[职业资格类试卷]2014年下半年中学教师资格认定考试（高级英语学科知识与教学能力）真题试卷及答案与解析.doc

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1、2014 年下半年中学教师资格认定考试（高级英语学科知识与教学能力）真题试卷及答案与解析一、单项选择题1 Which of the following is the proper pronunciation of “have to“ as a result of assimilation?（A）/hef tu/（B） /hev tu/（C）（D）2 Which of the following shows the proper rhythmical pattern of the sentence?（A）Come to see us at our new apartment.（B） Come t

2、o see us at our new apartment.（C） Come to see us at our new apartment.（D）Come to see us at our new apartment.3 He came to dinner and my mom fixed a roast, prime rib, pie, yoghurt, drinks, and all that kind of_, and it was really good.（A）meat（B） stuff（C） staff（D）dish4 Unlike her_sister, Judith is a s

3、hy, unsociable person who dislikes to go to parties or to make new friends.（A）charming（B） friendly（C） gracious（D）gregarious5 He pledged support for “_ care“, where youngsters were looked after by close relatives like aunts or uncles, but not parents.（A）family（B） kinship（C） sibling（D）relative6 I will

4、 never know all that was in his head at the time, _.（A）nor will anyone else（B） nor anyone else will（C） nor wont anyone else（D）nor anyone else wont7 She doesnt want to work right now because she thinks that if she_a job she probably wouldn t be able to visft her friends very often.（A）has to get（B） we

5、re to get（C） had got（D）could have got8 What is the correct way to read the decimal “1016“ in English?（A）One hundred and six point one six.（B） One hundred and six point sixteen.（C） One hundred and six points one six.（D）One hundred and six points sixteen.9 When any of the maxims under the Cooperative

6、Principle is flouted on purpose, _might arise.（A）ambiguous structure（B） contradictory proposition（C） mutual understanding（D）conversational implicature10 Indian English is a_variety of the English language.（A）social（B） regional（C） historic（D）situational11 In teaching pronunciation, the teacher should

7、 tell the students that_can be used to convey more important messages.（A）rhyme（B） stress（C） devoicing（D）rhythm12 When a teacher asks students to discuss how the writers ideas are organized in the text, he / she intends to develop students skill of_.（A）recognizing the textual structure（B） understandi

8、ng the writers intention（C） distinguishing facts from opinions（D）commenting on the content of the text13 Which of the following focus(es) on accuracy in teaching grammar?（A）Simulation.（B） Substitution drills.（C） Role play.（D）Discussion.14 When a teacher says “Next, please pay attention to the time o

9、f arrival and departure of the planes in the recording.“, he / she intends to develop students skill of_.（A）predicting（B） getting the general picture（C） distinguishing sounds（D）getting specific information15 If a teacher asks students to list as many ways as they can to tell someone to open the door

10、 and list the possible functions of a sentence in different contexts, he / she is probably trying to highlight_.（A）the potential meanings of a sentence（B） different realizations of the same function（C） the relationship between form and function（D）different ways of getting people to do the same thing

11、16 The teacher would use_to help students communicate in teaching speaking.（A）substitution drills（B） group discussion（C） listening and acting（D）reading aloud17 _assessment is used to measure how the performance of a particular student or group of students compares with that of another.（A）Criterion-r

12、eferenced（B） Norm-referenced（C） Formative（D）Summative18 Which of the following teachers instructions could serve the purpose of eliciting ideas?（A）Shall we move on?（B） Read after me, everyone.（C） What can you see in this picture?（D）What does the world “quickly“ mean?19 Which of the following is an e

13、xample of teachers indirect corrective feedback?（A）Say “went“ instead of “go“.（B） We never use “at“ that way.（C） Choice A is not the right answer.（D）Who can help him with this sentence?20 Total Physical Response as a TEFL method is more often used for teaching_.（A）children（B） adults（C） ESP course（D）

14、GE course20 Unless you spend much time sitting in a college classroom or browsing through certain areas of the Internet, it s possible that you had not heard of trigger warnings until a few weeks ago, when they made an appearance in the Times. The newspaper explained that the term refers to preempti

15、ve alerts, issued by a professor or an institution at the request of students, indicating that material presented in 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 so

16、me years been used to flag discussions of rape or other sexual violence. The Times piece, which was skeptically titled “Warning: The Literary Canon Could Make Students Squirm“, suggested that trigger warnings are moving from the online fringes to the classroom, and might be more broadly applied to h

17、ighlight in advance the distress or offense that a work of literature might cause. “Huckleberry Finn“ 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 c

18、ampuses such as Oberlin, where a proposal was drafted that would advise professors to “be aware of racism, 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

19、preserving the classroom as a “safe space“ for students.Online discussion of trigger 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 catalogui

20、ng: “There is no trigger warning for living your life.“ Some have suggested 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

21、worried that trigger-warning advocates, in seeking to protect the vulnerable, 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 t

22、he subject, cited the University of California, Santa Barbara, as a campus 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

23、 upon “rape, sexual assault, abuse, self-injurious behavior, suicide, and 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

24、notice of the content. The student hoped to spare others the possibility of experiencing a post-traumatic-stress reaction.The trigger-warning debate may, by comparison, seem hard to understand; but express a larger cultural preoccupation with achieving safety, and a fear of living in its absence. Th

25、e hope that safety might be found, as in a therapists office, in a classroom where literature is being taught is in direct contradiction to one purpose of literature, which is to give expression through art to difficult and uncomfortable ideas, and thereby to enlarge the readers experience and compr

26、ehension. The classroom can never be an entirely safe space, nor, probably, should it be. But its difficult to fault those who hope that it 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

27、 people are most in favor of “trigger warning“?（A）Students.（B） Reporters.（C） Feminists.（D）Professors.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） Teac

28、hers will ignore students 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.23 What do

29、es the author mean by “compromised“ in PARAGRAPH 3?（A）Questioned.（B） Improved.（C） Challenged.（D）Weakened.24 What does“them“ in PARAGRAPH 3 refer to?（A）Risks.（B） Frailties（C） Traumas.（D）Possibilities.25 Which of the following can be the negative impact that trigger warning exerts on literature teachi

30、ng according to the writer?（A）It may highlight the purpose of literature teaching.（B） It may expose 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 The medical community owes ec

31、onomists 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 regres

32、sive World 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

33、 report, providing explicit evidence to explain why attacking disease was absolutely necessary if poverty was to be eradicated. And I must offer my own personal gratitude to a very special group of economistsLarry Summers, Dean Jamison, Kenneth Arrow, David Evans, and Sanjeev Gupta. They were the ec

34、onomic 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 itself. For economics has much to answer for. Pick up any economics textbook, and you will see the priority given to markets and efficiency,

35、price and utility, profit and competition. These words have chilling effects on our quest for better health. They seem to marginalize those qualities of our lives that we value most of allnot our self-interest, but our humanity; not the costs and benefits of monetary exchange, but vision and ideals

36、that guide our decisions. It was these issues that were addressed at last weeks Global Health Lab, held at London School of Hygiene However, there is no university in Grenoble. Town twinning is a new idea in modern times. Town twining agreements encourage people to visit and exchange in culture and

37、education. Town twining agreements are useful for foreign language learning.(2) Ask students to work in groups and have a competition to answer the following questions: What are the similarities between Oxford and Grenoble? Why are the idea of town twinning popular nowadays? What is the definition o

38、f town twining agreements? What activities do the agreements take to encourage people from the two towns to visit each other? Why are the town twining agreements useful for students and people who want to learn a language?(3) Listening practicePlay the tape and ask students to read the passage after

39、 the tape and pay attention to the pronunciations of the words and sentences.(Justification: In this part, the teacher uses the task-based teaching method to arouse the enthusiasm of students and to train their analyzing and summarizing ability. In the process of answering the questions, students re

40、ading skills for the detailed information are improved and it will help students understand the passage logically. The listening practice helps students consolidate their understanding of the text.)Step 4 Post-reading (10 minutes)Get students retell the passage according to the oudine and key words

41、on PPT. Ask students to retell between partners first, then ask two students to retell before class.Oudine of the text:Paragraph 1introductionthe similarities between the two citiesParagraph 2definition of town twiningParagraph 3contents of town twining agreementsParagraph 4functions of town twining

42、 agreementsKey words:Oxford in the UK and Grenoble in France are similar in the following three aspects: . medium-sized . university . tourism . popular . because . encourage . There are visits and exchanges . Visitors . stay in . a big party . useful . because .(Justification: The activity of retel

43、ling the text is carried out under certain situation can activate the atmosphere of the class and arouse students interest at the same time. It helps students strengthen what they have learned during this lesson.)Step 5 Summary and Homework (5 minutes)Summary: Ask one student to act as an assistant

44、teacher to guide others to summarize what they have learned in this class. And then give a conclusion about wis lesson.Homework:(1) Listen to the tape and read the text aloud.(2) Ask students to search for more information on the Internet and write a short passage about Beijings town twinning city.(

45、Justification: Homework is so important and necessary for students to master the knowledge they have learned in class. It will check whether the students achieve the teaching aims.) Blackboard Design:Oudine of the text:Paragraph 1introductionParagraph 2definitionParagraph 3contentsParagraph 4functionsKey words:Oxford in the UK and Grenoble in France are similar in the following diree aspects: . medium-sized . university . tourism . popular . because . encourage . There are visits and exchanges . Visitors . stay in . a big party . useful . because .