教師資格證考試高級(jí)英語真題解析

1、2016 年上半年中小學(xué)教師資格考試英語學(xué)科知識(shí)與教學(xué)能力試題（高級(jí)中學(xué)）（滿分：100 分考試時(shí)間： 120 分鐘）題號(hào)一二三總分統(tǒng)分人簽字得分得分評(píng)卷人一、單項(xiàng)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(gè)備選項(xiàng)中選擇一個(gè)最佳答案，請(qǐng)用 2B 鉛筆把答題卡上對(duì)應(yīng)題目的 答案字母按要求涂黑。錯(cuò)選、多選或未選均無分。 ）1 Excellent novels are those which national and cultural barriers.A. transcendB. traverseC. suppressD. surpass2. As Alice bel

2、ieved him to be a man of integrity, she refused to consider thepossibility thathis statement was .A. irrelevantB. facetiousC. fictitiousD. illogical3. The girls are afraid that being friendly to strangers could be misinterpretedby theirneighbours.A. ever-presentB. ever-presentedC. ever-presentingD.

3、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, and a

4、 bit of social life, it looks rather emaciated.A. livesB. livedC. was livedD. has lived6. Which of the follow ing is correct in its use of pun ctuatio n?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 or give

5、 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 En glish phon emes differ in the place of articulati on.A. / and /B. / and /C. /d/ and /z/scarfD. / m/ and / n/8. There are consonant clusters in t he sentence “Bria

6、n, I appreciate beautiful you brought me. ”A. twoB. threeC. fourD. five9. Whensay ing “ It ' s no isy outside ” to get some one to close the win dow, the speaker inten dsto perform a(n).A. direct speech actB. locuti onary actC. in direct speech actD. perlocuti onary act10. That a Japanese child

7、adopted at birth by an American couple will grow up speaking En glish in dicatesof huma n Ian guage.A. dualityB. cultural tran smissi onC. arbitrari nessD. cog nitive creativity11. Flue nt and appropriate Ian guage use requires kno wledge of and this suggeststhat we should teach lexical chunks rathe

8、r tha n sin gle words.A. deno tati onB. conno tati onC. morphologyal exerciseD. collocati on12. “ Underlining all the past form verbs in the dialogue” is a typicfocus ing on.A. useB. formC. meaningD. fun ctio n13. Which of the following activities may be more appropriate to help students practice a

9、newstructure immediately after prese ntati on in class?A. Role play.B. Group discussi on.C. Pattern drill.D. Writte n homework.14. When teach ing stude nts how to give appropriate resp on ses to a con gratulati on or anapology, the teacher is probably teach ing at.A. lexical levelB. sentence levelC.

10、 grammatical levelD. : discourse level15. Which of the follow ing activities can help develop the skill of liste ning for gist?A. Liste n and find out where Jim lives.B. Listen and decide on the best title for the passage.C. Liste n and un derl ine the words the speaker stresses.D. Listen to pairs o

11、f words and tell if they are the same.16. When an EFL teacher asks his student placesince he did not tell us explicitly? comprehe nsion.How do you know that the author liked the ',he/she is helping students to reach17. Which ofthe follow ing types of questi onsare mostly used for check ing liter

12、alcomprehe nsionof the test?A. Display questi ons.B. Rhetorical questi ons.C. Evaluati on questi ons.D. Refere ntial questi ons.18. Which of the followi ng is a typical feature of in formal writ ing?A. A well-orga ni zed structure is preferred.B. Short and in complete sentences are com mon.C. Tech n

13、i cal terms and defi niti ons are required.D. A wide range of vocabulary and structural patter ns are used.19. Peer-editing during class is an important step of theapproach to teaching writ in g.A. gen re-basedB. conten t-basedC. process-Qrie ntedD. product-orie nted20. Portfolios, daily reports and

14、 speech deliveri ng are typical means ofA. norm-referenced testB. criteri on-referen ced testC. summative assessme ntD. formative assessme nt請(qǐng)閱讀 Passage 1，完成第 21-25小題。Passage 1Whenthe Viaduct de Millau opened in the. south of France in 2004, this tallest bridge in theworld won worldwide accolades.Ge

15、rmannewspapers described how it“floatedabovethe clouds ”with “eleganeeand lightness ” and "reathtaking ” beauty. In France, paperspraised the“ imme nsd'“ con crete gia nt.” Was it mere coin cide nee that the Germa ns saw beauty where theFrench saw heftand power? Lera Borodisky thi nks not.I

16、n a series of clever experiments guided by pointed questions, Boroditsky is amassing evide neethat,yes, Ian guage shapes thought. The effect is powerful eno ugh, she says, that“ the private men tallives of speakers of different Ianguages may differ dramatically, ” not only when they are thinking ino

17、rder to speak, “but in all manner of cognitive tasks,” including basic sensorypercepti on.“ Even asmall ' fluke of grammar”一 the gen der of nouns- ” can have an effect on how people think aboutthings in the world, ” she says.As in that bridge, in German, the noun for bridge, Brucke, is feminine.

18、 In French,pont ismasculi ne. Germa n speakers saw prototypically female features; French speakers,masculi ne on es.Similarly, Germa ns describe keys (Schlussel) with words such as hard, heavy, jagged, and metal, whileto Spaniards keys (llaves) are golden, intricate, little, and lovely. Guess which

19、Ian guage con strues keyas masculine and which as feminine? Grammatical gender also shapes how we construe abstract ions.In 85 perce nt ofartistic depict ions ofdeath and victory,for in sta nee, the ideais represe nted by aman if the noun is masculi ne and a woma nif it is feminine, says Boroditsky.

20、Germa nstend to paintdeath as male, and Russia ns tend to paint it as female.Language even shapes what we see. People have a better memory for colors if different shadeshave distinct names not English ' .light blue and dark blue, for instanee, butRussian ' s goluboyan d-st inly. Skeptics of

21、the Ian guage-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 notprovin ; -that they actually see the hues differently.In an ingenious experiment,however, Boroditskyand colleagues showed vo

22、lunteersthree color swatches and asked them which of thebottom two wasthe same as the top one. Native Russian speakers were faster than English speakers whe n the colors had disti net n ames, suggest ing that havi ng a n ame for someth ing'allows you -to perceive it moresharp ly. Similarly,Korea

23、n uses one word for “ in ”when one object is in anothersnu gly, and adiffere nt one whe n an object is in someth ing loosely. Sure eno ugh, Korea n adultsare better tha nEnglish speakers at distinguishing tight fit from loose fit.Science has only scratched the surface of how Ianguage affects thought

24、. In Russian, verb formsin dicate whether the acti on was completed or no t-as in“ she ate and fini shed the pizza. ” InTurkish, verbs indicate whether the actionwas observed or merely rumored.Boroditsky would loveto run an experiment testing whether native Russian speakers are better than others at

25、 no tic ing ifan action is completed, and if Turkshave a heighte ned sen sitivity to fact versushearsay. Similarly,while English says “she broke the bowl” even if it smashed accidentally, Spanish and Japa nesedescribe the same event more like “the bowl broke itself. ”" When we show people video

26、 of thesame eve nt, ” says Boroditsky,“ En glish speakers remember who was to blame evenin an accide nt,but Spanish and Japa nese speakers remember it less well tha n they do inten ti onalaction s. It raisesquesti ons about whether Ian guage affectseve n someth ing as basic as how we con structour i

27、deas ofcausality. ”21. Which of the following is closest in meaning to the underlinedword .“ accolades ” inPARAGRAPH ONE?A. Praises.B. Awards.C. Support.D. Gratitude.22. What ca n be in ferred from PARAGRAPH TWO?A. Lan guage does not shape thoughts in any sig ni fica nt way.B. The relati on ship bet

28、wee n Ian guage and thought is an age-old issue.C. The Ian guage we speak determ ines how we think and see the world.D. Whether Ian guage shapes thought n eeds to be empirically supported.23. What is the role of the underlinedpart “As in that bridge ” in PARAGRAFTHREE?A. Reflect ing on topics that a

29、ppeal to the author and readers.B. In troduci ng new evide nee to what has bee n con firmed before.C. Identifying the kinds' of questions' supported by the experiments.D. Clai ming that speakers of differe nt Ian guages differ dramatically.24. Which of the follow inghas nothing to do with th

30、e relati on shipbetwee n Ian guageandthought?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 Ian guage

31、 affects thought.25. Which of the following best represents the author' s argument in the passage?A. The gen der of nouns affects how people think about things in the world.B. Germa ns and Fren chme n think differe ntly about the Viaduct de Millau.C. Language shapes our thoughts and affects our

32、perception of the world.D. There are differe nt means of provi ng how Ian guage shapes our thoughts.請(qǐng)閱讀 Passage 2，完成第 2630小題。Passage 2Whe n America n-born actor Michael Pena was a year old, his pare nts were deported.Theyhad illegally walked across the . border from Mexico and whe n they were caught

33、 byimmigration authorities, 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 yearlater. ” Pena'sfather, who had bee n a farmer in Mexico, got a-job at a butt on factory in Chicagoand, even tually,a-gr

34、een card. Pena stayed in Chicago until,at 19, he fled to Los Angeles to pursuehis acti ng dreams.This family historymakes Pena' s latest role especiallypers on al.In Cesar Chavez,Pena playsthe labor leader as he struggles to organize immigrant California farm workers inthe 1960s. Topressure grow

35、ers to improve work ing con diti ons and wages, Chavez led a n ati onalboycott of tablegrapes that lasted from 1965 to 1970 and is recorded in the film. Chavez, like Pena, was theAmerican-bornson of Mexican farmers who immigrated to the . “ He understands thisduality,the feeling of being born in a p

36、lace 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 En glish andth en go home to speak Spanish with your parents.”As immigration policy is hotly debated on Capitol Hill this year, Luna and otherswho werein

37、volved with CesarChavez are hoping the movie will spark new supportfor reformand in spireAmerica n Lat inos toget in volved.“ The message Chavez left was that cha ngecouldn ' t happenwithout the masses being a part of their own change,” says Ferrera, a firstgen erati on Hon dura nAmerica n who p

38、lays the union leader ' s wife Hele n. Rosario Daws on, who co-fo un ded the advocacygroup Voto Lati no, plays Chavez ally and labor leader Dolores Huerta.Immigra nt-rights issues in the . have evolved substa ntially in the years si nee Chavez founded the United Farm Workers (UFW). Undocumented

39、workers now make up a far larger shareof 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 mon th. Chavez was veheme ntly, aga instillegal immigration,believingit made, strikes difficult to execut

40、e and weakenedthe union. Heinitiateda program in the mid-1970s to locate undocumented farm workers and reportthem toimmigrationofficials, Pawel writes. And despite his early victories,Chavez' s UFWunion represe ntsjust 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 orga nizingstrategies, featured exte nsively in Cesar Chavez, have bee n adopted by otheractivists, i ncludi ngthose leading the modern immigrant-rights movement. Chavez' s most importantcontribution mayhave been humanizing t

42、he Latino populationfor the American public. Farm laborers,many of whombarely spoke English, traveled across the countryduring the grape boycott,sta nding outside grocerystores to persuade housewives not to buy grapes and to spread the word about their plight.“ Theygave the boycott this very human f

43、ace, ” says Pawel.“ It was familiestalkingto other families, ” says Luna. “ It ' s about the powerwe have just bybeing who we are. ”26. What has made Pena ' s role as the movie Cesar Chavez so distinctive?A. His Mexica n immigra nt backgro und.B. His Aware ness of his Mexica n heritage.C. Hi

44、s bil in gual 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. Pen a.C. Chavez.D. Ferrera.28. What did the film-makers want to achieve through the movie Cesar Chavez?A. To report on immigratio n p

45、olicy debates.B. To stir immigrati on debates with a biopic.C. To make known the achieveme nts of Michael Pena.D. To highlight the seeds of cha nge with in the masses in volved.29. Which of the followi ng is closest in meaning to the un derl inedword"veheme ntly ”inPARAGRAPH FOUR?A. Emoti on al

46、ly.B. Deliberately.C. Stro ngly.D. Actively.30. Which of the followingmay best summaries Chavez' s contributionin leading theLat inoimmigra nt-rights moveme nt?A. The America n public came to realize the power of cha nge in the Lati no com muni ty.B. The modern immigrant rights movement leaders

47、knew how to organize their activities strategically.C. The . gover nment knew how to locate un docume nted farm workers and offer themofficialregistratio n.D. The Mexican farm workers could travel across the country during the grape boycott to sharetheir sufferi ngs.得分評(píng)卷人二、簡(jiǎn)答題（本大題 1小題，20分）根據(jù)題目要求完成下列

48、任務(wù)，用中文作答。31. 某位高一英語教師組織了一個(gè)關(guān)于oil pollutio。的口語活動(dòng)，學(xué)生們卻對(duì)該活動(dòng)沒有興（8分），并列舉組織成功的口語活趣，活動(dòng)難以開展。請(qǐng)分析學(xué)生不感興趣的兩個(gè)主原要因 動(dòng)應(yīng)注意的三個(gè)主要事項(xiàng)。（12分）得分評(píng)卷人三、教學(xué)設(shè)計(jì)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 differe nt sports, for exampleSs: Weight-4lift ing, fencing, aerobics, triathl on, shoot ingT: Great. Now,

49、let ' s think about this question: How many types can these sportsbe divided in to?Ss: (discuss with partn ers)T: For example, football, tennis, table-te nnis, they bel ong toSl: Ball games.T: Great. And the nHow about rin gs? Double bars? Which type of sports do theybel ong to?Ss: (sile nt)T: (

50、w rite“gymnastics ” on the blackboard) Now read after me S2: 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 bel ong to?Ss: （sile nt）T: Let me tell you,

51、track and 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: Excelle nt!根據(jù)上面所給信息，從下列兩個(gè)方面

52、作答：（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） 該片段存在哪兩個(gè)主要問題（10分）？請(qǐng)?zhí)岢鱿鄳?yīng)的改進(jìn)建議。（8 分）得分評(píng)卷人四、教學(xué)設(shè)計(jì)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(jì)教學(xué)方案，用英文作答。20分鐘的英語閱讀教學(xué)方案。33. 設(shè)計(jì)任務(wù)：請(qǐng)閱讀下面學(xué)生信息和語言素材，設(shè)計(jì)該方案沒有固定格式，但須包含下列要點(diǎn)： teachi ng objectives teachi ng contents key and difficult poi nts major steps and time allocation activities and justif

53、icati ons 教學(xué)時(shí)間：20分鐘學(xué)生概況：某城鎮(zhèn)普通高中二年級(jí)(第一學(xué)期)學(xué)生，班級(jí)人數(shù)40人。多數(shù)學(xué)生已經(jīng)達(dá)到普通高中英語課程標(biāo)準(zhǔn)(實(shí)驗(yàn))六級(jí)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 differentin many ways. The first and most obviousway isin the vocabulary. There are hun dreds of differe nt words which are not used onthe other sideof t

54、he Atla ntic, or which are used with a differe nt meaning. Some of these wordsare wellknown-America nsdrive automobiles dow nfreeways and fill up with gas; the Britishdrivecars along motonvays and fill up with petrol. As a tourist, you will need to usetheun dergro und in London or the subway in New

55、York, or maybe you will prefer to getaround thetown by taxi (British) or cab (American).Chips or French fries?But other words and expressi ons arenot so well known. America ns use a flashlight,whilefor the British, it ' s a torch. The British queue up; America ns sta nd in line.Sometimes thesame

56、 word has a slightly differe nt meaning, which can be confusing. Chips, forexample, arepieces of hot fried potato in Brita in; in the States chips are very thin and aresold in packets.The British call these crisps. The chips the British know and love are Frenchfries on the otherside of the Atla ntic

57、.Have or have got?There are a few differences in grammar, too. The British sayHave you got ？ WhileAmerica ns prefer Do you have ？ An America n might say My friend just arrived, but a Britishperson would say My friend has just arrived.Prepositions,too, can be different:compare onthe team, on the weekend (American) with in the team, at the weekend (British).The Britishuse prepositi on s where Americ