教师资格证考试 高级英语 真题解析

112021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〕〔总分值：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，每题2分，共60分。在每题列出的四个备选项中选择一个最正确答案，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、多项选择或未选均无分。〕1．Excellentnovelsarethosewhichnationalandculturalbarriers.A.transcendB.traverseC.suppressD.surpass2.AsAlicebelievedhimtobeamanofintegrity,sherefusedtoconsiderthepossibilitythathisstatementwas.A.irrelevantB.facetiousC.fictitiousD.illogical3.Thegirlsareafraidthatbeingfriendlytostrangerscouldbemisinterpretedbytheirneighbours.A.ever-presentB.ever-presentedC.ever-presentingD.ever-presently4.Hispresentationwillshowyoucanbeusedinothercontexts.A.thatyouhaveobservedB.thathowyouhaveobservedC.howthatyouhaveobservedD.howwhatyouhaveobserved5.Manystudentsstarteachtermwithanawardcheck,butbythetimebooksarebought,foodispaidfor,andabitofsociallife，itlooksratheremaciated.A.livesB.livedC.waslivedD.haslived6.Whichofthefollowingiscorrectinitsuseofpunctuation?A.Theteacherasked,“Whosaid,‘Givemelibertyorgivemedeath’？〞B.Theteacherasked,“Whosaid,‘Givemelibertyorgivemedeath?’〞C.Theteacherasked,“Whosaid‘Givemelibertyorgivemedeath’〞？D.Theteacherasked,“Whosaid‘Givemelibertyorgivemedeath’？〞7.ThepairofEnglishphonemesdifferintheplaceofarticulation.A.／／and／／B.／／and／／C.／ｄ／and／ｚ／D.／m／and／n／8.Thereareconsonantclustersinthesentence“Brian,Iappreciatebeautifulscarfyoubroughtme.〞A.twoB.threeC.fourD.five9.Whensaying“It’snoisyoutside〞togetsomeonetoclosethewindow,thespeakerintendstoperforma(n).A.directspeechactB.locutionaryactC.indirectspeechactD.perlocutionaryact10.ThataJapanesechildadoptedatbirthbyanAmericancouplewillgrowupspeakingEnglishindicatesofhumanlanguage.A.dualityB.culturaltransmissionC.arbitrarinessD.cognitivecreativity11.Fluentandappropriatelanguageuserequiresknowledgeofandthissuggeststhatweshouldteachlexicalchunksratherthansinglewords.A.denotationB.connotationC.morphologyD.collocation12.“Underliningallthepastformverbsinthedialogue〞isatypicalexercisefocusingon.A.useB.formC.meaningD.function13.Whichofthefollowingactivitiesmaybemoreappropriatetohelpstudentspracticeanewstructureimmediatelyafterpresentationinclass?A.Roleplay.B.Groupdiscussion.C.Patterndrill.D.Writtenhomework.14.Whenteachingstudentshowtogiveappropriateresponsestoacongratulationoranapology,theteacherisprobablyteachingat.A.lexicallevelB.sentencelevelC.grammaticallevelD.:discourselevel15.Whichofthefollowingactivitiescanhelpdeveloptheskilloflisteningforgist?A.ListenandfindoutwhereJimlives.B.Listenanddecideonthebesttitleforthepassage.C.Listenandunderlinethewordsthespeakerstresses.D.Listentopairsofwordsandtelliftheyarethesame.16.WhenanEFLteacheraskshisstudent“Howdoyouknowthattheauthorlikedtheplacesincehedidnottellusexplicitly?〞，he/sheishelpingstudentstoreachcomprehension.17.Whichofthefollowingtypesofquestionsaremostlyusedforcheckingliteralcomprehensionofthetest?A.Displayquestions.B.Rhetoricalquestions.C.Evaluationquestions.D.Referentialquestions.18.Whichofthefollowingisatypicalfeatureofinformalwriting?A.Awell-organizedstructureispreferred.B.Shortandincompletesentencesarecommon.C.Technicaltermsanddefinitionsarerequired.D.Awiderangeofvocabularyandstructuralpatternsareused.19.Peer-editingduringclassisanimportantstepoftheapproachtoteachingwriting.A.genre-basedB.content-basedC.process-QrientedD.product-oriented20.Portfolios,dailyreportsandspeechdeliveringaretypicalmeansof．A.norm-referencedtestB.criterion-referencedtestC.summativeassessmentD.formativeassessment请阅读Passage1，完成第21-25小题。Passage1WhentheViaductdeMillauopenedinthe.southofFrancein2021,thistallestbridgeintheworldwonworldwideaccolades.Germannewspapersdescribedhowit“floatedabovetheclouds〞with“eleganceandlightness〞and“reathtaking〞beauty.InFrance,paperspraisedthe“immense〞“concretegiant.〞WasitmerecoincidencethattheGermanssawbeautywheretheFrenchsawheftandpower?LeraBorodiskythinksnot.Inaseriesofcleverexperimentsguidedbypointedquestions,Boroditskyisamassingevidencethat,yes,languageshapesthought.Theeffectispowerfulenough,shesays,that“theprivatementallivesofspeakersofdifferentlanguagesmaydifferdramatically,〞notonlywhentheyarethinkinginordertospeak,“butinallmannerofcognitivetasks,〞includingbasicsensoryperception.“Evenasmall’flukeofgrammar〞—thegenderofnouns-〞canhaveaneffectonhowpeoplethinkaboutthingsintheworld,〞shesays.Asinthatbridge,inGerman,thenounforbridge,Brucke,isfeminine.InFrench,pontismasculine.Germanspeakerssawprototypicallyfemalefeatures;Frenchspeakers,masculineones.Similarly,Germansdescribekeys(Schlussel)withwordssuchashard,heavy,jagged,andmetal,whiletoSpaniardskeys(llaves)aregolden,intricate,little,andlovely.Guesswhichlanguageconstrueskeyasmasculineandwhichasfeminine?Grammaticalgenderalsoshapeshowweconstrueabstractions.In85percentofartisticdepictionsofdeathandvictory,forinstance,theideaisrepresentedbyamanifthenounismasculineandawomanifitisfeminine,saysBoroditsky.Germanstendtopaintdeathasmale,andRussianstendtopaintitasfemale.Languageevenshapeswhatwesee.Peoplehaveabettermemoryforcolorsifdifferentshadeshavedistinctnames—notEnglish’.lightblueanddarkblue,forinstance,butRussian’sgoluboyand-stinly.Skepticsofthelanguage-shapes-thoughtclaimhavearguedthatthat’satrivialfinding,showingonlythatpeoplerememberwhattheysawinbothavisualformandaverbalone,butnotprovin；-thattheyactuallyseethehuesdifferently.Inaningeniousexperiment,however,Boroditskyandcolleaguesshowedvolunteersthreecolorswatchesandaskedthemwhichofthebottomtwowasthesameasthetopone.NativeRussianspeakerswerefasterthanEnglishspeakerswhenthecolorshaddistinctnames,suggestingthathavinganameforsomething’allowsyou-toperceiveitmoresharply.Similarly,Koreanusesonewordfor“in〞whenoneobjectisinanothersnugly,andadifferentonewhenanobjectisinsomethingloosely.Sureenough,KoreanadultsarebetterthanEnglishspeakersatdistinguishingtightfitfromloosefit.Sciencehasonlyscratchedthesurfaceofhowlanguageaffectsthought.InRussian,verbformsindicatewhethertheactionwascompletedornot-asin“sheate［andfinished］thepizza.〞InTurkish,verbsindicatewhethertheactionwasobservedormerelyrumored.BoroditskywouldlovetorunanexperimenttestingwhethernativeRussianspeakersarebetterthanothersatnoticingifanactioniscompleted,andifTurkshaveaheightenedsensitivitytofactversushearsay.Similarly,whileEnglishsays“shebrokethebowl〞evenifitsmashedaccidentally,SpanishandJapanesedescribethesameeventmorelike“thebowlbrokeitself.〞“Whenweshowpeoplevideoofthesameevent,〞saysBoroditsky,“Englishspeakersrememberwhowastoblameeveninanaccident,butSpanishandJapanesespeakersrememberitlesswellthantheydointentionalactions.Itraisesquestionsaboutwhetherlanguageaffectsevensomethingasbasicashowweconstructourideasofcausality.〞21.Whichofthefollowingisclosestinmeaningtotheunderlinedword.“accolades〞inPARAGRAPHONE?A.Praises.B.Awards.C.Support.D.Gratitude.22.WhatcanbeinferredfromPARAGRAPHTWO?A.Languagedoesnotshapethoughtsinanysignificantway.B.Therelationshipbetweenlanguageandthoughtisanage-oldissue.C.Thelanguagewespeakdetermineshowwethinkandseetheworld.D.Whetherlanguageshapesthoughtneedstobeempiricallysupported.23.Whatistheroleoftheunderlinedpart“Asinthatbridge〞inPARAGRAPHTHREE?A.Reflectingontopicsthatappealtotheauthorandreaders.B.Introducingnewevidencetowhathasbeenconfirmedbefore.C.Identifyingthekinds’ofquestions’supportedbytheexperiments.D.Claimingthatspeakersofdifferentlanguagesdifferdramatically.24.Whichofthefollowinghasnothingtodowiththerelationshipbetweenlanguageandthought?A.Peoplerememberwhattheysawbothvisuallyandverbally.B.Language：helpstoshapewhatandhowweperceive’theworld.C.Grammarhasaneffectonhowpeoplethinkaboutthingsaroundus.D.Sciencehasonlyscratchedthesurfaceofhowlanguageaffectsthought.25.Whichofthefollowingbestrepresentstheauthor’sargumentinthepassage?A.Thegenderofnounsaffectshowpeoplethinkaboutthingsintheworld.B.GermansandFrenchmenthinkdifferentlyabouttheViaductdeMillau.C.Languageshapesourthoughtsandaffectsourperceptionoftheworld.D.Therearedifferentmeansofprovinghowlanguageshapesourthoughts.请阅读Passage2，完成第26～30小题。Passage2WhenAmerican-bornactorMichaelPenawasayearold,hisparentsweredeported.TheyhadillegallywalkedacrosstheU.S.borderfromMexicoandwhentheywerecaughtbyimmigrationauthorities,theysentPenaandhisbrothertostaywithrelativesintheU.S.“Itwasquiteabitofagambleformyparents,〞saysPena,〞buttheycamebackayearlater.〞Pena’sfather,whohadbeenafarmerinMexico,gota-jobatabuttonfactoryinChicagoand,eventually,a-greencard.PenastayedinChicagountil,at19,hefledtoLosAngelestopursuehisactingdreams.ThisfamilyhistorymakesPena’slatestroleespeciallypersonal.InCesarChavez,PenaplaysthelaborleaderashestrugglestoorganizeimmigrantCaliforniafarmworkersinthe1960s.Topressuregrowerstoimproveworkingconditionsandwages,Chavezledanationalboycottoftablegrapesthatlastedfrom1965to1970andisrecordedinthefilm.Chavez,likePena,wastheAmerican-bornsonofMexicanfarmerswhoimmigratedtotheU.S.“Heunderstandsthisduality,thefeelingofbeingborninaplacebuthaving.averybigideaofwhereyourheritagecomesfrom,“saysthefilmdirector,DiegoLuna.〞ThisthingofhavingtogotoschoolandlearninEnglishandthengohometospeakSpanishwithyourparents.〞AsimmigrationpolicyishotlydebatedonCapitolHillthisyear,LunaandotherswhowereinvolvedwithCesarChavezarehopingthemoviewillsparknewsupportforreformandinspireAmericanLatinostogetinvolved.“ThemessageChavezleftwasthatchangecouldn’thappenwithoutthemassesbeingapartoftheirownchange,〞saysFerrera,afirstgenerationHonduranAmericanwhoplaystheunionleader’swifeHelen.RosarioDawson,whoco-foundedtheadvocacygroupVotoLatino,playsChavezallyandlaborleaderDoloresHuerta.Immigrant-rightsissuesintheU.S.haveevolvedsubstantiallyintheyearssinceChavezfoundedtheUnitedFarmWorkers(UFW).UndocumentedworkersnowmakeupafarlargershareoftheagriculturalworkforceinCaliforniathantheydidinthe1960s,accordingtoMiriamPawel,authorofTheCrusadesofCesarChavez,publishedthenextmonth.Chavezwasvehemently,againstillegalimmigration,believingitmade,strikesdifficulttoexecuteandweakenedtheunion.Heinitiatedaprograminthemid-1970stolocateundocumentedfarmworkersandreportthemtoimmigrationofficials,Pawelwrites.Anddespitehisearlyvictories,Chavez’sUFWunionrepresentsjustasmallpartofthoseworkingonCaliforniafarmstoday.“Chavez’slegacyisnotinthefield,whichissad,〞saysPawel.Still,shesays,hisorganizingstrategies,featuredextensivelyinCesarChavez,havebeenadoptedbyotheractivists,includingthoseleadingthemodernimmigrant-rightsmovement.Chavez’smostimportantcontributionmayhavebeenhumanizingtheLatinopopulationfortheAmericanpublic.Farmlaborers,manyofwhombarelyspokeEnglish,traveledacrossthecountryduringthegrapeboycott,standingoutsidegrocerystorestopersuadehousewivesnottobuygrapesandtospreadthewordabouttheirplight.“Theygavetheboycottthisveryhumanface,〞saysPawel.“Itwasfamiliestalkingtootherfamilies,〞saysLuna.“It’saboutthepowerwehavejustbybeingwhoweare.〞26.WhathasmadePena’sroleasChemovieCesarChavezsodistinctive?A.HisMexicanimmigrantbackground.B.HisAwarenessofhisMexicanheritage.C.Hisbilinguallifeathomeandatschool.D.HisstatusbeforelegalregistrationintheUS.27.Whomdoestheunderlinedword“He〞inPARAGRAPHTWOreferto?A.Luna.B.Pena.C.Chavez.D.Ferrera.28.Whatdidthefilm-makerswanttoachievethroughthemovieCesarChavez?A.Toreportonimmigrationpolicydebates.B.Tostirimmigrationdebateswithabiopic.C.TomakeknowntheachievementsofMichaelPena.D.Tohighlighttheseedsofchangewithinthemassesinvolved.29.Whichofthefollowingisclosestinmeaningtotheunderlinedword“vehemently〞inPARAGRAPHFOUR?A.Emotionally.B.Deliberately.C.Strongly.D.Actively.30.WhichofthefollowingmaybestsummariesChavez’scontributioninleadingtheLatinoimmigrant-rightsmovement?A.TheAmericanpubliccametorealizethepowerofchangeintheLatinocommunity.B.Themodernimmigrantrightsmovementleadersknewhowtoorganizetheiractivitiesstrategically.C.TheU.S.governmentknewhowtolocateundocumentedfarmworkersandofferthemofficialregistration.D.TheMexicanfarmworkerscouldtravelacrossthecountryduringthegrapeboycotttosharetheirsufferings.得分评卷人二、简答题〔本大题1小题，20分〕根据题目要求完成以下任务，用中文作答。31.某位高一英语教师组织了一个关于oilpollutio。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:Justnowwegettoknowmanydifferentsports,forexample…Ss:Weight-4lifting,fencing,aerobics,triathlon,shooting…T:Great.Now,let’sthinkaboutthisquestion:Howmanytypescanthesesportsbedividedinto?Ss:(discusswithpartners)T:Forexample,football,tennis,table-tennis,theybelongto…Sl：Ballgames.T:Great.Andthen…Howaboutrings?Doublebars?Whichtypeofsportsdotheybelongto?Ss:(silent)T:(write“gymnastics〞ontheblackboard)Nowreadafterme…S2:MsXia,howtosay“kuaIan〞inEnglish?Itisthe,honorofallourChinesepeople.T:Yeah,wereallyoughttoknow110-hurdlerace.Bytheway,which,typedobothrunningand110-hurdleracebelongto?Ss:(silent)T:Letmetellyou,trackandfieldsports.Readafterme.Ss:(readaftertheteacher)T:Don’tforgetthesportsthataredoneinthewater-thewatersports.Sowhatarethedifferenttypesofsportswe’velearnttoday?Ss:Ballgames,gymnastics,trackandfieldandwatergames.T:Excellent!根据上面所给信息，从以下两个方面作答：(1〕该片段属于什么教学环节〔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〕？请提出相应的改良建议。(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，但须包含以下要点：●teachingobjectives●teachingcontents●keyanddifficultpoints●majorstepsandtimeallocation●activitiesandjustifications教学时间：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。多数学生已经到达?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,wordsBritishandAmericanEnglisharedifferentinmanyways.Thefirstandmostobviouswayisinthevocabulary.TherearehundredsofdifferentwordswhicharenotusedontheothersideoftheAtlantic,orwhichareusedwithadifferentmeaning.Someofthesewordsarewellknown-Americansdriveautomobilesdownfreewaysandfillupwithgas;theBritishdrivecarsalongmotonvaysandfillupwithpetrol.Asatourist,youwillneedtousetheundergroundinLondonorthesubwayinNewYork,ormaybeyouwillprefertogetaroundthetownbytaxi(British)orcab(American).ChipsorFrenchfries?Butotherwordsandexpressionsarenotsowellknown.Americansuseaflashlight,whilefortheBritish,it’satorch.TheBritishqueueup;Americansstandinline.Sometimesthesamewordhasaslightlydifferentmeaning,whichcanbeconfusing.Chips,forexample,arepiecesofhotfriedpotatoinBritain;intheStateschipsareverythinandaresoldinpackets.TheBritishcallthesecrisps.ThechipstheBritishknowandloveareFrenchfriesontheothersideoftheAtlantic.Haveorhavegot?Thereareafewdifferencesingrammar,too.TheBritishsayHaveyougot…？WhileAmericanspreferDoyouhave…？AnAmericanmightsayMyfriendjustarrived,butaBritishpersonwouldsayMyfriendhasjustarrived.Prepositions,too,canbedifferent:compareontheteam,ontheweekend(American)withintheteam,attheweekend(British).TheBritishuseprepositionswhereAmericanssometimesomitthem(I’llseeyouMonday;Writemesoon!).Colourorcolor?Theothertwoareasinwhichthetwovarietiesdifferarespellingandpronunciation.Americanspellingseemssimpler:center,colorandprograminsteadofcentre,colourandprogramme.ManyfactorshaveinfluencedAmericanpronunciationsincethefirstsettlersarrivedfourhundredyearsago.Theaccent,whichismostsimilartoBritishEnglish,canbeheardontheEastCoastoftheUS.WhentheIrishwriterGeorgeBernardShawmadethefamousremarkthattheBritishandtheAmericansaretwonationsdividedbyacommonlanguage,hewasobviouslythinkingaboutthedifferences.Butaretheyreallysoimportant?Afterall,thereisprobablyasmuchvariationofpronunciationwithinthetwocountriesasbetweenthem.ALondonerhasmoredifficultyunderstandingaScotsmanfromGlasgowthanunderstandingaNewYorker.2021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〕参考答案及解析一、单项选择题1.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两项是均为形近词辨析。transcend“胜过，超越〞，常用搭配是transcendnationalbarriers超越国界；traverse“横越，穿过〞，traversethegrassland穿越草地；suppress“抑制，镇压〞；surpass“优于，超过〞。句意为“优秀的小说是会跨越民族和文化的障碍的〞。所以正确答案为A。2.C【解析】考查形容词辨析。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〞。空格要填人入的是一个形容词，修饰“他的陈述〔hisstatement)〞,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，前后应该意思一致，前半句对“他〞的描述是“正直的人〞，后半句中refused表示否认，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。3.A【解析】考查形容词的用法。句意为“女孩们担忧对陌生人友善会被如影随形的邻居误解〞。形容词修饰名词，排除D选项。ever-present修饰名词，表示“时时存在的〞，例如，“爱是永恒的〞可翻译为loveisever--present。句意为“女孩们担忧对陌生人友善会被如影随形的邻居误解〞。没有B和C这类搭配。形容词修饰名词，排除D选项。所以正确答案为A。4.D【解析】考查从句。句意为“他的发言将向你展示，你所观察到的如何被用于其他语境〞。showsbsth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，你所观察到的如何被用于其他语境〞。所以正确答案为D。5.B【解析】考查省略。句中出现了三个并列结构：booksarebought,foodispaidfor,andabitofsociallif。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〞。句中出现了三个并列结构：booksarebought,foodispaidfor,andabitofsociallife一般情况下，谓语动词是不可省略的，如果内容与其前所说的内容是并列关系，谓语动词为be时，那么可以省略be。动词。按照arebrought,ispaid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，livealife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.D【解析】考查标点的用法。Whosaid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语那么用单引号。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.D【解析】考查音素的发音。／[ʃ]／／[ʒ]／都属于Palatal〔上9音〕);/[θ]//)／[ð]都属于Dental〔齿音〕);/d//z/属于Alveolar〔齿龈音〕；/m/属于Bilabial〔双唇音〕，/n/属于Alveolar〔齿龈音〕，发音部位不同。所以正确答案为D。8.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,Iappreciatebeautifulscarfyoubroughtme．该句子中下画线处辅音均构成辅音连缀，分别是［b］+［r］,［p］+［r］,［s］+［k］,［r］+［f］,［b］+［r］。其中［r］+［q］是词尾辅音连缀。9.C【解析】考查言语行为理论。根据奥斯汀言语行为理论，说话者说话时可能同时实施三种行为：言内行为〔locutionaryact〕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〔illocutionaryact)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〔perlocutionaryact)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(indirectspeechact〕指的是通过一种言外行为间接地完成另外一种言外行为的情况。也就是说，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’snoisyoutside〞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.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；culturaltransmission“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〞。题干句中，“日本小孩出生时被美国夫妇收养，长大后说英文〞正是表达了语言的文化传递性。所以正确答案为B。11.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〔denotativemeaning〕和关联意义〔connotativemeaning)。概念意义指的是词汇的字面意义，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，说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decreaseto,decreaseby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，应选D。12.B【解析】考查语法教学。题干题十的意思是“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，应选B。13.C【解析】考查语法教学。题干的意思是以下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局部，A,B项可以放在产出局部，应选C。14.D【解析】考查语篇教学。题干的意思是当教授教给学生如何对祝贺和抱歉进行适宜的回应时，老师可以以下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。祝贺和抱歉属于交流，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。应选D。15.B【解析】考查听力教学。题干的意思是以下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项指听文章选出最适宜的题目，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，应选B。16.C【解析】考查阅读教学。题干的意思是外语教师问学生“作者没有明确告诉我们，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，应选C。17.A【解析】考查课堂提问的形式。题干意思是以下哪种类型的问题常用于检查对文章字面意思的理解。课文理解性问题一般分为三类：展示性问题〔displayquestions)、参阅性问题〔referentialquestions〕和评估性问题(evaluationquestions)。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。题干意思是以下哪种类型的问题常用于检查对文章字面意思的理解。应选A。18.B【解析】考查写作类型。题干意思是以下哪项是非正式写作的典型特征。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,D项是正式写作文体的特点，题干意思是以下哪项是非正式写作的典型特征。应选B。19.C【解析】考查写作教学。题干意思是课堂上同桌互改的活动对于哪种模式的写作教学很重要。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局部，题干意思是课堂上同桌互改的活动对于哪种模式的写作教学很重要。应选C。20.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，对考试结果进行比拟；C项是终结性评价，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，应选D。Passage121.A【解析】此题问的是题干含义：以下与第一段画线的单词accolades意思最接近的是哪一个。Praises“赞扬〞，Awards“奖励〞,Support“支持〞，Gratitude“感谢〞。从下文中德国报纸描述它“floatedabovetheclouds〞with“eleganceandlightness〞and“breathtaking〞beauty和法国报纸的描述知道，worldwideaccolade，是指全世界的赞美、赞扬。Praises“赞扬〞，Awards“奖励〞,Support“支持〞，Gratitude“感谢〞。应选A。22.C【解析】此题问的是题干含义：从第二段能够推断出来的是哪一项。从第二段Boroditskyisamassingevidencethat,yes,languageshapesthought．和引号包含的话可知C项正确。A项指语言对于塑造思想没有重大影响。B项指语言和思想的关系是由来已久的问题。C项指我们所使用的语言决定着我们如何思考，如何看待这个世界。D项指语言是否塑造思想需要被事实经验证实。从第二段Boroditskyisamassingevidencethat,yes,languageshapesthought．和引号包含的话可知C项正确。23.B【解析】此题问的是题干含义：第三段画线局部的作用是什么。从Asinthatbridge所在的这句话，“在德语中，桥是阴性的，在法语中，桥是阳性的〞可知此处是在上文理论基础上的事实论证。应选B。24.A【解析】此题问的是题干含义：以下哪一项和语言与思想的关系无关。从第二段“languageshapesthought…sensoryperception〞heworld〞和最后一段第一句话可知B,C,D是和语言和思想的关系是相关的。应选A。25.C【解析】此题问的是题干含义：以下哪一项能够最好地代表作者的论点。A,B项是作者为了证明论点给出的例证。本文作者主要的观点是语言能够塑造、影响思想，D项意思是“有不同的方法证明语言是如何塑造思想的〞，但不同的证明方法不是作者要表达的中心观点。应选C。Passage226.A【解析】此题是问题干是是什么让Pena在CesarChave：中扮演如此与众不同的Chave:‘？可将答案定位到文章第二段第四句，Pena和Chavez一样出生在美国，父亲都是移民到美国的墨西哥农民，由此可看出他们有相同的背景，故此题选A。27.B【解析】题干是此题问第二段画线局部He指代什么。定位到原文中，这是导演说的一句话，“他台能够理解这种二元性，出生在一个地方，却对故土有远大抱负的感觉〞，这句话承接之前提到了Pena和Chaves的相似背景，所以这里的he是指Pena.28.B【解析】此题是问导演通过CesarChave：这部电影想要到达什么目的。可将答案定位到第三段，导演及整个剧组希望这部电影能够表达他们对于移民政策改革的支持并希望所有的拉丁美洲籍育美国人能够加人入其中。A项是报导移民政策的辩论；B项是通过自传电影使移民问题能在社会上引起轰动；C项是让MichaelPena的成就为人所知；D项是强调广阔人民群众参与的改变的种子。故此题选B。29.C【解析】vehemently原意是指“剧烈地，坚决地，强烈地〞。A项意为“感性地〞；B项意为“成心地，精心地〞;C项意为“强烈地〞;D项意为“积极地〞。意思最为接近的为C项。故此题选C。30.B【解析】此题是问以下哪个选项最能表达Chavez领导的拉丁移民运动的成就。根很据题干于信息定位到文章倒数第二段第二句，提到了他的成就还包括他的组织战略被其他一些参与者所采用，这些策路包括了现代移民民权运动。A项是说是美国公众从拉丁团体中了解到改变的重要性，属于无中生有；C项意为美国政府知道如何找到未归档的农民工人信息并帮助他们注册，文中并未提及政府找移民农民信息；D项意为墨西哥农民在抵抗葡萄的时候跨越国家去分享他们的苦难。只有B项现代移民权运动的领导者能够有策路地组织活动符合原文。二、简答题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，远离学生的实际生活，并不能有效地引起学生的学习兴趣。选择的话题本身是陌生的，还是课外的内容，远离学生的实际生活，学生对油污染的背景知识、相关原因和影响并不了解。因此无法引起学生的学习兴趣。同时，该活动脱离学生本身的兴趣爱好，学生在完成任务的过程中，可能会遇到生词，因此令学生难以表达。第二，口语活动形式过于单一，学生缺少参与积极性，。单一枯燥的教学活动在短时间内可能并不会有明显的表达，也不能充分发挥学生的主体性和创造性思维。同时，再好的语言形式如被反复使用，亦会有味同嚼蜡的感觉，因此，学生对执行任务的兴趣也会淡化。第三，教师也没有进行必要的背景知识介绍，没有给予必要的词汇或者句式结构，没有给学生搭建有效的梯子，让学生感觉无从下手。应注意的三个主要事项：第一，要符合口语活动设计原那么。口语活动的人物与话题要有真实性和可操作性，必须能引起学生的兴趣，同时还应该贴近他们的生活、学习经历与社会实际；话题的难度要符合学生的英语水平与能力；话题任务的安排要有梯度，不同的任务可以穿插进行，组织课堂教学。第二，设计丰富多彩的口语活动。例如，故事表演，话题辩论，采访活动和演讲等。教师应该广泛收集资料，尽可能设计不同类型、风格与要求的任务，应用于日常的课堂教学过程，使学生的创新精神与实践能力得到不断地培养与提高。第三，口语活动要表达全员参与性。根据新课标，学生是课堂的主体，教师是参与者、组织者和引导者的角色。因此，教师要从学生“学〞的角度设计出各种教学活动，使学生在完成各种任务的过程中逐步形成运用语言的能力。同时，口语活动要兼顾个性化开展和全员性参与，实现因材施教。三、教学情境分析题32.【参考答案】(1〕)该教学片段属于新课讲授〔Presentation〕和练习〔Practice〕环节。新课呈现是新课教学中最重要的一环，目的是运用多种手段来创造情境与环境，介绍新的语言材料，指导学生理解和掌握知识，传递教学信息。练习环节的目的是让学生在某一特定话题下，通过机械性练习即控制性及半控制性练习，不断强化某一或某些语言结构和词汇。(2)问题一：新课教学环节的单词讲授过难：讲解的词汇需要注意学生的知识储藏、认知能力和兴趣爱好。该教师在讲授单词的过程中，忽略了学生的知识储藏，学生对新学的单词都不熟悉。改良建议：①课前一定熟悉明确学生的知识水平。②培养学生良好的学习习惯，进而拓宽词汇量。帮助学生学会如何正确使用词典，自觉积累词汇，及时复习。学生要常查字典，但不要一味地依赖词典，应指导学生尽可能利用上下文找线索来猜词，养成对记词汇的敏感性，注意习惯用法与固定搭配等用法，引导学生在语境中学习词汇。学生掌握了音标、构词法等，就能在较少的时间里掌握较多的词汇，并通过词缀、近似词等来扩大词汇量。教师还可以指导学生运用其他方法，如联想、观察、比照、分析法来学习词汇，变难为易，以便养成良好的学习习惯。问题二：教学方法单一：该片段中教师只利用词汇归纳的方式来呈现新的单词，方式过于单一。改良建议：展示词语意思的时候可以通过实物、动作、手势、定义、词汇信息〔如近义词、反义词等〕、上下文信息、表格、图表、翻译、间答、语义导图、信息填充等方式来进行。展示词语的结构和用法时可以通过例子、解释、同义词、反义词、上下文、问答、结构导图等方式进行。四、教学设计题33.【参考设计】ClassType:ReadingclassTeachingContents:ThispassageisaboutsomedifferencesbetweenBritishEnglishandAmericanEnglish.TeachingObjectives:Knowledgeobjective:StudentswillknowsomedifferencesbetweenBritishEnglishandAmericanEnglish.Abilityobjectives:(1)StudentscanidentifyavarietyofEnglish.(2)Studentsareabletofindoutthemainideaandthedetailsofapassage.Emotionalobjective:Afterthislesson,studentswillhavemoreinterestinexploringtheEnglishlanguageculture.TeachingKey＆DifficultPoints:Teachingkeypoint:Howtomakestudentsgraspsomedetailsofthepassageandreaditindifferentways.Teachingdifficultpoint:HowtoencouragestudentstohaveconfidenceinlearningEnglish.MajorSteps:Step1Pre-reading(3minutes)LetstudentshearrecordingsofaccentsfromaroundtheEnglishspeakingworld.(Justification:ThisstepcanhelpstudentsnoticethedifferenceofEnglish.)Step2While-reading(12minutes)1.FastreadingAskthestudentstoscanthetextandfindthedifferencesbetweenAmericanEnglishandBritishEnglish.InvitetwostudentstoansweritandthenshowtheansweronthePPT.(Vocabulary,grammar,spelling,pronunciation).(Justification:Studentswillhaveageneralideaofthispassage,andtheirreadingabilityofscanningcanbepracticed.)2.CarefulreadingAskthestudentstoreadtheparagraphscarefullyandfindthespecificdifferencesbetweenBritishEnglishandAmericanEnglish.Laterstudentsshouldgivetheiranswers;teacherwillshowthedetailsonthePowerPoint.DifferencesAmericanEnglishBritishEnglishVocabularyautomobile,freeway,gascar,highway,petrolGrammarDovouhave…?Writemesoon!HaveyouLot…？Writeinthesoon!Spellingcenter,color,programcentre,colour,programmePronunciationaccentontheEastCoastNewYorkaccentLondonaccentGlasgow