上半年中小学教师资格考试英语学科知识与教学能力试题及答案解析高级中学.docx

上半年中小学教师资格考试英语学科知识与教学能力试题及答案解析高级中学.docx

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上半年中小学教师资格考试英语学科知识与教学能力试题及答案解析高级中学

2018年上半年中小学教师资格考试英语学科知识与教学能力试题

（高级中学）

注意事项：

1．考试时间120分钟，满分150分。

2．请按规定时间在填涂、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.Thesoundof“ch”in“teach）e.r”is（

A.voiceless,post-alveolar,andaffricative

B.voiceless,dental,andfricative

C.voiced,dental,andfricative

D.voiced,post-alveolar,andplosive

2.Themaindifferencebetween/m/,/n/,and/?

/liesin（）.

A.mannerofarticulation

B.soundduration

C.placeofarticulation

D.voicing

3.Sheis（）,fromherrecording,thediariesofSimonForman.

A.transcribingB.keeping

C.paraphrasingD.recollecting

4.Neithertheunpleasantexperiencesnorthebadluck（）himdiscouraged.

A.havecausedB.hascausedC.hasmadeD.havemade

5.Mr.Joehasworkedveryhardinthepasttwoyearsandhaspaidallhisdebts（）thelastpenny.

A.byB.to

B.

C.

C.Synecdoche.

Metonymy.

D.Transferredepithet.

10.—A:

Lets'gotothemovietonight.

—B:

I'dliketo,ButIhavetostudyforanexam.

Intheconversationabove,B

'sdeclineoftheproposaliscategorizedasakin）d.of（

A.illocutionaryact

B.perlocutionaryact

C.propositionalconditionD.sinceritycondition

11.WhichofthefollowingactivitiesisNOTtypicaloftheTask-BasedLanguageTeaching

method?

A.Problem-solvingactivities.

B.Opinionexchangeactivities.

C.Information-gapactivities.

D.Patternpracticeactivities.

12.Ifateachershowsstudentshowtodoanactivitybeforetheystartdoingit,he/sheisusingthetechniqueof（）.

A.presentationB.

demonstration

D.elicitationD.evaluation

13.Whenateacherasksstudentstodiscusshowatextisorganized,he/sheismostlikelytohelpthem

（）.

A.evaluatethecontentofthetext

B.analyzethestructureofthepassage

C.understandtheintentionofthewriter

D.distinguishthefactsfromtheopinions

14.Whichofthefollowingpracticescanencouragestudentstoreadanarticlecritically?

（）A.

Evaluatingitspointofview.

B.Findingoutthefacts.

C.Findingdetailedinformation.

D.Doingtranslationexercises.

15.Whichofthefollowingisadisplayquestionusedbyteachersinclass?

（）A.Ifyouwere

thegirlinthestory,wouldyoubehavelikeher?

B.DoyoulikethisstoryGirltheThumb,whyorwhynot?

C.Doyouagreethatthegirlwasakind-heartedpersen?

D.Whathappenedtothegirlattheendofthestory?

16.Whichofthefollowingwouldateacherencouragestudentstodoinordertodeveloptheircognitivestrategies?

（）

A.Tomakeastudyplan.B.Tosummarizeastory.

C.Toreadatextaloud.D.Todopattemdrills.

17.Whichofthefollowingexerciseswouldateachermostprobablyuseifhe/shewantstohelpstudentsdevelopdiscoursecompetence?

A.Paraphrasingsentences.

B.Translatingsentences.

C.Unscramblingsentences.

D.Transformingsentences.

18.TheadvantagesofpairandgroupworkincludeallofthefollowingEXCEPT（）.

A.interactionwithpeers

B.varietyanddynamism

C.anincreaseinlanguagepractice

D.opportunitiestoguaranteeaccuracy

19.Whichofthefollowingshouldateacheravoidwhenhis/herfocusisondevelopingstudentsabilitytousewordsappropriately?

（）

A.Teachingboththespokenandwrittenform.

B.Teachingwordsincontextandgivingexamples.

C.Presentingtheform,meaning,anduseofaword.

D.Askingstudentstomemorizebilingualwordlists.

20.

'cooperationi

Whichofthefollowingpracticesismostlikelytoencouragestudents

（）

A.

B.Havingadictation

D.Copyingatext

DoingaprojectC.Takingatest阅读Passage1,完成第21~25小题。

Passage1

Today'asdultsgrewupinschoolsdesignedtosortusintothevarioussegmentsofoursocialandeconomicsystem.Theamountoftimeavailabletolearnwasfixed:

oneyearpergrade.Theamountlearnedbytheendofthattimewasfreetovary:

someofuslearnedagreatdeal;some,verylittle.Asweadvancedthroughthegrades,thosewhohadlearnedagreatdealinpreviousgradescontinuedtobuildonthosefoundations.Thosewhohadfailedtomastertheearlyprerequisiteswith-intheallottedtimefailedtolearnthatwhichfollowed.After12or13yearsofcumulativetreatmentofthiskind,wewere,ineffect,spreadalonganachievementcontinuumthatwasultimatelyreflectedineachstudent'srankinclassupon

Fromtheveryearliestgrades,somestudentslearnedagreatdealveryquicklyandconsistentlyscoredhighonassessments.Theemotionaleffectofthiswastohelpthemtoseethemselvesascapablelearners,andsothesestudentsbecameincreasinglyconfidentinschool.Thatconfidencegavethemtheinneremotionalstrengthtotaketheriskofstrivingformoresuccessbecausetheybelievedthatsuccesswaswithintheirreach.Drivenforwardbythisoptimism,thesestudentscontinuedtotryhard,andthateffortcontinuedtoresultinsuccessforthem.Theybecametheacademicandemotionalwinners.Noticethatthetriggerfortheiremotionalstrengthandtheirlearningsuccesswastheirperceptionoftheirsuccessonformalandinformalassessments.

Buttherewereotherstudentswhodidn'tfaresowell.Theyscoredverylowontests,beginninginthe

earliestgrades.Theemotionaleffectwastocausethemtoquestiontheirowncapabilitiesaslearners.Theybegantoloseconfidence,which,inturn,deprivedthemoftheemotionalreservesneededtocontinuetotakerisks.Astheirmotivationwarned,ofcourse,theirperformanceplummeted.Thesestudentsembarkedonwhattheybelievedtobeanirreversibleslidetowardinevitablefailureandlosthope.Onceagain,theemotionaltriggerfortheirdecisionnottotrywastheirperceptionoftheirperformanceonassessments.

Considerthereality-indeed,theparadox-oftheschoolsinwhichwewerereared.Ifsomestudentsworkedhardandlearnedalot,thatwasapositiveresult,andtheywouldfinishhighintherankorder.Butifsomestudentsgaveupinhopelessfailure,thatwasanacceptableresult,too,becausetheywouldoccupyplacesverylowintherankorder.Theirachievementresultsfedintotheimplicitmissionofschools:

thegreaterthespreadofachievementamongstudents,themoreitreinforcedtherankorder.Thisiswhy,ifsomestudentsgaveupandstoppedtrying（evendroppedoutofschool）.thatwasregardedasthestudent

Onceagain,pleasenoticewhoisusingtestresultstodecidewhethertostriveforexcellenceorgiveupinhopelessness.The“data-basedecisionmakers”inthisprocessarestudentsthemselves.Studentsaredecidingwhethersuccessiswithinorbeyondreach,whetherthelearningisworththerequiredeffort,andsowhethertotryornot.Thecriticalemotionsunderpinningthedecisionmakingporocessincludeanxiety,fearoffailure,uncertainty,andunwillingnesstotakerisks-alltriggeredbystudents'perceptions

capabilitiesasreflectedinassessmentresults.

Somestudentsrespondedtothedemandsofsuchenvironmentsbyworkinghardandlearningagreatdeal.Otherscontrolledtheiranxietybygivingupandnotcaring.Theresultforthemisexactlytheoppositeoftheonesocietywants.Insteadofleavingnochildbehind,thesepractices,ineffect,drovedowntheachievementofatleastasmanystudentsastheysuccessfullyelevated.Andtheevidencesuggeststhatthedownsidevictimsaremorefrequentlymembersofparticularsocioeconomicandethnicminoritie.

21.Whathasmadestudentsspreadalonganachievementcontinuumaccordingtothepassage?

（）A.

Theallottedtimetolearn.

B.Socialandeconomicsystem.

C.Theearlyprerequisitesstudentsmastered.

D.Performanceonformalandinformalassessments.

22.Whatistheauthorsattitudetowardstheoldmissionofassessment?

（）A.Supportive.

B.Indifferent.

C.Negative.

D.Neutral.

23.Whichofthefollowingisclosestinmeaningtotheunderlinedword“plummeted”inP

（）

A.Punishedtimely.

B.Spreadwidely.

C.Continuedgradually.

D.Droppedsharply.

24.Whichofthefollowingdescribestheparadoxoftheschools?

（）A.

Discrepancybetweenwhattheysayandwhattheydo.

B.Differencesbetweenteacher'sproblemsandschools'problems.

C.Advantagesanddisadvantagesofstudents'learningopportunities.

D.Students'perceptionandtherealityoftheirperformanceonassessments.

25.Whichofthefollowingwillbetriggeredbytheassessmentresultsaccordingtothepassage?

（）

A.Students'learningefforts.

B.leaving-no-child-behindpolicy.

C.Socioeconomicandethnicranking.

D.Socialdisapprovalofschools'阅读missPiaosns.age2,完成26~30小题。

Passage2

Severalresearchteamshavefoundthatnewbornsprefertheirmothers'voicesoverthoseofothe

Nowateamofscientistshasgoneanintriguingstepfurther:

theyhavefoundthatnewbornscryintheirnativelanguage.“Wehaveprovidedevidencethatlanguagebeginswiththeveryfirstcrymelodies,”WermkeoftheUniversityofWürzburg,Germany,wholedtheresearch.

“Thedramaticfindingofthisstudyisthatnotonlyarenewbornscapableofproducingdifferentcrymelodies,buttheyprefertoproducethosemelodypatternsthataretypicalfortheambientlanguagetheyhaveheardduringtheirfetallife,withinthelasttrimester,sa”idWermke.“Contrarytoorthodoxinterpretations,thesedatasupporttheimportanceofhumaninfantsc'ryingforseedinglanguagedevelopment.”

Ithadbeenthoughtthatbabies'criesareconstrainedbytheirbreathingpatternsandrespiratoryapparatus,inwhichcaseacryingbabywouldsoundlikeacryingbabynomatterwhatthecultureis,sincebabiesareanatomicallyidentical.“Theprevailingopinionusedtobethatnewbornscouldnotactivelyinfluencetheirproductionofsound,”saysWermke.Thisstudyrefutesthatclaim:

sincebabiescryindifferent

langu