英语学科知识与能力考试重点

英语学科知识与教学能力预测1、 语音知识1. 元音voweli: high front tense unrounded vowel high front lax unrounded vowelu: high back tense rounded vowel即u high back lax rounded vowel :或: central tense unrounded vowel central lax unrounded vowele mid-high front lax unrounded vowel low front lax unrounded vowel mid-low back lax unrounded vowel: mid-low back tense rounded vowel low back lax rounded vowel: low back tense unrounded vowel双元音Diphthongs eI aI I a I e A double movement produces 三元音Triphthong 例如：tower中a2. 辅音A chart of English consonantsplacemannerVoicingBilabialLabio-dentalDentalAlveolarPalatalVelarGlottalStops or plosivesVLptkVDbdgFricativesVLfshVDvzAffricatesVL(t)tVD(d)dNasalsVDmnLiquidsVDl, rGlidesVDwj【考题预测】Which of the following feature cannot be used to describe the phone s?A. voicelessB. fricativeC. alveolarD. lateral【答案】D。解析：考查辅音。s是清辅音、摩擦音、齿龈音。D选项是“舌边音”。故选D。2.Minimal Pair最小对立体When two different forms are identical in every way except for one sound segment which occurs in the same place in the strings, the two sound combinations are said to form a minimal pair. For example, dill and kill are a minimal pair because they differ from each other by the initial sound d and k.二、词义辨析三、特殊结构-虚拟语气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 /mighthave过去分词与将来事实相反的假设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【考题预测】_ the Math examination, I would have gone to the party last Sunday.A. In spite ofB. But forC. Because ofD. As for【答案】B。解析：考查虚拟语气。英语中由without/ thanks to/ but for表示的一个隐含（不是由if引导的从句）假设情况时，句子要用到虚拟语气。本句意思是：要不是因为数学考试，我本可以去参加晚会的。四、动词-时态与语态的结合方式时间一般时进行时完成时现在am / is / are madeam/ is/ are being madehas / have been made过去was / were madewas/ were being madehad been made将来shall / will be madeshall/will have been made【考题预测】1. _ conscious of her moral obligations as a citizen.A. Marsha was and always will be B. Marsha has to be and always will beC. Marsha had been and will always be D. Marsha has been and will always be【答案】D。解析：本题考查时态。四个选项中都有连词and连接两个时态，因此前后必须相互搭配，而ABC三项的前后两种时态搭配不当，因此选择D，现在完成时和将来时。本句意思是：作为一名公民Marsha意识到并且会一直明白自己的道德义务。2. Potential subjects should be informed of the research and _ an opportunity to decide if they want to participate.A. gaveB. givingC. giveD. be given【答案】D。解析：本题考查动词的语态。分析句子可知本句的主语是potential subjects，而potential subjects与give之间存在动宾关系，故选D。五、教育教学知识-教学能力部分语法教学方法1.The deductive method演绎法：教师首先展示语法规则并举例说明，然后由学生将所展示的语法规则运用于新的语言环境。2.The inductive method归纳法：学生首先接触的是包含语法规则的真实上下文，然后根据上下文信息归纳出语法规则。【考题预测】The _ method is a more fitted to the explicit presentation of grammar when the basic structure is being identified.A. inductiveB. contrastiveC. comparativeD. deductive【答案】D。解析：演绎法（deductive）或称演绎推理是指人们以一定的反映客观规律的理论认识为依据，从服从该认识的已知部分推知事物的未知部分思维方法，是由一般到个别的认识方法。而归纳法（inductive）指从个别到一般的认知方法。根据题目中的basic structure is being identified可知选择D项。六、教育教学知识-教学设计部分教学设计部分的考题是需要撰写一篇教案，一个教案的基本结构包含以下要点：1.阅读教案模版。Teaching topicTeachingcontentsTeachingobjectives(1)KnowledgeobjectivesStudentscanmasterthefollowingwordsandexpressions:Studentswillbeabletounderstandthemainideaandsomedetailsofthepassage.(2)AbilityobjectivesStudentscandeveloptheirreadingabilitybyskimmingandscanningpractice.Studentscanimprovethespeakingabilitybytalkingabout.(3)EmotionalobjectivesStudentscanfostertheconfidenceandenthusiasmoflearningEnglish.StudentscangetmoreinterestedinEnglishculture.TeachingkeypointsHowtohelpStudentsmasterthefollowingwordsandexpressionslike.HowtomakeStudentsimprovetheirreadingandspeakingskills.TeachingDifficultPointHowtogettheskillsofreadingandfosterstudentsenthusiasmoflearning.MajorstepsStep1 warmingupandleadin(Xminutes)GreetingBrainstorming:QuestionsandanswersTheteacherasksstudentsthefollowingquestions.(1)(2)(Justification:ThestepwillhelpstudentsinteresttocombineEnglishlearningwith,andthesametimeitwillarosestudentsinlearningthislesson.)Step2Pre-reading(Xminutes)Theteacherasksstudentstodiscusstheiropinionson.Thentheteacherintroducesthetopicabout.(Justification:Thestepwillhelpstudentsknowaboutwhat) Step3 While-reading(Xminutes)(1) Fast reading.(Xminutes)Ask the students the main idea of the passage,and what the main characters in the story are.The teacher asks students to read the text quickly and fill in the blanks according to the text.Ask students to read the passage quickly and then conclude the main idea of each paragraph.Main idea:Paragraph1: Paragraph2: .(2) Careful reading(Xminutes)Read the passage,discuss in groups and put the event in the correct order.The teacher lets the students read the text and do the True or False exercise.Ask students to work in groups and have a competition to answer the following questions.Question1: Question2: .(Justification:This step will help students have a further understanding of the text.)Step4 Post-reading(Xminutes)At the step,students will learn the knowledge of words and expressions,so there will be some exercises for them.Without looking at the passage,try to complete the sentences with the correct words.(Justification:This step can check whether the students master the important words and expressions.Step5 Summary and Homework(Xminutes)SummaryAsk a student to talk about what they have learned in the reading class and let some students retell the .or summarizes what they have learned in the class.HomeworkListen to the tape and read the text aloud.Complete the rest of practices after the texts at a fixed time.(Justification: Students can review and consolidate what they have learned in the class)2 .语法教案模版。PPPStep1 lead-inStep2 practice and presentationStep3 productionStep4 summary and Homework3.写作教案模版。PWP 2014下Step1 pre-writingStep2 while-writing (writing an outline)Step3 post-writing(assess your work your partners according to the following criteria.Step4 summary and homework4.听力教案模版。PWPStep1 pre-listeningLead inpredictingStep2 while-listeningListen and checklisten and filllisten and answergroup discussiondictationStep3 post-listeningHave an interviewStep4 summary and homework5