上半年教师资格考试高中《英语学科知识与教学能力》真题和答案Word文档格式.docx

上半年教师资格考试高中《英语学科知识与教学能力》真题和答案Word文档格式.docx

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A.ever-presentB.ever-presented

C.ever-presentingD.ever-presently

4.Hispresentationwillshowyou____canbeusedinothercontexts.

A.thatyouhaveobserved

B.thathowyouhaveobserved

C.howthatyouhaveobserved

D.howwhatyouhaveobserved

5.Manystudentsstarteachtermwithanawardcheck,butbythetimebooksarebought,foodispaidfor,andabitofsociallife＿＿,itlooksratheremaciated.

A.livesB.lived

C.waslivedD.haslived

6.Whichofthefollowingiscorrectinitsuseofpunctuation?

A.Theteacherasked,“Whosaid,‘Givemelibertyorgivemedeath’?

”

B.Theteacherasked,“Whosaid,‘Givemelibertyorgivemedeath?

’”

C.Theteacherasked,“Whosaid‘Givemelibertyorgivemedeath’”?

D.Theteacherasked,“Whosaid‘Givemelibertyorgivemedeath’?

7.ThepairofEnglishphonemes_differintheplaceofarticulation.

A./ʃ/and/ʒ/

B./θ/and/ð

/

C./d/and/z/

D./m/and/n/

8.Thereare＿consonantclustersinthesentence“Brian,Iappreciatebeautifulscarfyoubroughtme.”

A.twoB.three

C.fourD.five

9.Whensaying“It’snoisyoutside”togetsomeonetoclosethewindow,thespeakerintendstoperforma（n）＿.

A.directspeechact

B.locutionaryact

C.indirectspeechact

D.perlocutionaryact

10.ThataJapanesechildadoptedatbirthbyanAmericancouplewillgrowupspeakingEnglishindicates＿ofhumanlanguage.

A.dualityB.culturaltransmission

C.arbitrarinessD.cognitivecreativity

11.Fluentandappropriatelanguageuserequiresknowledgeof＿andthissuggests

thatweshouldteachlexicalchunksratherthansinglewords.

A.denotationB.connotation

C.morphologyD.collocation

12.“Underliningallthepastformverbsinthedialogue”isatypicalexercisefocusingon＿.

A.useB.form

C.meaningD.function

13.Whichofthefollowingactivitiesmaybemoreappropriatetohelpstudentspracticeanewstructureimmediatelyafterpresentationinclass?

A.Roleplay.

B.Groupdiscussion.

C.Patterndrill.

D.Writtenhomework.

14.Whenteachingstudentshowtogiveappropriateresponsestoacongratulationoranapology,theteacherisprobablyteachingat＿.

A.lexicallevel

B.sentencelevel

C.grammaticallevel

D.discourselevel

15.Whichofthefollowingactivitiescanhelpdeveloptheskilloflisteningforgist?

A.ListenandfindoutwhereJimlives.

B.Listenanddecideonthebesttitleforthepassage.

C.Listenandunderlinethewordsthespeakerstresses.

D.Listentopairsofwordsandtelliftheyarethesame.

16.WhenanEFLteacheraskshisstudent“Howdoyouknowthattheauthorlikedtheplacesincehedidnottellusexplicitly?

”,he/sheishelpingstudentstoreach＿comprehension.

A.literal

B.appreciative

C.inferential

D.evaluative

17.Whichofthefollowingtypesofquestionsaremostlyusedforcheckingliteralcomprehensionofthetext?

A.Displayquestions.

B.Rhetoricalquestions.

C.Evaluationquestions.

D.Referentialquestions.

18.Whichofthefollowingisatypicalfeatureofinformalwriting?

A.Awell-organizedstructureispreferred.

B.Shortandincompletesentencesarecommon.

C.Technicaltermsanddefinitionsarerequired.

D.Awiderangeofvocabularyandstructuralpatternsareused.

19.Peer-editingduringclassisanimportantstepofthe＿approachtoteachingwriting.

A.genre-based

B.content-based

C.process-oriented

D.product-oriented

20.Portfolios,dailyreportsandspeechdeliveringaretypicalmeansof＿.

A.norm-referencedtest

B.criterion-referencedtest

C.summativeassessment

D.formativeassessment

请阅读Passagel,完成第21~25小题。

Passagel.

WhentheViaductdeMillauopenedinthesouthofFrancein2004,thistallestbridgeintheworldwonworldwideaccolades.Germannewspapersdescribedhowit“floatedabovetheclouds”with“eleganceandlightness”and“breathtaking”beauty.InFrance,paperspraisedthe“immense”“concretegiant.”WasitmerecoincidencethattheGermanssawbeautywheretheFrenchsawheftandpower?

LeraBorodiskythinksnot.

Inaseriesofcleverexperimentsguidedbypointedquestions,Boroditskyisamassingevidencethat,yes,languageshapesthought.Theeffectispowerfulenough,shesays,that“theprivatementallivesofspeakersofdifferentlanguagesmaydifferdramatically,”notonlywhentheyarethinkinginordertospeak,“butinallmannerofcognitivetasks,”includingbasicsensoryperception.“Evenasmallflukeofgrammar”—thegenderofnouns—“canhaveaneffectonhowpeoplethinkaboutthingsintheworld,”shesays.

Asinthatbridge,inGerman,thenounforbridge,Brucke,isfeminine.InFrench,pontismasculine.Germanspeakerssawprototypicallyfemalefeatures;

Frenchspeakers,masculineones.Similarly,Germansdescribekeys（Schlussel）withwordssuchashard,heavy,jagged,andmetal,whiletoSpaniardskeys（llaves）aregolden,intricate,little,andlovely.Guesswhichlanguageconstrueskeyasmasculineandwhichasfeminine?

Grammaticalgenderalsoshapeshowweconstrueabstractions.In85percentofartisticdepictionsofdeathandvictory,forinstance,theideaisrepresentedbyamanifthenounismasculineandawomanifitisfeminine,saysBoroditsky.Germanstendtopaintdeathasmale,andRussianstendtopaintitasfemale.

Languageevenshapeswhatwesee.Peoplehaveabettermemoryforcolorsifdifferentshadeshavedistinctnames—notEnglish’slightblueanddarkblue,forinstance,butRussian’sgoluboyandsinly.Skepticsofthelanguage-shapes-thoughtclaimhavearguedthatthat’satrivialfinding,showingonlythatpeoplerememberwhattheysawinbothavisualformandaverbalone,butnotprovingthattheyactuallyseethehuesdifferently.Inaningeniousexperiment,however,Boroditskyandcolleaguesshowedvolunteersthreecolorswatchesandaskedthemwhichofthebottomtwowasthesameasthetopone.NativeRussianspeakerswerefasterthanEnglishspeakerswhenthecolorshaddistinctnames,suggestingthathavinganameforsomethingallowsyoutoperceiveitmoresharply.Similarly,Koreanusesonewordfor“in”whenoneobjectisinanothersnugly,andadifferentonewhenanobjectisinsomethingloosely.Sureenough,KoreanadultsarebetterthanEnglishspeakersatdistinguishingtightfitfromloosefit.

Sciencehasonlyscratchedthesurfaceofhowlanguageaffectsthought.InRussian,verbformsindicatewhethertheactionwascompletedornot—asin“sheate[andfinished]thepizza.”InTurkish,verbsindicatewhethertheactionwasobservedormerelyrumored.BoroditskywouldlovetorunanexperimenttestingwhethernativeRussianspeakersarebetterthanothersatnoticingifanactioniscompleted,andifTurkshaveaheightenedsensitivitytofactversushearsay.Similarly,whileEnglishsays“shebrokethebowl”evenifitsmashedaccidentally,SpanishandJapanesedescribethesameeventmorelike“thebowlbrokeitself.”“Whenweshowpeoplevideoofthesameevent,”saysBoroditsky,“Englishspeakersrememberwhowastoblameeveninanaccident,butSpanishandJapanesespeakersrememberitlesswellthantheydointentionalactions.Itraisesquestionsaboutwhetherlanguageaffectsevensomethingasbasicashowweconstructourideasofcausality.”

21.Whichofthefollowingisclosestinmeaningtotheunderlinedword“accolades”inPARAGRAPHONE?

A.Praises.

B.Awards.

C.Support.

D.Gratitude.

22.WhatcanbeinferredfromPARAGRAPHTWO?

A.Languagedoesnotshapethoughtsinanysignificantway.

B.Therelationshipbetweenlanguageandthoughtisanage-oldissue.

C.Thelanguagewespeakdetermineshowwethinkandseetheworld.

D.Whetherlanguageshapesthoughtneedstobeempiricallysupported.

23.Whatistheroleoftheunderlinedpart“Asinthatbridge”inPARAGRAPHTHREE?

A.Reflectingontopicsthatappealtotheauthorandreaders.

B.Introducingnewevidencetowhathasbeenconfirmedbefore.

C.Identifyingthekindsofquestionssupportedbytheexperiments.

D.Claimingthatspeakersofdifferentlanguagesdifferdramatically.

24.Whichofthefollowinghasnothingtodowiththerelationshipbetweenlanguageandthought?

A.Peoplerememberwhattheysawbothvisuallyandverbally.

B.Languagehelpstoshapewhatandhowweperceivetheworld.

C.Grammarhasaneffectonhowpeoplethinkaboutthingsaroundus.

D.Sciencehasonlyscratchedthesurfaceofhowlanguageaffectsthought.

25.Whichofthefollowingbestrepresentstheauthor’sargumentinthepassage?

A.Thegenderofnounsaffectshowpeoplethinkaboutthingsintheworld..

B.GermansandFrenchmenthinkdifferentlyabouttheViaductdeMillau.

C.Languageshapesourthoughtsandaffectsourperceptionoftheworld.

D.Therearedifferentmeansofprovinghowlanguageshapesourthoughts.

请阅读Passage2.完成第26~30小题。

Passage2

WhenAmerican-bornactorMichaelPenawasayearold,hisparentsweredeported.TheyhadillegallywalkedacrosstheU.S.borderfromMexicoandwhentheywerecaughtbyimmigrationauthorities,theysentPenaandhisbrothertostaywithrelativesintheU.S.“Itwasquiteabitofagambleformyparents,”saysPena,“buttheycamebackayearlater.”Pena’sfather,whohadbeenafarmerinMexico,gotajobatabutton