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2015年下半年中小學(xué)教師資格考試
英語(yǔ)學(xué)科知識(shí)與教學(xué)能力試題(高級(jí)中學(xué))
注意事項(xiàng)：
1.考試時(shí)間120分鐘.滿分150分。
2.請(qǐng)按規(guī)定在答題卡上填涂、作答。在試卷上作答無(wú)效，不予評(píng)分。
一、單項(xiàng)選擇題(本大題共30小題，每小題2分，共60分)
在每小題列出的四個(gè)備選項(xiàng)中選擇一個(gè)最佳答案。請(qǐng)用28鉛筆把答題卡上對(duì)應(yīng)題目的答案字母按要求涂黑。錯(cuò)選、多選或未選均無(wú)分。
1. In English, the aspirated [ph] and the unaspirated [p] are__________.
A. minimal pairs
B. in phonemic contrast
C. two distinctive phonemes
D. in complementary distribution
2./s/and/θ/can be distinguished by__________.
A. manner of articulation
B. place of articulation
C. vibration of the vocal cords
D. aspiration of articulation
3. You'll find this Travel Guide to be of great __________ in helping you and your children to get around Malaysia.
A. cost
B. price
C. value
D. expenditure
4. When the train __________, all the school students were surprised to see that the Carlisle team had one man only.
A. pulled down
B. pulled on
C. pulled off
D. pulled in
5. Which of the following words contains an inflectional morpheme?
A. Disappear.
B. Blacken.
C. Oxen.
D. Anti-pollution.
6. Reading is to the mind __________ food is to the body.
A. that
B. which
C. as
D. what
7. He had no time and energy to play with his children or shop with his wife, but he __________home a regular salary.
A. did bring
B. does bring
C. did get
D. does get
8. In fact, they would rather have left for London __________ in Birmingham.
A. to stay
B. in order to stay
C. than have stayed
D. instead of having stayed
9. __________ makes it possible for language users to overcome the limitations of time and space in communication.
A. Arbitrariness
B. Duality
C. Productivity
D. Displacement
10. The sense relation of the following pair of sentences is that __________.
X: Mary's pet cat was stolen.
Y: Marry has a pet cat.
A. X entails Y
B. X presupposes Y
C. X is inconsistent with Y
D. X is synonymous with Y
11. Which of the following statements about a lesson plan is inappropriate?
A. It is a teaching guide.
B. It is a blueprint to be strictly followed.
C. It takes into account syllabus and students.
D. It describes in advance what and how to teach.
12. Skill-integrated activities allow teachers to build in more __________ into a lesson, for the range of activities will be wider.
A. certainty
B. simplicity
C. variety
D. accuracy
13. A language proficiency test that only consists of multiple-choice questions lacks__________.
A. construct validity
B. content validity
C. test reliability
D. scorer reliability
14. When a teacher asks students to rearrange a set of sentences into a logical paragraph, he/she is trying to draw their attention to__________.
A. grammar
B. vocabulary
C. sentence patterns
D. textual coherence
15. Which of the following activities would help students develop the skill of extracting specific information?
A. Inferring meaning from the context.
B. Recognizing the author' s beliefs and attitudes.
C. Using information in the reading passage to make hypotheses.
D. Listening to the flight information to see if the plane is on time.
16. Which of the following activities can be used to check students' understanding of difficult sentences in the text?
A. Paraphrasing.
B. Blank-filling.
C. Story-telling.
D. Summarizing.
17. When a teacher organizes group work, which of the following might be of the least con-cern?
A. Increasing peer interaction.
B. Increasing individual practice.
C. Developing language accuracy.
D. Providing variety and dynamics.
18. If a teacher asks students to collect, compare and analyze certain sentence patterns, he/she aims at developing students'__________.
A. discourse awareness
B. cultural awareness
C. strategic competence
D. linguistic competence
19. When a teacher says to the whole class, "Stand up and act out the dialogue", he/she is playing the role of a(n) __________.
A. monitor
B. organizer
C. assessor
D. prompter
20. Which of the following may better check students' ability of using a grammatical structure?
A. Having them work out the rule.
B. Having them give some examples.
C. Having them explain the meaning.
D. Having them explain the structure.
請(qǐng)閱讀Passage l，完成第21-25題。
Passage 1
When asked by Conan if his daughters had smart phones, comedian Louis CK explained that he had successfully fended them off by simply replying, "No, you can't have it. It is bad for you."
He instantly became my hero as I was mired in difficult negotiations with my ten-year-old daughter over one. And frankly, she was winning. Was it possible to say no to my daughter, as CK suggested? I hadn't even known I was allowed to, if the guinea pigs, the dogs, and things for her doll Molly were any indication. CK rationalized,"I am not raising the children. I'm raising the grown-ups that they are going to be. So just because the other stupid kids have phones doesn't mean that my kid has to be stupid." Now I knew I didn't want my kid to grow up stupid like her friends. I needed to explain this to her. This is what CK told Conan and me.
Cell phones are "toxic, especially for kids," he said, because they don't help them learn empa-thy, one of the nicer human emotions. When we text, we don' t see or hear a visceral reaction. The response we get is cold and hard text-message. "Why are kids mean?" He asked. "Because they're trying it out. They look at another kid and say,' You' re fat.' Then they see the kid' s face scrunch up and think that doesn't feel good." Texting "you're fat" allows you to bypass the pain.
CK went on to explain that smart phones rob us of our ability to be alone. Kids use smart phones to occupy their time: Must text! Must play game! Must look up more tiny socks online for Molly!!! CK asked, what happened to zoning out? After all, one of the joys of being human is allowing our minds to wander, with cell phones, kids are always preoccupied. They never daydream, except in class. And here' s something else we' re missing: our right to be miserable. This was a fight I hadn' t realized I desired until CK pointed out that it' s another essential human emotion.
CK gave the example of driving by yourself and suddenly reali:,ing that you're alone. Not "Oh, guess I can't use the lane" alone. Dark, brooding sadness causes so many drivers to grab that smart phone and reach out to another living soul.
"Everybody's murdering each other with their cars" as they text because they dread being alone. Too bad--they're missing out on a life-affirming experience.
"I was in my car one time, and Bruce Springsteen's'Jungle land' came on. He sounds so far away, making me really sad. And I think I've got to get the phone and write hi to 50 people. I was reaching for the phone, and I thought, don't! Just be sad."
So CK pulled over and allowed himself to sob like a little girl denied a nice thing for her Ameri-can Girl doll. "It was beautiful. Sadness is poetic. You're lucky to live sad moments," he said. Be-cause he didn't fight it and allowed himself to be miserable, his body released endorphins. "Happi-ness rushed in to meet the sadness. I was grateful to feel sad, and then I met it with true profound happiness. The thing is, because we don' t want that first bit of sad, we push it away with that little phone. So you never feel completely sad or completely happy. You just feel kind of satisfied. And then you die. That' s why I don' t want to get phones for my kids".
And I suppose I don't either.
21. Why did the author regard CK as her hero?
A.CK was a good father and a very brave comedian in her eyes.
B.CK didn' t agree to buy smart phones for his young daughters.
C. She was very impressed by his solution to the smart phone problem.
D. She was encouraged by him not to make any compromises to her daughter.
22. What does the underlined word "one" in PARAGRAPH TWO refer to?
A. A dog.
B. A doll.
C. A guinea pig.
D. A smart phone.
23. Why did CK refuse to buy his kids cell phones?
A. He didn't like cell phones at all and thought they were poisonous, especially,
for kids.
B. He believed that cell phones were ruining kids' abilities to experience their own lives.
C. He worried that his kids would play their phones in class and be absent-minded.
D. He was a different kind of father who would like to raise his kids in a different way.
24. Which of the following is closest in meaning to the underlined phrase "zoning out" in PARAGRAPH FOUR?
A. Losing concentration.
B. Being alone.
C. Buying things on line.
D. Playing games.
25. Which of the following is true according to the article?
A. Text messages have allowed children to learn and feel empathy.
B. Cell phones have made children' s life at school colorful and exciting.
C. Experiencing loneliness or sadness is as beneficial as enjoying happiness.
D. Cell phones may offer people the quickest way to find someone to talk to.
請(qǐng)閱讀Passage 2，完成第26-30題。
Passage 2
Until a decade or two ago, the centers of many Western cities were emptying while their edges were spreading. This was not for the reasons normally cited. Neither the car nor the motorway caused suburban sprawl, although they sped it up: cities were spreading before either came along.
Nor was the flight to the suburbs caused by racism. Whites fled inner-city neighborhoods that were becoming black, but they also fled ones that were not. Planning and zoning rules encouraged sprawl,as did tax breaks for home ownership--but cities spread regardless of these. The real cause was mass affluence. As people grew richer, they demanded more privacy and space. Only a few could af-ford that in city centers; the rest moved out.
The same process is now occurring in the developing world, but much more quickly. The popu-lation density of metropolitan Beijing has collapsed since 1970, falling from 425 people per hectare to 65. Indian cities are following; Brazil's are ahead. And suburbanization has a long way to run.
Beijing is now about as crowded as metropolitan Chicago was at its most closely packed, in the1920s. Since then Chicago' s density has fallen by almost three-quarters.
This is welcome. Romantic notions of sociable, high-density living--notions pushed, for themost part, by people who themselves occupy rather spacious residences--ignore the squalor and lack of privacy to be found in Kinshasa, Mumbai or the other crowded cities of the poor world. Many of them are far too dense for dignified living, and need to spread out.
The Western suburbs to which so many aspire are healthier than their detractors say. The mod-em Stepfords are no longer white monocultures, but that is progress. For every Ferguson there are many American suburbs that have quietly become black, Hispanic or Asian, or a blend of everyone.
Picaresque accounts of decay overlook the fact that America' s suburbs are half as criminal and a lit-tle more than half as poor as central cities. Even as urban centers revive, more Americans move from city centre to suburb than go the other way.
But the West has also made mistakes, from which the rest of the world can learn. The first les-son is that suburban sprawl imposes costs on everyone. Suburbanites tend to use more roads and consume more carbon than urbanites (though perhaps not as much as distant commuters forced out by green belts). But this damage can be alleviated by a carbon tax, by toll roads and by charging for parking. Many cities in the emerging world have followed the foolish American practice of requiring property developers to provide a certain number of parking spaces for every building—something that makes commuting by car much more attractive than it would be otherwise. Scrap ping them would give public transport a chance.
The second is that it is foolish to try to stop the spread of suburbs. Green belts, the most effec-tive method for doing this, push up property prices and encourage long-distance commuting. The cost of housing in London, already astronomical, went up by 19% in the past year, reflecting not just the city' s strong economy but also the impossibility of building on its edges. The insistence on big minimum lot sizes in some American suburbs and rural areas has much the same effect. Cities that try to prevent growth through green belts often end up weakening themselves, as Seoul has done.
A wiser policy would be to plan for huge expansion. Acquire strips of land for roads and rail-ways, and chunks for parks, before the city sprawls into them. New York's 19th-century governors decided where Central Park was going to go long before the city reached it. New York went on to develop in a way that they could not have imagined, but the park is still there. This is not the state control of the new-town planner--that confident soul who believes he knows where people will want to live and work, and how they will get from one to the other. It is the realism needed to man-age the inevitable. A model of living that has broadly worked well in the West is spreading, adapting to local conditions as it goes. We should all look forward to the time when Chinese and Indian teenagers write sulky songs about the appalling dullness of suburbia.
26. For which of the following reasons did the west move out of cities?
A. They didn' t need to pay higher taxes when living in suburbs.
B. Car industry rapidly developed and motorways swiftly emerged.
C. They discriminated against the black people living in city centers.
D. The richer they grew, the more demand they had on privacy and space.
27. Which of the following is closest in meaning to the underlined word "detractors" in PARA-GRAPH FOUR?
A. Urbanites.
B. Proponents.
C. Opponents.
D. Suburbanites.
28. What does the underlined word "them" in PARAGRAPH FIVE refer to?
A. Parking spaces.
B. Green belts.
C. Distant commuters.
D. Property developers.
29. Which of the following best reflects the author's view of suburbanization?
A. Measures should be taken to prevent the growth of suburbs.
B. The expansion of suburban areas should be planned in advance.
C. The West had made a few mistakes on its way to suburbanization.
D. Planners should be mentally prepared for its negative consequences.
30. Which of the following statements CANNOT be inferred from the passage?
A. Public transport should be encouraged in suburbanization.
B. People from poor countries are living with privacy and dignity.
C. Local conditions should be taken into account in suburbanization.
D. Americans prefer to live in suburbs regardless of urban development.
二、簡(jiǎn)答題(本大題1小題，20分)
根據(jù)題目要求完成下列任務(wù)，用中文作答。
31.推理(inferring)是閱讀理解的基本技能之一。請(qǐng)解釋“推理”的基本內(nèi)涵，簡(jiǎn)述訓(xùn)練該項(xiàng)技能的注意事項(xiàng)，并用英語(yǔ)寫(xiě)出兩個(gè)可以檢測(cè)閱讀理解的推理性問(wèn)題。
三、教學(xué)情境分析題(本大題1小題，30分)
根據(jù)題目要求完成下列任務(wù)，用中文作答。
32.下面是某英語(yǔ)教師對(duì)學(xué)生作業(yè)的批改案例：
根據(jù)所給信息完成下列任務(wù)：
(1)該教師的作業(yè)批改存在哪些問(wèn)題?(6分)
(2)該批改方式可能會(huì)導(dǎo)致哪些負(fù)面結(jié)果?(12分)
(3)針對(duì)存在的問(wèn)題提出相應(yīng)的改進(jìn)建議。(12分)
四、教學(xué)設(shè)計(jì)題(本大題1小題，40分)
根據(jù)提供的信息和語(yǔ)言素材設(shè)計(jì)教學(xué)方案。用英文作答。
33.設(shè)計(jì)任務(wù)：請(qǐng)閱讀下面學(xué)生信息和語(yǔ)言素材，設(shè)計(jì)一個(gè)20分鐘的閱讀訓(xùn)練活動(dòng)。教案沒(méi)有固定格式.但須包含下列要點(diǎn)：
· teaching objectives
· teaching contents
· key and difficult points
· major steps and time allocation
· activities and justifications
教學(xué)時(shí)間：20分鐘
學(xué)生概況：某城鎮(zhèn)普通中學(xué)高中二年級(jí)第一學(xué)期學(xué)生.班級(jí)人數(shù)40人。多數(shù)學(xué)生已經(jīng)達(dá)到《普通高中英語(yǔ)課程標(biāo)準(zhǔn)(實(shí)驗(yàn))》六級(jí)水平。學(xué)生課堂參與積極性一般。
語(yǔ)言素材：
by Vanessa Luo
Skiing is my favourite sport, even though I have only skied for four days in my whole life! Last year my father promised to take me on a holiday if ! did well in my exams. When I got straight A' s,Dad said, "How about a weekend at the Botanical Gardens?"
However, my mum said,"No, you promised a special holiday, I think you ought to keep your word. "And, despite the expense, he did.
My dream was to see some real snow, so in the Christmas vacation we flew to Seoul, South
Korea, and then took a shuttle bus which runs back and forth between Seoul and Muju Resort. As the bus climbed through the mountains, we saw the snow on the trees. I was dying to get out and play with it! At last, we reached the resort and quickly scrambled out of the bus. No one in my family had ever touched snow before. We were all like little children--we picked it up, made snowballs,and threw them at each other! Then we checked in at the hotel. Our room overlooked one of the ski slopes. The slope was floodlit, so we watched people skiing until 10 p.m. We could not wait to try it ourselves.
The next day we had our first skiing lesson. We rented our ski suits, boots and skis, and went outside onto the snow. Wearing skis for the first time makes you feel very strange. Suddenly you find you cannot even walk.
Our instructor took us onto a gentle slope, and showed us some basic skills. In order to go up a hill, you have to stand sideways, and go up step by step. You must point the tips of your skis together so that you can stop. However, the tips must not cross, or you will fall. You should not ski alone in case you fall and get injured. To be honest, that first lesson was not a great success, and I kept on falling down!
However, the next day I definitely improved, I only fell over a few times, and I managed to do a few longer runs. I felt pleased with myself, and the instructor congratulated me, so I felt great. A1 though it was very cold, I spent most of that holiday skiing. It was the most wonderful time of my life.
Nevertheless, it was all over too soon. Now I have decided to work part-time this summer, so I can earn enough money for another super skiing holiday.
