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 which national and cultural barriers.A. transcendB. traverseC. suppressD. surpass2. As Alice believed him to be a man of integrity, she refused to consider the possibility thathis statement was .A. irrelevantB. facetiousC. fictitiousD. illogical3. The girls are afraid that being friendly to strangers could be misinterpreted by theirneighbours.A. ever-presentB. ever-presentedC. ever-presentingD. ever-presently4. His presentation will show youcan be used in other contexts.A. that you have observedB. that how you have observedC. how that you have observedD. how what you have observed5. 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. livesB. livedC. was livedD. has lived6. 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. ／／ and ／／C. ／ｄ／ and ／ｚ／D. ／m／ and ／n／8. There are consonant clusters in t he sentence“Brian, I appreciate beautiful scarf you brought me.”A. twoB. threeC. fourD. five9. When saying “It’s noisy outside”to get someone to close the window, the speaker intendsto perform a(n).A. direct speech actB. locutionary actC. indirect speech actD. perlocutionary act10. That a Japanese child adopted at birth by an American couple will grow up speaking English indicatesof human language.A. dualityB. cultural transmissionC. arbitrarinessD. cognitive creativity11. Fluent and appropriate language use requires knowledge of and this suggeststhat we should teach lexical chunks rather than single words.A. denotationB. connotationC. morphologyD. collocation12. “Underlining all the past form verbs in the dialogue” is a typic al exercise focusing on.A. useB. formC. meaningD. function13. Which of the following activities may be more appropriate to help students practice a newstructure 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 anapology, the teacher is probably teaching at.A. lexical levelB. sentence levelC. grammatical levelD.: discourse level15. 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 placesince he did not tell us explicitly?”，he/she is helping students to reach comprehension.17. Which of the following types of questions are mostly used for checking literal comprehensionof 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-basedB. content-basedC. process-QrientedD. product-oriented20. Portfolios, daily reports and speech delivering are typical means of ．A. norm-referenced testB. criterion-referenced testC. summative assessmentD. formative assessment请阅读Passage 1，完成第21-25小题。

Passage 1When the Viaduct de Millau opened in the. south of France in 2004, this tallest bridge in theworld 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”“concrete giant.”Was it mere coincidence that the Germans saw beauty where the French saw heftand power? Lera Borodisky thinks not.In a series of clever experiments guided by pointed questions, Boroditsky is amassing evidencethat, yes, language shapes thought. The effect is powerful enough, she says, that “the private mentallives of speakers of different languages may differ dramatically,” not only when they are thinking inorder to speak, “but in all manner of cognitive tasks,”including basic sensory perception.“Even asmall’ fluke of grammar”—the gender of nouns-”can have an effect on how people think aboutthings in the world,” she says.As in that bridge, in German, the noun for bridge, Brucke, is feminine. In French, pont ismasculine. German speakers saw prototypically female features; French speakers, masculine ones.Similarly, Germans describe keys (Schlussel) with words such as hard, heavy, jagged, and metal, whileto Spaniards keys (llaves) are golden, intricate, little, and lovely. Guess which language construes keyas 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 aman if the noun is masculine and a woman if it is feminine, says Boroditsky. Germans tend to paintdeath 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 shadeshave distinct names—not English’.light blue and dark blue, for instance, but Russian’s goluboyand-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 notprovin；-that they actually see the hues differently. In an ingenious experiment, however, Boroditskyand colleagues showed volunteers three color swatches and asked them which of the bottom two wasthe 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 moresharp ly. Similarly, Korean uses one word for “in” when one object is in another snugly, and adifferent one when an object is in something loosely. Sure enough, Korean adults are better thanEnglish speakers at distinguishing tight fit from loose fit.Science has only scratched the surface of how language affects thought. In Russian, verb formsindicate whether the action was completed or not-as in “she ate ［and finished］the pizza.” InTurkish, verbs indicate whether the action was observed or merely rumored. Boroditsky would loveto run an experiment testing whether native Russian speakers are better than others at noticing ifan 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 Japanesedescribe the same event more like “the bowl broke itself.”“When we show people video of thesame event,” says Boroditsky, “English speakers remember who was to blame even in an accident,but Spanish and Japanese speakers remember it less well than they do intentional actions. It raisesquestions about whether language affects even something as basic as how we construct our ideas ofcausality.”21. Which of the following is closest in meaning to the underlined word . “accolades” inPARAGRAPH ONE?A. Praises.B. Awards.C. Support.D. Gratitude.22. What can be inferred from PARAGRAPH TWO?A. Language does not shape thoughts in any significant way.B. The relationship between language and thought is an age-old issue.C. The language we speak determines how we think and see the world.D. Whether language shapes thought needs to be empirically supported.23. What is the role of the underlined part “As in that bridge” in PARAGRAPH THREE?A. Reflecting on topics that appeal to the author and readers.B. Introducing new evidence to what has been confirmed before.C. Identifying the kinds’ of questions ’supported by the experiments.D. Claiming that speakers of different languages differ dramatically.24. Which of the following has nothing to do with the relationship between language andthought?A. People remember what they saw both visually and verbally.B. Language： helps to shape what and how we perceive’the world.C. Grammar has an effect on how people think about things around us.D. Science has only scratched the surface of how language affects thought.25. Which of the following best represents the author’s argument in the passage?A. The gender of nouns affects how people think about things in the world.B. Germans and Frenchmen think differently about the Viaduct de Millau.C. Language shapes our thoughts and affects our perception of the world.D. There are different means of proving how language shapes our thoughts.请阅读Passage 2，完成第26～30小题。