下半年高中英语学科知识教师资格证考试统考真题模拟及答案.docx

下半年高中英语学科知识教师资格证考试统考真题及答案资料仅供参考 下半年高中英语学科知识教师资格证考试统考真题及答案一、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.whichofthefollowingistheproperpronunciationof“haveto“asaresultofassimilation?A.heftuB.hevtuC.hftuD.hvtu2.whichofthefollowingshowstheproperrhythmicalpatternofthesentence?A.CometoseeusatournewapartmentB.CometoseeusatournewapartmentC.CometoseeusatournewapartmentD.Cometoseeusatournewaparement3.Hecametodinnerandmymomfixedaroast,primerib,pie,yohurt,drinks,andthatkindof,anditwasreallygood.A.meatB.stuffC.staffD.Dish4.Unlikehersister,Judithisashy,unsociablepersonwhodisliketogotopartiesortomakenewfriends.A.charmingB.friendlyC.graciousD.Gregarious5.Hepledgedsupportfor“care”，whereyoungsterswerelookedafterbecloserelativeslikeauntsoruncles,butnotparents.A.familyB.kinshipC.siblingD.Relative6.Iwillneverknowallthatwasinhisheadatthetime,.A.norwillanyoneelseB.noranyoneelsewillC.norwontanyoneelseD.noranyoneelsewont7.Shedoesntwanttoworkrightnowbecauseshethinksthatifsheajobsheprobablywouldntbeabletovisitherfriendsveryoften.A.hastogetB.weretogetC.hadgotD.couldhavegot8.Whatisthecorrectwaytoreadthedecimal“106.16”inEnglish?A.OnehundredandsixpointonesixB.OnehundredandsixpointsixteenC.OnehundredandsixpointsonesixD.Onehundredandsixpointssixteen9.WhenanyofthemaximsundertheCooperativePrincipleisfloutedonpurpose,mightarise.A.ambiguousstructureB.contradictorypropositionC.mutualunderstandingD.conversationalimplicature10.IndianEnglishisavarietyoftheEnglishlanguage.A.socialB.regionalC.historicD.Situational11.Inteachingpronunciation,theteachershouldtellthestudentsthatcanbeusedtoconveymoreimportantmessages.A.rhymeB.stressC.devoicingD.Rhythm12.Whenateacherasksstudentstodiscusshowthewritersideasareorganizedinthetext,he/sheintendstodevelopstudentsskillof.13.Whichofthefollowingfocus(es)onaccuracyinteachinggrammar?A.simulationB.substitutiondrillsC.roleplayD.Discussion14.Whenateachersays“Next,pleasepayattentiontothetimeofarrivalanddepartureoftheplanesintherecording.”,hesheintendstodevelopstudentsskillof.A.predictingB.gettingthegeneralpictureC.distinguishingsoundsD.gettingspecificinformation15.Ifateacherasksstudentstolistasmanywaysastheycantotellsomeonetoopenthedoorandlistthepossiblefunctionsofasentenceindifferentcontexts.hesheisprobablytryingtohighlight.16.Theteacherwouldusetohelpstudentscommunicateinteachingspeaking.A.substitutiondrillsB.groupdiscussionC.listeningandactingD.readingaloud17.assessmentisusedtomeasurehowtheperformanceofaparticularstudentorgroupofstudentscompareswiththatofanother.A.Criterion-referencedB.Norm-referencedC.FormativeD.Summative18.Whichofthefollowingteachersinstructioncouldservethepurposeofelicitingideas?A.Shallwemoveon?B.Readafterme,everyoneC.WhatcanyouseeinthispictureD.Whatdoestheworld“quickly”mean?19.Whichofthefollowingisanexampleofteachersindirectcorrectivefeedback?A.Say“went”insteadof“go”B.Weneveruse“at”thatwayC.ChoiceAisnottherightanswerD.Whocanhelphimwiththissentence?20.TotalPhysicalResponseasaTEFLmethodismoreoftenusedforteaching.A.childrenB.adultsC.ESPcourseD.GEcourse请阅读passage1,完成第2125小题Passage1UnlessyouspendmuchtimesittinginacollegeclassroomorbrowsingthroughcertainareasoftheInternet,itspossiblethatyouhadnotheardoftriggerwarningsuntilafewweeksago,whentheymadeanappearanceintheTimes.Thenewspaperexplainedthatthetermreferstopreemptivealters,issuedbyaprofessororanclassmightbesufficientlygraphictosparksymptomsofpost-traumatic-stressdisorder.Thetermseemstohaveoriginatedinonlinefeministforums,wheretriggerwarningshaveforsomeyearsbeenusedtoflagdiscussionofrapeorothersexualviolence.TheTimespiece,whichwasskepticallytitled“warningsaremovingfromtheonlinefringestotheclassroom,andmightbemorebroadlyappliedtohighlightinadvancethedistressoroffensethataworkofliteraturemightcause.“HuckleberryFinn”wouldcomewithawarningforthosewhohaveexperiencedracism;TheMerchantofVenicewouldhaveananti-Semitismwarningattached.ThecallfromstudentsfortriggerwarningswasspreadingoncampusessuchasOberlin,whereaproposalwasdraftedthatwouldadviseprofessorsto“beawareofracism,classism,sexism,andotherissuesofprivilegeandoppression”indevisingtheirsyllabi;andRutgers,whereastudentarguedinthecampusnewspaperthattriggerwarningswouldcontributetopreservingtheclassroomasa“safespace”forstudents.Onlinediscussionoftriggerwarningshassometimesbeenguardedlysympathetic,sometimescritical.JessicaValentihasnotedonTheNationswebsitethatpotentialtriggersfortraumaaresomanifoldastobebeyondthepossibilityofcataloguing:“Thereisnotriggersforwarningforlivingyourlife.”Somehavesuggestedthataprofessorsabilitytoteachwouldbecompromisedshoulditbecomecommonplacefor“TheGreatGatsby”tohearatriggerwarningalertingreaderstothedisgustingcharactersandincidentswithinitspages.Othershaveworriedthattrigger-warningadvocates,inseekingtoprotectthevulnerable,runtheriskofdisempoweringtheminstead,“Bendingtheworldtoaccommodateourpersonalfrailtiesdoesnothelpusovercomethem”,JennyJarviewroteonTheNewRepublicsonlinesite.Jarviespiece,likemanyothersonthesubject,citedtheUniversityofCalifornia,SantaBarbara,asacampuswherechampionsoftriggerwarningshavemadesignificantprogress.Earlierthisyear,studentsatU.C.S.B.agreeduponaresolutionrecommendingthatsuchwarningsbeissuedininstanceswhereclassroommaterialsmighttouchupon“rape,sexualassault,abuse,self-injuriousbehavior,suicide,andgraphicviolence”.Theresolutionwasbroughtbyaliteraturestudentwhosaidthat,asapastvictimofsexualviolence,shehadbeenshockedwhenateachershowedamovieinclasswhichdepictedrape,withoutgivingadvancenoticeofthecontent.Thestudenthopedtospareothersthepossibilityofexperiencingapost-traumatic-stressreaction.Thetrigger-warningdebatemay,bycomparison,seemhardtounderstand;butexpressalargeculturalpreoccupationwithachievingsafety,andafearoflivinginitsabsence.Thehopethatsafetymightbefound,asinatherapistsoffice,inaclassroomwhereliteratureisbeingtaughtisindirectcontradictiontoonepurposeofliterature,whichistogiveexpressionthrougharttodifficultanddifficultanduncomfortableideas,andtherebytoenlargesafespace,nor,probably,shoulditbe.Butitsdifficulttofaultthosewhohopethatitmightbe,whentheoutsideworldconstantlyprovesitselfpervasivelyhostile,aswellas,onoccasion,horrificallyviolent.21.Whichofthefollowinggroupsofpeoplearemostinfavorof“triggerwarning”?A.StudentsB.ReportersC.FeministsD.Professors22.Whichofthefollowingmightbeapossiblechangetobebroughtaboutbytriggerwarningtoliteratureteaching?A.Teacherswillabandonmaterialsrelatedtoracism,sexism,violence,etc.B.Teacherswillignorestudentssrequestsfora“safespace”indesigningtheirsyllabi.C.Teacherswillgivestudentsadvancenoticeofthecontentthatislikelytodistressoroffendthem.D.Teacherswillallowstudentstoexpressdifferentanduncomfortableideastoenlargetheirexperience.23.Whatdoestheauthormeanby“compromised”inPARAGRAPH3?A.QuestionedB.ImprovedC.ChallengedD.Weakened24.Whatdoes“them”inPARAGRAPH3referto?A.RisksB.FrailtiesC.TraumasD.Possibilities25.Whichofthefollowingcanbethenegativeimpactthattriggerwarningexertsonliteratureteachingaccordingtothewriter?A.Itmayhighlightthepurposeofliteratureteaching.B.Itmayexposestudentstothedarksideoftheworld.C.Itmaydeprivestudentsoftheirintellectualgrowth.D.Itmaycausestudentstoexperienceapost-traumatic-stressdisorder.请阅读passage2,完成2630小题。Passage2Themedicalcommunityoweseconomistsagreatdeal.AmartyaSenwonaNobelPrizeforEconomicSciencesin1998.Hehasspenthisentirecareerpromulgatingideasofjusticeandfreedom,withhealthrarelyoutofhisgaze.JosephStiglitzwonaNoblein .In1998,whenhewaschiefeconomistatthe(then)notoriouslyregressiveWorldBank,hefamouslychallengedtheWashingtonConsensus.AndJeffSachs,acontroversialfiguretosomecritics,canfairlylayclaimtotheenormousachievementofputtinghealthatthecenteroftheMillenniumDevelopmentGoals.His“CommissiononMacroeconomicsandHealth”wasalandmarkreport,providingexplicitevidencetoexplainwhyattackingdiseasewassbsolutelynecessaryifpovertywastobeeradicated.AndImustoffermyownpersonalgratitudetoaveryspecialgroupofeconomists-LarrySummers,DeanJamison,KennethArrow,DavidEvans,andSpecialGupta.TheyweretheeconomicteamthatdrovetheworkofGlobalHealth2035.Butalthoughwemightbekindtoeconomists,perhapsweshouldbetougheronthedisciplineofeconomicstextbook,andyouwillseetheprioritygiventomarketsandefficiency,priceandutility,profitandcompetition.Thesewordshavechillingeffectsonourquestforbetterhealth.Theyseemtomarginalizethosequalitiesofourlivesthatwevaluemostofallnotourself-interest,butouthumanity;notthecostsandbenefitsofmonetaryexchange,butvisionandidealsthatguideourdecisions.ItwastheseissuesthatwereaddressedatlastweeksGlobalHealthLab,heldatLondonSchoolofHygieneTropicalMedicine.AnneMills,Vice-Directoroftheschool,ferventlyarguedthecaseinfavorofeconomists.Itwastheywhocontributedtounderstandingtheideaof“best-buys”inglobalhealth.Itwaseconomistswhochallengeduserfees.Anditwaseconomistswhomadetheconnectionbetweenhealthandeconomicgrowth,providingoneofthemostcompellingpoliticalargumentsfortakinghealthseriously.Someeconomistsmightadoremarkets,butnothealtheconomists,shesaid.“Healthcareisdifferent.”Forherkindofeconomist,ahealthsystemisa“socialinstitutionthatembodiesthatembodiesthevaluesofsociety”.Althoughcompetitionhasaparttoplayinhealth,itshouldbeusedjudiciouslyasamechanismtoimprovethequalityofcare.ChrisWhitty,ChiefScientificAdviserattheUKsDepartmentforInternationalDevelopments,expressedhiscontemptforthosewhoprofessindifferencetoeconomics.Economicisabouttheefficientallocationofscarceresources.Anyonewhobackedtheinefficientallocationofresourcesis“immoral”.Hedidcriticizeeconomistsfortheirarrogance,though.Economistsseemedtobelievetheirideasshouldbeacceptedsimplybecauseoftheauthoritytheyheldaseconomists.Economics,hesaid,isonlyonescienceamongmanythatpolicymarkershavetotakeintoaccount.ButClareChandler.Amedicalanthropologist,tookadifferentview.Sheasked,whathasneoliberaleconomicseverdoneforglobalhealth?Heranswer,inoneword,was“inequality”,Neoliberaleconomicsframesthewaywethinkandact.Herargumentsuggestedthatanyeconomicphilosophythatputapremiumonfreetrade,privatization,minimalgovernment,andreducedpublicspendingonsocialandhealthsectorsisaphilosophybereftofhumanvirtue.Thediscussionthatfollowed,ledbyMartinMckee,poseddifficultquestions.Whydoeconomiststreattheirtheorieslikereligions？Whyareeconomistssosilentontheirownfailures？Caneconomicseverbeapolitical？Therewerefewsatisfactoryanswerstothesequestions.26.Whichofthefollowingbestdescribestheauthorsattitudetowardeconomists?A.ContemptB.ReservationC.DetachmentD.Endorsement27.Whoholdsacriticalviewoneconomistsroleinmedicalfieldaccordingtothepassage?A.AmartyaSen.B.JeffSachsC.LarrySummersD.ClareChandler28.Whichofthefollowingisclosestinmeaningto“discipline”inPARAGRPH2?A.SubjectB.LessonC.PunishmentD.Regulation29.WhichofthefollowingisNOTusedintheauthorspresentationofhisideas?A.ThesisstatementB.RhetoricalquestionsC.SpecificexamplesD.Directquotation30.Whatdoestheauthorintendtotellthereader?A.Thereisstillalongwaytogoforeconomiststogenuinelycontributetoglobalhealth.B.Economistsroleinglobalhealthis,toalargeextent,negative.C.Economistsincreasedtheinequalityofresourceallocationsinglobalhealth.D.Economicsisonlyonescienceamongmanythatpolicymakershavetotakeintoaccountinprovidinghealthcareprograms.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.课堂提问的作用是什么？（8分）封闭性问题与开放性问题各自有什么特点？（12分）31.【答案】（一）课堂提问的作用（8分，每点2分）（1）引起学生的注意，学生注意力不集中时，教师进行提问，往往能够唤回学生的注意力，让学生重新回归课堂教学。（2）巩固课堂教学。教师在课堂教学中以一组问题前后相连的形式，不断启发、追问、质疑、概括、小结，那么学生就会比较全面、系统、牢固地掌握知识和技能。（3）获取反馈信息。学生在答问时反映出的思维受阻、歧义、谬误、遗漏等一些现象，较之凭借作业、测试等方式，能更及时、更清晰地展现在教师的面前，让教师能及时经过提示、点拨、启发，或者反问、加问、追问，甚至调整策略，改换话题，另辟蹊径，达到合理引导学生思维的目的。（4）加强师生之间沟通与交流。教师提问，同学讨论，学生回答，是一种交流。课堂提问不但能够提高学生的表示能力，培养她们的团队精神，更能够促师生感情融洽，从而更好地推动教学。（二）封闭性问题和开放性问题的特点（12分）A.封闭性问题特点：（6分，每点2分）（1）从问题答案的角度：封闭性问题有固定答案，且答案唯一。(2)从锻炼学生能力的角度：强化巩固课堂所学，记忆必须死记硬背的知识。（3）从课堂教学的角度：提高课堂提问的有效性方面发挥了重要作用。B.开放性问题特点：（6分，每点2分）（1）从问题的答案来看：答案不是唯一的，是多种多样的。（2）从锻炼学生能力的角度：培养学生的发散思维，促进学生创新能力的提高。（3）从课堂教学的角度：创设一个比较宽松、自由的问题情境，学生充分发挥自己的聪明才智，经过不同角度的探索，自己去获取新知识，巩固原有的知识。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.下面是某教授的课堂教学片断：T:Now,letsmakeourownwisheswith“ifonly”.Butpleasedontforgettogiveadescription,eventhoughitsverybrief,ofsituation,thecontext,whereyoumakethewishwithoneortwosentenceshowaboutLiz?Liz:NowitsSoclock,andthereisatrafficjamontheexpressway.Thehotelwillcancelourroomat60clockifwedonorgettothehotel.Then,Illsay:oh,IwishifonlyIdidntgoonthejourney.T:Listen,Liz.Yousee,onceyouuse“Iwish”,youdontneedtouse“ifonly”,Justuseeitherone.Liz:Yes.T;Sowillyoutryagain?Justthewish.Liz;IfonlyIdidntgoonthejourney.T;Tomakeitbetter,youcansay“ifonlyhadntgoneonthisjourney”,becauseyouarealreadyontheway.Goon,please.请根据所给材料，分析该教师的教学目的和教学过程，评价其教学行为和反馈方式。32.【答案】（一）分析教学目的和教学过程（1）教学目的：（9分）知识目标：学生掌握由“Ifonly”引导的虚拟语气的用法。技能目标：提高学生的英语造句能力，、语法运用以及英语表示能力。情感目标：学生能够正确认识自己的错误而且改正错误，养成良好的意志品质。（2）教学过程：（5分）该教学情境属于语法教学中的环节。教师采用让学生创设语境进行造句的方法对所学的Ifonly引导的虚拟语气的用法进行巩固。教学过程中师生对话，既学习了语法又锻炼了口语表示能力。（二）评价教学行为和反馈方式（16分）优：（1）及时评价，帮助学生纠正