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
题及答案解析（初级中学）
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 对应题目的答
案字母按要求涂黑。错选、多选或未选均无分。
28铅笔把答题卡上
1. The phrase \_________ in real speech.
A. /m'bed/ B. /iinrbcd/ D, /im'hixi/
2. There are two syllables in the word \the first one is _________ the sec ond because it is stressed.
A. Ion ger tha n B. shorter tha n C. as long as D. as short as
3. Jimmy asked Mary to lend him some mon ey, which she agreed to, ________ that he paid her back the follow ing mon th.
A. on occasi on B. in case
C. un der circumsta nces D. on con diti on
4. Zhang Jun's teacher suggests that he take a （n） ______ Ian guage course to improve his En glish.
A. i ntermediate B. middle C. medium D. average
5. It is reported that the ________ of the coun try, from hotels to tran sport, is old and decrepit.
A. i ndustrializatio n B. i nfrastructure C. corresp ondence D. commutati on
6. ________ con scious of her moral obligati ons as a citize n. A. Marsha was and always will be B. Marsha has to be and always will be C. Marsha had bee n and will always be D. Marsha has bee n and will always be
7. Pote ntial subjects should be in formed of the research and _________an opport un ity to decide if they want to participate.
A. gave B. givi ng C. give D. be give n
8. 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. Maki ng a bit more effort D. If you make a more effort
9. What would you say to the hotel recepti onist 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 followi ng best represe nts the order from a harsh comma nd 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-a
11. The first P in the PPP teach ing model sta nds for _________ , which aims to get learners to perceive the form and meaning of a structure.
A. practice B. product ion C. prese ntati on D. preparati on
12. The mai n objective of mecha ni cal practice is to help stude nts lear n by heart the _________ of a Ian guage item.
A. meaning B. fun cti on C. con text D. form
13. The _________ method is more fitted to the explicit prese ntatio n of grammar when the basic structure is being identified.
A. in ductive B. con trastive C. comparative D. deductive
14. Which of the followi ng can be regarded as a com muni cative Ian guage task? A. Information-gap activity. B. Dictatio n.
C. Sentence tran sformatio n. D. Bla nk-filli ng.
15. If a teacher asks stude nts to concen trate on such features as structure, cohere nee and cohesi on of a text, he/she aims at develop ing students' _______ .
A. strategic compete nee B. cultural aware ness
C. com muni cative compete nee D. discourse aware ness
16. _____________________________________ En glish teachers ofte n ask stude nts to _______________________________________ a passage to get the gist of it.
A. skim
B. scan C. predict D. i nfer
17. The correct meaning of a lexical item in a give n con text is ________ . A. the one provided in a dictionary B. the one which best fits the con text C. the cen tral or core meaning of the item D. the one which is assumed to be correct
18. In writi ng, stude nts may not know how to put someth ing into proper En glish and thus ask their teacher for help. Here the teacher is to play the role of a/an
A. facilitator B. assessor C. con troller D. participa nt
19. A/An _________ Ian guage test, such as IELTS or TOEFL, is developed on the basis of a fixed sta ndard.
A. i ndividual-refere need B. peer-refere need C. no rm-refere need D. criterio n-refere need
20. A systematic textbook evaluati on is NOT to exam ine whether a textbook
A. covers all grammatical rules B. provides authe ntic Ian guage C. matches the n eeds of lear ners
D. can help realize the objectives of a Ian guage program
请阅读Passage 1完成第21-25小题。
Passage 1
For many people, there is a very well-established stereotype that the first-class American universities are simply the best. However, I am not quite convinced of that. When I look back at my academic formation in the USA and compare it to the academic formation some of my friends had at Brazil, I don't feel like I am more prepared tha n my peers. Thus, I am curre ntly facing a dilemma of whether to pursue my graduate studies in Brazil or in the USA.
The differe nee in our academic backgro un ds, however, is the more liberal n ature of
America n educati on. From my experie nee at Georgetow n, and from what I know of America n higher educati on, there are very few strict requireme nts imposed on stude nts. Gen erally speak ing, you are relatively free to take whichever classes you want, provided that they are un der the scope of your major field of study.
To illustrate, I compared the master's degrees in econo mics from Duke and Fundac a o Get u lio Vargas(FGV), a Brazilian university. I chose to present a master's degree comparis on here because the short two-year study period makes it simpler tha n compari ng a four-year program.
Duke's program works like this: you pick a field of study and the n have a required number of courses that you have to take in certain areas. Most of the requireme nts are not course-specific, but area-specific. With some fields of study, you can skip certain areas altogether. If you choose to get a master's degree in applied economics, for instanee, you don't have to take any mathematics courses. In FGV, all econo mics stude nts n eed to take the same core structure: Microec ono mics 1 through 4, Macroec ono mics 1 through 3, Econo metrics, Statistics 1 and 2, and Math for Economics 1 and 2. From then on, you can specialize in .certain fields, and the elective structure seems to be the same as in Duke: you pick five electives from your mai n area of in terest.
This seems to be the same kind of differe nee that I no ticed compari ng what I studied in Georgetow n as an un dergraduate to what some of my frie nds studied in their undergraduate careers in Brazil. Now, is this more liberal education good or bad? There are factors pulling it each way, and the ideal solution, in my view, is a reas on able middle ground. What I see happe ning in America n uni versities, however, is a little too much liberalization. Too much liberty tends to encourage students to take the more \courses, and ignore those that are considered most \these\alytical tools they n eed in order to be truly compete nt in their fields of study.
In the end, I feel like American universities sometimes delegate too much responsibility to students in terms of choosing their academic careers. For me, this is troubling. Students in their twenties usually have very little experience in the field they are study ing, and many times they don' t really know the tools they n eed to succeed in their area of interest. It is certainly the case in my situation. Fortunately, I research and discuss a lot before picki ng my classes, and was able to take adva ntage of my liberal American education to build both a strong foundation and take classes that interest me. But is this always the case? From my experience, I think not. What I see happe ning at Georgetow n is that many stude nts just pick the classes they find most interesting, without any real
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及答案解析(初级中学)
