吉林教师资格考试《高中英语学科知识与教学能力》真题（含答案）.pdf

2018上半年吉林教师资格高中英语学科知识与教学能力真题及答案一、单项选择题(本大题共30小题，每小题2分，共60分)1.The sound of ch in teacher is.A.voiceless,post-alveolar,and affricativeB.voiceless,dental,and fricativeC.voiced,dental,and fricativeD.voiced,post-alveolar,and plosive参考答案：A参考解析：本题考查字母组合的发音。字母组合ch在单词teacher中发/tj/的音。辅音有多种分类方式。从声带振动上来看，/“7为清辅音(voiceless)；从发音部位上来看，/tj7为齿龈后音(post-alveoTar)；从发音方式上来看，/tJ7为塞擦音(affricative)。2.The main difference between/m/,/n/,and/n/lies in.A.manner of articulationB.sound durationC.place of articulation参考答案：C参考解析：本题考查辅音的分类。A项意为“发音方式”，按照发音方式，三者都属于鼻音:B项意为“音长”，三者在该方面并无明显区别；C项意为“发音部位”，按照发音部位，第1页，共29页2/15/m/是双唇音，/n/是齿龈音，/!/是软腭音；D项意为“带声性”，三者均带声。故本题选CoD.voicing3.She is ,from her recording,the diaries of Simon Forman.A.transcribingB.keepingC.paraphrasingD.recollecting参考答案：A参考解析：本题考查动词辨析。句意为“她正根据她的录音转录西蒙福曼的日记”。transcribe 转录，keep“保持，paraphrase”解释，释义，recollect 回忆，想 起”。故本题选A。4.N either the unpleasant experiences nor the bad luck him discouraged.A.have causedB.has causedC.has madeD.have made参考答案：c参考解析：本题考查主谓一致和使役动词。句意为“不愉快的经历和坏运气并没有使他气 馁。当neithernor连接两个并列主语时，谓语动词的选择要遵循“就近原则”，即 谓语动词的单复数与nor后面的主语bad luck保持一致，故排除A、D两项。make用作使 第2页，共29页2/15役动词，后面可接形容词作宾语补足语，表示“使处于某种状态。cause用作动词，可表示“引起，造成，使得”，其后面常接不定式的复合结构作宾语。故本题选C。5.M r.Joe has worked very hard in the past two years and has paid all his debts the last penny.A.byB.toC.untilD.with参考答案：B参考解析：本题考查介词。句意为“乔先生在过去两年里非常努力地工作，他还清了全部债 务，分文不欠”。by表示通过某种方式；until表示“直到”，一般用于时间；with 表示“用工作，随着”；to表示“直到”，用在句子里强调直到还清最后一分钱，即 偿清债务。故本题选B。6.The message came to the villagers the enemy had already fled the village.A.whichB.whoC.thatD.where参考答案：C参考解析：本题考查同位语从句。句意为“村民们得到消息，敌人已经逃离了村庄”。同位 语从句通常跟在某些抽象名词（如 news,idea,fact,rumor,thought,promise,message 第3页，共29页2/15等）的后面，对这些名词进行解释或说明，但有时同位语从句可以不紧跟在其说明的名词后 面，而被别的词隔开。该同位语从句the enemy had already fled the village意义完整,连接词不充当任何成分，所以应该用that引导。由于主句谓语较短，而同位语从句较长，所以题干中的句子的同位语从句被后置。7.We must improve the farming method we may get high yields.A.in caseB.in order thatC.now thatD.even if参考答案：B参考解析：本题考查连词辨析。句意为“我们必须改进耕作方式以获得高产量”。in order that表示“以便，为了”，后面接从句作目的状语，故本题选B。in case引导目的状语从 句时表示“以免，以防；now that表示“既然，由于；even if表示“即使，尽管”。A、c、D三项均不符合句意。8.一Do you mind if I smoke here?A.Yes,I dontB.Yes,you mayC.N o,not at allD.Yes,I won t参考答案：c第4页，共29页2/15参考解析：本题考查情景交际。句意为“一你介意我在这吸烟吗?-。”回答含有mind的问句时有两种方式，表示不介意时用“N o”，表示介意时用“Yes”。A、B、D三项中后 面的回答均与前面的Yes矛盾，只有C项“不介意，点也不”符合语境。9.What is the main rhetoric device used in“The plowman homeward plods his weary way.?A.M etaphor.B.M etonymy.C.Synecdoche.D.Transferred epithet.参考答案：D参考解析：本题考查修辞学。metaphor（隐喻/暗喻）是在两个不同事物之间进行比较，但它 不直接点明两个事物之间的相似性，而是进行隐藏的比较，例如：All the world is a stage.整个世界是一台戏（用stage喻指all the world）,metonymy（转喻）指直接用比喻事物代替 本体事物，例如：The buses in America are on strike now.美国的公共汽车司机正在罢 工（这里buses喻指司机driversosynecdoche（提喻）指用一般代替特殊或以特殊代替一般，部分代替整体或整体代替部分，或用原材料代表用该材料制造的东西。比如以hands代替 persons,以 Solomon 代替 a wise man,以 the smiling year 代替 the spring。transferred epithet（移就）指用本应该描述甲事物性质状态的词语来形容乙事物，而乙事物却根本不具 备这种性质或功能。例如题干中的“The plowman homeward plods his weary way.”句中 形容词“weary”本来应该修饰的是“the plow-man,作者在这里用来修饰way,使这 句话勾勒出一幅筋疲力尽的农夫步履蹒跚地走向家园的画面。故本题选D。1 0.A:Lets go to the movie tonight.一B:I,d like to.but I have to study for an exam.In the conversation above,Bs decline of the proposal is categorized as a kind of.第5页，共29页2/15A.illocutionary actB.perlocutionary actC.propositional conditionD.sincerity condition参考答案：A参考解析:本题考查间接言语行为理论。题干是一个很典型的关于间接言语行为理论的对话。间接言语行为指的是通过一种言外行为间接地完成另外一种言外行为的情况。言外行为是表 达说话者意图的行为，它是说话者在说某些话时所实施的行为。在此对话中，B并没有直接 说出他是去还是不去，但是我们很容易就能看出他想要表达的意思是不去，所以B的回应属 于言外行为(iHocutionaw act)o言后行为(perlocutionaiy act)是通过某些话所实施的 行为，或讲某些话所导致的行为，它是话语所产生的后果或所引起的变化。命题条件(propositional condition)和诚意条件(sincerity condition)属于实施言外行为的条件。故本题选A。1 1.Which of the following activities is N OT typical of the Task-Based Language Teaching method?A.P roblem-solving activities.B.Opinion exchange activities.C.Information-gap activities.D.P attern practice activities.参考答案：D参考解析：本题考查任务型语言教学活动。题干的意思：下列哪项活动不是典型的任务型语 言教学活动?任务型语言教学是指在教学活动中，教师应当围绕特定的交际和语言项目，设 计出具体的、可操作的任务，学生通过表达、沟通、交涉、解释、询问等各种语言活动形式 第6页，共29页2/15来完成任务，以达到学习和掌握语言的目的。根据任务的定义及特点，任务型教学活动可分 为解决问题型、交流意见型、信息沟等类型的活动。D项“句型练习活动”属于传统的教学 活动，不属于典型的任务型语言教学活动。故本题选D。1 2.If a teacher shows students how to do an activity before they start doing it,he/she is using the technique of.A.presentationB.demonstrationC.elicitationD.evaluation参考答案：B参考解析：本题考查教学技巧。题于的意思：如果教师在让学生开始做一个活动前先向他们 展示活动是如何进行的，那么他/她使用的是什么技巧?A项“呈现”，B项“示范”，C项“引入”，D项“评价”。根据题意可知，本题选B。1 3.When a teacher asks students to discuss how a text is organized,he/she is most likely to help them.A.evaluate the content of the textB.analyze the structure of the passageC.understand the intention of the writerD.distinguish the facts from the opinions参考答案：B参考解析：本题考查语篇教学。题干的意思：如果教师让学生讨论一篇文章是如何组织的，他/她最有可能是帮助他们做什么?A项”评价文章内容”出项“分析文章结构”1项理 第7页，共29页2/15解作者的意图”，D项“区分事实和观点”。教师让学生讨论一篇文章是如何组织的，最有 可能是帮助学生分析文章结构。故本题选B。1 4.Which of the following practices can encourage students to read an article critically?A.Evaluating its point of view.B.Finding out the facts.C.Finding detailed information.D.Doing translation exercises.参考答案：A参考解析:本题考查阅读教学。题干的意思:下列哪种练习可以鼓励学生批判性地阅读文章?A 项“评价它的观点”，B项“找出事实”，C项为“找到细节信息”，D项“做翻译练习”。评价文章观点的活动能够引导学生在理解文本的基础上对文章中的观点进行分析、评判，促 使学生主动、积极地思考，促进学生批判性思维的发展。故本题选A。1 5.Which of the following is a display question used by teachers in class?A.If you were the girl in the story,would you behave like her?B.Do you like this story Girl the Thumb,why or why not?C.Do you agree that the girl was a kind-hearted person?D.What happened to the girl at the end of the story?参考答案：D参考解析：本题考查课堂提问的类型。题干的意思：下列哪个问题属于教师在课堂上使用的 展示性问题?A项“如果你是故事里的女孩，你会像她一样表现吗？，B项“你喜欢拇指姑 娘的故事吗，为什么？”，C项“你认为这个女孩是个热心人吗？”，D项”在故事的结尾这 个女孩发生了什么？”。展示性问题指的是教师已经知道答案或者答案能在相关工具中找到，第8页，共29页2/15用于检查学生对课文内容的字面理解的提问。D项属于展示性问题，而其他三项均属于参考 性问题，即教师所提问题没有预设的答案，目的是发散思维、寻求信息。故本题选D。1 6.Which of the following would a teacher encourage students to do in order to develop their cognitive strategies?A.To make a study plan.B.To summarize a story.C.To read a text aloud.D.To do pattern drills.参考答案：B参考解析：本题考查课程标准知识。题干的意思：为了培养学生的认知策略，教师会鼓励学 生怎样做?A项“制订学习计划”，B项“概述故事”C项“大声读文章”，D项“做句型 练习”。认知策略是指学生为了完成具体学习任务而采取的步骤和方法，同时也包括学习者 加工信息的一些方法和技术。概述属于加工信息的一种方法。故本题选B。1 7.Which of the following exercises would a teacher most probably use if he/she wants to help students de-velop discourse competence?A.P araphrasing sentences.B.Translating sentences.C.Unscrambling sentencesD.Transforming sentences.参考答案：A参考解析：本题考查语篇教学。题干的意思：如果教师想培养学生的语篇能力，他/她最有 可能采用以下哪种练习?A项“释义句子”，B项“翻译句子”，（；项“整理句子”，口项“转 第9页，共29页2/15换句子”。语篇能力就是能够依靠上下文或语境理解篇章和通过衔接连贯、逻辑联系等手段 组织篇章结构的能力，简而言之，就是能够对篇章信息进行理解、加工和再创作的能力。释 义句子即用英语解释或转换句子，符合题意。故本题选A。1 8.The advantages of pair and group work include all of the followingEXCEPT.A.interaction with peersB.variety and dynamismC.an increase in language practiceD.opportunities to guarantee accuracy参考答案：D参考解析:本题考查课堂活动形式。题干的意思：下列哪项不是结对活动和小组活动的优点?A 项“与同伴互动”，B项“多样化和活力”，C项“语言练习增多”，D项“保证准确性的 机会”。结对活动和小组活动主要是通过成员相互交流与合作来完成任务。它们可以促进学 生间的互动，活跃课堂气氛。结对活动和小组活动重在交流，主要关注语言表达的流畅性，会在一定程度上忽视准确性。故选D。1 9.Which of the following should a teacher avoid when his/her focus is on developing students*ability to use words appropriately?A.Teaching both the spoken and written form.B.Teaching words in context and giving examples.C.P resenting the form,meaning,and use of a word.D.Asking students to memorize bilingual word lists.参考答案：D第1 0页，共29页2/15参考解析：本题考查语言知识教学。题干的意思：如果教师专注于培养学生恰当地使用单词 的能力，那么他/她应该避免以下哪种方式?A项“教单词的口语和书面形式”，B项“在语 境中教单词并举例子”，C项“呈现单词的形式、意义及用法”，D项“要求学生记忆双语 单词表”。在词汇教学中，教师不仅要讲授单词的形式，还要创设具体的语境，让学生在运 用中加深对词汇意义的理解，掌握词汇的用法和功能，进而恰当得体地运用词汇表情达意。记忆双语单词表属于单纯的记忆活动，不能起到促进学生恰当使用词汇的作用故本题选Do 20.Which of the following practices is most likely to encourage students）cooperation in learning?A.Doing a project.B.Having a dictationC.Taking a test.D.Copying a text.参考答案：A参考解析：本题考查课堂组织活动。题干的意思：下列哪种练习最有可能培养学生在学习中 的合作精神?A项“完成项目”，B项“听写”，C项“考试”，D项“抄写课文”。根据题 意，在完成项目时需要多方合作.这最有可能培养学生的合作精神。故本题选A阅读P assage 1,完成第2125小题。P assage 1Todays adults grew up in schools designed to sort us into the various segments of our social and eco-nomic system.The amount of time available to learn was fixed:one year per grade.The amount learned by the end of that time was free to vary:some of us learned a great deal;some,very little.As we advanced through the grades,those who had learned a great deal in previous grades continued to build on those foundations.第H页，共29页2/1 5Those who had failed to master the early prerequisites within the allotted time failed to learn that which fol-lowed.After 1 2 or 1 3 years of cumulative treatment of this kind,we were,in effect,spread along an achieve-ment continuum that was ultimately reflected in each student*s rank in class upon graduation.From the very earliest grades,some students learned a great deal very quickly and consistently scored high on assessments.The emotional effect of this was to help them to see themselves as capable learners,and so these students became increasingly confident in school.That confidence gave them the inner emotional strength to take the risk of striving for more success because they believed that success was within their reach.Driven forward by this optimism,these students continued to try hard,and that effort continued to re-sult in success for them.They became the academic and emotional winners.N otice that the trigger for their e-motional strength and their learning success was their perception of their success on formal and informal as-sessments.But there were other students who didnt fare so well.They scored very low on tests,beginning in theearliest grades.The emotional effect was to cause them to question their own capabilities as learners.They be-gan to lose confidence,which,in turn,deprived them of the emotional reserves needed to continue to take risks.As their motivation warned,of course,their performance plummeted.These students embarked on what they believed to be an irreversible slide toward inevitable failure and lost hope.Once again,the emotional trigger for their decision not to try was their perception of their performance on assessments.Consider the reality-indeed,the paradox-of the schools in which we were reared.If some students worked hard and learned a lot,that was a positive result,and they would finish high in the rank order.But if some students gave up in hopeless failure,that was an acceptable result,too,because they would occupy places very low in the rank order.Their achievement results fed into the implicit mission of 第1 2页，共29页2/15schools:the grea-ter the spread of achievement among students,the more it reinforced the rank order.This is why,if some students gave up and stopped trying(even dropped out of school),that was regarded as the student*s prob-lem,not the teacher，s or the schools.Once again,please notice who is using test results to decide whether to strive for excellence or give up in hopelessness.The“data-based decision makersw in this process are students themselves.Students are deci-ding whether success is within or beyond reach,whether the learning is worth the required effort,and so whether to try or not.The critical emotions underpinning the decision making process include anxiety,fear of failure,uncertainty,and unwillingness to take risks-all triggered by students,perceptions of their own capa-bilities as reflected in assessment results.Some students responded to the demands of such environments by working hard and learning a great deal.Others controlled their anxiety by giving up and not caring.The result for them is exactly the opposite of the one society wants.Instead of leaving no child behind,these practices,in effect,drove down the achieve-ment of at least as many students as they successfully elevated.And the evidence suggests that the downside victims are more frequently members of particular socioeconomic and ethnic minorities.21.What has made students spread along an achievement continuum according to the passage?A.The allotted time to learn.B.Social and economic system.C.The early prerequisites students mastered.第1 3页，共29页2/15D.P erformance on formal and informal assessments.参考答案：C参考解析：细节理解题。根据题目中的关键词定位到文章中第一段。由最后三句话“those who had learned a great deal in previous grades contin-ued to build on those foundationsspread along an achievement continuum that was ultimately reflected in each students rank in class upon graduation.可知，在之前的学习中掌握较多内容 的学生继续在已有基础上学习，没有在规定时间内掌握先决条件的人则无法继续学习，经过 长期累积，学生的成就最终反映在他们各自的排名上。所以决定学生成就的是他们早期掌握 的内容。故本题选C。22.What is the authors attitude towards the old mission of assessment?A.Supportive.B.Indifferent.C.N egative.D.N eutral.参考答案：C参考解析：态度题。作者在第二、三段分别阐述了学校的评估对于学习好的学生和学习不好 的学生的情感效应，即学习好的学生越来越积极，学习不好的学生越来越消极。第四段提到 即使学生成绩不好甚至辍学，这也被认为是学生自己的问题，而不是学校或教师的责任。作 者的观点是学校不该让学生越来越消极。通过整篇的用词诸如最后一段“the downside victims”等可知，作者对于学校旧的评估工作是持消极态度的。故本题选C。23.Which of the following is closest in meaning to the underlined word“plummeted”in P aragraph 3?A.P unished timely.B.Spread widely.第1 4页，共29页2/15C.Continued gradually.D.Dropped sharply.参考答案：D参考解析：词义辨析题。根据画线词定位到第三段。前面说学生考试分数不高，就会在情感 上对其造成消极的影响，导致他们质疑自己的学习能力，失去信心，不想继续尝试。随着这 样的想法不断加深.他们的表现也不可逆转地急剧下降。由此可以推断出plummeted与 Dropped sharply 急剧下降”意思相近。故本题选D。24.Which of the following describes the paradox of the schools?A.Discrepancy between what they say and what they do.B.Differences between teachers*problems and schools，problems.C.Advantages and disadvantages of students*learning opportunities.D.Students*perception and the reality of their performance on assessments.参考答案：D参考解析：细节理解题。根据关键词定位到第四段。根据原文uTheir achievement results fed into the implicit mission of schools:the greater the spread of achievement among students,the more it rein-forced the rank order.This is why,if some students gave up and stopped trying(even dropped out of school),that was regarded as the student,s problem,not the teachers or the schoolJ s.可知，学生之间成绩流传得 越广，成绩的排名就越固定。结合前文及此处内容，电就是说成绩决定了学生学习的态度，态度决定了他们的排名表现。故本题选D。25.Which of the following will be triggered by the assessment results according to the passage?A.Students,learning efforts.第1 5页，共29页2/15B.Leaving-no-chi1d-behind policy.C.Socioeconomic and ethnic ranking.D.Social disapproval of schools，mission.参考答案：A参考解析：细节理解题。由倒数第二段可知，根据考试结果决定继续努力还是放弃的是学生 自己,在做此决定的过程中的重要情感都是由学生对于自己在考试中反映出的能力的态度所 决定的。故本题选A。请阅读P assage 2,完成2630小题。P assage 2Several research teams have found that newborns prefer their mothers，voices over those of other people.N ow a team of scientists has gone an intriguing step further:they have found that newborns cry in their native language.We have provided evidence that language begins with the very first cry melodies,says Kathleen Wermke of the University of Wurzburg,Germany,who led the research.“The dramatic finding of this study is that not only are newborns capable of producing different cry mel-odies,but they prefer to produce those melody patterns that are typical for the ambient language they have heard during their fetal life,within the last trimester,said Wermke.Contrary to orthodox interpretations,these data support the importance of human infants,crying for seeding language development.It had been thought that babies cries are constrained by their breathing patterns