英语知识与教学能力
(完整版)英语学科知识及教学能力
英语学科知识与教学能力第一部分：语言知识与能力第一章：英语语言基础知识第二章：语言学与英语教学第一节：语言学机器与英语教学的相关基本概念一、语言学的基本概念：(一) 、语言学：语言学就是把语言作为研究对象的一个领域或一门学科。
(二) 、普通与杨学与应用语言学普通语言学( Linguistics )是对人类语言的看法和研究结果的理论概括，是研究与样的本质、发展和起源的类型和分类的语言学分支学科。
应用语言学( Applied Linguistics )是研究语言在各个领域中实际应用的语言分支。
边缘学科：社会语言学( Sociolinguistics )、心理语言学( Psycholinguistics )、生理语言学(Physiological Phonetics) 、计算机语言学(Computational Linguistics) 、语体学 ( Stylistics )、信息论(Information Theory) 、词典学(Lexicography) 、翻译(Translation) 、言语病理学(Speech Pathology) 、言语矫治(Speech Therapy) 。
(三) 规定语言学( Prescriptive Linguistics )与描写语言学( Descriptive Linguistics )(四) 历时语言学( Diachronic Linguistics )与共时语言学( Synchronic Linguistics )(五) 口语与文字(六) 语言和言语：语言( Langue)是一套音义结合的符号系统，一个语言集团所共有的语言系统；言语(Parole )则是人们运用语言这种工具进行交际的过程或结果，指说话者在具体的场合下可能说出或理解的具体话语。
(七) 语言能力与语言行为二、外语教学中的基本概念(一)对比分析( Contrastive Analysis )1、认定语言时间的异同2、降低学习的难度3、决定教学重点4、预测错误的发生(二)错误分析1、负迁移( negative transfer )指语言教学中，母语模式妨碍学生学习外语的模式。
2024年教师资格考试高中学科知识与教学能力英语试题及解答参考
2024年教师资格考试高中英语学科知识与教学能力自测试题及解答参考一、单项选择题（本大题有30小题，每小题2分，共60分）1、The main purpose of the Teaching Syllabus for Senior High School English is to_______.A. test students’ English proficiencyB. guide the curriculum and teaching processC. evaluate teachers’ teaching performanceD. assess students’ knowledge in literatureAnswer: B. guide the curriculum and teaching process解析: The Teaching Syllabus for Senior High School English serves as a guideline for educators on how to plan and implement their English courses, ensuring that the learning objectives are met and that the curriculum covers a comprehensive range of skills and knowledge necessary for students to succeed in English.2、What is the primary focus of the “Reading and Writing” s ection in the English curriculum for senior high school students?A. Developing listening skillsB. Building a rich vocabularyC. Improving reading and writing skillsD. Enhancing speaking skillsAnswer: C. Improving reading and writing skills解析: The “Reading and Writing” section of the English curriculum for senior high school students primarily focuses on developing students’ abilities to read various texts critically and to compose their own coherent and structured writing pieces.3、Which of the following vocabulary words is most suitable for use in a high school English lesson focusing on cultural comparison?A)ContemporaryB)ManifestC)ConspicuousD)AcquiesceAnswer: C) ConspicuousExplanation: C) Conspicuous fits best in the context of a high school English lesson that focuses on cultural comparison because it describes something that is easily noticed or observed, which can be relevant when discussing cultural differences and similarities. contemporary, manifest, and acquiesce are all good words but are not as closely related to the theme of cultural comparison.4、In a lesson on “Great Expectations” by Charles Dickens, which of the following literary devices would be most appropriate to analyze the character development of Pip?A)MetaphorB)ForeshadowingC)IronyD)AnecdotesAnswer: B) ForeshadowingExplanation: B) Foreshadowing would be the most appropriate literary device to analyze the character development of Pip in “Great Expectations.” Foreshadowing involves anticipating future actions or events through hints or clues and is often used to build suspense and depth in fiction. By analyzing foreshadowing, students can better understand how Pip’s character evolves throughout the novel. While metaphor, irony, and anecdotes are all pertinent literary devices, foreshadowing is specifically fruitful for character development analysis.5、The sentence “She has a knack for remembering faces.” is an example of which figure of speech?A)MetaphorB)SimileC)HyperboleD)OxymoronAnswer: D) OxymoronExplanation: An oxymoron is a figure of speech that combines contradictory terms. In this sentence, “a knack” suggests a natural talent, which is usually seen as a positive trait, but when combined with “for remembering faces,” it implies an unusual ability to remember faces, creating a contradiction.6、In the following sentence, which word is the main verb?“The students are eager to learn new vocabulary.”A)EagerB)LearnC)NewD)VocabularyAnswer: B) LearnExplanation: The main verb in a sentence is the action word that carries the primary meaning. In this sentence, “learn” is the action being performed by the students, making it the main verb. “Eager” is an adjective describing the state of the students, “new” is an adjective modifying “vocabulary,” and “vocabulary” is the object of the verb “learn.”7、What is the main purpose of using a dictionary in the English language learning process?A. To improve pronunciationB. To enhance vocabularyC. To develop listening skillsD. To practice writingAnswer: B. To enhance vocabularyExplanation: The primary purpose of using a dictionary in the English language learning process is to enhance vocabulary by looking up the meanings, spellings, and usage of unfamiliar words. While dictionaries can also help with pronunciation and provide information about grammar and usage, their mainfunction is to aid in vocabulary expansion.8、In a high school English classroom, which of the following strategies is most appropriate for encouraging critical thinking among students?A. Providing answers to students’ questionsB. Leading students through a structured discussionC. Assigning extensive reading assignmentsD. Conducting repetitive grammar exercisesAnswer: B. Leading students through a structured discussionExplanation: Leading students through a structured discussion is an effective strategy for encouraging critical thinking as it allows students to engage in meaningful dialogue, analyze different perspectives, and formulate their own opinions. This approach fosters critical thinking skills, whereas the other options focus more on providing information or repetition without promoting active thinking.9、Which of the following best describes the main difference between dictionary definition and the usage examples provided?A、A dictionary definition provides the historical usage of a word, while usage examples show current usage.B、A dictionary definition gives the formal meaning of a word, while usage examples illustrate informal or context-specific usage.C、A dictionary definition is always correct, while usage examples may be outdated.D、A dictionary definition is for advanced learners, while usage examples are for beginners.Correct Answer: BExplanation: A dictionary definition typically provides the formal or base meaning of a word, which can be interpreted in a variety of contexts. Usage examples, on the other hand, illustrate how the word is used in different contexts or demonstrate its informal or specific meanings. Therefore, optionB accurately describes the main difference between the two.10、In teaching the subjunctive mood in English, which of the following is the best example to demonstrate the usage of ‘should + be’?A、It is suggested that the meeting should be rescheduled for next week.B、The council insists that everyone should be allowed to speak.C、The advice given is that the students should be more organized.D、The teacher recommends that the assignment should be handed in on time.Correct Answer: AExplanation: The subjunctive mood is often used to express a desire, a suggestion, or a recommendation in a formal or polite way. The correct usage of the subjunctive mood with “should + be” is typically in clauses introduced by words such as “suggested,” “demanded,” “insisted,” “recommended,” and “proposed.” In this context, option A is the best example because it uses “should be rescheduled” in a suggestion for a future action.11、In the following sentences, which one correctly uses the gerund as asubject?A. Waiting for the bus is sometimes boring.B. To wait for the bus is exciting.C. Waiting for the bus, I met an old friend.D. Waiting for the bus, I feel restless.Answer: AExplanation: The correct use of the gerund as a subject occurs in option A. “Waiting for the bus” is the gerund phrase serv ing as the subject of the sentence, while in options B, C, and D, the gerund is used incorrectly in different structures.12、Which of the following sentence structures is used to convey a purpose or reason for an action?A. Because he likes math, he studied all night.B. He studied all night; he dislikes math.C. He studied all night, because he wanted to pass the exam.D. To study all night, he used a book.Answer: CExplanation: The sentence structure that conveys a purpose or reason for an action is option C. The phrase “because he wanted to pass the exam” directly expresses the reason why he studied all night. Options A, B, and D do not correctly convey a purpose or reason for the action.13、The teacher’s role in the classroom is best described as:A) A facilitator of student learningB) A disseminator of informationC) A controller of student behaviorD) A subject matter expertAnswer: A) A facilitator of student learningExplanation: The role of a teacher in the classroom is increasingly viewed as that of a facilitator of learning, focusing on creating a supportive environment where students can explore and develop their understanding of the subject matter. This approach emphasizes student-centered learning rather thana one-way transmission of information.14、Which of the following is NOT an essential component of lesson planning for a high school English class?A)Objectives and goalsB)Assessment methodsC)Student engagement activitiesD)Teaching methodsAnswer: B) Assessment methodsExplanation: While assessment methods are an important part of the overall teaching and learning process, they are typically not the central focus of lesson planning. Lesson planning primarily involves outlining the objectives and goals, planning the activities (including student engagement), and selecting the appropriate teaching methods to achieve these goals. Assessment methods are often addressed separately in the broader context of curriculum design or unitplanning.15、Which of the following is NOT a characteristic of communicative language teaching (CLT)?A. Focus on fluencyB. Emphasis on grammar accuracyC. Use of authentic materialsD. Interaction and communicationAnswer: B. Emphasis on grammar accuracyExplanation: Communicative Language Teaching (CLT) emphasizes the use of language for communication and interaction. It focuses more on fluency than on grammatical accuracy, though accuracy is still important. Authentic materials are often used to provide real-life contexts for learning. Therefore, the emphasis on grammar accuracy does not align with the primary goals of CLT.16、In a high school English class, which activity would best promote higher-order thinking sk ills according to Bloom’s Taxonomy?A. Memorizing vocabulary listsB. Writing an essay comparing two literary textsC. Completing a fill-in-the-blank worksheetD. Listening to a dialogue and answering comprehension questionsAnswer: B. Writing an essay comparing two literary textsExplanation: According to Bloom’s Taxonomy, higher-order thinking skills include analyzing, evaluating, and creating. Writing an essay that requiresstudents to compare and contrast two literary texts involves these higher-order thinking skills because it necessitates analysis of the texts, synthesis of information, and the creation of a coherent argument. The other activities listed primarily involve lower-order thinking skills such as remembering and understanding.17、The following sentence is a question. Which of the following is the correct intonation pattern for it?A. /ˈwɔːt/ /ˈwɜːt/ /ˈwɔːt/B. /ˈwɔːt/ /ˈwɜːt/ /ˈwɔːt/C. /ˈwɔːt/ /ˈwɜːt/ /ˈwɔːt/D. /ˈwɔːt/ /ˈwɜːt/ /ˈwɔːt/Answer: AExplanation: The intonation pattern for a yes/no question is rising in the final syllable, which is why the correct pattern for the word “what” in a question is /ˈwɔːt/ /ˈwɜːt/ /ˈwɔːt/. The rising tone indicates that it is a question.18、Choose the appropriate verb form to complete the following sentence. The students_______(to study) hard for the upcoming exam.A. are studyingB. have studiedC. have been studyingD. will studyAnswer: AExplanation: The sentence is in the present continuous tense to describe an action t hat is currently happening. Therefore, “are studying” is the correct form to complete the sentence. The other options are incorrect because they suggest past or future actions.19、In the following options, which one is the most significant characteristic of the American educational system?A. Uniform curriculum for all studentsB. Emphasis on standardized testingC. Strong emphasis on teacher autonomyD. High teacher-to-student ratiosAnswer: C. Strong emphasis on teacher autonomy解析：The American education system places a strong emphasis on teacher autonomy, meaning teachers have considerable freedom in their instructional approaches and decision-making. In contrast, with options (A) and (B), they often provide more centralized control over curriculum and tests. Option (D) is generally not accurate for many public schools, as class sizes can vary widely.20、Which of the following strategies is most effective for teaching advanced English language learners in a high school setting?A. Using exclusively simplified EnglishB. Incorporating authentic texts and multimedia resourcesC. Avoiding complex grammatical explanationsD. Focusing solely on vocabulary buildingAnswer: B. Incorporating authentic texts and multimedia resources解析：Incorporating authentic texts and multimedia resources is a highly effective strategy for advanced English language learners as it helps them understand real-world English usage and enhances their cultural awareness. It also provides them with a variety of contexts to practice their language skills. Using exclusively simplified English (A) may not help in developing their proficiency, avoiding complex grammatical explanations (C) could prevent them from mastering more advanced language structures, and focusing solely on vocabulary building (D) might not adequately develop their communicative skills.21.What is NOT a characteristic of a well-structured lesson plan for a high school English class?A)Clear learning objectivesB)Detailed description of the teaching strategiesC)Inadequate time allocation for activitiesD)Accurate grammar and vocabulary focusAnswer: CExplanation: An effective lesson plan for a high school English class should include clear learning objectives, detailed description of teaching strategies, and accurate grammar and vocabulary focus. Adequate time allocation is also important; however, an inadequate time allocation can also be a characteristic of a poorly planned lesson. The question specifically asks for what is NOT acharacteristic, making “Inadequate time allocation for activities” the correct answer.22.Which of the following statements about using multimedia in high school English classrooms is FALSE?A)Multimedia can increase engagement and motivation.B)It can provide a diverse range of learning opportunities.C)It can lead to a decrease in teacher’s role as the sole provider of content.D)Incorporating multimedia in teaching is always the most effective method.Answer: DExplanation: The use of multimedia in the classroom can indeed increase engagement, provide diverse learning opportunities, and may lead to a decrease in the teacher’s role as the sole provider of content. However, the false statement is that incorporating multimedia in teaching is always the most effective method. The effectiveness of multimedia resources can vary based on context, student needs, and the subjects being taught. Therefore, “Incorporating multimedia in teaching is always the most effective method” is not a universally true statement.23.The following sentence is an example of which tense?A. Simple PastB. Present PerfectC. Past PerfectD. Present ContinuousAnswer: D. Present ContinuousExplanation: The sentence “The students are playing soccer in the school field right now.” u ses the present continuous tense to describe an action that is happening at the moment of speaking.24.Which of the following words is the correct past participle form of the verb “begin”?A. BegunB. BeggingC. BegD. BeggedAnswer: A. BegunExplanation: The past participle form of the verb “begin” is “begun.” It is used in perfect tenses and passive voice. For example, “The task has been begun by the students.”25、Which of the following words has a different pronunciation for the underlined part?A. bookB. cookC. lookD. foodAnswer: D. foodExplanation: In options A, B, and C, the underlined letters (b, c, l) are all pronounced as /k/ when they are followed by ‘oo’ in British English,resulting in the sound /ʊk/. However, in option D, the word ‘food’ ha s a different pronunciation for the ‘oo’ combination, which sounds like /uːd/. Therefore, D is the correct choice as it does not follow the same phonetic rule as the other three options.26、Choose the sentence that correctly uses the passive voice.A. The book was read by John.B. The book read by John.C. The book reads by John.D. The book reading by John.Answer: A. The book was read by John.Explanation:The passive voice is formed with the auxiliary verb “be” plus the past participle of the main verb. In this case, the correct form is “was read,” which indicates that the action (reading) was done to the subject (the book) by the agent (John). Options B, C, and D do not use the correct structure for the passive voice, making A the only correct answer.27.The following sentence contains a misplaced modifier. Which sentence correctly fixes the error?A. Walking across the street, she accidentally stepped on a nail.B. Accidentally stepping on a nail, she was in a lot of pain.C. She accidentally stepped on a nail, which was on the street.D. She stepped on a nail, accidentally, and it hurt her foot.Answer: CExplanation: The correct placement of the misplaced modifier “accidentally” is after “stepped on a nail” to clarify that the action of stepping on the nail was accidental. Option C correctly fixes the error by placing the modifier in the correct position.28.Which of the following sentences is a fragment?A. Walking down the hallway, the bell rang.B. He was late because he had to take an extra class.C. She spoke with enthusiasm, her voice filled with excitement.D. The book, written by Jane Austen, is a classic.Answer: AExplanation: A fragment is a group of words that could be a complete sentence but lacks a main verb or is incomplete. Option A is a fragment because it is a participial phrase (“Walking down the hallway”) that acts as a dependent clause and cannot stand alone as a complete sentence. The rest of the options contain complete sentences with a main verb and convey a complete thought.29、The verb “inherit” means “to receive or acquire something that was owned by someone who has died” from your __(A) options are:A) ancestorB) ancestor’sC) ancestors’D) ancestorsAnswer: B) ancestor’sExplanation: The possessive form after a verb is often used with “oneself、” or “ones” to show that it refers back to the subject. In this case, “inherit” refers to receiving something from one’s ancestor. Therefore, “ancestor’s”is the correct choice to indicate possession.30、In the sentence “The teacher asked the students to analyze the theme of the novel,” the word “asked” is the past tense of “__” verb.A) askB) askingC) hearD) heardAnswer: A) askExplanation: The given sentence indicates a completed past action, which means the action of asking has already been done. “Ask” is the base form of the verb, while “asked” is the past tense form of “ask.” “Hear” does not properly continue the tense consis tency of the sentence, and “heard” would be the past particle form, not used in this context.二、简答题（20分）II.Short Answer QuestionsQuestion:Discuss the importance of integrating cultural elements into high school English language teaching. Provide at least three reasons why this approach is beneficial and explain how itcan be implemented in the classroom.Answer:Integrating cultural elements into high school English language teaching is crucial for several reasons:1.Enhances Understanding and Appreciation of Diversity: By incorporating materials that reflect the cultures of English-speaking countries as well as other global cultures, students can develop a deeper understanding and appreciation of diversity. This not only enriches their language learning experience but also prepares them to be more culturally sensitive and globally aware citizens.2.Improves Language Proficiency: Exposure to authentic texts and media from different cultures can provide learners with a richer context for language use. It helps students understand idiomatic expressions, colloquialisms, and cultural references that are often key to achieving higher levels of language proficiency. This exposure can make language learning more engaging and meaningful.3.Promotes Critical Thinking and Creativity: Cultural content can serve asa catalyst for critical thinking and creativity. When students analyze cultural practices or compare and contrast their own culture with others, they are encouraged to think beyond surface-level differences and consider the underlying values and beliefs. This process can enhance cognitive skills and foster a more open-minded and empathetic worldview.Implementation Strategies:•Use Authentic Materials: Incorporate authentic reading and listeningmaterials such as literature, films, music, and news articles thatrepresent various cultures. These materials should be age-appropriate and relevant to the students’ interests and backgrounds.•Cultural Activities and Projects: Design activities and projects that require students to explore and present on different aspects of culture.For example, students could create posters about festivals fromEnglish-speaking countries, conduct interviews with native speakers, or organize a multicultural day in the classroom.•Guest Speakers and Field Trips: Invite guest speakers who can share firsthand experiences of different cultures or arrange field trips to cultural institutions like museums, art galleries, or cultural festivals where students can engage directly with cultural artifacts and practices.By integrating cultural elements into the curriculum, teachers can create a dynamic and inclusive learning environment that not only promotes language acquisition but also fosters personal growth and social development.This question and answer format aligns with the standards expected in teacher qualification exams, aiming to assess candidates’ ability to apply theoretical knowledge to practical teaching scenarios.三、教学情境分析题（30分）Question: Teaching Scenario AnalysisScenario:Mr. Smith is a high school English teacher who is preparing a lesson on the theme of “Global Warming” for his eleventh-grade class. The class consists of 30 students with varying levels of English proficiency. Mr. Smith has a total of 45 minutes for the lesson. He has gathered the following materials:1.A powerpoint presentation on “Global Warming”2.A handout with relevant vocabulary words and their definitions3.A short video clip showing the effects of global warming4.A set of discussion questions5.A worksheet with comprehension questionsTask:Based on the given scenario, analyze Mr. Smith’s teaching approach and suggest improvements to enhance student engagement and learning outcomes.Answer:Teaching Approach Analysis:Mr. Smith’s teaching approach for the lesson on “Global Warming” shows a blend of traditional and interactive methods. He begins with a powerpoint presentation to introduce the topic and provide a structured overview. This approach helps to set the context and deliver key information. Additionally, the handout with vocabulary words and their definitions ensures that students are familiar with the necessary terms to understand the content.The inclusion of a video clip is a good strategy to engage students visually and provide real-life examples of global warming. This approach helps toreinforce the lesson and make it more relatable. Furthermore, the discussion questions encourage students to think critically and share their opinions, which promotes active learning.However, there are areas where Mr. Smith can improve his teaching approach:1.Interactive Activities: Instead of just presenting the information, Mr.Smith can incorporate more interactive activities. For instance, he can divide the class into small groups and assign each group a specific aspect of global warming to research. They can then present their findings to the class, fostering collaboration and active learning.2.Differentiated Instruction: Recognizing the varied proficiency levels among students, Mr. Smith should consider using varied teaching methods to cater to different learning styles. For example, he can provide visual aids or additional explanations for students who may struggle with the vocabulary and concepts.3.Assessment: Mr. Smith can incorporate formative assessments, such as quizzes or exit tickets, to gauge students’ understanding of the lesson and identify areas that require further clarification.Suggestions for Improvement:1.Interactive Group Activity: Assign students to research different aspects of global warming (e.g., causes, effects, and solutions) and present their findings to the class. This will encourage collaboration, critical thinking, and deeper understanding of the topic.2.Differentiated Instruction: Provide additional support for students with lower proficiency levels by offering visual aids, breaking down complex vocabulary, and offering simplified explanations.3.Formative Assessment: Implement short quizzes or exit tickets at the end of the lesson to assess students’ comprehension. Use the results to address any misconceptions or gaps in knowledge.Conclusion:Mr. Smith’s teaching approach for the “Global Warming” lesson is a good starting point. By incorporating more interactive activities, catering to varied learning styles, and implementing formative assessments, he can enhance student engagement and improve learning outcomes.四、教学设计题（40分）Question:You have been tasked with designing a lesson plan for a Grade 11 high school English class that focuses on t he theme of “Dreams and Aspirations.” The lesson is intended to help students think critically, enhance their vocabulary and writing skills, and encourage them to express their own dreams and aspirations. The specific objectives of the lesson are as follows:1.Students will be able to identify key vocabulary related to dreams and aspirations.2.Students will be able to analyze and discuss themes and messages in literary texts focusing on dreams and aspirations.3.Students will be able to write a short essay expressing their own dreams and aspirations.Design a detailed lesson plan with the following components:•Introduction (5-10 minutes)•Main Activity (25-30 minutes)•Conclusion (5-10 minutes)Resources:•Text excerpt from a literary work (e.g., Langston Hughes’ “A Dream Deferred”)•Writing prompts•Whiteboard and markers•Copies of the literary text•Computers or tablets with internet accessLesson Plan Outline:1.Introduction (5-10 minutes)•Greet students and introduce today’s topic: “Dreams and Aspirations.”•Pose a question to activate prior knowledge: “What are your dreams and aspirations for the future?” Allow 2-3 minutes for individualreflection.•Share a brief personal experience or anecdote to illustrate the significance of dreams and aspirations.•Explain the objectives of today’s lesson: to enhance vocabulary, analyze text, and express personal aspirations.2.Main Activity (25-30 minutes)•Vocabulary Activity:•Introduce key vocabulary related to dreams and aspirations (e.g.,aspiration, resolve, ambition, enlightenment).•Have students match definitions with each term or create a mind map on the board.•Provide examples of sentences using these words and elicit student participation.•Text Analysis:•Hand out copies of the literary text and give students 5-7 minutes to read it silently.•Conduct a close reading discussion (circling, underlining, or annotating relevant passages) to identify themes and messages related to dreams and aspirations.•Ask guiding questions to facilitate deeper understanding of the text (e.g., “What does the author mean by ‘a dream deferred’?”; “What are your thoughts on the theme of delayed dreams?”).•Essay Writing Activity:•After the text analysis, guide students through a brainstorming session to develop ideas for their essays.•Distribute writing prompts that encourage students to reflect on their own dreams and aspirations.•Spend about 10-15 minutes for students to draft their essays with the help of a mini-lecture on essay structure (introduction, body paragraphs, conclusion).。
(中学教师资格考试)英语学科知识与教学能力
（中学教师资格考试）英语学科知识与教学能力一、单选题1.Evidence came up ____ specific sounds are recognized by babies as young as six months old.A、whatB、thatC、whichD、whose【正确答案】：B解析：本题考查同位语从句。
B选项，句意：有证据表明，小至六个月的婴儿就能识别具体的声音。
evidence后面的同位语从句被全句的谓语动词came up隔开，同位语从句须由that引导，所以B项正确。
A选项，与题意不符，故排除。
C选项，which不能引导同位语从句，故排除。
D选项，与题意不符，故排除。
故正确答案为B 项。
2.The primary focus of________method is on memorization of verb paradigms,grammar rules and vocabulary.A、the grammar-translationB、audio-lingualC、communicativeD、total physical response【正确答案】：A解析：本题考查语法翻译法 A选项，语法翻译法的主要教学方法是教师讲解与分析句子成分、语音、词汇变化及语法规则，要求学生记忆和运用规则解释课文。
综上，A选项正确。
B选项，听说法，故排除。
C选项，交际的，故排除。
D选项，全身反应法，故排除。
故正确答案为A 项。
3.?In the Communicative classrooms, the teacher might be a"________"---engaging in communicative activities along with students.A、co-communicatorB、co-instructorC、co-learnerD、co-performer【正确答案】：A解析：本题考查教学实施中教师的角色。
英语学科知识与教学能力总结
活动）、阅读教学（原则、策略、活 动）、写作教学（原则、方法、活动）
• 教教学学要重素难分点析：学情分析、教材分析、教学目标、
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指导学生学习的方法和策略：学习方法和策略 指技导巧、语言呈现讲解方式、提问与反馈的教学
•
课堂 管理：课堂管理的基本方法、课堂活 动 结的 与组 作织 业形 布式 置、教师的角色与作用、课堂总
第一篇 单项选择 № 题 专题六 阅读理
化，涉与政治经济、社会文化、风俗习 惯、历史地理、科学技术等各方面；体 裁多样化，包括记叙文、说明文、议论
解
文、应用文等各种文体。它主要考查考 生对短文的阅读理解能力、归纳能力、
逻辑推理能力以与对材料的评估能力。
在今年的考试中，阅读理解基本考点应
该稳定不变。大家要在平时针对几种基
•细节理解题：直接理解题、语义转化题 •推理判断题：推测隐含意义题，判断代词的指代内容题
考试难点：
1. 主旨大意题 2. 推理判断题
第二十一页，共36页。
• 纵观2012-2015年教师资格考试真题，阅
读理解以单项选择题的形式进行考查，
考查题量约为2篇，10题，要求考生根据
文章内容选出最佳选项。文章题材多样
教材分析、提问与反馈的教学技巧、
课堂活动、教师的角色与作用、形
成性评价、终结性评价。在未来的
考试中，教学法知识考查的重点仍
会以上述知识点为主，大家应在理 解的基础上熟记这些理论知识。
第十九页，共36页。
• 考点归纳
• 主旨大意题：主旨类主旨大意题、目 的类主旨大意题、标题类主旨大意题
• 细节理解题：直接理解题、主义转换题、
•
课堂活动的组织形式、教师的角色与作用
英语学科知识与教学能力简答题汇总
一、语言教学的策略有哪些，辩音训练及重音、语调训练的内容是什么。
答: 1、语音教学的策略采用多样化手段提高多样化教材在情境中进行体现趣味性让学生接触不同口音 2、对辩音训练及重音、语调训练的认识辩音训练：辩音练习主要是培养学生能够辨认和区分不同语音的能力，是提高学生听力的基础，具体方法可以是最小对比对训练：soap---soup,pen----ben ；判断单词的异同： red---red(same),rain---lane（different）;找出一组词中读音不同的词：by—bye—buy—bay 重音、语调训练：意音分为词重音和句重音。
两个重音之间叫重音间距。
语调通常包括五种形式：平调、升调、降调、升降调和降升调。
训练方法主要有使用手势、提升语调以及在黑板上标识等方法。
二、在词汇教学的过程中，老师可教给学生哪些记忆单词的方法？请列举三种并解释说明。
答： 1、利用卡片进行记忆这种方法是将单词整理或写在卡片上，可供随时翻阅并加以记忆。
这种方法的特点是简单实用并易于携带，不受时间和空间的限制，可随时随地使用。
这样不仅可以寓学于乐，而且还可以提高对课余时间的合理有效利用程度。
2、构词记忆法教师可以教给学生记忆英语单词的构词法知识。
英语的构词法主要有三种：派生法、合成法和转化法。
派生法主要让学生知道英语单词的前缀和后缀；合成法主要是让学生掌握两个或两个以上的单词可以合成一个新的单词，转化法主要是让学生掌握同一个单词可以在不改变其拼写形式的基础上，由一种词性转化为另一种词性，可以是名词转化为动词，动词转化为名词，形容词转化为动词等。
如 water(v.浇水)；lift（v.举起 n.电梯）last（adj.持续的 v. 持续） 3、读音规则记忆法老师在教单词的时候可以让学生了解字母及字母组合的发展规律，引导学生将单词的音和形结合起来，通过不断的练习使学生根据读音写出单词。
三、在听力训练时需要注意的事项有哪些？答： 1、注意区分和模仿正确的语言语调在听力训练中，有必要注意和模仿正确的语音语调。
国家教师资格考试英语学科知识与教学能力考试重点
国家教师资格考试英语学科知识与教学能力考试重点引言：国家教师资格考试是衡量教师专业水平的标准化考试，对于英语学科的考试内容和要求一直备受关注。
本文将针对国家教师资格考试英语学科知识与教学能力考试的重点内容进行详细解读，力求帮助广大教师备考更有针对性和有效性。
一、考试内容概述国家教师资格考试英语学科知识与教学能力考试内容主要涵盖以下几个方面：1. 英语语音、词汇和语法知识：包括音标、词汇选择、动词时态、句子结构等基础知识点；2. 英语听力与口语：主要涉及听力理解、口语表达和语音语调；3. 英语阅读：考查阅读理解、词汇理解和阅读策略的应用能力；4. 英语写作：主要考察写作技巧、语法运用和篇章结构能力；5. 英语教学理论：包括教学基本原则、教学过程设计和教学方法等；6. 英语教材分析与评价：考察教师对教材的分析能力和教材适用性的评价；7. 英语教学设计与实施：主要考查教师的课程设计能力、教学组织能力和教学实施能力；8. 英语教学评价与反思：考察教师对学生学习效果的评估和教学反思的能力。
二、重点内容解析针对国家教师资格考试英语学科知识与教学能力考试，以下内容为重点：1. 英语语音、词汇和语法知识英语语音、词汇和语法是英语学习的基础，重点内容包括音标的掌握、常用词汇的理解和应用、常见句子结构和语法规则的掌握等。
考生需要熟练掌握各个语音、词汇和语法知识点，并能灵活运用于教学实践中。
2. 英语听力与口语英语听力与口语能力是英语学科的重要组成部分，考生需要具备良好的听力理解和口语表达能力。
建议考生通过大量的听力练习，并进行口语训练，提高自己的听说能力。
3. 英语阅读英语阅读能力是理解和运用英语知识的重要手段，考生需要培养自己的阅读理解能力和词汇理解能力。
建议考生多读一些英文材料，积累词汇量，并学会合理运用阅读策略，提高阅读效率。
4. 英语写作英语写作能力是考察考生综合运用英语语言知识的一个方面，考生需要掌握写作技巧、语法运用和篇章结构，培养自己的写作能力。
教师资格证英语学科知识与教学能力详解
教师资格证英语学科知识与教学能力详解《英语学科知识与教学能力》（高级中学）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；具备从事高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，并能用以指导高中英语教学。
3．英语学科教学设计能力能够根据英语学科特点，针对高中学生的认知特点、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高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高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，了解语言学研究中与语言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示、获取教学资源和信息、表示思想情感和与学生良好沟通的能力；能够筛选并改编适合高中学生英语水平的语言材料。
3．能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、语言教学观等对高中英语教学的指导作用。
2．理解国家颁布的英语学科课程标准的目标内容（语言技能、语言知识、情感态度、学习策略和文化意识），以及课程标准的其它相关知识，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）教学的基本原则和训练方法。
(完整版)英语学科知识及教学能力
英语学科知识与教学能力第一部分：语言知识与能力第一章：英语语言基础知识第二章：语言学与英语教学第一节：语言学机器与英语教学的相关基本概念一、语言学的基本概念：(一)、语言学：语言学就是把语言作为研究对象的一个领域或一门学科。
(二)、普通与杨学与应用语言学普通语言学（Linguistics）是对人类语言的看法和研究结果的理论概括，是研究与样的本质、发展和起源的类型和分类的语言学分支学科。
应用语言学（Applied Linguistics）是研究语言在各个领域中实际应用的语言分支。
边缘学科：社会语言学（Sociolinguistics）、心理语言学（Psycholinguistics）、生理语言学(Physiological Phonetics)、计算机语言学(Computational Linguistics)、语体学（Stylistics）、信息论(Information Theory)、词典学(Lexicography)、翻译(Translation)、言语病理学(Speech Pathology)、言语矫治(Speech Therapy)。
(三)规定语言学（Prescriptive Linguistics）与描写语言学（Descriptive Linguistics）(四)历时语言学（Diachronic Linguistics）与共时语言学（Synchronic Linguistics）(五)口语与文字(六)语言和言语：语言（Langue）是一套音义结合的符号系统，一个语言集团所共有的语言系统；言语（Parole）则是人们运用语言这种工具进行交际的过程或结果，指说话者在具体的场合下可能说出或理解的具体话语。
(七)语言能力与语言行为二、外语教学中的基本概念（一）对比分析（Contrastive Analysis）1、认定语言时间的异同2、降低学习的难度3、决定教学重点4、预测错误的发生（二）错误分析1、负迁移（negative transfer）指语言教学中，母语模式妨碍学生学习外语的模式。
英语学科知识与教学能力(高中)必背
英语学科知识与教学能力（高中）必背考点第二部分语言教学知识与能力第一章外语教学基本理论第二节英语教学法一语法翻译法（grammar translation method）（一）语言观：语言是书面语，语言是一种知识，是由语音，语法和词汇构成的符号体系。
（外语教学法史上最早的一个教学法体系）（二）教学目的：培养学生阅读外国文学作品的能力和模仿范文进行写作的能力（三）特点是：教师用母语授课，授课重点是讲解与分析句子成分和语音、词汇变化与语法规则。
（四）评价优点：母语翻译，强调语法学习，深刻理解外语抽象词义和复杂结构缺点：1. 忽视口语教学，学生的语音语调差，不利于培养学生用外语进行交际的能力；2. 教学方式单一，学生容易失去兴趣。
二直接法（direct method）（一）语言观：语言是一种技能或习惯，习惯的养成要靠大量的重复练习和模仿（二）教学目的：培养学生阅读外国文学作品的能力和模仿范文进行写作的能力。
（三）特点：直接学习，直接理解和直接应用（四）评价优点：1. 采用各种直观教具，接近实际生活，培养用外语思维能力；2. 注重语言实践练习，学生学习积极性高，学习兴趣浓厚；3. 重视口语和语音教学，能有效地培养学生的语言运用能力。
缺点：1. 排斥母语，使学生对一些抽象和复杂的概念难以理解；2. 没有明晰的语法解释，导致学生说出的话语法错误较多。
三听说法（audio-lingual method）（一）语言观：语言是口语，是说出来的话，而不是写出来的文字。
（二）特点：以句型操练为中心，着重培养儿童听说能力的外语教学法。
（三）评价优点：培养学生敢于大胆主动地使用所学语言进行交谈，口语能力较强；重听说，初级阶段帮助大，语音语调自然。
缺点：机械操练不利于发展创造性思维，重形式，轻读写，语境不利于灵活应用。
四情景法(the situational approach)（一）概念：情景法也叫视听法。
强调耳，眼等器官以及大脑整体地去感知和认识外语材料，培养学生的听说读写四种能力。
高中英语学科知识与教学能力重点
高中英语学科知识与教学能力重点随着全球化的进程加快，英语作为国际性语言的重要性日益凸显。
高中英语教育作为英语学习的重要阶段，对于培养学生的英语能力与素养起到了关键性的作用。
对于高中英语教师而言，具备扎实的学科知识与教学能力是实施有效教学的关键。
本文将探讨高中英语学科知识与教学能力的重点。
一、深入理解学科知识1、语言知识与技能：高中英语教师首先需要掌握语音、词汇、语法等语言基础知识，同时还需要具备良好的听、说、读、写等语言技能，以便能有效地进行英语教学。
2、文化知识：英语作为一门人文学科，涉及大量的文化背景知识。
教师需要熟悉英美等主要英语国家的文化习俗、社会制度、历史沿革等，以便帮助学生更好地理解和应用英语。
3、教学理论知识：教师还需要掌握教育学、心理学、语言习得理论等相关知识，了解学生的学习特点和规律，以制定合适的教学策略。
二、提升教学能力1、课程设计能力：教师需要根据学生的实际情况和需求，合理设计教学内容和教学方法，以提高学生的学习兴趣和效果。
2、教学实施能力：教师需要具备良好的课堂掌控能力和教学实施能力，包括教材分析、教学计划制定、教学活动设计等，以确保教学的顺利进行。
3、评估与反思能力：教师需要学会运用多种评估手段，如形成性评估和终结性评估等，及时了解学生的学习情况并进行教学调整。
同时还需要对自己的教学过程进行反思和总结，以不断提升自己的教学水平。
三、加强跨文化意识随着全球化的深入，跨文化交际能力变得越来越重要。
高中英语教师需要具备跨文化意识，了解不同文化之间的差异和特点，以便在英语教学中注重培养学生的跨文化交际能力。
教师可以通过参加学术会议、研修课程等方式，不断加强自身的跨文化意识和能力。
四、持续专业发展教师的专业发展是一个持续的过程。
高中英语教师需要树立终身学习的理念，通过参加教育培训、自我学习等方式，不断更新自己的学科知识和教学理念，以适应教育发展的新需求。
教师还需要积极进行教学研究，探索适合学生的教学方法和策略，以提升教学效果。
教师资格(统考)-英语学科知识与教学能力-教师常用口语
口语技能教学
Practice 4 In a speaking class, the instructor wants to check whether students’ production is correct or not. Which activity will you NOT suggest? A. Role-play B. Debate C. Retelling D. information
口语技能教学
49 Take it easy. 请放心/别紧张。 50 Be brave / active, please. 请勇敢/主动些。 51 Who wants to try? 谁来试试？ 52 Come up to the front, please. 请到前面来。 53 Go back to your seat, please. 请回座位。 54 Come on. You can do it. 来吧！你能做到的。 55 Come on, you’re almost there. 来吧！你快（做/ 答）对了。 56 I’ll give you a clue (hint). 我给 different speaking activities 采用多种口语练习 活动：小组讨论，对话，课后录音等 6) Developing communicative strategies 有效使用交 际策略
口语技能教学
①积极回应对方。 ②适当使用补白词。 例如“well”, “um”等。 ③迂回策略。 运用释义或近义词。 ④借助形体语言。 ⑤ 掌握常规程序套语。
教师资格（统考）
英语学科知识与教学能力（中学）
精讲班
口语技能教学
口语技能教学
一、 Contents of Teaching Speaking 口语教学内容 1. Language form. 语言形式：语音语调、词汇、语法等 2. Language content. 语言内容：指广阔的知识背景和 经验 3. Function. 如问候，道歉，邀请，感谢等 4. Cultural knowledge. 包括文化的规则和不同文化间的交流规则。 5. Strategies. 主要指交际策略和对话技巧。
(完整版)初中英语学科知识与教学能力重点
(完整版)初中英语学科知识与教学能力重点初中英语学科知识与教学能力重点一、学科知识重点1. 英语词汇：学生需要掌握常用单词、短语和固定搭配，建议使用词汇图表和词汇卡片进行记忆和巩固。
2. 语法知识：学生需要掌握基本的句型结构、时态、语态和复合句的使用方法。
教师可以通过练、讲解和示范句子使用来帮助学生掌握。
3. 阅读理解：培养学生阅读理解能力是英语学科的重要目标。
学生需要通过阅读各种类型的文本，进行细节、推理和主旨等层次的理解。
4. 听力理解：学生需要通过听取英语材料来提高听力理解能力。
教师可以利用录音和多媒体设备进行听力训练，让学生熟悉各种不同的语音和语速。
5. 口语交际：学生需要进行日常生活及情景对话练，提高口语表达能力。
教师可以设计各种情境对话，让学生进行真实的口语交流。
二、教学能力重点1. 教学方法：教师应根据学生的不同特点和学科知识的复杂性，采用灵活多样的教学方法，例如讲授、练、小组合作等，以促进学生的积极参与和主动研究。
2. 课堂管理：教师需要具备良好的课堂管理能力，包括制定并执行课堂纪律、组织合作研究活动、关注学生的情感需求等，以创设积极、和谐的研究氛围。
3. 评价与反馈：教师需要及时进行学生研究情况的评价，并给予具体的反馈和指导。
评价方式可以包括口头反馈、书面评价和小组评价等，以帮助学生改进研究效果。
4. 激发学生的研究兴趣：教师应鼓励学生通过多样化的研究任务和活动来培养研究兴趣，例如利用游戏、音乐和影视资源等，激发学生的主动研究意愿。
5. 积极引导学生自主研究：教师应培养学生的研究能力和自主研究能力，例如教授研究方法、培养学生的思维能力和解决问题的能力，从而使学生能够独立进行研究和思考。
以上是初中英语学科知识与教学能力的主要重点。
教师应尽力帮助学生掌握学科知识，培养学生的学习能力和自主学习能力，以便学生能够在学科学习中取得更好的成绩。
希望本文档能对教师们在教学实践中有所帮助。
英语学科知识与教学能力简单题答题技巧汇总
1.比较视听法（Audio-Visual Method）和听说法（Audio-oral method）的特点及其优缺点。
P1502.语音教学有哪些内容？选其中两个说明其教学方法。
P180（1）语音层次的语音教学音标教学和读音规则教学（2）语流层次的语音教学句子重音（Stresses of sentences）节奏rhythms意群和停顿（Sense group and pause）连读和失去爆破（Liaison and loss of plosion）语调（Intonations）(3) 训练学生的重读1.听录音，看材料，思考为何需要重读2.让学生理解何时用重读之后进行训练(4) 训练学生的语调1.让学生意识到一个词可以表达不同的意义和语气。
2.让学生通过通录音总结何时用升调，何时用降调3.简述词汇教学的内容，说明两种词汇教学模式P184（1）内容：①词义（Meaning）包括概念意义（Denotative meaning）和关联意义（connotative meaning）②词法（Basic information）包括词类、词缀、拼写及发音③用法（Usage）包括词汇的搭配、短语、习语、风格、语域④词汇学习策略（Strategies）（2）教学模式①PPT模式, 由Presentation（呈现）.Practice（练习）.Testing（测试）三个阶段组成。
a.呈现：教师借助实物、图片、视频、行为等方式呈现单词的意义和用法。
b.练习：通过匹配、替换、表演、猜测、词汇接龙等练习活动，训练和巩固所学词汇。
c.测试：设置语境运用所学词汇，或者设计活动了解学生对词汇音、形、义的掌握程度。
②TBLT模式TBLT（Task-Based Language Teaching）模式要求词汇教学中应按照任务型教学的原则设计与词汇相关的任务。
按照任务型教学的原则，词汇学习不只是了解单词的意义与功能，更重要的是利用词汇完成阅读、听力和写作的任务。
初级中学英语教师资格考试学科知识与教学能力试题及解答参考(2025年)
2025年教师资格考试初级中学英语学科知识与教学能力自测试题及解答参考一、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, which option should fill in the blank to make it grammatically correct and meaningful: “She___an important document to the meeting.”A. bringB. broughtC. bringsD. has broughtAnswer: B. brought解析: 该句中需要的是过去时态，因此选择B. brought。
2、Which of the following is NOT a part of the 5C framework in English teaching?A. CommunicationB. CultureC. CooperationD. ContinuationAnswer: D. Continuation解析: 5C框架包括Communication（交流）、Culture（文化）、Cognition（认知）、Comprehension（理解）和Cohesion（连贯性），而Continuation并不是5C框架的一部分。
3、The present perfect tense is best used to describe an action that:A) Happens frequentlyB) Has just occurred or recently happenedC) Will occur in the futureD) Is in the process of happeningAnswer: B解析：Present perfect tense (has/have + past participle)通常用于描述一个刚发生或最近发生的动作，它强调的是动作的完成及其对现在的影响。
初中英语学科知识与教学能力考试范围
初中英语学科知识与教学能力考试范围
初中英语学科知识与教学能力考试范围主要包括以下几个方面：
1. 英语学科知识：主要考查考生对英语语言基础知识的掌握程度，包括语音、语法、词汇、阅读理解、写作等方面的能力。
2. 教学设计：要求考生能够根据学生的实际情况和课程要求，设计出符合教学规律和实际情况的教学方案，包括教学目标、教学内容、教学方法和教学评价等方面。
3. 教学实施：要求考生能够根据教学设计，有效地组织课堂教学，激发学生的学习兴趣，促进学生的学习效果。
4. 教学评价：要求考生能够根据教学设计和教学实施的情况，对学生的学习成果进行科学、客观、全面的评价，并提出相应的改进建议。
此外，初中英语教师资格证面试也会考察考生的仪表仪态、表达能力、思维品质等教学基本素养和教学基本技能。
具体来说，面试通常包括结构化面试、情境模拟等方式，通过备课、试讲、答辩等环节进行。
考生需要了解并熟悉这些考试内容和考试形式，以便更好地备考。
初中英语学科知识与教学能力
初中英语学科知识与教学能力是初中英语教师必备的核心能力。
它涵盖了英语语言知识、语言技能、教学方法和评价手段等多个方面。
首先，英语语言知识是教学的基础。
教师需要掌握足够的词汇、语法、语音等基础知识，能够流利、准确地使用英语，并能够解释复杂的语言现象。
此外，教师还需要了解英语国家的文化、历史和社会背景，以便更好地教授英语。
其次，语言技能是教学的关键。
教师需要培养学生的听、说、读、写四项技能，并能够运用这些技能进行交际。
教师需要设计各种教学活动，如角色扮演、小组讨论、写作等，以帮助学生提高语言技能。
此外，教学方法也是教学能力的重要组成部分。
教师需要掌握各种教学方法，如讲授法、讨论法、任务型教学法等，并根据学生的实际情况选择合适的教学方法。
同时，教师还需要能够运用现代信息技术手段，如多媒体、网络等，提高教学效果。
最后，评价手段是教学的重要环节。
教师需要设计合理的评价手段，如考试、作业、口头测试等，以了解学生的学习情况并及时调整教学策略。
总之，初中英语学科知识与教学能力是初中英语教师的核心能力，需要不断学习和提高。
只有具备了这些能力，才能更好地教授英语，帮助学生提高英语水平。
英语学科知识与教学能力初级中学
英语学科知识与教学能力初级中学
在初级中学中，英语学科知识与教学能力可以包括以下几个方面：
1. 英语词汇与语法知识：英语教师需要熟练掌握英语词汇和语法的基本知识，例如常用的单词、短语，句子结构和语法规则等。
这样才能够准确地解释和传授给学生。
2. 语音和发音：英语教师应该具备准确的英语语音和发音，能够正确地读出英语单词和句子，帮助学生培养良好的发音和语调。
3. 听力与口语能力：英语教师应该具备良好的听力和口语能力，能够流畅地进行英语对话和口语表达，并能够通过听力材料帮助学生成长。
4. 阅读与写作能力：英语教师应该具备良好的阅读和写作能力，能够帮助学生理解英语文章，并进行写作指导和批改。
5. 跨文化交际能力：英语教师应该具备跨文化交际能力，了解不同地区和国家的文化差异，能够培养学生的跨文化意识和交际能力。
6. 教学方法和策略：英语教师应该掌握有效的教学方法和策略，能够设计和实施具有挑战性和趣味性的教学计划，激发学生的学习兴趣。
7. 学生管理和评价：英语教师应该具备学生管理和评价的能力，能够有效地管理教室秩序，评价学生的学习进展，并提供必要的辅导和支持。
这些都是初级中学英语教师所需要具备的基本知识和能力，通过不断地学习和实践，可以不断提升自己的教学水平和专业能力。
初中英语学科知识与教学能力重点
初中英语学科知识与教学能力重点初中英语学科知识与教学能力是教师在教授初中英语课程时需要具备的核心能力。
本文将重点介绍初中英语学科知识和教学能力的关键内容。
初中英语学科知识重点1. 词汇掌握：学生应掌握并熟练运用常用的英语单词和短语，构建英语词汇基础。
2. 语法知识：学生需要掌握基本的英语语法知识，如时态、语态、句型等，以便正确地表达和理解英语句子和段落。
3. 阅读理解：学生应培养良好的阅读惯，能够理解并获取英语文本中的信息，包括主旨、细节、推理等。
4. 听力理解：学生需要通过听取英语材料来理解并获取相关信息，包括对话、短文等。
5. 写作能力：学生应能够根据要求进行英语写作，包括句子表达、段落组织、语法和拼写等方面的要求。
6. 口语表达：学生应培养流利、准确地用英语进行口语表达的能力，包括对话、演讲、讨论等。
初中英语教学能力重点1. 教学设计：教师应根据学生的实际情况和学科要求设计合理的教学计划和教学活动。
2. 教学能力：教师应具备良好的教学能力，包括清晰的语言表达能力、逻辑思维和组织能力。
3. 教学方法：教师应选择合适的教学方法和教学资源，灵活运用各种教学手段提高学生的研究效果。
4. 评价能力：教师需要对学生的研究情况进行评价，并根据评价结果提供有效的反馈和指导。
5. 班级管理：教师需要进行有效的班级管理，包括组织学生、管理教材和资源等。
初中英语学科知识和教学能力是教师在教授初中英语课程时必备的关键能力。
只有具备扎实的学科知识和良好的教学能力，教师才能更好地指导学生，提高学生的英语研究效果。
不同学校和地区的教育要求可能会有所不同，教师需要根据具体情况结合教学大纲和学生的实际情况进行针对性的教学。
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《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。
三、试卷结构模块比例题型语言知识与能力27%单项选择题语言教学知识与能力27%单项选择题简答题教学设计27%教学设计题教学实施与评价19%教学情境分析题合计100%单项选择题：约40%非选择题：约60%四、题型示例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．consideringC．considerate D．considered（2）________from the top of the hill,the town looks beautiful.A．Seeing B．Having seenC．Seen D．To see2．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.The18-acre site includes four buildings–the Secretariat,the General Assembly,the Conference building,and the Dag Hammarskjold Library.The United Nations(UN)currently has192members, 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 from48th Street to42nd Street.The decision to locate United Nations Headquarters in the United States was made in1946by the UN General Assembly,then meeting in London.Several U.S. locations were considered,but a donation of8.5million 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.The11architects began the project in early1947.The U.S. government provided an interest-free loan to the United Nations for the cost of construction,which began in1949.The Secretariat Building,which houses the UN administrative offices,was completed in1950,and United Nations Headquarters officially opened in1951.The Library was dedicated in1961.Over the years,changes have been made inside the buildings to accommodate the expanded membership of the United Nations.Today the General Assembly Hall,the largest conference room,seats more than1,800 people.The UN Headquarters site is international territory owned by the member nations. It has its own security force,fire department,and postal service.The postal service issues stamps that can only be mailed from the Headquarters;tourists often mail postcards bearing these stamps.Taking a guided tour is the only way for visitors to see the inside of the UN Headquarters.Tours are led by professional guides representing all the member nations and are conducted in many different languages.Visitors taking a tour see exhibits,various council chambers,and the General Assembly Hall.If their timing is good,they might even see a council meeting in session.The United Nations Headquarters displays many beautiful and meaningful works of art created specially for its halls and chambers.Sculptures and statues donated by member nations adorn the grounds of the complex.One sculpture,the Japanese Peace Bell,was made from the metal of coins collected from60different countries.Japan presented the bell to the United Nations in1954,and it is rung every year on September21,the International Day of Peace.The Peace Bell and other sculptures,as well as paintings and murals inside the buildings,create an impression of grandeur and dignity,reflecting the importance of the work being done at the United Nations.（1）If you want to see the flag of the People’s Republic of China in front of the UN headquarters,you would most probably find it________.A．near the48th streetB．near the42nd streetC．in the middle between48th and42nd streetsD．in the third position from the flag of Afghanistan（2）The UN was most likely formed________.A．before1946B．after1946C．in1950D．in1947（3）As a response to the increase in the UN membership,________to meet the needs over the years.A．more buildings have been builtB．internal changes have been madeC．old buildings have been enlargedD．more new land has been purchased（4）Which of the following statements about the tour guide is true?A．A tour guide may show his pride of his home country before visitors.B．Each member country sends its tour guide to work in the UN Headquarters.C．Each tour guide must be able to speak the languages of the member countries.D．A tour guide should not just feel proud of his own home country before visitors.（5）This article is most likely written for________.A．general newspapersB．magazines on architectural artC．books on the international affairsD．encyclopedic information brochure for studentsII．语言教学知识与能力1．单项选择题Which of the following activities does not belong to mechanical practice?A．Transformation.B．Sentence making.C．Substitution.D．Making up a story.2．简答题（中文作答）（1）blackboard这个词由哪两个部分组成？该词的重音位置在哪里？请描述相关的语音规律。