教师资格证教资初中英语中公2024国家教师资格考试专用教材英语学科知识与教学能力历年真题及标准预测试卷（初级中学）

《中公版·2024国家教师资格考试专用教材：英语学科知识与教学能力历年真题及标准预测试卷（初级中学）》由中公教育教师资格考试图书研究团队根据考试大纲及历年考试试题精心研发而成。
本书精选了2017年至2023年的10套英语学科知识与教学能力（初级中学）考试试题，并对每套试题做了详细解答，利于考生熟悉掌握试题结构、考点分布和相应的知识内容。
同时本书还包括根据考试试题研发的8套标准预测试卷，其难度、题型题量、考点分布等都与考试试题契合，供考生进行考试模拟训练，检验学习成果。
为了回馈广大考生对中公教育始终如一的支持，本书特别推荐了图书配套课程，获取备考重点，领会答题思路，助力考生轻松备考。
本试卷与教材搭配使用，效果更佳!

《中公版·2024国家教师资格考试专用教材：英语学科知识与教学能力历年真题及标准预测试卷（初级中学）》包含10套考试试题，8套标准预测试卷，题型全面，题量丰富。
每一道历年考试试题都有详细解析。预测试题严格依据考试试题的题型题量编写，包括单项选择题、简答题、教学情境分析题和教学设计题等题型。题目难易度与考试试题契合，直击考试现场。答案解析详细，让考生知其然，并知其所以然。
本书目录如下：
2023年下半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）
2023年上半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）
2022年上半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）
2021年下半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）
2021年上半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）（精选）
2020年下半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）
2019年上半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）
2018年下半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）
2018年上半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）
2017年下半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）
教师资格考试英语学科知识与教学能力（初级中学）标准预测试卷（一）~（八）

目录
2023年下半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）/1
2023年上半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）/10
2022年上半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）/20
2021年下半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）/29
2021年上半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）（精选）/38
2020年下半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）/47
2019年上半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）/56
2018年下半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）/66
2018年上半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）/76
2017年下半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）/85
教师资格考试英语学科知识与教学能力（初级中学）标准预测试卷（一）/2
教师资格考试英语学科知识与教学能力（初级中学）标准预测试卷（二）/10
教师资格考试英语学科知识与教学能力（初级中学）标准预测试卷（三）/18
教师资格考试英语学科知识与教学能力（初级中学）标准预测试卷（四）/27
教师资格考试英语学科知识与教学能力（初级中学）标准预测试卷（五）/36
教师资格考试英语学科知识与教学能力（初级中学）标准预测试卷（六）/45
教师资格考试英语学科知识与教学能力（初级中学）标准预测试卷（七）/54
教师资格考试英语学科知识与教学能力（初级中学）标准预测试卷（八）/63

教师资格考试英语学科知识与教学能力（初级中学）
标准预测试卷（一）
（考试时间：120分钟满分：150分）
一、单项选择题（本大题共30小题，每小题2分，共60分）
1．The English word “beautiful” has syllables.
A．two B．three
C．four D．five
2．Which of the following underlined parts is different in pronunciation
A．cry B．lazy
C．already D．snowy
3．The Ninth Silk Road International Film aims to cultural exchange and cooperation between countries along the Belt and Road routes.
A．promote B．postpone
C．suppress D．cancel
4．Encourage your children to make a between what they want and what you want, and they will be easily adaptable to society in the future.
A．campaign B．proposal
C．withdrawal D．compromise
5．Seen from a distance, the monument surrounded by green trees like a huge sailing ship.
A．stands out B．looks out
C．works out D．breaks out
6．For the past few years, Wuzhen the World Internet Conference, which makes the ancient town much more renowned across the world.
A．hosts B．had hosted
C．has hosted D．will host
7．The majority of residents in Chinatown in San Francisco are still ethnic Chinese, many of speak Chinese fluently.
A．them B．whom
C．that D．who
8．The climate in Kunming is mild all year round, it is always a good time to visit.
A．meant B．to mean
C．means D．meaning
9．The rhetorical device employed in “The car is moving slower than a snail.” is .
A．hyperbole B．metaphor
C．simile D．metonymy
10．All the following words are formed by blending EXCEPT .
A．rainbow B．motel
C．brunch D．smog
11．A teacher explains the aims and rules of classroom activities. Here the teacher is playing the role of a(n) .
A．controller B．participant
C．organizer D．prompter
12． learn more effectively through the ear (hearing). They can remember new words or facts better when they can hear the new words or facts spoken.
A．Visual learners B．Auditory learners
C．Tactile learners D．Kinesthetic learners
13． assessment is a method used by teachers at the end of the term, semester, or year in order to measure what has been achieved both by groups and by individuals.
A．Norm-referenced B．Criteria-referenced
C．Formative D．Summative
14．Which of the following activities is NOT suitable for a warm-up activity for children in an English class
A．Saying a rhyme. B．Giving a duty report.
C．Doing a TPR activity. D．Filling in the blanks.
15．Which of the following belongs to a post-reading activity in English teaching
A．Scanning. B．Prediction making.
C．Retelling. D．Inductive reasoning.
16．When teaching grammar, “You are a stranger in this town, …” and “A policeman was asking some questions, …” are two examples of using .
A．word bingo B．body language
C．created situation D．chain of questions
17． theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.
A．Behaviorist B．Cognitive
C．Constructive D．Structural
18．It is believed that the inductive method is more effective than the deductive method because students while engaged in language use.
A．never learn the grammar rules
B．discover the grammar rules by themselves
C．are told by the teacher the grammar use
D．learn the grammar rules without any difficulty
19．If there is only one language used in classroom interaction, which one can describe this kind of language context
A．Multilingual Teaching. B．Monolingual Teaching.
C．Bilingual Teaching. D．Trilingual Teaching.
20．Work in pairs and look at the two pictures very carefully. Student A should not look at Student B’s picture and vice versa. Each one of you should describe your own picture to the other so that you can find out the differences between the two pictures. This activity is called .
A．information-gap activity B．accuracy-focused activity
C．decision-making activity D．word-bingo activity
请阅读Passage 1，完成第21~25小题。
Passage 1
Picture a typical MBA lecture theatre twenty years ago. In it the majority of students will have conformed to the standard model of the time: male, middle class and Western. Walk into a class today, however, and you’ll get a completely different impression. For a start, you will now see plenty more women—the University of Pennsylvania’s Wharton School, for example, boasts that 40% of its new enrolment is female. You will also see a wide range of ethnic groups and nationals of practically every country.
It might be tempting, therefore, to think that the old barriers have been broken down and equal opportunity achieved. But, increasingly, this apparent diversity is becoming a mask for a new type of conformity. Behind the differences in sex, skin tones and mother tongues, there are common attitudes, expectations and ambitions which risk creating a set of clones among the business leaders of the future.
Diversity, it seems, has not helped to address fundamental weaknesses in business leadership. So what can be done to create more effective managers of the commercial world According to Valerie Gauthier, associate dean at HEC Paris, the key lies in the process by which MBA programmes recruit their students. At the moment, candidates are selected on a fairly narrow set of criteria such as prior academic and career performance, and analytical and problem solving abilities. This is then coupled to a school’s picture of what a diverse class should look like, with the result that passport, ethnic origin and sex can all become influencing factors. But schools rarely dig down to find out what really makes an applicant succeed, to create a class which also contains diversity of attitude and approach—arguably the only diversity that, in a business context, really matters.
Professor Gauthier believes schools should not just be selecting candidates from traditional sectors such as banking, consultancy and industry. They should also be seeking individuals who have backgrounds in areas such as political science, the creative arts, history or philosophy, which will allow them to put business decisions into a wider context.
Indeed, there does seem to be a demand for the more rounded leaders such diversity might create. A study by Mannaz, a leadership development company, suggests that, while the bully-boy chief executive of old may not have been eradicated completely, there is a definite shift in emphasis towards less tough styles of management—at least in America and Europe. Perhaps most significant, according to Mannaz, is the increasing interest large companies have in more collaborative management models, such as those prevalent in Scandinavia, which seek to integrate the hard and soft aspects of leadership and encourage delegated responsibility and accountability.
21．What characterizes the business school student population of today
A．Greater diversity. B．Exceptional diligence.
C．Intellectual maturity. D．Higher ambition.
22．What is the author’s concern about current business school education
A．It will arouse students’ unrealistic expectations.
B．It will produce business leaders of a uniform style.
C．It focuses on theory rather than on practical skills.
D．It stresses competition rather than cooperation.
23．What aspect of diversity does Valerie Gauthier think is most important
A．Age and educational background.
B．Attitude and approach to business.
C．Social and professional experience.
D．Ethnic origin and gender.
24．What applicants does the author think MBA programmes should consider recruiting
A．Applicants with prior experience in corporate activities.
B．Applicants with sound knowledge in math and statistics.
C．Applicants from less developed regions and areas.
D．Applicants from outside the traditional sectors.
25．What does Mannaz say about the current management style
A．It is