教师资格考试试卷高中英语真题及解析

2017年下半年中小学教师资格考试

英语学科知识与教学能力试题(高级中学)

1.The sound of“th”in the word“thin”is a ZZZ

A.Voiceless dental and fricative

B.V oiceless dental and affricative

C V oice dental and fricative

D.Voice dental and affricative

A【解析】这个音是把舌头尖放在上下牙齿之间，发丝音，摩擦音。

2.Of all the following pairs of words,ZZZ is the minimal pair?

A.boot and bought

B.deep and dog

C.either and neither

D.ghost and best

A【解析】略。

3.ZZZ can fly very high in ZZZ sky.

A.The bird;the

B.The bird;

C.Birds;the

D.Birds;/

C【解析】考查指示代词。birds是泛指，所以前面不需要加the；in the sky是固定搭配，所以答案选C。

4.In my opinion,she is kind and polite,so I put her rudeness today down as ZZZ.

A.ordinary

B.untimely

C.progressively

D.accidentally

D【解析】考查副词辨析。句意：在我看来，她很善良，很有礼貌，所以我今天就把她的粗鲁行为当作一次意外。ordinary“普通的，平常的”；untimely“不合时宜地，过早地”；progressively“渐进地，日渐增多地”；accidentally“意外地，偶然地”，选项D符合句意。

5.With spring approaching,the pink of the apple blossom is beginning to ZZZ.

A.show

B.grow

C.rise

D.ascend

A【解析】考查动词辨析。句意：随着春天的临近，苹果花的粉红色开始显现。show“显现，出现”；grow“生长，发展”；rise“上升，增强”；ascend“上升，

登高，追溯”，答案选A。

6.Mr.Woods,I am here just in case anything out of the ordinary ZZZ.

A.happens

B.happen

C.would happen

D.will happen

A【解析】考查in case的用法。句意：伍兹先生，我来这里只是为了以防任何不寻常情况的发生。in case“万一,以防”,后面的从句可以不用虚拟语气，也可以用虚拟语气。如果不用虚拟语气，那么就等同于一般的条件句，后面用一般现在时，也就是常说的主将从现。如果引导虚拟语气，其形式通常为：“…in case +主语+should+动词原形”,其中should通常不省去。所以答案选A。

7.I look back on this pleasant holiday in Beijing with ZZZ pleasure.

A.anything but

B.all but

C.everything but

D.nothing but

D【解析】考查固定搭配。句意：我回首在北京这愉快的假期，只有快乐。anything but“根本不，决不”；all but“几乎，差一点”；everything but“除了”；nothing but“只有，只不过”，答案选D项。

8.Tom,take this baggage and put it ZZZ you can find enough space.

A.which

B.in which

C.wherever

D.whereas

C【解析】句意：汤姆，拿着这行李，把它放在任何一个你能找到足够空间的地方。wherever表示“无论何地”，“不论何处”，作地点状语。

9.What is the main rhetoric device used in“The Pentagon was divided on the air strike”?

A.Synecdoche

B.Metonymy

C.Metaphor

D.Oxymoron

B【解析】The Pentagon“五角大楼”用来借代“美国国防部”。

10.Which inference in the bracket of the following sentences is presupposition?

A.Ede caught a trout.(Ede caught a fish)

B.Don’t sit on Carol’s bed.(Carol has a bed)

C.The limp is over the house.(the house is under the limp)

D.Coffee would keep me awake all night.(I don’t want coffee)

B【解析】略。

11.Which of the following instruction is helpful in developing students’ability to make differences?

A.Listen to a story and write a summary.

B.Listen to a story and work out the writer’s intension.

C.Listen to a story of a boy and the draw a picture of him.

D.Listen to a story and note down the specific date of an event.

B【解析】略。

12.The most suitable question type to check students’comprehension and develop their critical thinking is ZZZ.

A.rhetorical question

B.referential question

C.close question

D.display question

B【解析】推理问题最适合用来检测学生的理解程度，培养他们的批判性思考能力。

13.Diagnostic test is often used for the purpose of ZZZ?

A.find out what students know and don’t know

B.measure students’general English language proficiency

C.know whether students have the right language aptitude

D.check students whether have achieved the teaching objectives

A【解析】诊断性测试一般是指在某项教学活动开始之前对学生的知识、技能以及情感等状况进行的预测。通过这种预测可以了解学生的知识基础和准备状况，以判断他们是否具备实现当前教学目标所要求的条件，为实现因材施教提供依据。

14.Which of the following activities is often used to develop students’speaking accuracy?

A.Identifying and correcting oral mistakes.

B.Acting out the dialogue in the text.

C.Having discussing in group.

D.Describing people in pairs.

A【解析】辨别并且纠正口语错误可以被用来提高学生的表述的准确性。

15.If a teacher asks students to make their own learning plan,he/she is trying to develop students’ZZZ.

A.cognitive strategy

B.affective strategy

https://www.360docs.net/doc/729084027.html,municative strategy

D.meta cognitive strategy

D【解析】元认知是对认知的认知，即个体对认知活动的自我意识与调节。学习的元认知策略是指学生对自己整个学习过程的有效监视及控制的策略。所以本题选D。

16.If a teacher tells the students that the word“dog”may imply“loyalty”,he/she is teaching the ZZZ of the word.

A.denotative meaning

B.collective meaning

C.conceptual meaning

D.connotative meaning

D【解析】denotative meaning“指示含义”；collocative meaning“搭配含义”；conceptual meaning“概念含义”；connotative meaning“隐含意义”,“狗”象征“忠诚”是隐含意义，答案选D项。

17.Which of the following is the last step in the process of writing essays?

A.Edit the writings.

B.Write topic sentences for paragraphs.

C.Gather information and ideas relevant to the topic.

https://www.360docs.net/doc/729084027.html,anize the information and idea into a logical sequence.

A【解析】写作的最后一个步骤是修订。

18.The main purpose of asking questions about the topic before listening is to ZZZ.

A.meet students’expectation

B.increase students’confidence

C.activate students’schemata

D.provide feedback on tasks

C【解析】教师在播放听力之前就题目进行提问是为了帮助学生理清该话题的整体架构。

19.If a teacher asks students to fill in the blanks in a passage with“that”,“which”or “whom”,he/she is least likely focusing on grammar at ZZZ.

A.lexical level

B.syntactic level

C.discourse level

D.morphological level

B【解析】用“that”，“which”，“whom”填空，属于句法层面的语法点。

20.If a teacher asks students to talk about their hobbies in groups,he/she is trying to encourage ZZZ.

A.peer correction

B.peer feedback

C.peer interaction

D.peer assessment

C【解析】教师让学生就其爱好进行分组讨论是在鼓励学生进行互动。

二.简答题

简述教学日志（teaching Journal）的含义（5分）和三个作用（9分），列出教学日志的三点注意事项（6分）。

【参考答案】：1.教学日志的含义是：教学中，结合本专业的教学内容，针对当天的教学任务发表自己的见解，教育教学中的得与失，发表自己的看法。

2.三个作用：

(1).促进思考向纵深发展的意义。一般的思考，往往因时间，大脑遗忘规律等方面的因素，或者导致思考停留在一般或者还没思考出具体的结果就产生了搁置现象。而写，首先需要教师对在教学中的引发了注意的教学现象进行认真地回忆，具体、细致、形象的描述，形成对教学事件、个案的进一步细致地、比较全面的认识，为深入思考奠定了基础。其次，写反思的时候，因为要落笔，就需要对所思考的内容进行逻辑化、条理化、理性化的表述，促使思考具有一定的理性化。同时，对写下来的教学现象、个案进行思考，因为写得翔实，思考也会趋于全面。（2）促进教师理论学习的深入。一般的思考，往往是教师的思考不能够与理论的学习结合起来，从而导致思考的肤浅。而写，往往使人产生一种写的深刻一点的需求，在这种需求的驱动下，往往要参阅一些资料、翻看一些书籍，促使教师进一步学习，是自己的思考与倡导的理论结合起来，从而实现对理论认识的提升并且提高自己的理论水平。

（3）促成教师的经验积累和提升。一般的思考，会随着时间的推移而将往事淡忘。而写，能够帮助教师把自己教学实践中的经验、问题和思考积累起来，使自己对自己教学现象中的典型事例和思考深深地记忆下来。因为写的积累作用，教师便真正成为了一个有丰富教学经验和理性思考的教师。同时，写下来的东西更

方便与人交流,会促进教师更好的发展。

3.三点注意事项：

（1）记“成功”之举，将教学过程中达到预先设计的目的、引起教学共振效应的做法；课堂教学中临时应变得当的措施；层次清楚、条理分明的板书；某些教学思想方法的渗透与应用的过程；教育学、心理学中一些基本原理使用的感触；教学方法上的改革与创新等等，详细得当地记录下来，供以后教学时参考使用，并可在此基础上不断地改进、完善、推陈出新。

（2）记“败笔”之处，即使是成功的课堂教学也难免有疏漏失误之处，对它们进行回顾、梳理，并对其作深刻的反思、探究和剖析，使之成为以后再教时应吸取的教训。

（3）记学生见解，在课堂教学过程中，学生是学习的主体，他们总会有“创新点火花”在闪烁，教师应当充分肯定学生在课堂上提出的一些独到的见解，这样不仅使学生的好方法、好思路得以推广，而且对它们也是一种赞赏和激励。同时，这些难能可贵的见解也是对课堂教学的补充和完善，可拓宽教师的教学思路，提高教学水平。因此，将其记录下来，可以作为以后丰富教学的材料养分。

（4）记再教设计，一节课下来，静心沉思，摸索出了哪些教学规律；教法上有哪些创新；知识点上有什么发现；组织教学方面有何新招；解题的诸多误区有无突破；启迪是否得当；训练是否到位等等。及时记下这些得失，并进行必要的归类与取舍，考虑一下再教这部分内容时应该如何做，写出“再教设计”，这样可以做到扬长避短、精益求精，把自己的教学水平提高到一个新的境界和高度。总之，写课后反思，贵在及时、坚持且执着地追求。一有所得，及时记下，有话则长，无话则短，以记促思，以思促教，长期积累。

三.教学情景分析题（本大题1小题，30分）

32.下面是一位高中英语教师进行词汇教学的课堂板书

结合图示，回答下列三个问题：

（1）图一和图二体现出词汇教学的哪两种方式？

（2）这两种词汇教学方法各有什么优缺点？

（3）这两种教学方法遵循了词汇教学的哪两个原则？

【参考答案】：（1）图一体现了英语词汇固定搭配教学方法。通过将左栏的形容词与右栏的名词组成词块进行记忆，如将“a black”与“car”进行搭配组成“a black car”词块，更有利于学生记忆单词的用法。图二体现了英语词汇教学中的头脑风暴法。教师通过给出关键词或某一主题，激发学生对相关主题词汇的联想和提取,以达到词汇记忆的目的。

（2）固定搭配词汇教学方法的优点：

①避免了记忆鼓励单词难度大的问题，搭配组成词块便于学生对单词的记忆；

②利于学生达到运用单词的目的，提高学生对单词的搭配能力。

该方法缺点：

①考虑到语言的负迁移现象，不能一律按照汉语意思进行搭配，以免造成由文化差异带来的对单词的不正确运用；

②只给出一组的词语搭配容易造成学生对英语词汇学习的思维定势。

头脑风暴英语词汇教学方法的优点：

①有利于激发学生的想象，激活思维，促进学生对于关键词的思考。

②有利于培养学生的合作学习能力，学生之间相互合作相互启发，把自己的想法告诉组员，与组员产生观点上的碰撞。

该方法缺点：学生从记忆中提取单个单词,并不能理解单词运用的方法，只能记住概念。

（3）这两种教学方法遵循了词汇教学的原则：

①运用性原则：在教授单词时，通过运用性原则可以将孤立的单词组成词块而在语言输出时得以运用,利于学生由词成句，由句成篇，最终达到运用语言的目的。

②启发性原则：词汇教学中，教师激发学生的兴趣，通过主动参与启发学生与所学单词相关词汇，让学生主动建构知识，学习词汇，有利于培养学生的自主学习

意识。

四.教学设计题

根据提供的信息和语言素材设计教学方案，用英文作答。

教学任务：阅读下面学生信息和语言素材，设计20分钟的英语写作教学方案。教学方案没有固定形式，但必须包含一下要点：

Teaching objectives

Teaching contents

Key and difficult points

Major steps and time allocation

Activities and evaluation

教学时间：20分钟

学生概况：某城镇普通高中一年级学生，班级人数40人，多数学生已经达到了《普通高中英语课程标准》五级水平，学生课堂参与积极性一般。

语言材料：

Dear Zhou Kai,

How are you?We are doing a class survey and I have to write emails to all my pen friends in other countries,I hope you don’t mind answering these questions:

1.Do most adult smoke?

2.I most state in the US,it is now against the law to smoke in public buildings,such as banks and offices,on public transport and in restaurants and cafes.Is it the same in China?

3.Is the government planning to change the law about smoking in public?

Hope you can answer me the three questions!

Best wishes,

Paul.

【参考答案】：

一.Teaching content

Talk about the phenomena on smoking in China and write an email to reply

二.Teaching objectives

Knowledge objectives

Students can master the basic structure of an email and know how to reply the email. And students can get more information about the topic of smoking issues in China. Ability objectives

Students can improve their writing and speaking abilities and talk about the smoking issues in daily life freely.

Emotional objectives

Students’awareness cooperation will be improved.And they will have more interest in writing email in English.Students know the harm of smoking to keep a good health.

三.Teaching key and difficult points:

The key point is that students can get to know how to reply an email to analyze the phenomenon of smoking in China.And the difficult point is that students put what they have learned into practical use.

四.Teaching Procedures:

Step1:Pre-writing(9minutes)

Teacher shows the email of Paul on the screen,and students read it with two questions: What’s the question of Paul?

What’s the basic structure of a letter?

Students have three minutes to finish this task and share their answers.

Teacher chooses two students to read their answers for the first question:

Do most adults smoke in China?

In most states in the US,it is now against the law to smoke in public buildings,such as banks and offices,on public transport and in restaurants and cafes.Is it the same in China?

Is the government planning to change the law about smoking in public?

Then teacher helps students to summarize the structure of an email:the starting address,main body and the ending wishes.

Four students in a group help Paul finish his survey.They need to express their ideas

for Paul’s questions and then exchange with the whole class.

Teacher invites several groups to write down their findings on the blackboard,and asks students to arrange the writing content.

（Justification:Groups discussion can strengthen their cooperative spirit and their imaginative ability can be developed.Moreover,students will get the ability to write a letter to express their ideas.）

Step2:While-writing(6minutes)

Students need to write an email to answer Paul’s problem,and they have four minutes to finish their first draft.They are required to write their survey result in an email and help Paul to do the survey about smoking phenomenon.While their writing,teacher will give the instructions for their problems.

(Justification:students will cultivate their ability of writing a letter within certain minutes and their good habits of writing will be formed as well.)

Step3:post-writing(5minutes)

Students need to check their draft by themselves and then exchange with desk-mates to do peer-editing.

Teacher asks three students to read their email at the front,and then give them some comments.

(Justification:Editing can provide a perfect writing for students,meanwhile the comments will help students learn more from others and improve their writing ability promptly.)