1、上半年 教师资格考试 高中英语学科知识与教学能力真题及答案2016年上半年中小学教师资格考试真题试卷英语学科知识与教学能力(高级中学)(满分150分)、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。1. Excellent novels are those which _ national and cultural barriers.A. transcend B. traverseC. suppress D. surpass2. As Alice believed him to be a man of integrity, she refuse
2、d to consider the possibility that his statement wasA. irrelevant B. facetiousC. fictitious D. illogical3. The girls are afraid that being friendly to strangers could be misinterpreted by theirneighbours.A. ever-present B. ever-presentedC. ever-presenting D. ever-presently4. His presentation will sh
3、ow you _ can be used in other contexts.A. that you have observedB. that how you have observedC. how that you have observedD. how what you have observed5. Many students start each term with an award check, but by the time books are bought, food is paid for, and a bit of social life , it looks rather
4、emaciated.A. lives B. livedC. was lived D. has lived6. Which of the following is correct in its use of punctuation?A. The teacher asked, “Who said, Give me liberty or give me death?”B. The teacher asked, “Who said, Give me liberty or give me death?”C. The teacher asked, “Who said Give me liberty or
5、give me death”?D. The teacher asked, “Who said Give me liberty or give me death?”7. The pair of English phonemes _ differ in the place of articulation.A. / and /B. / and /C. /d/ and /z/D. /m/ and /n/8. There are consonant clusters in the sentence “Brian, I appreciate beautiful scarf you brought me.”
6、A. two B. threeC. four D. five9. When saying “Its noisy outside” to get someone to close the window, the speaker intends to perform a(n) .A. direct speech actB. locutionary actC. indirect speech actD. perlocutionary act10. That a Japanese child adopted at birth by an American couple will grow up spe
7、aking English indicates of human language.A. duality B. cultural transmissionC. arbitrariness D. cognitive creativity11. Fluent and appropriate language use requires knowledge of and this suggeststhat we should teach lexical chunks rather than single words.A. denotation B. connotationC. morphology D
8、. collocation12. “Underlining all the past form verbs in the dialogue” is a typical exercise focusing on .A. use B.formC. meaning D. function13. Which of the following activities may be more appropriate to help students practice a new structure immediately after presentation in class?A. Role play.B.
9、 Group discussion. C. Pattern drill.D. Written homework.14. When teaching students how to give appropriate responses to a congratulation or an apology, the teacher is probably teaching at .A. lexical levelB. sentence levelC. grammatical levelD. discourse level15. Which of the following activities ca
10、n help develop the skill of listening for gist?A. Listen and find out where Jim lives.B. Listen and decide on the best title for the passage.C. Listen and underline the words the speaker stresses.D. Listen to pairs of words and tell if they are the same.16. When an EFL teacher asks his student “How
11、do you know that the author liked the place since he did not tell us explicitly?”, he/she is helping students to reach comprehension.A. literalB. appreciativeC. inferentialD. evaluative17. Which of the following types of questions are mostly used for checking literal comprehension of the text?A. Dis
12、play questions.B. Rhetorical questions.C. Evaluation questions.D. Referential questions.18. Which of the following is a typical feature of informal writing?A. A well-organized structure is preferred.B. Short and incomplete sentences are common.C. Technical terms and definitions are required.D. A wid
13、e range of vocabulary and structural patterns are used.19. Peer-editing during class is an important step of the approach to teaching writing.A. genre-basedB. content-basedC. process-orientedD. product-oriented20. Portfolios, daily reports and speech delivering are typical means of .A. norm-referenc
14、ed testB. criterion-referenced testC. summative assessmentD. formative assessment请阅读 Passage l,完成第 2125小题。Passage l . When the Viaduct de Millau opened in the south of France in 2004, this tallest bridge in the world won worldwide accolades. German newspapers described how it “floated above the clou
15、ds” with “elegance and lightness” and “breathtaking” beauty. In France, papers praised the “immense” “concrete giant.” Was it mere coincidence that the Germans saw beauty where the French saw heft and power? Lera Borodisky thinks not. In a series of clever experiments guided by pointed questions, Bo
16、roditsky is amassing evidence that, yes, language shapes thought. The effect is powerful enough, she says, that “the private mental lives of speakers of different languages may differ dramatically,” not only when they are thinking in order to speak, “but in all manner of cognitive tasks,” including
17、basic sensory perception. “Even a small fluke of grammar”the gender of nouns“can have an effect on how people think about things in the world,” she says. As in that bridge, in German, the noun for bridge, Brucke, is feminine. In French, pont is masculine. German speakers saw prototypically female fe
18、atures; French speakers, masculine ones. Similarly, Germans describe keys (Schlussel) with words such as hard, heavy, jagged, and metal, while to Spaniards keys (llaves) are golden, intricate, little, and lovely. Guess which language construes key as masculine and which as feminine? Grammatical gend
19、er also shapes how we construe abstractions. In 85 percent of artistic depictions of death and victory, for instance, the idea is represented by a man if the noun is masculine and a woman if it is feminine, says Boroditsky. Germans tend to paint death as male, and Russians tend to paint it as female
20、. Language even shapes what we see. People have a better memory for colors if different shades have distinct namesnot Englishs light blue and dark blue, for instance, but Russians goluboy and sinly. Skeptics of the language-shapes-thought claim have argued that thats a trivial finding, showing only
21、that people remember what they saw in both a visual form and a verbal one, but not proving that they actually see the hues differently. In an ingenious experiment, however, Boroditsky and colleagues showed volunteers three color swatches and asked them which of the bottom two was the same as the top
22、 one. Native Russian speakers were faster than English speakers when the colors had distinct names, suggesting that having a name for something allows you to perceive it more sharply. Similarly, Korean uses one word for “in” when one object is in another snugly, and a different one when an object is
23、 in something loosely. Sure enough, Korean adults are better than English speakers at distinguishing tight fit from loose fit. Science has only scratched the surface of how language affects thought. In Russian, verb forms indicate whether the action was completed or notas in “she ate and finished th
24、e pizza.” In Turkish, verbs indicate whether the action was observed or merely rumored. Boroditsky would love to run an experiment testing whether native Russian speakers are better than others at noticing if an action is completed, and if Turks have a heightened sensitivity to fact versus hearsay.
25、Similarly, while English says “she broke the bowl” even if it smashed accidentally, Spanish and Japanese describe the same event more like “the bowl broke itself.” “When we show people video of the same event,” says Boroditsky, “English speakers remember who was to blame even in an accident, but Spa
26、nish and Japanese speakers remember it less well than they do intentional actions. It raises questions about whether language affects even something as basic as how we construct our ideas of causality.”21. Which of the following is closest in meaning to the underlined word “accolades” in PARAGRAPH O
27、NE?A. Praises.B. Awards.C. Support.D. Gratitude.22. What can be inferred from PARAGRAPH TWO?A. Language does not shape thoughts in any significant way.B. The relationship between language and thought is an age-old issue.C. The language we speak determines how we think and see the world.D. Whether la
28、nguage shapes thought needs to be empirically supported.23. What is the role of the underlined part “As in that bridge” in PARAGRAPH THREE?A. Reflecting on topics that appeal to the author and readers.B. Introducing new evidence to what has been confirmed before.C. Identifying the kinds of questions
29、 supported by the experiments.D. Claiming that speakers of different languages differ dramatically.24. Which of the following has nothing to do with the relationship between language and thought?A. People remember what they saw both visually and verbally.B. Language helps to shape what and how we pe
30、rceive the world.C. Grammar has an effect on how people think about things around us.D. Science has only scratched the surface of how language affects thought.25. Which of the following best represents the authors argument in the passage?A. The gender of nouns affects how people think about things i
31、n the world. .B. Germans and Frenchmen think differently about the Viaduct de Millau.C. Language shapes our thoughts and affects our perception of the world.D. There are different means of proving how language shapes our thoughts.请阅读Passage 2.完成第 2630小题。Passage 2 When American-born actor Michael Pen
32、a was a year old, his parents were deported. They had illegally walked across the U.S. border from Mexico and when they were caught by immigration authorities, they sent Pena and his brother to stay with relatives in the U.S. “It was quite a bit of a gamble for my parents,” says Pena, “but they came back a year later.” Penas father, who had been a farmer in Mexico, got a job at a butto
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