教師資格證考試高級(jí)英語(yǔ)真題解析

1、-. z.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)總分值：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，每題2分，共60分。在每題列出的四個(gè)備選項(xiàng)中選擇一個(gè)最正確答案，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、多項(xiàng)選擇或未選均無(wú)分。1E*cellent novels are those which national and cultural barriers.A. transcendB. traverseC. suppressD. surpass2. As Alice believed him to

2、 be a man of integrity, she refused to consider the possibility thathis statement was .A. irrelevantB. facetiousC. fictitiousD. illogical3. The girls are afraid that being friendly to strangers could be misinterpreted by theirneighbours.A. ever-presentB. ever-presentedC. ever-presentingD. ever-prese

3、ntly4. His presentation will show youcan be used in other conte*ts.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 so

4、cial life，it looks rather emaciated.A. livesB. livedC. was livedD. has lived6. Which of the following is correct in its use of punctuationA. The teacher asked,Who said,Give me liberty or give me death？B. The teacher asked,Who said,Give me liberty or give me deathC. The teacher asked,Who saidGive me

5、liberty or give me death？D. The teacher asked,Who saidGive me liberty or give me death？7. The pair of English phonemes differ in the place of articulation.A. and B. and C. and D. m and n8. There are consonant clusters in the sentenceBrian, I appreciate beautiful scarf you brought me.A. twoB. threeC.

6、 fourD. five9. When saying Its noisy outsideto 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 speaking English indicate

7、sof human language.A. dualityB. cultural transmissionC. arbitrarinessD. cognitive creativity11. Fluent and appropriate language use requires knowledge of and this suggests that we should teach le*ical chunks rather than single words.A. denotationB. connotationC. morphologyD. collocation12. Underlini

8、ng all the past form verbs in the dialogue is a typical e*ercise focusing on.A. useB. formC. meaningD. function13. Which of the following activities may be more appropriate to help students practice a new structure immediately after presentation in classA. Role play.B. Group discussion.C. Pattern dr

9、ill.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. le*ical levelB. sentence levelC. grammatical levelD.: discourse level15. Which of the following activities can help develop the skill of list

10、ening for gistA. 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 studentHow do you know that the author liked t

11、he place since he did not tell us e*plicitly，he/she is helping students to reach prehension.A.literalB.appreciativeC.inferentialD.evaluative17. Which of the following types of questions are mostly used for checking literal prehension of the testA. Display questions.B. Rhetorical questions.C. Evaluat

12、ion questions.D. Referential questions.18. Which of the following is a typical feature of informal writingA. A well-organized structure is preferred.B. Short and inplete sentences are mon.C. Technical terms and definitions are required.D. A wide range of vocabulary and structural patterns are used.1

13、9. Peer-editing during class is an important step of theapproach to teaching writing.A. genre-basedB. content-basedC. process-QrientedD. product-oriented20. Portfolios, daily reports and speech delivering are typical means of A. norm-referenced testB. criterion-referenced testC. summative assessment

14、D. formative assessment請(qǐng)閱讀Passage 1，完成第21-25小題。Passage 1When 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 clouds withelegance and lightnessand reathtakingbeauty. In France,

15、 papers praised theimmenseconcrete 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 e*periments guided by pointed questions, Boroditsky is amassing evidence that, yes, language shapes thought. The effect is

16、powerful enough, she says, that the private mental lives of speakers of different languages may differ dramatically, not only when they are thinking inorder to speak, but in all manner of cognitive tasks,including basic sensory perception.Even a small fluke of grammarthe gender of nouns-can have an

17、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 features; French speakers, masculine ones. Similarly, Germans describe keys (Schlussel) with

18、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 artistic depictions of death a

19、nd 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 colors if different shade

20、shave distinct namesnot English.light blue and dark blue, for instance, but Russians goluboy and-stinly. 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 one, but not provin；-tha

21、t they actually see the hues differently. In an ingenious e*periment, 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 the colors had distinct n

22、ames, 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 English speakers at distingui

23、shing tight fit from loose fit.Science has only scratched the surface of how language affects thought. In Russian, verb formsindicate whether the action was pleted or not-as in she ate and finished the pizza. In Turkish, verbs indicate whether the action was observed or merely rumored. Boroditsky wo

24、uld love to run an e*periment testing whether native Russian speakers are better than others at noticing if an action is pleted, 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 d

25、escribe 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 intentional actions. It raises questions about whe

26、ther 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 ONEA. Praises.B. Awards.C. Support.D. Gratitude.22. What can be inferred from PARAGRAPH TWOA. Language does not sh

27、ape 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 language shapes thought needs to be empirically supported.23. What is the role of the underlined part As in that brid

28、ge in PARAGRAPH THREEA. 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 e*periments.D. Claiming that speakers of different languages differ dramatically.24. Which of the fo

29、llowing has nothing to do with the relationship between language and thoughtA. People remember what they saw both visually and verbally.B. Language： helps to shape what and how we perceivethe world.C. Grammar has an effect on how people think about things around us.D. Science has only scratched the

30、surface of how language affects thought.25. Which of the following best represents the authors argument in the passageA. 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 a

31、ffects 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2630小題。Passage 2When American-born actor Michael Pena was a year old, his parents were deported. They had illegally walked across the U.S. border from Me*ico and when they were

32、 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 Me*ico, got a-job at a button factory in Chicago and, eventually, a-gr

33、een card. Pena stayed in Chicago until, at 19, he fled to Los Angeles to pursue his actingdreams.This family history makes Penas latest role especially personal. In Cesar Chavez, Pena playsthe labor leader as he struggles to organize immigrant California farm workers in the 1960s. To pressure grower

34、s 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-born son of Me*ican farmers who immigrated to the U.S.He understands this duality, the feeling of being born in a pl

35、ace but having.a very big idea of where your heritage es from, says the film director, Diego Luna. This thing of having to go to school and learn in English and then go home to speak Spanish with your parents.As immigration policy is hotly debated on Capitol Hill this year, Luna and others who were

36、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 change couldnt happen without the masses being a part of their own change, says Ferrera, a first generation Honduran American who plays the

37、 union leaders wife Helen. Rosario Dawson, who co-founded the advocacy group Voto Latino, plays Chavez ally and labor leader Dolores Huerta.Immigrant-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

38、 a far larger share of the agricultural workforce in California than they did in the 1960s, according to Miriam Pawel, author of The Crusades of Cesar Chavez, published the ne*t month. Chavez was vehemently, against illegal immigration, believing it made, strikes difficult to e*ecute and weakened th

39、e union. He initiated a program in the mid-1970s to locate undocumented farm workers and report them toimmigration officials, Pawel writes. And despite his early victories, Chavezs UFW union represents just a small part of those working on California farms today.Chavezs legacy is not in the field, w

40、hich is sad, says Pawel. Still, she says, his organizing strategies, featured e*tensively in Cesar Chavez, have been adopted by other activists, including those leading the modern immigrant-rights movement. Chavezs most important contribution may have been humanizing the Latino population for the Am

41、erican public. Farm laborers, many of whom barely spoke English, traveled across the country during the grape boycott, 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 fam

42、ilies talking to other families, says Luna. Its about the power we have just by being who we are.26. What has made Penas role as Chavez.in the movie Cesar Chavez so distinctiveA. His Me*ican immigrant background.B. His Awareness of his Me*ican heritage.C. His bilingual life at home and at school.D.

43、His status before legal registration in the US.27. Whom does the underlined word He in PARAGRAPH TWO refer toA. Luna.B. Pena.C. Chavez.D. Ferrera.28. What did the film-makers want to achieve through the movie Cesar ChavezA. To report on immigration policy debates.B. To stir immigration debates with

44、a biopic.C. To make known the achievements 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 FOURA. Emotionally.B. Deliberately.C. Strongly.D. Actively.30. Which of the follow

45、ing may best summaries Chavezs contribution in leading the Latino immigrant-rights movementA. The American public came to realize the power of change in the Latino munity.B. The modern immigrant rights movement leaders knew how to organize their activities strategically.C. The U.S. government knew h

46、ow to locate undocumented farm workers and offer them officialregistration.D. The Me*ican 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)題目要求完成以下任務(wù)，用中文作答。31. *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)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(

47、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*高中教師的課堂教學(xué)片段。T: Just now we get to know many different sports, for e*ampleSs: Weight-4lifting, fencing, aerobics, triathlon, shootingT: Great. Now, lets think about this question: How many types can these sports be divided intoSs: (discuss w

48、ith partners)T: For e*ample, football, tennis, table-tennis, they belong toSl：Ball games.T: Great. And thenHow about rings Double bars Which type of sports do they belong toSs: (silent)T: (write gymnastics on the blackboard) Now read after meS2: Ms *ia, how to say kua Ian in English It is the, honor

49、 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 toSs: (silent)T: Let me tell you, track and field sports. Read after me.Ss: (read after the teacher)T: Dont forget the sports that are done in the water-the

50、 water sports. So what are the different types of sports weve learnt todaySs: Ball games, gymnastics, track and field and water games.T: E*cellent!根據(jù)上面所給信息，從以下兩個(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)的改良建議。(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)2

51、0分鐘的英語(yǔ)閱讀教學(xué)方案。該方案沒(méi)有固定格式，但須包含以下要點(diǎn)：teaching objectivesteaching contentskey and difficult pointsmajor steps and time allocationactivities and justifications教學(xué)時(shí)間：20分鐘學(xué)生概況：*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)到達(dá)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, wordsBritish and American English are different in ma

52、ny ways. The first and 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

53、British drive 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 ta*i (British) or cab (American).Chips or French friesBut other words and e*pressions are not so well

54、 known. Americans use a flashlight, while for the British, its 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 e*ample, are pieces of hot fried potato in Britain; in the States chips are very thin an

55、d 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 gotThere are a few differences in grammar, too. The British say Have you got？While Americans prefer Do you have？An American might say My friend jus

56、t arrived, but a British person would say My friend has just arrived. Prepositions, too, can be different: pare on the team, on the weekend (American) with in the team, at the weekend (British). The British use prepositions where Americans sometimes omit them (Ill see you Monday; Write me soon!).Col

57、our or colorThe 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 since the first settlers arrived four hundred year

58、s 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 mon language, he was obviously thinking about the differences. But a

59、re 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.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】考察動(dòng)詞辨析。句意

60、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】考察形容詞辨析。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