2018年上教师资格证高级英语真题

2018年上半年中小学教师资格考试英语学科知识与教学能力试题（高级中学）注意事项：1．考试时间120分钟，满分150分。2．请按规定时间在填涂、作答。在试卷上作答无效，不予评分。一、单项选择题（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.Thesoundof“ch”in“teacher”is().A.voiceless,post-alveolar,andaffricativeB.voiceless,dental,andfricativeC.voiced,dental,andfricativeD.voiced,post-alveolar,andplosive2.Themaindifferencebetween/m/,/n/,and/ŋ/liesin().A.mannerofarticulationB.sounddurationC.placeofarticulationD.voicing3.Sheis(),fromherrecording,thediariesofSimonForman.A.transcribingB.keepingC.paraphrasingD.recollecting4.Neithertheunpleasantexperiencesnorthebadluck()himdiscouraged.A.havecausedB.hascausedC.hasmadeD.havemade5.Mr.Joehasworkedveryhardinthepasttwoyearsandhaspaidallhisdebts()thelastpenny.A.byB.toC.untilD.with6.Themessagecametothevillagers()theenemyhadalreadyfledthevillage.A.whichB.whoC.thatD.where7.Wemustimprovethefarmingmethod()wemaygethighyields.A.incaseB.inorderthatC.nowthat8.—DoyoumindifIsmokehere?—().D.evenifA.Yes,Idon'tB.Yes,youmayC.No,notatallD.Yes,1won’t9.Whatisthemainrhetoricdeviceusedin“Theplowmanhomewardplodshiswearyway.”?()A.Metaphor.B.Metonymy.C.Synecdoche.D.Transferredepithet.10.—A:Let’sgotothemovietonight.—B:I’dliketo,ButIhavetostudyforanexam.Intheconversationabove,B’sdeclineoftheproposaliscategorizedasakindof().A.illocutionaryactB.perlocutionaryactC.propositionalconditionD.sinceritycondition11.WhichofthefollowingactivitiesisNOTtypicaloftheTask-BasedLanguageTeachingmethod?A.Problem-solvingactivities.B.Opinionexchangeactivities.C.Information-gapactivities.D.Patternpracticeactivities.12.Ifateachershowsstudentshowtodoanactivitybeforetheystartdoingit,he/sheisusingthetechniqueof().A.presentationB.demonstrationC.elicitationD.evaluation13.Whenateacherasksstudentstodiscusshowatextisorganized,he/sheismostlikelytohelpthem().A.evaluatethecontentofthetextB.analyzethestructureofthepassageC.understandtheintentionofthewriterD.distinguishthefactsfromtheopinions14.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.interactionwithpeersB.varietyanddynamismC.anincreaseinlanguagepracticeD.opportunitiestoguaranteeaccuracy19.Whichofthefollowingshouldateacheravoidwhenhis/herfocusisondevelopingstudents’abilitytousewordsappropriately?()A.Teachingboththespokenandwrittenform.B.Teachingwordsincontextandgivingexamples.C.Presentingtheform,meaning,anduseofaword.D.Askingstudentstomemorizebilingualwordlists.20.Whichofthefollowingpracticesismostlikelytoencouragestudents’cooperationinlearning?()A.DoingaprojectB.HavingadictationC.TakingatestD.Copyingatext阅读Passage1,完成第21~25小题。Passage1Today’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.Thesestudentsembarkedonwhatthey