2020年大理教師招聘考試考點(diǎn)三《初中英語(yǔ)學(xué)科》

2020年大理教師招聘考試考點(diǎn)匯總?cè)冻踔杏⒄Z(yǔ)學(xué)科》——————育萃教師祝您考試順利一、單選題1、Thephoneme/v/inthefirstwordofallthefollowingphrasesto/f/except .A.fiveplus B.lovetoC.twelvecups D.givein2、Whichofthefollowingactivitiesiscommunicative?A.Jigsawlistening. B.Sentencemaking.C.Passagetranslating. D.Blanksfilling.3、The approachinmodelsofteachingwritingemphasizesonmechanicalaspectsofwritingandaccuracy，suchasgrammaticalandsyntacticalstructures，spelling，etc.Studentsshouldhaveaclearconceptoftheandstructuresofthewrittenproducts.A.product-oriented B.content-orientedC.process-oriented D.form-oriented4、Fromherconversationswithherfriends，Icould thatshealargefamily.deduce B.decideC.declare D.deceive5、Whichofthefollowingquestionsbelongstocomprehensionquestion?A.Whatwouldhappeniftherewerenocellphone?Canyoustateinyourownwords?Whocanshowhowtomakefruitsalad?Whichdoyouthinkismoreappropriate?二、簡(jiǎn)答題1類型、作業(yè)難度和作業(yè)量三個(gè)方面舉例說(shuō)明如何布置作業(yè)。2、簡(jiǎn)述教材在英語(yǔ)教學(xué)中的兩個(gè)作用，列出教師使用教材的三點(diǎn)注意事項(xiàng)。3一般的教學(xué)實(shí)施步驟，并各舉一例說(shuō)明。三、教學(xué)設(shè)計(jì)題1、根據(jù)提供的信息和語(yǔ)言素材設(shè)計(jì)教學(xué)方案，用英文作答。25教案沒(méi)有固定格式，但須包含下列要點(diǎn):teachingobjectivesteachingcontentskeyanddifficultpointsmajorstepsandtimeallocationactivitiesandjustifications教學(xué)時(shí)間:25分鐘50(2011語(yǔ)言素材:DearAllen,Thanksfortheticketsfornext

sgame.Iamsorrythatmyfathercannotgo.ButIamreallyhappytohavethetickets.Iamgoingtoask'mycousin,Tommy,togowithme.I'11thinkofyouaswewatchtheBlackgame.Ifpermitted,Iwillrecordthegameforyou!2、根據(jù)提供的信息和語(yǔ)言素材設(shè)計(jì)教學(xué)方案，用英文作答。

Yours,Peter30教案沒(méi)有固定格式，但須包含下列要點(diǎn):teachingobjectivesteachingcontentskeyanddifficultpointsmajorstepsandtimeallocationactivitiesandjustifications教學(xué)時(shí)間:30分鐘40(2011一般。語(yǔ)言素材:Youareareporterschoolmagazine.Lastweek,ainyourschool.YouinterviewedseveralpeopleandgottheinformationWriteastoryreportingwhathappened.Mr.Lisaid,"IsawthreealiensgetoutoftheUFO."WangJunsaid,"IwasstudyingwhenIsawtheUFOthewindow."ManYansawtwoaliensplayingfootballintheschoolhall."LiuMingsaid,"Iwaseatinglunchwhenthealienswalkedintothediningroom."Alienslandedatourschool!3、根據(jù)提供的信息和語(yǔ)言素材設(shè)計(jì)教學(xué)方案，用英文作答。20教案沒(méi)有固定格式，但須包含下列要點(diǎn):teachingobjectivesteachingcontentskeyanddifficultpointsmajorstepsandtimeallocationactivitiesandjustifications教學(xué)時(shí)間:20分鐘45到《義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)(2011語(yǔ)言素材:Whatdidyoudolastweekend? Iplayedsoccer./Wewenttobeach.Whatdidshedolastweekend?Shedidherhomework:Whatdidhedolastweekend?Hewenttoseethemovies.Whatdidtheydolastweekend?Theyplayedtennis.四、教學(xué)情境分析題1likedislike過(guò)程中，王老師始終在臺(tái)上，活動(dòng)過(guò)程如下圖。該教師在每個(gè)活動(dòng)階段分別存在什么問(wèn)題?(22、下面是某初中課堂教學(xué)片段。T:(referringtoapicture)whereisJohn,LiS1:HehasgonetoShanghai.T:HowmanytimeshashebeentoShanghai?S1:HehasbeentoShanghaiforonlyonce.T:(referringtoanotherpicture)whereisMary,WangWei?S2:Shehasgonetothelibrary.T:Howmanytimeshasshebeentothelibraryaweek?S2:Shehasbeentothelibrarytwiceaweek.根據(jù)上面所提供的信息，從下面四個(gè)方面作答:(1)此教學(xué)片段的教學(xué)目標(biāo)是什么?(3)該教學(xué)方法有何優(yōu)缺點(diǎn)?(4)提出兩條主要建議，解決該教學(xué)方法可能帶來(lái)的問(wèn)題。27參考解答一、單選題1、【育萃教育專家解析】D。解析:本題考查同化現(xiàn)象。同化可以越過(guò)音節(jié)和詞的界限發(fā)生。在A，B，C三項(xiàng)中，前一個(gè)單詞的音素/v/受到后面清輔音的影響而發(fā)出//f/的音，這是一個(gè)清音化的過(guò)程。D項(xiàng)沒(méi)有清音化的現(xiàn)象。故本題選D。2、【育萃教育專家解析】A。解析:本題考查聽(tīng)力教學(xué)活動(dòng)。Jigsaw材料復(fù)原，最后從整體上理解。AB，C，D3A4、【育萃教育專家解析】A。解析:本題考查動(dòng)詞辨析。deduce“推斷，推論”，decide“決定”，declare“宣布，發(fā)表”，deceive“欺騙”。根據(jù)句意可知應(yīng)是“我”從她和朋友的談話中推斷出她有一個(gè)大家庭。故本題選A。5、【育萃教育專家解析】B0A己的結(jié)論和看法；B一反三，促進(jìn)知識(shí)間的遷移，提高學(xué)生運(yùn)用知識(shí)的能力；；DB。二、簡(jiǎn)答題1、【育萃教育專家解析】(1)知單詞記憶、補(bǔ)充句子、背誦課文等。(2)布置作業(yè)時(shí)應(yīng)注意以下三個(gè)方面:操作型作業(yè)等。按照英語(yǔ)學(xué)習(xí)規(guī)律，學(xué)生必須吸收相當(dāng)數(shù)量的語(yǔ)言材料，并經(jīng)過(guò)一定的語(yǔ)言實(shí)踐，才能獲得運(yùn)用英語(yǔ)交際的能力，因此聽(tīng)力、口語(yǔ)作業(yè)是英語(yǔ)學(xué)科必要的練習(xí)形式。設(shè)計(jì)多元化的口頭作業(yè)，如朗讀、閱讀、背誦、復(fù)述、答問(wèn)等，有助于打好語(yǔ)音基礎(chǔ)，提高學(xué)習(xí)興趣，調(diào)動(dòng)學(xué)生積極性。在英語(yǔ)教學(xué)中聽(tīng)說(shuō)讀寫(xiě)是相輔相成、互相促進(jìn)的。因此，設(shè)計(jì)作業(yè)要全面，既有筆頭作業(yè)，也要有口頭和聽(tīng)力作業(yè)，這樣學(xué)生才能在作業(yè)中提高綜合語(yǔ)言運(yùn)用能力。索和知識(shí)的系統(tǒng)歸類。因此，教師應(yīng)把握好作業(yè)的量。2、【育萃教育專家解析】(1)教材是實(shí)現(xiàn)教學(xué)目標(biāo)的重要材料和手段。英語(yǔ)教材是英語(yǔ)課程資源的核心部分。教材在英語(yǔ)教學(xué)中的兩個(gè)作用:①體系完整、內(nèi)容豐富、設(shè)計(jì)合理的教材能更好地激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，有利于學(xué)生培養(yǎng)語(yǔ)言知識(shí)、語(yǔ)言技能、情感態(tài)度、文化意識(shí)、學(xué)習(xí)策略這五方面的綜合語(yǔ)言運(yùn)用能力。②結(jié)構(gòu)合理、內(nèi)容豐富、活動(dòng)靈活多樣的教材在一定程度上保證了教學(xué)內(nèi)容、教學(xué)過(guò)程和教學(xué)方法的科學(xué)合理，這有利于教師節(jié)省備課時(shí)間和精力，而且有利于他們?cè)诮虒W(xué)中創(chuàng)造性地使用教材，從而更好地培養(yǎng)教師自身的專業(yè)發(fā)展能力。(2)教師使用教材時(shí)應(yīng)注意以下三點(diǎn):①根據(jù)所在地區(qū)的教學(xué)實(shí)際需要、學(xué)生現(xiàn)有水平、課時(shí)安排等，可對(duì)教材內(nèi)容做適當(dāng)?shù)难a(bǔ)充和刪減。但對(duì)教材所做的補(bǔ)充和刪減，不應(yīng)影響教材的完整性和系統(tǒng)性。要避免僅僅為了滿足考試需要而對(duì)教材做出取舍。②根據(jù)實(shí)際教學(xué)目的和學(xué)生學(xué)習(xí)需求，對(duì)教材中的部分內(nèi)容和活動(dòng)進(jìn)行替換，也可根據(jù)需要添加活動(dòng)步驟，比如增加準(zhǔn)備或提示性的步驟，從而降低學(xué)習(xí)難度。教師還可適當(dāng)擴(kuò)展教學(xué)內(nèi)容或延伸原有的教學(xué)活動(dòng)，比如增加屬于相同主題且水平相當(dāng)?shù)拈喿x篇目或在閱讀理解的基拙上展開(kāi)對(duì)話或討論活動(dòng)，或增加詞匯學(xué)習(xí)活動(dòng)或?qū)懽骰顒?dòng)等，從而滿足學(xué)生的需求。③根據(jù)學(xué)生周圍的現(xiàn)實(shí)生活對(duì)教材編排順序做適當(dāng)?shù)恼{(diào)整。比如，現(xiàn)實(shí)生活中發(fā)生了某一重要事件，該事件與教材中某個(gè)單元的話題相關(guān)但進(jìn)度不同步，在不影響教材的延續(xù)性和漸進(jìn)性的前提下，可以提前學(xué)習(xí)這個(gè)單元，使學(xué)習(xí)內(nèi)容與生活中發(fā)生的事件同步。3、【育萃教育專家解析】語(yǔ)音層次的語(yǔ)音教學(xué)一般包括音標(biāo)教學(xué)和讀音規(guī)則教學(xué)。(1方法教音標(biāo)。/m/,/n/,/l/(2等。教師在進(jìn)行讀音規(guī)則教學(xué)時(shí)，可以通過(guò)已學(xué)過(guò)的字母和單詞讓學(xué)生從中找到所學(xué)習(xí)的音素，引導(dǎo)學(xué)生歸納拼寫(xiě)與音素之間的對(duì)應(yīng)關(guān)系，認(rèn)識(shí)和掌握讀音規(guī)則，并在發(fā)音和詞匯學(xué)習(xí)中加以運(yùn)用。例如:教師讓學(xué)生讀:"HernameisKate.Heisinthesamegrade.Withfaceandcake.Hemakesagameatthegate三、教學(xué)設(shè)計(jì)題1、【育萃教育專家解析】TeachingContents:Thislessonisapassageaboutexpressingthroughathank-younote.TeachingObjectives:KnowledgeobjectivesStudentscanknowhowtowriteathank-younote.AbilityobjectivesStudentscanwriteathank-younotelogicallytoexpresstheirthanks.EmotionalobjectivesStudentscanenhancetheinterestoflearningEnglishandlearnhowtoexpressthankstoothers.TeachingKeyPoint:Howtomastertherighttenseandformationofathank-younote.TeachingDifficultPoint:Howtowriteathank-younotefreelyandcorrectly:MajorSteps:Step1Pre-writing(8minutes)Activityl:PreparationTheteacherintroducesthebackgroundknowledgeofBlackSocks,averyfamousfootballteamofAmerica.Activity2:SamplereadingTheteacherleadsstudentstoreadtheletterquicklyandfindoutthereasonwhyPeterwritesthelettertoAllen.Thenguidestudentstosummarizethemainideaoftheletter.Activity3:OutliningTheteacherletsstudentsreadthenoteagainandoutlinethebasicelementsofthethank-younotebyansweringsomespecificquestions:①Whatistheformationofathank-younote?②Whatisthemainbodyofathank-younote?③Whatisthetenseofathank-younote?(Justification:Thepreparationandsamplereadingcanhelpstudentshaveabasicunderstandingofthecontentsofathank-younote.Theoutliningcanhelpstudentsanalyzethemainwritingstructureandthemostimportantpointsoftheessay.Itisveryimportantforthedraftingstage.)Step2While-writing(12minutes)DraftingT:Mr.WangwilldonatetenEnglishdictionariestoourclassnextweek.Weshouldwriteathank-younotetohim.Ipresentasampleofthethank-younote.Andyoushouldwritethefirstdraftofthenoteaccordingtothesample.Iwillalsooffersomeexcellentsentencesandwordstoyou.PeereditingThentheteacheroffersthewritingstandardstostudentsandletsthemchecktheirnoteswiththeirdeskmates.Afterediting,thestudentshandintheseconddraft.(Justification:Thesamplecanhelpstudentsknowtheelementsofathank-younotelogicallyandtheactivityofcheckingthenoteswithclassmatescanimprovetheir.abilitiesofthinkingandsolvingproblems.)Step3Post-writing(5minutes)Theteacherprovidescommentsandgivesguidanceontheseconddraftandpraisessomeofgoodwritingsinclass.Thentheteachertellsstudentsthemeaningofthanksandasksstudentstorevisetheirnotesaccordingtoevaluationsafterclass.(Justification:Thisisalsoaveryimportantpartforstudents,whichtheycanfindtheirmistakesandgettoknowhowtocorrectthem.It’sagoodchanceforthemtolearnthemeaningofthanks.Italsocanencouragestudentsforfurtherwriting.)2、【育萃教育專家解析】TeachingContents:Writingareportaccordingtotheinformationcollected.TeachingObjectives:(1)KnowledgeobjectivesStudentswilllearnhowtoturnthequotesintoreportedspeech.(2)Abilityobjectives①Studentswillmasterhowtowriteareport.②Studentswilllearnhowtocollecttheinformationusedinreports.Emotionalobjectives①Studentswillhavetheawarenessofcommunicatingwithothers.②StudentswillbeinterestedinwritinginEnglish.TeachingKeyPoint:Studentscanmasterthemethodsofwritingreports.TeachingDifficultPoint:StudentsknowhowtoapplytheknowledgeofreportingintheirdailyMajorSteps:Step1Warmingupandlead-in(4minutes)PlayaclipofETmovieandaskstudentsthemovie(Justification:Throughthisactivity,students’interestcanbefosteredandtheywillfocusonthislesson.)Askstudentstohaveadiscussioningroupoffouronaliensandsomeofthemtosharetheirideas.(Justification:Cultivatestudents’awarenessofcommunicatingandleadinthetopicofthislesson.)Step2While-writing(12minutes)DraftingT:Mr.WangwilldonatetenEnglishdictionariestoourclassnextweek.Weshouldwriteathank-younotetohim.Ipresentasampleofthethank-younote.Andyoushouldwritethefirstdraftofthenoteaccordingtothesample.Iwillalsooffersomeexcellentsentencesandwordstoyou.PeereditingThentheteacheroffersthewritingstandardstostudentsandletsthemchecktheirnoteswiththeirdeskmates.Afterediting,thestudentshandintheseconddraft.(Justification:Thesamplecanhelpstudentsknowtheelementsofathank-younotelogicallyandtheactivityofcheckingthenoteswithclassmatescanimprovetheir.abilitiesofthinkingandsolvingproblems.)Step3Post-writing(5minutes)Theteacherprovidescommentsandgivesguidanceontheseconddraftandpraisessomeofgoodwritingsinclass.Thentheteachertellsstudentsthemeaningofthanksandasksstudentstorevisetheirnotesaccordingtoevaluationsafterclass.(Justification:Thisisalsoaveryimportantpartforstudents,whichtheycanfindtheirmistakesandgettoknowhowtocorrectthem.It’sagoodchanceforthemtolearnthemeaningofthanks.Italsocanencouragestudentsforfurtherwriting.)7.【育萃教育專家解析】TeachingContents:Writingareportaccordingtotheinformationcollected.TeachingObjectives:(1)KnowledgeobjectivesStudentswilllearnhowtoturnthequotesintoreportedspeech.(2)Abilityobjectives①Studentswillmasterhowtowriteareport.②Studentswilllearnhowtocollecttheinformationusedinreports.Emotionalobjectives①Studentswillhavetheawarenessofcommunicatingwithothers.②StudentswillbeinterestedinwritinginEnglish.TeachingKeyPoint:Studentscanmasterthemethodsofwritingreports.TeachingDifficultPoint:StudentsknowhowtoapplytheknowledgeofreportingintheirdailyMajorSteps:Step1Warmingupandlead-in(4minutes)PlayaclipofETmovieandaskstudentsthemovie(Justification:Throughthisactivity,students’interestcanbefosteredandtheywillfocusonthislesson.)Askstudentstohaveadiscussioningroupoffouronaliensandsomeofthemtosharetheirideas.(Justification:Cultivatestudents’awarenessofcommunicatingleadinthetopicofthislesson.)Step2Pre-writing(10minutes)Explaintothestudentsthatalienslandedatourschooltheweekbeforeandaskstudentstotalkaboutthekindsofthingstheythinkmightdoiftheycometoourschool.(Justification:Explainthebackgroundinformationandprovideabrainstormforthefollowingwriting.)Askstudentstoworkingroupoffourbeingareporterforthemagazineinturnandinterviewothergroupmembers.Duringtheprocess,shouldwritedowntheanswers.(Justification:Makepreparationforthewritingandstudents’awarenessofcommunicatingwillbeimproved.)Inviteseveralstudentstowritetheiranswersontheblackboardchangedirectspeechintoindirectspeech.(Justification:Reviewandpracticethegrammarlearnedbefore.)Step3While-writing(8minutes)DraftingAskstudentstowriteareportentitled "Alienslandedatourschool!”basedontheinformationcollected,remindingthemtopayattentiontogrammar,spelling,punctuationandsoon.(Justification:Applytheinformationcollectedintherealwritingactivity.)Peer-editingAskstudentstocheckeachothers’writingsinpairsonspelling,punctuationandsoon.(Justification:Consolidatetheknowledgelearnedthroughcheckingothers’writings.)Step4Post-writing(8minutes)Presenttwostudents’writingsonthescreenandaskseveralstudentstolookforstrongandweakpoints.Haveadiscussiontogether.(Justification:Throughthisactivity,studentscangetsamplewritings,whichwillhelpthemintheirfuturewritingactivities.)3、【育萃教育專家解析】TeachingContents:Thislessonisaboutsomesentencesofthesimpletense.TeachingObjectives:KnowledgeobjectivesStudentscanmastertheusageofthesimplepasttense.AbilityobjectivesStudentscanusethesimplepasttensetotalkaboutthingshappenedthepast.EmotionalobjectivesStudentshavethedesiretocommunicatewitheachotherusingthepasttensetotalkaboutthethingsthathappenedinthepast.TeachingKeyPoint:Howtoguidestudentstomastertheusageofthesimplepasttense.TeachingDifficultPoint:Howtomakestudentsusethesimplepasttenseinpropersituations.MajorSteps:Step1Presentation(11minutes)PresentthestructureTheteacherasksstudents "Whatdoyouusuallydoatweekends?"andthestudentsanswerthequestion.Thentheteacherasksstudents "Whatdiddolastweekend?"andhelpsthemtoanswerthequestion.Theteacherwritestheanswersontheblackboardlikethis:Iusuallyplaysocceratweekends. Iplayedsoccerlastweekend.Iusuallylistentotheradioatweekends. Ilistenedtotheradioweekend.Iusuallygotoseemoviesatweekends. Iwenttoseetheweekend.Theteachertellsthestudentsthatthetenseofthesesentencesintheright-handcolumnisthesimplepasttense.Studentswillseethestructureofthesimplepasttenseclearly,thatis "subject+verb(pasttense)+adverbialofpasttime".Afterthattheteachershowssomepicturesandasksstudentstomakesentencesusing"-Whatdidyoudolastweekend?-Idid…”.Thentheteacherencouragesstudentstoshowtheirsentences.PresenttheverbformsofpasttenseAfterstudentsunderstandthestructureofthesimplepasttense,theteacherasksthemtofocusontheverbsinthesesentences.Andthentheteacherasksstudentsaquestion"Theword`play’becomesbecomes`listened’and`go’becomes`went’，whydoesthishappen?"Afterstudents’discussion,theteachertellsthemthatthefirsttwowordsareregularvariationsandthelastoneisanirregularvariation.(Justification:Theinductivemethodwhichisusedheretopresentlanguagepointofsimplepasttenseisveryuseful.Studentscanhaveabetterunderstandingofthestructureandusageof