教師資格證考試 高級(jí)英語(yǔ) 真題解析

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1、 2016年上半年中小學(xué)教師資格考試 英語(yǔ)學(xué)科知識(shí)與教學(xué)能力試題（高級(jí)中學(xué)） （滿分：100分考試時(shí)間：120分鐘） 題號(hào)一二三總分統(tǒng)分人簽字 得分 得分評(píng)卷人 一、單項(xiàng)選擇題（本大題共30小題，每小題2分，共60分 。在每小題列出的四個(gè)備選項(xiàng)中選擇一個(gè)最佳答案，請(qǐng)用2B鉛筆把答題卡上對(duì)應(yīng)題目的 答案字母按要求涂黑。錯(cuò)選、多選或未選均無(wú)分。） 1．Excellent novels are those which national and cultural barriers. A. transcend B. traverse C. suppre

2、ss D. surpass 2. As Alice believed him to be a man of integrity, 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 their neighbours.

3、A. ever-present B. ever-presented C. ever-presenting D. ever-presently 4. His presentation will show youcan 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 eac

4、h 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 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

5、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 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.

6、 ／／ 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.” A. two B. three C. four D. five 9. When saying “It’s noisy outside”to get someone to close the window, the speaker intends to p

7、erform a(n). A. direct speech act B. locutionary act C. indirect speech act D. perlocutionary act 10. That a Japanese child adopted at birth by an American couple will grow up speaking English indicatesof human language. A. duality B. cultural transmission C. arbitrariness D. cognitiv

8、e creativity 11. Fluent and appropriate language use requires knowledge of and this suggests that we should teach lexical chunks rather than single words. A. denotation B. connotation C. morphology D. collocation 12. “Underlining all the past form verbs in the dialogue” is a typical

9、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 immediately after presentation in class? A. Role play. B. Group discussion. C. Pattern drill. D. Written homework.

10、 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 level D.: discourse level 15. Which of the following activities can help develop the skill of listening f

11、or 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 do you know that the

12、 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 questions are mostly used for checking literal comprehension of the test? A. Display que

13、stions. 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 re

14、quired. D. A wide range of vocabulary and structural patterns are used. 19. Peer-editing during class is an important step of theapproach to teaching writing. A. genre-based B. content-based C. process-Qriented D. product-oriented 20. Portfolios, daily reports and speech deli

15、vering are typical means of ． A. norm-referenced test B. criterion-referenced test C. summative assessment D. formative assessment 請(qǐng)閱讀Passage 1，完成第21-25小題。 Passage 1 When the Viaduct de Millau opened in the. south of France in 2004, this tallest bridge in the world won worldwide accolad

16、es. German newspapers described how it “floated above the clouds” with“elegance and lightness”and “reathtaking”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. I

17、n a series of clever experiments guided by pointed 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 i

18、n order to speak, “but in all manner of cognitive tasks,”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. As in that bridge, in German, the noun for bridge, Brucke, is femin

19、ine. In French, pont is masculine. German speakers saw prototypically female features; 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. Gu

20、ess which language construes key as masculine and which as feminine? Grammatical gender 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, sa

21、ys 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 colors if different shades have distinct names—not English’.light blue and dark blue, for instance, but Russian’s goluboy and-stinly.

22、Skeptics of the language-shapes-thought claim have argued that that’s a trivial finding, showing only that people remember what they saw in both a visual form and a verbal one, but not provin；-that they actually see the hues differently. In an ingenious experiment, however, Boroditsky and c

23、olleagues 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 the colors had distinct names, suggesting that having a name for something’ allows you -to perceive it more sharply

24、. 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 English speakers at distinguishing tight fit from loose fit. Science has only scratched the surface of how l

25、anguage affects thought. In Russian, verb forms indicate whether the action was completed or not-as in “she ate ［and finished］ the pizza.” In Turkish, verbs indicate whether the action was observed or merely rumored. Boroditsky would love to run an experiment testing whether native Russian sp

26、eakers 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 accidentally, Spanish and Japanese describe the same event more like “the bowl broke i

27、tself.”“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 intentional actions. It raises questions about whether language affects even something as

28、 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 ONE? A. Praises. B. Awards. C. Support. D. Gratitude. 22. What can be inferred from PARAGRAPH TWO? A. Language does not shape thoughts

29、 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 language shapes thought needs to be empirically supported. 23. What is the role of the underlined part “As in tha

30、t 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 ’supported by the experiments. D. Claiming that speakers of different languages differ dramat

31、ically. 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 perceive’the world. C. Grammar has an effect on how people think about things

32、around us. D. Science has only scratched the surface of how language affects thought. 25. Which of the following best represents the author’s argument in the passage? A. The gender of nouns affects how people think about things in the world. B. Germans and Frenchmen think differently abo

33、ut 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. 請(qǐng)閱讀Passage 2，完成第26～30小題。 Passage 2 When American-born actor Michael Pena was a year old, his parents were deported.

34、 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.”Pena’s father,

35、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 history makes Pena’s latest role especially personal. In Cesar Chavez, Pena plays the

36、 labor leader as he struggles to organize immigrant California farm workers in the 1960s. To pressure growers to improve working conditions and wages, Chavez led a national boycott of table grapes that lasted from 1965 to 1970 and is recorded in the film. Chavez, like Pena, was the American-b

37、orn son of Mexican farmers who immigrated to the U.S.“He understands this duality, the feeling of being born in a place but having.a very big idea of where your heritage comes from,“ says the film director, Diego Luna. ”This thing of having to go to school and learn in English and then go home

38、 to speak Spanish with your parents.” As immigration policy is hotly debated on Capitol Hill this year, Luna and others who were involved with Cesar Chavez are hoping the movie will spark new support for reform and inspire American Latinos to get involved. “The message Chavez left was that c

39、hange couldn’t happen without the masses being a part of their own change,” says Ferrera, a first generation Honduran American who plays the union leader’s wife Helen. Rosario Dawson, who co-founded the advocacy group Voto Latino, plays Chavez ally and labor leader Dolores Huerta. Immigran

40、t-rights issues in the U.S. have evolved substantially in the years since Chavez founded the United Farm Workers (UFW). Undocumented workers now make up a far larger share of the agricultural workforce in California than they did in the 1960s, according to Miriam Pawel, author of The Crusades

41、 of Cesar Chavez, published the next month. Chavez was vehemently, against illegal immigration, believing it made, strikes difficult to execute and weakened the union. He initiated a program in the mid-1970s to locate undocumented farm workers and report them to immigration officials, Pawel wr

42、ites. And despite his early victories, Chavez’s UFW union represents just a small part of those working on California farms today. “Chavez’s legacy is not in the field, which is sad,” says Pawel. Still, she says, his organizing strategies, featured extensively in Cesar Chavez, have been adopt

43、ed by other activists, including those leading the modern immigrant-rights movement. Chavez’s most important contribution may have been humanizing the Latino population for the American public. Farm laborers, many of whom barely spoke English, traveled across the country during the grape bo

44、ycott, standing outside grocery stores to persuade housewives not to buy grapes and to spread the word about their plight. “They gave the boycott this very human face,” says Pawel. “It was families talking to other families,” says Luna. “It’s about the power we have just by being who we are.

45、” 26. What has made Pena’s role as Chavez.in the movie Cesar Chavez so distinctive? A. His Mexican immigrant background. B. His Awareness of his Mexican heritage. C. His bilingual life at home and at school. D. His status before legal registration in the US. 27. Whom does the underline

46、d word “He” in PARAGRAPH TWO refer to? A. Luna. B. Pena. C. Chavez. D. Ferrera. 28. What did the film-makers want to achieve through the movie Cesar Chavez? A. To report on immigration policy debates. B. To stir immigration debates with a biopic. C. To make known the achievements

47、of Michael Pena. D. To highlight the seeds of change within the masses involved. 29. Which of the following is closest in meaning to the underlined word “vehemently” in PARAGRAPH FOUR? A. Emotionally. B. Deliberately. C. Strongly. D. Actively. 30. Which of the following may best summa

48、ries Chavez’s contribution in leading the Latino immigrant-rights movement? A. The American public came to realize the power of change in the Latino community. B. The modern immigrant rights movement leaders knew how to organize their activities strategically. C. The U.S. government kn

49、ew how to locate undocumented farm workers and offer them official registration. D. The Mexican farm workers could travel across the country during the grape boycott to share their sufferings. 得分評(píng)卷人 二、簡(jiǎn)答題（本大題1小題，20分 ） 根據(jù)題目要求完成下列任務(wù)，用中文作答。 31. 某位高一英語(yǔ)教師組織了一個(gè)關(guān)于oil pollutio。的口語(yǔ)活動(dòng)，學(xué)

50、生們卻對(duì)該活動(dòng)沒(méi)有興 趣，活動(dòng)難以開(kāi)展。請(qǐng)分析學(xué)生不感興趣的兩個(gè)主原要因(8分），并列舉組織成功的口語(yǔ)活動(dòng)應(yīng) 注意的三個(gè)主要事項(xiàng)。(12分） 得分評(píng)卷人 三、教學(xué)設(shè)計(jì)題（本大題1小題，30分） 32. 下面是某高中教師的課堂教學(xué)片段。 T: Just now we get to know many different sports, for example… Ss: Weight-4lifting, fencing, aerobics, triathlon, shooting… T:

51、 Great. Now, let’s think about this question: How many types can these sports be divided into? Ss: (discuss with partners) T: For example, football, tennis, table-tennis, they belong to… Sl：Ball games. T: Great. And then…How about rings? Double bars? Which type of sports do they belong to?

52、 Ss: (silent) T: (write “gymnastics” on the blackboard) Now read after me… S2: Ms Xia, how to say “kua Ian” in English? It is the, honor of all our Chinese people. T: Yeah, we really ought to know 110-hurdle race. By the way, which ,type do both running and 110-hurdle race belong to? Ss: (

53、silent) T: Let me tell you, track and field sports. Read after me. Ss: (read after the teacher) T: Don’t forget the sports that are done in the water-the water sports. So what are the different types of sports we’ve learnt today? Ss: Ball games, gymnastics, track and field and water games

54、. T: Excellent! 根據(jù)上面所給信息，從下列兩個(gè)方面作答： (1）該片段屬于什么教學(xué)環(huán)節(jié)（6分）？其教學(xué)目的是什么？(6分） (2)該片段存在哪兩個(gè)主要問(wèn)題（10分）？請(qǐng)?zhí)岢鱿鄳?yīng)的改進(jìn)建議。(8分） 得分評(píng)卷人 四、教學(xué)設(shè)計(jì)題（本大題1小題，共40分） 根據(jù)提供的信息和語(yǔ)言素材設(shè)計(jì)教學(xué)方案，用英文作答。 33．設(shè)計(jì)任務(wù)：請(qǐng)閱讀下面學(xué)生信息和語(yǔ)言素材，設(shè)計(jì)20分鐘的英語(yǔ)閱讀教學(xué)方案。 該方案沒(méi)有固定格式，但須包含下列要點(diǎn)： ●teaching objectives ●teaching cont

55、ents ●key and difficult points ●major steps and time allocation ●activities and justifications 教學(xué)時(shí)間：20分鐘 學(xué)生概況：某城鎮(zhèn)普通高中二年級(jí)（第一學(xué)期）學(xué)生，班級(jí)人數(shù)40人。多數(shù)學(xué)生已經(jīng)達(dá)到 《普通高中英語(yǔ)課程標(biāo)準(zhǔn)（實(shí)驗(yàn)）》六級(jí)水平。學(xué)生課堂參與積極性一般。 語(yǔ)言素材： Words, words, words British and American English are different in many ways. The first and

56、most obvious way is in the vocabulary. There are hundreds of different words which are not used on the other side of the Atlantic, or which are used with a different meaning. Some of these words are well known-Americans drive automobiles downfreeways and fill up with gas; the British drive

57、 cars along motonvays and fill up with petrol. As a tourist, you will need to use the underground in London or the subway in New York, or maybe you will prefer to get around the town by taxi (British) or cab (American). Chips or French fries? But other words and expressions are not so

58、 well known. Americans use a flashlight, while for the British, it’s a torch. The British queue up; Americans stand in line. Sometimes the same word has a slightly different meaning, which can be confusing. Chips, for example, are pieces of hot fried potato in Britain; in the States chips are

59、very thin and are sold in packets. The British call these crisps. The chips the British know and love are Frenchfries on the other side of the Atlantic. Have or have got? There are a few differences in grammar, too. The British say Have you got…？While Americans prefer Do you have…？An Ameri

60、can might say My friend just arrived, but a British person would say My friend has just arrived. Prepositions, too, can be different: compare on the team, on the weekend (American) with in the team, at the weekend (British). The British use prepositions where Americans sometimes omit them (I’l

61、l see you Monday; Write me soon!). Colour or color? The other two areas in which the two varieties differ are spelling and pronunciation. American spelling seems simpler: center, color and program instead of centre, colour and programme. Many factors have influenced American pronunciation sinc

62、e the first settlers arrived four hundred years ago. The accent, which is most similar to British English, can be heard on the East Coast of the US. When the Irish writer George Bernard Shaw made the famous remark that the British and the Americans are two nations divided by a common languag

63、e, he was obviously thinking about the differences. But are they really so important? After all, there is probably as much variation of pronunciation within the two countries as between them. A Londoner has more difficulty understanding a Scotsman from Glasgow than understanding a New Yorker.

64、 2016年上半年中小學(xué)教師資格考試英語(yǔ)學(xué)科知識(shí)與教學(xué)能力試題 （高級(jí)中學(xué)）參考答案及解析 一、單項(xiàng)選擇題 1.A 【解析】考查動(dòng)詞辨析。句意為“優(yōu)秀的小說(shuō)是會(huì)跨越民族和文化的障礙的”。A,B兩項(xiàng)與C,D兩項(xiàng)是均為形近詞辨析。transcend“勝過(guò)，超越”，常用搭配是transcend national barriers超越國(guó)界；traverse“橫越，穿過(guò)”，traverse the grassland穿越草地；suppress“抑制，鎮(zhèn)壓”；surpass“優(yōu)于，超過(guò)”。句意為“優(yōu)秀的小說(shuō)是會(huì)跨越民族和文化的障礙的”。所以正確答案為A。 2.C 【解析】考查形容詞

65、辨析。句意為“因?yàn)锳lice相信他是一個(gè)正直的人，所以她不認(rèn)為他的言論存在＿可能性”?？崭褚钊巳氲氖且粋€(gè)形容詞，修飾“他的陳述（his statement)”, 句意為“因?yàn)锳lice相信他是一個(gè)正直的人，所以她不認(rèn)為他的言論存在＿可能性”。as表示因果關(guān)系，前后應(yīng)該意思一致，前半句對(duì)“他”的描述是“正直的人”，后半句中refused表示否定，前后應(yīng)該意思一致，因此空格應(yīng)該表達(dá)和integrity相對(duì)的含義。irrelevant“不相干的，不切題的”,facetious“詼諧的，愛(ài)開(kāi)玩笑的”，fictitious`噓構(gòu)的，編造的”，illogical“不合邏輯的，不合常理的”。所以正確答案為

66、C。 3.A 【解析】考查形容詞的用法。句意為“女孩們擔(dān)心對(duì)陌生人友善會(huì)被如影隨形的鄰居誤解”。形容詞修飾名詞，排除D選項(xiàng)。ever-present修飾名詞，表示“時(shí)時(shí)存在的”，例如，“愛(ài)是永恒的”可翻譯為love is ever--present。句意為“女孩們擔(dān)心對(duì)陌生人友善會(huì)被如影隨形的鄰居誤解”。沒(méi)有B和C這類搭配。形容詞修飾名詞，排除D選項(xiàng)。所以正確答案為A。 4.D 【解析】考查從句。句意為“他的發(fā)言將向你展示，你所觀察到的如何被用于其他語(yǔ)境”。 show sbsth結(jié)構(gòu)，這里sth是how引導(dǎo)的賓語(yǔ)從句，賓語(yǔ)從句中缺主語(yǔ)，what引導(dǎo)的主語(yǔ)從句，翻譯為“所……的”what作observe的賓語(yǔ)。句意為“他的發(fā)言將向你展示，你所觀察到的如何被用于其他語(yǔ)境”。所以正確答案為D。 5.B 【解析】考查省略。句中出現(xiàn)了三個(gè)并列結(jié)構(gòu)：books are bought, food is paid for, and a bit of social lif。句意為“很多學(xué)生在學(xué)期伊始有支票獎(jiǎng)勵(lì)，但在買了書(shū)和食物及社交花費(fèi)之后，錢就變少了”。句中出現(xiàn)了三個(gè)并列結(jié)構(gòu)：boo