上半年《英语知识与教学能力》(高中)试题(附答案)

第 1 题 (单项选择题)(每题 2.00 分) > 单项选择题 >

Neither the unpleasant experiences nor the bad luck __________ himdiscouraged.

{A}.  have caused

{B}. has caused

{C}.  has made

{D}. have made

正确答案：C,

第 2 题 (单项选择题)(每题 2.00 分) > 单项选择题 >

Mr. Joe has worked very hard in the past two years and has paid all his debts__________the last penny.

{A}.  by

{B}. to

{C}. until

{D}. with

正确答案：B,

第 3 题 (单项选择题)(每题 2.00 分) > 单项选择题 >

 The message came to the villagers __________ the enemy had already fledthe village.

{A}.  which

{B}. who

{C}. that

{D}. where

正确答案：C,

第 4 题 (单项选择题)(每题 2.00 分) > 单项选择题 >

We must improve the farming method __________we may get high yields.

{A}.  in case

{B}. in order that

{C}.  now that

{D}. even if

正确答案：B,

第 5 题 (单项选择题)(每题 2.00 分) > 单项选择题 >

--Do you mind if I smoke here?

--__________.

{A}. Yes, I don't

{B}. Yes, you may

{C}. No, not at all

{D}. Yes,I won’t

正确答案：C,

第 6 题 (单项选择题)(每题 2.00 分) > 单项选择题 >

She is __________ , from her recording, the diaries of Simon Forman.

{A}.  transcribing

{B}. keeping

{C}.  paraphrasing

{D}. recollecting

正确答案：A,

第 7 题 (单项选择题)(每题 2.00 分) > 单项选择题 >

The main difference between/m/,/n/, and/η/lies in__________.

{A}.  manner of articulation

{B}. sound duration

{C}.  place of articulation

{D}. voicing

正确答案：C,

第 8 题 (单项选择题)(每题 2.00 分) > 单项选择题 >

The sound of\\"ch\\" in \\"teacher\\" is__________.

{A}.  voiceless, post-alveolar, and affricative

{B}. voiceless, dental, and fricative

{C}.  voiced, dental, and fricative

{D}. voiced, post-alveolar, and plosive

正确答案：A,

第 9 题 (解答题)(每题 40.00 分) > 未分类 >

设计任务：请阅读下面学生信息和语言素材，设计20分钟英语阅读的教学方案。

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

·aetivities and justifications

教学时间：20分钟

学生概况：某城镇普通中学高中一年级学生，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)》五级水平。学生课堂参与积极性一般。

语言素材：

The Three Gorges Dam

\\"Walls of stone to hold back clouds and rain\\"

Mao Zedong wrote a poem in which he dreamed of \\"walls of stone to hold back clouds and rain till a smooth lake rises in the narrow gorges\\". Now his dream has come true. The power of the Yangtze River,which is the world\\" third longest river, has been harnessed by the Three Gorges Dam.

The Three Gorges Dam, which is the biggest construction project in China since the building of the Great Wall and the Grand Canal, has been built to control flooding and provide hydro-electric power for the central region of China. The dam is nearly 200 meters high and 1.5 kilometers wide. It is the largest hydro-electric power station and dam in the world and has cost more than any other construction project in history.

Sun Yat-sen ,who was the leader of the 1911 Revolution, first suggested the idea of a dam across the Yangtze River in 1919. Three quarters of China′s energy is produced by burning coal. In 1993, China used 1.2 billion tons of coal for heating and generating electricity. Unfortunately, burning coal causes se-rious air pollution and increases global warming. The dam will generate electricity equal to about 40 mil-lion tons of coat without causing so much air pollution.

The reservoir has flooded 2 cities,11 counties,140 towns and more than 4,000 villages. More than a million people who lived in the region have moved from their homes. Now they′re living in a happy new life in different areas.

The Three Gorges area is one of the most beautiful areas of China and the project has flooded some of China′s most famous historical sites, including the Qu Yuan Temple, the Han Watchtower and the Moya Cliff carvings. About 800 historical relics have been submerged. Some of them are being removed and are being put into museums.

第 10 题 (单项选择题)(每题 2.00 分) > 未分类 >

What is the main rhetoric device used in “The plowman homeward plods hisweary way.”?

{A}. Metaphor.

{B}. Metonymy.

{C}. Synecdoche.

{D}. Transferred epithet.

正确答案：D,

第 11 题 (单项选择题)(每题 2.00 分) > 未分类 >

--A:Let′s go to the movie tonight.

--B:I′d like to. but I have to study for an exam.

In the conversation above, B′s decline of the proposal is categorized as a kindof__________.

{A}. illocutionary act

{B}. perlocutionary act

{C}. propositional condition

{D}. sincerity condition

正确答案：A,

第 12 题 (单项选择题)(每题 2.00 分) > 未分类 >

Which of the following activities is NOT typical of the Task-Based LanguageTeaching method?

{A}. Problem-solving activities.

{B}. Opinion exchange activities.

{C}. Information-gap activities.

{D}. Pattern practice activities.

正确答案：D,

第 13 题 (单项选择题)(每题 2.00 分) > 未分类 >

If a teacher shows students how to do an activity before they start doingit, he/she is using the technique of__________.

{A}. presentation

{B}. demonstration

{C}. elicitation

{D}. evaluation

正确答案：B,

第 14 题 (单项选择题)(每题 2.00 分) > 未分类 >

 When a teacher asks students to discuss how a text is organized,he/sheis most likely to help them__________.

{A}. evaluate the content of the text

{B}. analyze the structure of the passage

{C}. understand the intention of the writer

{D}. distinguish the facts from the opinions

正确答案：B,

第 15 题 (单项选择题)(每题 2.00 分) > 未分类 >

 Which of the following practices can encourage students to read anarticle critically?

{A}. Evaluating its point of view.

{B}. Finding out the facts.

{C}. Finding detailed information.

{D}. Doing translation exercises.

正确答案：A,

第 16 题 (单项选择题)(每题 2.00 分) > 未分类 >

 Which of the following is a display question used by teachers inclass?

{A}. If you were the girl in the story,would you behave like her?

{B}. Do you like this story Girl the Thumb ,why or why not?

{C}. Do you agree that the girl was a kind-hearted person?

{D}. What happened to the girl at the end of the story?

正确答案：D,

第 17 题 (单项选择题)(每题 2.00 分) > 未分类 >

 Which of the following would a teacher encourage students to do inorder to develop their cognitive strategies?

{A}. To make a study plan.

{B}. To summarize a story.

{C}. To read a text aloud.

{D}. To do pattern drills.

正确答案：B,

第 18 题 (单项选择题)(每题 2.00 分) > 未分类 >

Which of the following exercises would a teacher most probably use if he/shewants to help students de-velop discourse competence?

{A}. Paraphrasing sentences.

{B}. Translating sentences.

{C}. Unscrambling sentences.

{D}. Transforming sentences.

正确答案：A,

第 19 题 (单项选择题)(每题 2.00 分) > 未分类 >

 The advantages of pair and group work include all of the followingEXCEPT__________.

{A}. interaction with peers

{B}. variety and dynamism

{C}. an increase in language practice

{D}. opportunities to guarantee accuracy

正确答案：D,

第 20 题 (单项选择题)(每题 2.00 分) > 未分类 >

 Which of the following should a teacher avoid when his/her focus is ondeveloping students′ ability to use words appropriately?

{A}. Teaching both the spoken and written form.

{B}. Teaching words in context and giving examples.

{C}. Presenting the form, meaning, and use of a word.

{D}. Asking students to memorize bilingual word lists.

正确答案：D,

第 21 题 (单项选择题)(每题 2.00 分) > 未分类 >

 Which of the following practices is most likely to encourage students′cooperation in learning?

{A}. Doing a project.

{B}. Having a dictation

{C}. Taking a test.

{D}. Copying a text.

正确答案：A,

第 22 题 (单项选择题)(每题 2.00 分) > 未分类 >

 阅读Passage 1，完成小题。

Today′s adults grew up in schools designed to sort us into the various segmentsof our social and eco-nomic system. The amount of time available to learn wasfixed : one year per grade. The amount learned by the end of that time wasfree to vary:some of us learned a great deal;some,very little. As we advancedthrough the grades,those who had learned a great deal in previous gradescontinued to build on those foundations.

Those who had failed to master the early prerequisites within the allotted timefailed to learn that which fol-lowed. After 12 or 13 years of cumulativetreatment of this kind ,we were ,in effect, spread along an achieve-mentcontinuum that was ultimately reflected in each student′s rank in class upongraduation.

From the very earliest grades, some students learned a great deal very quicklyand consistently scored high on assessments. The emotional effect of thiswas to help them to see themselves as capable learners, and so thesestudents became increasingly confident in school. That confidence gave them theinner emotional strength to take the risk of striving for more successbecause they believed that success was within their reach. Driven forwardby this optimism,these students continued to try hard, and that effort continuedto re-sult in success for them. They became the academic and emotional winners.Notice that the trigger for their e-motional strength and their learningsuccess was their perception of their success on formal and informalas-sessments.

But there were other students who didn′t fare so well. They scored very low ontests, beginning in theearliest grades. The emotional effect was to cause themto question their own capabilities as learners. They be-gan to lose confidence,which, in turn, deprived them of the emotional reserves needed to continue totake risks. As their motivation warned, of course, their performanceplummeted. These students embarked on what they believed to be anirreversible slide toward inevitable failure and lost hope. Once again, theemotional trigger for their decision not to try was their perception oftheir performance on assessments.

Consider the reality--indeed, the paradox--of the schools in which we werereared. If some students worked hard and learned a lot, that was apositive result, and they would finish high in the rank order. But if somestudents gave up in hopeless failure, that was an acceptable result, too,because they would occupy places very low in the rank order. Theirachievement results fed into the implicit mission of schools : the grea-ter thespread of achievement among students, the more it reinforced the rank order.This is why, if some students gave up and stopped trying(even dropped outof school), that was regarded as the student′s prob-lem, not the teacher′s orthe school′s.

Once again, please notice who is using test results to decide whether to strivefor excellence or give up in hopelessness. The \\"data-based decisionmakers\\" in this process are students themselves. Students are deci-dingwhether success is within or beyond reach, whether the learning is worth therequired effort, and so whether to try or not. The critical emotionsunderpinning the decision making process include anxiety, fear of failure,uncertainty, and unwillingness to take risks--all triggered by students′perceptions of their own capa-bilities as reflected in assessment results.

Some students responded to the demands of such environments by working hard andlearning a great deal. Others controlled their anxiety by giving up andnot caring. The result for them is exactly the opposite of the one societywants. Instead of leaving no child behind, these practices, in effect, drovedown the achieve-ment of at least as many students as they successfullyelevated. And the evidence suggests that the downside victims are morefrequently members of particular socioeconomic and ethnic minorities.

What has made students spread along an achievement continuum according to thepassage?

{A}.  The allotted time to learn.

{B}. Social and economic system.

{C}.  The early prerequisites students mastered.

{D}. Performance on formal and informal assessments.

正确答案：C,

第 23 题 (单项选择题)(每题 2.00 分) > 未分类 >

Why do German and French babies produce different types of cries accordingto the research?

{A}. Because they can control what they hear.

{B}. Because they can control their different breathing patterns.

{C}. Because they don't share the same physiological structure.

{D}. Because they can somehow control their sound production.

正确答案：D,

第 24 题 (单项选择题)(每题 2.00 分) > 未分类 >

When does language acquisition begin according to the research?

{A}. It begins with the birth of a baby.

{B}. It begins before the birth of a baby.

{C}. It begins when a baby starts imitating adults' speech.

{D}. It begins with a baby's cry melodies typical of its mother tongue.

正确答案：B,

第 25 题 (单项选择题)(每题 2.00 分) > 未分类 >

What can be inferred from the last paragraph?

{A}. Babies' cries have long been the concerns of scientists.

{B}. Babies start their speech acquisition at the age of three months.

{C}. Studying babies' cries helps us understand their speech perception.

{D}. Babies' true speech,rather than their cries, should be the focus of study.

正确答案：C,

第 26 题 (解答题)(每题 20.00 分) > 未分类 >

简述思维导图(mind mapping)的含义(4分)及其两个用途(6分)，写出教师在课堂教学中运用思维导图的三点注意事项(6分)，并举一例说明思维导图的用法。(4分)

第 27 题 (解答题)(每题 30.00 分) > 未分类 >

下面片段选自某高中英语课堂教学实录。

第 28 题 (单项选择题)(每题 2.00 分) > 未分类 >

 What is the author′s attitude towards the old mission of assessment?

{A}.  Supportive.

{B}. Indifferent.

{C}.  Negative.

{D}. Neutral.

正确答案：C,

第 29 题 (单项选择题)(每题 2.00 分) > 未分类 >

 Which of the following is closest in meaning to the underlinedword\\" plummeted\\" in Paragraph 3 ?

{A}.  Punished timely.

{B}. Spread widely.

{C}.  Continued gradually.

{D}. Dropped sharply.

正确答案：D,

第 30 题 (单项选择题)(每题 2.00 分) > 未分类 >

Which of the following describes the paradox of the schools?

{A}.  Discrepancy between what they say and what they do.

{B}. Differences between teachers' problems and schools' problems.

{C}. Advantages and disadvantages of students' learning opportunities.

{D}. Students' perception and the reality of their performance on assessments.

正确答案：D,

第 31 题 (单项选择题)(每题 2.00 分) > 未分类 >

 Which of the following will be triggered by the assessment resultsaccording to the passage?

{A}. Students' learning efforts.

{B}. Leaving-no-child-behind policy.

{C}. Socioeconomic and ethnic ranking.

{D}. Social disapproval of schools' mission.

正确答案：A,

第 32 题 (单项选择题)(每题 2.00 分) > 未分类 >

请阅读Passage 2，完成小题。

Several research teams have found that newborns prefer their mothers′ voicesover those of other people.

Now a team of scientists has gone an intriguing step further:they have foundthat newborns cry in their native language. \\"We have providedevidence that language begins with the very first cry melodies,\\" saysKathleen Wermke of the University of Wurzburg, Germany, who led theresearch.

\\"The dramatic finding of this study is that not only are newborns capableof producing different cry mel-odies, but they prefer to produce those melodypatterns that are typical for the ambient language they have heard duringtheir fetal life,within the last trimester,\\" said Wermke. \\"Contraryto orthodox interpretations,these data support the importance of human infants′crying for seeding language development. \\"

It had been thought that babies′ cries are constrained by their breathingpatterns and respiratory appara-tus,in which case a crying baby would soundlike a crying baby no matter what the culture is, since babies areanatomically identical. \\"The prevailing opinion used to be that newbornscould not actively influence their production of sound,\\" saysWermke. This study refutes that claim : since babies cry in differentlanguages,they must have some control (presumably unconscious) over what theysound like rather than being con-strained by the acoustical properties of theirlungs, throat, mouth, and larynx. If respiration alone dictated what a crysounded like, all babies would cry with a falling-pitch pattern, since that′swhat happens as you run out of breath and air pressure on the throat′ssound-making machinery decreases. French babies apparently didn′t get thatmemo. \\"German and French infants produce different types of cries, eventhough they share the same physiology,\\" the scientists point out.\\"The French newborns produce ′ nonphysiological′rising patterns,\\"showing that the sound of their cries is under their control.

Although phonemes--speech sounds such as \\"ki\\" or \\"sh\\"--don′t cross the abdominal barrier and reach the fetus, so-calledprosodic characteristics of speech do. These are the variations in pitch,rhythm, and intensity that characterize each language. Just as newbornsremember and prefer actual songs that they heard in utero,it seems, sothey remember and prefer both the sound of Mom′s voice and the melodicsignature of her language.

The idea of the study wasn′t to make the sound of a screaming baby moreinteresting to listeners —good luck with that--but to explore how babiesacquire speech. That acquisition, it is now clear, begins months be-fore birth,probably in the third trimester. Newborns \\"not only have memorized themain intonation patterns of their respective surrounding language but arealso able to reproduce these patterns in their own I sound I pro- duction,\\"conclude the scientists. Newborns′ \\"cries are already tuned toward theirnative language,\\" giving them a head start on sounding French orGerman (or, presumably, English or American or Chinese or any-thing else:thescientists are collecting cries from more languages). This is likely part ofthe explanation for how babies develop spoken language quickly andseemingly without effort. Sure, we may come into the world wired forlanguage( thank you, Noam Chomsky), but we also benefit from the environmentalexposure that tells us which language.

Until this study, scientists thought that babies became capable of vocalimitation no earlier than 12 weeks of age. That′s when infants listening to anadult speaker producing vowels can parrot the sound. But that′s the beginningof true speech. It′s sort of amazing that it took this long for scientists torealize that if they want to see what sounds babies can perceive, remember, andplay back, they should look at the sound babies produce best. So let the littleangel cry:she′s practicing to acquire language.

What does Kathleen Wermke′s research indicate?

{A}.  Babies are unable to do vocal imitation.

{B}. Babies' cries could be their early language acquisition.

{C}.  Babies start speech acquisition months after their birth.

{D}. A crying baby is a crying baby no matter what the culture is.

正确答案：B,

第 33 题 (单项选择题)(每题 2.00 分) > 未分类 >

 Which of the following is closest in meaning to the underlined word\\"ambient\\" in Paragraph 2?

{A}.  Surrounding.

{B}. Familiar.

{C}.  Foreign.

{D}. Local.

正确答案：A,