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 / ? / 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.
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)
