2014年下教师资格证高级英语真题

第六届全国小学英语教师教学技能大赛暨2014年全国高师学生英语教师职业技能竞赛（一级）初赛试题参考答案第一卷英语语言技能部分（计70分，共六大题）Part I(15marks)1—5BBCBB6—pletely13.achieve14.avoiding15.particular Part II(10marks)16—20ABBBD21—25CCBADPart III(10marks)ern27.discourse28.explained29.with30.mistake31.content32.achieving33.facilitate34.on35.effectivePart IV(15marks)Section A(7.5marks)36.Supersized floating hippo，inflatable rubber duck,and Moon Rabbit.37.a former naval base38.Because it is water proof and designers(Hofman)hoped to recreate the fluffiness of a real rabbit.39.The Moon Rabbit was inspired by Chinese folklore associated with the Mid-Autumn Festival.40.arts and culture sceneSection B(7.5marks)41.patterns of thinking and behaving,the host country and the guest teachers42.The students are often unwilling to receive the cultural load of the target language.43.alienate from their own social setting44.An assumption that a language cannot be used if it is emptied of its culture content.45.They have different norms and values.And their grammatical materials and attitudes toward native and non-native varieties of the language are different as well.Part V(8marks)46.用纸或以纸为灵感做出的物品正被提升到艺术高度。

2014年下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）参考答案及解析一、单项选择题1．【答案】C。

解析：考查读音的同化。

have to在发音过程中出现了同化现象，即have和to 作为相邻词使用时，/v/受后面清辅音/t/的影响变成与自己对应的清辅音/f/，于是读音变为/hæf tu/。

2．【答案】A。

解析：考查句子重读。

一般来说，句子中的实词需要重读，比如名词、动词、形容词、副词、数词等。

虚词多数情况下不重读，比如冠词、介词、物主代词（形容词性）、连词、感叹词等。

故A项正确。

3．【答案】B。

解析：考查名词辨析。

meat“肉，肉类”，stuff“东西”，staff“工作人员”，dish “碟子，盘子”。

题中的roast，prime rib，pie，yoghurt，drinks都属于stuff，故选B。

4．【答案】D。

解析：考查形容词辨析。

分析句子可知空格处应填与shy（害羞的）和unsociable （不爱交际的）意思相反的词，因此选gregarious（爱交际的，合群的）。

5．【答案】B。

解析：考查惯用搭配。

根据由where引导的从句对先行词“（）care”的描述，可知该处表示亲属抚养的意思。

kinship care为惯用搭配，意为“寄养，亲属抚养”，符合题意，故选B。

6．【答案】A。

解析：考查倒装句。

nor本身表示否定，后面的助动词不需再用否定形式，且句子要完全倒装。

故选A。

7．【答案】B。

解析：考查虚拟语气。

if后面的句子是虚拟语气，表示与将来事实相反的情况。

句意为“Jean现在不想工作，如果她有了工作，就不能经常拜访她的朋友了”，从句表示的是对将来事实的假设，所以应该用表示将来的虚拟形式，即were to do/should do/did，故选B。

8．【答案】A。

解析：考查英语中带有小数点的数字的读法。

小数点之后的数字要一个一个读出来，之前的数字按照正常规则来读。

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[职业资格类试卷]2014年下半年中学教师资格认定考试（高级英语学科知识与教学能力）真题试卷一、单项选择题1 Which of the following is the proper pronunciation of "have to" as a result of assimilation?（A）/hef tu/（B）/hev tu/（C）（D）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'partment.3 He came to dinner and my mom fixed a roast, prime rib, pie, yoghurt, drinks, and all that kind of______, and it was really good.（A）meat（B）stuff（C）staff（D）dish4 Unlike her______sister, Judith is a shy, unsociable person who dislikes to go to parties or to make new friends.（A）charming（B）friendly（C）gracious（D）gregarious5 He pledged support for "______ care", where youngsters were looked after by close relatives like aunts or uncles, but not parents.（A）family（B）kinship（C）sibling（D）relative6 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't7 She doesn't want to work right now because she thinks that if she______a job she probably wouldn' t be able to visft her friends very often.（A）has to get（B）were to get（C）had got（D）could have got8 What is the correct way to read the decimal "1016" 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 implicature10 Indian English is a______variety of the English language.（A）social（B）regional（C）historic（D）situational11 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）rhythm12 When a teacher asks students to discuss how the writer's ideas are organized in the text, he / she intends to develop students' skill of______.（A）recognizing the textual structure（B）understanding the writer's intention（C）distinguishing facts from opinions（D）commenting on the content of the text13 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 information15 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______.（A）the potential meanings of a sentence（B）different realizations of the same function（C）the relationship between form and function（D）different ways of getting people to do the same thing16 The teacher would use______to help students communicate in teaching speaking. （A）substitution drills（B）group discussion（C）listening and acting（D）reading aloud17 ______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）Summative18 Which of the following teacher's instructions 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 course20 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 alerts, issued by a professor or an institution at the request of students, indicating that material presented in 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 discussions of rape or other sexual violence. The Times piece, which was skeptically titled "Warning: The Literary Canon Could Make Students Squirm", suggested that trigger 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 campusnewspaper 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 trigger 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 larger 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 uncomfortable ideas, and thereby to enlarge the reader's experience and comprehension. The classroom can never be an entirely 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' 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.25 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 absolutely 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 Sanjeev 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 itself. For economics has much to answer for. Pick up any 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 our humanity; not the costs and benefits of monetary exchange, but vision and ideals that guide our decisions. It was these issues that were addressed at last week's 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-buys" in global health. It was economists who challenged user fees. And it was economists whomade 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, she said. "Health care is different." For her kind of economist, a health system is a "social institution 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, Chief Scientific Adviser at the UK's Department for International Development, expressed his contempt for those who profess indifference to economics. Economics is about the efficient allocation of scarce resources. Anyone who backed the inefficient allocation of resources is "immoral". He did criticize 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 makers have to take into account. But Clare Chandler, a medical anthropologist, 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, minimal 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 pay such little attention to inequality? Why do economists treat their theories like religions? Why are economists so silent on their own failures? Can economics ever be apolitical? There were few satisfactory answers to these questions.26 Which of the following best describes the author's attitude toward economists? （A）Contempt.（B）Reservation.（C）Detachment.（D）Endorsement.27 Who holds a critical view on economists' role in medical field according to the passage?（A）Amartya Sen.（B）Jeff Sachs.（C）Larry Summers.（D）Clare Chandler.28 Which of the following is the closest in meaning to "discipline" in PARAGRPH 2?（A）Subject.（B）Lesson.（C）Punishment.（D）Regulation.29 Which of the following is NOT used in the author's presentation of his ideas?（A）Thesis statement.（B）Rhetorical questions.（C）Specific examples.（D）Direct quotation.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 extent, 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.二、简答题31 根据题目要求完成下列任务。