2016上半年-教師資格考試-高中《英語學(xué)科知識與教學(xué)能力》真題及答案

1、2016年上半年中小學(xué)教師資格考試真題試卷英語學(xué)科知識與教學(xué)能力（高級中學(xué)）（滿分150分）、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。1. Excellent novels are those which _ national and cultural barriers.A. transcendB. traverseC. suppressD. surpass2. As Alice believed him to be a man of integrity, she refused to consider the possibility t

2、hat his statement wasA. 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-presently4. His presentation will show you _ can be used in other conte

3、xts.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 emaciated.A. livesB. livedC. was li

4、vedD. 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 give me death”?D. The teacher asked,

5、“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 /ð/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. twoB. threeC. fourD. five9.

6、 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 speaking English indicates of human

7、 language.A. dualityB. cultural transmissionC. arbitrarinessD. cognitive creativity11. Fluent and appropriate language use requires knowledge of and this suggeststhat we should teach lexical chunks rather than single words.A. denotationB. connotationC. morphologyD. collocation12. “Underlining all th

8、e past form verbs in the dialogue” is a typical exercise 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 class?A. Role play.B. Group discussion. C. Pattern drill.D.

9、 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 can help develop the skill of listening

10、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 do you know that the author liked the

11、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. Display questions.B. Rhetorical questions

12、.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 wide range of vocabulary and structural p

13、atterns 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-referenced testB. criterion-referenced testC.

14、summative assessmentD. formative assessment請閱讀 Passage l,完成第 2125小題。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 clouds” with “elegance and lightness” and

15、“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, Boroditsky is amassing evidence that, ye

16、s, 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 basic sensory perception. “Even a smal

17、l 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 features; French speakers, masculine one

18、s. 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 gender also shapes how we construe abstrac

19、tions. 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. Language even shapes what we see. Pe

20、ople 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 that people remember what they saw in

21、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 one. Native Russian speakers were fas

22、ter 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 in something loosely. Sure enough, Ko

23、rean 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 the pizza.” In Turkish, verbs indicate w

24、hether 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. Similarly, while English says “she bro

25、ke 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 Spanish and Japanese speakers remember it

26、 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 ONE?A. Praises.B. Awards.C. Support.D.

27、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 language shapes thought needs to be empi

28、rically 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 supported by the experiments.D. Claim

29、ing 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 perceive the world.C. Grammar has an eff

30、ect 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 in the world. .B. Germans and Frenchmen

31、 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.請閱讀Passage 2.完成第 2630小題。Passage 2 When American-born actor Michael Pena was a year old, his parents were dep

32、orted. 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

33、 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 Penas latest role especially personal. In Cesar Chavez, Pena plays the labor leader

34、 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-born son of Mexican f

35、armers 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 to speak Spanish with yo

36、ur 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 change couldnt happen without the

37、masses being a part of their own change,” says Ferrera, a first generation Honduran American who plays the 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 subs

38、tantially 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 of Cesar Chavez, published the next month. Chavez w

39、as 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 toimmigration officials, Pawel writes. And despite his early victories, Chavezs UFW union repr

40、esents just a small part of those working on California farms today. “Chavezs legacy is not in the field, which is sad,” says Pawel. Still, she says, his organizing strategies, featured extensively in Cesar Chavez, have been adopted by other activists, including those leading the modern immigrant-ri

41、ghts 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 boycott, standing outside grocery stores to persuade housewives not to buy gr

42、apes 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. “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 distinctive?A.

43、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 underlined word “He” in PARAGRAPH TWO refer to?A. Luna.B. Pena.C. Chavez.D. Ferrera.28. What did the film-makers w

44、ant 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 of Michael Pena.D. To highlight the seeds of change within the masses involved.29. Which of the following is closest in meaning to t

45、he underlined word "vehemently" in PARAGRAPH FOUR?A. Emotionally.B. Deliberately.C. Strongly D. Actively.30. Which of the following may best summaries Chavezs contribution in leading the Latino immigrant-rights movement?A. The American public came to realize the power of change in the Lati

46、no community.B. The modern immigrant-rights movement leaders knew how to organize their activities strategically.C. The U.S. government knew how to locate undocumented farm workers and offer them official registration.D. The Mexican farm workers could travel across the country during the grape boyco

47、tt to share their sufferings.二、簡答題（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.某位高一英語教師組織了一個(gè)關(guān)于oil pollution的口語活動(dòng)，學(xué)生們卻對該活動(dòng)沒有興趣，活動(dòng)難以開展。請分析學(xué)生不感興趣的兩個(gè)主要原因（8分），并列舉組織成功的口語活動(dòng)應(yīng)注意的三個(gè)主要事項(xiàng)。(12分)三、教學(xué)情境分析題（本大題1小題，30分）根據(jù)題目要求完成下列任務(wù)，用中文作答。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: We

48、ight-lifting, fencing, aerobics, triathlon, shooting . T: Great. Now, lets think about this question: How many types can these sports bedivided 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? Dou

49、ble bars? Which type of sports do theybelong to? Ss: (silent) T: (write “gymnastics” on the blackboard) Now read after me . S2: Ms Xia, how to say “kua lan” in English? It is the honor of all our Chinese people. T: Yeah, we really ought to know l10-hurdle race. By the way, which type do bothrunning

50、and l10-hurdle race belong to? Ss: (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 waterthe water sports. So what are the different types of sports weve learnt today? Ss: Ball games, gymnastics, track and

51、 field and water games. 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)主要問題（10分）?請?zhí)岢鱿鄳?yīng)的改進(jìn)建議。（8分）四、教學(xué)設(shè)計(jì)題（本大題1小題，40分）根據(jù)提供的信息和語言素材設(shè)計(jì)教學(xué)方案，用英文作答。33設(shè)計(jì)任務(wù)：請閱讀下面學(xué)生信息和語言素材，設(shè)計(jì)20分鐘的英語閱讀教學(xué)方案。該方案沒有固定格式，但須包含下列要點(diǎn)：teaching objectivesteaching contentskey and difficult pointsmajor steps and

52、 time allocationactivities 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（第一學(xué)期）學(xué)生，班級人數(shù)40人。多數(shù)學(xué)生已經(jīng)達(dá)到普通高中英語課程標(biāo)準(zhǔn)（實(shí)驗(yàn)）六級水平。學(xué)生課堂參與積極性一般。語言素材： Words, words, words British and American English are different in many ways. The first and most obvious way is in the vocabulary. There are hundreds of different words w

53、hich are not used on the other side of the Atlantic, or which are used with a different meaning. Some of these words are well knownAmericans drive automobiles down freeways and fill up with gas; the British drive cars along motorways and fill up with petrol. As a tourist, you will need to use theunderground 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 well known. Americans use a flashli