2016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. 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. irrelevant 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. /?/ and /?/ B. /θ/ and /e/ C. /d/ and /z/ D. /m/ and /n/
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 text? 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
请阅读 Passage l,完成第 21~25小题。
Passage l .
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