2014下半年教師資格證考試《英語學科知識與教學能力》(高級中學)一、單項選擇題(本大題共30小題，每小題2分，共60分)1

Whichofthefollowingistheproperpronunciationof"haveto"asaresultofassimilation?A、/heftu/B、/heytu/C、/hаeftu/D、/hаevtu/2Whichofthefollowingshowstheproperrhythmicalpatternofthesentence?A、′Cometo′seeusatour′newa′partment.B、′Cometo′seeusat′ournew′apartment.C、′Cometo′seeus′atour′new′apartment.D、′Cometo′seeus′atour′newa′partment.3Hecametodinnerandmymomfixedaroast,primerib,pie,yoghurt,drinks,andallthatkindof__________,anditwasreallygood.A、meatB、stuffC、staffD、dish4Unlikeher__________sister,Judithisashy,unsociablepersonwhodislikestogotopartiesortomakenewfriends.A、charmingB、friendlyC、graciousD、gregarious5Hepledgedsupportfor__________care",whereyoungsterswerelookedafterbycloserelativeslikeauntsoruncles,butnotparents.A、familyB、kinshipC、siblingD、relative6Iwillneverknowallthatwasinhisheadatthetime,__________.A、norwillanyoneelseB、noranyoneelsewillC、norwon'tanyoneelseD、noranyoneelsewon't7Shedoesn'twanttoworkrightnowbecauseshethinksthatifshe__________ajobsheprobablywouldn'tbeabletovisitherfriendsveryoften.A、hastogetB、weretogetC、hadgotD、couldhavegot8Whatisthecorrectwaytoreadthedecimal"106.16"inEnglish?A、Onehundredandsixpointonesix.B、Onehundredandsixpointsixteen.C、Onehundredandsixpointsonesix.D、Onehundredandsixpointssixteen.9WhenanyofthemaximsundertheCooperativePrincipleisfloutedonpurpose,__________mightarise.A、ambiguousstructureB、contradictorypropositionC、mutualunderstandingD、conversationalimplicature10IndianEnglishisa__________varietyoftheEnglishlanguage.A、socialB、regionalC、historicD、situational11Inteachingpronunciation,theteachershouldtellthestudentsthat__________canbeusedtoconveymoreimportantmessages.A、rhymeB、stressC、devoicingD、rhythm12Whenateacherasksstudentstodiscusshowthewriter'sideasareorganizedinthetext,he/sheintendstodevelopstudents'skillof__________.A、recognizingthetextualstructureB、understandingthewriter'sintentionC、distinguishingfactsfromopinionsD、commentingonthecontentofthetext13Whichofthefollowingfocus(es)onaccuracyinteachinggrammar?A、Simulation.B、Substitutiondrills.C、Roleplay.D、Discussion.14Whenateachersays"Next,pleasepayattentiontothetimeofarrivalanddepartureoftheplanesintherecording.",he/sheintendstodevelopstudents'skillof__________.A、predictingB、gettingthegeneralpictureC、distinguishingsoundsD、gettingspecificinformation15Ifateacherasksstudentstolistasmanywaysastheycantotellsomeonetoopenthedoorandlistthepossiblefunctionsofasentenceindifferentcontexts,he/sheisprobablytryingtohighlight__________.A、thepotentialmeaningsofasentenceB、differentrealizationsofthesamefunctionC、therelationshipbetweenformandfunctionD、differentwaysofgettingpeopletodothesamething16Theteacherwoulduse__________tohelpstudentscommunicateinteaching

speaking.A、substitutiondrillsB、groupdiscussionC、listeningandactingD、readingaloud17__________assessmentisusedtomeasurehowtheperformanceofaparticularstudentorgroupofstudentscompareswiththatofanother.A、Criterion-referencedB、Norm-referencedC、FormativeD、Summative18Whichofthefollowingteacher’sinstructionscouldseI'vethepurposeofelicitingideas?A、Shallwemoveon?B、Readafterme,everyone.C、Whatcanyouseeinthispicture?D、Whatdoestheworld"quickly"mean?19Whichofthefollowingisanexampleofteachers'indirectcorrectivefeedback?A、Say"went"insteadof"go".B、Weneveruse"at"thatway.C、ChoiceAisnottherightanswer.D、Whocanhelphimwiththissentence?20TotalPhysicalResponseasaTEFLmethodismoreoftenusedforteaching__________.A、childrenB、adultsC、ESPcourseD、GEcourse21請閱讀Passagel。完成第21—25小題。{TSE}

Passage1

UnlessyouspendmuchtimesittinginacollegeclassroomorbrowsingthroughcertainareasoftheInternet,it'spossiblethatyouhadnotheardoftriggerwarningsuntilafewweeksago,whentheymadeanappearanceintheTimes.Thenewspaperexplainedthatthetermreferstopreemptivealerts,issuedbyaprofessororaninstitutionattherequestofstudents,indicatingthatmaterialpresentedinclassmightbesufficientlygraphictosparksymptomsofpost-traumatic-stressdisorder.

Thetermseemstohaveoriginatedinonlinefeministforums,wheretriggerwarningshaveforsomeyearsbeenusedtoflagdiscussionsofrapeorothersexualviolence.TheTimespiece,whichwasskepticallytitled"Warning:TheLiteraryCanonCouldMakeStudentsSquirm,"suggestedthattriggerwarningsaremovingfromtheonlinefringestotheclassroom,andmightbemorebroadlyappliedtohighlightinadvancethedistressoroffensethataworkofliteraturemightcause.

"HuckleberryFinn"wouldcomewithawarningforthosewhohaveexperiencedracism;"TheMerchantofVenice"wouldhaveananti-Semitismwarningattached.ThecallfromstudentsfortriggerwarningswasspreadingoncampusessuchasOberlin,whereaproposalwasdraftedthatwouldadviseprofessorsto"beawareofracism,classism,sexism,andotherissuesofprivilegeandoppression"indevisingtheirsyllabi;andRutgers,whereastudentarguedinthecampusnewspaperthattriggerwarningswouldcontributetopreservingtheclassroomasa"safespace"forstudents.

Onlinediscussionoftriggerwarningshassometimesbeenguardedlysympathetic,sometimescritical.JessicaValentihasnotedonTheNation'swebsitethatpotentialtriggersfortraumaaresomanifoldastobebeyondthepossibilityofcataloguing:"Thereisnotriggerwarningforlivingyourlife."Somehavesuggestedthataprofessor'sabilitytoteachwouldbecompromisedshoulditbecomecommonplacefor"TheGreatGatsby"tobearatriggerwarningalertingreaderstothedisgustingcharactersandincidentswithinitspages.Othershaveworriedthattrigger-warningadvocates,inseekingtoprotectthevulnerable,runtheriskofdisempoweringtheminstead.

"Bendingtheworldtoaccommodateourpersonalfrailtiesdoesnothelpusovercomethem",JennyJarviewroteonTheNewRepublic'sonlinesite.

Jarvie'spiece,likemanyothersonthesubject,citedtheUniversityofCalifornia,SantaBarbara,asacampuswherechampionsoftriggerwarningshavemadesignificantprogress.Earlierthisyear,studentsatU.C.S.B.agreeduponaresolutionrecommendingthatsuchwarningsbeissuedininstanceswhereclassroommaterialsmighttouchupon"rape,sexualassault,abuse,self-injuriousbehavior,suicide,andgraphicviolence".Theresolutionwasbroughtbyaliteraturestudentwhosaidthat,asapastvictimofsexualviolence,shehadbeenshockedwhenateachershowedamovieinclasswhichdepictedrape,withoutgivingadvancenoticeofthecontent.Thestudenthopedtospareothersthepossibilityofexperiencingapost-traumatic-stressreaction.

Thetrigger-warningdebatemay,bycomparison,seemhardtounderstand;butexpressalargerculturalpreoccupationwithachievingsafety,andafearoflivinginitsabsence.Thehopethatsafetymightbefound,asinatherapist'soffice,inaclassroomwhereliteratureisbeingtaughtisindirectcontradictiontoonepurposeofliterature,whichistogiveexpressionthrougharttodifficultanduncomfortableideas,andtherebytoenlargethereader'sexperienceandcomprehension.Theclassroomcanneverbeanentirelysafespace,nor,probably,shoulditbe.Butit'sdifficulttofaultthosewhohopethatitmightbe,whentheoutsideworldconstantlyprovesitselfpervasivelyhostile,aswellas,onoccasion,horrificallyviolent.

{TS}Whichofthefollowinggroupsofpeoplearemostinfavorof"triggerwarnings"?A、Students.B、Reporters.C、Feminists.D、Professors.22Whichofthefollowingmightbeapossiblechangetobebroughtaboutbytriggerwarningtoliteratureteaching?A、Teacherswillabandonmaterialsrelatedtoracism,sexism,violence,etc.B、Teacherswillignorestudents'requestsfora"safespace"indesigningtheirsyllabi.C、Teacherswillgivestudentsadvancenoticeofthecontentthatislikelytodistressoroffendthem.D、Teacherswillallowstudentstoexpressdifferentanduncomfortableideastoenlargetheirexperience.23Whatdoestheauthormeanby"compromised"inPARAGRAPH3?A、Questioned.B、Improved.C、Challenged.D、Weakened.24Whatdoes"them"inPARAGRAPH3referto?A、Risks.B、Frailties.C、Traumas.D、Possibilities.25Whichofthefollowingcanbethenegativeimpactthattriggerwarningexertsonliteratureteachingaccordingtothewriter?A、Itmayhighlightthepurposeofliteratureteaching.B、Itmayexposestudentstothedarksideoftheworld.C、Itmaydeprivestudentsoftheirintellectualgrowth.D、Itmaycausestudentstoexperienceapost-traumatic-stressdisorder.26請閱讀Passage2。完成第26。30小題。{TSE}

Passage2

Themedicalcommunityoweseconomistsagreatdeal.AmartyaSenwonaNobelPrizeforEconomicSciencesin1998.Hehasspenthisentirecareerpromulgatingideasofjusticeandfreedom,withhealthrarelyoutofhisgaze.JosephStiglitzwonaNoblein2001.In1998,whenhewaschiefeconomistatthe(then)notoriouslyregressiveWorldBank,hefamouslychallengedtheWashingtonConsensus.AndJeffSachs,acontroversialfiguretosomecritics,canfairlylayclaimtotheenormousachievementofputtinghealthatthecenteroftheMillenniumDevelopmentGoals.

His"CommissiononMacroeconomicsandHealth"wasalandmarkreport,providingexplicitevidencetoexplainwhyattackingdiseasewasabsolutelynecessaryifpovertywastobeeradicated.

AndImustoffermyownpersonalgratitudetoaveryspecialgroupofeconomists--LarrySummers,DeanJamison,KennethArrow,DavidEvans,andSanjeevGupta.TheyweretheeconomicteamthatdrovetheworkofGlobalHealth2035.

Butalthoughwemightbekindtoeconomists,perhapsweshouldbetougheronthediscili-ofeconomicsitself.Foreconomicshasmuchtoanswerfor.Pickupanyeconomicstextbook,andyouwillseetheprioritygiventomarketsandefficiency,priceandutility,profitandcompetition.

Thesewordshavechillingeffectsonourquestforbetterhealth.Theyseemtomarginalizethosequalitiesofourlivesthatwevaluemostofall--notourself-interest,butourhumanity;notthecostsandbenefitsofmonetaryexchange,butvisionandidealsthatguideourdecisions.Itwastheseissuesthatwereaddressedatlastweek'sGlobalHealthLab,heldatLndonSchoolofHygiene&TropicalMedicine.

AnneMills,Vice-DirectoroftheSchool,ferventlyarguedthecaseinfavorofeconomists.Itwastheywhocontributedtounderstandingtheideaof"best-buys"inglobalhealth.Itwaseconomistswhochallengeduserfees.Anditwaseconomistswhomadetheconnectionbetweenhealthandeconomicgrowth,providingoneofthemostcompellingpoliticalargumentsfortakinghealthseriously.Someeconomistsmightadoremarkets,butnothealtheconomists,shesaid.

"Healthcareisdifferent."Forherkindofeconomist,ahealthsystemisa"socialinstitutionthatembodiesthevaluesofsociety".

Althoughcompetitionhasaparttoplayinhealth,itshouldbeusedjudiciouslyasamechanismtoimprovethequalityofcare.ChrisWhitty,ChiefScientificAdviserattheUK'sDepartmentforInternationalDevelopment,expressedhiscontemptforthosewhoprofessindifferencetoeconomics.Economicsisabouttheefficientallocationofscarceresources.Anyonewhobackedtheinefficientallocationofresourcesis"immoral".Hedidcriticizeeconomistsfortheirarrogance,though.Economistsseemedtobelievetheirideasshouldbeacceptedsimplybecauseoftheauthoritytheyheldaseconomists.Economics,hesaid,isonlyonescienceamongmanythatpolicymakershavetotakeintoaccount.ButClareChandler,amedicalanthropologist,tookadifferentview.Sheasked,whathasneoliberaleconomicseverdoneforglobalhealth?Heranswer,inoneword,was"inequality".Neoliberaleconomicsframesthewaywethinkandact.Herargumentsuggestedthatanyeconomicphilosophythatputapremiumonfreetrade,privatization,minimalgovernment,andreducedpublicspendingonsocialandhealthsectorsisaphilosophybereftofhumanvirtue.Thediscussionthatfollowed,ledbyMartinMcKee,poseddifficultquestions.Whydoeconomistspaysuchlittleattentiontoinequality?Whydoeconomiststreattheirtheorieslikereligions?Whyareeconomistssosilentontheirownfailures?Caneconomicseverbeapolitical?Therewerefewsatisfactoryanswerstothesequestions.

{TS}Whichofthefollowingbestdescribestheauthor'sattitudetowardeconomists?A、Contempt.B、Reservation.C、Detachment.D、Endorsement.27Whoholdsacriticalviewoneconomists'roleinmedicalfieldaccordingtothepassage?A、AmartyaSen.B、JeffSachs.C、LarrySummers.D、ClareChandler.28Whichofthefollowingistheclosestinmeaningto"discipline"inPARAGRAPH2?A、Subject.B、Lesson.C、Punishment.D、Regulation.29WhichofthefollowingisNOTusedintheauthor'spresentationofhisideas?A、Thesisstatement.B、Rhetoricalquestions.C、Specificexamples.D、Directquotation.30Whatdoestheauthorintendtotellthereader?A、Thereisstillalongwaytogoforeconomiststogenuinelycontributetoglobalhealth.B、Economists'roleinglobalhealthis,toalargeextent,negative.C、Economistsincreasedtheinequalityofresourceallocationsinglobalhealth.D、Economicsisonlyonescienceamongmanythatpolicymakershavetotakeintoaccountinprovidinghealthcareprograms.二、簡答題(本大題1小題，20分)31課堂提問的作用是什么?(8分)封閉性問題與開放性問題各自有何特點?(12分)三、教學情境分析題(本大題1小題，30分)32下面是某教師的課堂教學片段：

T:...Now,let'smakeourownwisheswith"ifonly".Butpleasedon'tforgettogiveadescription,eventhoughit'sverybrief,ofsituation,thecontext,whereyoumakethewishwithoneortwosentences...HowaboutLiz?

Liz:Nowit's5o'clock,andthereisatrafficjamontheexpressway.Thehotelwillcancelourroomat6o'clockifwedonotgettothehotel.Then,I'llsay:Oh,IwishifonlyIdidn'tgoonthejourney.

T:Listen,Liz.Yousee,onceyouuse"Iwish",youdon'tneedtouse"ifonly".Justuseeitherone.

Liz:Yes.

T:Sowillyoutryagain?Justthewish.

Liz:IfonlyIdidn'tgoonthejourney.

T:Tomakeitbetter,youcansay"ifonlyIhadn'tgoneonthisjourney",becauseyouarealread