2020年教师资格《高中英语》真题【含答案】

1、2020年教师资格高中英语真题试卷一、单项选择题（本大题共30小题，每小题2分，共60分）1./s/ and /z/ can be distinguished by the.A.place of articulationB. state of tongueC. state of vocal cordsD. manner of articulation1.C2.The word “realization” consistsof and.A.five; fiveB. five; fourC. four; threeD. four; four2.C3.Which of the following i

2、s least associated with newper publishing?A. proofreadingB. editorialC. censorshipD. citizenship3.D3.D4.Which of the following best describes the relation between “piece” and “peace”?A. synonymyB. homonymyC. antonymy D. hyponymy4.B5.She wasnotimpressed by the story Paulshared with her, for she had a

3、lready heard of it.A.in the leastB. at themostC. least of allD. for the most5.A6.Without facts, we cant form worthwhile opinions, forwe need to have factual knowledge our thinking.A.Which to be based upon B. upon which to baseC. which to base upon D. upon which to be basedB7.Itstruethatwaterwillcont

4、inuetobeit istodayin importance to oxygen.A.howB. whichC. asD. what7.D8.He is helpless under such circumstances,A.however brilliant a mind he may haveB.however a brilliant mind he may haveC.however brilliant a mind may he haveD.However a brilliant mind may he have8.A9.Whichoffollowingrefersto“thepar

5、tofinputthat has been internalized by learners”?A.feedbackB outputC. intakeD. washback9.C10.Which of the following describes the language ofan individual speaker with its unique characteristics?A. IdiolectB. TabooC. Regional dialectD. Social dialect10.A11.Whatroledoeshe/sheplaywhenateacherexplainsth

6、e purpose of a task, the steps to do it and its timelimit?A. An organizer.B. An observerC. An evaluatorD. A prompter11.A12.What does he/she intend to do when a teacherwrites the following sentences “She gets up early. She wears a uniform. She works very hard.” on the blackboard at the presentation s

7、tage?A.Practice sentence patterns using model sentences.B.Check if students can pronounce the sentences correctly.C.Monitorwhetherstudentscanaccuratelyexpresstheir ideas.D.Drawstudentsattentiontotheformofanewlanguage item.12.D13.Whatskilldoeshe/sheusewhenastudentuseslanguage knowledgeandcontextualcl

8、uestofigureoutthemeaningof a new word?A. Contrasting.B. SummarizingC. DeducingD. Predicting13.C14.Supplementing, deleting, simplifying andreordering are often used in.A. adapting teaching materialsB. delivering teaching materialsC. evaluating teaching materialsD. presentingteaching materials14.A15.W

9、hich of the following is least recommended at the lead-in stage in a reading class?A.Activating students schema of the topic.B.Giving advice on how to use reading strategies.C.Sharing background information about the text.D.Correcting language mistakes students have made.15.D16.Whichofthefollowingbe

10、stdescribesthephenomenon that learners apply the skills acquired in one field to another?A. TransferB. DeductionC. ContextualizationD. Induction16.A17.Ifthefocusisplacedon,studentsaresupposed to go through the stages of drafting, receivingfeedback, and revising before submitting the final version of

11、their writing.A. productB. processC. genreD. format17.B18.Whatwouldhe/shedoinareadingclassifateacher wants to develop students inferential comprehension?A.Ask them to retell the story.B.Ask them to underline difficult sentences.C.Ask them to read the text sentence by sentence.D.Ask them to read the

12、text for implied meaning.18.D19.WhichofthefollowingactivitiescanbeusedifthefocusisondevelopingstudentsoralfluencyinEnglish?A. Blank-filling.B.Story-telling.C. Transformation.D. Translation.19.B20.What is the focus when a teacher says to the class“Rewriteeachofthefollowingsentencesusingthepassive voi

13、ce.”?A. SkillB. MeaningC. StructureD. Function20.CPassage 1Ihavepersonallycometounderstandthat“empowerment”isnotalessonthatcanbethoughtbywayoftextbooksor lectures, projects or field trips, and not even by wayof principlesandinspirationalteaching.Itmustbetaughtby personal examples.Whenweaskourstudent

14、swhocomefromdisadvantaged backgrounds, or those, who face a personal lifestylethat is in direct conflict to the principles that we teach,we havetobewillingtoshowthemhowtoovercomer,howtomake the transition from one state of being into the next,how tobeempowered.Wemustmakethelessonofempowermentcome to

15、life,inareal,up-doseandpersonalway.Andtheonly way this can be done is when we allow ourselves tobecome living examples of what we teach.PreparatoryschoolforGlobalLeadership(PSCL)isa schoolthatIstartedbecauseIbelievedthatIhadmethod, awayofteachingandlearningthatwouldempowertheurban disadvantaged chil

16、d. But as I sit back and think aboutit now,PSGLwasaschoolthatIstartedsothatIwouldshowcase empowerment to a group of students (and stuff) whoneeded a real life, example of how to grow beyond onescurrent circumstance.When I reflect on my journey of starting the school,I realizethateverystepalongtheway

17、waspersonallyteaching about empowerment. It is one thing to teach it, but itis another to live it. Unless we experience empowerment ona personallevel,wecannothelpstudentslearnit,circumventobstaclesastheyariseanddevelopandemploythenewskills needed to function to be empowered.How can we get in the fac

18、e of a student and push him to a place that is foreign and scary, asking him to become greaterthanhisenvironment?Wecant,why?Becausewedo not know what it lacks like, we do not know what itfeels like. Our role as a teacher becomes technical, causingus tomissoutonthespiritoftrulygoodteaching,whereone t

19、eaches with relevancy, authenticity and experience.When I look at the faces of these students, I knowthat myprocessofstartingtheschoolwasforthem.WhenIbecame whatItaught,whenIempoweredmyselfinceswherethere was no one there to empower me, when I chose to succeed without excuses, I became a living less

20、on.These students saw me and our staff as extensions of the lessons we were trying to teach. Our lives, not by our perfection,butbyoureffort,showedstudentshowtoapply what we taught.21.Whichofthefollowingcanberegardedasanecessary condition for teachers to empower their students?A.Having been successf

21、ul in empowering students.B.Possessing the expertise in the subject they teach.C.Having received adequate training on empowerment.D.Beingabletointegratepersonalexperiencesintotheir teaching.22.Which of the following can be inferred from the passage?A.Onlychildrenfromdisadvantagedbackgroundneedtobe e

22、mpowered.B.Theauthorisabletoempowerherselfwhenfacedwith difficulties.C.Teacherswithpersonalexperienceofempowermentcannot teach.D.Theauthordoesnotpracticewhatsheadvocatesinher own life.23.WhichofthefollowingistrueaboutthePreparatory School for Global Leadership?A.It is the most renowned of its kind i

23、n the world.B.Its graduates are well received by their employers.C.Itsstaffareunwillingtoempowerthemselvesasliving examples.D It aims at empowering trainees to grow beyond their circumstances.24.Which of the following is closest in meaning tothe underlined word “circumvent” in Paragraph 4?A. Overcom

24、e. B. Encounter.C. Move around.D. Take away.25.Why does the author highly value a teachers experience of empowerment in teaching?A.To enable students to learn and use new skills.B.To turn teaching technical with dogmatic lectures.C.Tomaketeachingrelevant,authentic,andconvincing.D.To extend and perfe

25、ct his professional career as a teacher.21.D22.B23.D24.A25.CPassage 2Catshavethewidesthearingrangeofnearlyanymammal” not only can they perceive sound in what we define as the “ultrasonic”range,theycanalsoappreciateallthebass Dr Dre can throw at them. They can swivel their whiskers forwardswhilehunti

26、ngtoprovideakindofshort-rangeradar. And they can see exceptionally well in the dark thanks to a reflective surface behind the retina that bounceslight back,givingitasecondchancetohitaphotoreceptor.They see more distinct images per second than we do.Dogpartisanswillappealtothedogsallegedlysuperior in

27、telligence though if that were theprimarycriterion forchoosingapet,onewouldexpecttoseealotmorecrowsand squid on leads around town. In fact, catsarerather cleverer than commonly assumed, as the biologist andanimal-behaviourexpertJohnBradshawshowsinhisnewbook.Theycanevenbetrainedtoanextentwhichwasnews

28、tomeBradshawsbookmixespelletsofcatlorewithaccounts offelineevolution,anatomy,geneticsanddevelopmentfromnewborn kitten to adulthood, plus descriptions ofcat-psychologyexperimentsinthelaboratory,manyofwhichhehasconductedhimself.Someofthemostinterestingpartsindicateholesinourcurrentscientificknowledge.

29、“Manymothercatstrytomovetheirlittersatleastoncebefore theyweanthem,”heobserves,“butsciencehasyettofind out why”. No one knows why cats go crazy forcatnip,norwhytheyareable“toclassifyshapesaccordingtowhether they are closed or open.” Kittens, meanwhile,“mayalsousespecialmovementsoftheirtailstosignalp

30、layfulness,butsofarnoscientisthasbeenabletodecodethese”.Asfar as potential research projects go, decoding thetail-language of playing kittens must be about theinteresting unsolved problem in science.The cat is an apparentlyphlegmaticbeast, butBradshaw points out that cats experience strong emotions,

31、 and sometimes might be suffering in silence. They arent particularlysociable,andcatswhoarehousedwithothers whowerentlitter-matesperhapsbywell-meaningowners who think they need the company can becomechronically stressed.Luckily,then,catsprobablyarentawarethattodaythey are once again hate-figures, th

32、e furry target of spittle-spraying ecologists who, armed with dodgy statistics, accuse cats of wildly “murdering” all the countryssongbirds.Itsabitmorecomplicatedthanthat, Bradshawshows.Ratsalsokillsongbirds,andcatskeeptheir numbers down; while the RSPB says the disappearance of habitat is a far mor

33、e important factor in the decline of songbirdpopulationsthanpredatornumbers.Butwecouldat least, Bradshaw suggests, reverse the counterproductive selection pressure we currently exert on the domestic cat whenweneuterhousecatsbeforetheyreproduce.Thismeans, heexplains,thatthe“friendliest,mostdocile”cat

34、sare preventedfromleavinganydescendants,whilewildcats which are more suspicious of humans and better athuntingwill leave more offspring. Unintentionally, we arecausingcatstoevolveintoanimalssocietywontlikeas much Cat-haters probably wont appreciate this book, but anyoneelsemight.Itiswritteninafriend

35、lyandengaging way, has helpful tips for cat owners, and is packed with excellentcatfacts.Why,youmighthavewondered,docats getstuckuptrees?Becausealltheirclawsfaceforwards, so none can be used as brakes on the descent. We allknow howgoodcatsareattwistingmid-airtolandontheirfeet, buttheyhaveanevenmorei

36、mpressivetrick:somecatsadopt a“parachute”positionduringalongfall,withallfour legsstuckouttotheside,beforecomingbacktothelanding position at the last moment. This cat-parachute pose, Bradshawcalculates,“limitsthefallingspeedtoamaximum offifty-threemilesanhour”soenablingsomecatstofall fromhigh-risebui

37、ldingsandwalkawayunhurt.Idliketo see a dog try that.26.WhatcanbeinferredaboutcatsfromBradshaws research?A.Cats whiskers can aid them to confuse preys.B.Cats can detect sounds far away from them.C.Cats can process images better than we do.D.Cats intelligence has been underestimated.27.According to Pa

38、ragraph 3, which of the following constitutes a potential research topic?A.Doing cat-psychology experiments.B.Decoding playing kittens tail-language.C.Discovering why cats can classify shapes.D.Investigating why cats go crazy for catnip.28.Which of the following is closest in meaning tothe underline

39、d word “phlegmatic” in Paragraph 4?A. Lonely. B. EmotionalC. Sullen D. Calm29.For what reason did the ecologists accuse cats?A. Reproducing more offspring.B. Destroying songbirds habitat.C. Killing the countrys songbirds.D.Beingsuspicious of human beings30.Accordingtotheauthor,whatismostimpressiveab

40、out cats during a long fall in Bradshaws writing?A.Cats can be trained to land safely.B.Cats tend to use their claws as brakes.C.Some cats can adopt a “parachute” position.D.Most cats are good at playing tricks in mid-air. 26.C27.B28.D29.B30.C二、简答题（本大题1小题，20分）31、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

41、）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.目的：短文听写是一种重要的教学手段和测试项目，用于测试评估应试者输入(听)和输出(写)的综合能力。2.三大步骤：一、瞻前顾后，预测内容在听短文的录音之前，考生要快速浏览短文，对全文的内容有一个大致的了解，并对将要填写的词或词组进行预测。在浏览短文时，重点要看每段的第一句，因为绝大多数的英文写作中都会先有一个主题句，再引出下文的内容，把握好主题句，有助于预测空缺处的内容。在浏览短文的过程中，需要运用平行结构预测所填内容，根据空前后的词推测该空在句中的作用，进而预测其词性。二、集中精神，逐次填空短

42、文听写部分的录音一般会放三遍，每一遍都有不同的作用：录音放第一遍时，跟着录音走，边听边记下能填出的空，如果要填写的单词较长，可以暂时简写;录音放第二遍时，重点听第一遍没有听出来的词或词组，尽量把所有空都补齐，把第一遍没有写完整的单词补充完整;录音放第三遍时，要核对已经填出的词或词组，对于前两遍没有听出的单词要尽可能地听出来。三、检查细节，确保正确在录音放完之后，一定要注意检查已填内容，排除因为粗心或笔误而造成的错误，如字母大小写、单词拼写、名词单复数和主谓一致等。3.优点：对于要考查的词汇，短语和语法能够清楚地判断考生的掌握情况，比如动词三单，名词单复数等问题。缺点：相对于听一段听力材料，后用

43、自己的语言答题这种题型来说，短文填空不能考查学生自我语言组织和输出能力。对于考生更高听力综合运用能力无法很好地考查。三、教学情境分析题（本大题1小题，20分）根据题目要求完成下列任务，用中文作答。32.下面是一节高中英语课堂教学片段实录。T: Arm yourself with sunscreen, sunglasses and a hatin a period of hot weather.S1: How can you arm yourself? You already have two armshow do you put on more?T:Canwefigureoutthemeani

44、ngof“arm”fromthetext?Lookforanotherplacewheretheword“sunscreen”appears. S2:Inthissentence:“Healthexpertswarnedpeople,when outside,toapplysunscreenwithasunprotectionfactor”S3: So I think “arm yourself” is kind of “apply”. S1: Oh, that makes sense. Is he right?T:Icouldansweryou,butIdlikeyoutofindoutth

45、e meaning of “arm” in the dictionary.T: Got it? Can you explain it in English?S4: Yes, its a verb, different from the noun“arm”, meaning to provide yourself or others with weapons or to provide what you need for a task.T: Nicely done!根据上面提供的信息，回答下列问题：（1）该教学片段的语言教学目标和策略目标分别是什么？（8 分）（2）该教师采取了哪三种方法达成上述

46、目标（12分）（3）该教师教学的一个优点和一个缺点分别是什么？（10分）答案：(1)语言知识目标：学生学会生词“arm”作为动词的含义并能够使用词典查阅生词;策略目标：学生能够结合上下文语境理解生词，并查阅词典进行确认猜测。(2) 采用了启发式教学法。启发式教学，就是根据教学目的、内容、学生的知识水平和知识规律，运用各种教学手段，采用启发诱导办法传授知识、培养能力，使学生积极主动地学习，以促进身心发展。该教学材料中，教师立足于学生的基础及现有的知识水平，通过提问等语言方式启发学生了解和体会arm的动词词性，而不是直接告知学生其用法，使学生达到了主动学习、积极思考的目的。(3)优点：在该案例中，

47、当学生不明白生词的含义时，老师并没有直接告诉学生，而是让学生通过讨论和查字典的形式弄清楚了生词的意思，培养了学生查字典的技能和习惯，逐步养成自主学习的能力。缺点：根据高中英语课程标准，形成性评价反映学生的进步情况，对学生的学习尝试做出肯定，以促进学生的学习积极性，帮助教师改进教学。在该案例中，学生通过自己的努力弄清楚了生词的意思后，该老师只是简单地评价“Nicely done”，并未对学生“讨论”和“查字典”的学习方法进行肯定，不能很好地促学生的学习积极性。四、教学设计根据提供的信息和语言素材设计教学方案，用英文作答。32.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

48、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：lteaching objectiveslteaching contentslkey and difficult pointslmajor steps and time allocationlactivities and justification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，多数学生已经达到义务教育英语课程标准（2011年版）五级水平。学生课堂参与积极性一般。语言素材：WRITING1.Think of someone famous that you admire a lot, f

49、or example, an artist, a musician or writer.2.Write two or three paragraphs about his or herlife. Below are some suggestions to help you.3.Write about:lWherehe/shewasbornandwherehe/shelivedasachild.lHis/her family.lHow he/she become famous.lHis/her songs/ music/painting/novels/poemslTo show he/she h

50、as been in.lYour opinion of his/her work. Explain why you like him/her.lWhat you think will happen to him/her.lWhether he/she will continue to be successful.Teaching type: Writing classTeaching contents: This is a writing class from senior high school, which is about how to describe a person. Studen

51、ts are required to share the detailed information about the people they admire, such as the living place, the life story, and to express the reasons why they like these celebrities so much.Teaching Objectives:(1) Knowledge objectives Students are able to know the detailed information about the peopl

52、e they admire and can describe it correctly and properly in English.(2) Ability objectives: Students are able to arrange the writing materials they have and organize them logically. Through sharing the stories of their favorite people, students speaking ability will be significantly improved.(3) Emo

53、tional objectives: Students can learn the correct and positive values from the people they like. Students are able to enhance the abilities of critical thinking and rational thinking through assessing someone reasonably.Teaching key and difficult points:Teaching Key point:How to collect the writing materials and organize them properly.Teaching Difficult point:Build the life goals and positive attitude.Teaching Procedures:Step1: Pr