教师资格证考试科目三-初中英语考点(英文版)
科三初中英语试题及答案
科三初中英语试题及答案一、选择题（每题2分，共20分）1. Which of the following is the correct way to spell "颜色" in English?A. colorB. colourC. clourD. colur答案：A2. The teacher asked us to ________ the book and write a report.A. read throughB. read overC. read upD. read off答案：A3. The weather was very hot yesterday, ________ it?A. wasn'tB. wasn't itC. wasn't thatD. wasn't there答案：B4. ________ the help of the Internet, we can find information more quickly.A. WithB. ByC. ForD. Under答案：A5. She is ________ her sister in height.A. as tall asB. as taller asC. more tall thanD. less tall than答案：A6. The book is ________ interesting ________ I can't put it down.A. so; thatB. such; thatC. too; toD. very; but答案：A7. ________ the morning of June 1st, we had a sports meeting.A. AtB. InC. OnD. To答案：C8. He is ________ a good student ________ he always comes to school on time.A. so; thatB. such; thatC. very; butD. too; to答案：A9. ________ the window, please. It's too cold outside.A. CloseB. ClosedC. ClosingD. To close答案：A10. The teacher told us ________ the radio because it was too noisy.A. turn offB. to turn offC. turning offD. turned off答案：B二、填空题（每题2分，共20分）11. There are many ________ (different) between the twopictures.12. The ________ (final) exam will be held next month.13. The ________ (young) you are, the more energy you have.14. He is one of the ________ (wise) men I have ever met.15. She is ________ (interest) in music than in sports.16. He always does his homework ________ (careful) than his brother.17. The ________ (cheap) the product, the more people will buy it.18. He is not as ________ (tall) as his brother.19. The ________ (far) you go, the more beautiful the scenery becomes.20. She is the ________ (good) singer in our school.答案：11. differences12. final13. younger14. wisest15. more interested16. more carefully17. cheaper18. shorter19. farther20. best三、阅读理解（每题2分，共20分）阅读下面的短文，然后回答问题。
初中英语教师资格证面试备考-初中英语语法点汇总九年级
初中英语教师资格证面试备考-初中英语语法点汇总九年级九年级上册 (2)并列连词and, but, or和so (2)并列连词both ... and ..., not only ... but (also) ..., either ... or ... 和neither ... nor (3)that引导的宾语从句 (4)if或whether引导的宾语从句 (5)连接代词和连接副词引导的宾语从句 (6)提建议的句型 (6)before, after, when 和while引导的时间状语从句 (7)since, till 和until引导的时间状语从句 (7)as soon as 和whenever引导的时间状语从句 (8)because引导的原因状语从句 (9)since 和as引导是原因状语从句 (9)if引导的条件状语从句 (10)unless引导的条件状语从句 (10)although和though引导的让步状语从句 (11)so ... that 和such ... that引导的结果状语从句.. (11)so that引导的目的状语从句 (12)限定性定语从句 (12)关系代词 (13)九年级下册 (14)代词it的用法 (14)时态Tenses (16)简单句和复合句之间的转换 (18)九年级上册并列连词and, but, or和soUsing and, but, or and soWe use conjunctions like and, but, or and so to join ideas together. We use and to join ideas that are similar.I am active and energetic. I love working with people.I am active and energetic, and I love working with people.We use but to join ideas that are different.He does not like to talk much. His work shouts!He does not like to talk much, but his work shouts!We use or to introduce another possibility.I can be a good teacher. I can be a good doctor.I can be a good teacher or a good doctor.In negative sentences, we use or to join two or more ideas.He does not like singing. He does not like dancing.He does not like singing or dancing.We use so to express the result of something.I want to share the best art with people.I am always searching for something better or different.I want to share the best art with people, so I am always searching for something better or different.并列连词both ... and ..., not only ... but (also) ..., either ... or ... 和neither ... nor ...We use conjunctions like both ... and ..., not only ... but (also) ..., either ... or ..., and neither ... nor ... to connect the same part of two sentences to avoid repetition.both ... and ...We use both ... and ...to emphasize that something is true not just of one person, thing or situation, but of another too.Kitty has known something about the four people. I have known something about the four people.Both Kitty and I have known something about the four people.not only ... but (also) ...We use not only ... but (also) ...to add another fact to something you have mentioned.Carelessness will be a disaster to ourselves. Carelessness will be a disaster to patients.Carelessness will be a disaster not only to ourselves but (also) to patients.either ... or ...We use either ... or ... to mean one or the other, this or that, he or she, etc.You take the lead. You fall behind.You either take the lead or fall behind.neither ... nor ...We use neither ... nor ... to mean not this one and not the other, not this and not that, not he and not she, etc.My parents do not think I can make a good accountant.I do not think I can make a good accountant.Neither my parents nor I think I can make a good accountant.When we use the conjunctions to connect two subjects, the verb form after both ... and ... is always plural, but the verb form after not only ... but (also) ..., either ... or ... and neither ... nor ... can be plural or singular, depending on the subject closer to the verb.Both Kitty and Simon are energetic.Not only the students but (also) their teacher knows about the four people.Either Simon or David is ready to take on new challenges.Neither Millie nor her friends know about types of personality.that引导的宾语从句Object clauses introduced by thatAn object clause functions as the object of a sentence. We use that to introduce an object clause that is a statement.An object clause can be put after verbs such as know, think, believe, hope and mean.Some people believe that colours can influence our moods.She hopes that yellow can bring her success.An object clause can also follow adjectives such as certain, sure and glad.He is glad that the walls in his room are blue.She is sure that yellow can bring her good luck.In informal English we often drop that.I think (that) blue is better than pink.“I’m feeling blue” means (that) “I’m feeling sad”.Do you think (that) your favourite colour matches your characteristics?if或whether引导的宾语从句Object clauses introduced by if or whetherWe use if or whether to introduce an object clause that expresses a yes/no question. Such an object clause often follows verbs such as ask, see, wonder and find out. The word order in the clause should be the same as that in a statement.You may wonder if/whether colours influence our moods.Sandy asks if/whether orange can cheer her up.连接代词和连接副词引导的宾语从句Object clauses introduced by question wordsWe use a question word to introduce an object clause that expresses a wh- question. The word order in the clause should be the same as that in a statement.I wonder what I should do.Daniel does not know whom he should talk to.Sometimes we forget when we should stop.I do not understand why they are so strict with me.I do not know how I should deal with the problem.提建议的句型Giving suggestionsWe give suggestions politely using structures such as Why not ..., Why don’t you ..., What/How about ..., Let’s ... and Shall we ....Why not eat less and exercise more?Why don’t you let your parents know you need them?What/How about choosing your hobby according to the time you have?Let’s write a letter to Mr Sigmund Friend.Shall we have a meeting about this?before, after, when 和while引导的时间状语从句Using before, after, when and whileWe use the conjunctions before, after, when and while to introduce time clauses. They can be placed at the beginning or in the middle of sentences.Before means earlier than a certain time.He remained there for about a year before the NBA took notice of him.After means later than a certain time.After he graduated, he was forced to play in another basketball league.When means at or during a certain time.When he finally got the chance, he scored 20 points in his first game.While means during a certain time.While (he was) attending junior high, Spud tried out for the school team.since, till 和until引导的时间状语从句Using since, till and untilWe also use the conjunctions since, till and until to introduce time clauses.Since means from a certain time. The verb in the main clause is often used in the present perfect tense.You’ve been happy since I first met you.Till and until both mean up to a certain time, but till is more informal than until.Spud remained in another basketball league for about a year till/until the NBA took notice of him.When we use verbs like go, leave, arrive, etc. in the main clauses, we should use the structure not ... till/until.Do not wake me up until you finish your work.as soon as 和whenever引导的时间状语从句Using as soon as and wheneverThe conjunctions as soon as and whenever can also introduce time clauses.As soon as means when something happens, or a short time after something has happened.It began to rain as soon as I left the house.Whenever means at any time.I can read books whenever I want to.because引导的原因状语从句Giving reasons with becauseWe use because to introduce clauses of reason. Its tone is strong.I like listening to music because it makes me feel relaxed.I like painting because I like all the different colours.He loves the sounds of the rushing water and the blowing wind because, to him, the best music comes from nature.We often use because to answer why questions.Millie: Why do you love Michael Jackson?Daniel: Because he was the King of Pop.since 和as引导是原因状语从句Giving reasons with since and asSince and as are also used to give reasons for something.Usually the reasons are already known. Their tone is weaker than because.Since he had no musical instruments then, he made music with common objects like stones and paper.As he likes the sounds of nature, Tan uses them a lot in his music.if引导的条件状语从句Using ifWe use if to talk about the result of a possible action. We make sentences with if like this:unless引导的条件状语从句Using unlessWe can use unless to say that something can only happen or be true in a particular situation.The situation will continue unless humans stop hunting them for their fur and bones.Sometimes we can use if ... not to replace unless.The situation will continue unless humans stop hunting them for their fur and bones.The situation will continue if humans do not stop hunting them for their fur and bones.Unless it rains tomorrow, we are going to play football in the park.If it does not rain tomorrow, we are going to play football in the park.The unless-clause can come first or after the main clause.Unless you try your best, you will not realize your dream.You will be late unless you leave right now.although和though引导的让步状语从句Using although/thoughWe use although/though to contrast two clauses. Although is more formal than though.Colette insisted that Hepburn was the perfect girl for the lead role in the play, although Hepburn had never played any major roles before.Although he was a great player at university, the NBA was not interested in him.Though I like acting, I’d rather be a director.The music for the Beijing Olympics uses traditional Chinese music and the sounds of an ancient Chinese bell, though it is in a Western style.so ... that 和such ... that引导的结果状语从句Using so ... that and such ... thatWe use so ... that or such ... that to emphasize the qualities or characteristics of somebody or something and show the result of it.We use an adjective or an adverb between so and that.I am so good that I should be in Hollywood instead.The actress worked so hard that she did not have a day off last year.We use a noun phrase between such and that.Millie is such a good storyteller that she could write exciting scripts.It was such an exciting script that she read it through without stopping.so that引导的目的状语从句Using so thatWe use so that to talk about the purpose of doing something. We usually use can, will, could or may after so that.Hepburn spent her last few years working closely with UNICEF so that she could help poor children in different parts of the world.限定性定语从句Defining relative clausesWe use adjectives to describe someone or something.a short thin manuseful informationBut when we need a sentence to describe someone or something, we use a relativeclause.A detective is someone who looks for clues to something important.A defining relative clause describes the noun before it. We cannot take it out of a sentence because it contains important information. We can use who, which or that in defining relative clauses.We are asking anyone who saw anything unusual near Corn Street last night to contact us.We are now checking the scene for more clues which will help solve the case.The victim’s parents have offered a reward of ¥50,000 for any information that leads to the arrest of the murderer.关系代词Relative pronounsWho, which and that can be used as relative pronouns. We use them to refer to people and/or things.We use relative pronouns to introduce relative clauses. The relative clause comes after the noun it refers to.So far, the only suspect is a short thin man who was seen running down Corn Street at 10 p.m. last night.Anyone who can provide useful information should contact the police.We are now checking the scene for more clues which will help solve the case.九年级下册代词it的用法Uses of it用it作人称代词Using it as a pronounWe use it for animals and lifeless things.Look at the panda. It is so small.Another famous attraction is the Great Wall. It runs for over 6,000 kilometres across northern China.We use it for a young child when we do not know whether it is a girl or a boy.My aunt will have a baby soon. She hopes it will be a girl.Look at that cute baby over there! It’s a boy, isn’t it?We use it for an unknown person.—Who was calling you on the phone just now?—It was my cousin.We use it for an action, a situation or an idea mentioned in a previous statement. Riding around the countryside is popular in Guilin, isn’t it?Tourists like to take a boat trip along the Lijiang River. It is great fun.用it作非人称代词Using it as an impersonal pronounWe also use it for the time, the date, the weather, the distance, etc.It is 6:30 p.m. It is raining heavily outside.It is 1 January today. It is New Year’s Day.In Beijing, it is cold and windy in winter.It is two kilometres from my school to my home.it作形式主语或形式宾语Using it to replace the real subject or objectSometimes we use it to replace the real subject or object in a sentence. In this situation, we put the real subject or object later in the sentence in the form of a to-infinitive or a clause.It is very tiring to climb the steps.It is popular to hire a bicycle and ride around the countryside.It is amazing that there are so many rocks in unusual shapes in the cave. Many people find it pleasant to travel around.Useful structures with itIt is + adjective + (of/for ...) + to ....It takes ... some time to ....It is said/reported/... that ....... think(s)/find(s) it easy/difficult/... to ....时态Tenses一般现在时和现在进行时Simple present and present continuous一般过去时和过去进行时Simple past and past continuous一般过去时和现在完成时Simple past and present perfect简单句和复合句之间的转换Sentences用宾语+宾语补足语将宾语从句转换成简单句Using object clauses or objects + object complementsSometimes we use objects + object complements to replace object clauses. He saw that the robot was making breakfast.He saw the robot making breakfast.He found that his flat was in a complete mess.He found his flat in a complete mess.He thinks that it is too much trouble to own a robot.He thinks it too much trouble to own a robot.用疑问词+不定式将宾语从句转换成简单句Using object clauses or question words + to-infinitivesSometimes we use question words + to-infinitives to replace object clauses.The robot no longer knew when it should cook breakfast.The robot no longer knew when to cook breakfast.Mr Jiang did not know what he should do with the robot.Mr Jiang did not know what to do with the robot.用动词不定式将结果/目的状语从句转换成简单句Using adverbial clauses or to-infinitivesWe can also use to-infinitives to replace some adverbial clauses expressing results or purposes.Mr Jiang is always so busy that he does not have any time for hobbies.Mr Jiang is always too busy to have any time for hobbies.The robot is so s mart that it can do a lot of things for Mr Jiang.The robot is smart enough to do a lot of things for Mr Jiang.Mr Jiang plans to buy a robot so that he can have more free time.Mr Jiang plans to buy a robot in order to have more free time.用介词短语将状语从句转换成简单句Using adverbial clauses or simple sentencesWe can rewrite some adverbial clauses in simple sentences with prepositional phrases beginning with at the age of, because of and without.Neil Armstrong received his student pilot’s licence when he was 16.Neil Armstrong received his student pilot’s licence at the age of 16.People might float in space because the gravity is low.People might float in space because of the low gravity.Humans cannot survive if there is no food, water or oxygen.Humans cannot survive without food, water or oxygen.用介词将宾语从句转换成简单句Using object clauses or simple sentencesWe can rewrite some object clauses in simple sentences with prepositions like of and about.The smell of the pills reminds them that food on the Earth is tasty.The smell of the pills reminds them of the tasty food on the Earth.Are they sure that space travel will be very fast?Are they sure about the fast speed of space travel?用介词将定语从句转换成简单句Using defining relative clauses or simple sentencesWe can rewrite some defining relative clauses in simple sentences with prepositions like with and in.People might live in houses which have huge comfortable rooms.People might live in houses with huge comfortable rooms.On Mars you might see people who wear special boots.On Mars you might see people in special boots.。
教师资格证英语科目三
教师资格证英语科目三As a teacher candidate preparing for the English subject test of the teacher qualification certificate, I have faced various challenges and experiences in studying for this important examination. English has always been a subject that requires a high level of proficiency, both in terms of language skills and subject knowledge. The teacher qualification certificate is a necessary credential for those who wish to pursue a career in education, and passing the English subject test is vital in obtaining this certification. 我一直以来都对英语这门科目有着较高的要求，既在语言技能方面，又在学科知识方面。
作为一名准备参加教师资格证书英语科目考试的教师候选人，我在学习这一重要考试时面临着各种挑战和经历。
教师资格证书是那些希望从事教育事业的人士必备的资格证书，通过英语科目考试对获得这种认证至关重要。
Studying for the English subject test of the teacher qualification certificate has required a great deal of dedication and hard work. I have spent countless hours reviewing grammar rules, vocabulary, reading and writing skills, as well as familiarizing myself with the curriculum and teaching methods. The English subject test covers a wide range of topics, including literature, language acquisition,language teaching methods, and educational psychology. In order to pass this examination, it is essential to have a comprehensive understanding of these areas. 为了通过教师资格证书英语科目考试，我不得不付出大量的精力和努力。
教资科目三英语简答题必备知识点
教资科目三英语简答题必备知识点全文共3篇示例，供读者参考篇1Essential Knowledge Points for the English Short Answer Questions in the Teacher Qualification ExamAs students preparing for the English section of the teacher qualification exam, we all know that the short answer questions can be quite challenging. They test our understanding of key linguistic concepts and our ability to express ourselves clearly and concisely. To help you ace this part of the exam, I've compiled a list of essential knowledge points that you should thoroughly review and practice.Phonology and Phonetics:The International Phonetic Alphabet (IPA) - Be familiar with the IPA symbols and their corresponding sounds in English. You may be asked to transcribe words or identify sounds represented by IPA symbols.Stress patterns - Understand the rules for placing stress on words, including compound words, and how stress can change the meaning of a word.Intonation patterns - Recognize the different intonation patterns used in statements, questions, and other speech acts.Phonological processes - Know common phonological processes such as assimilation, elision, and epenthesis, and how they affect the pronunciation of words.Morphology and Word Formation:Affixes - Be able to identify and explain the meanings of common prefixes (e.g., un-, re-, dis-) and suffixes (e.g., -ful, -less, -tion).Compounding - Understand the process of compounding and how it creates new words.Conversion - Recognize how words can change their part of speech without any morphological change (e.g., "a walk" as a noun and "to walk" as a verb).Acronyms and abbreviations - Know how acronyms (e.g., NATO, AIDS) and abbreviations (e.g., Dr., Ltd.) are formed and used in English.Syntax and Grammar:Parts of speech - Have a solid grasp of the different parts of speech (nouns, verbs, adjectives, adverbs, etc.) and their functions in a sentence.Phrase structure - Understand the structure of different types of phrases (noun phrases, verb phrases, prepositional phrases, etc.) and how they combine to form clauses and sentences.Clause types - Be able to identify and distinguish between different clause types (main clauses, subordinate clauses, relative clauses, etc.).Sentence types - Recognize the different sentence types (declarative, interrogative, imperative, exclamatory) and their structures.Tense and aspect - Master the usage of different tenses (present, past, future) and aspects (simple, progressive, perfect) in English.Active and passive voice - Understand the difference between active and passive voice and when to use each.Modality - Be familiar with modal verbs (can, could, may, might, must, should, etc.) and their meanings and uses.Semantics and Pragmatics:Word meanings - Understand different types of word meanings, including denotation, connotation, and figurative language (metaphor, metonymy, etc.).Semantic relations - Recognize different semantic relations between words, such as synonymy, antonymy, hyponymy, and meronymy.Speech acts - Be aware of different speech acts (requests, commands, apologies, etc.) and the appropriate language to use for each.Politeness strategies - Understand various politeness strategies (e.g., indirectness, hedging, etc.) and their role in effective communication.Conversational implicature - Recognize the concept of conversational implicature and how context influences meaning.Sociolinguistics and Language Variation:Regional and social dialects - Understand the existence of different regional and social dialects of English and the factors that contribute to their development.Language and gender - Be aware of the relationship between language and gender, including potential differences in language use and societal attitudes.Language and culture - Recognize how language and culture are interconnected, and how cultural norms and values can influence language use.Language and power - Understand the role of language in establishing and maintaining power relationships in society.Language and identity - Be familiar with the concept of language as a marker of individual and group identity.These knowledge points cover a broad range of topics in English linguistics, and mastering them will not only help you succeed in the short answer questions but also develop a deeper understanding of the English language. Remember, practice is key – try to apply these concepts to various examples and scenarios to solidify your knowledge.Good luck with your preparation!篇2Acing the Short-Answer Questions: A Comprehensive Guide to English Subject KnowledgeAs aspiring educators, we all know the pivotal role the Teacher's Qualification Examination plays in shaping our future careers. Among the various subjects, the English section can beparticularly daunting, especially when it comes to theshort-answer questions. These questions demand a concise yet comprehensive understanding of various linguistic concepts, literary devices, and pedagogical approaches. Fear not, fellow students, for I've compiled a comprehensive guide to help you navigate through this challenging terrain with confidence.Mastering the Fundamentals of English GrammarGrammatical proficiency is the bedrock of effective communication, and it's imperative for educators to possess a deep understanding of the English language's structural intricacies. From parts of speech to sentence structures, familiarize yourself with the nuances of grammar rules and exceptions. Pay close attention to concepts like subject-verb agreement, tense consistency, and proper use of punctuation. Additionally, stay updated on the latest developments in grammar guidelines, as language evolves over time.Unlocking the Power of VocabularyA rich vocabulary is a potent tool for articulating thoughts with precision and clarity. Dedicate time to expanding your lexicon by studying word roots, prefixes, and suffixes. Explore synonyms, antonyms, and idiomatic expressions to express nuanced meanings effectively. Moreover, familiarize yourselfwith academic and literary vocabulary, as these will be essential for analyzing and discussing various texts.Decoding Literary DevicesLiterature is a treasure trove of figurative language and rhetorical techniques. Develop a keen eye for identifying and interpreting literary devices such as metaphors, similes, personification, imagery, and symbolism. Understanding these devices will not only enhance your ability to analyze literary works but also enrich your own written and spoken expression.Mastering Reading Comprehension StrategiesEffective reading comprehension is a cornerstone of language proficiency. Equip yourself with strategies like skimming, scanning, inferring, and summarizing to extract essential information from texts. Practice analyzing tone, purpose, and intended audience to develop critical thinking skills. Additionally, hone your ability to identify main ideas, supporting details, and author's perspectives, as these skills will be invaluable when answering short-answer questions.Embracing Diversity in LiteratureLiterature is a mirror that reflects the richness and diversity of human experiences. Familiarize yourself with various literarygenres, from poetry and drama to novels and short stories. Explore works from diverse cultural backgrounds, time periods, and perspectives. Developing an appreciation for literary diversity will not only broaden your horizons but also foster empathy and cultural sensitivity, essential qualities for successful educators.Integrating Technology in Language LearningIn our increasingly digital age, it's crucial to understand the role of technology in language education. Explore various educational technologies, such as online learning platforms, multimedia resources, and language learning apps. Develop strategies for integrating these tools effectively into your future classrooms to engage and motivate students.Applying Pedagogical ApproachesAs future educators, it's essential to understand various pedagogical approaches to language teaching. Familiarize yourself with methods like communicative language teaching, task-based learning, and content-based instruction. Develop strategies for creating learner-centered environments that foster active participation, critical thinking, and real-world language use.Fostering Cross-Cultural CompetenceLanguage is inextricably intertwined with culture, and as educators, we must cultivate cross-cultural competence. Develop an understanding of how cultural norms, values, and beliefs influence language use and communication styles. Explore strategies for promoting cultural awareness and sensitivity in the classroom, fostering an inclusive and respectful learning environment.Embracing Continuous Professional DevelopmentEducation is a dynamic field, and it's essential to embrace a mindset of continuous professional development. Stay updated on the latest research, trends, and best practices in language teaching and learning. Attend workshops, conferences, and professional development programs to expand your knowledge and refine your teaching skills.Practicing, Practicing, and More PracticeUltimately, the key to success lies in consistent practice. Regularly attempt practice questions, mock exams, and timed exercises to develop time management skills and improve your ability to provide concise yet comprehensive responses. Seekfeedback from peers, mentors, or instructors to identify areas for improvement and refine your strategies.Remember, the journey to becoming an exceptional educator is paved with dedication, perseverance, and a genuine passion for learning. Embrace these essential knowledge points, and you'll be well-equipped to tackle the short-answer questions of the English subject with confidence and proficiency.Wishing you all the best in your endeavors!篇3Sure, here's an article on "Essential Knowledge Points for Short Answer Questions in English for the Teacher Qualification Exam," written from a student's perspective, with a length of around 2,000 words in English.Title: Essential Knowledge Points for Short Answer Questions in English for the Teacher Qualification ExamAs a student preparing for the English section of the Teacher Qualification Exam, one of the most challenging aspects is tackling the short answer questions. These questions require concise yet comprehensive responses, testing your understanding of various language concepts and teaching methodologies. To help you ace this section, I've compiled a listof essential knowledge points that you should have at your fingertips.Phonetics and Phonology:Mastering the basics of phonetics and phonology is crucial for teaching English pronunciation effectively. Familiarize yourself with the International Phonetic Alphabet (IPA) symbols, stress patterns, intonation, and the production of different speech sounds. Understanding the mechanisms behind speech production and the factors that influence pronunciation will aid you in addressing common pronunciation challenges faced by English language learners.Grammar and Syntax:A solid grasp of English grammar and syntax is indispensable for any language teacher. Be prepared to explain the rules governing sentence structure, tenses, parts of speech, clauses, and other grammatical concepts. Additionally, understand the different approaches to teaching grammar, such as deductive vs. inductive methods, and their respective advantages and limitations.Vocabulary Acquisition:Vocabulary is the building block of language learning, and as a teacher, you'll need to guide students in acquiring and retaining new words effectively. Familiarize yourself with various vocabulary teaching strategies, such as using context clues, word families, mnemonic devices, and multimedia resources. Understanding the principles of vocabulary acquisition, including the role of frequency, repetition, and meaningful contexts, will enhance your ability to facilitate vocabulary development.Reading Comprehension Strategies:Reading comprehension is a fundamental skill in language learning, and as a teacher, you should be well-versed in various reading strategies. These include skimming, scanning, making inferences, identifying main ideas, and summarizing. Understand the different reading genres (e.g., narratives, expository texts, persuasive writing) and how to adapt your teaching approach accordingly.Writing Instruction:Teaching writing is a multifaceted task that requires knowledge of the writing process, genre conventions, and effective feedback strategies. Be prepared to discuss the stages of the writing process (prewriting, drafting, revising, editing, and publishing), as well as techniques for developing ideas,organizing content, and enhancing coherence and cohesion. Additionally, familiarize yourself with various writing genres, such as narratives, descriptive essays, argumentative essays, and research papers.Classroom Management Techniques:Effective classroom management is essential for creating a conducive learning environment. Understand the principles of establishing clear routines, setting expectations, and managing student behavior using positive reinforcement strategies. Be familiar with techniques for promoting student engagement, maximizing instructional time, and fostering a respectful and inclusive classroom culture.Language Acquisition Theories:Gain a solid understanding of the various language acquisition theories, including Behaviorism, In。
初中英语教资科三词汇总结
Monophthong 单元音Mono——代表单数，单个的，孤独的。
为啥？Mon——联想一下，Monday，星期一，“一”就是单数啊~Diphthong 双元音Di——代表双数，一对的，成双成对的。
由D可以联想一下double。
Plosive 爆破音源自于explosion，爆发，喷发。
plo——记住p，就是破。
Fricative 擦音源自于friction，摩擦，摩擦力。
fric——记得以前学物理用F代表摩擦力吗？就是这么来的。
Affricate 塞擦音A代表air,意思是气流受阻，正是塞擦音的形成方式：压迫气流把闭塞部分冲开，气流从窄缝中挤出，摩擦成声。
Lateral 边音边音就只有一种，就是L,中文里“了”的发音就是边音，因此看见“L”首先猜边音。
Nasal 鼻音N就是鼻音。
Approximant 近音源自于approximately，大约，近似，约等于。
Approxi——这个词缀就是无限接近的意思。
Bilabial 双唇音labial是唇音。
bi——就是双的意思，光看B这个字母是不是很像都起来的嘴唇Labiodental 唇齿音Labio——源自于labial就是唇音的意思dental——就是牙科的意思，如果背过四六级单词，应该可以联想到dentist 牙医。
Dental 齿音dental——就是牙科的意思，如果背过四六级单词，应该可以联想到dentist 牙医。
Alveolar 齿龈音Palatal 硬腭音Velar 软腭音Glottal 声门音Phone 音素phone,(lll￢ω￢)，对就是电话这个phone，打电话最重要的就是要能听到声音。
所以phone，跟声音有关。
Phonemes 音位一种语言中能够区别意义的最小的语音单位。
Allophones 音位变体在不同的语音环境中能够代表同一个音位的不同音素，叫作音位的音位变体。
Allomorph 语素变体语素再不同情况下的的任何不同形式（属于语法结构）。
教师资格证考试初中英语科目三必背知识点
教师资格证考试初中英语科目三必背知识点在备课前通读一遍教材，熟悉初中英语教材的体系和内容。
通读一遍教材，能弄清初中英语教材的结构，领会初中英语教学大纲的精神，明确初中英语教学目标，分清初中英语教学的重点、难点。
分析研究课文，做到心中有数。
组织好初中英语课堂教学是初中英语教师教学工作的重要环节。
初中英语课堂教学要做到严谨、简洁、目的明确。
教态要自然大方，语言要清晰、准确、流畅。
板书要规范、实用。
教法要有利于激发学生学习兴趣，有利于学生积极参与课堂活动，有利于培养学生的运用能力。
课后辅导和作业批改是教学工作的有机组成部分。
课后辅导是课堂教学的补充和巩固，它有利于教师了解学生学习情况，及时反馈教学信息，帮助学生解决学习上的困难，指导学习方法。
作业批改可以帮助学生巩固所学知识，发现自己学习中存在的问题，及时纠正错误。
听课和观摩教学是提高初中英语教师教学水平的重要途径。
通过听课和观摩教学可以学习其他教师的长处，发现自己的不足之处，从而改进自己的教学工作。
同时也可以了解其他教师的教学方法和风格，取长补短。
课外活动是初中英语教学工作的重要组成部分。
通过开展各种形式的课外活动可以激发学生学习英语的兴趣和积极性，增强学生的英语实践能力。
如开展英语角、英语演讲比赛、英语歌曲比赛等活动可以为学生提供运用英语的机会，提高学生的英语口语表达能力。
教学目标是教学实施的基础，也是教学设计的核心。
在教师资格证考试中，初中英语的教学目标应该从语言知识、语言技能、情感态度、学习策略和文化意识五个方面进行描述和设计。
语言知识目标：让学生掌握初中英语的基本词汇、语法和语言表达方式，能够正确地使用英语进行口头和书面表达。
语言技能目标：培养学生的听、说、读、写四项基本技能，使学生能够运用这些技能进行有效的交流和信息获取。
情感态度目标：通过英语学习，培养学生的自信心和积极性，使学生对英语文化和英语国家有更深入的了解，激发其学习兴趣和求知欲。
教资英语科目三专业词汇
中学英语教资科三相关专业词汇整理除了教学设计部分其他词汇认识即可，不需要会拼写，语言教学知识与能力部分自下而上bottom-up model自上而下top-down model交互式教学模式interactive model泛听extensive listening精听intensive listening辨别Discrimination交际信息辨别Recognizing communicating signals听大意Listening for gist听细节Listening for specific information词义猜测Word-guessing推理判断和预测Inferring and predicting记笔记Note-taking配音dubbing角色扮演role play泛读fast/global reading精读careful/detailed reading略读skimming寻读scanning预测prediction猜测意思guessing meanings推理Inferring识别指代关系（Recognizing the Reference）结果导向模式（The Product-oriented Model）过程导向模式（The Process-oriented Model）内容导向模式（The Content-oriented Model）头脑风暴（Brainstorming）思维导图（Mapping）列提纲（Outlining）写初稿（Drafting）自改（Self-editing）互相修改（Peer-editing）订正（Revising）评价（Evaluating）控制性写作（Controlled writing）指导性写作（Guided writing）交流性写作（Expressive writing）系统性原则（Systematic principle）应用原则（Application principle）呈现原则（Presentation principle）文化性原则（Culture principle）词汇选择原则（Word-choice principle）演绎法（deductive）归纳法（inductive）机械训练（Mechanical Practice）替换操练（substitution drills）转换操练（transformation drills）意义性练习（Meaningful Practice）语法翻译法(Grammar-translation Method)直接法(Direct Method)听说法(The Audio-lingual method)认知法(Cognitive Method)交际法(Communicative Language Teaching Approach)视听法(The Audio Visual Approach)情景教学法(Situational teaching method)全身反应法(Total Physical Response,TPR)任务型教学法(Task-based Language Teaching Method) （TBLT）拼图式任务（jigsaw tasks）信息沟活动（information gap tasks）解决问题型任务（problem-solving tasks）选择决定型任务（decision-making tasks）交流观点型任务（opinion exchange tasks）教学设计部分Teaching contents 教学内容Teaching objectives 教学目标Teaching key point and difficult point 教学重难点Teaching methods 教学方法Teaching aids 教具Teaching procedures 教学过程Blackboard design 板书设计Teaching reflection 教学反思Task-based Language Teaching Method（TBLT）（任务型教学法）Communicative Language Teaching Approach（交际型教学法）Situational Language Teaching Method（情景教学法）Total Physical Response（TPR）（全身反应法）Audio-lingual Method（听说法）Cooperative Learning Method 合作学习法Independent/Autonomous（自主的）Learning Method 自主学习法Knowledge objective(s)知识目标Ability objective(s)能力目标Emotional objective(s)情感目标教学实施与评价部分指导者（Instructor）控制者（Controller）评价者（Assessor）组织者（Organizer）提示者（Prompter）促进者（Facilitator）参与者（Participant）研究者（Researcher）资源提供者（Resource-provider）全班活动（Class work）小组活动（Group work）结对活动（Pair work）个人活动（Individual work）开放性问题(open question)封闭性问题(closed question)展示性问题(display question)参考性问题(referential question)直接纠错（Explicit correction）间接纠错（Implicit correction）重述法(Recasting)重复法(Repetition)强调法(Pinpointing)元语言提示法(Metalinguistic feedback)澄清法(Clarification request)启发法(Elicitation)诊断性评价（Diagnostic Assessment）调查与测验(quiz&questionnaire)观察与访谈(observation&interview)形成性评价（Formative Assessment）评价量表(evaluation scale)概念图(concept map)终结性评价（Summative Assessment）口试(oral test)笔试(written test)标准参照评价（Criterion-referenced assessment）常模参照评价（Norm-referenced assessment）个体参照评价（Individual-referenced assessment）成绩测试（Achievement test）水平测试（Proficiency test）潜能测试（Aptitude test）诊断测试（Diagnostic test）常模参照测试（Norm-referenced Tests）标准参照测试（Criterion-referenced Tests）信度（Reliability）区分度（Discrimination）难度（Difficulty）效度（Validity）表面效度（Face Validity）结构效度（Construct Validity）内容效度（Content Validity）教学日志（Teaching journal）叙事研究（Narrative research）行动研究（Action research）语言学部分语言学（Linguistics）Langue & Parole（语言和言语）Prescriptive & Descriptive（规定性和描述性）Synchronic & Diachronic（共时性和历时性）Competence & Performance（语言能力和语言表现）任意性（Arbitrariness）二重性（Duality）创造性（Productivity）移位性（Displacement）文化传播性（Cultural transmission）信息功能（Informative function）人际功能（Interpersonal function）施为功能（Performative function）情感功能（Emotive function）寒暄功能（Phatic function）娱乐功能（Recreational function）元语言功能（Metalinguistic function）语音学(Phonetics)元音（vowels）辅音（consonants）舌头最高部分的位置(position of the highest part of the tongue) 前元音(front vowel)中元音(central vowel)后元音(back vowel)舌头抬起的高度(the height of tongue rising)高元音(high vowel)中元音( middle vowel)低元音(low vowel)长元音（long vowel）短元音(short vowel)圆唇音(rounded vowel)非圆唇音(unrounded vowel)发音方式(Manner of articulation)发音部位(Place of articulation)带声性(Voicing;vibration of the vocal cords)清辅音(Voiceless sound)浊辅音(Voiced sound)爆破音(Stops/Plosives)摩擦音(Fricatives) 塞擦音(Affricates) 鼻音(Nasals)流音(Liquids/Lateral) 滑音(Glides) 双唇音（Bilabial）唇齿音（Labiodental）齿间音（Dental）齿龈音（Alveolar）硬颚音（Palatal）软腭音（Velar）声门音（Glottal）语音变化(Vocal Variety) 连读(Liaison) 失去爆破(Loss of Plosive)不完全爆破(incomplete plosive) 同化（Assimilation）音系学（Phonology）音素(Phone) 音位(phoneme)最小对立体(minimal pairs) 音位对立(phonemic contrast)音位变体（Allophone）互补分布（complementary distribution）自由变体（Free variation）序列规则（Sequential rule）同化规则（Assimilation rule）省略规则（Deletion rule）音节（syllable）重音（Stress）单词重音（word stress）句子重音（sentence stress）语调（intonation）升调（rising tone）降调（falling tone）降升调(falling-rising tone) 升降调(rising-falling tone) 形态学（Morphology）词素(Morpheme) 自由词素（free morphemes）黏着词素（bound morphemes）词根（root）词缀（affix）前缀（prefix）后缀（suffix）中缀（infix）词干（stem）屈折词缀（inflectional affix）派生词缀（derivational affix）词的构成（word formation）复合法(compounding)向心复合词（endocentric compound）离心复合词（exocentric compound）派生法(derivation)创新词(invention) 混成词（blending）截断词（clipping/abbreviation）首字母连写词（initialism）首字母拼写词（acronym）逆构词法（back-formation）类推构词（analogical creation）借词法（borrowing/loanword）语义学（Semantics）外延意义（Denotation）内涵意义（Connotation）同义关系（synonymy）文体(stylistic) 差别地域(dialectal) 差别搭配(collocational) 差别情感(emotive)差别语义(semantic) 差别反义关系（Antonymy）反义词（antonym）的关系等级反义（gradable antonymy）互补反义（complementary antonymy）反向反义（converse antonymy）上下位关系（Hyponymy）一词多义（Polysemy）同音/同形异义（Homonymy）同音异义（homophone）同形异义（homograph）同形同音异义（complete homonym）句子间涵义关系（Sense relations between sentences）X is synonymous with Y (X 与Y 同义)X is inconsistent with Y (X 与Y 不一致)X entails Y/Y is an entailment of X（X 蕴含Y）X presupposes Y/Y is a prerequisite of X（预设关系）X is a contradiction（X 自我矛盾）语用学（Pragmatics）言语行为（speech acts）言内行为/发话行为（locutionary act）言外行为/行事行为（illocutionary act）言后行为/取效行为（Perlocutionary act）直接言语行为（direct speech act）间接言语行为（indirect speech act）会话含义理论（Conversational implicature ）合作原则（Cooperative principle）数量准则（The maxim of quantity）质量准则(The maxim of quality)关系准则(The maxim of relevance)方式准则(The maxim of Manner)修辞学（Rhetoric）明喻（Simile）暗喻（Metaphor）转喻/换喻/借代（Metonymy）提喻（Synecdoche）隐喻（Allusion）拟人（Personification）夸张（Hyperbole）矛盾修饰法（Oxymoron）委婉（Euphemism）移就（Transferred Epithet）押韵（Rhyme）押头韵（Alliteration/Initial rhyme/Head rhyme）押尾韵（End rhyme）反韵（Reverse rhyme）准押韵（Assonance）意群（sense group）停顿（pausing）节奏（rhythm）替换（substitution）双关（pun）反语（irony）讽刺（sarcasm）习得假说（The Acquisition-learning Hypothesis）语言输入假说（Input Hypothesis）情感过滤假说（Affective-filter Hypothesis）自然顺序假说（The Natural Order Hypothesis）监察假说（Monitor Hypothesis）语言输出假说（Output Hypothesis）互动假说（Interaction Hypothesis）中介语（Interlanguage）僵化现象（Fossilization）结构型教学大纲（Structural syllabus）功能-意念型教学大纲（Functional-notional syllabus）任务型教学大纲（Task-based syllabus）内容型教学大纲（Content-based syllabus）技能型教学大纲（Skill-based syllabus）体裁型教学大纲（Genre-based syllabus）。
英语教师科目三考试试题
英语教师科目三考试试题一、选择题（每题2分，共20分）1. The teacher should use English as much as possible in class to create an authentic _______.A. environmentB. situationC. atmosphereD. context2. Which of the following is NOT a characteristic of communicative language teaching?A. Student-centeredB. Focus on formC. Grammar-translation methodD. Use of real-life materials3. In the lesson plan, the teacher should clearly state the _______ of the lesson.A. objectivesB. materialsC. methodsD. All of the above4. When teaching vocabulary, it is important to provide students with _______ examples.A. abstractB. concreteC. theoreticalD. hypothetical5. Formative assessment is used to _______ the learning process.A. evaluateB. monitorC. assessD. Both A and B6. The use of technology in the classroom can enhance _______.A. engagementB. motivationC. Both A and BD. None of the above7. Which of the following is NOT a strategy for teaching listening skills?A. PredictingB. SummarizingC. RepeatingD. Translating8. In a speaking activity, students should be encouraged to_______.A. use their native languageB. speak as much as possibleC. write down everything they sayD. remain silent9. When correcting students' mistakes, it is important to_______.A. interrupt them immediatelyB. ignore minor errorsC. correct every single mistakeD. ridicule their mistakes10. Cultural awareness is important in language teaching because it helps students to _______.A. understand humorB. appreciate different culturesC. learn about historyD. Both A and B二、填空题（每题2分，共20分）11. The four skills in language learning are listening, speaking, reading, and _______.12. A lesson plan should include an introduction, development, and _______.13. In a communicative approach, language is taught in_______ rather than in isolation.14. The use of realia in the classroom can help students to_______ the language.15. When teaching grammar, it is beneficial to providestudents with _______ examples.16. Pair work and group work activities can help to develop students' _______ skills.17. Teachers should use a variety of assessment methods toget a _______ picture of students' abilities.18. A warm-up activity at the beginning of a lesson can helpto set the _______ for the lesson.19. Teachers should encourage students to use the target language for _______ purposes.20. Cultural differences can sometimes lead to _______ in communication.三、简答题（每题10分，共40分）21. Explain the importance of setting clear objectives for a language lesson.22. Discuss the role of the teacher in a communicative language teaching classroom.23. Describe how you would integrate technology into a language lesson.24. What strategies can be used to make a language lesson more engaging for students?四、教学设计题（共20分）25. Design a lesson plan for teaching the past simple tense to intermediate level students. Include the objectives, materials, procedures, and assessment methods.结束语：请考生认真审题，仔细作答，确保答案准确无误。
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教师资格证考试科目三-初中英语考点（英文版）
语言学linguistics
1.design feature of language
Arbitrariness\duality\creativity\displacement\cultural transmission
2.function of language
Informative\interpersonal\performative\emotive\phatic\recreational\metalingual
3.辨析
Descriptive vs prescriptive\synchronic vs diachronic\langue vs parole\competence vs performance
4.phonetic
Study: characteristics of speech sounds
分类：with or without obstruction of air stream : vowels /consonant
4.1 vowels (pure vowels monophthongs)
The position of the tongue in the mouth: Front\Central\Back;
The openness of the mouth: close\semi-close\semi-open\open;
The shape of the lips: rounded \unrounded
The length of the vowels:long\short
Diphthongs；falling/rising
4.2 consonent
Manner of articulation:stops\fricative\affricates\liquds\nasals\glides
Place of articulation: bilabial\labio-dental\dental\alveolar\palatal\velar\glottal
Voicing: voiceless\voiced
5 phonology
Study:the distinctive sound units of a language and their relationship to one another
Phone\phoneme\allophone
Phonemic contrast\complementary distribution\minimal pair
6 morphology
Study:internal structure of words
6.1 morpheme: free \bound
6.2 allomorph: root \ affix
6.3 word formation :
derivation\compounding\conversion\clipping\blending\backformation\acronyms and abbreviations\coinage
7 semantics
Study: linguistic meaning
7.1 意义关系：synonymy\homonymy\hyponymy\antonymy\polysemy
7.2 句子关系：X is synonymous with Y;X is inconsistent with Y; X entails Y(Y is an entailment of X);X presupposes Y(Y is a prerequisite of X);X is a contradiction; A is semantically anomalous;
8 pragmatics
Study:
8.1 speech act :locutionary act\illocutionary act\perlocutionary act;
8.2 cooperative principle:quantity\quality\relation\manner maxim
9 修辞学
Simile\metaphor\metonymy\synecdoche\alliteration\end
rhyme\oxymoron\pun\euphemism\parallelism\exaggeration\personification\irony\onomato poeia\synesthesia\transferred\spoonerism
外语教学理论
1 view on language: the structural view of language;\the functional view of language;\ the ineractional view of language;
2 views on language learning：behaviorist theory; \cognitive theory; \constructivist theory; \socio-constructivist theory。