2017年下半年教师资格考试
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.请按规定在答题卡上填涂、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. The sound of “th” in “thin” is .
A. voiceless, dental, and fricative
B. voiced, dental, and fricative
C. voiceless, dental, and affricative
D. voiced, dental, and affricative
2. Of all the following pairs of words, is a minimal pair.
A. boot and bought
B. deep and dog
C. either and neither
D. ghost and best
3. can fly very high in sky.
A. The birds ... the
B. The birds ... /
C. Birds ... the
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D. Birds ... /
4. In my opinion she is kind and polite, so I put her rudeness today down as .
A. ordinary
B. untimely
C. progressive
D. accidental
5. With spring approaching, the pink of the apple-blossom is beginning to .
A. show
B. grow
C. ri
D. ascend
6. Mr. Woods, I am here just in ca anything out of the ordinary .
A. happens
B. happen
C. would happen
D. will happen
7. I look back on this pleasant holiday in Beijing with pleasure.
A. anything but
B. all but
C. everything but
D. nothing but
8. Tom, take this baggage and put it you can find enough space.
A. which
B. in which
C. wherever
D. whereas
9. What is the main rhetoric device ud in “The Pentagon was divided on the air strike.”?
A. Synecdoche.
B. Metonymy.
C. Metaphor.
D. Oxymoron.
encyclopedia10. Which inference in the brackets of the following ntences is a presupposition?
A. Ede caught a trout. (Ede caught a fish.)
B. Don’t sit on Carol’s bed. (Carol has a bed.)
鸦林镇C. This blimp is over the hou. (The hou is under the blimp.)
D. Coffee would keep me awake all night. (I don’t want coffee.)
11. Which of the following instructions is helpful in developing students’ ability to make inferences?
A. Listen to a story and write a summary.
B. Listen to a story and work out the writer’s intention.
C. Listen to the story of a boy and then draw a picture of him.
D. Listen to a story and note down the specific date of an event.
12. The most suitable question type to check students’ comprehension and develop their critical thinking is .
A. rhetorical questions
B. referential questions
C. clo questions
D. display questions
13. Diagnostic test is often ud for the purpo of .
A. finding out what students know and don’t know
B. measuring students’ general language proficiency
C. knowing whether students have the right language aptitude
D. checking whether students have achieved the teaching objectives
14. Which of the following activities is often ud to develop students’ speaking accuracy?
A. Identifying and correcting oral mistakes.
B. Acting out the dialogue in the text.
C. Having discussions in groups.
D. Describing people in pair.
15. If a teacher asks students to make their own learning plan, he/she is trying to develop their .
A. cognitive strategy
B. affective strategy
C. communicative strategy
全国大学生英语竞赛c类D. metacognitive strategy
16. When a teacher tells the students that the word “dog” may imply “loyalty”, he/she is teaching the of the word.
A. denotative meaning
B. collocative meaning
C. conceptual meaning
D. connotative meaning
17. Which of the following is the last step in the process of writing essays?
A. Editing the writings.
B. Writing topic ntences for paragraphs.
C. Gathering information and ideas relevant to the topic.
D. Organizing the information and ideas into a logical quence.
18. The main purpo of asking questions about the topic before listening is to .
A. meet students’ expectation
B. increa students’ confidence
C. activate students’ schemata
D. provide feedback on tasks
19. If a teacher asks students to fill in the blanks in a passage with “that”, “which” or “whom”, he/she is least likely focusing on grammar at .
A. lexical level
B. syntactic level
C. discour level
D. morphological level
20. If a teacher asks students to talk about their hobbies in groups, he/she is trying to encourage .
A. peer correction
B. peer feedback
C. peer interaction
D. peer asssment
请阅读Passage 1，完成第21～25小题。
Passage 1
With her magical first novel, Garcia joins a growing chorus of talented Latino writers who voices are
suddenly reaching a far wider, more diver audience. Unlike Latin American writers such as Colombia’s Gabriel Garcia Marquee of Peru’s Mario Vargas Llosa—who translated works became popular here in the 1970s—the authors are writing in English and drawing their themes from two cultures. Their stories, from “Dreaming in Cuban” to Julia Alvarez’s “How the Garcia Girls Lost Their Accent” and Victor Villanor’s “Rain of Gold”, offer insight into the mixture of economic opportunity and discrimination that Latinos encounter in the United States. “Garcia Girls” for example, is the story of four sisters weathering their transition from wealthy Dominicans to ragtag immigrants, “We didn’t feel we had the beat the United States had to offer,” one of the girls says, “We had only cond-hand stuff, rental hous in one redneck Catholic neighborhood after another, clothes at Round Robin, a black and white TV afflicted with wavy lines.” Alvarez, a Middlebury College professor who emigrated from Santo Domingo when she was 10, says being an immigrant has given her a special vantage point: “We travel on that border between two worlds and we can e both points of view.”
With few exceptions, such as Chicano writer Rudolfo Anaya, many Hispanic-Americans have been w
riting in virtual obscurity for years, nurtured only by small press like Houston’s Arte Publico or the Bilingual Press in Tempe, Ariz. Only with the recent success of Sandra Cisneros’s “Woman Hollering Creek” and Oscar Hijuelos’s prize-winning novel, “The Mambo Kings Play Songs of Love,” have mainstream publishers begun opening door to other Latinos. Julie Grau, Cisneros’s editor at Turtle Bay, says, “Editors may now be looking more carefully at a book that before they would have deemed too exotic for the general readership.”
But if Villanor’s experience is any indication, some editors are still wary. In 1989, Putnam gave Villanor a $75,000 advance for the hardcover rights to “Rain of Gold,” the compelling saga of his family’s migration from Mexico to California. But the editors, says Villanor, wanted major changes: “They were going to destroy the book. It’s nonfiction; they wanted to publish it as a novel. And they wanted to change the title to ‘Rio Grande,’ which sounded like some old John Wayne movie.” After a year of strained relations, he mortgaged his hou, borrowed his mother’s life savings and bought back the rights to the book that had taken 10 years to write.
In frustration, Villanor turned to Arte Publico. In the eight months since its relea, “Rain of Gold” has done extremely well, considering its limited distribution; 20,000 copies have been sold. “If we were a mainstream publisher, this book would have been on The New York Times best-ller list for
weeks,” says Arte Pulico’s Nicolas Kanelos. The author may still have a shot: he has sold the paperback rights to Dell. And he was just named a keynote speaker (with Molly Ivins and Norman Schwarzkopf) for the American Bookllers Association convention in May. Long before they gained this sort of attention, however, Villanor, Cisneros and other Latino writers were quietly building devoted followings. Crossing the country, they read in local bookstores, libraries and schools. Their stories, they found, appeal not only to Latinos—who identify with them, but to a surprising number of Anglos, who find in them a refreshingly different perspective on American life. Still, there are unusual pressures on the writers. Cisneros vividly recalls the angst she went through in writing the final short stories for “Woman Hollering”: “I was traumatized that it was going to be one of the first Chicano books ‘out there.’ I felt I had this responsibility to my community to reprent us in all our diversity.”
21. Which of the following is true of Garcia as a Latino writer according to the passage?
A. She offered insight into the confrontations between two cultures.
B. She emigrated from Santo Domingo when she was 10 years old.
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C. She became popular for her translated works in America in the 1970s.
D. She described her transition from wealthy Dominicans to ragtag immigrants.
22. What advantage do the new generation Latino writers have over Latin American writers according to the passage?
A. The former are able to write in two different languages.
B. The former can translate their works into different languages.
C. The former are able to express ideas from a bi-cultural perspective.
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D. The former can travel freely across the border between two countries.
23. Which of the following is true of the Latino writers according to Paragraph 2?
A. Their works are full of obscurities.
B. None of their works won an overnight success.
C. Most of them remained unknown to the public for years.
D. They have great difficulty getting their works published.
24. What can be drawn from Villanor’s experience?
A. Some editors of mainstream publishers are critical.
B. Many Latino writers were mostly favored by small press.
C. “Rain of Gold” was going to be one of the first Chicano books.
D. “Rain of Gold” was intended to be published as a novel by the author.
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25. What did the new generation Latino writers do to get their works known to the public?
A. They avoided writing tho too exotic for readers.
B. They revid their works as required by press.
C. They translated their works into English.
D. They read their books in public places.
请阅读Passage 2，完成第26～30小题。
Passage 2
Scientists have been surprid at how deeply culture—the language we speak, the values we absorb—shapes the brain, and are rethinking findings derived from studies of Westerners. To take one recent example, a region behind the forehead called the medial prefrontal cortex suppodly reprents the lf: it is active when we (“we” being the Americans in the study) think of our own identity and traits. But with Chine volunteers, the results were strikingly different. The “me” circuit hummed not only when they thought whether a particular adjective described themlves, but also when they considered whether it described their mother. The Westerners showed no such overlap between lf and mom. Depending whether one lives in a culture that views the lf as autonomous and unique or as connected to and part of a larger whole, this neural circuit takes on quite different functions.
“Cultural neuroscience,” as this new field is called, is about discovering such differences. Some of the findings, as with the “me/mom” circuit, buttress longstanding notions of cultural differences. For instance, it is a cultural cliché that Westerners focus on individual objects while East Asians pay attention to context and background (another manifestation of the individualism-collectivism split). Sure enough, when shown complex, busy scenes, Asian-Americans and non-Asian-Americans recru
ited different brain regions. The Asians showed more activity in areas that process figure-ground relations—holistic context—while the Americans showed more activity in regions that recognize objects.
Psychologist Nalini Ambady of Tufts found something similar when she and colleagues showed drawings of people in a submissive po (head down, shoulders hunched) or a dominant one (arms crosd, face forward) to Japane and Americans. The brain’s dopamine-fueled reward circuit became most active at the sight of the stance—dominant for Americans, submissive for Japane—that each volunteer’s culture most values, they reported in 2009. This rais an obvious chicken-and-egg question, but the smart money is on culture shaping the brain, not vice versa. Cultural neuroscience wouldn’t be making waves if it found neurobiological bas only for well-known cultural differences. It is also uncovering the unexpected. For instance, a 2006 study found that native Chine speakers u a different region of the brain to do simple arithmetic (3 + 4) or decide which number is larger than native English speakers do, even though both u Arabic numerals. The Chine u the circuits that process visual and spatial information and plan movements (the latter may be related to the u of the abacus). But
English speakers u language circuits. It is as if the West conceives numbers as just words, but the
East imbues them with symbolic, spatial freight. (Inrt cliché about Asian math genius.) “One would think that neural process involving basic mathematical computations are universal,” says Ambady, but they “em to be culture-specific.”
Not to be the skunk at this party, but I think it’s important to ask whether neuroscience reveals anything more than we already know from, say, anthropology. For instance, it’s well known that East Asian cultures prize the collective over the individual, and that Americans do the opposite. Does identifying brain correlates of tho values offer any extra insight? After all, it’s not as if anyone thought tho values are the result of something in the liver.
Ambady thinks cultural neuro-science does advance understanding. Take the me/mom finding, which, she argues, “attests to the strength of the overlap between lf and people clo to you in collectivistic cultures and the paration in individualistic cultures. It is important to push the analysis to the level of the brain.” Especially when it shows how fundamental cultural differences are—so fundamental, perhaps, that “universal” notions such as human rights, democracy, and the like may be no such thing.
26. Which of the following is clost in meaning to the underlined phra “making waves” in Paragraph 3?
A. Drawing criticism.
B. Receiving suspicion.
C. Attracting attention.
D. Causing disagreement.
wireless是什么意思27. Why does the author cite the findings of previous studies in Paragraph 3?
A. To introduce a new topic.
B. To place a topic in a larger context.
C. To discuss a solution to a certain problem.
D. To provide empirical data to confirm a prior belief.
28. Which of the following can be inferred from the passage?
A. Neural process are likely to be culturally neutral.
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B. The brain is believed to be influenced by different cultures.
C. Westerners focus on individualism while East Asians on collectivism.
D. Neuroscience reveals nothing more than we know from anthropology.
29. Which of the following is a significant breakthrough achieved by cultural neuroscience according to the passage?
A. It proves that some values are deeply rooted in human liver.
B. It correlates cultural differences with different brain activities.
C. It suggests that some universal concepts are shared across cultures.
D. It disputes our usual understanding of fundamental cultural differences.
30. Which of the following may best describe the author’s attitude towards universal cultural concepts in the last paragraph?
A. Doubtful.
B. Positive.
C. Negative.
D. Neutral.
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.简述教学日志（teaching journal）的含义（5分）和三个作用（9分），并列出教师撰写教学日志的三点注意事项。（6分）
>lie to me第一季
