中学教师资格认定考试(高级英语学科知识与教学能力)-试卷32
中学教师资格认定考试（高级英语学科知识与教学能力）-试卷
32
(总分：66.00，做题时间：90分钟)
一、单项选择题(总题数：20，分数：40.00)
1.Money doesn' t necessarily buy happiness, so we can safely draw a conclusion that making a fortune is not always a good ______for a happy life.
A.challenge
B.criterion √
C.ingredient
D.qualification
解析：考查名词辨析。句意为“钱不一定买到幸福，因此我们能安然地做出结论：赚了很多钱不一定是衡量幸福的好标准”。challenge“挑战”；criterion“标准”；ingredient“(构成)要素，因素”；qualification “资格”。故本题选B。
2.Sadly, as spending on private gardens has______, spending on public parks has generally declined.
A.soared √
B.lifted
C.flown
D.heightened
解析：考查动词辨析。soar“增加，上升”；lift“举起”；flow“流失”；heighten“加强”。根据句意．故选A。
3.The whole country was in______over the result of the elections.
A.suspension
B.suspense √
C.suspending
D.suspender
解析：考查近形词辨析。suspension“暂停，延缓，停职”；suspense“悬疑，悬念”；suspending“悬浮”；suspender“悬挂物”。句意为“整个国家对选举的结果持有悬念”。be in suspense意思是“悬而未决，紧张状态”．故选B。
4.Chinese writer Cao Wenxuan was awarded the Christian Anderson Award in 2016, making himself the first Chinese______such a prize.
A.won
B.has won
C.to win √
D.winning
解析：考查非谓语动词。句意为“中国作家曹文轩2016年被授予了安徒生奖．成为获得该奖项的第一个中国人”。名词前有序数词修饰时，用不定式作后置定语。故选C。
5.—Sarah, would you please give me some more milk? —I'm sorry, but______is left.
A.no one
B.none √
C.everything
D.it
解析：考查代词。根据句子的否定意思可排除C、D；A项的no one只能指人：none意为“没有人：一个也没有；没有任何东西”，既可指人也可指物。故答案选B。
6.Suppose you were given a chance to go abroad,______you accept?
A.would √
B.will
C.shall
D.do
解析：考查助动词。suppose用作连词，意为“假若”“如果”等，相当于连词if，引导条件状语从句，
与之相对应的主句通常为疑问句，可用于虚拟语气。例如本题中从句谓语用“动词过去式(动词be用，were)”，则主句谓语用“would／should／could／might+动词原形”，主句变为疑问句时将助动词提前，故选A。
句意为“假如给你一个出国的机会，你会接受吗?”
7.Which of the letter "p" in the following words has a different pronunciation from others?
A.splash
B.spread
C.scope
D.spade √
解析：考查音的浊化。根据发音规则可知，[s]后面的清辅音要浊化，[p]要浊化成[b]，但辅音连缀除外。
A、B项包含辅音连缀[spl][spr]，所以[p]发音不变。C项中的字母p依然发[p]的音，而D项中的[p]要浊化成[b]。故选D。
8.Which of the following words in bold is pronounced with a rising tone?
A.What' s your name?
B.He is very short.
C.Who will pick me up, he or you?
D.Let's count our new books. One, two, three, four. √
解析：考查句子语调。在一般情况下，特殊疑问句、陈述句用降调：选择疑问句中．先升调后降调；数数、列举事物或者列举一连串的动作时，除了最后的并列成分用降调外，前面所有的并列成分都要用升调。故
本题答案为D。
9.According to Chomsky, ______ refers to the actual realization of user's knowledge of the rules of his language in utterances.
https://www.360docs.net/doc/6c18895575.html,petence
B.performance √
C.parole
https://www.360docs.net/doc/6c18895575.html,ngue
解析：考查语言学中的一些重要区别。A和B选项是乔姆斯基提出的语言能力(competence)和语言运用(performance)，语言能力指的是一个理想语言使用者关于语言规则的语言知识，语言运用指的是在语言交际中关于语言规则的语言知识的实际使用；C和D选项是语言学之父索绪尔提出的言语(parole)和语言(langue)，言语指的是语言在实际使用中的实现，语言指的是一个言语集团的所有成员共享的抽象语言系统．语言是抽象的，而言语是具体的。题干表达的是对语言规则的语言知识的实际使用，因此正确答案为B。
10.The word "offend" originally meant "to strike against", but now the word signifies "to create or excite anger". This is an example of______.
A.meaning shift
B.broadening of meaning √
C.narrowing of meaning
D.loss of meaning
解析：考查语义变化。语义变化有多种：词义扩大(widening of meaning)、词义缩小(narrowingof meaning)和词义转移(meaning shift)。“offend”在古代的意思是“击打”，现在的意思是“冒犯，惹怒”．因此是词义的扩大。
11.Which of the following is most suitable for the cultivation of linguistic competence?
A.Sentence-making. √
B.Cue-card dialogue.
C.Simulated dialogue.
D.Learning syntax.
解析：考查培养语言能力的手段。在四个选项中，“造句”是最适合培养语言能力的手段。
12.What learning strategy can the following activity help to train? Match the adjectives on the left with the nouns on the right.
A.Grouping.
B.Collocation. √
C.Imitation.
D.Imagery.
解析：考查学习策略在教学中的运用。“将左边的形容词与右边的名词配对”训练的是词的搭配(collocation)。
13.When students learn "apple, orange", the teacher gives students another word "fruit". Which principle does the teacher follow in his/her vocabulary teaching?
A.Word-choice principle.
B.Presentation principle.
C.Culture principle.
D.Systematic principle. √
解析：考查词汇教学的原则。系统性原则是指在词汇教学时要注意给学生展示词汇之间的系统性和联系性，如音形关系、形意关系、词形变化关系、反义词、同义词、上下位词等。题干中教师展示的词汇的上位词，故选D。A项指“词汇选择原则”，指选择目标词汇时，应当选择具有代表性的、能够用于其他活动的、经常出现的词汇。B项指“展示原则”，指展示新词时应当将其直观化、情景化和趣味化。C项指“文化原则”．是指语言是文化的载体，词汇结构、词义结构和搭配都应与该语言的文化相连。
14.In a listening class, a teacher asks students to listen to the material carefully and try to discriminate the speaker's attitude towards lifelong learning. What sub-skill of listening is the teacher training?
A.Listening for gist.
B.Word Guessing.
C.Inferring. √
D.Recognizing communicative signals.
解析：考查听力技能教学。老师让学生做听力理解，并辨别说话者对终身学习的态度，由此可知老师是在训练学生通过听来理解说话者的意图、态度这一技能。A项“大意理解能力”，通常包括理解谈话或独白的主题和意图等：B项“词义猜测能力”，指借助各种技巧猜测谈话中所使用的生词、难词等未知表达方式的能力：C项“推理判断能力”，指对谈话人之间的关系、说话人的意图、情绪、态度和言外行为等非言语直接传达的信息，通过推理判断其深层含义，进而理解说话人的意图、谈话人之间的关系、说话者的情感态度等的能力：D项“交际信息辨别能力”，包括辨别新信息指示语、例证指示语、话题终止指示语、语轮转换指示语等。故此题正确答案为C。
15.Which of the following does not belong to the post-listening activities?
A.Multiple-choice questions.
B.Answering questions.
C.Dictogloss.
D.Listen and tick. √
解析：考查听力教学。题干问的是哪一项不属于听后环节的活动，D项“听录音并打钩”属于听中环节的活动。
16.What reading strategy does "picking out some particular pieces of information in a text" reflect?
A.Skimming.
B.Inferring.
C.Scanning. √
D.Skipping.
解析：考查阅读策略。“picking out some particular pieces of information in a text”就是对C选项的解释和阐述。指“寻读”，故C为正确选项。A项指“略读”，B项指“推断”，D项指“跳读”，均不符合题意。
17.What is the teacher doing in terms of error correction? T: Does any of you have a pet at home? S: I have dog at home. T: Oh, I see you have a dog at home. Is your dog big or small?
A.Helping students do self-correction.
B.Indirect correction. √
C.Tolerating correction.
D.Encouraging students to do peer correction.
解析：考查纠错方法。这个例子中，教师并没有直接说出“You are wrong．”，而是间接纠正了学生的语法错误，以保护学生的自尊心和学习英语的积极性。
18.The one that does not belong to the approach to teaching reflection is______.
A.teaching journal
B.audio or video recording of lessons
C.action research
D.teaching plan √
解析：考查教学反思的方法。教学日志、教学录音录像、行动研究都属于教学反思的方法，只有D项教案不是，故答案选D。
19.Which of the following activities is the most suitable for group work?
A.Guessing game.
B.Story telling.
https://www.360docs.net/doc/6c18895575.html,rmation gap.
D.Drama performance. √
解析：考查小组活动。四个选项中，最适合小组活动的是戏剧表演(drama performance)。
20.When students are doing activities, the teacher walks around and provides help if necessary, both in ideas and language. What role is the teacher playing?
https://www.360docs.net/doc/6c18895575.html,anizer.
B.Assessor.
C.Resource-provider. √
D.Prompter.
解析：考查教师角色。“教师在教室里走动，并给学生知识和语言上的帮助”体现了教师给学生提供资源上的帮助。organizer“组织者”，assessor“评价者”，resource-provider“资源提供者”，prompter “提示者”.故选C。
二、简答题(总题数：1，分数：2.00)
21.请简述写作教学活动中连贯性训练的形式及意义。
__________________________________________________________________________________________ 正确答案：(正确答案：连贯性训练是写作教学活动的一种。它的主要形式有句子重组和短文填空。句子重组是指教师针对逻辑顺序涉及若干句子，让学生按照时间顺序、空间顺序、重要性顺序、一般到具体或具体到一般的顺序进行句子重组，连成一段符合逻辑的话，对学生进行语篇连贯技巧的训练。教师还可以设计一段没有使用语篇的衔接手段的话语，让学生通过添加代词、转折词语、重复关键词和有关句型等手段，使语义前后连贯，各语句间衔接自然。采用“短文填空”形式专项训练语篇衔接语的使用．使学生在训练中感悟语篇衔接与过渡的方法和手段，有利于学生学会信号词等衔接手段．促进篇章的和谐连贯。上述训练均能较为全面综合地发展学生的语篇写作能力。)
解析：
三、教学情境分析题(总题数：1，分数：2.00)
22.请仔细阅读以下两则材料。材料一：Ask the students to read the text fast to get the general idea of each paragraph. At the same time, analyze the writing pattern of the text.Paragraph 1: An environmental report points out many plants and animals are endangered.(problem)↓Paragraph 2: Explain different reasons of endangerment.(analysis)↓ Paragraph 3: Suggest what people can do
to help endangered plants and animals.(possible solution)材料二：Ask students to read Paragraph 2 and 3 again and finish the note-taking exercise.Note-takingWhat causes endangerment?habitat lossarriving of new speciesoverusing plants and overhunting animalspollutionWhat can we do?to stop polluting the environmentto create more space for animals and plantsto learn more about animals, plants and the environment根据上面所给的信息，从下列三个方面作答：(1)判断材料一和材料二分别体现的是阅读教学中的哪两个环节，说出判断依据。(2)两个阅读环节分别可以锻炼学生哪方面的能力?(3)在阅读教学中，应遵循哪些原则?
__________________________________________________________________________________________ 正确答案：(正确答案：(1)材料一是阅读教学中的fast reading即快速阅读环节。依据：材料一要求学生快速阅读文章并抓住文章和各段落的主要内容或者中心思想，不重视细节。符合快速阅读环节特点。材料二是阅读教学中的careful reading即细读环节。依据：材料二要求学生重新阅读第二段和第三段，并完成记笔记的练习。我们通过笔记内容得知，练习考查的是对文章细节的概括．因此相关的教学环节应是细读。(2)锻炼学生能力：快速阅读主要是在信息的海洋中．培养学生高效率获取信息．集约化处理信息的能力，锻炼学生短时间高度集中注意力．提高观察力、理解力和短期记忆力，使左右脑使用更加协调，思维更加敏捷。仔细阅读是为了提高学生理解信息的能力，锻炼学生捕捉主要信息，并运用信息内容及前后语境进行推理、判断，最终达到正确理解信息含义的目的。 (3)原则：①读写结合，以读带写原则在英语阅读教学中。读是语言输入，写是语言输出。教师应该从课文中挖掘写作素材，以阅读带动写作，以写作促进阅读。读、写相得益彰。②泛读与精读结合原则一般来说．泛读以意义为中心，以理解为目的，不大重视语言形式；精读通常重视语言形式，以分析词、短语、句子、段落的结构与排列顺序为手段，深入理解文义，揭示作者思想意图、写作风格等。教师应将二者有机结合起来。③分层阅读原则分层阅读即一遍一遍地阅读同一文章，从略读到寻读，再到细读、研读，层层递进。④不同文体．不同教学方法原则对不同文体的阅读材料．教师应采用不同的阅读方式和布置不同的阅读任务。例如，对于对话体阅读材料，教师要让学生侧重理解人物关系和对话的涵义及其弦外之音，读后进行听、说和功能项目的训练，组织学生进行情景会话。⑤真实阅读，流畅阅读原则真实阅读要求学生应有意识地阅读一些有关英、美国家社会文化背景的材料和信息量大的科普读物，大量接触真实的语言．不断提高阅读速度和理解能力。流畅阅读要求学生选择适当的阅读策略，灵活使用多种阅读技能。)
解析：
四、教学设计题(总题数：1，分数：2.00)
23.设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语听说教学方案。该方案没有固定格式，但须包含下列要点：teaching objectivesteaching contentskey and difficult pointsmajor steps and time allocationactivities and justifications 教学时间：20分钟学生概况：某城镇普通高中三年级学生，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：A great Chinese scientist Father of the Chinese space programme Yu Ping(YP)is talking to her friend Steve Smith(SS)about Qian Xuesen and his work as a rocket scientist. Part 1 YP: What do you want to be when you grow up, Steve? SS: I want to be an astronomer and visit stars. I wish to visit Mars one day. YP: I think I'd like to work in the space industry too. I'd like to be a rocket scientist like Qian Xuesen. SS: What did he have to do to become a rocket scientist? YP: Well, he first studied at university to be an engineer. Later he went to America to study for his doctor's degree. It was then he began to work on rockets. SS: So it was lucky for our space programme that he came back to China. YP: Very much so. There was no work on space rockets in China before his institute to design and build rockets to go into space. Part 2 SS: Do you think he wanted to travel into space in one of his rockets? YP: I have no idea but I believe he looked forward to the first space flight by a Chinese astronaut. SS: Yes. Now that China has sent satellites into space, I hope we'll be the first to land on Mars. That would really be something special and if I were that astronaut I would put Qian Xuesen ' s picture on Mars to show how much we admire his work. YP: Indeed. He is rightfully called the father of the Chinese space programme. He is my hero and this is why I want to be a rocket scientist. SS: Well, we' d better get on with our homework. We need good grades to get into university. YP: Right you are. See you, then. SS: See you.
__________________________________________________________________________________________
正确答案：(正确答案：Teaching Contents: This is a dialogue between Yu Ping and her friend Steve Smith about Qian Xuesen and his work as a rocket scientist. Teaching Objectives: (1)Knowledge objectives ①Students can understand the meaning of some new words and expressions: astronomer, the space industry, a rocket scientist, astronaut, satellite. ② Students can understand the meaning of the listening material. (2)Ability objectives ① Students can know how to get information in advance before listening. ② Students can improve their skills of listening. (3)Emotional objectives Students can develop their patriotic emotion through the listening and be motivated to study hard. Teaching Key and Difficult Points: (1)Teaching key point Students can improve their abilities of listening for the gist and specific information. (2)Teaching difficult point Students can freely talk about the story of Qian Xuesen. Teaching Procedures: Step 1 Pre-listening(6 minutes) (1)Use the PPT to present some pictures of the new words and expressions: astronomer, the space industry, a rocket scientist, astronaut, satellite. (2)Show some pictures about Qian Xuesen and ask students to predict the content of the dialogue. (Justification: The teaching of new words and expressions helps students be well prepared for the listening task, and the prediction attracts students' attention to the listening.) Step 2 While-listening(8 minutes) (1)Listen to Parts 1 and 2 of the tape for the first time and write down the main idea. (2)Listen to Part 1 again and answer these questions: ①What did Qian Xuesen study first? ②What experience did he get in America that was useful for China? ③What was Qian Xuesen' s main achievement when he returned to China? (3)Listen to Part 2 and fill in the chart
below.(Justification: This step can train students' abilities of listening for the main idea and specific information.) (4)Listen to the tape again to check the answers. Then give some evaluations and teach students some listening strategies for their common mistakes. (Justification: Tasks of listening for the gist and specific information can help students focus on the listening material and improve their listening abilities. The instructions of listening strategies can help students know their weak point and do better next time.) Step 3
Post-listening(6 minutes) (1)Show the tape scripts on the PPT and invite a pair of students to read the sample conversation to the class. Ask others to pay attention to their pronunciation.
(2)Ask students to retell the story of Qian Xuesen using the words and expressions such as astronomer, the space industry, a rocket scientist, astronaut, satellite. (Justification: This step aims to practice students' pronunciation and improve their speaking ability of talking about a rocket scientist.))
解析：
五、阅读理解(总题数：2，分数：20.00)
It' s no surprise that Jennifer Senior' s insightful, provocative magazine cover story, "I love My Children, I Hate My Life," is arousing much chatter—nothing gets people talking like the suggestion that child rearing is anything less than a completely fulfilling, life-enriching experience. Rather than concluding that children make parents either happy or miserable, Senior suggests we need to redefine happiness: instead of thinking of it as something that can be measured by moment-to-moment joy, we should consider being happy as a past-tense condition. Even though the day-today experience of raising kids can be soul-crushingly hard, Senior writes that "the very things that in the moment dampen our moods can later be sources of intense gratification and delight." The magazine cover showing an attractive mother holding a cute baby is hardly the only Madonna-and-child image on newsstands this week. There are also stories about newly adoptive —and newly single—mom Sandra Bullock, as well as the usual "Jennifer Aniston is pregnant" news. Practically every week features at least one celebrity mom, or mom-to-be, smiling on the newsstands. In a society that so persistently celebrates procreation, is it any wonder that admitting you regret having children is equivalent to admitting you support kitten-killing? It doesn't seem
quite fair, then, to compare the regrets of parents to the regrets of the childless. Unhappy parents rarely are provoked to wonder if they shouldn't have had kids, but unhappy childless folks are bothered with the message that children are the single most important thing in the world: obviously their misery must be a direct result of the gaping baby-size holes in their lives. Of course, the image of parenthood that celebrity magazines like Us Weekly and People present is hugely unrealistic, especially when the parents are single mothers like Bullock. According to several studies concluding that parents are less happy than childless couples, single parents are the least happy of all. No shock there, considering how much work it is to raise a kid without a partner to lean on; yet to hear Sandra and Britney tell it, raising a kid on their "own"(read: with round-the-clock help)is a piece of cake. It's hard to imagine that many people are dumb enough to want children just because Reese and Angelina make it look so glamorous: most adults understand that a baby is not a haircut. But it's interesting to wonder if the images we see every week of stress-free, happiness-enhancing parenthood aren't in some small, subconscious way contributing to our own dissatisfactions with the actual experience, in the same way that a small part of us hoped getting "the Rachel" might make us look just a little bit like Jennifer Aniston.
(1).Jennifer Senior suggests in her article that raising a child can bring______.
A.temporary delight
B.enjoyment in progress
C.happiness in retrospect √
https://www.360docs.net/doc/6c18895575.html,sting reward
解析：细节题。根据题干定位在文章第一段最后一句，Jennifer Senior在此句话中指出，正是那些当时压抑我们的琐事，日后却成为满足和欢乐的源泉。要注意此句话中的“later”，而C项中“in retrospect”。意为“回顾往事，回想”，符合题意。A、D两项根据文中的“moment-to-moment joy”和“intense gratification and delight”的字面含义，设置了一对相反的干扰项；B项属于反向干扰。
(2).We learn from Paragraph 2 that______.
A.celebrity moms are a permanent source for gossip
B.single mothers with babies deserve greater attention
C.news about pregnant celebrities is entertaining
D.having children is highly valued by the public √
解析：细节题。根据题干定位在文章第二、三段，第二段列举了很多常见的新闻或杂志关于母亲和孩子的例子．段末特别强调“每周至少会有一位名人母亲或者准母亲的报道在杂志上笑迎读者”。而且在第三段首句接着第二段提到“在一个如此赞扬生育的社会中”，这是一个承上启下的句子，是对第二段的总结。也符合第一段以及第二段对养育孩子的正面评价。D项是对原文赞扬生育的同义替换。为正确答案。
(3).It is suggested in Paragraph 3 that childless folks______.
A.are constantly exposed to criticism √
B.are largely ignored by the media
C.fail to fulfill their social responsibilities
D.are less likely to be satisfied with their life
解析：细节题。根据题干定位在文章第三段，首句指出，这个社会不断的颂扬生育；随后讲有孩子的人不会去考虑他们是不是不该有孩子，而没有孩子的人却经常受到困扰：世界上唯一重要的是孩子。这两句话原文都使用了被动语态，强调的是外界因素让他们去思考，受到困扰。最后一句话强调，没有孩子的人们．他们的痛苦就直接来源于生活中缺少孩子。社会如此看重孩子，而他们又没有孩子，深受外界困扰．因此可以判断他们经常受到批评。故A项为正确答案。B、C、D项在文中根本没有提及。
(4).According to Paragraph 4, the message conveyed by celebrity magazines is______.
A.soothing
B.ambiguous
https://www.360docs.net/doc/6c18895575.html,pensatory
D.misleading √
解析：细节题。根据题干定位在文章第四段，首句就讲到这些名人杂志所传达的形象“theimage of parenthood that celebrity magazines like Us Weekly and People present is hugely unrealistic”。其大意为：《美国周刊》、《人物》这样的杂志所提供的名人父母的形象非常不切实际。原文中使用了“hugely unrealistic”，由此可见，名人杂志中传达的信息和现实相悖，具有误导性，故D项为正确答案。其他选项均脱离文意。
(5).Which of the following can be inferred from the last paragraph?
A.Having children contributes little to the glamour of celebrity moms.
B.Celebrity moms have influenced our attitude towards child rearing. √
C.Having children intensifies our dissatisfaction with life.
D.We sometimes neglect the happiness from child rearing.
解析：推断题。根据题干定位在文章最后一段首句，其大意为：Reese和Angelina这种名流使生孩子这件事变得如此体面光鲜，很难想象，有的人天真到居然相信他们而去生孩子。从这句话可以判断．有些人起初并不想生孩子，但一些名人把生孩子变成一件光彩体面的事情．而这些人模仿名人生儿育女。由此可以推断．名人会影响普通人看待生养孩子的态度。因此B项为正确答案。
Americans no longer expect public figures, whether in speech or in writing, to command the English language with skill and gift. Nor do they aspire to such command themselves. In his latest book, Doing Our Own Thing: The Degradation of Language and Music and Why We Should, Like, Care, John McWhorter, a linguist and controversialist of mixed liberal and conservative views, sees the triumph of 1960s counter-culture as responsible for the decline of formal English. Blaming the permissive 1960s is nothing new, but this is not yet another criticism against the decline in education. Mr. McWhorter' s academic speciality is language history and change, and he sees the gradual disappearance of "whom", for example, to be natural and no more regrettable than the loss of the case-endings of Old English. But the cult of the authentic and the personal, "doing our own thing", has spelt the death of formal speech, writing, poetry and music. While even the modestly educated sought an elevated tone when they put pen to paper before the 1960s, even the most well regarded writing since then has sought to capture spoken English on the page. Equally, in poetry, the highly personal, performative genre is the only form that could claim real liveliness. In both oral and written English, talking is triumphing over speaking, spontaneity over craft. Illustrated with an entertaining array of examples from both high and low culture, the trend that Mr. McWhorter documents is unmistakable. But it is less clear, to take the question of his subtitle, why we should, like, care. As a linguist, he acknowledges that all varieties of human language, including non-standard ones like Black English, can be powerfully expressive—there exists no language or dialect in the world that cannot convey complex ideas. He is not arguing, as many do, that we can no longer think straight because we do not talk proper. Russians have a deep love for their own language and carry large chunks of memorized poetry in their heads, while Italian politicians tend to elaborate speech that would seem old-fashioned to most English-speakers. Mr. McWhorter acknowledges that formal language is not strictly necessary, and proposes no radical education reforms—he is really grieving over the loss of something beautiful more than useful. We now take our English "on paper plates instead of china". A shame, perhaps, but probably an inevitable one.
(1).According to McWhorter, the decline of formal English______.
A.is inevitable in radical education reforms
B.is but all too natural in language development √
C.has caused the controversy over the counter-culture
D.brought about changes in public attitudes in the 1960s
解析：细节题。根据第二段第二句可知，麦荷特先生擅长语言史以及语言演变．他认为类似“whom”这一类的正式英语词汇的消失没什么大惊小怪的，就像古英语中一些繁琐的词格消失一样。由此可知．麦荷特认为正式英语的退化只是语言发展中的自然现象．故选B项。
(2).The word "talking"(Para. 3)denotes______.
A.modesty
B.personality
C.liveliness
https://www.360docs.net/doc/6c18895575.html,rmality √
解析：词义题。根据第三段第一句可知，“走自己的路”这一对事物真实性和个人性的崇高信条，已经使正式演讲、写作、诗歌及音乐消亡了，即正式英语已经在退化了。最后一句指出，无论是在书面还是在口语英语中，talking要胜过speaking，spontaneity(即兴发挥)也要胜过craft(精心准备)。由此可知，talking之于speaking就类似于spontaneity和craft的对比，“即兴发挥”就是使用非正式的语言．“精心准备”代表使用正式的语言。因此talking与speaking的对比也就是非正式和正式英语语言应用的对比，talking代表的就是非正式英语，故选D项。
(3).To which of the following statements would McWhorter most likely agree?
A.Logical thinking is not necessarily related to the way we talk. √
B.Black English can be more expressive than standard English.
C.Non-standard varieties of human language are just as entertaining.
D.Of all the varieties, standard English can best convey complex ideas.
解析：细节题。根据第四段最后一句可知，麦荷特先生认为我们尽管说话不规范，但这不一定就会让我们的思考变得不准确，也就是．他认为逻辑思维和说话方式不是有必然联系的。所以选A项。
(4).The description of Russians' love of memorizing poetry shows the author's _____.
A.interest in their language
B.appreciation of their efforts √
C.admiration for their memory
D.contempt for their old-fashionedness
解析：推断题。根据第五段的内容，作者首先描述了俄罗斯人爱好背诵诗歌以及意大利的政客们倾向于精心准备演讲。作者用这些例子来说明以下观点，即“麦荷特为那些虽不实用却很美好的事物的消逝而哀叹”。经过分析得知。在作者的眼里，“俄罗斯人爱好背诵诗歌”和“意大利的政客精心准备演讲”都属于这些“虽不实用却很美好的事物”。由此可以推知．作者对俄罗斯人的做法是抱着欣赏态度的，表达的是对美好事物消逝的哀叹，故选B项。
(5).According to the last paragraph, "paper plates" is to "china" as ______.
A.temporary is to "permanent"
B.radical is to "conservative"
C.functional is to "artistic" √
D.humble is to "noble"
解析：推断题。根据第五段第二、三句可知，麦荷特先生并不觉得正式英语是不可或缺的，也并没提出彻底的教育改革——他只是为那些“虽不实用却很美好的事物”的消逝而哀叹，如今我们过多地用非正式英语去替代正式英语。这虽然令人惭愧．但已经无法避免。由此可知，作者用“纸盘子”和“瓷盘子”来比喻正式英语的退化，联系上文可以推知．“纸盘子”指的是那些“实用却不美好”的事物，即非正式英语；“瓷盘子”则是指那些“不实用却美好”的事物，即正式英语，故选C项。
(完整版)小学英语教师招聘考试专业知识
第三篇教材教法与教案知识结构图 第三讲英语 经典教案示例一： In a Fast-food Restaurant Ⅰ.教学内容 In a Fast-food Restaurant Waiter: Hello, can I help you? Mum: Yes. What would you like, Dick? Dick: I'd like a hamburger. Mum: Me, too. Waiter: Would you like something to drink? Mum: Oh, yes. Two glasses of orange juice, please. Dick: Mum, can I have an ice cream?
Mum: Sure. Two hamburgers, two glasses of orange juice and an ice cream. Waiter: OK. Here you are. 38 yuan, please. Mum: Here the money. Waiter: Thanks. 生词：fast-food restaurant hamburger 句型：What would you like? Would you like something to eat/drink? Ⅱ.教学目标 1. 能听、读、说fast-food，restaurant，hamburger，并了解其含义。 2.能灵活运用重点句型，并清楚其运用的场合和语气。 (1) What would you like? (2) Would you like something to eat／drink? 3.能模仿本文对话，并能在一定的语境中运用所学语言进行交际。 4.培养学生的注意力和观察力，激发学生积极思维，挖掘学生运用语言的创造能力。Ⅲ.教学重难点 1.重难点句型： （1）What would you like? （2）I'd like ... （3）Would you like something to eat／drink? （4）...，please. 2.掌握有关食物名称的词汇。 Ⅳ.教具准备 食物图片：ice cream, hamburger, cake, bread, juice, milk, water, hot dog, French fries等。食物和饮料：hamburger，cake，bread，milk，orange juice，cock cola等。 道具：服务员工作帽、围裙、托盘，多媒体课件一套。
教师资格证高中英语学科知识点总结
第二部分语言教学知识与能力外语教学主要流派：
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5）终身学习 语音教学 高中生应掌握的英语基础知识：语音、词汇。语法、功能、话题 } 教学原则： 1.面向全体学生，为学生终身发展奠定共同基础 共同基础--持续的学习动机，初步的自主学习能力，综合的语言运用能力 2.鼓励学生选修，加强选修课的指导 1）提供多样化选择，发展个性 2）设计以课程目标和学生需求为依据，充分调查学生学习兴趣、水平、需求3）教学内容多样性、目的性、拓展性、可行性、地方特色、跨文化特性 & 3.关注学生情感，营造宽松、民主、和谐的教学氛围 4.加强对学生学习策略的指导，形成自主学习 5.树立符合新课程要求的教学观念，优化教育教学方式 英语教学中的任务设计原则： 1）明确目的 2）) 3）真实意义
4）涉及接收、处理、传递等过程 5）过程中使用英语 6）通过做事情完成任务 7）任务结束有具体成果 6.利用现代教育技术，拓宽和运用英语的渠道 7.教师要不断提高专业化水平，与新课程同步发展 , 教学活动类型： 1.调查和采访活动 2.探究活动 3.合作学习 4.即兴发言与讨论 5.反思活动 6.思维训练活动： ~ 2）》 3）网络关系，表达主次从属关系 4）分析异同 5）流程图 6）树形图 （对学生）评价原则 1.体现学生在评价中的主体地位 2.建立多元化和多样性的评价体系 1）% 2）开放宽松的氛围，鼓励学生、同伴、教师、家长共同参与，实现多元化 3）形成性评价（主）与终结性评价相结合，既关注结果，又关注过程；定性（主）、定量评价相结合；他评自评相结合；综合性（主）、单项评价相结合 3.主张形成性评价对学生发展的作用 1）评价符合学生年龄和认知水平 2）综合评价，而不是单方面评价 4.终结性评价要注重考察学生综合语言运用能力 5.注重评价结果对教学效果的反馈 6.评价应体现必修课和选修课的不同特点 7.* 8.注重实效，合理评价
浙江省教师招聘考试专业知识—中学英语学科考试试题
浙江省教师招聘考试中学英语学科考试试题（样卷） 第一部分：中学英语学科教学内容 说明：本部分测试考生对中学英语学科教学内容掌握情况，本部分共21小题，共30分，分为四节。第一节：单项选择填空；第二节：翻译题；第三节：完形填空；第四节：书面表达。 第一节：单项选择填空从每题所给的A、B、C、D四个选项中，选出最佳选项（共5小题；每小题1分，满分5分）。 1. Advertisements give us ________ about products, such as their prices and uses. A. information B. news C. words D. pictures 2. – Which shirt will you take, Betty? – _____. The blue one is too long and the white one is too short. A. Both B. Neither C. Either D. None 3. During the last Paralympics, all the rooms in the Paralympic Village in Beijing are so designed that they are _____ to the disabled. A. accessible B. available C. convenient D. Valid 4. --- Jerry and Lucy must both like movies. I often meet them at the cinema. --- _______ is Lucy, not Jerry, who likes movies. A. So B. That C. It D. Such 5. Mom, have a rest please. You _______ in the kitchen ever since you came home. A. had worked B. were working C. have been working D. would work 第二节：翻译题把下面的句子翻译成为英文（共5小题；每小题1分，满分5分） 6．几经周折，我才在一家金矿找到一份工作。 7．那时这被认为是一次技术革命，也是我人工智能研究的开始。 8．到了这个时候，他的餐馆本该宾客盈门。 9. 昨天我们见了面，我做自我介绍时，他靠得很近。 10.事情得经过时这样的。 第三节；完形填空阅读下面短文，掌握其大意，然后从各题所给的四个选项中，选出最佳选项。（共10小题；每小题1分，满分10分） Once there was a little girl who came to live in an orphanage (孤儿院). As Christmas time was drawing near, all of the other children 11 telling the little girl about the beautiful Christmas tree that would appear in the hall downstairs on Christmas morning. After their usual 12 , each child would be given their only Christmas gift, a small orange. The headmaster of the orphanage was very 13 with the kids. So on Christmas Eve, when he 14 the little girl slipping down the stairs to peek（偷看）at the much-heard-of Christmas tree, he 15 that the little girl would not receive her Christmas orange because she had been so curious as to disobey the rules. The little girl ran back to her room 16 , crying at her terrible fate. The next morning as the other children were going down for breakfast, the little girl stayed in her bed. She couldn’t 17 the thought of seeing the others receive their gift while there would be 18 for her. Later, as the children came back upstairs, the little girl was surprised to be handed a napkin (餐巾). As she carefully opened it, there, to her 19 , was an orange all peeled and sectioned (分瓣). “ How could this be? ” she asked. Then, she realized how each child had taken one section from their orange for her so that she, too , would have a Christmas orange. What an example of the true meaning of Christmas those orphan children showed that morning! How I 20 the world would show the same kind of concern for others, not only at Christmas, but throughout the year! 11. A. stopped B. began C. hated D. avoided 12. A. breakfast B. lunch C. dinner D. break 13. A. patient B. satisfied C. angry D. strict 14. A. caught B. took C. held D. kept 15. A. noticed B. declared C. explained D. doubted 16. A. open-hearted B. broken-hearted C. light-hearted D. warm-hearted
2020年英语翻译资格考试高级口译模拟试题(1)
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