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精选.docx
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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精选.docx
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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精选
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)(精选)
一、单项选择题(本大题共30小题,每小题2分,共60分)
1.Thesoundof"ch"in"teacher"is__________.
A.voiceless,post-alveolar,andaffricative
B.voiceless,dental,andfricative
C.voiced,dental,andfricative
D.voiced,post-alveolar,andplosive
2.Themaindifferencebetween/m/,/n/,and/η/liesin__________.
A.mannerofarticulation
B.soundduration
C.placeofarticulation
D.voicing
3.Sheis__________,fromherrecording,thediariesofSimonForman.
A.transcribing
B.keeping
C.paraphrasing
D.recollecting
4.Neithertheunpleasantexperiencesnorthebadluck__________himdiscouraged.
A.havecaused
B.hascaused
C.hasmade
D.havemade
5.Mr.Joehasworkedveryhardinthepasttwoyearsandhaspaidallhisdebts__________thelastpenny.
A.by
B.to
C.until
D.with
6.Themessagecametothevillagers__________theenemyhadalreadyfledthevillage.
A.which
B.who
C.that
D.where
7.Wemustimprovethefarmingmethod__________wemaygethighyields.
A.incase
B.inorderthat
C.nowthat
D.evenif
8.--DoyoumindifIsmokehere?
--__________.
A.Yes,Idon't
B.Yes,youmay
C.No,notatall
D.Yes,Iwon’t
9.Whatisthemainrhetoricdeviceusedin“Theplowmanhomewardplodshiswearyway.”?
A.Metaphor.
B.Metonymy.
C.Synecdoche.
D.Transferredepithet.
10.--A:
Let'sgotothemovietonight.
--B:
I'dliketo.butIhavetostudyforanexam.
Intheconversationabove,B'sdeclineoftheproposaliscategorizedasakindof__________.
A.illocutionaryact
B.perlocutionaryact
C.propositionalcondition
D.sinceritycondition
11.WhichofthefollowingactivitiesisNOTtypicaloftheTask-BasedLanguageTeachingmethod?
A.Problem-solvingactivities.
B.Opinionexchangeactivities.
C.Information-gapactivities.
D.Patternpracticeactivities.
12.Ifateachershowsstudentshowtodoanactivitybeforetheystartdoingit,he/sheisusingthetechnique of__________.
A.presentation
B.demonstration
C.elicitation
D.evaluation
13.Whenateacherasksstudentstodiscusshowatextisorganized,he/sheismostlikelytohelpthem__________.
A.evaluatethecontentofthetext
B.analyzethestructureofthepassage
C.understandtheintentionofthewriter
D.distinguishthefactsfromtheopinions
14.Whichofthefollowingpracticescanencouragestudentstoreadanarticlecritically?
A.Evaluatingitspointofview.
B.Findingoutthefacts.
C.Findingdetailedinformation.
D.Doingtranslationexercises.
15.Whichofthefollowingisadisplayquestionusedbyteachersinclass?
A.Ifyouwerethegirlinthestory,wouldyoubehavelikeher?
B.DoyoulikethisstoryGirltheThumb,whyorwhynot?
C.Doyouagreethatthegirlwasakind-heartedperson?
D.Whathappenedtothegirlattheendofthestory?
16.Whichofthefollowingwouldateacherencouragestudentstodoinordertodeveloptheircognitive strategies?
A.Tomakeastudyplan.
B.Tosummarizeastory.
C.Toreadatextaloud.
D.Todopatterndrills.
17.Whichofthefollowingexerciseswouldateachermostprobablyuseifhe/shewantstohelpstudentsde-velopdiscoursecompetence?
A.Paraphrasingsentences.
B.Translatingsentences.
C.Unscramblingsentences.
D.Transformingsentences.
18.TheadvantagesofpairandgroupworkincludeallofthefollowingEXCEPT__________.
A.interactionwithpeers
B.varietyanddynamism
C.anincreaseinlanguagepractice
D.opportunitiestoguaranteeaccuracy
19.Whichofthefollowingshouldateacheravoidwhenhis/herfocusisondevelopingstudents'abilitytouse wordsappropriately?
A.Teachingboththespokenandwrittenform.
B.Teachingwordsincontextandgivingexamples.
C.Presentingtheform,meaning,anduseofaword.
D.Askingstudentstomemorizebilingualwordlists.
20.Whichofthefollowingpracticesismostlikelytoencouragestudents'cooperationinlearning?
A.Doingaproject.
B.Havingadictation
C.Takingatest.
D.Copyingatext.
阅读Passage1,完成第21~25小题。
Passage1
Today'sadultsgrewupinschoolsdesignedtosortusintothevarioussegmentsofoursocialandeco-nomicsystem.Theamountoftimeavailabletolearnwasfixed:
oneyearpergrade.Theamountlearnedbythe endofthattimewasfreetovary:
someofuslearnedagreatdeal;some,verylittle.Asweadvancedthrough thegrades,thosewhohadlearnedagreatdealinpreviousgradescontinuedtobuildonthosefoundations.
Thosewhohadfailedtomastertheearlyprerequisiteswithintheallottedtimefailedtolearnthatwhichfol-lowed.After12or13yearsofcumulativetreatmentofthiskind,wewere,ineffect,spreadalonganachieve-mentcontinuumthatwasultimatelyreflectedineachstudent'srankinclassupongraduation.
Fromtheveryearliestgrades,somestudentslearnedagreatdealveryquicklyandconsistentlyscored highonassessments.Theemotionaleffectofthiswastohelpthemtoseethemselvesascapablelearners,and sothesestudentsbecameincreasinglyconfidentinschool.Thatconfidencegavethemtheinneremotional strengthtotaketheriskofstrivingformoresuccessbecausetheybelievedthatsuccesswaswithintheir reach.Drivenforwardbythisoptimism,thesestudentscontinuedtotryhard,andthateffortcontinuedtore-sultinsuccessforthem.Theybecametheacademicandemotionalwinners.Noticethatthetriggerfortheire-motionalstrengthandtheirlearningsuccesswastheirperceptionoftheirsuccessonformalandinformalas-sessments.
Buttherewereotherstudentswhodidn'tfaresowell.Theyscoredverylowontests,beginningintheearliestgrades.Theemotionaleffectwastocausethemtoquestiontheirowncapabilitiesaslearners.Theybe-gantoloseconfidence,which,inturn,deprivedthemoftheemotionalreservesneededtocontinuetotake risks.Astheirmotivationwarned,ofcourse,theirperformanceplummeted.Thesestudentsembarkedonwhat theybelievedtobeanirreversibleslidetowardinevitablefailureandlosthope.Onceagain,theemotional triggerfortheirdecisionnottotrywastheirperceptionoftheirperformanceonassessments.
Considerthereality--indeed,theparadox--oftheschoolsinwhichwewerereared.Ifsomestudents workedhardandlearnedalot,thatwasapositiveresult,andtheywouldfinishhighintherankorder.Butif somestudentsgaveupinhopelessfailure,thatwasanacceptableresult,too,becausetheywouldoccupy placesverylowintherankorder.Theirachievementresultsfedintotheimplicitmissionofschools:
thegrea-terthespreadofachievementamongstudents,themoreitreinforcedtherankorder.Thisiswhy,ifsome studentsgaveupandstoppedtrying(evendroppedoutofschool),thatwasregardedasthestudent'sprob-lem,nottheteacher'sortheschool's.
Onceagain,pleasenoticewhoisusingtestresultstodecidewhethertostriveforexcellenceorgiveupin hopelessness.The"data-baseddecisionmakers"inthisprocessarestudentsthemselves.Studentsaredeci-dingwhethersuccessiswithinorbeyondreach,whetherthelearningisworththerequiredeffort,andso whethertotryornot.Thecriticalemotionsunderpinningthedecisionmakingprocessincludeanxiety,fearof failure,uncertainty,andunwillingnesstotakerisks--alltriggeredbystudents'perceptionsoftheirowncapa-bilitiesasreflectedinassessmentresults.
Somestudentsrespondedtothedemandsofsuchenvironmentsbyworkinghardandlearningagreat deal.Otherscontrolledtheiranxietybygivingupandnotcaring.Theresultforthemisexactlytheoppositeof theonesocietywants.Insteadofleavingnochildbehind,thesepractices,ineffect,drovedowntheachieve-mentofatleastasmanystudentsastheysuccessfullyelevated.Andtheevidencesuggeststhatthedownside victimsaremorefrequentlymembersofparticularsocioeconomicandethnicminorities.
21.Whathasmadestudentsspreadalonganachievementcontinuumaccordingtothepassage?
A.Theallottedtimetolearn.
B.Socialandeconomicsystem.
C.Theearlyprerequisitesstudentsmastered.
D.Performanceonformalandinformalassessments.
22.Whatistheauthor'sattitudetowardstheoldmissionofassessment?
A.Supportive.
B.Indifferent.
C.Negative.
D.Neutral.
23.Whichofthefollowingisclosestinmeaningtotheunderlinedword"plummeted"inParagraph3?
A.Punishedtimely.
B.Spreadwidely.
C.Continuedgradually.
D.Droppedsharply.
24.Whichofthefollowingdescribestheparadoxoftheschools?
A.Discrepancybetweenwhattheysayandwhattheydo.
B.Differencesbetweenteachers'problemsandschools'problems.
C.Advantagesanddisadvantagesofstudents'learningopportunities.
D.Students'perceptionandtherealityoftheirperformanceonassessments.
25.Whichofthefollowingwillbetriggeredbytheassessmentresultsaccordingtothepassage?
A.Students'learningefforts.
B.Leaving-no-child-behindpolicy.
C.Socioeconomicandethnicranking.
D.Socialdisapprovalofschools'mission.
请阅读Passage2,完成26~30小题。
Passage2
Severalresearchteamshavefoundthatnewbornsprefertheirmothers'voicesoverthoseofotherpeople.
Nowateamofscientistshasgoneanintriguingstepfurther:
theyhavefoundthatnewbornscryintheirnative language."Wehaveprovidedevidencethatlanguagebeginswiththeveryfirstcrymelodies,"saysKathleen WermkeoftheUniversityofWurzburg,Germany,wholedtheresearch.
"Thedramaticfindingofthisstudyisthatnotonlyarenewbornscapableofproducingdifferentcrymel-odies,buttheyprefertoproducethosemelodypatternsthataretypicalfortheambientlanguagetheyhave heardduringthe
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