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2014下半年教师资格高中英语学科知识与教学能力真题及答案.doc
2014 下半年教师资格高中英语学科知识与教学能力真题及
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
案字母按要求涂黑。错选、多选或未选均无分。
1.which of the following is the proper pronunciation of “have to “ as a result
of assimilation?
A.／hef tu／
1.【答案】C。解析：本题考查音系学规则。Have to 在发音过程中出现了同化现象。
D. ／hæv tu／
C. ／hæf tu／
B. ／hev tu／
2.which of the following shows the proper rhythmical pattern of the sentence?
A.´Come to ´see us at our ´new a`partment
B.`Come to`see us at `our new `apartment
C.`Come to`see us `at our `new` apartment
D.`Come to `see us`at our`new a`parement
2.【答案】A。解析：`Come to`see us at `our new `apartment.
3.He came to dinner and my mom fixed a roast, prime rib ,pie, yohurt, drinks, and
that kind of ＿,and it was really good.
A. meat
3.【答案】B。解析：本题考查名词词义辨析。Meat 是“肉，肉类”，staff 是“工作人员”，
dish 是“碟子，盘子”。根据题中的 roast, prime rib , pie, yoghurt, drinks 可知 stuff
“东西”正确。
C. staff
B. stuff
D. Dish
4.Unlike her ＿sister, Judith is a shy ,unsociable person who dislike to go to
parties or to make new friends.
A. charming
B. friendly
4.【答案】D。解析：本题考查形容词辨析。分析句子可知答案应该是与 shy（害羞的）和
unsociable（不爱交际的）意思相反的词。因此选 gregarious（社交的、合群）。
D. Gregarious
C. gracious
5.He pledged support for “＿care”，where youngsters were looked after be close
relatives like aunts or uncles, but not parents.
A. family
5.【答案】B。解析：本题考查固定搭配。Kinship care 意思是“寄养，亲属抚养”。
D. Relative
C. sibling
B. kinship
6.I will never know all that was in his head at the time , ＿.
A. nor will anyone else
C. nor won´t anyone else
6.【答案】A。解析：本题考查倒装。Nor 是否定词，因此句子需要倒装。故选 A。
B. nor anyone else will
D. nor anyone else won´t
7. She doesn´t want to work right now because she thinks that if she ＿a job she
probably wouldn´t be able to visit her friends very often .
A. has to get
7. ＿本题考查虚拟语气，是对将来的虚拟，句意为“她现在不想立即工作，因为她觉得如
果她要是工作的话，（将来）可能就不能经常去探访朋友了。”故选 B。
D. could have got
B. were to get
C. had got
8. What is the correct way to read the decimal “106.16” in English?
B. One hundred and six point sixteen
A. One hundred and six point one six
C. One hundred and six points one six
D. One hundred and six points sixteen
8.【答案】A。解析：本题考查英语中带有小数点的数字的读法。小数点之后的数字要一个
一个读出来，之前的按照正常的顺序来读。例如 15.67 的读法为：fifteen point six seven .
9. When any of the maxims under the Cooperative Principle is flouted on purpose,
might arise.
A. ambiguous structure
C. mutual understanding
9.【答案】D。解析：本题考查会话原则知识。
B. contradictory proposition
D. conversational implicature
10. Indian English is a ＿ variety of the English language.
A. social
10.【答案】B。解析：印度英语属于 regional English .
B. regional
C. historic
D. Situational
11. In teaching pronunciation, the teacher should tell the students that ＿ can be
used to convey more important messages.
A. rhyme
11.【答案】B。解析：本题考查英语语音教学。英语中的重音可以用来表示强调。
C. devoicing
D. Rhythm
B. stress
12. When a teacher asks students to discuss how the writerˊs ideas are organized
in the text, he /she intends to develop studentsˊ skill of ＿ .
12.【答案】A。解析：本题考查英语阅读教学。教师让同学讨论作者的观点是如何被组织起
来的，为的是让学生认文章结构。
13. Which of the following focus(es) on accuracy in teaching grammar?
A. simulation
C. role play
13.【答案】B。解析：本题考查英语语法教学。其中替换练习（Substitution drills）强
调了准确性。
B. substitution drills
D. Discussion
14. When 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 ＿ .
A. predicting
C. distinguishing sounds
14.【答案】D。解析：本题考查英语听力教学。题目中教师让学生注意听力中“飞机抵达和
出发的时间”是为了 getting specific information, 也就是得到“时间”信息。
B. getting the general picture
D. getting specific information
15. If a teacher asks students to list as many ways as they can to tell someone to
open the door and list the possible functions of a sentence in different contexts.
he／she is probably trying to highlight ＿ .
15.【答案】C。
16. The teacher would use ＿to help students communicate in teaching speaking.
A. substitution drills
C. listening and acting
16.【答案】B。解析：本题考查英语口语教学。为了帮助学生在口语课堂上相互交流，教师
可以采取小组讨论的形式来进行课堂活动。
B. group discussion
D. reading aloud
17.＿ assessment is used to measure how the performance of a particular student or
group of students compares with that of another.
A. Criterion-referenced
C. Formative
17.【答案】C。解析：本题考查教学评价相关知识。其中形成性教学评价是指“对学生日常
学习过程中的表现、所取得的成绩以及所反映的情感、态度、策略等方面的发展”做出评价。
其目的是“激励学生学习，帮助学生有效调控自己的学习过程，使学生获得成就感，增强自
信心，培养合作精神”。
B. Norm-referenced
D. Summative
18. Which of the following teacher＇s instruction could serve the purpose of eliciting
ideas?
A. Shall we move on?
C. What can you see in this picture
D. What does the world “quickly” mean?
18.【答案】C。解析：在英语教学中恰当的运用教学手段可以激励学生学习动力。C 项的提
问比较开放，且有助于全体学生积极的参与进去，相对于其他三项，C 项的回答也比较开放
的，能够激起学生的学习兴趣。
B. Read after me, everyone
19. Which of the following is an example of teachers＇indirect corrective feedback?
A. Say “went” instead of “go”
C. Choice A is not the right answer
D. Who can help him with this sentence?
19.【答案】D。解析：本题考查教学反馈相关知识。ABC 三项都属于直接反馈，只有 D 项是
属于间接反馈。
B. We never use “at” that way
20. Total Physical Response as a TEFL method is more often used for teaching ＿.
A. children
20.【答案】A。解析：全身反应法主要是对于初学者应用比较多。故选 children.
C. ESP course
B. adults
D. GE course
请阅读 passage1,完成第 21～25 小题
Passage 1
Unless you spend much time sitting in a college classroom or browsing 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 Times. The
newspaper explained that the term refers to preemptive alters, issued by a professor
or an class might be sufficiently graphic to spark symptoms of post-traumatic-stress
disorder.
The term seems to have originated in online feminist forums, where trigger
warnings have for some years been used to flag discussion of rape or other sexual
violence. The Times piece, which was skeptically titled “warnings are moving from
the online fringes to the classroom, and might be more broadly applied to highlight
in advance the distress or offense that a work of literature might cause.
“Huckleberry Finn” would come with a warning for those who have experienced racism;
The Merchant of Venice would have an anti-Semitism warning attached. The call from
students for trigger warnings was spreading on campuses such as Oberlin, where a
proposal was drafted that would advise professors to “be aware of racism, classism,
sexism, and other issues of privilege and oppression” in devising their syllabi;
and Rutgers, where a student argued in the campus newspaper that trigger warnings
would contribute to preserving the classroom as a “safe space” for students.
Online discussion of trigger warnings has sometimes been guardedly sympathetic,
sometimes critical. Jessica Valenti has noted on The Nation＇s website that potential
triggers for trauma are so manifold as to be beyond the possibility of cataloguing:
“There is no triggers for warning for living your life.” Some have suggested that
a professor＇s ability to teach would be compromised should it become commonplace
for “The Great Gatsby” to hear a trigger warning alerting readers to the disgusting
characters and incidents within its pages. Others have worried that trigger-warning
advocates, in seeking to protect the vulnerable, run the risk of disempowering them
instead, “Bending the world to accommodate our personal frailties does not help
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 California,
Santa Barbara, as a campus where champions of trigger warnings have made significant
progress. Earlier this year, students at U.C.S.B. agreed upon a resolution
recommending that such warnings be issued in instances where classroom materials
might touch upon “rape, sexual assault , abuse, self-injurious behavior, suicide,
and graphic violence”. The resolution was brought by a literature student who said
that, as a past victim of sexual violence, she had been shocked when a teacher showed
a movie in class which depicted rape, without giving advance notice of the content.
The
a
spare
post-traumatic-stress reaction.
The trigger-warning debate may, by comparison, seem hard to understand; but express
a large cultural preoccupation with achieving safety, and a fear of living in its
absence. The hope that safety might be found, as in a therapist＇s office, in a
classroom where literature is being taught is in direct contradiction to one purpose
of literature, which is to give expression through art to difficult and difficult
and uncomfortable ideas, and thereby to enlarge safe space, nor, probably, should
it be. But it＇s difficult to fault those who hope that it might be, when the outside
world constantly proves itself pervasively hostile, as well as, on occasion,
horrifically violent.
experiencing
student
the
possibility
of
hoped
to
others
21. Which of the following groups of people are most in favor of “trigger warning”?
A. Students
21.【答案】A。解析：细节题。文中提到的 trigger warning 主要讲到对学生的影响。
D. Professors
C. Feminists
B. Reporters
22. Which of the following might be a possible change to be brought about by trigger
warning to literature teaching?
A. Teachers will abandon materials related to racism, sexism, violence, etc.
B. Teachers will ignore students＇s requests for a “safe space” in designing their
syllabi.
C. Teachers will give students advance notice of the content that is likely to
distress or offend them.
D. Teachers will allow students to express different and uncomfortable ideas to
enlarge their experience.
22.【答案】C。解析：细节题。根据文中的 where a student argued in the campus newspaper
that trigger warnings would contribute to preserving the classroom as a “safe space”
for students.可知 C 正确。
23. What does the author mean by “compromised” in PARAGRAPH 3?
A. Questioned
23.【答案】D。解析：词义推断题。Compromised 的意思是妥协的，也就是被削弱的意思，
故选 Weakened。
C. Challenged
D. Weakened
B. Improved
24. What does “them” in PARAGRAPH 3 refer to ?
A. Risks
C. Traumas
24..【答案】B。解析：内容推断题。them 在文中指的是我们个人人性的弱点。
B. Frailties
D. Possibilities
25. Which of the following can be the negative impact that trigger warning exerts
on literature teaching according to the writer?
A. It may highlight the purpose of literature teaching.
B. It may expose students to the dark side of the world.
C. It may deprive students of their intellectual growth.
D. It may cause students to experience a post-traumatic-stress disorder.
25..【答案】D。解析：细节推断题。根据文中的第一段的最后一句以及通篇的观点阐述，
可知 D 正确。
请阅读 passage 2, 完成 26～30 小题。
Passage 2
The medical community owes economists a great deal. Amartya Sen won a Nobel Prize
for Economic Sciences in 1998. He has spent his entire career promulgating ideas
of justice and freedom, with health rarely out of his gaze. Joseph Stiglitz won a
Noble in 2001. In 1998, when he was chief economist at the (then) notoriously
regressive World Bank, he famously challenged the Washington Consensus. And Jeff
Sachs, a controversial figure to some critics, can fairly lay claim to the enormous
achievement of putting health at the center of the Millennium Development Goals.
His “Commission on Macroeconomics and Health” was a landmark report, providing
explicit evidence to explain why attacking 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 Gupta. They were the economic team that drove the work of Global Health
2035.
But although we might be kind to economists, perhaps we should be tougher on the
discipline of economics textbook, and you will see the priority given to markets
and efficiency, price and utility, profit and competition. These words have chilling
effects on our quest for better health. They seem to marginalize those qualities
of our lives that we value most of all – not our self-interest, but out humanity;
not the costs and benefits of monetary exchange, but vision and ideals that guide
our decisions. It was these issues that were addressed at last week＇s Global Health
Lab, held at London School of Hygiene ＆ Tropical Medicine.
Anne Mills, Vice-Director of the school, fervently argued the case in favor
of economists. It was they who contributed to understanding the idea of “best-buys”
in global health. It was economists who challenged user fees. And it was economists
who made the connection between health and economic growth, providing one of the
most compelling political arguments for taking health seriously. Some economists
might adore markets, but not health economists, she said. “Health care is
different.” For her kind of economist, a health system is a “social institution
that embodies that embodies the values of society”.
Although competition has a part to play in health, it should be used judiciously
as a mechanism to improve the quality of care. Chris Whitty, Chief Scientific Adviser
at the UK＇s Department for International Developments, expressed his contempt for
those who profess indifference to economics. Economic is about the efficient
allocation of scarce resources. Anyone who backed the inefficient allocation of
resources is “immoral”. He did criticize economists for their arrogance, though.
Economists seemed to believe their ideas should be accepted simply because of the
authority they held as economists. Economics, he said, is only one science among
many that policy markers have to take into account. But Clare Chandler. A medical
anthropologist, took a different view. She asked, what has neoliberal economics ever
done for global health? Her answer, in one word, was “inequality”, Neoliberal
economics frames the way we think and act. Her argument suggested that any economic
philosophy that put a premium on free trade, privatization, minimal government, and
reduced public spending on social and health sectors is a philosophy bereft of human
virtue. The discussion that followed, led by Martin Mckee, posed difficult questions.
Why do economists treat their theories like religions？ Why are economists so silent
on their own failures ？ Can economics ever be apolitical ？ There were few
satisfactory answers to these questions.
26. Which of the following best describes the author＇s attitude toward economists?
A. Contempt
26.【答案】C。解析：态度题。作者对经济学家的态度是比较客观的。
B. Reservation
C. Detachment
D. Endorsement
27. Who holds a critical view on economists role in medical field according to the
passage?
A. Amartya Sen.
27.【答案】B。解析：细节题。答案在第一段第 5 行。
D. Clare Chandler
C. Larry Summers
B. Jeff Sachs
28. Which of the following is closest in meaning to “discipline” in PARAGRPH 2?
A. Subject
28.【答案】A。解析：推断题。Discipline 在此处指的是一门学科。故而选择 subject.
C. Punishment
D. Regulation
B. Lesson
B. Rhetorical questions
D. Direct quotation
29. Which of the following is NOT used in the author＇s presentation of his ideas?
A. Thesis statement
C. Specific examples
29.【答案】A。解析：细节题。A 项并不是作者阐述自己观点的方式。
30. What does the author intend to tell the reader?
A. There is still a long way to go for economists to genuinely contribute to global
health.
B. Economists＇ role in global health is, to a large extent, negative.
C. Economists increased the inequality of resource allocations in global health.
D. Economics is only one science among many that policy makers have to take into
account in providing health care programs.
30.【答案】A。解析：主旨大意题。根据文章最后一段的“ There were few satisfactory
answers to these questions.” 可知 A 正确。
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.课堂提问的作用是什么？（8 分）封闭性问题与开放性问题各自有什么特点？（12 分）
31.【答案】（一）课堂提问的作用（8 分，每点 2 分）
（1）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 分，每点 2 分）
（1）从问题的答案来看：答案不是唯一的，是多种多样的。
（2）从锻炼学生能力的角度：培养学生的发散思维，促进学生创新能力的提高。
（3）从课堂教学的角度：创设一个比较宽松、自由的问题情境，学生充分发挥自己的聪明
才智，通过不同角度的探索，自己去获取新知识，巩固原有的知识。
三、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.下面是某教授的课堂教学片断：
T:…Now, let＇s make our own wishes with “if only”. But please don＇t forget
to give a description, even though it＇s very brief, of situation, the context, where
you make the wish with one or two sentences… how about Liz?
Liz: Now it＇s So＇ clock, and there is a traffic jam on the express way. The
hotel will cancel our room at 6 0＇ clock if we do nor get to the hotel. Then, I＇
ll say: oh, I wish if only I didn＇t go on the journey.
T: Listen, Liz. You see, once you use “I wish”, you don＇t need to use “if
only”, Just use either one.
Liz: Yes.
T; So will you try again? Just the wish.
Liz; If only I didn＇t go on the journey.
T; To make it better, you can say “if only hadn＇t gone on this journey”, because
you are already on the way. Go on, please.
请根据所给材料，分析该教师的教学目的和教学过程，评价其教学行为和反馈方式。
32.【答案】（一）分析教学目的和教学过程
（1）教学目的：（9 分）
知识目标：学生掌握由“If only”引导的虚拟语气的用法。
技能目标：提高学生的英语造句能力，、语法运用以及英语表达能力。
情感目标：学生可以正确认识自己的错误并且改正错误，养成良好的意志品质。
（2）教学过程：（5 分）
该教学情境属于语法教学中的环节。教师采用让学生创设语境进行造句的方法对所学的 If
only 引导的虚拟语气的用法进行巩固。教学过程中师生对话，既学习了语法又锻炼了口语
表达能力。
（二）评价教学行为和反馈方式（16 分）
优：（1）及时评价，帮助学生纠正语法错误。做到语法训练的准确性。（2）语法巩固练习设
置要求学生结合具体语境造句，可以锻炼学生在自己所创设的语境中应用英语，锻炼了综合
语言运用能力。（3）教学素材的使用贴近学生生活，如：make our own wishes 就可以让学
生有话可说，体现了英语教学的实践性，真正体现了素质教学的理念。（4）该教学片断属于
语法教学中的巩固环节，因此，体现了语言教学的渐进性、持续性。
缺：（1）语法巩固练习形式略显单一枯燥，该教师仅采用了让学生造句的练习方法。（2）反
馈过程缺少对学生的鼓励，会打击学生学习的积极性。学生回答问题之后，没有鼓励学生，
而是直接“ Listen, Liz. You see, once you use …” (3)反馈的方式过于直接，可以采
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