2019教师资格考试高中英语学科知识与教学能力答题技巧

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2019上半年《英语学科知识与教学能力(高中》教师资格试题及答案

2019年上半年教师资格考试(高中英语)学科知识与教学能力试题1、The main difference between /f/ and /v/ lies in ( ).A、the manner of articulationB、the place of articulationC、voicingD、sound duration试题答案：c2、Which of the following involves a sound deletion?A、Bean.B、Design.C、Sport.D、Big.试题答案：b3、In the economic ( )established recently, more progress has been made by the European countries in harmonizing their countries.A、regulationB、climateC、circumstanceD、requirement4、Smoking heavily at home will expose children to ( )their health.A、multipleB、surplusC、durableD、excessive试题答案：d5、Which of the following pairs of words are gradable antonyms?A、Buy and sell.B、Big and small.C、Male and female.D、Red and green.试题答案：b6、Naturally, she ( )that once there was a new film everybody would be eager to go and see it.A、had assumedB、assumedC、has assumedD、was assuming7、If he had fought in the First World War, he might have returned ( ).A、a different manB、with a different manC、as a different manD、to be a different man试题答案：c8、In fact, they would rather have left for London ( )in Birmingham.A、to stayB、in order to stayC、than have stayedD、instead of having stayed试题答案：c9、What kind of speech act is performed in utterance “Come round on Saturday”when it is said as an invitation rather than a demand?A、Direct speech act.B、Locutionary act.C、Indirect speech act.D、Perlocutionary act.试题答案：c10、By asking the question,“Can you list your favorite food in English?”, the teacher is using the technique of ( ).A、elicitationB、monitoringC、promptingD、recasting试题答案：a11、If a teacher wants to check how much students have learned at the end ofa term, he/she would give them a(n) ( ).A、diagnostic testB、placement testC、proficiency testD、achievement test试题答案：d12、What learning style does Xiao Li exhibit if she tries to understand every single word when listening to a passage?A、Field-dependence.B、Intolerance of Ambiguity.C、Risk-taking.D、Field-independence.试题答案：b13、If a teacher asks students to put jumbled sentences in order in a reading class, he/she intends to develop their ability of ( ).A、word-guessing through contextB、summarizing the main ideaC、understanding textual coherenceD、scanning for detailed information试题答案：c14、When a teacher says “What do you mean by that?”，he/she is asking the student for ( ).A、repetitionB、suggestionC、introductionD、clarification试题答案：d15、When a teacher says u “You 'd better talk in a more polite way when speaking to the elderly.”，he/she is drawing the students’attention to the ( )of language use.A、fluencyB、complexityC、accuracyD、appropriacy试题答案：d16、Which of the following is a display question?A、What part of speech is “immense”?B、How would you comment on this report?C、Why do you think Hemingway is a good writer?D、What do you think of the characters in this novel?试题答案：a17、Which of the following represents a contextualized way of practising “How often ...”?A、Make some sentences with“how often”.B、Use“how often”and the words given to make a sentence.C、I go shopping twice a week. How often do you go shopping?D、Please change the statement into a question with “how often”.试题答案：c18、Which of the following are controlled activities in an English class?A、Reporting, role-play and games.B、Reading aloud, dictation and translation.C、Role-play, problem solving and discussion.D、Information exchange, narration and interview.试题答案：b19、The ( )is designed according to the morphological and syntactic aspects ofa language.A、structural syllabusB、situational syllabusC、skill-based syllabusD、content-based syllabus试题答案：a阅读The number of Americans who read books has been declining for thirty years, and those who do read have become proud of, even a bit over-identified with, the enterprise. Alongside the tote bags you can find T-shirts, magnets, and buttons printed or sewn with covers of classic novels; the Web site Etsy sells tights printed with poems by Emily Dickinson. A spread in The Paris Review featured literature-inspired paint-chip colors. The merchandising of reading has a curiously undifferentiated flavor, as if what you read mattered less than that you read. In this climate of embattled bibliophilia, a new subgenre of books about books has emerged, a mix of literary criticism, autobiography, self-help, and immersion journalism: authors undertake reading stunts to prove that reading—anything—still matters.“I thought of my adventure as Off-Road or Extreme Reading,”Phyllis Rose writes in “The Shelf: From LEQ to LES,”the latest stunt book, in which she reads through a more or less random shelf of library books. She compares her voyage, to Ernest Shackleton’s explorations in the Antarctic. “However, I like to sleep under a quilt with my head on a goose down pillow,”she writes. “So I would read my way into the unknown一into the pathless wastes, into thinair, with no reviews, no best-seller lists, no college curricula, no National Book Awards or Pulitzer Prizes, no ads, no publicity, not even word of mouth to guide me.”She is not the first writer to set off on armchair expedition. A. J. Jacobs, a self-described “human guinea pig,”spent a year reading the encyclopedia for “The Know-It-All: One Man’s Humble Quest to Become the Smartest Person in the World”(2004). Ammon Shea read all of the Oxford English Dictionary for his book “Reading the OED: One Man, One Year, 21, 730 Pages”(2008). In “The Whole Five Feet”(2010), Christopher Beha made his way through the Harvard Classics during a year in which he suffered serious illness and had a death in the family. In “Howard’s End Is on the Landing”(2010), Susan Hill limited herself to reading only the books that she already owned. Such “extreme reading”requires special personal traits: perseverance, stamina, a craving for self- improvement, and obstinacy.Rose fits the bill. A retired English professor, she is the author of popular biographies of Virginia Woolf and Josephine Baker, as well as “The Year of Reading Proust”(1997), a memoir of her family life and the manners and mores of the Key West literary scene. Her best book is “Parallel Lives”(1983), a group biography of five Victorian marriages. (It is filled with marvellous details and set pieces, like the one in which John Ruskin, reared on hairless sculptures of female nudes, defers consummating his marriage to Effie Gray for so long that she sues for divorce.) Rose is consistently generous,knowledgeable, and chatty, with a knock for connecting specific incidents to large social trends. Unlike many biblio-memoirists, she loves network television and is un-nostalgic about print; in “The Shelf’she says that she prefers her e-reader to certain moldy paperbacks.The way most of us choose our reading today is simple. Someone posts a link, and we click on it. We set out to buy one book, and Amazon suggests that we might like another. Friends and retailers know our preferences, and urge recommendations on us. The bookstore and the library could assist you, too—the people who work there may even know you and track your habits—but they are organized in an impersonal way. Shelves and open stacks offer not only immediate access to books but strange juxtapositions. Arbitrary classification breeds surprises—Nikolai Gogol next to William Golding, Clarice Lispector next to Penelope Lively. The alphabet has no rationale, agenda, or preference.20、What can be inferred from Paragraph 1 about the author’s opinion on reading?A、What really matters is the fact that you read.B、An emphasis should be placed on what you read.C、The merchandising of reading can boost book sales.D、Reading as a serious undertaking should not be merchandised.21、Why does Phyllis Rose compare her reading to Ernest Shackleton’s explorations in the Antarctic?A、To emphasize the adventurous and stirring experience of reading.B、To emphasize the role of reading in broadening people’s horizon.C、To emphasize the amusement in reading without specific guidance.D、To emphasize the challenges in reading books of varying categories.22、Which of the following is closest in meaning to underlined phrase “human guinea pig”in Paragraph 3?A、A person used in experiments.B、An uneducated person.C、A lazy person.D、A vulnerable person.23、Why is Rose considered a good instance to manifest “extreme reading”?A、People’s interest in reading needs to be inspired.B、Most people do not know what they should read.C、She knows how to relieve her mental suffering via reading.D、She has special personal traits needed for “extreme reading”.24、In what sense is the arbitrary classification of books considered to be impersonal?A、It brings about surprises.B、It fails to track readers’habits.C、It ignores the content of books.D、It fails to consider reader’s preferences.试题答案：[['D'],['C'],['A'],['D'],['A']]21、If you have got kids, here is a nasty truth: they are probably not very special, that is, they are average, ordinary, and unremarkable. Consider the numbers of those applications your daughter is sending to Ivy League schools, for instance. There are more than a quarter of a million other kids aiming for the same eight colleges at the same time, and less than 9% of them will make the cut. And those hours you spend coaching Little League because you just know your son’s sweet swing will take him to the professionals. There are 2.4 million other Little Leaguers out there, and there are exactly 750 openings for major league ballplayers at the beginning of each season. That gives him a 0.0313% chance of reaching the big clubs. The odds are just as long for the other dreams you’ve had for your kids: your child the billionaire, the Broadway star, the Rhodes scholar. Most of those things are never going to happen.The kids are paying the price for parents’delusions. In public schools, some students are bringing home 17.5 hours of homework per week or 3.5 per school night and it’s hard to see how they have time to do it. From 2004 to2014, the number of children participating in up to three hours of after-school activities on any given day rose from 6.5 million to 10.2 million. And all the while, the kids are being fed a promise—that they can be tutored and coached, pushed and tested, hot- housed and advance placed until success is assured.At last, a growing chorus of educators and psychologists is saying, “Enough!”Somewhere between the self-esteem building of going for the gold and the self esteem crushing of the Ivy-or-die ethos there has to be a place where kids can breathe, where they can have the freedom to do what they love and where parents accustomed to pushing their children to excel can shake off the newly defined shame of having raised an ordinary child.If the system is going to be fixed, it has to start, no surprise, with the parents. For them, the problem isn’t merely the expense of the tutors, the chore of the homework checking and the constant search for just the right summer program. It’s also the sweat equity that comes from agonizing over every exam, grieving over every disappointing grade—becoming less a guide in a child’s academic career than an intimate fellow traveler.The first step for parents is accepting that they have less control over their children’s education than they think they do—a reality that can be both sobering and liberating. You can sign your kids up for ballet camp or violin immersion all you want, but if they’re simply doing what they’re told instead of doing what they love, they’ll take it only so far.Ultimately, there’s a much larger national conversation that needs to be had about just what higher education means and when it’s needed at all. Four years of college has been sold as being a golden ticket in the American economy, and to an extent that’s true.But pushing all kids down the bachelor’s path ensures not only that some of them will lose their way but also that critical jobs that require a two-year or less—skilled trades, some kinds of nursing, computer technology, airline mechanics and more—will go unfilled.There will never be a case to be made for a culture of academic complacency or the demolition of the meritocracy. It can be fulfilling for kids to chase a ribbon, as long as it’s a ribbon the child really wants. And the very act of making that effort can bring out the best in anyone’s work.But we cheat ourselves, and worse, we cheat our kids, if we view life as a single straight-line race in which one one-hundredth of the competitors finish in the money and everyone else loses. We will all be better off if we recognize that there are a great many races of varying lengths and outcomes. The challenge for parents is to help their children find the one that’s right for them. Which of the following factors deprives the kids of freedom to do what they love?A、3.5 hours of school assignments set by their teachers every day.B、The educational reforms made by the public schools they attend.C、The growing number of peers taking part in off-campus activities.D、Their parents’unrealistic wish for them to have a promising future.What are parents supposed to do to alter the current educational system?A、To pay for their kids’education.B、To take up all the household chores.C、To provide guidance to their children.D、To push their children to excel at exams.According to the author, which of the following perceptions should parents adopt concerning their kids’education?A、They should be their kids’companions on their journey to academic excellence.B、They should realize the fact that most children would remain mediocre despite their wills.C、They should feel relieved if they don’t have to pay for their kid’s off-school art lessons.D、They should be their kids’career director rather than help them find a right path to walk on.What does the underlined word “one”in the last paragraph refer to?A、Race.B、Length.C、Challenge.D、Outcome.试题答案：[['D'],['C'],['B'],['A']]22、根据题目要求完成下列任务，用中文作答。

教师资格证，高中《英语学科知识与教学能力》笔试高分攻略，转发

一、考情综述（一）历年考题分析1.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。

2.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。

（三）备考重难点总结1.学科知识学科知识重点考查词汇、语法和语言学知识。

2019上半年教师资格证笔试《高中英语学科知识与教学能力》真题及答案

2019年上半年教师资格考试(高中英语)学科知识与教学能力试题1、The main difference between /f/ and /v/ lies in ( ).A、the manner of articulationB、the place of articulationC、voicingD、sound duration2、Which of the following involves a sound deletion?A、Bean.B、Design.C、Sport.D、Big.3、In the economic ( )established recently, more progress has been made by the European countries in harmonizing their countries.A、regulationB、climateC、circumstanceD、requirement4、Smoking heavily at home will expose children to ( )their health.A、multipleB、surplusC、durableD、excessive5、Which of the following pairs of words are gradable antonyms?A、Buy and sell.B、Big and small.C、Male and female.D、Red and green.6、Naturally, she ( )that once there was a new film everybody would be eager to go and see it.A、had assumedB、assumedC、has assumedD、was assuming7、If he had fought in the First World War, he might have returned ( ).A、a different manB、with a different manC、as a different manD、to be a different man8、In fact, they would rather have left for London ( )in Birmingham.A、to stayB、in order to stayC、than have stayedD、instead of having stayed9、What kind of speech act is performed in utterance “Come round on Saturday” when it is said as an invitation rather than a demand?A、Direct speech act.B、Locutionary act.C、Indirect speech act.D、Perlocutionary act.10、By asking the question,“Can you list your favorite food in English?” , the teacher is using the technique of ( ).A、elicitationB、monitoringC、promptingD、recasting11、If a teacher wants to check how much students have learned at the end of a term, he/she would give them a(n) ( ).A、diagnostic testB、placement testC、proficiency testD、achievement test12、What learning style does Xiao Li exhibit if she tries to understand every single word when listening to a passage?A、Field-dependence.B、Intolerance of Ambiguity.C、Risk-taking.D、Field-independence.13、If a teacher asks students to put jumbled sentences in order in a reading class, he/she intends to develop their ability of ( ).A、word-guessing through contextB、summarizing the main ideaC、understanding textual coherenceD、scanning for detailed information14、When a teacher says “What do you mean by that?” ，he/she is asking the student for ( ).A、repetitionB、suggestionC、introductionD、clarification15、When a teacher says u “You 'd better talk in a more polite way when speaking to the elderly.”，he/she is drawing the students’ attention to the ( )of language use.A、fluencyB、complexityC、accuracyD、appropriacy16、Which of the following is a display question?A、What part of speech is “immense” ?B、How would you comment on this report?C、Why do you think Hemingway is a good writer?D、What do you think of the characters in this novel?17、Which of the following represents a contextualized way of practising “How often ...” ?A、Make some sentences with“how often”.B、Use“how often”and the words given to make a sentence.C、I go shopping twice a week. How often do you go shopping?D、Please chang e the statement into a question with “how often”.18、Which of the following are controlled activities in an English class?A、Reporting, role-play and games.B、Reading aloud, dictation and translation.C、Role-play, problem solving and discussion.D、Information exchange, narration and interview.19、The ( )is designed according to the morphological and syntactic aspects of a language.A、structural syllabusB、situational syllabusC、skill-based syllabusD、content-based syllabus20、The number of Americans who read books has been declining for thirty years, and those who do read have become proud of, even a bit over-identified with, the enterprise. Alongside the tote bags you can find T-shirts, magnets, and buttons printed or sewn with covers of classic novels; the Web site Etsy sells tights printed with poems by Emily Dickinson. A spread in The Paris Review featuredliterature-inspired paint-chip colors. The merchandising of reading has a curiously undifferentiated flavor, as if what you read mattered less than that you read. In this climate of embattled bibliophilia, a new subgenre of books about books has emerged, a mix of literary criticism, autobiography, self-help, and immersion journalism: authors undertake reading stunts to prove that reading—anything—still matters.“I thought of my adventure as Off-Road or Extreme Reading,” Phyllis Rose writes in “The Shelf: From LEQ to LES,” the latest stunt book, in which she reads through a more or less random shelf of library books. She compares her voyage, to Ernest Shac kleton’s explorations in the Antarctic. “However, I like to sleep under a quilt with my head on a goose down pillow,” she writes. “So I would read my way intothe unknown一into the pathless wastes, into thin air, with no reviews, no best-seller lists, no college curricula, no National Book Awards or Pulitzer Prizes, no ads, no publicity, not even word of mouth to guide me.”She is not the first writer to set off on armchair expedition. A. J. Jacobs, a self-described “human guinea pig,”spent a year reading the encyclopedia for“The Know-It-All: One Man’s Humble Quest to Become the Smartest Person in the World”(2004). Ammon Shea read all of the Oxford English Dictionary for his book “Reading the OED: One Man, One Year, 21, 730 Pages”(2008). In “The Whole Five Feet”(2010), Christopher Beha made his way through the Harvard Classics during a year in which he suffered serious illness and had a death in the family. In “Howard’s End Is on the Landing”(2010), Susan Hill limited herself to reading only the books that she already owned. Such “extreme reading” requires special personal traits: perseverance, stamina, a craving for self- improvement, and obstinacy.Rose fits the bill. A retired English professor, she is the author of popular biographies of Virginia Woolf and Josephine Baker, as well as “The Year of Reading Proust” (1997), a memoir of her family life and the manners and mores of the Key West literary scene. Her best book is “Parallel Lives” (1983), a group biography of five Victorian marriages. (It is filled with marvellous details and set pieces, like the one in which John Ruskin, reared on hairless sculptures of female nudes, defers consummating his marriage to Effie Gray for so long that she sues for divorce.) Rose is consistently generous, knowledgeable, and chatty, with a knock for connecting specific incidents to large social trends. Unlike many biblio-memoirists, she loves network television and is un-nostalgic about print; in “The Shelf’ she says that she prefers her e-reader to certain moldy paperbacks.The way most of us choose our reading today is simple. Someone posts a link, and we click on it. We set out to buy one book, and Amazon suggests that we might like another. Friends and retailers know our preferences, and urge recommendations on us. The bookstore and the library could assist you, too—the people who work there may even know you and track your habits—but they are organized in an impersonal way. Shelves and open stacks offer not only immediate access to books but strangejuxtapositions. Arbitrary classification breeds surprises—Nikolai Gogol next to William Golding, Clarice Lispector next to Penelope Lively. The alphabet has no rationale, agenda, or preference.What can be inferred from Paragraph 1 about the author’s opinion on reading?Why does Phyllis Rose compare her reading to Ernest Shackleton’s explorations in the Antarctic? Which of the following is closest in meaning to underlined phrase “human guinea pig”in Paragraph 3? Why is Rose considered a good instance to manifest “extreme reading”?In what sense is the arbitrary classification of books considered to be impersonal?A、What really matters is the fact that you read.B、An emphasis should be placed on what you read.C、The merchandising of reading can boost book sales.D、Reading as a serious undertaking should not be merchandised.A、To emphasize the adventurous and stirring experience of reading.B、To emphasize the role of reading in broadening people’s horizon.C、To emphasize the amusement in reading without specific guidance.D、To emphasize the challenges in reading books of varying categories.A、A person used in experiments.B、An uneducated person.C、A lazy person.D、A vulnerable person.A、People’s interest in reading needs to be inspired.B、Most people do not know what they should read.C、She knows how to relieve her mental suffering via reading.D、She has special personal traits needed for “extreme reading”.A、It brings about surprises.B、It fails to track readers’ habits.C、It ignores the content of books.D、It fails to consider re ader’s preferences.试题答案：[['D'],['C'],['A'],['D'],['A']]21、If you have got kids, here is a nasty truth: they are probably not very special, that is, they are average, ordinary, and unremarkable. Consider the numbers of those applications your daughter is sending to Ivy League schools, for instance. There are more than a quarter of a million other kids aiming for the same eight colleges at the same time, and less than 9% of them will make the cut. And those hours you spend coaching Little League because you just know your son’s sweet swing will take him to the professionals. There are 2.4 million other Little Leaguers out there, and there are exactly 750 openings for major league ballplayers at the beginning of each season. That gives him a 0.0313% chance of reaching the big clubs. The odds are just as long for the other dreams you’ve had for your kids: your child the billionaire, the Broadway star, the Rhodes scholar. Most of those things are never going to happen.The kids are paying the price for parents’ delusions. In public schools, some students are bringing home 17.5 hours of homework per week or 3.5 per school night and it’s hard to see how they have time to do it. From 2004 to 2014, the number of children participating in up to three hours of after-schoolactivities on any given day rose from 6.5 million to 10.2 million. And all the while, the kids are being fed a promise—that they can be tutored and coached, pushed and tested, hot- housed and advance placed until success is assured.At last, a growing chorus of educators and psychologists is saying, “Enough!” Somewhere between the self-esteem building of going for the gold and the self esteem crushing of the Ivy-or-die ethos there has to be a place where kids can breathe, where they can have the freedom to do what they love and where parents accustomed to pushing their children to excel can shake off the newly defined shame of having raised an ordinary child.If the system is going to be fixed, it has to start, no surprise, with the parents. For them, the problem isn’t merely the expense of the tutors, the chore of the homework checking and the constant search for just the right summer program. It’s also the sweat equity that comes from agonizing over every exam, grieving over every disappointing grade—b ecoming less a guide in a child’s academic career than an intimate fellow traveler.The first step for parents is accepting that they have less control over their children’s education than they think they do—a reality that can be both sobering and liberating. You can sign your kids up for ballet camp or violin immersion all you want, but if they’re simply doing what they’re told instead of doing what they love, they’ll take it only so far.Ultimately, there’s a much larger national conversation that needs t o be had about just what higher education means and when it’s needed at all. Four years of college has been sold as being a golden ticket in the American economy, and to an extent that’s true.But pushing all kids down the bachelor’s path ensures not only that some of them will lose their way but also that critical jobs that require a two-year or less—skilled trades, some kinds of nursing, computer technology, airline mechanics and more—will go unfilled.There will never be a case to be made for a culture of academic complacency or the demolition of the meritocracy. It can be fulfilling for kids to chase a ribbon, as long as it’s a ribbon the child really wants. And the very act of making that effort can bring out the best in anyone’s work.But we cheat ourselves, and worse, we cheat our kids, if we view life as a single straight-line race in which one one-hundredth of the competitors finish in the money and everyone else loses. We will all be better off if we recognize that there are a great many races of varying lengths and outcomes. The challenge for parents is to help their children find the one that’s right for them.Which of the following factors deprives the kids of freedom to do what they love?What are parents supposed to do to alter the current educational system?According to the author, which of the following perceptions should parents adopt concerning their kids’ education?What does the underlined word “one” in the last paragraph refer to?A、3.5 hours of school assignments set by their teachers every day.B、The educational reforms made by the public schools they attend.C、The growing number of peers taking part in off-campus activities.D、Their parents’ unrealistic wish for them to have a promising future.A、To pay for their kids’ education.B、To take up all the household chores.C、To provide guidance to their children.D、To push their children to excel at exams.A、They should be their kids’ companions on their journey to academic excellence.B、They should realize the fact that most children would remain mediocre despite their wills.C、They should feel relieved if they don’t have to pay for their kid’s off-school art lessons.D、They should be their kids’ career director rather than help them find a right path to walk on.A、Race.B、Length.C、Challenge.D、Outcome.试题答案：[['D'],['C'],['B'],['A']]22、根据题目要求完成下列任务，用中文作答。

国家教师资格考试高中英语学科知识与教学能力归纳

国家教师资格考试高中英语学科知识与教学能力归纳国家教师资格考试是一项评价教师英语学科知识与教学能力的重要考试。

参加该考试的教师需要掌握高中英语学科的专业知识，并且能够灵活运用这些知识来进行教学。

下面是对高中英语学科知识与教学能力的归纳：一、高中英语学科知识1. 语言知识英语语法和词汇是高中英语学科的基础知识。

教师应该熟悉英语的各种语法规则，并能够正确使用各种词汇。

2. 阅读理解高中英语学科强调学生的阅读理解能力。

教师需要掌握各种阅读理解技巧，并能够根据学生的实际情况设计合理的阅读材料和阅读训练。

3. 写作技巧高中英语学科要求学生掌握一定的写作技巧。

教师应该了解各种写作类型，如记叙文、议论文、说明文等，并能够指导学生进行写作训练。

4. 听力和口语高中英语学科也注重学生的听力和口语能力。

教师应该熟悉各种听力技巧，并能够设计有效的听力训练活动。

同时，教师还应该注重学生口语表达能力的培养。

5. 高中英语教材教师需要熟悉高中英语教材的内容和要求。

教师应该能够根据教材的特点来设计教学活动，并能够合理选择教材中的各种资源。

二、高中英语教学能力1. 教学设计能力教师需要具备良好的教学设计能力。

教师应该能够根据学生的实际情况设计合适的教学目标和教学方法，并能够根据学生的不同需求设计差异化的教学内容和教学活动。

2. 教学组织能力教师需要具备良好的教学组织能力。

教师应该能够合理组织教学活动，确保教学过程的顺利进行，同时能够有效管理学生，确保教学秩序的良好。

3. 教学反思能力教师需要具备良好的教学反思能力。

教师应该能够对自己的教学活动进行反思和评估，及时发现问题并进行调整，不断提高自己的教学水平。

4. 教学评估能力教师需要具备良好的教学评估能力。

教师应该能够根据学生的学习情况进行评估，并能够根据评估结果进行针对性的教学调整，帮助学生更好地提高。

上述是对国家教师资格考试高中英语学科知识与教学能力的归纳，只有掌握了这些知识和能力，教师才能够更好地在教学中发挥作用，提高学生的英语学习能力。

2019下半年教师资格证考试《高中英语学科知识与教学能力》真题(含答案)

2019下半年教师资格证考试《高中英语学科知识与教学能力》真题（含答案）一、单项选择题(本大题共30小题，每小题2分，共60分)1. This disease _____ itself in yellowness of the skin and eyes.A. manifestsB. modifiesC. magnifiesD. exposes2. In the _____ of human life honors and rewards tend to fall to those who show their good qualities in action.A. ringB. terraceC. arenaD. ground3. The coupon _____ you to at least 50% off the regular price of either frames or lenses when you buy both.A. entitlesB. tipsC. presentsD. credits4. Which of the following indicates a correct intonation pattern?A. Did you have a↑fever or a↓headache?B. Did you have a↑fever or a↑headache?C. Did you have a↓fever or a↓headache?D. Did you have a↓fever or a↑headache?5. Which of the following is a voiceless bilabial stop?A. /b/B. /m/C. /w/D. /p/6. The experienced writer is skilled in handling his words, just _____ the builder is skilled in handing his bricks.A. asB. soC. thusD. like7. It is politely requested by the hotel management that radios _____ after10 o'clock at night.A. did not playB. not to playC. not be playedD. were not be played8. Which of the following italicized phrase indicates a purpose?A. She said it for fun, but others took it seriously.B. For all its efforts, the team didn't win the match.C. Linda has worked for the firm for 20 years.D. He set out for Beijing yesterday.9. There are _____ syllables and _____ phonemes in the word “determine”.A. 3; 8B. 3; 7C. 2; 6D. 3; 610. The pair of words “buy” and “sell” are _____ opposites.A. gradableB. relationalC. complementaryD. dialectal11. The inductive method differs from the deductive one in that it enables learners to arrive at ____ on the basis of examples.A. generalizationsB. solutionsC. understandingD. decision12. What is not the major purpose of asking students to give a report after the group discussion in a reading class?A. To pool ideas.B. To correct mistakes.C. To encourage language use.D. To practice oral English.13. Which of the following is a kind of information gap activities in class?A. Pattern drills.B. Making a survey.C. Sentence transformation.D. Forming sentences.14. What would a teacher ask students to do if he/she intends to develop their skimming skill?A. To rewrite the text.B. To read for the specific information.C. To predict the content of the text.D. To read for the general idea of the text.15. What does a teacher focus on if he/she asks students to list their ideas, select and expand those ideas, and then make an outline?A. Students’ reading skills.B. Students’ translating skills.C. Students’ writing skills.D. Students’ listening skills.16. Activities such as problem solving, decision making and opinion exchanging are typical practices in ____.A. Audio-lingual methodB. Grammar-translation methodC. Situation language teachingD. Task-based language teaching17. What type of questions is more likely to motivate learners to talk more and get new information?A. Yes-no question.B. Closed question.C. Referential question.D. Display question.18. What does a teacher focus on when he/she says “Find out two things your partner likes to eat but you don’t and two things you both like to eat using‘what do you like to eat?’”A. Form.B. Meaning.C. Meaning and use.D. Form and meaning.19. Which of the following activities is most likely to be used to encourage students’ active language use?A. Reading a text and making true or false judgement.B. Listening to a passage and filling in the blank.C. Doing a role play of opening a bank account.D. Reordering the sentences into a passage.20. What test is likely to be given to new students at the beginning of a semester to screen them?A. Achievement test.B. Placement test.C. Proficiency test.D. Aptitude test.21—30小题缺二、简答题(本大题1小题，20分)31. 在写作教学过程中，写前、写中、写后是三个重要的教学环节，简述每个环节中的一个教学活动(12分);列出教师在写作教学过程中需要注意的四个事项(8分)。

教师资格证考试高中英语答题技巧

教师资格证考试高中英语答题技巧篇一：教师资格证高中英语试讲经验高中英语教师资格证试讲详解，下面小编就来给大家分享一下这个问题，大家都觉的高中英语教师资格证试讲难，那是因为大家没有真正的去了解高中英语教师资格证试讲，如果了解了相信大家就不会觉的难了，所以希望下面小编的讲解能够给大家一些帮助吧。

你就把下面听课的老师当成是学生好了啊，你肯定上过中学嘛，那时候老师是怎么讲课的你就按那样去做吧，那些听课的老师肯定都是有经验的了，要是你讲的时候不拿他们当学生，那样肯定跟给学生上课的时候气氛效果都不一样啊，他们不会喜欢不自然的讲课的。

至于课本问题嘛，反正都是初中的课本，铁定简单嘛，高中生都可以去讲的。

抓重点+发散思维+巧妙过渡，一切搞定另外，讲课的时候不要太过个性，个性的讲课可以给学生因为他们喜欢打破常规的生动的课堂，老师可不那么想，他们会认为那样的教学不会有好的效果。

上课前可以拿个手表放到讲桌上，随时调整讲课的速度，像楼上说的，千万不要出现课尾空白或者拖堂，要是实在有空白的话就弄点小花样，讲点其他相关的东西填一下，比如介绍一下自己或者讲点你经历过的事情什么的，最好能活跃气氛。

我觉得你不是师范的学生还能去应聘英语老师，应该英语蛮强的吧，那就把心情放平和，把最好的状态拿出来，拿实力镇一镇他们，一举拿下上课之前首先你要端正心态，你放心，学生们不会对你的到来感到太多的新鲜，其次呢就是针对你的时间紧迫的问题，那么你一定要快速的了解这节课应该讲什么，否则你在课堂上会感到无所适从，记住，短时间内备好课，这就考验你的能力了。

另外呢，最好先想几个问题，如果和课文有关的当然最好，有关于人生的也行，你必须要知道，其实授课并不是光给学生们讲书本知识，更重要的视教他们做人然后注意的就是一定要和时间搭配合理，不要下课铃没响就讲完，也不要压堂最最重要的一点是，放松心态。

以上就是高中英语教师试讲的有关内容，看过的同学要认真的学习，争取通过试讲，成功的站在讲台上，做一名为人民服务的好老师。

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。

高中教资英语教案出题规律

高中教资英语教案出题规律在教师资格考试中，英语科目的教案设计与出题规律是考核的重点之一。

一个优秀的教案不仅要符合教学大纲的要求，还要能够引导学生有效地学习和掌握知识点。

以下是一份高中教资英语教案出题规律的范本，旨在帮助考生更好地理解教案设计的核心要素和出题的基本规律。

首先，教案的设计需要明确教学目标。

这包括知识目标、能力目标和情感态度价值观目标。

知识目标通常指的是学生需要掌握的语言点，如词汇、语法结构等；能力目标则是指学生通过学习应达到的技能水平，如听、说、读、写能力的提升；情感态度价值观目标则涉及到学生对英语学习的兴趣培养、文化意识的提高等。

接下来，教学内容的选择要与教学目标相匹配。

选择适合学生水平和年龄特点的材料，确保教学内容既有趣又具有教育意义。

例如，可以通过故事、新闻报道、诗歌等多种文本类型来呈现语言材料，使学生在不同的语境中学习和运用英语。

在教学方法上，应采用多样化的教学手段，如任务型教学、合作学习、多媒体辅助教学等。

这些方法能够激发学生的学习兴趣，提高他们的参与度和互动性。

同时，教师应根据学生的反馈和学习效果，灵活调整教学策略。

出题规律方面，教资考试的题目通常涵盖以下几个方面：1. 教学目标的理解和应用：题目可能会要求考生根据给定的教学目标设计相应的教学活动或评价方法。

2. 教学内容的选取和组织：考生需要展示如何根据教学目标选择合适的教学内容，并将其组织成合理的教学顺序。

3. 教学方法的运用：题目可能会考查考生对于不同教学方法的理解和应用能力，如何根据不同的教学内容和学生特点选择合适的教学方法。

4. 教学评价的设计：考生需要能够设计出符合教学目标的评价方案，包括形成性评价和总结性评价。

5. 教学反思的能力：题目可能会要求考生对自己的教学设计进行反思，分析可能存在的不足并提出改进措施。

在实际出题时，题目的形式可能包括选择题、简答题、案例分析题等。

考生需要具备扎实的英语专业知识，熟悉教学理论，并能够结合实际情况进行创新和应变。

2019年教师资格考试英语学科知识与教学能力知识点

2019年教师资格考试英语学科知识与教学能力知识点一、词汇教学的内容（一）意义（meaning）1.外延意义（denotative meaning）即概念意义（conceptual meaning）字面意义、词典中2.内涵意义（connotative meaning）同一个单词在不同文化和语境中可能有不同的意义e.g.dog：loyalty（二）词汇信息（basic information）词性（part of speech）、词缀（affixes）、词的拼写（spelling）、发音（pronunciation）、词法规则（lexical rules）、句法结构（syntax structures）（三）用法（usage）搭配（collocation）、短语（phrases）、习语（idioms）、风格（style）、语域（register）（四）策略（strategies）调控策略（controlling strategies）：属于元认知策略（metacognitive strategies）资源策略（resource strategies）、认知策略（cognitive strategies）记忆策略（memory strategies）、活动策略（strategies for organizing activities）二、词汇教学的原则（一）词汇选择原则1.所选词汇必须是经常出现的词汇2.所选词汇必须能够用于其他活动3.所选词汇应具有一定的代表性（二）系统性原则展示词汇之间的系统性、联系性，化机械记忆为理解性记忆。

系统性主要关注词汇的形音练习、形义联系、结构联系、语义和用法联系等。

（三）文化性原则（四）呈现原则词汇的呈现应坚持直观性、情景性和趣味性。

（五）运用原则给学生创设具体运用词汇的条件和语境让学生使用词汇，让学生在运用中加深对词汇意义的理解，掌握词汇的用法和功能。

三、词汇教学模式（一）PPT模式1.呈现presentation：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。

高中英语考试技巧和方法总结

高中英语考试技巧和方法总结高中英语考试的时候运用一些技巧可以达到超长发挥的效果。

下面是小编分享的高中英语考试技巧和方法，一起来看看吧。

高中英语考试技巧和方法考前准备1、词汇。

背一下熟悉一下高中词汇，对于高考听力，高中词汇就足够了。

熟悉高频词汇，便于你做阅读理解，然后做最近的几套四级真题，第一套用来熟悉题型及时间安排，后几套规定时间做，做后反思时间的最佳安排。

比如首先的题为快速阅读，一般有用准确的方法为先读题勾关键再快速阅读课文勾关键得答案。

2、阅读、完型、听力准备。

把单词放在句子中来记。

3、翻译。

平时注意一些常用表达。

现在的翻译是整段翻译，更注重这种积累。

虽然新版的翻译有所改变，但是原理还是一样的。

英语听力关键词：词汇转化、跟读、速记首先，在这里解释一个概念：词汇的分类。

词汇分为四种：听力词汇(听得懂的)、口语词汇(说得出的)、阅读词汇(看得懂的)和写作词汇(写得出的)。

我们知道单词有音、形、义三个属性，而传统教学中英语词汇都是一个样，注重形和义的记忆，这样记下来的词汇顶多看得懂，写得出，也就是我们所说的阅读词汇和写作词汇。

这就造成绝大多数英语学习者听说能力明显弱于读写能力，因为我们的听力词汇和口语词汇要远小于阅读词汇和写作词汇。

最典型的就是听力听不懂，看完原文以后才恍然大悟，其实词汇都认识，就是听不出来，对词汇，词组的声音敏感度不够，最终学成“聋子英语”，进而又成为“哑巴英语”。

这里注意两个问题：1、录音不要放放停停，不要暂停录音，这里训练的就是你的边听边读，一心二用的能力。

(当然初学者可以慢慢来，直到逐渐不用暂停，逐渐尝试高语速的听力材料。

)2、跟读时不要看文本，不要借助文字，这里训练的就是你的词汇转化，听力词汇的能力。

(同样初学者要一步一步来，直到逐渐摆脱文本，逐渐由小段跟读到大段地跟读。

)阅读理解――至少要拿30分在6个题型中，最重要的题型当属阅读理解，分值占到总分的45%。

阅读理解共有3篇文章，每篇文章5个问题，每道题3分。

中学教师资格认定考试高级英语学科知识与教学能力模拟题2019年(11)_真题(含答案与解析)-交互

中学教师资格认定考试（高级英语学科知识与教学能力）模拟题2019年(11) (总分150, 做题时间120分钟)选择题1.Which of the following do not belong to the same type according to the manner or place of articulation?SSS_SINGLE_SELA/p//b//m/B/θ//3//h/C/g//h//k/D/g////w/该问题分值: 2.4答案:C考查辅音分类。

A项中的3个音都属于双唇音；B项中的3个均为擦音；C项中的／g／与／k／均为爆破音和软腭音，／h／按发音部位分的话，为声门音，按发音方式分的话，为擦音；D项中的3个均为软腭音。

故选C。

2.The pronunciation of the English word "selected" is______.SSS_SINGLE_SELA[sI'lectId]B[sI'lektId]C['sIlektId]D[sI'lekt]该问题分值: 2.4答案:B考查单词select及其过去式的读音。

select的读音为[sI'lekt]，变为过去式后读音为[sI'lektId]。

故选B。

3.George took______ of the fine weather to do a day' s work in his garden.SSS_SINGLE_SELAadvantageBprofitCpossessionDcharge该问题分值: 2.4答案:A考查动词短语辨析。

句意为“乔治利用好天气在花园里干了一天的活”。

take advantage of“利用”，take profit“获利”，take possession of“占领，夺取”，take charge of“负责；担任”。

全国教师资格笔试高分攻略(高中英语科目)

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。

教师资格证考试-笔试-《英语学科知识与教学能力》(高中)-教材知识点整理-前半部分

【所使用的教材信息】：2019年下半年考试使用的教材；【注意】：打印前请注意排版以及文档中图片的大小是否合适；因内容较多，分成两个文档，这是前半部分！第一部分英语语言知识第一章语音知识第一节字母、音素和音标一、英文字母1、英文字母的发音：2、英文字母的分类：二、英语音素1、音素：音素是音的最小的单位，英语中有48个音素，按照发音时气流是否受阻，分为元音音素（20个）和辅音音素（28 个）；2、元音音素的分类：①单元音和双元音：②根据设最高部分的位置，单元音可分为：③根据发音的长短，单元音可分为：④根据唇的圆展，单元音可分为：⑤根据舌抬起的高度，单元音可以分为：⑥根据口形的大小，单元音可分为：3、辅音因素的分类：①根据发音方式，辅音可分为：②根据发音部位，辅音可分为：③根据声带振动与否，辅音可分为：三、英语音标1、音标：音标是记录音素的符号，是音素的标写符号；其制定规则是：一个音素只用一个音标表示，而一个音标并不只表示一个音素；目前我国通用的国际音标共有48个，其中，元音音标20个，辅音音标28个；2、标音法：无声子音【p, k, t】在【s】后面会丧失送气的现象，如：peak和speak，其宽式标音是：/pi:k/和/spi:k/，其严式标音是：【phi:k】和【spi:k】；第二节语音是的结合及其变化一、音节1、音节：音节是读音的基本单位，一个元音音素可以构成一个音节，一个元音音素和一个或几个辅音音素结合也可以构成一个音节；一般来说，辅音音素不响亮，不能构成音节，但阴雨辅音音素中有一些响音，他们和辅音音素结合，也可以构成音节，如:[m][n][n][l]等；2、音节的划分：几个拼起来发音的字母较一个“音节”，音节有开音节、闭音节、半开音节之分，不同的单词有不同的音节划分；常见的划分音节的方法如下：3、音节的类型：⑴单音节：单音节词都重读；⑵双音节；⑶三音节；⑷多音节；⑸成音节：一个辅音因素加上一个/l/或/m/或/n/，构成成音节；4、重读音节：⑴开音节：包括绝对开音节和相对开音节；①绝对开音节：以发音的元音字母结尾的音节；如：me；②相对开音节：单个元音字母后面加单个辅音字母，再加一个不发音的字母e组成的重读音节；如：name；⑵闭音节：单个元音字母后面有辅音字母（r, w, y除外）且以辅音字母结尾的重读音节；如：bag；⑶-r音节：元音字母+r；如：car；⑷-re音节：元音字母+re；三、语音现象1、连读：在连贯地说话或朗读时，在同一个意群（即短语或从句）中，如果相邻的两个词前者以辅音音素结尾，后者以元音音素开头，就要自然地将辅音和元音相拼，构成一个音节，这就是连读；连读符号是：~；连读的类型如下：①辅音+元音：②元音+元音：③辅音+辅音：④r/re+元音：如果前一个词以r或re结尾，后一个词以元音开头，这时r/re要与后面的元音拼起来连读；如：They‘re my father~and mother.⑤不可连读：当短语或从句之间按意群进行停顿时，意群与意群之间即使有两个相邻的辅音与元音出现，也不可连读；2、爆破：①爆破;⑥爆破类型;3、重读：⑵句子重读：在句子中，一般重读的是实词，如名词、动词、形容词、副词等，不重读的多为虚词，如冠词、连词、感叹词等；4、弱读：5、语调：英语中有五种基本语调：升调（）、降调（）、升降调（）、降升调（）、平调（）；⑵降调：陈述句、特殊疑问句、表示命令的祈使句、问候用语、感谢用语以及感叹句一般都用降调；在并列句中，若前后两个分句关系紧密且是顺承关系，则用升降调，若两个分句同等重要，或联系不紧密，则都用降调；⑶升降调：主要用语表达“蔑视、嘲笑、惊奇、自满得意”等；⑷降升调：用来表示“不肯定、话中有话”，还可表示“警告、安慰、鼓励”等；6、同化：7、英美发音的区别：第二章词汇知识（看教材）第三章词法知识+第四章句法知识—会陆续单独整理第五章语言学知识第一节语言学绪论一、语言1、语言定义：语言是言语交际（verbal communication）的一种方式，是人类用于交流的一种任意的声音符号系统（a system of arbitrary vocal symbols）。

2019高中英语教师资格证学科知识与教学能力知识点

1. 激发学生动机 2. 头脑风暴 3. 绘制思路图 4. 自由写作 5. 写提纲 6. 写初稿 7. 自改与互改 8. 修订 9. 校对 10. 开会
写作教学策略
一．加强英语语言输入二．加强基础写作训练
三．强化英语语言思维
写作练习形式
一．控制性写作二．指导性写作 1. 段落写作 2. 摘要写作 3. 问卷调查写作 4. 应用写作三．交流性写作 1. 随意性写作 2. 叙述和描述写作
语篇教学方法
1. 整体教学法 2. 线索教学法
六要素 5w1h 及时间顺序 3. 背景知识介绍法 4. 段落提问教学法 5. 讨论教学法
听力教学原则
(1) 过程意义相结合 (2) 听力与其他教学相结合 (3) 分析性的听与综合性的相结合 (4) 适当难度
听力教学模式
1. 自下而上（B-U）强调技能 2. 自上而下（T-D）强调背景 3. 交互式
语法教学方法
一．演绎法（the deductive method）直接讲语法，然后练习
二．归纳法（the inductive method）先接触语境，归纳出语法规则三．指导发现法（教师引导帮助）
语法练习方法
一、机械性练习强调准确性、替换操练（substitution drills）、转换操练二、意义性练习看图编对话，根据提示做翻译三、交际性练习讲故事、情景对话、小组讨论
教材编写原则
(1) 时代性原则
(2) 基础性、选择性相结合 (3) 发展性和拓展性 (4) 科学性 (5) 思想性
教材使用建议
1. 对教材内容适当补充删减 2. 替换教学内容活动 3. 扩展教学内容活动 4. 调整教学顺序 5. 调整教学方法 6. 总结教材使用情况

高中英语教师资格证科目三,大题模板必过篇

高中英语教师资格证科目三,大题模板必过篇一、概述本文档提供了高中英语教师资格证科目三大题模板，旨在帮助考生顺利通过该科目的考试。

以下是各大题的模板和一些提示，供考生参考。

二、听力理解大题一：听力填空在这一题中，考生需要根据听到的内容填写表格或完成句子。

以下是解题模板和答题技巧。

解题模板1. 对听力材料的整体内容进行理解；2. 定位到每个填空对应的听力片段；3. 注意听力片段中的关键词、数字或特定信息；4. 根据关键词或特定信息确定填空内容。

答题技巧- 多进行听力练，提高听力理解能力；- 注意练时控制好时间，尽量在听完一遍后立即填写答案，以模拟真实考试情境。

大题二：听力选择在这一题中，考生需要根据听到的对话或独白选择最合适的答案。

以下是解题模板和答题技巧。

解题模板1. 对听力材料的整体内容进行理解；2. 定位到对话或独白中涉及到的问题；3. 注意听力材料中的关键词、词义辨析或语境提示；4. 根据关键词或语境提示选择最合适的答案。

答题技巧- 训练自己的听力速度和集中注意力的能力；- 练过程中注意积累常见的词义辨析和常识性问题的解答思路。

三、阅读理解大题一：选择题在这一题中，考生需要根据所给的文章选择最合适的答案。

以下是解题模板和答题技巧。

解题模板1. 通读全文，了解文章主题和大意；2. 针对每个选择题，通过定位关键信息进行解答；3. 注意文章中的关键词、代词指代关系或转折语等线索；4. 根据关键信息找出最符合文章意思的答案。

答题技巧- 提前阅读相关英文资料，了解常见题材和词汇；- 在解答选择题时，注意排除明显不符合文章意思的选项。

大题二：填空题在这一题中，考生需要根据所给的文章填写空缺处的合适单词。

以下是解题模板和答题技巧。

解题模板1. 通读全文，了解文章主题和大意；2. 注意空缺处的上下文和语法结构；3. 根据上下文和语法结构推测空缺处应填的单词；4. 对填写的单词进行语法和语义上的验证。

答题技巧- 提前积累常见的语法和词汇知识；- 多做相关阅读练，熟悉常见的文章结构和题材。

2019下半年教师资格《高中英语学科知识与能力》试题及详细参考答案

一、单项选择题(本大题共30小题，每小题2分，共60分)1. This disease _____ itself in yellowness of the skin and eyes.A. manifestsB. modifiesC. magnifiesD. exposes2. In the _____ of human life honors and rewards tend to fall to those who show their good qualities in action.A. ringB. terraceC. arenaD. ground3. The coupon _____ you to at least 50% off the regular price of either frames or lenses when you buy both.A. entitlesB. tipsC. presentsD. credits4. Which of the following indicates a correct intonation pattern?A. Did you have a↑fever or a↓headache?B. Did you have a↑fever or a↑headache?C. Did you have a↓fever or a↓headache?D. Did you have a↓fever or a↑headache?5. Which of the following is a voiceless bilabial stop?A. /b/B. /m/C. /w/D. /p/6. The experienced writer is skilled in handling his words, just _____ the builder is skilled in handing his bricks.A. asB. soC. thusD. like7. It is politely requested by the hotel management that radios _____ after10 o'clock at night.A. did not playB. not to playC. not be playedD. were not be played8. Which of the following italicized phrase indicates a purpose?A. She said it for fun, but others took it seriously.B. For all its efforts, the team didn't win the match.C. Linda has worked for the firm for 20 years.D. He set out for Beijing yesterday.9. There are _____ syllables and _____ phonemes in the word “determine”.A. 3; 8B. 3; 7C. 2; 6D. 3; 610. The pair of words “buy” and “sell” are _____ opposites.A. gradableB. relationalC. complementaryD. dialec tal11. The inductive method differs from the deductive one in that it enables learners to arrive at ____ on the basis of examples.A. generalizationsB. solutionsC. understandingD. decision12. What is not the major purpose of asking students to give a report after the group discussion in a reading class?A. To pool ideas.B. To correct mistakes.C. To encourage language use.D. To practice oral English.13. Which of the following is a kind of information gap activities in class?A. Pattern drills.B. Making a survey.C. Sentence transformation.D. Forming sentences.14. What would a teacher ask students to do if he/she intends to develop their skimming skill?A. To rewrite the text.B. To read for the specific information.C. To predict the content of the text.D. To read for the general idea of the text.15. What does a teacher focus on if he/she asks students to list their ideas, select and expand those ideas, and then make an outline?A. Students’ reading skills.B. Students’ translating skills.C. Stu dents’ writing skills.D. Students’ listening skills.16. Activities such as problem solving, decision making and opinion exchanging are typical practices in ____.A. Audio-lingual methodB. Grammar-translation methodC. Situation language teachingD. Task-based language teaching17. What type of questions is more likely to motivate learners to talk more and get new information?A. Yes-no question.B. Closed question.C. Referential question.D. Display question.18. What does a teacher focus on when he/she says “Find out two things your partner likes to eat but you don’t and two things you both like to eat using‘what do you like to eat?’”A. Form.B. Meaning.C. Meaning and use.D. Form and meaning.19. Which of the following activities is most likely to be used to encourage students’ active language use?A. Reading a text and making true or false judgement.B. Listening to a passage and filling in the blank.C. Doing a role play of opening a bank account.D. Reordering the sentences into a passage.20. What test is likely to be given to new students at the beginning of a semester to screen them?A. Achievement test.B. Placement test.C. Proficiency test.D. Aptitude test.21—30小题缺二、简答题(本大题1小题，20分)31. 在写作教学过程中，写前、写中、写后是三个重要的教学环节，简述每个环节中的一个教学活动(12分);列出教师在写作教学过程中需要注意的四个事项(8分)。