全国教师资格统考《英语学科知识与能力（高中）》模拟试卷二【答案】

　　一、单项选择题

　　1-5 BCBAD 6-10 BDDDA 11-15 DBBDC 16-20 CADAD

　　试题分析：本文介绍了新型的一种技术也就是电讯号可以让人们的触觉产生错觉，即使是没有触摸到东西也能有触感，这种可以为瘫痪或截肢病人带来方便。

　　21.【答案】A。解析：考查细节推断题。文中第三段的第一句说触觉对日常工作的完成至关重要，所以这里指的就是触觉，故选A。

　　22.【答案】B。解析：考查细节理解题。第五段最后一句 the monkeys reacted as though their fingers had been touched. In fact, they hadnt.，猴子以为他们摸到了东西其实并没有，所以触觉有的时候并不需要真正接触东西，故选B。

　　23.【答案】C。解析：考查细节理解题。本题文中对应的是这一句话Instead, they communicated by looking in a particular direction，故选C。

　　24.【答案】D。解析：考查细节理解题。文章最后一句说I think the foundation is laid for human trials,人类应该做一下电讯号的实验，故选D。

　　25.【答案】A。解析：考查主旨大意题。本文主要讲的就是电讯号会让改变人的触觉，所以A选项恢复触觉符合题意，故选A。

　　【答案解析】

　　26.【答案】C。解析：考查细节题。本题的关键位于第二句the decision was an 8-0 defeat for the Administrations effort to upset the balance of power between the federal government and the states.，即目的是overstepped the authority of federal immigration law。与文中同义重复，所以选C，其余均不符合题意，排除。

　　27.【答案】C。解析：考查细节题。本题的关键位于第四段，本段首句解释了现象，之后的关键句joint federal-state immigration enforcement联合实施移民法案，解释了原因。所以与选项CStates legitimate role in immigration enforcement同义重复。而其他选项的withhold，independence，intervention文中没有提到。排除。即选C。

　　28.【答案】D。解析：考查推理题。本题关键是第五段最后一句：offered an even more robust defense of state privileges going back to the alien and Sedition Acts.唯一的最主要的反对来自法官Antonino Scalia, 这个法官defense是支持州的权利的，going back to可追溯到Alien and Sedition Acts，证明这个法案是支持州的权利的。所以选项D Stood in favor of the states符合题意，其余选项均不符合，排除。

　　29.【答案】A。解析：考查推理题。本题的关键位于第六段最后一句the White House claimed that it could invalidate any otherwise legitimate state law that it disagrees with。如果这些州的法律跟它有冲突的话，白宫声明它有权利宣布其他州的法律无效。说明联邦政府的权利大过州的实施权利。即outweighs that held by the states。答案选A。

　　30.【答案】D。解析：考查推理题。本题较难，需要认真。本段首句指出，联邦政府确实有一些exclusively(专门地)权利，比如控制居民以及边界。最后两句：The administration was in essence asserting that because it didnt want to carry out Congresss immigration wishes, no state should be allowed to do so either. Every Justice rightly rejected this remarkable claim.。关键词是reject，从中我们可以分析到政府在移民问题上占据着主导地位。所以选D，The Administration is dominant over immigration issues.

　　二、简答题

　　【参考答案】

　　在英语学习的领域，探究学习的本质就是，学生基于自身的兴趣，在教师的指导下，学生通过自己的努力和亲身的体验，主动获取知识或者信息，应用知识或信息去解决问题，完成交际任务。

　　设计教学活动，例如：语法教学，可以采用由学生观察、发现、讨论、归纳、应用的方法来处理，取得很好的效果。课文教学：可以把可以当成信息的载体，指导学生去获取信息，然后设计活动，或学生自己联想到能够应用的情景，学生应用所获得的信息完成交际任务。词汇教学：教师可以设计问题，指导学生通过上下文自己去理解生词的意思，开展讨论，各抒己见，教师最后给予确认，并指导学生自己设计可以应用的场景，进行交际。

　　三、教学情境分析题

　　【参考答案】

　　(1)该教师采用了最传统的翻译法进行教学。采用这种教学法的缺点是：①以教师为中心向学生灌输知识、缺乏趣味性，不能发挥学生的主动性;②孤立分析和讲解语音、单词变化和语法规则，忽视了在语境中教授词汇的意义和用法;③重视语法规则，轻视听说;④大量使用母语，阻碍了英语的积极使用。

　　(2)建议：①单词的展示阶段应注意直观性、情境性和趣味性原则。教师应以学生为中心，运用图片、多媒体、肢体语言等方式展现词汇。②词汇教学不能只停留在讲解展示层次，要给学生提供具体的情境，让学生使用单词。教师可运用听描述、画词汇同义、反义找找看等方式引起学生兴趣，调动学生积极性，让学生在愉快的教学活动中巩固和应用词汇。③教师应设计听、说、读、写四种技能想融合的词汇教学活动。④教师在课堂中应尽量使用英语，加大学生目的语的输入。

　　(3)PPT (Presentaion, Practice, Testing)教学模式：

　　①呈现：教师借助实物、图片、视频、行为等方式呈现单词的意义和用法。

　　②练习：通过匹配、替换、表演、猜测、词汇接龙等练习活动，训练和巩固所学词汇。

　　③测试：设置语境语用所学词汇，或者设计活动了解学生对词汇音、形、义的掌握程度。

　　TBLT (Task Based Language Teaching)模式：

　　①呈现：通过呈现使学生了解单词的意义和用法。

　　②任务：在完成听力、阅读或写作任务的过程中充分使用单词。

　　③展示作品：小组代表展示本小组的听力、阅读和写作作品。

　　④评价与练习：对学生的作品进行评价，主要是观察新学词汇的使用情况。

　　四、教学设计题

　　Teaching Aims:

　　1. Students can understand the main idea and get some knowledge of the development of English,

　　2. Students can master the usage of some key words.

　　3. Students can learn to describe the process of how English came into being,

　　4. Students can improve their reading and speaking ability.

　　5. Students can understand that everything is developing and everyone should make progress, and be confident to share their opinions.

　　Teaching Key Point:

　　The process of English formation, and the usage of some key words.

　　Teaching Difficult Point:

　　How to describe the process of somethings formation correctly and fluently.

　　Teaching Procedures:

　　Step 1: Pre-reading (5)

　　1. Ask Students a question Do you know some English words that are from foreign language? And let them discuss the question. Then try to classify these words into different countries.

　　2. Show some pictures about the change of residents living in England in the history, and then ask students to read the title, and predict what the passage will talk about.

　　(Justification: Leading in the topic by discussion could arouse students interest.)

　　Step 2: While-reading (15)

　　1. Fast-reading

　　Ask students to read the passage quickly and summarize the main idea.

　　Q: Whats the main idea of the passage and the main idea of the three parts?

　　2. Careful-reading

　　Ask students to read the passage again and answer the questions:

　　Q: What language did people spoke during the Old English period?

　　Why do we feel puzzled about which words or phrases to use today?

　　What period does Middle English refer to?

　　How did the Middle English come into being?

　　Will English keep changing in the future and why?

　　3. Ask students to underline the unknown words and discuss the meaning with partners. As to some difficult professional words, like Renaissance, teacher can analyze the key words with some examples or relevant knowledge to help students to understand the meaning and usage of the words. Invite some students to make sentences with the new words.

　　(Justification: Students could use reading strategies to get the main idea and detailed information of the text.)

　　Step 3:Post-reading (5)

　　1. Draw the timeline of Englishs formation history according to the passage and retell it to the partner.

　　2. Divide the students into several groups, and invite them to discuss on How to improve the efficiency of remembering words. Then ask some groups to share their good ideas.

　　(Justification: Students could practice expressing their idea in oral English and their logical thinking capability could be improved.)

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