《英语学科知识与教学能力 》简答题汇总
教师资格考试初中英语学科知识与教学能力试卷与参考答案(2024年)
2024年教师资格考试初中英语学科知识与教学能力复习试卷与参考答案一、单项选择题（本大题有30小题，每小题2分，共60分）1、What is the main function of the verb “do” in the sentence “They do not like playing video games.”?A. Auxiliary verbB. Main verbC. Modal verbD. Object verb答案：A解析：In the given sentence, “do” is used as an auxiliary verb to form the negative. It helps in forming the negative present simple tense. Therefore, the correct answer is A. Auxiliary verb.2、In the following sentence, identify the subject-verb agreement error.The students, each having their own opinions, discuss the issue.A. There is no error in subject-verb agreement.B. The error is in the use of “having” instead of “have.”C. The error is in the use of “discuss” instead of “discusses.”D. The error is in the use of “the students” instead of “students.”答案：D解析：The error in the subject-verb agreement is in the use of “the students” instead of “students.” The correct form should be “students discuss” because “students” is a plural noun and requires a plural verb form. Therefore, the correct answer is D. The error is in the use of “the students” instead of “students.”3、The sentence “The book is so fascinating that I couldn’t put it down.” uses the phrase “couldn’t put it down” to express the speaker’s feeling. Which of the followi ng phrases is closest in meaning to “couldn’t put it down”?A)couldn’t stop reading itB)didn’t want to finish itC)didn’t find it interestingD)didn’t understand itAnswer: A) couldn’t stop reading itExplanation: The phrase “couldn’t put it down” is used to desc ribe the feeling of being so engaged in something that you cannot stop doing it. “couldn’t stop reading it” is the closest phrase that conveys this meaning, indicating that the speaker was so fascinated by the book that they couldn’t stop reading it.4、In the following dialogue, which sentence is an example of a yes/no question?A)“How is your family doing today?”B)“Do you have any plans for the weekend?”C)“Are you going to the party tonight?”D)“Can you help me with my homework?”Answer: C) “Are you going to the party tonight?”Explanation: A yes/no question is one that can be answered with a simple yes or no. “Are you going to the party tonight?” is a clear example of a yes/no question because it asks a direct question that can only be answered with a yes or no. The other sentences are open-ended questions that invite a more detailed response.5、In the following sentences, which one uses the correct past perfect tense?A. He had finished the project before he left the company.B. He finishes the project before he left the company.C. He finished the project after he left the company.D. He finished the project when he left the company.Answer: AExplanation: The correct answer is “A” because the past perfect tense is used to express an action that was completed before another past action. In this case, “he had finished the project” indicates that the action of finishing the project happened before he left the company.6、Choose the sentence that correctly uses the present perfect tense.A. I have just arrived at the station.B. I have arrived at the station already.C. I arrived at the station.D. I was arriving at the station when the train left.Answer: AExplanation: The present perfect tense is used to describe an action that started in the past and continues to the present or has a present result. In this case, “I have just arrived at the station” correctly uses the present perfect tense to indicate that the action of arriving has a present result. The other options either do not use the present perfect tense or incorrectly use past simple or past continuous tense.7、The teacher is using a visual aid to help students understand the new vocabulary. Which of the following is the most appropriate visual aid for teaching the word “metropolis”?A) A map of a small townB) A picture of a skyscraperC) A graph showing population growthD) A video of a rural landscapeAnswer: B) A picture of a skyscraperExplanation: The word “metropolis” refers to a large city, often with a significant population and economic importance. A picture of a skyscraper is a visual representation of an urban environment, which would be most appropriate for teaching the word “metropolis.” The other options (A, C, D) do not directly relate to the concept of a large city.8、In a lesson on the past continuous tense, the teacher wants to elicit the correct form of the sentence “I______(watch) TV when he called me.” Whichof the following prompts is the most effective for helping students produce the correct past continuous form?A)“What was I doing when he called me?”B)“What did I do while he called me?”C)“When did I watch TV?”D)“What did I do at that time?”Answer: A) “What was I doing when he called me?”Explanation: The past continuous tense is used to describe an action that was happening at a specific point in the past. The prompt “What was I doing when he called me?” correctly elicits the past continuous form “was watching” to complete the sentence “I was watching TV when he called me.” The other options either use the simple past tense or do not fit the context of the past continuous tense.9、Which of the following sentences uses the subjunctive mood correctly?A) If I was you, I would take the job.B) If I were you, I would take the job.C) If I am you, I would take the job.D) If I be you, I would take the job.Answer: BExplanation: The correct answer is B because the subjunctive mood is used to express hypothetical or contrary-to-fact conditions. He re, “were” is used instead of “was” to express an imaginary situation.10、Identify the type of the sentence: “Do your homework quickly!”A) DeclarativeB) InterrogativeC) ImperativeD) ExclamatoryAnswer: CExplanation: The correct answer is C because the sentence is giving a command or making a request, which is characteristic of an imperative sentence. The use of the base form of the verb “do” along with the exclamation mark emphasizes the command.11.The teacher is using a group discussion activity to teach the students about the main idea of a text. Which of the following statements is most likely to be true in this situation?A)The teacher is encouraging students to work individually.B)The teacher is providing the main idea to the students.C)The teacher is facilitating a group discussion to identify the main idea.D)The teacher is asking students to write a summary of the text.Answer: C) The teacher is facilitating a group discussion to identify the main idea.Explanation: In this context, the teacher is using a group discussion to engage students in identifying the main idea of a text, which is an effective strategy for collaborative learning and comprehension.12.In the context of teaching a new vocabulary word, which of the following activities is most effective for helping students remember and understand the word?A)Reading the word in a sentence and moving on.B)Writing the word multiple times in a paragraph.C)Creating a visual representation of the word using drawings or symbols.D)Asking students to define the word and then use it in a sentence.Answer: D) Asking students to define the word and then use it in a sentence.Explanation: Encouraging students to define a new vocabulary word and then use it in a sentence helps reinforce understanding and retention. It also allows the teacher to assess the students’ comprehension and usage of the word.13、Which of the following sentences uses the subjunctive mood correctly?A) If I was you, I would take the job.B) If she were me, she wouldn’t go.C) If he be a doctor, he would give you advice.D) If they was here yesterday, they would have seen the accident.Answer: B) If she were me, she wouldn’t go.Explanation: The subjunctive mood is used to express hypothetical or contrary-to-fact situations. Option B correctly uses the past subjunctive form “were” to indicate a hypothetical situation.14、Identify the type of sentence that is primarily used to give instructions in an English class.A) InterrogativeB) ExclamatoryC) ImperativeD) DeclarativeAnswer: C) ImperativeExplanation: The imperative sentence is used to give commands or instructions. In an educational setting, teachers often use this type of sentence to direct students’ actions, such as “Please open your books,” or “Write down the new vocabulary.”15.The following sentence is an example of a question type that is often found in the reading comprehension section of the English exam for junior high school teachers. Which of the following is the correct question type?A. Multiple-choice questionB. True or False questionC. Short answer questionD. Matching questionAnswer: AExplanation: The question type described in the prompt is a multiple-choice question, where the examinee is presented with a question and several possible answers to choose from. This is a common format in reading comprehension sections of standardized tests.16.In the context of teaching English at the junior high level, which of the following strategies would be most effective in helping students develop their vocabulary?A. Encouraging students to memorize new words without contextB. Using flashcards to present new vocabulary itemsC. Incorporating vocabulary into context-rich texts and discussionsD. Assigning students to write essays using new vocabulary wordsAnswer: CExplanation: Incorporating vocabulary into context-rich texts and discussions is the most effective strategy for helping students develop their vocabulary. This method allows students to understand the meaning and usage of new words in a real-world context, which aids in long-term retention and practical application.17、Which of the following is NOT a characteristic of communicative language teaching (CLT)?A)Focus on accuracy over fluencyB)Integration of language skillsC)Emphasis on communication competenceD)Student-centered activitiesAnswer: A) Focus on accuracy over fluencyExplanation: Communicative Language Teaching emphasizes fluency and the ability to communicate effectively in real-life situations. While accuracy is important, it is not prioritized over fluency in CLT. The approach advocates for an integrated skills approach where speaking, listening, reading, and writing are developed together, focusing on communication competence and often employing student-centered activities.18、In the context of vo cabulary acquisition, what does the term “depth of processing” refer to?A)The number of times a word needs to be repeated to be memorizedB)The intensity and cognitive effort involved in learning new vocabularyC)The frequency of encountering a word in different contextsD)The depth at which words are printed in a textbookAnswer: B) The intensity and cognitive effort involved in learning new vocabularyExplanation: Depth of processing theory suggests that the level of mental engagement with new information affects how well it is remembered. In vocabulary acquisition, deeper processing involves more than just repetition or surface-level exposure; it includes engaging with the word in meaningful ways that require cognitive effort, such as through use in sentences or association with images or experiences. This deeper engagement tends to lead to better retention and understanding of new vocabulary.19.In a primary school English class, the teacher wants to introduce a new topic about seasons. Which of the following activities would be most appropriate to engage the students in learning about the seasons?A. Reading a short story about a character traveling through different seasons.B. Singing a song about the changes in the weather during different seasons.C. Conducting a science experiment to demonstrate the changes in the Earth’s tilt.D. Showing a documentary film about the different climates around the world.Answer: BExplanation: Singing a song about the changes in the weather duringdifferent seasons would be the most engaging and interactive way to introduce the topic of seasons to primary school students. It allows them to learn through music and movement, which is both fun and educational.20.When designing a lesson plan for teaching the past continuous tense, which of the following teaching strategies would be most effective for a group of middle school students?A. Using a lot of vocabulary exercises and translation tasks.B. Presenting a detailed grammar explanation followed by a series of exercises.C. Creating a scenario where students can act out events that were happening in the past.D. Showing a video clip of a story that is narrated entirely in the past continuous tense.Answer: CExplanation: Creating a scenario where students can act out events that were happening in the past is an excellent teaching strategy for teaching the past continuous tense. It allows students to visualize and experience the language in a real-life context, which aids in their understanding and retention of the tense.21、Which of the following sentences uses the subjunctive mood correctly?A) If he were me, he will do it differently.B) If I was the teacher, I would change the curriculum.C) If she were here, she knows what to do.D) If they were smarter, they would have passed the exam.Answer: D) If they were smarter, they would have passed the exam. Explanation: The correct answer is D because it uses the past unreal conditional (were smarter) along with the conditional perfect (would have passed) to indicate an impossible or highly unlikely condition in the past.22、Identify the type of sentence used in the following example: “Watch out for that dog!”A) DeclarativeB) InterrogativeC) ExclamatoryD) ImperativeAnswer: D) ImperativeExplanation: The correct answer is D because the sentence “Watch out for that dog!” is giving a command or making a request, which is characteristic of an imperative sentence.23.The teacher is introducing a new vocabulary word to the students. Which of the following strategies is most suitable for explaining the word “vulnerable” to the middle school students?A)Presenting the word in a sentence and having students infer its meaning.B)Providing a definition and using synonyms to help students understand the word.C)Drawing a picture that visually represents the word.D)Asking students to give examples of the word in their own sentences.Explanation: B) is the most suitable strategy because providing a definition and using synonyms can help students understand the meaning of the word “vulnerable” in a clearerand more concrete way. This method allows them to build their vocabulary and understandthe word within the context of the language.24.In a middle school English class, the teacher wants to assess the students’ comprehension of a short story. Which of the following assessment methods would be most effective?A)Giving a multiple-choice quiz at the end of the lesson.B)Asking students to write a summary of the story.C)Conducting a group discussion on the characters and themes of the story.D)Having students create a poster depicting the main events of the story.Answer: C)Explanation: C) is the most effective assessment method because it promotes active learning and encourages students to engage with the story’s content. Group discussions allow students to express their thoughts, share ideas, and develop critical thinking skills. This method also provides the teacher with insights into how well the students have comprehended the story’s characters and themes.25、Which of the following sentences correctly uses the subjunctive mood?A) If I was you, I would take the job.B) If I were you, I would take the job.C) If I am you, I would take the job.D) If I be you, I would take the job.Explanation: The correct sentence is “If I were you, I would take the job.” This sentence uses the subjunctive mood with “were” to expr ess a hypothetical situation that is contrary to fact. The subjunctive mood is used here because it’s impossible for someone to literally be another person, making this a hypothetical condition.26、Identify the type of clause in the following sentence:“Even though she was tired, she finished her homework.”A) Independent clauseB) Dependent clauseC) Relative clauseD) Noun clauseAnswer: BExplanation: In the sentence “Even though she was tired, she finished her homework,” “Even though she was tired” is a dependent clause because it cannot stand alone as a complete thought. It provides additional information but relies on the main (independent) clause “she finished her homework” to convey a complete meaning. The dependent clause starts with a subordinating conjunction “even though,” which introduces a condition or contrast to the main action in the independent clause.27.What is the main function of a vocabulary list in the context of teaching English to初中 students?A. To assess the students’ understanding of grammar rules.B. To encourage students to engage in oral communication.C. To provide a list of essential vocabulary words that will be covered in the course.D. To introduce new cultural topics for classroom discussions.Answer: CExplanation: A vocabulary list in the context of teaching English to初中 students primarily serves to provide a structured list of essential vocabulary words that will be covered throughout the course. This helps students to focus on and learn the key terms they need to be familiar with in order to understand and participate effectively in class discussions and tasks.28.In a lesson about the past perfect tense, which of the following sentence structures is most appropriate for illustrating its usage?A. “I had finished my homework before my mother came back from work.”B. “I finished my homework because my mother came back from work.”C. “I will finish my homework if my mother comes back from work.”D. “I was finishing my homework when my mother came back from work.”Answer: AExplanation: The past perfect tense is used to describe an action that was completed before another past action. Therefore, the sentence “I had finished my homework before my mother came back from work.” accurately illustrates the usage of the past perfect tense, as it shows that the homework was completedbefore the mother came back. The other options do not correctly demonstrate the past perfect tense structure.29、Which of the following activities is most suitable for developing studen ts’ speaking skills in a communicative way?A)Reading a passage aloudB)Reciting a poem from memoryC)Engaging in a role-play conversationD)Listening to an audio recording and answering questionsAnswer: C) Engaging in a role-play conversationExplanation: Role-playing encourages spontaneous and interactive communication, which is essential for the development of speaking skills. It allows students to practice using language in a context that simulates real-life situations, thus improving their fluency, pronunciation, and ability to use appropriate language in different social contexts. While options A, B, and D may also contribute to language learning, they do not specifically focus on the interactive and communicative aspects of speaking as effectively as role-plays do.30、When designing a lesson plan, what is the primary purpose of includinga variety of assessment methods?A)To reduce the workload of grading for the teacherB)To cater to different learning styles and needs of studentsC)To make the lesson more interesting and engagingD)To ensure that the lesson covers all the required materialAnswer: B) To cater to different learning styles and needs of studentsExplanation: Incorporating a variety of assessment methods in a lesson plan is important because it helps to address the diverse ways in which students learn and demonstrate their understanding. This approach acknowledges that students have different strengths and preferences when it comes to showing what they know, and it can help to provide a more accurate and comprehensive picture of each student’s abilities. Options A, C, and D, while they may be secondary benefits, do not capture the main educational rationale for using varied assessments, which is to accommodate individual differences among learners.二、简答题（20分）Question: How can teachers effectively integrate technology into their English language teaching to enhance student engagement and learning outcomes?Answer:1.Utilize educational technology tools and platforms such as interactive whiteboards, digital learning management systems, and educational apps to create interactive lessons that engage students in different learning styles.2.Incorporate multimedia resources such as videos, podcasts, and online articles to provide a uthentic language experiences and stimulate students’ curiosity.3.Design and implement online collaborative projects and group activities that encourage students to work together and communicate in English, promotingcommunication skills and teamwork.e language learning software and apps that offer personalized learning experiences, allowing students to progress at their own pace and providing immediate feedback.5.Integrate technology-based formative and summative assessments to monitor students’ pro gress and identify areas for improvement.6.Provide opportunities for students to create digital content, such as presentations, videos, or blogs, to enhance their writing, speaking, and listening skills.7.Utilize educational websites and online forums to expose students to a wider range of English language materials and encourage them to practice English outside the classroom.8.Continuously update one’s knowledge and skills in using educational technology through professional development and online courses.Explanation:Integrating technology into English language teaching can have several positive effects on student engagement and learning outcomes. By incorporating educational technology tools and platforms, teachers can create interactive and engaging lessons that cater to different learning styles, making the learning process more enjoyable and effective. Using multimedia resources helps students gain authentic language experiences and stimulates their curiosity, making the learning process more meaningful. Online collaborative projects and groupactivities foster communication skills and teamwork, which are essential for language learning. Language learning software and apps provide personalized learning experiences, allowing students to progress at their own pace and receive immediate feedback. Formative and summative assessments using technology help teachers monitor students’ progress and identify areas for improvement. Encouraging students to create digital content enhances their writing, speaking, and listening skills. Lastly, utilizing educational websites and online forums exposes students to a wider range of English language materials, promoting continuous learning outside the classroom. Continuous professional development in educational technology is crucial for teachers to keep up with the latest trends and technologies in language teaching.三、教学情境分析题（30分）Question:A middle school teacher is planning a unit on “Hobbies and Interests” for her Grade 8 English class. The class consists of 25 students, with a mix of beginner, intermediate, and advanced learners. The teacher has observed that the students have varying levels of engagement and motivation in English classes. The school has provided a set of multimedia resources, including videos, audio clips, and interactive websites, to support the teaching of this unit.1.Analyze the learning needs of the students in the class.2.Describe how the teacher can utilize the multimedia resources effectivelyto cater to different learning styles and levels.3.Explain how formative and summative assessments can be integrated into the teaching and learning process for this unit.Answer:1.Learning Needs of the Students:•Beginner Level: Students at this level may have difficulty with basic vocabulary and sentence structures related to hobbies and interests. They might struggle to understand and produce simple sentences in English.•Intermediate Level: These students can understand and use some vocabulary and grammar related to the topic but may still need support with more complex structures and advanced vocabulary.•Advanced Level: Students at this level should be able to express their opinions on hobbies and interests fluently and accurately, using a variety of vocabulary and grammar structures.2.Utilizing Multimedia Resources:•For Beginner Level: The teacher can use simple videos and audio clips to introduce new vocabulary and phrases related to hobbies and interests.Interactive websites can be used to practice basic sentence structures and vocabulary through games and exercises.•For Intermediate Level: The teacher can use more complex videos and audio clips that include different accents and vocabulary. Interactive websites can provide more challenging exercises and activities, such as quizzes and discussions.•For Advanced Level: The teacher can use videos and audio clips that require deeper analysis and discussion. Interactive websites can offer moreadvanced activities, such as debates and research projects.3.Formative and Summative Assessments:•Formative Assessments: These can be integrated into the teaching process through activities such as:•Class discussions on hobbies and interests, where students can share their own experiences and opinions.•Quizzes and exercises using interactive websites and multimedia resources to practice vocabulary and grammar.•Peer assessments, where students can provide feedback on each other’s work.•Summative Assessments: These can be conducted at the end of the unit through:• A written test that includes multiple-choice questions, true/false statements, and short answer questions.•An oral presentation or debate on a chosen hobby or interest, where students can demonstrate their knowledge and understanding of the topic.• A project that combines different skills, such as writing a report on a hobby, creating a poster, or preparing a presentation.Explanation:The analysis of the students’ learning needs is essential for the teacher to create an inclusive and effective lesson plan. By utilizing the multimediaresources effectively, the teacher can cater to different learning styles and levels, ensuring that all students can engage with the material. Integrating both formative and summative assessments will help the teacher monitor the progress of each student and provide feedback that can be used to improve future lessons.四、教学设计题（40分）Question: Design a lesson plan for a 45-minute English class for Grade 8 students. The topic of the lesson is “Traveling Abroad.” The lesson should include vocabulary building, reading comprehension, and speaking activities.Lesson Plan:I. Introduction (5 minutes)•Objective: To introduce the topic of traveling abroad and create an interest in the lesson.•Activities:•Teacher shows a few images of famous landmarks from different countries.•Students share their favorite travel destinations and why.II.Vocabulary Building (10 minutes)•Objective: To introduce and practice new vocabulary related to traveling.•Activities:•Teacher presents new words on the board (e.g., backpack, passport, luggage, sightseeing, etc.).。
英语学科知识与教学能力简答题汇总
、拓展延伸法 巧妙设计课外活动题，拓宽视野，提升能力。新课程
养。 因此教师可以在课后小结时
如用英语描述制作粽子和用英 语表达
并且让学生在下节课上进行比赛。 很多学生通过
了答案，虽然这些内容并不是书本上的知识，但
、发散式小结 教师在帮助学生梳理完知识点后根据课文内容提出疑
要立即纠正，使其在学习之初就注重单
发音错误、就
、在教学中为达到准确性，课堂上需要解释话题内容所涉及到的语
则。例如：讲到英文如何表达礼貌时，可以向学
实的遥远，因此可以实
，这样可以增 强学生对文化差异的理解。
4 / 8
使学生积极参与到活动中，
答：
、情境教学是指创设含有真实事件或真实问题的情境，学生在探究
语言教学的策略有哪些，辩音训练及重音、语调训练的内容是什
:
、语音教学的策略 采用多样化手段 提高多样化教材 在情境中进行
让学生接触不同口音
、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
是提高学生听力 的基
soap---soup,pen----ben ；判
---red(same),rain---lane（different）;找出一组词中读音不同的词：
过程中，教师要帮助学生发现问题、分析问题和解决问题。
答：
、流利性和准确性没有清晰的界线，流利性和准确性是一个动态过
要根据学生个 人的特点和学习环境的不同而有所权重。 一方面，
识、结构。另一方面，教
使学生最终达到流利、准确的口语 表
例如： 在单词的教学过程中， 要让学生模仿录音， 当学
阔，
所以他们会提出各种话题如“保护地球”等，
《英语学科知识与教学能力》
《英语学科知识与教学能力》（高级中学）一、考试目标1．英语学科知识与能力具有扎实的英语语言基础知识和语言能力；具备从事高中英语教学所需要的英语语言能力；能理解有关英语国家的语言、历史和文化等相关知识。
2．英语学科教学知识与能力掌握外语教学基本理论、英语教学专业知识与国家英语课程标准内容等学科教学知识，并能用以指导高中英语教学。
3．英语学科教学设计能力能够根据英语学科特点，针对高中学生的认知特点、语言水平和学习需要选择并设计合理的教学内容，形成完整合理的教学方案。
4．英语学科教学实施能力理解高中英语课堂教学实施的基本原则和方法，具备实施语言课堂教学的基本能力；能够根据教学设计，结合教学实际情况，采用恰当的教学手段，引导学生进行有效学习。
5．英语学科教学评价知识与能力了解高中英语课堂教学评价的基本知识和方法，能够对学生的语言学习进行恰当的评价；了解教学反思的基本方法和策略，能够对自己的课堂教学实践进行反思，提出改进的思路。
二、考试模块内容与要求（一）语言知识与能力1．掌握英语语言的基础知识，了解语言学研究中与语言教学相关的基本概念和知识，并能在课堂教学中加以运用。
2．具有良好的英语语言运用能力，包括用英语进行书面表达、获取教学资源和信息、表达思想情感和与学生良好沟通的能力；能够筛选并改编适合高中学生英语水平的语言材料。
3．能在语篇中理解英语国家的语言、历史和文学等相关的社会文化知识。
（二）语言教学知识与能力1．了解外语教学基本理论，理解语言观、语言学习观、语言教学观等对高中英语教学的指导作用。
2．理解国家颁布的英语学科课程标准的目标内容（语言技能、语言知识、情感态度、学习策略和文化意识），以及课程标准的其他相关知识，并能在教学设计与实施中运用。
3．掌握英语语言知识（语音、词汇、语法、语篇等）的教学基本原则、讲解和练习方法。
4．掌握英语语言技能（听、说、读、写）教学的基本原则和训练方法。
5．能结合中外社会文化语境，设计并实施英语知识和技能的教学与训练。
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。
教师资格证考试《中学英语学科知识与教学能力》试题及答案
一、单项选择题1．【答案】 B。
2．【答案】 C。
分析：考察重读知识。
问题意为“我们几点去上学?”所以答案应重申时间at seven 0’ clock“七点”。
3．【答案】 B。
分析：考察名词辨析。
句意为“一定每一个人都喜爱这蛋糕，由于连__________都没剩下”。
crutch意为“支柱，手杖”，chip意为“碎片，碎屑”，chop意为“排骨”，clip意为“夹子”。
依据句意可知，大家喜爱蛋糕连碎屑都没剩下，应选B。
4．【答案】 B。
分析：考察形容词辨析。
句意为“从前，病人手术后__________ ，需要很长时间才能恢复，此刻手术的病人却感觉既轻松又舒坦”。
unhealthy意为“不健康的”，exhausted意为“精疲力竭的” ，fearful意为“担忧的，可怕的”，upset意为“烦恼的，不适的”。
病人不需要很长的时间用来恢复，说明手术后应当不是筋疲力尽，应选B。
5．【答案】 B。
分析：考察副词辨析。
空格处需要填入一个副词修饰“changin9 ”。
stably“安稳地”，constantly“常常地，不停地”，scarcely“几乎不”，0ccasionally“有时地”。
依据知识，世界市场的变化应当是随时随处的，即“常常发生变化”。
应选 B。
6．【答案】 C。
分析：考察非谓语动词。
句意为“在电影院有个老年人坐在我旁边”。
此刻分词作定语，应选C。
7．【答案】 C。
分析：考察附属连词的用法。
句意为“工程师们都很忙，__________他们有进行户外活动的兴趣，也没有时间”。
wherever 意为“不论哪里” ， whenever 意为“不论何时”， even if意为“即便，只管” ，as ff意为“仿佛，仿佛” 。
依据前后句意，应为即便，应选 C。
8．【答案】 C。
分析：考察虚构语气。
在表示梦想、建议、恳求、命令等时， it is imperative that构造后边的主语从句一定用虚构语气，即should+动词原形(should能够省略)。
英语学科知识与教学能力简答题汇总
一、语言教学的策略有哪些，辩音训练及重音、语调训练的内容是什么。
答: 1、语音教学的策略采用多样化手段提高多样化教材在情境中进行体现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、升降调和降升调。
训练方法主要有使用手势、提升语调以及在黑板上标识等方法。
二、在词汇教学的过程中，老师可教给学生哪些记忆单词的方法？请列举三种并解释说明。
答： 1、利用卡片进行记忆这种方法是将单词整理或写在卡片上，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和形结合起来，通过不断的练习使学生根据读音写出单词。
三、在听力训练时需要注意的事项有哪些？答： 1、注意区分和模仿正确的语言语调在听力训练中，有必要注意和模仿正确的语音语调。
教师资格证考试《中学英语学科知识与教学能力》考试试题及答案
一、单项选择题(本大题共30小题，每小题2分，共60分)1．Those robots can walk like__________．A．humanB．humansC．humen？D．humens2．She with her friends__________to visit their teacher every week．A．goB．goingC．goes？D．went3．I don’t think the poor__________always poor．Working hard__________very important．A．is；isB．are；areC．are；is？D．is；are4．Would you mind__________the window？A．I closingB．my closingC．me closing？D．me close5．It has been__________since we went out to play last time．A．some timeB．sometimeC．sometimes？D．some times6．Mr．Green works in a__________building．A．thirty stories highB．thirty-stories highC．thirty-stories-high？D．thirty-story high7．Many children would__________watch TV than do sports．A．ratherB．1ikeC．want？D．love8．It’S very nice__________you__________my parents your best wishes．A．of；sendingB．of；to sendC．for；to send？D．for；sending9．If you want to go to the movie tonight，S__________I．A．doB．amC．will？D．should10．The United Kingdom is a constitutional monarchy．The__________has very little power．A．queenB．monarchC．prime minister？D．king11．Which of the following words contains a triphthong？A．lowB．towerC．boy？D．year12．／m／，／n／are__________．A．fricativesB．dentalsC．glides？D．nasals13．Textbook writing should comply with principles of interest，flexibility and openness，develop-ment and expansibility，science and__________．A．practicalityB．energy-efficiencyC．effectiveness？D．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 especially em-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．reading？D．writing1 6．__________is generally considered that far from the linguistic context of target language whose language system is different from source language’S．A．Second Language TeachingB．Foreign Language TeachingC．Common Language Teaching？D．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 awareness？D．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 meaning？D．1anguage use19．English learning strategies do NOT include__________．A．cognitive strategyB．control strategyC．communication strategy？D．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二、Passage OneYears ago，I lived in a building in a large city．The buildin9’S next door was only a few feetaway from mine．There was a woman who lived there，whom I had never met，yet I could see her seated by her window each afternoon，sewing or readin9．After several months had gone by，I beganto notice that her window was dirty．Everything was unclear through the dirty window．1 would say tomyself：“l wonder why that wonlan doesn’t wash her window．It really looks terrible．”One bright morning I decided to clean my flat．including washing the window on the inside．Late in the afternoon when I finished the cleanin9．I sat down by the window with a cup of cof-fee for a rest．Whata surprise!Across the way，the woman sitting by her window was clearlyvisi-ble．Her window was clean!Then it dawned on me．I had been criticizing(批评)her dirty window，but all the time l waswatching hers through my own dirty window．That was quite an important lesson for me．How often had I looked at and criticized others through the dirty window of my heart，through my own shortcomings？Since then，whenever l wanted to judge(评判)someone，I asked myself first，“Am I lookingat him through my own dirty window”Then I try to clean the window of my Own world SO that I may see the world about me more clearly．21．The writer couldn’t see everything clearly through the window because__________．A．the woman’s window was dirtyB．the writer's window was dirtyC．the woman lived nearby？D．the writer was nearsighted22．The writer was surprised that__________．A．the woman was sitting by her windowB．the woman’s window was cleanC．the woman did cleaning in the afternoonD．the woman’s window was still terrible23．“It dawned on me”probably means“__________”．A．I began to understand itB．it cheered me upC．I knew it grew lightD．it began to get darkclear that__________．A．the writer had never met the woman beforewriter often washed the windowC．they both worked as cleanerD．they lived in a small town25．From the passage，we can learn__________．shouldn’t criticize others very oftenB．one should often make his windoWS cleaIlC．one must judge himself before he judges othersD．one must look at others through his dirty window请阅读Passage Two,完成第26—30小题。
初级中学教师资格考试《英语学科知识与教学能力》历年真题及解析
初级中学教师资格考试《英语学科知识与教学能力》历年真题及解析一、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.The similarity between the English consonants/p/,/b/,and/m/is that they are all_____.A．fricativeB．plosiveC．labial-dentalD．bilabial【答案】D【解析】根据发音部位，辅音/p/,/b/,/m/都属于双唇音（bilabial），即通过下唇和上唇形成阻碍发出声音。
2.Which of the following is a back vowel in English?A．/ə:/B．/ɔ:/C．/ʌ/D．/e/【答案】B【解析】题意为：下面哪个是英语中的后元音？A项，/ə:/属于中元音。
B项，/ɔ:/属于后元音。
C项，/ʌ/比较特殊，发此音时舌头的最高位置偏中后，所以有的分类系统会把它归为中元音，也有的把它归为后元音。
D项，/e/属于前元音。
3.There is only one playground slide in this school,so the students have to take_____to use it.A．turnsB．the turnsC．a turnD．the turn【答案】A【解析】take turns to do sth是固定搭配，意为“轮流做某事”。
题意为：这所学校只有一个操场滑梯，所以学生们只能轮流使用它。
4.Out of everyone’s expectation,Johnson suddenly returned_____a rainy night.A．atB．inC．onD．during【答案】C【解析】表示时间常用的介词有at,in,on,during等。
(完整版)英语学科简答题
听力教学的目的是什么？培养学生什么能力？目的：增强对不同话语情景的识别能力，获取信息主旨大意，了解简单的具体事实、理解一定的逻辑关系以及事物发展的时间和空间顺序等，理解说话人的意图和态度。
能力：听关键信息；听懂并执行指示语；听懂大意和主题；确定事物的发展顺序或逻辑关系；预测；理解说话人的意图和态度；评价所听内容。
教师应如何选择听力材料？接近真实语境中的话语；说话人的话语应尽量体现个性特征；适度使用辅助的直观视觉材料；适度调控话语轮次；与学生生活联系紧密，语言水平相当。
教师在听力教学中所扮演什么角色？要点：提供材料，鼓励、启发、引导、帮助、监控、评价。
（需要展开说明）（二）口语教学1. 口语教学中应当遵循哪些原则？(1)听力基础上培养说的能力(2)平衡准确性与流利性原则(3)注意得体性与连贯性原则(4)强调实践性与激励性原则(5)多方式循序渐进训练口语2.成功口语活动的注意事项(1)符合口语活动设计原则口语活动的人物与话题要有真实性和可操作性贴近生活；难度适当，内容有梯度(2)设计丰富多彩的口语活动(3)口语活动要体现全员参与性口语教学的目的是什么？培养学生什么能力？目的：就简单的话题提供和交流信息，乐于表达个人观点和态度，逐步掌握倾听和呼应的技能，把握谈话线索和轮次，有效询问信息和澄清意思，获取帮助，解决力所能及的实际生活问题。
能力：引出话题；维持交谈；插话；转移话题；话轮转换；引起注意；澄清意思；请求澄清；表示倾听和理解；预示和结束谈话；利用语音、语调表达意思。
教师应如何选择口语材料？1. 与学生水平相当；2. 贴近学生生活；3. 话题具体，目的明确；4. 有利于学生参与、合作；5. 具有趣味性和真实性；6. 有利于口语交际和表达。
教师在口语教学中所扮演什么角色？示范、鼓励、引导、帮助、监控，评价。
（需要扩充）阅读教学的目的是什么？培养学生什么能力？目的：乐于阅读，基本养成阅读兴趣和良好的阅读习惯，掌握概括大意、理解词义、预测故事情节等基本阅读方法，基本掌握常用阅读策略, 初步形成语感。
教资初中英语《学科知识与教学能力》考点总结
教资•初中英语•《学科知识与教学能力》考点总结●听力教学●模式●自下而上的听力教学模式bottom-up model （微观→ 宏观）●强调语言知识对听力的影响●安排适当听力技能的训练，及词汇、语法知识的讲解听力理解前●自上而下的听力教学模式top-down model （宏观→ 微观）●侧重背景知识的作用●交互式的听力教学模式interactive model （自下而上 & 自上而下的结合）●克服语言、文化障碍听力教学的理想模式●过程（PWP）⭕注重听中●听前环节pre-listening●准备环节激发学习动机，激活已有图式（schema)，帮助学生做好提前准备●活动●介绍相关背景知识●教授生词或重难点句型●学生预测听力材料内容●呈现图片、播放影像，提出开放性问题，引导讨论相关话题●听中环节while-listening●关键环节主要目标：培养信息理解能力、训练听力技能●活动●培养辨音能力的活动discrinination●辨别语音、重弱读、意群●选择听到的单词、句子●根据录音排列单词、句子、图片等●培养交际信息辨别能力的活动identify communication signals●识别对话中的新信息指标语、例证指示语、话题中止语、话题转换指示语等●培养大意理解能力的活动listen for the gist ( 宏观角度 )●理解对话或独白的主题、意图、大意●听录音，判断听前预测是否正确●培养细节理解能力的活动listen for specific information ( 微观角度 )●获取具体信息●培养推理判断和预测能力的活动infer and predict●根据语气、对话内容，推断说话人的意图、态度、说话人之间的关系、预测下文●推测个别表达的作用、代词的指代内容、说话人的身份和态度、对话发生的时间和地点、接下来的情节●培养词义猜测能力的活动guess word meaning●猜测听力材料中出现的陌生表达方式含义●培养记笔记能力的活动take notes●根据听力材料的类型、要求，用简单的符号、数字、有代表性的字母记录所听信息●注意●精听careful listening●通过听材料，把材料内容感知一遍，加深学生对材料细节内容的理解●泛听extensive listening●初步听材料并回答问题，初步了解文章的主旨大意和基本内容●听后环节post-listening●作用：巩固与深化加工重组型信息，加深理解●活动●重要的生词和语法作解释和扩展帮助巩固和拓展所学知识●针对听力材料多角度提问●跟读听力、复述听力材料内容、讨论相关话题●编创对话、角色扮演，培养合作意识●培养想象力、书面表达能力●培养批判思维●评价对话或语篇中事件或说话人的做法●体会对话或语篇背后隐含的意义●策略●培养学生良好的语感●培养语音感觉●培养语意感觉●培养对语言感情色彩的感觉●培养学生良好的听力习惯●听前环节浏览信息●边听边记录，边听边记忆●遇到无法听懂的词句，继续听下去●营造轻松的听力氛围●缓解压力，增强信心●口语教学●内容●语言形式language form●语言内容language content●（交际）功能functions●（文化与交际）策略strategies●原则●平衡流利性与准确性●口语要流利、准确流利：语言顺畅、意义完整表达准确：语音形式正确使用●模仿性口语●及时纠错●交际性口语●允许错误的发生，尽量不打断学生的思路●情境化原则●针对不同教学内容，创设贴近学生生活经历的话语情境●真实性、可操作性，培养跨文化交际的意识和能力●激励性原则●尽可能多的为学生开口说英语创造机会●克服紧张、害怕出错的心理，及时加以肯定和鼓励，及时表扬●信息沟原则●信息沟（information gap)：不同人掌握信息方面存在的差距也叫信息不对称●由于这种差距，人们才有了交际活动●调查survey●讨论discussion●采访interview●发展口语策略原则●加强口语策略的讲解和训练●策略：引出话题、维持交谈、转移与终止话题、引起注意、表示倾听和理解、插话、回避、转码、释义、澄清、求助●听说结合原则●增加语言知识类的语言输入●积累话题的素材●活动多样化原则●兴趣、主动性、参与性●过程( PWP )●说前环节pre-speaking●首要任务：让学生明确口语活动的话题●活动●头脑风暴、阅读材料减少学生的表达障碍●播放语口语活动相关的听力材料了解话题，积累语言素材●说中环节while-speaking●任务注意●学生：在规定的时间内完成口语活动●教师：巡场●活动：要有梯度（简单→ 难）●活动●控制性和机械性活动controlled or mechanical activities●扩展句子expand sentences●朗读read aloud●模仿imitate●复述retell●听写dictate●翻译translate●背诵recite●半控制性或半机械性活动semi-controlled or semi-mechanical activities●情景对话situational conversation●图片描述describe pictures●开放性和创造性活动open or creative activities●涉及信息相互传递，围绕某一话题/问题，以结对/ 小组合作的方式开展●活动●采访interview●调查survey●自由交谈free talk●猜谜游戏guessing game●小组讨论group discussion●角色扮演role-play●辩论debate●即兴演讲impromptu speech●说后环节post-speaking●安排展示和评价活动，帮助学生纠正错误●阅读教学●模式●自上而下的模式top-down m model （宏观→ 微观）●重视背景知识导入，运用自己的知识对文章的下文进行预测●优点●着眼于从整体上把握文章，培养学生的速度能力●缺点●不利于积累和掌握基础语言知识●自下而上的模式bottom-up model （微观→ 宏观）●对材料的理解：从比较小的语言文字单位到比较大的单位●过程：“刺激-反应-强化”阅读，是各项基本的阅读能力的培养和强化●优点●更注重细节●缺点●不利于阅读速度的提升●不能从更高的角度理解文章的深层含义●交互补偿的模式interactive compensatory model●是以上两种模式的结合●过程（ PWP ）⭕注重读中●读前环节pre- reading●激发阅读动机，激活背景知识，减少阅读障碍，做好阅读准备●活动●呈现图片、视频、标题、谜语，预测阅读材料的主题、语境/ 主要内容●教授重点单词、短语、句型●呈现标题、图片、播放视频，介绍阅读材料的背景知识●提出开放性问题●读中环节while-reading●阅读为主，帮助理解阅读材料，训练阅读技能●活动●判断预测是否正确，总结文章大意或段意，给阅读材料拟定标题●找到事实性问题的答案，判断正误，提取信息，完成表格，补全句子，将材料中的事件进行排序●读后环节post-reading●开展评价性和应用性活动，巩固和拓展知识●活动●学生评估自己阅读过程中的表现●根据一定的线索（如：思维导图）复述材料内容，加深阅读材料的理解和记忆●角色扮演●采访活动，调查活动，讨论活动●教师指导学生进行写作，提升书面表达能力●学生对故事类语篇进行简单的续编●制作展板/ 海报，培养创作和动手能力●基本技能●略读/ 跳读skimming●尽可能快的速度，有选择的阅读，跳过某些细节，只抓住文章大意●可着重关注起始段和结尾段、段落的主题句、与主题句相关的信息、标题、架构●寻读/ 查读scanning●通过快速阅读，在文字资料中查询特定的细节信息，带有明确的目的性●利用关键词、小标题、图片、表格等快速定位●猜测词义word-guessing●扩大词汇量的有效方法●利用上下文、同义词、反义词、构词法●预测predicting●借助标题、图片等信息，对文章题材、题材、结构脉络、内容等进行预测文章体裁：记叙文、说明文、议论文题材：经济、政治、历史、文化、科普●推理inferring●透过表面意思，领悟言外之意、语气、态度●识别指代关系recognizing the reference●分析、判断、整体阅读、归纳和总结●策略●泛读与精读相结合●阅读与说、写相结合●阅读是一种语言输入，最终应转化为语言输出●激发学生阅读兴趣●阅读材料：趣味性●阅读任务：多样性、丰富性●不同文体侧重不同要点●布置不同的阅读任务●写作教学●模式●重结果product-oriented approach●注重写作成品●重过程process-oriented approach●写作内容与写作过程并重●重内容content-oriented approach●强调写作内容的丰富性主张通过不同渠道收集素材，丰富写作内容●过程( PWP ) ⭕注重写前●写前环节pre-writing●激发写作动机，帮助积累素材，明确写作思路和文章结构（格式），为初稿写作做准备（语言形式、语言结构，词、句型）●活动●头脑风暴brainstorming●讨论或调查discussion/ survey●分析范文analyzing the sample article●绘制思路图/ 思维导图drawing a mind map●用途●可以帮助学生记录并整理思路●学生：组织学习内容，整理知识框架，提升学习效率●教师：制定教学计划，整理教学设计，展示教学内容，提升教学效率●注意事项●相关性●灵活性●适度性●写提纲drawing up an outline●写中环节while-writing●要求：注意检查单词，拼写标点，句子表达，文章结构，时间，内容，主题●写后环节post-writing●对初稿进行推敲、润色、修改、评析、分享●活动●自改与互改self-editing and peer-editing●修订revising●对文章进行修改完善●分享和评价sharing and evaluating●邀请几名学生分享自己的文章，并给予评价●形式●控制性写作controlled writing （重复、机械、练习）●抄写copying●填空blank-filling●完成句子completion●句型转换transformation●造句making sentences●指导性写作guided writing （限制）●段落写作●摘要性写作●基于调查问卷的写作●表达性写作expressive writing （开放性）●随意写作●学生可以随意写他们想写的任何事情●叙述和描述细节●语言水平高的学生，可以根据他们所熟悉的主题写一些小文章●原则●模仿性与应用性相结合●重过程与重结果相结合●写作与听说、阅读有机结合●学习性写作和交际性写作相结合。
最新教师资格证考试《中学英语学科知识与教学能力》试题及答案
一、单项选择题(本大题共30小题，每小题2分，共60分)1．China is planning to build__________new station in __________ South Pole for scientific research in 5—1 5 year's time．A．the；theB．a；theC．the；不填D．a；不填2．Generally speaking．the air pollution in cities is more serious than__________in the country．A．onesB．oneC．thatD．those3．It’S surprising that this innocent—looking person should have__________such a crime．A．performedB．madeC．actedD．committed4．一Which Of the two ties would you like to wear?__________．You know I'm not particular about ties．A．AnyB．EitherC．BothD．Neither5．一John．why did you make no reply to me when I called you in the street?一Sorry，Jim__________to my friend on the phone．A．was talkingB．talkedC．am talkingD．had talked6．With an examination__________，the students felt relaxed and enjoyed themselves the whole night．A．to takeB．being takenC．takingD．taken7．In China as well as many other countries around the world，great__________have been made to reduce the amount of carbon emission．A．affectsB．effortsC．affordsD．effects8．一he managed to get the information?一Oh，a friend of his helped him．A．Where waB it thatB．What wa8 it thatC Hnw was it thatD．Who was it that9．1 wonder what has happened to Annie．She__________have been here by now．A．shallB．canC．shouldD．need10．William Wordsworth is an English__________．A．poetB．novelistC．playwrightD．critic11．Which of the following sounds does“lateral”refer to?A．／l／B．／w／C．／h／D．／j／12．Which vowel is different from the others according to the characteristics of vowels? A．／i：／B．／u／C．／e／D．／i／13．Which of the following activities is NOT suitable for consolidating vocabulary? A．Labeling．B．Using minimal pairs．C．Odd man out．D．Word association．14．Which of the following statements does NOT belong to learning strategy?A．Enrich study by using audiovisual and network．B．Design inquiry．1earning activities and adapt learning objectives as needed．C．Conduct self-assessment in learning and adapt learning objectives as needed．D．Work out stage learning objectives and ways to reach them．15．In the communicative classroom．these activities，such as role play，problem solving，belong to __________.A．pre—communicative activitiesB．activities after communicationC．functional activitiesD．social communicative activities16．Which of the following activities can help students prepare for spontaneous speech? A．Reading aloud．B．Giving a prepared talk．C．Doing a drill．D．Interviewing someone，or being interviewed．17．Which of the following methods(toes not emphasis that teachers should correct students’mis-takes at any time?A．Audio．1ingual method．B．Cognitive method．C．Communicative method．D．Audio-visual method．18．What aspects should be emphasized in classroom teaching in the view of the scholars who advo-cate situational method?A．Spoken language is the first；it is the base of written language．B．Written language is the first；it is the base of spoken language．C．Written language and spoken language ale of the 8anle importance．D．Written language and spoken language are not of the same importance．19．The teachers should use__________materials as much as possible in teaching，which is one of the characteristics in communicative method．A．rightB．trueC．foreignD．native20．When a teacher hopes students to do exercise of a sentence pattern--Is it+adj．(colour)?He／She would say，“I think of a colour ball，do you want to know its colour?”The students would ask：“Is it white／yellow／black／green?”and so on．This way possesses some characteristics of communicative activities，which are superior to sentence exercises of audio-lingual method，this is because__________．A．there is information-gap between dialoguesB．the responder has freedom of choiceC．the questioner gets other’s feedbackD．the responder knows what the questioner saying二、请阅读Passage One，完成第21—25小题。
教师资格全国统考《英语学科知识与教学能力》(初级中学)
教师资格全国统考《英语学科知识与教学能力》（初级中学）一、考试目标1．英语学科知识与能力具有扎实的英语语言基础知识和语言能力；具备从事初中英语教学所需要的英语语言能力；能理解有关英语国家的语言、历史和文化等相关知识。
2．英语学科教学知识与能力掌握外语教学基本理论、英语教学专业知识与国家英语课程标准内容等学科教学知识，并能用以指导初中英语教学。
3．英语学科教学设计能力能够根据英语学科特点，针对初中学生的认知特点、语言水平和学习需要选择并设计合理的教学内容，形成完整合理的教学方案。
4．英语学科教学实施能力理解初中英语课堂教学实施的基本原则和方法，具备实施语言课堂教学的基本能力；能够根据教学设计，结合教学实际情况，采用恰当的教学手段，引导学生进行有效学习。
5．英语学科教学评价知识与能力了解初中英语课堂教学评价的基本知识和方法，能够对学生的语言学习进行恰当的评价；了解教学反思的基本方法和策略，能够对自己的课堂教学实践进行反思，提出改进的思路。
二、考试模块内容与要求（一）语言知识与能力1．掌握英语语言的基础知识，了解语言研究中与英语教学相关的基本概念和知识，并能在课堂教学中加以运用。
2．具有良好的英语语言运用能力，包括用英语进行书面表达、获取教学资源和信息、表达思想情感和与学生良好沟通的能力；能够筛选并改编适合初中学生英语水平的语言材料。
3．能够在语篇中理解英语国家的语言、历史和文学等相关的社会文化知识。
（二）语言教学知识与能力1．了解外语教学基本理论，理解语言观、语言学习观、语言教学观等对初中英语教学的指导作用。
2．理解《义务教育英语课程标准（2011年版）》的目标内容（语言技能、语言知识、情感态度、学习策略和文化意识），以及课程标准的其他相关知识，并能在教学设计与实施中运用。
3．掌握英语语言知识（语音、词汇、语法、语篇等）的教学基本原则、讲解和练习方法。
4．掌握英语语言技能（听、说、读、写）的教学原则和训练方法。
英语学科知识与教学能力简单题答题技巧汇总
1.比较视听法（Audio-Visual Method）和听说法（Audio-oral method）的特点及其优缺点。
P1502.语音教学有哪些内容？选其中两个说明其教学方法。
P180（1）语音层次的语音教学音标教学和读音规则教学（2）语流层次的语音教学句子重音（Stresses of sentences）节奏rhythms意群和停顿（Sense group and pause）连读和失去爆破（Liaison and loss of plosion）语调（Intonations）(3) 训练学生的重读1.听录音，看材料，思考为何需要重读2.让学生理解何时用重读之后进行训练(4) 训练学生的语调1.让学生意识到一个词可以表达不同的意义和语气。
2.让学生通过通录音总结何时用升调，何时用降调3.简述词汇教学的内容，说明两种词汇教学模式P184（1）内容：①词义（Meaning）包括概念意义（Denotative meaning）和关联意义（connotative meaning）②词法（Basic information）包括词类、词缀、拼写及发音③用法（Usage）包括词汇的搭配、短语、习语、风格、语域④词汇学习策略（Strategies）（2）教学模式①PPT模式, 由Presentation（呈现）.Practice（练习）.Testing（测试）三个阶段组成。
a.呈现：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。
b.练习：通过匹配、替换、表演、猜测、词汇接龙等练习活动，训练和巩固所学词汇。
c.测试：设置语境运用所学词汇，或者设计活动了解学生对词汇音、形、义的掌握程度。
②TBLT模式TBLT（Task-Based Language Teaching）模式要求词汇教学中应按照任务型教学的原则设计与词汇相关的任务。
按照任务型教学的原则，词汇学习不只是了解单词的意义与功能，更重要的是利用词汇完成阅读、听力和写作的任务。
(完整版)初中英语学科知识与教学能力试题及答案
《英语学科知识与教学能力》（初中）一、考试目标1．英语学科知识与能力具有扎实的英语语言基础知识和语言能力；具备从事初中英语教学所需要的英语语言能力；能理解有关英语国家的语言、历史和文化等相关知识。
2．英语学科教学知识与能力掌握外语教学基本理论、英语教学专业知识与国家英语课程标准内容等学科教学知识，并能用以指导初中英语教学。
3．英语学科教学设计能力能够根据英语学科特点，针对初中学生的认知特点、语言水平和学习需要选择并设计合理的教学内容，形成完整合理的教学方案。
4．英语学科教学实施能力理解初中英语课堂教学实施的基本原则和方法，具备实施语言课堂教学的基本能力；能够根据教学设计，结合教学实际情况，采用恰当的教学手段，引导学生进行有效学习。
5．英语学科教学评价知识与能力了解初中英语课堂教学评价的基本知识和方法，能够对学生的语言学习进行恰当的评价；了解教学反思的基本方法和策略，能够对自己的课堂教学实践进行反思，提出改进的思路。
二、考试模块内容与要求（一）语言知识与能力1．掌握英语语言的基础知识，了解语言研究中与英语教学相关的基本概念和知识，并能在课堂教学中加以运用。
2．具有良好的英语语言运用能力，包括用英语进行书面表达、获取教学资源和信息、表达思想情感和与学生良好沟通的能力；能够筛选并改编适合初中学生英语水平的语言材料。
3．能够在语篇中理解英语国家的语言、历史和文学等相关的社会文化知识。
（二）语言教学知识与能力1．了解外语教学基本理论，理解语言观、语言学习观、语言教学观等对初中英语教学的指导作用。
2．理解《义务教育英语课程标准（2011年版）》的目标内容（语言技能、语言知识、情感态度、学习策略和文化意识），以及课程标准的其他相关知识，并能在教学设计与实施中运用。
3．掌握英语语言知识（语音、词汇、语法、语篇等）的教学基本原则、讲解和练习方法。
4．掌握英语语言技能（听、说、读、写）的教学原则和训练方法。
5．能结合中外社会文化语境，设计并实施英语知识和技能的教学与训练。
(完整版)英语学科知识与能力考试简答题汇总,推荐文档.doc
英语学科知识和能力简答题根据目要求完成下列任，用中文作答。
1．堂入是初中英堂教学常用的步之一。
以文“Christmas ” 例，写出四种常的入方法并各一例明。
(1)歌曲入法“同学，你今天开心 ?我看大家都非常有精神，的状很不。
那在上之前，老先大家播放一首歌曲 Marry Christmas ，如果会唱的，你可以跟着拍一起唱，好 ?( 播放歌曲 ) 同学，歌曲听完了，大家得首歌曲熟悉 ?⋯⋯，非常不，首歌曲是在唱圣。
老有个：你知道圣的来 ?⋯⋯好多同学都不是很清楚，那么今天老将大家一起走圣，在英的海洋中一起感受圣的快。
”(2)片入法“ How are you ．bovs and girls? 同学好，很高再次到大家。
今天的老来了几幅片，在大家看大屏幕，从第一幅中，大家看到了什么?⋯⋯，是我都非常熟悉的圣老人，大家的反速度真快。
在看第二幅，大家看到了什么呢?我听到有同学圣、圣袜，噢，有色的圣帽，大家察得非常仔。
那么在老有一个了，你知道什么圣要放圣，并戴圣帽?圣老人又是从哪里来的呢 ?着些，我一起走今天的堂，来学与圣相关的知。
”(3) 入法“同学，在今天上之前，大家先看一段。
( 播放 ) 束了，同学， What can you see in this video? 你看到了什么 ?好的，我听到有同学看到了圣老人着雪橇在挨家挨地送礼物，有的同学看到了艾米一家在准圣晚会。
大家察得都非常仔，那同学有没有思考一个，你知道圣是怎么来的?看来大家都不知道。
没关系，那么我今天就一起来学新的一——圣，从而找到个答案。
”(4)故事入法“同学，每年的 12 月 25 13 很多西方国家都会一个于他来特重要的日——圣。
也就是英文的 Christmas 。
在那一天，大街上非常，大人和小孩会穿着日的盛装穿梭于大街小巷。
可是，同学，你知道每年的12 月 25 日是全世界基督教徒念耶生的日子?大家一茫然，看来不是很清楚，没关系，那么我今天就一起来学新的一——圣，从而找到个答案。
教师资格证英语学科知识与教学能力详解
《英语学科知识与教学能力》（高级中学）一、考试目标1．英语学科知识与能力具有扎实的英语语言基础知识和语言能力；具备从事高中英语教学所需要的英语语言能力；能理解有关英语国家的语言、历史和文化等相关知识。
2．英语学科教学知识与能力掌握外语教学基本理论、英语教学专业知识与国家英语课程标准内容等学科教学知识，并能用以指导高中英语教学。
3．英语学科教学设计能力能够根据英语学科特点，针对高中学生的认知特点、语言水平和学习需要选择并设计合理的教学内容，形成完整合理的教学方案。
4．英语学科教学实施能力理解高中英语课堂教学实施的基本原则和方法，具备实施语言课堂教学的基本能力；能够根据教学设计，结合教学实际情况，采用恰当的教学手段，引导学生进行有效学习。
5．英语学科教学评价知识与能力了解高中英语课堂教学评价的基本知识和方法，能够对学生的语言学习进行恰当的评价；了解教学反思的基本方法和策略，能够对自己的课堂教学实践进行反思，提出改进的思路。
二、考试模块内容与要求（一）语言知识与能力1．掌握英语语言的基础知识，了解语言学研究中与语言教学相关的基本概念和知识，并能在课堂教学中加以运用。
2．具有良好的英语语言运用能力，包括用英语进行书面表达、获取教学资源和信息、表达思想情感和与学生良好沟通的能力；能够筛选并改编适合高中学生英语水平的语言材料。
3．能在语篇中理解英语国家的语言、历史和文学等相关的社会文化知识。
（二）语言教学知识与能力1．了解外语教学基本理论，理解语言观、语言学习观、语言教学观等对高中英语教学的指导作用。
2．理解国家颁布的英语学科课程标准的目标内容（语言技能、语言知识、情感态度、学习策略和文化意识），以及课程标准的其他相关知识，并能在教学设计与实施中运用。
3．掌握英语语言知识（语音、词汇、语法、语篇等）的教学基本原则、讲解和练习方法。
4．掌握英语语言技能（听、说、读、写）教学的基本原则和训练方法。
5．能结合中外社会文化语境，设计并实施英语知识和技能的教学与训练。
教师资格《英语学科知识与教学能力(初级中学)》模拟试题及答案三
教师资格《英语学科知识与教学能力（初级中学）》模拟试题及答案三（实用版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的实用资料，如职业道德、时事政治、政治理论、专业基础、说课稿集、教资面试、综合素质、教案模板、考试题库、其他资料等等，想了解不同资料格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor.I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!In addition, this shop provides you with various types of practical materials, such as professional ethics, current affairs and politics, political theory, professional foundation, lecture collections, teaching interviews, comprehensive qualities, lesson plan templates, examquestion banks, other materials, etc. Learn about different data formats and writing methods, so stay tuned!教师资格《英语学科知识与教学能力（初级中学）》模拟试题及答案三一、单项选择题1./kuku：/is a bird’s call.The name of such a bird is CUCKOO which is an example of__________.A.1anguage universalsB.onomatopoeiaC.teaching grammarsD.morphs2.The vowel/u：/in/fu：d/(food)is a__________vowel.A.backB.frontC.unmundedD.central3.The COl'e of the English curriculum resources is/are__________.A.teacher’S bookB.textbookC.visual aids and materialswork resource4.When a teacher teaches the words“bus”and“car”，he thought that some students would ask how to speak“中巴”in English，so he not only prepares the video of“bus and car”，but also the video of“mini.bus”which students Can see everyday.Which of the following basic ideas does teacher’s approach reflect?A.Stress student’s subject;respect the individual difference.B.Design objectives integrally;embody flexibility and openness.C.Face to all students;focus on quality education.D.Adopt activities;advocate experience and participation.5.The three.dimensional aim of new curriculum in classroom teaching refers to knowledge and skills.emotional attitudes and values，__________.A.text and classroomB.teachers and studentsC.Drocess and methodsD.courses and evaluation6.Task.based language teaching activities should take students’living experience and__________as starting point，the contents and ways should be true as much as possible.A.real situationB.1anguage knowledgeC.interestD.1anguage skills7.is the constant aim of the teachers and the most mainly ways to improve the quality of teaching in subjects.A.To purse the maximum of classroom teachingB.Profound teaching experiencesC.The unique teaching personalityD.Precise classroom teaching evaluation8.Which of the following is not an Aptitude Test?A.Sensibility.B.Imitation.C.Memory.D.To test Ss’mastery of knowledge of English.9.Learning portfolio is an important means of__________.A.summative assessmentB.formative assessmentC.diagnostic assessmentD.whole period assessment10.__________is a second language teaching method which stress on“learning by doing”from 1980s，which will also be a trend towards foreign language classroom teaching reform.municative ApproachB.Fask-based TeachingC.Audio-lingual MethodD.Research-based Teaching11.一Have you found the information about famous people__________you can use for the report?一Not yet.I’11 search some on the Interact.A.whichB.whoC.whatD.whom12.一How is everything going on with you in America?一Quite well.Not so smoothly as I hope，__________.A.eitherB.tooC.thoughD.yet13.You——be hungry already--you had lunch only two hours ago.A.wouldn'tB.can’tC.mustn’tD.needn’t14.--I knocked over my coffee cup.It went right over__________keyboard.一You shouldn’t put drinks near__________computer.A.the：/B.the;aC.a;/D.a;a15.She brought with her three friends，none of__________I had ever met before.A.themB.whoC.whomD.these16.一Hurry up!Tom and Mike are waiting for you outside.一Oh.sorry!I thought they__________without me.A.wentB.are goingC.have goneD.had gone17.一Maybe the company won’t offer you good pay.__________，l won’t take the job.A.That is to sayB.What is moreC.In other wordsD.In that case18.English is__________for all students’bIJI art and music are optional.A.availablepulsoryC.specificD.basic19.When giving gifts in the office.during the holidays，you should keep some tips in mind，such as taking the receiver's wants into consideration，and try to avoid uncomfortable__________.A.statesB.choicesC.situationsD.conditions20.The number of the Representatives from each American state depends on the__________.A.contribution a state has made to the nationB.populationC.sizeD.none ofthe above请阅读Passage One，完成第1—25小题。
2023年教师资格之中学英语学科知识与教学能力题库及精品答案
2023年教师资格之中学英语学科知识与教学能力题库及精品答案单选题（共30题）1、请阅读Passage 1。
完成第小题。
A.certain factors that determine the ease with which social changes occurB.certain factors that promote social changeC.the necessity of social changeD.two different societies【答案】 A2、Which of the following words does NOT have a suffix?A.NorthwardB.SnowyC.HappyD.Worker【答案】 C3、David has tried 3 times to repair the clock.He willtry__________time after having a rest.A.fourB.fourthC.the fourthD.a fourth【答案】 D4、Which of the following statements is NOT a way of presenting new vocabularyA.Defininging real objectsC.Writing a passage by using new wordsD.Giving explanations【答案】 C5、For more advanced learners, group work may be more appropriate than pair work for tasksthat are __________.A.linguistically simpleB.structurally controlledC.cognitively challengingD.thematically non-demanding【答案】 C6、What should you think about in trying to find your career? You are probably better at some school subjects than others. These may show strengths that you can use in your work. A boy who is good at mathematics can use that in an engineering career. A girl who spells well and likes English may be good at office work. So it is important to know the subjects you do well in at school. On the other hand, you may not have any specially strong or weak subjects but your records show a general satisfactory standard. Although not all subjects can be used directly in a job, they may have indirect value. A knowledge of history is not required for most jobs but if history is one of your good subjects you will have learned to remember facts and details. This is an ability that can be useful in many jobs.A.The importance of doing well at schooling school performance to help to choose a careerC.The importance of being good at all subjectsD.The indirect value of schoolwork【答案】 B7、请阅读Passage l。
《英语学科知识与教学能力》(高级中学)
《英语学科知识与教学能力》（高级中学）一、考试目标1．英语学科知识与能力具有扎实的英语语言基础知识和语言能力；具备从事高中英语教学所需要的英语语言能力；能理解有关英语国家的语言、历史和文化等相关知识。
2．英语学科教学知识与能力掌握外语教学基本理论、英语教学专业知识与国家英语课程标准内容等学科教学知识，并能用以指导高中英语教学。
3．英语学科教学设计能力能够根据英语学科特点，针对高中学生的认知特点、语言水平和学习需要选择并设计合理的教学内容，形成完整合理的教学方案。
4．英语学科教学实施能力理解高中英语课堂教学实施的基本原则和方法，具备实施语言课堂教学的基本能力；能够根据教学设计，结合教学实际情况，采用恰当的教学手段，引导学生进行有效学习。
5．英语学科教学评价知识与能力了解高中英语课堂教学评价的基本知识和方法，能够对学生的语言学习进行恰当的评价；了解教学反思的基本方法和策略，能够对自己的课堂教学实践进行反思，提出改进的思路。
二、考试模块内容与要求（一）语言知识与能力1．掌握英语语言的基础知识，了解语言学研究中与语言教学相关的基本概念和知识，并能在课堂教学中加以运用。
2．具有良好的英语语言运用能力，包括用英语进行书面表达、获取教学资源和信息、表达思想情感和与学生良好沟通的能力；能够筛选并改编适合高中学生英语水平的语言材料。
3．能在语篇中理解英语国家的语言、历史和文学等相关的社会文化知识。
（二）语言教学知识与能力1．了解外语教学基本理论，理解语言观、语言学习观、语言教学观等对高中英语教学的指导作用。
2．理解国家颁布的英语学科课程标准的目标内容（语言技能、语言知识、情感态度、学习策略和文化意识），以及课程标准的其他相关知识，并能在教学设计与实施中运用。
3．掌握英语语言知识（语音、词汇、语法、语篇等）的教学基本原则、讲解和练习方法。
4．掌握英语语言技能（听、说、读、写）教学的基本原则和训练方法。
5．能结合中外社会文化语境，设计并实施英语知识和技能的教学与训练。
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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
少， 讲法的难易度影 响着学生对篇章的理解和语义的构建， 也影响着学生个体语言能力的发展， 过少的单词和语 法无法达到锻炼学生阅读能力的目的， 过多的生词和过难的语法项目又会让阅读理解变得困难影响英语阅读的积极性 2、如何把握选用阅读材料的生词量和语法难易度： 不同类型的阅读有不同的生词量要求和标准。
一般来说， 作为精读廛阅读语篇的生词是 一般能力有效阅读词汇总量的 3%，作为泛读课阅读语篇的生词量一般低于有效阅读词汇总 量的 1%。
如果教材的词问题过大，首先，教师应该在教学中适当的讲解生词，以便降低阅
读的生词量，减少由生词量过大造成的阅读障碍，其次，根据生词的难易度和额度，把英语 词汇的记忆与理解融入听、说、读、写、译等语言活动之中，从而减轻学生记忆上的负担， 提高学习效率。
语法既是英语语言功能的存在， 又是无语言功能的存在。
教学中教师要根据学生学习的 基础和经验分析语法项目的可学性，由浅入深，由易至难、循序渐进，控制英语语法教学中 的难度，让学生在示例中理解和感知语法规则，在句子和语篇中操练语法规则，在不同的语 言活动中培养语法意识。
时，可以向学生解释：英文中过去时的本质是表达距离现 实的遥远，
置问题。
4、角度新颖，激发趣味性，要根据教学内容灵活采取提问方
为：1、在英语教学中实施形成性评价 有利于激发和培养学生学习英语的兴趣，增强学生的学习动机。
2、调动全体学生的积极性， 使每一个学生都能参与到教学的各个环节中来。
3.创造一种紧张而又活跃的课堂气氛，从而 帮助学生树立自信心。
5.培养学生良好的学习习惯和形成有效的学习策略。
6、培养学生自 我管理的意识和能力。
7。
帮助发展学生自主学习的能力和合作精神，从而不断提高教育教 学水平，提高英语教学质量。
形成性评论的方式有多种， 如课堂学习活动评比、学习效果自评、 学习档案、 问卷调查、 访谈、家长对学生学习情况的反馈与评价、平时测验乖。