2023年下半年教师资格证考试《高中英语》题

一、单项选择题。本大题共30小题，每小题2分，共60分。
1
The pronunciation in the underlined part of the word “hyperbole” is the same that in ______.
A、simile
B、percentile
C、fragile
D、file
2
Which of the following underlined part is differ from the rest pronunciation?
A、starvation
B、situation
C、satisfaction
D、suggestion
3
Graduates from teachers’ colleges are told that it is not always a smooth ______ from being a college student to being a school teacher.
A、transmission
B、transition
C、transformation
D、transaction
4
He was accuse of the______ behavior in his business dealings.
A、improper
B、impotent
C、ineligible
D、inadequate
5
Which of the following is formed by prefixation?
A、gangster
B、decrease
C、clockwise
D、picturesque
6
______, a man who could express himself effectively is more likely to succeed than one who can not.
A、Other things to be equal
B、To be equal in other things
C、Other things being equal
D、To be equal to other things
7
Some specialists in ceramic technology have developed a unique tube that ______ installed in walls, draws water out and ensures that it stays out for good.
A、which
B、where
C、when
D、while
8
Teachers and students from many countries participated in the workshops ______ the theme of the book was presented.
A、that
B、where
C、which
D、what
9
If a teacher systematically analyzes classroom interactions such as turn-taking，overlapping, feedback and communication breakdown, he/she typically does ______.
A、contrastive analysis
B、conversation analysis
C、needs analysis
D、error analysis
10
What a relationship exists in the utterance “In Britain, the power of the unions increase an extra dread, making British politics a special case”?
A、Cause-effect
B、Problem-situation
C、Tool-achievement
D、Phenomenon-example
11
What strategy does the teacher want the students to develop if he/she encourages them to use mime or gestures to make themselves understood?
A、Cognitive strategy
B、Communicative strategy
C、Affective strategy
D、Meta-cognitive strategy
12
Deducing the meaning of a word from context is one of the sub-skills of ______.
A、listening and speaking
B、listening and reading
C、speaking and writing
D、reading and writing
13
Which of the following is a controlled practice in developing students’ language competence?
A、Dictation
B、Discussion
C、Debating
D、Writing an email
14
What role does a teacher play when taking part in students’ group?
A、A monitor
B、An instructor
C、An evaluator
D、A participant
15
What does a teacher intend to do when asking students to put jumbled paragraphs into a meaningful passage?
A、To enhance students’ ability to guess word meaning from context.
B、To develop students’ awareness of reading for the main idea.
C、To enhance students’ ability to read for specific information.
D、To develop students’ awareness of cohesion and coherence.
16
Which of the following is the first step according to the communicative approach of grammar teaching?
A、Consolidating students’ use of grammar rules.
B、Exposing students to new grammatical items in use.
C、Providing students with chances of using grammar rules.
D、Getting students to memorize the form of grammar rules.
17
Which of the following actives can be used to engage students in communication at the post-reading stage?
A、Reciting the text.
B、Reading the text aloud.
C、Exchanging personal views on the text.
D、Filling in the blank of the text summary.
18
What technique was he/she using if a teacher kept saying “Yes, anything else?” to a student who was sharing ideas about English learning?
A、Elicitation
B、Explanation
C、Paraphrasing
D、Exemplification
19
Which of the following is least appropriate in teaching English pronunciation to beginners?
A、Asking students to discriminate significant sound features.
B、Asking students to read words aloud with correct pronunciation.
C、Requiring students to produce intelligible and acceptable sounds.
D、Teaching students the technical forms of phonetics and phonology.
20
Which of the following activity mainly focus on meaning and use?
A、Students talk about what they did last Sunday.
B、Students write down the rules of simple past tense.
C、Students mark all the sentences with simple past tense.
D、Students correct the spelling mistakes in their homework.
（一）
请阅读 Passage 1，完成第21~25小题。
Passage 1
Every teacher faces a unique set of challenges. Students are so different from year to year, day to day, subject to subject, even hour to hour, that planning is often an exercise in taking risks and working with uncertainties.
Usually, the reaction to content will differ from student to student in the same class. We often teach to half the class, struggling to reach the rest. A handful of students are sometimes deemed unreachable. Some teachers, when confronted with these dilemmas, shrug their shoulders. The curriculum, as they see it, is beyond their control. It is determined by the state, by the district, by the end-of-year tests, or by the textbooks. All they have to do is instruct. If the curriculum is inappropriate or boring or irrelevant, there is nothing they can do.
It does not have to be that way. Teachers can and do make curricular decisions, whether they realize it or not. They choose to emphasize certain topics, hurry through others, or maybe even skip a portion of the official curriculum. Many will introduce their hobbies or interests, such as quilting, skiing, or the Renaissance, even if it is not a designated topic in the curriculum guide. They do not do it to be “subversive” necessarily, but because those decisions are best for the children they teach. They are exercising their professional responsibilities.
Parents and administrators do not object when teachers’ curricular decisions are responsible ones. Only the foolish or harmful decisions are likely to lead to negative consequences. Indeed, the best teachers we know are the ones who adjust the curriculum to meet their students’ needs.
These exemplary teachers have earned their reputations because their students are motivated to learn. They not only lead the horses to water, they put salt in their oats to make them drink! But not every teacher has the gift of making outstanding curricular decisions. And sometimes even the most astute teachers will make mistakes.
The possibility of making poor curricular decisions is reduced when students are given the responsibility of choosing content. Students tend to select topics that interest them, thus avoiding motivation problems. Their choices reflect their actual needs, rather than those perceived by adults. It makes for a more efficient curriculum development process.
Curricular decision-making power belongs in the hands of students because it is their lives that are being affected-their day-to-day school lives and also their future lives. Giving them this power is not a fad, or a way for teachers to pass the buck. It is a method of developing autonomy, motivating children to learn, and developing strong citizenship skills.
21
According to the passage what can be done if a curriculum is inappropriate?
A、It should be modified and adapted.
B、It should be ignored and abandoned.
C、Its designated topics should be corrected.
D、Its guidelines should be strictly adhered to.
22
What does the underlined “it” in paragraph 3 refer to?
A、The time and weather of day.
B、The personality factor of the students.
C、The environment of students’ learning.
D、The unpredictability of students’ learning.
23
According to the author, which of the following should be given primary consideration by teachers in determining topics?
A、The curriculum guide.
B、The needs of learners.
C、The given topics in the textbook.
D、The fulfillment of their responsibilities.
24
Which of the following can be replace the expression “exemplary teachers” in paragraph 7?
A、Reputable teachers.
B、Intelligent teachers.
C、Authoritative teachers.
D、Responsible teachers.
25
Why did the author give curriculum decision-making power to students?
A、To pass responsibility to them.
B、To keep pace with the fashion.
C、To develop their learning autonomy.
D、To exert influence on their school lives.
（二）
请阅读 Passage 2，完成第26~30小题。
Passage 2
During the second-half of the last century countries were placed in one of two mutually exclusive camps: north or south, east or west, advanced or emerging, developed or developing. Simple though this categorization of countries had been, it reflected prevailing realities. In 1970, for instance, the global distribution of per capita income showed a clear divide between richer and poorer countries. These between-country differences were equally applicable to other development conditions, notably health and education. However, as Hans Rosling emphasized during his last
presentation at the World Bank, for the 21st century this binary distinction between countries is outdated. Boundaries between developed and developing regions are less clear today because of the extraordinary social and economic progress achieved in the large majority countries. Global economic activity is less geographically concentrated and increasingly dispersed across production networks that connect metropolitan areas around the world.
Yet, although discrepancies between countries have narrowed, emerging evidence suggests that inequality within countries is rising. Atkinson, Piketty and Saez (2011), for instance, show a marked concentration of wealth on the top tail of the income distribution, particularly in the United States, other English speaking countries, India, and China, while Laker and Milanovic (2013) report a long-term and continuously increase in the within-country component of global inequality. And if the benefits of economic growth are unevenly distributed within countries, upcoming technological changes and urbanization are likely to intensify these divisions further.
As a result, the emerging face of income inequality for the 21st century is one of coexisting discrepancies at the local level. For India, Jean Dreze and Amartya Sen's (2011) essay describes the drastically uneven development progress achieved across its states, while Gangopadhyay et. al. (2010) document India's pockets of poverty at the narrower district level.
Inequality at the local level is not limited to income. It extends to other aspects of human well-being and exists in all countries. Homeless people living by the side of modern highways are common sights in metropolises from Tokyo to Mumbai to Sao Paolo. Life expectancy in the poorest neighborhoods of Baltimore is below 69 years, the same as in in Iraq. Similar examples of coexisting unequal development outcomes are evident in Nogales, Arizona and Nogales, Sonora, spotlighted in Acemoglu and Robinson (2013) as an example of drastically unequal economic development.
The new face of inequality requires active and comprehensive combination of social and growth enhancing policies that target the bottom quintiles of the income distribution more than ever.
Governments must not sit back and rely on economic growth alone to transform the living conditions of the underprivileged. In Dreze and Sen’s words, policymakers must look for comprehensiveness in social policy, in particular. Successful conditional cash transfer programs, for example, must be accompanied by other well-targeted social programs and universalistic policies that ensure local provision of good-quality essential services and other public goods (roads, electricity, drinking water, public transport). Building an infrastructure for collecting data is another important part of understanding and addressing local inequality. Efforts to promote open use of data that is extensive, detailed, and periodically updated are an important part of this job.
26
According to the author, why does the binary distinction between countries become outdated for 21st century?
A、It doesn’t show an even distribution of the global income between countries.
B、Some countries are excluded from the established camps whether developed or not.
C、It doesn’t reflect the social and economic progress achieved by the large majority countries.
D、The global economic activity is no longer organized via the networks formed by certain countries.
27
Which of the following reflects the current distribution of the benefits of economic growth?
A、The gap is narrowed between countries but widened within countries.
B、The inequality is extending beyond human well-being to other infrastructure.
C、The inequality can be found in education, health care and infrastructure.
D、The forth coming technological changes and urbanization are intensified.
28
Which of the consequence may be least regarded as an instance of coexisting unequal economic development?
A、Shortage of pocket money.
B、Limitation of income.
C、Poor environment.
D、Short life span.
29---30缺
二、简答题。本大题共1小题，共20分。
31
成长档案袋是形成性评价的一种手段，简述其对学生发展的两个主要作用（8分）。并列举档案袋中应有的四项内容。（12分）
三、教学情境分析题。本大题共1小题，共30分。
（三）
根据题目要求完成下列任务，用中文作答。
32.下面是某教师设计的一节听说课的教学设计片段：
Step 1: (2 mins) Ask the students to look at some pictures of different sports and some pictures of e-sports. Then ask them the following questions:
1. What’s e-sports?
2. Do you like e-sports? Why?
Step 2: (5 mins) Listening to Conversation 1 and try to get the main idea, paying attention to the 4 aspects: what/who/when/why.
Main idea: Shen Qi calls Amy to come to an e-sports event but Amy politely refuses.
Step 3: (10 mins) Adam is coming to a sports event. Listen to Conversation 2 and answer the questions:
1. When will the event happen?
2. What’s a “Blue Paint” run?
3. Why is it called a “Blue Paint” run?
4. If 200 people take part in the run and 400 balloons are sold, how much money will they collect?
32
根据所给信息回答下列问题：
（1）分析各步骤设计意图。（12分）
（2）分析该教案存在的三个问题。（9分）
（3）针对问题提出相应的改进意见。（9分）
四、教学设计题。本大题共1小题，共40分。
33
设计任务：请阅读下面学生信息和语言素材，设计一个20分钟的写作课。教案没有固定格式，但须包含下列要点：
① teaching objectives
② teaching contents
③ key and difficult points
④ major steps and time allocation
⑤ activities and justifications
教学时间：20分钟
学生概况：某城镇普通中学高中三年级学生，班级人数40人。多数学生已经达到《普通高中英语课程标准（2017年版2020年修订）》学业质量水平的要求。学生课堂参与积极性较高。
语言素材：
One day, a man found the pupa of a butterfly. Seeing an opening in the pupa, he realized that the butterfly was ready to emerge. So, he sat down and watched as the butterfly struggled to force its body through the little hole. However, minutes passed, and the butterfly still couldn’t get out. The struggle was too hard for its weak body. The man then kindly enlarged the hole in the pupa so that the butterfly could finally break free. But instead of flying away, it just dragged itself around weakly, then died. The struggle to break out of the pupa was necessary for the butterfly’s survival because it enabled its wings and body to grow strong. Without the struggle, it was too weak to live.
Writing: Lesson from Nature-The meaning of struggle

1、A2、D3、B4、A5、B6、C7、C8、B9、B10、D11、B12、B13、A14、D15、D16、B17、C18、A19、D20、A21、A22、D23、B24、A25、C26、C27、A28、A29、A30、A
1
本题考查其他字母组合的发音规律。
题干意为：“hyperbole”一词划线部分的发音与_______中的发音相同。hyperbole的发音是/haɪˈpɜːrbəlɪ/，simile的发音为/ˈsɪməlɪ/，因此与simile的划线部分le发音相同，均为/lɪ/。A项正确。
B项：percentile 的发音为/pərˈsentaɪl/，le发音为/l/。与题干不符，排除。
C项：fragile 的发音为/ˈfrædʒaɪl/，le发音为/l/。与题干不符，排除。
D项：file 的发音为/faɪl/，le发音为/l/。与题干不符，排除。
故正确答案为A。
2
本题考查其他字母组合的发音规律。
题干意为：以下哪一个带下划线的部分与其余部分的发音不同？suggestion的发音是/səˈdʒestʃən/，tion的发音为/tʃən/，其他的发音均为/ʃn/。D项正确。
A项：starvation 的发音为/stɑ:ˈveɪʃn/，tion发音为/ʃn/。与题干不符，排除。
B项：situation 的发音为/ˌsɪtʃuˈeɪʃn/，tion发音为/ʃn/。与题干不符，排除。
C项：satisfaction 的发音为/ˌsætɪsˈfækʃn/，tion发音为/ʃn/。与题干不符，排除。
故正确答案为D。
3
本题考查名词词义辨析。
题干意为：师范院校的毕业生们被事先告知，从大学生到学校教师的转变不总是一帆风顺的。根据“from being a college student to being a school teacher”，可知，此处强调“转变，过渡”。transition 意为“转变，过渡（从一种情况到另一种情况）”。B项正确。
A项：transmission 意为“传送，传输（交通或者物质上的交换）”。与题干不符，排除。
C项：transformation 意为“转变（外观或性质的转变）”。与题干不符，排除。
D项：transaction 意为“交易（金融方面的交换）”。与题干不符，排除。
故正确答案为B。
4
本题考查形容词词义辨析。
题干意为：他被指控在商业交易中有不当的行为。根据句意可知，此处因为不当的行为而被指控。improper 意为“不适当的”。A项正确。
B项：impotent 意为“无力的，无效的”。与题干不符，排除。
C项：ineligible 意为“不合格的”。与题干不符，排除。
D项：inadequate 意为“不充足的”。与题干不符，排除。
故正确答案为A。
5
本题考查构词法。
题干意为：下列哪项是通过添加前缀形成的？前缀指放在词干前的词缀，因此只有decrease是通过前缀法形成的，即de+crease。B项正确。
A项：gangster 意为“歹徒、匪徒”，是通过添加名词后缀“ster”形成的。与题干不符，排除。
C项：clockwise 意为“顺时针方向地”，是通过添加副词后缀“wise”形成的。与题干不符，排除。
D项：picturesque 意为“风景如画的、栩栩如生的”，是通过添加形容词后缀“esque”形成的。与题干不符，排除。
故正确答案为B。
6
本题考查名词/代词+doing。
题干意为：在其他条件相同的情况下，一个能有效表达自己的人比一个语言表达能力差的人更容易获得成功。根据句子结构可知，此处前后无连词，用逗号连接，因此只能有一个谓语动词is，故空格处为独立主格结构，排除B、D项；并且此处无将来含义，应用现在分词being。C项正确。
A、B、D三项：均与题干不符，排除。
故正确答案为C。
7
本题考查时间状语从句。
题干意为：一些陶瓷技术的专家开发了一种独特的管道，当安装在墙上时，它可以排出水分，并确保它永远保持在室外。根据句子结构可知，空前that引导定语从句，修饰先行词tube，定语从句中又包含了一个由when引导的时间状语从句，从句为when installed in walls，根据状语从句省略的规则（主从句主语一致，且从句含有be动词时，省略从句的主语和be动词），省略了主语it is，while引导时间状语从句时需要延续性动词，故排除D项。when 意为“当……时候”。C项正确。
A、B、D三项：均与题干不符，排除。
故正确答案为C。
8
本题考查关系词的常规用法。
题干意为：来自多个国家的教师和学生参加了介绍该书主题的研讨会。根据句子结构可知，空格处引导定语从句，修饰先行词workshops，定语从句不缺主语、宾语、表语、定语，因此用关系副词where引导，表示抽象的地点。B项正确。
A项：that关系代词，即可指人也可指物，在定语从句中充当主语，宾语，表语。与题干不符，排除。
C项：which关系代词，指物，在定语从句中充当主语，宾语。与题干不符，排除。
D项：what不引导定语从句。与题干不符，排除。
故正确答案为B。
9
本题考查课堂活动的组织形式。
题干意为：如果老师系统地分析课堂互动，如话轮重复、交叉互动、反馈和交流失败，那么这位教师通常会______。根据关键词“classroom interactions”，可知，老师在分析会话的过程，属于会话分析。conversation analysis 意为“会话分析”，是一种专门用于分析交流和社会互动的研究方法。B项正确。
A项：contrastive analysis 意为“对比分析”，是一种语言学方法，主要用于比较两种或多种语言的结构，以找出它们之间的相似性和差异性。与题干不符，排除。
C项：needs analysis 意为“需求分析”，通常用于教育或培训环境中，以确定学习者或组织的具体需要，这种分析有助于制定更加针对性的教学计划或培训方案。与题干不符，排除。
D项：error analysis 意为“错误分析”，是应用在第二语言习得研究和教学中的一种方法，专注于分析学习者在使用第二语言时所犯的错误。这种分析有助于了解学习者在何种情况下容易犯错，以及为何会犯错，进而可以针对性教学。与题干不符，排除。
故正确答案为B。
10
本题考查语篇教学。
题干意为：“在英国，工会的权力增加了额外的恐惧，这使得英国政治成为一个特例”中存在什么样的文本关系？根据题干中后半句的关键词“a special case”可以推断，后句是对前句的进一步补充说明，因此前后句为“现象-例子”的关系。D项正确。
A项：Cause-effect 意为“原因-结果”。与题干不符，排除。
B项：Problem-situation 意为“问题-情况”。与题干不符，排除。
C项：Tool-achievement 意为“工具-成就”。与题干不符，排除。
故正确答案为D。
11
本题考查课程内容。
题干意为：如果老师鼓励学生使用哑剧或手势来让他们理解自己，他/她希望学生发展什么策略？根据普通高中英语课程标准可知，高中英语学习策略包括：元认知策略，认知策略，交际策略和情感策略，而使用哑剧或手势等非语言手段属于交际策略。Communicative strategy 意为“交际策略”。B项正确。
A项：Cognitive strategy 意为“认知策略”，是指釆用适宜的学习方式、方法和技术加工语言信息，提高学习效率，如：学生可能会使用联想记忆法来记住单词。与题干不符，排除。
C项：Affective strategy 意为“情感策略”，是指管理学习过程中可能出现的情感或心理障碍，如：学生可能会在参加语言考试之前进行深呼吸或冥想，以减少紧张和焦虑。与题干不符，排除。
D项：Meta-cognitive strategy 意为“元认知策略”，是指涉及对学习过程本身的规划、监控和评估，如：学生可能会在开始新学期之前设定具体的学习目标，并在学期中进行定期的自我评估，以确保自己是在朝着目标前进。与题干不符，排除。
故正确答案为B。
12
本题考查听力和阅读基本技能。
题干意为：从上下文中推断单词的意思是______的子技能之一。在听对话或读文章时，常常会遇到一些未见过的生词，这类生词或短语的词义可以通过上下文推断出来。该技能常出现在听力或阅读课上，通过此技能可以扫清阅读材料或听力材料中的语言障碍。B项正确。
A项：listening and speaking 意为“听力和口语”，在说的过程中，通常不需要从上下文中推断单词的意义。与题干不符，排除。
C项：speaking and writing 意为“口语和写作”，这两个技能更多地涉及到表达而不是理解。与题干不符，排除。
D项：reading and writing 意为“阅读和写作”，尽管写作中确实有时需要根据上下文来选择合适的词汇，但这不是从上下文中推断词义。与题干不符，排除。