教师资格初中英语考点整理

教师资格初中英语考点1

一、单项选择题(本大题共30小题，每小题2分，共60分)

1.【答案】de-

2.【答案】caterpillar

3.答案:

4.答案:

5.【答案】petrol gasoline

6.【答案】did

7.【答案】subject

8.【答案】to drive

9.答案:

10.答案:

11.答案:

12.答案: an organizer

13.答案: researching

14.答案: adapting(题目不完整)

15.答案: story-retelling

16.答案: read the sentences in the textbook and guess words meaning

17.答案: process

18.答案: transfer

19.答案

20.答案

21-30 答案

二、简答题(共20分)

31.(1)【答题要点】

英语学习策略是指学习者为了更有效地使用英语而做出的各种选择和采取的各种措施。它既包含了学习者的心理过程，也包括具体行动。英语学习策略包括认知策略、调控策略、交际策略和资源策略。我国《英语课程标准》把学习策略列为课程目标之一，同时明确提出：学习策略是提高学习效率，发展自主学习能力的保证，为终身可持续性学习奠定基础。

(2)【参考答案1】

记笔记是认知策略的一项技能。学生可通过听教师授课培养并提高记笔记的能力。此外，在阅读或听力中，学生也能辅助笔记进行知识点的记忆。教师要指导学生记笔记，而且要具体引导怎样更科学的记，培养学生掌握科学的学习方法，养成良好的学习习惯。以训练听力理解为例，有泛听、精听两种常用方法。泛听无需记笔记，只需要学生听懂大意，其目的是通过大量的输入，积累知识、扩大知识面;精听要求学生边听边记笔记，因为它需要听懂文本的绝大部分信息，理解语篇的内涵，并在脑海中建立相关内容的图示结构。此外，边听边记使学生注意力高度集中，提高对语言的理解力，同时，还能训练学生的写作能力，从而提高学生的写作能力，使学生的综合能力得到发展。

【参考答案2】

新课标把学习策略作为课程目标之一，并且明确了要“加强对学生学习策略的指导，为学生终身学习奠定基础”，为了实现这一目标，就应该在日常教学活动中促进学生养成良好的学习习惯和形成有效的学习策略。教师要有意识地加强对学生学习策略的指导，让学生学会如何学习，采取科学的途径提高学习策略。

记笔记在课堂教学中具有重要意义。记笔记有助于指引学生并稳定学生的注意力。记笔记有助于学生对学习内容的理解吸收。记笔记的过程是一个积极思考的过程，可调动眼、耳、脑、手一齐活动，促进了对课堂讲授内容的理解。此外，记笔记有助于学生后期的复习。笔记是永恒的“备忘录”，可以给以后的复习带来方便。而且记笔记可以克服大脑记忆方面的限制。从而，记笔记也是学生提高学习效率的有效途径。

英语课堂记笔记能力的培养可从教师和学生两方面进行提高。

教师方面：

1.抓好课前的习惯培养。记好英语笔记不是一蹴而就的事，教师应该辅导学生做笔记。让学生了解应该重点记什么，以及如何更好地跟上老师的上课节奏和进程。以后再进行课堂的具体实践。这样可避免学生盲目无目的地乱做笔记。

2.抓好备课环节。备好课是上好课的先决条件，是学生做好笔记的前提。为了更好地指导学生做好笔记，要求教师在备课时，对教材认真分析、归纳、整理，形成条理清晰、重点突出的教案。仔细设计课堂板书，备课中标记重点难点问题，以便学生在课堂能围绕这些问题记好笔记。

3.抓好课堂教学常规环节。教师授课时，语言要清晰、有条理、准确而精炼。此外，板书布局需要层次分明，字迹工整、重难点突出，把握好上课节奏。

学生方面：

1.笔记内容要求。笔记内容不仅是教师板书的内容，而更应该体现出课堂的重难点。可以记下自己容易忘记的内容，也可以是自己在听课过程中对老师所讲知识的领悟。课后通过自学所得到的新的知识点也可以记下来，作为笔记的延伸内容。

2.笔记使用要求。记笔记不是老师分配的一项任务，而是学习英语的工具。学生在课后需要学会整理归纳，完善笔记。切忌把笔记当成摆设。应该通过经常翻阅笔记来复习巩固，逐步把笔记上的知识理解清楚。课后要依据教材或寻求老师的帮助对笔记的遗漏之处进行补充。

总之，课堂笔记在学生学习中发挥着十分重要的作用。教师要引导学生勤记笔记，而且还要具体教会学生科学记笔记。这样，才有利于学生综合能力的进一步提高。

三、教学情境分析题(本大题1小题，30分)

【参考答案】

课堂座位编排对学生的身心健康和心理发展过程有重要影响。因此，为了增强师生互动，提高教学质量，课堂上可以利用不同的座位排列方式，采取不同的教学方法，创设平等和谐的师生关系平台，增进全班同学与教师的情互动，同学们可以较为平等地接触教师，最大限度地调动了学生的互动积极性。

(1)优点：

①图一是较为传统的座位编排方式，通常称作“秧田式”，又称“直线形的空间排列”。它产生于十七世纪初，并一直主导着中小学的课堂座位安排。“秧田式”把学生座位排列成一行行、一列列，病史讲台成为教室的中心，全班同学被分成几个小组，统一面向黑板和讲台，组与组之间有间隔，方便同学进出。该种座位排列方式使教师成为教室的中心，学生的注意力集中于教师身上，既便于教师观察同学的一举一动，也便于走下讲台与任何一位同学交流、了解他们的学习情况;同时，减少了学生间的相互干扰，可以充分发挥教师的控制作用，无形中强化了学生遵从或顺从教师言行的心里，学生注意力集中程度较高，使学生能更专心致志地学习。

②图二是马蹄型，也称U形的座位编排方式。是将教室的桌椅编排成U形，教师一般处在U形的开口处。这种排列方式有利于教师掌控整个课堂教学，也便于他可以在每个同学身边走动，观察他们的学习情况，并在必要时给予帮助，从而有利于师生关系的发展。

③图三被称作小组排列法，在美国，加拿大等国家中小学非常流行。指将课桌椅分成若干组，每组4-6名同学，大家根据分组围成圆圈落座的一种排座方式。小组排座方式满足了新课改对学生学习方式等方面的要求，拉近了同学间的距离，便于学生针对问题一起讨论和研究，有助于促进他们之间的相互学习，最大限度促进学生之前的相互交往和影响，还有助于培养大家的合作意识和团队精神，充分发挥群体功能。

(2)适用情况

①系统知识的讲授，尤其对于一些复杂问题的讲授。这种排座方式使所有学生都面向教师，以教师为中心，充分发挥教师的主控作用，减少学生相互干扰，学生注意力相对较为集中，为系统知识的讲授创造良好条件。教师站在黑板前为学生讲解新知识，既可以观察到全班同学整体学习情况，也可走下讲台与同学交流，充分了解任何学生对新授知识的吸收情况。

②U形座位排列方式更适用于进行以辩论或讨论为主的教学，例如，就某一问题进行探讨或评价时。U形座位排列方式既有利于学生共同讨论，也有利于教师走进学生进行指导;学生充分准备后，发表自己的见解，U形排座方式也可以为学生展示自己提供一个有利平台。

③小组排列法更适合进行以合作学习为主的教学，如就某一问题进行研究和讨论时。教师可根据班级的情况将学生分成不同的小组，每组一个负责人。教师或小组确定相关课题或内容，同学在教师的指导下围绕该课题展开讨论或研究，各自发表意见，最后派代表与其他小组分享研究成果。在学习过程中，始终以学生的发展为本，充分培养学生自主学习能力，让学生在学习中找到乐趣，发掘潜力，培养他们收集资料，提取信息，解决问题、交流思想等能力，学生既可以学会知识，又可以加强与同伴间的合作意识和能力。

四、教学设计题(本大题1小题，40分)

【参考设计】

Teaching content:

The passage is about a girl fell in love with country music and how country music changed her life.

Class type: Reading class

Teaching Objectives:

1. Knowledge objectives:

(1) Students can master the main idea of this passage.

(2) Students can understand the meaning and usage of the new words and expressions, such as country music, abroad, traditional, concert and musician.

2. Ability objectives:

(1) Students can learn to summarize the meaning of each paragraph and write a short summary of the passage in their own words.

(2) Students can get some useful information from the passage through detailed reading.

3. Emotional objectives:

(1) Students could find the charm of different kinds of arts and appreciate their family.

(2) Students can cooperate with others actively, and complete the tasks together.

Teaching Key Points& Difficult Points:

Teaching Key Points:

(1) Students can understand the meaning of the new words.

(2) Students can understand the passage thoroughly by using different reading strategies, such as skimming and scanning.

Teaching Difficult Points:

(1) Students can summarize the passage in their own words.

(2) Students can find their own hobbies and understand the importance of family.

Teaching Procedures:

Step 1 Pre-reading (4 minutes)

Ask students to discuss with their desk mates about the following questions. Three minutes later, invite some students to share their ideas. After that, play a country music named “Five Hundred Miles” for students to lead in the topic of this lesson.

(1) Do you have a favorite singer or band?

(2) Do you have a favorite song?

(3) What fact do you know about your favorite singer, bands or song?

(Justification: Asking students questions which are closely related to their life can arouse their learning interest. Playing a music about country music can not only lead in the topic but also catch students’ attention.)

Step 2 While-reading (8 minutes)

At this step ask the students to do two activities.

Activity 1: Fast reading

Students will be given two minutes to read the passage quickly, and then underline the main ideas of each paragraph. After that, encourage students to summarize the passage in their own words. The following questions of each paragraph can help them.

(Explain the meaning and usage of the new words after they have shared answers.)

Activity 2: Careful reading

Ask students to fill in the sheet below, before that they will be reminded to pay attention to the key words of each line.

(Explain the meaning and usage of the new words after they have shared answers.)

(Justification: Different ways of exploiting the text can help students not merely to cope with one particular text in class but to develop their reading strategies and reading ability. Explain the meaning and usage of the new words in the context can help them to memorize the new words easily.)

Step 3 Post-reading (6 minutes)

Ask students to discuss in groups of four to think of singers or writers they know well and make a list of facts about them. Think of the following:

(1) Who is the singer/writer?

(2) When did the singer/writer first become famous?

(3) How and why did he/she first become famous?

(4) What famous songs/books has he/she recorded/written? When?

(5) How did you find out about him/her?

(Justification: Students’ cooperation awareness can be strengthened through group work. They could also have the chance to introduce singers or writers they know well by imitating the way introduced in the passage, so their speaking ability can be improved.)

Step 4 Summary and Homework (2 minutes)

Invite one student to summarize the class and teacher will give some supplements, such as Sarah changed her attitude towards her family.

Homework:

(1) Write a short passage to introduce the singers or writers they have discussed in class.

(2) Search more information about the kind of art they are interested in and introduce it in the next class.

(3) Make sentences with the new words.

教师资格初中英语考点2

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。

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。

教学设计

1.了解初中学生的认知特点、已有的英语知识、语言能力和学习需求，能够说明教学内容与学生已学知识之间的联系。

2.理解课程标准的目标要求，能够根据学生的特点选择恰当的教学内容。

3.能够根据教学内容和学生特点设定合理、明确与具体的教学目标。

4.能够根据教学目标创设相关的教学情景，设计有效的教学活动，安排合理的教学过程，筛选适当的辅助教学材料。

5.能够根据教学内容和教学过程，设计有效的学习评估活动。

教学实施与评价

1.掌握英语课堂教学的基本步骤与方法，能够创设教学情景，激发学习动机，引导学生参与语言学习活动。

2.掌握指导学生学习的方法和策略，能依据英语学科和学生的特点，根据教学实际情况，恰当地运用语言讲解、练习、提问、反馈等方法，帮助学生有效学习。

3.掌握课堂管理的基本方法，熟悉课堂活动的常用组织形式，能在教学活动中以学生为中心组织教学，能在课堂教学的不同阶段发挥教师的作用。

4.掌握课堂总结的方法，能适时地对教学内容进行归纳、总结与评价，科学合理地布置作业。

5.掌握基本的现代教育技术，能够针对不同的教学内容与教学目标，整合多种资源，选择恰当的辅助教学手段进行有效教学。

6.了解形成性评价和终结性评价的知识与方法，并在初中英语教学中合理运用。

7.了解教学案例评析的基本方法，能够对教学案例进行评价。

8.了解教学反思的基本方法和策略，能够对自己的教学过程进行反思并提出改进思路。

题型示例

I.语言知识与能力

1.单项选择题(语言知识)

(1)It was very ________ of him to wait for us.

A.considerable B.considering

C.considerate D.considered

(2)________ from the top of the hill, the town looks beautiful.

A.Seeing B.Having seen

C.Seen D.To see

2.单项选择题(阅读理解)

Every year hundreds of thousands of visitors to New York City go to see the United Nations Headquarters in midtown Manhattan. The 18-acre site includes four buildings – the Secretariat, the General Assembly, the Conference building, and the Dag Hammarskjold Library. The United Nations (UN) currently has 192 members, and the flags of those nations line the plaza in front of the General Assembly Hall and Secretariat. The row of flags, displayed in English alphabetical order, from Afghanistan to Zimbabwe, stretches from 48th Street to 42nd Street.

The decision to locate United Nations Headquarters in the United States was made in 1946 by the UN General Assembly, then meeting in London. Several U.S. locations were considered, but a donation of 8.5 million dollars from philanthropist John D. Rockefeller, Jr. secured the purchase of land at the present site. And the City of New York provided a gift of additional land. The UN complex was designed by an international team of prominent architects. American Wallace K. Harrison was named chief architect, and ten other countries each nominated an architect to the Board of Design Consultants. The 11 architects began the project in early 1947. The U.S. government provided an interest-free loan to the United Nations for the cost of construction, which began in 1949.

The Secretariat Building, which houses the UN administrative offices, was completed in 1950, and United Nations Headquarters officially opened in 1951. The Library was dedicated in 1961. Over the years, changes have been made inside the buildings to accommodate the expanded membership of the United Nations. Today the General Assembly Hall, the largest conference room, seats more than 1,800 people.

The UN Headquarters site is international territory owned by the member nations. It has its own security force, fire department, and postal service. The postal service issues stamps that can only be mailed from the Headquarters; tourists often mail postcards bearing these stamps.

Taking a guided tour is the only way for visitors to see the inside of the UN Headquarters. Tours are led by professional guides representing all the member nations and are conducted in many different languages. Visitors taking a tour see exhibits, various council chambers, and the General Assembly Hall. If their timing is good, they might even see a council meeting in session.

The United Nations Headquarters displays many beautiful and meaningful works of art created specially for its halls and chambers. Sculptures and statues donated by member nations adorn the grounds of the complex. One sculpture, the Japanese Peace Bell, was made from the metal of coins collected from 60 different countries. Japan presented the bell to the United Nations in 1954, and it is rung every year on September 21, the International Day of Peace.

The Peace Bell and other sculptures, as well as paintings and murals inside the buildings, create an impression of grandeur and dignity, reflecting the importance of the work being done at the United Nations.

(1)If you want to see the flag of the People’s Republic of China in front of the UN headquarters, you would most probably find it ________.

A.near the 48th street

B.near the 42nd street

C.in the middle between 48th and 42nd streets

D.in the third position from the flag of Afghanistan

(2)The UN was most likely formed ________.

A.before 1946 B.after 1946

C.in 1950 D.in 1947

(3)As a response to the increase in the UN membership, ________ to meet the needs over the years.

A.more buildings have been built

B.internal changes have been made

C.old buildings have been enlarged

D.more new land has been purchased

(4)Which of the following statements about the tour guide is true?

A.A tour guide may show his pride of his home country before visitors.

B.Each member country sends its tour guide to work in the UN Headquarters.

C.Each tour guide must be able to speak the languages of the member countries.

D.A tour guide should not just feel proud of his own home country before visitors.

(5)This article is most likely written for ________.

A.general newspapers

B.magazines on architectural art

C.books on the international affairs

D.encyclopedic information brochure for students

II.语言教学知识与能力

1.单项选择题

Which of the following activities does not belong to mechanical practice?

A.Transformation. B.Sentence making.

C.Substitution. D.Making up a story.

2.简答题(中文作答)

(1)blackboard这个词由哪两个部分组成?该词的重音位置在哪里?请描述相关的语音规律。

(2)阅读教学通常可以分为哪几个阶段?举例说明每个阶段的主要作用。

III.教学设计

教学设计题：根据所提供的信息和语言素材进行教学设计，本题用英文作答。

设计任务：阅读以下信息和语言素材。假设你将利用此语言素材提高学生的口语能力，请根据学生情况设计针对此素材的教学目标，以及实现该目标的课堂活动。

学生概况：本班为中等城市普通学校初中二年级的学生，班级人数为40人。多数学生已具备初步的英语语言能力。学生能够积极参与课堂活动，合作意识较强。

教学时间：45分钟。

教学设计需包括：

教学目标;

教学步骤及设计意图;

教学活动方式、具体内容及设计意图;

教学时间规划;

学习评价。

语言素材：(Tapescript)

Mary: Can you come to my party, Ed?

Ed: Yes, I can. Thanks! How can I get to your house?

Mary: That’s easy. First you take the No. 52 Bus to Green Park. That’s about half an hour.

Ed: Okay. And when I get to Green Park …?

Mary: … Then you take the subway to Tangs Mall. That takes about ten minutes.

Ed: Okay. First the bus and then the subway to Tangs Mall.

Mary: Yeah, then you walk up North Street to No. 15. It’s about five minutes’ walk.

Ed: Okay, thanks. That sounds easy.

IV.教学实施与评价

教学情景分析题：根据题目要求进行教学分析，本题用中文作答。

以下片段选自某课堂实录(片段中T指教师，S指学生)。请分析该教学片段并回答下列问题：

(1)学生在对话中的语言错误是什么?

(2)教师采用什么方式来纠正学生的错误?效果如何?

(3)教师还可以采用哪些方式纠错?请举例说明。

教学片段：

T: What did your mum do yesterday, Wang Lin?

S: My mum buyed the dress for me.

T: Oh, that is nice, your mum bought it for you, did she?

S: Yes.

T: Where did she buy it?

S: She buyed it in town.

T: Oh, she bought it in town for you. Well, it is very nice.

教师资格初中英语考点3

考点1：语法之冠词

考点2：语法之动词的时态

考点3：语法之非谓语动词

考点4：语法之虚拟语气

考点5：语法之从句引导词

考点6：语法之固定句式(祈使句，and/or+陈述句)特殊句式(强调句、倒装句)

考点7：语言学之辅音划分及描述

考点8：语言学之重音

考点9：语言学之音系学

考点10：语言学之形态学

考点11：语言学之语义学

考点12：语言学之语用学

考点13：教学能力之语音教学

考点14：教学能力之词汇教学

考点15：教学能力之语法教学

考点16：教学能力之听力教学

考点17：教学能力之阅读教学

考点18：教学能力之口语教学

考点19：教学能力之写作教学

考点20：教学能力之新课标及教学相关知识