2026年上半年教资高中英语学科知识真题完整

2026年上半年教资高中英语学科知识真题完整一、单项选择题（本大题共30小题，每小题2分，共60分）1.Thecommittee____dividedintheiropinionsontheproposal.A.areB.isC.hasbeenD.was答案A2.Hardlyhadthespeakerbegun____theaudienceinterruptedhim.A.whenB.thanC.beforeD.while答案A3.Itisessentialthateverystudent____acopyoftheschoolregulations.A.hasB.haveC.hadD.willhave答案B4.Thenewlydiscoveredevidence,togetherwiththewitness’stestimony,____thatthesuspectwasinnocent.A.proveB.provesC.haveprovedD.wereproving答案B5.Notuntiltherainstopped____thevillage.A.didtheyleaveB.theyleftC.lefttheyD.theydidleave答案A6.____foryourtimelyhelp,wewouldhavemissedthedeadline.A.HaditnotbeenB.IfitwerenotC.WereitnotD.Ifwewerenot答案A7.Theprofessorrequiredthateverystudent____theiressaybyFriday.A.submitB.submitsC.submittedD.wouldsubmit答案A8.____intheprojectfortwoyears,shedecidedtotakealongvacation.A.HavingworkedB.WorkedC.WorkingD.Havingbeenworking答案A9.Theword“brunch”isformedby____.A.blendingB.clippingC.acronymyD.back-formation答案A10.Theword“unpredictable”has____morphemes.A.threeB.fourC.fiveD.six答案A11.Whichofthefollowingpairsofwordsareminimalpairs?A.pin/binB.bat/bagC.sheep/shipD.Alloftheabove答案D12.Thesentence“Flyingplanescanbedangerous”isambiguousdueto____.A.lexicalambiguityB.structuralambiguityC.referentialambiguityD.pragmaticambiguity答案B13.InEnglish,theunderlinedpartin“Iamlookingforabooktoread.”functionsas____.A.objectB.complementC.post-modifierD.adverbial答案C14.Whichofthefollowingisafricativesound?A./b/B./d/C./f/D./g/答案C15.Thesentencepatternof“Shegavemeapresent”is____.A.SVOB.SVOOC.SVOCD.SV答案B16.“Couldyoupleasepassmethesalt?”performsthespeechactof____.A.questionB.requestC.commandD.statement答案B17.Whichofthefollowingsuffixeschangesaverbtoanoun?A.-mentB.-ifyC.-izeD.-able答案A18.Intheword“international”,theprimarystressfallsonthe____syllable.A.firstB.secondC.thirdD.fourth答案C19.Thesentence“Sheisanightowl.”uses____.A.simileB.metaphorC.metonymyD.personification答案B20.WhichofthefollowingisNOTafeatureofcommunicativelanguageteaching?A.FocusonmeaningB.UseofauthenticmaterialsC.EmphasisongrammaticaldrillsD.Learner-centeredactivities答案C21.《普通高中英语课程标准（2017年版2020年修订）》将英语学科核心素养凝练为语言能力、文化意识、思维品质和____。A.学习能力B.交际能力C.应试能力D.创新能力答案A22.高中英语课程结构由必修、选择性必修和____三类课程构成。A.拓展课程B.选修课程C.综合课程D.实践课程答案B23.在词汇教学中，教师引导学生根据上下文猜测词义，主要培养的是____。A.词汇记忆能力B.词汇学习策略C.语法分析能力D.语音辨析能力答案B24.教师要求学生在阅读后绘制文章结构图，这一活动主要训练学生的____。A.略读能力B.寻读能力C.概括能力D.推断能力答案C25.英语学习活动观强调学习活动的三个层次是学习理解、应用实践和____。A.巩固提高B.迁移创新C.合作探究D.自主复习答案B26.课堂提问中，教师提出“Whatwouldyoudoifyouweretheauthor?”属于____。A.展示性问题B.参考性问题C.事实性问题D.选择性问题答案B27.形成性评价的主要目的是____。A.甄别学生水平B.选拔优秀学生C.监测学习过程D.评定最终成绩答案C28.教师在教学过程中利用思维导图帮助学生梳理文章脉络，这属于____策略的运用。A.认知策略B.元认知策略C.情感策略D.交际策略答案A29.下列关于英语语法教学的说法，最符合交际教学理念的是____。A.先大量做单项语法练习，再进行阅读B.在真实语境中呈现语法项目，引导学生归纳用法C.让学生背诵语法规则D.用翻译法讲解每个语法点答案B30.在听力教学中，教师先让学生浏览表格并预测所听内容，这一活动安排在____阶段。A.听前B.听中C.听后D.复习答案A二、阅读理解（本大题共10小题，每小题2分，共20分）阅读下列两篇短文，从每题所给的A、B、C、D四个选项中选出最佳选项。PassageOneInrecentyears,researchershaveincreasinglyturnedtheirattentiontotheroleofcorrectivefeedbackinsecondlanguageacquisition.Onewidelyheldassumptionisthatlearnersbenefitfrombeingexplicitlytoldwhentheymakeanerror.However,studiessuggestthattheeffectivenessoffeedbackdependsonarangeoffactors,includingthelearner’sage,proficiencylevel,andtheinstructionalcontext.Meta-analysesindicatethatimplicitfeedback,suchasrecasts,canbeaseffectiveasexplicitcorrection,particularlywhenlearnersarealreadyfamiliarwiththetargetstructure.Recasts,whichinvolvereformulatingthelearner’sutterancewithoutexplicitlyindicatinganerror,arecommonincommunicativeclassrooms.Forexample,ifalearnersays“Hegotoschoolyesterday,”ateachermightrespond,“Oh,hewenttoschoolyesterday.”Suchfeedbackmaintainstheflowofcommunicationwhiledrawingattentiontoform.Nevertheless,someresearcherscautionthatrecastsmaynotalwaysbenoticed,especiallyinclassroomswherelearnersarefocusedprimarilyonmeaning.Whenlearnersfailtoperceiverecastsascorrective,thefeedbackmayhavelittleimpact.Explicitfeedback,ontheotherhand,leavesnodoubtthatanerrorhasbeenmade,butitcaninterruptcommunicationandprovokeanxiety.Giventhesetrade-offs,manyexpertsadvocateabalancedapproachthatcombinesdifferenttypesoffeedbackaccordingtotheinstructionalgoal.Foractivitiesfocusedonaccuracy,explicitcorrectionmaybeappropriate;forfluency-orientedtasks,moresubtleformsoffeedbackarepreferable.31.Whatisthemainpurposeofthepassage?A.ToargueforthesuperiorityofexplicitfeedbackB.TointroduceresearchoncorrectivefeedbackanditsimplicationsC.ToexplainwhyrecastsareineffectiveD.Tocomparefirstandsecondlanguageacquisition答案B32.Accordingtothepassage,recastsare____.A.explicitcorrectionsthatinterruptspeechB.reformulationsofalearner’sutterancewithoutclearlypointingouttheerrorC.atypeoffeedbackthatalwayscausesanxietyD.onlyusedinaccuracy-orientedactivities答案B33.Theexample“Hegotoschoolyesterday”isusedtoillustrate____.A.acommongrammaticalerrormadebyteachersB.howrecastsmaintaincommunicationwhileaddressingformC.theineffectivenessofexplicitfeedbackD.alearner’sinabilitytousethepasttense答案B34.Accordingtosomeresearchers,onelimitationofrecastsisthat____.A.theyaremoretime-consumingthanexplicitcorrectionB.learnersmaynotnoticethemascorrectiveC.theyareunsuitableformeaning-focusedclassroomsD.theyincreaselearneranxiety答案B35.Theauthor’sattitudetowardthecombinationofdifferentfeedbacktypesis____.A.doubtfulB.neutralC.approvingD.critical答案CPassageTwoTeachers’questioningpracticeshavelongbeenregardedascentraltoeffectiveclassroominstruction.Researchhasclassifiedquestionsintotwobroadcategories:displayquestionsandreferentialquestions.Displayquestionsarethosetowhichtheteacheralreadyknowstheanswer,suchas“Whatisthepasttenseofgo?”Theyarecommonlyusedtocheckunderstandingandreinforceknowledge.Referentialquestions,incontrast,aregenuinelyopen-ended,suchas“Whatdoyouthinkthecharacterwilldonext?”Theteacherdoesnotknowtheanswerinadvance.Studiesinsecondlanguageclassroomsconsistentlyshowthatteachersaskfarmoredisplayquestionsthanreferentialquestions.Thistendencymaybeexplainedbytheneedtomanagelargeclassesandensurethatlearningobjectivesaremet.However,anoverrelianceondisplayquestionscanlimitopportunitiesformeaningfulcommunication,aslearnersmayproduceonlyshort,formulaicresponses.Someresearchersarguethatincreasingtheproportionofreferentialquestionscanpromotehigher-orderthinkingandencourageextendedlearneroutput.Whenlearnersareaskedtoexpressopinions,predictoutcomes,orjustifypositions,theymustdrawonawiderrangeoflinguisticresources.Yetreferentialquestionsarenotapanacea;iftheyaretoochallengingorculturallyinappropriate,theymaysilenceratherthanstimulatediscussion.Effectivequestioning,therefore,involvesajudiciousmixofbothquestiontypes,sequencedtobuildfromcomprehensioncheckstomoreopen-endedinquiry.36.Theword“they”inline3refersto____.A.questioningpracticesB.displayquestionsC.teachersD.learners答案B37.Accordingtothepassage,whydoteacherstendtoaskmoredisplayquestions?A.Theyarerequiredbythenationalcurriculum.B.Theyareusefulformanagingclassandachievinglearninggoals.C.Theyencouragehigher-orderthinking.D.Theyarepreferredbylearners.答案B38.Thepassagesuggeststhatreferentialquestionsarebeneficialbecausethey____.A.requireonlyshort,formulaicanswersB.guaranteesuccessfulcommunicationC.maypromoteextendedlearnerlanguageandhigher-orderthinkingD.areeasierforteacherstodesign答案C39.Theword“panacea”inthelastparagraphisclosestinmeaningto____.A.cure-allB.obstacleC.methodD.goal答案A40.Theauthor’smainpointaboutquestioningisthat____.A.displayquestionsshouldbeabandonedB.referentialquestionsaresuperiorineveryrespectC.teachersshouldrelysolelyonopen-endedquestionsD.effectiveteachingrequiresabalanceduseofbothquestiontypes答案D三、简答题（本大题共1小题，共20分）41.请简述高中英语“英语学习活动观”的基本内涵，并举例说明如何在阅读教学中设计体现“学习理解、应用实践、迁移创新”三个层次的教学活动。答案(1)基本内涵：英语学习活动观是指学生在主题意义引领下，通过学习理解、应用实践、迁移创新等一系列体现综合性、关联性和实践性等特点的英语学习活动，基于已有知识，依托不同类型的语篇，在分析问题和解决问题的过程中，促进自身语言知识学习、语言技能发展、文化内涵理解、多元思维发展、价值取向判断和学习策略运用。这一过程既是语言知识与语言技能整合发展的过程，也是文化意识不断增强、思维品质不断提升、学习能力不断提高的过程。(2)三个层次的活动设计举例（以阅读教学为例）：学习理解类活动：如学生阅读一篇关于环境保护的语篇后，完成信息结构图或表格，梳理文章主旨、段落大意及关键信息；通过Readandmatch、Readandcomplete等活动获取并整理文本基本信息。应用实践类活动：如学生根据文章内容进行角色扮演或复述，运用所学语言描述环境问题；组织小组讨论，让学生运用文中表达方式交流各自对环保行为的看法。迁移创新类活动：如学生结合自己的生活实际，撰写一份校园环保倡议书或制作环保宣传海报；围绕“人与自然”主题进行演讲或辩论，运用所学语言创造性解决真实问题，表达个人观点，实现知识向能力、能力向素养的转化。四、教学情境分析题（本大题共1小题，共30分）42.阅读下面的教学片段，回答问题：在一次高中英语语法课上，王老师讲解定语从句。上课伊始，他先用PPT展示了定语从句的定义、关系代词和关系副词的用法规则，并列举了大量例句。随后，他要求学生齐读规则和例句。接下来，王老师设计了20道单项选择填空题，让学生独立完成，然后逐一核对答案并讲解。整节课中，学生几乎没有开口进行英语表达，也没有进行任何小组讨论或真实语境下的语言运用活动。问题：(1)分析王老师的教学行为存在哪些主要问题。(15分)(2)请结合《普通高中英语课程标准（2017年版2020年修订）》倡导的理念，提出具体的改进建议。(15分)答案(1)王老师教学行为的主要问题：①过度依赖演绎法，忽视学生主动建构。王老师直接呈现语法规则，学生被动接受知识，缺乏对语言现象的真实体验、发现和归纳过程，不利于发展学习能力和思维品质。②脱离语境，孤立教授语法。语法规则和例句脱离主题语境和真实语篇，学生难以将语法形式与意义、使用统一起来，容易导致“只会做题、不会运用”的现象。③活动形式单一，缺乏交际性。整节课以教师讲解和单项选择练习为主，学生几乎没有英语口头表达、小组合作和真实语境运用语言的机会，违背了英语学习活动观和交际教学理念。④评价方式机械，以应试为导向。单纯通过选择题检测语法知识，不能有效考查学生在实际交际中运用语法的能力，也无法发挥形成性评价对学习的促进作用。(2)改进建议：①采用“发现式”语法教学。教师可先提供含有定语从句的语篇或对话，引导学生在语境中观察、发现并归纳定语从句的形式和功能，再补充必要的规则讲解，实现从感知到理解再到内化。②创设真实语境，突出语用功能。围绕具体主题（如“介绍一个难忘的人”“推荐一个喜欢的电影”），让学生在介绍、交流等真实任务中运用定语从句表达思想和情感，实现语法形式、意义与使用的统一。③丰富教学活动，体现学习活动观。设计学习理解类活动（如识别短文中的定语从句）、应用实践类活动（如合并句子、描述图片）和迁移创新类活动（如小组合作完成人物介绍或口头报告），促进语言能力与思维品质协同发展。④坚持形成性评价，关注学习过程。**在小组展示、口头表达、写作等活动中观察学生使用定语从句的准确性与得体性，给予及时反馈，帮助学生调整学习策略，增强学习信心。五、教学设计题（本大题共1小题，共20分）43.请根据以下语言材料，设计一节高中英语阅读课的教学方案。材料：Readingisoneofthemostimportantskillsastudentcandevelop.Goodreadersdonotsimplydecodewords;theyactivelyconstructmeaningbyconnectingthetexttowhattheyalreadyknow.Strategiessuchaspredicting,questioning,summarizing,andmakinginferencesenablereaderstoengagedeeplywithatext.Teacherscanhelpstudentsbecomestrategicreadersbymodellingthesestrategiesandprovidingopportunitiesforguidedandindependentpractice.要求：(1)用英文写出本节课的教学目标（Teachingobjectives），要求体现英语学科核心素养。(10分)(2)写出主要教学环节及活动设计，并说明各环节的设计意图。(10分)答案(1)Teachingobjectives:Bytheendofthelesson,studentswillbeableto:Languageability:identifyandsummarizethemainideaandkeystrategiesofeffectivereadingfromthepassage;usereading-relatedvocabularyandexpressionstodescribereadingstrategies.Culturalawareness:recognizethevalueofreadinganddevelopapositiveattitudetowardbecomingalifelongreader.Thinkingquality:analyzethefeaturesofgoodreadersandevaluatetheirownreadinghabitsthroughcomparisonandinference.Learningability:applypredicting,questioning,andsummarizingstrategiestoreadanewtextandmonitortheirownreadingprocess.(2)主要教学环节及活动设计：Step1:Pre-reading—PredictionanddiscussionActivity:Theteachershowsthet