2018年上半年教师资格证考试初级英语真题

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.ThesimilaritybetweentheEnglishconsonants/p/,/b/,and/m/isthattheyareall().A.fricativeB.plosiveC.labial-dentalD.bilabial2.WhichofthefollowingisabackvowelinEnglish?()A./ə:/B./ɔ:/C./ʌ/D./e/3.Thereisonlyoneplaygroundslideinthisschool,sothestudentshavetotake()touseit.A.turnsB.theturnsC.aturnD.theturn4.Outofeveryone’sexpectation,Johnsonsuddenlyreturned()arainynight.A.atB.inC.onD.during5.She()itverywellwhenshedescribedheryoungerbrotheras“brilliantbutlazy”.A.putB.madeC.assumedD.interpreted6.Wedon’tthink()possibletomasteraforeignlanguagewithoutmuchmemorywork.A.thisB.thatC.itsD.it7.()thesamemistakesintheannualfinancialreportagainmadehisbossveryangry.A.HishavingmadeB.HehavingmadeC.HehadmadeD.Hehasmade8.Iwouldhavetoldhimtheanswer,butI()sobusythen.A.hadbeenB.wereC.wasD.wouldbe9.Theuseoftheexpression“Iwon’tboreyouwithallthedetail…”includesthatpeopleusuallyobservethe()maximintheirdailyconversations.A.QuantityB.QualityC.RelevanceD.Manner10.Whichofthefollowingisanevaluativemoveusedbyateacherinclasstocommentonstudents’performance?()A.Initiationmove.B.Follow-upmove.C.Framingmove.D.Repairmove.ll.WhichofthefollowingactivitiesisNOTtypicaloftheTask-BasedLanguageTeachingmethod?()A.Problem-solvingactivities.B.Opinionexchangeactivities.C.Information-gapactivities.D.Patternpracticeactivities.12.Ifateachershowsstudentshowtodoanactivitybeforetheystartdoingit,he/sheisusingthetechniqueof().A.presentationB.demonstrationC.elicitationD.evaluation13.Whenateacherasksstudentstodiscusshowatextisorganized,he/sheismostlikelytohelpthem().A.evaluatethecontentofthetextB.analyzethestructureofthepassageC.understandtheintentionofthewriterD.distinguishthefactsfromtheopinions14.Whichofthefollowingpracticescanencouragestudentstoreadanarticlecritically?()A.Evaluatingitspointofview.B.Findingoutthefacts.C.Findingdetailedinformation.D.Doingtranslationexercises.15.Whichofthefollowingisadisplayquestionusedbyteachersinclass?()A.Ifyouwerethegirlinthestory,wouldyoubehavelikeher?B.doyoulikethisstoryGirltheThumb,whyorwhynot?C.doyouagreethatthegirlwasakind-heartedperson?D.Whathappenedtothegirlattheendofthestory?16.Whichofthefollowingwouldateacherencouragestudentstodoinordertodeveloptheircognitivestrategies?()A.Tomakeastudyplan.B.Tosummalizeastory.C.Toreadatextaloud.D.Todopatterndrills.17.Whichofthefollowingexerciseswouldateachermostprobablyuseifhe/shewantstohelpstudentsdevelopdiscoursecompetence?()A.Paraphrasingsentences.B.Translatingsentences.C.Unscramblingsentences.D.Transformingsentences.18.TheadvantagesofpairandgroupworkincludeallofthefollowingEXCEPT().A.interactionwithpeersB.varietyanddynamismC.anincreaseinlanguagepracticeD.opportunitiestoguaranteeaccuracy19.Whichofthefollowingshouldateacheravoidwhenhis/herfocusisondevelopingstudents’abilitytousewordsappropriately?()A.Teachingboththespokenandwrittenform.B.Teachingwordsincontextandgivingexamples.C.Presentingtheform,meaning,anduseofaword.D.Askingstudentstomemorizebilingualwordlists.20.Whichofthefollowingpracticesismostlikelytoencouragestudents’cooperationinlearning?()A.Doingaproject.B.Havingadictation.C.Takingatest.D.Copyingatext.请阅读Passage1,完成第21～25小题。Passage1Inrecentyears,however,societyhascometounderstandthelimitationsofschoolsthatmerelysortandrankstudents.Wehavediscoveredthatstudentsinthebottomone-thirdtoone-halfoftherankorder—plusallwhodropoutbeforebeingranked—failtodevelopthefoundationalreading,writing,andmathematicalproficienciesneededtosurvivein,letalonecontributeto,anincreasinglytechnicallycomplexandethnicallydiverseculture.Sotoday,inaskingschoolstoleavenochildbehind,societyisaskingthateducatorsraiseupthebottomoftherank-orderdistributiontoaspecifiedlevelofcompetence.Wecallthoseexpectationsour“academicachievementstandards”.Everystatehasthem,and,asamatterofpublicpolicy,schoolsaretobeheldaccountableformakingsurethatallstudentsmeetthem.Tobeclear,themissionofsortinghasnotbeeneliminatedfromtheschoolingprocess.Fortheforeseeablefuture,studentswillstillberankedattheendofhighschool.However,societynowdictatesthatsuchacelebrationofdifferencesinamountlearnedmuststartatacertainminimumlevelofachievementforall.Theimplicationsofthischangeinmissionfortheroleofassessmentareprofound.Assessmentandgradingproceduresdesignedtopermitonlyafewstudentstosucceed(thoseatthetopoftherank-orderdistribution)mustnowberevisedtopermitthepossibilitythatallstudentscouldsucceedatsomeappropriatelevel.Furthermore,proceduresthatpermitted(perhapsevenencouraged)somestudentstogiveupinhopelessnessandtostoptryingmustnowbereplacedbyothersthatpromotehopeandcontinuouseffort.Inshort,theentireemotionalenvironmentsurroundingtheprospectofbeingevaluatedmustchange,especiallyforperenniallowachievers.Thestudents’missionisnolongermerelytobeatotherstudentsintheachievementrace.Atleastpartoftheirgoalmustbetobecomecompetent.Teachersmustbelievethatallstudentscanachieveacertainlevelofaca