本套试题严格参照国家中小学教师资格考试（笔试）《英语学科知识与教学能力》（高级中学） 的题型、难度和考点分布进行设计，旨在帮助您全面备考。

高中英语教师资格证考试模拟试题

注意事项：

1. 本试卷满分为150分,考试时间为120分钟。
2. 请在答题卡上作答,在试卷上作答无效。
3. 本试卷分为两部分：第一部分 英语学科知识 和 第二部分 教学知识与能力。

第一部分 英语学科知识 (共70分)

单项选择题 (本大题共20小题，每小题1分，共20分)

在每小题列出的四个备选项中,只有一个是最符合题目要求的，请将其代码填写在答题卡上。

The word "__" is pronounced with the primary stress on the first syllable. A. record (v.) B. record (n.) C. permit (v.) D. permit (n.)

Which of the following words contains a diphthong? A. beat B. bit C. bite D. boat

The sentence "It was not until midnight that he finished writing his thesis." is a __ sentence. A. simple B. compound C. complex D. compound-complex

Which of the following prepositions can be used after the verb "persist"? A. at B. on C. to D. in

"__ the bad weather, they decided to cancel the picnic." The best conjunction to fill in the blank is __. A. Because of; / B. Because; / C. Because of; that D. Because; that

Which of the following sentences is grammatically INCORRECT? A. I suggest that he should try again. B. It is high time that he went to bed. C. I would rather you didn't tell anyone about it. D. He demanded that everyone must be present at the meeting.

The underlined part in the sentence "The news is too good to be true" functions as __. A. a subject complement B. an object complement C. an adverbial of result D. an adverbial of purpose

The idiom "to bite the bullet" means __. A. to endure a painful or difficult situation bravely B. to say something to stop an argument C. to do something quickly before you change your mind D. to be very careful about what you say or do

Which of the following words is a superlative adjective? A. taller B. tallest C. more tall D. most tall

In the sentence "She is a teacher who is very popular with her students," the relative pronoun "who" functions as __. A. the subject of the relative clause B. the object of the relative clause C. the possessive pronoun D. the adverbial

Which of the following is NOT a function of the simple present tense? A. To express a habitual action. B. To express a future action in time clauses and conditional clauses. C. To express a temporary action happening now. D. To state a fact or a general truth.

The word "__" has the same root as "photograph". A. phone B. photon C. photoelectric D. photosynthesis

The word "ambiguous" is closest in meaning to __. A. clear B. confusing C. definite D. obvious

Which of the following sentences uses the subjunctive mood correctly? A. If I was you, I would accept the offer. B. I wish I am taller. C. The teacher insisted that the student was wrong. D. It is essential that everyone be present.

The word "__" is a compound word. A. blackboard B. undo C. unhappy D. careful

The function of "Well, it depends" in a conversation is to __. A. express agreement B. express disagreement C. express hesitation or uncertainty D. ask for clarification

Which of the following is a typical feature of formal written English? A. Contractions (e.g., don't, can't) B. Phrasal verbs (e.g., look up, get by) C. Passive voice D. Colloquialisms

The sentence "He is the last person I would expect to see at such a place" implies that __. A. He is the only person I expected to see. B. I expected to see him, but I was surprised. C. I did not expect to see him at all. D. He is the most suitable person for the place.

The sound /θ/ is a __. A. voiced dental fricative B. voiceless dental fricative C. voiced alveolar fricative D. voiceless alveolar fricative

Which of the following is an example of a coordinating conjunction? A. because B. although C. so D. if

阅读理解 (本大题共15小题，每小题2分，共30分)

阅读下列短文,从每题所给的四个选项中选出最佳选项。

Passage 1

The concept of the "digital divide" has evolved significantly since it was first coined in the 1990s. Initially, it referred to the gap between those who had access to computers and the internet and those who did not. Today, however, the divide is more complex. It's no longer just about access to technology, but also about the quality of that access, the skills to use it effectively, and the ability to create and interpret digital content.

This new, more nuanced digital divide has profound implications for education. Students with high-speed internet access at home and access to up-to-date devices are at a distinct advantage. They can conduct research more efficiently, access a wealth of online learning resources, and collaborate with peers on projects. In contrast, students without these resources may struggle to keep up, falling behind their more connected peers.

Furthermore, the divide is not just economic. It's also generational. While many young people are digital natives, comfortable navigating the online world, some older adults may lack the digital literacy skills needed to participate fully in modern society. This can affect everything from job opportunities to accessing government services.

To bridge this divide, a multi-faceted approach is needed. Governments must invest in infrastructure to ensure universal access to high-speed internet. Schools must provide not only devices but also comprehensive digital literacy training for all students. And communities must offer programs to help adults develop the skills they need to thrive in the digital age.

What is the main idea of the first paragraph? A. The digital divide is no longer a problem. B. The digital divide has become more complex over time. C. Computers are essential for modern education. D. Access to the internet is the only factor in the digital divide.

According to the passage, what is a key implication of the digital divide for education? A. It makes all students learn at the same pace. B. It creates an advantage for students with better technology access. C. It forces schools to abandon traditional teaching methods. D. It has no impact on students' ability to research.

The word "nuanced" in the second paragraph is closest in meaning to __. A. simple B. complicated C. obvious D. technical

What does the passage suggest about the generational aspect of the digital divide? A. All young people are experts in technology. B. Older adults cannot learn digital skills. C. There is a gap in digital literacy between different age groups. D. Digital skills are not important for older adults.

What is the author's main purpose in writing this passage? A. To argue that everyone should buy a computer. B. To explain the evolution of the digital divide and suggest solutions. C. To criticize the government's lack of investment in technology. D. To compare the digital divide with other social problems.

Passage 2

Language is not merely a tool for communication; it is the very fabric of thought. The way we structure sentences, the vocabulary we choose, and the metaphors we employ all shape how we perceive and understand the world around us. This idea, known as the Sapir-Whorf hypothesis, suggests that the language we speak influences our cognition.

A classic example often cited is the way different languages handle time. Some languages, like English, conceptualize time linearly—we talk about "long" meetings and "short" vacations. Other languages, such as Mandarin, often conceptualize time vertically, with the past "above" and the future "below." This doesn't mean that speakers of these languages experience time differently in a fundamental way, but it does suggest that the language they use provides a specific framework for thinking about it.

The influence of language extends to our perception of color. While all human eyes can perceive the same spectrum of colors, languages carve up this spectrum differently. Some languages have one word for what English speakers would call "blue" and "green," while others have multiple words for what we would consider a single shade. This linguistic categorization can affect how speakers of different languages remember and distinguish colors.

Understanding this deep connection between language and thought has significant implications for education, particularly in teaching foreign languages. It suggests that learning a new language is more than just memorizing vocabulary and grammar; it is about acquiring a new way of seeing the world. Teachers can leverage this by encouraging students to not only translate words but also to explore the cultural and conceptual systems embedded in the target language.

What is the main argument of the passage? A. Language is the most important subject in school. B. The language we speak influences how we think. C. English is a superior language for thinking about time. D. All languages perceive color in the same way.

The Sapir-Whorf hypothesis is mentioned to __. A. introduce a theory about language and thought. B. prove that English speakers think linearly. C. criticize other languages for being illogical. D. explain why some languages have more words for color.

What does the example of Mandarin and English time concepts illustrate? A. Mandarin speakers are better at planning for the future. B. Languages provide different frameworks for conceptualizing time. C. English is a more logical language. D. The Sapir-Whorf hypothesis is false.

According to the passage, what is a key implication for foreign language teaching? A. Students should only focus on grammar drills. B. Teachers should emphasize translation over cultural understanding. C. Learning a language involves adopting a new perspective. D. Color perception tests are the best way to measure language proficiency.

What can be inferred from the passage? A. People who speak multiple languages have no cognitive advantage. B. The way we think is completely determined by our language. C. Language learning can broaden one's cognitive horizons. D. All languages are equally complex in their vocabulary.

完形填空 (本大题共15小题，每小题1分，共15分)

阅读下面短文,掌握其大意，然后从每题所给的四个选项中选出最佳选项。

As a high school English teacher, I've always been fascinated by the power of stories. I remember one particular student, Mark, who was 31 in my class. He was bright but disengaged, often staring out the window during my lessons. I tried everything to 32 him—classic novels, modern short stories, even films—but nothing seemed to work.

One day, I noticed a worn copy of a science fiction novel 33 on his desk. I hesitated, then asked him about it. His eyes lit up. For the first time, he spoke 34 about a story he loved. That conversation was a turning point. I realized that to reach him, I had to 35 his world.

The next week, I 36 a science fiction unit into my curriculum. I included authors he might enjoy and encouraged him to 37 a book of his choice for a class presentation. The change in Mark was 38. He began participating actively, his insights were sharp, and he even started helping his peers. By the end of the semester, he was one of the 39 students in the class.

Mark's story taught me a valuable lesson about teaching: it's not about 40 students to fit into a rigid curriculum, but about adapting the curriculum to fit the students. It's about finding the 41 that unlocks their potential. Every student has a unique 42, a story waiting to be told. Our job as teachers is to listen, to understand, and to provide the key.

This experience has 43 my teaching philosophy. I now make a conscious effort to learn about my students' interests and 44 my lessons to connect with them. It's more work, but the 45 —seeing a student's eyes light up with understanding—is more than worth it.

A. struggling B. succeeding C. participating D. observing32. A. motivate B. criticize C. ignore D. protect A. lying B. lying C. to lie D. lay34. A. excitedly B. quietly C. angrily D. nervously A. enter B. leave C. change D. understand36. A. added B. removed C. created D. designed A. write B. read C. review D. present38. A. gradual B. sudden C. negative D. invisible A. laziest B. quietest C. brightest D. most average40. A. forcing B. allowing C. helping D. persuading A. book B. key C. method D. problem42. A. interest B. background C. talent D. voice A. confirmed B. shaped C. destroyed D. questioned44. A. adapt B. explain C. simplify D. repeat A. challenge B. reward C. pressure D. failure**

第二部分 教学知识与能力 (共80分)

教学设计题 (本大题共1小题，30分)

请认真阅读下面的教学材料,并按要求完成教学设计。

Teaching Material: An excerpt from a high school English textbook. Topic: Environmental Protection Text Type: An argumentative essay titled "Small Changes, Big Impact" (The essay discusses how individual actions, such as using reusable bags, saving water, and reducing waste, can collectively make a significant difference in protecting the environment.)

Students: Senior High School Grade 2 (Students have an intermediate to upper-intermediate level of English. They are familiar with basic environmental vocabulary but may lack the language to express complex arguments.)

Teaching Objectives:

1. Knowledge Objectives:
   • Students will be able to understand the main argument and supporting details of the essay.
   • Students will master the key vocabulary related to environmental protection (e.g., sustainable, renewable, carbon footprint, landfill).
2. Ability Objectives:
   • Students will be able to identify the structure of an argumentative essay (introduction, body paragraphs with topic sentences and supporting evidence, conclusion).
   • Students will be able to use target vocabulary and phrases to express their own opinions on environmental issues.
3. Affective Objectives:

   Students will raise their awareness of environmental protection and feel motivated to make small changes in their daily lives.

Key and Difficult Points:

• Key Point: To help students understand the structure of the argumentative essay and master the key vocabulary.
• Difficult Point: To enable students to apply the target language to express their own opinions and arguments logically.

Teaching Procedures: (You are required to design the main steps of your 45-minute lesson plan.)

简答题 (本大题共2小题，每小题15分，共30分)

As a high school English teacher, what are some effective strategies you can use to create a positive and motivating classroom atmosphere? Please provide at least three specific strategies and explain why they are effective.

The Communicative Language Teaching (CLT) approach emphasizes using the language for real communication. Please explain the core principles of CLT and provide one example of a classroom activity that embodies these principles.

教学情境分析题 (本大题共1小题，20分)

**48. Imagine you are teaching a lesson on "Festivals around the World" to a class of senior high school students. During a group discussion activity, you notice one student, Li Hua, is very quiet and does not participate at all. His group members are talking animatedly, but he is just looking at his notebook.

Please analyze the possible reasons for Li Hua's behavior and propose at least two specific, practical strategies you could use to encourage his participation and integrate him into the group activity.**

参考答案与解析

第一部分 英语学科知识

单项选择题

1. B (名词 record 的重音在第一个音节，动词 record 的重音在第二个音节。)
2. C (diphthong指双元音，bite /aɪ/ 是一个双元音。)
3. C (这是一个"It was not until... that..."强调句型，其基本结构是"It is/was + 被强调部分 + that + 句子剩余部分"，被强调的部分是时间状语，所以原句是一个复合句。)
4. D (固定搭配 persist in (doing) sth. 意为“坚持做某事”。)
5. A (Because of 后接名词或名词短语，Because 后接从句。The news 是不可数名词，前面不加 that。)
6. D (在 demand, suggest, insist 等词后的 that 从句中，谓语动词通常用 (should) + do 形式，must 不正确。)
7. C (too...to... 结构表示“太...而不能...”，其结果状语修饰的是主语。)
8. A (习语 bite the bullet 意为“咬紧牙关，硬着头皮挺过去”。)
9. B (最高级形容词通常为 形容词/副词 + -est 或 more/most + 形容词/副词。tallest 是 tall 的最高级。)
10. A (在定语从句 "who is very popular..." 中，who 是从句的主语，指代 a teacher。)
11. C (表示“现在正在进行的动作”应用现在进行时。)
12. D (photo- 是一个常见的希腊词根，意为“光”，photograph, photosynthesis 都含有此词根。)
13. B (ambiguous 意为“模棱两可的，含糊不清的”，与 confusing 意思相近。)
14. D (在 It is essential/important/necessary + that... 结构中，从句谓语用 (should) + do 形式。)
15. A (compound word是由两个独立的词组合而成的新词，如 black + board = blackboard。)
16. C (It depends 表示“视情况而定”，表达一种不确定性或犹豫。)
17. C (被动语态在正式书面语中更为常见，显得客观、正式。)
18. C (句意“他是我在那种地方最不可能见到的人”意味着“我完全没有预料到会在那里见到他”。)
19. B ( 是清辅音，发音时声带不振动，舌尖放在上下齿之间，是齿音。)
20. C (并列连词包括 for, and, nor, but, or, yet, so。so 是其中之一。)

阅读理解 21. B (第一段明确指出，数字鸿沟的概念已经从简单的“有无接入”演变为更复杂的“接入质量、使用技能、内容创作与解读能力”等问题。) 22. B (第二段指出，拥有高速网络和现代设备的学生有明显的优势，而缺乏资源的学生则可能落后。) 23. B (根据上下文，数字鸿沟变得“更复杂”(more complex)，nuanced 在此意为“微妙的，复杂的”。) 24. C (第三段明确指出，数字鸿沟具有代际差异，年轻一代是“数字原住民”，而一些老年人则缺乏数字素养技能。) 25. B (全文结构为：引出问题(数字鸿沟的演变) -> 阐述影响(对教育和代际的影响) -> 提出解决方案(多方面方法)，作者的目的是解释并解决这一问题。) 26. B (文章的核心论点在第一段末尾提出：语言影响认知，后面的例子都是用来支撑这一论点的。) 27. A (第二段开头直接用“This idea, known as the Sapir-Whorf hypothesis...”来引出这个理论，目的是用它来解释语言与思想的关系。) 28. B (这个例子用来说明不同语言为时间概念提供了不同的框架，这是对Sapir-Whorf假说的具体阐释。) 29. C (最后一段指出，学习一门新语言不仅仅是记单词和语法，更是“获得一种新的看待世界的方式”(acquiring a new way of seeing the world)。) 30. C (文章主旨是语言影响思想，学习新语言能获得新视角，可以推断出，掌握多种语言可以拓宽认知视野。)

完形填空 31. A (根据后文“disengaged, staring out the window”可知，这个学生（Mark）学习有困难。) 32. A (老师尝试用各种方法来“激励”(motivate)他。) 33. B (lie (躺) 是不及物动词，这里用现在分词作后置定语，表示“小说正摊开在桌子上”，注意区分 lie 和 lay。) 34. A (当被问到自己喜欢的书时，他的眼睛亮了，说明他“兴奋地”(excitedly)谈论。) 35. D (老师意识到，要理解他，就必须“理解”(understand)他的世界。) 36. A (老师将科幻小说“加入”(added)到课程中。) 37. D (鼓励他为一堂课的展示“呈现”(present)他选择的一本书。) 38. B (Mark的变化是“突然的”(sudden)，与之前的状态形成鲜明对比。) 39. C (学期末，他成了班里最“聪明的”(brightest)学生之一。) 40. A (老师学到的教训是：教学不是“强迫”(forcing)学生适应僵化的课程，而是调整课程去适应学生。) 41. B (每个学生都有独特的才能，老师的工作是找到“钥匙”(key)来激发他们的潜力。) 42. D (每个学生都有独特的“声音”(voice)，即独特的个性和想法。) 43. B (这段经历“塑造”(shaped)了老师的教学理念。) 44. A (老师现在会努力“调整”(adapt)课程来与学生建立联系。) 45. B (虽然更辛苦，但“回报”(reward)——看到学生眼中闪烁着理解的光芒——是值得的。)

第二部分 教学知识与能力

教学设计题 (示例)

课题: Small Changes, Big Impact (Environmental Protection) 年级: Senior High School Grade 2 课时: 45 minutes

Teaching Procedures:

Step 1: Lead-in & Warming-up (5 minutes)

• Activity: Show a short, impactful video clip (e.g., 1 minute) showing the contrast between a clean environment and a polluted one. Then, ask the class a question: "What small things can we do in our daily life to help protect the environment?"
• Purpose: To grab students' attention, activate their existing schema about the environment, and introduce the topic in an engaging way. It encourages students to think about the topic in English from the very beginning.

Step 2: Pre-reading (7 minutes)

• Activity 1 (Vocabulary Prediction): Ask students to skim the title and the first paragraph of the essay. In pairs, they try to predict the meaning of the key words (e.g., sustainable, renewable, carbon footprint, landfill) based on the context.
• Activity 2 (Vocabulary Presentation): The teacher presents the key vocabulary with clear definitions, example sentences, and pictures if necessary. Focus on pronunciation and collocations (e.g., "reduce your carbon footprint," "a landfill site").
• Purpose: To pre-teach essential vocabulary to reduce reading comprehension barriers and prepare students for the text.

Step 3: While-reading (15 minutes)

• Activity 1 (Skimming for the Main Idea): Students read the essay quickly (skimming) to identify the main argument. The teacher asks: "What is the main point the author is trying to make?" (Answer: Individual small changes can have a big impact on the environment.)
• Activity 2 (Scanning for Structure): Students read the essay again (scanning) and work in groups to fill in a simple graphic organizer (e.g., a mind map or a table) showing the essay's structure.
  • Introduction: Main idea.
  • Body Paragraph 1: Supporting point 1 (e.g., using reusable bags) + Evidence.
  • Body Paragraph 2: Supporting point 2 (e.g., saving water) + Evidence.
  • Body Paragraph 3: Supporting point 3 (e.g., reducing waste) + Evidence.
  • Conclusion: Restatement of the main idea and a call to action.
• Purpose: To develop students' reading skills (skimming and scanning) and help them understand the logical structure of an argumentative essay, which is a key objective.

Step 4: Post-reading (10 minutes)

• Activity (Group Discussion): Divide students into small groups of 4. Give them a discussion topic: "Which small change mentioned in the essay do you think is the most important for us students to make? Why? Discuss with your group and be prepared to share your opinion."
• Purpose: To move from comprehension to production. This activity encourages students to use the target vocabulary and the argumentative structure they just learned to express their own opinions, fulfilling the ability and affective objectives.

Step 5: Summary and Homework (3 minutes)

• Summary: The teacher briefly summarizes the lesson's key points: the essay's structure, the importance of small actions, and the new vocabulary. A few groups are invited to share their discussion points.
• Homework: Write a short paragraph (80-100 words) on "One small change I will make to protect the environment." Students should try to use at least three words from today's lesson.
• Purpose: To consolidate learning and provide an opportunity for students to practice writing using the new language in a meaningful context.

简答题 (示例)

Effective Strategies for a Positive Classroom Atmosphere:

• Strategy 1: Establish Clear Rules and Routines. At the beginning of the semester, co-create a set of class rules with the students and establish clear routines for activities, homework submission, and class discussions. This creates a sense of security and predictability. When students know what is expected of them, they feel more confident and less anxious, which contributes to a positive atmosphere.
• Strategy 2: Use Positive Reinforcement and Encouragement. Actively praise students for their efforts, improvements, and good behavior, not just for correct answers. Use specific praise like "I really like how you explained your reasoning" instead of just "Good job." This fosters a growth mindset, encourages risk-taking (e.g., speaking up even if they're not sure), and makes students feel valued and respected.
• Strategy 3: Foster a Sense of Community and Collaboration. Design pair work, group work, and team projects that require students to interact and support each other. Create a classroom culture where it's safe to make mistakes and learn from them. This reduces competition, builds trust among students, and makes the classroom a supportive and inclusive community where everyone feels they belong.

Core Principles of CLT and an Example Activity:

• Core Principles of CLT:

  1. Communication is the Goal: The primary objective of language teaching is to enable students to use the language for real communication of meaning, not just to master grammatical structures.
  2. Meaning-focused Activities: Classroom activities should prioritize conveying and understanding meaning over grammatical accuracy. Fluency is often initially valued over accuracy.
  3. Use of Authentic Materials: Teachers should use authentic materials (e.g., newspaper articles, videos, realia) that reflect how the language is used in real life.
  4. Student-Centered Learning: The role of the teacher shifts from being a "knower of all answers" to a "facilitator" or "guide" who creates opportunities for students to interact and learn from each other.
  5. Integration of the Four Skills: Listening, speaking, reading, and writing should be taught in an integrated way, as they are interrelated in real communication.

• Example Activity: Information Gap Activity

  • Activity: Suppose the topic is "Planning a Class Trip." The teacher prepares two different versions of a travel itinerary (Version A and Version B). Version A has details about the destination, departure time, and accommodation, but is missing information about the cost and activities. Version B has the cost and activities but is missing the destination and departure time. Students work in pairs, with each student having one version. They must ask and answer questions in English to fill in the missing information on their own sheet and create a complete, agreed-upon itinerary.
  • How it embodies CLT principles:
    • Communication is the Goal: Students must communicate to complete the task. There is no other way.
    • Meaning-focused: The focus is on exchanging the necessary information to solve the problem.
    • Authentic Purpose: The task simulates a real-life situation (planning a trip) where information is shared.
    • Student-Centered: The teacher sets up the activity but does not interfere; the students are responsible for the interaction.
    • Integration of Skills: It involves speaking (asking/answering), listening (understanding partners), and reading (reading their own sheet).

教学情境分析题 (示例)

Analysis and Strategies for Li Hua's Behavior:

Analysis of Possible Reasons:

1. Lack of Confidence or Language Anxiety: Li Hua may feel that his English proficiency is not good enough to express his ideas clearly. He might be afraid of making mistakes, being laughed at by his peers, or being judged by the teacher. This fear can cause him to remain silent as a way of avoiding potential embarrassment.
2. Introverted Personality: He may simply be an introverted student who is less comfortable in large group discussions and prefers to listen and think privately rather than speak up. He might feel overwhelmed by the fast pace of group talk and not feel the need to contribute.
3. Lack of Interest or Engagement: The topic "Festivals around the World" might not interest him, or he might not have any prior knowledge about it, making him feel he has nothing to say.
4. Group Dynamics Issues: His group members might be very dominant and talkative, not giving him a chance to speak, or they might have formed their own clique and excluded him. He might feel that his contributions are not valued.

Proposed Strategies to Encourage Participation:

• Strategy 1: Provide Structured Support and a Safe Environment (Addressing Anxiety and Confidence).

  • Action: Before the group discussion, I would give the students a few minutes for "silent brainstorming" where they jot down 2-3 ideas about festivals on their own. Then, I would ask them to first share their ideas with a partner (Think-Pair-Share) before moving to the larger group. This gives Li Hua a chance to formulate his thoughts in a less intimidating setting and practice his ideas with one other person. I would also circulate during the group work, specifically checking in with Li Hua's group and asking him directly but gently, "Li Hua, what do you think about this idea?" or "Do you have a festival in mind we should discuss?" This shows individual attention and support.

• Strategy 2: Assign a Specific, Manageable Role within the Group (Addressing Personality and Group Dynamics).

  • Action: Instead of leaving the group discussion completely unstructured, I would assign specific roles to each group member. For example: one person is the "Reporter" (who will present the group's final ideas to the class), one is the "Timekeeper", and one is the "Note-taker". I could assign Li Hua the role of "Note-taker" or "Researcher" (if they are using devices). This role gives him a clear, important, and non-verbal (or minimally verbal) task within the group. It makes him an essential part of the team, gives him a sense of purpose, and encourages him to participate by listening carefully and writing down key points, which is a form of active participation. This respects his possible introversion while still ensuring he is engaged.