2026年教师资格之中学英语学科知识与教学能力考前冲刺模拟试卷（含答案）

2026年教师资格之中学英语学科知识与教学能力考前冲刺模拟试卷（含答案）1.Whichofthefollowinggroupsofconsonantssharethesameplaceofarticulation?A./m//n//ŋ/B./p//b//m/C./s//ʃ//tʃ/D./k//g//h/2.Theword"motel"isformedbytheprocessof______.A.blendingB.clippingC.back-formationD.conversion3.______isoftenthecasewithyoungteachers,LilyspentseveralmonthsadjustingherteachingpacetofittheneedsofthestudentsinGrade9.A.ItB.AsC.ThatD.Which4.—ImissedthelasttraintoShanghaiyesterday,soIdidn’tattendtheinternationaleducationforum.—You______thetrainleavingat8a.m.todayifyoureallywantedtoattendit.A.couldhavecaughtB.musthavecaughtC.shouldcatchD.mightcatch5.Thesentence"Thecharmingparksmiledtoallthevisitorsthatwalkedaroundthegreenlanes."usestherhetoricaldeviceof______.A.metaphorB.personificationC.synecdocheD.simile6.Whichofthefollowingistheultimateconcernofcommunicativelanguageteaching?A.LinguisticaccuracyB.GrammaticalcompetenceC.CommunicativecompetenceD.Native-likepronunciation7.Inthelexicalapproach,thecoreteachingunitis______.A.grammarrulesB.individualwordsC.chunksD.sentences8.Whenateacherasksstudentstofindouttheconnectionbetweentheirpriorexperienceandthenewtopicofareadingtext,whichstageofareadingclassistheteacherin?A.Pre-readingB.While-readingC.Post-readingD.Presentation9.AccordingtotheGeneralSeniorHighSchoolEnglishCurriculumStandards(2017revisedversion),thecorecompetenciesofEnglishdisciplinedoNOTinclude______.A.languageabilityB.culturalawarenessC.thinkingqualityD.assessmentability10.Whichofthefollowingassessmenttypesbelongstoformativeassessment?A.ThefinalexamattheendofasemesterB.ThecollegeentranceexaminationC.ThemonthlyquizwithfeedbackonlearningproblemsD.Thehighschoolproficiencytest11.Whenastudentmakesamistakeinpronunciationduringadialoguepractice,themostappropriatewayforacommunicativeapproachteachertocorrectitisto______.A.interruptthepracticeandcorrectthemistakeimmediatelyB.ignorethemistakeandletitgoC.writedownthemistakeandcorrectitafterthestudentfinishestheexpressionD.askotherstudentstocorrectthemistakepublicly12.Thegrammaticalstructure"thepresentperfectcontinuoustense"isgenerallypresentedthroughtheinductivemethodwhentheteacher______.A.explainstherulesofthestructurefirst,thengivesexamplesB.asksstudentstofindtherulefromseveralexamplesC.asksstudentstodotranslationexerciseafterexplainingrulesD.letsstudentsrecitetherulebeforepractice13.Whichofthefollowingisacorrectminimalpair?A./bɪg//bæg/B./kæt//kæt/C./pɛə//bɛə/D./tiːm//niː/14.Theutterance"Wouldyoumindclosingthewindow?"mainlyperformsthe______functionoflanguage.A.informativeB.interpersonalC.performativeD.directive15.Whichofthefollowingprefixesindicatesachangeofpartofspeechwhenaddedtoanadjective?A.un-B.dis-C.en-D.in-16.Bysaying"Youhavedoneareallygoodjobinyourgrouppresentation",theteacherisgiving______tostudents.A.diagnosticassessmentB.formativefeedbackC.summativeassessmentD.norm-referencedassessment17.Inalisteningclass,theactivity"listenanddrawtherouteaccordingtothedescription"focusesontrainingstudents'abilityto______.A.inferthespeaker'sattitudeB.extractspecificinformationC.graspthegistofthetextD.understandtheconnectionbetweenideas18.Whichofthefollowingactivitiesismostsuitablefordevelopingstudents'creativethinkingabilityinanEnglishwritingclass?A.CopyingthemodelessayafterclassB.RecitingtheexcellentsentencesinthetextbookC.RewritingtheendingofthestoryfromadifferentperspectiveD.Correctingthegrammaticalmistakesinagivenpassage19.AccordingtoTransformational-GenerativeGrammar,thesentences"Tombrokethewindow"and"ThewindowwasbrokenbyTom"have______.A.thesamepropositionalmeaning,differentsurfacestructureB.thesamesurfacestructure,differentpropositionalmeaningC.thesamedeepstructure,differentsurfacestructureD.thesamedeepstructure,samesurfacestructure20.Whenateacherdesignsgroupworkforagrammarlesson,whichofthefollowingisthemostimportanttoensuretheeffectivenessoftheactivity?A.ThesizeofthegroupmustbelessthanthreepeopleB.EverystudenthasaclearroleandtaskinthegroupC.TheteacherdoesnotparticipateinanygroupactivityD.Allgroupsfinishtheactivityatthesametime21.Whatcanweinferfromthesentence"IfIhadknownthatyouwerecoming,Iwouldhavepickedyouupattheairport"?A.ThespeakerknewthevisitorwascomingandpickedhimupB.Thespeakerdidn'tknowthevisitorwascominganddidn'tpickhimupC.Thespeakerdidn'tknowbuthestillpickedhimupD.Thespeakerknewbutdidn'tpickhimup22.Insyntax,thesentence"Themanranafterthedogandcaughtit"canbedividedintotwo______.A.phrasesB.clausesC.sentencesD.compounds23.Whichofthefollowingrhetoricaldevicesisusedinthesentence"Hiswordswereapavedroadtoaclearervisionoffutureforallyoungpeople"?A.personificationB.metaphorC.simileD.metonymy24.Whichofthefollowingteachingmethodsemphasizesthatstudentslearnlanguagethroughimitationandrepetition,formgoodlanguagehabits,andprioritizelisteningandspeakingpracticebeforereadingandwriting?A.Audio-lingualmethodB.Grammar-translationmethodC.Task-basedlanguageteachingD.Content-basedlanguageteaching25.InEnglishvocabularyteaching,the"spacedrepetition"strategyismainlyusedtohelpstudents______.A.guessthemeaningofnewwordsB.storenewwordsinlong-termmemoryC.analyzethestructureofnewwordsD.usenewwordsincontext26.Whenateacherasksstudentstosortaseriesofgivensentencesintoalogicallycoherentpassage,whichabilityisheorshemainlytraining?A.grammaticalaccuracyB.textualcohesionC.pragmaticcompetenceD.wordformation27.AccordingtoKrashen'saffective-filterhypothesis,whichofthefollowingconditionsismosthelpfulforsecondlanguageacquisition?A.LearnershavehighanxietyandstrongmotivationB.LearnershavelowanxietyandstrongmotivationC.LearnershavehighanxietyandweakmotivationD.Learnershavelowanxietyandweakmotivation28.Whichofthefollowingisanexampleofintra-languagetransferinsecondlanguageacquisition?A.AstudentusesChinesewordordertowriteEnglishsentencesbecauseheisusedtoChinesegrammarB.Astudentpronounces/θ/as/s/becausehismothertonguedoesnothavethesound/θ/C.Astudentovergeneralizestheregularpasttenseruleandwrites"goed"insteadof"went"D.AstudentusesknownEnglishknowledgetohelphimlearnFrenchbecausethetwolanguagessharesimilarvocabulary29.Inthe3Pteachingmodelforgrammar,thecorrectorderofthethreestagesis______.A.Presentation,practice,productionB.Practice,presentation,productionC.Production,presentation,practiceD.Presentation,production,practice30.Whichofthefollowingactivitiesisanoutputactivityintask-basedlanguageteaching?A.StudentsreadapassageaboutenvironmentalprotectionandanswerquestionsB.StudentslistentoaconversationaboutdailyroutinesandtakenotesC.StudentsdiscusssolutionstoplasticpollutioningroupsandgiveapresentationD.Studentslearntheusageofnewmodalverbsfromtheteacher'sexplanationManymiddleschoolEnglishteachersonlyfocusonlanguageknowledgeexplanationandquestiontraininginreadingteaching.Pleasebrieflydescribethebasicobjectivesofreadingteaching,andlisttwoteachingactivitiesthatcancultivatestudents'readingstrategies.Readingmaterial(selectedfromPEPSeniorHighEnglishCompulsoryBook1Unit3SportsandFitness):LangPing,theheadcoachofChinawomen’snationalvolleyballteam,isoneofthegreatestlivinglegendsinsports.WhentheChineseteamwaspreparingforthe2015WorldCup,herdeterminationwastested.TheteamthatLangPinghadbuiltwasfallingapart.Oneofthebestplayershadbeeninjured,andtheteamcaptainhadtoleavebecauseofheartproblems.Losingtwoimportantplayerswasabigchallenge,butLangPingdidnotloseheart.Sheknewthatheryoungplayerscouldwiniftheyworkedtogetherasateam.Twoweekslater,theybecameworldchampions!Whenshesaid"Myplayersarelikemydaughters.Ilovethemall,"everyonewasmoved.AnotherlegendisMichaelJordan,whoisknownasoneofthegreatestbasketballplayersofalltime.Jordanchangedbasketballwithhisgracefulmovesandjumps.Hesaysthatthesecrettohissuccessislearningfromhisfailures."Icanacceptfailure,everyonefailsatsomething.ButIcan’tacceptnottrying."Whenaskedabouthislifeafterprofessionalbasketball,hesaysheloveshelpingyoungpeopletogetstartedintheirownlives.Designa45-minutehighschoolreadingclassbasedonthematerialabove,includingteachingobjectives,keyanddifficultteachingpoints,teachingproceduresandblackboarddesign.TeacherWang,aseniorhighEnglishteacher,adoptedthefollowingstepswhenteachingvocabularyinUnit2TravelingaroundforGrade1students:1.Writeallthenewwordsoftheunitontheblackboardintheorderofthewordlistinthetextbook;2.Readeachnewwordaloudonebyone,threetimesforeachword;3.ExplainthepartofspeechandChinesemeaningofeachword,givetwoexamplesfromthetextbook,andaskstudentstotakenotes;4.Givestudents10minutestorecitethewordsbythemselves,thenspotchecksomestudents'recitation.Afterclass,manystudentsreportedthattheycouldnotrememberthewords,andeveniftheyrememberedthem,theycouldnotusethemcorrectly.Accordingtotheteachingsituationabove,answerthefollowingquestions:(1)WhatproblemsexistinTeacherWang'svocabularyteaching?(2)Pleaseputforwardthreereasonableimprovementsuggestionsforvocabularyteaching.1.B2.A3.B4.A5.B6.C7.C8.A9.D10.C11.C12.B13.C14.D15.C16.B17.B18.C19.C20.B21.B22.B23.B24.A25.B26.B27.B28.C29.A30.CThebasicobjectivesofhighschoolEnglishreadingteachingareasfollows:First,tohelpstudentsmasterbasicreadingskillsandstrategies,improvereadingcomprehensionability,sothatstudentscanreadEnglishmaterialsofdifferentthemesandgenres,obtainandprocessinformationeffectively.Second,toenrichstudents'languageknowledgeaccumulationthroughreadinginput,helpstudentsmastervocabulary,grammar,discoursestructureandotherknowledge,andconsolidatelanguagefoundation.Third,tohelpstudentsunderstandtheculturalconnotationandideologicalviewscarriedbythetext,cultivatestudents'interculturalawarenessandcorecompetenciessuchaslogicalthinkingandcriticalthinking.Fourth,tostimulatestudents'interestinreading,cultivategoodreadinghabits,andlayafoundationforstudents'lifelonglearning.Twoteachingactivitiesforcultivatingreadingstrategies:1.Predictionactivity:Beforereading,theteachershowsthetitleandillustrationsofthereadingtext,asksstudentstopredictthemaincontentofthetextbasedonexistinginformation,orgivesthebeginningandendofthetext,asksstudentstopredictthecontentofthemiddlepart,whichcantrainstudents'predictionstrategyandcultivatetheirabilitytopredictthetext.2.Scanningactivityforspecificinformation:Theteachersetsseveralquestionsinvolvingspecificdetailedinformation,asksstudentstoscanthetextquicklywithinalimitedtimetofindthecorrespondinginformationtoanswerthequestions,whichcantrainstudents'scanningstrategyandimprovetheirabilitytoextractkeyinformationquickly.1.TeachingObjectives(1)Knowledgeobjectives:Studentscanmasterthecorewordsandphrasessuchasdetermination,challenge,legend,failure,fallapart,understandthemaincontentofthetext,andlearnthedeedsandspiritsofthetwosportslegends.(2)Abilityobjectives:Studentscanuseskimming,scanningandotherreadingskillstoextractkeyinformationfromthetext,andcanintroducetheirfavoritesportslegendsinEnglish,improvingtheirreadingandoralexpressionability.(3)Emotionalobjectives:Studentscanexperiencetheperseveranceandteamspiritofsportslegends,establishapositiveattitudetowardslife,andstimulateloveforsports.2.KeyandDifficultPointsKey:Guidestudentstomasterreadingskillsandunderstandthemaincontentofthetext.Difficult:Guidestudentstounderstandthespiritualqualityofthecharacters,andusethelearnedlanguagetoexpresspersonalviews.3.TeachingProceduresStep1Lead-in(5minutes)Theteacherplaysa2-minutewonderfulvideooftheChinesewomen'svolleyballteamwinningthe2015WorldCup,thenasksquestions"Doyouknowwhoistheheadcoachofthisteam?Whatdoyouknowabouther?"Invite2-3studentstosharetheiropinionsfreely,andleadinthetopicoftoday'sreadingclass.Step2Pre-reading(5minutes)TheteachershowsthephotosofLangPingandMichaelJordan,asksstudents"Whatachievementsdoyouknowaboutthesetwopeople?Whatqualitiesdoyouthinkasportslegendshouldhave?"Organizestudentstodiscussingroupsof4,activatestudents'existingbackgroundknowledge,andintroducethenewwordsthatwillappearinthetextincombinationwiththediscussion.Step3While-reading(20minutes)(1)Fastreading:Givestudents3minutestoreadthewholetextquickly,askstudentstoanswertwoquestions"Whoarethetwocharactersmentionedinthetext?Whatisthemainideaofthetext?"Checktheanswerswiththewholeclass,andhelpstudentssortouttheoverallstructureofthetext.(2)Carefulreading:Givestudents8minutestoreadthetextcarefully,andaskstudentstocompleteaformthatrequiresfillinginthechallengesthetwocharactersencountered,theirsolutions,andthequalitiestheyshowed.Afterstudentsfinish,organizestudentstocheckanswersingroups,thentheteacherexplainscorevocabulary,phrasesanddifficultlongsentencescombinedwiththetext,suchasanalyzingtheusageof"determination"andthestructureofattributiveclauses.Step4Post-reading(10minutes)Organizestudentstocarryoutgroupdiscussion:"Whoisyourfavoritelivinglegendinsports?Whatcanyoulearnfromhimorher?"Eachgroupselectsarepresentativetoshareinfrontofthewholeclass.Aftersharing,theteachergivespositivefeedbackandcomments,andsummarizesthesportsspiritofthetwocharacters,guidingstudentstosetupcorrectvalues.Step5Homework(5minutes)Arrangehomework:Writeashortpassageofabout100wordstointroducethesportslegendyoulike,andpreparetoshareitinthenextclass.4.BlackboardDesignLivingLegendsofSportsLangPing MichaelJordanAchievements:2015WorldCupchampion Achievements:oneofthegreatestbasketballplayersQualities:determination,teamwor Qualities:learnfromfailure,nevergiveup(1)ProblemsexistinginTeacherWang'svocabularyteaching:First,vocabularypresentationisoutofcontext.Theteacherpresentsallwordsintheorderofthewordlist,andexplainstheminisolationwithoutcombiningthetextcontextorreallifecontext.StudentsonlyknowtheChinesemeaningofwords,butdonotunderstandtheusageandapplicablescenariosofwords,whichdoesnotconformtothelawofvocabularyacquisition.Second,theactivitydesignisunreasonable,dominatedbymechanicalmemory,lackofapplication-orientedactivities.Theteacheronlyallowsstudentstoreadandrecitewordsmechanically,doesnotdesigncontextualconsolidationandapplicationactivities,sothatwordscanonlystayinshort-termmemory,studentscannotusethemflexibly,andareeasytoforget.Third,thereisnodistinctionbetweenv