2014年11.13教师业务考试答题纸(高中英语)
下半年高中《英语学科知识》教师资格证考试统考真题和答案解析
下半年高中《英语学科知识》教师资格证考试统考真题和答案解析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／B.／hev?tu／C.／h?f?tu／D.／h?v?tu／2.which?of?the?following?shows?the?proper?rhythmical?pa ttern?of?the?senten ce?A.′Come?to′see?us?at?our′new?a`partmentB.`Come?to`see?us?at`our?new`apartmentC.`Come?to`see?us`at?our`new`apartmentD.`Come?to`see?us`at?our`new?a`parement3.He?came?to?dinner?and?my?mom?fixed?a?roast,prime?ri b,pie,yohurt,drinks,a nd?that?kind?of＿,and?it?was?really?good.A.meat?B.stuff?C.staff?D.Dish4.Unlike?her＿sister,Judith?is?a?shy,unsociable?person?who?dislike?to?go? to?parties?or?to?mak e?new?friends.A.charming?B.friendly?C.gracious?D.Gregarious5.He?pledged?support?for“＿care”，where?youngsters?were?looked?after?be?close?relatives?lik e?aunts?or?uncles,but? not?parents.A.family?B.kinship?C.sibling?D.Relative6.I?will?never?know?all?that?was?in?his?head?at?the?time,＿.A.nor?will?anyone?else?B.nor?anyone?else?willC.nor?won′t?anyone?else?D.nor?anyone?else?won′t7.She?doesn′t?want?to?work?right?now?because?she?think s?that?if?she＿a?job?she?probably?wouldn′t?be?able?to?visit?her?friends? very?often.A.has?to?get?B.were?to?get?C.had?got?D.could?have?got8.What?is?the?correct?way?to?read?the?decimal“106.16”i n?English?A.One?hundred?and?six?point?one?six?B.One?hundred?and?six?point?sixteenC.One?hundred?and?six?points?one?six?D.One?hundred?and?six?points?sixteen9.When?any?of?the?maxims?under?the?Cooperative?Princi ple?is?flouted?on?pur pose,might?arise.A.ambiguous?structure?B.contradictory?propositionC.mutual?understanding?D.conversational?implicature10.Indian?English?is?a＿variety?of?the?English?language.A.social?B.regional?C.historic?D.Situational11.In?teaching?pronunciation,the?teacher?should?tell?the?s tudents?that＿can?be?used?to?convey?more?important?messages.A.rhyme?B.stress?C.devoicing?D.Rhythm12.When?a?teacher?asks?students?to?discuss?how?the?writ erˊs?ideas?are?organized?in?the?text,he/she?intends?to?devel op?studentsˊskill?of ＿.13.Which?of?the?following?focus(es)on?accuracy?in?teachi ng?grammar?A.simulation?B.substitution?drillsC.role?play?D.Discussion14.When?a?teacher?says“Next,please?pay?attention?to?the?time?of?arrival?and?de parture?of?the?planes? in?the?recording.”,he／she?intends?to?develop?students＇skill?of＿.A.predicting?B.getting?the?general?pictureC.distinguishing?sounds?D.getting?specific?information15.If?a?teacher?asks?students?to?list?as?many?ways?as?the y?can?to?tell?someone?to?open?the?door?and?list?the?possible?functions?of?a?s entence?in?differen t?contexts.he／she?is?probably?trying?to?highlight＿.16.The?teacher?would?use＿to?help?students?communicate?in?teaching?speaking.A.substitution?drills?B.group?discussionC.listening?and?acting?D.reading?aloud17.＿assessment?is?used?to?measure?how?the?performance?of? a?particular?student?or?group?of?students?compares?with?that?of?another.A.Criterion-referenced?B.Norm-referencedC.Formative?D.Summative18.Which?of?the?following?teacher＇s?instruction?could?serve?the?purpose?of?eliciting?ideas?A.Shall?we?move?on?B.Read?after?me,everyoneC.What?can?you?see?in?this?picture?D.What?does?the?world“quickly”mean?19.Which?of?the?following?is?an?example?of?teachers＇indirect?corrective?feedback?A.Say“went”instead?of“go”B.We?never?use“at”that?wayC.Choice?A?is?not?the?right?answer?D.Who?can?help?him?with?this?sentence?20.Total?Physical?Response?as?a?TEFL?method?is?more?oft en?used?for?teachin g＿.A.children?B.adults?C.ESP?course?D.GE?course请阅读passage1,完成第21～25小题Passage?1Unless?you?spend?much?time?sitting?in?a?college?classroo m?or?browsing?thro ugh?certain?areas?of?the?Internet,it＇s?possible?that?you?had?not?heard?of?trigger?warnings?u ntil?a?few?weeks?ago,when?they?made?an?appearance?in?the?Times.The?newspaper?exp lained?that?the?term?refers?to?preemptive?alters,issued?by?a?professor?or?an?class?mi ght?be?sufficient ly?graphic?to?spark?symptoms?of?post-traumatic-stress?disorder.The?term?seems?to?have?originated?in?online?feminist?for ums,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?cla ssroom,and?might?be?more?broadly?applied?to?highlight?in?advance?the?distress?or?offe nse?that?a?work?o f?literature?might?cause.“Huckleberry?Finn”would?come?with?a?warning?for?those?who?have?experie nced?racism;The?Merchant?of ?Venice?would?have?an?anti-Semitism?warning?attached.The?call?from?students?for ?trigger warningswasspreadingoncampusessuchasOberlin,where aproposalwa sdraftedthatwouldadviseprofessorsto “be?aware?of?racism,classism,sexism,and?other?issues?of? privilege?and?oppressi on”in?devising?their?syllabi;and?Rutgers,where?a?student?argu ed?in?the?campus?newspaper?that?trigger?warnings?would?contribute?to?preserving?t he?classroom?as?a “safe?space”for?students.Online?discussion?of?trigger?warnings?has?sometimes?bee n?guardedly?sympathetic,sometimes?critical.Jessica?Valenti?has?noted?on?The?Natio n＇s?website?that?potential?triggers?for?trauma?are?so?manif old?as?to?be?beyond?th e?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?beco me?commonplace?for “The?Great?Gatsby”to?hear?a?trigger?warning?alerting?readers?to?the?disgusti ng?characters?and?incidents?within?its?pages.Others?have?worried?that?trigger-warning?advocates,in?seeking?to?protect?the?vulnerable,run?the?risk?of?disempoweri ng?them?instead,“Bending?the?world?to?accommodate?our?p ersonal?frailties?does?not?help?us?overcome?them”,Jenny?Jarvie?wrote?on?The?New?Republic＇s?online?site.The?trigger-warning?debate?may,by?comparison,seem?hard?to?understand; but?express?a?large?cultural?preoccupation?with?achieving?safety,an d?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 indirectcontradiction?to?one?purpose?of?literature,which?is?to?give?express ion?through?art?to?difficult?and?difficult?and?uncomfortable?ideas,and?thereby?to?e nlarge?safe?space ,nor,probably,should?it?be.But?it＇s?difficult?to?fault?those?who?hope?that?it?might?be,when theoutsideworldconstantly?proves?itself?pervasively?hostile,as?well?as,on?occasion, horrifically?v iolent.21.Which?of?the?following?groups?of?people?are?most?in? favor?of“trigger?warning”?A.Students?B.Reporters?C.Feminists?D.Professors22.Which?of?the?following?might?be?a?possible?change?t o?be?brought?about?b y?trigger?warning?to?literature?teaching?A.Teachers?will?abandon?materials?related?to?racism,sexis m,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?conte nt?that?is?likely ?to?distress?or?offend?them.D.Teachers?will?allow?students?to?express?different?and?u ncomfortable?idea s?to?enlarge?their?experience.23.What?does?the?author?mean?by“compromised”in?PA RAGRAPH?3?A.Questioned?B.Improved?C.Challenged?D.Weakened24.What?does“them”in?PARAGRAPH?3?refer?to?A.Risks?B.Frailties?C.Traumas?D.Possibilities25.Which?of?the?following?can?be?the?negative?impact?th at?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.请阅读passage?2,完成26～30小题。
2014届高三11月考试英语试题
元济中学2014届高三11月考英语试卷(2013, 11)本试卷分为选择题和非选择题两部分。
满分120分，考试时间120分钟。
选择题部分（1-60题）填涂在答题卡上。
选择题部分(共80分)第一部分：英语知识运用（共两节，满分30分）第一节：单项填空（共20小题；每小题0.5分, 满分10分）从A、B、C和D四个选项中，选出可以填入空白处的最佳选项。
1. --- You hate Lee, don’t you? --- . Just think he’s a bit annoying.A. Not exactlyB. All rightC. Go aheadD. Not necessarily2. In ______ early 1970s, Sag Harbor was still a peaceful village where people enjoyed _______ traditional way of life.A. /; aB. the; theC. the; aD. /; the3. The reason why I object to ______ with Mr. Black in the same office is that he is a heavy smoker.A. workB. be workingC. workingD. being worked4. No evidence has been found so far by the Mekong River Commission the dams on the upper reaches have an effect on the water flow downstream.A. whichB. thatC. whereD. what5. ______ sending e-mails, I’ve kept in touch with my American friend for many years.A. In exchange forB. On behalf ofC. In place ofD. By means of6. The boss showed his ______ of Tom’s hard work in the company by raising his pay to $5,000 a month.A. distinctionB. conservationC. appreciationD. qualification7. The university student went to the lecture given by the famous scientist, but he didn’t ______ much.A. take offB. take inC. take upD. take back8. the calculation is right, scientists can never be sure that they have included all variables and modeled them accurately.A. If onlyB. As far asC. Even ifD. So long as9. To my disappointment, every possible means ______ to prevent air pollution, but the sky is still not clear.A. has been usedB. are being usedC. have been usedD. had been used10. The hotel was nice; the weather was warm; the beaches were beautiful. I’d say itwas a great vacation.A. CompletelyB. EventuallyC. ActuallyD. Altogether11. The actress readily the fact that her unbalanced diet contributed greatly to herexpanding figure.A. contradictedB. obtainedC. acknowledgedD. reviewed12. --- Sir, I feel it complicated to apply to a university abroad.--- Why not read our guide? This is ______ the relevant information is available.A. whatB. whereC. howD. why13. After a thorough investigation, the policeman declared that the blow on the victim’s head ______from behind.A. should have been madeB. must have been madeC. could be madeD. ought to be made14. It was in the beautiful park ______ was located by the sea ______ we first met our new Chineseteacher．A. that; thatB. that; whichC. where; whichD. which; where15. If you want to try out some new learning methods, you’d better select those that are most ______for your own style.A. apparentB. arbitraryC. adequateD. appropriate16. Playing Chinese Kung fu can not only ______ one’s strength, but also develop one’s character.A. pull upB. make upC. build upD. keep up17. September 18th, 1931, is a special day, , I think, that will be remembered by the Chineseforever.A. oneB. itC. whichD. that18. While living in this beautiful small town, Mr. Green, who went in for literature so much, wrotewonderful poems.A. a great many ofB. a good manyC. a good dealD. a great deal of19. _____, I don't think highly of the novel she published last month, though she is one of myfavorite writers.A. To make matters worseB. In other wordsC. To be straightforwardD. Once in a while20. --- You won’t believe it. Sam. I have been chosen as an exchange student to China.--- Congratulations ! .A. You got it.B. You did a good job.C. That’s all right.D. That’s something.第二节完型填空（共20小题；每小题1分，满分20分）阅读下面短文，掌握其大意，然后从21—40各题所给的四个选项（A、B、C和D）中，选出最佳选项。
2014下半年教师资格证考试《英语学科知识与教学能力》(高级中学)
2014下半年教师资格证考试《英语学科知识与教学能力》(高级中学)一、单项选择题(本大题共30小题，每小题2分，共60分)1Which of the following is the proper pronunciation of"have to" as a result of assimilation?A、/hef tu/B、/hey tu/C、/hаef tu/D、/hаev tu/2Which 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´partment.3He came to dinner and my mom fixed a roast, prime rib, pie, yoghurt, drinks, and all that kindof__________, and it was really good.A、meatB、stuffC、staffD、dish4Unlike her__________ sister, Judith is a shy, unsociable person who dislikes to go to parties or to make new friends.A、charmingB、friendlyC、graciousD、gregarious5He pledged support for__________care", where youngsters were looked after by close relatives like aunts or uncles, but not parents.A、familyB、kinshipC、siblingD、relative6I will never know all that was in his head at the time,__________.A、nor will anyone elseB、nor anyone else willC、nor won't anyone elseD、nor anyone else won't7She 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 getB、were to getC、had gotD、could have got8What is the correct way to read the decimal "106.16" in English?A、One hundred and six point one six.B、One hundred and six point sixteen.C、One hundred and six points one six.D、One hundred and six points sixteen.9When any of the maxims under the Cooperative Principle is flouted on purpose,__________might arise.A、ambiguous structureB、contradictory propositionC、mutual understandingD、conversational implicature10Indian English is a __________variety of the English language.A、socialB、regionalC、historicD、situational11In teaching pronunciation, the teacher should tell the students that __________can be used to convey more important messages.A、rhymeB、stressC、devoicingD、rhythm12When a teacher asks students to discuss how the writer's ideas are organized in the text,he/she intends to develop students' skill of__________.A、recognizing the textual structureB、understanding the writer's intentionC、distinguishing facts from opinionsD、commenting on the content of the text13Which of the following focus(es) on accuracy in teaching grammar?A、Simulation.B、Substitution drills.C、Role play.D、Discussion.14When 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、predictingB、getting the general pictureC、distinguishing soundsD、getting specific information15If 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 tohighlight__________.A、the potential meanings of a sentenceB、different realizations of the same functionC、the relationship between form and functionD、different ways of getting people to do the same thing16The teacher would use __________ to help students communicate in teachingspeaking.A、substitution drillsB、group discussionC、listening and actingD、reading aloud17__________assessment is used to measure how the performance of a particular student or group of students compares with that of another.A、Criterion-referencedB、Norm-referencedC、FormativeD、Summative18Which of the following teacher’s instructions could seI've the purpose of eliciting ideas?A、Shall we move on?B、Read after me, everyone.C、What can you see in this picture?D、What does the world "quickly" mean?19Which of the following is an example of teachers' indirect corrective feedback?A、Say "went" instead of "go".B、We never use "at" that way.C、Choice A is not the right answer.D、Who can help him with this sentence?20Total Physical Response as a TEFL method is more often used for teaching__________.A、childrenB、adultsC、ESP courseD、GE course21请阅读Passage l。
2013-14学年度高二英语月考(含答题卡)
泗县双语中学2013—2014学年第二学期第一次月考高二英语试卷命题人：吴翔审核人：朱贤寅本试卷分第Ⅰ卷(选择题)和第Ⅱ卷(非选择题)两部分。
满分150分，考试用时120分钟。
注意事项：1．答题前，考生务必在试题卷、答题卡规定的地方填写自己的姓名、座位号。
2．答第Ⅰ卷时，每小题选出答案后，用2B铅笔把答题卡上对应题目的答案标号涂黑。
如需改动，用橡皮擦干净后，再选涂其他答案标号。
3．答第Ⅱ卷时，必须使用0．5毫米黑色墨水签字笔在答题卡上书写，要求字体工整、笔迹清晰。
必须在题号所指示的答题区域作答，超出答题区域书写的答案无效，．．．．．．．．．．．．．．在．试题卷、草稿纸上答题无效．．．．．．．．．．．．。
第Ⅰ卷(选择题共115分）第一部分听力（共两节，满分30分）第一节（共5小题；每小题1.5分，满分7.5分）听下面5段对话。
每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试题卷的相应位置。
听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
1.How is the weather in the woman‘s opinion?A. WarmB. ColdC. Hot2. What does the man mean?A. He already has plans.B. The woman should decideC. He will make a reservation3. Why did the man go to Beijing?A. To visit his parents.B. To have an interviewC. To receive job training4. What are the two speakers talking about?A. What to take up as a hobbyB. How to keep fitC. How to handle pressure5. What will the man do first?A. Tidy his room.B. Go on a picnic.C. Wear clothes第二节(共15小题；每小题1.5分，满分22.5分)请听下面4段对话或独白。
2014年下教师资格证高级英语真题答案
2014年下半年中小学教师资格考试英语学科知识与教学能力试题（高级中学）参考答案及解析一、单项选择题1．【答案】C。
解析：考查读音的同化。
have to在发音过程中出现了同化现象，即have和to 作为相邻词使用时，/v/受后面清辅音/t/的影响变成与自己对应的清辅音/f/，于是读音变为/hæf tu/。
2．【答案】A。
解析：考查句子重读。
一般来说，句子中的实词需要重读，比如名词、动词、形容词、副词、数词等。
虚词多数情况下不重读，比如冠词、介词、物主代词（形容词性）、连词、感叹词等。
故A项正确。
3．【答案】B。
解析：考查名词辨析。
meat“肉，肉类”，stuff“东西”，staff“工作人员”，dish “碟子，盘子”。
题中的roast，prime rib，pie，yoghurt，drinks都属于stuff，故选B。
4．【答案】D。
解析：考查形容词辨析。
分析句子可知空格处应填与shy（害羞的）和unsociable （不爱交际的）意思相反的词，因此选gregarious（爱交际的，合群的）。
5．【答案】B。
解析：考查惯用搭配。
根据由where引导的从句对先行词“（）care”的描述，可知该处表示亲属抚养的意思。
kinship care为惯用搭配，意为“寄养，亲属抚养”，符合题意，故选B。
6．【答案】A。
解析：考查倒装句。
nor本身表示否定，后面的助动词不需再用否定形式，且句子要完全倒装。
故选A。
7．【答案】B。
解析：考查虚拟语气。
if后面的句子是虚拟语气，表示与将来事实相反的情况。
句意为“Jean现在不想工作，如果她有了工作，就不能经常拜访她的朋友了”，从句表示的是对将来事实的假设，所以应该用表示将来的虚拟形式，即were to do/should do/did，故选B。
8．【答案】A。
解析：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，之前的数字按照正常规则来读。
2014上半年教师资格考试《高中英语》真题(原卷)
预览—收藏-关注考点课堂素材精粹第十版依据考试大纲总结命题规律辅导备考策略历年考题详析梳理考试要点总结核心知识筛选最新考点拓展解题思路精编典型习题积累备考经验全真模拟测试预测考试趋势注：下载前请仔细阅读资料，以实际预览内容为准让学习为我们创造终生价值2014上半年教师资格证考试《英语学科知识与教学能力》(高级中学)一、单项选择题(本大题共30小题，每小题2分，共60分)1Sip and zip, tip and dip, map and nap are all__________.A、minimal pairsB、diphthongsC、allophonesD、phonemes2Which of the following words in bold is pronounced with a falling tone?A、Do you have any specials?B、You're kidding ... he has lost his job?C、When will we have the exam, today or tomorrow?D、The flat has a kitchen, a living room, two bedrooms, and a bath.3We'd better make a clear __________between competence and performance for the convince of our discussion.A、separationB、divisionC、distinctionD、difference4It has been suggested that all government officials__________information on theirincome.A、dissentB、discloseC、unfoldD、uncover5The children lined up and walked out__________.A、in personB、in privateC、in orderD、in progress6It was not until dawn__________ the snow capped peak in the remote area in Tibet.A、that they sightedB、did they sightC、that they did not sightD、had they sighted7__________enough time and money, the investigators would have been able to discover more evidence in this case.A、GivingB、GivenC、To giveD、Being given8Criticism and self-criticism are necessary __________they may help us to find out and correct our mistakes.A、by thatB、at thatC、on thatD、in that9What maxim is flouted in such extreme examples of tautologies as "Boys are boys", and"Lies are lies"?A、The maxim of quantity.B、The maxim of quality.C、The maxim of relevance.D、The maxim of manner.10Sociolinguists study varieties of language and, accordingly, will be interested in the analysis of all of the following EXCEPT__________.A、regional dialectB、registerC、figures of speechD、social dialect11In a listening activity, students are asked to note down the time and places of events. The aim of this activity is to develop the skill of__________.A、listening for gistB、listening for specific informationC、listening for structureD、listening for vocabulary12Which of the following can NOT be used as a pre-reading task?A、Predicting what a passage is about.B、Creating a word web related to a topic.C、Listening to the recording of a passage.D、Sharing what is already known about a topic.13Which of the following does a teacher want his/her students to develop if he/she guides them to take notes using key words, abbreviations and symbols?A、Cultural awareness.B、Language awareness.C、Learning strategies.D、Language knowledge.14If a teacher gives commands in English and asks students to show understanding by action or gestures, he/she is most probably using__________.A、Communicative ApproachB、Audio-lingual ApproachC、Grammar Translation MethodD、Total Physical Response15According to The National English Curriculum Standards, the language knowledge students are required to learn consists of phonetics, vocabulary, grammar,__________.A、function and themeB、culture and societyC、literature and linguisticsD、discourse and genre16There are two syllables in the word "motto". /ēü/ occurs in both syllables, but the first one is longer than the second because __________.A、it is stressedB、it comes before a consonantC、it is in the first syllableD、it comes between two consonants17Which of the following should a teacher avoid when using an ELT course book?A、Selecting appropriate supporting materials and resources.B、Interpreting curriculum goals and its expectations for the course.C、Planning lessons in relation to specific goals, topics, texts, and tasks.D、Implementing everything in the book without considering students' needs and levels.18To assess how well students are able to apply what they have learned in completing a given task, a teacher would use __________assessment.A、performanceB、selfC、competenceD、peer19Popular as it might be, the Presentation-Practice-Production teaching model is not considered appropriate in teaching__________.A、phoneticsB、grammarC、vocabularyD、reading20If a teacher starts with language examples and guides students to work out the rules, he/ she is using the __________ method.A、deductiveB、conduciveC、inductiveD、constructive21请阅读Passaqe l，完成第21～25小题。
[职业资格类试卷]2014年下半年中学教师资格认定考试(高级英语学科知识与教学能力)真题试卷.doc
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[职业资格类试卷]2014年下半年中学教师资格认定考试（高级英语学科知识与教学能力）真题试卷一、单项选择题1 Which of the following is the proper pronunciation of "have to" as a result of assimilation?（A）/hef tu/（B）/hev tu/（C）（D）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'partment.3 He came to dinner and my mom fixed a roast, prime rib, pie, yoghurt, drinks, and all that kind of______, and it was really good.（A）meat（B）stuff（C）staff（D）dish4 Unlike her______sister, Judith is a shy, unsociable person who dislikes to go to parties or to make new friends.（A）charming（B）friendly（C）gracious（D）gregarious5 He pledged support for "______ care", where youngsters were looked after by close relatives like aunts or uncles, but not parents.（A）family（B）kinship（C）sibling（D）relative6 I will never know all that was in his head at the time, ______.（A）nor will anyone else（B）nor anyone else will（C）nor won't anyone else（D）nor anyone else won't7 She doesn't want to work right now because she thinks that if she______a job she probably wouldn' t be able to visft her friends very often.（A）has to get（B）were to get（C）had got（D）could have got8 What is the correct way to read the decimal "1016" in English?（A）One hundred and six point one six.（B）One hundred and six point sixteen.（C）One hundred and six points one six.（D）One hundred and six points sixteen.9 When any of the maxims under the Cooperative Principle is flouted on purpose, ______might arise.（A）ambiguous structure（B）contradictory proposition（C）mutual understanding（D）conversational implicature10 Indian English is a______variety of the English language.（A）social（B）regional（C）historic（D）situational11 In teaching pronunciation, the teacher should tell the students that______can be used to convey more important messages.（A）rhyme（B）stress（C）devoicing（D）rhythm12 When a teacher asks students to discuss how the writer's ideas are organized in the text, he / she intends to develop students' skill of______.（A）recognizing the textual structure（B）understanding the writer's intention（C）distinguishing facts from opinions（D）commenting on the content of the text13 Which of the following focus(es) on accuracy in teaching grammar?（A）Simulation.（B）Substitution drills.（C）Role play.（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（B）getting the general picture（C）distinguishing sounds（D）getting specific information15 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______.（A）the potential meanings of a sentence（B）different realizations of the same function（C）the relationship between form and function（D）different ways of getting people to do the same thing16 The teacher would use______to help students communicate in teaching speaking. （A）substitution drills（B）group discussion（C）listening and acting（D）reading aloud17 ______assessment is used to measure how the performance of a particular student or group of students compares with that of another.（A）Criterion-referenced（B）Norm-referenced（C）Formative（D）Summative18 Which of the following teacher's instructions could serve the purpose of eliciting ideas?（A）Shall we move on?（B）Read after me, everyone.（C）What can you see in this picture?（D）What does the world "quickly" mean?19 Which of the following is an example of teachers' indirect corrective feedback?（A）Say "went" instead of "go".（B）We never use "at" that way.（C）Choice A is not the right answer.（D）Who can help him with this sentence?20 Total Physical Response as a TEFL method is more often used for teaching______. （A）children（B）adults（C）ESP course（D）GE course20 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 alerts, issued by a professor or an institution at the request of students, indicating that material presented in 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 discussions of rape or other sexual violence. The Times piece, which was skeptically titled "Warning: The Literary Canon Could Make Students Squirm", suggested that trigger 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 campusnewspaper 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 trigger 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 student hoped to spare others the possibility of experiencing a post-traumatic-stress reaction.The trigger-warning debate may, by comparison, seem hard to understand; but express a larger 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 uncomfortable ideas, and thereby to enlarge the reader's experience and comprehension. The classroom can never be an entirely 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.21 Which of the following groups of people are most in favor of "trigger warning"? （A）Students.（B）Reporters.（C）Feminists.（D）Professors.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' 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.23 What does the author mean by "compromised" in PARAGRAPH 3?（A）Questioned.（B）Improved.（C）Challenged.（D）Weakened.24 What does"them" in PARAGRAPH 3 refer to?（A）Risks.（B）Frailties（C）Traumas.（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 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 absolutely 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 Sanjeev 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 itself. For economics has much to answer for. Pick up any 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 our 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 whomade 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 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 Development, expressed his contempt for those who profess indifference to economics. Economics 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 makers 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 pay such little attention to inequality? 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.（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.（B）Jeff Sachs.（C）Larry Summers.（D）Clare Chandler.28 Which of the following is the closest in meaning to "discipline" in PARAGRPH 2?（A）Subject.（B）Lesson.（C）Punishment.（D）Regulation.29 Which of the following is NOT used in the author's presentation of his ideas?（A）Thesis statement.（B）Rhetorical questions.（C）Specific examples.（D）Direct quotation.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.二、简答题31 根据题目要求完成下列任务。
2014年天津市教师资格证教学能力考试(高中英语)
2014年天津市教师资格证教学能力考试（高中英语）
（因为我考的时候在网上一直找不到资料，所以今年考完了发一份，供以后的同学们参考吧）
第一题是替换划线部分的词组，要求自己写，不是选择题。
一共五个小题，前三个比较简单，后两个有点难
第二题是给一段话，中间挖了大概10个空吧，每个空给首字母，然后让你填单词，可以参考的只有上下文和这个首字母，这个题在做的时候就是要通读文章大意，其实有的空比较简单，在文中就会出现。
第三题大概是完形填空
第四题阅读理解
第五题小作文，14年给的是一个青年志愿者协会的图标，让写这个标志的含义（50个单词左右）
第六题改错，给了一段内容，让找出10个错，我觉得这个题是最难的
第七题写教案，要求中文的，给了一篇文章，写这个教案。
（去网上背个模板就行了）
总体觉得有一定的难度，我不是英语专业的，考试的时候觉得比六级有一拼，因为题型不一样，这个考试主观题部分分比较多，不像四六级一样很多事选择题，所以做起来有点难。
这次考试普遍的反应时，考小学的初中的高中的都相对难一级，比如初中英语考的是高考难度的题，高中考的是六级难度的题。
这是我的个人体会吧，仅供各位参考一下，不喜勿喷！总之就是，考试之前还是好好复习一下，熟悉题型。
如果你是六级以上的水平基本上没什么问题，但是不要轻视它。