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2015年上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)
注意事项：
1.考试时间120分钟，满分150分。
2.请按规定在答题卡上填涂、作答。在试卷上作答无效，不予评分。
一、单项选择题(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项中选择一个最佳答案。请用28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 shows the proper pronunciation of "whose" in the sentence "In America, Li stayed in a family whose landlady could help him with his English"?
A./hus/
B./huz/
C./hu:s/
D. /hu:z/
2. In terms of the place of articulation, [t] [d] [s] [z] [n] are all __________.
A. palatal
B. alveolar
C. bilabial
D. dental
3. In Rome, tourists may easily get__________ because all the streets look the same.
A. disoriented
B. deluded
C. distracted
D. delineated
4. He immediately replied with an __________ "YES" to the request that he attend the public hearing.
A. effective
B. eloquent
C.emotional
D. emphatic
5. Perseverance, modesty and opportunity are the__________ factors for the girl's success in her career.
A. contributed
B. contributing
C. contributor
D. contribution
6. Through doing this, the teacher will be able to ascertain the extent to__________ the children understand what they are reading.
A. how
B. which
C. that
D. what
7. Before you leave the office, __________ all lights are out.
A. see which
B. seeing that
C. to see that
D. see to it that
8. __________she heard her grandfather was bom in Germany.
A. That was from her mum
B. It was her mum that
C. It was from her mum that
D. It was her mum whom
9. In ordinary conversations, participants are expected, first of all, to __________ , otherwise,communication would break down.
A. stand straight
B. coordinate
C. speak the truth
D. cooperate
10. The language used to describe the language itself is called __________.
A. paralanguage
B. special language
C. metalanguage
D. interlanguage
11. The first P in the PPP teaching model stands for __________, which aims to get learners to perceive the form and meaning of a structure.
A. practice
B. production
C. presentation
D. preparation
12. The main objective of mechanical practice is to help learners to absorb thoroughly the__________ of a language item.
A. meaning
B. function
C. context
D. form
13. The__________ method is more fitted to the explicit presentation of grammar when the basic structure is being identified.
A. inductive
B. contrastive
C. comparative
D. deductive
14. Which of the following can be regarded as a communicative language task?
A. Information-gap activity.
B. Dictation.
C. Sentence transformation.
D. Blank-filling.
15. If a teacher asks students to concentrate on such features as structure, coherence and cohesion of a text, he/she aims at developing students' __________.
A. strategic competence
B. cultural awareness
C. communicative competence
D. discourse awareness
16. English teachers often ask students to __________ a passage to get the gist of it.
A. skim
B. scan
C. predict
D. describe
17. The correct meaning of a lexical item in a given context is __________.
A. the one provided in a dictionary
B. the one which best fits the context
C. the central or core meaning of the item
D. the one which is assumed to be correct
18. In writing, students may not know how to put something into proper English and thus ask their teacher for help. Here the teacher is to play the role of a/an __________.
A. facilitator
B. assessor
C. controller
D. participant
19. A/An __________ language test, such as IELTS or TOEFL, is developed on the basis of a fixed standard.
A. norm-referenced
B. peer-referenced
C. individual-referenced
D. criterion-referenced
20. A systematic textbook evaluation is NOT to examine whether a textbook __________.
A. covers all grammatical rules
B. provides authentic language
C. matches the needs of learners
D. can help realize the objectives of a language program
请阅读Passage l，完成第21～25小题。
Passage 1
They came to the United States as children with little idea, if any, of what it meant to overstay a visa. They enrolled in public schools, learned English, earned high school diplomas. Like many of their classmates, they pondered college choices. But as undocumented immigrants in Maryland, they then had to confront the reality that they must pay two to three times what former high school classmates pay to attend the state's public colleges. It is a rule that, for many students of modest means, puts a college education out of reach, with one exception: Montgomery College.
That is why Josue Aguiluz,21, born in Honduras, and Ricardo Campos,23, born in El Salvador--and numerous others like them--landed at the community college. There, they study and wait for a verdict from Maryland voters on a Nov.6 ballot measure that may determine whether they can afford to advance to a four-year college.
"I know people in Maryland believe in education," Campos said the other day at the student center on the Rockville campus. "1 know they are going to vote for Question 4. I' m hanging on their vote."
Question 4 asks voters to affirm or strike down a law that the legislature passed last year,known as Maryland's version of the "Dream Act," which granted certain undocumented immigrants the ability to obtain in-state tuition at public colleges and universities. The subsidy comes with conditions. Among them: To take advantage, students must first go to a two-year community college.
The law was pushed to a referendum after opponents mounted a lightning petition drive that showed the depth of division over illegal immigration across the state and the nation. Critics say discounting tuition for students who lack permission to be in the country is an unjustified giveaway of what they believe will amount to tens of millions of tax dollars a year.
"When an undocumented student enters the system, it is a net loss of revenue," said Del.
Patrick L. McDonough."It is a simple mathematical argument. Put your emotion and your passion aside, and get out your calculator."
There is no count of the number of students statewide who would be eligible for benefits under the law. Estimates range from several hundred to a few thousand.
A Washington Post poll this month found that a solid majority of likely voters favored the law:59 percent support it, and 35 percent are opposed. If the law is affirmed, Maryland would join about a dozen other states with laws or policies providing in-state tuition benefits to undocumented immigrants. Texas became the first in 2001.
Experts say Maryland' s version is the only one that requires students to go through community college first. That means the state's 16 community colleges could become a pipeline for undocumented students in public higher education if the measure is approved.
Montgomery College is already a magnet for such students. It offers the same low tuition to any student who graduated within the past three years from a Montgomery County high school.
21. What reality did the undocumented immigrants in Maryland have to confront?
A. It is impossible for them to get college education.
B. They cannot afford to study in Montgomery College.
C. They must pay more tuition than their peers to get high school diplomas.
D. They must pay more tuition than their peers at the state' s public colleges.
22. What did Campos mean by saying "I' m hanging on their vote" in PARAGRAPH 3?
A. He meant that he was confident about the result of the vote.
B. He meant that the voters' decision was crucial to his future.
C. He meant that he had to attend a community college if the voters said NO.
D. He meant that he might have to leave the country if the voters said NO.
23. what does "them" in PARAGRAPH 4 refer to?
A. Students.
B. Conditions.
C. Undocumented immigrants.
D. Public colleges and universities.
24. which of the following words best describes the attitude of Maryland citizens towards discounting tuition for undocumented immigrants?
A. Critical.
B. Flexible.
C. Divided.
D. Supportive.
25. Which of the following is the best title for this passage?
A. Maryland' s Version of the "Dream Act"
B. Undocumented Students' Hope for "Dream"
C. Opportunities for Undocumented Immigrants in Maryland
D. Montgomery College--A Magnet for Undocumented Immigrants
请阅读Passage 2，完成第26-30小题。
Passage 2
We had been wanting to expand our children's horizons by taking them to a place that was unlike anything we'd been exposed to during our travels in Europe and the United States. In thinking about what was possible from Geneva, where we are based, we decided on a trip to Istanbul.
We envisioned the trip as a prelude to more exotic ones, perhaps to New Delhi or Bangkok later this year, but thought our 11 -and 13-year-olds needed a first step away from manicured boulevards and pristine monuments.
What we didn't foresee was the reaction of friends, who warned that we were putting our children"in danger", referring vaguely, and most incorrectly, to disease, terrorism or just the unknown. To help us get acquainted with the peculiarities of Istanbul and to give our children a chance to choose what they were particularly interested in seeing, we bought an excellent guidebook and read it thoroughly before leaving.
Friendly wamings didn't change our planning, although we might have more prudently checked with the U.S. State Department's list of trouble spots. We didn't see a lot of children among the foreign visitors during our six-day stay in Istanbul, but we found the tourist areas quite safe, very interesting and varied enough even to suit our son, whose oft-repeated request is that we not see "every single" church and museum in a given city.
Vaccinations weren't needed for the city, but we were concerned about adapting to the water for a short stay. So we used bottled water for drinking and brushing our teeth, a precaution that may seem excessive, but we all stayed healthy. Taking the advice of a friend, we booked a hotel a 20-minute walk from most ofIstanbul' s major tourist sites. This not only got us some morning exercise,strolling over the Karakoy Bridge, but took us past a colorful assortment of fishermen, vendors and shoe shiners.
From a teenager and pre-teen's view, Istanbul street life is fascinating since almost everything can be bought outdoors. They were at a good age to spend time wandering the labyrinth of the Spice Bazaar, where shops display mounds of pungent herbs in sacks. Doing this with younger children would be harder simply because the streets are so packed with people ; it would be easy to get lost.
For our two, whose buying experience consisted of department stores and shopping mall boutiques, it was amazing to discover that you could bargain over price and perhaps end up with two of something for the price of one. They also learned to figure out the relative value of the Turkish lira, not a small matter with its many zeros.
Being exposed to Islam was an important part of our trip. Visiting the mosques, especially the enormous Blue Mosque, was our first glimpse into how this major religion is practiced. Our children's curiosity already had been piqued by the five daily calls to prayer over loudspeakers in every comer of the city, and the scarves covering the heads of many women. Navigating meals can be troublesome with children, but a kebab, bought on the street or in restaurants, was unfailingly popular. Since we had decided this trip was not for gourmets, kebabs spared us the agony of trying to find a restaurant each day that would suit the adults' desire to try something new amid children's insistence that the food be served immediately. Gradually, we branched out to try some other Turkish specialties.
Although our sons had studied Islam briefly, it is impossible to be prepared for every awkward question that might come up, such as during our visits to the Topkapi Sarayi, the Ottoman Sultans' palace. No guides were available so it was do-it-yourself, using our guidebook, which cheated us of a lot of interesting history and anecdotes that a professional guide could provide. Next time, we resolved to make such arrangements in advance.
On this trip, we wandered through the magnificent complex, with its imperial treasures, its courtyards and its harem. The last required a bit of explanation that we would have happily left to a learned third party.
26. Why did the couple choose Istanbul as their first holiday destination?
A. They were interested in the churches and museums there.
B. Istanbul' s street life is fascinating to their teenage boys.
C. This city could help broaden their vision with new experiences.
D. The city is not listed as a trouble spot by the U.S. State Department.
27. Why did their friends react so negatively to their plan about their trip?
A. They thought their lives might be endangered.
B. They thought their plan was not prudently made.
C. They believed that the tourist areas were peculiar.
D. They believed that the people in the tourist areas were eccentric.
28. Whom does "our two" in PARAGRAPH 7 refer to?
A. The couple.
B. The kids.
C. The bazaars.
D. The gourmets.
29. Which of the following places was NOT visited by the family?
A. Islamic complex.
B. Historical buildings.
C. Local-style markets.
D. Shopping mall boutiques.
30. Which of the following best indicates their impression of the tourist areas?
A. 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。
31.《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写作。
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。
32.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。
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：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。学生课堂参与积极性一般。
语言素材：
The trick of eating healthily is remembering that no food in itself is good or bad; eating properly depends on eating the right variety of food in the right amount. Too much of even the most"healthy" food can lead to illness and disorders.
If you like a snack, avoid chocolate and crisps and head for fruit, filled rolls, soup and baked potatoes instead. Sugar-free breakfast cereals are also a good bet.
