18年上英语（高级中学）.doc

机密启用前姓名准考证号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）（科目代码：405）（本考试真题由中公教育教师资格考试研究院收集、整理和解答）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.请按规定在答题卡上填涂、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.#The#sound#of#“ch” in#“teacher” is#.A.#voiceless,#post-alveolar,8and#affricativeB.#voiceless,#dental,#and#fricativeC.#voiced,#dental,#and#fricative视频讲解D.#voiced,#post-alveolar,#and#plosive2.#The#main8difference8between8/m/,8/n/,8and8/耷/8lies8in8888888888888.A.8manner8of8articulationB.8sound8durationC.8place8of8articulationD.8voicing视频讲解3.8She8is8888888888888,8from8her8recording,8the8diaries8of8Simon8Forman.A.8transcribingB.8keepingC.8paraphrasing8D.8recollecting视频讲解4.8Neither8the8unpleasant8experiences8nor8the8bad8luck88888888888888him8discouraged.A.8have8causedB.8has8causedC.8has8made88D.8have8made视频讲解5.8Mr.8Joe8has8worked8very8hard8in8the8past8two8years8and8has8paid8all8his8debts88888888888888the8last8 penny.A.8byB.8toC.8until88D.8with6.#The#message#came#to#the#villagers#the#enemy#had#already#fled#the#village.A.#whichB.#whoC.#that#D.#where7.#We#must#improve#the#farming#method#we#may#get#high#yields.A.#in#caseB.#in#order#thatC.#now#that#D.#even#if视频讲解视频讲解视频讲解 2 8.Do%you%mind%if%I%smoke%here?.A.%Yes,7I%dontB.%Yes,%you%mayC.%No,%not%at%all777D.7Yes,7I7wont视频讲解9.7What7is7the7main7rhetoric7device7used7in7“The plowman homeward plods his weary way.”?A.7Metaphor.B.7Metonymy.C.7Synecdoche.77D.7Transferred7epithet.10.7A:7Lets go to the movie tonight.视频讲解B:7Id like to, but I have to study for an exam.In7the7conversation7above,7Bs7decline7of7the7proposal7is7categorized7as7a7kind7of7777777777777.A.7illocutionary7actB.7perlocutionary7actC.7propositional7condition77 视频讲解 D.7sincerity7condition11.7 Which7 of7 the7 following7 activities7 is7 NOT% typical% of% the% Task-Based% Language% Teaching% method?A.%Problem-solving%activities.B.%Opinion%exchange%activities.C.%Information-gap%activities.视频讲解D.%Pattern%practice%activities.12.%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.%elicitation%D.%evaluation视频讲解13.% 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%opinions14.%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.15.%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?视频讲解视频讲解视频讲解 3 D.#What#happened#to#the#girl#at#the#end#of#the#story?16.#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.视频讲解17.#Which#of#the#following#exercises#would#a#teacher#most#probably#use#if#he/she#wants#to#help# students#develop#discourse#competence?A.#Paraphrasing#sentences.B.#Translating#sentences.C.#Unscrambling#sentences.D.#Transforming#sentences.视频讲解18.#The#advantages#of#pair#and#group#work#include#all#of#the#following#EXCEPT#.A.#interaction#with#peersB.#variety#and#dynamismC.#an#increase#in#language#practice视频讲解D.#opportunities#to#guarantee#accuracy19.# Which# of# the# following# should# a# teacher# avoid# when# his/her# focus# is# on# developing# stu-dents ability#to#use#words#appropriately?A.#Teaching#both#the#spoken#and#written#form.B.#Teaching#words#in#context#and#giving#examples.C.#Presenting#the#form,#meaning,#and#use#of#a#word. 视频讲解 D.#Asking#students#to#memorize#bilingual#word#lists.20.P Which# of# the# following# practices# is# most# likely# to# encourage# students cooperation# in# learning?A.#Doing#a#project.#B.#Having#a#dictation.C.#Taking#a#test.D.#Copying#a#text.视频讲解阅读 Passage 1，完成第 2125 小题。Passage 1Todays#adults#grew#up#in#schools#designed#to#sort#us#into#the#various#segments#of#our#social# and# economic# 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.#Those#who#had#failed#to#master#the#early#prerequisites#with-in#the#allotted#time#failed#to#learn#that#which#followed.#After#12#or#13#years#of#cumulative#treatment# of#this#kind,#we#were,#in#effect,#spread#along#an#achievement#continuum#that#was#ultimately#reflected# in#each#students#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#cap-able#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# 4 hard,& and& that& effort& continued& to& result& in& success& for& them.& They& became& the& academic& and& emo-tional& winners.& Notice& that& the& trigger& for& their& emotional& strength& and& their& learning& success& was& their&perception&of&their&success&on&formal&and&informal&assessments.&But&there&were&other&students&who&didnt&fare&so&well.&They&scored&very&low&on&tests,&beginning&in&the&earliest&grades.&The&emotional&effect&was&to&cause&them&to&question&their&own&capabilities&as&learners.& They& began& 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& realityindeed,& the& paradoxof& 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,&be-cause&they&would&occupy&places&very&low&in&the&rank&order.&Their&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&students&problem,&not&the&teachers&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&makers” in&this&process&are&students&themselves.& Students&are&deciding&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&risksall&triggered&by& students perceptions&of&their&own&capabilities&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&achievement&of&at&least&as&many&students&as&they&successfully&elevated.&And&the&evi-dence&suggests&that&the&downside&victims&are&more&frequently&members&of&particular&socioeconomic& and&ethnic&minorities.&21.&WhatOhas&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.D.&Performance&on&formal&and&informal&assessments.22.&What&is&the&authors&attitude&towards&the&old&mission&of&assessment?A.&Supportive.B.&Indifferent.C.&Negative.&D.&Neutral.视频讲解视频讲解 5 23.$Which$of$the$following$is$closest$in$meaning$to$the$underlined$word$ “plummeted” in$Para graph$3?A.$Punished$timely.B.$Spread$widely.C.$Continued$gradually.视频讲解D.$Dropped$sharply.24.$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$opportunities.视频讲解D.$Students perception$and$the$reality$of$their$performance$on$assessments.25.$Which$of$the$following$will$be$triggered$by$the$assessment$results$according$to$the$passage? A.$Students learning$efforts.B.$Leaving-no-child-behind$policy.C.$Socioeconomic$and$ethnic$ranking. 视频讲解 D.$Social$disapproval$of$schools mission.请阅读 Passage 2，完成 2630 小题。Passage 2Several$ research$ teams$ have$ found$ that$ newborns$ prefer$ their$ mothers voices$ over$ those$ of$ other$people.$Now$a$team$of$scientists$has$gone$an$intriguing$step$further:$they$have$found$that$new-borns$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$Würzburg,OGermany,$who$led$the$re-search.“The$dramatic$finding$of$this$study$is$that$not$only$are$newborns$capable$of$producing$different$ cry$melodies,$but$they$prefer$to$produce$those$melody$patterns$that$are$typical$for$the$ambient$lan-guage$they$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$seeding$lan-guage$development.”It$had$been$thought$that$babies cries$are$constrained$by$their$breathing$patterns$and$respiratory$ apparatus,$in$which$case$a$crying$baby$would$sound$like$a$crying$baby$no$matter$what$the$culture$is,$ since$babies$are$anatomically$identical.$ “The$prevailing$opinion$used$to$be$that$newborns$could$not$ actively$ influence$ their$ production$ of$ sound,” says$ Wermke.$ This$ study$ refutes$ that$ claim:$ since$ babies$cry$in$different$languages,$they$must$have$some$control$ (presumably$unconscious)$over$what$ they$ sound$ like$ rather$ than$ being$ constrained$ by$ the$ acoustical$ properties$ of$ their$ lungs,$ throat,$ mouth,$and$larynx.$If$respiration$alone$dictated$what$a$cry$sounded$like,$all$babies$would$cry$with$a$ falling-pitch$ pattern,$ since$ thats$ what$ happens$ as$ you$ run$ out$ of$ breath$ and$ air$ pressure$ on$ the$ throats$ sound-making$ machinery$ decreases.$ French$ babies$ apparently$ didnt$ get$ that$ memo.$ “German$and$French$infants$produce$different$types$of$cries,$even$though$they$share$the$same$physi-ology,” the$scientists$point$out.$“The$French$newborns$produce$nonphysiological rising$patterns,” 6 showing(that+the(sound+of+their+cries+is+under+their+control.Although8phonemesspeech+sounds+such+as+“ki” or+“sh”dont+cross+the+abdominal+barrier+ and+reach+the+fetus,(so-called8prosodic8characteristics8of8speech8do.8These8are8the8variations8in8pitch,8 rhythm,8and8intensity8that8characterize8each8language.8Just8as8newborns8remember8and8prefer8actual8 songs8that8they8heard8in8utero,8it8seems,8so8they8remember8and8prefer8both8the8sound8of8Moms8voice8 and8the8melodic8signature8of8her8language.The8idea8of8the8study8wasnt8to8make8the8sound8of8a8screaming8baby8more8interesting8to8listen-ersgood8 luck8 with8 thatbut8 to8 explore8 how8 babies8 acquire8 speech.8 That8 acquisition,8 it8 is8 now8 clear,8begins8months8before8birth,8probably8in8the8third8trimester.8Newborns8 “not8only8have8memo-rized8the8main8intonation8patterns8of8their8respective8surrounding8language8but8are8also8able8to8repro-duce8these8patterns8in8their8own8sound8production,” conclude8the8scientists.8Newborns “cries8are8 already8tuned8toward8their8native8language,” giving8them8a8head8start8on8sounding8French8or8GermanO(or,+presumably,+English+or+American+or+Chinese+or+anything+else:+the+scientists+are+collecting+cries+from+more+languages).+This+is+likely+part+of+the+explanation+for+how+babies+develop+spoken+language+quickly+and+seemingly+without+effort.+Sure,8we8may8come8into8the8world8wired8for8language8(thank8you,8Noam8Chomsky),8but8we8also8benefit8from8the8environmental8exposure8that8tells8us8which8lan-guage.Until8this8study,8scientists8thought8that8babies8became8capable8of8vocal8imitation8no8earlier8than8128weeks8of8age.8Thats8when8infants8listening8to8an8adult8speaker8producing8vowels8can8parrot8the8 sound.8ButOthatsOtheObeginningOofOtrueOspeech.OItsOsortOofOamazingOthatOitOtookOthisOlongOforOscien-tistsOtoOrealizeOthatOifOtheyOwantOtoOseeOwhatOsoundsObabiesOcanOperceive,Oremember,OandO playO back,O theyOshouldOlookOatOtheOsoundObabiesOproduceObest.OSoOletOtheOlittleOangelOcry:OshesOpracticingOtoOac-quireOlanguage.26.OWhatOdoesOKathleenOWermkesOresearchOindicate?A.OBabiesOareOunableOtoOdoOvocalOimitation.B.OBabies criesOcouldObeOtheirOearlyOlanguageOacquisition.C.OBabiesOstartOspeechOacquisitionOmonthsOafterOtheirObirth. 视频讲解 D.OAOcryingObabyOisOaOcryingObabyOnoOmatterOwhatOtheOcultureOis.27. OWhichOofOtheOfollowingOisOclosestOinOmeaningOtoOtheOunderlinedOwordO“ambient” inOPara-graphO2?A.OSurrounding.