2016上半年教师资格证考试《英语学科知识与教学能力》(高级中学)真题及答案

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 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、in'elevant
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 /e/
C、/d/ and /z/
D、/m/ and /
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 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 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
21
请阅读Passage l。完成第{TSE}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 "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."
{TS}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 word.
D、There are different means of proving how language shapes our thoughts.
26
请阅读Passage 2，完成第{TSE}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 leam 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 modem 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."
{TS}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 modem 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 ...
SI: 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 l l0-hurdle race. By the way, which type do both running and 110-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(本题l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 aflashlight, 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 programme. 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、A2、C3、A4、D5、B6、D7、D8、D9、C10、B11、D12、B13、C14、D15、B16、C17、A18、B19、C20、D21、A22、C23、B24、A25、C26、A27、B28、B29、C30、B
1
考查动词辨析。A、B两项与C、D两项是形近词辨析。transcend“胜过，超越”，常用搭配是transcend 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”。句意为“优秀的小说是会跨越民族和文化的障碍的”。所以正确答案为A。
2
考查形容词辨析。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”。空格要填入的是一个形容词，修饰“他的言论(his statement)”，as表示因果关系，前后应该意思一致．前半句对“他”的描述是“正直的人”．后半句中refused表示否定，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“虚构的，编造的”．illogical“不合逻辑的，不合常理的”。所以正确答案为C。
3
考查形容词的用法。形容词修饰名词，排除D项。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。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”。没有B项和C项这类搭配。所以正确答案为A。
4
考查从句。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”。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。所以正确答案为D．
5
考查省略。句意为“很多学生在学期伊始有支票奖励，但在买了书和食物及社交花费之后，钱就变少了”。句中出现了三个并列结构：books are bought，food is paid for，and a bit of social life__________。一般情况下，谓语动词是不可省略的，如果内容与其前所说的内容是并列关系，谓语动词为be时，则可以省略be动词。按照are brought，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，live a life这里应该用被动，排除A、D，所以正确答案为B。
6
考查标点的用法。who said后面是一句话，不用逗号隔开，排除A、B。引用语用双引号标出，如果引用语中又有引用语则用单引号。C项和D项区别在问号的位置．如果引语为疑问句，问号要放双引号内，所以正确答案为D。
7
考查辅音的发音部位。／∫／／ʒ／都属于post-alveolar(齿龈后音)；／θ／／ð／都属于dental(齿间音)；／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
考查辅音连缀。在同一个意群内，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 brought me．该句子中画线处辅音均构成辅音连缀，分别是／b／+／r／，／p／+／r／，／s／+／k／，／r／+／f／，／b／+／d。其中／r／+／f／是词尾辅音连缀。
9
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：言内行为(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基础上，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…It s 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。故答案为C。
10
考查语言的本质特征。duality“二层性”，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”，指语言符号的形式与表示意义没有天然联系．语言音和义......