2017下半年全国教师资格笔试重要分析高中英语

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2017年教师资格证中学高中英语考试备考经验

2017年教师资格证中学高中英语考试备考经验“2017年教师资格证中学高中英语考试备考经验”一文由教师资格考试栏目整理，希望可以帮到广大考生，欢迎广大考生前来阅读!我参加的是全国教师资格证统考。

我笔试时间是11月3日，考试科目是：教育知识与能力(84分)，综合素质(76分)，高中英语学科能力(74分);面试时间是12月29日，考试科目是：中学英语(合格)。

我的考试成绩不高，不过好在一次性都通过了。

下面是我的备考经验，希望对大家有所参考。

我备考笔试是从10月13号开始。

我没有报补习班。

自学用是考试用书(教育知识+综合素质)和题库练习。

我报考高中英语就做了一次高考英语试卷，所以一点也没复习，上考场就傻眼了，不过好在平时读书比较杂，应付过去了，险过。

这将近半个月里我也有不少课要上，所以给自己定了为期2周的计划：第1周看完两本教材并结合着做章节习题，第2周大量做模拟试题和冲刺试题。

我没有逃课的习惯，但是我还是会每天腾出3小时左右学习。

每周学习时间大概在17个小时的样子。

我看教材会给自己定计划，规定每天要看的页数，我就先把教材大致的看了一遍，记下了一些主要内容。

这两本书不算枯燥，都是些心理学和教育学的理论、实际的教学问题，看起来挺有意思的。

看完书之后，我就进入233教师资格网的章节习题里练习，以此来巩固知识点。

第2周开始，我就进入模拟考场里做模拟题并在线模考，一次一次的练习让我对考试题型和考试重点有了一定的了解。

到了最后几天，我主要是复习了选择题，以试卷为主，问答题答案不详细，就会回到课文里再看一遍详细解释。

考试的前一天我提前去看了考点，熟悉了一下环境，计算了一下到达需要的时间。

考试当天要连考3科，综合素质和教育知识考2小时，学科能力考1.5小时。

早上8：30开始第一科综合素质，下午1:00开始教育知识，4：30开始考学科能力。

综合素质和教育知识的题型和模拟试卷差不多。

我考的是高中英语学科能力，这里讲一下：有大概20个选择题，语法、词汇、文化常识和教学法;之后是两篇英文阅读、一篇教学活动评析，最后是设计教案，要求全英文写作。

2017下半年教师资格证考试《英语学科知识与教学能力》(高级中学)真题及答案

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（高级中学）注意事项：1．考试时间120分钟，满分150分。

2．请按规定在答题卡上填涂、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.The sound of“th”in“thin”is ______.A. voiceless, dental, and fricativeB. voiced, dental and fricativeC. voiceless, dental, and affricativeD. voiced, dental, and affricative2. Of all the following pairs of words，______ is a minimal pair.A. boot and boughtB. deep and dogC. either and neitherD. ghost and best3. ______ can fly very high in ______ sky.A. The birds…theB. The birds…/C. Birds…theD. Birds…/4. In my opinion she is kind and polite, so I put her rudeness today down as ______.A. ordinaryB. untimelyC. progressiveD. accidental5. With spring approaching, the pink of the apple-blossom is beginning to ______.A. showB. growC. riseD. ascend6. Mr. Woods, I am here just in case anything out of the ordinary ______.A happensB happenC would happenD. will happen7. I look back on this pleasant holiday in Beijing with ______ pleasure.A. anything butB. all butC. everything butD. nothing but8. Tom, take this baggage and put it ______ you can find enough space.A. whichB. in whichC. whereverD. whereas9. What is the main rhetoric device used in“T he Pentagon was divided on the air strike.”?A. Synecdoche.B. Metonymy.C. Metaphor.D. Oxymoron.10. Which inference in the brackets of the following sentences is a presupposition?A. Ede caught a trout. (Ede caught a fish.)B. Don’t sit on Carol's bed. (Carol has a bed.)C. This blimp is over the house. (The house is under the blimp.)D. Coffee would keep me awake all night. (I don't want coffee.)11. Which of the following instructions is helpful in developing students, ability to make inferences?A. Listen to a story and write a summary.B. Listen to a story and work out the writer's intention.C. Listen to the story of a boy and then draw a picture of him.D. Listen to a story and note down the specific date of an event.12. The most suitable question type to check students comprehension and develop their critical thinking is ______.A. rhetorical questionsB. referential questionsC. close questionsD. display questions13. Diagnostic test is often used for the purpose of ______.A. finding out what students know and don’t knowB. measuring students' general language proficiencyC. knowing whether students have the right language aptitudeD. checking whether students have achieved the teaching objectives14. Which of the following activities is often used to develop students' speaking accuracy?A. Identifying and correcting oral mistakes.B. Acting out the dialogue in the text.C. Having discussions in groups.D. Describing people in pair.15. If a teacher asks students to make their own learning plan, he/she is trying to devel op their ______.A. cognitive strategyB. affective strategyC. communicative strategyD. metacognitive strategy16. When a teacher tells the students that the word“dog” may imply“loyalty”, he/she is teaching the ______ of the word.A. denotative meaningB. collocative meaningC. conceptual meaningD. connotative meaning17. Which of the following is the last step in the process of writing essays?A. Editing the writings.B. Writing topic sentences for paragraphs.C. Gathering information and ideas relevant to the topic.D. Organizing the information and ideas into a logical sequence.18. The main purpose of asking questions about the topic before listening is to ______.A. meet students' expectationB. increase students' confidenceC. activate students' schemataD. provide feedback on tasks19. If a teacher asks students to fill in the blanks in a passage with“that”，“which”or“whom”，he/she is least likely focusing on grammar at ______.A. lexical levelB. syntactic levelC. discourse levelD. morphological level20. If a teacher asks students to talk about their hobbies in groups, he/she is trying to encourage ______.A. peer correctionB. peer feedbackC. peer interactionD. peer assessment请阅读Passage1，完成第21～25小题。

2017下半年全国教师资格笔试高分攻略(高中英语科目)

2017下半年全国教师资格笔试高分攻略《英语学科知识与教学能力（高级中学）》第一部分考情分析一、历年考题分析（一）题型题量全国教师资格笔试《英语学科知识与教学能力》（高级中学）考试包含模块：语言知识与能力、语言教学知识与能力、教学设计、教学实施与评价。

其题型题量具体分布如下：通过对历年考题以及考试大纲的分析，我们得出这样的数据：《英语学科知识与教学能力》（高级中学）笔试中主观题所占的分值比重较大，约为60%，客观题部分比重较小，约为40%；另外，学科知识所占比重约为27%，而教学能力比重约为73%，远远超越学科知识比重。

（二）考点分布二、命题规律总结全国教师资格笔试《英语学科知识与教学能力》（高级中学）笔试试卷结构基本上由单项选择题、简答题、教学情境分析题和教学设计题构成。

单项选择题：前10道题主要是由词法、句法、语言学和情景交际知识构成，其中对词法的考查较多，语言学考点较灵活，前两年的命题热点是语音学和音系学，近年来开始加强对语义学和语用学的考查；接下来的10道题基本上是对教学理论知识的考查，考情比较稳定，涉及的知识点较全面，旨在要求考生掌握英语教学所必需的理论知识和基本技能，树立正确的教育观念；后10道题是阅读理解题目，基本上是两篇，每篇设题5道，阅读题材以人文科技类为主，也会涉及与教育教学相关的材料，大多数文章都选自外文网站，考生备考过程中可加强阅读。

简答题：考查点比较明确，需要考生根据对理论知识的掌握和理解进行作答，主要答题思路：①读题找关键词。

②熟悉教学理论体系，了解出题人心理，紧靠理论框架，不跑题不偏题。

③理清思路，不长篇大论重复答题。

教学情境分析题：考查对于教学法、教学设计、教学实施的综合理解和灵活运用。

教学设计题：考查学生根据教学材料进行教学设计的能力，考查形式比较统一，要求全英文作答。

这就要求考生既要掌握相关的英语教学理论知识，又要了解教学的各个环节，力求设计内容清晰、准确，促进教学目的的实现。

2017 全国教师资格证考试面试真题高中英语

2017 全国教师资格证考试面试真题高中英语
一、面试流程
二、
到了之后先存包，等候，签到分组，一拨人分两组，先后考的顺序；进而去抽签。

抽完之后让你签字，不让看，不留时间看，直接装进考务信封，所以记得瞄几眼；
然后等待，去考场；
进考场后，敲门或者询问是否可以进来了，问候，开始考试。

结构化面试，两道题一块儿问，自己记住问题啊
然后思考片刻，作答，要求答够五分钟，不够让你再次思考，补充作答。

结束后，进行试讲，拿自己的教案，开始试讲；
试讲后，面试官会询问问题，成为答辩环节，结束，评语，say goodbye！擦黑板！
二、面试内容
我考完了，面试分为语音、语法、阅读、词汇。

（我不幸抽到了语音！！！）
语法有人考了v+ing用法，动名词gerund，分词participle；定语从句attributive clause, antecendent, relative pronoun; 虚拟语气subjective clause；
词汇就是讲解词汇课，思维导图讲解；例句等；
阅读就是套路讲法，一切记得leadin即可；
语音有语调tone；升降调；重音；发音等
总结就是，写教案的时候打草稿，写关键词，自己能记住流程，注意连贯性；重点在嘴上嘟囔几遍。

存人品，祝大家都过！都为祖国未来做贡献！。

2017中小学教师资格证面试-高中英语真题总结

3.语篇衔接词but、however材料内容是有关莫扎特、贝多芬。

考定语从句。

18.听力课关于minibus and pedicabs19.语法课材料与poetry有关，要求讲划线的两个句子，知识点是定语从句，以及that 当从句宾语时可以省略。

专四、高中英语教师资格证备考必备知识2

名词注:适用对象:英语专业学生或者备考高中英语教师资格证的人,适合英语水平较高学习者。

整理的都是些比较专业,并且是容易出错的知识点,较为常见或者比较基础的内容则无太多。

红色字体为建议背诵内容。

名词的分类:专有名词proper noun和普通名词common noun。

普通名词可分为:可数名词:个体名词individual noun,集体名词collective noun不可数名词:物质名词material noun,抽象名词abstract noun。

集体名词的数1.通常作不可数名词的集体名词Clothing furniture baggage/luggage equipment jewelry traffic information foliage machinery merchandise pro-duce助记口诀:衣物珠宝行李家具商品信息交通机械设备叶子产物风景这类集体名词的用法与不可数名词相当。

(1)形式上总是单数,没有复数形式,作主语时,谓语用单数。

Our clothing protect s us from cold.The machinery is made in China.(2)不可直接与a(an)或数词连用。

表数量时用much,littile,some,a piece of,an article of等。

Each room has four pieces of furniture.(3)若需要使用代词,用单数代词。

Do you want to see my jewelry? It is in the box.真题提炼-I like your furniture very much.-Thank you. We bought most of it in Shanghai.2.作可数名词的集体名词可分为三种情况。

(1)既可作单数也可作复数的集体名词People herd flock family team government crowd committee council crew staff party firm company jury couple board group gang media army enemy union audience public mankind hair助记口诀:人民政府全体人员陪审团全体职员听众公众家人这些集体名词看做一个整体时,用作单数,且常常与定冠词the连用;若强调集体中的各个成员,则看作复数。

教师资格考试试卷高中英语真题及解析

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(高级中学)1.The sound of“th”in the word“thin”is a ZZZA.Voiceless dental and fricativeB.V oiceless dental and affricativeC V oice dental and fricativeD.Voice dental and affricativeA【解析】这个音是把舌头尖放在上下牙齿之间，发丝音，摩擦音。

2.Of all the following pairs of words,ZZZ is the minimal pair?A.boot and boughtB.deep and dogC.either and neitherD.ghost and bestA【解析】略。

3.ZZZ can fly very high in ZZZ sky.A.The bird;theB.The bird;C.Birds;theD.Birds;/C【解析】考查指示代词。

birds是泛指，所以前面不需要加the；in the sky是固定搭配，所以答案选C。

4.In my opinion,she is kind and polite,so I put her rudeness today down as ZZZ.A.ordinaryB.untimelyC.progressivelyD.accidentallyD【解析】考查副词辨析。

句意：在我看来，她很善良，很有礼貌，所以我今天就把她的粗鲁行为当作一次意外。

ordinary“普通的，平常的”；untimely“不合时宜地，过早地”；progressively“渐进地，日渐增多地”；accidentally“意外地，偶然地”，选项D符合句意。

5.With spring approaching,the pink of the apple blossom is beginning to ZZZ.A.showB.growC.riseD.ascendA【解析】考查动词辨析。

2017下半年全国统考教师资格证真题《综合素质》(中学)解析英文版

2017下半年全国统考教师资格证真题《综合素质》（中学）解析英文版2, in accordance with the provisions, in sheet full filling and answer, please.The paper on answer is invalid, not score.(a total of 29 item, this big question each item 2 points, 58 points)Each item in the list of only one of the four alternatives is in conformity with the requirements of the subject with a 2 b pencil, please put the corresponding questions the answers on the answer sheet letters painted black as required.Wrong to choose, multiple-choice or not no points.1. In biological experiments, Korean teachers guide students to complete a prepared throughout fills up the topic: "experimental process one: from flask into ____ ____ flask number..."" microscope take mirror and placement: the right hand clenched ____ left hand hold ____..."This suggests that the Korean teacherB. a. teaching idea teamship teaching attitudeC. d. improper teaching evaluation education misconductA reference answer 】【 (reform is mainly designed to make students obtain the indirect experience, teachers need to have the idea of quality education, the Korean teacher is done by the students on purpose, so belong to the exam-oriented education concept.)2. The comprehensive practice activity, teachers design the theme for the investigation of tourism resources "society".Some students of an old pagoda are interested in building materials, style, in guiding after a complete investigation report, it segments the teacher this part and guide students to determine the new topic - "the tower building materials, style and protection".For the period of the teacher's method, the following evaluation is inappropriateB. a. to respect the students' learning needs to cultivate the students' exploring consciousnessC. has inspired the students' interest in learning d. corrected student's research methodReference answer 】【 D (section of the teacher in the whole teaching,inspire revulsive students independently subject, did not impose their consciousness on students' learning.)3. The following teaching language, is conducive to promoting students' learningA. "if you read loudly, no feelings A little.You try again."B. "the student is not accurate, just now is me."C. "the classmate speech did not repeat the previous classmate had said, and have their own point of view, is very good!"D. "please think about it, just this two classmates report conclusion, what's the difference?"Reference answer 】【 B (B option in the teachers take the initiative to help students to answer the question, ignoring the students' subjective initiative.The questions to answer when available method to solve.4. Over the years, once the teacher insisted that students use reflection record, log or growth record bag, and other ways to record the learning process, and guide students to continuously optimize record method, once the teacher's approachA. ignore students' developmental b. ignore the differences of studentsC. respect the student's creative d. respect the autonomy of studentsReference answer 】【 D (the first was the teacher's approach is the right, so exclude a. two.Reflection, record the learning process, reflect the students' autonomy.5. The national medium and long-term education reform and development outline (2010-2020) years, are to education on the strategic position of priority development.Understanding of the education priority development strategy, the following options is not appropriate.B. a. fiscal expenditure on education funds first guaranteed social resources to the education priority areasC. economic and social development planning first arrange education development d. public resources can meet the needs of education and human resources developmentThe reference answer 】【 B.Zou Mou 6. Middle school students in the class play mobile phone games, the teacher in charge teacher wang discovered, there and then deleted Zou Mou game account and his purchase of the equipment, and to truly Zou Mou don't play gamesin class.After class, teacher wang Zou Mou to return the phone.The practice of teacher wang.A. legal, teachers have the right to criticize and disciplining students b. illegal, violated Zou Mou property rightsC. legal, teachers have no right to seize students phone d. illegal, violates the Zou Mou privacyThe reference answer 】【 B7. The administrative department for education in a given area without open tender, two weak local public schools that are directly related to the transferred to a private education group to undertake, and regulations, according to the market price for all students at the school fees.The practice of theadministrative department of education in the region.A. legal, which is beneficial to promote the development of the connotation of the school itselfB. legal, to achieve the balance of high quality education resources sharingC. illegal, may not change or in a disguised form the name of any change the nature of the public schoolsD. illegal, in any way or reason to avoid the principle of open tender requirementsThe reference answer 】【 C8. A secondary regulation, active to participate in the school laboratory activity area teaching and research section of teachers, the title promotion, (the selection of priority, the practice of the school.A. legal, which is beneficial to the right of teachers' scientific research implementation and guaranteeB. legal, which is beneficial to teachers' teaching freedom to implement and guaranteeC. illegal, invasions on the rights of the other teachers enjoy equal treatmentD. illegal, in violation of the teacher evaluation objective and fairprinciple【 reference answer 】 A (legally, the school encourage teachers toparticipate in the organization of teaching and research section of experimental activities, so beneficial to teachers' scientific research power implementation.) At the middle school chemistry teacher Song Mou is 9. Organize students to experiment, student li mou due to borrow the classmate sitting opposite experiment table pen, knocked down the alcohol lamp, alcohol in this group of students Han Mou splashing on their hands and burn, causing Han Mou hand skin burns.In the accident, shall be liable for compensationA. schools and Song MouB. Song Mou and li mou's guardianC. schools and li mou's guardianD. li mou's guardian and Han Mou's guardianThe reference answer 】【 C.10. Pingyuan long-term abuse, abuse, biological son xiaoguang, still don't repent after education by the relevant units.On the basis of the minors of the People's Republic of China protects a law "the local people's court may take measures isA. revoke pingyuan guardian qualification b. give pingyuan administrative sanctionsThe required on d. c. instruct theapology pingyuan pingyuan compensate for the losses【 reference answer 】 A (according to the minors protection act, the guardian if there is abused, beating, child abuse behavior, may revoke the guardian.) 11, in order to improve the students' legal consciousness, to prevent the possibility of minors crime, school proposed the adoption of countermeasures.The following options is incorrectA. employed outstanding lawyer for law education is of part-time teachersB. the appointment of the local police station police acting as legal counselors off-campusC. require education the minor students' parents to cooperate to carry out the rule of lawD. ask the teacher in charge shall bear the liability for minor students careD the reference answer 】【 (responsibility in respect of the teacher in charge not bear children)12. During a thunderstorm weather, a secondary school buildings have been struck by lightning, a number of students of different level were wounded.After investigation, due to the building lightning protection measures were not taken, this causes students to be struck by lightning.Which of the following legal responsibility for the accident that is correctA. the school without legal responsibilityB. school fault responsibilityC. the school shall bear the liability without faultD. the school shall bear the compensation responsibilityThe reference answer 】【 B (fault liability principle, and the school there is no regular check school buildings and timely maintenance)13. P.E. class, sitting on the playground to Sue the teacher found that zhang gang, inquired, zhang gang said: "my best friend is gone, I'm sorry!"Sue the teacher ever watch zhang gang, chat with him.One day, zhang gang cried and told Sue the teacher: "my best friend is my dad, he died in an accident!"So, Sue the teacher often teach him, help him came out from the sadness.To Sue the teacher's behavior, the following is trueA. prefer zhang gang, failed to pay close attention to other studentsB. concentrate on teaching, need not assume other responsibilitiesC. careful observation, timely capture taught since the opportunityD. invasion of privacy, interfere with students' private livesC reference answer 】【 careful observation on (PE)14, Mr Li had many times the provincial teaching contest, 35, was reviewed top senior titles.In the school or other young teacher "teacher".But he still insist on learning, actively participate in discussion of the teaching, some colleaguesdon't understand, that Mr Li is a "no life".For Mr Li's behaviour, the followingis trueA. teachers need to continuously improve the level of education teachingB. teacher development should first consider the solidarity and collaborationC. high school teachers don't need a profound theoretical knowledgeD. high school teachers should arrange spare timeA (reference answer 】【 basic obligation of the education teaching duty is A teacher, teachers should constantly improve their knowledge accomplishment, lifelong learning.Subject or exclusions)15. Wang Ming classmates bad grades, strained relationship with teacherxia.One day, wang Ming quietly wrote on the blackboard "summer so-and-so is afool!"Stormed summer after the teacher finds out, repeatedly forced to wang Mingin front of the class with his profound review, in the summer of the teacher's behaviorA. right, which is beneficial to inhibit other students of similar behaviorB. right, should safeguard the dignity and authority of the teachersC. is not correct, should not be so tolerant to such studentsD. is not correct, not conducive to build a good relationship between teachers and students。

2017年下教师资格证高级英语真题答案

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（高级中学）参考答案及解析一、单项选择题1．【答案】A。

解析：本题考查辅音的发音。

本题属于语音知识，也属于语言学中语音学的知识。

th字母组合在单词thin中发/θ/音，发此音时，声带是不振动的，即不带声的（voiceless）；另外，发/θ/音时舌头要顶住牙齿，所以叫齿音（dental)；按照发音方式，它是空气通过与牙齿摩擦发出的声音，属于擦音（fricative）。

故本题选A。

2．【答案】A。

解析：本题考查音系学中的最小对立体。

最小对立体（minimal pair）指除了出现在同一位置上的一个音之外其余都相同的两个语音组合。

在音位分析中，只涉及一个音素差别的对立体叫做最小对立体。

如pen[pen]和ben[ben]。

几个选项中只有A项中两个单词的元音发音不同，前后两个音都是爆破音/b/和/t/。

故本题选A。

3．【答案】C。

解析：本题考查冠词。

句意为“鸟可以在天空中飞得很高”。

“不定冠词+单数名词”或单个复数名词可表示一类，这里birds指的是鸟类，表示泛指，不加定冠词；sky是世界上独一无二的事物，前面用定冠词the修饰。

故本题选C。

4．【答案】D。

解析：本题考查形容词辨析。

句意为“在我看来她是善良和有礼貌的，因此我认为她今天的粗鲁是偶然的”。

ordinary“普通的”，untimely“过早的，不适时的”，progressive“进步的；进行的”，accidental“意外的，偶然的”。

故本题选D。

5．【答案】A。

解析：本题考查动词辨析。

句意为“随着春天的到来，粉红的苹果花开始出现在枝头”。

show“露出，出现，显现”，grow“生长”，rise“上升”，ascend“攀登，上升”。

此处春天到来，粉红的苹果花应该是显露出来，故本题选A。

6．【答案】A。

解析：本题考查状语从句及其时态。

句意为“伍兹先生，我在这里只是以防不寻常的事情发生”。

2017年下教师资格证高级英语真题

2017下半年中小学教师资格证考试英语学科知识与教学能力试题（高级中学）注意事项：1．考试时间120分钟，满分150分。

2．请按规定时间在填涂、作答。

在试卷上作答无效，不予评分。

错选、多选或未选均无分。

1.The sound of“th”in“thin”is().A.voiceless,dental,and fricativeB.voiced,dental,and fricativeC.voiceless,dental,and affricativeD.voiced,dental,and affricative2.Of all the following pairs of words,()is a minimal pair.A.boot and boughtB.deep and dogC.either and neitherD.ghost and best3.()can fly very high in()sky.A.The birds…theB.The birds…/C.Birds…theD.Birds…/4.In my opinion she is kind and polite,so I put her rudeness today down as().A.ordinaryB.untimelyC.progessiveD.accidental5.With spring approaching,the pink of the apple-blossom is beginning to().A.showB.growC.riseD.ascend6.Mr.Woods,I am here just in case anything out of the ordinary().A.happensB.happenC.would happenD.will happen7.I look back on this pleasant holiday in Beijing with()pleasure.A.anything butB.all butC.everything butD.nothing but8.Tom,take this baggage and put it()you can find enough space.A.whichB.in whichC.whereverD.whereas9.What is the main rhetoric device used in“The Pentagon was divided on the Air strike”?()A.SynecdocheB.MetonymyC.MetaphorD.Oxymoron10.Which inference in the brackets of the following sentences is a presupposition?()A.Ede caught a trout.(Ede caught a fish.)B.Don’t sit on Carol’s bed.(Carol has a bed.)C.This blimp is over the house.(The house is under the blimp.)D.Coffee would keep me awake all night.(I don’t want coffee.)11.Which of the following instructions is helpful in developing students’ability to make inferences? ()A.Listen to a story and write a summary.B.Listen to a story and work out the writer’s intention.C.Listen to the story of a boy and then draw a picture of him.D.Listen to a story and note down the specific date of an event.12.The most suitable question type to check students’comprehension and develop their critical thinking is().A.rhetorical questionsB.referential questionsC.close questionsD.display questions13.Diagnostic test is often used for the purpose of().A.finding out what students know and don’t knowB.measuring students’general language proficiencyC.knowing whether students have the right language aptitudeD.checking whether students have achieved the teaching objectives14.Which of the following activities is often used to develop students’speaking accuracy?()A.Identifying and correcting oral mistakes.B.Acting out the dialogue in the text.C.Having discussions in groups.D.Describing people in pair.15.If a teacher asks students to make their own learning plan,he/she is trying to develop their().A.cognitive strategyB.affective strategymunicative strategyD.metacognitive strategy16.When a teacher tells the students that the word“dog”may imply“loyalty”,he/she is teaching the of the()of the word.A.denotative meaningB.collocative meaningC.conceptual meaningD.connotative meaning17.Which of the following is the last step in the process of writing essays?()A.Editing the writings.B.Writing topic sentences for paragraphsC.Gathering information and ideas relevant to the topic.anizing the information and ideas into a logical sequence.18.The main purpose of asking questions about the topic before listening is to().A.meet students’expectationB.increase students’confidenceC.activate students’schemataD.provide feedback on tasks19.If a teacher asks students to fill in the blanks in a passage with“that”,“which”or“whom”,he/she is least likely focusing on gammar at().A.lexical levelB.syntactic levelC.discourse levelD.morphological level20.If a teacher asks students to talk about their hobbies in groups,he/she is trying to encourage ().A.peer correctionB.peer feedbackC.peer interactionD.peer assessment请阅读Passage1,完成第21-25小题。

2017下半年教师资格证高中英语面试试卷

2017下半年教师资格证高中英语面试试卷第一批二、考题解析【教案】Teaching AimsKnowledge aim: Students will recognize the liaison in the target passage and memorize the liaison rules.Ability aim:1. Students can work out the liaison rules through listening, pair work and the guidance from the teacher.2. Students can apply the liaison rules into practice and express themselves in a more idiomatic way through imitating, spea and reading.Emotional aim : After this lesson, students will be more confident in spea English.Teaching Key &Difficult PointsKey point: Students can master the liaison rules.Difficult point: Students can apply the rules into practice.Teaching procedures:Step 1: Warming up1. Play the music video Father issued by Guitar Cover and have a free talk about “the impressive story between you and your father”.2. Ask the students to think over the question: what have you done for your father. Step 2: Presentation1. Ask the students to read the passage on the textbook aloud after the tape and ask why you can’t catch the speed of the tape. Explain there are some liaisons in the passage.2. Ask students to circle all of the liaison in the target material through listening to the tape.3. Ask students to work in pairs to find out the rules of liaison by classifying whether a word is ended with a consonant and the following word is initiated witha vowel.4. Lead the students to read the liaison after the teacher and tell students liaison happens when a word is ended with a consonant and the following word is initiated with a vowel.Step 3: PracticeAsk the whole class to read after the tape several times and try to imitate, then some students will be invited to have a competition to read the passage to the class, and others justify who reads faster.Step 4: Production1.Present them another piece of passage and ask them to work in pairs to underline the liaison inside and try to read it fluently. Afterwards, the standard edition will be presented.2.Funny dubbing: a part of the movie Despicable Me is presented for students to imitate, practice and compete for the best voice actor.Step 5: Summary & Homework1. Ask students to summarize and memorize the liaison rules.2. After class, choose their favorite part from their favorite movie and do the voice acting job.IV Blackboard design二、考题解析【教案】Teaching aims:Knowledge aim: students will know more about British coffee culture.Ability aim: students can catch some detailed information about the passage. Emotional aim: students will appreciate different culture.Key and difficult point:Students will get the general idea of this passage.Students can express their ideas about the topic.Teaching procedure:Step 1: Warming-upGreet the students.Have a free talk with them and ask them if they drink coffee.Step 2: Pre-readingPlay them a short video to introduce British tea culture, and fill them in with the information that Britain has a long history for tea culture to give them some background information for the passage understanding.Step 3: While-reading1st reading: give them 2 minutes to read the passage quickly to get the general idea of this passage and invite some students to share their answers.2nd reading: leave the question to them--what is the stereotype and truth about British people? And give them 5 minutes to read the passage carefully to find the answers. After 5 minutes, invite some students to share their ideas. And then divide them into groups of 4 to find the evidence from the text to support their ideas. Step4: Post-readingActivity 1: invite two students to retell the passage according the clues on the blackboard.Activity 2: divide them into groups of 3 to talk about China food culture.Step5: Summary and homeworkInvite a student to make a summary then leave them the homework-search online for the development of coffee culture in China.Blackboard design:二、考题解析【教案】Teaching aims:Knowledge aim: students will recognize the structure and grammar meaning of appositive clauses.Ability aim: students will be able to apply appositive clauses in their daily use. Emotional aim: students will cultivate the awareness of protecting the environment. Key and difficult point:Students will master the structure and grammar meaning of the appositive clause. Students can tell the difference between appositive clauses and attributive clauses. Teaching procedure:Step 1: Warming-upGreet the students.Have a short review about attributive clause from last class. Then ask students to compare the two sentences below and lead to the new lesson for the appositive clause. The news that my father told me yesterday made me cry.The news that my father won the game made me cry yesterday.Step 2: PresentationAsk students to read the above material first, then invite them to share their understanding about the two “that”clauses. Then try to find the structure with them together: the two that clauses(appositive clauses) here explain the noun “doubt” and show the meaning of it. Another example of this is that “The news that my father won the game made me cry yesterday.”Here, “that my father won the game” is actually the content of the news. The function of it is not to modify the noun but to show the content of it which is different from the attributive clause. Step 3: Practice1.Find the attributive clause in the material and rewrite it to an appositive clause: “ it is human activity that has caused this global warming ”---”it is human activity that we drive too many cars that has caused this global warming”2.List some sentences on the screen and ask students to tell which are attributive clauses and which are appositive clauses.Step4: ProductionDivide them in groups of 4 to have a discussion about what can we do to help the global warming and give them 5 minutes to discuss. Show them an example as:I hold the idea that promoting the public transportation system will encourage more people travel less by private cars.The news that the government is putting money on clean energy is also helpful. Step5: Summary and homeworkInvite a student to make a summary then leave them the homework-search online for 5 common nouns which often appear in the appositive clause.Blackboard design:二、考题解析【教案】Teaching aims:Knowledge aim: students will master the structure and grammar meaning of passive voice.Ability aim: students will be able to speak or write in passive voice. Emotional aim: students will understand the importance of teamwork..Key and difficult point:Students will master the structure and grammar meaning of passive voice. Students can apply the grammar in their daily spea .Teaching procedure:Step 1: Warming-upGreet the students.Show them a sentence: Cambridge University Press published this book. And have a short review about the active voice.The active voice is the typical word order. We put the subject (the topic or the theme) first. The subject is the ‘doer’ or agent of the verb. And tell them that we can also rewrite this sentence into “This book was published by Cambridge University Press.” and lead to the new lesson.Step 2: Presentation1. Take the above sentence as an example, and analyze it with the students together:In the passive, the person or thing that the action was done to becomes the topic or theme. We can leave out the ‘doer’ or agent, or we can place the ‘doer’ in a prepositional phrase (by + ‘doer’).2. Show the sentence “It is reported that many a house is being built at present in the disaster area.” and ask them to talk about the two passive forms. And complete the table with them together.Step 3: PracticeThen show the sentence “It is reported that many a house is being built at present in the disaster area.” and ask them to add up the doers in this sentence.Step4: ProductionAsk them to work with their desk mates and to describe their daily activities with each other. And passive voices need to be applied. And after 5 minutes, invite some pairs to share their answers.Step5: Summary and homeworkInvite a student to make a summary then leave them the homework-come out or more examples of passive voice in different tenses.Blackboard design:第二批二、考题解析【教案】Teaching aims:Knowledge aim: By the end of the class, students will know some key words about environment protection, such as suffer form, reusable shopping bags, do harm to and so on. .Ability aim: Students’ writing ability of expressing their opinions can be improved by the end of the class.Emotional aim: Students will foster the awareness of .protecting environment. Key and difficult point:Students will improve their writing ability.Leading students to think about things beyond their real life.Teaching procedure:Step 1: Warming-upGreet the students.Watch a short video about pollution and share their opinions about this issue. Step 2: Pre-writing1.Tell students we would write an article and the topic is environment protection.2.Show students a passage and try to find out the bad effects of cigarette and plastic pollution.3.Run a brainstorming activity and have a discussion: ask students the question as follows:What should we do to prevent the environment protection?They can change their ideas with their partners. After the discussion, I would picksome students to report their topics at the front.Step 3: While-readingGive students some guides, such as: pay attention to the spelling, punctuation, sentence structure and tenses.10 minutes would be given to them to complete their articles individually.Step4: Post-writingPeer editing: Ask students to check and edit their partners’ article and give them some suggestions.Share and evaluation: Invite some students to share their articles at the front and I would give them some comments.Step5: Summary and homeworkInvite a student to make a summary then leave them the homework to make a poster to publicize our ideas.Blackboard design:第三批二、考题解析【教案】Teaching AimsKnowledge aim:1. Students can do the right email format.2. Students will know more about the history, customs of Mid-Autumn Festival. Ability aims:1. Students will be able to write emails to give information.2. Students will be able to introduce our traditional festival----Mid-Autumn Festival .Emotional aims:Students will feel proud of our traditional culture, and be willing to bring it to the world.Teaching Key &Difficult PointsTeaching Key Point:They can write an email with right format.Teaching Difficult Point:Students can introduce Mid-Autumn Festival with enough information to make it clear to people from foreign cultures .Teaching Methods:Task-based Teaching ApproachTeaching AidsPPT, picturesTeaching proceduresStep 1 Warming-up (3 minutes)Show them some pictures about Mid-Autumn Festival which are about different activities. And then ask them to have a discussion about these pictures and they can write down the key words, sentences and so on. After the discussion, invite some students to describe these pictures.For example, they may describe the first picture as “ They are having a big family reunion.”And the second picture, they might describe as “China started to celebrate the festival since Tang dynasty.” Give some necessary guidance and corrections. Step 2 Pre-writing (8 minutes)1. Set up a situation for the students: Your name is Liha. Your open-pal, Max, is coming from Australia with his parents. And he is writing to ask information about Mid-Autumn Festival.2. Show them the email from Max.Ask them to read the email first and figure out what kind of information does Max want. Later invite some students to share the answers. For example, they will find out that Max wants to know the history and traditions about Mid-Autumn Festival.3. After they figure out what they should write to Max, I will lead their attention to the format of Max’s email and remind them to pay attention to the salutation and the comma after it, as well as the greetings and so on.And I will invite some students to to clear out what we have got about email writing, and some other students to add up. For example, they will know after the salutation, we should put a punctuation-comma instead of colon, and instead of put “Loo forward to seeing you soon.” in the greetings part, we can also use “Best wishes/regards. Your sincerely/truly. ” and so on.4.After we finish the format, we will go to the main body part. And I divide them into groups of 4 to have a discussion about the information that they want to convey in the email. And then they will have 5 minutes to redo the information that they have chosen. During this section, they need to figure out:First, the writing order about the email. For example, they need to decide if they want to begin with the history then traditions or otherwise.Second, how to polish the expressions, like “It has long history and it is traditional” from the pre-writing part. For example, they can reorganize the sentences as Mid-Autumn Festival is a traditional Chinese festival with long history, etc.Step 3 While-writing (5 minutes)First, ask them to write a main body of the email.While writing, I will ask them to pay more attention to the spelling, grammar, and the logic of sentences.Next, ask them to put the main part into an email format.Step 4 Post-writing (3 minutes)After they finished the writing, I will ask them to modify their drafts by themselves, and then exchange their draft to do the pair editing.Then I will ask some students to read their emails to us, and let them give some suggestions together.Step 5 Summary and homework (1 minute)Summary: Summarize their key points about the email format together; then summarize the main activities happening in Mid-Autumn Festival.Homework: write another to Max to tell him something about the Spring Festival. Blackboard design。

2017年下教资《高中英语》解析

2017年下半年教师资格证考试《高中英语》真题解析1.答案：A本题主要考察语音知识中的辅音发音。

voiceless（不带声的）：发音时声带不振动的；voice （带声的）：发音时声带振动；dental（齿音）：发音时舌头要顶住牙齿；fricative（摩擦音）：空气通过与牙齿摩擦发出的声音；affricative（塞擦音的）：通过阻碍空气在声腔流动来发音。

A项：不带声的齿音摩擦音，符合题意，正确。

B项：不带声的齿音塞擦音，不符合题意，错误。

C项：带声的齿音摩擦音，不符合题意，错误。

D项：带声的齿音塞擦音，不符合题意，错误。

题干意为“在单词“thin”中，“th”的发音属于_____”，故A选项符合题意，B、C、D均不符合。

故正确答案为A。

2.答案：A本题主要考查语音中的最小对立体。

最小对立体（the minimal pair）：指除了出现在同一位置上的一个音之外，其余都相同的两个语音组合。

A项：boot和bought中元音发音不同，前后两个音都是爆破音/b/和/t/，属于最小对立体，符合题意，正确。

B项：deep和dog不属于最小对立体，不符合题意，错误。

C项：either和neither不属于最小对立体，不符合题意，错误。

D项：ghost和best不属于最小对立体，不符合题意，错误。

题干意为“以下几组单词中，哪组单词是最小对立体？”故A选项符合题意，B、C、D均不符合。

故正确答案为A。

3.答案：C本题主要考查语法知识中的冠词使用。

“不定冠词+单数名词”或单个复数名词可以表示一类事物，这里的birds表示鸟类，是泛指所有的鸟，不需要加定冠词；“sky”是独一无二的事物，前面需要定冠词“the”的修饰。

题干意为“鸟儿可以在天空中飞翔”，C选项符合题意，A、B、D均不符合。

故正确答案为C答案：4.答案：D本题主要考查形容词和副词词义辨析。

A项：ordinary 意为“普通的、平常的、一般的”，不符合题意，错误。

2017下半年教师资格考试《高中英语学科》真题及答案

2017下半年教师资格考试《高中英语学科》真题及答案【- 教师资格考试试题及答案】2017年教师资格考试结束啦，在这里提前预祝考生们都能取得好成绩!小编为您提供《2017下半年教师资格考试《高中英语学科》真题及答案》，希望对您有所帮助!2017下半年教师资格考试《高中英语学科》真题及答案一、单项选择题1、…… sound of th in thin (2分)参考答案:A. voiceless, dental, and fricative2、……Of all the foll owing pairs of words (2分)参考答案:A. boot and bought3、……can fly very high in (2分)参考答案:C. Birds...the4、……In my opinion she is kind and polite,so I (2分)参考答案:D. accidental5、……With spring approaching,the pink of the (2分)参考答案:A. show6、……I am here ju st in case anything out (2分)参考答案:B.happen7、……I look back on this pleasant holiday in Beijing (2分)参考答案:D. nothing but8、……Tom,take this baggage and put it (2分)参考答案:C.wherever9、……What is the main rhetoric devise used in (2分)参考答案:B.Metonymy10、…… inference in the brackets of the following sentences is (2分)参考答案:B.Don’t sit on Carol’s bed. (Carol has s bed.)11、……instructions is helpful in developing students' ability (2分)参考答案:B. listen to a story and work out the writer’s intention.12、……The most suitable question type to cheek students' comprehension (2分) 参考答案:B. referential questions13、……Diagnostic test is often used for (2分)参考答案:A. Finding out what students know and don’t know14、……activities is often used to develop students's speaking (2分)参考答案:A. identifying and correcting oral mistakes15、……If a teacher asks studentes to make their own learining plan (2分)参考答案:A. cognitive strategy16、……When a teacher tells the students that the word dog (2分)参考答案:D. connotative meaning17、……the last step in the process of writing essays (2分)参考答案:A. Editing the writing18、……The main purpose of asking questions about the topic before (2分)参考答案:C. activate students’schemata19、……to fill in the blanks in a passage with that,which (2分)参考答案:B. syntactic level20、……to talk about their hobbies in groups, (2分)参考答案:C. peer interaction21、……is true of Garcia as a Latino writer according to passage (2分)参考答案:21. A.She offered insight into the confrontation between two cultures. 22、……advantage do the new generation Latino writers (2分)参考答案:22. C.The former are able to express ideas from a bi-cultural perspective.23、……is true of the Latino writers according to Paragraph2 (2分)参考答案:23. A.Their works are full of obscurities.24、……be drawn from Villasenor's experience (2分)参考答案:24. A.Some editors of mainstream publishers are critical. 25、……new generation Latino writers do to get (2分)参考答案:25. A.They avoided writing those exotic for readers.26、……is clo set in meaning to the underlined phrase (2分)参考答案:D. Causing disagreement.27、……why does the author cite the findings of previous (2分)参考答案:D. To provide empirical data to confirm a prior belief.28、……can be inferred form the passage (2分)参考答案:C.Westerners focus on individualism while East Asians on collectivism.29、……a significant breakthrough achieved by cultural (2分)参考答案:B. It correlates cultural differences with different brain activities. 30、……may best describe the author's attitude toward s universal (2分)参考答案:B. Positive.。

2017下半年教师资格证考试《英语学科知识与教学能力》(高级中学)附答案

2017 下半年教师资格证考试《英语学科知识与教学能力》(高级中学)本卷共分为 2 大题 33 小题，作答时间为 120 分钟，总分150 分，90 分及格。

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. The sound of "th" in "thin" is .A.voiceless, dental, and fricativeB.voiced, dental, and fricativeC.voiceless, dental, and affricativeD.voiced, dental, and affricative【答案】A【解析】考查辅音的发音。

本题属于语音知识，也属于语言学中语音学的知识。

th 字母组合在单词 thin 中发／θ ／音，发此音时，声带是不振动的，即不带声的(voiceless)；另外，发／θ ／音时舌头要顶住牙齿，所以叫齿音(dental)；按照发音方式，它是空气通过与牙齿摩擦发出的声音，属于摩擦音(fricative)。

故选 A。

2. Of all the following pairs of words, is a minimal pair.A.b oot and boughtB.d eep and dogC.e ither and neitherD.g host and best【答案】A【解析】考查音系学中的最小对立体。

最小对立体(minimalpair)指除了出现在同一位置上的一个音之外其余都相同的两个语音组合。

在音位分析中，只涉及一个音素差别的对立体叫做最小对立体。

如 pen[pen]和ben[ben]。

几个选项中只有 A 项中两个单词的元音发音不同．前后两个音都是爆破音／b／和／t ／。

2017下半年教师资格考试《高中英语学科》真题及答案【4】

2017下半年教师资格考试《高中英语学科》真题及答案【4】四、教学设计题33、……阅读学生信息和语言素材，设计20分钟的英语写作教学方案。

教案没有固定格式，但须包含下列要点：teaching objectives, thaching contents,Key and difficult points……教学时间：20分钟学生概况：某城镇普通中学高中一年级学生，班级人数40人。

多数学生已经达到《普通高中英语课程标准(实验)》五级水平。

学生课堂参与积极性一般。

(40分)参考答案:参考设计：Teaching type: Writing class Teaching contents: This lesson is from senior high school, and it mainly talks about the phenomenon of smoking. Paul is making a survey for adult smoking, so he writes emails to all his pen friends in other countries and seek for help. Teaching Objectives:(1) Knowledge objectives ① Students can master the basic structure of an email. ② Students can get more information about smoking issues in China.(2) Ability objectives: ① Students can improve their writing and speaking abilities. ② Students can express their opinion about the smoking issues in daily life.(3) Emotional objectives: ① Students can foster the interest and desire of learning English, and fond of taking part in class activities. ②Students can get the awareness of avoid smoking and keep a good health.Teaching key and difficult points:(1)Teaching Key point: Students can get to know how to write an email to analyze the phenomenon of smoking in China..(2)Teaching Difficult point: Students can distinguish the badeffects of smoking. Teaching Procedures: Step1: Pre-writing (9minutes) 1.Teacher shows the email of Paul on the screen, and students read it with two questions: (1) What’s the questions of Paul?(2) What’s the basic structure of a letter? Students have three minutes to finish this task and share their answers. 2. Teacher choose two students to read their answer for the first question, they are: (1)Do most adults smoke in China? (2) In most states in the US, it is now against the law to smoke in public buildings, such as banks and offices, on public transport and in restaurants and cafes. Is it the same in China?(3) Is the government planning to change the law about smoking in public? Then teacher helps students to summarize the structure of an email: the starting address, main body and the ending wishes.3.Four students in a group to help Paul finish his survey. They need to express their ideas for Paul’s questions and then exchange with the whole class.4.Teacher invites several groups to write down their findings on the blackboard, and ask students to arrange the writing content. (Justification: Group discussion can strengthen their cooperative spirit and their imaginative ability can be developed. Moreover students will get the ability to write a letter to express their ideas.) Step2: While-writing (6minutes) Students need to write an email r to answer Paul’s problems, and they have four minutes to finish their first draft . They are required to write their survey result in an email and help Paul to do the survey about smoking phenomenon. While their writing, teacher will give the instructions for their problems. (Justification: Students will cultivate their ability of write a letter within certain minutes and their good habits of writing will be formed as well.) Step3: Post-writing (5minutes) 1.Students need to check their draft by themselves and then exchange with desk-mates to do peer-editing. 2.Teacher ask three students to read their email at the front, and then give them some comments. (Justification: Editing can provide a perfect writing for students, meanwhile he comments will help students learn more from others and improve their writing ability promptly. )。

2017年下教师资格证考试《高中英语》知识点汇总

2017年下教师资格证考试《高中英语》知识点汇总1. voiceless：清音的，发音时声带不振动。

voiced：浊音的，发音时声带振动。

dental：齿音，发音时舌头要顶住牙齿。

fricative：摩擦音，空气通过与牙齿摩擦发出的声音。

affricative：塞擦音，通过阻碍空气在声腔流动来发音。

2. 最小对立体（minimal pair）：除了出现在同一位置上的一个音之外，其余都相同的两个语音组合。

3. ordinary：普通的，平常的untimely：不合时宜地，过早地progressively：前进地，进步地accidentally：偶然地4. show：露出，显出grow：生长，长出rise：上升，增加，增强ascend：攀登，继承，占领5. anything but：根本不，绝不all but：除了……外，全部everything but：除了……都nothing but：仅仅，只6. synecdoche（提喻）：不直接说某一事物的名称，而是借事物的某一部分来表现该事物的修辞手段，例如用hands替代person，又称举偶法。

metonym（换喻，转喻，借代）：由某一事物名称来代替与该事物有关联的另一事物的名称。

metaphor（隐喻、暗喻）：和明喻不同，不用like或as表示出来，而是进行隐藏的比较的修辞手段。

oxymoron（矛盾修饰法）：用两种不相调和，甚至截然相反的词语来形容一件事物，起到一种强烈的修辞效果，使得所表达的语义更强烈。

7. 在听力教学中，让学生根据听力材料中的已有信息推出未知信息，可以锻炼学生的推断能力。

8. 反问句（rhetorical question）：句子表面是疑问形式，但说话者的态度和一件很明确，并不需要听话者的回答。

参考性问题（referential question）：问题没有现成答案，教师也没有明确答案，提问的目的在于培养学生发散思维、寻求答案的能力，一般包括推理评价性的问题和批判、创造性的问题。

教师资格国考《高中英语》考情分析

教师资格国考《高中英语》考情分析从2011年下半年开始，中小学和幼儿园教师资格考试进行改革，教师资格全国统考自此拉开序幕。

按照教育部的部署，2015年下半年全国实行教师资格证统考的省份逐渐增多。

这一改变也意味着考试会越来越严格规范，考试难度相应也会提高，为了帮助广大考生把握考试脉搏，在短期内有效地进行规划复习，从而顺利通过考试，在此，我们就对教师资格考试高中英语的笔试做一个简单的介绍。

一、试卷结构考试时间120分钟、总分150分，全国统考合格分数线是70分，各位考生请注意时间的合理分配，顺利地完成笔试部分。

二、题量分析从题量上来看，单选题占比较大。

但请各位考生注意，不要把全部精力放在单选上，就考试难度来看，案例分析和教学设计也是两大难点。

教学设计部分不仅会考到教学设计本身，也会牵扯到简答题，尤其是教学目标这一部分内容，还会牵扯到教学情境分析题，希望大家重视。

三、分值比例根据每种题型的的题量及所占分值，我们绘制了以上表格。

单项选择题30×2=60分简答题1×20=20分教学情境分析题1×30=30分教学设计题1×40=40分根据表格，我们不难看出除单选外，教学情境分析以及设计题也是比较重要的部分，且其难度较大，这就需要各位在备考时给予英语教学知识及其理论一定的重视。

四、考点透析综合历年真题来看，《英语学科知识与教学能力》科目第一题单项选择题分为两个部分，第一部分传统选择题，主要考查学生语言知识与能力，和语言教学知识与能力，通俗来讲就是词汇、语法、语言学、教法等。

第二部分是阅读单选题，主要考查体裁是人文阅读，分为主旨题，含义题，推断题，细节题四类。

第二题是简答题，主要针对教学理论来出题，要求考生重点掌握英语语言知识教学理论、英语语言技能教学理论、教学实施理论。

第三题是教学情境分析题，出题比较灵活，会综合所有教学理论来考查，如老师对学生的评价，老师对一堂课或者是一个教学片断的反思等。

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