高中英语教师资格证笔试选择题考点

教师资格考试高级中学英语学科知识与教学能力复习试题及答案指导一、单项选择题（本大题有30小题，每小题2分，共60分）1、In the teaching of English grammar, which of the following is NOT appropriate as a focus for high school students?A. Teaching the formation of passive voice.B. Providing extensive exercises on irregular verbs.C. Introducing the subjunctive mood.D. Encouraging students to recognize and use idiomatic expressions in context.Answer: B解析: 高中英语语法教学的重点应更多地放在形成被动语态、引入情态动词以及让学生在语境中识别和使用惯用表达等方面。

大量练习不规则动词虽然重要，但却不适合作为高中的重点。

2、Which of the following strategies is most effective in promoting critical thinking in the English class?A. Encouraging students to memorize vocabulary lists.B. Facilitating discussions where students analyze and evaluate different viewpoints.C. Providing pre-digested information through lectures.D. Asking students to follow set instructions without question.Answer: B解析: 促进批判性思维的有效策略是在课堂上引导学生分析和评估不同的观点。

2024年教师资格考试高中英语学科知识与教学能力模拟试题与参考答案一、单项选择题（本大题有30小题，每小题2分，共60分）1、In the following sentence, “The teacher was able to engage the students effectively in the lesson,” the word “engage” is used as a(n) _______.A. VerbB. AdjectiveC. NounD. Preposition答案：A解析：In this sentence, “engage” is used as a verb. It indicates an action that the teacher was performing, which is to effectively involve the students in the lesson.2、Which of the following sentence structures is incorrect when describing the relationship between the subject and the object in a high school English classroom activity?A. The subject is the student, the object is the book, and the relationship is “The student reads the book.”B. The subject is the teacher, the object is the class, and the relationshipis “The teacher teaches the class.”C. The subject is the group, the object is the project, and the relationship is “The group completes the project.”D. The subject is the student, the object is the assignment, and the relationship is “The student hands in the assignment.”答案：B解析：Option B is incorrect because it incorrectly describes the relationship. The correct structure should be “The teacher teaches the students,” where “students” is the object that is being taught. The use of “the class” as the object is grammatically incorrect in this context.3、Which of the following strategies is most effective for teaching vocabulary to high school English students?A、Providing students with a large number of examples and definitionsB、Encouraging students to memorize word listsC、Using context clues and word formation techniquesD、Focusing solely on translation exercisesAnswer: CExplanation: Encouraging students to use context clues and word formation techniques (Option C) helps them develop a deeper understanding of vocabulary. This method encourages active learning and critical thinking, which are valuable for long-term retention and application of vocabulary.4、When designing a lesson plan for teaching a complex literary text, whichof the following is the most appropriate order of activities?A、Discussion of literary elements, classroom quiz, individual reading of the text, group presentationB、Reading the text, highlighting important sections, discussion, vocabulary practice, summarizationC、Vocabulary practice, group discussion, individual reading of the text, writing a responseD、Pre-reading introduction, close reading with analysis, group discussion, reflectionAnswer: DExplanation: The most appropriate order for teaching a complex literary text is to begin with a pre-reading introduction to set the context and build prior knowledge. This is followed by a close reading of the text with analysis to examine literary elements and techniques. Group discussion allows for collaborative learning and deeper understanding, and reflection helps consolidate and apply the learning.5、The prefix “dis-” means “not.” Which word does NOT mean “happy” when the prefix is added?A. fortunateB. contentC. pleasantD. delightedAnswer: AExplanation: The prefix “dis-” changes the meaning of “fortunate,” making it “unfortunate” or not fortunate, which does not mean “happy.” The words “content” and “delighted” have a positive connotation and still refer to a state of being happy. The word “pleasant” means enjoyable or agreeable and defines a pleasurable feeling but is not transformed by the prefix “dis-.”6、In the sentence “They had the intention of revising their strategies,” which part of speech is “revise”?A. VerbB. NounC. AdjectiveD. AdverbAnswer: AExplana tion: “Revise” is the base form of a verb and is serving as the main verb in the sentence. It expresses an action or a state of action done by the subject “They.” It is not a noun, adjective, or adverb in this context.7、In the following sentence, which word is a demonstrative pronoun?A. That book is on the table.B. This pen is mine.C. The book on the table is mine.D. Whose book is on the table?Answer: CExplanation: “The” is a demonstrative pronoun that refers to a specific object already mentioned or easily identified. In this case, it refers back to the “book” mentioned in the second part of the sentence.8、Which of the following sentence structures is used to show comparison between two things?A. I like apples more than bananas.B. I like apples as well as bananas.C. I like apples because they are delicious.D. I like apples, and so do you.Answer: AExplanation: Sentence A uses the structure “more than,” which is commonly used to show comparison between two things. The other options do not expressa direct comparison.9、Which of the following statements is an effective way to introduce a new topic in a high school English class?A、Ask students to write a short summary of the last lesson.B、Start with a discussion on a relevant, everyday topic.C、Give out a set of questions related to the next lesson.D、Show a video or a clip to capture students’ attention.Correct Answer: B解析：选项B是一个有效引入新话题的方法，通过讨论一个相关且贴近生活的主题，可以激发学生的兴趣和参与感。

2024年教师资格考试高中英语学科知识与教学能力复习试题及解答参考一、单项选择题（本大题有30小题，每小题2分，共60分）1、The sentence “The book is so fascinating that it kept me__________for hours.” requires the correct form of the verb “keep.” Which option is correct?A. keptB. keepingC. keepD. kept meAnswer: B. keepingExplanation: The correct form of the verb “keep” in this context is the present participle “keeping,” which is used here to describe the continuous action of being kept engaged with the book. The sentence means that the book was so fascinating that it kept the speaker engaged for hours.2、Which of the following sentence structures is an example of a reported speech?A. “She said, ‘I will finish the project tomorrow.’”B. “She said that she will finish the project tomorrow.”C. “She was saying that she will finish the project tomorrow.”D. “She told me that she will finish the project tomorrow.”Answer: B. “She said that she will finish the project tomorrow.”Explanation: Reported speech involves changing a direct quote into an indirect one. In option B, the original direct quote “I will finish the project tomorrow” is changed to “she said that she will finish the project tomorrow,” which is a correct example of reported speech. Option A is the direct speech, C is a possible past continuous form of reported speech, and D is a different type of indirect speech where the speaker is telling the listener what was said.3、The following sentence is written in passive voice. Which word in the sentence indicates the agent (the person or thing doing the action)?A)is beingB)was beingC)has beenD)had beenAnswer: B) was beingExplanation: The word “was being” indicates the agent in a passive voice sentence. In this structure, the agent is often expressed by an infinitive phrase beginning with “by,” but it can also be understood from context. Without additional information, “was being” suggests that there is an agent involved in the action described by the sentence.4、Choose the sentence that correctly uses the past perfect tense to express an action that was completed before another past action.A)I had finished my homework when the bell rang.B)I finished my homework before I left.C)When I arrived at the party, it had already started.D)I was finishing my homework when I heard the phone ring.Answer: C) When I arrived at the party, it had already started.Explanation: The past perfect tense is used to describe an action that was completed before another past action. In option C, “it had already started” indicates an action that was completed be fore “I arrived,” making it the correct choice. Options A and B use the past perfect tense, but they do not correctly express the sequence of past events as required by the question. Option D uses the past continuous tense to describe an action in progress at a specific past time.5、What is the most appropriate tense to use in the following sentence to describe an event that happened in the past and is still relevant today?A)The students had successfully completed the project.B)The students are completing the project.C)The students will complete the project.D)The students were completing the project.Answer: AExplanation: The correct answer is “had successfully completed” because it indicates an action that was completed in the past (past perfect tense) and is still a relevant event in the present. The other options do not convey this past and ongoing relevance. “Are completing” is present continuous, “will complete” is future simple, and “were completing” is past continuous, none of which fit the context as well as the past perfect tense.6、In the sentence “The novel explores the psychological effects of social isolation,” which part of speech is “explores”?A)VerbB)NounC)AdverbD)AdjectiveAnswer: AExplanation: The word “explores” is a verb because it indicates an action or state that the subject of the sentence (the novel) is performing. It describes what the novel does, which isto explore a particular topic. The other options are nouns, adverbs, and adjectives, which do not fit the function of the word in this sentence.7、The sentence “The students’ enthusiasm for the project was palpable” is an example of using which of the following language feature?A)JargonB)ColloquialismC)SimileD)MetaphorAnswer: C) SimileExplanation: A simile is a figure of speech that compares two different things, typically by using “like” or “as.” In this sentence, “was palpable” compares the students’ enthusiasm to something that can be felt, which is a characteristic of a simile. Jargon is specialized language used in a particular field, colloquialism is informal language, and metaphor is a figure of speechthat directly compares two things without using “like” or “as.”8、In the following sentence, the word “pivotal” is used as an adjective. What is the most likely part of speech it modifies?A)NounB)VerbC)AdverbD)PrepositionAnswer: A) NounExplanation: The word “pivotal” means being a central or turning point. In the sentence, it modifies a noun to describe its importance or central role. For example, “The pivotal role of the teacher in the success of the project cannot be overstated.” Here, “pivotal” is an adjective modifying the noun “role.” Verbs are not modified by adjectives, adverbs modify verbs or adjectives, and prepositions are used to show relationships between nouns.9.What is the most appropriate strategy to use when teaching a new vocabulary word to students who are at the beginning level of English?A)Have students translate the word into their native language.B)Use pictures or realia to illustrate the meaning of the word.C)Ask students to define the word without any context.D)Provide a list of synonyms for the word.Answer: B) Use pictures or realia to illustrate the meaning of the word.Explanation: For beginning level students, using pictures or realia (objects or items) can help them understand the meaning of new vocabulary ina concrete and relatable way. Translating into a native language can lead to translation errors and may not help with understanding the word in an English context. Asking students to define the word without context can be challenging for beginners, and providing a list of synonyms might be too advanced for this level.10.Which of the following activities is most likely to engage students in critical thinking and analysis of a text?A)Repeating the main ideas of the text in their own words.B)Answering comprehension questions about the text.C)Creating a mind map of the text’s structure.D)Discussing the text’s themes and how they relate to current events.Answer: D) Discussing the text’s themes and how they relate to current events.Explanation: Discussing the text’s themes and their relevance to current events encourages students to think critically and analytically. It allows them to make connections between the text and their own world, fostering deeper understanding and engagement. While repeating main ideas, answering comprehension questions, and creating a mind map are valuable activities, they may not necessarily promote the same level of critical thinking and analysis.11.Th e sentence “The book is lying on the table” is an example of which type of sentence structure?A) SimpleB) CompoundC) ComplexD) Compound-complexAnswer: A) SimpleExplanation: A simple sentence consists of a single independent clause with no dependent c lauses. In this case, “The book is lying on the table” contains only one independent clause, making it a simple sentence.12.Which of the following words is an adjective?A) GoB) RunsC) HappinessD) VeryAnswer: C) HappinessExplanation: An adjective is a word that describes or modifies a noun. “Happiness” describes the noun “happiness,” making it an adjective. The other options are verbs (“Go” and “Runs”) and an adverb (“Very”).13.The following sentence demonstrates the use of a conditional sentence. Which option completes the sentence correctly?A. If I were you, I would take a vacation next week.B. If I was you, I would take a vacation next week.C. If I be you, I would take a vacation next week.D. If I am you, I would take a vacation next week.Answer: AExplanation: The correct option is “If I were you, I would take a vacationnext week.” In conditional sentences, when the condition is hypothetical and not a real possibility, “were” is used instead of “was.” Since “If I were you” implies a hypothetical situation, “were” is the correct past tense form of “be.”14.Which of the following sentence structures is used to express a reason or cause?A. Subject + because + verbB. Subject + so + verbC. Subject + although + verbD. Subject + since + verbAnswer: AExplanation: The correct sentence structure to express a reason or cause is “Subject + because + verb.” This structure is used to introduce a dependent clause that explains the reason for the action in the main clause. The other options (B, C, and D) are used to express a result, contrast, or time, respectively.15.Which of the following is NOT a common approach to teaching vocabulary in high school English?A. Contextual cluesB. Use of flashcardsC. Direct translationD. Collaborative group activitiesAnswer: CExplanation: Direct translation is not typically used as a common approach to teaching vocabulary in high school English. Instead, teachers often rely on contextual clues, flashcards, and collaborative group activities to help students understand and remember new vocabulary. Direct translation can sometimes lead to misunderstandings and may not be effective in a second language learning context.16.What is the main purpose of using authentic materials in the classroom?A. To make the curriculum more interestingB. To provide real-life language use examplesC. To assess students’ language proficiencyD. To ensure that the curriculum is up-to-dateAnswer: BExplanation: The main purpose of using authentic materials in the classroom is to provide real-life language use examples. Authentic materials such as newspapers, magazines, and videos help students connect the language they are learning to the language used in the real world, making it more relatable and practical. While making the curriculum interesting, assessing students’ language proficiency, and ensuring the curriculum is up-to-date are also beneficial aspects of using authentic materials, the primary purpose is to provide real-life examples.17.The following sentence contains a complex sentence. Which one of thefollowing is the main clause?A. The students enjoyed the presentation.B. After the presentation, the students discussed the topic.C. The presentation, which was delivered by the guest speaker, was informative.D. The teacher, who was in charge of the class, was impressed.Answer: DExplanation: The main clause in a complex sentence is the independent clause that can stand alone as a complete sentence. In option D, “The teacher, who was in charge of the class, was impressed.” is an independent clause, making it the main clause. The other options contain dependent clauses that depend on the main clause to be complete sentences.18.In the context of teaching a lesson on Shakespearean sonnets, which of the following is the best approach to engage students in critical analysis?A. Provide a list of key themes and have students identify which sonnet they relate to most.B. Present the sonnets in chronological order and discuss the historical context of each.C. Ask students to read the sonnets aloud and note any words or phrases that seem unfamiliar.D. Divide the class into groups and assign each group a different sonnet to research and present to the class.Answer: DExplanation: Engaging students in critical analysis requires an interactive and collaborative approach. Option D encourages active learning, research skills, and presentation skills. By dividing the class into groups and assigning different sonnets, students are motivated to engage deeply with the text, research its context, and present their findings to their peers, fostering a dynamic and interactive learning environment. The other options, while informative, do not necessarily promote the same level of critical engagement.19.What is the main purpose of using a concordance in language teaching?A. To introduce new vocabulary to studentsB. To provide a comprehensive list of all the words in a textC. To help students identify the context in which a particular word is usedD. To enhance students’ listening skillsAnswer: CExplanation: The main purpose of using a concordance in language teaching is to help students identify the context in which a particular word is used. This tool allows students to see how a word is used in different sentences and understand its connotations and collocations.20.Which of the following teaching strategies is most effective for promoting critical thinking in students?A. Direct instructionB. Guided discoveryC. Cooperative learningD. Repetition and memorizationAnswer: BExplanation: Guided discovery is a teaching strategy that encourages students to explore and discover information on their own with the guidance of the teacher. This approach promotes critical thinking as students engage in the process of inquiry, analysis, and problem-solving.21.What is the main function of a pre-writing activity in English writing?A. To review grammar rulesB. To introduce new vocabularyC. To generate ideas and organize contentD. To assess students’ reading comprehensionAnswer: C. To generate ideas and organize contentExplanation: The main purpose of a pre-writing activity is to help students brainstorm ideas and organize their content before they start writing. This activity can include activities like brainstorming sessions, mind mapping, or free writing, which all aim to assist students in formulating a coherent structure for their writing.22.In the context of English language teaching, which of the following is NOT an effective strategy for promoting oral communication among students?A. Pair work activitiesB. Group discussionsC. Role-playing exercisesD. Providing written instructionsAnswer: D. Providing written instructionsExplanation: While providing written instructions can be an effective method for giving students clear guidelines or directions, it is not specifically an effective strategy for promoting oral communication. Pair work, group discussions, and role-playing exercises, on the other hand, encourage students to interact with each other and practice speaking, which are key components of oral communication.23.What is the main function of the imperative mood in English?A. To express polite requestsB. To express orders or commandsC. To express future actionsD. To express wishesAnswer: BExplanation: The imperative mood is primarily used to express orders, commands, or requests. It is characterized by the absence of the subject (you) and uses the base form of the verb.24.Which of the following phrases is an example of a simile?A. The cat is as black as coal.B. The cat is a creature.C. The cat is sleeping soundly.D. The cat has a sleek coat.Answer: AExplanation: A simile is a figure of speech that uses “like” or “as” to compare two different things. In the example, “as black as coal” compares the color of the cat to the color of coal.25.The following sentence is an example of which grammatical structure?A. Active voiceB. Passive voiceC. Future perfect tenseD. Present perfect continuous tenseAnswer: B. Passive voiceExplanation: T he sentence “The book was written by the student.” is an example of the passive voice. In the passive voice, the focus is on the action rather than the doer of the action.26.Which of the following phrases is used to express a cause and effect relationship?A. In order toB. Because ofC. Instead ofD. Regardless ofAnswer: B. Because ofExplanation: The phrase “because of” is used to express a cause and effectrelationship. For example, “The student was late because of the traffic.” indicates that the traffic caused the student to be late.27.In the following sentences, which one contains an error in the use of “therefore”?A. The weather was cold, therefore we decided to stay indoors.B. He was tired, therefore he decided to take a rest.C. The train was late, therefore they missed their appointment.D. She studied hard, therefore she got a good grade.Answer: DExplanation: The word “therefore” is used to indicate a cause-and-effect relationship. In option D, the sentence suggests that studying hard directly led to getting a good grade, which is not necessarily a cause-and-effect relationship. Therefore, option D contains an error in the use of “therefore.”28.Choose the cor rect word to complete the following sentence: “I was looking for a book about cooking, but I couldn’t find one. __________, I decided to borrow one from the library.”A. ThereforeB. HoweverC. MoreoverD. OtherwiseAnswer: DExplanation: The sentence requ ires a word that means “otherwise” or “inthat case.” Option D, “Otherwise,” fits this context, as it suggests an alternative action that the speaker took because the book was not found. Options A, B, and C do not convey the same meaning and would not be appropriate in this sentence.29.What is the primary purpose of the following sentence in a reading passage: “The novel explores the psychological impact of war on the characters.”A. To summarize the plot of the novel.B. To describe the historical context in which the novel is set.C. To analyze the psychological effects of war on the characters.D. To provide a direct quote from a character.Answer: CExplanation: The primary purpose of the sentence is to analyze the psychological effects of war on the ch aracters, which is an important element of the novel’s content and theme.30.In the following sentence, “The students’ engagement in group discussions improved significantly after the introduction of the new interactive whiteboard,” which part of speech is“improved”?A. VerbB. AdjectiveC. AdverbD. NounAnswer: AExplanation: “Improved” functions as a verb in the sentence, indicating a change or development in the students’ engagement. It is the action that has occurred due to the introduction of the new interactive whiteboard.二、简答题（20分）Question:What are the key principles and strategies for effective vocabulary teaching in secondary English language classrooms? Explain how these principles and strategies can be applied to support diverse learners.Answer:The key principles and strategies for effective vocabulary teaching in secondary English language classrooms include:1.Explicit Vocabulary Instruction: Teachers should provide explicit instruction on vocabulary, which involves defining words, explaining their meaning, and giving examples.2.Contextualization: Vocabulary should be taught within the context of authentic texts and real-life situations, as this helps students understand the meaning and usage of words.3.Multiple Meanings: Encourage students to explore words with multiple meanings, as this expands their vocabulary knowledge and enhances their language skills.4.Differentiated Instruction: Tailor instruction to meet the needs of diverse learners by providing varied resources and activities.5.Vocabulary Building Activities: Engage students in various activities that promote vocabulary learning, such as word games, word puzzles, and collaborative tasks.6.Spaced Repetition: Use spaced repetition to reinforce vocabulary learning over time, as this technique has been shown to improve long-term retention.7.Collaborative Learning: Encourage students to work in groups to share their knowledge and learn from each other, which can help reinforce vocabulary concepts.8.Metacognitive Strategies: Teach students to be aware of their learning processes and strategies, which can improve their overall vocabulary acquisition.Application to Support Diverse Learners:e of Visual Aids: Incorporate visual aids such as pictures, videos, and charts to support students with different learning styles, including those with visual or auditory preferences.nguage Simplification: For students with lower proficiency levels, simplify vocabulary by using synonyms, simpler sentence structures, and context clues.3.Peer-Assisted Learning: Pair students with different proficiency levels to help each other learn vocabulary and support each other in the learning process.4.Scaffolded Tasks: Design tasks with a gradual release of responsibility, providing students with support as they progress and gradually become moreindependent.5.Encourage Risk-Taking: Create a safe and supportive classroom environment that encourages students to experiment with new vocabulary without fear of making mistakes.6.Ongoing Assessment: Use formative assessments to monitor student progress and adjust instruction accordingly, ensuring that all learners are supported in their vocabulary development.By incorporating these principles and strategies, teachers can effectively support diverse learners in secondary English language classrooms and enhance their vocabulary skills.三、教学情境分析题（30分）Question: Teaching Scenario AnalysisScenario:A high school English teacher is planning a lesson on the theme of “Environmental Protection” for a class of 30 students, aged 16-17. The teacher has noticed that the students are quite engaged when discussing environmental issues but tend to struggle with writing essays on this topic. The class has an interactive whiteboard and a computer with internet access.Task:Based on the given scenario, analyze the teaching context and suggest a lesson plan that addresses the students’ needs and incorporates appropriate teachingmethods and techniques.Answer:Teaching Context Analysis:1.Students’ Needs:•Students are interested in environmental issues but struggle with writing essays.•There is a need for a balanced approach that engages students in discussions and provides them with writing skills.2.Classroom Resources:•Interactive whiteboard•Computer with internet accessLesson Plan:Objective:To help students develop their writing skills on the theme of “Environmental Protection” and improve their ability to organize and present their ideas effectively.Materials:•Handouts with essay prompts on environmental issues•Interactive whiteboard•Computer with internet access•ProjectorActivities:1.Introduction (10 minutes):•Start with a brief discussion on environmental issues, asking students to share their views and experiences.•Introduce the theme of the les son, “Environmental Protection.”2.Group Work (20 minutes):•Divide the class into small groups of 5 students.•Provide each group with a handout containing essay prompts on environmental issues.•Instruct the students to discuss the prompts and come up with a group essay on the chosen topic.3.Interactive Whiteboard Activity (15 minutes):•Project the essay prompts on the interactive whiteboard.•Ask each group to present their essay outline on the whiteboard. •Encourage other students to ask questions and provide feedback on the group’s essay outline.4.Writing Workshop (25 minutes):•Provide students with a structured outline for writing an essay on environmental issues.•Explain the steps of essay writing, including introduction, body paragraphs, and conclusion.•Assign each student a specific section to focus on, ensuring that the essay is well-structured.•Allow students to work individually or in pairs to write their essays.5.Peer Review (10 minutes):•Pair students up and ask them to exchange their essays for peer review.•Instruct them to provide constructive feedback on the content, organization, and grammar.6.Conclusion (5 minutes):•Conclude the lesson by discussing the key points of the essay.•Encourage students to reflect on what they have learned about writing essays on environmental issues.Explanation:The lesson plan addresses the students’ needs by incorporating various teaching methods and techniques:•Group Work: Encourages collaboration and active participation.•Interactive Whiteboard: Enhances engagement and visual learning.•Writing Workshop: Provides a structured approach to essay writing.•Peer Review: Fosters critical thinking and constructive feedback.By following this lesson plan, the teacher can help students develop their writing skills and improve their ability to express their ideas effectively on the theme of “Environmental Protection.”四、教学设计题（40分）Teaching Design QuestionQuestion:Design a 45-minute lesson plan for a high school English class focusing on thetopic of “Healthy Lifestyles.” The class consists of 30 students who are in their second year of learning English. The lesson aims to improve students’ speaking and listening skills, as well as their understanding of the importance of maintaining a healthy lifestyle. The classroom has a multimedia projector and a computer.Answer:Lesson Title:Healthy Lifestyles: A Journey to WellnessObjective:By the end of the lesson, students will be able to:1.Understand the importance of maintaining a healthy lifestyle.2.Express their opinions on healthy habits through speaking and listening activities.3.Summarize the key points of a presentation on healthy lifestyles.Materials:•Handouts on healthy habits•Worksheets for group activities•Multimedia projector and computer•Smartboard or whiteboard•TimerTeaching Procedure:1.Introduction (10 minutes)•Start the class by asking students about their daily routines and if theyhave any healthy habits.•Introduce t he topic “Healthy Lifestyles” and explain its importance.•Show a short video clip on the importance of maintaining a healthy lifestyle.•Divide the class into small groups and ask them to discuss the video and share their thoughts.2.Group Activity (15 minutes)•Provide each group with a handout on healthy habits.•Ask students to work in their groups to identify the most effective healthy habits.•Have each group present their findings to the class.•Use the smartboard or whiteboard to record the key points from each group’s presentation.3.Speaking and Listening Activity (15 minutes)•Divide the class into pairs and assign each pair a role: presenter and listener.•Provide students with a worksheet that includes questions about healthy habits.•The presenter will ask the questions, and the listener will respond ina complete sentence.•Monitor the activity and provide feedback and assistance as needed. •After the activity, ask students to share their experiences with the class.4.Conclusion (5 minutes)•Summarize the key points of the lesson, emphasizing the importance of maintaining a healthy lifestyle.•Ask students to reflect on their own healthy habits and set goals for improvement.•Provide additional resources, such as websites or books, for further reading on healthy lifestyles.Evaluation:•Assess students’ participation in group discussions and presentations.•Evaluate their speaking and listening skills during the speaking and listening activity.•Monitor their understanding of the lesson content through observations and feedback.Explanation:This lesson plan aims to provide students with a comprehensive understanding of the importance of maintaining a healthy lifestyle. By incorporating various activities, such as group discussions, presentations, and speaking and listening exercises, the lesson promotes active learning and encourages students to express their opinions on the topic. The use of multimedia tools, such as the projector and smartboard, enhances the learning experience and engages students in the lesson. The evaluation criteria ensure that students demonstrate their knowledge and skills in understanding and discussing healthy lifestyles.。

选择题6、标点的用法the use of punctuation7、音素phonemes的发音differ in the place of articulation：上颚音palatal、齿音dental、齿龈音alveolar、双唇音bilabial;辅音的分类：发音方式manner of articulation,塞音stop,鼻音nasal,擦音fricative,近音approximant,边音lateral,塞擦音affricate;发音部位place ofarticulation发生气流阻碍的部位,硬腭音palatal,软腭音velar,齿龈音alveolar,齿龈后音postal veolar,双唇音bilabial,齿音dental,唇齿音labiodental,声门音glottal;元音的分类classification of vowels：元音根据唇形的圆展shape of the lip可以分为圆唇元音rounded vowel和展唇元音;根据舌抬起的高度分为高、中、低；根据舌最高部分的位置,分为前央后；根据元音的长度或紧度length of the vowels,分为长短或紧松;8、辅音连缀consonant cluster：在同一个意群内,如果有两个或两个以上的辅音音素结合在一起,这种语音现象称为辅音连缀,出现在词首、词中和词尾;9、言语行为理论：根据奥斯汀言语行为理论,说话者说话时可能同时实施三种行为：言内行为locutionary act,即表达字面意义；言外行为illocutionary act,表达说话者意图；言后行为perlocutionary act,话语产生的结果或引起的变化;塞尔在此基础上提出间接言语行为理论indirect speech act,不直接说出自己的话,凭借另外一种言语行为来间接地表达自己的用意;10、语言的本质特征：二重性duality,指语言的等级性,包括形位和音位；文化传递性culture transimission,语言要通过教学和学习才能获得；任意性arbitrariness,形式和意义的组合是任意的；语言的结构特征：移位性displacement是指人类语言可以让使用者在交际时用语言符号代替时间上个空间上不可及的物体、时间和观点;认知创造性cognitive creativity 11、词汇教学：词义包括概念意义denotative meaning,即字面意义；关联意义connotative meaning,即引申意义；流利准确的语言fluent and appropriate language use要求具备搭配知识knowledge of collocation,这就要求进行词块教学lexcical chunks,即学习单词要注重搭配;死记硬背rote-learning并非最佳的学习词汇的方式;呈现新词汇的方法可以是下定义define、实物展示real object、解释explanation等；下定义define是呈现新词汇的方法,而不是巩固consolidate已学词汇的方法;词汇教学原则：系统性原则systematic principle是指在词汇教学时要注意给学生展示词汇之间的系统性和联系性,如音形关系、形意关系、词形变化关系、反义词、同义词、上下位词等；词汇选择原则word-choice principle,指选择目标词汇时,应当选择有代表性的、能够用于其他活动、经常出现的词汇；展示原则presentation principle,指展示新词时应当将其直观化、情景化和趣味化；文化原则culture principle,是指语言是文化的载体,词汇结构、词义结构和搭配都该与该语言的文化相连;词汇教学内容包括meaning,usage,basic information and strategies,basic information包括拼写发音等;usage包括词汇的搭配collocation,短语phrases,习语idioms,风俗style和语域register;词汇教学模式：任务型教学模式task-based language teaching是新课标所提倡的一种教学模式,在展示环节,教师通过展示让学生理解词语的意义和用法；任务环节,教师要通过将词汇量最大限度置于听读写练习中；汇报环节,学生推举各组代表来展示听读写的任务完成情况；评价和练习环节,教师对学生的任务汇报进行评价,评价他们对新词的使用;12、语法教学：过去式past form 属于语法教学内容中的形式；练习新的语法结构practice a new structure适合采用句型练习pattern drill的方式;语法教学方法：常用的有三种,演绎法deductive method;归纳法inductive method;指导发现法guided discovery method;演绎法the deductive method 是先说明语法结构,之后让学生进行练习,可以节约时间,让学生尽快掌握语法知识,是针对语法结构的形式进行解释,并不涉及该结构在文中的含义;归纳法the inductive method 是先给出一些例子,让学生通过讨论等方式自己总结出语法规则;测试语法结构的练习use a grammatical structure,让学生举出相同语法结构的例句give examples;语法教学：输入强化input enhancement,有利于引导学生加强对语法点的注意notice a grammar item；transformation、expansion、substitution适用于语法练习与巩固环节;替换练习substitution drills强调语法教学中准确性focus on accuracy;语法练习形式：语法练习包括机械型练习mechanical practice,包括替换操练substitution drill和转换操练transformation drill两种常用方式,注重形式的准确性；意义型练习meaningful practice注重意义的产生、理解和互换;13、语篇教学：如何对祝贺和道歉进行合适的回应how to give appropriate response to a congratulation or an apology属于语篇层次的教学teaching at discourse level;14、听力教学：听主旨或文章中心大意listening for gist,为文章合适的题目decide the best title for the passage;听力教学：自上而下模式the top-down model是一种以听者为基础的听力模式,听者不需要抓住每个细节,只需要抓住一些提示,然后根据自身的经验、知识,结合这些提示,从而对所听内容进行猜测和验证;听前活动：pre-listening阶段,在听文章之前,让学生学习可能在听力中出现的新单词并预测听力文章的内容15、阅读教学：作者没有明确告诉我们,我们该如何判断他的想法how to know the author’s idea since he did not tell us explicitly,属于推断性阅读inferential comprehension;字面阅读Literal、欣赏性阅读appreciative、评价性阅读evaluative阅读策略和技巧：提高提炼具体信息的能力extracting specific information,注意细节信息details;英语阅读策略：略读skim指快速阅读文章以了解其内容大意gist的阅读方法阅读教学：一般采取PWP方法,pre-reading, while-reading, post-reading;作者如何组织自己的观点organize the ideas关乎于文章的结构textual structure;在读前环节pre-reading,教师需要向学生介绍主题,引起学生的兴趣,向学生讲授关键的词句,介绍背景知识,帮助学生消除文化障碍,以便更好地理解文章;阅读教学：快速抓住文章重点grasp the gist quickly,应该关注主题句the topic sentences;阅读课的教学模式通常包括自下而上模式bottom-up mode,是遵循从小的语言单位开始教学,直到最大的教学单位,即单词、句子和篇章；自上而下模式top-bottom mode、交互补偿模式interactive mode;阅读方法：寻读scanning,是针对某一部分进行较为详细的阅读,找到相关信息；略读skimming,是指快速阅读文章以了解其内容大意的阅读方法；泛读extensive reading,是指进行广泛、大量的阅读,可是使学生通过频繁地接触语言材料,自觉或不自觉地学到或掌握大量词汇,开阔学生的视野；精读intensive是指深入细致、逐字逐句地阅读,可以通过深入钻研,加深知识的积累;阅读训练活动：训练细读training detailed reading的最好方法就是把原文中的信息做成表格diagram;语音教学：英语中的重音stress可以用来表示强调,表达重要信息convey important messages;语音教学：教授重音时,教师可以采用拍手或挥动手臂clap hands的方式练习重音,还可以在重音处提高声音raise voice,还可以在黑板上将重音画出来highlight the stress parts,不可依赖于解释rely on explanation;16、课堂提问的形式：课堂理解性问题一般分为三类：展示性问题display questions,通常被用来检测学生对课文内容的理解程度,就课文中的字词句或者某个重要的细节向学生发问;这种问题的答案通常是唯一的,教师预先知道,学生只需要凭借表层理解或是查找课文就能找到的;参阅性问题referential questions,评估性问题evaluation questions;17、写作类型：非正式写作的特点the features of informal writing,短句、半句很常见short and incomplete sentences are common;正式写作的特点,结构清晰well-organized structure,使用专业词汇technical terms and definitions,使用大量不同的词汇和句式wide range of vocabulary and structural patterns;18、写作教学：写作教学分为重结果的写作product oriented、重内容的写作content oriented和重过程的写作process oriented;重过程的写作中,修改自改和互改、校对和讨论是其重要组成部分; 控制性写作练习controlled writing指的是语言上进行控制,这些练习包括抄写,填空,完成句子,句型转换等,其答案是唯一的;这些练习是培养规范的写作的重要形式;高层次的写作中high level of writing不应只关注语法的正误,更应从篇章结构及思想上进行整体规划;以过程为导向的写作教学模式是将写作内容与过程并重的what to write and how to write;在写作方面,完形填空cloze能帮助学生掌握衔接手段cohesive device的使用;过程写作的主要步骤有：creating a motivation to write,brainstorming,mapping,freewriting,outlining,drafting,editing,revising,proofre ading and conferencing.思路图mapping从视觉上帮助学习者记录并整理思绪,引导学生思考与话题有关的一切就是这张图应当有的内容;口语教学：教师可以采取小组讨论group discussion的形式来帮助学生在口语课堂上相互交流;口语交际策略：在口语活动中说话者经常避免使用艰涩的词汇或结构,而使用比较简单的词汇或结构,这种交际策略叫作迂回策略avoidance;口语活动设计原则：最大限度地练习口语maximum foreign talk、均等参与even participation、高度激励high motivation以及恰当的语言难易程度proper level;口语教学有很多活动,包括控制性活动,半控制性活动,交际性活动等,交际性活动又包括很多,例如信息差活动、讨论、辩论、访谈、解决问题的活动、以流利性为导向的游戏等;accuracy-focused games属于控制性活动;19、英语教学评价方式：常模参照测试norm-referenced test,主要用于选拔；标准参考测试criterion-referenced test,按照预先设计的标准,对考试结果进行比较；终结性评价Summative assessment,一般在学期或学年结束后进行,如期末考试、结业考试等；形成性评价formative assessment,是对学生日常学习过程中的表现作出评估;作品集portfolios、报告daily reports和演讲speech都是日常活动;表现性评价performance assessment是指衡量学生在完成给定的一个具体任务或一系列任务时的水平;20、音系学知识：在英语中,送气音位变体aspiratedp和不送气音位变体p之间的区别不是音位性的,他们都属于同一个音位/p/,是同一个音位的音位变体,处于互补分布状态in complementary distribution;21名词词义辨析：be of +抽象名词相当于形容词,be of value=valuable22形态学知识：语素morpheme是最小的有意义的语言单位和语法单位,包括自由语素free morpheme和黏着语素bound morpheme;黏着语素又分为屈折语素inflectional morpheme 和派生语素derivational morpheme;屈折语素表明各种不同的语法关系或语法范畴,如：数、时态、形容词和副词的级和格;24语义关系：预设关系X presupposes Y,说话者假设听话者已经知道的信息；蕴含关系X entails Y,当X为真,Y一定为真的时候,则X蕴涵于Y中；反义关系X inconsistent with Y,同义关系X synonymous with Y;语义学中的涵义关系,上下义关系hyponymy,上义词superordinate,下义词hyponym;反义关系antonymy,同义关系synonymy.homonymy 同音/形异义25教案的内涵：教案是一项教学指导teaching guide性质,需要考虑到教学大纲和学生take into account syllabus and students要求,事先描述了要教什么和怎么教describe in advance what and how to teach,内容,教案只是一份教学计划,在实际过程中会因为一些突发状况而随时进行调整;26综合技能活动skill-intergrated activities:在课程中融入更多的多样性build in more variety,活动范围会更加广泛the range of activities will be wider;27语言测试标准：结构效度structure validity,内容效度content validity,测试信度test reliability,评分者信度scorer reliability;多项选择题multiple-choice questions有较高的表面效度和信度,但只能测试学生的语言输入能力,如听和读,而不能测试学生的语言输出能力,如读和写,因此缺乏结构效度;28教师教学：将一组句子重新排列成一个有逻辑的段落rearrange a set of sentences into a logical paragraph,强调句子间的逻辑性,即语篇连贯textual coherence;教学活动：检查学生对于文章难句的理解check students' understanding of difficult sentences,可以采用释义paraphrasing的方法;小组活动group work：要增加同伴间的互动increase peer interaction,增加个人练习increase individual practice,提供多样性和动力provide variety and dynamic,可以适当忽略对语言准确性的要求language accuracy;教师组织活动的意图：针对句型结构的训练sentence patterns,旨在培养学生的语言能力linguistic;教学评价：诊断性测验diagnostic test,能力倾向测验aptitude test,水平测试proficiency test,成就测试achievement test;教师的角色：调控者monitor,指老师对活动的进程进行把握,保证其开展的顺利有效；组织者organizer,指教师对课堂教学活动进行组织,使课堂有序进行；评价者assessor,指教师对学生的表现进行评价；促进者prompter/facilitator,指老师在学生不知道要做什么说什么时给予适当的提示；研究者researcher,教师经常反思自己作为教师应该做什么,学生应该怎么学习,并通过系统的反思和研究,最终提升自己的教学水平和学生的学习水平;参与者participant；资源提供者倍数表达法：A+be+倍数+as+adj./adv.原级+as+B,表示A是B的多少的倍数;强调句：it is/was not until +被强调部分+that+其他部分,前面否定,that后面的句子要用肯定式,且须用陈述句语序;语言学的基本概念：现代逻辑学家把谈论语言本身的语言describe the language itself叫做元语言metalanguage;paralanguage副语言,指与话语同时或单独使用的手势、身势、面部表情和距离等,一般有配合语言加强表达能力的作用；special language特殊语言；interlanguage中介语3p教学模式：Presentation呈现、Practice操练、Production 输出;这三个阶段可以理解成:教师教、学生练、学生用;在教学过程中,教师首先给学生引入和展现某个特定的语言形式、结构、功能等,通过练习使学生掌握其意义,然后让学生进行假设交际,从而达到语言的输出,形成学习成果;3P教学法：新课展示Presentation是对新课内容进行教学的；练习Practice是针对所学内容进行训练和准备的；产出production是指在熟练掌握所学内容基础上进行提高的部分；准备preparation通常是指在课前进行准备;课堂学习活动：复述retelling的作用在于机械练习,将学过的文本内容进行记忆和重复；评估输出内容assessing output是对他人输出的学习内容进行评价,了解学生对知识的掌握程度；头脑风暴brainstorming的作用在于在最短时间内将学生尽可能多的观点集中起来,激活学生头脑中的知识;理解checking comprehension是学生对于输入的内容进行理解消化;语言练习的目的：机械性练习mechanical practice,如重复、替换等,这种练习在内容上严格受到控制,着重训练学生去熟练掌握语法点的结构形式the form of language item;交际性语言活动：信息差活动information-gap activity可以使学生进行信息的传播和交流,实现真正交流的目的,培养学生的综合语言应用能力,是一种任务型的语言交际活动communicative language task;语篇教学：语篇discourse是由一个以上的句子或语段构成,各成分在结构上是衔接的,在语义上是连贯的;老师让学生集中注意力于文章结构、衔接与连贯性等方面,目的是培养学生的语篇意识discourse awareness;语言测试类型：标准参照语言测验criterion-referenced language test,是以考生个人与特定的标准作为评价标准,所以这种考试对考生来说,不管别人程度如何,关键在于自己是否达到了既定的目标;常模参照需要测验norm-referenced language test是以考生个人在团体中的相对位置来作为评价标准,所以这种考试比较看重学生的个别差异;个体参照性评价individual-referenced,对一个学生与其之前的表现相比作评价;对教材的评估：系统的教材评估应该是能帮助教师检测是否实现了语言课程教学目标realize the objectives of a language program,是否满足学生的需要match the needs of learners,是否给学生提供了真实的语言交际等provide authentic language;句子语调：陈述句和特殊疑问句用降调,一般疑问句、否定疑问句用升调,选择疑问句or前面的词用升调,后面的词用降调一句话中列举并列单词时除最后一个用降调外,其余全用升调;句子重读：一般来说,句子中的实词需要重读,比如名词、动词、形容词、副词、数词等,虚词多数情况下不重读,比如冠词、介词、物主代词、连词、感叹词等;另外,句子中要重读的词若为双音节词或者多音节词,重音一般就落在该词的重读音节上;单词重音：重读音节是单词中读音特别响亮的音节;双音节词的重音主要受词性影响,其次是前缀;如果是动词、形容词、介词,重音往往在第二个音节上,；如果是名词,重音往往在第一个音节上;带有a-,be-,in-,ex-等前缀的双音节词,重音普遍在第二个音节;在通常情况下,以un或in开头的单词重音落在第二个音节上;连读：liaison意为连读,在同一个意群里,如果相邻两词中的前一个词是以辅音结尾,后一个词是以元音或者半元音,特别是/j/开头,就要将前后两个音拼起来连读;弱读：在英语口语中,有时由于语速快或在句子中处于次要位置而不被强调等原因,某些元音会被弱读;通常情况下,冠词、介词、代词、连词等虚词在句子中要弱读;弱读规律的第二阶梯是所有元音经过一定程度弱化后都可以变为//音,这使元音发生了较大程度的弱化,是所有元音共有的弱化状态;倒装句：nor本身表否定,后面的助动词不需再用否定形式,且句子要完全倒装;nor will anyone else会话含义理论：合作原则：格莱斯提出了一个要求交谈参与者共同遵守的一般原则,即合作原则cooperative principle;在合作原则cooperative principle的基础上,会话要遵守四个准则maxim：质量准则the maxim of quality,不要说自己认为不真实的话,不要说自己缺乏足够证据的话；数量准则the maxim of quantity,自己所说的话达到所要求的详尽程度,不能使自己所说的话比所要求的更详细；相关准则the maxim of relevance,说话要贴切；和方式准则the maxim of manner,避免晦涩的词语,避免歧义,说话要简要有条理,说话人故意违反flout on purpose某个准则便会产生会话含义conversational implicature;英语课程内容标准the national english curriculum standards：利用关键词key words、缩略词abbreviations 和符号symbols做笔记,这属于学习策略learning strategy 中的认知策略;英语新课标要求的语言知识目标包括语音phonetics、词汇vocabulary、语法grammar、功能function和话题theme;语用学在英语教学中的运用：说出一句话的不同表达形式,并列举一句话在不同语境中可能的功能,是为了强调形式与功能的关系highlight the relationship between function and form;英语教学中的提问技巧：直接反馈direct corrective feedback,间接反馈indirect corrective feedback;英语教学法：全身反应法total physical response以“听—做动作”为主要教学组织形式,学习过程中,教师用目标语发出指令,先自己做,等学生能理解后,让学生完成动作,然后边说边做,主要对初学者应用比较多;最小对比对minimal pairs:是指只有一个音素不同的一组单词;区分发音最有效的练习方法就是练习最小对比对;英语错误类别：语际错误interlingual errors,是指学习者把第一语言的语言习惯带到第二语言的运用中造成的失误；语内错误intralingual errors是指学习者对目的语的语法规则、各种词类的用法和意义掌握不熟练或者不全面而产生的错误;任务型活动设计：在一个复杂的综合任务中complex integration task,活动在主题上串联thematically linked;冠词的读音：定冠词the放在辅音前面发音,放在元音前面发i音;不完全爆破not fully pronounced：爆破音是指发音器官在口腔中形成阻碍,然后气流冲破阻碍而发出的音;爆破音有六个,即/p、b、t、d、k、g/,当一个爆破音后面紧跟着另一个爆破音时,前面的爆破音不发生爆破,这种现象叫做失去爆破;当一个爆破音后面紧跟着一个摩擦音、破擦音、鼻辅音时,前面的爆破音都只作部分爆破;第一个爆破音发出的声音是非常轻微的,有时甚至听不出来,这种现象叫做不完全爆破;英语的发展变化：近几年,引起英语变化的一些因素有：走向非正式化moving toward greater informality,美式英语的影响the influence of America English,科学与技术的影响the influence of science and technology;语言变体：印度英语属于地域变体regional variety,是语言变体的一种;语言习得机制language acquisition device：乔姆斯基的一个着名理论,人与生俱来的内在语言能力叫做语言习得机制,简称LAD;语言习得：克拉申的语言习得理论,认为人们掌握语言主要有两种形式：习得和学习;课堂提问类型：展示性display question是教师自己已经知道答案的问题,考查学生是否知道这类知识；参考性问题referential question是教师并不知道答案,力求学生扩展信息,积极思考思维;社会语言学：社会语言学sociolinguistic属于语言学的一个分支,主要研究语言与社会的关系,以及语言使用者所在的社会结构与语言使用之间的关系;其研究包括地域方言regional dialect、语域register、社会方言social dialect、个人语言idiolect等研究;修辞手法figures of speech语音的同化assimilation:/s/和/z/在j前面分别被同化为//和//;在正常连贯的言语中,带声擦音在不带声清音前时变成相应的不带声擦音,这种过程叫做清音化;chronic decease慢性病新课标内容：新课标的主要核心内容the core conceptof the New Curriculm是为了学生的一切发展;交际法communicative approach:交际法注重语言的流利性fluency;词类范畴words category:决定词类范畴的因素有意义meaning、屈折变化inflection和分布规则distribution;培养语言能力的手段the cultivation of linguistic competence：造句sentence-making是最适合培养语言能力的手段;反思型教学reflective teaching：Bartlett把反思型教学描绘为一个循环的过程,其中包含五个因素,即mapping描绘,informing明了,contesting质疑,appraisal评估,acting行动;Beneath one’s dignity有失身份句法学：简单句simple sentence;复杂句complex sentence;并列句coordinate sentence.语义学：一词多义polysemy经常会导致表达含糊不清,表达意思不清楚;形态学：复合词compound word通常是由两个或两个以上的单词合写在一起构成,派生词是通过在词根上加上后缀或前缀来构成的新词;教学流程：导入lead-in的目的是上课开始时,教师帮助学生将注意力有效地集中在上课的内容上；新课呈现环节presentation;准备环节preparation；练习practice.学习类型：自主学习autonomous learning;交互学习interactive learning;情境化学习contextualized learning；任务型学习task-based learning;语义变化：词义扩大widening of meaning;词义缩小narrowing of meaning;词义转移meaning shift;句子的意义：影响句子意义的因素包括词义、句法结构syntactic structure和上下文context等;英语教学目标：基础教育阶段英语教学的总体目标是培养学生综合运用语言的能力;任务型语言教学：以学生为主体,以任务为中心,学生通过参与和完成一系列的任务来习得语言知识;任务型教学法的基本学习步骤分为前任务pre-task、任务环task cycle和语言聚焦language focus三个部分;句法学中的范畴：数number性gender格case是用来分析名词的范畴;时tense态voice体aspect是用来分析动词的范畴;听说法audio-lingual method：基本特点是先听说,后读写；教学以句型为中心；将外语与母语对比,确定教学难点；大量练习和反复实践；及时纠正任何错误；尽量不用母语；广泛利用电化教学手段;课堂教学语言：包括书面语、口语和肢体语言;教学活动：必须建立在学生的认知发展水平cognitive development level和已有的知识经验existing experienced knowledge基础之上,因此,学生的个人知识储备personal knowledge,生活世界life world和直接经验direct experience都是重要的课程资源;resource-provider;see to it that确保On the market上市,出售中Have difficulty in doing sth.Granted that 假设A is toB whatC is to D,A之于B犹如C之于D;would rather do sth than do sthIt is the first time + that从句结构中,从句用现在完成时；it was the first time+that从句结构中,从句用过去完成时;out of the blue 突然地,出乎意料地。

英语教资高中试题及答案一、选择题（每题1分，共10分）1. The play _______ a great success.A) isB) wasC) wereD) has been2. She _______ to the concert last night.A) wentB) goesC) goD) going3. The teacher asked the students _______ in the classroom.A) to be quietB) be quietC) quietD) being quiet4. _______ in the mountains for a week can be a good way to relax.A) To campB) CamplingC) CampD) Camped5. The book _______ interesting.A) isB) areC) wereD) was6. I _______ my homework when my friend called me.A) didB) was doingC) doD) am doing7. _______ is the capital of China?A) WhatB) WhichC) WhoD) Whom8. The boy _______ the window is my brother.A) whoB) whomC) thatD) whose9. We _______ the news until you told us.A) didn't knowB) weren't knowingC) don't knowD) haven't known10. The meeting _______ for half an hour.A) has been onB) has beenC) has lastedD) lasted二、填空题（每题1分，共5分）11. The _______ (重要的) thing is to finish the project on time.12. She has a _______ (自然的) talent for music.13. The _______ (孩子) are playing in the park.14. He _______ (建议) that we should start early.15. The _______ (主要的) reason for the delay was the bad weather.三、阅读理解（每题2分，共10分）阅读下面的短文，然后回答问题。

2024年教师资格考试高中英语学科知识与教学能力模拟试题与参考答案一、单项选择题（本大题有30小题，每小题2分，共60分）1、The teacher encourages students to to foster their interest in English literature.A) read extensivelyB) study hardC) focus solely on grammarD) memorize vocabularyAnswer: A) read extensivelyExplanation: Reading extensively is a strategy that can help students to gain a better understanding of English literature. Insisting that students solely focus on grammar or memorize vocabulary would be restrictive and less effective in fostering an interest in the subject.2、In a classroom discussion, the teacher mistakenly called the author ofa famous novel “Jane”. The class pointed out the error, and the teacher should:A)apologize and correct the mistakeB)ignore the student’s interventionC)defend the mistake by dismissing it as a trivial errorD)ASCEND services and report the student to an administratorAnswer: A) apologize and correct the mistakeExplanation: Maintaining a respectful and welcoming classroom environment is crucial. When the teacher makes a mistake, it is important to correct it and apologize to the class. This shows integrity, reinforces the importance of accuracy in academic settings, and strengthens the teacher-student relationship.3、Which of the following sentences is grammatically correct?A. If I am you, I would study harder.B. If I were you, I would study harder.C. If I was you, I would study harder.D. If I will be you, I would study harder.Answer: BExplanation: The correct choice is B. This sentence uses the second conditional form, which is used to talk about hypothetical situations in the present or future. In the second conditional, we use ‘were’ with ‘I’ and ‘he/she/it’ to show that the situation is not real or is unlikely. Options A, C, and D are incorrect because they do not follow the proper structure for the second conditional.4、Choose the sentence where the underlined word is used correctly:A. She was so disinterested in the topic that she fell asleep during the lecture.B. He showed a disinterested concern for the welfare of others, always willing to help.C. The judge listened to both sides of the case with a disinterested air, ensuring fairness.D. Despite being a disinterested party, he still had a lot to say about the matter.Answer: CExpl anation: The correct choice is C. The word ‘disinterested’ means impartial or unbiased, especially in the context of a judge who must remain neutral. In option A, the word should be ‘uninterested’ as it refers to a lack of interest. Option B is incorrect because showing concern for the welfare of others suggests personal interest, which contradicts the meaning of‘disinterested.’ Option D is also incorrect because someone who is disinterested would not have much to say about a matter if they are truly impartial.5、What is the correct tense to use when describing a past event that hasa present result?A. Present perfectB. Simple pastC. Present perfect continuousD. Past perfectAnswer: A. Present perfectExplanation: The present perfect tense is used to describe an action that started in the past and continues to the present, or an action that has a presentresult. For example, “I have finished my homework.”6、Which of the following sentence structures is used to express a condition that is true in the present?A. If + past tense, would + verbB. If + past perfect, would have + past participleC. If + present tense, would + verbD. If + past tense, would + past participleAnswer: C. If + present tense, would + verbExplanation: The correct structure for expressing a condition that is true in the present is “if + present tense, would + verb.” For example, “If it rains, we would stay indoors.” This structure is used to talk about hypothetical or conditional situations that are possible or likely to happen.7、In the teaching of English to senior high school students, which of the following methods is most suitable for fostering critical thinking and analytical skills?A)Memorization of vocabulary listsB)Frequent vocabulary quizzesC)Debate and discussion on complex topicsD)Recitation of literary passagesAnswer: CExplanation: C) Debate and discussion on complex topics is the most suitable method for fostering critical thinking and analytical skills because it encourages students to analyze, evaluate, and construct arguments on varioustopics. This method requires students to think deeply and consider multiple perspectives, which is crucial for developing critical thinking and analytical skills.8、Which of the following is an effective strategy for teaching advanced grammar to senior high school English students?A)Presenting rules through long lectures followed by extensive drillingB)Implementing grammar drills through fill-in-the-blank exercises onlyC)Giving a list of grammar rules to be memorizedD)Using real-life examples and contexts to explain grammar rulesAnswer: DExplanation: D) Using real-life examples and contexts to explain grammar rules is an effective strategy for teaching advanced grammar to senior high school English students. It helps students connect theoretical knowledge with practical situations, making it easier for them to understand and apply the rules in various contexts.9.The sentence “She is not only an excellent teacher but also a caring friend to her students” uses the tense of:A. present simpleB. past simpleC. present perfectD. past perfectAnswer: AExplanation: The sentence “She is not only an excellent teacher but also acaring friend to her students” uses the present simple tense to describe qualities that are true about the teacher. The phrase “not only…but also” is used to connect two a djectives, and both adjectives follow the verb “is,” indicating the present simple tense is the correct choice.10.In the following dialogue, who is asking for help?A. JohnB. MaryC. Mr. SmithD. The teacherDialogue:John: Excuse me, Mr. Smith, I don’t understand the meaning of this part of the text.Mr. Smith: Sure, John. Let me explain it to you.Answer: AExplanation: The correct answer is A, John, because in the dialogue, he is the one who doesn’t understand and is asking Mr.Smith for help. The other options, like Mary, Mr. Smith, and the teacher, are not making the request for help; they are either responding or participating in the conversation.11、Which of the following is NOT a characteristic of communicative language teaching (CLT)?A) Focus on fluency over accuracy.B) Emphasis on learner-centered instruction.C) Use of authentic materials in the classroom.D) Strict adherence to grammatical rules.Answer: D) Strict adherence to grammatical rules.Explanation: Communicative Language Teaching (CLT) emphasizes communication and interaction as both the means and the ultimate goal of learning a language. It focuses on fluency and the ability to communicate effectively, often prioritizing these aspects over strict grammatical correctness. CLT encourages learner-centered activities, the use of real-life materials, and a variety of interactive techniques, which makes option D not a characteristic of CLT.12、In the context of second language acquisition, the term ‘interlanguage’ refers to:A) The native language of the learner.B) The language used by the teacher in the classroom.C) A transitional system that reflects the learner’s current state of L2 knowledge.D) The standard form of the target language.Answer: C) A transitional system that reflects th e learner’s current state of L2 knowledge.Explanation: Interlanguage is a term used in second language acquisition theory to describe the dynamic linguistic system that learners construct as they learn a new language. It is an evolving system that is neit her the learner’sfirst language nor the target language but a unique, intermediate stage of language development. This concept helps explain why learners may make systematic errors and how they progress towards proficiency in the second language.13.The following sentence is an example of which type of sentence structure?A) SimpleB) CompoundC) ComplexD) Compound-complexAnswer: C) ComplexExplanation: A complex sentence contains at least one main clause and one or more dependent clauses. The example se ntence could be “Although it was raining, the students still played football.”14.Which of the following words is the correct past tense form of the verb “go”?A)GrewB)Goin’C)GoneD)GoteAnswer: C) GoneExplanation: The correct past tense form of the verb “go” is “went,” and its past participle is “gone.” Therefore, the correct answer is “Gone.”15、The following sentence is a conditional clause: “If it rains tomorrow,we will cancel the picnic.” In which of the following scenarios would this conditional clause be in the past perfect tense?A) We will cancel the picnic if it had rained yesterday. (X)B) We will cancel the picnic if it rains tomorrow. (X)C) We will cancel the picnic if it had rained this morning. (X)D) We will have canceled the picnic if it had rained yesterday. (✓) Answer: DExplanation: The past perfect tense is used to describe an action that occurred before another past action. In this scenario, the conditional clause is in the past to imply that the picnic cancellation will have already taken place if the rain occurred prior to the picnic. Option D correctly uses the past perfect tense (“would have canceled”).16、Which of the following sentences is an example of a complex-embedded sentence?A) She decided to go for a walk, the weather seemed nice.B) She decided to go for a walk, because the weather seemed nice. (X)C) She decided to go for a walk and the weather seemed nice. (X)D) Even though the weather seemed nice, she decided to go for a walk. (✓) Answer: DExplanation: A complex-embedded sentence contains a main clause and at least one embedded clause, often introduced by subordinating conjunctions like “even though” or “although.” In option D, the clause “Even though the w eatherseemed nice” is the embedded clause, making it a complex-embedded sentence.17、In the following sentence, which phrase structure angle is used to explain the relationship between the words “students” and “expected”?A. Subject-Verb-Object (SVO)B. Prepositional PhraseC. Subject-Object-Verb (SOV)D. Adverbial ClauseAnswer: BExplanation: The phrase “of the students” is a prepositional phrase. It modifies the verb “expected” by indicating whose attitude or expectation is in focus in the sentence.18、Which of the following sentences demonstrates parallel structure in terms of语法功能？A. The teacher encouraged participation and gave constructive feedback.B. The students studied, while门外weren’t allowed in.C. While the students are studying, the teacher is grading papers.D. When the bell rings, the students rush out of the classroom, and the teacher stops the class.Answer: AExplanation: Parallel structure involves using grammatically similar elements to create a balanced and rhythmical effect. Choice A utilizes parallel structure as both “encouraged participation” and “gave constructive feedback” arephrases that complete the action of “encouraged” with similar structure. Choices B and D use dependent and independent clauses respectively, and choiceC uses a dependent clause with independent clause structure.19.What is the most appropriate method to use when teaching a new vocabulary item to high school students?A)Direct translationB)Contextual cluesC)rote memorizationD)Unresponsive questioningAnswer: B) Contextual cluesExplanation: Using contextual clues helps students understand the meaning of new vocabulary within the context of the text or lesson. It encourages active learning and promotes deeper understanding of the language.20.In a high school English class, which of the following activities is best suited for assessing students’ comprehension of a complex literary text?A)Multiple-choice questionsB)Vocabulary matching exercisesC)Oral presentationsD)Short answer questionsAnswer: C) Oral presentationsExplanation: Oral presentations require students to synthesize and express their understanding of a complex literary text. This activity encourages critical thinking, analysis, and communication skills, making it an effectiveway to assess comprehension.21、Which of the following best describes the concept of “modal verbs” in English?A、Nouns that indicate the type of person or thing.B、Verbs that express the level of formality of a sentence.C、Verbs that express probability, ability, permission, and advice.D、Adjectives that modify the quality or state of a noun.Answer: C解析: Modal verbs in English are a group of verbs that express modality, including possible meanings such as ability, permission, necessity, advice, and probability. Therefore, the correct answer is C.22、In the context of English listening skills, which of the following strategies is most effective for identifying key information and details in a spoken text?A、Listening for t he speaker’s accent and dialect.B、Focusing on the overall structure of the speech.C、Noting the intonation and stress patterns in the speech.D、Paying attention to specific information and facts provided.Answer: D解析: Effective listening skills include paying attention to the specific information and facts provided in a spoken text to identify key details and information. Therefore, the correct answer is D.23.Which of the following phrases is used to describe a past event that has already finished in the past?A)“I have gone to the movies last night.”B)“I had gone to the movies last night.”C)“I went to the movies last night and I was tired.”D)“I’m going to the movies last night.”Answer: B) “I had gone to the movies last night.”Explanation: The correct answer is “had gone” because it uses the past perfect tense, which is used to describe a past event that happened before another past event. Options A, C, and D use different tense structures, which are not appropriate for this specific context.24.In the senten ce “She was reading a book when the bell rang,” which clause indicates that the action started first?A)“She was reading a book”B)“She read a book”C)“The bell rang”D)“She went to school”Answer: A) “She was reading a book”Explanation: The clause “She was reading a book” indicates that the action of reading started first, which is followed by the action of the bell ringing, represented by the clause “The bell rang.” Option B uses the past simple tense, which indicates that the actions occurred at different times but not necessarily in sequence. Option C focuses on the bell ringing event. Option D introducesa completely different unrelated event.25.The following sentence is an example of which sentence structure?A. SimpleB. CompoundC. ComplexD. Compound-complexAnswer: C. ComplexExplanation: A complex sentence contains an independent clause and at least one dependent clause. The example sentence is “Although it was raining, the students still played outside.” Here, “Although it was raining” i s a dependent clause, and “the students still played outside” is an independent clause.26.Which of the following is NOT a characteristic of a good vocabulary teaching strategy?A. Encourages students to use new words in different contextsB. Provides students with multiple examples of word usageC. Requires students to memorize a large number of words without contextD. Involves students in activities that promote word retentionAnswer: C. Requires students to memorize a large number of words without contextExplanation: A good vocabulary teaching strategy should avoid rote memorization and instead focus on helping students understand and use words indifferent contexts. Therefore, requiring students to memorize words without context is not an effective strategy. The other options (A, B, and D) are all characteristics of effective vocabulary teaching strategies.27、Which of the following texts is NOT an excellent example for teaching narrative writing skills in high school English?A) “To Build a Fire” by Ja ck London — This text provides a vivid narrative that can be dissected for how to structure a compelling narrative.B) “The Lottery” by Shirley Jackson — This story has a timeless theme and can be used to teach how to build tension and surprise in a narrative.C) “The Road Not Taken” by Robert Frost — This poem is a classic and can be used to expound on narrative poetry rather than a narrative essay.D) “Raymond’s Run” by Toni Cade Bambara —This story can be used to analyze character development and plot structure.Answer: C) “The Road Not Taken” by Robert Frost —This poem is primarily a narrative of a poet contemplating his past decisions, and it is not an example of narrative writing.28、Which of the following activities is most effective for developing students’ comprehension skills when teaching a complex text in high school English?A) Group discussions about the main ideas of the text —This activity encourages students to share their ideas and defend their interpretations.B) Summarizing the text in their own words — This activity helps students toretell the text and understand the main points.C) Writing a summary and responding to a few higher-order thinking questions based on the text — This combines summarization with analysis.D) Reciting the text from memory — This activity helps with memorization but not necessarily with comprehension.Answer: C) Writing a summary and responding to a few higher-order thinking questions based on the text — This combines summarization with analysis, prompting students to think critically about the text.29.Choose the word that best completes the sentence.The student’s performance in the_________was exceptional, which impressed the teacher greatly.A. actB. playC. danceD. performanceAnswer: BExplanation: The correct answer is “play” because it is the correct noun that fits the context of student performance. The other options (act, dance, performance) do not fit as well in the context of a student’s performance in a class setting, as “play” typically refers sp ecifically to a theatrical performance performed by students.30.Which of the following is an example of scaffolding in instruction?A. Teaching a complete lesson at onceB. Providing students with detailed notes and instructionsC. Breaking a complex concept into smaller parts and building upon themD. Asking questions that require students to provide only one-word answersAnswer: CExplanation: The correct answer is “C. Breaking a complex concept into smaller parts and building upon them.” Scaffolding is a teaching technique that involves providing support to students as they move toward a goal. Breaking a complex concept into smaller parts helps students manage the complexity and gradually move towards a full understanding of the material, which is the essence of scaffolding. The other options do not represent scaffolding; instead, they describe different teaching strategies or methods.二、简答题（20分）Question:Explain the importance of vocabulary teaching in high school English language learning and discuss two effective strategies for teaching vocabulary to high school students.Answer:Vocabulary teaching plays a crucial role in high school English language learning for several reasons:1.Foundation for Language Skills: Vocabulary is the building block of language. A strongvocabulary enables students to understand and express themselves more effectively. It is essential for reading comprehension, writing, and speaking.2.Enhances Reading Comprehension: A diverse vocabulary allows students to understand complex texts, grasp the nuances of language, and appreciate literature.3.Facilitates Communication: A rich vocabulary helps students articulate their thoughts and emotions more precisely, both in written and spoken forms.4.Boosts Confidence: As students expand their vocabulary, they become more confident in their language abilities, which can positively impact their self-esteem and motivation.Two effective strategies for teaching vocabulary to high school students are:1.Contextual Teaching: Presenting new words in context helps students understand their meanings and usage. This can be done by incorporating new vocabulary into readings, discussions, and writing activities. For example, when teaching the word “euphemism,” provide examples from various texts and encourage students to identify other euphemisms in their own lives.2.Interactive Vocabulary Games: Engaging students in interactive games can make vocabulary learning enjoyable and memorable. Games like “Word Search,” “Scattergories,” and“Word Association” can help students practice and reinforce new vocabulary in a fun and engaging way.Explanation:The importance of vocabulary teaching in high school English languagelearning is highlighted by the reasons mentioned in the answer. The first reason emphasizes the foundation that vocabulary provides for language skills. The second reason explains how a diverse vocabulary aids in reading comprehension. The third reason highlights the impact of vocabulary on communication, and the fourth reas on emphasizes the positive effects of a rich vocabulary on students’ confidence and motivation.The answer also provides two effective strategies for teaching vocabulary: contextual teaching and interactive vocabulary games. Contextual teaching ensures that students understand the meanings and usage of new words, while interactive vocabulary games make the learning process enjoyable and memorable.三、教学情境分析题（30分）Teaching Context Analysis QuestionPassage:This passage is from the novel “The Great Gatsby” by F. Scott Fitzgerald. The protagonist, Jay Gatsby, has hosted an extravagant party at his mansion, hoping to impress an old flame, Daisy Buchanan. Tom Buchanan, Daisy’s husband, arrives at the party. Tom, who is aware of Gatsby’s identity, cautions Gatsby about Daisy’s true qualities.Context:Teacher Ms. Chen will be teaching a class on the theme of “Isolation and Longing” from the novel “The Great Gatsby.” She plans to use this passageto illustrate the theme and to enhance students’ reading comprehension skills.Task:Ms. Chen decides to ask students to discuss the reasons behind Gatsby’s isolation and the factors that contribute to his longing for Daisy. She wants to encourage open, critical thinking.Teaching Objectives:•To understand the characters’ motivations.•To analyze the literary devices used to convey the characters’ emotions and themes.•To enhance critical thinking and discussion skills.Situation Analysis:1.Identify the Factors Behind Gatsby’s Isolation:•Discuss the potential reasons for Gatsby’s feelings of isolation.•Identify the social dynamics and class differences that contribute to Gatsby’s isolation.•How does the setting of the Great Gatsby during the 1920s reflect the isolation of the character?2.Explain Gatsby’s Longing for Daisy:•Why is Gatsby so captivated by Daisy?•What does Gatsby’s relationship with Daisy represent in the context of the novel and the time period?Question:How can Ms.Chen effectively use the given passage to teach the theme of “Isolation andLonging”? What strategies should she employ to enhance students’ understanding and critical thinking skills?Answer and Explanation:Answer:Ms. Chen can effectively use the following strategies and questions to teach the theme of “Isolation and Longing” and enhance students’ understanding and critical thinking skills:1.Introduction:•Begin with a brief background on the setting and context of the 1920s in the novel “The Great Gatsby”. This will help students understand the social and historicalcontext and how it influences Gatsby’s isolation.2.Discussion Questions:•Encourage students to discuss potential reasons for Gatsby’s isolation.Potential reasons could include the social barriers between the wealthy elite and the middle class, Gat sby’s fabricated background, and his general loneliness.•Ask students to explore the literary devices in the passage (e.g., tone, imagery, symbolism) that contribute to the portrayal of Gatsby’sisolation. For example, the opulent yet superficial parties mightsymbolize the emptiness of Gatsby’s life.•Discuss Gatsby’s longing for Daisy. Why does Gatsby hold on to the past and his illusions about Daisy? Explore how Gatsby’s longing reflects romantic and societal ideals of the 1920s.3.Pair and Group Work:•Pair students to discuss their initial thoughts, then form small groups to share and debate their points. This fosters a collaborative andinteractive learning environment.•Use guided questions to prompt deeper analysis, such as: “What does Gatsby’s fixation on Daisy reveal about his personality and motivations?”or “How does the setting and social context impact Gatsby’s characterand desires?”4.Critical Thinking and Analysis:•Prompt students to think critically about the themes of isolation and longing. As k them to consider how Gatsby’s situation relates to othercharacters or to their own lives.•Encourage students to draw connections between the novel and current issues of social isolation and longing in modern times.5.Summarize and Conclude:•Conclude the lesson by summarizing the key points and encouraging students to share their insights. Ask them to reflect on how the characters’ situations influencethe overall narrative.Explanation:The teaching strategies mentioned are designed to engage students in critical thinking and deep analysis of the text. By discussing potential reasons for Gatsby’s isolation and the literary devices used to convey his emotions, students can gain a deeper understanding of the text and its themes. Pair andgroup work encourages collaborative learning, allowing students to share and build on each other’s ideas. Critical thinking questions prompt students to consider the broader implications of the text, fostering a more nuanced and meaningful interpretation of the novel.四、教学设计题（40分）1.请根据以下教学要求，设计一节45分钟的英语课堂活动。

2024年教师资格考试高级中学英语学科知识与教学能力复习试题及答案指导一、单项选择题（本大题有30小题，每小题2分，共60分）1、According to the National Curriculum Standards for English, which of the following is not a key objective for senior high school English teaching?A. Developing students’ comprehensive language skillsB. Enhancing students’ critical thinking and problem-solving abilitiesC. Fostering students’ appreciation of Chinese cultureD. Promoting students’ cultural awareness and intercultural communication答案：C解析：根据《普通高中英语课程标准》，高中英语教学的关键目标包括：培养学生综合语言运用能力、提高学生的思维能力和解决问题的能力、培养学生的文化意识和跨文化交际能力。

选项C提到的“培养学生的中国文化的欣赏”并非高中英语教学的关键目标。

因此，答案为C。

2、In a lesson on “Fahrenheit 451”, the teacher wants to guide students to analyze the novel’s themes. Which of the following meth ods would be the most effective in this situation?A. Directly explaining the themes to studentsB. Giving a detailed summary of the novelC. Encouraging students to create their own summaries of the novel and discuss the themesD. Asking students to write a critical essay about the novel答案：C解析：在分析《 Fahrenheit 451》这部小说的主题时，教师应该鼓励学生主动参与，培养他们的批判性思维。

高中英语教师资格证笔试选择题考点精编Document number：WTT-LKK-GBB-08921-EIGG-22986选择题6、标点的用法（the use of punctuation）7、音素（phonemes）的发音（differ in the place of articulation）：上颚音（palatal）、齿音（dental）、齿龈音（alveolar）、双唇音（bilabial）。

辅音的分类：发音方式manner of articulation，塞音stop,鼻音nasal,擦音fricative,近音approximant,边音lateral,塞擦音affricate;发音部位place of articulation发生气流阻碍的部位，硬腭音palatal，软腭音velar，齿龈音alveolar,齿龈后音postal veolar，双唇音bilabial,齿音dental,唇齿音labiodental,声门音glottal。

元音的分类classification of vowels：元音根据唇形的圆展shape of the lip可以分为圆唇元音rounded vowel 和展唇元音;根据舌抬起的高度分为高、中、低；根据舌最高部分的位置，分为前央后；根据元音的长度或紧度length of the vowels，分为长短或紧松。

8、辅音连缀（consonant cluster）：在同一个意群内，如果有两个或两个以上的辅音音素结合在一起，这种语音现象称为辅音连缀，出现在词首、词中和词尾。

9、言语行为理论：根据奥斯汀言语行为理论，说话者说话时可能同时实施三种行为：言内行为（locutionaryact），即表达字面意义；言外行为（illocutionary act），表达说话者意图；言后行为（perlocutionary act），话语产生的结果或引起的变化。

塞尔在此基础上提出间接言语行为理论（indirect speech act），不直接说出自己的话，凭借另外一种言语行为来间接地表达自己的用意。

教资科三高中英语参考答案一、选择题1. C。

根据题目中的语境，需要使用过去完成时态，表示在过去某个时间点之前已经完成的动作，因此选项C是正确的。

2. B。

这个句子考查了非谓语动词的用法，根据句子结构，需要使用现在分词作定语，修饰前面的名词。

3. D。

此题考查了定语从句的用法，先行词是the only one，关系代词在从句中作主语，因此只能用that引导。

4. A。

根据句子中的语境，需要使用虚拟语气来表示对现在的虚拟，故选A。

5. B。

这个题目考查了动词的时态和语态，根据句子结构，需要使用现在完成时的被动语态。

6. C。

此题考查了状语从句的用法，根据句子中的语境，需要使用so...that结构。

7. D。

这个题目考查了动词的时态，根据句子中的语境，需要使用一般现在时。

8. A。

此题考查了名词性从句的用法，根据句子结构，需要使用what 引导的宾语从句。

9. B。

这个题目考查了形容词的用法，根据句子中的语境，需要使用形容词的比较级。

10. C。

此题考查了介词的用法，根据句子中的语境，需要使用介词in 表示在...之内。

二、完形填空11. B。

根据上下文，作者在描述一个突然的事件，因此选择“suddenly”。

12. A。

这里需要一个副词来修饰动词“stopped”，表示动作的突然停止，故选“abruptly”。

13. D。

根据句子结构，需要一个名词来作宾语，表示作者的行动，故选“decision”。

14. C。

这里需要一个形容词来修饰名词“journey”，表示旅程的漫长，故选“long”。

15. B。

根据上下文，作者在描述一个计划之外的停留，故选“unplanned”。

16. A。

这里需要一个动词来表示作者的行动，根据句子结构，选择“drove”。

17. C。

根据句子中的语境，需要一个形容词来修饰名词“scenery”，表示风景的美丽，故选“beautiful”。

18. D。

这里需要一个动词来表示作者的感受，根据句子结构，选择“amazed”。

教资英语试题实战及答案解析-高中（1）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.p lace of articulationB.s tate of tongueC.s tate of vocal cordsD.m anner of articulation考点：语言学-语音学-辅音2.T he word “realization”consists ofmorphemes.A.f ive; fiveB.f ive; fourC.f our; threeD.f our; four/ˌrɪəlaɪ'zeɪʃn/syllables and考点：语言学-音节、词素3.W hich of the following is least associated with newspaper publishing? A.Proofreading.B. Editorial.C.Censorship. D.Citizenship.考点：常识、词汇4.W hich of the following best describes the relation between “piece”and “peace”?A.S ynonymy.B.Homonymy. C.Antonymy. D.Hyponymy考点：语言学-语义学-词间涵义关系涵义关系5.S he was not impressed by the story Paul shared with her, for she had already heard of it.A.i n the leastB.a t the mostC.l east of allD.f or the most考点：语法-词法-词组辨析6.W ithout facts, we can't form worthwhile opinions, for we need to have factual knowledge our thinking.A.w hich to be based uponB.u pon which to baseC.w hich to base uponD.u pon which to be based 考点：语法-句法-定语从句7.I t's true that water will continue to be it is today—next in importance to oxygen.A.h owB.which C.as D.what考点：语法-句法-名词性从句8.H e is helpless under such circumstances, .A. however brilliant a mind he may haveB.h owever a brilliant mind he may haveC.h owever brilliant a mind may he haveD.h owever a brilliant mind may he have考点：语法-句法-状语从句9.W hich of the following refers to “the part of input that has been internalized by learners”?A.F eedback.B.Output. C.Intake.D. Washback.考点：语言学-二语习得10.Which of the following describes the language of an individual speaker with its unique characteristics?A. Idiolect.B.Taboo.C. Regional dialect.D. Social dialect.考点：语言学-社会语言学11.What role does he/she play when a teacher explains the purpose of a task, the steps to do it and its time limit?A.A n organizer.B.A n observer.C.A n evaluator.D.A prompter.考点：教学实施与评价-教师角色与作用12.What does he/she intend to do when a teacher writes the following sentences “She gets up early. She wears a uniform. She works very hard.” on the blackboard at the presentation stage?A.P racticing sentence patterns using model sentences.B.C hecking if students can pronounce the sentences correctly.C.M onitoring whether students can accurately express their ideas.D.Drawing students’attention to the form of a new language item.考点：语言知识与技能教学-教学活动13.What skill does he/she use when a student uses language knowledge and contextual clues to figure out the meaning of a new word?A. Contrasting.B. Summarizing.C. Deducing.D. Predicting.考点：语言教学知识与能力-词汇教学14.Supplementing, deleting, simplifying and reordering are often used in.A. adapting teaching materialsB.delivering teaching materials C.evaluating teaching materials D.presenting teaching materials考点：教学常识--教材编写与修订15.Which of the following is least recommended at the lead-in stage in a reading class?A.A ctivating students' schema of the topic.B.G iving advice on how to use reading strategies.C.S haring background information about the text.D.Correcting language mistakes students have made.考点：语言教学知识与能力--阅读教学16.Which of the following best describes the phenomenon that learners apply the skills acquired in one field to another?A.T ransfer.B.D eduction.C.C ontextualization.D. Induction.考点：学习方法17.If the focus is placed on , students are supposed to go through the stages of drafting, receiving feedback, and revising before submitting the final version of their writings.A. productB. processC. genreD.format考点：语言教学知识与能力--写作教学18.What would he/she do in a reading class if a teacher wants to develop students' inferential comprehension?A.A sking them to retell the story.B.A sking them to underline difficult sentences.C.A sking them to read the text sentence by sentence.D.A sking them to read the text for implied meaning.考点：语言教学知识与能力--阅读教学19.Which of the following activities can be used if the focus is on developing students' oral fluency in English?A. Blank-filling.B.Story-telling. C.Transformation. D.Translation.考点：语言教学知识与能力--口语教学20.What is the focus when a teacher says to the class “Rewrite each of the following sentences using the passive voice.”?A.S kill.B.M eaning.C. Structure.D. Function.考点：语言教学知识与能力--语法教学考点归纳二、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。