[职业资格类试卷]中学教师资格认定考试(高级英语学科知识与教学能力)模拟试卷37.doc

[职业资格类试卷]中学教师资格认定考试（高级英语学科知识与教学能
力）模拟试卷37
[职业资格类试卷]中学教师资格认定考试（高级英语学科知识与教学能
力）模拟试卷37
一、单项选择题
1 Which of the following words has the proper word stress?
（A）e'conomic
（B）'machinery
（C）chimpan'zee
（D）'precarious
2 Which of the following is the proper pronunciation of "meet you" as a result of assimilation?
（A）/mi:t ju:/
（B）/mi:t ju/
（C）/mi:tju:/
（D）/mi:tju:/
3 We take our skin for granted until it is burned______repair.
（A）beyond
（B）for
（C）without
（D）under
4 When it was time for our ticket to be______, I couldn't find mine.
（A）controlled
（B）bought
（C）checked
（D）overlooked
5 Table tennis has wide appeal, and I hope thousands of sports lovers will______ these outdoor tables.
（A）take advantage of
（B）take notice of
（C）take charge of
（D）take note of
6 We can' t help you______you tell us what' s wrong.
（A）since
（B）unless
（C）if
（D）when
7 A similar wrong idea is that fish and ice cream when______ at the same time form a poisonous combination.
（A）eating
（B）being eaten
（C）eaten
（D）to be eaten
8 _____ difficulties we may come across, we'll help one another to overcome them. （A）Wherever
（B）Whatever
（C）However
（D）Whenever
9 Which of the following is not a design feature of human language?
（A）Arbitrariness.
（B）Displacement.
（C）Duality.
（D）Diachronicity.
10 "Can I borrow your bike?"______"You have a bike."
（A）is synonymous with
（B）is inconsistent with
（C）entails
（D）presupposes
11 Which of the following statements about the Situational Approach is NOT true? （A）Adopt an inductive approach to grammar teaching.
（B）Encourage explanations of the meaning of new items in foreign language. （C）Focus on language accuracy.
（D）Practice structures and patterns through repetition and substitution activities.
12 When designing speaking tasks, we must follow the principles except______. （A）maximum foreign talk
（B）even participation
（C）high motivation
（D）high language level
13 ______ aims to help students to pay attention to teaching content efficiently at the beginning of the class.
（A）Lead-in
（B）Presentation
（C）Preparation
（D）Practice
14 What purpose do post-listening activities NOT serve?
（A）Helping students relate the text with their personal experience.
（B）Offering students the opportunities of extending other language skills.
（C）Practicing students' ability of matching the pre-listing predictions with contents of the text.
（D）Enabling students to have a discussion about the topic.
15 Which of the following activities can be adopted at the pre-reading stage?
（A）Re-arranging the materials.
（B）Brainstorming the topic.
（C）Writing a summary of the text.
（D）Locating the specific information.
16 Which of the following elements does not belong to a communicative writing task?
（A）a sense of authenticity
（B）accuracy-based
（C）process-oriented
（D）students-focused
17 What role does the teacher play at the feedback stage?
（A）Assessor.
（B）Promoter.
（C）Controller.
（D）Resource-provider.
18 When a teacher helps students deal with the information gap of real discourse, he/she probably aims at developing students' ______.
（A）linguistic competence
（B）strategic competence
（C）discourse competence
（D）fluency
19 Which of the following types of questions can least elicit students' ideas?
（A）Display questions.
（B）Divergent questions.
（C）Open questions.
（D）Evaluation questions.
20 Which of the following about teaching assessment is inappropriate?
（A）Diagnostic assessment is a kind of test carried out after a teaching activity.
（B）Formative assessment should be student-oriented.
（C）Summative assessment is often carried out at the end of a term.
（D）Portfolios, daily reports, and delivering speeches are all formative assessment.
二、简答题
21 词汇的用法包括哪些内容?简述词汇用法的呈现与讲解方法，从中选取两种方法进行举例说明。

三、教学情境分析题
22 下面是某教师在一堂针对高一年级学生听力课的听力材料及某一个教学步骤的记录。

听力材料：一篇关于世界石油争端问题的新闻
Teacher：Now listen to the tape carefully and answer the questions on PPT．
Teacher：OK．Who can answer the questions?
(个别学生对问题进行了回答，但是都没有回答对)
Teacher：No one can answer? OK．Let’s listen again．
Teacher：OK．Now，can anyone answer the questions?
(再听一遍之后依然没有学生回答正确)
Teacher：Now，look at the script of the listening material and answer the questions．…
根据上面所给的信息，从下列三个方面作答：
(1)请问所描述的教学情境属于听力教学的哪一个教学步骤?此步骤的教学目的是什么?
(2)为什么没有学生能够正确回答关于听力材料的问题?请分析其可能原因。

这位老师的教学步骤存在什么问题?
(3)请根据存在的问题提出相应的建议。

四、教学设计题
23 设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语写作教学方案。

教案没有固定格式，但须包含下列要点：
teaching objectives
teaching contents
key and difficult points
major steps and time allocation
activities and justifications
教学时间：20分钟
学生概况：某城镇普通中学高中二年级学生，班级人数40人。

多数学生已经达到《普通高中英语课程标准(实验)》六级水平。

学生课堂参与积极性一般。

语言素材：
School violence
It's reported that there is increasing school violence happening recently. And the shocking news from yesterday showed two high school boys were greatly injured from an obscene school bullying.
As high school students are a rebellious phase, they are prone to be involved in such accidents which would definitely pose a great danger to our students ...
In order to offer a healthy environment for all the students, school violence should be seriously dealt with. First, the school should strengthen school safety by employing more school guards...
There is an increasing number of school violence happening recently which have exerted terrible influence on our school life. What can we do about it? Please write a passage of at least 120 words titled with "How to improve school safety?"
Key words: campus security guard
五、阅读理解
23 Europe is not a gender-equality heaven. In particular, the corporate workplace will never be completely family-friendly until women are part of senior management decisions, and Europe' s top corporate-governance positions remain overwhelmingly male. Indeed, women hold only 14 percent of positions on European corporate boards.
The Europe Union is now considering legislation to compel corporate boards to maintain a certain proportion of women—up to 60 percent. This proposed mandate was born of frustration. Last year, Europe Commission Vice President Viviane Reding issued a call to voluntary action. Reding invited corporations to sign up for gender balance goal of 40 percent female board membership. But her appeal was considered a failure: only 24 companies took it up.
Do we need quotas to ensure that women can continue to climb the corporate ladder fairly as they balance work and family?
"Personally, I don't like quotas," Reding said recently. "But I like what the quotas do." Quotas get action: they "open the way to equality and they break through the glass ceiling," according to Reding, a result seen in France and other countries with legally binding provisions on placing women in top business positions.
I understand Reding's reluctance—and her frustration. I don't like quotas either: they run counter to my belief in meritocracy, governance by the capable. But, when one considers the obstacles to achieving the meritocratic ideal, it does look as if a fairer world must be temporarily ordered.
After all, four decades of evidence has now shown that corporations in Europe as well as the US are evading the meritocratic hiring and promotion of women to top positions—no matter how much "soft pressure" is put upon them. When women do break through to the summit of corporate power—as, for example, Sheryl Sandberg recently did at Facebook—they attract massive attention precisely because they remain the exception to the rule.
If appropriate pubic policies were in place to help all women—whether CEOs or their children' s caregivers—and all families, Sandberg would be no more newsworthy than any other highly capable person living in a more just society.
24 In the European corporate workplace, generally______.
（A）women take the lead
（B）men have the final say
（C）corporate governance is overwhelmed
（D）senior management is family-friendly
25 The European Union' s intended legislation is______.
（A）a reflection of gender balance
（B）a reluctant choice
（C）a response to Reding' s call
（D）a voluntary action
26 According to Reding, quotas may help women______.
（A）get top business positions
（B）see through the glass ceiling
（C）balance work and family
（D）anticipate legal results
27 The author' s attitude toward Reding's appeal is one of______.
（A）skepticism
（B）objectiveness
（C）indifference
（D）approval
28 Women entering top management become headlines due to the lack of______.
（A）more social justice
（B）massive media attention
（C）suitable public policies
（D）greater "soft pressure"
28 Americans today don' t place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical education—not to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our schools aren't difficult to find.
"Schools have always been in a society where practical is more important than intellectual," says education writer Diane Ravitch. "Schools could be a counterbalance." Ravitch's latest book, Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits.
But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy: Continuing along this path, says writer Earl Shorris, "We will become a second-rate country. We will have a less civil society."
"Intellect is resented as a form of power or privilege," writes historian and professor Richard Hofstadter in Anti-Intellectualism in American Life, a Pulitzer-Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.
Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children: "We are shut up in schools
and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing." Mark Twain's Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized—going to school and learning to read—so he can preserve his innate goodness.
Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes and imagines.
School remains a place where intellect is mistrusted. Hofstadter says our country's educational system is in the grips of people who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise."
29 What do American parents expect their children to acquire in school?
（A）The habit of thinking independently.
（B）Profound knowledge of the world.
（C）Practical abilities for future career.
（D）The confidence in intellectual pursuits.
30 We can learn from the text that Americans have a history of______.
（A）undervaluing intellect
（B）favoring intellectualism
（C）supporting school reform
（D）suppressing native intelligence
31 The views of Ravitch and Emerson on schooling are______.
（A）identical
（B）similar
（C）complementary
（D）opposite
32 Emerson, according to the text, is probably______. （A）a pioneer of education reform
（B）an opponent of intellectualism
（C）a scholar in favor of intellect
（D）an advocate of regular schooling
33 What does the author think of intellect?
（A）It is second to intelligence.
（B）It evolves from common sense.
（C）It is to be pursued.
（D）It underlies power.。