2025年教師資格證考試中學(xué)英語學(xué)科知識與教學(xué)能力試題及答案一、單項(xiàng)選擇題（本大題共30小題，每小題2分，共60分）1.InEnglish,the/θ/and/e/are_____.()-A.fricatives-B.affricates-C.bilabials-D.alveolars答案：A解析：/θ/和/e/是摩擦音。摩擦音是指氣流通過狹窄通道時產(chǎn)生摩擦而發(fā)出的音。而塞擦音（affricates）是先閉塞后摩擦的音；雙唇音（bilabials）是由雙唇發(fā)出的音；齒齦音（alveolars）是舌尖抵住齒齦發(fā)出的音。所以答案選A。2.Theword“unhappiness”isformedthrough_____.()-A.compounding-B.derivation-C.conversion-D.blending答案：B解析：“unhappiness”是通過派生法（derivation）構(gòu)成的。派生法是在詞根上加詞綴構(gòu)成新詞，“un-”是前綴，“-ness”是后綴。復(fù)合詞（compounding）是由兩個或兩個以上的單詞組合而成；轉(zhuǎn)換法（conversion）是詞類的轉(zhuǎn)換，不改變詞的形態(tài)；混合法（blending）是把兩個詞混合起來，取一部分組成新詞。所以答案是B。3.“Themanboughtabook.”Thissentenceisa_____sentence.()-A.SVO-B.SVOC-C.SVA-D.SVC答案：A解析：“Themanboughtabook.”這個句子的結(jié)構(gòu)是主語（Theman）+謂語（bought）+賓語（abook），屬于SVO（主謂賓）句型。SVOC是主謂賓賓補(bǔ)句型；SVA是主謂狀句型；SVC是主系表句型。所以答案選A。4.Whenateachersays“Next,let’smoveontothenextpart.”,he/sheisusing_____.()-A.managementlanguage-B.inputlanguage-C.feedbacklanguage-D.assessmentlanguage答案：A解析：老師說“Next,let’smoveontothenextpart.”是在進(jìn)行課堂管理，引導(dǎo)學(xué)生進(jìn)入下一個環(huán)節(jié)，這屬于課堂管理語言（managementlanguage）。輸入語言（inputlanguage）是指老師提供給學(xué)生的語言材料；反饋語言（feedbacklanguage）是對學(xué)生表現(xiàn)的回應(yīng)；評估語言（assessmentlanguage）是用于評價學(xué)生學(xué)習(xí)成果的語言。所以答案是A。5.Inteachingpronunciation,whichofthefollowingactivitiesismostsuitableforpracticingstress?()-A.Tonguetwisters-B.Rhymes-C.Minimalpairs-D.Sentencestressdrills答案：D解析：句子重音練習(xí)（Sentencestressdrills）最適合練習(xí)重音。繞口令（Tonguetwisters）主要用于練習(xí)發(fā)音的流利度和準(zhǔn)確性；韻律詩（Rhymes）側(cè)重于練習(xí)語音的節(jié)奏和韻律；最小對立體（Minimalpairs）用于區(qū)分發(fā)音相近的音素。所以答案選D。6.ThepurposeofusingauthenticmaterialsinEnglishteachingisto_____.()-A.maketheclassmoreinteresting-B.providestudentswithreal-lifelanguageinput-C.reducetheteacher’sworkload-D.teststudents’grammarknowledge答案：B解析：在英語教學(xué)中使用真實(shí)材料的目的是為學(xué)生提供真實(shí)的語言輸入，讓學(xué)生接觸到實(shí)際生活中的語言運(yùn)用。雖然使用真實(shí)材料可能會使課堂更有趣，但這不是主要目的；使用真實(shí)材料并不能減少教師的工作量；它也不是主要用于測試學(xué)生的語法知識。所以答案是B。7.Whichofthefollowingisacommunicativelanguageteachingactivity?()-A.Fillintheblankswiththecorrectformsofthegivenwords.-B.TranslatethesentencesfromChineseintoEnglish.-C.Haveadiscussionaboutagiventopic.-D.Domultiple-choicegrammarexercises.答案：C解析：交際語言教學(xué)強(qiáng)調(diào)語言的交際功能。關(guān)于給定話題進(jìn)行討論（Haveadiscussionaboutagiventopic）是一種交際活動，學(xué)生可以在交流中運(yùn)用語言進(jìn)行表達(dá)和互動。而用所給單詞的正確形式填空、將中文句子翻譯成英文以及做多項(xiàng)選擇語法練習(xí)都更側(cè)重于語言知識的訓(xùn)練，而不是交際。所以答案選C。8.Whenateacherasksstudentstosummarizethemainideaofapassage,he/sheistrainingstudents’_____skill.()-A.scanning-B.skimming-C.intensivereading-D.extensivereading答案：B解析：讓學(xué)生總結(jié)文章的主要大意是在訓(xùn)練學(xué)生的略讀（skimming）技巧。略讀是快速瀏覽文章，獲取文章的主旨大意。尋讀（scanning）是為了尋找特定信息；精讀（intensivereading）是對文章進(jìn)行深入細(xì)致的閱讀；泛讀（extensivereading）強(qiáng)調(diào)大量閱讀以提高閱讀速度和語感。所以答案是B。9.TheEnglishword“television”wasoriginallyformedby_____.()-A.compounding-B.derivation-C.blending-D.borrowing答案：C解析：“television”是由“tele-”（表示“遠(yuǎn)”）和“vision”（表示“視覺”）混合而成的，屬于混合法（blending）構(gòu)詞。復(fù)合詞是由兩個完整的單詞組合；派生法是加詞綴；借用是直接從其他語言中引入詞匯。所以答案選C。10.InEnglish,theword“goose”(plural“geese”)shows_____.()-A.internalinflection-B.suppletion-C.affixation-D.zero-derivation答案：A解析：“goose”的復(fù)數(shù)形式“geese”是通過內(nèi)部屈折（internalinflection）變化的，即通過改變單詞內(nèi)部的元音來表示語法意義。補(bǔ)充法（suppletion）是用完全不同的詞來表示語法變化，如“be”的不同形式；詞綴法（affixation）是加詞綴；零派生（zero-derivation）是詞類轉(zhuǎn)換時不改變詞的形式。所以答案是A。11.“Isawamanonahillwithatelescope.”Thissentenceisambiguousbecauseof_____.()-A.lexicalambiguity-B.syntacticambiguity-C.semanticambiguity-D.pragmaticambiguity答案：B解析：這個句子存在句法歧義（syntacticambiguity），因?yàn)榫渥拥慕Y(jié)構(gòu)可以有不同的理解，比如可以理解為“我用望遠(yuǎn)鏡看到山上有一個人”，也可以理解為“我看到山上有一個拿著望遠(yuǎn)鏡的人”。詞匯歧義（lexicalambiguity）是由于單詞有多個詞義引起的；語義歧義（semanticambiguity）側(cè)重于語義層面的不明確；語用歧義（pragmaticambiguity）與語境和語用意義相關(guān)。所以答案選B。12.Whenteachingvocabulary,ateachershowsstudentssomepicturesandasksthemtoguessthewords.Thisisanexampleof_____.()-A.thedirectmethod-B.theaudio-lingualmethod-C.thecommunicativeapproach-D.thetask-basedapproach答案：A解析：老師通過展示圖片讓學(xué)生猜單詞，這是直接法（thedirectmethod）的體現(xiàn)。直接法強(qiáng)調(diào)直接用外語進(jìn)行教學(xué)，通過實(shí)物、圖片等直觀手段讓學(xué)生理解和學(xué)習(xí)語言。聽說法（theaudio-lingualmethod）強(qiáng)調(diào)模仿、重復(fù)和句型操練；交際法（thecommunicativeapproach）注重語言的交際功能；任務(wù)型教學(xué)法（thetask-basedapproach）是以任務(wù)為中心進(jìn)行教學(xué)。所以答案是A。13.WhichofthefollowingisNOTaprincipleoftask-basedlanguageteaching?()-A.Thetaskshouldhaveaclearpurpose.-B.Thetaskshouldbeclosetoreal-lifesituations.-C.Thetaskshouldfocusonlyongrammarpractice.-D.Thetaskshouldallowstudentstousedifferentlanguageskills.答案：C解析：任務(wù)型語言教學(xué)的原則包括任務(wù)要有明確的目的、要貼近真實(shí)生活情境以及要讓學(xué)生運(yùn)用不同的語言技能。而任務(wù)型教學(xué)不應(yīng)該只專注于語法練習(xí)，它更強(qiáng)調(diào)語言的綜合運(yùn)用和交際。所以答案選C。14.Whenateachercorrectsstudents’errors,he/sheshould_____.()-A.correcteveryerrorimmediately-B.ignoreallerrors-C.choosetherighttimeandwaytocorrect-D.onlycorrecterrorsinwrittenwork答案：C解析：教師在糾正學(xué)生錯誤時，應(yīng)該選擇合適的時間和方式。立即糾正每一個錯誤可能會打斷學(xué)生的思路和積極性；完全忽略所有錯誤不利于學(xué)生提高；不僅要糾正書面作業(yè)中的錯誤，在口語表達(dá)等方面的錯誤也需要適當(dāng)糾正。所以答案是C。15.InteachingEnglishwriting,thepre-writingstagedoesNOTinclude_____.()-A.brainstorming-B.organizingideas-C.drafting-D.topic-choosing答案：C解析：寫作前階段（pre-writing）包括頭腦風(fēng)暴（brainstorming）、組織思路（organizingideas）和選擇話題（topic-choosing）等活動。起草（drafting）屬于寫作過程中的寫作階段，而不是寫作前階段。所以答案選C。16.ThefollowingaresomeEnglishwords.Whichonebelongstothebasicwordstock?()-A.helicopter-B.computer-C.water-D.internet答案：C解析：基本詞匯具有全民常用性、穩(wěn)定性等特點(diǎn)?！皐ater”是基本詞匯，是人們?nèi)粘Ｉ钪谐Ｓ玫脑~匯?！癶elicopter”“computer”“internet”是隨著科技發(fā)展產(chǎn)生的新詞，不屬于基本詞匯。所以答案選C。17.InEnglish,thesound/p/in“spin”is_____.()-A.aspirated-B.unaspirated-C.voiced-D.dental答案：B解析：在“spin”中，/p/是不送氣的（unaspirated）。當(dāng)/p/在/s/后時，通常不送氣。送氣音（aspirated）如在“pen”中的/p/；/p/是清輔音，不是濁音（voiced）；/p/是雙唇音，不是齒音（dental）。所以答案是B。18.Whenateacherusesgroupworkinclass,he/sheshould_____.()-A.makesureeachgrouphasthesameabilitylevel-B.assigntasksrandomlywithoutanyguidance-C.ignorethegroupactivitiesoncetheystart-D.monitorthegroupsandprovidenecessarysupport答案：D解析：教師在課堂上采用小組活動時，應(yīng)該監(jiān)控小組活動并提供必要的支持。小組內(nèi)成員能力水平可以不同，以實(shí)現(xiàn)優(yōu)勢互補(bǔ)；不能隨機(jī)分配任務(wù)而不給予指導(dǎo)；不能在小組活動開始后就完全不管。所以答案選D。19.Theactivityof“findingtheantonymsofthegivenwords”ismainlyforpracticing_____.()-A.word-formation-B.semantics-C.phonetics-D.syntax答案：B解析：尋找給定單詞的反義詞主要是在練習(xí)語義（semantics）知識。反義詞是語義層面的概念，與詞的意義相關(guān)。構(gòu)詞法（word-formation）關(guān)注詞的構(gòu)成方式；語音學(xué)（phonetics）研究語音；句法學(xué)（syntax）研究句子的結(jié)構(gòu)。所以答案是B。20.InEnglish,thephrase“l(fā)ookafter”isa_____.()-A.phrasalverb-B.prepositionalphrase-C.nounphrase-D.adjectivephrase答案：A解析：“l(fā)ookafter”是短語動詞（phrasalverb），由動詞和介詞或副詞組成，具有特定的語義。介詞短語（prepositionalphrase）是以介詞開頭的短語；名詞短語（nounphrase）以名詞為中心；形容詞短語（adjectivephrase）以形容詞為中心。所以答案選A。21.Ateacherasksstudentstoretellastoryintheirownwords.Thisactivityismainlytodevelopstudents’_____.()-A.listeningability-B.speakingability-C.readingability-D.writingability答案：B解析：讓學(xué)生用自己的話復(fù)述故事主要是培養(yǎng)學(xué)生的口語表達(dá)能力（speakingability）。雖然可能基于之前的聽力或閱讀，但最終重點(diǎn)在于學(xué)生用口語表達(dá)出來。所以答案選B。22.Theword“smog”isformedby_____.()-A.compounding-B.derivation-C.blending-D.back-formation答案：C解析：“smog”是由“smoke”和“fog”混合而成的，屬于混合法（blending）構(gòu)詞。復(fù)合詞是完整單詞組合；派生法是加詞綴；逆構(gòu)詞法（back-formation）是通過去掉詞綴形成新詞。所以答案選C。23.InEnglish,thesentence“Itisraining.”isa_____sentence.()-A.SVO-B.SV-C.SVC-D.SVA答案：B解析：“Itisraining.”是主謂（SV）句型，“It”在這里是虛主語，“israining”是謂語。所以答案選B。24.Whenteachingreading,ateacherasksstudentstopredictwhatwillhappennextinthepassage.Thisactivityisto_____.()-A.improvestudents’vocabulary-B.trainstudents’inferentialability-C.checkstudents’understandingofgrammar-D.increasestudents’readingspeed答案：B解析：讓學(xué)生預(yù)測文章接下來會發(fā)生什么是在訓(xùn)練學(xué)生的推理能力（inferentialability）。這與提高詞匯量、檢查語法理解和提高閱讀速度沒有直接關(guān)系。所以答案是B。25.Thefollowingaresometeachingmethods.Whichoneemphasizestheimportanceoflanguageinput?()-A.Thedirectmethod-B.Theaudio-lingualmethod-C.Krashen’sNaturalApproach-D.Thecommunicativeapproach答案：C解析：克拉申的自然法（Krashen’sNaturalApproach）強(qiáng)調(diào)語言輸入的重要性，認(rèn)為大量可理解的語言輸入是語言習(xí)得的關(guān)鍵。直接法強(qiáng)調(diào)直接用外語教學(xué)；聽說法強(qiáng)調(diào)模仿和句型操練；交際法注重語言的交際功能。所以答案選C。26.Whenateacherdesignsawritingassignment,he/sheshouldconsiderallthefollowingEXCEPT_____.()-A.thestudents’languagelevel-B.thetopic’srelevancetostudents’life-C.thelengthoftheassignmentwithoutconsideringstudents’ability-D.thepurposeofthewriting答案：C解析：教師設(shè)計寫作作業(yè)時，應(yīng)該考慮學(xué)生的語言水平、話題與學(xué)生生活的相關(guān)性以及寫作的目的。而不能不考慮學(xué)生的能力隨意規(guī)定作業(yè)的長度。所以答案選C。27.TheEnglishword“brunch”isanexampleof_____.()-A.compounding-B.derivation-C.blending-D.back-formation答案：C解析：“brunch”是由“breakfast”和“l(fā)unch”混合而成的，屬于混合法（blending）構(gòu)詞。所以答案選C。28.Inteachingpronunciation,theminimalpairsareoftenusedto_____.()-A.practicestress-B.distinguishsimilarsounds-C.improveintonation-D.trainrhythm答案：B解析：最小對立體（minimalpairs）常用于區(qū)分相似的音素。它主要不是用于練習(xí)重音、提高語調(diào)或訓(xùn)練節(jié)奏。所以答案是B。29.Whenateacherusestheinductivemethodtoteachgrammar,he/she_____.()-A.presentsthegrammarrulefirstandthengivesexamples-B.givesexamplesfirstandthenleadsstudentstofindthegrammarrule-C.onlyfocusesongrammardrills-D.ignorestheuseofgrammarincontext答案：B解析：歸納法（inductivemethod）教學(xué)語法是先給出例子，然后引導(dǎo)學(xué)生自己發(fā)現(xiàn)語法規(guī)則。而先呈現(xiàn)規(guī)則再舉例是演繹法；只專注于語法操練和忽略語法在語境中的運(yùn)用都不是歸納法教學(xué)的特點(diǎn)。所以答案是B。30.Inalanguageclassroom,ifateacherwantstoencouragestudentstoexpresstheiropinionsfreely,he/sheshouldcreatea(n)_____atmosphere.()-A.competitive-B.relaxed-C.tense-D.formal答案：B解析：為了鼓勵學(xué)生自由表達(dá)觀點(diǎn)，教師應(yīng)該營造一個輕松（relaxed）的氛圍。競爭（competitive）、緊張（tense）和正式（formal）的氛圍不利于學(xué)生自由表達(dá)。所以答案選B。二、簡答題（本大題共2小題，每小題12分，共24分）1.Pleasebrieflyintroducethemainfeaturesofcommunicativelanguageteaching.(1).Emphasisoncommunication:Itfocusesonusinglanguagetocommunicateinreal-lifesituations,enablingstudentstoexpressandunderstandmeaningeffectively.(2).Authenticmaterials:Utilizesreal-worldmaterialssuchasnewspapers,magazines,andvideostoexposestudentstogenuinelanguageuse.(3).Student-centered:Putsstudentsatthecenterofthelearningprocess,allowingthemtoactivelyparticipateincommunicationactivities.(4).Varietyofactivities:Includespairwork,groupwork,role-plays,discussions,etc.,toprovideopportunitiesforinteraction.(5).Errortolerance:Toleratesstudents’errorstosomeextent,aslongascommunicationcanbeachieved,andcorrectserrorsinatimelyandappropriatemannertoavoidinterruptingthecommunicationflow.(6).Integrationofskills:Integrateslistening,speaking,reading,andwritingskillstodevelopstudents’comprehensivelanguageability.2.HowcanateacherhelpstudentsimprovetheirEnglishwritingskills?(1).Provideclearinstruction:Teachwritingskillssuchasgrammar,vocabulary,sentencestructure,andparagraphorganization.Explaindifferenttypesofwritingstylesandtheirrequirements.(2).Chooseappropriatetopics:Selecttopicsthatarerelevanttostudents’interestsandexperiences,sothattheyhavesomethingtowriteabout.(3).Guidethewritingprocess:Assiststudentsineachstageofwriting,includingpre-writing(brainstorming,organizingideas),drafting,revising,andediting.(4).Encouragepeer-review:Arrangestudentstoexchangeandrevieweachother’swriting.Thiscanhelpthemlearnfromeachotherandgaindifferentperspectives.(5).Givefeedback:Providedetailedandconstructivefeedbackonstudents’writing,pointingoutbothstrengthsandareasforimprovement.Focusoncontent,organization,languageuse,etc.(6).Increasereadinginput:EncouragestudentstoreadavarietyofEnglishmaterials.Readingcanhelpthemlearndifferentwritingstyles,expandvocabulary,andimprovelanguagesense.(7).Practiceregularly:Assignregularwritingtaskstohelpstudentsdevelopgoodwritinghabitsandimprovetheirwritingproficiency.三、教學(xué)情境分析題（本大題1小題，20分）1.Inamiddle-schoolEnglishclass,theteacheristeachingthepresentperfecttense.Afterexplainingthegrammarrules,theteachergivessomeexamplesandasksstudentstodosomeexercises.However,manystudentsstillmakemistakesinusingthepresentperfecttense.Analyzethepossiblereasonsandproposecorrespondingsolutions.Possiblereasons(1).Abstractgrammarrules:Thepresentperfecttenseisrelativelyabstract,especiallythedifferencebetween“have/has+pastparticiple”andsimplepasttense.Studentsmayhavedifficultyunderstandingtheconceptoftheconnectionbetweenthepastandthepresent.(2).Lackofcontext:Theteachermayonlyfocusonexplaininggrammarrulesandgivingexamplesinisolation,withoutprovidingenoughreal-lifecontexts.Asaresult,studentscannotfullyunderstandwhentousethepresentperfecttense.(3).Interferenceofmothertongue:Insomelanguages,thereisnoexactequivalentofthepresentperfecttense.Studentsmaybeinfluencedbytheirmother-tonguegrammarandusethepresentperfecttenseincorrectly.(4).Insufficientpractice:Theexercisesprovidedmaynotcoverallaspectsofthepresentperfecttense,ortheamountofpracticeisnotenoughforstudentstomastertheusage.Solutions(1).Usevividexamples:Providemorevividandreal-lifeexamplestoillustratethepresentperfecttense.Forexample,usepictures,videos,orstoriestoshowhowthepresentperfecttenseisusedindifferentsituations.(2).Createcontexts:Designvariouscommunicationactivitiessuchasrole-plays,groupdiscussions,andinterviews.Letstudentsusethepresentperfecttenseinthesecontextstoenhancetheirunderstandingandapplicationability.(3).Comparewithmothertongue:HelpstudentsunderstandthedifferencesbetweenthepresentperfecttenseinEnglishandthecorrespondinggrammarintheirmothertongue.Pointoutthecommonmistakescausedbymother-tongueinterference.(4).Increasepractice:Designavarietyofexercises,includingfill-in-the-blanks,sentencetransformation,andwritingexercises.Provideimmediatefeedbackonstudents’exercisestohelpthemcorrectmistakesintime.四、教學(xué)設(shè)計題（本大題1小題，46分）1.Supposeyouaregoingtoteachthefollowingpassageinamiddle-schoolEnglishclass.Pleasedesignateachingplan.Passage:TheEarthisourhome.Itprovidesuswithair,water,andfood.However,ourenvironmentisfacingmanyproblems.Pollutionisoneofthemostseriousproblems.Airpollutionmakestheairdirtyandharmfultoourhealth.Waterpollutionmakesthewaterinriversandlakesdirtyandunfitfordrinking.Noisepollutionmakesusfeeluncomfortable.Weshouldtakeactiontoprotectourenvironment.Wecanplantmoretrees,savewater,andreducewaste.Everyonecandosomethingtomakeadifference.TeachingPlanI.TeachingObjectivesKnowledgeobjectives(1).Studentscanmasterthenewwordsandexpressionssuchas“pollution”,“airpollution”,“waterpollution”,“noisepollution”,“takeaction”,“makeadifference”.(2).Studentscanunderstandthemainideaofthepassageandtheproblemsourenvironmentisfacing.Abilityobjectives(1).Improvestudents’readingability,includingskimmingandscanningskills.(2).Developstudents’writingabilitybyaskingthemtowriteashortpassageabouthowtoprotecttheenvironment.Emotionalobjectives(1).Raisestudents’awarenessofenvironmentalprotectionandencouragethemtotakeactiontoprotecttheenvironment.II.TeachingKeyandDifficultPointsKeypoints(1).Masterthenewwordsandexpressions.(2).Understandthemainideaofthepassageandthewaystoprotecttheenvironment.Difficultpoints(1).Analyzethereasonsforenvironmentalproblemsandtheimportanceofenvironmentalprotection.(2).Usethelearnedknowledgetoexpresstheirownopinionsonenvironmentalprotectioninwriting.III.TeachingMethodsCommunicativeapproach,task-basedteachingmethod,multimedia-assistedteachingmethod.IV.TeachingAidsMultimediaprojector,blackboard,handouts.V.TeachingProceduresStep1:Lead-in(5minutes)-Showsomepicturesofbeautifulnaturalsceneryandsomepicturesofpollutedenvironmentsonthemultimedia.Askstudentsthefollowingquestions:-(1).Howdoyoufeelwhenyouseethesepictures?-(2).Whatproblemsdoyouthinkourenvironmentisfacing?Step2:Newwordsteaching(8minutes)-Presentthenewwordsandexpressionssuchas“pollution”,“airpollution”,“waterpollution”,“noisepollution”,“takeaction”,“makeadifference”ontheblackboard.-Explainthemeaningsandpronunciationsofthesewords.Usepicturesandexamplestohelpstudentsunderstand.-Letstudentsreadthewordsaftertheteacherandthenpracticeinpairs.Step3:Pre-reading(5minutes)-Askstudentstolookatthetitleofthepassageandpredictwhatthepassageisabout.-Guidestudentstothinkaboutthepossibleproblemsourenvironmentisfacingandthewaystosolvethem.Step4:While-reading(15minutes)-Skimming:Letstudentsquicklyreadthepassagetogetthemainidea.Thenasksomestudentstosummarizethemainideaofthepassage.-Scanning:Presentso