高中英语学科知识与能力模拟测试六

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。
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1. Which of the pair can be distinguished by only one feature?
A./s/,/z/
B /p/,/d/
C /g/,/h/
D./l/,/j/
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2. How many liaisons of sound are there in the sentence "I called you half an hour ago?
A One
B. Two
C. Three
D. Four
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3. Please remain         ;the winner of the prize will be announced soon.
A. seating
B. seated
C. to seat
D. to be seated
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4.-Don't you remember my name?
-I' m really sorry. Your name      from my mind.
A. escapes
B. escaped
C. will escape
D. has escaped
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5. We         there when it        to rain.
A. would get; began
B. were getting; would begin
C. were about to get; began
D. had got; had begun
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6. The boy walking back and forth at the door, his anxiety was        to everyone on the spot.
A. aggressive
B. ambiguous
C. apparent
D. absurd
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7.          is often the case, we have worked out the production plan.
A. As
B. When
C. What
D. Which
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8. If it         for his bad cold, Rick would have enjoyed more on his birthday party.
A. is not
B. were not
C. has not been
D. had not been
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9. What is the relationship between"livestock"and"cattle"?
A. Homonymy
B. Hyponymy.
C. Polysemy
D. Antonym
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10.A         is a vanety or \anguage that serves as a medium of communication among groups of people for diverse linguistic backgrounds.
A. lingua franca
B.register
C. creole
D. dialect
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11. When you pick up a newspaper, you read through the headlines, titles and subtitles quickly to get a general idea about what is written on the page and find out if there is anything interesting there. This skill is called        .
A. scanning
B. skimming
C. inferring
D. predicting
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12. In grammar practice, substitution and       drills are most frequently used in mechanical practice.
A. meaning
B. matching
C. correction
D. transformation
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13. In writing, which activity is used to get students to exchange their papers and correct in terms of spelling and grammar point?
A. Editing
B. Brainstorming
C. Mapping
D. Drafting
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14. When practicing Task-based Language Teaching, the class bears the following features EXCEPT         .
A. language is text-based and discourse-based
B. lexical units are central in language use and language learning
C. conversation is the central focus of language and keystone of language acquisition
D. activities provide both the input and output processes necessary for language acquisition
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15. What are the most important parts of a lesson plan?
A. Textbooks and classroom aids
B. Anticipation or problems and flexibility in dealing with them
C.Objectives of the lesson and procedures to achieve them
D. Summary and homework
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16. Which of the following questions can cultivate students' divergent thinking ability?
A. What is the best title of the passage?
B. What do you think of the relations between education and work?
C. According to Paragraph 2, which of the following is true?
D. Are there any flowers in the picture?
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17. To assess how well a student is performing relative to his or her own previous performance,a teacher should use                assessment.
A. criterion-referenced
B. individual-referenced
C. norm-referenced
D. peer
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18. Which of the following belongs to the mechanical practice of grammar?
A. Story telling
B. Group discussing
C. Transformation drills
D.Role-play
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19. Which of the following activities is not frequently used to develop students’ speaking fluency?
A. Having discussions in groups
B. Imitating the pronunciation
C. Having a debate
D. Role-play.
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20.A teacher is introducing the Civil War of America. What do you think she/he is teaching?
A. Pronunciation
B. Vocabulary.
C. Grammar.
D. Discourse
请阅读 Passage1,完成第21~25小题。
Passage 1
    Two friends have an argument that breaks up their friendship forever, even though neither one can remember how the whole thing got started. Such sad events happen over and over in high schools across the country. In fact, according to an official report on youth violence, "In our country today, the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment, but the terrible reality of violence". Given that this is the case, why aren't students taught to manage conflict the way they are taught to solve math problems, drive cars, or stay physically fit?
    First of all, students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult. For example, a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults, which in turn can lead to violence. The problem isn't in the sandwich, but in the way students deal with the conflict.
    Once students recognize that conflict is unavoidable, they can practice the golden rule of conflict resolution: stay calm. Once the student feels calmer, he or she should choose words that will calm the other person down as well. Rude words, name-calling, and accusation only add fuel to the emotional fire. On the other hand, soft words spoken at a normal sound level can put out the fire before it explodes out of control.
    After both sides have calmed down, they can use another key strategy for conflict  resolution:listening. Listening allows the two sides to understand each other. One person should describe his or her side, and the other person should listen without interrupting. Afterward the listener can ask non-threatening questions to clarify the speaker's position Then the two people should change roles.
    Finally, students need to consider what they are hearing. This doesn't mean trying to figure out what's wrong with the other person. It means understanding what the real issue is and what both sides are trying to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. Students need to ask themselves questions such as these: How did this start? What do I really want? What am I afraid of? As the issue becomes clearer, the conflict often simply becomes smaller. Even if it doesn't,careful thought helps both sides figure out a mutual solution.
    There will always be conflict in schools, but that doesn't mean there needs to be violence After students in Atlanta started a conflict resolution program, according to Educators for Social Responsibility, 64% of the teachers reported less physical violence in the classroom; 75% of the teachers reported an increase in student cooperation; and 92% of the students felt better about themselves". Learning to resolve conflicts can help students deal with friends, teachers, parents,bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country.
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21. This article is mainly about        .
A. the lives of school children
B. the cause of arguments in schools
C. how to analyze youth violence
D. how to deal with school conflicts
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22. From Paragraph 2 we can learn that       .
A. violence is more likely to occur at lunchtime
B. a small conflict can lead to violence
C. students tend to lose their temper easily
D. the eating habit of a student is often the cause of a fight
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23. Why do students need to ask themselves the questions stated in Paragraph 5?
A. To find out who is to blame
B. To get ready to try new things.
C. To make clear what the real issue is
D. To figure out how to stop the shouting match
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24. After the conflict resolution program was started in Atlanta, it was found that         .
A. there was a decrease in classroom violence
B. there was less student cooperation in the classroom
C. more teachers felt better about themselves in schools
D. the teacher-student relationship greatly improved
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25. The writers purpose for writing this article is to        .
A. complain about problems in school education
B. teach students different strategies for school life
C. advocate teaching conflict management in schools
D. inform teachers of the latest studies on school violence
请阅读 Passage2,完成第26-30小题。
Passage 2
    Shay asked, "Do you think they'll let me play? " Shay's father knew that most of the boys would not want someone like Shay on their team, but the father also understood that if his son,mentally and physically disabled, were allowed to play, it would give him a much-needed sense of belonging and some confidence.
    Shay's father approached one of the boys on the field and asked if Shay could play, not expecting much. The boy looked around and said, "Were losing by six runs and the game is in the eighth inning. I guess he can be on our team and we'll try to put him in to bat in the final inning.
Shay struggled over to the team's bench and put on a team shirt with a broad smile and father had a small tear in his eye and warmth in heart. The boys saw the father's joy at his son being accepted.
    In the bottom of the eighth inning, Shay's team scored a few runs but was still behind by three. In the top of the final inning, Shay put on a glove and played in the field. Even though no hits came his way, he was obviously joyful just to be in the game and on the field. In the bottom of the final inning,Shay's team scored again. Now, Shay was scheduled to be next at bat. Would they let Shay bat and give away their chance to win the game?
    Surprisingly, Shay was given the bat. Everyone knew that a hit was almost impossible. The first pitch came and Shay missed. The pitcher again took a few steps forward to throw the ball softly towards Shay. As the pitch came in, Shay swung at the ball and hit a slow ground ball right back to the pitcher.
    The pitcher could have easily thrown the ball to the first baseman and Shay would have been out and that would have been the end of the game. Instead, the pitcher threw the ball right over the head of the first baseman, beyond the reach of all teammates. The audience and the players from both teams started screaming, Shay, run to first! Never in his life had Shay ever run that far but made it to first base, wide-eyed and shocked.
    Everyone shouted, "Run to second? "Catching his breath, Shay awkwardly ran towards second By the time Shay rounded towards second base, the smallest guy on their team, who had a chance to be the hero for his team for the first time, could have thrown the ball to the second baseman, but he understood the pitcher's intentions and he too intentionally threw the ball high and far over the third baseman’s head.
    All were screaming, Shay, Shay, Shay, all the way Shay. Shay reached third base when one opposing player ran to help him and shouted, "Shay, run to third. "As Shay rounded third, all were on their feet, crying, ""Shay, run home! "Shay ran to home, stepped on the home base and was cheered as the hero who won the game for his team.
    That day, the boys from both teams helped bring a piece true love and humanity into this world.Shay didn't make it to another summer and died that winter,having never forgotten being the hero and making his father so happy and coming home and seeing his mother tearfully hug her little hero of the day!
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26. Not expecting much, Shay's father still asked the boy if Shay could play, mainly because the father       .
A. noticed some of the boys on the field were hesitating
B. guessed his presence would affect the boy's decision
C.learned some of the boys on the field knew Shay well
D. understood Shay did need a feeling of being accepted
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27. In the bottom of the final inning Shay was given the bat because the boys      .
A. believed they were sure to win the game
B. would like to help Shay enjoy the game
C. found Shay was so eager to be a winner
D. fell forced to give Shay another chance
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28. The smallest boy threw the ball high and far over the third baseman's head, probably because that boy       .
A. was obviously aware of the pitcher's purpose
B. looked forward to winning the game for his team
C. failed to throw the ball to the second baseman
D. saw that Shay already reached second base
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29. Which of the following has nothing to do with Shay's becoming the hero for his team?
A. The pitcher did not throw the ball to the first baseman
B. The audience and the players from both teams cheered for him.
C. The opposing players failed to stop his running to home
D. One of the opposing players ran to help him
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30. What do you think is the theme of the story?
A. True human nature could be realized in the way we treat each other.
B. Everyone has his own strength even if mentally or physically disabled
C. Everyone can develop his team spirit in sports and please his parents
D. The results of the game should not be the only concern of the players
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.教学反思是教学中不可或缺的环节。请简述教学中教学反思的内容(8分),并列举教师进行教学反思的三种途径(12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。
32.下列片段选自某高中英语课堂教学实录。
T: Good morning, everyone. Today we will learn a new unit. At the beginning of our class, I'd like to ask you one question. What's your dream?
SI: Travel around the world
T: What do you want to be in future?
S2: Musician
S3: Scientist
T: Great! Scientist. So how many scientists do you know in the world?
SI: Tu Youyou, Qian Xuesen
S2: Madam Curie, Einstein
T: Pretty good. Now let's look at pictures on the screen and guess who he is according to the hints:
He discovered why all things fall on the earth.
(Show a picture of an apple tree, and there is a person under the tree.)
Who is he?
Ss: Newton
T: Excellent! And what is his achievement?
(Present other pictures about some scientists and make students guess who they are as the procedure above…)
T: Look at the photos of four great scientists. Write down as much information as you can in five minutes.
T: Now let's open the book and turn to page...
根据所给信息从下列三个方面作答。
(1)该材料体现了教学过程的哪一环节?该环节具有哪些作用?(8分)
(2)分析教师使用了哪一种教学方法及其设计意图。(10分)
(3)指出该教学设计存在的两处问题,并分别给出改进意见。(12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。
33.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
固定格式,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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