2019上半年教师资格考试高中英语学科知识与教学能力真题及答案

2019上半年教师资格考试高中英语学科知识与教学能力真

题及答案

1、The main difference between /f/ and /v/ lies in ( ).

A、the manner of articulation

B、the place of articulation

C、voicing

D、sound duration

试题答案：c

2、Which of the following involves a sound deletion?

A、Bean.

B、Design.

C、Sport.

D、Big.

试题答案：b

3、In the economic ( )established recently, more progress has been made by the European countries in harmonizing their countries.

A、regulation

B、climate

C、circumstance

D、requirement

试题答案：a

4、Smoking heavily at home will expose children to ( )their health.

A、multiple

B、surplus

C、durable

D、excessive

试题答案：d

5、Which of the following pairs of words are gradable antonyms?

A、Buy and sell.

B、Big and small.

C、Male and female.

D、Red and green.

试题答案：b

6、Naturally, she ( )that once there was a new film everybody would be eager to go and see it.

A、had assumed

B、assumed

C、has assumed

D、was assuming

试题答案：b

7、If he had fought in the First World War, he might have returned ( ).

A、a different man

B、with a different man

C、as a different man

D、to be a different man

试题答案：c

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

试题答案：c

9、What kind of speech act is performed in utterance “Come round on Saturday” when it is said as an invitation rather than a demand?

A、Direct speech act.

B、Locutionary act.

C、Indirect speech act.

D、Perlocutionary act.

试题答案：c

10、By asking the question,“Can you list your favorite food in English?” , the teacher is using the technique of ( ).

A、elicitation

B、monitoring

C、prompting

D、recasting

试题答案：a

11、If a teacher wants to check how much students have learned at the end of a term, he/she would give them a(n) ( ).

A、diagnostic test

B、placement test

C、proficiency test

D、achievement test

试题答案：d

12、What learning style does Xiao Li exhibit if she tries to understand every single word when listening to a passage?

A、Field-dependence.

B、Intolerance of Ambiguity.

C、Risk-taking.

D、Field-independence.

试题答案：b

13、If a teacher asks students to put jumbled sentences in order in a reading class, he/she intends to develop their ability of ( ).

A、word-guessing through context

B、summarizing the main idea

C、understanding textual coherence

D、scanning for detailed information

试题答案：c

14、When a teacher says “What do you mean by that?”，he/she is asking the student for ( ).

A、repetition

B、suggestion

C、introduction

D、clarification

试题答案：d

15、When a teacher says u “You 'd better talk in a more polite way when speaking to the elderly.”，he/she is drawing the students’ attention to the ( )of language use.

A、fluency

B、complexity

C、accuracy

D、appropriacy

试题答案：d

16、Which of the following is a display question?

A、What part of speech is “immense” ?

B、How would you comment on this report?

C、Why do you think Hemingway is a good writer?

D、What do you think of the characters in this novel?

试题答案：a

17、Which of the following represents a contextualized way of practising “How often ...” ?

A、Make some sentences with“how often”.

B、Use“how often”and the words given to make a sentence.

C、I go shopping twice a week. How often do you go shopping?

D、Please change the statement into a question with “how often”.

试题答案：c

18、Which of the following are controlled activities in an English class?

A、Reporting, role-play and games.

B、Reading aloud, dictation and translation.

C、Role-play, problem solving and discussion.

D、Information exchange, narration and interview.

试题答案：b

19、The ( )is designed according to the morphological and syntactic aspects of a language.

A、structural syllabus

B、situational syllabus

C、skill-based syllabus

D、content-based syllabus

试题答案：a

阅读

The number of Americans who read books has been declining for thirty years, and those who do read have become proud of, even a bit over-identified with, the enterprise. Alongside the tote bags you can find T-shirts, magnets, and buttons printed or sewn with covers of classic novels; the Web site Etsy sells tights printed with poems by Emily Dickinson. A spread in The Paris Review featured literature-inspired paint-chip colors. The merchandising of reading has a curiously undifferentiated flavor, as if what you read mattered less than that you read. In this climate of embattled bibliophilia, a new subgenre of books about books has emerged, a mix of literary criticism, autobiography, self-help, and immersion journalism: authors undertake reading stunts to prove that reading—anything—still matters.

“I thought of my adventure as Off-Road or Extreme Reading,” Phyllis Rose writes in “The Shelf: From LEQ to LES,” the latest stunt book, in which she reads through a more or less random shelf of library books. She compares her voyage, to Ernest Shackleton’s explorations in the Antarctic. “However, I like to sleep under a quilt with my head on a goose down pillow,” she writes. “So I would read my way into the unknown一into the pathless wastes, into thin air, with no reviews, no best-seller lists, no college curricula, no National Book Awards or Pulitzer Prizes, no ads, no publicity, not even word of mouth to guide me.”

She is not the first writer to set off on armchair expedition. A. J. Jacobs, a self-described “human guinea pig,”spent a year reading the encyclopedia for “The Know-It-All: One Man’s Humble Quest to Become the Smartest Person in the World”

(2004). Ammon Shea read all of the Oxford English Dictionary for his book “Reading the OED: One Man, One Year, 21, 730 Pages”(2008). In “The Whole Five Feet”(2010), Christopher Beha made his way through the Harvard Classics during a year in which he suffered serious illness and had a death in the family. In “Howard’s End Is on the Landing”(2010), Susan Hill limited herself to reading only the books that she already owned. Such “extreme reading” requires special personal traits: perseverance, stamina, a craving for self- improvement, and obstinacy.

Rose fits the bill. A retired English professor, she is the author of popular biographies of Virginia Woolf and Josephine Baker, as well as “The Year of Reading Proust” (1997), a memoir of her family life and the manners and mores of the Key West literary scene. Her best book is “Parallel Lives” (1983), a group biography of five Victorian marriages. (It is filled with marvellous details and set pieces, like the one in which John Ruskin, reared on hairless sculptures of female nudes, defers consummating his marriage to Effie Gray for so long that she sues for divorce.) Rose is consistently generous, knowledgeable, and chatty, with a knock for connecting specific incidents to large social trends. Unlike many biblio-memoirists, she loves network television and is un-nostalgic about print; in “The Shelf’ she says that she prefers her e-reader to certain moldy paperbacks.

The way most of us choose our reading today is simple. Someone posts a link, and we click on it. We set out to buy one book, and Amazon suggests that we might like another. Friends and retailers know our preferences, and urge recommendations on us. The bookstore and the library could assist you, too—the people who work there may even know you and track your habits—but they are organized in an impersonal way. Shelves and open stacks offer not only immediate access to books but strange juxtapositions. Arbitrary classification breeds surprises—Nikolai Gogol next to William Golding, Clarice Lispector next to Penelope Lively. The alphabet has no rationale, agenda, or preference.

20、What can be inferred from Paragraph 1 about the author’s opinion on reading?

A、What really matters is the fact that you read.

B、An emphasis should be placed on what you read.

C、The merchandising of reading can boost book sales.

D、Reading as a serious undertaking should not be merchandised.

21、Why does Phyllis Rose compare her reading to Ernest Shackleton’s explorations in the Antarctic?

A、To emphasize the adventurous and stirring experience of reading.

B、To emphasize the role of reading in broadening people’s horizon.

C、To emphasize the amusement in reading without specific guidance.

D、To emphasize the challenges in reading books of varying categories.

22、Which of the following is closest in meaning to underlined phrase “human guinea pig”in Paragraph 3?

A、A person used in experiments.

B、An uneducated person.

C、A lazy person.

D、A vulnerable person.

23、Why is Rose considered a good instance to manifest “extreme reading”?

A、People’s interest in reading needs to be inspired.

B、Most people do not know what they should read.

C、She knows how to relieve her mental suffering via reading.

D、She has special personal traits needed for “extreme reading”.

24、In what sense is the arbitrary classification of books considered to be impersonal?

A、It brings about surprises.

B、It fails to track readers’ habits.

C、It ignores the content of books.

D、It fails to consider reader’s preferences.

试题答案：[['D'],['C'],['A'],['D'],['A']]

21、

If you have got kids, here is a nasty truth: they are probably not very special, that is, they are average, ordinary, and unremarkable. Consider the numbers of those applications your daughter is sending to Ivy League schools, for instance. There are more than a quarter of a million other kids aiming for the same eight colleges at the same time, and less than 9% of them will make the cut. And those hours you spend coaching Little League because you just know your son’s sweet swing will take him to the professionals. There are 2.4 million other Little Leaguers out there, and there are exactly 750 openings for major league ballplayers at the beginning of each season. That gives him a 0.0313% chance of reaching the big clubs. The odds are just as long for the other dreams you’ve had for your kids: your child the billionaire, the Broadway star, the Rhodes scholar. Most of those things are never going to happen.

The kids are paying the price for parents’ delusions. In public schools, some students are bringing home 17.5 hours of homework per week or 3.5 per school night and it’s hard to see how they have time to do it. From 2004 to 2014, the number of children participating in up to three hours of after-school activities on any given day rose from 6.5 million to 10.2 million. And all the while, the kids are being fed a promise—that they can be tutored and coached, pushed and tested, hot- housed and advance placed until success is assured.

At last, a growing chorus of educators and psychologists is saying, “Enough!”Somewhere between the self-esteem building of going for the gold and the self esteem crushing of the Ivy-or-die ethos there has to be a place where kids can breathe, where they can have the freedom to do what they love and where parents accustomed to pushing their children to excel can shake off the newly defined shame of having raised an ordinary child.

If the system is going to be fixed, it has to start, no surprise, with the parents. For them, the problem isn’t merely the expense of the tutors, the chore of the homework checking and the constant search for just the right summer program. It’s also the sweat equity that comes from agonizing over every exam, grieving over every disappointing grade—becoming less a guide in a child’s academic career than an intimate fellow traveler.

The first step for parents is accepting that they have less control over their children’s education than they think they do—a reality that can be both sobering and liberating. You can sign your kids up for ballet camp or violin immersion all you want, but if they’re simply doing what they’re told instead of doing what they love, they’ll take it only so far.

Ultimately, there’s a much larger national conversation that needs to be had about just what higher education means and when it’s needed at all. Four years of college has been sold as being a golden ticket in the American economy, and to an extent that’s true.

But pushing all kids down the bachelor’s path ensures not only that some of them will lose their way but also that critical jobs that require a two-year or less —skilled trades, some kinds of nursing, computer technology, airline mechanics and more—will go unfilled.

There will never be a case to be made for a culture of academic complacency or the demolition of the meritocracy. It can be fulfilling for kids to chase a ribbon,

as long as it’s a ribbon the child really wants. And the very act of making that effort can bring out the best in anyone’s work.

But we cheat ourselves, and worse, we cheat our kids, if we view life as a single straight-line race in which one one-hundredth of the competitors finish in the money and everyone else loses. We will all be better off if we recognize that there are a great many races of varying lengths and outcomes. The challenge for parents is to help their children find the one that’s right for them.

Which of the following factors deprives the kids of freedom to do what they love?

A、3.5 hours of school assignments set by their teachers every day.

B、The educational reforms made by the public schools they attend.

C、The growing number of peers taking part in off-campus activities.

D、Their parents’ unrealistic wish for them to have a promising future.

What are parents supposed to do to alter the current educational system?

A、To pay for their kids’ education.

B、To take up all the household chores.

C、To provide guidance to their children.

D、To push their children to excel at exams.

According to the author, which of the following perceptions should parents adopt concerning their kids’ education?

A、They should be their kids’ companions on their journey to academic excellence.

B、They should realize the fact that most children would remain mediocre despite their wills.

C、They should feel relieved if they don’t have to pay for their kid’s off-school art lessons.

D、They should be their kids’ career director rather than help them find a right path to walk on.

What does the underlined word “one” in the last paragraph refer to?

A、Race.

B、Length.

C、Challenge.

D、Outcome.

试题答案：[['D'],['C'],['B'],['A']]

22、根据题目要求完成下列任务，用中文作答。

PPT是英语教师常用的一种教学辅助工具，请简述PPT在语言教学中的两个优点(6分)，列举英语课堂教学中使用PPT常见的两个问题(6分)，并提出合理使用PPT的两条建议(8分)。

23、根据题目要求完成下列任务，用中文作答。

下面是某英语教师在日常教学中使用的《学生口语能力评价表》。该教师运用此表记录了某位学生(李华)一学期口语能力的发展情况(注：=一般;=良

好;=优秀)。

学生口语能力评价表

姓名单元流利性得体性交际策略使用任务完成度

李华第一单元????第二单元??????

第三单元???????

根据所给信息从下列三个方面作答：

(1)该教师所采用的评价属于什么类型?( 6分)

(2)该评价表具有哪三个主要作用?(12分)

(3)该教师可以从哪三个方面对此评价表进行改进?( 12分)

24、根据提供的信息和语言素材设计教学方案，用英文作答。

设计任务:请阅读下面学生信息和语言素材，设计20分钟的阅读教学方案。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:某城镇普通高中一年级第一学期学生，班级人数40人。多数学生已经达到《普通高中英语课程标准(实验)》五级水平。学生课堂参与积极性一般。

语言素材：

The Life of Mark Twain

Often the lives of writers resemble the lives of the characters they create. Mark Twain, who wrote The Adventures of Huckleberry Finn and The Adventures of Tom Sawyer, was no exception. To start with, the author’s name, Mark Twain, is itself an invention, or “pen name”. Twain’s real name was Samuel Clemens. “Mark Twain”，

which means “watermark two”，was a call used by sailors on the Mississippi to warn shipmates that they were coming into shallow water.

Like Huck, Mark Twain led an adventurous life. He left school early, and as an adolescent, determined to make his fortune in South America, set off from his home in Hannibal, Missouri, for New Orleans. He wanted to take a boat to the Amazon, where he thought he could get rich quickly. He arrived in New Orleans without a penny in his pocket only to find that there were no boats for South America. Forced to change his plans, he worked for several years as a pilot on a steamboat, taking passengers up and down the Mississippi, the great river which flows from the north of the US near the Canadian border, down to the Gulf of Mexico.

Later he became a journalist and began writing stories about life on the river. Twain’s vivid and often amusing descriptions of life on the river quickly became popular, and established the reputation he still enjoys today as one of America’s greatest writers.

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Good morning, everyone. Today I`m very pleased to have an opportunity to talk about some of my teaching ideas. The content of my lesson is I`ll be ready to begin this lesson from four parts. They are 1 Analyzing teaching Material 2.the teaching methods 3.the studying methods 4.the teaching procedures, and while presenting these parts I will do the blackboard design properly. Ok now I am going to start from the first part Part 1 Analyzing teaching Material: This lesson is about .By studying of this lesson, we`ll enable the students to know the serious attitude towards and develop the interest in At the same time, let the students learn how to give instructions. This lesson plays an important part in the English teaching in this unit. As it is the main passage in this unit which outlines the theme of this unit .If the Ss can learn it well, it will be helpful to make Ss learn the rest of this unit. And as we all know , reading belongs to the input during the process of language learning. The input has great effect on output, such as speaking and writing. Then according to the new standard curriculum and syllabus(新课程标准和教学大纲), I think the teaching aims of this lesson are the following:

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《英语学科知识与教学能力》（高级中学） 一、考试目标 1．英语学科知识与能力 具有扎实的英语语言基础知识和语言能力；具备从事高中英语教学所需要的英语语言能力；能理解有关英语国家的语言、历史和文化等相关知识。 2．英语学科教学知识与能力 掌握外语教学基本理论、英语教学专业知识与国家英语课程标准内容等学科教学知识，并能用以指导高中英语教学。 3．英语学科教学设计能力 能够根据英语学科特点，针对高中学生的认知特点、语言水平和学习需要选择并设计合理的教学内容，形成完整合理的教学方案。 4．英语学科教学实施能力 理解高中英语课堂教学实施的基本原则和方法，具备实施语言课堂教学的基本能力；能够根据教学设计，结合教学实际情况，采用恰当的教学手段，引导学生进行有效学习。 5．英语学科教学评价知识与能力 了解高中英语课堂教学评价的基本知识和方法，能够对学生的语言学习进行恰当的评价；了解教学反思的基本方法和策略，能够对自己的课堂教学实践进行反思，提出改进的思路。 二、考试模块内容与要求 （一）语言知识与能力 1．掌握英语语言的基础知识，了解语言学研究中与语言教学相关的基本概念和知识，并能在课堂教学中加以运用。 2．具有良好的英语语言运用能力，包括用英语进行书面表达、获取教学资源和信息、表达思想情感和与学生良好沟通的能力；能够筛选并改编适合高中学生英语水平的语言材料。 3．能在语篇中理解英语国家的语言、历史和文学等相关的社会文化知识。 （二）语言教学知识与能力 1．了解外语教学基本理论，理解语言观、语言学习观、语言教学观等对高

中英语教学的指导作用。 2．理解国家颁布的英语学科课程标准的目标内容（语言技能、语言知识、情感态度、学习策略和文化意识），以及课程标准的其他相关知识，并能在教学设计与实施中运用。 3．掌握英语语言知识（语音、词汇、语法、语篇等）的教学基本原则、讲解和练习方法。 4．掌握英语语言技能（听、说、读、写）教学的基本原则和训练方法。 5．能结合中外社会文化语境，设计并实施英语知识和技能的教学与训练。 （三）教学设计 1．了解高中学生的认知特点、已有的英语知识、语言能力和学习需求，能够说明教学内容与学生已学知识之间的联系。 2．理解课程标准的目标要求，能够根据学生的特点选择恰当的教学内容。 3．能够根据教学内容和学生特点设定合理、明确与具体的教学目标。 4．能够根据教学目标创设相应的教学情景，设计有效的教学活动，安排合理的教学过程，筛选适当的辅助教学材料。 5．能够根据教学内容和教学过程，设计有效的学习评估活动。 （四）教学实施与评价 1．掌握英语课堂教学的基本步骤与方法，能够创设教学情景，激发学习动机，引导学生参与语言学习活动。 2．掌握指导学生学习的方法和策略，能依据英语学科和学生的特点，根据教学实际情况，恰当地运用语言讲解、练习、提问、反馈等方法，帮助学生有效学习。 3．掌握课堂管理的基本方法，熟悉课堂活动的常用组织形式，能在教学活动中以学生为中心组织教学，能在课堂教学的不同阶段发挥教师的作用。 4．掌握课堂总结的方法，能适时地对教学内容进行归纳、总结与评价，科学合理地布置作业。 5．掌握基本的现代教育技术，能够针对不同的教学内容与教学目标，整合多种资源，选择恰当的辅助教学手段进行有效教学。 6．了解形成性评价和终结性评价的知识与方法，并在高中英语教学中合理运用。 7．了解教学案例评析的基本方法，能够对教学案例进行评价。 8．了解教学反思的基本方法和策略，能够对自己的教学进行反思并提出改进思路。 三、试卷结构