2018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）
注意事项：
1．考试时间120分钟，满分150分。
2．请按规定时间在答题卡上填涂、作答。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只有一个是符合题目要求的，请用2B铅笔把答题卡上对应题目的答案字母按要求涂黑。错选、多选或未选均无分。
1.The similarity between the English consonants/p/,/b/,and/m/is that they are all().
A.fricative
B.plosive
C.labial-dental
D.bilabial
2.Which of the following is a back vowel in English?()
A./ə:/
B./ɔ:/
C./ʌ/
D./e/
3.There is only one playground slide in this school,so the students have to take()to use it.
A.turns
B.the turns
C.a turn
D.the turn
4.Out of everyone’s expectation,Johnson suddenly returned()a rainy night.
sort out the facts
A.at
B.in
<
D.during
5.She()it very well when she described her younger brother as“brilliant but lazy”.
A.put
B.made
C.assumed
D.interpreted
6.We don’t think()possible to master a foreign language without much memory work.
A.this
B.that
C.its
D.it
7.()the same mistakes in the annual financial report again made his boss very angry.
A.His having made
B.He having made
C.He had made
D.He has made
8.I would have told him the answer,but I()so busy then.
A.had been
B.were
C.was
D.would be
9.The use of the expression“I won’t bore you with all the detail…”includes that people usually observe the()maxim in their daily conversations.
A.Quantity
B.Quality
C.Relevance
D.Manner
10.Which of the following is an evaluative move used by a teacher in class to comment on students’performance?()
A.Initiation move.
B.Follow-up move.
C.Framing move.
D.Repair move.
l l.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.presentation
B.demonstration
C.elicitation
D.evaluation
13.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 text
B.analyze the structure of the passage
C.understand the intention of the writer
D.distinguish the facts from the opinions
14.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 this 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 summalize 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 develop 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 peers
B.variety and dynamism
C.an increase in language practice
D.opportunities to guarantee accuracy
19.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.
请阅读Passage1，完成第21～25小题。
Passage1
In recent years,however,society has come to understand the limitations of schools that merely sort and rank students.We have discovered that students in the bottom one-third to one-half of the rank order—plus all who drop out before being ranked—fail to develop the foundational reading,writing,and mathematical proficiencies needed to survive in,let alone contribute to,an increasingly technically
complex and ethnically diverse culture.So today,in asking schools to leave no child behind,society is asking that educators raise up the bottom of the rank-order distribution to a specified level of competence. We call those expectations our“academic achievement standards”.Every state has them,and,as a matter of public policy,schools are to be held 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 foreseeable future,students will still be ranked at the end of high school.However,society now dictates that such a celebration 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 gr
ading procedures designed to permit only a few students to succeed(those at the top of the rank-order distribution)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 hopelessness and to stop trying must now be replaced by others that promote hope and continuous effort.In short,the entire emotional environment surrounding the prospect of being evaluated must change, especially for perennial low achievers.
The students’mission is no longer merely to beat other students in the achievement race.At least part of their goal must be to become competent.Teachers must believe that all students can achieve a certain level of academic success,must bring all of their students to believe this of themselves,must accommodate the fact that students learn at different rates by making use of differentiated instruction,and must guide all students toward 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 come into play.The driving forces must be confidence,optimism,and persistence—for all,not just for some.All students must come to believe that they can succeed at learning if they try.They must have continuous access to evidence of what they believe to be credible academic succe
ss,however small.This new understanding has spawned increased interest in formative assessment in recent years.
21.What do the“academic achievement standards”in Paragraph1refer 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 Assessment
B.Success in Meeting Standards
C.A New Mission of Assessment
D.Limitations of Current School Ranking
请阅读Passage2，完成第26～30小题。
Passage2
The subject of ballads,books and films,Robin Hood has proven to be one of popular culture’s most enduring folk heroes.Over the course of700years,the outlaw from Nottinghamshire who robs the rich to give to the poor has emerged as one of the most enduring folk heroes in popular culture-and one of the most versatile.But how has the legend of Sherwood Forest’s merry outlaws evolved over time?Did a real Robin Hood inspire these classic tales?
Beginning in the15th century and perhaps even earlier,Christian revelers in certain parts of England celebrated May Day with plays and games involving a Robin Hood figure with near-religious significan
ce. In the19th century,writer-illustrators like Howard Pyle adapted the traditional tales for children, popularizing them in the United States and around the world.More recently,bringing Robin to the silver screen has become a rite of passage for directors ranging from Michael Curtiz and Ridley Scott to Terry Gilliam and Mel Brooks.
Throughout Robin’s existence,writers,performers and filmmakers have probed bed their imaginations for new incarnations that resonate with their respective audiences.In14th-century England,

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