2015上半年湖北教师资格高中英语学科知识与教学能力真题及答案.doc-资料库

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2015 上半年湖北教师资格高中英语学科知识与教学能力真题及答案注意事项： 1.考试时间 120 分钟，满分 150 分。 2.请按规定在答题卡上填涂、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 28 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. Which of the following shows the proper pronunciation of "whose" in the sentence "In America, Li stayed in a family whose landlady could help him with his English"? A./hus/ B./huz/ C./hu:s/ D. /hu:z/ 2. In terms of the place of articulation, [t] [d] [s] [z] [n] are all __________. A. palatal B. alveolar C. bilabial D. dental 3. In Rome, tourists may easily get__________ because all the streets look the same. A. disoriented B. deluded C. distracted D. delineated 4. He immediately replied with an __________ "YES" to the request that he attend the public hearing. A. effective B. eloquent C.emotional

D. emphatic 5. Perseverance, modesty and opportunity are the__________ factors for the girl's success in her career. A. contributed B. contributing C. contributor D. contribution 6. Through doing this, the teacher will be able to ascertain the extent to__________ the children understand what they are reading. A. how B. which C. that D. what 7. Before you leave the office, __________ all lights are out. A. see which B. seeing that C. to see that D. see to it that 8. __________she heard her grandfather was bom in Germany. A. That was from her mum B. It was her mum that C. It was from her mum that D. It was her mum whom 9. In ordinary conversations, participants are expected, first of all, to __________ , otherwise,communication would break down. A. stand straight B. coordinate C. speak the truth D. cooperate 10. The language used to describe the language itself is called __________.

A. paralanguage B. special language C. metalanguage D. interlanguage 11. The first P in the PPP teaching model stands for __________, which aims to get learners to perceive the form and meaning of a structure. A. practice B. production C. presentation D. preparation 12. The main objective of mechanical practice is to help learners to absorb thoroughly the__________ of a language item. A. meaning B. function C. context D. form 13. The__________ method is more fitted to the explicit presentation of grammar when the basic structure is being identified. A. inductive B. contrastive C. comparative D. deductive 14. Which of the following can be regarded as a communicative language task? A. Information-gap activity. B. Dictation. C. Sentence transformation. D. Blank-filling. 15. If a teacher asks students to concentrate on such features as structure, coherence and cohesion of a text, he/she aims at developing students' __________. A. strategic competence

B. cultural awareness C. communicative competence D. discourse awareness 16. English teachers often ask students to __________ a passage to get the gist of it. A. skim B. scan C. predict D. describe 17. The correct meaning of a lexical item in a given context is __________. A. the one provided in a dictionary B. the one which best fits the context C. the central or core meaning of the item D. the one which is assumed to be correct 18. In writing, students may not know how to put something into proper English and thus ask their teacher for help. Here the teacher is to play the role of a/an __________. A. facilitator B. assessor C. controller D. participant 19. A/An __________ language test, such as IELTS or TOEFL, is developed on the basis of a fixed standard. A. norm-referenced B. peer-referenced C. individual-referenced D. criterion-referenced 20. A systematic textbook evaluation is NOT to examine whether a textbook __________. A. covers all grammatical rules B. provides authentic language

C. matches the needs of learners D. can help realize the objectives of a language program 请阅读 Passage l，完成第 21～25 小题。 Passage 1 They came to the United States as children with little idea, if any, of what it meant to overstay a visa. They enrolled in public schools, learned English, earned high school diplomas. Like many of their classmates, they pondered college choices. But as undocumented immigrants in Maryland, they then had to confront the reality that they must pay two to three times what former high school classmates pay to attend the state's public colleges. It is a rule that, for many students of modest means, puts a college education out of reach, with one exception: Montgomery College. That is why Josue Aguiluz,21, born in Honduras, and Ricardo Campos,23, born in El Salvador--and numerous others like them--landed at the community college. There, they study and wait for a verdict from Maryland voters on a Nov.6 ballot measure that may determine whether they can afford to advance to a four-year college. "I know people in Maryland believe in education," Campos said the other day at the student center on the Rockville campus. "1 know they are going to vote for Question 4. I' m hanging on their vote." Question 4 asks voters to affirm or strike down a law that the legislature passed last year,known as Maryland's version of the "Dream Act," which granted certain undocumented immigrants the ability to obtain in-state tuition at public colleges and universities. The subsidy comes with conditions. Among them: To take advantage, students must first go to a two-year community college. The law was pushed to a referendum after opponents mounted a lightning petition drive that showed the depth of division over illegal immigration across the state and the nation. Critics say discounting tuition for students who lack permission to be in the country is an unjustified giveaway of what they believe will amount to tens of millions of tax dollars a year. "When an undocumented student enters the system, it is a net loss of revenue," said Del.

Patrick L. McDonough."It is a simple mathematical argument. Put your emotion and your passion aside, and get out your calculator." There is no count of the number of students statewide who would be eligible for benefits under the law. Estimates range from several hundred to a few thousand. A Washington Post poll this month found that a solid majority of likely voters favored the law:59 percent support it, and 35 percent are opposed. If the law is affirmed, Maryland would join about a dozen other states with laws or policies providing in-state tuition benefits to undocumented immigrants. Texas became the first in 2001. Experts say Maryland' s version is the only one that requires students to go through community college first. That means the state's 16 community colleges could become a pipeline for undocumented students in public higher education if the measure is approved. Montgomery College is already a magnet for such students. It offers the same low tuition to any student who graduated within the past three years from a Montgomery County high school. 21. What reality did the undocumented immigrants in Maryland have to confront? A. It is impossible for them to get college education. B. They cannot afford to study in Montgomery College. C. They must pay more tuition than their peers to get high school diplomas. D. They must pay more tuition than their peers at the state' s public colleges. 22. What did Campos mean by saying "I' m hanging on their vote" in PARAGRAPH 3? A. He meant that he was confident about the result of the vote. B. He meant that the voters' decision was crucial to his future. C. He meant that he had to attend a community college if the voters said NO. D. He meant that he might have to leave the country if the voters said NO. 23. what does "them" in PARAGRAPH 4 refer to? A. Students. B. Conditions. C. Undocumented immigrants.

D. Public colleges and universities. 24. which of the following words best describes the attitude of Maryland citizens towards discounting tuition for undocumented immigrants? A. Critical. B. Flexible. C. Divided. D. Supportive. 25. Which of the following is the best title for this passage? A. Maryland' s Version of the "Dream Act" B. Undocumented Students' Hope for "Dream" C. Opportunities for Undocumented Immigrants in Maryland D. Montgomery College--A Magnet for Undocumented Immigrants 请阅读 Passage 2，完成第 26-30 小题。 Passage 2 We had been wanting to expand our children's horizons by taking them to a place that was unlike anything we'd been exposed to during our travels in Europe and the United States. In thinking about what was possible from Geneva, where we are based, we decided on a trip to Istanbul. We envisioned the trip as a prelude to more exotic ones, perhaps to New Delhi or Bangkok later this year, but thought our 11 -and 13-year-olds needed a first step away from manicured boulevards and pristine monuments. What we didn't foresee was the reaction of friends, who warned that we were putting our children"in danger", referring vaguely, and most incorrectly, to disease, terrorism or just the unknown. To help us get acquainted with the peculiarities of Istanbul and to give our children a chance to choose what they were particularly interested in seeing, we bought an excellent guidebook and read it thoroughly before leaving. Friendly wamings didn't change our planning, although we might have more prudently checked with the U.S. State Department's list of trouble spots. We didn't see a lot of children among the foreign visitors during our six-day stay in Istanbul, but we

found the tourist areas quite safe, very interesting and varied enough even to suit our son, whose oft-repeated request is that we not see "every single" church and museum in a given city. Vaccinations weren't needed for the city, but we were concerned about adapting to the water for a short stay. So we used bottled water for drinking and brushing our teeth, a precaution that may seem excessive, but we all stayed healthy. Taking the advice of a friend, we booked a hotel a 20-minute walk from most ofIstanbul' s major tourist sites. This not only got us some morning exercise,strolling over the Karakoy Bridge, but took us past a colorful assortment of fishermen, vendors and shoe shiners. From a teenager and pre-teen's view, Istanbul street life is fascinating since almost everything can be bought outdoors. They were at a good age to spend time wandering the labyrinth of the Spice Bazaar, where shops display mounds of pungent herbs in sacks. Doing this with younger children would be harder simply because the streets are so packed with people ; it would be easy to get lost. For our two, whose buying experience consisted of department stores and shopping mall boutiques, it was amazing to discover that you could bargain over price and perhaps end up with two of something for the price of one. They also learned to figure out the relative value of the Turkish lira, not a small matter with its many zeros. Being exposed to Islam was an important part of our trip. Visiting the mosques, especially the enormous Blue Mosque, was our first glimpse into how this major religion is practiced. Our children's curiosity already had been piqued by the five daily calls to prayer over loudspeakers in every comer of the city, and the scarves covering the heads of many women. Navigating meals can be troublesome with children, but a kebab, bought on the street or in restaurants, was unfailingly popular. Since we had decided this trip was not for gourmets, kebabs spared us the agony of trying to find a restaurant each day that would suit the adults' desire to try something new amid children's insistence that the food be served immediately. Gradually, we branched out to try some other Turkish specialties. Although our sons had studied Islam briefly, it is impossible to be prepared for

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2015上半年湖北教师资格高中英语学科知识与教学能力真题及答案.doc

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