loading2014年下半年高中《英语学科知识》教师资格证考试统考真题及答
案
一、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.which?of?the?following?is?the?proper?pronunciation?of“have?to“as?a?result?of?assimilation?
A.／hef?tu／B.／hev?tu／C.／h?f?tu／D.／h?v?tu／
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`parement
3.He?came?to?dinner?and?my?mom?fixed?a?roast,prime?rib,pie,yohurt,drinks,and?that?kind?of＿,and?it?was?really?good.
A.meat?B.stuff?C.staff?D.Dish 4.Unlike?her＿
sister,Judith?is?a?shy,unsociable?person?who?dislike?to?go?to?parties?or?to?make?new?friends.
A.charming?B.friendly?C.gracious?D.Gregarious 5.He?pledged?support?for“＿care”，
where?youngsters?were?looked?after?be?close?relatives?like?aunts?or?uncles,but?not?parents.
A.family?B.kinship?C.sibling?D.Relative
6.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′t
7.She?doesn′t?want?to?work?right?now?because?she?thinks?that?if?she＿a?job?she?probably?wouldn′t?be?able?to?visit?her?friends?very?often.
A.has?to?get?B.were?to?get?C.had?got?D.could?have?got
8.What?is?the?correct?way?to?read?the?decimal“106.16”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?implicature
10.Indian?English?is?a＿variety?of?the?English?language. A.social?B.regional?C.historic?D.Situational
11.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.Rhythm
12.When?a?teacher?asks?students?to?discuss?how?the?writerˊ
s?ideas?are?organized?in?the?text,he/she?intends?to?develop?studentsˊskill?of＿.
13.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?information
15.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＿.
16.The?teacher?would?use＿
to?help?students?communicate?in?teaching?speaking.
A.substitution?drills?B.group?discussion C.listening?and?acting?D.reading?aloud
17.＿
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.Summative
18.Which?of?the?following?teacher＇
s?instruction?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?course 请阅读passage1,完成第21～25小题 Passage?1
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?alters,issued?by?a?professor?or?an?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?discussion?of?rape?or?other?sexual?violence.The?Times?piece,which?was?skeptically?titled
“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?campus?newspaper?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?triggers?for?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.
The?trigger-warning?debate?may,by?comparison,seem?hard?to?understand;but?express?a?large?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?contradic
tion?to?one?purpose?of?literature,which?is?to?give?expression?through?art?to?difficult?and?difficult?and?uncomfortable?ideas,and?thereby?to?enlarge?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＇s?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.
请阅读passage?2,完成26～30小题。 Passage?2
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?Developmen
t?Goals.His“Commission?on?Macroeconomics?and?Health”
was?a?landmark?report,providing?explicit?evidence?to?explain?why?attacking?disease?was?sbsolutely?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?Special?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?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?out?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?who?made?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?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?Developments,expressed?his?contempt?for?those?who?profess?indifference?to?economics.Economic?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?markers?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?treat?their?theories?like?religions？Why?are?economists?so?silent?on?their?own?failures？