2016年上初级英语真题答案
2016年上半年中小学教师资格
考试英语学科知识与教学能力试题（初级中学）参考答案及解析一、单项选择题
1．【答案】D。解析：考查动词短语辨析。turn to“转向；变成；求助于；致力于；开始行动”,confirm to“证实”，contribute to“有助于”，respond to“对……反应”。句意为“面对来自环境的压力，例如干旱，胡桃树会释放大量类似阿司匹林的物质”。D项最符合句意。
2．【答案】D。解析：考查名词辨析。句意为“对于即将到来的西德尼旅行，John感到____,他几乎不能控制自己的热情”。unrest“不安”，uncertainty“不确定，不可靠”，anxiety“焦虑，渴望”，excitement“兴奋”。根据句意，John无法控制自己的热情，可知应该是对旅行感到兴奋。
3．【答案】C。解析：考查形容词辨析。句意为“教授的授课风格非常___，从没有呈现出她私下所表现的那种亲切和随和”。lively“活泼的，生动的”，amiable“和蔼可亲的，亲切的”，formal “正式的”，cheerful“快乐的；愉快的；高兴的”。根据句意，教授在课上从来没有表现出她私下的亲切和随和，可推知她的授课风格是非常正式的。故选C。
4．【答案】A。解析：考查让步状语从句。as/though引导的让步从句必须将表语或状语提前（形容词，副词，分词，实义动词提前）。但需注意：（1）句首名词不能带任何冠词。（2）句首是实义动词，其他助动词放在主语后。如果实义动词有宾语和状语，与实义动词一起放在主语之前。句意为“在这次实验中，他又一次失败了，但是他从未失去信心”。故选A。
5．【答案】C。解析：考查介词和不定代词。in表示“在……范围内,在……之中”;on表示“与……毗邻，接壤，在……之上”，强调和表面接触；to表示方位，不接壤。第一个空应表示不接壤，要用to。第二个空any other意为“其他任何一个”，即同一范围内一个与去其他剩余的相比较。台湾属于中国的范围，故选any other，而any意为“任何一个”。故选C。
6．【答案】D。解析：考查定语从句。先行词是a man。从句意可以看出是from the man much can be learned，因此所填关系代词应指人，并且在从句中作from的宾语，因此只能是whom。故选D。
7．【答案】A。解析：考查句子重读规则。在英语连贯的说话和朗读中，有些词说得或读得又轻又快，而且较为含糊，有些词则说得或读得又重又慢，而且较为清晰。那些说得或读得响亮而清晰的词就是句子重音所在,一般来说，在句子中需重读的词都是实词,比如，名词、动词（除be动词和助动词外）、形容词、副词、指示代词等；不重读的多为虚词，比如，冠词、连词、介词、人称代词、相互代词等。但这也不是绝对的，一个词在句中重读与否，同它在句中所起的意义和作用有密切的关系。B、C、D中均有不属于重读范围的词,即B项one another是相互代词，C项been是be
动词的过去分词形式，D项than是介词。故选A。
8．【答案】A。解析：考查不完全爆破。当一个爆破音（6个：/p/,/b/,/t/,/d/,/k/,/g/）后面紧跟着一个摩擦音（9个：/f/,/v/,/θ/,/e/,/s/,/z/,/?/,/?/,/h/）、破擦音（6个：/ts/,/dz/,/tr/,/dr/,/t?/,/d?/）、鼻音（3个：/m/,/n/,/?/）或边音（/l/）时，前面的爆破音只作部分爆破。方法是：对于前一个爆破音，作好发音的姿势,刚发出时,立即过渡到第二个摩擦音或破擦音上去。第一个爆破音发出的声音是非常轻微的，有时甚至听不出来。这种现象叫作不完全爆破。（此题干中四个选项设置不严谨，按照不完全爆破的发音规律，此题A、B项都符合题意，大家通过本题掌握“不完全爆破”的发音规律即可。）9．【答案】A。解析：考查语义学中的涵义关系。英语同义词有着共同的基本意义，它们之间的细微差异不仅与英美的历史、地理及语言本身的发展与变化有关系，还与由语境不同而产生的各种语言文体有着不可分割的关系。在文体（style）或正式程度（formality）方面不同的同义词称为文体词（stylistic synonyms）。例如，英语中表示“死”的方式有：kick the bucket,pop off,die,pass away, decease等。这里的pass away是一种委婉的表达方式，属于正式语体；而pop off相对比较直接，多指突然死亡，常用于口语中。B项accuse和charge在介词搭配上不同，它们是搭配同义词（collocational synonyms）;C项和D项均属于地域同义词（regional synonyms），一个是英式表达，一个是美式表达。故选A。
10．【答案】B。解析：考查言语行为理论。根据奥斯汀言语行为理论，说话者说话时可能同时实施三种行为：言内行为（locutionary act,又称发话行为）是说出词、短语和分句的行为，它是通过句法、词汇和音位来表达字面意义的行为。言外行为（illocutionary act,又称行事行为）是表达说话者的意图的行为，它是在说某些话时所实施的行为。言后行为（perlocutionary act,又称取效行为）是通过某些话所实施的行为，或讲某些话所导致的行为，它是话语所产生的后果或所引起的变化，它是通过讲某些话所完成的行为。美国哲学语言学家约翰?舍尔又在奥斯汀之后把言外行为分为五类，每一类行为都有一个共同的、普遍的目的。这五大类是：阐述类（representatives）、指令类（directives）、承诺类（coinmissives）、表达类（expressives）、宣告类（declarations）。例如,说话人说出“Turn it off”，试图使听话者做某事，就属于指令类言外行为。故选B。
11．【答案】D。解析：考查词汇教学。从传统的词汇学角度来讲，词义包括概念意义（denotative meaning）和关联意义（connotative meaning）。概念意义指的是词汇的字面意义，而关联意义指的是词汇的引申意义，通常会附加情感在其中。根据题干，表明我们应该进行词块教学而非单个词汇，而词块教学指的是学习单词是应该注意搭配，例如decrease to,decrease by分别意为“下降到”和“下降了”,可以判断出流利准确的语言要求具备搭配知识，故选D。
12．【答案】B。解析：考查语法教学。题干的意思是“标出对话中所有的过去式”是一种注重什么的典型练习。过去式属于语法教学内容中的语言的形式，故选B。
13．【答案】C。解析：考查语法教学。题干的意思是下列哪个活动更适合帮助学生在学习后立即练习新的语法结构。A项是角色扮演，B项是小组讨论，C项是句型练习，D项是书写作业。四
项相比，句型练习更适合新知呈现后的语法教学模型的练习部分，A、B项可以放在产出部分，故选C。
14．【答案】D。解析：考查语篇教学。题干的意思是当教给学生如何对祝贺和道歉进行合适的回应时，老师可以从以下哪个层次进行教学，A项是词汇层次，B项是句式层次，C项是语法层次，D项是话语（语篇）层次。祝贺和道歉属于交流，是语言功能的运用，通过话语层次教学，可以有利于学生经历真实语境，提高语言运用的准确性。故选D。
15．【答案】B。解析：考查听力教学。题干的意思是下列哪项活动可以帮助提高听取中心大意的技巧。A项指听文章找出吉姆住在哪里，B项指听文章选出最合适的题目，C项指听文章画出说话者强调的单词，D项指听词，判断两个词是否一致，选项中只有B项是对文章大意的把握,其他为细节题，故选B。
16．【答案】C。解析：考查阅读教学。题干的意思是外语教师问学生“作者没有明确告诉我们，如何判断出他喜欢这个地方”，老师是在帮助学生进行什么阅读。A项是字面阅读，B项是评价性阅读，C项是推断性阅读，D项是欣赏性阅读，故选C。
17．【答案】A。解析：考查课堂提问的形式。题干意思是下列哪种类型的问题常用于检查对文章字面意思的理解。课文理解性问题一般分为三类：展示性问题（display questions）、参阅性问题（referential questions）和评估性问题（evaluation questions）。其中，展示性问题通常被用来检测学生对课文内容的理解程度，就课文中的字词句或者某个重要的细节向学生发问。这种问题的答案通常是唯一的，教师预先知道，学生只需凭借表层理解或是查找课文便能找到的，故选A。
18．【答案】B。解析：考查写作类型。题干意思是下列哪项是非正式写作的典型特征。A项是结构清晰，B项是短句、半句很常见，C项是需要使用专业词汇，D项是使用大量不同的词汇和句式，A、C、D项是正式写作文体的特点，故选B。
19．【答案】C。解析：考查写作教学。题干意思是课堂上同桌互改的活动对于哪种模式的写作教学很重要。写作教学分为重结果的写作，重内容的写作和重过程的写作。在重过程的写作中，修改（自改和互改），校对和讨论是其过程的重要组成部分，故选C。
20．【答案】D。解析：考查评价方式。题干意思是作品集、每日报告以及演讲是以下___的典型方法。A项是常模参照测试，主要用于选拔；B项是标准参考测试，按照预先设计的标准，对考试结果进行比较;C项是终结性评价，一般在学期或学年结束后进行，如明来考试、结业考试等；D 项是形成性评价，是对学生日常学习过程中的表现做出评估，作品集、报告和演讲都是日常活动，故选D。
Passage1
21．【答案】D。解析：细节题。此题是问：根据文章可知，谁是越南战争中的空军飞行员？根据关键词Vietnam War定位到文章第二段，可知本句是说Forest Fenn从小就崇拜二战中的空军飞行员Robin Olds，然后模仿他的偶像在越南战争期间当了空军飞行员。故越南战争中的飞行员就是
Fortest Fenn.
22．【答案】A。解析：词义题。此题是问：与文中第五段画线短语top off意思最接近的是哪一个？根据后面的文章可知，Fenn想让人们寻宝，可见他应该是在盒子中装满了珠宝首饰，故可推知fill更合适，fill（sth）with（sth）“使充满，装满，注满，填满”。
23．【答案】B。解析：细节题。此题是问：为什么Fenn在被诊断为癌症之后设计了一个寻宝计划？根据diagnosod with cancer可定位到文章第二段，可知，Fenn设计寻宝活动是为了在自己临死之前寻找创造一些刺激和希望，并且希望孩子们离开游戏室，多进行户外活动。
24．【答案】C。解析：推断题。此题是问：根据文章可知，寻宝者给Fenn带来的最大的乐趣是什么？根据文章第六段可知，Fenn收到很多来信，有些是问寻宝线索，但是更多人是来感谢他使自己的家人更加亲近的。说到此时，Fenn的脸上露出了欣慰的笑容，故可推出，使寻宝者家庭成员之间更加亲近使他得到的乐趣最大。
25．【答案】D。解析：指代题。此题是问：文章中画线的it指代的是什么？定位画线it所在句子，Fenn is confident that the treasure will be unearthed eventually and says it will take the right combination of cunning and perseverance.指的是宝物的发现这个过程是需要技巧和坚持的巧妙结合的，故it指的是宝物发现。
Passage2
26．【答案】B。解析：推断题。此题是问：以下哪个选项不能从文章中推断出来？A选项“Pythagoras 支持并且践行不吃肉”，根据文章第一段知Pythagoras是素食主义之父，故A正确；根据第三段可知Pythagoras生前认为豆子和人类一样是有灵魂的，因此禁止他的追随者吃豆子。再根据第四段第一句话While the edict against beans was lifted not long after Pythagoras’death,his followers continued to eat a meatless diet.尽管在Pythagoras死后，不吃豆子这一点没有坚持太久，但是他的追随者仍然坚持不吃肉。由此推断不出来B选项；根据第四段第二句可知Pythagoras影响了几代的学者、思想家及个人，可知C选项正确；根据第三段第一句可知Pythagoras和他的追随者坚持实践素食主义主要是出于宗教和道德目的。故D项正确,所以该题选B。
27．【答案】C。解析：词义题。此题是问：以下哪个单词和第三段画线词意思最相近？此题可采用一一带入的方法，根据语境，文中并未提到这种豆子是邪恶的、美味的或臭名昭著的，且humble 本身有“谦虚的；低下的”的意思，故plain为本题答案。
28．【答案】D。解析：推断题。此题是问：mid-1800s的英国素食主义者拒绝吃肉主要是为了以下哪一点？根据mid-1800s定位至第四段第三句，可知素食主义者不吃肉是因为他们认为好色、酗酒、无赖都是由吃肉引起的，故答案为D。
29．【答案】C。解析：细节题。此题是问：根据文章，哪个选项是正确的？根据第一段可知，Pythagoras对数学和素食主义有贡献，故A选项说法不正确；根据第三段可知Pythagoras不吃豆子是因为他觉得豆子和人类的构成物质是一样的，故B说法错误；由最后一段可知，素食主义在美国
兴起是在1960s，加速是在1970s,那时一个叫Fnincis Moore Lappe的人写了Diet for a Small Planet一书，并提倡素食主义，指出不吃肉的原因是为了保护环境，根据时间可知Francis Moore Lappe是当代素食主义者，故C说法正确。文中并未提及Bronson Alcott的女儿，故D说法错误。
30．【答案】A。解析：主旨题。此题是问：文章的最合适的题目是什么？文章从素食主义之父说起，又按照时间的顺序介绍了不同时期的素食主义者及不吃肉的原因，故A选项，“素食主义发展史”为文章的题目。
二、简答题
31．【参考答案】
（1）教学反馈的类型：口头反馈与书面反馈。
口头反馈指对学生的口头活动、某些书面作业或者测试提供的信息。口头反馈的方法有①教师直接改错。②启发学生自己改错，教师不应该像监控器一样监控学生的语言输出。③启发学生互相改错。互相改错可以提高学生对错误的敏感性，逐渐减少学生对教师的依赖。
书面反馈一般用于课后对学生作业或者测试提供的书面评价符号或者是评语。而课堂上的书面反馈主要是指教师或者其指定的学生用书面的方式对学生的语言活动所做的评价性记录。例如计分法、画“正字”法、插红旗或送红花法，都可以确认学生表达内容是正确的，同时还可以显示竞赛中的不同小组的成绩差异。
（2）了解学生学习情况的三种途径：
①课堂提问：课堂提问可以引起学生注意，提示学习重点，巩固课堂教学，获取教学反馈，加强师生交流。
②测试：测试包括口试和笔试。口试不仅要考查学生的语音、语调、表达的流利程度、表达的可理解度、用词恰当等表达能力，还要考查学生的听力理解能力，当然还要对学生所使用的交际策略、所具有的跨文化意识、表达中的行为等进行综合评价。笔试包括听力、阅读理解、书面表达和语言知识考查等，可以检验学生的基本英语水平。
③调查表：主要用于在学生学习某一单元、某一课之前所进行的简短调查。通过对学生的调查，一方面可以了解学生已有的水平和存在的问题，另一方面可以帮助教师及时调整教学进度和教学策略。
三、教学情境分析题
32．【参考答案】
（1）本教学片段目标如下：
知识目标：学生熟练练习如何使用现在完成时，能够听懂提问How many times has he/she been
to...?并运用He/She has gone to/been to...进行应答。
能力目标：通过师生问答，学生能够提高语言思维能力和初步运用英语交际的能力，并能够在相似的生活情境中运用所学语言，达到交流目的。
情感目标：通过师生问答，学生能够了解和关心他人。
（2）教师采用了情景教学法在课堂中，教师通过展示图片，将情景引入，引起学生一定的体验，帮助学生理解句式并在情景中进行操练，达到教学目标。
（3）情景教学法优缺点如下：
优点：
①情景教学以其直观性、趣味性、生动性，激发了学生的参与和学习欲望。
②情景在语法教学中的应用，改变了在日常以往单纯记忆语法规则的学习方式，将枯燥的语法规则融入一定的语言情景中，使教学呈现更加真实化和生动化。
③针对性强。这种方式更有利于教师发现教学中存在的问题，及时掌握教学效果，并对教学内容做出相应的调整，提高效率。
④时效性强。这种教学法需要不断更新教学内容，克服了传统教学模式下内容陈旧的问题，教师必须对学生学习过程中发生的新问题进行解答，使教师所教内容的时效性更强。
缺点：
①学生被动接受语言材料的输入。
②过于重视语言形式，忽视交际能力的培养。
③过分强调目的语结构的机械训练和语音的准确性，对语义关注不足。
④由于情景的设计常常是虚构的，因而情境中的话语并不能最大限度地满足学生语言交际的实际需要。
（4）建议：①加大对语义关注，可以在完成对话以后运用归纳法帮助学生归纳出语法规则，使其真正理解和运用所学知识。②改善情景设计的虚构缺点，在虚构情景后，可以进一步组织同桌或小组练习，以其真实情况作为背景信息，运用所学句式，进行问答练习，来提高学生实际语言交际能力。
四、教学设计题
33．【参考设计】
Teaching Contents：
The passage tells us that many teenagers who are overweight have the bad eating habits,so that the doctors give some advice about their diet.
（1）Knowledge objectives
①Students can master the main idea of this passage and know the advantages of the healthy eating
habits.
②Students can understand the meaning and usage of the new words and expressions,such as junk food,overweight,nearly,too much and be good for.
（2）Ability objectives
Students can improve their reading and communicating abilities through class activities.
（3）Emotional objectives
①Students can know the importance of keeping a healthy diet.
②Students can cooperate with others actively,and improve their confidence of speaking English.
Teaching Key&Difficult Points：
（1）Teaching key points
①Students can make use of the new words and expressions,such as junk food,overweight,nearly, too much and be good for.
②Students can comprehend the main idea of the passage.
（2）Teaching difficult points
①Students can use the new knowledge correctly in their daily life.
②Students can understand it is very necessary to form the healthy eating habits and begin to refuse the junk food.
Teaching Procedures：
Step1Pre-reading（6minutes）
（1）Show the table on the blackboard and ask students to discuss ahout the junk food and healthy food.
Then ask students to fill in the blanks and then check the answer in pairs.
Junk food Healthy food
（2）Show the new words and expressions,such as junk food,overweight,nearly,too much and be good for.
①junk food：is food that is unhealthy and/or has little or no nutritional value.
②overweight：too heavy and fat
③nearly：not quite;not completely
④too much：more than enough
⑤be good for：be helpful to
（Justification：Through this step,students can know and divide the junk food and the heallhy food. Meanwhile,the students can learn the new words and phrases,which can help them understand the
passage.）
Step2While-reading（8minutes）
At this step ask the students to do two activities.
Activity1：Fast reading
Students will be given two minutes to read the short passage quickly,and then conclude the main idea.
Activity2：Careful reading
Ask the students to read the passage again and answer the following questions.For instance：
A：How many students didn’t follow a healthy diet according to the scientists’survey?
B：How many students didn’t like vegetables?
C：Why the doctors advise that teenagers need to eat some fruit and vegetables every day?
（Justification:Different ways of exploiting the text can help students not merely to cope with one particular text in class but to develop their reading strategies and reading ability.）
Step3Post-reading（6minutes）
Choose some volunteers to do the interview.One of the partners acts as the interviewer and the other interviewee.Make an interview about the topic of the healthy eating habits,using the knowledge they have learnt today.
（Justification：Students do the interview in their own way,which helps to apply what they learn in this period in real situation.At the same time，students can have a better understanding of the topic of food.）
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