《2014下半年上海教师资格高中英语学科知识与教学能力真题及答案.docx》由会员分享，可在线阅读，更多相关《2014下半年上海教师资格高中英语学科知识与教学能力真题及答案.docx（12页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、2014下半年上海教师资格高中英语学科知识与教学能力真题及答案一、选择题（本大题共30小题，每小题2分，共60分）在每小题列出的四个备选选项中选择一个最佳答案，请用2B铅笔把答题卡上对应题目的答案字母按要求涂黑。错选、多选或未选均无分。1.which of the following is the proper pronunciation of “have to “ as a result of assimilation?A.hef tu B. hev tu C. hf tu D. hv tu1.【答案】C。2.which of the following shows the proper r
2、hythmical pattern of the sentence?A.Come to see us at our new apartmentB.Come tosee us at our new apartmentC.Come tosee us at our new apartmentD.Come to see usat ournew aparement2.【答案】A。3.He came to dinner and my mom fixed a roast, prime rib ,pie, yohurt, drinks, and that kind of ,and it was really
3、good.A. meat B. stuff C. staff D. Dish3.【答案】B。4.Unlike her sister, Judith is a shy ,unsociable person who dislike to go to parties or to make new friends.A. charming B. friendly C. gracious D. Gregarious4.【答案】D。5.He pledged support for “care”，where youngsters were looked after be close relatives lik
4、e aunts or uncles, but not parents.A. family B. kinship C. sibling D. Relative5.【答案】B。6.I will never know all that was in his head at the time , .A. nor will anyone else B. nor anyone else willC. nor wont anyone else D. nor anyone else wont 6.【答案】A。7. She doesnt want to work right now because she th
5、inks that if she a job she probably wouldnt be able to visit her friends very often .A. has to get B. were to get C. had got D. could have got7.【答案】B。8. What is the correct way to read the decimal “106.16” in English?A. One hundred and six point one six B. One hundred and six point sixteenC. One hun
6、dred and six points one six D. One hundred and six points sixteen8.【答案】A。9. When any of the maxims under the Cooperative Principle is flouted on purpose, might arise.A. ambiguous structure B. contradictory proposition C. mutual understanding D. conversational implicature9.【答案】D。10. Indian English is
7、 a variety of the English language.A. social B. regional C. historic D. Situational10.【答案】B。11. In teaching pronunciation, the teacher should tell the students that can be used to convey more important messages.A. rhyme B. stress C. devoicing D. Rhythm11.【答案】B。12. When a teacher asks students to dis
8、cuss how the writers ideas are organized in the text, he /she intends to develop students skill of .12.【答案】A。13. Which of the following focus(es) on accuracy in teaching grammar?A. simulation B. substitution drillsC. role play D. Discussion13.【答案】B。14. When a teacher says “Next, please pay attention
9、 to the time of arrival and departure of the planes in the recording .” ,heshe intends to develop students skill of .A. predicting B. getting the general pictureC. distinguishing sounds D. getting specific information14.【答案】D15. If a teacher asks students to list as many ways as they can to tell som
10、eone to open the door and list the possible functions of a sentence in different contexts. heshe is probably trying to highlight .15.【答案】C。16. The teacher would use to help students communicate in teaching speaking.A. substitution drills B. group discussionC. listening and acting D. reading aloud16.
11、【答案】B。17. assessment is used to measure how the performance of a particular student or group of students compares with that of another.A. Criterion-referenced B. Norm-referencedC. Formative D. Summative17.【答案】C。18. Which of the following teachers instruction could serve the purpose of eliciting idea
12、s?A. Shall we move on? B. Read after me, everyoneC. What can you see in this picture D. What does the world “quickly” mean?18.【答案】C。19. Which of the following is an example of teachersindirect corrective feedback?A. Say “went” instead of “go” B. We never use “at” that wayC. Choice A is not the right
13、 answer D. Who can help him with this sentence?19.【答案】D。20. Total Physical Response as a TEFL method is more often used for teaching .A. children B. adults C. ESP course D. GE course20.【答案】A。请阅读passage1,完成第2125小题Passage 1 Unless you spend much time sitting in a college classroom or browsing through
14、certain areas of the Internet, its possible that you had not heard of trigger warnings until a few weeks ago, when they made an appearance in the Times. The newspaper explained that the term refers to preemptive alters, issued by a professor or an class might be sufficiently graphic to spark symptom
15、s of post-traumatic-stress disorder. The term seems to have originated in online feminist forums, where trigger warnings have for some years been used to flag discussion of rape or other sexual violence. The Times piece, which was skeptically titled “warnings are moving from the online fringes to th
16、e classroom, and might be more broadly applied to highlight in advance the distress or offense that a work of literature might cause. “Huckleberry Finn” would come with a warning for those who have experienced racism; The Merchant of Venice would have an anti-Semitism warning attached. The call from
17、 students for trigger warnings was spreading on campuses such as Oberlin, where a proposal was drafted that would advise professors to “be aware of racism, classism, sexism, and other issues of privilege and oppression” in devising their syllabi; and Rutgers, where a student argued in the campus new
18、spaper that trigger warnings would contribute to preserving the classroom as a “safe space” for students. Online discussion of trigger warnings has sometimes been guardedly sympathetic, sometimes critical. Jessica Valenti has noted on The Nations website that potential triggers for trauma are so man
19、ifold as to be beyond the possibility of cataloguing: “There is no triggers for warning for living your life.” Some have suggested that a professors ability to teach would be compromised should it become commonplace for “The Great Gatsby” to hear a trigger warning alerting readers to the disgusting
20、characters and incidents within its pages. Others have worried that trigger-warning advocates, in seeking to protect the vulnerable, run the risk of disempowering them instead, “Bending the world to accommodate our personal frailties does not help us overcome them”, Jenny Jarvie wrote on The New Rep
21、ublics online site.Jarvies piece, like many others on the subject, cited the University of California, Santa Barbara, as a campus where champions of trigger warnings have made significant progress. Earlier this year, students at U.C.S.B. agreed upon a resolution recommending that such warnings be is
22、sued in instances where classroom materials might touch upon “rape, sexual assault , abuse, self-injurious behavior, suicide, and graphic violence”. The resolution was brought by a literature student who said that, as a past victim of sexual violence, she had been shocked when a teacher showed a mov
23、ie in class which depicted rape, without giving advance notice of the content. The student hoped to spare others the possibility of experiencing a post-traumatic-stress reaction.The trigger-warning debate may, by comparison, seem hard to understand; but express a large cultural preoccupation with ac
24、hieving safety, and a fear of living in its absence. The hope that safety might be found, as in a therapists office, in a classroom where literature is being taught is in direct contradiction to one purpose of literature, which is to give expression through art to difficult and difficult and uncomfo
25、rtable ideas, and thereby to enlarge safe space, nor, probably, should it be. But its difficult to fault those who hope that it might be, when the outside world constantly proves itself pervasively hostile, as well as, on occasion, horrifically violent.21. Which of the following groups of people are
26、 most in favor of “trigger warning”?A. Students B. Reporters C. Feminists D. Professors21.【答案】A。22. Which of the following might be a possible change to be brought about by trigger warning to literature teaching?A. Teachers will abandon materials related to racism, sexism, violence, etc.B. Teachers
27、will ignore studentss requests for a “safe space” in designing their syllabi.C. Teachers will give students advance notice of the content that is likely to distress or offend them.D. Teachers will allow students to express different and uncomfortable ideas to enlarge their experience.22.【答案】C。23. Wh
28、at does the author mean by “compromised” in PARAGRAPH 3?A. Questioned B. Improved C. Challenged D. Weakened23.【答案】D。24. What does “them” in PARAGRAPH 3 refer to ?A. Risks B. Frailties C. Traumas D. Possibilities24.【答案】B。25. Which of the following can be the negative impact that trigger warning exert
29、s on literature teaching according to the writer?A. It may highlight the purpose of literature teaching.B. It may expose students to the dark side of the world.C. It may deprive students of their intellectual growth.D. It may cause students to experience a post-traumatic-stress disorder.25.【答案】D。请阅读
30、passage 2, 完成2630小题。Passage 2 The medical community owes economists a great deal. Amartya Sen won a Nobel Prize for Economic Sciences in 1998. He has spent his entire career promulgating ideas of justice and freedom, with health rarely out of his gaze. Joseph Stiglitz won a Noble in 2001. In 1998, w
31、hen he was chief economist at the (then) notoriously regressive World Bank, he famously challenged the Washington Consensus. 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. H
32、is “Commission on Macroeconomics and Health” was a landmark report, providing explicit evidence to explain why attacking disease was sbsolutely necessary if poverty was to be eradicated. And I must offer my own personal gratitude to a very special group of economists- Larry Summers, Dean Jamison, Ke
33、nneth Arrow, David Evans, and Special Gupta. They were the economic team that drove the work of Global Health 2035. But although we might be kind to economists, perhaps we should be tougher on the discipline of economics textbook, and you will see the priority given to markets and efficiency, price
34、and utility, profit and competition. These words have chilling effects on our quest for better health. They seem to marginalize those qualities of our lives that we value most of all not our self-interest, but out humanity; not the costs and benefits of monetary exchange, but vision and ideals that
35、guide our decisions. It was these issues that were addressed at last weeks Global Health Lab, held at London School of Hygiene Tropical Medicine. Anne Mills, Vice-Director of the school, fervently argued the case in favor of economists. It was they who contributed to understanding the idea of “best-
36、buys” in global health. It was economists who challenged user fees. And it was economists who made the connection between health and economic growth, providing one of the most compelling political arguments for taking health seriously. Some economists might adore markets, but not health economists,
37、she said. “Health care is different.” For her kind of economist, a health system is a “social institution that embodies that embodies the values of society”.Although competition has a part to play in health, it should be used judiciously as a mechanism to improve the quality of care. Chris Whitty, C
38、hief Scientific Adviser at the UKs Department for International Developments, expressed his contempt for those who profess indifference to economics. Economic is about the efficient allocation of scarce resources. Anyone who backed the inefficient allocation of resources is “immoral”. He did critici
39、ze economists for their arrogance, though. Economists seemed to believe their ideas should be accepted simply because of the authority they held as economists. Economics, he said, is only one science among many that policy markers have to take into account. But Clare Chandler. A medical anthropologi
40、st, took a different view. She asked, what has neoliberal economics ever done for global health? Her answer, in one word, was “inequality”, Neoliberal economics frames the way we think and act. Her argument suggested that any economic philosophy that put a premium on free trade, privatization, minim
41、al government, and reduced public spending on social and health sectors is a philosophy bereft of human virtue. The discussion that followed, led by Martin Mckee, posed difficult questions. Why do economists treat their theories like religions？ Why are economists so silent on their own failures？ Can
42、 economics ever be apolitical？ There were few satisfactory answers to these questions.26. Which of the following best describes the authors attitude toward economists?A. Contempt B. Reservation C. Detachment D. Endorsement26.【答案】C。27. Who holds a critical view on economists role in medical field acc
43、ording to the passage?A. Amartya Sen. B. Jeff Sachs C. Larry Summers D. Clare Chandler27.【答案】B。28. Which of the following is closest in meaning to “discipline” in PARAGRPH 2?A. Subject B. Lesson C. Punishment D. Regulation28.【答案】A。29. Which of the following is NOT used in the authors presentation of
44、 his ideas?A. Thesis statement B. Rhetorical questionsC. Specific examples D. Direct quotation29.【答案】A。30. What does the author intend to tell the reader?A. There is still a long way to go for economists to genuinely contribute to global health.B. Economists role in global health is, to a large exte
45、nt, negative.C. Economists increased the inequality of resource allocations in global health.D. Economics is only one science among many that policy makers have to take into account in providing health care programs.30.【答案】A。二、简答题（本大题1小题，20分）根据题目要求完成下列任务，用中文作答。31.课堂提问的作用是什么？（8分）封闭性问题与开放性问题各自有什么特点？（1
46、2分）31.【答案】（一）课堂提问的作用（8分，每点2分）（1）引起学生的注意，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）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。（3）获取反馈信息。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。（4）加强师生之间沟通与交流。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，更可以促师生感情融洽，从而更好地推动教学。（二）封闭性问题和开放性问题的特点（12分）A.封闭性问题特点：（6分，每点2分）（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：强化巩固课堂所学，记忆必须死记硬背的知识。（3）从课堂教学的角度：提高课堂提问的有效性方面