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1、2012下半年教师资格高中英语学科知识与教学能力真题及答案一、 单项选择题(总题数：22，分数：60.00)1.It was between 1830 and 1835the modern newspaper was born.A.whenB.thatC.whichD.while2.who had arrested him three times for smuggling.A.Before John stood the policemanB.Before the policeman stood JohnC.Before the policeman John stoodD.Before Joh
2、n the policeman stood3.John can play the guitar, and.A.Mary play the violinB.Mary can the violinC.Mary can playD.Mary the violin4.Anthony, a meticulous young man,watered his neighbors plants once a week while they were on vacation.A.eagerlyB.perpetuallyC.diligentlyD.haphazardly5.The Euro has, but th
3、e dollar is up.A.deprecatedB.depreciatedC.depressedD.depraved6.Dog-sitting for Buddy is easy to do; he is aand obedient pet.A.delectableB.commonplaceC.meddlesomeD.docile7.Which of the following sets of phonetic features characterizes the English phonemeMISSING IMAGE?A.+semi-closed, +back, -roundedB.
4、+semi-open, +back, +roundedC.+closed, +back, +roundedD.+open, +front, +rounded8.The phoneme /n/ in the first word of all the following phrases changes to /m/ except.A.open bookB.open marketC.brown paperD.brown hat9.Juliet says in Shakespeares Romeo and Juliet: Whats in a name? That which we call a r
5、ose by any other name would smell as sweet. Her words pinpoint the fact that language is.A.recursiveB.arbitraryC.culturally specificD.creative10.Which of the following is a slip of tongue?A.A cup of tea.B.A gray tape.C.Loop before you leak.D.Use the key to open the door.11.A teacher handed out a lis
6、t of twenty if sentences and asked students to discuss and find out the grammatical rules. Whats the teachers grammar teaching method?A.Deduction.B.Presentation.C.Consolidation.D.Induction.12.When you focus on utterance function and expected response by using examples like apology / acceptance, info
7、rm / acknowledge, you are probably teaching language at the.A.lexical levelB.discourse levelC.story levelD.grammatical level13.Asking students to explain new words in a text with known words is NOT an act of.A.elicitationB.reinforcementC.managementD.production14.Which of the following is an accuracy
8、-oriented speaking activity?A.Identifying particular phonemes on the tape.B.Acting out the roles in the classroom.C.Greeting people informally in pairs.D.Having discussion in groups.15.Which of the following is NOT a suitable pre-listening activity?A.Writing a similar text.B.Discussing a relevant pi
9、cture.C.Writing questions about the topic.D.Associating vocabulary with the topic.16.Writing exercises such as completion, reproduction, compression, and transformation are mainly the type of exercise used intask.A.imitative writingB.guided writingC.free writingD.creative writing17.The conversation
10、below shows that the teacher. Student: Im very down. My dad get seriously ill last week, and Im . Teacher: No, not get. Say got because its in the past.A.focused on accuracy onlyB.lacked confidence in studentsC.had a good rapport with studentsD.failed to understand what the students said18.If a teac
11、her gets an incorrect answer from students, its most appropriate for him or her to say _ in order to encourage them.A.No, I don t like your answers.B.Nonsense, its not what I want.C.Your answer is far beyond the point.D.You missed the point, but I m glad you mentioned another point.19.When a student
12、 said in class, I goed there yesterday, the teacher responded, Say it again, please. The response is an example of.A.recastB.modificationC.positive feedbackD.postponed feedback20.When students engage in group work, the teacher moves around to provide help if necessary and make sure they are doing th
13、e task properly. This is called.A.instructingB.observingC.monitoringD.evaluatingAlthough the earliest films in cinema were done in the shot without any editing, cutting is so fundamental to the medium that it began to emerge relatively quickly. There was a basic disparity between the amount of film
14、that a cameras magazine could hold and the evolving desire of filmmakers and audiences for longer and more elaborate story films. Only by editing shots together could longer narrative forms be achieved. A Trip to the Moon (1914), directed by Georges(1861-1938), for example, creates a narrative by as
15、sembling a series of scenes, with each scene filmed in a single shot. The edit points occur between the scenes, in order to link them together. The Great Train Robbery (1903), directed by Edwin S. Porter (1870-1941), follows a band of western outlaws robbing a train and interrupts the chronology of
16、the action with a cutaway showing the rescue of a telegraph operator whom the outlaws earlier had tied up. Following the cutaway, Porter introduces a second line of action, showing the roundup of a pose and the pursuit of the outlaws. Film historians commonly cite this as an early example of paralle
17、l editing, showing two lines of narrative active happening at the same time, although Porters use of this device here is ambiguous. Its not clear that he means for the parallel editing to establish that the two lines of action are in fact happening simultaneously. In other respects, editing in The G
18、reat Train Robbery remains very primitive, with cuts used only to join scenes and with no intercutting inside a scene. In contrast with Porter,D. W. Griffith (1875-1948) freed the camera from the conventions of stage perspective by breaking the action of scenes into many different shots and editing
19、theseaccording to the emotional and narrative rhythms of the action. Griffith explored the capabilities of editing in the films he made at Biograph studio from 1908 to 1913, primarily the use of continuity matches to link shots smoothly and according to their dramatic and kinesthetic properties. Cut
20、ting from full-figure shots to a close-up accentuated the drama, and matching the action on a cut as a character walks from an exterior into a doorway and, in the next shot, enters an interior set enabled Griffith to form filming locations that were physically separated but adjacent in terms of the
21、time and place of the story. Griffith became famous for his use of crosscutting in the many rides to the rescue that climax his films. In The Girl and Her Trust (1912), for example, Griffith cuts back and forth from a pair of robbers, who have abducted the heroine and are escaping in a railroad pump
22、 car, to the hero, who is attempting to overtake them by train. By intercutting these lines of action, Griffith creates suspense, and by shorteningthe lengths of the shots, he accelerates the pace. Crosscutting furnished a foundation for narrative in cinema, and there is little structural difference
23、 between what Griffith did her and what a later filmmaker such as Steven Spielberg (b. 1946) does in Jaws (1975). Griffith extended his fluid use of continuity editing and crosscutting in his epics The Birth of a Nation (1915) and Intolerance (1916). The latter film is a supreme example of crosscutt
24、ing, which is here used to tell four stories set in different time periods in simultaneous fashion.(1).Whats this reading mainly about?A.Films of the early twentieth century.B.How film criticism influenced art.C.The development of film editing.D.The film technique of DW. Griffith.(2).The underlined
25、word abducted in Paragraph 5 probably means.A.annoyedB.kidnappedC.rapedD.robbed(3).Who popularized parallel editing?A.DW. Griffith did.B.Georgesdid.C.Edwin S.Porter did.D.Steven Spielberg did.(4).Which of the following films is an excellent example of crosscutting?A.The Great Train RobberyB.The Girl
26、 and Her TrustC.The Birth of a NationD.Intolerance(5).What can be inferred from the passage?A.Cameras magazine editors, filmmakers and audiences have the same desire for longer and more elaborate story films.B.Jaws employed a structurally different technique than crosscutting.C.Steven Spielberg used
27、 crosscutting in Jaws.D.Griffith invented parallel editing.The first time I questioned the conventional wisdom on the nature of a healthy diet, I was in my salad days, almost 40 years ago, and the subject was salt. Researchers were claiming that salt supplementation was unnecessary after strenuous e
28、xercise, and this advice was being passed on by health reporters. All I knew was that I had played high school football in suburban Maryland, sweating profusely through double sessions in the swamp like 90-degree days of August. Without salt pills, I couldnt make it through a two-hour practice; I co
29、uldnt walk across the parking lot afterward without cramping. While sports nutritionists have since come around to recommend that we should indeed replenish salt when we sweat it out in physical activity, the message thatwe should avoid salt at all other times remains strong. Salt consumption is sai
30、d to raise blood pressure, cause hypertension and increase the risk of premature death. This is why the Department of Agricultures dietary guidelines still consider salt Public Enemy No. 1, coming before fats, sugars and alcohol. It s why the director of the Centers for Disease Control and Preventio
31、n has suggested that reducing salt consumption is as critical to long-term health as quitting cigarettes. And yet, this eat-less-salt argument has been surprisingly controversialand difficult to defend. Not because the food industry opposes it, but because the actual evidence to support it has alway
32、s been so weak. When I spent the better part of a year researching the state of the salt science back in 1998 already a quarter century into the eat-less-salt recommendationsjournal editors and public health administrators were still remarkably candid in their assessment of how flimsy the evidence w
33、as implicating salt as the cause of hypertension. While, back then, the evidence merely failed to demonstrate that salt was harmful, the evidence from studies published over the past two years actually suggests that restricting how much salt we eat can increase our likelihood of dying prematurely. P
34、ut simply, the possibility has been raised that if we were to eat as litde salt as the U.S.D.A. and theC.D.C. recommend, wed be harming rather than helping ourselves. Why have we been told that salt is so deadly? Well, the advice has always sounded reasonable. It has what nutritionists like to call
35、biological plausibility. Eat more salt and your body retains water to maintain a stable concentration of sodium in your blood. This is why eating salty food tends to make us thirsty: we drink more; we retain water. The result can be a temporary increase in blood pressure, which will persist until ou
36、r kidneys eliminate both salt and water. The scientific question is whether this temporary phenomenon translates to chronic problems: if we eat too much salt for years, does it raise our blood pressure, cause hypertension, then strokes, and then kill us prematurely? It makes sense, but its only a hy
37、pothesis. The reason scientists do experiments is to find out if hypotheses are true. The N.I.H. has spent enormous sums of money on studies to test the hypothesis, and those studies have singularly failed to make the evidence any more conclusive. With nearly everyone focused on the supposed benefit
38、s of salt restriction, little research was done to look at the potential dangers. But four years ago, Italian researchers began publishing the results from a series of clinical trials, all of which reported that, among patients with heart failure, reducing salt consumption increased the risk of deat
39、h.(1).Salt pills seem to be a kind of substance which.A.improves ones performance in sports competitionB.provides one with necessary salt supplementationC.prevents one from being addicted to saltD.provides one with extra energy(2).According to the passage, when were people recommended to eat less sa
40、lt?A.Around the early 1990s.B.Around the early 1980s.C.Around the early 1970s.D.Around the early 1960s.(3).According to the author, eating more salt.A.has short term effect upon peoples blood pressureB.has long term effect upon people s blood pressureC.has negative effect upon peoples healthD.has no
41、 effect upon peoples health(4).What the passage tries to tell the reader is that.A.food industry misled people about salt consumptionB.strict salt consumption is necessary for peoples healthC.salt consumption has no direct effect upon peoples healthD.the suggestion of strict salt consumption might b
42、e misleading(5).It can be inferred that the author is.A.supportive of the eat-less-salt campaignB.suspicious of the eat-less-salt argumentC.sarcastic of the eat-less-salt argumentD.neutral of the eat-less-salt argument二、 简答题(总题数：1，分数：2.00)21.根据题目要求完成下列任务。用中文作答。课堂教学目标的设定通常需要关注四个要素：Who，Will do what，Un
43、der what condition，To what degree。请根据上述四个要素简述下列教学目标所存在的问题，并改写该教学目标。 Teaching Objectives:Enable students to talk about festivals and customs in English and express or support an opinion with suitable expressions.正确答案：该教学目标中只有who和will do what，但没有说明under what conditions和to what degree。另外，教学目标的确定应体现以学生为
44、中心的原则。学生是学习的主体，这是现代教育的基本理念。教师要从学生的角度考虑，以学生的知识、技能和情感态度的发展为目标，准确定位教学目标。教学目标的行为主体应是学生的发展，而不是教师是否完成的预定的教学任务。所以应对其进行补充修改。教学目标应改为： Teaching objectives (1) Knowledge objective Students can learn some useful words and expressions in this text like feast, gather, belief, dress up, play a trick on, admire, po
45、et, look forward, day and night, etc. (2) Ability objectives Students can know different festivals and celebrations around the world. Students can talk about Chinese festivals and customs in English and get to know some information about foreign festivals. (3) Emotional objective Students can have a
46、 further understanding of different festivals and celebrations around the world and at the same time respect the different festival customs in different countries.)三、 教学情境分析题(总题数：1，分数：2.00)22.根据题目要求完成下列任务。用中文作答。请阅读下面一位教师的课后教学反思：一节英语课的教学反思：第一，每个教学步骤都有明确的设计意图和师生对应活动，受时间和内容限制，学生即兴反应和表达时间不足，课堂灵活性不够。第二，本
47、课以“诗歌体验和欣赏”为目标，教学有重点，有针对性。学生大胆表达个人见解但对如何有效纠正学生错误缺乏经验，需要今后进一步探讨。第三，课堂以英语童谣导人，介绍英语诗歌和英译唐诗宋词，引导学生感受英汉名诗，体会诗歌所表达的情感，欣赏诗歌的美。诗歌选材很重要，既要考虑难易度，还要关注创作背景和文化内涵。第四，开展“互动一发生式”教学，组织小组合作学习，但由于教学容量大，师生问答少，参与度不高，效率难以保证。 任务要求：根据上述教学反思回答下列三个问题，答案不得照搬原文。 (1)判断这是一节什么内容的课型，其教学目的是什么? (2)这位教师从哪四个方面进行了教学反思? (3)列出两个该教师认为值得关注
48、的问题。正确答案： (1)这是一节以“诗歌体验和欣赏”为目的的讲评课课型。目的是介绍英语诗歌和翻译为英文的中国诗歌，使学生体会英汉诗歌的文法和表达的情感，关注诗歌的创作背景和文化内涵。同时练习口语。 (2)教学步骤安排、教学目标、教学内容和教学方式。(考生可围绕要点作出适当的阐述) (3)教学步骤的安排(时间的安排)；教学内容的选择等。(考生可围绕要点作出适当的阐述)四、 教学设计题(总题数：1，分数：2.00)23.设计任务：根据所提供信息和语言素材设计一节说写课的教学方案。 该方案应突出下列要点： teaching objectives teaching contents key and difficult points major