2023年上半年教師資格證《高中英語(yǔ)》真題及答案

2023年上半年教師資格證《高中英語(yǔ)》真題及答案[單選題]1.Whichofthefollowingunderlinedpartsisdifferentfromtheothersinp（江南博哥）ronunciation?A.A.workedB.B.watchedC.C.wantedD.D.walked正確答案：C參考解析：本題考查字母組合的發(fā)音。題干意為：下列畫(huà)線部分，哪一項(xiàng)與其他項(xiàng)發(fā)音不同”。規(guī)則動(dòng)詞的過(guò)去式詞尾ed的讀音有以下三種：①在濁輔音和元音后讀[d]，如lived,watered,listened；②在清輔音后讀[t]，如liked,helped；③在[t],[d]音后讀[?d]，如planted,waited。C項(xiàng)：wanted中的ed讀作[?d]，與其他三項(xiàng)不同，故C項(xiàng)正確。A項(xiàng)：worked中的ed讀作[t]；與題干不符，排除。B項(xiàng)：watched中的ed讀作[t]；與題干不符，排除。D項(xiàng)：walked中的ed讀作[t]；與題干不符，排除。故正確答案為C。[單選題]2.Whichofthefollowingmulti-syllablewordshasadifferentstresspatternfromtheothers?A.questionnaireB.residenceC.reassureD.expertise正確答案：B參考解析：本題考查單詞重音。題干意為：以下哪個(gè)多音節(jié)單詞的重音模式與其他單詞不同？B項(xiàng)：residence的音標(biāo)為/?rez?d?ns/重音在第一個(gè)音節(jié)，與其他三項(xiàng)重音不同，故B項(xiàng)與題干相符，當(dāng)選。A項(xiàng)：questionnaire/?kwest???ne?(r)/，重音在第三個(gè)音節(jié)；與題干不符，排除。C項(xiàng)：reassure/?ri:?????(r)/，重音在第三個(gè)音節(jié)；與題干不符，排除。D項(xiàng)：expertise/?eksp?:?ti:z/，重音在第三個(gè)音節(jié)；與題干不符，排除。本題為選非題，故正確答案為B。[單選題]3.Shakingherheadoverher________hopesofbecomingamoviestar,Juliantotteredinherhighheels.A.gladB.fondC.happyD.pleasant正確答案：B參考解析：本題考查形容詞辨析。題干意為：朱利安對(duì)成為電影明星的美好希望搖搖頭，踩著高跟鞋踉踉蹌蹌地離開(kāi)。fond位于名詞前，意為“難以實(shí)現(xiàn)的，癡想的”afondhope，為固定用法，意為：不大可能實(shí)現(xiàn)的美好的愿望。根據(jù)“搖頭”和“踉跟蹌蹌”可知，Julian對(duì)于這個(gè)愿望實(shí)現(xiàn)不抱希望。故B項(xiàng)正確。A項(xiàng)：意為“高興的；感激的；樂(lè)意的”；與題干不符，排除。C項(xiàng)：意為“快樂(lè)的；幸福的，使人高興的”；與題干不符，排除。D項(xiàng)：意為“令人愉快的，愜意的；禮貌而友善的，和藹可親的；與題干不符，排除。故正確答案為B。[單選題]4.Itissaidthatfederalgovernmentwillraiseinterestratesbyaquarterpercentagepoint**the15th-consecutiveyearinan________toavoidinflation.A.effortB.intentionC.assumptionD.influence正確答案：A參考解析：本題考查名詞辨析。題干意為：據(jù)說(shuō)聯(lián)邦政府將連續(xù)第15年加息四分之一個(gè)百分點(diǎn)，以避免通貨膨脹。根據(jù)句意可知，加息的目的是為了避免通貨膨脹。effort意為：努力，盡力；inanefforttodosth為固定搭配，意為“努力做某事”。A項(xiàng)正確。B項(xiàng)：intention意為：意圖，目的，打算；與題干不符，排除。C項(xiàng)：assumption意為：假定，臆斷；與題干不符，排除。D項(xiàng)：influence意為：影響，勢(shì)力；與題干不符，排除。故正確答案為A。[單選題]5.Inindustry,zinc________isappliedtothesteelforrustprotection.A.veilB.coatingC.filmD.shade正確答案：B參考解析：本題考查名詞辨析。題干意為：在工業(yè)上，鍍鋅層用于鋼鐵的防銹。zinc意為：鋅，coating意為：涂層，zinccoating意為：鍍鋅層，符合句意，故B項(xiàng)正確。A項(xiàng)：veil意為：面紗；與題干不符，排除。C項(xiàng)：film意為：電影；與題干不符，排除。D項(xiàng)：shade意為：陰影；與題干不符，排除。故正確答案為B。[單選題]6.Theremustbe________emptyorhigh-soundtalkbutmorehardworkinthishighlycompetitiveworld.A.fewerB.noC.theleastD.less正確答案：D參考解析：本題考查形容詞、副詞比較級(jí)。題干意為：在這個(gè)竟?fàn)幖ち业氖澜?，空談一定?huì)越來(lái)越少，而努力工作會(huì)越來(lái)越多。emptyorhigh-soundtalk意為：空談或高談闊論，為不可數(shù)名詞短語(yǔ)，用less修飾，故D項(xiàng)正確。A項(xiàng)：fewer意為：更少的，修飾可數(shù)名詞；與題干不符，排除。B項(xiàng)：no意為：沒(méi)有；與題干不符，排除。C項(xiàng)：theleast意為：最少的；與題干不符，排除。故正確答案為D。[單選題]7.Jimhasneverdoneanythingforhisparents,________hisparentshavedoneeverythingforhim.A.whereasB.asC.forD.which正確答案：A參考解析：本題考查連詞辦析。題干意為：吉姆沒(méi)有給他的父母做過(guò)任何事情，反而，他的父母為他做了所有的事情。通過(guò)分析句意可知，前后形成對(duì)比，whereas意為：然而，表轉(zhuǎn)折，故A項(xiàng)正確。B項(xiàng)：as意為：當(dāng)...時(shí)候；像...一樣；盡管。但當(dāng)“盡管”講時(shí)，引導(dǎo)讓步狀語(yǔ)從句需要倒裝；與題干不符，排除。C項(xiàng)：for意為：因?yàn)?；與題干不符，排除。D項(xiàng)：which意為：哪個(gè)；與題干不符，排除。故正確答案為A。[單選題]8.Thedrivercheckedtheengineofhiscarcarefullylestit______ontheway.A.breaksdownB.brokedownC.wouldbreakdownD.breakdown正確答案：D參考解析：本題考查虛擬語(yǔ)氣。題干：司機(jī)仔細(xì)地檢查了汽車(chē)的發(fā)動(dòng)機(jī)，以防路上拋錨。breakdown意為：發(fā)生故障；此處為lest（唯恐）引導(dǎo)目的狀語(yǔ)從句，從句的謂語(yǔ)動(dòng)詞需要用虛擬語(yǔ)氣（should）＋動(dòng)詞原形。故D項(xiàng)正確。A、B、C三項(xiàng)：形式錯(cuò)誤；與題干不符，排除。故正確答案為D。[單選題]9.Whichofthefollowingbestdescribestherelationshipbetween“sew”and“sow”______.A.SynonymyB.HomonymyC.AntonymyD.Hyponymy正確答案：B參考解析：本題考查同音異義詞。題干意為：“sew”和“sow”是什么關(guān)系？根據(jù)句意，sew/so?/意為“縫”，sow/so?/意為“播種”，二者發(fā)音相同，但意義不同，屬于同音異義詞。B項(xiàng)homonymy意為“同音/同形異義詞”，故B項(xiàng)正確。A項(xiàng)：synonymy意為：同義詞；與題干不符，排除。C項(xiàng)：antonymy意為：反義關(guān)系；與題干不符，排除。D項(xiàng)：hyponymy意為：上下義關(guān)系；與題干不符，排除。故正確答案為B。[單選題]10.WhichofthefollowingdescribesthesituationthatinCanadasomekidsmayuseEnglishatschoolandFrenchathome?A.Dyslexia.B.Pidginization.C.Diglossia.D.Creolization.正確答案：C參考解析：本題考查社會(huì)語(yǔ)言學(xué)。題干意為：下列哪一項(xiàng)描述了在加拿大，一些孩子可能在學(xué)校使用英語(yǔ)，在家里使用法語(yǔ)的情況？題干描述的現(xiàn)象屬于雙語(yǔ)制，指并存于同一語(yǔ)言社區(qū)的同一語(yǔ)言的兩種不同的變體，這兩種變體各有其自己的社會(huì)功能，在自己特定的交際場(chǎng)合中使用。C項(xiàng)：Diglossia意為“使用兩種語(yǔ)言或方言，雙語(yǔ)制”；故C項(xiàng)正確。A項(xiàng)：Dyslexia意為“讀寫(xiě)困難，讀寫(xiě)障礙”；與題干不符，排除。B項(xiàng)：Pidginization意為“洋涇浜化”；與題干不符，排除。D項(xiàng)：Creolization意為“克里奧爾化（尤指當(dāng)?shù)卣Z(yǔ)與歐洲語(yǔ)言的混合)”；與題干不符，排除。故正確答案為C。[單選題]11.“Like”and“bike”,“bat”and“pat”,“l(fā)ook”and“book”areexamplesof______usedinteachingpronunciation.A.alliterationB.rhythmC.weakformsD.minimalpairs正確答案：D參考解析：本題考查語(yǔ)音教學(xué)的方法。題干意為：like和bike，bat和pat，look和book是在語(yǔ)音教學(xué)中使用的________例子。like的發(fā)音為/la?k/，bike的發(fā)音為/ba?k/；bat的發(fā)音為/b?t/，pat的發(fā)音為/p?t/；look的發(fā)音為/l?k/，book的發(fā)音為/b?k/；根據(jù)三組單詞的發(fā)音可知，每組單詞只有在相同的位置上有一個(gè)音不同，除此以外其他音都相同，這三組詞屬于最小對(duì)立體（minimalpair），故D項(xiàng)正確。A項(xiàng)：alliteration意為：頭韻；與題干不符，排除。B項(xiàng)：rhythm意為：節(jié)奏，韻律；與題干不符，排除。C項(xiàng)：weakforms意為：弱讀；與題干不符，排除。故正確答案為D。[單選題]12.Whenstudentsareaskedtolistentoarecordingandreadafterit,theyaredoing______.A.freepracticeB.guidedpracticeC.meaningfulpracticeD.controlledpractice正確答案：D參考解析：本題考查口語(yǔ)教學(xué)。題干意為：當(dāng)學(xué)生被要求聽(tīng)錄音并跟讀時(shí)，他們正在做________。題干中描述的教學(xué)活動(dòng)“聽(tīng)錄音并跟讀”屬于控制性活動(dòng)（controlledpractice），即重視語(yǔ)言的形式和準(zhǔn)確性。使學(xué)生關(guān)注語(yǔ)言的結(jié)構(gòu)或功能，以便他們能夠準(zhǔn)確地說(shuō)出語(yǔ)言。常見(jiàn)的控制性活動(dòng)有閱讀、背通背誦、模仿、重復(fù)、復(fù)述、分角色朗讀等。故D項(xiàng)正確。A項(xiàng)：freepractice意為：自由操練；與題干不符，排除。B項(xiàng)：guidedpractice意為：指導(dǎo)性操練；與題干不符，排除。C項(xiàng)：meaningfulpractice意為：意義性操練；與題干不符，排除。故正確答案為D。[單選題]13.Whendesigningatask,teachersshouldtakethefollowingaspectsintoconsiderationEXCEPT______.A.pacingandgroupingB.materialsandsourcesC.learningskillsandstrategiesD.teachers’interestandpreferences正確答案：D參考解析：本題考查教學(xué)活動(dòng)的設(shè)計(jì)。題干意為：在設(shè)計(jì)任務(wù)時(shí)，老師應(yīng)考慮以下內(nèi)容，除了________。當(dāng)設(shè)計(jì)教學(xué)活動(dòng)時(shí)，考慮的主體應(yīng)是學(xué)生，而不應(yīng)該是老師的興趣和偏好。D項(xiàng)意為：老師的興趣和偏好，故D項(xiàng)與題干相符，當(dāng)選。A項(xiàng)：意為：節(jié)奏和分組；與題干不符，排除。B項(xiàng)：意為：材料和資源；與題干不符，排除。C項(xiàng)：意為：學(xué)習(xí)能力和策略；與題干不符，排除。本題為選非題，故正確答案為D。[單選題]14.Whichofthefollowingactivitiesissuitabletobeconductedatthe“production”step?A.Debating.B.Mimicking.C.Reciting.D.Repeating.正確答案：A參考解析：本題考查教學(xué)模式。題干意為：下面哪一項(xiàng)活動(dòng)適合用在產(chǎn)出環(huán)節(jié)。A項(xiàng)意為：辨論，考查學(xué)生對(duì)語(yǔ)言的運(yùn)用，為開(kāi)放性的練習(xí)，適合用在產(chǎn)出環(huán)節(jié)，故A項(xiàng)正確。B項(xiàng)：意為：模仿，適合用在新授或練習(xí)環(huán)節(jié)；與題干不符，排除。C項(xiàng)：意為：背誦，適合用在練習(xí)環(huán)節(jié)；與題干不符，排除。D項(xiàng)：意為：重復(fù)，適合用在新授或練習(xí)環(huán)節(jié)；與題干不符，排除。故正確答案為A。[單選題]15.Whichofthefollowingmightbethemostappropriateindevelopingstudents’criticalthinkingthroughreading?A.Studentsreadastoryandstudygrammarrules.B.Studentslistentoastoryandreaditaloud.C.Studentsreadastoryandevaluateit.D.Studentsreadastoryandreciteit.正確答案：C參考解析：本題考查閱讀教學(xué)。題干意為：下面哪一項(xiàng)更適合通過(guò)閱讀鍛煉學(xué)生的批判性思維？C項(xiàng)意為“學(xué)生讀故事，并評(píng)價(jià)它”，其中“評(píng)價(jià)故事”涉及學(xué)生對(duì)故事內(nèi)容的思考，能夠幫助培養(yǎng)學(xué)生的批判性思維。故C項(xiàng)正確。A項(xiàng)：意為：學(xué)生讀故事，并學(xué)習(xí)語(yǔ)法規(guī)則；與題干不符，排除。B項(xiàng)：意為：學(xué)生聽(tīng)故事，并大聲讀；與題干不符，排除。D項(xiàng)：意為：學(xué)生讀故事，然后背誦；與題干不符，排除。故正確答案為C。[單選題]16.Whenateachersays,“Sorry,Ididn'tgetwhatyousaid.Canyousayitagain?”,he/sheis______.A.offeringanopinionB.askingforadviceC.askingforclarificationD.checkinginstruction正確答案：C參考解析：本題主要考查課堂教學(xué)。題干意為：當(dāng)老師說(shuō)：“對(duì)不起，我不明白你說(shuō)的話。你能再說(shuō)一遍嗎？”，他/她是______。根據(jù)語(yǔ)境可知，老師沒(méi)有明白學(xué)生的意思，需要學(xué)生再次說(shuō)明/澄清自己的看法。C項(xiàng)正確。A項(xiàng)：意為“發(fā)表意見(jiàn)”。與題干不符，排除。B項(xiàng)：意為“征求意見(jiàn)”。與題干不符，排除。D項(xiàng)：意為“檢查指令”。與題干不符，排除。故正確答案為C。[單選題]17.Whenstudentstakeanend-of-termexamtoassesshowwelltheyhavelearntinthepastterm,theyaretakinga(n)______.A.aptitudetestB.proficiencytestC.placementtestD.achievementtest正確答案：D參考解析：本題主要考查語(yǔ)言測(cè)試類(lèi)型。題干意為：當(dāng)學(xué)生參加期末考試以檢驗(yàn)他們?cè)谏弦粚W(xué)期學(xué)習(xí)的情況時(shí)，他們是在參加______。D項(xiàng)意為“成績(jī)測(cè)試”，旨在了解一段時(shí)間內(nèi)學(xué)生對(duì)所學(xué)內(nèi)容的掌握情況，以便對(duì)學(xué)生的學(xué)習(xí)成績(jī)作出評(píng)定。測(cè)試的內(nèi)容為該階段所學(xué)內(nèi)容。例如，學(xué)校的期中考試、期末考試。D項(xiàng)正確。A項(xiàng)：意為“潛能測(cè)試”，旨在預(yù)測(cè)學(xué)生學(xué)習(xí)某一新語(yǔ)言的能力傾向的測(cè)試，能衡量學(xué)生在學(xué)習(xí)該語(yǔ)言時(shí)是否具有較強(qiáng)的學(xué)習(xí)能力。與題干不符，排除。B項(xiàng)：意為“水平測(cè)試”，旨在評(píng)價(jià)學(xué)生現(xiàn)有的語(yǔ)言水平能否達(dá)到勝任某一新的學(xué)習(xí)任務(wù)或工作的程度。水平測(cè)試的區(qū)分度較高，能夠區(qū)分不同水平的學(xué)生。與題干不符，排除。C項(xiàng)：意為“分級(jí)測(cè)試”，是一種綜合性的英語(yǔ)水平測(cè)試及心理測(cè)試項(xiàng)目，一般用于分班測(cè)試，用來(lái)對(duì)學(xué)生的學(xué)習(xí)水平進(jìn)行快速評(píng)估，為學(xué)生選擇一個(gè)適當(dāng)?shù)膶W(xué)習(xí)起點(diǎn)。與題干不符，排除。故正確答案為D。[單選題]18.Whichofthefollowingisleastimportantindevelopingschool-basedteachingmaterials?A.Students'levelandinterest.B.Teachers'professionalexpertise.C.Theaimandneedofyourschool.D.Theformoftheteachingmaterials.正確答案：D參考解析：本題主要考查課程資源開(kāi)發(fā)與利用。題干意為：以下哪一項(xiàng)在開(kāi)發(fā)校本教學(xué)資料時(shí)最不重要？積極開(kāi)發(fā)與合理利用課程資源是有效實(shí)施英語(yǔ)課程的重要保證。英語(yǔ)課程資源包括教材及有利于學(xué)生學(xué)習(xí)和教師教學(xué)的其他教學(xué)材料、支持系統(tǒng)和教學(xué)環(huán)境，還包括人的資源。教材是英語(yǔ)課程的核心資源。為了充分利用和有效開(kāi)發(fā)教材資源，教師應(yīng)深入分析教材，準(zhǔn)確把握教材設(shè)計(jì)理念和內(nèi)容，熟悉教材編排特點(diǎn)。教師要深入研讀教材，在教學(xué)中根據(jù)學(xué)生的水平和教學(xué)需要，有效利用和開(kāi)發(fā)教材資源，激發(fā)學(xué)生的學(xué)習(xí)興趣，開(kāi)闊學(xué)生的視野，拓展學(xué)生的思維。學(xué)校還可以適當(dāng)選用或開(kāi)發(fā)教材之外的優(yōu)質(zhì)教學(xué)資源，以補(bǔ)充教材的教學(xué)內(nèi)容。校本教材是以校為本的教材，是學(xué)校自己開(kāi)發(fā)的校本課程所用的教學(xué)材料的統(tǒng)稱(chēng)。校本教材的編制以學(xué)校教師為主體。結(jié)合以上內(nèi)容可知，教學(xué)資源的形式是最不重要的。D項(xiàng)與題干相符，當(dāng)選。A項(xiàng)：意為“學(xué)生的水平和興趣”。與題干不符，排除。B項(xiàng)：意為“教師的專(zhuān)業(yè)知識(shí)”。與題干不符，排除。C項(xiàng)：意為“學(xué)校的目的和需要”。與題干不符，排除。本題為選非題，故正確答案為D。[單選題]19.Whichofthefollowingstrategieswouldbestfacilitatepeerlearninginwriting?A.Askingstudentstogradetheirpeers'writing.B.Providingstudentswithanevaluationchecklist.C.Encouragingstudentstogiveonlypositivefeedback.D.Instructingstudentstofocusononlyonetypeoferror.正確答案：A參考解析：本題主要考查寫(xiě)作教學(xué)題干意為：以下哪種策略最有利于促進(jìn)學(xué)生寫(xiě)作時(shí)的同伴學(xué)習(xí)？A項(xiàng)意為“要求學(xué)生給同伴的作文打分”，在給同伴作文打分時(shí)，需要仔細(xì)分析同伴作文，才能給出合理的分?jǐn)?shù)。A項(xiàng)正確。B項(xiàng)：意為“為學(xué)生提供一份評(píng)分表”。與題干不符，排除。C項(xiàng)：意為“鼓勵(lì)學(xué)生只給予積極的反饋”。與題干不符，排除。D項(xiàng)：意為“指導(dǎo)學(xué)生只關(guān)注一種類(lèi)型的錯(cuò)誤”。與題干不符，排除。故正確答案為A。[單選題]20.AccordingtotheInputHypothesis,ateachershould______.A.providestudentswithwhatevermaterialshe/shecanfindB.chooselanguagematerialslowerthanstudentcurrentlevelC.providestudentswithasmuchauthenticlanguageaspossibleD.chooselanguagematerialsalittlehigherthanstudents'currentlevel正確答案：D參考解析：本題主要考查語(yǔ)言輸入假說(shuō)。題干意為：根據(jù)語(yǔ)言輸入假說(shuō)，教師應(yīng)該______。語(yǔ)言輸入假說(shuō)是克拉申語(yǔ)言習(xí)得理論的核心部分，它指的是只有當(dāng)習(xí)得者接觸到可理解的語(yǔ)言輸入，即略高于他現(xiàn)有語(yǔ)言技能水平的第二語(yǔ)言輸入，而且他又能把注意力集中于對(duì)意義或?qū)π畔⒌睦斫舛皇菍?duì)形式的理解時(shí)，才能產(chǎn)生習(xí)得。D項(xiàng)意為“選擇比學(xué)生當(dāng)前水平稍高一點(diǎn)的語(yǔ)言材料”，D項(xiàng)正確。A項(xiàng)：意為“為學(xué)生提供他/她能找到的任何材料”。與題干不符，排除。B項(xiàng)：意為“選擇低于學(xué)生當(dāng)前水平的語(yǔ)言材料”。與題干不符，排除。C項(xiàng)：意為“為學(xué)生提供盡可能多的真實(shí)的語(yǔ)言”。與題干不符，排除。故正確答案為D。[問(wèn)答題]1.簡(jiǎn)述猜詞（guessingwordmeaning）在閱讀教學(xué)中的兩個(gè)作用（6分，用國(guó)家通用語(yǔ)言文字作答），并列舉使用猜詞的具體方法（6分，用國(guó)家通用語(yǔ)言文字答）和兩個(gè)教學(xué)指令語(yǔ)。（8分，用英文作答）正確答案：詳見(jiàn)解析參考解析：（1）猜詞在閱讀教學(xué)中的作用：①猜詞能夠幫助學(xué)生在閱讀過(guò)程中很快通過(guò)上下文提供的線索或生詞本身的結(jié)構(gòu)特點(diǎn)推斷出詞義來(lái)，從而提高閱讀速度和閱讀能力。②有效的猜詞技巧能夠提高學(xué)生的閱讀學(xué)習(xí)興趣。閱讀文本中所涉及的詞匯及句式較為復(fù)雜，內(nèi)容較多，致使閱讀理解較困難，若使用有效的猜詞技巧，則會(huì)清除很大一部分閱讀障礙，從而提升學(xué)生的閱讀興趣，促進(jìn)閱讀教學(xué)效果。（2）使用猜詞的具體方法：①構(gòu)詞法猜詞閱讀中常常會(huì)遇到一些由熟悉的單詞派生或合成的新詞。掌握構(gòu)詞法對(duì)猜測(cè)詞義很有幫助。如：unforeseeable這個(gè)詞，可以根據(jù)構(gòu)詞法把它拆成un,fore,see,able;其中see是詞根，fore是“先，前，預(yù)”的含義，un是否定，able是“能...的，可...的”，因此unforeseeable是“未能預(yù)見(jiàn)到的”意思。②利用同義、近義詞猜詞在生詞所出現(xiàn)的上下文中，有時(shí)會(huì)出現(xiàn)與之同義或近義的詞語(yǔ)或結(jié)構(gòu)，這時(shí)可從熟悉的詞語(yǔ)中推知生詞的含義。統(tǒng)稱(chēng)在詞或短語(yǔ)之間有并列連詞and或or，這些詞語(yǔ)或短語(yǔ)在句中作相同的成分，并且and或or連接的兩項(xiàng)內(nèi)容在含義上是接近的或遞進(jìn)的，由此確定同等關(guān)系中的某個(gè)生詞所屬的義域，甚至推出它的大致詞義。③利用反義詞猜詞對(duì)比是描述，說(shuō)明事物的常用方式。在對(duì)比中，對(duì)比的事物是互為相反的，因此根據(jù)反義或?qū)Ρ汝P(guān)系可從已知推出未知。利用反義詞來(lái)說(shuō)明生詞的意義，如反義詞hotandcold;perfectandimperfect，甚至前、后句為肯定與否定或是與不是等，在句內(nèi)詞與詞之間，在段內(nèi)句與句之間的關(guān)系上起著互為線索的作用。（3）兩個(gè)教學(xué)指令：①Guys,lookatthisword.Whocantellmethemeaningofitthroughanalyzingthecontext?②Now,guys,lookatthissentence.Canyoureplacethiswordwithanotherwordorphrasesimilarinmeaning?[問(wèn)答題]2.根據(jù)題目要求完成下列任務(wù)，用國(guó)家通用語(yǔ)言文字作答。下面是某教師設(shè)計(jì)的課堂教學(xué)活動(dòng)順序。A.Theteacherasksstudentstobrainstormwordsrelatedtosports.B.Theteachergivesalistofwordsaboutsports.Studentscheckwhichoftheirwordsareinthelist.Thenstudentsstarttopredictwhattheconversationmightbeabout.C.Studentslistenforthegisttoseeiftheirpredictionsareright.D.Theteachergivesstudentsseveralcomprehensionquestions.E.Studentslistenagainforspecificinformation.F.Studentsfillintheblankstocompleteasummaryonthehand-out.G.Studentschecktheiranswersinpairs.根據(jù)所給信息回答下列問(wèn)題：（1）此教學(xué)設(shè)計(jì)的目的是什么？（5分）（2）寫(xiě)出該課堂教學(xué)活動(dòng)中教師擬訓(xùn)練的兩項(xiàng)具體技能。（10分）（3）寫(xiě)出活動(dòng)順序中A、D和F的活動(dòng)意圖。（15分）正確答案：詳見(jiàn)解析參考解析：（1）教學(xué)目的：通過(guò)聽(tīng)前預(yù)測(cè)以及聽(tīng)中泛聽(tīng)、精聽(tīng)等多層次任務(wù)，提高學(xué)生的聽(tīng)力技能，掌握與體育相關(guān)的詞匯、語(yǔ)篇知識(shí)。（2）兩項(xiàng)具體技能：技能一：根據(jù)提示詞預(yù)測(cè)對(duì)話大意的技能；技能二：泛聽(tīng)獲取對(duì)話大意的技能；技能三：精聽(tīng)獲取對(duì)話具體信息的技能；技能四：總結(jié)材料信息的技能。（答出任意二點(diǎn)即可）（3）活動(dòng)意圖：活動(dòng)A：通過(guò)與運(yùn)動(dòng)相關(guān)主題詞匯的回顧和積累，鋪墊背景知識(shí)，并為學(xué)生預(yù)測(cè)文本大意做好知識(shí)準(zhǔn)備?；顒?dòng)D：通過(guò)聽(tīng)前布置相關(guān)細(xì)節(jié)信息的問(wèn)題，以促進(jìn)學(xué)生英語(yǔ)學(xué)科核心素養(yǎng)的發(fā)展為目標(biāo)，圍繞主題語(yǔ)境，通過(guò)學(xué)習(xí)理解類(lèi)活動(dòng)，幫助學(xué)生有目的地在聽(tīng)力文章中抓住關(guān)鍵細(xì)節(jié)信息，提高相關(guān)話題的聽(tīng)力技能，同時(shí)引導(dǎo)學(xué)生加深對(duì)主題意義的理解。活動(dòng)F：通過(guò)文章小結(jié)的填空，提高學(xué)生的概括歸納能力同時(shí)充分發(fā)揮學(xué)生在課堂的主體地位。[問(wèn)答題]3.設(shè)計(jì)任務(wù)：閱讀下面學(xué)生信息和語(yǔ)言素材，設(shè)計(jì)20分鐘的英語(yǔ)寫(xiě)作教學(xué)方案，教案沒(méi)有固定格式，但需要含下列要點(diǎn)：①Teachingobjectives②Teachingcontents③Keyanddifficultpoints④Majorstepsandtimeallocation⑤Activitiesandjustifications教學(xué)時(shí)間：20分鐘學(xué)生概況：某城鎮(zhèn)普通中學(xué)高中三年級(jí)第一學(xué)期學(xué)生，班級(jí)人數(shù)40人。多數(shù)學(xué)生已經(jīng)達(dá)到普通高中英語(yǔ)課程標(biāo)準(zhǔn)的相應(yīng)水平，學(xué)生課堂參與積極性較高。語(yǔ)言素材：Writing:AdebatespeechWhenyouaregoingtomakeadebatespeech,itisbettertowriteoutyourideasinadvance.Inthisway,youcanbetterorganizeyourthoughtsandcomeupwithideasastowhatyoushouldsay.Whileyouarewritingoutyourspeech,youshouldkeepthesepointsinmind:?Remember,yourspeechmustbeeitherfororagainsttheproposition.Youshouldnottrytogivebothsidesoftheargument.?Thinkofatleastthreemainpoints.Puttheseinlogicalorder.?Thinkofexamplesorstoriestosupporteachpoint.Personalstoriesareoftenthemosttouching.正確答案：詳見(jiàn)解析參考解析：I.TeachingcontentsThisisawritinglesson,whichtalksabouthowtowriteadebatespeech.II.Teachingobjectives①LanguagecompetenceStudentscanlearnhowtomakeadebatespeechandwriteitout.②CulturalAwarenessStudentscanhavegoodqualitiesofself-confidenceandself-improvement.③ThinkingqualityStudentscanuseEnglishtothinkindependentlyandcreatively.④LearningabilityStudentswillbewillingtotakepartintheclassactivitiesandcooperatewithothergroupmembers.III.Keyanddifficultpoints:①KeypointLetstudentswriteapassagewithacertaintopic.②DifficultpointToimprovetheconfidenceoflearningEnglish.IV.MajorstepsStep1:Pre-writing（8mins）①DoabrainstormingLetstudentsdoabrainstorming.ThetopicisWhethergooddeedsshouldbeknown.Studentswillbegivenseveralminutestoworkingroupstotalkaboutitandwritedownsomeideas,includingtheirpropositions,reasons(atleastthreemainpoints)andotherdetailedinformationlikeexamplesorstoriestosupporteachpoint.Afterthat,representativesfromeachgroupwillsharetheirresults,includingsomeusefulphrases,sentencesandsoon.Eachanswerwillgetapositivefeedback.②StructurelearningTheteacherwillstressthekeypointswhenstudentsaregoingtomakeadebatespeechandstudentsshouldalsopayattentiontothetopicsentences,transitionalwords,logicalrelationsandsoon.Justification:Throughtheaboveactivities,studentswillbepreparedtowritetheirowncompositions.Theywillknowwhattowriteandhowtowriteit.Step2:While-writing(7mins)DraftingStudentswillwritetheirowncompositions,andtheteacherwillwalkaroundtoofferhelpandremindstudentstopayattentiontothespelling,grammar,punctuationandsoon.Justification:Throughtheactivity,studentswillfinishtheirwritingandtheirwritingabilitywillbeimproved.Step3:Post-writing(5mins)(1)Editing①Self-editingTheteacherwillgivestudentsashorttimetogothroughtheircompositionstocorrectthemistakesinspellingandgrammar.②Peer-editingStudentswillexchangetheircompositionswitheachotherandcorrectthemistakesinspellingandgrammar.Theycanalsomakesuggestionsaboutpolishingtheirwritings.(2)DisplayingandevaluatingTheteacherwillinvitesomestudentstosharetheircompositionswiththewholeclassandguideotherstudentstoevaluatethesecompositions,andthentheteacherwillmakeaconclusion.Justification:Throughtheseactivities,studentswillregulatetheirlanguageandworkoutbetterideasorexpressions,andtheywillimprovetheirwritingskills.共享題干題Passage1Humanitiesprofessorshavecomeupwithaseeminglyfoolproofdefenseagainstthosewhotrashdegreesin,say,Englishliteratureorphilosophyaswastedtuitiondollars,one-wayticketstounemployment.Ohno,wesay-thehumanitiespreparestudentstosucceedintheworkingworldjustaswellasallthoseallegedpracticalmajors,maybeevenbetter.Weoffertoolsofthought.Weteachourstudentstounderstandandanalyzecomplexideas.Wehelpthemdeveloppowersofexpression,writtenandverbal.Thelengthyessaysweassignenhancetheircapacitytodoindependentwork.Atourbest,weteachthemhowtoreason—andreasoningundergirds(形成…的基礎(chǔ))everysuccessfulprofessionalproject.Intheshortterm,suchadefensemayseemeffective.Butitisdeadwrong.Thehumanitiesarenotaboutsuccess.They'reaboutquestioningsuccessandeveryimportantsocialvalue.Socratestaughtusthis,andweshouldn'tforgetit.Sure,someonewhostudiesliteratureorphilosophyislearningtothinkclearlyandwritewell.Butthoseskillsaremeanstoanend.ThatendasPlatosaidislearninghowtoliveone'slife.“Thisdiscussionisnotaboutquestions,butaboutthewayoneshouldlive.”That’swhat’sattheheartofthehumanities—informed,thoughtfuldialogueaboutthewayweoughttoconductlife.Thisdialoguehonorsnopieties(虔誠(chéng)):Allpositionsaredebatable;allvaluesareupfordiscussion.Socrates,whoprobablyconcentratesthespiritofthehumanitiesbetterthananyone,spenthistimeramblingaroundAthensaskingpeopleiftheythoughttheywerelivingvirtuouslives.Hebelievedthathiscitywasgettingproudandlazy,likeanoverfedthoroughbred(純種的)horse,andthatitneededhim,thestinginggadfly,towakeitup.TheAthenianshadtoaskthemselvesifthelivestheywereleadingreallyweregood.Socratesdidn’thelpthemworktheirwaytosuccess;hehelpedthemworktheirwaytoinsightandvirtue.Now,Americansareinlovewithsuccess-successfortheirchildreninparticular.Asaparentofsonsintheir20s,Iunderstandthisandsympathizewithit.Butourjobashumanistsisn'ttosecondwhatevervalueshappentobeinplaceinsociety.We'reheretoquestionthosevaluesandmaybeofferalternatives.Wecommonlythinkinbinaries.Vanillaistheoppositeofchocolate.Theoppositeofsuccess—oftendefinedtodayashigh-statusworkandabigpaycheck—isfailure.Butthegreatbookstellusthatthisisnotnecessarilytrue.Thehumanitiesarenotagainstconventionalsuccess;farfromit.Manyofourstudentsgoontodistinguishedcareersinlawandbusiness.ButIliketothinktheydosowithafullersocialandself-awarenessthanmostpeople.Fortheyhaveapproachedsuccessasamatterofdebate,notasanidolofworship.Theyhaveconsideredtheoptions.Theyhavecalled“success”intoquestionand,afterdueconsideration,theyhavedecidedtopursueit.Ihavetoimaginethatsuchpeoplearefarbetteremployeesthanthosewhohavemovedlockstep(因循守舊的做法)intotheiroccupations.Ialsobelievethatself-aware,questioningpeopletendtobefarmoresuccessfulinthelongrun.Whatmakeshumanitiesstudentsdifferentisn'ttheirpowerofexpression,theircapacitytoframeanargumentortheirabilitytodoindependentwork.Yes,thesearevaluablequalities,andwehumanitiesteacherstrytocultivatethem.Buttruehumanitiesstudentsareexceptionalbecausetheyhavebeen,andare,engagedintheactivitythatPlatocommends-seekingtounderstandthemselvesandhowtheyoughttoleadtheirlives.Ifsomeofourcurrentdefendershavetheirway(隨心所欲，得逞),thehumanitieswillsurvive,butinnameonly.Thehumanitieswillbecomesynonymouswithunreflectivetrainingforcorporatesuccess.WhatwouldSocratesthink?[單選題]1.WhichdefensedoestheauthorrefertointheunderlinedsentenceinParagraph2?A.Theexplanationregardingthetuitionofthehumanitiesdegrees.B.Thejustificationofthepracticalvaluesofthehumanitiesdegrees.C.Theaccusationregardingtheusefulnessofstudyingthehumanities.D.Theexemplificationofhowthehumanitiesleadstudentstosuccess.正確答案：B參考解析：本題考查細(xì)節(jié)理解題。根據(jù)第一段最后一句:“Ohno,wesay-thehumanitiespreparestudentstosucceedintheworkingworldjustaswellasallthoseallegedpracticalmajors,maybeevenbetter.”（哦，不，我們會(huì)說(shuō)—人文學(xué)科為學(xué)生在工作中取得成功做準(zhǔn)備，就像所有那些所謂的實(shí)用專(zhuān)業(yè)一樣，甚至更好。）可知，有些人詆毀英語(yǔ)文學(xué)或哲學(xué)等學(xué)科的學(xué)位，說(shuō)這是浪費(fèi)學(xué)費(fèi)，但是人文學(xué)科的教授辯解說(shuō)人文學(xué)科是實(shí)用的。作者認(rèn)為這種辯解也許看似有效，實(shí)則大錯(cuò)特錯(cuò)。B項(xiàng)意為：人文學(xué)科學(xué)位實(shí)踐價(jià)值的論證。故B項(xiàng)正確。A項(xiàng)：意為：關(guān)于人文學(xué)科學(xué)位學(xué)費(fèi)的解釋。與題干不符，排除。C項(xiàng)：意為：關(guān)于學(xué)習(xí)人文學(xué)科無(wú)用的指責(zé)。與題干不符，排除。D項(xiàng)：意為：這是人文學(xué)科如何引導(dǎo)學(xué)生走向成功的例證。與題干不符，排除。故正確答案為B。Humanitiesprofessorshavecomeupwithaseeminglyfoolproofdefenseagainstthosewhotrashdegreesin,say,Englishliteratureorphilosophyaswastedtuitiondollars,one-wayticketstounemployment.Ohno,wesay-thehumanitiespreparestudentstosucceedintheworkingworldjustaswellasallthoseallegedpracticalmajors,maybeevenbetter.Weoffertoolsofthought.Weteachourstudentstounderstandandanalyzecomplexideas.Wehelpthemdeveloppowersofexpression,writtenandverbal.Thelengthyessaysweassignenhancetheircapacitytodoindependentwork.Atourbest,weteachthemhowtoreason—andreasoningundergirds(形成…的基礎(chǔ))everysuccessfulprofessionalproject.Intheshortterm,suchadefensemayseemeffective.Butitisdeadwrong.Thehumanitiesarenotaboutsuccess.They'reaboutquestioningsuccessandeveryimportantsocialvalue.Socratestaughtusthis,andweshouldn'tforgetit.Sure,someonewhostudiesliteratureorphilosophyislearningtothinkclearlyandwritewell.Butthoseskillsaremeanstoanend.ThatendasPlatosaidislearninghowtoliveone'slife.“Thisdiscussionisnotaboutquestions,butaboutthewayoneshouldlive.”That’swhat’sattheheartofthehumanities—informed,thoughtfuldialogueaboutthewayweoughttoconductlife.Thisdialoguehonorsnopieties(虔誠(chéng)):Allpositionsaredebatable;allvaluesareupfordiscussion.Socrates,whoprobablyconcentratesthespiritofthehumanitiesbetterthananyone,spenthistimeramblingaroundAthensaskingpeopleiftheythoughttheywerelivingvirtuouslives.Hebelievedthathiscitywasgettingproudandlazy,likeanoverfedthoroughbred(純種的)horse,andthatitneededhim,thestinginggadfly,towakeitup.TheAthenianshadtoaskthemselvesifthelivestheywereleadingreallyweregood.Socratesdidn’thelpthemworktheirwaytosuccess;hehelpedthemworktheirwaytoinsightandvirtue.Now,Americansareinlovewithsuccess-successfortheirchildreninparticular.Asaparentofsonsintheir20s,Iunderstandthisandsympathizewithit.Butourjobashumanistsisn'ttosecondwhatevervalueshappentobeinplaceinsociety.We'reheretoquestionthosevaluesandmaybeofferalternatives.Wecommonlythinkinbinaries.Vanillaistheoppositeofchocolate.Theoppositeofsuccess—oftendefinedtodayashigh-statusworkandabigpaycheck—isfailure.Butthegreatbookstellusthatthisisnotnecessarilytrue.Thehumanitiesarenotagainstconventionalsuccess;farfromit.Manyofourstudentsgoontodistinguishedcareersinlawandbusiness.ButIliketothinktheydosowithafullersocialandself-awarenessthanmostpeople.Fortheyhaveapproachedsuccessasamatterofdebate,notasanidolofworship.Theyhaveconsideredtheoptions.Theyhavecalled“success”intoquestionand,afterdueconsideration,theyhavedecidedtopursueit.Ihavetoimaginethatsuchpeoplearefarbetteremployeesthanthosewhohavemovedlockstep(因循守舊的做法)intotheiroccupations.Ialsobelievethatself-aware,questioningpeopletendtobefarmoresuccessfulinthelongrun.Whatmakeshumanitiesstudentsdifferentisn'ttheirpowerofexpression,theircapacitytoframeanargumentortheirabilitytodoindependentwork.Yes,thesearevaluablequalities,andwehumanitiesteacherstrytocultivatethem.Buttruehumanitiesstudentsareexceptionalbecausetheyhavebeen,andare,engagedintheactivitythatPlatocommends-seekingtounderstandthemselvesandhowtheyoughttoleadtheirlives.Ifsomeofourcurrentdefendershavetheirway(隨心所欲，得逞),thehumanitieswillsurvive,butinnameonly.Thehumanitieswillbecomesynonymouswithunreflectivetrainingforcorporatesuccess.WhatwouldSocratesthink?[單選題]2.WhydidSocratesspendhistimeramblingaroundAthensaskingAtheniansquestions?A.Tofindoutiftheylivewell.B.Towakeupthelocallazypeople.C.Toteachthemhowtobesuccessful.D.Tohelpthemgaininsightandvirtue.正確答案：D參考解析：本題考查細(xì)節(jié)理解題。根據(jù)第四段最后一句:“Socratesdidn'thelpthemworktheirwaytosuccess:hehelpedthemworktheirwaytoinsightandvirtue.”（蘇格拉底并沒(méi)有幫助他們走上成功之路，而是幫助他們獲得洞察力和美德。）可知，蘇格拉底經(jīng)常在雅典四處漫步，是為了幫助他們獲得洞察力和美德。故D項(xiàng)正確。A項(xiàng)：意為：看看他們是否生活得很好。與題干不符，排除。B項(xiàng)：意為：?jiǎn)拘旬?dāng)?shù)氐膽腥?。與題干不符，排除。C項(xiàng)：意為：教他們?nèi)绾纬晒?。與題干不符，排除。故正確答案為D。Humanitiesprofessorshavecomeupwithaseeminglyfoolproofdefenseagainstthosewhotrashdegreesin,say,Englishliteratureorphilosophyaswastedtuitiondollars,one-wayticketstounemployment.Ohno,wesay-thehumanitiespreparestudentstosucceedintheworkingworldjustaswellasallthoseallegedpracticalmajors,maybeevenbetter.Weoffertoolsofthought.Weteachourstudentstounderstandandanalyzecomplexideas.Wehelpthemdeveloppowersofexpression,writtenandverbal.Thelengthyessaysweassignenhancetheircapacitytodoindependentwork.Atourbest,weteachthemhowtoreason—andreasoningundergirds(形成…的基礎(chǔ))everysuccessfulprofessionalproject.Intheshortterm,suchadefensemayseemeffective.Butitisdeadwrong.Thehumanitiesarenotaboutsuccess.They'reaboutquestioningsuccessandeveryimportantsocialvalue.Socratestaughtusthis,andweshouldn'tforgetit.Sure,someonewhostudiesliteratureorphilosophyislearningtothinkclearlyandwritewell.Butthoseskillsaremeanstoanend.ThatendasPlatosaidislearninghowtoliveone'slife.“Thisdiscussionisnotaboutquestions,butaboutthewayoneshouldlive.”That’swhat’sattheheartofthehumanities—informed,thoughtfuldialogueaboutthewayweoughttoconductlife.Thisdialoguehonorsnopieties(虔誠(chéng)):Allpositionsaredebatable;allvaluesareupfordiscussion.Socrates,whoprobablyconcentratesthespiritofthehumanitiesbetterthananyone,spenthistimeramblingaroundAthensaskingpeopleiftheythoughttheywerelivingvirtuouslives.Hebelievedthathiscitywasgettingproudandlazy,likeanoverfedthoroughbred(純種的)horse,andthatitneededhim,thestinginggadfly,towakeitup.TheAthenianshadtoaskthemselvesifthelivestheywereleadingreallyweregood.Socratesdidn’thelpthemworktheirwaytosuccess;hehelpedthemworktheirwaytoinsightandvirtue.Now,Americansareinlovewithsuccess-successfortheirchildreninparticular.Asaparentofsonsintheir20s,Iunderstandthisandsympathizewithit.Butourjobashumanistsisn'ttosecondwhatevervalueshappentobeinplaceinsociety.We'reheretoquestionthosevaluesandmaybeofferalternatives.Wecommonlythinkinbinaries.Vanillaistheoppositeofchocolate.Theoppositeofsuccess—oftendefinedtodayashigh-statusworkandabigpaycheck—isfailure.Butthegreatbookstellusthatthisisnotnecessarilytrue.Thehumanitiesarenotagainstconventionalsuccess;farfromit.Manyofourstudentsgoontodistinguishedcareersinlawandbusiness.ButIliketothinktheydosowithafullersocialandself-awarenessthanmostpeople.Fortheyhaveapproachedsuccessasamatterofdebate,notasanidolofworship.Theyhaveconsideredtheoptions.Theyhavecalled“success”intoquestionand,afterdueconsideration,theyhavedecidedtopursueit.Ihavetoimaginethatsuchpeoplearefarbetteremployeesthanthosewhohavemovedlockstep(因循守舊的做法)intotheiroccupations.Ialsobelievethatself-aware,questioningpeopletendtobefarmoresuccessfulinthelongrun.Whatmakeshumanitiesstudentsdifferentisn'ttheirpowerofexpression,theircapacitytoframeanargumentortheirabilitytodoindependentwork.Yes,thesearevaluablequalities,andwehumanitiesteacherstrytocultivatethem.Buttruehumanitiesstudentsareexceptionalbecausetheyhavebeen,andare,engagedintheactivitythatPlatocommends-seekingtounderstandthemselvesandhowtheyoughttoleadtheirlives.Ifsomeofourcurrentdefendershavetheirway(隨心所欲，得逞),thehumanitieswillsurvive,butinnam