教師資格考試高級中學英語學科知識與教學能力試題及答案指導(2024年)

2024年教師資格考試高級中學英語學科知識與教學能力復習試題及答案指導一、單項選擇題（本大題有30小題，每小題2分，共60分）1、Whichofthefollowingactivitiesismostsuitablefordevelopingstudents’listeningskillsforspecificinformation?ListeningtoasonganddiscussingitsthemeParticipatinginadebateonacurrentissueCompletingachartwithdetailsfromanewsreportRole-playingaconversationatarestaurantAnswer:C)CompletingachartwithdetailsfromanewsreportExplanation:Thisactivityrequiresstudentstolistenforandextractspecificpiecesofinformation,whichisakeyskillinlisteningcomprehension.Ithelpstrainthemtofocusonparticulardetailswithinalargercontext,suchasnumbers,dates,orotherfactualdata,thatmightbepartofanewsbroadcast.Otheroptions,whilevaluable,donotspecificallytargettheskilloflisteningfordetailedinformation.2、Whendesigningareadinglesson,whatistheprimarypurposeofpre-readingactivities?TopracticegrammarandvocabularyrelatedtothetextTointroducethetopicandactivatepriorknowledgeTosummarizethemainpointsofthetextToassessstudents’comprehensionafterreadingAnswer:B)TointroducethetopicandactivatepriorknowledgeExplanation:Pre-readingactivitiesarecrucialforsettingthestageforsuccessfulreading.Theyhelptoengagestudentswiththetopic,stimulateinterest,andconnectthenewmaterialtowhattheyalreadyknow,therebyfacilitatingbetterunderstandingandretention.Whilepracticinggrammarandvocabularycanbebeneficial,itistypicallymorealignedwithduring-orpost-readingstages.Summarizingthemainpointsandassessingcomprehensionaregenerallydoneafterthereadinghastakenplace.3、Thesentence“Thebookisasinterestingasamovie.”isanexampleofwhichfigureofspeech?HyperboleSimileMetaphorAlliterationAnswer:B)SimileExplanation:Asimileisafigureofspeechthatcomparestwodifferentthings,typicallyusing“as”or“l(fā)ike.”Inthissentence,“asinterestingasamovie”iscomparingthebook’sinterestleveltothatofamovie.4、Inthefollowingsentence,“Shesangbeautifully,”theword“beautifully”isanexampleofwhatpartofspeech?VerbAdverbNounAdjectiveAnswer:B)AdverbExplanation:Anadverbmodifiesverbs,adjectives,orotheradverbs.Inthissentence,“beautifully”modifiestheverb“sang,”indicatinghowwellshesang.5、Whichofthefollowingsentencescorrectlyusesthepassivevoice?

A)ThebookwasreadbySarah.

B)Sarahreadsthebook.

C)ThebookreadbySarah.

D)Sarahhasbeenreadingthebook.Answer:A)ThebookwasreadbySarah.Explanation:Inthisquestion,wearelookingforthesentencethatcorrectlyusesthepassivevoice.Thepassivevoiceconstructioninvolvesusingaformoftheverb‘tobe’withthepastparticipleofthemainverb.OptionAiscorrectbecauseituses‘wasread’,whichisthepastpassiveformoftheverb‘read’.Theotheroptionseitheruseactivevoice(BandD)orhaveincompletestructure(C).6、Whattypeofwordformationprocessisillustratedinthecreationoftheword“unbelievable”from“believe”?

A)Conversion

B)Compounding

C)Affixation

D)BlendingAnswer:C)AffixationExplanation:Theterm“unbelievable”isformedbyaddingtheprefix“un-”andthesuffix“-able”tothebaseword“believe.”Thisprocessofwordformation,whereaffixes(prefixesorsuffixes)areaddedtoarootwordtocreatenewwords,isknownasaffixation.Conversionreferstochangingawordfromonepartofspeechtoanotherwithoutchangingtheformoftheword,compoundinginvolvescombiningtwoormorewordstocreateanewword,andblendingistheprocessofcreatinganewwordbymergingpartsoftwoexistingwords.7、Thefollowingsentencecontainsaverbthatisinthepassivevoice.Whichoneisit?A.Thebookisbeingreadbythestudents.B.Thestudentsarereadingthebook.C.Thebookreadsbythestudents.D.Thestudentsreadthebook.Answer:A

Explanation:Thesentenceinthepassivevoiceis“Thebookisbeingreadbythestudents.”Inthepassivevoice,thefocusisontheactionbeingdonetothesubject,whichinthiscaseis“thebook.”Thesubject“thebook”isbeingacteduponbythestudents.8、Choosethewordthatbestcompletesthefollowingsentence:Theteacher__________thestudentstoworkingroupstocompletetheproject.A.requiredB.permittedC.recommendedD.requestedAnswer:D

Explanation:Thecorrectwordtocompletethesentenceis“requested.”Thisisbecause“request”isapolitewayofaskingforsomething,whichisappropriateinthecontextofateacheraskingstudentstoworkingroups.“Required”impliesamandatoryaction,“permitted”impliesallowingsomethingtohappen,and“recommended”impliesgivingasuggestion.9、Whichofthefollowingsentencescorrectlyusesthesubjunctivemoodtoexpressawishorahypotheticalsituation?

A)IfonlyIwereyounger,Icouldenjoyplayingsportsmore.

B)Ifhewashere,hewouldhelpus.

C)Shewishesthatsheisathome.

D)Theydemandedthatthemeetingwillbepostponed.Answer:A)IfonlyIwereyounger,Icouldenjoyplayingsportsmore.Explanation:Thesubjunctivemoodisusedtoexpresswishes,suggestions,orsituationsthatarecontrarytofactorareunlikelytohappen.InoptionA,“were”isthecorrectformtouseinawishclause,and“could”properlyexpressesahypotheticalsituation.10、Choosethesentencethatcorrectlydemonstratestheuseofareportedspeech(indirectspeech).

A)Hesaid,“Ihavealreadycompletedmyhomework.”

B)Sheexclaimed,“Thisbookisfascinating!”

C)Theyaskedifwehadseentheirlostcat.

D)Sheaskedme,“Areyoucomingtothepartytonight?”Answer:C)Theyaskedifwehadseentheirlostcat.Explanation:Reportedspeech(alsoknownasindirectspeech)involvesreportingwhatsomeoneelsehassaidwithoutusingtheirexactwords.InoptionC,theoriginaldirectquestion“Haveyouseenourlostcat?”istransformedintoanindirectquestion“ifwehadseentheirlostcat,”whichisgrammaticallycorrectwhenreportingthespeech.11.Thesentence“Thebookiseasytoread,butdifficulttounderstand.”canbebestparaphrasedas:Thebookisreadable,butcomprehensionischallenging.Thebookiseasy,butit’shardtograspitsmeaning.Thebookissimpletoread,butcomplexinitscontent.It’ssimpletoreadthebook,butit’stoughtounderstandit.Answer:AExplanation:OptionAmaintainstheoriginalmeaningbyusingsynonymsfor“easy”(readable)and“difficult”(challenging)whilekeepingthestructureofthesentencesimilar.Theotheroptionschangethesentencestructureoruseslightlydifferentmeaningsthatdonotconveythesameideaastheoriginalsentence.12.Whichofthefollowingphrasesismostappropriatetousewhenaddressingagroupofstudentsduringalesson?“Class,pleasepayattentiontotheboard.”“Ladiesandgentlemen,Ineedyourfullattention.”“Boysandgirls,let’sbeginwiththenextactivity.”“Goodafternoon,students,let’smoveontotheexercise.”Answer:AExplanation:OptionAisthemostappropriatebecauseitdirectlyaddressestheclassandrequeststheirattention,whichiscommonpracticeinaclassroomsetting.OptionsBandDaretooformalandmaycomeacrossasunnecessary,whileoptionCfocusesontheactivityratherthantheimmediateneedforattention.13、WhichofthefollowingisNOTacharacteristicofCommunicativeLanguageTeaching(CLT)?FocusingonfluencyoveraccuracyEmphasizingtheuseofauthenticmaterialsEncouraginglearnerautonomyPrioritizingtheteachingofgrammaticalstructuresinisolationAnswer:D)PrioritizingtheteachingofgrammaticalstructuresinisolationExplanation:CommunicativeLanguageTeaching(CLT)emphasizestheimportanceofmeaningfulcommunicationandthefunctionaluseoflanguage.Itencouragesfluencyandtheuseofauthenticmaterialstosimulatereal-lifesituations.CLTalsosupportsthedevelopmentoflearnerautonomybyallowingstudentstotakeanactiveroleintheirlearningprocess.Theteachingofgrammaticalstructuresinisolation,whichfocusesonformratherthanmeaningorfunction,isnotatypicalfeatureofCLTandismorecharacteristicoftraditional,teacher-centeredapproachestolanguageinstruction.14、Whendesigningareadingcomprehensiontask,whatisthemostimportantfactortoconsiderinordertoensurethatthetaskiseffectiveandengagingforhighschoolstudents?ThelengthofthetextTherelevanceofthecontenttostudents’interestsandexperiencesThecomplexityofthevocabularyusedinthetextTheinclusionofpicturesanddiagramsAnswer:B)Therelevanceofthecontenttostudents’interestsandexperiencesExplanation:Tocreateaneffectiveandengagingreadingcomprehensiontask,it’scrucialthatthecontentresonateswiththestudents’ownlivesandinterests.Thisconnectioncanmotivatethemtoreadmorecloselyandcritically.Whilethelengthofthetext,thecomplexityofthevocabulary,andvisualaidssuchaspicturesanddiagramscanallplayaroleinthedesignofagoodreadingtask,theyaresecondarytotherelevanceofthecontent.Whenstudentsfindthematerialrelevant,theyaremorelikelytobeinvestedinunderstandingandanalyzingthetext,thusenhancingtheircomprehensionskillsandoverallengagementwiththesubjectmatter.15.Thesentence“Heisateacherwhoalwaysencourageshisstudentstoexpresstheiropinionsfreely.”isanexampleofasentencethatdemonstrateswhichofthefollowingteachingprinciples?A.ConformityB.AuthorityC.EncouragementD.AutonomyAnswer:C.EncouragementExplanation:Thisquestionteststheunderstandingofteachingprinciples.Thesentencedescribesateacherwhoencouragesstudentstofreelyexpresstheiropinions,whichisanexampleofthe“Encouragement”principle.ConformityandAuthorityareteachingstylesthatdonotnecessarilyinvolveencouragingfreeexpression,whileAutonomyisastudent-centeredapproachthatfocusesongivingstudentsthefreedomtolearnindependently,whichisnotexplicitlymentionedinthesentence.16.WhichofthefollowingisthemostappropriatemethodtousewhenintroducinganewtopictoadvancedEnglishlanguagelearners?A.DirecttranslationB.TellingthestoryC.ShowingarelatedvideoD.UsingavocabularylistAnswer:C.ShowingarelatedvideoExplanation:Thisquestionassessesthecandidate’sknowledgeofappropriateteachingmethodsfordifferentlevelsofEnglishlanguagelearners.Advancedlearnersoftenbenefitfrommultimediaresourcestoenhancetheirunderstanding.Showingarelatedvideo(OptionC)canprovidevisualandauditoryinput,whichcanbemoreengagingandeffectiveforadvancedlearnerscomparedtodirecttranslation(OptionA),tellingastory(OptionB),orusingavocabularylist(OptionD),whichmaybelessengagingornotprovidethenecessarycontextforunderstanding.17、WhichofthefollowingbestdescribestheroleofformativeassessmentinanEnglishlanguageclassroom?A.TorankstudentsbasedontheirperformanceB.ToprovidefeedbackthatcanbeusedtoimproveteachingandlearningC.ToassignfinalgradesattheendofthetermD.TodeterminewhichstudentsshouldbepromotedAnswer:B.Toprovidefeedbackthatcanbeusedtoimproveteachingandlearning.Explanation:Formativeassessmentisanongoingprocessusedbyallteachersandstudents.Itinvolvescollectingevidenceoflearningduringthelearningprocessforthepurposesofimprovingteachingandlearningandfocusesonthedevelopmentofstudents’linguisticcompetence.18、Whenteachingreadingcomprehension,whichstrategywouldbemosteffectiveinhelpingstudentsunderstandthemainideaofatext?A.FocusingsolelyonvocabularyexpansionB.EncouragingrotememorizationofthetextC.Discussingthetext’scontextandsummarizingitskeypointsD.Translatingthetextword-for-wordintothestudents’nativelanguageAnswer:C.Discussingthetext’scontextandsummarizingitskeypoints.Explanation:Effectivereadingcomprehensionstrategiesinvolvehelpingstudentsgraspthemainideasandthemesofatext,ratherthanjustfocusingonvocabularyortranslatingword-for-word.Bydiscussingthecontextandsummarizingkeypoints,studentsarebetterabletocomprehendandretaintheoverallmessageofthetext.19.Inthefollowingsentence,“Thestudentswereeagerlywaitingfortheteachertoarrive,”whichwordisanadverb?A.eagerlyB.waitingC.teacherD.arriveAnswer:A

Explanation:Theword“eagerly”isanadverbthatmodifiestheverb“waiting,”indicatingthemannerinwhichthestudentswerewaiting.20.Whichofthefollowingphrasesisanexampleofapresentperfectcontinuoustense?A.Hehasjustfinishedhishomework.B.Sheisreadingabook.C.Theywenttotheparkyesterday.D.Ihaveeatenbreakfast.Answer:A

Explanation:Thephrase“Hehasjustfinishedhishomework”isinthepresentperfectcontinuoustense,whichisusedtodescribeanactionthatstartedinthepastandisstillcontinuingatthepresentmoment.Theotheroptionsdonotfitthistensestructure.21.Thefollowingsentenceisanexampleofa_______clause.A.restrictiveB.non-restrictiveC.relativeD.adverbialAnswer:CExplanation:Thesentence“Thebookthatyougavemeisveryinteresting.”containsarelativeclausethatprovidesadditionalinformationaboutthenoun“book.”Relativeclausesareusedtodefineorgivemoreinformationaboutanoun,andtheyareintroducedbyrelativepronounsoradverbssuchas“who,”“which,”“that,”and“where.”22.Inthesentence“ShehasalotofexperienceinteachingEnglish,”theword“alotof”isusedtoexpress:A.timeB.amountC.qualityD.conditionAnswer:BExplanation:“Alotof”isacolloquialexpressionusedtoindicatealargeamountornumberofsomething.Inthissentence,itisusedtoexpressthelargeamountofexperiencethesubjecthasinteachingEnglish.Therefore,thecorrectansweris“amount.”23.Thefollowingsentencecontainsanerrorinpunctuation.Whichoneisit?A.Sheisateacher,whoteachesEnglishatahighschool.B.Sheisateacher,whoteachesEnglish;sheteachesatahighschool.C.Sheisateacher;sheteachesEnglish,andsheteachesatahighschool.D.Sheisateacher,whoteachesEnglishatahighschool;sheisdedicatedtoherwork.Answer:BExplanation:ThecorrectanswerisBbecauseitusesasemicolontoconnecttwoindependentclauses,“whoteachesEnglish”and“sheteachesatahighschool.”Theotheroptionseitherlackproperpunctuationorseparatethetwoclauseswithacomma,whichisincorrectwhenusedwithindependentclauses.24.Whichofthefollowingisanexampleofacohesivedeviceusedinthefollowingsentence?“Thestudentswereexcitedtolearnnewvocabulary,andtheyeagerlyparticipatedinclassdiscussions.”A.RepetitionB.CoherenceC.TransitionD.EllipsisAnswer:CExplanation:ThecorrectanswerisC,“Transition.”Theword“and”servesasatransitionwordthatconnectstworelatedideasinthesentence.Repetitioninvolvesusingthesamewordsorphrases,coherencereferstotheoveralllogicalstructureofthetext,andellipsisindicatestheomissionofwordsorphrases.25.Thefollowingsentencecontainsasentenceerror.Whichoneisit?A.TheteacheremphasizedtheimportanceoflearningEnglishthroughpractice.B.Itwasaftermidnightthatsherealizedshehadleftherkeysathome.C.Themorewepractice,thebetterwebecomeatspeakingEnglish.D.HenotonlyteachesEnglishbutalsocoachestheschool’ssoccerteam.Answer:DExplanation:Theerrorinthesentenceistheuseof“notonly…butalso”withinversion,whichisnotnecessaryinthiscontext.Thecorrectsentenceshouldbe“HeteachesEnglishandcoachestheschool’ssoccerteam.”Therefore,thecorrectanswerisD.26.Choosethewordthatdoesnotbelongtothefollowinglist:A.curriculumB.syllabusC.textbookD.worksheetE.classroomAnswer:EExplanation:Thewords“curriculum,”“syllabus,”“textbook,”and“worksheet”allrelatetoteachingmaterialsandeducationalcontent.“Classroom,”ontheotherhand,referstothephysicalspacewhereteachingtakesplace.Therefore,“classroom”doesnotbelongtothelist,andthecorrectanswerisE.27.Thefollowingsentenceiscorrectlypunctuated:

A)Heasked,“Howareyoudoing?”

B)Heasked“Howareyoudoing?”

C)Heasked:“Howareyoudoing?”

D)Heasked;“Howareyoudoing?”Answer:C)

Explanation:Thecorrectformofadirectquestionwithinasentenceistousequotationmarksandacommaafterthequestionmark.Therefore,optionCisthecorrectchoice.28.Whichofthefollowingisanexampleofasimile?

A)Thewindhowledlikeawolf.

B)Thewindwascoldandsharp.

C)Thewindwasaterriblestorm.

D)Thewindwassostrong,itblewdownthetrees.Answer:A)

Explanation:Asimileisafigureofspeechthatcomparestwodifferentthingsusing“l(fā)ike”or“as.”O(jiān)ptionAuses“l(fā)ike”tocomparethesoundofthewindtothatofawolf,makingitthecorrectanswer.OptionsB,C,andDaredescriptionsbutdonotusethecomparisonformofasimile.29.Inthefollowingsentence,“Theteacher’senthusiasmwasinfectious,”whichwordbestdescribestheteacher’sbehavior?A.MotivationalB.DiscouragingC.AnnoyingD.ImpersonalAnswer:A.MotivationalExplanation:Theword“infectious”suggeststhattheteacher’senthusiasmwassostrongthatitcouldspreadtoothers,whichimpliesamotivationalbehavior.30.WhichofthefollowingisaneffectiveteachingstrategyforintroducinganewtopicinanEnglishlesson?A.Askingstudentstowritetheirowndefinitionsofthenewvocabularywords.B.Tellingstudentsthedefinitionofthenewvocabularywordsandmovingon.C.Showingavideorelatedtothenewtopicwithoutanyexplanation.D.Readingthetexttothestudentsandaskingthemtofollowalong.Answer:A.Askingstudentstowritetheirowndefinitionsofthenewvocabularywords.Explanation:Encouragingstudentstocreatetheirowndefinitionshelpsthemtoengagewiththenewvocabularyactivelyandpromotescriticalthinking.Thisstrategycanalsohelpstudentsrememberthewordsbetter.二、簡答題（20分）Question:

ExplaintheimportanceofvocabularydevelopmentintheEnglishlanguageteachingprocessandhowteacherscaneffectivelypromotevocabularylearninginhighschoolstudents.Answer:

VocabularydevelopmentplaysacrucialroleintheEnglishlanguageteachingprocessasitenhancesstudents’overalllanguageproficiency.Herearesomekeyreasonsforitsimportance:1.Communication:Arichvocabularyallowsstudentstoexpresstheirthoughtsandideasmoreeffectively,leadingtobettercommunicationskills.2.Comprehension:Havingawiderangeofvocabularyenablesstudentstounderstandandinterprettextsmoreaccurately.3.Academicsuccess:Vocabularyknowledgeisessentialforacademicsuccess,asithelpsstudentsinreading,writing,andcomprehendingcomplextexts.4.Criticalthinking:Adiversevocabularyaidsincriticalthinkingandproblem-solvingskillsasitallowsstudentstoanalyzeandevaluateinformationmoreeffectively.Topromotevocabularylearningeffectively,teacherscanemploythefollowingstrategies:1.Introducenewvocabularythroughcontext:Presentnewwordsinmeaningfulcontextstohelpstudentsunderstandtheirmeaningandusage.2.Usevisualaidsandrealia:Incorporatevisualaids,suchaspictures,videos,andrealobjects,tomakevocabularylearningmoreengagingandmemorable.3.Encourageactivelearning:Engagestudentsinactivitieslikegames,discussions,androle-playingtoreinforcevocabularylearning.4.Provideopportunitiesforrepetition:Userepetitioninvariousforms,suchasthroughsongs,chants,andflashcards,toreinforcevocabularylearning.5.Assessvocabularyknowledge:Regularlyassessstudents’vocabularyknowledgethroughquizzes,tests,andoralpresentations.6.Integratevocabularyintoallaspectsoflanguageteaching:Incorporatevocabularyintoreading,writing,speaking,andlisteningactivitiestoensurecomprehensivelearning.7.Usetechnology:Utilizeeducationalapps,onlineresources,andmultimediatoolstomakevocabularylearningmoreinteractiveandengaging.Byimplementingthesestrategies,teacherscaneffectivelypromotevocabularylearninginhighschoolstudents,ultimatelycontributingtotheiroveralllanguagedevelopment.三、教學情境分析題（30分）Question:TeachingScenarioAnalysisScenario:

InyoursecondaryschoolEnglishclass,youhavejustcompletedauniton“ExploringCulturalDifferences”.Thestudentshaveshowninterestinthetopic,butyounoticethatsomeofthemarestrugglingtoengagewiththematerial,particularlywhenitcomestodiscussingculturalnormsandvalues.Theclassconsistsofdiversestudentsfromvariousculturalbackgrounds.Task:

Analyzetheteachingscenariodescribedaboveandsuggestappropriatestrategiestoimprovestudentengagementandunderstandingofthematerial.Answer:StrategiestoImproveStudentEngagementandUnderstanding:1.InteractiveGroupDiscussions:Dividetheclassintosmallgroups,eachwithstudentsfromdifferentculturalbackgrounds.Assigneachgroupaspecificculturalnormorvaluetoresearchanddiscuss.Encouragestudentstosharetheirownexperiencesandperspectives,fosteringacollaborativelearningenvironment.2.CulturalExchangeActivities:Organizea“CulturalDay”wherestudentscanbringinitemsorartifactsthatrepresenttheirownculture.Havestudentscreatepresentationsorpostersabouttheirculturalnormsandvalues.Thisactivityallowsstudentstolearnfromeachother’sexperiencesandpromotesadeeperunderstandingofculturaldiversity.3.Real-WorldConnection:Integratereal-lifeexamplesandcasestudiesthatillustratetheimpactofculturaldifferencesindifferentcontexts.Usevideos,newsarticles,orliteraturethatexploreculturalconflictsormisunderstandings.Thishelpsstudentsconnectthetheoreticalconceptstoreal-worldsituations.4.CriticalThinkingQuestions:Posethought-provokingquestionsthatencouragestudentstoanalyzeandevaluatedifferentculturalnormsandvalues.Questionscouldinclude:“Howmightculturaldifferencesaffectinternationalbusinessnegotiations?”or“Whatarethepotentialchallengesoflivinginaculturallydiversesociety?”5.Role-PlayingExercises:Createrole-playingscenarioswherestudentsactoutdifferentculturalinteractions.Thisactivityallowsstudentstopracticecommunicationskillsandunderstandthenuancesofculturaldifferencesinacontrolledsetting.Explanation:Thesuggestedstrategiesaimtoaddresstheissuesofstudentengagementandunderstandinginthegivenscenario.Byimplementinginteractivegroupdiscussions,culturalexchangeactivities,real-worldconnections,criticalthinkingquestions,androle-playingexercises,theteachercancreateamoreinclusiveanddynamiclearningenvironment.Theseactivitiesnotonlyencouragestudentstoactivelyparticipatebutalsohelpthemdevelopempathy,culturalawareness,andcriticalthinkingskills.四、教學設計題（40分）TeachingDesignQuestionQuestion:

Designa45-minutelessonplanforaseniorhighschoolEnglishclassaimedatteachingthethemeof“GlobalWarming”tostudents.Theclassconsistsof30studentswithdiverseEnglishproficiencylevels.Thelessonshouldincludeanintroduction,amainactivity,andaconclusion.Ensurethatthelessonincorporatesinteractiveactivities,vocabularybuilding,andgrammarpractice.Answer:LessonTitle:“GlobalWarming:CausesandSolutions”TargetLanguageSkills:Reading,Speaking,Listening,andWritingMaterials:1.Handoutswitharticlesonglobalwarming(oneforeachstudent)2.Whiteboardandmarkers3.Pro