2020年楚雄教師招聘真題模擬卷《初中英語學(xué)科》

1、WORD格式2021年*教師招聘真題模擬卷"初中英語學(xué)科"育萃教師祝您考試順利一、單項(xiàng)選擇題1、 She devoted herself_to her research and it earned her a goodreputation in her field.A. stronglyB. extremelyC. entirelyD. freely2、_you said is true ， thereare stillother factorsto be considered.A. Supposed that whatB. Supposing what thatC. Gr

2、anted that whatD. Considered what that3、 Johnson is a man of great experience，_much can he learned.A. for whomB. for whichC. from thatD. from whom4、The defense works_long ago to keep the enemy away.A. were builtB. has been builtC. had been builtD. was built5、I madea promise to myself_thisyear ，my fi

3、rstyear in high school ，would be different.A. whetherB. whatC. thatD. how二、簡答題1、在詞匯教學(xué)的過程中，教師可教給學(xué)生哪些記憶單詞的具體方法 "請列舉四種并舉例說明。2、在語法教學(xué)中，語法練習(xí)的形式有哪幾種"請對任意兩種練習(xí)形式進(jìn)展舉例說明3、聽力技能是語言技能的重要內(nèi)容之一。 請簡述聽力根本技能包括哪些內(nèi)容， 并選擇其中的三項(xiàng)技能，列舉出合理的訓(xùn)練方式。三、教學(xué)設(shè)計(jì)題1、設(shè)計(jì)任務(wù) : 請閱讀下面學(xué)生信息和語言素材，設(shè)計(jì)一節(jié)英語讀寫課的教學(xué)方案。教案沒有固定格式，但須包含以下要點(diǎn): teaching

4、 objectives teaching contents key and difficult points major steps and time allocation activities and justifications教學(xué)時(shí)間 :45 分鐘學(xué)生概況 : 某城鎮(zhèn)普通中學(xué)八年級 ( 初中二年級 ) 學(xué)生。班級人數(shù) 40 人。多數(shù)已經(jīng)到達(dá)"義務(wù)教育英語課程標(biāo)準(zhǔn)(2021版 ) "三級水平。學(xué)生課堂參與積極性一般。語言素材 :專業(yè)資料整理WORD格式DinosaursDinosaurs lived on the Earth over sixty million yea

5、rs ago. This was a long time before people existed.Dinosaurs lived everywhere. Some were assmall as chickens. Others were as big as ten elephants. Somedinosaurs even had wings and could fly.Manydinosaurswere harmless.They were as gentleas sheep and ate plants.Others were harmful. They were fiercer t

6、han tigers and ate meat.Dinosaurs all died out suddenly. Nobody knows why. Weknow about the lives of dinosaurs from the skeletons, eggs and footprints they left behind.DiogenesDiogeneswas a famous thinker.He livedin Greece about two thousand yearsago. He taughtthatthe way to be happy was to own as f

7、ew thingsas possible.All he owned was a big jar that he lived in, a coat, a bag and a cup. He was very happy. One day, Diogenes saw a boy drinking water from his hands by a fountain, so he threw away his cup and became even happier.2、設(shè)計(jì)任務(wù) : 請閱讀下面學(xué)生信息和語言素材，設(shè)計(jì)一節(jié)英語聽說課的教學(xué)方案。教案沒有固定格式，但須包含以下要點(diǎn): teaching o

8、bjectives teaching contents key and difficult points major steps and time allocation activities and justifications教學(xué)時(shí)間 :45 分鐘專業(yè)資料整理WORD格式學(xué)生概況 : 某城鎮(zhèn)普通中學(xué)七年級 ( 初中一年級 ) 學(xué)生。班級人數(shù) 40 人。多數(shù)學(xué)專業(yè)資料整理WORD格式生已經(jīng)到達(dá)"義務(wù)教育英語課程標(biāo)準(zhǔn)一般。語言素材 :(2021年版 ) "二級水平。學(xué)生課堂參與積極性專業(yè)資料整理WORD格式Interviewer:Scotthas an interesting

9、job.He works at a radiostation.Scott, what time is your radio show"Scott: From twelve oclock at night to six oclot0k in the morning.Interviewer: What time do you usually get up"Scott: At eight thirty at night. Then I eat breakfast at nine.Interviewer: Thats a funny time for breakfast!Scott

10、: Yeah. After that, I usually exercise at about ten twenty.Interviewer: When do you go to work"Scott: At eleven oclock, so I m never late for work.專業(yè)資料整理WORD格式3、設(shè)計(jì)任務(wù) : 請閱讀下面學(xué)生信息和素材，設(shè)計(jì)一個(gè)巧分鐘的口語教學(xué)活動(dòng)。教案沒有固定格式，但要包括以下幾點(diǎn): teaching objectives teaching contents key and difficult points major steps and t

11、ime allocation activities and justifications教學(xué)時(shí)間 :15 分鐘學(xué)生概況 : 某城鎮(zhèn)普通初一年級第一學(xué)期學(xué)生。學(xué)生人數(shù) 40 人。多數(shù)學(xué)生已經(jīng)到達(dá)"義務(wù)教育英語、課程標(biāo)準(zhǔn) (2021年版 ) "二級水平。學(xué)生課堂參與積極性一般。語言素材 :Dear Jenny,I am very busy on Friday. At 8:00 I have math. It is not fun. The teacher says it is useful, but I think it is difficult. Then at 9:00 I

12、 havescience. It is difficult but interesting. At 10:00 I have history. After that, I have P.E. at 11:00. It's easy and fun. Lunch is from 12:00 to 1 :00, andafter that we have Chinese. It is my favorite subject. Our Chinese teacher, Mr. Wang, is great fun. My classes finish at 1:50, but after t

13、hat I have an專業(yè)資料整理WORD格式art lesson for two hours. It is really relaxing! How about you" When are your classes" What is your favorite subject"Your friend,Yu Mei四、教學(xué)情境分析題1、下面是一節(jié)復(fù)習(xí)課中師生之間的對話片段。Teacher: What is he doing"Student: He watching TV.Teacher: He watching TV"Student: No

14、, He is watching TV.根據(jù)所給材料從以下三個(gè)方面作答:(1) 分析該教師的教學(xué)目的。(2) 分析所采用的糾錯(cuò)方法。(3) 列舉至少三個(gè)其他糾錯(cuò)方法，并舉例說明。2、下面是某教師的課堂教學(xué)片段。T: Now please look at this picture. Whats 1t"S: It is a camera.T: Is it a camera" No, it just looks like a camera. In fact, it s a cake!Ss: WowT: Do you think it is interesting"Ss:

15、 Yes.T: For me I think it's creative and special. Here "creative" means有創(chuàng)造力的，創(chuàng)新的 ;and"special" means特殊的，特另， I 的.Now please read after me. Creative，creative；special ， special (While speaking,the teacher writesthe two words on theblackboard.)T: Do you like this gift" Ss: Y

16、es.T: Well, I like it very much. A special gift is often interesting, popular and creative.請根據(jù)所給材料答復(fù)以下 3 個(gè)問題。(1) 這是課堂教學(xué)的哪一個(gè)環(huán)節(jié) "(2) 該教師使用了哪些教學(xué)手段，分別到達(dá)了什么教學(xué)目的"(3) 根據(jù)這一教學(xué)片段，教師在課堂互動(dòng)中應(yīng)注意哪些問題"31 參考解答一、單項(xiàng)選擇題專業(yè)資料整理WORD格式1、【育萃教育專家解析】 C。解析 : 此題考察副詞辨析。 devote oneselfentirelyt 。意為“將自己完全投身于。該句意為“她將

17、自己完全投身于研究當(dāng)中，正因?yàn)槿绱怂谒念I(lǐng)域中贏得了好名聲。2、 【育萃教育專家解析】 C。解析 : 此題考察固定搭配。 granted that 是一個(gè)固定搭配，表示“假定，即使， what 作 said 的賓語。 A 項(xiàng)應(yīng)該是 supposing ，所以不正確； B，D兩項(xiàng)不符合語法要求，故排除。句意為“假設(shè)你說的是真的，還有其他的因素需要考慮。3、【育萃教育專家解析】 D。解析 : 此題考察定語從句。先行詞是 a man。從句意可以看出是 from the man much can be learned ，因此所填關(guān)系代詞應(yīng)該指人，并且在從句中作 from 的賓語，因此只能是 whom

18、。4、【育萃教育專家解析】 D。解析 : 此題考察動(dòng)詞時(shí)態(tài)和主謂一致。 主語 The defense works( 防御工程 ) 是集合名詞，當(dāng)成整體考慮，謂語動(dòng)詞要用第三人稱單數(shù)形式。 longag。表示過去的時(shí)間，所以用一般過去時(shí)態(tài)的被動(dòng)語態(tài)。故此題選D。5、【育萃教育專家解析】 C。解析 : 此題考察同位語從句。 that 引導(dǎo)同位語從句，在從句中不做句子成分，補(bǔ)充說明同位語 promise 的內(nèi)容。二、簡答題1、【育萃教育專家解析】(1) 聯(lián)想記憶法詞匯不是孤立地儲(chǔ)存在人的記憶中的，而是聯(lián)想儲(chǔ)存和記憶的。因此，教師要引導(dǎo)學(xué)生根據(jù)詞匯之間的意義關(guān)系或單詞共現(xiàn)搭配功能，進(jìn)展聯(lián)想記憶。如:

19、聽到fruit聯(lián)想到 mango, apple, watermelon等，而看到 mango聯(lián)想到 yellow 等。(2) 構(gòu)詞記憶法教師可以教給學(xué)生記憶英語單詞的構(gòu)詞法知識(shí)。 英語的構(gòu)詞法主要有三種 : 派生法、合成法和轉(zhuǎn)化法。 派生法主要是讓學(xué)生知道英語單詞的前綴和后綴 ; 合成法主要是讓學(xué)生掌握兩個(gè)或兩個(gè)以上的單詞可以合成一個(gè)新的單詞 ; 轉(zhuǎn)化法主要是讓學(xué)生掌握同一個(gè)單詞可以在不改變其拼寫形式的根底上， 由一種詞性轉(zhuǎn)化為另一種詞性，可以是名詞轉(zhuǎn)化為動(dòng)詞、動(dòng)詞轉(zhuǎn)化為名詞、形容詞轉(zhuǎn)化為動(dòng)詞等。如:water ( n.專業(yè)資料整理WORD格式水 ) ，water ( v. 澆水 );lift

20、( v. 舉起 ) ，lift( n. 電梯 );last( adj.持續(xù)的 ),last(v.專業(yè)資料整理WORD格式持續(xù))等。專業(yè)資料整理WORD格式(3) 讀音規(guī)那么記憶法教師在教單詞的時(shí)候可以讓學(xué)生了解字母及字母組合的發(fā)音規(guī)那么，引導(dǎo)學(xué)生將單詞的音和形結(jié)合起來，通過不斷練習(xí)使學(xué)生根據(jù)讀音寫出單詞。如 : 字母組合 ee 的讀音為 /i:/ 。例如 :bee, feel, tree, flee,teeth, seed。教師可引導(dǎo)學(xué)生根據(jù)讀音來拼寫單詞。(4) 語境記憶法詞匯的語境是指單詞在毗鄰單詞、短語、句子、段落或篇章中所處的環(huán)境。語境可以給學(xué)生提供目標(biāo)詞語的意思及相關(guān)的時(shí)間、空間、價(jià)

21、值、功能等多種信息。教師可以引導(dǎo)學(xué)生利用語境所提供的信息， 定位目標(biāo)詞的詞性、弄清目標(biāo)詞的搭配，理順含有目標(biāo)詞的句子與毗鄰句子之間的關(guān)系， 從而掌握目標(biāo)詞語。如 : 在句子“ Thewell wells very well. 中，第一個(gè)“ well 是名詞，表示“泉的意思 ; 第二個(gè)“ well 是動(dòng)詞，表示“涌出、冒出的意思 ; 第三個(gè)“ well 是大家平時(shí)熟知的程專業(yè)資料整理WORD格式度副詞，表示“很、非常的意思。而利用這一個(gè)句子就可以幫助學(xué)生靈活記憶“ well 這一單詞的多種意思。2、【育萃教育專家解析】(1) 語法練習(xí)的形式機(jī)械性練習(xí)。這類練習(xí)強(qiáng)調(diào)語法的準(zhǔn)確性，其教學(xué)目的是幫助學(xué)

22、生通過屢次機(jī)械操練，準(zhǔn)確無誤地記憶語法X句，并到達(dá)能脫口而出的水平，學(xué)生是否真正理解X句并不重要。常見的練習(xí)形式有替換操練、轉(zhuǎn)換操練、并句操練等。意義性練習(xí)。這類練習(xí)一般是教師提出一些要求，讓學(xué)生做出答復(fù)，答案控制在操練的句型和情境X圍之內(nèi)，是可以預(yù)料的。其目的是要求學(xué)生通過操練能在一定情景中用英語表意。常見的練習(xí)形式有看圖片編對話、根據(jù)提示翻譯句子等。交際性練習(xí)。這類練習(xí)是指學(xué)生在適當(dāng)?shù)那榫爸凶杂墒褂盟鶎W(xué)的語法工程進(jìn)展交流的活動(dòng)。它強(qiáng)調(diào)以交際為目的的意義輸出或理解，師生、生生間的氣氛應(yīng)是和諧的。常見的練習(xí)形式有講故事、情景對話、小組討論、角色扮演等。(2) 練習(xí)舉例機(jī)械性練習(xí) - 替換練習(xí)S

23、: I'm trying to find a book in the box.T: shelf.S: I m trying to find a book in the shelf.T: bed.S: I' m trying to find a book in the bed.意義性練習(xí) - 漢譯英我打算在我家鄉(xiāng)買套房子。I want to buy a house in my hometown.3、【育萃教育專家解析】聽力根本技能包括 :(1) 辨音能力 : 包括語音區(qū)分、重讀區(qū)分、意群區(qū)分等。(2) 交際信息區(qū)分能力 : 指談話中新信息指示語、例證指示語、話題中止語、話題轉(zhuǎn)換指

24、示語等。(3) 大意理解能力 : 包括理解談話或獨(dú)白的主題或意圖等。(4) 細(xì)節(jié)理解能力 : 獲取聽力中具體信息的能力。(5) 詞義猜測能力 : 借助各種技巧猜測談話所使用的未知表達(dá)方式的能力。(6) 推理判斷和預(yù)測能力 : 對說話人的意圖、談話人之間的關(guān)系、說話者的情緒態(tài)度等的推理判斷以及對談話下文的預(yù)測能力。(7) 記筆記的能力 : 根據(jù)聽力材料類型和聽力要求選擇適當(dāng)?shù)墓P記記錄形式。訓(xùn)練方式 :(1) 培養(yǎng)學(xué)生的辨音能力，可以讓學(xué)生“聽并區(qū)分不同的音素“聽后標(biāo)示重讀、節(jié)奏、意群“模仿等。(2) 培養(yǎng)學(xué)生的大意理解能力， 可以讓學(xué)生“聽后選擇適當(dāng)?shù)臉?biāo)題“為聽力材料寫概要“進(jìn)展主題匹配等。專業(yè)

25、資料整理WORD格式(3) 培養(yǎng)學(xué)生的細(xì)節(jié)理解能力， 可以讓學(xué)生“進(jìn)展正誤判斷“根據(jù)聽力內(nèi)容進(jìn)展句子排序“答復(fù)細(xì)節(jié)問題等。三、教學(xué)設(shè)計(jì)題1、【育萃教育專家解析】Teaching Contents: Two passages about dinosaurs and Diogenes. Teaching Objectives:(1) Knowledge objectiveStudents can understand the knowledge about dinosaurs and Diogenes and master the writing skills to describe people

26、 and objects.(2) Ability objectiveAfter learning the materials, students writing ability on describing a person or one object and reading ability will be well developed.(3) Emotional objectiveStudents can get more information about dinosaurs and Diogenes and become more interested in science.Teachin

27、g Key and Difficult Point:How to describe people and objects in writing.Teaching Procedures:Step 1 Warming up and Lead-in (5 minutes)(1) Greeting.(2) Lead in the topic of dinosaurs and Diogenes by playing a video tostudents in three minutes. Then ask one student to tell his/her impressions of the vi

28、deo.(Justification: This step can attract students to the lesson.)Step 2 Reading and Listening (7 minutes)(1) Listen to the tape about the dinosaurs.(2) Answer the following questions according to the first passage. Are all the dinosaurs the same size"What are the characteristics of the harmles

29、s dinosaurs" And what areabout the harmful ones"Why did the dinosaurs die out suddenly"(3) Answer the following questions according to the second passage. Who was Diogenes"When and where did he live" What did he own"Did he feel happy" And give an example.(4) Listen

30、 to the tape about Diogenes.(Justification: Focus students' attention on the main topic of the reading passages. The listening practice makes students have a further understanding of the passages.)Step 3 Pre-writing (5 minutes)專業(yè)資料整理WORD格式(1) How to describe people or objects" (what, who, w

31、hen, where, why, how )E.g.dinosaurs Diogenes What/whoWhen where characteristics(2) Pay attention to the following points when writing:Make clear of the "wh-"words and present the information in details.Arrange the above information in certain order.Describe people and objects in vivid word

32、s and expressions.Writemore about the importantparts and less of the lessimportantonesto make sure the passage is clearly organized.(Justification: In this part, the teacher uses the two passages givenabove to train students analyzingand summarizing ability.Inthe processof summarizing the writing sk

33、ills, students know how to write and what towrite.)Step 4 While-writing (20 minutes)(1) Get students to outline the writing.Paragraph 1-introduction of Guy de Maupassant (who, when, how)Paragraph 2-achievements and masterpieces (what, how, why)(2) Some key words and expressionsa famous writer and po

34、et, when a student, .write novelsknownin his thirties.In allhis life, six long novels andnovelettesand shortstories.reflectThe best-known short story is The Necklacedied (3) Give students some time to write it on paper.120請根據(jù)下表內(nèi)容， 用英語寫一篇介紹法國著名的作家和詩人莫泊桑的短文。詞左右。*和國籍 莫泊桑 (Guy De Maupassant ) ，法國經(jīng)歷學(xué)生時(shí)代開

35、場寫小說， 30 多歲成名， 43 歲因病去世成就一生共寫了六部長篇小說， 300 多篇中篇小說和短篇小說專業(yè)資料整理WORD格式代表作短篇小說"項(xiàng)鏈"，主要描寫中小資產(chǎn)階級的生活專業(yè)資料整理WORD格式(Justification: The activity of outlining the writing helps students strengthen what they have learned during this lesson and gives them the structure.)Step 5 Post-writing (5 minutes)(1) E

36、ditingAsk students to read their writings and check the charity of ideas of logical development of their arguments. Students need check carefully the grammar, spelling and punctuation of their writing.(2) RevisingGuide students to make necessary improvements in both organisation and contents based o

37、n their editing. Revising can take several rounds, sostudentsneed to be prepared to writea second and a thirddraftbeforetheysubmit the final draft.(Justification:This step can help raisestudentsawareness about howto develop ideas and how to write compositions clearly.) Step 6 Summary and Homework (3

38、 minutes) Summary: Retell what they have learned in this class. Homework:(1) Listen to the tape and read the text aloud.(2) Ask students to rewrite and copy their compositions. (Justification: This step can check out their writings and whether thestudents achieve the teaching objectives.)Blackboard

39、Design:dinosaursDiogenesWhat/whoWhenwherecharacteristicsTeaching Reflection.2、【育萃教育專家解析】Teaching Contents: A dialogue between the interviewer and Scott about Scott s daily routine.Teaching Objectives:(1) Knowledge objectives Students can master the following words and expressions: usually, funny, ex

40、ercise, radio station.Students can use the following sentence patterns:a. What time do you usually"b. When do you"專業(yè)資料整理WORD格式(2) Ability objectives Students can improve their listening ability by listening to the dialogue.Students can improve the speaking ability by talking about what the

41、y usually do in a day.(3) Emotional objectivesThrough this class, students can know something about radioworkersjobs and respect them.Teaching Key Point:Howto help studentsmaster the new words, expressionsand the usage ofthe sentence patterns.Teaching Difficult Point:Howto make studentsmaster the wo

42、rds and expressionsand improve theirspeaking and listening skills.Teaching Procedures:Step 1 Warming up and lead-in (5 minutes)The teacher greets the students and asks them two questions. The firstquestionis"Whatare your parents jobs""and the second is "Doyou knowsomething about

43、the job of a radio host""Then the teachertellsthe studentsthat Scott has an interesting job and asks them to listen to the text andget to know about Mr. Scott.(Justification: This step can get students to combine English learningwith their daily life. Also, it's easy for them to say so

44、mething about their life.)Step 2 Listening (15 minutes)The teacherasks studentsto listen tothe tape forthe first timewiththe following questions. After that, asks students to try to answer thequestions. Then, the teacher asks themto listento the tapefor the secondtime with the purpose to repeat it.W

45、here does Mr. Scott work"Does he eat breakfast in the morning as common people" Why"When does he go to work" Is he usually late for work"(Justification: This step can get students to have a furtherunderstanding of the dialogue.)Step 3 Practice and consolidation (20 minutes)(

46、1) Practice the sentence patterns (10 minutes)Theteacherselectsan example in the dialogue,pointsout the sentencepatternand then makes studentsto make theirown sentences accordingto theexample.Sentence Pattern 1. -What time do you usually "-I usually專業(yè)資料整理WORD格式Sentence Pattern 2.-When do you&qu

47、ot;-I Examples: -What time do you. usually get up"-I usually get up at 7 am. -When do you go to work"專業(yè)資料整理WORD格式-I go to work(Justification:This step can get studentsto master the sentence patterns.)專業(yè)資料整理WORD格式(2) Making an interview (10 minutes)The teacher asks two students in pair. One

48、 student acts as interviewer and the other interviewee. The interviewer makes an interview about theinterviewees job.The interviewee should use the above sentence patterns.(Justification: Students act out the dialogue in their own way, whichhelps to consolidate what they have learned in this class.)

49、Step 4 Summary and Homework (5 minutes)Summary: The teacher asks one student to summarize what he/she has learned in this class.Homework: The teacher asks students to do exercises of this part on the exercise book.(Justification: Students can review and consolidate what they have learned in this cla

50、ss.)Blackboard Design:Words and Expressions: radio station, usually, funny, exercise.Sentence Patterns: What time do you usually " When do you" Teaching Reflection.3、【育萃教育專家解析】Teaching Contents: A letter that Yu Mei writes to her friend Jenny, which talks about her study life on Friday.Tea

51、ching Objectives:(1) Kownledge objectives Students can master the meaning and usage of this writing.Students can use the fixed structures "I have science/math/Chinese/PE" and "It is+adj." in proper situation to talk about their study life.(2) Ability objectivesStudents can get th

52、e main idea about what Yu Mei is talking about after listening, and can get some useful information from the writing. Students can improve their listening and speaking abilities through class activities.(3) Emotional objectives Students can improve the confidence of learning English, and are not afr

53、aid of speaking English in class.專業(yè)資料整理WORD格式 Students can cooperate with others actively, and complete the tasks together.Teaching Key Points:Students can use the new sentences "I have science/math/Chinese/PE" and "It is+adj." to talk about their study life.Teaching Difficult Po

54、ints:(1) Students can use the new sentences correctly.(2) Students can understand it is very necessary to talk about the study life with their friends to share their idea.(1) The teacher shows the passage on the APT and asks students to read the passage and find out the following information.How does Yu Mei think of the math" What does Yu Mei have at 10:00" What s Yu Mei s favorite subject"Then the teacher