1、玉溪年教师招聘考试试题三初中英语学科2020玉溪年教师招聘考试试题三初中英语学科 育萃教师祝您考试顺利一、单选题1、In grammar teaching，a teacher arranges a group discussion on the topic of if its good for students to do homework，which aims to practice the passive voice”.It is a kind of_. A. meaningful practice B. mechanical practice C. testing D. using pr
2、ompts for practice2、Which of the following activities is the best for training detailed reading? A. Drawing a diagram to show the text structure. B. Giving the text an appropriate title. C. Transforming information from the text to a diagram. D. Finding out all the unfamiliar words.3、 When a student
3、 said in class， 1 come home at 6 oclock yesterday， the teacher says came not come”.The teacher s response does not obey_rule of effective feedback. A. relevance B. accuracy C. guidance D. timeliness二、简答题1、口语教学活动的类型有哪些?对任意两种活动形式进行举例说明2、在听力教学的“听前”环节中，教师可采取多种方式使学生对所听材料内容有所准备，请简述五种训练方式，并以“澳大利亚旅游小贴士”这一主题
4、为例，设计三个听前活动。3、推理(inferring)是阅读理解的基本技能之一。请解释“推理”的基本内涵，简述训练该项技能的注意事项，并用英语写出两个可以检测阅读理解的推理性问题。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30分钟的英语写作教学方案。 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 justifica
5、tions 教学时间:30分钟 学生概况:某中等城市普通学校八年级(初三)的学生。班级人数为40人。多数学生已达到义务教育英语课程标准(2011年版)五级水平。学生课堂参与积极性一般。 语言素材: You are a reporter for your school magazine. Last week, a UFO landed in your school. You interviewed several people and got the information below. Write a story reporting what happened. Mr. Li said, I
6、saw three aliens get out of the UFO. Wang Jun said, I was studying when I saw the UFO outside the window. Man Yan said, I saw two aliens playing football in the school hall. Liu Ming said, I was eating lunch when the aliens walked into the dining room.Aliens landed at our school!_2、根据提供的信息和语言素材设计教学方
7、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分钟的英语语法教学方案。 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45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: What did you do last
8、weekend? I played soccer./We went to the beach. What did she do last weekend? She did her homework: What did he do last weekend? He went to see the movies. What did they do last weekend? They played tennis.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，设计一节英语听说课的教学方案。 教案没有固定格式，但须包含下列要点: teaching ob
9、jectives teaching contents key and difficult points m硕or steps and time allocation activities and justifications 教学时间:45分钟 学生概况:某中等城市普通学校七年级(初一)的学生。班级人数为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。学生能够积极参与课堂活动，合作意识较强。 语言素材: Mike: What shall we do on Sunday, Jerry? Jerry: Couldnt we go somewhere outside Beijin
10、g? Mike: Like where? Dont forget we will have an English Corner meeting on Sunday evening. They cant do without us. Jerry: I know, but the meeting will begin at six. What about climbing the Fragrant Hill? Perhaps we could do a bit of climbing. Mike: Yes, that s not a bad idea. Im very keen on climbi
11、ng.Jerry: OK, let us meet at the school gate at 8:30 am on Sunday.四、教学情境分析题1、以下是某课堂教学实录。根据所给材料回答下列问题。 片段1: S1: Look! I think that tall girl is-Sally. S2: Yes, he(应该是she ) is tall with fair hair, and she wear glasses.(应该是wears glasses ) And she wear jeans(应该是wears jeans) and a T=shirt just as she say
12、s(应该是said) in her letter. S1: She is also carrying her warm coat. Yes, Im sure she is Sally. S2: OK, lets go to her and say hello to her. 该教师一直在听这两名学生的对话交流直到对话结束。 片段2: T: What do you like doing in your free time? S: I very like to watch TV. T: You mean you like to watch TV very much?(教师很自然地让学生重复刚才的对
13、话) S: Oh, I like watching TV in my free time. I also like collecting stamps very much.(学生认识到了错误并重复使用正确形式)T: So your hobby is collecting stamps.S: Right.(1)在片段1中，教师的行为有哪些可取之处?(2)在片段2中，教师运用了哪种纠错方法?(3)评价片段2中的教师的纠错方法。2、阅读下面给出的两个教学片段并回答所给问题 片段1: 教师利用课件呈现本单元的主要句型When is . Birthday? Its in和Is your/her/his
14、birthday in .? Yes. It is./No. Its in以及Whats the date? Its机械操练结束后，教师呈现了几张学生熟悉的教师的生活照，引导学生用所学句型猜测教师的生日。采用猜对小组得分的竞赛形式来组织这项活动。学生兴趣盎然，纷纷想参与其中。教师也配合他们进行了对话练习。如在猜测体育教师Mr. Liu的生日时: S1: Is Mr. Lius birthday in April? T: No. It isnt. S2: Is his birthday in December? T:(抱歉的表情)No. 经过多次尝试以后，某组学生猜对了。 T: Yes! You
15、re right! Your group get one point! 片段2: 猜测活动结束后，教师呈现出听力插图，并对图片做了概括性介绍:This is Sarah s familypicture.接着，用提问的方式与学生一起谈论了图片信息，并进行了如下对话: T: Look at this family picture. How many people are there in Sarah s family? Who are they? Ss: Five. Sarah s mother, father, brother, sister and her.(教师迅速在黑板上板书，形成表格。)
16、 T: From the picture, we can see some dates. Can you read them? (少部分学生回答)Ss: Yes! It is Jan. 3rd. T: What are they doing? S1: They are cutting birthday cake. S2: They are singing Happy Birthday. T: Yes, they are having a birthday party. 对话谈到这里，教师导出了听力材料中部分学困生可能会觉得陌生的词汇”family picture”和birthday party
17、，并引导学生学习这两个短语。接着就图片内容又提出一个问题:Whose birthday is it? Can you guess?学生纷纷猜测.教师对答案不置可否。(1)分析片段1和片段2的设计目的。(2)如果你是该教师，请对你的两个教学片段进行反思。9参考解答一、单选题1、【育萃教育专家解析】A。解析:本题考查语法练习形式。A项是“意义性练习”，是指对语法的理解、意义的转换和产出。题干中教师的活动正式通过小组讨论的活动形式，让学生能够运用语法进行语言交际，从而达到巩固和内化的目的。B项“机械性练习”，是指学生不停地重复一个关键的句型或者语法结构；C项是“测试”；D项是“使用提示进行练习”，提
18、示可以是图片、信息表、模拟表演等。2、【育萃教育专家解析】C。解析:本题考查阅读教学活动。选项中训练细读的最好办法就是把原文中的信息做成表格。3、【育萃教育专家解析】C。解析:本题考查教学反馈的原则。A项为相关性，B项为准确性，C项为引导性，D项为及时性。在这段话中老师直接指出并纠正了学生的错误，显然是没有遵守有效反馈的引导性原则，即引导学生进行自我纠正或同伴纠正。故本题选C。二、简答题1、【育萃教育专家解析】 口语教学活动包括三个层面:控制性或机械性活动、半控制性或半机械性活动和开放性或创造性活动。 控制性或机械性活动主要是一些语言训练活动，包括朗读、背诵、模仿、编对话、角色朗读、复述等。
19、半控制性或半机械性和开放性或创造性活动主要是功能意识激活活动和交际活动。 半控制性或半机械性活动主要包括识别活动、发现活动、重组活动、解决问题等;开放性或创造性活动常包括角色扮演、辩论、问卷访谈、小组讨论、即兴演讲等。 例如:在以句型Whats the matter with you?及其回答为目的语言的课堂中，在学习了含有该目的语的对话后，老师可以让学生进行分角色朗读，此时老师所采用的是机械性或控制性的口语练习活动。此后，老师可以组织学生根据自己的个人经历，在小组内编一个看医生的小情景剧，让学生在巩固练习目的语的基础上创造性地发挥，进行交流，提升学生的交际能力，此时，老师采用的是创造性或开放
20、性的口语教学活动。2、【育萃教育专家解析】 训练方式: (1)介绍相关的背景知识，使学生对历史文化等知识更加了解。 (2)用图片、影像等吸引学生的注意力，激发学生对画面潜在的观察能力、描述能力和思维能力。 (3)提供少量词汇或相关问题，让学生预测所听材料的主要内容。 (4)提出一些开放性问题，锻炼学生的想象能力与分析问题的能力。 (5)采用视听手段，利用图片、照片、幻灯、多媒体等形式，引导学生讨论相关话题，扫清语言和文化障碍。 听前活动: (1)提供几张澳大利亚著名建筑的图片，例如悉尼歌剧院，让大家讨论自己所知道的澳大利亚。 (2)以视频作为辅助，介绍澳大利亚的地理位置、天气等情况。 (3)介
21、绍一些澳大利亚与中国在交际方面的文化差异。 (言之有理、符合听前教学活动内容即可)3、【育萃教育专家解析】 “推理”的基本内涵:推理是要求读者具备阅读除了需要理解文章的字面语义外，也需要透过字里行间领悟言外之意及作者的语气、态度的能力。推理的前提是阅读到的有关文字-可能是短语或句子或整个段落甚至整篇短文。读者必须由表及里、由此及彼，从字里行间悟出合乎作者本意的言外之意。推理的结果应是既来自字里行间、又高于字里行间;既符合原文实际内涵，又超越实际内涵;既基于已知事实，又不仅仅是已知事实。 训练推理技能的注意事项: 忠于原文，切忌用自己的观点取代作者原意。 注意作者遣词造句的特点和倾向，客观推测作
22、者立场、观点和写作意图。 由同一已知事实可推出不止一个正确的结论。 两个可以检测阅读理解的推理性问题: Which of the following can best describe the attitude of the author towards? What is most likely to be discussed in the paragraph that follows?三、教学设计题1、【育萃教育专家解析】 Teaching Contents: Writing a report according to the information collected. Teaching
23、Objectives: (1) Knowledge objectives Students will learn how to turn the quotes into reported speech. (2) Ability objectives Students will master how to write a report. Students will learn how to collect the information used in reports. (3) Emotional objectives Students will have the awareness of co
24、mmunicating with others. Students will be interested in writing in English. Teaching Key Point: Students can master the methods of writing reports. Teaching Difficult Point: Students know how to apply the knowledge of reporting in their daily life. Major Steps: Step 1 Warming up and lead-in (4 minut
25、es) (1) Play a clip of ET movie and ask students whats the movie about. (Justification: Through this activity, students interest can be fostered and they will focus on this lesson.) (2) Ask students to have a discussion in group of four on aliens and invite some of them to share their ideas. (Justif
26、ication: Cultivate students awareness of communicating and lead in the topic of this lesson.) Step 2 While-writing (12 minutes) (1) Drafting T: Mr. Wang will donate ten English dictionaries to our class next week. We should write a thank-you note to him. I present a sample of the thank-you note. And
27、 you should write the first draft of the note according to the sample. I will also offer some excellent sentences and words to you. (2) Peer editing Then the teacher offers the writing standards to students and lets them check their notes with their deskmates. After editing, the students should hand
28、 in the second draft. (Justification: The sample can help students know the elements of a thank-you note logically and the activity of checking the notes with classmates can improve their.abilities of thinking and solving problems.) Step 3 Post-writing (5 minutes) The teacher provides comments and g
29、ives guidance on the second draft and praises some of good writings in class. Then the teacher tells students the meaning of thanks and asks students to revise their notes according to the evaluations after class. (Justification: This is also a very important part for students, from which they can f
30、ind their mistakes and get to know how to correct them. Its a good chance for them to learn the meaning of thanks. It also can encourage students for further writing.) 7. 【育萃教育专家解析】 Teaching Contents: Writing a report according to the information collected. Teaching Objectives: (1) Knowledge objectives Students will learn how to turn the quotes into reported speech. (2) Ability objectives Students will master how to write a report. Students will learn how to collect the information used in reports. (3) Emotion
