上教师资格证高级英语真题Word格式.docx
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A.mannerofarticulation
B.soundduration
C.placeofarticulation
D.voicing
3.Sheis(),fromherrecording,thediariesofSimonForman.
A.transcribingB.keeping
C.paraphrasingD.recollecting
4.Neithertheunpleasantexperiencesnorthebadluck()himdiscouraged.
A.havecausedB.hascausedC.hasmadeD.havemade
5.Mr.Joehasworkedveryhardinthepasttwoyearsandhaspaidallhisdebts()thelastpenny.
A.byB.to
C.untilD.with
6.Themessagecametothevillagers()theenemyhadalreadyfledthevillage.
A.which
B.who
C.that
D.where
7.Wemustimprovethefarmingmethod(
)wemaygethighyields.
A.incase
B.inorderthat
C.nowthat
8.—DoyoumindifIsmokehere?
—().
D.evenif
A.Yes,Idon'
t
B.Yes,youmay
C.No,notatall
D.Yes,1won’t
9.Whatisthemainrhetoricdeviceusedin“Theplowmanhomewardplodshiswearyway.”?
()
A.Metaphor.B.Metonymy.
C.Synecdoche.D.Transferredepithet.
10.—A:
Let’sgotothemovietonight.
—B:
I’dliketo,ButIhavetostudyforanexam.
Intheconversationabove,B’sdeclineoftheproposaliscategorizedasakindof().
A.illocutionaryact
B.perlocutionaryact
C.propositionalconditionD.sinceritycondition
11.WhichofthefollowingactivitiesisNOTtypicaloftheTask-BasedLanguageTeachingmethod?
A.Problem-solvingactivities.
B.Opinionexchangeactivities.
C.Information-gapactivities.
D.Patternpracticeactivities.
12.Ifateachershowsstudentshowtodoanactivitybeforetheystartdoingit,he/sheisusingthetechniqueof().
A.presentation
B.demonstration
C.elicitation
D.evaluation
13.Whenateacherasksstudentstodiscusshowatextisorganized,he/sheismostlikelytohelpthem
().
A.evaluatethecontentofthetext
B.analyzethestructureofthepassage
C.understandtheintentionofthewriter
D.distinguishthefactsfromtheopinions
14.Whichofthefollowingpracticescanencouragestudentstoreadanarticlecritically?
()A.Evaluatingitspointofview.
B.Findingoutthefacts.
C.Findingdetailedinformation.
D.Doingtranslationexercises.
15.Whichofthefollowingisadisplayquestionusedbyteachersinclass?
()A.Ifyouwerethegirlinthestory,wouldyoubehavelikeher?
B.DoyoulikethisstoryGirltheThumb,whyorwhynot?
C.Doyouagreethatthegirlwasakind-heartedpersen?
D.Whathappenedtothegirlattheendofthestory?
16.Whichofthefollowingwouldateacherencouragestudentstodoinordertodeveloptheircognitivestrategies?
A.Tomakeastudyplan.
B.Tosummarizeastory.
C.Toreadatextaloud.
D.Todopattemdrills.
17.Whichofthefollowingexerciseswouldateachermostprobablyuseifhe/shewantstohelpstudentsdevelopdiscoursecompetence?
A.Paraphrasingsentences.
B.Translatingsentences.
C.Unscramblingsentences.
D.Transformingsentences.
18.TheadvantagesofpairandgroupworkincludeallofthefollowingEXCEPT().
A.interactionwithpeers
B.varietyanddynamism
C.anincreaseinlanguagepractice
D.opportunitiestoguaranteeaccuracy
19.Whichofthefollowingshouldateacheravoidwhenhis/herfocusisondevelopingstudents’abilitytousewordsappropriately?
A.Teachingboththespokenandwrittenform.
B.Teachingwordsincontextandgivingexamples.
C.Presentingtheform,meaning,anduseofaword.
D.Askingstudentstomemorizebilingualwordlists.
20.Whichofthefollowingpracticesismostlikelytoencouragestudents’cooperationinlearning?
()
A.Doingaproject
B.Havingadictation
C.Takingatest
D.Copyingatext
阅读Passage1,完成第21~25小题。
Passage1
Today’sadultsgrewupinschoolsdesignedtosortusintothevarioussegmentsofoursocialandeconomicsystem.Theamountoftimeavailabletolearnwasfixed:
oneyearpergrade.Theamountlearnedbytheendofthattimewasfreetovary:
someofuslearnedagreatdeal;
some,verylittle.Asweadvancedthroughthegrades,thosewhohadlearnedagreatdealinpreviousgradescontinuedtobuildonthosefoundations.Thosewhohadfailedtomastertheearlyprerequisiteswith-intheallottedtimefailedtolearnthatwhichfollowed.After12or13yearsofcumulativetreatmentofthiskind,wewere,ineffect,spreadalonganachievementcontinuumthatwasultimatelyreflectedineachstudent’srankinclassupongraduation.
Fromtheveryearliestgrades,somestudentslearnedagreatdealveryquicklyandconsistentlyscoredhighonassessments.Theemotionaleffectofthiswastohelpthemtoseethemselvesascapablelearners,andsothesestudentsbecameincreasinglyconfidentinschool.Thatconfidencegavethemtheinneremotionalstrengthtotaketheriskofstrivingformoresuccessbecausetheybelievedthatsuccesswaswithintheirreach.Drivenforwardbythisoptimism,thesestudentscontinuedtotryhard,andthateffortcontinuedtoresultinsuccessforthem.Theybecametheacademicandemotionalwinners.Noticethatthetriggerfortheiremotionalstrengthandtheirlearningsuccesswastheirperceptionoftheirsuccessonformalandinformalassessments.
Buttherewereotherstudentswhodidn’tfaresowell.Theyscoredverylowontests,beginningintheearliestgrades.Theemotionaleffectwastocausethemtoquestiontheirowncapabilitiesaslearners.Theybegantoloseconfidence,which,inturn,deprivedthemoftheemotionalreservesneededtocontinuetotakerisks.Astheirmotivationwarned,ofcourse,theirperformanceplummeted.Thesestudentsembarkedonwhattheybelievedtobeanirreversibleslidetowardinevitablefailureandlosthope.Onceagain,theemotionaltriggerfortheirdecisionnottotrywastheirperceptionoftheirperformanceonassessments.
Considerthereality-indeed,theparadox-oftheschoolsinwhichwewerereared.Ifsomestudentsworkedhardandlearnedalot,thatwasapositiveresult,andtheywouldfinishhighintherankorder.Butifsomestudentsgaveupinhopelessfailure,thatwasanacceptableresult,too,becausetheywouldoccupyplacesverylowintherankorder.Theirachievementresultsfedintotheimplicitmissionofschools:
thegreaterthespreadofachievementamongstudents,themoreitreinforcedtherankorder.Thisiswhy,ifsomestudentsgaveupandstoppedtrying(evendroppedoutofschool).thatwasregardedasthestudent’sproblem,nottheteacher’sortheschool’s.
Onceagain,pleasenoticewhoisusingtestresultstodecidewhethertostriveforexcellenceorgiveupinhopelessness.The“data-baseddecisionmakers”inthisprocessarestudentsthemselves.Studentsaredecidingwhethersuccessiswithinorbeyondreach,whetherthelearningisworththerequiredeffort,andsowhethertotryornot.Thecriticalemotionsunderpinningthedecisionmakingporocessincludeanxiety,fearoffailure,uncertainty,andunwillingnesstotakerisks-alltriggeredbystudents’perceptionsoftheirowncapabilitiesasreflectedinassessmentresults.
Somestudentsrespondedtothedemandsofsuchenvironmentsbyworkinghardandlearningagreatdeal.Otherscontrolledtheiranxietybygivingupandnotcaring.Theresultforthemisexactlytheoppositeoftheonesocietywants.Insteadofleavingnochildbehind,thesepractices,ineffect,drovedowntheachievementofatleastasmanystudentsastheysuccessfullyelevated.Andtheevidencesuggeststhatthedownsidevictimsaremorefrequentlymembersofparticularsocioeconomicandethnicminoritie.
21.Whathasmadestudentsspreadalonganachievementcontinuumaccordingtothepassage?
()A.Theallottedtimetolearn.
B.Socialandeconomicsystem.
C.Theearlyprerequisitesstudentsmastered.
D.Performanceonformalandinformalassessments.
22.Whatistheauthorsattitudetowardstheoldmissionofassessment?
()A.Supportive.
B.Indifferent.
C.Negative.
D.Neutral.
23.Whichofthefollowingisclosestinmeaningtotheunderlinedword“plummeted”inParagraph3?
A.Punishedtimely.
B.Spreadwidely.
C.Continuedgradually.
D.Droppedsharply.
24.Whichofthefollowingdescribestheparadoxoftheschools?
()A.Discrepancybetweenwhattheysayandwhattheydo.
B.Differencesbetweenteacher’sproblemsandschools’problems.
C.Advantagesanddisadvantagesofstudents’learningopportunities.
D.Students’perceptionandtherealityoftheirperformanceonassessments.
25.Whichofthefollowingwillbetriggeredbytheassessmentresultsaccordingtothepassage?
A.Students’learningefforts.
B.leaving-no-child-behindpolicy.
C.Socioeconomicandethnicranking.
D.Socialdisapprovalofschools’mission.阅读Passage2,完成26~30小题。
Passage2
Severalresearchteamshavefoundthatnewbornsprefertheirmothers’voicesoverthoseofotherpeople.Nowateamofscientistshasgoneanintriguingstepfurther:
theyhavefoundthatnewbornscryintheirnativelanguage.“Wehaveprovidedevidencethatlanguagebeginswiththeveryfirstcrymelodies,”saysKathleenWermkeoftheUniversityofWü
rzburg,Germany,wholedtheresearch.
“Thedramaticfindingofthisstudyisthatnotonlyarenewbornscapableofproducingdifferentcrymelodies,buttheyprefertoproducethosemelodypatternsthataretypicalfortheambientlanguagetheyhaveheard