1、高中英語學科知識教師資格證考試統(tǒng)考真題及分析高中英語學科知識教師資格證考試統(tǒng)考真題及分析14/14高中英語學科知識教師資格證考試統(tǒng)考真題及分析精選文檔2021年下半年高中?英語學科知識?教師資格證考試統(tǒng)考真題及答案一、選擇題本大題共30小題，每題2分，共60分在每題列出的四個備選選項中選擇一個最正確答案，請用2B鉛筆把答題卡上對應題目的答案字母按要求涂黑。錯選、多項選擇或未選均無分。ofthefollowingistheproperpronunciationof“haveto“asaresultofassimilation?A.heftuB.hevtuC.h?ftuD.h?vtuofthefo

2、llowingshowstheproperrhythmicalpatternofthesentence?A.CometoseeusatournewapartmentB.CometoseeusatournewapartmentC.CometoseeusatournewapartmentD.Cometoseeusatournewaparementcametodinnerandmymomfixedaroast,primerib,pie,yohurt,drinks,andthatkindof,anditwasreallygood.hersister,Judithisashy,unsociableper

3、sonwhodisliketogotopartiesortomakenewfriends.pledgedsupportfor“care，whereyoungsterswerelookedafterbecloserelativeslikeauntsoruncles,butnotparents.willneverknowallthatwasinhisheadatthetime,.willanyoneelseanyoneelsewillwontanyoneelseanyoneelsewontdoesntwanttoworkrightnowbecauseshethinksthatifsheajobsh

4、eprobablywouldntbeabletovisitherfriendsveryoften.togettogetgothavegotisthecorrectwaytoreadthedecimal“106.16inEnglish?hundredandsixpointonehundredandsixpointsixteenhundredandsixpointsonesixhundredandsixpointssixteenanyofthemaximsundertheCooperativePrincipleisfloutedonpurpose,mightarise.精選文檔structurep

5、ropositionunderstandingimplicatureEnglishisavarietyoftheEnglishlanguage.teachingpronunciation,theteachershouldtellthestudentsthatcanbeusedtoconveymoreimportantmessages.ateacherasksstudentstodiscusshowthewritersideasareorganizedinthetext,he/sheintendstodevelopstudentsskillof.ofthefollowingfocus(es)on

6、accuracyinteachinggrammar?drillsplayateachersays“Next,pleasepayattentiontothetimeofarrivalanddepartureoftheplanesintherecording.,hesheintendstodevelopstudentsskillof.thegeneralpicturesoundsspecificinformationateacherasksstudentstolistasmanywaysastheycantotellsomeonetoopenthedoorandlistthepossiblefun

7、ctionsofasentenceindifferentsheisprobablytryingtohighlight.teacherwouldusetohelpstudentscommunicateinteachingspeaking.drillsdiscussionandactingaloud17.assessmentisusedtomeasurehowtheperformanceofaparticularstudentorgroupofstudentscompareswiththatofanother.ofthefollowingteachersinstructioncouldservet

8、hepurposeofelicitingideas?wemoveafterme,everyonecanyouseeinthispicturedoestheworld“quicklymean?ofthefollowingisanexampleofteachers.精選文檔indirectcorrectivefeedback?A.Say“wentinsteadof“goneveruse“atthatwayAisnottherightanswercanhelphimwiththissentence?PhysicalResponseasaTEFLmethodismoreoftenusedforteac

9、hing.coursecourse請閱讀passage1,達成第2125小題Passage1UnlessyouspendmuchtimesittinginacollegeclassroomorbrowsingthroughcertainareasoftheInternet,itspossiblethatyouhadnotheardoftriggerwarningsuntilafewweeksago,whentheymadeanappearanceinthenewspaperexplainedthatthetermreferstopreemptivealters,issuedbyaprofess

10、ororanclassmightbesufficientlygraphictosparksymptomsofpost-traumatic-stressdisorder.Thetermseemstohaveoriginatedinonlinefeministforums,wheretriggerwarningshaveforsomeyearsbeenusedtoflagdiscussionofrapeorothersexualTimespiece,whichwasskepticallytitled“warningsaremovingfromtheonlinefringestotheclassro

11、om,andmightbemorebroadlyappliedtohighlightinadvancethedistressoroffensethataworkofliteraturemightcause.“HuckleberryFinnwouldcomewithawarningforthosewhohaveexperiencedracism;TheMerchantofVenicewouldhaveananti-SemitismwarningcallfromstudentsfortriggerwarningswasspreadingoncampusessuchasOberlin,whereap

12、roposalwasdraftedthatwouldadviseprofessorsto“beawareofracism,classism,sexism,andotherissuesofprivilegeandoppressionindevisingtheirsyllabi;andRutgers,whereastudentarguedinthecampusnewspaperthattriggerwarningswouldcontributetopreservingtheclassroomasa“safespaceforstudents.Onlinediscussionoftriggerwarn

13、ingshassometimesbeenguardedlysympathetic,sometimesValentihasnotedonTheNationswebsitethatpotentialtriggersfortraumaaresomanifoldastobebeyondthepossibilityofcataloguing:“Thereisnotriggersforwarningforlivingyourlife.Somehavesuggestedthataprofessorsabilitytoteachwouldbecompromisedshoulditbecomecommonpla

14、cefor“TheGreatGatsbytohearatriggerwarningalertingreaderstothedisgustingcharactersandincidentswithinitshaveworriedthattrigger-war.精選文檔ningadvocates,inseekingtoprotectthevulnerable,runtheriskofdisempoweringtheminstead,“Bendingtheworldtoaccommodateourpersonalfrailtiesdoesnothelpusovercomethem,JennyJarv

15、iewroteonTheNewRepublicsonlinesite.Jarviespiece,likemanyothersonthesubject,citedtheUniversityofCalifornia,SantaBarbara,asacampuswherechampionsoftriggerwarningshavemadesignificantthisyear,studentsatduponaresolutionrecommendingthatsuchwarningsbeissuedininstanceswhereclassroommaterialsmighttouchupon“ra

16、pe,sexualassault,abuse,self-injuriousbehavior,suicide,andgraphicviolence.Theresolutionwasbroughtbyaliteraturestudentwhosaidthat,asapastvictimofsexualviolence,shehadbeenshockedwhenateachershowedamovieinclasswhichdepictedrape,withoutgivingadvancenoticeofthestudenthopedtospareothersthepossibilityofexpe

17、riencingapost-traumatic-stressreaction.Thetrigger-warningdebatemay,bycomparison,seemhardtounderstand;butexpressalargeculturalpreoccupationwithachievingsafety,andafearoflivinginitshopethatsafetymightbefound,asinatherapistsoffice,inaclassroomwhereliteratureisbeingtaughtisindirectcontradictiontoonepurp

18、oseofliterature,whichistogiveexpressionthrougharttodifficultanddifficultanduncomfortableideas,andtherebytoenlargesafespace,nor,probably,shouldititsdifficulttofaultthosewhohopethatitmightbe,whentheoutsideworldconstantlyprovesitselfpervasivelyhostile,aswellas,onoccasion,horrificallyviolent.ofthefollow

19、inggroupsofpeoplearemostinfavorof“triggerwarning?ofthefollowingmightbeapossiblechangetobebroughtaboutbytriggerwarningtoliteratureteaching?willabandonmaterialsrelatedtoracism,sexism,violence,etc.willignorestudentssrequestsfora“safespaceindesigningtheirsyllabi.willgivestudentsadvancenoticeofthecontent

20、thatislikelytodistressoroffendthem.willallowstudentstoexpressdifferentanduncomfortableideastoenlargetheirexperience.doestheauthormeanby“compromisedinPARAGRAPH3?.精選文檔24.Whatdoes“theminPARAGRAPH3referto?ofthefollowingcanbethenegativeimpactthattriggerwarningexertsonliteratureteachingaccordingtothewrite

21、r?mayhighlightthepurposeofliteratureteaching.mayexposestudentstothedarksideoftheworld.maydeprivestudentsoftheirintellectualgrowth.maycausestudentstoexperienceapost-traumatic-stressdisorder.請閱讀passage2,達成2630小題。Passage2ThemedicalcommunityoweseconomistsagreatSenwonaNobelPrizeforEconomicSciencesinhassp

22、enthisentirecareerpromulgatingideasofjusticeandfreedom,withhealthrarelyoutofhisStiglitzwonaNoblein1998,whenhewaschiefeconomistatthe(then)notoriouslyregressiveWorldBank,hefamouslychallengedtheWashingtonJeffSachs,acontroversialfiguretosomecritics,canfairlylayclaimtotheenormousachievementofputtinghealt

23、hatthecenteroftheMillenniumDevelopmentG“CommissiononMacroeconomicsandHealthwasalandmarkreport,providingexplicitevidencetoexplainwhyattackingdiseasewassbsolutelynecessaryifpovertywastobeeradicated.AndImustoffermyownpersonalgratitudetoaveryspecialgroupofeconomists-LarrySummers,DeanJamison,KennethArrow

24、,DavidEvans,andSpecialweretheeconomicteamthatdrovetheworkofGlobalHealth2035.Butalthoughwemightbekindtoeconomists,perhapsweshouldbetougheronthedisciplineofeconomicstextbook,andyouwillseetheprioritygiventomarketsandefficiency,priceandutility,profitandcowordshavechillingeffectsonourquestforbetterhseemt

25、omarginalizethosequalitiesofourlivesthatwevaluemostofallnotourself-interest,butouthumanity;notthecostsandbenefitsofmonetaryexchange,butvisionandidealsthatguideourwastheseissuesthatwereaddressedatlastweeksGlobalHealthLab,heldatLondonSchoolofHygieneTropicalMedicine.AnneMills,Vice-Directoroftheschool,f

26、erventlyarguedthecaseinfavorofwastheywhocontributedtounderstandingtheideaof“best-buys.精選文檔inglobalwaseconomistswhochallengeduseritwaseconomistswhomadetheconnectionbetweenhealthandeconomicgrowth,providingoneofthemostcompellingpoliticalargumentsfortakinghealtheconomistsmightadoremarkets,butnothealthec

27、onomists,shesaid.“Healthcareisdifferent.Forherkindofeconomist,ahealthsystemisa“socialinstitutionthatembodiesthatembodiesthevaluesofsociety.Althoughcompetitionhasaparttoplayinhealth,itshouldbeusedjudiciouslyasamechanismtoimprovethequalityofWhitty,ChiefScientificAdviserattheUKsDepartmentforInternation

28、alDevelopments,expressedhiscontemptforthosewhoprofessindifferencetoisabouttheefficientallocationofscarcewhobackedtheinefficientallocationofresourcesis“immoral.Hedidcriticizeeconomistsfortheiristsseemedtobelievetheirideasshouldbeacceptedsimplybecauseoftheauthoritytheyheldaseconomists.Economics,hesaid

29、,isonlyonescienceamongmanythatpolicymarkershavetotakeintoaccount.ButClaremedicalanthropologist,tookadifferentasked,whathasneoliberaleconomicseverdoneforglobalhealth?Heranswer,inoneword,was“inequality,Neoliberaleconomicsframesthewaywethinkandargumentsuggestedthatanyeconomicphilosophythatputapremiumon

30、freetrade,privatization,minimalgovernment,andreducedpublicspendingonsocialandhealthsectorsisaphilosophybereftofhumanvirtdiscussionthatfollowed,ledbyMartinMckee,poseddifficultquedoeconomiststreattheirtheorieslikereligions？Whyareeconomistssosilentontheirownfailures？Caneconomicseverbeapolitical？Therewe

31、refewsatisfactoryanswerstothesequestions.ofthefollowingbestdescribestheauthorsattitudetowardeconomists?holdsacriticalviewoneconomistsroleinmedicalfieldaccordingtothepassage?SachsSummersChandlerofthefollowingisclosestinmeaningto“disciplineinPARAGRPH2?ofthefollowingisNOTusedintheauthorspresentationofh

32、isideas?.精選文檔statementquestionsexamplesquotationdoestheauthorintendtotellthereader?isstillalongwaytogoforeconomiststogenuinelycontributetoglobalhealth.roleinglobalhealthis,toalargeextent,negative.increasedtheinequalityofresourceallocationsinglobalhealth.isonlyonescienceamongmanythatpolicymakershavet

33、otakeintoaccountinprovidinghealthcareprograms.二、答本大1小，20分依據(jù)目要求達成以下任，用中文作答。31.堂提的作用是什么？8分封性與開放性各自有什么特色？12分31.【答案】一堂提的作用8分，每點2分1惹起學生的注意，學生注意力不集中，教行提，常常能夠回學生的注意力，學生從頭回堂教課。2堅固堂教課。教在堂教課中以一前后相的形式，不停啟、追、疑、歸納、小，那么學生就會比全面、系、堅固地掌握知和技術(shù)。3取反信息。學生在答反應出的思受阻、歧、漏等一些象，之依靠作、等方式，能更及、更清楚地展在教的眼前，教能及通提示、點、啟，或許反、加、追，甚至整策略，

34、改，另辟門路，到達合理引學生思的目的。4加生之交流與交流。教提，同學，學生回復，是一種交流。堂提不可以夠提升學生的表達能力，培育他的精神，更能夠促生感情友好，從而更好地推教課。二封性和開放性的特色12分A.封性特色：6分，每點2分1從答案的角度：封性有固定答案，且答案獨一。從學生能力的角度：化堅固堂所學，必死硬背的知。3從堂教課的角度：提升堂提的有效性方面了重要作用。B.開放性特色：6分，每點2分1從的答案來看：答案不是獨一的，是多種多的。2從學生能力的角度：培育學生的散思，促學生新能力的提升。3從堂教課的角度：一個比松、自由的情境，學生充分自己的明才干，通不一樣角度的探究，自己去取新知，堅固

35、原有的知。三、教課情境分析本大1小，30分依據(jù)目要求達成以下任，用中文作答。下邊是某教授的堂教課片斷：T:Now,letsmakeourownwisheswith“ifonly.Butpleasedontforgettogiveadescription,eventhoughitsverybrief,ofsituation,thecontext,whereyoumakethewishwithon.精選文檔eortwosentenceshowaboutLiz?Liz:NowitsSoclock,andthereisatrafficjamontheexpresshotelwillcancelourr

36、oomat60clockifwedonorgettothehotel.Then,Illsay:oh,IwishifonlyIdidntgoonthejourney.see,onceyouuse“Iwish,youdontneedtouse“ifonly,Justuseeitherone.Liz:Yes.T;Sowillyoutryagain?Justthewish.Liz;IfonlyIdidntgoonthejourney.T;Tomakeitbetter,youcansay“ifonlyhadntgoneonthisjourney,becauseyouarealreadyontheway.

37、Goon,please.依據(jù)所資料，分析教的教課目標和教課程，價其教課行和反方式?！敬鸢浮恳环治鼋陶n目標和教課程1教課目標：9分知目：學生掌握由“Ifonly引的虛氣的用法。技術(shù)目：提升學生的英造句能力，、法運用以及英表達能力。感情目：學生能夠正確自己的而且更正，養(yǎng)成優(yōu)秀的意志品。2教課程：5分教課情境屬于法教課中的。教采納學生境行造句的方法所學的Ifonly引的虛氣的用法行堅固。教課程中生，既學了法又了口表達能力。二價教課行和反方式16分：1及價，幫助學生正法。做到法的正確性。2法堅固置要修業(yè)生合詳細境造句，能夠?qū)W生在自己所的境頂用英，了合言運用能力。3教課素材的使用近學生生活，如：make

38、ourownwishes即可以學生有可，體了英教課的踐性，真實體了素教課的理念。4教課片斷屬于法教課中的堅固，所以，體了言教課的性、持性。缺：1法堅固形式略一無聊，教采納了學生造句的方法。2反程缺乏學生的鼓舞，會打?qū)W生學的極性。學生回復以后，沒有鼓舞學生，而是直接“see,onceyouuse(3)反的方式于直接，能夠采納引的方式，學生自己自己的法并行更正，到達印象深刻的目的。教在教課程中是直接指出學生的。4教沒有充分想到學生的出點，做到提早。如在學生造句以前，區(qū)ifonly和wish在虛氣句子中的用法。在學生造句程中就不會出Liz的了。四、教課本大1小，40分依據(jù)供給的信息和言素材教課方案，

39、用英文作答。任：下邊學生信息和言素材，一言寫教課方案。教課設(shè)計沒有固定格式，但包括以下重點：-teachingobjectives-teachingcontents-keyanddifficultpoints.精選文檔-majorstepsandtimeallocation-activitiesandjustifications教課時間;45分鐘學生大體：某城鎮(zhèn)一般中學高中一年級第二學期學生，班級人數(shù)40人，多半學生已經(jīng)到達?一般高中英語課程標準試驗?五級水平，學生講堂參加踴躍性一般。TownTwinningHowareOxfordintheUKandGrenobleinFrancesimil

40、ar?Well,theyarebothmedium-sizedtownsofbetween100,000and200,000heybothhaveuniversitiesandisimportanttobothofthem,andtheyarebothclosetosomeofthemostbeautifulcountrysideinthetheysharesomethingelse,theyhaveatowntwinningagreement.Towntwinningisnotanewidea,butithasbecomemorepopularinrecentyearsbecauseitsn

41、oweasiertofindoutaboutandvisitothercountriesandtowns.Itsanagreementbetweentownsorcitiesofsimilarsizeandage,andwhichhavesimilarfeaturessuchastourism,industry,cultureandentertainment.Towntwinningagreementsencouragepeoplefromthetwotownstovisiteacharevisitsandexchangesbetweenschools,theatergroupsandspor

42、tsfromtheforeigntownusuallystayintheprivatehomesofthetowntheyareidusuallyabigpartyforthevisitors.Towntwinningagreementsareperhapsmostusefulforstudentsandpeoplewhowanttopracticespeakinganotherisbecauselivingwithaforeignfamilyforoneortwoweeksmeansthatyouhavetospeaktheirlanguage,andaresultyouimprovefas

43、t.33.【答案】Topic:TownTwinningTeachingcontents:OxfordandGrenoblearetownhavesometwinningagreementsareusefulandhelpfulforpeopletovisitandexchangebetweencitiesofdifferentcountries.ClassType:Readingandspeakingclass,1periodKnowledgeaims:studentswillbeabletounderstandthemainideaandsomedetailsofthepassage.stu

44、dentswillbeabletosaysomethingaboutTownTwinning.Abilityaims:studentswillbeabletousereadingmethodssuchasskimming,scanningandcarefulreadingduringtheprocessofunderstandingofthepassage.canimprovetheabilitiesofreadingandspeaking.Emotionalaims:cangetmoreinterestedinEnglishculture.精選文檔canimprovethespiritoff

45、riendshipandexchanges,andbuildupthesenseofglobalcooperation.TeachingKeyPoints:UnderstandsomeknowledgeaboutTownTwinningandretellthepassage.TeachingDifficultPoints:HowtomakestudentsunderstandsomeknowledgeaboutTownTwinningandretellthepassage?TeachingAids：multi-mediaTeachingProcedures:Step1Warmingupandl

46、ead-in(5min)inthetopicbyplayingavideoaboutBeijingcityandNewYorkaretowntwinningandaskstudentstohaveafreetalk:(1)WhatistherelationshipbetweenBeijingandNewYork?(2)Whycanthecitiesbecometowntwinning、Justification:Attractstudentssintereststolearnthislessonandleadtothemainideaofthetext.Step2:Pre-reading(7m

47、in)senseontowntwining.studentstogiveexamplesoftowntwiningcities.thevideoaboutOxfordandGrenoblearetownenjoyingthevideo,studentsthinkoverthefollowingquestion:Whatarethesimilaritiesbetweenthetwocities?(Justification:Focusstudentssattentiononthemaintopicofthereadingthenewwordscanhelpstudentstounderstand

48、thepassagepreparesstudentstounderstandthetopicandprovidesthemwiththeopportunitytoconnectsomeaspectsofthetopictotheirknowledge.)Step3:While-reading(18min)Fastreading.Askstudentstoreadthepassagequicklyandthenconcludethemainideaofeachparagraph.Mainidea:Paragraph1introductionthesimilaritiesbetweenthetwo

49、citiesParagraph2definitionoftowntwiningParagraph3contentsoftowntwiningagreementsParagraph4functionsoftowntwiningagreements(Justification:Trainthestudentsreadingabilityofscanningforthegeneralinformationofthepassagquestions,whicharecloselyrelatedtothemainpointsofthepassage,helpthestudentsgraspitsmaini

50、dea.)Carefulreadingthestudentstoreadthepassagecarefullyanddecidewhether.精選文檔thestatementsaretrueorfalseandexplainwhy.(1)BothsizeandpopulationinOxfordandGrenoblearesimilar.(2)OxfordUniversityisfamousintheworld;However,thereisnouniversityinGrenoble.(3)Towntwinningisanewideainmoderntimes.(4)Towntwining

51、agreementsencouragepeopletovisitandexchangeincultureandeducation.(5)Towntwiningagreementsareusefulforforeignlanguagelearning.studentstoworkingroupandhaveacompetitiontoanswerthefollowingquestions:1whatarethesimilaritiesbetweenOxfordandGrenoble?2Whyaretheideaoftowntwinningpopularnowadays?3Whatisthedef

52、initionoftowntwiningagreements?4Whatactivitiesdotheagreementstaketoencouragepeoplefromthetwotownstovisiteachother?5Whyarethetowntwiningagreementsusefulforstudentsandpeoplewhowanttolearnalanguage?practicePlaythetapeandaskstudentstoreadthepassageafterthetapeandpayattentiontothepronunciationofthewordsa

53、ndsentences.(Justification:Inthispart,Iusethetask-basedteachingmethodtoarousetheenthusiasmofstudentsandtotraintheiranalyzingandsummarizingtheprocessofansweringthequestions,studentsreadingskillsforthedetailedinformationareimprovedanditwillhelpstudentsunderstandthepassagelisteningpracticehelpsstudentc

54、onsolidatetheirunderstandingofthetext.)Step4:Post-reading(10min)Getstudentsretellthepassageaccordingtotheoutlineandkeywordsonstudentstoretellbetweenpartnersfirst,thenasktwostudentstoretellbeforeclass.Outlineofthetext:Paragraph1-introductionthesimilaritiesbetweenthetwocities.Paragraph2-definitionofto

55、wntwiningParagraph3-contentsoftownagreementsParagraph4-functionsoftowntwiningagreementsKeyword:OxfordintheUKandGrenobleinFrancearesimilarinthefollowingthreeaspects:.medium-size.university.tourism.popular.because.encourage.Therearevisitsandexchanges.Visitors.stayin.abigparty.useful.because.(Justifica

56、tion:Theactivityofretellingthetextiscarriedoutundercertainsituationcanactivatetheatmosphereoftheclassandarou.精選文檔sestudentsinterestatthesamehelpsstudentsstrengthenwhattheyhavelearnedduringthislesson.)Step5:SummaryandHomework:(5min)Summary:Askonestudentstoactasanassistantteachertoguideotherstosummari

57、zewhattheyhavelearnedinthisthengiveaconclusionaboutthislesson.Homework:tothetapeandreadthetextaloud.studentstosearchformoreinformationtheInternetandwriteashortpassageaboutBeijingstowntwinningcity.(Justification:Homeworkissoimportantandnecessaryforstudentstomastertheknowledgetheyhavelearnedinwillcheckwhetherthestudentsachievetheteachingaims.ClassReflection:BlackboardDesign:Outlineofthetext:Paragraph1-introductionParagraph2-definitionParagraph3-contentsParagraph4-functionsKeywords:Oxfordint