上海中学教师2017下半年教师资格证考试高中英语学科知识与教学能力真题答案

      点击进入：2017下半年上海教师资格证笔试真题汇总
　　2017 下半年教师资格证考试 《英语学科知识与教学能力》(高级中学) 本卷共分为 2 大题 33 小题，作答时间为 120 分钟，总分 150 分，90 分及格。

　　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 【答案】A 【解析】考查辅音的发音。本题属于语音知识，也属于语言学中语音学的 知识。th 字母组合在单词 thin 中发/θ /音，发此音时，声带是不振动的， 即不带声的(voiceless);另外，发/θ /音时舌头要顶住牙齿，所以叫齿音 (dental);按照发音方式，它是空气通过与牙齿摩擦发出的声音，属于摩擦音 (fricative)。故选 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 文档来源： APP 【解析】考查音系学中的最小对立体。最小对立体(minimalpair)指除了出 现在同一位置上的一个音之外其余都相同的两个语音组合。在音位分析中，只 涉及一个音素差别的对立体叫做最小对立体。如 pen[pen]和 ben[ben]。几个选 项中只有 A 项中两个单词的元音发音不同.前后两个音都是爆破音/b/和/t /。故选 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】考查冠词。句意为“鸟可以在天空中飞得很高”。“不定冠词+单 数名词”或单个复数名词可表示一类，这里 birds 指的是鸟类，表示泛指，不 加定冠词;sky 是世界上独一无二事物，前面用定冠词 the 修饰。故选 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】考查形容词辨析。句意为“在我看来她是善良和有礼貌的，因此 我认为她今天的粗鲁是偶然的”。0rdinary“普通的”，untimely“过早的， 不适时的”，progressive“进步的;进行的”，accidental“意外的，偶然 的”。故选 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】考查动词辨析。句意为“随着春天的到来，粉红的苹果花开始出 现在枝头”。show“露出，出现，显现”，grow“生长”，rise“上升”， ascend“攀登，上升”。此处春天到来，粉红的苹果花应该是显露出来，故选 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】考查状语从句及其时态。句意为“伍兹先生，我在这里只是以防 不寻常的事情发生”。提及将来可能出现的情况成为某人现在做某事的理由时 可以用 in case 或 just in case。在状语从句中用一般现在时代替一般将来 时。另外 anything 是不定代词，作主语时谓语动词通常用单数。故选 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】考查短语辨析。句意为“我回忆起在北京的这个只有乐趣的快乐 的假期”。any thing but“根本不，绝不”，all but“除……外全都”， every thing but“除了……都”，not hing but“仅仅，只”。故选 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】考查状语从句。句意为“汤姆，拿走这个行李，把它放在你能找 到有足够空间放它的地方”。分析句子成分可知 put 后面缺少状语，where 和 inwhich 都可以在定语从句里做地点状语，但该句是由 and 连接的并列复合句， and 后面的句子中缺少先行词，所以它不是定语从句，而是状语从句，用 wherever 引导地点状语从句.表示“在……的任何(所有)地方”。故选 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】考查修辞学。题干意思是：“The Pentagon was divided on the air strike.”这句话主要用了什么修辞手法?上面句子的字面意思是“五角大 楼就空袭事件产生分歧”，显然不合理，实际应该是五角大楼里的人对空袭事 件意见不。这里的“五角大楼”一词是美国国防部的代名词，指代在这座建筑 里工作的人。英语中将借代通称为 metonymy(换喻、转喻)，指用一个事物来取 代另一个相关事物。这种修辞手法可以使语言更丰富、更生动，也可以避免重 复。在新闻写作中，这个修辞手法会经常被用来帮助创造多样性。故选 B。 synecdoche(提喻)通常指用事物本身的一部分来代替其整体。比如以 hands 代 persons，以 wheels 代 car。metaphor(隐喻/暗喻)是简缩了的明喻，是将某 一事物的名称用于另一事物，通过比较形成。oxymoron(矛盾修饰法)是把两个 意思相反、互相矛盾或互不协调的词用在一起，以产生警句式的修辞效果。

　　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】考查语义学中的句义关系。题干意思是：下列括号里对句子的推 断哪个是预设?presupposition(前提/预设)通常被认为是一种背景信息，也就 是说的话已经包含了另外的判断。比如“我可以借你的自行车吗?”，说这句话 必须有一个前提，那就是“你有自行车”。所以从语义的角度来看，句子所包 含的“前提/预设”和这个句子本身的意义有十分密切的关系。该题中 B 项 “不要坐在卡罗尔的床上”的前提条件是“卡罗尔有床”，符合题干意思，故 选 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】考查听力技能教学。题干意思是：以下哪项指令有助于培养学生 的推断能力?A 项“听故事，写摘要”，B 项“听故事，确定作者的意图”，C 项“听一个男孩的故事，然后画一幅他的画”，D 项“听故事，记下事件的具 体日期”。在听力技能教学中，让学生通过听材料来分析和判断作者意图.即 根据听力材料中的已有信息推断出未知信息.这可以训练学生的推断能力。故 选 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】考查课堂提问的类型。题干意思是：哪一种类型的问题最适合用 于检测学生的理解以及培养他们的批判性思维?rhetorical questions“反问 句”，句子表面是疑问形式，但说话者的态度和意见很明确.并不需要听话者 的回答;referential questions“参考性问题”.此类问题一般没有现成的答 案.教师也没有明确的答案，提问的目的在于力求学生发散思维、寻求信息， 一般包括推理、评价性的问题和批判、创造性的问题：close questions“封 闭性问题”，有固定答案且答案是唯一的，学生回答时借助再认或再现，通常 用于强化巩固课堂：display questions“展示性问题”，这种问题的答案通常 是唯一的，教师预先知道问题的答案.提问只是为了考查学生对语言知识的掌 握情况，学生作答时只需凭借表层理解、短时记忆，或是快速查找课文.便能 找到答案.一般包括对是非、对错的选择性问题和事实，回忆性问题。故选 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】考查语言测试类型。题干意思是：诊断性测试的主要目的是什么? 诊断性测试是语言测试的一种类型，它主要用来探测和发现学生的理解和表达 障碍.以便教师及时改进教学手段.从而积极地干预学习过程。诊断性测试常 常基于教师的教学经验和学生对某些语言点尚未完全掌握所表现出的种种迹象 来命题。其成绩一般不用来衡量和评估学生的语言水平。因此只有 A 项“发现 学生知道什么和不知道什么”符合题意。B 项属于水平测试(proficiency test)，C 项属于能力测试(aptitude test)，D 项属于学业成绩测试 (achievement test)。故选 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】考查口语教学活动。题于意思是：以下哪项活动通常用于培养学 生的口语准确性?A 项“识别并纠正口语错误”.B 项“表演文中的对话”.C 项“分组讨论”.D 项“两人一组描述人物”。 口语纠错可保证语言的正确输 出，为精确表达奠定基础，是关注准确性的口语活动一角色扮演、课堂分组讨 论、小组活动都是关注流利性的口语活动。故选 A。

　　15. If a teacher asks students to make their own learning plan, he/she is trying to develop their__________. A.cognitive strategy 文档来源： APP B.affective strategy C.communicative strategy D.metacognitive strategy 【答案】D 【解析】考查学习策略。题干意思是：如果教师让学生制定他们的学习计 划.他/她是在培养他们的什么策略?不同的研究者对学习策略有不同的分类， 但各种分类法中基本都涉及四种策略，即认知策略、元认知策略、情感策略和 交际策略。其中元认知策略(metacognitive strategy)指学生对自己的认知过 程及结果的有效监视及控制的策略，包括计划策略、监控策略和调节策略。计 划策略指的是对学习等活动的事前规划。如制定学 习计划等。故选 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】考查词汇教学内容。题于意思是：当教师告诉学生 dog 这词也暗 含“忠诚”的意思时。教师是在教单词的什么意义?词的意义一般分为词汇意义 和语法意义两个方面.前者指词所表达的意思.通常分为外延意义(denotative meaning)和内涵意义(connotativemeaning);后者指词与词之间的相互关系， 包括搭配、近义词、反义词和下义词。外延意义也叫概念意义(conceptual meaning)或所指意义(referential meaning).是词汇的最基本意义，是语言符 号所代表的事物的最基本特征的抽象概括，常视作是词语在词典中的定义或释 义;内涵意义指词的隐含意义或象征意义。如 d09 一词，原本意思是“狗”， 一种动物，也就是我们所说的外延意义，而狗象征着忠诚.因此“忠诚”是它 的一个内涵意义。故选 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】考查写作教学过程。题干意思是：下列哪项是写作过程的最后一 步?A 项“校改作文”，B 项“写出每段的中心句”，C 项“收集与话题相关的 信息”.D 项“按逻辑顺序组织信息”。写作一般包括写前准备、写初稿、写 后编辑和校改等几个步骤。准备阶段主要是寻找话题.明确主题.根据写作目 的收集与主题相关的信息，组织素材和规划文章结构，列出提纲：初稿阶段包 括起草文章，添加内容;修改阶段包括检查所写内容.加工润色.同伴互改和 小组评议等。故选 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】考查听力教学活动。题干意思是：在听前提出与话题相关的问题， 其主要目的是什么?A 项“满足学生的期望”，B 项“增强学生自信”，C 项 “激活学生的图式”，D 项“提供任务反馈”。在听前阶段，教师提出与话题 相关的问题可以激活学生头脑中已有的关于听力材料的图式知识.激活有关听 力话题的背景信息。故选 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】考查语法教学内容。题于意思是：如果教师让学生用 that/ which/whom 进行填空，那么他/她最不可能关注语法的哪个层面?lexical level“词汇层面”，syntactic level“句法层面”，discourse level“语篇 层面”.morphological level“形态学层面”。语法教学的内容不仅包括语言 形式/结构，还包括语意和语用。语言形式/结构包括词法、句法等;语意包 括语法形式与结构的意义;语用指语言在一定的语境、语篇中的表意功能。该 教师让学生选择关系代词填空.目的是让学生掌握定语从句这项语法的形式、 意义和运用。形态学是研究词的内部结构和构词规则的科学。故选 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】考查小组活动。题干意思是：如果教师让学生分组谈论他们的爱 好，那么他/她是在鼓励什么?peer correction“同伴纠错”，peer feedback“同伴反馈”，peer interaction“同伴交往”，peer assessment“同伴评价”。教师让学生分组谈论他们的爱好.可以促进同学之 间的交流和互动。故选 C。

　　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 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】细节题。定位到第一段。根据第二句“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 项正确，C 项不正确。根据最后一句 “Alvarez,a Middlebury College professor who emigrated from Santo Domingo when she was 10…”可知 B 项不正确。根据“‘Garcia Girls’for example.is the story offour sisters weathering their transition from wealthy Dominicans to ragtag immigrants”可知 D 项不正确。

　　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. 文档来源： 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】细节题。根据第一段第二句“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 项正确。

　　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】细节题。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 默无闻、不出名的意思.与 C 项中的 unknown 意思相近，所以 C 项正确。A 项 是对 obscurity 的错误理解;B 项错误，第二句提到“Only with the recent success of…”：D 项文章没有提到。

　　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】推断题。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“机警的.谨慎的”，与 A 项中 critical 的意思是对应的。接下来是具 体说明”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，’…”， 由此可以推断出 A 项。B、C 项文中没有提到相关内容。结合最后一句“After ayear of strained relations，he…bought back the rights to the book that had taken 10 years to write.”可知作者最终买回了这本书的版 权.也就是说作者并不同意出版商把它改编成小说出版的做法.D 项说法不正确。

　　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】细节题。根据最后一段中的“Crossing the country，they read in local bookstores，libraries and schools.”可知 D 项正确。

　　Passage 2 请阅读 Passage 2，完成第 26-30 小题。 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】词义题。由画线词定位至文章第三段“Cultural neuroscience wouldn’t be making waves if it found neurobiological bases only for well-known cultural differences.”.意思是如果发现神经生物学仅以著名 的文化差异为基础，那么文化神经科学并不会掀起风波。making waves 意为 “造成轰动，引起话题”，四个选项中 D 项 Causing disagreement“引起分歧” 与其意思最接近。故选 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 文档来源： APP 【解析】推断题。由第三段可知引用先前研究的结果是为了确认之前的看 法是对的。故选 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】推断题。文章首段第一句说“Scientists have been surprised at how deeply culture…shapes thebrain”。结合下文讲述 的文化神经科学的研究，可推出大脑(神经)受不同文化的影响，故选 B。C 项本身表述正确.但不是推断出的内容，它可以从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】细节题。由第三段及所举例子(中国人和说英语的人在算数时大脑 的不同思维方式)可知.文化神经学的重大突破是它把文化差异与大脑活动联系 起来。故选 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】态度题。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.作者对普遍的文化概念是持积极态度的。 故选 B。

　　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(teachingjournal)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) 【答案】 【解析】(1)含义：教学日志是教师积极主动地对自己的教学活动中具有反 思和研究价值的经验所进行的持续而真实的记录和描写，并在此基础上对其进 行批判的理解和认识，从而不断更新观念、增长技能.促进自身专业发展的一 种手段和方法.也是一种对教师个人认识与思维的研究. (2)作用： ①检验教学假定，改善教学行为。 ②促进教师交流，利于成果分享。 ③促进深入思考，形成教学思想。 ④促进自主学习，提高理论修养。 ⑤体验发现过程，提高工作乐趣。 (考生能选取其中三个方面作答即可。) (3)注意事项： ①要注意亲历性。亲历性要求教学日志所描述的事件必须是自己亲身经历的， 而不是来自某一文献或他人的传说.以保证教学日志的独特性与原创性。 ②要注意叙事性。教学日志是教育叙事研究的一种范式，它记述的是一个教学 事件从发生、发展到对结果进行反思的过程。因此教学日志要以教学事件为载 体。 ③要注意启示性。教学日志记录教学事件不能只是关注事件本身，而应注意教 学事件所承载的思想。 ④要注意典型性。教学日志记录的应当是对自己和他人有思想启迪的事件。教 师应当对各种教学事件进行精心的选择和甄别.选择有价值的事件进行记 录。 ⑤要注意即时性。课后立即写教学日志是较理想的，因为现实的教学活动还鲜 活地存在大脑里.很多当时的认识、感受和情景还没有遗忘。 (考生能选取其中三个方面作答即可。)

　　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。 32.下面是一位高中英语教师进行词汇教学的课堂板书。 结合图示回答下面三个问题： (1)图 1 和图 2 体现了词汇教学的哪两种方法?(10 分) (2)这两种词汇教学方法各有什么优缺点?(10 分) (3)这两种教学方法遵循了词汇教学的哪两个原则?(10 分) 【答案】 【解析】 (1)词汇教学方法： 图 1 体现了词语搭配法。通过将左栏的形容词与右栏 的名词组成词块进行记忆.如将 a black 与 cat 进行搭配组成 ablack cat 词块、 更有利于学生记忆单词的用法. 图 2 体现了联想式教学法。教师通过给出关键词或某一主题，激发学生对相关 主题词汇的联想和提取.以达到词汇记忆的目的. (2)词语搭配法的优点：第一，避免了记忆孤立、单词难度过大的问题，搭配组 成词块便于学生对单词的记忆;第二，有利于学生达到运用单词的目的，提高 学生对单词的搭配能力。 该方法的缺点：只给出一组的词语搭配容易造成学生对英语词汇学习的思维定 势。 联想式教学法的优点：第一，有利于激发学生的想象，激活思维，促进学生对 关键词的思考。第二，有利于激发学生学习英语的兴趣，扩大学生的词汇 量。 该方法的缺点：学生从记忆中提取单个单词，并不能理解单词运用的方法，只 能记住概念。 (3)这两种教学方法遵循了词汇教学的两个原则： ①词语搭配法遵循了运用性原则：在教授单词时.通过运用性原则可以将孤立 的单词组成词块而在语言输出时得以运用，利于学生由词成句，由句成篇，最 终达到运用语言的目的。 ②联想式教学法遵循了系统性原则：词汇教学时教师要注意给学生展示词汇之 间的系统性、联系性。使学生建构知识网络，理解记忆单词，达到更好的学习 效果。

　　四、教学设计题(本题 l 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。

　　33. 设计任务：阅读下面学生信息和语言素材，设计 20 分钟的英语写作教学方 案。 教案没有固定格式，但必须包含下列要点： teaching objectives · teaching contents · key and difficult points · major steps and time allocation · activities and justifications 教学时间：20 分钟 学生概况：某城镇普通中学高中一年级学生，班级人数 40 人。多数学生已经达 到《普通高中英语课程标准(实验)》五级水平。学生课堂参与积极性一般。

　　语言素材： 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.)