2018上半年河南教師資格高中英語學(xué)科知識(shí)與教學(xué)能力真題及答案

》》》》》2023年整理——教師資格學(xué)習(xí)資料《《《《《》》》》》2023年整理——教師資格學(xué)習(xí)資料《《《《《/》》》》》2023年整理——教師資格學(xué)習(xí)資料《《《《《2018上半年河南教師資格高中英語學(xué)科知識(shí)與教學(xué)能力真題及答案一、單項(xiàng)選擇題(本大題共30小題，每小題2分，共60分)1.Thesoundof"ch"in"teacher"is__________.

A.voiceless,post-alveolar,andaffricativeB.voiceless,dental,andfricative

C.voiced,dental,andfricativeD.voiced,post-alveolar,andplosiveHYPERLINK"javascript:;"參考答案：A參考解析：本題考查字母組合的發(fā)音。字母組合ch在單詞teacher中發(fā)／t?／的音。輔音有多種分類方式。從聲帶振動(dòng)上來看，／t?／為清輔音(voiceless)；從發(fā)音部位上來看，／t?／為齒齦后音(post-alveo-lar)；從發(fā)音方式上來看，／t?／為塞擦音(affricative)。2.Themaindifferencebetween/m/,/n/,and/η/liesin__________.

A.mannerofarticulationB.soundduration

C.placeofarticulationHYPERLINK"javascript:;"參考答案：C參考解析：本題考查輔音的分類。A項(xiàng)意為“發(fā)音方式”，按照發(fā)音方式，三者都屬于鼻音：B項(xiàng)意為“音長(zhǎng)”，三者在該方面并無明顯區(qū)別；C項(xiàng)意為“發(fā)音部位”，按照發(fā)音部位，／m／是雙唇音，／n／是齒齦音，／?／是軟腭音；D項(xiàng)意為“帶聲性”，三者均帶聲。故本題選c。D.voicing3.Sheis__________,fromherrecording,thediariesofSimonForman.

A.transcribingB.keeping

C.paraphrasingD.recollectingHYPERLINK"javascript:;"參考答案：A參考解析：本題考查動(dòng)詞辨析。句意為“她正根據(jù)她的錄音轉(zhuǎn)錄西蒙·福曼的日記”。transcribe“轉(zhuǎn)錄”，keep“保持”，paraphrase“解釋，釋義”，recollect“回憶，想起”。故本題選A。4.Neithertheunpleasantexperiencesnorthebadluck__________himdiscouraged.

A.havecausedB.hascaused

C.hasmadeD.havemadeHYPERLINK"javascript:;"參考答案：c參考解析：本題考查主謂一致和使役動(dòng)詞。句意為“不愉快的經(jīng)歷和壞運(yùn)氣并沒有使他氣餒”。當(dāng)neither…nor…連接兩個(gè)并列主語時(shí)，謂語動(dòng)詞的選擇要遵循“就近原則”，即謂語動(dòng)詞的單復(fù)數(shù)與nor后面的主語badluck保持一致，故排除A、D兩項(xiàng)。make用作使役動(dòng)詞，后面可接形容詞作賓語補(bǔ)足語，表示“使……處于某種狀態(tài)”。cause用作動(dòng)詞，可表示“引起，造成，使得”，其后面常接不定式的復(fù)合結(jié)構(gòu)作賓語。故本題選C。5.Mr.Joehasworkedveryhardinthepasttwoyearsandhaspaidallhisdebts__________thelastpenny.

A.byB.toC.untilD.withHYPERLINK"javascript:;"參考答案：B參考解析：本題考查介詞。句意為“喬先生在過去兩年里非常努力地工作，他還清了全部債務(wù)，分文不欠”。by表示通過某種方式；until表示“直到……”，一般用于時(shí)間；with表示“用……工作，隨著”；to表示“直到”，用在句子里強(qiáng)調(diào)直到還清最后一分錢，即償清債務(wù)。故本題選B。6.Themessagecametothevillagers__________theenemyhadalreadyfledthevillage.

A.whichB.whoC.thatD.whereHYPERLINK"javascript:;"參考答案：C參考解析：本題考查同位語從句。句意為“村民們得到消息，敵人已經(jīng)逃離了村莊”。同位語從句通常跟在某些抽象名詞(如news，idea，fact，rumor，thought，promise，message等)的后面，對(duì)這些名詞進(jìn)行解釋或說明，但有時(shí)同位語從句可以不緊跟在其說明的名詞后面，而被別的詞隔開。該同位語從句theenemyhadalreadyfledthevillage意義完整，連接詞不充當(dāng)任何成分，所以應(yīng)該用that引導(dǎo)。由于主句謂語較短，而同位語從句較長(zhǎng)，所以題干中的句子的同位語從句被后置。7.Wemustimprovethefarmingmethod__________wemaygethighyields.

A.incaseB.inorderthat

C.nowthatD.evenifHYPERLINK"javascript:;"參考答案：B參考解析：本題考查連詞辨析。句意為“我們必須改進(jìn)耕作方式以獲得高產(chǎn)量”。inorderthat表示“以便，為了”，后面接從句作目的狀語，故本題選B。incase引導(dǎo)目的狀語從句時(shí)表示“以免，以防”；nowthat表示“既然，由于”；evenif表示“即使，盡管”。A、c、D三項(xiàng)均不符合句意。8.--DoyoumindifIsmokehere?--__________.A.Yes,Idon'tB.Yes,youmayC.No,notatallD.Yes,Iwon’tHYPERLINK"javascript:;"參考答案：c參考解析：本題考查情景交際。句意為“一你介意我在這吸煙嗎?一——?！被卮鸷衜ind的問句時(shí)有兩種方式，表示不介意時(shí)用“No”，表示介意時(shí)用“Yes”。A、B、D三項(xiàng)中后面的回答均與前面的Yes矛盾，只有C項(xiàng)“不介意，點(diǎn)也不”符合語境。9.Whatisthemainrhetoricdeviceusedin“Theplowmanhomewardplodshiswearyway.”?A.Metaphor.B.Metonymy.C.Synecdoche.D.Transferredepithet.HYPERLINK"javascript:;"參考答案：D參考解析：本題考查修辭學(xué)。metaphor(隱喻／暗喻)是在兩個(gè)不同事物之間進(jìn)行比較，但它不直接點(diǎn)明兩個(gè)事物之間的相似性，而是進(jìn)行隱藏的比較，例如：Alltheworldisastage.整個(gè)世界是一臺(tái)戲(用stage喻指alltheworld)，metonymy(轉(zhuǎn)喻)指直接用比喻事物代替本體事物，例如：ThebusesinAmericaareonstrikenow．美國(guó)的公共汽車司機(jī)正在罷工(這里buses喻指司機(jī)drivers)。synecdoche(提喻)指用一般代替特殊或以特殊代替一般，部分代替整體或整體代替部分，或用原材料代表用該材料制造的東西。比如以hands代替persons，以Solomon代替awiseman，以thesmilingyear代替thespring。transferredepithet(移就)指用本應(yīng)該描述甲事物性質(zhì)狀態(tài)的詞語來形容乙事物，而乙事物卻根本不具備這種性質(zhì)或功能。例如題干中的“Theplowmanhomewardplodshiswearyway．”句中形容詞“weary”本來應(yīng)該修飾的是“theplow-man”，作者在這里用來修飾“way”，使這句話勾勒出一幅筋疲力盡的農(nóng)夫步履蹣跚地走向家園的畫面。故本題選D。10.--A:Let'sgotothemovietonight.--B:I'dliketo.butIhavetostudyforanexam.Intheconversationabove,B'sdeclineoftheproposaliscategorizedasakindof__________.A.illocutionaryactB.perlocutionaryactC.propositionalconditionD.sincerityconditionHYPERLINK"javascript:;"參考答案：A參考解析：本題考查間接言語行為理論。題干是一個(gè)很典型的關(guān)于間接言語行為理論的對(duì)話。間接言語行為指的是通過一種言外行為間接地完成另外一種言外行為的情況。言外行為是表達(dá)說話者意圖的行為，它是說話者在說某些話時(shí)所實(shí)施的行為。在此對(duì)話中，B并沒有直接說出他是去還是不去，但是我們很容易就能看出他想要表達(dá)的意思是不去，所以B的回應(yīng)屬于言外行為(illocutionaryact)。言后行為(perlocutionaryact)是通過某些話所實(shí)施的行為，或講某些話所導(dǎo)致的行為，它是話語所產(chǎn)生的后果或所引起的變化。命題條件(propositionalcondition)和誠(chéng)意條件(sinceritycondition)屬于實(shí)施言外行為的條件。故本題選A。11.WhichofthefollowingactivitiesisNOTtypicaloftheTask-BasedLanguageTeachingmethod?A.Problem-solvingactivities.B.Opinionexchangeactivities.C.Information-gapactivities.D.Patternpracticeactivities.HYPERLINK"javascript:;"參考答案：D參考解析：本題考查任務(wù)型語言教學(xué)活動(dòng)。題干的意思：下列哪項(xiàng)活動(dòng)不是典型的任務(wù)型語言教學(xué)活動(dòng)?任務(wù)型語言教學(xué)是指在教學(xué)活動(dòng)中，教師應(yīng)當(dāng)圍繞特定的交際和語言項(xiàng)目，設(shè)計(jì)出具體的、可操作的任務(wù)，學(xué)生通過表達(dá)、溝通、交涉、解釋、詢問等各種語言活動(dòng)形式來完成任務(wù)，以達(dá)到學(xué)習(xí)和掌握語言的目的。根據(jù)任務(wù)的定義及特點(diǎn)，任務(wù)型教學(xué)活動(dòng)可分為解決問題型、交流意見型、信息溝等類型的活動(dòng)。D項(xiàng)“句型練習(xí)活動(dòng)”屬于傳統(tǒng)的教學(xué)活動(dòng)，不屬于典型的任務(wù)型語言教學(xué)活動(dòng)。故本題選D。12.Ifateachershowsstudentshowtodoanactivitybeforetheystartdoingit,he/sheisusingthetechnique

of__________.A.presentationB.demonstrationC.elicitationD.evaluationHYPERLINK"javascript:;"參考答案：B參考解析：本題考查教學(xué)技巧。題于的意思：如果教師在讓學(xué)生開始做一個(gè)活動(dòng)前先向他們展示活動(dòng)是如何進(jìn)行的，那么他／她使用的是什么技巧?A項(xiàng)“呈現(xiàn)”，B項(xiàng)“示范”，C項(xiàng)“引入”，D項(xiàng)“評(píng)價(jià)”。根據(jù)題意可知，本題選B。13.Whenateacherasksstudentstodiscusshowatextisorganized,he/sheismostlikelytohelpthem__________.A.evaluatethecontentofthetextB.analyzethestructureofthepassageC.understandtheintentionofthewriterD.distinguishthefactsfromtheopinionsHYPERLINK"javascript:;"參考答案：B參考解析：本題考查語篇教學(xué)。題干的意思：如果教師讓學(xué)生討論一篇文章是如何組織的，他／她最有可能是幫助他們做什么?A項(xiàng)“評(píng)價(jià)文章內(nèi)容”，B項(xiàng)“分析文章結(jié)構(gòu)”，C項(xiàng)“理解作者的意圖”，D項(xiàng)“區(qū)分事實(shí)和觀點(diǎn)”。教師讓學(xué)生討論一篇文章是如何組織的，最有可能是幫助學(xué)生分析文章結(jié)構(gòu)。故本題選B。14.Whichofthefollowingpracticescanencouragestudentstoreadanarticlecritically?A.Evaluatingitspointofview.B.Findingoutthefacts.C.Findingdetailedinformation.D.Doingtranslationexercises.HYPERLINK"javascript:;"參考答案：A參考解析：本題考查閱讀教學(xué)。題干的意思：下列哪種練習(xí)可以鼓勵(lì)學(xué)生批判性地閱讀文章?A項(xiàng)“評(píng)價(jià)它的觀點(diǎn)”，B項(xiàng)“找出事實(shí)”，C項(xiàng)為“找到細(xì)節(jié)信息”，D項(xiàng)“做翻譯練習(xí)”。評(píng)價(jià)文章觀點(diǎn)的活動(dòng)能夠引導(dǎo)學(xué)生在理解文本的基礎(chǔ)上對(duì)文章中的觀點(diǎn)進(jìn)行分析、評(píng)判，促使學(xué)生主動(dòng)、積極地思考，促進(jìn)學(xué)生批判性思維的發(fā)展。故本題選A。15.Whichofthefollowingisadisplayquestionusedbyteachersinclass?A.Ifyouwerethegirlinthestory,wouldyoubehavelikeher?B.DoyoulikethisstoryGirltheThumb,whyorwhynot?C.Doyouagreethatthegirlwasakind-heartedperson?D.Whathappenedtothegirlattheendofthestory?HYPERLINK"javascript:;"參考答案：D參考解析：本題考查課堂提問的類型。題干的意思：下列哪個(gè)問題屬于教師在課堂上使用的展示性問題?A項(xiàng)“如果你是故事里的女孩，你會(huì)像她一樣表現(xiàn)嗎?”，B項(xiàng)“你喜歡拇指姑娘的故事嗎，為什么?”，C項(xiàng)“你認(rèn)為這個(gè)女孩是個(gè)熱心人嗎?”，D項(xiàng)“在故事的結(jié)尾這個(gè)女孩發(fā)生了什么?”。展示性問題指的是教師已經(jīng)知道答案或者答案能在相關(guān)工具中找到，用于檢查學(xué)生對(duì)課文內(nèi)容的字面理解的提問。D項(xiàng)屬于展示性問題，而其他三項(xiàng)均屬于參考性問題，即教師所提問題沒有預(yù)設(shè)的答案，目的是發(fā)散思維、尋求信息。故本題選D。16.Whichofthefollowingwouldateacherencouragestudentstodoinordertodeveloptheircognitive

strategies?A.Tomakeastudyplan.B.Tosummarizeastory.C.Toreadatextaloud.

D.Todopatterndrills.HYPERLINK"javascript:;"參考答案：B參考解析：本題考查課程標(biāo)準(zhǔn)知識(shí)。題干的意思：為了培養(yǎng)學(xué)生的認(rèn)知策略，教師會(huì)鼓勵(lì)學(xué)生怎樣做?A項(xiàng)“制訂學(xué)習(xí)計(jì)劃”，B項(xiàng)“概述故事”，C項(xiàng)“大聲讀文章”，D項(xiàng)“做句型練習(xí)”。認(rèn)知策略是指學(xué)生為了完成具體學(xué)習(xí)任務(wù)而采取的步驟和方法，同時(shí)也包括學(xué)習(xí)者加工信息的一些方法和技術(shù)。概述屬于加工信息的一種方法。故本題選B。17.Whichofthefollowingexerciseswouldateachermostprobablyuseifhe/shewantstohelpstudentsde-velopdiscoursecompetence?A.Paraphrasingsentences.B.Translatingsentences.C.Unscramblingsentences.D.Transformingsentences.HYPERLINK"javascript:;"參考答案：A參考解析：本題考查語篇教學(xué)。題干的意思：如果教師想培養(yǎng)學(xué)生的語篇能力，他／她最有可能采用以下哪種練習(xí)?A項(xiàng)“釋義句子”，B項(xiàng)“翻譯句子”，C項(xiàng)“整理句子”，D項(xiàng)“轉(zhuǎn)換句子”。語篇能力就是能夠依靠上下文或語境理解篇章和通過銜接連貫、邏輯聯(lián)系等手段組織篇章結(jié)構(gòu)的能力，簡(jiǎn)而言之，就是能夠?qū)ζ滦畔⑦M(jìn)行理解、加工和再創(chuàng)作的能力。釋義句子即用英語解釋或轉(zhuǎn)換句子，符合題意。故本題選A。18.TheadvantagesofpairandgroupworkincludeallofthefollowingEXCEPT__________.A.interactionwithpeersB.varietyanddynamismC.anincreaseinlanguagepracticeD.opportunitiestoguaranteeaccuracyHYPERLINK"javascript:;"參考答案：D參考解析：本題考查課堂活動(dòng)形式。題干的意思：下列哪項(xiàng)不是結(jié)對(duì)活動(dòng)和小組活動(dòng)的優(yōu)點(diǎn)?A項(xiàng)“與同伴互動(dòng)”，B項(xiàng)“多樣化和活力”，C項(xiàng)“語言練習(xí)增多”，D項(xiàng)“保證準(zhǔn)確性的機(jī)會(huì)”。結(jié)對(duì)活動(dòng)和小組活動(dòng)主要是通過成員相互交流與合作來完成任務(wù)。它們可以促進(jìn)學(xué)生間的互動(dòng)，活躍課堂氣氛。結(jié)對(duì)活動(dòng)和小組活動(dòng)重在交流，主要關(guān)注語言表達(dá)的流暢性，會(huì)在一定程度上忽視準(zhǔn)確性。故選D。19.Whichofthefollowingshouldateacheravoidwhenhis/herfocusisondevelopingstudents'abilitytouse

wordsappropriately?A.Teachingboththespokenandwrittenform.B.Teachingwordsincontextandgivingexamples.C.Presentingtheform,meaning,anduseofaword.D.Askingstudentstomemorizebilingualwordlists.HYPERLINK"javascript:;"參考答案：D參考解析：本題考查語言知識(shí)教學(xué)。題干的意思：如果教師專注于培養(yǎng)學(xué)生恰當(dāng)?shù)厥褂脝卧~的能力，那么他／她應(yīng)該避免以下哪種方式?A項(xiàng)“教單詞的口語和書面形式”，B項(xiàng)“在語境中教單詞并舉例子”，C項(xiàng)“呈現(xiàn)單詞的形式、意義及用法”，D項(xiàng)“要求學(xué)生記憶雙語單詞表”。在詞匯教學(xué)中，教師不僅要講授單詞的形式，還要?jiǎng)?chuàng)設(shè)具體的語境，讓學(xué)生在運(yùn)用中加深對(duì)詞匯意義的理解，掌握詞匯的用法和功能，進(jìn)而恰當(dāng)?shù)皿w地運(yùn)用詞匯表情達(dá)意。記憶雙語單詞表屬于單純的記憶活動(dòng)，不能起到促進(jìn)學(xué)生恰當(dāng)使用詞匯的作用。故本題選D。20.Whichofthefollowingpracticesismostlikelytoencouragestudents'cooperationinlearning?A.Doingaproject.B.HavingadictationC.Takingatest.D.Copyingatext.HYPERLINK"javascript:;"參考答案：A參考解析：本題考查課堂組織活動(dòng)。題干的意思：下列哪種練習(xí)最有可能培養(yǎng)學(xué)生在學(xué)習(xí)中的合作精神?A項(xiàng)“完成項(xiàng)目”，B項(xiàng)“聽寫”，C項(xiàng)“考試”，D項(xiàng)“抄寫課文”。根據(jù)題意，在完成項(xiàng)目時(shí)需要多方合作．這最有可能培養(yǎng)學(xué)生的合作精神。故本題選A。閱讀Passage1，完成第21～25小題。

Passage1Today'sadultsgrewupinschoolsdesignedtosortusintothevarioussegmentsofoursocialandeco-nomicsystem.Theamountoftimeavailabletolearnwasfixed:oneyearpergrade.Theamountlearnedbythe

endofthattimewasfreetovary:someofuslearnedagreatdeal;some,verylittle.Asweadvancedthrough

thegrades,thosewhohadlearnedagreatdealinpreviousgradescontinuedtobuildonthosefoundations.Thosewhohadfailedtomastertheearlyprerequisiteswithintheallottedtimefailedtolearnthatwhichfol-lowed.After12or13yearsofcumulativetreatmentofthiskind,wewere,ineffect,spreadalonganachieve-mentcontinuumthatwasultimatelyreflectedineachstudent'srankinclassupongraduation.Fromtheveryearliestgrades,somestudentslearnedagreatdealveryquicklyandconsistentlyscored

highonassessments.Theemotionaleffectofthiswastohelpthemtoseethemselvesascapablelearners,and

sothesestudentsbecameincreasinglyconfidentinschool.Thatconfidencegavethemtheinneremotional

strengthtotaketheriskofstrivingformoresuccessbecausetheybelievedthatsuccesswaswithintheir

reach.Drivenforwardbythisoptimism,thesestudentscontinuedtotryhard,andthateffortcontinuedtore-sultinsuccessforthem.Theybecametheacademicandemotionalwinners.Noticethatthetriggerfortheire-motionalstrengthandtheirlearningsuccesswastheirperceptionoftheirsuccessonformalandinformalas-sessments.

Buttherewereotherstudentswhodidn'tfaresowell.Theyscoredverylowontests,beginningintheearliestgrades.Theemotionaleffectwastocausethemtoquestiontheirowncapabilitiesaslearners.Theybe-gantoloseconfidence,which,inturn,deprivedthemoftheemotionalreservesneededtocontinuetotake

risks.Astheirmotivationwarned,ofcourse,theirperformanceplummeted.Thesestudentsembarkedonwhat

theybelievedtobeanirreversibleslidetowardinevitablefailureandlosthope.Onceagain,theemotional

triggerfortheirdecisionnottotrywastheirperceptionoftheirperformanceonassessments.

Considerthereality--indeed,theparadox--oftheschoolsinwhichwewerereared.Ifsomestudents

workedhardandlearnedalot,thatwasapositiveresult,andtheywouldfinishhighintherankorder.Butif

somestudentsgaveupinhopelessfailure,thatwasanacceptableresult,too,becausetheywouldoccupy

placesverylowintherankorder.Theirachievementresultsfedintotheimplicitmissionofschools:thegrea-terthespreadofachievementamongstudents,themoreitreinforcedtherankorder.Thisiswhy,ifsome

studentsgaveupandstoppedtrying(evendroppedoutofschool),thatwasregardedasthestudent'sprob-lem,nottheteacher'sortheschool's.Onceagain,pleasenoticewhoisusingtestresultstodecidewhethertostriveforexcellenceorgiveupin

hopelessness.The"data-baseddecisionmakers"inthisprocessarestudentsthemselves.Studentsaredeci-dingwhethersuccessiswithinorbeyondreach,whetherthelearningisworththerequiredeffort,andso

whethertotryornot.Thecriticalemotionsunderpinningthedecisionmakingprocessincludeanxiety,fearof

failure,uncertainty,andunwillingnesstotakerisks--alltriggeredbystudents'perceptionsoftheirowncapa-bilitiesasreflectedinassessmentresults.Somestudentsrespondedtothedemandsofsuchenvironmentsbyworkinghardandlearningagreat

deal.Otherscontrolledtheiranxietybygivingupandnotcaring.Theresultforthemisexactlytheoppositeof

theonesocietywants.Insteadofleavingnochildbehind,thesepractices,ineffect,drovedowntheachieve-mentofatleastasmanystudentsastheysuccessfullyelevated.Andtheevidencesuggeststhatthedownside

victimsaremorefrequentlymembersofparticularsocioeconomicandethnicminorities.21.Whathasmadestudentsspreadalonganachievementcontinuumaccordingtothepassage?

A.Theallottedtimetolearn.

B.Socialandeconomicsystem.

C.Theearlyprerequisitesstudentsmastered.

D.Performanceonformalandinformalassessments.HYPERLINK"javascript:;"參考答案：C參考解析：細(xì)節(jié)理解題。根據(jù)題目中的關(guān)鍵詞定位到文章中第一段。由最后三句話“…thosewhohadlearnedagreatdealinpreviousgradescontin-uedtobuildonthosefoundationsspreadalonganachievementcontinuumthatwasultimatelyreflectedineachstudent'srankinclassupongraduation."可知，在之前的學(xué)習(xí)中掌握較多內(nèi)容的學(xué)生繼續(xù)在已有基礎(chǔ)上學(xué)習(xí)，沒有在規(guī)定時(shí)間內(nèi)掌握先決條件的人則無法繼續(xù)學(xué)習(xí)，經(jīng)過長(zhǎng)期累積，學(xué)生的成就最終反映在他們各自的排名上。所以決定學(xué)生成就的是他們?cè)缙谡莆盏膬?nèi)容。故本題選C。

22.Whatistheauthor'sattitudetowardstheoldmissionofassessment?

A.Supportive.B.Indifferent.

C.Negative.D.Neutral.HYPERLINK"javascript:;"參考答案：C參考解析：態(tài)度題。作者在第二、三段分別闡述了學(xué)校的評(píng)估對(duì)于學(xué)習(xí)好的學(xué)生和學(xué)習(xí)不好的學(xué)生的情感效應(yīng)，即學(xué)習(xí)好的學(xué)生越來越積極，學(xué)習(xí)不好的學(xué)生越來越消極。第四段提到即使學(xué)生成績(jī)不好甚至輟學(xué)，這也被認(rèn)為是學(xué)生自己的問題，而不是學(xué)?；蚪處煹呢?zé)任。作者的觀點(diǎn)是學(xué)校不該讓學(xué)生越來越消極。通過整篇的用詞諸如最后一段“thedownsidevictims”等可知，作者對(duì)于學(xué)校舊的評(píng)估工作是持消極態(tài)度的。故本題選C。

23.Whichofthefollowingisclosestinmeaningtotheunderlinedword"plummeted"inParagraph3?A.Punishedtimely.B.Spreadwidely.C.Continuedgradually.D.Droppedsharply.HYPERLINK"javascript:;"參考答案：D參考解析：詞義辨析題。根據(jù)畫線詞定位到第三段。前面說學(xué)生考試分?jǐn)?shù)不高，就會(huì)在情感上對(duì)其造成消極的影響，導(dǎo)致他們質(zhì)疑自己的學(xué)習(xí)能力，失去信心，不想繼續(xù)嘗試。隨著這樣的想法不斷加深．他們的表現(xiàn)也不可逆轉(zhuǎn)地急劇下降。由此可以推斷出plummeted與Droppedsharply“急劇下降”意思相近。故本題選D。

24.Whichofthefollowingdescribestheparadoxoftheschools?A.Discrepancybetweenwhattheysayandwhattheydo.B.Differencesbetweenteachers'problemsandschools'problems.C.Advantagesanddisadvantagesofstudents'learningopportunities.D.Students'perceptionandtherealityoftheirperformanceonassessments.HYPERLINK"javascript:;"參考答案：D參考解析：細(xì)節(jié)理解題。根據(jù)關(guān)鍵詞定位到第四段。根據(jù)原文“Theirachievementresultsfedintotheimplicitmissionofschools:thegreaterthespreadofachievementamongstudents,themoreitrein-forcedtherankorder.Thisiswhy,ifsomestudentsgaveupandstoppedtrying(evendroppedoutofschool),thatwasregardedasthestudent'sproblem,nottheteacher'sortheschool’s．”可知，學(xué)生之間成績(jī)流傳得越廣，成績(jī)的排名就越固定。結(jié)合前文及此處內(nèi)容，電就是說成績(jī)決定了學(xué)生學(xué)習(xí)的態(tài)度，態(tài)度決定了他們的排名表現(xiàn)。故本題選D。

25.Whichofthefollowingwillbetriggeredbytheassessmentresultsaccordingtothepassage?A.Students'learningefforts.B.Leaving-no-child-behindpolicy.C.Socioeconomicandethnicranking.D.Socialdisapprovalofschools'mission.HYPERLINK"javascript:;"參考答案：A參考解析：細(xì)節(jié)理解題。由倒數(shù)第二段可知，根據(jù)考試結(jié)果決定繼續(xù)努力還是放棄的是學(xué)生自己，在做此決定的過程中的重要情感都是由學(xué)生對(duì)于自己在考試中反映出的能力的態(tài)度所決定的。故本題選A。請(qǐng)閱讀Passage2，完成26～30小題。

Passage2Severalresearchteamshavefoundthatnewbornsprefertheirmothers'voicesoverthoseofotherpeople.Nowateamofscientistshasgoneanintriguingstepfurther:theyhavefoundthatnewbornscryintheirnative

language."Wehaveprovidedevidencethatlanguagebeginswiththeveryfirstcrymelodies,"saysKathleen

WermkeoftheUniversityofWurzburg,Germany,wholedtheresearch."Thedramaticfindingofthisstudyisthatnotonlyarenewbornscapableofproducingdifferentcrymel-odies,buttheyprefertoproducethosemelodypatternsthataretypicalfortheambientlanguagetheyhave

heardduringtheirfetallife,withinthelasttrimester,"saidWermke."Contrarytoorthodoxinterpretations,thesedatasupporttheimportanceofhumaninfants'cryingforseedinglanguagedevelopment."Ithadbeenthoughtthatbabies'criesareconstrainedbytheirbreathingpatternsandrespiratoryappara-tus,inwhichcaseacryingbabywouldsoundlikeacryingbabynomatterwhatthecultureis,sincebabies

areanatomicallyidentical."Theprevailingopinionusedtobethatnewbornscouldnotactivelyinfluencetheir

productionofsound,"saysWermke.Thisstudyrefutesthatclaim:sincebabiescryindifferentlanguages,theymusthavesomecontrol(presumablyunconscious)overwhattheysoundlikeratherthanbeingcon-strainedbytheacousticalpropertiesoftheirlungs,throat,mouth,andlarynx.Ifrespirationalonedictated

whatacrysoundedlike,allbabieswouldcrywithafalling-pitchpattern,sincethat'swhathappensasyou

runoutofbreathandairpressureonthethroat'ssound-makingmachinerydecreases.Frenchbabies

apparentlydidn'tgetthatmemo."GermanandFrenchinfantsproducedifferenttypesofcries,eventhough

theysharethesamephysiology,"thescientistspointout."TheFrenchnewbornsproduce'nonphysiological'risingpatterns,"showingthatthesoundoftheircriesisundertheircontrol.

Althoughphonemes--speechsoundssuchas"ki"or"sh"--don'tcrosstheabdominalbarrierand

reachthefetus,so-calledprosodiccharacteristicsofspeechdo.Thesearethevariationsinpitch,rhythm,and

intensitythatcharacterizeeachlanguage.Justasnewbornsrememberandpreferactualsongsthattheyheard

inutero,itseems,sotheyrememberandpreferboththesoundofMom'svoiceandthemelodicsignatureof

herlanguage.

Theideaofthestudywasn'ttomakethesoundofascreamingbabymoreinterestingtolisteners—good

luckwiththat--buttoexplorehowbabiesacquirespeech.Thatacquisition,itisnowclear,beginsmonthsbe-forebirth,probablyinthethirdtrimester.Newborns"notonlyhavememorizedthemainintonationpatternsof

theirrespectivesurroundinglanguagebutarealsoabletoreproducethesepatternsintheirownI

soundIpro-

duction,"concludethescientists.Newborns'"criesarealreadytunedtowardtheirnativelanguage,"giving

themaheadstartonsoundingFrenchorGerman(or,presumably,EnglishorAmericanorChineseorany-thingelse:thescientistsarecollectingcriesfrommorelanguages).Thisislikelypartoftheexplanationfor

howbabiesdevelopspokenlanguagequicklyandseeminglywithouteffort.Sure,wemaycomeintotheworld

wiredforlanguage(thankyou,NoamChomsky),butwealsobenefitfromtheenvironmentalexposurethat

tellsuswhichlanguage.Untilthisstudy,scientiststhoughtthatbabiesbecamecapableofvocalimitationnoearlierthan12weeksofage.That'swheninfantslisteningtoanadultspeakerproducingvowelscanparrotthesound.Butthat'sthebeginningoftruespeech.It'ssortofamazingthatittookthislongforscientiststorealizethatiftheywanttoseewhatsoundsbabiescanperceive,remember,andplayback,theyshouldlookatthesoundbabiesproducebest.Soletthelittleangelcry:she'spracticingtoacquirelanguage.

26.WhatdoesKathleenWermke'sresearchindicate?

A.Babiesareunabletodovocalimitation.

B.Babies'criescouldbetheirearlylanguageacquisition.

C.Babiesstartspeechacquisitionmonthsaftertheirbirth.

D.Acryingbabyisacryingbabynomatterwhatthecultureis.HYPERLINK"javascript:;"參考答案：B參考解析：細(xì)節(jié)理解題。根據(jù)“scientiststhoughtthatbabiesbecamecapableofvocalimitationnoear-lierthan12weeksofage”可知，A項(xiàng)說法錯(cuò)誤。

根據(jù)“Wehaveprovidedevidencethatlanguagebe-ginswiththeveryfirstcrymelodies”及后文可知，KathleenWermke的研究是用嬰兒哭聲聲調(diào)的不同來說明嬰兒語言的習(xí)得可能在子宮中就開始了，嬰兒的哭聲可能就是他們?cè)缙谡Z言習(xí)得的體現(xiàn)。B項(xiàng)說法正確。根據(jù)“Thatacquisition，itisnowclear，beginsmonthsbeforebirth，probablyinthethirdtrimester”可知，C項(xiàng)與原文不符。D項(xiàng)在文中直接進(jìn)行了說明，不符合題目要求。故本題選B。27.Whichofthefollowingisclosestinmeaningtotheunderlinedword"ambient"inParagraph2?

A.Surrounding.B.Familiar.

C.Foreign.D.Local.HYPERLINK"javascript:;"參考答案：A參考解析：詞義辨析題。根據(jù)畫線詞定位到第二段。改段描述了嬰兒在子宮中聽到的聲音是來自于周圍的語言。

另外文章倒數(shù)第二段中也提到了“Newborns‘notonlyhavememorized…oftheirrespectivesurroundinglanguage…”。所以“ambient”與“surroundin9”的意思接近，本題選A。familiar“熟悉的”，foreign“外國(guó)的”，local“當(dāng)?shù)氐摹薄?8.WhydoGermanandFrenchbabiesproducedifferenttypesofcriesaccordingtotheresearch?A.Becausetheycancontrolwhattheyhear.B.Becausetheycancontroltheirdifferentbreathingpatterns.C.Becausetheydon'tsharethesamephysiologicalstructure.D.Becausetheycansomehowcontroltheirsoundproduction.HYPERLINK"javascript:;"參考答案：D參考解析：推斷判斷題。根據(jù)原文第三段提到的"Thisstudyrefutesthatclaim:sincebabiescryindifferentlanguages,theymusthavesomecontrol...showingthatthesoundoftheircriesisundertheircontrol．”可知，法國(guó)嬰兒與德國(guó)嬰兒雖然具有相同的生理結(jié)構(gòu)，但他們可以發(fā)出不同類型的哭聲，這是因?yàn)樗麄兛梢钥刂谱约旱陌l(fā)聲。故本題選D。29.Whendoeslanguageacquisitionbeginaccordingtotheresearch?A.Itbeginswiththebirthofababy.B.Itbeginsbeforethebirthofababy.C.Itbeginswhenababystartsimitatingadults'speech.D.Itbeginswithababy'scrymelodiestypicalofitsmothertongue.HYPERLINK"javascript:;"參考答案：B參考解析：細(xì)節(jié)理解題。根據(jù)倒數(shù)第二段中的“Thatacquisition，itisnowclear，beginsmonthsbe-forebirth，probablyinthethirdtrimester．”可知，嬰兒在出生之前就開始了語言習(xí)得。故本題選B。30.Whatcanbeinferredfromthelastparagraph?A.Babies'crieshavelongbeentheconcernsofscientists.B.Babiesstarttheirspeechacquisitionattheageofthreemonths.C.Studyingbabies'crieshelpsusunderstandtheirspeechperception.D.Babies'truespeech,ratherthantheircries,shouldbethefocusofstudy.HYPERLINK"javascript:;"參考答案：C參考解析：推理判斷題。A項(xiàng)在最后一段中沒有被提及。該段指出以前科學(xué)家認(rèn)為嬰兒在出生后三個(gè)月才開始語言習(xí)得的觀點(diǎn)是不正確的，故B項(xiàng)無法從原文推出。根據(jù)“iftheywanttoseewhatsoundsbabiescanperceive,remember,andplayback,theyshouldlookatthesoundbabiesproducebest.Soletthelittleangelcry:she'spracticingtoac-quirelanguage”，可知研究的重點(diǎn)不僅包括真正的語言，也包括嬰兒的哭聲，而且科學(xué)家研究嬰兒的哭聲可以了解嬰兒的言語知覺，故D項(xiàng)錯(cuò)誤，本題選C。二、簡(jiǎn)答題(本大題共1小題，共20分)根據(jù)題目要求完成下列任務(wù)，用中文作答。31.簡(jiǎn)述思維導(dǎo)圖(mindmapping)的含義(4分)及其兩個(gè)用途(6分)，寫出教師在課堂教學(xué)中運(yùn)用思維導(dǎo)圖的三點(diǎn)注意事項(xiàng)(6分)，并舉一例說明思維導(dǎo)圖的用法。(4分)HYPERLINK"javascript:;"(1)思維導(dǎo)圖是一種使用圖形來組織和表達(dá)發(fā)散性思維的工具。它運(yùn)用圖文并重的技巧，把各級(jí)主題的關(guān)系用相互隸屬與相關(guān)的層級(jí)圖表現(xiàn)出來，建立主題關(guān)鍵詞與圖像、顏色等要素之間的記憶鏈接。(2)思維導(dǎo)圖的兩個(gè)用途：學(xué)生在學(xué)習(xí)中可以利用思維導(dǎo)圖組織學(xué)習(xí)內(nèi)容、整理知識(shí)框架等，以提升學(xué)習(xí)效率。例如，在預(yù)習(xí)時(shí)，學(xué)生可以利用思維導(dǎo)圖展現(xiàn)新舊知識(shí)間的聯(lián)系，促進(jìn)知識(shí)的有效遷移；在課堂上，學(xué)生可以利用思維導(dǎo)圖做課堂筆記，節(jié)省時(shí)間，方便記憶；在復(fù)習(xí)時(shí)，學(xué)生可以利用思維導(dǎo)圖有效整合知識(shí)，加強(qiáng)記憶。教師在教學(xué)中可以利用思維導(dǎo)圖制作教學(xué)計(jì)劃、整理教學(xué)設(shè)計(jì)、展示教學(xué)內(nèi)容等，以提升教學(xué)效率。例如，在語法課上，教師可以利用思維導(dǎo)圖構(gòu)建語法知識(shí)網(wǎng)絡(luò)；在閱讀課上，教師可以利用思維導(dǎo)圖展示文章組織結(jié)構(gòu)；在寫作課上，教師可以利用思維導(dǎo)圖理清寫作思路。(3)教師在課堂教學(xué)中運(yùn)用思維導(dǎo)圖的三點(diǎn)注意事項(xiàng)：①要注意相關(guān)性。思維導(dǎo)圖所歸納、總結(jié)的知識(shí)都應(yīng)圍繞某個(gè)主題來展開。教師要為學(xué)生創(chuàng)設(shè)與學(xué)習(xí)主題相關(guān)的、學(xué)生感興趣的問題情境，激發(fā)學(xué)生的學(xué)習(xí)興趣，調(diào)動(dòng)其學(xué)習(xí)積極性，然后指導(dǎo)學(xué)生以問題情境為中心構(gòu)建思維導(dǎo)圖。②要注意靈活性。思維可視化的形式應(yīng)依據(jù)不同問題的性質(zhì)而自由變化，不必拘泥于固定的思路和風(fēng)格。③要注意適度性。思維導(dǎo)圖只是一種輔助教學(xué)的工具，教師不能完全依賴它。(4)案例：在閱讀篇幅長(zhǎng)、生詞多、文章結(jié)構(gòu)和層次復(fù)雜或不太清晰的文章時(shí)，先由教師呈現(xiàn)思維導(dǎo)圖，大概地介紹全文大意，幫助學(xué)生整體理解文章；然后，根據(jù)中心主題和主干提出問題，學(xué)生帶著問題分部分、分層次閱讀，突出重點(diǎn)，關(guān)注細(xì)節(jié)，加深理解；閱讀后，可讓學(xué)生在小組內(nèi)進(jìn)行分享和交流，此時(shí)教師在多媒體課件中利用思維導(dǎo)圖呈現(xiàn)答案的關(guān)鍵詞，幫助學(xué)生梳理知識(shí)點(diǎn)；最后，教師引導(dǎo)學(xué)生根據(jù)思維導(dǎo)圖的提示復(fù)述課文內(nèi)容。三、教學(xué)情境分析題

32.下面片段選自某高中英語課堂教學(xué)實(shí)錄。

T..Goodmorning,boysandgirls.Wetalkedaboutsomeverbsyesterday.NowI'dliketoseewhetheryouhavelearnedtousethem.Areyouready?

Ss:Yes.

T:Listen!Yesterday,youweregoingtoplayfootballafterschoolwhenitbegantorain,soyoutidn'tdoit.Canyoudescribeitwiththeword"prevent"?Whowouldliketohaveatry?

S1:Wedidn'tplayfootballyesterdaybecauseasuddenrainpreventedus.

T:OK.Butwouldyoupleasebeginyoursentencewith"Thesuddenrain..."?Who'dliketotry?

S2:Thesuddenrainpreventedustoplayfootballyesterday.

T:Oh,youaresoquick,andyouarealmostright.Dowesay"preventsomebodytodosomething"or"preventsomebody..."

S3:Oh.Thesuddenrainpreventedusfromplayingfootballyesterday.

T:Prefect.Let'sreadS3'ssentencetogetherandremembertheverbpatternof“prevent”，OK?根據(jù)該教學(xué)片段回答下面四個(gè)問題：(1)該教師采取了什么方式引出復(fù)習(xí)鞏固的內(nèi)容?(5分)(2)當(dāng)該教師發(fā)現(xiàn)學(xué)生沒有完全掌握所學(xué)內(nèi)容時(shí)，采取了什么補(bǔ)救方法?(5分)(3)這種補(bǔ)救方法有哪兩個(gè)優(yōu)點(diǎn)?(10分)(4)該教師復(fù)習(xí)鞏固所教內(nèi)容還可以采用其他哪兩種方法?(10分)HYPERLINK"javascript:;"(1)該教師采用了提問的方式引出復(fù)習(xí)鞏固的內(nèi)容。為了檢測(cè)學(xué)生是否掌握所學(xué)動(dòng)詞“prevent”的用法。該教師創(chuàng)設(shè)了相關(guān)情境，逐步引導(dǎo)學(xué)生回答問題，達(dá)到使學(xué)生鞏固單詞、學(xué)以致用的目的。(2)該教師用的補(bǔ)救方法為提示法。該教師的初衷是讓學(xué)生能夠正確運(yùn)用“preventsb．fromdoingsth．”結(jié)構(gòu)，當(dāng)學(xué)生未能使用此用法時(shí)，該教師用句子的開頭部分“Thesuddenrain…”來提示學(xué)生說出完整的句子以達(dá)到鞏固該動(dòng)詞用法的效果。(3)這種補(bǔ)救方法的兩個(gè)優(yōu)點(diǎn)：①具有啟發(fā)性，能促進(jìn)學(xué)生積極思考。在詞匯鞏固教學(xué)中，教師通過提示部分相關(guān)信息啟發(fā)學(xué)生回憶所學(xué)單詞的相關(guān)用法，讓學(xué)生主動(dòng)建構(gòu)知識(shí)，使之印象更深，并且有利于培養(yǎng)學(xué)生的自主學(xué)習(xí)意識(shí)。②具有針對(duì)性，能節(jié)省時(shí)間，突出重點(diǎn)?！皃reventsb．fromdoingsth．”是“prevent”的重要用法。該教師帶領(lǐng)學(xué)生鞏固此用法，重點(diǎn)突出，針對(duì)性強(qiáng)，注重實(shí)效，做到了有的放矢。(4)復(fù)習(xí)鞏固所教內(nèi)容還可以采用的其他兩種方法：①測(cè)試法。教師可以將帶有“prevent”的句子改編成填空題或選擇題對(duì)學(xué)生進(jìn)行測(cè)試，測(cè)試結(jié)束后可帶領(lǐng)學(xué)生朗讀完整的句子，鞏固“preventsb．fromdoingsth．”的用法。此方法可以加深學(xué)生對(duì)該詞的記憶和理解。②對(duì)比法。教師可以讓學(xué)生進(jìn)行頭腦風(fēng)暴，想出與“prevent”相關(guān)的詞組及例句，如“avmddoingsth．”“preventsb．fromdoingsth．”等，并對(duì)比區(qū)分不同動(dòng)詞的用法。該方法能夠激發(fā)學(xué)生的思考、活躍學(xué)生的思維，讓學(xué)生對(duì)知識(shí)點(diǎn)進(jìn)行系統(tǒng)學(xué)習(xí)，達(dá)到鞏固知識(shí)的目的。四、教學(xué)設(shè)計(jì)題(本大題1小題，40分)根據(jù)提供的信息和語言素材設(shè)計(jì)教學(xué)方案，用英文作答。33．設(shè)計(jì)任務(wù)：請(qǐng)閱讀下面學(xué)生信息和語言素材，設(shè)計(jì)20分鐘英語閱讀的教學(xué)方案。教案沒有固定格式，但須包含下列要點(diǎn)：·teachingobjectives·teachingcontents·keyanddifficultpoints·majorstepsandtimeallocation·aetivitiesandjustifications教學(xué)時(shí)間：20分鐘學(xué)生概況：某城鎮(zhèn)普通中學(xué)高中一年級(jí)學(xué)生，班級(jí)人數(shù)40人。多數(shù)學(xué)生已經(jīng)達(dá)到《普通高中英語課程標(biāo)準(zhǔn)(實(shí)驗(yàn))》五級(jí)水平。學(xué)生課堂參與積極性一般。語言素材：

TheThreeGorgesDam

"Wallsofstonetoholdbackcloudsandrain"

MaoZedongwroteapoeminwhichhedreamedof"wallsofstonetoholdbackcloudsandraintillasmoothlakerisesinthenarrowgorges".Nowhisdreamhascometrue.ThepoweroftheYangtzeRiver,whichistheworld"thirdlongestriver,hasbeenharnessedbytheThreeGorgesDam.

TheThreeGorgesDam,whichisthebiggestconstructionprojectinChinasincethebuildingoftheGreatWallandtheGrandCanal,hasbeenbuilttocontrolfloodingandprovidehydro-electricpowerforthecentralregionofChina.Thedamisnearly200metershighand1.5kilometerswide.Itisthelargesthydro-electricpowerstationanddamintheworldandhascostmorethananyotherconstructionprojectinhistory.SunYat-sen,whowastheleaderofthe1911Revolution,firstsuggestedtheideaofadamacrosstheYangtzeRiverin1919.ThreequartersofChina'senergyisproducedbyburningcoal.In1993,Chinaused1.2billiontonsofcoalforheatingandgeneratingelectricity.Unfortunately,burningcoalcausesse-riousairpollutionandincreasesglobalwarming.Thedamwillgenerateelectricityequaltoabout40mil-liontonsofcoatwithoutcausingsomuchairpollution.

Thereservoirhasflooded2cities,11counties,140townsandmorethan4,000villages.Morethanamillionpeoplewholivedintheregionhavemovedfromtheirhomes.Nowthey'relivinginahappynewlifeindifferentareas.

TheThreeGorgesareaisoneofthemostbeautifulareasofChinaandtheprojecthasfloodedsomeofChina'smostfamoushistorical