课程咨询电话 400 6300 999 学员专用 请勿外泄

2019 年上半年教师资格证考试笔试备考白皮书英语前言

致即将踏上征程的你：教师，乃文明薪火之传承者，亦人生幸福之完满者。孟子之“三乐”，惟教师而能得

之。家庭美满，一乐也；无愧天地，二乐也；得天下之英才而教育之，三乐也。光荣而高尚的职业，快乐而美满的生活；桃李天下，幸福人生，是人之梦想，亦为国家民族之梦想！

今天，你为自己的教师梦想而来，带着你的热情与信心，带着你的勤奋与努力，同时也带着你的憧憬与想象。此时此刻，你的梦想已经连接了所有人的梦想：

你连接了那些将成为你的学生们的梦想 接受你的教育，改变命运！▬▬你连接了国家民族的中国梦想 国家富强、民族振兴、人民幸福！▬▬当然，你的梦想也连接了中公教师的梦想！中公教师致力于让 0—99 岁的群体有更好的教育选择，帮助他人实现梦想为自己的梦

想。十余年间，中公教育初心不忘，善心不改。雄厚的师资力量，严谨的治学风范，丰富的教学经验，是中公教育屹立的姿态。

翻开这本书，你的梦想就与中公教师的梦想合二为一了！我们的热情，将是你勇敢前进的呐喊声；我们的经验，将是你攀登高峰的垫脚石；我们用心血和汗水凝聚的这本《2019 年上半年教师资格证考试笔试备考白皮书》，将

是你走向三尺讲台实现梦想道路上的坚实阶梯！考情分析帮助你拨开迷雾，指引方向；高频考点帮助你日积月累，掌握重点知识；主观题攻略和答题技巧，帮助你理清思路，提高复习效率，迈过一条条的沟坎，翻越

一座座的高山，最终抵达理想的高峰！来吧，让我们一起，为实现你的教师梦，成就幸福快乐的人生，努力吧！

课程咨询电话 400 6300 999 学员专用 请勿外泄

目 录第一部分 考情分析...........................................................................3

第二部分 考点备考...........................................................................4

第三部分 案例分析题答题技巧及例题...............................................14

一、出题点及应答策略.........................................................14

二、解题步骤.....................................................................15三、例题............................................................................15

第四部分 模拟试练.........................................................................17

课程咨询电话 400 6300 999 学员专用 请勿外泄

第一部分 考情分析

课程咨询电话 400 6300 999 学员专用 请勿外泄

第二部分 考点备考考点·冠词1.不定冠词的用法：用在单数可数名词前，指一类人或事，相当于 a kind of (A plane is a machine that can fly.)；

表示“每一，一”相当于 every / one；用于人名前，表示不认识此人或与某名人有类似性质的人或事；用于 quite / rather / many / half / what / such 之后；用于 so (as, too, how)+形容词之后。注意：a 和 an 的用法区别，“以元音音素开头的用 an，以辅音音素开头的用 a”。2.定冠词的用法：用于单数可数名词前，表示某一类人或物（The horse is a useful animal.）；用于乐器前面；

用于姓氏的复数前，表示“一家人”或“夫妇”；用于序数词和形容词、副词的比较级和最高级前。

3.零冠词的用法名词前有 this / my / whose / some / no / each / every等限制词；季节、月份、星期、节假日、

一日三餐前；学科、语言、球类、棋类名词前；与 by 连用表示交通工具的名词前。考点·介词1.表示时间（1）表示在某时间，常用介词 at, on, in 等。① 用 at 来表示在某一个时刻：at dawn / daybreak：在黎明at six：在 6 点钟at midnight：在午夜at 4:30：在 4 点 30 分用 at 来表示“在……岁时”at sixteen / at the age of sixteen：16 岁的时候② 用 on 来表示在星期几/某日on Monday：在星期一on January fifth：在 1 月 5 日on Christmas Day：在圣诞节那一天on New Year’s Day：在新年那天③ 用 in 来表示一天中的早中晚、月份、季节或年份in the morning / afternoon / eveningin January / Februaryin Springin 2014

（2）表示期间，常用介词 during, for, over, within, throughout, from 和 to等。during① 用于已知的一段时间包括大家熟知的节日或者某种已确切限定的时期或阶段之前

during the Middle Ages：在中世纪during 1942：在 1942 年中

课程咨询电话 400 6300 999 学员专用 请勿外泄during the summer（of that year）：在（那一年的）夏季during his childhood：在他童年时期

for② 用来表示一段时间for six years：六年之久for two months：有两个月for ever：永远 （3）表示其他时间概念的介词有 before, after, since, until, till, between, up to等2.表示方位（1）at, in, on, toat：①表示在小地方；②表示“在……附近，旁边”in：①表示在大地方；②表示“在……范围之内”。on：表示毗邻，接壤，“在……上面”。to：表示“在……范围外”，不强调是否接壤；或“到……”（2）above, over, on“在……上” above：指“在……上方”，不强调是否垂直，与 below相对；over：指“垂直的上方”，与 under相对，但 over 与物体有一定的空间，不直接接触。on：表示某物体上面并与之接触。The bird is flying above my head.There is a bridge over the river.He put his watch on the desk.

（3）below, under“在……下面” under：表示“在……正下方”below：表示“在……下”，不一定在正下方There is a cat under the table. Please write your name below the line.

（4）in front of, in the front of“在……前面” in front of…意思是“在……前面”，指甲物在乙物之前，两者互不包括；其反义词是

behind（在……的后面）。There are some flowers in front of the house.（房子前面有些花卉。）in the front of意思是“在……的前部”，即甲物在乙物的前部（乙将甲包容在内），反义词

是 at the back of…（在……范围内的后部）。There is a blackboard in the front of our classroom. 我们的教室前边有一块黑板。Our teacher stands in the front of the classroom. 我们的老师站在教室前。（老师在教室里）（5）beside, behind beside表示“在……旁边”；behind表示“在……后面”考点·动词1.情态动词（1）may / might否定回答时可用 can’t或mustn’t，表示“不可以，禁止”。（2）must表示“必须、一定”，否定回答用 needn’t或 don’t have to，表示“不必”。（3）dare作情态动词用时，常用于疑问句、否定句和条件从句中，过去式为 dared。（4）can / could + have done在肯定句中表示“本来可以做而实际上没能做某事”。should have done表示对过去行为的推测“本应该做而实际上没有做某事”。

课程咨询电话 400 6300 999 学员专用 请勿外泄needn’t have done表示“本来不必做而实际上做了某事”。2.动词时态与语态所谓“时”就是行为发生的时段或状态存在的时段，即：“现在、过去、将来、过去将

来”四种；所谓“态”就是行为或状态发生时所呈现的状态，有一般状态、进行状态、完成状态和完成进行状态四种。与时态结合，便形成下列十六种时态：

时态 现在 过去 将来 过去将来一般时态 一般现在时 一般过去时 一般将来时 一般过去将来时进行时态 现在进行时 过去进行时 将来进行时 过去将来进行时完成时态 现在完成时 过去完成时 将来完成时 过去将来完成时

完成进行时态 现在完成进行时

过去完成进行时 将来完成进行时 过去将来完成进行

时（1）现在进行时表示按计划或安排即将发生的动作。She is leaving for Beijing.（2）现在进行时代替一般现在时，描绘更加生动。The Yangtze River is flowing into the east.（3）现在完成进行时着重表示动作一直在进行，即动作的延续性。---Hi, Tracy, you look tired.---I am tired. I have been painting the living room all day.

3.动词语态--主动表被动（1）某些感官动词和系动词加形容词可以表示被动意义，如 look, smell, taste, feel, prove,

sound等。例：The flower smells sweet.（2）某些及物动词后加副词，也可以表示被动意义，如 cut, clean, draw, lock, open, pack,

play, peel, sell, shut, split, strike, record, iron, keep等。例：This type of TV sells well. The meat cuts easily.

（3）deserve, need, require, stand, want等词的后面可以用动名词的主动形式表示被动意义。若动名词是 不 及物的 ，后面应跟有介词。 例 ： The kids need taking care of. The table wants cleaning.

（4）某些作表语的形容词后，用不定式主动形式表示被动意义。例： The stone is hard to break. It is easy to understand.

考点·非谓语动词作定语的区别1.不定式作定语（1）不定式的一般式通常表示一个将来或经常性的动作，完成式则表示该动作发生在谓语

动词所表示的动作之前。She is always the first (one) to come and the last to leave.

（2）如果作定语的不定式与被修饰的名词有动宾关系，在不及物动词后通常要加上适当的介词。

Let’s first find a room to live in / put the things in.We have nothing to worry about. (= There is nothing for us to worry about.)

2. -ing 分词作定语（1）-ing 分词作定语一般要求其动作与谓语动词所表示的动作同时发生或是在说话时该动

作正在进行，否则，要用从句作定语。Do you know the boy talking ( = who is talking ) to the teacher?Did you notice the boy sitting ( = who was sitting ) at this desk yesterday?The man shaking ( = who is now shaking ) hands with Mr. Li visited our class yesterday.

课程咨询电话 400 6300 999 学员专用 请勿外泄★比较：误：He is the man visiting our class yesterday.正：He is the man who visited our class yesterday.（2）单个的-ing 分词作定语一般前置，说明名词的性质、特征或用途等，-ing短语作定语

一般后置；强调动作的单个-ing 分词也常后置。例：a sleeping car ( = a car for sleeping)a sleeping child ( = a child who is sleeping)the boy standing there ( = the boy who is standing there )The girl singing is my classmate.

3. -ed 分词作定语-ed 分词作定语一般表示一个被动或已完成的动作，-ing 分词表示一个主动或正在进行的动

作，-ing 分词的被动式则表示一个正在被进行的动作。例：a developed/developing countryHe is a student loved by all the teachers.The building being built will be the third Teaching Building of our school.

4.像定语从句一样，分词作定语也有非限制性的，其作用相当于一个非限制性定语从句。 The students, wearing their school uniforms, marched into the playground.The substance, discovered almost by accident, has greatly changed the world.

考点·状语从句1.时间状语从句常用引导词：when, as, while, as soon as, before, after, since, till, until特殊引导词： the minute, the moment, the second, every time, the instant, no sooner ... than,

hardly...whenI didn’t realize how special my mother was until I became an adult.Every time I listen to your advice, I get into trouble.

2.目的状语从句常用引导词：so that, in order that特殊引导词：lest, in case, for fear that, in the hope that, for the purpose that, to the end thatThe boss asked the secretary to hurry up with the letters so that he could sign them.The teacher raised his voice for the purpose that the students in the back could hear more clearly.

3.让步状语从句常用引导词：though, although, even if, even though特殊引导词：as (用在让步状语从句中必须要倒装), while (一般用在句首), no matter..., in

spite of the fact that, whatever, whoever, wherever, whenever, however, whicheverMuch as I respect him, I can’t agree to his proposal.The old man always enjoys swimming even though the weather is rough.

考点·主语从句1.三种连接词（1）从属连词：that, whether等。that 引导主语从句只起引导作用，本身无实际意义，在主语从句中不充当任何成分，但不能

省略。

课程咨询电话 400 6300 999 学员专用 请勿外泄That she left him cut him to the heart.That he will come is certain.

由whether 及其他连词引导的主语从句放在句首，句后都可。 Whether it will please them is not easy to say.

（2）连接代词who, what, which, whatever, whichever, whoever。What seems easy to some people seems difficult to others.Which side will win is not clear.

（3）连接副词when, where, how, why等。Why he did it remains a mystery.How he became a great scientist is known to us all.

2.位置：主语从句可以前置，也可以后置。用 it作形式主语，而把主语从句放在句末，常用下面几种句型。（1）It is still uncertain whether he is coming or not.It + be + 表语 + 主语从句 表语：（名词、形容词、过去分词）（2） It seemed (happened, doesn’t matter, has turned out) that… It doesn’t matter whether she will come or not.

It + 不及物动词 + 主语从句（3） It has been decided that the exhibition will not open on Sundays.It is expected that the house price in Beijing will fall down.

It + 及物动词（被动语态）+ 主语从句考点·阅读理解技巧点拨1.重点题型中的几个问题：（1）词汇题：字面意思不是答案，要根据上下文推测其深刻含义。（2）句子理解题：一般不要求推理，只看句子本身。（3）推理题：答案很大程度上是原文的重现，不一定非要经过逻辑推理从原文中得出。2.正确答案的特征：（1）正确答案经常与中心思想有关。（2）正确答案的位置，最常见的三个位置是：段首段尾处、转折处、因果处。（3）正确答案经常运用的原则是：同义替换、正话反说、反话正说。（4）从语气角度来看，正确答案中经常含有不肯定的语气词和委婉表达的用词。如：can,

may, might, possible, not necessarily, some.

（5）正确答案经常具有概括性、深刻性，不能“只见树木不见森林”。3.错误答案的特征：（1）第一大层次：① 无中生有（未提及的概念）；②正反混淆（选项的意思跟原文的意思正好相反）；③ 所答非所问（虽然选项的说法没有问题，符合原文，但和题干搭不上边）。（2）第二大层次：① 过分绝对；②扩大范围（注意隐蔽型的扩大范围mostly）；③因果倒置；④常识判断（如果一个选项仅仅符合常识，不一定是正确答案，还要看文章中类似的意思

课程咨询电话 400 6300 999 学员专用 请勿外泄有没有出现）；

⑤推得过远；⑥偏离中心；⑦ 变换词性。考点·元音Vowel: If a sound is produced with no obstruction of airstream, then the sound is a vowel.

元音：在发音过程中，气流通过声道时不受任何阻碍。Vowel sounds are differentiated by a number of factors: the position of the tongue in the mouth,

the openness of the mouth, the shape of the lips, and the length of the vowels.Vowels can essentially be viewed as being combinations of three variables:

元音可以看成是三种变体的组合：1. Height: This measures how close your tongue is to the roof of your mouth. For example, try

pronouncing [æ] (as in “cat”) and [i] (as in “feet”). Your mouth should be much more open for the former than the latter. Thus [æ] is called either open or low, and [i] either closed or high.

高元音：按发音时舌位高低来划分。例如：在发[æ]音时，比发[i]音时嘴部张得要大一些。因此[æ]音是开元音或低元音。而[i]音叫作闭元音或高元音。

2. Backness: This is what it sounds like. Try, for example, alternating between pronouncing the vowels [æ] (as in “cat”) and [ɒ] (as in “cot”), and get a feel for the position of your tongue in your mouth. It should move forward for [æ] and back for [ɒ], which is why the former is called a front vowel and the latter a back vowel.

后元音：试着由元音[æ]过渡到元音[ɒ]，感觉一下舌位。发[æ]音的时候要前移，发[ɒ]音的时候要后移，这就是为什么前一个叫作前元音，而后一个叫作后元音。

The position of the highest point is used to determine vowel height and backness.

3. Rounding: Pronounce the vowels [i] and [u], and look at your lips in a mirror. They should look puckered up for [u] and spread out for /i/. In general, this “puckering” is referred to in phonetics as rounding.

圆元音：试着发[i]和[u]两个音，对着镜子看看你的唇部。唇部发[u]音时会噘起来，而发[i]音时会伸展开来。这种唇部的噘起在语音学中就是圆元音。后元音都倾向于是圆元音，而前元音为非圆音。然而这种倾向也不是普遍性的。

下面是一个简化的 IPA元音图：

课程咨询电话 400 6300 999 学员专用 请勿外泄

考点·语义关系1. Synonymy 同义关系(1) Dialectal synonyms 方言同义词指意义大致相同但有地域差异e.g. flat / apartment autumn / fall（这两组词中，前者为英国英语，后者是美国英语）(2) Stylistic synonyms 文体同义词指具有相同意义但在文体上或正式程度上有差异e.g. buy / purchase begin / commence（这两组词中，前者为非正式用语，后者为正式

用语）(3) Collocational synonyms搭配同义词指在意义上相同，但在习惯搭配上有所不同e.g. provide sth. for sb. / supply sth. to sb.（两者都可以表示“为某人提供某物”，但两者使

用的介词不同）(4) Synonyms with different emotive or evaluate meanings 情感或评价有差异的同义词指词义相同，但使用时所包含的情感或态度有所不同的词e.g. politician / statesman（均指从事政治的人，但 politician多含贬义；而 statesman常用于

褒义）(5) Semantically different synonyms存在语义差异的同义词指意义大致相同但存在一些细微差别的词e.g. timid / timorous（都有“胆怯的”之义，但 timid可以表示某人在某个特殊情况下的状

态，也可表示其一贯的性格；而 timorous则表示某人一贯的性格）2. Antonymy反义关系(1) Gradable antonymy等级反义关系(mainly adj.) member of this kind are gradable.

多为形容词，有程度的区别，对一方的否定并非是对另一方的肯定。

e.g. good / bad (so-so / average)

课程咨询电话 400 6300 999 学员专用 请勿外泄hot / cold (cool, warm, lukewarm);old / young ( middle-aged, mature, elderly)

(2) Complementary antonymy互补反义关系Members of a pair are complementary to each other. In other words, it is not a matter of degree

between two extremes, but a matter of either one or the other.

成员彼此互补，中间不存在过渡性，是非此即彼的关系，即否定其中一个便意味着对另一个的肯定。

e.g. alive/ dead, male/ female, present / absent, pass / fail, boy / girl, up / down, married / single,

innocent / guilty, odd / even, hit / miss

(3) Converse antonymy逆向反义关系A special kind of antonymy in that members of a pair do not constitute a positive-negative

opposition, such as buy, sell, lend, borrow, above, below, etc.

反义关系的一种特殊类型，因为两个成员并不一定构成肯定否定的对立，而是表现在两个实体之间的一种反向关系。

3. Homonymy 同音/同形异义关系(1) Homophone 同音异义词Words which are identical in pronunciation, but different in spelling and meaning.

指发音相同但拼写不同，意义也不同的词。e.g. flower (花) vs. flour (面粉) piece (快) vs. peace (和平)(2) Homographs 同形异义词Words which are identical in spelling, but different in meaning and pronunciation.

指拼写相同但发音、意义不同的词。e.g. tear (撕) vs. tear (眼泪) bow (鞠躬) vs. bow (弓)(3) Complete Homonyms 完全同音同形异义词Words which are identical in spelling and pronunciation, but different in meaning.

指发音和拼写都相同但意义不同的词。e.g. scale (天平) vs. scale (衡量) ball (球) vs. ball (舞会)4. Polysemy多义关系Polysemy refers to the fact that the same one word may have more than one meaning.

指同一个词具有几个不同的意义。（table 这个词至少有以下多种意义：桌子、表格、工作台、游戏台等）

5. Hyponymy [haɪ'pɒnimi]上下义关系The sense relation between a more general, more inclusive word and a more specific word.e.g. cow/animal, rose/flower, honesty/virtue

上下义关系实际是指一个更概括的词与一个相对具体的词的关系。两词意义之间的关系分别表示的是逻辑上的属类的概念。

(1) Superordinate 上坐标词The upper term in hyponymy, i.e. the class name.

课程咨询电话 400 6300 999 学员专用 请勿外泄A superordinate usually has several hyponyms. These members of the same class are co-

hyponyms. Under animal,which is more general in meaning, for example, there are cats, dogs, pigs, etc.

位于上下义关系上位的词语，即类名。一个上坐标词通常有很多下义词。同类中的成员叫作同下义词。(2) Hyponyms 下义词the lower terms in hyponymy居于下位的成员，叫作下义词。e.g. superordinate: furniturehyponyms: bed, table, desk, dresser, wardrobe…

考点·语言知识教学与语言技能教学1.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。2.阅读技能教学（1）阅读技能教学的目的是培养阅读策略，培养语感，特别强调培养学生在阅读过程中的

获取和处理信息的能力。（2）基本技能：略读（skimming）；找读（scanning）；预测下文；理解大意；分清文章

中的事实和观点；猜测词义；推理判断；了解重点细节；理解文章结构；理解图表信息；理解指代关系；理解逻辑关系；理解作者意图；评价阅读内容。（3）相关教学活动：略读：即选择性地进行跳跃式阅读，了解文章大意。可以采取三个步骤：①阅读文章起始

段和结尾段；②找到主题句，细读其他段落的主题句；③浏览一些与主题句相关的信息词。找读：要求在很短的时间内准确地找到目标，可以在利用主题词、标题或表格、板式及印

刷特点等来快速阅读教学内容后，进行回答提问的问题、解释概括文意、制作图表、判断真伪、排序、填表、补全信息、连线等教学活动。

3.听力技能教学(1) Pre-listening 听前在这一环节教师可采用以下几种方式，让学生对所学材料内容有所准备。

Introduce the relevant background① information. 介绍相关的背景知识。Teacher can use pictures or visual aids to attract students' attention so as to stimulate students'

ability of observation and description. 用图片或是视觉教具吸引学生对听力材料的注意力，激发学生的观察能力和描述能力。

Teach key words or raise relevant questions and let students predict the content of what they are②

about to hear. 提供一些词汇或相关问题，让学生预测所要听的材料内容。 Ask some opening questions to practice students' imaginative and analytic abilities. ③ 提出一些

开放性问题，锻炼学生的想象能力和分析问题的能力。(2) While-listening 听中Cultivate students' abilities of summarizing and collecting the main information. 培养学生概括和

提取主要信息的能力。

课程咨询电话 400 6300 999 学员专用 请勿外泄Guide the students to recognize the clues about the listening content. 引导学生辨别所听内容的线

索和脉络。（在这一方面教师可以提供一些排序的听力练习，让学生判断情节发生的前后顺序。）

Improve the understanding of the listening content.提高学生对所听内容的理解。（教师可采用信息转换、图文转换、行为表现等方式。）

Students should have the ability to get the main idea of the listening material. At the same time

they should know some detail information. 学生应具有泛听主旨、精听细节的能力。（在实施教学的过程中，要鼓励学生养成第一遍去精取粗、抓内容要点和前后线索的习惯，第二遍可以听取一些具体的信息。一般情况下通常要让学生确定听力重点，带着六要素——who, where, when, what, why and how去听。）

(3) Post-listening 听后Group members can answer some questions according to the detail information. 让小组根据所听

信息回答就细节提出的问题。Cultivate students' ability of cooperative learning and expression. 培养学生合作学习和表达能力

（可开展对话，角色扮演和辩论等活动）。Develop the students' ability of inference and imagination. (设计一些对信息进行扩展和添加后

文的任务）Improve the writing ability.（教师可根据听力记录的摘要和补充练习，设计一些相关的写作

练习）考点·教师的角色教师在学校里扮演的角色中，重点掌握以下几个角色：1.教学活动的组织者（organizer）英语教学活动关键在于组织，使学生准确知道自己要干什么。在教学活动时教师作为组织

者的教学行为：给学生指出明确的学习目标、教学任务及如何开展活动，活动结束后如何组织评价反馈等。

2.学习策略的促进者（prompter）学习策略是学习者为了提高学习的效果和效率，有目的有意识地制定的有关学习过程的复

杂的方案。可以对学生学习策略进行个别引导，也可以对其进行学习策略的专项训练，如提高听力的策略、词汇记忆的策略、快速阅读的策略等，以达成促使学生高效学习的目的。

3.课堂教学的调控者（controller）课堂教学中的英语教师就像一位乐队的指挥，调控全体成员的学习积极性、学习进程和学

习的高效性等。英语教师应深入教学活动中，调控、了解活动信息，给学生必要的指导和帮助。4.教学活动的反思者（assessor/evaluator）在课堂教学过程中，教师要不断观察，并能对课堂教学进行反思：学生的理解能力是否和

本次活动的难度相符？是否全体学生都参与了教学活动？还有哪些方面或哪些学生需要提升？……通过反思不断调整教学进度，寻求促进学生高效发展的新途径。

课程咨询电话 400 6300 999 学员专用 请勿外泄

第三部分 案例分析题答题技巧及例题一、出题点及应答策略

1.教学目标：这一类的出题方式是问教学片段中的教学目标是什么，或者分析其设计是否合理。要想做好这一类题目，前提是对教学目标的几个要素要十分熟悉，了解教学目标的设置原则和方式。

教学目标设计的原则：参照国家英语课程标准中的相应教学目标结合课文的特点、相关教学条件（教师条件，学生水平条件）通过本节课的教学，学生在综合语言能力的变化（立足于本节课能在听说读写方面有哪些

实际的提高）教学内容：语言知识（词、词组和短语、词法、句法知识）、语言能力（听、说、读、

写）、可能涉及的社会语言知识（文化常识、德育、思维能力培养、思维品质）、可能涉及的跨文化交际知识、可能涉及的德育内容和可能涉及的学习方法指导。

2.教学内容：关于教学内容的出题方向比较多，主要有以下几种：这一类题目问的是教学过程中的内容，比如语音、词汇、语法、语篇等，这些内容可以具

体到哪个语音、哪类词汇和哪些语法点，以及篇章的主题等。因此，这一部分考查的是学生对题目内容的熟悉程度以及教学点的提炼能力。尤其是在出现一个篇章的教学时，考生应该能尽快找出教学内容，如语法点、词汇等。判断教学点的时候，技巧在于观察在一个篇章中是否有不断重复的语法或者同一类词语，一般出现这类情况的话，教学点就会是该语法或者词语了。

教学内容分析的要素：分析教材与课程标准中教学目标的相关性；（不需要分析，但现在教材都是依据新课标编

写，相关性很强。）分析教材内容及编写意图，并分析是否帮助实现教学目标、是否有欠缺，是否需要整合、

删减、补充等；（一个单元教学内容的整合）教学条件，包括教师自身条件、学生的英语基础及学习能力、习惯，学校的硬件设施等。3.教学方法：教学方法的选择能体现教师的教育理念，教学方法的确定应取决于教学内容。

答题方向可以根据语言知识内容如语音、词汇、语法的方法去做题，如语法的演绎法、归纳法等，也可以根据听说读写的不同练习活动和方法去答题。教学方法的准确作答是基于对教学法部分的掌握，要知道哪种方法指导下的各种活动有哪些。另外，教学方法的作答方向还可以是启发式教学、任务型教学、图片展示等等。

4.教学活动与课程步骤：围绕教学目标设计教学活动，坚持以学生为主体的原则，切实关注学生的学习过程，活动设计要考虑目的性、实效性，切勿流于形式。教学步骤基本上分为导入、新课呈现、巩固练习、语言运用和小结作业五个部分，这五个部分有机组成了一堂课。各部分的设计方法详见教学设计和教学实施部分。

5.教学模式：教学模式要依据教学内容而定，主要有语言知识类教学和语言技能类教学为主的两种教学模式：语言知识类教学如，语法课、语音、词汇课等通常采用 PPP模式；语言技能类教学如：阅读课、听说课、写作课等通常采用 PWP模式。

6.教学原则：教学原则不但是理论学习的重点，也是在实际教学中的重点，准确的教学内容的定位、恰当的教学方法的选择都是建立在对教学原则的正确理解基础之上的。在实际考题

课程咨询电话 400 6300 999 学员专用 请勿外泄中，可能会以教学原则的方式提问，也可能会问到教学理念等，但基本上都是从原则的角度作答，如准确性原则、流利性原则、综合性原则等，结合不同的语言知识内容教学和听说读写的教学原则来答题。

7.设计思路：教学设计思路问的比较笼统和全面，思路包括阶段、方法、原则、好处、弊端等等，因此需要整合所有内容来进行回答。一般从前面列出的几点入手就可以了。

8.提问方式或者反馈方式：新课程标准中明确提出了要以学生为中心，倡导学生的自主学习能力，加强师生互动。因此提问方式和反馈方式不但是理论重点，在情景分析中也占据了很重要的地位，这部分内容详见教学评价。

9.作业批改：作业批改是反应一个老师教学水平的关键点。一般考查的点是作文的批改，教师在批改作文的过程中，应该首先告诉学生教师对该作业的整体感受，指出文章的成功之处，然后再提出修改意见（任务）。教师的评语应该让学生觉得有帮助却不苛刻。教师可以将评语写在学生的作业旁边，或者电脑上使用编辑工具或使用其他颜色方便学生辨别。如果教师想给学生更详细的批改意见，应该附加一张纸或者保存一个新的文档。

二、解题步骤情景分析题的解题步骤并不繁复，可以分为以下两步：1.对题目本身进行分析。对题目的分析包括对问题的分析和对文本的分析两步。一般的情

景分析题都不是只有一问，因此需要明确这道题的出题点。根据出题点回到题目的文本进行分析，文本基本上会以三种形式出现：第一种是课堂教学片断，第二种是某教师的教学设计，第三种是教学反思或者是教师之间的对话、评语等。这三种文本的分析主要也是从上面说的几点来进行的，因此不必有畏难情绪。需要注意的是，无论是什么题目，基本上需要在分析的过程中重点查看教学内容，只有找到教学内容，才能分析出教学目标和设计思路。

2.根据题目来回忆理论知识，对知识进行定位。这里所说的定位包括两种，第一种是将题目定位到相关的文本中，重点对这部分进行分析和思考，第二个定位就是将相关内容与理论知识进行联系和定位，缩小范围，找出符合题目要求的知识。

情景分析题并不能简单地概括为只考哪一部分内容，相反，这部分是对之前所有内容的整合和考量，可以考查学生的综合能力。答题的基础是熟练掌握学过的内容，之后根据题目迅速定位，找到相对应的知识内容，如这道题中迅速定位到语音教学内容。再严格根据题目问题来回答，不必回答太多，比如上述题目中，没有问“你觉得如何提高”，那就不必说你的建议。

三、例题根据题目要求，完成下列任务，用中文作答。以下是某中学英语教师教授短文的教学片段：(1) The teacher wrote the new vocabulary down and asked students to look them up in the

dictionary.(2) The teacher explained the usage of those words in Chinese.(3) After dealing with the vocabulary, the teacher began to focus on passage reading.

根据所给材料回答下列三个问题：（1）该教师采用了什么教学方法？用这种方法进行词汇教学有何缺点？ （2）针对该教学方法的缺点，对该教师的词汇教学提出建议。（3）列举两种常见的词汇教学模式，并简要说明。【参考答案】（1）该教师采用了最传统的“翻译法”进行教学。采用这种教学法的缺点是：①以教师为

中心向学生灌输知识，缺乏趣味性，不能发挥学生的主动性；②孤立分析和讲解语音、单词变

课程咨询电话 400 6300 999 学员专用 请勿外泄化和语法规则，忽视了在语境中教授词汇的意义和用法；③重视语法规则，轻视听说；④大量使用母语，阻碍了英语的积极使用。（2）建议：①单词的展示阶段应注意直观性、情境性和趣味性原则。教师应以学生为中心，

运用图片、多媒体、肢体语言等方式展现词汇。②词汇教学不能只停留在讲解展示层次，要给学生提供具体的情境，让学生使用单词。教师可运用“听描述、画词汇”“同义、反义找找看”等方式引起学生兴趣，调动学生积极性，让学生在愉快的教学活动中巩固和应用词汇。③教师应设计听、说、读、写四种技能想融合的词汇教学活动。④教师在课堂中应尽量使用英语，加大学生目的语的输入。（3）PPT (Presentation, Practice, Testing)教学模式：①呈现：教师借助实物、图片、视频、行为等方式呈现单词的意义和用法。②练习：通过匹配、替换、表演、猜测、词汇接龙等练习活动，训练和巩固所学词汇。③测试：设置语境运用所学词汇，或者设计活动了解学生对词汇音、形、义的掌握程度。TBLT (Task Based Language Teaching)模式：①呈现：通过呈现使学生了解单词的意义和用法。②任务：在完成听力、阅读或写作任务的过程中充分使用单词。③展示作品：小组代表展示本小组的听力、阅读和写作作品。④评价与练习：对学生的作品进行评价，主要是观察新学词汇的使用情况。

课程咨询电话 400 6300 999 学员专用 请勿外泄

第四部分 模拟试练一、单项选择题在每小题列出的四个备选项中选择一个最佳答案，错选、多选或未选均无分。1. — Are the two dresses of the same size and price?— Yes. You may take _____, if you like. A. everyone B. all C. each D. either2. In this new city, we everyone will meet the _____ when we don’t know what to do. A. occasion B. statement C. place D. information 3. The school board has _____ teachers to spare no effort to help the students who have fallen

behind in studies.A. looked into B. turned into C. called for D. cared for4. Although this kind of vegetable tastes _____, yet it is rich in nutrition and good for your health.A. bitter B. bitterly C. delicious D. deliciously5. Jack was late for nearly two hours this morning but he gave such important reasons _____ he

was excused.A. why B. that C. when D. how

6. Which of the following words does not contain a fricative?A. five B. change C. show D. three7. Decide on the correct stress pattern of the answer to the question: Where shall we meet?A. We can meet at the gate on next Monday.B. We can meet at the gate on next Monday.C. We can meet at the gate on next Monday.D. We can meet at the gate on next Monday.8. Morphemes that represent “tense”, “number”, “gender”, “case” and so forth are called ______

morphemes.A. inflectional B. freeC. bound D. derivational9. The relationship between “fruit” and “apple” is ______.A. homonymy B. hyponymyC. polysemy D. synonymy10. Which of the following has the proper word stress?A. scienTific B. Scientific C. sCienTific D. scientific11. Which of the following is NOT among the features of process writing?A. Help students to understand their own composing process.B. Let students discover what they want to say as they write.C. Encourage feedback both from the teacher and peers.D. Emphasize the form rather than the content.12. The teacher asks students to do a group-work task. Before the task, the teacher assigns roles

clearly around the class, pointing to each student in turn. “You are A...you are B...,etc.” Here the teacher plays the role of _____.

课程咨询电话 400 6300 999 学员专用 请勿外泄A. controller B. prompter C. facilitator D. organizer13. When a student said “Yesterday I goed to see a friend of mine”, which of the following ways

for correcting errors is not encouraged?A. Oh, yes. I see you went to see a friend of yours.B. You goed to see your friend?C. No, not goed. You should say went.D. Say it again, please.14. Which of the following does not belong to the post-listening activities.A. Multiple-choice questions. B. Answering questions.C. Dictogloss. D. Listen and tick.15. Which of the following activities is the most suitable for group work?A. Guessing game B. Story tellingC. Information gap D. Drama performance16. What learning strategy can the following help to train?Match the adjectives on the left with the nouns on the right.A. Grouping B. Collocation C. Imitation D. Imagery17. Which of the following is a communicative activity?A. Listening to the news report and talking about an event.B. Listening to the news report and filling in a form.C. Listening to the news report and writing the main ideaD. Transferring the information from the news report into a chart.18. There are some speaking activities. Which of the following mainly focuses on the form and

accuracy?A. Controlled activities B. Semi-controlled activitiesC. Communicative activities D. Problem-solving activities19. When a teacher asks the students to find some key words from a text quickly, he/she is

intended to train students’ _____ strategy in reading class.A. skimming B. scanningC. extensive reading D. intensive reading20. What’s the teacher doing by saying “Who wants to have a try”?A. Controlling discipline B. Giving promptC. Evaluating students’ work D. Directing students’ attention to the lesson

请阅读 Passage 1，完成 21~25 小题。Passage 1

Laws that would have ensured pupils from 5 to 16 received a full financial education got lost in the “wash up”. An application is calling on the next government to bring it back.

At school the children are taught to add up and subtract (减法 ) but, extraordinarily, are not routinely shown how to open a bank account—let alone how to manage their finances in an increasingly complex and demanding world.

Today the parenting website Mumsnet and the consumer campaigner Martin Lewis have joined forces to launch an online application to make financial education a compulsory element of the school curriculum in England. Children from 5 to 16 should be taught about everything from pocket money to pensions, they say. And that was exactly the plan preserved in the Children, Schools and Families bill that was shelved by the government in the so-called “wash-up” earlier this month—the rush to

课程咨询电话 400 6300 999 学员专用 请勿外泄legislation before parliament was dismissed. Consumer and parent groups believe financial education has always been one of the most frustrating omissions of the curriculum.

As the Personal Finance Education Group (PFEG) points out, the good habits of young children do not last long. Over 75% of 7 to 11-year-olds are savers but by the time they get to 17, over half of them

are in debt to family and friends. By this age, 26% see a credit card or overdraft (透支) as a way of extending their spending power. PFEG predicts that these young people will “find it much harder to avoid the serious unexpected dangers that have befallen many of their parents' generation unless they receive good quality financial education while at school.”

The UK has been in the worst financial recession for generations. It does seem odd that—unless parents step in—young people are left in the dark until they are cruelly introduced to the world of debt when they turn up at university. In a recent poll of over 8,000 people, 97% supported financial education in schools, while 3% said it was a job for parents.

21. The passage is mainly about ______.A. how to manage school lessonsB. how to deal with the financial crisisC. teaching young people about moneyD. teaching students how to study effectively22. It can be inferred from the first two paragraphs that ______.A. the author complains about the school educationB. pupils should not be taught to add up and subtractC. students have been taught to manage their financesD. laws on financial education have been effectively carried out23. The website and the consumer campaigner joined to ______.A. instruct the pupils to donate their pocket moneyB. promote the connection of schools and familiesC. ask the government to dismiss the parliamentD. appeal for the curriculum of financial education24. According to PFEG, ______.A. it is easy to keep good habits longB. teenagers spend their money as plannedC. parents are willing to pay the debt for their kidsD. it will be in trouble if the teenagers are left alone25. A poll is mentioned to ______.A. stress the necessity of the curriculum reformB. show the seriousness of the financial recessionC. make the readers aware of burden of the parents D. illustrate some people are strongly against the proposal

请阅读 Passage 2，完成 26~30 小题。Passage 2

Some years ago, I was caught in a sudden, blinding snowstorm near Indiana, Pennsylvania. My car stalled at the edge of town. I walked into town and into the nearest store. The shop owner phoned for help to get my car out of the deep snow.

In a short time, a tall blond man showed up with a team of horses and pulled my car out of the snow into town. I asked him how much I owed him for his trouble. He refused any pay, saying, “I will

课程咨询电话 400 6300 999 学员专用 请勿外泄charge you nothing but the promise that you will help the next man you find in trouble.” I thanked him and made the promise.

After he left, the storekeeper explained that the guy who had helped me was a Mennonite (孟诺派教徒) who considered it wrong to charge anyone for a service made necessary by an act of God.

Four years later, a friend and I were driving over flooded land south of St. Louis, Missouri. We crossed through water a foot deep without difficulty, but through my rearview mirror, I could see that the small car behind us was in trouble. I walked back with difficulty in the water while my companion turned the car around so I could hook up onto his car with chains.

We pulled the car out and waited until he got his engine started. Then he offered to pay me. I told him of my experience in Indiana, Pennsylvania, then repeated the Mennonite’s words: “I will charge you nothing but the promise that you will help the next man you find in trouble.” He promised, and we parted.

About a year later, my family and I were camping about a hundred miles from Aurora, Missouri. We put up our tents near the James River. We’d been told that it never flooded at that time of the year. However, the river evidently misread the calendar. I woke up in the middle of the night with a very cold back from water deep enough to cover the canvas bed. We loaded our wet equipment into our car, but we were unable to drive it to higher ground. I walked to an inn some distance from our camping spot and asked the innkeeper if he could get help to pull us out.

Shortly afterwards, a farmer showed up with a tractor and a long rope and pulled us to safe ground. When I offered to pay him, he told me of a man who had helped him get his tractor out of the mud and then said: “I will charge you nothing but the promise that you will help the next man that you find in trouble.”

I had never imagined that a man’s act of kindness could have traveled so far and wide.26. What is the message of this story?A. Kindness can spread from person to person.B. Experiences of the author in different places.C. How kind American people are.D. How much the author liked sight-seeing when he was young.27. From whom did the author first learn the statement “I will charge you nothing but the promise

that you will help the next man you find in trouble”?A. A tractor driver in Indiana B. A car driver in MissouriC. A shopkeeper in Pennsylvania D. A man in Pennsylvania28. What does the word “stalled” (in the first paragraph) probably mean?A. Parked B. Trapped C. Damaged D. Ran short of gas29. What can you infer about the character of the author?A. Humorous B. Wicked C. Honest D. Suspicious30. What’s the tone of this essay?A. Humorous B. Ironic C. Pessimistic D. Positive

二、简答题根据题目要求完成下列任务，用中文作答。

教学反思的改进思路有哪几个方面？应该注意的问题有什么？

课程咨询电话 400 6300 999 学员专用 请勿外泄

三、教学情境分析题根据题目要求，完成下列任务，用中文作答。在学习 An old man tried to move the mountains 一课时，教师在授课之前和学生进行了如下

的对话：T：Boys and girls, look at the PPT here, who can tell me what this is?(Showing them the picture of Monkey King )S: The Monkey King!

T：Yes, right, who can tell me something about him?S:.......T: OK, good, today we are going to learn something about this kind of person, let’s turn to page...

1.这是课堂教学的哪一个环节？请评价一下该教师这一环节的设计？ 2.请简述这一环节的作用。3.请列举超过三种的设计这一环节的方法。

四、教学设计题根据提供的信息和语言素材设计教学方案，用英文作答。设计任务：请阅读下面学生信息和语言素材，设计一节 20 分钟的英语阅读课的教案。教案没有固定格式，但须包含下列要点：● Teaching objectives● Teaching contents● Major steps and time allocation● Activities and justifications

教学时间：20 分钟教学材料：Over time I have been changed quite a lot. I began as a calculating machine in France in 1642.

Although I was young I could simplify difficult sums. I developed very slowly and it took nearly two hundred years before I was built as an analytical machine by Charles Babbage. After I was programmed by an operator who used cards with holes, I could “think” logically and produce an answer quicker than any person. At that time it was considered a technological revolution and the start of my “artificial intelligence”. In 1936 my real father, Alan Turing, wrote a book about how I could be made to work as a “universal machine” to solve any difficult mathematical problem. From then on, I

课程咨询电话 400 6300 999 学员专用 请勿外泄grew rapidly both in size and in brainpower. By the 1940s I had grown as large as a room, and I wondered if I would grow any longer. However, this reality also worried my designers. As time went by, I was made smaller. First as a PC (personal computer) and then as a laptop, I have been used in offices and homes since the 1970s.

These changes only became possible as my memory improved. First it was stored in tubes, then on transistors and later on very small chips. As a result I totally changed my shape. As I have grown older I have also grown smaller. Over time my memory has developed so much that, like an elephant, I never forget anything I have been told! And my memory became so large that even I couldn’t believe it! But I was always so lonely standing there by myself, until in the early 1960s they gave me a family connected by a network. I was able to share my knowledge with others through the World Wide Web.