高中英语学科知识与能力模拟测试三

本套试题由悟课教育教资教研组编辑整理,适用于参加高中英语教师证考试的同学。
提交答卷后会有答案解析作为参考。
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,错选、多选或未选均无分。
* 1. When       is produced, complete closure of the articulators is involved so that the air stream cannot escape through the mouth.
* 2. The main similarity between /i: /and /ʌ/ lies in the       .
* 3. On a       day, our professor works in the lab from 9 a.m. to 11 p.m.
* 4. It is a good thing for you to have such a good chance to study abroad, but it remains         whether you can really learn something useful.
* 5. Some experts think reading is the fundamental skill upon        school education depends.
* 6. Tom had to        the invitation to the party last weekend because he was too busy.
* 7. A ship on the harbor is safe, but that’s not         ships are built for.
* 8. My room is in a mess, but I      clean it before I go out tonight.I can do it in the morning.
* 9. We call the relation between"animal"and"horse"as        .
* 10.        refers to the use of word which is thought to be less offensive or unpleasant than another word.
* 11. Teaching pronunciation is not teaching isolated speech sounds. Some aspects such as phonemes, phonetic symbols, words, sentences, meanings, and usages should be included. This reflects      principle of teaching pronunciation
* 12. Which of the following practices is not involved in the Post-reading stage?
* 13.Which of the following is least used as a method of grammar practice?
* 14. A teacher lists twenty simple present tense" sentences and asks students to discuss and find out the grammatical structures. What's the teacher s grammar teaching method?
* 15. When a teacher asks students to discuss how the writers ideas are organized in the text, he/she intends to develop students' skill of         .
* 16. If a teacher wants to use the visual method to introduce a new lesson. he/she can        .
* 17. Which of the following activities actually does not involve writing?
* 18. If a teacher wants to organize retelling exercises in class, he/she had better direct the students to work at      .
* 19. When a teacher makes evaluations by asking students to conclude what they have learned through concept maps after learning a unit or several units, he/she is conducting a          .
* 20. When a student said in class, "I come home at 6 o'clock yesterday", the teacher says"came not come". The teacher's response follows the skill of        .
请阅读 Passage1,完成第21-25小题。
Passage 1
    Parenthood isn't a career-killer. The effect of parenthood is not that severe as people imagine In fact, economists with two or more kids tend to produce more research, not less, than their one child or childless colleagues. But female economists in particular can pay a price in terms of productivity after becoming mothers, especially if they’re young or unmarried.
    That's, according to new research from the Federal Reserve Bank of St. Louis. a working paper (Parenthood and Productivity of High/y Skilled Labour: Evidence from the Grove of Academe) published this month by Matthias Krapf of the University of Zurich, Heinrich Ursprung of the University of Konstanz and Christian Zimmermann of the regional reserve bank.
    "There is a widespread conviction that motherhood is extremely costly in terms of professional career advancement. In particular, it is often argued that the only way for young women to make a challenging career is to remain childless, " they wrote. Our study of the academic labour market arrives at a somewhat less dreary picture: we do not observe a family gap in research productivity among female academic economists. Moreover, motherhood-induced decreases in research productivity are less pronounced than usually purported.”
    The authors in early 2012 surveyed about 10000 economists through the Research Papers in Economics online platform, matching the academics' answers with their publication records. They gauged an economist's productivity by looking at their output: published research, weighted by journal quality. Some of their findings are as follows:
    Mothers of at least two children are, on average, more productive than mothers of only one child, and mothers in general are more productive than childless women. Fathers of at least two children are also more productive than fathers of one child and childless men. Toward the end of their careers, however, childless men appear to be somewhat more productive than fathers of one child.”
    Parenthood does appear linked to lower productivity while the children are 12 and younger:mothers average a 17.4% loss, while fathers average a 5% loss. A female economist with three children, on average, loses the equivalent of four years of research output by the time her kids become teenagers.
    Women who are married or in a stable relationship do not have any drop in research productivity in the three years following childbirth. For single mothers, research output drops by roughly a third over the same period.
    Female economists who have their first child before the age of 30 are less productive, while ”for older first-time mothers, the effect remains negative, but it is much smaller and lacks statistical significance.”
    Male economists without tenure become more productive after having a child, while tenured male economists won't be more productive. There is no similar effect for female economists.
* 21. What is the relationship between the first two paragraphs?
* 22. The word"dreary"(Para. 3)may mean        .
* 23. Which condition of the following can lead to less productivity?
* 24. Which of the following statements is NOT true?
* 25. What is the main idea of this passage?
请阅读 Passage2,完成第26-30小题。
Passage 2
    If you are like most people, you are way too smart for advertising. You flip right past newspaper ads, never click on ads online and leave the room during TV commercials.
That, at least, is what we tell ourselves. But what we tell ourselves is nonsense. Advertising works,which is why, even in hard economic times, Madison Avenue is a $34 billion-a-year business. And if Martin Lindstrom--author of the best seller Buyology--is correct, trying to tune this stuff out is about to get a whole lot harder.
    Lindstrom is a practitioner of neuromarketing research, in which consumers are exposed to ads while hooked up to machines that monitor brain activity, sweat responses and flickers in facial muscles, all of which are markers of emotion. According to his studies, 83% of all forms of advertising principally engage only one of our senses: sight. Hearing, however, can be just as powerful, though advertisers have taken only limited advantage of it. Historically, ads have relied on jingles and slogans to catch our ear, largely ignoring every day sounds-a steak sizzling, a baby laughing and other noises our bodies can't help paying attention to. Weave this stuff into an ad campaign, and we may be powerless to resist it.
    To tigure out what most appeals to our ear, Lindstrom wired up his volunteers, then played them recordings of dozens of familiar sounds, from McDonald’s "I,m Lovin'it” jingle to cigarettes being lit. The sound that blew the doors off all the rest--both in terms of interest and positive feelings--was a baby giggling. The other high-ranking sounds were less primal but still powerful .The hum of a vibrating cell phone was Lindstrom's second-place finisher. Others that followed were ATM dispensing cash, a steak sizzling on a grill and a soda being popped and poured.
    In all of these cases. it didn't take a Mad Man to invent the sounds, infuse them with meaning and then play them over and over until the subjects intemalized them. Rather, the sounds already had meaning and thus triggered a cascade of reactions: hunger, thirst, happy anticipation.
    TV advertisers aren't the only ones who may start putting sound to greater use. Retailers are also catching on. The 0101 department store in Japan, for example, has been designed as a series of soundscapes, playing different sound effects such as children at play, birdsongs and lapping water in the sportswear, fragrance and formalwear sections. Lindstrom is consulting with clients about employing a similar strategy in European supermarkets, piping the sound of fizzing soda into the beverage department.
    None of this means that advertisers just have to turn the audio dials and consumers will come running. Indeed, sometimes they flee. In early years of mainstream cell-phone use, the Nokia ringtone was recognized by 42% of people in the U. K.-and soon became widely loathed. That, Lindstrom says, was partly because so few users practiced cell-phone etiquette and the blasted things kept going off in movie theaters. The Microsoft start-up sound has taken on similarly negative associations, because people so often hear it when they are rebooting after their computer has crashed. In these cases, manufacturers themselves must reboot by changing the offending sound slightly or replacing it entirely.
* 26. What is the function of the first paragraph?
* 27. What can we learn about Lindstrom and his research?
* 28. Which of the following sounds may NOT attract our ears and bring positive feelings?
* 29. Retailers would like to use all of the following sounds EXCEPT         .
* 30.What do consumers think of sound used in advertising?
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课堂提问的问题类型有哪些(10分)?教师应如何保证提问的有效性(10分)?
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。
33.下面是某教师设计的听力课堂活动,听力材料的主题是“ The First Aid”。

Teaching Procedure:
(1) Present some words with the pictures and make students master the pronunciation of these words.
(2) Lead students to guess the meaning of the words through asking questions about these words.
(3)Play the tape for the first time and ask students to circle these words on textbooks if they hear them.
(4)Show the pictures related to the first aid on the screen. Play the tape again and ask students to number them in the correct order.
(5)Play the tape. Ask students to discuss in pairs what they have heard and fill in the chart so that students can learn the treatment that should be given in each situation.
(6)Ask students to work in pairs, and give their partner first aid instructions in each situation.using the pictures and chart above. Then write them down

根据所给信息从下列三个方面作答。
(1)请分析该设计包含了听力教学的哪些阶段及其设计意图。(14分)
(2)该设计可以培养学生的哪些听力技能?(6分)
(3)该设计遵循了听力教学的哪些原则?(10分)
四、教学设计题(本大题1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。
34.设计任务:请阅读下面学生信息和语言素材设计20分钟的读写教学方案。教案没有格式,但须包含下列要点
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:某城镇普通高中一年级第二学期学生,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:
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