上教师资格证高级英语真题Word文档下载推荐.docx

上教师资格证高级英语真题Word文档下载推荐.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,buttheyprefertoproducethosemelodypatternsthataretypicalfortheambientlanguagetheyhaveheardduringtheirfetallife,withinthelasttrimester,”saidWermke