上半年高中英语教师资格证真题.docx

1、上半年高中英语教师资格证真题2019上半年高中英语教师资格证真题 2019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. traverse C. suppress D. surpass 2. As Alice believed him to be a man of integrity

2、, she refused to consider the possibility that his statement was A. irrelevant B. facetious C. fictitious D. illogical 3. The girls are afraid that being friendly to strangers could be misinterpreted by theirneighbours. A. ever-present B. ever-presented C. ever-presenting D. ever-presently 4. His pr

3、esentation will show you _ can be used in other contexts. A. that you have observed B. that how you have observed C. how that you have observed D. how what you have observed 5. 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

4、life , it looks rather emaciated. A. lives B. lived C. was lived D. has lived 6. 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,

5、“Who said Give me liberty or 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 appreci

6、ate beautiful scarf you brought me.” A. two B. three C. four D. five 9. When saying “Its noisy outside” to get someone to close the window, the speaker intends to perform a(n) . A. direct speech act B. locutionary act C. indirect speech act D. perlocutionary act 10. That a Japanese child adopted at

7、birth by an American couple will grow up speaking English indicates of human language. A. duality B. cultural transmission C. arbitrariness D. cognitive creativity 11. Fluent and appropriate language use requires knowledge of and this suggests that we should teach lexical chunks rather than single w

8、ords. A. denotation B. connotation C. morphology D. collocation 12. “Underlining all the past form verbs in the dialogue” is a typical exercise focusing on . A. use B.form C. meaning D. function 13. Which of the following activities may be more appropriate to help students practice a new structure i

9、mmediately after presentation in class? A. Role play. B. 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 level B. sentence level C. grammatical le

10、vel D. discourse level 15. Which of the following activities can 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

11、if they are the same. 16. When an EFL teacher asks his student “How 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. literal B. appreciative C. inferential D. evaluative 17. Which of the following types of questi

12、ons are mostly used for checking literal comprehension of the text? A. Display 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 incomple

13、te sentences are common. C. Technical terms and definitions are required. D. A wide 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-based B. content-based C. process-oriented D. product-oriented 20

14、. Portfolios, daily reports and speech delivering are typical means of . A. norm-referenced test B. criterion-referenced test C. summative assessment D. 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 2019, this tallest “floated

15、above the clouds” 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

16、 questions, Boroditsky 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 task

17、s,” including 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. pont is masculine. German speakers saw prototypically female features; French speakers, masculine ones. Similarly, Germans describe

18、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 gender also shapes how we construe abstractions. In 85 percent of artisti

19、c 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. Language even shapes what we see. People have a better memory for c

20、olors 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 that people remember what they saw in both a visual form and a verbal

21、 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 one. Native Russian speakers were faster than English speakers when

22、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 in something loosely. Sure enough, Korean adults are better than Eng

23、lish 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 the pizza.” In Turkish, verbs indicate whether the action was observed

24、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. Similarly, while English says “she broke the bowl” even if it smashed

25、 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 Spanish and Japanese speakers remember it less well than they do intenti

26、onal actions. 21. Which of the following is closest in meaning to the underlined word “accolades” in PARAGRAPH ONE? 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 la

27、nguage and thought is an age-old issue. C. The language we speak determines how we think and see the world. D. Whether language 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

28、 the author and readers. B. Introducing new evidence to what has been confirmed before. C. Identifying the kinds of questions 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

29、 language and thought? A. People remember what they saw both visually and verbally. B. Language helps to shape what and how we perceive 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

30、 of the following best represents the authors argument in the passage? A. The gender of nouns affects how people think about things in 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. Ther

31、e 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 Pena 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, th

32、ey 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 button factory in Chicago and, eventually, a green card. Pena stayed in Chicago until, at 19, he fled to Los Angeles to pursue his acting dreams. This family histo