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1、2016 年上半年中小学教师资格考试英语学科知识与教学能力试题(高级中学)(满分: 100 分考试时间: 120 分钟)题号一二三总分统分人签字得分得分评卷人一、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,请用 2B 铅笔把答题卡上对应题目的答案字母按要求涂黑。错选、多选或未选均无分。 )1 Excellent novels are those which national and cultural barriers.A. transcendB. traverseC. suppressD. surpass2. As Alice be

2、lieved him to 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-presenting

3、D. ever-presently4. 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, an

4、d a bit of social 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, B. The teacher asked, C. The teacher asked,“Who said, ' Give me liberty or give me death Who said, ' Give me liberty

5、or give me death?“Who said ' Give me liberty or give me deathD. 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. / / and / /B. / / and / /C. /d/ and /z/D. /m/ and /n/8. There are consonant clust

6、ers in t he sentence “Brian,I appreciate beautiful scarfyou brought me.”A. twoB. threeC. fourD. five9. Whensaying "It ' s noisy outside " to get someone to close the window, the speaker intendsto perform a(n).A. direct speech actB. locutionary actC. indirect speech actD. perlocutionary

7、 act10. That a Japanese child adopted at birth by an American couple will grow up speaking English 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

8、lexical chunks rather than single words.A. denotationB. connotationC. morphologyD. collocational exercise12. “Underlining all the past form verbs in the dialogue" is a typicfocusing on.A. useB. formC. meaningD. function13. Which of the following activities may be more appropriate to help studen

9、ts practice a newstructure immediately after presentation in class?A. Role play.B. Group discussion.C. Pattern drill.D. Written homework.14. When teaching students how to give appropriate responses to a congratulation or anapology, the teacher is probably teaching at.A. lexical levelB. sentence leve

10、lC. grammatical levelD.: discourse level15. Which of the following activities can help develop 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 wo

11、rds and tell if they are the same.16. When an EFL teacher asks his student “How do you know that the author liked the placesince he did not tell us explicitly?", he/she is helping studentsto reachcomprehension.17. Which of the following types of questions are mostly used for checking literal co

12、mprehensionof the test?A. Display questions.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 defi

13、nitions are required.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-basedB. content-basedC. process-QrientedD. product-oriented20. Portfolios, daily reports and speech delivering are typica

14、l means of.A. norm-referenced testB. criterion-referenced testC. summative assessmentD. formative assessment 请阅读 Passage 1 ,完成第 21-25小题。Passage 1Whenthe Viaduct de Millau opened in the. south of France in 2004, this tallest bridge in theworld won worldwide accolades.German newspapers described how i

15、t“floatedabovethe clouds ”with “elegance and lightness " and "reathtaking " beauty. In France, papers praised thea immenseaconcrete 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 ex

16、periments 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 in order to speak, “but

17、in all manner of cognitive tasks," including basic sensoryperception. "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 feminine. I

18、n 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. Guess which langu

19、age 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 womanif it is feminine, says Boroditsky. Germans

20、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. Skeptics of the lang

21、uage-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 colleagues showed volunte

22、ers 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 sharp ly. Similarly, Korean uses

23、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 language affects thought.

24、 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 speakers are better than other

25、s at noticing if an action is completed, and if Turkshave a heightened sensitivity to fact versushearsay. Similarly, while English says “she broke the bowl“ even if it smashed accidentally, Spanish and Japanesedescribe the same event more like “the bowl broke itself. ” "When we show people vide

26、o of thesame event, “ says Boroditsky,aEnglish speakers remember who was to blame evenin 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 basic as how we construct our ideas of

27、causality.”21. Which of the following is closest in meaning to the underlined word . “accolades " inPARAGRAPH 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 langu

28、age 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 bridge " in PARAGRAPTHREE?A. Reflecting on topics that appeal

29、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 dramatically.24. Which of the following has nothing to do with the relationsh

30、ip 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 around us.D. Science has only scratched the surface of how language affects thou

31、ght.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 about the Viaduct de Millau.C. Language shapes our thoughts and affects our perception of the

32、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 actor Michael Pena was a year old, his parents were deported.Theyhad illegally walked across the . border from Mexico and when they were caught by immigration authorit

33、ies, they sent Pena and his brother to stay with relatives in the ."It wasquite a bit of a gamble for my parents, “ says Pena, “ but they 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. Pe

34、na 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 labor leader as he struggles to organize immigrant California farm workers in the 1960s. Topressure growers to

35、improve working conditions and wages, Chavez led a national boycott of tablegrapes that lasted from 1965 to 1970 and is recorded in the film. Chavez, like Pena, was theAmerican-born son of Mexican farmers who immigrated to the . " He understands this duality, the feeling of being born in a plac

36、e but 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 th en go home to speak Spanish with your parents. ”As immigration policy is hotly debated on Capitol Hill this year, Luna and others who wer

37、einvolved with Cesar Chavez are hoping the movie will spark new support for reform and inspireAmerican Latinos to get involved. "The message Chavez left was that change couldn ' t happenwithout the masses being a part of their own change," says Ferrera, a firstgeneration HonduranAmeric

38、an 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 issues in the . have evolved substantially in the years since Chavez founded the United Farm Workers (UFW). Undocumented

39、 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 vehemently, againstillegal immigration, believing it made, strikes difficult to execu

40、te and weakened the union. Heinitiated a program in the mid-1970s to locate undocumented farm workers and report them toimmigration officials, Pawel writes. And despite his early victories,Chavez s UFWunion representsjust a small part of those working on California farms today.“Chavez' s legacy

41、is not in the field, which is sad,“ says Pawel. Still, she says, his organizingstrategies, featured extensively in Cesar Chavez, have been adopted by other activists, includingthose leading the modern immigrant-rights movement. Chavez' s most importantcontribution mayhave been humanizing the Lat

42、ino population for the American public. Farm laborers, many of whombarely spoke English, traveled across the country during the grape boycott, standing outside grocerystores to persuade housewives not to buy grapes and to spread the word about their plight."Theygave the boycott this very human

43、face, " says Pawel.“It was families talking to other families, " says Luna. "It ' s about the power we have just bybeing who we are.”26. What has made Pena ' s role as the movie Cesar Chavez so distinctive?A. His Mexican immigrant background.B. His Awareness of his Mexican her

44、itage.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 through the movie Cesar Chavez?A. To report o

45、n 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 word “vehemently"inPARAGRAPH FOUR?A. Emot

46、ionally.B. Deliberately.C. Strongly.D. Actively.30. Which of the following may best summaries Chavez s contribution in leading the Latinoimmigrant-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 h

47、ow to organize their activities strategically.C. The . 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 boycott to share their sufferings.得分评卷人二、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

48、。31. 某位高一英语教师组织了一个关于oil pollutio 。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原要因(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)得分评卷人三、教学设计题(本大题1小题,30分)32. 下面是某高中教师的课堂教学片段。T: Just now we get to know many different sports, for exampleSs: Weight-4lifting, fencing, aerobics, triathlon, shootingT: Great. Now, let ' s

49、think about this question: How many types can these sportsbe divided into?Ss: (discuss with partners)T: For example, football, tennis, table-tennis, they belong to51: Ball games.T: Great. And then How about rings? Double bars? Which type of sports do they belong to?Ss: (silent)T: (w rite“gymnastics

50、" on the blackboard) Now read after me 52: 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 me tell you, track and

51、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.T: Excellent!根据上面所给信息,从下列两个方面作答:(1 )该片段属

52、于什么教学环节(6分)?其教学目的是什么?(6分)(2)该片段存在哪两个主要问题(10分)?请提出相应的改进建议。(8分)得分评卷人四、教学设计题(本大题 1小题,共40分)根据提供的信息和语言素材设计教学方案,用英文作答。33.设计任务:请阅读下面学生信息和语言素材,设计20分钟的英语阅读教学方案。该方案没有固定格式,但须包含下列要点: teaching objectives teaching contents key and difficult points major steps and time allocation activities and justifications教学时间:

53、20分钟学生概况:某城镇普通高中二年级(第一学期)学生,班级人数40人。多数学生已经达到普通高中英语课程标准(实验)六级水平。学生课堂参与积极性一般。语言素材:Words, words, wordsBritish and American English are different in many ways. The first and most obvious way isin the vocabulary. There are hundreds of different words which are not used on the other sideof the Atlantic, o

54、r which are used with a different meaning. Some of these words are wellknown-Americans drive automobiles downfreeways and fill up with gas; the British drivecars along motonvays and fill up with petrol. As a tourist, you will need to use theunderground in London or the subway in New York, or maybe y

55、ou 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, whilefor the British, it ' s a torch. The British queue up; Americans stand in line. Sometimes thesame word has a sli

56、ghtly different meaning, which can be confusing. Chips, for example, arepieces 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 otherside of the Atlantic.Have or have go

57、t?There are a few differences in grammar, too. The British sayHave you got ? WhileAmericans 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 onthe team, on the weekend (America

58、n) with in the team, at the weekend (British).The British use preposition s where Americans sometimes omit them (I ' ll 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 since the first settlers arrived four hundred years ago. The accent, which is most similar to British Eng

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