2015上半年教师资格证《高中英语学科知识》真题及答案

一、单项选择题（本大题共30小题，每小题2分，共60分）

1.Which of the following shows the proper pronunciation of “whose” in the sentence “In American，Li stayed in a family whose landlady could help him with his English”？

A．[hus]  B．[huz]

C．[hu：s]  D．[hu：z]

2.In terms of the place of articulation，[t][d][z][s][n]are all＿＿.

A.palatal  B.alveolar

C.bilabial  D.dental

3.In Rome，tourists may easily get＿＿because all the streets look the same.

A.disoriented  B.deluded

C.distracted  D.delineated

4.He immediately replied with an ＿＿“YES” to the request that he attend the public hearing.

A.effective  B.eloquent

C.emotional  D.emphatic

5.Perseverance，modesty and opportunity are the＿＿factors for the girl’s success in her career.

A.contributed  B.contributing

C.contributor  D.contribution

6.Through doing this，the teacher will be able to ascertain the extent to＿＿the children understand what they are reading.

A.how  B.which

C.that  D.what

7.Before you leave the office，＿＿all lights are out.

A.see which  B.seeing that

C.to see that  D.see to it that

8. ＿＿she heard her grandfather was born in Germany.

A.That was from her mum  B.It was her mum that

C.It was from her mum that  D.It was her mum whom

9.In ordinary conversations，participants are expected，first of all，to＿＿，otherwise，communication would break down.

A.stand straight  B.coordinate

C.speak the truth  D.cooperate

10.The language used to describe the language itself is called＿＿.

A.paralanguage  B.special language

C.metalanguage  D.interlanguage

11.The first P in the PPP teaching model stands for＿＿，which aims to get learners to perceive the form and meaning of a structure.

A.practice  B.production

C.presentation  D.preparation

12.The main objective of mechanical practice is to help learners to absorb thoroughly the＿＿of a language item.

A.meaning  B.function

C.context  D.form

13.The＿＿method is more fitted to the explicit presentation of grammar when the basic structure is being identified.

A.inductive  B.contrastive

C.comparative  D.deductive

14.Which of the following can be regarded as a communicative language task？

A.Information-gap activity.  B.Dictation.

C.Sentence transformation.  D.Blank-filling.

15.If a teacher asks students to concentrate on such features as structure/coherence and cohesion of a text，he/she aims at delevoping students’ ＿＿ .

A.strategic competence  B.culture awareness

C.communicative competence  D.discourse awareness

16.English teachers often ask students to＿＿a passage to get the gist of it.

A.skim  B.scan

C.predict  D.describe

17.The correct meaning of a lexical item in a given context is＿＿.

A.the one provided in a dictionary

B.the one which best fits the context

C.the central or core meaning of the item

D.the one which is assumed to be correct

18.In writing，students may not know how to put something into proper English and thus ask their teacher for help.Here the teacher is to play the role of a/an＿＿.

A.facilitator  B.assessor

C.controller  D.participant

19.A/An＿＿language test，such as IELTS or TOEFL，is developed on the basis of a fixed standard.

A.norm-referenced  B.peer-referenced

C.individual-referenced  D.criterion-referenced

20.A systematic textbook evaluation is NOT to examine whether a textbook＿＿.

A.covers all grammatical rules

B.provides authentic language

C.matches the needs of learners

D.can help realize the objectives of a language program

请阅读Passage 1，完成第21～25小题。

Passage 1

They came to the United States as children with little idea，if any，of what it meant to overstay a visa.They enrolled in public schools，learned English，earned high school diplomas.Like many of their classmates，they pondered college choices.But as undocumented immigrants in Maryland，they then had to confront the reality that they must pay two to three times what former high school classmates pay to attend the state’s public colleges.It is a rule that，for many students of modest means，puts a college education out of reach，with one exception：Montgomery College.

That is why Josue Aguiluz，21，born in Honduras，and Ricardo Campos，23，born in El Salvador—and numerous others like them—landed at the community college.There，they study and wait for a verdict from Maryland voters on a Nov.6 ballot measure that may determine whether they can afford to advance to a four-year college.

“I know people in Maryland believe in education，” Campos said the other day at the student center on the Rockville campus.“I know they are going to vote for Question 4.I’m hanging on their vote.”

Question 4 asks voters to affirm or strike down a law that the legislature passed last year，known as Maryland’s version of the “Dream Act，” which granted certain undocumented immigrants the ability to obtain in-state tuition at public colleges and universities.The subsidy comes with conditions.Among them：To take advantage，students must first go to a two-year community college.

The law was pushed to a referendum after opponents mounted a lightning petition drive that showed the depth of division over illegal immigration across the state and the nation.Critics say discounting tuition for students who lack permission to be in the country is an unjustified giveaway of what they believe will amount to tens of millions of tax dollars a year.

“When an undocumented student enters the system，it is a net loss of revenue，” said Del.Patrick L.McDonough (R-Baltimore County).“It is a simple mathematical argument.Put your emotion and your passion aside，and get out your calculator.”

There is no count of the number of students statewide who would be eligible for benefits under the law.Estimates range from several hundred to a few thousand.

A Washington Post poll this month found that a solid majority of likely voters favored the law：59 percent support it，and 35 percent are opposed.If the law is affirmed，Maryland would join about a dozen other states with laws or policies providing in-state tuition benefits to undocumented immigrants.Texas became the first in 2001.

Experts say Maryland’s version is the only one that requires students to go through community college first.That means the state’s 16 community colleges could become a pipeline for undocumented students in public higher education if the measure is approved.

Montgomery College is already a magnet for such students.It offers the same low tuition to any student who graduated within the past three years from a Montgomery County high school.

21.What reality did the undocumented immigrants in Maryland have to confront？

A.It is impossible for them to get college education.

B.They cannot afford to study in Montgomery College.

C.They must pay more tuition than their peers to get high school diplomas.

D.The must pay more tuition than their peers at the state’s public college.

22.What did Campos mean by saying “I’m hanging on their vote” in PARAGRAPH 3？

A.He meant that he was confident about the result of the vote.

B.He meant that the voters’ decision was crucial to his future.

C.He meant that he had to attend a community college if the voters said NO.

D.He meant that he might have to leave the country if the voters asid NO.

23.What does “them” in PARAGRAPH 4 refer to？

A.Students.  B.Conditions.

C.Undocumented immigrants.  D.Public colleges and universities.

24.Which of the following words best describes the attitude of Maryland citizens toward discounting tuition for undocumented immigrants？

A.Critical.  B.Flexible.

C.Divided.  D.Supportive.

25.Which of the following is the best title for this passage？

A.Maryland’s Version of the “Dream Act”

B.Undocumented Students’ Hope for “Dream”

C.Opportunities for Undocumented Immigrants in Maryland

D.Montgornery College—A Magnet for Undocumneted Immigrants

请阅读Passage 2，完成第26～30小题。

Passage 2

We had been wanting to expand our children’s horizons by taking them to a place that was unlike anything we’d been exposed to during our travels in Europe and the United States.In thinking about what was possible from Geneva，where we are based，we decided on a trip to Istanbul，a two-hour plane ride from Zurich.

We envisioned the trip as a prelude to more exotic ones，perhaps to New Delhi or Bangkok later this year，but thought our 11-and 13-year-olds needed a first step away from manicured boulevards and pristine monuments.

What we didn’t foresee was the reaction of friends，who warned that we were putting our children “in danger，” referring vaguely，and most incorrectly，to disease，terrorism or just the unknown.To help us get acquainted with the peculiarities of Istanbul and to give our children a chance to choose what they were particularly interested in seeing，we bought an excellent guidebook and read it thoroughly before leaving.

Friendly warnings didn’t change our planning，although we might have more prudently checked with the U.S.State Department’s list of troublespots.We didn’t see a lot of children among the foreign visitors during our six-day stay in Istanbul，but we found the tourist areas quite safe，very interesting and varied enough even to suit our son，whose oft-repeated request is that we not see “every single” church and museum in a given city.

Vaccinations weren’t needed for the city，but we were concerned about adapting to the water for a short stay.So we used bottled water for drinking and brushing our teeth，a precaution that may seem excessive，but we all stayed healthy.

Taking the advice of a friend，we booked a hotel a 20-minute walk from most of Istanbul’s major tourist sites.This not only got us some morning exercise，strolling over the Karakoy Bridge，but took us past a colorful assortment of fishermen，vendors and shoe shiners.

From a teenager and pre-teen’s view，Istanbul street life is fascinating since almost everything can be bought outdoors.They were at a good age to spend time wandering the labyrinth of the Spice Bazaar，where shops display mounds of pungent herbs in sacks.Doing this with younger children would be harder simply because the streets are so packed with people；it would be easy to get lost.

For our two，whose buying experience consisted of department stores and shopping mall boutiques，it was amazing to discover that you could bargain over price and perhaps end up with two of something for the price of one.They also learned to figure out the relative value of the Turkish lira，not a small matter with its many zeros.

Being exposed to Islam was an important part of our trip.Visiting the mosques，especially the enormous Blue Mosque，was our first glimpse into how this major religion is practiced.Our children’s curiosity already had been piqued by the five daily calls to prayer over loudspeakers in every corner of the city，and the scarves covering the heads of many women.

Navigating meals can be troublesome with children，but a kebab，bought on the street or in restaurants，was unfailingly popular.Since we had decided this trip was not for gourmets，kebabs spared us the agony of trying to find a restaurant each day that would suit the adults’ desire to try something new amid children’s insistence that the food be served immediately.Gradually，we branched out to try some other Turkish specialties.

Although our son had studied Islam briefly，it is impossible to be prepared for every awkward question that might come up，such as during our visits to the Topkapi Sarayi，the Ottoman Sultans’ palace.No guides were available so it was do-it-yourself，using our guidebook，which cheated us of a lot of interesting history and anecdotes that a professional guide could provide.Next time，we resolved to make such arrangements in advance.

On this trip，we wandered through the magnificent complex，with its imperial treasures，its courtyards and its harem.The last required a bit of explanation that we would have happily left to a learned third party.

26.Why did the couple choose Istanbul as their first holiday destination？

A.They were interested in the churches and museums there.

B.Istanbul’s street life is fascinating to their teenage boys.

C.This city could help broaden their vision with new experiences.

D.The city is not listed as a trouble spot by the U.S.State Department.

27.Why did their friends react so negatively to their plan about their trip？

A.They thought their lives might be endangered.

B.They though their plan was not prudently made.

C.They believed that the tourist areas were peculiar.

D.They believed that the people in the tourist areas were eccentric.

28.Whom does “our two” in PARAGRAPH 8 refer to？

A.The couple.  B.The kids.

C.Local-style markets.  D.The gourmets.

29.Which of the following places was NOT visited by the family？

A.Islamic complex.  B.Historical buildings.

C.Local-style markets.  D.Shopping mall boutiques.

30.Which of the following best indicates their impression of the tourist areas？

A.Terrible.  B.Vague.

C.Memorable.  D.Poor.

二、简答题（本大题1小题，20分）

根据题目要求完成下列任务，用中文作答。

31.《普通高中英语课程标准（实验）》对高中写作技能目标提出了具体要求，写出其中涉及的三种写作体裁，并以记叙文为例，简述教师应从哪四个方面指导学生进行英语记叙文习作。

三、教学情境分析题（本大题1小题，30分）

根据题目要求完成下列任务，用中文作答。

32.下面是某英语教师在阅读课第一课时教案中设计的教学目标。

Topic：five senses

Teaching aims

1.to fully understand the reading material about five senses.

2.to grasp the usage of the link verbs.

3.to improve the students’ ability of listening，speaking，reading and writing.

根据所给信息从下列三个方面作答：

（1）总体评价该教学目标的合理性；（6分）

（2）分别评析上述三项目标；（12分）

（3）分别修改各项教学目标。（12分）

四、教学设计题（本大题1小题，40分）

根据提供的信息和语言素材设计教学方案，用英文作答。

33.设计任务：请阅读下面学生信息和语言素材，设计一节英语阅读课的教案，教案没有固定格式，但须包含下列要点：

teaching objectives

teaching contents

key and difficult points

majoy steps and time allocation

activities and justification

教学时间：45分钟

学生概况：某城镇普通中学高中一年级第二学期学生，班级人数40人，多数学生已经达到《普通高中英语课程标准（实验）》五级水平，学生课堂参与度与积极性一般。

语言素材：

The trick of eating healthily is remembering that no food in itself is good or bad；eating properly depends on eating the right variety of food in the right amount.Too much of even the most “healthy” food can lead to illness and disorders.

If you like a snack，avoid chocolate and crisps and head for fruit，filled rolls，soup and baked potatoes instead.Sugar-free breakfast cereals are also a good bet.

参考答案

一、单项选择题

1-5 BBADB

6-10 BDCDC

11-15 CDDAD

16-20 ABADA

21-25 DBBCB

26-30 CAADC

6.B【解析】the extent to which相当于how much。句意：通过这样做，教师就可以确定孩子们在多大程度上理解他们所阅读的东西。

9.D【解析】语言分析学家格赖斯（Grice）认为，在所有的语言交际活动中，对话双方有意无意地遵循着某一原则，以求有效地配合而完成交际任务，否则交谈就无法顺利进行。

16.A【解析】略读（skim）策略旨在快速阅读文章，以了解文章大意。

18.A【解析】在学生进行语言实践时，教师为学生指明方向、提供资源、帮助判断，并适时对学生给予鼓励，此时教师扮演的是引导者（facilitator）角色。

19.D【解析】标准参照测试（criterion-referenced testing）是以特定的语言能力标准作为判别标准的测试。美国EST举行的TOEFL、英国的IELTS均属于标准参照测试。

二、简答题

31.【答案要点】

三种写作体裁：记叙文、议论文、应用文。

教师应从以下四个方面指导学生进行英语记叙文写作：

（1）明确五个W和一个H

要写好记叙文，首先要确定先写什么，最后写什么，然后用五个W和一个H的方法开始布局谋篇，即what（什么事），who（什么人），when（什么时候），where（什么地点），why（什么原因），how（怎么样）。整个写作内容的确定、写作材料的筛选，都要围绕这五个W和一个H进行。

（2）确定以第几人称及以何种顺序展开叙述

一般来说，英语记叙文要以第一人称（I/we）和第三人称（he/she/it/they）来展开叙述。第一人称是从“参与者”的角度进行叙述；第三人称是以“观察者”的身份展开叙述，要根据具体情况合理选用。

在确定了人称之后，要确定展开记叙的顺序。在英语记叙文中，最常用的是按事情发展的时间或空间顺序进行记叙。

（3）在塑造人物、展开情节上下工夫

记叙的任何事情都是由人来进行的，人物塑造的好坏是衡量记叙文好坏的一个重要标准。因此，表达人物的动作、语言以及展开情节时，使用哪些句型、短语、词汇都应该仔细推敲，对于叙述事情的情节展开要突出重点，详略得当，可有意识地采用类似“设置悬念”“前后呼应”等的写作手法，以吸引读者的兴趣。

（4）注意文章的完整性

整篇文章要完整，内容全面，层次分明，重点突出。英语记叙文的时态通常为一般过去时，但如果是经常性的事件或自然现象、社会现象，则常用现在时。

三、教学情境分析题

32.【参考答案】

（1）该教学目标的合理性体现在，试图从教学的知识目标（理解阅读材料，掌握系动词的用法）和教学能力目标（提高学生的听、说、读、写能力）这两个方面来设计。既包含了教学过程中知识内容的传授，又包含了能力培养的目标。

（2）但是总的来说，该教学目标设计得不科学，太宽泛，空洞不具体，教学对象不明确。具体来说：①教学目标有goals，aims，objectives三种表述，goals是终极教育目标，aims往往是指以教师为出发点的“目的”（是传统的教学目标），objectives是以学生为出发点，具体的课堂学习目标。因此往往用objectives表述以学生为主体的教学目标。②它没有把握好预期的教学目标，对教学内容，即知识目标的设计不明确，“理解阅读材料，掌握系动词的用法”的说法太空洞宽泛，因为知识目标指的是学生对语言知识（语音、词汇、语法、功能和话题五方面）的掌握及语言技能（听、说、读、写）的综合运用。要求能够正确听、说、读、写教材中的单词（句子），能够正确朗读教材中的语篇等。③对于能力目标的设计也太笼统，因为能力目标指通过这堂课学生能够锻炼什么样的能力。要求学生能通过感知、理解与模仿，能够在适当的情境中运用本课涉及的词组等语法知识正确描述“人们正在做什么”。④教学目标是三维教学目标，即知识目标、能力目标和情感态度目标，缺少情感态度目标。

（3）Teaching objectives

Knowledge objectives：

①To understand the meanings of five senses according to their daily life.

②To fully understand the reading materials about five senses.

③To grasp the usage of the link verbs：smell，feel，sound，taste，etc.

Ability objectives：

①To improve their ability of listening by listening to the text.

②To improve their ability of speaking by pair work and discussion.

③To improve their ability of reading by Qs and As and comprehensive reading.

④To improve their ability of writing by abbreviating the text.

Emotion objectives：

①After this lesson，students will feel the importance of five senses.

②Students can make full use of five senses in daily life and love their lives.

四、教学设计题

33.【参考答案】

Teaching objectives：

(1)Knowledge objectives

①To master the following words and expressions：healthy，healthily，amount，snack，bake，recommend，provide，variety，lead to.

②To learn and talk about their own daily diet.

(2)Ability objectives

①To practice the reading ability by skimming，scanning and reading comprehension.

②To improve the speaking ability by talking about what is the scientific and healthy eating.

(3)Emotion objectives

To develop scientific and healthy eating habits and learn to love and treasure their life.

Teaching key points：

（1）Students can master the following words and expressons：healthy，healthily，amount，snack，bake，recommend，provide，variety，lead to.

（2）Students can improve their reading，speaking，listening and writing skills.

Teaching difficult points：

（1）How to make students master the following words and expression：healthy，healthily，amount，snack，bake，recommend，provide，variety，lead to.

（2）How to make students improve their reading，speaking，listening and writing skills.

（3）How to make students form the habit of eating healthily.

Teaching methods：

Task-based teaching，oral practice，Qs and As，pair work，etc.

Teaching aids：multi-media

Teaching procedures：

Step 1 Warming up and lead-in(5 minutes)

Brain-storm：Qs and As

1.What do you eat every meal？List the food.

2.Do you eat healthily？

(Justification：to get students to combine learning English with daily life.Also，it’s easy for them to say something concerning their life.)

Step 2 Pre-reading(8 minutes)

Discussion：

What’s the meaning of eating properly in your opinion？

First students can express their opinions，then teacher leads the topic to the text.

(Justification：to get students to know clearly what is healthy and proper eating.)

Step 3 While-reading(17 minutes)

1.Fast reading

Read the text quickly and try to fill in the blanks according to the text.

Varieties of food

Contain/provide

Servings per day

Fruit and vegetables

Milk，cheese and yoghurt

Meat，fish，poultry…

Bread，cereals，pasta…

（Justification：to get students to learn the details of healthy and proper eating.The chart provides the untrients of different varieties of food，so students can get the concrete knowledges of nutrients.）

2.Listening

After students have finished the task，give them a listening practice.

(Intension：to get students to get a better understanding of the text.)

3.Intensive reading

Read again and do the True or False exercise：

(1)Eating properly means eating only the right variety of food.

(2)Eating too much healthy food has no bad effects on health.

(3)Soup，baked potatoes，crisps and chocolate are available for snack.

(4)Milk，cheese and yoghurt are good for our health，so we can choose the low fat varieties and have 2 to 3 servings every day.

(5)In order to keep healthy，we should eat fruit and vegetables every day without limit.

(Intension：to get students to further understand the text.)

4.Vocabulary and phrases learning

Choose the correct forms of the following words and expressions to complete the sentences.

healthy，healthily，amount，snack，bake，recommend，provide，variety，lead to.

(1)In order to stay，we should eat.

(2)…

(Justification：by doing the exercise to get students to master the key words and expressions.)

Step 4 Post-reading(10 minutes)

Consolidation：

1.Group work

Divide students into several groups，and give them an assignment.They can first discuss it in groups，give their own opinions and then choose a member to present to classmates.

Assignment：Suppose you are a cook in our school canteen，what meal would you serve on Tuesday？List your menu，and give your reasons for it.

2.Writing

Write an essay about the menu，according to what we do in Group Work.If they can finish in calss，choose 1 or 2 students to read before all the students；if not，they can finish it after class.

(Justification：The students have learned many aspects of the text-listening，speaking and reading，it’s time to get students to write down what they learned in this period.)

Step 5 Summary and homework(5 minutes)

1.Finish the writing after class if students can’t finish it in calss.

2.Do exercises of this part on the exercise book.

3.Preview the next lesson.

(Justification：Students can review and consolidate what they learned in class.)