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1 2017 上半年全国教师资格考试笔试考前重要分析高级中学英语学科知识与教学能力关注山东教师考试微信 ( 公众号 :sdjsks) 获取更多备考资讯及备考资料中公教育教师考试研究院制

2 重要考点词法 1. 介词要点精编 (1)between 与 among 的区别 :between 表示在两者之间,among 用于三者或三者以上之间 ; (2) 表示地理位置的 in/on/to:in 表示在某范围内,on 指与毗邻, to 指在某环境范围之外 ; (3) 表示穿过的 through/across:through 表示从内部通过, 与 in 有关 ;across 表示在表面上通过, 与 on 有关 ; (4) 表示用的 in/with:with 表示具体的工具,in 表示材料方式方法度量单位语言声音 2. 代词 other, the other 和 another 的区别 (1)other 作形容词, 后接复数名词, 意为另外的, 别的 He has read a lot about the people of other times. 他读了很多关于其他时代的人的文章 1 在 every other, no other, any other 后的名词用单数形式 Shanghai is larger than any other city in China. 2 others 相当于 other people, 意为他人 I don t care what others may think of me.

3 3 other 构成的惯用语 none/ no other than 不是而是 other than 除了以外, 相当于 but every other+ 单数名词每隔 (2)the other 特指 ( 两者中的 ) 另一个, 常构成 one the other He had two friends: one is a worker, the other is a driver. 该结构的复数形式为 :some the others the others, 意为其余的, 相当于 the rest (3)another 泛指 ( 总数为三个以上中任意的 ) 另一个, 后面只能接单数名词, 不可接复数名词 Could you give me another one? 重要考点词汇辨析 1. achieve ( 凭长期努力 ) 达到 ( 某目标地位标准 ), 完成, 成功, approach 接近, attain ( 通常指经过努力 ) 获得, 达到,acquire 学到, 取到 ; 2. award 奖品, 奖金, reward 奖励, 回报, 悬赏金, allowance 津贴, 补贴, prize 奖, 奖品, 难能可贵的事物 ; 3. at times 有时,to the minute 恰好, 一分不差,day by day 一天天,around the clock 昼夜不停地 ; 4. other than 除了以外, 不同于, 不 ( 常用于否定结构中 ), rather than 而不是,or rather 更确切地说, or else 否则, 要不然 ;

4 5. can t...too 表示再也不为过,have difficulty (in) doing sth. 表示做某事有困难 ; 6. look forward to doing sth. 表示期待做,get down to 认真开始 ; 7. transcend 胜过, 超越, 常用搭配是 transcend national barriers 超越国界 ;traverse 横越, 穿过,traverse the grassland;suppress 抑制, 镇压 ; surpass 优于, 超过 ; 8. occurrence 发生, 出现, 事件, 指一般发生的事, 没有偶然因素 ; chance 机会, 可能性 ;coincidence 一致, 巧合, 指凑巧尤指偶然的事 ; occasion 机会, 场合重要考点动词时态与语态 1. 现在进行时表示按计划安排即将发生的动作 She is leaving for Beijing. 2. 现在进行时代替一般现在时, 描绘更加生动 The Yangtze River is flowing into the east. 3. 现在完成进行时着重表示动作一直在进行, 即动作的延续性 ---Hi, Tracy, you look tired. ---I am tired. I have been painting the living room all day. 4. 下面主动形式常表示被动意义 : The window wants/needs/requires repairing. The book is worth reading twice. The play won t act. The dish tastes delicious. The door won t shut. The book sells well. Water feels very cold.

5 重要考点定语从句 1. 连接词只有 that 的情况 : (1) 先行词为 all, everything, anything, nothing, little, much 等不定代词 (2) 先行词被 all, any, every, each, much, little, no, some, few 等修饰时 (3) 先行词有形容词最高级和序数词修饰时 (4) 先行词既指人又指物时 (5) 先行词被 the only, the very 修饰时 (6) 句中已经用 who 或 which 时, 为了避免重复 2.as 引导限制性定语从句 as 引导的限制性定语从句通常与 the same, such, so 等连用, 形式为 :the same as, such as, as as, so as,as 在从句中可作主语宾语表语等语 ) 事物例如 : I lend you such books as will interest you.(as 代替物, 在从句中作主语 ) Such people as you describe are rare nowadays.(as 代替人, 在从句中作宾 Mass is not the same thing as weight is.(as 在从句中作表语 ) the same as 和 the same that 比较 as 引导的定语从句表示其内容与主句所讲的事物相似, 指同类事物 ; that 引导的定语从句表示其内容与主句所讲的事物是同一个, 指同一例如 : This is the same (kind of) pen as I lost yesterday.( 类似的笔 )

6 This is the same pen (the very pen) that I lost yesterday.( 同一支笔 ) 3. 连接词只用 which/ who/ whom 的情况 : (1) 在非限制性定语从句中, 只能用 which 指代物, 用 who/whom 指人 (2) 在由介词 + 关系代词引导的定语从句中, 只能用 which 指物, whom 指人 ( 介词 + which 一般在定语从句中分别做时间地点原因状语, 于是介词 + which 可以分别用 when/where/why 代替 ) (3) 先行词本身是 that 时, 关系词用 which, 先行词为 those/one/he 时多用 who 重要考点状语从句 1. 时间状语从句常用引导词 :when/as/while/as soon as/before/after/since/till/until 特殊引导词 :the minute/the moment/the second/every time/the day/the instant/immediately/directly/no sooner than/hardly when/scarcely when I didn t realize how special my mother was until I became an adult. Every time I listen to your advice, I get into trouble. 2. 目的状语从句常用引导词 :so that/in order that 特殊引导词 :lest/in case/for fear that/in the hope that/for the purpose that/to the end that them. The boss asked the secretary to hurry up with the letters so that he could sign

7 The teacher raised his voice for the purpose that the students in the back could hear more clearly. 3. 让步状语从句常用引导词 :though/although/even if/even though 特殊引导词 :as( 用在让步状语从句中必须要倒装 ), while( 一般用在句首 ) /no matter /in spite of the fact that/whatever/whoever/wherever/whenever/however/whichever Much as I respect him, I can t agree to his proposal. The old man always enjoys swimming even though the weather is rough. 重要考点虚拟语气 1. if 引导的虚拟条件句的结构条件从句谓语主句谓语与现在事实相反 If + 主语 + 动词过去式 (be 动词用 were) 主语 + should/would/could /might + 动词原形与过去事实相反 If + 主语 +had + 过去分词主语 + should/would/could /might+ have+ 过去分词与将来事实相反 If+ 主语 + 动词过去式 If+ 主语 + were to + 动词原形 If+ 主语 + should + 动词原形主语 + should/would/could /might + 动词原形

8 重要考点重音 1. 单音节词单独出现时一律重读, 但不必标出重音符号例如 :go, open, book, sit 2. 双音节词的重音一般在第一个音节上例如 :'brother, 'apple, 'letter, 'sister 3. 但少数外来词或者含有 a-, be-, com-, con-, de-, dis-, em-, en-, mis-, trans-, pre- 等词缀而构成的双音节词, 通常重音在第二个音节上例如 :ho'tel, po'lice, ma'chine, ad'vice, be'fore, de'feat 4. 三音节词重音一般在第一个重音上例如 :'in-du-stry, 'pro-per-ty 5. 三音节带后缀的词重音在第二个音节上例如 :o'ccasion, phy'sician, ma'licious 6. 多音节词重音在倒数第三个音节上例如 :de-'mo-cra-cy, an-ni-'ver-sa-ry 7. 多音节除了有主要重音外, 还有一个次要重音次要重音一般都在主要重音向前倒数第二个音节上例如 :im-ˏpos-si-'bi-li-ty 8. 复合词的重音有以下两种情况 : 并列重音 :'straw-'hat; 'book-'review; 非并列重音 :'greenhouse; 'blackboard 重要考点阅读技能教学 1. 阅读技能教学的目的是培养阅读策略 ; 培养语感 ; 特别强调培养学生在阅读过程中的获取和处理信息的能力 2. 基本技能 : 略读 (skimming); 找读 (scanning); 预测下文 ; 理解大意 ; 分清文章中的事实和观点 ; 猜测词义 ; 推理判断 ; 了解重点细节 ; 理解

9 文章结构 ; 理解图表信息 ; 理解指代关系 ; 理解逻辑关系 ; 理解作者意图 ; 评价阅读内容 3. 相关教学活动 : 略读 : 即选择性地进行跳跃式阅读, 了解文章大意可以采取三个步骤 : (1) 通读文章起始段和结尾段 ;(2) 找到主题句, 细读其他段落的主题句 ; (3) 浏览一些与主题句相关的信息词找读 : 要求在很短的时间内准确地找到目标, 可以利用主题词标题或表格板式及印刷特点等来快速阅读教学内容后, 可以进行回答提问的问题解释概括文意制作图表判断真伪排序填表补全信息连线等教学活动重要考点教师的角色教师在学校里扮演的角色中, 重点掌握以下几个角色 : 1. 教学活动的组织者 (organizer) 英语教学活动关键在于组织, 使学生准确知道自己要干什么在教学活动时教师作为组织者的教学行为 : 给学生指出明确的学习目标教学任务及如何开展活动, 活动结束后如何组织评价反馈等 2. 学习策略的促进者 (prompter) 学习策略是学习者为了提高学习的效果和效率, 有目的有意识地制定的有关学习过程的复杂的方案可以对学生学习策略进行个别引导, 也可以对其进行学习策略的专项训练, 如提高听力的策略词汇记忆的策略快速阅读的策略等以达到提高学生高效学习的目的

10 3. 课堂教学的调控者 (controller) 课堂教学中的英语教师就像一位乐队的指挥, 调控全体成员的学习积极性学习进程和学习的高效性等英语教师应深入教学活动中, 调控了解活动信息, 给学生必要的指导和帮助 4. 教学活动的反思者 (assessor/evaluator) 在课堂教学过程中, 教师要不断观察, 并能对课堂教学作出反思 : 学生的理解能力是否和本次活动的难度相符? 是否全体学生都参与了教学活动? 还有哪些方面或哪些学生需要提升? 通过反思不断调整教学进度, 寻求促进学生高效发展的新途径重要考点教学设计教学设计部分的考题是需要撰写一篇教案或者撰写教案的部分要素, 一个教案的基本结构包含以下要点 : teaching objectives teaching contents key and difficult points major steps and time allocation activities and justifications 考题汇编 1. I still remember one occasion, we were sitting the shades of a big tree playing and chatting happily.

11 A. one; in B. at; under C. in; under D. at; in 答案 A 解析 : 考查介词固定词组 :on one occasion 在某一场合 ; in the shade of 在阴凉处根据句意可知选 A 2. During the coming summer vacation, I m going to spend half of my time playing basketball and half reading books in the library. A. another B. the other C. others D. other 答案 B 解析 : 考查代词 other 后跟名词的复数相当于 others, 表三者或三者以上的人或物 we can help others another 有一个在一个至多个不定数目,the other 另一个, 两者中的一个 3. It is reported in today s newspaper that whoever helps to catch the robber will be offered an of $ A. award B. reward C. allowance D. prize 答案 B 解析 : 考查词义辨析 award 奖品, 奖金,reward 奖励, 回报, 悬赏金,allowance 津贴, 补贴,prize 奖, 奖品, 难能可贵的事物, 故选 B Look where you re going! Anything wrong? ---Oh, I about the accident I saw in the morning. I was terrified when two cars collided. A. have thought B. was thinking

12 C. would think D. will be thinking 答案 B 解析 : 考查时态句意 : 看你往哪儿走呢? 出了什么事? 我在想早晨我看见的那起事故, 当两辆车撞上的时候, 我吓坏了根据句意可知后者在叙述刚才自己真正做的事情, 所以使用过去进行时, 表示在过去的一段时间里正在做的事情故 B 正确 5. Temperatures quite dramatically at night in mountains, so put on some warm clothes before going out. A. are dropped B. drop C. are being dropped D. have dropped 答案 B 解析 : 考查动词时态和语态句意 : 山里的气温晚上下降得厉害, 所以出门前穿上一些暖和的衣服山里的气温到晚上骤降是自然状况, 应该用一般现在时的主动语态故选 B 6. The factory was built in a secret place, around high mountains. A. which was B. it was C. which were D. them were 答案 C 解析 : 考查定语从句和倒装句意 : 这个工程被建在一个隐秘的地方, 在它的周围是高山 which 指代是 The factory, 引导非限制性定语从句,around 表示在周围, 构成介词加关系代词的定语从句, 定语从句中由于地点状语置于句首, 全部倒装, 故主语为 high mountains 复数形式, 谓语动词用复数, 故选 C 7., he talks a lot about his favorite singers after class. A. Quiet student as he may be B. A quiet student as he may be

13 C. Be a quite student as he may D. Quite as he may be a student 答案 A 解析 : 考查让步状语从句句意 : 尽管他可能是个沉默寡言的学生, 但课下谈论喜爱的歌手时, 他话很多本题考查 as 引导的让步状语从句的倒装用法, 这里的 as 相当于 though, 意思是虽然尽管, 从句中常使用倒装语序, 常把表语成分提到 as 前面, 但应注意被提前的名词前不用冠词 a/an/the 故选 A 8. smoking, he would not have got cancer in the lung. A. Was he given up B. Had he given up C. Did he give D. If he gave up 答案 B 解析 : 考查虚拟语气是因为时态前后有矛盾由于主句谓语是 would not have got, 这表明是对过去事实作出的假设, 所以从句谓语应该是 had given up, 而不是像 D 项那样用一般过去时另外, 当虚拟条件句中有 had/should/were 等词时, 通常可以省略 if, 并将 had/should/were 提前置于句首故选 B 9. Which are below has the proper word stress? A. photographic B. photographic C. photographic D. Photographic 答案 B 解析 : 考查重音知识以 -ic 结尾的英语词汇的重音往往落在倒数第二个音节上例如 photographic, romantic, economic 10. 根据题目要求完成下列任务, 用中文作答下列教学片段选自某一高中课堂实录, 阅读后回答问题 : (1) 该片断反映了教学中那两个环节?

14 (2) 分析这两个教学环节的目的 (3) 从教学有效性的角度评价这个教学片段 ( 至少写两个要点 ) T: Could you play games on Internet every evening, boys and girls? Ss: Sorry, I couldn t. T: On what day could you play them every week? Ss: Only on Saturday and Sunday. T: Oh! We could say you could play games twice a week. I could go visit friends on Monday and Tuesday evenings. So we could say I could visit my friends twice a week. What does TWICE here mean? Ss: It means 两次. T: Great! Then you will be divided into groups, four in one group, to make many sentences as possible by Could you every week? and twice a week. After 5 minutes, I ll invite one speaker out of each group to present in class. 参考答案 (1) 教学环节主要包括课堂导入 (Lead-in) 新知呈现 (Presentation) 巩固练习 (Consolidation) 总结与作业 (Summary and Homework), 该片段属于教学中的新知呈现和巩固练习阶段 (2) 新知呈现的目的 : 在知识呈现中, 教师明确话题, 语言结构目标及语言的功能, 学生学习目标明确, 有意识学习, 吸收目标语言结构巩固练习的目的 : 在该步骤中, 学生在某一特定的话题下, 通过机械性练习, 不断强化某一或者某些语言结构和词汇 (3) 有效教学是教师遵循教学活动的客观规律, 以最优的过程和最大

15 的效率效益促进学生在知识与技能过程与方法情感态度与价值观三维目标上获得整合协调可持续发展, 从而有效地实现预期的教学目标, 满足社会和个人的教育价值需求而组织实施的教学活动 1 该教学片断中, 教师通过与学生生活相关的问题进行导入, 进而呈现 twice 这个词的意义及用法, 有利于培养学生兴趣, 调动学生的积极性, 提高学习效率 2 教师采用 group work 的形式, 让学生在学习知识的同时, 锻炼了合作学习的精神 11. 教学设计根据提供的信息和语言素材设计教学方案, 用英文作答设计任务 : 请阅读下面学生信息和语言素材, 设计一节语言听说课教学方案教案没有固定格式, 但须包含下列要点 : teaching objectives teaching contents key and difficult points major steps and time allocation activities and justifications 教学时间 :20 分钟学生概况 : 某城镇普通中学高中二年级第二学期学生, 班级人数 40 人, 多数学生已经达到 << 普通高中英语课程标准 ( 试验 )>> 六级水平学生课堂参与积极性一般

16 Song Qingling ( ), was one of the top leaders in modern Chinese history. In 1915, she married Dr Sun Yet-sen, founder of the Republic of China. After her husband died in 1925, she supported the Communist Party even though most of her family were members of the Kuomintang. She busied herself with various welfare activities, ranging from heading the Women s Federation to a number of committees involving children. Elizabeth Fry was a Quaker. She was born in a Quaker family on May 21, In 1812 she first visit Newgate Prison in London and was very shocked at the conditions there. From then on she began to work to improve prison conditions in Britain. In 1816, she began her prison school. She helped improve prison condition and gave prisoners work and education. Her work helped the Quakers get the Nobel Peace Prize in 参考设计 Teaching contents: A brief introduction of Song Qingling s and Elizabeth Fry s achievements. Teaching Objectives 1. Students can master the following words and expressions: top; marry; support; welfare; range from; involve; shock; Nobel Peace Prize. 2. Students can grasp the past tense and especially pay more attention to the verbs. 3. Students listening ability can be improved by listening the material.

17 4. Students can improve their speaking ability by talking about their achievements. 5. Through this class, students can know more about great women, then respect them and learn from them, especially their spirits. Teaching key and difficult points: Teaching key points: How to help students master the new words: marry, support, prisoners, expressions, Communist Party, and the usage of the past tense. Teaching difficult points: How to help students master the words and expressions and improve their speaking and listening skills? well. Teaching procedures: Step1:Pre-listening (2 minutes) Ask students to predict what the listening material is about? And prepare (Justification: This step makes the listening material easier for them to understand.) Step 2 while-listening (10 minutes) The teacher asks students to listen to the tape for the first time with the following questions. After that, ask students to try to answer the questions. Then, ask them to listen to the tape for the second time with the purpose to repeat it.

18 1. How Song Qingling supported the Communist Party? 2. Which prison Elizabeth Fry first visited? 3. When Elizabeth Fry began her prison school? 4. When Elizabeth Fry got the Nobel Peace Prize? (Justification: This step can get students to have a further understanding of the dialogue.) Step 3 Post-listening (8 minutes) 1. Practice The teacher asks students to find out the details by time sequence in these two paragraphs, and list them clearly. (Justification: This step can cultivate students logic ability.) 2. Retelling. The teacher asks two students in pair. One student retell the information about Song Qingling and the other introduce the information about Elizabeth Fry, and the more detailed, the better. (Justification: Students can understand more information in their own way, which helps to consolidate what they learned in this lesson) 2017 年教师资格统考马上就要开始啦,3 月 11 日正式开考! 想要考出好成绩的小宝们, 跟我来吧! 9.9 元冲刺直播, 中公名师授课考前密押!

19 学科上课时间价格报名入口综合素质 ( 中小幼 ) 教育知识与能力 ( 中学 ) 教育教学知识与能力 ( 小学 ) 3 月 8 日 18:30-21:30 3 月 9 日 18:30-21:30 3 月 9 日 18:30-21: 元点击报名 9.9 元中学报名 9.9 元小学报名保教知识与能力 ( 幼儿 ) 3 月 9 日 18:30-21: 元幼儿报名 ( 扫一扫上面二维码, 即可报名冲刺密押课哦!)

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21 ( 扫描二维码, 关注微信, 回复估分即可 ) 当晚解密真题知己知彼, 心中有底解读时间解读内容地点听课入口 3 月 11 日 19:00-20:00 3 月 11 日 20:10-21:10 3 月 11 日 20:10-21:10 3 月 11 日 20:10-21:10 综合素质真题 ( 中小幼 ) 19 课堂点击进入保教知识与能力真题 ( 幼儿 ) 19 课堂点击进入教育教学知识与能力真题 ( 小学 ) 19 课堂点击进入教育知识与能力真题 ( 中学 ) 19 课堂点击进入

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预测考点精编预测考点 1: 重音 (1) 单音节词单独出现时一律重读, 但不必标出重音符号例如 : go, open, book, sit (2) 双音节词的重音一般在第一个音节上例如 :'brothe

预测考点精编预测考点 1: 重音 (1) 单音节词单独出现时一律重读, 但不必标出重音符号例如 : go, open, book, sit (2) 双音节词的重音一般在第一个音节上例如 :'brothe 2016 上全国教师资格统考预测精编英语学科知识与教学能力中公教育教师考试研究院制预测考点精编预测考点 1: 重音 (1) 单音节词单独出现时一律重读, 但不必标出重音符号例如 : go, open, book, sit (2) 双音节词的重音一般

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2017 上半年全国教师资格考试笔试考前重要分析高级中学英语学科知识与教学能力关注山东教师考试微信 ( 公众号 :sdjsks) 获取更多备考资讯及备考资料中公教育教师考试研究院制