2025上教師資格筆試考試試題與答案(高中英語考生回憶版)第一部分單項選擇題（共30分，每小題2分）1.Bythetimetheteacherarrived,thestudents______theexperimentforalmostanhour,buttheystillhadn’tgottheexpectedresults.A.hadbeendoingB.havebeendoingC.weredoingD.wouldbedoing2.Thegovernmenthaslaunchedacampaign______thepublictosorthouseholdwaste,whichiscrucialforenvironmentalprotection.A.educatedB.educatingC.toeducateD.havingeducated3.Theyoungartist’sworksareso______thattheycaneasilyarousestrongemotionsintheaudience,whetherjoyorsorrow.A.contradictoryB.conventionalC.controversialD.compelling4.Duringaconversation,whenaspeakersays“It’sfreezinghere,”theimpliedmeaningmightbe“Pleaseclosethewindow.”Thisisanexampleof______.A.entailmentB.presuppositionC.conversationalimplicatureD.speechact5.Whichofthefollowingpairofwordsformsaminimalpair?A.shipvs.sheepB.lightvs.nightC.catvs.cutD.bitvs.bat6.Inthesemanticfieldof“emotions,”wordslike“joy,”“sorrow,”“anger,”and“anxiety”are______.A.hyponymsB.synonymsC.antonymsD.homonyms7.AccordingtotheCompulsoryEducationEnglishCurriculumStandards(2022),thecorecompetenciesofEnglishlearningincludelanguageability,culturalawareness,______,andlearningability.A.criticalthinkingB.creativeexpressionC.strategiccompetenceD.thinkingquality8.Ateacherdesignsataskwherestudents,ingroups,intervieweachotherabouttheirweekendactivitiesandthenreporttotheclass.Thistaskismostlikelybasedon______.A.theaudiolingualmethodB.thegrammartranslationmethodC.thetaskbasedlanguageteachingapproachD.thedirectmethod9.Ateacherusespeerevaluation,selfassessmentchecklists,andweeklylearninglogstoassessstudents’progress.Thistypeofassessmentiscalled______.A.summativeassessmentB.diagnosticassessmentC.formativeassessmentD.normreferencedassessment10.Whenteachingareadingpassageaboutclimatechange,ateacherfirstshowsstudentspicturesofmeltingglaciersandrisingsealevels.Thisstepismostlikelyto______.A.activatestudents’priorknowledgeB.introducenewvocabularyC.practicereadingstrategiesD.summarizethemainidea11.Inawritingclass,insteadofcorrectingeverygrammaticalerror,ateacherunderlinestheerrorsandasksstudentstoidentifyandcorrecttheminpairs.Thisapproachaimsto______.A.reducestudents’anxietyB.developstudents’selfeditingabilityC.savetheteacher’stimeD.focusonfluencyratherthanaccuracy12.Ateacherasksstudentstodiscuss“WhatvaluescanwelearnfromancientChinesepoems?”Thisquestionmainlytargetsthedevelopmentof______.A.languageaccuracyB.culturalawarenessC.readingspeedD.vocabularyexpansion13.Duringagroupdiscussion,astudentkeepsdominatingtheconversation,whileothersremainsilent.Theteacher’sbestresponseisto______.A.interruptandcriticizethestudentpubliclyB.ignorethesituationandletthegrouphandleitC.remindthestudenttolistentoothersandencouragequieterstudentstospeakD.endthediscussionimmediatelyandswitchtoadifferentactivity14.TomeettheneedsofstudentswithdifferentEnglishproficiencylevels,ateacherdesignsthreeversionsofareadingtask:basic(fillinginblanks),intermediate(answeringquestions),andadvanced(writingasummary).Thispracticereflects______.A.differentiatedinstructionB.communicativelanguageteachingC.behavioristlearningtheoryD.constructivistpedagogy15.Afterastudentgivesanincorrectanswer,theteachersays,“Yourideaisinteresting.Let’sthinkagain:whatcluesfromthetextsupportyouranswer?”Thisfeedbackis______.A.correctiveandevaluativeB.encouragingandguidingC.negativeanddiscouragingD.irrelevantandunhelpful第二部分完形填空（共20分，每小題1分）閱讀下面短文，從短文后各題所給的A、B、C、D四個選項中，選出可以填入空白處的最佳選項。Lila,ahighschoolsenior,signedupforacommunityserviceprogramduringthesummerbreak.She16tospendherdayscleaningparksororganizingcharityevents,buther17wasassignedtoanursinghome.Atfirst,shefelt18—howcouldchattingwithelderlypeople19hercommunity?Onherfirstday,Lilawas20toMrs.Carter,an85yearoldwomanwithsilverhairandawarmsmile.Mrs.Cartersharedstoriesofher21asateacher,thetripsshe’dtaken,andthejoyofwatchinghergrandchildrengrow.Lila22realizedthatthesewerenotjuststories—theywere23ofalifewelllived.Astheweekspassed,LilavisitedMrs.Carter24.TheytalkedabouteverythingfromcurrenteventstoLila’scollegeplans.Oneday,Mrs.Cartermentionedshe25herlatehusband’soldwatch,whichhadstoppedworking.Lilatookittoarepairshop26.Whenshereturnedwiththefixedwatch,Mrs.Carter’seyes27withtears.“You’vegivenmebackapieceofmyheart,”shesaid.Lila28thatcommunityservicewasn’tjustaboutdoingtasks;itwasabout29connections.BylisteningtoMrs.Carter,shelearnedempathy—theabilityto30anotherperson’sfeelings.Thissummer,Liladidn’tjustservethecommunity;shegrewasaperson.16.A.expectedB.refusedC.forgotD.hated17.A.taskB.dreamC.hobbyD.project18.A.excitedB.confusedC.proudD.relaxed19.A.damageB.changeC.benefitD.leave20.A.introducedB.comparedC.connectedD.directed21.A.familyB.careerC.illnessD.accident22.A.suddenlyB.secretlyC.nervouslyD.rarely23.A.recordsB.memoriesC.plansD.regrets24.A.hardlyB.eventuallyC.regularlyD.finally25.A.repairedB.missedC.soldD.cleaned26.A.intimeB.bychanceC.onpurposeD.withoutdelay27.A.welledupB.turnedupC.gaveupD.tookup28.A.reportedB.realizedC.imaginedD.doubted29.A.breakingB.avoidingC.buildingD.losing30.A.ignoreB.shareC.controlD.understand第三部分閱讀理解（共30分，每小題3分）閱讀下列短文，從每題所給的A、B、C、D四個選項中，選出最佳選項。Passage1ArtificialIntelligence(AI)istransformingEnglishlanguageteaching.Adaptivelearningplatforms,poweredbyAI,cananalyzestudents’performanceinrealtimeandadjustthedifficultyofexercises.Forexample,ifastudentstruggleswithpastperfecttense,thesystemwillprovidemoretargetedpractice.AIchatbots,designedtosimulatehumanconversation,allowlearnerstopracticespeakingandwriting24/7withoutrelyingonahumanpartner.However,someeducatorsworrythatoverrelianceonAImightreducehumaninteraction.“Languageisnotjustaboutgrammarandvocabulary;it’saboutcultureandemotion,”saysDr.Li,aprofessorofappliedlinguistics.“Achatbotcancorrectgrammar,butitcan’texplainwhyacertainexpressionisrudeinaspecificcultureorsharethejoyofastudent’sprogress.”Despitetheseconcerns,mostexpertsagreethatAIisavaluabletool,notareplacementforteachers.“TeacherscanuseAItohandlerepetitivetasks,suchasgradingessaysortrackingprogress,sotheycanspendmoretimeonmeaningfulinteractionswithstudents,”notesDr.Wang,aneducationaltechnologist.31.Whatisthemainfunctionofadaptivelearningplatformsmentionedinthepassage?A.Toreplacehumanteachers.B.Toanalyzestudents’performanceandadjustexercises.C.Toteachculturalbackgroundknowledge.D.Togradestudents’essaysinrealtime.32.WhydosomeeducatorsworryaboutAIinlanguageteaching?A.AIchatbotsaretooexpensive.B.AIreduceshumaninteractionandculturalunderstanding.C.AIcannotcorrectgrammaraccurately.D.AImakesstudentsrelylessonteachers.33.WhatisDr.Wang’sattitudetowardsAIineducation?A.Critical.B.Neutral.C.Supportive.D.Indifferent.34.Theunderlinedword“simulate”inParagraph1isclosestinmeaningto______.A.avoidB.copyC.replaceD.improvePassage2TheMogaoCaves,locatedinDunhuang,GansuProvince,areatreasurehouseofBuddhistart.Foroverathousandyears,artistspaintedmuralsandcarvedstatuesinthesecaves,depictingstoriesfromBuddhism,dailylife,andinternationaltradealongtheSilkRoad.Inrecentdecades,masstourismhasthreatenedthecaves.Carbondioxidefromvisitors’breath,humidity,andtemperaturechangeshavecausedthemuralstofadeandcrack.Toprotectthisculturalheritage,theDunhuangAcademyhasadoptedadvancedtechnologies.Forexample,theyuse3Dscanningtocreatedigitalcopiesofthecaves,allowingvisitorstoexperiencetheartthroughvirtualrealitywithoutenteringtheactualcaves.“OurgoalistomaketheMogaoCaves‘a(chǎn)live’forfuturegenerations,”saysDr.Zhang,thedirectoroftheacademy.“Bycombiningtraditionalconservationmethodswithmoderntechnology,wecanensurethatboththephysicalcavesandtheirdigitalversionsarepreserved.”35.WhatisthemainthreattotheMogaoCavesaccordingtothepassage?A.Naturaldisasters.B.Masstourism.C.War.D.Lackoffunding.36.HowdoestheDunhuangAcademyprotectthecaves?A.Bylimitingthenumberofvisitors.B.Bycreatingdigitalcopiesusing3Dscanning.C.Byrebuildingthedamagedmurals.D.Byclosingthecavestothepublic.37.WhatdoesDr.Zhangmeanby“maketheMogaoCaves‘a(chǎn)live’”?A.Torestorethecavestotheiroriginalstate.B.Toallowmorevisitorstoenterthecaves.C.Toensurethecavesremainaccessibleandpreservedforfuturegenerations.D.Topaintnewmuralstoreplacetheoldones.38.WhichofthefollowingisNOTmentionedasaproblemcausedbytourism?A.Fadingmurals.B.Crackingstatues.C.Temperaturechanges.D.Airpollution.第四部分教學(xué)情境分析（共20分）閱讀下面教學(xué)情境，回答問題。情境：在一節(jié)高中英語閱讀課上，教師帶領(lǐng)學(xué)生學(xué)習(xí)一篇關(guān)于“環(huán)保志愿者”的記敘文。當(dāng)讀到主人公說“Ifeltmybrokenwingsstarttoheal”時，一名學(xué)生舉手提問：“老師，這里用‘破碎的翅膀’比喻什么？”教師沒有直接回答，而是引導(dǎo)學(xué)生：“大家可以從上下文找線索，主人公之前經(jīng)歷了什么？后來有什么變化？”學(xué)生紛紛發(fā)言：“主人公之前因環(huán)保項目失敗而沮喪，像折翼的鳥無法飛翔?！薄昂髞硭晒M織了社區(qū)植樹活動，重新找到了信心，所以翅膀‘愈合’了?！苯處熃又鴨枺骸吧钪羞€有哪些‘破碎的翅膀’的例子？”學(xué)生討論熱烈，從考試失利到友誼破裂，分享了許多個人經(jīng)歷。39.分析該學(xué)生的問題類型，并結(jié)合布魯姆教育目標(biāo)分類學(xué)說明理由。（6分）40.評價教師引導(dǎo)學(xué)生回答問題的策略，說明其優(yōu)點。（7分）41.設(shè)計一個后續(xù)教學(xué)活動，幫助學(xué)生深入理解“比喻”在文學(xué)作品中的作用。（7分）第五部分教學(xué)設(shè)計（共30分）根據(jù)提供的教學(xué)內(nèi)容，完成教學(xué)設(shè)計。教學(xué)內(nèi)容：人教版高中英語必修三Unit3“SustainableDevelopment”中的閱讀文本ThePowerofRecycling。文本主要內(nèi)容：介紹垃圾分類（可回收物、有害垃圾、廚余垃圾、其他垃圾）的標(biāo)準(zhǔn)，對比不同國家的回收政策（如德國的“綠點”系統(tǒng)、日本的嚴(yán)格分類法規(guī)），并通過案例說明回收如何減少資源浪費、保護(hù)環(huán)境。教學(xué)對象：高一年級學(xué)生，英語水平中等，已掌握一般現(xiàn)在時、被動語態(tài)等語法，能閱讀簡單的說明文，但對復(fù)雜數(shù)據(jù)和長難句的理解能力較弱。42.設(shè)計完整的教學(xué)方案，包括：（1）教學(xué)目標(biāo)（含核心素養(yǎng)目標(biāo)）；（8分）（2）教學(xué)重難點；（4分）（3）教學(xué)過程（含導(dǎo)入、讀前、讀中、讀后活動，需具體說明教師和學(xué)生的行為）；（14分）（4）板書設(shè)計。（4分）參考答案與解析第一部分單項選擇題1.A解析：bythetime引導(dǎo)的時間狀語從句用一般過去時，主句動作發(fā)生在“過去的過去”且持續(xù)到過去某一時間點，用過去完成進(jìn)行時（hadbeendoing）。2.C解析：不定式表目的，“政府發(fā)起運動的目的是教育公眾”。3.D解析：compelling意為“引人入勝的”，符合“作品能引發(fā)強烈情感”的語境。4.C解析：會話含義（conversationalimplicature）指通過字面意義推斷隱含意義。5.D解析：bit[b?t]與bat[b?t]僅元音不同，構(gòu)成最小對立對。6.A解析：“joy”等詞是“emotions”的下義詞（hyponyms）。7.D解析：新課標(biāo)核心素養(yǎng)包括語言能力、文化意識、思維品質(zhì)、學(xué)習(xí)能力。8.C解析：任務(wù)型教學(xué)（TBLT）強調(diào)通過完成真實任務(wù)學(xué)習(xí)語言。9.C解析：形成性評價（formativeassessment）關(guān)注學(xué)習(xí)過程，包括自評、互評等。10.A解析：展示圖片激活學(xué)生關(guān)于氣候變化的背景知識。11.B解析：引導(dǎo)學(xué)生自主糾錯，培養(yǎng)自我修改能力。12.B解析：討論古詩中的價值觀，目標(biāo)是文化意識（culturalawareness）。13.C解析：教師應(yīng)引導(dǎo)學(xué)生輪流發(fā)言，鼓勵沉默學(xué)生參與。14.A解析：設(shè)計不同難度的任務(wù)，體現(xiàn)差異化教學(xué)（differentiatedinstruction）。15.B解析：教師肯定學(xué)生想法并引導(dǎo)其結(jié)合文本，屬于鼓勵性、指導(dǎo)性反饋。第二部分完形填空16.A解析：Lila“預(yù)期”做清潔或慈善活動，與后文分配到養(yǎng)老院對比。17.A解析：她的“任務(wù)”被分配到養(yǎng)老院。18.B解析：一開始她感到“困惑”，不理解與老人聊天的意義。19.C解析：“如何使社區(qū)受益（benefit）”。20.A解析：“被介紹給”Mrs.Carter。21.B解析：作為教師的“職業(yè)生涯（career）”。22.A解析：“突然”意識到這些故事的意義。23.B解析：故事是“回憶（memories）”。24.C解析：“定期（regularly）”拜訪。25.B解析：“想念（missed）”已故丈夫的手表。26.D解析：“立即（withoutdelay）”拿去修理。27.A解析：眼睛“涌出（welledup）”淚水。28.B解析：Lila“意識到（realized）”社區(qū)服務(wù)的真諦。29.C解析：“建立（building）”情感連接。30.D解析：“理解（understand）”他人感受，即同理心。第三部分閱讀理解31.B解析：第一段提到“analyzestudents’performanceinrealtimeandadjustthedifficultyofexercises”。32.B解析：第二段指出AI可能減少人際互動和文化情感交流。33.C解析：Dr.Wang認(rèn)為AI是有價值的工具，支持教師專注于有意義的互動。34.B解析：simulate意為“模擬”，與copy（模仿）最接近。35.B解析：第三段首句“masstourismhasthreatenedthecaves”。36.B解析：第三段提到“3Dscanningtocreatedigitalcopies”。37.C解析：結(jié)合上下文，“alive”指通過保護(hù)讓caves對后代仍有意義。38.D解析：文中提到的問題包括二氧化碳、濕度、溫度變化，未提空氣污染。第四部分教學(xué)情境分析39.問題類型：分析性問題（或“理解與分析類問題”）。理由：根據(jù)布魯姆教育目標(biāo)分類學(xué)，該問題要求學(xué)生超越字面意義，分析比喻的象征意義（屬于“分析”層次），需要結(jié)合上下文信息進(jìn)行推理和解釋，而非簡單記憶或復(fù)述。40.教師策略的優(yōu)點：①引導(dǎo)學(xué)生自主探究：通過提問“從上下文找線索”，培養(yǎng)學(xué)生利用文本信息解決問題的能力；②促進(jìn)深度思考：從文本細(xì)節(jié)延伸到生活實例，將語言學(xué)習(xí)與情感體驗結(jié)合，發(fā)展批判性思維；③鼓勵課堂參與：通過學(xué)生發(fā)言和討論，營造互動式學(xué)習(xí)氛圍，提高學(xué)習(xí)主動性。41.后續(xù)活動設(shè)計：活動名稱：“比喻的力量”小組創(chuàng)作步驟：①教師展示其他文學(xué)作品中的經(jīng)典比喻（如“時間是小偷”“希望是燈塔”），講解比喻的作用（增強畫面感、表達(dá)情感）；②學(xué)生分組，從生活中選取一種情感（如“堅持”“孤獨”），用“______是______”的結(jié)構(gòu)創(chuàng)作比喻句；③各組分享作品，其他組點評比喻的合理性和表現(xiàn)力；④教師總結(jié)比喻在文學(xué)中的功能，強調(diào)語言與思維的聯(lián)系。第五部分教學(xué)設(shè)計42.教學(xué)方案（1）教學(xué)目標(biāo)語言能力：學(xué)生能識別文本中關(guān)于垃圾分類的關(guān)鍵信息（如分類標(biāo)準(zhǔn)、國家政策），用英語簡述回收的意義；掌握詞匯：recycling,sustainable,policy,reducewaste等。文化意識：對比中外回收政策，理解環(huán)保是全球性議題，增強社會責(zé)任感。思維品質(zhì)：分析不同國家回收政策的差異及原因，批判性思考“如何改進(jìn)本地回收體系”。學(xué)習(xí)能力：通過略讀、尋讀獲取信息，用表格整理數(shù)據(jù)，提高說明文閱讀策略。（2）教學(xué)重難點重點：掌握垃圾分類的標(biāo)準(zhǔn)及回收的意義；閱讀說明文的策略（抓主旨、找細(xì)節(jié)）。難點：理解長難句（如“Germany’s‘GreenDot’system,whichchargesproducersforpackagingwaste,hasreducedlandfillusageby30%”）；分析不同國家政策的差異。（3）