<dfn id="24ey0"></dfn> 關(guān)鍵詞： 教師資格證 2018
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2018教師資格考試模擬試卷：高中《英語(yǔ)學(xué)科知識(shí)與能力》
一、單項(xiàng)選擇題(本大題共30小題，每小題2分，共60分)
1. Ten years ago the population of our village was _____ that of theirs.
A. as twice large as B. twice as large as
C. twice as much as D. as twice much as
2. In the cinema, there was an old man _____ beside me.
A. sat B. sit C. sitting D. to sit
3. The multinational corporation is making a take-over _____ for a property company.
A. application B. bid C. proposal D. suggestion
4. —I’m surprised to hear that Sue and Paul have _____.
—So am I. They seemed very happy together when I last saw them.
A. broken up B. finished up C. divided up D. closed up
5. — Do you think you could do without help?
— _____. This is not the first time for me.
A. Take care B. Hurry up C. Not exactly D. Don’t worry
6. The affix “-able” in the word “touchable” is a (n) _____.
A. derivational infix B. derivational suffix C. inflectional infix D. inflectional suffix
7. Concerning pidgin and creole, which of the following is NOT true?
A. A pidgin is not a native language of a particular region.
B. Pidgins are rule-governed, like any human language.
C. Creole is essentially pidgin.
D. Pidgins are created to serve a wide range of communicative purposes.
8. [p], [t], [k] are _____.
A. fricatives B. affricates C. glides D. stops
9. Which of the following sentences is a two-place predicate?
A. It is snowing. B. The baby is sleeping.
C. John gave Mary a book. D. Jack loves Mary.
10. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative or notional-functional view adds the need to know how to _____ the rules and vocabulary to do whatever it is one wants to do.
A. use B. analyze C. learn D. remember
11. If a teacher asks “What does corrective feedback mean”, this type of question is called “_____”.
A. referential question B. tag question
C. rhetorical question D. display question
12. A variety of games, role-plays, situations, etc. are _____ communicative activities prepared to support the Communicative Language Teaching.
A. text-based B. task-based C. game-based D. situation-based
13. What is the purpose of using information gap activity?
A. To prepare students for oral presentation.
B. To provide students with an enjoyable activity based on effective communicative approaches.
C. To ask students to listen and write.
D. To make enough input.
14. In _____, substitutional and transformational drills are frequently used and aimed at form accuracy.
A. cognitive processing B. communicative practice
C. meaning practice D. mechanical practice
15. In a conversation about how to spend a holiday, a student says, “I have plan to go traveling with my family.” Which of the teacher’s feedback will keep up communication as well as help the student correct his syntax error?
A. You should say you have planed to go traveling with your family.
B. Why not say you planned to go traveling with your family?
C. You say you haveplan to go traveling?
D. You should pay attention to the tense of the sentence.
16. Which of the following does a teacher want his / her students to develop if he / she guides them to take notes key words, abbreviations and symbols?
A. Cultural awareness. B. Language awareness.
C. Learning strategies. D. Language knowledge.
17. According to The National English Curriculum Standards, the language knowledge students are required to learn consists of phonetics, vocabulary, grammar, _____.
A. function and theme B. culture and society
C. literature and linguistics D. discourse and genre
18. Which of the following should a teacher avoid when using an ELT course book?
A. Selecing appropriate supporting materials and resources.
B. Interpreting curriculum goals and its expectations for the course.
C. Planning lessons in relation to specific goals, topics, texts, and tasks.
D. Implementing everything in the book without considering students’ needs and levels.
19. Total Physical Response as a TEFL method is more often used for teaching ____.
A. children B. adults C. ESP course D. GE course
20.Which of the following is an example of teachers’ indirect corrective feedback?
A. say “went” instead of “go”
B. we never use “at” that way
C. choice A is not the right answer
D. who can help him with this sentence?
請(qǐng)閱讀Passage 1，完成21~25小題。
An electric signal can trick a monkey’s brain into believing the animal’s finger has been touched.
Touch something, and your brain knows. The hand sends signals to the brain to announce contact was made. But that feeling of touch may not require making actual contact, tests on monkeys now show. Zapping brain cells can fool the animal into thinking its finger has touched something.
A person who has lost a limb or become paralyzed may need an artificial limb to complete everyday tasks. But such patients may not truly feel any objects they hold. The new findings point toward one day creating a sense of touch in those who use such artificial limbs. Psychologist Sliman Bensmaia of University of Chicago worked on the new tests. His team’s findings appeared on October 14 in the Proceedings of the National Academy of Sciences of the United States of America.
The sense of touch is crucial to everyday tasks: People without it may have difficulty cracking an egg, lifting a cup or even turning a doorknob. That’s why restoring it is a major goal for designers of artificial limbs.
In their new study, Bensmaia and his co-workers worked with rhesus monkeys (恒河猴). The scientists implanted electrodes (電極)--- small devices that can detect and relay an electrical signal—into the animals’ brains. The scientists used the electrode data to identify which neurons had become active. Then the scientists used the implanted electrodes to zap those same neurons. And the monkeys reacted as though their fingers had been touched. In fact, they hadn’t.
The monkeys couldn’t use words to tell the scientists what they had felt. Instead, they communicated by looking in a particular direction—just as when they had really been touched.
The new findings show how touch-sensitive devices could be built. The new study also offers “a nice clear pathway” for figuring out how to restore a sense of touch to an amputee(被截肢者) or someone with a injury of spinal cord.
The study shows how artificial limbs might be connected to the brain so that a person can “feel” with such a prosthesis (假肢). But such a supersensory device doesn’t exist yet and scientists have a lot of work to do before people will benefit from it. Researchers must first figure out whether the electrodes would work in people in the same way they do in monkeys.
“I think the foundation is laid for human trials,” Bensmaia said.
21.What does the underlined word “it” refer to?
A. The sense of touch B. An artificial limb
C. The turning of a doorknob D. The lifting of a cup
22.Bensmania tested monkeys to prove that the feeling of touch _____.
A. is important to everyday tasks
B. may not require making actual contact
C. is a problem of life and death
D. may be a challenge for designers of artificial limbs.
23.Monkeys tell researchers their sense of touch by _____.
A. putting up one of their fingers B. making their brain cells active
C. looking in a particular direction D. mimicking natural signals in the brain
24.The last sentence of the text suggests humans _____.
A. will use touch-sensitive devices B. will test monkeys soon
C. lay foundations for monkey trials D. will be tested on the electrodes
25.The passage is mainly about _____.
A. restoring a sense of touch B. fooling a clever monkey
C. making new artificial limbs D. sending a signal with a touch
請(qǐng)閱讀Passage 2，完成26~30小題。
Passage 2
On a five to three vote, the Supreme Court knocked out much of Arizona’s immigration law Monday-a modest policy victory for the Obama Administration. But on the more important matter of the Constitution, the decision was an 8-0 defeat for the Administration’s effort to upset the balance of power between the federal government and the states.
In Arizona v. United States, the majority overturned three of the four contested provisions of Arizona’s controversial plan to have state and local police enforce federal immigration law. The Constitutional principles that Washington alone has the power to “establish a uniform Rule of “Naturalization” and that federal laws precede state laws are noncontroversial. Arizona had attempted to fashion state policies that ran parallel to the existing federal ones.
Justice Anthony Kennedy, joined by Chief Justice John Roberts and the Court’s liberals, ruled that the state flew too close to the federal sun. On the overturned provisions the majority held the congress had deliberately “occupied the field” and Arizona had thus intruded on the federal’s privileged powers.
However, the Justices said that Arizona police would be allowed to verify the legal status of people who come in contact with law enforcement. That’s because Congress has always envisioned joint federal-state immigration enforcement and explicitly encourages state officers to share information and cooperate with federal colleagues.
Two of the three objecting Justice-Samuel Alito and Clarence Thomas-agreed with this Constitutional logic but disagree about which Arizona rules conflicted with the federal statute. The only major objection came from Justice Antonin Scalia, who offered an even more robust defense of state privileges going back to the alien and Sedition Acts.
The 8-0 objection to President Obama turns on what Justice Samuel Alito describes in his objection as “a shocking assertion of federal executive power”. The White House argued that Arizona’s laws conflicted with its enforcement priorities, even if state laws complied with federal statutes to the letter. In effect, the White House claimed that it could invalidate any otherwise legitimate state law that it disagrees with.
Some powers do belong exclusively to the federal government, and control of citizenship and the borders is among them. But if Congress wanted to prevent states from using their own resources to check immigration status, it could. It never did so. The administration was in essence asserting that because it didn’t want to carry out Congress’s immigration wishes, no state should be allowed to do so either. Every Justice rightly rejected this remarkable claim.
The Supremacy Clause of the United States Constitution declares that federal laws are the “supreme Law of the Land.” Hence, state court laws are inferior so long as the federal law is valid . Given the split jurisdiction between federal and state sovereignty set up by the Constitution, one major point of contention is the ‘in pursuance thereof’ phrase in the Supremacy Clause. This means that it is not always possible to make a federal law in certain areas - that is, certain areas of law are reserved solely for the states to regulate, and any federal law in that area is unconstitutional. Defining this split of exclusive jurisdiction is the job of the Judicial Branch via interpretation of the Constitution, and has changed over time. In any case, the Constitution itself retains supremacy, so even if federal law is forbidden in certain areas, the Constitution itself always is supreme over any state law.
The standards for resolving putative conflicts between federal laws are not always clear, and neither for that matter is the standard for determining what constitutes a federal law capable of superseding effect. The technique of setting federal norms of professional conduct on a decentralized basis by borrowing or incorporating state norms is increasingly trouble- some to the extent that the borrowed state norms are disuniform and that they are being put to multiple remedial purposes. Federal legislation preempting state law of professional conduct is conceivable but hardly likely, particularly as the norms are pressed into duty for purposes other than professional discipline. Pending other steps that might lead to national uniformity, the answer for the federal courts may be a uniform set of norms directly regulating litigation conduct in all federal courts.
26. Three provisions of Arizona’s plan were overturned because they _____.
A. deprived the federal police of Constitutional powers.
B. disturbed the power balance between different states.
C. overstepped the authority of federal immigration law.
D. contradicted both the federal and state policies.
27. On which of the following did the Justices agree, according to Paragraph 4?
A. Federal officers’ duty to withhold immigrants’ information.
B. States’ independence from federal immigration law.
C. States’ legitimate role in immigration enforcement.
D. Congress’s intervention in immigration enforcement.
28. It can be inferred from Paragraph 5 that the Alien and Sedition Acts _____.
A. violated the Constitution B. undermined the states’ interests
C. supported the federal statute D. stood in favor of the states
29. The White House claims that its power of enforcement _____.
A. outweighs that held by the states B. is dependent on the states’ support
C. is established by federal statutes D. rarely goes against state laws
30. What can be learned from paragraph 7?
A. Immigration issues are usually decided by Congress
B. Justices intended to check the power of the Administration
C. Justices wanted to strengthen its coordination with Congress
D. The Administration is dominant over immigration issues
二、簡(jiǎn)答題(本題共1小題，20分)
根據(jù)題目要求完成下列任務(wù)，用中文作答。
如何理解英語(yǔ)學(xué)習(xí)中的探究活動(dòng)的意義和價(jià)值?(8分)怎樣設(shè)計(jì)探究性的學(xué)習(xí)活動(dòng)?(12分)
三、教學(xué)情境分析題(本大題1小題，30分)
根據(jù)題目要求，完成下列任務(wù)，用中文作答。
以下是某高中英語(yǔ)教師教授短文的教學(xué)片段：
根據(jù)所給材料回答下列三個(gè)問(wèn)題：
(1)該教師采用了什么教學(xué)方法?用這種方法進(jìn)行詞匯教學(xué)有何缺點(diǎn)?(10分)
(2)針對(duì)該教學(xué)方法的缺點(diǎn)，對(duì)該教師的詞匯教學(xué)提出建議。(12分)
(3)列舉兩種常見(jiàn)的詞匯教學(xué)模式，并簡(jiǎn)要說(shuō)明。(8分)
四、教學(xué)設(shè)計(jì)題(本大題1小題，40分)
根據(jù)提供的信息和語(yǔ)言素材設(shè)計(jì)教學(xué)方案，用英文作答。
設(shè)計(jì)任務(wù)：請(qǐng)閱讀下面學(xué)生信息和語(yǔ)言素材，設(shè)計(jì)一節(jié)20分鐘的英語(yǔ)閱讀課的教案。教案沒(méi)有固定格式，但須包含下列要點(diǎn)：
● Teaching objectives
● Key and difficult points
● Major steps and time allocation
● Activities and justifications
教學(xué)時(shí)間：20分鐘
語(yǔ)言素材：
一、單項(xiàng)選擇題
1-5 BCBAD 6-10 BDDDA 11-15 DBBDC 16-20 CADAD
試題分析：本文介紹了新型的一種技術(shù)也就是電訊號(hào)可以讓人們的觸覺(jué)產(chǎn)生錯(cuò)覺(jué)，即使是沒(méi)有觸摸到東西也能有觸感，這種可以為癱瘓或截肢病人帶來(lái)方便。
21.【答案】A。解析：考查細(xì)節(jié)推斷題。文中第三段的第一句說(shuō)觸覺(jué)對(duì)日常工作的完成至關(guān)重要，所以這里指的就是觸覺(jué)，故選A。
22.【答案】B。解析：考查細(xì)節(jié)理解題。第五段后一句 the monkeys reacted as though their fingers had been touched. In fact, they hadn’t.，猴子以為他們摸到了東西其實(shí)并沒(méi)有，所以觸覺(jué)有的時(shí)候并不需要真正接觸東西，故選B。
23.【答案】C。解析：考查細(xì)節(jié)理解題。本題文中對(duì)應(yīng)的是這一句話(huà)Instead, they communicated by looking in a particular direction，故選C。
24.【答案】D。解析：考查細(xì)節(jié)理解題。文章后一句說(shuō)“I think the foundation is laid for human trials,”人類(lèi)應(yīng)該做一下電訊號(hào)的實(shí)驗(yàn)，故選D。
25.【答案】A。解析：考查主旨大意題。本文主要講的就是電訊號(hào)會(huì)讓改變?nèi)说挠|覺(jué)，所以A選項(xiàng)恢復(fù)觸覺(jué)符合題意，故選A。
【答案解析】
26.【答案】C。解析：考查細(xì)節(jié)題。本題的關(guān)鍵位于第二句“the decision was an 8-0 defeat for the Administration’s effort to upset the balance of power between the federal government and the states.”，即目的是overstepped the authority of federal immigration law。與文中同義重復(fù)，所以選C，其余均不符合題意，排除。
27.【答案】C。解析：考查細(xì)節(jié)題。本題的關(guān)鍵位于第四段，本段首句解釋了現(xiàn)象，之后的關(guān)鍵句“joint federal-state immigration enforcement聯(lián)合實(shí)施移民法案”，解釋了原因。所以與選項(xiàng)C“States’ legitimate role in immigration enforcement”同義重復(fù)。而其他選項(xiàng)的withhold，independence，intervention文中沒(méi)有提到。排除。即選C。
28.【答案】D。解析：考查推理題。本題關(guān)鍵是第五段后一句：offered an even more robust defense of state privileges going back to the alien and Sedition Acts.唯一的主要的反對(duì)來(lái)自法官Antonino Scalia, 這個(gè)法官“defense”是支持州的權(quán)利的，“going back to”可追溯到Alien and Sedition Acts，證明這個(gè)法案是支持州的權(quán)利的。所以選項(xiàng)D Stood in favor of the states符合題意，其余選項(xiàng)均不符合，排除。
29.【答案】A。解析：考查推理題。本題的關(guān)鍵位于第六段后一句the White House claimed that it could invalidate any otherwise legitimate state law that it disagrees with。如果這些州的法律跟它有沖突的話(huà)，白宮聲明它有權(quán)利宣布其他州的法律無(wú)效。說(shuō)明聯(lián)邦政府的權(quán)利大過(guò)州的實(shí)施權(quán)利。即outweighs that held by the states。答案選A。
30.【答案】D。解析：考查推理題。本題較難，需要認(rèn)真。本段首句指出，聯(lián)邦政府確實(shí)有一些exclusively(專(zhuān)門(mén)地)權(quán)利，比如控制居民以及邊界。后兩句：“The administration was in essence asserting that because it didn’t want to carry out Congress’s immigration wishes, no state should be allowed to do so either. Every Justice rightly rejected this remarkable claim.”。關(guān)鍵詞是reject，從中我們可以分析到政府在移民問(wèn)題上占據(jù)著主導(dǎo)地位。所以選D，The Administration is dominant over immigration issues.
二、簡(jiǎn)答題
【參考答案】
在英語(yǔ)學(xué)習(xí)的領(lǐng)域，“探究學(xué)習(xí)”的本質(zhì)就是，學(xué)生基于自身的興趣，在教師的指導(dǎo)下，學(xué)生通過(guò)自己的努力和親身的體驗(yàn)，主動(dòng)獲取知識(shí)或者信息，應(yīng)用知識(shí)或信息去解決問(wèn)題，完成交際任務(wù)。
設(shè)計(jì)教學(xué)活動(dòng)，例如：語(yǔ)法教學(xué)，可以采用由學(xué)生觀察、發(fā)現(xiàn)、討論、歸納、應(yīng)用的方法來(lái)處理，取得很好的效果。課文教學(xué)：可以把可以當(dāng)成信息的載體，指導(dǎo)學(xué)生去獲取信息，然后設(shè)計(jì)活動(dòng)，或?qū)W生自己聯(lián)想到能夠應(yīng)用的情景，學(xué)生應(yīng)用所獲得的信息完成交際任務(wù)。詞匯教學(xué)：教師可以設(shè)計(jì)問(wèn)題，指導(dǎo)學(xué)生通過(guò)上下文自己去理解生詞的意思，開(kāi)展討論，各抒己見(jiàn)，教師后給予確認(rèn)，并指導(dǎo)學(xué)生自己設(shè)計(jì)可以應(yīng)用的場(chǎng)景，進(jìn)行交際。
三、教學(xué)情境分析題
【參考答案】
(1)該教師采用了傳統(tǒng)的“翻譯法”進(jìn)行教學(xué)。采用這種教學(xué)法的缺點(diǎn)是：①以教師為中心向?qū)W生灌輸知識(shí)、缺乏趣味性，不能發(fā)揮學(xué)生的主動(dòng)性;②孤立分析和講解語(yǔ)音、單詞變化和語(yǔ)法規(guī)則，忽視了在語(yǔ)境中教授詞匯的意義和用法;③重視語(yǔ)法規(guī)則，輕視聽(tīng)說(shuō);④大量使用母語(yǔ)，阻礙了英語(yǔ)的積極使用。
(2)建議：①單詞的展示階段應(yīng)注意直觀性、情境性和趣味性原則。教師應(yīng)以學(xué)生為中心，運(yùn)用圖片、多媒體、肢體語(yǔ)言等方式展現(xiàn)詞匯。②詞匯教學(xué)不能只停留在講解展示層次，要給學(xué)生提供具體的情境，讓學(xué)生使用單詞。教師可運(yùn)用“聽(tīng)描述、畫(huà)詞匯”“同義、反義找找看”等方式引起學(xué)生興趣，調(diào)動(dòng)學(xué)生積極性，讓學(xué)生在愉快的教學(xué)活動(dòng)中鞏固和應(yīng)用詞匯。③教師應(yīng)設(shè)計(jì)聽(tīng)、說(shuō)、讀、寫(xiě)四種技能想融合的詞匯教學(xué)活動(dòng)。④教師在課堂中應(yīng)盡量使用英語(yǔ)，加大學(xué)生目的語(yǔ)的輸入。
(3)PPT (Presentaion, Practice, Testing)教學(xué)模式：
①呈現(xiàn)：教師借助實(shí)物、圖片、視頻、行為等方式呈現(xiàn)單詞的意義和用法。
②練習(xí)：通過(guò)匹配、替換、表演、猜測(cè)、詞匯接龍等練習(xí)活動(dòng)，訓(xùn)練和鞏固所學(xué)詞匯。
③測(cè)試：設(shè)置語(yǔ)境語(yǔ)用所學(xué)詞匯，或者設(shè)計(jì)活動(dòng)了解學(xué)生對(duì)詞匯音、形、義的掌握程度。
TBLT (Task based Language Teaching)模式：
①呈現(xiàn)：通過(guò)呈現(xiàn)使學(xué)生了解單詞的意義和用法。
②任務(wù)：在完成聽(tīng)力、閱讀或?qū)懽魅蝿?wù)的過(guò)程中充分使用單詞。
③展示作品：小組代表展示本小組的聽(tīng)力、閱讀和寫(xiě)作作品。
④評(píng)價(jià)與練習(xí)：對(duì)學(xué)生的作品進(jìn)行評(píng)價(jià)，主要是觀察新學(xué)詞匯的使用情況。
四、教學(xué)設(shè)計(jì)題
Teaching Aims:
1. Students can understand the main idea and get some knowledge of the development of English,
2. Students can master the usage of some key words.
3. Students can learn to describe the process of how English came into being,
4. Students can improve their reading and speaking ability.
5. Students can understand that everything is developing and everyone should make progress, and be confident to share their opinions.
Teaching Key Point:
The process of English formation, and the usage of some key words.
Teaching Difficult Point:
How to describe the process of something’s formation correctly and fluently.
Teaching Procedures:
Step 1: Pre-reading (5’)
1. Ask Students a question “Do you know some English words that are from foreign language?” And let them discuss the question. Then try to classify these words into different countries.
2. Show some pictures about the change of residents living in England in the history, and then ask students to read the title, and predict what the passage will talk about.
(Justification: Leading in the topic by discussion could arouse students’ interest.)
Step 2: While-reading (15’)
1. Fast-reading
Ask students to read the passage quickly and summarize the main idea.
Q: What’s the main idea of the passage and the main idea of the three parts?
2. Careful-reading
Ask students to read the passage again and answer the questions:
Q: What language did people spoke during the Old English period?
Why do we feel puzzled about which words or phrases to use today?
What period does Middle English refer to?
How did the Middle English come into being?
Will English keep changing in the future and why?
3. Ask students to underline the unknown words and discuss the meaning with partners. As to some difficult professional words, like “Renaissance”, teacher can analyze the key words with some examples or relevant knowledge to help students to understand the meaning and usage of the words. Invite some students to make sentences with the new words.
(Justification: Students could use reading strategies to get the main idea and detailed information of the text.)
Step 3:Post-reading (5’)
1. Draw the timeline of English’s formation history according to the passage and retell it to the partner.
2. Divide the students into several groups, and invite them to discuss on “How to improve the efficiency of remembering words.” Then ask some groups to share their good ideas.
(Justification: Students could practice expressing their idea in oral English and their logical thinking capability could be improved.)
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