教师资格证考试习题练习
| 2014下半年教师资格证考试《英语学科知识与教学能力》（初级中学）真题精选 |
第1题：Which of the following shows the proper pronunciation of the segment "ten bikes" in connected speech? |
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| 第2题： __________ is NOT included in the factors used in analyzing vowels. A.Position of the tongue B.Shape of lips C.Openness of the mouth D.Openness of the vocal cords |
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| 第3题：The study highlights how our sense of right and wrong isn't just based on__________, religion and philosophy, but also on the biology of our brain. A.rising-up B.bring-up C.uprising D.upbringing |
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| 第4题： Founded in 2003, the company specializes in canned fruits and vegetables and food export business. A.quick-freezing B.quick-frozen C.quickly-freezing D.quickly-frozen |
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| 第5题：He resented to wait and__________ expected the minister__________him immediately upon his arrival. A.to be asked; to see B.being asked; to see C.to be asked; seeing D.being asked; seeing |
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| 第6题： Tom''s school was on the other side of the road, so he was told to watch out for cars whent __________he street. A.crossing B.cross C.crossed D.to cross |
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| 第7题：You can sleep on the couch in the lounge __________you can go to a nearly hotel. A.or B.then C.and D.but |
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| 第8题： Not a single word __________when he was forced to leave home and join the army in 1937. A.did Mark leave B.left Mark C.did leave Mark D.Mark left |
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| 第9题：ow many morphemes does the word "impossible" consist of? A.One. B.Two. C.Three. D.Four. |
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| 第10题：考查词素知识。impossible这个单词包含三个语素，分别是前缀im-，词根possi和后缀-ble。故选C。 |
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| 第11题： In teaching pronunciation, the teacher should tell the students that __________can be used to convey more important messages. A.rhyme B.stress C.devoicing D.rhythm |
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| 第12题：When a teacher asks students to discuss how the writer's ideas are organized in the text, he/she intends to develop students' skill of __________. A.recognizing the textual structure B.understanding the writer's intention C.distinguishing facts from opinions D.commenting on the content of the text |
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| 第13题：Which of the following focus(es) on accuracy in teaching grammar? A.Simulation. B.Substitution drills. C.Role play. D.Discussion. |
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| 第14题：When a teacher says "Next, please pay attention to the time of arrival and departure of the planes in the recording ." he/she intends to develop the students' skill of __________. A.predicting B.getting the general pictures C.distinguishing sounds D.getting specific information |
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| 第15题：If a teacher asks students to list as many ways as they can to tell someone to open the door and list the possible functions of a sentence in different contexts, he/she is probably trying to highlight __________ . A.the potential meanings of a sentence B.different realizations of the same function C.the relationship between form and function D.different ways of getting people to do the same thing |
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| 第16题： The teacher would use __________ to help students communicate in teaching speaking. A.substitution drills B.group discussion C.listening and acting D.reading aloud |
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| 第17题： __________ assessment is used to measure how the performance of a particular student or group of students compares with that of another. A. Criterion-referenced B.Norm-referenced C.Formative D.Summative |
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| 第18题：Which of the following teacher's instructions could serve purpose of eliciting ideas?__________ A.Shall we move on? B.Read after me everyone. C.What can you see in this picture? D.What does the word "quickly" mean? |
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| 第19题：Which of the following is an example of teachers' indirect corrective feedback? A.Say "went" instead of "go".__________ B.We never use "at" that way. C.Choice A is not the right answer. D.Who can help him with this sentence? |
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| 第20题：Total Physical Response as a TEFL method is more often used for teaching__________ . A.children B.adults C.ESP course D.GE course |
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| 第21题：Seventy years ago, more than 160,000 Allied troops stormed the beaches of Normandy during the D-Day invasion. And while we all know that day served as a huge turning point for the Allied cause you probably haven't thought much about what those ,soldiers carried with them to eat during and after the invasion. Food had to be lightweight, nutritious and very high in energy; after all, these men were about to invade Nazi-occupied land. As it happened, the one substance that could fulfill all those requirements was a very unlikely item--a Hershey's chocolate bar. The Hershey chocolate company was approached back in 1937 about creating a specially designed bar just for U.S. Army emergency rations. According to Hershey's chief chemist SamHinkle, the U.S. government had just four requests about their new chocolate bars: they had tow eight 4 ounces, be high in energy, withstand high temperatures and "taste a little better than a boiled potato". The final product was called the "D ration bar", a blend of chocolate, sugar, cocoa butter, skim milk powder and oat flour. The viscous mixture proved too thick to move through the normal chocolate bar manufacturing set up at the Hershey plant, so initially each bar had to be packed into its 4-ounce mold by hand. As for taste, well, most who tried it said they would rather had eaten the boiled potato. The combination of fat and oat flour made the chocolate bar a dense brick, and the sugar did little to mask the overwhelmingly bitter taste to the dark chocolate. Since it was designed to withstand high temperatures, the bar was nearly impossible to bite into. Most men who ate it had to shave slices off with a knife before they could chew it. And despite the U.S. Army's best efforts to stop the men from doing so, some of the D ration bars ended up in the trash. Later in the war, Hershey introduced a new version, known as the Tropical bar, specially designed for extreme temperatures of the Pacific Theater. By the end of the war, the company had produced more than 3 billion ration bars. But "Hitler's Secret Weapon", as many infantrymen referred to the chocolate bar, was hardly the only candy in the D-Day rations. Candy was an easy way to pep up the troops, and the quick burst of energy provided by sugar was a welcome addition to kit bags. Along with the D rations, troops received three days worth of K ration packs. These were devised more as meal replacements and not sustenance snacks like the D rations, and came completely with coffee, canned meats, processed cheese and tons of sugar. At various points during the war, men could find powdered orange or lemon drink, caramels, chewing gum and--of course--more chocolate. Along with packs of cigarettes and sugar cubes for coffee, the K ration packs provided plenty of valuable energy for fighting men. 21[单选题] What is the tone of the author in writing the article?__________ 查看材料 A.Ironic. B.Passionate. C.Humorous. D.Matter-of-fact. 22[单选题] Which of the following features of D Ration bars is NOT true according to the passage?__________ 查看材料 A. Light weight. B.High energy. C.Spicy taste. D.Heat resistance. 23[单选题] Why were D Ration bars referred to as "Hitler's Secret Weapon" by Allied soldiers?__________ 查看材料 A.It was a conspiracy launched by Hitler. B.It was produced as a weapon to defeat Hitler. C.It was nutritious enough to please the soldier. D.It was hard to eat and was disliked generally. 24[单选题] Which of the following is the closest in meaning to "pep up" in the last paragraph?__________ 查看材料 A.Cheer up. B.Feed up. C.Steer up. D.Take up. 25[单选题] Which of the following might be the best title for the passage?__________ 查看材料 A.How Chocolate Was Made for the War B.How Chocolate Helped Win the War C.What Were the Requirements about Chocolate for the War D.What Were the Differences between D Ration Bars and K Ration Packs |
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| 第22题：Julia, Gillard, as education minister and then prime minister~ identified the Gonski Report on school funding, later renamed the Better School Plan, as one of her crowning achievements. Backed by the Australian Education Union and Australia's cultural-left education blob (a term coined by Britain's Secretary of State for Education, Michael Gove), her argument is that Gonski will deliver excellence and equity in education by massively increasing government expenditure. The Gonski funding model, involving a base level of funding known as a School Resourcing Standard and additional loadings related to disadvantage, is also lauded as bring clarity, transparency and consistency to school funding. Not so. As noted by the National Comission of Audit, the flaws and weaknesses in the report are manifest. Under the heading "Complexity of the funding model," section 9.7 Appendix Volmne 1, the statement is made that" new school funding arrangements are complex, inconsistent and lack transparency". Instead of having a national funding model, we have a situation where the states and territories and Catholic and independent school sectors have their own approaches to allocating finding to schools. So much for the argument that the Gonski model represents an improvement on the Howard government's supposedly opaque and insistently applied socio-economic status (SES) mode. The Schooling Resource Standard is also criticized for not being "based on a detailed analysisof the cost of delivering education" and the formula employed for quantifying disadvantage for using faulty data leading to students "being misidentified as being inside or outside definitions of educationally disadvantaged". Citing international research and an analysis carried out by the ALP federal .member forFraser, Andrew Leigh, when an academic at the Australian National University, the audit report oncludes there is little, if any, relationship between increased expenditure and raising standards. Mirroring the argument put by Jennifer Buckingham in her School Funding on a Budget, the audit report argues "increasing funding does not necessarily equate to better student outcomes". common sense suggests, and contrary to the Australian Education Union's "I Give a campain, a more way to raise standards is to have a rigorous curriculum, effective and oommittcd teachers, strong parental engagement and schools, within broad guidelines, that hane the flexibility to manage themselves. To applaud the commission of audit's analysis of school funding should not be taken asunqualified support. The suggestion that the states, and most likely their education departments, should control how funding to independent school is allocated is a mistake. Slate schools, on the whole, compete against non-government schools, and allowing state governments or their education bureaucracies to decide how funding is allocated to independent schools represents a conflict of interest. 26[单选题] For what reasons did Julia Gillard believe that the Gonski Report was one of her best __________achievements? 查看材料 A.It would bring efficiency to school funding. B.It would raise standards and equity in education. C.It would reduce government budget in school funding. D.It would control both the stale schools and independent schools. 27[单选题] Which of the following is the closet in meaning to "committed" in PAPAGRAPH ?__________ 查看材料 A.Engaged. B.Devoted. C.Respected. D.Prami.SEd. 28[单选题] How does the author make his arguments convincing to his readers?__________ 查看材料 A.He cites noted authorities as a means of supporting his opinions. B.He presents a thesis and then lists evidence to supporting his opinions. C.He summarized an official document and then discusses it in detail. D.He uses official documents and then gives his personal interpretation. 29[单选题] Which of the following represents the National Commission of Audit's view on school fundinz?__________ 查看材料 A.There should be a national funding model. B.Cost of delivering education should not be the major concern of school funding. C.There is a close relationship between increased expenditure and raising standards, D.The educational department school should control the allocation of funding to independent school. 30[单选题] Which of the following titles best expresses ,the ideas of the passage?__________ 查看材料 A.Needed: a Better Model for Education B.Gonski: the Advantages and Disadvantages C.Needed: a Better Model for Funding Schools D.Gonski: a Funding Model Favored by the Prime Minister |
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| 第23题：请简述教师课堂上“创设语境”需要考虑的基本要素(8分)，并举例说明具体的教学手段(12分) |
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