2026年教师资格证《高中英语》考前点题卷一
（高中）英语
考前点题
共 33 题
4080 次浏览
更新于 2026-09-26
一、单项选择题
每题2分，共30题，共60分
1
The dog_______attacked passers-by and therefore was kept on a chain by the owner.
- A.eventually
- B.fortunately
- C.frequently
- D.similarly
2
The \" Chinese Dream\" is_______dream to improve people's well-being and_______dream of harmony, peace and development.
- A.a, a
- B.the, the
- C.a, the
- D.the, a
3
In order to save every cent of the limited family expense, the house wife had to_______with the grocery owner.
- A.bargain
- B.discuss
- C.calculate
- D.quarrel
4
Large amounts of money_______spent on the bridge, which _______to be completed the next month.
- A.were ; was expected
- B.was ; was expected
- C.was ; expected
- D.were ; expected
5
These old pictures bring to their mind the college days_______they spent together, _______life was
hard but happy.
hard but happy.
- A.which ; when
- B.when ; which
- C.which ; which
- D.when ; when
6
They have been to Beijing_______.
- A.some times
- B.sometimes
- C.all the time
- D.timely
7
It was his mother_______made a promise to send her son to the best middle school.
- A.whom
- B.who
- C.which
- D.of whom
8
_______ is a design feature of human language that enables speakers to talk about a wide range of things ,free from barriers caused by separation in time and space.
- A.Cultural transmission
- B.Duality
- C.Displacement
- D.Productivity
9
_______is mainly based on formal testing, and the judgment about the learner's performance is used for administrative purpose,e, g. checking standards and targets.
- A.Formative assessment
- B.Summative assessment
- C.A portfolio
- D.A quiz
10
_______assessment allows teachers to compare the performance of one student with the average performance of other students who are of the same age or grade. That is, this type of test identifies whether the test taker performed better or worse than other test takers, not whether the test taker knows either more or less material than is necessary for a given purpose.
- A.Norm-referenced
- B.Criterion-referenced
- C.Peer
- D.Self
11
The rhetorical device_______is the act of referring to something by the name of something else that is closely connected with it.
- A.simile
- B.metaphor
- C.metonymy
- D.personification
12
As far as teaching grammar is concerned, in the inductive method, the teacher induces the learners to realize grammar rules_______.
- A.without any explicit explanation
- B.by explaining in an explicit way
- C.with explicit explanation
- D.by telling them the rules
13
Which of the following pair of words are antonyms?
- A.increase ; decrease
- B.choice ; option
- C.blue ; green
- D.rabbit ; animal
14
English consonants can be classified into stops, fricatives,nasals, etc.in terms of_______.
- A.manner of articulation
- B.openness of mouth
- C.place of articulation
- D.voicing
15
The rhetorical device employed in\"I haven't seen you for ages. \"is_______.
- A.irony
- B.metonymy
- C.hyperbole
- D.metaphor
16
Which of the following activities can help students prepare for spontaneous speech?
- A.Reading aloud.
- B.Giving a prepared talk.
- C.Doing a drill.
- D.Interviewing someone, or being interviewed.
17
To develop the skill of listening for specific information, the teacher asks students to fill in the blanks with the information they hear on the tape. Which stage of listening class is it at now?
- A.Pre-listening.
- B.While-listening.
- C.Post-listening.
- D.Both the pre-listening and while-listening.
18
Questioning plays an important role for the classroom teaching. Which of the following questions does not belong to comprehension questions?
- A.What is the main idea of this paragraph?
- B.Can you tell the difference between the two terms?
- C.Can you retell the text we have learned last week?
- D.Can you paraphrase the sentence in your own words?
19
Teaching activities must be based on the students' cognitive development level and the existing experienced knowledge, thus, students' personal knowledge, students' life world and_______are also the important curriculum resources except textbook.
- A.game activities
- B.labour activities
- C.attitudes
- D.direct experience
20
When teaching grammar, if the teacher follows the sequence of teaching activities of \" teacher's explanation of the rule→presentation of an example→students' practice with given prompts\" ,be is using the_______method.
- A.inductive
- B.deductive
- C.guided discovery
- D.task-based
一、单项选择题
-
请阅读Passage ,完成下列小题。
So bitter a dark winter day in 1942, and it was no different from any other day in this concentration camp. I was almost dead,surviving from day to day, since I was brought here with thousands of other Jews. Each day, as more disappeared, the hungry past seemed like a mere dream, and I sank deeper and deeper into despair.
Suddenly, I noticed a young girl, on the other side of the barbed wire, stopped and looked at me with sad eyes seeming to say that she understood.Then she reached into her pocket, and pulled out a red apple. She looked cautiously to the left and the right and then with smile of triumph quickly threw the apple over the fenee. I ran to pick it up, holding it in my trembling frozen fingers. Her eyes twinkled. In my world of death this apple was an expression of life, of love.
She came at the same time to the spot the next day. And again she brought me an apple flying it over the fence with that same sweet smile. For seven months we met like this. Sometimes we exchanged a few words, sometimes just an apple. But one day I could barely speak as I said what must be said: \"Don't bring me an apple tomorrow. I am being sent to another camp. \" Turning before I lost all my control, I run away and I couldn't stand looking back.
With months passing and nightmares continuing, the memory of this girl sustained me through th hopelessness. Over and over in my mind, I saw her face, her kind eyes, I heard her gentle words, I tasted those apples. And then the war ended and I was freed. I lost everything that was precious to me including my family.
But I still had the memory of this girl, a memory I carried in my heart and gave me the will to go on as I moved to America to start a new life. In the New York City a friend convinced me to go on a blind date with a girl named Roma. Reluetantly, I agreed.
\"Where were you during the war?\" Roma asked me gently.
\"I was in a concentration camp in Germany,\" I replied.
Roma got a faraway look in her eyes, as if she was remembering something bitter-sweet.
\"What is it?\" I asked.
Roma explained in a soft voice. \"You see, when I was a young girl I lived near a concentration camp, where I used to visit a boy prisoner every day bringing him apples. I would throw the apple over the fence and he would be so happy. \"
Roma sighed heavily and continued,\" It is hard to describe how we felt about each other--after all we were young and we only exchanged a few words--but I can tell there was much love there. But I cannot bear thinking that he was killed, and I try to remember him as he was for those months we were given together. \"
With my heart pounding so loudly, I looked directly at Roma and asked, \" And did he tell you not to bring an apple tomorrow because he was sent to another camp?\"
\"How on earth could you possibly know that?\"
I took her hands in mine and answered,\" Because I was that boy, Roma. \"
For many moments, there was only silence. We could not take our eyes from each other, behind which,as the veils of time lifted, we recognized the soul. Finally, I said,\" Roma, I don't ever want to be separated from you again. Now I am free, and I want to be together with you forever. Dear, will you marry me?\" I saw the same twinkle in her eyes that I used to see as Roma said yes.
On Valentine's Day, 1996, I brought Roma to the Oprah Winfrey Show because I wanted to tell her on this national program what I felt in my heart every day: \"Darling, you fed me in the concentration camp when I was hungry. And I am still hungry, for something I will never get enough of: your love. \"
So bitter a dark winter day in 1942, and it was no different from any other day in this concentration camp. I was almost dead,surviving from day to day, since I was brought here with thousands of other Jews. Each day, as more disappeared, the hungry past seemed like a mere dream, and I sank deeper and deeper into despair.
Suddenly, I noticed a young girl, on the other side of the barbed wire, stopped and looked at me with sad eyes seeming to say that she understood.Then she reached into her pocket, and pulled out a red apple. She looked cautiously to the left and the right and then with smile of triumph quickly threw the apple over the fenee. I ran to pick it up, holding it in my trembling frozen fingers. Her eyes twinkled. In my world of death this apple was an expression of life, of love.
She came at the same time to the spot the next day. And again she brought me an apple flying it over the fence with that same sweet smile. For seven months we met like this. Sometimes we exchanged a few words, sometimes just an apple. But one day I could barely speak as I said what must be said: \"Don't bring me an apple tomorrow. I am being sent to another camp. \" Turning before I lost all my control, I run away and I couldn't stand looking back.
With months passing and nightmares continuing, the memory of this girl sustained me through th hopelessness. Over and over in my mind, I saw her face, her kind eyes, I heard her gentle words, I tasted those apples. And then the war ended and I was freed. I lost everything that was precious to me including my family.
But I still had the memory of this girl, a memory I carried in my heart and gave me the will to go on as I moved to America to start a new life. In the New York City a friend convinced me to go on a blind date with a girl named Roma. Reluetantly, I agreed.
\"Where were you during the war?\" Roma asked me gently.
\"I was in a concentration camp in Germany,\" I replied.
Roma got a faraway look in her eyes, as if she was remembering something bitter-sweet.
\"What is it?\" I asked.
Roma explained in a soft voice. \"You see, when I was a young girl I lived near a concentration camp, where I used to visit a boy prisoner every day bringing him apples. I would throw the apple over the fence and he would be so happy. \"
Roma sighed heavily and continued,\" It is hard to describe how we felt about each other--after all we were young and we only exchanged a few words--but I can tell there was much love there. But I cannot bear thinking that he was killed, and I try to remember him as he was for those months we were given together. \"
With my heart pounding so loudly, I looked directly at Roma and asked, \" And did he tell you not to bring an apple tomorrow because he was sent to another camp?\"
\"How on earth could you possibly know that?\"
I took her hands in mine and answered,\" Because I was that boy, Roma. \"
For many moments, there was only silence. We could not take our eyes from each other, behind which,as the veils of time lifted, we recognized the soul. Finally, I said,\" Roma, I don't ever want to be separated from you again. Now I am free, and I want to be together with you forever. Dear, will you marry me?\" I saw the same twinkle in her eyes that I used to see as Roma said yes.
On Valentine's Day, 1996, I brought Roma to the Oprah Winfrey Show because I wanted to tell her on this national program what I felt in my heart every day: \"Darling, you fed me in the concentration camp when I was hungry. And I am still hungry, for something I will never get enough of: your love. \"
21
Which of the following can describe the feeling of the author when he recognized the girl?
- A.Bitter and grateful.
- B.Surprised and joyous.
- C.Embarrassed but hopeful.
- D.Depressed but determined.
22
What does the underlined phrase \"go on a blind date\" in Paragraph 5 mean?
- A.fall in love
- B.attend a wedding party
- C.get married
- D.have an appointment
23
Which is the correct order of the following events?
a A girl stopped and looked at me with sad eyes as if she understood.
b I could barely speak because I was going to be sent to another camp.
c More people disappeared in the camp and I sank into further despair.
d I wanted to express what I felt in my heart on the Oprah Winfrey Show.
e I went on a blind date with a girl and we finally recognized each other.
f I was freed but lost everything that was precious to me including my family.
a A girl stopped and looked at me with sad eyes as if she understood.
b I could barely speak because I was going to be sent to another camp.
c More people disappeared in the camp and I sank into further despair.
d I wanted to express what I felt in my heart on the Oprah Winfrey Show.
e I went on a blind date with a girl and we finally recognized each other.
f I was freed but lost everything that was precious to me including my family.
- A.cfebda
- B.fedbac
- C.cabfed
- D.fbcade
24
What can we conclude from the passage?
- A.A man can be destroyed but not defeated.
- B.Love frees us of all the weight and pain.
- C.War makes man grow up or sink down.
- D.Wait is bitter but its fruit is very sweet.
25
The author uses his life experiences to produce a(n)_______.
- A.contrary effect
- B.illustrative effect
- C.logical effect
- D.abstract effect
请阅读Passage ,完成下列小题。
Julia Gillard, as education minister and then prime minister, identified the Gonski report on school funding, later renamed the Better Schools Plan, as one of her crowning achievements.
Backed by the Australian Education Union and Australia's cultural-left education blob(a term coined byBritain's Secretary of State for Education, Michael Gove), the argument is that Gonski will deliver excellence and equity in education by massively increasing government expenditure.
The Gonski funding model, involving a base level of funding known as a School Resourcing Standard and additional loadings related to disadvantage, is also lauded as bringing clarity, transparency and consistency toschool funding. Not so. As noted by the National Commission of Audit, the flaws and weaknesses in the reportare manifest and the reality is that those who have been critical of the ALP-inspired approach to school funding have been proven correct.
Under the heading\" Complexity of the funding model\", section 9.7 Appendix Volume 1, the statement ismade that \"new school funding arrangements are complex, inconsistent and lack transparency\". Instead of having a national funding model, we have a situation where the states and territories and Catholic and independent school sectors have their own approaches to allocating funding to schools.
So much for the argument that the Gonski model represents an improvement on the Howard government'ssupposedly opaque and inconsistently applied socio-economic status(SES) model.
The Schooling Resource Standard is also criticized for not being \"based on a detailed analysis of the costof delivering education\" and the formula employed for quantifying disadvantage for using faulty data leadingto students \"being misidentified as being inside or outside definitions of educationally disadvantaged\".
Citing international research and an analysis carried out by the ALP federal member for Fraser, AndrewLeigh, when an academic at the Australian National University, the audit report also concludes there is little,if any, relationship between increased expenditure and raising standards.
Mirroring the argument put by the Centre for Independent Studies' Jennifer Buckingham in her SchoolFunding on a Budget, the audit report argues \" increasing funding does not necessarily equate to better student outcomes\".
As common sense suggests, and contrary to the Australian Education Union's \"I Give a Gonski \"campaign, a more effective way to raise standards is to have a rigorous curriculum, qualified and [committed] teachers, strong parental engagement and schools ,within broad guidelines, that have the flexibility to manage themselves.
As noted in the audit report, it is also important that the duplication between state and Commonwealth governments related to bureaucratic red tape and compliance costs is reduced, in order to allow schools tofocus on teaching and learning.
To applaud the commission of audit's analysis of school funding should not be taken as unqualified support. The suggestion that the states, and most likely their education departments, should control how funding to independent schools is allocated is a mistake.
State schools, on the whole, compete against non-government schools, and allowing state governments ortheir education bureaucracies to decide how funding is allocated to independent schools represents a conflict of interest.
Julia Gillard, as education minister and then prime minister, identified the Gonski report on school funding, later renamed the Better Schools Plan, as one of her crowning achievements.
Backed by the Australian Education Union and Australia's cultural-left education blob(a term coined byBritain's Secretary of State for Education, Michael Gove), the argument is that Gonski will deliver excellence and equity in education by massively increasing government expenditure.
The Gonski funding model, involving a base level of funding known as a School Resourcing Standard and additional loadings related to disadvantage, is also lauded as bringing clarity, transparency and consistency toschool funding. Not so. As noted by the National Commission of Audit, the flaws and weaknesses in the reportare manifest and the reality is that those who have been critical of the ALP-inspired approach to school funding have been proven correct.
Under the heading\" Complexity of the funding model\", section 9.7 Appendix Volume 1, the statement ismade that \"new school funding arrangements are complex, inconsistent and lack transparency\". Instead of having a national funding model, we have a situation where the states and territories and Catholic and independent school sectors have their own approaches to allocating funding to schools.
So much for the argument that the Gonski model represents an improvement on the Howard government'ssupposedly opaque and inconsistently applied socio-economic status(SES) model.
The Schooling Resource Standard is also criticized for not being \"based on a detailed analysis of the costof delivering education\" and the formula employed for quantifying disadvantage for using faulty data leadingto students \"being misidentified as being inside or outside definitions of educationally disadvantaged\".
Citing international research and an analysis carried out by the ALP federal member for Fraser, AndrewLeigh, when an academic at the Australian National University, the audit report also concludes there is little,if any, relationship between increased expenditure and raising standards.
Mirroring the argument put by the Centre for Independent Studies' Jennifer Buckingham in her SchoolFunding on a Budget, the audit report argues \" increasing funding does not necessarily equate to better student outcomes\".
As common sense suggests, and contrary to the Australian Education Union's \"I Give a Gonski \"campaign, a more effective way to raise standards is to have a rigorous curriculum, qualified and [committed] teachers, strong parental engagement and schools ,within broad guidelines, that have the flexibility to manage themselves.
As noted in the audit report, it is also important that the duplication between state and Commonwealth governments related to bureaucratic red tape and compliance costs is reduced, in order to allow schools tofocus on teaching and learning.
To applaud the commission of audit's analysis of school funding should not be taken as unqualified support. The suggestion that the states, and most likely their education departments, should control how funding to independent schools is allocated is a mistake.
State schools, on the whole, compete against non-government schools, and allowing state governments ortheir education bureaucracies to decide how funding is allocated to independent schools represents a conflict of interest.
26
For what reasons did Julia Gillard believe that the Gonski report was one of her best achievements?
- A.It would bring efficiency to school funding.
- B.It would raise standards and equity in education.
- C.It would reduce government budget in school funding.
- D.It would control both the state schools and independent schools.
27
Which of the following is closest in meaning to\" committed\" in PARAGRAPH 9?
- A.Engaged.
- B.Devoted.
- C.Respected.
- D.Promised.
28
How does the author make his arguments convincing to his readers?
- A.He cites noted authorities as a means of supporting his opinions.
- B.He presents a thesis and then lists evidence to supporting his opinions.
- C.He summarizes an official document and then discusses it in detail.
- D.He uses official documents and then gives his personal interpretation.
29
Which of the following represents the National Commission of Audit's view on school funding?
- A.There should be a national funding model.
- B.Cost of delivering education should not be the major concern of school funding.
- C.There is a close relationship between increased expenditure and raising standards.
- D.The educational department school controls the allocation of funding to independent school.
30
Which of the following titles best expresses the ideas of the passage?
- A.Needed:a Better Model for Education
- B.Gonski:the Advantages and Disadvantages
- C.Needed:a Better Model for Funding Schools
- D.Gonski:a Funding Model Favored by the Prime Minister
二、简答题
每题10分，共1题，共10分
31
任务教学由四个元素构成，分别是objective，context，strategy，outcome，请简述含义.关系。
三、教学情境分析题
每题10分，共1题，共10分
32
以下片段选自某课堂实录，请分析该教学片段并回答下列问题。
教学片段：
老师：同学们上午好!今天我们来讲宾语补足语。英语中，有些及物动词后接宾语时，还需要加一个词或短语来补充说明宾语的情况，这样的词或短语叫作宾语补足语。那么请大家从课文中找出几处关于宾语补足语的例句。
e.g.Now when people refer to England you find Wales included as well.
So to their surprise the three countries found themselves united.
同学们可以看出，例句中included是作find的宾语补足语，united是作found的宾语补足语。
形容词作宾语补足语时，通常是放在make，get，find，keep，let等动词的后面。
接下来教师通过 “辨识一拓展一理解”的步骤依次具体讲解宾语补足语的其他用法。
(1)该片段体现了哪种语法教学方法?
(2)常见的语法教学方法有哪些?
(3)语法教学的课堂模式主要有哪些?教学中应该遵循哪些语法教学的原则?
教学片段：
老师：同学们上午好!今天我们来讲宾语补足语。英语中，有些及物动词后接宾语时，还需要加一个词或短语来补充说明宾语的情况，这样的词或短语叫作宾语补足语。那么请大家从课文中找出几处关于宾语补足语的例句。
e.g.Now when people refer to England you find Wales included as well.
So to their surprise the three countries found themselves united.
同学们可以看出，例句中included是作find的宾语补足语，united是作found的宾语补足语。
形容词作宾语补足语时，通常是放在make，get，find，keep，let等动词的后面。
接下来教师通过 “辨识一拓展一理解”的步骤依次具体讲解宾语补足语的其他用法。
(1)该片段体现了哪种语法教学方法?
(2)常见的语法教学方法有哪些?
(3)语法教学的课堂模式主要有哪些?教学中应该遵循哪些语法教学的原则?
四、教学设计
每题20分，共1题，共20分
33
设计任务：请阅读下面学生信息和语言素材，设计一节英语阅读教学方案。
教案没有固定格式，但须包含下列要点：
·Teaching objectives
·Teaching contents
·Key and difficult points
·Major steps and time allocation
·Activities and justifications
教学时间：45分钟
学生概况：某城镇普通中学高中二年级学生，班级人数40人。多数学生已经达到《普通高中英语
课程标准》(实验)六级水平。学生课堂参与积极性一般。
语言素材：
A Master of Nonverbal Humour
As Victor Hugo once said, \" Laughter is the sun that drives winter from the human face\", and up to now nobody has been able to do this better than Charlie Chaplin. He brightened the lives of Americans and British through two world wars and the hard years in between. He made people laugh at a time when they felt depressed, so they could feel more content with their lives.
Not that Chariie's own life was easy! He was born in a poor family in 1889. His parents were both poor music hall performers. You may find it astonishing that Charlie was taught to sing as soon as he could speak and dance as soon as he could walk. Such training was common in acting families at this time, especially when the family income was often uncertain. Unfortunately his father died, leaving the family even worse off, so Charlie spent his childhood looking after his sick mother and his brother. By his teens, Charlie had, through his humour, become one of the most popular child actors in England.He could mime and act the fool doing ordinary everyday tasks. No one was ever bored watching him--his subtle acting made everything entertaining.
As time went by, he began making films. He grew more and more popular as his charming character, the little tramp, became known throughout the world.The tramp, a poor, homeless man with a moustache, wore large trousers, worn-out shoes and a small round black hat. He walked around stiffly carrying awalking stick. This character was a social failure but was loved for his optimism and determination to overcome all difficulties. He was the underdog who was kind even when others were unkind to him.
How did the little tramp make a sad situation entertaining? Here is an example from one of his most famous films, The Gold Rush. It is the end of the nineteenth century and gold has just been discovered in Alaska. Like so many others, the little tramp has rushed there in search of gold, but without success.Instead he and another man are hiding in a small hut during a snowstorm with nothing to eat. They are so hungry that the little tramp tries boiling one of his leather shoes for dinner.
Charlie cuts off the leather top of the shoe and shares the shoe with the other fellow. He tries cutting and chewing the bottom of the shoe as if it were the finest steak. Then he picks out the lace of the shoe and eats it as if it were spaghetti. He eats each mouthful with great enjoyment. The acting is so convincing that it makes you believe that it is one of the best meals he has ever tasted.
Charlie Chaplin wrote, directed and produced the films he starred in. In 1972 he was given a special Oscar for his outstanding work in films. He lived in England and the USA but spent his last years in Switzerland, where he was buried in 1977. He is loved and remembered as a great actor who could inspirepeople with great confidence.
教案没有固定格式，但须包含下列要点：
·Teaching objectives
·Teaching contents
·Key and difficult points
·Major steps and time allocation
·Activities and justifications
教学时间：45分钟
学生概况：某城镇普通中学高中二年级学生，班级人数40人。多数学生已经达到《普通高中英语
课程标准》(实验)六级水平。学生课堂参与积极性一般。
语言素材：
A Master of Nonverbal Humour
As Victor Hugo once said, \" Laughter is the sun that drives winter from the human face\", and up to now nobody has been able to do this better than Charlie Chaplin. He brightened the lives of Americans and British through two world wars and the hard years in between. He made people laugh at a time when they felt depressed, so they could feel more content with their lives.
Not that Chariie's own life was easy! He was born in a poor family in 1889. His parents were both poor music hall performers. You may find it astonishing that Charlie was taught to sing as soon as he could speak and dance as soon as he could walk. Such training was common in acting families at this time, especially when the family income was often uncertain. Unfortunately his father died, leaving the family even worse off, so Charlie spent his childhood looking after his sick mother and his brother. By his teens, Charlie had, through his humour, become one of the most popular child actors in England.He could mime and act the fool doing ordinary everyday tasks. No one was ever bored watching him--his subtle acting made everything entertaining.
As time went by, he began making films. He grew more and more popular as his charming character, the little tramp, became known throughout the world.The tramp, a poor, homeless man with a moustache, wore large trousers, worn-out shoes and a small round black hat. He walked around stiffly carrying awalking stick. This character was a social failure but was loved for his optimism and determination to overcome all difficulties. He was the underdog who was kind even when others were unkind to him.
How did the little tramp make a sad situation entertaining? Here is an example from one of his most famous films, The Gold Rush. It is the end of the nineteenth century and gold has just been discovered in Alaska. Like so many others, the little tramp has rushed there in search of gold, but without success.Instead he and another man are hiding in a small hut during a snowstorm with nothing to eat. They are so hungry that the little tramp tries boiling one of his leather shoes for dinner.
Charlie cuts off the leather top of the shoe and shares the shoe with the other fellow. He tries cutting and chewing the bottom of the shoe as if it were the finest steak. Then he picks out the lace of the shoe and eats it as if it were spaghetti. He eats each mouthful with great enjoyment. The acting is so convincing that it makes you believe that it is one of the best meals he has ever tasted.
Charlie Chaplin wrote, directed and produced the films he starred in. In 1972 he was given a special Oscar for his outstanding work in films. He lived in England and the USA but spent his last years in Switzerland, where he was buried in 1977. He is loved and remembered as a great actor who could inspirepeople with great confidence.
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