2014年下半年教师资格考试高中英语学科知识真题答案(共27页).doc
精选优质文档-倾情为你奉上2014年下半年教师资格考试高中英语学科知识真题答案考生回忆版，如有出入，仅作参考考试时间：120 分钟考试总分：150 分一、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.which of the following is the proper pronunciation of “have to “ as a result of assimilation?A.hef tu B. hev tu C. hæf tu D. hæv tu1.【答案】C。解析：本题考查音系学规则。Have to 在发音过程中出现了同化现象。2.which of the following shows the proper rhythmical pattern of the sentence?A.´Come to ´see us at our ´new apartmentB.Come tosee us at our new apartmentC.Come tosee us at our new apartmentD.Come to see usat ournew aparement2.【答案】A。解析：Come tosee us at our new apartment.3.He came to dinner and my mom fixed a roast, prime rib ,pie, yohurt, drinks, and that kind of ,and it was really good.A. meat B. stuff C. staff D. Dish3.【答案】B。解析：本题考查名词词义辨析。Meat 是“肉，肉类”，staff是“工作人员”，dish是“碟子，盘子”。根据题中的roast, prime rib , pie, yoghurt, drinks 可知stuff“东西”正确。4.Unlike her sister, Judith is a shy ,unsociable person who dislike to go to parties or to make new friends.A. charming B. friendly C. gracious D. Gregarious4.【答案】D。解析：本题考查形容词辨析。分析句子可知答案应该是与shy（害羞的）和unsociable（不爱交际的）意思相反的词。因此选gregarious（社交的、合群）。5.He pledged support for “care”，where youngsters were looked after be close relatives like aunts or uncles, but not parents.A. family B. kinship C. sibling D. Relative5.【答案】B。解析：本题考查固定搭配。Kinship care 意思是“寄养，亲属抚养”。6.I will never know all that was in his head at the time , .A. nor will anyone else B. nor anyone else willC. nor won´t anyone else D. nor anyone else won´t 6.【答案】A。解析：本题考查倒装。Nor是否定词，因此句子需要倒装。故选A。7. She doesn´t want to work right now because she thinks that if she a job she probably wouldn´t be able to visit her friends very often .A. has to get B. were to get C. had got D. could have got7. 本题考查虚拟语气，是对将来的虚拟，句意为“她现在不想立即工作，因为她觉得如果她要是工作的话，（将来）可能就不能经常去探访朋友了。”故选B。8. What is the correct way to read the decimal “106.16” in English?A. One hundred and six point one six B. One hundred and six point sixteenC. One hundred and six points one six D. One hundred and six points sixteen8.【答案】A。解析：本题考查英语中带有小数点的数字的读法。小数点之后的数字要一个一个读出来，之前的按照正常的顺序来读。例如15.67的读法为： fifteen point six seven .9. When any of the maxims under the Cooperative Principle is flouted on purpose, might arise.A. ambiguous structure B. contradictory proposition C. mutual understanding D. conversational implicature9.【答案】D。解析：本题考查会话原则知识。10. Indian English is a variety of the English language.A. social B. regional C. historic D. Situational10.【答案】B。解析：印度英语属于 regional English .11. In teaching pronunciation, the teacher should tell the students that can be used to convey more important messages.A. rhyme B. stress C. devoicing D. Rhythm11.【答案】B。解析：本题考查英语语音教学。英语中的重音可以用来表示强调。12. When a teacher asks students to discuss how the writers ideas are organized in the text, he /she intends to develop students skill of .12.【答案】A。解析：本题考查英语阅读教学。教师让同学讨论作者的观点是如何被组织起来的，为的是让学生认文章结构。13. Which of the following focus(es) on accuracy in teaching grammar?A. simulation B. substitution drillsC. role play D. Discussion13.【答案】B。解析：本题考查英语语法教学。其中替换练习（Substitution drills）强调了准确性。14. When a teacher says “Next, please pay attention to the time of arrival and departure of the planes in the recording .” ,heshe intends to develop students skill of .A. predicting B. getting the general pictureC. distinguishing sounds D. getting specific information14.【答案】D。解析：本题考查英语听力教学。题目中教师让学生注意听力中“飞机抵达和出发的时间”是为了 getting specific information, 也就是得到“时间”信息。15. If a teacher asks students to list as many ways as they can to tell someone to open the door and list the possible functions of a sentence in different contexts. heshe is probably trying to highlight .15.【答案】C。16. The teacher would use to help students communicate in teaching speaking.A. substitution drills B. group discussionC. listening and acting D. reading aloud16.【答案】B。解析：本题考查英语口语教学。为了帮助学生在口语课堂上相互交流，教师可以采取小组讨论的形式来进行课堂活动。17. assessment is used to measure how the performance of a particular student or group of students compares with that of another.A. Criterion-referenced B. Norm-referencedC. Formative D. Summative17.【答案】C。解析：本题考查教学评价相关知识。其中形成性教学评价是指“对学生日常学习过程中的表现、所取得的成绩以及所反映的情感、态度、策略等方面的发展”做出评价。其目的是“激励学生学习，帮助学生有效调控自己的学习过程，使学生获得成就感，增强自信心，培养合作精神”。18. Which of the following teachers instruction could serve the purpose of eliciting ideas?A. Shall we move on? B. Read after me, everyoneC. What can you see in this picture D. What does the world “quickly” mean?18.【答案】C。解析：在英语教学中恰当的运用教学手段可以激励学生学习动力。C项的提问比较开放，且有助于全体学生积极的参与进去，相对于其他三项，C项的回答也比较开放的，能够激起学生的学习兴趣。19. Which of the following is an example of teachersindirect corrective feedback?A. Say “went” instead of “go” B. We never use “at” that wayC. Choice A is not the right answer D. Who can help him with this sentence?19.【答案】D。解析：本题考查教学反馈相关知识。ABC三项都属于直接反馈，只有D项是属于间接反馈。20. Total Physical Response as a TEFL method is more often used for teaching .A. children B. adults C. ESP course D. GE course20.【答案】A。解析：全身反应法主要是对于初学者应用比较多。故选children.请阅读passage1,完成第2125小题Passage 1 Unless you spend much time sitting in a college classroom or browsing through certain areas of the Internet, its possible that you had not heard of trigger warnings until a few weeks ago, when they made an appearance in the Times. The newspaper explained that the term refers to preemptive alters, issued by a professor or an class might be sufficiently graphic to spark symptoms of post-traumatic-stress disorder. The term seems to have originated in online feminist forums, where trigger warnings have for some years been used to flag discussion of rape or other sexual violence. The Times piece, which was skeptically titled “warnings are moving from the online fringes to the classroom, and might be more broadly applied to highlight in advance the distress or offense that a work of literature might cause. “Huckleberry Finn” would come with a warning for those who have experienced racism; The Merchant of Venice would have an anti-Semitism warning attached. The call from students for trigger warnings was spreading on campuses such as Oberlin, where a proposal was drafted that would advise professors to “be aware of racism, classism, sexism, and other issues of privilege and oppression” in devising their syllabi; and Rutgers, where a student argued in the campus newspaper that trigger warnings would contribute to preserving the classroom as a “safe space” for students. Online discussion of trigger warnings has sometimes been guardedly sympathetic, sometimes critical. Jessica Valenti has noted on The Nations website that potential triggers for trauma are so manifold as to be beyond the possibility of cataloguing: “There is no triggers for warning for living your life.” Some have suggested that a professors ability to teach would be compromised should it become commonplace for “The Great Gatsby” to hear a trigger warning alerting readers to the disgusting characters and incidents within its pages. Others have worried that trigger-warning advocates, in seeking to protect the vulnerable, run the risk of disempowering them instead, “Bending the world to accommodate our personal frailties does not help us overcome them”, Jenny Jarvie wrote on The New Republics online site.Jarvies piece, like many others on the subject, cited the University of California, Santa Barbara, as a campus where champions of trigger warnings have made significant progress. Earlier this year, students at U.C.S.B. agreed upon a resolution recommending that such warnings be issued in instances where classroom materials might touch upon “rape, sexual assault , abuse, self-injurious behavior, suicide, and graphic violence”. The resolution was brought by a literature student who said that, as a past victim of sexual violence, she had been shocked when a teacher showed a movie in class which depicted rape, without giving advance notice of the content. The student hoped to spare others the possibility of experiencing a post-traumatic-stress reaction.The trigger-warning debate may, by comparison, seem hard to understand; but express a large cultural preoccupation with achieving safety, and a fear of living in its absence. The hope that safety might be found, as in a therapists office, in a classroom where literature is being taught is in direct contradiction to one purpose of literature, which is to give expression through art to difficult and difficult and uncomfortable ideas, and thereby to enlarge safe space, nor, probably, should it be. But its difficult to fault those who hope that it might be, when the outside world constantly proves itself pervasively hostile, as well as, on occasion, horrifically violent.21. Which of the following groups of people are most in favor of “trigger warning”?A. Students B. Reporters C. Feminists D. Professors21.【答案】A。解析：细节题。文中提到的trigger warning 主要讲到对学生的影响。22. Which of the following might be a possible change to be brought about by trigger warning to literature teaching?A. Teachers will abandon materials related to racism, sexism, violence, etc.B. Teachers will ignore studentss requests for a “safe space” in designing their syllabi.C. Teachers will give students advance notice of the content that is likely to distress or offend them.D. Teachers will allow students to express different and uncomfortable ideas to enlarge their experience.22.【答案】C。解析：细节题。根据文中的where a student argued in the campus newspaper that trigger warnings would contribute to preserving the classroom as a “safe space” for students.可知C正确。23. What does the author mean by “compromised” in PARAGRAPH 3?A. Questioned B. Improved C. Challenged D. Weakened23.【答案】D。解析：词义推断题。Compromised的意思是妥协的，也就是被削弱的意思，故选Weakened。24. What does “them” in PARAGRAPH 3 refer to ?A. Risks B. Frailties C. Traumas D. Possibilities24.【答案】B。解析：内容推断题。them 在文中指的是我们个人人性的弱点。25. Which of the following can be the negative impact that trigger warning exerts on literature teaching according to the writer?A. It may highlight the purpose of literature teaching.B. It may expose students to the dark side of the world.C. It may deprive students of their intellectual growth.D. It may cause students to experience a post-traumatic-stress disorder.25.【答案】D。解析：细节推断题。根据文中的第一段的最后一句以及通篇的观点阐述，可知D正确。请阅读passage 2, 完成2630小题。Passage 2 The medical community owes economists a great deal. Amartya Sen won a Nobel Prize for Economic Sciences in 1998. He has spent his entire career promulgating ideas of justice and freedom, with health rarely out of his gaze. Joseph Stiglitz won a Noble in 2001. In 1998, when he was chief economist at the (then) notoriously regressive World Bank, he famously challenged the Washington Consensus. And Jeff Sachs, a controversial figure to some critics, can fairly lay claim to the enormous achievement of putting health at the center of the Millennium Development Goals. His “Commission on Macroeconomics and Health” was a landmark report, providing explicit evidence to explain why attacking disease was sbsolutely necessary if poverty was to be eradicated. And I must offer my own personal gratitude to a very special group of economists- Larry Summers, Dean Jamison, Kenneth Arrow, David Evans, and Special Gupta. They were the economic team that drove the work of Global Health 2035. But although we might be kind to economists, perhaps we should be tougher on the discipline of economics textbook, and you will see the priority given to markets and efficiency, price and utility, profit and competition. These words have chilling effects on our quest for better health. They seem to marginalize those qualities of our lives that we value most of all not our self-interest, but out humanity; not the costs and benefits of monetary exchange, but vision and ideals that guide our decisions. It was these issues that were addressed at last weeks Global Health Lab, held at London School of Hygiene Tropical Medicine. Anne Mills, Vice-Director of the school, fervently argued the case in favor of economists. It was they who contributed to understanding the idea of “best-buys” in global health. It was economists who challenged user fees. And it was economists who made the connection between health and economic growth, providing one of the most compelling political arguments for taking health seriously. Some economists might adore markets, but not health economists, she said. “Health care is different.” For her kind of economist, a health system is a “social institution that embodies that embodies the values of society”.Although competition has a part to play in health, it should be used judiciously as a mechanism to improve the quality of care. Chris Whitty, Chief Scientific Adviser at the UKs Department for International Developments, expressed his contempt for those who profess indifference to economics. Economic is about the efficient allocation of scarce resources. Anyone who backed the inefficient allocation of resources is “immoral”. He did criticize economists for their arrogance, though. Economists seemed to believe their ideas should be accepted simply because of the authority they held as economists. Economics, he said, is only one science among many that policy markers have to take into account. But Clare Chandler. A medical anthropologist, took a different view. She asked, what has neoliberal economics ever done for global health? Her answer, in one word, was “inequality”, Neoliberal economics frames the way we think and act. Her argument suggested that any economic philosophy that put a premium on free trade, privatization, minimal government, and reduced public spending on social and health sectors is a philosophy bereft of human virtue. The discussion that followed, led by Martin Mckee, posed difficult questions. Why do economists treat their theories like religions？ Why are economists so silent on their own failures？ Can economics ever be apolitical？ There were few satisfactory answers to these questions.26. Which of the following best describes the authors attitude toward economists?A. Contempt B. Reservation C. Detachment D. Endorsement26.【答案】C。解析：态度题。作者对经济学家的态度是比较客观的。27. Who holds a critical view on economists role in medical field according to the passage?A. Amartya Sen. B. Jeff Sachs C. Larry Summers D. Clare Chandler27.【答案】B。解析：细节题。答案在第一段第5行。28. Which of the following is closest in meaning to “disciplin
