教师资格证考试高级英语真题解析汇报Word格式.docx

教师资格证考试高级英语真题解析汇报Word格式.docx

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D.surpass

2.AsAlicebelievedhimtobeamanofintegrity,sherefusedtoconsiderthepossibilitythat

hisstatementwas.

A.irrelevant

B.facetious

C.fictitious

D.illogical

3.Thegirlsareafraidthatbeingfriendlytostrangerscouldbemisinterpretedbytheir

neighbours.

A.ever-present

B.ever-presented

C.ever-presenting

D.ever-presently

4.Hispresentationwillshowyoucanbeusedinothercontexts.

A.thatyouhaveobserved

B.thathowyouhaveobserved

C.howthatyouhaveobserved

D.howwhatyouhaveobserved

5.Manystudentsstarteachtermwithanawardcheck,butbythetimebooksarebought,foodispaidfor,andabitofsociallife，itlooksratheremaciated.

A.lives

B.lived

C.waslived

D.haslived

6.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.two

B.three

C.four

D.five

9.Whensaying“It’snoisyoutside〞togetsomeonetoclosethewindow,thespeakerintends

toperforma（n）.

A.directspeechact

B.locutionaryact

C.indirectspeechact

D.perlocutionaryact

10.ThataJapanesechildadoptedatbirthbyanAmericancouplewillgrowupspeaking

Englishindicatesofhumanlanguage.

A.duality

B.culturaltransmission

C.arbitrariness

D.cognitivecreativity

11.Fluentandappropriatelanguageuserequiresknowledgeofandthissuggests

thatweshouldteachlexicalchunksratherthansinglewords.

A.denotation

B.connotation

C.morphology

D.collocation

12.“Underliningallthepastformverbsinthedialogue〞isatypicalexercisefocusingon.

A.use

B.form

C.meaning

D.function

13.Whichofthefollowingactivitiesmaybemoreappropriatetohelpstudentspracticeanew

structureimmediatelyafterpresentationinclass?

A.Roleplay.

B.Groupdiscussion.

C.Patterndrill.

D.Writtenhomework.

14.Whenteachingstudentshowtogiveappropriateresponsestoacongratulationoran

apology,theteacherisprobablyteachingat.

A.lexicallevel

B.sentencelevel

C.grammaticallevel

D.:

discourselevel

15.Whichofthefollowingactivitiescanhelpdeveloptheskilloflisteningforgist?

A.ListenandfindoutwhereJimlives.

B.Listenanddecideonthebesttitleforthepassage.

C.Listenandunderlinethewordsthespeakerstresses.

D.Listentopairsofwordsandtelliftheyarethesame.

16.WhenanEFLteacheraskshisstudent“Howdoyouknowthattheauthorlikedtheplace

sincehedidnottellusexplicitly?

〞，he/sheishelpingstudentstoreachprehension.

17.Whichofthefollowingtypesofquestionsaremostlyusedforcheckingliteralprehension

ofthetest?

A.Displayquestions.

B.Rhetoricalquestions.

C.Evaluationquestions.

D.Referentialquestions.

18.Whichofthefollowingisatypicalfeatureofinformalwriting?

A.Awell-organizedstructureispreferred.

B.Shortandinpletesentencesaremon.

C.Technicaltermsanddefinitionsarerequired.

D.Awiderangeofvocabularyandstructuralpatternsareused.

19.Peer-editingduringclassisanimportantstepoftheapproachtoteachingwriting.

A.genre-based

B.content-based

C.process-Qriented

D.product-oriented

20.Portfolios,dailyreportsandspeechdeliveringaretypicalmeansof．

A.norm-referencedtest

B.criterion-referencedtest

C.summativeassessment

D.formativeassessment

请阅读Passage1，完成第21-25小题。

Passage1

WhentheViaductdeMillauopenedinthe.southofFrancein2004,thistallestbridgeinthe

worldwonworldwideaccolades.Germannewspapersdescribedhowit“floatedabovetheclouds〞

with“eleganceandlightness〞and“reathtaking〞beauty.InFrance,paperspraisedthe“immense〞

“concretegiant.〞WasitmerecoincidencethattheGermanssawbeautywheretheFrenchsawheft

andpower?

LeraBorodiskythinksnot.

Inaseriesofcleverexperimentsguidedbypointedquestions,Boroditskyisamassingevidence

that,yes,languageshapesthought.Theeffectispowerfulenough,shesays,that“theprivatemental

livesofspeakersofdifferentlanguagesmaydifferdramatically,〞notonlywhentheyarethinkingin

ordertospeak,“butinallmannerofcognitivetasks,〞includingbasicsensoryperception.“Evena

small’flukeofgrammar〞—thegenderofnouns-〞canhaveaneffectonhowpeoplethinkabout

thingsintheworld,〞shesays.

Asinthatbridge,inGerman,thenounforbridge,Brucke,isfeminine.InFrench,pontis

masculine.Germanspeakerssawprototypicallyfemalefeatures;

Frenchspeakers,masculineones.

Similarly,Germansdescribekeys（Schlussel）withwordssuchashard,heavy,jagged,andmetal,while

toSpaniardskeys（llaves）aregolden,intricate,little,andlovely.Guesswhichlanguageconstrueskey

asmasculineandwhichasfeminine?

Grammaticalgenderalsoshapeshowweconstrueabstractions.

In85percentofartisticdepictionsofdeathandvictory,forinstance,theideaisrepresentedbya

manifthenounismasculineandawomanifitisfeminine,saysBoroditsky.Germanstendtopaint

deathasmale,andRussianstendtopaintitasfemale.

Languageevenshapeswhatwesee.Peoplehaveabettermemoryforcolorsifdifferentshades

havedistinctnames—notEnglish’.lightblueanddarkblue,forinstance,butRussian’sgoluboy

and-stinly.Skepticsofthelanguage-shapes-thoughtclaimhavearguedthatthat’satrivialfinding,

showingonlythatpeoplerememberwhattheysawinbothavisualformandaverbalone,butnot

provin；

-thattheyactuallyseethehuesdifferently.Inaningeniousexperiment,however,Boroditsky

andcolleaguesshowedvolunteersthreecolorswatchesandaskedthemwhichofthebottomtwowas

thesameasthetopone.NativeRussianspeakerswerefasterthanEnglishspeakerswhenthecolorshaddistinctnames,suggestingthathavinganameforsomething’allowsyou-toperceiveitmore

sharply.Similarly,Koreanusesonewordfor“in〞whenoneobjectisinanothersnugly,anda

differentonewhenanobjectisinsomethingloosely.Sureenough,Koreanadultsarebetterthan

Englishspeakersatdistinguishingtightfitfromloosefit.

Sciencehasonlyscratchedthesurfaceofhowlanguageaffectsthought.InRussian,verbforms

indicatewhethertheactionwaspletedornot-asin“sheate［andfinished］thepizza.〞In

Turkish,verbsindicatewhethertheactionwasobservedormerelyrumored.Boroditskywouldlove

torunanexperimenttestingwhethernativeRussianspeakersarebetterthanothersatnoticingif

anactionispleted,andifTurkshaveaheightenedsensitivitytofactversushearsay.Similarly,

whileEnglishsays“shebrokethebowl〞evenifitsmashedaccidentally,SpanishandJapanese

describethesameeventmorelike“thebowlbrokeitself.〞“Whenweshowpeoplevideoofthe

sameevent,〞saysBoroditsky,“Englishspeakersrememberwhowastoblameeveninanaccident,

butSpanishandJapanesespeakersrememberitlesswellthantheydointentionalactions.Itraises

questionsaboutwhetherlanguageaffectsevensomethingasbasicashowweconstructourideasof

causality.〞

21.Whichofthefollowingisclosestinmeaningtotheunderlinedword.“accolades〞in

PARAGRAPHONE?

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.Whichofthefollowinghasnothingtodowiththerelationshipbetweenlanguageand

thought?

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。

Passage2

WhenAmerican-bornactorMichaelPenawasayearold,hisparentsweredeported.They

hadillegallywalkedacrosstheU.S.borderfromMexicoandwhentheywerecaughtby

immigrationauthorities,theysent