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/h?f 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。例如15.67的读法为：fifteen point six seven。故选A。
9．【答案】D。解析：考查会话含义理论。在合作原则的基础上，会话要遵守四个准则：质量准则、数量准则、关系准则和方式准则。说话人故意违反某个准则便会产生会话含义。
10．【答案】B。解析：考查语言变体。印度英语属于地域变体（regional variety），是语言变体的一种。
11．【答案】B。解析：考查语音教学。英语中的重音可以用来表示强调，表达重要信息。
12．【答案】A。解析：考查语篇教学。教师让同学讨论作者的观点是如何被组织起来的，目的是让学生认清文章的结构。
13．【答案】B。解析：考查语法教学。替换练习（substitution drills）强调语法教学中的准确性。
14．【答案】D。解析：考查听力教学。题目中教师让学生注意听力中“飞机抵达和出发的时间”是为了获得具体信息。
15．【答案】C。解析：考查语用学在英语教学中的运用。题目中教师让同学尽可能多地说出“打开门”这句话不同的表达形式，并列举出一句话在不同语境中可能的功能，这种行为是为了强调形式与功能的关系，故选C。
16．【答案】B。解析：考查口语教学。为了帮助学生在口语课堂上相互交流，教师可以采取小组讨论的形式来进行课堂活动。
17．【答案】B。解析：考查教学评价。教育评价就其目的不同，通常分为“形成性评价”与“终结性评价”两种类型。王蔷等编写的《英语教学法教程》认为，有三种评价：Criterion-referenced assessment（目标参照性评价），Norm-referenced assewment（常模参照性评价）和Individual-referenced assessment（个体参照性评价）。常模参照性评价是依据学生个人的成绩与规定的一群人（如班级、年级、全国的同龄人等）中其他人的成绩相比较来评价和决定他成绩优劣的一种方法，而不考虑他是否达到教学目标的要求。故选B。
18．【答案】C。解析：考查英语教学中的提问技巧。在英语教学中恰当地运用教学手段可以激励学生学习动力。C项的提问比较开放，且有助于全体学生积极地参与进去。
19．【答案】D。解析：考查英语教学反馈。A、B、C三项都属于直接反馈，只有D项是间接反馈。
20．【答案】A。解析：考查英语教学法。全身反应法主要是对初学者应用比较多。故选A。
Passage1
21．【答案】A。解析：推断题。文中提到的trigger warnings主要讲的是对学生的影响。
22．【答案】C。解析：推断题。根据文章第二段最后一句话“．．．where a student argued in the campus newspaper that trigger warnings would contribute to preserving the classroom as a‘safe space’for students．”可知C项正确。
23．【答案】D。解析：同义题。compromised意思是“妥协的”，也就是被削弱的意思，故选weakened。
24．【答案】B。解析：指代题。根据them所在文中句子“Bending the world to accommodate our personal frailties does not help us overcome them”可知them指的是我们个人人性的弱点（frailties）。
25．【答案】D。解析：细节题。根据文章第一段最后一句以及通篇的观点阐述，可知D项正确。
Passage2
26．【答案】C。解析：态度题。作者对经济学家的态度是比较客观的。
27．【答案】B。解析：细节题，根据文章第一段第六句“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.”可知B项正确。
28．【答案】A。解析：词义题。discipline在此处指的是一门学科，故选subject。
29．【答案】A。解析：细节题。A项并不是作者阐述自己观点的方式。
30．【答案】A。解析：主旨题。根据文章最后一段最后一句“There were few satisfactory answers to these questions．”可知A项正确。
二、简答题
31．【参考答案】
（1）课堂提问的作用：
①引起学生注意。学生注意力不集中时，教师进行提问，往往可以唤回学生的注意力，让学生重新回归课堂教学。
②提示学习重点。有针对性、有计划性地设计提问，可以帮助学生理解教学的重点和难点，掌握学习方法；并调动学生的思维活动，促进学生积极思考问题。
③巩固课堂教学。教师在课堂教学中以一组问题前后相连的形式，不断启发、追问、质疑、概括、小结，那么学生就会比较全面、系统、牢固地掌握知识和技能。
④获取教学反馈。学生在答问时反映出的思维受阻、歧义、谬误、遗漏等一些现象，较之凭借作业、测试等方式，能更及时、更清晰地展现在教师的面前，让教师能及时通过提示、点拨、启发，或者反问、加问、追问，甚至调整策略，改换话题，另辟蹊径，达到合理引导学生思维的目的。
⑤加强师生交流。教师提问，同学讨论，学生回答，是一种交流。课堂提问不仅可以提高学生的表达能力，培养他们的团队精神，更可以促进师生感情融洽，从而更好地推动教学。
（2）封闭性问题与开放性问题的特点：
A．封闭性问题特点：
①从问题答案的角度：封闭性问题有固定答案，且答案唯一。
②从锻炼学生能力的角度：回答时借助再认或再现。
③从课堂教学的角度：强化巩固课堂教学，在提高课堂提问的有效性方面发挥了重要作用。
B．开放性问题特点：
①从问题的答案来看：答案不是唯一的，是多种多样的。
②从锻炼学生能力的角度：培养学生的发散思维，促进学生创新能力的提高。
③从课堂教学的角度：创设比较宽松自由的课堂气氛，学生通过不同角度的探索，自己去获取新知识，巩固原有的知识。
三、教学情境分析题
32．【参考答案】
（1）分析教学目的和教学过程
①教学目的：
知识方面：学生掌握由if only引导的虚拟语气的用法。
技能方面：提高学生的英语造句能力、语法运用能力以及英语表达能力。
情感方面：学生可以正确认识自己的错误并且改正错误，养成良好的意志品质。
②教学过程：
该教学情境属于语法教学中的巩固环节。教师采用让学生创设语境进行造句的方法对所学的if only引导的虚拟语气的用法进行巩固。教学过程中师生对话，既学习了语法又锻炼了口语表达能力。
（2）评价教学行为和反馈方式
优：①及时评价，帮助学生纠正语法错误。做到语法训练的准确性。②语法巩固练习设置要求学生结合具体语境造句，可以锻炼学生在自己所创设的语境中应用英语，锻炼了语言综合运用能力。
③教学素材的使用贴近学生生活，如：make our own wishes就可以让学生有话可说，体现了英语教学的实践性，真正体现了素质教育的理念。④该教学片段属于语法教学中的巩固环节，因此，体现了语言教学的渐进性、持续性。
缺：①语法巩固练习形式略显单一枯燥。该教师仅采用了让学生造句的练习方法。②反馈过程缺少对学生的鼓励，会打击学生学习的积极性。学生回答问题之后，没有鼓励学生，而是直接“Listen，Liz．You see．once you use．．．”③反馈的方式过于直接，可以采用引导的方式，让学生自己发现自己的语法错误并进行改正，达到印象深刻的目的。该老师在教学过程中总是直接指出学生的错误。
④教师没有充分预料到学生的出错点，做到提前纠错。如在让学生造句之前，应该区别if only和wish在虚拟语气句子中的用法。这样在学生造句过程中就不会出现Liz的问题了。
四、教学设计题
33．【参考设计】
Teaching Contents：A passage about town twinning—Oxford and Grenoble．
Teaching Objectives：
（1）Knowledge objectives
①Students will be able to understand the main idea and some details of the passage．
②Students will be familiar with the phenomenon of town twinning．
（2）Ability objectives
①Students will be able to use reading methods such as skimming，scanning and careful reading
during the process of understanding of the passage．
②Students can improve the abilities of reading and writing．
（3）Emotional objective
Students can get more interested in English culture．
Teaching Key and Difficult Points：
How to help students improve their reading and writing skills．
Teaching Procedures：
Step1Warming up and lead-in（5minutes）
（1）Greeting．
（2）Lead in the topic by playing a video about“Beijing city and New York are town twinning”and ask students to have a free talk：
①What is the relationship between Beijing and New York?
②Why can the two cities become town twinning?
（Justification：Attract student’s interest to learn this lesson and lead in the topic of the text．）Step2Pre-reading（5minutes）
（1）Ask students to give examples of town twinning cities．
（2）Play the video about“Oxford and Grenoble are town twinning”．While enjoying the video，students think over the following question：“What are the similarities between the two cities?”
（Justification：Focus students attention on the main topic of the reading passage and provide them with the opportunity to connect some aspects of the topic to their knowledge．）
Step3While-reading（18minutes）
（1）Fast reading
Ask students to read the passage quickly and then conclude the main idea of each paragraph．
Main idea：
Paragraph1—introduction—the similarities between the two cities
Paragraph2—definition of town twinning
Paragraph3—contents of town twinning agreements
Paragraph4—functions of town twinning agreements
（Justification：Train the students’reading ability of skimming for the main idea of the passage．）（2）Careful reading
①Ask students to read the passage carefully and decide whether the statements are true or false and explain the reasons．
a．Both size and population in Oxford and Grenoble are similar．
b．Oxford University is famous in the world；however，there is no university in Grenoble．
c．Town twinning is a new idea in modem times．
d．Town twinning agreements encourage people to visit and exchange in culture and education．e．Town twinning agreements are useful for foreign language learning．
②Ask students to work in groups and have a competition to answer the following questions：
a．What are the similarities between Oxford and Grenoble?
b．Why are the idea of town twinning popular nowadays?
c．What is the definition of town twinning agreements?
d．What activities do the agreements take to encourage people from the two towns to visit each other?
e．Why are the town twinning agreements useful for students and people who want to learn a language?
③Listening practice
Play the tape and ask students to read the passage after the tape and pay attention to the pronunciations of the words and sentences．
（Justification：In this part，the teacher uses the tasks to arouse the enthusiasm of students and to train their analyzing and scanning ability．In the process of answering the questions，students reading skills for the detailed information are improved and it will help students understand the passage logically．The listening practice helps students consolidate their understanding of the text．）
Step4Post-reading（12minutes）
（1）Retelling
Get students retell the passage according to the outline and key words on PPT．Ask students to retell it in pairs first，then ask two students to retell it in the front of class．
Outline of the text：
Paragraph1—Introduction—the similarities between the two cities
Paragraph2—Definition of town twinning
Paragraph3—Contents of town twinning agreements
Paragraph4—Functions of town twinning agreements
Key words：
Oxford in the UK and Grenoble in France are similar in the following three aspects：．．．medium-sized．．．university．．．tourism．．．popular．．．because．．．encourage．．．There are visits and exchanges．．．Visitors．．．stay in．．．a big party．．．useful．．．because．．．（2）Writing
Ask students to write a paragraph stating personal opinions about town twinning discussed in the text．
（Justification：The activity of retelling the text is carried out under certain situation，which can activate the atmosphere of the class and arouse students interest at the same time．It helps students strengthen what they have learned during this lesson．The activity of writing enables students to produce language based on what they have learned and helps them improve their writing abilities．）Step5Summary and Homework（5minutes）
Summary：Ask one student to act as an assistant teacher to guide others to summarize what they have learned in this class．And then give a conclusion about this lesson．
Homework：
（1）Listen to the tape and read the text aloud．
（2）Ask students to search for more information on the Internet and write a short passage about Beijing’s town twinning city．
（Justification：Homework is so important and necessary for students to master the knowledge they have learned in class．It will check whether the students achieve the teaching objectives．）Blackboard Design：
Outline of the text：
Paragraph1—Introduction
Paragraph2—Definition
Paragraph3—Contents
Paragraph4—Functions
Key words：
Oxford in the UK and Grenoble in France are similar in the following three aspects：medium-sized．．．university．．．tourism．．．popular．．．because．．．encourage．．．There are visits and exchanges．．．Visitors．．．stay in．．．a big party．．．useful．．．because．．．Teaching Reflection．
全国1月高等教育自学考试高级英语试题
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2014年英语真题含答案
2014年全国硕士研究生入学统一考试管理类专业硕士学位 联考英语试卷 Section I Use of English Directions: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points) Thinner isn’t always better. A number of studies have _1_ that normal-weight people are in fact at higher risk of some diseases compared to those who are overweight. And there are health conditions for which being overweight is actually _2_. For example, heavier women are less likely to develop calcium deficiency than thin women. _3_, among the elderly, being somewhat overweight is often an _4_ of good health. Of even greater _5_ is the fact that obesity turns out to be very difficult to define. It is often _6_body mass index, or BIMI _7_ body mass divided by the square of height. An adult with a BIMI of 18 to 25 is often considered to be normal weight. Between 25 to 30 is overweight. And over 30 is considered obese. Obesity, _8_ can be divided into moderately obese, severely obese, and very severely obese.
2014年 英语一真题
2014年全国硕士研究生招生考试英语（一） Section ⅠUse of English Directions: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET. (10 points) As many people hit middle age, they often start to notice that their memory and mental clarity are not what they used to be. We suddenly can't remember 1 we put the keys just a moment ago, or an old acquaintance's name, or the name of an old band we used to love. As the brain 2 , we refer to these occurrences as "senior moments." 3 seemingly innocent, this loss of mental focus can potentially have a(an) 4 impact on our professional, social, and personal 5 . Neuroscientists, experts who study the nervous system, are increasingly showing that there's actually a lot that can be done. It 6 out that the brain needs exercise in much the same way our muscles do, and the right mental 7 can significantly improve our basic cognitive 8 . Thinking is essentially a 9 of making connections in the brain. To a certain extent, our ability to 10 in making the connections that drive intelligence is inherited. 11 , because these connections are made through effort and practice, scientists believe that intelligence can expand and fluctuate 12 mental effort. Now, a new Web-based company has taken it a step 13 and developed the first "brain training program" designed to actually help people improve and regain their mental 14 . The Web-based program 15 you to systematically improve your memory and attention skills. The program keeps 16 of your progress and provides detailed feedback 17 your performance and improvement. Most importantly, it 18 modifies and enhances the games you play to 19 on the strengths you are developing--much like a(n) 20 exercise routine requires you to increase resistance and vary your muscle use. 1.[A] that [B] when [C] why [D] where 2.[A] fades [B] improves [C] collapses [D] recovers 3.[A] Unless [B] While [C] Once [D] If 4.[A] damaging [B] limited [C] uneven [D] obscure 5.[A] relationship [B] environment [C] wellbeing [D] outlook 6.[A] figures [B] finds [C] points [D] turns 7.[A] responses [B] associations [C] workouts [D] roundabouts 8.[A] genre [B] criterion [C] circumstances [D] functions 9.[A] channel [B] process [C] condition [D] sequence
自考高级英语上册课后练习答案
F . Man's alien! ion span is very short- In order to capture a viewer's attention, television must provide constant stimulation through variety, novelty, action and movement. In doing so, news is rather short, and it results in inefficient communication; much of the news is like "machine-gunning with scraps", and it destroys the coherence of thought. The TV's appeal to the short attention span is decivilizing as well. A voiding complexity means sacrificing thought. Among adult Americans, there are more and more "functionally illiterate" people, who even cannot answer the want ad or understand the instructions on a medicine bottle. At least, TV is partly responsible for this. Television, since its first prevalence over radio in the 1950s, has played a more and more important role in people's lives. Some are of the opinion that TV is enlightening. It has become so much a part of human life that a modern world without television is unimaginable. But I, on the other hand, argue against TV. I think TV's disadvantages outweigh its advantages. I want to draw your attention to the fact that television is decivilising. In the first place, watching TV takes too much of our time. Children rush to TV immediately after school. Some people sit in front of TV all day long. In this way, reading is entirely ignored. Do you remember the days when we had no TV? We read stories, listened to radio programs from which we benefited a lot. I dare say that the generation accompanied by TV will be less literate. In the second place, watching TV doesn't involve much thinking. When we take up reading, we need to think and imagine before we can thoroughly understand the writer. However, when we watch TV, what we have to do is to open our eyes and enjoy whatever is shown. Little by little we will become slow in thinking. F. 14F. 15 F.
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