年下半年教師資格考試高中英語學(xué)科知識真題答案

1、2014年下半年教師資格考試高中英語學(xué)科知識真題答案考生回憶版，如有出入，僅作參考考試時間：120 分鐘考試總分：150 分一、選擇題（本大題共30小題，每小題2分，共60分）在每小題列出的四個備選選項中選擇一個最佳答案，請用2B鉛筆把答題卡上對應(yīng)題目的答案字母按要求涂黑。錯選、多選或未選均無分。1.which of the following is the proper pronunciation of “have to “ as a result of assimilation?A.hef tu    B. hev tu    C

2、. hæf tu    D. hæv tu1.【答案】C。解析：本題考查音系學(xué)規(guī)則。Have to 在發(fā)音過程中出現(xiàn)了同化現(xiàn)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

3、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  &

4、#160;            C. staff              D. Dish3.【答案】B。解析：本題考查名詞詞義辨析。Meat 是“肉，肉類”，staff是“工作人員”，dish是“碟子，盤子”。根據(jù)題中的roast, prime rib , pie, yoghurt, drinks 可知stuff“東西”正確。4.Unlike her s

5、ister, 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：本題考查形容詞辨

6、析。分析句子可知答案應(yīng)該是與shy（害羞的）和unsociable（不愛交際的）意思相反的詞。因此選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   

7、60;     C. sibling         D. Relative5.【答案】B。解析：本題考查固定搭配。Kinship care 意思是“寄養(yǎng)，親屬撫養(yǎng)”。6.I will never know all that was in his head at the time , .A. nor will anyone else            &

8、#160;     B. nor anyone else willC. nor won´t anyone else                D. nor anyone else won´t 6.【答案】A。解析：本題考查倒裝。Nor是否定詞，因此句子需要倒裝。故選A。7. She doesn´t want to work right now because sh

9、e 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. 本題考查虛擬語氣，是對將來的虛擬，句意為“她現(xiàn)在不想立即工作，因為她覺得如果她要是工作的話，（將來）可能就不能經(jīng)常去探訪朋友了?！惫蔬xB。8. W

10、hat 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：本題考查英語中帶有小數(shù)點

11、的數(shù)字的讀法。小數(shù)點之后的數(shù)字要一個一個讀出來，之前的按照正常的順序來讀。例如15.67的讀法為： fifteen point six seven .9. When any of the maxims under the Cooperative Principle is flouted on purpose, might arise.A. ambiguous structure                  B. cont

12、radictory proposition C. mutual understanding                 D. conversational implicature9.【答案】D。解析：本題考查會話原則知識。10. Indian English is a variety of the English language.A. social      

13、B. regional       C. historic      D. Situational10.【答案】B。解析：印度英語屬于 regional English .11. In teaching pronunciation, the teacher should tell the students that can be used to convey more important messages.A. rhyme     &#

14、160; B. stress       C. devoicing      D. Rhythm11.【答案】B。解析：本題考查英語語音教學(xué)。英語中的重音可以用來表示強調(diào)。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：本題考查英語閱讀

15、教學(xué)。教師讓同學(xué)討論作者的觀點是如何被組織起來的，為的是讓學(xué)生認文章結(jié)構(gòu)。13. Which of the following focus(es) on accuracy in teaching grammar?A. simulation                      B. substitution drillsC. role play   &#

16、160;                   D. Discussion13.【答案】B。解析：本題考查英語語法教學(xué)。其中替換練習(xí)（Substitution drills）強調(diào)了準確性。14. When a teacher says “Next, please pay attention to the time of arrival and departure of the planes in the recordi

17、ng .” ,heshe intends to develop students skill of .A. predicting                   B. getting the general pictureC. distinguishing sounds        D. getting specific informatio

18、n14.【答案】D。解析：本題考查英語聽力教學(xué)。題目中教師讓學(xué)生注意聽力中“飛機抵達和出發(fā)的時間”是為了 getting specific information, 也就是得到“時間”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 .

19、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      

20、            D. reading aloud16.【答案】B。解析：本題考查英語口語教學(xué)。為了幫助學(xué)生在口語課堂上相互交流，教師可以采取小組討論的形式來進行課堂活動。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

21、0;                B. Norm-referencedC. Formative                         D. Summative17.【答案】C。解析：本題考查教學(xué)評價

22、相關(guān)知識。其中形成性教學(xué)評價是指“對學(xué)生日常學(xué)習(xí)過程中的表現(xiàn)、所取得的成績以及所反映的情感、態(tài)度、策略等方面的發(fā)展”做出評價。其目的是“激勵學(xué)生學(xué)習(xí)，幫助學(xué)生有效調(diào)控自己的學(xué)習(xí)過程，使學(xué)生獲得成就感，增強自信心，培養(yǎng)合作精神”。18. Which of the following teachers instruction could serve the purpose of eliciting ideas?A. Shall we move on?            

23、60;     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：在英語教學(xué)中恰當(dāng)?shù)倪\用教學(xué)手段可以激勵學(xué)生學(xué)習(xí)動力。C項的提問比較開放，且有助于全體學(xué)生積極的參與進去，相對于其他三項，C項的回答也比較開放的，能夠激起學(xué)生的學(xué)習(xí)興趣。19. Which of the following is an e

24、xample 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：本題考查教學(xué)反饋相關(guān)知

25、識。ABC三項都屬于直接反饋，只有D項是屬于間接反饋。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：全身反應(yīng)法主要是對于初學(xué)者應(yīng)用

26、比較多。故選children.請閱讀passage1,完成第2125小題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 newspap

27、er 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 t

28、o 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”

29、 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 raci

30、sm, 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 t

31、rigger 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 suggest

32、ed 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 vulnera

33、ble, 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 campu

34、s 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, an

35、d 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

36、 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 classr

37、oom 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

38、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&

39、#160;      D. Professors21.【答案】A。解析：細節(jié)題。文中提到的trigger warning 主要講到對學(xué)生的影響。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

40、 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：細節(jié)

41、題。根據(jù)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正確。23. What does the author mean by “compromised” in PARAGRAPH 3?A. Questioned    B. Improved      

42、C. Challenged        D. Weakened23.【答案】D。解析：詞義推斷題。Compromised的意思是妥協(xié)的，也就是被削弱的意思，故選Weakened。24. What does “them” in PARAGRAPH 3 refer to ?A. Risks         B. Frailties        C. Traumas &

43、#160;        D. Possibilities24.【答案】B。解析：內(nèi)容推斷題。them 在文中指的是我們個人人性的弱點。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 exp

44、ose 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：細節(jié)推斷題。根據(jù)文中的第一段的最后一句以及通篇的觀點闡述，可知D正確。請閱讀passage 2, 完成2630小題。Passage 2   The medical community owes economists

45、 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 Wor

46、ld 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,

47、 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

48、 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 c

49、hilling 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 addr

50、essed 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

51、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 diffe

52、rent.” 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

53、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 arrogan

54、ce, 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

55、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 publ

56、ic 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？

57、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. Endorsement2

58、6.【答案】C。解析：態(tài)度題。作者對經(jīng)濟學(xué)家的態(tài)度是比較客觀的。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：細節(jié)題。答案在第一段第5行。28. Which of the following

59、is closest in meaning to “discipline” in PARAGRPH 2?A. Subject         B. Lesson          C. Punishment       D. Regulation28.【答案】A。解析：推斷題。Discipline 在此處指的是一門學(xué)科。故而選擇subject.29. Which of

60、 the following is NOT used in the authors presentation of his ideas?A. Thesis statement                     B. Rhetorical questionsC. Specific examples        &

61、#160;           D. Direct quotation29.【答案】A。解析：細節(jié)題。A項并不是作者闡述自己觀點的方式。30. What does the author intend to tell the reader?A. There is still a long way to go for economists to genuinely contribute to global health.B. Economists role in global health is,

62、to a large extent, negative.C. Economists increased the inequality of resource allocations in global health.D. Economics is only one science among many that policy makers have to take into account in providing health care programs.30.【答案】A。解析：主旨大意題。根據(jù)文章最后一段的“ There were few satisfactory answers to t

63、hese questions.” 可知A正確。二、簡答題（本大題1小題，20分）根據(jù)題目要求完成下列任務(wù)，用中文作答。31.課堂提問的作用是什么？（8分）封閉性問題與開放性問題各自有什么特點？（12分）31.【答案】（一）課堂提問的作用（8分，每點2分）（1）引起學(xué)生的注意，學(xué)生注意力不集中時，教師進行提問，往往可以喚回學(xué)生的注意力，讓學(xué)生重新回歸課堂教學(xué)。（2）鞏固課堂教學(xué)。教師在課堂教學(xué)中以一組問題前后相連的形式，不斷啟發(fā)、追問、質(zhì)疑、概括、小結(jié)，那么學(xué)生就會比較全面、系統(tǒng)、牢固地掌握知識和技能。（3）獲取反饋信息。學(xué)生在答問時反映出的思維受阻、歧義、謬誤、遺漏等一些現(xiàn)象，較之憑借作業(yè)、測

64、試等方式，能更及時、更清晰地展現(xiàn)在教師的面前，讓教師能及時通過提示、點撥、啟發(fā)，或者反問、加問、追問，甚至調(diào)整策略，改換話題，另辟蹊徑，達到合理引導(dǎo)學(xué)生思維的目的。（4）加強師生之間溝通與交流。教師提問，同學(xué)討論，學(xué)生回答，是一種交流。課堂提問不僅可以提高學(xué)生的表達能力，培養(yǎng)他們的團隊精神，更可以促師生感情融洽，從而更好地推動教學(xué)。（二）封閉性問題和開放性問題的特點（12分）A.封閉性問題特點：（6分，每點2分）（1）從問題答案的角度：封閉性問題有固定答案，且答案唯一。(2)從鍛煉學(xué)生能力的角度：強化鞏固課堂所學(xué)，記憶必須死記硬背的知識。（3）從課堂教學(xué)的角度：提高課堂提問的有效性方面發(fā)揮了重

65、要作用。B.開放性問題特點：（6分，每點2分）（1）從問題的答案來看：答案不是唯一的，是多種多樣的。（2）從鍛煉學(xué)生能力的角度：培養(yǎng)學(xué)生的發(fā)散思維，促進學(xué)生創(chuàng)新能力的提高。（3）從課堂教學(xué)的角度：創(chuàng)設(shè)一個比較寬松、自由的問題情境，學(xué)生充分發(fā)揮自己的聰明才智，通過不同角度的探索，自己去獲取新知識，鞏固原有的知識。三、教學(xué)情境分析題（本大題1小題，30分）根據(jù)題目要求完成下列任務(wù)，用中文作答。32.下面是某教授的課堂教學(xué)片斷：   T:Now, lets make our own wishes with “if only”. But please dont forget to

66、give a description, even though its very brief, of situation, the context, where you make the wish with one or two sentences how about Liz?   Liz: Now its So clock, and there is a traffic jam on the express way. The hotel will cancel our room at 6 0 clock if we do nor get to the hotel. The

67、n, Ill say: oh, I wish if only I didnt go on the journey.   T: Listen, Liz. You see, once you use “I wish”, you dont need to use “if only”, Just use either one.   Liz: Yes.   T; So will you try again? Just the wish.   Liz; If only I didnt go on the journey.   T; To make it better, you can say “if only hadnt gone on this journey”, because you are already on the way. Go on, please.請根據(jù)所給材料，分析該教師的教學(xué)目的和教學(xué)過程，評價其教學(xué)行為和反饋方式。32.【答案】（一）分析教學(xué)目的和教學(xué)過程（1）教學(xué)目的：（9分）知識目標：學(xué)生掌握由“If only”引導(dǎo)的虛