教師資格證考試 高級英語 真題解析

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1、2016年上半年中小學(xué)教師資格考試英語學(xué)科知識與教學(xué)能力試題（高級中學(xué)）（滿分：100分考試時間：120分鐘）題號一二三總分統(tǒng)分人簽字得分得分評卷人一、單項選擇題（本大題共30小題，每小題2分，共60分。在每小題列出的四個備選項中選擇一個最佳答案，請用2B鉛筆把答題卡上對應(yīng)題目的答案字母按要求涂黑。錯選、多選或未選均無分。） 1Excellent 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 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 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 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 saidG

5、ive me 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 sentence“Brian, I appreciate beautiful scarf you brought me.”A. t

6、woB. threeC. fourD. 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 speaking En

7、glish indicatesof human language.A. dualityB. cultural transmissionC. arbitrarinessD. cognitive creativity11. Fluent and appropriate language use requires knowledge of and this suggests that we should teach lexical chunks rather than single words.A. denotationB. connotationC. morphologyD. collocatio

8、n12. “Underlining all the 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 discuss

9、ion.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 can help develop

10、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 do you know that

11、 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 test?A. Display questions.B. Rhe

12、torical 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 wide range of vocabulary

13、 and structural patterns are used.19. 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-ref

14、erenced testC. summative assessmentD. formative assessment請閱讀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” with“elegance and ligh

15、tness”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.In a series of clever experiments guided by pointed questions, Boroditsky is amassing evidence tha

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

17、mall 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

18、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 gender also shapes how we construe abst

19、ractions. 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.

20、People have a better memory for colors if different shadeshave 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

21、 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 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 fa

22、ster 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,

23、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 formsindicate whether the action was completed or not-as in “she ate and finished the pizza.” In Turkish, verbs indicate

24、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. Similarly, while English says “she br

25、oke 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 em

28、pirically 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. Cla

29、iming 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 perceivethe world.C. Grammar has an e

30、ffect 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 2When American-born actor Michael Pena was a year old, his parents were depor

32、ted. 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

33、 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 actingdreams.This family history makes Penas latest role especially personal. In Cesar Chavez, Pena playsthe labor leader as he

34、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 farmers

35、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 your paren

36、ts.”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 masses be

37、ing 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 substantially

38、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 was vehemen

39、tly, 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 represents j

40、ust 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-rights move

41、ment. Chavezs 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 grapes and to sp

42、read 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. His Mexican imm

43、igrant 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 want to achieve

44、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 the underlined w

45、ord “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 Latino community.B. The moder

46、n 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 officialregistration.D. The Mexican farm workers could travel across the country during the grape boycott to share their sufferin

47、gs.得分評卷人 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關(guān)于oil pollutio。的口語活動，學(xué)生們卻對該活動沒有興趣，活動難以開展。請分析學(xué)生不感興趣的兩個主原要因(8分），并列舉組織成功的口語活動應(yīng)注意的三個主要事項。(12分）得分評卷人 三、教學(xué)設(shè)計題（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 exampleSs: Weight-4lifting, fencing, aerobics, tr

48、iathlon, shootingT: Great. Now, lets 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 toSl：Ball games.T: Great. And thenHow about rings? Double bars? Which type of sports do they belong t

49、o?Ss: (silent)T: (write “gymnastics” on the blackboard) Now read after meS2: 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: (silent)T: Let

50、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 water sports. So what are the different types of sports weve learnt today?Ss: Ball games, gymnastics, track and field and water games.T: Excellent!根據(jù)上面所給信息，從下列兩個方面作

51、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)該片段存在哪兩個主要問題（10分）？請?zhí)岢鱿鄳?yīng)的改進建議。(8分）得分評卷人 四、教學(xué)設(shè)計題（本大題1小題，共40分）根據(jù)提供的信息和語言素材設(shè)計教學(xué)方案，用英文作答。33設(shè)計任務(wù)：請閱讀下面學(xué)生信息和語言素材，設(shè)計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：teaching objectivesteaching contentskey and difficult pointsmajor steps and time allocationactivities and justifications教學(xué)

52、時間：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)達到普通高中英語課程標準（實驗）六級水平。學(xué)生課堂參與積極性一般。語言素材：Words, words, wordsBritish and American English are different in many 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 Atlant

53、ic, 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 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

54、 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 flashlight, while for the British, its a torch. The British queue up; Americans stand in line. Sometimes the same word has a

55、slightly different meaning, which can be confusing. Chips, for example, are pieces of hot fried potato in Britain; in the States chips are 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 h

56、ave got?There 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 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 (Amer

57、ican) with in the team, at the weekend (British). The British use prepositions where Americans sometimes omit them (Ill 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

58、 and program instead of centre, colour and programme. Many factors have influenced American pronunciation since 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

59、 made the famous remark that the British and the Americans are two nations divided by a common language, 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 Lond

60、oner has more difficulty understanding a Scotsman from Glasgow than understanding a New Yorker.2016年上半年中小學(xué)教師資格考試英語學(xué)科知識與教學(xué)能力試題（高級中學(xué)）參考答案及解析一、單項選擇題1.A 【解析】考查動詞辨析。句意為“優(yōu)秀的小說是會跨越民族和文化的障礙的”。A,B兩項與C,D兩項是均為形近詞辨析。transcend“勝過，超越”，常用搭配是transcend national barriers超越國界；traverse“橫越，穿過”，traverse the grassland穿越草地

61、；suppress“抑制，鎮(zhèn)壓”；surpass“優(yōu)于，超過”。句意為“優(yōu)秀的小說是會跨越民族和文化的障礙的”。所以正確答案為A。2.C 【解析】考查形容詞辨析。句意為“因為Alice相信他是一個正直的人，所以她不認為他的言論存在可能性”?？崭褚钊巳氲氖且粋€形容詞，修飾“他的陳述（his statement)”, 句意為“因為Alice相信他是一個正直的人，所以她不認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“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)該表達和integrity相對的含義。irrelevant“不相干的，不

62、切題的”,facetious“詼諧的，愛開玩笑的”，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C。3.A 【解析】考查形容詞的用法。句意為“女孩們擔(dān)心對陌生人友善會被如影隨形的鄰居誤解”。形容詞修飾名詞，排除D選項。ever-present修飾名詞，表示“時時存在的”，例如，“愛是永恒的”可翻譯為love is ever-present。句意為“女孩們擔(dān)心對陌生人友善會被如影隨形的鄰居誤解”。沒有B和C這類搭配。形容詞修飾名詞，排除D選項。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境”。 show sbsth結(jié)構(gòu)，這里sth是how引導(dǎo)的賓語從句，賓語從句中缺主語，what引導(dǎo)的主語從句，翻譯為“所的”what作observe的賓語。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)期伊始有支票獎勵，但在買了書和食物及社交花費之后，錢就變少了”。句中出現(xiàn)了三個并列結(jié)構(gòu)：boo