2020年教師資格證考試《英語學科知識與教學能力》(高級中學)真題及答案

2020年教師資格證考試《英語學科知識與教學能力》(高級中學)真題及答案1[單選題]（江南博哥）/s/and/z/canbedistinguishedbythe______.A.placeofarticulationB.stateoftongueC.stateofvocalcordsD.mannerofarticulation正確答案：C參考解析：本題考查語音學。/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)音時聲帶是否震動判斷，/s/為清輔音，/z/為濁輔音。2[單選題]Theword“realization”consistsof______and______.A.five;fiveB.five;fourC.four;threeD.four;four正確答案：C參考解析：本題考查音系學。realization的音標為[?ri??la??ze??n].根據(jù)元音音素進行劃分，可分為4個音節(jié)；realization進行詞素劃分，可分為real,-ize,-tion三個詞素。3[單選題]Whichofthefollowingisleastassociatedwithnewspaperpublishing?A.proofreadingB.editorialC.censorshipD.citizenship正確答案：D參考解析：本題考查語義學。題干翻譯為：以下哪個與報紙印刷關系最弱？proofreading意為“校對”；editorial意為“編輯的；主編”；censorship意為“審查制度；審查機構(gòu)”；citizenship意為“公民身份；公民資格”，由語義可以進行區(qū)分，只有D項citizenship和報紙印刷的關系最弱。4[單選題]Whichofthefollowingbestdescribestherelationbetween“piece”and“peace”?A.synonymyB.homonymyC.antonymyD.hyponymy正確答案：B參考解析：本題考查語義學?！皃iece”和“peace”在發(fā)音是相同，但詞性和含義均不同，屬于同音異形異義詞。synonymy意為“同義關系”；homonymy意為“同音異義”；antonymy意為“反義關系”；hyponymy意為“上下義關系”。5[單選題]Shewasnot______impressedbythestoryPaulsharedwithher,forshehadalreadyheardofit.A.intheleastB.atthemostC.leastofallD.forthemost正確答案：A參考解析：本題考查介詞短語辨析。句意：她一點也沒有被Paul分享的故事打動，因為她已經(jīng)聽過一次了。intheleast意為“一點；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；絲毫”符合句意。6[單選題]Withoutfacts,wecan’tformworthwhileopinions,forweneedtohavefactualknowledge______ourthinking.A.WhichtobebaseduponB.uponwhichtobaseC.whichtobaseuponD.uponwhichtobebased正確答案：B參考解析：本題考查動詞不定式。句意：沒有事實，我們就不能形成有價值的觀點，因為我們的思考必須以真實的知識為基礎。uponwhichtobaseourthinking是動詞不定式短語作定語，該短語中介詞必須放在which前。7[單選題]It’struethatwaterwillcontinuetobe______itistoday—inimportancetooxygen.A.howB.whichC.asD.what正確答案：D參考解析：本題考查表語從句。句意：水將繼續(xù)和它現(xiàn)在一樣，像氧氣一樣重要，這是真實的。設空處為be動詞之后的表語從句，從句中缺少表語，意為“什么”，應使用what。8[單選題]Heishelplessundersuchcircumstances,______.A.howeverbrilliantamindhemayhaveB.howeverabrilliantmindhemayhaveC.howeverbrilliantamindmayhehaveD.Howeverabrilliantmindmayhehave正確答案：A參考解析：本題考查讓步狀語從句。句意：在這種情形下他是無助的，無論他有多么聰明的頭腦。However=nomatterhow，感嘆句式how+形容詞+a/an+單數(shù)名詞，應為howbrilliantamind，該句中不需要倒裝。9[單選題]Whichoffollowingrefersto“thepartofinputthathasbeeninternalizedbylearners”?A.feedbackB.outputC.intakeD.washback正確答案：C參考解析：本題考查語言觀及語言學習觀。學習者內(nèi)化的部分是指學習者先學習新知識，再建構(gòu)于原有知識框架中。10[單選題]Whichofthefollowingdescribesthelanguageofanindividualspeakerwithitsuniquecharacteristics?A.IdiolectB.TabooC.RegionaldialectD.Socialdialect正確答案：A參考解析：本題考查語言學。描述個體說話帶有個人特色的是個人習語。idiolect意為“個人習語，個人語言”；taboo意為“禁忌；忌諱”；reginaldialect意為“地區(qū)方言”；socialdialect意為“社會方言；社會習慣于”，根據(jù)題意，可知為idiolect。11[單選題]Whatroledoeshe/sheplaywhenateacherexplainsthepurposeofatask,thestepstodoitanditstimelimit?A.AnorganizerB.AnobserverC.AnevaluatorD.Aprompter正確答案：A參考解析：本題考查課堂教學微技能其他。題干中教師向?qū)W生說明任務目的，步驟和時間限制等，體現(xiàn)教師在組織課堂活動，應為組織者。12[單選題]Whatdoeshe/sheintendtodowhenateacherwritesthefollowingsentences“Shegetsupearly.Shewearsauniform.Sheworksveryhard.”ontheblackboardatthepresentationstage?A.Practicesentencepatternsusingmodelsentences.B.Checkifstudentscanpronouncethesentencescorrectly.C.Monitorwhetherstudentscanaccuratelyexpresstheirideas.D.Drawstudents’attentiontotheformofanewlanguageitem.正確答案：D參考解析：本題考查呈現(xiàn)演示。題干中教師給出的句子中，用下劃線標出了句子中的第三人稱單數(shù)形式，為的是引起學生關注第三人稱單數(shù)形式的新知識點。13[單選題]Whatskilldoeshe/sheusewhenastudentuseslanguageknowledgeandcontextualcluestofigureoutthemeaningofanewword?A.ContrastingB.SummarizingC.DeducingD.Predicting正確答案：C參考解析：本題考查課堂教學微技能。學生借助上下文語境理解新詞匯屬于學生推斷，推導。contrasting意為“對比；對照”；summarizing意為“總結(jié)”；deducing意為“推導；推論”；predicting意為“預測”。14[單選題]Supplementing,deleting,simplifyingandreorderingareoftenusedin______.A.adaptingteachingmaterialsB.deliveringteachingmaterialsC.evaluatingteachingmaterialsD.presentingteachingmaterials正確答案：A參考解析：本題考查備課技能。增補、刪減、簡化及調(diào)整順序常用于調(diào)整教學材料中。15[單選題]Whichofthefollowingisleastrecommendedatthelead-instageinareadingclass?A.Activatingstudents’schemaofthetopic.B.Givingadviceonhowtousereadingstrategies.C.Sharingbackgroundinformationaboutthetext.D.Correctinglanguagemistakesstudentshavemade.正確答案：D參考解析：本題考查導入。題干中指出在閱讀課中最不推薦的導入是______，A項“激活學生已有知識”；B項“就如何使用閱讀技巧提出建議”；C項“分享課文相關的背景知識”；D項“糾正學生犯的錯誤”；A，B，C項均適合閱讀課導入。16[單選題]Whichofthefollowingbestdescribesthephenomenonthatlearnersapplytheskillsacquiredinonefieldtoanother?A.TransferB.DeductionC.ContextualizationD.Induction正確答案：A參考解析：本題考查課堂教學微技能。題干中指出“學習者將所學技巧運用于其他內(nèi)容”屬于知識遷移。transfer意為“轉(zhuǎn)移；遷移”；deduction意為“推導；推斷”；contextualization意為“情景化”；induction意為“歸納”。17[單選題]Ifthefocusisplacedon______,studentsaresupposedtogothroughthestagesofdrafting,receivingfeedback,andrevisingbeforesubmittingthefinalversionoftheirwriting.A.productB.processC.genreD.format正確答案：B參考解析：本題考查中學寫作教學。在強調(diào)寫作過程的時候，學生需要經(jīng)歷初稿、收到反饋、修訂，并最終交定稿的過程。18[單選題]Whatwouldhe/shedoinareadingclassifateacherwantstodevelopstudents’inferentialcomprehension?A.Askthemtoretellthestory.B.Askthemtounderlinedifficultsentences.C.Askthemtoreadthetextsentencebysentence.D.Askthemtoreadthetextforimpliedmeaning.正確答案：D參考解析：本題考查中學閱讀教學。題干中指出教師想要發(fā)展學生推理能力，可以采取的措施。A項“讓學生復述故事”；B項“劃出長難句”；C項“讓學生逐句讀課文”；D項“讓學生讀文章內(nèi)涵的意思”，分析題目和選項。19[單選題]Whichofthefollowingactivitiescanbeusedifthefocusisondevelopingstudents’oralfluencyinEnglish?A.Blank-fillingB.Story-tellingC.TransformationD.Translation正確答案：B參考解析：本題考查中學聽說教學。題干中指出發(fā)展學生英語口語的活動，blank-filling意為“填空”；story-telling意為“講故事”；transformation意為“轉(zhuǎn)換；變換”；translation意為“翻譯”，適合于口語練習的是story-telling。20[單選題]Whatisthefocuswhenateachersaystotheclass“Rewriteeachofthefollowingsentencesusingthepassivevoice.”?A.SkillB.MeaningC.StructureD.Function正確答案：C參考解析：本題考查中學語法教學。題干中指出教師讓學生將句子改寫為被動語態(tài)，skill意為“技巧”；meaning意為“含義”；structure意為“結(jié)構(gòu)”；function意為“功能”，進行句子改寫屬于“結(jié)構(gòu)”練習。材料題根據(jù)以下材料，回答21-25問題。Ihavepersonallycometounderstandthat“empowerment”isnotalessonthatcanbethoughtbywayoftextbooksorlectures,projectsorfieldtrips,andnotevenbywayofprinciplesandinspirationalteaching.Itmustbetaughtbypersonalexamples.Whenweaskourstudentswhocomefromdisadvantagedbackgrounds,orthose,whofaceapersonallifestylethatisindirectconflicttotheprinciplesthatweteach,wehavetobewillingtoshowthemhowtoovercomer,howtomakethetransitionfromonestateofbeingintothenext,howtobeempowered.Wemustmakethelessonofempowermentcometolife,inareal,up-doseandpersonalway.Andtheonlywaythiscanbedoneiswhenweallowourselvestobecomelivingexamplesofwhatweteach.PreparatoryschoolforGlobalLeadership(PSCL)isaschoolthatIstartedbecauseIbelievedthatIhadmethod,awayofteachingandlearningthatwouldempowertheurbandisadvantagedchild.ButasIsitbackandthinkaboutitnow,PSGLwasaschoolthatIstartedsothatIwouldshowcaseempowermenttoagroupofstudents(andstuff)whoneededareallife,exampleofhowtogrowbeyondone’scurrentcircumstance.WhenIreflectonmyjourneyofstartingtheschool,Irealizethateverystepalongthewaywaspersonallyteachingaboutempowerment.Itisonethingtoteachit,butitisanothertoliveit.Unlessweexperienceempowermentonapersonallevel,wecannothelpstudentslearnit,circumventobstaclesastheyariseanddevelopandemploythenewskillsneededtofunctiontobeempowered.Howcanwegetinthefaceofastudentandpushhimtoaplacethatisforeignandscary,askinghimtobecomegreaterthanhisenvironment?Wecan’t,why?Becausewedonotknowwhatitlackslike,wedonotknowwhatitfeelslike.Ourroleasateacherbecomestechnical,causingustomissoutonthespiritoftrulygoodteaching,whereoneteacheswithrelevancy,authenticityandexperience.WhenIlookatthefacesofthesestudents,Iknowthatmyprocessofstartingtheschoolwasforthem.WhenIbecamewhatItaught,whenIempoweredmyselfinspaceswheretherewasnoonetheretoempowerme,whenIchosetosucceedwithoutexcuses,Ibecamealivinglesson.Thesestudentssawmeandourstaffasextensionsofthelessonsweweretryingtoteach.Ourlives,notbyourperfection,butbyoureffort,showedstudentshowtoapplywhatwetaught.21[單選題]Whichofthefollowingcanberegardedasanecessaryconditionforteacherstoempowertheirstudents?查看材料A.Havingbeensuccessfulinempoweringstudents.B.Possessingtheexpertiseinthesubjecttheyteach.C.Havingreceivedadequatetrainingonempowerment.D.Beingabletointegratepersonalexperiencesintotheirteaching.正確答案：D參考解析：本題可定位到第四段第三句“Unlessweexperienceempowermentonapersonallevel,wecannothelpstudentslearnit.”除非我們自己體驗“empowerment”，否則我們無法幫助學生學習，所以對老師來說，首先需要自己親身體驗才能更好得教學生。D項中的personalexperiences和teaching是關鍵詞。22[單選題]Whichofthefollowingcanbeinferredfromthepassage?查看材料A.Onlychildrenfromdisadvantagedbackgroundneedtobeempowered.B.Theauthorisabletoempowerherselfwhenfacedwithdifficulties.C.Teacherswithpersonalexperienceofempowermentcannotteach.D.Theauthordoesnotpracticewhatsheadvocatesinherownlife.正確答案：B參考解析：A項中的Only太過絕對，文中只說“我”問來自disadvantagedbackground的小孩，而不是只有這一類小孩才需要，A項錯誤；B項正確，從全文可看出，作者同意老師需要親身經(jīng)歷才可以使教學更有說服力，而作者自己也是這么做的；C項的觀點與全文觀點相反，根據(jù)第五段可知C項錯誤；D項和B項相反，D項錯誤。23[單選題]WhichofthefollowingistrueaboutthePreparatorySchoolforGlobalLeadership?查看材料A.Itisthemostrenownedofitskindintheworld.B.Itsgraduatesarewellreceivedbytheiremployers.C.Itsstaffareunwillingtoempowerthemselvesaslivingexamples.D.Itaimsatempoweringtraineestogrowbeyondtheircircumstances.正確答案：D參考解析：本題可定位到第三段。整個第三段都是對PreparatorySchoolforGlobalLeadership的介紹。A項和B項在第三段中并未涉及，C項中的unwilling和該段所表達的想法相反，D項正確，可定位到第三段最后一句。24[單選題]Whichofthefollowingisclosestinmeaningtotheunderlinedword“circumvent”inParagraph4?查看材料A.Overcome.B.Encounter.C.Movearound.D.Takeaway.正確答案：A參考解析：本題可定位到第四段第三句。該句所表達的含義為：只有老師自己有親身體驗，才可以幫助學生學習，______問題，然后開發(fā)和運用技能。從該句的結(jié)構(gòu)來看，空格處應該是積極的一面，與前面的“學習”和后面的“運用”構(gòu)成并列關系，再結(jié)合選項，A項意為“克服”；B項意為“遇到”；C項意為“四處走動”；D項意為“帶走”。根據(jù)分析和選項含義可確定答案為A。25[單選題]Whydoestheauthorhighlyvalueateacher’sexperienceofempowermentinteaching?查看材料A.Toenablestudentstolearnandusenewskills.B.Toturnteachingtechnicalwithdogmaticlectures.C.Tomaketeachingrelevant,authentic,andconvincing.D.Toextendandperfecthisprofessionalcareerasateacher.正確答案：C參考解析：本題可定位到第五段。該段所表達的含義為：我們在面對學生時，怎么能將學生推進一個陌生又可怕的環(huán)境，還叫他勇敢面對呢？我們不能這么做，因為我們也不知道將要面對的是什么。我們不知道要面對的是什么，因為自身沒有經(jīng)歷過，所以這時候我們的教學就會失去相關性，真實性和經(jīng)驗（relevancy,authenticityandexperience）。所以老師自身的經(jīng)驗很重要，C項中的三個形容詞和第五段最后一句中的三個名詞相對應。材料題根據(jù)以下材料，回答26-30問題。Catshavethewidesthearingrangeofnearlyanymammal”notonlycantheyperceivesoundinwhatwedefineasthe“ultrasonic”range,theycanalsoappreciateallthebassDrDrecanthrowatthem.Theycanswiveltheirwhiskersforwardswhilehuntingtoprovideakindofshort-rangeradar.Andtheycanseeexceptionallywellinthedarkthankstoareflectivesurfacebehindtheretinathatbounceslightback,givingitasecondchancetohitaphotoreceptor.Theyseemoredistinctimagespersecondthanwedo.Dogpartisanswillappealtothedog’sallegedlysuperiorintelligence—thoughifthatweretheprimarycriterionforchoosingapet,onewouldexpecttoseealotmorecrowsandsquidonleadsaroundtown.Infact,catsareratherclevererthancommonlyassumed,asthebiologistandanimal-behaviourexpertJohnBradshawshowsinhisnewbook.TheycanevenbetrainedtoanextentwhichwasnewstomeBradshaw’sbookmixespelletsofcatlorewithaccountsoffelineevolution,anatomy,geneticsanddevelopmentfromnewbornkittentoadulthood,plusdescriptionsofcat-psychologyexperimentsinthelaboratory,manyofwhichhehasconductedhimself.Someofthemostinterestingpartsindicateholesinourcurrentscientificknowledge.“Manymothercatstrytomovetheirlittersatleastoncebeforetheyweanthem,”heobserves,“butsciencehasyettofindoutwhy”.Nooneknowswhycatsgocrazyforcatnip,norwhytheyareable“toclassifyshapesaccordingtowhethertheyareclosedoropen.”Kittens,meanwhile,“mayalsousespecialmovementsoftheirtailstosignalplayfulness,butsofarnoscientisthasbeenabletodecodethese”.Asfaraspotentialresearchprojectsgo,decodingthetail-languageofplayingkittensmustbeabouttheinterestingunsolvedprobleminscience.Thecatisanapparentlyphlegmaticbeast,butBradshawpointsoutthatcatsexperiencestrongemotions,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,wearecausingcatstoevolveintoanimalssocietywon’tlikeasmuchCat-hatersprobablywon’tappreciatethisbook,butanyoneelsemight.Itiswritteninafriendlyandengagingway,hashelpfultipsforcatowners,andispackedwithexcellentcatfacts.Why,youmighthavewondered,docatsgetstuckuptrees?Becausealltheirclawsfaceforwards,sononecanbeusedasbrakesonthedescent.Weallknowhowgoodcatsareattwistingmid-airtolandontheirfeet,buttheyhaveanevenmoreimpressivetrick:somecatsadopta“parachute”positionduringalongfall,withallfourlegsstuckouttotheside,beforecomingbacktothelandingpositionatthelastmoment.Thiscat-parachutepose,Bradshawcalculates,“l(fā)imitsthefallingspeedtoamaximumoffifty-threemilesanhour”soenablingsomecatstofallfromhigh-risebuildingsandwalkawayunhurt.I’dliketoseeadogtrythat.26[單選題]WhatcanbeinferredaboutcatsfromBradshaw’sresearch?查看材料A.Cats’whiskerscanaidthemtoconfusepreys.B.Catscandetectsoundsfarawayfromthem.C.Catscanprocessimagesbetterthanwedo.D.Cats’intelligencehasbeenunderestimated.正確答案：C參考解析：前三項可定位到第一段。A項在原文中的意思是“它們可以在打獵時把胡須向前旋轉(zhuǎn)，以提供一種短程雷達”，A項中的confusepreys屬于無中生有；B項意為“貓可以探測到距離很遠的聲音”，原文的表述是貓可以聽到人類聽不到的聲音，沒說距離遠近，B項錯誤；C項正確，根據(jù)第一段最后一句可得出答案；D項錯誤，沒有說到貓的智商。27[單選題]AccordingtoParagraph3,whichofthefollowingconstitutesapotentialresearchtopic?查看材料A.Doingcat-psychologyexperiments.B.Decodingplayingkittens’tail-language.C.Discoveringwhycatscanclassifyshapes.D.Investigatingwhycatsgocrazyforcatnip.正確答案：B參考解析：本題可定位到第三段。另外三項在本段也有涉及，但根據(jù)最后一段可知B項正確。28[單選題]Whichofthefollowingisclosestinmeaningtotheunderlinedword“phlegmatic”inParagraph4?查看材料A.Lonely.B.EmotionalC.SullenD.Calm正確答案：D參考解析：本題可定位到第四段第一句。該句中的but和strongemotions是解題點，but表示轉(zhuǎn)折關系，所以可猜測phlegmatic的詞義和strongemotions相反，A項意為“孤獨的”；B項意為“感情沖動的”，和strongemotions同義；C項意為“悶悶不樂的”；D項意為“冷靜的”。結(jié)合選項，可確定答案為D。29[單選題]Forwhatreasondidtheecologistsaccusecats?查看材料A.Reproducingmoreoffspring.B.Destroyingsongbirds’habitat.C.Killingthecountry’ssongbirds.D.Beingsuspiciousofhumanbeings正確答案：B參考解析：本題可定位到第五段第三句。Ratsalsokillsongbirds,andcatskeeptheirnumbersdown;whiletheRSPBsaysthedisappearanceofhabitatisafarmoreimportantfactorinthedeclineofsongbirdpopulationsthanpredatornumbers.老鼠也會殺死鳴禽，而貓則會減少鳴禽的數(shù)量；而皇家鳥類保護協(xié)會表示，棲息地的消失是導致鳴禽數(shù)量下降的一個比捕食者數(shù)量下降更為重要的因素。所以可知，songbird的棲息地的消失才是貓受譴責最重要的原因。30[單選題]Accordingtotheauthor,whatismostimpressiveaboutcatsduringalongfallinBradshaw’swriting?查看材料A.Catscanbetrainedtolandsafely.B.Catstendtousetheirclawsasbrakes.C.Somecatscanadopta“parachute”position.D.Mostcatsaregoodatplayingtricksinmid-air.正確答案：C參考解析：本題可定位到最后一段第五句。貓在下降時會采取“降落傘”的姿勢，所以從很高的樓上掉下來也不會傷到。31[簡答題]根據(jù)題目要求完成下列任務，用中文作答。簡述進行短文聽寫（dictation）的目的（6分）與三個基本步驟（6分）。寫出短文聽寫的一個優(yōu)點（4分）和一個缺點（4分）。參考解析：1.目的：短文聽寫是一種重要的教學手段和測試項目，用于測試評估應試者輸入(聽)和輸出(寫)的綜合能力。2.三大步驟：一、瞻前顧后，預測內(nèi)容在聽短文的錄音之前，考生要快速瀏覽短文，對全文的內(nèi)容有一個大致的了解，并對將要填寫的詞或詞組進行預測。在瀏覽短文時，重點要看每段的第一句，因為絕大多數(shù)的英文寫作中都會先有一個主題句，再引出下文的內(nèi)容，把握好主題句，有助于預測空缺處的內(nèi)容。在瀏覽短文的過程中，需要運用平行結(jié)構(gòu)預測所填內(nèi)容，根據(jù)空前后的詞推測該空在句中的作用，進而預測其詞性。二、集中精神，逐次填空短文聽寫部分的錄音一般會放三遍，每一遍都有不同的作用：錄音放第一遍時，跟著錄音走，邊聽邊記下能填出的空，如果要填寫的單詞較長，可以暫時簡寫;錄音放第二遍時，重點聽第一遍沒有聽出來的詞或詞組，盡量把所有空都補齊，把第一遍沒有寫完整的單詞補充完整;錄音放第三遍時，要核對已經(jīng)填出的詞或詞組，對于前兩遍沒有聽出的單詞要盡可能地聽出來。三、檢查細節(jié)，確保正確在錄音放完之后，一定要注意檢查已填內(nèi)容，排除因為粗心或筆誤而造成的錯誤，如字母大小寫、單詞拼寫、名詞單復數(shù)和主謂一致等。3.優(yōu)點：對于要考查的詞匯，短語和語法能夠清楚地判斷考生的掌握情況，比如動詞三單，名詞單復數(shù)等問題。缺點：相對于聽一段聽力材料，后用自己的語言答題這種題型來說，短文填空不能考查學生自我語言組織和輸出能力。對于考生更高聽力綜合運用能力無法很好地考查。32[簡答題]下面是一節(jié)高中英語課堂教學片段實錄。T:Armyourselfwithsunscreen,sunglassesandahatinaperiodofhotweather.S1:Howcanyouarmyourself?Youalreadyhavetwoarms—howdoyouputonmore?T:Canwefigureoutthemeaningof“arm”fromthetext?Lookforanotherplacewheretheword“sunscreen”appears.S2:Inthissentence:“Healthexpertswarnedpeople,whenoutside,toapplysunscreenwithasunprotectionfactor…”S3:SoIthink“armyourself”iskindof“apply”.S1:Oh,thatmakessense.Isheright?T:Icouldansweryou,butI’dlikeyoutofindoutthemeaningof“arm”inthedictionary.…T:Gotit?CanyouexplainitinEnglish?S4:Yes,it’saverb,differentfromthenoun“arm”,meaningtoprovideyourselforotherswithweaponsortoprovidewhatyouneedforatask.T:Nicelydone!根據(jù)上面提供的信息，回答下列問題：（1）該教學片段的語言教學目標和策略目標分別是什么？（8分）（2）該教師采取了哪三種方法達成上述目標（12分）（3）該教師教學的一個優(yōu)點和一個缺點分別是什么？（10分）參考解析：(1)語言知識目標：學生學會生詞“arm”作為動詞的含義并能夠使用詞典查閱生詞;策略目標：學生能夠結(jié)合上下文語境理解生詞，并查閱詞典進行確認猜測。(2)采用了啟發(fā)式教學法。啟發(fā)式教學，就是根據(jù)教學目的、內(nèi)容、學生的知識水平和知識規(guī)律，運用各種教學手段，采用啟發(fā)誘導辦法傳授知識、培養(yǎng)能力，使學生積極主動地學習，以促進身心發(fā)展。該教學材料中，教師立足于學生的基礎及現(xiàn)有的知識水平，通過提問等語言方式啟發(fā)學生了解和體會arm的動詞詞性，而不是直接告知學生其用法，使學生達到了主動學習、積極思考的目的。(3)優(yōu)點：在該案例中，當學生不明白生詞的含義時，老師并沒有直接告訴學生，而是讓學生通過討論和查字典的形式弄清楚了生詞的意思，培養(yǎng)了學生查字典的技能和習慣，逐步養(yǎng)成自主學習的能力。缺點：根據(jù)《高中英語課程標準》，形成性評價反映學生的進步情況，對學生的學習嘗試做出肯定，以促進學生的學習積極性，幫助教師改進教學。在該案例中，學生通過自己的努力弄清楚了生詞的意思后，該老師只是簡單地評價“Nicelydone”，并未對學生“討論”和“查字典”的學習方法進行肯定，不能很好地促學生的學習積極性。33[簡答題]設計任務：請閱讀下面學生信息和語言素材，設計20分鐘的寫作教學方案，幫助學生順利完成該寫作任務。教案沒有固定格式，但須包含下列要點：teachingobjectivesteachingcontentskeyanddifficultpointsmajorstepsandtimeallocationactivitiesandjustification教學時間：20分鐘學生概況：某城鎮(zhèn)普通中學高中年級第一學期學生，班級人數(shù)40人，多數(shù)學生已經(jīng)達到《義務教育英語課程標準（2011年版）》五級水平。學生課堂參與積極性一般。語言素材：WRITING?1.Thinkofsomeonefamousthatyouadmirealot,forexample,anartist,amusicianorwriter.?2.Writetwoorthreeparagraphsabouthisorherlife.Belowaresomesuggestionstohelpyou.?3.Writeabout:Wherehe/shewasbornandwherehe/shelivedasachild.His/herfamily.Howhe/shebecomefamous.His/hersongs/music/painting/novels/poems…Toshowhe/shehasbeenin.Youropinionofhis/herwork.Explainwhyyoulikehim/her.Whatyouthinkwillhappentohim/her.Whetherhe/shewillcontinuetobesuccessful.參考解析：Teachingtype:WritingclassTeachingcontents:Thisisawritingclassfromseniorhighschool,whichisabouthowtodescribeaperson.Studentsarerequiredtosharethedetailedinformationaboutthepeopletheyadmire,suchasthelivingplace,thelifestory,andtoexpressthereasonswhytheylikethesecelebritiessomuch.TeachingObjectives:(1)Knowledgeobjectives①StudentsareabletoknowthedetailedinformationaboutthepeopletheyadmireandcandescribeitcorrectlyandproperlyinEnglish.(2)Abilityobjectives:①Studentsareabletoarrangethewritingmaterialstheyhaveandorganizethemlogically.②Throughsharingthestoriesoftheirfavoritepeople,students’spe