文档内容
全 国 教 师 资 格
下 教 师 资 格 证 考 试 高 中
2023 ·
讲师：李婉君
更多干货关注 粉笔教师教育 粉笔教师/haɪˈpɜːrbəlɪ/
1. The pronunciation in the underlined part of the word “hyperbole” is the same that in ______.
A. simile /ˈsɪməlɪ/
B. percentile /pərˈsentaɪl/
C. fragile
/ˈfrædʒaɪl/
D. file
/faɪl/2. Which of the following underlined part is differ from the rest pronunciation?
A. starvation
/stɑ:ˈveɪʃn/
B. situation
/ˌsɪtʃuˈeɪʃn/
C. satisfaction
/ˌsætɪsˈfækʃn/
D. suggestion
/səˈdʒestʃən/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. transaction4. He was accused of the______ behavior in his business dealings.
A. improper
B. impotent
C. ineligible
D. inadequate5. Which of the following is formed by prefixation?
A. gangster
后缀“ster”
B. decrease
前缀“de”
C. clockwise 后缀“wise”
D. picturesque 后缀“esque”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 things7. 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. while8. Teachers and students from many countries participated in the workshops ______ the theme of the
book was presented.
A. that
B. where
C. which
D. what9. 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 analysis10. 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-example11. 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 strategy12. 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 writing13. Which of the following is a controlled practice in developing students’ language competence?
A. Dictation
B. Discussion
C. Debating
D. Writing an email14. What role does a teacher play when taking part in students’ group?
A. A monitor
B. An instructor
C. An evaluator
D. A participant15. 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 Exemplification19. 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.
• 语言形式 结构（ ）
/ Language form/ structure
• 语义（ ）
Language meaning
• 语用（ ） 语境
Language use/function —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
第 三 段“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.”以及 “Indeed, the best teachers we know are the ones who adjust the curriculum to meet
their students' needs.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.
第 二 段：A handful of students are sometimes deemed unreachable. Some teachers, when confronted
with these dilemmas, shrug their shoulders. ...... It does not have to be that way.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.
第 七 段“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.”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.
第 七 段“These exemplary teachers have earned their reputations because their students are
motivated to learn.”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.
最 后 一 段“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.”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.
第 一 段“Boundaries between developed and developing regions are less clear today because of the
extraordinary social and economic progress achieved in the large majority 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.
第 二 段“Yet, although discrepancies between countries have narrowed, emerging evidence suggests
that inequality within countries is rising.”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.
第 四 段“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 ...Life expectancy in the poorest neighborhoods of Baltimore is below 69 years”
最 后 一 段“Successful conditional cash transfer programs...ensure local provision of good-quality
essential services and other public goods (roads, electricity, drinking water, public transport)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）。【参 考 答 案 】
（1）成长档案袋对学生发展的作用有：
①记录成长历程
学生可以将自己的作品、成绩等信息收入档案袋中，形成自己专属的成长档案，更好地回顾自己的发
展过程，发现自身优点和不足，记录成长足迹。
②评估进步过程
成长档案袋可以提供评估工具，如学分绩点、专业排名等，帮助学生进行自我评估，及时发现自己的
优势和不足，调整学习计划。③促进个性化发展
成长档案袋可以根据学生的个人特点进行定制，帮助学生发掘自己的潜力，实现个性化发展。同时，
学生也可以通过成长档案袋展示自己的特长和兴趣爱好，增强自信心和成就感。
（答案仅供参考，任选2点作答即可）
【补充】辅助教师开展针对性教学
成长档案袋可以帮助教师更好地了解学生的特点和需求，提供针对性的指导和建议，有助于提高教学
效果。同时，教师也可以通过成长档案袋了解学生的学习进度和发展情况，及时调整自己的教学方案，
因材施教。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）。【参考答案】
（2）成长档案袋中应收入的四项内容包括：
①学期寄语：学生自己在学期初设计本学期的计划或努力达成的目标，为新学期做好自我规划，并
在本学期为之努力。
②学习成果：学生日常的优秀成果及每学期学生素质报告单的收集和整理，如艺术类作品（手抄报，
书法等）、成绩单、奖励奖状、获奖作文等。
③社会活动：担任学校、班级学生干部，或在经学校认可的社团组织任职情况，参加社会公益活动
记录等。
④综合分析：老师根据学生的表现进行综合评价，深入了解每一个学生，促进学生的全面发展。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?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）【参考答案】
（1）各步骤设计意图如下；
Step 1的内容为导入环节，通过询问学生两个问题，引导学生了解e-sports以及激发学生对于e-
sports的喜爱。从而将学生的注意力转移到课堂活动上，同时自然而然地引出本节课的核心话题。
Step 2的内容为听中环节，引导学生去听对话一的主旨大意以及细节信息。比如具体的事件、人物、
时间、原因，在完成不同层次的听力任务过程中，学生能够了解文本内容，获取一定的细节信息，
提高听力水平和技巧。此外，学生通过做任务可以体会到在做中学，学中做的乐趣。
Step 3引导学生听对话二的内容，了解Blue paint run这一运动项目以及筹集资金帮助他人，激发学
生服务社会奉献社会的意识。【参考答案】
（2）该教案存在的三个问题：
问题1：针对教师在第一个活动中同时呈现了常规体育的图片和e-sports的图片，但是仅针对e-
sports进行提问，没有充分利用好现有的教学资源。
问题2：根据对Step 2和Step3的描述和提出的相关问题可知，两个环节听的材料是不同的材料，那
么对于conversation1没有设计针对细节信息的问题；同理，对于conversation2 没有先进泛听活动，
故两个对话都没有做到循序渐进的听。
问题3：Step2既概括了大意，又梳理了细节内容，时间为5分钟，用时不合理，未给予学生恰当的
时间理解对话内容。【参考答案】
（3）改进建议：
针对第一个问题，教师可以省去展示常规体育活动的图片，直接展示 e-sports 的图片然后引发讨
论，或将两种形式放在一起进行提问，例如“What are the differences between regular sports and
e-sports”。
针对第二个问题，建议将conversation 1和 conversation 2合并成一个整体，首先听主旨大意，然后
听细节。在听细节时候，可以先听conversation 1然后暂停提问，再听conversation 2进行提问，以
免对话过长，给学生造成学习压力。
针对第三个问题，建议教师将教学时间调整至8-10分钟，给学生充分的思考以及消化听力材料的
时间，增强学习效率。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：the lessons from Nature
Writing: Lesson from Nature-The meaning of struggle1. Teaching contents: This is a writing lesson which mainly talks about the lessons from Nature.2. Teaching objectives:
①Students can learn from the text about its structure and feature.
②Students can write a passage with a certain topic: Lesson from Nature-The meaning of struggle.
③Students can realize that there are many philosophies in nature and learn to respect nature.
④Students can analyze the structure and the feature of the sample and use what they’ve got to
organize their own composition and use English to think independently and creatively.
⑤Students will be willing to take part in the class activities and cooperate with other group members.3. Key and difficult points
Key point: Help students analyze the sample.
Difficult point: Guide students to conceive writing material.4. Main steps
Step 1 Pre-writing (8 mins)
1. Learning about the sample
The teacher will guide students to read the material to summarize the topic of it. Then students will
answer some questions about the material.
Q1: What happened after the man enlarged the hole on the pupa?
Q2: Why did struggle help the butterfly survive?
2. Structure learning
Students will read the sample again to summarize the basic structure of narration, and they should
also pay attention to the topic sentences, transitional words, logical relations and so on.3. Conceiving writing material
Students will work in groups of four to talk about fables they know, and write down some ideas.
Representatives from each group will share their discussion results, including some useful phrases,
sentences and so on.
4. Outlining
The teacher will guide students to write an outline. Students will put the ideas they have just written
down in order.
(Justification: Through above activities, students will be prepared to write their own composition.
They will know how to write it and what to write.)Step 2 While-writing (7 mins)
Drafting
Students should write their own compositions based on the expressions they get from above
activities and they should keep a watchful eye on the spelling, grammar, punctuation and so on. In
the meantime, the teacher will walk around to offer help if necessary.
(Justification: Through above activities, students will finish their writing and their writing ability will
be improved.)Step 3 Post-writing (5 mins)
1. Editing
(1) Self-editing: The teacher will give students a short time to go through their writings to correct
mistakes in spelling and grammar.
(2) Peer-editing: Students will exchange their compositions with each other and correct mistakes in
spelling and grammar. They can also give suggestions about polishing with each other.2. Displaying and evaluating
The teacher will invite some students to share their passages with the whole class and guide other
students to evaluate these passages, then the teacher will make a conclusion.
(Justification: Through these activities, students will regulate their language and work out better
ideas or expressions, and they will improve their writing skills. Besides, they will be more willing to
share their ideas in public and learn from each other.)
