2026上半年中学教师资格证(英语)学科知识与教学能力真题卷及答案

2026上半年中学教师资格证(英语)学科知识与教学能力真题卷及答案一、单项选择题（本大题共30小题，每小题2分，共60分）1.Whichofthefollowingwordscontainsavoicedbilabialconsonant?A.patB.batC.fatD.mat答案B2.Thepairofwords"bat"and"pat"differonlyinonephoneme,sotheyarecalled__________.A.minimalpairsB.allophonesC.phonemesD.complementarydistribution答案A3.Inthesentence"IfIwereyou,Iwouldgiveupsmoking",theunderlinedpart"were"indicates__________.A.subjunctivemoodB.indicativemoodC.imperativemoodD.infinitive答案A4."Theboyplayinginthegardenismyson."Theunderlinedpartfunctionsas__________inthesentence.A.attributeB.adverbialC.subjectcomplementD.object答案A5.Accordingtospeechacttheory,aspeakermightbeperformingallthefollowingactsEXCEPT__________.A.locutionaryactB.illocutionaryactC.perlocutionaryactD.permissiveact答案D6.WhichofthefollowingcorrectlydescribestheinputhypothesisproposedbyKrashen?A.Languageacquisitionisdeterminedbycomprehensibleinput(i+B.Learningandacquisitionarethesameprocess.C.Errorcorrectionisthemosteffectivewaytolearn.D.Outputismoreimportantthaninput.答案A7.Thetext-connectingdevicessuchas"however","therefore",and"inaddition"areusedtoachievetextual__________.A.cohesionB.coherenceC.contextD.connotation答案A8.WhichofthefollowingworksisNOTwrittenbyWilliamShakespeare?A.HamletB.RomeoandJulietC.ParadiseLostD.TheMerchantofVenice答案C9.MarkTwainisgenerallyconsideredasarepresentativeof__________inAmericanliterature.A.RomanticismB.RealismC.ModernismD.Naturalism答案B10.Incross-culturalcommunication,aculturewherecommunicationreliesheavilyonexplicitverbalmessagesistypicallyreferredtoasa__________.A.high-contextcultureB.low-contextcultureC.collectivistcultureD.individualistculture答案B11.ThemainfeatureoftheGrammar-TranslationMethodis__________.A.focusingonspokenlanguageB.usingnativelanguageextensivelyinclassC.avoidingexplicitgrammarrulesD.teachinggrammarinductively答案B12.IntheAudio-LingualMethod,languageisviewedas__________.A.ameansofcommunicationB.asetofhabitsC.asystemofrulesD.afunctionaltool答案B13.WhichofthefollowingisNOTaprincipleoftheCommunicativeLanguageTeaching(CLT)?A.Focusonmeaningratherthanformexclusively.B.Useofauthenticmaterials.C.Errortolerance.D.Rotememorizationofgrammarrules.答案D14.TotalPhysicalResponse(TPR)isprimarilybasedonthebeliefthat__________.A.adultslearnlanguagesfasterthanchildrenB.memoryisenhancedthroughphysicalmovementC.grammarshouldbetaughtdeductivelyD.translationisthecoreoflearning答案B15.InTask-BasedLanguageTeaching(TBLT),a"task"isanactivitywhere__________.A.thefocusissolelyongrammaticalaccuracyB.studentspracticespecificphoneticrulesC.meaningistheprimaryfocusandthereisaclearoutcomeD.theteachertranslateseverynewword答案C16.AccordingtotheEnglishCurriculumStandards,thecorecompetenciesofEnglishincludelanguageability,culturalawareness,thinkingquality,and__________.A.learningabilityB.readingabilityC.writingabilityD.testingability答案A17.The"EnglishLearningActivityView"advocatedinthecurriculumstandardsorganizeslearningthroughthreelevelsofactivities:learningandunderstanding,applyingandpracticing,and__________.A.transferringandcreatingB.recitingandmemorizingC.listeningandspeakingD.readingandwriting答案A18.Whichofthefollowingbelongstoformativeassessment?A.Finalexamination.B.Mid-termexamination.C.Studentportfolios.D.Collegeentranceexamination.答案C19.Whenteachingreading,the"top-down"modelemphasizesthatreadersrelyprimarilyontheir__________tocomprehendthetext.A.phoneticknowledgeB.backgroundknowledgeandexpectationsC.vocabularydecodingskillsD.grammaticalanalysis答案B20.Thepurposeofthe"pre-reading"stageinareadinglessonismainlyto__________.A.teststudents'vocabularyB.teachnewgrammarpointsC.activatebackgroundknowledgeandpredictcontentD.assigntranslationtasks答案C21.Inalisteninglesson,ifateacherasksstudentstolistentoaweatherforecastanddecidewhethertobringanumbrellatomorrow,theteacherisfocusingon__________.A.intensivelisteningB.extensivelisteningC.listeningforspecificinformationD.listeningforpronunciation答案C22.Deductivegrammarteachingreferstotheapproachwheretheteacher__________.A.givesexamplesfirstandletsstudentsfindtheruleB.explainsthegrammarrulefirstandthenprovidesexamplesC.ignoresgrammarrulescompletelyD.onlyusesL1toexplaingrammar答案B23.Thestrategyofguessingthemeaningofanewwordfromthesurroundingwordsorsentencesisknownas__________.A.contextualguessingB.rotelearningC.wordformationanalysisD.dictionaryconsultation答案A24.Ateacherorganizesarole-playactivitywherestudentsactoutaconversationinarestaurant.Thisactivityprimarilydevelopsstudents'__________.A.readingskillsB.writingskillsC.communicativecompetenceD.grammaticalaccuracy答案C25."Scaffolding"inlanguageteachingmeans__________.A.providingtemporarysupporttohelpstudentscompleteataskB.buildingastricttestingsystemC.correctingeverymistakestudentsmakeD.givingstudentscompletefreedomwithoutguidance答案A26.Whichofthefollowingactivitiesismostsuitablefordevelopingstudents'intensivereadingskills?A.Skimmingforthemainidea.B.Scanningforspecificdates.C.Readingcloselytoanalyzetheauthor'stoneandwritingtechniques.D.Readingextensivelyforpleasureoutsideofclass.答案C27."Choralreading"isanactivityoftenusedtopractice__________.A.spellingB.pronunciation,intonation,andrhythmC.listeningcomprehensionD.vocabularymemorization答案B28.Whenastudentsays"Igoedtotheparkyesterday",theteacherresponds"Youwenttothepark.Whatdidyoudothere?"Thiscorrectionstrategyiscalled__________.A.explicitcorrectionB.recastC.clarificationrequestD.metalinguisticfeedback答案B29.Portfolioassessmentisvaluablebecauseit__________.A.onlyfocusesonthefinalscoreB.recordsstudentprogressandachievementsovertimeC.iseasiertogradethanmultiple-choicetestsD.ispurelyobjective答案B30.Thecomponentofalessonplanthatoutlineswhatstudentsareexpectedtoachievebytheendofthelessonisthe__________.A.teachingobjectivesB.teachingmethodsC.teachingaidsD.teachingprocedures答案A二、简答题（本大题共1小题，共20分）1.英语学科核心素养是《普通高中英语课程标准》的重要组成部分。请简述英语学科核心素养的四个维度，并简要说明在英语教学中培养学生“思维品质”的途径。答案英语学科核心素养主要包括四个维度：(1)语言能力：指在社会情境中借助语言进行理解和表达的能力。(2)文化意识：指对中外文化的理解和对优秀文化的认同，是学生在学习过程中逐步形成的跨文化认知、态度和行为选择。(3)思维品质：指思维在逻辑性、批判性、创新性等方面所表现的能力和水平。(4)学习能力：指学生积极运用和主动调适英语学习策略、拓宽英语学习渠道、努力提升英语学习效率的意识和能力。在英语教学中培养学生“思维品质”的途径：(1)创设问题情境：通过设置具有逻辑层次的问题链，引导学生在阅读和听说活动中进行分析、综合和推理。(2)鼓励批判性阅读：引导学生对文本内容、作者观点及隐含意义进行质疑、评价和反思，而非全盘接受。(3)设计开放性任务：如续写、辩论、角色扮演等，激发学生的想象力和创造性思维。(4)利用思维导图：借助可视化工具帮助学生梳理文本结构，理清信息之间的逻辑关系。解析本题考查对《普通高中英语课程标准》中核心素养的理解及其在实践中的落实。考生需准确写出四个维度的名称，并针对“思维品质”给出合理可行的教学建议。三、教学情境分析题（本大题共1小题，共30分）1.下面是某初中英语教师关于“定语从句”语法教学的一个片段：教师T：今天我们要学习定语从句。请看黑板，定语从句就是用一个句子作定语来修饰名词或代词。被修饰的词叫先行词。接着，教师在黑板上写下了两个公式：公式一：先行词+关系代词+从句公式二：先行词+关系副词+从句然后教师详细讲解了关系代词的用法，并板书了大量例句。T：现在请大家把黑板上的例句抄写两遍，然后完成课本上的填空练习，把适当的who,which,that填入空格中。学生开始抄写和做题，课堂气氛较为沉闷。请根据上述教学情境，从教学法角度分析该教师教学中的不足，并提出改进建议。答案不足分析：(1)教学方法单一，以演绎法为主。教师直接给出定义和公式，让学生机械抄写和填空，忽视了语言学习的实践性和交际性，不符合交际语言教学（CLT）和任务型语言教学（TBLT）的理念。(2)缺乏语境支撑。语法规则的讲解脱离了真实的语言情境，学生虽然记住了公式，但难以在实际交际中正确运用定语从句。(3)忽视了学生的学习主体地位。整堂课以教师讲授为中心，学生被动接受和机械练习，未能激发学生的学习兴趣和思维活动，导致课堂气氛沉闷。改进建议：(1)采用归纳法或情境教学法。教师可以先提供含有定语从句的真实语篇或对话，让学生在语境中感知和发现定语从句的用法，然后引导他们自己总结出语法规则。(2)设计交际性任务。在讲解和初步练习之后，设计与学生生活相关的输出任务。例如，让学生用定语从句描述同学或班级物品进行猜谜游戏，使语法学习为交际服务。(3)丰富教学手段和评价方式。利用多媒体课件、图片或视频展示语法语境，减少枯燥的板书和抄写。在学生练习时，采用同伴互评或小组合作的方式，提高课堂互动性和学生参与度。解析本题考查语法教学法的运用。重点在于识别案例中教师使用了演绎法且缺乏语境和交际任务，进而提出基于新课标理念的改进策略，强调语法教学的形式、意义和语用的结合。四、教学设计题（本大题共1小题，共40分）1.阅读以下高中英语阅读材料，完成教学设计。Material:Waterisessentialforlife,yetmillionsofpeoplearoundtheworldstilllackaccesstocleandrinkingwater.WhiletheEarthiscoveredinwater,onlyabout3%ofitisfreshwater,andmuchofthatislockedinglaciersordeepunderground.Thegrowingpopulationandpollutionareputtingimmensepressureonourlimitedwaterresources.However,everyonecanplayapartinsavingwater.Simpleactionsliketurningoffthetapwhilebrushingteeth,fixingleakingpipes,andtakingshortershowerscansavethousandsoflitersofwatereachmonth.Moreover,collectingrainwaterforplantsandusingwater-efficientappliancesarehighlyeffectivewaystoconservewater.Savingwaterisnotjustanoption;itisanecessity.Letustakeactiontodaytoensurethatfuturegenerationshaveenoughcleanwatertosurviveandthrive.设计要求：(1)确定本节课的教学目标。（10分）(2)确定本节课的教学重点和难点。（5分）(3)设计本节课的阅读教学过程，包括阅读前、阅读中和阅读后三个阶段，并说明各阶段的设计意图。（25分）答案**(1)教学目标基于英语学科核心素养的四个维度：语言能力目标：学生能够认读和运用文中的核心词汇和短语（如essential,lackaccessto,freshwater,conserve等）；能够获取文章主旨大意和细节信息，理解文章逻辑结构。文化意识目标：增强学生对全球水资源短缺问题的认识，培养节约用水的环保意识和社会责任感。思维品质目标：通过分析文章结构和作者的论证逻辑，培养学生的逻辑思维和批判性思维能力；思考更多节约水资源的创新途径。学习能力目标：通过运用略读和寻读策略获取信息，提高自主阅读能力；能够在小组讨论中积极合作和表达。(2)教学重点与难点教学重点：掌握文中的核心词汇；理解文章大意，梳理出水资源短缺的原因及节约用水的具体措施。教学难点：运用所学词汇和句型，结合自身实际，流利地表达自己对于节约用水的看法和建议。(3)教学过程与设计意图Step1:Pre-reading(阅读前阶段)**•活动设计：教师利用多媒体展示几幅关于干旱地区严重缺水和水资源被污染的图片，提问学生："Whatdoyouseeinthepictures?Howdoyoufeel?"接着提问："Whatdoyouknowaboutthewatersituationintheworld?"导入主题。•设计意图：通过视觉冲击