2020下半年教師資格考試高中英語真題及答案

試卷科目：教師資格考試高中英語2020下半年教師資格考試高中英語真題及答案PAGE"pagenumber"pagenumber/SECTIONPAGES"numberofpages"numberofpages2020下半年教師資格考試高中英語真題及答案第1部分：單項(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./s/and/z/canbedistinguishedbythe______.A)placeofarticulationB)stateoftongueC)stateofvocalcordsD)mannerofarticulation答案:C解析:考查語音學(xué)。/s/和/z/按發(fā)音方式為摩擦音，按發(fā)音部位為齒齦音，只有按照發(fā)音時(shí)聲帶是否震動(dòng)判斷，/s/為清輔音，/z/為濁輔音。故本題選C。[單選題]2.Theword?realization?consistsof______syllablesand______morphemes.A)five;fiveB)five;fourC)four;threeD)four;four答案:C解析:本題考查形態(tài)學(xué)。realization的音標(biāo)為/?ri??l??ze??n/根據(jù)元音音素進(jìn)行劃分，可分為4個(gè)音節(jié)；realization進(jìn)行詞素劃分，可分為real,-ize,-ation三個(gè)詞素。故本題選C。[單選題]3.Whichofthefollowingisleastassociatedwithnewspaperpublishing?A)Proofreading.B)Editorial.C)Censorship.D)Citizenship.答案:D解析:本題考查詞義辨析。句意：以下哪個(gè)與報(bào)紙出版關(guān)系最弱？Proofreading意為?校對?；Editorial意為?編輯的；主編；社論，評論?；Censorship意為?審查制度；審查機(jī)構(gòu)?；Citizenship意為?公民身份；公民資格?，由詞義可以進(jìn)行區(qū)分，只有D項(xiàng)和報(bào)紙出版的關(guān)系最弱。故本題選D。[單選題]4.Whichofthefollowingbestdescribestherelationbetween?piece?and?peace??A)Synonymy.B)Homonymy.C)Antonymy.D)Hyponymy.答案:B解析:本題考查語義學(xué)。句意：?piece?和?peace?是什么關(guān)系？Synonymy意為?同義關(guān)系?；Homonymy意為?同音異義詞?；Antonymy意為?反義關(guān)系?；Hyponymy意為?上下義關(guān)系?。?piece?和?peace?在發(fā)音上是相同的，但詞性和含義均不同，屬于同音異義詞。故本題選B。[單選題]5.Shewasnot______impressedbythestoryPaulsharedwithher,forshehadalreadyheardofit.A)intheleastB)atthemostC)leastofallD)forthemost答案:A解析:本題考查介詞短語辨析。句意：她一點(diǎn)也沒有被Paul分享的故事打動(dòng)，因?yàn)樗呀?jīng)聽過了。intheleast意為?一點(diǎn)；絲毫?；atthemost意為?至多；不超過?；leastofall意為?最不，尤其?；forthemost意為?對大多數(shù)?；根據(jù)句意，可知intheleast?一點(diǎn)；絲毫?符合句意，故本題選A。[單選題]6.Withoutfacts,wecan?tformworthwhileopinions,forweneedtohavefactualknowledge______ourthinking.A)whichtobebaseduponB)uponwhichtobaseC)whichtobaseuponD)uponwhichtobebased答案:B解析:本題考查動(dòng)詞不定式。句意：沒有事實(shí)，我們就不能形成有價(jià)值的觀點(diǎn)，因?yàn)槲覀兊乃伎急仨氁哉鎸?shí)的知識為基礎(chǔ)。uponwhichtobaseourthinking是動(dòng)詞不定式短語作定語，該短語中介詞必須放在which前。本題可還原成：weneedtobaseourthinkingonfactualknowledge.故本題選B。[單選題]7.It?struethatwaterwillcontinuetobe______itistoday-inimportancetooxygen.A)howB)whichC)asD)what答案:D解析:本題考查表語從句。句意：的確，水將繼續(xù)和現(xiàn)在一樣，像氧氣一樣重要。設(shè)空處為be動(dòng)詞之后的表語從句，從句中缺少表語，意為?什么?，應(yīng)使用what。故本題選D。[單選題]8.Heishelplessundersuchcircumstances,______.A)howeverbrilliantamindhemayhaveB)howeverabrilliantmindhemayhaveC)howeverbrilliantamindmayhehaveD)Howeverabrilliantmindmayhehave答案:A解析:本題考查讓步狀語從句。句意：在這種情況下，無論他有多么聰明，他都無能為力。however=nomatterhow，后面應(yīng)該接形容詞，應(yīng)為howbrilliant，該句中主謂不需要倒裝。故本題選A。[單選題]9.Whichoffollowingrefersto?thepartofinputthathasbeeninternalizedbylearners??A)Feedback.B)Output.C)Intake.D)Washback.答案:C解析:本題考查語言學(xué)其他。下面哪一項(xiàng)指的是?被學(xué)習(xí)者內(nèi)化的輸入部分?？Feedback意為?反饋?；Output意為?產(chǎn)出?；Intake意為?攝入?；Washback意為?后效，反撥作用?，washbackeffect意為?反撥效應(yīng)?，一般指測試對教師的教學(xué)以及學(xué)生的學(xué)習(xí)造成的影響。根據(jù)選項(xiàng)含義和題干中的解釋，可確定intake符合。故本題選C。[單選題]10.Whichofthefollowingdescribesthelanguageofanindividualspeakerwithitsuniquecharacteristics?A)Idiolect.B)Taboo.C)Regionaldialect.D)Socialdialect.答案:A解析:本題考查社會語言學(xué)。描述個(gè)體說話帶有個(gè)人特色的是個(gè)人習(xí)語。Idiolect意為?個(gè)人習(xí)語，個(gè)人語言?；Taboo意為?禁忌，忌諱?；Reginaldialect意為?地區(qū)方言?；Socialdialect意為?社會方言?，根據(jù)題干中的itsuniquecharacteristics可知應(yīng)該是idiolect。故本題選A。[單選題]11.Whatroledoeshe/sheplaywhenateacherexplainsthepurposeofatask,thestepstodoitanditstimelimit?A)Anorganizer.B)Anobserver.C)Anevaluator.D)Aprompter.答案:A解析:本題考查教師角色。題干中教師向?qū)W生說明任務(wù)目的、步驟和時(shí)間限制，說明教師在組織課堂活動(dòng)，應(yīng)為組織者。故本題選A。[單選題]12.Whatdoeshe/sheintendtodowhenateacherwritesthefollowingsentences?Shegetsupearly.Shewearsauniform.Sheworksveryhard.?ontheblackboardatthepresentationstage?A)Practicesentencepatternsusingmodelsentences.B)Checkifstudentscanpronouncethesentencescorrectly.C)Monitorwhetherstudentscanaccuratelyexpresstheirideas.D)Drawstudents?attentiontotheformofanewlanguageitem.答案:D解析:本題考查語法教學(xué)。題干中教師給出三個(gè)句子，用下劃線標(biāo)出句子中的第三人稱單數(shù)形式，目的是吸引學(xué)生的注意，讓學(xué)生注意到第三人稱單數(shù)的形式。故本題選D。[單選題]13.Whatskilldoeshe/sheusewhenastudentuseslanguageknowledgeandcontextualcluestofigureoutthemeaningofanewword?A)Contrasting.B)Summarizing.C)Deducing.D)Predicting.答案:C解析:本題考查課堂教學(xué)微技能。當(dāng)學(xué)生結(jié)合所學(xué)知識與上下文推測新單詞的意思，用到了推理的策略。故本題選C。[單選題]14.Supplementing,deleting,simplifyingandreorderingareoftenusedin______.A)adaptingteachingmaterialsB)deliveringteachingmaterialsC)evaluatingteachingmaterialsD)presentingteachingmaterials答案:A解析:本題考查《普通高中英語課程標(biāo)準(zhǔn)（2017年版2020年修訂版）》實(shí)施建議。根據(jù)《普通高中英語課程標(biāo)準(zhǔn)（2017年2020年修訂版）》實(shí)施建議，教師可以根據(jù)學(xué)生情況和自己教學(xué)需要對教材做出適當(dāng)調(diào)整。具體包括：補(bǔ)充、刪減、簡化和調(diào)整順序等。故本題選A。[單選題]15.Whichofthefollowingisleastrecommendedatthelead-instageinareadingclass?A)Activatingstudents?schemaofthetopic.B)Givingadviceonhowtousereadingstrategies.C)Sharingbackgroundinformationaboutthetext.D)Correctinglanguagemistakesstudentshavemade.答案:D解析:本題考查導(dǎo)入。句意：在閱讀課中最不推薦的導(dǎo)入方式是什么？A項(xiàng)?激活學(xué)生已有知識?；B項(xiàng)?就如何使用閱讀技巧提出建議?；C項(xiàng)?分享課文相關(guān)的背景知識?；D項(xiàng)?糾正學(xué)生犯的錯(cuò)誤?；A，B，C項(xiàng)均適合閱讀課導(dǎo)入。導(dǎo)入的目的是讓學(xué)生在心理上和知識上做好準(zhǔn)備，因此不適合糾正學(xué)生的錯(cuò)誤，這樣會挫傷學(xué)生接下來學(xué)習(xí)的積極性。故本題選D。[單選題]16.Whichofthefollowingbestdescribesthephenomenonthatlearnersapplytheskillsacquiredinonefieldtoanother?A)Transfer.B)Deduction.C)Contextualization.D)Induction.答案:A解析:本題考查課堂教學(xué)微技能。學(xué)習(xí)者將某個(gè)領(lǐng)域所學(xué)的技巧運(yùn)用于另一個(gè)領(lǐng)域，這種現(xiàn)象屬于知識遷移。Transfer意為?轉(zhuǎn)移；遷移?；Deduction意為?推導(dǎo)；推斷?；Contextualization意為?情景化?；Induction意為?歸納?。故本題選A。[單選題]17.Ifthefocusisplacedon______,studentsaresupposedtogothroughthestagesofdrafting,receivingfeedback,andrevisingbeforesubmittingthefinalversionoftheirwriting.A)productB)processC)genreD)format答案:B解析:本題考查寫作教學(xué)。如果寫作時(shí)將重點(diǎn)放在起草稿、反饋、修改等步驟上，那這是重過程的寫作模式。故本題選B[單選題]18.Whatwouldhe/shedoinareadingclassifateacherwantstodevelopstudents?inferentialcomprehension?A)Askthemtoretellthestory.B)Askthemtounderlinedifficultsentences.C)Askthemtoreadthetextsentencebysentence.D)Askthemtoreadthetextforimpliedmeaning.答案:D解析:本題考查閱讀教學(xué)。如果老師想要發(fā)展學(xué)生的推理能力，那可以讓學(xué)生閱讀文章找出文本的隱含意義。其他三項(xiàng)都沒有關(guān)注到?推理?。故本題選D[單選題]19.Whichofthefollowingactivitiescanbeusedifthefocusisondevelopingstudents?oralfluencyinEnglish?A)Blank-filling.B)Story-telling.C)Transformation.D)Translation.答案:B解析:本題考查課堂教學(xué)微技能。講故事著重在于練習(xí)口語交際，屬于鍛煉語言流暢性的活動(dòng)，而其他三項(xiàng)活動(dòng)都在關(guān)注語言的準(zhǔn)確性。故本題選B。[單選題]20.Whatisthefocuswhenateachersaystotheclass?Rewriteeachofthefollowingsentencesusingthepassivevoice.??A)Skill.B)Meaning.C)Structure.D)Function.答案:C解析:本題考查語法教學(xué)。當(dāng)教師要求學(xué)生?用被動(dòng)語態(tài)重新寫以下句子?時(shí)，教師在關(guān)注學(xué)生使用被動(dòng)語態(tài)這個(gè)語法知識的使用情況，所以在關(guān)注語言結(jié)構(gòu)，而不是意義、功能或是技巧。故本題選C。第2部分：問答題，共4題，請?jiān)诳瞻滋幪顚懻_答案。[問答題]21.Passage1Ihavepersonallycometounderstandthat?empowerment?isnotalessonthatcanbethoughtbywayoftextbooksorlectures,projectsorfieldtrips,andnotevenbywayofprinciplesandinspirationalteaching.Itmustbetaughtbypersonalexamples.Whenweaskourstudentswhocomefromdisadvantagedbackgrounds,orthose,whofaceapersonallifestylethatisindirectconflicttotheprinciplesthatweteach,wehavetobewillingtoshowthemhowtoovercome,howtomakethetransitionfromonestateofbeingintothenext,howtobeempowered.Wemustmakethelessonofempowermentcometolife,inareal,up-closeandpersonalway.Andtheonlywaythiscanbedoneiswhenweallowourselvestobecomelivingexamplesofwhatweteach.PreparatorySchoolforGlobalLeadership（PSCL）isaschoolthatIstartedbecauseIbelievedthatIhadmethod,awayofteachingandlearningthatwouldempowertheurbandisadvantagedchild.ButasIsitbackandthinkaboutitnow,PSGLwasaschoolthatIstartedsothatIwouldshowcaseempowermenttoagroupofstudents（andstuff）whoneededareallife,exampleofhowtogrowbeyondone?scurrentcircumstance.WhenIreflectonmyjourneyofstartingtheschool,Irealizethateverystepalongthewaywaspersonallyteachingaboutempowerment.Itisonethingtoteachit,butitisanothertoliveit.Unlessweexperienceempowermentonapersonallevel,wecannothelpstudentslearnit,circumventobstaclesastheyariseanddevelopandemploythenewskillsneededtofunctiontobeempowered.Howcanwegetinthefaceofastudentandpushhimtoaplacethatisforeignandscary,askinghimtobecomegreaterthanhisenvironment?Wecan?t,why?Becausewedonotknowwhatitlookslike,wedonotknowwhatitfeelslike.Ourroleasateacherbecomestechnical,causingustomissoutonthespiritoftrulygoodteaching,whereoneteacheswithrelevancy,authenticityandexperience.WhenIlookatthefacesofthesestudents,Iknowthatmyprocessofstartingtheschoolwasforthem.WhenIbecamewhatItaught,whenIempoweredmyselfinspaceswheretherewasnoonetheretoempowerme,whenIchosetosucceedwithoutexcuses,Ibecamealivinglesson.Thesestudentssawmeandourstaffasextensionsofthelessonsweweretryingtoteach.Ourlives,notbyourperfection,butbyoureffort,showedstudentshowtoapplywhatwetaught.答案:暫無解析:[問答題]22.Catshavethewidesthearingrangeofnearlyanymammal:notonlycantheyperceivesoundinwhatwedefineasthe?ultrasonic?range,theycanalsoappreciateallthebassDrDrecanthrowatthem.Theycanswiveltheirwhiskersforwardswhilehuntingtoprovideakindofshort-rangeradar.Andtheycanseeexceptionallywellinthedarkthankstoareflectivesurfacebehindtheretinathatbounceslightback,givingitasecondchancetohitaphotoreceptor.Theyseemoredistinctimagespersecondthanwedo.Dogpartisanswillappealtothedog?sallegedlysuperiorintelligence,thoughifthatweretheprimarycriterionforchoosingapet,onewouldexpecttoseealotmorecrowsandsquidonleadsaroundtown.Infact,catsareratherclevererthancommonlyassumed,asthebiologistandanimal-behaviorexpertJohnBradshawshowsinhisnewbook.Theycanevenbetrainedtoanextentwhichwasnewstome.Bradshaw?sbookmixespelletsofcatlorewithaccountsoffelineevolution,anatomy,geneticsanddevelopmentfromnewbornkittentoadulthood,plusdescriptionsofcat-psychologyexperimentsinthelaboratory,manyofwhichhehasconductedhimself.Someofthemostinterestingpartsindicateholesinourcurrentscientificknowledge.?Manymothercatstrytomovetheirlittersatleastoncebeforetheyweanthem,?heobserves,?butsciencehasyettofindoutwhy?.Nooneknowswhycatsgocrazyforcatnip,norwhytheyareable?toclassifyshapesaccordingtowhethertheyareclosedoropen.?Kittens,meanwhile,?mayalsousespecialmovementsoftheirtailstosignalplayfulness,butsofarnoscientisthasbeenabletodecodethese?.Asfaraspotentialresearchprojectsgo,decodingthetail-languageofplayingkittensmustbeabouttheinterestingunsolvedprobleminscience.Thecatisanapparentlyphlegmaticbeast,butBradshawpointsoutcatsexperiencestrongemotions,andsometimesmightbesufferinginsilence.Theyaren?tparticularlysociable,andcatswhoarehousedwithotherswhoweren?tlitter-mates-perhapsbywell-meaningownerswhothinktheyneedthecompany-canbecomechronicallystressed.Luckily,then,catsprobablyaren?tawarethattodaytheyareonceagainhate-figures,thefurrytargetofspittle-sprayingecologistswho,armedwithdodgystatistics,accusecatsofwildly?murdering?allthecountry?ssongbirds.It?sabitmorecomplicatedthanthat,Bradshawshows.Ratsalsokillsongbirds,andcatskeeptheirnumbersdown;whiletheRSPBsaysthedisappearanceofhabitatisafarmoreimportantfactorinthedeclineofsongbirdpopulationsthanpredatornumbers.Butwecouldatleast,Bradshawsuggests,reversethecounterproductiveselectionpressurewecurrentlyexertonthedomesticcatwhenweneuterhousecatsbeforetheyreproduce.Thismeans,heexplains,thatthe?friendliest,mostdocile?catsarepreventedfromleavinganydescendants,whilewildcats-whicharemoresuspiciousofhumansandbetterathunting-willleavemoreoffspring.Unintentionally,wearecausingcatstoevolveintoanimalsthatsocietywon?tlikeasmuch.Cat-hatersprobablywon?tappreciatethisbook,butanyoneelsemight.Itiswritteninafriendlyandengagingway,hashelpfultipsforcatowners,andispackedwithexcellentcatfacts.Why,youmighthavewondered,docatsgetstuckuptrees?Becausealltheirclawsfaceforwards,sononecanbeusedasbrakesonthedescent.Weallknowhowgoodcatsareattwistingmid-airtolandontheirfeet,buttheyhaveanevenmoreimpressivetrick:somecatsadopta?parachute?positionduringalongfall,withallfourlegsstuckouttotheside,beforecomingbacktothelandingpositionatthelastmoment.Thiscat-parachutepose,Bradshawcalculates,?limitsthefallingspeedtoamaximumoffifty-threemilesanhour?soenablingsomecatstofallfromhigh-risebuildingsandwalkawayunhurt.I?dliketoseeadogtrythat.答案:暫無解析:[問答題]23.根據(jù)題目要求完成下列任務(wù)，用中文作答。簡述進(jìn)行短文聽寫（dictation）的目的（6分）與三個(gè)基本步驟（6分）。寫出短文聽寫的一個(gè)優(yōu)點(diǎn)（4分）和一個(gè)缺點(diǎn)（4分）。答案:(1)短文聽寫是一種最為有效的聽力訓(xùn)練方式,能夠幫助學(xué)生擴(kuò)充詞匯量,提高拼寫、句法、聽力、理解、記筆記和一定的書面表達(dá)等多方面的技能,是一種兼顧語言輸入與輸出的訓(xùn)練方式。(2)短文聽寫的三個(gè)基本步驟①聽前預(yù)測在聽錄音前,根據(jù)文章標(biāo)題預(yù)測文本內(nèi)容,然后快速瀏覽短文,把握短文大意,根據(jù)上下文的已知信息,預(yù)測空格里的內(nèi)容,帶著問題有針對性地聽,有助于提高聽寫訓(xùn)練的速度和準(zhǔn)確率,同時(shí)鍛煉學(xué)生的邏輯思維能力。②聽中速記聽的過程中全神貫注,抓住信息點(diǎn),爭取聽清文本內(nèi)容,快速記下關(guān)鍵詞。速記時(shí)要有技巧:如用阿拉伯?dāng)?shù)字記日期、時(shí)刻或號碼或價(jià)格等;用字母代替地名或人名,單詞用縮寫,短語用其首字母來快速記憶等。③聽后檢查利用語法知識和一些習(xí)慣表達(dá)方式檢查所寫文本內(nèi)容。(3)優(yōu)缺點(diǎn)優(yōu)點(diǎn):短文聽寫能夠兼顧語言輸入與輸出的訓(xùn)練,在考查學(xué)生綜合語篇理解能力的基礎(chǔ)上,還可以檢測學(xué)生詞匯、語法等方面的學(xué)習(xí)效果,有助于全面考查學(xué)生的綜合語言運(yùn)用能力。缺點(diǎn):短文聽寫的形式不夠靈活,對于學(xué)生自主語言輸出水平的提升有限,難以體現(xiàn)英語教學(xué)的人文性特點(diǎn)。解析:[問答題]24.根據(jù)提供的信息和語言素材設(shè)計(jì)教學(xué)方案，用英文作答。設(shè)計(jì)任務(wù)：請閱讀下面學(xué)生信息和語言素材，設(shè)計(jì)20分鐘的寫作教學(xué)方案，幫助學(xué)生順利完成該寫作任務(wù)。教案沒有固定格式，但須包含下列要點(diǎn)：teachingobjectivesteachingcontentskeyanddifficultpointsmajorstepsandtimeallocationactivitiesandjustification教學(xué)時(shí)間：20分鐘學(xué)生概況：某城鎮(zhèn)普通中學(xué)高中年級第一學(xué)期學(xué)生，班級人數(shù)40人，多數(shù)學(xué)生已經(jīng)達(dá)到《普通高中英語課程標(biāo)準(zhǔn)（2017版）》五級水平。學(xué)生課堂參與積極性一般。語言素材：WRITING1.Thinkofsomeonefamousthatyouadmirealot,forexample,anartist,amusicianorawriter.2.Writetwoorthreeparagraphsabouthisorherlife.Belowaresomesuggestionstohelpyou.3.Writeabout:Wherehe/shewasbornandwherehe/shelivedasachild.His/herfamily.Howhe/shebecamefamous.His/hersongs/music/paintings/novels/poems…TVshowshe/shehasbeenin.Youropinionofhis/herworks.Explainwhyyoulikehim/her.Whatyouthinkwillhappentohim/her.Whetherhe/shewillcontinuetobesuccessful.答案:I.TeachingContents:Thisisawritinglesson.Thetopicofthislessonistoinstructstudentstowriteapassageaboutsomeonefamousthattheyadmirealot.Whilestudentsarewriting,providethemwithsomesuggestions.II.TeachingObjectives:(1)KnowledgeObjectives:①Studentscanlearnmoreaboutthefamouspeopletheyadmire.②Studentscanknowhowtowriteapassageintroducingsomeone.(2)AbilityObjectives:①Studentscanexpresstheirownideastowardsotherpeopleobjectively.②Students?writingabilityandevaluationabilitycanbeimprovedthroughvariousactivities.(3)EmotionalObjectives:①Studentscanlearnthemeritsfromthepeopletheyadmire.②Studentscanlearntobehard-workingforabetterfuture.III.TeachingKeyPoint:Howtoinstructstudentstomasterthestructureandnecessitiesofapassageintroducingsomeone.IV.TeachingDifficultPoints:①Howtoimprovestudents?writingskillsthroughvariousactivities.②Howtoleadstudentstospotandlearnfromothers?merits.V.TeachingProcedures:Step1:Leadin(1minute)Showstudentssomepicturesoffamouspeople,suchasYuanLongping,ZhongNanshan,TuYouyou,LangPing,WuJing,etc.Askstudentswhethertheyknowwhohe/sheisandwhathe/shedoes.Invitestudentstointroducethegreatthingstheyknowaboutthepeopleinthepictures.【Justification:Usingpicturescanarousestudents?learninginterestandstimulatestudentstothinkaboutthefamouspeopletheyadmire,whichcanlayafoundationforthefurtheractivities.】Step2:Pre-writing(5minutes)1.Besidesthenamesmentionedabove,encouragestudentstospeakoutthenameofthepeopletheyadmirealotloudly.2.Studentsworkingroupstointroducethepeopletheyadmirealottotheirgroupmembersorally.Theteacherprovidesseveralsuggestionsforstudents.Forexample,theycanintroducehis/herbirthplace,his/herhometown,his/herfamily,his/herfamousworks,etc.3.Aftertalking,studentsmakeanoutlineaccordingtowhattheyhavetalkedabout.Besidesthebasicinformationmentionedabove,studentsneedtofurtherconsidertheirownopinionstowardshis/herworksandthereasons.Meanwhile,studentscanimagineabouthis/herfuturedevelopment.Theymaywritedownseveralwordsexpressingtheirideasintheoutline.【Justification:Beforestudentswrite,stimulatestudents?backgroundinformationasmuchaspossible.Theoralactivitycanlayafoundationforstudents?outline.Then,instructstudentstomakeaclearoutlinetomakefullpreparationforfurtherwriting.】