2018上半年辽宁教师资格初中英语学科知识与教学能力真题及答案

2018上半年辽宁教师资格初中英语学科知识与教学能力真题及答案一、单项选择题(本大题共20小题，每小题2分，共40分)在每小题列出的四个备选项中选择一个最佳答案。1. The similarity between the English consonants/p/,/b/,and/m/is that they are all_.A. fricativeB. plosive C. labial-dentalD. bilabial2. Which of the following is a back vowel in English? A./B./:/ C./ D./e/3. There is only one playground slide in this school, so the students have to take _ to use it.A. turnsB. the turnC. a turnD. the turns4. Out of everyones expectation, Johnson suddenly returned _ a rainy night.A. at B. inC. onD. during5. She_ it very well when she described her younger brother as brilliant but lazy.A. putB. madeC. assumedD. interpreted6. We dont think possible to master a foreign language without much memory work.A. thisB. that C. itsD. it7. _the same mistakes in the annual financial report again made his boss very angry.A. His having madeB. He having madeC. He had madeD. He has made8. I would have told him the answer, but I _so busy then.A. had beenB. were C. wasD. would be9. The use of the expression I wont bore you with all the details. indicates that peopleusually observe the_Maxim in their daily conversations.A. Quantity B. Quality C. Relevance D. Manner10. Which of the following is an evaluative move used by a teacher in class to comment on studentsperformance?A. Initiation move.B. Follow-up move.C. Framing move. D. Repair move.11. Which of the following activities is NOT typical of the Task-Based Language Teaching method?A. Problem-solving activities. B. Opinion exchange activities.C. Information-gap activities. D. Pattern practice activities.12. If a teacher shows students how to do an activity before they start doing it, he/she is using the technique of_.A. presentationB. demonstration C. elicitationD. evaluation13. When a teacher asks students to discuss how a text is organized, he/she is most likely to help them_.A. evaluate the content of the textB. analyze the structure of the passageC. understand the intention of the writer D. distinguish the fact from the opinions14. Which of the following practices can encourage students to read an article critically? A. Evaluating its point of view.B. Finding out the facts.C. Finding detailed information. D. Doing translation exercises.15. Which of the following is a display question used by teachers in class?A. If you were the girl in the story, would you behave like her?B. Do you like the story Girl the Thumb, why or why not?C. Do you agree that the girl was a kind-hearted person?D. What happened to the girl at the end of the story?16. Which of the following would a teacher encourage students to do in order to develop their cognitive strategies ?A. To make a study plan. B. To summarize a story.C. To read a text aloud.D. To do pattern drills.17. Which of the following exercises would a teacher most probably use if he/she wants to help students de- velop their discourse competence.A. Paraphrasing sentences.B. Translating sentences.C. Unscrambling sentences.D. Transforming sentences.18. The advantages of pair and group work include all of the following EXCEPT_.A. interaction with peersB. variety and dynamismC. an increase in language practice D. opportunities to guarantee accuracy19. Which of the following should a teacher avoid when his/her focus is on developing students ability to use words appropriately?A. Teaching both the spoken and written form.B. Teaching words in context and giving examples.C. Presenting the form, meaning, and use of a word.D. Asking students to memorize bilingual word lists.20. Which of the following practices is most likely to encourage students cooperation in learning?A. Doing a project. B. Having a dictation.C. Taking a test. D. Copying a text.阅读Passage l，完成2125小题。Passage 1In recent years, however, society has come to understand the limitations of schools that merely sort andrank students. We have discovered that students in the bottom one-third to one-half of the rank orderplusall who drop out before being ranked-fail to develop the foundational reading, writing, and mathematicalproficiencies needed to survive in, let alone contribute to, an increasingly technically complex and ethnicallydiverse culture. So today, in asking schools to leave no child behind, society is asking that educators raise upthe bottom of the rank-order distribution to a specified level of competence. We call those expectations ouracademic achievement standards. Every state has them, and, as a matter of public policy, schools are to beheld accountable for making sure that all students meet them.To be clear, the mission of sorting has not been eliminated from the schooling process. For the foresee-able future, students will still be ranked at the end of high school. However, society now dictates that such acelebration of differences in amount learned must start at a certain minimum level of achievement for all.The implications of this change in mission for the role of assessment are profound. Assessment and grad-ing procedures designed to permit only a few students to succeed ( those at the top of the rank-order distribu-tion) must now be revised to permit the possibility that all students could succeed at some appropriate level.Furthermore, procedures that permitted( perhaps even encouraged)some students to give up in hopelessnessand to stop trying must now be replaced by others that promote hope and continuous effort. In short, the entireemotional environment surrounding the prospect of being evaluated must change, especially for perennial lowachievers.The students mission is no longer merely to beat other students in the achievement race. At least part oftheir goal must be to become competent. Teachers must believe that all students can achieve a certain level ofacademic success, must bring all of their students to believe this of themselves, must accommodate the factthat students learn at different rates by making use of differentiated instruction, and must guide all studentstoward the attainment of standards.The driving dynamic force for students cannot merely be competition for an artificial scarcity of success.Because all students can and must succeed in meeting standards, cooperation and collaboration must comeinto play. The driving forces must be confidence, optimism, and persistence-for all, not just for some. Allstudents must come to believe that they can succeed at learning if they try. They must have continuous accessto evidence of what they believe to be credible academic success, however small. This new understanding hasspawned increased interest in formative assessment in recent years.21. What do the academic achievement standards in Paragraph 1 refer to?A. The driving dynamic forces for all students who need to survive in society.B. Confidence, optimism, and persistence that students need in order to succeed.C. Differentiated levels of competence specified for students with different abilities.D. The missions of students who want to beat others in their achievement race in school.22. Which of the following would happen due to the change in mission for the role of assessment?A. Most students would achieve a certain level of academic success.B. Educators would raise up the bottom of the rank-order distribution.C. Teachers would help low achievers to beat high achievers successfully.D. Schools would eliminate sorting and ranking from the schooling process.23. Which of the following is closest in meaning to the underlined word accommodate in Paragraph 4?A. Adapt. B. Match.C. Accept. D. Understand.24. Which is meant by the author about the emotional promise of assessment for students?A. To reach a minimum level of achievement.B. To build up their confidence in success.C. To enable them to compete with others.D. To help them realize their goals.25. Which of the following is likely to be the title of this passage?A. Formative AssessmentB. Success in Meeting StandardsC. A New Mission of AssessmentD. Limitations of Current School Ranking阅读Passage 2，完成2630小题。Passage 2The subject of ballads, books and films, Robin Hood has proven to be one of popular cultures most en-during folk heroes. Over the course of 700 years, the outlaw from Nottinghamshire who robs the rich to give tothe poor has emerged as one of the most enduring folk heroes in popular culture-and one of the most versa-tile. But how has the legend of Sherwood Forests merry outlaws evolved over time7 Did a real Robin Hoodinspire these classic tales?Beginning in the lSth century and perhaps even earlier,Christian revelers in certain parts of Englandcelebrated May Day with plays and games involving a Robin Hood figure with near-religious significance. Inthe 19th century,writer-illustrators like Howard Pyle adapted the traditional tales for children, popularizingthem in the United States and around the world. More recently, bringing Robin to the silver screen has be-come a rite of passage for directors ranging from Michael Curtiz and Ridley Scott to Terry Gilliam and MelBrooks.Throughout Robins existence, writers, performers and filmmakers have probed their imaginations for newincarnations that resonate with their respective audiences. In 14th-century England,where agrarian discontenthad begun to chip away at the feudal system, he appears as an anti-establishment rebel who murders govern-ment agents and wealthy landowners. Later variations from times of less social upheaval dispense with thegore and cast Robin as a dispossessed aristocrat with a heart of gold and a love interest, Maid Marian.Academics, meanwhile, have combed the historical record for evidence of a real Robin Hood. English le-gal records suggest that, as early as the 13th century, Robehod, Rabunhod and other variations had be-come common epithets for criminals. But what had inspired these nicknames:a fictional tale, an infamousbandit or an amalgam of both? The first literary references to Robin Hood appear in a series of 14th- and15th-century ballads about a violent yeoman who lived in Sherwood Forest with his men and frequentlyclashed with the Sheriff of Nottingham. Rather than a peasant, knight or fallen noble, as in later versions, theprotagonist of these medieval stories is a commoner. Little John and Will Scarlet are part of this Robinsmerry crew-meaning, at the time, an outlaws gang-but Maid Marian, Friar Tuck and Alan-a-Dale wouldnot enter the legend until later, possibly as part of the May Day rituals.While most contemporary scholars have failed to turn up solid clues, medieval chroniclers took for gran-ted that a historical Robin Hood lived and breathed during the 12th or 13th century. The details of their ac-counts vary widely, however, placing him in conflicting regions and eras. Not until John Majors History ofGreater Britain( 1521 ) ,for example, is he depicted as a follower of King Richard ,one of his defining charac-teristics in modern times.We may never know for sure whether Robin Hood ever existed outside the verses of ballads and pages ofbooks. And even if we did, fans, young and old, would still surely flock to Englands Nottinghamshire regionfor a tour of the legends alleged former hangouts, from centuries-old pubs to the Major Oak in SherwoodForest. What we do know is that the notion of a brave rebel who lives on the outskirts of society, fightinginjustice and oppression with his band of companions, has universal appeal-whether hes played by ErrollFlynn,Russell Crowe or even,as on a 1979 episode of The Muppet Show, Kermit the Frog.26. Which of the following is closest in meaning to the underlined phrasea rite of passagein Paragraph 2?A. A milestone event.B. A top agenda.C. A religious ceremony.D. A privileged right.27. Which of the following is true about Maid Marian according to the passage?A. A woman with a good heart.B. A woman Robin Hood loved.C. A woman Robin Hood helped.D. A woman studying Robin Hood legend.28. Which of the following has been a defining characteristics of Robin Hood since the sixteenth century ac- cording to the passage?A. A religious celebrity.B. A versatile aristocrat.C. A supporter of King Richard. D. A beloved robber in Nottinghazn.29. Which of the following methods is used by the author in elaborating his points?A. Quotation. B. Contrast and comparison.C. Classification. D. Rhetorical question.30. Which of the following is a proper title for the passage?A. The Real Robin HoodB. The Fictional Robin HoodC. The Figurative Robin HoodD. The Imaginary Robin Hood二、简答题(本大题1小题，20分)根据题目要求完成下列任务，用中文作答。31简述英语校内课外活动的三个主要作用(6分)，列出四种活动形式(8分)，并写出教师组织课外活动的三点注意事项。(6分)三、教学情境分析题(本大题，1小题，30分)根据题目要求完成下列任务，用中文作答。32下面片段来自某初中英语课堂教学实录。T:Good morning, boys and girls. We talked about The present perfect tense yesterday, and I hope youhave got some idea about it. Do you still remember the forms of the tense?S1 : Have/Has done.T:You are right, good boy. And who can say a sentence with the form?S2:Let me try. We have learnt English for a few years.T : Very good, thank you.S3:My father have gone to Hangzhou and often tells us about its beautiful scenery there.T:Oh, you also remember the form, but then, where is your father? Is he still in Hangzhou or backhome now?S3 : Back home.T:Oh, I see, you mean your father went to Hangzhou sometime in the past. And he has come back homefrom there. And since your father is not you yourself, not I, next time you should say My father hasbeen to Hangzhou and often tells us about its beautiful scenery there. OK?请根据该教学片段回答下面三个问题：(1)该教师的教学有哪些优点?写出2个即可。(8分)(2)该教师发现学生表达错误时，采取了哪四种具体的纠错方式?(8分)(3)再列出其他两种纠错方式，并各举一例说明。(14分)四、教学设计题(本大题1小题，40分)根据提供的信息和语言素材设计教学方案，用英文作答。33设计任务：请阅读下面学生信息和语言素材，设计15分钟的英语听说教学方案。该教案没有固定格式，但必须包含下列要点： teaching objectives teaching contentskey and difficult pointsmajor steps and time allocationactivities and justifications教学时间：l5分钟学生概况：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不高。语言素材：Hi! I am Tony. I dont like to get up early. In the morning I get up at eight. Then I go to school ateight thirty. I dont have much time for breakfast, so I usually eat very quickly. For lunch. I usually eathamburgers. After school, I sometimes play basketball for half an hour. When I get home, I always do myhomework first. In the evening I either watch TV or play computer games. At ten thirty, I brush my teethand then I go to bed.Mary is my sister. She usually gets up at six thirty. Then she always takes a shower and eats a goodbreakfast. After that, she goes to school at eight thirty. At twelve, she eats lots of fruit and vegetables forlunch. After lunch she sometimes plays volleyball. She always eats ice-cream after dinner. She knows itsnot good for her, but it tastes good! In the evening, she does her homework and usually swims or takesa walk. At nine thirty, she goes to bed.一、单项选择题1D【解析】p，b，in，w都属于双唇音。2B【解析】和属于中元音，e属于前元音，只有:属于后元音。故选B。3A【解析】take turns to do sth是固定搭配，意为“轮流去做某事”。句意：这所学校只有一个滑梯，因此学生们得轮流使用。4c【解析】考查介词辨析。表示时间的某一点、某一时刻或年龄用at；泛指一般意义的上午、下午、晚上或月和年时用in；表示星期几，某一特定的日期或具体在某一日时用on；during意为“在期间”。本题特指是在一个雨夜，所以用on。故选C。5A【解析】put it well“说的好”。句意：她把弟弟描述成“聪明但懒惰”，真是说得太好了。6D【解析】it用作形式宾语，真正的宾语是后面的不定式“to master a foreign language without muchmemory work”。7A【解析】having done就是一个动名词的完成时，表示发生在谓语动词made之前的一个动作，动词的-ing形式作主语是动名词，具有名词的属性，故用形容词性物主代词his。8c【解析】考查时态。前半句是对过去的虚拟，but之后是当时的实际情况所以不再用虚拟语气了，直接用一般过去时。故选C。9A【解析】句意：我不会把所有的细节都告诉你。这遵循了会话含义理论中的“数量准则”，即“所说的话不应包含超出需要之外的信息”。故选A。10B【解析】句意：下面哪一个是教师用来评价学生课堂表现的评价话步?Initiation move“引发话步”，包括要求对方用语言或非语言形式做出反应，传达思想、事实、意见或信息等。Follow-upmove“反馈话步”，主要表现为教师对学生回答做出的后续性话语，其结构包括三类话目：接受(accept)、评价(evaluate)和评论(comment)。像“Yes”“No”“Good”“Fine”这样的词属于反馈话步。Framing move“框架话步”，用来表明课堂话语新一阶段的开始，在语流中起着标示边界的作用。例如“Well”“OK”这样的词属于框架话步。没有Repair move，故选B。11D【解析】解决问题型任务、交换观点型任务、信息差型任务都属于任务型语言教学中的任务设计类型。而“句型操练”是听说法的特点，故选D。12B【解析】demonstration“示范演示”，指教师通过示范、演示，可以使难点或抽象内容一目了然。13B【解析】老师让学生讨论文章怎样组织成文的，最可能是帮助他们分析文章的结构。14A【解析】句意：下列哪个练习能够鼓励学生批判性地阅读文章?Evaluating its point of view“评价文章观点”符合题意。b、C属于从文章中找寻信息，D是翻译练习只是从一种语言翻译成另一种语言，并不能体现批判性。15D【解析】display question“展示性问题”，指提问者已经知道答案的问题，选项中只有D项“故事的结尾这个女孩发生了什么事”符合其定义。故选D。16B【解析】cognitive strategies“认知策略”，认知策略是指学生为了完成具体学习任务而采取的步骤和方法。选项中只有B符合其标准描述。17A【解析】句意：如果教师想培养学生的语篇能力，他她最有可能采用以下哪种练习?paraphra-sing sentences“释义句子”,translating sentences “翻译句子”，unscrambling sentences“整理句子”，transforming sentences“转换句子”。语篇能力就是能够对篇章信息进行理解、加工和再创作的能力。释义句子即用英语解释或转换句子。故选A。18D【解析】小组活动和结对活动有利于增加同伴问互动、多样性和动力、增加语言练习。组织小组和结伴活动的目的一般是调动学生的兴趣，培养其参与、合作等能力。基于此目的，教师可适当忽略对于准确性的要求，0pportunities to guaran-tee accuracy“提供保证准确性的机会”。故选D。19D【解析】词汇教学主要是通过各种形式教授词汇的音、形、义，提倡词不离句，句不离篇。Askingstudents to memorize bilingual word lists“让学生记忆中英文对照的单词表”，属于脱离语境的死记硬背，不利于发展学生正确使用单词的能力。20A【解析】doing a project“做项目”容易培养学生与人合作的能力。其余选项都是个人完成的没有互动合作，故选A。21C【解析】细节理解题。由关键词所在句子“Wecall those expectations ouracademic achievementstandards”可知，其对应的就是“those expecta-tions”所指的内容。根据前一句话“society isasking that educators raise up the bottom of the rank-order distribution to a specified level of compe-tence”可确定答案为C。22A【解析】细节理解题。由第四段“The studentsmission is no longer merely to beat other students inthe achievement raceall students can achieve acertain level of academic success”可知，A项正确，C项错误。B项文章未提及。根据第二段“To beclear，the mission of sorting has not been eliminatedfrom the schooling process”可知，D项错误。故选A。23C【解析】词义猜测题。由画线词定位至倒数第二段最后二句，该句包含四个小分句，采用了平行结构“must+.”。 accommodate此处表示“承认，接受”之意；当表示“(使)适应”时，常用的搭配为“accommodate(sb.) to sth”。故选C。24.B【解析】推断判断题。由题干中的关键词emo-tional promise将答案定位至第三段和最后一段。根据第三段“Assessment and grading procedures”及最后一段“The driving dynamic force forstudents cannotThe driving forces must be confi-dence”可推断出作者表达的意思是通过评估改革，教师要激发学生的自信与希望，使他们相信通过不断的努力，终会取得成功。故选B。25C【解析】主旨大意题。文章开头分析了给学生排名这种评价方式的弊端，然后讲述了评价方式的改革，即学校要让所有学生而不仅仅是一部分学生达标。Formative Assessment“形成性评价”；Success in Meeting Standards“成功达标”；Limita-tions of Current School Rankin9“学校现行的排名制度的弊端”，三项均不能全面地体现本文的中心思想。A New Mission of Assessment“评价的新使命”最适合做本文的标题。26A【解析】词义猜测题。a rite of passage所在句意为“将Robin的形象搬到荧幕上对各位导演来说，已经成为”。由画线词定位至第二段，该段主要讲述了在不同时期Robin Hood的形象从充满宗教色彩，到融人儿童故事，再到被搬上大荧幕的经历变化。A milestone event“一件具有里程碑意义的事”，A top agenda“一项头等议程”，Areligious ceremony“一个宗教仪式”，A privilegedright“一项特权”。A项最符合题意。27B【解析】细节理解题。由第三段最后一句话“cast Robin as a dispossessed aristocrat with aheart of gold and a love interest，Maid Marian”可知，Maid Marian是Robin Hood的恋人。故选B。28C【解析】细节理解题。由第二段可知，A项说的是15世纪甚至是更早时候的Robin Hood的形象；由第三段可知，B项说的是l4世纪时期RobinHood的形象；由第一段第二句话描述的时间“Over the course of 700 years”可知，D项也不符合题意。由第五段“Not until John Majors History ofGreater Britain(1521)，for example，is he depictedas a follower of King Richard，one of his definingcharacteristics in modem times”可知，选C。29B【解析】推断判断题。本文讲述了Robin Hood作为一个有象征意义的人物，在不同时期，人们对于他真正身份和来源的不同版本的介绍。作者在陈述这些内容的时候，采取了对比和比较的方法。故选B。30C【解析】主旨大意题。由最后一段第一句“Wemay never know for sure whether Robin Hood everexisted outside the verses of ballads and pages ofbooks”可知，我们不能确定Robin Hood是否真的存在过，故A、B、D三项均不合适。c项“具有象征意义的Robin Hood”，此标题与文章内容为最贴近。故选C。二、简答题31简述英语校内课外活动的三个主要作用，列出四种活动形式，并写出教师组织课外活动的三点注意事项。【参考答案】(1)英语校内课外活动的三个主要作用：英语校内课外活动是学生英语学习的重要组成部分，能为学生的语言实践和自主学习提供更大的平台。英语校内课外活动有助于激发和提升学生学习英语的兴趣、丰富语感、开阔视野、增长知识、发展智力和塑造性格。英语校内课外活动有助于提升学生的活动组织和管理能力。(2)英语校内课外活动的形式：英文演讲、英语歌曲大赛、英语角、英语墙报等。(3)注意事项：教师应根据学生的年龄特点和需求，结合当地经济文化发展实际，有计划、有组织、有创造性地开展内容丰富、形式多样、因地制宜的英语校内课外活动，如朗诵、讲故事、演短剧，以及英语校园或班级刊物等。教师应注意英语校内课外活动要着重调动学生参与的积极性。要注意鼓励、动员、吸引学习困难的学生参与课外活动，为他们设计适合的活动形式和内容，使他们能够乐于参与，