2012年下半年中學教師資格認定考試(高級英語學科知識與教學能力)真題試卷

1、2012年下半年中學教師資格認定考試（高級英語學科知識與教學能力）真題試卷（總分：66.00，做題時間：90分鐘）一、單項選擇題（總題數(shù)：22，分數(shù)：60.00）1.Itwasbetween1830and1835themodernnewspaperwasborn.whenthatVwhichwhile解析：解析：考查強調(diào)句。該結構為Itis/was+被強調(diào)部分+that+其它部分。故選Bowhohadarrestedhimthreetimesforsmuggling.BeforeJohnstoodthepolicemanVBeforethepolicemanstoodJohnBeforethe

2、policemanJohnstoodBeforeJohnthepolicemanstood解析：解析：考查倒裝句和定語從句。當句首為表示地點的介詞詞組時，句子要全部倒裝，故排除C、D兩項。由語境可知，由關系代詞who引導的定語從句，其先行詞為policeman。定語從句中的先行詞一般出現(xiàn)在關系代詞前，故選A。該句轉(zhuǎn)變成正常語序為ThepolicemanwhohadarrestedhimthreetimesforsmugglingstoodbeforeJohnJohncanplaytheguitar,and.MaryplaytheviolinMarycantheviolinMarycanplay

3、MarytheviolinV解析：解析：考查省略句。在并列分句中，相同的謂語部分一般都可以省略。句意為“約翰會彈吉他，瑪麗會拉小提琴”。Anthony,ameticulousyoungman,wateredhisneighborsplantsonceaweekwhiletheywereonvacation.eagerlyperpetuallydiligentlyVhaphazardly解析：解析：考查副詞辨析。句意為“Anthony是個細心的人，在鄰居外出旅游期間，他每周一次幫他們灌溉植物”eagerly“渴望地，熱切地”，perpetually“永恒地，終身地”，diligently“勤奮地

4、”，haphazardly“偶然地隨意地，雜亂地”。C最符合句意。TheEurohas,butthedollarisup.deprecateddepreciatedVdepresseddepraved解析：解析：考查動詞辨析。由轉(zhuǎn)折連詞but可知前半句意為“歐元貶值”，deprecated“不贊成，反對”，depreciated“貶值，跌價”，depressed“壓低，使沮喪”，depraved“墮落”。故選B。Dog-sittingforBuddyiseasytodo;heisaandobedientpet.delectablecommonplacemeddlesomedocileV解析：解

5、析：考查形容詞辨析?？崭裉帒钊牒蚾bedient意思相近的形容詞.delectable“令人愉快的，讓人喜愛的”。commonplace“平凡的，普通的”,meddlesome“好干預的，愛管閑事的”，docile“溫順的，馴服的”。故選D。WhichofthefollowingsetsofphoneticfeaturescharacterizestheEnglishphoneme+semi-closed,+back,-rounded+semi-open,+back,+roundedV+closed,+back,+rounded+open,+front,+rounded解析：解析：考查語音知

6、識。元音一般從四個方面進行描述：舌位(high,mid,low)，舌頭最高部位的位置(front,central,back),長度(long,short)或緊張度(tense,lax),唇的開口度(rounded,unrounded)。故選B。Thephoneme/n/inthefirstwordofallthefollowingphraseschangesto/m/exceptopenbookopenmarketbrownpaperbrownhatV解析：解析：考查語音知識。D項第二個單詞音標以h開頭，是聲門音(glottal)；其他第二個單詞的音標都是以雙唇音(bilabial)開頭。Ju

7、lietsaysinShakespearesRomeoandJuliet:Whatsinaname?Thatwhichwecallarosebyanyothernamewouldsmellassweet.Herwordspinpointthefactthatlanguageis.recursivearbitraryVculturallyspecificcreative解析：解析：考查語言的特征。語言的任意性指的是語言符號的形式與意義之間沒有必然和本質(zhì)的聯(lián)系。(就算給玫瑰取任何其它的名字,它聞起來還是一樣的芬芳。)Whichofthefollowingisaslipoftongue?Acupof

8、tea.Agraytape.Loopbeforeyouleak.VUsethekeytoopenthedoor.解析：解析：考查語言中的口誤現(xiàn)象。C項為口誤，正確說法是Lookbeforeyouleap.(三思而后行。)Ateacherhandedoutalistoftwentyifsentencesandaskedstudentstodiscussandfindoutthegrammaticalrules.Whatstheteachersgrammarteachingmethod?Deduction.Presentation.Consolidation.Induction.V解析：解析：考查

9、語法教學法。歸納法(Induction)是指給出一些例子，讓學生通過討論等方式自己總結語法規(guī)則。演繹法(Deduction)是先說明語法結構，之后讓學生進行練習。該題干描述的是歸納法的特征。Whenyoufocusonutterancefunctionandexpectedresponsebyusingexampleslikeapology/acceptance,inform/acknowledge,youareprobablyteachinglanguageatthe.lexicalleveldiscourselevelVstorylevelgrammaticallevel解析：解析：考查英

10、語教學方式。A項意為“詞匯上”，B項意為“語篇上”，C項意為“故事上”，D項意為“語法上”。根據(jù)題干表述可知，通過apology（道歉）/acceptance（接受），inform（通知）/acknowledge（收到）的例子來集中探討“言語功能”以及“期待反應”，屬于語篇的教學。故選B。AskingstudentstoexplainnewwordsinatextwithknownwordsisNOTanactof.elicitationreinforcementmanagementproductionV解析：解析：考查詞匯教學。用已知的詞解釋未知的詞，是一種啟發(fā)式的詞匯教學法，是對已知詞義的

11、加強和對已有知識的運用，而不是生成。Whichofthefollowingisanaccuracy-orientedspeakingactivity?Identifyingparticularphonemesonthetape.VActingouttherolesintheclassroom.Greetingpeopleinformallyinpairs.Havingdiscussioningroups.解析：解析：考查口語教學。只有A項“通過磁帶確定個別音素”屬于表現(xiàn)準確性的語言行為。B為在課堂上扮演角色，C為互致問候，D為小組討論。WhichofthefollowingisNOTasuit

12、ablepre-listeningactivity?Writingasimilartext.VDiscussingarelevantpicture.Writingquestionsaboutthetopic.Associatingvocabularywiththetopic.解析：解析：考查聽力教學。A項意為“寫一篇相關的文章”，B項意為“討論相關的圖片”，C項意為寫與話題相關的問題”，D項意為“讀與話題相關的問題”。聽前活動指的是在聽材料之前讓學生做好聽音準備的各種教學活動。一般有學習新單詞、觀看相關圖片、提出啟發(fā)性問題或介紹相關背景知識等活動。寫一篇相關的文章，時間太長，不屬于聽前準備活動

13、。故選A。Writingexercisessuchascompletion,reproduction,compression,andtransformationaremainlythetypeofexerciseusedintask.imitativewritingVguidedwritingfreewritingcreativewriting解析：解析：考查寫作教學。寫作練習，例如完形，復制，壓縮，轉(zhuǎn)換，這些主要都是模仿式寫作的練習步驟。Theconversationbelowshowsthattheteacher.Student:Imverydown.Mydadgetseriouslyil

14、llastweek,andIm.Teacher:No,notget.Saygotbecauseitsinthepast.focusedonaccuracyonlyVlackedconfidenceinstudentshadagoodrapportwithstudentsfailedtounderstandwhatthestudentssaid解析：解析：考查課堂糾錯方式。該教師沒有全面的看待學生的回答，只是一味地糾正學生的語法錯誤是只注重語法準確性的表現(xiàn)。18.Ifateachergetsanincorrectanswerfromstudents,itsmostappropriateforhi

15、morhertosayinordertoencouragethem.No,Idontlikeyouranswers.Nonsense,itsnotwhatIwant.Youranswerisfarbeyondthepoint.Youmissedthepoint,butImgladyoumentionedanotherpoint.V解析：解析：解新：考查課堂糾錯方式。當學生回答錯誤時，教師應在指出錯誤的同時對其進行鼓勵，其他三項均只有對學生的批評。Whenastudentsaidinclass,Igoedthereyesterday,theteacherresponded,Sayitagain,

16、please.Theresponseisanexampleof.recastBmodificationVpositivefeedbackpostponedfeedback解析：解析：考查教學反饋。recast意為“重述”；modification意為“修正，修改”；positivefeedback意為“積極反饋”；postponedfeedback意為“延時反饋”。教師讓學生把錯誤的句子重說一遍，是希望他進行修改。Whenstudentsengageingroupwork,theteachermovesaroundtoprovidehelpifnecessaryandmakesuretheya

17、redoingthetaskproperly.Thisiscalled.instructingVobservingmonitoringevaluating解析：解析：考查教師在課堂教學中的角色。當學生小組合作學習時，老師在旁邊調(diào)控、了解活動進程必要時給予指導和幫助，以確保同學們能高效地參與課堂活動。此處，教師發(fā)揮了指導者的作用。Althoughtheearliestfilmsincinemaweredoneintheshotwithoutanyediting,cuttingissofundamentaltothemediumthatitbegantoemergerelativelyquickl

18、y.Therewasabasicdisparitybetweentheamountoffilmthatacamerasmagazinecouldholdandtheevolvingdesireoffilmmakersandaudiencesforlongerandmoreelaboratestoryfilms.Onlybyeditingshotstogethercouldforexample,createsanarrativebyassemblingaseriesofscenes,witheachscenefilmedinasingleshotTheeditpointsoccurbetween

19、thescenes,inordertolinkthemtogetherTheGreatTrainRobbery(1903),directedbyEdwinSPorter(1870-1941),followsabandofwesternoutlawsrobbingatrainandinterruptsthechronologyoftheactionwithacutawayshowingtherescueofatelegraphoperatorwhomtheoutlawsearlierhadtiedupFollowingthecutaway,Porterintroducesasecondlineo

20、faction,showingtheroundupofaposeandthepursuitoftheoutlawsFilmhistorianscommonlycitethisasanearlyexampleofparallelediting,showingtwolinesofnarrativeactivehappeningatthesametime,althoughPortersuseofthisdevicehereisambiguousItsnotclearthathemeansfortheparalleleditingtoestablishthatthetwolinesofactionar

21、einfacthappeningsimultaneouslyInotherrespects,editinginTheGreatTrainRobberyremainsveryprimitive,withcutsusedonlytojoinscenesandwithnointercuttinginsideasceneIncontrastwithPorter,DWGriffith(1875-1948)freedthecamerafromtheconventionsofstageperspectivebybreakingtheactionofscenesintomanydifferentshotsan

22、deditingtheseaccordingtotheemotionalandnarrativerhythmsoftheactionGriffithexploredthecapabilitiesofeditinginthefilmshemadeatBiographstudiofrom1908to1913,primarilytheuseofcontinuitymatchestolinkshotssmoothlyandaccordingtotheirdramaticandkinestheticpropertiesCuttingfromfull-figureshotstoaclose-upaccen

23、tuatedthedrama,andmatchingtheactiononacutasacharacterwalksfromanexteriorintoadoorwayand,inthenextshot,entersaninteriorsetenabledGriffithtoformfilminglocationsthatwerephysicallyseparatedbutadjacentintermsofthetimeandplaceofthestoryGriffithbecamefamousforhisuseofcrosscuttinginthemanyridestotherescueth

24、atclimaxhisfilmsInTheGirlandHerTrust(1912),forexample,Griffithcutsbackandforthfromapairofrobbers,whohaveabductedtheheroineandareescapinginarailroadpumpcar,tothehero,whoisattemptingtoovertakethembytrainByintercuttingtheselinesofaction,Griffithcreatessuspense,andbyshorteningthelengthsoftheshots,heacce

25、leratesthepace.Crosscuttingfurnishedafoundationfornarrativeincinema,andthereislittlestructuraldifferencebetweenwhatGriffithdidherandwhatalaterfilmmakersuchasStevenSpielberg(b.1946)doesinJaws(1975).GriffithextendedhisfluiduseofcontinuityeditingandcrosscuttinginhisepicsTheBirthofaNation(1915)andIntole

26、rance(1916).Thelatterfilmisasupremeexampleofcrosscutting,whichishereusedtotellfourstoriessetindifferenttimeperiodsinsimultaneousfashion.longernarrativeformsbeachievedATriptotheMoon(1914),directedbyGeorgeslongernarrativeformsbeachievedATriptotheMoon(1914),directedbyGeorges(1861-1938),.Whatsthisreadin

27、gmainlyabout?Filmsoftheearlytwentiethcentury.Howfilmcriticisminfluencedart.CThedevelopmentoffilmeditingVD.ThefilmtechniqueofDW.Griffith.解析：解析：文章主要講述的是電影剪輯方式的發(fā)展、演變。故選CoTheunderlinedwordabductedinParagraph5probablymeansAannoyedBkidnappedVCrapedDrobbed解析：解析：劃線處為“強盜綁架了女主人公”，故選BoWhopopularizedparalleledi

28、ting?DStevenSpielbergdid解析：解析：由文章第二、三段可知，EdwinS.Porter的平行剪輯只是停留在初始階段，而D.W.Griitith才使之成熟、流行起來。Whichofthefollowingfilmsisanexcellentexampleofcrosscutting?TheGreatTrainRobberyTheGirlandHerTrustTheBirthofaNationIntoleranceV解析：解析：由文章最后兩句Griffithextendedhisfluiduseofcontinuityeditingandcrosscuttinginhisep

29、icsTheBirthofaNation(1915)andIntolerance(1916)Thelatterfilmisasupremeexampleofcrosscutting”可知Intolerance是交叉剪輯手法的經(jīng)典影片。.Whatcanbeinferredfromthepassage?Camerasmagazineeditors,filmmakersandaudienceshavethesamedesireforlongerandmoreelaboratestoryfilms.Jawsemployedastructurallydifferenttechniquethancross

30、cutting.StevenSpielbergusedcrosscuttinginJaws.VGriffithinventedparallelediting.解析：解析：由文章最后一段第四句可推出，斯皮爾伯格在Jaws中也使用了交叉剪輯手法。ThefirsttimeIquestionedtheconventionalwisdomonthenatureofahealthydiet,Iwasinmysaladdays,almost40yearsago,andthesubjectwassalt.Researcherswereclaimingthatsaltsupplementationwasunne

31、cessaryafterstrenuousexercise,andthisadvicewasbeingpassedonbyhealthreporters.AllIknewwasthatIhadplayedhighschoolfootballinsuburbanMaryland,sweatingprofuselythroughdoublesessionsintheswamplike90-degreedaysofAugust.Withoutsaltpills,Icouldntmakeitthroughatwo-hourpractice;Icouldntwalkacrosstheparkinglot

32、afterwardwithoutcramping.Whilesportsnutritionistshavesincecomearoundtorecommendthatweshouldindeedreplenishsaltwhenwesweatitoutinphysicalactivity,themessagethatweshouldavoidsaltatallothertimesremainsstrong.Saltconsumptionissaidtoraisebloodpressure,causehypertensionandincreasetheriskofprematuredeath.T

33、hisiswhytheDepartmentofAgriculturesdietaryguidelinesstillconsidersaltPublicEnemyNo.1,comingbeforefats,sugarsandalcohol.ItswhythedirectoroftheCentersforDiseaseControlandPreventionhassuggestedthatreducingsaltconsumptionisascriticaltolong-termhealthasquittingcigarettes.Andyet,thiseat-less-saltargumenth

34、asbeensurprisinglycontroversialanddifficulttodefend.Notbecausethefoodindustryopposesit,butbecausetheactualevidencetosupportithasalwaysbeensoweak.WhenIspentthebetterpartofayearresearchingthestateofthesaltsciencebackin1998alreadyaquartercenturyintotheeat-less-saltrecommendationsjournaleditorsandpublic

35、healthadministratorswerestillremarkablycandidintheirassessmentofhowflimsytheevidencewasimplicatingsaltasthecauseofhypertension.While,backthen,theevidencemerelyfailedtodemonstratethatsaltwasharmful,theevidencefromstudiespublishedoverthepasttwoyearsactuallysuggeststhatrestrictinghowmuchsaltweeatcaninc

36、reaseourlikelihoodofdyingprematurely.Putsimply,thepossibilityhasbeenraisedthatifweweretoeataslitdesaltastheU.S.D.A.andtheC.D.C.recommend,wedbeharmingratherthanhelpingourselves.Whyhavewebeentoldthatsaltissodeadly?Well,theadvicehasalwayssoundedreasonable.Ithaswhatnutritionistsliketocallbiologicalplaus

37、ibility.Eatmoresaltandyourbodyretainswatertomaintainastableconcentrationofsodiuminyourblood.Thisiswhyeatingsaltyfoodtendstomakeusthirsty:wedrinkmore;weretainwater.Theresultcanbeatemporaryincreaseinbloodpressure,whichwillpersistuntilourkidneyseliminatebothsaltandwater.Thescientificquestioniswhetherth

38、istemporaryphenomenontranslatestochronicproblems:ifweeattoomuchsaltforyears,doesitraiseourbloodpressure,causehypertension,thenstrokes,andthenkillusprematurely?Itmakessense,butitsonlyahypothesis.Thereasonscientistsdoexperimentsistofindoutifhypothesesaretrue.TheN.I.H.hasspentenormoussumsofmoneyonstudi

39、estotestthehypothesis,andthosestudieshavesingularlyfailedtomaketheevidenceanymoreconclusive.Withnearlyeveryonefocusedonthesupposedbenefitsofsaltrestriction,littleresearchwasdonetolookatthepotentialdangers.Butfouryearsago,Italianresearchersbeganpublishingtheresultsfromaseriesofclinicaltrials,allofwhi

40、chreportedthat,amongpatientswithheartfailure,reducingsaltconsumptionincreasedtheriskofdeath.Saltpillsseemtobeakindofsubstancewhich.A.improvesonesperformanceinsportscompetitionprovidesonewithnecessarysaltsupplementationpreventsonefrombeingaddictedtosaltDprovidesonewithextraenergyV解析：解析：根據(jù)第一段最后一句可知，如果

41、沒有saltpills的話，作者根本不可能做運動或走路，因此可推出saltpills可以提供能量。Accordingtothepassage,whenwerepeoplerecommendedtoeatlesssalt?AAroundtheearly1990sBAroundtheearly1980sCAroundtheearly1970sVDAroundtheearly1960s解析：解析：作者在第一段說，他第一次質(zhì)疑健康飲食的本質(zhì)以鹽為主題，是在40年前，因此可得出答案為20世紀70年代左右。Accordingtotheauthor,eatingmoresaltAhasshorttermef

42、fectuponpeoplesbloodpressureVBhaslongtermeffectuponpeoplesbloodpressureChasnegativeeffectuponpeopleshealthDhasnoeffectuponpeopleshealth解析：解析：文章倒數(shù)第三段說，鹽會對血壓有短期的影響，但是否會造成長期影響，還有待認證。故選A。.Whatthepassagetriestotellthereaderisthat.A.foodindustrymisledpeopleaboutsaltconsumptionB.strictsaltconsumptionisnece

43、ssaryforpeopleshealthsaltconsumptionhasnodirecteffectuponpeopleshealthDthesuggestionofstrictsaltconsumptionmightbemisleadingV解析：解析：整篇文章的大意是，鹽對人的健康的影響其實并未得到證實，因此，嚴格控制鹽的攝入量可能誤導了人們對鹽的負面作用的認識。ItcanbeinferredthattheauthorisAsupportiveoftheeat-less-saltcampaignBsuspiciousoftheeat-less-saltargumentVCsarcas

44、ticoftheeat-less-saltargumentDneutraloftheeat-less-saltargument解析：解析：由文章可知，作者對于鹽攝入量的爭論是持懷疑態(tài)度的。二、簡答題(總題數(shù)：1，分數(shù)：200)21根據(jù)題目要求完成下列任務。用中文作答。課堂教學目標的設定通常需要關注四個要素：Who,Willdowhat,Underwhatcondition，Towhatdegree。請根據(jù)上述四個要素簡述下列教學目標所存在的問題，并改寫該教學目標。TeachingObjectives:EnablestudentstotalkaboutfestivalsandcustomsinE

45、nglishandexpressorsupportanopinionwithsuitableexpressions正確答案：(正確答案：該教學目標中只有who和willdowhat，但沒有說明underwhatconditions和towhatdegree。另外，教學目標的確定應體現(xiàn)以學生為中心的原則。學生是學習的主體，這是現(xiàn)代教育的基本理念。教師要從學生的角度考慮,以學生的知識、技能和情感態(tài)度的發(fā)展為目標,準確定位教學目標。教學目標的行為主體應是學生的發(fā)展，而不是教師是否完成的預定的教學任務。所以應對其進行補充修改。教學目標應改為：Teachingobjectives(1)Knowledge

46、objectiveStudentscanlearnsomeusefulwordsandexpressionsinthistextlikefeast,gather,belief,dressup,playatrickon,admire,poet,lookforward,dayandnight,etc.(2)AbilityobjectivesStudentscanknowdifferentfestivalsandcelebrationsaroundtheworld.StudentscantalkaboutChinesefestivalsandcustomsinEnglishandgettoknows

47、omeinformationaboutforeignfestivals(3)EmotionalobjectiveStudentscanhaveafurtherunderstandingofdifferentfestivalsandcelebrationsaroundtheworldandatthesametimerespectthedifferentfestivalcustomsindifferentcountries)解析：三、教學情境分析題(總題數(shù)：1，分數(shù)：200)22根據(jù)題目要求完成下列任務。用中文作答。請閱讀下面一位教師的課后教學反思：一節(jié)英語課的教學反思：第一，每個教學步驟都有明確

48、的設計意圖和師生對應活動，受時間和內(nèi)容限制，學生即興反應和表達時間不足，課堂靈活性不夠。第二，本課以“詩歌體驗和欣賞”為目標，教學有重點，有針對性。學生大膽表達個人見解但對如何有效糾正學生錯誤缺乏經(jīng)驗，需要今后進一步探討。第三，課堂以英語童謠導人，介紹英語詩歌和英譯唐詩宋詞，引導學生感受英漢名詩，體會詩歌所表達的情感，欣賞詩歌的美。詩歌選材很重要，既要考慮難易度，還要關注創(chuàng)作背景和文化內(nèi)涵。第四，開展“互動一發(fā)生式”教學，組織小組合作學習，但由于教學容量大，師生問答少，參與度不高，效率難以保證。任務要求：根據(jù)上述教學反思回答下列三個問題，答案不得照搬原文。(1)判斷這是一節(jié)什么內(nèi)容的課型，其教

49、學目的是什么?(2)這位教師從哪四個方面進行了教學反思?(3)列出兩個該教師認為值得關注的問題。正確答案：(正確答案：(1)這是一節(jié)以“詩歌體驗和欣賞”為目的的講評課課型。目的是介紹英語詩歌和翻譯為英文的中國詩歌，使學生體會英漢詩歌的文法和表達的情感，關注詩歌的創(chuàng)作背景和文化內(nèi)涵。同時練習口語。(2)教學步驟安排、教學目標、教學內(nèi)容和教學方式。(考生可圍繞要點作出適當?shù)年U述)(3)教學步驟的安排(時間的安排)；教學內(nèi)容的選擇等。(考生可圍繞要點作出適當?shù)年U述)解析：四、教學設計題（總題數(shù)：1，分數(shù)：2.00）23.設計任務：根據(jù)所提供信息和語言素材設計一節(jié)說寫課的教學方案。該方案應突出下列要點：teachingobjectivesteachingcontentskeyanddifficultpointsmajorstepsandtimeallocationactivitiesandjustifications學生概況：某城鎮(zhèn)普通中學高中二年級學生。班級人數(shù)40人，多數(shù)學生已經(jīng)達到普通高中英語課程標準（實驗）六級水平，學生課堂參與積極性較高。語言素材：SPEAKINGTASKNowyouhavethechancetocreateanewfestival.Talkwithyourpartnerandmakeanameforyourfestival.