2014年下半年高中《英语学科知识》教师资格证考试统考真题及答案

2014

年下半年高中《英语学科知识》教师资格证考试统考真题及答

案

一、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

of

“

have to

案字母按要求涂黑。错选、多选或未选均无分。

of the

following

is the proper pronunciation

a

result

of assimilation?

“

as a

A.

／

hef

tu

／

B.

／

hev tu

／

C.

／

h?f

tu

／

D.

／

h?v

tu

／

of the

following

shows the proper

rhythmical

pattern

of the

sentence?

A.' Come

to

'

see

B.'Come

to'see

C.'Come

to'see

D.'Come

to'see

came to

us at our

'

new a'partment

us at'our new'apartment

us'at our'new'apartment

us'at our'new a'parement

dinner and my mom fixed a

roast,prime

good.

rib,pie,yohurt,dri

nks,and

that kind of

_

,and it was really

her

_

person who dislike

sister,Judith

is a shy,unsociable

or to

make

new friends.

ng ly

us

pledged support for

_

care

,

to go to parties

ious

where youngsters were looked after be close relatives like aunts or uncles,but not parents.

p g ve

6.I

will

never know all

will

anyone

else

won' t anyone

else

doesn

‘

t want

to

a job she probably wouldn

that

work right

was in

his

head at

anyone

else

will

anyone

else

wo n't

the

time,

—

now because she

very

thinks

that

if she

t be

able

to

get

visit

her friends

to get

to

often.

got have got

is

the

correct

and six

way to

point

points

read the decimal

“

106 . 16

”

i

n English?

one six

hundred

teen

hundred

ixteen

hundred and

six point six

six points s

and six

one six

hundred and

any

of

the maxims under the

on purpose,might

arise.

ous structure dictory proposition

Cooperative

Principle

is flouted

understanding

sational

a

_

variety

of the

implicature

En glish

Ian guage.

dia n

En glish is

al ic ional

teaching pronunciation,the teacher should tell the students that

—

can be used to convey more importa nt messages.

ing

12.

When a teacher asks

13.

Which of

tion

play

the following

tution

sion

students

to discuss how the writer

/

s ideas are organized in the text,he/she intends to develop students

/

skill of

_

.

focus(es)on accuracy in teaching grammar?

drills

14.

W

hen a teacher says

“

Next,please

pay attention to the time of arrival and departure of

the planes in the recording.

”

,he

／

she intends to develop students

＇

skill of

_

.

ting g the general picture

guishing

sounds

g

specific

information

a teacher

asks

students to

list

as

many ways as

the possible

they can

functions

to

of

tell

someone

to open

the door

and list

different

／

a sentence in

she is probably trying to highlight

_

.

16.

The teacher would

use

_

to help students communicate in teaching speaking.

tution drills discussion

ing and acting g aloud

17.

—

assessment

is used to measure how the performance

udent or

group of

students compares with that of

ion-referenced

-referenced

ive

ive

18.

Which of

the following

teacher

＇

ideas?

world

“

quickly

”

mean?

of a particular st

another.

s instruction

could serve

the purpose of

eliciting

we

move on?

after

me,everyone

can you see in this picture does the

19.

Which of

the following

is an

example

of

t

eachers

＇

indirect corrective feedback?

“

went

”

instead

A is not the right

ntence?

of

“

go

”

never use

“

at

”

that

way

se

answer can help him with this

20.

Total

Physical Response as a TEFL method is more often used for

teach ing

—

.

en course course

请阅读

完成第

21

< br>?

25

小题

Passage 1

Unless you spend much time sitting in a college classroom or browsin g through certain areas of the

Internet,it

＇

s possible that you had not heard of trigger warnings until a few weeks

ago,when

they made

an appearance in the newspaper

symptoms of po

exp

lained that the term refers to preemptive alters,issued by a professo r or

sufficiently

graphic to spark

disorder.

st- traumatic-stress

an class might be

The term seems to have originated in online feminist forums,where tri gger warnings have for some

years been used to flag discussion of r ape or other sexual Times piece,which was

skeptically tit led

“

warnings

are moving from the online fringes to the classroom,and mi

Finn

”

experienced racism;The

warning

ca

an anti-Semitism

was drafted

ght be more broadly applied to highlight in advance the distress or offense that a work of literature

might cause.

“

Huckleberry

would come

Merchant of

ll from students

to

“

be aware of racism,classism,sexism,and other issues of privilege and

with a

Venice

warning for those who have

would have

trigger

for

warnings was spreading on campuses such

that would advise professors

as Oberlin,where a proposal

?

”

oppression

”

in devising their syllabi;and Rutgers,where a student argued in the c ampus newspaper that trigger

warnings would contribute to preserving t he classroom as a

“

safe space

”

for students.

Online discussion of trigger warnings has sometimes been guardedly sym pathetic,sometimes

a

cataloguing:

“

There

is no triggers for warning for living your life.

”

Valenti

has noted on The Nation

＇

s website that potential triggers for trauma are so manifold as to be beyond the possibility of

Some have suggested that a professor

＇

s ability to teach would be compromised should it become commonplace for

“

The Great Gatsby

”

to

rs

hear a trigger

and incidents

advocates,in

warning

alerting

reader

to

the

disgusting

characte

s

within

its

have

worried

that

trigger-war

seeking to

protect

the

vulnerable,run

the

risk of d

ning

isempowering them instead,

“

Bending the world to accommodate our personal frailties does not he lp us overcome them

”

,Jenny

Jarvie wrote on The New Republic

＇

s online site.

Jarvie

＇

s piece,like

many others

on the subject,cited

the

University

of Calif

ornia,Santa

Barbara,as a

campus where champions

of

trigger

warnings ha

ve made significant

r

this

year,students at

d upon a resolution

recommending

that

such warnings be

issued

in

ins

tances where classroom

materials

might

touch upon

“

rape,sexual

assault,abuse,self-injurious

behavior,suicide,and

graphic

vio

lence

”

.The resolution

was brought

by a

literature student

who

said

t

violence,she had

been shocked when a

hat,as a past victim of sexual teacher showed a

movie in class advance notice of the

which depicted student hoped

rape,without giving to

a post- traumatic-stress may,by

spare others the reaction.

comparison,seem

possibility of experiencing The

hard to understand;but

trigger-warning a large in

debate

preoccupation

with

achieving safety,and a safety

cultural

express ear of

might

be

found,as

living

its

hope

that

in a therapist s

office,in t

classroom

where literature

is

being

taught

is

in direc

contradiction

give

express

to

one

purpose

of

literature,which

is to

and difficult and

uncomfortable

ideas,and

ion through

art

to

difficult

thereby s

it

＇

the

to

enlarge

safe

space,nor,probably,should

it

those

who

hope that

to fault

it

might be,when

difficult

outsi

pervasively

de world

well

as,on oc

constantly

proves

itself

hostile,as

casion,horrifically

violent.

groups

of people are

most

in favor of

of the following

?

”

c

“

trigger

warning ” ?

Feminists

sors

ts

ers C.

of the

following

might

be a possible

change

to be brought

about by

trigger

warning

to literature teaching?

rs

will

abandon

materials

related to racism,sexism,violence,etc.

ignore students

＇

a

“

safe

space

”

rs

will

s requests for

in designing

their syllabi.

rs

will

give

students

advance notice

of

the content that is

likely to

distress or

offend

them

rs

ideas to

will

enlarge

allow

their

students

to

express different

and uncomfortable

experience.

PARAGRAPH3?

compromised

by

“

”

does the

author mean

in

oned

ed

nged

ed

does

“

them

”

in PARAGRAPH3 refer to?

ies

s ilities

s

of the

rning

exerts on

may highlight

may expose

may deprive

may cause

following

literature

the

students

students

students

can be the negative

teaching

according

purpose of literature

to the dark side of

of their

intellectual

impact that

to the writer?

teaching.

the world.

growth.

trigger

wa

to experience a post-traumatic-stress

disorder.

请阅读

passage 2,

完成

26

?

30

小题。

Passage 2

The medical community owes economists a great a Sen won a

Nobel Prize for Economic Sciences in has spent his entire career promulgating ideas of

justice and freedom,with health rarely ou t of his Stiglitz won a Noble in

as chief economist at the(then)notoriously

ously challenged

health at the

the Washington

Jeff Sachs,a

1998,when he w

regressive World Bank,he fam

controversial

of putting

Development

G

figure to some critics,can fairly lay claim to the enormous achieve ment

center of the Millennium

“

Commission on Macroeconomics and Health

”

was a landmark report,providing explicit

evidence to explain why attac king disease was sbsolutely necessary if poverty was to be

eradicated .And I must offer my own personal gratitude to a very special group

of economists-Larry Summers,Dean Jamison,Kenneth Arrow,David Evans,and

Special were

bal

Health

2035.

But

although

gher

iority

on the

given

we might

discipline

to markets

words have

the

economic team that drove the

work

of

Glo

tou

pr

be

kind to economists,perhaps

of

economics textbook,and

and efficiency,price

chilling

effects

we should

you will

be

see

the

and utility,profit

on our quest

and

co

better

h

for

seem to marginalize those qualities of our lives that we value most of all

-

not our self-interest,but

addressed at last

s Global Health Lab,held at London School of Hygiene

＆

Tropical Medicine.

Anne Mills,Vice-Director

of the school,fervently argued the case in fa

vor of was they who contributed to understanding the id ea of

“

best-buys

”

in global was economists who challenged user it wa

out humanity;not the costs and benefits of

week

＇

monetary exchange,but vision and ideals that guide our wa s these issues that were

s economists who made the connection between health and economic grow th,providing one of the

most compelling political arguments for taking

health economists might adore markets,but not health e

conomists,she

“

social

said.

“

Health care is different.

For her kind of economist,a health system is a

institution that embodies that embodies the values of society

Although competition

judiciously as

tty,Chief Scientific

s Department for

those who profess

cient allocation

allocation

has a part

a mechanism

Adviser

to play in health,it

to

at

improve the quality

the UK

＇

of

should be

used

Whi

International

Developments,expressed

his

is

contempt

for

about the

the inefficient

effi

indifference

to ic

of scarce

who backed

of resources is

their arrogance, be

accepted simply because

“

immoral

”

.He did criticize economists for ists seemed

to believe their

ideas should

of the authority they held as ics,he

said,is only o ne science among many that policy markers have to take into account.

of

s attitude

But Clare

sked,what

wer,in one

“

inequality

the following

toward economists?

best describes

the author

a

different

done

for

Chandler.A medical anthropologist,took

has neoliberal

a

economics ever

global health?Her ans

and

a premium

virt

que

word,was

”

,Neoliberal

suggested that

economics frames

the

way

we think

any economic

philosophy

that put

argument

on free trade,privatization,minimal government,and reduced public spendin

g on social and health

sectors is

a

philosophy bereft of human

discussion that

do economists

Why are economists so

followed,led

treat their

silent on their

by

Martin

theories

Mckee,posed difficult

like religions

？

own

failures

？

apolitical

？

Can economics ever be

There were few satisfactory answers

to

these

questions.

pt ation ment ement

holds a critical

ording to the passage?

view on economists role

in medical field

acc

a Sachs Summers Chandler of the following is closest

in meaning to

“

discipline in PARAGRPH2?

t

ment

tion

of the following

is NOT used in the author

s presentation of his ideas?

statement ical questions

ic examples quotation

does

the author

a

long

intend to

way to

tell

go for

the reader?

economists to genuinely

is

still

ibute to global health.

ists

＇

ists

health.

ics

o take into

contr

role in

increased

global

the

health

inequality

is,to

of

a large extent,negative.

resource allocations

many that policy

care programs.

in

global

is only

account

one

science among

health

makers

have t

in

providing

二、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.

的作用是什么？（

8

分）封闭性问题与开放性问题各自有什么特点？（

31.

【答案】（一）课堂提问的作用（

8

分，每点

2

分）

（

1< /p>

）引起学生的注意，

学生注意力不集中时，

教师进行提问，

往往可以唤回学生的注意力，

让学

生重新回归课堂教学。

（

2

）巩固课堂教学。教师在课堂教学中以一组 问题前后相连的形式，不断启发、追问、质

疑、概括、

小结，那么学生就会比较全面、系统、牢固地掌握知识和技能。

（

3

）获取反馈信息。学生在答问时反映出 的思维受阻、歧义、谬误、遗漏等一些现象，较

之凭借作

业、

测试等方式，

能更及时、

更清晰地展现在教师的面前，

让教师能及时通过提示、

点拨、启< /p>

发，或者反问、加问、追问，甚至调整策略，改换话题，另辟蹊径，达到合理引导

学生思维的目的。

（

4

）加强师生之间沟通与交流。教师提问，同学讨论，学生回 答，是一种交流。课堂提问

不仅可以提

高学生的表达能力，

培养他们的团队精神，

更可以促师生感情融洽，

从而更好地

推动教学。

（二）封闭性问题和开放性问题的特点（

12

分）

A.

封闭性问题特点：（

6

分，每点

2

分）

（

1

）从问题答案的角度：封闭性问题有固 定答案，且答案唯

一。

（

2

）

从锻炼学生能力的角度：强化巩固课堂所学，记忆必须死记硬背的知识。

（

3

）从课堂教学的角度：提高课堂提问的有效性方面发挥了重要作用。

B.

开放性问题特点：（

6