1、昆明教师招聘考试高频考点初中英语学科2020年昆明教师招聘考试高频考点初中英语学科 育萃教师祝您考试顺利一、单选题1、 Jane was asked a lot of questions， but she didnt answer_of them. A. other B. any C. none D. some2、Alice speaks English well，_?A. she does 0 B. does sheC. she doesnt D. doesnt she3、 It was just at the moment_he worked out the problem that he
2、 had long been puzzled about. A. since B. which C. because D. that二、简答题1、在词汇教学的过程中，教师可教给学生哪些记忆单词的具体方法?请列举四种并举例说明。2、在语法教学中，语法练习的形式有哪几种?请对任意两种练习形式进行举例说明3、听力技能是语言技能的重要内容之一。请简述听力基本技能包括哪些内容，并选择其中的三项技能，列举出合理的训练方式。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语言素材，设计20分钟的英语听说教学方案。 该方案没有固定格式，但须包含下列要点: t
3、eaching 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:某城镇普通中学初中一年级(七年级)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)二级水平。学生课堂参与积极性一般。语言素质 2、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，设计一个巧分钟的英语阅读教学活动。 教案没有固定格式，但须包含下列要点: t
4、eaching objectives teaching contents key and difficult points major steps and time allocation activities and justifications 教学时间:15分钟 学生概况:某城镇普通中学初中二年级第一学期学生。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Whos Got Talent?Everyone is good at something, but some people are truly talented. Itsa
5、lways interesting to watch other people show their talents. Talent showsare getting more and more popular. First, there were shows like AmericanIdol and Americas Got Talent. Now, there are similar shows around the world, such as Chinas Got Talent All these shows have one thing in common: They try to
6、 look for the best singers, the most talented dancers, the most exciting magicians, the funniest actors and so on).All!kind of pe - -ople join these shows. But who cal) play the piano the best or sing the most beautifully? Thats up to you to decide. When people watch the show; they usually play a ro
7、le in deciding the winner. And the winner always gets a verygood prize.However, not everybody enjoys watching these shows. Some think thatthe lives of the performers arc made up. For example, some people say theyare poor farmers, but in fact they are just actors. However, if you dont takethese shows
8、 too seriously, they are fun to watch. And one great thing aboutthem is that they give people a way to make their dreams come true.3、根据提供的信息和语言素材设计教学方案，用英文作答。(2017年下半年真题) 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 step
9、s 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(初中一年级)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)二级水平。学生课堂参与积极性较高 语言素材四、教学情境分析题1、(1)The teacher wrote the new vocabularies down and asked students to look them up in the dictionary. (2) The teacher explained the usage of those w
10、ords in Chinese.(3) After. dealing with the vocabulary, the teacher began to focus on passage reading.(1) 该教师采用了什么教学方法?(2)用这种方法进行词汇教学有何缺点?(3)针对该教学方法的缺点，对该教师的词汇教学提出建议。2、以下两个环节选自某课堂实录。请分析下列材料并回答下列问题核心环节1以chant形式展示元音字母a,e,i,o,u在开音节和闭音节中的发音规则。T: The letters a e i o uhave different sounds in different wo
11、rds. Now lets chant.S: I know the letter a says_and /er/.I know the letter a says_and /e/.I know the letter i says_and /a/.I know the letter o says/:/and /_/.I know the letter a says /ju:/ and /_/.核心环节2听并写出元音字母a,e,i,o,u分别在闭音节中的发音。A: The rat is mad. B: The rat is mad?A: Yes. His jam is bad. That is s
12、ad. B: Oh, his jam is bad. That is sad.A: Help! I need a rest. B: Do you need a bed or a nest?A: A bed? I am a hen. I need a nest! B: Yes, you need a nest.A: Bill is ill. B: Give Bill a kiss.A: A kiss will not fix Bill. B: Then give him a pill.A: Yes, I will give him a pill.A: Hop to the box! B: Sto
13、p! I am a dog not a frog!A: You are a dog so you wont hop? B: Yes, dogs dont hop.A: The duck wants some lunch. B: Give him a bug.A: Does the duck eat bugs? B: Yes, the duck eats bugs.(1)核心环节1和核心环节2各用什么练习方式进行语音学习?并简要说明。(2)这两个核心环节有哪些可取之处?13参考解答一、单选题1、【育萃教育专家解析】B。解析:本题考查代词用法。根据“她没有回答任何一个问题”，所填词与not构成全部
14、否定，四个选项中有只有any与not可以构成not any，等于none，表示全部否定。2、【育萃教育专家解析】D。解析:本题考查反义疑问句。句意为“爱丽丝英语讲得很好，不是吗?”。反义疑问句前面是肯定语气，后面要用否定语气。故本题选D。3、【育萃教育专家解析】D。解析:本题考查强调句。本句去掉It was和空格处，剩下的句子调整语序后变成“He worked out the problem that he had long been puzzled about at the moment.”仍是一个完整的句子，所以该句是强调句。强调句的结构为“h is/was+被强调部分+that十其他成分
15、”。第二个that引导的是定语从句，修饰先行词problem。二、简答题1、【育萃教育专家解析】 (1)联想记忆法 词汇不是孤立地储存在人的记忆中的，而是联想储存和记忆的。因此，教师要引导学生根据词汇之间的意义关系或单词共现搭配功能，进行联想记忆。如:听到fruit联想到mango, apple, watermelon等，而看到mango联想到yellow等。 (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。派生法主要是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
16、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 ( n.水)，water ( v.浇水);lift ( v.举起)，lift ( n.电梯);last ( adj.持续的),last(v.持续)等。 (3)读音规则记忆法 教师在教单词的时候可以让学生了解字母及字母组合的发音规则，引导学生将单词的音和形结合起来，通过不断练习使学生根据读音写出单词。如:字母组合ee的读音为/i:/。例如:bee, feel, tree, flee,teeth, seed。教师可引导学生根据读音来拼写单词。 (4)语境
17、记忆法 词汇的语境是指单词在毗邻单词、短语、句子、段落或篇章中所处的环境。语境可以给学生提供目标词语的意思及相关的时间、空间、价值、功能等多种信息。教师可以引导学生利用语境所提供的信息，定位目标词的词性、弄清目标词的搭配，理顺含有目标词的句子与毗邻句子之间的关系，从而掌握目标词语。如:在句子“The well wells very well.”中，第一个“well”是名词，表示“泉”的意思;第二个“well”是动词，表示“涌出、冒出”的意思;第三个“well”是大家平时熟知的程度副词，表示“很、非常”的意思。而利用这一个句子就可以帮助学生灵活记忆“well”这一单词的多种意思。2、【育萃教育专
18、家解析】 (1)语法练习的形式 机械性练习。这类练习强调语法的准确性，其教学目的是帮助学生通过多次机械操练，准确无误地记忆语法范句，并达到能脱口而出的水平，学生是否真正理解范句并不重要。常见的练习形式有替换操练、转换操练、并句操练等。 意义性练习。这类练习一般是教师提出一些要求，让学生做出回答，答案控制在操练的句型和情境范围之内，是可以预料的。其目的是要求学生通过操练能在一定情景中用英语表意。常见的练习形式有看图片编对话、根据提示翻译句子等。 交际性练习。这类练习是指学生在适当的情景中自由使用所学的语法项目进行交流的活动。它强调以交际为目的的意义输出或理解，师生、生生间的气氛应是和谐的。常见的
19、练习形式有讲故事、情景对话、小组讨论、角色扮演等。 (2)练习举例 机械性练习-替换练习 T: I m trying to find a book in the box. S: Im trying to find a book in the box. T: shelf. S: Im trying to find a book in the shelf. T: bed. S: I m trying to find a book in the bed. 意义性练习-汉译英 我打算在我家乡买套房子。 I want to buy a house in my hometown.3、【育萃教育专家解析】
20、听力基本技能包括: (1)辨音能力:包括语音辨别、重读辨别、意群辨别等。 (2)交际信息辨别能力:指谈话中新信息指示语、例证指示语、话题中止语、话题转换指示语等。 (3)大意理解能力:包括理解谈话或独白的主题或意图等。 (4)细节理解能力:获取听力中具体信息的能力。 (5)词义猜测能力:借助各种技巧猜测谈话所使用的未知表达方式的能力。 (6)推理判断和预测能力:对说话人的意图、谈话人之间的关系、说话者的情绪态度等的推理判断以及对谈话下文的预测能力。 (7)记笔记的能力:根据听力材料类型和听力要求选择适当的笔记记录形式。 训练方式: (1)培养学生的辨音能力，可以让学生“听并辨别不同的音素”“听
21、后标示重读、节奏、意群”“模仿”等。 (2)培养学生的大意理解能力，可以让学生“听后选择适当的标题”“为听力材料写概要”“进行主题匹配”等。 (3)培养学生的细节理解能力，可以让学生“进行正误判断”“根据听力内容进行句子排序”“回答细节问题”等。三、教学设计题1、【育萃教育专家解析】 Teaching Contents: These three passages are about the descriptions of friends and the things they do together. Teaching Objectives: (1) Knowledge objectives
22、Students can learn some new words and expressions such as chubby, athletic to describe a friends appearance, character, interests and what they like to do. (2) Ability objectives Students like to do. Students can develop the ability to describe a friends appearance, character, interests and what the
23、y can improve their listening and speaking skills.(3) Emotional objectivesStudents can get a deeper understanding about friendship and strengthen the friendship with friends.Teaching Key and Difficult Points:(1) How to make students learn to describe a friend.(2) How to make students improve the lis
24、tening and speaking skills.Major Steps:Step 1 Pre-listening (5 minutes)The teacher asks students the following questions:(1) Who is your best friend? What does he/she look like?(2) What does he/she like to do? What do you usually do?(Justification: Questions about students friends can arouse their i
25、nterest and prepare them for the class.Step 2 While-listening (9 minutes)(1) Listen to the tape and fill in the blank.Louise Alan PennyShes_and chubby. SheHas_，a_nose andblond hair. She has_eyes.Louise is very_.She likesto .Sometimes she_Inclassand_! Hes very_and_.He loves all kinds of_-especially s
26、occer. He s medium Height and_.He has_hair and_eyes. She is really_.She alwaysgets_at school. But shesAlso_to be with. Shes_and _.She has_ hair and_eyes. (2) Listen to the tape again and finish the following question of each person: What do you like to do together? (Justification: This step helps st
27、udents to get a better understanding about the listening material.) Step 3 Post-listening (6 minutes) (1) Show the tape scripts on the PPT. (2) Group discussion: Talk about your ideal friends. Then the teacher asks some students to share their ideas, then makes a conclusion about friendship and emph
28、asizes the importance of friendship. (Justification: This step helps students to train their speaking abilities and further their understanding about friends and friendship.) (注:本方案是按照PWP模式设计的，以“听力”为主线、在听的过程中穿插“说”的活动，以提升学生 的听说能力。也可以依据3P模式进行设计。)2、 【育萃教育专家解析】 Teaching Contents: The passage is about th
29、e hot programs of talent shows, the trend of these shows and peoples opinions of these talent shows. Teaching Objectives: (1) Knowledge objectives Students can know some basic information about talent shows and master the usage of the superlatives. (2) Ability objectives Students can improve their r
30、eading and speaking abilities. Students can learn to talk about the talent shows and use the superlatives correctly. (3) Emotional objectives Students can be more confident to talk with others and learn to find some shining points of others. Teaching Key Points: How to improve students reading abili
31、ties and help them to have a better understanding of talent shows. Teaching Difficult Points: How to apply the superlatives to talk about things and communicate with others correctly. Major Steps: Step 1 Pre-reading (4 minutes) Ask students some questions and invite some students to talk about their opinions about these talented persons. (1) Who is the
