2019年教师资格证考试初中英语学科知识与教学能力
2019上半年《英语学科知识与教学能力(初中》教师资格试题及答案
2019年上半年教师资格考试(初中英语)学科知识与教学能力试题1、Which of the following words has a stress pattern different from the rest?A、prepareB、techniqueC、obviousD、advice试题答案：C2、Which of the following underlined words will be stressed when Julia responds to the person who has mistaken her for Julian?A、B、C、D、试题答案：B3、The word “UNESCO” is called a(n) ( ).A、acronymB、blendC、clipped wordD、coined word试题答案：A4、He looks like a Scottish, but his accent may give him ( ).A、offB、outC、inD、away试题答案：'D5、The book is so well received that it sells ( )the million.A、atB、inC、byD、to试题答案：c6、( )we are successful, we can be sure that we did our best.A、Provided thatB、If onlyC、If or notD、Whether or not试题答案：d7、—Will you be able to go swimming with us?— ( ).A、I’m afraid notB、I’m afraidC、I’m not afraidD、I’m not afraid so试题答案：a8、( ) is the custom,the investigators carried out a painstaking search of the debris after the air crash.A、WhatB、AsC、WhichD、That试题答案：b9、There are different words for paternal grandmother (nainai) and maternal grandmother(waipo) in Chinese, but in English the word “grandmother” is generally used in both cases, which suggests that ( ).A、equal importance is given to maternal and paternal grandparents in ChinaB、equal importance is given to maternal and paternal grandparents in BritainC、language may influence people’s ways of thinking to a large extentD、people of different languages categorize things in different ways试题答案：d10、Which of the following is employed by a speaker who addresses senior people as “the elderly” rather than “the old”?A、Social dialect.B、Taboo.C、Lingua franca.D、Euphemism.试题答案：d11、By asking the question, “Can you list your favorite food in English?” , the teacher is using the technique of ( ).A、elicitationB、monitoringC、promptingD、recasting试题答案：a12、If a teacher wants to check how much students have learned at the end of a term, he/she would give them a(n) ( ).A、diagnostic testB、placement testC、proficiency testD、achievement test试题答案：d13、What learning style does Xiao Li exhibit if she tries to understand every single word when listening to a passage?A、Field-dependence.B、Intolerance of Ambiguity.C、Risk-taking.D、Field-independence.试题答案：b14、If a teacher asks students to put jumbled sentences in order in a reading class, he/she intends to develop their ability of ( ).A、word-guessing through contextB、summarizing the main ideaC、understanding textual coherenceD、scanning for detailed information试题答案：c15、When a teacher says “What do you mean by that?”,he/she is asking the student for ( ).A、repetitionB、suggestionC、introductionD、clarification试题答案：d16、When a teacher says “You’d better talk in a more polite way when speaking to the elderly.”,he/she is drawing the students’ attenti on to the of language use( ).A、fluencyB、complexityC、accuracyD、appropriacy试题答案：d17、Which of the following is a display question?A、What part of speech is “immense”?B、How would you comment on this report?C、Why do you think Hemingway is a good writer?D、What do you think of the characters in this novel?试题答案：a18、Which of the following represents a contextualized way of practising “How often ...” ?A、Make some sentences with “how often” .B、Use “how often" and the words given to make a sentence.C、I go shopping twice a week. How often do you go shopping?D、Please change the statement into a question with “how often” .试题答案：c19、Which of the following are controlled activities in an English class?A、Reporting, role-play and games.B、Reading aloud, dictation and translation.C、Role-play, problem solving and discussion.D、Information exchange, narration and interview.试题答案：b20、The ( )is designed according to the morphological and syntactic aspects of a language.A、structural syllabusB、situational syllabusC、skill-based syllabusD、content-based syllabus试题答案：a阅读理解The brain is truly a marvel. A seemingly endless library, whose shelves house our most precious memories as well as our lifetime’s knowledge. But is there a point where it reaches capacity? In other words, can the brain be “full”?The answer is a resounding no, because, well, brains are more sophisticated than that. A study published in Nature Neuroscience earlier this year shows that instead of just crowding in, old information is sometimes pushed out of the brain for new memories to form.Previous behavioral studies have shown that learning new information can lead to forgetting. But in this study, researchers used new neuroimaging techniques to demonstrate for the first time how this effect occurs in the brain.The paper’s authors set out to investigate what happens in the brain when we try to remember information that’s very similar to what we already know. This is important because similar information is more likely to interfere with existing knowledge, and it’s the stuff that crowds without being useful.To do this, they examined how brain activity changes when we try to remember a “target” memory, that is, when we try to recall something very specific, at the same time as trying to remember something similar (a “competing” memory). Participants were taught to associate a single word (say, the word sand) with two different images—such as one of Marilyn Monroe and the other of a hat.They found that as the target memory was recalled more often, brain activity for it increased. Meanwhile, brain activity for the competing memory simultaneouslyweakened. This change was most prominent in regions near the front of the brain, such as the prefrontal cortex, rather than key memory structures in the middle of the brain, such as the hippocampus, which is traditionally associated with memory loss.The prefrontal cortex is involved in a range of complex cognitive processes, such as planning, decision making, and selective retrieval of memory. Extensive research shows this part of the brain works in combination with the hippocampus to retrieve specific memories.If the hippocampus is the search engine, the prefrontal cortex is the filter determining which memory is the most relevant. This suggests that storing information alone is not enough for a good memory. The brain also needs to be able to access the relevant information without being distracted by similar competing pieces of information.In daily life, forgetting actually has clear advantages. Imagine, for instance, that you lost your bank card. The new card you receive will come with a new personal identification number (PIN). Research in this field suggests that each time you remember the new PIN, you gradually forget the old one. This process improves access to relevant information, without old memories interfering.When we acquire new information, the brain automatically tries to incorporate it within existing information by forming associations. And when we retrieve information, both the desired and associated but irrelevant information is recalled.The majority of previous research has focused on how we learn and remember new information. But current studies are beginning to place greater emphasis on the conditions under which we forget, as its importance begins to be more appreciated.21、Which of the following is closest in meaning to the underlined word“resounding” in Paragraph 2?A、Definite.B、Repetitive.C、Echoing.D、Impressive.22、According to the passage, why can’t our brain be “full”?A、It can forget what we want to remember.B、It can memorize what we want to remember.C、It can store limitless information like a library.D、It forgets the old information while absorbing the new.23、According to the passage, which part of our brain is traditionally considered to be fundamental to the formation of new memories?A、The frontal cortex.B、The middle of the brain.C、The prefrontal cortex.D、The back part of the brain.24、What is the main purpose of writing this article?A、To interpret why our memory loss occurs.B、To elaborate how we retrieve specific memories.C、To explain why our memory capacity seems to be limitless.D、To present the balance between remembering and forgetting.25、Which of the following is likely to be discussed in the subsequent study?A、The influence of memory.B、The conditions related to forgetting.C、The ways used to prevent forgetting.D、The factors involved in memory formation.试题答案：[['A'],['D'],['B'],['C'],['B']]For most American kids, it wouldn’t be Halloween w ithout trick-or-treating for candy; however, that wasn’t always the case. When the custom of trick-or-treating started in the 1930s and early 1940s, children were given everything fromhomemade cookies and pieces of cake to fruit, nuts, coins and toys. In the 1950s, candy manufacturers began to get in on the act and promote their products for Halloween, and as trick-or-treating became more popular, candy was increasingly regarded as an affordable, convenient offering. It wasn’t until the 1970s, though, that wrapped, factory-made candy was viewed as the only acceptable thing to hand out to all the little ghosts and goblins that showed up on people’s doorsteps. A key reason for this was safety, as parents feared that real-life boogeymen might tamper with goodi es that weren’t store-bought and sealed.Today, when it comes to Halloween candy, a number of the most popular brands are enduring classics. For example, the first Hershey’s Milk Chocolate bar was produced in 1900 and Hershey’s Kisses made their debut in 1907. Company founder Milton Hershey was a pioneer in the mass- production of milk chocolate and turned what previously had been a luxury item for the well-to- do into something affordable for average Americans. In the early 1900s, he also built an entire town, Hershey, Pennsylvania, around his chocolate factory. In 1917, Harry Burnett Reese moved to Hershey, where he was a dairyman for the chocolate company and later worked at its factory. Inspired by Milton Hershey’s success, Reese, who eventually had 16 children, began making candies in his basement. In the mid-1920s, he built a factory of his own and produced an assortment of candies, including peanut butter cups, which he invented in 1928 and made with Hershey’s chocolate. During World War II, a shortage of ingredients led Reese to pull the plug on his other candies and focus on his most popular product, peanut butt cups. In 1963, Hershey acquired the H.B Reese Candy Company.In 1923, a struggling, Minnesota-born candy maker, Frank Mars, launched the Milky Way bar, which became a best-seller. In 1930, he introduced the Snickers bar, reportedly named for his favorite horse, followed in 1932 by the 3 Musketeers bar. Frank’s son Forrest eventually joined the company, only to leave after a falling out with his father. Forrest Mars relocated to England, where he created the Mars bar in the early 1930s. In 1941, he launched M&Ms. Mars anticipated that World War II would produce a cocoa shortage, so he partnered with Bruce Murrie, son of aHershey executive, in order to have access to a sufficient supply of ingredients; the candy’s name stands for Mars and Murrie.Another crowd-pleasing Halloween candy, the Kit Kat bar, was first sold in England in 1935 as a Rowntree’s Chocolate Crisp and in 1937 was rechristened the Kit Kat Chocolate Crisp. The name is said to be derived from a London literary and political group, the Kit-Cat (or Kit Kat) club, established in the late 17th century. The group’s moniker is thought to be an abbreviation of the name of the man who owned the shop where the group originally gathered. Since 1988, the brand has been owned by Nestle, maker of another perennial trick-or-treat favorite, the Nestle Crunch bar, which debuted in the late 1930s.What are the main features of Halloween candy in the 1970s?A、Safe, wrapped and factory-made.B、Original, homemade and expensive.C、Delicious, manufactured and expensive.D、Convenient, homemade and inexpensive.Who does the underlined word “boogeymen” in Paragraph 1 refer to?A、Evil spirits haunting kids.B、People with evil intentions.C、Kids in Halloween costumes.D、Candy makers and store keepers.Which of the following correctly describes Milton Hershey?A、He mass-produced milk chocolate bars for the wealthy.B、He duplicated the brand of Hershey’s Kisses in 1907 for Halloween.C、He employed Harry Burnett Reese who later founded his own company.D、He encouraged Forrest Mars and Bruce Murrie to jointly produce M&Ms.How was the name “Kit Kat Chocolate Crisp” derived?A、It was renamed by Nestle, another maker of the Halloween candies.B、It was borrowed from the name of Rowntree’s Chocolate Crisp.C、It was named after a London literary and political group.D、It was abbreviated from the name of a shop owner.What is the passage mainly about?A、The names and brands of Halloween candies.B、The origin and history of Halloween candies.C、The popularity and fame of Halloween candies.D、The consumers and manufacturers of Halloween candies.试题答案：[['A'],['B'],['C'],['C'],['B']]23、根据题目要求完成下列任务,用中文作答。
2019年英语教师资格考试学科知识与教学能力复习材料
趣味性让学生接触不同口音2、对辩音训练及重音、语调训练的认识辩音训练：辩音练习主要是培养学生能够辨认和区分不同语音的能力，是提高学生听力的基础，具体方法可以是最小对比对训练：soap---soup,pen----ben；判断单词的异同：red---red(same),rain---lane（different）;找出一组词中读音不同的词：by—bye—buy—bay重音、语调训练：意音分为词重音和句重音。
两个重音之间叫重音间距。
语调通常包括五种形式：平调、升调、降调、升降调和降可供随时翻阅并加以记忆。
这种方法的特点是简单实用并易于携带，不受时间和空间的限制，可随时随地使用。
这样不仅可以寓学于乐，而且还可以提高对课余时间的合理有效利用程度。
2、构词记忆法教师可以教给学生记忆英语单词的构词法知识。
英语的构词法主要有三种：派生法、合成法和转化法。
派生法主要让学生知道英语单词的前缀和后缀；合成法主要是让学生掌握两个或两个以上的单词可以合成一个新的单词，转化法主要是让学生掌握同一个单词可以在不改变其拼写形式的基础上，由一种词性转化为另一种词性，可以是名词转化为动词，动词转化为名词，形容词转化为动词等。
如water(v.浇水)；lift （v.举起n.电梯）last（adj.持续的v.持续）3、读音规则记忆法老师在教单词的时候可以让学生了解字母及字母组合的发展规律，引导学生将单词的音1、注意区分和模仿正确的意相近，但意思却截然不同的词汇，比如cure和kill，nearly和yearly等，因此，从一开始就要注意区分和模仿正确的语音、语调。
2、创造一定的听、说环境没有一个外语环境或一定的听说条件，是很难收到好的训练效果的，当然，现代科学为人们提供了MP3/MP4或传统的录音机等工具，学生可以把课文对话录制下来反复听和模仿，还可以把自己的口头作文复核录下来，仔细审听，发现问题，及时纠正。
未见得在自然条件下，就要在班级、学校或其他训练场所开辟“英语角”等特殊的语言环境，进行专业练习，以便获得长足发展。
2019 上半年教师资格证考试《英语学科知识与教学能力》(初级中学
2019上半年教师资格证考试《英语学科知识与教学能力》(初级中学)真题及答案下列每小题的四个选项中，只有一项是最符合题意的正确答案，多选、错选或不选均不得分。
1.【单项选择题】在每小题列出的四个备选项中选择一个最佳答案，请用28铅笔把答题卡上对应题目的答案字母按要求涂黑。
错选、多选或未选均无分。
Whichof the following words has a stress pattern different from the rest?A.prepareB.techniqueC.obviousD.advice答案：C参考解析：本题考查单词的重音位置。
题干：下面哪个单词的重音模式与其他单词不同?A、B、D 三项的重音位置均在第二个音节上，只有C项的重音在第一个音节上。
故本题选C。
做题笔记(1)2.【单项选择题】Which of the following underlined words will be stressed when Julia responds to the person who has mistaken her for Julian?A.My name is Julia,not Julian.B.My name is Julia,not Julian.C.My name is Julia,not Julian.D.My name is Julia,not Julian.答案：B参考解析：因为Julia想纠正跟她对话的那个人对她名字的误读，名字是“Julia”而不是“Julian”，所以此处应该把正确的名字“Julia”重读。
故本题选B。
3.【单项选择题】Theword“UNESCO”is called a(n)_______.A.acronymB.blendC.clipped wordD.coined word答案：A参考解析：本题考查构词法。
A项“首字母缩略词”指由几个单词的首字母派生出来的新词；B 项意为“混成词”；C项意为“截断词”；D项意为“新创词”。
2019年上半年中小学教师资格考试真题试卷(初级中学)英语
2019年上半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）一、单项选择题（本大题共30小题，每小题2分，共60分）在每小题列出的四个备选项中选择一个最佳答案，请用2B铅笔把答题卡上对应题目的答案字母按要求涂黑。
错选、多选或未选均无分。
1．Which of the following words has a stress pattern different from the rest？A．prepare B．techniqueC．obvious D．advice2．Which of the following underlined words will be stressed when Julia responds to the person who has mistaken her for Julian？A．My name is Julia，not Julian．B．My name is Julia，not Julian．C．My name is Julia，not Julian．D．My name is Julia，not Julian．3．The word“UNESCO”is called a（n）SSS．A．acronym B．blendC．clipped word D．coined word4．He looks like a Scottish，but his accent may give him SSS．A．off B．outC．in D．away5．The book is so well received that it sells SSS the million．A．at B．in C．by D．to6．SSS we are successful，we can be sure that we did our best．A．Provided that B．If onlyC．If or not D．Whether or not7．—Will you be able to go swimming with us？—SSS．A．I'm afraid not B．I'm afraidC．I'm not afraid D．I'm not afraid so8．SSS is the custom，the investigators carried out a painstaking search of the debris after the air crash．A．What B．As C．Which D．That9．There are different words for paternal grandmother（nainai）and maternal grandmother（waipo）in Chinese，but in English the word “grandmother”is generally used in both cases，which suggests that SSS．A．equal importance is given to maternal and paternal grandparents in China B．equal importance is given to maternal and paternal grandparents in Britain C．language may influence people's ways of thinking to a large extentD．people of different languages categorize things in different ways10．Which of the following is employed by a speaker who addresses senior people as "the elderly" rather than "the old"？A．Social dialect．B．Taboo．C．Lingua franca．D．Euphemism．11．By asking the question，"Can you list your favorite food in English？" ，the teacher is using the technique of SSS．A．elicitation B．monitoringC．prompting D．recasting12．If a teacher wants to check how much students have learned at the end of a term，he/she would give them a（n）SSS．A．diagnostic test B．placement testC．proficiency test D．achievement test13．What learning style does Xiao Li exhibit if she tries to understand every single word when listening to a passage？A．Field-dependence．B．Intolerance of Ambiguity．C．Risk-taking．D．Field-independence．14．If a teacher asks students to put jumbled sentences in order in a reading class，he/she intends to develop their ability of SSS．A．word-guessing through contextB．summarizing the main ideaC．understanding textual coherenceD．scanning for detailed information15．When a teacher says "What do you mean by that？" he/she is asking the student for SSS．A．repetition B．suggestionC．introduction D．clarification16．When a teacher says "You'd better talk in a more polite way when speaking to the elderly．" ，he/she is drawing the students' attention to the SSS of language use．A．fluency B．complexityC．accuracy D．appropriacy17 Which of the following is a display question？A．What part of speech is "immense"？B．How would you comment on this report？C．Why do you think Hemingway is a good writer？D．What do you think of the characters in this novel？18．Which of the following represents a contextualized way of practising "How often ．．．"？A．Make some sentences with "how often" ．B．Use "how often" and the words given to make a sentence．C．I go shopping twice a week．How often do you go shopping？D．Please change the statement into a question with "how often" ．19．Which of the following are controlled activities in an English class？A．Reporting，role-play and games．B．Reading aloud，dictation and translation．C．Role-play，problem solving and discussion．D．Information exchange，narration and interview．20．The SSS is designed according to the morphological and syntactic aspects of a language．A．structural syllabus B．situational syllabusC．skill-based syllabus D．content-based syllabus请阅读Passage 1，完成第21~25题。
2019年初中英语教师资格考试学科知识与教学能力样题
2019年教师资格考试英语学科知识与教学能力样卷四、题型示例I．语言知识与能力1．单项选择题（语言知识）（1）It was very ________ of him to wait for us.A．considerable B．considering C．considerate D．considered答案：C（2）________ from the top of the hill, the town looks beautiful.A．Seeing B．Having seen C．Seen D．To see答案：C2．单项选择题（阅读理解）Every year hundreds of thousands of visitors to New York City go to see the United Nations Headquarters in midtown Manhattan. The 18-acre site includes four buildings –the Secretariat, the General Assembly, the Conference building, and the Dag Hammarskjold Library. The United Nations (UN) currently has 192 members, and the flags of those nations line the plaza in front of the General Assembly Hall and Secretariat. The row of flags, displayed in English alphabetical order, from Afghanistan to Zimbabwe, stretches from 48th Street to 42nd Street.The decision to locate United Nations Headquarters in the United States was made in 1946 by the UN General Assembly, then meeting in London. Several U.S. locations were considered, but a donation of 8.5 million dollars from philanthropist John D. Rockefeller, Jr. secured the purchase of land at the present site. And the City of New York provided a gift of additional land. The UN complex was designed by an international team of prominent architects. American Wallace K. Harrison was named chief architect, and ten other countries each nominated an architect to the Board of Design Consultants. The 11 architects began the project in early 1947. The U.S. government provided an interest-free loan to the United Nations for the cost of construction, which began in 1949.The Secretariat Building, which houses the UN administrative offices, was completed in 1950, and United Nations Headquarters officially opened in 1951. The Library was dedicated in 1961. Over the years, changes have been made inside the buildings to accommodate the expanded membership of the United Nations. Today the General Assembly Hall, the largest conferenceroom, seats more than 1,800 people.The UN Headquarters site is international territory owned by the member nations. It has its own security force, fire department, and postal service. The postal service issues stamps that can only be mailed from the Headquarters; tourists often mail postcards bearing these stamps.Taking a guided tour is the only way for visitors to see the inside of the UN Headquarters. Tours are led by professional guides representing all the member nations and are conducted in many different languages. Visitors taking a tour see exhibits, various council chambers, and the General Assembly Hall. If their timing is good, they might even see a council meeting in session.The United Nations Headquarters displays many beautiful and meaningful works of art created specially for its halls and chambers. Sculptures and statues donated by member nations adorn the grounds of the complex. One sculpture, the Japanese Peace Bell, was made from the metal of coins collected from 60 different countries. Japan presented the bell to the United Nations in 1954, and it is rung every year on September 21, the International Day of Peace.The Peace Bell and other sculptures, as well as paintings and murals inside the buildings, create an impression of grandeur and dignity, reflecting the importance of the work being done at the United Nations.（1）If you want to see the flag of the People’s Republic of China in front of the UN headquarters, you would most probably find it ________.A．near the 48th streetB．near the 42nd streetC．in the middle between 48th and 42nd streetsD．in the third position from the flag of Afghanistan答案：C（2）The UN was most likely formed ________.A．before 1946 B．after 1946 C．in 1950 D．in 1947答案：A（3）As a response to the increase in the UN membership, ________ to meet the needs over the years.A．more buildings have been built B．internal changes have been madeC．old buildings have been enlarged D．more new land has been purchased答案：B（4）Which of the following statements about the tour guide is true?A．A tour guide may show his pride of his home country before visitors.B．Each member country sends its tour guide to work in the UN Headquarters.C．Each tour guide must be able to speak the languages of the member countries.D．A tour guide should not just feel proud of his own home country before visitors.答案：C（5）This article is most likely written for ________.A．general newspapers B．magazines on architectural artC．books on the international affairs D．encyclopedic information brochure for students答案：DII．语言教学知识与能力1．单项选择题Which of the following activities does not belong to mechanical practice?A．Transformation. B．Sentence making. C．Substitution. D．Making up a story.答案：D2．简答题（中文作答）（1）blackboard这个词由哪两个部分组成？该词的重音位置在哪里？请描述相关的语音规律。
2019年教师资格考试英语学科知识与教学能力知识点
2019年教师资格考试英语学科知识与教学能力知识点一、词汇教学的内容（一）意义（meaning）1.外延意义（denotative meaning）即概念意义（conceptual meaning）字面意义、词典中2.内涵意义（connotative meaning）同一个单词在不同文化和语境中可能有不同的意义e.g.dog：loyalty（二）词汇信息（basic information）词性（part of speech）、词缀（affixes）、词的拼写（spelling）、发音（pronunciation）、词法规则（lexical rules）、句法结构（syntax structures）（三）用法（usage）搭配（collocation）、短语（phrases）、习语（idioms）、风格（style）、语域（register）（四）策略（strategies）调控策略（controlling strategies）：属于元认知策略（metacognitive strategies）资源策略（resource strategies）、认知策略（cognitive strategies）记忆策略（memory strategies）、活动策略（strategies for organizing activities）二、词汇教学的原则（一）词汇选择原则1.所选词汇必须是经常出现的词汇2.所选词汇必须能够用于其他活动3.所选词汇应具有一定的代表性（二）系统性原则展示词汇之间的系统性、联系性，化机械记忆为理解性记忆。
系统性主要关注词汇的形音练习、形义联系、结构联系、语义和用法联系等。
（三）文化性原则（四）呈现原则词汇的呈现应坚持直观性、情景性和趣味性。
（五）运用原则给学生创设具体运用词汇的条件和语境让学生使用词汇，让学生在运用中加深对词汇意义的理解，掌握词汇的用法和功能。
三、词汇教学模式（一）PPT模式1.呈现presentation：教师借助实物、图片、视频、行为等方式呈现单词的意义和用法。
2019年教师资格证考试初中英语学科知识与教学能力
2019年教师资格证考试初中英语学科知识与教学能力一、单项选择题(本大题共30小题，每小题2分。
共60分)在每小题列出的四个备选项中选择一个最佳答案，请用28铅笔把答题卡上对应题目的答案字母按照要求涂黑。
错选、多选或未选均无分。
1. The phrase "this year" is pronounced asin real speech.2. Which of the following shows the proper pronunciation of "for" in the sentence "1 will beright here waiting for you"?3. Can you imagine the difficulty I hadlanguage obstacles I fit studied abroad?A. to overcomeB. overcomingC. overcomeD. overcame4. It shocks us that a large percentage of middle school studentsskip breakfast, themost important meal of the day.A. originallyB. namelyC. regularlyD. obviously5. The author and photographer_________coming to our university to give a lecture next Friday.A. wasB. isC. wereD. are6. Only when the CIA Director David was forced to resignthat it's hard to keep our e-mail secret.A. we realizedB. realized weC. did we realizeD. we did realize7. It was March 5,2013president Hugo cost his last fight in life at the age of 58.A. thatB. whenC. sinceD. while8. --I was disappointed that you didn't come to my party last night.--I wish_________occupied then.A. I'm notB. I wasn'tC. I haven't beenD. I hadn't been9. What type of sentence is "Tom likes apples, but Tim likes pears."?A. A simple sentence.B. A coordinate sentence.C. A complex sentence.D. None of the above.10. The ambiguity in "My friend drove me to the bcmk." is caused byA. lexical itemsB. a grammatical structureC. homonymyD. polysemy11. Which of the following is a communicative activity?A. Listening to the news report and talking about an event.B. Listening to the news report and filling in a form.C. Listening to the news report and writing the main idea.D. Transferring the information from the news report into a chart.12. Teachers who believe in the_________ model will enable students to understand themeaning and usage of the words first, and then makefull use of the words iu listeniug, reading orwriting tasks, ask representatives to show products of the tasks, and give an evaluation her it at lastwhen teaching vocabulary.A. PPPB. PWPC. PPTD. TBLT13._________ is a type of activity in which the teacher reads out a passage in normal speed for two or three times and students are to note down the words they could catch as they listen asmuch as possible.A. Answering questions.B. Gap-filling.C. Dictogloss.D. Sequencing.14. There are some speaking activities. Which of the following mainly focuses on the form andaccuracy?A. Controlled activities.B. Semi-controlled activities.C. Communicative activities.D. Problem-solving activities.15. When a teacher asks the students to find some key words from a text quickly, be/she areintended to train students'_________ strategy in reading class.A. skimmingB. scanningC. extensive readingD. intensive reading16. Which of the following is NOT among the features of process writing?A. Help students to understand their own composing process.B. Let students discover what they want to say as they write.C. Encourage feedback both from the teacher and peers.D. Emphasize the form rather than the content.17. What's the teacher doing by saying "Who wants to have a try"?A. Controlling discipline.B. Giving prompt.C. Evaluating students' work.D. Directing students' attention to the lesson.18. Which of the following is NOT the advantage of group work?A. Creating some peaceful and quiet time in class.B. Arousing their awareness of cooperation.C. Promoting students' participation in the class.D. Encouraging different opinions and contributions to the work.19. What is the teacher doing in terms of error correction?S: I go to the theatre last night.T: You go to the theatre last night?A. Correcting the student's mistake.B. Hinting that there is a mistake.C. Encouraging peer correction.D..Asking the student whether he really went to the theatre.20. Which one does not belong to subjective questions in the following English tests?A. Writing.B. Oral test.C. Translation.D. Cloze.请阅读Passage l，完成第21-25小题。
2019初中英语教资考试知识点超详细考点总结21页
第一部分语言知识与能力第一章英语语言知识二、语音（Speech Sounds）P781、语音分类发音方式发音部位VL - 清浊音（voiceless consonant）VD - 浊辅音（voiced consonant）2、音系学（phonology）P79（1）同化规则（assimilation Rule）progressive assimilation 顺同化（前面带偏后面）workedregressive assimilation 逆同化（后面带偏前面）newspaperreciprocal/double assimilation 互相同化did you（2）音节（syllable）tea chi-na im-pos-si-ble重音（stress）声调（tone）（3）语音变化（vocal variety）liaison 连读pick it upplosion 爆破音plosion loss 失去爆破sit down ；incomplete plosion 不完全爆破ask ednasal plosion 鼻腔爆破button ；lateral plosion 舌边爆破little三、形态学（Morphology）1、morpheme 词素重点！P87（1）free morpheme 自由词素dog ；bound morpheme 黏着词素moonwalk（2）root 词根；affix 词缀（prefix 前缀、suffix 后缀）；stem 词干friend-ships （3）inflectional affix 屈折词缀-s,-ing,-ed不同形式（4）derivational affix 派生词缀改变词性和意义2、（1）inflection 屈折变化-s,-ing,-ed不同形式（2）word-formation 词的形成：compounding 复合法through-outderivation 派生法（prefixation 前缀化suffixation 后缀化）il-logical-ly3、常见构词法P89invention 新创词nylon ；blending 混成法smoke+fog=smogclipping 截断法advertisement=ad ；initialism 首字母连写词WTOacronym 首字母拼音词AIDS ；back-formation 逆构词法editor--editanalogical creation 类似构词work--wrought/workedtypes of borrowing 借词法：loanword/borrowing 借词feast（法语中借来）loanblend 混合借词Chinatown （本国加外来）loanshift 转移借词bridge （借用意义）loan translation 翻译借词（从别种语言翻译而来）4、词义变化broadening 词义扩大bird 小鸟--鸟类；narrowing 词义缩小girl 年轻人--女孩meaning shift 词义转移；class shift 词性转换；folk etymology 俗词源（错多了成了对的）四、句法学（Syntax）P911、句法关系syntagmatic relation 组合关系（horizontal relation/chain relation）构成同一形式、序列或结构paradigmatic relation 聚合关系（vertical relation/choice relation）各要素可相互替换relation of co-occurrence 共现关系（不同集合的词语一起组成句子）2、句子结构和成分immediate constituent analysis 直接成分分析法（IC分析法）The boy ate the apple. 用树形图（tree diagram）一般句子，主谓宾之类的endocentric construction 向心结构一个词或词组可以确定为中心（center）或中心词（head）two stone bridge 一般名词/动词/形容词短语exocentric construction 离心结构没有确定的中心或中心词The boy smiled. 一般动宾/系表结构deep structure 深层结构（含义相同，说法不同）surface structure 表层结构（句子表述方式）五、语义学（Semantics）P931、涵义关系（Sense Relations）lexical relation 词汇关系（1）同义关系（Synonymy）synonyms 同义词stylistic 文体差别(formality) buy--perchase ；dialectal 地域差别underground--subway collocational 搭配差别accuse(of)--charge(with) ；emotive 情感差别thrifty--stingy ；semantic 语义差别enough--ample（2）反义关系（Antonymy）antonyms 反义词relational opposites 意义相反词gradable antonymy 等级反义warm--coolcomplementary antonymy 互补反义boy--girlconverse antonymy 反向反义关系buy--sell（3）上下义关系（Hyponymy）种类和成员包括上坐标词（superordinate）和下义词（hyponymy）flower--rose/tulip（4）一词多义（Polysemy）（5）同音/同形异义现象（Homonymy）homophone 同音异义sun--sonhomograph 同形异义liecomplete homonym 完全同音同形异义bank 岸边；银行2、句子逻辑关系iff--充分必要条件“S is true iff P”P就是S的真值条件（truth condition）P （1）synonymy 同义关系“X is synonymous with Y.”同真同假P95（2）contradiction 矛盾关系“X is inconsistent with Y.”一真一假（3）entailment 蕴含关系“X entails Y.”X小，Y大X：old man Y：man（4）presupposition 预设关系“X presupposes Y.”Y是前提X：repair the car Y：have a car六、语用学（Pragmatics）P961、言语行为理论（Speech Act Theory）（1）locutionary act 发话行为（说话人表达字面意思）is the act of saying something which is meaningful an can be understood. （2）illocutionary act 行事行为（说话人表达意图）is the act in saying something to perform a function.（3）perlocutionary act 取效行为（作用于听话人的效果）is the results or effects that are produced by means of saying something. 言外之意（illocutionary point）：representatives 阐述类；directives 指令类；commissives 承诺类；expressives 表达类；declarations 宣告类2、会话含义理论（Conversational Principle/Maxim）violate 违反P97 cooperative principle,CP 合作原则（会话有共同目标）“Make your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged.”（1）the maxim of quantity数量准则（信息充分）（2）the maxim of quality质量准则（说实话）（3）the maxim of relation相关准则（说相关的事）（4）the maxim of manner方式准则（清楚简洁避免歧义）conversational implicature 会话含义（用会话准则暗示意义）（1）calculability 可推导性（含义能理解）（2）cancellability 可取消性（defeasibility）（因素变化，含义变化）（3）non-detachability 不可分离性（含义依附于内容）（4）non-conventionality非规约性（含义不确定）七、修辞学（Rhetoric）问法：rhetoric/rhetorical device 修辞策略P981、simile明喻like,as...as,as if,as though,similar to,such as2、metaphor隐喻（暗含比较）elephant pause3、personification拟人（把事物或概念当做人）4、metonymy借代（用事物的名称代替亲密相关的另一事物）5、synecdoche提喻（部分代替整体或整体代替部分）hand/mouth--man6、euphemism婉言die--pass away7、irony反语（意思相反）8、allegory讽喻9、exaggeration夸张（夸大或缩小使表达生动有趣）10、transferred epithet移位修辞nervous exam11、oxymoron矛盾修辞bitter-sweet memory12、pun双关语（homophonic puns 谐音双关；homographic puns 语义双关）八、语言教学P1001、中介语（interlanguage）2、对比分析（contrastive analysis）3、错误分析（error analysis）（1）error错误（因为知识不足）mistake失误（不注意犯错）（2）interlingual errors语际错误（迁移错误）因为母语Cnglishintralingual errors语内错误（发展性错误）因为过度概括语言规则eat-eated(错) 4、错误性质：omissions 省略（少成分）；additions 添加（多成分）；misformations 形式错误（eated）；double markings 双重标记（didn’t went）；misorderings 顺序错误（how you are）5、我国外语学习者错误类型（1）negative transfer 负迁移/干扰因为母语（2）over-generalization过度类推/过度概括因为过度概括语言规则（3）pragmatic failure语用错误违反对方的文化习俗6、第二外语习得理论（Second Language Acquisition,SLA）（1）Acquisition-Learning Hypothesis语言习得和学得假说（习得和学得两条不同的途径）（2）Monitor Hypothesis语言监察假说（学习者自己监督控制语言输出质量）（3）Input Hypothesis语言输入假说（接触理解可理解性语言输入comprehensible input）（4）Affective Filter Hypothesis情感过滤假说（输入input和吸收intake受到动力motivation、性格personality、情感状态affective state）（5）Natural Order Hypothesis自然顺序假说（可以不按任何语法顺序来教学）第二章英语语言运用能力一、教学中的非语言交际1、非语言手段P118environment language环境语（座位安排、时间信息、室内标示装饰、声音灯光等）object language客体语（个人，衣着化妆、个人用品等）2、非语言行为body language体态语（身姿、手势、表情、目光）paralanguage 副语言（声音音质、音量、语调、语速）第三章英语国家的语言、历史和文学三、语言、文化和社会1、局部结构P131毗邻对（adjacency pairs）一轮对话（1）毗邻对的条件相关性（conditional relevance）preferred second part/preference structure 优选结构Hidispreferred second part/dispreference structure 非优选结构relevant absence 相关缺失（2）毗邻对的扩展base pairs 根毗邻对（被其他会话扩展之前的毗邻对）前扩展，指前序列（pre-sequences），包括邀请、请求、结束、宣告中扩展，包括插入序列（insertion sequences）和旁侧序列（side sequences）后扩展，指后序列（post sequences），包括会话修正和主体化2、会话修正会话修正机制三个部分：修正源（trouble source）、修正的发起（repair initiation）、修正（repair）lexical 词汇启动（no,sorry,let me see,you know）non-lexical 非词汇启动（um..,uh..）四、语言与文字1、小说语言P134（1）小说与视角first-person narrator 第一人称叙述者（I）third-person narrator第三人称叙述者（he,she,it,they）（2）语言表达与思想表达direct speech 直接言语（“F**k you”）indirect speech间接言语（he said/asked）free indirect speech 自由间接言语第二部分语言教学知识与能力第一章初中英语课程标准一、初中英语课程基础知识1、英语课程的性质P149The nature of English Curriculum is instrumentality/tool and humanity.（工具性和人文性）Students’ overall development is the motivation and goal of the English curriculum.2、英语课程的设计思路The design of the new National English Curriculum unifies both primary and secondary school English into one continuum of development and divides English language teaching and learning into nine competence-based levels by adopting the international general classification method. Level 5 is the required standard for the end of junior middle school. Level 2--primary school二、英语课程的分级标准P1541、语言技能（Language Skills）Overall performance objectives for each level are given in addition to detailed descriptions of abilities regarding language knowledge, language skills, affect, learning strategies as well as cultural awareness for relevant levels.2、语言知识（Language Knowledge）（语音、词汇、语法、功能和话题）Students are required to learn consists of phonetics, vocabulary, grammar, function and theme.3、情感态度（Affect）（兴趣、动机、自信、意志和合作精神；祖国意识和国际视野）interest, motivation, confidence, will and cooperation; National consciousness and international vision.4、学习策略（Learning Strategies）（认知、调控、交际、资源）Learning strategies can be classified into four groups: cognitive strategy, regulative strategy, communicative strategy and resourcing strategy.5、文化意识（Cultural Awareness/Understanding）（历史地理、风土人情、传统习俗、生活方式、行为规范、文学艺术、价值观念）Historical geography, local customs, traditional customs, lifestyle, norms of behavior, literature and art, values.三、英语课程的实施建议P1611、教学建议（1）面向全体学生，为每个学生学习英语奠定基础（2）注意语言实践，培养学生的语言运用能力（3）加强学习策略指导，培养学生自主学习能力（4）培养学生的跨文化交际意识，发展跨文化交际能力（5）结合实际教学需要，创造性地使用教材（6）合理利用各种教学资源，提高学生的学习效率（7）组织生动活泼的课外活动，拓展学生的学习渠道（8）不断提高专业水平，努力适应课程要求第二章初中英语教学基本理论一、语言观（Views of Language）P1731、语言的概念Language is a system of arbitrary vocal symbols used for human communication.2、语言的本质特征/设计特性（design features）（1）arbitrariness 任意性（体现了convention规约性）（2）duality 二重性（basic level, higher level基层和高层）（3）creativity 创造性/productivity能产性（4）displacement 移位性（赋予generalizations, abstractions概括和抽象）（5）cultural transmission 文化传习性3、语言的功能（Functions of Language）（1）informative function信息功能（2）interpersonal function人际功能（3）performative function施为功能（4）emotive function情绪功能（5）phatic function寒暄功能（6）recreational function娱乐功能（7）metalingual function元语言功能4、语言学角度的语言观（1）The Structural View of Language 结构语言观the structural view sees language as a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntax.（2）The Function View of Language 功能语言观the function view sees language not only as a linguistic system but also as a means for doing things.（3）The Interactional View of Language 交互语言观（interaction, dynamics交互性和动态）the interactional view of language considers language as a communicative tool, whose main use is to build up and maintain social relations between people.二、语言学习观（Views of Language Learning）P1761、语言学习理论（1）Behaviorist Learning Theory 行为主义学习理论Behaviorism is an approach to psychology that arouses out of the ideas that attempted to explain all learning in terms of some form of conditioning (stimulus, response, and reinforcement)（2）Cognitive Learning Theory认知主义学习理论Cognitive theory thinks that “language is a intricate rule-based system and with a knowledge of the finite rules (language competence), infinite sentences can be produced”.（3）Constructivist Learning Theory构建主义学习理论The constructivist theory believes that learning is a process in which the learner constructs meaning based on his own experiences and what he already knows.最近发展区理论Zone of Proximal Development三、语言教学观（Views of Language Teaching）P1781、语言教学理论（结构主义教学理论、认知主义教学理论、社会语言学理论）四、外语教学法的主要流派1、grammar-translation method 语法翻译法2、audio-lingual method 听说法（pattern drill 句型操练、contrastive analysis对比分析法）3、total physical response 全身反应教学法P1814、cognitive approach 认知教学法（提高accuracy, appropriateness得体性）5、communicate approach 交际法（包含function,notion功能和意念）P183（1）交际能力（communicative competence）grammatical competence 语法能力、sociolinguistic 社会语言能力、discourse 语篇能力、strategic 策略能力、linguistic 语言能力、pragmatic语用能力、fluency流利性（2）3P教学模式：presentation--practice--production6、task-based approach任务型教学P184（1）real-world tasks /target tasks 目标任务；pedagogical tasks 教学任务（2）任务的四个构成元素：objective、context、process、outcome（3）information gap 信息差/信息沟activities must have clear and attainable objectives./should be confined to the classroom context./should help develop students’ language ability.（4）constructivism learning theory建构主义学习理论（强调scene, writing, conversation, and meaning construction情景、写作、会话和意义建构）（5）任务型教学的三个环节：pre-task前任务、task-cycle任务环（task、planning、report）、language focus语言聚焦（analysis、practice）第三章初中英语语言知识教学一、语音教学P1921、语音教学的内容The realistic goal of teaching pronunciation should be①consistency: the pronunciation should be smooth and natural.②intelligibility: the pronunciation should be understandable to the listeners.③communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.2、Pronunciation knowledge teaching发音知识教学（monophonic, alphabet, phonetic symbols单音、字母、音标）3、Flow of language teaching语流教学（sounds, stress, rhythm, and intonation重音、节奏、语调）4、The principle of phonetic teaching语音教学的原则（accuracy, long-term, integrity, communication, pertinence, interest准确性、长期性、整体性、交际性、针对性、趣味性原则）5、The teaching method of phonetics语音的教学方法P195（1）Sound perception听音感知练习方法：using minimal pairs 最小对立体(live--leave)、which order 排序、same or different 辨别异同、odd one out 同中选异、completion 填空（2）Imitation and explanation 模仿讲解personally demonstration、imitate、practice亲自示范，反复模仿、练习（3）Pronunciation practice发音练习练习方法：listen and repeat 听音模仿、fill in the blanks 填空、using pictures 借助图片、using meaningful context 借助情景make up sentences 造句、using togue twisters运用绕口令（4）语流教学（见上）慢动作（slow motion speaking）二、词汇教学P197 language teaching theories 理论构成：receptive/passive vocabulary 接受性/消极词汇和productive/产出性/积极词汇1、Learning content教学内容（1）word meaning 词汇的意义include learning form,meaning and use.Knowing a word means: knowing its pronunciation and stress/ its spelling and grammatical properties/ its meaning/ how and when to use it to express the intended meaning.词汇意义包括conceptual meaning 、associated meaning 概念意义和关联意义概念意义：词典中意思，即literal meaning/ denotation 字面意思/词汇的外延、关联意义：文化含义与语境意义，又称connotation 词汇的内涵( learn in the context )（2）word use 词汇的用法包括：collocation/ phrases/ idiom/ style/ register 搭配、词组、习语、风格、语域（3）word information 词汇信息包括：part of speech/ prefixes/ suffixes/ spelling/ pronunciation/ grammar features 词类、前缀、后缀、拼写、发音、语法特征（4）word memory strategies 词汇记忆策略avoid rote-learning 避免死记硬背word-building构词法猜测词义2、Learning principle教学原则（1）音形义结合pronounce、spelling、meaning（2）词块整体教学lexical chunks ( knowledge of collocation 搭配)（3）具体语境中教learn in the context（4）循序渐进step by step（5）反复练习巩固记忆review（6）培养自学词汇能力deduce the meaning of words猜测词义3、Teaching method教学方法P200（1）呈现词汇:visual/physical demonstration 直观呈现Word-building 构词法、synonym/antonym(opposites)同义反义词、翻译、举例、问答verbal context/ situation 结合语境/创设情境运用词汇学习策略，如chunks/ reasoning/ analog/ using dictionary归类/推理/类比/查字典（2）巩固词汇：labelling/ spot the difference/ describe the draw/ play a game/ word bingo/word association贴标签/找茬/描述绘画/玩游戏（宾果）/词汇联想三、语法教学P2011、Content 教学内容grammar语法具有Three dimensions三维性：form, meaning and usage形式、意义和用法semantic语义包括grammatical form/the grammatical meaning of the structure/contents of meaning语法形式、结构的语法意义和内容意义task 教学任务：语法rules规则的cognition/ drill/ application认知/操练/应用、the generation of grammar consciousness语法意识的生成2、Principle 教学原则（交际性/实践性、集中分散相结合、趣味性/通俗性）grammar teaching should be:(1)collocational:the grammar should be built on collocational relations between individual lexical items and their subcategories.(2)Constructive:one's knowledge of grammar is built bit by bit,which closely model the way language is learned and used.(3)Contextual:syntactic and lexical choices are explicitly related to pragmatic ones,and to social and cultural contexts.(4)Contrastive:grammar involves drawing the learner's attention to contrast the differences between the target language and other languages,and between sets of similar features and items of the target language.3、Method教学方法P202（1）deductive method 演绎法（讲解规则，结合实例分析用法，句型练习）features: It saves time/pays more attention to form/teaches grammar in a decontextualizedsituation脱离上下文（2）inductive method 归纳法（学生自行归纳语法规则）start with examples and guides ss to work out the rules（3）guided discovery method 引导发现法（学生归纳总结语法规则，老师强化其形式意义）四、语篇教学P2041、概念和结构（1）Conception 概念discourse pattern语篇可以是dialogue、monologue对话、独白，包括written/spoken language 书面语、口语，form形式上是cohesion衔接的，semantic语义上是coherence连贯的（2）Tactic pattern结构模式语段/句群、句际关系（并列、顺序、层递、转折）（3）Cohesive device 衔接手段logical connectors逻辑纽带（firstly, thus, on the other hand, if not）grammatical connectors语法纽带（时态什么的）Lexical connectors词汇纽带（repetition重复、synonym/antonym(opposites)同义/反义词）Develop ss’ skill of recognizing discourse patterns训练方式：checking the logic of the author’s arguments.getting the scrambled sentences into a paragraph.(focus on textual coherence)marking out common openers to stories and jokes.2、教学内涵Aims at developing ss’ discourse awareness.(teacher asks ss to concentrate on such features as structure, coherence and cohesion of a text)3、教学方法P207overall effectiveness整体性效能（用knowledge transfer知识迁移实现，重在cultivate application ability应用能力培养）、overall grasp of the discourse语篇的整体把握Teaching language at the discourse level :utterance function / expected response/ congratulation/ apology/ acceptance/ inform.第四章初中英语语言技能教学P212一、听力教学1、影响听力的主要因素（1）objective factor客观因素：types of language used 语言特征（语速/tone音调/pause停顿/liaison连读）、task or purpose in listening 听力任务、context in which the listening occurs 文化背景知识（2）subjective factor主观因素：psychological心理因素、knowledge skills知识技能因素、methods and tactics方法与策略因素2、听力教学的要领（1）合理选择听力material材料（authenticity真实性、intelligibility可理解性、diversity/variety 多样性）（2）建立专门的听力training system训练体系（3）优化心理氛围，降低焦虑感（arouse interest调动兴趣、放松）（4）重视听的过程中的skill training技巧训练prediction 预测、guess 猜测、coherent memory 连贯记忆（note-taking）、identifying the discourse markers辨认语段标记（5）科学设计听力练习3、听力训练的type类型P216（1）Focus listening精听（tonal discrimination辨音、gap filling填空、dictation听写）听写形式：dictogloss听释、fast-speech dictation快速听写、pause and paraphrase听写大意、listening cloze 完形听写、error identification纠错听写、jigsaw identification线索听写（2）Gist listening泛听( decide on the best title )（3）Free listening随意听4、听力教学model模式（1）Bottom-up model“自下而上”（强调language knowledge语言知识）（2）Top-down model“自上而下”（侧重background information背景知识）5、听力教学的过程P218（1）Pre-listening tasks 听前环节（brainstorming/discuss a relevant picture/writing question about the topic/associating vocabularies with the topic）（2）While-listening tasks听中环节（辨音、获取主要信息、预测、猜词悟义）（3）Post-listening tasks 听后环节（writing a similar text作文、discussion讨论）二、口语教学P2191、Spoken language口语的特点（fragmentation结构不完整性、involvement人和场合紧密依存性）（1）语法特征:There are four common features of spoken language:Using less complex syntax.语法Taking short cuts,e.g.incomplete sentences.(and, or,but)Using fixed conventional phrases/chunks.俗语(fashionable word, two-part allegorical saying,colloquialism,slang,phrasal verbs 歇后语/口语词/俚语/短语动词)Using devices such as fillers,hesitation device to give time to think before speaking.结构特征：往往借助filler补白词（you know, let me see, um）形象特征：说话人的表情、语气及态度等body language身体语言；音质/声调/重音/停顿（2）口语的交际特点“说”受语言rule规则支配/时间factor因素制约/对方response反应影响2、口语教学的要领（1）在听的基础上培养说的能力（使输入的信息量大于输出的信息量）（2）组织多样化的口语活动形式口语活动类型：pre-communicative activities 前交际活动（操练/模仿/重复）和communicative activities 交际活动（信息差活动/解决问题活动/讨论/辩论/采访/游戏）（3）正确处理准确与流利的关系Accuracy( identify particular phonemes on tape )Fluency( shouldn’t interrupt )（4）创造浓厚外语氛围，鼓励学生敢说乐说The characteristics of a successful speaking task:maximum foreign talk/even participation/high motivation/right language level（5）合理选择口语组织形式，增加学生开口的机会（小组形式/单双人活动）3、口语训练的方法imitativeness模仿性、monologue独白性、performing表演性的口语表达三、阅读教学P2231、外语阅读的type/form类型（1）根据阅读方式和技巧的不同划分Adaptive reading适应性阅读recognition--read--silent-reading认读--朗读--默读Learning reading学习型阅读plain substance主旨浅显information信息量大，强调阅读速度comprehension理解性阅读real material材料真实、wide theme题材广泛、various types体裁多样，higher difficulty 难度较高（2）根据阅读方式和技巧的不同划分Skinning 面式读法/略读（掌握全文大意或中心思想；报刊、新书）quickly get the gistScanning 点式读法/寻读/跳读（查找具体信息；时间、人名、地点、数字）specific informationIntensive reading 线式读法/精读（详细地阅读，深入分析、理解和记忆）read in detailExtensive reading 纵式读法/泛读（广泛地阅读，阅读速度、快速理解能力、拓宽视野）facilitate process of accumulating vocabulary / increasing target language expose/ broadening scope of vision（3）根据阅读理解的层次划分Literal comprehension 字面理解（依靠语言知识/能力辨认词义和语法结构）language knowledge/competence identify meaning and grammatical structureInferential/interpretive comprehension 推断性理解（经历、直觉、逻辑判断理解未明示信息）experience/ intuition/ logic judge and understand unexpressed informationEvaluative comprehension 评价性理解/应用性理解（理解文章信息的价值）valueAppreciative comprehension 欣赏性理解（情感熏陶和思想启迪）Emotional influence and thought enlightenment2、阅读教学的要领P226（1）合理选择阅读材料Language difficulties 难度（难于略高于学习者现有水平）higher than present levelInterest 趣味性（充满可读性，激发求知欲和好奇心）readability、thirst for knowledge and curiosityAuthenticity 真实性（英语本族语者撰写）written by native English speakersComprehensiveness 宽泛性（内容反映历史、人物、风土人情、文化习俗以及时尚流行，体裁和题材丰富多样）content various type or forms of literature and theme（2）建立分析性（精读）与综合性（泛读）相结合的阅读教学体系分析性阅读与综合性阅读教学的分工改进现行分析性阅读教学模式，落实阅读训练综合性阅读教学应正规化、课程化（3）重视阅读three elements三要素的培养vocabulary词汇、comprehend理解（topic sentence主题句）、speed速度（4）重视阅读过程中的技巧训练prediction预测、reading for specific抓中心思想、reading for specific information获取特殊信息、inferring推理（reading between the lines）、identifying the discourse types确认语篇3、阅读教学的approach模式P229（1）The top-down model 自上而下模式为主（pre-reading activities读前环节活动的开展）（2）The bottom-up model 自下而上模式为辅（小到大的语言文字单位，重视词汇教学）teaching a text by introducing new vocabularies or structuresfollow the sequence of teaching new words, sentences and then the whole passage（3）The interactive-compensatory approach交互补偿模式4、阅读教学的过程（1）Pre-reading tasks 读前环节（背景知识、写作风格、西方风俗）predicting what a passage is about/ creating a word web related to a topic/ sharing what is already known about a topic（2）While-reading tasks读中环节（保障充足阅读时间、阅读技能训练）（3）Post-reading tasks 读后环节（思维和实践活动）四、写作教学P2311、写的教学要领（1）Motivate writing motivation 激发写作动机communicative purpose; audience awareness 交际目的读者意识（2）指导写作技巧：写的单项训练（结合语音教学）语篇写作技巧（design skills构思技巧；过程构思、文本构思；model essay范文是有力工具）skill of planning: finding ideas and put them in order（3）根据不同文体风格指导相应的写作策略Formal writing 正式文体（第三人称）typical feature: the precision of language is a priority 语言精确优先well-organized structure 有序的结构wide range of vocabulary and structural patterns 有结构的模式technical terms and definitions 专用名词和定义Informal writing 非正式文体（一、二人称）typical feature: short and incomplete sentences are common 多为短句、简单句（4）分阶段设计教学活动，训练写作技能Controlled writing 控制性写作（gap filling/ transcribe/ sentence pattern transformation填空/抄写/句型转换）Guided writing 指导性写作（completion/ reproduction/ compression/ transformation 续写/复写/缩写/转写）Free writing 自由写作（5）写、correct/ amend改、evaluate评相结合2、写作教学的模式（1）Product-oriented approach注重结果（给题目--写--改，注重语篇整体）（2）Content-oriented approach注重内容（收集材料--组织文章--修改，写前准备）（3）Process-oriented approach注重过程（准备--写作--修改--再改，写作能力）what/how to write peer-editing3、写作教学的process过程（1）Pre-writing tasks写前环节的任务和活动（gather and organize ideas激发写作动机）The main procedures of process writing include creating a motivation to write, brainstorming, mapping,freewriting,outlining,drafting,editing,revising,proofreading and conferencing.（2）While-writing tasks写中环节的任务和活动（organize written组织成文）drafting, peer-editing, revising（3）Post-writing tasks写后环节的任务和活动（comments and feedback 点评和反馈）conferencing第三部分教学设计第一章教学设计skill技能一、教学设计概述P2411、概念：传统的instructional design 教学设计即lesson planning 备课考虑“如何学”最核心的部分是lesson plan 教案It’s a teaching guide/ It takes into account syllabus教学大纲and ss./It describes in advance提前what about how to teach.2、教学设计principle原则aims目标性原则variety 多样性原则flexibility 灵活性原则learnability可学性原则linkage 衔接性选择feasibility 可行性原则3、教学设计的basic requirements基本要求A language lesson plan usually has the following components:background information, teaching aims, language contents and skills, stages and procedures, teaching aids, assignments, and teacher's after-lesson reflection.4、教学设计新concept理念（1）学生参与课堂设计的自主性（2）教学设计贯穿课堂教学的全过程（3）教学设计的确定性与不确定性相统一5、教学设计的pattern模式Analysis----design----evaluation 分析----设计----评价分析：学习需求（学习objectives目标分析是关键）、学习者、学习content内容设计：教学strategy策略、教学course过程（task appearance--preparation--accomplishment--consolidation 任务呈现--任务准备--任务完成--语言巩固）、教学technique技术评价：教学target目标是否达成是评价教学设计有效性的关键反馈修正（feedback correction）：教学评价能够提供大量的教学反馈信息6、英语教学设计的concrete form 具体形式（1）表格式table form分别陈述学生/教师活动，说明活动目的/意图，突出教学design设计的理念（2）流程图式flow chart form 展示教学process过程（format格式不同）（3）叙述式narrative form二、学情分析P2481、学习者分析（1）认知特征（2）学习风格authority-oriented learners崇尚权威型；analytical learners分析型；concrete learners具体型；communicative learners交际型（3）学习方式accepted 接受性；experience 体验性；independent 自主性；Cooperation 合作性；exploration 探究性2、学习需求分析（1）learning needs的内涵学习目前状态与期望状态之间的差距（2）学习需求分析的内容和方法data collection 数据采集；analyze 分析三、教学内容分析P2511、教学内容的选择把握fundamentality基础性（vocabulary/ syntactic structure/ language competence/ learning strategy/ cultural knowledge词汇/句法结构/语言能力/学习策略/文化知识）adaptation 适应性（age/ cognitive characteristic 年龄/认知特点）high frequency高频性（frequently used经常使用的）enjoyment 趣味性（激发学习兴趣，保证学习effectiveness 有效性）2、正确理解textbook教材（1）分析教材textbook evaluation provides authentic language/ matches the needs of learners/ can help realize the objectives of a language program（2）处理教材的方法（LARA法：leave-adapt-replace-add）（3）教材的使用：活化教材、挖掘资源、选准话题（探究性、开放性、生成性）When a teacher using an ELT course book, he should:select appropriate supporting materials and resources.interpret curriculum goals and its expectations for the course.plan lessons in relation to specific goals, topics, texts, and tasks.3、Auxiliary teaching materials辅助教学材料的screening筛选（1）教学材料筛选的原则：启发式、因材施教、动态生成、适时适度（2）教学材料筛选的策略：遵循理念、吃透教材、研究学生（3）辅助教学材料的分类：知识类、技能类、课外活动类、教学辅助类、自主学习类四、教学目标P2551、教学目标的陈述内容三个维度：knowledge objective/ ability objective/ emotion objective知识与技能、过程与方法、情感态度与价值观2、教学目标的陈述要素以行为目标来陈述教学目标，包括四个要素：ABCD模式A-audience 主体或听众（程度副词/百分比/范围副词）+主语（ss/learners）B-behavior 行为listen,sing,imitate,recite,depict,recognize,apply,understand,know,master,enjoyC-conditions 条件after this class, under the guidance of the teacher, after attending a lecture,with the help of substances, through imitation/repeatD-degree 程度/标准clearly, fluently, correctly, efficiently, basically, preliminarily, smoothly, appropriately 3、教学目标的陈述方式按照层级划分有三种goals,aims,objectives（course goals, teaching aims）（1）结果性目标（知识与技能）comprehensive、suitable、specific、accurate全面、恰当（目标层次性/内容和已有知识一致性/教学活动连贯性）、具体、准确五、教学重难点P2591、教学重难点的meaning涵义（1）Teaching key/ Important point教学重点称为subject学科教学的core knowledge核心知识（2）Teaching difficult point 教学难点（3）教学重难点的relation关系教学重点：stability、chronicity 稳定性、长期性教学难点：temporary、relativity 暂时性、相对性2、教学重难点的确定（1）深刻理解课程标准熟悉和贯彻执行课程标准的内容要求（2）深入研究教材教材是教学的主要依据（3）了解学生的实际情况学生是教学的对象/主体（4）善于总结经验虚心学习、不断提高自身教学素质和能力3、突出重点、突破难点的method方法metaphor description比喻说明法、list comparison 列表对比法、exercise 练习法、Multimedia assisted instruction 多媒体辅助教学法、game activity游戏活动法六、教堂教学process过程设计P260教学过程（teaching procedure）实现教学、发展和教育三大功能1、课堂导入活动的设计Lead-in导入应达到“3A”的功效：arouse激励启发；advertise引起注意；advance促进（1）课堂导入的方法复习导入法（新旧知识的联结点）、直观导入法（直观教具或多媒体手段）情境导入法（duty report/音乐/故事/游戏导入）、悬念导入法（呈现一系列问题）（2）注意事项导入时间不宜过长（5’/45’）；符合教学目标/内容；从学生实际出发（年龄、性格、认知特征）；方式新颖有创意2、语言学习与实践活动的设计（呈现、讲解、练习巩固和实践新语言知识）。
2019下半年全国教师资格统考模拟卷：初中《英语学科知识与教学能力》卷一含答案解析
2019下半年全国教师资格统考模拟卷：初中《英语学科知识与教学能力》卷一一、单项选择题（本大题共30小题，每小题2分，共60分）在每小题列出的四个备选项中选择一个最佳答案，错选、多选或未选均无分。
1.We’ve had a good start,but next,more work needs_____to achieve the final success.A.being doneB.doC.to be doneD.to do2.Don’t worry.The hard work that you do now_____later in life.A.will be repaidB.was being repaidC.has been repaidD.was repaid3.Time,_____correctly,is money in the bank.A.to useedinge4.Bicycling is good exercise;_____,it does not pollute the air.A.neverthelessB.besidesC.otherwiseD.therefore5.Close the door of fear behind you,and you_____the door of faith open before you.A.sawB.have seenC.will seeD.are seeing6.The place we live in is called house in English but房子in Chinese.This shows the______of language.A.arbitrarinessB.dualityC.creativityD.displacement7.In Chinese if someone breaks a bowl or a plate the host or the people present are likely to say sui sui ping an.This language phenomenon reflects the______of language.A.Performative FunctionB.Emotive FunctionC.Phatic FunctionD.Recreational Function8.Both syntax and semantics are the branches of linguistics,the former studies the rules governing the combination of words into sentences,the latter studies_____.A.the form of wordsB.the meaning of languageC.the sound patterns of languageD.the change of language9.A syllable is a part of a word which contains a_____and is pronounced as a unit.A.consonantB.vowelC.phonemeD.pitch10.The most distinguishable linguistic feature of a regional dialect is its_____.A.accente of wordsC.morphemese of structures11.In meaningful practice the focus is on the production,comprehension or exchange of___.A.structuresB.sentencesC.formD.meaning12.PPP and TBL are two approaches to language teaching.PPP stands for presentation,practice and production,and TBL stands for_____.A.Task Book Language standsB.Text Book LearningC.Teacher-Based LearningD.Task-Based Learning13.Hedge discusses five main components of communicative competence.These components include linguistic competence,pragmatic competence,discourse competence,strategic competence,and_____.A.accuracyB.fluencyC.correctnessD.grammaticality14._____does not belong to formative assessment.A.Learner portfolioB.Test resultsC.Classroom observationD.Student diaries15.What is the teacher doing in terms of error correction?“S:I go to the theatre last night.”T:You GO to the theatre last night?A.Correcting the student’s mistake.B.Hinting that there is a mistake.C.Encouraging peer correction.D.Asking the student whether he really went to the theatre.16.When learners come across new words,they are required to focus on_____.A.spellingB.semantic featuresC.form,meaning and useD.word formation17.Which of the following features is not exhibited by the deductive method?A.It saves time.B.It pays more attention to form.C.It teaches grammar in a decontextualized.D.It encourages students to work out the grammatical way rules.18._____may be defined as any kind of engaging with the language on the part of the learners,usually under the teacher supervision,whose primary objective is to consolidate learning.A.PresentationB.PracticeC.ProductionD.Preparation19.The activity of_____may maximize the possibility of eliciting ideas,words or concepts from students when it is focused on a given topic.A.retellingB.assessing outputC.brainstormingprehension20.Which of the following nominating patterns can a teacher adopt to ensure that all students are activity involved in classroom activities?A.Nominating those who are good at English.B.Asking questions in a predicable sequence.C.Nominating students after the question is given.D.Nominating students before giving the question.请阅读Passage1，完成21~25小题。
2019上半年《英语学科知识与教学能力(初中》教师资格试题及答案
2019年上半年教师资格考试 （初中英语）学科知识与教学能力试题1、Whichofthefollowingwordshasastresspatterndifferentfromtherest? A 、prepare B 、technique C 、obvious D 、advice 试题答案：C2、WhichofthefollowingunderlinedwordswillbestressedwhenJuliarespondstothepersonwhohasmistakenherforJulian?A 、 MyiiQin 亡isJulia,noiJuliJin,B 、 MynameisJulia,notJulian.C 、MynameisJulia,notJulian, D 、 MyiKiincisJulin.naiJulion.试题答案：B 3、Theword“UNESCO”iscalleda(n)(). A 、acronym B 、blend C 、clippedword D 、coinedword 试题答案：A4、HelookslikeaScottish,buthisaccentmaygivehim().A 、offB 、outC 、inD 、awayA 、 atB 、i n C 、b y D 、 to5、试题答案：’DThebookissowellreceivedthatitsells()themillion. 试题答案：c6、()wearesuccessful,wecanbesurethatwedidourbest.A 、ProvidedthatB 、IfonlyC 、IfornotD 、Whetherornot试题答案：d7、—Willyoubeabletogoswimmingwithus?—().A 、I'mafraidnotB 、I'mafraidC 、I'mnotafraidD 、I'mnotafraidso试题答案：a8、()isthecustom,theinvestigatorscarriedoutapainstakingsearchofthedebrisaftertheaircras h.A 、WhatB 、AsC 、WhichD 、That试题答案：b9、Therearedifferentwordsforpaternalgrandmother(nainai)andmaternalgrandmother(wai po)inChinese,butinEnglishtheword“grandmother”isgenerallyusedinbothcases,whichsu ggeststhat().A、equalimportanceisgiventomaternalandpaternalgrandparentsinChinaB、equalimportanceisgiventomaternalandpaternalgrandparentsinBritainC、languagemayinfluencepeople'swaysofthinkingtoalargeextentD、peopleofdifferentlanguagescategorizethingsindifferentways试题答案：d10、Whichofthefollowingisemployedbyaspeakerwhoaddressesseniorpeopleas“theelderly”r ath erthan“theold”?A、Socialdialect.B、Taboo.C、Linguafranca.D、Euphemism.试题答案：d11、Byaskingthequestion,“CanyoulistyourfavoritefoodinEnglish?”,theteacherisusingthetech niqueof().A、elicitationB、monitoringC、promptingD、recasting试题答案：a12、Ifateacherwantstocheckhowmuchstudentshavelearnedattheendofaterm,he/shewould givethema(n)().A、d iagnostictestB、placementtestC、proficiencytestD、a chievementtest试题答案：d13、WhatlearningstyledoesXiaoLiexhibitifshetriestounderstandeverysinglewordwhenlisteni ngtoapassage?A、Field-dependence.B、IntoleranceofAmbiguity.C、Risk-taking.D、Field-independence.试题答案：b14、Ifateacherasksstudentstoputjumbledsentencesinorderinareadingclass,he/sheintendsto developtheirabilityof().A、word-guessingthroughcontextB、summarizingthemainideaC、understandingtextualcoherenceD、scanningfordetailedinformation试题答案：c15、Whenateachersays“Whatdoyoumeanbythat?”,he/sheisaskingthestudentfor().A、repetitionB、suggestionC、introductionD、clarification试题答案：d16、Whenateachersays“You'dbettertalkinamorepolitewaywhenspeakingtotheelderly.”,he/ sheisdrawingthestudents'attentiontotheoflanguageuse().A、fluencyB、complexityC、accuracyD、appropriacy试题答案：d17、Whichofthefollowingisadisplayquestion?A、Whatpartofspeechis“immense”?B、Howwouldyoucommentonthisreport?C、WhydoyouthinkHemingwayisagoodwriter?D、Whatdoyouthinkofthecharactersinthisnovel?试题答案：a18、Which ofthefollowingrepresentsacontextualizedwayofpractising“Howoften...”?A、Makesomesentenceswith“howoften”.B、Use“howoften"andthewordsgiventomakeasentence.C、Igoshoppingtwiceaweek.Howoftendoyougoshopping?D、Pleasechangethestatementintoaquestionwith“howoften”.试题答案：c19、WhichofthefollowingarecontrolledactivitiesinanEnglishclass?A、Reporting,role-playandgames.B、Readingaloud,dictationandtranslation.C、Role-play,problemsolvinganddiscussion.D、Informationexchange,narrationandinterview.试题答案：b20、The()isdesignedaccordingtothemorphologicalandsyntacticaspectsofalanguage.A、structuralsyllabusB、situationalsyllabusC、skill-basedsyllabusD、content-basedsyllabus试题答案：a阅读理解Thebrainistrulyamarvel.Aseeminglyendlesslibrary,whoseshelveshouseourmostpre ciousmemoriesaswellasourlifetime'sknowledge.Butisthereapointwhereitreachescapaci ty?Inotherwords,canthebrainbe“full”?Theanswerisaresoundingno,because,well,brainsaremoresophisticatedthanthat.As tudypublishedinNatureNeuroscienceearlierthisyearshowsthatinsteadofjustcrowdingin, oldinformationissometimespushedoutofthebrainfornewmemoriestoform.Previousbehavioralstudieshaveshownthatlearningnewinformationcanleadtoforge tting.Butinthisstudy,researchersusednewneuroimagingtechniquestodemonstrateforth efirsttimehowthiseffectoccursinthebrain.Thepaper'sauthorssetouttoinvestigatewhathappensinthebrainwhenwetrytoreme mberinformationthat'sverysimilartowhatwealreadyknow.Thisisimportantbecausesimil arinformationismorelikelytointerferewithexistingknowledge,andit'sthestuffthatcrowds withoutbeinguseful.Todothis,theyexaminedhowbrainactivitychangeswhenwetrytoremembera“target”memory,thatis,whenwetrytorecallsomethingveryspecific,atthesametimeastryingtorem embersometh ingsimilar(a“competing”memory).Participantsweretaughttoassociateasi ngleword(say,thewordsand)withtwodifferentimages—suchasoneofMarilynMonroeand theotherofahat.Theyfoundthatasthetargetmemorywasrecalledmoreoften,brainactivityforitincreas ed.Meanwhile,brainactivityforthecompetingmemorysimultaneouslyweakened.Thischa ngewasmostprominentinregionsnearthefrontofthebrain,suchastheprefrontalcortex,rat herthankeymemorystructuresinthemiddleofthebrain,suchasthehippocampus,whichistr aditionallyassociatedwithmemoryloss.Theprefrontalcortexisinvolvedinarangeofcomplexcognitiveprocesses,suchasplanni ng,decisionmaking,andselectiveretrievalofmemory.Extensiveresearchshowsthispartoft hebrainworksincombinationwiththehippocampustoretrievespecificmemories.Ifthehippocampusisthesearchengine,theprefrontalcortexisthefilterdeterminingwh ichmemoryisthemostrelevant.Thissuggeststhatstoringinformationaloneisnotenoughfor agoodmemory.Thebrainalsoneedstobeabletoaccesstherelevantinformationwithoutbei ngdistractedbysimilarcompetingpiecesofinformation.Indailylife,forgettingactuallyhasclearadvantages.Imagine,forinstance,thatyoulosty ourbankcard.Thenewcardyoureceivewillcomewithanewpersonalidentificationnumber( PIN).ResearchinthisfieldsuggeststhateachtimeyourememberthenewPIN,yougraduallyfo rgettheoldone.Thisprocessimprovesaccesstorelevantinformation,withoutoldmemoriesi nterfering.Whenweacquirenewinformation,thebrainautomaticallytriestoincorporateitwithin existinginformationbyformingassociations.Andwhenweretrieveinformation,boththedes iredandassociatedbutirrelevantinformationisrecalled.Themajorityofpreviousresearchhasfocusedonhowwelearnandremembernewinfor mation.Butcurrentstudiesarebeginningtoplacegreateremphasisontheconditionsunder whichweforget,asitsimportancebeginstobemoreappreciated.21、Whichofthefollowingisclosestinmeaningtotheunderlinedword“resounding”inParagraph 2?A、Definite.B、Repetitive.C、Echoing.D、Impressive.22、Accordingtothepassage,whycan'tourbrainbe“full”?A、Itcanforgetwhatwewanttoremember.B、Itcanmemorizewhatwewanttoremember.C、Itcanstorelimitlessinformationlikealibrary.D、Itforgetstheoldinformationwhileabsorbingthenew.23、Accordingtothepassage,whichpartofourbrainistraditionallyconsideredtobefundamental totheformationofnewmemories?A、Thefrontalcortex.B、Themiddleofthebrain.C、Theprefrontalcortex.D、Thebackpartofthebrain.24、Whatisthemainpurposeofwritingthisarticle?A、Tointerpretwhyourmemorylossoccurs.B、Toelaboratehowweretrievespecificmemories.C、Toexplainwhyourmemorycapacityseemstobelimitless.D、Topresentthebalancebetweenrememberingandforgetting.25、Whichofthefollowingislikelytobediscussedinthesubsequentstudy?A、Theinfluenceofmemory.B、Theconditionsrelatedtoforgetting.C、Thewaysusedtopreventforgetting.D、Thefactorsinvolvedinmemoryformation.试题答案：[['A'],['D'],['B'],['C'],['B']]FormostAmericankids,itwouldn'tbeHalloweenwithouttrick-or-treatingforcandy;ho wever,thatwasn'talwaysthecase.Whenthecustomoftrick-or-treatingstartedinthe1930sa ndearly1940s,childrenweregiveneverythingfromhomemadecookiesandpiecesofcaketof ruit,nuts,coinsandtoys.Inthe1950s,candymanufacturersbegantogetinontheactandprom otetheirproductsforHalloween,andastrick-or-treatingbecamemorepopular,candywasin creasinglyregardedasanaffordable,convenientoffering.Itwasn'tuntilthe1970s,though,th atwrapped,factory-madecandywasviewedastheonlyacceptablethingtohandouttoallthel ittleghostsandgoblinsthatshoweduponpeople'sdoorsteps.Akeyreasonforthiswassafety, asparentsfearedthatreal-lifeboogeymenmighttamperwithgoodiesthatweren'tstore-bou ghtandsealed.Today,whenitcomestoHalloweencandy,anumberofthemostpopularbrandsareendu ringclassics.Forexample,thefirstHershey'sMilkChocolatebarwasproducedin1900andHer shey'panyfounderMiltonHersheywasapioneerinthe mass-productionofmilkchocolateandturnedwhatpreviouslyhadbeenaluxuryitemforthe well-to-dointosomethingaffordableforaverageAmericans.Intheearly1900s,healsobuilta nentiretown,Hershey,Pennsylvania,aroundhischocolatefactory.In1917,HarryBurnettReesemovedtoHershey,wherehewasadairymanforthechocolatecompanyandlaterworkeda titsfactory.InspiredbyMiltonHershey'ssuccess,Reese,whoeventuallyhad16children,bega nmakingcandiesinhisbasement.Inthemid-1920s,hebuiltafactoryofhisownandproduceda nassortmentofcandies,includingpeanutbuttercups,whichheinventedin1928andmadewi thHershey'schocolate.DuringWorldWarII,ashortageofingredientsledReesetopulltheplug onhisothercandiesandfocusonhismostpopularproduct,peanutbuttcups.In1963,Hershey acquiredtheH.BReeseCandyCompany.In1923,astruggling,Minnesota-borncandymaker,FrankMars,launchedtheMilkyWay bar,whichbecameabest-seller.In1930,heintroducedtheSnickersbar,reportedlynamedfor hisfavoritehorse,followedin1932bythe3Musketeersbar.Frank'ssonForresteventuallyjoi nedthecompany,onlytoleaveafterafallingoutwithhisfather.ForrestMarsrelocatedtoEngl and,wherehecreatedtheMarsbarintheearly1930s.In1941,helaunchedM&Ms.Marsantici patedthatWorldWarIIwouldproduceacocoashortage,sohepartneredwithBruceMurrie,s onofaHersheyexecutive,inordertohaveaccesstoasufficientsupplyofingredients;thecandy'sna mestandsforMarsandMurrie.Anothercrowd-pleasingHalloweencandy,theKitKatbar,wasfirstsoldinEnglandin193 5asaRowntree'sChocolateCrispandin1937wasrechristenedtheKitKatChocolateCrisp.The nameissaidtobederivedfromaLondonliteraryandpoliticalgroup,theKit-Cat(orKitKat)club, establishedinthelate17thcentury.Thegroup'smonikeristhoughttobeanabbreviationofth enameofthemanwhoownedtheshopwherethegrouporiginallygathered.Since1988,thebr andhasbeenownedbyNestle,makerofanotherperennialtrick-or-treatfavorite,theNestleC runchbar,whichdebutedinthelate1930s. WhatarethemainfeaturesofHalloweencandyinthe1970s?A、Safe,wrappedandfactory-made.B、Original,homemadeandexpensive.C、Delicious,manufacturedandexpensive.D、Convenient,homemadeandinexpensive.Whodoestheunderlinedword“boogeymen”inParagraph1referto?A、Evilspiritshauntingkids.B、Peoplewithevilintentions.C、KidsinHalloweencostumes.D、Candymakersandstorekeepers.WhichofthefollowingcorrectlydescribesMiltonHershey?A、Hemass-producedmilkchocolatebarsforthewealthy.B、HeduplicatedthebrandofHershey'sKissesin1907forHalloween.C、HeemployedHarryBurnettReesewholaterfoundedhisowncompany.D、HeencouragedForrestMarsandBruceMurrietojointlyproduceM&Ms.Howwasthename“KitKatChocolateCrisp”derived?A、ItwasrenamedbyNestle,anothermakeroftheHalloweencandies.B、ItwasborrowedfromthenameofRowntree'sChocolateCrisp.C、ItwasnamedafteraLondonliteraryandpoliticalgroup.D、Itwasabbreviatedfromthenameofashopowner.Whatisthepassagemainlyabout?A、ThenamesandbrandsofHalloweencandies.B、TheoriginandhistoryofHalloweencandies.C、ThepopularityandfameofHalloweencandies.D、TheconsumersandmanufacturersofHalloweencandies.试题答案：[['A'],['B'],['C'],['C'],['B']]23、根据题目要求完成下列任务,用中文作答。
2019年上半年教师资格证考试初级英语学科真题解析
2019年上半年中小学教师资格考试《英语学科知识与教学能力》（初级中学）注意事项：1．考试时间120分钟，满分150分。
2．请按规定在答题卡上填涂、作答。
在试卷上作答无效，不予评分。
一、单项选择题（本大题共30小题，每小题2分，共60分）在每小题列出的四个备选项中选择一个最佳答案，请用2B铅笔把答题卡上对应题目的答案字母按要求涂黑。
错选、多选或未选均无分。
1．Which of the following words has a stress pattern different from the rest?A．prepareB．techniqueC．obviousD．advice1．【答案】C。
解析：本题考查单词的重音位置。
题干：下面哪个单词的重音模式与其他单词不同？A、B、D三项的重音位置均在第二个音节上，只有C项的重音在第一个音节上。
故本题选C。
2．Which of the following underlined words will be stressed when Julia responds to the person who has mistaken her for Julian?A．My name is Julia, not Julian.B．My name is Julia, not Julian.C．My name is Julia, not Julian.D．My name is Julia, not Julian.2．【答案】B。
解析：本题考查句子的重音。
因为Julia想纠正跟她对话的那个人对她名字的误读，名字是“Julia”而不是“Julian”，所以此处应该把正确的名字“Julia”重读。
故本题选B。
3．The word “UNESCO” is called a(n)______.A．acronymB．blendC．clipped wordD．coined word3．【答案】A。
考后发布2019上半年教师资格证真题及答案：初中英语
考后发布2019上半年教师资格证真题及答案：初中英语更新。
考后发布2019上半年教师资格证真题及答案：初中英语2019上半年全国教师资格证考试统一考试时间为2019年3月9日，考试采用笔试的方式。
2019上半年教师资格证初中数学考试真题及答案将在3月9日公布，敬请期待!考试结束后要看真题，要对答案?考试网考后及时收集发布2019上半年教师资格证考试真题及答案，欢迎各位考友来网站交流考试真题答案。
点击“Ctrl+D”收藏此页面，真题答案就在此公布!考试时间、方式考试日期为2019年3月9日，各科目考试时间为120分钟，全部为纸笔考试。
具体时间安排如下：时间类别3月9日（星期六）上午下午下午9:00-11:0013:00-15:0016:00-18:00幼儿园综合素质(幼儿园)保教知识与能力小学综合素质(小学)教育教学知识与能力初级中学综合素质(中学)教育知识与能力学科知识与教学能力（初级中学）高级中学学科知识与教学能力（高级中学）中职文化课中职专业课中职实习指导2019上半年教师资格证考试注意事项1、考生开考前30分钟，持《准考证》、有效居民身份证进入考场，“两证”缺一不可。
准考证上的“姓名”和“身份证号”信息与居民身份证上不一致，不得参加考试。
2、考生只准携带必要的考试文具进入考场(如：黑色签字笔、铅笔、尺子、橡皮等),不得携带书籍、资料、包等物品，严禁携带具有发送或者接收信息功能的电子设备(如：手机等)，如有违反，按照违规舞弊处理。
3、考生入场后，应对号入座，保持安静，遵守考场纪律，并将本人的准考证、居民身份证放在课桌的指定位置，接受监考员核对。
4、考生拿到试卷、答题卡后，先核查试卷与自己报考的科目是否相符。
如不符，应立即举手向监考员说明情况;如相符，应在指定位置填写个人信息(姓名、准考证号等)。
5、根据国家有关法律规定，除外语科目外，考生应使用国家通用语言文字进行作答，使用其他语言文字作答无效。
2019年下半年初中英语教学知识与能力
2019年下半年初中英语教学知识与能力全文共3篇示例，供读者参考篇1Title: Teaching Knowledge and Skills in Middle School English in the Second Half of 2019IntroductionIn the second half of 2019, English teachers in middle schools face the challenge of ensuring that their teaching remains effective and engaging for students. To meet this challenge, they need to continuously enhance their teaching knowledge and skills. This article will discuss some key areas that middle school English teachers should focus on to improve their teaching in the second half of the year.1. Utilizing Technology in the ClassroomOne of the most important skills that English teachers need to develop is the ability to integrate technology into their teaching. Technology can be used to enhance the learning experience for students, making lessons more interactive and engaging. Teachers should familiarize themselves witheducational apps, online resources, and interactive whiteboards to create dynamic and effective lessons.2. Differentiating InstructionAnother key skill for middle school English teachers is the ability to differentiate instruction to meet the diverse needs of their students. Teachers should adapt their teaching strategies to accommodate different learning styles, abilities, and interests. This can involve using a variety of teaching methods, providing individualized support, and offering choices in assignments.3. Incorporating Authentic MaterialsTo make English lessons more relevant and engaging, teachers should incorporate authentic materials into their teaching. Authentic materials such as newspapers, magazines, and videos provide real-world examples of language usage and cultural insights. Using authentic materials can help students develop their language skills and broaden their understanding of the English language and culture.4. Promoting Critical Thinking and CreativityMiddle school English teachers should also focus on promoting critical thinking and creativity in their students. Teachers can encourage students to analyze and evaluate texts,express their opinions, and think creatively in their writing. By fostering these skills, teachers can help students become more independent and confident learners.5. Assessing Student LearningAssessment is an essential part of the teaching process, and middle school English teachers need to use a variety of assessment methods to evaluate student learning. Teachers should design assessments that measure students' language proficiency, critical thinking skills, and creativity. They should also provide timely feedback to students to help them improve their language skills.6. Professional DevelopmentTo enhance their teaching knowledge and skills, middle school English teachers should actively engage in professional development opportunities. Teachers can attend workshops, conferences, and training sessions to learn about new teaching strategies, tools, and resources. By continuously learning and improving, teachers can provide high-quality instruction to their students.ConclusionIn the second half of 2019, middle school English teachers need to focus on developing their teaching knowledge and skills to ensure that their lessons are effective and engaging for students. By utilizing technology, differentiating instruction, incorporating authentic materials, promoting critical thinking and creativity, assessing student learning, and engaging in professional development, teachers can enhance their teaching practice and help students succeed in their English language learning.篇2Title: Teaching Knowledge and Skills in Junior High School English in the Second Half of 2019IntroductionIn the field of education, it is crucial for teachers to constantly update their knowledge and skills to keep up with the ever-changing trends and demands in teaching. This is especially true for English teachers in junior high schools, as they are tasked with imparting language skills and fostering linguistic competence in their students. In the second half of 2019, several key areas of improvement and focus have been identified forjunior high school English teachers to enhance their teaching abilities and effectiveness.Content1. Integration of TechnologyThe integration of technology into the classroom has become increasingly important in recent years. In the second half of 2019, junior high school English teachers should strive to incorporate a variety of digital tools and resources to enhance their teaching. For example, teachers can use online platforms for interactive learning activities, multimedia presentations, and virtual field trips to make lessons more engaging and effective. By leveraging technology, teachers can create a more dynamic and interactive learning environment that caters to different learning styles and preferences of students.2. Differentiated InstructionEvery student is unique and has their own learning preferences and abilities. Junior high school English teachers should practice differentiated instruction to cater to the diverse needs of their students. By adapting teaching strategies, materials, and assessments to match the individual learning styles and abilities of students, teachers can ensure that allstudents are able to reach their full potential and achieve academic success. Differentiated instruction also promotes inclusivity and diversity in the classroom, fostering a positive and supportive learning environment for all students.3. Collaborative LearningCollaborative learning involves students working together in groups or pairs to achieve a common goal or complete a task. In the second half of 2019, junior high school English teachers should focus on promoting collaborative learning in their classrooms. By encouraging students to collaborate, teachers can foster teamwork, communication, critical thinking, and problem-solving skills among students. Collaborative learning also enhances peer-to-peer interactions and helps students develop empathy, social skills, and a sense of community within the classroom. Teachers can facilitate collaborative learning activities such as group projects, discussions, debates, and peer editing to promote active engagement and participation among students.4. Assessment and FeedbackAssessment and feedback are essential components of the teaching and learning process. In the second half of 2019, junior high school English teachers should pay close attention toassessment practices and provide timely and constructive feedback to students. Teachers should design a variety of formative and summative assessments to measure student progress and achievement accurately. Additionally, teachers should provide meaningful feedback to students on their performance, highlighting their strengths and areas for improvement. Feedback should be specific, actionable, and personalized to help students enhance their learning and boost their confidence. By establishing a culture of ongoing assessment and feedback, teachers can support students in their academic growth and development.5. Professional DevelopmentContinuous professional development is essential for junior high school English teachers to stay current with the latest trends and best practices in teaching. In the second half of 2019, teachers should actively seek opportunities for professional development, such as attending workshops, conferences, webinars, and training sessions. Teachers can also engage in self-directed learning by reading educational journals, blogs, and research articles to expand their knowledge and skills. By investing in their professional development, teachers canenhance their teaching abilities, increase their teaching efficacy, and ultimately improve student learning outcomes.ConclusionIn conclusion, the second half of 2019 presents an opportunity for junior high school English teachers to enhance their teaching knowledge and skills. By focusing on areas such as the integration of technology, differentiated instruction, collaborative learning, assessment and feedback, and professional development, teachers can improve their teaching effectiveness and create a positive and engaging learning environment for students. By embracing continuous learning and growth, teachers can empower students to achieve academic success and develop essential language skills for their future endeavors.篇3Title: Teaching Knowledge and Abilities in Junior High School English in the Second Half of 2019IntroductionIn today's rapidly changing world, the field of education is constantly evolving, and teachers must continuously update their knowledge and skills to meet the needs of their students. Inthe second half of 2019, it is crucial for junior high school English teachers to possess a strong foundation of teaching knowledge and abilities to effectively engage and educate their students. This article will explore the key aspects of teaching knowledge and abilities that are essential for success in junior high school English education in the second half of 2019.Key Teaching Knowledge and Abilities1. Content KnowledgeOne of the most crucial aspects of teaching English in junior high school is having a strong foundation of content knowledge. Teachers must have a thorough understanding of the English language, including grammar, vocabulary, and pronunciation. They must also be familiar with literary works, writing techniques, and cultural aspects of the English-speaking world. With a solid grasp of content knowledge, teachers can effectively convey information to their students and foster a deeper understanding of the English language and culture.2. Pedagogical KnowledgeIn addition to content knowledge, junior high school English teachers must also possess strong pedagogical knowledge. This includes an understanding of teaching strategies, classroommanagement techniques, assessment methods, and curriculum design. Teachers must be able to adapt their teaching methods to meet the diverse needs of their students and create engaging and effective lessons. By utilizing a variety of teaching strategies and techniques, teachers can create a dynamic and inclusive learning environment that promotes student success.3. Technology SkillsIn today's digital age, technology plays an increasingly important role in education. Junior high school English teachers must possess basic technology skills to effectively integrate technology into their lessons. This includes knowledge of educational software, online resources, and multimedia tools that can enhance the learning experience for students. By incorporating technology into their teaching practices, teachers can create interactive and innovative lessons that engage students and promote active learning.4. Interpersonal SkillsEffective communication and strong interpersonal skills are essential for junior high school English teachers to build positive relationships with their students. Teachers must be able to connect with students on a personal level, listen to their concerns, and provide support and guidance. By creating asupportive and positive classroom environment, teachers can foster a sense of trust and respect among students, which can lead to increased motivation and academic success.5. Professional DevelopmentContinuous professional development is key for junior high school English teachers to stay current with the latest trends and practices in education. Teachers should actively seek out opportunities for professional growth, such as attending workshops, conferences, and training sessions. By expanding their knowledge and skills, teachers can improve their teaching practices and enhance student learning outcomes.ConclusionIn conclusion, the second half of 2019 presents a unique set of challenges and opportunities for junior high school English teachers. By possessing a strong foundation of teaching knowledge and abilities, teachers can effectively engage and educate their students, preparing them for success in anever-changing world. By focusing on content knowledge, pedagogical skills, technology integration, interpersonal skills, and professional development, teachers can create a dynamic and inclusive learning environment that promotes student success and academic achievement.。
2019下半年教师资格证考试英语学科知识与教学能力模拟试题
2019年教师资格证考试英语学科知识与教学能力模拟试题4．Would you mind ___________ t he window?A ．I closingB．my closingC．me closingD．me close5．It has been ____________ since we went out to play last time ．A ．some timeB．sometimeC．sometimesD．some times6．Mr ．Green works in a ___________ building ．A ．thirty stories highB．thirty-stories highC．thirty-stories-high B．thirty-stories highD．thirty-story high7．Many children would ____________ w atch TV than do sportsA ．ratherB．1ikeC．wantD ．love8．It 'S very nice _______________ you _____________ m y parents your best wishe．sA．of；sendingB．of；to sendC．for；to sendD．for ；sending9．If you want to go to the movie tonight ，S ____________ I．A．doB．amC．will B．amD ．should10．The United Kingdom is a constitutional monarchy ．The ______________ has very little power ．A．queenB．monarchC．prime ministerD ．king11．Which of the following words contains a triphthong?A．lowB．towerC．boyD ．year12．／m／，／n／are ___________A ．fricativesB．dentalsC．glides B．dentalsD ．nasals13．Textbook writing should comply with principles of interest ，flexibility and openness，develop-ment and expansibility ，science and _____________A ．practicalityB．energy-efficiencyC．effectivenessD ．thought14．Which of the following statements does not belong to teaching activities?A ．Survey and interview ．B．Planning text structure ．C．Impromptu speaking and discussion ．D．Cooperative learnin9 ．15．Total Physical Response Method belongs to the comprehension approach which especiallyem-phasis on the understanding of _____________ ．Teachers give instructions in foreign language ；students need to use body movements to respond to the teachers．A ． 1isteningB． speakingC． readingD ． writing1 6．____________ is generally considered that far from the linguistic context of target language whose language system is different from source language'SA ． Second Language TeachingB． Foreign Language TeachingC． Common Language TeachingD． Native Language Teaching17． Hymes believes that English communicative skills contain grammatical competence，____________ ， discourse competence and strategic competence．A ． social and cultural awarenessB． social behaviorC． social awarenessD．social experience18．The implication of Language Input Theory gives to foreign language teaching is that language teaching should firstly pay attention to ____________A ．a certain amount of language inputB．1anguage signC．1inguistic meaningD．1anguage use19．English learning strategies do NOT include ______________A ．cognitive strategyB．control strategyC．communication strategyD．test-taking strategy20．Teachers should actively use a variety of teaching resources ，，and design teaching process which is suitable for the development of students ．A ．teach with textbooks reasonablyB．use textbooks flexibly and creativelyC．use textbooks as requiredD．use textbooks step by step请阅读Passage One，完成第21—25 小题。
2019年下半年全国教师资格考试英语学科知识与教学能力模拟题参考答案(初级中学)
2019年下半年全国教师资格考试英语学科知识与教学能力模拟题参考答案（初级中学）一、单项选择题（本大题共30小题，每小题2分，共60分）1.【答案】D。
解析：考查语音学。
音素可以分为元音和辅音。
[k]根据不同的分类方式属于清音（voiceless）、软颚音（velar）、爆破音（stop）。
故本题选D。
2.【答案】D。
解析：考查语音知识。
前一个单词的因素/v/受到后面单词爆破音的影响而发出/f/的音，这是一个同化的过程，D项没有同化现象。
故选D。
3.【答案】A。
解析：考查动词辨析。
slip滑倒；ski滑雪；signal向……发信号；sink下沉。
句意：看到一大群人向他冲过来，他开始向山下跑，但他滑倒了，手和膝盖都趴在融雪里面。
根据句意可知选A项。
4.【答案】C。
解析：考查独立主格结构和现在分词做状语句意：在离俱乐部不远的地方有个花园，它的主人坐在里面每天下午和孩子玩桥牌。
第一空填seated，因为这不是一个句子，而是独立主格结构，its owner和seat是动宾关系，用过去分词，因为和前面的句子之间没有连词，第二空填playing，是现在分词做伴随状语，所以选C。
5.【答案】A。
解析：考查时态。
句意：---我今晚五点能和你们的经理通电话吗？---对不起，在那之前他就将已经去开会了。
根据上一句的tonight可知，该句用将来完成时，只有A符合要求，故选A。
6.【答案】D。
考查固定搭配。
in preference to优先于；in place of代替；in agreement with赞同；in exchange for作为……的交换。
句意为：政府官员作为对人们的帮助而向人们索要钱物是不合法的。
故选D。
7.【答案】C。
解析：考查情态动词。
句意：他多次向我要这本书，请告诉他明天他就能拿到。
根据句意可知此处是说话人的允诺，shall表示“允诺”。
故本题选C。
8.【答案】B。
解析：考查定语从句。
句意：在历史上，吉普赛人会分化成不同的群体因而发展了他们的语言，所以现在大约有六十种各种各样的语言。
2019年教师资格证笔试初级英语学科知识与教学能力
2019年教师资格证笔试初级英语学科知识与教学能力考前30分目录第一部分语言知识与能力 (2)（一）必看考点1——语言学之辅音 (2)（二）必看考点2——语言学之重音 (4)（三）必看考点3——语言学之音系学 (4)（四）必看考点4——语言学之形态学 (4)（五）必看考点5——语言学之语义学 (5)（六）必看考点6——语言学之语用学 (5)第二节语法知识 (5)（一）必看考点1——语法之冠词 (6)（二）必看考点2——语法之动词的时态 (6)（三）必看考点3——语法之非谓语动词 (7)第三节句法知识 (7)（一）必看考点1——语法之虚拟语气 (8)（二）必看考点2——语法之从句引导词 (10)（三）必看考点3——语法之固定句式 (10)（四）必看考点4——语法之省略句 (11)（五）必看考点5——语言学之主谓一致 (11)第四节语言学基本知识 (12)（一）必看考点1——I ntroduction to linguistics (12)第五节语言知识教学 (16)第六节语言技能教学 (16)（一）必看考点1——教学技能之语音教学 (17)（二）必看考点2——教学技能之词汇教学 (17)（三）必看考点3——教学技能之语法教学 (17)（四）必看考点4——教学技能之听力教学 (18)（五）必看考点5——教学技能之阅读教学 (18)（六）必看考点6——教学技能之口语教学 (19)（七）必看考点7——教学技能之写作教学 (20)第七节英语课程性质与基本理念 (20)重音位置音节划分单词第一部分语言知识与能力第一章英语语言知识第一节语音知识一、必看考点（一）必看考点1——语言学之辅音划分及描述分类依据分类情况气流产生声音时清辅音（voiceless consonants ：/p//t//k//f//θ//s//ʃ//h//tʃ//ts//tr/）声带震动2.浊辅音（voiced consonants:/b//d//g//v//ð//z//ʒ//r//dʒ//dz//dr//j//w//m//n//ŋ//l/）发音部位不同唇音（bilabials ：[p][b][m][w]）;唇齿音(labiodentals ：[f]和[v]);齿间音(interdentals ：[θ]和[ð]);齿龈音(alveolars ：[t][d][s][z][l][r][n]);硬腭音(palatals ：[∫][з][t∫][dз][j]);软腭音(velars:[k][ɡ][ŋ]);喉音(glottal ：[h]);发音方式的不同爆破(plosive consonants,stops)，如[p][b][t][d][k][ɡ],摩擦(fricatives)：[f][v][θ][ð][s][z][∫][з][h];破擦音(affricates)：[t∫][dз];流音(liquids)：[l][r];滑音（glides ：[j][w]）；鼻音(nasals:[m][n][ŋ]);（二）必看考点2——语言学之重音单音节单词都需重读，无需添加重音符号双音节单词一般在第一个音重读，如letter['letə]、origin['ɔrɪdʒɪn];动词靠第二如forget[fə'get]；形、副、名后缀，地位比较低如helpful['hɛlpfl]，quickly['kwɪkli],phyisician[fɪ'zɪʃən]；既动又形名，规律照适应，如record做名词形容词时为[ˈrɛkəd]，作动词时为[rɪˈkɔrd]；多音节单词多音节单词一般倒数第三个音节为重音，如difficult['dɪfɪkəlt];（三）必看考点3——语言学之音系学考点知识点音位对立（Phonemic contrast）可以出现在相同的语音环境中，且具有区别语义的功能，如tip和dip中的／t／和/d/互补分布(complementary distribution)体现的是同一音位不同音位变体(allophones)从不出现在相同的位置上，且没有区别意义的功能，top中送气的[th］和stop中不送气的[t]的关系最小对立体(minimalpairs)指的是在同一位置上只有一词之差的一对词音位规则(phonological rule)1.序列规则(sequential rule)2.同化规则(Assimilation rule)3.（省略规则）Deletion rule（四）必看考点4——语言学之形态学考点知识点词素自由词素（free morpheme）、黏着词素（bound morpheme）、曲折词素（inflectional morpheme）构词法 1.派生词（derivation)2.复合词（compounding)3.转类词（conversion)4.混成法（blending)5.逆向构词法（backformation)6.缩略法(Abbreviation）7.新造词（coinage)（五）必看考点5——语言学之语义学考点知识点词与词同义关系（synonymy ）;反义关系(antonymy )一词多义(Polysemy),同音同形异义(Homonymy)同音异义(Homophones)同形异义(Homographs),上下义关系Hyponymy,句与句1.X entailsY （X 是Y 的一个含义(entailment)）e.g.He boughtsome roses.&He bought some flowers.2.X presupposes Y （Y 是X 的prerequisite ）e.g.He bought some roses.&He had some money.（六）必看考点6——语言学之语用学考点知识点speech act theory 言内行为（locutionary act ）、言外行为(illocutionary act)、言后行为(perlocutionary act)Cooperative principle数量准则（The maximum of quantity ）质量准则（The maximum of quality ）关联准则（The maximum of relation ）方式准则（The maximum of manner ）第二节词法知识一、必看考点（一）必看考点1——语法之冠词泛指某人、物(one)；一类人或物;季节、月份、日期、三餐的名词或表示世冠词（a/an ）上独一无二的物体名词前有形容词修饰;抽象名词具体化为“……的人或者事,如a great success,a pleasure”不定冠词(the)①普通名词前加the:特定的人或物;单数可数名词前，表示类别;形容词、分词连用表示一类人(the poor,the injured)②专有名词前加the:江河、湖泊、海洋、海峡、海湾、群岛、山脉、沙漠、国家、党派、组织、机构、报刊、杂志、会议、条约、民族、国籍等专有名词前零冠词抽象名词或者物质名词表泛指;季节、月份、日期、星期、节假日；三餐、体育运动、学科、运输或通讯方式（二）必看考点2——语法之动词的时态时态常见时间状语用法一般时一般现在时usually,occasionally,regularly,often,everyday/week/month/year,once a week,on Sundays/weekends…1.经常的动作状态、客观事实、真理；2.按规定时间表将要发生的动作;3.主将从现一般过去时ago,yesterday,lastweek/month/year,in1989,just now,the other day,at the age of five…1.过去的动作或者状态，现已不复存在 2.延续性动词过去时可表达过去一段延续性的动作一般将来时tomorrow,next…,in…，someday…表示将要发生的动作进行时现在、过去进行时now,at the moment,look,listen 1.在现在、过去某个时间点或时间段正在发生或持续的动作；2.瞬时性动词的进行时表将来 e.g.I am this/the whole morning,all day,fromnine to ten last evening…when,whilecoming.我马上就来。
2019下半年全国统考教师资格证真题《教育知识与能力》(中学)英文版
2019下半年全国统考教师资格证真题《教育知识与能力》（中学）英文版1. Writing in the late warring states period in China, is considered theworld's first specialized literature education problem is ()A. "to learn" b. "the analects" c. "university" d. "the doctrine of the mean"2. "who lies near the ink black" reflects which of the following factorsaffect the development of the people?(a)C. a. b. genetic environment education d. individual activities3. The structure of the layout of rural primary and secondary schools in China in recent years have been adjusted.It mainly reflects which of the followingfactors on the influence of education?(a)B. a. political system and economic system of c. population change d. cultural tradition4.2015 years in the revision of the "education law of the People's Republic of China stipulates that the nature of education in our country and the direction is ()A. education should serve socialist modernization construction, to serve the social lifeB. education should serve socialist modernization construction, to serve the peopleC. education must serve the construction of socialist material civilization,for the construction of spiritual civilization servicesD. education must serve the socialist construction, the development of the human services5. The central authority in the tang dynasty in our country has "six learn two pavilion", enshrined in its admissions officials into different schools of thesons of different level.This is mainly embodies the characteristics of feudal education system in China?(a)A. inheritance b. c. level sex historic d. nationality6. The "six classical arts" in China ancient education content, education contents of the "seven arts" in ancient Europe and industrial revolution of physics, chemistry courses belongs to ()B. a. discipline curriculum activity curriculum c. d. integrated curriculum integration course7.2001 years China promulgated the "basic education curriculum reform just (try out)" make clear a regulation, basic education course in China ()B. a. national level management state, local secondary managementC. d. national, local and school level 3 management state, local, school, teaching and research section four levels of management8. There have been so form and essence in the educational history of modern, so the debate for its fundamental differences is ()A. is given priority to with learning experience directly or indirectly by learning experienceB. is given priority to with theoretical teaching is given priority to with practical teachingC. is given priority to with subject teaching is mostly about teaching activitiesD. to train the students' ability to give priority to in order to impart knowledge or to give priority to9. The teacher in charge teacher wang in the process of evaluation to the student, details the students learning, moral character, physical training and so on various aspects of daily performance, a guest to reflect the students' progress and growth.Teacher wang this evaluation mode belongs to ()B. a. formative evaluation summative evaluation c. d. diagnostic evaluation standard evaluation10. One middle school in "a week a month" activities, students will be better, fast progress photos posted on "star wall" as a reward, and called on everyone to learn from them, and it reflects the moral education method is ()A. persuade save) b. emotion cultivate c. d. actual exercise model demonstration11. "magny cours, xiao zhi Daniel, guide in rows, persistence" the practice of law which reflects the main moral education process?(a)A. the process of moral education is to have A variety of beginning to the student cognition, emotion, meaning, the development processB. process of moral education is to promote the student thought process in the struggle of internal contradictionsC. the moral education process is to organize student activities and exchanges, unified process influenced by educationD. the moral education is a long-term process, repeatedly, the process of gradually increase12. In the classroom, the students attention was suddenly attracted by a bird flying into the classroom.This note belongs to ()A. has no intention of attention b. had no intention of attention afterC. voluntary attention d. intentionally after notice13. XiaoBin thinks his good grades is the result of hard work.According to weiner's attribution theory, XiaoBin attribution belongs to ()A. the stability of the internal attribution of b. stable external attributionInternal attribution of d. c. controllable controllable external attribution14. According to the law of the Bronx - dodson, students solve the difficult and complicated task, which motivation level is the best?(a)A. b. below average level of medium levelC. d. average level high15. N. p. good at memory the laws of physics, mathematical formulas and chemical equations, which suggests that his kind of memory?(a)B. a. image memory emotional memory c. d. logic memory action memory16. Zhang li when making moral judgments, it can go beyond some rules and regulations, more consideration to the nature of morality, rather than specific principles.According to kohlberg's theory of moral development stage, its moral development in which stage?(a)C. a. b. A social contract relative utility to comply with regulations, d. universal ethic17. Korean teacher often says Fang Qiong diligent efforts, Sun Tong careful rigorous, honesty and credibility bing.Korean teacher describes the psychological characteristics of the ()Ability of a. b. c. personality temperament d. emotions18. Just enter the higher, zhao will always want to "what should I did not goto college.He knows from the university entrance exam is far from it, just think this matter didn't need so early, but it is uncontrollable, that affects thenormal study, he is the main psychological problems of the ()A. obsessional idea b. compulsive behavior c. d. fear concept of fear19. Jayxie praised at the school meeting, excited;After the meeting, when they hear a few classmates talk about "she have what fantastic, you see her grow the sample", she quickly into extreme misery.Jayxie performance typically reflectswhat kind of characteristics of middle school students emotion?(a)A. two polar b. imbalance c. periodic d. explosive20. According to a fuller and others teachers development stage theory, measure an important symbol of maturity is the ability to consciously focus on teacher development ()C. a. b. survival situation future d. students21. Wang playing mobile phone in class, the teacher did not criticize directly, but praised the listening Mr Feng, wang looked at Mr Feng, also began tolistening.The teacher use the method of classroom management is ()A. b. direct intervention to replace reinforcement c. groups alert d. processing conversion2, argument analysis (4 item in this topic, each item 8 points, a total of 32 points) to judge right and wrong, and explain the reasons.22. The materials directly is based on the written lesson plans.23. The genetic difference in human development.24. Problem solving is not affected by emotions.25. The mental health standard is relative.Three or short-answer questions (4 item in this topic, each item 10, a totalof 40 minutes)26. What are the basic standard of a good lesson?27. The basic task of aesthetic education in schools.28 kinds of metacognitive strategy.29. The psychological structure of character is outlined.Four, the material analysis problem (each item 2 item in this topic, 18 points,a total of 36 points) reading materials, and answer the questions.30. Material:Wang xiao is a lack of interest in learning students in my class, when the other students in class eager to learn, he was often absent-minded, and made the action of eccentric and interference of sound, from time to time on the textbook copying illustrations, don't care about the teacher's criticism.After many well-meaning persuade invalid, I decided to change the way of thinking.After careful observation, I found him in the class without a friend.Whodidn't love him.Recess, he walk around doing nothing, occasionally while people unprepared pat fled behind a classmate.Through this scene, I saw him behind desperate desire for friendship.In order to change him bad image in the minds of students, I create time to praise to him.This positive evaluation was effective.His writing from "the unconstrained cursive script" change "scrawled," composition from the line to a page, learning has made obvious progress.After a period of time, I found him a composition of some new, help him into a computer and embellished, in class web page display, the result is the students a warm "thumb up";His painting is the foundation, my art teacher privately advice please, his painting is also on the boards of the school.The students began to regard sb with special respect or new views on him, he also found some confidence.Based on this, I planned to carry out the "hand, don't abandon" class activities, the first in the class cadre is discussed with wang xiao dating a plan of action.Class cadre to move up, more and more students to participate, pay attention to him and help him, to communicate with him, for he grew up playing classmates, bullied by his classmates and outspoken gradually, his focus to cause others to mischief also gradually gone, he finally integrated into this class, become a member of the active in the class, our class won the title of "inclusive friendly advanced class".Question:Materials in which the teacher to carry out the principle of moral education (8)?Please combined with the material.(10)31. Material:XiaoNing usually do not have the habit of review, and a week will be the final exam, he began to worry, and secretly vowed to test a good result.He felt that as long as their efforts, repeatedly recite we will be able to get good grades.So, as long as there is time he went back -- back foreign language words, recite the text, syntax, back formula formula for mathematics, physics and chemistry, etc., willnot reasonable arrangement of time, don't pass, even break back from night lateinto the night, four, five o 'clock in the morning get up and then back, so that the head is swimming.He never test which like the exam under such a big effort, thinks he can get the good pletely surprised him, however, each course achievement is not ideal.He is very disappointed, mystery, exactly where is wrong?Question:(1) review briefly describes how students should effectively.(12 points)(2) please indicate XiaoNing main problems that exist in the review.(6)、、。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
一、单项选择题(本大题共30小题，每小题2分。
共60分)在每小题列出的四个备选项中选择一个最佳答案，请用28铅笔把答题卡上对应题目的答案字母按照要求涂黑。
错选、多选或未选均无分。
1. The phrase "this year" is pronounced asin real speech.2. Which of the following shows the proper pronunciation of "for" in the sentence "1 will beright here waiting for you"?3. Can you imagine the difficulty I hadlanguage obstacles I fit studied abroad?A. to overcomeB. overcomingC. overcomeD. overcame4. It shocks us that a large percentage of middle school studentsskip breakfast, themost important meal of the day.A. originallyB. namelyC. regularlyD. obviously5. The author and photographer_________coming to our university to give a lecture next Friday.A. wasB. isC. wereD. are6. Only when the CIA Director David was forced to resignthat it's hard to keep our e-mail secret.A. we realizedB. realized weC. did we realizeD. we did realize7. It was March 5,2013president Hugo cost his last fight in life at the age of 58.A. thatB. whenC. sinceD. while8. --I was disappointed that you didn't come to my party last night.--I wish_________occupied then.A. I'm notB. I wasn'tC. I haven't beenD. I hadn't been9. What type of sentence is "Tom likes apples, but Tim likes pears."?A. A simple sentence.B. A coordinate sentence.C. A complex sentence.D. None of the above.10. The ambiguity in "My friend drove me to the bcmk." is caused byA. lexical itemsB. a grammatical structureC. homonymyD. polysemy11. Which of the following is a communicative activity?A. Listening to the news report and talking about an event.B. Listening to the news report and filling in a form.C. Listening to the news report and writing the main idea.D. Transferring the information from the news report into a chart.12. Teachers who believe in the_________ model will enable students to understand themeaning and usage of the words first, and then make full use of the words iu listeniug, reading orwriting tasks, ask representatives to show products of the tasks, and give an evaluation her it at lastwhen teaching vocabulary.A. PPPB. PWPC. PPTD. TBLTis a type of activity in which the teacher reads out a passage in normal speed for two or three times and students are to note down the words they could catch as they listen asmuch as possible.A. Answering questions.B. Gap-filling.C. Dictogloss.D. Sequencing.14. There are some speaking activities. Which of the following mainly focuses on the form andaccuracy?A. Controlled activities.B. Semi-controlled activities.C. Communicative activities.D. Problem-solving activities.15. When a teacher asks the students to find some key words from a text quickly, be/she areintended to train students'_________ strategy in reading class.A. skimmingB. scanningC. extensive readingD. intensive reading16. Which of the following is NOT among the features of process writing?A. Help students to understand their own composing process.B. Let students discover what they want to say as they write.C. Encourage feedback both from the teacher and peers.D. Emphasize the form rather than the content.17. What's the teacher doing by saying "Who wants to have a try"?A. Controlling discipline.B. Giving prompt.C. Evaluating students' work.D. Directing students' attention to the lesson.18. Which of the following is NOT the advantage of group work?A. Creating some peaceful and quiet time in class.B. Arousing their awareness of cooperation.C. Promoting students' participation in the class.D. Encouraging different opinions and contributions to the work.19. What is the teacher doing in terms of error correction?S: I go to the theatre last night.T: You go to the theatre last night?A. Correcting the student's mistake.B. Hinting that there is a mistake.C. Encouraging peer correction.D..Asking the student whether he really went to the theatre.20. Which one does not belong to subjective questions in the following English tests?A. Writing.B. Oral test.C. Translation.D. Cloze.请阅读Passage l，完成第21-25小题。
Passage 1I am one of the many city people who are always saying that given the choice we should preterto live in the country away from the dirt and noise of a large city. I have managed to convincemyself that if it weren't for my job I would immediately head out for the open spaces and go backto nature in some sleepy village buried in the country. But how realistic is the dream?Cities can be frightening places. The majority of the population live in massive tower blocks,noisy, dirty and impersonal. The sense of belonging to a community tends to disappear when youlive fifteen floors up. All you can see from your windows is sky, or other blocks of flats. Childrenbecome aggressive and nervous--cooped up at home all day, with nowhere to play; their mothefeel islated from the rest of the world. Strangely enough, whereas in the past the inhabitants of onestreet all knew each other, nowadays people on the same floor in tower blocks don't even say hello to each other.Country life, on the other hand, differs i~om this kind of isolated existence in that a sense of community generally binds the inhabitants of small villages together. People have the advantage of knowing that there is always someone to turn to when they need help. But country life has disadvantages too. While it is true that you may be among fiSends in a village, it is also true that you are from the exciting and important events that take place in cities. There's little possibility of going to a new show or the latest movie. Shopping becomes a major problem, anti for anythingslightly out of the ordinary you have to go on an expedition to the nearest large town. The city dweller who leaves for the country, is often oppressed by a sense of unbearable stillness and quiet.What, then, is the answer? The country has the advantage of peace and quiet, but suffers ti'om the disadvantage of being cut off; the city breeds a feeling of isolation, and constant noise batters the senses. But one of its tnain advantages is that you are at the centre of things; and that life doesn't come to an end at half past nine at night. Some people have found(or rather bought) a compromise between the two: they have expressed their preference for the"quiet life" by leaving the suburbs and moving to villages within commuting distance of large cities. They generally have about as much sensitivity as the plastic flowers they leave behind--theyare polluted with strange ideas about change and improvement which they force on to the unwilling original inhabitants of the villages.21. What is the main idea of the first paragraph?A. Large cities are dirty and noisy.B. A job is very important for "me".C. Many city people prefer village to city.D. Villages are tidy and peaceful.22. According to the author, why are cities frightening?A. Because the pressure of work may make people suffer.B. Because many blocks in city are dirty, noisy and impersonal.C. Because it's hard to tlnd a good job in city.D. Because living in a city is not safe.23. Which of the following is not the disadvantage of country life?A. It is inconvenient to buy something.B. Villagers can't enjoy the exciting events.C. Villagers have little opportunity to see a film.D. There are many friends around each villager.24. What does the last sentence of this passage mean?A. City people want to change country life.B. City people want to combine the advantages of city and village.C. Villages don't welcome city people.D. City people don't concern the feeling of villagers.25. The best title of the passage may beA. Country Life Has Many AdvantagesB. City People Prefer Village to CityC. Country Life and City LifeD. Cit" Life is Better Than Country Life请阅读Passage 2。