关键词： 教师资格证 2018
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2018教师资格考试模拟试卷：高中《英语学科知识与能力》
一、单项选择题(本大题共30小题，每小题2分，共60分)
1. Ten years ago the population of our village was _____ that of theirs.
A. as twice large as B. twice as large as
C. twice as much as D. as twice much as
2. In the cinema, there was an old man _____ beside me.
A. sat B. sit C. sitting D. to sit
3. The multinational corporation is making a take-over _____ for a property company.
A. application B. bid C. proposal D. suggestion
4. —I’m surprised to hear that Sue and Paul have _____.
—So am I. They seemed very happy together when I last saw them.
A. broken up B. finished up C. divided up D. closed up
5. — Do you think you could do without help?
— _____. This is not the first time for me.
A. Take care B. Hurry up C. Not exactly D. Don’t worry
6. The affix “-able” in the word “touchable” is a (n) _____.
A. derivational infix B. derivational suffix C. inflectional infix D. inflectional suffix
7. Concerning pidgin and creole, which of the following is NOT true?
A. A pidgin is not a native language of a particular region.
B. Pidgins are rule-governed, like any human language.
C. Creole is essentially pidgin.
D. Pidgins are created to serve a wide range of communicative purposes.
8. [p], [t], [k] are _____.
A. fricatives B. affricates C. glides D. stops
9. Which of the following sentences is a two-place predicate?
A. It is snowing. B. The baby is sleeping.
C. John gave Mary a book. D. Jack loves Mary.
10. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative or notional-functional view adds the need to know how to _____ the rules and vocabulary to do whatever it is one wants to do.
A. use B. analyze C. learn D. remember
11. If a teacher asks “What does corrective feedback mean”, this type of question is called “_____”.
A. referential question B. tag question
C. rhetorical question D. display question
12. A variety of games, role-plays, situations, etc. are _____ communicative activities prepared to support the Communicative Language Teaching.
A. text-based B. task-based C. game-based D. situation-based
13. What is the purpose of using information gap activity?
A. To prepare students for oral presentation.
B. To provide students with an enjoyable activity based on effective communicative approaches.
C. To ask students to listen and write.
D. To make enough input.
14. In _____, substitutional and transformational drills are frequently used and aimed at form accuracy.
A. cognitive processing B. communicative practice
C. meaning practice D. mechanical practice
15. In a conversation about how to spend a holiday, a student says, “I have plan to go traveling with my family.” Which of the teacher’s feedback will keep up communication as well as help the student correct his syntax error?
A. You should say you have planed to go traveling with your family.
B. Why not say you planned to go traveling with your family?
C. You say you haveplan to go traveling?
D. You should pay attention to the tense of the sentence.
16. Which of the following does a teacher want his / her students to develop if he / she guides them to take notes key words, abbreviations and symbols?
A. Cultural awareness. B. Language awareness.
C. Learning strategies. D. Language knowledge.
17. According to The National English Curriculum Standards, the language knowledge students are required to learn consists of phonetics, vocabulary, grammar, _____.
A. function and theme B. culture and society
C. literature and linguistics D. discourse and genre
18. Which of the following should a teacher avoid when using an ELT course book?
A. Selecing appropriate supporting materials and resources.
B. Interpreting curriculum goals and its expectations for the course.
C. Planning lessons in relation to specific goals, topics, texts, and tasks.
D. Implementing everything in the book without considering students’ needs and levels.
19. Total Physical Response as a TEFL method is more often used for teaching ____.
A. children B. adults C. ESP course D. GE course
20.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?
请阅读Passage 1，完成21~25小题。
An electric signal can trick a monkey’s brain into believing the animal’s finger has been touched.
Touch something, and your brain knows. The hand sends signals to the brain to announce contact was made. But that feeling of touch may not require making actual contact, tests on monkeys now show. Zapping brain cells can fool the animal into thinking its finger has touched something.
A person who has lost a limb or become paralyzed may need an artificial limb to complete everyday tasks. But such patients may not truly feel any objects they hold. The new findings point toward one day creating a sense of touch in those who use such artificial limbs. Psychologist Sliman Bensmaia of University of Chicago worked on the new tests. His team’s findings appeared on October 14 in the Proceedings of the National Academy of Sciences of the United States of America.
The sense of touch is crucial to everyday tasks: People without it may have difficulty cracking an egg, lifting a cup or even turning a doorknob. That’s why restoring it is a major goal for designers of artificial limbs.
In their new study, Bensmaia and his co-workers worked with rhesus monkeys (恒河猴). The scientists implanted electrodes (电极)--- small devices that can detect and relay an electrical signal—into the animals’ brains. The scientists used the electrode data to identify which neurons had become active. Then the scientists used the implanted electrodes to zap those same neurons. And the monkeys reacted as though their fingers had been touched. In fact, they hadn’t.
The monkeys couldn’t use words to tell the scientists what they had felt. Instead, they communicated by looking in a particular direction—just as when they had really been touched.
The new findings show how touch-sensitive devices could be built. The new study also offers “a nice clear pathway” for figuring out how to restore a sense of touch to an amputee(被截肢者) or someone with a injury of spinal cord.
The study shows how artificial limbs might be connected to the brain so that a person can “feel” with such a prosthesis (假肢). But such a supersensory device doesn’t exist yet and scientists have a lot of work to do before people will benefit from it. Researchers must first figure out whether the electrodes would work in people in the same way they do in monkeys.
“I think the foundation is laid for human trials,” Bensmaia said.
21.What does the underlined word “it” refer to?
A. The sense of touch B. An artificial limb
C. The turning of a doorknob D. The lifting of a cup
22.Bensmania tested monkeys to prove that the feeling of touch _____.
A. is important to everyday tasks
B. may not require making actual contact
C. is a problem of life and death
D. may be a challenge for designers of artificial limbs.
23.Monkeys tell researchers their sense of touch by _____.
A. putting up one of their fingers B. making their brain cells active
C. looking in a particular direction D. mimicking natural signals in the brain
24.The last sentence of the text suggests humans _____.
A. will use touch-sensitive devices B. will test monkeys soon
C. lay foundations for monkey trials D. will be tested on the electrodes
25.The passage is mainly about _____.
A. restoring a sense of touch B. fooling a clever monkey
C. making new artificial limbs D. sending a signal with a touch
请阅读Passage 2，完成26~30小题。
Passage 2
On a five to three vote, the Supreme Court knocked out much of Arizona’s immigration law Monday-a modest policy victory for the Obama Administration. But on the more important matter of the Constitution, the decision was an 8-0 defeat for the Administration’s effort to upset the balance of power between the federal government and the states.
In Arizona v. United States, the majority overturned three of the four contested provisions of Arizona’s controversial plan to have state and local police enforce federal immigration law. The Constitutional principles that Washington alone has the power to “establish a uniform Rule of “Naturalization” and that federal laws precede state laws are noncontroversial. Arizona had attempted to fashion state policies that ran parallel to the existing federal ones.
Justice Anthony Kennedy, joined by Chief Justice John Roberts and the Court’s liberals, ruled that the state flew too close to the federal sun. On the overturned provisions the majority held the congress had deliberately “occupied the field” and Arizona had thus intruded on the federal’s privileged powers.
However, the Justices said that Arizona police would be allowed to verify the legal status of people who come in contact with law enforcement. That’s because Congress has always envisioned joint federal-state immigration enforcement and explicitly encourages state officers to share information and cooperate with federal colleagues.
Two of the three objecting Justice-Samuel Alito and Clarence Thomas-agreed with this Constitutional logic but disagree about which Arizona rules conflicted with the federal statute. The only major objection came from Justice Antonin Scalia, who offered an even more robust defense of state privileges going back to the alien and Sedition Acts.
The 8-0 objection to President Obama turns on what Justice Samuel Alito describes in his objection as “a shocking assertion of federal executive power”. The White House argued that Arizona’s laws conflicted with its enforcement priorities, even if state laws complied with federal statutes to the letter. In effect, the White House claimed that it could invalidate any otherwise legitimate state law that it disagrees with.
Some powers do belong exclusively to the federal government, and control of citizenship and the borders is among them. But if Congress wanted to prevent states from using their own resources to check immigration status, it could. It never did so. The administration was in essence asserting that because it didn’t want to carry out Congress’s immigration wishes, no state should be allowed to do so either. Every Justice rightly rejected this remarkable claim.
The Supremacy Clause of the United States Constitution declares that federal laws are the “supreme Law of the Land.” Hence, state court laws are inferior so long as the federal law is valid . Given the split jurisdiction between federal and state sovereignty set up by the Constitution, one major point of contention is the ‘in pursuance thereof’ phrase in the Supremacy Clause. This means that it is not always possible to make a federal law in certain areas - that is, certain areas of law are reserved solely for the states to regulate, and any federal law in that area is unconstitutional. Defining this split of exclusive jurisdiction is the job of the Judicial Branch via interpretation of the Constitution, and has changed over time. In any case, the Constitution itself retains supremacy, so even if federal law is forbidden in certain areas, the Constitution itself always is supreme over any state law.
The standards for resolving putative conflicts between federal laws are not always clear, and neither for that matter is the standard for determining what constitutes a federal law capable of superseding effect. The technique of setting federal norms of professional conduct on a decentralized basis by borrowing or incorporating state norms is increasingly trouble- some to the extent that the borrowed state norms are disuniform and that they are being put to multiple remedial purposes. Federal legislation preempting state law of professional conduct is conceivable but hardly likely, particularly as the norms are pressed into duty for purposes other than professional discipline. Pending other steps that might lead to national uniformity, the answer for the federal courts may be a uniform set of norms directly regulating litigation conduct in all federal courts.
26. Three provisions of Arizona’s plan were overturned because they _____.
A. deprived the federal police of Constitutional powers.
B. disturbed the power balance between different states.
C. overstepped the authority of federal immigration law.
D. contradicted both the federal and state policies.
27. On which of the following did the Justices agree, according to Paragraph 4?
A. Federal officers’ duty to withhold immigrants’ information.
B. States’ independence from federal immigration law.
C. States’ legitimate role in immigration enforcement.
D. Congress’s intervention in immigration enforcement.
28. It can be inferred from Paragraph 5 that the Alien and Sedition Acts _____.
A. violated the Constitution B. undermined the states’ interests
C. supported the federal statute D. stood in favor of the states
29. The White House claims that its power of enforcement _____.
A. outweighs that held by the states B. is dependent on the states’ support
C. is established by federal statutes D. rarely goes against state laws
30. What can be learned from paragraph 7?
A. Immigration issues are usually decided by Congress
B. Justices intended to check the power of the Administration
C. Justices wanted to strengthen its coordination with Congress
D. The Administration is dominant over immigration issues
二、简答题(本题共1小题，20分)
根据题目要求完成下列任务，用中文作答。
如何理解英语学习中的探究活动的意义和价值?(8分)怎样设计探究性的学习活动?(12分)
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。
以下是某高中英语教师教授短文的教学片段：
根据所给材料回答下列三个问题：
(1)该教师采用了什么教学方法?用这种方法进行词汇教学有何缺点?(10分)
(2)针对该教学方法的缺点，对该教师的词汇教学提出建议。(12分)
(3)列举两种常见的词汇教学模式，并简要说明。(8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。
设计任务：请阅读下面学生信息和语言素材，设计一节20分钟的英语阅读课的教案。教案没有固定格式，但须包含下列要点：
● Teaching objectives
● Key and difficult points
● Major steps and time allocation
● Activities and justifications
教学时间：20分钟
语言素材：
一、单项选择题
1-5 BCBAD 6-10 BDDDA 11-15 DBBDC 16-20 CADAD
试题分析：本文介绍了新型的一种技术也就是电讯号可以让人们的触觉产生错觉，即使是没有触摸到东西也能有触感，这种可以为瘫痪或截肢病人带来方便。
21.【答案】A。解析：考查细节推断题。文中第三段的第一句说触觉对日常工作的完成至关重要，所以这里指的就是触觉，故选A。
22.【答案】B。解析：考查细节理解题。第五段后一句 the monkeys reacted as though their fingers had been touched. In fact, they hadn’t.，猴子以为他们摸到了东西其实并没有，所以触觉有的时候并不需要真正接触东西，故选B。
23.【答案】C。解析：考查细节理解题。本题文中对应的是这一句话Instead, they communicated by looking in a particular direction，故选C。
24.【答案】D。解析：考查细节理解题。文章后一句说“I think the foundation is laid for human trials,”人类应该做一下电讯号的实验，故选D。
25.【答案】A。解析：考查主旨大意题。本文主要讲的就是电讯号会让改变人的触觉，所以A选项恢复触觉符合题意，故选A。
【答案解析】
26.【答案】C。解析：考查细节题。本题的关键位于第二句“the decision was an 8-0 defeat for the Administration’s effort to upset the balance of power between the federal government and the states.”，即目的是overstepped the authority of federal immigration law。与文中同义重复，所以选C，其余均不符合题意，排除。
27.【答案】C。解析：考查细节题。本题的关键位于第四段，本段首句解释了现象，之后的关键句“joint federal-state immigration enforcement联合实施移民法案”，解释了原因。所以与选项C“States’ legitimate role in immigration enforcement”同义重复。而其他选项的withhold，independence，intervention文中没有提到。排除。即选C。
28.【答案】D。解析：考查推理题。本题关键是第五段后一句：offered an even more robust defense of state privileges going back to the alien and Sedition Acts.唯一的主要的反对来自法官Antonino Scalia, 这个法官“defense”是支持州的权利的，“going back to”可追溯到Alien and Sedition Acts，证明这个法案是支持州的权利的。所以选项D Stood in favor of the states符合题意，其余选项均不符合，排除。
29.【答案】A。解析：考查推理题。本题的关键位于第六段后一句the White House claimed that it could invalidate any otherwise legitimate state law that it disagrees with。如果这些州的法律跟它有冲突的话，白宫声明它有权利宣布其他州的法律无效。说明联邦政府的权利大过州的实施权利。即outweighs that held by the states。答案选A。
30.【答案】D。解析：考查推理题。本题较难，需要认真。本段首句指出，联邦政府确实有一些exclusively(专门地)权利，比如控制居民以及边界。后两句：“The administration was in essence asserting that because it didn’t want to carry out Congress’s immigration wishes, no state should be allowed to do so either. Every Justice rightly rejected this remarkable claim.”。关键词是reject，从中我们可以分析到政府在移民问题上占据着主导地位。所以选D，The Administration is dominant over immigration issues.
二、简答题
【参考答案】
在英语学习的领域，“探究学习”的本质就是，学生基于自身的兴趣，在教师的指导下，学生通过自己的努力和亲身的体验，主动获取知识或者信息，应用知识或信息去解决问题，完成交际任务。
设计教学活动，例如：语法教学，可以采用由学生观察、发现、讨论、归纳、应用的方法来处理，取得很好的效果。课文教学：可以把可以当成信息的载体，指导学生去获取信息，然后设计活动，或学生自己联想到能够应用的情景，学生应用所获得的信息完成交际任务。词汇教学：教师可以设计问题，指导学生通过上下文自己去理解生词的意思，开展讨论，各抒己见，教师后给予确认，并指导学生自己设计可以应用的场景，进行交际。
三、教学情境分析题
【参考答案】
(1)该教师采用了传统的“翻译法”进行教学。采用这种教学法的缺点是：①以教师为中心向学生灌输知识、缺乏趣味性，不能发挥学生的主动性;②孤立分析和讲解语音、单词变化和语法规则，忽视了在语境中教授词汇的意义和用法;③重视语法规则，轻视听说;④大量使用母语，阻碍了英语的积极使用。
(2)建议：①单词的展示阶段应注意直观性、情境性和趣味性原则。教师应以学生为中心，运用图片、多媒体、肢体语言等方式展现词汇。②词汇教学不能只停留在讲解展示层次，要给学生提供具体的情境，让学生使用单词。教师可运用“听描述、画词汇”“同义、反义找找看”等方式引起学生兴趣，调动学生积极性，让学生在愉快的教学活动中巩固和应用词汇。③教师应设计听、说、读、写四种技能想融合的词汇教学活动。④教师在课堂中应尽量使用英语，加大学生目的语的输入。
(3)PPT (Presentaion, Practice, Testing)教学模式：
①呈现：教师借助实物、图片、视频、行为等方式呈现单词的意义和用法。
②练习：通过匹配、替换、表演、猜测、词汇接龙等练习活动，训练和巩固所学词汇。
③测试：设置语境语用所学词汇，或者设计活动了解学生对词汇音、形、义的掌握程度。
TBLT (Task based Language Teaching)模式：
①呈现：通过呈现使学生了解单词的意义和用法。
②任务：在完成听力、阅读或写作任务的过程中充分使用单词。
③展示作品：小组代表展示本小组的听力、阅读和写作作品。
④评价与练习：对学生的作品进行评价，主要是观察新学词汇的使用情况。
四、教学设计题
Teaching Aims:
1. Students can understand the main idea and get some knowledge of the development of English,
2. Students can master the usage of some key words.
3. Students can learn to describe the process of how English came into being,
4. Students can improve their reading and speaking ability.
5. Students can understand that everything is developing and everyone should make progress, and be confident to share their opinions.
Teaching Key Point:
The process of English formation, and the usage of some key words.
Teaching Difficult Point:
How to describe the process of something’s formation correctly and fluently.
Teaching Procedures:
Step 1: Pre-reading (5’)
1. Ask Students a question “Do you know some English words that are from foreign language?” And let them discuss the question. Then try to classify these words into different countries.
2. Show some pictures about the change of residents living in England in the history, and then ask students to read the title, and predict what the passage will talk about.
(Justification: Leading in the topic by discussion could arouse students’ interest.)
Step 2: While-reading (15’)
1. Fast-reading
Ask students to read the passage quickly and summarize the main idea.
Q: What’s the main idea of the passage and the main idea of the three parts?
2. Careful-reading
Ask students to read the passage again and answer the questions:
Q: What language did people spoke during the Old English period?
Why do we feel puzzled about which words or phrases to use today?
What period does Middle English refer to?
How did the Middle English come into being?
Will English keep changing in the future and why?
3. Ask students to underline the unknown words and discuss the meaning with partners. As to some difficult professional words, like “Renaissance”, teacher can analyze the key words with some examples or relevant knowledge to help students to understand the meaning and usage of the words. Invite some students to make sentences with the new words.
(Justification: Students could use reading strategies to get the main idea and detailed information of the text.)
Step 3:Post-reading (5’)
1. Draw the timeline of English’s formation history according to the passage and retell it to the partner.
2. Divide the students into several groups, and invite them to discuss on “How to improve the efficiency of remembering words.” Then ask some groups to share their good ideas.
(Justification: Students could practice expressing their idea in oral English and their logical thinking capability could be improved.)
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