2018年上半年中小学教师资格考试英语学科知识与教学能力试题及答案解析(高级中学)
-
2018
年上半年中小学教师资格考试英语学科知识与教学能力试题
（高级中学）
注意事项：
1
．考试时间
120
分钟，满分
150
分。
2
．请按规定时间在填涂、作答。在试卷上作答无效，不予评分。
一、单项选择题（本大题共
30
小题，每小题
2
分，共
60
分）在每小题
列出的四个备选项
中选择一个最佳答案，请用
2B
铅
笔把答题卡上对应题
目的答案字母按要求涂黑。错选、多选或未选均无分。
1. The sound of “ch”
in “teacher” is (
).
A.
voiceless, post-alveolar, and
affricative
B.
voiceless, dental, and
fricative
C.
voiced, dental, and
fricative
D.
voiced, post-alveolar, and
plosive
2. The
main difference between /m/, /n/, and /
ŋ
/ lies in (
A.
manner of
articulation
B.
sound duration
C.
place of
articulation
D.
voicing
).
3. She is (
), from her recording, the diaries of
Simon Forman.
B.
keeping
D.
recollecting
) him
discouraged.
A.
transcribing
C.
paraphrasing
4. Neither the
unpleasant experiences nor the bad luck
(
A. have caused
B. has caused C. has made
D. have made
)
the last penny.
5. Mr. Joe
has worked very hard in the past two years and has
paid all his debts (
A.
by
C. until
B. to
D.
with
6. The message came to
the villagers (
A.
which
C. that
7. We must improve the farming method
(
A. in case
C. now that
8.
—
Do you mind if I smoke
here?
—(
).
A. Yes, I don
't
) the enemy had already
fled the village.
B.
who
D. where
) we may get high yields.
B. in order that
D. even if
B.
Yes, you may
C. No, not at
all
D. Yes, 1
won’t
9.
What is the main rhetoric device used
in “
The plowman homeward plods his
weary way.
”? (
)
A. Metaphor.
C.
Synecdoche.
10.
—A:
Let’
s go to
the movie tonight.
—B:
I’d like to, But I have to study for an
exam.
B.
Metonymy.
D. Transferred
epithet.
In the
conversation above, B’s decline of the proposal is
categorized as a kind of (
A.
illocutionary
act
B.
perlocutionary act
C.
propositional
condition D. sincerity condition
).
11.
Which
of
the
following
activities
is
NOT
typical
of
the
Task-Based
Language
Teaching
method? A. Problem-solving
activities.
B.
Opinion exchange activities.
C.
Information-
gap activities.
D.
Pattern
practice activities.
12.
If a teacher
shows students how to do an activity before they
start doing it, he/she is using the
technique of ( ).
A. presentation
B.
demonstration
C. elicitation
D.
evaluation
13.
When a teacher asks students to discuss
how a text is organized, he/she is most likely to
help
them
(
).
A.
evaluate the
content of the text
B.
analyze the
structure of the passage
C.
understand the
intention of the writer
D.
distinguish
the facts from the opinions
14.
Which of the
following practices can encourage students to read
an article critically?(
Evaluating its point of
view.
B.
Finding out the facts.
C.
Finding
detailed information.
D.
Doing
translation exercises.
15.
Which of the
following is a display question used by teachers
in class?(
the girl in the
story, would you behave like her?
B.
Do you like
this story
Girl the Thumb
,
why or why not?
C.
Do you agree
that the girl was a kind-hearted
persen?
D.
What happened to the girl at the end of
the story?
16.
Which of the following would a teacher
encourage students to do in order to develop their
cognitive strategies? ( )
A. To make a study plan.
B. To summarize a story.
C. To read a text aloud.
D. To do pattem drills.
17.
Which of the
following exercises would a teacher most probably
use if he/she wants to help
students
develop discourse competence? A. Paraphrasing
sentences.
B.
Translating sentences.
C.
Unscrambling
sentences.
D.
Transforming sentences.
18.
The
advantages of pair and group work include all of
the following EXCEPT (
).
A.
interaction with peers
B.
variety and
dynamism
C.
an increase in language
practice
D.
opportunities to guarantee
accuracy
19.
Which of the following should a teacher
avoid when his/her focus is on developing
students’
ability to use words
appropriately? ( )
A.
Teaching both
the spoken and written form.
B.
Teaching words
in context and giving examples.
C.
Presenting the
form, meaning, and use of a word.
D.
Asking
students to memorize bilingual word
lists.
20.
Which of the following practices is
most likely to encourage students’ cooperation in
learning?
)
A.
If
you
were
) A.
(
)
A. Doing a
project
C. Taking a
test
阅读
Passage 1,
完成第
21~25
小题。
B. Having a dictation
D. Copying a text
Passage 1
Today’s
adults
grew
up
in
schools
designed
to
sort
us
into
the
various
segments
of
our
social
and
economic system. The
amount of time available to learn was fixed: one
year per grade. The amount learned
by
the end of that time was free to vary: some of us
learned a great deal; some, very little. As we
advanced
through
the
grades,
those
who
had
learned
a
great
deal
in
previous
grades
continued
to
build
on
those
foundations. Those who had failed to
master the early prerequisites with-in the
allotted time failed to learn
that
which followed. After 12 or 13 years of cumulative
treatment of this kind, we were, in effect, spread
along an achievement continuum that was
ultimately reflected in each student’s rank in
class upon graduation.
From
the very earliest grades, some students learned a
great deal very quickly and consistently scored
high on assessments. The emotional
effect of this was to help them to see themselves
as capable learners, and
so these
students became increasingly confident in school.
That confidence gave them the inner emotional
strength to take the risk of striving
for more success because they believed that
success was within their reach.
Driven
forward by this optimism, these students continued
to try hard, and that effort continued to result
in
success
for
them.
They
became
the
academic
and
emotional
winners.
Notice
that
the
trigger
for
their
emotional strength and their learning
success was their perception of their success on
formal and informal
assessments.
But
there were other students who didn’t fare so well.
They scored very low on tests, beginning in the
earliest grades. The emotional effect
was to cause them to question their own
capabilities as learners. They
began to
lose confidence, which, in turn, deprived them of
the emotional reserves needed to continue to take
risks. As their motivation warned, of
course, their performance plummeted. These
students embarked on what
they believed
to be an irreversible slide toward inevitable
failure and lost hope. Once again, the emotional
trigger for their decision not to try
was their perception of their performance on
assessments.
Consider
the
reality-indeed,
the
paradox-of
the
schools
in
which
we
were
reared.
If
some
students
worked hard and
learned a lot, that was a positive result, and
they would finish high in the rank order. But if
some students gave up in hopeless
failure, that was an acceptable result, too,
because they would occupy
places very
low in the rank order. Their achievement results
fed into the implicit mission of schools: the
greater the spread of achievement among
students, the more it reinforced the rank order.
This is why, if some
students gave up
and stopped trying (even dropped out of school).
that was regarded as the student’s problem,
not the teacher’s or the
school’s.
Once again, please
notice who is using test results to decide whether
to strive for excellence or give up
in
hopelessness. The
“data-
based
decision
makers”
in
this
process
are
students
themselves.
Students
are
deciding whether success
is within or beyond reach, whether the learning is
worth the required effort, and so
whether to try or not. The critical
emotions underpinning the decision making porocess
include anxiety, fear
of failure,
uncertainty, and unwillingness to take risks-all
triggered by students’ perceptions of their own
capabilities as reflected in assessment
results.
Some students
responded to the demands of such environments by
working hard and learning a great
deal.
Others controlled their anxiety by giving up and
not caring. The result for them is exactly the
opposite
of
the
one
society
wants.
Instead
of
leaving
no
child
behind,
these
practices,
in
effect,
drove
down
the
achievement of at least as many
students as they successfully elevated. And the
evidence suggests that the
downside
victims are more frequently members of particular
socioeconomic and ethnic minoritie.
21. What has made students spread along
an achievement continuum according to the passage?
(
) A.
The
allotted time to learn.
B.
Social and
economic system.
C.
The early
prerequisites students mastered.
D.
Performance on
formal and informal assessments.
22. What is the authors attitude
towards the old mission of assessment? ( ) A.
Supportive.
B.
Indifferent.
C.
Negative.
D.
Neutral.
23.
Which of the following is closest in meaning to
the underlined word “ plummeted” in Paragraph
3?
(
)
A.
Punished timely.
B.
Spread
widely.
C.
Continued gradually.
D.
Dropped
sharply.
24. Which of the
following describes the paradox of the schools?
(
Discrepancy between what
they say and what they do.
B.
Differences
between teacher’s problems and schools’
problems.
C.
Advantages and disadvantages of
students’ learning opportunities.
D.
Students’
perception and the reality of their performance on
assessments.
)
A.