小編及時發布2017下半年教師資格證筆試真題答案：高中英語，各位考生朋友考后可過來估分、對答案喲!>>在線做題、對答案

>>2017下半年中小學教師資格證考試真題答案及解析【匯總】

一、單項選擇題

1、…… sound of "th" in "thin" (2分)

參考答案:A. voiceless, dental, and fricative

2、……Of all the following pairs of words (2分)

參考答案:A. boot and bought

3、……can fly very high in (2分)

參考答案:C. Birds...the

4、……In my opinion she is kind and polite,so I (2分)

參考答案:D. accidental

5、……With spring approaching,the pink of the (2分)

參考答案:A. show

6、……I am here just in case anything out (2分)

參考答案:B.happen

7、……I look back on this pleasant holiday in Beijing (2分)

參考答案:D. nothing but

8、……Tom,take this baggage and put it (2分)

參考答案:C.wherever

9、……What is the main rhetoric devise used in (2分)

參考答案:B.Metonymy

10、…… inference in the brackets of the following sentences is (2分)

參考答案:B.Don’t sit on Carol’s bed. (Carol has s bed.)

11、……instructions is helpful in developing students' ability (2分)

參考答案:B. listen to a story and work out the writer’s intention.

12、……The most suitable question type to cheek students' comprehension (2分)

參考答案:B. referential questions

13、……Diagnostic test is often used for (2分)

參考答案:A. Finding out what students know and don’t know

14、……activities is often used to develop students's speaking (2分)

參考答案:A. identifying and correcting oral mistakes

15、……If a teacher asks studentes to make their own learining plan (2分)

參考答案:A. cognitive strategy

16、……When a teacher tells the students that the word "dog" (2分)

參考答案:D. connotative meaning

17、……the last step in the process of writing essays (2分)

參考答案:A. Editing the writing

18、……The main purpose of asking questions about the topic before (2分)

參考答案:C. activate students’ schemata

19、……to fill in the blanks in a passage with "that","which" (2分)

參考答案:B. syntactic level

20、……to talk about their hobbies in groups, (2分)

參考答案:C. peer interaction

21、……is true of Garcia as a Latino writer according to passage (2分)

參考答案:21. A.She offered insight into the confrontation between two cultures.

22、……advantage do the new generation Latino writers (2分)

參考答案:22. C.The former are able to express ideas from a bi-cultural perspective.

23、……is true of the Latino writers according to Paragraph2 (2分)

參考答案:23. A.Their works are full of obscurities.

24、……be drawn from Villasenor's experience (2分)

參考答案:24. A.Some editors of mainstream publishers are critical.

25、……new generation Latino writers do to get (2分)

參考答案:25. A.They avoided writing those exotic for readers.

26、……is closet in meaning to the underlined phrase (2分)

參考答案:D. Causing disagreement.

27、……why does the author cite the findings of previous (2分)

參考答案:D. To provide empirical data to confirm a prior belief.

28、……can be inferred form the passage (2分)

參考答案:C.Westerners focus on individualism while East Asians on collectivism.

29、……a significant breakthrough achieved by cultural (2分)

參考答案:B. It correlates cultural differences with different brain activities.

30、……may best describe the author's attitude towards universal (2分)

參考答案:B. Positive.

二、簡答題

31、……簡述教學日志(teaching journal)的含義(5分)和三個作用(9分)，列出教師撰寫教學日志的三點注意事項。(6分)

參考答案:(1)教學日志的含義是：教學中，結合本專業的教學內容，針對當天的教學任務發表自己的見解，教育教學中的得與失，發表自己的看法; (2)三個作用：①促進思考向縱深發展的意義。一般的思考，往往因時間、大腦遺忘規律等方面的因素，或者導致思考停留在一般或者還沒思考出具體的結果就產生了擱置現象。而寫，首先需要教師對在教學中的引發了注意的教學現象進行認真地回憶，具體、細致、形象的描述，形成對教學事件、個案的進一步細致地、比較全面的認識，為深入思考奠定了基礎。其次，寫反思的時候，因為要落筆，就需要對所思考的內容進行邏輯化、條理化、理性化的表述，促使思考具有一定的理性化。我們經常遇到這樣的現象;同時，對寫下來的教學現象、個案進行思考，因為寫得翔實，思考也會趨于全面。 ②促進教師教育理論學習的深入。如果一般的思考，往往是教師的思考不能夠與理論的學習結合起來，從而導致思考的膚淺。而寫，往往使人產生一種寫的深刻一點的需求，在這種需求的驅動下，往往要參閱一些資料、翻看一些書籍，促使教師進一步學習，是自己的思考與倡導的理論結合起來，從而實現對理論認識的提升，從而提高自己的理論水平。 ③促成教師的經驗積累和提升。一般的思考，會隨著時間的推移而將往事淡忘。而寫，能夠幫助教師把自己教學實踐中的經驗、問題和思考積累下來，使自己對自己教學現象中的典型事例和思考深深地記憶下來。因為寫的積累作用，教師便真正成為了一個有豐富教學經驗和理性思考的教師。同時，寫下來的東西更方便與人交流，會促進教師更好的發展。 (3)三點注意事項：①記成功之舉,將教學過程中達到預先設計的目的、引起教學共振效應的做法;課堂教學中臨時應變得當的措施;層次清楚、條理分明的板書;某些教學思想方法的滲透與應用的過程;教育學、心理學中一些基本原理使用的感觸;教學方法上的改革與創新等等,詳細得當地記錄下來，供以后教學時參考使用，并可在此基礎上不斷地改進、完善、推陳出新。 ②記“敗筆”之處，即使是成功的課堂教學也難免有疏漏失誤之處，對它們進行回顧、梳理，并對其作深刻的反思、探究和剖析，使之成為以后再教時應吸取的教訓。 ③記學生見解，在課堂教學過程中，學生是學習的主體，他們總會有“創新的火花”在閃爍，教師應當充分肯定學生在課堂上提出的一些獨到的見解，這樣不僅使學生的好方法、好思路得以推廣，而且對他們也是一種贊賞和激勵。同時，這些難能可貴的見解也是對課堂教學的補充與完善，可拓寬教師的教學思路，提高教學水平。因此，將其記錄下來，可以作為以后豐富教學的材料養分。 ④記再教設計,一節課下來，靜心沉思，摸索出了哪些教學規律;教法上有哪些創新;知識點上有什么發現;組織教學方面有何新招;解題的諸多誤區有無突破;啟迪是否得當;訓練是否到位等等。及時記下這些得失，并進行必要的歸類與取舍，考慮一下再教這部分內容時應該如何做，寫出“再教設計"，這樣可以做到揚長避短、精益求精，把自己的教學水平提高到一個新的境界和高度。總之，寫課后反思，貴及時，貴在堅持，貴在執著地追求。一有所得，及時記下，有話則長，無話則短，以記促思，以思促教，長期積累，必有“集腋成裘、聚沙成塔”的收獲。

三、教學情境分析題

32、……高中英語教師進修詞匯教學課堂板書。問題：(1)圖1和圖2體現了詞匯教學的哪兩種方法?(10分)(2)這兩種詞匯教學方法各有什么優缺點?(10分)(3)這兩種教學方法遵循了詞匯教學的哪兩種原則?(10分)

正確答案:(1)圖一體現了英語詞匯固定搭配教學方法。通過將左欄的形容詞與右欄的名詞組成詞塊進行記憶，如將“a black”與“car”進行搭配組成“a blanckcar”詞塊，更有利于學生記憶單詞的用法。圖二體現了英語詞匯教學中的頭腦風暴方法。教師通過給出關鍵詞或某一主題，激發學生對相關主題詞匯的聯想和提取，以達到詞匯記憶的目的。 (2)固定搭配詞匯教學方法的優點有：第一，避免了記憶孤立單詞難度之大的問題，搭配組成詞塊便于學生對單詞的記憶;第二，利于學生達到運用單詞的目的，提高學生對單詞的搭配能力。 該方法缺點有：第一，考慮到語言的負遷移現象，不能一律按照漢語意思進行搭配，以免造成由文化差異帶來的對單詞的不正確運用;第二，只給出一組的詞語搭配容易造成學生對英語詞匯學習的思維定勢。 頭腦風暴英語詞匯教學方法的優點有：第一，有利于激發學生的想象，激活思維，促進學生對于關鍵詞的思考。第二，有利于培養學生的合作學習能力，學生之間相互合作相互啟發，把自己的想法告訴組員，與組員產生觀點上的碰撞。 該方法缺點有：學生從記憶中提取單個單詞，并不能理解單詞運用的方法，只能記住概念。 (3)這兩種教學方法遵循了詞匯教學的原則有：第一，運用性原則：在教授單詞時，通過運用性原則可以將孤立的單詞組成詞塊而在語言輸出時得以運用，利于學生由詞成句，由句成篇，最終達到運用語言的目的。第二，啟發性原則：詞匯教學中，教師激發同學們的興趣，通過主動參與啟發學生與所學單詞相關的詞匯，讓學生主動建構知識，學習詞匯，有利于培養學生的自主學習意識。

四、教學設計題

33、……閱讀學生信息和語言素材，設計20分鐘的英語寫作教學方案。教案沒有固定格式，但須包含下列要點：teaching objectives, thaching contents,Key and difficult points……教學時間：20分鐘 學生概況：某城鎮普通中學高中一年級學生，班級人數40人。多數學生已經達到《普通高中英語課程標準(實驗)》五級水平。學生課堂參與積極性一般。(40分)

參考答案解析：<參考設計> Teaching type: Writing class Teaching contents: This lesson is from senior high school, and it mainly talks about the phenomenon of smoking. Paul is making a survey for adult smoking, so he writes emails to all his pen friends in other countries and seek for help.

Teaching Objectives: (1) Knowledge objectives ① Students can master the basic structure of an email. ② Students can get more information about smoking issues in China.

(2) Ability objectives: ① Students can improve their writing and speaking abilities. ② Students can express their opinion about the smoking issues in daily life.

(3) Emotional objectives: ① Students can foster the interest and desire of learning English, and fond of taking part in class activities. ②Students can get the awareness of avoid smoking and keep a good health.

Teaching key and difficult points:

(1)Teaching Key point: Students can get to know how to write an email to analyze the phenomenon of smoking in China..

(2)Teaching Difficult point: Students can organize their survey results to write an email.

Teaching Procedures: Step1: Pre-writing (9minutes) 1.Teacher shows the email of Paul on the screen, and students read it with two questions:

(1) What’s the questions of Paul?

(2) What’s the basic structure of a letter? Students have three minutes to finish this task and share their answers.

2. Teacher choose two students to read their answer for the first question, they are:

(1)Do most adults smoke in China?

(2) In most states in the US, it is now against the law to smoke in public buildings, such as banks and offices, on public transport and in restaurants and cafes. Is it the same in China?

(3) Is the government planning to change the law about smoking in public? Then teacher helps students to summarize the structure of an email: the starting address, main body and the ending wishes.

3.Four students in a group to help Paul finish his survey. They need to express their ideas for Paul’s questions and then exchange with the whole class.

4.Teacher invites several groups to write down their findings on the blackboard, and ask students to arrange the writing content. (Justification: Group discussion can strengthen their cooperative spirit and their imaginative ability can be developed. Moreover students will get the ability to write a letter to express their ideas.)

Step2: While-writing (6minutes) Students need to write an email r to answer Paul’s problems, and they have four minutes to finish their first draft . They are required to write their survey result in an email and help Paul to do the survey about smoking phenomenon. While their writing, teacher will give the instructions for their problems. (Justification: Students will cultivate their ability of write a letter within certain minutes and their good habits of writing will be formed as well.)

Step3: Post-writing (5minutes) 1.Students need to check their draft by themselves and then exchange with desk-mates to do peer-editing. 2.Teacher ask three students to read their email at the front, and then give them some comments. (Justification: Editing can provide a perfect writing for students, meanwhile he comments will help students learn more from others and improve their writing ability promptly. )

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