上海中學(xué)教師2017下半年教師資格證考試高中英語(yǔ)學(xué)科知識(shí)與教學(xué)能力真題答案

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　　2017 下半年教師資格證考試 《英語(yǔ)學(xué)科知識(shí)與教學(xué)能力》(高級(jí)中學(xué)) 本卷共分為 2 大題 33 小題，作答時(shí)間為 120 分鐘，總分 150 分，90 分及格。

　　一、單項(xiàng)選擇題(本大題共 30 小題，每小題 2 分，共 60 分) 在 每小題列出的四個(gè)備選項(xiàng)中選擇一個(gè)最佳答案。請(qǐng)用 2B 鉛筆把答題 卡上對(duì)應(yīng)題目的答案字母按要求涂黑。錯(cuò)選、多選或未選均無(wú)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 【答案】A 【解析】考查輔音的發(fā)音。本題屬于語(yǔ)音知識(shí)，也屬于語(yǔ)言學(xué)中語(yǔ)音學(xué)的 知識(shí)。th 字母組合在單詞 thin 中發(fā)/θ /音，發(fā)此音時(shí)，聲帶是不振動(dòng)的， 即不帶聲的(voiceless);另外，發(fā)/θ /音時(shí)舌頭要頂住牙齒，所以叫齒音 (dental);按照發(fā)音方式，它是空氣通過(guò)與牙齒摩擦發(fā)出的聲音，屬于摩擦音 (fricative)。故選 A。

　　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 【答案】A 文檔來(lái)源： APP 【解析】考查音系學(xué)中的最小對(duì)立體。最小對(duì)立體(minimalpair)指除了出 現(xiàn)在同一位置上的一個(gè)音之外其余都相同的兩個(gè)語(yǔ)音組合。在音位分析中，只 涉及一個(gè)音素差別的對(duì)立體叫做最小對(duì)立體。如 pen[pen]和 ben[ben]。幾個(gè)選 項(xiàng)中只有 A 項(xiàng)中兩個(gè)單詞的元音發(fā)音不同.前后兩個(gè)音都是爆破音/b/和/t /。故選 A。

　　3. __________ can fly very high in __________ sky. A.The birds ... the B.The birds ... / C.Birds ... the D.Birds ... / 【答案】C 【解析】考查冠詞。句意為“鳥可以在天空中飛得很高”。“不定冠詞+單 數(shù)名詞”或單個(gè)復(fù)數(shù)名詞可表示一類，這里 birds 指的是鳥類，表示泛指，不 加定冠詞;sky 是世界上獨(dú)一無(wú)二事物，前面用定冠詞 the 修飾。故選 C。

　　4. In my opinion she is kind and polite, so I put her rudeness today down as __________. A.ordinal" B.untimely C.progressive D.accidental 【答案】D 【解析】考查形容詞辨析。句意為“在我看來(lái)她是善良和有禮貌的，因此 我認(rèn)為她今天的粗魯是偶然的”。0rdinary“普通的”，untimely“過(guò)早的， 不適時(shí)的”，progressive“進(jìn)步的;進(jìn)行的”，accidental“意外的，偶然 的”。故選 D。

　　5. With spring approaching, the pink of the apple-blossom is beginning to __________. A.show B.grow C.rise D.ascend 【答案】A 【解析】考查動(dòng)詞辨析。句意為“隨著春天的到來(lái)，粉紅的蘋果花開始出 現(xiàn)在枝頭”。show“露出，出現(xiàn)，顯現(xiàn)”，grow“生長(zhǎng)”，rise“上升”， ascend“攀登，上升”。此處春天到來(lái)，粉紅的蘋果花應(yīng)該是顯露出來(lái)，故選 A。

　　6. Mr. Woods, I am here just in case anything out of the ordinary __________. A.happens B.happen C.would happen D.will happen 【答案】A 【解析】考查狀語(yǔ)從句及其時(shí)態(tài)。句意為“伍茲先生，我在這里只是以防 不尋常的事情發(fā)生”。提及將來(lái)可能出現(xiàn)的情況成為某人現(xiàn)在做某事的理由時(shí) 可以用 in case 或 just in case。在狀語(yǔ)從句中用一般現(xiàn)在時(shí)代替一般將來(lái) 時(shí)。另外 anything 是不定代詞，作主語(yǔ)時(shí)謂語(yǔ)動(dòng)詞通常用單數(shù)。故選 A。

　　7. I look back on this pleasant holiday in Beijing with __________ pleasure. A.anything but B.all but C.everything but D.nothing but 【答案】D 【解析】考查短語(yǔ)辨析。句意為“我回憶起在北京的這個(gè)只有樂(lè)趣的快樂(lè) 的假期”。any thing but“根本不，絕不”，all but“除……外全都”， every thing but“除了……都”，not hing but“僅僅，只”。故選 D。

　　8. Tom, take this baggage and put it __________ you can find enough space. A.which B.in which C.wherever D.whereas 【答案】C 【解析】考查狀語(yǔ)從句。句意為“湯姆，拿走這個(gè)行李，把它放在你能找 到有足夠空間放它的地方”。分析句子成分可知 put 后面缺少狀語(yǔ)，where 和 inwhich 都可以在定語(yǔ)從句里做地點(diǎn)狀語(yǔ)，但該句是由 and 連接的并列復(fù)合句， and 后面的句子中缺少先行詞，所以它不是定語(yǔ)從句，而是狀語(yǔ)從句，用 wherever 引導(dǎo)地點(diǎn)狀語(yǔ)從句.表示“在……的任何(所有)地方”。故選 C。

　　9. What is the main rhetoric device used in "The Pentagon was divided on the air strike. "? A.Synecdoche. B.Metonymy. C.Metaphor. D.Oxymoron. 【答案】B 【解析】考查修辭學(xué)。題干意思是：“The Pentagon was divided on the air strike.”這句話主要用了什么修辭手法?上面句子的字面意思是“五角大 樓就空襲事件產(chǎn)生分歧”，顯然不合理，實(shí)際應(yīng)該是五角大樓里的人對(duì)空襲事 件意見不。這里的“五角大樓”一詞是美國(guó)國(guó)防部的代名詞，指代在這座建筑 里工作的人。英語(yǔ)中將借代通稱為 metonymy(換喻、轉(zhuǎn)喻)，指用一個(gè)事物來(lái)取 代另一個(gè)相關(guān)事物。這種修辭手法可以使語(yǔ)言更豐富、更生動(dòng)，也可以避免重 復(fù)。在新聞寫作中，這個(gè)修辭手法會(huì)經(jīng)常被用來(lái)幫助創(chuàng)造多樣性。故選 B。 synecdoche(提喻)通常指用事物本身的一部分來(lái)代替其整體。比如以 hands 代 persons，以 wheels 代 car。metaphor(隱喻/暗喻)是簡(jiǎn)縮了的明喻，是將某 一事物的名稱用于另一事物，通過(guò)比較形成。oxymoron(矛盾修飾法)是把兩個(gè) 意思相反、互相矛盾或互不協(xié)調(diào)的詞用在一起，以產(chǎn)生警句式的修辭效果。

　　10. Which inference in the brackets of the following sentences is a presupposition? A.Ede caught a trout. (Ede caught a fish.) B.Don' t sit on Carol' s bed. (Carol has a bed.) C.This blimp is over the house. (The house is under the blimp.) D.Coffee would keep me awake all night. (I don' t want coffee.) 【答案】B 【解析】考查語(yǔ)義學(xué)中的句義關(guān)系。題干意思是：下列括號(hào)里對(duì)句子的推 斷哪個(gè)是預(yù)設(shè)?presupposition(前提/預(yù)設(shè))通常被認(rèn)為是一種背景信息，也就 是說(shuō)的話已經(jīng)包含了另外的判斷。比如“我可以借你的自行車嗎?”，說(shuō)這句話 必須有一個(gè)前提，那就是“你有自行車”。所以從語(yǔ)義的角度來(lái)看，句子所包 含的“前提/預(yù)設(shè)”和這個(gè)句子本身的意義有十分密切的關(guān)系。該題中 B 項(xiàng) “不要坐在卡羅爾的床上”的前提條件是“卡羅爾有床”，符合題干意思，故 選 B。

　　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. 【答案】B 【解析】考查聽力技能教學(xué)。題干意思是：以下哪項(xiàng)指令有助于培養(yǎng)學(xué)生 的推斷能力?A 項(xiàng)“聽故事，寫摘要”，B 項(xiàng)“聽故事，確定作者的意圖”，C 項(xiàng)“聽一個(gè)男孩的故事，然后畫一幅他的畫”，D 項(xiàng)“聽故事，記下事件的具 體日期”。在聽力技能教學(xué)中，讓學(xué)生通過(guò)聽材料來(lái)分析和判斷作者意圖.即 根據(jù)聽力材料中的已有信息推斷出未知信息.這可以訓(xùn)練學(xué)生的推斷能力。故 選 B。

　　12. The most suitable question type to check students´ comprehension and develop their critical thinking is __________. A.rhetorical questions B.referential questions C.close questions D.display questions 【答案】B 【解析】考查課堂提問(wèn)的類型。題干意思是：哪一種類型的問(wèn)題最適合用 于檢測(cè)學(xué)生的理解以及培養(yǎng)他們的批判性思維?rhetorical questions“反問(wèn) 句”，句子表面是疑問(wèn)形式，但說(shuō)話者的態(tài)度和意見很明確.并不需要聽話者 的回答;referential questions“參考性問(wèn)題”.此類問(wèn)題一般沒(méi)有現(xiàn)成的答 案.教師也沒(méi)有明確的答案，提問(wèn)的目的在于力求學(xué)生發(fā)散思維、尋求信息， 一般包括推理、評(píng)價(jià)性的問(wèn)題和批判、創(chuàng)造性的問(wèn)題：close questions“封 閉性問(wèn)題”，有固定答案且答案是唯一的，學(xué)生回答時(shí)借助再認(rèn)或再現(xiàn)，通常 用于強(qiáng)化鞏固課堂：display questions“展示性問(wèn)題”，這種問(wèn)題的答案通常 是唯一的，教師預(yù)先知道問(wèn)題的答案.提問(wèn)只是為了考查學(xué)生對(duì)語(yǔ)言知識(shí)的掌 握情況，學(xué)生作答時(shí)只需憑借表層理解、短時(shí)記憶，或是快速查找課文.便能 找到答案.一般包括對(duì)是非、對(duì)錯(cuò)的選擇性問(wèn)題和事實(shí)，回憶性問(wèn)題。故選 B。

　　13. Diagnostic test is often used for the purpose 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 【答案】A 【解析】考查語(yǔ)言測(cè)試類型。題干意思是：診斷性測(cè)試的主要目的是什么? 診斷性測(cè)試是語(yǔ)言測(cè)試的一種類型，它主要用來(lái)探測(cè)和發(fā)現(xiàn)學(xué)生的理解和表達(dá) 障礙.以便教師及時(shí)改進(jìn)教學(xué)手段.從而積極地干預(yù)學(xué)習(xí)過(guò)程。診斷性測(cè)試常 ?；诮處煹慕虒W(xué)經(jīng)驗(yàn)和學(xué)生對(duì)某些語(yǔ)言點(diǎn)尚未完全掌握所表現(xiàn)出的種種跡象 來(lái)命題。其成績(jī)一般不用來(lái)衡量和評(píng)估學(xué)生的語(yǔ)言水平。因此只有 A 項(xiàng)“發(fā)現(xiàn) 學(xué)生知道什么和不知道什么”符合題意。B 項(xiàng)屬于水平測(cè)試(proficiency test)，C 項(xiàng)屬于能力測(cè)試(aptitude test)，D 項(xiàng)屬于學(xué)業(yè)成績(jī)測(cè)試 (achievement test)。故選 A。

　　14. Which of the following activities is often used 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. 【答案】A 【解析】考查口語(yǔ)教學(xué)活動(dòng)。題于意思是：以下哪項(xiàng)活動(dòng)通常用于培養(yǎng)學(xué) 生的口語(yǔ)準(zhǔn)確性?A 項(xiàng)“識(shí)別并糾正口語(yǔ)錯(cuò)誤”.B 項(xiàng)“表演文中的對(duì)話”.C 項(xiàng)“分組討論”.D 項(xiàng)“兩人一組描述人物”。 口語(yǔ)糾錯(cuò)可保證語(yǔ)言的正確輸 出，為精確表達(dá)奠定基礎(chǔ)，是關(guān)注準(zhǔn)確性的口語(yǔ)活動(dòng)一角色扮演、課堂分組討 論、小組活動(dòng)都是關(guān)注流利性的口語(yǔ)活動(dòng)。故選 A。

　　15. If a teacher asks students to make their own learning plan, he/she is trying to develop their__________. A.cognitive strategy 文檔來(lái)源： APP B.affective strategy C.communicative strategy D.metacognitive strategy 【答案】D 【解析】考查學(xué)習(xí)策略。題干意思是：如果教師讓學(xué)生制定他們的學(xué)習(xí)計(jì) 劃.他/她是在培養(yǎng)他們的什么策略?不同的研究者對(duì)學(xué)習(xí)策略有不同的分類， 但各種分類法中基本都涉及四種策略，即認(rèn)知策略、元認(rèn)知策略、情感策略和 交際策略。其中元認(rèn)知策略(metacognitive strategy)指學(xué)生對(duì)自己的認(rèn)知過(guò) 程及結(jié)果的有效監(jiān)視及控制的策略，包括計(jì)劃策略、監(jiān)控策略和調(diào)節(jié)策略。計(jì) 劃策略指的是對(duì)學(xué)習(xí)等活動(dòng)的事前規(guī)劃。如制定學(xué) 習(xí)計(jì)劃等。故選 D。

　　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 【答案】D 【解析】考查詞匯教學(xué)內(nèi)容。題于意思是：當(dāng)教師告訴學(xué)生 dog 這詞也暗 含“忠誠(chéng)”的意思時(shí)。教師是在教單詞的什么意義?詞的意義一般分為詞匯意義 和語(yǔ)法意義兩個(gè)方面.前者指詞所表達(dá)的意思.通常分為外延意義(denotative meaning)和內(nèi)涵意義(connotativemeaning);后者指詞與詞之間的相互關(guān)系， 包括搭配、近義詞、反義詞和下義詞。外延意義也叫概念意義(conceptual meaning)或所指意義(referential meaning).是詞匯的最基本意義，是語(yǔ)言符 號(hào)所代表的事物的最基本特征的抽象概括，常視作是詞語(yǔ)在詞典中的定義或釋 義;內(nèi)涵意義指詞的隱含意義或象征意義。如 d09 一詞，原本意思是“狗”， 一種動(dòng)物，也就是我們所說(shuō)的外延意義，而狗象征著忠誠(chéng).因此“忠誠(chéng)”是它 的一個(gè)內(nèi)涵意義。故選 D。

　　17. Which of the following is the last step in the process of writing essays? A.Editing the writings. B.Writing topic sentences for paragraphs. C.Gathering information and ideas relevant to the topic. D.Organizing the information and ideas into a logical sequence. 【答案】A 【解析】考查寫作教學(xué)過(guò)程。題干意思是：下列哪項(xiàng)是寫作過(guò)程的最后一 步?A 項(xiàng)“校改作文”，B 項(xiàng)“寫出每段的中心句”，C 項(xiàng)“收集與話題相關(guān)的 信息”.D 項(xiàng)“按邏輯順序組織信息”。寫作一般包括寫前準(zhǔn)備、寫初稿、寫 后編輯和校改等幾個(gè)步驟。準(zhǔn)備階段主要是尋找話題.明確主題.根據(jù)寫作目 的收集與主題相關(guān)的信息，組織素材和規(guī)劃文章結(jié)構(gòu)，列出提綱：初稿階段包 括起草文章，添加內(nèi)容;修改階段包括檢查所寫內(nèi)容.加工潤(rùn)色.同伴互改和 小組評(píng)議等。故選 A。

　　18. The main purpose of asking questions about the topic before listening is to __________. A.meet students' expectation B.increase students' confidence C.activate students' schemata D.provide feedback on tasks 【答案】C 【解析】考查聽力教學(xué)活動(dòng)。題干意思是：在聽前提出與話題相關(guān)的問(wèn)題， 其主要目的是什么?A 項(xiàng)“滿足學(xué)生的期望”，B 項(xiàng)“增強(qiáng)學(xué)生自信”，C 項(xiàng) “激活學(xué)生的圖式”，D 項(xiàng)“提供任務(wù)反饋”。在聽前階段，教師提出與話題 相關(guān)的問(wèn)題可以激活學(xué)生頭腦中已有的關(guān)于聽力材料的圖式知識(shí).激活有關(guān)聽 力話題的背景信息。故選 C。

　　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.discourse level D.morphological level 【答案】D 【解析】考查語(yǔ)法教學(xué)內(nèi)容。題于意思是：如果教師讓學(xué)生用 that/ which/whom 進(jìn)行填空，那么他/她最不可能關(guān)注語(yǔ)法的哪個(gè)層面?lexical level“詞匯層面”，syntactic level“句法層面”，discourse level“語(yǔ)篇 層面”.morphological level“形態(tài)學(xué)層面”。語(yǔ)法教學(xué)的內(nèi)容不僅包括語(yǔ)言 形式/結(jié)構(gòu)，還包括語(yǔ)意和語(yǔ)用。語(yǔ)言形式/結(jié)構(gòu)包括詞法、句法等;語(yǔ)意包 括語(yǔ)法形式與結(jié)構(gòu)的意義;語(yǔ)用指語(yǔ)言在一定的語(yǔ)境、語(yǔ)篇中的表意功能。該 教師讓學(xué)生選擇關(guān)系代詞填空.目的是讓學(xué)生掌握定語(yǔ)從句這項(xiàng)語(yǔ)法的形式、 意義和運(yùn)用。形態(tài)學(xué)是研究詞的內(nèi)部結(jié)構(gòu)和構(gòu)詞規(guī)則的科學(xué)。故選 D。

　　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 assessment 【答案】C 【解析】考查小組活動(dòng)。題干意思是：如果教師讓學(xué)生分組談?wù)撍麄兊膼?好，那么他/她是在鼓勵(lì)什么?peer correction“同伴糾錯(cuò)”，peer feedback“同伴反饋”，peer interaction“同伴交往”，peer assessment“同伴評(píng)價(jià)”。教師讓學(xué)生分組談?wù)撍麄兊膼酆?可以促進(jìn)同學(xué)之 間的交流和互動(dòng)。故選 C。

　　請(qǐng)閱讀 Passage 1，完成第 21-25 小題。 Passage 1 With her magical first novel, Garcia joins a growing chorus of talented Latino writers whose voices are suddenly reaching a far wider, more diverse audience. Unlike Latin American writers such as Colombia´s Gabriel Garcia Marquee of Peru´s Mario Vargas Llosa--whose translated works became popular here in the 1970s--these 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 Villasenor´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 second-hand stuff, rental houses 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 see both points of view." With few exceptions, such as Chicano writer Rudolfo Anaya, many Hispanic-Americans have been writing in virtual obscurity for years, nurtured only by small presses 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 prizewinning 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 Villasenor´s experience is any indication, some editors are still wary. In 1989, Putnam gave Villasenor 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 Villasenor, 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 house, borrowed his mother´s life savings and bought back the rights to the book that had taken 10 years to write. In frustration, Villasenor turned to Arte Publico. In the eight months since its release, "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-seller 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 Schwarzkop0 for the American Booksellers Association convention in May. Long before they gained this sort of attention, however, Villasenor, 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 these 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 represent 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. C.She became popular for her translated works in America in the 1970s. D.She described her transition from wealthy Dominicans to ragtag immigrants. 【答案】A 【解析】細(xì)節(jié)題。定位到第一段。根據(jù)第二句“Unlike Latin American writers such as…whose translated works became popular here in the 1970s--these authors are writing in English and drawing their themes from two cultures.”可知 A 項(xiàng)正確，C 項(xiàng)不正確。根據(jù)最后一句 “Alvarez,a Middlebury College professor who emigrated from Santo Domingo when she was 10…”可知 B 項(xiàng)不正確。根據(jù)“‘Garcia Girls’for example.is the story offour sisters weathering their transition from wealthy Dominicans to ragtag immigrants”可知 D 項(xiàng)不正確。

　　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. 文檔來(lái)源： APP C.The former are able to express ideas from a bi-cultural perspective. D.The former can travel freely across the border between two countries. 【答案】C 【解析】細(xì)節(jié)題。根據(jù)第一段第二句“Unlike Latin American writers…these authors arewritingin English and drawing their themes from two cultures.”及最后一句“…being an immigrant has given her a special vantage point：‘Wetravel on that borde rbetween two worlds and we can see bothpoints of view.”’可知 C 項(xiàng)正確。

　　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. 【答案】C 【解析】細(xì)節(jié)題。定位到第二段。第一句提到“With few exceptions， such as Chicano writer Rudol fo Anaya，many Hispanic—Americans have been writing in virtual obscurity for years”，virtual obscurity 是默 默無(wú)聞、不出名的意思.與 C 項(xiàng)中的 unknown 意思相近，所以 C 項(xiàng)正確。A 項(xiàng) 是對(duì) obscurity 的錯(cuò)誤理解;B 項(xiàng)錯(cuò)誤，第二句提到“Only with the recent success of…”：D 項(xiàng)文章沒(méi)有提到。

　　24. What can be drawn from Villasenor´ s experience? A.Some editors of mainstream publishers are critical. B.Many Latino writers were mostly favored by small presses. 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. 【答案】A 【解析】推斷題。定位到第三段。第一句提到“But if Villasenor’s experienceisanyindication，some editors are still wary.”.wary 的 意思是“機(jī)警的.謹(jǐn)慎的”，與 A 項(xiàng)中 critical 的意思是對(duì)應(yīng)的。接下來(lái)是具 體說(shuō)明”Byt tge edutirs… wanted major changes:‘Theywere going to destroy the book.It’s nonfiction;they wanted to publish it as anovel.And they wanted to change the title to‘Rio Grande，’…”， 由此可以推斷出 A 項(xiàng)。B、C 項(xiàng)文中沒(méi)有提到相關(guān)內(nèi)容。結(jié)合最后一句“After ayear of strained relations，he…bought back the rights to the book that had taken 10 years to write.”可知作者最終買回了這本書的版 權(quán).也就是說(shuō)作者并不同意出版商把它改編成小說(shuō)出版的做法.D 項(xiàng)說(shuō)法不正確。

　　25. What did the new generation Latino writers do to get their works known to the public? A.They avoided writing those too exotic for readers. B.They revised their works as required by press. C.They translated their works into English. D.They read their books in public places. 【答案】D 【解析】細(xì)節(jié)題。根據(jù)最后一段中的“Crossing the country，they read in local bookstores，libraries and schools.”可知 D 項(xiàng)正確。

　　Passage 2 請(qǐng)閱讀 Passage 2，完成第 26-30 小題。 Passage 2 Scientists have been surprised 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 supposedly represents the self: it is active when we ( "we" being the Americans in the study) think of our own identity and traits. But with Chinese volunteers, the results were strikingly different. The "me"circuit hummed not only when they thought whether a particular adjective described themselves, but also when they considered whether it described their mother. The Westerners showed no such overlap between self and mom. Depending whether one lives in a culture that views the self 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 cliche 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 recruited 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 pose (head down, shoulders hunched) or a dominant one (arms crossed, face forward) to Japanese and Americans. The brain´s dopamine-fueled reward circuit became most active at the sight of the stance-- dominant for Americans, submissive for Japanese--that each volunteer´s culture most values, they reported in 2009. This raises 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 bases only for well-known cultural differences. It is also uncovering the unexpected. For instance, a 2006 study found that native Chinese speakers use 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 use Arabic numerals. The Chinese use the circuits that process visual and spatial information and plan movements (the latter may be related to the use of the abacus). But English speakers use language circuits. It is as if the West conceives numbers as just words, but the East imbues them with symbolic, spatial freight. (Insert cliche about Asian math geniuses.) "One would think that neural processes involving basic mathematical computations are universal," says Ambady, but they "seem 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 those values offer any extra insight? After all, it´s not as if anyone thought those 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 self and people close to you in collectivistic cultures and the separation 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 closest in meaning to the underlined phrase "making waves" in Paragraph 3? A.Drawing criticism. B.Receiving suspicion. C.Attracting attention. D.Causing disagreement. 【答案】D 【解析】詞義題。由畫線詞定位至文章第三段“Cultural neuroscience wouldn’t be making waves if it found neurobiological bases only for well-known cultural differences.”.意思是如果發(fā)現(xiàn)神經(jīng)生物學(xué)僅以著名 的文化差異為基礎(chǔ)，那么文化神經(jīng)科學(xué)并不會(huì)掀起風(fēng)波。making waves 意為 “造成轟動(dòng)，引起話題”，四個(gè)選項(xiàng)中 D 項(xiàng) Causing disagreement“引起分歧” 與其意思最接近。故選 D。

　　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. 【答案】D 文檔來(lái)源： APP 【解析】推斷題。由第三段可知引用先前研究的結(jié)果是為了確認(rèn)之前的看 法是對(duì)的。故選 D。

　　28. Which of the following can be inferred from the passage? A.Neural processes are likely to be culturally neutral. 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. 【答案】B 【解析】推斷題。文章首段第一句說(shuō)“Scientists have been surprised at how deeply culture…shapes thebrain”。結(jié)合下文講述 的文化神經(jīng)科學(xué)的研究，可推出大腦(神經(jīng))受不同文化的影響，故選 B。C 項(xiàng)本身表述正確.但不是推斷出的內(nèi)容，它可以從原文第二段第三句直接得 出。

　　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. 【答案】B 【解析】細(xì)節(jié)題。由第三段及所舉例子(中國(guó)人和說(shuō)英語(yǔ)的人在算數(shù)時(shí)大腦 的不同思維方式)可知.文化神經(jīng)學(xué)的重大突破是它把文化差異與大腦活動(dòng)聯(lián)系 起來(lái)。故選 B。 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. 【答案】B 【解析】態(tài)度題。由最后一段尤其是最后一句中的 “that‘universal’notions such as human rights，democracy，and the like may be no such thing”可知.作者對(duì)普遍的文化概念是持積極態(tài)度的。 故選 B。

　　二、簡(jiǎn)答題(本大題 1 小題，20 分) 根據(jù)題目要求完成下列任 務(wù)。用中文作答。 31.簡(jiǎn)述教學(xué)日志(teachingjournal)的含義(5 分)和三個(gè)作用(9 分)，并列 出教師撰寫教學(xué)日志的三點(diǎn)注意事項(xiàng)。(6 分) 【答案】 【解析】(1)含義：教學(xué)日志是教師積極主動(dòng)地對(duì)自己的教學(xué)活動(dòng)中具有反 思和研究?jī)r(jià)值的經(jīng)驗(yàn)所進(jìn)行的持續(xù)而真實(shí)的記錄和描寫，并在此基礎(chǔ)上對(duì)其進(jìn) 行批判的理解和認(rèn)識(shí)，從而不斷更新觀念、增長(zhǎng)技能.促進(jìn)自身專業(yè)發(fā)展的一 種手段和方法.也是一種對(duì)教師個(gè)人認(rèn)識(shí)與思維的研究. (2)作用： ①檢驗(yàn)教學(xué)假定，改善教學(xué)行為。 ②促進(jìn)教師交流，利于成果分享。 ③促進(jìn)深入思考，形成教學(xué)思想。 ④促進(jìn)自主學(xué)習(xí)，提高理論修養(yǎng)。 ⑤體驗(yàn)發(fā)現(xiàn)過(guò)程，提高工作樂(lè)趣。 (考生能選取其中三個(gè)方面作答即可。) (3)注意事項(xiàng)： ①要注意親歷性。親歷性要求教學(xué)日志所描述的事件必須是自己親身經(jīng)歷的， 而不是來(lái)自某一文獻(xiàn)或他人的傳說(shuō).以保證教學(xué)日志的獨(dú)特性與原創(chuàng)性。 ②要注意敘事性。教學(xué)日志是教育敘事研究的一種范式，它記述的是一個(gè)教學(xué) 事件從發(fā)生、發(fā)展到對(duì)結(jié)果進(jìn)行反思的過(guò)程。因此教學(xué)日志要以教學(xué)事件為載 體。 ③要注意啟示性。教學(xué)日志記錄教學(xué)事件不能只是關(guān)注事件本身，而應(yīng)注意教 學(xué)事件所承載的思想。 ④要注意典型性。教學(xué)日志記錄的應(yīng)當(dāng)是對(duì)自己和他人有思想啟迪的事件。教 師應(yīng)當(dāng)對(duì)各種教學(xué)事件進(jìn)行精心的選擇和甄別.選擇有價(jià)值的事件進(jìn)行記 錄。 ⑤要注意即時(shí)性。課后立即寫教學(xué)日志是較理想的，因?yàn)楝F(xiàn)實(shí)的教學(xué)活動(dòng)還鮮 活地存在大腦里.很多當(dāng)時(shí)的認(rèn)識(shí)、感受和情景還沒(méi)有遺忘。 (考生能選取其中三個(gè)方面作答即可。)

　　三、教學(xué)情境分析題(本大題 1 小題，30 分) 根據(jù)題目要求完 成下列任務(wù)，用中文作答。 32.下面是一位高中英語(yǔ)教師進(jìn)行詞匯教學(xué)的課堂板書。 結(jié)合圖示回答下面三個(gè)問(wèn)題： (1)圖 1 和圖 2 體現(xiàn)了詞匯教學(xué)的哪兩種方法?(10 分) (2)這兩種詞匯教學(xué)方法各有什么優(yōu)缺點(diǎn)?(10 分) (3)這兩種教學(xué)方法遵循了詞匯教學(xué)的哪兩個(gè)原則?(10 分) 【答案】 【解析】 (1)詞匯教學(xué)方法： 圖 1 體現(xiàn)了詞語(yǔ)搭配法。通過(guò)將左欄的形容詞與右欄 的名詞組成詞塊進(jìn)行記憶.如將 a black 與 cat 進(jìn)行搭配組成 ablack cat 詞塊、 更有利于學(xué)生記憶單詞的用法. 圖 2 體現(xiàn)了聯(lián)想式教學(xué)法。教師通過(guò)給出關(guān)鍵詞或某一主題，激發(fā)學(xué)生對(duì)相關(guān) 主題詞匯的聯(lián)想和提取.以達(dá)到詞匯記憶的目的. (2)詞語(yǔ)搭配法的優(yōu)點(diǎn)：第一，避免了記憶孤立、單詞難度過(guò)大的問(wèn)題，搭配組 成詞塊便于學(xué)生對(duì)單詞的記憶;第二，有利于學(xué)生達(dá)到運(yùn)用單詞的目的，提高 學(xué)生對(duì)單詞的搭配能力。 該方法的缺點(diǎn)：只給出一組的詞語(yǔ)搭配容易造成學(xué)生對(duì)英語(yǔ)詞匯學(xué)習(xí)的思維定 勢(shì)。 聯(lián)想式教學(xué)法的優(yōu)點(diǎn)：第一，有利于激發(fā)學(xué)生的想象，激活思維，促進(jìn)學(xué)生對(duì) 關(guān)鍵詞的思考。第二，有利于激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，擴(kuò)大學(xué)生的詞匯 量。 該方法的缺點(diǎn)：學(xué)生從記憶中提取單個(gè)單詞，并不能理解單詞運(yùn)用的方法，只 能記住概念。 (3)這兩種教學(xué)方法遵循了詞匯教學(xué)的兩個(gè)原則： ①詞語(yǔ)搭配法遵循了運(yùn)用性原則：在教授單詞時(shí).通過(guò)運(yùn)用性原則可以將孤立 的單詞組成詞塊而在語(yǔ)言輸出時(shí)得以運(yùn)用，利于學(xué)生由詞成句，由句成篇，最 終達(dá)到運(yùn)用語(yǔ)言的目的。 ②聯(lián)想式教學(xué)法遵循了系統(tǒng)性原則：詞匯教學(xué)時(shí)教師要注意給學(xué)生展示詞匯之 間的系統(tǒng)性、聯(lián)系性。使學(xué)生建構(gòu)知識(shí)網(wǎng)絡(luò)，理解記憶單詞，達(dá)到更好的學(xué)習(xí) 效果。

　　四、教學(xué)設(shè)計(jì)題(本題 l 小題，40 分) 根據(jù)提供的信息和語(yǔ)言 素材設(shè)計(jì)教學(xué)方案。用英文作答。

　　33. 設(shè)計(jì)任務(wù)：閱讀下面學(xué)生信息和語(yǔ)言素材，設(shè)計(jì) 20 分鐘的英語(yǔ)寫作教學(xué)方 案。 教案沒(méi)有固定格式，但必須包含下列要點(diǎn)： teaching objectives · teaching contents · key and difficult points · major steps and time allocation · activities and justifications 教學(xué)時(shí)間：20 分鐘 學(xué)生概況：某城鎮(zhèn)普通中學(xué)高中一年級(jí)學(xué)生，班級(jí)人數(shù) 40 人。多數(shù)學(xué)生已經(jīng)達(dá) 到《普通高中英語(yǔ)課程標(biāo)準(zhǔn)(實(shí)驗(yàn))》五級(jí)水平。學(xué)生課堂參與積極性一般。

　　語(yǔ)言素材： Dear Zhou Kai, How are you? We´ re doing a class survey and I have to write emails to all my pen friends in other countries. I hope you don´ t mind answering these questions. 1 Do most adults smoke in China? 2 In most states in the US, it is now against the law to smoke in public buildings, such as banks and offices, on public transport and in restaurants and cafes. Is it the same in China? 3 Is the government planning to change the law about smoking in public? Hope you can answer my three questions! Best wishes, Paul 【答案】

　　【解析】Teaching Contents: This lesson is from senior high school, and it mainly talks about the adult smoking issues. Paul is making a survey on adult smoking, so he writes emails to all his pen friends in other countries to seek for help. Teaching Objectives: (1) Knowledge objectives ① Students can master the basic structure of an email. ② Students can get more information about smoking issues in China. (2) Ability objectives ①Students can improve their writing and speaking abilities. ② Students can express their opinion about the smoking issues in daily life. (3) Emotional objectives ① Students can foster the interest and desire of learning English, and be fond of taking part in class activities. ② Students can get the awareness of avoiding smoking and keeping a good health. Teaching Key and Difficult Points: (1) Teaching key point Students can get to know how to write an email to analyze the phenomenon of smoking in China. (2) Teaching difficult point Students can organize their survey results to write an email. Major Steps: Step 1 Pre-writing (9 minutes) (1) Teacher shows the email of Paul on the screen, and asks students to read it with two questions: ①What are the questions of Paul? ② What' s the basic structure of an email? Students have three minutes to finish the task and share their answers. (2) Teacher chooses two students to read their answers for the first question, and then helps students to summarize the structure of an email: the starting address, the main body and the ending wishes. (3) Four students in a group to help Paul to finish his survey. They need express their ideas for Paul's questions and then exchange with the whole class. (4) Teacher invites several groups to write down their findings on the blackboard, and asks students to arrange the writing contents. (Justification: Group discussion can strengthen their cooperative spirit and their imaginative ability can be developed. Moreover students will get the ability to write an email to express their ideas.) Step 2 While-writing (6 minutes) Students need to write an email to answer Paul' s questions of adult smoking, and they have four minutes to finish their first draft. While their writing, teacher will give the instructions for their problems. (Justification: Students will cultivate their ability of writing an article within certain minutes and their good writing habits will be formed as well.) Step 3 Post-writing (5 minutes) (1) Students need to check their draft by themselves and then exchange with desk-mates to do peer-editing. (2) Teacher asks three students to read their email in front of the class and then gives them some comments. (Justification: Editing can provide a perfect writing for students, meanwhile the comments will help students learn more from others and improve their writing ability promptly.)