2021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2021下半年教師資格考試高中英語真題及答案PAGE"pagenumber"pagenumber/SECTIONPAGES"numberofpages"numberofpages2021下半年教師資格考試高中英語真題及答案第1部分：單項選擇題，共20題，每題只有一個正確答案,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。后半句補充完整應該是Susantookapictureofme，然后省略相同的部分tookapicture，因此A項正確。故本題選A。[單選題]2.______femalelionsguardandfeedtheiryoungcubs.A)ThatmalelionshelpB)MalelionswhichhelpC)AlthoughmalelionshelpD)Itismalelionsthathelp答案:D解析:本題考查強調。句意：雄性獅子幫助雌性獅子保護和哺育幼崽。此處將Itis…that去掉，句子結構完整，是強調句型。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：我們對于灰熊的遷徙模式也不太了解。根據句意可知，這里是?關于?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：當遇到火警時，報警器可以從聲音上召喚消防員，讓他們采取立即行動。approvingly意為?贊許地?；significantly意為?顯著地?；symbolically意為?象征性地?；audibly意為?可聽見地?。根據句意可知，D項符合句意。故本題選D。[單選題]5.WhichofthefollowingwordsisNOTahyponymofflower?A)Carnation.B)Chrysanthemum.C)Carrot.D)Tulip.答案:C解析:本題考查語義學。句意：下面哪一項不是flower的下義詞？A項意為?康乃馨?；B項意為?菊花?；D項意為?郁金香?，都屬于花，因此都是flower的下義詞。C項意為?胡蘿卜?，跟flower沒有關系。故本題選C。[單選題]6.Whichofthefollowingwordsisanantonymoflengthen?A)Shorten.B)Prolong.C)Abbreviate.D)Sustain.答案:A解析:本題考查語義學。句意：下面哪一項是lengthen的反義詞？根據句意可知，A意為?變短?符合。B項意為?延長?；C項意為?縮減?；D項意為?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:本題考查語音學。根據題干中的描述?濁輔音，顎音，塞擦音?，A項為?清輔音，顎音，摩擦音（fricative）?；B項為?濁輔音，顎音，摩擦音（fricative）?；C項為?清輔音，顎音，塞擦音?；D項為?濁輔音，顎音，塞擦音?。符合的是D項。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。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:本題考查社會語言學。題干問的是?雙語語言者在對話中同時切換兩種語言，這種現象屬于什么？?題干描述的現象屬于語碼轉換。簡單來說，語碼轉換是指在同一次對話或交談中使用兩種甚至更多的語言或語言變體的現象。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。Sinclair（1975）和RodEllis（1994）把課堂話語概括為IRF三段模式，即教師的引出語目（initiatingmove）、學習者的回答語目（respondingmove）和教師的反饋語目（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:本題考查語音教學。語音教學的內容連讀、節(jié)奏、停頓、語調等現象，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:本題考查語法教學。根據題干可知，老師詢問的被動句型在日常生活中的具體應用，因此，老師提問的目的是引導學生關注語法的功能，而不是結構、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:本題考查語篇教學。語篇中的邏輯連接是指相鄰句子或句群之間的連接關系，它可以通過連接性詞語，表明句子之間的語義聯系，甚至可以從前文句子的邏輯上預見后文句子的語義。根據題干可知，這堂閱讀課是按照時間順序講解的，因此是在語篇層面分析。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。題干中明確指出，讓學生聽具體的航班和到達時間，這是聽力教學中獲取細節(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。在寫作教學寫后環(huán)節(jié)，可以自評、互評、師評，由題干表述可知強調的是同伴之間的評價。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。句意：老師要求學生在閱讀關于警察的故事前描述他們所知的警察，是嘗試做什么？A項意為?復習課文?；B項意為?做出評論?；C項意為?提供標題?；D項?構建圖式?。閱讀前活動目的是使學生在較短時間內了解與所要閱讀材料相關的信息；激活有關話題的背景知識；幫助學生盡快進入文章角色；激發(fā)學生閱讀的興趣，為下一步的閱讀做好準備。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:本題考查課堂提問與教學反饋。句意：下列哪個問題屬于教師在課堂上使用的展示性問題？A項?這個女孩發(fā)生了什么？?；B項?如果你是故事里的女孩，你會像她一樣表現嗎？?；C項?你喜歡拇指姑娘的故事嗎，為什么？?；D項?你認為這個女孩是個熱心人嗎？?。展示性問題指的是教師已經知道答案或者答案能在相關工具中找到，用于檢查學生對課文內容的字面理解的問題。A項屬于展示性問題，而其他三項均屬于參考性問題，即教師所提問題沒有預設的答案，目的是使學生發(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。句意：當老師要求學生在段落中找到一個與?萌芽?意思相似的詞時，他/她希望學生做什么？A項?從上下文推斷意義?；B項?用句法分析詞義?；C項?用同義詞識別生詞?；D項?運用語法規(guī)則猜測意思?。老師讓學生用意思相近尋找單詞，采用了用同義詞識別生詞，體現了詞匯教學呈現的策略。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：在課程的哪個階段，老師可能會就某個主題進行頭腦風暴活動？Producing意為?產出?；Checking意為?檢查?；Leading-in意為?導入?；Practicing意為?練習?。頭腦風暴是一種針對某個話題，學生進行已有知識的調動活動，能夠激發(fā)興趣、建立新舊知識之間的聯系、引出內容，符合導入環(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:本題考查口語教學。題干問的是哪一項最能發(fā)展學生的交際能力。B項?與伙伴分享?可以發(fā)展學生的交際能力，另外三項都是偏控制性、機械性的練習，非側重培養(yǎng)交際能力的課堂活動。故本題選B第2部分：問答題，共3題，請在空白處填寫正確答案。[問答題]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:暫無解析:[問答題]22.學習策略主要指學生為促進語言學習和語言運用而采取的各種行動和步驟。簡述note-taking所屬學習策略的范疇（5分）及其三個作用（15分）。答案:學生在學習和運用英語的過程中常用的學習策略包括:元認知策略、認知策略、交際策略和情感策略等。note-taking屬于認知策略。作用1:記筆記有助于學生對學習內容的理解。記筆記的過程也是一個積極思考的過程,可調動眼、耳、腦、手一起活動,促進了對課堂講授內容的理解。作用2:記筆記可以加強學生對知識點的記憶,是溫故知新的助推器。記筆記更有助于積累資料、拓展新知,達到全面透徹學習的目的。作用3:記筆記有助于提高學習效率。學生緊跟老師的思路,認真聽講,及時記錄課堂內容中的重點、難點和不理解的地方以及老師重復強調的考點,這樣可以提高學生的學習效率。解析:[問答題]23.根據提供的信息和語言素材設計教學方案，用英文作答。設計任務：閱讀下面的學生信息和語言素材，設計15分鐘的英語口語教學方案。教案沒有固定格式，但須包含下列要點：●teachingobjectives●teachingcontents●keyanddifficultpoints●majorstepsandtimeallocation●activitiesandjustifications教學時間：15分鐘學生概況：某城鎮(zhèn)普通中學高中二年級學生，班級人數40人。多數學生已經達到《普通高中英語課程標準（2017年版2020年修訂）》學業(yè)質量水平一，學生課堂參與積極性一般。語言素材：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