上海中學(xué)教師全國教師資格統(tǒng)考《英語學(xué)科知識與能力（初中）》模擬試卷二

　　在每小題列出的四個備選項中選擇一個最佳答案，錯選、多選或未選均無分。

　　1. The visitors here are greatly impressed by the fact that _____ people from all walks of life are working hard for _____ new Ma’anshan.

　　A.\; a B. \;the C. the; a D. the; the

　　2. _____, a small advertisement held my attention, which read “Easy job. Good wages. No experience necessary.”

　　A. Looking through the newspaper B. While I was looking through the newspaper

　　C. To look through the newspaper D. I was looking through the newspaper

　　3. Hard work, however, does not necessarily _____ much achievement or honor which is expected by someone.

　　A. stand up for B. come up with C. go after D. result in

　　4. _____ the aid from the government, the earthquake-stricken area _____ greater loss.

　　A. Apart from; should have suffered B. But for; would have suffered

　　C. Thanks to; could suffer D. Except for; would have suffered

　　5. I doubt if it is _____ for you to read that book again.

　　A. worth B. worthy C. worthwhile D. valuable

　　6. To distinguish sounds, students are encouraged to practice ____.

　　A. minimal pairs B. nasal explosion

　　C. consonant clusters D. incomplete explosion

　　7. Language is said to be arbitrary because there is no logical connection between _____ and meanings.

　　A. sense B. sounds C. objects D. ideas

　　8. If two sounds are in complementary distribution, they are _____ of the same phoneme.

　　A. allophones B. symbols C. phones D. signs

　　9. Which of the following sentences is a two-place predicate?

　　A. It is snowing. B. The baby is sleeping.

　　C. John gave Mary a book. D. Jack loves Mary.

　　10. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative or notional-functional view adds the need to know how to _____ the rules and vocabulary to do whatever it is one wants to do.

　　A. use B. analyze C. learn D. remember

　　11. If a teacher asks “What does corrective feedback mean”, this type of question is called “_____”.

　　A. referential question B. tag question

　　C. rhetorical question D. display question

　　12. A variety of games, role-plays, situations, etc. are _____ communicative activities prepared to support the Communicative Language Teaching.

　　A. text-based B. task-based C. game-based D. situation-based

　　13. What is the purpose of using information gap activity?

　　A. To prepare students for oral presentation.

　　B. To provide students with an enjoyable activity based on effective communicative approaches.

　　C. To ask students to listen and write.

　　D. To make enough input.

　　14. In _____, substitutional and transformational drills are frequently used and aimed at form accuracy.

　　A. cognitive processing B. communicative practice

　　C. meaning practice D. mechanical practice

　　15. In a conversation about how to spend a holiday, a student says, “I have plan to go traveling with my family.” Which of the teacher’s feedback will keep up communication as well as help the student correct his syntax error?

　　A. You should say you have planed to go traveling with your family.

　　B. Why not say you planned to go traveling with your family?

　　C. You say you haveplan to go traveling?

　　D. You should pay attention to the tense of the sentence.

　　16. Which of the following does a teacher want his / her students to develop if he / she guides them to take notes key words, abbreviations and symbols?

　　A. Cultural awareness. B. Language awareness.

　　C. Learning strategies. D. Language knowledge.

　　17. According to The National English Curriculum Standards, the language knowledge students are required to learn consists of phonetics, vocabulary, grammar, _____.

　　A. function and theme B. culture and society

　　C. literature and linguistics D. discourse and genre

　　18. Which of the following should a teacher avoid when using an ELT course book?

　　A. Selecting appropriate supporting materials and resources.

　　B. Interpreting curriculum goals and its expectations for the course.

　　C. Planning lessons in relation to specific goals, topics, texts, and tasks.

　　D. Implementing everything in the book without considering students’ needs and levels.

　　19. Total Physical Response as a TEFL method is more often used for teaching ____.

　　A. children B. adults C. ESP course D. GE course

　　20.Which of the following is an example of teachers’ indirect corrective 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?

　　請閱讀Passage 1，完成21~25小題。

　　Passage 1

　　There’s always a lot to do to get the kids ready to go back to school, let alone trying to get them excited about the idea. To help your kids get ready, save a few dollars in the process and have some fun with them in the dying days of summer, try a few of these fun filled activities.

　　*********************************************************************************

　　UP-CYCLING

　　Every student needs school supplies. But a lot of what they need is already littering around your house. If you don’t have reusable school supplies at home, you might have the materials to make them.

　　Try up-cycling with your kids and change old or useless products new ones.

　　Here are a few ideas to get you started:

　　●Sew blue jeans pencil cases.

　　●Turn shoeboxes arts storage boxes.

　　●Use an old belt as a books belt.

　　●Wrap book covers in old posters.

　　Up-cycling is a great way to develop artistic talent and creative thinking in your children.

　　*********************************************************************************

　　PLAN TO PACK AHEAD

　　Most teachers and schools reward green behavior among students. To help your kids stay green, be sure to have these items on hand so you can pack them litter-less lunches.

　　Here’s what you need:

　　●Reusable lunch containers.

　　●A firm lunchbox and thermos(水瓶).

　　●Reusable napkins(餐巾).

　　*********************************************************************************

　　MAP IT OUT

　　Across the country, kids are thinking about how they’ll get to school. Do I walk? Do I bike? Either way, avoid driving them if at all possible.

　　Kids need to stay active and want to connect with other local kids on the way to school. Help your children map out their route or get them involved with a local walking school bus. A walking school bus is groups of children walking to school with one or more adults.

　　*********************************************************************************

　　We hope these activities will help you and your kids get ready for the new school year, and that you’ll have some fun in the process. Last but not least, some activities may require encouragements … may we suggest some organic chocolate ice cream.

　　21. What do the suggested activities have in common?

　　A. Having fun and saving green.

　　B. Saving money and obeying school rules.

　　C. Offering food and training skills.

　　D. Bringing teachers together and saving money.

　　22. The activities of UP-CYCLING bring benefits of ____.

　　a. making old products creative school supplies

　　b. making friends with local kids on the way to school

　　c. bringing fun of cooperation between parents and kids

　　d. packing litter-less lunches to school

　　e. developing kids’ artistic talent and creative thinking

　　A. a, c, d B. b, c, d C. b, d, e D. a, c, e

　　23. Which of the following is TRUE about the MAP IT OUT activity?

　　A. Parents are forbidden to be involved in the activity.

　　B. Children can learn to read a map and take a correct school bus.

　　C. Parents are expected to drive their kids to school if possible.

　　D. Children walk to school together accompanied by one or more adults.

　　24. What’s the meaning of the underlined words in paragraph three?

　　A. The behavior to make the children to be green.

　　B. The behavior to make the children to learn to protect the envirment.

　　C. The behavior to make the children to learn saving.

　　D. All of the above are right.

　　25. The passage is most probably intended for ____.

　　A. teachers B. parents C. children D. headmasters

　　請閱讀Passage 2，完成26~30小題。

　　Passage 2

　　Mom was right! If you say thank you, for even the smallest gift or slightest show of kindness, you’ll feel happy.

　　Gratitude, says Robert A. Emmons, a professor of psychology at the University of California, is an important element of happiness. In his recent book, Thanks! Emmons uses the first major study on gratitude to prove mom’s point.

　　As one of the leading scholars of the positive psychology movement, he admits gratitude may be difficult to express. He advises you to begin by admitting that life is good and full of events and elements that make daily existence a wonder. Second, recognize that the source of life’s goodness is more than just you. That source may be your mom, a friend, partner, child, colleague at work or play.

　　Gratitude is always other-directed, notes Emmons. You can be pleased or angry with yourself and feel guilty about doing something wrong, but you can never be grateful to or for yourself.

　　Expressing gratitude shouldn’t be a reaction; it should be a state of mind. To feel grateful when life is a breeze and you have more than you need is easy. To feel grateful in time of crisis—anger, hatred and bitterness—is easier. Also, too many people are aware of life’s blessings only after these are lost.

　　It’s crisis and chaos—danger, disease, disability and death—that bring many individuals to realize just how dependent they are on others. Yet it’s the way each of us begins life and ends it. It’s too bad that so many people waste those decades in between laboring under the illusion(幻覺) they are self-sufficient, says Emmons.

　　The abundance of voices expressing gratitude from his studies of individuals with chronic health problems is many. But Emmons goes beyond his “groundbreaking” science to make his case for gratitude by including the inspirational writings of philosophers, novelists and saints, as well as the beliefs of various religious and their respective scripture(經(jīng)文). Take together, these observations are summed up quite nicely by famous humanist Albert Schweitzer, who said the secret of life is “giving thanks for everything”.

　　To enable and embrace gratitude, Emmons encourages the readers of Thanks!to keep a gratitude diary. He even provides easy-to-follow directions on how to practise and develop gratitude.

　　I’m not a reader or advocate of self-help books, but I am thankful for the reference I found in a newspaper article to the research Emmons was conducting on gratitude involving organ donors and recipients. The chance discovery led me to this book.

　　Mom implied that kindness seems to find its way back to the giver because life really is all about giving, receiving and repaying. So I’ll pay attention to her professional advice and say: Thank you, professor Emmons.

　　26. What is the text mainly discussed?

　　A. There are many ways of being thankful.

　　B. Gratitude is important to happiness.

　　C. Mom is great for her being thankful.

　　D. Being thankful will keep you fit.

　　27. The author mentions Robert A. Emmons’ book Thanks! in order to prove that _____.

　　A. Professor Emmons supports mom’s study on psychology.

　　B. mom is as great a psychologist as Professor Emmons.

　　C. Professor Emmons is a famous psychologist.

　　D. mom is right about her viewpoint on gratitude.

　　28. It will be easier for you to feel grateful when______.

　　A. you live a comfortable life

　　B. you receive gifts on your birthday

　　C. you get help during your hard times

　　D. you are congratulated on your success

　　29. What is the opinion of Professor Emmons?

　　A. It is enough to thank others orally

　　B. Whether you are thankful is always up to you

　　C. Remember to be thankful anytime and anywhere

　　D. It is easier to be thankful for yourself than for others.

　　30. In the writer’s opinion, Emmon’s book Thanks! On gratitude is _____.

　　A. one-side B. reasonable C. puzzling D. helpful

　　二、簡答題(本題共1小題，20分)

　　聽說課的教學(xué)步驟一般分為哪三部分?(6分)請簡述它們各自的目的是什么?(14分)

　　三、教學(xué)情境分析題(本大題1小題，30分)

　　根據(jù)題目要求，完成下列任務(wù)，用中文作答。

　　材料：

　　上面是某英語教師對學(xué)生作業(yè)的批改案例，請用中文從以下方面進(jìn)行評析。

　　1.作業(yè)批改存在的問題(10分)

　　2.該批改方式可能導(dǎo)致的負(fù)面結(jié)果(10分)

　　3.針對存在的問題提出相應(yīng)的改進(jìn)建議(10分)

　　四、教學(xué)設(shè)計題(本大題1小題，40分)

　　根據(jù)提供的信息和語言素材設(shè)計教學(xué)方案，用英文作答。

　　設(shè)計任務(wù)：請閱讀下面學(xué)生信息和語言素材，設(shè)計一節(jié)20分鐘的英語聽說課的教案。教案沒有固定格式，但須包含下列要點：

　　● Teaching objectives

　　● Key and difficult points

　　● Major steps and time allocation

　　● Activities and justifications

　　教學(xué)時間：20分鐘

　　教學(xué)材料：

　　一、單項選擇題

　　1-5 ABDBC 6-10 ABADA 11-15 DBBDC 16-20 CADAD

　　21-25 ADDBB 26-30 BDCCD

　　二、簡答題

　　【參考答案】

　　聽說課的教學(xué)步驟一般分為聽前、聽中和聽后。

　　聽前：預(yù)測聽力材料的主要內(nèi)容。通過頭腦風(fēng)暴等方式，為學(xué)生掃清詞語和句型障礙。并對聽力材料的背景進(jìn)行簡要的提示，使學(xué)生能夠?qū)β犃Σ牧系闹饕獌?nèi)容進(jìn)行系統(tǒng)的把握。最后提出需要解決的問題，讓學(xué)生帶著問題去聽材料。

　　聽中：在聽的過程中，主要分為泛聽和精聽兩部分。在泛聽部分，學(xué)生通過對聽力材料大意的把握，明確材料主旨，能夠?qū)懗霾牧系臉?biāo)題、概要以及圖與文字進(jìn)行匹配;在精聽部分，主要是詳細(xì)聽材料的細(xì)節(jié)，通過細(xì)節(jié)的把握，完成材料內(nèi)容的補(bǔ)充。

　　聽后：聽后是對聽前問題的回答。比如：回答問題、判斷正誤、關(guān)鍵詞等。

　　三、教學(xué)情境分析題

　　【參考答案】

　　1.該教師的作業(yè)批改存在的問題有：

　?、倥拿婷婢愕健Ｔ摻處煵捎昧?ldquo;包辦”法，標(biāo)出學(xué)生作文中每個錯誤，甚至幫學(xué)生一一改正這些錯誤;

　?、谂淖舟E有些潦草，個別符號意思不明確，不是很明白易懂;

　　③在批改過程中，該教師一味地指出錯誤，沒有把好的詞句劃出來，不能及時鼓勵學(xué)生的優(yōu)點。

　　2.該批改方式可能會導(dǎo)致的負(fù)面結(jié)果有：

　?、俳處熞灰粠椭鷮W(xué)生改正錯誤，等于老師重新幫他寫了一篇作文，這樣勢必造成批閱時間過長，影響其他環(huán)節(jié)的工作，而且也會阻滯學(xué)生英語寫作能力的提高;

　　②該教師重作文批改、輕講評的方式，會導(dǎo)致對學(xué)生作文的輕率處理，沒有達(dá)到寫作的效果;

　?、墼摻處熞晃兜刂赋鲥e誤，可能會打消學(xué)生的學(xué)習(xí)積極性，喪失學(xué)習(xí)興趣，過多指出錯誤會直接影響到學(xué)生的情緒，傷害學(xué)生的自尊心，減低學(xué)習(xí)效果。

　　3.英語老師要根據(jù)課程標(biāo)準(zhǔn)和教材的要求以及學(xué)生的認(rèn)知水平,布置精選精練的作業(yè),在批改作業(yè)時應(yīng)注意：

　　①不宜只指出錯誤而不給予糾正。教師批改作文指出錯誤后，要重視糾錯，有些錯誤可以根據(jù)學(xué)生個人學(xué)習(xí)能力由他們自行糾正，有些超句子水平的錯誤是學(xué)生無法自己改正的，教師應(yīng)給予修正;

　　②不宜千篇一律地批改作文。不同水平的學(xué)習(xí)者對糾正錯誤的期望和要求存在著差異，這一事實要求教師不僅應(yīng)當(dāng)注意這些要求，而且要靈活地處理不同的要求。

　?、鄄灰酥鞔尾环值嘏淖魑?。批改作文時不宜抓小失大，主次不分。如果只注意作文中的枝節(jié)(如拼寫)而忽視全局性的問題，這樣的批改是片面的，要重視“全局性問題”，主要是文章的內(nèi)容、文章的結(jié)構(gòu)、文章的材料、文章的語言等。

　?、芙處熆梢圆捎迷u語的方式對作業(yè)進(jìn)行批改，但評語所使用的語言應(yīng)與學(xué)生的語言水平相當(dāng)。教師可以用學(xué)生已學(xué)的單詞、短語、句型、時態(tài)、語態(tài)、語氣或篇章結(jié)構(gòu)，也可以用即將接觸的語言。

　　四、教學(xué)設(shè)計題

　　【參考設(shè)計】

　　Teaching Aims

　　(1)Students can understand the usage of simple past tense.

　　(2)Students can master some new sentences: where did you go on vacation? I went to….

　　(3)Students can use the simple past tense to describe things happened in the past;

　　(4) Students can improve their listening and speaking abilities;

　　(5)Students can use English to talk about the thing they did during their vacation.

　　(6)Can improve the confidence of learning English, and not afraid of speaking English in class;

　　(7)Can cooperate with others actively, and complete the tasks together.

　　Teaching Key and Difficult Points

　　(1) The usage of simple past tense;

　　(2) Students can use the new sentences to communicate with others fluently.

　　(3) Students can get the main idea of listening material, and get the useful information from material.

　　Teaching Procedures:

　　Step 1 Lead-in (2’)

　　I will show some pictures about my vacation on the PPT, which including some beautiful scenery and some people photos. Then I will told students I had a great time during my holiday. For example:

　　I enjoyed my vacation in Hainan, I had a great time there, and I love there very much.

　　Then I told students today we are going to learn a new unit, its topic is about our vacation.

　　(Justification: Students interest could be aroused, and let them know what they are going to learn in this class.)

　　Step 2 Pre- listening (2’)

　　(1) I will write some words on the blackboard to let student understand we should use past tense to express the things happened in the past.

　　Stay---stayed go---went visit---visited

　　(2) Ask students to look at the picture and guess what the people did in the different scenes.

　　And match the activities with the pictures.

　　(Justification: Get students prepared for the listening material.)

　　Step 3 While- listening(11’)

　　(1) Play the record, and ask students to finish the task in 1b, and let students know the name of each character.

　　(2)Play the tape again, and ask students to read after the tape, and pay more attention to the pronunciation, and do the imitation.

　　(3) Work in pairs and make sentences according to the 7 different scenes, and then tell your sentences to your partner. For example:

　　Tina went to the mountains during her vacation.

　　(Justification: After several time of listening, students can understand the listening material.)

　　Step 4 Post-listening (5’)

　　Make a conversation about what the people did during their vacations. Ask students to refer to the following conversation:

　　A: Where did Tina go on vacation?

　　B: she went to the mountains during her vacation. Where did Xiao Hua go on vacation?

　　A: Well, Xiao Hua went to New York City.

　　…

　　B: Then, where did you go on vacation?

　　A: Me? I visited my grandma in Shanghai.

　　B: Did you have a good time?

　　A: Yes, everything was excellent.

　　B: Sound good, I went to fishing during my vacation.

　　After finished, I will ask some groups to share their ideas.

　　(Justification: Through cooperation, students can consolidate what they have learned in this class and practice their speaking ability as well.)