2015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
题及答案解析(初级中学)
一、单项选择题(本大题共30小题。每小题2分，共60分)
在每小题列出的四个备选项中选择一个最佳答案，请用28铅笔把答题卡上
对应题目的答
案字母按要求涂黑。错选、多选或未选均无分。
1. The phrase "in bed" is pronounced as __________ in real speech.
2. There are two syllables in the word "photo"./?u/occurs in both syllables, but
the first one is__________the second because it is stressed.
A. longer than
B. shorter than
C. as long as
D. as short as
3. Jimmy asked Mary to lend him some money, which she agreed to, _________ that he paid her back the following month.
A. on occasion
B. in case
C. under circumstances
D. on condition
4. Zhang Jun's teacher suggests that he take a (n) _________ language course to improve his English.
A. intermediate
B. middle
C. medium
D. average
5. It is reported that the _________ of the country, from hotels to transport, is old and decrepit.
A. industrialization
B. infrastructure
C. correspondence
D. commutation
6. _________conscious of her moral obligations as a citizen.
A. Marsha was and always will be
B. Marsha has to be and always will be
C. Marsha had been and will always be
D. Marsha has been and will always be
7. Potential subjects should be informed of the research and __________ an opportunity to decide if they want to participate.
A. gave
B. giving
C. give
D. be given
8. Don' t be discouraged, __________ and you will surely pass the exam.
A. Make a bit more effort
B. To make a bit more effort
C. Making a bit more effort
D. If you make a more effort
9. What would you say to the hotel receptionist to get a double room?
A. Rent us a double room.
B. Book us a double room.
C. We'd like to have a double room.
D. Let' s have a double room.
10. Which of the following best represents the order from a harsh command to a very polite request?
a.Could you close the door?
b. Close the door.
c. Please close the door.
d. Would you please close the door?
A. b-c-a-d
C. d-a-c-b
D. c-b-d-a
11. The first P in the PPP teaching model stands for __________, which aims to get learners to perceive the form and meaning of a structure.
A. practice
B. production
C. presentation
D. preparation
12. The main objective of mechanical practice is to help students learn by heart the__________of a language item.
A. meaning
B. function
C. context
D. form
13. The __________ method is more fitted to the explicit presentation of
grammar when the basic structure is being identified.
A. inductive
B. contrastive
C. comparative
D. deductive
14. Which of the following can be regarded as a communicative language task?
A. Information-gap activity.
B. Dictation.
C. Sentence transformation.
D. Blank-filling.
15. If a teacher asks students to concentrate on such features as structure, coherence and cohesion of a text, he/she aims at developing students'__________.
A. strategic competence
B. cultural awareness
C. communicative competence
D. discourse awareness
16. English teachers often ask students to __________ a passage to get the gist of it.
B. scan
C. predict
D. infer
17. The correct meaning of a lexical item in a given context is __________.
A. the one provided in a dictionary
B. the one which best fits the context
C. the central or core meaning of the item
D. the one which is assumed to be correct
18. In writing, students may not know how to put something into proper English and thus ask their teacher for help. Here the teacher is to play the role of a/an
__________.
A. facilitator
B. assessor
C. controller
D. participant
19. A/An __________ language test, such as IELTS or TOEFL, is developed on the basis of a fixed standard.
A. individual-referenced
B. peer-referenced
C. norm-referenced
D. criterion-referenced
20. A systematic textbook evaluation is NOT to examine whether a textbook
__________.
A. covers all grammatical rules
B. provides authentic language
C. matches the needs of learners
D. can help realize the objectives of a language program
请阅读Passage 1。完成第21-25小题。
Passage 1
For many people, there is a very well-established stereotype that the first-class American universities are simply the best. However, I am not quite convinced of that. When I look back at my academic formation in the USA and compare it to the
academic formation some of my friends had at Brazil, I don' t feel like I am more prepared than my peers. Thus, I am currently facing a dilemma of whether to pursue my graduate studies in Brazil or in the USA.
The difference in our academic backgrounds, however, is the more liberal nature
of American education. From my experience at Georgetown, and from what I know of American higher education, there are very few strict requirements imposed on students. Generally speaking, you are relatively free to take whichever classes you want, provided that they are under the scope of your major field of study.
To illustrate, I compared the master's degrees in economics from Duke and Fundacāo Getú lio Vargas(FGV), a Brazilian university. I chose to present a master's degree comparison here because the short two-year study period makes it simpler than comparing a four-year program.
Duke's program works like this: you pick a field of study and then have a
required number of courses that you have to take in certain areas. Most of the requirements are not course-specific, but area-specific. With some fields of study, you can skip certain areas altogether. If you choose to get a master's degree in applied economics, for instance, you don't have to take any mathematics courses. In FGV, all economics students need to take the same core structure: Microeconomics 1 through 4, Macroeconomics 1 through 3, Econometrics, Statistics 1 and 2, and Math for Economics 1 and 2. From then on, you can specialize in .certain fields, and the elective structure seems to be the same as in Duke: you pick five electives from your main area of interest.
This seems to be the same kind of difference that I noticed comparing what I studied in Georgetown as an undergraduate to what some of my friends studied in
their undergraduate careers in Brazil. Now, is this more liberal education good or bad? There are factors pulling it each way, and the ideal solution, in my view, is a reasonable middle ground. What I see happening in American universities, however,
is a little too much liberalization. Too much liberty tends to encourage students to
take the more "interesting" courses, and ignore those that are considered most "boring".The problem is that many of these"boring" courses are usually foundational courses, which give students the analytical tools they need in order to be truly competent in their fields of study.
In the end, I feel like American universities sometimes delegate too much responsibility to students in terms of choosing their academic careers. For me, this is
troubling. Students in their twenties usually have very little experience in the field
they are studying, and many times they don' t really know the tools they need to succeed in their area of interest. It is certainly the case in my situation. Fortunately, I research and discuss a lot before picking my classes, and was able to take advantage of my liberal American education to build both a strong foundation and take classes that interest me. But is this always the case? From my experience, I think not. What I see happening at Georgetown is that many students just pick the classes they find most interesting, without any real consideration of how it is going to support their overall academic formation. This result is a deficit in fundamentals.
21. Which of the following influences the writer's judgment of the universities in the passage?
A. The academic information provided by his friends in Brazil.
B. The information obtained from the university authorities.
C. Those commonly held beliefs concerning the ranking of universities.
D. The learning experience of himself in the USA and that of his friends in Brazil.
22. Why did the writer choose to compare the master's programs rather than the bachelor's programs?
A. It is easier to make such a comparison.
B. The master' s program may better illustrate the difference.
C. The master' s program is simpler than the bachelor' s program.
D. It is of less interest to the writer to compare the bachelor's programs.
23. Which of the following can be inferred as the writer's attitude towards the American higher education?
A. Biased.
B. Positive.
C. Critical.
D. Negative.
24. Which of the following is true about the writer's experience?
A. He has benefited from the American education.
B. He has been harmed by the American education.
C. He has not laid a solid foundation for his academic career.
D, He has selected courses that do not support his overall academic formation.
25. which of following words is closest in meaning to "deficit" in the last PARAGPAPH?
A. Deficiency.
B. Sufficiency.
C. Requirement.
D. Decline.
请阅读Passage 2，完成第26—30小题。
Passage 2
One evening, while Marcos Ugarte was doing his homework and his father, Eduardo, prepared lesson plans, they heard someone yelling outside. Eduardo,47, and Marcos,15, stepped onto the porch of their home in Troutdale, Oregon, and saw a commotion four doors down, outside the home of their neighbors, the Ma family."I
didn't think anything was wrong," Eduardo recalls."I told Marcos we should give
them some privacy." He headed back inside, but Marcos's eye was caught by aglow from the Ma house.
"Dad, the house is on fire!" Marcos cried.
Clad only in shorts, the barefoot teen sprinted toward the Ma's home with his dad.
Grandmother Yim Ma, mother Suzanne Ma, and son Nathan Ma were gathered on the front lawn yelling for help. when the Ugartes got there, they saw father Alex
Ma stumbling down the stairs,coughing, his face black with soot.
"Is anyone else in the house?" Eduardo asked.
"My son!" Alex managed to say, pointing to the second floor. Eduardo started up the stairs, but thick， black smoke, swirling ash, and intense heat forced him to his knees. He crawled upstairs and down the hall where Alex said he would find Cody, eight, who had locked himself in a bedroom.
As the fire raged across the hall, Eduardo banged on the bedroom door and tried to turn the doorknob. Cody didn' t respond. Eduardo made his way back downstairs.
Meanwhile, Marcos saw Yim and Suzanne pulling an aluminum ladder out of the garage.
"Cody was standing at the window, screaming for help," says Marcos."I knew I had to do something." He grabbed the ladder, positioned it near the window, and climbed toward the boy.
when Marcos reached the window, he pushed the screen into the room and coaxed Cody out.
"It' s OK," Marcos told him. "I' ve got you."
Holding Cody with one arm, Marcos descended the ladder.
When firefighters arrived, plumes of black smoke were billowing from the back of the house as flames engulfed the second floor. Emergency personnel took Cody to a nearby hospital, where he was treated for smoke inhalation and released. No one else was injured. The cause of the blaze is still under investigation.
"You just don' t see a teenager have that kind of composure," says Mark Maunder, Gresham Fire Department battalion chief.
The Ma family relocated. The day after the fire, Alex visited Marcos. "Thank
you for saving my son," Alex said. "You are his hero forever."
26. What did Eduardo mean when he said to his son "... we should give them some privacy"?
A. He was indifferent to his neighbors:
B. He wanted his son to do his homework.
C. He would like to concentrate on his own work.
D. He thought that nothing unusual occurred in the neighborhood.
27. How many people are there in the Ma family?
A. Five.
B. Six.
C. Three.
D. Four.
28. Whom does the underlined word "he" in PARAGRAPH 5 refers to?
A. Alex.
B. Eduardo.
C. Marcos.
D. Nathan.
29. What does the underlined word "composure" in the last but one PARAGRAPH
mean?
A. Sympathy.
B. Bravery.
C. Calmness.
D. Warm-heartedness.
30. Which of the following is the best title for the passage?
A. Fire Upstairs in the Neighbor' s House
B. A Mysterious Fire That Causes No Death
C. Teen Braves Blaze to Help Neighbors in Need
D. Importance of Neighbor's Help in Times of Difficulty
二、简答题(本大题1小题，20分)
根据题目要求完成下列任务，用中文作答。
31.简述scanning的含义并举一例说明其基本用途。写出训练该项技能时的三条注意事项，并用英语写出两句相关的教师指令语。
三、教学情境分析题(本大题1小题，30分)
根据题目要求完成下列任务，用中文作答。
32.下面是某教师在阅读课教案中设计的教学目标。该单元的话题是Animals。
根据所给信息从下列三个方面作答：
(1)分析上述教学目标存在的三个问题;(9分)
(2)提出三条相应的建议;(9分)
(3)分别修改各项教学目标。(12分)
四、教学设计题(本大题1小题，40分)
根据提供的信息和语言素材设计教学方案。用英文作答。
33.设计任务：请阅读下面学生信息和语言素材，设计一节英语听说课的教学方案。
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 justification
教学时间：45分钟
学生概况：某城镇普通中学七年级(初中一年级)学生，班级人数40人，多
数学生已经达到
《义务教育英语课程标准(2011年版)》二级水平，学生课堂参与积极性一
般。
语言素材：
Interviewer: Scott has an interesting job. He works at a radio station. Scott, what time is your radio show?
Scott: From twelve o' clock at night to six o' clock in the morning.
Interviewer: What time do you usually get up?
Scott: At eight thirty at night. Then I eat breakfast at nine.
Interviewer: That' s a funny time for breakfast!
Scott: Yeah. After that, I usually exercise at about ten twenty.
Interviewer: When do you go to work?
Scott: At eleven o' clock, so I' m never late for work.
【参考答案解析】
一、单项选择题
1.【答案】B。解析：考查音的同化。in，bed原本分别读/In/，/bed/，但作
为相邻词一起发音时，因唇形的影响而发生了同化：/n/是齿龈音，/b/是双唇音，/n/在双唇音/b/前面被同化成双唇音/m/。所以in bed读作/Im‘bed/。
2.【答案】A。解析：考查音的重读。元音字母在重读者节中读音响而长，
在重读音节中的发音会比其在非重读音节中的发音
在非重读音节中短而轻。“o”
拖得略长一些。单词photo第一个音节中为重读音节，第二个为非重读音节，
故选A。
3.【答案】D。解析：考查介词短语辨析。句意为“Jimmy向Mary借钱，她
同意了，下周还钱”。四个选项中只有on condition后面跟that从句
(=if,providedthat)，表示“如果，只要，条件是……”，强调某人采取行动前必须
假使，万一”;under
事先认可的条件。on occasion“
间或，有时”;in case“
circumstances中间通常加形容词，表示“在……情况下”。故选D。
4.【答案】A。解析：考查近义词辨析。intermediate“
中等程度的，中级的”，侧重难易程度;middle“中间的”，侧
平重方位和时间;medium“中等的，中号的(尺寸、数量、规模等)”;average“均的，普通的，一般的”。根据句意可知，张军的老师建议他参加一一门中级水
平的语言课程来提高他的英语水平，故选A。
5.【答案】B。解析：考查名词辨析。句意为“据报道，从宾馆到交通，这
公共建
个国家所有的都已陈旧失修”。industrialization“
工业化”，infrastructure“
往来信件，通信，一致”。commutation“减刑，设，基础设施”，correspondence“
代偿”。根据fromhotels to transport，可知B项最符合句意。
6.【答案】D。解析：考查动词时态。四个选项中都有连词and连接两个时态，因此前后时态必须相互搭配，只有D项的前后两种时态搭配。连词前面用
现在完成时态，后面用一般将来时态，表示从过去开始一直持续到现在并将延
续到将来的一种状态。be conscious of意为“意识到”。句意为“Marsha一直记得
而且也将永远记得她作为一名公民所应有的道德责任”。
7.【答案】D。解析：考查动词的语态。后半句的主语是代词they，谓语动
词是give，根据句意应是“他们被提供机会决定是否要参与研究”，故用被动语态。
8.【答案】A。解析：考查祈使句。祈使句的基本结构是“动词原形+其他”。常考的特殊结构还有“祈使句+and/then/or+陈述句”，该结构相当于一个由if引
导的条件状语从句。Make abitmore effortandyouwill surely pass the exam.=If youmake abitmore effort，youwill surely pass the exam.意为“再努力一点，你一定
能通过考试的”。故选A。
9.【答案】c。解析：考查交际用语。订房间的礼貌用语应该是“We’dlike to
与hotel提供的服务是不一致的，且语气生硬;B、D have…”。rent意思是“租用”．
两项的语气和用法都不合适。故选C。
10.【答案】A。解析：考查口语交际中的礼貌用语。在英语l：1语交际中
的祈使句表示一种命令和要求。而疑问句则多表示请求。由此可知b的语气最
强烈，用排除法可以直接选出A项。C也是祈使句，但是与please连用，相比
是最礼貌的一种请求。故选A。
b来说礼貌一点;用“Would you please…”
11.【答案】C。解析：考查3P教学模式。所谓3P教学模式，即：presentation(呈现)→practice(操练)→production(输出)。我们可以将这三个阶段理
解成：教师教→学生练→学生用。在教学过程中，教师首先给学生引入和展现
某个特定的语言形式、结构、功能等，通过练习使学生掌握其意义，然后再让
学生进行假设交际，从而达到语言的输出，形成学习成果。
12.【答案】D。解析：考查语言练习的目的。机械型练习，如重复、替换
等，这种练习在内容上受到严格控制，着重训练学生熟练掌握语法点的结构形
式。
13.【答案】D。解析：考查语法教学方法。演绎法(The deductive method)是先说明语法结构，之后让学生进行练习。归纳法(The inductive method)是先给出
一些例子，让学生通过讨论等方式自己总结出语法规则。题干是对演绎法特征
的描述。
14.【答案】A。解析：考查交际性语言活动。信息差活动Onformation-gap activity)是指通过设置活动，持不同信息的双方为了了解对方的信息，产生交流
的愿望和想法，从而通过交际手段、交换信息等完成任务，是交际语言任务的
一种。故选A。
15.【答案】D。解析：考查语篇教学。语篇(discourse)由一个以上的句子或
语段组成，各成分之间在形式上是衔接的.在语义上是连贯的。老师让学生集中
注意力于文章的结构、上下文衔接与连贯性等方面，目的是培养学生的语篇意
识。
16.【答案】A。解析：考查英语阅读策略。略读(skimming)和寻读(scanning)都是快速阅读的方式，略读的主要目的是获取文章的大意。寻读的目的是从文
章中查寻特定的细节内容。
17.【答案】B。解析：考查英语词汇的语境意义。英语单词的词汇意义指
字典上出现的多个不同的意义，但在不同的语境中。其意义的选择也不同。因
此词汇的意义受语境的影响，联系语境才能准确地理解词汇在文本中的具体意
义。
18.【答案】A。解析：考查教师的角色。根据题目提供的情境，“写作课上，当学生不知道如何用英语表达某事物时，会向老师寻求帮助”，此时教师扮演了
控制者”，participant“
参
评价者”，controller“
促进者(facilitator)的角色。assessor“
与者”。均不符合题意。故选A。
19.【答案】D。解析：考查语言测试类型。标准参照语言测验(Criterion-referencedlanguagetest，简称CRT)是以考生个人与特定的标准(如教学目标)作为
评价标准。所以，这种考试对考生来说，不管别人程度如何，关键在于确定自
己是否达到了既定的目标。常模参照语言测验(Norm-referenced language test，
简称NRT)是以考生个人在团体中的相对位置作为评价标准。所以，这种考试比
较看重考生的个别差异。雅思(IELTS)、托福(TOEFL)属于标准参照语言测验，
代表了国际性英语标准化水平的测试。
20.【答案】A。解析：考查对教材的评估。系统的教材评估能帮助检测是
否实现了语言课程教学目标，是否满足了学生的需要.是否给学生提供了真实的
语言交际等。“包含所有的语法规则”不是系统的教材评估的内容。故选A。
Passage l
21.【答案】D。解析：细节题。根据文章第一段中的“When I look back at my academic formation in the USA and compare it to the academic formation some of
可知。影响作者对大学判断的因素是作者自己在美国的
my friends had at Brazil”
求学经历以及他朋友在巴西求学的经历。
22.【答案】A。解析：细节题。根据文章第三段中的“I cho seto present
-year study period makes it amaster’S degree comparisonhere because the shorttwo
simpler than comparing afour-yearprogram”
可知，作者选择选择硕士学位做对比
的原因是，两年课程的对比相对于四年课程的对比较简单些，这里指的是课程
的对比相对简单，而不是课程相对简单，C项是迷惑选项，A项符合题意。
23.【答案】C。解析：态度题。根据文章内容可知，作者对这种自由教育
是抱有否定态度的，但是如果能充分利用这种自由教育的环境，既夯实自己的
基础知识又能选出感兴趣的课，也是可以受益的，辩证地来看，作者的态度应
该是批判性的。
24.【答案】A。解析：细节题。根据文章最后一段中的“…and was able to take advantage ofmy liberal American education to build both a strong foundation and
可知，作者不仅能够利用自由的美国教育奠定坚实的
take classes that interest me”
基础。也能够上感兴趣的课，尽管文章中作者是持有否定的态度的，但从自身
经历来讲，他从美国教育中是受益的。故选A。
25.【答案】A。解析：词义题。根据文章最后一段中的“what I see happening at Georgetown is thatmany students just pick the classes they find most interesting，without any real consideration ofhow it is going to support their overall academic formation.The resultis a deficit in fundamentals."可知.很多学生仅仅选他
们觉得有趣的课，没有为进一步打基础做好学术考虑，这导致的结果是基础知
识的不足。故选A。
Passage 2
26.【答案】D。解析：细节题。根据文章第一段中的…I didn’t think
可知，Eduard0认为邻居家并没有发生任anything was wrong，’Eduardo recalls”
何奇怪的事情。
27.【答案】A。解析：细节题。根据文章可知，Ma家里有五口人，分别是：grandmother Yim Ma，mother Suzanne Ma，sonNathan Ma，fatherAlex Ma，另外
还有被锁在房问里的Cody。
28.【答案】B。解析：指代题。根据文章第五段中的“Eduardo startedupthe stairs，butthick，black smoke，swirling ash，and intense heat forced him to his knees.He crawled upstairs and down the hall where Alex said he would find Cody，
可知，这一系列动作都是Eduardo进行eight，whohadlockedhimselfin abedroom.”
的，Alex说 Eduardo将会找到Codv。故he指的是Eduardo。
29.【答案】C。解析：词义题。通过整篇文章可知，Mareos在救cody中，和父亲完美的配合，体现出他在处理危机情况时冷静的态度。可推断
composure为冷静的意思.只有calmness符合。
30.【答案】C。解析：主旨题。整篇文章讲的是Mareos这个青少年在邻居家发生火灾时，和父亲一起去解救受困的邻居，因此C项“烈火中青年勇于救被困邻居”最符合文意。
二、简答题
31.【参考答案】
(1)scanning的含义：
scanning译为“找读，扫读，寻读，查读”，是一种快速阅读方式，其目的
是从较长的文字资料中查寻特定的细节内容。寻读要求既快又准，要在短时间
内准确地找到目标。
基本用途：
例如：在教学“NelsonMandela--AModem Hero”一课时，可以通过设置寻读
—
活动“Ask studen ts to scan the passage in 5minutes and completethe chan
，让学生在5分钟内扫读文章，然后根据时间顺序填写ATimeline ofElias’Life”
表格。通过寻读活动，可以帮助学生了解文章特定信息，提高学生的阅读速度。
寻读是教师需要训练学生提高的阅读能力之一。
(2)注意事项：
①在设计寻读活动时，要有明确的时限规定，以促使学生在较短的时间内
完成任务。
②在设计寻读活动时，要引导学生借助关键词快速锁定寻读目标，切忌从
头逐字地寻找，导致学生的寻读技巧未得到有效的培养。
③在设计寻读活动时，教师的指令要清楚，不能过于简单，这会造成学生
不清楚做什么的局面。从而影响阅读效果。指令中应包含学生应在多长时间内(time limit)，通过怎么读(how).读出什么(what)等信息。
教师指令语：
①Scan the Paragraphs 3-5 in 5 minutes to get enough information to fillin the table.
②Scan the first ten lines in 3 minutes and answer the following two questions.
三、教学情境分析题
32.【参考答案】
(1)教学目标存在的问题：
①它违反了教学设计“以学生为中心，体现学生的主体地位”的原则，没有
明确指出教学的主体是学生。
②它没有把握好预期的教学目标，对教学内容，即知识目标的设计不明确;
对于能力目标的设计也太笼统。
③教学目标是三维教学目标，即知识目标、能力目标和情感态度目标，它
缺少情感态度目标。
(2)三条相应的建议：
④设计教学目标的知识目标时，以(学生)“能”说出、列举、背诵、复述、识
别、解释、分类、对比、归纳等为模式，具体明确让学生了解和掌握的主要知
识点。(Students“can”speak
，list,recite，retell，distinguish from,explain，classify，contrast，conclude…）
②没计铑力目标时，以“在能力方面，通过经历、参与、讨论、交流、合作、
分享等，(学生)能了解、掌握、学习……”为模式，具体说明通过这节课的学习，
学生能在哪些能力上得到提升。(Through“experience，takepartin,discussion，communication，cooperation，share”，students can understand,master,learn…）
③增加情感目标环节的设置，设计情感目标时.以“学生学会认可、接受、
称赞、喜欢、关心、热爱、坚持、保持、重视、追求、培养、尊重……”为模式，
学生通过课堂学习，参与活动，以及教师在情感上进行什么样的引导，从而让
学生在情感上产生什么样的倾向。(Studentslearnto a pprove，accept，praise，like，care about，love，persist in，retain，value，pursue，cultivate，respect…）
(3)教学目标修改为：
Teaching aims
Knowledge aims:
① Students can understand the main idea of the text and get to know the dangerous situation of animals.
② Students can master the following words and expressions: ...
③ Students can grasp the following sentence patterns: ...
Ability aims:
①Students can improve their ability of listening by listening to the text.
②Students can improve their ability of speaking by pair work and discussion.
③ Students can learn to get useful information and improve their ability of reading by Questions and Answers practice and comprehensive reading.
Emotional aims:
① After this lesson, students will be aware of the animals' dangerous situation and take measures to protect them.
② Students can realize the importance of relationship between humans and animals and try to love nature.
四、教学设计题
33.【参考设计】
Teaching Contents:
A dialogue between the interviewer and Scott about Scott' s daily routine.
Teaching Objectives:
(1) Knowledge objectives
① Students can master the following words and expressions: radio station, usually, funny, exercise.
② Students can use the following sentence patterns:
a. What time do you usually...?
b. When do you ...?
(2) Ability objectives
① Students can improve their listening ability by listening to the dialogue.
② Students can improve the speaking ability by talking about what they usually do in a day.
(3) Emotional objectives
Through this class, students can know something about radio workers' jobs and respect them.
Teaching Key Point:
How to help students master the new words, expressions and the usage of the sentence patterns.
Teaching Difficult Point:
How to make students master the words and expressions and improve their speaking and listening skills.
Teaching Procedures:
Step 1 Warming up and Lead-in (5 minutes)
The teacher greets the students and asks them two questions. The first question is"What are your parents' jobs?"
and the second is "Do you know something about the job of a radio host?" Then the teacher tells the students that Scott has an interesting job and asks them to listen to the text and get to know about Mr. Scott.
(Justification: This step can get students to combine English learning with their daily life. Also, it' s easy for them to say something about their life.)
Step 2 Listening (15 minutes)
The teacher asks students to listen to the tape for the first time with the following questions. After that, asks students to try to answer the questions. Then, the teacher asks them to listen to the tape for the second time with the purpose to repeat it.
①Where does Mr. Scott work?
② Does he eat breakfast in the moming as common people? Why?
③ When does he go to work?
④ Is he usually late for work?
(Justification: This step can get students to have a further understanding of the dialogue.)
Step 3 Practice and Consolidation (20 minutes)
(1) Practice the sentence patterns (10 minutes)
The teacher selects an example in the dialogue, points out the sentence patterns and then makes students to make
their own sentences according to the example.
Sentence Pattern 1 : --What time do you usually...? --I usually ...
Sentence Pattern 2 : --When do you ...? --I ...
Examples:
①--What time do you usually get up?
--I usually get up at 7 am.
② --When do you go to work?
--I go to work...
(Justification: This step can get students to master the sentence patterns.)
(2) Making an interview (10 minutes)
The teacher asks two students in pair. One student acts as an interviewer and the other acts as an interviewee. The interviewer makes an interview about the interviewee's job. The interviewee should use the above sentence patterns.
(Justification: Students act out the dialogue in their own way, which helps to consolidate what they have learned in this class.)
Step 4 Summary and Homework (5 minutes)
Summary: The teacher asks one student to summarize what he/she has learned in this class.
Homework: The teacher asks students to do exercises of this part on the exercise book.
(Justification: Students can review and consolidate what they havelearned in this class.)
Blackboard Design:
Words and Expressions: radio station, usually, funny, exercise.
Sentence Patterns:
① What time do you usually...?
② When do you ...?
Teaching Reflection.
I.语言知识与能力 1.单项选择题(语言知识) (1)It was very ________ of him to wait for us. A.considerable B.considering C.considerate D.considered (2)________ from the top of the hill, the town looks beautiful. A.Seeing B.Having seen C.Seen D.To see 2.单项选择题(阅读理解) Every year hundreds of thousands of visitors to New York City go to see the United Nations Headquarters in midtown Manhattan. The 18-acre site includes four buildings - the Secretariat, the General Assembly, the Conference building, and the Dag Hammarskjold Library. The United Nations (UN) currently has 192 members, and the flags of those nations line the plaza in front of the General Assembly Hall and Secretariat. The row of flags, displayed in English alphabetical order, from Afghanistan to Zimbabwe, stretches from 48th Street to 42nd Street. The decision to locate United Nations Headquarters in the United States was made in 1946 by the UN General Assembly, then meeting in London. Several U.S. locations were considered, but a donation of 8.5 million dollars from philanthropist John D. Rockefeller, Jr. secured the purchase of land at the present site. And the City of New York provided a gift of additional land. The UN complex was designed by an international team of prominent architects. American Wallace K. Harrison was named chief architect, and ten other countries each nominated an architect to the Board of Design Consultants. The 11 architects began the project in early 1947. The U.S. government provided an interest-free loan to the United Nations for the cost of construction, which began in 1949. The Secretariat Building, which houses the UN administrative offices, was completed in 1950, and United Nations Headquarters officially opened in 1951. The
第二部分语言教学知识与能力外语教学主要流派：
学习策略 " 简答题： 一．简述高中英语课程基本理念 1.重视共同基础，构建发展平台 2.提供多种选择，适应个性需求 3.优化学习方式，提高自主学习 4.关注学生情感，提高人文素养 二．… 三．简述教师如何提高专业水平，与新课程同步发展 1）转变教学观念，不仅看学习，整体素质也发展，把全面发展作为教学基本出发点 2）改变教学角色，不仅是（知识）传授者，还是（学习）促进者、指导者、组织者、帮助者、参与者、合作者。 3）能开发课程资源，创造性教学。 4）开放的工作方式，教师间合作研究，共同反思，相互支持，提高素质。
5）终身学习 语音教学 高中生应掌握的英语基础知识：语音、词汇。语法、功能、话题 } 教学原则： 1.面向全体学生，为学生终身发展奠定共同基础 共同基础--持续的学习动机，初步的自主学习能力，综合的语言运用能力 2.鼓励学生选修，加强选修课的指导 1）提供多样化选择，发展个性 2）设计以课程目标和学生需求为依据，充分调查学生学习兴趣、水平、需求3）教学内容多样性、目的性、拓展性、可行性、地方特色、跨文化特性 & 3.关注学生情感，营造宽松、民主、和谐的教学氛围 4.加强对学生学习策略的指导，形成自主学习 5.树立符合新课程要求的教学观念，优化教育教学方式 英语教学中的任务设计原则： 1）明确目的 2）) 3）真实意义
4）涉及接收、处理、传递等过程 5）过程中使用英语 6）通过做事情完成任务 7）任务结束有具体成果 6.利用现代教育技术，拓宽和运用英语的渠道 7.教师要不断提高专业化水平，与新课程同步发展 , 教学活动类型： 1.调查和采访活动 2.探究活动 3.合作学习 4.即兴发言与讨论 5.反思活动 6.思维训练活动： ~ 2）》 3）网络关系，表达主次从属关系 4）分析异同 5）流程图 6）树形图 （对学生）评价原则 1.体现学生在评价中的主体地位 2.建立多元化和多样性的评价体系 1）% 2）开放宽松的氛围，鼓励学生、同伴、教师、家长共同参与，实现多元化 3）形成性评价（主）与终结性评价相结合，既关注结果，又关注过程；定性（主）、定量评价相结合；他评自评相结合；综合性（主）、单项评价相结合 3.主张形成性评价对学生发展的作用 1）评价符合学生年龄和认知水平 2）综合评价，而不是单方面评价 4.终结性评价要注重考察学生综合语言运用能力 5.注重评价结果对教学效果的反馈 6.评价应体现必修课和选修课的不同特点 7.* 8.注重实效，合理评价
第四部分教学实施与评价 第二节教学方法与技巧 1、新课的导入方法 （1）复习导入法 建立新旧知识之间的联系，为新知识的学习做好铺垫 （2）背景知识导入法 有助于学生排除思维障碍，深刻领悟所学新材料，实现教人、教文化教语言一体化。 （3）直观导入法。 直观教具包括，实物、卡片、幻灯片、教学电影等。由于直观教具呈现具体形象的声音、图像，容易吸引学生的注意力，激发学生的学习兴趣。 （4）话题导入法。 在呈现新材料之前，师生就一个话题用英语展开自由的讨论交流。能够提高学生使用英语交际的能力，为新知识的学习做好准别和预热（5）故事情节导入法。 教师在新课内容呈现以前，用第一人称或第三人称讲述故事。 故事具有强烈的吸引力，教师通过巧妙地设置悬念，可以让同学不知
不觉中进入到新知识的学习当中去。 2、语言呈现的方法 （1）利用真实情景呈现 学生周围的人、物等真实情景 （2）利用肢体语言呈现 教师在课堂上运用各种生动的表情、演示来进行新知识的呈现。包括眼神、动作、姿态、手势等。使学生获得生动直观的形象，促进徐盛对新语言的理解。 （3）利用直观教具呈现 采用直观媒介，如卡片、图片、幻灯片、投影仪等媒介 （4）利用电教手段呈现 充分利用投影仪，电脑等多种媒介创设情景来呈现。运用现代化手段通过优美的画面，悦耳的歌声，纯正的英语来把新知识呈现出来。（5）利用问答呈现 通过问答教师可以创设呈现新知识的语境，从学生已经学习过的旧知识中找到与新知识的结合点，采取问答的形式呈现新知识 （6）利用故事呈现 老师在讲述故事的同时，有意的融入要学习的新知识，使学生在无意
识的状态下就感知新知识。 （7）利用游戏、角色扮演呈现 3、课堂提问与反馈技巧 提问是教师训练学生思维和提高学生理解能力的重要手段。提问具有锻炼表达能力、检查学习效果等多种功能。 （1）课堂提问的类型 ①课堂程序性提问 与课堂管理的指令有关，目的在于落实教学计划，实施课堂活动。 ②课文理解性提问 展示性问题display question（检测学生对课文的理解程度，教师预先知道问题答案，答案通常是惟一的）、参阅性问题referential question （就课文中可以引发进一步思考的关键点进行提问，没有现成答案，老师也没有明确答案）、评估性问题evaluation question（要求学生能够对文中所涉及的话题、事件发表自己的看法和观点） ③现实情境性提问 根据学生现有的生活经验和知识，进行提问，要求学生根据实际情况进行作答。
17个英语基本知识点，赶紧收藏吧。 1.That's right./ That‘s all right./ All right. That’s right意为“对的”，表示赞同对方的意见、看法或行为，肯定对方的答案或判断。例如： "I think we must help the old man.""我想我们应该帮助这位老人。" "That's right."或 "You're right.""说得对"。 That’s all right.意为“不用谢”、“没关系”，用来回答对方的致谢或道歉。例如： "Many thanks." "That's all right." "Sorry. It's broken." "That's all right." All right.意为“行了”、“可以”，表示同意对方的建议或要求。有时还可以表示“身体很好” "Please tell me about it." "请把此事告诉我。" "All right.""好吧。" Is your mother all right?你妈身体好吗 2. make/do 这两个词都可以解释为“做”，但含义却不同，不能混用。make指做东西或制东西，do指做一件具体的事。 Can you make a paper boat for me? 你能为我做个纸船吗？ He’s doing his homework now.他正在做他的作业。 3. say/speak/talk/tell say：是最口语化的最普通的一个词，意为“说出”、“说道”，着重所说的话。如： “I want to go there by bus”, he said . 他说，“我要坐汽车到那里去。” Please say it in English .请用英语说。
知识与教学能力 (高级中学 ) 一、单项选择题 (本大题共 30 小题，每小题 2分，共 60分) 在每小题列出的四个备选项中选择一个最佳答案。请用 28 铅笔把答题卡上对应题目的 答案字母按要求涂黑。错选、多选或未选均无分。 1. Which of the following shows the proper rhythmical 节奏的 pattern of the sentence? 1.【答案】 A 。解析：考查句子重读。一般来说，句子中的实词需要重读，比如 名词、 主要动词 (不包括 be 动词 )、形容词、副词、数词等。虚词多数情况下不重读，比如代词、 介词、冠词、连词等。另外，句子中要重读的词若为双音节或多音节词，重音一般就落在该 词的重读音节上，像本句中的 expensive 就是这种情况。 2. In terms of manner of articulation 发音方法 , the sounds [p], [b], [t], [d], [k], [g] are . A. affricates 塞擦音 B. fricatives 擦音 C. bilabial D. oral stops 2【. 答案】D 。解析：考查辅音的分类。 根据发音方式不同， 英语的辅音可以分为： 塞音 (stop)、 鼻音 (nasal)、擦音 (fricative) 、近音 (approximant) 、边音 (lateral) 、塞擦音 (affricate) 等。[p] ，[b] ， [tl ，[d] ，[k],[g] 属于气息非常强烈的通过口腔的爆破音，也称作塞音。 3. The producers of oil and other ___ commodities have an advantage. A. fragile B. nonperishable 2016年下半年教师资格证考试试题及答 案一 英语学科
《英语学科知识与教学能力》（初级中学） 一、考试目标 1．英语学科知识与能力 具有扎实的英语语言基础知识和语言能力；具备从事初中英语教学所需要的英语语言能力；能理解有关英语国家的语言、历史和文化等相关知识。 2．英语学科教学知识与能力 掌握外语教学基本理论、英语教学专业知识与国家英语课程标准内容等学科教学知识，并能用以指导初中英语教学。 3．英语学科教学设计能力 能够根据英语学科特点，针对初中学生的认知特点、语言水平和学习需要选择并设计合理的教学内容，形成完整合理的教学方案。 4．英语学科教学实施能力 理解初中英语课堂教学实施的基本原则和方法，具备实施语言课堂教学的基本能力；能够根据教学设计，结合教学实际情况，采用恰当的教学手段，引导学生进行有效学习。 5．英语学科教学评价知识与能力 了解初中英语课堂教学评价的基本知识和方法，能够对学生的语言学习进行恰当的评价；了解教学反思的基本方法和策略，能够对自己的课堂教学实践进行反思，提出改进的思路。 二、考试模块内容与要求 （一）语言知识与能力 1．掌握英语语言的基础知识，了解语言研究中与英语教学相关的基本概念和知识，并能在课堂教学中加以运用。 2．具有良好的英语语言运用能力，包括用英语进行书面表达、获取教学资源和信息、表达思想情感和与学生良好沟通的能力；能够筛选并改编适合初中学生英语水平的语言材料。 3．能够在语篇中理解英语国家的语言、历史和文学等相关的社会文化知识。
（二）语言教学知识与能力 1．了解外语教学基本理论，理解语言观、语言学习观、语言教学观等对初中英语教学的指导作用。 2．理解《义务教育英语课程标准（2011年版）》的目标内容（语言技能、语言知识、情感态度、学习策略和文化意识），以及课程标准的其他相关知识，并能在教学设计与实施中运用。 3．掌握英语语言知识（语音、词汇、语法、语篇等）的教学基本原则、讲解和练习方法。 4．掌握英语语言技能（听、说、读、写）的教学原则和训练方法。 5．能结合中外社会文化语境，设计并实施英语知识和技能的教学与训练。 （三）教学设计 1．了解初中学生的认知特点、已有的英语知识、语言能力和学习需求，能够说明教学内容与学生已学知识之间的联系。 2．理解课程标准的目标要求，能够根据学生的特点选择恰当的教学内容。 3．能够根据教学内容和学生特点设定合理、明确与具体的教学目标。 4．能够根据教学目标创设相关的教学情景，设计有效的教学活动，安排合理的教学过程，筛选适当的辅助教学材料。 5．能够根据教学内容和教学过程，设计有效的学习评估活动。 （四）教学实施与评价 1．掌握英语课堂教学的基本步骤与方法，能够创设教学情景，激发学习动机，引导学生参与语言学习活动。 2．掌握指导学生学习的方法和策略，能依据英语学科和学生的特点，根据教学实际情况，恰当地运用语言讲解、练习、提问、反馈等方法，帮助学生有效学习。 3．掌握课堂管理的基本方法，熟悉课堂活动的常用组织形式，能在教学活动中以学生为中心组织教学，能在课堂教学的不同阶段发挥教师的作用。 4．掌握课堂总结的方法，能适时地对教学内容进行归纳、总结与评价，科学合理地布置作业。 5．掌握基本的现代教育技术，能够针对不同的教学内容与教学目标，整合多种资源，选择恰当的辅助教学手段进行有效教学。 6．了解形成性评价和终结性评价的知识与方法，并在初中英语教学中合理运用。 7．了解教学案例评析的基本方法，能够对教学案例进行评价。 8．了解教学反思的基本方法和策略，能够对自己的教学过程进行反思并提出改进思路。
小学英语《A butterfly》 一、考题回顾 二、考题解析 《A butterfly》主要教学过程及板书设计 教学过程 Step1 Warming-up and lead-in After greeting the students, I will play the song “The bear”, whose lyrics use the simple past tense, to the students. I will write down a segment of the lyrics on the blackboard and review the past form of some verbs, such as “look-looked”, “meet-met” and “say-said”, with the whole class. Step2 Presentation I will enjoy the strip pictures of butterfly growth with the whole class to introduce the simple past tense. I will ask students questions while watching the pictures. The questions are: “what was the color of the egg?”, “what did a caterpillar eat?” and “how long did the caterpillar live in the small cocoon?” By orders of strip pictures, the growth a butterfly is showed clearly, and time sequences are showed by “the first”, “then” and “finally”. As the students answer these questions, answers are written down on the blackboard. I will invite students to work out the rule of the simple past tense. Simple past tense is usually used to talk about a completed action or state that occurred in the past, and to form this tense, one needs to add -ed to the end of a regular verb and remember the past forms of some irregular verbs. Step3 Practice 1. Conversion task: students are required to converse the following simple present tense simple past tense to better understand the new structure: I usually eat an egg for breakfast.
[f] voiceless labiodental fricative [v] voiced labiodental fricative [?] voiceless dental fricative [e] voiced dental fricative [s] voiceless alveolar fricative [z] voiced alveolar fricative [∫] voicele ss postalveolar fricative [?] voiced postalveolar fricative [h] glottal fricative [t∫] voiceless postalveolar affricate [d?] voiced postalveolar affricate [l ] alveolar lateral [r] alveolar approximant [w] bilabial approximant [j] palatal approximant （三）Assimilation同化现象：a process by which one sound takes on some or all characteristics of a neighboring sound. Nasalization鼻音化、cap can Dentalization齿音、tent tenth Velarization软腭since sink Voiced frication有声擦音→voiceless无声擦音/__voiceless清音 five past/ has to/ have to [h?ftu ] are all instances Assimilation. is often used synonymously with coarticulation协同发音If the sound becomes more like the following sound, as in the case of lamb, it is known as anticipatory coarticulation(先 期协同发音). If the sound shows the influence of the preceding sound, it is perseverative coarticulation（后滞协同发音）, as is the case of map. （四）SuprasegmentalFeatures超音段特征
一、单项选择题(本大题共30小题，每小题2分，共60分) 1．Those robots can walk like__________． A．human B．humans C．humen D．humens 2．She with her friends__________to visit their teacher every week． A．go B．going C．goes D．went 3．I don’t think the poor__________always poor．Working hard__________very important．A．is；is B．are；are C．are；is D．is；are 4．Would you mind__________the window? A．I closing B．my closing C．me closing D．me close 5．It has been__________since we went out to play last time． A．some time B．sometime C．sometimes D．some times 6．Mr．Green works in a__________building． A．thirty stories high B．thirty-stories high C．thirty-stories-high D．thirty-story high 7．Many children would__________watch TV than do sports． A．rather B．1ike C．want D．love 8．It’S very nice__________you__________my parents your best wishes． A．of；sending B．of；to send C．for；to send D．for；sending 9．If you want to go to the movie tonight，S__________I． A．do B．am
英语学科知识与能力精 编W O R D版 IBM system office room 【A0816H-A0912AAAHH-GX8Q8-GNTHHJ8】
第一章英语语言基础知识 第一节中学英语语音知识 一，字母，音素（phoneme）和音标（phoneme symbol）： 1. 根据发音时是否受到发音器官的阻碍以及阻碍程度，将26个英文字母分为 元音字母： a e i o u 半元音字母：w y 辅音：其他 （注）区分元音vowels的方法： 舌头抬起的高度——高中低 舌头最高部分的位置——前中后 元音的长度或紧度——长元音短元音 唇的圆展度——圆唇非圆唇 2.英语音素： （注）英语音标发音方法巧记： · /p/ ，/t/，/k/，/f/ ，/s/，/b/，/d/，/g/，/z/，/h/，/r/，/m/，/n/，/j/，/ w/与汉语拼音了的声母发音一致。 · /θ/像一张嘴，咬住舌头，正是这个音标的发音。/e/与之相同，只不过清浊有变 化。 · /v/就是拼音的w（乌）。 · /?/是拼音的sh（师）。
· /ts/是拼音的c（次）。 · /t?/是拼音的ch（吃）。 · /tr/发音像汉字“戳” · /?/是拼音的r（日）。 · /dz/很难表达啊...有z（资）的音，但是前面浊化了。· /d?/是拼音的zh（知）。 · /dr/读“捉” · /?/是拼音的ng（就是ang eng ing ong的后半部分）
二，语音的变化： 1.音节：一个音节至少有一个元音字母 1）重读：Stressed 2）连音：liaison 辅音+元音 R/re+元音 辅音+半元音 元音+元音 4）音的同化：assimilation 1 因唇形的影响而发生的同化： （1）[n], [d], [t]在双唇音[m], [b], [p]前面被同化，如ten men (十个人) 音 鼻辅音 舌侧音 （浊辅音） [l]齿 龈边音 [r]舌尖 齿龈后部 摩擦音 半元音 （浊辅音） [w]舌 后软颚半元音 [j]舌前硬颚半元 音 双唇音：bilabial 软腭：velar 齿槽：alveolar 上颚：palatal 齿音：dentals
简答题知识点梳理 作答要求 1.标注序号 2. 要点先行，再解释或举例 3. 4-5点(按要求） 4. 字迹工整，尽量不空 常考要点 一、语言知识教学 @ 二、语言技能教学 三、教学实施 四、教学评价 五、教学法 六、课程标准 （一）语音教学 1.句子重读的教学过程： # （1）学生先听录音，后看书面材料，引导学生思考为何某些单词和句子需要重读。 （2）学生了解何时重读之后，进行重读训练 （3）通过重读训练，教师引导学生知道重读可以表达重要信息(总结) 2. 语音教学的原则 （1）准确性原则 （2）针对性原则 ？
（3）趣味性原则 （4）交际性原则 （5）综合性原则 （6）长期性原则 （二）词汇教学 ?词汇呈现与讲解的方式 （1）借助辅助工具，如：实物、手势、动作表演，利用图片、图表、简笔画、投影仪等直观教具和声光电多媒体。 （2）借助已学知识来呈现和讲解新词，常见的具体方法包括构词法、同义词法等。 } 2. 词汇记忆策略 （1）语境中记忆 （2）联想记忆 （3）词典辅助记忆 （4）谐音记忆法 （5）repeat记忆法 】 （6）搭配法 （7）归类法（词根词缀记忆法） 3. 词汇教学的原则 ?直观性与情境性
?机械记忆与理解记忆相结合 ?文化性与交际性 ?/ ?循序渐进、逐步扩展 ?音形义相结合；词不离句；加强复习，巩固记忆。 （三）语法教学 1. 语法的教学方法有哪些 ?演绎法 教师首先直接讲解语法规则并举例说明，然后让学生进行各种替换练习、句子练习等训练。 (2) 归纳法 。 教师让学生首先接触含有语法规则的语境，然后根据上下文的信息归纳出语法规则。 2.语法的练习方法 （1）机械型练习 强调语法的准确性。 常见练习形式：替换操练（简单的单个单词替换、多个单词替换）、转换操练（把主动语态换成被动语
完整的教学设计： 一、分析教材和学生 1. 分析教材： （1）懂：懂教材的基本思想，基本概念 （2）透：透彻教材构成结构，重难点以及掌握知识的逻辑 （3）化：教师的思想感情要与教材的思想性，科学性融在一起 2. 分析学生 （1）学生原有的知识和技能质量 （2）学生的兴趣和思想状况 （3）学生的学习方法和习惯 （4）基于以上三点，预测学习新知识时，会出现哪些困难问题，需要采取什么措施来预防或解决（这一点经常用于教案设计中的difficult points） 二、确定教学目标（这一部分内容用于教案设计中的teaching objectives） 1. 知识目标：（1）语音、（2）词汇、（3）语法，（4）话题（具体看表格中要求） 2. 技能目标：（1）听（2）说（3）读（4）写 3. 学习策略： （1）认知策略：完成具体学习任务而做的行为和采用的方法 （2）调控策略：对自己的学习进行评估，调整，采用新办法的策略 （3）交际策略：增加交际机会，提高交际有效度的策略 （4）资源策略：采用多方资源的策略 4. 情感态度：提升学生兴趣，合作能力，和坚持学习的态度 5. 文化意识：了解国外的文化，比如表示礼貌的用语，用餐习惯等等。 敲黑板：：：在完成设计教案teaching objects的时候，这五个方向不一定同时出现，基本分为： 范例一；teaching objectives （1）knowledge and skill objectives A. ……. B. ……… （2）process objectives （3）emotion objectives
范例二：teaching objectives （1）knowledge objectives A. ……. B. ……… （2）skill objectives A. ……. B. ……… （3）emotion objectives 三、设计教学策略（教学方法） （这一部分内容用于第五部分教案设计中的activities and justification） （这一部分内容有可能用于第四部分教案评估中，用于判断所给教案采用的是什么教学方法，特点是什么，优缺点是什么，并提出修改方案） 四、设计教学过程：warming up－main part－summary and homework warming up(lead in) 1. 目的： （1）指向作用：是学生集中注意，明确学习任务和课程话题 （2）激发作用：激发求知，启发思维，产生兴趣 （3）铺垫作用：联系旧知，以做铺垫。 （4）沟通师生情感：良好的导课是接通师生信息的桥梁 2. 方法： （1）利用多媒体方式：图片，音乐，视频等＋书面记录或口头讨论 例一：Show students some pictures of sb or about sth： …………………… 例二：a. Play the Jurassic Park VCR, let the students have intuitive impressions on the dinosars b. Lead in the topic of describing people and objects by filling the chart below（后面附有表格）
教师资格证考试《英语》教案设计实例 《My clothes》第二课时教学设计 1教学目标 能听、说、认、读主要单词sweater, dress, shirt, pants socks ,coat.能听度，会说: I like the green skirt.并能在实际情境中运用。 能听懂Let’s do 部分的指示语，并按要求做出相应的动作，如“Put on your sweater Take off your jacket. 培养学生合作学习，鼓励学生创新。 2教学重点掌握有关服装的六个单词，并能在实际情 景中运用 3教学难点表示服装的名词以及读法，以及 句型“I like …. 4教学准备相关衣服卡片、单词卡片、课件、颜 色转盘5教学过程 Step 1:Greeting（打招呼） T: Stand up,please! Good morning ,boys and girls!（请起立！早上好，孩子们！） S: Good morning ,Miss Wang!（早上好，王老师！） T: Nice to meet you !（见到你们很高兴！） S:Nice to meet you ,too!见到你也很高兴！）
T:Sit down,please! Today let’s have a match between boys and girls.（请坐！ 今天我们要举行一场男孩们和女孩们的比赛。 Step 2:Warming-up（热身） T: Look ! What’s this ? First ,let’s play a game. Please look and say the colours as quickly as you can .What colour is it?(看！这是什么？首先，我们一起做一个游戏。 请尽快地看并且说出你所看到的颜色。) S：Blue、green、black…（蓝色、绿色、黑色……） T：There are so many colours here.What colour do you like best? （这里有这 么多的颜色。你最喜欢哪种颜色呢？） S :Blue…（蓝色……） T：What’s my favorite colour? Can you guess?（我最喜欢的颜色是什么呢？你 们能才出来吗？） S: (Guess)（学生猜测……） Step 3:Presentation（新课呈现） T:Yes,I like white best.Look !I’m wearing a white skirt.(板书并用手势教读，小
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） 注意事项： 1．考试时间120分钟，满分150分。 2．请按规定时间在答题卡上填涂、作答。在试卷上作答无效，不予评分。 一、单项选择题(本大题共30小题，每小题2分，共60分)在每小题列出的四个备选项中只有一个是符合题目要求的，请用2B铅笔把答题卡上对应题目的答案字母按要求涂黑。错选、多选或未选均无分。 1.The similarity between the English consonants/p/,/b/,and/m/is that they are all(). A.fricative B.plosive https://www.doczj.com/doc/045371158.html,bial-dental D.bilabial 2.Which of the following is a back vowel in English?() A./?:/ B./?:/ C./?/ D./e/ 3.There is only one playground slide in this school,so the students have to take()to use it. A.turns B.the turns C.a turn D.the turn 4.Out of everyone’s expectation,Johnson suddenly returned()a rainy night. A.at B.in C.on D.during 5.She()it very well when she described her younger brother as“brilliant but lazy”. A.put B.made C.assumed D.interpreted 6.We don’t think()possible to master a foreign language without much memory work. A.this B.that C.its D.it 7.()the same mistakes in the annual financial report again made his boss very angry.
2019年上半年教师资格证考试《初中英语》真题及答案 一、单项选择题。下列各题的备选答案中，只有一项是最符合题意的，请把这个答案选出。（本大题共30小题，每小题2分，共60分） 1 Which of the following words has a stress pattern different from the rest？ A、prepare B、technique C、obvious D、advice 2 Which of the following underlined words will be stressed when Julia responds to the person who has mistaken her for Julian？ A、My name is Julia， not Julian. B、My name is Julia， not Julian C、My name is Julia， not Julian. D、My name is Julia，not Julian. 3 The word“UNESCO” i s called a（n）. A、acronym B、blend C、clipped word D、coined word 4 He looks like a Scottish， but his accent may give him . A、off B、out C、in D、away 5 The book is so well received that it sells the million. A、at B、in C、by D、to 6 we are successful，we can be sure that we did our best. A、Provided that B、If only C、If or not D、Whether or not 7 —Will you be able to go swimming with us？
《英语学科知识与教学能力》（初中) 一、考试目标 1．英语学科知识与能力 具有扎实的英语语言基础知识和语言能力；具备从事初中英语教学所需要的英语语言能力；能理解有关英语国家的语言、历史和文化等相关知识。 2．英语学科教学知识与能力 掌握外语教学基本理论、英语教学专业知识与国家英语课程标准内容等学科教学知识，并能用以指导初中英语教学。 3．英语学科教学设计能力 能够根据英语学科特点，针对初中学生的认知特点、语言水平和学习需要选择并设计合理的教学内容，形成完整合理的教学方案。 4．英语学科教学实施能力 理解初中英语课堂教学实施的基本原则和方法，具备实施语言课堂教学的基本能力；能够根据教学设计，结合教学实际情况，采用恰当的教学手段，引导学生进行有效学习。 5．英语学科教学评价知识与能力 了解初中英语课堂教学评价的基本知识和方法，能够对学生的语言学习进行恰当的评价；了解教学反思的基本方法和策略，能够对自己的课堂教学实践进行反思，提出改进的思路。 二、考试模块内容与要求 （一）语言知识与能力 1．掌握英语语言的基础知识，了解语言研究中与英语教学相关的基本概念和知识，并能在课堂教学中加以运用。 2．具有良好的英语语言运用能力，包括用英语进行书面表达、获取教学资源和信息、表达思想情感和与学生良好沟通的能力；能够筛选并改编适合初中学生英语水平的语言材料。3．能够在语篇中理解英语国家的语言、历史和文学等相关的社会文化知识。 （二）语言教学知识与能力 1．了解外语教学基本理论，理解语言观、语言学习观、语言教学观等对初中英语教学的指导作用。 2．理解《义务教育英语课程标准（2011年版）》的目标内容（语言技能、语言知识、情感态度、学习策略和文化意识），以及课程标准的其他相关知识，并能在教学设计与实施中运用。 3．掌握英语语言知识（语音、词汇、语法、语篇等）的教学基本原则、讲解和练习方法。4．掌握英语语言技能（听、说、读、写）的教学原则和训练方法。 5．能结合中外社会文化语境，设计并实施英语知识和技能的教学与训练。 （三）教学设计 1．了解初中学生的认知特点、已有的英语知识、语言能力和学习需求，能够说明教学内容与学生已学知识之间的联系。 2．理解课程标准的目标要求，能够根据学生的特点选择恰当的教学内容。 3．能够根据教学内容和学生特点设定合理、明确与具体的教学目标。 4．能够根据教学目标创设相关的教学情景，设计有效的教学活动，安排合理的教学过程，筛选适当的辅助教学材料。 5．能够根据教学内容和教学过程，设计有效的学习评估活动。 （四）教学实施与评价 1．掌握英语课堂教学的基本步骤与方法，能够创设教学情景，激发学习动机，引导学生参
2016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（高级中学） （满分：100分考试时间：120分钟） 题号一二三总分统分人签字 得分 得分评卷人 一、单项选择题（本大题共30小题，每小题2分，共60分 。在每小题列出的四个备选项中选择一个最佳答案，请用2B铅笔把答题卡上对应题目的 答案字母按要求涂黑。错选、多选或未选均无分。） 1．Excellent novels are those which national and cultural barriers. A. transcend B. traverse C. suppress D. surpass 2. As Alice believed him to be a man of integrity, she refused to consider the possibility thathis statement was . A. irrelevant B. facetious C. fictitious D. illogical 3. The girls are afraid that being friendly to strangers could be misinterpreted by theirneighbours. A. ever-present B. ever-presented C. ever-presenting D. ever-presently 4. His presentation will show youcan be used in other contexts. A. that you have observed B. that how you have observed C. how that you have observed D. how what you have observed