2026年教师资格证小学英语学科专业知识试题试卷及答案 23.15.26

2026年教师资格证小学英语学科专业知识试题试卷及答案一、单项选择题（本大题共20小题，每小题2分，共40分）1.Whichofthefollowingwordshasadifferentstresspattern?A.hotelB.habitC.decideD.below答案B2.Theword"dislike"consistsofaprefixandaroot.Whichofthefollowingwordsisformedinthesameway?A.realizeB.carelessC.unpackD.teacher答案C3.—You'veleftthelighton.—Oh,soIhave._______andturnitoff.A.I'llgoB.I'vegoneC.IgoD.I'mgoing答案A4.Whichofthefollowingactivitiesismostsuitableforthe"pre-reading"stage?A.Skimmingforthemainidea.B.Predictingthecontentbasedonthetitle.C.Scanningforspecificinformation.D.Summarizingthetextstructure.答案B5.InEnglishteaching,the"TotalPhysicalResponse"(TPR)methodisprimarilyusedforteaching_______.A.readingcomprehensionB.listeningandspeakingtoyounglearnersC.advancedgrammarD.academicwriting答案B6.AccordingtotheEnglishCurriculumStandardsforCompulsoryEducation(2022Edition),thecorecompetenciesofEnglishincludelanguageability,culturalawareness,thinkingquality,and_______.A.learningabilityB.applicationabilityC.communicationabilityD.innovationability答案A7.Whenastudentsays"Igoedtotheparkyesterday",theteacherrepeats"Youwenttotheparkyesterday".Thiscorrectiontechniqueisknownas_______.A.explicitcorrectionB.recastC.clarificationrequestD.metalinguisticfeedback答案B解析Recast是指教师在不直接指出学生错误的情况下，用正确的语言形式重新表述学生的意思，这属于一种隐性纠错策略。8.WhichofthefollowingisNOTacommunicativeactivity?A.Role-playB.InformationgapC.DictationD.Interview答案C9.Theconsonant/θ/intheword"think"isa_______.A.voiceddentalfricativeB.voicelessdentalfricativeC.voicedalveolarfricativeD.voicelessalveolarfricative答案B10.Inalessonplan,the"warm-up"or"lead-in"stageismainlydesignedto_______.A.teachnewvocabularyB.activatepriorknowledgeandmotivatestudentsC.assessstudents'learningoutcomeD.assignhomework答案B11.Thephoneticsymbol/æ/representsthevowelsoundintheword_______.A.fatherB.bedC.catD.about答案C12.AccordingtoKrashen'sInputHypothesis,learnersacquirelanguagebestwhentheyreceive"comprehensibleinput",whichisformulatedas_______.A.iB.iC.iD.i答案A13.Whichofthefollowingsentencesusesthesubjunctivemood?A.Ifitrainstomorrow,Iwillstayathome.B.IfIwereyou,Iwouldnotdothat.C.IwillgotothepartyifIfinishmywork.D.Hesaidhewouldcomeifhehadtime.答案B14.Inthedeductiveapproachtogrammarteaching,theteacher_______.A.givesrulesfirstandthenprovidesexamplesB.givesexamplesfirstandasksstudentstoinducerulesC.asksstudentstodiscoverrulessolelybythemselvesD.focusesonlyonmeaning,notonform答案A15.Whenteachingvocabulary,ateacherasksstudentstogroupwordslike"apple,banana,orange"underthecategory"fruits".Thisstrategyiscalled_______.A.chunkingB.contextualizationC.elaborationD.imagery答案A16.Whichofthefollowingbestdescribes"assessmentforlearning"?A.SummativeassessmentattheendofatermB.StandardizedproficiencytestsC.OngoingformativeassessmentduringinstructionD.Placementtestsatthebeginningofacourse答案C17.Thephrase"makeareservation"belongstothecommunicativefunctionof_______.A.apologizingB.requestingC.advisingD.inviting答案B18.Inawritingclass,theteacherasksstudentstoexchangetheirdraftsandgivefeedbacktoeachother.Thisactivityisknownas_______.A.self-editingB.peer-editingC.teacher-studentconferencingD.portfolioassessment答案B19."It'srainingcatsanddogs"isanexampleof_______.A.simileB.metaphorC.idiomD.alliteration答案C20.Theprimarygoalofteachingphonicsistohelpstudents_______.A.memorizephoneticsymbolsB.understandtherelationshipbetweenlettersandsoundsC.imitatenativespeakers'intonationD.learngrammarrulesimplicitly答案B二、简答题（本大题共2小题，每小题15分，共30分）1.简述形成性评价在小学英语教学中的作用，并列举三种常用的形成性评价方法。答案形成性评价的作用：(1)监控学习过程：帮助教师及时了解学生的学习困难和进度，从而调整教学策略。(2)提供反馈与指导：为学生提供即时的反馈，帮助他们发现不足并改进学习方法。(3)激发学习动机：鼓励学生参与学习过程，增强自信心和自主学习能力。常用方法：(1)课堂观察；(2)学习档案袋；(3)学生自评与互评。2.在小学英语听力教学中，“听前”阶段的主要教学目的是什么？请列举三种常见的听前活动。答案听前阶段的主要目的：(1)激活学生头脑中与听力材料相关的背景知识图式；(2)激发学生的听力兴趣和动机；(3)扫除部分生词障碍，降低听力难度；(4)引导学生预测听力内容，带着目的去听。常见活动：(1)头脑风暴：围绕话题让学生联想相关词汇。(2)图片预测：展示图片让学生猜测听力内容。(3)词汇连线：将生词与释义或图片进行匹配。三、教学情境分析题（本大题共2小题，每小题20分，共40分）1.某教师在教授“Myweekend”这一课时，在导入环节直接呈现了表示周末活动的动词短语（如playfootball,washclothes,watchTV），然后立刻让学生用句型“Whatdoyoudoonweekends?Iusually...”进行同桌问答练习。结果发现学生在问答时频繁卡壳，发音不准确，且对部分动词短语的含义不甚理解。请分析该教师在教学环节设计上的主要问题，并提出改进建议。答案主要问题：(1)违背了语言教学的输入输出规律。教师直接从词汇呈现跳跃到自由交际输出，缺乏必要的机械操练和意义操练环节，导致学生输出困难。(2)词汇教学脱离语境。教师仅呈现了短语，未在具体语境中教授其音、形、义，导致学生不理解含义且发音不准确。(3)缺乏支架支撑。在同桌问答前，教师未提供示范或语言支架，学生感到无所适从。改进建议：(1)增加呈现的直观性和语境性。利用图片、动作（TPR）或多媒体在真实语境中呈现词汇，帮助学生理解音形义。(2)遵循PPP教学模式。在呈现后，增加控制性操练（如全班跟读、开火车朗读）和半控制性操练（如师生示范问答、替换练习），最后再进行同桌间的交际输出。(3)提供语言支架。在学生同桌练习前，教师应与一名学生进行完整的对话示范，并在黑板或PPT上保留句型框架。2.一位教师在教授一般过去时的时候，先在黑板上写下规则动词的过去式变化规则（-ed的读音及拼写），然后让学生背诵这些规则。随后，教师给出了二十个动词，要求学生将其变为过去式并造句。整堂课学生气氛沉闷，虽然能默写出规则，但在随后的看图说话环节中，学生仍然大量使用动词原形来描述过去发生的事情。请分析该教师语法教学的方法及存在的问题，并指出如何改进以提升教学效果。答案教学方法及存在问题：(1)采用的是典型的演绎法，且过分偏重语言形式而忽视了语言意义和语用功能。(2)脱离语境进行语法教学。单纯背诵规则和变形练习无法让学生体会到过去时在实际交际中的表意功能。(3)缺乏输出环节的真实交际任务。机械操练未能有效转化为交际能力，导致学生在真实语境中依然出错。改进建议：(1)采用归纳法或语境导入法。先呈现一篇含有大量一般过去时的语篇或故事，让学生在真实语境中感知语言形式。(2)引导学生观察与发现。让学生从语篇中找出动词的变化规律，自己归纳出-ed的拼写和发音规则，提高思维品质。(3)设计意义型操练和交际任务。增加如“讲述昨天发生的故事”或“周末日记分享”等任务，让学生在完成任务中内化语法规则，做到形式与意义的统一。四、教学设计题（本大题共1小题，共40分）阅读以下人教版小学英语六年级上册Unit6Howdoyoufeel?PartBReadandwrite的语篇材料，完成教学设计。RobinandtheantItisasunnymorning.Robinisgoingtositonthegrasswhenhehears"Wait!"Itisalittleant.Heisafraid."Pleasedon'tsitonme.OnedayIcanhelpyou,"saystheant."Don'tworry,littleant.Iwon'tsitonyou,"saysRobin.Thenextday,itisraining.Robinisinthepark.Heisstuckinthemud.Heisworried.Thenhehears,"Letushelpyou!"Itistheantandallofhisfriends.Theyarestrong.TheypullRobinoutofthemud.Everyoneishappy.请根据上述材料，为一节六年级英语阅读课撰写一份教学设计。要求包括：1.TeachingObjectives（教学目标，需体现英语学科核心素养）2.TeachingKeyandDifficultPoints（教学重难点）3.TeachingProcedures（教学过程，包含Pre-reading,While-reading,Post-reading三个阶段的具体活动）答案1.TeachingObjectives(1)Languageability:Studentscanreadandunderstandthestory"Robinandtheant".Theycanmasterthekeywordsandphrasessuchas"stuckinthemud,pullout,worried,happy"andusethemtodescribefeelings.(2)Culturalawareness:Studentscanunderstandthemoralofthestory"Helpeachother"andrealizetheimportanceofkindnessandmutualhelpindailylife.(3)Thinkingquality:Studentscanpredicttheplotofthestorybasedonpicturesandtitles,andlogicallysequencetheeventsofthestory.(4)Learningability:Studentscanemployreadingstrategieslikeskimmingforthemainideaandscanningforspecificinformation.Theycanalsocooperatewithpeersinrole-play.2.TeachingKeyandDifficultPoints(1)Keypoints:Tounderstandthemainideaofthestory;tomasterthetargetvocabularyandtheemotionalchangesofthecharacters.(2)Difficultpoints:Toreadthestorywithcorrectintonationandemotion;toactoutthestoryingroupsandunderstandthedeepermeaningof"Onegoodturndeservesanother".3.TeachingProceduresStep1:Pre-reading(5mins)(1)Greetingandsingasong:Singthesong"Ifyou'rehappyandyouknowit"toactivatetheclassatmosphere.(2)Lead-in:Showpicturesofdifferentfeelings(happy,sad,angry,worried)andaskstudentstoactthemout.(3)Prediction:ShowapictureofRobinandalittleantonthegrass.Askstudents:"Whataretheydoing?Whatwillhappen?"Letstudentspredictthestory.Step2:While-reading(20mins)(1)Fastreading:Askstudentstoreadthestoryquicklyandanswer:"Howmanycharactersarethereinthestory?Whoarethey?"(2)Intensivereading:•Paragraph1:AskstudentstoreadParagraph1andfillintheblanks:Robini