教师资格证英语学科知识与能力高级中学真题及答案.docx

《教师资格证英语学科知识与能力高级中学真题及答案.docx》由会员分享，可在线阅读，更多相关《教师资格证英语学科知识与能力高级中学真题及答案.docx（22页珍藏版）》请在得力文库 - 分享文档赚钱的网站上搜索。

1、2023 年上半年中小学教师资格考试真题试卷英语学科学问与教学力气高级中学总分值 150 分、单项选择题本大题共 30 小题，每题 2 分，共 60 分 在每题列出的四个备选项中选择一个最正确答案。1. Excellent novels are those which national and cultural barriers.A. transcend B. traverse C. suppress D. surpass【解析】考察动词辨析。句意为“优秀的小说是会跨越民族和文化的障碍的”。A,B 两项与 C,D 两项均为形近词辨析。transcend“赛过，超越”，常常使用搭配是 trans

2、cend national barriers 超越国界；traverse“横越，穿过”，traverse the grassland 穿越草地；suppress“抑制，镇压”；surpass“优于，超过”。因此正确答案为A。2. As Alice believed him to be a man of integrity, she refused to consider the possibility that his statement wasA. irrelevant B. facetious C. fictitious D. illogical【解析】考察形容词辨析。空格要填入的是一个形

3、容词，修饰“他的陈述his statement)”, 句意为“由于Alice 信任他是一个正直的人，因此她不以为他的言论存在可能性”。as 表示因果关系，前半句对“他”的描述是“正直的人”，后半句中 refused 表示否认，前后应当意思全都，因此空格应当表达和integrity 相对的含义。irrelevant“不相干的，不切题的”,facetious“诙谐的，爱开玩笑的”，fictitious嘘构的，编造的”，illogical “不合规律的，不合常理的”。因此正确答案为 C。3. The girls are afraid that being friendly to strangers

4、could be misinterpreted by their neighbours.A. ever-present B. ever-presentedC. ever-presenting D. ever-presently【解析】考察形容词的用法。句意为“女孩们担忧对生疏人友善会被如影随形的邻居误会”。ever-present 修饰名词，表示“不时存在的”，例如，“爱是永久的”可翻译为 love is ever-present。没有 B 和 C 这种搭配。形容词修饰名词，排解D 选项。因此正确答案为A。4. His presentation will show you can be use

5、d in other contexts.A. that you have observedB. that how you have observedC. how that you have observed D. how what you have observed【解析】考察从句。show sb sth 构造，那个地址 sth 是 how 引导的宾语从句，宾语从句中缺主语， what 引导的主语从句，翻译为“所的”what 作 observe 的宾语。句意为“他的发言将向你呈现， 你所观看到的如何被用于其他语境”。因此正确答案为 D。5. Many students start each t

6、erm 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 lived【解析】考察省略。句中显现了三个并列构造：books are bought, food is paid for, and a bit of social lif。e 一样情形下，谓语动词是不行省略的，假设是内容与其前所说的内容是并列关系，谓语动词为 be 时，

7、那么能够省略 be 动词。依照 are brought, is paid 和并列构造来看，那个地址应当填一样此刻时的被动语态，排解C 选项，live a life 那个地址应当用被动，排解A,D，因此正确答案为 B。句意为“很多学生在学期伊始有支票嘉奖，但在买了书和食物及社交花费以后，钱就变少了”。6. Which of the following is correct in its use of punctuation 标点?A. The teacher asked, “Who said, Give me liberty or give me death?”B. The teacher as

8、ked, “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?”【解析】考察标点的用法。Who said 后面是一句话，不用逗号隔开，排解A 和 B。引用语用双引号标出，假设是引用语中又有引用语那么用单引号。C 和 D 区分在问号的位置，假设是引语为疑问句的话问号要放双引号内，因此正确答案为D。7.

9、 The pair of English phonemes 音素 _ differ in the place of articulation 发音部位.A. / and / B. / and / C. /d/ and /z/ D. /m/ and /n/【解析】考察音素的发音。都属于 Palatal上 9 音); *+都属于Dental齿音);/d/ /z/ 属于 Alveolar齿龈音；/m/属于 Bilabial双唇音，/n/属于 Alveolar齿龈音，发音部位不同。因此正确答案为D。8. There are consonant clusters 辅音连缀 in the sentence

10、 “Brian, I appreciate beautiful scarf you brought me.”A. two B. three C. four D. five【解析】考察辅音连缀。在同一个意群内，假设是有两个或两个以上的辅音音素结合在一路，这种语音现象称为辅音连缀。辅音连缀出此刻词首、词中和词尾。例如：Brian, I appreciate beautiful scarf you broughtme该句子中下画线处辅音均组成辅音连缀，别离是b+r, p+r, s+k,r+f ,b+r。其中r+q是词尾辅音连缀。9. When saying “It s noisy outside”

11、to get someone to close the window, the speaker intends to perform a(n) .A. direct speech actB. locutionary actC. indirect speech act D. perlocutionary act【解析】考察言语行为理论。依照奥斯汀言语行为理论，说话者说话时可能同时实施三种行为：言内行 为locutionary act是说出词、短语和分句的行为，它是通过句法、辞汇和音位来表达字面意义的行为。言外行为illocutionary act)是表达说话者的用意的行为，它是在说某些话时所实施

12、的行为。言后行为perlocutionary act)是通过某些话所实施的行为，或讲某些话所致使的行为，它是话语所产生的后果或所引发的转变，它是通过讲某些话所完成的行为。塞尔在奥斯汀言语行为理论的根底上，提出了间接言语行为理论。间接言语行为(indirect speech act 指的是通过一种言外行为间接地完成另外一种言外行为的情形。也确实是说，交际者在实施间接言语行为时往往不直接说出自己要说的话，而是凭借另外一种常常是直接的言语行为来间接地表达其用意。依照以上言语行为理论，说话者说“It s noisy outside”的用意是嫌外面吵，想让听话者听到他的话语以后关上门，那么说话者完成的是

13、言外行为，也是一种间接言语行为。故答案选C。10. That a Japanese child adopted at birth by an American couple will grow up speaking English indicates of human language.A. dualityB. cultural transmissionC. arbitrariness D. cognitive creativity【解析】考察语言的本质特点。 duality“二重性”：指语言的品级性，包括形位和音位； cultural transmission“文化传递性”：指语言要通过教

14、学和学习才能取得；arbitrariness“任意性”：语言符号的形式与表示意义没有自然联系，语言音和义之间的任意性；cognitive creativity“认知制造性”。题干“日本小孩诞生时被美国夫妇收养，长大后说英文”正是表现了语言的文化传递性。因此正确答案 为 B。11. Fluent and appropriate language use requires knowledge of and this suggests that we should teach lexical chunks rather than single words. A. denotationB. conno

15、tationC. morphologyD. collocation【解析】考察辞汇教学。从传统的辞汇学角度来讲，词义包括概念意义denotative meaning和关联意义connotative meaning)。概念意义指的是辞汇的字面意义，而关联意义指的是辞汇的引申意义，通常会附加情感在其中。依照题干，说明咱们应当进展词块教学而非单个辞汇，而词块教学指的是学习单词是应当留意搭配，例如decrease to, decrease by别离意为“下降到”和“下降了”，能够判定出流畅准确的语言要求具有搭配学问，应选D。12. “Underlining all the past form verb

16、s inthe dialogue” is a typical exercise focusing on.A. use C. meaning D. function【解析】考察语法教学。题干的意思是“标出对话中全部的过去式”是一种留意什么的典型练习。过去式属于语法教学内容中的语言的形式，应选B。13. Which of the following activities may be more appropriate to help students practice a new structure immediately after presentation in class? A. Role

17、play.B. Group discussion.C. Pattern drill. D. Written homework.【解析】考察语法教学。题干的意思是以下哪个活动更适合帮助学生在学习后当即练习的语法构造。 A 项是角色扮演，B 项是小组争论，C 项是句型练习，D 项是书写作业。四项相较，句型练习更适合知呈现后的语法教学模型的练习部份，A, B 项能够放在产出部份，应选C。14. When teaching students how to give appropriate responses to a congratulation or an apology, the teacher

18、is probably teaching at .A. lexical levelB. sentence levelC. grammatical levelD. discourse level【解析】考察语篇教学。题干的意思是当教授学生如何对庆贺和赔礼进展适合的回应时，教师能够从哪 个层次进展教学。A 项是辞汇层次，B 项是句式层次，C 项是语法层次，D 项是话语语篇层次。庆贺和赔礼属于沟通，是语言功能的运用，通过话语层次教学，能够有利于学生经受真实语境，提高语言运用的准确性。应选D。15. Which of the following activities can help develop

19、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.【解析】考察听力教学。题干的意思是以下哪项活动能够帮助训练听取中心大意的技术。A 项指听文章找出吉姆住在哪里，B 项指听文

20、章选出最适合的题目，C 项指听文章画出说话者强调的单词，D 项指听词，判定两个词是不是全都。选项中只有B 项是对文章大意的把握，其他为细节题，应选B。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. literalB. appreciativeC. inferentialD. eval

21、uative【解析】考察阅读教学。题干的意思是外语教师问学生“作者没有明确告知咱们，如何判定出他宠爱那 个地址”，教师是在帮助学生进展什么阅读。A 项是字面阅读，B 项是赏识性阅读，C 项是推断性阅读， D 项是评判性阅读，应选C。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. Ref

22、erential questions.【解析】考察课堂提问的形式。课文明白得性问题一样分为三类：呈现性问题display questions)、参阅性问题referential questions和评估性问题(evaluation questions)。其中，呈现性问题通常被用来检测学生对课文内容的明白得程度，就课文中的字文句或某个重要的细节向学生发问。这种问题的答案一般是唯一的，教师预先明白，学生只需凭借表层明白得或是查找课文便能找到的。题干意思是以下哪一种类型的问题常常使用于检查对文章字面意思的明白得。应选A。18. Which of the following is a typical

23、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.【解析】考察写作类型。A 项是构造清楚，B 项是短句、半句很常见，C 项是需要利用专业辞汇，D 项是利用大量不同的辞汇和句式，A,C,D 项是正式

24、写作文体的特点，题干意思是以下哪项是非正式写作的典型特点。应选B。19. Peer-editing during class is an important step of the approach to teaching writing.A. genre-basedB. content-basedC. process-oriented D. product-oriented【解析】考察写作教学。写作教学分为重结果的写作、重内容的写作和重进程的写作。在重进程的写作中，修改自改和互改、校对和争论是其进程的重要组成部份，题干意思是课堂上同桌互改的活动关于哪一种模式的写作教学很重要。应选C。20.

25、Portfolios, daily reports and speech delivering are typical means of .A. norm-referenced testB. criterion-referenced testC. summative assessment D. formative assessment【解析】考察评判方式。题干意思是作品集、每日报告和演讲是以下哪一种的典型方式。A 项是常模参照测试，要紧用于选拔；B 项是标准参考测试，依照预先设计的标准，对考试结果进展比较；C 项是终结性评判，一样在学期或学年关止后进展，如期末考试、毕业考试等；;D 项是形成性

26、评判，是对学生日常学习进程中的表现做出评估。作品集、报告和演讲都是日常活动，应选D。请阅读 Passage l,完成第 2125 小题。Passage l.When the Viaduct de Millau opened in the south of France in 2023, this tallest bridge in the world won worldwide accolades. German newspapers described how it“floated above the clouds” with “elegance and lightness” and “br

27、eathtaking” 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,

28、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 f

29、luke of grammar”the gender ofnouns“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.Germanspeakerssawprototypicallyfemalefeatures;Frenchspeakers, masculine ones. Similarly,

30、 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

31、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 b

32、etter memory for colors if different shades have distinct namesnot Englishs 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 visu

33、al 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 En

34、glish speakers when the colors had distinct names, suggesting that having a name forsomething 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 a

35、re 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 notas in “she ate and finished the pizza.” In Turkish,verbs indicate whether the act

36、ion 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” e

37、ven 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 whowas to blame even in an accident, but Spanish and Japanese speakers remember it less well than

38、 they do intentional actions. It raises questions about whether language affects even something as basic as how we construct our ideas of causality.”21. Which of the following is closest in meaning to the underlined word “accolades” in PARAGRAPH ONE?A. Praises.B. Awards.C. Support.D. Gratitude.22. W

39、hat 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 support

40、ed.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 speake

41、rs of different languages differ dramatically.24. Which of the following has nothing to do with the relationship between language and thought?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 peop

42、le 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 authors argument in the passage?A. The gender of nouns affects how people think about things in the world.B. Germans and Frenchmen think differentl

43、y about the Viaduct de Millau. C. Language shapes our thoughts and affects our perception of the world. are different means of proving how language shapes our thoughts.请阅读 Passage 2.完成第 2630 小题。Passage 2When American-born actor Michael Pena was a year old, his parents were deported. They had illegal

44、ly walked across the . border from Mexico and when they were caught by immigration authorities, they sent Pena and his brother to stay with relatives in the . “It was quite a bit of a gamble for my parents,” says Pena, “but they came back a year later.” Penas father, who had been a farmer in Mexico,

45、 got a job at a button factory inChicago and, eventually, a green card. Pena stayed in Chicago until, at 19, he fled to Los Angeles to pursue his acting dreams.This family history makes Penas latest role especially personal. In Cesar Chavez, Pena plays the labor leader as he struggles to organize im

46、migrant California farm workers in the 1960s. To pressure growers to improve working conditions and wages, Chavez led a national boycott of table grapes that lasted from 1965 to 1970 and is recorded in the film. Chavez, like Pena, was the American-born son of Mexican farmers who immigrated to the .

47、“He understands this duality, the feeling of being born in a place but having a very big idea of where your heritage comes from,” says the film director, Diego Luna. “This thing of having to go to school and learn in English and then go home to speak Spanish with your parents.”As immigration policy

48、is hotly debated on Capitol Hill this year, Luna and others who were involved with Cesar Chavez are hoping the movie will spark new support for reform and inspire American Latinos to get involved. “The message Chavez left was that change couldnt happen without the masses being a part of their own change,”