文档内容
2 0 2 4 年 全 国 教 师 资 格
2 0 2 4 年 上 半 年 教 师 资 格 证 考 试
《 高 中 英 语 》
讲师：徐行之
更多干货关注 粉笔教师教育 粉笔教师1. Which three of the six words below have the stress on the first syllable? （ ）
① palace ② radium ③ awaken ④ second ⑤ relate ⑥ upstairs
A. ①②④
B. ①③⑤
C. ②③④
D. ②⑤⑥2. Which of the tone units does an English speaker follow in his/her normal speech?（ ）
A. Early to bed and/early to rise/makes a man healthy, /happy and wise.
B. Early to bed and/early to rise makes/a man healthy, /happy and wise.
C. Early to bed/and early to rise/makes a man/healthy, happy and wise.
D. Early to bed/and early to rise makes/a man/healthy, happy and wise.3. The criminals tried to escape by air, but the police （ ） them before they reached
the airport.
A. dispose
B. interrupt
C. disrupt
D. intercept4. The critic noted that the （ ）tone that characterizes much of the writer's work
stands in stark contrast to his gentle disposition.
A. stoic
B. somber
C. strident
D. conciliatory5. The respect accorded choreographer Martha Graham by her students and colleagues
alike was so great that it amounted to（ ）.
A. exasperation
B. commiseration
C. veneration
D. reconciliation6. There is a general understanding among the members of the Board of Directors that
chief attention（ ）to the undertaking that is expected to bring highest profit.
A. should be given
B. is given
C. must be given
D. gives7. Mary wishes that she（ ）law instead of history when she was in college.
A. had studied
B. studies
C. has studied
D. studied8. The reason Beethoven went away to the country is（ ）.
A. because he was gradually going deaf
B. since he was gradually going deaf
C. that he was gradually going deaf
D. as he was gradually going deaf9. The word“flu”is formed in the way of（ ）.
A. acronym
B. clipping
C. coinage
D. blending10. Which of the following is used to describe“the opportunity to speak at some point
during a conversation?”（ ）
A. Floor
B. Turn-taking
C. Turn
D. Overlap11. No（ ）is encouraged in the Direct Method, as the method asserts that meaning is
to be connected directly with the target language.
A. grammar explanation
B. translation
C. error correction
D. drilling12.“Knowing a word”means knowing not only the meaning of a word, its part of
speech, word family and associations, but also（ ）.
A. its grammatical category
B. its semantic links
C. its semantic typology
D. its collocations13. When teaching“give somebody something”and“give something to somebody”, the
teacher asks students to find out the rules by comparing examples. This is a case of（ ）.
A. inductive teaching
B. deductive teaching
C. content-based teaching
D. project-based teaching14. In teaching listening, schema-activating should be done（ ）.
A. before listening
B. while listening
C. after listening
D. through listening15. When a teacher says“What else can you find in this text?”, he/she is most probably
（ ）.
A. correcting students' mistakes
B. giving students' feedback
C. inviting students' comments
D. eliciting students' responses16. Language is more likely to be acquired when more than one sense is involved. Which of
the following activities most probably involves visual, aural and kinesthetic processes?（ ）
A. Writing a passage
B. Seeing a film
C. Performing a play
D. Listening to a tape17. When a teacher asks the students to read the text and sort out the facts and opinions
the main purpose is to develop students'（ ）.
A. thinking ability
B. cultural awareness
C. linguistic ability
D. discourse awareness18. In task-based language teaching, textbook units are compiled primarily around（ ）.
A. skills
B. grammar
C. functions
D. topics19. When a teacher guides students to make a writing plan, write a draft, and then evaluate
and revise the draft before submitting the final version, he/she tries to develop students'（ ）
strategy.
A. cognitive
B. meta cognitive
C. communicative
D. resource20. At the end of a term, teachers would give students a test to see how well they have
learned the language and skills taught in class. Such a test is called a(n)（ ）.
A. proficiency test
B. diagnostic test
C. achievement test
D. placement test21. Why does the author regard the pursuit of happiness as an illusion?（ ）
A. It is a conception of time in people's minds.
B. It is a fantasy which does not actually exist.
C. It is a moment that gives us lasting happiness.
D. It is a state of mind that we are accustomed to.
【第二段第三、四句】But I am well satisfied that it is not the thing itself, but the pursuit, that is an
illusion. Instead of thinking of the pursuit, why not fix our thoughts upon the moments, the hours,
perhaps the days, of this divine peace, this merriment of body and mind, that can be repeated and
perhaps indefinitely extended by the simplest of all means, namely, a disposition to make the best of
whatever comes to us?22. What can be inferred as the author's advice concerning happiness?（ ）
A. Cherish what we have
B. Do charity work
C. Fulfill our obligations
D. Stay close to nature
【第二段倒数第二句】Perhaps the Latin poet was right in saying that no man can count himself
happy while in this life, that is, in a continuous state of happiness; but as there is for the soul no time
save the conscious moment called“now,”it is quite possible to make that“now”a happy state of
existence.23. Which of the following reflects the author's view of happiness?（ ）
A. Wealth may give you a sense of happiness
B. Happiness is right under your own control
C. The ultimate goal of life is to make a fortune
D. You should set aside plenty of time for leisure
【第二段第四句】... a disposition to make the best of whatever comes to us?
【第二段倒数第二句】... it is quite possible to make that “now”a happy state of existence.24. Why did the author cite the woman's donation in the last paragraph?（ ）
A. To warn us not to let happiness slip from us.
B. To exemplify the true meaning of happiness.
C. To arouse others' sympathy for the poor woman.
D. To discourage others from following her example.
【最后一段】The pitiful part of this inalienable right to the pursuit of happiness is, however, that
most men interpret it to mean the pursuit of wealth, and strive for that always, postponing being
happy until they get a fortune,and if they are lucky in that, find at the end that the happiness has
somehow eluded them, ... I think that the woman in the Scriptures who out of her poverty put her
mite into the contribution-box got more happiness out of that driblet of generosity and self-sacrifice
than some men in our day have experienced in founding a university.25. What type of writing can the passage be classified as?（ ）
A. Exposition
B. Narration
C. Argumentation
D. Description
【通读全文】26. Why was Professor Yunus awarded the 2006 Nobel Peace Prize?（ ）
A. He helped reach a peace deal in Aceh.
B. He was a founder of the Grameen Bank.
C. He provided the Bangladeshis with a means of self-support.
D. He offered the Bangladeshi women tools to launch businesses.
【第一段第一句】Muhammad Yunus, the Bangladeshi economist whose Grameen Bank is credited
with helping millions of the world's poorest people to lift themselves out of poverty, was the surprise
winner of the 2006 Nobel Peace Prize.
【第二段】Professor Yunus shares the award with the Grameen Bank,which he found 1983 to
dispense tiny loans to Bangladeshi women who used the money to transform their lives by buying
tools to start small businesses.27. What has triggered Professor Yunus to start his initiative to help the poor?（ ）
A. field research he carried out.
B. The demand of local people.
C. Natural disasters in Bangladesh.
D. Financial returns from the loans.
【第七段第一句】The idea for the Grameen Bank, which has been copied in more than 100
countries, came from field research conducted by Professor Yunus after the 1974 famine that
devastated large parts of Bangladesh.28. Which of the following is most likely to be granted a micro-credit loan by the Grameen Bank?
（ ）
A. To buy a small house for her family.
B. To pay tuition fees for her college education.
C. To open a small restaurant to support her family.
D. To set up an eye hospital for poor Bangladeshi women.
【第二段】Professor Yunus shares the award with the Grameen Bank, which he found 1983 to
dispense tiny loans to Bangladeshi women who used the money to transform their lives by buying
tools to start small businesses.29. What is significant contribution of Grameen Bank?（ ）
A. It initiates a worldwide anti-poverty plan.
B. It pioneers in offering micro-credit to the poor.
C. It cooperates with other banks to help the needy.
D. It advocates its ideas and models in financial institutions.
【第六段第二、三句】From modest beginnings three decades ago, Yunus has, first and foremost
through the Grameen Bank, developed micro-credit into an evermore important instrument in the
struggle against poverty. The Grameen Bank has been a source of ideas and models for the many
institutions in the field of micro-credit that have sprung up around the world.30. Which of the following reflects Professor Yunus' feeling about winning the Nobel Prize?（ ）
A. It was just out of his expectation.
B. It was the last prize he would win in his life.
C. It was the most prestigious prize he had ever won.
D. It was the prize he had been hankering for all his life.
【最后一段最后三句】No stranger to awards, he was asked to describe his feelings about the
Nobel Prize.“This is the last prize.”he said,“That's what's so special about it. It's the sky.”31. 从感知方式上看，不同的学习者会表现出不同的学习风格。请简述“学习风格”的含义（5分）；结合
英语学习，列举三种学习风格（9分）并描述其特点（6分）。【参考答案】
学习风格是学习者在学习中表现出来的一种整体的、持久的、具有个性化的认知方式和处理信息的方式。
不同的学习者，其自身的感知偏好不同。按照感知方式的不同，学习风格可以分为听觉型、视觉型及动觉型。
（1）听觉型：即喜欢用耳朵学习。听觉型学习者善于通过“听”来接收信息，听口头解释就能获得良好的
学习效果。他们喜欢通过听录音带、报告、对话等方式获取信息。在学习新材料时，他们通过大声朗读可以更
好地储存信息。课堂上，听觉型学习者能轻松地听懂教师的口头讲授。他们擅长语音辨析，口头表达能力强，
但是书写对他们来说通常有一定困难。这种类型的学习者喜欢在有背景声音的环境中学习，喜欢小组活动。（2）视觉型：即喜欢用眼睛学习。视觉型学习者善于通过“看”来接收信息，直观、生动的视觉材料能在
他们脑海中形成清晰的形象。他们通过看书本、黑板，以及屏幕上的文字材料、图表和录像就能获得良好的学
习效果。通过阅读，他们能够更好地理解和记忆所学的信息。课堂上，如果教师只是单纯地口头讲授知识，视
觉型学习者会感到很难理解。他们更愿意“看到”所学的知识，因此板书会对他们十分有帮助。这种类型的学
习者愿意记笔记，喜欢独自学习，擅长快速浏览学习材料，接受视觉材料效果好，易看懂图表，书面测验得分
高。
（3）动觉型：即喜欢通过实践和直接经验来学习。动觉型学习者喜欢通过参与活动、自己动手或亲身体验
来获得知识。他们喜欢动手尝试，乐于在“做中学”，善于执行计划并愿意参与新的富有挑战性的活动。动觉
型学习者在操作性技能的学习中表现突出。他们的特点是运动感、平衡感强。他们通过亲身参与课堂活动、实
习活动和做实验等能获得良好的学习效果。32. 请根据该素材回答下列问题：
（1）请对该作文进行评分。（6分）
（评分说明：满分25分。评分等级分五档，第一档25～23分、第二档22～19分、第三档18～15分、第四
档14～10分、第五档9～0分。）
（2）从语言、内容和篇章结构三个方面分别进行优缺点的点评。（24分）
作文题目及要求：请以“Great Changes”为题，用英语写一篇短文（作文开头已给出）。内容要点如下：
（1）某中学地震后三年来的变化，包括教学条件、活动场所以及师生精神面貌等；
（2）发生变化的原因；
（3）你的感想。
学生的作文：Great Changes
I am deeply impressed by the great changes that have taken place in the school over the past
three years.
（上面题目和第一段已给出，下面是学生续写）
Three years ago, this high school was destroyed by earthquake. The buildings and the playground
were turn ruins. However, Nowaday, the building are built and very beautiful. The playground more
larger than before. The students are enjoy playing game in the playground.
Facing the beautiful school, the teachers and the students are happy with smile face.
Though the power of earthquake is big, the government is devoted into many sources into the
school education and construction. It help the school rebuilt and give the promise to the students. The
most important is that the sport of the people.
To sum up, the great changes that have taken place in the school. Not only the society help it but
also the spirit of the local people help themselves rid of the difficulties. I hope they can happy forever.【参考答案】
（1）17分。此篇作文紧扣主题，基本覆盖所有要点；语言错误影响了部分意思的表达，但多数句子基本
正确；基本达到预期写作目的。故列为第三档，给出17分。
（2）语言方面：此篇作文句子较流畅，但是出现多处简单的语法错误。
① Three years ago, this high school was destroyed by earthquake. The buildings and the
playground were turn ruins.这两个句子中，earthquake前缺少冠词，turn应改为过去分词turned，且后面
应加上介词into，调整为Three years ago, this high school was destroyed by the earthquake. The
buildings and the playground were turned into ruins.
② The playground more larger than before.这句话中缺少系动词，并且more和larger不能同时出现，
应改为The playground is bigger than before.
③ The students are enjoy playing game in the playground.这句话应改为The students are
enjoying playing games in the playground.④ It help the school rebuilt and give the promise to the students.这句话中，时态应为一般过去时，
且rebuilt为过去分词，此处应用原形，可改为It helped the school rebuild and gave the promise to the
students.
⑤ Though the power of earthquake is big, the government is devoted into many sources into
the school education and construction.这句话中，the government is devoted into many sources表达不
准确，且用词不当，应优化为Although earthquakes possess immense power, the government has
dedicated considerable resources to school education and construction.
⑥ To sum up, the great changes that have taken place in the school.这句话应删除the和that，改为
To sum up, great changes have taken place in the school.⑦ I hope they can happy forever.这句话中，情态动词can后不可直接跟形容词happy，应在can后面加
上be，调整为I hope they can be happy forever.
此外，单词拼写也有错误：
① However, Nowaday, the building are built and very beautiful.这句话中，Nowaday缺少字母s且首
字母应小写，应改为nowadays; building后应加s。
② The most important is that the sport of the people.这句话中，应把sport改成spirit，同时删除that。
在此篇作文中，也可以多采用一些长难句，并且用到的词汇应该符合相应学段，有一些句子需要优化，例
如：Facing the beautiful school, the teachers and the students are happy with smile face.可改为In the
face of such a scene, the students and teachers are very relieved and happy.内容方面：题目中要求的某中学地震后三年的变化、发生变化的原因和感想都有呈现，但还有优化的空间，
如写三年来的变化时，师生的精神面貌方面可以增加一些细节描写，句式和用词都可以更加灵活多样。例如：
The disaster brought with it a sense of unity and resilience that has become a defining characteristic
of our school community. The teachers, with their unwavering dedication, have inspired their students
to persevere and excel academically. The students, in turn, have shown remarkable resilience and a
positive attitude towards learning, overcoming the psychological scars brought by the earthquake.
篇章结构方面：作文分为三段，结构格式还是较为规整的，但是层次感不足，可以先在第一段列举一些地
震带来的巨大影响，以及政府在震后的一些举措；第二段写学生在新的设施里进行的学习活动等，指出他们的
心情与之前相比有何不同，体现出对比；最后一段表达出感想和期许。33. 根据提供的信息和语言素材设计教学方案，用英文作答。
设计任务：请阅读下面的学生信息和语言素材，设计一节英语诗歌欣赏课的教学方案。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：40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)》的相应学业质量水平。学生课堂参与积极性较高。
语言素材：【参考设计】
I. Teaching contents
It is a poem about the interaction between the poet and nature. It introduces some beautiful
scenes like trees, grass, dewdrop, sun, sea and so on. This poem is close to students' daily life, and
their sense of loving nature will be easily triggered.
Ⅱ. Teaching objectives
(1) Students can read the poem fluently and read the new words“softness, fragrance, summit,
thunder, rhythm, faintness, dewdrop, strength, soar”correctly.
(2) Students can feel the charming of nature and arouse their awareness of protecting
environment.
(3) Students can analyze the verse and admire the rhythm and rhetoric in it, and then give advice
on how to protect nature.
(4) Students can learn to read a poem with the strategy of emotional reading.Ⅲ. Teaching key and difficult points
(1) Key point
Help students understand the meaning of images according to the verse.
(2) Difficult point
Guide students to utilize their skills like continuous reading, rhythmic reading and emotional
reading.
IV. Main steps
Step 1 Lead-in (3 mins)
At the beginning of the class, the teacher will show a picture of natural scenery and ask some
questions: What can you see in the picture? How do you feel about it? Then some volunteers will be
invited to share their answers. After that, the teacher will make corresponding comments on students'
answers and show the topic of this lesson.
(Justification: The picture is vivid and interesting, which can arouse students' interest in the
teaching activity. Meanwhile, it can also introduce the topic today naturally.)Step 2 Pre-reading (8 mins)
(1) New knowledge teaching
With the help of pictures and videos, the teacher will guide students to understand the meaning
and usage of the new words, including“softness, fragrance, summit, thunder, rhythm, faintness,
dewdrop, strength, soar”.
(2) Prediction
Before reading, the teacher will organize students to predict what this poem is mainly about.
Some hints will be provided to help them.
Hint 1: Words just referred to.
Hint 2: Title of this material—And My Heart Soars.
Hint 3: The picture in the textbook.
(Justification: The above activities can help students recognize the new words, remove the
barriers, and therefore lay the foundation for the next step of“reading”.)Step 3 While-reading (20 mins)
(1) Extensive reading
The teacher will ask students to read the poem quickly and check their predictions. After that, the
teacher will read the poem emotionally and invite several students to imitate. Then students should
tell their feelings about this poem.
(2) Intensive reading
Students will be required to read the poem again and answer the following questions.
Q1: How many scenes can you see in this poem?
Q2: Which part do you like most and why?
Q3: Why dose the poet say“Speaks to me”so many times?
Q4: What does the poet feel?(3) Reading with emotion
The teacher will guide students to read the poem with the right rhythm and summarize the rhythm
and rhetoric used in this poem.
(Justification: In the process of completing reading tasks at different levels,students can understand
the content and certain details of the poem, and be familiar with the rhythm and rhetoric. Their reading
skills will also be improved.)
Step 4 Post-reading (5 mins)
Students need to work in groups to discuss their feelings and the experiences they have been
through in nature. Several minutes will be given. When time's up, some students will be invited to share
their results. Then the teacher will make comment son students' performance.
(Justification: Group activities provide students with the opportunity to apply what they have
learned to practical use, improve their comprehensive language skills, boost their confidence in
learning English, and enhance their sense of teamwork. Besides, they will cherish beautiful nature more.)Step 5 Summary and homework (4 mins)
(1) Summary
Students will summarize what they have learned in this class and express their feelings about this
poem. The teacher will give supplements if necessary and remind students to protect our nature.
(2) Homework
Interview some friends about their favorite poems. Try to remember some details and share them
with the class next time.
(Justification: Summary can help students develop good habits and deepen the impression of the
new knowledge they have learned. Homework can help students explore more knowledge and
information actively.)
