英语教学设计与技能训练综合练习及答案

（一）英语课堂教学技能训练的重要意义(Significance)（二）教学技能分类(Classification)1．教学设计技能（教材处理, 教学目的, 重点, 难点的确定,教案的编写, 教具的准备等）2．课堂教学技能(导入, 提问, 板书, 演示, 讲解, 操练,强化, 变化, 结束, 唱, 画等)3．测试与评价技能（形成性评价、终极性评价；命题、测试、成绩分析）4．课外活动组织技能5．教学研究技能（论文撰写，教改实验）（三）英语课堂教学技能分类1．导入/呈现技能(Presentation)2．提问技能(Questioning)3．板书技能(Blackboard design)4．演示技能(Demonstration)5．讲解技能(Explanation)6．操练技能(Drill and Practice)7．强化技能(Reinforcement)8．变化技能(Variability)9．结束技能(Ending)10．简笔画技能(Blackboard drawing)11．英语游戏组织技能(Games)12．英文歌曲教唱技能(Songs)13．教学语言技能（课堂用语、体态语Classroom Englishand body language）14．课堂调控技能(Classroom Management)15．教学媒体使用技能(Using modern equipments)一、教学设计（备课）技能1．“五备”：1）备教材：2）备学生：3）备教法：4）被教具：5) 备教案:2．英语教案的写法：一、教学目的要求（Aims and demands）1.语言目的(language aims)：①语言知识: 语音、语法、词汇②言语技能: 听、说、读、写③语言功能: 话题、交际2.思想目的(Moralaims):结合课文内容进行思想品德情感教育3.智力目的(Intelligenceaims):自学、观察、思维、记忆、归纳等能力二、教学内容(Contents):语音、语法、词汇、句型、语言功能三、教学重点(Key points/Focus)四、教学难点(Difficult points)五、教学用具(Teachingaids):录音机、磁带、实物、挂图、图片、卡片、小黑板等六、教学过程(Teaching procedure)1.组织教学(Getting organized/Warming up)（2 mins）1)师生问候(Greetings)2)值日生报告(Daily report)3）自由谈话(Free talk)4)交待本节任务(Task of the period)2.复习检查（Revision）（5mins）1) 复习上节所学内容（快速口头复习为住）2) 检查上节布置的作业（口、笔头）3．呈现/介绍/导入(Presentation)（8 mins）1)以旧引新或直观导入（实物、图片、卡片、简笔画、动作、表情、情景）2)引导、启发学生进行观察、分析、对比，从音、形、义上感知新材料4。

2024年教师资格考试高中英语学科知识与教学能力模拟试题与参考答案一、单项选择题（本大题有30小题，每小题2分，共60分）1、In the following sentence, “The teacher was able to engage the students effectively in the lesson,” the word “engage” is used as a(n) _______.A. VerbB. AdjectiveC. NounD. Preposition答案：A解析：In this sentence, “engage” is used as a verb. It indicates an action that the teacher was performing, which is to effectively involve the students in the lesson.2、Which of the following sentence structures is incorrect when describing the relationship between the subject and the object in a high school English classroom activity?A. The subject is the student, the object is the book, and the relationship is “The student reads the book.”B. The subject is the teacher, the object is the class, and the relationshipis “The teacher teaches the class.”C. The subject is the group, the object is the project, and the relationship is “The group completes the project.”D. The subject is the student, the object is the assignment, and the relationship is “The student hands in the assignment.”答案：B解析：Option B is incorrect because it incorrectly describes the relationship. The correct structure should be “The teacher teaches the students,” where “students” is the object that is being taught. The use of “the class” as the object is grammatically incorrect in this context.3、Which of the following strategies is most effective for teaching vocabulary to high school English students?A、Providing students with a large number of examples and definitionsB、Encouraging students to memorize word listsC、Using context clues and word formation techniquesD、Focusing solely on translation exercisesAnswer: CExplanation: Encouraging students to use context clues and word formation techniques (Option C) helps them develop a deeper understanding of vocabulary. This method encourages active learning and critical thinking, which are valuable for long-term retention and application of vocabulary.4、When designing a lesson plan for teaching a complex literary text, whichof the following is the most appropriate order of activities?A、Discussion of literary elements, classroom quiz, individual reading of the text, group presentationB、Reading the text, highlighting important sections, discussion, vocabulary practice, summarizationC、Vocabulary practice, group discussion, individual reading of the text, writing a responseD、Pre-reading introduction, close reading with analysis, group discussion, reflectionAnswer: DExplanation: The most appropriate order for teaching a complex literary text is to begin with a pre-reading introduction to set the context and build prior knowledge. This is followed by a close reading of the text with analysis to examine literary elements and techniques. Group discussion allows for collaborative learning and deeper understanding, and reflection helps consolidate and apply the learning.5、The prefix “dis-” means “not.” Which word does NOT mean “happy” when the prefix is added?A. fortunateB. contentC. pleasantD. delightedAnswer: AExplanation: The prefix “dis-” changes the meaning of “fortunate,” making it “unfortunate” or not fortunate, which does not mean “happy.” The words “content” and “delighted” have a positive connotation and still refer to a state of being happy. The word “pleasant” means enjoyable or agreeable and defines a pleasurable feeling but is not transformed by the prefix “dis-.”6、In the sentence “They had the intention of revising their strategies,” which part of speech is “revise”?A. VerbB. NounC. AdjectiveD. AdverbAnswer: AExplana tion: “Revise” is the base form of a verb and is serving as the main verb in the sentence. It expresses an action or a state of action done by the subject “They.” It is not a noun, adjective, or adverb in this context.7、In the following sentence, which word is a demonstrative pronoun?A. That book is on the table.B. This pen is mine.C. The book on the table is mine.D. Whose book is on the table?Answer: CExplanation: “The” is a demonstrative pronoun that refers to a specific object already mentioned or easily identified. In this case, it refers back to the “book” mentioned in the second part of the sentence.8、Which of the following sentence structures is used to show comparison between two things?A. I like apples more than bananas.B. I like apples as well as bananas.C. I like apples because they are delicious.D. I like apples, and so do you.Answer: AExplanation: Sentence A uses the structure “more than,” which is commonly used to show comparison between two things. The other options do not expressa direct comparison.9、Which of the following statements is an effective way to introduce a new topic in a high school English class?A、Ask students to write a short summary of the last lesson.B、Start with a discussion on a relevant, everyday topic.C、Give out a set of questions related to the next lesson.D、Show a video or a clip to capture students’ attention.Correct Answer: B解析：选项B是一个有效引入新话题的方法，通过讨论一个相关且贴近生活的主题，可以激发学生的兴趣和参与感。

英语教学设计与技能训练综合练习及答案填空题1．教学系统四要素是___________ ___________ ____________ ___________2. 教学设计前期分析是指___________ ___________ ____________3．教学评价对象是___________ ___________ ____________。

4．学习者起点能力分析涉及__________ ___________ ____________ 。

5．教学评价功能_________ ___________ ____________ ___________。

6．教学组织形式涉及__________ ___________ ____________ 。

7．学习内容分析环节涉及_________ ___________ ____________ ___________ __________。

8．教学评价原则_________ ___________ ____________ ___________ __________。

答案：1.学生、教学目的、教学方略、教学评价2．学习需要分析、学习内容分析、学习者分析3．课程材料评价、教师授课质量评价、学生学业成就评价4．学习者认知能力分析、学习者技能起点分析、学习者态度能力分析5．导向功能、调控功能、诊断功能、勉励功能6．集体授课、个别化学习（自学）、小组互相作用7．学习内容分析环节：组织和选取单元、拟定单元目的、拟定学习任务、分析学习任务、评价8．目性原则、客观性原则、整体性原则、指引性原则、科学性原则简答题1．教学设计2．教学阶段涉及哪些？3．学习需要4．学习阶段5．学习风格6．教学方略答案1．运用系统办法分析教学问题和拟定教学目的、建立解决教学问题方略方案、试行解决方案、评价试行成果和对方案进行修改过程。

它以优化教学效果为目，以学习理论、教学理论和传播学为理论基本。

英语教学技能试题及答案一、选择题1. 在英语教学中，以下哪项不是有效的课堂管理技巧？A. 明确规则B. 保持一致性C. 忽略学生行为D. 积极强化答案：C2. 以下哪个教学活动最适合提高学生的听力理解能力？A. 角色扮演B. 阅读理解C. 听力练习D. 写作练习答案：C二、填空题1. 英语教学中，教师应该使用________来激发学生的兴趣。

答案：多样化的教学方法2. 在进行英语口语教学时，教师应该鼓励学生________。

答案：多说多练三、简答题1. 描述三种不同的英语教学方法，并简要说明它们各自的优点。

- 方法一：任务型教学。

优点是能够提高学生的实践能力，使学生在完成任务的过程中学习语言。

- 方法二：交际教学法。

优点是强调语言的实际使用，鼓励学生在真实或模拟的交际情境中使用英语。

- 方法三：语法翻译法。

优点是有助于学生深入理解语言结构，适合语法概念的学习。

四、论述题1. 论述在英语教学中如何平衡语言知识的传授和语言技能的培养。

答案：在英语教学中，平衡语言知识的传授和语言技能的培养可以通过以下方式实现：- 整合教学：将语法、词汇等语言知识与听说读写等语言技能的教学相结合。

- 任务驱动：设计以任务为基础的学习活动，让学生在完成任务的过程中自然地运用和学习语言。

- 反馈机制：提供及时和具体的反馈，帮助学生理解语言知识的运用并改进语言技能。

- 个性化教学：根据学生的需求和兴趣调整教学内容和方法，以激发学生的学习动力。

五、案例分析题1. 阅读下面的教学案例，分析教师在教学过程中可能遇到的问题，并提出改进建议。

案例：一位英语教师在教授新词汇时，只是简单地列出单词和它们的意思，然后要求学生背诵。

答案：- 学生可能对单词的理解不够深入，无法在实际语境中正确使用。

- 缺乏互动和实践，学生可能感到枯燥，影响学习兴趣。

改进建议：- 结合语境教授词汇，例如通过句子或对话来展示单词的用法。

- 采用游戏或小组活动，增加学生之间的互动，提高学习的趣味性。

第1篇IntroductionThe following teaching design is tailored for a middle school English class, focusing on a unit about "Hobbies and Interests." The lesson aims to enhance students' speaking and listening skills while fostering their ability to express their own hobbies and interests. The target age group is 13-15 years old, and the class duration is 45 minutes.Objective1. Knowledge Objective: Students will be able to understand and use key vocabulary related to hobbies and interests.2. Skill Objective: Students will be able to engage in a conversation about their hobbies and interests with their peers.3. Emotional Objective: Students will develop an interest in exploring and sharing their personal hobbies and interests.Teaching Aids- Whiteboard- Projector- Handouts with vocabulary and questions- Audio recording of a conversation about hobbies- Pen and paper for individual activitiesTeaching Procedure1. Warm-up (5 minutes)- Activity: Brainstorming- Ask students to write down their favorite hobbies on the board.- Encourage them to share their hobbies with the class and explain why they enjoy them.2. Presentation (10 minutes)- Activity: Vocabulary Presentation- Introduce key vocabulary related to hobbies and interests (e.g., collect, paint, read, play music, travel).- Use pictures and real-life examples to illustrate the meanings of the words.- Have students practice using the new vocabulary in sentences.3. Practice (15 minutes)- Activity: Role Play- Pair students up and give them a handout with a conversation about hobbies.- Ask them to read the conversation and practice it with their partner.- Monitor and provide feedback on their pronunciation and fluency.- Activity: Group Discussion- Divide the class into small groups.- Provide each group with a list of questions related to hobbies and interests.- Ask the groups to discuss the questions and share their opinions.4. Production (10 minutes)- Activity: Personal Hobbies Interview- Pair students up again.- Each student interviews their partner about their hobbies and interests using the questions provided.- The other student listens carefully and takes notes.- After the interview, the pair swaps roles.5. Assessment (5 minutes)- Activity: Quick Write- Ask students to write a short paragraph about their favorite hobby, using the new vocabulary and structure learned in the lesson.- Collect the writings for assessment.Conclusion- Activity: Sharing and Reflection- Ask students to share their favorite hobby with the class.- Encourage them to reflect on what they learned during the lesson and how they can incorporate their new vocabulary and skills into theirdaily lives.Feedback and ReflectionAt the end of the lesson, collect feedback from students regarding their learning experience. Reflect on the effectiveness of the teaching methods used and identify areas for improvement. Consider the following questions:- Did the students engage actively in the activities?- Did the vocabulary and skills presented align with the learning objectives?- Were the activities appropriate for the age and level of the students?- How can the lesson be adapted to better suit the needs of the students?ConclusionThis practical English teaching design aims to provide a structured and engaging lesson that enhances students' language skills while fostering their personal interests. By incorporating various activities and allowing for individual expression, the lesson encourages students todevelop a love for learning and a deeper understanding of the English language.第2篇Objective:The primary objective of this English teaching design is to enhance students' proficiency in English by integrating technology into the classroom. This approach aims to make learning more engaging, interactive, and effective, while also preparing students for the digital age.Target Audience:This lesson plan is designed for secondary school students in grades 9-12, with a focus on improving their reading, writing, speaking, and listening skills.Duration:One hour per session, for a total of 10 sessions over a month.Materials:- Interactive whiteboard or projector- Computers or tablets for each student- Internet access- Online learning platforms (e.g., Google Classroom, Edmodo)- Textbooks and supplementary reading materials- Flashcards- Markers and whiteboard erasersLesson Overview:The lesson will be divided into four main sections: Warm-up, Introduction, Activity, and Conclusion. Each section will incorporate technology to enhance the learning experience.1. Warm-up (10 minutes):- Activity: Use a PowerPoint presentation to display a series ofpictures related to the upcoming topic. Students will be asked to describe the pictures using complete sentences in English.- Technology Integration: Utilize the interactive whiteboard to allow students to contribute their descriptions directly onto the board.2. Introduction (10 minutes):- Activity: Introduce the new topic by showing a short video clip or a related news article. This will provide context and pique students' interest.- Technology Integration: Use a computer or tablet to project the video or article onto the screen. Encourage students to take notes on key points.3. Activity (30 minutes):- Activity: Divide the class into small groups and assign each group a different task using online learning platforms.- Group 1: Research a specific topic related to the lesson and create a presentation using Google Slides.- Group 2: Write a short story or a poem based on the lesson's theme and post it on a class blog using WordPress.- Group 3: Record a video discussing their understanding of the topic and upload it to a video sharing platform like YouTube.- Group 4: Create a mind map or Venn diagram comparing and contrasting two related topics using an online tool like XMind.- Technology Integration: Provide each group with a computer or tablet and internet access. Encourage students to collaborate and share their work online.4. Conclusion (10 minutes):- Activity: Bring the class back together to share their findings and discuss the common themes they noticed.- Technology Integration: Use the interactive whiteboard to display the groups' presentations, stories, videos, or mind maps. Have each group present their work and invite the class to ask questions or provide feedback.Assessment:- Formative Assessment: Monitor student participation during the activities and provide feedback on their progress.- Summative Assessment: At the end of the unit, administer a writtentest or an oral presentation to evaluate students' understanding of the key concepts.Reflection and Adaptation:- Reflection: After the completion of the lesson, reflect on the effectiveness of integrating technology into the classroom. Consider what worked well and what could be improved.- Adaptation: Adjust the lesson plan as needed to better suit the students' needs and preferences. For example, if a particular activity was not well-received, consider modifying it for the next session.Conclusion:This practical design for English language teaching demonstrates how technology can be effectively integrated into the classroom to enhance the learning experience. By incorporating various digital tools and platforms, teachers can create a more engaging, interactive, and effective learning environment that prepares students for the challenges of the digital age.第3篇IntroductionThe purpose of this English teaching design is to create an engaging and interactive learning environment that incorporates technology to enhance the learning experience of students. This case study focuses on a secondary school English class in China, where the target group is students in Grade 8. The lesson aims to improve students' reading comprehension and vocabulary acquisition skills through the use ofdigital tools and multimedia resources.ObjectiveBy the end of the lesson, students will be able to:1. Comprehend the main ideas and details of a given text.2. Expand their vocabulary through the use of digital dictionaries and interactive games.3. Develop critical thinking skills by analyzing and evaluating the content of the text.4. Demonstrate their understanding of the text through various forms of digital presentations.Materials and Resources1. Interactive whiteboard or computer projector.2. Projector-connected laptop with internet access.3. Digital dictionaries (e.g., Oxford Dictionaries Online).4. Vocabulary-building apps (e.g., Quizlet, Anki).5. Online reading materials (e.g., articles, stories, videos).6. Presentation software (e.g., PowerPoint, Google Slides).7. Handouts with text excerpts and questions.Teaching Procedure1. Warm-up (5 minutes)- Begin the lesson with a quick review of the previous lesson's vocabulary using a digital dictionary.- Engage students in a brief discussion about their weekendactivities using a digital platform (e.g., Padlet) to encourage interaction and participation.2. Introduction (5 minutes)- Introduce the theme of the lesson and the text to be studied using a digital presentation.- Highlight the learning objectives and expectations for the students.3. Pre-reading (10 minutes)- Use a digital platform to show a related video or image to activate prior knowledge and generate interest in the topic.- Distribute handouts with a few questions about the text to be studied. Encourage students to discuss their predictions with a partner.4. Reading (20 minutes)- Project the text on the interactive whiteboard or computer screen.- Divide the text into sections and have students read silently or in pairs.- Use a digital dictionary to look up any unfamiliar vocabulary words.- Encourage students to take notes on key information and main ideas.5. Comprehension Check (10 minutes)- Use a digital platform (e.g., Kahoot!, Quizizz) to assess students' understanding of the text.- Review the answers and discuss any misconceptions or difficult concepts.6. Vocabulary Building (15 minutes)- Introduce new vocabulary words related to the text using a vocabulary-building app.- Have students practice using the new words in sentences or complete exercises on the interactive whiteboard.7. Critical Thinking (10 minutes)- Present a series of questions or prompts that require students to analyze and evaluate the content of the text.- Encourage students to share their opinions and support their arguments with evidence from the text.8. Presentation (10 minutes)- Have students work in groups to create a digital presentation (e.g., using PowerPoint or Google Slides) summarizing their understanding ofthe text.- Allow each group to present their findings to the class.9. Closing (5 minutes)- Conclude the lesson by summarizing the main points discussed andthe new vocabulary introduced.- Assign homework that includes further reading and vocabulary practice.Assessment1. Formative Assessment:- Observe students' participation in discussions and group activities.- Monitor students' use of digital tools and resources during the lesson.- Use digital platforms to assess students' understanding of the text and vocabulary.2. Summative Assessment:- Evaluate students' digital presentations and their ability to summarize the text.- Assign a reflective essay or journal entry where students can express their thoughts on the text and the use of technology in the classroom.ConclusionThis English teaching design incorporates technology to create a dynamic and interactive learning environment that supports students' reading comprehension and vocabulary acquisition skills. By utilizing digital tools and resources, students are able to engage with the material in new and exciting ways, enhancing their learning experience and promoting critical thinking skills.。

《⼩学英语教学设计与案例分析》参考答案（1）《⼩学英语教学设计与案例分析》参考答案⼀.名词解释1.教学设计是指教学指导者和教师依据教育教学理论、教学艺术原理，为了达到某阶段教学⽬标，根据受教育者认知结构，对教学课程、教学内容、教学组织形式、教学⽅法和需要使⽤的教学⼿段进⾏的策划。

2.英语教学游戏:是指在英语教学过程中,针对具体英语教学⽬标，结合特定教学内容，把教学内容融合与⼀定的游戏的形式。

是⼉童普遍喜爱的,能把英语语⾔知识的学习与英语技能的训练有机地结合在⼀起的娱乐活动。

3.教学⼴度:⼀是指注意不同类型的学⽣,让各类学⽣都应得到的发展,⼆是指教学内容的”⼴度”,既包括教学的重点,⼜注意到不同的知识和内容之间的联系及它们之间的迁移关系.4.教学理念:是指教师具有的准备付诸教学⾏动的坚定信念.它既是⼀种观念,也是⼀种⾏动的思考,它是⼀个观念与⾏动的融合体.5.任务型教学:指在教学活动中设定⼀定的任务，让学⽣在完成任务的过程中习得语⾔知识，进⽽培养学⽣的交际能⼒。

它是以具体任务为学习动机、以完成任务的过程为学习过程、以展⽰任务成果的⽅式体现教学成就的教学活动。

6.半圆式教学组织形式:就是以教室的讲台为中⼼，学⽣的桌椅摆成⼀个半圆形的教学组织形式。

7.教学过程:既是⼀项有明确⽬的培养⼈的社会实践活动,⼜是⼀个在教师、学⽣、教学内容、教学媒体之间错综复杂的交互过程.8.英语学科的教育评价:是对英语教育全过程的评价,包括对教学⽬标、教材等教学资源所提供的教学内容、教学模式与⽅法、学⽣学习状况和成就、教师教学能⼒以及对教学质量的评价等.9.前反馈:⼜称前制置反馈,它发⽣在教学设计⽅案的实施之前.它是教学设计者根据前⼀个教学过程的反馈信息,对教学的背景、学⽣的知识能⼒的现有⽔平、学⽣学习新的知识的⼼理准备等因素进⾏分析,从⽽制定教学设计的⽬标和策略的⼀种活动.10.任务型教学活动:是指设定⼀个任务,让学⽣在完成任务的过程中习得语⾔的教学活动。

教资英语试题实战及答案解析-初中（1）一、单项选择题（本大题共 30 小题，每小题 2 分，共 60 分）1.Which of the following shows the correct stress of the word “pedestrian”?A./'pədestriən/B./pədes'triən/C./pədestri'ən/D./pə'destriən/2.Which of the following words has a different stress pattern?A.Facility.B.Caterpillar.munity.D.Accompany.3.Because of the strong sun, the new drawing-room curtains have from dark blue to grey.A.fadedB.paledC.faintedD.blurred4.Which of the following pairs of words are synonyms?A.red—colorB.tall—shortC.petrol—gasolineD.father—father5.We don't know what experiment those researchers would on females to test this hypothesis.A.applyB.carryC.deliverD.perform6.Tom said he would go to Hong Kong for winter vacation and he go.A.didB.hadC.doesD.will7.It is forbidden faster than 60 km/h on this highway.A.to drivingB.to driveC.being drivenD.to be driven8.In the sentence “It’s no use crying over the spilt milk”, the italicized part is.A.an objectB.an adverbialC.a subjectD.a complement9.Which of the following describes the function of the sentence “It is a nice day, isn't it”?rmative.B.Phatic.C.Directive.D.Performative.10.Which of the following describes the process in which one's language ability is developed in natural and everyday situation?A.Performance.petence.C.Learning.D.Acquisition.11.What role does he/she play when a teacher explains the purpose of a task, the steps to do it and its time limit?A.An organizer.B.An observer.C.An evaluator.D.A prompter.12.What does he/she intend to do when a teacher writes the following sentences “She gets up early. She wears a uniform. She works very hard.” on the blackboard at the presentation stage?A.Practicing sentence patterns using model sentences.B.Checking if students can pronounce the sentences correctly.C.Monitoring whether students can accurately express their ideas.D.Drawing students’ attention to the form of a new language item.13.W hat skill does he/she use when a student uses language knowledge and contextual clues to figure out the meaning of a new word?A.Contrasting.B.Summarizing.C.Deducing.D.Predicting.考点：语言教学知识与能力-词汇教学14.S upplementing, deleting, simplifying and reordering are often used in.A.adapting teaching materialsB.delivering teaching materialsC.evaluating teaching materialsD.presenting teaching materials考点：教学常识--教材编写与修订15.W hich of the following is least recommended at the lead-in stage in a reading class?A.Activating students' schema of the topic.B.Giving advice on how to use reading strategies.C.Sharing background information about the text.D.Correcting language mistakes students have made.考点：语言教学知识与能力--阅读教学16.W hich of the following best describes the phenomenon that learners apply the skills acquired in one field to another?A.Transfer.B.Deduction.C.Contextualization.D.Induction.考点：学习方法17.I f the focus is placed on , students are supposed to go through the stages of drafting, receiving feedback, and revising before submitting the final version of their writings.A.productB.processC.genreD.format考点：语言教学知识与能力--写作教学18.W hat would he/she do in a reading class if a teacher wants to develop students' inferential comprehension?A.Asking them to retell the story.B.Asking them to underline difficult sentences.C.Asking them to read the text sentence by sentence.D.Asking them to read the text for implied meaning.考点：语言教学知识与能力--阅读教学19.W hich of the following activities can be used if the focus is on developing students' oral fluency in English?A.Blank-filling.B.Story-telling.C.Transformation.D.Translation.考点：语言教学知识与能力--口语教学20.W hat is the focus when a teacher says to the class “ Rewrite each of the following sentences using the passive voice.”?A.Skill.B.Meaning.C.Structure.D.Function.考点：语言教学知识与能力--语法教学考点归纳二、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。

《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。

教学设计题英语参考答案教学目标：1. 知识与技能：学生能够掌握本课的词汇和句型，能够正确使用这些词汇和句型进行基本的英语交流。

2. 过程与方法：通过小组合作和角色扮演等活动，学生能够提高英语听说能力，培养英语思维。

3. 情感态度与价值观：激发学生学习英语的兴趣，增强学生跨文化交流的意识。

教学重点：1. 本课的关键词汇和句型。

2. 学生能够运用所学知识进行实际交流。

教学难点：1. 词汇和句型的灵活运用。

2. 学生在实际交流中的语言表达能力。

教学方法：1. 任务型教学法。

2. 合作学习法。

3. 情景教学法。

教学准备：1. 教学课件，包括词汇卡片、句型示例和情景图片。

2. 录音设备，用于播放听力材料。

3. 小组讨论所需的材料，如白板、记号笔等。

教学过程：Step 1: Warm-up (5 minutes)- Greet the students and ask them about their day to create a comfortable atmosphere.- Play a short English song related to the topic to engage the students.Step 2: Presentation (10 minutes)- Introduce the new vocabulary and phrases using visual aids and examples.- Elicit the meaning of the new words from the students and provide feedback.Step 3: Practice (15 minutes)- Organize students into small groups and give them a list of sentences to complete using the new vocabulary.- Walk around the classroom to provide assistance and monitor their progress.Step 4: Production (15 minutes)- Present a scenario for a role-play activity where students need to use the new vocabulary and phrases.- Allow students to prepare their role-plays and then perform them in front of the class.Step 5: Consolidation (10 minutes)- Conduct a quick quiz to reinforce the new vocabulary and phrases.- Provide immediate feedback and clarify any misunderstandings.Step 6: Summary (5 minutes)- Summarize the key points of the lesson and highlight the importance of the vocabulary and phrases.- Encourage students to practice using the new language outside of class.Step 7: Homework (5 minutes)- Assign homework that includes writing a short paragraph using the new vocabulary and phrases in a context of their choice.Assessment:- Formative assessment will be conducted through class participation, role-play performances, and the completion of the practice sentences.- Summative assessment will be based on the homework assignment and a follow-up test.Differentiation:- Provide additional support to students who struggle with the new vocabulary through one-on-one assistance oradditional practice materials.- Challenge advanced students with more complex sentences or additional vocabulary related to the topic.Reflection:- Reflect on the effectiveness of the lesson and consider any adjustments needed for future lessons.- Seek feedback from students on their understanding and engagement with the lesson.Conclusion:This lesson plan aims to provide a comprehensive approach to teaching English vocabulary and phrases, ensuring that students not only understand the language but also have the opportunity to use it in meaningful ways. The inclusion of various activities caters to different learning styles and promotes active engagement in the learning process.。

英语综合教程参考答案在英语综合教程的学习过程中，参考答案是学生复习和自我检验的重要工具。

以下是一套详细的参考答案，旨在帮助学生更好地理解课程内容，并提高英语应用能力。

Unit 1: Greetings and Introductions1. Vocabulary Exercises- 1.1) Greetings: Hello, Hi, Goodmorning/afternoon/evening.- 1.2) Introductions: My name is, Nice to meet you, How do you do.2. Grammar Focus- 2.1) Present simple tense: She is a student. They are teachers.- 2.2) Be verb forms: I am, You are, He/She/It is,We/You/They are.3. Listening Comprehension- Listen to the dialogue and identify the greetings and introductions used.4. Speaking Practice- Role-play a meeting between two people, using appropriate greetings and introductions.5. Reading Comprehension- Read the passage about different ways to greet people in various cultures and answer the questions.6. Writing Task- Write a short paragraph introducing yourself to a new classmate.Unit 2: Daily Routines1. Vocabulary Exercises- 1.1) Daily activities: Wake up, brush teeth, have breakfast, go to school/work.- 1.2) Time expressions: At, in themorning/afternoon/evening, on time, late.2. Grammar Focus- 2.1) Present continuous tense: She is having breakfast. They are going to school.- 2.2) Adverbs of frequency: Always, usually, sometimes, never.3. Listening Comprehension- Listen to the descriptions of daily routines and match them with the correct person.4. Speaking Practice- Discuss your daily routine with a partner and ask questions about theirs.5. Reading Comprehension- Read about different daily routines of people fromaround the world.6. Writing Task- Write a diary entry describing your typical day.Unit 3: Food and Dining1. Vocabulary Exercises- 1.1) Food items: Apple, pizza, rice, steak.- 1.2) Dining expressions: Order, serve, enjoy, delicious.2. Grammar Focus- 2.1) Present perfect tense: I have eaten. They have tried.- 2.2) Modal verbs: Can, could, may, might.3. Listening Comprehension- Listen to a conversation at a restaurant and note the food ordered.4. Speaking Practice- Practice ordering food at a restaurant with a partner.5. Reading Comprehension- Read about various types of cuisine from around the world.6. Writing Task- Write a review of a restaurant you recently visited.Unit 4: Travel and Transportation1. Vocabulary Exercises- 1.1) Modes of transportation: Car, train, plane, bus.- 1.2) Travel phrases: Departure, arrival, ticket, luggage.2. Grammar Focus- 2.1) Future simple tense: I will travel. They will go.- 2.2) Future continuous tense: She will be traveling.They will be arriving.3. Listening Comprehension- Listen to travel plans and identify the mode of transportation used.4. Speaking Practice- Discuss your ideal vacation and how you would get there.5. Reading Comprehension- Read about different travel destinations and their attractions.6. Writing Task- Write a travel itinerary for a trip you would like to take.Unit 5: Work and Career1. Vocabulary Exercises- 1.1) Job titles: Teacher, doctor, engineer, manager.- 1.2) Workplace expressions: Interview, promotion, office, project.2. Grammar Focus- 2.1) Passive voice: The project is managed by her. The interview will be conducted.- 2.2) Conditional sentences: If I get the job, I willmove to a new city.3. Listening Comprehension- Listen to job interviews and identify the qualifications of the candidates.4. Speaking Practice- Role-play a job interview with a partner.5. Reading Comprehension- Read about different career paths and their requirements.6. Writing Task- Write a cover letter for a job application.Unit 6: Hobbies and Interests1. Vocabulary Exercises- 1.1) Hobbies: Reading, painting, playing。