初中英语学科知识与教学能力试题及答案

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教师资格考试初中英语学科知识与教学能力试卷与参考答案(2024年)

2024年教师资格考试初中英语学科知识与教学能力复习试卷与参考答案一、单项选择题（本大题有30小题，每小题2分，共60分）1、What is the main function of the verb “do” in the sentence “They do not like playing video games.”?A. Auxiliary verbB. Main verbC. Modal verbD. Object verb答案：A解析：In the given sentence, “do” is used as an auxiliary verb to form the negative. It helps in forming the negative present simple tense. Therefore, the correct answer is A. Auxiliary verb.2、In the following sentence, identify the subject-verb agreement error.The students, each having their own opinions, discuss the issue.A. There is no error in subject-verb agreement.B. The error is in the use of “having” instead of “have.”C. The error is in the use of “discuss” instead of “discusses.”D. The error is in the use of “the students” instead of “students.”答案：D解析：The error in the subject-verb agreement is in the use of “the students” instead of “students.” The correct form should be “students discuss” because “students” is a plural noun and requires a plural verb form. Therefore, the correct answer is D. The error is in the use of “the students” instead of “students.”3、The sentence “The book is so fascinating that I couldn’t put it down.” uses the phrase “couldn’t put it down” to express the speaker’s feeling. Which of the followi ng phrases is closest in meaning to “couldn’t put it down”?A)couldn’t stop reading itB)didn’t want to finish itC)didn’t find it interestingD)didn’t understand itAnswer: A) couldn’t stop reading itExplanation: The phrase “couldn’t put it down” is used to desc ribe the feeling of being so engaged in something that you cannot stop doing it. “couldn’t stop reading it” is the closest phrase that conveys this meaning, indicating that the speaker was so fascinated by the book that they couldn’t stop reading it.4、In the following dialogue, which sentence is an example of a yes/no question?A)“How is your family doing today?”B)“Do you have any plans for the weekend?”C)“Are you going to the party tonight?”D)“Can you help me with my homework?”Answer: C) “Are you going to the party tonight?”Explanation: A yes/no question is one that can be answered with a simple yes or no. “Are you going to the party tonight?” is a clear example of a yes/no question because it asks a direct question that can only be answered with a yes or no. The other sentences are open-ended questions that invite a more detailed response.5、In the following sentences, which one uses the correct past perfect tense?A. He had finished the project before he left the company.B. He finishes the project before he left the company.C. He finished the project after he left the company.D. He finished the project when he left the company.Answer: AExplanation: The correct answer is “A” because the past perfect tense is used to express an action that was completed before another past action. In this case, “he had finished the project” indicates that the action of finishing the project happened before he left the company.6、Choose the sentence that correctly uses the present perfect tense.A. I have just arrived at the station.B. I have arrived at the station already.C. I arrived at the station.D. I was arriving at the station when the train left.Answer: AExplanation: The present perfect tense is used to describe an action that started in the past and continues to the present or has a present result. In this case, “I have just arrived at the station” correctly uses the present perfect tense to indicate that the action of arriving has a present result. The other options either do not use the present perfect tense or incorrectly use past simple or past continuous tense.7、The teacher is using a visual aid to help students understand the new vocabulary. Which of the following is the most appropriate visual aid for teaching the word “metropolis”?A) A map of a small townB) A picture of a skyscraperC) A graph showing population growthD) A video of a rural landscapeAnswer: B) A picture of a skyscraperExplanation: The word “metropolis” refers to a large city, often with a significant population and economic importance. A picture of a skyscraper is a visual representation of an urban environment, which would be most appropriate for teaching the word “metropolis.” The other options (A, C, D) do not directly relate to the concept of a large city.8、In a lesson on the past continuous tense, the teacher wants to elicit the correct form of the sentence “I______(watch) TV when he called me.” Whichof the following prompts is the most effective for helping students produce the correct past continuous form?A)“What was I doing when he called me?”B)“What did I do while he called me?”C)“When did I watch TV?”D)“What did I do at that time?”Answer: A) “What was I doing when he called me?”Explanation: The past continuous tense is used to describe an action that was happening at a specific point in the past. The prompt “What was I doing when he called me?” correctly elicits the past continuous form “was watching” to complete the sentence “I was watching TV when he called me.” The other options either use the simple past tense or do not fit the context of the past continuous tense.9、Which of the following sentences uses the subjunctive mood correctly?A) If I was you, I would take the job.B) If I were you, I would take the job.C) If I am you, I would take the job.D) If I be you, I would take the job.Answer: BExplanation: The correct answer is B because the subjunctive mood is used to express hypothetical or contrary-to-fact conditions. He re, “were” is used instead of “was” to express an imaginary situation.10、Identify the type of the sentence: “Do your homework quickly!”A) DeclarativeB) InterrogativeC) ImperativeD) ExclamatoryAnswer: CExplanation: The correct answer is C because the sentence is giving a command or making a request, which is characteristic of an imperative sentence. The use of the base form of the verb “do” along with the exclamation mark emphasizes the command.11.The teacher is using a group discussion activity to teach the students about the main idea of a text. Which of the following statements is most likely to be true in this situation?A)The teacher is encouraging students to work individually.B)The teacher is providing the main idea to the students.C)The teacher is facilitating a group discussion to identify the main idea.D)The teacher is asking students to write a summary of the text.Answer: C) The teacher is facilitating a group discussion to identify the main idea.Explanation: In this context, the teacher is using a group discussion to engage students in identifying the main idea of a text, which is an effective strategy for collaborative learning and comprehension.12.In the context of teaching a new vocabulary word, which of the following activities is most effective for helping students remember and understand the word?A)Reading the word in a sentence and moving on.B)Writing the word multiple times in a paragraph.C)Creating a visual representation of the word using drawings or symbols.D)Asking students to define the word and then use it in a sentence.Answer: D) Asking students to define the word and then use it in a sentence.Explanation: Encouraging students to define a new vocabulary word and then use it in a sentence helps reinforce understanding and retention. It also allows the teacher to assess the students’ comprehension and usage of the word.13、Which of the following sentences uses the subjunctive mood correctly?A) If I was you, I would take the job.B) If she were me, she wouldn’t go.C) If he be a doctor, he would give you advice.D) If they was here yesterday, they would have seen the accident.Answer: B) If she were me, she wouldn’t go.Explanation: The subjunctive mood is used to express hypothetical or contrary-to-fact situations. Option B correctly uses the past subjunctive form “were” to indicate a hypothetical situation.14、Identify the type of sentence that is primarily used to give instructions in an English class.A) InterrogativeB) ExclamatoryC) ImperativeD) DeclarativeAnswer: C) ImperativeExplanation: The imperative sentence is used to give commands or instructions. In an educational setting, teachers often use this type of sentence to direct students’ actions, such as “Please open your books,” or “Write down the new vocabulary.”15.The following sentence is an example of a question type that is often found in the reading comprehension section of the English exam for junior high school teachers. Which of the following is the correct question type?A. Multiple-choice questionB. True or False questionC. Short answer questionD. Matching questionAnswer: AExplanation: The question type described in the prompt is a multiple-choice question, where the examinee is presented with a question and several possible answers to choose from. This is a common format in reading comprehension sections of standardized tests.16.In the context of teaching English at the junior high level, which of the following strategies would be most effective in helping students develop their vocabulary?A. Encouraging students to memorize new words without contextB. Using flashcards to present new vocabulary itemsC. Incorporating vocabulary into context-rich texts and discussionsD. Assigning students to write essays using new vocabulary wordsAnswer: CExplanation: Incorporating vocabulary into context-rich texts and discussions is the most effective strategy for helping students develop their vocabulary. This method allows students to understand the meaning and usage of new words in a real-world context, which aids in long-term retention and practical application.17、Which of the following is NOT a characteristic of communicative language teaching (CLT)?A)Focus on accuracy over fluencyB)Integration of language skillsC)Emphasis on communication competenceD)Student-centered activitiesAnswer: A) Focus on accuracy over fluencyExplanation: Communicative Language Teaching emphasizes fluency and the ability to communicate effectively in real-life situations. While accuracy is important, it is not prioritized over fluency in CLT. The approach advocates for an integrated skills approach where speaking, listening, reading, and writing are developed together, focusing on communication competence and often employing student-centered activities.18、In the context of vo cabulary acquisition, what does the term “depth of processing” refer to?A)The number of times a word needs to be repeated to be memorizedB)The intensity and cognitive effort involved in learning new vocabularyC)The frequency of encountering a word in different contextsD)The depth at which words are printed in a textbookAnswer: B) The intensity and cognitive effort involved in learning new vocabularyExplanation: Depth of processing theory suggests that the level of mental engagement with new information affects how well it is remembered. In vocabulary acquisition, deeper processing involves more than just repetition or surface-level exposure; it includes engaging with the word in meaningful ways that require cognitive effort, such as through use in sentences or association with images or experiences. This deeper engagement tends to lead to better retention and understanding of new vocabulary.19.In a primary school English class, the teacher wants to introduce a new topic about seasons. Which of the following activities would be most appropriate to engage the students in learning about the seasons?A. Reading a short story about a character traveling through different seasons.B. Singing a song about the changes in the weather during different seasons.C. Conducting a science experiment to demonstrate the changes in the Earth’s tilt.D. Showing a documentary film about the different climates around the world.Answer: BExplanation: Singing a song about the changes in the weather duringdifferent seasons would be the most engaging and interactive way to introduce the topic of seasons to primary school students. It allows them to learn through music and movement, which is both fun and educational.20.When designing a lesson plan for teaching the past continuous tense, which of the following teaching strategies would be most effective for a group of middle school students?A. Using a lot of vocabulary exercises and translation tasks.B. Presenting a detailed grammar explanation followed by a series of exercises.C. Creating a scenario where students can act out events that were happening in the past.D. Showing a video clip of a story that is narrated entirely in the past continuous tense.Answer: CExplanation: Creating a scenario where students can act out events that were happening in the past is an excellent teaching strategy for teaching the past continuous tense. It allows students to visualize and experience the language in a real-life context, which aids in their understanding and retention of the tense.21、Which of the following sentences uses the subjunctive mood correctly?A) If he were me, he will do it differently.B) If I was the teacher, I would change the curriculum.C) If she were here, she knows what to do.D) If they were smarter, they would have passed the exam.Answer: D) If they were smarter, they would have passed the exam. Explanation: The correct answer is D because it uses the past unreal conditional (were smarter) along with the conditional perfect (would have passed) to indicate an impossible or highly unlikely condition in the past.22、Identify the type of sentence used in the following example: “Watch out for that dog!”A) DeclarativeB) InterrogativeC) ExclamatoryD) ImperativeAnswer: D) ImperativeExplanation: The correct answer is D because the sentence “Watch out for that dog!” is giving a command or making a request, which is characteristic of an imperative sentence.23.The teacher is introducing a new vocabulary word to the students. Which of the following strategies is most suitable for explaining the word “vulnerable” to the middle school students?A)Presenting the word in a sentence and having students infer its meaning.B)Providing a definition and using synonyms to help students understand the word.C)Drawing a picture that visually represents the word.D)Asking students to give examples of the word in their own sentences.Explanation: B) is the most suitable strategy because providing a definition and using synonyms can help students understand the meaning of the word “vulnerable” in a clearerand more concrete way. This method allows them to build their vocabulary and understandthe word within the context of the language.24.In a middle school English class, the teacher wants to assess the students’ comprehension of a short story. Which of the following assessment methods would be most effective?A)Giving a multiple-choice quiz at the end of the lesson.B)Asking students to write a summary of the story.C)Conducting a group discussion on the characters and themes of the story.D)Having students create a poster depicting the main events of the story.Answer: C)Explanation: C) is the most effective assessment method because it promotes active learning and encourages students to engage with the story’s content. Group discussions allow students to express their thoughts, share ideas, and develop critical thinking skills. This method also provides the teacher with insights into how well the students have comprehended the story’s characters and themes.25、Which of the following sentences correctly uses the subjunctive mood?A) If I was you, I would take the job.B) If I were you, I would take the job.C) If I am you, I would take the job.D) If I be you, I would take the job.Explanation: The correct sentence is “If I were you, I would take the job.” This sentence uses the subjunctive mood with “were” to expr ess a hypothetical situation that is contrary to fact. The subjunctive mood is used here because it’s impossible for someone to literally be another person, making this a hypothetical condition.26、Identify the type of clause in the following sentence:“Even though she was tired, she finished her homework.”A) Independent clauseB) Dependent clauseC) Relative clauseD) Noun clauseAnswer: BExplanation: In the sentence “Even though she was tired, she finished her homework,” “Even though she was tired” is a dependent clause because it cannot stand alone as a complete thought. It provides additional information but relies on the main (independent) clause “she finished her homework” to convey a complete meaning. The dependent clause starts with a subordinating conjunction “even though,” which introduces a condition or contrast to the main action in the independent clause.27.What is the main function of a vocabulary list in the context of teaching English to初中 students?A. To assess the students’ understanding of grammar rules.B. To encourage students to engage in oral communication.C. To provide a list of essential vocabulary words that will be covered in the course.D. To introduce new cultural topics for classroom discussions.Answer: CExplanation: A vocabulary list in the context of teaching English to初中 students primarily serves to provide a structured list of essential vocabulary words that will be covered throughout the course. This helps students to focus on and learn the key terms they need to be familiar with in order to understand and participate effectively in class discussions and tasks.28.In a lesson about the past perfect tense, which of the following sentence structures is most appropriate for illustrating its usage?A. “I had finished my homework before my mother came back from work.”B. “I finished my homework because my mother came back from work.”C. “I will finish my homework if my mother comes back from work.”D. “I was finishing my homework when my mother came back from work.”Answer: AExplanation: The past perfect tense is used to describe an action that was completed before another past action. Therefore, the sentence “I had finished my homework before my mother came back from work.” accurately illustrates the usage of the past perfect tense, as it shows that the homework was completedbefore the mother came back. The other options do not correctly demonstrate the past perfect tense structure.29、Which of the following activities is most suitable for developing studen ts’ speaking skills in a communicative way?A)Reading a passage aloudB)Reciting a poem from memoryC)Engaging in a role-play conversationD)Listening to an audio recording and answering questionsAnswer: C) Engaging in a role-play conversationExplanation: Role-playing encourages spontaneous and interactive communication, which is essential for the development of speaking skills. It allows students to practice using language in a context that simulates real-life situations, thus improving their fluency, pronunciation, and ability to use appropriate language in different social contexts. While options A, B, and D may also contribute to language learning, they do not specifically focus on the interactive and communicative aspects of speaking as effectively as role-plays do.30、When designing a lesson plan, what is the primary purpose of includinga variety of assessment methods?A)To reduce the workload of grading for the teacherB)To cater to different learning styles and needs of studentsC)To make the lesson more interesting and engagingD)To ensure that the lesson covers all the required materialAnswer: B) To cater to different learning styles and needs of studentsExplanation: Incorporating a variety of assessment methods in a lesson plan is important because it helps to address the diverse ways in which students learn and demonstrate their understanding. This approach acknowledges that students have different strengths and preferences when it comes to showing what they know, and it can help to provide a more accurate and comprehensive picture of each student’s abilities. Options A, C, and D, while they may be secondary benefits, do not capture the main educational rationale for using varied assessments, which is to accommodate individual differences among learners.二、简答题（20分）Question: How can teachers effectively integrate technology into their English language teaching to enhance student engagement and learning outcomes?Answer:1.Utilize educational technology tools and platforms such as interactive whiteboards, digital learning management systems, and educational apps to create interactive lessons that engage students in different learning styles.2.Incorporate multimedia resources such as videos, podcasts, and online articles to provide a uthentic language experiences and stimulate students’ curiosity.3.Design and implement online collaborative projects and group activities that encourage students to work together and communicate in English, promotingcommunication skills and teamwork.e language learning software and apps that offer personalized learning experiences, allowing students to progress at their own pace and providing immediate feedback.5.Integrate technology-based formative and summative assessments to monitor students’ pro gress and identify areas for improvement.6.Provide opportunities for students to create digital content, such as presentations, videos, or blogs, to enhance their writing, speaking, and listening skills.7.Utilize educational websites and online forums to expose students to a wider range of English language materials and encourage them to practice English outside the classroom.8.Continuously update one’s knowledge and skills in using educational technology through professional development and online courses.Explanation:Integrating technology into English language teaching can have several positive effects on student engagement and learning outcomes. By incorporating educational technology tools and platforms, teachers can create interactive and engaging lessons that cater to different learning styles, making the learning process more enjoyable and effective. Using multimedia resources helps students gain authentic language experiences and stimulates their curiosity, making the learning process more meaningful. Online collaborative projects and groupactivities foster communication skills and teamwork, which are essential for language learning. Language learning software and apps provide personalized learning experiences, allowing students to progress at their own pace and receive immediate feedback. Formative and summative assessments using technology help teachers monitor students’ progress and identify areas for improvement. Encouraging students to create digital content enhances their writing, speaking, and listening skills. Lastly, utilizing educational websites and online forums exposes students to a wider range of English language materials, promoting continuous learning outside the classroom. Continuous professional development in educational technology is crucial for teachers to keep up with the latest trends and technologies in language teaching.三、教学情境分析题（30分）Question:A middle school teacher is planning a unit on “Hobbies and Interests” for her Grade 8 English class. The class consists of 25 students, with a mix of beginner, intermediate, and advanced learners. The teacher has observed that the students have varying levels of engagement and motivation in English classes. The school has provided a set of multimedia resources, including videos, audio clips, and interactive websites, to support the teaching of this unit.1.Analyze the learning needs of the students in the class.2.Describe how the teacher can utilize the multimedia resources effectivelyto cater to different learning styles and levels.3.Explain how formative and summative assessments can be integrated into the teaching and learning process for this unit.Answer:1.Learning Needs of the Students:•Beginner Level: Students at this level may have difficulty with basic vocabulary and sentence structures related to hobbies and interests. They might struggle to understand and produce simple sentences in English.•Intermediate Level: These students can understand and use some vocabulary and grammar related to the topic but may still need support with more complex structures and advanced vocabulary.•Advanced Level: Students at this level should be able to express their opinions on hobbies and interests fluently and accurately, using a variety of vocabulary and grammar structures.2.Utilizing Multimedia Resources:•For Beginner Level: The teacher can use simple videos and audio clips to introduce new vocabulary and phrases related to hobbies and interests.Interactive websites can be used to practice basic sentence structures and vocabulary through games and exercises.•For Intermediate Level: The teacher can use more complex videos and audio clips that include different accents and vocabulary. Interactive websites can provide more challenging exercises and activities, such as quizzes and discussions.•For Advanced Level: The teacher can use videos and audio clips that require deeper analysis and discussion. Interactive websites can offer moreadvanced activities, such as debates and research projects.3.Formative and Summative Assessments:•Formative Assessments: These can be integrated into the teaching process through activities such as:•Class discussions on hobbies and interests, where students can share their own experiences and opinions.•Quizzes and exercises using interactive websites and multimedia resources to practice vocabulary and grammar.•Peer assessments, where students can provide feedback on each other’s work.•Summative Assessments: These can be conducted at the end of the unit through:• A written test that includes multiple-choice questions, true/false statements, and short answer questions.•An oral presentation or debate on a chosen hobby or interest, where students can demonstrate their knowledge and understanding of the topic.• A project that combines different skills, such as writing a report on a hobby, creating a poster, or preparing a presentation.Explanation:The analysis of the students’ learning needs is essential for the teacher to create an inclusive and effective lesson plan. By utilizing the multimediaresources effectively, the teacher can cater to different learning styles and levels, ensuring that all students can engage with the material. Integrating both formative and summative assessments will help the teacher monitor the progress of each student and provide feedback that can be used to improve future lessons.四、教学设计题（40分）Question: Design a lesson plan for a 45-minute English class for Grade 8 students. The topic of the lesson is “Traveling Abroad.” The lesson should include vocabulary building, reading comprehension, and speaking activities.Lesson Plan:I. Introduction (5 minutes)•Objective: To introduce the topic of traveling abroad and create an interest in the lesson.•Activities:•Teacher shows a few images of famous landmarks from different countries.•Students share their favorite travel destinations and why.II.Vocabulary Building (10 minutes)•Objective: To introduce and practice new vocabulary related to traveling.•Activities:•Teacher presents new words on the board (e.g., backpack, passport, luggage, sightseeing, etc.).。

教师资格证考试《中学英语学科知识与教学能力》试题及答案

一、单项选择题1．【答案】 B。

2．【答案】 C。

分析：考察重读知识。

问题意为“我们几点去上学?”所以答案应重申时间at seven 0’ clock“七点”。

3．【答案】 B。

分析：考察名词辨析。

句意为“一定每一个人都喜爱这蛋糕，由于连__________都没剩下”。

crutch意为“支柱，手杖”，chip意为“碎片，碎屑”，chop意为“排骨”，clip意为“夹子”。

依据句意可知，大家喜爱蛋糕连碎屑都没剩下，应选B。

4．【答案】 B。

分析：考察形容词辨析。

句意为“从前，病人手术后__________ ，需要很长时间才能恢复，此刻手术的病人却感觉既轻松又舒坦”。

unhealthy意为“不健康的”，exhausted意为“精疲力竭的” ，fearful意为“担忧的，可怕的”，upset意为“烦恼的，不适的”。

病人不需要很长的时间用来恢复，说明手术后应当不是筋疲力尽，应选B。

5．【答案】 B。

分析：考察副词辨析。

空格处需要填入一个副词修饰“changin9 ”。

stably“安稳地”，constantly“常常地，不停地”，scarcely“几乎不”，0ccasionally“有时地”。

依据知识，世界市场的变化应当是随时随处的，即“常常发生变化”。

应选 B。

6．【答案】 C。

分析：考察非谓语动词。

句意为“在电影院有个老年人坐在我旁边”。

此刻分词作定语，应选C。

7．【答案】 C。

分析：考察附属连词的用法。

句意为“工程师们都很忙，__________他们有进行户外活动的兴趣，也没有时间”。

wherever 意为“不论哪里” ， whenever 意为“不论何时”， even if意为“即便，只管” ，as ff意为“仿佛，仿佛” 。

依据前后句意，应为即便，应选 C。

8．【答案】 C。

分析：考察虚构语气。

在表示梦想、建议、恳求、命令等时， it is imperative that构造后边的主语从句一定用虚构语气，即should+动词原形(should能够省略)。

教师资格考试初中英语学科知识与教学能力试卷及解答参考(2025年)

2025年教师资格考试初中英语学科知识与教学能力模拟试卷及解答参考一、单项选择题（本大题有30小题，每小题2分，共60分）1、Which of the following words is the correct past tense form of “go”?A. wentB. goC. goneD. goes答案：A解析：The past tense form of “go” is “went”. The other options are the present tense, past participle, and present tense, respectively, which do not fit the context of a question asking for the past tense.2、In the sentence “The students are reading a book in the library,” which word functions as the direct object?A. readingB. bookC. libraryD. students答案：B解析：The direct object of a verb is the person or thing that is acted upon by the subject. In the sentence “The students are reading a book in the library,” “book” is the direct object because it is the item that the students are reading. “Reading” is the gerund form of the verb, “library” is the location, and “students” are the subjects performing the action.3、Which of the following is the most appropriate way to teach the past perfect tense to intermediate English learners?A、Introduce the rule first, then provide examples and exercises.B、Have students read a passage that uses the past perfect tense and infer the meaning.C、Start with a story that requires the use of the past perfect tense and guide students through the comprehension and analysis.D、Assign a dictionary to students to self-learn the rule and usage of the past perfect tense.Answer: CExplanation: Option C is the most effective for intermediate learners because it starts with a context (a story), which helps in grasping the tense in a real-life context, making it easier to understand and retain. Providing examples and exercises after the initial introduction is also a good practice, but beginning with a communicative context is crucial for this level.4、When planning a lesson on the theme of “friendship” for secondary school students, which of the following activities is most likely to enhance cognitiveand affective language learning?A、Drilling vocabulary related to friendship through rote repetition.B、Creating a timeline of one’s own friendship history.C、Engaging in a debate on the importance of friendship, comparing it to other relationships.D、Completing a grammar exercise about the structure of sentences about friendship.Answer: CExplanation: Option C is the best choice because it involves a debate which not only engages students in cognitive language learning (by requiring them to think critically about the role of friendship) but also enhances affective learning (as it involves personal opinions and relationships). Debating helps students apply language in a meaningful and engaging way.5、The following sentence contains a sentence stress pattern. Which one of the following sentences has the same stress pattern?A. They went to the park yesterday.B. They have finished the work.C. The boy is singing beautifully.D. We will go to the movies this evening.Answer: C. The boy is singing beautifully.Explanation: In C, the stress is on the third syllable, following the stress pattern: secondary stress, primary stress, secondary stress (“the / boy / is/ singing / beautifully”). None of the other sentences follow this pattern.6、Choose the correct verb form for each of the following sentences to focus on the highlighted word and provide the appropriate tense or voice change.6.The writer______(write) a new book this year.A. is writingB. writesC. wroteD. will writeAnswer: A. is writingExplanation: The highlighted word “this year” indicates a present continuous actio n, so the correct form is “is writing.” The other options do not reflect the continuous tense.7、The following sentence is an example of a(n)_______sentence structure.A)SimpleB)CompoundC)ComplexD)Compound-complexAnswer: C) ComplexExplanation: A complex sentence contains an independent clause and at least one dependent clause. In the sentence “Although it was raining, they decided to go for a walk,” “Although it was raining” is a dependent clause, and “they decided to go for a walk” is the independent clause, making it a complex sentence.8、Which of the following phrases is an example of a gerund?A)To eatB)EatingC)EatenD)EatsAnswer: B) EatingExplanation: A gerund is a verb form that functions as a noun. In the options given, “eating” is the gerund form of the verb “eat.” For example, “Enjoying eating ice cream is my favorite hobby.”9、Which of the following best describes the role of an English as a Foreign Language (EFL) teacher in the classroom?A)To serve as the primary source of knowledge, filling students with information.B)To act as a facilitator, encouraging critical thinking and problem-solving.C)To focus solely on grammar rules and their application.D)To manage the students’ time and ensure that they stay on task.9、B) To act as a facilitator, encouraging critical thinking and problem-solving.•Explanation: In an English as a Foreign Language (EFL) classroom, the teacher’s role should be more than just a provider of information. An effective EFL teacher shouldfacilitate the learning process by encouraging students to think critically and solveproblems on their own. This approach promotes deeper understanding andlong-term retention of the language.10、Which of the following is an appropriate strategy for assessing a student’s understanding of a complex English grammar structure like the passive voice?A)Providing a list of sentences with passive voice and asking students to identify them.B)Having students translate sentences from English into their first language.C)Giving students multiple-choice questions about the grammar rules.D)Having students rewrite sentences in the passive voice based on given contexts.10、D) Having students rewrite sentences in the passive voice based on given contexts.•Explanation: This strategy requires students to both understand and apply the passive voice correctly in different contexts, which is a more comprehensiveassessment of their grammar knowledge. It encourages active use of the languageand shows whether students can manipulate the structure appropriately.11、The word ‘bland’ in the following sentence best means:A. strong and attractiveB. well-knownC. tasteless and uninterestingD. simple and quietAnswer: CExplanation: In the context where ‘bland’ is used, it ty pically describes something that lacks strong flavor, interest, or excitement. Therefore, the best match for ‘bland’ in this context is ‘tasteless and uninteresting’.12、Which of the following sentence structures is most suitable for presenting a piece of procedural content?A. Active voice with present tenseB. Passive voice with simple past tenseC. Active voice with simple present tenseD. Passive voice with present continuous tenseAnswer: CExplanation: Procedural content typically involves instructions or steps that should be followed. Using the active voice with the simple present tense is a common way to write instructions, as it makes the instructions clear and straightforward for the reader to follow.13、The teacher is using a storytelling technique to engage students in the lesson. Which of the following statements best describes the purpose of this technique?A)To provide students with factual information.B)To encourage critical thinking and analysis.C)To create a vivid and immersive learning experience.D)To assess students’ knowledge of the subject.Answer: CExplanation: The purpose of using storytelling in the classroom is typically to create a vivid and immersive learning experience, which can help students connect with the material on a deeper level and make learning more engaging and memorable.14、In a lesson on the past simple tense, the teacher wants to ensure students understand the difference between “went” and “gone.” Which of the f ollowing activities would be most effective for this purpose?A) A vocabulary matching exercise.B) A grammar workbook activity.C) A role-play scenario where students ask and answer questions about their pastexperiences.D) A listening comprehension exercise with recorded dialogues.Answer: CExplanation: A role-play scenario where students ask and answer questions about their past experiences would be most effective for understanding the difference between “went” (past simple tense for the verb “go”) and “gone” (past participle of “go” often used with adjectives to form adverbs or as a participle in perfect tenses). This activity allows students to practice using the words in context and see the differences firsthand.15、Which of the following is NOT a common teaching method used in English language teaching for middle school students?A. Audio-lingual methodB. Task-based learningC. Communicative language teachingD. Grammar-translation methodAnswer: DExplanation: The grammar-translation method is less common in modern English language teaching, especially for middle school students in China. While it is still used, it is not as prevalent as other methods like task-based learning and communicative language teaching, which focus more on interaction and real-life communication.16、Which of the following statements about the English curriculum standards for middle school students is NOT correct?A. The standards emphasize practical communication skills.B. The standards focus on accumulating vocabulary and grammatical structures.C. The standards encourage students to learn English in various contexts.D. The standards advocate for the integration of language and culture. Answer: BExplanation: While accumulating vocabulary and grammatical structures is important, the English curriculum standards for middle school students in China emphasize more on practical communication skills, learning English in various contexts, and integrating language and culture. Therefore, a statement that focuses solely on the accumulation of vocabulary and grammatical structures without mentioning the practical application and cultural understanding is not entirely aligned with the stated objectives of the curriculum standards.17、What is the primary purpose of the following sentence in a primary school English textbook?“A. to provide instructions on how to pronounce a new word”B. to introduce a new concept to the students”C. to encourage students to think critically about the wo rd’s origin”D. to entertain students with a riddle related to the wordAnswer: BExplanation: The primary purpose in a primary school English textbook is typically to introduce new concepts in an engaging and educational manner. While options A, C, and D may serve as secondary purposes in different contexts,introducing a new concept is the main goal of the sentence.18、In a lesson on “Fruit”, which of the following activities would be most suitable for vocabulary development?A. a group discussion on the digestibility of fruits”B. a game of “Simon Says” where the students must identify fruits”C. a writing assignment on the nutritional benefits of fruits”D. a debate on whether fruits should be consumed daily”Answer: BExplanation: For vocabulary development, activities that actively involve the use and repetition of new vocabulary ar e most beneficial. A game like “Simon Says” where students must identify fruits reinforces the vocabulary by having them use the words in a practical context. The other options, while educational, do not focus as directly on vocabulary development.19.The teacher is demonstrating a new vocabulary word to the students. Which of the following activities would be most effective in helping the students remember the word?A. Writing the word on the board and allowing the students to copy it down.B. Using the word in a sentence and asking the students to repeat it.C. Providing a list of the word’s synonyms and asking the students to match them.D. Showing a picture related to the word and asking the students to describe it.Answer: BExplanation: Using the word in a sentence and asking the students to repeat it is an active way of learning that encourages immediate engagement and repetition, which can aid in memory formation. It allows students to hear the word in context and practice its pronunciation.20.In a lesson on past tense verb forms, the teacher wants to ensure that students understand the difference between regular and irregular verbs. Which of the following methods would be most effective in teaching this distinction?A. Presenting a chart with regular and irregular verb forms and having students match them.B. Asking students to create their own sentences using regular verbs and then correcting them.C. Providing a list of irregular verbs and asking students to convert them to past tense.D. Showing videos of native speakers using regular and irregular verbs in sentences.Answer: AExplanation: Presenting a chart with regular and irregular verb forms and having students match them is a visual and interactive method that allows students to see the patterns and differences at a glance. It provides a reference for comparison and reinforces the memorization of verb forms.21、Which of the following is NOT a component of the English language thatstudents should master according to the English curriculum standards?A. VocabularyB. GrammarC. ListeningD. PronunciationAnswer: C解析: 根据英语课程标准，学生应该掌握的语言组成部分包括词汇、语法以及发音。

2024年教师资格之中学英语学科知识与教学能力真题精选附答案

2024年教师资格之中学英语学科知识与教学能力真题精选附答案单选题（共45题）1、When the teacher asks students to read a text for the main idea, he/she intends to develop students' skill of_______.A.retellingB.predictingC.skimmingD.scanning【答案】 C2、请阅读短文，完成此题。

A.boringB.very tiredC.busyD.angry【答案】 B3、He said he′ d phone you __________ he got home.A.the momentB.the moment whenC.at the momentD.at the moment when【答案】 A4、The ultimate goal of English education is to develop students′ ability to communicate in English. There-fore, English education should be __________.munication-focusedB.ability-orientedC.knowledge-centeredD.speaking-oriented【答案】 B5、--The situation was in a mess.A.should developB.would developC.must have developedD.could have developed【答案】 D6、请阅读Passage 2，完成第小题。

A.is now enjoying legal supportB.disagrees with the tradition of the countryC.was clearly stated by the country's foundersD.will exert great influence over court decisions【答案】 A7、When a teacher intends to present or explain a new language point, which of the following grouping methods is mostly recommended？A.Whole class workB.Group workC.Pair workD.Individual work【答案】 A8、The Cognitive Approach holds that students′ mistakesare__________ in the creative use of language.efulB.understandableC.unavoidableD.reasonable【答案】 C9、Passage 1A.The more a person cheats, the more creative he isB.Cheating is likely to encourage creativity to some extentC.A person who cheats is more creative than a person who doesn' tD.A person who is creative cheats more than a person who is less creative【答案】 B10、Morphemes that represent "tense", "number", "gender", "case" and so forth are called__________ morphemes．A.inflectionalB.freeC.boundD.derivational【答案】 A11、请阅读短文，完成此题。

初级中学教师资格考试《英语学科知识与教学能力》历年真题及解析

初级中学教师资格考试《英语学科知识与教学能力》历年真题及解析一、单项选择题（本大题共30小题，每小题2分，共60分）（在每小题列出的四个备选项中选择一个最佳答案，请用2B铅笔把答题卡上对应题目的答案字母按要求涂黑。

错选、多选或未选均无分。

）1.The similarity between the English consonants/p/,/b/,and/m/is that they are all_____.A．fricativeB．plosiveC．labial-dentalD．bilabial【答案】D【解析】根据发音部位，辅音/p/,/b/,/m/都属于双唇音（bilabial），即通过下唇和上唇形成阻碍发出声音。

2.Which of the following is a back vowel in English?A．/ə:/B．/ɔ:/C．/ʌ/D．/e/【答案】B【解析】题意为：下面哪个是英语中的后元音？A项，/ə:/属于中元音。

B项，/ɔ:/属于后元音。

C项，/ʌ/比较特殊，发此音时舌头的最高位置偏中后，所以有的分类系统会把它归为中元音，也有的把它归为后元音。

D项，/e/属于前元音。

3.There is only one playground slide in this school,so the students have to take_____to use it.A．turnsB．the turnsC．a turnD．the turn【答案】A【解析】take turns to do sth是固定搭配，意为“轮流做某事”。

题意为：这所学校只有一个操场滑梯，所以学生们只能轮流使用它。

4.Out of everyone’s expectation,Johnson suddenly returned_____a rainy night.A．atB．inC．onD．during【答案】C【解析】表示时间常用的介词有at,in,on,during等。

2025年教师资格考试初中学科知识与教学能力英语试卷与参考答案

2025年教师资格考试初中英语学科知识与教学能力自测试卷与参考答案一、单项选择题（本大题有30小题，每小题2分，共60分）1、The teacher should prioritize which skill when teaching a new vocabulary list to a group of seventh-grade students?A) ListeningB) ReadingC) WritingD) Speaking答案：D解析：D) Speaking。

When introducing a new vocabulary list to students, it is important to prioritize speaking skills to help them practice using the new words in context and to encourage active engagement in the learning process.2、Which of the following is NOT a recommended strategy for promoting critical thinking among students during an English lesson?A)Asking open-ended questionsB)Encouraging students to debateC)Providing detailed instructions for tasksD)Allowing students to work independently答案：C解析：C) Providing detailed instructions for tasks. While providing detailed instructions can be important for ensuring that students understand their tasks, it is not the most effective strategy for promoting critical thinking. Encouraging open-ended questions, debates, and independent work are more likely to stimulate higher-order thinking skills.3、Which of the following strategies would best help a shy student participate in an English class discussion?A、Ask the shy student to prepare a short speech in advance.B、Divide students into small groups and have them discuss in a more controlled environment.C、Assign extra homework to the shy student to boost confidence.D、Call on the shy student frequently to ensure their active participation.Answer: BExplanation: B is the best strategy because it provides a less threatening environment for shy students to participate and build their confidence. Smaller group discussions can make shy students feel more comfortable sharing their thoughts. While options A and D might help, they do not address the underlying issue of feeling unsafe to speak up. Option C does not directly help the student participate in class discussions.4、In the context of teaching English verbs to intermediate level students, which of the following approaches is most effective?A、Teaching verb tenses and irregular verbs via memorization.B、Using a variety of verb tenses in context through authentic readings and writing tasks.C、Focusing solely on irregular verbs as they are more complex to learn.D、Having students translate sentences using a verb conjugator.Answer: BExplanation: B is the correct answer because using a variety of verb tenses in context helps students understand how to use verbs in real-life situations. This approach enhances comprehension and retention. Option A is too limited and does not provide real-world application. Option C is incorrect because while irregular verbs are important, focusing solely on them would neglect the importance of regular verbs and their conjugation patterns. Option D, while helpful, does not provide the context and practical application needed at the intermediate level.5、A student asks to know more about the differences between two English words. Which of the following strategies is most effective for the teacher to use according to Bloom’s Taxonomy?A)Presenting a list of differences and allowing the students to memorize.B)Explaining the differences with simple examples.C)Engage the students in a class discussion about their own understanding of thewords.D)Giving the students a sheet of definitions to study by themselves.Answer: CExplanation: According to Bloom’s Taxonomy, the level of thinking required for discussingone’s own understanding is at the highest level, the Bloom’s level called “Evaluation”. Discussions encourage higher order thinking skills, such as analyzing, evaluating, and creating.6、In a lesson plan for a middle school English class, the teacher aims to develop students’ critical thinking skills. Which of the following activities is most appropriate for this goal?A) A fill-in-the-blanks worksheet.B)Reading a short story and then asking students to summarize it.C) A group debate based on an interesting topic.D) A worksheet of vocabulary exercises.Answer: CExplanation: The activity that promotes critical thinking would require students to analyze, evaluate, and problem-solve, which are skills that fall under Bloom’s “Higher Cognitive Processes” category. A group debate would facilitate these skills as students analyze arguments, evaluate the evidence, and problem-solve by constructing their own points or refuting others.7、The sentence “She has a great sense of humor.” is an example ofa(n)_______sentence.A)imperativeB)declarativeC)interrogativeD)exclamatoryAnswer: B) declarativeExplanation: A declarative sentence makes a statement or expresses a fact. It is used to inform or describe something. In this case, the sentence is stating that the person has a great sense of humor, so it is a declarative sentence.8、In the following sentence, “The students were asked to write a report about the historical event,” which part of speech is “asked”?A)VerbB)AdjectiveC)NounD)AdverbAnswer: A) VerbExplanation: “Ask” is the past participle form of the verb “to ask.” In this sentence, “asked” is used as a passive voice verb, indicating that the students were the ones who were asked to write the report. Therefore, “asked” is a verb.9、Which of the following is a primary focus in advanced English grammar teaching at the junior high school level?A)Understanding basic sentence structuresB)Mastering the simple present tenseC)Analyzing complex sentence structures, including clauses and phrasesD)Learning basic vocabularyAnswer: C解析: 在初中高年级英语语法教学中，重点是分析复杂句结构，包括从句和短语。

《英语学科知识与教学能力》(初中)真题(附答案)

《英语学科知识与教学能力》（初中）真题(附答案)第 1 题 (单项选择题)( Which of the following shows the proper pronunciation of the segment “ ten bikes ” in connected speech?______{A}. /tem baids/{B}. /ten baiks/{C}.{D}.正确答案：A第 2 题 (单项选择题)( ______ is not included in the factors used in analyzing vowels.{A}. Position of the tongue{B}. Shape of lips{C}. Openness of the mouth{D}. Openness of the vocal cords正确答案：D第 3 题 (单项选择题)( The study highlights how our sense of right and wrong isn' t just based on_____, religion and philosophy,but also on the biology of our brain.{A}. rising up{B}. bring up{C}. uprising{D}. upbring正确答案：D第 4 题 (单项选择题)( Founded in 2003, the company specializes in canned fruits and vegetables and______food export business. {A}. quick-freezing{B}. quick-frozen{C}. quickly-freezing{D}. quickly-frozen正确答案：B第 5 题 (单项选择题)( He resented ______ to wait and expected the minister ______ him immediately upon his arrival. {A}. to be asked, to see{B}. being asked, to see{C}. to be asked, seeing{D}. being asked, seeing正确答案：B第 6 题 (单项选择题)( Tom’ s school was on the other side of the road, so he was told to watch out cars when______the street. {A}. crossing{B}. cross{C}. crossed{D}. to cross正确答案：A第 7 题 (单项选择题)( You can sleep on the couch in the lounge ______ you can go to a nearly hotel.{A}. or{B}. then{C}. and{D}. But正确答案：A第 8 题 (单项选择题)( Not a single word ______ when he was forced to leave and join the army in 1937.{A}. did Mark leave{B}. left Mark{C}. did leave Mark{D}. Mark left正确答案：A第9 题(单项选择题)( How many morphemes does the word “impossible” consist of?{A}. One{B}. Two{C}. Three{D}. Four正确答案：C第 10 题 (单项选择题)( What rhetorical device is used in the underlined part of the sentence: There was an elephant pause after the story was told?{A}. Pun{B}. Simile{C}. Metaphor{D}. Transferred epithet正确答案：C第 11 题 (单项选择题)( In teaching pronunciation the teacher should tell the student that______can be used to convey more important messages.{A}. rhyme{B}. stress{C}. devoicing{D}. rhythm正确答案：B第 12 题 (单项选择题)( When a teacher asks students to discuss how the writerJ s ideas are organized in the test, he/she intends to develop students’ skill of______{A}. recognizing the textual structure{B}. understanding the writer’ s intention{C}. distinguishing facts from opinions{D}. commenting on the content of the text正确答案：A第 13 题 (单项选择题)( Which of the following focus(es) on accuracy in teaching grammar?{A}. Simulation{B}. Substitution drills{C}. Role play{D}. Discussion正确答案：B第 14 题 (单项选择题)( When a te acher says “Next, please pay attention to the time of arrival and departure of the planes in the recording”，he/she intends to develop the students’ skill of______.{A}. predicting{B}. getting the general pictures{C}. distinguishing sounds{D}. getting specific information正确答案：D第 15 题 (单项选择题)( If a teacher asks students to list as many ways as they can to tell someone to open the door and listthe possible function of a sentence in different contents, he/she is probably trying to highlight______.{A}. the potential meaning of a sentence{B}. different realizations of the same function{C}. the relationship between form and function{D}. different ways getting people to do the same thing正确答案：C第 16 题 (单项选择题)( The teacher would use ______ to help students communicate in teaching speaking.{A}. substitution drills{B}. group discussion{C}. listening and acting{D}. reading aloud正确答案：B第 17 题 (单项选择题)( ______assessment is used to measure how the performance of a particular student or group of students with that of another.{A}. Criterion-referenced{B}. Norm-referenced{C}. Formative{D}. Summative正确答案：C第 18 题 (单项选择题)( Which of the following teacher' s instructions could serve purpose of eliciting ideas? {A}. Shall we move on?{B}. Read after me everyone{C}. What can you see in this picture?{D}. What does the word “quickly” mean?正确答案：C第 19 题 (单项选择题)( Which of the following is an example of teachers’ indirect feedback?{A}. Say “went” instead of “go” .{B}. We never use “at” that way.{C}. Choice A is not the right answer.{D}. Who can help him with this sentence?正确答案：D第 20 题 (单项选择题)( Total physical response as a TEFL which is more aften used for teaching________.{A}. children{B}. adults{C}. ESP course{D}. GE course正确答案：A第 21 题 (单项选择题)(每题 2.00 分) 题目分类:未按章节分类的试题（如真题、模拟预测试题） > 阅读理解 > passage 1Seventy years ago, more than 160, 000 Allied troops stormed the beaches of Normandy during the D-Day invasion. And while we all know that day served as a huge turning point for the Allied cause, you probably ha ven’ t thought much about what those soldiers carried with them to eat during and after the invasion food had to be light-weight, nutritious and very high in energy: after all, these men were about to invade Nazi-occupied land . As it so happens, the one substance that could fulfill all those requirements was a very unlikely item-a Hershey, s chocolate bar.The Hershey chocolate company was approached back in 1937 about creating a specially designed bar just for U. S. Army emergency rations. According to H ershey’ s chief chemist Sam Hinkle, the U. S government had just four requests about their new chocolate bars: they had to weight 4 ounces, be high in energy, withstand high temperatures and “taste a little better than a boiled potato”，The final product wa s called the “D ration bar”，a blend of chocolate, sugar, cocoa butter, skim milk powder and oat flour. The viscous mixture proved too thick to move throughthe normal chocolate bar manufacturing set up at the Hershey plant, so initially each bar had to be packed into its 4-ounce mole by hand.As for taste, well-most who tried it said they would rather have eaten the boiled potato. The combination of fat and oat flour made the chocolate bar a dense brick, and the sugar did little to mask the overwhelmingly bitter taste to the dark chocolate. Since it was designed to withstand high temperatures, the bar was nearly impossible to bite into. Most men who ate it had to shave slices off with a knife before they could chew it, and despite the U. S Armys best efforts to stop the men from doing so, some of the ration bars ended up in the trash. Later in the war, Hershey introduced a new version, known as the Tropical bar, specially designed four extreme temperatures of the Pacific Theater. By the end of the war, the company had produced more than 3 billion ration bars.But “Hitler’ s Secret Weapon”，as many infantrymen referred to the chocolate bar, was hardly the only candy in the D-Day rations. Candy was an easy way to pep up the troops, and the quick burst of energy provided by sugar was a welcome additionto kit bags along with the D rations, troops received three days worth of K ration packs . These were devised more as meal replacements and not sustenance snacks like the D rations, and came complete with coffee, canned meats, processed cheese and tons of sugar . At various points during the war, men could find powdered orange or lemon drink, caramels, chewing gum and-of course-more chocolate . along with packs of cigarettes and sugar cubes for coffee, the K ration packs provided plenty of valuable energy for fighting men.What is the tone of the author in writing the article?{A}. Ironic{B}. Passionate{C}. Humorous{D}. Matter-of-fact正确答案：D第 22 题 (单项选择题)(每题 2.00 分) 题目分类:未按章节分类的试题（如真题、模拟预测试题） > 阅读理解 > passage 1Seventy years ago, more than 160, 000 Allied troops stormed the beaches of Normandy during the D-Day invasion. And while we all know that day served as a huge turning point for the Allied cause, you probably haven’ t thought much about what those sol diers carried with them to eat during and after the invasion food had to be light-weight, nutritious and very high in energy: after all, these men were about to invade Nazi-occupied land . As it so happens, the one substance that could fulfill all those requirements was a very unlikely item-a Hershey, s chocolate bar.The Hershey chocolate company was approached back in 1937 about creating a specially designed bar just for U. S. Army emergency rations. According to Hershey’ s chief chemist Sam Hinkle, the U. S government had just four requests about their new chocolate bars: they had to weight 4 ounces, be high in energy, withstand high temperatures and “taste a little better than a boiled potato”，The final product was called the “D ration bar”，a blend of chocolate, sugar, cocoa butter, skim milk powder and oat flour. The viscous mixture proved too thick to move through the normal chocolate bar manufacturing set up at the Hershey plant, so initially each bar had to be packed into its 4-ouncemole by hand.As for taste, well-most who tried it said they would rather have eaten the boiled potato. The combination of fat and oat flour made the chocolate bar a dense brick, and the sugar did little to mask the overwhelmingly bitter taste to the dark chocolate. Since it was designed to withstand high temperatures, the bar was nearly impossible to bite into. Most men who ate it had to shave slices off with a knife before they could chew it, and despite the U. S Armys best efforts to stop the men from doing so, some of the ration bars ended up in the trash. Later in the war, Hershey introduced a new version, known as the Tropical bar, specially designed four extreme temperatures of the Pacific Theater. By the end of the war, the company had produced more than 3 billion ration bars.But “Hitler’ s Secret Weapon”，as many infantrymen referred to the chocolate bar, was hardly the only candy in the D-Day rations. Candy was an easy way to pep up the troops, and the quick burst of energy provided by sugar was a welcome addition to kit bags along with the D rations, troops received three days worth of K ration packs . These were devised more as mealreplacements and not sustenance snacks like the D rations, and came complete with coffee, canned meats, processed cheese and tons of sugar . At various points during the war, men could find powdered orange or lemon drink, caramels, chewing gum and-of course-more chocolate . along with packs of cigarettes and sugar cubes for coffee, the K ration packs provided plenty of valuable energy for fighting men.Which of the following features of D ration bars is NOT true according to the passage?{A}. Light weight{B}. High energy{C}. Spicy taste{D}. Heat resistance正确答案：C第 23 题 (单项选择题)(每题 2.00 分) 题目分类:未按章节分类的试题（如真题、模拟预测试题） > 阅读理解 > passage 1Seventy years ago, more than 160, 000 Allied troops stormed thebeaches of Normandy during the D-Day invasion. And while we all know that day served as a huge turning point for the Allied cause, you probably haven’ t though t much about what those soldiers carried with them to eat during and after the invasion food had to be light-weight, nutritious and very high in energy: after all, these men were about to invade Nazi-occupied land . As it so happens, the one substance that could fulfill all those requirements was a very unlikely item-a Hershey, s chocolate bar.The Hershey chocolate company was approached back in 1937 about creating a specially designed bar just for U. S. Army emergency rations. According to Hershey’ s chi ef chemist Sam Hinkle, the U. S government had just four requests about their new chocolate bars: they had to weight 4 ounces, be high in energy, withstand high temperatures and “taste a little better than a boiled potato”，The final product was called the “D ration bar”，a blend of chocolate, sugar, cocoa butter, skim milk powder and oat flour. The viscous mixture proved too thick to move through the normal chocolate bar manufacturing set up at the Hershey plant, so initially each bar had to be packed into its 4-ounce mole by hand.As for taste, well-most who tried it said they would rather have eaten the boiled potato. The combination of fat and oat flour made the chocolate bar a dense brick, and the sugar did little to mask the overwhelmingly bitter taste to the dark chocolate. Since it was designed to withstand high temperatures, the bar was nearly impossible to bite into. Most men who ate it had to shave slices off with a knife before they could chew it, and despite the U. S Armys best efforts to stop the men from doing so, some of the ration bars ended up in the trash. Later in the war, Hershey introduced a new version, known as the Tropical bar, specially designed four extreme temperatures of the Pacific Theater. By the end of the war, the company had produced more than 3 billion ration bars.But “Hitler’ s Secret Weapon”，as many infantrymen referred to the chocolate bar, was hardly the only candy in the D-Day rations. Candy was an easy way to pep up the troops, and the quick burst of energy provided by sugar was a welcome addition to kit bags along with the D rations, troops received three days worth of K ration packs . These were devised more as meal replacements and not sustenance snacks like the D rations, andcame complete with coffee, canned meats, processed cheese and tons of sugar . At various points during the war, men could find powdered orange or lemon drink, caramels, chewing gum and-of course-more chocolate . along with packs of cigarettes and sugar cubes for coffee, the K ration packs provided plenty of valuable energy for fighting men.Why were D ration bars referred to as “Hitler’ s Secret Weapon” by Allied soldiers?{A}. It was a conspiracy launched by Hitler{B}. It was produced as a weapon to defeat Hitler{C}. It was nutritious enough to please the soldier{D}. It was hard to eat and was disliked generally正确答案：C第 24 题 (单项选择题)(每题 2.00 分) 题目分类:未按章节分类的试题（如真题、模拟预测试题） > 阅读理解 > passage 1Seventy years ago, more than 160, 000 Allied troops stormed the beaches of Normandy during the D-Day invasion. And while we allknow that day served as a huge turning point for the Allied cause, you probably haven’ t thought much about what those soldiers carried with them to eat during and after the invasion food had to be light-weight, nutritious and very high in energy: after all, these men were about to invade Nazi-occupied land . As it so happens, the one substance that could fulfill all those requirements was a very unlikely item-a Hershey, s chocolate bar.The Hershey chocolate company was approached back in 1937 about creating a specially designed bar just for U. S. Army emergency rations. According to Hershey’ s chief chemist Sam Hinkle, the U. S government had just four requests about their new chocolate bars: they had to weight 4 ounces, be high in energy, withstand high temperatures and “taste a little better than a boiled potato”，The final product was called the “D ration bar”，a blend of chocolate, sugar, cocoa butter, skim milk powder and oat flour. The viscous mixture proved too thick to move through the normal chocolate bar manufacturing set up at the Hershey plant, so initially each bar had to be packed into its 4-ounce mole by hand.As for taste, well-most who tried it said they would rather have eaten the boiled potato. The combination of fat and oat flour made the chocolate bar a dense brick, and the sugar did little to mask the overwhelmingly bitter taste to the dark chocolate. Since it was designed to withstand high temperatures, the bar was nearly impossible to bite into. Most men who ate it had to shave slices off with a knife before they could chew it, and despite the U. S Armys best efforts to stop the men from doing so, some of the ration bars ended up in the trash. Later in the war, Hershey introduced a new version, known as the Tropical bar, specially designed four extreme temperatures of the Pacific Theater. By the end of the war, the company had produced more than 3 billion ration bars.But “Hitler’ s Secret Weapon”，as many infantrymen referred to the chocolate bar, was hardly the only candy in the D-Day rations. Candy was an easy way to pep up the troops, and the quick burst of energy provided by sugar was a welcome addition to kit bags along with the D rations, troops received three days worth of K ration packs . These were devised more as meal replacements and not sustenance snacks like the D rations, and came complete with coffee, canned meats, processed cheese andtons of sugar . At various points during the war, men could find powdered orange or lemon drink, caramels, chewing gum and-of course-more chocolate . along with packs of cigarettes and sugar cubes for coffee, the K ration packs provided plenty of valuable energy for fighting men.Which of the following is closest in meaning to “pep up” in the last paragraph?{A}. Cheer up{B}. Feed up{C}. Steer up{D}. Take up正确答案：A第 25 题 (单项选择题)(每题 2.00 分) 题目分类:未按章节分类的试题（如真题、模拟预测试题） > 阅读理解 > passage 1Seventy years ago, more than 160, 000 Allied troops stormed the beaches of Normandy during the D-Day invasion. And while we all know that day served as a huge turning point for the Allied cause,you probably haven’ t thought much about what those soldiers carried with them to eat during and after the invasion food had to be light-weight, nutritious and very high in energy: after all, these men were about to invade Nazi-occupied land . As it so happens, the one substance that could fulfill all those requirements was a very unlikely item-a Hershey, s chocolate bar.The Hershey chocolate company was approached back in 1937 about creating a specially designed bar just for U. S. Army emergency rations. According to Hershey’ s chief chemist Sam Hinkle, the U. S government had just four requests about their new chocolate bars: they had to weight 4 ounces, be high in energy, withstand high temperatures and “taste a little better than a boiled potato”，The final product was called the “D ration bar”，a blend of chocolate, sugar, cocoa butter, skim milk powder and oat flour. The viscous mixture proved too thick to move through the normal chocolate bar manufacturing set up at the Hershey plant, so initially each bar had to be packed into its 4-ounce mole by hand.As for taste, well-most who tried it said they would rather haveeaten the boiled potato. The combination of fat and oat flour made the chocolate bar a dense brick, and the sugar did little to mask the overwhelmingly bitter taste to the dark chocolate. Since it was designed to withstand high temperatures, the bar was nearly impossible to bite into. Most men who ate it had to shave slices off with a knife before they could chew it, and despite the U. S Armys best efforts to stop the men from doing so, some of the ration bars ended up in the trash. Later in the war, Hershey introduced a new version, known as the Tropical bar, specially designed four extreme temperatures of the Pacific Theater. By the end of the war, the company had produced more than 3 billion ration bars.But “Hitler’ s Secret Weapon”，as many infantrymen referred to the chocolate bar, was hardly the only candy in the D-Day rations. Candy was an easy way to pep up the troops, and the quick burst of energy provided by sugar was a welcome addition to kit bags along with the D rations, troops received three days worth of K ration packs . These were devised more as meal replacements and not sustenance snacks like the D rations, and came complete with coffee, canned meats, processed cheese and tons of sugar . At various points during the war, men could findpowdered orange or lemon drink, caramels, chewing gum and-of course-more chocolate . along with packs of cigarettes and sugar cubes for coffee, the K ration packs provided plenty of valuable energy for fighting men.Which of the following might be the best title for the passage?{A}. How Chocolate was made for the war{B}. How Chocolate helped win the war{C}. What were the requirements about chocolate for the war {D}. What were the difference between D Ration Bars and K Ration Packs正确答案：A第 26 题 (单项选择题)(每题 2.00 分) 题目分类:未按章节分类的试题（如真题、模拟预测试题） > 阅读理解 > passage2Julia Gillard, as education minister and then prime minister, identified The Gonski report on School funding, later renamed the Better Schools Plans, as one of her crowning achievements. Backed by the Australian Education Union and Australia' scultural-left education blob (a term coined by Britain' s Secretary of State for Education, Michael Gove) , the argument is that Gonski will deliver excellence and equity in education by massively increasing government expenditure.The Gonski funding model, involving a base level of funding known as a School Resourcing Standard and additional loadings related to disadvantage is also lauded as bringing clarity, transparency and consistency to school funding. Not so, as noted by the National Commission of Audit, the flaws and weaknesses in the report are manifest and the reality is that those who have been critical of the ALP-inspired approach to school funding have been proven correct.Under the heading “Complexity of the funding model”，section 9. 7 Appendix Volume 1，the statem ent is made that “new school funding arrangements are complex, inconsistent and lack transparency. ” Instead of having a national funding model, we have a situation where the states are territories and catholic and independent school sectors have their own approaches to allocating funding to schools.So much for the argument that the Gonski model represents an improvement on the Howard government’s supposedly opaque and inconsistently applied socio-economic status (SES) model.The Schooling Resource Standard is also criticized for not being “based on a detailed analysis of the cost of delivering education” and the formula employed for quantifying disadvantage for using faulty data leading to students being misidentified as “being inside or outside definition s of educationally disadvantaged” .Citing international research and an analysis carried out by the ALP federal member for Fraser, Andrew Leigh, when an academic at the Australian National University, the audit report also concludes there is little, if any, relationship between increased expenditure and raising standards Mirroring the argument put by the centre for Independent Studies? Jennifer Buckingham in her school Funding on a Budget, the audit report argues “increasing funding does not necessarily eq uate to better student outcomes” .As common sense suggests , and contrary to the Australian Education Union' s “I Give a Gonski” campaign a more effective way to raise standards is to have a rigorous curriculum, qualified and committed teachers, strong parental engagement and schools, within broad guidelines, that have the flexibility to manage themselves.To applaud the commission of audit? s analysis of school fundingshould not be taken as unqualified support. The suggestion that the states, and most likely their education departments, should control how funding to independent school is allocated is a mistake.State schools, on the whole, compete against non-government schools, and allowing state governments or their education bureaucracies to decide how funding is allocated to independent schools represents a conflict of interest. For what reasons did Julia Gillard believe that the Gonski report was one of her best achievements?{A}. It would bring efficiency to school funding.{B}. It would raise standards and equity in education. {C}. It would reduce government budget in school funding. {D}. It would control both the stale schools and independent schools.正确答案：B第 27 题 (单项选择题)(每题 2.00 分) 题目分类:未按章节分类的试题（如真题、模拟预测试题） > 阅读理解 > passage2Julia Gillard, as education minister and then prime minister, identified The Gonski report on School funding, later renamed the Better Schools Plans, as one of her crowning achievements. Backed by the Australian Education Union and Australia' scultural-left education blob (a term coined by Britain' s Secretary of State for Education, Michael Gove) , the argument is that Gonski will deliver excellence and equity in education by massively increasing government expenditure.The Gonski funding model, involving a base level of funding known as a School Resourcing Standard and additional loadings related to disadvantage is also lauded as bringing clarity, transparency and consistency to school funding. Not so, as noted by the National Commission of Audit, the flaws and weaknesses in the report are manifest and the reality is that those who have been critical of the ALP-inspired approach to school funding have been proven correct.Under the heading “Complexity of the funding model”，section 9. 7 Appendix Volume 1，the statement is made that “new school funding arrangements are complex, inconsistent and lack transparency. ” Instead of having a national funding model, we have a situation where the states are territories and catholic and independent school sectors have their own approaches to allocating funding to schools.So much for the argument that the Gonski model represents an improvement on the Howard government’s supposedly opaque and inconsistently applied socio-economic status (SES) model.The Schooling Resource Standard is also criticized for not being “based on a detailed analysis of the cost of delivering education” and the formula employed for quantifying disadvantage for using faulty data leading to students being misidentified as “being inside or outside definitions of educati onally disadvantaged” .Citing international research and an analysis carried out by the ALP federal member for Fraser, Andrew Leigh, when an academic at the Australian National University, the audit report also concludes there is little, if any, relationship between increased expenditure and raising standards Mirroring the argument put by the centre for Independent Studies? Jennifer Buckingham in her school Funding on a Budget, the audit report argues “increasing funding does not necessarily equate to bett er student outcomes” .As common sense suggests , and contrary to the Australian Education Union' s “I Give a Gonski” campaign a more effective way to raise standards is to have a rigorous curriculum, qualified and committed teachers, strong parental engagement and schools, within broad guidelines, that have the flexibility to manage themselves.To applaud the commission of audit? s analysis of school fundingshould not be taken as unqualified support. The suggestion that the states, and most likely their education departments, should control how funding to independent school is allocated is a mistake.State schools, on the whole, compete against non-government schools, and allowing state governments or their education bureaucracies to decide how funding is allocated to independent schools represents a conflict of interest. Which of the following is close in meaning to “committed” in paragraph 9? {A}. Engaged{B}. Devoted{C}. Respected{D}. Promised正确答案：B第 28 题 (单项选择题)(每题 2.00 分) 题目分类:未按章节分类的试题（如真题、模拟预测试题） > 阅读理解 > passage2Julia Gillard, as education minister and then prime minister, identified The Gonski report on School funding, later renamed the Better Schools Plans, as one of her crowning achievements. Backed by the Australian Education Union and Australia' s cultural-left education blob (a term coined by Britain' s Secretary of State for Education, Michael Gove) , the argumentis that Gonski will deliver excellence and equity in education by massively increasing government expenditure.The Gonski funding model, involving a base level of funding known as a School Resourcing Standard and additional loadings related to disadvantage is also lauded as bringing clarity, transparency and consistency to school funding. Not so, as noted by the National Commission of Audit, the flaws and weaknesses in the report are manifest and the reality is that those who have been critical of the ALP-inspired approach to school funding have been proven correct.Under the heading “Complexity of the funding model”，section 9. 7 Appendix Volume 1，the statement is made that “new school funding arrangements are complex, inconsistent and lack transparency. ” Instead of having a national funding model, we have a situation where the states are territories and catholic and independent school sectors have their own approaches to allocating funding to schools.So much for the argument that the Gonski model represents an improvement on the Howard government’s supposedly opaque and inconsistently applied socio-economic status (SES) model. The Schooling Resource Standard is also criticized for not being “based on a detailed analysis of the cost of delivering。

教师资格考试初级中学学科知识与教学能力英语试题与参考答案

教师资格考试初级中学英语学科知识与教学能力模拟试题与参考答案一、单项选择题（本大题有30小题，每小题2分，共60分）1、The teacher used a variety of teaching methods to engage students in learning. Which of the following methods is most likely to promote active student participation in a primary school English class?A. Demonstrating a new grammar structureB. Distributing a worksheet with multiple-choice questionsC. Encouraging students to create a story in groupsD. Reading a textbook aloud to the class答案：C解析：选项C中，教师鼓励学生分组创作故事，这种方法能够激发学生的主动性和创造性，从而促进学生在课堂上的积极参与。

其他选项虽然也是教学手段，但可能更侧重于知识的传授而非学生的主动参与。

A选项是演示语法结构，B选项是分发练习题，D 选项是朗读教科书，这些方法虽然有助于知识的传递，但不如C选项那样能够激发学生的主动参与。

2、In the context of a primary school English lesson, which of the following techniques is most effective for assessing students’ understanding of a new vocabulary word?A. Asking students to define the word in their own wordsB. Asking students to complete a sentence with the new vocabulary wordC. Asking students to translate the word into their native languageD. Asking students to write a paragraph using the new vocabulary word答案：B解析：在小学英语课堂中，选项B最有利于评估学生对新单词的理解。

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《英语学科知识与教学能力》（初中)一、考试目标1．英语学科知识与能力具有扎实的英语语言基础知识和语言能力；具备从事初中英语教学所需要的英语语言能力；能理解有关英语国家的语言、历史和文化等相关知识。

2．英语学科教学知识与能力掌握外语教学基本理论、英语教学专业知识与国家英语课程标准内容等学科教学知识，并能用以指导初中英语教学。

3．英语学科教学设计能力能够根据英语学科特点，针对初中学生的认知特点、语言水平和学习需要选择并设计合理的教学内容，形成完整合理的教学方案。

4．英语学科教学实施能力理解初中英语课堂教学实施的基本原则和方法，具备实施语言课堂教学的基本能力；能够根据教学设计，结合教学实际情况，采用恰当的教学手段，引导学生进行有效学习。

5．英语学科教学评价知识与能力了解初中英语课堂教学评价的基本知识和方法，能够对学生的语言学习进行恰当的评价；了解教学反思的基本方法和策略，能够对自己的课堂教学实践进行反思，提出改进的思路。

二、考试模块内容与要求（一）语言知识与能力1．掌握英语语言的基础知识，了解语言研究中与英语教学相关的基本概念和知识，并能在课堂教学中加以运用。

2．具有良好的英语语言运用能力，包括用英语进行书面表达、获取教学资源和信息、表达思想情感和与学生良好沟通的能力；能够筛选并改编适合初中学生英语水平的语言材料。

3．能够在语篇中理解英语国家的语言、历史和文学等相关的社会文化知识。

（二）语言教学知识与能力1．了解外语教学基本理论，理解语言观、语言学习观、语言教学观等对初中英语教学的指导作用。

2．理解《义务教育英语课程标准（2011年版）》的目标内容（语言技能、语言知识、情感态度、学习策略和文化意识），以及课程标准的其他相关知识，并能在教学设计与实施中运用。

3．掌握英语语言知识（语音、词汇、语法、语篇等）的教学基本原则、讲解和练习方法。

4．掌握英语语言技能（听、说、读、写）的教学原则和训练方法。

5．能结合中外社会文化语境，设计并实施英语知识和技能的教学与训练。

（三）教学设计1．了解初中学生的认知特点、已有的英语知识、语言能力和学习需求，能够说明教学内容与学生已学知识之间的联系。

2．理解课程标准的目标要求，能够根据学生的特点选择恰当的教学内容。

3．能够根据教学内容和学生特点设定合理、明确与具体的教学目标。

4．能够根据教学目标创设相关的教学情景，设计有效的教学活动，安排合理的教学过程，筛选适当的辅助教学材料。

5．能够根据教学内容和教学过程，设计有效的学习评估活动。

（四）教学实施与评价1．掌握英语课堂教学的基本步骤与方法，能够创设教学情景，激发学习动机，引导学生参与语言学习活动。

2．掌握指导学生学习的方法和策略，能依据英语学科和学生的特点，根据教学实际情况，恰当地运用语言讲解、练习、提问、反馈等方法，帮助学生有效学习。

3．掌握课堂管理的基本方法，熟悉课堂活动的常用组织形式，能在教学活动中以学生为中心组织教学，能在课堂教学的不同阶段发挥教师的作用。

4．掌握课堂总结的方法，能适时地对教学内容进行归纳、总结与评价，科学合理地布置作业。

5．掌握基本的现代教育技术，能够针对不同的教学内容与教学目标，整合多种资源，选择恰当的辅助教学手段进行有效教学。

6．了解形成性评价和终结性评价的知识与方法，并在初中英语教学中合理运用。

7．了解教学案例评析的基本方法，能够对教学案例进行评价。

8．了解教学反思的基本方法和策略，能够对自己的教学过程进行反思并提出改进思路。

三、试卷结构四、题型示例I．语言知识与能力1．单项选择题（语言知识）（1）It was very ________ of him to wait for us.A．considerable B．considering C．considerate D．considered答案：C（2）________ from the top of the hill, the town looks beautiful.A．Seeing B．Having seen C．Seen D．To see答案：C2．单项选择题（阅读理解）Every year hundreds of thousands of visitors to New York City go to see the United Nations Headquarters in midtown Manhattan. The 18-acre site includes four buildings –the Secretariat, the General Assembly, the Conference building, and the Dag Hammarskjold Library. The United Nations (UN) currently has 192 members, and the flags of those nations line the plaza in front of the General Assembly Hall and Secretariat. The row of flags, displayed in English alphabetical order, from Afghanistan to Zimbabwe, stretches from 48th Street to 42nd Street.The decision to locate United Nations Headquarters in the United States was made in 1946 by the UN General Assembly, then meeting in London. Several U.S. locations were considered, but a donation of 8.5 million dollars from philanthropist John D. Rockefeller, Jr. secured the purchase ofland at the present site. And the City of New York provided a gift of additional land. The UN complex was designed by an international team of prominent architects. American Wallace K. Harrison was named chief architect, and ten other countries each nominated an architect to the Board of Design Consultants. The 11 architects began the project in early 1947. The U.S. government provided an interest-free loan to the United Nations for the cost of construction, which began in 1949.The Secretariat Building, which houses the UN administrative offices, was completed in 1950, and United Nations Headquarters officially opened in 1951. The Library was dedicated in 1961. Over the years, changes have been made inside the buildings to accommodate the expanded membership of the United Nations. Today the General Assembly Hall, the largest conference room, seats more than 1,800 people.The UN Headquarters site is international territory owned by the member nations. It has its own security force, fire department, and postal service. The postal service issues stamps that can only be mailed from the Headquarters; tourists often mail postcards bearing these stamps.Taking a guided tour is the only way for visitors to see the inside of the UN Headquarters. Tours are led by professional guides representing all the member nations and are conducted in many different languages. Visitors taking a tour see exhibits, various council chambers, and the General Assembly Hall. If their timing is good, they might even see a council meeting in session.The United Nations Headquarters displays many beautiful and meaningful works of art created specially for its halls and chambers. Sculptures and statues donated by member nations adorn the grounds of the complex. One sculpture, the Japanese Peace Bell, was made from the metal of coins collected from 60 different countries. Japan presented the bell to the United Nations in 1954, and it is rung every year on September 21, the International Day of Peace.The Peace Bell and other sculptures, as well as paintings and murals inside the buildings, create an impression of grandeur and dignity, reflecting the importance of the work being done at the United Nations.（1）If you want to see the flag of the People’s Republic of China in front of the UN headquarters, you would most probably find it ________.A．near the 48th streetB．near the 42nd streetC．in the middle between 48th and 42nd streetsD．in the third position from the flag of Afghanistan答案：C（2）The UN was most likely formed ________.A．before 1946 B．after 1946 C．in 1950 D．in 1947答案：A（3）As a response to the increase in the UN membership, ________ to meet the needs over the years.A．more buildings have been built B．internal changes have been madeC．old buildings have been enlarged D．more new land has been purchased答案：B（4）Which of the following statements about the tour guide is true?A．A tour guide may show his pride of his home country before visitors.B．Each member country sends its tour guide to work in the UN Headquarters.C．Each tour guide must be able to speak the languages of the member countries.D．A tour guide should not just feel proud of his own home country before visitors.答案：C（5）This article is most likely written for ________.A．general newspapers B．magazines on architectural artC．books on the international affairs D．encyclopedic information brochure for students答案：DII．语言教学知识与能力1．单项选择题Which of the following activities does not belong to mechanical practice? A．Transformation. B．Sentence making. C．Substitution. D．Making up a story.答案：D2．简答题（中文作答）（1）blackboard这个词由哪两个部分组成？该词的重音位置在哪里？请描述相关的语音规律。