教师资格证考试初级英语试卷：英语学科知识与教学能力

教师资格证考试全国统考初中英语模拟试卷六

一、单项选择题（本大题共 30 小题，每小题 2 分，共 60 分）

1.Inside are over 500 paintings, prints, watercolors, and a _____ of other art objects.

A. sort

B. kind

C. amount

D. variety

2. The paper is due next month, and I am working seven days ______ week, often long into ______ night.

A. a; the

B. the; 不填

C. a; a

D. 不填; the

3.—Can I help you?

—I'd like to buy a present for my father's birthday, _____ at a proper price but of good use.

A. one

B. it

C. that

D. which

4. The Foundation is holding a dinner at the Museum of American Art _____ the opening of their new show.

A. in honor of

B. in memory of

C. in response to

D. in reply to

5. In the lecture hall _____.

A. seats a professor

B. a professor seats

C. sits a professor

D. a professor sits

6. —We need to turn to Professor Smith for help.

—______? Our classmate Simon is an expert at solving such problems.

A. Why not

B. How come

C. Why bother

D. What for

7. A(n) _____ is the smallest unit of sound in a language, which can distinguish two words.

A. sound

B. morpheme

C. phoneme

D. allophone

8. /m, n/ are _____.

A. fricatives

B. dentals

C. glides

D. nasals

9. “Big” and “small” are a pair of _____ antonyms.

A. complementary B. gradable

C. complete

D. converse

10. A: Will you go mountain-climbing with me now?

B: But I have a headache now.

This conversation violates the maxim of _____.2

A. quality

B. quantity

C. relation

D. manner

11. Writing plays a very important role in developing students’ English learning. Editing belongs to _____.

A. Post-writing

B. While-writing

C. Post-listening

D. Post-reading

12. In speaking class, which of the following is a suitable activity for production stage?_____

A. Role-play

B. Writing a similar text

C. Learning vocabularies about the topic

D. putting pictures in order

13. The PPP teaching model is considered appropriate in teaching _____?

A. reading

B. writing

C. listening

D. vocabulary

14. In teacher Wang’s class, before giving the evaluation to the performance of students, she always encourages students to evaluate themselves or evaluate by peers. What does this situation reflects? _____

A. It reflects the professionalism of the teacher.

B. The teacher pays attention to the diversification of the evaluation subject.

C. The teacher wants to promote communication among students.

D. It is just the teacher’s personal habit.

15. Ask the students to recall the basic content they have learned to check whether they have remembered the knowledge they have learned. What kind of classification of asking questions dose this belong to?

A. Questions about memory

B. Questions about understanding

C. Questions about analysis

D. Questions about comprehensive skills

16. _____ are generally used to provide written evaluation symbols or comments for

students’ homework or tests after class.

A. Verbal feedbacks

B. Non-verbal feedbacks

C. Feedbacks in writing form

D. Information feedbacks

17. The elements in foreign language reading include _____.

A. automatic recognition skills and formal discourse structure knowledge

B. world and cultural background knowledge ; synthesis and evaluation skills/strategies

C. metal cognitive knowledge and skills monitoring reading; vocabulary and structure

knowledge

D. Above all

18. Teacher can use ____ as production practice during teaching pronunciation.

A. Same or different

B. Display order3

C. Using meaningful contexts

D. Odd one out

19. A popular way of getting students to concentrate on phonetic aspects of

pronunciation is to _____.

A. recognize stress pattern in phrase

B. match different intonation with different meaning

C. learn the correspondence of sound and spelling

D. contrast two sounds which are very similar and often confusing

20. Which of the following activities can help students prepare for spontaneous speech?

A. Reading aloud.

B. Giving a prepared talk.

C. Doing a drill.

D. Interviewing someone, or being interviewed.

请阅读 Passage 1，完成 21~25 小题。

Passage 1

These days, nobody needs to cook. Families graze on high-cholesterol take-aways and microwaved ready-meals. Cooking is an occasional hobby and a vehicle for celebrity chefs. Which makes it odd that the kitchen has become the heart of the modem house: what the great hall was to the medieval castle, the kitchen is to the 21st-century home.

The money spent on kitchens has risen with their status. In America the kitchen market is now worth $170 billion, five times the country’s film industry. In the year to August 2007, IKEA, a Swedish furniture chain, sold over one million kitchens worldwide. The average budget for a “major” kitchen overhaul in 2006, calculates Remodeling magazine, was a staggering $54,000; even a “minor” improvement cost on average $18,000.

Exclusivity, more familiar in the world of high fashion, has reached the kitchen:

Robinson&Cornish, a British manufacturer of custom-made kitchens, offers a

Georgian-style one which would cost ￡145,000-155,000—excluding building, plumbing and electrical work. Its big selling point is that nobody else will have it: “You won’t see this kitchen anywhere else in the world.”

The elevation of the room that once belonged only to the servants to that of design showcase for the modem family tells the story of a century of social change. Right into the early 20th century, kitchens were smoky, noisy places, generally located underground, or to the back of the house, and as far from living space as possible. That was as it should be: kitchens were for servants, and the aspiring middle classes wanted nothing to do with them.

But as the working classes prospered and the servant shortage set in, housekeeping became a matter of interest to the educated classes. One of the pioneers of a radical new way of thinking about the kitchen was Catharine Esther Beecher, sister of Harriet Beecher Stowe.

In American Woman’s Home, published in 1869, the Beecher sisters recommended a scientific approach to household management, designed to enhance the efficiency of a woman’s work and promote order.

Many contemporary ideas about kitchen design can be traced back to another American, Christine Frederick, who set about enhancing the efficiency of the housewife. Her 1919 work, Household Engineering: Scientific Management in the Home, was based on detailed observation of a housewife’s daily routine. She borrowed the principle of efficiency on the factory floor and applied it to domestic tasks on the kitchen floor. Frederick’s central idea, that stove, sink and kitchen table must be placed in such a relation that useless steps are avoided entirely”, inspired the first fully fitted kitchen, designed in the 1920s by Margarete Schütter-Lihotsky. It was a modernist triumph, and many elements remain central features of today’s kitchen.

21. What does the author say about the kitchen of today?

A. It is where housewives display their cooking skills.

B. It is where the family entertains important guests.

C. It has become something odd in a modem house.

D. It is regarded as the center of a modem home.

22. Why does the Georgian-style kitchen sell at a very high price?

A. It is believed to have tremendous artistic value.

B. No duplicate is to be found in any other place.

C. It is manufactured by a famous British company.

D. No other manufacturer can produce anything like it.

23. What does the change in the status of the kitchen reflect?

A. Improved living conditions.

B. Women’s elevated status.

C. Technological progress.

D. Social change.

24. What was the Beecher sisters’ idea of a kitchen?

A. A place where women could work more efficiently.

B. A place where high technology could be applied.

C. A place of interest to the educated people.

D. A place to experiment with new ideas.

25. What do we learn about today’s kitchen?

A. It represents the rapid technological advance in people’s daily life.

B. Many of its central features are no different from those of the 1920s.

C. It has been transformed beyond recognition.

D. Many of its functions have changed greatly.

请阅读 Passage 2，完成第 26-30 小题。

Passage 2

These days lots of young Japanese do omiai, literally, “meet and look.” Many of them do so willingly. In today’s prosperous and increasingly conservative Japan, the traditional omiai kekkon, or arranged marriage, is thriving.

But there is a difference. In the original omiai, the young Japanese couldn’t reject the5 partner chosen by his parents and their middleman. After World War II, many Japanese abandoned the arranged marriage as part of their rush to adopt the more democratic ways of their American conquerors. The Western ren’ai kekkon, or love marriage, became popular;

Japanese began picking their own mates by dating and falling in love.

But the Western way was often found wanting in an important respect: it didn’t necessarily produce a partner of the right economic, social, and educational qualifications.

“Today’s young people are quite calculating,” says Chieko Akiyama, a social commentator.

What seems to be happening now is a repetition of a familiar process in the country’s history, the “Japanization” of an adopted foreign practice. The Western ideal of marrying for love is accommodated in a new omiai in which both parties are free to reject the match.

“Omiai is evolving into a sort of stylized introduction,” Mrs. Akiyama says.

Many young Japanese now date in their early twenties, but with no thought of marriage. When they reach the age—in the middle twenties for women, the late twenties for men—they increasingly turn to omiai. Some studies suggest that as many as 40 % of marriages each year are omiai kekkon. It’s hard to be sure, say those who study the matter, because many Japanese couples, when polled, describe their marriage as a love match even if it was arranged.

These days, doing omiai often means going to a computer matching service rather than to a nakodo. The nakodo of tradition was an old woman who knew all the kids in the neighborhood and went around trying to pair them off by speaking to their parents; a successful match would bring her a wedding invitation and a gift of money. But Japanese today find it’s less awkward to reject a proposed partner if the nakodo is a computer.

Japan has about five hundred computer matching services. Some big companies, including Mitsubishi, run one for their employees. At a typical commercial service, an applicant pays $80 to $125 to have his or her personal data stored in the computer for two years and $200 or so more if a marriage results. The stored information includes some obvious items, like education and hobbies, and some not-so-obvious ones, like whether a person is the oldest child. (First sons, and to some extent first daughters, face an obligation of caring for elderly parents.)

26. According to the passage, today’s young Japanese prefer _____.

A. a traditional arranged marriage

B. a new type of arranged marriage

C. a Western love marriage

D. a more Westernized love marriage

27. Which of the following statements is CORRECT?

A. A Western love marriage tends to miss some Japanese values.

B. Less attention is paid to the partner’s qualification in arranged marriages.

C. Young Japanese would often calculate their partner’s wealth.

D. A new arranged marriage is a repetition of the older type.

28. According to the passage, the figure 40% (Paragraph Five) is uncertain because_____.

A. there has been a big increase in the number of arranged marriages6

B. Western love marriage still remains popular among young Japanese

C. young Japanese start dating very early in their life in a Western tradition

D. the tendency for arranged marriages could be stronger than is indicated

29. One of the big differences between a traditional nakodo and its contemporary version lies in the way _____.

A. wedding gifts are presented

B. a proposed partner is refused

C. formalities are arranged

D. the middleman/woman is chosen

30. What is the purpose of the last paragraph?

A. To tell the differences between an old and modern nakodo.

B. To provide some examples for the traditional nakodo.

C. To offer more details of the computerized nakodo.

D. To sum up the main ideas and provide a conclusion.

二、简答题（本大题 1 小题，20 分）

31. 全身反应教学法产生于60年代初期的美国，盛行于70年代，其代表人物是心理学教授阿舍尔（James T. Asher）。请简述什么是全身反应教学法？在实际教学中，教师应该如何客观看待这一教学方法？

三、教学情境分析题（本大题 1 小题，30 分）

32. 根据下面的课堂实录，回答问题。

（老师利用CAI展示书中图片，介绍本课重点词汇out of style, keep out等）

T: Look at Picture 1. What’s she doing？

Ss: She is looking at the mirror.

T: Is she happy？

Ss: No, she isn’t.

T: What’s wrong with her? （全班同学没有反应，老师思考几秒后，猜想此问题的难度可能超出学生的理解能力或学生害怕发言，然后老师换了一个较简单的问题组织小组讨论后继续引导和鼓励。）

T: Maybe she doesn’t like her dress. Can you guess the reason? Don’t be shy.

S1: Maybe she wants some new clothes.

S2: Maybe she thinks her clothes are too old.T: Yes, quite right. She thinks her clothes are not popular or fashionable. They are out of style.

T: Do you know the meaning of “out of style”?

Ss: 大部分同学纷纷点头。

T: What’s wrong with her?

（再次询问个别学困生，以检查他们对新单词的理解和运用。）

S3: Her clothes are out of style.

T: Wonderful.

（教师用汉语再次解释了out of style的意思，确保所有学生理解新词组的含义，然后小组内用新单词造句。）

1. 这位老师是如何体现教师是教学活动的反思者？

2. 教师也是学生学习策略的促进者，教师应该帮助学生发展哪些词汇学习策略？

（至少三点）

3. 此教学片段还能体现出教师的哪两种角色？

7四、教学设计题（本大题 1 小题，40 分）

33.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：阅读下面学生信息和语言素材，设计 20 分钟的口语教学方案。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：20 分钟。

学生情况：某城镇普通中学七年级（初中一年级）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）》二级水平。学生课堂参与积极性一般。

语言素材：

Daming: Linda, what’s your classroom in England like? Is it big?

Linda: Yes, it’s really big. There are thirty students in my class. How many students are there in your class in Beijing?

Daming: There are forty students, twenty girls and twenty boys. What’s in your classroom? Is there a lot of furniture?

Linda: Yes, there is.

Daming: Are there computers on everyone’s desk?

Linda: No, there aren’t. But there is a computer on the teacher’s desk.

Daming: Oh, are there any pictures on the classroom walls?

Linda: Yes, there are, at the front of the classroom.

Daming: And is there a map of the world?

Linda: No, there isn’t. There’s a map of England.

Daming: There’s a map of the world in our classroom, but there aren’t any pictures on our walls.

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