发布时间 : 星期六 文章教师资格证《英语学科知识与能力(高级中学)》真题及答案更新完毕开始阅读
教师资格证《英语学科知识与能力(高级中学)》真题及答案
A. genre-based B. content-based C. process-oriented D. product-oriented
19.C 【解析】考查写作教学。写作教学分为重结果写作、重内容的写作和重过程的写作。在重过程的写作中，修改（自改和互改）、校对和讨论是其过程的重要组成部分，题干意思是课堂上同桌互改活动对于哪种模式写作教学很重要。故选C。
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
20.D 【解析】考查评价方式。题干意思是作品集、每日报告以及演讲是以下哪种的典型方法。A项是常模参照测试，主要用于选拔；B项是标准参考测试，按照预先设计的标准，对考试结果进行比较；C项是终结性评价，一般在学期或学年结束后进行，如期末考试、结业考试等；;D项是形成性评价，是对学生日常学习过程中的表现做出评估。作品集、报告和演讲都是日常活动，故选D。 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
教师资格证《英语学科知识与能力(高级中学)》真题及答案
“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; Frenchspeakers, 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
教师资格证《英语学科知识与能力(高级中学)》真题及答案
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.”
教师资格证《英语学科知识与能力(高级中学)》真题及答案
“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 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. 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 and thought?
A. People remember what they saw both visually and verbally.