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【一】:教师资格证考试 高级英语 真题解析
2016年上半年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
。在每小题列出的四个备选项中选择一个最佳答案，请用2B铅笔把答题卡上对应题目的 答案字母按要求涂黑。错选、多选或未选均无分。）
1．Excellent novels are those whichnational 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 thathis statement was .
A. irrelevant
B. facetious
C. fictitious
D. illogical
3. The girls are afraid that being friendly to strangers could be misinterpreted by theirneighbours.
A. ever-present
B. ever-presented
C. ever-presenting
D. ever-presently
4. His presentation will show youcan 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,“Whosaid,‘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. ／／ and／／
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 indicatesof 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 test?
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 theapproach to teaching writing.
A. genre-based
B. content-based
C. process-Qriented
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 1，完成第21-25小题。
Passage 1
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 “reathtaking”beauty. In France, papers praised the“immense” “concretegiant.”Was it mere coincidence that the Germans saw beauty where the French saw heft
and power? LeraBorodisky 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’.light blue and dark blue, for instance, but Russian’s goluboy and-stinly. 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
provin；-that they actually see the hues differently. In an ingenious experiment, however, Boroditskywww.fz173.com_教师资格证高级英语中学。
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
【二】:教师资格证考试：高级中学《英语学科知识与教学能力》考试大纲
《英语学科知识与教学能力》（高级中学）
一、考试目标
1．英语学科知识与能力
具有扎实的英语语言基础知识和语言能力；具备从事高中英语教学所需要的英语语言能力；能理解有关英语国家的语言、历史和文化等相关知识。
2．英语学科教学知识与能力
掌握外语教学基本理论、英语教学专业知识与国家英语课程标准内容等学科教学知识，并能用以指导高中英语教学。
3．英语学科教学设计能力
能够根据英语学科特点，针对高中学生的认知特点、语言水平和学习需要选择并设计合理的教学内容，形成完整合理的教学方案。
4．英语学科教学实施能力
理解高中英语课堂教学实施的基本原则和方法，具备实施语言课堂教学的基本能力；能够根据教学设计，结合教学实际情况，采用恰当的教学手段，引导学生进行有效学习。
5．英语学科教学评价知识与能力
了解高中英语课堂教学评价的基本知识和方法，能够对学生的语言学习进行恰当的评价；了解教学反思的基本方法和策略，能够对自己的课堂教学实践进行反思，提出改进的思路。
二、考试模块内容与要求
（一）语言知识与能力
1．掌握英语语言的基础知识，了解语言学研究中与语言教学相关的基本概念和知识，并能在课堂教学中加以运用。
2．具有良好的英语语言运用能力，包括用英语进行书面表达、获取教学资
源和信息、表达思想情感和与学生良好沟通的能力；能够筛选并改编适合高中学生英语水平的语言材料。
3．能在语篇中理解英语国家的语言、历史和文学等相关的社会文化知识。
（二）语言教学知识与能力
1．了解外语教学基本理论，理解语言观、语言学习观、语言教学观等对高中英语教学的指导作用。
2．理解国家颁布的英语学科课程标准的目标内容（语言技能、语言知识、情感态度、学习策略和文化意识），以及课程标准的其他相关知识，并能在教学设计与实施中运用。
3．掌握英语语言知识（语音、词汇、语法、语篇等）的教学基本原则、讲解和练习方法。
4．掌握英语语言技能（听、说、读、写）教学的基本原则和训练方法。
5．能结合中外社会文化语境，设计并实施英语知识和技能的教学与训练。
（三）教学设计
1．了解高中学生的认知特点、已有的英语知识、语言能力和学习需求，能够说明教学内容与学生已学知识之间的联系。
2．理解课程标准的目标要求，能够根据学生的特点选择恰当的教学内容。
3．能够根据教学内容和学生特点设定合理、明确与具体的教学目标。
4．能够根据教学目标创设相应的教学情景，设计有效的教学活动，安排合理的教学过程，筛选适当的辅助教学材料。
5．能够根据教学内容和教学过程，设计有效的学习评估活动。
（四）教学实施与评价
1．掌握英语课堂教学的基本步骤与方法，能够创设教学情景，激发学习动机，引导学生参与语言学习活动。
2．掌握指导学生学习的方法和策略，能依据英语学科和学生的特点，根据教学实际情况，恰当地运用语言讲解、练习、提问、反馈等方法，帮助学生有效学习。
3．掌握课堂管理的基本方法，熟悉课堂活动的常用组织形式，能在教学活动中以学生为中心组织教学，能在课堂教学的不同阶段发挥教师的作用。
4．掌握课堂总结的方法，能适时地对教学内容进行归纳、总结与评价，科学合理地布置作业。
5．掌握基本的现代教育技术，能够针对不同的教学内容与教学目标，整合多种资源，选择恰当的辅助教学手段进行有效教学。
6．了解形成性评价和终结性评价的知识与方法，并在高中英语教学中合理运用。
7．了解教学案例评析的基本方法，能够对教学案例进行评价。
8．了解教学反思的基本方法和策略，能够对自己的教学进行反思并提出改进思路。
三、试卷结构
四、题型示例
I．语言知识与能力
1．单项选择题（语言知识）
（1）Thousands of ex-army officers have found _________ jobs in private
security firms in the US.
A．lucrative
C．longish B．ludicrous D．lucky
（2）The manager persuaded the team to play the game. What actually
happened according to this statement?
A．The manager played hard.
B．The team played hard.
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