大理教师招聘考试高频考点二《初中英语学科》.docx

1、大理教师招聘考试高频考点二初中英语学科2020年大理教师招聘考试高频考点二初中英语学科 一、单选题1、 If a teacher asks students to fill in the blanks in a passage with that， which or whom， he/she is least likely focusing on grammar at_. A. lexical level B. syntactic level C. discourse level D. morphological level2、 Which of the following is a typi

2、cal feature of informal writing? A. A well-organized structure is preferred. B. Short and incomplete sentences are common. C. Technical terms and definitions are required. D. A wide range of vocabulary and structural patterns are used.3、 If a teacher gets an incorrect answer from students， its most

3、appropriate for him or her to say“_”in order to encourage them. A. No， I dont like your answers. B. Nonsense， its not what I want. C. Your answer is far beyond the point. D. You missed the point， but Im glad you mentioned another point.4、_assessment is used to measure how the performance of a partic

4、ular student or group of students compares with that of another. A. Criterion-referenced B. Norm-referenced C. Formative D. Summative5、 Which of the following statements is NOT a way of presenting new vocabulary? A. Writing a passage by using new words. B. Defining. C. Giving explanations. D. Using

5、real objects.二、简答题1、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2、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。3、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: teaching objectives teaching contents key and difficult points maj

6、or 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: teaching objectives teaching contents key and difficult points maj

7、or 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. Itsalways interesting to watch other people show their talents. Talen

8、t 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 look for the best singers, the most talented dancers, the most e

9、xciting 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 role in deciding the winner. And the winner always gets a verygood

10、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 too seriously, they are fun to watch. And one great thing aboutt

11、hem 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 steps and time allocation activities and justifications 教学时间:20分钟 学生概

12、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、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 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

13、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! Youre 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

14、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。) 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: T

15、hey 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，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。2

16、、下面是三位英语老师的英语教学片段。根据所给信息回答下列问题。Teacher AT: What day is it today?S: Is Monday.T: Oh, good. It is Monday?S: Yes, it is Monday.Teacher BT: Whos this woman?、S: He isT: Oh, not he. You should use She.S: She is aTeacher CT: What did you do yesterday?S: I do my homework at home.T: Oh, great! What about you

17、, Lin Tao?(1)简明阐述三位教师对待学生语言错误的方式。(2)对三位教师对待学生的语言错误的方式进行评价。(3)结合自身体会，谈谈在对待学生语言错误上应注意哪些关键点。14参考解答一、单选题1、【育萃教育专家解析】D解析:本题考查语法教学内容。题干意思是:如果教师让学生用that/which/whom进行填空，那么他/她最不可能关注语法的哪个层面?lexical level“词汇层面”，syntactic level“句法层面”，dis-course level“语篇层面”，morphological level“形态学层面”。语法教学的内容不仅包括语言形式/结构，还包括语意和语用。

18、语言形式/结构包括词法、句法等；语意包括语法形式与结构的意义；语用指语言在一定的语境、语篇中的表意功能。该教师让学生选择关系代词填空，目的是让学生掌握定语从句这项语法的形式、意义和运用。形态学是研究词的内部结构和构词规则的科学。故本题选D。2、【育萃教育专家解析】B。解析:本题考查写作教学。题干意思是:下列哪项是非正式写作的典型特征?A项是“结构清晰”，B项是“短句、半句很常见”，C项是“需要使用专业词汇”，D项是“使用大量不同的词汇和句式”。A、C、D三项是正式写作文体的特点。故本题选B。3、 【育萃教育专家解析】D。解析:本题考查课堂纠错技巧。当学生回答错误时，教师应在指出错误的同时对其进

19、行鼓励，A、B、C三项均只有对学生的批评。4、 【育萃教育专家解析】B。解析:本题考查教学评价。王蔷等编写的英语教学法教程认为，教学评价有三种:Criterion-referenced assessment(目标参照性评价)，Norm-referenced assessment(常模参照性评价)和Individual-referenced assessment(个体参照性评价)。常模参照性评价是依据学生个人的成绩与规定的一群人(如班级、年级、全国的同龄人等)中其他人的成绩相比较来评价和决定他成绩优劣的一种方法，而不考虑他是否达到教学目标的要求。故本题选B.5、【育萃教育专家解析】A。解析:本题

20、考查词汇呈现方法。呈现新词汇的方法有下定义、解释、实物展示、同义词、反义词、问答等。A项“运用新单词写篇文章”不是词汇呈现的方法。二、简答题1、【育萃教育专家解析】 (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

21、。 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

22、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.2、【育萃教育专家解析】 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

23、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。3、【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

24、、复述等。 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

25、创造性或开放性的口语教学活动。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 Students can learn some new words and expressions such as chubby, athletic to describe a friends appearance,

26、 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 they can improve their listening and speaking skills.(3) Emotional objectivesStudents can get a deeper understa

27、nding 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 listening and speaking skills.Major Steps:Step 1 Pre-listening (5 minutes)The teacher asks students the followi

28、ng 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 interest and prepare them for the class.Step 2 While-listening (9 minutes)(1) Listen to the tape and fill in

29、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 soccer. He s medium Height and_.He has_hair and_eyes. She is really_.She alwaysgets_at school. But shesAlso_t

30、o 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 students to get a better understanding about the listening material.) Step 3 Post-listening (6 minutes) (1) Sh

31、ow 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 emphasizes the importance of friendship. (Justification: This step helps students to train their speaking abilities and further their understanding about friends and