玉溪年教师招聘考试押题卷三《初中英语学科》.docx

1、玉溪年教师招聘考试押题卷三初中英语学科2020玉溪年教师招聘考试押题卷三初中英语学科 育萃教师祝您考试顺利一、单选题1、To develop the skill of listening，the teacher asks students to learn several new words that will appear in the listening passage and predict what the listening material is about. Which stage is it at in listening class now? A. Warming up. B

2、. Pre-listening. C. While-listening. D. Post-listening.2、_stage for teaching writing is a process in which students should revise and polish their writing by themselves or with peers，ranging from wording，spelling，punctuation to sentence structure and paragraph structure，etc. A. Pre-writing B. While-

3、writing C. Post-writing D. Intensive-writing3、The visitors had made so much that Mr Water had to spend several days cleaning up afterwards. A. trouble B. disturbance C. damage D. mess二、简答题1、课后作业布置体现“差异性原则”。简述你对“差异性原则”的理解，并从作业类型、作业难度和作业量三个方面举例说明如何布置作业。2、简述教材在英语教学中的两个作用，列出教师使用教材的三点注意事项。3、语音教学主要包括语音层次和

4、语流层次的教学。请简述语音层次的教学内容及其一般的教学实施步骤，并各举一例说明。三、教学设计题1、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素材，设计20分钟的英语阅读教学方案。 该方案没有固定格式，但须包括下列要点: teaching objectives teaching contents key and difficult points major steps and time allocation activities and justifications 教学时间:20分钟 学生概况:某城镇普通初三年级(九年级)学生。班级人数40人。多数学生已

5、经达到义务教育英语课程标准(2011年版)四级水平。学生课堂参与积极性一般。 语言素材:Strange events in Bell Tower neighborhoodOur neighborhood used to be very quiet. However, these days, strange things are happeningIn our neighborhood and everyone is unhappy. Zhou Gu, the local school teacher is extremely worried. When he was interviewed b

6、y the local newspaper, he said, Every night，we hear the strange noise outsides our window.My wife thinks it could be an animal. But I and friends think it must be teenagers having fun. My parents calls the police, but they can not find anything strange. They think it might be the wind. I dont think

7、so. Zhou Gu neighbor Qi Hui is unhappy too. At first I thought it might be a dog. But I can not see a dog and I still hear the noises outside. Everyone in our neighborhood is worried, and everyone has his or her ideas. There must be something visiting the homes in our neighborhood, but what is it?2、

8、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20分钟的英语阅读教学方案。 教案没有固定格式，但须包含下列要点: teaching objectives teaching contents key and difficult points major steps and time allocation activities and justifications 教学时间:20分钟 学生概况:某城镇普通中学七年级(初一)学生。班级人数40人。多数学生已达到义务教育英语课程标准(2011年版)二级水平。学生课堂参与积极性一般。 语言素材:Wenyu

9、an Clothes StoreCome and buy your clothes at Wenyuans great sale! Do you like sweaters? We have sweaters at a very good price-only 25 Yuan! Do you need bags for sports? We have great bags for only 12 Yuan! For girls，we have T-shirts in red, green and white for only 18 Yuan! For boys, you can buy soc

10、ks for only 5 Yuan each! Anybody can afford the prices! Come and see for yourself at Wenyuan Clothes Store!3、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20分钟的听说教学方案。该方案没有固定格式，但须包含下列要点:teaching objectivesteaching contentskey and difficult pointsmajor steps and time allocationactivities and justifi

11、cations教学时间:20分钟学生概况:某城镇普通中学八年级(初中二年级)学生。班级人数40人。多数学生已经达到义务教育英语课程标准(2011年版)三级水平。学生课堂参与积极性一般。 语言素材: Girl 1: Welcome to the English club. Today were going to talk about the best ways to learn English. Who has an idea? Boy 1: Do you learn English by watching English videos? Girl 2: No. Its too hard to

12、understand the voices. Boy l: What about keeping a diary in English? Do you learn English that way?- Girl 2: Yes. ,It helps to learn English every day. Girl 3: Have you ever studied with a group? Girl 2: Yes, I have! Ive learned a lot that way. Girl 1: Do you ever practice conversations with friends

13、? Girl 2: Oh, yes. It improves my speaking skills. Boy l: What about reading aloud to practise pronunciation? Girl 3: I do that sometimes. I think it helps. Boy 2: I do too. And I always look up new words in a dictionary. Girl 3: Thats a great idea!四、教学情境分析题1、下列两个教学片段选自某初中课堂实录，阅读后回答问题。片段一 片段二S1: Hav

14、e you ever been to Paris? S1: Is the Neon bigger than the Chevy?S2: No, I havent. Have you? S2: Yes, it is. Is the Lexus cheap thanS1: Yes. Its wonderful. T: CheapS2: How long did you stayed? S2: Is the Lexus cheaper than the Chevy?S1: One week. S3: No, it isnt. Is the Lexus faster than the Neon?S2:

15、 The buildings are beautiful, yes? S4: Yes, it is. Is prettier the NeonS1: Yes, and the streetsthe river T: Is theS2: Ah. Have you ever been in Rome? (1)哪一个片段属于准确性训练，哪一个片段属于流利性训练? (2)你的判断依据是什么? (3)准确性训练和流利性训练对语言学习而言各有何利弊?2、以下片段选自某课堂实录。请分析该教学片段并回答下列问题:(1)该教师采用什么方法授课?(2)这些方法有什么利弊?T: Look. Its a rainbo

16、w. Oh, its beautiful! What colour do you like? I like purple.S1: I like yellow.-pears(T: What are they? Ss: Pears.T: How many pears can you see? Ss: I can seeT: Do you like pears? Ss: Yes, I do./No, I dont.)S2: I like green.-watermelonsS3: I like orange.T: Look! I like pink. Can you guess? What are

17、they?6参考解答一、单选题1、【育萃教育专家解析】B。解析:本题考查听力教学。在听文章之前，教师让学生学习可能在听力中出现的新单词并预测听力文章的内容。这处于听前(pre-listening)阶段。2、【育萃教育专家解析】C。解析:本题考查写作教学过程。在写后阶段中，学生应当自己或与同学一起对初稿进行修改和润色，检查单词拼写、标点、句法结构和段落结构等。3、 【育萃教育专家解析】D。解析:本题考查名词辨析。句意为“游客留下了太多的 ，Water先生花了几天时间才清理完”。 trouble意为“麻烦，烦恼 ， disturbance意为“干扰，骚乱”，damage意为“损害，毁坏”，mess

18、意为“混乱，脏乱的东西”。只有mess符合语境。二、简答题1、【育萃教育专家解析】 (1)课后作业的差异性原则是指作业要分层次。课堂教学要遵循因材施教的原则，作业布置也一样，需要考虑学生的个性差异，重视学生的个性发展。作业内容要适应不同层次学生的不同的心理特征，要利用每个学生在兴趣、动机、意志、能力、思维品质等方面的优势，促进其知识的巩固与增长。对学习程度不同的学生要有不同的要求，不能搞“一刀切”。要让优等生吃得饱，也要让学困生不感到太难。要让每个学生都有成就感，都感到自己在进步。使他们都能有收获，都能享受到成功的快乐。比如当完成一个单元的教学内容后，给优等生布置综合性的作业，包括写作、翻译、

19、复述课文等;给学困生布置容易一点的作业，知单词记忆、补充句子、背诵课文等。 (2)布置作业时应注意以下三个方面: 类型多样。作业按其形式可分为听力作业、口语作业与书面作业;按其内容可分为课时作业、课本剧表演作业、问卷调查作业、采访型作业、辫论型作业、实践操作型作业等。 按照英语学习规律，学生必须吸收相当数量的语言材料，并经过一定的语言实践，才能获得运用英语交际的能力，因此听力、口语作业是英语学科必要的练习形式。设计多元化的口头作业，如朗读、阅读、背诵、复述、答问等，有助于打好语音基础，提高学习兴趣，调动学生积极性。在英语教学中听说读写是相辅相成、互相促进的。因此，设计作业要全面，既有笔头作业，

20、也要有口头和听力作业，这样学生才能在作业中提高综合语言运用能力。 难易适中。作业过难，基础差的学生干脆不写，或者抄袭别人的作业;作业过于简单，基拙好的同学会感觉毫无挑战。因此，教师设计作业要充分考虑到学生的个体差异，把握好作业的难度设置。作业布置可分为三个档次:基础作业、提高作业和拔尖作业。后进生做基础作业，可选做提高作业;中等生做基拙作业和提高作业，可选做拔尖作业;优等生三类作业都要做。这样，优等生不会因为“吃不饱”而轻视作业，他们会在原有的基础上更进一步;中等生会有“跳一跳，够得着”的进取精神;后进生通过做一些相对较容易的作业，获取成功的喜悦和自信，并产生“有投入就有收获”的感觉，从而重视

21、课堂听讲和作业完成，真正地投入学习，形成良性循环，逐步提高成绩。 作业量适中。作业太少，达不到目的;作业太多，会使学生望而生畏，甚至会损害学习英语的积极性。教师应指导学生在有限的时间内，主要进行学习方法的探索和知识的系统归类。因此，教师应把握好作业的量。2、【育萃教育专家解析】 (1)教材是实现教学目标的重要材料和手段。英语教材是英语课程资源的核心部分。教材在英语教学中的两个作用: 体系完整、内容丰富、设计合理的教材能更好地激发学生学习英语的兴趣，有利于学生培养语言知识、语言技能、情感态度、文化意识、学习策略这五方面的综合语言运用能力。 结构合理、内容丰富、活动灵活多样的教材在一定程度上保证了

22、教学内容、教学过程和教学方法的科学合理，这有利于教师节省备课时间和精力，而且有利于他们在教学中创造性地使用教材，从而更好地培养教师自身的专业发展能力。 (2)教师使用教材时应注意以下三点: 根据所在地区的教学实际需要、学生现有水平、课时安排等，可对教材内容做适当的补充和删减。但对教材所做的补充和删减，不应影响教材的完整性和系统性。要避免仅仅为了满足考试需要而对教材做出取舍。 根据实际教学目的和学生学习需求，对教材中的部分内容和活动进行替换，也可根据需要添加活动步骤，比如增加准备或提示性的步骤，从而降低学习难度。教师还可适当扩展教学内容或延伸原有的教学活动，比如增加属于相同主题且水平相当的阅读篇

23、目或在阅读理解的基拙上展开对话或讨论活动，或增加词汇学习活动或写作活动等，从而满足学生的需求。 根据学生周围的现实生活对教材编排顺序做适当的调整。比如，现实生活中发生了某一重要事件，该事件与教材中某个单元的话题相关但进度不同步，在不影响教材的延续性和渐进性的前提下，可以提前学习这个单元，使学习内容与生活中发生的事件同步。3、【育萃教育专家解析】 语音层次的语音教学一般包括音标教学和读音规则教学。 (1)音标教学。音标教学即采用“听一看一模仿一正音一辨音一拼读”的步骤和方法教音标。 例如:首先，教师先将/m/, /n/, /l/等读给学生听，让学生看教师的发音动作，教师讲解发音要领，然后带领全班

24、同学一起读这些音标;其次，教师让每个学生进行操练，纠正学生在发音过程中出现的错误;最后，教师也适当提供几个含有这三个音素的词，让学生进行拼读，一方面巩固它们的读音，另一方面培养学生的拼读能力。 (2)读音规则教学。读音规则包括字母及字母组合的发音规则和单词的重读规则等。教师在进行读音规则教学时，可以通过已学过的字母和单词让学生从中找到所学习的音素，引导学生归纳拼写与音素之间的对应关系，认识和掌握读音规则，并在发音和词汇学习中加以运用。 例如:教师让学生读:Her name is Kate. He is in the same grade. With his face and cake. He

25、makes a game at the gate.”学生学会在这些单词中感知共有的元音/ei/，并学会拼读含有这个音素的开音节生词。三、教学设计题1、【育萃教育专家解析】Teaching Contents: This passage tells about strange events that happened in the authors neighborhood.Teaching Objectives:(1) Knowledge objectivesStudents can master the meaning of the phrases: could be, must be, mig

26、ht be. Students can understand the passage from SW: Who, What, When, Where and Why.(2) Ability objectivesStudents can use the phrases to describe strange events to others.Students can improve their reading abilities of prediction, skimming and scanning. (3) Emotional objectives Students can learn to

27、 care about neighbors and realize the importance of safety. Teaching Key Points: (1) Students can understand the passage from 5W. (2) Students can improve their reading abilities of prediction, skimming and scanning. Teaching Difficult points: How to use could be, must be, might be to describe stran

28、ge things. Major Steps: Step 1 Pre-reading (4 minutes) Ask students to look at the picture and the title in their textbook and try to predict what information the passage may mention. (Justification: This activity can help students be eager to read the passage and train their prediction ability.) St

29、ep 2 While-reading (10 minutes) (1) Fast reading Ask students to look through the first two sentences of the first paragraph quickly and get the main idea of the passage. (Justification: This process can help students grasp the main idea of the passage and train their reading ability of skimming.) (

30、2) Careful reading a. Ask students to read carefully and find out the answers to SW questions in this passage. Who are mentioned in the passage? What happens to them? When does the event happen? Where does the event happen? Why does the event happen? b. Ask students to read the passage again and dec

31、ide whether the statements are true or false. Zhou Gus wife finds that an animal makes the noise. Zhou gus neighbor Qi Hui sees a dog outside. Everyone in the neighbor cannot reach an agreement about what happens. Check the answers and let students guess the meaning of the phrases: could be, must be; might be. Then distinguish them for students: could be可能，must be一定，might be可能(比could be语气弱). (Justification: This process helps students understand the passage in detail and master the meaning of the phrases. Besides, students ability of scanning is improved.) Step 3 Post-reading (6 mi