初級中學(xué)英語教師資格考試學(xué)科知識與教學(xué)能力試題及答案指導(dǎo)(2025年)

2025年教師資格考試初級中學(xué)英語學(xué)科知識與教學(xué)能力模擬試題及答案指導(dǎo)一、單項(xiàng)選擇題（本大題有30小題，每小題2分，共60分）1、WhichofthefollowingisNOTacomponentofcommunicativecompetence?A.LinguisticcompetenceB.PragmaticcompetenceC.StrategiccompetenceD.MemorizationcompetenceAnswer:D.MemorificationcompetenceExplanation:Communicativecompetenceconsistsofseveralcomponents,includinglinguisticcompetence(knowledgeofthelanguagecode,i.e.,grammarandvocabulary),pragmaticcompetence(abilitytouselanguageappropriatelyinsocialcontexts),andstrategiccompetence(theabilitytocopewithcommunicationbreakdowns).Memorizationcompetence,however,isnotarecognizedcomponentofcommunicativecompetence;itismorerelatedtorotelearning,whichisadifferentaspectoflanguageacquisition.2、Whenteachingreading,whichofthefollowingstrategieswouldbemosteffectiveforhelpingstudentsunderstandthemainideaofatext?A.FocusingoneverydetailofthetextB.EncouragingstudentstoreadquicklywithoutpausingC.AskingstudentstoidentifytopicsentencesandsupportingdetailsD.InstructingstudentstomemorizekeyvocabularybeforereadingAnswer:C.AskingstudentstoidentifytopicsentencesandsupportingdetailsExplanation:Identifyingtopicsentencesandsupportingdetailsisastrategythathelpsstudentstocomprehendthestructureofatextanditsmainideas.Thisapproachallowsthemtodistinguishbetweencentralandperipheralinformation,whichiscrucialforgraspingtheoverallmeaningofapassage.Theotheroptionsmaynotcontributeaseffectivelytounderstandingthemainidea:focusingoneverydetailcanbeoverwhelminganddistracting,readingtooquicklymightcausestudentstomissimportantpoints,andmemorizingvocabularyalonedoesnotensurecomprehensionofthetext’smessage.3、Thefollowingsentencecontainsagrammaticalerror.Whichunderlinedwordneedstobecorrected?A.Hehasnevereatensuchdeliciousfoodashismothercooked.B.Shecan’thelpbutlaughwhensheseesthecat.C.Idon’tagreewithyouonthispoint;Ithinkit’sagoodidea.D.IfIwereyou,Iwouldhavechosentogotothepartyinstead.Answer:CExplanation:TheerrorinoptionCisintheuseoftheverb“agree.”Thecorrectformshouldbe“Idon’tagreewithyouonthispoint;Ithinkit’sabadidea,”as“agree”shouldbefollowedby“with”whenexpressingdisagreement.4、Choosethecorrectwordformtocompletethefollowingsentence.Thestudentisgoingto_______(read)abookonastronomythisweekend.A.readsB.readingC.readD.havereadAnswer:CExplanation:Thecorrectwordformtocompletethesentenceis“read,”asitisusedinthesimplepresenttensetodescribeafutureaction.Theotheroptionsdonotfitthecontextofthesentence.5、Whichofthefollowingsentencesusesthesubjunctivemoodcorrectly?

A)Ifheweretaller,hecouldreachthetopshelf.

B)Ifshewasmoreconfident,shewouldspeakupinmeetings.

C)IfIwasabird,Iwouldflytothemoon.

D)Iftheywasearlier,theywouldn’tmissthebus.Answer:A)Ifheweretaller,hecouldreachthetopshelf.

Explanation:ThecorrectanswerisAbecauseitusesthesubjunctiveform“were”whichisusedtoexpressconditionsthatarecontrarytofactorthatexpressadesireorwish.OptionsB,C,andDusetheindicativemood“was,”whichisincorrectforhypotheticalsituationsinthepresentorfuture.6、Choosethecorrectformoftheverbthatagreeswiththesubjectinthefollowingsentence:

“Thecommittee_______onthenewproject.”

A)wasworking

B)wereworking

C)hasworked

D)haveworkedAnswer:A)wasworking

Explanation:ThecorrectanswerisAbecause“committee”isacollectivenounthatreferstoagroupactingasasingleentity,thustakingasingularverb.Inthiscontext,thepastcontinuoustense“wasworking”indicatesanongoingactioninthepast,whichfitswellwiththesentence’sintent.7、Theteacherisusingamultimediapresentationtoteachalessonaboutthesolarsystem.Whichofthefollowingactivitieswouldbemosteffectiveforstudentstoreinforcetheirunderstandingoftheplanets’orbits?Groupdiscussionsonthehistoricaldiscoveriesofthesolarsystem.Role-playingexerciseswherestudentsactouttheplanets’movements.Awrittenessaycomparingthesizesanddistancesoftheplanets.Aquizwithmultiple-choicequestionsaboutthesolarsystem.Answer:B)Role-playingexerciseswherestudentsactouttheplanets’movements.Explanation:Role-playingexercisesallowstudentstoengageinahands-onactivitythathelpsthemvisualizeandunderstandcomplexconceptsliketheorbitsofplanets.Thismethodisparticularlyeffectiveinsubjectslikescienceandmathematics,wherevisualandkinestheticlearningcanenhancecomprehension.8、InthecontextofteachingaShakespeareanplay,theteacherwantstohelpstudentsappreciatethelanguageandcontextoftheperiod.Whichofthefollowingstrategieswouldbemostappropriate?TranslatingtheplayintomodernEnglish.ProvidingaglossaryofShakespeareantermsandphrases.Showingamodernadaptationoftheplay.ConductingalectureonthehistoricalbackgroundofShakespeare’stime.Answer:B)ProvidingaglossaryofShakespeareantermsandphrases.Explanation:Byprovidingaglossary,studentscanlearnthespecificlanguageandphrasesusedbyShakespeare,whichisessentialforunderstandingthenuancesoftheplay’sdialogueandcontext.Thishelpsmaintaintheauthenticityoftheoriginaltextwhilemakingitmoreaccessibletomodernstudents.9、Whichofthefollowingwordshasthesamepronunciationastheword“l(fā)ead”(whenitmeanstoguide)?A.Lead(metal)B.ReadC.BreadD.eadCorrectAnswer:A.Explanation:Inthiscontext,“l(fā)ead”whenitmeanstoguideispronounced/li:d/,whichisthesamepronunciationas“l(fā)ead”whenreferringtothemetallicelement.Theotheroptionshavedifferentvowelsounds.10、Choosethecorrectformoftheverbthatagreeswiththesubjectinthefollowingsentence:“Eachofthestudents_______responsibleforcompletingtheirhomeworkontime.”A.isB.areC.beD.amCorrectAnswer:A.Explanation:Theverbmustagreewiththesingularsubject“each,”sothecorrectformoftheverbis“is.”Eventhough“students”isplural,“each”makesthesubjectsingular.11.Inthefollowingsentence,whichwordisademonstrativepronoun?A.ThebookB.ThisbookC.ThatbookD.ThesebooksAnswer:B.ThisbookExplanation:“Thisbook”isademonstrativepronounthatreferstoaspecificbookmentionedearlierintheconversation.Theotheroptionsarearticlesordemonstrativeadjectives.12.Whichofthefollowingsentencesusesapresentperfecttensecorrectly?A.Ihaveseenthemovielastweek.B.Shehasgonetothestoreyesterday.C.Theyhavefinishedtheirhomeworkalready.D.Wewillhavecompletedtheprojectbytheendofthemonth.Answer:C.Theyhavefinishedtheirhomeworkalready.Explanation:Thepresentperfecttenseisusedtodescribeanactionthatstartedinthepastandcontinuestothepresentoranactionthathasjustbeencompleted.OptionCcorrectlyusesthepresentperfecttensetodescribeanactionthathasbeenfinished.Theotheroptionsuseincorrecttensesorstructures.13、Whichofthefollowingwordsispronounced/?k’s?mpl/?A.ExamplB.ExampleC.ExemplarD.Exemplify

Answer:B.Example

Explanation:Theword“example”ispronouncedas/?k’s?mpl/.It’simportanttoknowthecorrectpronunciationofwordsforeffectivecommunicationintheclassroom.14、Choosethecorrectformoftheverbthatagreeswiththesubjectinthefollowingsentence:

Thecommittee_______onthenewproject.A.wasworkingB.wereworkingC.hasworkedD.haveworked

Answer:A.wasworking

Explanation:Eventhough“committee”cansometimestakeapluralverbifreferringtotheindividualscomposingit,whentreatedasasingleentity,ittakesasingularverbform.Inthiscontext,“wasworking”impliesanongoingactioninthepast,whichfitswellwithdescribingacommittee’sactivityonaproject.15.Whatisthemainpurposeofusingajigsawcooperativelearningstrategyintheclassroom?Toencouragestudentstoworkindependently.Toprovideastructuredgroupactivitythatpromotescriticalthinking.Toallowstudentstocompleteassignmentswithoutteacherguidance.Tominimizetheneedforclassroomdiscipline.Answer:B)Toprovideastructuredgroupactivitythatpromotescriticalthinking.Explanation:Thejigsawcooperativelearningstrategyinvolvesdividingstudentsintosmallgroupsandassigningeachgroupadifferentpartofalargertopic.Afterstudyingtheirrespectiveparts,studentsarere-groupedintonewgroupswithmemberswhohavedifferentareasofexpertise.Thepurposeistoencouragestudentstoteacheachotherandtopromotecriticalthinkingandcollaborativelearning.Theotheroptionsdonotaccuratelydescribethemaingoalofthisstrategy.16.Whichofthefollowingisaneffectivetechniqueforcheckingcomprehensionduringareadingactivity?Askingstudentstosummarizethemainideaintheirownwords.Providingalistofkeytermsandaskingstudentstodefinethem.Readingthetextaloudtotheclassandaskingstudentstofollowalong.Givingstudentsamultiple-choicequizaboutthereadingmaterial.Answer:A)Askingstudentstosummarizethemainideaintheirownwords.Explanation:Askingstudentstosummarizethemainideaintheirownwordsisaneffectivetechniqueforcheckingcomprehensionbecauseitrequiresthemtounderstandthetextdeeplyandarticulatetheirunderstanding.Thismethodencouragesactiveprocessingandhelpsteachersassesswhetherstudentshavegraspedtheessentialpointsofthereading.Theotheroptionsmayprovidesomelevelofcomprehensioncheckbutarelesseffectiveinensuringthatstudentshaveacomprehensiveunderstandingofthetext.17.Theteacherispreparingalessonplanforauniton“TheEnvironment”inanEnglishclass.Whichofthefollowingactivitiesismostsuitableforaculminatingassessmentoftheunit?Agroupdebateonenvironmentalissues.Awrittentestonvocabularyrelatedtotheenvironment.Ascienceexperimentonwaterconservation.Apresentationonthestudents’favoriteenvironmentalcharity.Answer:A)Agroupdebateonenvironmentalissues.Explanation:AgroupdebateisaculminatingassessmentthatencouragesstudentstoapplytheirknowledgeandskillsinEnglish,engageincriticalthinking,andcommunicatetheirideaseffectively.Italsopromotescollaborativelearninganddeeperunderstandingofthetopic.18.InthecontextofteachingEnglishtomiddleschoolstudents,whichofthefollowingtechniquesismosteffectivefordevelopingstudents’readingcomprehensionskills?Readingaloudtotheclass.Providingalistofvocabularywordstomemorize.Encouragingstudentstosummarizethemainideasofatext.Assigningalargenumberofreadingpassagesforhomework.Answer:C)Encouragingstudentstosummarizethemainideasofatext.Explanation:Encouragingstudentstosummarizethemainideasofatexthelpsthemtoprocessandunderstandthecontentmoredeeply.Thistechniquepromotesactivereadingandcomprehension,aswellasthedevelopmentofsummarizingandcriticalthinkingskills.Readingaloud,memorizingvocabulary,andassigningalargenumberofpassagescanalsobebeneficialbutarenotasdirectlyfocusedoncomprehensiondevelopment.19.Inthefollowingsentence,whichwordisanexampleofahomophone?A.There,their,they’reB.To,too,twoC.Your,you’reD.Here,hear,hirerAnswer:B.To,too,twoExplanation:Homophonesarewordsthatsoundthesamebuthavedifferentmeaningsandoftendifferentspellings.“To,”“too,”and“two”arehomophonesbecausetheyallsoundthesamewhenpronounced(/to?/),buttheymeandifferentthings(“to”asapreposition,“too”asanadverbmeaning“also”or“excessively,”and“two”asthenumber2).20.Whatisthemainpurposeofthefollowingsentenceinanarrative?

“Thewindhowledthroughthetrees,sendingshiversdownmyspine.”A.TodescribethesettingB.TointroduceanewcharacterC.Torevealthemaincharacter’sfeelingsD.ToexplainthecauseofaneventAnswer:C.Torevealthemaincharacter’sfeelingsExplanation:Thissentenceisusedtoconveytheemotionalresponseofthemaincharactertothedescribedscene.Theuseof“shiversdownmyspine”indicatesastrongemotionalreaction,likelyfearorexcitement,andisthereforeusedtorevealthecharacter’sfeelings.21.Thefollowingsentencecontainsagrammaticalerror.Whichwordshouldbecorrected?A.“Shehaseatenalotoficecream,soshe’sfeelingquitefull.”B.“Hewaseatingalotofcandies,thereforehewasfeelingveryhappy.”C.“Theyhavereadmanybooks,andtheyhavelearnedalotfromthem.”D.“Shewasdrivingfast,butshedidn’tseethetrafficlight.”Answer:B

Explanation:ThecorrectwordinoptionBshouldbe“candy”insteadof“candies”because“candy”isthesingularformofcandy,anditisusedwhenreferringtoasinglepiece.Therestofthesentencesaregrammaticallycorrect.22.Whichofthefollowingsentencesiscorrectlypunctuated?A.“Theweatherisbeautiful,it’ssunnyandwarm.”B.“Shehasacat,shelikesitverymuch.”C.“Sheisgoingtoschool,shewillbethereby8o’clock.”D.“Ilovereading,Ireadabookeveryweekend.”Answer:D

Explanation:OptionDisthecorrectchoiceasitispunctuatedproperly.Theotheroptionseitherlacknecessarypunctuation(commasorperiods)orhaveincorrectpunctuation(acommawhereaperiodisneeded).23.Thefollowingsentenceisanexampleofa(n)_______clause.A.adverbialB.relativeC.conjunctionD.interjectionAnswer:B

Explanation:Thesentence“Thebookthatyougavemeisinteresting.”containsarelativeclause(“thatyougaveme”)thatprovidesadditionalinformationaboutthenoun“book.”Therefore,thecorrectanswerisB.relative.24.Whichofthefollowingwordsisapresenttenseverb?A.eatenB.eatingC.eatsD.ateAnswer:C

Explanation:Amongtheoptionsprovided,“eats”istheonlywordinthepresenttense.Theotheroptionsarepasttense(“ate”)orpastparticipleforms(“eaten,”“eating”).Therefore,thecorrectanswerisC.eats.25.WhatisthemainpurposeofthefollowingsentenceinaprimaryschoolEnglishlesson?Tointroducenewvocabulary.Toprovideastorycontext.Toencouragestudentinteraction.Topracticegrammarrules.Answer:C)Toencouragestudentinteraction.Explanation:Thesentenceinquestionislikelydesignedtostimulatestudentparticipationanddiscussion,makingitagoodchoiceforencouraginginteractioninaprimaryschoolEnglishclass.26.InthecontextofteachingEnglishasasecondlanguage,whichofthefollowingstrategiesismosteffectiveforhelpingstudentstoimprovetheirpronunciation?Repeatingthesentenceaftertheteacher.UsingEnglishsongsandrhymes.Providingalistofphoneticsymbols.Conductingregulardictationtests.Answer:B)UsingEnglishsongsandrhymes.Explanation:Englishsongsandrhymesareexcellenttoolsforteachingpronunciation,astheyprovideafunandengagingwayforstudentstopracticesoundsandrhythmsinalanguagethattheyarestilllearning.27.Theteacherisexplaininganewgrammarconcepttohisstudents.Whichofthefollowingtechniqueswouldbemosteffectiveinhelpingstudentsunderstandandpracticetheconcept?ReadingapassagefromatextbookShowingavideocliprelatedtotheconceptUsingaseriesofexamplesandexplanationsConductingagroupdiscussionontheconceptAnswer:C)UsingaseriesofexamplesandexplanationsExplanation:Usingaseriesofexamplesandexplanationsallowsstudentstovisualizeandunderstandthenewgrammarconceptmoreeffectively.Ithelpsthemrelatetheabstractconcepttoreal-lifesituationsandpracticeitthroughpracticalexamples.28.InamiddleschoolEnglishclass,theteacherwantstoassessstudents’comprehensionofastory.Whichofthefollowingassessmentmethodswouldbemostappropriate?Multiple-choicequestionsEssaywritingRole-playingFill-in-the-blanksAnswer:C)Role-playingExplanation:Role-playingisadynamicandinteractivemethodthatencouragesactiveparticipationandengagementfromstudents.Itallowsthemtoimmersethemselvesinthestoryandbetterunderstandthecharacters,setting,andplot,makingitaneffectiveassessmentmethodforevaluatingcomprehension.29.Thefollowingsentenceisanexampleofwhichtense?A.PresentperfectB.PastperfectC.PresentcontinuousD.FutureperfectAnswer:C.PresentcontinuousExplanation:Thepresentcontinuoustenseisusedtodescribeactionsthatarecurrentlyhappeningorongoing.Thesentence“Theyarewatchingamovierightnow.”isanexampleofthepresentcontinuoustense.30.Whichofthefollowingsentencestructuresisusedtoexpressacommand?A.Subject+verb+objectB.Subject+verb+adverbC.Verb+subject+objectD.Verb+object+subjectAnswer:D.Verb+object+subjectExplanation:Thestructure“Verb+object+subject”iscommonlyusedincommands,wherethesubjectisoftenimpliedoromitted.Forexample,“Closethedoor!”isanimperativesentenceusingthisstructure.二、簡答題（20分）Question:

AsaprimaryschoolEnglishteacher,howwouldyoudesignanengaginglessonplanforaclassof30students,focusingonthethemeof“MyHometown”?Thelessonshouldincludeactivitiestodevelopspeaking,listening,reading,andwritingskills,andshouldlastfor45minutes.Answer:LessonTitle:MyHometown-AnEngagingJourneyObjective:Tohelpstudentsdeveloptheirspeaking,listening,reading,andwritingskillsbyexploringthethemeof“MyHometown”andexpressingtheirownexperiencesandopinions.Materials:1.Interactivewhiteboard2.Projector3.Handouts:“MyHometown”worksheet,mapoftheworld,andpicturesofvariouscitiesandlandmarks4.Flashcardswithcommonplacenamesandlandmarks5.Markers,erasers,andpaper6.MusicplayerLessonPlan:1.Introduction(5minutes)Begintheclasswithashortdiscussiononthethemeof“MyHometown.”Askstudentstosharetheirexperiencesandopinionsabouttheirhometowns.Usetheprojectortoshowpicturesofdifferentcitiesandlandmarks,andaskstudentstoguesswheretheyarelocated.2.ListeningActivity(10minutes)Playashortaudioclipofsomeonedescribingtheirhometown.Askstudentstolistencarefullyandtakenotesonthemainpoints.Pausetheclipandaskstudentstosharewhattheyheardwiththeirpartners.3.SpeakingActivity(10minutes)Dividetheclassintosmallgroupsof4-5students.Eachgroupwillbeassignedadifferentplace(e.g.,acity,acountry,oralandmark)toresearch.Groupswillworktogethertocreateapresentationabouttheirassignedplace,includingitslocation,culture,andattractions.Aftereachgrouppresents,asktheclasstoaskquestionsandsharetheirthoughts.4.ReadingActivity(10minutes)Distributethe“MyHometown”worksheettostudents.Studentswillreadashortpassageabouttheirownhometownandanswerthequestionsprovided.Asaclass,discussthepassageandansweranyquestionsstudentsmayhave.5.WritingActivity(10minutes)Askstudentstowriteashortessayabouttheirownhometown,usingtheinformationtheygatheredduringthelesson.Encouragestudentstobecreativeandexpresstheirfeelingsandopinions.6.Conclusion(5minutes)Summarizethemainpointsofthelessonandaskstudentstosharetheirfavoritepart.Providefeedbackonthestudents’presentations,essays,andparticipation.Explanation:

Thislessonplanincorporatesavarietyofactivitiestoengagestudentsinlearningaboutthethemeof“MyHometown.”Itencouragesstudentstodeveloptheirspeaking,listening,reading,andwritingskillsbyparticipatingindiscussions,presentations,andwritingtasks.Theuseofmultimedia,suchaspicturesandaudioclips,helpstomakethelessonmoreinteractiveandenjoyable.Thelessonisdesignedtobeinclusive,allowingstudentstoexpresstheirownexperiencesandopinions,andprovidingopportunitiesforcollaborationanddiscussion.三、教學(xué)情境分析題（30分）Question:YouareateacherofEnglishatajuniorhighschool.Yourclassconsistsof15students,withdiverselevelsofproficiencyinEnglish.Youhavebeenassignedtoteachalessonon“DescribingPeople”usinganewtextbook.Thestudentshavecompletedareadingpassageaboutfamouspeopleandarenowreadytoengageinaspeakingactivity.However,younoticethatseveralstudentsarestrugglingwiththevocabularyandgrammarstructuresrequiredfortheactivity.Task:1.Analyzetheteachingsituationandidentifypotentialchallenges.2.Proposestrategiestoaddressthesechallengesandensureallstudentscanparticipateeffectivelyinthespeakingactivity.Answer:1.TeachingSituationAnalysis:DiverseLevelsofProficiency:TheclassconsistsofstudentswithvaryinglevelsofEnglishproficiency,whichcanmakeitchallengingtocatertotheneedsofallstudents.VocabularyandGrammarChallenges:Severalstudentsarestrugglingwiththevocabularyandgrammarstructuresrequiredforthespeakingactivity,whichmayhindertheirparticipationandconfidence.NewTextbook:Theuseofanewtextbookmightbeunfamiliartothestudents,requiringadditionaltimetofamiliarizethemselveswiththecontent.2.StrategiestoAddressChallenges:DifferentiatedInstruction:Providedifferentiatedmaterialsandtasksforstudentswithdifferentlevelsofproficiency.Forexample,createtwosetsofquestionsorpromptsforthespeakingactivity:onewithsimplervocabularyandgrammar,andanotherwithmoreadvancedlanguage.LanguageSupport:Usevisualaids,gestures,andsimplifiedlanguagetosupportstrugglingstudents.Forexample,displaypicturesordiagramsrelatedtothetopic,usegesturestodemonstratethemeaningofnewvocabulary,orsimplifysentencestructures.PeerSupport:Encouragestudentstoworkinpairsorsmallgroups,allowingthemtosupporteachotherandpracticespeakinginamoresupportiveenvironment.CheckforUnderstanding:Beforestartingthespeakingactivity,reviewthekeyvocabularyandgrammarstructureswiththeclassusingexamplesandpracticeactivities.Thiswillensureallstudentshaveabasicunderstandingoftherequiredlanguage.Confidence-BoostingActivities:Beginthespeakingactivitywithsimplertasks,suchasaskingstudentstodescribetheirfavoritepersonintheirownlanguage,beforeprogressingtothemorechallengingactivity.Thiswillhelpbuildconfidenceandencourageparticipation.FeedbackandEncouragement:Provideconstructivefeedbackandpositivereinforcementtostudents,focusingontheireffortsandprogressratherthantheirlevelofproficiency.Explanation:Theproposedstrategiesaimtoaddressthechallengespresentedintheteachingsituation.Bydifferentiatinginstruction,usinglanguagesupport,encouragingpeersupport,checkingforunderstanding,andprovidingfeedbackandencouragement,theteachercancreateamoreinclusiveandsupportivelearningenvironment.Thiswillhelpensurethatallstudentscanparticipateeffectivelyinthespeakingactivityandfeelconfidentintheirabilities.四、教學(xué)設(shè)計(jì)題（40分）TeachingDesignQuestionQuestion:Designa45-minutelessonplanforajuniorhighschool