上半年教师资格考试高中英语学科知识与教学能力模拟真题和答案

上六个月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）在每小题列出四个备选项中选择一个最好答案。1.Excellentnovelsarethosewhich____nationalandculturalbarriers.A.transcend B.traverseC.suppress D.surpass2.AsAlicebelievedhimtobeamanofintegrity,sherefusedtoconsiderthepossibilitythathisstatementwas＿＿．A.irrelevant B.facetiousC.fictitious D.illogical3.Thegirlsareafraidthatbeingfriendlytostrangerscouldbemisinterpretedbytheir＿＿neighbours.A.ever-present B.ever-presentedC.ever-presenting D.ever-presently4.Hispresentationwillshowyou____canbeusedinothercontexts.A.thatyouhaveobservedB.thathowyouhaveobservedC.howthatyouhaveobservedD.howwhatyouhaveobserved5.Manystudentsstarteachtermwithanawardcheck,butbythetimebooksarebought,foodispaidfor,andabitofsociallife＿＿,itlooksratheremaciated.A.lives B.livedC.waslived D.haslived6.Whichofthefollowingiscorrectinitsuseofpunctuation?A.Theteacherasked,“Whosaid,‘Givemelibertyorgivemedeath’?”B.Theteacherasked,“Whosaid,‘Givemelibertyorgivemedeath?’”C.Theteacherasked,“Whosaid‘Givemelibertyorgivemedeath’”?D.Theteacherasked,“Whosaid‘Givemelibertyorgivemedeath’?”7.ThepairofEnglishphonemes_differintheplaceofarticulation.A./ʃ/and/ʒ/B./θ/and/ð/C./d/and/z/D./m/and/n/8.Thereare＿consonantclustersinthesentence“Brian,Iappreciatebeautifulscarfyoubroughtme.”A.two B.threeC.four D.five9.Whensaying“It’snoisyoutside”togetsomeonetoclosethewindow,thespeakerintendstoperforma(n)＿.A.directspeechactB.locutionaryactC.indirectspeechactD.perlocutionaryact10.ThataJapanesechildadoptedatbirthbyanAmericancouplewillgrowupspeakingEnglishindicates＿ofhumanlanguage.A.duality B.culturaltransmissionC.arbitrariness D.cognitivecreativity11.Fluentandappropriatelanguageuserequiresknowledgeof＿andthissuggeststhatweshouldteachlexicalchunksratherthansinglewords.A.denotation B.connotationC.morphology D.collocation12.“Underliningallthepastformverbsinthedialogue”isatypicalexercisefocusingon＿.A.use B.formC.meaning D.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/sheishelpingstudentstoreach＿comprehension.A.literalB.appreciativeC.inferentialD.evaluative17.Whichofthefollowingtypesofquestionsaremostlyusedforcheckingliteralcomprehensionofthetext?A.Displayquestions.B.Rhetoricalquestions.C.Evaluationquestions.D.Referentialquestions.18.Whichofthefollowingisatypicalfeatureofinformalwriting?A.Awell-organizedstructureispreferred.B.Shortandincompletesentencesarecommon.C.Technicaltermsanddefinitionsarerequired.D.Awiderangeofvocabularyandstructuralpatternsareused.19.Peer-editingduringclassisanimportantstepofthe＿approachtoteachingwriting.A.genre-basedB.content-basedC.process-orientedD.product-oriented20.Portfolios,dailyreportsandspeechdeliveringaretypicalmeansof＿.A.norm-referencedtestB.criterion-referencedtestC.summativeassessmentD.formativeassessment请阅读Passagel,完成第21~25小题。Passagel.WhentheViaductdeMillauopenedinthesouthofFrancein,thistallestbridgeintheworldwonworldwideaccolades.Germannewspapersdescribedhowit“floatedabovetheclouds”with“eleganceandlightness”and“breathtaking”beauty.InFrance,paperspraisedthe“immense”“concretegiant.”WasitmerecoincidencethattheGermanssawbeautywheretheFrenchsawheftandpower?LeraBorodiskythinksnot.Inaseriesofcleverexperimentsguidedbypointedquestions,Boroditskyisamassingevidencethat,yes,languageshapesthought.Theeffectispowerfulenough,shesays,that“theprivatementallivesofspeakersofdifferentlanguagesmaydifferdramatically,”notonlywhentheyarethinkinginordertospeak,“butinallmannerofcognitivetasks,”includingbasicsensoryperception.“Evenasmallflukeofgrammar”—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’slightblueanddarkblue,forinstance,butRussian’sgoluboyandsinly.Skepticsofthelanguage-shapes-thoughtclaimhavearguedthatthat’satrivialfinding,showingonlythatpeoplerememberwhattheysawinbothavisualformandaverbalone,butnotprovingthattheyactuallyseethehuesdifferently.Inaningeniousexperiment,however,Boroditskyandcolleaguesshowedvolunteersthreecolorswatchesandaskedthemwhichofthebottomtwowasthesameasthetopone.NativeRussianspeakerswerefasterthanEnglishspeakerswhenthecolorshaddistinctnames,suggestingthathavinganameforsomethingallowsyoutoperceiveitmoresharply.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.Identifyingthekindsofquestionssupportedbytheexperiments.D.Claimingthatspeakersofdifferentlanguagesdifferdramatically.24.Whichofthefollowinghasnothingtodowiththerelationshipbetweenlanguageandthought?A.Peoplerememberwhattheysawbothvisuallyandverbally.B.Languagehelpstoshapewhatandhowweperceivetheworld.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,gotajobatabuttonfactoryinChicagoand,eventually,agreencard.PenastayedinChicagountil,at19,hefledtoLosAngelestopursuehisactingdreams.ThisfamilyhistorymakesPena’slatestroleespeciallypersonal.InCesarChavez,PenaplaysthelaborleaderashestrugglestoorganizeimmigrantCaliforniafarmworkersinthe1960s.Topressuregrowerstoimproveworkingconditionsandwages,Chavezledanationalboycottoftablegrapesthatlastedfrom1965to1970andisrecordedinthefilm.Chavez,likePena,wastheAmerican-bornsonofMexicanfarmerswhoimmigratedtotheU.S.“Heunderstandsthisduality,thefeelingofbeingborninaplacebuthavingaverybigideaofwhereyourheritagecomesfrom,”saysthefilmdirector,DiegoLuna.“ThisthingofhavingtogotoschoolandlearninEnglishandthengohometospeakSpanishwithyourparents.”AsimmigrationpolicyishotlydebatedonCapitolHillthisyear,LunaandotherswhowereinvolvedwithCesarChavezarehopingthemoviewillsparknewsupportforreformandinspireAmericanLatinostogetinvolved.“ThemessageChavezleftwasthatchangecouldn’thappenwithoutthemassesbeingapartoftheirownchange,”saysFerrera,afirstgenerationHonduranAmericanwhoplaystheunionleader’swifeHelen.RosarioDawson,whoco-foundedtheadvocacygroupVotoLatino,playsChavezallyandlaborleaderDoloresHuerta.Immigrant-rightsissuesintheU.S.haveevolvedsubstantiallyintheyearssinceChavezfoundedtheUnitedFarmWorkers(UFW).UndocumentedworkersnowmakeupafarlargershareoftheagriculturalworkforceinCaliforniathantheydidinthe1960s,accordingtoMiriamPawel,authorofTheCrusadesofCesarChavez,publishedthenextmonth.Chavezwasvehementlyagainstillegalimmigration,believingitmadestrikesdifficulttoexecuteandweakenedtheunion.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’sroleasChavezinthemovieCesarChavezsodistinctive?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.StronglyD.Actively.30.WhichofthefollowingmaybestsummariesChavez’scontributioninleadingtheLatinoimmigrant-rightsmovement?A.TheAmericanpubliccametorealizethepowerofchangeintheLatinocommunity.B.Themodernimmigrant-rightsmovementleadersknewhowtoorganizetheiractivitiesstrategically.C.TheU.S.governmentknewhowtolocateundocumentedfarmworkersandofferthemofficialregistration.D.TheMexicanfarmworkerscouldtravelacrossthecountryduringthegrapeboycotttosharetheirsufferings.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oilpollution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要原因（8分），并列举组织成功口语活动应注意三个主要事项。(12分)三、教学情境分析题（本大题1小题，30分）依照题目要求完成以下任务，用汉字作答。32．下面是某高中教师课堂教学片段。T:Justnowwegettoknowmanydifferentsports,forexample...Ss:Weight-lifting,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“kualan”inEnglish?ItisthehonorofallourChinesepeople.T:Yeah,wereallyoughttoknowl10-hurdlerace.Bytheway,whichtypedobothrunningandl10-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）四、教学设计题（本大题1小题，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;theBritishdrivecarsalongmotorwaysandfillupwithpetrol.Asatourist,youwillneedtousetheundergroundinLondonorthesubwayinNewYork,ormaybeyouwillprefertogetaroundthetownbytaxi(British)orcab(American).ChipsorFrenchfries?Butotherwordsandexpressionsarenotsowellknown.Americansuseafl