2014年下半年高中英真题与答案

1、2014 年下半年教师资格高中英语学科知识与一、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，请用 2B 铅笔把答题卡上对应题目的字母按要求涂黑。错选、多选或未选均无分。1.which of the following is the propronun assimilation?tion of “have to “ as a result ofA.hef tuB. hev tuC. hf tuD. hv tu2.which of the following shows the proper rhythmical pattern of th

2、e sentence? e to see us at our new apartmentCome tosee us at our new apartmentCome tosee us at our new apartmentCome to see usat ournew aparement3.He came to dinner and my mom fixed a roast, prime rib ,pie, yohurt, drinks, and kind of ,and it was really good.tA. meatB. stuffC. staffD. Dishwho dislik

3、e to go to parties4.Unlike her sister, Judith is a shy ,unso or to make new friends.bleA. charmingB. friendlyC. graciousD. Gregarious5.He pledged support for “care”，where youngsters were looked after be close relatives like aunts or uncles, but not parents.A. familyB. kinshipC. siblingD. Relative6.I

4、 will never know allA. nor will anyone elseC. nor wont anyone elset was in his head at the time , .B. nor anyone else willD. nor anyone else wont7. She doesnt want to work right now because she thinks probably wouldnt be able to visit her friends very often .t if she a job sheA. has to getB. were to

5、 getC. had gotD. could have got8. What is the correct way to read the decimal “106.16” in English?A. OneC. Onedred and six poone sixB. OneD. Onedred and six po dred and six posixteen s sixteendred and six pos one six9. When any of the might arise.A. ambiguous structures under the Cooperative Princip

6、le is flouted on pure,B. contradictory proitionC. mutuaderstandingD. conversational implicature variety of the English language.10.A. so 11.n English is a B. regionallC. historicD. Situationaleaching pronuntion, the teacher shouldl the studentst can be usedto convey more important messages.A. rhymeB

7、. stressC. devoicingD. Rhythm12. When a teacher asks students to discuss how the writers ideas areanized inthe text, he /sheends to develop students skill of .13. Which of the following focus(es) on accuracyeaching grammar?A. simulationC. role playB. substitution drillsD. Discus14. When a teacher sa

8、ys “Next, please pay attention to the time of arrival anddeparture of the planes of .A. predictingC. distinguishing soundshe recording .” ,hesheends to develop students skillB. getting teral pictureD. getting specific information15. If a teacher asks students to list as many ways as they can tol som

9、eone to openthe door and list thesible functions of a sentence in different contexts. heshe isprobably trying to highlight .16. The teacher would useA. substitution drillsC. listening and actingto help students communicateB. group discusD. reading aloudeaching speaking.17. assessment is used to meas

10、ure how the performance of a particular student or group of students compares witht of another.A. Criterion-referencedC. FormativeB. Norm-referencedD. Summative18. Which of the following teachers instruction could serve the pur ideas?e of elicitingA. Shall we move on?C. What can you seeB. Read after

11、 me, everyonehis pictureD. What does the world “quickly” mean?le of teachersindirect corrective feedback?19. Which of the following is an exA. Say “went” instead of “go”C. Choice A is not the right answerB. We never use “at”t wayD. Who can help him with this sentence?20. Total Physical Response as a

12、 TEFL method is more often used for teaching .A. childrenB. adultsC. ESP courseD. GE course请阅读passage1,完成第 2125 小题Passage 1Unless you spend much time sitting in a college classroom or browsing throughcertain areas of theernet, itssiblet you had not heard of trigger warningsuntil a few explainedks ag

13、o, when they made an appearance t the term refers to preemptive alters, ihe Times. The newspred by a professor or an class t-traumatic-stress disorder.might be sufficiently graphic to spark symptoms ofThe term seems to have originated in online feminist forums, where triggerwarnings have for some ye

14、ars been used to flag discusof ror other sexual. The Times piece, which was skeptically titled “warnings are moving from the online fringes to the classroom, and might be more broadly appd to highlight inadvance the distress or offenset a work of literature might cause. “HuckerryFinn” would come wiw

15、arning for those who have experienced racism; TheMerchant of Venice would have an anti-Semitism warning attached. The call fromstudents for trigger warnings was spreading on cusech as Oberlin, where aproal was draftedt would advise professors to “be aware of racism, classism,sexism, and other ies of

16、 privilege and oppres” in devising their syllabi; andRutgers, where a student arguedhe cus newsprt trigger warnings wouldcontribute to preserving the classroom as a “safe space” for students.Online discusof trigger warnings has sometimes been guardedlysympathetic, sometimes critical. Jessica Valenti

17、 has noted on The Nations websitet potential triggers for trauma are so manifold as to bethesibility ofcataloguing: “There is no triggers for warning for living your life.” Some havesuggestedt a professors ability to teach would be compromised should itecommonplace for “The Great Gatsby” to hear a t

18、rigger warning alerting readers to thedisgusting characters and incidents within its pages. Others have worriedttrigger-warning advocates, in seeking to protect the vulnerable, run the risk ofdisemering them instead, “Bending the world tomodate ouralfrailties does not help us s online site.e them”,

19、Jenny Jarvie wrote on The New RepublicJarvies piece, like many others on the subject, cited the University of California,Santa Barbara, as a c significant progress. Earus where chions of trigger warnings have mader this year, students at U.C.S.B. agreed upon a resolutionmendingt such warnings be ied

20、 in instanwhere classroom materialsmight touch upon “r, sexual assault , abuse, self-injurious behavior, suicide, andgraphic”. The resolution was brought by a literature student who saidt, ast victim of sexual movie in class which d, she had been shocked when a teacher showed acted r, without giving

21、 advance notice of the content. Thestudent hoped to spare others the reaction.sibility of experiencing at-traumatic-stressThe trigger-warning debate may, by comparison, seem hard to understand; but expressa large cultural preoccupation wichieving safety, and a fear of living in its absence.The hopet

22、 safety might be found, as in a thes office, in a classroom whereliterature is being taught is in direct contradiction to one pure of literature, which fortable ideas, andis to give expresthrough art to difficult and difficult andthereby to enlarge safe space, nor, probably, should it be. But its di

23、fficult to faultthose who hopet it might be, when the outside world constantly proves itselfpervasively hostile, as well as, on occa, horrifically violent.21. Which of the following groups of people are most in favor of “trigger warning”?A. StudentsB. ReportersC. FeministsD. Professors22. Which of t

24、he following might be a warning to literature teaching?sible change to be brought about by triggerA. Teachers will abandon materials related to racism, sexism, etc.B. Teachers will ignore studentss requests for a “safe space” in designing their syllabi.C. Teachers will give students advance notice o

25、f the content offend them.t is likely to distress orD. Teachers will allow students to express different and enlarge their experience.fortable ideas to23. What does the author mean by “compromised” in PARAGRAPH 3?A. QuestionedB. ImprovedC. ChallengedD. Weakened24. What does “them” in PARAGRAPH 3 ref

26、er to ?A. RisksB. FrailtiesC. TraumasD.sibilities25. Which of the following can be the negative impact literature teaching according to the writer?t trigger warning exerts onA. It may highlight the pure of literature teaching.B. It may exe students to the dark side of the world.C. It may deprive stu

27、dents of theirellectual growth.D. It may cause students to experience at-traumatic-stress disorder.请阅读passage 2, 完成 2630 小题。Passage 2The medical community owes economists a great deal. Amartya Sen won a NobelPrize for Economic Scienin 1998. He has spent his entire careromulgatingideas of justice and

28、 freedom, with health rarely out of his gaze. Joseph Stiglitz won aNoble in 2001. In 1998, when he was chief economisthe (then) notoriouslyregressive World B, he famously challenged the Washington Consensus. And JeffSachs, a controversial figure to some critics, can fairly lay claim to the enormousa

29、chievement of putting healt the center of the Millennium Development Goals.His “Commison Macroeconomics and Health” was a landmark report, providingexplicit evidence to explain why attacking disease was sbsoluy nesary if povertywas to be eradicated. And I must offer my ownal gratitude to a very spel

30、group of economists- Larry Summers, Dean Jamison, Kennerrow, David Evans,and Spel Gupta. They were the economic teamt drove the work of GlobalHealth 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 g

31、iven 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 ourlivest we value most of all not our self-erest, but out humanity; not the costsand benefits of monetary exchange

32、, but viand idealst guide our decis. Itwas these iest were addressedastks Global Health Lab, held atLondon 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-buy

33、s” in global health. It was economists who challenged user fees. And it was economistswho made the connection betn healnd economic growth, providing one of themost compelling political arguments for taking health seriously. Some economistsmight adore markets, but not health economists, she said. “He

34、alth care is different.”For her kind of economist, a health system is a “so embodies the values of society”.l institutiont embodiestAlthough 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 a

35、tthe UKs Department forernational Developments, expressed his contempt forthose who profess indifference to economics. Economic is about the efficientallocation of scarce resour. Anyho backed the inefficient allocation ofresouris “immoral”. He did criticize economists for their arrogance, though.Eco

36、nomists seemed to beve their ideas should be accepted simply because of the authority they held as economists. Economics, he said, is only one science amongmanyt policy markers have to takeo account. Blare Chandler. A medicals neoliberal economics everanthropologist, took a different view. She asked

37、, whadone flobal health? Her answer, inord, was “inequality”, Neoliberaleconomics frames the way we think and act. Her argument suggestedt anyeconomic philosophyt put a premium on free trade, privatization, minimalernment, and reduced public spending on sol and health sectors is a philosophybereft o

38、f human virtue. The discust followed, led by Martckee,eddifficult 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

39、best describes the authors attitude toward economists?A. ContemptB. ReservationC. DetaentD. Endorsementedical field according to the27. Who holds a critical view on economists role passage?A. Amartya Sen.B. Jeff SachsC. Larry SummersD. Clare Chandler28. Which of the following is closesteaning to “di

40、scipline” in PARAGRPH 2?A. SubjectB. LessonC. PunishmentD. Regulation29. Which of the following is NOT usedhe authors presenion of his ideas?A. Thesis sementB. Rhetorical questionsD. Direct quoionC. Specific exles30. What does the authorend tol the reader?There is still a long way to go for economis

41、ts to genuinely contribute to global health.Economists role in global health is, to a large extent, negative.Economists increased the inequality of resource allocations in global health.D. Economics is only one science among many account in providing health care programs.t policy makers have to take

42、o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（12 分）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。特点？32.下面是某教授的课堂教学片断：T:Now, lets make our own wishes with “if only”. But please dont fet togive a description, even though its very brief, of situation, the context, where youmake

43、the wish with one or two senten how about Liz?Liz: Now its So clock, and there is a traffic jam on the express way. The howill cancel our room at 6 0 clock if we do n wish if only I didnt go on the journey.et to the ho. Then, Ill say: oh, IT: Listen, Liz. You see, once you use “I wish”, you dont nee

44、d to use “if only”, Just use either one.Liz: Yes.T; So will you try again? Just the wish. Liz; If only I didnt go on the journey.T; To make it better, you can say “if only hadnt gone on this journey”, becauseyou 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。四、教学设计题（本大题 1

45、 小题，40 分）根据提供的信息和语言素材设计教学方案，用英文作答。33.设计任务：请阅读下面学生信息和语言素材，设计一节语言读写课教学方案。教案没有固定格式，但须包含下列要点：-teaching objectives-teaching contents-key and difficult pos-major steps and time allocation-activities and justifications教学时间;45 分钟学生概况：某城镇普通中学高中一年级第二学期学生，班级人数 40 人，多数学生已经达到普通高中英语课程标准（试验）五级水平，学生课堂参与积极性一般。Town T

46、winningHow are Oxfordhe UK and Grenoble in Franimilar? Well, they are bothmedium-sized towns of betn 100,000 and 200,000 inhabitants. They both haveuniversities and industries. Tourism is important to both of them, and they are bothclose to some of the most beautiful countrysidehe region. But they s

47、haresomething else, they have a town twinning agreement.Town twinning is not a new idea, but ise more popular in recentyears because its now easier to find out about and visit other countries and towns. Its an agreement betn towns or cities of similar size and age, and which havesimilar featurech as

48、 tourism, industry, culture and entertaent.Town twinning agreemencourage people from the two towns to visit eachother. There are visits and exchanges betn schools, theater groups and sportsteams. Visitors from the foreign town usually stayhe private homes of the townthey are visiting. There id usual

49、ly a big party for the visitors.Town twinning agreements are perhaps most useful for students and peoplewho want to practipeaking another language. This is because living wiforeignfamily for one or two you improve fast.ks meanst you have to speak their language, and a result1.【象。 2.【】C。：本题考查音系学规则。Ha

50、ve to 在发音过程中出现了同化现】A。：Come tosee us at our new apartment.3.【作】B。：本题考查名词词义辨析。Meat 是“肉，肉类”，staff 是“工”，dish 是“碟子，盘子”。根据题中的 roast, prime rib , pie, yoghurt, drinks 可知stuff“东西”正确。4.【】D。应该是与 shy（害：本题考查形容词辨析。分析句子可知羞的）和unso合群）。ble（不爱交际的）意思相反的词。因此选gregarious（社交的、【 A。】B。】A。：本题考查固定搭配。Kinship care 意思是“寄养，亲属抚养”。

51、：本题考查倒装。Nor 是否定词，因此句子需要倒装。故选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。8.【】A。：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 posix seven .【】D。】B。】B。】A。：本题考查会话原则知识。：英语属于 regional English .：本题考查英语语音教中的重音可以用来表示强调。：本题考查英语阅读教学。教师让同学作者的观点是如何被组织起来的，为的是让

52、学生认文章结构。13.【】B。：本题考查英语语法教学。其中替换练习（Substitution drills）强调了准确性。14.【】D。教学。题目中教师让学生注意中“飞：本题考查英语机抵达和出发的时间”是为了 getting specific information, 也就是得到“时间”信息。【】C。】B。：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，教师可以采取小组的形式来进行课堂活动。17.【】C。教学评价是指“对：本题考查教学评价相关知识。其中形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

53、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”。18.【】C。：在英语教学中恰当的运用教学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。19.【】D。：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。20.【】A。：全身反应法主要是对于初学者应用比较多。故选children.【响。【newsp】A。：细节题。文中提到的trigger warning 主要讲到对学生的影】C。：细节题。根据文中的 where a student arguedhe cusrt tri

54、gger warnings would contribute to preserving the classroom as a“safe space” for students.可知C 正确。23.【】D。：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。24.【25.【】B。】D。：内容推断题。them 在文中指的是个人人性的弱点。：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。【28【.29.【30【.】C。】B。】A】A。】A：态度题。作者对的态度是比较客观的。：细节题。在第一段第 5 行。：推断题。Discipl

55、ine 在此处指的是一门学科。故而选择 subject.：细节题。A 项并不是作者阐述自己观点的方式。：主旨大意题。根据文章最后一段的“ There were few satisfactoryanswers to these questions.” 可知 A 正确。31.【】（一）课堂提问的作用（8 分，每点 2 分）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。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。获取反馈信息。学生在答问时反映出的思维受

56、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，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）从问题的角度：封闭性问题有固定，且唯一。(2)从锻炼学生能力的角度：强化巩固课堂所学，必须死记硬背的知识。（3）从课堂教学的角度：提

57、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）从问题的来看：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、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。32.【】（一）分析教学目的和教学过程教学目的：（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。教学过程：（5 分）

58、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

59、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，可以采用引导的方式，让学生自己发现自己的语法错误并进，既学习行改正，达到印象深刻的目的。该教师在教学过程中总是直接学生的错误。（4）教师没有充分预料到学生的出错点，做到提前纠错。如在让学生造句之前，应该区别if only不会出现 Liz和 wish 在虚拟语气句子中的用法。这样在学生造句过程中就了。33.【】

60、Topic: Town TwinningTeaching contents: Oxford and Grenoble are town twinning. They have some similarities. Town twinning agreements are useful and helpful for people to visit andexchange betn cities of different countries.Class Type: Reading and speaking class, 1 periodKnowledge aims:The students wi