2020年教师资格证考试英语学科知识简答题知识点
2020教师招聘考试：中小学英语教师基础知识资料(1)-乐题库
第一篇词法一、名词(一) 知识概要名词的概念在不同的语法教课书中有不同的解释和分类方法，但就实际应用来讲还是不要过分地追求其理论概念，而更多的要把注意力放在其应用上来。
我们不妨把它分为两大类：专有名词与普通名词。
顾名思义，专有名词是指：个人、事物、机关等所专有的名称，如，the Great Wall，America…它们是不能随意变动的。
而普通名词中则包括个体名词，如pen, worker…它表示单一的个体人或事物；集体名词，如：family,class，team,它表示的是由若干个个体组成的集合体；物质名词，如：water,paper…它表示的是一种物质，原材料；而后一种是抽象名词，如:work, time…它表示着一种在实际生活中看不见、摸不到，但却与实际生活紧密相关的某些动作、状态、品质的抽象概念。
见下表。
名词一览表种类专有名词London, John, the Communist Party of China普通名词类名词nurse, boy, worker, pencil, dog, table集体名词class, family, army, police, team, people物质名词water, steel, glass, cotton, wood, sand抽象名词happiness, love, work, life, courage, honest功用主语My family is now in New York.表语His father is a scientist.宾语We love our great motherland.宾语补足语He made London the base for his work.定语The girls are making paper flowesrs.状语The car cost him 1000 dollars.同位语Mr Brown, a famous scientist, will come here.名词在使用中的难点在于名词的数，即可数名词与不可数名词的实际应用。
2020年教师资格证考试《英语学科知识与教学能力》(高级中学)真题及答案
2020年教师资格证考试《英语学科知识与教学能力》(高级中学)真题及答案1. 【单项选择题】/s/ and /z/ can be distinguished by the ______.A. place o（江南博哥）f articulationB. state of tongueC. state of vocal cordsD. manner of articulation正确答案：C参考解析：本题考查语音学。
/s/和/z/按发音方式为摩擦音，按发音部位为齿龈音，只有按照发音时声带是否震动判断，/s/为清辅音，/z/为浊辅音。
2. 【单项选择题】The word “realization” consists of ______ and______.A. five; fiveB. five; fourC. four; threeD. four; four正确答案：C参考解析：本题考查音系学。
realization 的音标为[ˌriːəlaɪˈzeɪʃn].根据元音音素进行划分，可分为 4 个音节；realization 进行词素划分，可分为 real, -ize, -tion 三个词素。
3. 【单项选择题】Which of the following is least associated with newspaper publishing?A. proofreadingB. editorialC. censorshipD. citizenship正确答案：D参考解析：本题考查语义学。
题干翻译为：以下哪个与报纸印刷关系最弱？proofreading 意为“校对”；editorial 意为“编辑的；主编”；censorship 意为“审查制度；审查机构”；citizenship意为“公民身份；公民资格”，由语义可以进行区分，只有D项citizenship 和报纸印刷的关系最弱。
4. 【单项选择题】Which of the following best describes the relation between “piece” and “peace”?A. synonymyB. homonymyC. antonymyD. hyponymy正确答案：B参考解析：本题考查语义学。
2020年教师招聘考试重点题三《初中英语学科》
2020年教师招聘考试重点题三《初中英语学科》一、单选题1、Passage7Shoppers on Black Friday,the traditional start of the holiday shopping season in America,are notoriously aggressive. Some even start queuing outside stores before dawn to be the first to lay their hands on heavily discounted merchandise.Despite the frenzy at many stores,however,the recession appears to have accelerated the pace at which shoppers are abandoning bricks and mortar(传统实体商场)in favor of online retailers-e-tailers.So this year Black Friday(so named because it is supposed to put shops into profit for the year)also marks the start of many conventional retailers’attempts to regain the initiative.E-commerce holds particular appeal in straitened times as it enables people to compare prices across retailers quickly and easily.Buyers can sometimes avoid local sales taxes online,and shipping is often free.No wonder,then,that online shopping continues to grow even as the offline sort shrinks.The shift in spending to the Internet is good news for companies like P&G that lack retail outlets of their own.But it is a big concern for bricks-and-mortar retailers,whose prices are often higher than those of e-tailers,since they must bear the extra expense of running stores.Happily,however, conventional retailers are in a better position to fight back than last year,when overstocking forced them to resort to ruinous discounting.The most obvious response to the growth of e-tailing is for conventional retailers to redouble their own efforts online.The online arms of big retailers are performing well,on the whole. Retailers are also trying to make shopping seem fun and exciting to counteract the economic gloom.One common tactic is to set up "pop-up"stores,which appear for a short time before vanishing again,to foster a sense of novelty and urgency.Following the lead of many bricks-and-mortar outfits,eBay recently launched a pop-up in New York where customers could inspect items before ordering them.Stores are also trying to lure customers by offering services that are not available online.Best Buy,a consumer-electronicsretailer,has started selling music lessons along with its musical instruments.Lululemon Athletics,which sells sports clothes,offers free yoga classes.The idea is to bring people back to its shops regularly,increasing the likelihood that they will develop the habit of shopping there.Why is the recession of conventional business accelerating?A.Because conventional retailers don't care for their customers.B.Because more people are waiting for the best bargain.C.Because stores compete by offering discounted merchandise.D.Because many customers begin to favor shopping online.2、Passage11Gestures aren't the only area in which the unwary traveler can get tripped up.Foreign cultures adhere to different business customs and behavior.For example:Caffeine junkies should restrain themselves in the Middle East."Three cups of tea or coffee is usually the polite limit in offices and during social calls,"counsels Travel Pak,a free publication of Alia,the Royal Jordanian Airline."But if your host keeps going,you also maycontinue sipping.If you’ve had your fill,give your empty cup a quick twist a sort of wiggle-as you hand it back.That means "No more,thank you."Middle East visitors also should not be surprised"if others barge right into the office in the middle of your conversation with the person you are seeing,"notes Trowel.An old Arab custom calls for keeping an"open office."The British,however, consider it impolite to interrupt a visitor,even after all business has been transacted.The commercial caller is expected to be sensitive to this point,know when to stop,initiate his or her own departure.In Japan certain guests at evening business gatherings will leave early.They should be allowed to leave without effusive goodbyes.The Japanese consider formal departures to be disruptive in such cases and disturbing to remaining guests.In Scandinavia and Finland business guests may be asked to shed their clothes and join their hosts in a sauna.The invitation is a sign that a good working relationship has been established.In the Arab world,the word“no”must be mentioned three times before it is accepted.In contrast,it is considered good business manners to make many and long efforts to pick upthe check.In the People's Republic of China,gift giving is considered an insult,says Patrick J.Lewis,President of Club Universe,a Los Angeles tour operator."If you want to give someone a gift,make sure it’s modest in value.This will not be considered offensive,but it may be declined,"The Chinese manner of expressing friendship and welcome to clap.Lewis adds. "You may be greeted with clapping when entering a factory, hospital,commune or school.Politeness dictates that you respond with applause,even though it may seem like you're clapping for yourself."In China,a gift to the host means_______.A.an attempt to praise the hostB.a modest mannerC.a response of applauseD.offended action to the host’s dignity3、Passage16In the early20th century,few things were more appealing than the promise of scientific knowledge.In a world struggling with rapid industrialization,science and technology seemed to offer solutions to almost every problem.Newly created state colleges and universities devoted themselves almost entirely toscientific,technological,and engineering fields.Many Americans came to believe that scientific certainty could not only solve scientific problems,but also reform politics, government,and business.Two World Wars and a Great Depression rocked the confidence of many people that scientific expertise alone could create a prosperous and ordered world.After World WarⅡ,the academic world turned with~enthusiasm to humanistic studies,which seemed to many scholars the best way to ensure the survival of democracy.American scholars fanned out across much of the world-with support from the Ford Foundation,the Fulbright program,etc.-to promote the teaching of literature and the arts in an effort to make the case for democratic freedoms.In the America of our own time,the great educational challenge has become an effort to strengthen the teaching of what is now known as the STEM disciplines(science,technology, engineering,and math).There is considerable and justified concern that the United States is falling behind much of the rest of the developed world in these essential disciplines.India, China,Japan,and other regions seem to be seizing technological leadership.At the same time,perhaps inevitably,the humanities-while still popular in elite colleges and universities-have experienced a significant decline.Humanistic disciplines are seriously underfunded,not just by the government and the foundations but by academic institutions themselves.Humanists are usually among the lowest-paid faculty members at most institutions and are often lightly regarded because they do not generate grant income and because they provide no obvious credentials for most nonacademic careers.Undoubtedly American education should train more scientists and engineers.Much of the concern among politicians about the state of American universities today is focused on the absence of"real world"education-which means preparation for professional and scientific careers.But the idea that institutions or their students must decide between humanities and science is false.Our society could not survive without scientific and technological knowledge.But we would be equally impoverished without humanistic knowledge as well.Science and technology teach us what we can do.Humanistic thinking helps us understand what we should do.It is almost impossible to imagine our society without thinking of the extraordinary achievements of scientists and engineers in building our complicated world.But try to imagine our world as well without the remarkable works that have defined our culture and values.We have always needed,and we still need, both.Why did so many humanists become enthusiastic about humanistic studies after World WarⅡ?A.They realized science and technology alone were no guarantee for a better world.B.They could get financial support from various foundations for humanistic studies.C.They wanted to improve their own status within the current education system.D.They believed the stability of a society depended heavily on humanistic studies.4、Passage21A new study shows that students learn much better through an active,iterative process that involves working through theirmisconceptions with fellow students and getting immediate feedback from the instructor.The research was conducted by a team at the University of British Columbia(UBC)，Vancouver,in Canada,led by physics Nobelist Carl Wieman.In this study,Wieman trained a postdoc, Louis Deslauriers,and a graduate student,Ellen Schelew,in an educational approach,called"deliberate practice",that asks students to think like scientists and puzzle out problems during class.For one week,Deslauriers and Schelew took over one section of an introductory physics course for engineering majors,which met three times for one hour.A tenured physics professor continued to teach another large section using the standard lecture format.The results were dramatic:After the intervention, the students in the deliberate practice section did more than twice as well on a12-question multiple-choice test of the material as did those in the control section.They were also more engaged and a post-study survey found that nearly all said they would have liked the entire15-week course to have been taught in the more interactive manner."It's almost certainly the case that lectures have been ineffective for centuries.But now we've figured out a better way to teach"that makes students an active participant in the process, Wieman says.The"deliberate practice"method begins with the instructor giving students a multiple-choice question on a particular concept,which the students discuss in small groups before answering electronically.Their answers reveal their grasp of the topic,which the instructor deals with in a short class discussion before repeating the process with the next concept.While previous studies have shown that this student-centered method can be more effective than teacher-led instruction,Wieman says this study attempted to provide"a particularly clean comparison…to measure exactly what can be learned inside the classroom."He hopes the study persuades faculty members to stop delivering traditional lectures and"switch over"to a more interactive approach.More than55courses at Colorado across several departments now offer that approach,he says,and the same thing is happening gradually at UBC.The results of the research reveal that_______.A.the students in the experimental.section performed better on a testB.the students preferred the traditional lectures to deliberate practiceC.the entire15-week course was actually given in the new mannerD.the students in the control section seemed to be more engaged5、Passage26Children who spend more than two hours a day at a computer or watching television are more likely than others to have mental problems,scientists say.Researchers found that11-year-old who spent several hours in front of a screen each day did worse on mental health tests, no matter how much physical exercise they got.The University of Bristol study,published in Pediatrics,involved more than1,000 children aged about10.They also had the kids fill out questionnaires designed to gauge the kids’emotional well-being and behavior.The questionnaires contained20questions covering five sections-emotional difficulties,conduct problems, hyperactivity or inattention,friendships and peer groups and problems relating to friends and peer groups.The study found no direct evidence that sitting in front of a screen actually causes mental health problems.Instead,it suggests that children with difficulties,such as extreme shyness, are more likely to choose TV or computer games than sociable activities.In the study,children were asked whether they agreed,disagreed or somewhat agree with a list of statements, including,"I generally play alone or keep to myself"and"I am often unhappy or tearful".They were also asked how much exercise they took and how long they spent at a TV or computer screen.According to the study,children who spent more than two hours a day at a screen had a60%higher risk of mental problems than children who spent fewer viewing hours.The risk was only slightly higher in children who did little or no exercise."Physical activity is good for health in many ways,but it can't make up for long hours of screen viewing.Parents shouldconsider limiting their children’s screen viewing to no more than 2hours a day,"said the study organizer,Angie Page.Previous studies have raised concerns that watching too much television can affect children's behavior in later life.A Canadian study found that those who watched most TV as young children performed worse at school,ate more junk food and had more trouble concentrating.What information can we get about the University of Bristol study?A.The results of it have been published.B.All kids who take part in the study had an interview.C.The questionnaires of it contained five questions.D.It was done by an elementary school.二、简答题1、简述教师在组织小组活动(group work)时需注意的两个注意事项。
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。
2020下半年教师资格高中英语学科知识与教学能力真题及答案
2020下半年教师资格高中英语学科知识与教学能力真题及答案注意事项：1.考试时间为120分钟，满分为150分。
2.请按规定在答题卡上填涂、作答。
在试卷上作答无效，不予评分。
一、单项选择题（本大题共30小题，每小题2分，共60分）1. /s/ and /z/ can be distinguished by the .A. place of articulationB. state of tongueC. state of vocal cordsD. manner of articulation【答案】C2.The word “realization" consists of syllables and morpheme.A. five; fiveB. five; fourC. four; threeD. four; four【答案】C3. Which of the following is least associated with newspaper publishing?A. proofreadingB. editorialC. censorshipD. citizenship【答案】D4. Which of the following best describes the relation between "piece” and "peace”?A. synonymyB. homonymyC. antonymyD. hyponymy【答案】B5. She was not impressed by the story Paul shared with her, for she had already heard of it.A. in the leastB. at the mostC. least of allD. for the most【答案】A6. Without facts, we can't form worthwhile opinions, for we need to have factual knowledgeour thinking.A. which to be based uponB. upon which to baseC. which to base uponD. upon which to be based【答案】B7. It's true that water will continue to be it is today—in importance to oxygen.A. howB. whichC.asD. what【答案】D8. He is helpless under such circumstances, .A. however brilliant a mind he may haveB. however a brilliant mind he may haveC. however brilliant a mind may he haveD. However a brilliant mind may he have【答案】A9. Which of following refers to "the part of input that has been internalized by learners”?A. feedback B outputC. IntakeD. washback【答案】C.10. Which of the following describes the language of an individual speaker with its unique characteristics?A. IdiolectB. TabooC. Regional dialectD. Social dialect【答案】A11. What role does he/she play when a teacher explains the purpose of a task, the steps to do it and its time limit?A. An organizer.B. An observerC. An evaluatorD. A prompter【答案】A12. What does he/she intend to do when a teacher writes the following sentences “She gets up early.She wears a uniform. She works very hard.” on the blackboard at the presentation stage?A. Practice sentence patterns using model sentences.B. Check if students can pronounce the sentences correctly.C. Monitor whether students can accurately express their ideas.D. Draw students' attention to the form of a new language item.【答案】D13. What skill does he/she use when a student uses language knowledge and contextual clues to figure out the meaning of a new word?A. Contrasting.B. SummarizingC. DeducingD. Predicting【答案】C14. Supplementing, deleting, simplifying and reordering are often used in .A. adapting teaching materialsB. delivering teaching materialsC. evaluating teaching materialsD. presenting teaching materials【答案】A15. Which of the following is least recommended at the lead-in stage in a reading class?A. Activating students' schema of the topic.B. Giving advice on how to use reading strategies.C. Sharing background information about the text.D. Correcting language mistakes students have made.【答案】D16. Which of the following best describes the phenomenon that learners apply the skills acquired in one field to another?A. TransferB. DeductionC. ContextualizationD. Induction【答案】A17. If the focus is placed on , students are supposed to go through the stages of drafting, receiving feedback, and revising before submitting the final version of their writing.A. ProductB. processD. format C. genre【答案】B18. What would he/she do in a reading class if a teacher wants to develop students' inferential comprehension?A. Ask them to retell the story.B. Ask them to underline difficult sentences.C. Ask them to read the text sentence by sentence.D. Ask them to read the text for implied meaning.【答案】D19. Which of the following activities can be used if the focus is on developing students' oral fluency in English?A. Blank-filling.B. Story-telling.C. Transformation.D. Translation.【答案】B20. What is the focus when a teacher says to the class" Rewrite each of the following sentences using the passive voice.”?A. SkillB. MeaningC. StructureD. Function【答案】C请阅读 Passage1, 完成第21~25小题。
(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。
教资高中英语科三简答题汇总
教资高中英语科三简答题汇总教资高中英语科三简答题汇总教资考试是中国近年来非常重要的资格考试之一，它涉及到全国许多年轻人的职业前途与未来的发展方向。
如果您的职业目标是成为一名高中英语教师，那么您需要参加教资高中英语的考试，其中科三是最为重要的一部分。
竞争异常激烈，准备考试的时候，准备好自己力所能及的每一道题目非常重要。
下面我们来看一下教资高中英语科三简答题的汇总。
1. what is communicative competence? How to develop itin EFL classroom?解答： Communicative competence refers to our ability to use language to communicate in various situations. It is not enough to simply know the vocabulary and grammar rules of a language, we must be able to use them effectively in order to achieve our communicative intent. In EFL classroom, communicative competence can be developed through a varietyof activities that encourage students to interact with each other in meaningful ways, such as role-play, debates, and group discussions. Teachers can also provide students with authentic materials and real-life scenarios that simulate the language use outside of the classroom.2. Explain how you would teach literary appreciation ina high school English class.解答： In order to teach literary appreciation in a high school English class, it is important to follow a structured approach. Firstly, the teacher should introduce the literary work to the students, and provide some background information on the author, the context, and the setting. Secondly, theteacher should guide students to build their basic reading strategies, such as recognizing literary devices, understanding the plot, and analyzing the characters. Then, the teacher can encourage the students to make connections between the text and the real world and relate it to their own experiences. Finally, students can be encouraged to express their own opinions, feelings, and reactions towards the literary works through discussion, presentation, or writing assignments.3. Explain how you would differentiate instruction for a high school English class with students of varying levels.解答： In order to differentiate instruction for a high school English class with students of varying levels, the teacher can adopt several strategies. Firstly, the teacher should assess the students' proficiency levels accurately and form heterogeneous or homogeneous groups. Secondly, the teacher can adjust the instructions or materials based on the needs or pace of the students, such as providing extra resources or challenging tasks for advanced students, and slowing down or simplifying the instructions for lower-level students. Thirdly, the teacher can use different teaching methods or modalities, such as lectures, class discussion, cooperative learning, or interactive multimedia to cater to different learning preferences and styles. Finally, the teacher can provide feedback or use formative assessment to monitor the progress of the students and adjust the instructions accordingly.4. Explain your understanding of Bloom's taxonomy and how you would use it in lesson planning.解答： Bloom's taxonomy is a hierarchical classification system of cognitive skills designed to facilitate educatorsin creating objectives and assessments that promote higher-level thinking skills. The taxonomy comprises six different levels of cognitive thinking which are knowledge, comprehension, application, analysis, synthesis, and evaluation. For example, knowledge refers to the recall of information, comprehension refers to the understanding of information, and application refers to using the information to solve problems.As a teacher, I would use Bloom's taxonomy to plan my lessons by setting specific objectives that relate to different levels of cognitive skills, and then designing various activities or assessments to evaluate the students' learning at each level. For instance, I could begin a lesson by asking students to recall information from previous lessons or reviewing some basic skills, and then gradually move towards more complex tasks that require analysis, synthesis, or evaluation. By using Bloom's taxonomy to structure my lessons, I can better challenge students to reach their full potential, and improve their higher-order thinking skills.在备考教资高中英语考试时，掌握简答题的答题技巧非常重要。
2020年初中教师资格考试全攻略(英语学科)(一)：笔试考纲+面试考纲+解析
2020年初中教师资格考试全攻略【考试大纲】--笔试部分—A《综合素质》（中学）一、考试目标主要考查申请教师资格人员的下列知识、能力和素养：1．具有先进的教育理念。
2．具有良好的法律意识和职业道德。
3．具有一定的文化素养。
4．具有阅读理解、语言表达、逻辑推理、信息处理等基本能力。
二、考试内容模块与要求（一）职业理念⒈教育观理解国家实施素质教育的基本要求。
掌握在学校教育中开展素质教育的途径和方法。
依据国家实施素质教育的基本要求，分析和评判教育现象。
2.学生观理解“人的全面发展”的思想。
理解“以人为本”的涵义，在教育教学活动中做到以学生的全面发展为本。
运用“以人为本”的学生观，在教育教学活动中公正地对待每一个学生，不因性别、民族、地域、经济状况、家庭背景和身心缺陷等歧视学生。
设计或选择丰富多样、适当的教育教学活动方式，因材施教，以促进学生的个性发展。
⒊教师观了解教师专业发展的要求。
具备终身学习的意识。
在教育教学过程中运用多种方式和手段促进自身的专业发展。
理解教师职业的责任与价值，具有从事教育工作的热情与决心。
（二）教育法律法规1.有关教育的法律法规了解国家主要的教育法律法规，如《中华人民共和国教育法》《中华人民共和国义务教育法》《中华人民共和国教师法》《中华人民共和国未成年人保护法》《中华人民共和国预防未成年人犯罪法》《学生伤害事故处理办法》等。
了解《国家中长期教育改革和发展规划纲要(2010-2020年)》的相关内容。
2.教师权利和义务理解教师的权利和义务，熟悉国家有关教育法律法规所规范的教师教育行为，依法从教。
依据国家教育法律法规，分析评价教师在教育教学实践中的实际问题。
3.学生权利保护了解有关学生权利保护的教育法规，保护学生的合法权利。
依据国家教育法律法规，分析评价教育教学活动中的学生权利保护等实际问题。
（三）教师职业道德规范1.教师职业道德了解《中小学教师职业道德规范》（2008年修订），掌握教师职业道德规范的主要内容，尊重法律及社会接受的行为准则。
教师资格证英语学科知识考试重点
教师资格证英语学科知识考试重点英语考试五大重点难点想要在资格证笔试中取得好的成绩，必须突破一下常考难点。
As引导的让步状语从句中的倒装是单选题中的常考点，也是考生比较纠结的点。
阅读的教学模式、形成性评价和教师角色在国考资格证笔试试卷中呈现的题型可以是单选题、简答题，也可以在教学情景分析题和教学设计题中隐性考查！一、在教授英语阅读课时，教师常用的阅读教学模式有哪几种?英语阅读教学常用教学模式有三种：自上而下的模式、自下而上的模式和交互补偿模式。
(1)自上而下的模式(the top-down model)是在对语言层次的词语进行解码时，同样也运用自己的知识对文章的下文进行预测，阅读检验自己的预测、修订自己的预测、进行新的预测。
教师可以向学生介绍一些背景知识，预测文章内容，验证预测内容，从而到最后的理解文意。
(2)自下而上的模式(the bottom-up model)是从字母到单词，到句子，逐个进行解码从而理解全文。
该模式在阅读教学中比较看重词汇教学，包括读前讲授单词和阅读过程中词语用法的分析。
(3)交互补偿模式(the interactive model)是以上两种模式的结合，是比较科学的模式。
它既强调背景知识、上下文预测的重要性.又不忽视单词、短语的解码能力.迅速捕捉关键信息以理解阅读材料的重要性，反映了阅读过程的本质。
二、什么是形成性评价?形成性评价是指教师在英语教学过程中，通过问卷法、问答法、观察记录法、学生作品分析法以及测验等方法，对学生学习过程中表现出的兴趣、态度、参与活动程度和他们的语言发展状态做出判断，对他们的学习尝试做出肯定，以促进学生的学习积极性，帮助教师改进教学。
形成性评价还包括学生相互评价和学生自我评价等方式，它伴随着整个英语教学过程，对英语教学起着十分重要的促进作用。
三、为什么在英语教学过程中应以形成性评价为主?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；④让每一个学生都能发现自己的优点，看到自己的进步，使每一个学生的价值在英语课堂得以体现，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。
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一. 阅读教学一：新课标要求的阅读教学1、阅读技能的教学教学目的：培养阅读策略；培养语感；特别强调培养学生在阅读过程中获取和处理信息的能力。
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。
材料选择：贴近学生生活和语言水平；题材广泛，体裁多样；具有思想性、趣味性、知识性、挑战性和时代性。
教师角色：鼓励、启发、引导、帮助、监控、参与、反馈与评价。
二．泛读（Extensive reading）和精读（Intensive reading）（考点预测）2015年下半年曾经考过精听与泛听的区别，那么之后会不会考精读与泛读的区别呢？所以大家多注意吧。
一）定义：泛读：是一种快速、广泛接触语言材料信息的方法。
泛读不要求学习者分析语言材料的生词，语言规则等，只需要了解语言材料的性质、涉及范围和内容梗概，旨在通过大量接触英语，发挥语言习得机制的力量，自然习得英语语言能力。
泛读重在积累单词和习惯表达，扩宽视野并了解英语文化。
精度：详细，逐字逐句的阅读，以掌握全部材料内容。
泛读通常重视语言形式，以分析词，短语，句子，段落结构与排列顺序为手段，深入理解文义，揭示作者思想意图、写作风格等。
二）要求：泛读：泛读要求在广泛、大量、快速地阅读，在扩大词汇量、巩固和发展已学知识的同时，掌握高效率提取信息的阅读技巧。
精读：精读是从词汇，句型，中心思想，语篇分析等方面进行深入讲解，具有夯实语言基础的功能。
三）目的就阅读的目的而言，泛读、精读是统一的，只不过侧重点不同。
泛读：注重语言传达的信息，即内容精读：注重传达信息的手段，即形式。
三. 阅读基本技能（考点预测）一）略读（Skimming）目的：找出中心思想Reading for the main idea.规定时间内，快速阅读文章，找出文章大意。
步骤：1）通读文章的起始段和结尾段2）读每段开头和结尾3）浏览相关信息词二）跳读（Scanning）（2015上初中）是一种快速阅读方式，目的是从较长的材料中获取细节特定的细节信息目的：获取细节信息（Reading for specific/detailed information）要求：跳读要求即快又准三）猜测词义（Word-guessing）通过上下文以及所了解的词汇结构的一些知识来推断词性和词义。
常见方法：1. 根据定义线索猜测词义2. 利用同义词和反义词猜测词义3. 利用构词法猜测词义四）预测（Predicting）一般来说，阅读一篇英语文章，教师应先引导学生根据标题对内容进行预测，这是利用学生确认知结构接收新信息的方法。
英语文章的标题一般有三种情况一是可预测度高，一看标题便知内容。
对于这类标题，可先让学生用英语谈谈自己的看法，这便于引导学生把注意力集中到新信息上来。
二是可预测度低。
对于这类标题，教师应当给予适当的点拨，如先讨论一下，或让学生读一下文章的第一句通常是引出主题的句子)，以便把学生的注意力引人到文章的主题。
三是有一定的可预测度，但容易误导。
对于这种标题，先让学生大胆预测，预测正确与否都会对学生的阅读有推动作用。
一）推理（Inferring）（2015年下高中考过）推理是要求学生在阅读时，除了具备理解文章的字面意思外，还需要透过字里行间领悟言外之意及作者的观点、态度。
训练推理技能时要注意：1. 忠于原文，客观推断作者的观点态度，不可主观臆断作者的观点，用自己的想法代替作者原意；2. 注意遣作者遣词造句的特点和倾向，客观推测作者立场、观点和写作意图；3. 由同一已知事实退出不止一个正确结论二. 写作教学写作教学活动1) 激发学生学习动机（Creating a motivation to write）教师应有计划、有目的地拟好学生感兴趣、有话可说的题目和写作要求，并在写作课开始时以简单明了、直截了当的语言布置写作任务，清楚地阐明最终要达到的写作要求及目标。
2) 头脑风暴（Brainstorm）教师引导学生围绕主题用“头脑风暴法”，开展议题活动，各抒己见，通过集体讨论抓住有用的信息并形成思路，并让学生各自说说对写作主题的理解及自己如何构思。
3) 思路图Mapping思路图是从视觉上帮助学习者记录并整理思路。
学生写下作文的话题或用一个词语来代替这个话题。
引导他们思考有关它的一切就是这张图应当有的内容。
4) 自由写作Free-writing当学生在头脑中对他们要写作的主题有了清晰的思路图之后，学生可以开始自由写作。
当学生被要求尽快写出他们想到的东西，通常会给他们10--15分钟的时间。
在这个阶段，学生不需要关注太多语法或者拼写的问题，他们只需要把自己的观点呈现于纸上。
这个阶段能培养学生流利写作能力。
5)写提纲Outlining要使写出的文章条理分明、结构清楚，必须培养学生写作前列提纲的习惯。
包括：文章要围绕话题写哪些内容，分几个部分，每个部分写什么。
这样写出来的文章就不会具有盲目性。
6) 写初稿Drafting写初稿时，学生要考虑文章要点扩展成句、段和篇，将主题句再通过添加支撑句扩展成段落，并把各段按照一定的顺序或者逻辑连成一个有机的整体，形成一篇内容要点齐全、上下文基本连贯的初稿。
7)修改：自改与互改（Editing: Self-editing and Peer-editing）修改包括学生自改和学生间的互改。
自改是初稿完成后，学生仔细的重读一遍，看看有无修正改进之处。
互改在写作练习过程中十分重要，因为它符合新课标倡导的合作，交流和探究的学习方式，也是合作学习在写作教学中的实际运用。
学生将经过自己初步修改过的稿子交给其它同学并在小组间传阅，由这些学生根据上一步中出错的几个方面再看一遍并提出他们各自的意见，然后再由学生本人在听取他们意见的基础上对文章做进一步的修改。
8) 修订Revising修订是教师在学生自改和它改的基础上对学生进行指导，并让学生在作文的组织与结构上进行完善的过程。
9)校对Proofreading校对是把作文的最后上交终稿前的最后一道工序。
学生再次对他们的作文进行仔细阅读，以免出现语法错误、拼写错误。
这个阶段，学生可互相校对，但是教师还是要鼓励学生自己完成校对，这可以为学生之后的写作打下良好的基础。
三.口语教学一. 如何提高学生口语学习的兴趣？一．教材（选用恰当的教材，并尽可能的丰富教材）1. 遵循循序渐进的原则，要有连贯性，从已知到未知逐步深化。
因此教材在选择时跨度要适中，教材的内容不宜过难或者过易。
2. 结合学情，内容的选择要符合学生的认知特点和心理水平。
3. 兴趣的形成有赖于学生知识的深度和广度，在现有知识的基础上不断给学生补充丰富的内容和最新的信息，也可激发学生学习兴趣。
（模仿训练比较单调，这时候不妨穿插一些文化知识，以帮助学生理解所学知识）4.贴近学生实际生活我国大教育家陶行之先生提倡“生活化教育”。
著名教育学家杜威也说过，“教育即生活、即生长，即经验改造”。
对于语言学习者来说，学习语言是为了表达和交流。
英语是人们在生活中进行交流表达的一种活的语言，它来自于生活，并为生活所用。
学习英语的目的就是要学以致用，使其成为交流的工具。
只有选材贴近学生日常生活，才能激发学生的学习的欲望，充分激发学生学习的主动性和创造性。
二. 多种训练方式相结合，丰富教学手段，激发学生的学习兴趣。
学生的学习兴趣是通过使用有趣的教材及各种合适的教学方式来增强的，因此，在英语口语教学中必须要运用各种教学活动，根据学生的不同特点，变换训练方式来增进学生的学习兴趣1. 模仿。
要求学生跟着教师或录音朗读或讲话，模仿其语言、语调、节奏等（初级阶段必不可少）2. 对话。
学了一种情景会话之后，学生能够进行模仿性的自编自演，已达到语言的灵活运用。
3. 复述。
学完一篇阅读文章或者小故事之后，教师可以要求学生把主要内容用自己的语言复述出来，教师可以采用改换人称、变换讲话角度等做法，使语言的表达方式随着人称、角度的变化而变化，从而提高学生口语表达能力。
4. 描述。
描述一些主题鲜明的图片，特征鲜明的动画人物等。
学生可以从模样，穿着，表情，动作，喜好等方面去描述，并加以想象，使描述内容更加丰满。
5. 游戏。
句子接龙6. 辩论。
话题要具有争议性三. 口语教学原则1.听力基础上培养说的能力培养说的能力，应当以充分的听为基础。
只有听得懂，才能说的出。
所以应当遵循：语言教学中，应从听入手，先听后说；在整个外语教学过程中，应突出听的活动，是输入的信息量大于输出的信息量。
学生应广泛大量的听，逐步内化语言规则，从而提高说的能力。
2. 平衡准确性(accuracy)与流利性(fluency)原则流利性强调意义的完整表达，准确强调语言形式的正确使用，因此在口语教学中应首先强调流畅性，同时注意准确性，很好的平衡两者关系。
3. 多方式循序渐进训练口语模仿性的口语表达在口语学习的初级阶段，教师可以通过设置听音辨音、听音模仿、句型操练、简单的问答练习、朗读课文、角色朗读、对话和背诵等，让学生进行模仿性的口语表达，系统训练学生的语音、语调、语流的连贯性和语言的准确性。
独白性的口语表达在口语学习的第二个阶段，教师可以鼓励学生进行讲述、演讲或讲故事等独白性口语表达活动。
这种口语表达活动比前一种难，但是它也是基于规范的书面语言材料进行准备的。
两者都是非交际的语言形式操练。
表演性的口语表达在口语学习的高级阶段，教师可以让学生进行两人或多人的情境对话、信息差活动、采访、小组讨论等表演性口语表达活动，从而实现在一定情境下的准交际。
为了保障表演性口语的质量，教师通常要在表演之前组织学生进行配对的控制性、半控制性或自由对话，经过学生对表演内容精心准备后，要求若干组学生在全班学生面前表演。
4. 注意得体性与连贯性原则口语目标技能之一就是能在不同的情境中说出得体的语言，而我国学生恰恰缺乏在真实语境下说英语的机会。
为此，教师要针对不同的教学内容，创设贴近学生生活经历的话语情境，选择话题要让学生感兴趣，使其产生强烈的参与意识。
为了培养学生使用得体的语言表达思想，教师还应适当创设跨文化交际的情境，以培养学生跨文化交际的意识和能力。
此外，教师还要加强对学生口语交际策略知识的讲解和训练，培养学生连贯表达的能力和习惯，如使用求解与证实、转述、近似表达、造句、迂回、借用、语言转换、求助手势语、回避等交际策略，以保证学生在口语活动中尤其是遇到困难时，能够顺利地进行意义表达和思想沟通。
5. 强调实践性与激励性原则口语能力只能通过说的实践才能逐渐培养起来。
因此教师应应该尽可能多地为学生开口说英语创造机会，鼓励学生大胆开口，帮助学生克服紧张、怕错的心理。