2016上半年教师资格考试《高中英语学科知识》真题与答案

—、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. surpass

2. As Alice believed him to be a man of integrity, she refused to consider the possibility that his statement was__.

A. irrelevant B. facetious

C. fictitious D. illogical

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

A. ever-present B. ever-presented

C. ever-presenting D. ever-presently

4. His presentation will show you ____ can 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, “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’?”

7. The pair of English phonemes _ differ in the place of articulation.

A. /ʃ/ and /ʒ/

B. /θ/ and /ð/

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 intends 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 indicates _ of 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 text?

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 the _ approach to teaching writing.

A. genre-based

B. content-based

C. process-oriented

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 l,完成第 21~25小题。

Passage l .

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 “breathtaking” beauty. In France, papers praised the “immense” “concrete 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 experiments 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 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’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 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 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 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 hearsay. Similarly, while English says “she broke the bowl” even if it smashed accidentally, Spanish and Japanese describe the same event more like “the bowl broke itself.” “When we show people video of the same event,” says Boroditsky, “English speakers remember who was to blame even in 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 causality.”

21. Which of the following is closest in meaning to the underlined word “accolades” in PARAGRAPH 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 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 PARAGRAPH 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 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 relationship 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 thought.

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 world.

D. There are different means of proving how language shapes our thoughts.

请阅读Passage 2.完成第 26~30小题。

Passage 2

When American-born actor 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 bit of a gamble for my parents,” says Pena, “but they came back a year later.” Pena’s father, 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. In Cesar Chavez, Pena plays the labor leader as he struggles to organize immigrant California farm workers 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. Chavez, 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 the film director, Diego Luna. “This thing of having to go to school and learn in English 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. “The message Chavez left was that change couldn’t happen without the masses being a part of their own change,” says Ferrera, a first generation 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 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 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 against illegal immigration, believing it made strikes difficult to execute and weakened the union. He initiated a program in the mid-1970s to locate undocumented farm workers and report them to

immigration officials, Pawel writes. And despite 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, including those leading the modern immigrant-rights movement. Chavez's 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 stores to persuade housewives not to buy grapes and to spread the word about their plight. “They gave the boycott this very human face,” says Pawel.

“It was 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 in 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 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 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. Which of the following is closest in meaning to the underlined word "vehemently" in PARAGRAPH FOUR?

A. Emotionally.

B. Deliberately.

C. Strongly

D. Actively.

30. Which of the following may best summaries Chavez’s contribution in leading the Latino immigrant-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 how to organize their activities strategically.

C. The U.S. 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.

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)

三、教学情境分析题(本大题1小题，30分)

根据题目要求完成下列任务，用中文作答。

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 example ...

Ss: Weight-lifting, fencing, aerobics, triathlon, shooting ...

T: Great. Now, let’s think about this question: How many types can these sports be

divided into?

Ss: (discuss with partners)

T: For example, football, tennis, table-tennis, they belong to ...

Sl: Ball games.

T: Great. And then ... How about rings? Double bars? Which type of sports do they

belong to?

Ss: (silent)

T: (write “gymnastics” on the blackboard) Now read after me ...

S2: Ms Xia, how to say “kua lan” in English? It is the honor of all our Chinese people.

T: Yeah, we really ought to know l10-hurdle race. By the way, which type do both

running and l10-hurdle race belong to?

Ss: (silent)

T: Let me tell you, 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: Excellent!

根据上面所给信息，从下列两个方面作答：

(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)?请提出相应的改进建议。(8分)

四、教学设计题(本大题1小题，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：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, words

British and American English are different in many ways. The first and most obvious way is in the vocabulary. There are hundreds of different words which are not used on the other side of the Atlantic, or which are used with a different meaning. Some of these words are well known—Americans drive automobiles down freeways and fill up with gas; the British drive cars along motorways and fill up with petrol. As a tourist, you will need to use the

underground in London or the subway in New York, or maybe you 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, while for the British, it’s a torch. The British queue up; Americans stand in line. Sometimes the same word has a slightly different meaning, which can be confusing. Chips, for example, are pieces 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 French fries on the other side of the Atlantic.

Have or have got?

There are a few differences in grammar, too. The British say Have you got ...? While Americans 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 on the team, on the weekend (American) with in the team, at the weekend (British). The British use prepositions 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 progromme. Many factors have influenced American pronunciation since the first settlers arrived four hundred years ago. The accent, which is most similar to British English, can be heard on the East Coast of the US. When the Irish writer George Bernard Shaw made the famous remark that the British and the Americans are two nations divided by a common language, he was obviously thinking about the differences. But are they really so important? After all, there is probably as much variation of pronunciation within the two countries as between them. A Londoner has more difficulty understanding a Scotsman from Glasgow than understanding a New Yorker.

1-5 ACADB

6-10 DDDCB

11-15 DBCDB

16-20 CABCD

21-25 ACBAC

26-30 ABBCB