2016上半年教师资格证《英语学科知识与能力(高级中学)》真题及答案

1、1 / 242016 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. surpass1.A 【解析】考查动词辨析。句意为“优秀的小说是会跨越民族和文 化的障碍的”。A,B两项与C,D两项均为形近词辨析。tran see

2、nd “胜 过，超越”，常用搭配是 transcend national barriers超越国界；traverse“横越，穿过”，traverse the grassland穿越草地；suppress “抑制，镇 压”；surpass “优于，超过”。所以正确答案为A。2. As Alice believed him to be a man of integrity, she refused to consider the possibility that his stateme nt was _.A. irrelevant B. facetious C. fictitious D. ill

3、ogical2.C 【解析】考查形容词辨析。 空格要填入的是一个形容词， 修饰“他 的陈述（his statement”，句意为“因为Alice相信他是一个正直的人， 所以她不认为他的言论存在可能性”。as表示因果关系，前半句对“他”的描述是“正直的人”，后半句中refused表示否定，前后应该 意思一致，因此空格应该表达和integrity相对的含义。irrelevant “不 相干的，不切题的” facetious “诙谐的，爱开玩笑的” fictitious嘘 构的，编造的”， illogical “不合逻辑的，不合常理的” 。所以正确答 案为 C。2 / 243. The girls

4、are afraid that being friendly to strangers could bemisin terpreted by their _n eighbours.A. ever-present B. ever-presentedC. ever-presenting D. ever-presently3.A 【解析】考查形容词的用法。句意为“女孩们担心对陌生人友善 会被如影随形的邻居误解” 。ever-present修饰名词，表示“时时存在 的”，例如，“爱是永恒的”可翻译为love is ever-presenl没有B和 C 这类搭配。形容词修饰名词，排除 D 选项。所以正确

5、答案为 A。4. His presentation will show you _ can be used in other contexts.A. that you have observedB. that how you have observedC. how that you have observed D. how what you have observed4. D【解析】考查从句。show sb sth结构，这里sth是how引导的宾 语从句，宾语从句中缺主语， what 引导的主语从句，翻译为“所 , 的” what作observe的宾语。句意为“他的发言将向你展示，你所观 察到

6、的如何被用于其他语境” 。所以正确答案为 D。5. Many students start each term with an award check, but by the timebooks are bought, food is paid for, and a bit of social life _, it looksrather emaciated.A. lives B. lived C. was lived D. has lived5.B 【解析】考查省略。句中出现了三个并列结构： books are bought, food is paid for, and a bit of s

7、ocial lif。e 一般情况下，谓语动词是不可 3 / 24省略的，如果内容与其前所说的内容是并列关系，谓语动词为be时， 则可以省略be动词。按照are brought, is paid和并列结构来看，这里 应该填一般现在时的被动语态，排除 C选项，live a life这里应该用 被动，排除A,D，所以正确答案为B。句意为“很多学生在学期伊始 有支票奖励，但在买了书和食物及社交花费之后，钱就变少了” 。6. Which of the following is correct in its use of punctuation 标点?A. The teacher asked,“Who s

8、aid, ,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,“Who said ,Give me liberty or give me death?6. D【解析】考查标点的用法。Who said后面是一句话，不用逗号隔 开，排除A和B。引用语用双引号标出，如果引用语中又有引用

9、语则 用单引号。C和D区别在问号的位置，如果引语为疑问句的话问号要 放双引号内，所以正确答案为 D。7. The pair of English phonemes音素 _ differ in the place of articulation 发音部位 .A. /?/ and /?/ B. / 0 / and /eC. /d/ and /z/ D. /m/ and /n/7. D【解析】考查音素的发音。?都属于Palatal （上9音）;*0 +e都属于 Den tai （齿音）;/d/ /z/ 属于 Alveolar （齿龈音）;/m/属于 Bilabial（双唇音），/n/属于Alveol

10、ar （齿龈音），发音部位不同。所以正确答 案为 D。8. There are consonant clusters 辅音连缀 in the sentence “ Bria nJ appreciate 4 / 24beautiful scarf you brought me.A. two B. three C. four D. five8.D 【解析】考查辅音连缀。在同一个意群内，如果有两个或两个以 上的辅音音素结合在一起， 这种语音现象称为辅音连缀。 辅音连缀出 现在词首、词中和词尾。例如： Brian, I appreciate beautiful scarf you broughtme.

11、该句子中下画线处辅音均构成辅音连缀，分别是b +:门,:p + :门,:s + :k,:门 + :f , :b + :门。其中】门+ : q是词尾辅音连缀。9. When saying “ It?s noisy outside ” to get someone to close the window, the speaker intends to perform a(n)_.A. direct speech act B. locutionary actC. indirect speech act D. perlocutionary act9.C 【解析】考查言语行为理论。根据奥斯汀言语行为理论

12、，说话者说话时可能同时实施三种行为：言内行为(locutionary act)是说出词、 短语和分句的行为， 它是通过句法、 词汇和音位来表达字面意义的行 为。言外行为(illocuti on ary act)是表达说话者的意图的行为，它是在 说某些话时所实施的行为。言后行为(perlocutio nary act)是通过某些 话所实施的行为， 或讲某些话所导致的行为， 它是话语所产生的后果 或所引起的变化， 它是通过讲某些话所完成的行为。 塞尔在奥斯汀言 语行为理论的基础上，提出了间接言语行为理论。间接言语行为 (indirect speech ac)t 指的是通过一种言外行为间接地完成另外

13、一种言 外行为的情况。 也就是说， 5 / 24交际者在实施间接言语行为时往往不直接 说出自己要说的话，而是凭借另外一种(常常是直接的)言语行为来 间接地表达其用意。根据以上言语行为理论，说话者说“ It s noisy outside”的意图是嫌外面吵，想让听话者听到他的话语之后关上门， 那么说话者完成的是言外行为， 也是一种间接言语行为。 故答案选 C。10. That a Japanesechild adopted at birth by an American couple will grow up speak ing En glish in dicates of huma n Ian

14、 guage.A. dualityB. cultural transmissionC. arbitrarinessD. cognitive creativity10. B【解析】考查语言的本质特征。duality “二重性”：指语言的等级性，包括形位和音位；cultural transmission “文化传递性”：指语言 要通过教学和学习才能获得；arbitrariness “任意性”：语言符号的形 式与表示意义没有天然联系，语言音和义之间的任意性；cognitivecreativity “认知创造性” 。题干“日本小孩出生时被美国夫妇收养， 长大后说英文”正是体现了语言的文化传递性。所以正

15、确答案为 B。11. Flue nt and appropriate Ian guage use requires kno wledge of and this suggests that we should teach lexical chunks rather than single words.A. denotation B. connotation C. morphology D. collocation11. D 【解析】考查词汇教学。从传统的词汇学角度来讲，词义包括 概念意义(denotative meanin 和关联意义(connotative meaning)。 概念意义指的是

16、词汇的字面意义， 而关联意义指的是词汇的引申意义， 通常会附加情感在其中。 根据题干， 6 / 24表明我们应该进行词块教学而非 单个词汇，而词块教学指的是学习单词是应该注意搭配， 例如 decrease to, decrease by分别意为“下降到”和“下降了” ，可以判断出流利准确的语言要求具备搭配知识，故选 D。12.“ Underliningall the past form verbs in the dialogue i”s a typicalexercise focus ing on _.A. use B.form C. meaning D. function12. B 【解析】

17、考查语法教学。题干的意思是“标出对话中所有的过 去式”是一种注重什么的典型练习。过去式属于语法教学内容中的语 言的形式，故选 B。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.13. C 【解析】考查语法教学。题

18、干的意思是下列哪个活动更适合帮 助学生在学习后立即练习新的语法结构。 A 项是角色扮演， B 项是小 组讨论，C项是句型练习，D项是书写作业。四项相比，句型练习更 适合新知呈现后的语法教学模型的练习部分， A, B 项可以放在产出部 分，故选 C。14. When teaching students how to give appropriate responses to a con gratulati on or an apology, the teacher is probably teach ing aL.A. lexical levelB. sentence levelC. gramm

19、atical level D. discourse level7 / 2414. D 【解析】考查语篇教学。题干的意思是当教授学生如何对祝贺 和道歉进行合适的回应时，老师可以从哪个层次进行教学。 A 项是词汇层次，B项是句式层次，C项是语法层次，D项是话语（语篇）层 次。祝贺和道歉属于交流，是语言功能的运用，通过话语层次教学， 可以有利于学生经历真实语境，提高语言运用的准确性。故选D。15. Which of the following activities can help develop the skill of listening for gist?A. Listen and find

20、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.15. B 【解析】考查听力教学。题干的意思是下列哪项活动可以帮助 训练听取中心大意的技巧。 A 项指听文章找出吉姆住在哪里， B 项指 听文章选出最合适的题目， C 项指听文章画出说话者强调的单词， D 项指听词，判断两个

21、词是否一致。选项中只有 B 项是对文章大意的 把握，其他为细节题，故选 B。16. When an EFL teacher asks his studenty“ouHkonwowdothat theauthor liked the place since he did not tell us explicitly? he”/s,he is helping students to reach_ comprehension.A. literal B. appreciative C. inferential D. evaluative16. C 【解析】考查阅读教学。题干的意思是外语教师问学生“作者

22、 8 / 24没有明确告诉我们，如何判断出他喜欢这个地方” ，老师是在帮助学 生进行什么阅读。 A 项是字面阅读， B 项是欣赏性阅读， C 项是推断 性阅读， D 项是评价性阅读，故选 C。17. Which of the following types of questions are mostly used for checking literal comprehension of the text?A. Display questions. B. Rhetorical questions.C. Evaluation questions. D. Referential questions

23、.17. A 【解析】考查课堂提问的形式。 课文理解性问题一般分为三类： 展示性问题(display questions)、参阅性问题(referential questions) 和评估性问题(evaluation questions。其中，展示性问题通常被用来检 测学生对课文内容的理解程度， 就课文中的字词句或者某个重要的细 节向学生发问。这种问题的答案通常是唯一的，教师预先知道，学生 只需凭借表层理解或是查找课文便能找到的。 题干意思是下列哪种类 型的问题常用于检查对文章字面意思的理解。故选 A。18. Which of the following is a typical featur

24、e 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 patterns are used.18. B 【解析】考查写作类型。 A 项是结构清晰， B 项是短句、半句 很常见， C 项是需要使用专业词汇， D 项是使用大量不同的词汇和句 式， A,C

25、,D 项是正式写作文体的特点，题干意思是下列哪项是非正式 写作的典型特征。故选 B。19. PeeFedit ing duri ng class is an importa nt step of the approach to teaching 9 / 24writing.10 / 24A. genre-basedB. content-basedC. process-orientedD. product-oriented19. C 【解析】考查写作教学。写作教学分为重结果的写作、重内容 的写作和重过程的写作。在重过程的写作中，修改（自改和互改） 校对和讨论是其过程的重要组成部分，题干意思是课堂

26、上同桌互改的 活动对于哪种模式的写作教学很重要。故选 C。20. Portfolios, daily reports and speech delivering are typical means ofA. norm-referenced testB. criterion -referenced testC. summative assessmentD. formative assessment20.D 【解析】考查评价方式。题干意思是作品集、每日报告以及演 讲是以下哪种的典型方法。 A 项是常模参照测试，主要用于选拔； B 项是标准参考测试，按照预先设计的标准，对考试结果进行比较； C 项是

27、终结性评价，一般在学期或学年结束后进行，如期末考试、结业 考试等； ;D 项是形成性评价，是对学生日常学习过程中的表现做出 评估。作品集、报告和演讲都是日常活动，故选D。请阅读 Passage I完成第2125小题。Passage l.When the Viaduct de MiIIau opened in the south of France in 2004, this taIIest bridge in the worId won worIdwide accoIades. German newspapers described how it “fIoatedabove the cIoud

28、s ”with “eIeganceand Iightness a”nd 11 / 24“breathtakingbea”uty. In France, papers praised the“ immense” “ concrete giant.” Was it mere coincidence that the Germanssaw beauty where the French saw heft and power? Lera Borodisky thinks not. In a series of clever experiments guided by pointed questions

29、, Boroditsky is amassing evidence that, yes, language shapes thought. The effect is powerful enough, she says, that “ theprivate mental lives of speakers of different languages may differ dramatically,” not only wthey are thinking in order to speak,“ but in all manner of cognitive tasks,including ba

30、sic sensory perception. “ Even a small fluke of grammar” thgeender of nouns “ cahnave 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 speakerssaw prototypically female feat

31、ures; Frenchspeakers,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. Guess which language construes key as masculine and which as feminine? Grammatical gender a

32、lso 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, says Boroditsky. Germans tend to paint death as male, and Russians tend to paint it as female. La

33、nguage even shapes what we see. People have a better memory for colors if 12 / 24different shades have distinctnames not English?s light blue and dark blue, for instance, but Russian?s goluboy and sinly. Skeptics of the language-shapes-thought claim have argued that that?s a trivial finding, showing

34、 only that people remember what they saw in 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 t

35、he 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. Similarly, Korean uses one word for“in ” when one object is in another snugly, and a differentone when an obje

36、ct 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 language affects thought. In Russian, verb forms indicate whether the action was completed or not as in “she atned finishe

37、d the pizza.” In Turkish, verbs indicatewhether 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 hearsa

38、y.Similarly, while English says “she broke the bowl” even if it smashed accidentally, Spanish and13 / 24Japanesedescribe the same event more like “ thebowl broke itself. ”“ Whenwe show people video of the same event, ”says Boroditsky, “ English speakers remember whowas to blame even in an accident,

39、but Spanish and Japanesespeakers remember it 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 PARA

40、GRAPH 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 language and thought is an ag-oeld issue.C. The language we speak determines how we think and see the world.D.

41、Whether language shapes thought needs to be empirically supported.23. What is the role of the underlined part “Asin that bridge ”inPARAGRAPH 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 q

42、uestions 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 language and thought?14 / 24A. People remember what they saw both visually and verbally.B. Language helps to shape wha

43、t 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 of the following best represents the author?s argument in the passage?A. The gender of nouns affects how people thin

44、k 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. There are different means of proving how language shapes our thoughts.请阅读 Passage 2完. 成第 2630小题。Passage 2When American-born ac

45、tor 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, they sent Pena and his brother to stay with relatives in the U.S.“It was quite a bitgamble for my parents, s”ays Pena, “ buth

46、ey came back a year later. ” Pena?sfather, 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

47、. In Cesar Chavez, Pena plays the labor leader as he struggles to organize immigrant California farm 15 / 24workers 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. Chav

48、ez, like Pena, was the American-born 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 thedirector, Diego Luna.“This thing of having to go to school and learn inEngl

49、ish 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 involved with Cesar Chavez are hoping the movie will spark new support for reform and inspire American Latinos to get involved. “ ThemessageChavez left

50、was that change couldn?t happen without the masses being a part of their own change,” says Ferrera, ageneration 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.Immigrant-rights

51、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 agriculturalworkforce in California than they did in the 1960s, according to Miriam Pawel, author of The Crusades of Cesar Chavez,

52、 published the next month. Chavez was vehemently against illegal immigration, believing it made strikes difficult to execute and weakened 16 / 24the union. He initiated a program in the mid-1970s to locate undocumented farm workers and report them to immigration officials, Pawel writes. And despite

53、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 adopted by other activists, inc

54、luding those leading the modern immigran-trights movement. 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 stor

55、es to persuade housewives not to buy grapes and to spread the word about their plight. “ Theygave the boycott this very human face, ”says Pawel. “ Itwas families talking to other families, ” says Luna. “It?s about the power we have just by being who we are. ”26. What has made Pena?s role as Chavez i

56、n 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 underlined word“ He” in PARAGRAPH TWO referto?A. Luna.B. Pena. C. Chave

57、z.D. Ferrera.28. What did the film -makers want to achieve through the movie Cesar Chavez?17 / 24A. 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

58、. Which of the following is closest in meaning to the underlined word vehemently in PARAGRAPH FOUR?A. Emotionally. B. Deliberately. C. StronglyD. Actively.30. Which of the following may best summaries Chavez?s contribution in leading the Latino immigrant-rights movement?A. The American public came t

59、o 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 knew how to locate undocumented farm workersand offer them official registration.D. The Mexican farm workers could travel a

60、cross the country during the grape boycott to share their sufferings.二、简答题 （本大题 1 小题，20 分） 根据题目要求完成下列任务， 用中文作答。31.某位高一英语教师组织了一个关于 oil pollution 的口语活动，学生 们却对该活动没有兴趣， 活动难以开展。 请分析学生不感兴趣的两个 主要原因（ 8 分），并列举组织成功的口语活动应注意的三个主要事 项。（12 分）31.【参考答案】 学生不感兴趣的两个主要原因： 第一，口语话题本身具有一定难度性，选择的话题本身是陌生的，远 离学生的实际生活， 18 / 24