[职业资格类试卷]中学教师资格认定考试（高级英语学科知识与教学能力）模拟试卷37及答案与解析.doc

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1、中学教师资格认定考试（高级英语学科知识与教学能力）模拟试卷 37及答案与解析一、单项选择题1 Which of the following words has the proper word stress?（A）economic（B） machinery（C） chimpanzee（D）precarious2 Which of the following is the proper pronunciation of “meet you“ as a result of assimilation?（A）/mi:t ju:/（B） /mi:t ju/（C） /mi:tju:/（D）/mi:tju:/

2、3 We take our skin for granted until it is burned_repair.（A）beyond（B） for（C） without（D）under4 When it was time for our ticket to be_, I couldnt find mine.（A）controlled（B） bought（C） checked（D）overlooked5 Table tennis has wide appeal, and I hope thousands of sports lovers will_ these outdoor tables.（A

3、）take advantage of（B） take notice of（C） take charge of（D）take note of6 We can t help you_you tell us what s wrong.（A）since（B） unless（C） if（D）when7 A similar wrong idea is that fish and ice cream when_ at the same time form a poisonous combination.（A）eating（B） being eaten（C） eaten（D）to be eaten8 _ di

4、fficulties we may come across, well help one another to overcome them.（A）Wherever（B） Whatever（C） However（D）Whenever9 Which of the following is not a design feature of human language?（A）Arbitrariness.（B） Displacement.（C） Duality.（D）Diachronicity.10 “Can I borrow your bike?“_“You have a bike.“（A）is sy

5、nonymous with（B） is inconsistent with（C） entails（D）presupposes11 Which of the following statements about the Situational Approach is NOT true?（A）Adopt an inductive approach to grammar teaching.（B） Encourage explanations of the meaning of new items in foreign language.（C） Focus on language accuracy.（

6、D）Practice structures and patterns through repetition and substitution activities.12 When designing speaking tasks, we must follow the principles except_.（A）maximum foreign talk（B） even participation（C） high motivation（D）high language level13 _ aims to help students to pay attention to teaching cont

7、ent efficiently at the beginning of the class.（A）Lead-in（B） Presentation（C） Preparation（D）Practice14 What purpose do post-listening activities NOT serve?（A）Helping students relate the text with their personal experience.（B） Offering students the opportunities of extending other language skills.（C） P

8、racticing students ability of matching the pre-listing predictions with contents of the text.（D）Enabling students to have a discussion about the topic.15 Which of the following activities can be adopted at the pre-reading stage?（A）Re-arranging the materials.（B） Brainstorming the topic.（C） Writing a

9、summary of the text.（D）Locating the specific information.16 Which of the following elements does not belong to a communicative writing task?（A）a sense of authenticity（B） accuracy-based（C） process-oriented（D）students-focused17 What role does the teacher play at the feedback stage?（A）Assessor.（B） Prom

10、oter.（C） Controller.（D）Resource-provider.18 When a teacher helps students deal with the information gap of real discourse, he/she probably aims at developing students _.（A）linguistic competence（B） strategic competence（C） discourse competence（D）fluency19 Which of the following types of questions can

11、least elicit students ideas?（A）Display questions.（B） Divergent questions.（C） Open questions.（D）Evaluation questions.20 Which of the following about teaching assessment is inappropriate?（A）Diagnostic assessment is a kind of test carried out after a teaching activity.（B） Formative assessment should be

12、 student-oriented.（C） Summative assessment is often carried out at the end of a term.（D）Portfolios, daily reports, and delivering speeches are all formative assessment.二、简答题21 词汇的用法包括哪些内容?简述词汇用法的呈现与讲解方法，从中选取两种方法进行举例说明。三、教学情境分析题22 下面是某教师在一堂针对高一年级学生听力课的听力材料及某一个教学步骤的记录。听力材料：一篇关于世界石油争端问题的新闻Teacher：Now l

13、isten to the tape carefully and answer the questions on PPTTeacher：OKWho can answer the questions?(个别学生对问题进行了回答，但是都没有回答对)Teacher：No one can answer? OKLets listen againTeacher：OKNow，can anyone answer the questions?(再听一遍之后依然没有学生回答正确)Teacher：Now，look at the script of the listening material and answer t

14、he questions根据上面所给的信息，从下列三个方面作答：(1)请问所描述的教学情境属于听力教学的哪一个教学步骤?此步骤的教学目的是什么?(2)为什么没有学生能够正确回答关于听力材料的问题?请分析其可能原因。这位老师的教学步骤存在什么问题?(3)请根据存在的问题提出相应的建议。四、教学设计题23 设计任务：请阅读下面学生信息和语言素材，设计 20 分钟的英语写作教学方案。教案没有固定格式，但须包含下列要点：teaching objectives teaching contents key and difficult points major steps and time allocati

15、on activities and justifications教学时间：20 分钟学生概况：某城镇普通中学高中二年级学生，班级人数 40 人。多数学生已经达到普通高中英语课程标准(实验)六级水平。学生课堂参与积极性一般。语言素材：School violenceIts reported that there is increasing school violence happening recently. And the shocking news from yesterday showed two high school boys were greatly injured from an o

16、bscene school bullying.As high school students are a rebellious phase, they are prone to be involved in such accidents which would definitely pose a great danger to our students .In order to offer a healthy environment for all the students, school violence should be seriously dealt with. First, the

17、school should strengthen school safety by employing more school guards.There is an increasing number of school violence happening recently which have exerted terrible influence on our school life. What can we do about it? Please write a passage of at least 120 words titled with “How to improve schoo

18、l safety?“Key words: campus security guard五、阅读理解23 Europe is not a gender-equality heaven. In particular, the corporate workplace will never be completely family-friendly until women are part of senior management decisions, and Europe s top corporate-governance positions remain overwhelmingly male.

19、Indeed, women hold only 14 percent of positions on European corporate boards.The Europe Union is now considering legislation to compel corporate boards to maintain a certain proportion of womenup to 60 percent. This proposed mandate was born of frustration. Last year, Europe Commission Vice Presiden

20、t Viviane Reding issued a call to voluntary action. Reding invited corporations to sign up for gender balance goal of 40 percent female board membership. But her appeal was considered a failure: only 24 companies took it up.Do we need quotas to ensure that women can continue to climb the corporate l

21、adder fairly as they balance work and family?“Personally, I dont like quotas,“ Reding said recently. “But I like what the quotas do.“ Quotas get action: they “open the way to equality and they break through the glass ceiling,“ according to Reding, a result seen in France and other countries with leg

22、ally binding provisions on placing women in top business positions.I understand Redings reluctanceand her frustration. I dont like quotas either: they run counter to my belief in meritocracy, governance by the capable. But, when one considers the obstacles to achieving the meritocratic ideal, it doe

23、s look as if a fairer world must be temporarily ordered.After all, four decades of evidence has now shown that corporations in Europe as well as the US are evading the meritocratic hiring and promotion of women to top positionsno matter how much “soft pressure“ is put upon them. When women do break

24、through to the summit of corporate poweras, for example, Sheryl Sandberg recently did at Facebookthey attract massive attention precisely because they remain the exception to the rule.If appropriate pubic policies were in place to help all womenwhether CEOs or their children s caregiversand all fami

25、lies, Sandberg would be no more newsworthy than any other highly capable person living in a more just society.24 In the European corporate workplace, generally_.（A）women take the lead（B） men have the final say（C） corporate governance is overwhelmed（D）senior management is family-friendly25 The Europe

26、an Union s intended legislation is_.（A）a reflection of gender balance（B） a reluctant choice（C） a response to Reding s call（D）a voluntary action26 According to Reding, quotas may help women_.（A）get top business positions（B） see through the glass ceiling（C） balance work and family（D）anticipate legal r

27、esults27 The author s attitude toward Redings appeal is one of_.（A）skepticism（B） objectiveness（C） indifference（D）approval28 Women entering top management become headlines due to the lack of_.（A）more social justice（B） massive media attention（C） suitable public policies（D）greater “soft pressure“28 Ame

28、ricans today don t place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical educationnot to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism i

29、n our schools arent difficult to find.“Schools have always been in a society where practical is more important than intellectual,“ says education writer Diane Ravitch. “Schools could be a counterbalance.“ Ravitchs latest book, Left Back: A Century of Failed School Reforms, traces the roots of anti-i

30、ntellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits.But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think criticall

31、y, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy: Continuing along this path, says writer Earl Shorris, “We will become a second-rate country. We will have a less civil society.“Intellect is resented as a form of power or privilege,“ writes

32、historian and professor Richard Hofstadter in Anti-Intellectualism in American Life, a Pulitzer-Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to rej

33、ect anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restrai

34、nts on children: “We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing.“ Mark Twains Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilizedgoing to school and learning to r

35、eadso he can preserve his innate goodness.Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellec

36、t examines, ponders, wonders, theorizes, criticizes and imagines.School remains a place where intellect is mistrusted. Hofstadter says our countrys educational system is in the grips of people who “joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with chi

37、ldren who show the least intellectual promise.“29 What do American parents expect their children to acquire in school?（A）The habit of thinking independently.（B） Profound knowledge of the world.（C） Practical abilities for future career.（D）The confidence in intellectual pursuits.30 We can learn from t

38、he text that Americans have a history of_.（A）undervaluing intellect（B） favoring intellectualism（C） supporting school reform（D）suppressing native intelligence31 The views of Ravitch and Emerson on schooling are_.（A）identical（B） similar（C） complementary（D）opposite32 Emerson, according to the text, is

39、probably_.（A）a pioneer of education reform（B） an opponent of intellectualism（C） a scholar in favor of intellect（D）an advocate of regular schooling33 What does the author think of intellect?（A）It is second to intelligence.（B） It evolves from common sense.（C） It is to be pursued.（D）It underlies power.

40、中学教师资格认定考试（高级英语学科知识与教学能力）模拟试卷 37答案与解析一、单项选择题1 【正确答案】 C【试题解析】 考查单词重音。根据单词重音规则，多音节单词一般在倒数第三个音节重读，所以 machinery 的重音所在的音节应为“chi”；以 ic，ious 结尾的单词的重音一般在倒数第二音节上，故 economic 的重音所在的音节应为“no”；precarious 的重音所在音节应为“ca” ；以 ee 结尾的单词重音往往在最后一个音节上，故 chimpanzee 的重音为“zee” 。故选 C。2 【正确答案】 D【试题解析】 考查音的同化。当t，d， s，z遇到半元音j时，会分

41、别发生新的辅音t， d3，3 。本题中的t遇到j产生了新的辅音t，故本题的正确答案为 D。3 【正确答案】 A【试题解析】 考查介词辨析。beyond“ 超出”，for“因为，为了”，without“没有，无”，under“ 在之下” 。句意为“直到皮肤被烧伤至无法修复，我们才予以重视”。beyond repair“无法修复”。故选 A。4 【正确答案】 C【试题解析】 考查动词辨析。control“控制”，buy“买”，check“检查”，overlook“忽视”。根据句意“当轮到我们检票时，我找不到我的票了”可知，C 项正确。5 【正确答案】 A【试题解析】 考查动词短语辨析。句意为“乒乓

42、球有广泛的吸引力，我希望成千上万的体育爱好者都能利用好这些户外的乒乓球桌”。take advantage of“利用”，take notice of“注意到”， take charge of“接管，负责”，takenote of“做记录”。根据句意，选 A。6 【正确答案】 B【试题解析】 考查连词辨析。句意为“除非你告诉我们怎么了，否则我们帮不了你”。unless 意为“除非；如果不 ”，相当于 ifnot，引导条件状语从句。其他三项，since“因为；既然；自从”，if“如果”，when“当时”，均不符合题意。故选 B。7 【正确答案】 C【试题解析】 考查非谓语动词。句意为“还有一种类似

43、的错误观点是，同时吃鱼和冰淇淋会形成一种有毒的化合物”。该句是由 that 引导的表语从句，从句中又包括状语从句“when_at the same time” 。不定式作状语表示目的，过去分词和-ing 分词作状语可以表示时间、原因、条件、让步、方式或伴随情况等，相当于一个状语从句，有时过去分词前可加连词用来强调。eat 与主语 fish and ice cream 之间是被动关系，所以用过去分词作状语，排除 A、 D；being eaten 强调这个动作正在发生，而本句不表示动作正在进行，故排除。正确答案为 C。8 【正确答案】 B【试题解析】 考查从属连词。wherever“ 无论哪里”，

44、whatever“无论什么”，however“无论如何”，whenever“无论何时”。结合句意“无论我们遇到什么困难，我们都会互相帮助克服这些困难”，选 B。9 【正确答案】 D【试题解析】 考查语言的定义特征。语言的定义特征主要包括任意性(Arbitrariness)、二层性(Duality)、创造性(Creativity)和移位性(Displacement)等，并不包括历时性(Diachronicity)。10 【正确答案】 D【试题解析】 考查句子之间的意义关系。A 项是同义关系； B 项是不一致关系；C 项是蕴涵，指的是一个命题意义包含在另一个命题意义中。例如， “他去了法国”蕴涵“

45、他去了欧洲”。D 项是预设，指的是一个命题以另一个命题为前提条件的意义关系。例如，“玛丽的自行车需要修理”预设“玛丽有一辆自行车”。本题题干说的是“我能借你自行车吗”以及“你有一辆自行车”，通过分析，可得知是预设关系，因此正确答案为 D。11 【正确答案】 B【试题解析】 考查情景教学法。情景法主张采用归纳法教授语法，但不鼓励用外语讲解词语或结构的语义，而强调在情景中呈现这些新知，学生可归纳其语义并概括迁移到新情景中使用。情景法基于语法。强调语言的准确性。呈现新句型可借助实物、图片和直观教具等创设情景。而进行句型操练则是通过模仿和替换等活动。A、C、D 三项均正确，B 项说法错误。故选 B。1

46、2 【正确答案】 D【试题解析】 考查口语活动设计原则。设计口语活动时应遵循以下原则：最大限度地练习口语、均等参与、高度激励以及恰当的语言难易程度。D 项“High language level”不符合。13 【正确答案】 A【试题解析】 考查教学流程。导入(Lead-in)的目的是上课开始时，教师帮助学生将注意力有效地集中在上课的内容上。B 为新课呈现环节，C 为准备环节，D 为练习环节。14 【正确答案】 C【试题解析】 考查听力技能教学。学生在听前(pre-listening)对听力材料的内容进行预测，验证其预测是否准确，这属于听中(while-listening)进行的活动，而不是听后

47、进行的活动。故选 C。15 【正确答案】 B【试题解析】 考查阅读技能教学。A 项“重组材料 ”属于读后环节，B 项“对所要学习的话题进行头脑风暴”属于读前环节，C 项“写课文内容概述 ”属于读后环节，D 项“定位具体信息”属于读中环节。故本题的正确选项为 B。16 【正确答案】 B【试题解析】 考查写作教学。交际性写作教学理论认为，写作文本交际目的的有效实现是衡量写作教学的重点。基于此，恰当的写作任务和交际性写作过程的设计及学生的主体地位的确立等，就是实现这一教学目标的关键。在设计写作任务时，要提供给学生真实的语言信息、语言情景，使学生在自然、真实中学会写作。传统的结果写作更关注语言的准确性

48、，交际性写作教学应视写作过程优于文稿结果，教学活动以学生合作学习为主要模式，通过吸取同学和教师的意见，逐渐完善文本的细节，从而体现写作的交际性本质。故选 B。17 【正确答案】 A【试题解析】 考查教师角色。在教学反馈阶段，教师的角色是评价者，故选 A。18 【正确答案】 D【试题解析】 考查交际能力。赫奇(Hedge) 认为，交际能力包括五个方面的能力：语言能力(linguistic competence) 、语用能力(pragmatic competence)、语篇能力(discourse competence)、策略能力(strategic competence)和流利性(fluency

49、)。流利性与说话有关，是指能够态度自然地、在没有不当迟缓或犹豫的情况下不费力地把语言单位连接在一起。一旦语言使用者具有了流利性，他就能够在真正语篇中应付信息差，能处理语言并且能自如地做出恰当反应，在真实时间段内能用合理的速度回应。故选 D。19 【正确答案】 A【试题解析】 考查课堂提问的类型。依据不同的分类标准，问题可划分为不同的类型。A 项是展示性问题，通常被用来检测学生对课文字面意思的理解。这种问题的答案通常是唯一的，教师预先知道，学生只需凭借表层理解或是查找课文便能找到。B 项是发散性问题，指引导学生做出不同回答的问题，通常没有正确或错误的答案。C 项是开放性问题，指问题的答案是多种多样的。这类提问有利于培养学生的发散思维，促进学生创新能力的提高。D 项是评价性问题，指教师为培养学生的判断力而进行的发问。这类提问让学生阐述观点、评判价值、提出原因。后三种问题都能够很好地激励思维，使学生作深入的延展性回答，丰富答案的变化性，有