上半年教师资格证《高中英语学科知识》真题及答案

上半年教师资格证《高中英语学科知识》真题及答案2015

一、单项选择题（本大题共30小题，每小题2分，共60分）

1.Which of the followingshows theproper pronunciationof“whose”in thesentence“InAmerican,Li stayedin afamily whoselandlady could help himwith hisEnglishA.[hus]B.[huz]C.[hus]D.[huz]

2.In termsof theplace of articulation,[t][d][z][s][n]are all.A.palatal B.alveolarC.bilabial D.dental

1.In Rome,tourists mayeasily getbecause all the streetslook the same.A.disoriented B.deludedC.distracted D.delineated

4.He immediatelyreplied withan YESto therequest that he attendthe publichearing.A.effective B.eloquentC.emotional D.emphatic

5.Perseverance,modesty andopportunity arethe factorsfor thegirls successinher career.A.contributed B.contributingC.contributor D.contribution

6.Through doingthis,the teacherwill beable to ascertain the extent to thechildren understandwhat they are reading.A.how B.whichC.that D.what

7.Before youleave theoffice,all lightsare out.A.see whichB.seeing thatC.to seethat D.see toit that

8.she heardher grandfatherwas born in Germany.A.That wasfrom her mum Bit was hermum thatC.It wasfrom hermum thatD.It washermumwhom21-25DBBCB26-30CAADC

6.B【解析】theextentto which相当于how much句意通过这样做，教师就可以确定孩子们在多大程度上理解他们所阅读的东西

9.D【解析】语言分析学家格赖斯（Grice）认为，在所有的语言交际活动中，对话双方有意无意地遵循着某一原则，以求有效地配合而完成交际任务，否则交谈就无法顺利进行

16.A【解析】略读（skim）策略旨在快速阅读文章，以了解文章大意

18.A【解析】在学生进行语言实践时，教师为学生指明方向、提供资源、帮助判断，并适时对学生给予鼓励，此时教师扮演的是引导者（facilitator）角色

19.D【解析】标准参照测试（criterion-referenced testing）是以特定的语言能力标准作为判别标准的测试美国EST举行的TOEFL、英国的IELTS均属于标准参照测试

二、简答题

31.【答案要点】三种写作体裁记叙文、议论文、应用文教师应从以下四个方面指导学生进行英语记叙文写作

（1）明确五个W和一个H要写好记叙文，首先要确定先写什么，最后写什么，然后用五个W和一个H的方法开始布局谋篇，即what（什么事），who（什么人），when（什么时候），where（什么地点），why（什么原因），how（怎么样）整个写作内容的确定、写作材料的筛选，都要围绕这五个W和一个H进行

（2）确定以第几人称及以何种顺序展开叙述一般来说，英语记叙文要以第一人称（I/we）和第三人称（he/she/it/they）来展开叙述第一人称是从“参与者”的角度进行叙述；第三人称是以“观察者”的身份展开叙述，要根据具体情况合理选用在确定了人称之后，要确定展开记叙的顺序在英语记叙文中，最常用的是按事情发展的时间或空间顺序进行记叙

（3）在塑造人物、展开情节上下工夫记叙的任何事情都是由人来进行的，人物塑造的好坏是衡量记叙文好坏的一个重要标准因此，表达人物的动作、语言以及展开情节时，使用哪些句型、短语、词汇都应该仔细推敲，对于叙述事情的情节展开要突出重点，详略得当，可有意识地采用类似“设置悬念”“前后呼应”等的写作手法，以吸引读者的兴趣

（4）注意文章的完整性整篇文章要完整，内容全面，层次分明，重点突出英语记叙文的时态通常为一般过去时，但如果是经常性的事件或自然现象、社会现象，则常用现在时

三、教学情境分析题

32.【参考答案】

（1）该教学目标的合理性体现在，试图从教学的知识目标（理解阅读材料，掌握系动词的用法）和教学能力目标（提高学生的听、说、读、写能力）这两个方面来设计既包含了教学过程中知识内容的传授，又包含了能力培养的目标

（2）但是总的来说，该教学目标设计得不科学，太宽泛，空洞不具体，教学对象不明确具体来说

①教学目标有goals,aims,objectives三种表述，goals是终极教育目标，aims往往是指以教师为出发点的“目的”（是传统的教学目标），objectives是以学生为出发点，具体的课堂学习目标因此往往用objectives表述以学生为主体的教学目标

②它没有把握好预期的教学目标，对教学内容，即知识目标的设计不明确，“理解阅读材料，掌握系动词的用法”的说法太空洞宽泛，因为知识目标指的是学生对语言知识（语音、词汇、语法、功能和话题五方面）的掌握及语言技能（听、说、读、写）的综合运用要求能够正确听、说、读、写教材中的单词（句子），能够正确朗读教材中的语篇等

③对于能力目标的设计也太笼统，因为能力目标指通过这堂课学生能够锻炼什么样的能力要求学生能通过感知、理解与模仿，能够在适当的情境中运用本课涉及的词组等语法知识正确描述“人们正在做什么”

④教学目标是三维教学目标，即知识目标、能力目标和情感态度目标，缺少情感态度目标（）3Teaching objectivesKnowledgeobjectives

①To understand the meaningsof five senses according to theirdaily life.

②To fullyunderstand the reading materialsabout five senses.

③To graspthe usageof thelink verbssmell,feeh sound,taste,etc.Ability objectives

①To improve their ability of listeningby listeningto the text.

②To improve their abilityof speakingby pair work anddiscussion.

③To improvetheir abilityof readingby Qs and Asand comprehensivereading.

④To improvetheir abilityof writingby abbreviatingthe text.Emotion objectives©After thislesson,students willfeel theimportance offivesenses.

②Students canmake fulluse offivesensesin daily life andlove their lives.

四、教学设计题

33.【参考答案】Teaching objectiveslKnowledge objectives

①To master the following words and expressions healthy,healthily,amount,snack,bake,recommend,provide,variety,lead to.

②To learnand talkabout theirown dailydiet.2Ability objectives

①To practicethereadingability byskimming,scanning and reading comprehension.

②Toimprove thespeaking abilityby talkingabout what is thescientific and healthy eating.3Emotion objectivesTodevelop scientificandhealthyeating habitsand learnto loveand treasuretheir life.Teaching keypoints1Students canmaster the following words and expressonshealthy,healthily,amount,snack,bake,recommend,provide,variety,lead to.2Students canimprovetheirreading,speaking,listening andwriting skills.Teaching difficultpoints1How to make studentsmaster the followingwordsandexpressionhealthy,healthily,amount,snack,bake,recommend,provide,variety,lead to.2How tomake studentsimprovetheirreading,speaking,listening andwriting skills.3How tomake studentsform thehabit of eating healthily.Teaching methodsTask-based teaching,oral practice,Qs andAs,pairwork,etc.Teaching aidsmulti-mediaTeaching proceduresStep1Warming upand lead-in5minutesBrain-stormQsandAs

1.What doyou eatevery mealList the food.

2.Do youeat healthilyJustificationto getstudents tocombine learningEnglish withdailylife.Also,its easyforthem tosay somethingconcerning theirlife.Step2Pre-reading8minutes DiscussionWhats themeaning ofeating properlyin youropinion Firststudents canexpress theiropinions,then teacherleads thetopic tothe text.Justificationto getstudents toknow clearlywhatishealthy andproper eating.Step3While-reading17minutes

1.Fast readingReadthe textquickly andtry tofill inthe blanksaccording tothe text.Varieties of foodContain/provideServings per dayFruit and vegetablesMilk,cheese andyoghurtMeat,fish,poultry...Bread,cereals,pasta...Justificationto getstudents tolearn thedetails ofhealthy andproper eating.The chartprovidesthe untrientsof differentvarieties offood,so studentscan getthe concreteknowledgesof nutrients.

3.ListeningAfter studentshave finishedthe task,give thema listeningpractice.Intensionto getstudents to get abetter understandingof thetext.

3.Intensive readingReadagain anddo theTrue orFalse exerciselEating properlymeans eatingonly the right variety offood.2Eating toomuch healthy food hasno badeffects onhealth.3Soup,baked potatoes,crisps andchocolate areavailable forsnack.4Milk,cheese andyoghurt aregood forour health,so wecan choosethe low fat varietiesandhave2to3servings every day.5In orderto keephealthy,we shouldeat fruitandvegetableseveryday without limit.Intensionto getstudents tofurther understand thetext.

4.Vocabulary andphrases learningChoosethe correctforms of the followingwordsandexpressions tocomplete thesentences.healthy,healthily,amount,snack,bake,recommend,provide,variety,lead to.，lIn orderto staywe shouldeat.⑵…Justificationby doingthe exerciseto getstudents tomasterthekey wordsandexpressions.Step4Post-reading10minutesConsolidation

1.Group workDividestudents intoseveral groups,and givethem anassignment.They canfirst discussitin groups,give theirown opinionsand thenchoose amember topresent toclassmates.Assignment Supposeyou area cookin ourschool canteen,what mealwould youserve onTuesdayList yourmenu,and giveyour reasonsfor it.

2.WritingWrite anessay about the menu,accordingtowhat wedo inGroup Work.If they can finishin calss,choose1or2students toread beforeallthe students；if not,theycanfinish itafterclass.JustificationThe studentshave learnedmany aspectsof thetext-listening,speaking andreading,its timeto getstudents towrite downwhat they learned inthis period.Step5Summary andhomework5minutes

1.Finish thewriting afterclass ifstudents cantfinish itincalss.

2.Do exercisesof thispart on the exercisebook.

3.Preview thenext lesson.JustificationStudents canreview andconsolidate what theylearnedin class.

9.In ordinaryconversations,participants areexpected,first of all,to,otherwise,communication wouldbreak down.A.stand straightB.coordinateC.speak thetruth D.cooperate

10.The languageused todescribe thelanguage itselfis called.A.paralanguage B.special languageC・metalanguage D.interlanguage

11.The firstP inthe PPPteaching modelstands for,which aimsto getlearners toperceivethe formand meaning of astructure.A.practice B.productionC.presentation D.preparation

12.The mainobjective ofmechanical practiceis tohelp learnersto absorbthoroughly theofa languageitem.A.meaning B.functionC.context D.form

13.The methodis morefitted tothe explicitpresentation ofgrammar whenthebasic structureis beingidentified.A.inductive B.contrastiveC.comparative D.deductive

14.Which of the followingcan beregarded as a communicativelanguage taskA.Information-gap activity.B.Dictation.C.Sentence transformation.D.Blank-filling.

1.1If ateacher asksstudents toconcentrate onsuch featuresas structure/coherence andcohesionofatext,he/she aimsat delevopingstudents.A.strategic competenceB.culture awarenessC.communicative competenceD.discourse awareness

16.English teachersoften askstudents to a passageto getthe gistof it.A.skim B.scanC.predict D.describe

17.The correctmeaning ofa lexicalitem ina givencontext is.A.the oneprovided ina dictionaryB.the onewhich bestfits thecontextC.the centralor coremeaningof the itemD.the onewhich isassumed tobe correct

18.1n writing,students maynot knowhow toput somethinginto properEnglish andthusask theirteacher forhelp.Here theteacher isto playthe roleofa/an.A.facilitator B.assessorC.controller D.participant

19.A/An languagetest,such asIELTS orTOEFL,is developedon thebasis ofafixed standard.A.norm-referenced B.peer-referencedC.individual-referenced D.criterion-referenced

20.A systematictextbook evaluationis NOTto examinewhether atextbook.A.covers allgrammatical rulesB.provides authenticlanguage C.matches theneeds oflearnersD.can helprealize theobjectives ofa languageprogram请阅读Passage1,完成第21〜25小题Passage1They cametothe United Statesas childrenwith littleidea,if any,of whatit meanttooverstay avisa.They enrolledin publicschools,learned English,earned high schooldiplomas.Like manyof theirclassmates,they ponderedcollege choices.But asundocumented immigrants in Maryland,they thenhad toconfront thereality that they mustpaytwo tothree timeswhat formerhigh schoolclassmates payto attendthe states publiccolleges.lt isa rulethat,for many students ofmodest means,puts acollege educationout ofreach,with oneexceptionMontgomery College.，That iswhy JosueAguiluz,21,born inHonduras,and RicardoCampos,23borninElSalvador-and numerousothers likethem-landed atthe community college.There,they studyandwait for a verdictfrom Marylandvoters ona Nov.6ballot measurethat maydeterminewhether theycan afford to advanceto afour-year college.“I knowpeople inMaryland believein education,“Campos saidthe otherday atthestudent centerontheRockville campus.I knowtheyaregoing tovote forQuestion4Tm hangingon theirvote.”Question4asks votersto affirmor strikedown alaw that the legislaturepassed lastyear,known asMarylands versionof the Dream Act,“which grantedcertain undocumentedimmigrantsthe abilityto obtainin-state tuitionat publiccolleges and universities.Thesubsidy comeswith conditions.Among themTo takeadvantage,students mustfirst goto atwo-year communitycollege.The lawwas pushedto areferendum afteropponents mounteda lightningpetition drivethatshowed thedepth ofdivision overillegal immigrationacross thestate andthenation.Critics saydiscounting tuitionfor studentswho lackpermission tobe inthe countryisan unjustifiedgiveaway ofwhat theybelieve willamount totens ofmillions oftax dollarsayear.“When anundocumented studententers thesystem,it isa netloss ofrevenue,saidDel.Patrick L.McDonough R-Baltimore County.uIt isa simplemathematical argument.Putyour emotionand yourpassion aside,and getout yourcalculator.^There isno countof thenumber ofstudents statewidewho would be eligibleforbenefits underthe law.Estimates rangefrom severalhundred toa fewthousand.A WashingtonPost pollthis monthfound that a solidmajority oflikely votersfavoredthe law59percent supportit,and35percent areopposed.If thelaw isaffirmed,Marylandwould joinabout adozen otherstates withlaws orpolicies providingin-state tuitionbenefitsto undocumentedimmigrants.Texas becamethe firstin

2001.Experts sayMarylands versionis theonly onethat requiresstudents togo throughcommunitycollege first.That meansthe states16community collegescould becomeapipeline for undocumented studentsin publichigher educationif themeasure isapproved.Montgomery Collegeis alreadya magnetfor suchstudents.lt offersthesamelowtuition toanystudentwho graduatedwithin thepast threeyears froma MontgomeryCountyhigh school.

21.What realitydid theundocumentedimmigrantsinMarylandhave toconfrontA.It isimpossible for them to get collegeeducation.22They cannot affordtostudy inMontgomery College.C.They mustpay moretuition thantheir peerstogethighschooldiplomas.D.The mustpay moretuition thantheir peersatthestatespubliccollege.

22.What didCampos meanby sayingTm hangingon theirvote”in PARAGRAPH3A.He meantthat hewas confidentabouttheresult ofthe vote.B.He meantthat thevoters9decision wascrucial tohis future.C.He meantthat hehad toattend acommunitycollegeif thevoters saidNO.D.He meantthathemight haveto leavethe countryif thevoters asidNO.

23.What doesthem in PARAGRAPH4refer toA.Students.B.Conditions.C.Undocumented immigrants.D.Public collegesanduniversities.

24.Which ofthe followingwords bestdescribes theattitude ofMaryland citizenstowarddiscounting tuitionforundocumentedimmigrantsA.Critical.B.Flexible.C.Divided.D.Supportive.

25.Which ofthe followingis thebest titlefor thispassageA.Maryland^Version oftheDreamAct”B.Undocumented StudentsHope forDream”C.Opportunities forUndocumented Immigrantsin MarylandD.Montgomery College一A Magnetfor UndocumnetedImmigrants请阅读Passage2,完成第26〜30小题Passage2We had been wantingto expandour childrenshorizons bytaking themtoaplace thatwasunlike anythingwed beenexposed toduring ourtravels inEurope andthe UnitedStates.In thinkingabout whatwas possiblefrom Geneva,where weare based,we decidedona tripto Istanbul,a two-hour planeride fromZurich.We envisionedthe tripasaprelude tomore exoticones,perhaps toNew DelhiorBangkok laterthis year,but thoughtour11-and13-year-olds neededa firststep awayfrommanicured boulevardsand pristinemonuments.What wedidnt foreseewas thereaction offriends,who warnedthat wewere puttingourchildren“in danger,“referring vaguely,and mostincorrectly,to disease,terrorism orjustthe unknown.To helpus getacquainted with the peculiaritiesof Istanbuland togive ourchildrena chanceto choosewhattheywere particularlyinterested inseeing,we boughtanexcellent guidebookandreadit thoroughlybefore leaving.Friendly warningsdidnt changeour planning,although wemight havemore prudentlycheckedwiththeU.S.State Departmentslist oftroublespots.We didntsee a lot ofchildrenamong theforeign visitorsduring oursix-day stayin Istanbul,but wefound the tourist areasquitesafe,very interestingand variedenough evento suitour son,whose oft-repeatedrequest isthat wenot seeevery singlechurch andmuseum ina givencity.Vaccinations werentneeded forthe city,but wewere concernedabout adaptingto thewater forashort stay.So weused bottledwaterfordrinking andbrushing ourteeth,aprecaution thatmay seemexcessive,but weall stayedhealthy.Taking theadvice ofa friend,we bookeda hotela20-minute walkfrom mostofIstanbuls majortourist sites.This notonly gotus somemorning exercise,strolling overtheKarakoy Bridge,but tookus pasta colorfulassortment offishermen,vendors andshoeshiners.From ateenager andpre-teens view,Istanbul streetlife isfascinating sincealmosteverything can be boughtoutdoors.They wereatagood ageto spendtime wanderingthelabyrinth ofthe SpiceBazaar,where shopsdisplay moundsof pungentherbs insacks.Doingthis withyounger childrenwouldbeharder simplybecause the streets areso packedwithpeople；it wouldbe easytogetlost.For our two,whose buyingexperience consistedof departmentstores andshoppingmall boutiques,itwasamazing todiscover thatyou couldbargain overprice andperhaps endupwith twoof somethingfortheprice ofone.They alsolearned tofigure outthe relativevalueoftheTurkish lira,notasmall matterwith itsmany zeros.Being exposedto Islamwas animportant partof ourtrip.Visiting themosques,especially theenormous BlueMosque,was ourfirst glimpseinto howthis majorreligion ispracticed.Our childrenscuriosity alreadyhadbeenpiqued by the fivedaily callsto prayeroverloudspeakers inevery cornerofthecity,andthescarves coveringthe headsof manywomen.Navigating mealscanbetroublesome withchildren,but akebab,bought onthestreetorin restaurants,was unfailinglypopular.Since wehad decidedthis tripwas notfor gourmets,kebabs sparedus theagony oftrying tofind arestaurant eachday thatwould suitthe adultsdesireto try something newamid childrensinsistence that thefoodbe servedimmediately.Gradually,we branchedout totrysomeother Turkishspecialties.Although ourson hadstudied Islambriefly,it isimpossible tobe preparedfor every，awkward questionthat mightcome upsuch asduring ourvisits tothe TopkapiSarayi,theOttoman Sultans5palace.No guideswere availableso itwas do-it-yourself,using ourguidebook,which cheatedus ofalotof interestinghistory andanecdotes thata professionalguidecould provide.Next time,we resolvedtomakesuch arrangementsin advance.On thistrip,we wanderedthrough themagnificent complex,with itsimperial treasures,its courtyardsand itsharem.The lastrequired abit ofexplanation thatwe wouldhave happilylefttoalearned thirdparty.

26.Why didthe couplechoose Istanbulas theirfirst holidaydestinationA.They wereinterested inthe churchesand museumsthere.27Istanbuls streetlife isfascinating totheir teenageboys.C.This citycouldhelpbroaden theirvision withnew experiences.D.The cityis notlisted asa troublespot bytheU.S.State Department.

28.Why didtheir friendsreact sonegatively totheir planabout theirtrip A.They thoughttheirlivesmight beendangered.B.They thoughtheir planwas notprudently made.C.They believedthatthetourist areas were peculiar.D.They believedthatthepeople inthetourist areaswereeccentric.

29.Whom doesourtwo”inPARAGRAPH8refer toA.The couple.B.The kids.C.Local-style markets.D.The gourmets.

30.Which ofthefollowingplaces wasNOT visitedbythefamily A.Islamic complex.B.Historical buildings.C.Local-style markets.D.Shopping mallboutiques.

31.Which ofthefollowingbest indicatestheir impressionofthetouristareasA.Terrible.B.Vague.C.Memorable.D.Poor.

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

32.《普通高中英语课程标准（实验）》对高中写作技能目标提出了具体要求，写出其中涉及的三种写作体裁，并以记叙文为例，简述教师应从哪四个方面指导学生进行英语记叙文习作

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

33.下面是某英语教师在阅读课第一课时教案中设计的教学目标Topicfive sensesTeachingaims

1.to fullyunderstandthereading materialabout fivesenses.

2.to graspthe usageofthelink verbs.

3.to improvethestudents5abilityoflistening,speaking,reading andwriting.根据所给信息从下列三个方面作答

（1）总体评价该教学目标的合理性；（6分）

（2）分别评析上述三项目标；（12分）

（3）分别修改各项教学目标（12分）

四、教学设计题（本大题1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，设计一节英语阅读课的教案，教案没有固定格式，但须包含下列要点teaching objectivesteachingcontentskey anddifficult pointsmajoysteps andtime allocationactivitiesand justification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实验》五级水平，学生课堂参与度与积极性一般语言素材The trickofeatinghealthily isremembering thatno food in itselfis goodor bad；eatingproperly dependson eatingthe rightvarietyoffoodintherightamount.Too muchof eventhemost“healthyfoodcan leadto illnessand disorders.If youlike asnack,avoid chocolateand crispsand headfor fruit,filled rolls,soup andbakedpotatoes instead.Sugar-free breakfastcereals arealso agood bet.Recommended servings perdayFruitand VegetablesMeat,Fish,Poultry,Eggs,Beans,and NutsGoodsources ofvitamins Aand C,also These provide protein,iron andB vitamins.contain fiber,folic acid,vitamin Eand iron.Have2to3servings perdaywithplenty ofAimfor atleast5servings perday.variety.Milk,Cheese andYoghurt Bread,Cereals,Pasta,Brown Rice,Noodlesand potatoes.Theseprovideprotein,calcium andB Theseprovide fiber,Bvitamins.Have2to3servings perday andvitaminsincluding folicacid andsome iron.Choose wholegrainvarieties andhave atchooselowfatvarieties.least5to6servingsperday.参考答案

一、单项选择题1-5BBADB6-10BDCDC11-15CDDAD16-20AB ADA。