2026年教师资格证(英语)技能专项训练试卷

2026年教师资格证(英语)技能专项训练试卷第一部分单项选择题（本大题共30小题，每小题2分，共60分）1.Whichofthefollowingwordshastheprimarystressonthesecondsyllable?A.CharacterB.InflationC.LiteratureD.Category2.Whichoftheunderlinedpartsinthefollowingwordsundergoestheelisionofaconsonantinconnectedspeech?A.NextdayB.BlackcatC.GoodboyD.Bigcity3.Whichofthefollowingwordsisformedthroughtheprocessofback-formation?A.UnhappinessB.SmogC.EditD.Bus4.Whichofthefollowingpairscontainswordsthataregradableantonyms?A.Alive—deadB.Buy—sellC.Hot—coldD.Male—female5.AccordingtotheCooperativePrincipleproposedbyGrice,whenaspeakerwithholdsinformationthatisrequiredforthecurrentconversation,heviolatesthemaximof______.A.QuantityB.QualityC.RelationD.Manner6.Whichofthefollowingsentencesincludesaparasiticmodifier?A.Walkingdownthestreet,thetreelookedverybeautiful.B.Towritewell,agoodpenisnecessary.C.Havingeatenthecake,theplatewasthrownaway.D.Beingill,theteachercanceledthelecture.7.______thatJohnhasmorethan5yearsofEnglishteachingexperience,Istilldoubtwhetherhecanhandletheall-Englishclassforgiftedstudents.A.GrantingB.GrantedC.TograntD.Havinggranted8.Bytheendofthe2026schoolyear,I______asapart-timeEnglishtutorformorethan10years.A.willworkB.haveworkedC.willhaveworkedD.hadworked9.Whichofthefollowingnominalclausesfunctionsasanappositive?A.Whatwecan'tgetseemsbetterthanwhatwehave.B.ThenewsthatthenewEnglishtextbookwillbereleasednextmonthhasspreadwidely.C.Iwonderwhetheryouwillcometomyopenclassnextweek.D.Mysuggestionisthatweshoulddomoreoralpracticeeveryweek.10.WhenanativespeakerofEnglishsays"Couldyoupassthesalt?",itperformswhichofthefollowingspeechactsaccordingtoAustin'sSpeechActTheory?A.LocutionaryactB.IllocutionaryactC.PerlocutionaryactD.Preparatoryact11.Whichofthefollowingdescriptionsofinterlanguageiscorrect?A.Interlanguageisthesameasthespeaker'smothertongueB.InterlanguageisatransitionallanguagesystembetweenthemothertongueandthetargetlanguageC.Interlanguagehasnosystematicity,itisfullofrandomerrorsD.Interlanguagefossilizationcanbeeasilyeliminatedwithmoreinput12.Thesenserelationbetween"teacher"and"woman"is______.A.hyponymyB.antonymyC.polysemyD.intersectingsenserelation13.—I'mreallysorryforbeinglate,MissLi.Therewasatrafficjamonmywaytoschool.—______Whichofthefollowingresponsesisthemostappropriateintermsofpolitenessprincipleandclassroomteachingnorms?A.Youarealwayslateforclass.That'ssuchabadexcuse.B.It'sOK,pleasetakeyourseatquicklyanddon'tbelatenexttime.C.Idon'tacceptanyexcuseforbeinglate,youwillgetapunishment.D.Howcanyoubelateagain?Youneverpayattentiontotheclassrules.14.Whichofthefollowingcohesivedevicesisusedinthesentence"Manystudentsfailtomemorizenewwords.Thisisbecausetheydonotreviewthemintimeaftermemorization."?A.ReferenceB.SubstitutionC.EllipsisD.Conjunction15.WhichofthefollowingstatementsaboutBritishEnglishandAmericanEnglishisNOTcorrect?A."lift"inBritishEnglishis"elevator"inAmericanEnglishB."autumn"inBritishEnglishis"fall"inAmericanEnglishC."petrol"inBritishEnglishis"gas"inAmericanEnglishD."store"inBritishEnglishis"shop"inAmericanEnglish16.Whichofthefollowingactivitiesismosthelpfulfordevelopingstudents'listeninggist-skills?A.ListentothematerialandfillinthemissingwordsB.ListentothematerialandchoosethemainideaofthepassageC.ListentothematerialandanswerspecificdetailquestionsD.Listentothematerialandrepeatthesentencesonebyone17.TheTotalPhysicalResponsemethodismostsuitableforwhichofthefollowingteachingstages?A.AdvancedspeakingstageB.BeginnerliteracystageC.BeginnerlisteningandspeakingstageD.Advancedreadingstage18.Ateacherasksstudentstolabeleachparagraphofthereadingtextwiththemainidea,andthenarrangetheparagraphsinalogicalorder.Whatreadingskillisthisactivitymainlydeveloping?A.SkimmingB.ScanningC.InferringD.Predicting19.Whichofthefollowingassessmenttypesisusedtounderstandstudents'learningprogressandadjustteachingduringtheteachingprocess?A.DiagnosticassessmentB.FormativeassessmentC.SummativeassessmentD.Placementassessment20.TheCommunicativeLanguageTeachingapproachattachesmostimportancetowhichofthefollowing?A.AccuracyofgrammarB.FluencyandappropriatenessofcommunicationC.MemorizationofvocabularyD.Masteryofpronunciationrules21.AccordingtotheEnglishCurriculumStandardsforCompulsoryEducation(2022Edition),thecorecompetenceofEnglishsubjectdoesNOTincludewhichofthefollowing?A.LanguageabilityB.CulturalawarenessC.ThinkingqualityD.Teachingability22.Whichofthefollowingactivitiesbelongstothepre-readingpartinreadingteaching?A.AnalyzingthestructureofthetextB.DiscussingthetopicofthetextandactivatingpriorknowledgeC.AnsweringdetailedquestionsaboutthetextD.Writingasummaryofthetextafterreading23.Ateacherasksstudentstocorrecteachother'scompositioninpairsaccordingtoaunifiedcorrectionrubric,thisactivityiscalled______.A.TeacherassessmentB.Self-assessmentC.PeerassessmentD.Summativeassessment24.Whichofthefollowingwaysofcorrectingoralerrorsisthemostappropriatewhenthegoaloftheactivityistotrainstudents'speakingfluency?A.StopthestudentandcorrecttheerrorimmediatelyB.IgnoreallerrorsnomatterwhatkinditisC.WritedowntheerrorsandcorrectthemonebyoneaftertheactivityD.Letotherstudentslaughattheerrorandletthestudentrememberit25.TheGrammar-TranslationMethodfocusesonwhichofthefollowing?A.OralEnglishcommunicationB.ReadingandtranslatingliteraryworksC.ListeningandspeakingabilityD.Cultivatingcommunicativecompetence26.The"i+1"inputhypothesisproposedbyKrashenmeansthat______.A.Inputthatisslightlybeyondthelearner'scurrentleveloflanguagecompetenceB.Inputthatisexactlythesameasthelearner'scurrentlevelC.Inputthatismuchmoredifficultthanthelearner'scurrentlevelD.Inputthatfocusesongrammarrulesratherthanmeaning27.Whichofthefollowingisthemostappropriateactivitytocultivatestudents'criticalthinkingabilityinreadingteaching?A.AskstudentstomemorizenewwordsinthetextB.AskstudentstoretellthecontentofthetextC.Askstudentstodiscuss"Doyouagreewiththeauthor'sopinion?Why?"D.AskstudentstotranslatethetextintoChinesesentencebysentence28.Whenteachingpronunciationtomiddleschoolstudents,whichofthefollowingteachingmethodsisthemosthelpfulforstudentstoperceivethecorrectpronunciationposition?A.ShowthestudentsthevoicechartandexplainthepositionofthetongueandlipsB.JustletstudentslistentothetaperepeatedlyandlearnbythemselvesC.AskstudentstomemorizethephoneticsymbolswithoutpracticeD.Letstudentscopythephoneticsymbolsmanytimes29.Whichofthefollowingstatementsabouttheroleoftheteacherincommunicativelanguageteachingiscorrect?A.Theteacheristhecenteroftheclass,controllingalltheactivitiesB.Theteacherismainlyamanager,facilitatorandhelperofstudents'communicationactivitiesC.Theteacher'smaintaskistoexplaingrammarandcorrecterrorsD.Theteacherdoesnotparticipateinstudents'activitiesatall30.Whichofthefollowingisanopen-endedhomework?A.RecitethenewwordsandtextofthisunitB.Copythenewwords5timeseachC.DothemultiplechoiceexercisesontheexercisebookD.Makeashortvideotointroduceyourfavoritefestivalandshareitintheclassgroup第二部分简答题（本大题共1小题，20分）AccordingtotheEnglishCurriculumStandardsforCompulsoryEducation(2022Edition),thecoreliteracyofEnglishsubjectincludesfourdimensions.Pleaselistthefourdimensions,andchooseoneofthemtoillustratethespecificteachingstrategiesthatcanbeusedinjuniorhighschoolEnglishreadingteaching.第三部分教学情境分析题（本大题共1小题，30分）LiLinisapre-serviceteacherwhoisgoingtoteachajuniorhighschoolEnglishlisteningandspeakinglessonabout"Askingforandgivingdirections".Shedesignedthefollowingteachingprocessforthe45-minuteclass:1.Lead-in:LishowsamapofthelocalcityonthePPT,asksstudents"Doyouknowhowtogofromourschooltothenearestsubwaystation?"andorganizes3studentstosharetheiranswers,whichtakes5minutes.2.Presentation:Lipresents8newsentencepatternsonPPT,suchas"Excuseme,whereisthenearest...?","Goalongthisstreetandturnleftatthesecondcrossing","It'sabout...minutes'walk",readsthesentencepatterns3times,asksstudentstoreadafterher2times,thenexplainsthegrammaticalstructureofimperativesentencesinthispartindetail,whichtakes20minutes.3.Practice:Liasksstudentstodothefill-in-the-blankexerciseinthetextbook,completethedialoguewiththecorrectphrases,thenchecktheansweronebyone,whichtakes12minutes.4.Production:Thereis8minutesleftintheclass,Liasksstudentstopracticethedialogueinpairs,andjustcallsonegrouptoshare,thenendstheclass,assignshomework:reciteallthesentencepatternsandnewwords.Pleaseaccordingtotherelevantrequirementsofthenewcurriculumstandard,answerthefollowingquestions:(1)TalkaboutatleasttwoadvantagesofLiLin'steachingdesign.(10points)(2)PointoutatleasttwoproblemsexistinginLiLin'steachingdesign,andputforwardcorrespondingimprovementsuggestions.(20points)第四部分教学设计题（本大题共1小题，40分）PleasereadthefollowingreadingtextwhichisselectedfromthejuniorhighschoolEnglishtextbook,anddesigna45-minutereadingclass.Text:ABeautifulSmileIstillrememberthatday,IwasanewstudentinGrade7,andIfeltverylonelybecauseIdidn'tknowanyoneinthenewschool.MyteacheraskedmetositnexttoagirlnamedJenny.Iwasverynervousanddidn'tdaretotalktoher.Ijustloweredmyheadanddidn'tlookather.Suddenly,shetouchedmydeskandlookedatme.Shegavemeabigbeautifulsmile.Thatsmilechangedeverything.Itmademefeelwarmandhappy.Istartedtotalktoher,andwebecamegoodfriendssoon.Now,wearestillbestfriends.Iknowthatmanypeoplefeellonelywhentheygotoanewplace,justlikeIdidthatday.Asimplesmilecanbreaktheicebetweenpeopleandmaketheworldwarm.That'sthemagicofasmile.Requirements:1.Designclearteachingobjectivesaccordingtothecoreliteracyrequirementsofthenewcurriculumstandard.2.Clarifytheteachingkeypointsanddifficultpoints.3.Designacompleteteachingprocessincludingpre-reading,while-readingandpost-reading.4.Designappropriatehomework.答案与解析---单项选择题答案与解析1.答案：B。解析：A选项`character`音标为/ˈkærəktə(r)/，重音在第一个音节；B选项`inflation`音标为/ɪnˈfleɪʃn/，重音在第二个音节；C选项`literature`音标为/ˈlɪtrətʃə(r)/，重音在第一个音节；D选项`category`音标为/ˈkætəɡəri/，重音在第一个音节。因此选B。2.答案：A。解析：本题考查连贯语流中的省音现象（elision），指某个音因相邻语音影响被省略。`nextday`中`next`的尾音/t/位于两个辅音之间，发生完全省音，因此A符合题意。其他选项中划线辅音仅发生不完全爆破，不会完全省略，不符合题干要求。3.答案：C。解析：逆构法（back-formation）指去掉较长单词中被误判为词缀的部分，得到新词。`edit`源自名词`editor`，人们误认为-or是名词后缀，去掉后得到动词`edit`，属于逆构法。A是派生法，B是拼缀法，D是截短法，因此选C。4.答案：C。解析：等级反义词（gradableantonyms）指两个词之间存在中间层级，非绝对对立。`hot`和`cold`之间存在`warm`、`cool`等中间级别，属于等级反义词。A、D是互补反义词，非此即彼；B是关系反义词，因此选C。5.答案：A。解析：格莱斯合作原则的数量准则要求说话者提供交际所需的足量信息，不隐瞒也不多余，隐瞒所需信息违反了数量准则。质量准则要求说真话，关系准则要求内容相关，方式准则要求表达清晰，因此选A。6.答案：A。解析：悬垂修饰语（parasiticmodifier）指修饰语的逻辑主语与句子主语不一致。`Walkingdownthestreet`的逻辑主语是某个人，句子主语是`thetree`，不一致，属于悬垂修饰。D选项逻辑主语是`theteacher`，一致，因此选A。7.答案：B。解析：`grantedthat`是固定让步结构，译为“诚然，就算”，属于固定用法，因此选B。8.答案：C。解析：`bytheendof+将来时间`作时间状语，谓语动词用将来完成时，表示到将来某个时间点已经完成的动作，因此选C。9.答案：B。解析：B选项中that引导的从句解释说明`thenews`的内容，作同位语。A选项what从句作主语，C选项whether从句作宾语，D选项that从句作表语，因此选B。10.答案：B。解析：奥斯汀言语行为理论中，言外行为（illocutionaryact）指说话本身实现的交际意图，本句中说话者的意图是请求递盐，属于言外行为。言内行为是说出话语本身，言后行为是话语带来的影响，因此选B。11.答案：B。解析：中介语是二语学习者在学习过程中构建的，介于母语和目的语之间的过渡性语言系统，它具有自身系统性，中介语僵化很难彻底消除，因此只有B表述正确。12.答案：D。解析：`teacher`和`woman`两个概念存在交集，重叠部分为“女教师”，属于交叉语义关系，因此选D。13.答案：B。解析：符合礼貌原则和课堂教学规范的回应是包容学生的合理失误，提醒其下次注意，因此B正确，其他选项表述过于严厉，不符合教育原则。14.答案：A。解析：本句中`This`指代前文整句话`Manystudentsfailtomemorizenewwords`，属于指称衔接（reference），因此选A。15.答案：D。解析：英式英语中，`shop`指零售商店，`store`通常指储存货物的仓库；美式英语中`store`指零售商店，因此D表述错误，符合题干要求。16.答案：B。解析：抓主旨大意（gist）的技能训练要求学生整体理解听力材料，听材料选主旨正好符合，因此选B。17.答案：C。解析：全身反应法（TotalPhysicalResponse）通过动作反应输入语言，降低初学者焦虑感，最适合初级听说阶段的初学者，因此选C。18.答案：A。解析：略读（skimming）的核心是快速抓取各段主旨，理清文章结构，题干活动符合略读技能训练的要求，因此选A。19.答案：B。解析：形成性评价在教学过程中实施，核心目的是了解学习进度、调整教学，因此选B。20.答案：B。解析：交际语言教学法以培养交际能力为核心，最重视表达的流畅性和得体性，因此选B。21.答案：D。解析：2022版义务教育英语课标提出的核心素养四个维度为语言能力、文化意识、思维品质、学习能力，不包括教学能力，因此选D。22.答案：B。解析：读前环节的核心活动包括激活背景知识、引入话题、处理生词，讨论话题激活原有知识属于读前活动，因此选B。23.答案：C。解析：学生两两互相根据标准修改作文属于同伴评价（peerassessment），因此选C。24.答案：C。解析：当活动目标是训练口语流利度时，中途打断会干扰学生表达，最合适的做法是记录错误，活动结束后统一纠正，因此选C。25.答案：B。解析：语法翻译法以教师讲解语法、翻译文本为核心，主要教学目标是培养阅读和翻译文学作品的能力，因此选B。26.答案：A。解析：克拉申的i+1假设中，i代表学习者当前的语言水平，i+1指略高于当前水平的可理解性输入，因此选A。27.答案：C。解析：批判性思维要求学生能够独立判断观点，给出论证，让学生讨论是否同意作者观点并说明理由，正好培养批判性思维，因此选C。28.答案：A。解析：展示声位图、讲解舌位唇形，能让学生直观感知发音位置，是科学的语音教学方法，因此选A。29.答案：B。解析：交际语言教学以学生为中心，教师的角色是组织者、促进者和帮助者，因此B表述正确。30.答案：D。解析：开放性作业没有固定标准答案，允许学生自主发挥，制作短视频介绍节日符合开放性作业的特征，因此选D。简答题参考答案(1)ThefourdimensionsofEnglishcoreliteracydefinedbythe2022editionofcompulsoryeducationEnglishcurriculumstandardare:languageability,culturalawareness,thinkingquality,andlearningability.(10分)(2)Takethinkingqualitycultivationasanexample,thespecificteachingstrategiesinjuniorhighschoolEnglishreadingteachingareasfollows:(10points,reasonableanswersareacceptable)First,designlayeredquestionchainstoguidedeepthinking.Inadditiontoliteralquestionsthatcanbedirectlyansweredfromthetext,teachersshoulddesigninferentialquestions,evaluativequestionsandcreativequestionstopushstudentstothinkbeyondthetext.Forexample,afterreadingatextaboutonlineshopping,teacherscanask"Whatadvantagesdoesonlineshoppinghave?Whatproblemsdoesitbring?Howcanwedealwiththeseproblems?"toguidestudentstoconnecttextknowledgewithreallife,exercisetheirlogicalthinkingandproblem-solvingability.Second,organizeopendiscussionactivitiestocultivatecriticalthinking.Teacherscandesigncontroversialtopicsrelatedtothetexttheme,dividestudentsintogroupstodebate,encouragestudentstoputforwarddifferentviewsandsupporttheirviewswithreasonablearguments.Thisprocesscanhelpstudentsgetridofthehabitofblindlyacceptingsingleviews,learntothinkfrommultipleperspectives,andeffectivelyimprovecriticalthinking.Third,guidestudentstosortouttextstructuretoexerciselogicalthinking.Teacherscanguidestudentstosortoutthelogicalconnectionbetweenparagraphs,analyzehowtheauthordemonstrateshispointofview,anddigouttheauthor'simpliedattitude.ThisactivitycanhelpstudentsmasterthelogicalorganizationrulesofEnglisharticles,andeffectivelyimprovetheirlogicalthinkingability.教学情境分析题参考答案(1)TheadvantagesofLiLin'steachingdesign(anytworeasonableadvantagescangetfullmarks):①Thelead-indesigniscloselyconnectedwiththelessontopicandreallife.Askingstudentstotalkabouttheroutefromschooltothesubwaystationcaneffectivelyactivatestudents'existinglifeexperience,arouselearninginterest,andquicklyintroducethetopicofaskingfordirections,whichconformstothecurriculumstandardrequirementthatEnglishlearningshouldbeconnectedwithreallife.(5points)②Theoverallteachingprocedureconformstothebasiclawofsecondlanguageacquisition.Thedesignfromtopicintroductiontolanguagepresentation,controlledpracticeandcommunicativeoutputconformstothecognitiveprocessofstudentsfromunderstandingknowledgetousingknowledge,whichisreasonableinbasiclogic.(5points)(2)Theexistingproblemsandimprovementsuggestions(anytworeasonableproblemscangetfullmarks):Problem1:Timeallocationisunreasonable.Thepresentationlinktakes20minutes,whichistoolong,leavingonly8minutesforthecommunicativeoutputlink.Thecoregoaloflisteningandspeakingclassistocultivatestudents'oralcommunicativeability,whichrequiresenoughtimeforstudentstopractice.LiLin'sarrangementonlyallowsonegrouptoshow,moststudentscannotgetenoughpracticeopportunitiesandfeedback,whichcannotachievetheteachinggoal.(5points)Improvementsuggestion:Simplifythegrammarexplanationpart,controlthepresentationlinkwithin10minutes,leave15-18minutesfortheoutputactivity,ensurethateachgrouphasenoughtimetopractice,arrange3-4groupstoshow,givetimelyfeedbacktostudents'performance,ensurethatmoststudentscangettheopportunitytoexercisecommunicativeability.(5points)Problem2:Theoutputactivitylacksrealsituationandlearningscaffold.LiLinonlyasksstudentstopracticedialogueinpairs,doesnotprovidespecificrealsituationandcorrespondingscaffoldsuchasamarkedmap,students'practiceiseasytobelimitedtorecitingsentencepatterns,cannotachieveflexibleuseinrealcommunication,whichisnotconducivetothecultivationofcommunicativecompetence.(5points)Improvementsuggestion:Designarealtasksituation,providecorrespondinglearningscaffold.Forexample,distributeablankmapofthesurroundingareaoftheschooltoeachgroup,markcommonplacessuchascinema,hospitalandsupermarketonthemap,askstudentstosettheirownstartingpointanddestination,completethedirectiondialogueaccordingtothemap,andfinallycompletetheroutemarking.Thistaskisrealandinteresting,canletstudentsreallyuselanguagetocompletecommunicativetasks,improvetheirpracticalapplicationability.(5points)教学设计题参考设计I.TeachingObjectives(CoreLiteracy-based)1.Languageability:Studentscanmasterkeywordsandphrases:`lonely,nervous,magic,breaktheice`,canunderstandthegeneralcontentofthestory,canretellthestoryaccordingtotheclueofemotionalchange.2.Culturalawareness:Studentscanunderstandtheimportanceoffriendlinessandkindnessininterpersonalcommunicationacrossdifferentcultures,cultivatetheawarenessoftakingtheinitiativetocareforpeoplearound.3.Thinkingquality:Studentscaninfertheauthor'semotionalchangefromtextdetails,canexpresstheirownstoriesandviewsrelatedtothetheme,cultivatelogicalthinkingandexpressiveability.4.Learningability:Studentscanmasterthereadingmethodofsortingoutnarrativetextcontextthroughemotionalchangeclues,improveindependentreadingability.II.TeachingKeyandDifficultPoints1.Keypoints:Understandthetextcontent,mastercorevocabularyandphrases,sortoutthestorycontext.2.Difficultpoints:Understandthethemeofthetext,canexpresspersonalrelatedexperienceincorrectEnglish.III.TeachingProcess1.Pre-reading(10minutes)First,lead-in:Teacherplaysa1-minuteshortvideoofdifferentpeople'ssmilesindifferentscenes,asksstudents"Whatdoyouthinkofwhenyouseethesesmiles?Haveyoueverbeenchangedbyasmallactofkindnessfromothers?"Invites2-3studentstoshare,writesdownkeytopicwordsontheblackboard,introducestoday'sreadingtextABeautifulSmile.First,