2018上半年重庆教师资格考试高中英语学科知识与教学能力真题及答案.pdf

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1、20182018 上半年重庆教师资格考试高中英语学科知识与教学能上半年重庆教师资格考试高中英语学科知识与教学能力真题及答案力真题及答案一、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：参考答案：A A参考解析：本题考查字母组合的发音。

2、字母组合 ch 在单词 teacher 中发t的音。辅音有多种分类方式。从声带振动上来看，t为清辅音(voiceless)；从发音部位上来看，t为齿龈后音(post-alveo-lar)；从发音方式上来看，t为塞擦音(affricative)。2.The main difference between/m/,/n/,and/lies in_.A.manner of articulationB.sound durationC.place of articulation参考答案：参考答案：C 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”，

3、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，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 c。D.voicing3.She is _,from her recording,the diaries of Simon Forman.A.transcribingB.keepingC.paraphrasingD.recollecting参考答案：参考答案：A 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”。

4、故本题选 A。4.Neither the unpleasant experiences nor the bad luck _ him discouraged.A.have causedB.has causedC.has madeD.have made参考答案：参考答案：c 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 用作使役动词，后面可接形容词作宾语补足语，表示“使处于某种状

5、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.Mr.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：参考答案：B 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

6、钱，即偿清债务。故本题选 B。6.The message came to the villagers _ the enemy had already fled thevillage.A.whichB.whoC.thatD.where参考答案：参考答案：C 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

7、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：参考答案：B 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 orderthat 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

8、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.-Do you mind if I smoke here?-_.A.Yes,I dontB.Yes,you mayC.No,not at allD.Yes,I wont参考答案：参考答案：c c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?一。”回答含有 mind的问句时有两种方式，表示不介意时用“No”，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 m

9、ain rhetoric device used in“The plowman homeward plods his wearyway.”?A.Metaphor.B.Metonymy.C.Synecdoche.D.Transferred epithet.参考答案：参考答案：D 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，

10、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drivers)。synecdoche(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。transferredepithet(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 hom

11、eward 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。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 kindof_.A.illocutionary actB.perlo

12、cutionary actC.propositional conditionD.sincerity condition参考答案：参考答案：A 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(illocutionary act)。言后行为(perlocutionary act)是通过某些话所实施的行为，或讲

13、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。11.Which of the following activities is NOT typical of the Task-Based LanguageTeaching method?A.Problem-solving activities.B.Opinion exchange activities.C.Information-gap activities.D.Pattern practi

14、ce activities.参考答案：参考答案：D 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。12.If a teacher shows students how to do an ac

15、tivity before they start doing it,he/she is using the techniqueof_.A.presentationB.demonstrationC.elicitationD.evaluation参考答案：参考答案：B 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。13.When a teacher asks students to discuss how a text is

16、organized,he/she is mostlikely 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：参考答案：B 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”，B项“分析文章结构”，C项“理解作者的意图”，

17、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。14.Which of the following practices can encourage students to read an articlecritically?A.Evaluating its point of view.B.Finding out the facts.C.Finding detailed information.D.Doing translation exercises.参考答案：参考答案：A 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

18、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。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 T

19、humb,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：参考答案：D 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

20、关工具中找到，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。16.Which of the following would a teacher encourage students to do in order todevelop their cognitivestrategies?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：参考答案

21、：B 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。17.Which of the following exercises would a teacher most probably use if he/shewants to help students de-velop discourse competence?A.Par

22、aphrasing sentences.B.Translating sentences.C.Unscrambling sentences.D.Transforming sentences.参考答案：参考答案：A 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”，C 项“整理句子”，D 项“转换句子”。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

23、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：参考答案：D 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

24、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。19.Which of the following should a teacher avoid when his/her focus is on developingstudents ability to usewords appropriately?A.Teaching both the spoken and written form.B.Teaching words in context and giving e

25、xamples.C.Presenting the form,meaning,and use of a word.D.Asking students to memorize bilingual word lists.参考答案：参考答案：D D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

26、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 D。20.Which of the following practices is most likely to encourage studentscooperation in learning?A.Doing a project.B.Having a dictationC.Taking a test.D.Copying a text.参考答案：参考答案：A 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

27、”，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 Passage 1，完成第 2125 小题。Passage 1Todays adults grew up in schools designed to sort us into the various segments ofour social and eco-nomic system.The amount of time available to learn was fixed:one year per grade.The amount learned

28、by theend of that time was free to vary:someof us learned a great deal;some,very little.As we advanced throughthegrades,those who had learned a great deal in previous grades continued to build onthose foundations.Those who had failed to master the early prerequisites within the allotted timefailed t

29、o learn that which fol-lowed.After 12 or 13 years of cumulative treatmentof this kind,we were,in effect,spread along an achieve-ment continuum that wasultimately reflected in each students rank in class upon graduation.From the very earliest grades,some students learned a great deal very quickly and

30、consistently scoredhigh on assessments.The emotional effect of this was to helpthem to see themselves as capable learners,andso these students becameincreasingly confident in school.That confidence gave them the inneremotionalstrength to take the risk of striving for more success because theybelieve

31、d that success was within theirreach.Driven forward by this optimism,thesestudents continued to try hard,and that effort continued to re-sult in success forthem.They became the academic and emotional winners.Notice that the trigger fortheir e-motional strength and their learning success was their pe

32、rception of theirsuccess on formal and informal as-sessments.But there were other students who didnt fare so well.They scored very low ontests,beginning in theearliest grades.The emotional effect was to cause them toquestion their own capabilities as learners.They be-gan to lose confidence,which,in

33、turn,deprived them of the emotional reserves needed to continue to takerisks.As their motivation warned,of course,their performance plummeted.These studentsembarked on whatthey believed to be an irreversible slide toward inevitablefailure and lost hope.Once again,the emotionaltrigger for their decis

34、ion notto 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 studentsworked hard and learned a lot,that was a positive result,andthey would finish high in the rank order.But ifsome students gave up in ho

35、pelessfailure,that was an acceptable result,too,because they would occupyplaces verylow in the rank order.Their achievement results fed into the implicit mission ofschools:the grea-ter the spread of achievement among students,the more itreinforced the rank order.This is why,if somestudents gave up a

36、nd stoppedtrying(even dropped out of school),that was regarded as the students prob-lem,not the teachers or the schools.Once again,please notice who is using test results to decide whether to strive forexcellence or give up inhopelessness.The data-based decision makers in thisprocess are students th

37、emselves.Students are deci-ding whether success is withinor beyond reach,whether the learning is worth the required effort,and sowhetherto try or not.The critical emotions underpinning the decision making process includeanxiety,fear offailure,uncertainty,and unwillingness to take risks-alltriggered

38、by students perceptions of their own capa-bilities as reflected inassessment results.Some students responded to the demands of such environments by working hard andlearning a greatdeal.Others controlled their anxiety by giving up and not caring.The result for them is exactly the opposite ofthe one s

39、ociety wants.Instead ofleaving no child behind,these practices,in effect,drove down the achieve-mentof at least as many students as they successfully elevated.And the evidence suggeststhat the downsidevictims are more frequently members of particular socioeconomicand ethnic minorities.21.What has ma

40、de students spread along an achievement continuum according to thepassage?A.The allotted time to learn.B.Social and economic system.C.The early prerequisites students mastered.D.Performance on formal and informal assessments.参考答案：参考答案：C 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“thosewho had learned a gr

41、eat deal in previous grades contin-ued to build on thosefoundationsspread along an achievement continuum that was ultimately reflected ineach 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 t

42、he authors attitude towards the old mission of assessment?A.Supportive.B.Indifferent.C.Negative.D.Neutral.参考答案：参考答案：C 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 downsidevictims”等可知，作者对于学

43、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 plummetedin Paragraph 3?A.Punished timely.B.Spread widely.C.Continued gradually.D.Dropped sharply.参考答案：参考答案：D 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

44、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 opportuniti

45、es.D.Students perception and the reality of their performance on assessments.参考答案：参考答案：D 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“Their achievement resultsfed into the implicit mission of schools:the greater the spread of achievementamong students,the more it rein-forced the rank order.This is why,if some stude

46、ntsgave up and stopped trying(even dropped out of school),that was regarded as thestudents problem,not the teachers or the schools”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 accordingto the passage?A.S

47、tudents learning efforts.B.Leaving-no-child-behind policy.C.Socioeconomic and ethnic ranking.D.Social disapproval of schools mission.参考答案：参考答案：A 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 Passage 2，完成 2630 小题。Passage 2Several research teams have f

48、ound that newborns prefer their mothers voices overthose of other people.Now a team of scientists has gone an intriguing step further:they have found thatnewborns cry in their nativelanguage.We have provided evidence that languagebegins with the very first cry melodies,says KathleenWermke of the Uni

49、versityof Wurzburg,Germany,who led the research.The dramatic finding of this study is that not only are newborns capable of producingdifferent cry mel-odies,but they prefer to produce those melody patterns that aretypical for the ambient language they haveheard during their fetal life,withinthe last

50、 trimester,said Wermke.Contrary to orthodox interpretations,these datasupport the importance of human infants crying for seeding language development.It had been thought that babies cries are constrained by their breathing patternsand respiratory appara-tus,in which case a crying baby would sound li