2025年江蘇省事業(yè)單位教師招聘考試英語學科專業(yè)知識試卷考試時間：______分鐘總分：______分姓名：______第一部分語言知識運用directions:Ineachofthefollowingsentences,therearefourchoicesmarkedA),B),C)andD).Choosetheonethatbestcompletesthesentence.MarkyouranswerbyblackeningthecorrespondingletteronAnswerSheetTwo.1.Thenewteachingmethodseemstobemore______inimprovingstudents'speakingfluency.A)effectiveB)efficientC)effectiveD)effectual2.Despiteallthedifficulties,sheremained______determinedtofinishherdoctorate.A)unusuallyB)uniquelyC)exceptionallyD)extraordinarily3.Theteacher's______approachhelpedcreateapositiveandinclusiveclassroomenvironment.A)repressiveB)restrictiveC)oppressiveD)supportive4.Ifwe______morecarefullyduringtheexperiment,wewouldn'thavemadesuchasignificanterror.A)hadconductedB)conductedC)hadbeenconductingD)wereconducting5.Thisnovelpresentsa______blendofsciencefictionelementswithrealisticcharacterdevelopment.A)subtleB)subtleC)sophisticatedD)complex6.Thecurriculumshouldbedesignedtocatertothediverse______ofstudents,includingthosewithspecialneeds.A)requirementB)requirementC)needsD)necessity7.______bythebeautifulsunset,thevisitorslingeredforalongtimeonthehilltop.A)AttractB)AttractionC)AttractingD)Attracted8.Onlythroughpersistentpracticecanlanguagelearnersachieveahighlevelof______.A)proficiencyB)professionalC)professionalD)proficient9.Theschool'spolicyaimstofosterasenseofcommunity______amongitsstudentsandstaff.A)cooperativeB)cooperativelyC)cooperationD)cooperative10.The______ofEnglishasagloballanguagehasprofoundimplicationsforeducationworldwide.A)popularityB)popularC)popularizeD)popularizingdirections:Readthefollowingpassagecarefullyandchoosethebestanswerforeachoftheblanks.MarkyouranswerbyblackeningthecorrespondingletteronAnswerSheetTwo.TheEnglishlanguage,withitsglobalreach,presentsbothopportunitiesandchallengesforeducators.11,theincreasingdemandforEnglishproficiencyrequiresteacherstoadopteffectivestrategies.Onefundamentalapproachiscommunicativelanguageteaching,whichemphasizesinteractionandreal-lifelanguageuse.12,thismethodencouragesstudentstoengageinmeaningfulconversations,therebyenhancingtheircommunicativecompetence.However,simplyexposingstudentstoEnglishisnotsufficient.13,teachersmustprovidestructuredinputandexplicitinstructionongrammarandvocabulary.Thisbalancedapproach,combiningcommunicativeactivitieswithsystematicskilldevelopment,14studentswithacomprehensivelanguagefoundation.Furthermore,inaneraoftechnologicaladvancement,incorporatingdigitaltoolsandresourcescansignificantlyenrichlanguagelearningexperiences,makingtheprocessmoreengagingandaccessiblefordiverselearners.11.A)MoreoverB)ConsequentlyC)ThereforeD)Nevertheless12.A)HoweverB)IndeedC)FurthermoreD)Moreover13.A)IndeedB)EquallyC)AdditionallyD)Moreover14.A)enablesB)providesC)facilitatesD)guarantees第二部分閱讀理解directions:Readthefollowingpassage.Foreachquestion,choosethebestanswerfromthefourchoicesmarkedA),B),C)andD).MarkyouranswerbyblackeningthecorrespondingletteronAnswerSheetTwo.TheroleoftechnologyintheEnglishlanguageclassroomhasevolvedsignificantlyoverthepastdecade.Traditionalviewsoftechnologyoftenfocusedonitsroleasasupplementarytool,primarilyfordrillandpracticeactivities.However,contemporarypedagogicalapproachesrecognizethepotentialoftechnologytotransformlanguagelearningenvironments.Digitalplatforms,interactivesoftware,andonlineresourcesofferlearnersunprecedentedopportunitiesforauthenticinteraction,personalizedlearning,andexposuretodiverselanguagevarieties.Forinstance,languagelearningappsallowstudentstopracticevocabularyandgrammarinagame-likecontext,cateringtodifferentlearningstyles.Collaborativeonlinetoolsfacilitategroupprojectsandpeerfeedback,fosteringasenseofcommunityandenhancingcommunicationskills.Moreover,theinternetprovidesaccesstoawealthofauthenticmaterials,suchasnewsarticles,videos,andpodcasts,whichexposelearnerstoreal-worldlanguageuseandculturalcontexts.Whiletheintegrationoftechnologyoffersnumerousbenefits,itiscrucialforeducatorstoadoptathoughtfulandbalancedapproach.Technologyshouldbeusedasameanstoenhance,notreplace,corelanguageteachingprinciples.Effectiveintegrationrequirescarefulplanning,teachertraining,andongoingevaluationtoensurethattechnologyservesthelearningobjectivesandmeetstheneedsofallstudents.Ultimately,thegoalistoleveragetechnologytocreateengaging,interactive,andmeaningfullanguagelearningexperiencesthatpreparestudentsforsuccessinaglobalizedworld.Basedonthepassage,whichofthefollowingbestdescribestheevolutionoftechnology'sroleintheEnglishlanguageclassroom?A)Ashiftfrombeingasupplementarytooltoacentralcomponentoflanguageinstruction.B)Amovefromfocusingondrillandpracticetoemphasizingauthenticinteractionandpersonalizedlearning.C)Atransitionfromusingdigitalplatformstoutilizinginteractivesoftwareandonlineresources.D)Anincreaseintherelianceontechnologyforgame-likelearningcontexts.Whatistheprimaryadvantageofusinglanguagelearningapps,accordingtothepassage?A)Theyprovideaccesstoawealthofauthenticmaterials.B)Theyfacilitategroupprojectsandpeerfeedback.C)Theycatertodifferentlearningstylesandofferagame-likecontextforpractice.D)Theyexposelearnerstodiverselanguagevarieties.Theword"pedagogical"inthefirstparagraphisclosestinmeaningto:A)TechnicalB)EducationalC)ScientificD)TheoreticalAccordingtothepassage,whatisacrucialconsiderationfortheeffectiveintegrationoftechnologyinlanguageteaching?A)Theavailabilityofdigitalplatformsandinteractivesoftware.B)Theexposureoflearnerstodiverselanguagevarieties.C)Theadoptionofathoughtfulandbalancedapproach.D)Theuseoftechnologytoreplacecorelanguageteachingprinciples.Whatisthemainideaofthepassage?A)ThepotentialbenefitsoftechnologyintheEnglishlanguageclassroom.B)Theimportanceofusingdigitaltoolsforgame-likelearningcontexts.C)Theevolutionoftechnology'srolefromsupplementarytocentralinlanguageinstruction.D)Theneedforcarefulplanningandteachertrainingintheintegrationoftechnology.第三部分教學知識與能力directions:AnswerthefollowingquestionsbasedonyourunderstandingofEnglishlanguageteachingprinciplesandpractices.WriteyouranswersinthecorrespondingspacesonAnswerSheetTwo.1.DescribethemainprinciplesofCommunicativeLanguageTeaching(CLT)andexplainhowtheydifferfromtheGrammar-TranslationMethod.Inyouranswer,discusstheroleofinteraction,authenticmaterials,anderrorcorrectioninCLT.2.Theconceptof"languageproficiency"encompassesvariousskills.Discussthefourcoreskills(listening,speaking,reading,andwriting)andexplainhowtheyinterrelateintheprocessofsecondlanguageacquisition.Provideexamplesofactivitiesthatcanbeusedtodevelopeachskill.3.AcommonchallengeintheEnglishlanguageclassroomisthevariationinstudents'learningspeedsandabilities.Discussatleastthreedifferentiatedinstructionstrategiesthatateachercanemploytoaddressthischallengeandcreateaninclusivelearningenvironmentforallstudents.4.InthecontextofEnglishlanguageteaching,whatismeantby"task-basedlanguageteaching"(TBLT)?DescribethetypicalstagesofaTBLTlessoncycleandexplaintheroleoftheteacherandthelearnersineachstage.Provideanexampleofasimpletasksuitableforbeginninglanguagelearners.5.Discusstheimportanceofformativeassessmentinlanguagelearning.Explainhowteacherscanusevariousformativeassessmenttechniques(suchasquestioning,observation,andpeerfeedback)tomonitorstudentprogressandprovideeffectivefeedbackforlearning.試卷答案第一部分語言知識運用1.A解析：effective意為“有效的”，強調(diào)能達到預期目的；efficient意為“效率高的”，強調(diào)資源利用的合理性；effective是effective的拼寫錯誤；effectual意為“產(chǎn)生效果的”，與effective意思相近但程度較輕。此處指教學方法在提高口語流利度方面是有效的，選A最合適。2.C解析：exceptionally意為“異常地，特別地”，修飾determined（堅定的），表示程度非常高，符合語境；unusually通常修飾品質(zhì)或程度，但不如exceptionally強調(diào)“超出尋?！钡膱远ǎ籾niquely意為“獨特地”；extraordinarily意為“非同尋常地”，程度過重。句意為盡管困難重重，她仍然異常堅定地要完成博士學業(yè)。3.D解析：supportive意為“支持的，鼓勵的”，符合積極、包容的課堂環(huán)境所需的教師態(tài)度；repressive意為“壓制性的”；restrictive意為“限制性的”；oppressive意為“壓迫性的”，均與語境相反。句意為這位教師的支持性方法幫助營造了積極包容的課堂環(huán)境。4.A解析：根據(jù)句意和句式結(jié)構(gòu)（despiteallthedifficulties,sheremained...）可知，此處表示與過去事實相反的假設，應使用過去完成時。If條件狀語從句中，動詞應用過去式，主句中動詞應用“should/would/could/might+have+過去分詞”的形式。此處省略了If，將had放在主語前。句意為如果我們當時更仔細地進行實驗，就不會犯這樣的重大錯誤。5.B解析：subtle意為“微妙的，精妙的”，在此處作定語修飾blend（混合），指科學幻想元素與現(xiàn)實主義人物發(fā)展的混合是精妙的、和諧的；subtle是subtle的拼寫錯誤；sophisticated意為“復雜的，精致的”；complex意為“復雜的”。句意為這部小說將科幻元素與現(xiàn)實主義的人物發(fā)展呈現(xiàn)出了精妙的混合。6.C解析：此處需要名詞作介詞to的賓語，表示學生的需求。requirement意為“要求”，常作復數(shù)；needs意為“需求”，常作復數(shù)；necessity意為“必要性”，單數(shù)名詞。根據(jù)語境和后面的of結(jié)構(gòu)，needs更符合文意，指滿足包括特殊需求在內(nèi)的學生的多樣化需求。句意為課程設計應滿足學生的多樣化需求，包括有特殊需求的學生。7.C解析：此處考查現(xiàn)在分詞作狀語，表示原因。Thevisitorswereattractedbythesunset，現(xiàn)在分詞短語Attractingbythesunset在句中作原因狀語，表示游客是被美麗的日落所吸引而逗留。Attract為動詞原形；Attraction為名詞；Attracted為過去分詞。句意為被美麗的日落吸引，游客們在山頂逗留了很長時間。8.A解析：proficiency意為“熟練程度”，常與介詞in搭配，表示在某個方面的熟練程度，符合語境；professional為形容詞“專業(yè)的”；professional是professional的拼寫錯誤；proficient為形容詞“熟練的”，常作表語。句意為只有通過持續(xù)練習，語言學習者才能達到高水平的熟練程度。9.A解析：此處需要形容詞作介詞among的賓語補足語，表示合作關系。cooperative意為“合作的，協(xié)力的”，符合句意；cooperatively意為“合作地”，副詞；cooperation為名詞；cooperative是cooperative的拼寫錯誤。句意為學校的政策旨在培養(yǎng)師生之間的合作精神。10.A解析：popularity意為“普及，流行”，符合語境，指英語作為全球語言的普及；popular為形容詞；popularize為動詞“使普及”；popularizing為動詞ing形式。句意為英語作為一門全球性語言的使用普及，對全球教育產(chǎn)生了深遠的影響。第二部分閱讀理解11.B解析：consequently意為“因此，結(jié)果”，表示因果關系，符合上下文邏輯，即因為英語需求增加，所以需要有效策略。Moreover意為“而且，此外”，表示遞進；consequently意為“因此”，表示結(jié)果；nevertheless意為“盡管如此，然而”，表示轉(zhuǎn)折。句意為英語的全球影響力日益增強，因此教師需要采用有效的策略。12.B解析：indeed意為“確實，真正地”，用于強調(diào)前文提到的觀點，即CLT強調(diào)互動和真實語境的使用是正確的。however意為“然而”，表示轉(zhuǎn)折；furthermore意為“此外，而且”，表示遞進；moreover意為“而且，此外”，表示遞進。句意為確實，這種方法鼓勵學生進行有意義的對話，從而提高他們的交際能力。13.C解析：additionally意為“此外，另外”，表示補充說明，符合上下文邏輯，即在強調(diào)互動的同時，還需要結(jié)構(gòu)化的輸入和明確的語法教學。indeed意為“確實，真正地”；equally意為“平等地”；moreover意為“而且，此外”。句意為僅僅讓學生接觸英語是不夠的，此外，教師必須提供結(jié)構(gòu)化的輸入和明確的語法教學。14.A解析：enables意為“使能夠”，符合語境，指平衡方法使學生學習到全面的語言基礎。provides意為“提供”；facilitates意為“促進”；guarantees意為“保證”。句意為此外，平衡的方法，結(jié)合交際活動與系統(tǒng)的技能發(fā)展，使學生學習到全面的語言基礎。15.B解析：根據(jù)全文內(nèi)容，文章主要討論了技術(shù)在英語課堂中的作用，從傳統(tǒng)的輔助工具到現(xiàn)代的核心組成部分，以及其帶來的優(yōu)勢和挑戰(zhàn)。A項只提到了技術(shù)角色的轉(zhuǎn)變，不夠全面；C項只提到了使用不同技術(shù)工具，不是文章主旨；D項只提到了技術(shù)整合的注意事項，不是文章主旨。B項“從關注練習到強調(diào)互動和個性化學習”概括了技術(shù)作用變化的核心，即從傳統(tǒng)以語法和詞匯練習為主轉(zhuǎn)向以溝通和真實語境為主。文章指出技術(shù)使得更真實的互動和個性化的學習成為可能，這是技術(shù)作用演變的關鍵。因此B項最符合文章主旨。16.C解析：根據(jù)第二段第二句“l(fā)anguagelearningappsallowstudentstopracticevocabularyandgrammarinagame-likecontext,cateringtodifferentlearningstyles.”，語言學習應用程序允許學生在類似游戲的上下文中練習詞匯和語法，以滿足不同的學習風格。C項“它們提供了類似游戲的練習環(huán)境以滿足不同的學習風格”與原文意思相符。A項“它們提供了接觸真實材料的機會”錯誤，原文提到的是數(shù)字平臺和軟件；B項“它們促進了小組項目和同伴反饋”錯誤，原文提到的是協(xié)作工具；D項“它們讓學習者接觸到不同的語言變體”錯誤，原文提到的是互聯(lián)網(wǎng)資源。因此C項是最佳答案。17.B解析：根據(jù)第一段第二句“contemporarypedagogicalapproachesrecognizethepotentialoftechnologytotransformlanguagelearningenvironments.”，當代教學方法認識到技術(shù)改變語言學習環(huán)境的潛力。pedagogical意為“教學的，教育的”。B項“教育的”與原文意思最接近。A項“技術(shù)的”；C項“科學的”；D項“理論的”，均不如B項準確。因此B項是最佳答案。18.C解析：根據(jù)倒數(shù)第二段“Whiletheintegrationoftechnologyoffersnumerousbenefits,itiscrucialforeducatorstoadoptathoughtfulandbalancedapproach.”，整合技術(shù)提供許多好處，但教育工作者采用周到平衡的方法至關重要。這意味著有效整合技術(shù)需要深思熟慮和平衡的方法。C項“采用周到平衡的方法”與原文意思相符。A項“數(shù)字平臺和互動軟件的可用性”；B項“接觸不同的語言變體”；D項“用技術(shù)取代核心語言教學原則”，均與原文不符。因此C項是最佳答案。19.A解析：文章主要討論了技術(shù)在英語課堂中的作用及其帶來的變化和好處。第一段指出技術(shù)的作用從輔助工具轉(zhuǎn)變?yōu)楹诵牟糠郑坏诙斡懻摿思夹g(shù)帶來的優(yōu)勢，如真實互動、個性化學習和接觸真實材料；最后一段強調(diào)了技術(shù)整合的潛在好處以及需要平衡的方法。全文圍繞技術(shù)的作用和益處展開。B項、C項和D項都只是文章中提到的部分內(nèi)容，不夠全面。因此A項“技術(shù)在英語課堂中的潛在益處”最能概括文章主旨。第三部分教學知識與能力1.CommunicativeLanguageTeaching(CLT)isbasedontheprinciplethatlanguageisprimarilyatoolforcommunication.ThemainfeaturesofCLTinclude:(1)Emphasisonmeaningfulcommunicationandinteractioninthetargetlanguage.(2)Useofauthenticmaterialsandreal-lifesituations.(3)Focusondevelopingcommunicativecompetenceratherthanjustgrammaticalaccuracy.(4)Teacher'sroleasfacilitatorofcommunication,providingopportunitiesforstudentstointeractandmakingadjustmentsasneeded.(5)Emphasisonfluencyandwillingnesstocommunicateoveraccuracy.ComparedtotheGrammar-TranslationMethod(GTM),whichfocusesonlearninglanguagethroughtranslationandgrammaticalrules,CLTplacesmoreemphasisonusingthelanguageforcommunication.InCLT,interactioniscentral,authenticmaterialsareused,anderrorcorrectionislessautomaticandmorefocusedoncommunicationratherthanform.CLTaimstomakelanguagelearningmorerelevantandengagingforstudentsbyfocusingonhowlanguageisusedinreal-lifecontexts.Incontrast,GTMismoreteacher-centeredandfocusesonreadingandwriting,withlittleemphasisonspeakingandlistening.2.Languageproficiencyreferstotheabilitytousealanguageeffectivelyandappropriately.Itencompassesfourcoreskills:listening,speaking,reading,andwriting.Theseskillsareinterrelatedanddeveloptogetherintheprocessofsecondlanguageacquisition.Listeninginvolvesunderstandingspokenlanguage,whilespeakinginvolvesproducingspokenlanguage.Readinginvolvesunderstandingwrittenlanguage,whilewritinginvolvesproducingwrittenlanguage.Theseskillsareinterdependent:forexample,goodlisteningskillscanhelpimprovespeakingskillsbyprovidingmodelsforimitation;goodreadingskillscanhelpimprovewritingskillsbyprovidingexposuretocorrectlanguageuse.Activitiesfordevelopingeachskillinclude:(1)Listening:listeningtopodcasts,watchingvideos,listeningtomusic,participatinginclassdiscussions.(2)Speaking:speakingexercises,role-playing,debates,presentations,conversationpartners.(3)Reading:readingbooks,articles,newspapers,speedreading,comprehensionquestions.(4)Writing:writingessays,stories,journals,summaries,emails.Teachersshoulddesignactivitiesthatintegratetheseskillsandprovideopportunitiesforstudentstousethelanguageinmeaningfulways.3.Differentiatedinstructionisateachingapproachthatrecognizesstudents'diverselearningneedsandadjuststeachingmethods,materials,andassessmentstomeetthoseneeds.Strategiesfordifferentiatedinstructioninclude:(1)Variedlearningactivities:providingchoicesinassignments,projects,oractivitiestocatertodifferentinterestsandlearningstyles.(2)Flexiblegrouping:forminggroupsbasedonstudents'needs,suchasabilitylevels,learninggoals,orinterests,andchanginggroupsasneeded.(3)Adjustablepacing:allowingstudentstoworkattheirownpace,providingextratimeforsomestudentsandextensionsforothers.(4)Multiplerepresentations:presentinginformationinvariousways,suchasvisually,auditorily,kinesthetically,toaccommodatedifferentlearningpreferences.(5)Specificfeedback:providingindividualizedfeedbackthataddressesstudents'strengthsandweaknesses.Thesestrategieshelpcreateaninclusivelearningenvironmentwhereallstudentsfeelvaluedandsupported,andwheretheycanachievesuccess.4.Task-basedLanguageTeaching(TBLT)isanapproachtolanguageteachingthatfocusesoncompletingmeaningfultasksasthemainvehicleforlanguagelearning.ThetypicalstagesofaTBLTlessoncycleinclude:(1)Pre-task:Theteacherintroducesthetaskandclarifiesitsobjectives.Thestudentsmaydosomepreparation,suchasbrainstormingideasorcollectinginformation.Theteachermayalsopre-teachanynecessaryvocabularyorgrammar.(2)Taskcycle:Thestudentsworkonthetask,usuallyinpairsorsmallgroups,usingthelanguagetocompletethetask.Theteachermonitorsthestudentsandprovidesassistanceasneeded.Thetaskcycletypicallyincludesaplanningstage,wherestudentspreparewhattheywillsayorwrite,andareportstage,wherestudentspresenttheirresultstotheclass.(3)Languagefocus:Theteacherprovidesfeedbackonthelanguageusedduringthetask,highlightingusefullanguageorareasforimprovement.Thismayinvolveexplicitinstructionongrammarorvocabulary,orfocusedpracticeactivities.Thelanguagefocusstageisdesignedtohelpstudentslearnfromtheirexperienceandimprovetheirlanguageskills.TheroleoftheteacherinTBLTistodesigntasks,introducenecessarylanguage,monitorstudentperformance,andprovidefeedback.Theroleofthelearnersistoengageinthetask,communicatewitheachother,andlearnfromtheexperience.Anexampleofasimpletasksuitableforbeginninglanguagelearnersis"Findsomeonewho...".Thetaskisforstudentstowalkarou