教师资格证考试 高级英语 真题解析

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 whichnational and cultural barriers.

A. transcend

B. traverse

C. suppress

D. surpass

2. As Alice believed him to be a man of integrity, she refused to consider the possibility thathis statement was .

A. irrelevant

B. facetious

C. fictitious

D. illogical

3. The girls are afraid that being friendly to strangers could be misinterpreted by theirneighbours.

A. ever-present

B. ever-presented

C. ever-presenting

D. ever-presently

4. His presentation will show youcan be used in other contexts.

A. that you have observed

B. that how you have observed

C. how that you have observed

D. how what you have observed

5. 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. lives

B. lived

C. was lived

D. has lived

6. 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,“Whosaid,‘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’？”

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 clusters in the sentence“Brian, I appreciate beautiful scarf you brought me.”

A. two

B. three

C. four

D. five

9. When saying “It’s noisy outside”to get someone to close the window, the speaker int ends

to perform a(n).

A. direct speech act

B. locutionary act

C. indirect speech act

D. perlocutionary act

10. That a Japanese child adopted at birth by an American couple will grow up speaking English indicatesof human language.

A. duality

B. cultural transmission

C. arbitrariness

D. cognitive creativity

11. Fluent and appropriate language use requires knowledge of and this suggests

that we should teach lexical chunks rather than single words.

A. denotation

B. connotation

C. morphology

D. collocation

12. “Underlining all the past form verbs in the dialogue” is a typical exercise focusing on.

A. use

B. form

C. meaning

D. function

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.

14. When teaching students how to give appropriate responses to a congratulation or an apology, the teacher is probably teaching at.

A. lexical level

B. sentence level

C. grammatical level

D.: discourse level

15. 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 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 place since he did not tell us explicitly?”，he/she is helping students to reach comprehension.

A.literal

B.appreciative

C.inferential

D.evaluative

17. Which of the following types of questions are mostly used for checking literal comprehension of 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 definitions 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-based

B. content-based

C. process-Qriented

D. product-oriented

20. Portfolios, daily reports and speech delivering are typical means of ．

A. norm-referenced test

B. criterion-referenced test

C. summative assessment

D. formative assessment

请阅读Passage 1，完成第21-25小题。

Passage 1

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 “reathtaking”beauty. In France, papers praised the“immense”“concretegiant.”Was it mere coincidence that the Germans saw beauty where the French saw heft

and power? LeraBorodisky thinks not.

In a series of clever experiments guided by pointed questions, Boroditsky is amassing evidence

that, yes, language shapes thought. The eff ect 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 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. In 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 language 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 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. 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 language-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 volunteers 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

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, 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 ate ［and finished］the pizza.”In

Turkish, verbs indicate whether the action was observed or merely rumored. Boroditsky would