2026年教师资格证考试(初中英语)听力训练及模拟试题

2026年教师资格证考试(初中英语)听力训练及模拟试题PartIListeningComprehension(30marks)SectionAShortDialogues(每题1分，共5分)Directions:Youwillhearfiveshortdialogues.EachdialoguewillbespokenONCE.Aftereachdialogue,thereisaquestion.ChoosethebestanswerfromthefourchoicesmarkedA,B,CandD.1.M:I’vebookedtwoseatsforthe7:30performanceofHamletattheGrandTheatre.1.M:I’vebookedtwoseatsforthe7:30performanceofHamletattheGrandTheatre.W:That’sperfect.Myliteratureclubmeetingendsat6:45,soIcanstillgrabasandwichbeforethecurtaingoesup.Q:Whatwillthewomanprobablydoatabout7:00?A.Attendherliteratureclubmeeting.B.Eatsomethingquickly.C.Queuefortickets.D.Gostraightintothetheatre.2.W:MrLee,yourYear-8studentshavehandedintheirdrafts,butsomebibliographiesaremissing.M:TellthemIwon’tacceptthepaperunlessthesourcesareproperlylisted.ThedeadlineisFriday4p.m.Q:Whatistheprobablerelationshipbetweenthetwospeakers?A.Librarianandstudent.B.Colleaguesinthesameschool.C.Publisherandwriter.D.Parentandteacher.3.M:Thegeographydepartmentisarrangingafieldtriptothelimestonecaves.Weneedtwoextraadults.W:Countmein,butI’llhavetoswapmyThursdaydutywithsomeoneelse.Q:Whatcanbeinferredaboutthewoman?A.Sheisreluctanttojoin.B.ShehasapriorcommitmentonThursday.C.Sheteachesgeography.D.Shehasnevervisitedthecaves.4.W:Couldyouturntheair-conditioningdown?Thestudentsatthebackarecomplainingaboutthedraught.M:Sorry,theremote’srunoutofbatteries.I’llopenthetopwindowsinstead.Q:Wheredoestheconversationtakeplace?A.Inaschoolbus.B.Inaclassroom.C.Inthestaffroom.D.Inthelibrary.5.M:I’vescannedthecomprehensionworksheetsintoPDFsanduploadedthemtotheshareddrive.W:Great.I’llembedthelinksintomorrow’se-lessonsothepupilscanannotateonline.Q:Whatarethespeakersmainlydiscussing?A.Printinghandouts.B.Digitalisingteachingmaterials.C.Buyingnewsoftware.D.Conductinganonlinequiz.SectionBLongDialogue(每题2分，共6分)Directions:Youwillhearalongdialogue.ThedialoguewillbespokenTWICE.Choosethebestanswertoeachquestion.W:Goodmorning,MrPatel.Beforewefinalisenextterm’stimetable,couldyouclarifyyouravailabilityforthedebateelective?M:Certainly.IcancommittoMondaysPeriod5and6,butI’llbeabsentonMonday17May—mydaughter’sgraduation.W:Noted.We’llscheduleasupplyteacherforthatsession.Bytheway,thedepartmenthas£300leftintheco-curricularbudget.Doyouneedanyresources?M:Asetofcordlessmicrophoneswouldhelp;thecurrentoneskeepdroppingout.IalsowanttopurchasetwocopiesofTheArtofPublicSpeaking.M:Asetofcordlessmicrophoneswouldhelp;thecurrentoneskeepdroppingout.IalsowanttopurchasetwocopiesofTheArtofPublicSpeaking.W:Microphonesarefine,butbooksmustgothroughthelibraryprocurementlist.FillinFormB-26andaskthelibrariantoexpeditetheorder.M:Willdo.Onemorething:canwereservethesmallhalleveryMonday?TheacousticsarebetterthaninRoom204.W:I’llemailthefacilitiesmanagertoday.Ifit’soccupied,I’llbookthedramastudioasafallback.6.WhywillMrPatelbeabsenton17May?A.Heisattendingaconference.B.Hehastovisitapublisher.C.Hisdaughterisgraduating.D.Heissittingforanexam.7.Whatisthewoman’sattitudetowardbuyingmicrophones?A.Sherefusesbecauseofbudgetlimits.B.Sheagreesreadily.C.SheasksMrPateltofindacheaperbrand.D.Shesuggestsborrowingfromthemusicdepartment.8.Whatwillthewomanprobablydoaftertheconversation?A.FillinFormB-26herself.B.Contactthefacilitiesmanager.C.Cancelthedebateelective.D.Askthelibrariantoteachtheclass.SectionCPassages(每题2分，共10分)Directions:Youwillheartwopassages.EachpassagewillbespokenTWICE.Choosethebestanswertoeachquestion.Passage1TheearliestknownsystematicdictionaryofEnglishwasRobertCawdrey’sATableAlphabeticall,publishedin1604.Itcontainedroughly2500wordsandfocusedon“hard”termsborrowedfromLatinorGreek,becauseCawdreybelievedthatthegrowingnumberofloanwordswasconfusingthelesseducated.Eachentryprovidedabriefone-linedefinitionwithoutexamples.Unlikemodernlexicographers,Cawdreydidnotincludepronunciationguidesoretymologies.YethisworklaidthegroundworkforthemonolingualEnglishdictionarytradition.Bytheeighteenthcentury,SamuelJohnsonexpandedthewordlisttoover40000entriesandillustratedmeaningswithquotations,settingascholarlystandardthatstillinfluencesOxfordlexicographytoday.TheearliestknownsystematicdictionaryofEnglishwasRobertCawdrey’sATableAlphabeticall,publishedin1604.Itcontainedroughly2500wordsandfocusedon“hard”termsborrowedfromLatinorGreek,becauseCawdreybelievedthatthegrowingnumberofloanwordswasconfusingthelesseducated.Eachentryprovidedabriefone-linedefinitionwithoutexamples.Unlikemodernlexicographers,Cawdreydidnotincludepronunciationguidesoretymologies.YethisworklaidthegroundworkforthemonolingualEnglishdictionarytradition.Bytheeighteenthcentury,SamuelJohnsonexpandedthewordlisttoover40000entriesandillustratedmeaningswithquotations,settingascholarlystandardthatstillinfluencesOxfordlexicographytoday.9.WhydidCawdreyexcludecommoneverydaywords?A.Hethoughttheywerealreadyfamiliar.B.Paperwastooexpensive.C.Helackednative-speakerintuition.D.Hewantedtokeepthebookportable.10.WhichfeaturefirstappearedinJohnson’sdictionarybutnotinCawdrey’s?A.Alphabeticordering.B.Illustrativequotations.C.Bilingualtranslation.D.Pronunciationsymbols.11.Whatisthespeaker’soverallattitudetowardCawdrey’swork?A.Dismissive.B.Neutral.C.Admiring.D.Sarcastic.Passage2Arecentlarge-scalestudytracked1200adolescentswhobeganlearningaforeignlanguageatdifferentages.UsingstandardisedspeakingtestsandfMRIbrainscans,researchersfoundthatlearnerswhostartedbeforeagetwelvedevelopedamorenative-likeaccentandshowedstrongeractivationintheleftauditorycortexwhenprocessingintonationpatterns.However,vocabularysizeandgrammaticalaccuracyweremorestronglypredictedbythetotalnumberofinstructionalhoursthanbystartingage.Surprisingly,motivationratingsaccountedfortwiceasmuchvarianceinfinalproficiencyaseithergenderorsocioeconomicstatus.Thefindingssuggestthatwhileearlyexposuremattersforpronunciation,sustainedeffortandqualityinputcancompensateforlaterstarts.12.Whatwasthemaincriterionforselectingparticipantsinthestudy?A.Theirparents’income.B.Theirstartingageofforeign-languagelearning.C.Theirbilingualfamilybackground.D.Theirscoresinmaths.13.Whichbrainareashowedheightenedactivityinearlystarterswhenhearingintonation?A.Therightauditorycortex.B.Theleftauditorycortex.C.Theprefrontallobe.D.Theoccipitallobe.14.Accordingtothepassage,whichfactorbestpredictsvocabularysize?A.Startingage.B.Socioeconomicstatus.C.Totalinstructionalhours.D.Gender.15.Whatistheimplicationofthestudyforlanguageteachers?A.Onlyrecruitpupilsundertwelve.B.Focusexclusivelyonpronunciationdrills.C.Motivationandsustainedpracticearecrucial.D.AvoidusingfMRIinclassrooms.SectionDDictation(共9分)Directions:Youwillhearapassagethreetimes.Listencarefullyandfillintheblankswiththeexactwordsyouhear.Thepassageisaboutproject-basedlearninginjunior-highEnglishclassrooms.Whenlearnersareaskedtodesignatouristbrochurefortheirhometown,theymustfirst(16)__________authentictravelwebsitestogather(17)__________information.Next,ingroups,theynegotiatethe(18)__________ofpersuasivelanguagebeforedraftingshortparagraphs.Theteacher’sroleistocirculate,provide(19)__________feedback,andremindstudentstociteany(20)__________images.Finally,eachteampresentsitsbrochuretotheclass,andpeersvoteonthemost(21)__________design.Thisprocessintegratesreading,writing,speakingand(22)__________skillswhilefostering(23)__________thinkingandcollaboration.PartIILanguageKnowledge&TeachingDesign(120marks)SectionAPhonetics,Grammar&Discourse(每题1分，共15分)Choosethebestanswer.24.Whichofthefollowingbestdescribesthestresspatternofthewordphotographic?24.Whichofthefollowingbestdescribesthestresspatternofthewordphotographic?A./ˌfəʊtəˈɡræfɪk/—primarystressonthethirdsyllable.B./fəʊˈtəʊɡrəfɪk/—primarystressonthesecondsyllable.C./ˈfəʊtəʊɡræfɪk/—primarystressonthefirstsyllable.D./ˌfəʊtəʊˈɡræfɪk/—primarystressonthethirdsyllablewithasecondaryonthefirst.25.Identifythecohesivedeviceusedin“MrsGreencancelledthetrip.Therefore,thestudentsworkedinthelibraryinstead.”A.Substitution.B.Ellipsis.C.Conjunction.D.Lexicalchain.26.InSystemicFunctionalLinguistics,theinterpersonalmetafunctionischieflyrealisedby__________.A.transitivitypatternsB.moodandmodalityC.thematicprogressionD.lexicaldensity27.Whichsentencecontainsacatenativeverbconstruction?A.Shehappenedtomeethertutorinthecanteen.B.Shestoppedmeetinghertutorafterclass.C.Sheenjoysmeetinghertutorregularly.D.Shekeepsthetutorwaitingoutside.28.Thediscoursemarker“mindyou”typicallysignals__________.A.acontradictionorqualificationB.atopicshiftC.anelaborationD.aclosure29.Intheclause“Thecoachmadetheathletesrunlaps”,theverb“run”isa__________.A.finiteverbB.bareinfinitiveC.to-infinitiveD.presentparticiple30.Choosetheoddoneoutregardingmanneradverbials.A.fastB.hardC.straightD.very31.Whichunderlinedpartispronouncedwith/ʌ/?A.ruralB.autumnC.cupboardD.contour32.“Neitheroftheanswers__________correct.”Selectthegrammaticallyacceptableoption.A.areB.wereC.isD.havebeen33.Therhetoricaldevicein“Booksarethetreasuredwealthoftheworld”is__________.A.synecdocheB.metaphorC.metonymyD.simile34.Whichactivitybestfostersbottom-uplisteningskills?A.Predictingthespeaker’snextopinion.B.Notingstressedsyllablestoidentifywordboundaries.C.Inferringthesettingfrombackgroundnoise.D.Discussingthegistinpairs.35.Accordingtothe2022EnglishCurriculumStandardsforCompulsoryEducation,thelanguageabilitycomponentatLevel3requiresstudentsto__________.A.recite150classicShakespeareanlinesB.understandmulti-stepinstructionsinfamiliarcontextsC.writea500-wordnarrativewithintenminutesD.interprettechnicalmanuals36.Errorcorrection:Identifytheincorrectpart.“IfIwouldhaveknowntheschedule,Iwouldsignupearlier.”A.wouldhaveknownB.thescheduleC.wouldsignD.earlier37.WhichtaskbestexemplifiesTBLT’s“focusonform”?A.Learnersrepeatminimalpairsaftertheteacher.B.Duringaposter-designtask,theteacherbrieflyexplainswhy“information”isuncountable.C.Studentstranslateisolatedsentences.D.Theteacherpresentsrulesbeforeanycommunication.38.Choosethesentencethatobeystheprincipleofend-weight.A.Thatshefailedsurprisednobody.B.Nobodywassurprisedthatshefailed.C.Shefailedandsurprisednobody.D.Surprised,nobodyexpectedhertofail.SectionBReadingComprehension(每题2分，共20分)Directions:Readthepassageandchoosethebestanswer.Passage3Thenotionof“Englishasalinguafranca”(ELF)challengesthetraditionalnative-speakernormbyprioritisingintelligibilityovernative-likeaccuracy.Jenkins(2000)proposedaLinguaFrancaCore(LFC)thatretainsconsonantclusterssuchas/pl/and/kr/buttoleratessubstitutionof/θ/with/t/or/f/,providedmeaningispreserved.Subsequentclassroomstudiesrevealthatwhenteachersexplicitlylegitimisethesevariants,learnersreportloweranxietyandhigherwillingnesstocommunicate(WTC).Yetcriticsarguethatover-permissivenessmayfossilisedeviationsthathindercomprehensioninhigh-stakessettingssuchasaviation.Acompromisepositionis“principledplurilithicity”:teachersexposelearnerstodiverseaccents,butalsoraiseawarenessofcontextswherestandardpronunciationcarriesprestige.39.Jenkins’sLFCacceptswhichofthefollowingpronunciationsof“three”?A./θriː/B./triː/C./friː/D.BothBandC40.WhatisoneaffectivebenefitoflegitimisingELFvariants?A.Highertestscoresingrammar.B.Reducedlanguageanxiety.C.Improvedspellingaccuracy.D.Fasterreadingspeed.41.Whichwordbestsummarisesthecritics’concern?A.IntelligibilityB.FossilisationC.PrestigeD.Variation42.Thewriter’sattitudetoward“principledplurilithicity”is__________.A.favourableB.neutralC.hostileD.ambiguous43.Whichclassroomactivityalignswithprincipledplurilithicity?A.PenalisinganydeviationfromRP.B.PlayingonlyBBCnewsclips.C.Comparing/θ/inIrish,NigerianandSingaporeanaccents,thendiscussingcontextappropriacy.D.Replacingalllisteningmaterialswithsubtitles.Passage4Large-scalecorpusanalysisshowsthatthepresentperfectisdeclininginAmericanEnglishconversation,beingreplacedbythesimplepastevenwith“just”(e.g.,“Ijustate”).Descriptivegrammarsattributetheshifttocolloquialisationandphonologicaleconomy.Pedagogically,however,examssuchasTOEFLstillpenalisesuchusage.Teachersthusfaceadilemma:upholdthecanonicalformandriskalienatinglearnerswhoconsumeUSmedia,oracceptthechangeandjeopardisetestperformance.Adata-drivensolutionistoadopta“registerladder”:ininformalpeerjournalseitherformisaccepted,butinargumentativeessaysthepresentperfectisrequired.Explicitlyteachingthesocio-stylisticdimensionempowersstudentstoswitchconsciouslyratherthanrandomly.44.WhatfactorisNOTcitedasdrivingthedeclineofthepresentperfectinAmE?A.ColloquialisationB.PhonologicaleconomyC.PragmaticambiguityD.Mediaexposure45.The“registerladder”primarilyreflectswhichtypeofcompetence?A.StrategicB.Socio-linguisticC.DiscourseD.Grammatical46.Whichtaskbestimplementstheregisterladder?A.Grammar-translationofisolatedsentences.B.Freeconversationwithnofeedback.C.Portfoliosplitinto“chattyblog”and“formalessay”sectionsassesseddifferently.D.Weeklymultiple-choicetests.47.Whatisthewriter’srecommendedstanceforteachers?A.Enforcethecanonicalpresentperfectunconditionally.B.Abandonthepresentperfectentirely.C.Teachregisterawareness.D.Avoidcorpusdata.SectionCTranslation(共10分)Directions:TranslatetheunderlinedpartofthefollowingpassageintofluentChinese.(48)Theflippedclassroomreversesthetraditionalsequencebydeliveringinstructionalcontent,oftenviashortvideos,outsideclass,whereasin-classtimeisdevotedtohigher-ordertaskssuchasanalysisandcreation.(49)Thismodelhingesonstudents’self-regulation;withoutmetacognitivestrategies,theymayskimvideossuperficially,arrivingunpreparedforcognitivelydemandingactivities.(50)Empiricalstudiesrevealmodestgainsinachievementwhenflippedpedagogyiscoupledwithactive-learningtechniques,buteffectsizesshrinkincontextswithlimiteddigitalaccess.SectionDTeachingDesign(共75分)Scenario:Youareplanninga45-minutelessonfor32Year-8students(CEFRA2–B1)inaChinesepublicjunior-highschool.Thelinguisticfocusisthefunctionalexponent“Howlonghaveyou…?”totalkaboutongoingactivities.Thetextbookprovidesashortdialogueinwhichtwostudentsdiscusshowlongtheyhaveplayedmusicalinstruments.ICTavailable:onecomputer,projector,loudspeakers.Studentshavealreadylearnedthepresentperfectformwith“for”and“since”.Task1Lesson-objectivewriting(10分)Writeonemeasurable,student-centredobjectivebeginningwith“Bytheendofthelesson,studentswillbeableto…”Task2Stagedlessonplan(45分)Provideadetailedplancovering:a)Warm-up(3min)b)Pre-taskexposure(5min)c)Controlledpractice(7min)d)Authentictask(20min)e)Language-focusmicro-phase(5min)f)Homework&reflection(5min)Foreachstagestate:activitydescription,interactionpattern,materials,anticipatedproblem&solution.Task3Assessment(10分)Designaformativeassessmentinstrument(rubricor