节，B为听主旨，C为听结构，D为听词汇。故选B。12．【答案】C。解析：考查3P教学法。“3P教学法”也称“三位一体教学法”，是在交际语言教学模式影响下的产物。它把语言教学分成三个阶

段：呈现(presentation)、操练(practice)、production(产出)。在新知呈现过程中，教师把要学习的新的语言知识介绍给学生，激发学生的求知欲。在语言操练阶段，教师要鼓励学生尽可能用刚刚学习的新知识进行练习。在语言产出阶段，学生被要求创造性地运用所学知识，做到灵活自由地运用语言，实现正确并流利地进行交际的目标。

13．【答案】A。解析：考查课堂管理。在课堂管理与教学中，应以学生为主体。

14．【答案】C。解析：考查词汇教学。呈现新词汇的方法可以是下定义、实物展示、解释等。四个选项中只有C项不合适。

15．【答案】D。解析：考查语音教学。当教师在教学生发音的时候，

不可以依赖于解释。

16．【答案】B。解析：考查教学评价。形成性评价(formativeassessment)关注学习的过程，而不是终结性评价(summatlveassessment)。

17．【答案】D。解析：考查写作教学。在写作方面，完形填空能帮助学生掌握cohesive device衔接手段“”的使用。

18．【答案】B。解析：考查纠错方法。这个例子中，教师并没有直接说出“You are wrong．”，而是间接纠正了学生的语法错误，以保护学生的自尊心和学习英语的积极性。

19．【答案】C。解析：考查阅读策略。“picking oat some particularpieces ofinformation in a text就是对C”选项的解释和阐述，指“寻读”，为正确选项。A项指“略读”，B项指“推断”，D项指“跳读”，均不符合题意。

20．【答案】C。解析：考查教师角色。只有C项“走动并观察每位学生在小组活动中的表现情况”正确体现了教师的观察者角色。Passage l

21．【答案】A。解析：根据第二段“Between l982 and l984 the PlasticsDivision of ICI had lost a hundred and twenty million dollars，and they feltthat the most hopeful new market was in packagin9，botdes and cans．”以及第三段“Since l982 it has opened three new factoriesproducing“Metinar，the raw material from which high quality”

polyester bottles are made．”可知，“ICl’S Plastics Division在1982到1984”年的产品销量不好，他们觉得包装业有市场潜力，并开始制造聚酯瓶子，故选A。

22．【答案】C。解析：根据第四段“Nor was PVC，the plastic which hadbeen used for bottles since the l960s，suitable for drinks with gas inthem．\"可知，作为“plastics of various kinds中的一种，”PVC在1960s就已用于瓶子包装．因此可以判断“plastics of various kinds在1960s”就已用于瓶子包装。

23．【答案】D。解析：根据第六段“Polyester bottles arc virtuallyunbreakable．The manufacturers claim they are also lighter，less noisywhen being handled，and can be reused．\"可知，制造商认为聚酯瓶子比玻璃瓶子好是因为聚酯瓶子不易碎。

24．【答案】C。解析：根据第六段“The public，though，have beenmore difficult to persuade．\"可知，大众对聚酯瓶子还不太认可，因此聚酯瓶子不太普及，故选C。

25．【答案】B。解析：根据最后一段，用塑料容器代替易拉罐装食物目前还是一种设想，想要实现还需要解决高温产生的难题。Passage 2

26．【答案】C。解析：根据第一段“l would blank out because ofnervousness and fear．I couldn’t think of the answer．\"可知。blank out在此是指由于紧张和害怕导致一时忘了答案，故选C。27．【答案】D。解析：由第二段“poor grades are often a result of poorstudy habits可知，成绩差是不良的学习习惯造成的结果。故选”D。28．【答案】C。解析：由第二段“test anxiety has been recognized as areal problem可知，考试焦虑已经被认为是一个真正的问题。故选”C。29．【答案】A。解析：由第三段可知，学生先参加一个考试焦虑度的测试，如果焦虑度高的话，则会参加短期课程来减缓焦虑，故选A。30．【答案】B。解析：由最后一段“With almost all students，relaxationand less stress are felt after taking our program．\"可知，几乎所有的学生，在参加过我们的项目之后，会变得更轻松，压力感减少。故选B。二、简答题

31．【参】该教师采用了听说法。(1)听说法的优点：

①重视听说训练，有利于培养学生的听力能力和自然的语音语调；②通过句型操练，能够利用有限的语言材料使学生较快地学会口语表达；

③在加强听、说能力，提高学生外语实践水平上有一定作用。(2)听说法的缺点：

①只注意句型本身意义，忽视物质意义和情景意义，从而造成学生往往并不了解句子的确切含义；

②一般不指明语法规则，使学生对语言体系没有一个清晰准确的概念，加上机械性重复练习．学生的语言创造生成的能力得不到培养和发挥；

③它是一个脱离语境，忽视意义的模式体系，所以不利于培养学生进行自然的语言交际的能力。三、教学情境分析题32．【参】

(1)两位老师在处理一个相同的话题时运用了两种截然不同的方法，毋庸置疑，前者的处理有利于学生的学习，而后者的处理则会对心理比较脆弱的学生产生负面的影响。

(2)教学中总是会碰到一些意外，它们是教学中的不确定因素，它的产生在学生的情理之中，教师的意料之外。如何巧妙地处理，直接关系到师生间的良好互动和教与学的有效结合。上述案例中，第一位教师巧妙地避开了该学生的尴尬和自卑，用一个“strong把学生的短处变成闪光”

点，把课堂气氛推向了一个高潮。由开放的导入而生成的丰富的学生资源，打破了旧课堂秩序的平衡，教师要在变动不已的课堂中发现、判断、整合信息，随时把握有价值的意外，推动教学的发展与生成。保护学生开口说英语的积极性，保护学生上课时愉悦的心情．学生们才能最大限度地发挥潜能，不受地发挥想象力，才会有创造语言的欲望，我们的教学才会有一石数鸟的意外收获。

(3)语言教学在很大程度上依赖于学生与教师之间的团结、合作以及相互支持的人际关系．而这种关系时刻都受到彼此情感的影响。恰当、合理地使用语言，有助于沟通情感，增进友谊和相互尊重，改善这种人际关系，同时还可以创建一种和谐的语言活动氛围，努力产生浸润性的效果，让学生愉快地沉浸在英语的氛围中。在课上，教师要善于学生的情感态度，注意言语的导向，建立融洽、民主、团结、相互尊重的氛围，创造有利于学习的心理状态，形成积极的学习态度，让学生学得主动，学得愉快。四、教学设计题33．【参考设计】

Teaching Contents: It contains a dialogue about the best ways to learnEnglish. It can help students to learn some important sentence patterns.Teaching Objectives :(1) Knowledge objective

Students can master the sentence patterns: What about ...?Have you everstudied with a group?Yes, ! have.I've learned a lot that way.(2) Ability objective

Students can improve their listening and speaking abilities andcommunicative competence.(3) Emotional objective

Students can cultivate the habit of joining English club in their school toimprove their English skills.

Teaching Key and Difficult Points:

Communicate with others on the topic--\"the best ways to learn Englishfreely\".

Teaching Methods :1. Pair work

2. Teaching by explanationTeaching Aid :A tape recorder

Teaching Procedures :Step I Revision (3 minutes)

Check homework. Invite different students to report their discovery of newways of studying what haven't been introduced in the book or in class. S1 : My friend Peter likes to listen to music while he studies. S2: My father used to go to the library where it was very quiet. S3 : ...

(Justification: The revision will examine students' learning effect and easilylead in the text.)

Step 2 Speaking Practice (12 minutes) Activity 1 Question & Answer Ask students some questions:

( 1 ) How do you usually learn English? (2) Have you ever studied with a group? (3) How do you learn English?

Guide the students to say.(They are members of an English club that meetafter school once a week. They are talking the ways to learn English. ) Activity 2 Pair work

Guide the students to use \"What about ...\" to make a dialogue, and do thepair work like this:

Boy 1 : What about watching English movies?Do you learn English that way? Girl 2: Yes. I do that sometimes. I think it helps.

(Justification: This step can develop students' speaking ability and set ahappy atmosphere for listening. ) Step 3 Listening (15 minutes)

Firstly, let them listen to the tape recorder and summarize the main idea.Then the teacher asks several students to summarize the main idea of thematerial.

Secondly, listen to the tape again. At this time, the students should do someexercises, and answer some detailquestions.

Thirdly, ask them to listen to the tape for one more time to check whetherthey can get the right answers.

(Justification: At this step, not only their ability of listening and speaking butalso their skills of listening for specific information will be well developed. ) Step 4 Practice (10 minutes)

Show the tape scripts on the PPT.

Activity 1: Invite a pair of students to read the sample conversation to theclass. Correct some of the pronunciation.

Stress out the key vocabulary and sentence structure and ask students topay attention to those key points.

Activity 2: Divide the class into 5 groups, with each group 10 people. Askeach group to act as the members of English club and discuss the best waysof learning English.

Ask two groups to act in front of the whole class. Give comments, especiallyappraisals.

(Justification: This activity can make all students participate in the teachingand learning. Through this group work, students can consolidate the usageof the key words and sentence structure.)Step 5 Summary and Homework (5 minutes)

Summary: Do the summary together with the students. Let them know whatthey have learned in this lesson.

Homework : Ask students to introduce one of the effective ways of learningEnglish to their partners and to write two sentences with \"What about ...? \"and two sentences with \"verb + by with gerund\".

(Justification: Homework is the extension of class and helps them toenhance what they have learned in this class. )Blackboard Design :aloud, pronunciationWhat about ...?

Have you ever studied with a group?Yes, I have. I've learned a lot that way.