2026年小学英语特岗教师招聘冲刺模拟试卷含答案

2026年小学英语特岗教师招聘冲刺模拟试卷含答案第一部分词汇与结构（共10小题；每小题1分，满分10分）从A、B、C、D四个选项中选出可以填入空白处的最佳选项，并将答案填在题后的括号内。1._____8-year-oldboywon_____firstprizeintheNationalPrimarySchoolEnglishSpellingContestheldinGuangzhoulastmonth.A.An;theB.A;theC.An;aD.A;a2.—I______theGreatWalltwicesofar.—Really?I______thereyet,IhopeIcangowithmyfamilythissummervacation.A.visited;haven'tgoneB.havevisited;haven'tbeenC.visited;haven'tbeenD.havevisited;haven'tgone3.AmongallthecandidatesfortheEnglishspeechcontest,LindaspeaksEnglish______,soalltheteachersthinksheis______likelytowinthechampionship.A.morefluent;moreB.mostfluently;mostC.morefluently;mostD.mostfluent;more4.MyEnglishteacheroftenencouragesus______moreafter-classreadingtoimproveourcomprehensivelanguageability.A.doB.doingC.todoD.done5.Iamnotsure______thevolunteerteachingprogramintheruralareawillstartnextweek.Couldyoutellmetheexactdate?A.whenB.thatC.whereD.whether6.—I'msorryIbrokeyourfavoritefountainpenyoupreparedfortheteachingcompetition.—______Iwasgoingtobuyanewoneanyway.A.That'sright.B.Nevermind.C.Mypleasure.D.Ican'tagreemore.7.AsaprospectiveprimaryEnglishteacher,weshouldrespecteverystudent's______oflearningandneverforcethemtomemorizewordsmechanically.A.paceB.sizeC.stepD.speed8.NotonlymystudentsbutalsoI______interestedintheEnglishshortplaysadaptedfromfairytalesforprimarystudents.A.amB.isC.areD.were9.Beforethenewsemesterbegins,allthenewteachersneedto______howtousethesmartblackboardandothermultimediateachingdevices.A.lookintoB.pickupC.turnoutD.workout10.WhichofthefollowingfestivalsisthemostimportanttraditionalfestivalforpeopleintheUnitedStates?A.HalloweenB.ChristmasC.ThanksgivingD.NewYear'sDay第二部分完形填空（共10小题；每小题2分，满分20分）阅读下面短文，掌握其大意，然后从短文后各题所给的A、B、C、D四个选项中选出最佳选项。WhenIfirststeppedintothesmallprimaryschoolinthemountainousareaofGuizhouthreeyearsago,IwasnotsurewhetherIcould1thechallengesasanewspecial-postteacher.All30studentsinmyclasshadneverlearnedEnglishsystematicallybefore,andmanyofthemwere2tospeakEnglishinfrontofothers.Itrieddifferentmethodstomakemyclassinteresting,but3workedatfirst.Onedayafterclass,aquietgirlnamedXiaoYuhandedmeacrumpledpieceofpaper,4apictureshedrewofmestandingontheplatform,withthewords"IlikeEnglishteacher"writteninshakyletters.Thatsmallgift5me.Istartedtopaymoreattentiontoeachstudent'sindividualneeds,insteadofjustpushingthemtofinishthelearningtasksIarranged.IorganizedEnglishcorneractivitieseveryFriday,letthemactout6storieslikeTheLittlePrinceandCinderella,andencouragedthemtospeakEnglishasmuchaspossibleeveniftheymademistakes.Halfayearlater,Icouldseegreat7.Allstudentswerewillingtoopentheirmouths,andmanyofthemeventooktheinitiativetoaskmeforextraafter-schoolpractice.Lastsemester,ourschoolheldthefirstEnglishspeechcontest,andthreeofmystudentswonthefirstandsecondprizes.Whentheystoodonthestagetoreceivetheawards,Icouldnot8mytears.Asateacher,thegreatesthappinessisnothowmuchpraiseyougetfromothers,9seeingyourstudentsgrowlittlebylittle.Nowthreeyearshaspassed,Istillstayhere,andIhavemadeupmymindto10mywholeyouthtotheeducationofchildreninruralareas.1.A.acceptB.faceC.meetD.handle2.A.shyB.afraidC.worriedD.nervous3.A.neitherB.noneC.allD.both4.A.withB.onC.inD.for5.A.surprisedB.movedC.changedD.hurt6.A.boringB.differentC.simpleD.difficult7.A.progressB.improvementC.changeD.effort8.A.holdbackB.holdonC.holdupD.holdout9.A.andB.butC.orD.so10.A.spendB.devoteC.giveD.share第三部分阅读理解（共15小题；每小题2分，满分30分）阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。AAlmosteveryprimaryschoolstudenthasahobby,and11-year-oldAmyfromaprimaryschoolinChangshaisnoexception.Amy'sfavoritehobbyiscollectingdifferentkindsofpencilboxes.Shestartedhercollectionfiveyearsago,whenhergrandmothergaveherapinkHelloKittypencilboxasagiftforherfirstdayofprimaryschool.Sheloveditsomuchthatshestartedtolookformoredifferentpencilboxestoaddtohercollection.Uptonow,shehasmorethan80pencilboxesofdifferentsizes,shapesandthemes.Someofthemarecartoonthemed,somearenaturethemed,andsomeareevenhand-madebyherfriendsandfamily.Eachpencilboxhasitsownstory.Thespace-themedbluepencilboxisagiftfromherfatherwhoworksataspacestationbase,thehand-madeclothpencilboxismadebyherbestfriendLilyforher11thbirthday,andthelittlerabbit-shapedpencilboxwaswhatshegotasaprizeintheschoolEnglishtalentshow.Amysaysthatcollectingpencilboxesnotonlybringsheralotoffun,butalsoteachesheralotofinterestingknowledgebehindeachtheme.Forexample,whenshegottheocean-themedpencilbox,shelookedupalotofinformationaboutseaanimalsandfinishedawonderfulEnglishreportaboutoceanprotectionforherclass.Everyyearwhentheschoolholdsacharitysale,Amywillpicksomeofherduplicatepencilboxestosell,anddonateallthemoneytothechildreninpoormountainareaswhoneedschoolsupplies.Amysays"Pencilboxesholdnotonlyourpencilsanderasers,butalsobeautifulmemoriesandlove,Iwillkeepcollectingforever."1.WhendidAmystartcollectingpencilboxes?A.Whenshewas5yearsold.B.Whenshewas6yearsold.C.Whenshewas11yearsold.D.Whenshegraduatedfromkindergarten.2.Whatcanwelearnfromthepassage?A.Amyhasmorethan80cartoon-themedpencilboxes.B.Amy'sfathergaveherarabbit-shapedpencilboxasagift.C.Amyusedhercollectiontohelpotherchildreninneed.D.Amythinkscollectingpencilboxesisawasteoftime.3.WheredidAmygetthehand-madeclothpencilbox?A.Fromhergrandmother.B.Fromherfather.C.Fromherbestfriend.D.FromtheEnglishtalentshow.4.WhydoesAmylovecollectingpencilboxesaccordingtothepassage?①Itbringsheralotoffun②Ithelpsherlearnnewknowledge③Itteacheshertosharewithothers④ShecansellthemformoremoneyA.①②③B.①②④C.①③④D.②③④5.Whatisthemainideaofthepassage?A.AKindGirlAmyB.Amy'sSpecialHobbyC.DifferentKindsofPencilBoxesD.PencilBoxesforPoorChildrenBManyprimaryschoolEnglishteachersareconfusedabouthowtoimprovestudents'oralEnglishability.AnewstudyfromtheUniversityofCambridgefindsthatlettingprimaryschoolstudentslistentoEnglishstoriesdailycansignificantlyimprovetheiroralEnglishlevelandconfidenceinusingEnglish.Thestudytracked400primaryschoolstudentsaged7to10in20differentprimaryschoolsinBritainfortwoyears.Halfofthestudentswererequiredtolistento15minutesofEnglishstorieseverydayatschool,inadditiontotheirregularEnglishclasses,whiletheotherhalftooktheregularEnglishclassesonly.Attheendofthetwo-yearexperiment,theresearcherstestedthestudents'vocabulary,pronunciation,oralfluencyandwillingnesstospeakEnglish.Theresultshowedthatthestudentswholistenedtodailystoriesscored23%higheronaverageintheoveralltestthanthecontrolgroup.What'smore,85%ofthestudentsintheexperimentalgroupsaidtheywerewillingtospeakEnglishinfrontofothers,comparedtoonly52%inthecontrolgroup.Dr.SarahMiller,wholedthestudy,saysthatforyounglearners,learninglanguagethroughinterestingstoriesismoreinlinewiththeircognitivedevelopmentrules,comparedwithmechanicalpronunciationandvocabularypractice.Interestingstoriescanarousechildren'sinterestinthelanguage,helpthemnaturallymasterthepronunciationandwordusageinrealcontext,andwillnotmakethemfeeltiredorbored.ManyprimaryschoolEnglishteachersinChinahavealreadytriedthismethod,andgotverygoodfeedback.ManystudentssaidthatlisteningtostoriesistheirfavoritepartofEnglishclass,andtheyfoundthattheycanspeakmoreEnglishnaturallywithoutmemorizinggrammarrulesdeliberately.1.Whatisthenewstudymainlyabout?A.TheimportanceofregularEnglishclassesforprimarystudents.B.Howtoimproveprimarystudents'readingcomprehensionability.C.TheeffectofdailyEnglishstorylisteningonprimarystudents'oralEnglish.D.WhyyounglearnerslikeEnglishstoriesmorethangrammarpractice.2.Howmanystudentswereinthecontrolgroupofthestudy?A.100B.200C.400D.153.WhichofthefollowingstatementsisTRUEaccordingtothepassage?A.Theexperimentlastedforoneyear.B.AllstudentsinthestudyarefromChineseprimaryschools.C.Theexperimentalgroupgothigherscoresthanthecontrolgroup.D.Dr.SarahMillerthinksmechanicalpracticeisbetterthanstorylearning.4.AccordingtoDr.Miller,whyislearningthroughstoriessuitableforyounglearners?A.Itmatchestheircognitivedevelopmentrules.B.Itdoesn'tneedteacherstospendextratime.C.Itcanhelpstudentsgethigherscoresinexams.D.Ithasmoreinterestingtopicsforyounglearners.5.Whatcanweinferfromthepassage?A.ListeningtostoriescanreplaceregularEnglishclasses.B.ThismethodisonlysuitableforBritishstudents,notChinesestudents.C.Allteachersshouldaskstudentstolistentostoriesfortwohourseveryday.D.Thismethodcanimprovestudents'willingnesstospeakEnglish.CTheCompulsoryEducationEnglishCurriculumStandard(2022Edition)putsforwardthatthecoreliteracyofEnglishsubjectisthecorrectvalueorientation,necessarycharacterandkeyabilitythatstudentsshouldformthroughEnglishlearning.ThecoreliteracyofEnglishsubjectincludesfouraspects:languageability,culturalawareness,thinkingqualityandlearningability.ForprimaryschoolEnglishteaching,thecultivationofcoreliteracyshouldrunthroughthewholeprocessofteaching,andbecombinedwiththeageandcognitivecharacteristicsofprimaryschoolstudents.PrimaryschoolistheinitiationstageofEnglishlearning,sotheprimarytaskofteachingistostimulatestudents'interestinlearningEnglish,helpstudentsformgoodlearninghabits,andlayasolidfoundationforfuturelearning.Differentfromthetraditionalteachingmodethatonlyfocusesonvocabularyandgrammarmemorization,thecoreliteracyorientedteachingrequiresteacherstodesigncomprehensive,practicalandinterestinglearningactivities,guidestudentstouseEnglishtodothings,completerealtasks,andcultivatetheirabilitytosolveproblemsinEnglishinreallife.Forexample,whenteachingthetopicof"food",teacherscannotonlyletstudentsmemorizethewordsofdifferentfoods,butalsodesignataskof"makingahealthymenuforyourfamily"toletstudentsusethewordsandsentencepatternstheyhavelearnedtocommunicate,thinkaboutthedifferencebetweenhealthyandunhealthyfood,andcultivategoodeatinghabitsatthesametime.Thiskindofactivitycannotonlycultivatestudents'languageability,butalsocultivatetheirthinkingqualityandcorrectvalueorientation.Atpresent,manyprimaryschoolsarestillexploringhowtoimplementcoreliteracycultivationindailyEnglishteaching.Teachersneedtoconstantlyupdatetheirteachingconcepts,adjusttheirteachingdesign,andpayattentiontotheall-rounddevelopmentofstudents,insteadofonlyfocusingontestscores.1.HowmanyaspectsareincludedinthecoreliteracyofEnglishsubjectaccordingtothepassage?A.TwoB.ThreeC.FourD.Five2.WhatistheprimarytaskofprimaryschoolEnglishteachingaccordingtothepassage?A.Letstudentsmemorizeasmanywordsandgrammarsaspossible.B.Stimulatestudents'interestinEnglishlearningandformgoodlearninghabits.C.Letstudentsgethighscoresinthefinalexam.D.Cultivatestudents'abilitytopassthehighschoolentranceexamination.3.Whatisthedifferencebetweencoreliteracyorientedteachingandtraditionalteaching?A.Coreliteracyorientedteachingdoesnotfocusonvocabularyandgrammar.B.Traditionalteachingfocusesonstudents'all-rounddevelopment.C.CoreliteracyorientedteachingfocusesonguidingstudentstouseEnglishtodothings.D.Traditionalteachingdesignsmoreinterestinglearningactivities.4.Whenteachingthetopicoffood,theactivityof"makingahealthymenu"cancultivatewhichofthefollowingqualities?①languageability②thinkingquality③correctvalueorientation④noextraeffectA.①②③B.①②④C.①③④D.②③④5.WhichofthefollowingstatementsisNOTtrueaccordingtothepassage?A.CoreliteracycultivationshouldrunthroughthewholeprocessofEnglishteaching.B.Coreorientedteachingpaysattentiontostudents'all-rounddevelopment.C.PrimaryschoolistheinitiationstageofEnglishlearning.D.Teachersdonotneedtoupdatetheirteachingconceptstoimplementcoreliteracy.第四部分教学案例分析（满分20分）阅读下面的教学案例，按照要求回答问题。下面是某新任小学英语特岗教师在教授五年级上册《Myweek》单元PartALet'slearn部分的教学片段，该部分核心教学内容为掌握星期类词汇Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday，以及核心句型“Whatdoyouhaveon...?Ihave...”，该教师的教学过程设计如下：Step1:Warming-upandLead-in教师播放一首关于星期主题的英文儿歌，之后直接出示PPT，告知学生本节课的学习内容为星期相关词汇和句型。Step2:Presentation教师逐个领读7个星期词汇，领读3遍后组织学生齐读、点读，随后讲解单词拼写规则，要求学生将每个单词抄写10遍。词汇讲授完成后呈现核心句型“Whatdoyouhaveon...?Ihave...”，教师领读句型两遍，翻译中文含义，要求学生背诵句型。Step3:Practice教师出示若干星期和课程的对应图片，组织学生完成单词图片配对练习，完成后核对答案，随后让学生两人一组齐读课本上的示范对话。Step4:SummaryandHomework师生共同总结本节课学习的词汇和句型，布置课后作业：抄写每个单词10遍，背诵核心句型，预习下一部分内容。请结合《义务教育英语课程标准（2022年版）》的相关要求，回答下列问题：（1）请分析该教师教学过程中存在的三个主要问题。（10分）（2）请针对存在的问题提出具体的改进建议。（10分）第五部分教学设计（满分20分）请你根据人教版PEP小学英语六年级上册Unit2WaystogotoschoolPartALet’stalk部分内容，设计一节40分钟的新授课教学设计，该部分核心教学内容为掌握核心句型“Howdoyougettoschool?Iusuallygettoschool...SometimesI...”，要求：（1）教学目标明确，符合核心素养培养要求；（2）教学过程完整，活动设计符合小学六年级学生年龄特点，突出学生主体地位；（3）板书设计简洁合理。参考答案及解析---第一部分词汇与结构1.A解析：8-year-old是以元音音素/eɪ/开头的单词，表泛指时前面要用不定冠词an；序数词first表示“第一”，前面需要加定冠词the，因此正确答案为A。2.B解析：第一空后sofar（到目前为止）是现在完成时的标志性时间状语，因此谓语动词要用现在完成时结构，排除A、C选项；第二空yet表示“还，尚未”，用于否定句，havebeento表示“去过某地（已经返回）”，havegoneto表示“去了某地（尚未返回）”，此处表达“我还没有去过那里”，用haven'tbeen符合语境，因此正确答案为B。3.B解析：比较范围是Amongallthecandidates（所有候选人中），属于三者及以上范围，因此要用最高级；第一空修饰动词speaks，需要用副词fluently，最高级为mostfluently；第二空修饰形容词likely，用most构成最高级，因此正确答案为B。4.C解析：encouragesb.todosth.是固定搭配，意为“鼓励某人做某事”，符合此处语境“鼓励我们多做课外阅读”，因此正确答案为C。5.A解析：宾语从句连接词辨析，根据后文“Couldyoutellmetheexactdate?”可知，说话人不清楚项目开始的具体时间，因此连接词用when符合逻辑，正确答案为A。6.B解析：情景交际用语，上文对方道歉弄坏了物品，下文回应“我本来就要买新的了”，因此此处应该回答“Nevermind（没关系）”，That'sright（没错），Mypleasure（不客气，我的荣幸），Ican'tagreemore（我完全同意），因此正确答案为B。7.A解析：名词词义辨析，pace表示“（学习、生活的）节奏，步调”，此处表达“尊重每个学生的学习节奏”，符合语境；speed侧重运动的速度，step表示“脚步，步骤”，size表示“尺寸，大小”，因此正确答案为A。8.A解析：主谓一致规则，notonly...butalso...连接两个并列主语时，谓语动词遵循就近一致原则，距离谓语最近的主语是I，因此be动词用am，正确答案为A。9.B解析：动词短语辨析，lookinto（调查），pickup（（非正式地）学会，掌握），turnout（结果是，证明是），workout（解决，算出），此处表达“新老师需要学习掌握如何使用智能黑板”，pickup符合语境，正确答案为B。10.B解析：英美文化常识，美国最重要的传统节日是圣诞节，其重要性相当于中国的春节，因此正确答案为B。第二部分完形填空1.D2.B3.B4.A5.B6.C7.A8.A9.B10.B解析：1.Dhandle意为“处理，应对”，此处表达“我不确定自己能不能应对作为新特岗教师的挑战”，比accept（接受）、face（面对）更贴合语境，强调处理问题的能力，因此选D。2.Bbeafraidtodosth.意为“不敢做某事”，前文提到所有学生都没有系统学过英语，因此不敢当众说英语，符合语境；shy常用搭配为beshyofdoing，worried（担心）、nervous（紧张）不符合语义逻辑，因此选B。3.B此处表达“我尝试了很多不同方法，但是一开始都没有效果”，none指三者及以上范围内“都不”，指代前文的differentmethods，因此选B。4.Awith表示“带有，附有”，此处指“纸上有一幅小女孩画的画”，符合语义，因此选A。5.B小女孩的礼物温暖了作者，让作者深受感动，moved符合语境，因此选B。6.C给小学生表演的童话故事，应该是简化改编过的简单故事，simple符合语境，因此选C。7.Agreatprogress是固定搭配，指学习上取得巨大进步，符合此处半年教学后学生的变化，因此选A。8.Aholdbackone'stears是固定搭配，意为“忍住眼泪”，此处作者看到学生获奖十分感动，忍不住流泪，符合语境，holdon（坚持），holdup（举起，阻挡），holdout（伸出，坚持），因此选A。9.Bnot...but...是固定搭配，意为“不是...而是...”，此处表达“老师最大的幸福不是得到多少表扬，而是看到学生一点点成长”，符合语义，因此选B。10.Bdevote...to...是固定搭配，意为“把...奉献给...”，此处表达“我决心把整个青春奉献给乡村孩子的教育事业”，符合文章主旨，因此选B。第三部分阅读理解A1.B解析：细节理解题，根据原文第一段“11-year-oldAmy...Shestartedhercollectionfiveyearsago”，计算可得11-5=6岁，因此选B。2.C解析：推理判断题，根据原文“Everyyearwhentheschoolholdsacharitysale,Amywillpicksomeofherduplicatepencilboxestosell,anddonateallthemoneytothechildreninpoormountainareaswhoneedschoolsupplies”可知，Amy用自己的收藏帮助了需要帮助的孩子，因此C选项正确。A选项错在80多个都是卡通主题，原文是总共80多个，有多种主题；B选项错在兔子形状笔盒是演讲比赛奖品，不是爸爸送的；D选项与原文意思相反，因此选C。3.C解析：细节理解题，根据原文“thehand-madeclothpencilboxismadebyherbestfriendLilyforher11thbirthday”可知，手工笔盒是最好的朋友送的，因此选C。4.A解析：细节理解题，Amy收集笔盒不是为了卖钱赚钱，④错误，排除，①②③都符合原文描述，因此选A。5.B解析：主旨大意题，全文围绕Amy收集笔盒的爱好展开，讲述爱好给她带来的意义，因此B选项“Amy'sSpecialHobby”最符合主旨，选B。B1.C解析：主旨大意题，文章第一段就点明研究主题“lettingprimaryschoolstudentslistentoEnglishstoriesdailycansignificantlyimprovetheiroralEnglishlevelandconfidenceinusingEnglish”，即每日听英语故事对小学生口语的提升作用，因此选C。2.B解析：推理判断题，总共400名学生，一半实验组一半对照组，因此对照组是200人，选B。3.C解析：细节理解题，根据原文“Theresultshowedthatthestudentswholistenedtodailystoriesscored23%higheronaverageintheoveralltestthanthecontrolgroup”可知，实验组成绩比对照组更高，C选项正确；A选项实验持续两年，错误；B选项学生来自英国，错误；D选项博士认为故事学习比机械练习更符合孩子发展，错误，因此选C。4.A解析：细节理解题，根据原文“learninglanguagethroughinterestingstoriesismoreinlinewiththeircognitivedevelopmentrules”可知，故事学习符合孩子的认知发展规律，因此选A。5.D解析：推理判断题，根据原文85%的实验组学生愿意当众说英语，对照组只有52%，可知这个方法能提升学生说英语的意愿，D选项正确；A、B、C都不符合原文描述，因此选D。C1.C解析：细节理解题，根据原文“ThecoreliteracyofEnglishsubjectincludesfouraspects:languageability,culturalawareness,thinkingqualityandlearningability”可知，一共四个方面，因此选C。2.B解析：细节理解题，根据原文“PrimaryschoolistheinitiationstageofEnglishlearning,sotheprimarytaskofteachingistostimulatestudents'interestinlearningEnglish,helpstudentsformgoodlearninghabits,andlayasolidfoundationforfuturelearning”可知，小学英语教学首要任务是激发兴趣，培养好习惯，因此选B。3.C解析：细节理解题，根据原文“thecoreliteracyorientedteachingrequiresteacherstodesigncomprehensive,practicalandinterestinglearningactivities,guidestudentstouseEnglishtodothings”可知，核心素养导向教学注重引导学生用英语做事情，因此C选项正确；A、B、D都与原文意思相反，因此选C。4.A解析：细节理解题，根据原文“Thiskindofactivitycannotonlycultivatestudents'languageability,butalsocultivatetheirthinkingqualityandcorrectvalueorientation”可知，①②③都正确，因此选A。5.D解析：细节理解题，题目要求选不正确的选项，根据原文“Teachersneedtoconstantlyupdatetheirteachingconcepts”可知，D选项“老师不需要更新教学理念”错误，因此选D。第四部分教学案例分析参考答案：（1）该教师教学中存在的主要问题如下：①教学理念滞后，不符合核心素养的培养要求。该教师仍然采用传统的知识本位教学观，只关注词汇、句型的识记背诵，将完整的语言运用拆分为孤立的知识点进行机械训练，没有将核心素养的四个维度融入教学过程，没有创设贴近学生真实生活的语言运用情境，忽视了学生语言运用能力和学习兴趣的培养，违背了“用英语做事情”的基本教学理念。②教学活动设计单一，忽视学生的主体地位。整个教学过程以教师的讲授为主，学生被动接受知识，活动只有领读、抄写、图片配对，缺乏符合小学生年龄特点的互动性、探究性、趣味性活动，不能有效调动学生的参与积极性，也不符合小学英语启蒙教学以激发兴趣为主的要求，不利于学生主动建构语言知识。③作业设计机械重复，缺乏层次性和实践性。布置的作业都是抄写单词、背诵句型的机械训练，没有贴合学生生活设计分层、多元的实践性作业，既不能满足不同层次学生的学习需求，也无法提升学生的语言运用能力，还容易降低学生学习英语的长期兴趣。（每个问题3-4分，答对三个即可得10分，言之有理可酌情给分）（2）具体改进建议如下：①更新教学理念，落实核心素养导向的教学。教师要围绕核心素养设计教学，结合“星期”主题，联系学生的真实校