2015上《英语学科知识与教学能力》(初中)真题及答案
初中英语学科知识与教学能力试题及答案
《英语学科知识与教学能力》（初中)一、考试目标1．英语学科知识与能力具有扎实的英语语言基础知识和语言能力；具备从事初中英语教学所需要的英语语言能力；能理解有关英语国家的语言、历史和文化等相关知识。
2．英语学科教学知识与能力掌握外语教学基本理论、英语教学专业知识与国家英语课程标准内容等学科教学知识，并能用以指导初中英语教学。
3．英语学科教学设计能力能够根据英语学科特点，针对初中学生的认知特点、语言水平和学习需要选择并设计合理的教学内容，形成完整合理的教学方案。
4．英语学科教学实施能力理解初中英语课堂教学实施的基本原则和方法，具备实施语言课堂教学的基本能力；能够根据教学设计，结合教学实际情况，采用恰当的教学手段，引导学生进行有效学习。
5．英语学科教学评价知识与能力了解初中英语课堂教学评价的基本知识和方法，能够对学生的语言学习进行恰当的评价；了解教学反思的基本方法和策略，能够对自己的课堂教学实践进行反思，提出改进的思路。
二、考试模块内容与要求（一）语言知识与能力1．掌握英语语言的基础知识，了解语言研究中与英语教学相关的基本概念和知识，并能在课堂教学中加以运用。
2．具有良好的英语语言运用能力，包括用英语进行书面表达、获取教学资源和信息、表达思想情感和与学生良好沟通的能力；能够筛选并改编适合初中学生英语水平的语言材料。
3．能够在语篇中理解英语国家的语言、历史和文学等相关的社会文化知识。
（二）语言教学知识与能力1．了解外语教学基本理论，理解语言观、语言学习观、语言教学观等对初中英语教学的指导作用。
2．理解《义务教育英语课程标准（2011年版）》的目标内容（语言技能、语言知识、情感态度、学习策略和文化意识），以及课程标准的其他相关知识，并能在教学设计与实施中运用。
3．掌握英语语言知识（语音、词汇、语法、语篇等）的教学基本原则、讲解和练习方法。
4．掌握英语语言技能（听、说、读、写）的教学原则和训练方法。
5．能结合中外社会文化语境，设计并实施英语知识和技能的教学与训练。
教师资格证考试《中学英语学科知识与教学能力》试题及答案
一、单项选择题1．【答案】 B。
2．【答案】 C。
分析：考察重读知识。
问题意为“我们几点去上学?”所以答案应重申时间at seven 0’ clock“七点”。
3．【答案】 B。
分析：考察名词辨析。
句意为“一定每一个人都喜爱这蛋糕，由于连__________都没剩下”。
crutch意为“支柱，手杖”，chip意为“碎片，碎屑”，chop意为“排骨”，clip意为“夹子”。
依据句意可知，大家喜爱蛋糕连碎屑都没剩下，应选B。
4．【答案】 B。
分析：考察形容词辨析。
句意为“从前，病人手术后__________ ，需要很长时间才能恢复，此刻手术的病人却感觉既轻松又舒坦”。
unhealthy意为“不健康的”，exhausted意为“精疲力竭的” ，fearful意为“担忧的，可怕的”，upset意为“烦恼的，不适的”。
病人不需要很长的时间用来恢复，说明手术后应当不是筋疲力尽，应选B。
5．【答案】 B。
分析：考察副词辨析。
空格处需要填入一个副词修饰“changin9 ”。
stably“安稳地”，constantly“常常地，不停地”，scarcely“几乎不”，0ccasionally“有时地”。
依据知识，世界市场的变化应当是随时随处的，即“常常发生变化”。
应选 B。
6．【答案】 C。
分析：考察非谓语动词。
句意为“在电影院有个老年人坐在我旁边”。
此刻分词作定语，应选C。
7．【答案】 C。
分析：考察附属连词的用法。
句意为“工程师们都很忙，__________他们有进行户外活动的兴趣，也没有时间”。
wherever 意为“不论哪里” ， whenever 意为“不论何时”， even if意为“即便，只管” ，as ff意为“仿佛，仿佛” 。
依据前后句意，应为即便，应选 C。
8．【答案】 C。
分析：考察虚构语气。
在表示梦想、建议、恳求、命令等时， it is imperative that构造后边的主语从句一定用虚构语气，即should+动词原形(should能够省略)。
2015年教师资格证考试《英语学科知识与教学能力》(初级中学)模拟试题(3)(教师版)
【答案】B
【解析】考查教学活动中教师的角色。教师在此充当课堂教学的推动者。
4、Which of the following questions can be used in the questionnaire for assessing
participation? A、Did you get all the questions right in today's class? B、Did you finish the task on time? C、Can you use the strategies we have learned today? D、What did you do in your group work today?
云测库，互联网测评考试与人才管理平台
2015年教师资格证考试《ቤተ መጻሕፍቲ ባይዱ语学科知识与教学能力》(初级中学)模拟试题(3)
（教师版）
试卷题量：33题 试卷总分：150分 试卷限时：120分钟 测评/引用码：X3Mwg7b
一、单项选择题
1、There are five components of communicative competence． Which of them refers to one's ability to create coherent written text or
13、Which of the following is not an interactive activity? A、Looking at the picture below and discussing the questions with your partner． B、Listening to the tape again and retelling the story with the filled chart． C、Discussing the following questions in group． D、Asking another group to give you some advice on improving your work．
[职业资格类试卷]2015年上半年中学教师资格认定考试(初级英语学科知识与教学能力)真题试卷.doc
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[职业资格类试卷]2015年上半年中学教师资格认定考试（初级英语学科知识与教学能力）真题试卷一、单项选择题1 The phrase "in bed" is pronounced as______in real speech.（A）/in'bed/（B）/im'bed/（C）/'inb d/（D）/im'b d/2 There are two syllables in the word "photo". /u/ occurs in both syllables, but the first one is______the second because it is stressed.（A）longer than（B）shorter than（C）as long as（D）as short as3 Jimmy asked Mary to lend him some money, which she agreed to,______ that he paid her back the following month.（A）on occasion（B）in case（C）under circumstances（D）on condition4 Zhang Jun's teacher suggests that he take a(n)______language course to improve his English.（A）intermediate（B）middle（C）medium（D）average5 It is reported that the______of the country, from hotels to transport, is old and decrepit. （A）industrialization（B）infrastructure（C）correspondence（D）commutation6 _____conscious of her moral obligations as a citizen.（A）Marsha was and always will be（B）Marsha has to be and always will be（C）Marsha had been and will always be（D）Marsha has been and will always be7 Potential subjects should be informed of the research and______ an opportunity to decide if they want to participate.（A）gave（B）giving（C）give（D）be given8 Don't be discouraged. ______and you will surely pass the exam.（A）Make a bit more effort（B）To make a bit more effort（C）Making a bit more effort（D）If you make a more effort9 What would you say to the hotel receptionist to get a double room?（A）Rent us a double room.（B）Book us a double room.（C）We'd like to have a double room.（D）Let's have a double room.10 Which of the following best represents the order from a harsh command to a very polite request? a. Could you close the door? b. Close the door. c. Please close the door. d. Would you please close the door?（A）b-c-a-d（B）c-b-a-d（C）d-a-c-b（D）c-b-d-a11 The first P in the PPP teaching model stands for______, which aims to get learners to perceive the form and meaning of a structure.（A）practice（B）production（C）presentation（D）preparation12 The main objective of mechanical practice is to help students learn by heart the______ of a language item.（A）meaning（B）function（C）context（D）form13 The______method is more fitted to the explicit presentation of grammar when the basic structure is being identified.（A）inductive（B）contrastive（C）comparative（D）deductive14 Which of the following can be regarded as a communicative language task?（A）Information-gap activity.（B）Dictation.（C）Sentence transformation.（D）Blank-filling.15 If a teacher asks students to concentrate on such features as structure, coherence and cohesion of a text, he/she aims at developing students'______.（A）strategic competence（B）cultural awareness（C）communicative competence（D）discourse awareness16 English teachers often ask students to______a passage to get the gist of it.（A）skim（B）scan（C）predict（D）infer17 The correct meaning of a lexical item in a given context is______.（A）the one provided in a dictionary（B）the one which best fits the context（C）the central or core meaning of the item（D）the one which is assumed to be correct18 In writing, students may not know how to put something into proper English and thus ask their teacher for help. Here the teacher is to play the role of a/an______.（A）facilitator（B）assessor（C）controller（D）participant19 A/An______ language test, such as IELTS or TOEFL, is developed on the basis of a fixed standard.（A）individual-referenced（B）peer-referenced（C）norm-referenced（D）criterion-referenced20 A systematic textbook evaluation is NOT to examine whether a textbook______. （A）covers all grammatical rules（B）provides authentic language（C）matches the needs of learners（D）can help realize the objectives of a language program二、简答题21 简述scanning的含义并举一例说明其基本用途。
初中英语学科知识与教学能力试题及答案
《英语学科知识与教学能力》（初中)一、考试目标1．英语学科知识与能力具有扎实的英语语言基础知识和语言能力；具备从事初中英语教学所需要的英语语言能力；能理解有关英语国家的语言、历史和文化等相关知识。
2．英语学科教学知识与能力掌握外语教学基本理论、英语教学专业知识与国家英语课程标准内容等学科教学知识，并能用以指导初中英语教学。
3．英语学科教学设计能力能够根据英语学科特点，针对初中学生的认知特点、语言水平和学习需要选择并设计合理的教学内容，形成完整合理的教学方案。
4．英语学科教学实施能力理解初中英语课堂教学实施的基本原则和方法，具备实施语言课堂教学的基本能力；能够根据教学设计，结合教学实际情况，采用恰当的教学手段，引导学生进行有效学习。
5．英语学科教学评价知识与能力了解初中英语课堂教学评价的基本知识和方法，能够对学生的语言学习进行恰当的评价；了解教学反思的基本方法和策略，能够对自己的课堂教学实践进行反思，提出改进的思路。
二、考试模块内容与要求（一）语言知识与能力1．掌握英语语言的基础知识，了解语言研究中与英语教学相关的基本概念和知识，并能在课堂教学中加以运用。
2．具有良好的英语语言运用能力，包括用英语进行书面表达、获取教学资源和信息、表达思想情感和与学生良好沟通的能力；能够筛选并改编适合初中学生英语水平的语言材料。
3．能够在语篇中理解英语国家的语言、历史和文学等相关的社会文化知识。
（二）语言教学知识与能力1．了解外语教学基本理论，理解语言观、语言学习观、语言教学观等对初中英语教学的指导作用。
2．理解《义务教育英语课程标准（2011年版）》的目标内容（语言技能、语言知识、情感态度、学习策略和文化意识），以及课程标准的其他相关知识，并能在教学设计与实施中运用。
3．掌握英语语言知识（语音、词汇、语法、语篇等）的教学基本原则、讲解和练习方法。
4．掌握英语语言技能（听、说、读、写）的教学原则和训练方法。
5．能结合中外社会文化语境，设计并实施英语知识和技能的教学与训练。
教师资格《英语学科知识与教学能力(初级中学)》模拟试题及答案一
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初中英语学科知识与教学能力试题及答案
《英语学科知识与教学能力》（初中)一、考试目标1．英语学科知识与能力具有扎实的英语语言基础知识和语言能力；具备从事初中英语教学所需要的英语语言能力；能理解有关英语国家的语言、历史和文化等相关知识。
2．英语学科教学知识与能力掌握外语教学基本理论、英语教学专业知识与国家英语课程标准内容等学科教学知识，并能用以指导初中英语教学。
3．英语学科教学设计能力能够根据英语学科特点，针对初中学生的认知特点、语言水平和学习需要选择并设计合理的教学内容，形成完整合理的教学方案。
4．英语学科教学实施能力理解初中英语课堂教学实施的基本原则和方法，具备实施语言课堂教学的基本能力；能够根据教学设计，结合教学实际情况，采用恰当的教学手段，引导学生进行有效学习。
5．英语学科教学评价知识与能力了解初中英语课堂教学评价的基本知识和方法，能够对学生的语言学习进行恰当的评价；了解教学反思的基本方法和策略，能够对自己的课堂教学实践进行反思，提出改进的思路。
二、考试模块内容与要求（一）语言知识与能力1．掌握英语语言的基础知识，了解语言研究中与英语教学相关的基本概念和知识，并能在课堂教学中加以运用。
2．具有良好的英语语言运用能力，包括用英语进行书面表达、获取教学资源和信息、表达思想情感和与学生良好沟通的能力；能够筛选并改编适合初中学生英语水平的语言材料。
3．能够在语篇中理解英语国家的语言、历史和文学等相关的社会文化知识。
（二）语言教学知识与能力1．了解外语教学基本理论，理解语言观、语言学习观、语言教学观等对初中英语教学的指导作用。
2．理解《义务教育英语课程标准（2011年版）》的目标内容（语言技能、语言知识、情感态度、学习策略和文化意识），以及课程标准的其他相关知识，并能在教学设计与实施中运用。
3．掌握英语语言知识（语音、词汇、语法、语篇等）的教学基本原则、讲解和练习方法。
4．掌握英语语言技能（听、说、读、写）的教学原则和训练方法。
5．能结合中外社会文化语境，设计并实施英语知识和技能的教学与训练。
教师资格证考试《中学英语学科知识与教学能力》试题及答案
一、单项选择题1．【答案】B。
2．【答案】C。
解析：考查重读知识。
问题意为“我们几点去上学?”因此答案应强调时间at seven 0’clock“七点”。
3．【答案】B。
解析：考查名词辨析。
句意为“肯定每个人都喜欢这蛋糕，因为连__________都没剩下”。
crutch意为“支柱，拐杖”，chip意为“碎片，碎屑”，chop意为“排骨”，clip 意为“夹子”。
根据句意可知，大家喜欢蛋糕连碎屑都没剩下，故选B。
4．【答案】B。
解析：考查形容词辨析。
句意为“以前，病人手术后__________，需要很长时间才能恢复，现在手术的病人却感到既轻松又舒适”。
unhealthy意为“不健康的”，exhausted意为“精疲力竭的”，fearful意为“担心的，可怕的”，upset意为“苦恼的，不适的”。
病人不需要很长的时间用来恢复，说明手术后应该不是精疲力尽，故选B。
5．【答案】B。
解析：考查副词辨析。
空格处需要填入一个副词修饰“changin9”。
stably “平稳地”，constantly“时常地，不断地”，scarcely“几乎不”，0ccasionally“偶尔地”。
根据常识，世界市场的变化应该是随时随地的，即“经常发生变化”。
故选B。
6．【答案】C。
解析：考查非谓语动词。
句意为“在电影院有个老年人坐在我旁边”。
现在分词作定语，故选C。
7．【答案】C。
解析：考查从属连词的用法。
句意为“工程师们都很忙，__________他们有进行户外活动的兴趣，也没有时间”。
wherever意为“无论哪里”，whenever意为“无论何时”，even if意为“即使，尽管”，as ff意为“似乎，好像”。
根据前后句意，应为即使，故选C。
8．【答案】C。
解析：考查虚拟语气。
在表示愿望、建议、请求、命令等时，it is imperative that结构后面的主语从句必须用虚拟语气，即should+动词原形(should可以省略)。
《英语学科知识与教学能力》(初中)真题(附答案)
《英语学科知识与教学能力》（初中）真题(附答案)第 1 题 (单项选择题)( Which of the following shows the proper pronunciation of the segment “ ten bikes ” in connected speech?______{A}. /tem baids/{B}. /ten baiks/{C}.{D}.正确答案：A第 2 题 (单项选择题)( ______ is not included in the factors used in analyzing vowels.{A}. Position of the tongue{B}. Shape of lips{C}. Openness of the mouth{D}. Openness of the vocal cords正确答案：D第 3 题 (单项选择题)( The study highlights how our sense of right and wrong isn' t just based on_____, religion and philosophy,but also on the biology of our brain.{A}. rising up{B}. bring up{C}. uprising{D}. upbring正确答案：D第 4 题 (单项选择题)( Founded in 2003, the company specializes in canned fruits and vegetables and______food export business. {A}. quick-freezing{B}. quick-frozen{C}. quickly-freezing{D}. quickly-frozen正确答案：B第 5 题 (单项选择题)( He resented ______ to wait and expected the minister ______ him immediately upon his arrival. {A}. to be asked, to see{B}. being asked, to see{C}. to be asked, seeing{D}. being asked, seeing正确答案：B第 6 题 (单项选择题)( Tom’ s school was on the other side of the road, so he was told to watch out cars when______the street. {A}. crossing{B}. cross{C}. crossed{D}. to cross正确答案：A第 7 题 (单项选择题)( You can sleep on the couch in the lounge ______ you can go to a nearly hotel.{A}. or{B}. then{C}. and{D}. But正确答案：A第 8 题 (单项选择题)( Not a single word ______ when he was forced to leave and join the army in 1937.{A}. did Mark leave{B}. left Mark{C}. did leave Mark{D}. Mark left正确答案：A第9 题(单项选择题)( How many morphemes does the word “impossible” consist of?{A}. One{B}. Two{C}. Three{D}. Four正确答案：C第 10 题 (单项选择题)( What rhetorical device is used in the underlined part of the sentence: There was an elephant pause after the story was told?{A}. Pun{B}. Simile{C}. Metaphor{D}. Transferred epithet正确答案：C第 11 题 (单项选择题)( In teaching pronunciation the teacher should tell the student that______can be used to convey more important messages.{A}. rhyme{B}. stress{C}. devoicing{D}. rhythm正确答案：B第 12 题 (单项选择题)( When a teacher asks students to discuss how the writerJ s ideas are organized in the test, he/she intends to develop students’ skill of______{A}. recognizing the textual structure{B}. understanding the writer’ s intention{C}. distinguishing facts from opinions{D}. commenting on the content of the text正确答案：A第 13 题 (单项选择题)( Which of the following focus(es) on accuracy in teaching grammar?{A}. Simulation{B}. Substitution drills{C}. Role play{D}. Discussion正确答案：B第 14 题 (单项选择题)( When a te acher says “Next, please pay attention to the time of arrival and departure of the planes in the recording”，he/she intends to develop the students’ skill of______.{A}. predicting{B}. getting the general pictures{C}. distinguishing sounds{D}. getting specific information正确答案：D第 15 题 (单项选择题)( If a teacher asks students to list as many ways as they can to tell someone to open the door and listthe possible function of a sentence in different contents, he/she is probably trying to highlight______.{A}. the potential meaning of a sentence{B}. different realizations of the same function{C}. the relationship between form and function{D}. different ways getting people to do the same thing正确答案：C第 16 题 (单项选择题)( The teacher would use ______ to help students communicate in teaching speaking.{A}. substitution drills{B}. group discussion{C}. listening and acting{D}. reading aloud正确答案：B第 17 题 (单项选择题)( ______assessment is used to measure how the performance of a particular student or group of students with that of another.{A}. Criterion-referenced{B}. Norm-referenced{C}. Formative{D}. Summative正确答案：C第 18 题 (单项选择题)( Which of the following teacher' s instructions could serve purpose of eliciting ideas? {A}. Shall we move on?{B}. Read after me everyone{C}. What can you see in this picture?{D}. What does the word “quickly” mean?正确答案：C第 19 题 (单项选择题)( Which of the following is an example of teachers’ indirect feedback?{A}. Say “went” instead of “go” .{B}. We never use “at” that way.{C}. Choice A is not the right answer.{D}. Who can help him with this sentence?正确答案：D第 20 题 (单项选择题)( Total physical response as a TEFL which is more aften used for teaching________.{A}. children{B}. adults{C}. ESP course{D}. GE course正确答案：A第 21 题 (单项选择题)(每题 2.00 分) 题目分类:未按章节分类的试题（如真题、模拟预测试题） > 阅读理解 > passage 1Seventy years ago, more than 160, 000 Allied troops stormed the beaches of Normandy during the D-Day invasion. And while we all know that day served as a huge turning point for the Allied cause, you probably ha ven’ t thought much about what those soldiers carried with them to eat during and after the invasion food had to be light-weight, nutritious and very high in energy: after all, these men were about to invade Nazi-occupied land . As it so happens, the one substance that could fulfill all those requirements was a very unlikely item-a Hershey, s chocolate bar.The Hershey chocolate company was approached back in 1937 about creating a specially designed bar just for U. S. Army emergency rations. According to H ershey’ s chief chemist Sam Hinkle, the U. S government had just four requests about their new chocolate bars: they had to weight 4 ounces, be high in energy, withstand high temperatures and “taste a little better than a boiled potato”，The final product wa s called the “D ration bar”，a blend of chocolate, sugar, cocoa butter, skim milk powder and oat flour. The viscous mixture proved too thick to move throughthe normal chocolate bar manufacturing set up at the Hershey plant, so initially each bar had to be packed into its 4-ounce mole by hand.As for taste, well-most who tried it said they would rather have eaten the boiled potato. The combination of fat and oat flour made the chocolate bar a dense brick, and the sugar did little to mask the overwhelmingly bitter taste to the dark chocolate. Since it was designed to withstand high temperatures, the bar was nearly impossible to bite into. Most men who ate it had to shave slices off with a knife before they could chew it, and despite the U. S Armys best efforts to stop the men from doing so, some of the ration bars ended up in the trash. Later in the war, Hershey introduced a new version, known as the Tropical bar, specially designed four extreme temperatures of the Pacific Theater. By the end of the war, the company had produced more than 3 billion ration bars.But “Hitler’ s Secret Weapon”，as many infantrymen referred to the chocolate bar, was hardly the only candy in the D-Day rations. Candy was an easy way to pep up the troops, and the quick burst of energy provided by sugar was a welcome additionto kit bags along with the D rations, troops received three days worth of K ration packs . These were devised more as meal replacements and not sustenance snacks like the D rations, and came complete with coffee, canned meats, processed cheese and tons of sugar . At various points during the war, men could find powdered orange or lemon drink, caramels, chewing gum and-of course-more chocolate . along with packs of cigarettes and sugar cubes for coffee, the K ration packs provided plenty of valuable energy for fighting men.What is the tone of the author in writing the article?{A}. Ironic{B}. Passionate{C}. Humorous{D}. Matter-of-fact正确答案：D第 22 题 (单项选择题)(每题 2.00 分) 题目分类:未按章节分类的试题（如真题、模拟预测试题） > 阅读理解 > passage 1Seventy years ago, more than 160, 000 Allied troops stormed the beaches of Normandy during the D-Day invasion. And while we all know that day served as a huge turning point for the Allied cause, you probably haven’ t thought much about what those sol diers carried with them to eat during and after the invasion food had to be light-weight, nutritious and very high in energy: after all, these men were about to invade Nazi-occupied land . As it so happens, the one substance that could fulfill all those requirements was a very unlikely item-a Hershey, s chocolate bar.The Hershey chocolate company was approached back in 1937 about creating a specially designed bar just for U. S. Army emergency rations. According to Hershey’ s chief chemist Sam Hinkle, the U. S government had just four requests about their new chocolate bars: they had to weight 4 ounces, be high in energy, withstand high temperatures and “taste a little better than a boiled potato”，The final product was called the “D ration bar”，a blend of chocolate, sugar, cocoa butter, skim milk powder and oat flour. The viscous mixture proved too thick to move through the normal chocolate bar manufacturing set up at the Hershey plant, so initially each bar had to be packed into its 4-ouncemole by hand.As for taste, well-most who tried it said they would rather have eaten the boiled potato. The combination of fat and oat flour made the chocolate bar a dense brick, and the sugar did little to mask the overwhelmingly bitter taste to the dark chocolate. Since it was designed to withstand high temperatures, the bar was nearly impossible to bite into. Most men who ate it had to shave slices off with a knife before they could chew it, and despite the U. S Armys best efforts to stop the men from doing so, some of the ration bars ended up in the trash. Later in the war, Hershey introduced a new version, known as the Tropical bar, specially designed four extreme temperatures of the Pacific Theater. By the end of the war, the company had produced more than 3 billion ration bars.But “Hitler’ s Secret Weapon”，as many infantrymen referred to the chocolate bar, was hardly the only candy in the D-Day rations. Candy was an easy way to pep up the troops, and the quick burst of energy provided by sugar was a welcome addition to kit bags along with the D rations, troops received three days worth of K ration packs . These were devised more as mealreplacements and not sustenance snacks like the D rations, and came complete with coffee, canned meats, processed cheese and tons of sugar . At various points during the war, men could find powdered orange or lemon drink, caramels, chewing gum and-of course-more chocolate . along with packs of cigarettes and sugar cubes for coffee, the K ration packs provided plenty of valuable energy for fighting men.Which of the following features of D ration bars is NOT true according to the passage?{A}. Light weight{B}. High energy{C}. Spicy taste{D}. Heat resistance正确答案：C第 23 题 (单项选择题)(每题 2.00 分) 题目分类:未按章节分类的试题（如真题、模拟预测试题） > 阅读理解 > passage 1Seventy years ago, more than 160, 000 Allied troops stormed thebeaches of Normandy during the D-Day invasion. And while we all know that day served as a huge turning point for the Allied cause, you probably haven’ t though t much about what those soldiers carried with them to eat during and after the invasion food had to be light-weight, nutritious and very high in energy: after all, these men were about to invade Nazi-occupied land . As it so happens, the one substance that could fulfill all those requirements was a very unlikely item-a Hershey, s chocolate bar.The Hershey chocolate company was approached back in 1937 about creating a specially designed bar just for U. S. Army emergency rations. According to Hershey’ s chi ef chemist Sam Hinkle, the U. S government had just four requests about their new chocolate bars: they had to weight 4 ounces, be high in energy, withstand high temperatures and “taste a little better than a boiled potato”，The final product was called the “D ration bar”，a blend of chocolate, sugar, cocoa butter, skim milk powder and oat flour. The viscous mixture proved too thick to move through the normal chocolate bar manufacturing set up at the Hershey plant, so initially each bar had to be packed into its 4-ounce mole by hand.As for taste, well-most who tried it said they would rather have eaten the boiled potato. The combination of fat and oat flour made the chocolate bar a dense brick, and the sugar did little to mask the overwhelmingly bitter taste to the dark chocolate. Since it was designed to withstand high temperatures, the bar was nearly impossible to bite into. Most men who ate it had to shave slices off with a knife before they could chew it, and despite the U. S Armys best efforts to stop the men from doing so, some of the ration bars ended up in the trash. Later in the war, Hershey introduced a new version, known as the Tropical bar, specially designed four extreme temperatures of the Pacific Theater. By the end of the war, the company had produced more than 3 billion ration bars.But “Hitler’ s Secret Weapon”，as many infantrymen referred to the chocolate bar, was hardly the only candy in the D-Day rations. Candy was an easy way to pep up the troops, and the quick burst of energy provided by sugar was a welcome addition to kit bags along with the D rations, troops received three days worth of K ration packs . These were devised more as meal replacements and not sustenance snacks like the D rations, andcame complete with coffee, canned meats, processed cheese and tons of sugar . At various points during the war, men could find powdered orange or lemon drink, caramels, chewing gum and-of course-more chocolate . along with packs of cigarettes and sugar cubes for coffee, the K ration packs provided plenty of valuable energy for fighting men.Why were D ration bars referred to as “Hitler’ s Secret Weapon” by Allied soldiers?{A}. It was a conspiracy launched by Hitler{B}. It was produced as a weapon to defeat Hitler{C}. It was nutritious enough to please the soldier{D}. It was hard to eat and was disliked generally正确答案：C第 24 题 (单项选择题)(每题 2.00 分) 题目分类:未按章节分类的试题（如真题、模拟预测试题） > 阅读理解 > passage 1Seventy years ago, more than 160, 000 Allied troops stormed the beaches of Normandy during the D-Day invasion. And while we allknow that day served as a huge turning point for the Allied cause, you probably haven’ t thought much about what those soldiers carried with them to eat during and after the invasion food had to be light-weight, nutritious and very high in energy: after all, these men were about to invade Nazi-occupied land . As it so happens, the one substance that could fulfill all those requirements was a very unlikely item-a Hershey, s chocolate bar.The Hershey chocolate company was approached back in 1937 about creating a specially designed bar just for U. S. Army emergency rations. According to Hershey’ s chief chemist Sam Hinkle, the U. S government had just four requests about their new chocolate bars: they had to weight 4 ounces, be high in energy, withstand high temperatures and “taste a little better than a boiled potato”，The final product was called the “D ration bar”，a blend of chocolate, sugar, cocoa butter, skim milk powder and oat flour. The viscous mixture proved too thick to move through the normal chocolate bar manufacturing set up at the Hershey plant, so initially each bar had to be packed into its 4-ounce mole by hand.As for taste, well-most who tried it said they would rather have eaten the boiled potato. The combination of fat and oat flour made the chocolate bar a dense brick, and the sugar did little to mask the overwhelmingly bitter taste to the dark chocolate. Since it was designed to withstand high temperatures, the bar was nearly impossible to bite into. Most men who ate it had to shave slices off with a knife before they could chew it, and despite the U. S Armys best efforts to stop the men from doing so, some of the ration bars ended up in the trash. Later in the war, Hershey introduced a new version, known as the Tropical bar, specially designed four extreme temperatures of the Pacific Theater. By the end of the war, the company had produced more than 3 billion ration bars.But “Hitler’ s Secret Weapon”，as many infantrymen referred to the chocolate bar, was hardly the only candy in the D-Day rations. Candy was an easy way to pep up the troops, and the quick burst of energy provided by sugar was a welcome addition to kit bags along with the D rations, troops received three days worth of K ration packs . These were devised more as meal replacements and not sustenance snacks like the D rations, and came complete with coffee, canned meats, processed cheese andtons of sugar . At various points during the war, men could find powdered orange or lemon drink, caramels, chewing gum and-of course-more chocolate . along with packs of cigarettes and sugar cubes for coffee, the K ration packs provided plenty of valuable energy for fighting men.Which of the following is closest in meaning to “pep up” in the last paragraph?{A}. Cheer up{B}. Feed up{C}. Steer up{D}. Take up正确答案：A第 25 题 (单项选择题)(每题 2.00 分) 题目分类:未按章节分类的试题（如真题、模拟预测试题） > 阅读理解 > passage 1Seventy years ago, more than 160, 000 Allied troops stormed the beaches of Normandy during the D-Day invasion. And while we all know that day served as a huge turning point for the Allied cause,you probably haven’ t thought much about what those soldiers carried with them to eat during and after the invasion food had to be light-weight, nutritious and very high in energy: after all, these men were about to invade Nazi-occupied land . As it so happens, the one substance that could fulfill all those requirements was a very unlikely item-a Hershey, s chocolate bar.The Hershey chocolate company was approached back in 1937 about creating a specially designed bar just for U. S. Army emergency rations. According to Hershey’ s chief chemist Sam Hinkle, the U. S government had just four requests about their new chocolate bars: they had to weight 4 ounces, be high in energy, withstand high temperatures and “taste a little better than a boiled potato”，The final product was called the “D ration bar”，a blend of chocolate, sugar, cocoa butter, skim milk powder and oat flour. The viscous mixture proved too thick to move through the normal chocolate bar manufacturing set up at the Hershey plant, so initially each bar had to be packed into its 4-ounce mole by hand.As for taste, well-most who tried it said they would rather haveeaten the boiled potato. The combination of fat and oat flour made the chocolate bar a dense brick, and the sugar did little to mask the overwhelmingly bitter taste to the dark chocolate. Since it was designed to withstand high temperatures, the bar was nearly impossible to bite into. Most men who ate it had to shave slices off with a knife before they could chew it, and despite the U. S Armys best efforts to stop the men from doing so, some of the ration bars ended up in the trash. Later in the war, Hershey introduced a new version, known as the Tropical bar, specially designed four extreme temperatures of the Pacific Theater. By the end of the war, the company had produced more than 3 billion ration bars.But “Hitler’ s Secret Weapon”，as many infantrymen referred to the chocolate bar, was hardly the only candy in the D-Day rations. Candy was an easy way to pep up the troops, and the quick burst of energy provided by sugar was a welcome addition to kit bags along with the D rations, troops received three days worth of K ration packs . These were devised more as meal replacements and not sustenance snacks like the D rations, and came complete with coffee, canned meats, processed cheese and tons of sugar . At various points during the war, men could findpowdered orange or lemon drink, caramels, chewing gum and-of course-more chocolate . along with packs of cigarettes and sugar cubes for coffee, the K ration packs provided plenty of valuable energy for fighting men.Which of the following might be the best title for the passage?{A}. How Chocolate was made for the war{B}. How Chocolate helped win the war{C}. What were the requirements about chocolate for the war {D}. What were the difference between D Ration Bars and K Ration Packs正确答案：A第 26 题 (单项选择题)(每题 2.00 分) 题目分类:未按章节分类的试题（如真题、模拟预测试题） > 阅读理解 > passage2Julia Gillard, as education minister and then prime minister, identified The Gonski report on School funding, later renamed the Better Schools Plans, as one of her crowning achievements. Backed by the Australian Education Union and Australia' scultural-left education blob (a term coined by Britain' s Secretary of State for Education, Michael Gove) , the argument is that Gonski will deliver excellence and equity in education by massively increasing government expenditure.The Gonski funding model, involving a base level of funding known as a School Resourcing Standard and additional loadings related to disadvantage is also lauded as bringing clarity, transparency and consistency to school funding. Not so, as noted by the National Commission of Audit, the flaws and weaknesses in the report are manifest and the reality is that those who have been critical of the ALP-inspired approach to school funding have been proven correct.Under the heading “Complexity of the funding model”，section 9. 7 Appendix Volume 1，the statem ent is made that “new school funding arrangements are complex, inconsistent and lack transparency. ” Instead of having a national funding model, we have a situation where the states are territories and catholic and independent school sectors have their own approaches to allocating funding to schools.So much for the argument that the Gonski model represents an improvement on the Howard government’s supposedly opaque and inconsistently applied socio-economic status (SES) model.The Schooling Resource Standard is also criticized for not being “based on a detailed analysis of the cost of delivering education” and the formula employed for quantifying disadvantage for using faulty data leading to students being misidentified as “being inside or outside definition s of educationally disadvantaged” .Citing international research and an analysis carried out by the ALP federal member for Fraser, Andrew Leigh, when an academic at the Australian National University, the audit report also concludes there is little, if any, relationship between increased expenditure and raising standards Mirroring the argument put by the centre for Independent Studies? Jennifer Buckingham in her school Funding on a Budget, the audit report argues “increasing funding does not necessarily eq uate to better student outcomes” .As common sense suggests , and contrary to the Australian Education Union' s “I Give a Gonski” campaign a more effective way to raise standards is to have a rigorous curriculum, qualified and committed teachers, strong parental engagement and schools, within broad guidelines, that have the flexibility to manage themselves.To applaud the commission of audit? s analysis of school fundingshould not be taken as unqualified support. The suggestion that the states, and most likely their education departments, should control how funding to independent school is allocated is a mistake.State schools, on the whole, compete against non-government schools, and allowing state governments or their education bureaucracies to decide how funding is allocated to independent schools represents a conflict of interest. For what reasons did Julia Gillard believe that the Gonski report was one of her best achievements?{A}. It would bring efficiency to school funding.{B}. It would raise standards and equity in education. {C}. It would reduce government budget in school funding. {D}. It would control both the stale schools and independent schools.正确答案：B第 27 题 (单项选择题)(每题 2.00 分) 题目分类:未按章节分类的试题（如真题、模拟预测试题） > 阅读理解 > passage2Julia Gillard, as education minister and then prime minister, identified The Gonski report on School funding, later renamed the Better Schools Plans, as one of her crowning achievements. Backed by the Australian Education Union and Australia' scultural-left education blob (a term coined by Britain' s Secretary of State for Education, Michael Gove) , the argument is that Gonski will deliver excellence and equity in education by massively increasing government expenditure.The Gonski funding model, involving a base level of funding known as a School Resourcing Standard and additional loadings related to disadvantage is also lauded as bringing clarity, transparency and consistency to school funding. Not so, as noted by the National Commission of Audit, the flaws and weaknesses in the report are manifest and the reality is that those who have been critical of the ALP-inspired approach to school funding have been proven correct.Under the heading “Complexity of the funding model”，section 9. 7 Appendix Volume 1，the statement is made that “new school funding arrangements are complex, inconsistent and lack transparency. ” Instead of having a national funding model, we have a situation where the states are territories and catholic and independent school sectors have their own approaches to allocating funding to schools.So much for the argument that the Gonski model represents an improvement on the Howard government’s supposedly opaque and inconsistently applied socio-economic status (SES) model.The Schooling Resource Standard is also criticized for not being “based on a detailed analysis of the cost of delivering education” and the formula employed for quantifying disadvantage for using faulty data leading to students being misidentified as “being inside or outside definitions of educati onally disadvantaged” .Citing international research and an analysis carried out by the ALP federal member for Fraser, Andrew Leigh, when an academic at the Australian National University, the audit report also concludes there is little, if any, relationship between increased expenditure and raising standards Mirroring the argument put by the centre for Independent Studies? Jennifer Buckingham in her school Funding on a Budget, the audit report argues “increasing funding does not necessarily equate to bett er student outcomes” .As common sense suggests , and contrary to the Australian Education Union' s “I Give a Gonski” campaign a more effective way to raise standards is to have a rigorous curriculum, qualified and committed teachers, strong parental engagement and schools, within broad guidelines, that have the flexibility to manage themselves.To applaud the commission of audit? s analysis of school fundingshould not be taken as unqualified support. The suggestion that the states, and most likely their education departments, should control how funding to independent school is allocated is a mistake.State schools, on the whole, compete against non-government schools, and allowing state governments or their education bureaucracies to decide how funding is allocated to independent schools represents a conflict of interest. Which of the following is close in meaning to “committed” in paragraph 9? {A}. Engaged{B}. Devoted{C}. Respected{D}. Promised正确答案：B第 28 题 (单项选择题)(每题 2.00 分) 题目分类:未按章节分类的试题（如真题、模拟预测试题） > 阅读理解 > passage2Julia Gillard, as education minister and then prime minister, identified The Gonski report on School funding, later renamed the Better Schools Plans, as one of her crowning achievements. Backed by the Australian Education Union and Australia' s cultural-left education blob (a term coined by Britain' s Secretary of State for Education, Michael Gove) , the argumentis that Gonski will deliver excellence and equity in education by massively increasing government expenditure.The Gonski funding model, involving a base level of funding known as a School Resourcing Standard and additional loadings related to disadvantage is also lauded as bringing clarity, transparency and consistency to school funding. Not so, as noted by the National Commission of Audit, the flaws and weaknesses in the report are manifest and the reality is that those who have been critical of the ALP-inspired approach to school funding have been proven correct.Under the heading “Complexity of the funding model”，section 9. 7 Appendix Volume 1，the statement is made that “new school funding arrangements are complex, inconsistent and lack transparency. ” Instead of having a national funding model, we have a situation where the states are territories and catholic and independent school sectors have their own approaches to allocating funding to schools.So much for the argument that the Gonski model represents an improvement on the Howard government’s supposedly opaque and inconsistently applied socio-economic status (SES) model. The Schooling Resource Standard is also criticized for not being “based on a detailed analysis of the cost of delivering。
年11月1日教师资格证考试初级中学《英语学科知识与教学能力》真题及答案
201５年11月１日教师资格证考试初级中学《英语学科知识与教学能力》真题及答案1.Ｗhicｈof ｔhe ｆolｌowｉnｇcｏrrectly deｓcｒｉbes the Engliｓｈpｈonｅmｅ/θ/?A A vｏiceless dentａｌｆricatｉveB A voiｃelｅｓs ａｌveolar fricａtivｅＣＡvｏiceleｓｓdental pｌosiｖｅ D A vｏiceｌｅss alveｏｌaｒｐlosｉvｅ[答案］A２.Whｉch of tｈｅfollowing coｎsonanｔcluｓtｅrs ｍaｙnｏt sｅrｖe as tｈe begｉｎｎｉng oｆa worｄ?Ａ/ｓpr/ B /ｓkw／ C /str/ D /swt/[答案] D３.Ｔｈe ｇoｌd medal ｗas ____ tｏMS Ｂarrette foｒｈer excellent ｐerfoｒmancｅｉｎtｈe dｒama.A disｔribｕｔｅdB ｃontribuｔedC awａrded Ｄｒewarded[答案] C4.Ｔhe ｖisiｔｏｒs had mａdｅｓo much __＿_tｈat Ｍr．Water hａd to ｓpeｎd sｅｖｅral d ａys to clｅaniｎg ｕp afｔeｒwarｄs．A tｒoubleB dｉｓtuｒbance Ｃdａmａge D mｅss[答案] D5.How many ｍｏrphemｅs doｅs ｔhe wｏrd “teｌecomｍunｉcatｉｏn” contain？A 1 Ｂ2 C 3 Ｄ４［答案] Ｄ6.Iｎｔhe foreign langｕages boｏkstorｅ____to be ｆound bｏoks in variｏus laｎguages．A ｉｓB ｉs beｅｎC aｒeD are beeｎ[答案] Ｃ7.A pｅｒsoｎneeds to know who he/she iｓｂefore bｅiｎg ａbｌe to know what____ ma ｋes him or ｈer happy.A is ｉｔthaｔB it is thatC is it whichD it ｉs which[答案］ B８.There____ ｎothiｎｇｍore for dｉｓcussｉoｎ, ｔｈe ｃonferenｃe to ａn ｅnｄ２０miｎutes eａrlier.A beB to be Ｃbeinｇ D to havｅbeen［答案］Ｃ９.Wｈich ｏf the following iｓan ｅntailmenｔｏf ｔｈｅutｔerａnce “Annｉe brｏkｅtｈe winｄoｗ”？A Ａnｎｉｅwas cａｒelesｓB Aｎnie wａs ｄiｓruptiveC Aｎｎiｅdｉd someｔhing to tｈe wiｎdｏwD It is Ａnnｉｅwｈｏbrｏke tｈe ｗｉndow [答案］D10.Ｔhe foｌｌoｗing cｏnvｅrsａtiｏn clearly vioｌateｓthe____.Ａ：Ｈoｗdo you fｉnally go to school?B：Ｔhe ｂus is so ｆaｓｔso I ｇｏt to school vｅry earlｙ.A Maｘiｍof QuａnｔityB Maxｉｍof RｅlatiｏnC Ｍａｘim of QuａlityD Maxim of Manner[答案］Ｂ11.Ｗhich of ｔｈe fｏlloｗｉnｇｓtａtｅmeｎtｓａbout a ｌessｏn plan ｉｓinａppropriaｔe?A It is a tｅacｈing ｇｕｉde.ＢIｔis a bluｅprinｔto be strｉctly followed.C It taｋes intｏａccount syllabｕｓand ｓtudentｓ.D Ｉｔdｅscrｉbes in advａncｅwhaｔand how to ｔｅacｈ．[答案] Ｂ12.Skilled-ｉｎｔｅｇｒated actｉvities allow teａｃhers ｔo buiｌd in ｍore__＿_ iｎto a lesson，ｆo ｒｔhe range oｆaｃtiviｔieｓwｉll bｅwｉdｅr.A ｃｅrtａinly Ｂｓiｍｐlicity C variety D acｃuracy[答案] Ｃ13.A langｕａge profｉcｉeｎｃｙtｅst that onｌy consistｓｏf mulｔipｌe-choiｃe qｕｅsｔｉons lackｓ_＿__.A construct ｖalｉditｙB content vａlidiｔy Ｃtest relｉａbiｌity Ｄscorer ｒeliabilｉtｙ［答案］ A１４．Ｗｈen a teａchｅr asｋｓsｔuｄentｓto ｒｅaｒraｎgｅa ｓｅt of sentenｃeｓiｎｔｏaloｇical paｒａgraph ｈe/ｓhe is tryiｎg ｔo dｒａw their ａtteｎtｉon ｔo_＿_＿.A gramｍeｒB vｏｃabulａｒyC ｓeｎteｎce patｔｅｒns Ｄtextual cohｅrence[答案] D15.Wｈich of the followiｎｇactivｉtｉes wｏulｄhelp ｓｔudｅnts ｄｅvｅlop thｅｓkｉｌl of eｘtｒactinｇsｐｅｃific ｉnｆormatｉon?A Inｆeｒing meaning frｏm tｈe cｏntextＢRecognｉｚinｇthe ａuthoｒ’ｓｂelief and aｔtitudesC Using iｎfｏrmatｉoｎｉｎthｅreading passagｅtｏmaｋe hｙpoｔhesesＤLｉstening tｏthe fliｇht ｉｎｆormａtioｎto ｓee if ｔhe planｅis on time［答案] D16.Which ｏｆｔhe foｌlowiｎg activitｉes caｎbe ｕseｄto chｅck ｓtudentｓ’s unｄｅrstａnding ｏf difｆiｃｕlｔsｅntｅnｃes in ｔhｅtｅｘt?ＡＰａrａｐhｒasing B Bｌanｋ-ｆｉlｌing C Sｔｏry-tｅllｉｎg ＤSｕmmarizｉng ［答案] A1７.Wｈeｎａtｅａcher ｏrgａnｉｚeｓgrouｐwｏrk，wｈich of the follｏwing mｉｇht be ｏf the Least Ｃoｎcern?A Inｃｒｅａｓｉｎg ｐeeｒinｔｅractioｎB Ｉncｒeasｉnｇiｎdividual prａctiｃｅＣDeｖelopiｎｇlanｇuａge accuracｙD Prｏvｉｄing vａｒiety and ｄynamics[答案] C1８.Ｉf a tｅaｃｈｅr asｋs stｕdeｎtｓto colｌｅｃt, ｃomparｅand ａnalyze certain sentence pattｅrns, he／she ａims ａt develｏpiｎg sｔudｅnｔs’__＿＿．A disｃourｓｅａｗａｒenessB ｃuｌtural awarenessC strategic competｅｎceD linguｉstｉc coｍpeteｎce[答案］Ｄ19.Wｈen a teachｅr saｙs ｔo ｔhe whole claｓｓ，“ｓｔand up and act ｏut ｔhe dialoguｅ”, ｈｅ/she ｉs ｐlaying tｈｅｒｏlｅof ａ(n)＿＿__.ＡmonｉtoｒＢorｇａnizer C asｓessor D proｍｐter[答案] B20．Which oｆthe foｌlowing maｙbetter cheｃk studeｎts’s abilｉty of uｓing a grammatical ｓｔrｕctuｒe ?A Having tｈｅm woｒk oｕt the rｕleB Haｖiｎｇthｅm gｉve some examplｅsＣHaving them ｅxｐlaｉn thｅｍeaｎingD Having tｈem explain tｈe structure[答案］ BＰａssａgｅ 1FＲOM Ｊames Moriarｔy tｏEｒｎst Stavｒo Ｂlofｅld, the idｅa of the evｉl gｅniｕｓｈa ｓbeen a ｓｔapｌe of ｓtorytelling. Ｂut is ｉt truｅ? Or, tｏｐut the matteｒlｅss stａrkｌy, is t ｈere ａcｏｎｎecｔioｎｂｅtｗeen cｒeａtiviｔｙand dｉshｏnesty in reaｌｐeoｐlｅwｈo aｒe not ｂent ｏｎwｏｒｌd domiｎaｔｉon, as ｗeｌl ａｓiｎfiｃtional ｓuｐervillainｓ？Wｒiting in Psｙｃｈologicａl Scｉeｎｃe, Fｒａｎcｅｓｃa Giｎｏof ＨaｒvaｒｄＵnｉverｓiｔｙaｎｄScott Wilterｍuｔh of the Univeｒsｉtｙof Southern Californiａｓuggest tｈat ｔhere is—and thａt cheａｔing actually ｉncｒｅases ｃｒeativｉｔy.Dr Gｉno and DｒWｉltermｕtｈtesｔed tｈe honeｓｔy of 1５3 vｏｌｕnteeｒs with a ｔask that iｎvolved aｄdiｎg up nｕmｂｅrs ｆor ａｃaｓｈreｗard, whiｃh ｗａs prｅｓented iｎa way that seeｍeｄto them to allow them ｔo ｃheａt uｎdｅtectｅd (thｏugｈｔｈe ｒesｅａrchers ｋnew ｗhen ｔｈｅy ｄiｄ). Ｔhis waｓｓandwiched ｂｅｔｗeen tｗo tests foｒｃreａtivｉty, one of wｈｉch ｗas ｔo ｗｏrk out how to fix a candｌｅｔo a ｃardboaｒd wall ｗith a ｂox ｏｆdrawing pｉｎs＊, anｄtｈe ｏther ａwoｒｄ-aｓｓoｃiａtiｏn test．Thi ｓcｏｍbiｎaｔiｏn shｏwed ｎｏt ｏnｌｙｔhat creativｅpeｏple ｃhｅat mｏｒe, buｔalsｏthaｔcheatiｎg seems to enｃouragｅcrｅativｉｔy—ｆｏr ｔｈｏse who cheaｔｅｄｉn tｈｅadding－ｕp teｓt were eveｎbｅtteｒａt word assｏciaｔioｎthan ｔhｅir candle-tesｔreｓult ｓprｅdｉcted.Tｈａt ｒｅsulｔwａs confｉｒｍed ｂy a secｏnd sｅt ｏf experiments, in whｉch some pｅople were given many opportuｎｉtｉeｓto cheat anｄotｈers fｅｗ. Ｔhe cｒuｃial prｅdictｏr oｆcreativｉty，the researchｅrs coｎfirmｅd, waｓtｈe actual aｍoｕnt oｆcheaｔinｇ, ｎot aｎy ｐropensity to cｈｅat.A ｔhｉrd ｅｘpｅrｉmenｔtested the idea that thｉs ｉｓｂeｃaｕse both creaｔｉvitｙanｄdiｓｈonesｔｙrequiｒｅ, aｓｉt ｗere, a flexible atｔitｕｄe to ｒｕles. Ｉn tｈis eｘｐeriｍen ｔvoｌunteers ｗeｒe askｅｄabouｔthｅiｒaｔｔｉtude to ｂｏssｙｓｉgns, sｕｃhas “ｎｏcyｃｌing”aｎｄ“no diｖiｎg” ｎotiｃeｓ，aｆter beiｎg aｌlｏwed tｏcheaｔ(again, ｉn a ｗaｙｔｒanｓｐaｒent ｔｏtｈｅeｘｐｅｒｉmenｔｅｒs) oｎ a coin-tossing tesｔ．C ｈeats, it tｕrneｄoｕｔ, were ｌesｓconsｔraｉned to oｂｅy such signs．It is，it goeｓwitｈouｔsａyｉng， a lonｇwａy from sｕｃh actｓｏf pｅtty defｉanｃe to buiｌdinｇ a laｉｒinside ａn extinct voｌcano aｎd threaｔｅning Ｗａshington from it—ｏr even to non-fictｉｏnａｌaｃts ｏf serious crime. Bｕt ｓｏme soｒt of lｉnｋｅxiｓts, so thｉｓｒeｓeａｒcｈdoｅs inｄeed ｓｕggest that ArｔhｕｒＣｏnan Dｏyle anｄIan Flemｉng ｗerｅｏn to somethinｇ．21.What can be ｃoｎcｌｕｄed ｆrom the pａssaｇe ａbout Ｊanves Moriａty anｄEｒｎst StavrｏＢｌofielｄ?A They are tｗｏevil gｅniusｅｓ. ＢＴhｅy arｅtwo psｙchｏloｇisｔs.ＣTｈｅy ａrｅtｗｏstory－ｔellers．ＤThey are two researchers．[答案] Ａ22.Whicｈｏf the ｆoｌlowing is cloｓeｓt ｉn meaniｎg tｏthe uｎｄｅrliｎed phrasｅ”were ｏn tｏｓometｈｉng” in the last parａgraph？A ｗｅre inｓpｉrｅｄby sｏmeｔhinｇB ｗerｅgｏｉng to do ｓｏｍｅthingC were wｏｒrｉed aboｕt sｏmetｈｉngD weｒe aｗarｅoｆthe nature[答案] Ｄ23.Whicｈof thｅｆollｏwinｇdeｓcrｉbes the seｑuence of Dr. Wiｌtermｕtｈ’s research？A ｃaｎｄle tｅsｔ, word asｓｏviaｔion test, addiｎg-up ｔeｓｔB candle teｓt, woｒd assoｃiation tｅst, adding-uｐteｓtC addiｎg-uｐtest, candｌe ｔeｓｔ, ｗoｒd assｏcｉａtion ｔeｓtD adｄｉng-up test, word aｓsｏciaｔion tｅst，candle test24.Ｗhat ｄoes the underlｉｎed woｒds “ tｈｅｏtｈer”ｉn paraｇrａph 2 rｅfｅr to ?ＡThｅｔｒicｋ B The ｔest ＣThｅreｗard D Tｈｅcombinatｉon[答案] Ｂ２5.Ｗhat conclｕｓion cａn be drawn from tｈｉｓpａssage?ＡThe more ａperｓon cｈｅａｔs, the more ｃrｅａtive ｈe ｉｓ .B Ｃheaｔinｇｉｓliｋely ｔo encｏurage cｒeaｔivitｙto some eｘtenｔ.ＣＡｐeｒsoｎwho ｃheats is more cｒeａtiｖｅthaｎａpｅｒｓon who ｄｏesn’tD Ａperson ｗｈo is cｒeative cheatｓmore tｈan A person whｏｉs lesｓcreativｅ．［答案] BPasｓａｇe 2Ｗhile iｎRｏme a few years ａｇo ｍｙfamilｙand Ｉｍadｅa poｉnt of eatｉng piｚｚa. 简答题31.请说明精听与泛听的区别，并分别简述教师应该如何指导学生进行精听与泛听的训练。
2015年中学教师资格证《英语学科知识与教学能力》预测卷及参考答案
2015年中学教师资格证《英语学科知识与教学能力》预测卷及参考答案注意事项：1．考试时间为120分钟，满分为150分。
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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. The pronunciation of the English contraction "don't" is__________ .2. Which of the following has the proper word stress?A. scientificB. ScientificC. sCienTificD. scientific3. The text is approachable, coping well with quite__________subjects.A. complexB. complicatedC. sophisticatedD. intricate4. We have a very communicative__________ to teaching languages.A. meansB. methodC. mannerD. approach5. Mr. Smith used to smoke__________but he has given it up.A. seriouslyB. heavilyC. badlyD. hardly6. Much of the debate on an ongoing society in China has focused on the extended families__________ the number of "empty-nets" is growing by the millions every year.A. thatB. whenC. whereD. which7. If global warming goes on like this, Maldives in the Indian Ocean__________in the century to come.A. disappearsB. disappearedC. has disappearedD. is going to disappear8. --She unwillingly took the job, didn't she?--I've no idea.__________ .A. It doesn't hurt to askB. It counts for nothingC. It doesn't make senseD. It's a deal9. Which of the following sets of phonetic features characterizes the English phoneme [p]?A. [voiced, dental, fricative]B. [voiceless, bilabial, stop]C. [voiced, bilabial, fricative]D. [voiceless, dental, stop]10. The function of the sentence "A nice day, isn't it? " is__________ .A. informativeB. phaticC. directiveD. performative11. To achieve fluency, when should correction be conducted?A. After class.B. The moment error occurs.C. At the summary stage of the activity.D. During the course of the communication.12. A teacher showed students an example and explained the usage of past perfect tense, and asked students to list ten"past perfect tense" sentences by imitating that example. What's the teacher' s grammar teaching method?A. Consolidation.B. Presentation.C. Deduction.D. Induction.13. Teaching activities must be based on the students' cognitive development level and the existing experienced knowledge, thus, students' personal knowledge, students' life world and are also the important curriculum resources except textbook.A. game activitiesB. labour activitiesC. attitudeD. direct experience14. What's the overall goal of English teaching in basic education stage?A. Increase students' vocabulary and grammar of the knowledge.B. Improve students' English learning and foreign cultural interesting.C. Cultivate students' ability of listening and spoken English.D. Cultivate students' comprehensive capability of language.15. Which one does not belong to subjective quiz questions in the following English tests?A. Writing.B. Oral test.C. Translation.D. Cloze.16. Which is the most advantageous relationship mode between teachers and students for the development of students?A. Managerial mode.B. Permissive mode.C. Arbitrary mode.D. Democratic mode.17. Cooperative learning emphasizes on__________ and collective responsibility.A. teachers' responsibilityB. individual responsibilityC. solely responsibilityD. team responsibility18. What is the teacher doing by saying this in terms of instruction?"Now, did the questions help you understand the text better? "A. Observing the activity.B. Evaluating the activity.C. Monitoring the activity.D. Controlling the activity.19. Which aspect of vocabulary is trained in the following?The teacher asks the students to read the following passage to tell the writer's attitude towards the woman he is interviewing.Tall, tanned and debonair, Hazel Henderson is an unlikely revolutionary. She greets me with a warm smile and orders a port of tea, unlike the well-heeled matrons staying at this comfortable hotel.A. Register.B. Connotation.C. Collocation.D. Constitution.20. To establish the evaluation index system of evaluation of students' all-round development must include__________ .A. subject learning goalsB. general development goalsC. subject learning goals and general development goalsD. emotional goals请阅读Passage l，完成第21～25小题。
2015年教师资格证考试《英语学科知识与教学能力》(初级中学)模拟试题(2)(教师版)
请阅读Passage 2，完成第5-9小题。
Passage 2 The process of perceiving others is rarely translated(to ourselves or others) into cold,objective terms．"She was 5 feet 8 inches tall, had fair hair, and wore a colored skirt．" More often, we try to get inside the other person to pinpoint his or her attitudes, emotions, motivations,abilities, ideas, and characters． Furthermore, we sometimes behave as if we can accomplish this difficult job very quickly--perhaps with a two-second glance．
【答案】B
【解析】结合第二段和第三段内容可知，有一些人总是为他人的所作所为吃惊，这是因为他们没有意识到我们永远不可能完全 了解一个人。
7、We may have known someone for ten years and still know very little about him because__________． A、we don't accept the idea that we might never fully know another person B、we often get information in a casual and inexact way C、we pay more attention to other people's motivations and emotions D、we often have face-to-face conversation with him
2015下半年教师资格证考试初级中学《英语学科知识与教学能力》真题及答案
2015年11月1日教师资格证考试初级中学《英语学科知识与教学能力》真题及答案1.Which of the following correctly describes the English phoneme/θ/？A A voiceless dental fricativeB A voiceless alveolar fricativeC A voiceless dental plosiveD A voiceless alveolar plosive [答案] A2.Which of the following consonant clusters may not serve as the beginning of a word?A /spr/B /skw/C /str/D /swt/[答案] D3.The gold medal was ____ to MS Barrette for her excellent performance in the drama.A distributedB contributedC awardedD rewarded[答案] C4.The visitors had made so much ____that Mr. Water had to spend several days to cleaning up afterwards.A troubleB disturbanceC damageD mess[答案] D5.How many morphemes does the w ord “telecommunication” contain?A 1B 2C 3D 4[答案] D6.In the foreign languages bookstore ____to be found books in various languages.A isB is beenC areD are been[答案] C7.A person needs to know who he/she is before being able to know what____ makes him or her happy.A is it thatB it is thatC is it whichD it is which[答案] B8.There____ nothing more for discussion, the conference to an end 20 minutes earlier.A beB to beC beingD to have been[答案] C9.Which of the following is an entailment of the utterance “Annie broke the window”?A Annie was carelessB Annie was disruptiveC Annie did something to the windowD It is Annie who broke the window [答案] D10.The following conversation clearly violates the____.A: How do you finally go to school?B: The bus is so fast so I got to school very early.A Maxim of QuantityB Maxim of RelationC Maxim of QualityD Maxim of Manner[答案] B11.Which of the following statements about a lesson plan is inappropriate?A It is a teaching guide.B It is a blueprint to be strictly followed.C It takes into account syllabus and students.D It describes in advance what and how to teach.[答案] B12.Skilled-integrated activities allow teachers to build in more____ intoa lesson, for the range of activities will be wider.A certainlyB simplicityC varietyD accuracy [答案] C13.A language proficiency test that only consists of multiple-choice questions lacks____.A construct validityB content validityC test reliabilityD scorer reliability[答案] A14.When a teacher asks students to rearrange a set of sentences into a logical paragraph he/she is trying to draw their attention to____.A grammerB vocabularyC sentence patternsD textual coherence [答案] D15.Which of the following activities would help students develop the skill of extracting specific information?A Infering meaning from the contextB Reco gnizing the author’s belief and attitudesC Using information in the reading passage to make hypothesesD Listening to the flight information to see if the plane is on time [答案] D16.Which of the following activities can be used to check students’s understanding of difficult sentences in the text?A ParaphrasingB Blank-fillingC Story-tellingD Summarizing [答案] A17.When a teacher organizes group work, which of the following might be of the Least Concern?A Increasing peer interactionB Increasing individual practiceC Developing language accuracyD Providing variety and dynamics[答案] C18.If a teacher asks students to collect, compare and analyze certain sentence patterns, he/she aims at developing students’____.A discourse awarenessB cultural awarenessC strategic competenceD linguistic competence[答案] D19.When a teacher says to the whole class, “stand up and act out the dialogue ”, he/she is playing the role of a(n)____.A monitorB organizerC assessorD prompter[答案] B20.Which of the following may better check students’s ability of usinga grammatical structure ?A Having them work out the ruleB Having them give some examplesC Having them explain the meaningD Having them explain the structure[答案] BPassage 1FROM James Moriarty to Ernst Stavro Blofeld, the idea of the evil genius has been a staple of storytelling. But is it true? Or, to put the matter less starkly, is there a connection between creativity and dishonesty in real people who are not bent on world domination, as well as in fictional supervillains? Writing in Psychological Science, Francesca Gino of Harvard University and Scott Wiltermuth of the University of Southern California suggest that there is—and that cheating actually increases creativity.Dr Gino and Dr Wiltermuth tested the honesty of 153 volunteers with a task that involved adding up numbers for a cash reward, which was presented in a way that seemed to them to allow them to cheat undetected (though the researchers knew when they did). This was sandwiched between two tests for creativity, one of which was to work out how to fix a candle to a cardboard wall with a box of drawing pins*, and the other aword-association test. This combination showed not only that creative people cheat more, but also that cheating seems to encourage creativity—for those who cheated in the adding-up test were even better at word association than their candle-test results predicted.That result was confirmed by a second set of experiments, in which some people were given many opportunities to cheat and others few. The crucial predictor of creativity, the researchers confirmed, was the actual amount of cheating, not any propensity to cheat.A third experiment tested the idea that this is because both creativity and dishonesty require, as it were, a flexible attitude to rules. In this experiment volunteers were asked about their attitude to bossy signs, such as “no cycling” and “no diving” notices, after being allowed to cheat (again, in a way transparent to the experimenters) on a coin-tossing test. Cheats, it turned out, were less constrained to obey such signs.It is, it goes without saying, a long way from such acts of petty defiance to building a lair inside an extinct volcano and threatening Washington from it—or even to non-fictional acts of serious crime. But some sortof link exists, so this research does indeed suggest that Arthur Conan Doyle and Ian Fleming were on to something.21.What can be concluded from the passage about Janves Moriaty and Ernst Stavro Blofield?A They are two evil geniuses.B They are two psychologists.C They are two story-tellers.D They are two researchers.[答案] A22.Which of the following is closest in meaning to the underlined phrase ”were on to something” in the last paragraph?A were inspired by somethingB were going to do somethingC were worried about somethingD were aware of the nature[答案] D23.Which of the following describes the sequence of Dr. Wiltermuth’s research?A candle test, word assoviation test, adding-up testB candle test, word association test, adding-up testC adding-up test, candle test, word association testD adding-up test, word association test, candle test24.What does the underlined words “ the other” in paragraph 2 refer to ?A The trickB The testC The rewardD The combination [答案] B25.What conclusion can be drawn from this passage?A The more a person cheats, the more creative he is .B Cheating is likely to encourage creativity to some extent.C A person who cheats is more creative than a person who doesn’tD A person who is creative cheats more than A person who is less creative. [答案] BPassage 2While in Rome a few years ago my family and I made a point of eating pizza. 简答题31.请说明精听与泛听的区别，并分别简述教师应该如何指导学生进行精听与泛听的训练。
2015年上初级英语真题答案
2015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】B。
解析：考查音的同化。
in,bed原本分别读/In/,/bed/,但作为相邻词一起发音时，因唇形的影响而发生了同化：[n]是齿龈音，[b]是双唇音，[n]在双唇音[b]前面被同化成双唇音/m/。
所以in bed读作/im'bed/。
2．【答案】A。
解析：考查音的重读。
元音字母在重读者节中读音响而长，在非重读音节中短而轻。
“o”在重读音节中的发音会比其在非重读音节中的发音拖得略长一些，单词photo第一个音节中为重读音节，第二个为非重读音节，故选A。
3．【答案】D。
解析：考查介词短语辨析。
句意为“Jimmy向Mary借钱，她同意了，（）下周还钱”。
四个选项中只有on condition后面跟that从句（=if,provided that）,表示“如果，只要，条件是……”，强调某人采取行动前必须事先认可的条件。
on occasion“间或，有时”；in case“假使，万一”；under circumstances中间通常加形容词，表示“在……情况下”。
故选D。
4．【答案】A。
解析：考查近义词辨析。
Intermediate“中等程度的，中级的”，侧重难易程度；middle“中间的”，侧重方位和时间；medium“中等的，中号的（尺寸、数量、规模等）”；average“平均的，普通的，一般的”。
根据句意可知，张军的老师建议他参加一门中级水平的语言课程来提高他的英语水平，故选A。
5．【答案】B。
解析：考查名词辨析。
句意为“据报道，从宾馆到交通，这个国家所有的（）都已陈旧失修”。
industrialization“工业化”，infrastructure“公共建设，基础设施”，correspondence “往来信件，通信，一致”，commutation“减刑，代偿”。
根据from hotels to transport,可知B项最符合句意。
(完整版)初中英语学科知识与教学能力试题及答案
《英语学科知识与教学能力》（初中)一、考试目标1．英语学科知识与能力具有扎实的英语语言基础知识和语言能力；具备从事初中英语教学所需要的英语语言能力；能理解有关英语国家的语言、历史和文化等相关知识。
2．英语学科教学知识与能力掌握外语教学基本理论、英语教学专业知识与国家英语课程标准内容等学科教学知识，并能用以指导初中英语教学。
3．英语学科教学设计能力能够根据英语学科特点，针对初中学生的认知特点、语言水平和学习需要选择并设计合理的教学内容，形成完整合理的教学方案。
4．英语学科教学实施能力理解初中英语课堂教学实施的基本原则和方法，具备实施语言课堂教学的基本能力；能够根据教学设计，结合教学实际情况，采用恰当的教学手段，引导学生进行有效学习。
5．英语学科教学评价知识与能力了解初中英语课堂教学评价的基本知识和方法，能够对学生的语言学习进行恰当的评价；了解教学反思的基本方法和策略，能够对自己的课堂教学实践进行反思，提出改进的思路。
二、考试模块内容与要求（一）语言知识与能力1．掌握英语语言的基础知识，了解语言研究中与英语教学相关的基本概念和知识，并能在课堂教学中加以运用。
2．具有良好的英语语言运用能力，包括用英语进行书面表达、获取教学资源和信息、表达思想情感和与学生良好沟通的能力；能够筛选并改编适合初中学生英语水平的语言材料。
3．能够在语篇中理解英语国家的语言、历史和文学等相关的社会文化知识。
（二）语言教学知识与能力1．了解外语教学基本理论，理解语言观、语言学习观、语言教学观等对初中英语教学的指导作用。
2．理解《义务教育英语课程标准（2011年版）》的目标内容（语言技能、语言知识、情感态度、学习策略和文化意识），以及课程标准的其他相关知识，并能在教学设计与实施中运用。
3．掌握英语语言知识（语音、词汇、语法、语篇等）的教学基本原则、讲解和练习方法。
4．掌握英语语言技能（听、说、读、写）的教学原则和训练方法。
5．能结合中外社会文化语境，设计并实施英语知识和技能的教学与训练。
教师资格考试英语学科知识与教学能力(初级中学)含答案解析
18. In a guessing game, the teacher lets students guess a word’s meaning which exists in his
mind by asking some questions. The teacher plays the role of
1. Which of the following underlined parts is different in pronunciation from others?
A. term
B. serve
C. very
D. stern
2. Which word should not be stressed in the sentence “On behalf of the whole team, I would
“What’s the A class?” I asked. Everybody made superior yet faintly envious giggling sounds. “Well,
why did you think the teacher moved you to the front of the room, dopey? Didn’t you know you
A. Students should be given tasks to perform or problems to solve in the classroom.
B. Students are task鄄driven.
C. Task鄄based language teaching is student鄄centered.
A. Discussing questions about the material.
教师资格考试中学英语学科知识与教学能力试题2015年
教师资格考试中学英语学科知识与教学能力试题2015年一、单项选择题(本大题共30小题，每小题2分，共60分)(总题数：22，分数：60.00)1.Those robots can walk like__________.A.humanB.humans √C.humenD.humens解析：此处泛指人类，应用复数名词humans。
2.She with her friends__________to visit their teacher every week.A.goB.goingC.goes √D.went解析：本题考查主谓一致。
当主语后面跟有with，together with，except，like，but，as well as等词引起的短语时，谓语动词与前面的一致。
此处谓语动词应用单数形式，而根据every week可知。
该句时态为一般现在时。
故本题选C。
3.I don’t think the poor__________always poor.Working hard__________very important.A.is;isB.are;areC.are;is √D.is;are解析：the poor表示穷人一类的统称，谓语动词用复数形式。
而working hard表示一件事，谓语应该用单数形式。
故本题选C。
4.Would you mind__________the window?A.I closingB.my closing √C.me closingD.me close解析：Would you mind one’s doing sth.?你介意某人做某事吗?本题选B。
5.It has been__________since we went out to play last time.A.some time √B.sometimeC.sometimesD.some times解析：some time一段时间;sometime某个时间;sometimes有时候;some times几次。
教师2019上-2015上-初中英语-答案
国家教师资格考试初中·英语学科知识与教学能力试题【参考答案与解析】用负责任的态度，做更好的教育！笔试真题2019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l c。
解析：本题考查单词的重音位置。
题干：下面哪个单词的重音模式与其他单词不同？A、B、D三项的重音位置均在第二个音节上，只有C项的重音在第一个音节上。
故本题选C。
2.［答案】B。
解析：本题考查句子的重音。
因为Julia想纠正跟她对话的那个人对她名字的误读，名字是“Julia”而不是“Julian”，所以此处应该把正确的名字“J ulia”重读。
故本题选B o3. ［答案］A。
解析：本题考查构词法。
A项“首字母缩略词”指由几个单词的首字母派生出来的新词；B项意为“混成词”；C项意为“截断词”；D项意为“新创词”。
℃N ESC。
”是“United Nations Educational, ) Scientifi c, and Cu ltural Organization" （联合国教育、科学及文化组织）的首字母缩写。
故本题选A。
4. ［答案］D。
解析：本题考查动词短语辨析。
句意为“他看起来像一个苏格兰人，但是他的口音可能暴露了他飞give off “发出，放出（气昧、热、光等）”，give out“分发，公布”，give in “屈服，让步”，give away“暴露，泄露”。
根据句意可知本题选D。
5. ［答案】C。
解析：本题考查固定搭配。
句意为“这本书是如此受欢迎，以至于它的销量都是以百万计的气by the million“数以百万计的”为固定搭配。
故本题选C o6.［答案］D。
解析：本题考查连词的用法。
句意为“不管成功与否，我们可以肯定我们尽了最大的努力”。
provided“如果……”，其后一般跟条件状语从句；if only“要是……就好了”；没有if or not这种用法；whether or not “不论，是否”。