2016上半年高中英语教师资格证真题

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）（满分 150 分）—、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. transcendB. traverseC. suppressD. surpass2. As Alice believed him to be a man of integrity, she refused to consider thepossibility that his stateme nt was _ .A. irrelevantB. facetiousC. fictitiousD. illogical3. The girls are afraid that being friendly to strangers could be misinterpreted by their n eighbours.A. ever-presentB. ever-presentedC. ever-presentingD. ever-presently4. His presentation will show you ___ can 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 bit of social life ____________________ , it looks rather emaciated.A. livesB. livedC. was livedD. has lived6. Which of the following is correct in its use of punctuation?Who said, ‘Give me liberty or give me death '?Who said, ‘Give me liberty or give me death? '”Who said ‘Give me liberty or give me death '”?7. The pair of English phonemes _ differ in the place of articulation. A. /?/ and /?/A. The teacher asked,B. The teacher asked,C. The teacher asked,D. The teacher asked, Who said ‘Give me liberty or give me deathB. / 0 / and leiC. /d/ and /z/D. /m/ and /n/8. There are _ consonant clusters in the sentence “ Brian, I appreciate beautiful scarf you brought me. ”A. twoB. threeC. fourD. five9. When saying “It 's noisy outside ” to get someone to close the window, the speaker intends to perform a(n)—.A. direct speech actB. locutionary actC. indirect speech actD. perlocutionary act10. That a Japanesechild adopted at birth by an American couple will grow upspeak ing En glish in dicates —of huma n Ian guage.A. dualityB. cultural transmissionC. arbitrarinessD. cognitive creativity11. Flue nt and appropriate Ian guage use requires kno wledge f and this suggeststhat we should teach lexical chunks rather than single words.A. denotationB. connotationC. morphologyD. collocation12. “ Underlining all the past form verbs in the dialogue ” is a typical exercise focusi on _.A. useB.formC. meaningD. function13. 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 oran apology, the teacher is probably teachi ng a L.A. lexical levelB. sentence levelC. grammatical levelD. discourse level15. 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? h”e/s,he is helping students to reach L comprehension.A. literalB. appreciativeC. inferentialD. evaluative17. 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 patter ns are used.19. Peer-editing during class is an important step of the —approach to teaching writi ng.A. gen re-basedB. conten t-basedC. process-orie ntedD. product-orie nted20. Portfolios, daily reports and speech deliveri ng are typical means of_.A. no rm-refere need testB. criteri on-refere need testC. summative assessme ntD. formative assessme nt请阅读Passage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. Germa n n ewspapers described how it“ floated above the clouds ” with “ eleganee and lightness ” and “ breathtaking ”In France, papers praised the “ immense”“concrete giant. ” Was it mere coincidenee that the Germa ns 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 amass ing evide nee that, yes, la nguage shapes thought. The effect is powerful eno ugh, she says, that “ the private rtieesabf speakers of differe nt la nguages may differ dramatically, ” not only w hie yiare thinking in order to speak, “ but in all manner of cognitive tasks, ” including basic sensory perception. small fluke ofEvemmar ” —the gen der of nouns—“ can have an effect on how people thi nk abouth ings in the world, s he 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, 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 alsoshapes how we construe abstractions. In 85 percent of artistic depictions of death and victory, for instance, the idea is representedby 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 'ligsht blue and dark blue, for instance, but Russian 'gsoluboy and sinly. Skeptics of the language-shapes-thought claim have argued that that 'astrivial 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 speakerswere 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 no—t as in “ she ate [and finished] the pizza. ” In Turkish, verbs indicate whether the action was observedor merely rumored. Boroditsky would love to run an experiment testing whether native Russian speakers are better than othersat noticing if an action is completed, and if Turks have a heightened sensitivity to fact versus hearsay. Similarly, while English says “ shebroke the bowl ”even if it smashed accidentally, Spanish and Japanese describe the same event more like “ the bowl broke itself. ” “ When wepeople video of the same event, ” says Boroditsky, “ English speakers remember who was to blame eve n in an accide nt, but Spanish and Japa nese speakers remember it less well than they do intentional actions. It raises questions about whether Ianguage affects eve n someth ing as basic as how we con struct our ideas ctf usality. ”21. Which of the following is closest in meaning to the und erlined word “ accolades ”in PARAGRAPH 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 betwee 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 underlined part “ Asin that bridge ” PARAGRAPH THREE?A. Reflect ing on topics that appeal to the author and readers.B. I ntroduci 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 ing has nothing to do with the relati on ship betwee n Ian guage and thought?A. People remember what they saw both visually and verbally.B. Lan guage helps to shape what and how we perceive the world.C. Grammar has an effect on how people thi nk about thi ngs around us.D. Science has only scratched the surface of how Ian guage 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 thi nk differe ntly about the Viaduct de Millau.C. Lan guage shapes our thoughts and affects our percepti on of the world.D. There are differe nt means of proving how Ian guage shapes our thoughts. 请阅读Passage 2完成第26~30小题。