2026年教师资格考试高级中学学科知识与教学能力英语试题与参考答案

2026年教师资格考试高级中学学科知识与教学能力英语试题与参考答案一、单项选择题（本大题共30小题，每小题2分，共60分）1.Whichofthefollowingwordshasadifferentstresspatternfromtheotherthree?A.record(v.)B.present(v.)C.conduct(n.)D.object(n.)答案B解析A、C、D项的单词重音均在第一个音节，而B项present作为动词时，重音在第二个音节。2.______forthefreetickets,Iwouldnothavegonetotheconcertwithyouyesterday.A.WereitnotB.HaditnotbeenC.IfitisnotD.Ifithasnotbeen答案B解析本题考查虚拟语气的倒装结构。根据主句"wouldnothavegone"可知是对过去情况的虚拟，从句应为"hadnotbeenfor"。在省略if的倒装句中，had提前，故选B。3.Thepairofwords"lend"and"borrow"arecalled______.A.synonymsB.antonymsC.homonymsD.hyponyms答案B解析"lend"和"borrow"属于关系反义词，在语义上是对立的关系。4.Inthesentence"Theboysawthemanwiththetelescope",theambiguityiscausedby______.A.syntacticstructureB.lexicalmeaningC.phoneticfeatureD.morphologicalrule答案A解析该句的歧义在于句法结构的不同分析。"withthetelescope"既可以作状语修饰"saw"（男孩用望远镜看到了那个男人），也可以作定语修饰"theman"（男孩看到了那个带着望远镜的男人）。5.AccordingtoSearle'sspeechacttheory,makingapromisebelongsto______.A.representativesB.directivesC.commissivesD.declarations答案C解析在Searle的言语行为理论中，承诺类行为是指说话人承诺将来要做某事，如保证、发誓、许诺等。6.Whichofthefollowingactivitiesismostlikelytopromoteintrinsicmotivationinlanguagelearning?A.PromisingaprizeforgoodgradesB.GivingverbalpraiseforcorrectanswersC.Designingtasksthatmatchstudents'interestsD.Avoidingpenalizingmistakesinhomework答案C解析内在动机源于对活动本身的兴趣和享受。设计符合学生兴趣的任务最能激发学生的内在动机，而奖惩措施多属于外在动机。7.Theword"unbelievable"contains______morphemes.A.oneB.twoC.threeD.four答案C解析"unbelievable"由三个语素组成：前缀"un-"，词根"believe"，后缀"-able"。8.Whichofthefollowingisafricativeconsonant?A./p/B./t/C./f/D./m/答案C解析/p/和/t/是爆破音，/m/是鼻音，只有/f/是摩擦音。9.InKrashen'sMonitorModel,______referstothesubconsciousprocessofacquiringlanguagenaturally.A.learningB.acquisitionC.monitoringD.input答案B解析Krashen区分了"习得"（acquisition）和"学得"（learning）。习得是在自然环境中下意识的过程，而学得是有意识学习规则的过程。10.Theutterance"Canyoupassmethesalt?"isanexampleof______intermsofindirectspeechacts.A.directivemasqueradingasaquestionB.representativemasqueradingasaquestionC.commissivemasqueradingasaquestionD.expressivemasqueradingasaquestion答案A解析该句子的字面形式是一个询问能力的疑问句，但其言外之意是发出命令或请求，属于指令类行为。Readthefollowingpassageandanswerquestions11-15.Theconceptof"interlanguage"wasproposedbySelinkerin1972.Itreferstotheseparatelinguisticsystemofthelearnerwhoisintheprocessoflearningasecondlanguage.Thissystemisneitherthelearner'snativelanguagenorthetargetlanguage,butadevelopingsystemwithitsownrules.Interlanguageischaracterizedbysystematicity,permeability,andfossilization.Systematicitymeansthaterrorsmadebylearnersarenotrandombutfollowcertainrules.PermeabilityallowstheinterlanguagetobeinfluencedbyboththeL1andL2.Fossilizationoccurswhencertainlinguisticfeaturesbecomepermanentlyingrainedinthelearner'sinterlanguage,regardlessoffurtherexposureorinstruction.11.Whatisthemainideaofthepassage?A.Theprocessoflearningasecondlanguage.B.Thedefinitionandfeaturesofinterlanguage.C.ThedifferencesbetweenL1andL2.D.Thecausesoffossilizationinlearning.答案B12.AccordingtoSelinker,aninterlanguageis______.A.identicaltothetargetlanguageB.amixtureofnativeandtargetlanguageswithoutrulesC.adistinctlinguisticsystemwithitsownrulesD.atemporaryphasethatalwaysdisappears答案C13.WhichofthefollowingisNOTacharacteristicofinterlanguagementionedinthepassage?A.Systematicity.B.Permeability.C.Fossilization.D.Accuracy.答案D14.Theword"permeability"inthepassagesuggeststhatinterlanguage______.A.isrigidandunchangeableB.canbepenetratedorinfluencedbyotherlanguagesC.isfullofgrammaticalerrorsD.isperfectlysystematic答案B15.Fossilizationimpliesthat______.A.learnerswilleventuallyreachnative-likeproficiencyB.someerrorsmayneverbeeliminatedevenwithcontinuedlearningC.learnerslosetheirnativelanguagecompletelyD.thetargetlanguagebecomespermanentlyingrained答案BReadthefollowingpassageandanswerquestions16-20.Task-basedLanguageTeaching(TBLT)hasgainedsignificanttractioninESL/EFLclassroomsoverrecentdecades.UnlikethePresentation-Practice-Production(PPP)model,TBLTstartswithameaningfultaskratherthanapre-selectedlanguageform.Thefocusisonmeaningandcommunication.However,criticsarguethatTBLTmaynotbesuitableforallcontexts,particularlyforbeginnerswholackthenecessarylinguisticresourcestoengageincomplextasks.Furthermore,inlargeclasseswithmixedproficiencylevels,taskimplementationandassessmentcanbehighlychallengingforteachers.Toaddresstheseissues,someresearchersproposeaweakversionofTBLT,wheretasksareusedtocontextualizeandpracticespecificlanguageitemsintroducedearlier.16.WhatistheprimaryfocusofTBLTaccordingtothepassage?A.Pre-selectedlanguageforms.B.Meaningandcommunication.C.Grammaticalaccuracy.D.Memorizationofvocabulary.答案B17.HowdoesTBLTdifferfromthePPPmodel?A.TBLTstartswithatask,whilePPPstartswithlanguagepresentation.B.PPPismorefocusedonmeaningthanTBLT.C.TBLTisonlyforadvancedlearners,whilePPPisforbeginners.D.PPPistask-oriented,whileTBLTisform-oriented.答案A18.WhatisamajorcriticismofTBLTmentionedinthetext?A.Itfocusestoomuchongrammar.B.Itcanbedifficultforbeginnerswithlimitedlanguageresources.C.Itistoorigidandtraditional.D.Itignorestheimportanceofcommunication.答案B19.WhatisthechallengeofimplementingTBLTinlargeclasses?A.Lackoftimeforpreparation.B.Difficultyintaskimplementationandassessment.C.Students'reluctancetospeak.D.Lackofsuitablematerials.答案B20.Whatdoesthe"weakversion"ofTBLTpropose?A.Tasksshouldbeabandonedforbeginners.B.Tasksshouldstrictlyfocusonmeaningwithoutanylanguagepractice.C.Tasksareusedtopracticespecificlanguageitemsalreadyintroduced.D.Tasksshouldreplacealltraditionalgrammarteaching.答案C21.AccordingtotheEnglishCurriculumStandardsforSeniorHighSchools(2017Edition,revisedin2020),thecorecompetenciesofEnglishsubjectincludelanguageability,culturalawareness,thinkingquality,and______.A.learningabilityB.readingskillC.communicativecompetenceD.grammaticalknowledge答案A解析《普通高中英语课程标准（2017年版2020年修订）》提出英语学科核心素养包括语言能力、文化意识、思维品质和学习能力。22.Whichofthefollowingbestdescribesthebottom-upmodelofreadingcomprehension?A.Readersusebackgroundknowledgetounderstandthetext.B.Readersstartwithdecodinglettersandwordstobuildmeaning.C.Readerspredictthecontentbeforereading.D.Readersfocusontheoverallstructureofthetext.答案B解析自下而上的阅读模式认为阅读是从字母、单词解码逐步过渡到短语、句子和语篇意义构建的过程。23.Inthepre-readingstageofareadinglesson,theteacherasksstudentstobrainstormvocabularyrelatedtothetopic.Themainpurposeisto______.A.teststudents'spellingB.activatestudents'schemaC.teachnewvocabularyD.evaluatestudents'readingspeed答案B解析读前阶段进行词汇头脑风暴的主要目的是激活学生的背景知识（图式），为阅读做好准备。24.Whenateacherasksstudentstolistentoanaudioclipandfillinatablewithmissinginformation,thelisteningsub-skillbeingpracticedis______.A.listeningforgistB.listeningforspecificinformationC.inferencingD.note-takingcomprehensively答案B解析填写表格中的缺失信息属于听特定细节信息的练习，即listeningforspecificinformation。25.Inwritinginstruction,iftheteacherasksstudentstowriteanessay,reviseitbasedonpeerfeedback,andthenwriteaseconddraft,thisprocessisknownas______.A.theproductapproachB.thegenreapproachC.theprocessapproachD.thecontrolledwritingapproach答案C解析过程写作法强调写前准备、打草稿、同伴互评、修改和编辑等循环过程，而非仅仅关注最终的写作成品。26.Whichofthefollowingactivitiesisprimarilydesignedtopracticethecommunicativefunctionof"makingsuggestions"?A.Readingapassageabouthealthyeating.B.Completingadialoguewithcorrectverbforms.C.Role-playingascenariowherefriendsdecideonaweekendplan.D.TranslatingsentencesfromChinesetoEnglish.答案C解析角色扮演决定周末计划是一个交际任务，学生在其中需要真实运用"提出建议"的语言功能。27.Theconceptof"scaffolding"inlanguageteachingwasoriginallyderivedfrom______.A.Chomsky'sUniversalGrammarB.Krashen'sInputHypothesisC.Vygotsky'sZoneofProximalDevelopmentD.Skinner'sOperantConditioning答案C解析支架式教学概念最早来源于维果茨基的"最近发展区"理论。28.Inassessingstudents'speakingability,whichofthefollowingisconsideredananalyticscoringrubriccriterion?A.Overallfluency.B.Grammarandvocabularyaccuracy.C.Generalcommunicativeeffectiveness.D.Totalscoreoutof10.答案B解析分析性评分量表通常分项打分，如语法词汇、发音、流利度等；整体性评分量表给一个总体分数。A和C偏向整体，B是分项的具体标准。29.Ateacherusesrealobjects,pictures,andgesturestoexplainnewvocabularyinsteadoftranslation.Thistechniqueisknownas______.A.directmethodB.grammar-translationmethodC.audio-lingualmethodD.wholelanguageapproach答案A解析直接法提倡使用实物、图片、手势等直接建立目的语与意义的联系，避免使用母语翻译。30.WhichofthefollowingisNOTacharacteristicofsummativeassessment?A.Itusuallyoccursattheendofatermorcourse.B.Itaimstogradeandcertifystudentachievement.C.Itprovidesongoingfeedbacktoimproveteaching.D.Itoftentakestheformofafinalexam.答案C解析提供持续反馈以改进教学是形成性评价的特征。终结性评价主要用于评定成绩和认证。二、简答题（本大题共1小题，共20分）31.一位高中英语教师在教授阅读课时，先让学生听课文录音，接着逐句翻译课文，讲解其中的生词和语法点，最后让学生背诵课文。请根据高中英语新课程标准的理念回答以下问题：(1)该教师的教学方法主要存在哪些问题？（10分）(2)结合新课标，提出三条改进建议。（10分）答案(1)存在的问题：①教学理念陈旧，采用传统的语法翻译法，以教师为中心，忽视了学生的主体地位。②教学模式单一，缺乏对阅读策略和阅读技能的培养，把阅读课上成了词汇和语法讲解课。③忽视了语篇分析和深层理解，没有培养学生的思维品质和文化意识等核心素养。④缺乏合理的阅读过程指导，直接逐句翻译阻碍了学生整体语篇意义的建构；背诵课文不符合真实语言运用的要求。(2)改进建议：①更新教学理念，践行英语学习活动观。以主题意义为引领，创设具有综合性、关联性和实践性的英语学习活动。②优化阅读教学过程。采用PWP（Pre-reading,While-reading,Post-reading）模式，在读前激活背景知识，读中设置不同层次的任务（如略读找主旨、扫读找细节、精读推断深意）培养阅读策略，读后开展拓展讨论。③注重语篇分析和核心素养培养。引导学生分析文本结构、作者意图和语言特点，在情境中学习和运用语言知识，促进语言能力、文化意识、思维品质和学习能力的融合发展。三、教学情境分析题（本大题共1小题，共30分）32.以下是一位高中英语教师在进行写作课教学时的部分教学片段：【片段1】教师在导入环节展示了一篇优秀的范文，并带领学生分析了范文的段落结构（总-分-总）以及连接词的使用。【片段2】学生开始独立写作，教师在教室巡视。对于举手求助的学生，教师给予个别指导。写作完成后，教师收齐所有作文，表示将在课后批改并打分。请结合《普通高中英语课程标准（2017年版2020年修订）》及写作教学相关理论，回答下列问题：(1)该教师的教学过程体现了哪种写作教学途径？分析其优点。（10分）(2)该教师在评价环节存在什么问题？请说明理由。（10分）(3)请运用“过程性写作”的理念，设计一个读后评价与修改环节的活动。（10分）答案(1)教学途径与优点：该教师的教学过程主要体现了“结果写作法”。其优点在于：重视范文的分析和模仿，有助于学生掌握特定文体的语篇结构和语言特征（如连接词的使用），降低写作难度，适合基础较弱或初学某种文体的学生。(2)问题与理由：存在的问题：评价方式单一，以教师终结性评价（打分）为主，忽视了学生的主体性和评价的促学功能；缺乏同伴评价和自我评价；反馈滞后，不利于学生在写作过程中及时修改和提升。理由：新课标强调评价应主体的多元化和形式的多样化，注重形成性评价。写作评价不仅是为了给出分数，更重要的是促进学生在写作过程中反思、修改，从而提高写作能力。(3)活动设计：①教师下发写作评价量表，明确评价维度（如内容要点、语篇结构、语言准确性等）。②学生两人一组交换作文，根据量表进行同伴互评，指出优点并提出修改建议。③学生根据同伴的反馈进行第一次修改，然后提交给教师。④教师抽取部分典型作文进行全班展示和点评，最后给出综合性反馈。四、教学设计题（本大题共1小题，共40分）33.请根据以下提供的高中英语阅读文本，设计一节45分钟的阅读课教学方案。文本内容：（节选自一篇关于人工智能在教育中应用的科普文章）Artificialintelligence(AI)istransformingeducationinunprecedentedways.Oneofthemostsignificantimpactsispersonalizedlearning.AIsystemscananalyzestudents'learningpatternsandadaptthecontenttosuittheirindividualneeds.Forinstance,ifastudentstruggleswithfractionsinmath,theAItutorcanprovideadditionalpracticeuntilmasteryisachieved.However,theriseofAIineducationalsoraisesconcerns.CriticsarguethatexcessiverelianceonAImightdiminishhumaninteraction,whichiscrucialforemotionaldevelopment.Furthermore,thereareprivacyconcernsregardingthevastamountofstudentdatacollectedbythesesystems.Therefore,strikingabalancebetweentechnologicaladvancementandhumanelementsisessentialforthefutureofeducation.要求：1.确定教学目标；2.确定教学重难点；3.设计教学过程（包括Pre-reading,While-reading,Post-reading三个阶段的具体活动，并说明设计意图）。答案TeachingObjectives:1.Languageknowledge:StudentswillmasterkeywordsandphrasesrelatedtoAIineducation,suchas"transform","personalizedlearning","excessivereliance",and"strikingabalance".2.Languageskills:StudentswillbeabletoskimforthemainideaandscanforspecificinformationregardingtheprosandconsofAIineducation.3.Affectiveobjectives&Culturalawareness:Studentswilldevelopacriticalattitudetowardstechnologicaladvancementsandunderstandtheimportanceofhumaninteractionineducation.4.Thinkingquality:Studentswillbeabletoanalyzetheauthor'sattitudeandformtheirownopinionsontheuseofAIineducation.TeachingKeyandDifficultPoints:1.Keypoint:TounderstandthemainideaandthespecificargumentsaboutAIineducation.2.Difficultpoint:TocriticallyevaluatetheprosandconsofAIineducationandexpresstheirownopinionslogicallyinEnglish.TeachingProcedures:Step1:Pre-reading(8mins)Activity1:Brainstorming.TheteachershowsavideoclipofanAIrobotteachingstudentsandasks:"WhatisAIdoinginthevideo?HaveyoueverusedAItoolsforlearning?"Activity2:Prediction.Theteacherasksstudentstolookatthetitleandpredictwhatthetextwilltalkabout.DesignIntent:Toactivatestudents'backgroundknowledge,arousetheirinterestinthetopic,andpreparethemforthereadingtask.Step2:While-reading(20mins)Activity1:Skimming.Studentsreadthepassageq