2018年上教師資格證高級英語真題

2018年上半年中小學教師資格考試英語學科知識與教學能力試題（高級中學）注意事項：1．考試時間120分鐘，滿分150分。2．請按規(guī)定時間在填涂、作答。在試卷上作答無效，不予評分。一、單項選擇題（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項中選擇一個最佳答案，請用2B鉛筆把答題卡上對應題目的答案字母按要求涂黑。錯選、多選或未選均無分。 1.Thesoundof“ch”in“teacher”is( ).voiceless,post-alveolar,andaffricativevoiceless,dental,andfricativevoiced,dental,andfricativevoiced,post-alveolar,andplosive 2.Themaindifferencebetween/m/,/n/,and/?/liesin( ).mannerofarticulationsounddurationplaceofarticulationvoicing 3.Sheis( ),fromherrecording,thediariesofSimonForman. A.transcribing B.keeping C.paraphrasing D.recollecting 4.Neithertheunpleasantexperiencesnorthebadluck( )himdiscouraged.A.havecaused B.hascausedC.hasmade D.havemade 5.Mr.Joehasworkedveryhardinthepasttwoyearsandhaspaidallhisdebts( )thelastpenny. A.by B.to C.until D.with6.Themessagecametothevillagers( )theenemyhadalreadyfledthevillage.A.whichB.whoC.thatD.where7.Wemustimprovethefarmingmethod()wemaygethighyields.A.incaseB.inorderthatC.nowthat8.—DoyoumindifIsmokehere?—( ).D.evenifA.Yes,Idon'tB.Yes,youmayC.No,notatallD.Yes,1won’tWhatisthemainrhetoricdeviceusedin“Theplowmanhomewardplodshiswearyway.”?( ) A.Metaphor. B.Metonymy. C.Synecdoche. D.Transferredepithet.—A:Let’sgotothemovietonight.—B:I’dliketo,ButIhavetostudyforanexam. Intheconversationabove,B’sdeclineoftheproposaliscategorizedasakindof( ).illocutionaryactperlocutionaryactpropositionalconditionD.sincerityconditionWhichofthefollowingactivitiesisNOTtypicaloftheTask-BasedLanguageTeachingmethod?A.Problem-solvingactivities.Opinionexchangeactivities.Information-gapactivities.Patternpracticeactivities.Ifateachershowsstudentshowtodoanactivitybeforetheystartdoingit,he/sheisusingthetechniqueof().A.presentationB.demonstrationC.elicitationD.evaluationWhenateacherasksstudentstodiscusshowatextisorganized,he/sheismostlikelytohelpthem( ).evaluatethecontentofthetextanalyzethestructureofthepassagesomestudentsgaveupandstoppedtrying(evendroppedoutofschool).thatwasregardedasthestudent’sproblem,nottheteacher’sortheschool’s.Onceagain,pleasenoticewhoisusingtestresultstodecidewhethertostriveforexcellenceorgiveupinhopelessness.The“data-baseddecisionmakers”inthisprocessarestudentsthemselves.Studentsaredecidingwhethersuccessiswithinorbeyondreach,whetherthelearningisworththerequiredeffort,andsowhethertotryornot.Thecriticalemotionsunderpinningthedecisionmakingporocessincludeanxiety,fearoffailure,uncertainty,andunwillingnesstotakerisks-alltriggeredbystudents’perceptionsoftheirowncapabilitiesasreflectedinassessmentresults.Somestudentsrespondedtothedemandsofsuchenvironmentsbyworkinghardandlearningagreatdeal.Otherscontrolledtheiranxietybygivingupandnotcaring.Theresultforthemisexactlytheoppositeoftheonesocietywants.Insteadofleavingnochildbehind,thesepractices,ineffect,drovedowntheachievementofatleastasmanystudentsastheysuccessfullyelevated.Andtheevidencesuggeststhatthedownsidevictimsaremorefrequentlymembersofparticularsocioeconomicandethnicminoritie.21.Whathasmadestudentsspreadalonganachievementcontinuumaccordingtothepassage?( )A.Theallottedtimetolearn.Socialandeconomicsystem.Theearlyprerequisitesstudentsmastered.Performanceonformalandinformalassessments.22.Whatistheauthorsattitudetowardstheoldmissionofassessment?()A.Supportive.Indifferent.Negative.Neutral.23.Whichofthefollowingisclosestinmeaningtotheunderlinedword“plummeted”inParagraph3?( )Punishedtimely.Spreadwidely.Continuedgradually.Droppedsharply.24.Whichofthefollowingdescribestheparadoxoftheschools?( )A.Discrepancybetweenwhattheysayandwhattheydo.Differencesbetweenteacher’sproblemsandschools’problems.Advantagesanddisadvantagesofstudents’learningopportunities.Students’perceptionandtherealityoftheirperformanceonassessments.25.Whichofthefollowingwillbetriggeredbytheassessmentresultsaccordingtothepassage?( )Students’learningefforts.leaving-no-child-behindpolicy.Socioeconomicandethnicranking.Socialdisapprovalofschools’mission.閱讀Passage2,完成26~30小題。Passage2Severalresearchteamshavefoundthatnewbornsprefertheirmothers’voicesoverthoseofotherpeople.Nowateamofscientistshasgoneanintriguingstepfurther:theyhavefoundthatnewbornscryintheirnativelanguage.“Wehaveprovidedevidencethatlanguagebeginswiththeveryfirstcrymelodies,”saysKathleenWermkeoftheUniversityofWürzburg,Germany,wholedtheresearch.“Thedramaticfindingofthisstudyisthatnotonlyarenewbornscapableofproducingdifferentcrymelodies,buttheyprefertoproducethosemelodypatternsthataretypicalfortheambientlanguagetheyhaveheardduringtheirfetallife,withinthelasttrimester,”saidWermke.“Contrarytoorthodoxinterpretations,thesedatasupporttheimportanceofhumaninfants’cryingforseedinglanguagedevelopment.”Ithadbeenthoughtthatbabies’criesareconstrainedbytheirbreathingpatternsandrespiratoryapparatus,inwhichcaseacryingbabywouldsoundlikeacryingbabynomatterwhatthecultureis,sincebabiesareanatomicallyidentical.“Theprevailingopinionusedtobethatnewbornscouldnotactivelyinfluencetheirproductionofsound,”saysWermke.Thisstudyrefutesthatclaim:sincebabiescryindifferentlanguages,theymusthavesomecontrol(presumablyunconscious)overwhattheysoundlikeratherthanbeingconstrainedbytheacousticalpropertiesoftheirlungs,throat,mouth,andlarynx.Ifrespirationalonedictatedwhatacrysoundedlike,allbabieswouldcrywithafalling-pitchpattern,sincethat’swhathappensasyourunoutofbreathandairpressureonthethroat’ssound-makingmachinerydecreases.Frenchbabiesapparentlydidn’tgetthatmemo.“GermanandFrenchinfantsproducedifferenttypesofcries,eventhoughtheysharethesamephysiology,”thescientistspointout.“TheFrenchnewbornsproduce‘nonphysiological’risingpatterns,”showingthatthesoundoftheircriesisundertheircontrol.Althoughphonemes-speechsoundssuchas“ki”or“sh”don’tcrosstheabdominalbarrierandreachthefetus,so-calledprosodiccharacteristicsofspeechdo.Thesearethevariationsinpitch,rhythm,andintensitythatcharacterizeeachlanguage.Justasnewbornsrememberandpreferactualsongsthattheyheardinutero,itseems,sotheyrememberandpreferboththesoundofmom’svoiceandthemelodicsignatureofherlanguage.Theideaofthestudywasn’ttomakethesoundofascreamingbabymoreinterestingtolisteners-goodluckwiththat-buttoexplorehowbabiesacquirespeech.Thatacquisition,itisnowclear,beginsmonthsbeforebirth,probablyinthethirdtrimester.Newborns“notonlyhavememorizedthemainintonationpatternsoftheirrespectivesurroundinglanguagebutarealsoabletoreproducethesepatternsintheirown[sound]production,”concludethescientists.Newborns’“criesarealreadytunedtowardtheirnativelanguage,”givingthemaheadstartonsoundingFrenchorGerman(or,presumably,EnglishorAmericanorChineseoranythingelse:thescientistsarecollectingcriesfrommorelanguages).Thisislikelypartoftheexplanationforhowbabiesdevelopspokenlanguagequicklyandseeminglywithouteffort.Sure,wemaycomeintotheworldwiredforlanguage(thankyou,NoamChomsky),butwealsobenefitfromtheenvironmentalexposurethattellsuswhichlanguage.Untilthisstudy,scientiststhoughtthatbabiesbecamecapableofvocalimitationnoearlierthan12weeksofage.that’swheninfantslisteningtoanadultspeakerproducingvowelscanparrotthesound.Butthat’sthebeginningoftruespeech.It’ssortofamazingthatittookthislongforscientiststorealizethatiftheywanttoseewhatsoundsbabiescanperceive,remember,andplayback,theyshouldlookatthesoundbabiesproducebest.Soletthelittleangelcry:she’spracticingtoacquirelanguage.26.WhatdoesKathleenwermke’sresearchindicate?()A.Babiesareunabletodovocalimitation.Babies’criescouldbetheirearlylanguageacquisition.Babiesstartspeechacquisitionmonthsaftertheirbirth.Acryingbabyisacryingbabynomatterwhatthecultureis.27.Whichofthefollowingisclosestinmeaningtotheunderlinedword“ambient”inParagraph2?( )Surrounding.Familiar.Foreign.Local.28.WhydoGermanandFrenchbabiesproducedifferenttypesofcriesaccordingtotheresearch?( )Becausetheycancontrolwhattheyhear.Becausetheycancontroltheirdifferentbreathingpatterns.Becausetheydon’tsharethesamephysiologicalstructure.Becausetheycansomehowcontroltheirsoundproduction. 29.Whendoeslanguageacquisitionbeginaccordingtotheresearch?( )ItbeginswiththebirthofababyItbeginsbeforethebirthofababy.Itbeginswhenababystartsimitatingadults’speech.Itbeginswithababy’scrymelodiestypicalofitsmothertongue. 30.Whatcanbeinferredfromthelastparagraph?( )Babies’crieshavelongbeentheconcernsofscientists.Babiesstarttheirspeechacquisitionattheageofthreemonths.Studyingbabies’crieshelpsusunderstandtheirspeechperception.Babies’truespeech,ratherthantheircries,shouldbethefocusofstudy.簡答題（本大題1小題,20分）根據題目要求完成下列任務，用中文作答。31.簡述思維導圖（mindmapping）的含義（4分）及其兩個用途（6分），寫出教師在課堂教學中運用思維導圖的三點注意事項（6分），并舉一例說明思維導圖的用法（4分）。教學情境分析題（本大題1小題，30分）根據題目要求完成下列任務,用中文作答。32.下面片段選自某高中英語課堂教學實錄。T:Goodmorming.boysandgirls.Wetalkedaboutsomeverbsyesterday.NowI’dliketoseewhetheryouhavelearnedtousethem.Areyouready?Ss:Yes.T:Listen!Yesterday,youweregoingtoplayfootballafterschoolwhenitbegantorain,soyoudidn’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:Perfect.Let’sreadS3’ssentencetogetherandremembertheverbpatternof“prevent”,OK?根據該教學片段回答下面四個問題:該教師采取了什么方式引出復習鞏固的內容?（5分）當該教師發(fā)現學生沒有完全掌握所學內容時，采取了什么補救方法?（5分）這種種補救方法有哪兩個優(yōu)點?（10分）該教師復習鞏固所教內容還可以采用其他哪兩種方法?（10分）四、教學設計題（本大題1小題，40分）根據提供的信息和語言素材設計教學方案，用英文作答。33.設計任務：請閱讀下面學生信息和語言素材，設計20分鐘英語閱讀的教學方案。教案沒有固定格式，但須包含下列要點：teachingobjectivesteachingcontentskeyanddifficultpointsmajorstepsandtimeallocationactivitiesandjustifications教學時間：20分鐘學生概況：某城鎮(zhèn)普通中學高中一年級學生,班級人數40人。多數學生已經達到《普通高中英語課程標準（實驗）》五級水平。學生課堂參與積極性一般。語言素材：TheThreeGorgesDam“Wallsofstonetoholdbackcloudsandrain”Maozedongwroteapoeminwhichhedreamedof“wallsofstonetoholdbackcloudsandraintillasmoothlakerisesinthenarrowgorges”.Nowhisdreamhascometrue.ThepoweroftheYangtzeRiver,whichistheworld’sthirdlongestriver.HasbeenharnessedbytheThreeGorgesDam.TheThreeGorgesDam,whichisthebiggestconstructionprojectinChinasincethebuildingoftheGreatWallandtheGrandCanal,hasbeenbuilttocon