下半年高中《英语学科知识》教师资格证考试统考真题及答案.docx
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下半年高中《英语学科知识》教师资格证考试统考真题及答案
2014年下半年高中《英语学科知识》教师资格证考试统考真题及答案
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.／h?
f?
tu／D.／h?
v?
tu／
2.which?
of?
the?
following?
shows?
the?
proper?
rhythmical?
pattern?
of?
the?
sentence?
A.′Come?
to′see?
us?
at?
our′new?
a`partment
B.`Come?
to`see?
us?
at`our?
new`apartment
C.`Come?
to`see?
us`at?
our`new`apartment
D.`Come?
to`see?
us`at?
our`new?
a`parement
3.He?
came?
to?
dinner?
and?
my?
mom?
fixed?
a?
roast,prime?
rib,pie,yohurt,drinks,and?
that?
kind?
of＿,and?
it?
was?
really?
good.
A.meat?
B.stuff?
C.staff?
D.Dish
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.Gregarious
5.He?
pledged?
support?
for“＿care”，where?
youngsters?
were?
looked?
after?
be?
close?
relatives?
like?
aunts?
or?
uncles,but?
not?
parents.
A.family?
B.kinship?
C.sibling?
D.Relative
6.I?
will?
never?
know?
all?
that?
was?
in?
his?
head?
at?
the?
time,＿.
A.nor?
will?
anyone?
else?
B.nor?
anyone?
else?
will
C.nor?
won′t?
anyone?
else?
D.nor?
anyone?
else?
won′t
7.She?
doesn′t?
want?
to?
work?
right?
now?
because?
she?
thinks?
that?
if?
she＿a?
job?
she?
probably?
wouldn′t?
be?
able?
to?
visit?
her?
friends?
very?
often.
A.has?
to?
get?
B.were?
to?
get?
C.had?
got?
D.could?
have?
got
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?
sixteen
C.One?
hundred?
and?
six?
points?
one?
six?
D.One?
hundred?
and?
six?
points?
sixteen
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?
implicature
10.Indian?
English?
is?
a＿variety?
of?
the?
English?
language.
A.social?
B.regional?
C.historic?
D.Situational
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.Rhythm
12.When?
a?
teacher?
asks?
students?
to?
discuss?
how?
the?
writerˊs?
ideas?
are?
organized?
in?
the?
text,he/she?
intends?
to?
develop?
studentsˊskill?
of＿.
13.Which?
of?
the?
following?
focus（es）on?
accuracy?
in?
teaching?
grammar?
A.simulation?
B.substitution?
drills
C.role?
play?
D.Discussion
14.When?
a?
teacher?
says“Next,please?
pay?
attention?
to?
the?
time?
of?
arrival?
and?
departure?
of?
the?
planes?
in?
the?
recording.”,he／she?
intends?
to?
develop?
students＇skill?
of＿.
A.predicting?
B.getting?
the?
general?
picture
C.distinguishing?
sounds?
D.getting?
specific?
information
15.If?
a?
teacher?
asks?
students?
to?
list?
as?
many?
ways?
as?
they?
can?
to?
tell?
someone?
to?
open?
the?
door?
and?
list?
the?
possible?
functions?
of?
a?
sentence?
in?
different?
contexts.he／she?
is?
probably?
trying?
to?
highlight＿.
16.The?
teacher?
would?
use＿to?
help?
students?
communicate?
in?
teaching?
speaking.
A.substitution?
drills?
B.group?
discussion
C.listening?
and?
acting?
D.reading?
aloud
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-referenced
C.Formative?
D.Summative
18.Which?
of?
the?
following?
teacher＇s?
instruction?
could?
serve?
the?
purpose?
of?
eliciting?
ideas?
A.Shall?
we?
move?
on?
B.Read?
after?
me,everyone
C.What?
can?
you?
see?
in?
this?
picture?
D.What?
does?
the?
world“quickly”mean?
19.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?
20.Total?
Physical?
Response?
as?
a?
TEFL?
method?
is?
more?
often?
used?
for?
teaching＿.
A.children?
B.adults?
C.ESP?
course?
D.GE?
course
请阅读passage1,完成第21～25小题
Passage?
1
Unless?
you?
spend?
much?
time?
sitting?
in?
a?
college?
classroom?
or?
browsing?
through?
certain?
areas?
of?
the?
Internet,it＇s?
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?
symptoms?
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?
the?
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?
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?
newspaper?
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?
Nation＇s?
website?
that?
potential?
triggers?
for?
trauma?
are?
so?
manifold?
as?
to?
be?
beyond?
the?
possibility?
of?
cataloguing:
“There?
is?
no?
triggers?
for?
warning?
for?
living?
your?
life.”Some?
have?
suggested?
that?
a?
professor＇s?
ability?
to?
teach?
would?
be?
compromised?
should?
it?
become?
commonplace?
for“The?
Great?
Gatsby”to?
hear?
a?
trigger?
warning?
alerting?
readers?
to?
the?
disgusting?
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?
Republic＇s?
online?
site.
Jarvie＇s?
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?
issued?
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?
movie?
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?
achieving?
safety,and?
a?
fear?
of?
living?
in?
its?
absence.The?
hope?
that?
safety?
might?
be?
found,as?
in?
a?
therapist＇s?
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?
uncomfortable?
ideas,and?
thereby?
to?
enlarge?
safe?
space,nor,probably,should?
it?
be.But?
it＇s?
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?
most?
in?
favor?
of“trigger?
warning”?
A.Students?
B.Reporters?
C.Feminists?
D.Professors
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?
will?
ignore?
students＇s?
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.
23.What?
does?
the?
author?
mean?
by“compromised”in?
PARAGRAPH?
3?
A.Questioned?
B.Improved?
C.Challenged?
D.Weakened
24.What?
does“them”in?
PARAGRAPH?
3?
refer?
to?
A.Risks?
B.Frailties?
C.Traumas?
D.Possibilities
25.Which?
of?
the?
following?
can?
be?
the?
negative?
impact?
that?
trigger?
warning?
exerts?
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.
请阅读passage?
2,完成26～30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,when?
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.His“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,Kenneth?
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?
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?
guide?
our?
decisions.It?
was?
these?
issues?
that?
w
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