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2016下半年浙江教师资格考试初中英语学科知识与教学能力真题及答案.doc
2016 下半年浙江教师资格考试初中英语学科知识与教学能
力真题及答案
注意事项：
1.考试时间为 120 分钟，满分 150 分。
2.请按规定在答题卡上填涂、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选择一个最佳答案。请用 28 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. It was such a (an) __________ when they met each other in Beijing because each
thought that the other was still in Hong Kong.
A. occurrence
B. chance
C. coincidence
D. occasion
2. When you come to our city you can see__________ yourself how beautiful it is.
A. in
B. for
C. to
D. with
3. We have no trust in him because he has never__________ the grandiose promises
he makes.
A. delivered on
B. eaten off
C. forgotten about
D. abided by
4. With the villager __________ the way, we had no trouble __ the cottage.
A. to lead; finding
B. to lead; to fred
C. leading; to find
D. leading; finding
5. A new park has sprung up in __________ was a wasteland ten years ago.
A. that
B. what
C. which
D. where
6. He said he' d phone you __________ he got home.
A. the moment
B. the moment when
C. at the moment
D. at the moment when
7. Which indefinite article "a" should be read emphatically in the following
sentences?
A. He is a handsome boy, but not smart.
B. He is not a suspect, he is the suspect.
C. He bought a cartoon book for his son.
D. He is talking with a middle-aged man.
8.Which of the following indicates a more polite request or invitation?
9. Due to the __________influence, some Chinese learners of English wrongly
passivize intransitive verbs like "die", as in "John was died last year".
A. intedingual
B. intercultural
C. intralingual
D. intmcultural
10. tells where a person comes from, whereas __________ tells what he does.
A. Dialect; register
B. Style; genre
C. Dialect; style
D. Register; genre
11. Which of the following assumptions fails to describe the nature of vocabulary
or vocabulary learning?
A. Words are best learned in context.
B. A lexical item can be more than one word.
C. All words in one language have equivalents in another.
D. Learning a word includes learning its form, meaning and use.
12. When a teacher creates a real life situation for his students to discuss, he
expects them not to focus on__________ too much.
A. form
B. use
C. meaning
D. function
13. it is suggested that teachers should not interrupt students for error correction
when the activity aims at__________.
A. accuracy
B. fluency
C. complexity
D. cohesion
14. When asking students to quickly run their eyes over a whole text to get the gist,
we are training their skill of__________.
A. scanning
B. mapping
C. predicting
D. skimming
15.Teachers who adont the __________model for reading comprehension may start
teaching a text by introducing new vocabulary and structures.
A. parallel
B. serial
C. too-down
D. bottom-up
16. It is suggested that lower-level EFL learners learn to read by reading __________
materials.
A. simple and authentic
B. academic and authentic
C. original and classical
D. classical and authentic
17. When asking students to arrange the scrambled sentences into a logical paragraph,
the teacher is focusing on __________.
A. reading skills
B. critical think
C. proofreading skills
D. textual coherence
18. Which of the following is a typical feature of formal writing?
A. Archaic words are usually preferred.
B. The precision of language is a priority.
C. Short and incomplete sentences are preferred.
D. An intimate relationship with the audience is established.
19. Which of the following writing activities may be used to develop students' skill
of planning?
A. Editing their writing in groups.
B. Self-checking punctuations in their writing.
C. Sorting out ideas and putting them in order.
D. Cross-checking the language in their writing.
20. In trying to get across a message, an EFL learner may use __________ strategies
to make up for a lack of knowledge of grammar or vocabulary.
A. communicative
B. cognitive
C. resourcing
D. affective
请阅读 Passage 1。完成第 21-25 小题。
Passage 1
Hidden Valley looks a lot like the dozens of other camps that dot the woods of central
Maine.
There's a lake, some soccer fields and horses. But the campers make the difference.
They're all American parents who have adopted kids from China. They're at Hidden
Valley to find bridges from their children's old worlds to the new. Diana Becker
watches her 3-year-old daughter Mika dance to a Chinese version of "Twinkle, Twinkle
Little Star." "Her soul is Chinese," she says, "but really she' s growing up
American."
Hidden Valley and a handful of other"culture camps" serving families with children
from overseas reflect the huge rise in the number of foreign adoptions, from 7,093
in 1990 to 15,774 last year. Most children come from Russia (4,491 last year) and
China (4,206) but there are also thousands of others adopted annually from South
America, Asia and Eastern Europe. After cutting through what can be miles of red
tape, parents often come home to find a new predicament. "At first you think, 'I
need a child'," says Sandy Lachter of Washington, D.C., who with her husband, Steve,
adopted Amelia,5, from China in 1995. "Then you think, 'What does the child need?'"
The culture camps give families a place to find answers to those kinds of questions.
Most grew out of local support groups; Hidden Valley was started last year by the
Boston chapter of Families with Children from China, which includes 650 families,
while parents address weighty issues like how to raise kids in a mixed-race family,
their children just have fun riding horses, singing Chinese songs or making scallion
pancakes. "My philosophy of camping is that they could be doing anything, as long
as they see other Chinese kids with white parents," says the director, Peter Kassen,
whose adopted daughters Hope and Lily are 6 and 4.
The camp is a continuation of language and dance classes many of the kids attend
during the year.
"When we rented out a theater for'Mulan,' it was packed," says Stephen Chen of Boston,
whose adopted daughter Lindsay is 4. Classes in Chinese language, art and calligraphy
are taught by experts, like Renne Lu of the Greater Boston Chinese Cultural Center.
"Our mission is to preserve the heritage," Lu says.
Kids who are veteran campers say the experience helps them understand their complex
heritage. Sixteen-year-old Alex was born in India and adopted by Kathy and David
Brinton of Boulder, Colo., when he was 7. "I went through a stage where I hated India,
hated everything about it," he says."You just couldn't mention India to me." But
after six sessions at the East India Colorado Heritage Camp, held at Snow Mountain
Ranch in Estes Park, Colo., he hopes to travel to India after he graduates from high
school next year.
21. What is the author's primary purpose in writing the passage?
A. Revealing the procedures for foreign adoptions.
B. Recounting an amazing childhood camping experience.
C. Investigating how Hidden Valley serves foreign adoption families.
D. Demonstrating how culture camps help foreign adoption families.
22. Which of the following is closest in meaning to the underlined word"predicament"
in PARAGRAPH TWO?
A. Dilemma.
B. Status.
C. Contradiction.
D. Consequence.
23. Where are the adopted kids served by Hidden Valley from?
A. Russia.
B. India.
C. China.
D. America.
24. What can a culture camp help to do according to Peter Kassen?
A. It helps the adopted kids form a correct attitude to their complex heritage.
B. It helps the Chinese children have fun with their American parents.
C. It helps the Americans increase the adoption from Russia and China.
D. It helps the American parents adopt children from other countries.
25. What can be inferred about Alex from the last paragraph?
A. The culture camps caused Alex to hate everything about India.
B. The East India Colorado Heritage Camp led to Alex' s immigration.
C. Hidden Valley served as a link between Alex' s old world and the new.
D. The culture camps helped Alex better understand his mixed-race family.
请阅读 Passage 2，完成第 26-30 小题。
Passage 2
Birds are a critical part of our ecological system. But more than ever, birds are
threatened by human pollution and climate change.
We need the birds to eat insects, move seeds and pollen around, transfer nutrients
from sea to land, clean up after the mass death of the annual Pacific salmon runs,
or when a wild animal falls anywhere in a field or forest.
How could we enjoy spring without the birds flitting busily in our garden or dropping
by to check out the flowers in our urban window box? Can you contemplate America
without the soaring bald eagle, or even those scavengers like the pigeons and gulls
that clean up discarded food scraps on our city streets and waterfronts? How
diminished our lives would be without them?
Scavenging eagles and condors need hunters to behave responsibly and bury, or remove,
the remains of any shot deer peppered with fragments of lead bullets. Loons, ducks
and other water birds will be poisoned by lead bullets and lead fishing sinkers if
we allow such objects to drop in their feeding space.
All sea and shore birds, even the puffins and guillemots of the otherwise pristine
Aleutians,need us to make sure that no other heavy metals, like mercury and cadmium,
are dumped in rivers and make their way across the oceans.
Birds like the terns, knots and shearwaters that migrate between the far north and
deep, deep, south of our planet need people everywhere to cease and desist from
filling in their wetland fuel stops and rest stations, and from constructing golfing
resorts and factories in their feeding and breeding grounds.
Seabirds are among the most endangered vertebrate species on the planet, with the
International Union for Conservation of Nature classifying 97 species as globally
threatened, and 17 in the highest category of critically threatened. Of greatest
concern are the pelicans of the southern oceans and the spectacular, but
slow-breeding albatross.
Plastic bags must be eliminated from natural environments so sea and shore birds
don't mistakenly carry such debris back to feed their chicks, with invariably lethal
consequences. The albatross, cormorants and herons need us to stop over-fishing and
compromising their normal food supply.
The pelicans, penguins and all the birds that inhabit, or visit, our coastlines need
us to ensure that we do not dump oil into gulfs and bays, or release so much carbon
dioxide into the atmosphere that the oceans turn acidic and we lose the mussels and
oysters, the mass of calcareous plankton that feeds so many creatures, and the coral
reefs that nurture enormous numbers of edible species.
Think about it: We share this small green planet. As they fly, feed and nest, the
birds monitor the health of the natural world for us, provided that we, in turn,
make the effort to access that key information.
The birds and humans are both large, complex and ultimately vulnerable organisms
that inhabit the top of the food chain. At the end of the day, their fate will be
our fate.
26. Which of the following is closest in meaning to the underlined word"contemplate"
in PARAGRAPH THREE?
A. Live in.
B. Think about.
C. Arrive at.
D. Comment on.
27. What does the underlined word "them" in PARAGRAPH THREE refer to?
A. Birds.
B. Flowers.
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