2018年上教师资格证高级英语真题

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.Thesoundof“ch”in“teacher”is( ).voiceless,post-alveolar,andaffricativevoiceless,dental,andfricativevoiced,dental,andfricativevoiced,post-alveolar,andplosive 2.Themaindifferencebetween/m/,/n/,and/ŋ/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.阅读Passage2,完成26~30小题。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.简答题（本大题1小题,20分）根据题目要求完成下列任务，用中文作答。31.简述思维导图（mindmapping）的含义（4分）及其两个用途（6分），写出教师在课堂教学中运用思维导图的三点注意事项（6分），并举一例说明思维导图的用法（4分）。教学情境分析题（本大题1小题，30分）根据题目要求完成下列任务,用中文作答。32.下面片段选自某高中英语课堂教学实录。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?根据该教学片段回答下面四个问题:该教师采取了什么方式引出复习巩固的内容?（5分）当该教师发现学生没有完全掌握所学内容时，采取了什么补救方法?（5分）这种种补救方法有哪两个优点?（10分）该教师复习巩固所教内容还可以采用其他哪两种方法?（10分）四、教学设计题（本大题1小题，40分）根据提供的信息和语言素材设计教学方案，用英文作答。33.设计任务：请阅读下面学生信息和语言素材，设计20分钟英语阅读的教学方案。教案没有固定格式，但须包含下列要点：teachingobjectivesteachingcontentskeyanddifficultpointsmajorstepsandtimeallocationactivitiesandjustifications教学时间：20分钟学生概况：某城镇普通中学高中一年级学生,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）》五级水平。学生课堂参与积极性一般。语言素材：TheThreeGorgesDam“Wallsofstonetoholdbackcloudsandrain”Maozedongwroteapoeminwhichhedreamedof“wallsofstonetoholdbackcloudsandraintillasmoothlakerisesinthenarrowgorges”.Nowhisdreamhascometrue.ThepoweroftheYangtzeRiver,whichistheworld’sthirdlongestriver.HasbeenharnessedbytheThreeGorgesDam.TheThreeGorgesDam,whichisthebiggestconstructionprojectinChinasincethebuildingoftheGreatWallandtheGrandCanal,hasbeenbuilttocon