2021下半年教師資格考試高中英語(yǔ)真題及答案

試卷科目：教師資格考試高中英語(yǔ)2021下半年教師資格考試高中英語(yǔ)真題及答案PAGE"pagenumber"pagenumber/SECTIONPAGES"numberofpages"numberofpages2021下半年教師資格考試高中英語(yǔ)真題及答案第1部分：?jiǎn)雾?xiàng)選擇題，共20題，每題只有一個(gè)正確答案,多選或少選均不得分。[單選題]1.Fredtookapictureofyou,and______.A)SusanofmeB)SusantookmeC)SusantookofmeD)Susantooapicture答案:A解析:本題考查省略。句意：Fred給你拍了照片，Susan給我拍了照片。后半句補(bǔ)充完整應(yīng)該是Susantookapictureofme，然后省略相同的部分tookapicture，因此A項(xiàng)正確。故本題選A。[單選題]2.______femalelionsguardandfeedtheiryoungcubs.A)ThatmalelionshelpB)MalelionswhichhelpC)AlthoughmalelionshelpD)Itismalelionsthathelp答案:D解析:本題考查強(qiáng)調(diào)。句意：雄性獅子幫助雌性獅子保護(hù)和哺育幼崽。此處將Itis…that去掉，句子結(jié)構(gòu)完整，是強(qiáng)調(diào)句型。故本題選D。[單選題]3.Notmuchisknown______themigrationpatternsofgrizzlybears.A)whichB)thatC)forD)about答案:D解析:本題考查介詞的用法。句意：我們對(duì)于灰熊的遷徙模式也不太了解。根據(jù)句意可知，這里是?關(guān)于?的意思。故本題選D。[單選題]4.Thefirealarmcan______beckonthefirefighterstocometoimmediateactionincaseofafire.A)approvinglyB)significantlyC)symbolicallyD)audibly答案:D解析:本題考查副詞辨析。句意：當(dāng)遇到火警時(shí)，報(bào)警器可以從聲音上召喚消防員，讓他們采取立即行動(dòng)。approvingly意為?贊許地?；significantly意為?顯著地?；symbolically意為?象征性地?；audibly意為?可聽見(jiàn)地?。根據(jù)句意可知，D項(xiàng)符合句意。故本題選D。[單選題]5.WhichofthefollowingwordsisNOTahyponymofflower?A)Carnation.B)Chrysanthemum.C)Carrot.D)Tulip.答案:C解析:本題考查語(yǔ)義學(xué)。句意：下面哪一項(xiàng)不是flower的下義詞？A項(xiàng)意為?康乃馨?；B項(xiàng)意為?菊花?；D項(xiàng)意為?郁金香?，都屬于花，因此都是flower的下義詞。C項(xiàng)意為?胡蘿卜?，跟flower沒(méi)有關(guān)系。故本題選C。[單選題]6.Whichofthefollowingwordsisanantonymoflengthen?A)Shorten.B)Prolong.C)Abbreviate.D)Sustain.答案:A解析:本題考查語(yǔ)義學(xué)。句意：下面哪一項(xiàng)是lengthen的反義詞？根據(jù)句意可知，A意為?變短?符合。B項(xiàng)意為?延長(zhǎng)?；C項(xiàng)意為?縮減?；D項(xiàng)意為?支撐，維持?。故本題選A。[單選題]7.WhichofthefollowingEnglishconsonantssharesthephoneticfeatures[-voiced,+palatal,+affricative]?A)/?/B)/?/C)/t?/D)/d?/答案:D解析:本題考查語(yǔ)音學(xué)。根據(jù)題干中的描述?濁輔音，顎音，塞擦音?，A項(xiàng)為?清輔音，顎音，摩擦音（fricative）?；B項(xiàng)為?濁輔音，顎音，摩擦音（fricative）?；C項(xiàng)為?清輔音，顎音，塞擦音?；D項(xiàng)為?濁輔音，顎音，塞擦音?。符合的是D項(xiàng)。故本題選D。[單選題]8.Whichsegmentinthefollowingwordismostlikelytobeaffectedbyelision?A)Postman.B)Postman.C)Postman.D)Postman.答案:B解析:本題考查音系學(xué)。句意：該單詞的哪一部分被省音規(guī)則影響？t在該單詞中由于后面m音素的影響，被省音。故本題選B。[單選題]9.Whichofthefollowingdescribesalanguagephenomenoninwhichabilingualspeakerusestwolanguagesalternativelyinthesameconversationorinteraction?A)Registervarieties.B)Code-switching.C)Ethnicdialect.D)Addressform.答案:B解析:本題考查社會(huì)語(yǔ)言學(xué)。題干問(wèn)的是?雙語(yǔ)語(yǔ)言者在對(duì)話中同時(shí)切換兩種語(yǔ)言，這種現(xiàn)象屬于什么？?題干描述的現(xiàn)象屬于語(yǔ)碼轉(zhuǎn)換。簡(jiǎn)單來(lái)說(shuō)，語(yǔ)碼轉(zhuǎn)換是指在同一次對(duì)話或交談中使用兩種甚至更多的語(yǔ)言或語(yǔ)言變體的現(xiàn)象。故本題選B。[單選題]10.Whichofthefollowingdescribesatypicallinearthree-moveexchangeusuallyfoundinclassroom?A)Initiation→response→follow-up.B)Initiation→follow-up→response.C)Response→initiation→follow-up.D)Response→follow-up→initiation答案:A解析:本題考查課堂話語(yǔ)。Sinclair（1975）和RodEllis（1994）把課堂話語(yǔ)概括為IRF三段模式，即教師的引出語(yǔ)目（initiatingmove）、學(xué)習(xí)者的回答語(yǔ)目（respondingmove）和教師的反饋語(yǔ)目（feedbackorfollow-upmove）。故本題選A。[單選題]11.Whenteachingpronunciation,ateachershouldincludephonemes,stress,intonationand______inthesyllabus.A)consonantB)vowelC)rhythmD)speech答案:C解析:本題考查語(yǔ)音教學(xué)。語(yǔ)音教學(xué)的內(nèi)容連讀、節(jié)奏、停頓、語(yǔ)調(diào)等現(xiàn)象，rhythm意為?節(jié)奏?。故本題選C。[單選題]12.Ifateacherasksstudentsinclass,?Whendoweusepassivevoiceinourdailylife??,he/sheistryingtodrawstudents?attentiontothe______ingrammarteaching.A)meaningB)functionC)formD)sound答案:B解析:本題考查語(yǔ)法教學(xué)。根據(jù)題干可知，老師詢問(wèn)的被動(dòng)句型在日常生活中的具體應(yīng)用，因此，老師提問(wèn)的目的是引導(dǎo)學(xué)生關(guān)注語(yǔ)法的功能，而不是結(jié)構(gòu)、意義或者發(fā)音。故本題選B。[單選題]13.Whenusingsuchsentencesas?Alongtimeago.../Then.../Afterwards.../Intheend...?inareadingclass,ateacherisprobablyteachinglanguageatthe______.A)lexicallevelB)discoursallevelC)grammaticallevelD)phonologicallevel答案:B解析:本題考查語(yǔ)篇教學(xué)。語(yǔ)篇中的邏輯連接是指相鄰句子或句群之間的連接關(guān)系，它可以通過(guò)連接性詞語(yǔ)，表明句子之間的語(yǔ)義聯(lián)系，甚至可以從前文句子的邏輯上預(yù)見(jiàn)后文句子的語(yǔ)義。根據(jù)題干可知，這堂閱讀課是按照時(shí)間順序講解的，因此是在語(yǔ)篇層面分析。故本題選B。[單選題]14.WhenateacherasksthestudentstolistentoarecordingtofindoutJohn?sflightnumberandarrivaltime,whatskilldoeshe/shefocuson?A)Inferringopinionandattitude.B)Extractingspecificinformation.C)Gettingthegeneralinformation.D)Deducingmeaningfromcontext.答案:B解析:本題考查聽力教學(xué)。題干中明確指出，讓學(xué)生聽具體的航班和到達(dá)時(shí)間，這是聽力教學(xué)中獲取細(xì)節(jié)信息的能力。故本題選B。[單選題]15.Whatactivityarestudentsengagedinwhentheyreadeachother?swritings,providefeedbackandmakesuggestionsforrevisionbeforetheirteachergradesthem?A)Discussing.B)Brainstorming.C)Peerreviewing.D)Draftreviewing.答案:C解析:本題考查寫作教學(xué)。在寫作教學(xué)寫后環(huán)節(jié)，可以自評(píng)、互評(píng)、師評(píng)，由題干表述可知強(qiáng)調(diào)的是同伴之間的評(píng)價(jià)。故本題選C。[單選題]16.Whatisateachertryingtodowhenhe/sheasksthestudentstodescribewhattheyknowaboutpolicemenbeforereadingastoryaboutthem?A)Toreviewapassage.B)Tomakeacomment.C)Toprovideatitle.D)Tobuildaschema.答案:D解析:本題考查閱讀教學(xué)。句意：老師要求學(xué)生在閱讀關(guān)于警察的故事前描述他們所知的警察，是嘗試做什么？A項(xiàng)意為?復(fù)習(xí)課文?；B項(xiàng)意為?做出評(píng)論?；C項(xiàng)意為?提供標(biāo)題?；D項(xiàng)?構(gòu)建圖式?。閱讀前活動(dòng)目的是使學(xué)生在較短時(shí)間內(nèi)了解與所要閱讀材料相關(guān)的信息；激活有關(guān)話題的背景知識(shí)；幫助學(xué)生盡快進(jìn)入文章角色；激發(fā)學(xué)生閱讀的興趣，為下一步的閱讀做好準(zhǔn)備。故本題選D。[單選題]17.Whichofthefollowingisadisplayquestionusedbyteachersinclass?A)Whathappenedtothegirlinthestory?B)Whatwouldyoudoifyouwerethegirlinthestory?C)DoyoulikethisstorytheThumbGirl,whyorwhynot?D)Whydoyouagreethatthegirlwasakind-heartedperson?答案:A解析:本題考查課堂提問(wèn)與教學(xué)反饋。句意：下列哪個(gè)問(wèn)題屬于教師在課堂上使用的展示性問(wèn)題？A項(xiàng)?這個(gè)女孩發(fā)生了什么？?；B項(xiàng)?如果你是故事里的女孩，你會(huì)像她一樣表現(xiàn)嗎？?；C項(xiàng)?你喜歡拇指姑娘的故事嗎，為什么？?；D項(xiàng)?你認(rèn)為這個(gè)女孩是個(gè)熱心人嗎？?。展示性問(wèn)題指的是教師已經(jīng)知道答案或者答案能在相關(guān)工具中找到，用于檢查學(xué)生對(duì)課文內(nèi)容的字面理解的問(wèn)題。A項(xiàng)屬于展示性問(wèn)題，而其他三項(xiàng)均屬于參考性問(wèn)題，即教師所提問(wèn)題沒(méi)有預(yù)設(shè)的答案，目的是使學(xué)生發(fā)散思維、尋求信息。故本題選A。[單選題]18.Whatdoesateacherwantthestudentstodowhenhe/sheasksthemtofindawordofsimilarmeaningto?germinate?inaparagraph?A)Todeducemeaningfromthecontext.B)Toanalyzewordmeaningbyusingsyntax.C)Toidentifynewwordsbyusingsynonyms.D)Toapplygrammaticalrulestoguessmeaning.答案:C解析:本題考查詞匯教學(xué)。句意：當(dāng)老師要求學(xué)生在段落中找到一個(gè)與?萌芽?意思相似的詞時(shí)，他/她希望學(xué)生做什么？A項(xiàng)?從上下文推斷意義?；B項(xiàng)?用句法分析詞義?；C項(xiàng)?用同義詞識(shí)別生詞?；D項(xiàng)?運(yùn)用語(yǔ)法規(guī)則猜測(cè)意思?。老師讓學(xué)生用意思相近尋找單詞，采用了用同義詞識(shí)別生詞，體現(xiàn)了詞匯教學(xué)呈現(xiàn)的策略。故本題選C。[單選題]19.Atwhatstageofalessonisateacherlikelytoconductabrainstormingactivityaboutatopic?A)Producing.B)Checking.C)Leading-in.D)Practicing.答案:C解析:本題考查課堂微技能。句意：在課程的哪個(gè)階段，老師可能會(huì)就某個(gè)主題進(jìn)行頭腦風(fēng)暴活動(dòng)？Producing意為?產(chǎn)出?；Checking意為?檢查?；Leading-in意為?導(dǎo)入?；Practicing意為?練習(xí)?。頭腦風(fēng)暴是一種針對(duì)某個(gè)話題，學(xué)生進(jìn)行已有知識(shí)的調(diào)動(dòng)活動(dòng)，能夠激發(fā)興趣、建立新舊知識(shí)之間的聯(lián)系、引出內(nèi)容，符合導(dǎo)入環(huán)節(jié)的作用。故本題選C[單選題]20.Whichofthefollowingactivitiesbestpromotesthedevelopmentofstudents?communicativeskills?A)Doingmultiple-choicequestions.B)Sharinginformationwithpartners.C)Completingasummaryofthetext.D)Copyingsentencesfromthedictionary.答案:B解析:本題考查口語(yǔ)教學(xué)。題干問(wèn)的是哪一項(xiàng)最能發(fā)展學(xué)生的交際能力。B項(xiàng)?與伙伴分享?可以發(fā)展學(xué)生的交際能力，另外三項(xiàng)都是偏控制性、機(jī)械性的練習(xí)，非側(cè)重培養(yǎng)交際能力的課堂活動(dòng)。故本題選B第2部分：?jiǎn)柎痤}，共3題，請(qǐng)?jiān)诳瞻滋幪顚懻_答案。[問(wèn)答題]21.JohnDeweywasthephilosophicalfatherofexperientialeducation,orasitwasthenreferredto,progressiveeducation.Buthewasalsocriticalofcompletely?free,student-driven?educationbecausestudentsoftendon?tknowhowtostructuretheirownlearningexperiencesformaximumbenefit.Deweysaidthataneducatormusttakeintoaccounttheuniquedifferencesbetweeneachstudent.Eachpersonisdifferentgeneticallyandintermsofpastexperiences.Evenwhenastandardcurriculumispresentedusingestablishedpedagogicalmethods,eachstudentwillhaveadifferentqualityofexperience.Thus,teachingandcurriculummustbedesignedinwaysthatallowforsuchindividualdifferences.ForDewey,educationalsoservesabroadersocialpurpose,whichwastohelppeoplebecomemoreeffectivemembersofdemocraticsociety.Deweyarguedthattheone-waydeliverystyleofauthoritarianschoolingdoesnotprovideagoodmodelforlifeindemocraticsociety.Instead,studentsneededucationalexperienceswhichenablethemtobecomevalued,equal,andresponsiblemembersofsociety.ThemostcommonmisunderstandingaboutDeweyisthathewassimplysupportingprogressiveeducation.Progressiveeducation,accordingtoDewey,wasawildswinginthephilosophicalpendulum,againsttraditionaleducationmethods.Inprogressiveeducation,freedomwastherule,withstudentsbeingrelativelyunconstrainedbytheeducator.Theproblemwithprogressiveeducation,saidDewey,isthatfreedomaloneisnosolution.Learningneedsastructureandorder,andmustbebasedonacleartheoryofexperience,notsimplythewhimofteachersorstudents.Deweyproposedthateducationbedesignedonthebasisofatheoryofexperience.Wemustunderstandthenatureofhowhumanshavetheexperiencestheydo,inordertodesigneffectiveeducation.Dewey?stheoryofexperiencerestedontwocentraltenets-continuityandinteraction.Continuityreferstothenotionthathumansaresensitiveto（orareaffectedby）experience.Humanssurvivemorebylearningfromexperienceaftertheyarebornthandomanyotheranimalswhorelyprimarilyonpre-wiredinstinct.Inhumans,educationiscriticalforprovidingpeoplewiththeskillstoliveinsociety.Deweyarguedthatwelearnsomethingfromeveryexperience,whetherpositiveornegativeandonesaccumulatedlearnedexperienceinfluencesthenatureofone?sfutureexperiences.Thus,everyexperienceinsomewayinfluencesallpotentialfutureexperiencesforanindividual.Interactionbuildsuponthenotionofcontinuityandexplainshowpastexperienceinteractswiththepresentsituation,tocreateone?spresentexperience.Dewey?shypothesisisthatyourcurrentexperiencecanbeunderstoodasafunctionofyourpast（stored）experienceswhichinteractwiththepresentsituationtocreateanindividual?sexperience.Thisexplainsthe?oneman?smeatisanotherman?spoison?maxim.Anysituationcanbeexperiencedinprofoundlydifferentwaysbecauseofuniqueindividualdifferencese.g.,onestudentlovesschool,anotherhatesthesameschool.Thisisimportantforeducatorstounderstand.Whilsttheycan?tcontrolstudents?pastexperiences,theycantrytounderstandthosepastexperiencessothatbettereducationalsituationscanbepresentedtothestudents.Ultimately,allateacherhascontroloveristhedesignofthepresentsituation.Theteacherwithgoodinsightintotheeffectsofpastexperienceswhichstudentsbringwiththembetterenablestheteachertoprovidequalityeducationwhichisrelevantandmeaningfulforthestudents.答案:暫無(wú)解析:[問(wèn)答題]22.學(xué)習(xí)策略主要指學(xué)生為促進(jìn)語(yǔ)言學(xué)習(xí)和語(yǔ)言運(yùn)用而采取的各種行動(dòng)和步驟。簡(jiǎn)述note-taking所屬學(xué)習(xí)策略的范疇（5分）及其三個(gè)作用（15分）。答案:學(xué)生在學(xué)習(xí)和運(yùn)用英語(yǔ)的過(guò)程中常用的學(xué)習(xí)策略包括:元認(rèn)知策略、認(rèn)知策略、交際策略和情感策略等。note-taking屬于認(rèn)知策略。作用1:記筆記有助于學(xué)生對(duì)學(xué)習(xí)內(nèi)容的理解。記筆記的過(guò)程也是一個(gè)積極思考的過(guò)程,可調(diào)動(dòng)眼、耳、腦、手一起活動(dòng),促進(jìn)了對(duì)課堂講授內(nèi)容的理解。作用2:記筆記可以加強(qiáng)學(xué)生對(duì)知識(shí)點(diǎn)的記憶,是溫故知新的助推器。記筆記更有助于積累資料、拓展新知,達(dá)到全面透徹學(xué)習(xí)的目的。作用3:記筆記有助于提高學(xué)習(xí)效率。學(xué)生緊跟老師的思路,認(rèn)真聽講,及時(shí)記錄課堂內(nèi)容中的重點(diǎn)、難點(diǎn)和不理解的地方以及老師重復(fù)強(qiáng)調(diào)的考點(diǎn),這樣可以提高學(xué)生的學(xué)習(xí)效率。解析:[問(wèn)答題]23.根據(jù)提供的信息和語(yǔ)言素材設(shè)計(jì)教學(xué)方案，用英文作答。設(shè)計(jì)任務(wù)：閱讀下面的學(xué)生信息和語(yǔ)言素材，設(shè)計(jì)15分鐘的英語(yǔ)口語(yǔ)教學(xué)方案。教案沒(méi)有固定格式，但須包含下列要點(diǎn)：●teachingobjectives●teachingcontents●keyanddifficultpoints●majorstepsandtimeallocation●activitiesandjustifications教學(xué)時(shí)間：15分鐘學(xué)生概況：某城鎮(zhèn)普通中學(xué)高中二年級(jí)學(xué)生，班級(jí)人數(shù)40人。多數(shù)學(xué)生已經(jīng)達(dá)到《普通高中英語(yǔ)課程標(biāo)準(zhǔn)（2017年版2020年修訂）》學(xué)業(yè)質(zhì)量水平一，學(xué)生課堂參與積極性一般。語(yǔ)言素材：We?vebeentoldsinceweweretoddlersthat?It?sgoodtoshare?.Parentsandteacherskeepremindingustosharetoys,snacks,books,happymemories,andsometimesevensorrowswithothers.Whenwegrowup,wesharephotos,lifestoriesandopinionswithpeoplearoundusandwiththosewedon?tknowviasocialmedia.Takingitasanobjectofstudy,psychologistshavepublishedvariouspapersstatingthatthebehaviorofsharingisbeneficialtosettinguppositiveemotionalbonding.Today,theactionofsharingtakesonextrameaning.It?snotjustaboutsharingsweetsorfrustration;ithasexpandedtoalmosteveryaspectofourlives-thewholeworldseemstobeintosharing.Weareusingtechnologytoreducethemoneythatwespendongoodsandservices,ortomakemoneyoutofthosethatwedon?tuseourselvesallofthetime.Thesevaryfromcarsharestohomeshares,andeventopetshares.Thesharingeconomyistakingoffinallsortsofareas.Itiscreatingnewwaysofthinkingandisprovidingservicestopeoplewhenandwheretheywantthem.答案:1.TeachingContentsThislessonisaspeakinglessonofseniorhighschool.Anditmainlytalksaboutthegoodqualityaboutsharing.Andwiththedevelopingoftechnology,the?sharing?hasextrameaning,forexample,sharingcarshares,homesharesandpetsharesandsoon,thusresultinginasharingeconomy.2.TeachingObjectives(1)KnowledgeObjectiveStudentscanunderstandthetraditionalmeaningofsharingandthebrand-newsharingeconomy.(2)AbilityObjectives①Studentscanexpresstheirownopinionstowardsthetraditionalsharingandthesharingeconomy.②Studentsknowhowtoorganizetheirideasproperlywhiledescribingtheirownideastowardthedevelopmentofsharingbyparticipatingincommunicativeclassactivities.(3)EmotionalObjectiveStudentscanbemoreconfidentinexpressingtheirownideas,andtheywillbemorewillingtosharing.3.TeachingKeyandDifficultPointStudentscanknowthetraditionalsharingmeaningofthesharingeconomyinthismodernworldandcanexpresstheirownpreferencetowardsthetwokindsofsharing.4.TeachingProceduresStep1Lead-in(2mins)Part1:FreetalkStudentsworkinpairsandtalkaboutwhethertheylikesharingandwhattheyalwayssharewithothers.Part2:WatchpicturesShowsomepicturesaboutthesharingcars,sharinghouses,sharingbicyclesandsoon.Andaskstudentswhethertheyhaveusedit.Anddiscusswhatisthepossiblerelationshipwithourdailysharing.【Justification】Showingsomepicturescanarousestudents?interest.Studentsshouldbeguidedasfaraspossibletoaskandanswerquestions,andthenewlessoncanbenaturallyintroduced.Teachstudentssomewordsandusefulexpressionstodescribetheirownideasaboutsharing,andtheirownfeelingsaftersharing.Teacher:Mostofusareeagertoshareourlife,ourfood,andourfeelingswithother.Nowlet?spracticeusingsomewordsandusefulexpressionsbymakingsentenceswiththesewordsonthescreen.【Justification】Thissessionpavesthewayforcompletingthelessonbyfocusingon?learningtotalkabouttheirownopinionsonsharingandtheirfeelingaftersharing?.Step2:Pre-speaking(2mins)Teachstudentssomewordsandusefulexpressionstodescribetheirownideasaboutsharing,andtheirownfeelingsaftersharing.Teacher:Mostofusareeagertoshareourlife,ourfood,andourfeelingswithother.Nowlet?spracticeusingsomewordsandusefulexpressionsbymakingsentenceswiththiswordsonthescreen.【Justificat