2016上半年教师资格证《英语学科知识与能力(高级中学)》真题及答案.doc

《2016上半年教师资格证《英语学科知识与能力(高级中学)》真题及答案.doc》由会员分享，可在线阅读，更多相关《2016上半年教师资格证《英语学科知识与能力(高级中学)》真题及答案.doc（15页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、 . . . . . 2016年上半年中小学教师资格考试真题试卷英语学科知识与教学能力高级中学总分值150分、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。1. Excellent novels are those which _ national and cultural barriers. A. transcend B. traverse C. suppress D. surpass 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两项均为形近词辨析。transcend“胜过，超越，常用搭配是tra

2、nscend national barriers超越国界；traverse“横越，穿过，traverse the grassland穿越草地；suppress“抑制，镇压；surpass“优于，超过。所以正确答案为A。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 2.C 【解析】考查形容词辨析。空格要填入的是

3、一个形容词，修饰“他的述his statement), 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. The girls are afraid that being friendly to strangers could be misi

4、nterpreted by theirneighbours. A. ever-presentB. ever-presented C. ever-presenting D. ever-presently3.A 【解析】考查形容词的用法。句意为“女孩们担心对陌生人友善会被如影随形的邻居误解。ever-present修饰名词，表示“时时存在的，例如，“爱是永恒的可翻译为love is ever-present。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. His presentation will show you _ can be used in other contex

5、ts. A. that you have observed B. that how you have observed C. how that you have observed D. how what you have observed 4.D 【解析】考查从句。show sb sth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. Many students start each term with an award check,

6、but by the time books are bought, food is paid for, and a bit of social life , it looks rather emaciated. A. lives B. livedC. was lived D. has lived5.B 【解析】考查省略。句中出现了三个并列结构：books are bought, food is paid for, and a bit of social lif。e一般情况下，谓语动词是不可省略的，如果容与其前所说的容是并列关系，谓语动词为be时，那么可以省略be动词。按照are brought

7、, is paid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，live a life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，但在买了书和食物与社交花费之后，钱就变少了。6. Which of the following is correct in its use of punctuation标点? A. The teacher asked, “Who said, Give me liberty or give me death? B. The teacher asked, “Who said, Give me liberty or g

8、ive 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?6.D 【解析】考查标点的用法。Who said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，所以正确答案为D。7. The pair of English phonemes音素 _ differ i

9、n the place of articulation发音部位. A. / and / B. / and / C. /d/ and /z/ D. /m/ and /n/7.D 【解析】考查音素的发音。都属于Palatal上9音); *+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. There are consonant clusters辅音连缀 in the sentence “Brian, I appreciate beautiful scarf you broug

10、ht me. A. two B. three C. four D. five8.D 【解析】考查辅音连缀。在同一个意群，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, I appreciate beautiful scarf you broughtme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. When saying “Its noisy outside to get someone to close the window, the speaker

11、 intends to perform a(n) . A. direct speech act B. locutionary act C. indirect speech act D. perlocutionary act9.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：言行为locutionary act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illocutionary act)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perlocutionary act)是通过某些话所实施的行为，或讲

12、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根底上，提出了间接言语行为理论。间接言语行为(indirect speech act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“Its noisy outside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. That a Japanese chil

13、d 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 creativity10.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；cultural transmission“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

14、然联系，语言音和义之间的任意性；cognitive creativity“认知创造性。题干“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. 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. collocation11.D 【解析】考查

15、词汇教学。从传统的词汇学角度来讲，词义包括概念意义denotative meaning和关联意义connotative meaning)。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，说明我们应该进展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decrease to, decrease by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. “Underlining all the past form verbs in the dialogue is a typical exercise f

16、ocusing on . A. use B.form C. meaning D. function12.B 【解析】考查语法教学。题干的意思是“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容中的语言的形式，应选B。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.

17、Pattern drill. D. Written homework.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. When teaching students how to give appropriate responses to a congratulation or an apology, the teacher is probably teaching at . A

18、. lexical level B. sentence level C. grammatical level D. discourse level14.D 【解析】考查语篇教学。题干的意思是当教授学生如何对祝贺和道歉进展适宜的回应时，教师可以从哪个层次进展教学。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。祝贺和道歉属于交流，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. Which of the following activities can help develop the skill of listening

19、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. 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

20、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. 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. appreciativeC. inferential D. evaluative16.C 【解析】考查

21、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，教师是在帮助学生进展什么阅读。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. 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 questi

22、ons. 17.A 【解析】考查课堂提问的形式。课文理解性问题一般分为三类：展示性问题display questions)、参阅性问题referential questions和评估性问题(evaluation questions)。其中，展示性问题通常被用来检测学生对课文容的理解程度，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. Which of the following is a typical feature of infor

23、mal 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. 18.B 【解析】考查写作类型。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

24、是以下哪项是非正式写作的典型特征。应选B。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-oriented19.C 【解析】考查写作教学。写作教学分为重结果的写作、重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. Portfo

25、lios, daily reports and speech delivering are typical means of . A. norm-referenced test B. criterion-referenced test C. summative assessment D. formative assessment20.D 【解析】考查评价方式。题干意思是作品集、每日报告以与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，对考试结果进展比拟；C项是终结性评价，一般在学期或学年完毕后进展，如期末考试、结业考试等；;D项是形成性评价

26、，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。请阅读 Passage l,完成第 2125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 “breat

27、htaking 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, langua

28、ge 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

29、grammarthe 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; Frenchspeakers, masculine ones. Similarly, G

30、ermans 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 pe

31、rcent 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 bet

32、ter memory for colors if different shades have distinct namesnot Englishs light blue and dark blue, for instance, but Russians goluboy and sinly. Skeptics of the language-shapes-thought claim have argued that thats a trivial finding, showing only that people remember what they saw in both a visual f

33、orm 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 Englis

34、h 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

35、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 notas in “she ate and finished the pizza. In Turkish, verbs indicate whether the action

36、 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

37、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 whowas to blame even in an accident, but Spanish and Japanese speakers remember it less well than they

38、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. Wha

39、t 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 suppo

40、rted. 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

41、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 o

42、n 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 authors argument in the passage? A. The gender of nouns affects how people think about things in the world.B. Germans and Frenchmen thi

43、nk 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 2630小题。Passage 2 When American-born actor Michael Pena was a year old, his parents were depor

44、ted. 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. Penas father, who had

45、 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 Penas latest role especially personal. In Cesar Chavez, Pena plays the labor leader as

46、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 farme

47、rs 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 pa

48、rents. 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 couldnt happen without the masses being a part of their own change, says Ferrera, a first generation Honduran American who plays the unio