《英语学科知识与教学能力》.docx
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《英语学科知识与教学能力》
.单方事故电话同济医院哭了可以教团队2021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.Excellentnovelsarethosewhich____nationalandculturalbarriers.
A.transcendB.traverse
C.suppressD.surpass
2.AsAlicebelievedhimtobeamanofintegrity,sherefusedtoconsider
thepossibilitythathisstatementwas__.
A.irrelevantB.facetious
C.fictitiousD.illogical
3.Thegirlsareafraidthatbeingfriendlytostrangerscouldbe
misinterpretedbytheir__neighbours.
A.ever-presentB.ever-presented
C.ever-presentingD.ever-presently
4.Hispresentationwillshowyou____canbeusedinothercontexts.
A.thatyouhaveobserved
B.thathowyouhaveobserved
C.howthatyouhaveobserved
D.howwhatyouhaveobserved
5.Manystudentsstarteachtermwithanawardcheck,butbythetimebooks
arebought,foodispaidfor,andabitofsociallife__,itlooksrather
emaciated.
A.livesB.lived
C.waslivedD.haslived
6.Whichofthefollowingiscorrectinitsuseofpunctuation?
A.Theteacherasked,“Whosaid,‘Givemelibertyorgivemedeath’?
”
B.Theteacherasked,“Whosaid,‘Givemelibertyorgivemedeath?
’”
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C.Theteacherasked,“Whosaid‘Givemelibertyorgivemedeath’”?
D.Theteacherasked,“Whosaid‘Givemelibertyorgivemedeath’?
”
7.ThepairofEnglishphonemes_differintheplaceofarticulation.
A./?
/and/?
/
B./θ/and/e/
C./d/and/z/
D./m/and/n/
8.Thereare_consonantclustersinthesentence“Brian,Iappreciate
beautifulscarfyoubroughtme.”
A.twoB.three
C.fourD.five
9.Whensaying“It’snoisyoutside”togetsomeonetoclosethewindow,
thespeakerintendstoperforma(n)_.
A.directspeechact
B.locutionaryact
C.indirectspeechact
D.perlocutionaryact
10.ThataJapanesechildadoptedatbirthbyanAmericancouplewillgrow
upspeakingEnglishindicates_ofhumanlanguage.
A.dualityB.culturaltransmission
C.arbitrarinessD.cognitivecreativity
11.Fluentandappropriatelanguageuserequiresknowledgeof_andthis
suggests
thatweshouldteachlexicalchunksratherthansinglewords.
A.denotationB.connotation
C.morphologyD.collocation
12.“Underliningallthepastformverbsinthedialogue”isatypical
exercisefocusingon_.
A.useB.form
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C.meaningD.function
13.Whichofthefollowingactivitiesmaybemoreappropriatetohelp
studentspracticeanewstructureimmediatelyafterpresentationin
class?
A.Roleplay.
B.Groupdiscussion.
C.Patterndrill.
D.Writtenhomework.
14.Whenteachingstudentshowtogiveappropriateresponsestoa
congratulationoranapology,theteacherisprobablyteachingat_.
A.lexicallevel
B.sentencelevel
C.grammaticallevel
D.discourselevel
15.Whichofthefollowingactivitiescanhelpdeveloptheskillof
listeningforgist?
A.ListenandfindoutwhereJimlives.
B.Listenanddecideonthebesttitleforthepassage.
C.Listenandunderlinethewordsthespeakerstresses.
D.Listentopairsofwordsandtelliftheyarethesame.
16.WhenanEFLteacheraskshisstudent“Howdoyouknowthattheauthor
likedtheplacesincehedidnottellusexplicitly?
”,he/sheishelping
studentstoreach_comprehension.
A.literal
B.appreciative
C.inferential
D.evaluative
17.Whichofthefollowingtypesofquestionsaremostlyusedforchecking
literalcomprehensionofthetext?
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A.Displayquestions.
B.Rhetoricalquestions.
C.Evaluationquestions.
D.Referentialquestions.
18.Whichofthefollowingisatypicalfeatureofinformalwriting?
A.Awell-organizedstructureispreferred.
B.Shortandincompletesentencesarecommon.
C.Technicaltermsanddefinitionsarerequired.
D.Awiderangeofvocabularyandstructuralpatternsareused.
19.Peer-editingduringclassisanimportantstepofthe_approachto
teachingwriting.
A.genre-based
B.content-based
C.process-oriented
D.product-oriented
20.Portfolios,dailyreportsandspeechdeliveringaretypicalmeansof
_.
A.norm-referencedtest
B.criterion-referencedtest
C.summativeassessment
D.formativeassessment
请阅读Passagel,完成第21~25小题。
Passagel.
WhentheViaductdeMillauopenedinthesouthofFrancein2004,this
tallestbridgeintheworldwonworldwideaccolades.Germannewspapers
describedhowit“floatedabovetheclouds”with“eleganceand
lightness”and“breathtaking”beauty.InFrance,paperspraisedthe
“immense”“concretegiant.”WasitmerecoincidencethattheGermans
sawbeautywheretheFrenchsawheftandpower?
LeraBorodiskythinksnot.
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Inaseriesofcleverexperimentsguidedbypointedquestions,
Boroditskyisamassingevidencethat,yes,languageshapesthought.The
effectispowerfulenough,shesays,that“theprivatementallivesof
speakersofdifferentlanguagesmaydifferdramatically,”notonlywhen
theyarethinkinginordertospeak,“butinallmannerofcognitive
tasks,”includingbasicsensoryperception.“Evenasmallflukeof
grammar”—thegenderofnouns—“canhaveaneffectonhowpeoplethink
aboutthingsintheworld,”shesays.
Asinthatbridge,inGerman,thenounforbridge,Brucke,isfeminine.
InFrench,pontismasculine.Germanspeakerssawprototypicallyfemale
features;Frenchspeakers,masculineones.Similarly,Germansdescribe
keys(Schlussel)withwordssuchashard,heavy,jagged,andmetal,while
toSpaniardskeys(llaves)aregolden,intricate,little,andlovely.
Guesswhichlanguageconstrueskeyasmasculineandwhichasfeminine?
Grammaticalgenderalsoshapeshowweconstrueabstractions.In85percent
ofartisticdepictionsofdeathandvictory,forinstance,theideais
representedbyamanifthenounismasculineandawomanifitisfeminine,
saysBoroditsky.Germanstendtopaintdeathasmale,andRussianstend
topaintitasfemale.
Languageevenshapeswhatwesee.Peoplehaveabettermemoryfor
colorsifdifferentshadeshavedistinctnames—notEnglish’slightblue
anddarkblue,forinstance,butRussian’sgoluboyandsinly.Skeptics
ofthelanguage-shapes-thoughtclaimhavearguedthatthat’satrivial
finding,showingonlythatpeoplerememberwhattheysawinbothavisual
formandaverbalone,butnotprovingthattheyactuallyseethehues
differently.Inaningeniousexperiment,however,Boroditskyand
colleaguesshowedvolunteersthreecolorswatchesandaskedthemwhich
ofthebottomtwowasthesameasthetopone.NativeRussianspeakers
werefasterthanEnglishspeakerswhenthecolorshaddistinctnames,
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suggestingthathavinganameforsomethingallowsyoutoperceiveitmore
sharply.Similarly,Koreanusesonewordfor“in”whenoneobjectis
inanothersnugly,andadifferentonewhenanobjectisinsomething
loosely.Sureenough,KoreanadultsarebetterthanEnglishspeakersat
distinguishingtightfitfromloosefit.
Sciencehasonlyscratchedthesurfaceofhowlanguageaffectsthought.
InRussian,verbformsindicatewhethertheactionwascompletedornot
—asin“sheate[andfinished]thepizza.”InTurkish,verbsindicate
whethertheactionwasobservedormerelyrumored.Boroditskywouldlove
torunanexperimenttestingwhethernativeRussianspeakersarebetter
thanothersatnoticingifanactioniscompleted,andifTurkshavea
heightenedsensitivitytofactversushearsay.Similarly,whileEnglish
says“shebrokethebowl”evenifitsmashedaccidentally,Spanishand
Japanesedescribethesameeventmorelike“thebowlbrokeitself.”
“Whenweshowpeoplevideoofthesameevent,”saysBoroditsky,
“Englishspeakersrememberwhowastoblameeveninanaccident,but
SpanishandJapanesespeakersrememberitlesswellthantheydo
intentionalactions.Itraisesquestionsaboutwhetherlanguageaffects
evensomethingasbasicashowweconstructourideasofcausality.”
21.Whichofthefollowingisclosestinmeaningtotheunderlinedword
“accolades”inPARAGRAPHONE?
A.Praises.
B.Awards.
C.Support.
D.Gratitude.
22.WhatcanbeinferredfromPARAGRAPHTWO?
A.Languagedoesnotshapethoughtsinanysignificantway.
B.Therelationshipbetweenlanguageandthoughtisanage-oldissue.
C.Thelanguagewespeakdetermineshowwethinkandseetheworld.
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D.Whetherlanguageshapesthoughtneedstobeempiricallysupported.
23.Whatistheroleoftheunderlinedpart“Asinthatbridge”in
PARAGRAPHTHREE?
A.Reflectingontopicsthatappealtotheauthorandreaders.
B.Introducingnewevidencetowhathasbeenconfirmedbefore.
C.Identifyingthekindsofquestionssupportedbytheexperiments.
D.Claimingthatspeakersofdifferentlanguagesdifferdramatically.
24.Whichofthefollowinghasnothingtodowiththerelationshipbetween
languageandthought?
A.Peoplerememberwhattheysawbothvisuallyandverbally.
B.Languagehelpstoshapewhatandhowweperceivetheworld.
C.Grammarhasaneffectonhowpeoplethinkaboutthingsaroundus.
D.Sciencehasonlyscratchedthesurfaceofhowlanguageaffectsthought.
25.Whichofthefollowingbestrepresentstheauthor’sargumentinthe
passage?
A.Thegenderofnounsaffectshowpeoplethinkaboutthingsinthe
world..
B.GermansandFrenchmenthinkdifferentlyabouttheViaductdeMillau.
C.Languageshapesourthoughtsandaffectsourperceptionoftheworld.
D.Therearedifferentmeansofprovinghowlanguageshapesourthoughts.
请阅读Passage2.完成第26~30小题。
Passage2
WhenAmerican-bornactorMichaelPenawasayearold,hisparentswere
deported.T