1、玉溪年教师招聘考试练习题三初中英语学科2020玉溪年教师招聘考试练习题三初中英语学科 -育萃教师祝您考试顺利一、单选题1、Transformational rules do NOT change the basic of sentence_A. meaning B. formC. position D. structure2、_assessment is based on information collected in the classroom during the teaching process for the purposes of improving teaching and le
2、arning. A. Criterion-referenced B. Norm-referenced C. Formative D. Summative3、Passage 4 We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming(把按能力分班)pupils
3、. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade! Besides, it is rather unreal to grade people just according to the
4、ir intellectual ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills and we find that mixed-ability teaching contributes to all these a
5、spects of learning. In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to cooperate, to share, and to develop their leadership skills. They also learn how to cope with personal problems as well as learning how to think, to make decis
6、ions, to analyze and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher. Sometimes the pupils work in pairs； sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some formal class teaching
7、 when this is appropriate. We encourage our pupils to use the library, and we teach them the skills they need in order to do this efficiently.An advanced pupil can do advanced work； it does not matter what age the child is. We expect our pupils to do their best, not their least, and we give them eve
8、ry encouragement to attain this goal. Which of the following is not mentioned in the third paragraph? A. Group work gives pupils the opportunity to learn to work together with others. B. Pupils also learn to develop their reasoning abilities. C. Group work provides pupils with the opportunity to lea
9、rn to be capable organizers. D. Pupils also learn how to participate in teaching activities二、简答题1、简述scanning的含义并举一例说明其基本用途。写出训练该项技能时的三条注意事项，并用英语写出两句相关的教师指令语。2、请说明精听与泛听的区别，并分别简述教师应该如何指导学生进行精听与泛听的训练。3、反馈是教学中的重要环节之一。简述外语教学中反馈的两种主要类型，列举教师了解学生学习情况的三种途径，以便及时给予反馈。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
10、面学生信息和语言素材，设计25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 objectivesteaching contentskey and difficult pointsmajor steps and time allocationactivities and justifications 教学时间:25分钟 学生概况:某城镇普通中学八年级(初二)学生。班级人数50人。多数学生已达到义务教育英语课程标准(2011年版)三级水平。多数学生课堂参与积极性一般。 语言素材:Dear Allen,Thanks for the tickets for next w
11、eeks game. I am sorry that my father can not go. But I am really happy to have the tickets. I am going to ask my cousin, Tommy, to go with me. I 11 think of you as we watch the Black Socks win the game. If permitted, I will record the game for you! Yours, Peter2、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
12、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 justifications 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 ma
13、gazine. 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 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
14、 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!_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 st
15、eps 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 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
16、 to see the movies. What did they do last weekend? They played tennis.四、教学情境分析题1、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 rainbow. 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 se
17、e? 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 they?2、下面是一节复习课中师生之间的对话片段。Teacher: What is he doing?Student: He watching TV.Teacher: He watching TV?Student: No, He is watching TV.根据所给材料从下列三个
18、方面作答:(1)分析该教师的教学目的。(2)分析所采用的纠错方法。 (3)列举至少三个其他纠错方法，并举例说明。21参考解答一、单选题1、【育萃教育专家解析】A。解析:本题考查句法学知识。转换原则所生成的浅层结构并没有改变深层结构的意思。2、【育萃教育专家解析】C。解析:本题考查教学评价方法。在教学过程中基于课堂信息而做出的评价属于形成性评价。3、【育萃教育专家解析】D。解析:细节题。根据第三段第二句“The pupils often work in groups: this gives them the opportunity to learn to cooperate, to share,
19、 and to develop their leadership skills.”可知，经常分小组学习的学生们可以有机会学会合作、分享，以及培养领导能力。分别对应选项A,C。根据第三段第三句“They also learn how to cope with personal problems as well as learning how to think.”可知，学生们分小组学习可以学到如何处理个人问题，而且还可以学会如何思考等，可与选项Breasoning abilities(推理能力)相对应。因此，通过排除可以得到本题答案为D。二、简答题1、【育萃教育专家解析】 (1)scanning的
20、含义:scanning译为“找读，扫读，寻读，查读”，是一种快速阅读方式，其目的是从较长的文字资料中查寻特定的细节内容。寻读要求既快又准，要在短时间内准确地找到目标。 基本用途: 例如:在教学“Nelson Mandela-A Modern Hero”一课时，可以通过设置寻读活动“Ask students to scan the passage in 5 minutes and complete the chart-A Timeline of Elias Life，让学生在5分钟内寻读文章，然后根据时间顺序填写表格。 通过寻读活动，学生可以了解文章特定信息，提高阅读速度。寻读是教师需要训练学生
21、提高的阅读能力之一。 (2)注意事项: 在设计寻读活动时，要有明确的时限规定，以促使学生在较短的时间内完成任务。 在设计寻读活动时，要引导学生借助关键词快速锁定寻读目标，切忌从头逐字地寻找，导致学生的寻读技巧未得到有效的培养。 在设计寻读活动时，教师的指令要清楚，不能过于简单，这会造成学生不清楚做什么的局面，从而影响阅读效果。指令中应包含学生应在多长时间内(time limit )，通过怎么读(how)，读出什么(what)等信息。 教师指令语: Scan the Paragraphs 3-5 in 5 minutes to get enough information to fill in
22、the table. Scan the first ten lines in 3 minutes and answer the following two questions.2、【育萃教育专家解析】 (1)精听与泛听的区别: 精听(Careful listening)是通过听课文，再把文章的内容感知一遍，同时可以加深对文章细节内容的了解。并且可以通过一些练习来检验听的效果，如:Filling in Blanks/True or False/Questions/Forms。 泛听(Extensive listening)是让学生初步听材料并回答问题，让学生初步了解文章的主旨大意(main id
23、ea)和基本信息(basic information )，例如:时间、地点、原因、方式等。 (2)教师在指导学生进行精听训练时，要与语音、语法和词汇的学习相结合，可以与“听”“读”和“写”的技能训练相结合，还可以与社会、文化背景知识的学习相结合。在进行精听训练时，教师可以指导学生在反复多听的基础上完成一些辫音、填充缺失内容、听写的练习，之后还可以进行一些拓展练习，如总结听力材料中出现的语音现象、跟读或朗读内容、分析听力材料的文本结构和语言特点等。 教师在指导学生进行泛听训练时，一定要严格要求学生，听力过程应该一气呵成，中间不能停顿或来回重复。在泛听训练中可以使用的听力练习包括:测试对听力内容是
24、否理解的选择题、判断题，测试能否抓住重点词句的填空题，以及用自己的语言写出齐口述出所听到的主要内容的练习等。完成这些练习后，教师要注意和学生及时总结，或和学生共同讨论泛听的策略，例如，如何根据上下文判断生词的含义、如何预测下文等。3、【育萃教育专家解析】 (1)教学反馈的类型:口头反馈与书面反馈。 口头反馈指对学生的口头活动、某些书面作业或者测试提供的信息。口头反馈的方法有:教师直接改错。启发学生自己改错。教师不应该像监控器一样监控学生的语言输出。启发学生互相改错。互相改错可以提高学生对错误的敏感性，逐渐减少学生对教师的依赖。 书面反馈一般用于课后对学生作业或者测试提供的书面评价符号或者是评语
25、。而课堂上的书面反馈主要是指教师或者其指定的学生用书面的方式对学生的语言活动所做的评价性记录。例如计分法、画“正字”法、插红旗或送红花法，都可以确认学生表达内容是正确的，同时还可以显示竞赛中的不同小组的成绩差异。 (2)了解学生学习情况的三种途径: 课堂提问。课堂提问可以引起学生注意，提示学习重点，巩固课堂教学，获取教学反馈，加强师生交流。 测试。测试包括口试和笔试。口试不仅要考查学生的语音、语调、表达的流利程度、表达的可理解度、用词恰当等表达能力，还要考查学生的听力理解能力，当然还要对学生所使用的交际策略、所具有的跨文化意识、表达中的行为等进行综合评价。笔试包括听力、阅读理解、书面表达和语言
26、知识考查等，可以检验学生的基本英语水平。 调查表。主要用于在学生学习某一单元、某一课之前所进行的简短调查。通过对学生的调查，一方面可以了解学生已有的水平和存在的问题，另一方面可以帮助教师及时调整教学进度和教学策略。三、教学设计题1、【育萃教育专家解析】 Teaching Contents: This lesson is a passage about expressing thanks through a thank-you note. Teaching Objectives: (1) Knowledge objectives Students can know how to write a
27、thank-you note. (2) Ability objectives Students can write a thank-you note logically to express their thanks. (3) Emotional objectives Students can enhance the interest of learning English and learn how to express thanks to others. Teaching Key Point: How to master the right tense and formation of a
28、 thank-you note. Teaching Difficult Point: How to write a thank-you note freely and correctly: Major Steps: Step 1 Pre-writing (8 minutes) Activity l: Preparation The teacher introduces the background knowledge of Black Socks, a very famous football team of America. Activity 2: Sample reading The te
29、acher leads students to read the letter quickly and find out the reason why Peter writes the letterto Allen. Then guide students to summarize the main idea of the letter. Activity 3: Outlining The teacher lets students read the note again and outline the basic elements of the thank-you note by answe
30、ring some specific questions: What is the formation of a thank-you note? What is the main body of a thank-you note? What is the tense of a thank-you note? (Justification: The preparation and sample reading can help students have a basic understanding of the contents of a thank-you note. The outlining can help students analyze the main writing structure and the most important points of the essay. It is very important for the drafting stage.) 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 than
