中小学教师资格证真题2018年上英语（高级中学）.pdf

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）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）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,?and?affricativeB.?voiceless,?dental,?and?fricativeC.?voiced,?dental,?and?fricativeD.?voiced,?post-alveolar,?and?plosive2.?The?main?difference?between?/m/,?/n/,?and?/耷/?lies?in?.A.?manner?of?articulationB.?sound?durationC.?place?of?articulationD.?voicing3.?She?is?,?from?her?recording,?the?diaries?of?Simon?Forman.A.?transcribingB.?keepingC.?paraphrasing?D.?recollecting4.?Neither?the?unpleasant?experiences?nor?the?bad?luck?him?discouraged.A.?have?causedB.?has?causedC.?has?made?D.?have?made5.?Mr.?Joe?has?worked?very?hard?in?the?past?two?years?and?has?paid?all?his?debts?the?last?penny.A.?byB.?toC.?until?D.?with6.?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?if28.Do?you?mind?if?I?smoke?here?.A.?Yes,?I?dontB.?Yes,?you?mayC.?No,?not?at?all?D.?Yes,?I?wont9.?What?is?the?main?rhetoric?device?used?in?“The plowman homeward plods his weary way.”?A.?Metaphor.B.?Metonymy.C.?Synecdoche.?D.?Transferred?epithet.10.?A:?Lets go to the movie tonight.B:?Id 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?.A.?illocutionary?actB.?perlocutionary?actC.?propositional?condition?D.?sincerity?condition11.?Which?of?the?following?activities?is?NOT?typical?of?the?Task-Based?Language?Teaching?method?A.?Problem-solving?activities.B.?Opinion?exchange?activities.C.?Information-gap?activities.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.?evaluation13.?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?3D.?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.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.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?practiceD.?opportunities?to?guarantee?accuracy19.?Which?of?the?following?should?a?teacher?avoid?when?his/her?focus?is?on?developing?stu-dentsability?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.D.?Asking?students?to?memorize?bilingual?word?lists.20.?Which?of?the?following?practices?is?most?likely?to?encourage?studentscooperation?in?learning?A.?Doing?a?project.?B.?Having?a?dictation.C.?Taking?a?test.D.?Copying?a?text.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?4hard,?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?studentsperceptions?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.?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.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.523.?Which?of?the?following?is?closest?in?meaning?to?the?underlined?word?“plummeted”in?Paragraph?3?A.?Punished?timely.B.?Spread?widely.C.?Continued?gradually.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?teachersproblems?and?schoolsproblems.C.?Advantages?and?disadvantages?of?studentslearning?opportunities.D.?Studentsperception?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.?Studentslearning?efforts.B.?Leaving-no-child-behind?policy.C.?Socioeconomic?and?ethnic?ranking.D.?Social?disapproval?of?schoolsmission.请阅读Passage 2，完成2630小题。Passage 2Several?research?teams?have?found?that?newborns?prefer?their?mothersvoices?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?Wrzburg,?Germany,?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?infantscrying?for?seeding?lan-guage?development.”It?had?been?thought?that?babiescries?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?nonphysiologicalrising?patterns,”6showing?that?the?sound?of?their?cries?is?under?their?control.Although?phonemesspeech?sounds?such?as?“ki”or?“sh”dont?cross?the?abdominal?barrier?and?reach?the?fetus,?so-called?prosodic?characteristics?of?speech?do.?These?are?the?variations?in?pitch,?rhythm,?and?intensity?that?characterize?each?language.?Just?as?newborns?remember?and?prefer?actual?songs?that?they?heard?in?utero,?it?seems,?so?they?remember?and?prefer?both?the?sound?of?Moms?voice?and?the?melodic?signature?of?her?language.The?idea?of?the?study?wasnt?to?make?the?sound?of?a?screaming?baby?more?interesting?to?listen-ersgood?luck?with?thatbut?to?explore?how?babies?acquire?speech.?That?acquisition,?it?is?now?clear,?begins?months?before?birth,?probably?in?the?third?trimester.?Newborns?“not?only?have?memo-rized?the?main?intonation?patterns?of?their?respective?surrounding?language?but?are?also?able?to?repro-duce?these?patterns?in?their?own?sound?production,”conclude?the?scientists.?Newborns “cries?are?already?tuned?toward?their?native?language,”giving?them?a?head?start?on?sounding?French?or?German?(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,?we?may?come?into?the?world?wired?for?language?(thank?you,?Noam?Chomsky),?but?we?also?benefit?from?the?environmental?exposure?that?tells?us?which?lan-guage.Until?this?study,?scientists?thought?that?babies?became?capable?of?vocal?imitation?no?earlier?than?12?weeks?of?age.?Thats?when?infants?listening?to?an?adult?speaker?producing?vowels?can?parrot?the?sound.?But?thats?the?beginning?of?true?speech.?Its?sort?of?amazing?that?it?took?this?long?for?scien-tists?to?realize?that?if?they?want?to?see?what?sounds?babies?can?perceive,?remember,?and?play?back,?they?should?look?at?the?sound?babies?produce?best.?So?let?the?little?angel?cry:?shes?practicing?to?ac-quire?language.26.?What?does?Kathleen?Wermkes?research?indicate?A.?Babies?are?unable?to?do?vocal?imitation.B.?Babiescries?could?be?their?early?language?acquisition.C.?Babies?start?speech?acquisition?months?after?their?birth.D.?A?crying?baby?is?a?crying?baby?no?matter?what?the?culture?is.27.?Which?of?the?following?is?closest?in?meaning?to?the?underlined?word?“ambient”in?Para-graph?2?A.?Surrounding.B.?Familiar.C.?Foreign.D.?Local.28.?Why?do?German?and?French?babies?produce?different?types?of?cries?according?to?the?re-search?A.?Because?they?can?control?what?they?hear.B.?Because?they?can?control?their?different?breathing?patterns.C.?Because?they?dont?share?the?same?physiological?structure.7D.?Because?they?can?somehow?control?their?sound?production.29.?When?does?language?acquisition?begin?according?to?the?research?A.?It?begins?with?the?birth?of?a?baby.B.?It?begins?before?the?birth?of?a?baby.C.?It?begins?when?a?baby?starts?imitating?adultsspeech.D.?It?begins?with?a?babys?cry?melodies?typical?of?its?mother?tongue.30.?What?can?be?inferred?from?the?last?paragraph?A.?Babiescries?have?long?been?the?concerns?of?scientists.B.?Babies?start?their?speech?acquisition?at?the?age?of?three?months.C.?Studying?babiescries?helps?us?understand?their?speech?perception.D.?Babiestrue?speech,?rather?than?their?cries,?should?be?the?focus?of?study.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.简述思维导图（mind?mapping）的含义（4分）及其两个用途（6分），写出教师在课堂教学中运用思维导图的三点注意事项（6分），并举一例说明思维导图的用法（4分）。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.下面片段选自某高中英语课堂教学实录。T:?Good?morning,?boys?and?girls.?We?talked?about?some?verbs?yesterday.?Now?Id?like?to?see?whether?you?have?learned?to?use?them.?Are?you?ready?Ss:?Yes.T:?Listen!?Yesterday,?you?were?going?to?play?football?after?school?when?it?began?to?rain,?so?you?didnt?do?it.?Can?you?describe?it?with?the?word?“prevent”?Who?would?like?to?have?a?try?S1:?We?didnt?play?football?yesterday?because?a?sudden?rain?prevented?us.T:?Ok.?But?would?you?please?begin?your?sentence?with?“The?sudden?rain?.”?Whod?like?to?try?8S2:?The?sudden?rain?prevented?us?to?play?football?yesterday.T:?Oh,?you?are?so?quick,?and?you?are?almost?r