2012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

1、2012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（总分：66.00，做题时间：90分钟）一、单项选择题（总题数：22，分数：60.00）1.Itwasbetween1830and1835themodernnewspaperwasborn.whenthatVwhichwhile解析：解析：考查强调句。该结构为Itis/was+被强调部分+that+其它部分。故选Bowhohadarrestedhimthreetimesforsmuggling.BeforeJohnstoodthepolicemanVBeforethepolicemanstoodJohnBeforethe

2、policemanJohnstoodBeforeJohnthepolicemanstood解析：解析：考查倒装句和定语从句。当句首为表示地点的介词词组时，句子要全部倒装，故排除C、D两项。由语境可知，由关系代词who引导的定语从句，其先行词为policeman。定语从句中的先行词一般出现在关系代词前，故选A。该句转变成正常语序为ThepolicemanwhohadarrestedhimthreetimesforsmugglingstoodbeforeJohnJohncanplaytheguitar,and.MaryplaytheviolinMarycantheviolinMarycanplay

3、MarytheviolinV解析：解析：考查省略句。在并列分句中，相同的谓语部分一般都可以省略。句意为“约翰会弹吉他，玛丽会拉小提琴”。Anthony,ameticulousyoungman,wateredhisneighborsplantsonceaweekwhiletheywereonvacation.eagerlyperpetuallydiligentlyVhaphazardly解析：解析：考查副词辨析。句意为“Anthony是个细心的人，在邻居外出旅游期间，他每周一次帮他们灌溉植物”eagerly“渴望地，热切地”，perpetually“永恒地，终身地”，diligently“勤奋地

4、”，haphazardly“偶然地随意地，杂乱地”。C最符合句意。TheEurohas,butthedollarisup.deprecateddepreciatedVdepresseddepraved解析：解析：考查动词辨析。由转折连词but可知前半句意为“欧元贬值”，deprecated“不赞成，反对”，depreciated“贬值，跌价”，depressed“压低，使沮丧”，depraved“堕落”。故选B。Dog-sittingforBuddyiseasytodo;heisaandobedientpet.delectablecommonplacemeddlesomedocileV解析：解

5、析：考查形容词辨析。空格处应填入和obedient意思相近的形容词.delectable“令人愉快的，让人喜爱的”。commonplace“平凡的，普通的”,meddlesome“好干预的，爱管闲事的”，docile“温顺的，驯服的”。故选D。WhichofthefollowingsetsofphoneticfeaturescharacterizestheEnglishphoneme+semi-closed,+back,-rounded+semi-open,+back,+roundedV+closed,+back,+rounded+open,+front,+rounded解析：解析：考查语音知

6、识。元音一般从四个方面进行描述：舌位(high,mid,low)，舌头最高部位的位置(front,central,back),长度(long,short)或紧张度(tense,lax),唇的开口度(rounded,unrounded)。故选B。Thephoneme/n/inthefirstwordofallthefollowingphraseschangesto/m/exceptopenbookopenmarketbrownpaperbrownhatV解析：解析：考查语音知识。D项第二个单词音标以h开头，是声门音(glottal)；其他第二个单词的音标都是以双唇音(bilabial)开头。Ju

7、lietsaysinShakespearesRomeoandJuliet:Whatsinaname?Thatwhichwecallarosebyanyothernamewouldsmellassweet.Herwordspinpointthefactthatlanguageis.recursivearbitraryVculturallyspecificcreative解析：解析：考查语言的特征。语言的任意性指的是语言符号的形式与意义之间没有必然和本质的联系。(就算给玫瑰取任何其它的名字,它闻起来还是一样的芬芳。)Whichofthefollowingisaslipoftongue?Acupof

8、tea.Agraytape.Loopbeforeyouleak.VUsethekeytoopenthedoor.解析：解析：考查语言中的口误现象。C项为口误，正确说法是Lookbeforeyouleap.(三思而后行。)Ateacherhandedoutalistoftwentyifsentencesandaskedstudentstodiscussandfindoutthegrammaticalrules.Whatstheteachersgrammarteachingmethod?Deduction.Presentation.Consolidation.Induction.V解析：解析：考查

9、语法教学法。归纳法(Induction)是指给出一些例子，让学生通过讨论等方式自己总结语法规则。演绎法(Deduction)是先说明语法结构，之后让学生进行练习。该题干描述的是归纳法的特征。Whenyoufocusonutterancefunctionandexpectedresponsebyusingexampleslikeapology/acceptance,inform/acknowledge,youareprobablyteachinglanguageatthe.lexicalleveldiscourselevelVstorylevelgrammaticallevel解析：解析：考查英

10、语教学方式。A项意为“词汇上”，B项意为“语篇上”，C项意为“故事上”，D项意为“语法上”。根据题干表述可知，通过apology（道歉）/acceptance（接受），inform（通知）/acknowledge（收到）的例子来集中探讨“言语功能”以及“期待反应”，属于语篇的教学。故选B。AskingstudentstoexplainnewwordsinatextwithknownwordsisNOTanactof.elicitationreinforcementmanagementproductionV解析：解析：考查词汇教学。用已知的词解释未知的词，是一种启发式的词汇教学法，是对已知词义的

11、加强和对已有知识的运用，而不是生成。Whichofthefollowingisanaccuracy-orientedspeakingactivity?Identifyingparticularphonemesonthetape.VActingouttherolesintheclassroom.Greetingpeopleinformallyinpairs.Havingdiscussioningroups.解析：解析：考查口语教学。只有A项“通过磁带确定个别音素”属于表现准确性的语言行为。B为在课堂上扮演角色，C为互致问候，D为小组讨论。WhichofthefollowingisNOTasuit

12、ablepre-listeningactivity?Writingasimilartext.VDiscussingarelevantpicture.Writingquestionsaboutthetopic.Associatingvocabularywiththetopic.解析：解析：考查听力教学。A项意为“写一篇相关的文章”，B项意为“讨论相关的图片”，C项意为写与话题相关的问题”，D项意为“读与话题相关的问题”。听前活动指的是在听材料之前让学生做好听音准备的各种教学活动。一般有学习新单词、观看相关图片、提出启发性问题或介绍相关背景知识等活动。写一篇相关的文章，时间太长，不属于听前准备活动

13、。故选A。Writingexercisessuchascompletion,reproduction,compression,andtransformationaremainlythetypeofexerciseusedintask.imitativewritingVguidedwritingfreewritingcreativewriting解析：解析：考查写作教学。写作练习，例如完形，复制，压缩，转换，这些主要都是模仿式写作的练习步骤。Theconversationbelowshowsthattheteacher.Student:Imverydown.Mydadgetseriouslyil

14、llastweek,andIm.Teacher:No,notget.Saygotbecauseitsinthepast.focusedonaccuracyonlyVlackedconfidenceinstudentshadagoodrapportwithstudentsfailedtounderstandwhatthestudentssaid解析：解析：考查课堂纠错方式。该教师没有全面的看待学生的回答，只是一味地纠正学生的语法错误是只注重语法准确性的表现。18.Ifateachergetsanincorrectanswerfromstudents,itsmostappropriateforhi

15、morhertosayinordertoencouragethem.No,Idontlikeyouranswers.Nonsense,itsnotwhatIwant.Youranswerisfarbeyondthepoint.Youmissedthepoint,butImgladyoumentionedanotherpoint.V解析：解析：解新：考查课堂纠错方式。当学生回答错误时，教师应在指出错误的同时对其进行鼓励，其他三项均只有对学生的批评。Whenastudentsaidinclass,Igoedthereyesterday,theteacherresponded,Sayitagain,

16、please.Theresponseisanexampleof.recastBmodificationVpositivefeedbackpostponedfeedback解析：解析：考查教学反馈。recast意为“重述”；modification意为“修正，修改”；positivefeedback意为“积极反馈”；postponedfeedback意为“延时反馈”。教师让学生把错误的句子重说一遍，是希望他进行修改。Whenstudentsengageingroupwork,theteachermovesaroundtoprovidehelpifnecessaryandmakesuretheya

17、redoingthetaskproperly.Thisiscalled.instructingVobservingmonitoringevaluating解析：解析：考查教师在课堂教学中的角色。当学生小组合作学习时，老师在旁边调控、了解活动进程必要时给予指导和帮助，以确保同学们能高效地参与课堂活动。此处，教师发挥了指导者的作用。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：文章主要讲述的是电影剪辑方式的发展、演变。故选CoTheunderlinedwordabductedinParagraph5probablymeansAannoyedBkidnappedVCrapedDrobbed解析：解析：划线处为“强盗绑架了女主人公”，故选BoWhopopularizedparalleledi

28、ting?DStevenSpielbergdid解析：解析：由文章第二、三段可知，EdwinS.Porter的平行剪辑只是停留在初始阶段，而D.W.Griitith才使之成熟、流行起来。Whichofthefollowingfilmsisanexcellentexampleofcrosscutting?TheGreatTrainRobberyTheGirlandHerTrustTheBirthofaNationIntoleranceV解析：解析：由文章最后两句Griffithextendedhisfluiduseofcontinuityeditingandcrosscuttinginhisep

29、icsTheBirthofaNation(1915)andIntolerance(1916)Thelatterfilmisasupremeexampleofcrosscutting”可知Intolerance是交叉剪辑手法的经典影片。.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，斯皮尔伯格在Jaws中也使用了交叉剪辑手法。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：根据第一段最后一句可知，如果

41、没有saltpills的话，作者根本不可能做运动或走路，因此可推出saltpills可以提供能量。Accordingtothepassage,whenwerepeoplerecommendedtoeatlesssalt?AAroundtheearly1990sBAroundtheearly1980sCAroundtheearly1970sVDAroundtheearly1960s解析：解析：作者在第一段说，他第一次质疑健康饮食的本质以盐为主题，是在40年前，因此可得出答案为20世纪70年代左右。Accordingtotheauthor,eatingmoresaltAhasshorttermef

42、fectuponpeoplesbloodpressureVBhaslongtermeffectuponpeoplesbloodpressureChasnegativeeffectuponpeopleshealthDhasnoeffectuponpeopleshealth解析：解析：文章倒数第三段说，盐会对血压有短期的影响，但是否会造成长期影响，还有待认证。故选A。.Whatthepassagetriestotellthereaderisthat.A.foodindustrymisledpeopleaboutsaltconsumptionB.strictsaltconsumptionisnece

43、ssaryforpeopleshealthsaltconsumptionhasnodirecteffectuponpeopleshealthDthesuggestionofstrictsaltconsumptionmightbemisleadingV解析：解析：整篇文章的大意是，盐对人的健康的影响其实并未得到证实，因此，严格控制盐的摄入量可能误导了人们对盐的负面作用的认识。ItcanbeinferredthattheauthorisAsupportiveoftheeat-less-saltcampaignBsuspiciousoftheeat-less-saltargumentVCsarcas

44、ticoftheeat-less-saltargumentDneutraloftheeat-less-saltargument解析：解析：由文章可知，作者对于盐摄入量的争论是持怀疑态度的。二、简答题(总题数：1，分数：200)21根据题目要求完成下列任务。用中文作答。课堂教学目标的设定通常需要关注四个要素：Who,Willdowhat,Underwhatcondition，Towhatdegree。请根据上述四个要素简述下列教学目标所存在的问题，并改写该教学目标。TeachingObjectives:EnablestudentstotalkaboutfestivalsandcustomsinE

45、nglishandexpressorsupportanopinionwithsuitableexpressions正确答案：(正确答案：该教学目标中只有who和willdowhat，但没有说明underwhatconditions和towhatdegree。另外，教学目标的确定应体现以学生为中心的原则。学生是学习的主体，这是现代教育的基本理念。教师要从学生的角度考虑,以学生的知识、技能和情感态度的发展为目标,准确定位教学目标。教学目标的行为主体应是学生的发展，而不是教师是否完成的预定的教学任务。所以应对其进行补充修改。教学目标应改为：Teachingobjectives(1)Knowledge

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

47、omeinformationaboutforeignfestivals(3)EmotionalobjectiveStudentscanhaveafurtherunderstandingofdifferentfestivalsandcelebrationsaroundtheworldandatthesametimerespectthedifferentfestivalcustomsindifferentcountries)解析：三、教学情境分析题(总题数：1，分数：200)22根据题目要求完成下列任务。用中文作答。请阅读下面一位教师的课后教学反思：一节英语课的教学反思：第一，每个教学步骤都有明确

48、的设计意图和师生对应活动，受时间和内容限制，学生即兴反应和表达时间不足，课堂灵活性不够。第二，本课以“诗歌体验和欣赏”为目标，教学有重点，有针对性。学生大胆表达个人见解但对如何有效纠正学生错误缺乏经验，需要今后进一步探讨。第三，课堂以英语童谣导人，介绍英语诗歌和英译唐诗宋词，引导学生感受英汉名诗，体会诗歌所表达的情感，欣赏诗歌的美。诗歌选材很重要，既要考虑难易度，还要关注创作背景和文化内涵。第四，开展“互动一发生式”教学，组织小组合作学习，但由于教学容量大，师生问答少，参与度不高，效率难以保证。任务要求：根据上述教学反思回答下列三个问题，答案不得照搬原文。(1)判断这是一节什么内容的课型，其教

49、学目的是什么?(2)这位教师从哪四个方面进行了教学反思?(3)列出两个该教师认为值得关注的问题。正确答案：(正确答案：(1)这是一节以“诗歌体验和欣赏”为目的的讲评课课型。目的是介绍英语诗歌和翻译为英文的中国诗歌，使学生体会英汉诗歌的文法和表达的情感，关注诗歌的创作背景和文化内涵。同时练习口语。(2)教学步骤安排、教学目标、教学内容和教学方式。(考生可围绕要点作出适当的阐述)(3)教学步骤的安排(时间的安排)；教学内容的选择等。(考生可围绕要点作出适当的阐述)解析：四、教学设计题（总题数：1，分数：2.00）23.设计任务：根据所提供信息和语言素材设计一节说写课的教学方案。该方案应突出下列要点：teachingobjectivesteachingcontentskeyanddifficultpointsmajorstepsandtimeallocationactivitiesandjustifications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较高。语言素材：SPEAKINGTASKNowyouhavethechancetocreateanewfestival.Talkwithyourpartnerandmakeanameforyourfestival.