2020下半年教师资格考试高中英语真题及答案

试卷科目：教师资格考试高中英语2020下半年教师资格考试高中英语真题及答案PAGE"pagenumber"pagenumber/SECTIONPAGES"numberofpages"numberofpages2020下半年教师资格考试高中英语真题及答案第1部分：单项选择题，共20题，每题只有一个正确答案,多选或少选均不得分。[单选题]1./s/and/z/canbedistinguishedbythe______.A)placeofarticulationB)stateoftongueC)stateofvocalcordsD)mannerofarticulation答案:C解析:考查语音学。/s/和/z/按发音方式为摩擦音，按发音部位为齿龈音，只有按照发音时声带是否震动判断，/s/为清辅音，/z/为浊辅音。故本题选C。[单选题]2.Theword?realization?consistsof______syllablesand______morphemes.A)five;fiveB)five;fourC)four;threeD)four;four答案:C解析:本题考查形态学。realization的音标为/ˌriːələˈzeɪʃn/根据元音音素进行划分，可分为4个音节；realization进行词素划分，可分为real,-ize,-ation三个词素。故本题选C。[单选题]3.Whichofthefollowingisleastassociatedwithnewspaperpublishing?A)Proofreading.B)Editorial.C)Censorship.D)Citizenship.答案:D解析:本题考查词义辨析。句意：以下哪个与报纸出版关系最弱？Proofreading意为?校对?；Editorial意为?编辑的；主编；社论，评论?；Censorship意为?审查制度；审查机构?；Citizenship意为?公民身份；公民资格?，由词义可以进行区分，只有D项和报纸出版的关系最弱。故本题选D。[单选题]4.Whichofthefollowingbestdescribestherelationbetween?piece?and?peace??A)Synonymy.B)Homonymy.C)Antonymy.D)Hyponymy.答案:B解析:本题考查语义学。句意：?piece?和?peace?是什么关系？Synonymy意为?同义关系?；Homonymy意为?同音异义词?；Antonymy意为?反义关系?；Hyponymy意为?上下义关系?。?piece?和?peace?在发音上是相同的，但词性和含义均不同，属于同音异义词。故本题选B。[单选题]5.Shewasnot______impressedbythestoryPaulsharedwithher,forshehadalreadyheardofit.A)intheleastB)atthemostC)leastofallD)forthemost答案:A解析:本题考查介词短语辨析。句意：她一点也没有被Paul分享的故事打动，因为她已经听过了。intheleast意为?一点；丝毫?；atthemost意为?至多；不超过?；leastofall意为?最不，尤其?；forthemost意为?对大多数?；根据句意，可知intheleast?一点；丝毫?符合句意，故本题选A。[单选题]6.Withoutfacts,wecan?tformworthwhileopinions,forweneedtohavefactualknowledge______ourthinking.A)whichtobebaseduponB)uponwhichtobaseC)whichtobaseuponD)uponwhichtobebased答案:B解析:本题考查动词不定式。句意：没有事实，我们就不能形成有价值的观点，因为我们的思考必须以真实的知识为基础。uponwhichtobaseourthinking是动词不定式短语作定语，该短语中介词必须放在which前。本题可还原成：weneedtobaseourthinkingonfactualknowledge.故本题选B。[单选题]7.It?struethatwaterwillcontinuetobe______itistoday-inimportancetooxygen.A)howB)whichC)asD)what答案:D解析:本题考查表语从句。句意：的确，水将继续和现在一样，像氧气一样重要。设空处为be动词之后的表语从句，从句中缺少表语，意为?什么?，应使用what。故本题选D。[单选题]8.Heishelplessundersuchcircumstances,______.A)howeverbrilliantamindhemayhaveB)howeverabrilliantmindhemayhaveC)howeverbrilliantamindmayhehaveD)Howeverabrilliantmindmayhehave答案:A解析:本题考查让步状语从句。句意：在这种情况下，无论他有多么聪明，他都无能为力。however=nomatterhow，后面应该接形容词，应为howbrilliant，该句中主谓不需要倒装。故本题选A。[单选题]9.Whichoffollowingrefersto?thepartofinputthathasbeeninternalizedbylearners??A)Feedback.B)Output.C)Intake.D)Washback.答案:C解析:本题考查语言学其他。下面哪一项指的是?被学习者内化的输入部分?？Feedback意为?反馈?；Output意为?产出?；Intake意为?摄入?；Washback意为?后效，反拨作用?，washbackeffect意为?反拨效应?，一般指测试对教师的教学以及学生的学习造成的影响。根据选项含义和题干中的解释，可确定intake符合。故本题选C。[单选题]10.Whichofthefollowingdescribesthelanguageofanindividualspeakerwithitsuniquecharacteristics?A)Idiolect.B)Taboo.C)Regionaldialect.D)Socialdialect.答案:A解析:本题考查社会语言学。描述个体说话带有个人特色的是个人习语。Idiolect意为?个人习语，个人语言?；Taboo意为?禁忌，忌讳?；Reginaldialect意为?地区方言?；Socialdialect意为?社会方言?，根据题干中的itsuniquecharacteristics可知应该是idiolect。故本题选A。[单选题]11.Whatroledoeshe/sheplaywhenateacherexplainsthepurposeofatask,thestepstodoitanditstimelimit?A)Anorganizer.B)Anobserver.C)Anevaluator.D)Aprompter.答案:A解析:本题考查教师角色。题干中教师向学生说明任务目的、步骤和时间限制，说明教师在组织课堂活动，应为组织者。故本题选A。[单选题]12.Whatdoeshe/sheintendtodowhenateacherwritesthefollowingsentences?Shegetsupearly.Shewearsauniform.Sheworksveryhard.?ontheblackboardatthepresentationstage?A)Practicesentencepatternsusingmodelsentences.B)Checkifstudentscanpronouncethesentencescorrectly.C)Monitorwhetherstudentscanaccuratelyexpresstheirideas.D)Drawstudents?attentiontotheformofanewlanguageitem.答案:D解析:本题考查语法教学。题干中教师给出三个句子，用下划线标出句子中的第三人称单数形式，目的是吸引学生的注意，让学生注意到第三人称单数的形式。故本题选D。[单选题]13.Whatskilldoeshe/sheusewhenastudentuseslanguageknowledgeandcontextualcluestofigureoutthemeaningofanewword?A)Contrasting.B)Summarizing.C)Deducing.D)Predicting.答案:C解析:本题考查课堂教学微技能。当学生结合所学知识与上下文推测新单词的意思，用到了推理的策略。故本题选C。[单选题]14.Supplementing,deleting,simplifyingandreorderingareoftenusedin______.A)adaptingteachingmaterialsB)deliveringteachingmaterialsC)evaluatingteachingmaterialsD)presentingteachingmaterials答案:A解析:本题考查《普通高中英语课程标准（2017年版2020年修订版）》实施建议。根据《普通高中英语课程标准（2017年2020年修订版）》实施建议，教师可以根据学生情况和自己教学需要对教材做出适当调整。具体包括：补充、删减、简化和调整顺序等。故本题选A。[单选题]15.Whichofthefollowingisleastrecommendedatthelead-instageinareadingclass?A)Activatingstudents?schemaofthetopic.B)Givingadviceonhowtousereadingstrategies.C)Sharingbackgroundinformationaboutthetext.D)Correctinglanguagemistakesstudentshavemade.答案:D解析:本题考查导入。句意：在阅读课中最不推荐的导入方式是什么？A项?激活学生已有知识?；B项?就如何使用阅读技巧提出建议?；C项?分享课文相关的背景知识?；D项?纠正学生犯的错误?；A，B，C项均适合阅读课导入。导入的目的是让学生在心理上和知识上做好准备，因此不适合纠正学生的错误，这样会挫伤学生接下来学习的积极性。故本题选D。[单选题]16.Whichofthefollowingbestdescribesthephenomenonthatlearnersapplytheskillsacquiredinonefieldtoanother?A)Transfer.B)Deduction.C)Contextualization.D)Induction.答案:A解析:本题考查课堂教学微技能。学习者将某个领域所学的技巧运用于另一个领域，这种现象属于知识迁移。Transfer意为?转移；迁移?；Deduction意为?推导；推断?；Contextualization意为?情景化?；Induction意为?归纳?。故本题选A。[单选题]17.Ifthefocusisplacedon______,studentsaresupposedtogothroughthestagesofdrafting,receivingfeedback,andrevisingbeforesubmittingthefinalversionoftheirwriting.A)productB)processC)genreD)format答案:B解析:本题考查写作教学。如果写作时将重点放在起草稿、反馈、修改等步骤上，那这是重过程的写作模式。故本题选B[单选题]18.Whatwouldhe/shedoinareadingclassifateacherwantstodevelopstudents?inferentialcomprehension?A)Askthemtoretellthestory.B)Askthemtounderlinedifficultsentences.C)Askthemtoreadthetextsentencebysentence.D)Askthemtoreadthetextforimpliedmeaning.答案:D解析:本题考查阅读教学。如果老师想要发展学生的推理能力，那可以让学生阅读文章找出文本的隐含意义。其他三项都没有关注到?推理?。故本题选D[单选题]19.Whichofthefollowingactivitiescanbeusedifthefocusisondevelopingstudents?oralfluencyinEnglish?A)Blank-filling.B)Story-telling.C)Transformation.D)Translation.答案:B解析:本题考查课堂教学微技能。讲故事着重在于练习口语交际，属于锻炼语言流畅性的活动，而其他三项活动都在关注语言的准确性。故本题选B。[单选题]20.Whatisthefocuswhenateachersaystotheclass?Rewriteeachofthefollowingsentencesusingthepassivevoice.??A)Skill.B)Meaning.C)Structure.D)Function.答案:C解析:本题考查语法教学。当教师要求学生?用被动语态重新写以下句子?时，教师在关注学生使用被动语态这个语法知识的使用情况，所以在关注语言结构，而不是意义、功能或是技巧。故本题选C。第2部分：问答题，共4题，请在空白处填写正确答案。[问答题]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:暂无解析:[问答题]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:暂无解析:[问答题]23.根据题目要求完成下列任务，用中文作答。简述进行短文听写（dictation）的目的（6分）与三个基本步骤（6分）。写出短文听写的一个优点（4分）和一个缺点（4分）。答案:(1)短文听写是一种最为有效的听力训练方式,能够帮助学生扩充词汇量,提高拼写、句法、听力、理解、记笔记和一定的书面表达等多方面的技能,是一种兼顾语言输入与输出的训练方式。(2)短文听写的三个基本步骤①听前预测在听录音前,根据文章标题预测文本内容,然后快速浏览短文,把握短文大意,根据上下文的已知信息,预测空格里的内容,带着问题有针对性地听,有助于提高听写训练的速度和准确率,同时锻炼学生的逻辑思维能力。②听中速记听的过程中全神贯注,抓住信息点,争取听清文本内容,快速记下关键词。速记时要有技巧:如用阿拉伯数字记日期、时刻或号码或价格等;用字母代替地名或人名,单词用缩写,短语用其首字母来快速记忆等。③听后检查利用语法知识和一些习惯表达方式检查所写文本内容。(3)优缺点优点:短文听写能够兼顾语言输入与输出的训练,在考查学生综合语篇理解能力的基础上,还可以检测学生词汇、语法等方面的学习效果,有助于全面考查学生的综合语言运用能力。缺点:短文听写的形式不够灵活,对于学生自主语言输出水平的提升有限,难以体现英语教学的人文性特点。解析:[问答题]24.根据提供的信息和语言素材设计教学方案，用英文作答。设计任务：请阅读下面学生信息和语言素材，设计20分钟的写作教学方案，帮助学生顺利完成该写作任务。教案没有固定格式，但须包含下列要点：teachingobjectivesteachingcontentskeyanddifficultpointsmajorstepsandtimeallocationactivitiesandjustification教学时间：20分钟学生概况：某城镇普通中学高中年级第一学期学生，班级人数40人，多数学生已经达到《普通高中英语课程标准（2017版）》五级水平。学生课堂参与积极性一般。语言素材：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.】