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2017下半年湖南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
2017 下半年湖南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 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. The main difference between/e/and/ə/lies in the__________.
A. tongue position
B. sound duration
C. openness of the mouth
D. shape of the lips
2.__________is the main rhyming pattern in"Mrs. White/Had a flight/In the middle
of the night".
A. Assonance
B. End rhyme
C. Alliteration
D. Reverse end rhyme
3. We're all keeping our__________ crossed that the surgeons do not find anything
too serious with the patient.
A. fingers
B. thumbs
C. hands
D. feet
4. When implementing the project, we__________a lot of unexpected opposition from
our colleagues.
A. run for
B. make against
C. run up against
D. make away with
5. The island measures about 30 miles__________ 20 miles.
A. by
B. with
C. to
D. upon
6. --Will John come to the party?
--No, he won't come and__________.
A. Antony neither won' t
B. won' t Antony neither
C. either will Antony
D. neither will Antony
7. Garbo plays the role of the queen,_________ in the love she has found with Antonio.
A. rejoiced
B. rejoicing
C. being rejoiced
D. to rejoice
8._________ ministers decide to instigate an inquiry, we welcome it.
A. Should ... would
B. Suppose ... could
C, If... would
D. Would ... will
9. What is missing at the discourse level between the two sentences "Carol loves
tomatoes. She was born in Africa."?
A. Reference.
B. Cohesion.
C. Coherence.
D. Substitution.
10. The synonyms "charge" and "accuse" mainly differ in_________.
A. emotion
B. dialect
C. formality
D. collocation
11. Which of the following instructions is helpful in developing students' ability
to make inferences?
A. Listen to a story and write a summary.
B. Listen to a story and work out the writer' s intention.
C. Listen to the story of a boy and then draw a picture of him.
D. Listen to a story and note down the specific date of an event.
12. The most suitable question type to check students' comprehension and develop
their critical thinking is_________.
A. rhetorical questions
B. referential questions
C. close questions
D. display questions
13. Diagnostic test is often used for the purpose of
A. finding out what students know and don' t know
B. measuring students' general language proficiency
C. knowing whether students have the right language aptitude
D. checking whether students have achieved the teaching objectives
14. Which of the following activities is often used to develop students' speaking
accuracy?
A. Identifying and correcting oral mistakes.
B. Acting out the dialogue in the text.
C. Having discussions in groups.
D. Describing people in pair.
15. If a teacher asks students to make their own learning plan, he/she is trying
to develop their_________.
A. cognitive strategy
B. affective strategy
C. communicative strategy
D. metacognitive strategy
16. When a teacher tells students that the word "dog" may imply "loyalty", he/she
is teaching the _________of the word.
A, denotative meaning
B. conocative meaning
C. conceptual meaning
D. connotative meaning
17. Which of the following is the last step in the process of writing essays?
A. Editing the writings.
B. Writing topic sentences for paragraphs.
C. Gathering information and ideas relevant to the topic.
D. Organizing the information and ideas into a logical sequence.
18. The main purpose of asking questions about the topic before listening is to
A. meet students' expectation
B. increase students' confidence
C. activate students' schemata
D. provide feedback on tasks
19. Ifa teacher asks students to fill in the blanks in a passage with "that", "which"
or "whom",he/she is least likely focusing on grammar at_________.
A. lexical level
B. syntactic level
C. discourse level
D. morphological level
20. If a teacher asks students to talk about their hobbies in groups, he/she is trying
to encourage_________.
A. peer correction
B. peer feedback
C. peer interaction
D. peer assessment
请阅读 Passage l，完成第 21-25 小题。
Passage 1
Self-driving vehicles threaten to send truck drivers to the unemployment office.
Computer programs can now write journalistic accounts of sporting events and stock
price movements. There are even computers that can grade essay exams with reasonable
accuracy, which could revolutionize my own job. Increasingly, machines are providing
not only the brawn but the brains, too. And that raises the question of where humans
fit into this picture--who will prosper and who won't in this new kind of machine
economy?
Within five years we are likely to have the world's best education, or close to it,
online and free. But not everyone will sit down and go through the material without
a professor pushing them to do the work.
Your Smartphone will record data on your life and, when asked, will tell you what
to do,drawing on data from your home or from your spouse and friends if need be."You'
ve thrown out that bread the last three times you've bought it, give it a pass" will
be a text message of the future.
How about"Now is not the time to start another argument with your wife"? The GPS
is just the beginning of computer-guided instruction. Take your Smartphone on a date,
and it might vibrate in your pocket to indicate "Kiss her now." If you hesitate for
fear of being seen as pushy, it may write:
"Who cares if you look bad? You are sampling optimally in the quest for a lifetime
companion."
A lot of jobs will consist of making people feel either very good or very bad about
themselves.
Coaches, mentors and disciplinarians will spread to many areas of life, at least
for those of us who can stand to listen to them. These people will cajole us, flatter
us and shame us into improving our lives, our work habits and our consumption.
Computing and software will make it easier to measure performance and productivity.
It will be harder to gloss over our failings and maintain self-deception. In essence
everyone will suffer the fate of professional chess players, who will always know
when they have lost a game, have an exact numerical rating for their overall
performance, and find excuses for failure hard to come by.
Individuals will have many measures of their proficiency. They will have an incentive
to disclose that information to get the better job or social opportunity. You'll
assume the worst about those who keep secrets, and so openness will reign. Many of
us will start to hate the idea of Big Data.
21. Which of the following is closest in meaning to the underlined word"brawn" in
Paragraph 1?
A. Job.
B. Meat.
C. Physical strength.
D. Mental agility.
22. What does the underlined phrase "the question" in Paragraph 1 refer to?
A. Where do humans fit into this picture?
B. Will machines eventually replace human beings?
C. Which could revolutionize my own job, teaching at school?
D. Who will prosper and who will not in this machine economy?
23. What makes the instructions sent by smartphones valuable and reliable for people
when doing things?
A. A global positioning system installed in all smartphones.
B. Information collected and elicited by smartphones from your life.
C. An optimal sampling software to store information in smartphones.
D. Vibrations smartphones make in your pocket as a constant reminder.
24. Who will be most likely to suffer from this technological revolution?
A. Fashion gurus specializing in producing, modeling, or marketing fashion.
B. American young people who do not make good use of the online courses.
C. Individuals keeping the information about their proficiency to themselves.
D. Professional chess players who are not able to calculate the play outcome.
25. Why will many people start to hate Big Data according to the last paragraph?
A. Because people will have no privacy and can' t tell any lies at all.
B. Because they facilitate performance and productivity assessment.
C. Because they give people no choice but to comply with computers.
D. Because people have found it really hard to finish doing everything.
请阅读 Passage 2，完成第 26—30 小题。
Passage 2
Teacher education provided by U.S. colleges and universities has been routinely
criticized since its inception in the early nineteenth century, sometimes deservedly.
These programs, like non-university programs, are uneven in quality and can be
improved. What makes today' s criticisms different is an aggressive effort by
advocacy groups, and self-proclaimed educational entrepreneursto deregulate the
preparation of teachers, and to expand independent, alternative routes into
teaching.
This effort to"disrupt" the field of teacher preparation in the United States has
gained considerable momentum and legitimacy, with venture capitalists, philanthropy,
and the U.S.
Department of Education all providing sponsorship and substantial funding.
The strength of this effort is that the United States may quickly seek to dismantle
its university system and replace much of it with independent, private programs.
The resulting system of teacher preparation may differ dramatically in its
government, structure, content, and processes moving away from its current location
alongside legal, medical, and other professional preparation that pairs academic
degrees with professional training.
Throughout the nation, states are reporting teacher shortages in particular subject
areas and geographical locations, and several states have either passed legislation
to lower the standards for becoming a teacher or, like the state of Washington, have
looked toward expanding the number of teacher education providers to try to fill
teaching vacancies. The federal government has contributed to the push to lower
standards for becoming a teacher with the Teacher Preparation Academy
provision in the new K-12 education law, the Every Student Succeeds Act, which
encourages states to expand the number of independent programs not associated with
colleges and universities.
Because of the increasing tuition rates, a consequence in part, of cuts in funding
to public universities that continue to educate most U.S. teachers, enrollments in
college and university teacher education programs have declined in many parts of
the country. Independent teacher education programs are being viewed by some as an
important part of the solution in staffing the nation's classrooms and addressing
our serious and enduring problems in education inequities.
Additionally,
advocacy
groups,
philanthropists,
and
so-called
education
entrepreneurs are working aggressively to expand these independent alternative
routes into teaching.
Given the seriousness of the teacher shortage problem in the United States and the
substantial media attention that has been given to independent teacher education
programs as the solution to teacher shortages and education inequities, policy
makers should very carefully examine the evidence that exists about the nature and
impact of these relatively new programs that are rapidly expanding while university
teacher education enrollments decline.
26. What can be inferred from Paragraph 1 about criticisms against teacher education?
A. The criticisms have been increasing.
B. The criticisms may not be well justified sometimes.
C. The criticisms mainly focus on the quality of non-university programs.
D. The criticisms usually come from advocacy groups and so-called educational
entrepreneurs.
27. Which of the following is closest in meaning to the underlined word"momentum"
in Paragraph 2?
A. Moment.
B. Motive.
C. Achievement.
D. Incentive.
28. What can be inferred from Paragraph 3?
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