国家教师资格考试高中英语学科知识与教学能力归纳
教师资格证，高中《英语学科知识与教学能力》笔试高分攻略，转发
一、考情综述（一）历年考题分析1.题型题量全国教师资格笔试《英语学科知识与教学能力》（高级中学）考试包含模块：语言知识与能力、语言教学知识与能力、教学设计、教学实施与评价。
其题型题量具体分布如下：通过对历年考题以及考试大纲的分析，我们得出这样的数据：《英语学科知识与教学能力》（高级中学）笔试中主观题所占的分值比重较大，约为 60%，客观题部分比重较小，约为 40%；另外，学科知识所占比重约为 27%，而教学能力比重约为 73%，远远超越学科知识比重。
2.考点分布（二）命题规律总结全国教师资格笔试《英语学科知识与教学能力》（高级中学）笔试试卷结构基本上由单项选择题、简答题、教学情境分析题和教学设计题构成。
单项选择题：前 10 道题主要是由词法、句法、语言学和情景交际知识构成，其中对词法的考查较多，语言学考点较灵活，前两年的命题热点是语音学和音系学，近年来开始加强对语义学和语用学的考查；接下来的 10 道题基本上是对教学理论知识的考查，考情比较稳定，涉及的知识点较全面，旨在要求考生掌握英语教学所必需的理论知识和基本技能，树立正确的教育观念；后 10 道题是阅读理解题目，基本上是两篇，每篇设题 5 道，阅读题材以人文科技类为主，也会涉及与教育教学相关的材料，大多数文章都选自外文网站，考生备考过程中可加强阅读。
简答题：考查点比较明确，需要考生根据对理论知识的掌握和理解进行作答，主要答题思路：①读题找关键词。
②熟悉教学理论体系，了解出题人心理，紧靠理论框架，不跑题不偏题。
③理清思路，不长篇大论重复答题。
教学情境分析题：考查对于教学法、教学设计、教学实施的综合理解和灵活运用。
教学设计题：考查学生根据教学材料进行教学设计的能力，考查形式比较统一，要求全英文作答。
这就要求考生既要掌握相关的英语教学理论知识，又要了解教学的各个环节，力求设计内容清晰、准确，促进教学目的的实现。
（三）备考重难点总结1.学科知识学科知识重点考查词汇、语法和语言学知识。
国家教师资格考试英语学科知识与教学能力考试重点
国家教师资格考试英语学科知识与教学能力考试重点引言：国家教师资格考试是对教师专业素质的全面评估，旨在提高教师教育水平，促进教师队伍建设。
在国家教师资格考试中，英语学科知识与教学能力考试是其中重要的一部分。
本文将重点介绍国家教师资格考试英语学科知识与教学能力考试的重点内容，帮助考生明确学习方向，提高备考效果。
一、英语学科知识考点1. 英语听力：该部分主要考察考生的听力理解能力和听力应对策略。
考生需要通过听力材料，理解并回答相关问题。
2. 英语语言知识与运用：这是英语学科知识考点的核心内容，包括词汇、语法、句子结构等方面的知识。
考生需要熟练掌握英语的基本词汇和相关语法知识，能够正确理解和运用在教学中。
3. 英语阅读：该部分主要考察考生的阅读理解能力和阅读应对策略。
考生需要通过阅读材料，理解并回答相关问题。
4. 英语写作：该部分主要考察考生的写作能力和写作应对策略。
考生需要写作英语短文或书信等，表达自己的观点和理解。
二、教学能力考点1. 教学设计：考生需要具备良好的教学设计能力，能够根据教学目标和学生实际情况进行教学内容的设计，包括教学步骤、教学方法等方面。
2. 教学组织实施：考生需要具备良好的教学组织能力，能够合理安排教学时间、掌握教学节奏和教学形式，使教学过程有序进行。
3. 教学反思与评价：考生需要具备良好的教学反思能力，能够对教学过程进行自我评价，并进行教学改进。
三、备考指导1. 熟悉考试大纲：考生需要认真阅读并理解国家教师资格考试英语学科知识与教学能力考试的考试大纲，明确考试要求和重点内容。
2. 整理学习材料：根据考试大纲，整理相关的学习资料，包括教材、参考书、模拟题等。
合理安排学习时间，有针对性地进行学习。
3. 系统复习：根据考试的知识点和考点，进行系统的复习。
可以采用分组、分类等方式整理知识点，加深记忆。
4. 模拟训练：在备考过程中，进行模拟训练。
可以选择历年真题进行模拟考试，对照考纲和参考答案，查漏补缺，提高应试能力。
2024年教师资格考试高中学科知识与教学能力英语试题及解答参考
2024年教师资格考试高中英语学科知识与教学能力复习试题及解答参考一、单项选择题（本大题有30小题，每小题2分，共60分）1、The sentence “The book is so fascinating that it kept me__________for hours.” requires the correct form of the verb “keep.” Which option is correct?A. keptB. keepingC. keepD. kept meAnswer: B. keepingExplanation: The correct form of the verb “keep” in this context is the present participle “keeping,” which is used here to describe the continuous action of being kept engaged with the book. The sentence means that the book was so fascinating that it kept the speaker engaged for hours.2、Which of the following sentence structures is an example of a reported speech?A. “She said, ‘I will finish the project tomorrow.’”B. “She said that she will finish the project tomorrow.”C. “She was saying that she will finish the project tomorrow.”D. “She told me that she will finish the project tomorrow.”Answer: B. “She said that she will finish the project tomorrow.”Explanation: Reported speech involves changing a direct quote into an indirect one. In option B, the original direct quote “I will finish the project tomorrow” is changed to “she said that she will finish the project tomorrow,” which is a correct example of reported speech. Option A is the direct speech, C is a possible past continuous form of reported speech, and D is a different type of indirect speech where the speaker is telling the listener what was said.3、The following sentence is written in passive voice. Which word in the sentence indicates the agent (the person or thing doing the action)?A)is beingB)was beingC)has beenD)had beenAnswer: B) was beingExplanation: The word “was being” indicates the agent in a passive voice sentence. In this structure, the agent is often expressed by an infinitive phrase beginning with “by,” but it can also be understood from context. Without additional information, “was being” suggests that there is an agent involved in the action described by the sentence.4、Choose the sentence that correctly uses the past perfect tense to express an action that was completed before another past action.A)I had finished my homework when the bell rang.B)I finished my homework before I left.C)When I arrived at the party, it had already started.D)I was finishing my homework when I heard the phone ring.Answer: C) When I arrived at the party, it had already started.Explanation: The past perfect tense is used to describe an action that was completed before another past action. In option C, “it had already started” indicates an action that was completed be fore “I arrived,” making it the correct choice. Options A and B use the past perfect tense, but they do not correctly express the sequence of past events as required by the question. Option D uses the past continuous tense to describe an action in progress at a specific past time.5、What is the most appropriate tense to use in the following sentence to describe an event that happened in the past and is still relevant today?A)The students had successfully completed the project.B)The students are completing the project.C)The students will complete the project.D)The students were completing the project.Answer: AExplanation: The correct answer is “had successfully completed” because it indicates an action that was completed in the past (past perfect tense) and is still a relevant event in the present. The other options do not convey this past and ongoing relevance. “Are completing” is present continuous, “will complete” is future simple, and “were completing” is past continuous, none of which fit the context as well as the past perfect tense.6、In the sentence “The novel explores the psychological effects of social isolation,” which part of speech is “explores”?A)VerbB)NounC)AdverbD)AdjectiveAnswer: AExplanation: The word “explores” is a verb because it indicates an action or state that the subject of the sentence (the novel) is performing. It describes what the novel does, which isto explore a particular topic. The other options are nouns, adverbs, and adjectives, which do not fit the function of the word in this sentence.7、The sentence “The students’ enthusiasm for the project was palpable” is an example of using which of the following language feature?A)JargonB)ColloquialismC)SimileD)MetaphorAnswer: C) SimileExplanation: A simile is a figure of speech that compares two different things, typically by using “like” or “as.” In this sentence, “was palpable” compares the students’ enthusiasm to something that can be felt, which is a characteristic of a simile. Jargon is specialized language used in a particular field, colloquialism is informal language, and metaphor is a figure of speechthat directly compares two things without using “like” or “as.”8、In the following sentence, the word “pivotal” is used as an adjective. What is the most likely part of speech it modifies?A)NounB)VerbC)AdverbD)PrepositionAnswer: A) NounExplanation: The word “pivotal” means being a central or turning point. In the sentence, it modifies a noun to describe its importance or central role. For example, “The pivotal role of the teacher in the success of the project cannot be overstated.” Here, “pivotal” is an adjective modifying the noun “role.” Verbs are not modified by adjectives, adverbs modify verbs or adjectives, and prepositions are used to show relationships between nouns.9.What is the most appropriate strategy to use when teaching a new vocabulary word to students who are at the beginning level of English?A)Have students translate the word into their native language.B)Use pictures or realia to illustrate the meaning of the word.C)Ask students to define the word without any context.D)Provide a list of synonyms for the word.Answer: B) Use pictures or realia to illustrate the meaning of the word.Explanation: For beginning level students, using pictures or realia (objects or items) can help them understand the meaning of new vocabulary ina concrete and relatable way. Translating into a native language can lead to translation errors and may not help with understanding the word in an English context. Asking students to define the word without context can be challenging for beginners, and providing a list of synonyms might be too advanced for this level.10.Which of the following activities is most likely to engage students in critical thinking and analysis of a text?A)Repeating the main ideas of the text in their own words.B)Answering comprehension questions about the text.C)Creating a mind map of the text’s structure.D)Discussing the text’s themes and how they relate to current events.Answer: D) Discussing the text’s themes and how they relate to current events.Explanation: Discussing the text’s themes and their relevance to current events encourages students to think critically and analytically. It allows them to make connections between the text and their own world, fostering deeper understanding and engagement. While repeating main ideas, answering comprehension questions, and creating a mind map are valuable activities, they may not necessarily promote the same level of critical thinking and analysis.11.Th e sentence “The book is lying on the table” is an example of which type of sentence structure?A) SimpleB) CompoundC) ComplexD) Compound-complexAnswer: A) SimpleExplanation: A simple sentence consists of a single independent clause with no dependent c lauses. In this case, “The book is lying on the table” contains only one independent clause, making it a simple sentence.12.Which of the following words is an adjective?A) GoB) RunsC) HappinessD) VeryAnswer: C) HappinessExplanation: An adjective is a word that describes or modifies a noun. “Happiness” describes the noun “happiness,” making it an adjective. The other options are verbs (“Go” and “Runs”) and an adverb (“Very”).13.The following sentence demonstrates the use of a conditional sentence. Which option completes the sentence correctly?A. If I were you, I would take a vacation next week.B. If I was you, I would take a vacation next week.C. If I be you, I would take a vacation next week.D. If I am you, I would take a vacation next week.Answer: AExplanation: The correct option is “If I were you, I would take a vacationnext week.” In conditional sentences, when the condition is hypothetical and not a real possibility, “were” is used instead of “was.” Since “If I were you” implies a hypothetical situation, “were” is the correct past tense form of “be.”14.Which of the following sentence structures is used to express a reason or cause?A. Subject + because + verbB. Subject + so + verbC. Subject + although + verbD. Subject + since + verbAnswer: AExplanation: The correct sentence structure to express a reason or cause is “Subject + because + verb.” This structure is used to introduce a dependent clause that explains the reason for the action in the main clause. The other options (B, C, and D) are used to express a result, contrast, or time, respectively.15.Which of the following is NOT a common approach to teaching vocabulary in high school English?A. Contextual cluesB. Use of flashcardsC. Direct translationD. Collaborative group activitiesAnswer: CExplanation: Direct translation is not typically used as a common approach to teaching vocabulary in high school English. Instead, teachers often rely on contextual clues, flashcards, and collaborative group activities to help students understand and remember new vocabulary. Direct translation can sometimes lead to misunderstandings and may not be effective in a second language learning context.16.What is the main purpose of using authentic materials in the classroom?A. To make the curriculum more interestingB. To provide real-life language use examplesC. To assess students’ language proficiencyD. To ensure that the curriculum is up-to-dateAnswer: BExplanation: The main purpose of using authentic materials in the classroom is to provide real-life language use examples. Authentic materials such as newspapers, magazines, and videos help students connect the language they are learning to the language used in the real world, making it more relatable and practical. While making the curriculum interesting, assessing students’ language proficiency, and ensuring the curriculum is up-to-date are also beneficial aspects of using authentic materials, the primary purpose is to provide real-life examples.17.The following sentence contains a complex sentence. Which one of thefollowing is the main clause?A. The students enjoyed the presentation.B. After the presentation, the students discussed the topic.C. The presentation, which was delivered by the guest speaker, was informative.D. The teacher, who was in charge of the class, was impressed.Answer: DExplanation: The main clause in a complex sentence is the independent clause that can stand alone as a complete sentence. In option D, “The teacher, who was in charge of the class, was impressed.” is an independent clause, making it the main clause. The other options contain dependent clauses that depend on the main clause to be complete sentences.18.In the context of teaching a lesson on Shakespearean sonnets, which of the following is the best approach to engage students in critical analysis?A. Provide a list of key themes and have students identify which sonnet they relate to most.B. Present the sonnets in chronological order and discuss the historical context of each.C. Ask students to read the sonnets aloud and note any words or phrases that seem unfamiliar.D. Divide the class into groups and assign each group a different sonnet to research and present to the class.Answer: DExplanation: Engaging students in critical analysis requires an interactive and collaborative approach. Option D encourages active learning, research skills, and presentation skills. By dividing the class into groups and assigning different sonnets, students are motivated to engage deeply with the text, research its context, and present their findings to their peers, fostering a dynamic and interactive learning environment. The other options, while informative, do not necessarily promote the same level of critical engagement.19.What is the main purpose of using a concordance in language teaching?A. To introduce new vocabulary to studentsB. To provide a comprehensive list of all the words in a textC. To help students identify the context in which a particular word is usedD. To enhance students’ listening skillsAnswer: CExplanation: The main purpose of using a concordance in language teaching is to help students identify the context in which a particular word is used. This tool allows students to see how a word is used in different sentences and understand its connotations and collocations.20.Which of the following teaching strategies is most effective for promoting critical thinking in students?A. Direct instructionB. Guided discoveryC. Cooperative learningD. Repetition and memorizationAnswer: BExplanation: Guided discovery is a teaching strategy that encourages students to explore and discover information on their own with the guidance of the teacher. This approach promotes critical thinking as students engage in the process of inquiry, analysis, and problem-solving.21.What is the main function of a pre-writing activity in English writing?A. To review grammar rulesB. To introduce new vocabularyC. To generate ideas and organize contentD. To assess students’ reading comprehensionAnswer: C. To generate ideas and organize contentExplanation: The main purpose of a pre-writing activity is to help students brainstorm ideas and organize their content before they start writing. This activity can include activities like brainstorming sessions, mind mapping, or free writing, which all aim to assist students in formulating a coherent structure for their writing.22.In the context of English language teaching, which of the following is NOT an effective strategy for promoting oral communication among students?A. Pair work activitiesB. Group discussionsC. Role-playing exercisesD. Providing written instructionsAnswer: D. Providing written instructionsExplanation: While providing written instructions can be an effective method for giving students clear guidelines or directions, it is not specifically an effective strategy for promoting oral communication. Pair work, group discussions, and role-playing exercises, on the other hand, encourage students to interact with each other and practice speaking, which are key components of oral communication.23.What is the main function of the imperative mood in English?A. To express polite requestsB. To express orders or commandsC. To express future actionsD. To express wishesAnswer: BExplanation: The imperative mood is primarily used to express orders, commands, or requests. It is characterized by the absence of the subject (you) and uses the base form of the verb.24.Which of the following phrases is an example of a simile?A. The cat is as black as coal.B. The cat is a creature.C. The cat is sleeping soundly.D. The cat has a sleek coat.Answer: AExplanation: A simile is a figure of speech that uses “like” or “as” to compare two different things. In the example, “as black as coal” compares the color of the cat to the color of coal.25.The following sentence is an example of which grammatical structure?A. Active voiceB. Passive voiceC. Future perfect tenseD. Present perfect continuous tenseAnswer: B. Passive voiceExplanation: T he sentence “The book was written by the student.” is an example of the passive voice. In the passive voice, the focus is on the action rather than the doer of the action.26.Which of the following phrases is used to express a cause and effect relationship?A. In order toB. Because ofC. Instead ofD. Regardless ofAnswer: B. Because ofExplanation: The phrase “because of” is used to express a cause and effectrelationship. For example, “The student was late because of the traffic.” indicates that the traffic caused the student to be late.27.In the following sentences, which one contains an error in the use of “therefore”?A. The weather was cold, therefore we decided to stay indoors.B. He was tired, therefore he decided to take a rest.C. The train was late, therefore they missed their appointment.D. She studied hard, therefore she got a good grade.Answer: DExplanation: The word “therefore” is used to indicate a cause-and-effect relationship. In option D, the sentence suggests that studying hard directly led to getting a good grade, which is not necessarily a cause-and-effect relationship. Therefore, option D contains an error in the use of “therefore.”28.Choose the cor rect word to complete the following sentence: “I was looking for a book about cooking, but I couldn’t find one. __________, I decided to borrow one from the library.”A. ThereforeB. HoweverC. MoreoverD. OtherwiseAnswer: DExplanation: The sentence requ ires a word that means “otherwise” or “inthat case.” Option D, “Otherwise,” fits this context, as it suggests an alternative action that the speaker took because the book was not found. Options A, B, and C do not convey the same meaning and would not be appropriate in this sentence.29.What is the primary purpose of the following sentence in a reading passage: “The novel explores the psychological impact of war on the characters.”A. To summarize the plot of the novel.B. To describe the historical context in which the novel is set.C. To analyze the psychological effects of war on the characters.D. To provide a direct quote from a character.Answer: CExplanation: The primary purpose of the sentence is to analyze the psychological effects of war on the ch aracters, which is an important element of the novel’s content and theme.30.In the following sentence, “The students’ engagement in group discussions improved significantly after the introduction of the new interactive whiteboard,” which part of speech is“improved”?A. VerbB. AdjectiveC. AdverbD. NounAnswer: AExplanation: “Improved” functions as a verb in the sentence, indicating a change or development in the students’ engagement. It is the action that has occurred due to the introduction of the new interactive whiteboard.二、简答题（20分）Question:What are the key principles and strategies for effective vocabulary teaching in secondary English language classrooms? Explain how these principles and strategies can be applied to support diverse learners.Answer:The key principles and strategies for effective vocabulary teaching in secondary English language classrooms include:1.Explicit Vocabulary Instruction: Teachers should provide explicit instruction on vocabulary, which involves defining words, explaining their meaning, and giving examples.2.Contextualization: Vocabulary should be taught within the context of authentic texts and real-life situations, as this helps students understand the meaning and usage of words.3.Multiple Meanings: Encourage students to explore words with multiple meanings, as this expands their vocabulary knowledge and enhances their language skills.4.Differentiated Instruction: Tailor instruction to meet the needs of diverse learners by providing varied resources and activities.5.Vocabulary Building Activities: Engage students in various activities that promote vocabulary learning, such as word games, word puzzles, and collaborative tasks.6.Spaced Repetition: Use spaced repetition to reinforce vocabulary learning over time, as this technique has been shown to improve long-term retention.7.Collaborative Learning: Encourage students to work in groups to share their knowledge and learn from each other, which can help reinforce vocabulary concepts.8.Metacognitive Strategies: Teach students to be aware of their learning processes and strategies, which can improve their overall vocabulary acquisition.Application to Support Diverse Learners:e of Visual Aids: Incorporate visual aids such as pictures, videos, and charts to support students with different learning styles, including those with visual or auditory preferences.nguage Simplification: For students with lower proficiency levels, simplify vocabulary by using synonyms, simpler sentence structures, and context clues.3.Peer-Assisted Learning: Pair students with different proficiency levels to help each other learn vocabulary and support each other in the learning process.4.Scaffolded Tasks: Design tasks with a gradual release of responsibility, providing students with support as they progress and gradually become moreindependent.5.Encourage Risk-Taking: Create a safe and supportive classroom environment that encourages students to experiment with new vocabulary without fear of making mistakes.6.Ongoing Assessment: Use formative assessments to monitor student progress and adjust instruction accordingly, ensuring that all learners are supported in their vocabulary development.By incorporating these principles and strategies, teachers can effectively support diverse learners in secondary English language classrooms and enhance their vocabulary skills.三、教学情境分析题（30分）Question: Teaching Scenario AnalysisScenario:A high school English teacher is planning a lesson on the theme of “Environmental Protection” for a class of 30 students, aged 16-17. The teacher has noticed that the students are quite engaged when discussing environmental issues but tend to struggle with writing essays on this topic. The class has an interactive whiteboard and a computer with internet access.Task:Based on the given scenario, analyze the teaching context and suggest a lesson plan that addresses the students’ needs and incorporates appropriate teachingmethods and techniques.Answer:Teaching Context Analysis:1.Students’ Needs:•Students are interested in environmental issues but struggle with writing essays.•There is a need for a balanced approach that engages students in discussions and provides them with writing skills.2.Classroom Resources:•Interactive whiteboard•Computer with internet accessLesson Plan:Objective:To help students develop their writing skills on the theme of “Environmental Protection” and improve their ability to organize and present their ideas effectively.Materials:•Handouts with essay prompts on environmental issues•Interactive whiteboard•Computer with internet access•ProjectorActivities:1.Introduction (10 minutes):•Start with a brief discussion on environmental issues, asking students to share their views and experiences.•Introduce the theme of the les son, “Environmental Protection.”2.Group Work (20 minutes):•Divide the class into small groups of 5 students.•Provide each group with a handout containing essay prompts on environmental issues.•Instruct the students to discuss the prompts and come up with a group essay on the chosen topic.3.Interactive Whiteboard Activity (15 minutes):•Project the essay prompts on the interactive whiteboard.•Ask each group to present their essay outline on the whiteboard. •Encourage other students to ask questions and provide feedback on the group’s essay outline.4.Writing Workshop (25 minutes):•Provide students with a structured outline for writing an essay on environmental issues.•Explain the steps of essay writing, including introduction, body paragraphs, and conclusion.•Assign each student a specific section to focus on, ensuring that the essay is well-structured.•Allow students to work individually or in pairs to write their essays.5.Peer Review (10 minutes):•Pair students up and ask them to exchange their essays for peer review.•Instruct them to provide constructive feedback on the content, organization, and grammar.6.Conclusion (5 minutes):•Conclude the lesson by discussing the key points of the essay.•Encourage students to reflect on what they have learned about writing essays on environmental issues.Explanation:The lesson plan addresses the students’ needs by incorporating various teaching methods and techniques:•Group Work: Encourages collaboration and active participation.•Interactive Whiteboard: Enhances engagement and visual learning.•Writing Workshop: Provides a structured approach to essay writing.•Peer Review: Fosters critical thinking and constructive feedback.By following this lesson plan, the teacher can help students develop their writing skills and improve their ability to express their ideas effectively on the theme of “Environmental Protection.”四、教学设计题（40分）Teaching Design QuestionQuestion:Design a 45-minute lesson plan for a high school English class focusing on thetopic of “Healthy Lifestyles.” The class consists of 30 students who are in their second year of learning English. The lesson aims to improve students’ speaking and listening skills, as well as their understanding of the importance of maintaining a healthy lifestyle. The classroom has a multimedia projector and a computer.Answer:Lesson Title:Healthy Lifestyles: A Journey to WellnessObjective:By the end of the lesson, students will be able to:1.Understand the importance of maintaining a healthy lifestyle.2.Express their opinions on healthy habits through speaking and listening activities.3.Summarize the key points of a presentation on healthy lifestyles.Materials:•Handouts on healthy habits•Worksheets for group activities•Multimedia projector and computer•Smartboard or whiteboard•TimerTeaching Procedure:1.Introduction (10 minutes)•Start the class by asking students about their daily routines and if theyhave any healthy habits.•Introduce t he topic “Healthy Lifestyles” and explain its importance.•Show a short video clip on the importance of maintaining a healthy lifestyle.•Divide the class into small groups and ask them to discuss the video and share their thoughts.2.Group Activity (15 minutes)•Provide each group with a handout on healthy habits.•Ask students to work in their groups to identify the most effective healthy habits.•Have each group present their findings to the class.•Use the smartboard or whiteboard to record the key points from each group’s presentation.3.Speaking and Listening Activity (15 minutes)•Divide the class into pairs and assign each pair a role: presenter and listener.•Provide students with a worksheet that includes questions about healthy habits.•The presenter will ask the questions, and the listener will respond ina complete sentence.•Monitor the activity and provide feedback and assistance as needed. •After the activity, ask students to share their experiences with the class.4.Conclusion (5 minutes)•Summarize the key points of the lesson, emphasizing the importance of maintaining a healthy lifestyle.•Ask students to reflect on their own healthy habits and set goals for improvement.•Provide additional resources, such as websites or books, for further reading on healthy lifestyles.Evaluation:•Assess students’ participation in group discussions and presentations.•Evaluate their speaking and listening skills during the speaking and listening activity.•Monitor their understanding of the lesson content through observations and feedback.Explanation:This lesson plan aims to provide students with a comprehensive understanding of the importance of maintaining a healthy lifestyle. By incorporating various activities, such as group discussions, presentations, and speaking and listening exercises, the lesson promotes active learning and encourages students to express their opinions on the topic. The use of multimedia tools, such as the projector and smartboard, enhances the learning experience and engages students in the lesson. The evaluation criteria ensure that students demonstrate their knowledge and skills in understanding and discussing healthy lifestyles.。
国家教师资格考试高中英语学科知识与教学能力归纳
国家教师资格考试高中英语学科知识与教学能力归纳国家教师资格考试是一项评价教师英语学科知识与教学能力的重要考试。
参加该考试的教师需要掌握高中英语学科的专业知识，并且能够灵活运用这些知识来进行教学。
下面是对高中英语学科知识与教学能力的归纳：一、高中英语学科知识1. 语言知识英语语法和词汇是高中英语学科的基础知识。
教师应该熟悉英语的各种语法规则，并能够正确使用各种词汇。
2. 阅读理解高中英语学科强调学生的阅读理解能力。
教师需要掌握各种阅读理解技巧，并能够根据学生的实际情况设计合理的阅读材料和阅读训练。
3. 写作技巧高中英语学科要求学生掌握一定的写作技巧。
教师应该了解各种写作类型，如记叙文、议论文、说明文等，并能够指导学生进行写作训练。
4. 听力和口语高中英语学科也注重学生的听力和口语能力。
教师应该熟悉各种听力技巧，并能够设计有效的听力训练活动。
同时，教师还应该注重学生口语表达能力的培养。
5. 高中英语教材教师需要熟悉高中英语教材的内容和要求。
教师应该能够根据教材的特点来设计教学活动，并能够合理选择教材中的各种资源。
二、高中英语教学能力1. 教学设计能力教师需要具备良好的教学设计能力。
教师应该能够根据学生的实际情况设计合适的教学目标和教学方法，并能够根据学生的不同需求设计差异化的教学内容和教学活动。
2. 教学组织能力教师需要具备良好的教学组织能力。
教师应该能够合理组织教学活动，确保教学过程的顺利进行，同时能够有效管理学生，确保教学秩序的良好。
3. 教学反思能力教师需要具备良好的教学反思能力。
教师应该能够对自己的教学活动进行反思和评估，及时发现问题并进行调整，不断提高自己的教学水平。
4. 教学评估能力教师需要具备良好的教学评估能力。
教师应该能够根据学生的学习情况进行评估，并能够根据评估结果进行针对性的教学调整，帮助学生更好地提高。
上述是对国家教师资格考试高中英语学科知识与教学能力的归纳，只有掌握了这些知识和能力，教师才能够更好地在教学中发挥作用，提高学生的英语学习能力。
国家教师资格考试英语学科知识与教学能力考试重点
国家教师资格考试英语学科知识与教学能力考试重点引言：国家教师资格考试是衡量教师专业水平的标准化考试，对于英语学科的考试内容和要求一直备受关注。
本文将针对国家教师资格考试英语学科知识与教学能力考试的重点内容进行详细解读，力求帮助广大教师备考更有针对性和有效性。
一、考试内容概述国家教师资格考试英语学科知识与教学能力考试内容主要涵盖以下几个方面：1. 英语语音、词汇和语法知识：包括音标、词汇选择、动词时态、句子结构等基础知识点；2. 英语听力与口语：主要涉及听力理解、口语表达和语音语调；3. 英语阅读：考查阅读理解、词汇理解和阅读策略的应用能力；4. 英语写作：主要考察写作技巧、语法运用和篇章结构能力；5. 英语教学理论：包括教学基本原则、教学过程设计和教学方法等；6. 英语教材分析与评价：考察教师对教材的分析能力和教材适用性的评价；7. 英语教学设计与实施：主要考查教师的课程设计能力、教学组织能力和教学实施能力；8. 英语教学评价与反思：考察教师对学生学习效果的评估和教学反思的能力。
二、重点内容解析针对国家教师资格考试英语学科知识与教学能力考试，以下内容为重点：1. 英语语音、词汇和语法知识英语语音、词汇和语法是英语学习的基础，重点内容包括音标的掌握、常用词汇的理解和应用、常见句子结构和语法规则的掌握等。
考生需要熟练掌握各个语音、词汇和语法知识点，并能灵活运用于教学实践中。
2. 英语听力与口语英语听力与口语能力是英语学科的重要组成部分，考生需要具备良好的听力理解和口语表达能力。
建议考生通过大量的听力练习，并进行口语训练，提高自己的听说能力。
3. 英语阅读英语阅读能力是理解和运用英语知识的重要手段，考生需要培养自己的阅读理解能力和词汇理解能力。
建议考生多读一些英文材料，积累词汇量，并学会合理运用阅读策略，提高阅读效率。
4. 英语写作英语写作能力是考察考生综合运用英语语言知识的一个方面，考生需要掌握写作技巧、语法运用和篇章结构，培养自己的写作能力。
教资英语学科知识与教育能力考点归纳
教资英语学科知识与教育能力考点归纳
本文旨在帮助备考教育资格证考试的英语教师们，对教资英语学科知识与教育能力考点进行归纳总结，以便更有针对性地进行备考。
一、英语学科知识考点
1. 英语语言知识：包括基础语法、词汇、句型、语篇等方面的知识点。
考生需要掌握英语的基本语法规则，了解常见词汇、短语及其用法，能正确使用各种句型，理解并分析语篇的结构和意义。
2. 英美文学知识：考生需要掌握英美文学的基本概念、历史发展、主要作家及其代表作品，了解文学流派和风格，分析文学作品的结构和主题。
3. 英语教学理论：考生需要了解英语教学的基本理论和方法，包括语言教学理论、教学策略、评价方法等方面的知识。
4. 跨文化交际：考生需要了解不同文化背景下的交际方式和礼仪，掌握跨文化交际的基本理论和技巧，能进行跨文化交际的教学和实践。
二、教育能力考点
1. 教育法律法规：考生需要了解教育法律法规的基本内容和精神，熟悉教育政策和管理制度，了解教师职业道德和职业规范。
2. 教育心理学：考生需要了解教育心理学的基本理论和方法，包括学生心理特征、心理发展及其影响因素、教育心理咨询等方面的知识。
3. 教育评价：考生需要了解教育评价的基本理论和方法，包括
评价目标、评价标准和方法、评价结果的运用等方面的知识。
4. 教育管理：考生需要了解教育管理的基本理论和方法，包括教育资源管理、教育质量管理、教育改革管理等方面的知识。
以上是教资英语学科知识与教育能力考点的归纳总结，希望对备考教育资格证考试的英语教师们有所帮助。
高中英语学科知识与教学能力重点
高中英语学科知识与教学能力重点随着全球化的进程加快，英语作为国际性语言的重要性日益凸显。
高中英语教育作为英语学习的重要阶段，对于培养学生的英语能力与素养起到了关键性的作用。
对于高中英语教师而言，具备扎实的学科知识与教学能力是实施有效教学的关键。
本文将探讨高中英语学科知识与教学能力的重点。
一、深入理解学科知识1、语言知识与技能：高中英语教师首先需要掌握语音、词汇、语法等语言基础知识，同时还需要具备良好的听、说、读、写等语言技能，以便能有效地进行英语教学。
2、文化知识：英语作为一门人文学科，涉及大量的文化背景知识。
教师需要熟悉英美等主要英语国家的文化习俗、社会制度、历史沿革等，以便帮助学生更好地理解和应用英语。
3、教学理论知识：教师还需要掌握教育学、心理学、语言习得理论等相关知识，了解学生的学习特点和规律，以制定合适的教学策略。
二、提升教学能力1、课程设计能力：教师需要根据学生的实际情况和需求，合理设计教学内容和教学方法，以提高学生的学习兴趣和效果。
2、教学实施能力：教师需要具备良好的课堂掌控能力和教学实施能力，包括教材分析、教学计划制定、教学活动设计等，以确保教学的顺利进行。
3、评估与反思能力：教师需要学会运用多种评估手段，如形成性评估和终结性评估等，及时了解学生的学习情况并进行教学调整。
同时还需要对自己的教学过程进行反思和总结，以不断提升自己的教学水平。
三、加强跨文化意识随着全球化的深入，跨文化交际能力变得越来越重要。
高中英语教师需要具备跨文化意识，了解不同文化之间的差异和特点，以便在英语教学中注重培养学生的跨文化交际能力。
教师可以通过参加学术会议、研修课程等方式，不断加强自身的跨文化意识和能力。
四、持续专业发展教师的专业发展是一个持续的过程。
高中英语教师需要树立终身学习的理念，通过参加教育培训、自我学习等方式，不断更新自己的学科知识和教学理念，以适应教育发展的新需求。
教师还需要积极进行教学研究，探索适合学生的教学方法和策略，以提升教学效果。
2024年教师资格考试高级中学学科知识与教学能力英语试题及答案指导
2024年教师资格考试高级中学英语学科知识与教学能力复习试题及答案指导一、单项选择题（本大题有30小题，每小题2分，共60分）1、According to the National Curriculum Standards for English, which of the following is not a key objective for senior high school English teaching?A. Developing students’ comprehensive language skillsB. Enhancing students’ critical thinking and problem-solving abilitiesC. Fostering students’ appreciation of Chinese cultureD. Promoting students’ cultural awareness and intercultural communication答案：C解析：根据《普通高中英语课程标准》，高中英语教学的关键目标包括：培养学生综合语言运用能力、提高学生的思维能力和解决问题的能力、培养学生的文化意识和跨文化交际能力。
选项C提到的“培养学生的中国文化的欣赏”并非高中英语教学的关键目标。
因此，答案为C。
2、In a lesson on “Fahrenheit 451”, the teacher wants to guide students to analyze the novel’s themes. Which of the following meth ods would be the most effective in this situation?A. Directly explaining the themes to studentsB. Giving a detailed summary of the novelC. Encouraging students to create their own summaries of the novel and discuss the themesD. Asking students to write a critical essay about the novel答案：C解析：在分析《 Fahrenheit 451》这部小说的主题时，教师应该鼓励学生主动参与，培养他们的批判性思维。
教师资格证英语学科知识与教学能力详解
《英语学科知识与教课能力》（高级中学）一、考试目标1．英语学科知识与能力拥有扎实的英语语言基础知识和语言能力；具备从事高中英语教课所需要的英语语言能力；能理解有关英语国家的语言、历史和文化等有关知识。
2．英语学科教课知识与能力掌握外语教课基本理论、英语教课专业知识与国家英语课程标准内容等学科教课知识，并能用以指导高中英语教课。
3．英语学科教课方案能力能够依据英语学科特色，针对高中学生的认知特色、语言水平易学习需要选择并设计合理的教课内容，形成完好合理的教课方案。
4．英语学科教课实行能力理解高中英语讲堂教课实行的基来源则和方法，具备实行语言讲堂教课的基本能力；能够依据教课方案，联合教课实质状况，采纳合适的教课手段，指引学生进行有效学习。
5．英语学科教课评论知识与能力认识高中英语讲堂教课评论的基本知识和方法，能够对学生的语言学习进行合适的评论；认识教课反省的基本方法和策略，能够对自己的讲堂教课实践进行反省，提出改良的思路。
二、考试模块内容与要求（一）语言知识与能力1．掌握英语语言的基础知识，认识语言学研究中与语言教课有关的基本概念和知识，并能在讲堂教课中加以运用。
2．拥有优秀的英语语言运用能力，包含用英语进行书面表达、获得教课资源和信息、表达思想感情和与学生优秀交流的能力；能够挑选并改编合适高中学生英语水平的语言资料。
3．能在语篇中理解英语国家的语言、历史和文学等有关的社会文化知识。
（二）语言教课知识与能力1．认识外语教课基本理论，理解语言观、语言学习观、语言教课观等对高中英语教课的指导作用。
2．理解国家公布的英语学科课程标准的目标内容（语言技术、语言知识、感情态度、学习策略和文化意识），以及课程标准的其余有关知识，并能在教课设计与实行中运用。
3．掌握英语语言知识（语音、词汇、语法、语篇等）的教课基来源则、讲解和练习方法。
4．掌握英语语言技术（听、说、读、写）教课的基来源则和训练方法。
5．能联合中外社会文化语境，设计并实行英语知识和技术的教课与训练。
教资之高中英语学科知识与教学能力
语言知识与能力第一章英语语言知识语音知识①字母，音素（元音20，辅音28），音标IPA②语音的结合及其变化【音节，字母与字母组合的发音规律，语言现象（连续，重音，语调，爆破，同化）】词汇知识①近义词，近形词②动词短语③介词短语④习惯搭配语法知识①常用词类（名词，代词，数词，冠词，连词，形容词副词，介词，动词）②动词的时态和语态（主动与被动语态）③非谓语动词（不定式，动名词，分词）④句子成分（主语，谓语，宾语，定语，状语，表语，补语）⑤句子种类（陈述句，疑问句，感叹句，祈使句）⑥句子类型（简单句，并列句，复合句—定从，状从，主从，宾从，表从，同从）⑦特殊句型（倒装，省略，强调，虚拟语气，独立主格）⑧主谓一致（语法一致，意义一致，就近原则）语言学基本知识①语言学绪论语言特点—任意性，二层性，创造性，移位性；语言功能—信息功能，人际功能，施为功能（奥斯丁，塞尔），感情功能，寒暄功能，娱乐功能，元语言功能语言学分支——微观语言学（语言学Phonetics 音系学Phonology 形态学Morphology 句法学Syntax 语义学Semantics 语用学Pragmatics）宏观语言学（心理语言学，社会语言学）重要区别—描写式与规定式，共时与历时（索绪尔），语言与言语（索绪尔），语言能力与语言运用（乔姆斯基）②语言学与音系学（语言学定义，语音分类）（音位与音位变体，最小对立对，音系过程，规则与区别特征，超音段—音节，重音，语调，声调）③形态学（语素Morpheme—最小的意义单位，词的分类，词的构成，词汇变化）④句法学（句法关系，语法构成和成分，范畴，递归性，句子之外）句子之外-衔接（韩礼德，哈森）⑤语义学（“意义”的含义，指称论，涵义关系，成分分析法）指称论-语义三角（奥格登，瑞恰兹）⑥语用学（言语行为理论（奥斯丁），会话含义理论（格莱斯））⑦修辞学（音韵修辞手段，词义修辞手段，句法修辞手段）⑧语言习得（第一语言习得，二语习得，一语习得与二语习得的区别，中介语，母语，对比分析与错误分析）⑨社会语言学（言语社区和语言变体，称谓语，双语现象，双语制与多语制）第二章语言能力目标要求语言表达能力和沟通能力①语言表达能力（教师语言的含义，教师语言的功能）含义—传授过程中使用的语言（口头语言，书面语言，体态语言）；功能—教育功能，示范功能，能力训练功能，激励功能，调控功能②沟通能力（教师与学生的沟通，教师与家长的沟通，教师与教师的沟通）获取资源和信息的能力①资源与信息的内涵②获取信息和资源的目的与意义（为课程资源开发提供直接的资源保障，为二次开发课程资源提供依据和准备，为开发校本课程，建立学习特色体系服务，为教师自身的专业发展服务）③获取资源和信息应具备的能力（筛选与鉴别的能力，收集与处理信息的能力，课程资源的整合能力，探究与解决问题的能力）④获取资源和信息的途径（积极开发教材资源，充分利用校内资源，注重利用校外资源，充分利用信息技术和互联网络）语言教学知识与能力第一章外语教学基本理论语言和语言学习①语言观结构主义语言观（索绪尔）—听说法，全身反应法，沉默法功能主义语言观—交际法，自然法交互语言观交际语境—任务型教学法②语言学习观行为主义学习理论（斯金纳）重复和强化—听说法认知学习理论（乔姆斯基）语言是一套基于规则的系统—认知教学法建构主义学习理论通过人际间的协作活动外语教学法主义流派①语法翻译法（目的是培养阅读能力，用母语教学，以教师为中心，忽视语境）②直接法（不用少用母语，不重语法直接背，口语语言教学）③听说法弗里斯，拉多（限制母语使用强调口语的第一性，反复操练，归纳性类推不解释，马上纠错，分为听说读写）④情景法/视听法（语言和情景想结合，视觉感知和听觉感知结合，整体结构感知。
高中英语教师资格证学科知识与教学与能力第二部分
第二部分语言教学知识与能力第一章英语教学理论1.行为主义心理学理论下的结构主义语言观行为主义源于英国心理学的联想说（associationism），认为学习的过程是刺激—反应（stimulus-- response）的过程。
20世纪四五十年代美国的布洛姆菲尔德认为是一系列的刺激—反应而形成的一种习惯性行为。
2.认知心理学理论下的转换生成语言观认知心理学认为，语言学习不是听说法主张的刺激—反应—强化的过程，而是大脑思维的结果。
皮亚杰强调思维创造能力在学习中的作用；布鲁纳认为学习要掌握知识的基本结构和采用发现法。
乔姆斯基的转换生成语言学。
后来“认知教学法”（cognitive approach）3.社会学理论下的功能主义语言观韩礼德（Halliday）的话语分析（discourse analysis）理论，强调语言运用能力的“交际教学法”（communicative approach）4语言学习理论有三大学习理论：行为主义学习理论、认知学习理论和社会学习理论。
行为学习理论（Behavioral Learning Theory）认为学习的过程是刺激—反应的过程，强调语言学习过程中的模仿、强化和重复。
认知学习理论（Cognitive Learning Theory）认为学习者依赖自身的内部状态，对外界情况进行知觉、记忆、思维等一系列认知活动来进行学习，教学中的观察—发现模式就是基于认知学习理论。
社会学习理论（Social Learning Theory）是在行为主义学习原理基础上发展起来的理论，认为人的思想、感情和行为不仅受直接经验的影响，也受间接经验的影响。
学习的本质有两种：一种模仿+强化+重复，是联结论（associative theory）;另一种认识论（cognitive theory）认为模仿+强化+理解。
5.中国外语教学集语言结构、认知、功能于一体的三维立体语言教学观是一种科学、全面、实用的语言教学观。
教师资格证考试-笔试-《英语学科知识与教学能力》(高中)-教材知识点整理-前半部分
【所使用的教材信息】：2019年下半年考试使用的教材；【注意】：打印前请注意排版以及文档中图片的大小是否合适；因内容较多，分成两个文档，这是前半部分！第一部分英语语言知识第一章语音知识第一节字母、音素和音标一、英文字母1、英文字母的发音：2、英文字母的分类：二、英语音素1、音素：音素是音的最小的单位，英语中有48个音素，按照发音时气流是否受阻，分为元音音素（20个）和辅音音素（28 个）；2、元音音素的分类：①单元音和双元音：②根据设最高部分的位置，单元音可分为：③根据发音的长短，单元音可分为：④根据唇的圆展，单元音可分为：⑤根据舌抬起的高度，单元音可以分为：⑥根据口形的大小，单元音可分为：3、辅音因素的分类：①根据发音方式，辅音可分为：②根据发音部位，辅音可分为：③根据声带振动与否，辅音可分为：三、英语音标1、音标：音标是记录音素的符号，是音素的标写符号；其制定规则是：一个音素只用一个音标表示，而一个音标并不只表示一个音素；目前我国通用的国际音标共有48个，其中，元音音标20个，辅音音标28个；2、标音法：无声子音【p, k, t】在【s】后面会丧失送气的现象，如：peak和speak，其宽式标音是：/pi:k/和/spi:k/，其严式标音是：【phi:k】和【spi:k】；第二节语音是的结合及其变化一、音节1、音节：音节是读音的基本单位，一个元音音素可以构成一个音节，一个元音音素和一个或几个辅音音素结合也可以构成一个音节；一般来说，辅音音素不响亮，不能构成音节，但阴雨辅音音素中有一些响音，他们和辅音音素结合，也可以构成音节，如:[m][n][n][l]等；2、音节的划分：几个拼起来发音的字母较一个“音节”，音节有开音节、闭音节、半开音节之分，不同的单词有不同的音节划分；常见的划分音节的方法如下：3、音节的类型：⑴单音节：单音节词都重读；⑵双音节；⑶三音节；⑷多音节；⑸成音节：一个辅音因素加上一个/l/或/m/或/n/，构成成音节；4、重读音节：⑴开音节：包括绝对开音节和相对开音节；①绝对开音节：以发音的元音字母结尾的音节；如：me；②相对开音节：单个元音字母后面加单个辅音字母，再加一个不发音的字母e组成的重读音节；如：name；⑵闭音节：单个元音字母后面有辅音字母（r, w, y除外）且以辅音字母结尾的重读音节；如：bag；⑶-r音节：元音字母+r；如：car；⑷-re音节：元音字母+re；三、语音现象1、连读：在连贯地说话或朗读时，在同一个意群（即短语或从句）中，如果相邻的两个词前者以辅音音素结尾，后者以元音音素开头，就要自然地将辅音和元音相拼，构成一个音节，这就是连读；连读符号是：~；连读的类型如下：①辅音+元音：②元音+元音：③辅音+辅音：④r/re+元音：如果前一个词以r或re结尾，后一个词以元音开头，这时r/re要与后面的元音拼起来连读；如：They‘re my father~and mother.⑤不可连读：当短语或从句之间按意群进行停顿时，意群与意群之间即使有两个相邻的辅音与元音出现，也不可连读；2、爆破：①爆破;⑥爆破类型;3、重读：⑵句子重读：在句子中，一般重读的是实词，如名词、动词、形容词、副词等，不重读的多为虚词，如冠词、连词、感叹词等；4、弱读：5、语调：英语中有五种基本语调：升调（）、降调（）、升降调（）、降升调（）、平调（）；⑵降调：陈述句、特殊疑问句、表示命令的祈使句、问候用语、感谢用语以及感叹句一般都用降调；在并列句中，若前后两个分句关系紧密且是顺承关系，则用升降调，若两个分句同等重要，或联系不紧密，则都用降调；⑶升降调：主要用语表达“蔑视、嘲笑、惊奇、自满得意”等；⑷降升调：用来表示“不肯定、话中有话”，还可表示“警告、安慰、鼓励”等；6、同化：7、英美发音的区别：第二章词汇知识（看教材）第三章词法知识+第四章句法知识—会陆续单独整理第五章语言学知识第一节语言学绪论一、语言1、语言定义：语言是言语交际（verbal communication）的一种方式，是人类用于交流的一种任意的声音符号系统（a system of arbitrary vocal symbols）。
教资英语学科知识与教育能力考点归纳
教资英语学科知识与教育能力考点归纳教育部门在招聘教师时往往要求考生参加教育知识与能力测试，其中英语学科知识与教育能力是重点考核内容。
本文将从以下几个方面对教资英语学科知识与教育能力考点进行归纳和阐述。
一、英语语法英语语法是英语学科知识中的重要部分。
教师需要掌握英语的基本语法规则，如时态、语态、语气、主谓一致等。
同时还需了解常见的句型和语法错误，如倒装句、虚拟语气等。
二、英语阅读理解英语阅读理解是教育能力测试中的重要考点。
教师需要具备较强的阅读理解能力，能够熟练阅读各种英语材料，并在理解的基础上进行表达和分析。
此外，还需要了解阅读技巧和策略，如扫读、略读、精读、理解主旨等。
三、英语写作能力英语写作能力是教育能力测试的另一个考核点。
教师需要具备较高的写作能力，能够写出符合语法规则、表达清晰、逻辑结构合理、有适当语调的英语作文。
同时还需要了解写作技巧，如写作步骤、写作组织结构等。
四、英语听力能力教师需要具备较强的英语听力能力，能够听懂各种英语材料，如短对话、长对话、新闻报道、讲座等。
同时还需要了解听力技巧，如听录音前的准备、听力时的注意事项等。
五、英语口语能力英语口语能力也是教育能力测试的重要考核点。
教师需要具备较高的英语口语能力，能够流利、准确地表达各种情境下的英语口语，如面试、授课、讲座、交流等。
同时还需要了解口语技巧，如语言表达技巧、口音纠正等。
综上所述，教育部门要求考生参加教育知识与能力测试，其中英语学科知识与教育能力是重点考核内容。
教师需要掌握英语语法、阅读理解、写作能力、听力能力和口语能力等方面的知识和能力，才能够胜任英语教学工作。
教师资格考试高级中学英语学科知识与教学能力试题及答案指导(2024年)
2024年教师资格考试高级中学英语学科知识与教学能力复习试题及答案指导一、单项选择题（本大题有30小题，每小题2分，共60分）1、Which of the following activities is most suitable for developing students’ listening skills for specific information?A)Listening to a song and discussing its themeB)Participating in a debate on a current issueC)Completing a chart with details from a news reportD)Role-playing a conversation at a restaurantAnswer: C) Completing a chart with details from a news reportExplanation: This activity requires students to listen for and extract specific pieces of information, which is a key skill in listening comprehension. It helps train them to focus on particular details within a larger context, such as numbers, dates, or other factual data, that might be part of a news broadcast. Other options, while valuable, do not specifically target the skill of listening for detailed information.2、When designing a reading lesson, what is the primary purpose ofpre-reading activities?A)To practice grammar and vocabulary related to the textB)To introduce the topic and activate prior knowledgeC)To summarize the main points of the textD)To assess students’ comprehension after readingAnswer: B) To introduce the topic and activate prior knowledgeExplanation: Pre-reading activities are crucial for setting the stage for successful reading. They help to engage students with the topic, stimulate interest, and connect the new material to what they already know, thereby facilitating better understanding and retention. While practicing grammar and vocabulary can be beneficial, it is typically more aligned with during- or post-reading stages. Summarizing the main points and assessing comprehension are generally done after the reading has taken place.3、The sentence “The book is as interesting as a movie.” is an example of which figure of speech?A)HyperboleB)SimileC)MetaphorD)AlliterationAnswer: B) SimileExplanation: A simile is a figure of speech that compares two different things, typically using “as” or “like.” In this sentence, “as interesting as a movie” is comparing the book’s interest level to that of a movie.4、In the following sentence, “She sang beautifully,” the word “beautifully” is an example of what part of speech?A)VerbB)AdverbC)NounD)AdjectiveAnswer: B) AdverbExplanation: An adverb modifies verbs, adjectives, or other adverbs. In this sentence, “beautifully” modifies the verb “sang,” indicating how well she sang.5、Which of the following sentences correctly uses the passive voice?A) The book was read by Sarah.B) Sarah reads the book.C) The book read by Sarah.D) Sarah has been reading the book.Answer: A) The book was read by Sarah.Explanation: In this question, we are looking for the sentence that correctly uses the passive voice. The passive voice construction involves using a form of the verb ‘to be’ with the past participle of the main verb. Option A is correct because it uses ‘was read’, which is the past passive form of the verb ‘read’. The other options either use active voice (B and D) or have incomplete structure (C).6、What type of word formation process is illustrated in the creation of the word “unbelievable” from “believe”?A) ConversionB) CompoundingC) AffixationD) BlendingAnswer: C) AffixationExplanation: The term “unbelievable” is formed by adding the prefix “un-” and the suffix “-able” to the base word “believe.” This process of word formation, where affixes (prefixes or suffixes) are added to a root word to create new words, is known as affixation. Conversion refers to changing a word from one part of speech to another without changing the form of the word, compounding involves combining two or more words to create a new word, and blending is the process of creating a new word by merging parts of two existing words.7、The following sentence contains a verb that is in the passive voice. Which one is it?A. The book is being read by the students.B. The students are reading the book.C. The book reads by the students.D. The students read the book.Answer: AExplanation: The sentence in the p assive voice is “The book is being read by the students.” In the passive voice, the focus is on the action being done to the subject, which in this case is “the book.” The subject “the book” is being acted upon by the students.8、Choose the word that best completes the following sentence:The teacher__________the students to work in groups to complete the project.A. requiredB. permittedC. recommendedD. requestedAnswer: DExplanation: The correct word to complete the sentence is “requested.” This is bec ause “request” is a polite way of asking for something, which is appropriate in the context of a teacher asking students to work in groups. “Required” implies a mandatory action, “permitted” implies allowing something to happen, and “recommended” implies g iving a suggestion.9、Which of the following sentences correctly uses the subjunctive mood to express a wish or a hypothetical situation?A) If only I were younger, I could enjoy playing sports more.B) If he was here, he would help us.C) She wishes that she is at home.D) They demanded that the meeting will be postponed.Answer: A) If only I were younger, I could enjoy playing sports more.Explanation: The subjunctive mood is used to express wishes, suggestions, or situations that are contrary to fact or are unlikely to happen. In option A, “were” is the correct form to use in a wish clause, and “could” properlyexpresses a hypothetical situation.10、Choose the sentence that correctly demonstrates the use of a reported speech (indirect speech).A) He said, “I have already completed my homework.”B) She exclaimed, “This book is fascinating!”C) They asked if we had seen their lost cat.D) She asked me, “Are you coming to the party tonight?”Answer: C) They asked if we had seen their lost cat.Explanation: Reported speech (also known as indirect speech) involves reporting what someone else has said without using their exact words. In option C, the original direct question “Have you seen our lost cat?” is transformed into an indirect question “if we had seen their lost cat,” which is grammatically correct when reporting the speech.11.The sentence “The book is easy to read, but difficult to understand.” can be best paraphrased as:A)The book is readable, but comprehension is challenging.B)The book is easy, but it’s hard to grasp its meaning.C)The book is simple to read, but complex in its content.D)It’s simple to read the book, but it’s tough to understand it.Answer: AExplanation: Option A maintains the original meaning by using synonyms for “easy” (readable) and “difficult” (challenging) while keeping the structure of the sentence similar. The other options change the sentence structure or useslightly different meanings that do not convey the same idea as the original sentence.12.Which of the following phrases is most appropriate to use when addressinga group of students during a lesson?A)“Class, please pay attention to the board.”B)“Ladies and gentlemen, I need your full attention.”C)“Boys and girls, let’s begin with the next activity.”D)“Good afternoon, students, let’s move on to the exercise.”Answer: AExplanation: Option A is the most appropriate because it directly addresses the class and requests their attention, which is common practice in a classroom setting. Options B and D are too formal and may come across as unnecessary, while option C focuses on the activity rather than the immediate need for attention.13、Which of the following is NOT a characteristic of Communicative Language Teaching (CLT)?A)Focusing on fluency over accuracyB)Emphasizing the use of authentic materialsC)Encouraging learner autonomyD)Prioritizing the teaching of grammatical structures in isolationAnswer: D) Prioritizing the teaching of grammatical structures in isolationExplanation: Communicative Language Teaching (CLT) emphasizes the importance of meaningful communication and the functional use of language. It encourages fluency and the use of authentic materials to simulate real-lifesituations. CLT also supports the development of learner autonomy by allowing students to take an active role in their learning process. The teaching of grammatical structures in isolation, which focuses on form rather than meaning or function, is not a typical feature of CLT and is more characteristic of traditional, teacher-centered approaches to language instruction.14、When designing a reading comprehension task, what is the most important factor to consider in order to ensure that the task is effective and engaging for high school students?A)The length of the textB)The relevance of the content to students’ interests and experiencesC)The complexity of the vocabulary used in the textD)The inclusion of pictures and diagramsAnswer: B) The relevance of the content to students’ interests and experiencesExplanation: To create an effective and engaging reading comprehension task, it’s crucial that the content resonates with the students’ own lives and interests. This connection can motivate them to read more closely and critically. While the length of the text, the complexity of the vocabulary, and visual aids such as pictures and diagrams can all play a role in the design of a good reading task, they are secondary to the relevance of the content. When students find the material relevant, they are more likely to be invested in understanding and analyzing the text, thus enhancing their comprehension skills and overall engagement with the subject matter.15.The sentence “He is a teacher who always encourages his students toexpress their opinions freely.” is a n example of a sentence that demonstrates which of the following teaching principles?A. ConformityB. AuthorityC. EncouragementD. AutonomyAnswer: C. EncouragementExplanation: This question tests the understanding of teaching principles. The sentence describes a teacher who encourages students to freely express their opinions, which is an example of the “Encouragement” principle. Conformity and Authority are teaching styles that do not necessarily involve encouraging free expression, while Autonomy is a student-centered approach that focuses on giving students the freedom to learn independently, which is not explicitly mentioned in the sentence.16.Which of the following is the most appropriate method to use when introducing a new topic to advanced English language learners?A. Direct translationB. Telling the storyC. Showing a related videoD. Using a vocabulary listAnswer: C. Showing a related videoExplanation: This question assesses the candidate’s knowledge ofappropriate teaching methods for different levels of English language learners. Advanced learners often benefit from multimedia resources to enhance their understanding. Showing a related video (Option C) can provide visual and auditory input, which can be more engaging and effective for advanced learners compared to direct translation (Option A), telling a story (Option B), or using a vocabulary list (Option D), which may be less engaging or not provide the necessary context for understanding.17、Which of the following best describes the role of formative assessment in an English language classroom?A. To rank students based on their performanceB. To provide feedback that can be used to improve teaching and learningC. To assign final grades at the end of the termD. To determine which students should be promotedAnswer: B. To provide feedback that can be used to improve teaching and learning.Explanation: Formative assessment is an ongoing process used by all teachers and students. It involves collecting evidence of learning during the learning process for the purposes of improving teaching and learning and focuses on the development of students’ linguistic competence.18、When teaching reading comprehension, which strategy would be most effective in helping students understand the main idea of a text?A. Focusing solely on vocabulary expansionB. Encouraging rote memorization of the textC. Discussing the text’s context and summarizing its key pointsD. Translating the text word-for-word into the students’ native languageAnswer: C. Discussing the text’s context and summarizing its key points.Explanation: Effective reading comprehension strategies involve helping students grasp the main ideas and themes of a text, rather than just focusing on vocabulary or translating word-for-word. By discussing the context and summarizing key points, students are better able to comprehend and retain the overall message of the text.19.In the following sentence, “The students were eagerly waiting for the teacher to arrive,” which word is an adverb?A. eagerlyB. waitingC. teacherD. arriveAnswer: AExplanation: The word “eagerly” is an adverb that modifies the verb “waiting,” indicating the manner in which the students were waiting.20.Which of the following phrases is an example of a present perfect continuous tense?A. He has just finished his homework.B. She is reading a book.C. They went to the park yesterday.D. I have eaten breakfast.Answer: AExplanation: Th e phrase “He has just finished his homework” is in the present perfect continuous tense, which is used to describe an action that started in the past and is still continuing at the present moment. The other options do not fit this tense structure.21.The following sentence is an example of a_______clause.A. restrictiveB. non-restrictiveC. relativeD. adverbialAnswer: CExplanation: The sentence “The book that you gave me is very interesting.” contains a relative clause that provides additional information about the noun “book.” Relative clauses are used to define or give more information about a noun, and they are introduced by relative pronouns or adverbs such as “who,” “which,” “that,” and “where.”22.In the sentence “She has a lot of experience in teaching English,” the word “a lot of” is used to express:A. timeB. amountC. qualityD. conditionAnswer: BExplanation: “A lot of” is a colloquial expression used to indicate a large amount or number of something. In this sentence, it is used to express the large amount of experience the subject has in teaching English. Therefore, the correct answer is “amount.”23.The following sentence contains an error in punctuation. Which one is it?A. She is a teacher, who teaches English at a high school.B. She is a teacher, who teaches English; she teaches at a high school.C. She is a teacher; she teaches English, and she teaches at a high school.D. She is a teacher, who teaches English at a high school; she is dedicated to her work.Answer: BExplanation: The correct answer is B because it uses a semicolon to connect two independent clauses, “who teaches English” and “she teaches at a high school.” The other options either lack proper punctuation or separate the two clauses with a comma, which is incorrect when used with independent clauses.24.Which of the following is an example of a cohesive device used in the following sentence?“The students were excited to learn new vocabulary, and they eagerlyparticipated in class discussions.”A. RepetitionB. CoherenceC. TransitionD. EllipsisAnswer: CExplanation: The correct answer is C, “Transition.” The word “and” serves as a transition word that connects two related ideas in the sentence. Repetition involves using the same words or phrases, coherence refers to the overall logical structure of the text, and ellipsis indicates the omission of words or phrases.25.The following sentence contains a sentence error. Which one is it?A. The teacher emphasized the importance of learning English through practice.B. It was after midnight that she realized she had left her keys at home.C. The more we practice, the better we become at speaking English.D. He not only teaches English but also coaches the school’s soccer team.Answer: DExplanation: The error in the sentence is the use of “not only … but also” with inversion, which is not necessary in this context. The correct sentence should be “He teaches English and coaches the school’s soccer team.” Therefore, the correct answer is D.26.Choose the word that does not belong to the following list:A. curriculumB. syllabusC. textbookD. worksheetE. classroomAnswer: EExplanation: The words “curriculum,” “syllabus,” “textbook,” and “worksheet” all relate to teaching materials and educational content. “Classroom,” on the other hand, refers to the physical space where teaching takes place. Therefore, “classroom” does not belong to the list, and the correct answer is E.27.The following sentence is correctly punctuated:A) He asked, “How are you doing?”B) He asked “How are you doing?”C) He asked: “How are you doing?”D) He asked; “How are you doing?”Answer: C)Explanation: The correct form of a direct question within a sentence is to use quotation marks and a comma after the question mark. Therefore, option C is the correct choice.28.Which of the following is an example of a simile?A) The wind howled like a wolf.B) The wind was cold and sharp.C) The wind was a terrible storm.D) The wind was so strong, it blew down the trees.Answer: A)Explanation: A simile is a figure of speech that compares two different things using “like” or “as.” Option A uses “like” to compare t he sound of the wind to that of a wolf, making it the correct answer. Options B, C, and D are descriptions but do not use the comparison form of a simile.29.In the following sentence, “The teacher’s enthusiasm was infectious,” which word best describes th e teacher’s behavior?A. MotivationalB. DiscouragingC. AnnoyingD. ImpersonalAnswer: A. MotivationalExplanation: The word “infectious” suggests that the teacher’s enthusiasm was so strong that it could spread to others, which implies a motivational behavior.30.Which of the following is an effective teaching strategy for introducinga new topic in an English lesson?A. Asking students to write their own definitions of the new vocabularywords.B. Telling students the definition of the new vocabulary words and moving on.C. Showing a video related to the new topic without any explanation.D. Reading the text to the students and asking them to follow along.Answer: A. Asking students to write their own definitions of the new vocabulary words.Explanation: Encouraging students to create their own definitions helps them to engage with the new vocabulary actively and promotes critical thinking. This strategy can also help students remember the words better.二、简答题（20分）Question:Explain the importance of vocabulary development in the English language teaching process and how teachers can effectively promote vocabulary learning in high school students.Answer:Vocabulary development plays a crucial role in the English language teaching process as it enhances stud ents’ overall language proficiency. Here are some key reasons for its importance:munication: A rich vocabulary allows students to express their thoughts and ideas more effectively, leading to better communication skills.prehension: Having a wide range of vocabulary enables students tounderstand and interpret texts more accurately.3.Academic success: Vocabulary knowledge is essential for academic success, as it helps students in reading, writing, and comprehending complex texts.4.Critical thinking: A diverse vocabulary aids in critical thinking and problem-solving skills as it allows students to analyze and evaluate information more effectively.To promote vocabulary learning effectively, teachers can employ the following strategies:1.Introduce new vocabulary through context: Present new words in meaningful contexts to help students understand their meaning and usage.e visual aids and realia: Incorporate visual aids, such as pictures, videos, and real objects, to make vocabulary learning more engaging and memorable.3.Encourage active learning: Engage students in activities like games, discussions, and role-playing to reinforce vocabulary learning.4.Provide opportunities for repetition: Use repetition in various forms, such as through songs, chants, and flashcards, to reinforce vocabulary learning.5.Assess vocabulary knowledge: Regularly assess students’ vocabulary knowledge through quizzes, tests, and oral presentations.6.Integrate vocabulary into all aspects of language teaching: Incorporate vocabulary into reading, writing, speaking, and listening activities to ensure comprehensive learning.e technology: Utilize educational apps, online resources, andmultimedia tools to make vocabulary learning more interactive and engaging.By implementing these strategies, teachers can effectively promote vocabulary learning in high school students, ultimately contributing to their overall language development.三、教学情境分析题（30分）Question: Teaching Scenario AnalysisScenario:In your secondary school English class, you have just completed a unit on “Exploring Cultural Differences”. The students have shown i nterest in the topic, but you notice that some of them are struggling to engage with the material, particularly when it comes to discussing cultural norms and values. The class consists of diverse students from various cultural backgrounds.Task:Analyze the teaching scenario described above and suggest appropriate strategies to improve student engagement and understanding of the material.Answer:Strategies to Improve Student Engagement and Understanding:1.Interactive Group Discussions:•Divide the class into small groups, each with students from different cultural backgrounds.•Assign each group a specific cultural norm or value to research anddiscuss.•Encourage students to share their own experiences and perspectives, fostering a collaborative learning environment.2.Cultural Exchange Activities:•Organize a “Cultural Day” where students can bring in items or artifacts that represent their own culture.•Have students create presentations or posters about their cultural norms and values.•This activity allows students to learn from each other’s experiences and promotes a deeper understanding of cultural diversity.3.Real-World Connection:•Integrate real-life examples and case studies that illustrate the impact of cultural differences in different contexts.•Use videos, news articles, or literature that explore cultural conflicts or misunderstandings.•This helps students connect the theoretical concepts to real-world situations.4.Critical Thinking Questions:•Pose thought-provoking questions that encourage students to analyze and evaluate different cultural norms and values.•Questions could include: “How might cultural differences affect international business negotiations?” or “What are the potential challenges of living in a culturally diverse society?”5.Role-Playing Exercises:•Create role-playing scenarios where students act out different cultural interactions.•This activity allows students to practice communication skills and understand the nuances of cultural differences in a controlled setting.Explanation:The suggested strategies aim to address the issues of student engagement and understanding in the given scenario. By implementing interactive group discussions, cultural exchange activities, real-world connections, critical thinking questions, and role-playing exercises, the teacher can create a more inclusive and dynamic learning environment. These activities not only encourage students to actively participate but also help them develop empathy, cultural awareness, and critical thinking skills.四、教学设计题（40分）Teaching Design QuestionQuestion:Design a 45-minute lesson plan for a senior high school English class aimed at teaching the theme of “Global Warming” to students. The class consists of 30 students with diverse English proficiency levels. The lesson should include an introduction, a main activity, and a conclusion. Ensure that the lesson incorporates interactive activities, vocabulary building, and grammarpractice.Answer:Lesson Title: “Global Warming: Causes and Solutions”Target Language Skills: Reading, Speaking, Listening, and WritingMaterials:1.Handouts with articles on global warming (one for each student)2.Whiteboard and markers3.Projector and laptop for presentations4.Vocabulary cards5.Group activity handouts6.Writing paperIntroduction (10 minutes):1.Start the class by asking students about their knowledge of global warming. Encourage them to share what they know.2.Show a brief video clip on global warming (e.g., National Geographic documentary) to introduce the topic.3.Summarize the main points from the video and introduce the lesson objectives.Main Activity (25 minutes):1.Divide the class into small groups of 5-6 students.2.Distribute handouts with articles on global warming to each student.3.Instruct each group to read their articles and identify the causes and solutions for global warming.4.Conduct a group discussion, where each group presents their findings to the class. Encourage other students to ask questions and participate in the discussion.5.While groups are presenting, use the vocabulary cards to introduce new terms related to global warming.6.After all groups have presented, ask students to identify the main causes and solutions for global warming.Grammar Practice (5 minutes):1.Introduce the present perfect tense, which is commonly used to describe actions that started in the past and continue to the present or have a present result.2.Provide a brief example sentence and have students practice forming sentences using the present perfect tense.3.Pair students up and have them ask each other questions about global warming, using the present perfect tense.Conclusion (5 minutes):1.Summarize the main points of the lesson, emphasizing the causes and solutions for global warming.2.Ask students to share their thoughts on the topic and discuss what they can do to contribute to solving the problem.3.Assign a writing task: Students should write a short essay (150-200 words) on how they can personally contribute to reducing global warming.Evaluation:•Observe students’ participation in group discussions and presentations.•Assess students’ understanding of the vocabulary and grammar concepts.•Evaluate the quality of the essays written for the conclusion activity.Explanation:The lesson plan incorporates a variety of activities, such as reading, speaking, listening, and writing, to cater to different learning styles. The use of group discussions and presentations encourages students to actively engage with the topic and develop their critical thinking skills. The inclusion of vocabulary cards and grammar practice ensures that students build their language skills while learning about global warming. The writing task at the end of the lesson reinforces the main concepts and encourages students to reflect on their personal contributions to the issue.。
高中英语教资知识点总结
01重要知识点（一）客观题在全国教师资格证考试中，中学英语学科知识与能力的客观题共30题，包括20题常规单项选择题和10题阅读理解题，阅读理解考查的内容较为常规，而常规单选题考查的内容则较为灵活，不仅包括英语词汇与语法，还包括对于英语语音、英语语言学、义务或高中英语课程标准、语言教学知识与能力、英语教学实施与评价等理论的灵活运用。
具体内容如下所示：1、语言知识与能力（1）英语语法知识（2）英语语言学2、语言教学知识与能力（1）外语教学基本理论（2）义务教育英语课程标准（3）高中英语课程标准（2017年版）（4）语言知识教学（5）语言技能教学（6）英语教学实施与评价（7）教学评价（二）主观题在全国教师资格证考试中，中学英语学科知识与能力的主观题共三大题，包括简答题、教学情境分析题和教学设计题，具体考查的内容包括教学实施与评价（如上所示）、教学设计这两大模块，教学设计包括备课技能（包括教材分析、教学目标、教学重难点等）和各课型教学设计，具体如下：02教学设计（一）教学设计题通用模板教学目标设计：Knowledge aims1. Students can read the new words … correctly.2. Students will be able to get the meaning of the new words and write them down.3. Students will master the new words and sentences: …4. Students can learn the pronunciation of th.5. Students will understand the general/mean idea of the passage. （高年段）6. Students will get the principle of V-ing. （高年段）Ability aims1. Students can use the new words to make sentences.2. Students will be able to talk about …by using the sentence pattern.3. Students can pronounce new words though the spelling regulation.4. Students will improve their reading skills by skimming and scanning the passage. （高年段）5. Students can communicate with others in given situation.Emotional aims1. Students will be interested in learning English. （万能语言，如果实在找不到合适的情感态度价值观目标，写上这句准没错。
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模块二语言教学知识与能力
高级中学英语教学课程标准
英语教学理念
重视共同基础，构建发展平台
提供多种选择，适应个性需求
优化学习方式，提高自主学习能力
关注学生情感，提高人文素养
完善评价体系，促进学生不断发展
教学建议
1，面向全体学生，为学生终身发展奠定共同基础
2，鼓励学生学习选修课程，加强对选修课指导
3，关注学生的情感，营造宽松，民主，和谐的教学氛围
4，加强对学生学习策略的指导，帮助他们们形成自主学习的能力
5，树立符合新课程要求的教学观念，优化教育教学方式
6，利用现代教育技术，拓宽学习和运用英语的渠道
7，教师要不断提高专业化水平，与新课程同步发展
评价建议
1，体现学生在评价中的主题地位
2，建立多元化和多样性的评价体系
3，注重形成性评价对学生发展的作用
4，终结性评价要注重考查学生综合语言运用能力
5，注重评价结果去教学效果的反馈作用
6，评价应体现必修课和选修课的不同特点
7，注重实效，合理恰当的使用评价手段
8，各级别的评价要以课程目标为依据
第三章英语语言知识教学
语音，基本内容包括基本读音，重音，读音的变化，语调与节奏，英语语音差异，在生活中的应用。
教学策略：多元化语音教学手段，提供不同形式的语音材料，接触不同口音，情境中进行语音教学，趣味性。
词汇，包括词义，用法，词汇信息，词汇记忆策略
教学策略，词汇学习策略和扩大词汇量结合，口头或书面语言材料与新授词汇结合，词汇项目练习活动与学习目标结合
记忆策略，语境，联想词典辅助，图片
语法，演绎法deductive，归纳法 inductive，
语篇教学，
1，语篇知识是英语语言知识系统中重要组成部分
2，语篇知识和语篇能力可以使其他语言知识的学习更系统高效
3，语篇能力的形成是语言交际能力形成的关键因素
教学方法
整体教学法，线索教学法，背景知识介绍法，段落提问教学方法，讨论教学法
英语语言技能教学
听力，训练学生对语音的辨别力，培养学生对语音敏感度，语音，语意，语言的感情色彩，
培养良好的听力习惯
口语，教学策略，听说结合，以听带说，多种口语练习活动，有效使用交际策略；积极回应，使用空白词
阅读，
写作，选择合适的写作教学模式
Product-oriented approach
Content-oriented approach
Process-oriented approach
使写作任务真实化
使写作过程化
模块三教学设计
学情分析
主要问题：以学习成绩为主导，缺乏英语学习环境，词汇量贫乏，学习方法不当
解决方法，关注学生情感，创设真实，有趣的教学情境；加强对学生学习策略的指导，帮助
形成自主学习能力；利用现代教育技术，拓宽学习和运用英语的渠道
教材分析
人民教育出版社出版的《普通高中课程标准实验教科书英语》NSEFC
外语教学与研究出版社的《英语（新标准）》NSE
教材内容选择，
1，对内容进行适当补充和删减
2，替换教学内容和活动，扩展教学内容或步骤
3，调整教学程序
4，调整教学方法；教材特点，教学目标，教学内容，学生特点，
教学模式，
创设教学情境的基本原则：价值性，开放性，生活性，区别性，趣味性，学科性，品味性，时代性。
基本策略：课堂导入趣味性，针对性，新颖性
教学活动的设计：
明确的目标，小组活动注重实效，为学生参与活动提供充足的时空，有效使用多媒体等教学手段，采用多元有效的活动评价方式
教学有效性及评估
教学有效性：学生，学习速度，学校结果，学校体验，教师方面，直接促进，间接促进
有效教学评价策略，教学与评价一体化，确定评价标准，选择评价方法和工具
模块四，教学实施与评价
教学基本步骤：
1，备课，研读教材，了解学生，集体备课个人自备-集体议课-专人整理-反思修改
2，课堂操作，热身或导入（warming-up or leading- in ）语言呈现（presentation or exposure）控制性及半控制性练习（controlled practice）实际运用（language using or communication）
3，教学反思
教学方法的选择
新课程教学方法特点；
1，学生为主
2，教师与学生，学生与学生之间互动
3，引导学生自己去发现知识
4，不机械记忆，运用所学语言做具体的任务
5，根据自身学习需求，按自己的学习方式实现学习目标
新课程倡导的任务型语言教学方法
基本原则：目的明确，任务具有真实意义，学生使用已有的知识也接触新知识，完成任务后有具体的可展示交流的成果。
Pre-task activities, 介绍话题，引入语言，准备活动
Task-cycle activities 做任务，准备报告，报告任务结果
Language analysis activities
动机
Intrinsic motivation内
Extrinsic motivation外
学生学习收情感因素制约
师生的感情交流直接影响课堂教学效果
激发学生学习动机是教师重要任务
要保持兴趣和动机的持久性
指导学生学习的方法和策略
1，形成良好的学校习惯
2，学法指导注重整体性和多样性
3，依据课程标准指导学习策略
语言呈现的讲解方式
真实情景，肢体语言，直观教具，电教手段，问答，故事，游戏或角色扮演，语言描述
语言讲解方式，语音讲解方式，词汇，语法
探究互动活动的设计
将学生带入真实的问题情境中-引导学生提出问题-在活动中展开问题的探究
基本程序：提出问题：学生投入到科学型的问题探索中-收集数据-形成解释-评价结果-检验结果
提问技巧
课堂提问原则，适时性，针对性，启发性，趣味性，广泛性，探究性，反馈激励性。
类型：回忆性，理解性，分析性，综合性，评价性，运用性
方法：营造情境提问法，鼓励学生自学提问法，诱发想象提问法，运用分析提问法
反馈技巧
复习检查阶段-探索新阶段-巩固深化阶段
原则：目的性，层次化，参与度，启发性，激励性
口头反馈-非语言反馈-书面反馈
课堂管理
纪律与行为规范管理
调控课堂教学过程；控制教学节奏，调控学生的参与面，调节学生情绪，调控教学反馈
及时制止不良行为；软管理方法（幽默，目光交流，肢体语言暗示，面部表情声音调控），硬管理手段（互相制约，突然发问，停止讲课）
课堂活动组织形式
课堂讨论：合理安排小组人数，按学生实际水平，层次分组，掌握好讨论的时间，充分发挥教师的作用；多向交往和真实交往活动
课堂活动实施策略
抓好三度有效活动（广度，深度，延展度），关注细节，讲究技巧，正确对待口语错误
教师角色
语言知识和技能的构建者，学习策略的促进者，教学活动组织者，课堂教学调控者，交际活动的合作者，语言环境的营造者，教学活动的反思者
课堂总结及作业布置
课堂总结：意义：突出重难点，拓展延伸，设疑回应，提高注意力，升华思维
类型：归纳式总结，比较异同式，悬念式，前呼后应式，图表总结式，巩固练习式
方法：口头汇报，摘抄板书，让学生笔录，默记总结，学生独立完成总结，专题总结。
作业布置：课时作业，课本剧表演作业，问卷调查作业，采访型作业，开放型，实践操作型，辩论型，互动式
教学评价
形成性评价：（活动过程中）调整学校活动，强化学生的学习，发现存在的问题，提供学习的矫正处方通过量化评价法（调查表。
评价量表，质性评价法）
终结性评价：（事后评价）应注意，淡化分数，考查综合语言运用能力，注重评价过程而非结果通过口试或纸笔测验
课堂教学案例评析
课堂教学案例包括：课题，教材分析，学情分析，教学目标，教学重难点，教学程序，板书设计，教学后记
遵循原则：实事求是，坦率诚恳，兼顾整体，激励性，差异性，讲究方法。
方法：综合评析，归纳评析，片段评议，寻找特点，诊断评议
教学反思的基本形式。