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2018上半年教师资格证考试真题答案解析:高中英语

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2018年上半年中小学教师资格考试英语学科知识与教学能力试题(高级中学)(精选)

一、单项选择题(本大题共30小题,每小题2分,共60分)

1. The sound of "ch" in "teacher" is__________.

 A. voiceless, post-alveolar, and affricative

B. voiceless, dental, and fricative

 C. voiced, dental, and fricative

D. voiced, post-alveolar, and plosive

参考答案:A
参考解析:本题考查字母组合的发音。字母组合ch在单词teacher中发/tʃ/的音。辅音有多种分类方式。从声带振动上来看,/tʃ/为清辅音(voiceless);从发音部位上来看,/tʃ/为齿龈后音(post-alveo-lar);从发音方式上来看,/tʃ/为塞擦音(affricative)。

2. The main difference between/m/,/n/, and/η/lies in__________.

 A. manner of articulation

B. sound duration

 C. place of articulation

参考答案:C
参考解析:本题考查辅音的分类。A项意为“发音方式”,按照发音方式,三者都属于鼻音:B项意为“音长”,三者在该方面并无明显区别;C项意为“发音部位”,按照发音部位,/m/是双唇音,/n/是齿龈音,/ŋ/是软腭音;D项意为“带声性”,三者均带声。故本题选c。

D. voicing

3. She is __________ , from her recording, the diaries of Simon Forman.

 A. transcribing

B. keeping

 C. paraphrasing

D. recollecting

参考答案:A
参考解析:本题考查动词辨析。句意为“她正根据她的录音转录西蒙·福曼的日记”。transcribe“转录”,keep“保持”,paraphrase“解释,释义”,recollect“回忆,想起”。故本题选A。

4. Neither the unpleasant experiences nor the bad luck __________ him discouraged.

 A. have caused

B. has caused

 C. has made

D. have made

参考答案:c
参考解析:本题考查主谓一致和使役动词。句意为“不愉快的经历和坏运气并没有使他气馁”。当neither…nor…连接两个并列主语时,谓语动词的选择要遵循“就近原则”,即谓语动词的单复数与nor后面的主语bad luck保持一致,故排除A、D两项。make用作使役动词,后面可接形容词作宾语补足语,表示“使……处于某种状态”。cause用作动词,可表示“引起,造成,使得”,其后面常接不定式的复合结构作宾语。故本题选C。

5. Mr. Joe has worked very hard in the past two years and has paid all his debts __________the last penny.

 A. by

B. to

C. until

D. with

参考答案:B
参考解析:本题考查介词。句意为“乔先生在过去两年里非常努力地工作,他还清了全部债务,分文不欠”。by表示通过某种方式;until表示“直到……”,一般用于时间;with表示“用……工作,随着”;to表示“直到”,用在句子里强调直到还清最后一分钱,即偿清债务。故本题选B。

6. The message came to the villagers __________ the enemy had already fled the village.

 A. which

B. who

C. that

D. where

参考答案:C
参考解析:本题考查同位语从句。句意为“村民们得到消息,敌人已经逃离了村庄”。同位语从句通常跟在某些抽象名词(如news,idea,fact,rumor,thought,promise,message等)的后面,对这些名词进行解释或说明,但有时同位语从句可以不紧跟在其说明的名词后面,而被别的词隔开。该同位语从句the enemy had already fled the village意义完整,连接词不充当任何成分,所以应该用that引导。由于主句谓语较短,而同位语从句较长,所以题干中的句子的同位语从句被后置。

7. We must improve the farming method __________we may get high yields.

 A. in case

B. in order that

 C. now that

D. even if

参考答案:B
参考解析:本题考查连词辨析。句意为“我们必须改进耕作方式以获得高产量”。in order that表示“以便,为了”,后面接从句作目的状语,故本题选B。in case引导目的状语从句时表示“以免,以防”;now that表示“既然,由于”;even if表示“即使,尽管”。A、c、D三项均不符合句意。

8.--Do you mind if I smoke here?

--__________.

A. Yes, I don't

B. Yes, you may

C. No, not at all

D. Yes,I won’t

参考答案:c
参考解析:本题考查情景交际。句意为“一你介意我在这吸烟吗?一——。”回答含有mind的问句时有两种方式,表示不介意时用“No”,表示介意时用“Yes”。A、B、D三项中后面的回答均与前面的Yes矛盾,只有C项“不介意,点也不”符合语境。

9. What is the main rhetoric device used in “The plowman homeward plods his weary way.”?

A. Metaphor.

B. Metonymy.

C. Synecdoche.

D.Transferred epithet.

参考答案:D
参考解析:本题考查修辞学。metaphor(隐喻/暗喻)是在两个不同事物之间进行比较,但它不直接点明两个事物之间的相似性,而是进行隐藏的比较,例如:All the world is a stage.整个世界是一台戏(用stage喻指all the world),metonymy(转喻)指直接用比喻事物代替本体事物,例如:The buses in America are on strike now.美国的公共汽车司机正在罢工(这里buses喻指司机drivers)。synecdoche(提喻)指用一般代替特殊或以特殊代替一般,部分代替整体或整体代替部分,或用原材料代表用该材料制造的东西。比如以hands代替persons,以Solomon代替a wise man,以the smiling year代替the spring。transferred epithet(移就)指用本应该描述甲事物性质状态的词语来形容乙事物,而乙事物却根本不具备这种性质或功能。例如题干中的“The plowman homeward plods his weary way.”句中形容词“weary”本来应该修饰的是“the plow-man”,作者在这里用来修饰“way”,使这句话勾勒出一幅筋疲力尽的农夫步履蹒跚地走向家园的画面。故本题选D。

10.--A:Let's go to the movie tonight.

--B:I'd like to. but I have to study for an exam.

In the conversation above, B's decline of the proposal is categorized as a kind of__________.

A. illocutionary act

B. perlocutionary act

C. propositional condition

D. sincerity condition

参考答案:A
参考解析:本题考查间接言语行为理论。题干是一个很典型的关于间接言语行为理论的对话。间接言语行为指的是通过一种言外行为间接地完成另外一种言外行为的情况。言外行为是表达说话者意图的行为,它是说话者在说某些话时所实施的行为。在此对话中,B并没有直接说出他是去还是不去,但是我们很容易就能看出他想要表达的意思是不去,所以B的回应属于言外行为(illocutionary act)。言后行为(perlocutionary act)是通过某些话所实施的行为,或讲某些话所导致的行为,它是话语所产生的后果或所引起的变化。命题条件(propositional condition)和诚意条件(sincerity condition)属于实施言外行为的条件。故本题选A。

11. Which of the following activities is NOT typical of the Task-Based Language Teaching method?

A. Problem-solving activities.

B. Opinion exchange activities.

C. Information-gap activities.

D. Pattern practice activities.

参考答案:D
参考解析:本题考查任务型语言教学活动。题干的意思:下列哪项活动不是典型的任务型语言教学活动?任务型语言教学是指在教学活动中,教师应当围绕特定的交际和语言项目,设计出具体的、可操作的任务,学生通过表达、沟通、交涉、解释、询问等各种语言活动形式来完成任务,以达到学习和掌握语言的目的。根据任务的定义及特点,任务型教学活动可分为解决问题型、交流意见型、信息沟等类型的活动。D项“句型练习活动”属于传统的教学活动,不属于典型的任务型语言教学活动。故本题选D。

12. If a teacher shows students how to do an activity before they start doing it, he/she is using the technique of__________.

A. presentation

B. demonstration

C. elicitation

D. evaluation

参考答案:B
参考解析:本题考查教学技巧。题于的意思:如果教师在让学生开始做一个活动前先向他们展示活动是如何进行的,那么他/她使用的是什么技巧?A项“呈现”,B项“示范”,C项“引入”,D项“评价”。根据题意可知,本题选B。

13. When a teacher asks students to discuss how a text is organized,he/she is most likely to help them__________.

A. evaluate the content of the text

B. analyze the structure of the passage

C. understand the intention of the writer

D. distinguish the facts from the opinions

参考答案:B
参考解析:本题考查语篇教学。题干的意思:如果教师让学生讨论一篇文章是如何组织的,他/她最有可能是帮助他们做什么?A项“评价文章内容”,B项“分析文章结构”,C项“理解作者的意图”,D项“区分事实和观点”。教师让学生讨论一篇文章是如何组织的,最有可能是帮助学生分析文章结构。故本题选B。

14. Which of the following practices can encourage students to read an article critically?

A. Evaluating its point of view.

B. Finding out the facts.

C. Finding detailed information.

D. Doing translation exercises.

参考答案:A
参考解析:本题考查阅读教学。题干的意思:下列哪种练习可以鼓励学生批判性地阅读文章?A项“评价它的观点”,B项“找出事实”,C项为“找到细节信息”,D项“做翻译练习”。评价文章观点的活动能够引导学生在理解文本的基础上对文章中的观点进行分析、评判,促使学生主动、积极地思考,促进学生批判性思维的发展。故本题选A。

15. Which of the following is a display question used by teachers in class?

A. If you were the girl in the story,would you behave like her?

B. Do you like this story Girl the Thumb ,why or why not?

C. Do you agree that the girl was a kind-hearted person?

D. What happened to the girl at the end of the story?

参考答案:D
参考解析:本题考查课堂提问的类型。题干的意思:下列哪个问题属于教师在课堂上使用的展示性问题?A项“如果你是故事里的女孩,你会像她一样表现吗?”,B项“你喜欢拇指姑娘的故事吗,为什么?”,C项“你认为这个女孩是个热心人吗?”,D项“在故事的结尾这个女孩发生了什么?”。展示性问题指的是教师已经知道答案或者答案能在相关工具中找到,用于检查学生对课文内容的字面理解的提问。D项属于展示性问题,而其他三项均属于参考性问题,即教师所提问题没有预设的答案,目的是发散思维、寻求信息。故本题选D。

16. Which of the following would a teacher encourage students to do in order to develop their cognitive strategies?

A. To make a study plan.

B. To summarize a story.

C. To read a text aloud.

 D. To do pattern drills.

参考答案:B
参考解析:本题考查课程标准知识。题干的意思:为了培养学生的认知策略,教师会鼓励学生怎样做?A项“制订学习计划”,B项“概述故事”,C项“大声读文章”,D项“做句型练习”。认知策略是指学生为了完成具体学习任务而采取的步骤和方法,同时也包括学习者加工信息的一些方法和技术。概述属于加工信息的一种方法。故本题选B。

17. Which of the following exercises would a teacher most probably use if he/she wants to help students de-velop discourse competence?

A. Paraphrasing sentences.

B. Translating sentences.

C. Unscrambling sentences.

D. Transforming sentences.

参考答案:A
参考解析:本题考查语篇教学。题干的意思:如果教师想培养学生的语篇能力,他/她最有可能采用以下哪种练习?A项“释义句子”,B项“翻译句子”,C项“整理句子”,D项“转换句子”。语篇能力就是能够依靠上下文或语境理解篇章和通过衔接连贯、逻辑联系等手段组织篇章结构的能力,简而言之,就是能够对篇章信息进行理解、加工和再创作的能力。释义句子即用英语解释或转换句子,符合题意。故本题选A。

18. The advantages of pair and group work include all of the following EXCEPT__________.

A. interaction with peers

B. variety and dynamism

C. an increase in language practice

D. opportunities to guarantee accuracy

参考答案:D
参考解析:本题考查课堂活动形式。题干的意思:下列哪项不是结对活动和小组活动的优点?A项“与同伴互动”,B项“多样化和活力”,C项“语言练习增多”,D项“保证准确性的机会”。结对活动和小组活动主要是通过成员相互交流与合作来完成任务。它们可以促进学生间的互动,活跃课堂气氛。结对活动和小组活动重在交流,主要关注语言表达的流畅性,会在一定程度上忽视准确性。故选D。

19. Which of the following should a teacher avoid when his/her focus is on developing students' ability to use words appropriately?

A. Teaching both the spoken and written form.

B. Teaching words in context and giving examples.

C. Presenting the form, meaning, and use of a word.

D. Asking students to memorize bilingual word lists.

参考答案:D
参考解析:本题考查语言知识教学。题干的意思:如果教师专注于培养学生恰当地使用单词的能力,那么他/她应该避免以下哪种方式?A项“教单词的口语和书面形式”,B项“在语境中教单词并举例子”,C项“呈现单词的形式、意义及用法”,D项“要求学生记忆双语单词表”。在词汇教学中,教师不仅要讲授单词的形式,还要创设具体的语境,让学生在运用中加深对词汇意义的理解,掌握词汇的用法和功能,进而恰当得体地运用词汇表情达意。记忆双语单词表属于单纯的记忆活动,不能起到促进学生恰当使用词汇的作用。故本题选D。

20. Which of the following practices is most likely to encourage students' cooperation in learning?

A. Doing a project.

B. Having a dictation

C. Taking a test.

D. Copying a text.

参考答案:A
参考解析:本题考查课堂组织活动。题干的意思:下列哪种练习最有可能培养学生在学习中的合作精神?A项“完成项目”,B项“听写”,C项“考试”,D项“抄写课文”。根据题意,在完成项目时需要多方合作.这最有可能培养学生的合作精神。故本题选A。

阅读Passage 1,完成第21~25小题。

 Passage 1

Today's adults grew up in schools designed to sort us into the various segments of our social and eco-nomic system. The amount of time available to learn was fixed : one year per grade. The amount learned by the end of that time was free to vary:some of us learned a great deal;some,very little. As we advanced through the grades,those who had learned a great deal in previous grades continued to build on those foundations.

Those who had failed to master the early prerequisites within the allotted time failed to learn that which fol-lowed. After 12 or 13 years of cumulative treatment of this kind ,we were ,in effect, spread along an achieve-ment continuum that was ultimately reflected in each student's rank in class upon graduation.

From the very earliest grades, some students learned a great deal very quickly and consistently scored high on assessments. The emotional effect of this was to help them to see themselves as capable learners, and so these students became increasingly confident in school. That confidence gave them the inner emotional strength to take the risk of striving for more success because they believed that success was within their reach. Driven forward by this optimism,these students continued to try hard, and that effort continued to re-sult in success for them. They became the academic and emotional winners. Notice that the trigger for their e-motional strength and their learning success was their perception of their success on formal and informal as-sessments.

 But there were other students who didn't fare so well. They scored very low on tests, beginning in theearliest grades. The emotional effect was to cause them to question their own capabilities as learners. They be-gan to lose confidence, which, in turn, deprived them of the emotional reserves needed to continue to take risks. As their motivation warned, of course, their performance plummeted. These students embarked on what they believed to be an irreversible slide toward inevitable failure and lost hope. Once again, the emotional trigger for their decision not to try was their perception of their performance on assessments.

 Consider the reality--indeed, the paradox--of the schools in which we were reared. If some students worked hard and learned a lot, that was a positive result, and they would finish high in the rank order. But if some students gave up in hopeless failure, that was an acceptable result, too, because they would occupy places very low in the rank order. Their achievement results fed into the implicit mission of schools : the grea-ter the spread of achievement among students, the more it reinforced the rank order. This is why, if some students gave up and stopped trying(even dropped out of school), that was regarded as the student's prob-lem, not the teacher's or the school's.

Once again, please notice who is using test results to decide whether to strive for excellence or give up in hopelessness. The "data-based decision makers" in this process are students themselves. Students are deci-ding whether success is within or beyond reach, whether the learning is worth the required effort, and so whether to try or not. The critical emotions underpinning the decision making process include anxiety, fear of failure, uncertainty, and unwillingness to take risks--all triggered by students' perceptions of their own capa-bilities as reflected in assessment results.

Some students responded to the demands of such environments by working hard and learning a great deal. Others controlled their anxiety by giving up and not caring. The result for them is exactly the opposite of the one society wants. Instead of leaving no child behind, these practices, in effect, drove down the achieve-ment of at least as many students as they successfully elevated. And the evidence suggests that the downside victims are more frequently members of particular socioeconomic and ethnic minorities.

21. What has made students spread along an achievement continuum according to the passage?

 A. The allotted time to learn.

 B. Social and economic system.

 C. The early prerequisites students mastered.

 D. Performance on formal and informal assessments.

参考答案:C
参考解析:细节理解题。根据题目中的关键词定位到文章中第一段。由最后三句话“…those who had learned a great deal in previous grades contin-ued to build on those foundationsspread along an achievement continuum that was ultimately reflected in each student's rank in class upon graduation. " 可知,在之前的学习中掌握较多内容的学生继续在已有基础上学习,没有在规定时间内掌握先决条件的人则无法继续学习,经过长期累积,学生的成就最终反映在他们各自的排名上。所以决定学生成就的是他们早期掌握的内容。故本题选C。

 22. What is the author's attitude towards the old mission of assessment?

 A. Supportive.

B. Indifferent.

 C. Negative.

D. Neutral.

参考答案:C
参考解析:态度题。作者在第二、三段分别阐述了学校的评估对于学习好的学生和学习不好的学生的情感效应,即学习好的学生越来越积极,学习不好的学生越来越消极。第四段提到即使学生成绩不好甚至辍学,这也被认为是学生自己的问题,而不是学校或教师的责任。作者的观点是学校不该让学生越来越消极。通过整篇的用词诸如最后一段“the downside victims”等可知,作者对于学校旧的评估工作是持消极态度的。故本题选C。

 23. Which of the following is closest in meaning to the underlined word" plummeted" in Paragraph 3 ?

A. Punished timely.

B. Spread widely.

C. Continued gradually.

D. Dropped sharply.

参考答案:D
参考解析:词义辨析题。根据画线词定位到第三段。前面说学生考试分数不高,就会在情感上对其造成消极的影响,导致他们质疑自己的学习能力,失去信心,不想继续尝试。随着这样的想法不断加深.他们的表现也不可逆转地急剧下降。由此可以推断出plummeted与Dropped sharply“急剧下降”意思相近。故本题选D。

 24. Which of the following describes the paradox of the schools?

A. Discrepancy between what they say and what they do.

B. Differences between teachers' problems and schools' problems.

C. Advantages and disadvantages of students' learning opportunities.

D. Students' perception and the reality of their performance on assessments.

参考答案:D
参考解析:细节理解题。根据关键词定位到第四段。根据原文“Their achievement results fed into the implicit mission of schools : the greater the spread of achievement among students, the more it rein-forced the rank order. This is why, if some students gave up and stopped trying (even dropped out of school), that was regarded as the student's problem,not the teacher's or the school’s.”可知,学生之间成绩流传得越广,成绩的排名就越固定。结合前文及此处内容,电就是说成绩决定了学生学习的态度,态度决定了他们的排名表现。故本题选D。

 25. Which of the following will be triggered by the assessment results according to the passage?

A. Students' learning efforts.

B. Leaving-no-child-behind policy.

C. Socioeconomic and ethnic ranking.

D. Social disapproval of schools' mission.

参考答案:A
参考解析:细节理解题。由倒数第二段可知,根据考试结果决定继续努力还是放弃的是学生自己,在做此决定的过程中的重要情感都是由学生对于自己在考试中反映出的能力的态度所决定的。故本题选A。

请阅读Passage 2,完成26~30小题。

 Passage 2

Several research teams have found that newborns prefer their mothers' voices over those of other people.

Now a team of scientists has gone an intriguing step further:they have found that newborns cry in their native language. "We have provided evidence that language begins with the very first cry melodies," says Kathleen Wermke of the University of Wurzburg, Germany, who led the research.

"The dramatic finding of this study is that not only are newborns capable of producing different cry mel-odies, but they prefer to produce those melody patterns that are typical for the ambient language they have heard during their fetal life,within the last trimester," said Wermke. "Contrary to orthodox interpretations,these data support the importance of human infants' crying for seeding language development. "

It had been thought that babies' cries are constrained by their breathing patterns and respiratory appara-tus,in which case a crying baby would sound like a crying baby no matter what the culture is, since babies are anatomically identical. "The prevailing opinion used to be that newborns could not actively influence their production of sound," says Wermke. This study refutes that claim : since babies cry in different languages,they must have some control (presumably unconscious) over what they sound like rather than being con-strained by the acoustical properties of their lungs, throat, mouth, and larynx. If respiration alone dictated what a cry sounded like, all babies would cry with a falling-pitch pattern, since that's what happens as you run out of breath and air pressure on the throat's sound-making machinery decreases. French babies apparently didn't get that memo. "German and French infants produce different types of cries, even though they share the same physiology," the scientists point out. "The French newborns produce ' nonphysiological'rising patterns," showing that the sound of their cries is under their control.

 Although phonemes--speech sounds such as "ki" or "sh" --don't cross the abdominal barrier and reach the fetus, so-called prosodic characteristics of speech do. These are the variations in pitch, rhythm, and intensity that characterize each language. Just as newborns remember and prefer actual songs that they heard in utero,it seems, so they remember and prefer both the sound of Mom's voice and the melodic signature of her language.

 The idea of the study wasn't to make the sound of a screaming baby more interesting to listeners—good luck with that--but to explore how babies acquire speech. That acquisition, it is now clear, begins months be-fore birth, probably in the third trimester. Newborns "not only have memorized the main intonation patterns of their respective surrounding language but are also able to reproduce these patterns in their own I sound I pro- duction," conclude the scientists. Newborns' "cries are already tuned toward their native language," giving them a head start on sounding French or German (or, presumably, English or American or Chinese or any-thing else:the scientists are collecting cries from more languages). This is likely part of the explanation for how babies develop spoken language quickly and seemingly without effort. Sure, we may come into the world wired for language( thank you, Noam Chomsky), but we also benefit from the environmental exposure that tells us which language.

Until this study, scientists thought that babies became capable of vocal imitation no earlier than 12 weeks of age. That's when infants listening to an adult speaker producing vowels can parrot the sound. But that's the beginning of true speech. It's sort of amazing that it took this long for scientists to realize that if they want to see what sounds babies can perceive, remember, and play back, they should look at the sound babies produce best. So let the little angel cry:she's practicing to acquire language.

 26. What does Kathleen Wermke's research indicate?

 A. Babies are unable to do vocal imitation.

 B. Babies' cries could be their early language acquisition.

 C. Babies start speech acquisition months after their birth.

 D. A crying baby is a crying baby no matter what the culture is.

参考答案:B
参考解析:细节理解题。根据“scientists thought that babies became capable of vocal imitation no ear-lier than 12 weeks of age”可知,A项说法错误。
根据“We have provided evidence that language be-gins with the very first cry melodies”及后文可知,Kathleen Wermke的研究是用婴儿哭声声调的不同来说明婴儿语言的习得可能在子宫中就开始了,婴儿的哭声可能就是他们早期语言习得的体现。B项说法正确。根据“That acquisition,it is now clear,begins months before birth,probably in the third trimester”可知,C项与原文不符。D项在文中直接进行了说明,不符合题目要求。故本题选B。

27. Which of the following is closest in meaning to the underlined word "ambient" in Paragraph 2?

 A. Surrounding.

B. Familiar.

 C. Foreign.

D. Local.

参考答案:A
参考解析:词义辨析题。根据画线词定位到第二段。改段描述了婴儿在子宫中听到的声音是来自于周围的语言。
另外文章倒数第二段中也提到了“Newborns‘not only have memorized…of their respective surrounding language…”。所以“ambient”与“surroundin9”的意思接近,本题选A。familiar“熟悉的”,foreign“外国的”,local“当地的”。

28. Why do German and French babies produce different types of cries according to the research?

A. Because they can control what they hear.

B. Because they can control their different breathing patterns.

C. Because they don't share the same physiological structure.

D. Because they can somehow control their sound production.

参考答案:D
参考解析:推断判断题。根据原文第三段提到的"This study refutes that claim:since babies cry in different languages, they must have some control...showing that the sound of their cries is under their control.”可知,法国婴儿与德国婴儿虽然具有相同的生理结构,但他们可以发出不同类型的哭声,这是因为他们可以控制自己的发声。故本题选D。

29. When does language acquisition begin according to the research?

A. It begins with the birth of a baby.

B. It begins before the birth of a baby.

C. It begins when a baby starts imitating adults' speech.

D. It begins with a baby's cry melodies typical of its mother tongue.

参考答案:B
参考解析:细节理解题。根据倒数第二段中的“That acquisition,it is now clear,begins months be-fore birth,probably in the third trimester.”可知,婴儿在出生之前就开始了语言习得。故本题选B。

30. What can be inferred from the last paragraph?

A. Babies' cries have long been the concerns of scientists.

B. Babies start their speech acquisition at the age of three months.

C. Studying babies' cries helps us understand their speech perception.

D. Babies' true speech,rather than their cries, should be the focus of study.

参考答案:C
参考解析:推理判断题。A项在最后一段中没有被提及。该段指出以前科学家认为婴儿在出生后三个月才开始语言习得的观点是不正确的,故B项无法从原文推出。根据“if they want to see what sounds babies can perceive, remember, and play back ,they should look at the sound babies produce best. So let the little angel cry:she's practicing to ac-quire language”,可知研究的重点不仅包括真正的语言,也包括婴儿的哭声,而且科学家研究婴儿的哭声可以了解婴儿的言语知觉,故D项错误,本题选C。

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