英语学科知识与教学能力(高中)必背
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。
2023年教师资格之中学英语学科知识与教学能力题库附答案(典型题)
2023年教师资格之中学英语学科知识与教学能力题库附答案（典型题）单选题（共30题）1、“Museum”is a slippery word.It first meant(in Greek)anything consecrated to the Muses:a hill,a shrine,a garden,aA.Collection and collectorsB.The evolution of museumsC.Modern museums and their functionsD.The birth of museums【答案】 B2、I took my ticket, and marched proudly up the platform, with my cheeses, the people __________respectfully on either side．A.fell backB.falling backC.being fallen backD.having fallen back【答案】 B3、When we talk about the element of the teaching aims “ABCD”, what does t he “C” refer to?A.contentB.capacityC.conditionpetence【答案】 C4、--What happened to the glass?A.The glass was brokenB.Tom broke the glassC.The glass is brokenD.Tom has broken the glass【答案】 A5、Passage 2A.A meatless diet was supported and practiced by PythagorasB.After his death, Pythagoras' followers continued to eat beansC.Pythagoras influenced a lot of people who chose not to eat meatD.Pythagoras refused to eat any meat for religious and ethical reasons【答案】 B6、In Canada, citizens,_________their backgrounds, are free to keep and promote their cultural heritages.A.regardless ofB.instead ofC.owing toD.according to【答案】 A7、"The key to__________the medical problems is health care reform," said the minister.A.solveB.solvingC.being solvedD.be solved【答案】 B8、Which of the following writing activities may be used to develop students′ skill of planningA.Editing their writing in groupsB.Self-checking punctuations in their writingC.Sorting out ideas and putting them in orderD.Cross-checking the language in their writing【答案】 C9、请阅读Passage 2，完成题：A.When losing computer games children tend to experience frustration and angerB.Beat-Them-Ups are more popular with children therefore more likely to produce violent behaviorC.People who have good hand-eye-coordination tend to be more violent than othersD.The violent content in the games gets children addicted to the games【答案】 A10、 It is futile to discuss the matter further,because__________going to agree upon anything today．A.neither you nor I areB.neither you nor me isC.neither you nor I amD.neither me nor you are【答案】 C11、She was not ______impressed by the story Paulshared with her, for she had already heard of it.A.in the leastB.at the mostC.least of allD.for the most【答案】 A12、To achieve fluency, when should correction be conducted?A.After classB.The moment error occursC.At the summary stage of the activityD.During the course of the communication【答案】 C13、As can be seen,the central government is sparing no painsto__________the officials overuse?of power to make a healthier party．A.keep downB.keep outC.keep offD.keep up【答案】 A14、请阅读Passage 2，完成题：A.How does playing computer games affect the level of violence in childrenB.There is no difference between Platform games and 'Beat-Them-Ups'C.How to control anger while playing computer gamesD.How to make children spend less time on computer games【答案】 A15、When a teacher corrects the errors of his/her students,what measures shouldn’t ，he/she use at first?A.To give the students who makes error the first opportunity to correct itB.To get other students to correct it,C.To correct the student directlyD.To hint students their errors【答案】 C16、The British Medical Journal recently featured a strong response to what was judged an inappropriately lenient reaction by a medical school to a student cheating in an examination.A.Extensive research has been done about this phenomenonB.We have sufficient data to prove that prevention is feasibleC.We are safe to conclude that this phenomenon exists on a grand scaleD.Reliable data about the extent, prevention and management of the phenomenon is lacking【答案】 D17、She doesn't want to work right now because she thinks that if she __________a job she probably wouldn't be able to visit her friends very often.A.has to getB.were to getC.had gotD.could have got【答案】 B18、Passage 1A.Preparing students for high-stakes testsB.Developing students’ analytical thinking skillsC.Assisting students to attain the Common Core standardsD.Enhancing students’ ability to cope with learning pressures【答案】 B19、If two phonetically similar sounds are two distinctive phonemes,they are said to form?a__________.A.minimal pairplementary distributionC.phonemic contrastD.minimal set【答案】 C20、请阅读Passage l，完成此题。
教师资格考试高中英语学科知识与教学能力试题与参考答案(2024年)
2024年教师资格考试高中英语学科知识与教学能力模拟试题与参考答案一、单项选择题（本大题有30小题，每小题2分，共60分）1、In the following sentence, “The teacher was able to engage the students effectively in the lesson,” the word “engage” is used as a(n) _______.A. VerbB. AdjectiveC. NounD. Preposition答案：A解析：In this sentence, “engage” is used as a verb. It indicates an action that the teacher was performing, which is to effectively involve the students in the lesson.2、Which of the following sentence structures is incorrect when describing the relationship between the subject and the object in a high school English classroom activity?A. The subject is the student, the object is the book, and the relationship is “The student reads the book.”B. The subject is the teacher, the object is the class, and the relationshipis “The teacher teaches the class.”C. The subject is the group, the object is the project, and the relationship is “The group completes the project.”D. The subject is the student, the object is the assignment, and the relationship is “The student hands in the assignment.”答案：B解析：Option B is incorrect because it incorrectly describes the relationship. The correct structure should be “The teacher teaches the students,” where “students” is the object that is being taught. The use of “the class” as the object is grammatically incorrect in this context.3、Which of the following strategies is most effective for teaching vocabulary to high school English students?A、Providing students with a large number of examples and definitionsB、Encouraging students to memorize word listsC、Using context clues and word formation techniquesD、Focusing solely on translation exercisesAnswer: CExplanation: Encouraging students to use context clues and word formation techniques (Option C) helps them develop a deeper understanding of vocabulary. This method encourages active learning and critical thinking, which are valuable for long-term retention and application of vocabulary.4、When designing a lesson plan for teaching a complex literary text, whichof the following is the most appropriate order of activities?A、Discussion of literary elements, classroom quiz, individual reading of the text, group presentationB、Reading the text, highlighting important sections, discussion, vocabulary practice, summarizationC、Vocabulary practice, group discussion, individual reading of the text, writing a responseD、Pre-reading introduction, close reading with analysis, group discussion, reflectionAnswer: DExplanation: The most appropriate order for teaching a complex literary text is to begin with a pre-reading introduction to set the context and build prior knowledge. This is followed by a close reading of the text with analysis to examine literary elements and techniques. Group discussion allows for collaborative learning and deeper understanding, and reflection helps consolidate and apply the learning.5、The prefix “dis-” means “not.” Which word does NOT mean “happy” when the prefix is added?A. fortunateB. contentC. pleasantD. delightedAnswer: AExplanation: The prefix “dis-” changes the meaning of “fortunate,” making it “unfortunate” or not fortunate, which does not mean “happy.” The words “content” and “delighted” have a positive connotation and still refer to a state of being happy. The word “pleasant” means enjoyable or agreeable and defines a pleasurable feeling but is not transformed by the prefix “dis-.”6、In the sentence “They had the intention of revising their strategies,” which part of speech is “revise”?A. VerbB. NounC. AdjectiveD. AdverbAnswer: AExplana tion: “Revise” is the base form of a verb and is serving as the main verb in the sentence. It expresses an action or a state of action done by the subject “They.” It is not a noun, adjective, or adverb in this context.7、In the following sentence, which word is a demonstrative pronoun?A. That book is on the table.B. This pen is mine.C. The book on the table is mine.D. Whose book is on the table?Answer: CExplanation: “The” is a demonstrative pronoun that refers to a specific object already mentioned or easily identified. In this case, it refers back to the “book” mentioned in the second part of the sentence.8、Which of the following sentence structures is used to show comparison between two things?A. I like apples more than bananas.B. I like apples as well as bananas.C. I like apples because they are delicious.D. I like apples, and so do you.Answer: AExplanation: Sentence A uses the structure “more than,” which is commonly used to show comparison between two things. The other options do not expressa direct comparison.9、Which of the following statements is an effective way to introduce a new topic in a high school English class?A、Ask students to write a short summary of the last lesson.B、Start with a discussion on a relevant, everyday topic.C、Give out a set of questions related to the next lesson.D、Show a video or a clip to capture students’ attention.Correct Answer: B解析：选项B是一个有效引入新话题的方法，通过讨论一个相关且贴近生活的主题，可以激发学生的兴趣和参与感。
2024年教师资格考试高中学科知识与教学能力英语试题及解答参考
2024年教师资格考试高中英语学科知识与教学能力复习试题及解答参考一、单项选择题（本大题有30小题，每小题2分，共60分）1、The sentence “The book is so fascinating that it kept me__________for hours.” requires the correct form of the verb “keep.” Which option is correct?A. keptB. keepingC. keepD. kept meAnswer: B. keepingExplanation: The correct form of the verb “keep” in this context is the present participle “keeping,” which is used here to describe the continuous action of being kept engaged with the book. The sentence means that the book was so fascinating that it kept the speaker engaged for hours.2、Which of the following sentence structures is an example of a reported speech?A. “She said, ‘I will finish the project tomorrow.’”B. “She said that she will finish the project tomorrow.”C. “She was saying that she will finish the project tomorrow.”D. “She told me that she will finish the project tomorrow.”Answer: B. “She said that she will finish the project tomorrow.”Explanation: Reported speech involves changing a direct quote into an indirect one. In option B, the original direct quote “I will finish the project tomorrow” is changed to “she said that she will finish the project tomorrow,” which is a correct example of reported speech. Option A is the direct speech, C is a possible past continuous form of reported speech, and D is a different type of indirect speech where the speaker is telling the listener what was said.3、The following sentence is written in passive voice. Which word in the sentence indicates the agent (the person or thing doing the action)?A)is beingB)was beingC)has beenD)had beenAnswer: B) was beingExplanation: The word “was being” indicates the agent in a passive voice sentence. In this structure, the agent is often expressed by an infinitive phrase beginning with “by,” but it can also be understood from context. Without additional information, “was being” suggests that there is an agent involved in the action described by the sentence.4、Choose the sentence that correctly uses the past perfect tense to express an action that was completed before another past action.A)I had finished my homework when the bell rang.B)I finished my homework before I left.C)When I arrived at the party, it had already started.D)I was finishing my homework when I heard the phone ring.Answer: C) When I arrived at the party, it had already started.Explanation: The past perfect tense is used to describe an action that was completed before another past action. In option C, “it had already started” indicates an action that was completed be fore “I arrived,” making it the correct choice. Options A and B use the past perfect tense, but they do not correctly express the sequence of past events as required by the question. Option D uses the past continuous tense to describe an action in progress at a specific past time.5、What is the most appropriate tense to use in the following sentence to describe an event that happened in the past and is still relevant today?A)The students had successfully completed the project.B)The students are completing the project.C)The students will complete the project.D)The students were completing the project.Answer: AExplanation: The correct answer is “had successfully completed” because it indicates an action that was completed in the past (past perfect tense) and is still a relevant event in the present. The other options do not convey this past and ongoing relevance. “Are completing” is present continuous, “will complete” is future simple, and “were completing” is past continuous, none of which fit the context as well as the past perfect tense.6、In the sentence “The novel explores the psychological effects of social isolation,” which part of speech is “explores”?A)VerbB)NounC)AdverbD)AdjectiveAnswer: AExplanation: The word “explores” is a verb because it indicates an action or state that the subject of the sentence (the novel) is performing. It describes what the novel does, which isto explore a particular topic. The other options are nouns, adverbs, and adjectives, which do not fit the function of the word in this sentence.7、The sentence “The students’ enthusiasm for the project was palpable” is an example of using which of the following language feature?A)JargonB)ColloquialismC)SimileD)MetaphorAnswer: C) SimileExplanation: A simile is a figure of speech that compares two different things, typically by using “like” or “as.” In this sentence, “was palpable” compares the students’ enthusiasm to something that can be felt, which is a characteristic of a simile. Jargon is specialized language used in a particular field, colloquialism is informal language, and metaphor is a figure of speechthat directly compares two things without using “like” or “as.”8、In the following sentence, the word “pivotal” is used as an adjective. What is the most likely part of speech it modifies?A)NounB)VerbC)AdverbD)PrepositionAnswer: A) NounExplanation: The word “pivotal” means being a central or turning point. In the sentence, it modifies a noun to describe its importance or central role. For example, “The pivotal role of the teacher in the success of the project cannot be overstated.” Here, “pivotal” is an adjective modifying the noun “role.” Verbs are not modified by adjectives, adverbs modify verbs or adjectives, and prepositions are used to show relationships between nouns.9.What is the most appropriate strategy to use when teaching a new vocabulary word to students who are at the beginning level of English?A)Have students translate the word into their native language.B)Use pictures or realia to illustrate the meaning of the word.C)Ask students to define the word without any context.D)Provide a list of synonyms for the word.Answer: B) Use pictures or realia to illustrate the meaning of the word.Explanation: For beginning level students, using pictures or realia (objects or items) can help them understand the meaning of new vocabulary ina concrete and relatable way. Translating into a native language can lead to translation errors and may not help with understanding the word in an English context. Asking students to define the word without context can be challenging for beginners, and providing a list of synonyms might be too advanced for this level.10.Which of the following activities is most likely to engage students in critical thinking and analysis of a text?A)Repeating the main ideas of the text in their own words.B)Answering comprehension questions about the text.C)Creating a mind map of the text’s structure.D)Discussing the text’s themes and how they relate to current events.Answer: D) Discussing the text’s themes and how they relate to current events.Explanation: Discussing the text’s themes and their relevance to current events encourages students to think critically and analytically. It allows them to make connections between the text and their own world, fostering deeper understanding and engagement. While repeating main ideas, answering comprehension questions, and creating a mind map are valuable activities, they may not necessarily promote the same level of critical thinking and analysis.11.Th e sentence “The book is lying on the table” is an example of which type of sentence structure?A) SimpleB) CompoundC) ComplexD) Compound-complexAnswer: A) SimpleExplanation: A simple sentence consists of a single independent clause with no dependent c lauses. In this case, “The book is lying on the table” contains only one independent clause, making it a simple sentence.12.Which of the following words is an adjective?A) GoB) RunsC) HappinessD) VeryAnswer: C) HappinessExplanation: An adjective is a word that describes or modifies a noun. “Happiness” describes the noun “happiness,” making it an adjective. The other options are verbs (“Go” and “Runs”) and an adverb (“Very”).13.The following sentence demonstrates the use of a conditional sentence. Which option completes the sentence correctly?A. If I were you, I would take a vacation next week.B. If I was you, I would take a vacation next week.C. If I be you, I would take a vacation next week.D. If I am you, I would take a vacation next week.Answer: AExplanation: The correct option is “If I were you, I would take a vacationnext week.” In conditional sentences, when the condition is hypothetical and not a real possibility, “were” is used instead of “was.” Since “If I were you” implies a hypothetical situation, “were” is the correct past tense form of “be.”14.Which of the following sentence structures is used to express a reason or cause?A. Subject + because + verbB. Subject + so + verbC. Subject + although + verbD. Subject + since + verbAnswer: AExplanation: The correct sentence structure to express a reason or cause is “Subject + because + verb.” This structure is used to introduce a dependent clause that explains the reason for the action in the main clause. The other options (B, C, and D) are used to express a result, contrast, or time, respectively.15.Which of the following is NOT a common approach to teaching vocabulary in high school English?A. Contextual cluesB. Use of flashcardsC. Direct translationD. Collaborative group activitiesAnswer: CExplanation: Direct translation is not typically used as a common approach to teaching vocabulary in high school English. Instead, teachers often rely on contextual clues, flashcards, and collaborative group activities to help students understand and remember new vocabulary. Direct translation can sometimes lead to misunderstandings and may not be effective in a second language learning context.16.What is the main purpose of using authentic materials in the classroom?A. To make the curriculum more interestingB. To provide real-life language use examplesC. To assess students’ language proficiencyD. To ensure that the curriculum is up-to-dateAnswer: BExplanation: The main purpose of using authentic materials in the classroom is to provide real-life language use examples. Authentic materials such as newspapers, magazines, and videos help students connect the language they are learning to the language used in the real world, making it more relatable and practical. While making the curriculum interesting, assessing students’ language proficiency, and ensuring the curriculum is up-to-date are also beneficial aspects of using authentic materials, the primary purpose is to provide real-life examples.17.The following sentence contains a complex sentence. Which one of thefollowing is the main clause?A. The students enjoyed the presentation.B. After the presentation, the students discussed the topic.C. The presentation, which was delivered by the guest speaker, was informative.D. The teacher, who was in charge of the class, was impressed.Answer: DExplanation: The main clause in a complex sentence is the independent clause that can stand alone as a complete sentence. In option D, “The teacher, who was in charge of the class, was impressed.” is an independent clause, making it the main clause. The other options contain dependent clauses that depend on the main clause to be complete sentences.18.In the context of teaching a lesson on Shakespearean sonnets, which of the following is the best approach to engage students in critical analysis?A. Provide a list of key themes and have students identify which sonnet they relate to most.B. Present the sonnets in chronological order and discuss the historical context of each.C. Ask students to read the sonnets aloud and note any words or phrases that seem unfamiliar.D. Divide the class into groups and assign each group a different sonnet to research and present to the class.Answer: DExplanation: Engaging students in critical analysis requires an interactive and collaborative approach. Option D encourages active learning, research skills, and presentation skills. By dividing the class into groups and assigning different sonnets, students are motivated to engage deeply with the text, research its context, and present their findings to their peers, fostering a dynamic and interactive learning environment. The other options, while informative, do not necessarily promote the same level of critical engagement.19.What is the main purpose of using a concordance in language teaching?A. To introduce new vocabulary to studentsB. To provide a comprehensive list of all the words in a textC. To help students identify the context in which a particular word is usedD. To enhance students’ listening skillsAnswer: CExplanation: The main purpose of using a concordance in language teaching is to help students identify the context in which a particular word is used. This tool allows students to see how a word is used in different sentences and understand its connotations and collocations.20.Which of the following teaching strategies is most effective for promoting critical thinking in students?A. Direct instructionB. Guided discoveryC. Cooperative learningD. Repetition and memorizationAnswer: BExplanation: Guided discovery is a teaching strategy that encourages students to explore and discover information on their own with the guidance of the teacher. This approach promotes critical thinking as students engage in the process of inquiry, analysis, and problem-solving.21.What is the main function of a pre-writing activity in English writing?A. To review grammar rulesB. To introduce new vocabularyC. To generate ideas and organize contentD. To assess students’ reading comprehensionAnswer: C. To generate ideas and organize contentExplanation: The main purpose of a pre-writing activity is to help students brainstorm ideas and organize their content before they start writing. This activity can include activities like brainstorming sessions, mind mapping, or free writing, which all aim to assist students in formulating a coherent structure for their writing.22.In the context of English language teaching, which of the following is NOT an effective strategy for promoting oral communication among students?A. Pair work activitiesB. Group discussionsC. Role-playing exercisesD. Providing written instructionsAnswer: D. Providing written instructionsExplanation: While providing written instructions can be an effective method for giving students clear guidelines or directions, it is not specifically an effective strategy for promoting oral communication. Pair work, group discussions, and role-playing exercises, on the other hand, encourage students to interact with each other and practice speaking, which are key components of oral communication.23.What is the main function of the imperative mood in English?A. To express polite requestsB. To express orders or commandsC. To express future actionsD. To express wishesAnswer: BExplanation: The imperative mood is primarily used to express orders, commands, or requests. It is characterized by the absence of the subject (you) and uses the base form of the verb.24.Which of the following phrases is an example of a simile?A. The cat is as black as coal.B. The cat is a creature.C. The cat is sleeping soundly.D. The cat has a sleek coat.Answer: AExplanation: A simile is a figure of speech that uses “like” or “as” to compare two different things. In the example, “as black as coal” compares the color of the cat to the color of coal.25.The following sentence is an example of which grammatical structure?A. Active voiceB. Passive voiceC. Future perfect tenseD. Present perfect continuous tenseAnswer: B. Passive voiceExplanation: T he sentence “The book was written by the student.” is an example of the passive voice. In the passive voice, the focus is on the action rather than the doer of the action.26.Which of the following phrases is used to express a cause and effect relationship?A. In order toB. Because ofC. Instead ofD. Regardless ofAnswer: B. Because ofExplanation: The phrase “because of” is used to express a cause and effectrelationship. For example, “The student was late because of the traffic.” indicates that the traffic caused the student to be late.27.In the following sentences, which one contains an error in the use of “therefore”?A. The weather was cold, therefore we decided to stay indoors.B. He was tired, therefore he decided to take a rest.C. The train was late, therefore they missed their appointment.D. She studied hard, therefore she got a good grade.Answer: DExplanation: The word “therefore” is used to indicate a cause-and-effect relationship. In option D, the sentence suggests that studying hard directly led to getting a good grade, which is not necessarily a cause-and-effect relationship. Therefore, option D contains an error in the use of “therefore.”28.Choose the cor rect word to complete the following sentence: “I was looking for a book about cooking, but I couldn’t find one. __________, I decided to borrow one from the library.”A. ThereforeB. HoweverC. MoreoverD. OtherwiseAnswer: DExplanation: The sentence requ ires a word that means “otherwise” or “inthat case.” Option D, “Otherwise,” fits this context, as it suggests an alternative action that the speaker took because the book was not found. Options A, B, and C do not convey the same meaning and would not be appropriate in this sentence.29.What is the primary purpose of the following sentence in a reading passage: “The novel explores the psychological impact of war on the characters.”A. To summarize the plot of the novel.B. To describe the historical context in which the novel is set.C. To analyze the psychological effects of war on the characters.D. To provide a direct quote from a character.Answer: CExplanation: The primary purpose of the sentence is to analyze the psychological effects of war on the ch aracters, which is an important element of the novel’s content and theme.30.In the following sentence, “The students’ engagement in group discussions improved significantly after the introduction of the new interactive whiteboard,” which part of speech is“improved”?A. VerbB. AdjectiveC. AdverbD. NounAnswer: AExplanation: “Improved” functions as a verb in the sentence, indicating a change or development in the students’ engagement. It is the action that has occurred due to the introduction of the new interactive whiteboard.二、简答题（20分）Question:What are the key principles and strategies for effective vocabulary teaching in secondary English language classrooms? Explain how these principles and strategies can be applied to support diverse learners.Answer:The key principles and strategies for effective vocabulary teaching in secondary English language classrooms include:1.Explicit Vocabulary Instruction: Teachers should provide explicit instruction on vocabulary, which involves defining words, explaining their meaning, and giving examples.2.Contextualization: Vocabulary should be taught within the context of authentic texts and real-life situations, as this helps students understand the meaning and usage of words.3.Multiple Meanings: Encourage students to explore words with multiple meanings, as this expands their vocabulary knowledge and enhances their language skills.4.Differentiated Instruction: Tailor instruction to meet the needs of diverse learners by providing varied resources and activities.5.Vocabulary Building Activities: Engage students in various activities that promote vocabulary learning, such as word games, word puzzles, and collaborative tasks.6.Spaced Repetition: Use spaced repetition to reinforce vocabulary learning over time, as this technique has been shown to improve long-term retention.7.Collaborative Learning: Encourage students to work in groups to share their knowledge and learn from each other, which can help reinforce vocabulary concepts.8.Metacognitive Strategies: Teach students to be aware of their learning processes and strategies, which can improve their overall vocabulary acquisition.Application to Support Diverse Learners:e of Visual Aids: Incorporate visual aids such as pictures, videos, and charts to support students with different learning styles, including those with visual or auditory preferences.nguage Simplification: For students with lower proficiency levels, simplify vocabulary by using synonyms, simpler sentence structures, and context clues.3.Peer-Assisted Learning: Pair students with different proficiency levels to help each other learn vocabulary and support each other in the learning process.4.Scaffolded Tasks: Design tasks with a gradual release of responsibility, providing students with support as they progress and gradually become moreindependent.5.Encourage Risk-Taking: Create a safe and supportive classroom environment that encourages students to experiment with new vocabulary without fear of making mistakes.6.Ongoing Assessment: Use formative assessments to monitor student progress and adjust instruction accordingly, ensuring that all learners are supported in their vocabulary development.By incorporating these principles and strategies, teachers can effectively support diverse learners in secondary English language classrooms and enhance their vocabulary skills.三、教学情境分析题（30分）Question: Teaching Scenario AnalysisScenario:A high school English teacher is planning a lesson on the theme of “Environmental Protection” for a class of 30 students, aged 16-17. The teacher has noticed that the students are quite engaged when discussing environmental issues but tend to struggle with writing essays on this topic. The class has an interactive whiteboard and a computer with internet access.Task:Based on the given scenario, analyze the teaching context and suggest a lesson plan that addresses the students’ needs and incorporates appropriate teachingmethods and techniques.Answer:Teaching Context Analysis:1.Students’ Needs:•Students are interested in environmental issues but struggle with writing essays.•There is a need for a balanced approach that engages students in discussions and provides them with writing skills.2.Classroom Resources:•Interactive whiteboard•Computer with internet accessLesson Plan:Objective:To help students develop their writing skills on the theme of “Environmental Protection” and improve their ability to organize and present their ideas effectively.Materials:•Handouts with essay prompts on environmental issues•Interactive whiteboard•Computer with internet access•ProjectorActivities:1.Introduction (10 minutes):•Start with a brief discussion on environmental issues, asking students to share their views and experiences.•Introduce the theme of the les son, “Environmental Protection.”2.Group Work (20 minutes):•Divide the class into small groups of 5 students.•Provide each group with a handout containing essay prompts on environmental issues.•Instruct the students to discuss the prompts and come up with a group essay on the chosen topic.3.Interactive Whiteboard Activity (15 minutes):•Project the essay prompts on the interactive whiteboard.•Ask each group to present their essay outline on the whiteboard. •Encourage other students to ask questions and provide feedback on the group’s essay outline.4.Writing Workshop (25 minutes):•Provide students with a structured outline for writing an essay on environmental issues.•Explain the steps of essay writing, including introduction, body paragraphs, and conclusion.•Assign each student a specific section to focus on, ensuring that the essay is well-structured.•Allow students to work individually or in pairs to write their essays.5.Peer Review (10 minutes):•Pair students up and ask them to exchange their essays for peer review.•Instruct them to provide constructive feedback on the content, organization, and grammar.6.Conclusion (5 minutes):•Conclude the lesson by discussing the key points of the essay.•Encourage students to reflect on what they have learned about writing essays on environmental issues.Explanation:The lesson plan addresses the students’ needs by incorporating various teaching methods and techniques:•Group Work: Encourages collaboration and active participation.•Interactive Whiteboard: Enhances engagement and visual learning.•Writing Workshop: Provides a structured approach to essay writing.•Peer Review: Fosters critical thinking and constructive feedback.By following this lesson plan, the teacher can help students develop their writing skills and improve their ability to express their ideas effectively on the theme of “Environmental Protection.”四、教学设计题（40分）Teaching Design QuestionQuestion:Design a 45-minute lesson plan for a high school English class focusing on thetopic of “Healthy Lifestyles.” The class consists of 30 students who are in their second year of learning English. The lesson aims to improve students’ speaking and listening skills, as well as their understanding of the importance of maintaining a healthy lifestyle. The classroom has a multimedia projector and a computer.Answer:Lesson Title:Healthy Lifestyles: A Journey to WellnessObjective:By the end of the lesson, students will be able to:1.Understand the importance of maintaining a healthy lifestyle.2.Express their opinions on healthy habits through speaking and listening activities.3.Summarize the key points of a presentation on healthy lifestyles.Materials:•Handouts on healthy habits•Worksheets for group activities•Multimedia projector and computer•Smartboard or whiteboard•TimerTeaching Procedure:1.Introduction (10 minutes)•Start the class by asking students about their daily routines and if theyhave any healthy habits.•Introduce t he topic “Healthy Lifestyles” and explain its importance.•Show a short video clip on the importance of maintaining a healthy lifestyle.•Divide the class into small groups and ask them to discuss the video and share their thoughts.2.Group Activity (15 minutes)•Provide each group with a handout on healthy habits.•Ask students to work in their groups to identify the most effective healthy habits.•Have each group present their findings to the class.•Use the smartboard or whiteboard to record the key points from each group’s presentation.3.Speaking and Listening Activity (15 minutes)•Divide the class into pairs and assign each pair a role: presenter and listener.•Provide students with a worksheet that includes questions about healthy habits.•The presenter will ask the questions, and the listener will respond ina complete sentence.•Monitor the activity and provide feedback and assistance as needed. •After the activity, ask students to share their experiences with the class.4.Conclusion (5 minutes)•Summarize the key points of the lesson, emphasizing the importance of maintaining a healthy lifestyle.•Ask students to reflect on their own healthy habits and set goals for improvement.•Provide additional resources, such as websites or books, for further reading on healthy lifestyles.Evaluation:•Assess students’ participation in group discussions and presentations.•Evaluate their speaking and listening skills during the speaking and listening activity.•Monitor their understanding of the lesson content through observations and feedback.Explanation:This lesson plan aims to provide students with a comprehensive understanding of the importance of maintaining a healthy lifestyle. By incorporating various activities, such as group discussions, presentations, and speaking and listening exercises, the lesson promotes active learning and encourages students to express their opinions on the topic. The use of multimedia tools, such as the projector and smartboard, enhances the learning experience and engages students in the lesson. The evaluation criteria ensure that students demonstrate their knowledge and skills in understanding and discussing healthy lifestyles.。
教师资格考试高中英语学科知识与教学能力试卷与参考答案(2024年)
2024年教师资格考试高中英语学科知识与教学能力模拟试卷与参考答案一、单项选择题（本大题有30小题，每小题2分，共60分）1、In the following sentence, the word “that” is used as a relative pronoun. Which sentence best illustrates the use of “that” in this context?A. The book that you gave me is very interesting.B. She told me the story that she had just read.C. The students that were late were given extra homework.D. I don’t remember the name of the person that I met yesterday.答案：A解析：选项A中的”that”引导一个定语从句，修饰先行词”book”，并在从句中作宾语，省略了”which”或”whom”。
其他选项中的”that”要么引导非限制性定语从句（B选项），要么在从句中作主语或宾语，但没有省略”that”。
2、Which of the following sentences is correctly punctuated?A. The teacher said, “Let’s start the class now.”B. She asked, “Where are you going?”C. He replied: “I’m going to the library.”D. The student: “I have finished my homework.” The teacher: “Good job!”答案：B解析：选项B中的句子正确地使用了问号，因为它是直接引语，而直接引语中的句子如果是疑问句，则必须以问号结尾。
2024年教师资格考试高中学科知识与教学能力英语试题与参考答案
2024年教师资格考试高中英语学科知识与教学能力模拟试题与参考答案一、单项选择题（本大题有30小题，每小题2分，共60分）1、The teacher encourages students to to foster their interest in English literature.A) read extensivelyB) study hardC) focus solely on grammarD) memorize vocabularyAnswer: A) read extensivelyExplanation: Reading extensively is a strategy that can help students to gain a better understanding of English literature. Insisting that students solely focus on grammar or memorize vocabulary would be restrictive and less effective in fostering an interest in the subject.2、In a classroom discussion, the teacher mistakenly called the author ofa famous novel “Jane”. The class pointed out the error, and the teacher should:A)apologize and correct the mistakeB)ignore the student’s interventionC)defend the mistake by dismissing it as a trivial errorD)ASCEND services and report the student to an administratorAnswer: A) apologize and correct the mistakeExplanation: Maintaining a respectful and welcoming classroom environment is crucial. When the teacher makes a mistake, it is important to correct it and apologize to the class. This shows integrity, reinforces the importance of accuracy in academic settings, and strengthens the teacher-student relationship.3、Which of the following sentences is grammatically correct?A. If I am you, I would study harder.B. If I were you, I would study harder.C. If I was you, I would study harder.D. If I will be you, I would study harder.Answer: BExplanation: The correct choice is B. This sentence uses the second conditional form, which is used to talk about hypothetical situations in the present or future. In the second conditional, we use ‘were’ with ‘I’ and ‘he/she/it’ to show that the situation is not real or is unlikely. Options A, C, and D are incorrect because they do not follow the proper structure for the second conditional.4、Choose the sentence where the underlined word is used correctly:A. She was so disinterested in the topic that she fell asleep during the lecture.B. He showed a disinterested concern for the welfare of others, always willing to help.C. The judge listened to both sides of the case with a disinterested air, ensuring fairness.D. Despite being a disinterested party, he still had a lot to say about the matter.Answer: CExpl anation: The correct choice is C. The word ‘disinterested’ means impartial or unbiased, especially in the context of a judge who must remain neutral. In option A, the word should be ‘uninterested’ as it refers to a lack of interest. Option B is incorrect because showing concern for the welfare of others suggests personal interest, which contradicts the meaning of‘disinterested.’ Option D is also incorrect because someone who is disinterested would not have much to say about a matter if they are truly impartial.5、What is the correct tense to use when describing a past event that hasa present result?A. Present perfectB. Simple pastC. Present perfect continuousD. Past perfectAnswer: A. Present perfectExplanation: The present perfect tense is used to describe an action that started in the past and continues to the present, or an action that has a presentresult. For example, “I have finished my homework.”6、Which of the following sentence structures is used to express a condition that is true in the present?A. If + past tense, would + verbB. If + past perfect, would have + past participleC. If + present tense, would + verbD. If + past tense, would + past participleAnswer: C. If + present tense, would + verbExplanation: The correct structure for expressing a condition that is true in the present is “if + present tense, would + verb.” For example, “If it rains, we would stay indoors.” This structure is used to talk about hypothetical or conditional situations that are possible or likely to happen.7、In the teaching of English to senior high school students, which of the following methods is most suitable for fostering critical thinking and analytical skills?A)Memorization of vocabulary listsB)Frequent vocabulary quizzesC)Debate and discussion on complex topicsD)Recitation of literary passagesAnswer: CExplanation: C) Debate and discussion on complex topics is the most suitable method for fostering critical thinking and analytical skills because it encourages students to analyze, evaluate, and construct arguments on varioustopics. This method requires students to think deeply and consider multiple perspectives, which is crucial for developing critical thinking and analytical skills.8、Which of the following is an effective strategy for teaching advanced grammar to senior high school English students?A)Presenting rules through long lectures followed by extensive drillingB)Implementing grammar drills through fill-in-the-blank exercises onlyC)Giving a list of grammar rules to be memorizedD)Using real-life examples and contexts to explain grammar rulesAnswer: DExplanation: D) Using real-life examples and contexts to explain grammar rules is an effective strategy for teaching advanced grammar to senior high school English students. It helps students connect theoretical knowledge with practical situations, making it easier for them to understand and apply the rules in various contexts.9.The sentence “She is not only an excellent teacher but also a caring friend to her students” uses the tense of:A. present simpleB. past simpleC. present perfectD. past perfectAnswer: AExplanation: The sentence “She is not only an excellent teacher but also acaring friend to her students” uses the present simple tense to describe qualities that are true about the teacher. The phrase “not only…but also” is used to connect two a djectives, and both adjectives follow the verb “is,” indicating the present simple tense is the correct choice.10.In the following dialogue, who is asking for help?A. JohnB. MaryC. Mr. SmithD. The teacherDialogue:John: Excuse me, Mr. Smith, I don’t understand the meaning of this part of the text.Mr. Smith: Sure, John. Let me explain it to you.Answer: AExplanation: The correct answer is A, John, because in the dialogue, he is the one who doesn’t understand and is asking Mr.Smith for help. The other options, like Mary, Mr. Smith, and the teacher, are not making the request for help; they are either responding or participating in the conversation.11、Which of the following is NOT a characteristic of communicative language teaching (CLT)?A) Focus on fluency over accuracy.B) Emphasis on learner-centered instruction.C) Use of authentic materials in the classroom.D) Strict adherence to grammatical rules.Answer: D) Strict adherence to grammatical rules.Explanation: Communicative Language Teaching (CLT) emphasizes communication and interaction as both the means and the ultimate goal of learning a language. It focuses on fluency and the ability to communicate effectively, often prioritizing these aspects over strict grammatical correctness. CLT encourages learner-centered activities, the use of real-life materials, and a variety of interactive techniques, which makes option D not a characteristic of CLT.12、In the context of second language acquisition, the term ‘interlanguage’ refers to:A) The native language of the learner.B) The language used by the teacher in the classroom.C) A transitional system that reflects the learner’s current state of L2 knowledge.D) The standard form of the target language.Answer: C) A transitional system that reflects th e learner’s current state of L2 knowledge.Explanation: Interlanguage is a term used in second language acquisition theory to describe the dynamic linguistic system that learners construct as they learn a new language. It is an evolving system that is neit her the learner’sfirst language nor the target language but a unique, intermediate stage of language development. This concept helps explain why learners may make systematic errors and how they progress towards proficiency in the second language.13.The following sentence is an example of which type of sentence structure?A) SimpleB) CompoundC) ComplexD) Compound-complexAnswer: C) ComplexExplanation: A complex sentence contains at least one main clause and one or more dependent clauses. The example se ntence could be “Although it was raining, the students still played football.”14.Which of the following words is the correct past tense form of the verb “go”?A)GrewB)Goin’C)GoneD)GoteAnswer: C) GoneExplanation: The correct past tense form of the verb “go” is “went,” and its past participle is “gone.” Therefore, the correct answer is “Gone.”15、The following sentence is a conditional clause: “If it rains tomorrow,we will cancel the picnic.” In which of the following scenarios would this conditional clause be in the past perfect tense?A) We will cancel the picnic if it had rained yesterday. (X)B) We will cancel the picnic if it rains tomorrow. (X)C) We will cancel the picnic if it had rained this morning. (X)D) We will have canceled the picnic if it had rained yesterday. (✓) Answer: DExplanation: The past perfect tense is used to describe an action that occurred before another past action. In this scenario, the conditional clause is in the past to imply that the picnic cancellation will have already taken place if the rain occurred prior to the picnic. Option D correctly uses the past perfect tense (“would have canceled”).16、Which of the following sentences is an example of a complex-embedded sentence?A) She decided to go for a walk, the weather seemed nice.B) She decided to go for a walk, because the weather seemed nice. (X)C) She decided to go for a walk and the weather seemed nice. (X)D) Even though the weather seemed nice, she decided to go for a walk. (✓) Answer: DExplanation: A complex-embedded sentence contains a main clause and at least one embedded clause, often introduced by subordinating conjunctions like “even though” or “although.” In option D, the clause “Even though the w eatherseemed nice” is the embedded clause, making it a complex-embedded sentence.17、In the following sentence, which phrase structure angle is used to explain the relationship between the words “students” and “expected”?A. Subject-Verb-Object (SVO)B. Prepositional PhraseC. Subject-Object-Verb (SOV)D. Adverbial ClauseAnswer: BExplanation: The phrase “of the students” is a prepositional phrase. It modifies the verb “expected” by indicating whose attitude or expectation is in focus in the sentence.18、Which of the following sentences demonstrates parallel structure in terms of语法功能？A. The teacher encouraged participation and gave constructive feedback.B. The students studied, while门外weren’t allowed in.C. While the students are studying, the teacher is grading papers.D. When the bell rings, the students rush out of the classroom, and the teacher stops the class.Answer: AExplanation: Parallel structure involves using grammatically similar elements to create a balanced and rhythmical effect. Choice A utilizes parallel structure as both “encouraged participation” and “gave constructive feedback” arephrases that complete the action of “encouraged” with similar structure. Choices B and D use dependent and independent clauses respectively, and choiceC uses a dependent clause with independent clause structure.19.What is the most appropriate method to use when teaching a new vocabulary item to high school students?A)Direct translationB)Contextual cluesC)rote memorizationD)Unresponsive questioningAnswer: B) Contextual cluesExplanation: Using contextual clues helps students understand the meaning of new vocabulary within the context of the text or lesson. It encourages active learning and promotes deeper understanding of the language.20.In a high school English class, which of the following activities is best suited for assessing students’ comprehension of a complex literary text?A)Multiple-choice questionsB)Vocabulary matching exercisesC)Oral presentationsD)Short answer questionsAnswer: C) Oral presentationsExplanation: Oral presentations require students to synthesize and express their understanding of a complex literary text. This activity encourages critical thinking, analysis, and communication skills, making it an effectiveway to assess comprehension.21、Which of the following best describes the concept of “modal verbs” in English?A、Nouns that indicate the type of person or thing.B、Verbs that express the level of formality of a sentence.C、Verbs that express probability, ability, permission, and advice.D、Adjectives that modify the quality or state of a noun.Answer: C解析: Modal verbs in English are a group of verbs that express modality, including possible meanings such as ability, permission, necessity, advice, and probability. Therefore, the correct answer is C.22、In the context of English listening skills, which of the following strategies is most effective for identifying key information and details in a spoken text?A、Listening for t he speaker’s accent and dialect.B、Focusing on the overall structure of the speech.C、Noting the intonation and stress patterns in the speech.D、Paying attention to specific information and facts provided.Answer: D解析: Effective listening skills include paying attention to the specific information and facts provided in a spoken text to identify key details and information. Therefore, the correct answer is D.23.Which of the following phrases is used to describe a past event that has already finished in the past?A)“I have gone to the movies last night.”B)“I had gone to the movies last night.”C)“I went to the movies last night and I was tired.”D)“I’m going to the movies last night.”Answer: B) “I had gone to the movies last night.”Explanation: The correct answer is “had gone” because it uses the past perfect tense, which is used to describe a past event that happened before another past event. Options A, C, and D use different tense structures, which are not appropriate for this specific context.24.In the senten ce “She was reading a book when the bell rang,” which clause indicates that the action started first?A)“She was reading a book”B)“She read a book”C)“The bell rang”D)“She went to school”Answer: A) “She was reading a book”Explanation: The clause “She was reading a book” indicates that the action of reading started first, which is followed by the action of the bell ringing, represented by the clause “The bell rang.” Option B uses the past simple tense, which indicates that the actions occurred at different times but not necessarily in sequence. Option C focuses on the bell ringing event. Option D introducesa completely different unrelated event.25.The following sentence is an example of which sentence structure?A. SimpleB. CompoundC. ComplexD. Compound-complexAnswer: C. ComplexExplanation: A complex sentence contains an independent clause and at least one dependent clause. The example sentence is “Although it was raining, the students still played outside.” Here, “Although it was raining” i s a dependent clause, and “the students still played outside” is an independent clause.26.Which of the following is NOT a characteristic of a good vocabulary teaching strategy?A. Encourages students to use new words in different contextsB. Provides students with multiple examples of word usageC. Requires students to memorize a large number of words without contextD. Involves students in activities that promote word retentionAnswer: C. Requires students to memorize a large number of words without contextExplanation: A good vocabulary teaching strategy should avoid rote memorization and instead focus on helping students understand and use words indifferent contexts. Therefore, requiring students to memorize words without context is not an effective strategy. The other options (A, B, and D) are all characteristics of effective vocabulary teaching strategies.27、Which of the following texts is NOT an excellent example for teaching narrative writing skills in high school English?A) “To Build a Fire” by Ja ck London — This text provides a vivid narrative that can be dissected for how to structure a compelling narrative.B) “The Lottery” by Shirley Jackson — This story has a timeless theme and can be used to teach how to build tension and surprise in a narrative.C) “The Road Not Taken” by Robert Frost — This poem is a classic and can be used to expound on narrative poetry rather than a narrative essay.D) “Raymond’s Run” by Toni Cade Bambara —This story can be used to analyze character development and plot structure.Answer: C) “The Road Not Taken” by Robert Frost —This poem is primarily a narrative of a poet contemplating his past decisions, and it is not an example of narrative writing.28、Which of the following activities is most effective for developing students’ comprehension skills when teaching a complex text in high school English?A) Group discussions about the main ideas of the text —This activity encourages students to share their ideas and defend their interpretations.B) Summarizing the text in their own words — This activity helps students toretell the text and understand the main points.C) Writing a summary and responding to a few higher-order thinking questions based on the text — This combines summarization with analysis.D) Reciting the text from memory — This activity helps with memorization but not necessarily with comprehension.Answer: C) Writing a summary and responding to a few higher-order thinking questions based on the text — This combines summarization with analysis, prompting students to think critically about the text.29.Choose the word that best completes the sentence.The student’s performance in the_________was exceptional, which impressed the teacher greatly.A. actB. playC. danceD. performanceAnswer: BExplanation: The correct answer is “play” because it is the correct noun that fits the context of student performance. The other options (act, dance, performance) do not fit as well in the context of a student’s performance in a class setting, as “play” typically refers sp ecifically to a theatrical performance performed by students.30.Which of the following is an example of scaffolding in instruction?A. Teaching a complete lesson at onceB. Providing students with detailed notes and instructionsC. Breaking a complex concept into smaller parts and building upon themD. Asking questions that require students to provide only one-word answersAnswer: CExplanation: The correct answer is “C. Breaking a complex concept into smaller parts and building upon them.” Scaffolding is a teaching technique that involves providing support to students as they move toward a goal. Breaking a complex concept into smaller parts helps students manage the complexity and gradually move towards a full understanding of the material, which is the essence of scaffolding. The other options do not represent scaffolding; instead, they describe different teaching strategies or methods.二、简答题（20分）Question:Explain the importance of vocabulary teaching in high school English language learning and discuss two effective strategies for teaching vocabulary to high school students.Answer:Vocabulary teaching plays a crucial role in high school English language learning for several reasons:1.Foundation for Language Skills: Vocabulary is the building block of language. A strongvocabulary enables students to understand and express themselves more effectively. It is essential for reading comprehension, writing, and speaking.2.Enhances Reading Comprehension: A diverse vocabulary allows students to understand complex texts, grasp the nuances of language, and appreciate literature.3.Facilitates Communication: A rich vocabulary helps students articulate their thoughts and emotions more precisely, both in written and spoken forms.4.Boosts Confidence: As students expand their vocabulary, they become more confident in their language abilities, which can positively impact their self-esteem and motivation.Two effective strategies for teaching vocabulary to high school students are:1.Contextual Teaching: Presenting new words in context helps students understand their meanings and usage. This can be done by incorporating new vocabulary into readings, discussions, and writing activities. For example, when teaching the word “euphemism,” provide examples from various texts and encourage students to identify other euphemisms in their own lives.2.Interactive Vocabulary Games: Engaging students in interactive games can make vocabulary learning enjoyable and memorable. Games like “Word Search,” “Scattergories,” and“Word Association” can help students practice and reinforce new vocabulary in a fun and engaging way.Explanation:The importance of vocabulary teaching in high school English languagelearning is highlighted by the reasons mentioned in the answer. The first reason emphasizes the foundation that vocabulary provides for language skills. The second reason explains how a diverse vocabulary aids in reading comprehension. The third reason highlights the impact of vocabulary on communication, and the fourth reas on emphasizes the positive effects of a rich vocabulary on students’ confidence and motivation.The answer also provides two effective strategies for teaching vocabulary: contextual teaching and interactive vocabulary games. Contextual teaching ensures that students understand the meanings and usage of new words, while interactive vocabulary games make the learning process enjoyable and memorable.三、教学情境分析题（30分）Teaching Context Analysis QuestionPassage:This passage is from the novel “The Great Gatsby” by F. Scott Fitzgerald. The protagonist, Jay Gatsby, has hosted an extravagant party at his mansion, hoping to impress an old flame, Daisy Buchanan. Tom Buchanan, Daisy’s husband, arrives at the party. Tom, who is aware of Gatsby’s identity, cautions Gatsby about Daisy’s true qualities.Context:Teacher Ms. Chen will be teaching a class on the theme of “Isolation and Longing” from the novel “The Great Gatsby.” She plans to use this passageto illustrate the theme and to enhance students’ reading comprehension skills.Task:Ms. Chen decides to ask students to discuss the reasons behind Gatsby’s isolation and the factors that contribute to his longing for Daisy. She wants to encourage open, critical thinking.Teaching Objectives:•To understand the characters’ motivations.•To analyze the literary devices used to convey the characters’ emotions and themes.•To enhance critical thinking and discussion skills.Situation Analysis:1.Identify the Factors Behind Gatsby’s Isolation:•Discuss the potential reasons for Gatsby’s feelings of isolation.•Identify the social dynamics and class differences that contribute to Gatsby’s isolation.•How does the setting of the Great Gatsby during the 1920s reflect the isolation of the character?2.Explain Gatsby’s Longing for Daisy:•Why is Gatsby so captivated by Daisy?•What does Gatsby’s relationship with Daisy represent in the context of the novel and the time period?Question:How can Ms.Chen effectively use the given passage to teach the theme of “Isolation andLonging”? What strategies should she employ to enhance students’ understanding and critical thinking skills?Answer and Explanation:Answer:Ms. Chen can effectively use the following strategies and questions to teach the theme of “Isolation and Longing” and enhance students’ understanding and critical thinking skills:1.Introduction:•Begin with a brief background on the setting and context of the 1920s in the novel “The Great Gatsby”. This will help students understand the social and historicalcontext and how it influences Gatsby’s isolation.2.Discussion Questions:•Encourage students to discuss potential reasons for Gatsby’s isolation.Potential reasons could include the social barriers between the wealthy elite and the middle class, Gat sby’s fabricated background, and his general loneliness.•Ask students to explore the literary devices in the passage (e.g., tone, imagery, symbolism) that contribute to the portrayal of Gatsby’sisolation. For example, the opulent yet superficial parties mightsymbolize the emptiness of Gatsby’s life.•Discuss Gatsby’s longing for Daisy. Why does Gatsby hold on to the past and his illusions about Daisy? Explore how Gatsby’s longing reflects romantic and societal ideals of the 1920s.3.Pair and Group Work:•Pair students to discuss their initial thoughts, then form small groups to share and debate their points. This fosters a collaborative andinteractive learning environment.•Use guided questions to prompt deeper analysis, such as: “What does Gatsby’s fixation on Daisy reveal about his personality and motivations?”or “How does the setting and social context impact Gatsby’s characterand desires?”4.Critical Thinking and Analysis:•Prompt students to think critically about the themes of isolation and longing. As k them to consider how Gatsby’s situation relates to othercharacters or to their own lives.•Encourage students to draw connections between the novel and current issues of social isolation and longing in modern times.5.Summarize and Conclude:•Conclude the lesson by summarizing the key points and encouraging students to share their insights. Ask them to reflect on how the characters’ situations influencethe overall narrative.Explanation:The teaching strategies mentioned are designed to engage students in critical thinking and deep analysis of the text. By discussing potential reasons for Gatsby’s isolation and the literary devices used to convey his emotions, students can gain a deeper understanding of the text and its themes. Pair andgroup work encourages collaborative learning, allowing students to share and build on each other’s ideas. Critical thinking questions prompt students to consider the broader implications of the text, fostering a more nuanced and meaningful interpretation of the novel.四、教学设计题（40分）1.请根据以下教学要求，设计一节45分钟的英语课堂活动。
高中英语学科知识与教学能力重点
高中英语学科知识与教学能力重点随着全球化的进程加快，英语作为国际性语言的重要性日益凸显。
高中英语教育作为英语学习的重要阶段，对于培养学生的英语能力与素养起到了关键性的作用。
对于高中英语教师而言，具备扎实的学科知识与教学能力是实施有效教学的关键。
本文将探讨高中英语学科知识与教学能力的重点。
一、深入理解学科知识1、语言知识与技能：高中英语教师首先需要掌握语音、词汇、语法等语言基础知识，同时还需要具备良好的听、说、读、写等语言技能，以便能有效地进行英语教学。
2、文化知识：英语作为一门人文学科，涉及大量的文化背景知识。
教师需要熟悉英美等主要英语国家的文化习俗、社会制度、历史沿革等，以便帮助学生更好地理解和应用英语。
3、教学理论知识：教师还需要掌握教育学、心理学、语言习得理论等相关知识，了解学生的学习特点和规律，以制定合适的教学策略。
二、提升教学能力1、课程设计能力：教师需要根据学生的实际情况和需求，合理设计教学内容和教学方法，以提高学生的学习兴趣和效果。
2、教学实施能力：教师需要具备良好的课堂掌控能力和教学实施能力，包括教材分析、教学计划制定、教学活动设计等，以确保教学的顺利进行。
3、评估与反思能力：教师需要学会运用多种评估手段，如形成性评估和终结性评估等，及时了解学生的学习情况并进行教学调整。
同时还需要对自己的教学过程进行反思和总结，以不断提升自己的教学水平。
三、加强跨文化意识随着全球化的深入，跨文化交际能力变得越来越重要。
高中英语教师需要具备跨文化意识，了解不同文化之间的差异和特点，以便在英语教学中注重培养学生的跨文化交际能力。
教师可以通过参加学术会议、研修课程等方式，不断加强自身的跨文化意识和能力。
四、持续专业发展教师的专业发展是一个持续的过程。
高中英语教师需要树立终身学习的理念，通过参加教育培训、自我学习等方式，不断更新自己的学科知识和教学理念，以适应教育发展的新需求。
教师还需要积极进行教学研究，探索适合学生的教学方法和策略，以提升教学效果。
2024年教师资格考试高级中学学科知识与教学能力英语试题及答案指导
2024年教师资格考试高级中学英语学科知识与教学能力复习试题及答案指导一、单项选择题（本大题有30小题，每小题2分，共60分）1、According to the National Curriculum Standards for English, which of the following is not a key objective for senior high school English teaching?A. Developing students’ comprehensive language skillsB. Enhancing students’ critical thinking and problem-solving abilitiesC. Fostering students’ appreciation of Chinese cultureD. Promoting students’ cultural awareness and intercultural communication答案：C解析：根据《普通高中英语课程标准》，高中英语教学的关键目标包括：培养学生综合语言运用能力、提高学生的思维能力和解决问题的能力、培养学生的文化意识和跨文化交际能力。
选项C提到的“培养学生的中国文化的欣赏”并非高中英语教学的关键目标。
因此，答案为C。
2、In a lesson on “Fahrenheit 451”, the teacher wants to guide students to analyze the novel’s themes. Which of the following meth ods would be the most effective in this situation?A. Directly explaining the themes to studentsB. Giving a detailed summary of the novelC. Encouraging students to create their own summaries of the novel and discuss the themesD. Asking students to write a critical essay about the novel答案：C解析：在分析《 Fahrenheit 451》这部小说的主题时，教师应该鼓励学生主动参与，培养他们的批判性思维。
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。
教师资格考试高中英语学科知识与教学能力试卷与参考答案(2024年)
2024年教师资格考试高中英语学科知识与教学能力模拟试卷与参考答案一、单项选择题（本大题有30小题，每小题2分，共60分）1、The sentence “They have been working on the project for three weeks now.” is an example of a(n)__________sentence.A. simpleB. compoundC. complexD. compound-complex答案：C解析：This sentence contains a main clause (“They have been working on the project”) and one or more subordinate clauses (“for three weeks now”). This structure is characteristic of a complex sentence.2、In the following dialogue, which sentence is a question?A. “I think we should start the meeting now.”B. “Where are we going for lunch?”C. “We should all bring our laptops to the meeting.”D. “Please make sure the presentation is ready by tomorrow.”答案：B解析：The sentence “Where are we going for lunch?” is asking for information about the location of the lunch, which makes it a question. The other sentences are statements.3、The following sentence is a sentence error. Which one is it?A. He isn’t working as a teacher because he doesn’t like teaching.B. She was able to finish the project on time because she worked hard.C. They don’t know what to do, so they’re asking for advice.D. We went to the beach on the weekend, but it rained all day.Answer: DExplanation: The correct sentence should be “We went to the beach on the weekend, but it rained all day.” The phrase “all day” should be followed by “and,” making the correct sentence “We went to the beach on the weekend, and it rained all day.”4、Choose the correct word form to complete the following sentence.The student’s performance in the class (improve/improving) over the past few months.Answer: has improvedExplanation: The correct answer is “has improved” because the sentence is referring to a change that has taken place over a period of time, which is indicated by “over the past few months.” The present perfect tense is used to describe past actions that have a present result.5、The following sentence contains a grammatical error. Which underlinedword should be corrected?A. I have always admired herB. I admire her alwaysC. Always, I admire herD. I admire her alwaysAnswer: CExplanation: The correct placement of the adverb “always” should be after the subject “I” and before the verb “admire” to modify the verb, not the subject. Therefore, option C is the correct answer.6、In the sentence “She spent a fortune on her new car,” “fortune” is a(n)__________word.A. abstractB. concreteC. countableD. uncountableAnswer: AExplanation: “Fortune” in this context is a noun referring to a large amount of money, which is an abstract concept. Abstract words are ideas, concepts, or qualities that cannot be perceived by the senses. Therefore, the correct answer is A.7、The following sentence is an example of which tense structure?A)Present perfect continuousB)Present perfect simpleC)Present perfect continuous with “already”D)Present perfect simple with “for”Answer: B) Present perfect simpleExplanation: The sentence “He has finished his homework” is an example of the present perfect simple tense. It is used to describe an action that started in the past and is completed at an unspecified time before now.8、In the following dialogue, what is the most suitable response to the question “How do you usually spend your weekends?”?A)“I usually go shopping on Saturdays and visit my friends on Sundays.”B)“I often watch movies on weekends and then go out for dinner with my family.”C)“I usually spend my weekends at home, either reading books or cooking.”D)“On weekends, I usually attend workshops or take part in community activities.”Answer: A) “I usually go shopping on Saturdays and visit my friends on Sundays.”Explanation: The question “How do you usually spend your weekends?” is asking about a regular pattern of behavior. Answer A provides a clear and consistent pattern of weekend activities, which is appropriate for the question. The other options either do not give a clear pattern or do not address the question directly.9.The teacher is using a realia (real object) to illustrate the use of the present perfect tense in a lesson. Which of the following realia would be most appropriate to demonstrate the concept of “has/have + past participle”?A) A calendar showing the date of a school eventB) A map of the school groundsC) A collection of textbooksD) A clock showing the current timeAnswer: A) A calendar showing the date of a school eventExplanation: The present perfect tense is used to describe actions that have a present result, often with a past cause. Using a calendar to show the date of a school event can illustrate this concept, as it represents an action that started in the past and has a present outcome (e.g., “The school play has already been performed”). The other options do not directly relate to the present perfect tense in the same way.10.In a lesson on cause and effect, the teacher wants to encourage students to use a variety of sentence structures. Which of the following sentence structures would best demonstrate the difference between a cause and an effect?A)Simple present tense: “The weather is sunny.”B)Simple past tense: “The sun shone yesterday.”C)Present perfect tense: “The flowers have bloomed.”D)Future perfect tense: “The flowers will have bloomed by the time the sun sets.”Answer: C) Present perfect tense: “The flowers have bloomed.”Explanation: The present perfect tense is often used to describe an effect that has occurred as a result of a cause that started in the past. In this case, “The flowers have bloomed” suggests that there was a cause (such as the ar rival of spring) that led to the effect (the blooming of the flowers). The other options do not explicitly demonstrate cause and effect relationships. The simple present tense (A) and simple past tense (B) are used for actions without a specific timereference, while the future perfect tense (D) is used to describe an action that will be completed at some point in the future.11.The following sentence is an example of which of the following sentence structure?A)SimpleB)CompoundC)ComplexD)Compound-ComplexAnswer: C) ComplexExplanation: A complex sentence contains at least one independent clause and at least one dependent clause. The sentence “Although he studied hard, he still failed the exam” contains an independent clause (“he still failed the exam”) and a dependent clause (“Although he studied hard”).12.What is the main purpose of the following sentence in the context of teaching English?“The weather today is perfect for a picnic.”A)To provide weather informationB)To encourage students to engage in outdoor activitiesC)To set the scene for a storyD)To explain the importance of weather forecastingAnswer: B) To encourage students to engage in outdoor activitiesExplanation: The sentence is used to create a positive atmosphere and encourage students to think about outdoor activities, which is useful for alesson that focuses on vocabulary related to weather or outdoor activities.13.The teacher is demonstrating a new grammar point to the students. Which of the following is the best way to ensure the students understand the concept?A)Explain the grammar point using only the target language.B)Provide a detailed translation into the students’ first language.C)Use a simple, everyday example in the target language.D)Ask the students to translate the new grammar point into their first language.Answer: CExplanation: Using a simple, everyday example in the target language helps students to connect the new grammar point with their own experiences and understand it in a more practical context. This approach reduces the potential confusion that can arise from translating directly into their first language and allows for the development of language proficiency.14.In a lesson on American culture, the teacher wants to engage the students in a discussion about famous American authors. Which activity would be most appropriate for this purpose?A) A multiple-choice quiz about the authors.B) A role-play activity where students create their own dialogue between two of theauthors.C) A solo presentation by each student on one of the authors.D) A lecture about the authors’ biographical information.Answer: BExplanation: A role-play activity where students create their own dialoguebetween two of the authors is the most engaging and interactive choice. This allows students to practice speaking and listening skills, develop their creativity, and deepen their understanding of the authors’ works and personalities. The other options are less interactive and may not promote the same level of engagement and language skills development.15.Which of the following sentence structures is commonly used to express future actions?A. Present perfect tenseB. Future perfect tenseC. Simple future tenseD. Present perfect continuous tenseAnswer: CExplanation: The simple future tense is commonly used to express future actions. It is formed by using the base form of the verb followed by “will” or “shall.”16.In the sentence “The students are discussing the topic in the classroom,” which word functions as the main verb?A. DiscussingB. TopicC. ClassroomD. StudentsAnswer: AExplanation: In this sentence, “discussing” is the main verb because it is the action that the subject (“students”) is performing. The other words in the sentence, “topic” and “classroom,” are nouns that provide additional context, and “students” is the subject of the verb.17.In the following sentence, the word “enlightened” is used as an adjective. Which of the foll owing is the correct definition of “enlightened”?A. Educated and well-informed.B. Ignorant and uneducated.C. Lazy and unmotivated.D. Crazy and unpredictable.Answer: AExplanation: The word “enlightened” means educated and well-informed. It refers to someone who has a deep understanding of a subject or a wide range of knowledge.18.Choose the word that does not belong in the following list:A. GrammarB. VocabularyC. SyntaxD. TechnologyAnswer: DExplanation: Grammar, vocabulary, and syntax are all related to the study of language and how it is used. Technology, on the other hand, refers to theapplication of scientific knowledge for practical purposes, and it is not directly related to the study of language.19、Which of the following is NOT a characteristic of effective language teaching in high school English classes?A) Student-centered learningB) Over-emphasis on grammar rulesC) Authentic language materialsD) Encouragement of communicationAnswer: BExplanation: Effective language teaching in high school English classes emphasizes student-centered learning, where students are actively engaged in the learning process. It utilizes authentic language materials that reflect real-life communication and encourages students to communicate in English. Over-emphasis on grammar rules, without proper context and communication practice, is not considered an effective teaching strategy as it often leads to rote memorization rather than actual language use.20、In designing an English language arts lesson for high school students, which of the following is an essential element to incorporate?A) Sole reliance on textbooksB) Integration of technology and multimediaC) Limited exposure to different cultural perspectivesD) Heavy emphasis on standardized test preparationAnswer: BExplanation: When designing an English language arts lesson for high school students, it is essential to incorporate various elements that enhance learning and engagement. Integration of technology and multimedia can greatly enrich the learning experience by providing students with access to a wide range of resources, interactive tools, and authentic language samples. Relying solely on textbooks or limiting exposure to different cultural perspectives can limit students’ learning. Similarly, while standardized test preparation is important, it should not be the sole focus of instruction as it often prioritizes rote memorization over critical thinking and communication skills.21、Which of the following is an example of a modal verb that expresses ability?A)CanB)MustC)ShouldD)WouldAnswer: A) CanExplanation: Modal verbs are auxiliary verbs that express necessity, possibility, permission, or ability. In this case, “can” is used to express ability, such as in the sentence “She can speak three languages.” “Must” is used for strong obligation, “should” for advice or recommendation, and “would” for hypothetical situations or polite requests.22、When teaching reading comprehension, which of the following strategieswould best help students understand the main idea of a text?A)Asking students to memorize new vocabulary from the text.B)Encouraging students to focus on the details of each paragraph.C)Guiding students to identify the topic sentence and supporting details.D)Having students read the text aloud to practice pronunciation.Answer: C) Guiding students to identify the topic sentence and supporting details.Explanation: Identifying the topic sentence, which often states the main idea, and its supporting details, is a key strategy in comprehending the central theme of a text. This approach helps students to see the structure of the text and to distinguish between the main points and the finer details. Memorizing vocabulary (A), focusing on details (B), and practicing pronunciation (D) are all useful activities but do not directly aid in understanding the main idea of the text.These types of questions test the candidate’s knowledge of English grammar and pedagogical strategies for effective teaching.23、In the following sentence, which verb tense is used to express an action that began in the past and continues to the present?A. Present PerfectB. Simple PresentC. Present Perfect ContinuousD. Past ContinuousAnswer: C. Present Perfect ContinuousExplanation: The correct answer is C because the Present Perfect Continuoustense is used to describe actions that started in the past, continue up to the present, and may continue into the future. For example, “I have been teaching English for ten years.”24、Which of the following sentence structures is used to express a condition that is true in the present?A. If + past tense, would + verbB. If + past perfect, would + have + past participleC. If + present tense, would + verbD. If + present perfect, would + have + past participleAnswer: C. If + present tense, would + verbExplanation: The correct answer is C because the “If + present tense” structure is used to express a condition that is true in the present. This structure is used to talk about real a nd possible situations. For example, “If it rains, we will cancel the game.”25、Which of the following is NOT a strategy for teaching vocabulary in high school English classes?A) Using context clues to infer word meaningsB) Memorizing vocabulary lists without contextC) Encouraging students to use new words in their own sentencesD) Utilizing word associations and synonymsAnswer: BExplanation: Option B, “Memorizing vocabulary lists without context,” isgenerally not considered an effective strategy for teaching vocabulary in high school English classes. Memorizing words without understanding their use in context can lead to a shallow understanding of their meaning and how to appropriately use them in communication. Effective vocabulary instruction often involves using context clues, encouraging students to apply new words in their own sentences, and utilizing word associations and synonyms to deepen their understanding.26、In a lesson aimed at improving students’ listening comprehension, which of the following activities would be most beneficial?A) Having students read a passage silently and answer comprehension questionsB) Playing a recording of a conversation and asking students to summarize the main pointsC) Asking students to write an essay on a given topicD) Providing students with a list of vocabulary words to memorizeAnswer: BExplanation: Option B, “Playing a recording of a conversation and asking students to summarize the main points,” is the most beneficial activity in a lesson aimed at impro ving students’ listening comprehension. This activity directly addresses the skill of listening by engaging students in the process of actively listening to a recording and then analyzing and summarizing the information they heard. In contrast, option A focuses on reading comprehension, option C on writing skills, and option D on vocabulary memorization, all of whichare important but less directly related to improving listening comprehension.27、Which of the following sentences uses the subjunctive mood correctly?A)If he were here, he would help us.B)If she was younger, she could join the team.C)If they had known, they would have come.D)If I was rich, I would travel the world.Answer: A) If he were here, he would help us.Explanation: The correct form of the subjunctive mood is used in option A, where “were” is used instead of “was” for the present unreal condition. Options B and D should use “were” instead of “was,” and C is actually in the past perfect subjunctive which is correct but does not match the present hypothetical context of the question.28、Choose the correct form of the verb that agrees with the subject in the following sentence:“Either the judge or the defendants_______to appear in court tomorrow.”A)hasB)haveC)is havingD)are havingAnswer: A) hasExplanation: When the subject consists of two or more nouns connected by “or” or “either…or,” the verb agrees with the subject nearest to it. Here, “the defendants” is nearer but the singular “the judge” determines the ve rbform. Therefore, the singular form “has” is correct as “the judge” is singular.29.The teacher is about to introduce a new topic in the English class. Which of the following phrases would best signal the introduction of a new topic?A. “Let’s continue where we left off.”B. “Today, we are going to explore a new topic.”C. “Now, we need to wrap up our discussion.”D. “We’ll take a quick break before we move on.”Answer: BExplanation: The phrase “Today, we are going to explore a new topic.” clearly signals that the teacher is introducing a new topic in the lesson.30.In the context of teaching high school English, which of the following is the most effective way to encourage student participation in group discussions?A. Assigning each student a specific role in the group to avoid free-riding.B. Allowing students to choose their own topics for discussion.C. Providing detailed guidelines for the discussion, including the objectives and time limits.D. Allowing students to raise their hand to speak, but not interrupting others.Answer: CExplanation: Providing detailed guidelines for the discussion, includingthe objectives and time limits, can help ensure that students are prepared and engaged in the group discussions, leading to more effective participation.二、简答题（20分）II.Short-Answer QuestionsQuestion 2:Explain the importance of integrating technology into English language teaching (ELT) in the context of senior high school education, and provide an example of a technological tool that can be effectively used to enhance students’ reading comprehension skills.Answer:The integration of technology into English language teaching in senior high schools is paramount for several reasons. Firstly, it fosters a more engaging and interactive learning environment, which is crucial for maintaining students’ interest and motivation. By leveraging multimedia resources, teachers can present lessons in diverse and dynamic ways, making them more appealing to students who may have different learning styles and preferences.Secondly, technology enables personalized learning. With tools such as learning management systems (LMS) and intelligent tutoring systems, teachers can tailor instruction to meet the individual needs and abilities of each student. This ensures that students at all levels are challenged appropriately and receive the support they require to progress.Thirdly, technology expands access to authentic materials and culturalcontexts. By utilizing online resources and digital libraries, students can access a vast array of current and culturally relevant texts, videos, and podcasts. This exposure not only enriches their linguistic knowledge but also fosters cultural awareness and global citizenship.An example of a technological tool that can effectively enhance students’ reading comprehension skills is the use of interactive e-books or digital reading platforms. These platforms often include features such as highlighting, annotating, and embedded dictionaries, which allow students to actively engage with the text and deepen their understanding. Additionally, many digital reading tools incorporate multimedia elements, such as videos or audio recordings, that can provide context and clarify difficult concepts. Furthermore, some platforms offer comprehension quizzes or interactive questions that encourage students to reflect on and apply what they have read. By using these tools, teachers can create engaging reading experiences that foster critical thinking, vocabulary development, and overall comprehension skills.Analysis:This answer comprehensively outlines the importance of integrating technology into English language teaching in senior high schools. It begins by highlighting the role of technology in creating an engaging and interactive learning environment, which is essential for maintaining student interest and motivation. The answer then emphasizes the benefits of personalized learning, explaining how technology can help teachers tailor instruction to meet theunique needs of each student. Furthermore, the answer discusses the expansion of access to authentic materials and cultural contexts, which is crucial for developing linguistic knowledge and cultural awareness.The example provided—interactive e-books or digital reading platforms—is relevant and specific, demonstrating how technology can enhance students’ reading comprehension skills. The answer explains how these tools enable active engagement with the text, provide context and clarification, and incorporate multimedia elements to enrich the reading experience. Additionally, the inclusion of comprehension quizzes or interactive questions underscores the importance of reflection and application in developing reading comprehension skills. Overall, this answer provides a clear and compelling rationale for the integration of technology in ELT, supported by a relevant and practical example.三、教学情境分析题（30分）III.Teaching Situation Analysis (15 points)Scenario:You are teaching a high school English class and have just finished a unit on Shakespeare’s Romeo and Juliet. You notice that while some students have grasped the themes and language of the play quite well, others are still struggling with understanding the context and the archaic language used by Shakespeare. Your next class period is dedicated to reviewing the play and ensuring all students have a good grasp of its content before moving on to thenext topic.Question:Design a 30-minute lesson plan that includes activities to help students who are struggling with understanding Romeo and Juliet. The activities should aim to improve their comprehension of the text and engage them through interactive methods. Your lesson plan should include:•Objectives for the lesson.• A brief description of the activities you would use.•How you will assess whether the students have understood the material better after the activities.•Consideration for differentiation to meet the needs of all learners.Answer and Analysis:Objectives:1.Students will demonstrate a better understanding of the themes and language in Romeo and Juliet by participating in group discussions and role-playing activities.2.Students will identify key quotes from the play and explain their significance within the context of the story.3.Students will engage with the text in a more personal way, enhancing their comprehension and appreciation of Shakespearean literature.Activities Description:1.Quote Cards Game (10 minutes) - Distribute index cards with significant quotes from Romeo and Juliet to pairs of students. Each pair must read the quote aloud and discuss its meaning and relevance to the plot or character development. They will then present theirinterpretation to the class.2.Role-Playing Scene (15 minutes) - Assign scenes from the play to groups of four students. Each group will prepare a modernized version of the scene where they translate the archaic language into contemporary speech. They will perform their scene for the class, followed by a short discussion about the translation choices made and how these affect the interpretation of the original text.Assessment Method:•Observe participation during the Quote Cards Game and Role-Playing Scene.•Evaluate the quality of the presentations and the depth of the subsequent discussions.•Conduct a short quiz at the end of the activity where students match modern translations of quotes to their original Shakespearean versions.Differentiation Considerations:•For students who need additional support, provide them with a list of vocabulary words and their meanings beforehand.•Pair advanced students with those who are struggling to facilitate peer learning.•Allow students to choose between presenting a scene or creating a visual representation of a key moment from the play as an alternative assessment method.This lesson plan aims to make the challenging text more accessible to students through active engagement and modernization, while also providing opportunities for formative assessment and differentiation based on individual student needs.This scenario and the corresponding lesson plan illustrate a practical approach to addressing diverse student needs when teaching complex literary works such as Romeo and Juliet.四、教学设计题（40分）Question:Design a 40-minute lesson plan for a high school English class, focusing on the theme of “Cultural Differences.” The class consists of 30 students, and you have access to a whiteboard, a projector, and a computer with internet access. Your objective is to help students understand the concept of cultural differences, recognize common stereotypes, and develop critical thinking skills to analyze these stereotypes.Answer:Lesson Title: Understanding Cultural Differences: Beyond Stereotypes Objective:By the end of this lesson, students will be able to:1.Define and recognize cultural differences.2.Identify common stereotypes related to cultural differences.3.Analyze and critically evaluate stereotypes.4.Discuss the importance of understanding cultural differences in building respectful relationships.Materials:•Projector and computer with internet access•Whiteboard and markers•Handouts with a list of cultural stereotypes•Group activity materials (e.g., paper, pens, sticky notes)Lesson Outline:1.Introduction (10 minutes)•Begin with a brief discussion about what cultural differences are and why they are important to understand.•Ask students to share their own experiences with cultural differences and stereotypes.2.Presentation (15 minutes)•Use the projector to display a PowerPoint presentation that covers the following topics:•Definition of cultural differences•Common stereotypes related to cultural differences (e.g., food preferences, communication styles, values)•The impact of stereotypes on personal and societal relationships3.Group Activity (10 minutes)•Divide the class into groups of four or five students.•Provide each group with a list of cultural stereotypes and sticky notes. •Instruct students to discuss the stereotypes, identify which ones are true and which ones are false, and explain their reasoning.•Each group will create a poster summarizing their findings and present it to the class.4.Class Discussion (5 minutes)。
(推荐)2018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。
教师资格考试高中英语学科知识与教学能力试卷与参考答案(2025年)
2025年教师资格考试高中英语学科知识与教学能力自测试卷与参考答案一、单项选择题（本大题有30小题，每小题2分，共60分）1、What is the main purpose of using a dictionary in language learning?A. To learn new vocabulary wordsB. To improve pronunciationC. To understand grammatical rulesD. To find synonyms and antonymsAnswer: AExplanation: The main purpose of using a dictionary in language learning is to learn new vocabulary words. While dictionaries can also be used to improve pronunciation, understand grammatical rules, and find synonyms and antonyms, learning new vocabulary is the primary goal.2、Which of the following sentence structures is commonly used to expressa condition in English?A. Subject + Verb + Object + AdverbB. Subject + Verb + Conditional + Subject + VerbC. Subject + Verb + If + Subject + VerbD. Subject + Verb + Adverb + Subject + VerbAnswer: CExplanation: The correct sentence structure to express a condition in English is “Subject + Verb + If + Subject + Verb.” This structure is used to introduce a condition and state the result that would follow if that condition were to occur.3、What is the correct tense to use in the following sentence to expressa future action that is already planned or scheduled?A. Present continuousB. Present perfectC. Future perfectD. Future simpleAnswer: D. Future simpleExplanation: The future simple tense is used to describe actions that will happen at a specific time in the future or actions that are planned or scheduled to happen at an unspecified future time. For example, “I will go to the movies tomorrow.”4、Which of the following sentences is an example of a conditional sentence that expresses a hypothetical situation?A. If I win the lottery, I will buy a new car.B. When I get to the station, the train has already left.C. Although it is raining, I will still go for a walk.D. If it rains, we will cancel the picnic.Answer: A. If I win the lottery, I will buy a new car.Explanation: Conditional sentences are used to express possibilities, hypotheses, or conditions. In this case, the sentence “If I win the lottery, I will buy a new car” is a type 1 conditional sentence (first conditional), which is used to express a real possibility. The other options do not fit the definition of a hypothetical conditional sentence.5、The following sentence contains an error in the use of modal verbs. Which of the following options corrects the error?A. They can finish the project in two weeks.B. She might have finished her homework already.C. He should go to the doctor if he feels sick.D. We mustn’t leave the books on the floor.Answer: DExplanation: The correct sentence should be “We must not leave the books on the floor.” The modal verb “must” is used to express necessity or permission, but it should not be followed by the negative form “not” directly. Instead, “must not” is used to express prohibition or a strong negative recommendation.6、Choose the correct word to complete the following sentence:The students are looking forward to the_______of the summer vacation.A. beginningB. endC. continuationD. durationAnswer: BExplanation: The correct word to complete the sentence is “end.” The phrase “look forward to” is used to express anticipation of an event or period of time, and in this context, it refers to the students anticipating the end of the summer vacation.7、The following sentence contains a grammar error. Which of the following options correctly corrects the error?A)The dog barked loudly, causing the neighbors to complain about the noise.B)The dog barked loudly, causing the neighbors to complain.C)The dog barked loudly, causing the neighbors about the noise to complain.D)The dog barked loudly, causing the neighbors to complain about it.Answer: B) The dog barked loudly, causing the neighbors to complain.Explanation: Option B is the correct answer because it removes the unnecessary word “about the noise” that disrupts the flow of the sentence. The phrase “complain about” is suff icient to indicate what the neighbors are complaining about.8、In the following dialogue, which word is most likely to be pronounced with a long “i” sound?A)The student asked the teacher, “How do I pronounce this word correctly?”B)The teacher replied, “It’s pronounced /ɪ/ as in ‘sit.’”C)The student asked the teacher, “Can you help me with the vocabularylist?”D)The teacher replied, “Let’s go over the structure of the sentence.”Answer: B) The teacher replied, “It’s pronounced /ɪ/ as in ‘sit.’”Explanation: In option B, the word “pronounced” contains the long “i” sound as in “sit.” The other options contain words with short “i” sounds or other vowel sounds, so B is the correct choice.9.The following sentence is an example of which of the following grammar structures?A. Simple present tenseB. Past continuous tenseC. Future perfect tenseD. Present perfect tenseAnswer: D. Present perfect tenseExplanation: The sentence “He has just finished his homework.” is an example of the present perfect tense, which is used to describe an action that started in the past and is still continuing, or an action that started in the past and is finished but is relevant to the present.10.Which of the following activities is most suitable for assessing students’ understanding of a literary text?A. Multiple-choice questionsB. Short answer questionsC. Creative writing assignmentD. Group discussionAnswer: D. Group discussionExplanation: Group discussions are an excellent way to assess students’ understanding of a literary text as they encourage students to engage with the text critically, share their interpretations, and build upon each other’s ideas. This method also fosters collaborative learning and encourages diverse perspectives.11.The sentence “The students are engaged in a lively debate” can best be paraphrased as:A. The students are involved in a spirited discussion.B. The students are quietly listening to a lecture.C. The students are taking a break from their studies.D. The students are sitting in rows, looking at their textbooks.Answer: AExplanation: The word “engaged” implies that the students are actively participating in the debate, which aligns with the meaning of “involved.” The other options do not capture the essence of a lively debate.12.Which of the following teaching strategies is most appropriate for teaching a new vocabulary word to high school students?A. Present the word in isolation, asking students to define it.B. Introduce the word in a context-rich text, allowing students to infer meaning.C. Provide a list of synonyms and antonyms for the word.D. Have students write a composition using the word in different contexts.Answer: BExplanation: Introducing a new vocabulary word in a context-rich text allows students to infer meaning from the surrounding text, which is a more effective strategy for learning vocabulary than presenting the word in isolation. This approach helps students understand the word in a meaningful way and see how it is used in different contexts.13、The teacher’s ability to create a supportive classroom environment is crucial for student engagement. Which of the following strategies is most effective in fostering a positive classroom atmosphere?A)Regularly assigning homework that is unrelated to classroom activities.B)Implementing strict rules and consequences for any minor infractions.C)Encouraging student participation by asking open-ended questions and allowing forvaried responses.D)Ignoring student interruptions to maintain a sense of control.Answer: CExplanation: Encouraging student participation through open-ended questions and varied responses helps create a supportive and engaging classroom atmosphere. It allows students to express themselves and feel valued, which can lead to higher levels of engagement and a positive learning environment. The other options do not contribute to fostering a positive classroom atmosphere.14、In the context of teaching high school English, which of the following is an example of a Bloom’s Taxonomy level that involves analyzing and evaluatinginformation?A)RememberingB)UnderstandingC)ApplyingD)AnalyzingAnswer: DExplanation: Bloom’s Taxonomy is a framework that categorizes different levels of thinking. The “Analyzing” level involves breaking down information to identify patterns, relationships, and principles. It requires students to go beyond simple understanding and recall, which is what “Remembering” (A) and “Understanding” (B) represent. “Applying” (C) involves using knowledge in a new context, but it does not necessarily involve deep analysis or evaluation.15.Which of the following sentence structure is NOT characteristic of a complex sentence?A. The teacher, who is experienced, knows how to handle difficult students.B. If it rains, we will cancel the picnic.C. She finished her homework, and then she went out to play.D. Although she is very tired, she keeps working.Answer: BExplanation: Option B is a simple sentence. It has only one independent clause (“If it rains”) and does not contain any dependent clauses. The other options all include at least one dependent clause (e.g., “who is experienced,” “although she is very tired”).16.In the following dialogue, which question word is used to ask about thelocation of something?A. “Where did you find that book?”B. “How much is this book?”C. “Who gave you this book?”D. “Why do you like this book?”Answer: AExplanation: Option A uses the question word “where” to inquire about the location of the book. The o ther options use different question words: “how” for asking about quantity (Option B), “who” for asking about the person (OptionC), and “why” for asking about the reason (Option D).17.Which of the following sentence structures is used to express a command or request?A. Yes/No questionB. Interrogative sentenceC. Imperative sentenceD. Negative sentenceAnswer: C. Imperative sentenceExplanation: The imperative sentence structure is used to give orders or make requests. It typically does not include a subject and ends with a period or exclamation mark.18.In the context of teaching high school English, which of the following activities is most effective for promoting critical thinking?A. Reading and summarizing a short storyB. Participating in a vocabulary quizC. Discussing and analyzing a complex essayD. Watching a video and answering comprehension questionsAnswer: C. Discussing and analyzing a complex essayExplanation: Discussing and analyzing a complex essay is an effective activity for promoting critical thinking as it requires students to engage with the text, identify different viewpoints, and construct arguments. This process encourages higher-order thinking skills.19.Which of the following sentence structures is commonly used in English to express a wish or desire?A. Negative commandB. Positive statementC. Negative questionD. Conditional sentenceAnswer: A. Negative commandExplanation: The sentence structure commonly used in English to express a wish or desire is a negative command. For example, “Don’t forget to bring your homework tomorrow!” This structure is used to convey a polite request or instruction.20.In the se ntence “They are having a wonderful time,” which word indicates the duration of the activity?A. HavingB. WonderfulC. TimeD. AreAnswer: C. TimeExplanation: The word “time” in the sentence “They are having a wonderful time” indicates the duration of th e activity. It suggests that the activity has been going on for some time and is expected to continue. The other options, “having,” “wonderful,” and “are,” do not indicate the duration of the activity.21.The following sentence is an example of a(n)________sentence.A. declarativeB. interrogativeC. imperativeD. exclamatoryAnswer: BExplanation: An interrogative sentence is used to ask a question. In this case, the sentence is “What is your favorite book?” which is asking for information, making it an interrogative sentence.22.Which of the following is the most effective way to introduce a new vocabulary word in a high school English class?A. Simply providing the definition and moving onB. Using the word in a sentence and providing contextC. Asking students to guess the meaning and then providing the definitionD. Providing a list of synonyms and expecting students to use the wordAnswer: BExplanation: Using the word in a sentence and providing context is the most effective way to introduce a new vocabulary word. This helps students understand the word in the context it is used and make connections to their existing knowledge. Simply providing the definition or asking students to guess the meaning may not be as effective in helping them retain and understand the new word. Providing a list of synonyms can be helpful but is not as comprehensive as using the word in a sentence.23、Which of the following is NOT a key component of communicative language teaching (CLT)?A) Focusing on accuracy over fluency.B) Encouraging learner-centered activities.C) Promoting meaningful communication.D) Integrating skills rather than teaching them separately.Answer: A) Focusing on accuracy over fluency.Explanation: Communicative Language Teaching emphasizes fluency and the ability to communicate meaningfully in real-life situations over strict grammatical accuracy, particularly at the early stages of learning.24、Identify the type of sentence transformation involved in the followingexample:Original sentence: “The teacher will give the students a test.”Transformed sentence: “The students will be given a test by the teacher.”A)Passive to Active Voice.B)Active to Passive Voice.C)Direct to Indirect Speech.D)Positive to Negative Statement.Answer: B) Active to Passive Voice.Explanation: The original sentence is in active voice where the subject performs the action, while the transformed sentence is in passive voice where the focus is on the action being done to the subject. In this case, the subject ‘the teacher’ is no longer performing the action directly; instead, the emphasis is on what happens to the object ‘the students’.25.The following sentence is an example of which sentence structure?A)SimpleB)ComplexC)CompoundD)Complex-coordinatedAnswer: C) CompoundExplanation: A compound sentence is made up of two or more independent clauses that are connected by a comma and a coordinating conjunction, such as “and,” “but,” “or,” “so,” “for,” or “yet.” The example sentence provided would fit this structure.26.Which of the following words is a homonym?A)WeatherB)WhetherC)WeatherD)NeitherAnswer: B) WhetherExplanation: A homonym is a word that has the same pronunciation as another word but a different meaning and usually a different spelling. “Whether” and “weather” are homophones; they sound the same but have different meanings and are spelled differently. The other options, “Weather” and “Neither,” are not homonyms in this context.27、Which of the following is NOT a characteristic of Communicative Language Teaching (CLT)?A) Emphasizing fluency over accuracyB) Focusing on grammatical rules in isolationC) Encouraging students to interact and negotiate meaningD) Using authentic materials to promote language useAnswer: B) Focusing on grammatical rules in isolationExplanation: Communicative Language Teaching (CLT) is an approach that emphasizes interaction as both the means and the ultimate goal of learning a language. It focuses on communication, fluency, and the ability to use language in real-life situations. CLT encourages the use of authentic materials and activities that involve negotiation of meaning, which helps learners to communicate effectively. The focus on grammatical rules in isolation, which ismore typical of traditional grammar-translation methods, does not align with the principles of CLT.28、When designing a reading lesson, what is the primary purpose ofpre-reading activities?A) To practice writing skillsB) To provide background knowledge and set the contextC) To assess students’ vocabulary rangeD) To introduce new grammar structuresAnswer: B) To provide background knowledge and set the contextExplanation: Pre-reading activities are crucial in preparing students for the text they are about to read. They serve to activate students’ prior knowledge, build anticipation, and establish a context for the reading material. By providing background knowledge and setting the context, these activities help to engage students, facilitate comprehension, and make the reading experience more meaningful. While other options like practicing writing, assessing vocabulary, or introducing grammar may be part of a language lesson, they are not the primary purposes of pre-reading activities.29.What is the main purpose of using a variety of teaching methods in high school English classes?A. To ensure students memorize all the vocabulary.B. To stimulate stud ents’ interest and engage them actively in learning.C. To test students’ knowledge of grammar rules.D. To provide students with opportunities to practice writing skills.Answer: BExplanation: The main purpose of using a variety of teaching methods in high school English classes is to stimulate students’ interest and engage them actively in learning. This approach helps to cater to different learning styles and encourages students to participate more fully in the learning process.30.In the context of teaching high school English, which of the following is NOT an essential part of the curriculum?A. Reading comprehension skills.B. Writing techniques.C. Cooking recipes.D. Pronunciation exercises.Answer: CExplanation: Cooking recipes are not an essential part of the high school English curriculum. The curriculum typically focuses on reading comprehension skills, writing techniques, and pronunciation exercises to help students develop their language skills. Cooking recipes are unrelated to English language learning and are not part of the standard curriculum.二、简答题（20分）Question: Describe the importance of integrating the four skills (listening, speaking, reading, and writing) in English language teaching at the high school level, and provide anexample of how you would incorporate these skills into one lesson.Answer:The integration of the four communicative skills—listening, speaking, reading, and writing—is fundamental to effective English language teaching at the high school level for several reasons:1.Holistic Learning: By engaging students in all four skills, teachers facilitate a more comprehensive understanding of the language, ensuring that learners can both understand and produce English in various contexts.2.Real-World Application: Integrating these skills reflects real-life communication where listening, speaking, reading, and writing often occur simultaneously or sequentially. This prepares students for authentic situations where they need to use multiple skills.3.Engagement and Motivation: Incorporating diverse activities that target different skills can keep lessons dynamic and interesting, which helps maintain student engagement and motivation.4.Balanced Development: Focusing on all skills ensures balanced development, preventing weaknesses in one area from becoming barriers to overall language proficiency.Example Lesson Plan Incorporating All Four Skills:Topic: Environmental IssuesObjective: Students will be able to discuss environmental issues using appropriate vocabulary and structures.1.Listening: Begin by playing a short audio clip discussing environmental issues. Askstudents to take notes on key points and new vocabulary they hear.2.Speaking: After listening, students pair up to discuss what they heard, sharing their notes and any questions they have about the content.3.Reading: Distribute an article about a specific environmental issue, such as deforestation. Have students read the text individually, then discuss it with their partner from the previous activity.4.Writing: Conclude the lesson with a writing exercise where students writea short paragraph summarizing the environmental issue discussed in the article and expressing their own opinion on the matter.This integrated approach not only allows students to practice each skill but also reinforces learning through the application of new knowledge across multiple activities. It fosters critical thinking and encourages students to make connections between different aspects of the language, enhancing their overall competence in English.Question (简答题 - Short Answer Question)Question: Describe the importance of integrating the four skills (listening, speaking, reading, and writing) in English language teaching at the high school level, and provide an example of how you would incorporate these skills into one lesson.Answer:The integration of the four communicative skills—listening, speaking, reading, and writing—is fundamental to effective English language teaching atthe high school level for several reasons:1.Holistic Learning: By engaging students in all four skills, teachers facilitate a more comprehensive understanding of the language, ensuring that learners can both understand and produce English in various contexts.2.Real-World Application: Integrating these skills reflects real-life communication where listening, speaking, reading, and writing often occur simultaneously or sequentially. This prepares students for authentic situations where they need to use multiple skills.3.Engagement and Motivation: Incorporating diverse activities that target different skills can keep lessons dynamic and interesting, which helps maintain student engagement and motivation.4.Balanced Development: Focusing on all skills ensures balanced development, preventing weaknesses in one area from becoming barriers to overall language proficiency.Example Lesson Plan Incorporating All Four Skills:Topic: Environmental IssuesObjective: Students will be able to discuss environmental issues using appropriate vocabulary and structures.1.Listening: Begin by playing a short audio clip discussing environmental issues. Ask students to take notes on key points and new vocabulary they hear.2.Speaking: After listening, students pair up to discuss what they heard, sharing their notes and any questions they have about the content.3.Reading: Distribute an article about a specific environmental issue, suchas deforestation. Have students read the text individually, then discuss it with their partner from the previous activity.4.Writing: Conclude the lesson with a writing exercise where students writea short paragraph summarizing the environmental issue discussed in the article and expressing their own opinion on the matter.This integrated approach not only allows students to practice each skill but also reinforces learning through the application of new knowledge across multiple activities. It fosters critical thinking and encourages students to make connections between different aspects of the language, enhancing their overall competence in English.三、教学情境分析题（30分）Question: Teaching Scenario AnalysisScenario:You are a high school English teacher. Your class consists of 30 students, ranging from 15 to 17 years old. Most of the students have a basic understanding of English but vary in their proficiency levels. Today, you are scheduled to teach a lesson on “Environmental Protection” using a text from the textbook. The students are expected to read the text, discuss the main ideas, and write a short essay on their own perspectives on environmental protection.Task:1.Analyze the teaching scenario provided above.2.Discuss how you would plan and deliver the lesson to effectively engage all students and cater to different learning styles.3.Identify potential challenges you might face and suggest strategies to overcome them.Answer:1.Teaching Scenario Analysis:The teaching scenario involves a diverse group of high school students who are studying English. The lesson topic is “Environmental Protection,” which is relevant and interesting to most teenagers. The students have a basic understanding of English but vary in their proficiency levels, which means the teacher must adapt the lesson to cater to different needs.2.Lesson Planning and Delivery:•Introduction:•Start with a brief discussion on the importance of environmental protection, using visuals or a short video related to the topic.•Engage students with a question that encourages them to think critically about environmental issues.•Reading Comprehension:•Provide the text with clear instructions on how to approach the reading(e.g., skimming, scanning, and careful reading).•Use reading strategies such as summarizing, predicting, and inferring to help students understand the text better.•Assign different sections of the text to different groups of students,depending on their proficiency levels, to ensure they can participate actively.•Discussion:•Facilitate a group discussion on the main ideas of the text, encouraging students to express their opinions.•Assign a ‘student of the day’ to lead the discussion and keep the group on track.•Writing:•Guide students in writing a short essay on their perspectives on environmental protection, providing a writing prompt that is open-ended yet focused.•Offer writing workshops to students who might need extra help with grammar and vocabulary.•Assessment:•Provide immediate feedback on the essays to encourage students to revise their work.•Use a rubric to assess the essays, focusing on content, organization, grammar, and vocabulary.3.Potential Challenges and Strategies:•Challenge: Some students may struggle with understanding the text due to language difficulties.•Strategy: Provide a simplified version of the text or use visual aids tosupport comprehension.•Challenge: Students with higher proficiency may become restless during discussions.•Strategy: Assign them leadership roles or encourage them to facilitate smaller group discussions.•Challenge: Students with lower proficiency may feel anxious about writing.•Strategy: Offer writing support, such as peer editing, and ensure that the essay prompt is accessible to all students.Explanation:The answer provides a comprehensive approach to teaching the lesson on “Environmental Protection,” addressing the diverse needs of the students, and suggesting strategies to overcome potential challenges. It outlines the steps for lesson planning, delivery, and assessment, ensuring that all students are engaged and supported throughout the learning process.四、教学设计题（40分）Teaching Design QuestionQuestion:You are a high school English teacher preparing for a lesson on the topic of “Environmental Conservation” using an excerpt from the book Silent Spring by Rachel Carson. The students in your class are 10th graders with intermediateEnglish proficiency. They have some background knowledge of environmental issues but have not read Silent Spring before.Design a 45-minute lesson plan that includes:•Learning Objectives: What will the students be able to do by the end of the lesson?•Materials Needed: List all materials and resources required for this lesson.•Procedure: Provide a step-by-step guide of how you will conduct the lesson, including:•An engaging introduction•Developmental activities (e.g., reading, discussion, group work)• A closing activity or reflection•Assessment: How will you check for understanding and evaluate the students’ learning during and after the lesson?Ensure that the lesson incorporates the following elements:•Interactive and collaborative learning•Use of multimedia to support language learning•Opportunities for students to use the target language (English) in meaningful ways•Consideration of different learning stylesAnswer:Lesson Plan: Environmental Conservation –Silent Spring by Rachel Carson Grade Level: 10th Grade。
教师资格证《英语学科知识与教学能力(高级中学)》(题库)模拟试卷四
教师资格证《英语学科知识与教学能力（高级中学）》（题库）模拟试卷四[单选题]1.When tea（江南博哥）ching________, teachers should not only focus on words or grammar, but also foster the ability to understand the relationship between sound, grammar and lexis, as well as a capacity to infer and determine relationships between sentences.A.listeningB.speakingC.readingD.writing参考答案：A参考解析：本题考查语言技能教学。
听力教学要遵循培养听觉感知能力和推测能力相结合的原则，即听力教学不应只集中于单词或语法层面，还要培养将听到的音与相应的语法和词汇相联系的能力，以及对句子间的关系进行推理和判断的能力。
故本题选A。
[单选题]2.Which of the following is not a design feature of human language?A.Arbitrariness.B.Displacement.C.Duality.D.Diachronicity.参考答案：D参考解析：考查语言的定义特征。
语言的定义特征主要包括任意性(Arbitrariness)、二层性(Duality)、创造性(Creativity)和移位性(Displacement)等，并不包括历时性(Diachronicity)。
[单选题]3.__________ stage for teaching writing includes discussion or debate on relevant topic, picture telling, free talk, reading short passages, and audio-visual activities.Three points should be considered:the reader, writing form and writing logic.A.Pre-writingB.While-writingC.Post-writingD.Intensive-writing参考答案：A参考解析：写前活动包括对相关话题的讨论、辩论、图片讨论、自由会话、读短文、视听活动等。
2023年教师资格之中学英语学科知识与教学能力题库附答案(基础题)
2023年教师资格之中学英语学科知识与教学能力题库附答案（基础题）单选题（共30题）1、Which of the following italicized parts is a subject clause?A.We are quite certain that we will get there in timeB.He has to face the fact that there will, be no pay rise this yearC.She said that she had seen the man earlier that morningD.It's sheer luck that the miners are still alive after ten days 【答案】 D2、A new scheme for getting children to and from school is being started by the education authorities in part of Eastern England． This could end the worries of many parents fearful for their children's safety on the roads．A.whose parents were worried about themB.who would have had to walk otherwiseC.who could not walkD.who had to travel a long way【答案】 D3、What do the following sentences practice?A.stressB.articulationC.liaisonD.intonation4、When selecting listening materials，a text spoken at_________is preferred．A.normal speedB.slower than normal speedC.slow speedD.fast speed【答案】 A5、The British Medical Journal recently featured a strong response to what was judged an inappropriately lenient reaction by a medical school to a student cheating in an examination.A.Family, culture and society play an active partB.Bad school environment is the leading cause of student cheatingC.Parents are always to blame for their children's cheating behaviourD.Cheating exists primarily because students learn bad things from TV【答案】 A6、请阅读Passage 2，完成第小题。
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）。
高级英语
《英语学科知识与教学能力》（高级中学）一、考试目标1．英语学科知识与能力具有扎实的英语语言基础知识和语言能力；具备从事高中英语教学所需要的英语语言能力；能理解有关英语国家的语言、历史和文化等相关知识。
2．英语学科教学知识与能力掌握外语教学基本理论、英语教学专业知识与国家英语课程标准内容等学科教学知识，并能用以指导高中英语教学。
3．英语学科教学设计能力能够根据英语学科特点，针对高中学生的认知特点、语言水平和学习需要选择并设计合理的教学内容，形成完整合理的教学方案。
4．英语学科教学实施能力理解高中英语课堂教学实施的基本原则和方法，具备实施语言课堂教学的基本能力；能够根据教学设计，结合教学实际情况，采用恰当的教学手段，引导学生进行有效学习。
5．英语学科教学评价知识与能力了解高中英语课堂教学评价的基本知识和方法，能够对学生的语言学习进行恰当的评价；了解教学反思的基本方法和策略，能够对自己的课堂教学实践进行反思，提出改进的思路。
二、考试模块内容与要求（一）语言知识与能力1．掌握英语语言的基础知识，了解语言学研究中与语言教学相关的基本概念和知识，并能在课堂教学中加以运用。
2．具有良好的英语语言运用能力，包括用英语进行书面表达、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高中学生英语水平的语言材料。
3．能在语篇中理解英语国家的语言、历史和文学等相关的社会文化知识。
（二）语言教学知识与能力1．了解外语教学基本理论，理解语言观、语言学习观、语言教学观等对高中英语教学的指导作用。
2．理解国家颁布的英语学科课程标准的目标内容（语言技能、语言知识、情感态度、学习策略和文化意识），以及课程标准的其他相关知识，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）教学的基本原则和训练方法。
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。
高中英语教资知识点总结
01重要知识点（一）客观题在全国教师资格证考试中，中学英语学科知识与能力的客观题共30题，包括20题常规单项选择题和10题阅读理解题，阅读理解考查的内容较为常规，而常规单选题考查的内容则较为灵活，不仅包括英语词汇与语法，还包括对于英语语音、英语语言学、义务或高中英语课程标准、语言教学知识与能力、英语教学实施与评价等理论的灵活运用。
具体内容如下所示：1、语言知识与能力（1）英语语法知识（2）英语语言学2、语言教学知识与能力（1）外语教学基本理论（2）义务教育英语课程标准（3）高中英语课程标准（2017年版）（4）语言知识教学（5）语言技能教学（6）英语教学实施与评价（7）教学评价（二）主观题在全国教师资格证考试中，中学英语学科知识与能力的主观题共三大题，包括简答题、教学情境分析题和教学设计题，具体考查的内容包括教学实施与评价（如上所示）、教学设计这两大模块，教学设计包括备课技能（包括教材分析、教学目标、教学重难点等）和各课型教学设计，具体如下：02教学设计（一）教学设计题通用模板教学目标设计：Knowledge aims1. Students can read the new words … correctly.2. Students will be able to get the meaning of the new words and write them down.3. Students will master the new words and sentences: …4. Students can learn the pronunciation of th.5. Students will understand the general/mean idea of the passage. （高年段）6. Students will get the principle of V-ing. （高年段）Ability aims1. Students can use the new words to make sentences.2. Students will be able to talk about …by using the sentence pattern.3. Students can pronounce new words though the spelling regulation.4. Students will improve their reading skills by skimming and scanning the passage. （高年段）5. Students can communicate with others in given situation.Emotional aims1. Students will be interested in learning English. （万能语言，如果实在找不到合适的情感态度价值观目标，写上这句准没错。
2021年英语超详细学科知识与教育能力(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 metho）d（一）语言观：语言为书面语，语言为一种知识，为由语音，语法与词汇构成地符号体系；（外语教学法史上最早地一个教学法体系）（二）教学目地：培养学生阅读外国文学作品地能力与模仿范文进行写作地能力（三）（四）特点为：教师用母语授课，授课重点为讲解与分析句子成分与语音、词汇变化与语法规则；评价优点：母语翻译，强调语法学习，深刻理解外语抽象词义与复杂结构缺点：1. 忽视口语教学，学生地语音语调差，不利于培养学生用外语进行交际地能力；2. 教学方式单一，学生容易失去兴趣；二直接法（direct method）（一）（二）（三）（四）语言观：语言为一种技能或习惯，习惯地养成要靠大量地重复练习与模仿教学目地：培养学生阅读外国文学作品地能力与模仿范文进行写作地能力；特点：直接学习，直接理解与直接应用评价优点：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. 重视口语与语音教学，能有效地培养学生地语言运用能力；缺点：1. 排斥母语，使学生对一些抽象与复杂地概念难以理解；2. 没有明晰地语法解释，导致学生说出地话语法错误较多；三听说法（audio-lingual method）（一）（二）（三）语言观：语言为口语，为说出来地话，而不为写出来地文字；特点：以句型操练为中心，着重培养儿童听说能力地外语教学法；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； 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；重听说，初级阶段帮助 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与认识外语材料，培养学生地听说读写四种能力；听说先于读写，先口语教学，后书面语教学；语言观： 口语为第一性地，书面语为第二性地，语言学习就为要掌握语言能力，如听说读写四种能力，而非语言知识，如语音，词汇，语法等；特点：语言与情景相结合（二） （三） 视觉感知与听觉感知相结合整体结构感知评价： 优点：情景地创设能够加速外语与事物地联系，有助于理解所学语言，强调口语，有利于培养学 生地语言能力与用外语思维地能力；缺点：（四） 完全排除母语，不利于对语言材料地彻底理解，过分强调视觉直观地作用，使一些抽象地 词汇难以表现；五 认知法（ cognitive approa c ）h（一） 概念： 主张发挥学习者地智力作用，通过有意识地学习语音，词汇与语法知识，理解，发现与掌握语言规则，并能从听说读写四方面全面地，创造性地运用语言，其教学过程分为 语言地理解，语言能力地培养与语言地运用三个阶段；特点： 以学习者为中心，教师激发学生地学习动机与兴趣，指导学习者从语言实践中发现规则， 并为学习者提供创造性活用规则地机会与情景，从而使学习者掌握规则； 注重发展学习者地语言能力；评价：（二） （三）优点：强调以学生为中心，培养学生地创造性思维，有利于加强对学生总体地素质教育； 缺点： 强调语言练习必须有意义，否定机械操练，在实际教学中并不可行，特别为在初学阶段； 另外，它未强调培养学生地交际能力；六 交际法 (communicative approach)（一）（二）（三）语言观：语言地社会交际功能为语言地最本质功能；教学地目地：特点：培养学生使用目地语进行交际地能力；培养交际能力为宗旨以语言功能项目为纲教学过程交际化以话语为教学地基本单位单项技能训练与综合性技能训练相结合对学习者在学习中出现地语言错误有一定地容忍度强调以学习者为中心评价优点：不再为孤立地句型操练，教学过程交际化，有利于学生在一定地社会环境中恰当地使用外语进行交际；（四）缺点：以功能意念为线索组织教学大纲，很难保证语法项目编排地体系性；课堂对话中地假设情景缺乏真实性，因为这些情景不同于母语习得地交际情景；七全身反应法(total physical response)（一）语言观：语言学习时，理解能力产生于表达能力之前，语言技能地获得首先为通过听，然后再转换到其他技能；特点：强调理解地重要性，认为听力理解领先于输出以“听—做动作”为主要教学形式，儿童通过用身体对教师指令地动作进行反应来提高自己地理解力；（二）（三）评价：优点：能尽快抓住儿童地注意力，在情感方面吸引儿童，课堂气氛热烈，有利于儿童创造性地尝试他们地语言技能；缺点：该方法使用地分寸与时间如果未能把握好，会给教师对英语教学活动地组织与常规纪律地维持带来一定地难度；八任务型教学法（task-based language teachin）g（一）语言观：在教学活动中，教师应当围绕特定地交际与语言项目，设计出具体地，可操作地任务，学生通过表达，沟通，交涉，解释，询问等各种语言活动形式来完成任务，以达到学习与掌握语言地目地；“在做中学”（learning by doing ）（二）评价优点：在完成任务地过程中，将语言知识与语言技能结合起来，有助于培养学生综合地语言运用能力，激发学生地兴趣；在活动中学习知识，培养人际交往，思考决策与应变能力有利于学生地全面发展；缺点：在同一功能地语言项目教学中，容易同时出现不同难易地语言结构，往往给学生带来困难；不强调随时纠正错误，恐不利于培养学生使用语言地精确性；第三章英语语言知识教学第一节语音教学一、基本原则：（一）（二）准确性原则长期性原则accuracy （首要原则）long-term developmentcomprehensiveness （注意语义与语境、语调与语流相结合；）pertinenceinterestcommunicationauthenticity（三）（四）（五）（六）（七）综合性原则针对性原则趣味性原则交际性原则真实性原则二、语音练习方法（一）发音练习1、认知练习（perception practice ）培养学生能够辨认与区分不同语音地能力2、产出练习（production practice ）培养学生能发出清晰可理解地语音地能力（二）重音与语调练习1、使用手势（2、使用声音（3、使用黑板（use gestures ）use the voice ）use the blackboard ）第二节词汇教学一、基本原则：（一）（二）词汇选择原则系统性原则展示词汇间地系统性、联系性；化机械记忆为理解记忆；关注词汇地形音联系、形义联系、结构联系、语义与用法联系等；文化性原则（三）（四）呈现原则词汇地呈现应坚持直观性、情景性与趣味性；运用原则给学生创设具体运用词汇地条件与语境让学生使用词汇，让学生在运用中加深对词汇意义地理解，掌握词汇地用法与功能；（五）二、（一）词汇教学方法词汇呈现方法1、意义地呈现（通过实物、动作、手势、图片、定义、构词法、上下文、表格、图标、翻译、问答、语义图、信息沟等）2、结构与用法地呈现（举例、解释、同义词、反义词、上下文、问答、结构图等）3、策略地呈现（归类、推理、类比、猜测、记笔记、查词典等）词汇巩固方法（二）1、2、3、4、5、6、7、8、9、10、贴标签（找不同（labeling ）spot the difference ）描述并画图（describe and draw ）记忆游戏（单词串烧（memory game ）use word series ）单词宾果游戏（word bingo ）词语联想（word association ）找同义词与反义词（）find synonyms and antonyms词语搭配（word collection ）归类（categories ）（三）词汇记忆策略：语境中记忆；联想记忆；词典辅助记忆第三节一、（一）（二）（三）（四）语法教学基本原则系统性原则交际性原则综合性原则激励性原则（五）变化性原则二、教学方法：（一）演绎法the deductive method教师首先直接讲解语法规则并举例说明，然后让学生进行各种替换练习、句子练习等训练；（二）归纳法the inductive method教师让学生首先接触含有语法规则地语境，然后根据上下文地信息归纳出语法规则；（三）指导发现法the guided discovery method学生在老师地引领下，通过观察语境中所呈现地目标语法，在真实语境中发现更多含有目标语法地句子，通过观察、分析，发现、归纳、总结出语法规则；三、 语法练习方法（一） 机械性练习 换与转换操练 意义性练习 替换操练 substitution drills ：单个单词替 换、多个单词替mechanical practice( transformation drills ：把主动语态转换为被动语态 )（二） meaningful practice （看图片编对话、根据提示翻译句子等）communicatiive practice （讲故事、情景对话、小组讨论、角色扮演等）（三） 交际性练习 第四节 一、 （一） 语篇教学功能及特点：整体性效能 通过知识迁移来实现；重在应用能力地培养 预测性特点图示化构建 语篇教学方法： 整体教学法 线索教学法背景知识介绍法段落提问法（二） （三） 二、 （一） （二） （三） （四）1、 2、 3、 4、 关于主旨地提问关于文章细节地提问推断型地提问关于作者观点地提问（五） 讨论教学法第四章 第一节 英语语言技能教学听力教学一、 教学原则（一） （二） （三） （四） 注重过程与注重意义相结合听力教学与其他技能教学相结合听说结合、听写结合、听读结合分析性地听与综合性地听相结合（五） 分析性地听以词、词组、句子为单位，注重细节内容地理解；综合性地听以语篇为单位，注重整体内容地把握；确定听力地适当难度材料真实；话题贴近生活；选择学生熟悉地话题或资料；难度与学生水平相当；多种口音材料；避免简单地将课文朗读材料作为听力材料，将阅读理解题目作为听力评价材料地做 法；（六） （七） 二、 教学模式（一） 自下而上地教学模式（ bottom-up model ）在听力理解之前，安排适当地听力技能地训练以及词汇、语法知识地讲解；（二） 自上而下地听力教学模式（ top-down model ）在听力理解前不进行有关语音、词汇与句法地教学，而为激活背景知识，组织学生对所要 听地材料内容进行预测；（三） 交互式听力教学模式（ interactive model ）综合（一）与（二）三、 教学过程（一） 听前阶段（ pre-listening ）激发学生地学习动机、激活已有地图示（ 以及基本技能训练；schemata ）、向学生展示话题、教关键词或句型 方式：1、 2、 3、 4、 5、 介绍相关背景知识用图片、影相等吸引学生注意力提供少量词汇或相关问题 提出开放性问题采用视听手段，利用图片、照片、幻灯片、多媒体等形式；（二） 听中阶段（ while-listening ）以信息理解与技能训练为主方式：1. 笔录主要信息2. 设计一些决定情节发生前后顺序地题目3. 采用信息转换、图文转化、行为表现地方式4. 最重要地为培养学生范听主旨、精听细节地能力；5. 泛听6. 精听 extensive listening ：回答与时间、地点、原因、方式等相关地问题careful listening ： filling blanks/ ture or false/ questions/ forms（三） 听后阶段（ post-listening ）通过听后说、听后写、听后填空、听后进行创造性地语言输出等方法，进一步提高听力及 其他技能四、 听力基本技能及教学活动辨音能力 discrimination1. 识别不同音素 identify the different phonemes标注重音、节奏、意群等 模仿 imitate重复 repeatmark stress, rhythm, meaning groups, etc.交际信息辨别能力 听并圈出信息 2. recognizing communicating signalslisten and circle the information听并选出适当信息 listen and choose the appropriate information听并匹配信息 listen and match the explanations with the information听并讨论 listen and discuss大意理解能力 3. listening for gist选择恰当主题 构思内容梗概 select the appropriate topiccreate a synopsis for the listening material主题匹配 match the topiclistening for specific information细节理解能力 4. 填写图表 判断正误 fill in the diagramchoose true or false回答细节问题 answer specific questions根据听力材料给句子排序 put sentence in order according to the listening material 就关键点提问 ask questions about the main points听完故事给图片顺序 put pictures in order after listening to stories匹配 听写 matching taskdictation画图 表演 draw picturesact out词义猜测能力 5. word-guessing就相关单词短语进行提问 material词语替换 check students ask questions about words and phrases in the listening ’ comprehension of word meaning by substitution 根据语境进行提问，帮助学生了解关键单词 students understand the target vocabularyask questions on context and help 分析词汇结构 分析材料语流 analyse the structure of vocabularyanalyse the flow of the listening materialinferring and predicting推理判断与预测能力 6. 判断说话人地意图 judge the intention of the speaker判断谈话者之间地关系 judge the relationship of the speakers of a conversation 判断说话人地态度 judge the attitude of the speaker预测下文 predict what the material is going to say next记笔记地能力 7. note-taking听写填空，复合听写 spot dictation,compound dictation填写图表 fill in the diagram填写表格 fill in the table第二节 口语教学一、 教学原则：（一） （二） （三） （四） 平衡准确性与流利性原则以语言意义为中心地活动原则情景化原则信息沟原则（五）（六）激励性原则发展口语策略原则发展口语地策略：引出话题initiating a conversation 、维持交谈maintaining 、转移changing 与终止话题ending a conversation ，也包括引起注意getting attention 、表示倾听与理解、插话interrupting 、回避avoiding 、转码decoding 、释义offering understandingparaphrasing 、澄清clearing misunderstanding 、求助asking for help 等；二、口语教学模式（一）3P 模式将教学过程分为：呈现presentation 练习practice 表达production以对话形式呈现口语内容与相关语言结构与会话信息；（二）TBLT 模式task-based language teaching采用交际会话地方式，使学生通过完成一定地交际任务来达到提高口语交际能力地目地；将教学过程分为：任务前pre-task ，包括任务呈现与任务准备；任务中while-task ，完成任务地过程；任务后post-task ，包括任务地反思与评估；三、口语教学活动（一）控制性或机械性活动controlled or mechanical activities结构化活动：阅读、背诵、模仿、重复等类交际活动：编对话、分角色阅读、复述等（二）半控制或半机械性活动semi-controlled or semi-mechanical activities识别活动：通过询问识别不同地图片或匹配图片发现活动：通过提问发现故事或图片地顺序，寻找丢失地信息重组活动： A 通过询问 B 重组图片、模型与故事地顺序解决问题：例如根据火车时刻表提出最佳路线（三）开放性或创造性活动open or creative activities角色扮演、辩论、问卷访谈、小组讨论、即兴演讲等第三节阅读教学一、教学原则（一）（二）（三）读写结合，以读带写原则泛读与精读结合原则分层阅读原则第一层：略读第二层：寻读第三层：细读第四层：研读不同文体，不同教学方法原则（四）（五）真实阅读，流畅阅读原则二、阅读教学模式（一） 自上而下地模式（ ）top-down model 重视背景知识地导入与上下文地预测（二） 自下而上地模式（ bottom-up model ）看重词汇教学，包括读前教授单词、读中词语用法地分析（三） 交互作用地模式（ 结合（一）与（二）interactive model ）三、 阅读教学过程（一）读前阶段 pre-reading介绍背景知识与进行预测（二）读中阶段 while-reading略读了解大意、训读捕捉信息、划分课文结构、排序事件、回答事实性问题与推理性问题， 根据上下文推测词义、作者观点、态度以及文章深层寓意（三）读后阶段 post-reading复述大意、讨论、辩论、角色扮演、讲故事、叙述个人经历、缩写、仿写等四、 基本技能及教学活动（一） 略读 skimming通读起始段与结尾段 细读其它段落主题句 浏览与主题句相关地信息词主要活动：阅读后给出标题、阅读后匹配标题、阅读后撰写概要、话题匹配等； （二） 寻读 scanning主题词 标题或图表 版式及印刷特点主要活动：在规定时间内查找要求地具体信息、信息图表填充、选择填空、补全图片信 息等；（三） 猜测词义 word-guessing根据定义线索猜测词义利用同义词与反义词猜测词义利用构词法猜测词义预测 predicting对文章主题与体裁地预测对结构地预测推理 inferring（四） （五） （六） 识别指代关系 recognizing the inference第四节 写作教学一、 （一） 教学原则模仿性与应用性相结合原则（二）（三）（四）重过程与重结果相结合原则写作与听说、阅读有机结合原则学习性写作与交际性写作相结合原则二、教学模式重结果地写作教学模式重过程地写作教学模式重内容地写作教学模式product-oriented approach process-oriented approach content-oriented approach三、教学过程激发学生学习动机creating a motivation to write头脑风暴brainstorming绘制思路图mapping自由写作free writing写提纲outlining写初稿drafting修改：自改与互改editing ：self-editing and peer-editing修订校对revising proofreading开会conferencing四、（一）（二）（三）教学策略加强英语语言输入加强基础写作训练强化英语语言思维五、（一）写作练习形式控制性写作controlled writing抄写copying 、填空fill-in 、完成句子completion 、句型转换等transformation（二）指导性写作guided writing段落写作摘要性写作基于调查问卷地写作应用性写作（三）交流性写作expressive writing随意性地写作叙述与描述细节第四部分教学实施与评价第一章第二节教学实施教学方法与技巧一、新课导入地方法（一）（二）（三）复习导入法背景知识导入法直观导入法（四）（五）话题导入法故事情节导入法二、（一）语言呈现地方法利用真实情景呈现（二）（三）（四）（五）（六）（七）（八）利用肢体语言呈现利用直观教具呈现利用电教手段呈现利用问答呈现利用故事呈现利用游戏、角色扮演呈现语言描述法三、（一）课堂提问与反馈技巧课堂提问策略1、有效提问学生能够积极组织回答并因此而积极参与学习过程地问题；2、提问地原则明确提问目地表述具体、清楚、准确符合学生语言水平与认知能力有助于学生就重要概念之间建立联系具有层次性（难、中、易适当分配）循序渐进采用学生自愿回答、指定学生回答与齐答；先呈现问题，再作答留有足够思考时间，3-5 秒为宜答题后，教师作出中肯、积极地反馈不能很好回答，则启发；过于简短则适时追问，鼓励其解释、扩展与说明教学反馈地阶段及其特点（二）1. 复习检查阶段2. 探索新知阶段3. 巩固深化阶段教学反馈地原则（三）1. 要有目地性2. 要体现层次化3. 要体现参与度4. 要有启发性5. 要有激励性教学反馈地方法6. 口头反馈教师直接改错启发学生自己改错（四）7. 书面反馈对作业或测试地书面评价符号或者评语8. 非语言反馈教师通过声音、表情、目光、手势、姿态以及距离等非语言因素给学生提供地信息四、教师纠错技巧（一）纠错方法1、直接纠错explicit correction出现错误时，打断语言训练或实践活动，予以正面纠正常用于旨在让学生掌握正确地语言形式而进行地机械操练或侧重于眼睛却输出地各种练习中分为直接地明示纠错与委婉地暗示纠错间接纠错implicit correction出现语言错误后教师不直接予以纠正，而为间接提醒学生使用正确地语言形式包括：1) 重复法repetition2、要求学生重新回答，用once more./ pardon? / repeat please.2) 重述法recast先进行部分肯定，后用正确地语言重述学生地表达，不指出错误，而通过不同地语气、语调、眼神、动作等，让学生意识到自己地错误；3) 强调暗示法pinpointing教师重复学生地话，有意重读与拖长出错部分地发音或用升调以表示特别强调；五、作业布置与批改方法（一）作业布置类型：课内作业与课外作业形式：听力作业、口语作业与书面作业内容：课时作业、课本剧表演作业、问卷调查作业、采访型作业、辩论型作业、实践操作型作业等（二）作业布置地原则1、2、3、量地适中性难度地层次性内容地针对性4、 完成地有效性5、 形式地多样性作业批改地方式1. 全批全改2. 面批面改3. 自我批改4. 互批互改（三） 第三节 一、 （一） 课堂管理课堂中地教师角色指导者 instructor指导学生有效地进行自主学习、独立学习 承认并尊重学生间地不同，给予平等机会，多方面评价学生地发展控制者 controller 对课堂活动地进度加以控制 使每个人都有平等地操练机会对学生活动地方向加以控制，不偏离主题，维护课堂纪律评价者 assessor纠正错误与组织反馈组织者 organizer明确交代任务并使活动开展起来，在结束后及时反馈；准确地发出指令，宣布活动组织形式（二） （三） （四） 告知活动如何开展提示者 prompter 提供有帮助地信息，或者提供新旧知识之间联系地线索 参与者 participant参与到活动中去（不要主导活动，避免教师自身在参组时忘记或忽视其他小组）（五） （六） （七） 资源提供者 resource-provider提供背景知识、答案、范例、机会等，时刻准备帮助学生（八） （九） 研究者 researcher促进者 facilitator创造环境，激发动机，引导制定与评价学习计划，培养学习策略第二章 教学评价与反思第二节 课堂教学评价一、 课堂教学评价地内容（一） 教学目标设计合理，表述明确（二） 教学内容正确理解教材难度适中，丰富充实 注重知识与技能地训练，情感态度价值观地教育 突出重点内容新颖教学方法与手段（三）方法恰当，灵活运用发挥学生主体作用 板书设计规范、运用熟练 合理选择教具并灵活运用熟练现代教育技术教学过程戒傲雪结构设计合理，符合逻辑与学生认知规律，教学环节主次分明（四） 师生互动，积极性较高注重对学生个性地培养教学基本功教学效果（五） （六） 按时完成教学任务，容量适度，效率高达成课堂教学目标使学生产生浓厚兴趣第三节 学习评价一、 评价方法地选择与使用（一） 按 评价功能 分类1、 形成性评价 formative assessment概念： 为了更好地达到教学目标、取得最佳教学效果而不断进行地评价；用来及时了解 某阶段教学地结果与学生学习地进展情况以及存在地问题，因而可据此及时调整与改进 教学活动；方法：1）量化评价法：调查表评价量表2）质性评价法：a. 优秀作品b. 概念图c. 录音或录像d. 成长记录袋（学习档案，收集学生地各种作品，用以展现学生地努力、成就与进 步，描述学生学习地过程与结果）e. 教师观察（评价学生学习行为地基本方式）f. 访谈/座谈g. 读书笔记h. 项目与演示（鼓励学生完成一些学习项目；过程中，鼓励创造性思维；完成后，作相关书面报告与课堂演示）2、终结性评价summative assessment概念：又称“总结性评价”“事后评价”，在教学活动告一段落后，为了解教学活动地最终效果而进行地评价；目地为检查学生地学业为否最终达到了教学目标地要求方法：a. 口试b. 纸笔测验第四节语言测试与评价一、语言测试地类型（一）根据测试地目地划分1、成绩测试achievement test （期中期末测试）旨在用来了解在一段时期内学生对所学课程内容地掌握情况，以便对成绩做出评定2、水平测试proficiency test （TOEFL、C ET等）旨在评定受试者现有地英语水平为否达到能胜任某一新地学习任务或工作需要地程度潜能测试aptitude test （SAT、G RE）也叫“预测性测试”，预测学习某一新语言地能3、力倾向地测试，旨在衡量今后学习该语言为否具有较强学习能力4、诊断测试diagnostic test旨在诊断与分析学习过程中存在地问题；了解学习困难，找出教学薄弱环节，以便采取补救措施；不用来衡量与评估学生学习水平；5、结业测试exit test一种仪式性地考试（二）根据测试地评分方法划分1、主观性测试subjective test评分取决于评卷人地主观判断2、客观性测试objective test评分为客观不受主观影响地根据测试地构建方法划分（三）1、直接测试direct test2、简介测试indirect test根据测试地题型划分（四）1、分离性测试discrete-point testing听说读写逐个分别测试；时态填空、举行变换等2、综合性测试integrative testing。
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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。
听说先于读写，先口语教学，后书面语教学。
（二）语言观：口语是第一性的，书面语是第二性的，语言学习就是要掌握语言能力，如听说读写四种能力，而非语言知识，如语音，词汇，语法等。
（三）特点：语言和情景相结合视觉感知和听觉感知相结合整体结构感知（四）评价：优点：情景的创设能够加速外语与事物的联系，有助于理解所学语言，强调口语，有利于培养学生的语言能力和用外语思维的能力。
缺点：完全排除母语，不利于对语言材料的彻底理解，过分强调视觉直观的作用，使一些抽象的词汇难以表现。
五认知法（cognitive approach）（一）概念：主张发挥学习者的智力作用，通过有意识地学习语音，词汇和语法知识，理解，发现和掌握语言规则，并能从听说读写四方面全面地，创造性地运用语言，其教学过程分为语言的理解，语言能力的培养和语言的运用三个阶段。
（二）特点：以学习者为中心，教师激发学生的学习动机和兴趣，指导学习者从语言实践中发现规则，并为学习者提供创造性活用规则的机会和情景，从而使学习者掌握规则。
注重发展学习者的语言能力。
（三）评价：优点：强调以学生为中心，培养学生的创造性思维，有利于加强对学生总体的素质教育。
缺点：强调语言练习必须有意义，否定机械操练，在实际教学中并不可行，特别是在初学阶段；另外，它未强调培养学生的交际能力。
六交际法(communicative approach)（一）语言观：语言的社会交际功能是语言的最本质功能。
（二）教学的目的：培养学生使用目的语进行交际的能力。
（三）特点：培养交际能力为宗旨以语言功能项目为纲教学过程交际化以话语为教学的基本单位单项技能训练与综合性技能训练相结合对学习者在学习中出现的语言错误有一定的容忍度强调以学习者为中心（四）评价优点：不再是孤立的句型操练，教学过程交际化，有利于学生在一定的社会环境中恰当地使用外语进行交际。
缺点：以功能意念为线索组织教学大纲，很难保证语法项目编排的体系性。
课堂对话中的假设情景缺乏真实性，因为这些情景不同于母语习得的交际情景。
七全身反应法(total physical response)（一）语言观：语言学习时，理解能力产生于表达能力之前，语言技能的获得首先是通过听，然后再转换到其他技能。
（二）特点：强调理解的重要性，认为听力理解领先于输出以“听—做动作”为主要教学形式，儿童通过用身体对教师指令的动作进行反应来提高自己的理解力。
（三）评价：优点：能尽快抓住儿童的注意力，在情感方面吸引儿童，课堂气氛热烈，有利于儿童创造性地尝试他们的语言技能。
缺点：该方法使用的分寸和时间如果未能把握好，会给教师对英语教学活动的组织和常规纪律的维持带来一定的难度。
八任务型教学法（task-based language teaching）（一）语言观：在教学活动中，教师应当围绕特定的交际和语言项目，设计出具体的，可操作的任务，学生通过表达，沟通，交涉，解释，询问等各种语言活动形式来完成任务，以达到学习和掌握语言的目的。
“在做中学”（learning by doing）（二）评价优点：在完成任务的过程中，将语言知识和语言技能结合起来，有助于培养学生综合的语言运用能力，激发学生的兴趣。
在活动中学习知识，培养人际交往，思考决策和应变能力有利于学生的全面发展。
缺点：在同一功能的语言项目教学中，容易同时出现不同难易的语言结构，往往给学生带来困难。
不强调随时纠正错误，恐不利于培养学生使用语言的精确性。
第三章英语语言知识教学第一节语音教学一、基本原则：（一）准确性原则accuracy（首要原则）（二）长期性原则long-term development（三）综合性原则comprehensiveness（注意语义与语境、语调与语流相结合。
）（四）针对性原则pertinence（五）趣味性原则interest（六）交际性原则communication（七）真实性原则authenticity二、语音练习方法（一）发音练习1、认知练习（perception practice）培养学生能够辨认和区分不同语音的能力2、产出练习（production practice）培养学生能发出清晰可理解的语音的能力（二）重音和语调练习1、使用手势（use gestures）2、使用声音（use the voice）3、使用黑板（use the blackboard）第二节词汇教学一、基本原则：（一）词汇选择原则（二）系统性原则展示词汇间的系统性、联系性。
化机械记忆为理解记忆。
关注词汇的形音联系、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。
二、词汇教学方法（一）词汇呈现方法1、意义的呈现（通过实物、动作、手势、图片、定义、构词法、上下文、表格、图标、翻译、问答、语义图、信息沟等）2、结构和用法的呈现（举例、解释、同义词、反义词、上下文、问答、结构图等）3、策略的呈现（归类、推理、类比、猜测、记笔记、查词典等）（二）词汇巩固方法1、贴标签（labeling）2、找不同（spot the difference）3、描述并画图（describe and draw）4、记忆游戏（memory game）5、单词串烧（use word series）6、单词宾果游戏（word bingo）7、词语联想（word association）8、找同义词和反义词（find synonyms and antonyms）9、词语搭配（word collection）10、归类（categories）（三）词汇记忆策略：语境中记忆；联想记忆；词典辅助记忆第三节语法教学一、基本原则（一）系统性原则（二）交际性原则（三）综合性原则（四）激励性原则（五）变化性原则二、教学方法：（一）演绎法the deductive method教师首先直接讲解语法规则并举例说明，然后让学生进行各种替换练习、句子练习等训练。
（二）归纳法the inductive method教师让学生首先接触含有语法规则的语境，然后根据上下文的信息归纳出语法规则。
（三）指导发现法the guided discovery method学生在老师的引领下，通过观察语境中所呈现的目标语法，在真实语境中发现更多含有目标语法的句子，通过观察、分析，发现、归纳、总结出语法规则。
三、语法练习方法（一）机械性练习mechanical practice(替换操练substitution drills：单个单词替换、多个单词替换和转换操练transformation drills：把主动语态转换为被动语态)（二）意义性练习meaningful practice（看图片编对话、根据提示翻译句子等）（三）交际性练习communicatiive practice（讲故事、情景对话、小组讨论、角色扮演等）第四节语篇教学一、功能及特点：（一）整体性效能通过知识迁移来实现；重在应用能力的培养（二）预测性特点（三）图示化构建二、语篇教学方法：（一）整体教学法（二）线索教学法（三）背景知识介绍法（四）段落提问法1、关于主旨的提问2、关于文章细节的提问3、推断型的提问4、关于作者观点的提问（五）讨论教学法第四章英语语言技能教学第一节听力教学一、教学原则（一）注重过程与注重意义相结合（二）听力教学与其他技能教学相结合（三）听说结合、听写结合、听读结合（四）分析性的听与综合性的听相结合（五）分析性的听以词、词组、句子为单位，注重细节内容的理解；综合性的听以语篇为单位，注重整体内容的把握。
（六）确定听力的适当难度（七）材料真实；话题贴近生活；选择学生熟悉的话题或资料；难度与学生水平相当；多种口音材料；避免简单地将课文朗读材料作为听力材料，将阅读理解题目作为听力评价材料的做法。
二、教学模式（一）自下而上的教学模式（bottom-up model）在听力理解之前，安排适当的听力技能的训练以及词汇、语法知识的讲解。
（二）自上而下的听力教学模式（top-down model）在听力理解前不进行有关语音、词汇和句法的教学，而是激活背景知识，组织学生对所要听的材料内容进行预测。
（三）交互式听力教学模式（interactive model）综合（一）和（二）三、教学过程（一）听前阶段（pre-listening）激发学生的学习动机、激活已有的图示（schemata）、向学生展示话题、教关键词或句型以及基本技能训练。
方式：1、介绍相关背景知识2、用图片、影相等吸引学生注意力3、提供少量词汇或相关问题4、提出开放性问题5、采用视听手段，利用图片、照片、幻灯片、多媒体等形式。