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2020 年下半年中小学教师资格考试
英语学科知识与教学能力试题（初级中学）
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2B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. Which of the following shows the correct stress of the word “pedestrian”?
A. /ˈpədestriən/ B. /pədesˈtriən/
C. /pədestriˈən/ D. /pəˈdestriən/
2. Which of the following words has a different stress pattern?
A. Facility. B. Caterpillar.
C. Community. D. Accompany.
3. Because of the strong sun, the new drawing-room curtains have _______ from dark blue to
grey.
A. faded B. paled
C. fainted D. blurred
4. Which of the following pairs of words are synonyms?
A. Red and color. B. Tall and short.
C. Petrol and gasoline. D. Father and farther.
5. We don’t know what experiment those researchers would _______ on females to test this
hypothesis.
A. apply B. carry
C. deliver D. perform
6. Tom said he would go to Hong Kong for winter vacation and he _______ go.
A. did B. had
C. does D. will
7. It is forbidden _______ faster than 60 mph on this highway.
A. to driving B. to drive
C. being driven D. to be driven
8. In the sentence “It’s no use crying over the spilt milk.” the italicized part is _______.
A. an object B. an adverbial
C. a subject D. a complement
9. Which of the following describes the function of the sentence “It is a nice day, isn’t it?” ?
A. Informative. B. Phatic.
C. Directive. D. Performative.
10. Which of the following describes the process in which one’s language ability is developed
in natural and everyday situation?A. Performance. B. Competence.
C. Learning. D. Acquisition.
11. What role does he/she play when a teacher explains the purpose of a task, the steps to do it
and its time limit?
A. An organizer. B. An observer.
C. An evaluator. D. A prompter.
12. What does he/she intend to do when a teacher writes the following sentences “She gets up
early. She wears a uniform. She works very hard.” on the blackboard at the presentation stage?
A. Practice sentence patterns using model sentences.
B. Check if students can pronounce the sentences correctly.
C. Monitor whether students can accurately express their ideas.
D. Draw students’ attention to the form of a new language item.
13. What skill does he/she use when a student uses language knowledge and contextual clues
to figure out the meaning of a new word?
A. Contrasting. B. Summarizing.
C. Deducing. D. Predicting.
14. Supplementing, deleting, simplifying and reordering are often used in _______.
A. adapting teaching materials
B. delivering teaching materials
C. evaluating teaching materials
D. presenting teaching materials
15. Which of the following is least recommended at the lead- in stage in a reading class?
A. Activating students’ schemata of the topic.
B. Giving advice on how to use reading strategies.
C. Sharing background information about the text.
D. Correcting language mistakes students have made.
l6. Which of the following best describes the phenomenon that leaners apply the skill acquired
in one field to another?
A. Transfer. B. Deduction.
C. Contextualization. D. Induction.
17. If the focus is placed on_______, students are supposed to go through the stages of drafting,
receiving feedback, and revising before submitting the final version of their writing.
A. product B. process
C. genre D. format
18. What would he/she do in a reading class if a teacher wants to develop student’s inferential
comprehension?
A. Ask them to retell the story.
B. Ask them to underline difficult sentences.
C. Ask them to read the text sentence by sentence.
D. Ask them to read the text for implied meaning.
19. Which of the following activities can be used if the focus is on developing students’ oral
fluency in English?
A. Blank- filling. B. Story-telling.
C. Transformation. D. Translation.
20. What is the focus when a teacher says to the class “Rewrite each of the following sentences
using the passive voice.”?A. Skill. B. Meaning.
C. Structure. D. Function.
请阅读Passage 1，完成第21~25小题。
Passage 1
In a traditional classroom, much, if not most, of class time is spent with the teacher presenting
content—telling, showing, explaining, lecturing. Whether it’s a first-grade teacher reading to
students, a high school government teacher lecturing on the Articles of Confederation, or a math
teacher demonstrating how to solve an equation, class time is when the teacher delivers information
and the students receive it.
Ideally, lessons involve a mixture of delivery and discussion, supplemented by activities that
engage students to support their comprehension. But in reality, just getting the content across can
take most of the class period, especially when lessons are interrupted by student questions, discipline
problems, and distractions like fire drills, assemblies, and other disruptions.
There are lots of good reasons for this model and its durability in education. It is an efficient
way to assure that all students have access to the same course content, and it provides a way for
teachers to transmit their expertise in a subject, and enthusiasm for it, to their students. Most teachers
love being the “sage on the stage”, and many are very good at it.
Nevertheless, many teachers also feel frustrated by the limitations of this model, especially
when lecture and presentation take up the lion’s share of the class period, leaving little time for the
good stuff of teaching—getting into students’ heads, helping them make meaning out of information,
drawing out their evolving understanding, encouraging and sparking their excitement and
comprehension. In today’s environment of high-stakes testing, with multiple standards- -and now
with the Common Core, new standards there never seems to be enough time for all the things
teachers wish they could do with their students: project-based activities, individual or group learning
challenges, deep discussions and inquiry activities.
So it’s not surprising that, when teachers are asked what they believe is the greatest value of
flipping instruction, the answer is almost always, “It gives me more time to work directly with
students during class.” Teachers at Michigan’s Clintondale High School claim that, since they have
flipped their classrooms, the amount of time they spend with students has increased by a factor of
four. That is a substantial gain—and it makes a real difference in students believing that the teacher
is there for them when help is needed.
21. According to the passage, what differentiates a flipped classroom from a traditional one?
A. The amount of time that teachers spend with individual students.
B. The amount of knowledge that teachers impart to students.
C. The content of the teaching materials used by the teachers.
D. The variety of the activities organized by teachers.
22. According to the passage, which of the following features typically characterizes a
traditional classroom?
A. Inquiry. B. Delivery.
C. Exemplification. D. Discussion.
23. Which of the following best explains the underlined expression “sage on the stage” in
Paragraph 3?
A. Demanding. B. Liberal.
C. Imaginative. D. Authoritative.24. According to Paragraph 4, what should have been incorporated in traditional classrooms?
A. Preparing students for high-stakes tests.
B. Developing students’ analytical thinking skills.
C. Assisting students to attain the Common Core standards.
D. Enhancing students’ ability to cope with learning pressures.
25. Which of the following reflects the author’s view on a flipped classroom?
A. Radical. B. Opposed.
C. Supportive. D. Paradoxical.
请阅读Passage 2，完成第26~30小题。
Passage 2
First there were hammers banging. Then paint brushes. Then carpet. Soon, we had a new room
above the garage. And my grandmother moved in.
It was the late 1960s, I was 10 and had no idea that we were going against the grain, that the
trend was for families to splinter, seniors to take better and longer care of themselves, kids to move
away younger and younger.
All I knew was that our family had three generations under one roof, which made a difference
in who sat where in the car, what desserts mysteriously disappeared overnight and how long you
waited outside the bathroom door.
This past week, a new census report raised a lot of eyebrows. In the past decade, there has been
a resuming of the family deck: a 30 percent rise in U.S. households with at least three generations.
People are moving back in. Generations are consolidating.
So I guess we were ahead of our time. Of course, today this has more to do with money than
anything else. Senior citizens have a harder time paying their bills and their children have a harder
time shelling out monthly checks for retirement or nursing homes. Kids can’t find jobs, even college
grads. What it means, ultimately, is more people under one roof, with a broader span of years
between them. Braces and dentures. Grey hair and dyed hair. This is lamented as a regrettable
consequence of a feeble economy. But I’ m not sure it’s a bad thing.
I learned a lot from having our grandmother in the house. For one thing, it beat hiring a
babysitter we didn’t like. And there was someone else to take us to school or drive us to places when
our folks were working. There was another family member at the school plays and another person
to cry to if we were hurting. I got to watch how my mother related to her mother, and I saw that
mine wasn’t the only generation that found the one before it confounding and, at times, infuriating.
I also heard more family history than I did with just one older generation under the roof. There
was no shortage of conversation. Dinners were louder and more animated. In short, we were bigger.
My grandmother spoke about an immigrant neighborhood, siting on fire escapes and drinking egg
creams, and my folks talked about listening to the radio during the Pearl Harbor attacks. They all
spoke about relatives I’d never met and never would meet, my bloodline, my family tree.
It wasn’t all “The Waltons”. I knew who I was and where I came from more once my
grandmother called our home her home.
There’s a wonderful film called “Avalon” that follows an immigrant’s family in the 20th
century. At the beginning of the film, it is Thanksgiving, and a small city home is jammed with
uncles, aunts, grandparents, kids. At the end of the film, years later, it is Thanksgiving again, and a
family of four sits in a suburban kitchen eating with the TV on. Yes, it was cramped, sometimes
annoying, and it was no fun waiting for a shower or hearing my grandmother snoring. But years
later, when she finally moved out, I can tell you this. It got quieter. It was less funny. We were stilla family, but we were ... smaller.
So the economy may be driving us more under one roof, and we may whine that our
independence is withering. But for centuries, kids, parents, grandparents and even great-
grandparents have been sharing space, and when it stopped, we began complaining about the
collapse of family values. Maybe the economy, of all things, is offering us a small fix.
26. Which of the following is true about the evolution of American families around the 1960s?
A. Three generations of the family decided to unite and live together.
B. Young people moved away from their parents to live on their own.
C. Uncles, aunts, parents, grandparents and kids lived together to have fun.
D. Seniors wanted to stay away from their kids after retirement to enjoy life.
27. Which of the following is closest in meaning to the underlined phrase “raised a lot of
eyebrows” in Paragraph 4?
A. Initiated many disagreements.
B. Expressed strong disbelief.
C. Showed much disapproval.
D. Caused great surprise.
28. What does the underlined expression “our folks”" in Paragraph 6 refer to?
A. The author’s relatives.
B. The author’s grandparents.
C. The author’s parents.
D. The author’s neighbors.
29. What does the writer value most in a three-generation family?
A. A better sense of himself and a closer tie to his family.
B. Richer knowledge about his relatives and neighborhoods.
C. Parental love and support whenever and wherever he needs.
D. Family conversations at the dinner table about interesting issues.
30. Why did the writer mention the film Avalon?
A. To illustrate the lack of privacy in a three-generation family
B. To show nostalgia for his happy childhood life in a big family.
C. To demonstrate the role economy plays in shaping family structures.
D. To highlight the common problems encountered by immigrant families.
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.简述学习策略对学生英语学习的作用（5 分）。以记笔记为例，简述培养学习策略的
三种方法（15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.下面是英语课堂的三种座位图。
根据英语课堂教学实际情况，回答下列问题。
（1）分别列出上面座位图的一个优点。（18分）
（2）分别分析上面座位图的一种适用情况。（12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：
请阅读下面的学生信息和语言素材，设计20分钟的阅读教学方案。教案没有固定格式，
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
学生概况：某城镇普通中学八年级（初中二年级）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。学生课堂参与积极性一般。语言素材：
Summarizing
While reading, make notes or underline the main ideas in the text. After reading, write a short
summary in your own words. This can help you better understand the text.
A Country Music Song Changed Her Life Forever
When Sarah was a teenager, she used to fight over almost everything with her family. But five
years ago, while she was studying abroad in England, she heard a song full of feelings about
returning home on the radio. It made Sarah think about her family and friends back in the US. She
came to realize how much she actually missed all of them. Ever since then, she has been a fan of
American country music.
Country is a traditional kind of music from the southern states of America. Nashville,
Tennessee is the home of country music. Many songs these days are just about modern life in the
US, such as the importance of money and success, but not about belonging to a group. However,
country music brings us back to the “good old days” when people were kind to each other and
trusted one another. It reminds us that the best things in life are free—laughter, friends, family, and
the beauty of nature and the countryside.
Sarah hasn't been to Nashville yet, but it is her dream to go there one day. She has already read
a lot about the place and done some research on it. She knows that there is a Country Music Hall of
Fame Museum in Nashville. There are also always a lot of great country music concerts with famous
musicians and singers, like Garth Brooks. Sarah has already listened to most of his songs. “Garth is
one of the most successful musicians in American history. He’s sold more than 120 million records.
I hope to see him sing live one day!”
