英语学科2017下半年全国教师资格考试笔试备考指导6 26制作人连审核人

one/some/any;each/every;none/no;other/another;all/both;neither/主格 宾格形容词性 名词性attimes“有时”，totheminute“恰好，一分不差”，daybyday“一天天”，aroundtheclock“昼夜can’t....too表示“再……也不为过”，havedifficulty ngsth.表示“做某事有lookforward ngsth.“表示期待做……”，getdownto ，，现在进行时表示按安排即将发生的动作。Sheisleavingfor现在进行时代替一般现在时，描绘更加生动。TheYangtzeRiverisflowingintothe---Hi,Tracy,youlook---Iamtired.IhavebeenpaintingthelivingroomallThewindowwants/needs/requiresThebookisworthreadin Theywon’t ThebooksellsThedishtastes Waterfeelsveryall,everything,anything,nothinglittle,muchall,any,every,each,much,little,nosomefewtheonly,theverywho或whichasthesame,such,so等连用，形式为：thesame…as,such…as,as…as,so…as，as在从句中可作主语、宾语、表语等。Ilendyousuchbooksaswillinterestyou.（as代替物，在从句中作主语）Suchpeopleasyoudescribearerarenowadays.（as代替人，在从句中作宾语）Massisnotthesamethingasweightis.（as在从句中作表语）Thisisthesame(kindof)penasIlostyesterday.（类似的笔Thisisthesamepentheverypen)thatIlostyesterday.（同一支笔在由“介词+关系代词”引导的定语从句中，只能用which指物，whom指人（“介词+which”常用引导词：when/as/while/assoon 特殊引导词：theminute/themoment/thesecond/everytime/theday/theinstant/immediay/directly/nosooner…than/hardly…when/scarcely…whenIdidn’trealizehowspecialmymotherwasuntilIbecamean常用引导词：sothat/inorder ase/forfearthat/inthehopethat/forthepurposethat/to Thebossaskedthesecretarytohurryupwiththeletterssothathecouldsignthem.Theteacherraisedhisvoiceforthepurposethatthestudentsinthebackcouldhearmore常用引导词：though/although/evenif/evenfactthat/whatever/whoever/wherever/whenever/however/whicheverMuchasIrespecthim,Ican’tagreetohis+（be should/would/could/mightIf主语+had should/would/couldIf+主语+wereto+形If+主语+should+形主语+should/would/could/might+动词,,,2.双音节词的重音一般在第一个音节上。例如：'brother,apple,letter,sister3.abecomcondedisemenmistranspre-词缀而构成的双音节词，通常重音在第二个音节上。例如：ho',,ma'chine,ad'vice,be'fore,de'feat。,;'ThedeductiveTheinductive找读：要求在很短的时间内准确地找到目标，可以利用词、标题或表格、板式及印刷特点等来快Pre-writing.It ludesdiscussionordebateonrelevanttopic,picture talk,readingshortpassages,andaudio-visualactivities.Threepointsshouldbeconsidered:thereaderwritingformandwritinglogic.写前活动，包括对相关话题的讨论、辩论、讨会话、读短文、试听活动等。以下三点要While-writing.Itreferstowritingthefirstdraft.Teachershouldrequirestudentstoexpressthemeaningsdirectly,usetheaspectofherself/himselforfindasupposedaspect,introduceatopictoreaders.的角度或者某假设的角度去写，要向读者介绍某一。Post-writing.Studentsshouldreviseandpolishtheirwritingbythemselvesorwithpeers,rangingfromspelling,punctuation,sentencestructureandparagraphstructure,etc.教学活动的组织者学习策略的促进者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，如提高的策略、词汇课堂教学的调控者等。英语应深入教学活动中，调控、了解活动信息，给学生必要的指导和帮助。教学活动的者在课堂教学过程中，要不断观察，并能对课堂教学作出：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？……通过不断调整teachingteachingkeyanddifficultma