1、教师资格考试上半年安徽教师资格初中英语学科知识与教学能力真题及答案2018上半年安徽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
2、? 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 y
3、ounger 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
4、. 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
5、. 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-solvin
6、g 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
7、 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 stude
8、nts 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
9、 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.
10、 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. Transf
11、orming 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 develop
12、ing 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
13、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 studen
14、ts 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
15、, 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 b
16、eheld 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 differen
17、ces 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-ti
18、on) 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 effor
19、t. 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 b
20、elieve 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 st
21、andards.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
22、, 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
23、 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 wi
24、th 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 u
25、p 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.
26、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 th
27、e 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
28、 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
29、 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
30、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.Througho
31、ut 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 l
