教师资格证考试科目三-初中英语考点(英文版)
科三初中英语试题及答案
科三初中英语试题及答案一、选择题（每题2分，共20分）1. Which of the following is the correct way to spell "颜色" in English?A. colorB. colourC. clourD. colur答案：A2. The teacher asked us to ________ the book and write a report.A. read throughB. read overC. read upD. read off答案：A3. The weather was very hot yesterday, ________ it?A. wasn'tB. wasn't itC. wasn't thatD. wasn't there答案：B4. ________ the help of the Internet, we can find information more quickly.A. WithB. ByC. ForD. Under答案：A5. She is ________ her sister in height.A. as tall asB. as taller asC. more tall thanD. less tall than答案：A6. The book is ________ interesting ________ I can't put it down.A. so; thatB. such; thatC. too; toD. very; but答案：A7. ________ the morning of June 1st, we had a sports meeting.A. AtB. InC. OnD. To答案：C8. He is ________ a good student ________ he always comes to school on time.A. so; thatB. such; thatC. very; butD. too; to答案：A9. ________ the window, please. It's too cold outside.A. CloseB. ClosedC. ClosingD. To close答案：A10. The teacher told us ________ the radio because it was too noisy.A. turn offB. to turn offC. turning offD. turned off答案：B二、填空题（每题2分，共20分）11. There are many ________ (different) between the twopictures.12. The ________ (final) exam will be held next month.13. The ________ (young) you are, the more energy you have.14. He is one of the ________ (wise) men I have ever met.15. She is ________ (interest) in music than in sports.16. He always does his homework ________ (careful) than his brother.17. The ________ (cheap) the product, the more people will buy it.18. He is not as ________ (tall) as his brother.19. The ________ (far) you go, the more beautiful the scenery becomes.20. She is the ________ (good) singer in our school.答案：11. differences12. final13. younger14. wisest15. more interested16. more carefully17. cheaper18. shorter19. farther20. best三、阅读理解（每题2分，共20分）阅读下面的短文，然后回答问题。
初中英语教师资格证面试备考-初中英语语法点汇总九年级
初中英语教师资格证面试备考-初中英语语法点汇总九年级九年级上册 (2)并列连词and, but, or和so (2)并列连词both ... and ..., not only ... but (also) ..., either ... or ... 和neither ... nor (3)that引导的宾语从句 (4)if或whether引导的宾语从句 (5)连接代词和连接副词引导的宾语从句 (6)提建议的句型 (6)before, after, when 和while引导的时间状语从句 (7)since, till 和until引导的时间状语从句 (7)as soon as 和whenever引导的时间状语从句 (8)because引导的原因状语从句 (9)since 和as引导是原因状语从句 (9)if引导的条件状语从句 (10)unless引导的条件状语从句 (10)although和though引导的让步状语从句 (11)so ... that 和such ... that引导的结果状语从句.. (11)so that引导的目的状语从句 (12)限定性定语从句 (12)关系代词 (13)九年级下册 (14)代词it的用法 (14)时态Tenses (16)简单句和复合句之间的转换 (18)九年级上册并列连词and, but, or和soUsing and, but, or and soWe use conjunctions like and, but, or and so to join ideas together. We use and to join ideas that are similar.I am active and energetic. I love working with people.I am active and energetic, and I love working with people.We use but to join ideas that are different.He does not like to talk much. His work shouts!He does not like to talk much, but his work shouts!We use or to introduce another possibility.I can be a good teacher. I can be a good doctor.I can be a good teacher or a good doctor.In negative sentences, we use or to join two or more ideas.He does not like singing. He does not like dancing.He does not like singing or dancing.We use so to express the result of something.I want to share the best art with people.I am always searching for something better or different.I want to share the best art with people, so I am always searching for something better or different.并列连词both ... and ..., not only ... but (also) ..., either ... or ... 和neither ... nor ...We use conjunctions like both ... and ..., not only ... but (also) ..., either ... or ..., and neither ... nor ... to connect the same part of two sentences to avoid repetition.both ... and ...We use both ... and ...to emphasize that something is true not just of one person, thing or situation, but of another too.Kitty has known something about the four people. I have known something about the four people.Both Kitty and I have known something about the four people.not only ... but (also) ...We use not only ... but (also) ...to add another fact to something you have mentioned.Carelessness will be a disaster to ourselves. Carelessness will be a disaster to patients.Carelessness will be a disaster not only to ourselves but (also) to patients.either ... or ...We use either ... or ... to mean one or the other, this or that, he or she, etc.You take the lead. You fall behind.You either take the lead or fall behind.neither ... nor ...We use neither ... nor ... to mean not this one and not the other, not this and not that, not he and not she, etc.My parents do not think I can make a good accountant.I do not think I can make a good accountant.Neither my parents nor I think I can make a good accountant.When we use the conjunctions to connect two subjects, the verb form after both ... and ... is always plural, but the verb form after not only ... but (also) ..., either ... or ... and neither ... nor ... can be plural or singular, depending on the subject closer to the verb.Both Kitty and Simon are energetic.Not only the students but (also) their teacher knows about the four people.Either Simon or David is ready to take on new challenges.Neither Millie nor her friends know about types of personality.that引导的宾语从句Object clauses introduced by thatAn object clause functions as the object of a sentence. We use that to introduce an object clause that is a statement.An object clause can be put after verbs such as know, think, believe, hope and mean.Some people believe that colours can influence our moods.She hopes that yellow can bring her success.An object clause can also follow adjectives such as certain, sure and glad.He is glad that the walls in his room are blue.She is sure that yellow can bring her good luck.In informal English we often drop that.I think (that) blue is better than pink.“I’m feeling blue” means (that) “I’m feeling sad”.Do you think (that) your favourite colour matches your characteristics?if或whether引导的宾语从句Object clauses introduced by if or whetherWe use if or whether to introduce an object clause that expresses a yes/no question. Such an object clause often follows verbs such as ask, see, wonder and find out. The word order in the clause should be the same as that in a statement.You may wonder if/whether colours influence our moods.Sandy asks if/whether orange can cheer her up.连接代词和连接副词引导的宾语从句Object clauses introduced by question wordsWe use a question word to introduce an object clause that expresses a wh- question. The word order in the clause should be the same as that in a statement.I wonder what I should do.Daniel does not know whom he should talk to.Sometimes we forget when we should stop.I do not understand why they are so strict with me.I do not know how I should deal with the problem.提建议的句型Giving suggestionsWe give suggestions politely using structures such as Why not ..., Why don’t you ..., What/How about ..., Let’s ... and Shall we ....Why not eat less and exercise more?Why don’t you let your parents know you need them?What/How about choosing your hobby according to the time you have?Let’s write a letter to Mr Sigmund Friend.Shall we have a meeting about this?before, after, when 和while引导的时间状语从句Using before, after, when and whileWe use the conjunctions before, after, when and while to introduce time clauses. They can be placed at the beginning or in the middle of sentences.Before means earlier than a certain time.He remained there for about a year before the NBA took notice of him.After means later than a certain time.After he graduated, he was forced to play in another basketball league.When means at or during a certain time.When he finally got the chance, he scored 20 points in his first game.While means during a certain time.While (he was) attending junior high, Spud tried out for the school team.since, till 和until引导的时间状语从句Using since, till and untilWe also use the conjunctions since, till and until to introduce time clauses.Since means from a certain time. The verb in the main clause is often used in the present perfect tense.You’ve been happy since I first met you.Till and until both mean up to a certain time, but till is more informal than until.Spud remained in another basketball league for about a year till/until the NBA took notice of him.When we use verbs like go, leave, arrive, etc. in the main clauses, we should use the structure not ... till/until.Do not wake me up until you finish your work.as soon as 和whenever引导的时间状语从句Using as soon as and wheneverThe conjunctions as soon as and whenever can also introduce time clauses.As soon as means when something happens, or a short time after something has happened.It began to rain as soon as I left the house.Whenever means at any time.I can read books whenever I want to.because引导的原因状语从句Giving reasons with becauseWe use because to introduce clauses of reason. Its tone is strong.I like listening to music because it makes me feel relaxed.I like painting because I like all the different colours.He loves the sounds of the rushing water and the blowing wind because, to him, the best music comes from nature.We often use because to answer why questions.Millie: Why do you love Michael Jackson?Daniel: Because he was the King of Pop.since 和as引导是原因状语从句Giving reasons with since and asSince and as are also used to give reasons for something.Usually the reasons are already known. Their tone is weaker than because.Since he had no musical instruments then, he made music with common objects like stones and paper.As he likes the sounds of nature, Tan uses them a lot in his music.if引导的条件状语从句Using ifWe use if to talk about the result of a possible action. We make sentences with if like this:unless引导的条件状语从句Using unlessWe can use unless to say that something can only happen or be true in a particular situation.The situation will continue unless humans stop hunting them for their fur and bones.Sometimes we can use if ... not to replace unless.The situation will continue unless humans stop hunting them for their fur and bones.The situation will continue if humans do not stop hunting them for their fur and bones.Unless it rains tomorrow, we are going to play football in the park.If it does not rain tomorrow, we are going to play football in the park.The unless-clause can come first or after the main clause.Unless you try your best, you will not realize your dream.You will be late unless you leave right now.although和though引导的让步状语从句Using although/thoughWe use although/though to contrast two clauses. Although is more formal than though.Colette insisted that Hepburn was the perfect girl for the lead role in the play, although Hepburn had never played any major roles before.Although he was a great player at university, the NBA was not interested in him.Though I like acting, I’d rather be a director.The music for the Beijing Olympics uses traditional Chinese music and the sounds of an ancient Chinese bell, though it is in a Western style.so ... that 和such ... that引导的结果状语从句Using so ... that and such ... thatWe use so ... that or such ... that to emphasize the qualities or characteristics of somebody or something and show the result of it.We use an adjective or an adverb between so and that.I am so good that I should be in Hollywood instead.The actress worked so hard that she did not have a day off last year.We use a noun phrase between such and that.Millie is such a good storyteller that she could write exciting scripts.It was such an exciting script that she read it through without stopping.so that引导的目的状语从句Using so thatWe use so that to talk about the purpose of doing something. We usually use can, will, could or may after so that.Hepburn spent her last few years working closely with UNICEF so that she could help poor children in different parts of the world.限定性定语从句Defining relative clausesWe use adjectives to describe someone or something.a short thin manuseful informationBut when we need a sentence to describe someone or something, we use a relativeclause.A detective is someone who looks for clues to something important.A defining relative clause describes the noun before it. We cannot take it out of a sentence because it contains important information. We can use who, which or that in defining relative clauses.We are asking anyone who saw anything unusual near Corn Street last night to contact us.We are now checking the scene for more clues which will help solve the case.The victim’s parents have offered a reward of ¥50,000 for any information that leads to the arrest of the murderer.关系代词Relative pronounsWho, which and that can be used as relative pronouns. We use them to refer to people and/or things.We use relative pronouns to introduce relative clauses. The relative clause comes after the noun it refers to.So far, the only suspect is a short thin man who was seen running down Corn Street at 10 p.m. last night.Anyone who can provide useful information should contact the police.We are now checking the scene for more clues which will help solve the case.九年级下册代词it的用法Uses of it用it作人称代词Using it as a pronounWe use it for animals and lifeless things.Look at the panda. It is so small.Another famous attraction is the Great Wall. It runs for over 6,000 kilometres across northern China.We use it for a young child when we do not know whether it is a girl or a boy.My aunt will have a baby soon. She hopes it will be a girl.Look at that cute baby over there! It’s a boy, isn’t it?We use it for an unknown person.—Who was calling you on the phone just now?—It was my cousin.We use it for an action, a situation or an idea mentioned in a previous statement. Riding around the countryside is popular in Guilin, isn’t it?Tourists like to take a boat trip along the Lijiang River. It is great fun.用it作非人称代词Using it as an impersonal pronounWe also use it for the time, the date, the weather, the distance, etc.It is 6:30 p.m. It is raining heavily outside.It is 1 January today. It is New Year’s Day.In Beijing, it is cold and windy in winter.It is two kilometres from my school to my home.it作形式主语或形式宾语Using it to replace the real subject or objectSometimes we use it to replace the real subject or object in a sentence. In this situation, we put the real subject or object later in the sentence in the form of a to-infinitive or a clause.It is very tiring to climb the steps.It is popular to hire a bicycle and ride around the countryside.It is amazing that there are so many rocks in unusual shapes in the cave. Many people find it pleasant to travel around.Useful structures with itIt is + adjective + (of/for ...) + to ....It takes ... some time to ....It is said/reported/... that ....... think(s)/find(s) it easy/difficult/... to ....时态Tenses一般现在时和现在进行时Simple present and present continuous一般过去时和过去进行时Simple past and past continuous一般过去时和现在完成时Simple past and present perfect简单句和复合句之间的转换Sentences用宾语+宾语补足语将宾语从句转换成简单句Using object clauses or objects + object complementsSometimes we use objects + object complements to replace object clauses. He saw that the robot was making breakfast.He saw the robot making breakfast.He found that his flat was in a complete mess.He found his flat in a complete mess.He thinks that it is too much trouble to own a robot.He thinks it too much trouble to own a robot.用疑问词+不定式将宾语从句转换成简单句Using object clauses or question words + to-infinitivesSometimes we use question words + to-infinitives to replace object clauses.The robot no longer knew when it should cook breakfast.The robot no longer knew when to cook breakfast.Mr Jiang did not know what he should do with the robot.Mr Jiang did not know what to do with the robot.用动词不定式将结果/目的状语从句转换成简单句Using adverbial clauses or to-infinitivesWe can also use to-infinitives to replace some adverbial clauses expressing results or purposes.Mr Jiang is always so busy that he does not have any time for hobbies.Mr Jiang is always too busy to have any time for hobbies.The robot is so s mart that it can do a lot of things for Mr Jiang.The robot is smart enough to do a lot of things for Mr Jiang.Mr Jiang plans to buy a robot so that he can have more free time.Mr Jiang plans to buy a robot in order to have more free time.用介词短语将状语从句转换成简单句Using adverbial clauses or simple sentencesWe can rewrite some adverbial clauses in simple sentences with prepositional phrases beginning with at the age of, because of and without.Neil Armstrong received his student pilot’s licence when he was 16.Neil Armstrong received his student pilot’s licence at the age of 16.People might float in space because the gravity is low.People might float in space because of the low gravity.Humans cannot survive if there is no food, water or oxygen.Humans cannot survive without food, water or oxygen.用介词将宾语从句转换成简单句Using object clauses or simple sentencesWe can rewrite some object clauses in simple sentences with prepositions like of and about.The smell of the pills reminds them that food on the Earth is tasty.The smell of the pills reminds them of the tasty food on the Earth.Are they sure that space travel will be very fast?Are they sure about the fast speed of space travel?用介词将定语从句转换成简单句Using defining relative clauses or simple sentencesWe can rewrite some defining relative clauses in simple sentences with prepositions like with and in.People might live in houses which have huge comfortable rooms.People might live in houses with huge comfortable rooms.On Mars you might see people who wear special boots.On Mars you might see people in special boots.。
教师资格证英语科目三
教师资格证英语科目三As a teacher candidate preparing for the English subject test of the teacher qualification certificate, I have faced various challenges and experiences in studying for this important examination. English has always been a subject that requires a high level of proficiency, both in terms of language skills and subject knowledge. The teacher qualification certificate is a necessary credential for those who wish to pursue a career in education, and passing the English subject test is vital in obtaining this certification. 我一直以来都对英语这门科目有着较高的要求，既在语言技能方面，又在学科知识方面。
作为一名准备参加教师资格证书英语科目考试的教师候选人，我在学习这一重要考试时面临着各种挑战和经历。
教师资格证书是那些希望从事教育事业的人士必备的资格证书，通过英语科目考试对获得这种认证至关重要。
Studying for the English subject test of the teacher qualification certificate has required a great deal of dedication and hard work. I have spent countless hours reviewing grammar rules, vocabulary, reading and writing skills, as well as familiarizing myself with the curriculum and teaching methods. The English subject test covers a wide range of topics, including literature, language acquisition,language teaching methods, and educational psychology. In order to pass this examination, it is essential to have a comprehensive understanding of these areas. 为了通过教师资格证书英语科目考试，我不得不付出大量的精力和努力。
教资科目三英语简答题必备知识点
教资科目三英语简答题必备知识点全文共3篇示例，供读者参考篇1Essential Knowledge Points for the English Short Answer Questions in the Teacher Qualification ExamAs students preparing for the English section of the teacher qualification exam, we all know that the short answer questions can be quite challenging. They test our understanding of key linguistic concepts and our ability to express ourselves clearly and concisely. To help you ace this part of the exam, I've compiled a list of essential knowledge points that you should thoroughly review and practice.Phonology and Phonetics:The International Phonetic Alphabet (IPA) - Be familiar with the IPA symbols and their corresponding sounds in English. You may be asked to transcribe words or identify sounds represented by IPA symbols.Stress patterns - Understand the rules for placing stress on words, including compound words, and how stress can change the meaning of a word.Intonation patterns - Recognize the different intonation patterns used in statements, questions, and other speech acts.Phonological processes - Know common phonological processes such as assimilation, elision, and epenthesis, and how they affect the pronunciation of words.Morphology and Word Formation:Affixes - Be able to identify and explain the meanings of common prefixes (e.g., un-, re-, dis-) and suffixes (e.g., -ful, -less, -tion).Compounding - Understand the process of compounding and how it creates new words.Conversion - Recognize how words can change their part of speech without any morphological change (e.g., "a walk" as a noun and "to walk" as a verb).Acronyms and abbreviations - Know how acronyms (e.g., NATO, AIDS) and abbreviations (e.g., Dr., Ltd.) are formed and used in English.Syntax and Grammar:Parts of speech - Have a solid grasp of the different parts of speech (nouns, verbs, adjectives, adverbs, etc.) and their functions in a sentence.Phrase structure - Understand the structure of different types of phrases (noun phrases, verb phrases, prepositional phrases, etc.) and how they combine to form clauses and sentences.Clause types - Be able to identify and distinguish between different clause types (main clauses, subordinate clauses, relative clauses, etc.).Sentence types - Recognize the different sentence types (declarative, interrogative, imperative, exclamatory) and their structures.Tense and aspect - Master the usage of different tenses (present, past, future) and aspects (simple, progressive, perfect) in English.Active and passive voice - Understand the difference between active and passive voice and when to use each.Modality - Be familiar with modal verbs (can, could, may, might, must, should, etc.) and their meanings and uses.Semantics and Pragmatics:Word meanings - Understand different types of word meanings, including denotation, connotation, and figurative language (metaphor, metonymy, etc.).Semantic relations - Recognize different semantic relations between words, such as synonymy, antonymy, hyponymy, and meronymy.Speech acts - Be aware of different speech acts (requests, commands, apologies, etc.) and the appropriate language to use for each.Politeness strategies - Understand various politeness strategies (e.g., indirectness, hedging, etc.) and their role in effective communication.Conversational implicature - Recognize the concept of conversational implicature and how context influences meaning.Sociolinguistics and Language Variation:Regional and social dialects - Understand the existence of different regional and social dialects of English and the factors that contribute to their development.Language and gender - Be aware of the relationship between language and gender, including potential differences in language use and societal attitudes.Language and culture - Recognize how language and culture are interconnected, and how cultural norms and values can influence language use.Language and power - Understand the role of language in establishing and maintaining power relationships in society.Language and identity - Be familiar with the concept of language as a marker of individual and group identity.These knowledge points cover a broad range of topics in English linguistics, and mastering them will not only help you succeed in the short answer questions but also develop a deeper understanding of the English language. Remember, practice is key – try to apply these concepts to various examples and scenarios to solidify your knowledge.Good luck with your preparation!篇2Acing the Short-Answer Questions: A Comprehensive Guide to English Subject KnowledgeAs aspiring educators, we all know the pivotal role the Teacher's Qualification Examination plays in shaping our future careers. Among the various subjects, the English section can beparticularly daunting, especially when it comes to theshort-answer questions. These questions demand a concise yet comprehensive understanding of various linguistic concepts, literary devices, and pedagogical approaches. Fear not, fellow students, for I've compiled a comprehensive guide to help you navigate through this challenging terrain with confidence.Mastering the Fundamentals of English GrammarGrammatical proficiency is the bedrock of effective communication, and it's imperative for educators to possess a deep understanding of the English language's structural intricacies. From parts of speech to sentence structures, familiarize yourself with the nuances of grammar rules and exceptions. Pay close attention to concepts like subject-verb agreement, tense consistency, and proper use of punctuation. Additionally, stay updated on the latest developments in grammar guidelines, as language evolves over time.Unlocking the Power of VocabularyA rich vocabulary is a potent tool for articulating thoughts with precision and clarity. Dedicate time to expanding your lexicon by studying word roots, prefixes, and suffixes. Explore synonyms, antonyms, and idiomatic expressions to express nuanced meanings effectively. Moreover, familiarize yourselfwith academic and literary vocabulary, as these will be essential for analyzing and discussing various texts.Decoding Literary DevicesLiterature is a treasure trove of figurative language and rhetorical techniques. Develop a keen eye for identifying and interpreting literary devices such as metaphors, similes, personification, imagery, and symbolism. Understanding these devices will not only enhance your ability to analyze literary works but also enrich your own written and spoken expression.Mastering Reading Comprehension StrategiesEffective reading comprehension is a cornerstone of language proficiency. Equip yourself with strategies like skimming, scanning, inferring, and summarizing to extract essential information from texts. Practice analyzing tone, purpose, and intended audience to develop critical thinking skills. Additionally, hone your ability to identify main ideas, supporting details, and author's perspectives, as these skills will be invaluable when answering short-answer questions.Embracing Diversity in LiteratureLiterature is a mirror that reflects the richness and diversity of human experiences. Familiarize yourself with various literarygenres, from poetry and drama to novels and short stories. Explore works from diverse cultural backgrounds, time periods, and perspectives. Developing an appreciation for literary diversity will not only broaden your horizons but also foster empathy and cultural sensitivity, essential qualities for successful educators.Integrating Technology in Language LearningIn our increasingly digital age, it's crucial to understand the role of technology in language education. Explore various educational technologies, such as online learning platforms, multimedia resources, and language learning apps. Develop strategies for integrating these tools effectively into your future classrooms to engage and motivate students.Applying Pedagogical ApproachesAs future educators, it's essential to understand various pedagogical approaches to language teaching. Familiarize yourself with methods like communicative language teaching, task-based learning, and content-based instruction. Develop strategies for creating learner-centered environments that foster active participation, critical thinking, and real-world language use.Fostering Cross-Cultural CompetenceLanguage is inextricably intertwined with culture, and as educators, we must cultivate cross-cultural competence. Develop an understanding of how cultural norms, values, and beliefs influence language use and communication styles. Explore strategies for promoting cultural awareness and sensitivity in the classroom, fostering an inclusive and respectful learning environment.Embracing Continuous Professional DevelopmentEducation is a dynamic field, and it's essential to embrace a mindset of continuous professional development. Stay updated on the latest research, trends, and best practices in language teaching and learning. Attend workshops, conferences, and professional development programs to expand your knowledge and refine your teaching skills.Practicing, Practicing, and More PracticeUltimately, the key to success lies in consistent practice. Regularly attempt practice questions, mock exams, and timed exercises to develop time management skills and improve your ability to provide concise yet comprehensive responses. Seekfeedback from peers, mentors, or instructors to identify areas for improvement and refine your strategies.Remember, the journey to becoming an exceptional educator is paved with dedication, perseverance, and a genuine passion for learning. Embrace these essential knowledge points, and you'll be well-equipped to tackle the short-answer questions of the English subject with confidence and proficiency.Wishing you all the best in your endeavors!篇3Sure, here's an article on "Essential Knowledge Points for Short Answer Questions in English for the Teacher Qualification Exam," written from a student's perspective, with a length of around 2,000 words in English.Title: Essential Knowledge Points for Short Answer Questions in English for the Teacher Qualification ExamAs a student preparing for the English section of the Teacher Qualification Exam, one of the most challenging aspects is tackling the short answer questions. These questions require concise yet comprehensive responses, testing your understanding of various language concepts and teaching methodologies. To help you ace this section, I've compiled a listof essential knowledge points that you should have at your fingertips.Phonetics and Phonology:Mastering the basics of phonetics and phonology is crucial for teaching English pronunciation effectively. Familiarize yourself with the International Phonetic Alphabet (IPA) symbols, stress patterns, intonation, and the production of different speech sounds. Understanding the mechanisms behind speech production and the factors that influence pronunciation will aid you in addressing common pronunciation challenges faced by English language learners.Grammar and Syntax:A solid grasp of English grammar and syntax is indispensable for any language teacher. Be prepared to explain the rules governing sentence structure, tenses, parts of speech, clauses, and other grammatical concepts. Additionally, understand the different approaches to teaching grammar, such as deductive vs. inductive methods, and their respective advantages and limitations.Vocabulary Acquisition:Vocabulary is the building block of language learning, and as a teacher, you'll need to guide students in acquiring and retaining new words effectively. Familiarize yourself with various vocabulary teaching strategies, such as using context clues, word families, mnemonic devices, and multimedia resources. Understanding the principles of vocabulary acquisition, including the role of frequency, repetition, and meaningful contexts, will enhance your ability to facilitate vocabulary development.Reading Comprehension Strategies:Reading comprehension is a fundamental skill in language learning, and as a teacher, you should be well-versed in various reading strategies. These include skimming, scanning, making inferences, identifying main ideas, and summarizing. Understand the different reading genres (e.g., narratives, expository texts, persuasive writing) and how to adapt your teaching approach accordingly.Writing Instruction:Teaching writing is a multifaceted task that requires knowledge of the writing process, genre conventions, and effective feedback strategies. Be prepared to discuss the stages of the writing process (prewriting, drafting, revising, editing, and publishing), as well as techniques for developing ideas,organizing content, and enhancing coherence and cohesion. Additionally, familiarize yourself with various writing genres, such as narratives, descriptive essays, argumentative essays, and research papers.Classroom Management Techniques:Effective classroom management is essential for creating a conducive learning environment. Understand the principles of establishing clear routines, setting expectations, and managing student behavior using positive reinforcement strategies. Be familiar with techniques for promoting student engagement, maximizing instructional time, and fostering a respectful and inclusive classroom culture.Language Acquisition Theories:Gain a solid understanding of the various language acquisition theories, including Behaviorism, In。
初中英语教资科三词汇总结
Monophthong 单元音Mono——代表单数，单个的，孤独的。
为啥？Mon——联想一下，Monday，星期一，“一”就是单数啊~Diphthong 双元音Di——代表双数，一对的，成双成对的。
由D可以联想一下double。
Plosive 爆破音源自于explosion，爆发，喷发。
plo——记住p，就是破。
Fricative 擦音源自于friction，摩擦，摩擦力。
fric——记得以前学物理用F代表摩擦力吗？就是这么来的。
Affricate 塞擦音A代表air,意思是气流受阻，正是塞擦音的形成方式：压迫气流把闭塞部分冲开，气流从窄缝中挤出，摩擦成声。
Lateral 边音边音就只有一种，就是L,中文里“了”的发音就是边音，因此看见“L”首先猜边音。
Nasal 鼻音N就是鼻音。
Approximant 近音源自于approximately，大约，近似，约等于。
Approxi——这个词缀就是无限接近的意思。
Bilabial 双唇音labial是唇音。
bi——就是双的意思，光看B这个字母是不是很像都起来的嘴唇Labiodental 唇齿音Labio——源自于labial就是唇音的意思dental——就是牙科的意思，如果背过四六级单词，应该可以联想到dentist 牙医。
Dental 齿音dental——就是牙科的意思，如果背过四六级单词，应该可以联想到dentist 牙医。
Alveolar 齿龈音Palatal 硬腭音Velar 软腭音Glottal 声门音Phone 音素phone,(lll￢ω￢)，对就是电话这个phone，打电话最重要的就是要能听到声音。
所以phone，跟声音有关。
Phonemes 音位一种语言中能够区别意义的最小的语音单位。
Allophones 音位变体在不同的语音环境中能够代表同一个音位的不同音素，叫作音位的音位变体。
Allomorph 语素变体语素再不同情况下的的任何不同形式（属于语法结构）。
教师资格证考试初中英语科目三必背知识点
教师资格证考试初中英语科目三必背知识点在备课前通读一遍教材，熟悉初中英语教材的体系和内容。
通读一遍教材，能弄清初中英语教材的结构，领会初中英语教学大纲的精神，明确初中英语教学目标，分清初中英语教学的重点、难点。
分析研究课文，做到心中有数。
组织好初中英语课堂教学是初中英语教师教学工作的重要环节。
初中英语课堂教学要做到严谨、简洁、目的明确。
教态要自然大方，语言要清晰、准确、流畅。
板书要规范、实用。
教法要有利于激发学生学习兴趣，有利于学生积极参与课堂活动，有利于培养学生的运用能力。
课后辅导和作业批改是教学工作的有机组成部分。
课后辅导是课堂教学的补充和巩固，它有利于教师了解学生学习情况，及时反馈教学信息，帮助学生解决学习上的困难，指导学习方法。
作业批改可以帮助学生巩固所学知识，发现自己学习中存在的问题，及时纠正错误。
听课和观摩教学是提高初中英语教师教学水平的重要途径。
通过听课和观摩教学可以学习其他教师的长处，发现自己的不足之处，从而改进自己的教学工作。
同时也可以了解其他教师的教学方法和风格，取长补短。
课外活动是初中英语教学工作的重要组成部分。
通过开展各种形式的课外活动可以激发学生学习英语的兴趣和积极性，增强学生的英语实践能力。
如开展英语角、英语演讲比赛、英语歌曲比赛等活动可以为学生提供运用英语的机会，提高学生的英语口语表达能力。
教学目标是教学实施的基础，也是教学设计的核心。
在教师资格证考试中，初中英语的教学目标应该从语言知识、语言技能、情感态度、学习策略和文化意识五个方面进行描述和设计。
语言知识目标：让学生掌握初中英语的基本词汇、语法和语言表达方式，能够正确地使用英语进行口头和书面表达。
语言技能目标：培养学生的听、说、读、写四项基本技能，使学生能够运用这些技能进行有效的交流和信息获取。
情感态度目标：通过英语学习，培养学生的自信心和积极性，使学生对英语文化和英语国家有更深入的了解，激发其学习兴趣和求知欲。
教资英语科目三专业词汇
中学英语教资科三相关专业词汇整理除了教学设计部分其他词汇认识即可，不需要会拼写，语言教学知识与能力部分自下而上bottom-up model自上而下top-down model交互式教学模式interactive model泛听extensive listening精听intensive listening辨别Discrimination交际信息辨别Recognizing communicating signals听大意Listening for gist听细节Listening for specific information词义猜测Word-guessing推理判断和预测Inferring and predicting记笔记Note-taking配音dubbing角色扮演role play泛读fast/global reading精读careful/detailed reading略读skimming寻读scanning预测prediction猜测意思guessing meanings推理Inferring识别指代关系（Recognizing the Reference）结果导向模式（The Product-oriented Model）过程导向模式（The Process-oriented Model）内容导向模式（The Content-oriented Model）头脑风暴（Brainstorming）思维导图（Mapping）列提纲（Outlining）写初稿（Drafting）自改（Self-editing）互相修改（Peer-editing）订正（Revising）评价（Evaluating）控制性写作（Controlled writing）指导性写作（Guided writing）交流性写作（Expressive writing）系统性原则（Systematic principle）应用原则（Application principle）呈现原则（Presentation principle）文化性原则（Culture principle）词汇选择原则（Word-choice principle）演绎法（deductive）归纳法（inductive）机械训练（Mechanical Practice）替换操练（substitution drills）转换操练（transformation drills）意义性练习（Meaningful Practice）语法翻译法(Grammar-translation Method)直接法(Direct Method)听说法(The Audio-lingual method)认知法(Cognitive Method)交际法(Communicative Language Teaching Approach)视听法(The Audio Visual Approach)情景教学法(Situational teaching method)全身反应法(Total Physical Response,TPR)任务型教学法(Task-based Language Teaching Method) （TBLT）拼图式任务（jigsaw tasks）信息沟活动（information gap tasks）解决问题型任务（problem-solving tasks）选择决定型任务（decision-making tasks）交流观点型任务（opinion exchange tasks）教学设计部分Teaching contents 教学内容Teaching objectives 教学目标Teaching key point and difficult point 教学重难点Teaching methods 教学方法Teaching aids 教具Teaching procedures 教学过程Blackboard design 板书设计Teaching reflection 教学反思Task-based Language Teaching Method（TBLT）（任务型教学法）Communicative Language Teaching Approach（交际型教学法）Situational Language Teaching Method（情景教学法）Total Physical Response（TPR）（全身反应法）Audio-lingual Method（听说法）Cooperative Learning Method 合作学习法Independent/Autonomous（自主的）Learning Method 自主学习法Knowledge objective(s)知识目标Ability objective(s)能力目标Emotional objective(s)情感目标教学实施与评价部分指导者（Instructor）控制者（Controller）评价者（Assessor）组织者（Organizer）提示者（Prompter）促进者（Facilitator）参与者（Participant）研究者（Researcher）资源提供者（Resource-provider）全班活动（Class work）小组活动（Group work）结对活动（Pair work）个人活动（Individual work）开放性问题(open question)封闭性问题(closed question)展示性问题(display question)参考性问题(referential question)直接纠错（Explicit correction）间接纠错（Implicit correction）重述法(Recasting)重复法(Repetition)强调法(Pinpointing)元语言提示法(Metalinguistic feedback)澄清法(Clarification request)启发法(Elicitation)诊断性评价（Diagnostic Assessment）调查与测验(quiz&questionnaire)观察与访谈(observation&interview)形成性评价（Formative Assessment）评价量表(evaluation scale)概念图(concept map)终结性评价（Summative Assessment）口试(oral test)笔试(written test)标准参照评价（Criterion-referenced assessment）常模参照评价（Norm-referenced assessment）个体参照评价（Individual-referenced assessment）成绩测试（Achievement test）水平测试（Proficiency test）潜能测试（Aptitude test）诊断测试（Diagnostic test）常模参照测试（Norm-referenced Tests）标准参照测试（Criterion-referenced Tests）信度（Reliability）区分度（Discrimination）难度（Difficulty）效度（Validity）表面效度（Face Validity）结构效度（Construct Validity）内容效度（Content Validity）教学日志（Teaching journal）叙事研究（Narrative research）行动研究（Action research）语言学部分语言学（Linguistics）Langue & Parole（语言和言语）Prescriptive & Descriptive（规定性和描述性）Synchronic & Diachronic（共时性和历时性）Competence & Performance（语言能力和语言表现）任意性（Arbitrariness）二重性（Duality）创造性（Productivity）移位性（Displacement）文化传播性（Cultural transmission）信息功能（Informative function）人际功能（Interpersonal function）施为功能（Performative function）情感功能（Emotive function）寒暄功能（Phatic function）娱乐功能（Recreational function）元语言功能（Metalinguistic function）语音学(Phonetics)元音（vowels）辅音（consonants）舌头最高部分的位置(position of the highest part of the tongue) 前元音(front vowel)中元音(central vowel)后元音(back vowel)舌头抬起的高度(the height of tongue rising)高元音(high vowel)中元音( middle vowel)低元音(low vowel)长元音（long vowel）短元音(short vowel)圆唇音(rounded vowel)非圆唇音(unrounded vowel)发音方式(Manner of articulation)发音部位(Place of articulation)带声性(Voicing;vibration of the vocal cords)清辅音(Voiceless sound)浊辅音(Voiced sound)爆破音(Stops/Plosives)摩擦音(Fricatives) 塞擦音(Affricates) 鼻音(Nasals)流音(Liquids/Lateral) 滑音(Glides) 双唇音（Bilabial）唇齿音（Labiodental）齿间音（Dental）齿龈音（Alveolar）硬颚音（Palatal）软腭音（Velar）声门音（Glottal）语音变化(Vocal Variety) 连读(Liaison) 失去爆破(Loss of Plosive)不完全爆破(incomplete plosive) 同化（Assimilation）音系学（Phonology）音素(Phone) 音位(phoneme)最小对立体(minimal pairs) 音位对立(phonemic contrast)音位变体（Allophone）互补分布（complementary distribution）自由变体（Free variation）序列规则（Sequential rule）同化规则（Assimilation rule）省略规则（Deletion rule）音节（syllable）重音（Stress）单词重音（word stress）句子重音（sentence stress）语调（intonation）升调（rising tone）降调（falling tone）降升调(falling-rising tone) 升降调(rising-falling tone) 形态学（Morphology）词素(Morpheme) 自由词素（free morphemes）黏着词素（bound morphemes）词根（root）词缀（affix）前缀（prefix）后缀（suffix）中缀（infix）词干（stem）屈折词缀（inflectional affix）派生词缀（derivational affix）词的构成（word formation）复合法(compounding)向心复合词（endocentric compound）离心复合词（exocentric compound）派生法(derivation)创新词(invention) 混成词（blending）截断词（clipping/abbreviation）首字母连写词（initialism）首字母拼写词（acronym）逆构词法（back-formation）类推构词（analogical creation）借词法（borrowing/loanword）语义学（Semantics）外延意义（Denotation）内涵意义（Connotation）同义关系（synonymy）文体(stylistic) 差别地域(dialectal) 差别搭配(collocational) 差别情感(emotive)差别语义(semantic) 差别反义关系（Antonymy）反义词（antonym）的关系等级反义（gradable antonymy）互补反义（complementary antonymy）反向反义（converse antonymy）上下位关系（Hyponymy）一词多义（Polysemy）同音/同形异义（Homonymy）同音异义（homophone）同形异义（homograph）同形同音异义（complete homonym）句子间涵义关系（Sense relations between sentences）X is synonymous with Y (X 与Y 同义)X is inconsistent with Y (X 与Y 不一致)X entails Y/Y is an entailment of X（X 蕴含Y）X presupposes Y/Y is a prerequisite of X（预设关系）X is a contradiction（X 自我矛盾）语用学（Pragmatics）言语行为（speech acts）言内行为/发话行为（locutionary act）言外行为/行事行为（illocutionary act）言后行为/取效行为（Perlocutionary act）直接言语行为（direct speech act）间接言语行为（indirect speech act）会话含义理论（Conversational implicature ）合作原则（Cooperative principle）数量准则（The maxim of quantity）质量准则(The maxim of quality)关系准则(The maxim of relevance)方式准则(The maxim of Manner)修辞学（Rhetoric）明喻（Simile）暗喻（Metaphor）转喻/换喻/借代（Metonymy）提喻（Synecdoche）隐喻（Allusion）拟人（Personification）夸张（Hyperbole）矛盾修饰法（Oxymoron）委婉（Euphemism）移就（Transferred Epithet）押韵（Rhyme）押头韵（Alliteration/Initial rhyme/Head rhyme）押尾韵（End rhyme）反韵（Reverse rhyme）准押韵（Assonance）意群（sense group）停顿（pausing）节奏（rhythm）替换（substitution）双关（pun）反语（irony）讽刺（sarcasm）习得假说（The Acquisition-learning Hypothesis）语言输入假说（Input Hypothesis）情感过滤假说（Affective-filter Hypothesis）自然顺序假说（The Natural Order Hypothesis）监察假说（Monitor Hypothesis）语言输出假说（Output Hypothesis）互动假说（Interaction Hypothesis）中介语（Interlanguage）僵化现象（Fossilization）结构型教学大纲（Structural syllabus）功能-意念型教学大纲（Functional-notional syllabus）任务型教学大纲（Task-based syllabus）内容型教学大纲（Content-based syllabus）技能型教学大纲（Skill-based syllabus）体裁型教学大纲（Genre-based syllabus）。
英语教师科目三考试试题
英语教师科目三考试试题一、选择题（每题2分，共20分）1. The teacher should use English as much as possible in class to create an authentic _______.A. environmentB. situationC. atmosphereD. context2. Which of the following is NOT a characteristic of communicative language teaching?A. Student-centeredB. Focus on formC. Grammar-translation methodD. Use of real-life materials3. In the lesson plan, the teacher should clearly state the _______ of the lesson.A. objectivesB. materialsC. methodsD. All of the above4. When teaching vocabulary, it is important to provide students with _______ examples.A. abstractB. concreteC. theoreticalD. hypothetical5. Formative assessment is used to _______ the learning process.A. evaluateB. monitorC. assessD. Both A and B6. The use of technology in the classroom can enhance _______.A. engagementB. motivationC. Both A and BD. None of the above7. Which of the following is NOT a strategy for teaching listening skills?A. PredictingB. SummarizingC. RepeatingD. Translating8. In a speaking activity, students should be encouraged to_______.A. use their native languageB. speak as much as possibleC. write down everything they sayD. remain silent9. When correcting students' mistakes, it is important to_______.A. interrupt them immediatelyB. ignore minor errorsC. correct every single mistakeD. ridicule their mistakes10. Cultural awareness is important in language teaching because it helps students to _______.A. understand humorB. appreciate different culturesC. learn about historyD. Both A and B二、填空题（每题2分，共20分）11. The four skills in language learning are listening, speaking, reading, and _______.12. A lesson plan should include an introduction, development, and _______.13. In a communicative approach, language is taught in_______ rather than in isolation.14. The use of realia in the classroom can help students to_______ the language.15. When teaching grammar, it is beneficial to providestudents with _______ examples.16. Pair work and group work activities can help to develop students' _______ skills.17. Teachers should use a variety of assessment methods toget a _______ picture of students' abilities.18. A warm-up activity at the beginning of a lesson can helpto set the _______ for the lesson.19. Teachers should encourage students to use the target language for _______ purposes.20. Cultural differences can sometimes lead to _______ in communication.三、简答题（每题10分，共40分）21. Explain the importance of setting clear objectives for a language lesson.22. Discuss the role of the teacher in a communicative language teaching classroom.23. Describe how you would integrate technology into a language lesson.24. What strategies can be used to make a language lesson more engaging for students?四、教学设计题（共20分）25. Design a lesson plan for teaching the past simple tense to intermediate level students. Include the objectives, materials, procedures, and assessment methods.结束语：请考生认真审题，仔细作答，确保答案准确无误。
教师资格证科目三-英语语言学知识点整理
第一个辅音字母归前，第二个归后； 截短法 clipping：通过删掉一个或更多音节
affricative;nasals;liquids/lateral;glides;
d)两个元音字母并列且无固定发音，各 的方式缩短多音节词的方法；
2) place of articulation
自划为前后两个音节。
缩合法 blending：通过将不同的非词素部分
3）phonemic contrast: vet wet
曲折词素 inflectional morpheme：只改变 phrasse
tongue:
4）allophone 音位变体：/p/ /t/ /k/ /g/ 语法属性，不构成新词，如变复数，过去式 限定词 determiner
front vowel / central vowel / back vowel
知识点
classification of english speech sounds
1 相关术语
1 词素分类-最小的有意义的语言单位，不能 句法范畴 syntactic categories
依据: the obstruction of airstream
1）音位 phoneme :能辨别意义的最小语 再分，词素的功能就是构成单词；
2 音系规则 phonological rules
等，只有后缀形式；
ቤተ መጻሕፍቲ ባይዱ
形容词 adjective
b)the highest tongue rising:
1）序列规则：sequential rule
派生词素 derivational morpheme：改变 副词 adverb
high vowel / middle vowel / low vowel
初中教资面试-词汇知识点+英文解释
西 瓜 英 语 工 作 室 专 享 ， 更 多 内 容 请 添 加 QQ： 710978826
Grammatical morpheme:-s,-ed,-ing,-s,-est Derivation morpheme: un-,-less,dis-
西 瓜 英 语 工 作 室 专 享 ， 更 多 内 容 请 添 加 QQ： 710978826
英语教师资格证面试---初中词汇课试讲
附赠说课稿+词汇全英知识点
此篇文章为我自己整理的词汇知识大全，里面涵盖初中词汇教学中会用到的概念，像构 词法，词根词缀等内。因为试讲需要全英文，所以我用英文写出来了，希望能帮到大家。
词汇部分知识点
1.构词法 Word-formation
If you meet the new words while reading comprehension, what will you do? You can guess the meaning according the formation of the word. 词根 Root: all words contain root morpheme. 词干 Stem: root+suffix 词缀 Affix: prefix, infix,suffix
Good afternoon boys and girls, （声音要洪亮些！笑脸露出来，打起 12 分精神， 给考官第一印象很重要！！）
Nice to see you,how are you today? （开场寒暄很重要） Ok, i would like to introduce myself, I am Miss Chan, today we will learn English together,
英语科三必背知识点
英语科三必背知识点一、语言知识与能力。
1. 语法。
- 时态。
- 一般现在时：表示经常或习惯性的动作或状态，客观事实等。
结构：主语+动词原形（第三人称单数加 -s或 -es）。
例如：He often goes to school by bike.- 一般过去时：表示过去某个时间发生的动作或存在的状态。
结构：主语+动词的过去式。
如：I saw a movie yesterday.- 一般将来时：表示将来要发生的动作或存在的状态。
结构：will+动词原形或be going to+动词原形。
例如：He will go to Beijing next week. / He is going to visit his grandparents this weekend.- 现在进行时：表示此时此刻正在进行的动作。
结构：主语+be动词（am/is/are）+动词的 -ing形式。
例如：She is reading a book now.- 过去进行时：表示过去某个时刻正在进行的动作。
结构：主语+be动词（was/were）+动词的 -ing形式。
如：When I called him, he was having dinner.- 现在完成时：表示过去发生的动作对现在造成的影响或结果，或从过去一直持续到现在的动作或状态。
结构：主语+have/has+动词的过去分词。
例如：I have lived here for five years.- 从句。
- 宾语从句。
- 连接词：that（可省略），if/whether，特殊疑问词（what, who, when等）。
例如：He said (that) he liked English. I don't know if/whether hewill come. Do you know what he is doing?- 语序：宾语从句要用陈述句语序。
如：I wonder when he will arrive.（不能写成I wonder when will he arrive.）- 定语从句。
教师资格证考试科三英语全部复习汇总
教师资格证考试-科三英语复习语法部分的考试难点聚焦在：1.常用词类2.动词的时态、语态、非谓语动词和主谓一致；3.三大从句：名词性从句、形容词性从句、副词性从句；4.特殊结构：倒装、强调、虚拟语气和独立主格。
思维导图教学设计(听力课，阅读课，写作课)knowledge aims:(1) Students can get the main idea about what they are talking about after listening, and can get some useful information from the conversation ;(2) Students can recognize the new words and sentence pattern of the listening material.Ability aims:(1) Students can use some simple English to communicate in English class;(2) Students can improve their listening and speaking abilities through listening to the tape and making a role play.Emotional aims:(1) Students can foster the interest and desire of learning English, and can take part in speaking activities activ(2) Students can improve the confidence of learning English, and not afraid of speaking English in class;(3) Students can cooperate with others actively, and complete the tasks together.(4) Students can develop the teamwork spirit and overcome the difficulties in learning English.PWP 模式—听力课Step 1：Warming-up1. Greetings2. Invite several students to make a report.Step 2：Pre-listening（ask questions/ predicting）1. Brainstorm：The students look at some pictures about the text and predict the content of thepassage.2. Then the Ss are required to discuss ………..Step 3：While-ListeningListen to the materials. Play the recorder for three times.1st time：The Ss are required to point out the main idea of the conversation.2nd time：1. Find out the words that they don’t understand, maybe they heard the pronunciation, but they don’tknow the meaning.2. Present the sentences (or grammar)Answer some questions that will be shown on the PPT and lead to the new sentence patterns.3. Fill in the blankStudents fill in the blank with some missing words which are also the key words of this lesson.3rd time：Students check their answers and the teacher should explain to them if necessary.Step 4：Post-listening1. Invite a pair of students to read the sample conversation to the class. Correct some of theirpronunciation.2. Other students are required to make a role-play.（Discussion Free talk Make a dialogue RetellDebate）Step 5：SummaryBy having a free talk, Ss can review the important points and the target language.Step 6：HomeworkStudents are asked to write two interesting sentences with “what about…?”.PWP 模式—写作课设计任务：请阅读下面学生信息和语言素材，设计一节英语读写课的教学方案，教案必须包含下列要点：•teaching objectives•teaching contents•key and difficult points•major steps and justifications教学时间 45 分钟学生概况：某城镇普通中学的学生，班级人数 40 人，多数已经达到《义务教育英语课程标准（2011 版）》水平，学生课堂参与积极性一般。
国考教师资格证笔试科目三英语学科中学学段笔试大纲
《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。
教师资格证考试初中英语科目三必背知识点(本人已考过)
教学实施：2.课堂管理Classroom management(P334)(1)概念课堂管理是指教师为了有效利用时间、创设良好的学习环境、减少不良行为而采取的各种活动和措墙.3.课堂中教师角色(选择、简答，情景分析)(P336)指导者(Instmctor)：指导学生自主学习，指导学生评价自己.控制者(Controller)：控制课堂进度,活动方向、课堂纪律。
者(Assessor):纠正错误，给予反馈。
组织蕾(Organizer)：交代任务，发出指令促进者(F ac ilit a top'Prompter)：创造学习环境『激发学习动机，提供有效信息等。
参与者(Participant)：普通人员，参与活动3研究者(Research/):研究教学，撰写论文(5)课堂纪律classroom discipline概念：为了维持正常的教学秩序，办调学生的行为，保证课堂目标的实现而制定的要求学生共同遵守的课堂行为规范。
(4)提问方式(选择、简答，情境分析)展示性问题(display qiiE k加n卜答案唯一,教师知道答案，通常用来检测学生对知识、文章内容的理解。
也叫封闭性问题(close question)参考性问题(refeiMitial question)：没有固定答案p需要总结，归纳或分析。
考察学生分析问题、解袂问题的能力"也叫升放性问题(opeu questiuu)。
（2）课堂提问的作用（冏答）教学情境分析）（3）课堂提问的注意事项（简答，教学情境分析）:D增进师生交流集中学生注意引起学生兴趣促进思维发展锻炼表达能力检验学习效果（3）反馈作川：（简答，教学情境分析）学生的错误。
发学生的兴趣C持课堂交流，使教学活动能够顺利进行.调关键信息.课堂提问要有针对性（用烧目标）课堂提问要有启发性（引导学生）照堂提问要有趣味性（灵活多样）课堂提问要有广泛性（面向全体）课堂提问要有积极性（鼓励引导）（2）反馈形式之头反馈VS书面反馈（Oral VS Written）（课堂追问：批改作业等）直接反馈VS「可接反馈（Direct VS Indirect）"No.this is not Ihe right answer.LLHe is a girl…？"“Are you sure?"E读,升调等〉6 纠错Correclion<P342)在课堂活动中，纠错可视为反馈的一种方式.（1）分类接纠情<Explicit correction）指的是教师在学生出现错误时，打断学生的活动,说出正确的答案，井让学生改正.纠惜（ItnpliciT correction）学生出现错误时，教师并不立即纠正，而是间接棉假学生，使其意识到错误并改正。
初中英语教资考试知识点超详细考点总结
第一部分语言知识与能力第一章英语语言知识二、语音（Speech Sounds）P781、语音分类发音方式发音部位VL - 清浊音（voiceless consonant）VD - 浊辅音（voiced consonant）2、音系学（phonology）P79（1）同化规则（assimilation Rule）progressive assimilation 顺同化（前面带偏后面）workedregressive assimilation 逆同化（后面带偏前面）newspaperreciprocal/double assimilation 互相同化did you（2）音节（syllable）tea chi-na im-pos-si-ble重音（stress）声调（tone）（3）语音变化（vocal variety）liaison 连读pick it upplosion 爆破音plosion loss 失去爆破sit down ；incomplete plosion 不完全爆破ask ednasal plosion 鼻腔爆破button ；lateral plosion 舌边爆破little三、形态学（Morphology）1、morpheme 词素重点！P87（1）free morpheme 自由词素dog ；bound morpheme 黏着词素moonwalk（2）root 词根；affix 词缀（prefix 前缀、suffix 后缀）；stem 词干friend-ships （3）inflectional affix 屈折词缀-s,-ing,-ed不同形式（4）derivational affix 派生词缀改变词性和意义2、（1）inflection 屈折变化-s,-ing,-ed不同形式（2）word-formation 词的形成：compounding 复合法through-outderivation 派生法（prefixation 前缀化suffixation 后缀化）il-logical-ly3、常见构词法P89invention 新创词nylon ；blending 混成法smoke+fog=smogclipping 截断法advertisement=ad ；initialism 首字母连写词WTOacronym 首字母拼音词AIDS ；back-formation 逆构词法editor--editanalogical creation 类似构词work--wrought/workedtypes of borrowing 借词法：loanword/borrowing 借词feast（法语中借来）loanblend 混合借词Chinatown （本国加外来）loanshift 转移借词bridge （借用意义）loan translation 翻译借词（从别种语言翻译而来）4、词义变化broadening 词义扩大bird 小鸟--鸟类；narrowing 词义缩小girl 年轻人--女孩meaning shift 词义转移；class shift 词性转换；folk etymology 俗词源（错多了成了对的）四、句法学（Syntax）P911、句法关系syntagmatic relation 组合关系（horizontal relation/chain relation）构成同一形式、序列或结构paradigmatic relation 聚合关系（vertical relation/choice relation）各要素可相互替换relation of co-occurrence 共现关系（不同集合的词语一起组成句子）2、句子结构和成分immediate constituent analysis 直接成分分析法（IC分析法）The boy ate the apple. 用树形图（tree diagram）一般句子，主谓宾之类的endocentric construction 向心结构一个词或词组可以确定为中心（center）或中心词（head）two stone bridge 一般名词/动词/形容词短语exocentric construction 离心结构没有确定的中心或中心词The boy smiled. 一般动宾/系表结构deep structure 深层结构（含义相同，说法不同）surface structure 表层结构（句子表述方式）五、语义学（Semantics）P931、涵义关系（Sense Relations）lexical relation 词汇关系（1）同义关系（Synonymy）synonyms 同义词stylistic 文体差别(formality) buy--perchase ；dialectal 地域差别underground--subway collocational 搭配差别accuse(of)--charge(with) ；emotive 情感差别thrifty--stingy ；semantic 语义差别enough--ample（2）反义关系（Antonymy）antonyms 反义词relational opposites 意义相反词gradable antonymy 等级反义warm--coolcomplementary antonymy 互补反义boy--girlconverse antonymy 反向反义关系buy--sell（3）上下义关系（Hyponymy）种类和成员包括上坐标词（superordinate）和下义词（hyponymy）flower--rose/tulip（4）一词多义（Polysemy）（5）同音/同形异义现象（Homonymy）homophone 同音异义sun--sonhomograph 同形异义liecomplete homonym 完全同音同形异义bank 岸边；银行2、句子逻辑关系iff--充分必要条件“S is true iff P”P就是S的真值条件（truth condition）P （1）synonymy 同义关系“X is synonymous with Y.”同真同假P95（2）contradiction 矛盾关系“X is inconsistent with Y.”一真一假（3）entailment 蕴含关系“X entails Y.”X小，Y大X：old man Y：man（4）presupposition 预设关系“X presupposes Y.”Y是前提X：repair the car Y：have a car六、语用学（Pragmatics）P961、言语行为理论（Speech Act Theory）（1）locutionary act 发话行为（说话人表达字面意思）is the act of saying something which is meaningful an can be understood. （2）illocutionary act 行事行为（说话人表达意图）is the act in saying something to perform a function.（3）perlocutionary act 取效行为（作用于听话人的效果）is the results or effects that are produced by means of saying something. 言外之意（illocutionary point）：representatives 阐述类；directives 指令类；commissives 承诺类；expressives 表达类；declarations 宣告类2、会话含义理论（Conversational Principle/Maxim）violate 违反P97cooperative principle,CP 合作原则（会话有共同目标）“Make your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged.”（1）the maxim of quantity数量准则（信息充分）（2）the maxim of quality质量准则（说实话）（3）the maxim of relation相关准则（说相关的事）（4）the maxim of manner方式准则（清楚简洁避免歧义）conversational implicature 会话含义（用会话准则暗示意义）（1）calculability 可推导性（含义能理解）（2）cancellability 可取消性（defeasibility）（因素变化，含义变化）（3）non-detachability 不可分离性（含义依附于内容）（4）non-conventionality非规约性（含义不确定）七、修辞学（Rhetoric）问法：rhetoric/rhetorical device 修辞策略P981、simile明喻like,as...as,as if,as though,similar to,such as2、metaphor隐喻（暗含比较）elephant pause3、personification拟人（把事物或概念当做人）4、metonymy借代（用事物的名称代替亲密相关的另一事物）5、synecdoche提喻（部分代替整体或整体代替部分）hand/mouth--man6、euphemism婉言die--pass away7、irony反语（意思相反）8、allegory讽喻9、exaggeration夸张（夸大或缩小使表达生动有趣）10、transferred epithet移位修辞nervous exam11、oxymoron矛盾修辞bitter-sweet memory12、pun双关语（homophonic puns 谐音双关；homographic puns 语义双关）八、语言教学P1001、中介语（interlanguage）2、对比分析（contrastive analysis）3、错误分析（error analysis）（1）error错误（因为知识不足）mistake失误（不注意犯错）（2）interlingual errors语际错误（迁移错误）因为母语Cnglishintralingual errors语内错误（发展性错误）因为过度概括语言规则eat-eated(错) 4、错误性质：omissions 省略（少成分）；additions 添加（多成分）；misformations 形式错误（eated）；double markings 双重标记（didn’t went）；misorderings 顺序错误（how you are）5、我国外语学习者错误类型（1）negative transfer 负迁移/干扰因为母语（2）over-generalization过度类推/过度概括因为过度概括语言规则（3）pragmatic failure语用错误违反对方的文化习俗6、第二外语习得理论（Second Language Acquisition,SLA）（1）Acquisition-Learning Hypothesis语言习得和学得假说（习得和学得两条不同的途径）（2）Monitor Hypothesis语言监察假说（学习者自己监督控制语言输出质量）（3）Input Hypothesis语言输入假说（接触理解可理解性语言输入comprehensible input）（4）Affective Filter Hypothesis情感过滤假说（输入input和吸收intake受到动力motivation、性格personality、情感状态affective state）（5）Natural Order Hypothesis自然顺序假说（可以不按任何语法顺序来教学）第二章英语语言运用能力一、教学中的非语言交际1、非语言手段P118environment language环境语（座位安排、时间信息、室内标示装饰、声音灯光等）object language客体语（个人，衣着化妆、个人用品等）2、非语言行为body language体态语（身姿、手势、表情、目光）paralanguage 副语言（声音音质、音量、语调、语速）第三章英语国家的语言、历史和文学三、语言、文化和社会1、局部结构P131毗邻对（adjacency pairs）一轮对话（1）毗邻对的条件相关性（conditional relevance）preferred second part/preference structure 优选结构Hidispreferred second part/dispreference structure 非优选结构relevant absence 相关缺失（2）毗邻对的扩展base pairs 根毗邻对（被其他会话扩展之前的毗邻对）前扩展，指前序列（pre-sequences），包括邀请、请求、结束、宣告中扩展，包括插入序列（insertion sequences）和旁侧序列（side sequences）后扩展，指后序列（post sequences），包括会话修正和主体化2、会话修正会话修正机制三个部分：修正源（trouble source）、修正的发起（repair initiation）、修正（repair）lexical 词汇启动（no,sorry,let me see,you know）non-lexical 非词汇启动（um..,uh..）四、语言与文字1、小说语言P134（1）小说与视角first-person narrator 第一人称叙述者（I）third-person narrator第三人称叙述者（he,she,it,they）（2）语言表达与思想表达direct speech 直接言语（“F**k you”）indirect speech间接言语（he said/asked）free indirect speech 自由间接言语第二部分语言教学知识与能力第一章初中英语课程标准一、初中英语课程基础知识1、英语课程的性质P149The nature of English Curriculum is instrumentality/tool and humanity.（工具性和人文性）Students’ overall development is the motivation and goal of the English curriculum.2、英语课程的设计思路The design of the new National English Curriculum unifies both primary and secondary school English into one continuum of development and divides English language teaching and learninginto nine competence-based levels by adopting the international general classification method. Level 5 is the required standard for the end of junior middle school. Level 2--primary school二、英语课程的分级标准P1541、语言技能（Language Skills）Overall performance objectives for each level are given in addition to detailed descriptions of abilities regarding language knowledge, language skills, affect, learning strategies as well as cultural awareness for relevant levels.2、语言知识（Language Knowledge）（语音、词汇、语法、功能和话题）Students are required to learn consists of phonetics, vocabulary, grammar, function and theme.3、情感态度（Affect）（兴趣、动机、自信、意志和合作精神；祖国意识和国际视野）interest, motivation, confidence, will and cooperation; National consciousness and international vision.4、学习策略（Learning Strategies）（认知、调控、交际、资源）Learning strategies can be classified into four groups: cognitive strategy, regulative strategy, communicative strategy and resourcing strategy.5、文化意识（Cultural Awareness/Understanding）（历史地理、风土人情、传统习俗、生活方式、行为规范、文学艺术、价值观念）Historical geography, local customs, traditional customs, lifestyle, norms of behavior, literature and art, values.三、英语课程的实施建议P1611、教学建议（1）面向全体学生，为每个学生学习英语奠定基础（2）注意语言实践，培养学生的语言运用能力（3）加强学习策略指导，培养学生自主学习能力（4）培养学生的跨文化交际意识，发展跨文化交际能力（5）结合实际教学需要，创造性地使用教材（6）合理利用各种教学资源，提高学生的学习效率（7）组织生动活泼的课外活动，拓展学生的学习渠道（8）不断提高专业水平，努力适应课程要求第二章初中英语教学基本理论一、语言观（Views of Language）P1731、语言的概念Language is a system of arbitrary vocal symbols used for human communication.2、语言的本质特征/设计特性（design features）（1）arbitrariness 任意性（体现了convention规约性）（2）duality 二重性（basic level, higher level基层和高层）（3）creativity 创造性/productivity能产性（4）displacement 移位性（赋予generalizations, abstractions概括和抽象）（5）cultural transmission 文化传习性3、语言的功能（Functions of Language）（1）informative function信息功能（2）interpersonal function人际功能（3）performative function施为功能（4）emotive function情绪功能（5）phatic function寒暄功能（6）recreational function娱乐功能（7）metalingual function元语言功能4、语言学角度的语言观（1）The Structural View of Language 结构语言观the structural view sees language as a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntax.（2）The Function View of Language 功能语言观the function view sees language not only as a linguistic system but also as a means for doing things.（3）The Interactional View of Language 交互语言观（interaction, dynamics交互性和动态）the interactional view of language considers language as a communicative tool, whose main use is to build up and maintain social relations between people.二、语言学习观（Views of Language Learning）P1761、语言学习理论（1）Behaviorist Learning Theory 行为主义学习理论Behaviorism is an approach to psychology that arouses out of the ideas that attempted to explain all learning in terms of some form of conditioning (stimulus, response, and reinforcement)（2）Cognitive Learning Theory认知主义学习理论Cognitive theory thinks that “language is a intricate rule-based system and with a knowledge of the finite rules (language competence), infinite sentences can be produced”.（3）Constructivist Learning Theory构建主义学习理论The constructivist theory believes that learning is a process in which the learner constructs meaning based on his own experiences and what he already knows.最近发展区理论Zone of Proximal Development三、语言教学观（Views of Language Teaching）P1781、语言教学理论（结构主义教学理论、认知主义教学理论、社会语言学理论）四、外语教学法的主要流派1、grammar-translation method 语法翻译法2、audio-lingual method 听说法（pattern drill 句型操练、contrastive analysis对比分析法）3、total physical response 全身反应教学法P1814、cognitive approach 认知教学法（提高accuracy, appropriateness得体性）5、communicate approach 交际法（包含function,notion功能和意念）P183（1）交际能力（communicative competence）grammatical competence 语法能力、sociolinguistic 社会语言能力、discourse 语篇能力、strategic 策略能力、linguistic 语言能力、pragmatic语用能力、fluency流利性（2）3P教学模式：presentation--practice--production6、task-based approach任务型教学P184（1）real-world tasks /target tasks 目标任务；pedagogical tasks 教学任务（2）任务的四个构成元素：objective、context、process、outcome（3）information gap 信息差/信息沟activities must have clear and attainable objectives./should be confined to the classroom context./should help develop students’ language ability.（4）constructivism learning theory建构主义学习理论（强调scene, writing, conversation, and meaning construction情景、写作、会话和意义建构）（5）任务型教学的三个环节：pre-task前任务、task-cycle任务环（task、planning、report）、language focus语言聚焦（analysis、practice）第三章初中英语语言知识教学一、语音教学P1921、语音教学的内容The realistic goal of teaching pronunciation should be①consistency: the pronunciation should be smooth and natural.②intelligibility: the pronunciation should be understandable to the listeners.③communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.2、Pronunciation knowledge teaching发音知识教学（monophonic, alphabet, phonetic symbols单音、字母、音标）3、Flow of language teaching语流教学（sounds, stress, rhythm, and intonation重音、节奏、语调）4、The principle of phonetic teaching语音教学的原则（accuracy, long-term, integrity, communication, pertinence, interest准确性、长期性、整体性、交际性、针对性、趣味性原则）5、The teaching method of phonetics语音的教学方法P195（1）Sound perception听音感知练习方法：using minimal pairs 最小对立体(live--leave)、which order 排序、same or different 辨别异同、odd one out 同中选异、completion 填空（2）Imitation and explanation 模仿讲解personally demonstration、imitate、practice亲自示范，反复模仿、练习（3）Pronunciation practice发音练习练习方法：listen and repeat 听音模仿、fill in the blanks 填空、using pictures 借助图片、using meaningful context 借助情景make up sentences 造句、using togue twisters运用绕口令（4）语流教学（见上）慢动作（slow motion speaking）二、词汇教学P197 language teaching theories 理论构成：receptive/passive vocabulary 接受性/消极词汇和productive/产出性/积极词汇1、Learning content教学内容（1）word meaning 词汇的意义include learning form,meaning and use.Knowing a word means: knowing its pronunciation and stress/ its spelling and grammatical properties/ its meaning/ how and when to use it to express the intended meaning.词汇意义包括conceptual meaning 、associated meaning 概念意义和关联意义概念意义：词典中意思，即literal meaning/ denotation 字面意思/词汇的外延、关联意义：文化含义与语境意义，又称connotation 词汇的内涵( learn in the context )（2）word use 词汇的用法包括：collocation/ phrases/ idiom/ style/ register 搭配、词组、习语、风格、语域（3）word information 词汇信息包括：part of speech/ prefixes/ suffixes/ spelling/ pronunciation/ grammar features 词类、前缀、后缀、拼写、发音、语法特征（4）word memory strategies 词汇记忆策略avoid rote-learning 避免死记硬背word-building构词法猜测词义2、Learning principle教学原则（1）音形义结合pronounce、spelling、meaning（2）词块整体教学lexical chunks ( knowledge of collocation 搭配)（3）具体语境中教learn in the context（4）循序渐进step by step（5）反复练习巩固记忆review（6）培养自学词汇能力deduce the meaning of words猜测词义3、Teaching method教学方法P200（1）呈现词汇:visual/physical demonstration 直观呈现Word-building 构词法、synonym/antonym(opposites)同义反义词、翻译、举例、问答verbal context/ situation 结合语境/创设情境运用词汇学习策略，如chunks/ reasoning/ analog/ using dictionary归类/推理/类比/查字典（2）巩固词汇：labelling/ spot the difference/ describe the draw/ play a game/ word bingo/word association 贴标签/找茬/描述绘画/玩游戏（宾果）/词汇联想三、语法教学P2011、Content 教学内容grammar语法具有Three dimensions三维性：form, meaning and usage形式、意义和用法semantic语义包括grammatical form/the grammatical meaning of the structure/contents of meaning语法形式、结构的语法意义和内容意义task 教学任务：语法rules规则的cognition/ drill/ application认知/操练/应用、the generation of grammar consciousness语法意识的生成2、Principle 教学原则（交际性/实践性、集中分散相结合、趣味性/通俗性）grammar teaching should be:(1)collocational:the grammar should be built on collocational relations between individual lexical items and their subcategories.(2)Constructive:one's knowledge of grammar is built bit by bit,which closely model the way language is learned and used.(3)Contextual:syntactic and lexical choices are explicitly related to pragmatic ones,and to social and cultural contexts.(4)Contrastive:grammar involves drawing the learner's attention to contrast the differences between the target language and other languages,and between sets of similar features and items of the target language.3、Method教学方法P202（1）deductive method 演绎法（讲解规则，结合实例分析用法，句型练习）features: It saves time/pays more attention to form/teaches grammar in a decontextualized situation脱离上下文（2）inductive method 归纳法（学生自行归纳语法规则）start with examples and guides ss to work out the rules（3）guided discovery method 引导发现法（学生归纳总结语法规则，老师强化其形式意义）四、语篇教学P2041、概念和结构（1）Conception 概念discourse pattern语篇可以是dialogue、monologue对话、独白，包括written/spoken language 书面语、口语，form形式上是cohesion衔接的，semantic语义上是coherence连贯的（2）Tactic pattern结构模式语段/句群、句际关系（并列、顺序、层递、转折）（3）Cohesive device 衔接手段logical connectors逻辑纽带（firstly, thus, on the other hand, if not）grammatical connectors语法纽带（时态什么的）Lexical connectors词汇纽带（repetition重复、synonym/antonym(opposites)同义/反义词）Develop ss’ skill of recognizing discourse patterns训练方式：checking the logic of the author’s arguments.getting the scrambled sentences into a paragraph.(focus on textual coherence)marking out common openers to stories and jokes.2、教学内涵Aims at developing ss’ discourse awareness.(teacher asks ss to concentrate on such features as structure, coherence and cohesion of a text)3、教学方法P207overall effectiveness整体性效能（用knowledge transfer知识迁移实现，重在cultivate application ability应用能力培养）、overall grasp of the discourse语篇的整体把握Teaching language at the discourse level :utterance function / expected response/ congratulation/ apology/ acceptance/ inform.第四章初中英语语言技能教学P212一、听力教学1、影响听力的主要因素（1）objective factor客观因素：types of language used 语言特征（语速/tone音调/pause停顿/liaison连读）、task or purpose in listening 听力任务、context in which the listening occurs 文化背景知识（2）subjective factor主观因素：psychological心理因素、knowledge skills知识技能因素、methods and tactics方法与策略因素2、听力教学的要领（1）合理选择听力material材料（authenticity真实性、intelligibility可理解性、diversity/variety 多样性）（2）建立专门的听力training system训练体系（3）优化心理氛围，降低焦虑感（arouse interest调动兴趣、放松）（4）重视听的过程中的skill training技巧训练prediction 预测、guess 猜测、coherent memory 连贯记忆（note-taking）、identifying the discourse markers辨认语段标记（5）科学设计听力练习3、听力训练的type类型P216（1）Focus listening精听（tonal discrimination辨音、gap filling填空、dictation听写）听写形式：dictogloss听释、fast-speech dictation快速听写、pause and paraphrase听写大意、listening cloze 完形听写、error identification纠错听写、jigsaw identification线索听写（2）Gist listening泛听( decide on the best title )（3）Free listening随意听4、听力教学model模式（1）Bottom-up model“自下而上”（强调language knowledge语言知识）（2）Top-down model“自上而下”（侧重background information背景知识）5、听力教学的过程P218（1）Pre-listening tasks 听前环节（brainstorming/discuss a relevant picture/writing question about the topic/associating vocabularies with the topic）（2）While-listening tasks听中环节（辨音、获取主要信息、预测、猜词悟义）（3）Post-listening tasks 听后环节（writing a similar text作文、discussion讨论）二、口语教学P2191、Spoken language口语的特点（fragmentation结构不完整性、involvement人和场合紧密依存性）（1）语法特征:There are four common features of spoken language:Using less complex syntax.语法Taking short cuts,e.g.incomplete sentences.(and, or,but)Using fixed conventional phrases/chunks.俗语(fashionable word, two-part allegorical saying,colloquialism,slang,phrasal verbs 歇后语/口语词/俚语/短语动词)Using devices such as fillers,hesitation device to give time to think before speaking.结构特征：往往借助filler补白词（you know, let me see, um）形象特征：说话人的表情、语气及态度等body language身体语言；音质/声调/重音/停顿（2）口语的交际特点“说”受语言rule规则支配/时间factor因素制约/对方response反应影响2、口语教学的要领（1）在听的基础上培养说的能力（使输入的信息量大于输出的信息量）（2）组织多样化的口语活动形式口语活动类型：pre-communicative activities 前交际活动（操练/模仿/重复）和communicative activities 交际活动（信息差活动/解决问题活动/讨论/辩论/采访/游戏）（3）正确处理准确与流利的关系Accuracy( identify particular phonemes on tape )Fluency( shouldn’t interrupt )（4）创造浓厚外语氛围，鼓励学生敢说乐说The characteristics of a successful speaking task:maximum foreign talk/even participation/high motivation/right language level（5）合理选择口语组织形式，增加学生开口的机会（小组形式/单双人活动）3、口语训练的方法imitativeness模仿性、monologue独白性、performing表演性的口语表达三、阅读教学P2231、外语阅读的type/form类型（1）根据阅读方式和技巧的不同划分Adaptive reading适应性阅读recognition--read--silent-reading认读--朗读--默读Learning reading学习型阅读plain substance主旨浅显information信息量大，强调阅读速度comprehension理解性阅读real material材料真实、wide theme题材广泛、various types体裁多样，higher difficulty 难度较高（2）根据阅读方式和技巧的不同划分Skinning 面式读法/略读（掌握全文大意或中心思想；报刊、新书）quickly get the gistScanning 点式读法/寻读/跳读（查找具体信息；时间、人名、地点、数字）specific informationIntensive reading 线式读法/精读（详细地阅读，深入分析、理解和记忆）read in detailExtensive reading 纵式读法/泛读（广泛地阅读，阅读速度、快速理解能力、拓宽视野）facilitate process of accumulating vocabulary / increasing target language expose/ broadening scope of vision（3）根据阅读理解的层次划分Literal comprehension 字面理解（依靠语言知识/能力辨认词义和语法结构）language knowledge/competence identify meaning and grammatical structureInferential/interpretive comprehension 推断性理解（经历、直觉、逻辑判断理解未明示信息）experience/ intuition/ logic judge and understand unexpressed informationEvaluative comprehension 评价性理解/应用性理解（理解文章信息的价值）valueAppreciative comprehension 欣赏性理解（情感熏陶和思想启迪）Emotional influence and thought enlightenment2、阅读教学的要领P226（1）合理选择阅读材料Language difficulties 难度（难于略高于学习者现有水平）higher than present levelInterest 趣味性（充满可读性，激发求知欲和好奇心）readability、thirst for knowledge and curiosityAuthenticity 真实性（英语本族语者撰写）written by native English speakersComprehensiveness 宽泛性（内容反映历史、人物、风土人情、文化习俗以及时尚流行，体裁和题材丰富多样）content various type or forms of literature and theme（2）建立分析性（精读）与综合性（泛读）相结合的阅读教学体系分析性阅读与综合性阅读教学的分工改进现行分析性阅读教学模式，落实阅读训练综合性阅读教学应正规化、课程化（3）重视阅读three elements三要素的培养vocabulary词汇、comprehend理解（topic sentence主题句）、speed速度（4）重视阅读过程中的技巧训练prediction预测、reading for specific抓中心思想、reading for specific information获取特殊信息、inferring推理（reading between the lines）、identifying the discourse types确认语篇3、阅读教学的approach模式P229（1）The top-down model 自上而下模式为主（pre-reading activities读前环节活动的开展）（2）The bottom-up model 自下而上模式为辅（小到大的语言文字单位，重视词汇教学）teaching a text by introducing new vocabularies or structuresfollow the sequence of teaching new words, sentences and then the whole passage（3）The interactive-compensatory approach交互补偿模式4、阅读教学的过程（1）Pre-reading tasks 读前环节（背景知识、写作风格、西方风俗）predicting what a passage is about/ creating a word web related to a topic/ sharing what is already known about a topic（2）While-reading tasks读中环节（保障充足阅读时间、阅读技能训练）（3）Post-reading tasks 读后环节（思维和实践活动）四、写作教学P2311、写的教学要领（1）Motivate writing motivation 激发写作动机communicative purpose; audience awareness 交际目的读者意识（2）指导写作技巧：写的单项训练（结合语音教学）语篇写作技巧（design skills构思技巧；过程构思、文本构思；model essay范文是有力工具）skill of planning: finding ideas and put them in order（3）根据不同文体风格指导相应的写作策略Formal writing 正式文体（第三人称）typical feature: the precision of language is a priority 语言精确优先well-organized structure 有序的结构wide range of vocabulary and structural patterns 有结构的模式technical terms and definitions 专用名词和定义Informal writing 非正式文体（一、二人称）typical feature: short and incomplete sentences are common 多为短句、简单句（4）分阶段设计教学活动，训练写作技能Controlled writing 控制性写作（gap filling/ transcribe/ sentence pattern transformation填空/抄写/句型转换）Guided writing 指导性写作（completion/ reproduction/ compression/ transformation 续写/复写/缩写/转写）Free writing 自由写作（5）写、correct/ amend改、evaluate评相结合2、写作教学的模式（1）Product-oriented approach注重结果（给题目--写--改，注重语篇整体）（2）Content-oriented approach注重内容（收集材料--组织文章--修改，写前准备）（3）Process-oriented approach注重过程（准备--写作--修改--再改，写作能力）what/how to write peer-editing3、写作教学的process过程（1）Pre-writing tasks写前环节的任务和活动（gather and organize ideas激发写作动机）The main procedures of process writing include creating a motivation to write, brainstorming, mapping,freewriting,outlining,drafting,editing,revising,proofreading and conferencing.（2）While-writing tasks写中环节的任务和活动（organize written组织成文）drafting, peer-editing, revising（3）Post-writing tasks写后环节的任务和活动（comments and feedback 点评和反馈）conferencing第三部分教学设计第一章教学设计skill技能一、教学设计概述P2411、概念：传统的instructional design 教学设计即lesson planning 备课考虑“如何学”最核心的部分是lesson plan 教案It’s a teaching guide/ It takes into account syllabus教学大纲and ss./It describes in advance提前what about how to teach.2、教学设计principle原则aims目标性原则variety 多样性原则flexibility 灵活性原则learnability可学性原则linkage 衔接性选择feasibility 可行性原则3、教学设计的basic requirements基本要求A language lesson plan usually has the following components:background information, teaching aims, language contents and skills, stages and procedures, teaching aids, assignments, and teacher's after-lesson reflection.4、教学设计新concept理念（1）学生参与课堂设计的自主性（2）教学设计贯穿课堂教学的全过程（3）教学设计的确定性与不确定性相统一5、教学设计的pattern模式Analysis----design----evaluation 分析----设计----评价分析：学习需求（学习objectives目标分析是关键）、学习者、学习content内容设计：教学strategy策略、教学course过程（task appearance--preparation--accomplishment--consolidation 任务呈现--任务准备--任务完成--语言巩固）、教学technique技术评价：教学target目标是否达成是评价教学设计有效性的关键反馈修正（feedback correction）：教学评价能够提供大量的教学反馈信息6、英语教学设计的concrete form 具体形式（1）表格式table form分别陈述学生/教师活动，说明活动目的/意图，突出教学design设计的理念（2）流程图式flow chart form 展示教学process过程（format格式不同）（3）叙述式narrative form二、学情分析P2481、学习者分析（1）认知特征（2）学习风格authority-oriented learners崇尚权威型；analytical learners分析型；concrete learners具体型；communicative learners交际型（3）学习方式accepted 接受性；experience 体验性；independent 自主性；Cooperation 合作性；exploration 探究性2、学习需求分析（1）learning needs的内涵学习目前状态与期望状态之间的差距（2）学习需求分析的内容和方法data collection 数据采集；analyze 分析三、教学内容分析P2511、教学内容的选择把握fundamentality基础性（vocabulary/ syntactic structure/ language competence/ learning strategy/ cultural knowledge词汇/句法结构/语言能力/学习策略/文化知识）adaptation 适应性（age/ cognitive characteristic 年龄/认知特点）high frequency高频性（frequently used经常使用的）enjoyment 趣味性（激发学习兴趣，保证学习effectiveness 有效性）2、正确理解textbook教材（1）分析教材textbook evaluation provides authentic language/ matches the needs of learners/ can help realize the objectives of a language program（2）处理教材的方法（LARA法：leave-adapt-replace-add）（3）教材的使用：活化教材、挖掘资源、选准话题（探究性、开放性、生成性）When a teacher using an ELT course book, he should:select appropriate supporting materials and resources.interpret curriculum goals and its expectations for the course.plan lessons in relation to specific goals, topics, texts, and tasks.3、Auxiliary teaching materials辅助教学材料的screening筛选（1）教学材料筛选的原则：启发式、因材施教、动态生成、适时适度（2）教学材料筛选的策略：遵循理念、吃透教材、研究学生（3）辅助教学材料的分类：知识类、技能类、课外活动类、教学辅助类、自主学习类四、教学目标P2551、教学目标的陈述内容三个维度：knowledge objective/ ability objective/ emotion objective知识与技能、过程与方法、情感态度与价值观2、教学目标的陈述要素以行为目标来陈述教学目标，包括四个要素：ABCD模式A-audience 主体或听众（程度副词/百分比/范围副词）+主语（ss/learners）B-behavior 行为listen,sing,imitate,recite,depict,recognize,apply,understand,know,master,enjoyC-conditions 条件after this class, under the guidance of the teacher, after attending a lecture,with the help of substances, through imitation/repeatD-degree 程度/标准clearly, fluently, correctly, efficiently, basically, preliminarily, smoothly, appropriately3、教学目标的陈述方式按照层级划分有三种goals,aims,objectives（course goals, teaching aims）（1）结果性目标（知识与技能）4、教学目标的陈述原则comprehensive、suitable、specific、accurate全面、恰当（目标层次性/内容和已有知识一致性/教学活动连贯性）、具体、准确五、教学重难点P2591、教学重难点的meaning涵义（1）Teaching key/ Important point教学重点称为subject学科教学的core knowledge核心知识（2）Teaching difficult point 教学难点（3）教学重难点的relation关系教学重点：stability、chronicity 稳定性、长期性教学难点：temporary、relativity 暂时性、相对性2、教学重难点的确定。
教师资格证科目三-英语教学法知识点整理
主，兼顾读写；
规范；
练不利于学生对语言的灵活运
2 强调外语学习要靠大量的反复操练，通 3 建立一套培养语言习惯的练习体 用；
过模仿、记忆、重复、交谈等时间练习， 系；
3 放松读写训练，不利于学生全
形成自动化习惯；
4 广泛利用对比方法，在对比分析母 面发展实践能力；
3 以句型为中心，认为句型是表情达意的 语与目标与的基础上找出学习的难
过程分为感知、理解、练习和活用四个步 能力；
骤；
4 不使用母语，通过实物、图片、手势等
直观手段直接教外语，使情景的意义与所
学的外语建立联系；
5 坚持口语领先和句子本位的原则，日常
生活情景对话使教学的中心，掌握正确的
语音、语调和口语语感；
6 广泛使用现代化技术设备，使儿童充分
运用视觉感官和听觉器官进行学习；
1 意义是第一位的； 2 课堂任务需要有明确的目标，即解决某 一交际问题； 3 活动的成果是可以被检验的； 4 任务应与真实世界和生活经验联系
任务型教学法 task-based language teaching approach
1 完成多种多样的任务活动，有助于 1 概念不清；
激发学生的学习兴趣；
听说法 audiolingual method
以句型为纲，以句型操练为中心，着重培 1 培养学生敢于大胆主动地使用所学 1 大量的模仿和机械操练不利于
养儿童听说能力。
语言进行交谈，口语能力较强； 发展学生的创造性思维；
1 听说领先，以语言的听说能力训练为 2 句型操练对初学者帮助很大，语言 2 脱离语言内容和语境的句型操
系性；
的言语，而且是根据功确定不同的目标，教
学活动的练习形式多样，采用二人、三人
科目三英语教学知识点总结
科目三英语教学知识点总结1. IntroductionSubject Three English is an important part of the overall English learning process. It usually covers listening, speaking, reading, and writing skills, and aims to help students improve their language proficiency and communication ability. In this article, we will summarize some key teaching knowledge points for Subject Three English, including teaching methods, materials, and assessment.2. Teaching Methods2.1 Communicative Language Teaching (CLT)CLT is a widely used teaching method for Subject Three English. It emphasizes the importance of communication and interaction in language learning. Teachers should provide students with opportunities to practice using English in real-life situations, such as role-plays, discussions, and pair/group activities. By using CLT, students can improve their speaking and listening skills, as well as their overall fluency and accuracy in English.2.2 Task-based Language Teaching (TBLT)TBLT is another effective teaching method for Subject Three English. It focuses on using language to accomplish real tasks, such as giving directions, making requests, and solving problems. Teachers should design tasks that are meaningful and relevant to students' lives, and provide them with the necessary language input and guidance to complete the tasks successfully. By using TBLT, students can develop their language skills in a more natural and authentic way.2.3 Content-based Instruction (CBI)CBI is also a useful teaching method for Subject Three English. It integrates language learning with subject content, such as science, history, or literature. Teachers should select materials and activities that are related to the students' interests and needs, and provide them with opportunities to learn English in the context of various subjects. By using CBI, students can improve their language proficiency while learning about different topics at the same time.3. Teaching Materials3.1 Authentic MaterialsAuthentic materials, such as newspapers, magazines, and websites, are useful for teaching Subject Three English. They provide students with real-life language input and help them develop their reading and listening skills. Teachers should select materials that are appropriate for the students' level and interests, and design activities to help them understand and use the language in context.3.2 Audio-visual MaterialsAudio-visual materials, such as videos, audios, and multimedia resources, are also important for teaching Subject Three English. They provide students with opportunities to listen to authentic spoken English and improve their listening skills. Teachers should use a variety of audio-visual materials to cater to different learning styles and preferences, and design activities to help students understand and practice the language effectively.3.3 Textbooks and WorkbooksTextbooks and workbooks are commonly used in teaching Subject Three English. They provide students with structured language input and practice activities, and help them develop their reading and writing skills. Teachers should select textbooks and workbooks that are suitable for the students' level and needs, and supplement them with additional materials and activities to enhance the learning experience.4. Assessment4.1 Formative AssessmentFormative assessment is an ongoing process that helps teachers monitor students' progress and provide them with feedback for improvement. Teachers should use a variety of assessment strategies, such as quizzes, presentations, and observations, to gather information about students' language skills and performance. By using formative assessment, teachers can identify students' strengths and weaknesses and adjust their teaching accordingly.4.2 Summative AssessmentSummative assessment is a final evaluation of students' language proficiency and achievement. Teachers should use a variety of assessment tools, such as tests, projects, and portfolios, to measure students' overall language skills and knowledge. By using summative assessment, teachers can make informed decisions about students' learning outcomes and provide them with appropriate feedback and support.4.3 Performance AssessmentPerformance assessment is an authentic assessment of students' language skills in real-life situations. Teachers should design tasks and activities that require students to use English to complete specific tasks, such as giving a presentation, participating in a discussion, or writing a report. By using performance assessment, teachers can evaluate students' ability to use English in practical contexts and provide them with valuable feedback for improvement.5. ConclusionIn conclusion, Subject Three English is an important part of the overall English learning process, and it requires effective teaching methods, materials, and assessment strategies to help students develop their language proficiency and communication ability. By using communicative language teaching, task-based language teaching, and content-based instruction, teachers can provide students with meaningful language input and practice opportunities. By using authentic materials, audio-visual materials, textbooks, and workbooks, teachers can create a rich learning environment for students. And by using formative assessment, summative assessment, and performance assessment, teachers can monitor students' progress, evaluate their language skills, and provide them with valuable feedback and support. Overall, effective teaching knowledge points for Subject Three English are crucial for helping students achieve success in their language learning journey.。
初中英语科三教案模板全英文
Subject: English (Subject III)Grade Level: Grade 8Duration: 1 hourObjective:- To enhance students' ability to understand and express ideas in English through listening, speaking, reading, and writing.- To introduce new vocabulary and grammar concepts relevant to the theme of the lesson.- To foster critical thinking and collaborative learning skills.Materials:- Textbook and workbook for Grade 8 English (Subject III)- Whiteboard and markers- Handouts or worksheets for vocabulary and grammar exercises- Audio or video materials for listening activities- Computers or tablets for online resources or interactive activitiesLesson Outline:I. Introduction (5 minutes)1. Greet the students and check their attendance.2. Briefly review the previous lesson's main points to ensure students are up to date.3. Introduce the theme of the current lesson and its relevance to their lives.II. Warm-up Activity (10 minutes)1. Start with a brief vocabulary review using flashcards or a quick game.2. Conduct a short discussion or brainstorming session related to the theme of the lesson.3. Engage students in a quick activity that encourages thinking and speaking, such as a "True or False" quiz or a "Two Truths and a Lie" game.III. Vocabulary and Grammar Focus (20 minutes)1. Introduce new vocabulary words and phrases related to the theme.2. Use pictures, gestures, or realia to illustrate the meanings of the new vocabulary.3. Provide examples of sentences using the new vocabulary.4. Conduct a grammar focus by explaining a new grammar concept or reinforcing a previously learned one.5. Provide exercises and activities for students to practice the new vocabulary and grammar.IV. Listening Activity (15 minutes)1. Play a listening passage or video related to the theme.2. Pause the audio at strategic points to ask comprehension questions.3. Discuss the listening material with the students, encouraging them to express their opinions and thoughts.4. Provide a summary of the listening material and ask for feedback from the students.V. Reading Activity (15 minutes)1. Distribute a reading passage or article related to the theme.2. Guide students through the reading, stopping to discuss key points and vocabulary.3. Conduct activities such as skimming, scanning, and detailed reading.4. Assign a reading comprehension task or worksheet for students to complete.VI. Writing Activity (10 minutes)1. Introduce a writing task related to the theme of the lesson.2. Provide a brief outline or guide for the writing task.3. Allow students to write independently or in groups, depending on the task.4. Circulate around the classroom to provide feedback and assistance.VII. Review and Assessment (5 minutes)1. Conduct a quick review of the main points covered in the lesson.2. Ask students to summarize the lesson in their own words.3. Provide immediate feedback on the writing activity or any other assessment tasks completed during the lesson.VIII. Homework Assignment (2 minutes)1. Assign a homework task that reinforces the lesson's vocabulary, grammar, and reading skills.2. Provide specific instructions and due dates for the homework.IX. Conclusion (1 minute)1. Thank the students for their participation.2. Remind them of the next lesson's topic and any materials they may need to bring.3. Greet the students as they leave the classroom.Note: This template can be adapted to fit the specific needs and goals of the classroom and the curriculum. It is important to vary activities and assess student learning in a variety of ways to ensure engagement and comprehension.。
海南教师资格考试中学英语知识点讲解三
海南教师资格考试|中学英语知识点讲解三【导语】海南教师资格考试：/。
在海南教师资格中学教师资格考试中，中学英语知识点的复习向来是考生复习备考阶段的一大重点，其中中公教师考试网为|中学英语知识点的复习为考生提供知识点梳理，帮助考生备考!【词条1】combine【点拨】combine vi. / vt. 联合，结合，合并。
常用作结构combine ... with ..."把……与……结合"。
如：The two countries combined against their common enemy.He combined his scientific knowledge with his friend’s business skill and started a company.His efforts， combined with his determination， helped him achieve great success.【拓展】combination n. 联合，合作，结合combined adj. 组合的，结合的【词条2】relax【点拨】relax vi. / vt. 放松，使轻松。
如：The doctor told him to relax a week or so before going back to work.This equipment will help relax your muscles.【拓展】relax还可意为"放宽；使松弛"。
如：They relaxed the regulations after the reform.relaxed adj. 放松的，镇定的relaxing adj. 令人放松的She had a very relaxed manner.It’s really a relaxing walk.【词条3】present【点拨】present可用作动词，意为"赠送；颁发(奖品等)；提出"。
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教师资格证考试科目三-初中英语考点（英文版）
语言学linguistics
1.design feature of language
Arbitrariness\duality\creativity\displacement\cultural transmission
2.function of language
Informative\interpersonal\performative\emotive\phatic\recreational\metalingual
3.辨析
Descriptive vs prescriptive\synchronic vs diachronic\langue vs parole\competence vs performance
4.phonetic
Study: characteristics of speech sounds
分类：with or without obstruction of air stream : vowels /consonant
4.1 vowels (pure vowels monophthongs)
The position of the tongue in the mouth: Front\Central\Back;
The openness of the mouth: close\semi-close\semi-open\open;
The shape of the lips: rounded \unrounded
The length of the vowels:long\short
Diphthongs；falling/rising
4.2 consonent
Manner of articulation:stops\fricative\affricates\liquds\nasals\glides
Place of articulation: bilabial\labio-dental\dental\alveolar\palatal\velar\glottal
Voicing: voiceless\voiced
5 phonology
Study:the distinctive sound units of a language and their relationship to one another
Phone\phoneme\allophone
Phonemic contrast\complementary distribution\minimal pair
6 morphology
Study:internal structure of words
6.1 morpheme: free \bound
6.2 allomorph: root \ affix
6.3 word formation :
derivation\compounding\conversion\clipping\blending\backformation\acronyms and abbreviations\coinage
7 semantics
Study: linguistic meaning
7.1 意义关系：synonymy\homonymy\hyponymy\antonymy\polysemy
7.2 句子关系：X is synonymous with Y;X is inconsistent with Y; X entails Y(Y is an entailment of X);X presupposes Y(Y is a prerequisite of X);X is a contradiction; A is semantically anomalous;
8 pragmatics
Study:
8.1 speech act :locutionary act\illocutionary act\perlocutionary act;
8.2 cooperative principle:quantity\quality\relation\manner maxim
9 修辞学
Simile\metaphor\metonymy\synecdoche\alliteration\end
rhyme\oxymoron\pun\euphemism\parallelism\exaggeration\personification\irony\onomato poeia\synesthesia\transferred\spoonerism
外语教学理论
1 view on language: the structural view of language;\the functional view of language;\ the ineractional view of language;
2 views on language learning：behaviorist theory; \cognitive theory; \constructivist theory; \socio-constructivist theory。