(精选)教师资格证《英语学科知识与能力(高级中学)》真题及答案

2016年下半年教师资格证考试试题及答案一——英语学科

知识与教学能力(高级中学)

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要求涂黑。错选、多选或未选均无分。

1. Which of the following shows the proper rhythmical节奏的pattern of the sentence?

1.【答案】A。解析：考查句子重读。一般来说，句子中的实词需要重读，比如名词、主要动词(不包括be动词)、形容词、副词、数词等。虚词多数情况下不重读，比如代词、介词、冠词、连词等。另外，句子中要重读的词若为双音节或多音节词，重音一般就落在该词的重读音节上，像本句中的expensive就是这种情况。

2. In terms of manner of articulation发音方法, the sounds [p], [b], [t], [d], [k], [g]

are__________.

A. affricates塞擦音

B. fricatives擦音

C. bilabial

D. oral stops

2.【答案】D。解析：考查辅音的分类。根据发音方式不同，英语的辅音可以分为：塞音(stop)、鼻音(nasal)、擦音(fricative)、近音(approximant)、边音(lateral)、塞擦音(affricate)等。[p]，[b]，[tl，[d]，[k],[g]属于气息非常强烈的通过口腔的爆破音，也称作塞音。

3. The producers of oil and other __________ commodities have an advantage.

A. fragile

B. nonperishable

C. waterproofed

D. stainless

3.【答案】B。解析：考查形容词辨析。fragile“易碎的”，stainless“不锈的，无瑕疵的”，nonperishable“不易坏的”，waterproofed“防水的.不透水的”。句意为“产石油和其他不易坏物品的生产商有优势”。故选B。

4. Being__________ of money, she managed to save enough for a holiday.

A. economic

B. economical

C. economics

D. economies

4.【答案】B。解析：考查形近词辨析。economics意为“经济学”，economies意为“经济”，economic意为“经济上的”，economical意为“节俭的，合算的.经济的”。根据句意“由于节俭，她设法存够了度假的钱”可知选B。

5. Farmers are allowed to grow small gardens of their own and they sell their

vegetables__________ the black market.

A. on

B. at

C. in

D. for

5.【答案】A。解析：考查介词搭配。on the market意为“上市，出售中”，句意为“农夫们被允许在自己的菜园耕种.并将蔬菜拿到黑市上去卖”。

6. --I'll be away on a business trip. Would you mind looking after my cat?

--Not at all.__________.

A. I've no time

B. I'd like it

C. I'd rather not

D. I'd be happy to

6.【答案】D。解析：考查交际用语。根据句意，可将此对话翻译为“——我将要出差了，你介意帮我照顾我的猫吗?——一点也不介意，我很乐意”。故选D。

7. Can you imagine the difficulty I had __________ language obstacles I first studied abroad?

A. to overcome

B. overcoming

C. overcome

D. overcame

7.【答案】B。解析：考查惯用搭配。have difficulty(in)doing sth意为“做某事有困难”，the difficulty I had over—coming language obstacles在整个句子中作宾语.I had overcoming language obstacles是省略了关系代词that的定语从句.关系代词在句中充当宾语。故选B。

8.__________your valuable help, we couldn't have finished the experiment ahead of time.

A. If it were not for

B. Had it not been for

C. Were it not for

D. If it has not been for

8.【答案】B。解析：考查虚拟语气。本题是与过去事实相反的虚拟语气，如果省略if，句子要倒装，倒装时要将助动词提前.故选B。

9. In a factory, Li, the guide, is interpreting for a group of foreign guests. When they have finished visiting one workshop, he would like the group to follow him to the next workshop. He says,“”.

A. This way, please

B. Come here

C. Follow me

D. Move on

9.【答案】A。解析：该题考查在具体语境中恰当得体运用语言的能力。导游为外宾带路时，较为礼貌和合适的说法应该是“This way，please.”。故选A。

10. The relationship between "furniture" and "desk" is__________.

A. hyponymy上下义

B. antonymy反义

C. synonymy同义

D. homonymy同音/异义

10.【答案IA。解析：考查语义学中的涵义关系。“hyponymy”指“上下义关系”，“antonymy”指“反义关系”，synonymy指“同义关系”，“homonymy"指“同音/形异义”。“家具”和“桌子”的关系属于上下义关系。fumiture是desk的上义词(superordinate)，desk是furniture的下义词(hyponym)。故选A。

11. The core concept of the New Curriculum is __________.

A. promoting the professional teachers' development

B. letting the students choose the course independently

C. advocating the constructivist learning

D. for every student's development

11.【答案】D。解析：考查新课标内容。新课标的主要核心内容是为了学生的一切发展。故选D。

12. Which of the following belongs to the communicative approach?

A. Focus on accuracy.

B. Focus on fluency.

C. Focus on strategies.

D. Focus on comprehension.

12.【答案】B。解析：考查交际法相关知识。交际法注重语言的流利性，故选B。

13. In a pre-listening activity, students need to learn to cope with some ambiguity不明确in listening and realize that they can still learn even when they do not understand every single word. The aim of this activity is to develop the skill of__________.

A. listening for specific information

B. listening for gist

C. listening for structure

D. listening for vocabulary

13.【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。

14. Which of the following statements is NOT a way of presenting new vocabulary?

A. Defining.

B. Using real objects.

C. Writing a passage by using new words.

D. Giving explanations.

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. When teachers teach pronunciation to students, which suggestion is useless?

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.

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. What can cloze help to train in terms of writing?

A. Unity of texts.

B. Indention of texts.缩进

C. Compilation of texts.编辑

D. Use of cohesive devices.衔接手段

16.【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。

17. What stage can the following grammar activity be used at?

The teacher asked students to arrange the words of sentences into different columns raarked subject, predicate, object, object complement, adverbial and so on.

A. Presentation.

B. Practice.

C. Production.

D. Preparation.

17.【答案】B。解析：考查语法教学内容。做句子成分分析常用于语法练习阶段。故选B。

18. When a student said "Yesterday I goed to see a friend of mine", which of the following ways for correcting errors is not encouraged?

A. Oh, yes. I see you went to see a friend of yours.

B. You goed to see your friend?

C. No, not goed. You should say went.

D. Say it again, please.

18.【答案】C。解析：考查纠错方式。C项直接指出学生错误，容易打击学生的自信心。A项是重述法，B项是强调暗示法，D项是重复法，都是对学生错误的一种含蓄的纠正。

19. The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions. Here the teacher is playing the role of a (an)__________.

A. assessor

B. prompter

C. participant

D. controller

19.【答案】D。解析：考查课堂管理中教师的角色。教师是课堂教学的调控者(controller)、促进者(prompter)、参与者(panicipant)、组织者(organizer)、评估者(assessor)、资源提供者(resource.provider)。此处体现的是教师在课堂上的调控能力.故选D。

20. When students engaged in group work, the teacher gave feedback after each group had stated their opinion and shown their output. This is called__________.

A. instructing

B. observing

C. monitoring

D. evaluating

20.【答案】D。解析：考查评价行为的概念。教师在每组陈述完观点后，给出自己的评价和反馈信息，这是评价为(evaluating)。

请阅读Passage l，完成第21—25小题。

Passage 1

Crash. Shatter. Boom. Crash. Shatter. Boom. Smattering of silly dialogue. Pretty girl screams:

"Dad! " Crash. Shatter. Boom. Silly dialogue. "DAD!!! " Crash. Shatter. Boom.

What? Oh, sorry. We were falling into a trance there.

Which is, dear moviegoer, what may happen to you during Michael Bay's Transformers: Age of Extinction, the fourth Transformers film and lasts 165 minutes, which is precariously close to the three-hour mark that Bay undoubtedly will reach--by our sophisticated calculations, and at the current growth rate, with his sixth installment.

But let's not get ahead of ourselves. Despite what you've just read, this film will likely be a massive hit because by now, if you're buying a Transformers ticket, you surely know what you're getting into, and you want more, more, more. And Bay is the Master of More.

Or just take it from the l 1-year-old sitting next to me, who reserved any audible

judgment--he, too was in a trance, though maybe from sugar intake--until the moment he saw a Transformer become a dinosaur. Overwhelmed by the pairing, he proclaimed, "That's the sickest thing I've ever seen in my life." It was as if peanut butter and jelly had been tasted together for the first time.

This time, there's a whole new human cast. Most important, Mark Wahlberg has replaced Shia LaBeouf as well, Main Human Guy.

A significant part of the movie also takes place in China--clearly a nod to the franchise's huge market in the country.

In any case, we begin in Paris, Texas, where Cade Yeager (Wahlberg), a struggling inventor, is desperately seeking a big discovery. He's also a widowed dad, and super-protective (as the movie incessantly reminds us) of his high-school daughter, Tessa (Nicola Peltz, blond and pretty and ineffective, though the one-note script does her no favours).

One day, Cade buys a rusty old truck. Examining it back home, he soon discovers it's none other than Optimus Prime, the Autobot hero, seriously damaged.

As Cade works on fixing him up, his assistant, wisecracking surfer-dude Lucas, has the dumb idea of calling the authorities. What he doesn't know is that the government is plotting to destroy all remaining Autobots in favour of a man-made army of Transformers. He's being helped in this endeavour by the shadowy KSI Corporation, run by the nasty-but-complicated Joshua Joyce (Stanley Tucci).

So now, it's evil humans that pitted against the trustworthy Autobots. So much for gratitude.

There's also a subplot involving Tessa and her secret boyfriend, Shane (Jack Reynor, underused),whose Irish accent leads Cade to dismissively call him "Lucky Charms"--at least until the two bond in battle.

The obvious question: Is it too much for its own good? Bay is very talented at all things visual,the 3-13 works well and the robots look great. But the final confrontation alone lasts close to an hour. At some point, you may find yourself simply in a daze, unable to absorb any further action into your brain.

21. What can be inferred from the first paragraph?

A. The girl can't understand the movie she was seeing.

B. The girl felt scared about the movie she was seeing.

C. The movie the girl seeing was very thrilling.

D. The girl couldn't find her father.

22. What does the word "trance" (Para. 2) mean?

A. Unconsciousness.

B. Fascination.

C. Scare.

D. Confusion.

23. What did the author mean by saying "... and you want more, more, more. And Bay is the Master of More." (Para. 4)?

A. The audiences are hard to satisfy.

B. Bay is good at producing massive hit.

C. Only Bay can bring audience massive hit.

D. Bay knows about the audience's mind.

24. What is the main idea of the last paragraph?

A. The audiences don't like the final confrontation.

B. The disadvantages of Transformers 4 are more obvious than advantages.

C. Putting into too much what the director skilled poses negative effect.

D. The director Bay only focuses on the 3-D works.

25. Which of the following statement is wrong?

A. The sixth Transformer may last for 3 hours.

B. The government in the movie wants to set up a man-made army of Transformers.

C. In the movie, KSI Corporation stands by the government.

D. Joshua Joyce has reported the news about Autobot hero to the government.

请阅读Passage 2，完成第26～30小题。

Passage 2

The British Medical Journal recently featured a strong response to what was judged an inappropriately lenient reaction by a medical school to a student cheating in an examination.

Although we have insufficient reliable data about the extent of this phenomenon, its prevention, or its effective management, much can be concluded and acted upon on the basis of common sense and concepts with face validity.

There is general agreement that there should be zero tolerance of cheating in a profession based on trust and one on which human lives depend. It is reasonable to assume that cheaters in medical school will be more likely than others to continue to act dishonestly with

patients,colleagues, insurers, and government.

The behaviours under question are multifactorial in origin. There are familial, religious, and cultural values that are acquired long before medical school. For example, countries, cultures, and subcultures exist where bribes and dishonest behaviour are almost a norm. There are secondary schools in which neither staff nor students tolerate cheating and others where cheating is rampant;there are homes which imbue young people with high standards of ethical behaviour and others which leave ethical training to the harmful influence of television and the market place.

Medical schools reflect society and cannot be expected to remedy all the ills of a society. The selection process of medical students might be expected to favour candidates with integrity and positive ethical behaviour--if one had a reliable method for detecting such characteristics in advance. Medical schools should be the major focus of attention for imbuing future doctors with integrity and ethical sensitivity. Unfortunately there are troubling, if inconclusive, data that

suggest that during medical school the ethical behaviour of medical students does not necessarily improve;indeed, moral development may actually stop or even regress.

The creation of a pervasive institutional culture of integrity is essential. It is critical that the academic and clinical leaders of the institution set a personal example of integrity. Medical schools must make their institutional position and their expectations of students absolutely clear from day one. The development of a school's culture of integrity requires a partnership with the students in which they play an active role in its creation and nurturing. Moreover, the school's examination system and general treatment of students must be perceived as fair. Finally, the treatment of infractions must be firm, fair, transparent, and consistent.

26. What does the author say about cheating in medical schools?

A. Extensive research has been done about this phenomenon.

B. We have sufficient data to prove that prevention is feasible.

C. We are safe to conclude that this phenomenon exists on a grand scale.

D. Reliable data about the extent, prevention and management of the phenomenon is lacking.

27. According to the author, it is important to prevent cheating in medical schools

because__________.

A. the medical profession is based on trust

B. there is zero tolerance of cheating in medicine

C. the medical profession depends on the government

D. cheating exists extensively in medical schools

28. What does the author say about the cause(s) of cheating?

A. Family, culture and society play an active part.

B. Bad school environment is the leading cause of student cheating.

C. Parents are always to blame for their children's cheating behaviour.

D. Cheating exists primarily because students learn bad things from TV.

29. According to the author, what precautions should medical schools take to prevent students from cheating?

A. Medical schools should establish a firm moral standard to weed out applicants with low integrity.

B. Medical schools should make efforts to remedy the ills of a society.

C. Medical schools should teach future doctors integrity and ethical values.

D. There is nothing medical schools can do to improve the ethical behaviour of their students.

30. The author will probably agree with which of the following statements?

A. Medical schools should make exams easier for the students to alleviate the fierce

competition.

B. Prominent figures in the medical institution should create a set of moral standards to be applied in medical schools.

C. Medical students should play an active role in the creation and preservation of a culture of integrity.

D. Those students who cheat in the exams should be instantly expelled from school.

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.简述语法教学中演绎法和归纳法的教学过程及其优缺点。

31.【参考答案】

采用演绎法教授语法，教师首先直接讲解语法规则并举例说明，然后让学生进行各种替换练习、句子练习等训练。这种教学方式讲解清楚，易于理解。比较适合具有强烈学习动机的学习者。但是在这种方式下，学生对教师的依赖性比较强，学到的语言知识也容易遗忘。演绎法注重形式而非使用，学生处于被动学习的状态。采用归纳法教授语法.教师让学生首先接触含有语法规则的语境.然后根据上下文的信息归纳出语法规则。这种方法可以增加学生和语言的接触，有助于激发学生的参与。使学生理解语法所适用的语境、所表达的含义以及所承载的功能，分析归纳总结语言使用规律，深化学生对用法的理解，有助于学生分析能力和注意力的培养。但是使用归纳法教授语法，对学生和教师的要求都很高，学生必须能够主动学习，愿意动脑筋，否则会对规则的印象不深.难以巩固。

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.下面是某教师的课堂教学片段：

T: What did your mum do yesterday, Wang Lin?

S: My mum buyed the dress for me.

T: Oh, that is nice. Your mum bought it for you, did she?

S: Yes.

T: Where did she buy it?

S: She buyed it in town.

T: Oh, she bought it in town for you. Well, it is very nice.

请根据所给材料回答下列三个问题。

(1)学生在对话中的语言错误是什么?(6分)

(1)该学生犯了13语语法错误，用错了动词过去式的形式。即My mum buyed the dress for me.buyed→bought，She buyed it in town.buyed→bought。

(2)该教师采用什么方式来纠正学生的错误?效果如何?(12分)

(2)该教师采用了重述法(Recasts)来纠正学生的错误。教师对学生语言表达中的错误进行了含蓄纠正。即先进行部分肯定之后用正确的语言重述学生的表达，不指出错误，而通过不同的语气(如反问)、语调、眼神、动作等，让学生自己意识到自己的错误。此纠错技巧对于纠正学生口语中的语法错误比较有效。

(3)教师还可以采用哪些方式纠错?请举例说明。(12分)

(3)①直接纠错法(Explicit Correction)

当学生出现语言错误时，教师打断语言训练或实践活动，对其错误予以正面纠正(说出正确的语言形式。并让学生改正)。这种纠错方式常用于旨在让学生掌握正确的语言形式而进行的机械操练或侧重语言精确输出的各种练习中。教师可用以下课堂用语：You should say…/No，you shouldn’t say that…/Read after me./Pay attentionto…/Oh，you mean…，We don’t say…in English，we say…等，例如：

T：What did you do last night?

S：I go to see a movie with my parents.

T：Oh.You should say“I went to see a movie with my parents”.

S：Oh.sorry.1 went to see a movie with my parents.

②强调纠错法(Pinpointing)

教师重复学生的话.有意重读并拖长出错部分的发音或用升调以表示特别强调。这种方法常用于学生的自我纠错。这样既能纠正学生的口语错误，保证学生顺利进行口头叙述，又能顾及学生的自尊心，促进他们参与口语活动的积极性。例如：

T：Where did you go on vacation this summer?

S：I go to Hong Kong for my vacation.

T：You go to Hong Kong?

S：Oh.1 went to Hong Kong for my vacation.

③重复纠错法(Repetition)

教师发现学生的语言错误后，可以要求学生重新回答，并使用“Once

more./Pardon?/Repeat please."等对学生加以引导。例如：

S：Xiao Liu is watch TV.

T：He is watch TV?Pardon?

S：Xiao Liu is watching TV.

T：Right!Go on please.

教师在纠正学生的口语错误时，不应仅限于一种纠错方法。在选择纠错的方式上，应综合考虑教学效果，学习者的语言水平、性格特点以及情感因素，做到多种纠错方法灵活运用。除以上几种方法外，还有追问法、等待法、反馈法等多种纠错法。

总之.在英语课堂上教师应对学生口语错误的严重程度以及产生错误的原因认真进行分析，充分把握好纠错的时机，采取灵活多样的纠错策略，帮助学生克服因出现错误而造成的语言障碍，发展自我纠错能力，提高口语水平。

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.设计一个25分钟的阅读训练活动。

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：25分钟

学生概况：某城镇普通中学高中一年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准(实验)》五级水平。学生课堂参与积极性一般。

语言素材：

The Road to Modern English

At the end of the 16th century, above five to seven million people spoke English. Nearly all of them lived in England. Later in the next century, people from England made voyages to conquer other parts of the world and because of that, English began to be spoken in many other countries.

Today, more people speak English as their first, second or a foreign language than ever before.

Native English speakers can understand each other even if they don't speak the same kind of English. Look at this example:

British Betty: Would you like to see my flat?

American Amy: Yes, I'd like to come up to your apartment.

So why has English changed over time? Actually all languages change and develop when cultures meet and communicate with each other. At first, the English language spoken in England between about AD 450 and 1150 was very different from the English spoken today. It was based more on German than the English we speak at present. Then gradually between about AD 800

and1150, English became less like German because those who ruled England spoke first Danish and later French. These new settlers enriched the English language and especially its vocabulary. So by the 1600s Shakespeare was able to make use of a wider vocabulary than ever before. In 1620 some British settlers moved to America. Later in the 18th century some British people were taken to Australia too. English began to speak in both countries.

Finally by the 19th century the language was settled. At that time two big changes in English spelling happened: first Samuel Johnson wrote his dictionary and later Noah Webster wrote The American Dictionary of English language. The latter gave a separate identity to American English spelling.

English now is also 'spoken as a foreign or second language in South Asia. For example, India has a very large number of fluent English speakers because Britain ruled India from 1765 to 1947.

During that time English became the language for government and education. English is also spoken in Singapore and Malaysia and countries in Africa such as South Africa. Today the number of people learning English in China is increasing rapidly. In fact, China may have the largest number of English learners. Will Chinese English develop its own identity? Only time will tell.

33.【参考设计】

Class Type: Reading class

Teaching Contents: The Road to Modern English

Teaching Objectives:

(1) Knowledge objective

Students can learn the development of English and the reasons that English has changed over time.

(2) Ability objective

Students can master predict the content of the text according to the tide and improve their reading abilities through the process of skimming and scanning.

(3) Emotional objective

Students can have a deeper impression of the popularity of English, realize the importance of learning English and have a higher motivation to learn it.

Teaching Key and Difficult Points:

How to make students predict before reading, get the general idea and the specific information while reading.

Major Steps:

Step 1 Pre-reading (6 minutes)

Activity 1 Guessing game

The teacher asks students to guess the meanings of the sentences which are written in old English.

As fair art thou, my bonnie lass,

So deep in luve am I;

And I will luve thee still, my dear,

Till a' the seas gang dry.

Then the teacher explains the background knowledge of the sentences.

(Justification: The guessing game can arouse students' interest in the topic and activate the class attnosphere.

Students will realize that the old English is different from modern English when talking about the meaning of these sentences written in old English, which will get them mentally prepared for the reading comprehension.)

Activity 2 Prediction

Ask students to make a prediction according to the title of the text.

(Justification: Students' predictions will get their mind closer to the theme of the text to be read and make their reading more intriguing and purposeful.)

Step 2 While-reading (12 minutes)

Activity I Skimming

The teacher asks students to read the text, check if they have made the right predictions and try to match the general idea of each paragraph.

Choose one or two groups to show their understanding, give comments and make a summary: Paragraph 1Many people all over the world speak English.

Paragraph 2Why has English changed over time?

Paragraph 3English is now spoken in South Asia.

Paragraph 4Native speakers can understand each other even if they don' t speak the same kind of English.

Paragraph 5Finally by the 19th centurythe language was settled.

Then the teacher checks the answers.

(Justification: This step will help students confirm or reject their predictions and get the main idea of the text.)

Activity 2 Filling in the blanks

The teacher asks students listen to the recording of the text, underline the phrases that have something to do with the time and then fill in the form.

Then the teacher checks the answers.

(Justification: In the process of filling the form, students' reading skill of scanning for the detailed information will be improved, and it will help student understand the text logically.) Step 3 Post-reading (7 minutes)

Activity 1 Retelling

T: Suppose you are an English teacher, and you have to give a brief introduction of the development of modern English to your students.

Then the teacher asks one of them to show his/her retelling.

Activity 2 Group discussion

The teacher lets students discuss the question why has English changed over time in groups and asks some of them to share their opinions in class.(The answers may vary. But it doesn't matter what their answers may be. The most important thing is to encourage them to express their own thoughts.)

The teacher then makes a summary and emphasizes the importance of learning English.

(Justification: Retelling will make students have a better understanding of the text, and the group discussion will encourage them to express their opinions freely.)