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年 全 国 教 师 资 格
2 0 2 4
历 年 “珍 ”题 2- 2024上 初 中
讲师：慕伊
更多干货关注 粉笔教师教育 粉笔教师题型 题量 每题分值 总分 合计
单项选择题 30 2 60
简答题 1 20 20
150分
教学情境分析题 1 30 30
教学设计题 1 40 40一、单项选择题
1. Which of the following word should be stressed in the underlined sentence?
-What do you think of the film?
-It’s an interesting film.
-What do you mean?
-I like the film very much. The story is good. The actors are wonderful.
A. it B. is
C. interesting D. film2. Which of the following shows the correct pronunciation of the English word
“politician”？
A. /ˈpɒlɪtɪʃ(ə)n/
B. /pɒˈlɪtɪʃ(ə)n/
C. /ˌpɒlɪˈtɪʃ(ə)n/
D. /ˌpɒlɪtɪˈʃ(ə)n/3. She stayed away from the window______ anyone see her.
A. unless
B. lest
C. provided
D. if4. -I wonder if you could go with me to the cinema.
-Sorry. I ______my report all the morning and haven’t finished yet.
A. write
B. was writing
C. have written
D. have been writing5. -That must be a mistake.
-No, it ______be. I’ve consulted the dictionary.
A. mustn’t
B. can’t
C. needn’t
D. wouldn’t6. Peter paid the third ______ on his car, so the firm sent him a reminder.
A. settlement
B. premium
C. installment
D. debt7.Mr. Lam wanted to **** popular restaurant, so he______ one by telephone.
A. maintained
B. preserved
C. retained
D. reserved8.Mary counted the chairs in the classroom and found that there were 42 ______.
A. altogether
B. in sum
C. all together
D. entirely9. The word “OPEC” is an example of ______.
A. acronym
B. blending
Organization of the Petroleum Exporting Countries
C. coinage
石油输出国组织
D. clipping10.The sense relation between “Sam is the husband of Sally” and “Sally is the wife of
Sam” is ______.
A. polysemy
B. hyponymy
C. antonymy
D. synonymy11.No ______is encouraged in the Direct Method, as the method asserts that meaning is
to be connected directly with the target language.
A. grammar explanation
B. translation
C. error correction
D. drilling12.“Knowing a word” means knowing not only the meaning of a word, its part of
speech, word family and associations, but also ______.
A. its grammatical category
B. its semantic links
C. its semantic typology
D. its collocations13.When teaching “give somebody something” and “give something to somebody”,
the teacher asks students to find out the rules by comparing examples, this is a case of
______.
A. inductive teaching
B. deductive teaching
C. content-based teaching
D. project-based teaching14.In teaching listening, schema-activating should be done ______.
A. before listening
B. while listening
C. after listening
D. through listening15.When a teacher says “What else can you find in this text?”, he/she is most probably
______.
A. correcting students’ mistakes
B. giving students feedback
C. inviting students’ comments
D. eliciting students’ responses16.Language is more likely to be acquired when more than one sense is involved. Which
of the following activities most probably involves visual, aural and kinesthetic processes?
A. writing a passage
B. seeing a film
C. performing a play
D. listening to a tape17.When a teacher asks the students to read the text and sort out the facts and opinions,
the main purpose is to develop students’ ______.
A. thinking ability
B. cultural awareness
C. linguistic ability
D. discourse awareness18.In task-based language teaching, textbook units are compiled primarily around ______.
A. skills
B. grammar
C. functions
D. topics19.When a teacher guides students to make a writing plan, write a draft, and then
evaluate and revise the draft before submitting the final version, he/she tries to develop
students’______ strategy.
A. cognitive
B. metacognitive
C. communicative
D. resource20. At the end of a term, teachers would give students a test to see how well they have
learned the language and skills taught in class. Such a test is called a(n) ______.
A. proficiency test
B. diagnostic test
C. achievement test
D. placement test.一、单项选择题（1~20题）
知识模块 题目 难度
1.句子重音
语音 一般
2.单词重音
4. 动词时态
词法 5. 情态动词 一般
8. 副词
句法 3. 状语从句 一般
6. 名词词义辨析 六级
词汇
7. 动词词义辨析 六级
9. 形态学
一般
语言学 10.语义学
中等
16. 语言习得
11、18. 教学法
12.词汇教学
中等
教学知识与能力 13.语法教学
较难
14.听力教学
17.教学活动
15.反馈
教学实施与评价 一般
20.语言测试
课程标准 19.学习策略 中等26. According to Paragraph 1, what do retailers do to increase their profits?
A. Cut down on labor cost.
B. Improve work efficiency.
C. Hire more part-time workers.
D. Provide stylish and durable products.
第一段
This is not the way most retailers do business. The generation dogma in recent decades
has been that, in order to compete on price, you need to keep labor costs down-hiring
as few workers as you can get away with and paying them as little as possible.27.According to Paragraph 3, what fact does the study by Marshall Fisher and other researchers highlight?
A. Low labor cost is crucial for a retailer
B. Under-staffed stores make more profits
C. Higher wages to the workers will pay off in the long run
D. More profits will be gained from employing fewer workers
第三段
The big challenge is to make sure that the people coming into the store actually buy stuff and research
suggests that not scrimping on payroll is crucial. In a study published at the Wharton School, Marshall
Fisher, Jayanth Krishnan, and Serguei Netessine looked at detailed sales data from a retailer with more
than five hundred stores, and found that every dollar in additional payroll led to somewhere between
four and twenty-eight dollars in new sales. Stores that were understaffed to begin with benefited more,
stores that were close to fully staffed benefitted less but, in all cases, spending more on workers let to
higher sales. A study last year of a big apparel chain found that increasing the number of people working
in stores led to a significant increase in sales at those stores.28.What implication can be drawn from the phantom’s problem?
A. The number of customers determines the amount of profits.
B. worker-friendly environment is crucial to promoting sales.
C. The more easily products are found, the more sales are ensured.
D. The more wages are paid to workers, the smaller profits are made.
第四段
The reasons for this aren’t hard to divine. As Fisher, Krishman, and Netessine show, customers’
needs are pretty simple: they want to be able to find products and helpful salespeople easily; and they
want to avoid long checkout lines. For a well-staffed store, that’s no problem, but if you don’t have
enough people on the floor, or if they aren’t well trained, customers can easily lose patience. One of
the biggest problems retailers have is what is called a “Phantom stock-out.” That’s when a product
is in the store but can’t be found. Worker-friendly retailers with more employees have fewer phantom
stock-outs, which leads to more sales. And happy workers tend to stick around, which saves the costs
associated with employee turnover, like hiring and training.29.What can be inferred about the outcome of cost reduction?
A. Stores will close down
B. Services will be hampered
C. Workers will be laid off
D. Prices of products will be cut
第一段
Although leanness is generally a good thing in business, too much cost-cutting turns out to be a
bad strategy, not only for workers and customers but also for business themselves.
第四段
The reasons for this aren’t hard to divine. As Fisher, Krishnan, and Netessine show, customers’
needs are pretty simple: they want to be able to find products and helpful salespeople easily; and they
want to avoid long checkout lines. For a well-staffed store, that’s no problem, but if you don’t have
enough people on the floor, or if they aren’t well trained, customers can easily lose patience30. What makes Uniqlo stand out as a global fashion chain retailer?
A. Its uniqueness in fashion design
B. Its dogma of reducing labor cost
C. Its establishment of luxurious flagships
D. Its adequate number of well-trained staff
第一段
“And there’s something else that makes Uniqlo distinctive: it hires a lot of people, and spends a lot
of time training them.”一、单项选择题（26~30题）
考查角度 题目 难度
26 一般
细节题 27 中等
28 一般
29 中等
推断题
30
一般二、简答题
一学生在英语课堂练习活动中说“She said me I was late”请针对该句中的错误，写出两种纠错方
式（8分，用国家通用语言文字作答），并写出相应的教师话语（6分，用英文作答）及目的。（6分，
用国家通用语言文字作答）。针对题干中学生出现的错误，教师可以采用直接纠错和间接纠错两种方式。
（1）直接纠错是指学习者出现错误时，教师打断其语言训练或实践活动，对其错误予以正面纠正（说出正确
的语言形式，并让学生改正）。这种纠错方式常用于旨在让学生掌握正确的语言形式而进行的机械操练或侧
重于语言精确输出的各种练习中。在本节课中，教师直接纠错时使用的课堂用语可以是：You should say
“She told me that I was late”. Read after me, please.
目的：关注学生语言表达形式的准确性，旨在帮助学生进行精确的语言输出；由教师直接说出正确的语言形
式，可以清晰明确地对学生的错误进行纠正，纠错效率高。
（2）使用间接纠错时，教师可以先对学生的回答进行正面鼓励，然后通过重复学生的话，对语言表达中的错
误进行含蓄纠正，间接展示出正确答案，引导学生发现错误并改正。在本节课中，教师可以在学生回答之后
进行恰当的引导：Good answer! She told you that you were late. So what did she say?
目的：教师不直接指出错误，而是通过部分肯定之后的含蓄纠正，引导学生说出正确答案，既保护了学生的
自尊心，不打击学生学习的积极性，又达到了很好的纠错效果。四、教学设计题
设计任务：根据学生信息和语言素材，设计一节英语写作课教学方案，教案没有固定格式，但需要含下列
要点：
① Teaching objectives
② Teaching contents
③ Key and difficult points
④ Major steps and time allocation
⑤ Activities and justifications
教学时间：40分钟
学生概况：某城镇普通中学九年级（初三）学生，班级人数40，多数学生已达到义务教育英语课程标准的
相应水平。学生积极参与积极性一般。语言素材：
Read the e-mail from Fran and write a reply.
Subject: Can you help?
From: Fran
Dear knowledgeable,
My best friend, Mei, has a problem. There is a really important English speech contest for our whole
city next month. Our classmates want her to represent the class in the school contest. Everyone is sure
she will win. It’s probably true. Mei is very clever and can speak English really well. In fact, she always
comes top in the school exams. The problem is that she’s very shy. She doesn’t want to let her friends
down but she’s terrified of speaking in front of other people.
She’s my friend, so she can tell me that she’s shy. But she can’t tell everyone that. I don’t think
they would believe her. I can’t think of any good advice to give her. But you always come up with good
solutions to people’s problems. What do you think of I should tell Mei? What do you think I should tell
the rest of the students?
Fran(1) Teaching contents
This is an English writing lesson about writing a reply to the given e-mail.
(2) Teaching objectives
① Students can understand the e-mail and get important information.
② Students can get the structure of the material and write a reply based on the given e-mail after
discussion.
③ Students can have good character of self-confidence and self-improvement.
④ Students can sort out and summarize the information in the material.
⑤ Students will be willing to take part in the classroom activities and cooperate with other group
members.(3) Key and difficult points
① Key point
Students can understand how to write a reply.
② Difficult point
Students can write a reply in a logical order and improve their writing ability.
(4) Major steps
Step 1 Lead-in (3 mins)
At the beginning of the class, the teacher will show the picture of an e-mail and ask some
questions -“Have you ever received an e-mail? Can you write a reply?”. Some students will be
invited to share their answers.
After that, the teacher will give corresponding comments on students’ answers and show
the topic of this lesson.
(Justification: The picture is vivid and interesting, which can arouse students’interest in teaching
activities. Meanwhile, it can also introduce the topic today naturally.)Step 2 Pre-writing (15 mins)
① Learning about the material
The teacher will guide students to read the material to summarize the topic of it. Then students will
answer some questions about the material.
Q1: Why did Fran write the e-mail?
Q2: What was Mei’s problem?
② Structure learning
Students will read the material again to summarize the basic structure, and they should pay
attention to the topic sentences, transitional words and logical relations.
③ Conceiving the writing material
Students will work in groups to talk about some advice that they can give and write down the ideas.
Representatives from each group will be invited to share their discussion results using some useful
expressions.④ Outlining The teacher will guide students to write an outline. Students need to put their ideas in
order.
(Justification: Through the above activities, students will be prepared to write their own compositions.
They will know what to write and how to write it.)Step 3 While-writing (10 mins)
Drafting
Students will write their own compositions. The teacher will walk around to offer help and remind
students to pay attention to the spelling, grammar, punctuation and so on.
(Justification: Through this activity, students will finish their compositions and their writing ability will
be improved.)Step 4 Post-writing (7 mins)
① Editing
a. Self-editing
The teacher will give students a short time to go through their compositions to correct the mistakes in
spelling and grammar
b. Peer-editing
Students will exchange their compositions with each other and correct the mistakes in spelling and
grammar. They can also make suggestions about polishing their compositions.
② Displaying and evaluating
The teacher will invite some students to share their compositions with the whole class and guide other
students to evaluate these compositions, and then the teacher will make a conclusion.
(Justification: Through these activities, students can express themselves more exactly and work out
better ideas or expressions, and their writing skills can be improved. Besides, they will be more willing
to share their ideas in public and learn from others.)Step 5 Summary and homework (5 mins)
① Summary
Students should act as an assistant teacher to conclude what they have learned in this class, and then
the teacher will make a summary.
② Homework
a. Modify the composition after class.
b. Search the Internet for more suggestions for people in trouble and share them in the next class.
(Justification: Students can improve their summarizing ability in this step and cultivate their cultural
awareness and further consolidate their writing ability.)
