2016年上半年初中英语教师资格考试真题试卷(完美word版)

（满分150分）

题号 题分 得分 一 60 二 20 三 30

一、单项选择题（本大题共30小题，每小题2分，共60分）

1. Walnut trees＿＿＿＿environment stresses such as drought by producing significant amounts of a substance similar to aspirin. A. turn to

B. confirm to

D. respond to

四 40 总分 150 核分人 C. contribute to

2. John felt great＿＿＿＿about his upcoming trip to Sidney；indeed, he could hardly contain his enthusiasm. A. unrest

B. uncertainty

C. anxiety D. excitement

3. The professor’s classroom manner was quite＿＿＿＿, never revealing the warmth and playfulness she showed in private. A. lively

B. amiable C. formal

D. cheerful

4. Again as＿＿＿＿in this experiment, he didn’t lose heart. A. he failed C. he did fail

B. did he fail

D. had he failed

5. Taiwan lies＿＿＿＿the east of Fujian and is larger than＿＿＿＿island in China. A. to；any

B. in；any

D. in；any other

C. to；any other

6. Johnson is a man of great experience, ＿＿＿＿much can be learned. A. for whom C. from that

B. for which D. from whom

7. Which of the following shows the correct sentence stress in normal cases? A. His ʹbrother is my ʹbest friend.

B. They ʹhelp one ʹanother in their work. C. They have ʹbeen in the ʹcountryside recently. D. She ʹthought herself ʹbetter ʹthan ʹanyone else.

8. The phrase“＿＿＿＿”exemplifies the incomplete plosion at the junction of words. A. good morning

B. black shirt

D. beautiful jacket

C. delicious cherry

9. The synonymous pair “＿＿＿＿” differ in degree of formality. A. pass away and pop off C. prison and jail

B. accuse and charge

D. tap and faucet

10. When using the imperative “Turn it off” to give an order, the speaker highlights the＿＿＿＿of the utterance. A. locutionary act

B. illocutionary act D. indirect speech act

C. perlocutionary act

11. Fluent and appropriate language use requires knowledge of＿＿＿＿and this suggests that we should teach lexical chunks rather than single words. A. connotation C. morphology

B. denotation D. collocation

12.“Underlining all the past form verbs in the dialogue”is a typical exercise focusing on ＿＿＿＿.

A. use B. form C. meaning D. function

13. Which of the following activities may be more appropriate to help students practice a new structure immediately after presentation in class? A. Role play.

B. Group discussion. D. Written homework.

C. Pattern drill.

14. When teaching students how to give appropriate responses to a congratulation or an apology, the teacher is probably teaching at ＿＿＿＿. A. lexical level

B. sentence level

D. discourse level

C. grammatical level

15. Which of the following activities can help develop the skill of listening for gist? A. Listen and find out where Jim lives.

B. Listen and decide on the best title for the passage. C. Listen and underline the words the speaker stresses. D. Listen to pairs of words and tell if they are the same.

16. When an EFL teacher asks his students“How do you know that the author liked the place since he did not tell us explicitly?”, he/she is helping students to reach＿＿＿＿comprehension. A. literal

B. evaluative

C. inferential

D. appreciative

17. Which of the following types of questions are mostly used for checking literal comprehension of the text? A. Display questions.

B. Rhetorical questions.

D. Referential questions.

C. Evaluation questions.

18. Which of the following is a typical feature of informal writing? A. A well-organized structure is preferred. B. Short and incomplete sentences are common. C. Technical terms and definitions are required.

D. A wide range of vocabulary and structural patterns are used.

19. Peer-editing during class is an important step of the＿＿＿＿approach to teaching. A. genre-based

B. content-based

D. product-oriented

C. process-oriented

20. Portfolios, daily reports and speech delivering are typical means of ＿＿＿＿. A. norm-referenced test C. summative assessment

B. criterion-referenced test D. formative assessment

阅读 Passage 1，完成第21~25小题。

Passage 1

Sante Fe, New Mexico multimillionaire Forrest Fenn has always loved a good adventure. As a small child before eight, he and his brother, Skippy spent summer vacations making exploration in Yellowstone National Park.

As a teen, Fenn idolized the decorated World War Ⅱ fighter pilot, called Robin Olds and latter emulated his hero during the Vietnam War as an Air fighter pilot to go

to New Mexico and settled there as an arts and antiques dealer, hunting down valuable paintings, rugs, war memorabilia, and other antique to sell.

In 1998, Fenn was diagnosed with terminal kidney cancer. As he had always been doing, he conceived a grand adventure that he assumed would be his last one. “I wanted to create some excitement, some hope, before I died,”says Fenn, 82, adding that he also wanted to “get kids out of the game room and off the couch.” With those ideas in his mind, he started to devise a treasure hunt.

Little by little, Fenn began stocking a small bronze chest with gold coins, prehistoric bracelets and other valuable things. When his cancer went into remission in 1993, he decided he would carry out his plan anyway.

In 2010, Fenn topped off the chest with jewels and valuable stones and hid it somewhere deep in the Rocky Mountains, north of Sante Fe. Later that year, he wrote a poem for his self-published memoir, The Thrill of the Chase. It contained nine clues about the treasure box’s whereabouts. One stanza reads like this：Begin it where warm waters halt/And take it in the canyon down/Not far, but too far to walk/Put in below the home of Brown.

A few months later, a story about the treasure appeared in a magazine. Since then, Fenn has received thousands of e-mails from treasure hunters. Some request more clues to the box. But mostly “people thanked me for bringing their family together,” he says with a self-comforting smile on his face.

In April, Fenn told a crowd at an Albuquerque bookstore that two groups of treasure hunters had gotten within 500 feet of the chest. “They walked right by it,” he said.

Fenn is confident that the treasure will be unearthed eventually and says it will take the right combination of cunning and perseverance. “It will be discovered by someone who has read the clues carefully and successfully. But nobody is going to happen upon it,” he predicts.

He hopes that whoever finds the loot will relish the riches and the adventure of finding them.

21. Who was a fighter pilot during the Vietnam War according to the passage?

A. Skippy. C. Sante Fe.

B. Robin Olds. D. Forrest Fenn.

22. Which of the following is closest in meaning to the underlined phrase “topped off” in Paragraph Five? A. Filled.

B. Covered. C. Fixed.

D. Decorated.

23. Why did Fenn design a treasure hunt after he was diagnosed with cancer? A. He enjoyed adventures and couldn’t help doing it.

B. He wanted to help himself and game- and telly-addicted kids. C. He wanted to get the kids out of the game room to play with him. D. He thought it could bring him hope, excitement and a longer life.

24. What did Fenn enjoy most from treasure hunters according to the passage? A. Their requests about more clues. B. Their tremendous interest in the game. C. Their news about getting their family closer. D. Their numerous emails about their perseverance.

25. What does the underlined word “it” in the last but two paragraph refer to? A. The riches.

B. The treasure.

D. The treasure discovery.

C. The adventure.

阅读 Passage 2, 完成第 26~30小题。

Passage 2

The Ancient Greek philosopher Pythagoras is best known today for his mathematical theorem, which haunts the dreams of many geometry students, but for centuries he was also celebrated as the father of vegetarianism. A meatless diet was referred to as a “Pythagorean diet” for years, up until the modern vegetarian movement began in the mid-1800s.

While Pythagoras was an early proponent of a meatless diet, humans have been vegetarians since well before recorded history. Most anthropologists agree that early humans would have eaten a predominantly plant-based diet；after all, plants can’t run away. Additionally, our digestive systems resemble those of herbivores closer than carnivorous animals. Prehistoric man ate meat, of course, but plants formed the basis

of his diet.

Pythagoras and his many followers practiced vegetarianism for several reasons, mainly due to religious and ethical objections. Pythagoras believed all living beings had souls. Animals were no exception, so meat and fish were banished from his table. Strangely enough, he also banished a vegetable that has a place of honor on most vegetarian menus today, the humble bean. His followers were forbidden to eat or even touch beans, because he thought beans and humans were created from the same material. Fava beans were especially bad, as they have hollow steams that could allow the souls of the dead to travel up from the soil into the growing beans.

While the edict against beans was lifted not long after Pythagoras’ death, his followers continued to eat a meatless diet. His principles influenced generations of academics and religious thinkers, and it was a group of these like-minded individuals who founded the Vegetarian Society in English in the mid-1800s. The virtues of temperance, abstinence and self-control were all tied to vegetarian ideals, while lust, drunkenness and general hooliganism all resulted from a diet too rich in meat products. Notable early vegetarians included Leo Tolstoy, George Bernard Shaw, Mahatma Gandhi and American Bronson Alcott, a Transcendentalist teacher, reformer and the father of “Little Women” author Louisa May Alcott.

It wasn’t until the 1960s that vegetarianism moved into mainstream American life and the movement’s growth picked up speed in the 1970s when a young graduate student named Francis Moore Lappe wrote a book called Diet for a Small Planet. In it, she advocated a meatless diet not for ethical or moral reasons, but because plant-based foods have much less impact on the environment than meat does. Today, many vegetarians refuse meat because of animal rights issues, or concerns over animal treatment, a principle first espoused in Peter Singer’s 1975 work Animal Liberation. 26. Which of the following statements fails to be inferred from the passage? A. A meatless diet was supported and practiced by Pythagoras. B. After his death, Pythagoras’ followers continued to eat beans. C. Pythagoras influenced a lot of people who chose not to eat meat. D. Pythagoras refused to eat any meat for religious and ethical reasons.

27. Which of the following is closest in meaning to the underlined word in Paragraph Three?

A. Evil. B. Palatable. C. Plain. D. Notorious.

28. What issue were vegetarians in the mid-1800s in England primary reason with when refusing to eat meat? A. Environmental protection. C. Religious belief.

B. Animal rights.

D. Moral purity.

29. Which of the following is true according to the passage? A. Pythagoras made a great contributing to biology. B. Pythagoras thought beans, like humans, had souls. C. Francis Moore Lappe is a contemporary vegetarian. D. Both Bronson Alcott and his daughter were vegetarians. 30. Which of the following might be the best title for the passage? A. The History of Vegetarianism B. The Father of Vegetarianism C. The Advocates of Vegetarianism D. The Benefits of Vegetarianism 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. 反馈是教学中的重要环节之一。简述外语教学中反馈的两种主要类型（8分），列举教师了解学生学习情况的三种途径，以便及时给予反馈（12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. 下面是某初中课堂教学片段。

T：（referring to a picture）Where is John, Li Lei? S1：He has gone to Shanghai. T：How many times has he been to Shanghai? S1：He has been to Shanghai for only once. T：（referring to another picture）Where is Mary, Wang Wei? S2：She has gone to the library. T：How many times has she been to the library a week? S2：She has been to the library twice a week. 根据上面所提供的信息，从下面四个方面作答： （1）此教学片段的教学目标是什么？（5分） （2）教师采用了何种教学方法？（5分） （3）该教学方法有何优缺点？（10分）

（4）提出两条主要建议，解决该教学方法可能带来的问题。（10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20分钟的英语阅读教学设计。该方案没有固定的格式，但须包含下列要点： ●teaching objectives ●teaching contents ●key and difficult points ●major steps and time allocation ●activities and justifications 教学时间：20分钟

学生情况：某城镇普通中学初中二年级（八年级）学生，班级人数40人，多数学生已经达到《义务教育英语课程标准（2011年版）》三级水平。学生课堂积极性一般。

语言素材：

If you go to a fast food restaurant or a snake bar, you will probably see a lot of teenagers. Today, many teenagers are overweight, and some of this is because of their bad eating habits. Most teenagers love food with a lot of fat, oil, and sugar. People often call this type of food “junk food”. But food eating habits go beyond fast food. Many teenagers find it difficult to eat healthy. Some don’t have breakfast before they go to school. During the day, some don’t have a proper meal for lunch. In a recent survey at one school, scientists found that over two-thirds of the students didn’t follow a healthy diet. Nearly half of the students didn’t like vegetables, and many of them don’t like to eat fruits. They preferred to eat food with a lot of salt, sugar, or fat. Parents today also worry about their children’s diet. Some doctors give the following advice： ●Teenagers shouldn’t eat too much junk food. ●Teenagers shouldn’t eat food with too much salt. Salt can cause high blood pressure in the future. ●Teenagers should eat food with less fat, oil, and sugar. ●Teenagers need to eat some fruit and vegetables every day. Fruit and vegetables are rich in vitamins and have little fat. ●Teenagers need to drink more milk. Milk will help their bones grow. ●Teenagers need to eat breakfast every day. This is good for their body and mind.

2016年上半年中小学教师资格考试真题试卷

一、单项选择题

1. D【解析】turn to“转向；致力于；开始行动”；confirm to“证实”；contribute to“对……有帮助”；respond to“对……产生反应”。句意为“面对来自环境的压力，例如干旱，胡桃树会释放大量类似阿司匹林的物质”。故选D。

2. D【解析】unrest“不安”；uncertainty“不确定，不可靠”；anxiety“焦虑，渴望”；excitement“兴奋”。根据句意，John无法控制自己的热情，可知应该是对旅行感到兴奋。故选D。

3. C【解析】lively“活泼的，生动的”；amiable“和蔼可亲的，亲切的”；formal“正式的”；cheerful“快乐的”。句意：教授在课堂上很正式，从来没有表现出她在私下的那种亲切和随和。

4. A【解析】as引导的让步状语从句需要部分倒装，通常把从句中的表语、状语或谓语动词提至句首，其他成分的语序不变。此处again是副词，作状语，空格处所填句子应是正常语序，且描述的是过去发生的事情，用一般过去时，故选A。 5. C【解析】表达两地的相互位置时，in表示某地在某一特定区域内；on表示某地在某一特定区域外，且两地相互接壤；to表示某地在某一特定区域外，但两地相互不接壤。由常识可知，和福建不接壤，故第一个空填to。是中国领土的一部分，因此表示中国范围内最大的岛屿时，用any other，故选C。 6. D【解析】考查定语从句。先行词是a man，从句成分完整，即much can be learn from sb.，因此所填关系代词应指人，并且在从句中作from的宾语，因此选D。 7. A【解析】考查句子重读规则。英语句子中实词一般重读，虚词一般弱读。选项A中重读的是名词和形容词，符合重读规则。故选A。

8. AB【解析】六个爆破音任意两个相临或者爆破音后有摩擦音、塞擦音、鼻辅音或舌边音时，爆破音要失去爆破。故选AB。

9. A【解析】考查语义学中的涵义关系。pass away是一种委婉的表达方式，属于正式语体；pop off多指突然死亡，属于口语体。两者之间文体不同，故选A。10. B【解析】考查言语行为理论。说话人说出“Turn it off”，使听话者做某事，属于指令类行事行为。故选B。

11. D【解析】考查词汇教学。以词块为单位进行教学，并确保语言运用的流利性和得体性，这就需要学生掌握词汇搭配知识，选D。connotative meaning指词汇的引申意义；denotative meaning指词汇的字面意义。

12. B【解析】过去式属于语法教学内容中的语言形式，因此“标出对话中所有的过去式动词”是一种典型的注重语言形式的练习。故选B。

13. C【解析】句型操练更适用于语法教学的练习环节。角色扮演和小组讨论可以放在Production环节。

14. D【解析】对祝贺和道歉做出恰当的反应属于话语交流，是语篇层面对语言的运用。故选D。

15. B【解析】为文章选定最合适的标题属于听主旨大意，能够提高学生听取文章中心大意的技巧，选B。选项A和C都是听文章细节，选项D是听音辨音。 16. C【解析】从文章中推断出作者并没有明确告诉我们的信息属于推断性阅读。故选C。选项A是字面阅读理解；选项B是欣赏性阅读理解；选项D是评价性阅读理解。

17. A【解析】检查对文章的字面意义的理解，常用展示型问题（display questions）。展示型问题只要求学生对文章进行事实性的表层理解，并根据短时记忆或查看学习内容找到答案。

18. B【解析】非正式文体中可以运用短句和不完整的句子，选B。选项A、C、D都是正式写作文体的特点。

19. C【解析】，同伴编辑是注重过程的写作教学模式中重要的一个环节，选C。 20. D【解析】学习档案袋、每日报告和演讲都是形成性评价中常用的方式，选D。 21. D【解析】细节理解题。由第二段第一句话可知，Forrest Fenn从小就崇拜二战中的空军飞行员Robin Olds，然后模仿他的偶像在越南战争期间当了空军飞行员。故Fortest Fenn就是越南战争中的飞行员，选D。

22. A【解析】词义推测题。由文中第五段画线短语所在句并联系上下文可知，Fenn在盒子中装满了珠宝首饰，让人们寻宝，故选A。

23. B【解析】细节理解题。由第三段倒数第二句话中“get kids out of the game room and off the couch”可知，Fenn希望孩子们离开游戏室，多进行户外活动，选B。 24. C【解析】推理判断题。由第六段最有一句话可知，Fenn收到很多来信，其中是来感谢他使他们的家人更加亲近的。Fenn为此露出了欣慰的笑容。由此可推断出，使寻宝者家庭成员之间更加亲近使他得到的乐趣最大。

25. D【解析】推理判断题。由it所在句“Fenn is confident that the treasure will be unearthed eventually and says it will take the right combination of cunning and

perseverance.”可知，发现宝物的过程需要巧妙结合技巧和坚持，故it指的是宝物的发现，故选D。

26. B【解析】推理判断题。由第四段第一句话“While the edict against beans was lifted not long after Pythagoras’ death，his followers continued to eat a meatless diet.”可知，尽管在Pythagoras死后，不吃豆子这一点没有坚持太久，但是他的追随者仍然坚持不吃肉，与B选项不符，所以选B。

27. C【解析】词义推测题。由语境判断，Pythagoras不吃豆子是因为他认为豆子和人类的构成物质是一样的；并且humble本身有“谦虚的；低下的”的意思，因此推测，此处humble和plain同义，选C。

28. D【解析】推理判断题。由第四段第三句话“The virtues of temperance, abstinence and self-control were all tied to vegetarian ideals, while lust, drunkenness and general hooliganism all resulted from a diet too rich in meat products.”可知素食主义者不吃肉是因为他们认为好色、酗酒、无赖都是由吃肉引起的，故选D。

29. C【解析】细节理解题。由最后一段内容可知，素食主义在美国兴起是在1960s，加速是在1970s，那时一个名叫Francis Moore Lappe的人写了Diet for Small Planet一书，并提倡素食主义，指出不吃肉的原因是为了保护环境。根据时间可推知Francis Moore Lappe是当代素食主义者，故选C。

30. A【解析】主旨大意题。文章从素食主义之父说起，又按照时间顺序介绍了不同时期的素食主义者及其不吃肉的原因，故“素食主义发展史”适合做文章标题，选A。 二、简答题 31.【参】

（1）外语教学中反馈的两种主要类型包括积极反馈和消极反馈。积极反馈指教师通过鼓励性的话语对学生的表现做出积极回应。消极反馈又称为纠错性反馈，指教师通过话语对学习者语言输出的否认以及对学生语言错误的反应与评价。 （2）教师了解学生学习情况的三种途径：

①课堂提问：课堂提问可以增进学生对教学的参与，启发学生的思维活动，并及时获得教与学的反馈信息。

②作业批改：根据课堂教学内容有效设计的作业，通过教师的批改或学生之间的

互批互改可以及时发现问题，提供反馈。

③测试：测式分为口试和笔试，可以从答题情况推测学习达标情况，及时反馈教学问题。

三、教学情境分析题 32.【参】 （1）教学目标：

①学生准确分辨并在语境中正确使用“have/has gone to”和“have/has been to”。 ②学生听懂“How many times has he/she been to…？”并正确应答。

③通过师生问答，学生提高运用英语交际的能力，并自觉地在相似的生活情境中运用所学语言进行交际。

（2）该教师采用了情境教学法。在课堂中，教师借助图片创设情境，帮助学生在情境中操练新知识。

（3）情境教学法的优点：①情境教学法通过创设情境为学生交际能力的训练提供环境和条件，使语言的形式及意义和学生的生活实际相联系，为学生实际运用语言提供机会；②情境教学可以为学生提供良好的暗示或启迪，有利于锻炼学生的创造性思维，培养学生的适应能力；③情境教学法能够以其直观性、趣味性、生动性激发学生的参与和学习欲望。

情境教学法的缺点：①用图片创设的情境是虚构的，情境中的话语并不能最大限度地满足学生语言交际的实际需要；②学生被动地进入教师创设好的情境中，很难在情境中准确判断学习主题，不利于学习目标的达成；③过分强调语言整体结构的运用，忽视语言知识的分析、讲解和训练，不利于学生对语言点的理解。 （4）建议：①情境对话结束后，教师运用归纳法帮助学生归纳出语法规则，使学生真正理解和运用所学语言知识；②为了提高学生的实际语言交际能力，教师可以明确学习目标，让学生以同伴或小组为单位自行创设情境，运用所学语言知识以达成学习目标，最后在全班学生面前展示学习成果。 四、教学设计题 33.【参】

Teaching Contents：The text tells about many teenagers’ bad eating habits, and then provides some doctors’ advice.

Teaching Objectives： （1）Knowledge and Skills

①Students understand the meaning and usage of the new words and expressions, such as junk food, overweight, nearly, too much and be good for.

②Students summarize teenagers’ dietetical characteristic and doctors’ advice, and then work out the main idea of this text. （2）Process and Methods

①Students read the text sentence by sentence to pick out the new words and expressions, and then through group discussion and with the teacher’s help, they work out the meaning and usage of the language points.

②With the help of the teacher’s questions, students get specific information from the text on their own, and then work out the main idea of the text through group discussion.

（3）Emotional Attitudes and Values

After reading the text, students learn and develop a healthy eating habit following the advice of the doctors.

Teaching Key Points：Students make use of the new words and expressions, such as junk food, overweight, nearly, too much and be good for, and comprehend the main idea of the passage.

Teaching Difficult Points：Students can use reading skills to pick out useful information from the text correctly. Teaching Procedures： Step l Pre-reading（5 minutes）

The teacher shows some pictures about junk food and healthy food and asks students to discuss in pairs what is junk food and what is healthy food, and why. Students should fill in the table below. Then, the teacher checks students’ discussion results.

Junk food Healthy food （Justification：Through this step, students can know and divide the junk food and the healthy food, and get prepared to learn the text.） Step 2 While-reading（9 minutes） Activity l：Fast Reading

Students read the text quickly, and discuss in groups to conclude the main idea of each paragraph, and then summarize the main ideas of the text. Activity 2：Careful Reading

Students read the text again and answer the following questions.

（1）How many students didn’t follow a healthy diet according to the scientists’ survey?

（2）How many students didn’t like vegetables?

（3）Why do the doctors advise that teenagers need to eat some fruit and vegetables every day?

（Justification：Different ways of exploiting the text can help students not merely to cope with one particular text but to develop their reading strategies and reading ability.）

Step 3 Post-reading（6 minutes） Activity 1：Language Focus

Students read through the text sentence by sentence and pick out the new words, expressions and sentence patterns in the text. Then, the teacher explains the knowledge with some extra examples. Activity 2：Interview

Students do a survey in the class to interview classmates eating habits. If the time is allowed, the teacher chooses some volunteers to give a report about their interview results. All the students are asked to put their interview results in order and write a smooth composition accordingly.

（Justification：After reading the text, the teacher draws students’ attention to the

language of the text, which can help students accumulate language knowledge and further understand the text. The interview activity and the writing task sublime the teaching objectives and help students apply the knowledge in real situation.）