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2016下半年安徽教师资格高中英语学科知识与教学能力真题及答案.doc
2016 下半年安徽教师资格高中英语学科知识与教学能力真
题及答案
注意事项：
1.考试时间为 120 分钟，满分 150 分。
2.请按规定在答题卡上填涂、作答。在试卷上作答无效，不予评分。
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 28 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. The Chinese recipes rapidly found __________ with foreign restaurant owners.
A. favor
B. flavor
C. fever
D. fancy
2. There is every sign that new Asian immigrants are willing to __________ with
Americans.
A. oblige
B. absorb
C. assimilate
D. stabilize
3. In the United States, a(n) __________general is the chief lawyer in a government
or city department.
A. senator
B. solicitor
C. councilor
D. inspector
4. All the flights __________ because of the hurricane, they decided to take the
train instead.
A. had been canceled
B. having canceled
C. have been canceled
D. having been canceled
5. Which of the following shows how the fraction "7/9" reads in English?
A. Seventh-nine.
B. Sevenths-nine.
C. Seven-ninth.
D. Seven-ninths.
6.__________ man can aspire to and achieve goodness is evident throughout history.
A. What
B. Whether
C. That
D. How
7. The pair of English phonemes __________ differs in the manner of articulation.
A. /k/ and /t/
B. /d/ and /g/
C. /s/ and /z/
D. /t/ and /s/
8. Which of the following shows the proper rhythmic pattern of the sentence?
A. This is a 'question for 'Doctor 'Carrington.
B. This is 'a 'question for 'Doctor Carrington.
C. This is a 'question 'for Doctor 'Carrington.
D. This 'is a 'question for 'Doctor 'Carrington.
9. The pair“__________ ” are dialectal synonyms in British and American English.
A. tap and faucet
B. stroll and trot
C. liberty and freedom
D. statesman and politician
10. Which of the following might be Jane's primary concern when she sincerely asks
her friend"Does your farm contain 500 acres"?
A. Quantity maxim.
B. Quality maxim.
C. Relation maxim.
D. Manner maxim.
11. Which of the following assumptions fails to describe the nature of vocabulary
or vocabulary learning?
A. Words are best learned in context.
B. A lexical item can be more than one word.
C. All words in one language have equivalents in another.
D. Leaming a word includes learning its form, meaning and use.
12. When a teacher creates a real life situation for his students to discuss, he
expects them not to focus on __________ too much.
A. form
B. use
C. meaning
D. function
13. It is suggested that teachers should not interrupt students for error correction
when the activ-ity aims at __________ .
A. accuracy
B. fluency
C. complexity
D. cohesion
14. When asking students to quickly run their eyes over a whole text to get the gist,
we are training their skill of__________ .
A. scanning
B. mapping
C. predicting
D. skimming
15. Teachers who adopt the __________ model for reading comprehension may start
teaching a text by introducing new vocabulary and structures.
A. parallel
B. serial
C. top-down
D. bottom-up
16. It is suggested that lower-level EFLlearners learn to read by reading __________
materials.
A. simple and authentic
B. academic and authentic
C. original and classical
D. classical and authentic
17.When asking students to arrange the scrambled sentences into a logical paragraph，
the teacher is focusing on__________ .
A.reading skills
B.critical think
C.proofreading skills
D.textual coherence
18.Which of the following is a typical feature of formal writing?
A.Archaic words are usually preferred.
B.The precision of language is a priority.
C.Short and incomplete sentences are preferred.
D.An intimate relationship with the audience iS established.
19.Which ofthe following writing activities may be used to develop students’skill
of planning?
A. Editing their writing in groups.
B. Self-checking punctuations in their writing.
C. Sorting out ideas and putting them in order.
D. Cross-checking the language in their writing.
20. In trying to get across a message, an EFL learner may use __________ strategies
to make up for a lack of knowledge of grammar or vocabulary.
A. communicative
B. cognitive
C. resourcing
D. affective
请阅读 Passage l，完成第 21-25 小题。
Passage 1
Einstein is a mental Hercules, according to those who know his work. He has performed
prodi-gious labors. By all the theories of physiognomy, he should be a
granite-visaged Norse god of the Hindenburg type, instead of looking like a poet
or musician. On theoretical grounds, he should have an iron will, instead of being
pliant, docile, compromising. The explanation seems to be that Ein-stein, unlike
most men of achievement, has never had to coerce or harden himself. His work was
an exalted revel and his whole scientific life was a perpetual carnival, to judge
from a speech of his at a dinner in Berlin in honor of the physicist, Max Planck.
A preceding speaker had talked of the "ago-nizing toil" and "superhuman will"
required of a great scientist. Einstein demurred. "This daily striving," he said,
"is dictated by no principle or program, but arises from immediate personal need.
The emotional condition which renders possible such achievements is like that of
the religious devo-tee or the lover." On another occasion, Einstein described the
impulse to grapple with his problems as "a demoniac possession," needing no
stimulation from conscious effort of the will. Einstein's own theory about himself
must be correct; nothing else could account for his irresistible energy in his own
regions of thought and his lamblike helplessness in ordinary contacts. To catalogue
a few of his lost wars of everyday life:
For a time he refused to play the violin for charity because of his modest estimate
of his own a-bility, and because he thought it unfair to professionals; under
pressure, however, he gave many recitals. He declined a deluxe cabin on a trip to
America because of his scruples against luxury, but accepted when informed that he
was hurting the feelings of the steamship line. On his trip to India,he refused to
travel in a rickshaw because he thought it degrading to use a human being as a draught
animal; he reconsidered, however, on the ground that rickshaw boys must live, and
patronized them extensively. Hating fuss and feathers, he has been induced to make
triumphal progresses on four continents. He has compared mass newspaper interviews
to being bitten by wolves and to being hanged, but nevertheless he is frequently
gang-interviewed.
This easy yielding to pressure would lead another man to cheapen himself, but
Einstein is saved by his aesthetic sense and his unworldliness. He could not do
anything sordid. He doesn't want any-thing; there is nothing about the man for
temptation to work on. When he received the Nobel Prize in 1921, he gave it to charity.
When a magazine offered him an amazing sum for an article, he reject-ed it
contemptuously. "What?" he exclaimed. "Do they think I am a prizefighter?" But he
finally wrote the article after arguing the magazine into cutting the price in half.
It is said that he declined his present post at the Institute for Advanced Study
at Princeton on the ground that the salary was preposterously munificent, and was
persuaded to accept only by the promise of an enormous pay cut.
He objected to gifts, but his 1930 trip to this country netted him five violins and
other valuable booty. His backbone stiffened, however, when an admirer sought to
press on him a Guarnerius val-ued at $33,000; this he firmly refused, saying that
he was not enough of a musician to do justice to the instrument. Probably no man
has been more plagued than Einstein by offers of money for testi-monials for
toothpaste, pimple-eradicators, corn plasters, and cigarettes. He brushed all this
aside as "corruption" and would have no compromise. Einstein regards money as
something to give away; in1927, he was aiding one hundred and fifty poor families
in Berlin.
21. What has led to Einstein' s great achievement in science according to the passage?
A. His strong belief in religion.
B. His lifelong interest in science.
C. His aesthetic sense and unworldliness.
D. His superhuman will in science research.
22. What does the underlined phrase "his problems" in PARAGRAPH ONE refer to?
A. His scientific pursuit.
B. His daily striving.
C. His superhuman will.
D. His irresistible energy.
23. Which of the following best describes Einstein as a man yielding to pressure?
A. He rejected luxury offers.
B. He often cheapened himself.
C. He usually fell into a dilemma.
D. He didn't accept expensive gifts.
24. Which of the following is the closest in meaning to the underlined phrase "fuss
and feath-ers" in PARAGRAPH TWO?
A. Erratic action.
B. Boring routines.
C. Nervous behavior.
D. Pretentious display.
25. Why did Einstein refuse to accept a Guarnerius?
A. He considered it too expensive.
B. He hated all kind of corruption.
C. He didn' t think he was a musician.
D. He felt he couldn' t make the best of it.
请阅读 Passage 2，完成第 26-30 小题。
Passage 2
If you want something done, the saying goes, give it to a busy person. It is an odd
way to guarantee hitting deadlines. But a paper recently published in the Journal
of Consumer Research suggests it may, in fact, be true--as long as the busy person
conceptualises the deadline in the right way.
Yanping Tu of the University of Chicago and Dilip Soman of the University of Toronto
exam-ined how individuals go about both thinking about and completing tasks.
Previous studies have shown that such activity progresses through four distinct
phases: pre-decision, post-decision (but pre-action), action and review. It is
thought that what motivates the shift from the decision-making stages to the
doing-something stage is a change in mindset.
Human beings are a deliberative sort, weighing the pros and cons of future actions
and remain-ing open to other ideas and influences. However, once a decision is taken,
the mind becomes more"implemental" and focuses on the task at hand. "The mindset
towards 'where can I get a sand-wich' ," explains Ms Tu, "is more implemental than
the mindset towards ' should I get a sandwich or not?'"
Ms Tu and Dr Soman advise in their paper that "the key step in getting things done
is to get started." But what drives that? They believe the key that unlocks the
implemental mode lies in how people categorise time. They suggest that tasks are
more likely to be viewed with an implemental mindset if an imposed deadline is
cognitively linked to "now"--a so-called like-the-present scenari-o. That might be
a future date within the same month or calendar year, or pegged to an event with
a familiar spot in the mind' s timeline (being given a task at Christmas, say, with
a deadline of Easter).
Conversely, they suggest, a deadline placed outside such mental constructs (being
"unlike-the-pre-sent") exists merely as a circle on a calendar, and as such is more
likely to be considered delibera-tively and then ignored until the last minute.
To flesh out this idea, the pair carried out five sets of tests, with volunteers
ranging from farm-ers in India to undergraduate students in Toronto. In one test,
the farmers were offered a financial in-centive to open a bank account and make a
deposit within six months. The researchers predicted those approached in June would
consider a deadline before December 31st as like-the-present.
Those approached in July, by contrast, received a deadline into the next year, and
were expected to think of their deadline as unlike-the-present. The distinction
worked. Those with a deadline in the same year were nearly four times more likely
to open the account immediately as those for whom the deadline lay in the following
year. Arbitrary though calendars may be in parsing up the continuous flow of time,
humans parse their concept of time in line with them.
The effect can manifest itself in even subtler ways. In another set of experiments,
undergraduate students were given a calendar on a Wednesday and were asked to suggest
an appropriate day to car-ry out certain tasks before the following Sunday. The trick
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