2020年楚雄教师招聘真题模拟卷《初中英语学科》

.2020年楚雄教师招聘真题模拟卷初中英语学科 育萃教师祝您考试顺利一、单选题1、 She devoted herself_to her research and it earned her a good reputation in her field. A. strongly B. extremely C. entirely D. freely2、_you said is true， there are still other factors to be considered. A. Supposed that what B. Supposing what that C. Granted that what D. Considered what that3、 Johnson is a man of great experience，_much can he learned. A. for whom B. for which C. from that D. from whom4、The defense works_long ago to keep the enemy away. A. were built B. has been built C. had been built D. was built5、 I made a promise to myself_this year， my first year in high school， would be different. A. whether B. what C. that D. how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、设计任务:请阅读下面学生信息和语言素材，设计一节英语读写课的教学方案。 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:45分钟 学生概况:某城镇普通中学八年级(初中二年级)学生。班级人数40人。多数已经达到义务教育英语课程标准(2011版)三级水平。学生课堂参与积极性一般。 语言素材:Dinosaurs Dinosaurs lived on the Earth over sixty million years ago. This was a long time before people existed.Dinosaurs lived everywhere. Some were as small as chickens. Others were as big as ten elephants. Some dinosaurs even had wings and could fly. Many dinosaurs were harmless. They were as gentle as sheep and ate plants. Others were harmful. They were fiercer than tigers and ate meat. Dinosaurs all died out suddenly. Nobody knows why. We know about the lives of dinosaurs from the skeletons, eggs and footprints they left behind.Diogenes Diogenes was a famous thinker. He lived in Greece about two thousand years ago. He taught that the way to be happy was to own as few things as 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、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 objectives teaching contents key and difficult points major steps and time allocation activities and justifications 教学时间:45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一般。 语言素材: Interviewer: Scott has an interesting job. He works at a radio station. 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: Yeah. After that, I usually exercise at about ten twenty. Interviewer: When do you go to work? Scott: At eleven oclock, so Im never late for work.3、设计任务:请阅读下面学生信息和素材，设计一个巧分钟的口语教学活动。 教案没有固定格式，但要包括以下几点: teaching 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:某城镇普通初一年级第一学期学生。学生人数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 have science. It is difficult but interesting. At 10:00 I have history. After that, I have P.E. at 11:00. Its easy and fun. Lunch is from 12:00 to 1 :00, and after 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 that I have an 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、教学情境分析题1、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。2、下面是某教师的课堂教学片段。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, its a cake!Ss: WowT: Do you think it is interesting?Ss: Yes.T: For me I think its creative and special. Here creative means有创造力的，创新的;andspecial means特殊的，特另，I的.Now please read after me. Creative，creative；special，special(While speaking, the teacher writes the two words on the blackboard.)T: Do you like this gift?Ss: Yes.T: Well, I like it very much. A special gift is often interesting, popular and creative.请根据所给材料回答下列3个问题。(1)这是课堂教学的哪一个环节?(2)该教师使用了哪些教学手段，分别达到了什么教学目的?(3)根据这一教学片段，教师在课堂互动中应注意哪些问题?31参考解答一、单选题1、【育萃教育专家解析】C。解析:本题考查副词辨析。devote oneself entirely t。意为“将自己完全投身于”。该句意为“她将自己完全投身于研究当中，正因为如此她在她的领域中赢得了好名声”。2、 【育萃教育专家解析】C。解析:本题考查固定搭配。granted that是一个固定搭配，表示“假定，即使”，what作said的宾语。A项应该是supposing，所以不正确；B，D两项不符合语法要求，故排除。句意为“假设你说的是真的，还有其他的因素需要考虑”。3、【育萃教育专家解析】D。解析:本题考查定语从句。先行词是a man。从句意可以看出是from the man much can be learned，因此所填关系代词应该指人，并且在从句中作from的宾语，因此只能是whom。4、【育萃教育专家解析】D。解析:本题考查动词时态和主谓一致。主语The defense works(防御工程)是集合名词，当成整体考虑，谓语动词要用第三人称单数形式。long ag。表示过去的时间，所以用一般过去时态的被动语态。故本题选D。5、【育萃教育专家解析】C。解析:本题考查同位语从句。that引导同位语从句，在从句中不做句子成分，补充说明同位语promise的内容。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】 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: Two passages about dinosaurs and Diogenes. Teaching Objectives: (1) Knowledge objective Students can understand the knowledge about dinosaurs and Diogenes and master the writing skills to describe people and objects. (2) Ability objective After learning the materials, students writing ability on describing a person or one object and reading ability will be well developed. (3) Emotional objective Students can get more information about dinosaurs and Diogenes and become more interested in science. Teaching 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 to students in three minutes. Then ask one student to tell his/her impressions of the video. (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 harmless dinosaurs? And what are about 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 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) (1) How to describe people or objects? (what, who, when, where, why, how)E.g.dinosaursDiogenesWhat/whoWhenwherecharacteristics (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 words and expressions. Write more about the important parts and less of the less important ones to make sure the passage is clearly organized. (Justification: In this part, the teacher uses the two passages given above to train students analyzing and summarizing ability. In the process of summarizing the writing skills, students know how to write and what to write.) 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 expressions a famous writer and poet, whena student, .write novelsknownin his thirties. In all his life,six long novels andnovelettes and short stories.reflectThe best-known short story is The Necklacedied (3) Give students some time to write it on paper. 请根据下表内容，用英语写一篇介绍法国著名的作家和诗人莫泊桑的短文。120词左右。姓名和国籍莫泊桑(Guy De Maupassant )，法国经历学生时代开始写小说，30多岁成名，43岁因病去世成就一生共写了六部长篇小说，300多篇中篇小说和短篇小说代表作短篇小说项链，主要描写中小资产阶级的生活 (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) Editing Ask 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) Revising Guide students to make necessary improvements in both organisation and contents based on their editing. Revising can take several rounds, so students need to be prepared to write a second and a third draft before they submit the final draft. (Justification: This step can help raise students awareness about how to develop ideas and how to write compositions clearly.) Step 6 Summary and Homework (3 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 the students achieve the teaching objectives.)Blackboard Design:dinosaursDiogenesWhat/whoWhenwherecharacteristics Teaching Reflection.2、【育萃教育专家解析】 Teaching Contents: A dialogue between the interviewer and Scott about Scotts daily routine. Teaching Objectives: (1) Knowledge objectives Students can master the following words and expressions: usually, funny, exercise, radio station. Students can use the following sentence patterns: a. What time do you usually? b. When do you? (2) Ability objectives Students can improve their listening ability by listening to the dialogue. Students can improve the speaking ability by talking about what they usually do in a day. (3) Emotional objectives Through this class, students can know something about radio workers jobs and respect them. Teaching Key Point: How to help students master the new words, expressions and the usage of the sentence patterns. Teaching Difficult Point: How to make students master the words and expressions and improve their speaking 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 first question is What are your parents jobs? and the second is Do you know something about the job of a radio host? Then the teacher tells the students that Scott has an interesting job and asks them to listen to the text and get to know about Mr. Scott. (Justification: This step can get students to combine English learning with their daily life. Also, its easy for them to say something about their life.) Step 2 Listening (15 minutes) The teacher asks students to listen to the tape for the first time with the following questions. After that, asks students to try to answer the questions. Then, the teacher asks them to listen to the tape for the second time with the purpose to repeat it. Where 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 further understanding of the dialogue.) Step 3 Practice and consolidation (20 minutes) (1) Practice the sentence patterns (10 minutes) The teacher selects an example in the dialogue, points out the sentence pattern and then makes students to make their own sentences according to the example. Sentence Pattern 1. -What time do you usually?-I usuallySentence Pattern 2.-When do you?-IExamples:-What time do you. usually get up?-I usually get up at 7 am.-When do you go to work?-I go to work(Justification: This step can get students to master the sentence patterns.)(2) Making an interview (10 minutes)The teacher asks two students in pair. One student acts as interviewer and the other interviewee. The interviewer makes an interview about the interviewees job.The interviewee should use the above sentence patterns. (Justification: Students act out the dialogue in their own way, which helps to consolidate what they have learned in this class.) 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 class.)Blackboard Design:Words and Expressions: radio station, usually, funny, exercise.Sentence Patterns:What time do you usually?When do you? Teaching Reflection.3、【育萃教育专家解析】 Teaching Contents: A letter that Yu Mei writes to her friend Jenny, which talks about her study life on Friday. Teaching 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 objectives Students can get the 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 afraid of speaking English in class. 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 Points: (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. Major Steps: Step 1 Presentation (7 minutes) (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? Whats Yu Meis favorite subject? Then the teacher asks students to fill in the blanks of the table, and asks them to check the answer in pairs.HowMath isWhatYu Mei hasat 10:00.WhatYu Meis favorite subject is (2) The teacher plays the tape, and asks students to read after the tape, and pay more attention to the pronunciation, and do the imitation. (Justification: Through the various activities, student