教师资格证考试高级英语真题解析

上六个月中小学教师资格考试英语学科知识与教学能力试题（高级中学）（满分：100分考试时间：120分钟）题号一二三总分统分人签字得分得分评卷人一、单项选择题（本大题共30小题，每小题2分，共60分。在每小题列出四个备选项中选择一个最好答案，请用2B铅笔把答题卡上对应题目标答案字母按要求涂黑。错选、多项选择或未选均无分。）1．Excellentnovelsarethosewhichnationalandculturalbarriers.A.transcendB.traverseC.suppressD.surpass2.AsAlicebelievedhimtobeamanofintegrity,sherefusedtoconsiderthepossibilitythathisstatementwas.A.irrelevantB.facetiousC.fictitiousD.illogical3.Thegirlsareafraidthatbeingfriendlytostrangerscouldbemisinterpretedbytheirneighbours.A.ever-presentB.ever-presentedC.ever-presentingD.ever-presently4.Hispresentationwillshowyoucanbeusedinothercontexts.A.thatyouhaveobservedB.thathowyouhaveobservedC.howthatyouhaveobservedD.howwhatyouhaveobserved5.Manystudentsstarteachtermwithanawardcheck,butbythetimebooksarebought,foodispaidfor,andabitofsociallife，itlooksratheremaciated.A.livesB.livedC.waslivedD.haslived6.Whichofthefollowingiscorrectinitsuseofpunctuation?A.Theteacherasked,“Whosaid,‘Givemelibertyorgivemedeath’？”B.Theteacherasked,“Whosaid,‘Givemelibertyorgivemedeath?’”C.Theteacherasked,“Whosaid‘Givemelibertyorgivemedeath’”？D.Theteacherasked,“Whosaid‘Givemelibertyorgivemedeath’？”7.ThepairofEnglishphonemesdifferintheplaceofarticulation.A.／／and／／B.／／and／／C.／ｄ／and／ｚ／D.／m／and／n／8.Thereareconsonantclustersinthesentence“Brian,Iappreciatebeautifulscarfyoubroughtme.”A.twoB.threeC.fourD.five9.Whensaying“It’snoisyoutside”togetsomeonetoclosethewindow,thespeakerintendstoperforma(n).A.directspeechactB.locutionaryactC.indirectspeechactD.perlocutionaryact10.ThataJapanesechildadoptedatbirthbyanAmericancouplewillgrowupspeakingEnglishindicatesofhumanlanguage.A.dualityB.culturaltransmissionC.arbitrarinessD.cognitivecreativity11.Fluentandappropriatelanguageuserequiresknowledgeofandthissuggeststhatweshouldteachlexicalchunksratherthansinglewords.A.denotationB.connotationC.morphologyD.collocation12.“Underliningallthepastformverbsinthedialogue”isatypicalexercisefocusingon.A.useB.formC.meaningD.function13.Whichofthefollowingactivitiesmaybemoreappropriatetohelpstudentspracticeanewstructureimmediatelyafterpresentationinclass?A.Roleplay.B.Groupdiscussion.C.Patterndrill.D.Writtenhomework.14.Whenteachingstudentshowtogiveappropriateresponsestoacongratulationoranapology,theteacherisprobablyteachingat.A.lexicallevelB.sentencelevelC.grammaticallevelD.:discourselevel15.Whichofthefollowingactivitiescanhelpdeveloptheskilloflisteningforgist?A.ListenandfindoutwhereJimlives.B.Listenanddecideonthebesttitleforthepassage.C.Listenandunderlinethewordsthespeakerstresses.D.Listentopairsofwordsandtelliftheyarethesame.16.WhenanEFLteacheraskshisstudent“Howdoyouknowthattheauthorlikedtheplacesincehedidnottellusexplicitly?”，he/sheishelpingstudentstoreachcomprehension.A.literalB.appreciativeC.inferentialD.evaluative17.Whichofthefollowingtypesofquestionsaremostlyusedforcheckingliteralcomprehensionofthetest?A.Displayquestions.B.Rhetoricalquestions.C.Evaluationquestions.D.Referentialquestions.18.Whichofthefollowingisatypicalfeatureofinformalwriting?A.Awell-organizedstructureispreferred.B.Shortandincompletesentencesarecommon.C.Technicaltermsanddefinitionsarerequired.D.Awiderangeofvocabularyandstructuralpatternsareused.19.Peer-editingduringclassisanimportantstepoftheapproachtoteachingwriting.A.genre-basedB.content-basedC.process-QrientedD.product-oriented20.Portfolios,dailyreportsandspeechdeliveringaretypicalmeansof．A.norm-referencedtestB.criterion-referencedtestC.summativeassessmentD.formativeassessment请阅读Passage1，完成第21-25小题。Passage1WhentheViaductdeMillauopenedinthe.southofFrancein,thistallestbridgeintheworldwonworldwideaccolades.Germannewspapersdescribedhowit“floatedabovetheclouds”with“eleganceandlightness”and“reathtaking”beauty.InFrance,paperspraisedthe“immense”“concretegiant.”WasitmerecoincidencethattheGermanssawbeautywheretheFrenchsawheftandpower?LeraBorodiskythinksnot.Inaseriesofcleverexperimentsguidedbypointedquestions,Boroditskyisamassingevidencethat,yes,languageshapesthought.Theeffectispowerfulenough,shesays,that“theprivatementallivesofspeakersofdifferentlanguagesmaydifferdramatically,”notonlywhentheyarethinkinginordertospeak,“butinallmannerofcognitivetasks,”includingbasicsensoryperception.“Evenasmall’flukeofgrammar”—thegenderofnouns-”canhaveaneffectonhowpeoplethinkaboutthingsintheworld,”shesays.Asinthatbridge,inGerman,thenounforbridge,Brucke,isfeminine.InFrench,pontismasculine.Germanspeakerssawprototypicallyfemalefeatures;Frenchspeakers,masculineones.Similarly,Germansdescribekeys(Schlussel)withwordssuchashard,heavy,jagged,andmetal,whiletoSpaniardskeys(llaves)aregolden,intricate,little,andlovely.Guesswhichlanguageconstrueskeyasmasculineandwhichasfeminine?Grammaticalgenderalsoshapeshowweconstrueabstractions.In85percentofartisticdepictionsofdeathandvictory,forinstance,theideaisrepresentedbyamanifthenounismasculineandawomanifitisfeminine,saysBoroditsky.Germanstendtopaintdeathasmale,andRussianstendtopaintitasfemale.Languageevenshapeswhatwesee.Peoplehaveabettermemoryforcolorsifdifferentshadeshavedistinctnames—notEnglish’.lightblueanddarkblue,forinstance,butRussian’sgoluboyand-stinly.Skepticsofthelanguage-shapes-thoughtclaimhavearguedthatthat’satrivialfinding,showingonlythatpeoplerememberwhattheysawinbothavisualformandaverbalone,butnotprovin；-thattheyactuallyseethehuesdifferently.Inaningeniousexperiment,however,Boroditskyandcolleaguesshowedvolunteersthreecolorswatchesandaskedthemwhichofthebottomtwowasthesameasthetopone.NativeRussianspeakerswerefasterthanEnglishspeakerswhenthecolorshaddistinctnames,suggestingthathavinganameforsomething’allowsyou-toperceiveitmoresharply.Similarly,Koreanusesonewordfor“in”whenoneobjectisinanothersnugly,andadifferentonewhenanobjectisinsomethingloosely.Sureenough,KoreanadultsarebetterthanEnglishspeakersatdistinguishingtightfitfromloosefit.Sciencehasonlyscratchedthesurfaceofhowlanguageaffectsthought.InRussian,verbformsindicatewhethertheactionwascompletedornot-asin“sheate［andfinished］thepizza.”InTurkish,verbsindicatewhethertheactionwasobservedormerelyrumored.BoroditskywouldlovetorunanexperimenttestingwhethernativeRussianspeakersarebetterthanothersatnoticingifanactioniscompleted,andifTurkshaveaheightenedsensitivitytofactversushearsay.Similarly,whileEnglishsays“shebrokethebowl”evenifitsmashedaccidentally,SpanishandJapanesedescribethesameeventmorelike“thebowlbrokeitself.”“Whenweshowpeoplevideoofthesameevent,”saysBoroditsky,“Englishspeakersrememberwhowastoblameeveninanaccident,butSpanishandJapanesespeakersrememberitlesswellthantheydointentionalactions.Itraisesquestionsaboutwhetherlanguageaffectsevensomethingasbasicashowweconstructourideasofcausality.”21.Whichofthefollowingisclosestinmeaningtotheunderlinedword.“accolades”inPARAGRAPHONE?A.Praises.B.Awards.C.Support.D.Gratitude.22.WhatcanbeinferredfromPARAGRAPHTWO?A.Languagedoesnotshapethoughtsinanysignificantway.B.Therelationshipbetweenlanguageandthoughtisanage-oldissue.C.Thelanguagewespeakdetermineshowwethinkandseetheworld.D.Whetherlanguageshapesthoughtneedstobeempiricallysupported.23.Whatistheroleoftheunderlinedpart“Asinthatbridge”inPARAGRAPHTHREE?A.Reflectingontopicsthatappealtotheauthorandreaders.B.Introducingnewevidencetowhathasbeenconfirmedbefore.C.Identifyingthekinds’ofquestions’supportedbytheexperiments.D.Claimingthatspeakersofdifferentlanguagesdifferdramatically.24.Whichofthefollowinghasnothingtodowiththerelationshipbetweenlanguageandthought?A.Peoplerememberwhattheysawbothvisuallyandverbally.B.Language：helpstoshapewhatandhowweperceive’theworld.C.Grammarhasaneffectonhowpeoplethinkaboutthingsaroundus.D.Sciencehasonlyscratchedthesurfaceofhowlanguageaffectsthought.25.Whichofthefollowingbestrepresentstheauthor’sargumentinthepassage?A.Thegenderofnounsaffectshowpeoplethinkaboutthingsintheworld.B.GermansandFrenchmenthinkdifferentlyabouttheViaductdeMillau.C.Languageshapesourthoughtsandaffectsourperceptionoftheworld.D.Therearedifferentmeansofprovinghowlanguageshapesourthoughts.请阅读Passage2，完成第26～30小题。Passage2WhenAmerican-bornactorMichaelPenawasayearold,hisparentsweredeported.TheyhadillegallywalkedacrosstheU.S.borderfromMexicoandwhentheywerecaughtbyimmigrationauthorities,theysentPenaandhisbrothertostaywithrelativesintheU.S.“Itwasquiteabitofagambleformyparents,”saysPena,”buttheycamebackayearlater.”Pena’sfather,whohadbeenafarmerinMexico,gota-jobatabuttonfactoryinChicagoand,eventually,a-greencard.PenastayedinChicagountil,at19,hefledtoLosAngelestopursuehisactingdreams.ThisfamilyhistorymakesPena’slatestroleespeciallypersonal.InCesarChavez,PenaplaysthelaborleaderashestrugglestoorganizeimmigrantCaliforniafarmworkersinthe1960s.Topressuregrowerstoimproveworkingconditionsandwages,Chavezledanationalboycottoftablegrapesthatlastedfrom1965to1970andisrecordedinthefilm.Chavez,likePena,wastheAmerican-bornsonofMexicanfarmerswhoimmigratedtotheU.S.“Heunderstandsthisduality,thefeelingofbeingborninaplacebuthaving.averybigideaofwhereyourheritagecomesfrom,“saysthefilmdirector,DiegoLuna.”ThisthingofhavingtogotoschoolandlearninEnglishandthengohometospeakSpanishwithyourparents.”AsimmigrationpolicyishotlydebatedonCapitolHillthisyear,LunaandotherswhowereinvolvedwithCesarChavezarehopingthemoviewillsparknewsupportforreformandinspireAmericanLatinostogetinvolved.“ThemessageChavezleftwasthatchangecouldn’thappenwithoutthemassesbeingapartoftheirownchange,”saysFerrera,afirstgenerationHonduranAmericanwhoplaystheunionleader’swifeHelen.RosarioDawson,whoco-foundedtheadvocacygroupVotoLatino,playsChavezallyandlaborleaderDoloresHuerta.Immigrant-rightsissuesintheU.S.haveevolvedsubstantiallyintheyearssinceChavezfoundedtheUnitedFarmWorkers(UFW).UndocumentedworkersnowmakeupafarlargershareoftheagriculturalworkforceinCaliforniathantheydidinthe1960s,accordingtoMiriamPawel,authorofTheCrusadesofCesarChavez,publishedthenextmonth.Chavezwasvehemently,againstillegalimmigration,believingitmade,strikesdifficulttoexecuteandweakenedtheunion.Heinitiatedaprograminthemid-1970stolocateundocumentedfarmworkersandreportthemtoimmigrationofficials,Pawelwrites.Anddespitehisearlyvictories,Chavez’sUFWunionrepresentsjustasmallpartofthoseworkingonCaliforniafarmstoday.“Chavez’slegacyisnotinthefield,whichissad,”saysPawel.Still,shesays,hisorganizingstrategies,featuredextensivelyinCesarChavez,havebeenadoptedbyotheractivists,includingthoseleadingthemodernimmigrant-rightsmovement.Chavez’smostimportantcontributionmayhavebeenhumanizingtheLatinopopulationfortheAmericanpublic.Farmlaborers,manyofwhombarelyspokeEnglish,traveledacrossthecountryduringthegrapeboycott,standingoutsidegrocerystorestopersuadehousewivesnottobuygrapesandtospreadthewordabouttheirplight.“Theygavetheboycottthisveryhumanface,”saysPawel.“Itwasfamiliestalkingtootherfamilies,”saysLuna.“It’saboutthepowerwehavejustbybeingwhoweare.”26.WhathasmadePena’sroleasChemovieCesarChavezsodistinctive?A.HisMexicanimmigrantbackground.B.HisAwarenessofhisMexicanheritage.C.Hisbilinguallifeathomeandatschool.D.HisstatusbeforelegalregistrationintheUS.27.Whomdoestheunderlinedword“He”inPARAGRAPHTWOreferto?A.Luna.B.Pena.C.Chavez.D.Ferrera.28.Whatdidthefilm-makerswanttoachievethroughthemovieCesarChavez?A.Toreportonimmigrationpolicydebates.B.Tostirimmigrationdebateswithabiopic.C.TomakeknowntheachievementsofMichaelPena.D.Tohighlighttheseedsofchangewithinthemassesinvolved.29.Whichofthefollowingisclosestinmeaningtotheunderlinedword“vehemently”inPARAGRAPHFOUR?A.Emotionally.B.Deliberately.C.Strongly.D.Actively.30.WhichofthefollowingmaybestsummariesChavez’scontributioninleadingtheLatinoimmigrant-rightsmovement?A.TheAmericanpubliccametorealizethepowerofchangeintheLatinocommunity.B.Themodernimmigrantrightsmovementleadersknewhowtoorganizetheiractivitiesstrategically.C.TheU.S.governmentknewhowtolocateundocumentedfarmworkersandofferthemofficialregistration.D.TheMexicanfarmworkerscouldtravelacrossthecountryduringthegrapeboycotttosharetheirsufferings.得分评卷人二、简答题（本大题1小题，20分）依照题目要求完成以下任务，用汉字作答。31.某位高一英语教师组织了一个关于oilpollutio。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两个主原要因(8分），并列举组织成功口语活动应注意三个主要事项。(12分）得分评卷人三、教学设计题（本大题1小题，30分）32.下面是某高中教师课堂教学片段。T:Justnowwegettoknowmanydifferentsports,forexample…Ss:Weight-4lifting,fencing,aerobics,triathlon,shooting…T:Great.Now,let’sthinkaboutthisquestion:Howmanytypescanthesesportsbedividedinto?Ss:(discusswithpartners)T:Forexample,football,tennis,table-tennis,theybelongto…Sl：Ballgames.T:Great.Andthen…Howaboutrings?Doublebars?Whichtypeofsportsdotheybelongto?Ss:(silent)T:(write“gymnastics”ontheblackboard)Nowreadafterme…S2:MsXia,howtosay“kuaIan”inEnglish?Itisthe,honorofallourChinesepeople.T:Yeah,wereallyoughttoknow110-hurdlerace.Bytheway,which,typedobothrunningand110-hurdleracebelongto?Ss:(silent)T:Letmetellyou,trackandfieldsports.Readafterme.Ss:(readaftertheteacher)T:Don’tforgetthesportsthataredoneinthewater-thewatersports.Sowhatarethedifferenttypesofsportswe’velearnttoday?Ss:Ballgames,gymnastics,trackandfieldandwatergames.T:Excellent!依照上面所给信息，从以下两个方面作答：(1）该片段属于什么教学步骤（6分）？其教学目标是什么？(6分）(2)该片段存在哪两个主要问题（10分）？请提出对应改进提议。(8分）得分评卷人四、教学设计题（本大题1小题，共40分）依照提供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分钟英语阅读教学方案。该方案没有固定格式，但须包含以下关键点：●teachingobjectives●teachingcontents●keyanddifficultpoints●majorstepsandtimeallocation●activitiesandjustifications教课时间：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。多数学生已经达成《普通高中英语课程标准（试验）》六级水平。学生课堂参加主动性通常。语言素材：Words,words,wordsBritishandAmericanEnglisharedifferentinmanyways.Thefirstandmostobviouswayisinthevocabulary.TherearehundredsofdifferentwordswhicharenotusedontheothersideoftheAtlantic,orwhichareusedwithadifferentmeaning.Someofthesewordsarewellknown-Americansdriveautomobilesdownfreewaysandfillupwithgas;theBritishdrivecarsalongmotonvaysandfillupwithpetrol.Asatourist,youwillneedtousetheundergroundinLondonorthesubwayinNewYork,ormaybeyouwillprefertogetaroundthetownbytaxi(British)orcab(American).ChipsorFrenchfries?Butotherwordsandexpressionsarenotsowellknown.Americansuseaflashlight,whilefortheBritish,it’satorch.TheBritishqueueup;Americansstandinline.Sometimesthesamewordhasaslightlydifferentmeaning,whichcanbeconfusing.Chips,forexample,arepiecesofhotfriedpotatoinBritain;intheStateschipsareverythinandaresoldinpackets.TheBritishcallthesecrisps.ThechipstheBritishknowandloveareFrenchfriesontheothersideoftheAtlantic.Haveorhavegot?Thereareafewdifferencesingrammar,too.TheBritishsayHaveyougot…？WhileAmericanspreferDoyouhave…？AnAmericanmightsayMyfriendjustarrived,butaBritishpersonwouldsayMyfriendhasjustarrived.Prepositions,too,canbedifferent:compareontheteam,ontheweekend(American)withintheteam,attheweekend(British).TheBritishuseprepositionswhereAmericanssometimesomitthem(I’llseeyouMonday;Writemesoon!).Colourorcolor?Theothertwoareasinwhichthetwovarietiesdifferarespellingandpronunciation.Americanspellingseemssimpler:center,colorandprograminsteadofcentre,colourandprogramme.ManyfactorshaveinfluencedAmericanpronunciationsincethefirstsettlersarrivedfourhundredyearsago.Theaccent,whichismostsimilartoBritishEnglish,canbeheardontheEastCoastoftheUS.WhentheIrishwriterGeorgeBernardShawmadethefamousremarkthattheBritishandtheAmericansaretwonationsdividedbyacommonlanguage,hewasobviouslythinkingaboutthedifferences.Butaretheyreallysoimportant?Afterall,thereisprobablyasmuchvariationofpronunciationwithinthetwocountriesasbetweenthem.ALondonerhasmoredifficultyunderstandingaScotsmanfromGlasgowthanunderstandingaNewYorker.上六个月中小学教师资格考试英语学科知识与教学能力试题（高级中学）参考答案及解析一、单项选择题1.A【解析】考查动词辨析。句意为“优异小说是会跨越民族和文化障碍”。A,B两项与C,D两项是均为形近词辨析。transcend“胜过，超越”，惯用搭配是transcendnationalbarriers超越国界；traverse“横越，穿过”，traversethegrassland穿越草地；suppress“抑制，镇压”；surpass“优于，超出”。句意为“优异小说是会跨越民族和文化障碍”。所以正确答案为A。2.C【解析】考查形容词辨析。句意为“因为Alice相信他是一个正直人，所以她不认为他言论存在＿可能性”。空格要填人入是一个形容词，修饰“他陈说（hisstatement)”,句意为“因为Alice相信他是一个正直人，所以她不认为他言论存在＿可能性”。as表示因果关系，前后应该意思一致，前半句对“他”描述是“正直人”，后半句中refused表示否定，前后应该意思一致，所以空格应该表示和integrity相正确含义。irrelevant“不相干，不切题”,facetious“诙谐，爱开玩笑”，fictitious`嘘构，编造”，illogical“不合逻辑，不合常理”。所以正确答案为C。3.A【解析】考查形容词使用方法。句意为“女孩们担心对陌生人友善会被如影随形邻居误解”。形容词修饰名词，排除D选项。ever-present修饰名词，表示“时时存在”，比如，“爱是永恒”可翻译为loveisever--present。句意为“女孩们担心对陌生人友善会被如影随形邻居误解”。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.D【解析】考查从句。句意为“他讲话将向你展示，你所观察到怎样被用于其余语境”。showsbsth结构，这里sth是how引导宾语从句，宾语从句中缺主语，what引导主语从句，翻译为“所……”what作observe宾语。句意为“他讲话将向你展示，你所观察到怎样被用于其余语境”。所以正确答案为D。5.B【解析】考查省略。句中出现了三个并列结构：booksarebought,foodispaidfor,andabitofsociallif。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：booksarebought,foodispaidfor,andabitofsociallife通常情况下，谓语动词是不可省略，假如内容与其前所说内容是并列关系，谓语动词为be时，则能够省略be。动词。按照arebrought,ispaid和并列结构来看，这里应该填通常现在时被动语态，排除C选项，livealife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，但在买了书和食物及社交花费之后，钱就变少了”。6.D【解析】考查标点使用方法。Whosaid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，假如引用语中又有引用语则用单引号。C和D区分在问号位置，假如引语为疑问句话问号要放双引号内，所以正确答案为D。7.D【解析】考查音素发音。／[ʃ]／／[ʒ]／都属于Palatal（上9音）);/[θ]//)／[ð]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），发音部位不一样。所以正确答案为D。8.D【解析】考查辅音连缀。在同一个意群内，假如有两个或两个以上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。比如：Brian,Iappreciatebeautifulscarfyoubroughtme．该句子中下画线处辅音均组成辅音连缀，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.C【解析】考查言语行为理论。依照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（locutionaryact）是说出词、短语和分句行为，它是经过句法、词汇和音位来表示字面意义行为。言外行为（illocutionaryact)是表示说话者意图行为，它是在说一些话时所实施行为。言后行为（perlocutionaryact)是经过一些话所实施行为，或讲一些话所造成行为，它是话语所产生后果或所引发改变，它是经过讲一些话所完成行为。塞尔在奥斯汀言语行为理论基础上，提出了间接言语行为理论。间接言语行为(indirectspeechact）指是经过一个言外行为间接地完成另外一个言外行为情况。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话，而是凭借另外一个（经常是直接）言语行为来间接地表示其用意。依照以上言语行为理论，说话者说“It’snoisyoutside”意图是嫌外面吵，想让听话者听到他话语之后关上门，那么说话者完成是言外行为，也是一个间接言语行为。故答案选C。10.B【解析】考查语言本质特征。duality“二重性”：指语言等级性，包含形位和音位；culturaltransmission“文化传递性”：指语言要经过教学和学习才能取得；arbitrariness“任意性”：语言符号形式与表示意义没有天然联络，语言音和义之间任意性；cognitivecreativity“认知创造性”。题干句中，“日本小孩出生时被美国夫妇收养，长大后说英文”正是表现了语言文化传递性。所以正确答案为B。11.D【解析】考查词汇教学。从传统词汇学角度来讲，词义包含概念意义（denotativemeaning）和关联意义（connotativemeaning)。概念意义指是词汇字面意义，而关联意义指是词汇引申意义，通常会附加情感在其中。依照题干，表明我们应该进行词块教学而非单个词汇，而词块教学指是学习单词是应该注意搭配，比如decreaseto,decreaseby分别意为“下降到”和“下降了”，能够判断出流利准确语言要求具备搭配知识，故选D。12.B【解析】考查语法教学。题干题十意思是“标出对话中全部过去式”是一个重视什么经典练习。过去式属于语法教学内容中语言形式，故选B。13.C【解析】考查语法教学。题干意思是以下哪个活动更适合帮助学生在学习后立刻练习新语法结构。A项是角色饰演，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展现后语法教学模型练习部分，A,B项能够放在产出部分，故选C。14.D【解析】考查语篇教学。题干意思是当教授教给学生怎样对祝贺和道歉进行适宜回应时，老师能够以下从哪个层次进行教学。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，是语言功效利用，经过话语层次教学，能够有利于学生经历真实语境，提升语言利用准确性。故选D。15.B【解析】考查听力教学。题干意思是以下哪项活动能够帮助训练听取中心大意技巧。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题目，C项指听文章画出说话者强调单词，D项指听词，判断两个词是否一致。选项中只有B项是对文章大意把握，其余为细节题，故选B。16.C【解析】考查阅读教学。题干意思是外语教师问学生“作者没有明确告诉我们，怎样判断出他喜欢这个地方”，老师是在帮助学生进行什么阅读。A项是字面阅读，B项是观赏性阅读，C项是推断性阅读，D项是评价性阅读，故选C。17.A【解析】考查课堂提问形式。题干意思是以下哪种类型问题惯用于检验对文章字面意思了解。课文了解性问题通常分为三类：展示性问题（displayquestions)、参阅性问题（referentialquestions）和评定性问题(evaluationquestions)。其中，展示性问题通常被用来检测学生对课文内容了解程度，就课文中字词句或者某个主要细节向学生发问。这种问题答案通常是唯一，教师预先知道，学生只需凭借表层了解或是查找课文便能找到。题干意思是以下哪种类型问题惯用于检验对文章字面意思了解。故选A。18.B【解析】考查写作类型。题干意思是以下哪项是非正式写作经典特征。A项是结构清楚，B项是短句、半句很常见，C项是需要使用专业词汇，D项是使用大量不一样词汇和句式，A,C,D项是正式写作文体特点，题干意思是以下哪项是非正式写作经典特征。故选B。19.C【解析】考查写作教学。题干意思是课堂上同桌互改活动对于哪种模式写作教学很主要。写作教学分为重结果写作、重内容写作和重过程写作。在重过程写作中，修改（自改和互改）、校对和讨论是其过程主要组成部分，题干意思是课堂上同桌互改活动对于哪种模式写作教学很主要。故选C。20.D【解析】考查评价方式。题干意思是作品集、每日汇报以及演讲是以下哪种经典方法。A项是常模参考测试，主要用于选拔；B项是标准参考测试，按照预先设计标准，对考试结果进行比较；C项是终止性评价，通常在学期或年结束后进行，准期末考试、结业考试等；;D项是形成性评价，是对学生日常学习过程中表现做出评定。作品集、汇报和演讲都是日常活动，故选D。Passage121.A【解析】此题问是题干含义：以下与第一段画线单词accolades意思最靠近是哪一个。Praises“赞扬”，Awards“奖励”,Support“支持”，Gratitude“感激”。从下文中德国报纸描述它“floatedabovetheclouds”with“eleganceandlightness”and“breathtaking”beauty和法国报纸描述知道，worldwideaccolade，是指全世界赞美、赞扬。Praises“赞扬”，Awards“奖励”,Support“支持”，Gratitude“感激”。故选A。22.C【解析】此题问是题干含义：从第二段能够推断出来是哪一项。从第二段Boroditskyisamassingevidencethat,yes,languageshapesthought．和引号包含话可知C项正确。A项指语言对于塑造思想没有重大影响。B项指语言和思想关系是由来已久问题。C项指我们所使用语言决定着我们怎样思索，怎样对待这个世界。D项指语言是否塑造思想需要被事实经验证实。从第二段Boroditskyisamassingevidencethat,yes,languageshapesthought．和引号包含话可知C项正确。23.B【解析】此题问是题干含义：第三段画线部分作用是什么。从Asinthatbridge所在这句话，“在德语中，桥是阴性，在法语中，桥是阳性”可知此处是在上文理论基础上事实论证。故选B。24.A【解析】此题问是题干含义：以下哪一项和语言与思想关系无关。从第二段“languageshapesthought…sensoryperception”heworld”和最终一段第一句话可知B,C,D是和语言和思想关系是相关。故选A。25.C【解析】此题问是题干含义：以下哪一项能够最好地代表作者论点。A,B项是作者为了证实论点给出例证。本文作者主要观点是语言能够塑造、影响思想，D项意思是“有不一样方法证实语言是怎样塑造思想”，但不一样证实方法不是作者要表示中心观点。故选C。Passage226.A【解析】此题是问题干是是什么让Pena在CesarChave：中饰演如此与众不一样Chave:‘？可将答案定位到文章第二段第四句，Pena和Chavez一样出生在美国，父亲都是移民到美国墨西哥农民，由此可看出他们有相同背景，故此题选A。27.B【解析】题干是此题问第二段画线部分He指代什么。定位到原文中，这是导演说一句话，“他台能够了解这种二元性，出生在一个地方，却对故土有远大理想感觉”，这句话承接之前提到了Pena和Chaves相同背景，所以这里he是指Pena.28.B【解析】此题是问导演经过CesarChave：这部电影想要达成什么目标。可将答案定位到第三段，导演及整个剧组希望这部电影能够表示他们对于移民政策改革支持并希望全部拉丁美洲籍育美国人能够加人入其中。A项是报导移民政策辩论；B项是经过自传电影使移民问题能在社会上引发轰动；C项是让MichaelPena成就为人所知；D项是强调广大人民群众参加改变种子。故此题选B。29.C【解析】vehemently原意是指“激烈地，果断地，强烈地”。A项意为“感性地”；B项意为“有意地，精心地”;C项意为“强烈地”;D项意为“主动地”。意思最为靠近为C项。故此题选C。30.B【解析】此题是问以下哪个选项最能表现Chavez领导拉丁移民运动成就。根很据题干于信息定位到文章倒数第二段第二句，提到了他成就还包含他组织战略被其余一些参加者所采取，这些策路包含了当代移民民权运动。A项是说是美国公众从拉丁团体中了解到改变主要性，属于无中生有；C项意为美国政府知道怎样找到未归档农民工人信息并帮助他们注册，文中并未提及政府找移民农民信息；D项意为墨西哥农民在抵制葡萄时候跨越国家去分享他们苦难。只有B项当代移民权运动领导者能够有策路地组织活动符合原文。二、简答题31.【参考答案】学生不感兴趣两个主要原因：第一，口语话题本身具备一定难度性，远离学生实际生活，并不能有效地引发学生学习兴趣。选择话题本身是陌生，还是课外内容，远离学生实际生活，学生对油污染背景知识、相关原因和影响并不了解。所以无法引发学生学习兴趣。同时，该活动脱离学生本身兴趣兴趣，学生在完成任务过程中，可能会碰到生词，所以令学生难以表示。第二，口语活动形式过于单一，学生缺乏参加主动性，。单一枯燥教学活动在短时间内可能并不会有显著表现，也不能充分发挥学生主体性和创造性思维。同时，再好语言形式如被重复使用，亦会有味同嚼蜡感觉，所以，学生对执行任务兴趣也会淡化。第三，教师也没有进行必要背景知识介绍，没有给予必要词汇或者句式结构，没有给学生搭建有效梯子，让学生感觉无从下手。应注意三个主要事项：第一，要符合口语活动设计标准。口语活动人物与话题要有真实性和可操作性，必须能引发学生兴趣，同时还应该贴近他们生活、学习经历与社会实际；话题难度要符合学生英语水平与能力；话题任务安排要有梯度，不一样任务能够穿插进行，组织课堂教学。第二，设计丰富多彩口语活动。比如，故事演出，话题辩论，采访活动和演讲等。教师应该广泛搜集资料，尽可能设计不一样类型、格调与要求任务，应用于日常课堂教学过程，使学生创新精神与实践能力得到不停地培养与提升。第三，口语活动要表现全员参加性。依照新课标，学生是课堂主体，教师是参加者、组织者和引导者角色。所以，教师要从学生“学”角度设计出各种教学活动，使学生在完成各种任务过程中逐步形成利用语言能力。同时，口语活动要兼顾个性化发展和全员性参加，实现因材施教。三、教学情境分析题32.【参考答案】(1）)该教学片段属于新课讲授（Presentation）和练习（Practice）步骤。新课展现是新课教学中最主要一环，目标是利用多个伎俩来创造情境与环境，介绍新语言材料，指导学生了解和掌握知识，传递教学信息。练习步骤目标是让学生在某一特定话题下，经过机械性练习即控制性及半控制性练习，不停强化某一或一些语言结构和词汇。(2)问题一：新课教学步骤单词讲授过难：讲解词汇需要注意学生知识贮备、认知能力和兴趣兴趣。该教师在讲授单词过程中，忽略了学生知识贮备，学生对新学单词都不熟悉。改进提议：①课前一定熟悉明确学生知识水平。②培养学生良好学习习惯，进而拓宽词汇量。帮助学生学会怎样正确使用词典，自觉积累词汇，及时复习。学生要常查字典，但不要一味地依赖词典，应指导学生尽可能利用上下文找线索来猜词，养成对记词汇敏感性，注意习惯使用方法与固定搭配等使用方法，引导学生在语境中学习词汇。学生掌握了音标、构词法等，就能在较少时间里掌握较多词汇，并经过词缀、近似词等来扩大词汇量。教师还能够指导学生利用其余方法，如联想、观察、对比、分析法来学习词汇，变难为易，方便养成良好学习习惯。问题二：教学方法单一