2015年教师资格《英语学科知识与教学能力》试题（初中版）

单项选择题(本大题共30小题，每小题2分，共60分)

1、 When a reader tries to guess the meaning of a new word based on the contextual clue,which one of the following approaches is he using?

om-up approach.

-down approach.

ractive approach.

ational approach.

2、 Which one is the school's mission and characteristic of the course?

l course.

ol-based curriculum.

onal curriculum.

ect curriculum.

3、 Which of the following has the proper word stress?

arison

arison

aRison

arisON

4、 The best grouping of teaching when the students are given the task to work out answers to a reading comprehension is__________.

-to-one

pwork

-work

work

5、请阅读Passage l,完成第5-34小题。

Passage 1

A new scheme for getting children to and from school is being started by the education authorities in part of Eastern England. This could end the worries of many parents fearful for their children's safety on the roads.

Until now the Country Council has only been prepared to provide bus services for children living more than three miles from their school, or sometimes less if special reasons existed. Now it has been decided that if a group of parents ask for help in organizing transport they will be prepared to go ahead, provided the arrangement will not lose money and that children taking part will be attending their nearest school.

The new scheme is to be tried out this term for children living at Milton who attend Impington school. The children live just within the three-mile limit and the Council has said in the past it will not undertake to provide free transport to the school. But now they have agreed to organize a bus service from Milton to Impington and back, a plan which has the support of the school's headmaster.

Between 50 and 60 parents have said they would like their children to take part in. Final calculations have still to be carried out, but a council official has said the cost of parents should be less than $6.50 a tenn.

They have been able to arrange the service at a low cost because there is already an agreement with the bus company for a bus to take children who live further away to Impington. The same bus would now just make an extra journey to pick up the Milton children. The official said they would get in touch with other groups of parents who in the past had asked if transport could be provided for their children, to see if they would like to take part in the new scheme.

The children the Council ran buses for in the past were those__________.

e parents were worried about them

would have had to walk otherwise

could not walk

had to travel a long way

6、 Taking part in the Council's trial schemes are children who__________.

ng in Milton and go to Impington school

ng in Impington and go to Milton school

ng in Milton and go to Milton school

ng in Impington and go to Impington school

7、 The new bus service will run__________.

morning journeys to school only

connection with an existing service

for children living more than three miles away

in wet weather

8、Agreement to pay for the new bus service has been obtained from__________.

school's headmaster

education department

bus company

parents

9、 The parents the Council is now going to contact are those__________.

had not yet answered letters

didn't want to pay

e children stayed away from school

had asked about transport before

10、What stage can the following grammar activity be used at?

The teacher asked students to arrange the words of sentences into different columns marked subject, predicate, object, object complement, adverbial and so on.

entation.

tice.

uction.

aration.

11、__________ your valuable help, we couhtn't have finished the experiment ahead of time.

it were not for

B. Had it not been for

it not for

it has not been for

12、 Which of the following is NOT a compound word?

lady

nhouse

ft

ceptable

13、请阅读Passage 2，完成第13-42小题。

Passage 2

In the college-admissions wars, we parents are the true fighters. We're pushing our kids to get good grades, take SAT preparatory courses and build resumes so they can get into the college of our first choice. I've twice been to the wars, and as I survey the battlefield, something different is happening. We see our kids' college background as a prize demonstrating how well we've raised them. But we can't acknowledge that our obsession is more about us than them. So we've contrivedvarious justifications that turn out to be half-truths, prejudices or myths. It actually doesn't matter much whether Aaron and Nicole go to Stanford.

We have a full-blown prestige panic; we worry that there won't be enough prizes to go around. Fearful parents urge their children to apply to more schools than ever. Underlying the hysteria is the belief that scarce elite degrees must be highly valuable. Their graduates must enjoy more success because they get a better education and develop better contacts. All that is plausible--and mostly wrong. We haven't found any convincing evidence that selectivity or prestige matters. Selective schools don't systematically employ better instructional approaches than less selective schools. On two measures--professor's feedback and the number of essay exams--selective schools do slightly worse.

By some studies, selective schools do enhance their graduates' lifetime earnings. The gain is reckoned at 2-4% for every 100-point increase in a school's average SAT scores. But even this advantage is probably a statistical fluke. A well-known study examined students who got into highly selective schools and then went elsewhere. They earned just as such as graduates from higher-status schools.

Kids count more than their colleges. Getting into Yale may signify intelligence, talent and ambition. But it's not the only indicator and, paradoxically, its significance is declining. The reason:

so many similar people go elsewhere. Getting into college isn't life's only competition. In the next competition--the job market and graduate school--the results may change. Old-boy networks are breaking down. Princeton economist Alan Krueger studied admissions to one top Ph.D. program. High scores on the GRE helped explain who got in; degrees of prestigious universities didn' t.

So, parents, lighten up. The stakes have been vastly exaggerated. Up to a point, we can rationalize our pushiness. America is a competitive society; our kids need to adjust to that. But too much pushiness can be destructive. The very ambition we impose on our children may get some into Harvard but may also set them up for disappointment. One study found that, other things being equal, graduates of highly selective schools experienced more job dissatisfaction. They may have been so conditioned to being on top that anything less disappoints.

Why does the author say that parents are the true fighters in the college-admissions wars?

have the final say in which university their children are to attend.

know best which universities are most suitable for their children.

have to carry out intensive surveys of colleges before children make an application.

care more about which college their children go to than the children themselves.

14、 Why do parents urge their children to apply to more schools than ever?

want to increase their children's chances of entering a prestigious college.

hope their children can enter a university that offers attractive scholarships.

r children will have a wider choice of which college to go to.

e universities now enroll fewer students than they used to.