初級中學英語教師資格考試學科知識與教學能力試卷與參考答案(2025年)

2025年教師資格考試初級中學英語學科知識與教學能力模擬試卷與參考答案一、單項選擇題（本大題有30小題，每小題2分，共60分）1、Theword“ecological”isderivedfromtherootword“ecology.”Whichofthefollowingisthecorrectpartofspeechfortheword“ecological”?AdjectiveNounVerbAdverb答案：A解析：Theword“ecological”isusedasanadjectivetodescribesomethingrelatedtoecology.Forexample,“ecologicalbalance”referstothebalanceofnatureinanecologicalsystem.2、Inthesentence“Thestudentsweresoexcitedabouttheupcomingtripthattheycouldn’twaittoleave,”whichwordisanadverbmodifyingtheverb“wait”?ExcitedUpcomingSoWait答案：C解析：Theword“so”isanadverbinthissentence.Itmodifiestheverb“wait”byindicatingtheextentordegreeofthestudents’impatiencetoleaveforthetrip.3、Thesentence“Theyhavebeenplayingthepianoforthreehours”usesthepresentperfecttense.Whichofthefollowingstatementsistrueaboutthepresentperfecttense?A.Itisusedtotalkaboutactionsthatstartedinthepastandcontinueuptothepresent.B.Itisusedtodescribeanactionthatwillstartinthefuture.C.Itisusedtoexpressanactionthathappenedinthepastandisfinished.D.Itisusedtodescribeafutureeventthatisalreadyplanned.Answer:AExplanation:Thepresentperfecttenseisusedtotalkaboutactionsthatstartedinthepastandcontinueuptothepresent.Thistenseisalsousedtodescribepastactionswithpresentresultsorpastactionsthatarerelevanttothepresent.4、Inthefollowingsentence,“Thestudentsareexcitedbecausetheyaregoingtothebeach,”theverb“aregoing”isin:A.PresentcontinuoustenseB.PresentperfecttenseC.PastcontinuoustenseD.FutureperfecttenseAnswer:AExplanation:Theverb“aregoing”isinthepresentcontinuoustense,whichisusedtodescribeactionsorstatesthatarecurrentlyhappeningorcontinuingatthemomentofspeaking.Itisoftenusedtotalkaboutfutureplansthatareintheimmediatefuture.5、Inthefollowingsentence,theword“benefit”isusedasa(n)_______.A.nounB.verbC.adjectiveD.adverbAnswer:A.nounExplanation:Theword“benefit”inthesentence“Theworkshopwillbenefitthestudentsgreatly”isusedasanoun,referringtotheadvantagesorprofitsthatwillbegainedfromtheworkshop.6、Choosethecorrectwordtocompletethesentence:“Theteacher_______thestudentstodiscussthetopicingroups.”A.encouragedB.persuadedC.motivatedD.invitedAnswer:A.encouragedExplanation:Theword“encouraged”isthecorrectchoicebecauseitmeanstoinspireortogivesupporttosomeonetodosomething.Theteacherisinspiringthestudentstoparticipateingroupdiscussions.“Persuaded”impliesusingargumentorreasontochangesomeone’smind,“motivated”referstoprovidingareasonforsomeonetoact,and“invited”meanstorequestsomeone’spresence.7、Thefollowingsentenceisanexampleofasimile.WhichoneisNOTasimile?A.Thesunroselikeagoldencoin.B.Thecatwasasquietasamouse.C.Shedancedbeautifully.D.Thewindwhistledthroughthetrees.答案：C解析：選項A使用了“l(fā)ike”來比較太陽和金色的硬幣；選項B使用了“as…as”結構來比較貓的安靜程度和老鼠的安靜程度；選項D使用了“whistledthrough”來描述風的聲音。而選項C僅僅是一個簡單的陳述句，沒有使用任何比喻手法，因此不是擬人句（simile）。8、Inthefollowingdialogue,whichwordisusedasanoun?A.“Theteacherhasgivenusalotofhomework.”B.“Howdoyoufeelaboutthenewpolicy?”C.“Ithinkweshouldhaveaclassdiscussion.”D.“Don’tworry,it’snotgoingtobedifficult.”答案：A解析：選項A中的“homework”是一個名詞，表示家庭作業(yè)；選項B中的“policy”也是一個名詞，表示政策；選項C中的“discussion”同樣是名詞，表示討論。而選項D中的“worry”作為動詞使用，表示擔憂，因此不是名詞。9.Whichofthefollowingsentencescorrectlyusesthesubjunctivemoodtoexpressahypotheticalsituation?A.IfIwereyou,Iwouldfinishtheprojecttoday.B.Ifhewerehere,wewouldgooutfordinner.C.WhenIamhungry,Ieatwhateverisinthefridge.D.Ifithadrainedlastnight,thegroundwouldbewetnow.Answer:A

Explanation:ThecorrectuseofthesubjunctivemoodisinoptionA.“IfIwereyou”introducesahypotheticalsituation,andthesubjunctivemoodisusedinthemainclause(“Iwouldfinishtheprojecttoday”)toexpressawishorpossibilitythatisnottrueintherealworld.OptionsB,C,andDdonotusethesubjunctivemoodcorrectly.10.Inthefollowingsentence,whatisthefunctionoftheword“because”?A.Becauseitwasraining,wedecidedtostayhome.B.Theweatherissunnybecauseit’sspring.C.Wearegoingtothebeachbecauseweneedabreak.D.Becauseheistired,heshouldgotosleep.Answer:B

Explanation:InoptionB,“because”isusedtoexplainthereasonforthesunnyweather,whichisrelatedtothetimeofyear(spring).Theword“because”isasubordinatingconjunctionthatintroducesaclausethatprovidesareasonorexplanation.InoptionsA,C,andD,“because”isalsousedasasubordinatingconjunction,butitintroducesaclausethatexplainsthecauseofanactionorcondition.11.Theteacherwantstointroducetheconceptof“adjectives”inEnglishtohermiddleschoolstudents.Whichofthefollowingactivitieswouldbethemostappropriateforimmediatepracticeofusingadjectives?Role-playingadialogueaboutweatherconditions.Readingashortstoryandidentifyingadjectivesusedbytheauthor.Writingashortessayabouttheirfavoriteholidayandusingadjectivestodescribeit.Listeningtoasongandwritingdowntheadjectivesusedinthelyrics.Answer:CExplanation:OptionCisthemostappropriatebecauseitdirectlyinvolvesthestudentsinusingadjectivestodescribetheirownexperiences,whichisapracticalapplicationoftheconcept.Role-playingandlisteningactivities(AandD)aremorepassiveanddonotrequiretheactiveuseofadjectives.Identifyingadjectivesinastory(B)isagoodactivitybutismoreofacomprehensiontaskratherthanimmediatepracticeinusingadjectives.12.Inthecontextofteachingalessononthesolarsystem,whichofthefollowingteachingstrategiesismostlikelytoengagestudentsincriticalthinkinganddeepentheirunderstanding?Providingalistoffactsabouteachplanetandhavingstudentsmemorizethem.Showingavideoaboutthesolarsystemandansweringstudents’questions.Askingstudentstocreatetheirownmodelofthesolarsystemusingclassroommaterials.Distributingaworksheetwithmultiple-choicequestionsaboutthesolarsystem.Answer:CExplanation:OptionC,askingstudentstocreatetheirownmodelofthesolarsystem,isthemostengagingandconducivetocriticalthinking.Thisactivityrequiresstudentstounderstandtherelationshipsbetweentheplanets,thinkcreatively,andapplytheirknowledge.Whiletheotheroptionsprovideinformation(A,B,D),theydonotnecessarilyencouragestudentstothinkcriticallyorapplytheirknowledgeinahands-onmanner.13.Thefollowingsentencehasagrammaticalerror.Whichpartshouldbecorrected?A.“Thestudentsaretalkingloudlyintheclassroom.”B.“Shehasbeencookingdinnerforanhour.”C.“Ifitrainstomorrow,wewillnotgotothepark.”D.“IhavefinishedmyhomeworkandnowIamwatchingTV.”Answer:AExplanation:Thesentence“Thestudentsaretalkingloudlyintheclassroom”doesnothaveagrammaticalerror.Theotheroptionsarecorrectintermsofgrammar.Therefore,thecorrectanswerisA.14.Choosethewordthatbestcompletesthefollowingsentence.

Theteacheraskedthestudentsto_______thevocabularylistbeforethetest.A.lookB.findC.readD.studyAnswer:DExplanation:Thecorrectwordtocompletethesentenceis“study.”Theteacherwantsthestudentstostudythevocabularylistbeforethetest,asstudyingistheactionoflearningandreviewinginformation.Theotheroptionsdonotfitthecontextofthesentence.15、Whatisthemainfunctionofaconjunctioninasentence?Toprovideadditionalinformationaboutanoun.Toconnecttwoormoreclausesorsentences.Toemphasizeanadjective.Tointroduceanewsubject.Answer:B)Toconnecttwoormoreclausesorsentences.Explanation:Conjunctionsarewordsthatjoinclausesorsentencestogether.Theyareessentialforcreatingcomplexsentencesbylinkingideasandmaintainingtheflowofthetext.16、Whichofthefollowingisanexampleofanactivevoicesentence?Thebookwaswrittenbytheauthor.Theauthorwrotethebook.Thebookwasbeingwrittenbytheauthor.Theauthoriswritingthebook.Answer:B)Theauthorwrotethebook.Explanation:Anactivevoicesentenceisconstructedwiththesubjectperformingtheaction,whichmakesthesentencemoredirectandvigorous.Inthisexample,“Theauthor”isthesubjectand“wrote”istheverb,makingitanactivevoiceconstruction.17、Inthefollowingsentence,whichwordisademonstrativepronoun?A.ThisB.ThatC.WhichD.ItAnswer:C

Explanation:“Which”isademonstrativepronounusedtorefertoaspecificperson,place,thing,orideaalreadymentionedoreasilyidentified.Inthegivenoptions,“This”and“That”aredemonstrativeadjectives,while“It”isapronounbutnotademonstrativepronoun.18、Choosethecorrectformoftheverbtocompletethefollowingsentence:Thestudents__________(be)excitedabouttheupcomingtriptothezoo.A.areB.isC.wereD.beingAnswer:A

Explanation:Thesubject“students”isapluralnoun,sothecorrectformoftheverbtouseis“are.”Thesentenceisinthepresentcontinuoustense,indicatinganactionthatishappeningatthemomentofspeaking.Therefore,thecorrectansweris“are.”19.InaprimaryschoolEnglishclass,theteacherisintroducinganewvocabularyword.Whichofthefollowingactivitiesisthemostsuitableforhelpingstudentsremembertheword?A.Role-playingashortsceneusingtheword.B.Showingavideorelatedtotheword.C.Askingstudentstowriteashortparagraphusingtheword.D.Givingaquizontheword’sspelling.Answer:AExplanation:Role-playingisaneffectiveactivityforhelpingstudentsremembernewvocabulary.Itallowsstudentstoengageinactivelearning,practicespeaking,andconnectthenewwordtoreal-lifecontexts.20.AmiddleschoolEnglishteacherisplanningalessononthepastsimpletense.Whichofthefollowingteachingstrategiesismostappropriateforthistopic?A.Showingadocumentaryabouthistoricaleventstopracticethepastsimpletense.B.UsingaPowerPointpresentationtoexplaintherulesofthepastsimpletense.C.Playingagamewherestudentsmustaskandanswerquestionsusingthepastsimpletense.D.AssigningaresearchprojectonthehistoryoftheEnglishlanguage.Answer:CExplanation:Agamethatrequiresstudentstoaskandanswerquestionsusingthepastsimpletenseisaninteractiveandengagingwaytopracticethetense.Itprovidesimmediatefeedbackandencouragesparticipationfromallstudents,makingitaneffectivestrategyforteachingthepastsimpletense.21、Thefollowingsentenceisanexampleofwhichtense?A.PresentPerfectB.PastSimpleC.FuturePerfectD.PresentContinuousAnswer:A.PresentPerfectExplanation:Thesentence“Hehasfinishedhishomework.”isinthePresentPerfecttense.Itisusedtodescribeanactionthatstartedinthepastandisstillcontinuing,oranactionthatisrelevanttothepresent.22、Whichofthefollowingsentencesisgrammaticallycorrect?A.Shedon’tlikecoffee.B.Hehasbeenworkingfortwohours.C.Theyaregoingtothecinema.D.Ihavealreadyeatmybreakfast.Answer:B.Hehasbeenworkingfortwohours.Explanation:Thecorrectsentenceis“Hehasbeenworkingfortwohours.”Thissentenceusesthepresentperfectcontinuoustense,whichisusedtodescribeanactionthatstartedinthepast,iscontinuingatthepresent,andmaycontinueintothefuture.Theotheroptionscontaingrammaticalerrors:Ahasincorrectsubject-verbagreement,Cuses“are”insteadof“is”forthethirdpersonsingularsubject,andDhasanincorrectpastparticipleformoftheverb“eat.”23、WhichofthefollowingisNOTacomponentofcommunicativelanguageteaching(CLT)?A.FocusonaccuracyB.FocusonfluencyC.Task-basedlearningactivitiesD.GrammartranslationmethodAnswer:DExplanation:CommunicativeLanguageTeaching(CLT)emphasizestheuseoflanguagetocommunicatemeaningfullyratherthanjustfocusingongrammaticalaccuracy.Itpromotesfluencydevelopmentthroughmeaningfultasksandactivitiesthatrequirestudentstouselanguageauthentically.TheGrammarTranslationMethod,however,focusesprimarilyonthestudyofgrammarrulesandtranslationfromonelanguagetoanother,whichisnotalignedwiththeprinciplesofCLT.24、Inthecontextofvocabularyacquisition,whatdoestheterm‘collocation’referto?A.AgroupofsynonymsusedinterchangeablyB.ThefrequencyofwordusageintextsC.ThetendencyofcertainwordstooccurtogetherD.ThearrangementofalphabetsinadictionaryAnswer:CExplanation:Collocationreferstothetendencyofcertainwordstooccurtogethermoreoftenthanwouldbeexpectedbychance.Forexample,“strongtea”or“fastfood.”Understandingcollocationsiscrucialforvocabularyacquisitionasithelpslearnersusewordsmorenaturallyandidiomatically.Itisnotaboutsynonyms,thefrequencyofwords,orhowtheyarelistedindictionaries.25.WhatisthemainpurposeofusingvocabularygamesinEnglishlanguageteachingatthejuniorhighlevel?A.Toenhancestudents’pronunciationskillsB.Toincreasestudents’vocabularyknowledgeC.Toimprovestudents’listeningcomprehensionD.Todevelopstudents’readingskillsAnswer:B

Explanation:Vocabularygamesareprimarilyusedtoincreasestudents’vocabularyknowledgeastheyprovideafunandinteractivewayforlearnerstoexpandtheirwordbankandreinforcethemeaningsofnewwords.26.WhichofthefollowingactivitiesismostsuitableforreviewingpasttensesinajuniorhighEnglishclass?A.Role-playinganewsreportB.GroupdiscussiononrecenteventsC.ListeningtoarecordedstoryD.CompletingavocabularymatchingexerciseAnswer:A

Explanation:Role-playinganewsreportisasuitableactivityforreviewingpasttensesbecauseitallowsstudentstopracticeusingpasttenseverbsinareal-lifecontext,whilealsoengagingtheminspeakingandactingoutthenewsevents.27、Whichofthefollowingactivitiesismostlikelytoencouragestudentstopracticetheirlisteningskillsinanauthenticcontext?Listeningtoarecordeddialoguebetweentwonativespeakersdiscussingtheirweekendplans.Repeatingsentencesaftertheteachertoimprovepronunciation.Readingatextaloudinclass.Writingasummaryofashortstorytheyhavejustread.Answer:AAnalysis:OptionAprovidesanopportunityforstudentstolistentonaturallanguagebeingusedinareal-lifesituation,whichisaneffectivewaytopracticelisteninginanauthenticcontext.OptionsB,C,andDfocusonotherlanguageskills,suchasspeaking,reading,andwriting,butdonotspecificallytargetlisteninginanauthenticsetting.28、Whendesigningalessonplanforteachingthepresentperfecttense,whichofthefollowingwouldbethemostappropriatelearningobjective?Studentswillbeabletorecitetherulesofthepresentperfecttensefrommemory.Studentswillbeabletowritealistofirregularverbsinthepresentperfectform.Studentswillbeabletousethepresentperfecttensetodescribeexperiencesthatstartedinthepastandcontinueuptonow.Studentswillbeabletoidentifythepresentperfecttenseinagiventextwithoutusingitintheirownspeechorwriting.Answer:CAnalysis:Thegoaloflanguagelearningistoenablecommunication,andoptionCfocusesonthefunctionaluseofthepresentperfecttense,allowingstudentstoapplythegrammarinmeaningfulcontexts.OptionAemphasizesmemorization,whichislessaboutpracticalapplication.OptionBismoreaboutrecognizingformsratherthanusingthemincontext.OptionDonlyinvolvesrecognition,notactiveuse,whichisessentialfordevelopingfluency.29.Whatisthemainpurposeofaclozetestinlanguagelearning?Toassessreadingcomprehensionskills.Topracticewritingskills.Toimprovelisteningcomprehension.Toenhancespeakingabilities.Answer:A)Toassessreadingcomprehensionskills.Explanation:Aclozetest,alsoknownasagap-fillingtest,involvesremovingawordorwordsfromapassageandaskingthetest-takertosupplythemissinginformation.Theprimarypurposeofthisactivityistoevaluatethetest-taker’sabilitytocomprehendthetextandidentifythecorrectwordstofillinthegaps.30.Inthecontextoflessonplanning,whichofthefollowingactivitiesismostsuitableforencouragingcollaborativelearningamongstudents?Individualreadingassignments.Groupdiscussionsonasingletopic.Competitivequizzes.Teacher-ledlectures.Answer:B)Groupdiscussionsonasingletopic.Explanation:Groupdiscussionspromotecollaborativelearningbyencouragingstudentstoworktogether,shareideas,andengageincriticalthinking.Thisactivityallowsstudentstolearnfromeachother’sperspectivesandfostersacooperativelearningenvironment,whichisbeneficialfortheircognitivedevelopmentandsocialskills.二、簡答題（20分）Sure,Icangenerateanexampleofashortanswerquestionforthe“SecondarySchoolEnglishSubjectKnowledgeandTeachingAbilityTest”forteachercertification,alongwithitsanswerandexplanationinEnglish.Here’sanexample:PartII:ShortAnswerQuestionsQuestion1:Describetheimportanceofintegratingthefourskills(listening,speaking,reading,andwriting)inEnglishlanguageteachingatthejuniorsecondarylevel.Provideanexampleofanactivitythatwouldhelpdeveloptheseskillssimultaneously.Answer:Integratingthefourskills—listening,speaking,reading,andwriting—iscrucialinEnglishlanguageteachingatthejuniorsecondarylevelbecauseitallowsstudentstoengagewiththelanguageinaholisticmanner.Eachskillisinterconnectedandsupportsthedevelopmentofothers.Forinstance,listeningenhancesunderstandingofspokenlanguage,whichisessentialforeffectivespeaking;readingimprovesvocabularyandcomprehension,whichaidsinbetterwriting;andwritingreinforcestherulesofgrammarandsentencestructure,whichisbeneficialforspeakingandlistening.ExampleActivity:Agoodactivitytointegrateallfourskillscouldbea‘GroupProjectPresentation.’Studentsaredividedintogroupsandassignedatopicrelatedtotheircurriculum(suchasenvironmentalissues).Theymustfirstreadaboutthetopic(reading),discusstheirfindingswithinthegroup(speaking),prepareawrittenreportorpresentation(writing),andfinallypresenttheirprojecttotheclass(speakingandlistening).Duringthepresentations,peerscanlistenandtakenotes(listening),thenprovidefeedbackinwriting(writing).Thistypeofintegratedactivityencouragesactivelearning,promotescollaboration,andensuresthatstudentsareusingEnglishcommunicativelyratherthanfocusingonisolatedskills,therebyenhancingtheiroveralllanguageproficiency.Explanation:Theintegrationofskillsinlanguagelearningisbasedontheprinciplethatlanguageisbestlearnedwhenusedinauthenticcontexts.Byengagingstudentsinmeaningfultasksthatrequiretheuseofmultipleskills,teacherscancreateamoredynamicandeffectivelearningenvironment.Thisapproachalignswithcommunicativelanguageteachingmethods,whichemphasizereal-lifecommunicationoverdiscreteskillinstruction.三、教學情境分析題（30分）Question:

AsamiddleschoolEnglishteacher,youareassignedtoteachalessonabout“MyHometown”.Theclassconsistsof15students,withvaryingproficiencylevelsinEnglish.Youhave40minutesforthislesson.Pleaseanalyzetheteachingsituationandproposeadetailedlessonplan,includingteachingobjectives,teachingmethods,andassessmentstrategies.Answer:

TeachingSituationAnalysis:1.StudentBackground:Theclassconsistsof15studentswithvaryingproficiencylevelsinEnglish.Somestudentsmayhaveastrongcommandofthelanguage,whileothersmaystrugglewithbasicgrammarandvocabulary.2.ClassDuration:Thelessonisscheduledfor40minutes.3.LessonTopic:“MyHometown”4.TeachingObjectives:Tohelpstudentsimprovetheirspeakingandlisteningskills.Toenhancestudents’abilitytodescribetheirhometownsusingpasttense.Toencouragestudentstoexpresstheiropinionsandsharetheirexperiences.LessonPlan:I.Introduction(5minutes)Beginthelessonbyaskingstudentstosharewhattheyknowabouttheirhometowns.Encouragestudentstousethepresenttensetodescribetheirhometowns.Introducethelessontopic,“MyHometown,”andexplainthepurposeofthelesson.VocabularyandGrammar(10minutes)Introducevocabularyrelatedtodescribingahometown(e.g.,landscape,landmarks,traditions).Teachthepasttenseformofregularandirregularverbs.Provideexamplesandexercisestohelpstudentspracticethenewvocabularyandgrammar.SpeakingActivity(15minutes)Dividetheclassintosmallgroupsof3-4students.Instructeachgrouptodiscusstheirhometownsandusethepasttensetodescribetheirexperiences.Eachgroupwillpresenttheirfindingstotheclass.Asateacher,monitorthegroupsandprovidefeedbackandassistanceasneeded.AssessmentStrategies:Observestudents’participationingroupdiscussionsandspeakingactivities.Assessstudents’understandingofthepasttenseandvocabularyrelatedtodescribingahometown.Provideindividualfeedbackonstudents’presentationsandspeakingskills.V.Conclusion(5minutes)Summarizethekeypointsofthelessonandreinforcetheimportanceofdescribingone’shometown.Encouragestudentstocontinueexploringandsharingtheirexperienceswiththeirfamiliesandfriends.Assignahomeworktask,suchaswritingashortessayabouttheirhometownusingthepasttense.Explanation:

Thislessonplanaimstocatertostudentswithvaryingproficiencylevelsbyincorporatingactivitiesthatpromotespeakingandlisteningskills,aswellastheuseofpasttensegrammar.Bydividingtheclassintosmallgroups,studentscancollaborateandsupporteachotherinlearning.Theassessmentstrategiesfocusonbothformativeandsummativeassessmenttoensurestudents’progressistrackedthroughoutthelesson.四、教學設計題（40分）SectionIV:InstructionalDesignQuestionQuestion1:

YouareteachingaclassofGrade8studentsinamiddleschool.Thelessonisabout“TravelExperiences”andtheobjectiveistogetstudentstosharetheirexperiencesorideasabouttraveling,aswellastopracticetheuseofpasttenseandadjectivestodescribeplacesandactivities.LessonObjectives:Studentswillbeabletousethepasttenseaccuratelywhendescribingatravelexperience.Studentswillexpandtheirvocabularywithnewadjectivestodescribelocationsandactivities.Studentswilldevelopspeakingskillsbysharingtheirtravelexperiencesorimaginingatripandpresentingittotheclass.Materials:Asetofpicturesdepictingvarioustraveldestinations(beaches,mountains,cities,etc.).Vocabularylistwithadjectivesandverbsrelatedtotravel.Whiteboardandmarkers.Handoutwithagraphicorganizerforplanningashortspeech.Procedure:Step1:Warm-up(5minutes)Starttheclassbyaskingstudentsiftheyhaveevertraveled.Elicitsomeresponsesandwritethemontheboa