2025年初中英语教师副高水平能力测试题（附答案）

2025年初中英语教师副高水平能力测试题（附答案）第一部分教育理论与《义务教育英语课程标准（2022年版）》素养（共20分）一、单项选择题（本大题共10小题，每小题2分，共20分。在每小题给出的四个选项中，只有一项符合题目要求，请将正确答案的序号填在题干括号内）1.义务教育英语课程的核心素养是课程育人价值的集中体现，其四个核心维度为（）A.语言知识、语言技能、文化意识、情感态度B.语言能力、文化意识、思维品质、学习能力C.语言能力、跨文化交际、批判性思维、自主学习D.语言知识、文化品格、思维能力、学习策略2.根据《义务教育英语课程标准（2022年版）》，义务教育英语课程分为四个学段，对应三个级别目标，其中7-9年级（初中阶段）对应达到的目标级别为（）A.1级B.2级C.3级D.4级3.义务教育英语课程倡导实施单元整体教学，其核心设计出发点是（）A.单元词汇语法体系B.单元主题意义C.单元听说读写技能训练D.单元考试考点4.根据《义务教育英语课程标准（2022年版）》评价建议，义务教育英语学业评价应强化过程性评价，过程性评价在学生学业评价中的占比应不低于（）A.40%B.50%C.60%D.70%5.英语学习活动观是实施英语课程教学的核心指引，其活动设计的三个层级依次为（）A.学习理解、应用实践、迁移创新B.识记背诵、理解应用、拓展延伸C.知识学习、技能训练、素养提升D.新知导入、巩固训练、总结拓展6.下列关于初中阶段（7-9年级）文化意识学段目标的表述，符合课标要求的是（）A.能识别常见英语国家的标志性建筑和传统节日B.能初步比较中外文化的异同，感知文化多样性C.能熟练用英语传播中华优秀传统文化D.能系统梳理中外文化的发展脉络7.初中英语作业设计倡导分层弹性作业，其核心设计依据是（）A.教材的难度梯度B.考试的考点分布C.学生的认知差异和学习起点D.教师的教学风格8.义务教育英语学业质量标准的核心作用是（）A.规范教材编写的唯一依据B.教师教学、学生学习、考试评价的核心依据C.划定教学知识点范围的依据D.布置作业的参考依据9.根据课标要求，义务教育英语课程应设置跨学科主题学习活动，其课时占本学科总课时的比例应不低于（）A.5%B.10%C.15%D.20%10.初中阶段学生思维品质培养的核心目标是引导学生从低阶思维向高阶思维进阶，下列属于高阶思维范畴的是（）A.单词拼写记忆B.语法规则识记C.课文内容复述D.文本主旨推断第二部分专业知识运用（共45分）一、单项选择题（本大题共10小题，每小题1分，共10分。在每小题给出的四个选项中，只有一项符合题目要求，请将正确答案的序号填在题干括号内）1.youtheclassicnovelTheAdventuresofTomSawyeryet?Yes,IitduringthewinterholidaywhenIstayedinmyhometowA.Did;read;havereadB.Have;read;readC.Have;read;havereadD.Did;read;read2.ThespeechourEnglishteachergaveattheopeningceremonyoftheEnglishCultureFestivalinspiredallthestudentsaloA.whichB.whoC.whatD.when3.Thenewdigitallanguagelabofourschoolnextmonth,whichwillsupport60studentstopracticeoralEnglishatthesametimA.iscompletedB.willcompleteC.willbecompletedD.wascompleted4.IrememberthewindowoftheclassroombeforeIleft,butitisopennowandalltheexercisebooksonthedeskareweA.tocloseB.closingC.closeD.closed5.JourneytotheWestiswell-knownChinesetraditionalnovelthatmillionsofteenagersloveitverymucA.aB.anC.theD./6.YouwillsurelyimproveyouroralEnglishquicklyyouspend20minutespracticingiteverydaA.unlessB.untilC.ifD.though7.Thenotebookontheteacher'sdeskbeTina's,becausehernameisonthecoverofiA.can'tB.mustC.needn'tD.might8.ThisisEnglishlearningwechatgroup.TheyoftenshareusefullearningresourcesiniA.LilyandLucy'sB.Lily'sandLucy'sC.LilyandLucyD.Lily'sandLucy9.carefullyyoulistentotheteacherinclass,mistakesyouwillmakeintheexam.A.Themore;thefewerB.More;fewerC.Themore;thelessD.More;less10.greatfunwehadwhenwetookpartintheEnglishdramacompetitionlastweeA.WhatB.WhataC.HowD.Howa二、完形填空（本大题共15小题，每小题1分，共15分。阅读下面短文，从每小题所给的四个选项中选出可以填入空白处的最佳选项）WhenLiMingfirstenteredjuniorhighschool,hewasafraidofspeakingEnglishinpublic.Healwayshidbehindhistextbooksand1answeredtheteacher'squestionsinEnglishclass.HisEnglishteacherMs.Wangnoticedhisproblemandhadalongtalkwithhim.Shetoldhimthatmaking2ispartofthelearningprocess,andheshouldnotbeafraidofbeinglaughedat.Ms.WangadvisedLiMingto3theschoolEnglishdramaclubfirst.Atfirst,LiMingonlydidsomebehind-the-sceneswork,suchas4thelinesandpreparingtheprops.Gradually,hebecamemore5incommunicatingwithothermembersinEnglish.Halfayearlater,Ms.Wangencouragedhimto6asmallroleintheschoolEnglishdramacompetition.Hisrolewasalittlefox,7onlyhad5lines.LiMingpracticedthelineshundredsoftimes8hecouldpronounceeverywordcorrectlyandfluently.Whenthedayofthecompetitioncame,LiMingwasvery9atfirst.ButwhenhesawMs.Wang'sencouragingsmilefromtheaudience,hecalmeddown.Heplayedtherole10andalltheaudiencecheeredforhim.Histeamfinallywonthesecondprize.Afterthat,LiMingbecamemoreconfidentinEnglish.Hestartedto11hishandactivelytoanswerquestionsinclass.HeeventookpartinthecityEnglishspeechcompetitionandwonthefirstprizelastmonth.Wheninterviewedbytheschoolnewspaper,hesaid,"Iwouldnever12Ms.Wang'sencouragement.ShemademerealizethateveryonecanlearnEnglishwell13theykeeptrying.NowIam14spreadingEnglishlearningmethodstomyclassmateswhohavedifficultyinlearningEnglish.Ihope15ofthemcanfindthejoyoflearningEnglishjustlikeme."1.A.alwaysB.oftenC.sometimesD.never2.A.plansB.mistakesC.friendsD.decisions3.A.joinB.takeC.holdD.leave4.A.writingB.copyingC.translatingD.correcting5.A.nervousB.comfortableC.boredD.worried6.A.playB.makeC.bringD.get7.A.whoB.whatC.whichD.that8.A.asifB.evenifC.sothatD.aslongas9.A.calmB.excitedC.relaxedD.nervous10.A.badlyB.perfectlyC.carefullyD.slowly11.A.putupB.lookupC.getupD.turnup12.A.rememberB.forgetC.refuseD.accept13.A.sothatB.assoonasC.aslongasD.eventhough14.A.activeinB.afraidofC.worriedaboutD.tiredof15.A.allB.noneC.bothD.neither三、阅读理解（本大题共10小题，每小题2分，共20分。阅读下列短文，从每小题所给的四个选项中选出最佳选项）Passage1AmiddleschoolinHangzhouhascarriedoutaseriesofcross-subjectEnglishlearningactivitiesthemed"TellChineseStoriesinEnglish"sincethebeginningofthissemester.Theactivitiesaredesignedbasedontherequirementsofthe2022versionofEnglishCurriculumStandard,aimingtoimprovestudents'languageabilityandcultivatetheirculturalconfidence.Thefirstactivitywas"ChineseTraditionalFestivalEnglishPosterDesignCompetition".StudentsneededtochooseatraditionalChinesefestival,collectrelatedculturalinformation,designaposterinEnglish,andintroducethefestivaltotheirclassmatesinEnglish.Thestudentsshowedgreatcreativity:someintroducedtheSpringFestivalwithpicturesoffamilyreuniondinners,someexplainedtheoriginoftheDragonBoatFestivalwithshortEnglishvideos,andsomedesignedinteractivemini-gamestointroducethecustomsoftheMid-AutumnFestival.Thesecondactivitywas"ChineseIntangibleCulturalHeritageEnglishVlogShow".Studentsweredividedintogroupstovisitlocalintangibleculturalheritageinheritors,suchaspaper-cuttingartists,shadowplayperformers,andsilkweavingcraftsmen.Theyrecordedthewholeprocessofthevisit,editedthevideos,andaddedEnglishdubbingandsubtitles.Theexcellentworkswereplayedontheschool'sofficialwechataccount,andmanyparentspraisedtheactivitiesforlettingchildrenlearnEnglishwhileunderstandingthecharmoftraditionalChineseculture.Theschool'sEnglishteachingdirectorsaidthatthesecross-subjectactivitiesbroketheboundarybetweenEnglishsubjectsandothersubjectssuchasChinese,art,andmoralityandtheruleoflaw.Theynotonlyimprovedstudents'Englishapplicationability,butalsohelpedthemestablishculturalconfidenceandsenseofnationalpride.1.Whatisthethemeofthecross-subjectEnglishlearningactivitiesoftheschool?A.ImproveEnglishapplicationabilityB.TellChinesestoriesinEnglishC.LearnaboutintangibleculturalheritageD.Cultivateculturalconfidence2.Whatdidstudentsneedtodointhefirstactivity?A.VisitintangibleculturalheritageinheritorsB.RecordEnglishvlogsabouttraditionalfestivalsC.DesignEnglishpostersofChinesetraditionalfestivalsD.Dubshortvideosoftraditionalcustoms3.WhichofthefollowingisNOTmentionedastheintangibleculturalheritageinheritorsthatstudentsvisited?A.Paper-cuttingartistsB.ShadowplayperformersC.SilkweavingcraftsmenD.Ceramicmakingmasters4.Whatistheadvantageofthecross-subjectactivitiesaccordingtothepassage?A.Theyimprovestudents'examscoresB.TheybreaktheboundarybetweensubjectsC.Theyreducestudents'learningburdenD.Theyenrichstudents'after-schoollife5.Whatisthemainideaofthepassage?A.Aschoolcarriedoutcross-subjectEnglishactivitiestocultivatestudents'coreliteracyB.TraditionalChinesecultureisveryimportantforEnglishlearningC.Cross-subjectlearningistheonlywaytoimproveEnglishabilityD.Parentssupporttheschool'sEnglishlearningactivitiesPassage2ArecentstudyonjuniorhighschoolEnglishlayeredhomeworkdesignsurveyed300studentsand20Englishteachersin5middleschoolsinacity.Theresultsshowedthat72%ofteachersstilluseunifiedhomeworkdesign,andonly28%ofteachershavetriedlayeredhomework.Amongthestudentssurveyed,65%saidthattheEnglishhomeworkistoodifficultortooeasy,and58%saidthatmechanicalcopyinghomeworktakesupmostoftheirEnglishlearningtime.ThestudypointedoutthatthemainproblemsexistingincurrentEnglishhomeworkdesignareasfollows:first,thehomeworkcontentissingle,mainlyfocusingonvocabularyandgrammarmechanicaltraining,ignoringthecultivationoflistening,speakingandwritingskills;second,thehomeworkdifficultyisunified,whichcannotmeetthelearningneedsofstudentsatdifferentlevels,leadingtothephenomenonthat"studentswithgoodfoundationcan'teatenough,andstudentswithweakfoundationcan'tkeepup";third,thehomeworkevaluationissingle,onlypayingattentiontothecorrectnessoftheanswers,ignoringtheprogressandeffortofstudents.ThestudyputforwardtargetedsuggestionsforEnglishhomeworkdesign:first,designlayeredhomeworkbasedonstudents'learningfoundation,setbasic,consolidatedandimprovedthreelevelsofhomework,andletstudentschooseindependently;second,enrichthetypesofhomework,designpracticalhomeworksuchasoralpractice,Englishdramaperformance,cross-culturalinvestigation,etc;third,adoptdiversifiedevaluationmethods,combineteacherevaluation,studentself-evaluationandpeerevaluation,andgivetimelyfeedbackandencouragementtostudents'progress.Thestudyalsoshowedthatafter3monthsofimplementinglayeredhomework,theaverageEnglishscoreoftheexperimentalclassincreasedby8.7points,andthelearninginterestof91%ofthestudentswassignificantlyimproved.6.Whatisthepercentageofteacherswhohavetriedlayeredhomeworkaccordingtothesurvey?A.28%B.30%C.65%D.72%7.WhichofthefollowingisNOTtheproblemofcurrentEnglishhomeworkdesignmentionedinthestudy?A.SinglehomeworkcontentB.UnifiedhomeworkdifficultyC.SinglehomeworkevaluationD.Toomuchhomeworkquantity8.Whatarethethreelevelsoflayeredhomeworksuggestedinthestudy?A.Listening,speaking,writingB.Basic,consolidated,improvedC.Individual,group,classD.In-class,after-class,holiday9.Whatistheeffectofimplementinglayeredhomeworkfor3months?A.Theaveragescoreincreasedby10pointsB.Allstudents'learninginterestwasimprovedC.91%ofstudents'learninginterestwassignificantlyimprovedD.Students'learningburdenwasreducedbyhalf10.Whatistheauthor'sattitudetowardslayeredhomeworkdesign?A.NegativeB.NeutralC.SupportiveD.Doubtful第三部分教学设计与案例分析（共25分）1.教学设计题（15分）给定教学材料：人教版八年级上册Unit6I'mgoingtostudycomputerscience.SectionB2a-2e阅读板块，文本主题为“NewYear'sResolutions”，内容介绍了新年决心的定义、类型、不同人群制定新年决心的特点以及落实决心的方法。要求：（1）结合核心素养四个维度设计1课时的教学目标，要求目标表述清晰、可测、符合初中学生认知水平；（2）设计2个符合英语学习活动观迁移创新层级的学生活动，说明每个活动的设计意图。2.案例分析题（10分）教学案例：某七年级英语教师在讲授Unit3Isthisyourpencil?词汇课时，教学流程如下：①用中文逐一讲解pencil,eraser,schoolbag等12个核心词汇的词义、拼写、词性；②布置作业：所有学生抄写每个单词10遍，第二天听写，听写正确率低于80%的学生抄写每个单词20遍；③课堂检测采用听写方式，听写全对的学生得A，错3个及以上的学生得C。要求：结合《义务教育英语课程标准（2022年版）》相关要求，分析该教师教学存在的3个核心问题，并提出针对性改进建议。第四部分教学反思与研究能力（共10分）结合自身初中英语教学实际，谈一谈你在日常教学中如何落实“教-学-评”一体化要求，要求观点明确、结合教学实例、逻辑清晰，不少于300字。参考答案及解析第一部分教育理论与课标素养1.答案：B解析：依据《义务教育英语课程标准（2022年版）》核心素养内涵界定，四个维度为语言能力、文化意识、思维品质、学习能力。A为2011版课标五维目标内容，C、D表述不准确。2.答案：C解析：课标明确规定3-4年级为1级目标、5-6年级为2级目标、7-9年级为3级目标。3.答案：B解析：单元整体教学以主题意义为引领，整合单元内容、目标、活动、评价，实现素养落地。4.答案：C解析：课标评价建议明确要求过程性评价占比不低于60%。5.答案：A解析：英语学习活动观的三个层级为学习理解、应用实践、迁移创新，符合从低阶到高阶的认知规律。6.答案：B解析：A为小学阶段文化意识目标，C为高中阶段目标，D超出初中课标要求，B为初中阶段明确要求的文化意识目标。7.答案：C解析：分层作业的核心是尊重学生个体差异，匹配不同学生的学习起点和认知水平。8.答案：B解析：学业质量标准是教师教学、学生学习、考试评价的核心依据，是课标落地的关键抓手。9.答案：B解析：课标明确要求跨学科主题学习课时占比不低于本学科总课时的10%。10.答案：D解析：A、B、C属于低阶记忆、理解范畴，D属于高阶推断类思维活动。第二部分专业知识运用一、单项选择1.答案：B解析：第一句出现yet，为现在完成时标志，用Have+主语+过去分词结构；第二句出现明确过去时间状语duringthewinterholiday，用一般过去时，read的过去式为read。2.答案：A解析：先行词为speech（物），定语从句缺宾语，用关系代词which/that引导。3.答案：C解析：时间状语为nextmonth，用一般将来时，主语languagelab和谓语complete为被动关系，故用一般将来时被动语态willbecompleted。4.答案：B解析：rememberdoingsth表示“记得做过某事”，remembertodosth表示“记得要做某事”，本题表示记得关过窗户，用closing。5.答案：A解析：well-known以辅音音素开头，泛指“一本著名的中国传统小说”，用不定冠词a。6.答案：C解析：句意为“如果你每天花20分钟练习，你会很快提升口语”，if引导条件状语从句，符合逻辑。7.答案：B解析：mustbe表示肯定推测，根据后半句“封面上有她的名字”可知是肯定推测。8.答案：A解析：表示两人共有的事物，只在最后一个人名后加's，根据后半句“他们共享这个群”可知是共有，选LilyandLucy's。9.答案：A解析：“the+比较级，the+比较级”表示“越…越…”，mistake为可数名词，用fewer修饰。10.答案：A解析：fun为不可数名词，感叹句结构为What+形容词+不可数名词+主谓结构。二、完形填空1.D2.B3.A4.C5.B6.A7.C8.C9.D10.B11.A12.B13.C14.A15.A解析：文本主题为学生英语学习成长故事，所有词汇均为初中课标核心词汇，考察词义辨析、语境理解和固定搭配，无超纲内容。三、阅读理解1.B2.C3.D4.B5.A6.A7.D8.B9.C10.C解析：两篇阅读均围绕初中英语教学热点设计，考点涵盖细节查找、推理判断、主旨大意、态度推断，符合初中英语阅读考察要求，无争议选项。第三部分教学设计与案例分析1.教学设计题参考答案（评分标准：教学目标5分，每个活动5分，其中活动内容3分、设计意图2分）（1）教学目标：①语言能力：学生能够掌握resolution,physical,improve等核心词汇，能够梳理文本中新年决心的类型、落实方法等关键信息，能正确用begoingto结构表达个人计划；②文化意识：学生能够了解中西方新年规划的异同，理解合理制定个人目标的意义，感知规划对个人成长的价值；③思维