初中英語(yǔ)教師基本功大賽筆試試題

1、太和縣初中英語(yǔ)教師教學(xué)基本功展示活動(dòng)專(zhuān)業(yè)知識(shí)與技能模擬試題第一部分：公共部分（10分）第二部分：英語(yǔ)課程知識(shí)（15分）（一）填空 1、義務(wù)教育階段的英語(yǔ)課程具有_工具性 _和_人文性_雙重性質(zhì)。 2、 在九級(jí)目標(biāo)體系中，小學(xué)六年級(jí)結(jié)束時(shí)應(yīng)達(dá)到_二_級(jí)。9年級(jí)結(jié)束時(shí)應(yīng)達(dá)到_五_級(jí)。 3、英語(yǔ)課程的總體設(shè)計(jì)思路是以_科學(xué)發(fā)展觀_和_先進(jìn)的外語(yǔ)課程理念_為指導(dǎo) 立足國(guó)情，綜合考慮我國(guó)英語(yǔ)教育的發(fā)展現(xiàn)狀，從義務(wù)教育階段起，建立一個(gè)以_學(xué)生發(fā)展_為本、系統(tǒng)而持續(xù)漸進(jìn)的英語(yǔ)課程體系。 4、語(yǔ)言技能是語(yǔ)言運(yùn)用能力的重要組成部分，主要包括_說(shuō)_、 _讀_ 、_寫(xiě)_、 _聽(tīng)_等方面的技能以及這些技能的_綜合運(yùn)用

2、_。其中_聽(tīng)_ 和_讀_是理解的技能，_說(shuō)_和_寫(xiě)_是表達(dá)的技能。 5、英語(yǔ)語(yǔ)言基礎(chǔ)知識(shí)包括_語(yǔ)音_、_詞匯_、_語(yǔ)法_以及用于表達(dá)常見(jiàn) _功能_和_話題_。 6英語(yǔ)課程標(biāo)準(zhǔn)中的情感態(tài)度指_興趣_、_動(dòng)機(jī)_ 、_自信_(tái) 、_意志_ 、_合作精神_ 等影響學(xué)生學(xué)習(xí)過(guò)程和學(xué)習(xí)效果的相關(guān)因素。7英語(yǔ)課程標(biāo)準(zhǔn)對(duì)_語(yǔ)言技能_、_語(yǔ)言知識(shí)_ 、_情感態(tài)度_ 、_學(xué)習(xí)策略_ 和_文化意識(shí)_等五個(gè)方面提出了相應(yīng)的具體內(nèi)容標(biāo)準(zhǔn)。8英語(yǔ)學(xué)習(xí)的策略包括_認(rèn)知策略_ 、_調(diào)控策略_ 、_交際策略_ 和_資源策略_。（二）選擇題1、學(xué)生學(xué)習(xí)外語(yǔ)需要大量的 _。 A. 測(cè)試 B.翻譯 C.天賦 D.實(shí)踐2、在我國(guó)，英語(yǔ)被

3、列為義務(wù)教育階段的_。A. 必考課程 B.網(wǎng)絡(luò)課程 C.必修課程 D.選修課程3、英語(yǔ)教學(xué)要始終使學(xué)生發(fā)揮 A主體作用 B.主導(dǎo)作用 C.主觀作用 D.客觀作用4、在基礎(chǔ)英語(yǔ)課程體系中，除了教科書(shū)外，還有更加廣泛的_。A.聯(lián)系資料 B.教輔資料 C.課程資源 D.網(wǎng)絡(luò)資源5、國(guó)家英語(yǔ)課程要求開(kāi)設(shè)英語(yǔ)課程的起點(diǎn)是_。A.小學(xué)年級(jí) B.小學(xué)年級(jí) C.初中年級(jí) D. 高中年級(jí)6、國(guó)家課程三級(jí)管理機(jī)制是_。A. 教育部、省和地區(qū) B. 國(guó)家、地方和學(xué)校 C.省自治區(qū)、市和縣 D. 地區(qū)、學(xué)校和教師7、說(shuō)是運(yùn)用口語(yǔ)表達(dá)思想和_。A. 輸入信息的能力 B. 輸出信息的能力C. 辨認(rèn)語(yǔ)言的技巧 D. 理解話

4、語(yǔ)的技能8、檢驗(yàn)學(xué)生語(yǔ)言理解、分析和加工能力的客觀標(biāo)準(zhǔn)是_。 A. 書(shū)面語(yǔ) B. 口頭語(yǔ) C. 語(yǔ)言形式 D. 語(yǔ)言表達(dá)9、英語(yǔ)課程標(biāo)準(zhǔn)四級(jí)閱讀技能目標(biāo)要求除教材外，課外閱讀量應(yīng)達(dá)到_。A. 4萬(wàn)詞以上 B. 10萬(wàn)詞以上 C. 15萬(wàn)詞以上 D. 20萬(wàn)詞以上10、建立學(xué)習(xí)檔案的主要參與者是_。A. 教師 B. 家長(zhǎng) C. 學(xué)生 D. 學(xué)校11、能夠使語(yǔ)言發(fā)揮其表意功能和交際功能的是其_。 A. 穩(wěn)定性 B. 有聲性 C. 符號(hào)性 D. 語(yǔ)法性12、英語(yǔ)教育的目標(biāo)是培養(yǎng)學(xué)生_。A. 語(yǔ)言理解分析能力 B. 語(yǔ)言綜合運(yùn)用能力C. 真實(shí)閱讀寫(xiě)作能力 D. 語(yǔ)音語(yǔ)匯語(yǔ)法能力（三）簡(jiǎn)答題1、簡(jiǎn)述英語(yǔ)

5、課程的基本理念。 2、簡(jiǎn)述義務(wù)教育階段的總目標(biāo)。3、簡(jiǎn)述英語(yǔ)學(xué)習(xí)策略及其分類(lèi)。4、簡(jiǎn)述情感態(tài)度的二級(jí)目標(biāo)。 5、課程標(biāo)準(zhǔn)中的實(shí)施建議要求面向全體學(xué)生，為學(xué)生發(fā)展綜合語(yǔ)言運(yùn)用能力打好基礎(chǔ)，促進(jìn)學(xué)生整體人文素養(yǎng)的提高。請(qǐng)簡(jiǎn)述英語(yǔ)教學(xué)的教學(xué)建議。 6、在英語(yǔ)教學(xué)中，處理語(yǔ)言知識(shí)和語(yǔ)言技能這二者的關(guān)系時(shí)，應(yīng)該注意哪幾點(diǎn)？7. 如何在英語(yǔ)教學(xué)中培養(yǎng)和發(fā)展學(xué)生積極的情感態(tài)度？1、建立良好的師生關(guān)系2、建立情感態(tài)度的溝通和交流渠道3、結(jié)合外語(yǔ)學(xué)習(xí)內(nèi)容討論有關(guān)情感態(tài)度的問(wèn)題4、幫助學(xué)生克服情感態(tài)度方面的困難8. 英語(yǔ)教學(xué)評(píng)價(jià)的基本理念與發(fā)展方向是什么？1）以學(xué)生為本的教育評(píng)價(jià)理念有利于學(xué)生的長(zhǎng)遠(yuǎn)發(fā)展。2）評(píng)價(jià)

6、與教學(xué)的協(xié)調(diào)統(tǒng)一。3）形成性評(píng)價(jià)和終結(jié)性評(píng)價(jià)的結(jié)合與平衡。4）對(duì)學(xué)生的平評(píng)價(jià)重激勵(lì)、重發(fā)展、重能力。9. 加強(qiáng)學(xué)生學(xué)習(xí)策略的指導(dǎo)應(yīng)做到哪幾點(diǎn)？加強(qiáng)對(duì)學(xué)生學(xué)習(xí)策略的指導(dǎo)，讓他們?cè)趯W(xué)習(xí)和適用的過(guò)程中逐步學(xué)會(huì)如何學(xué)習(xí)做到：1、積極創(chuàng)造條件，讓學(xué)生參與到階段性學(xué)習(xí)目標(biāo)，以及實(shí)現(xiàn)目標(biāo)的方法。2、引導(dǎo)學(xué)生結(jié)合語(yǔ)境，采用推測(cè)、查閱和協(xié)調(diào)的方法進(jìn)行學(xué)習(xí)。3、引導(dǎo)學(xué)生在學(xué)習(xí)過(guò)程中，進(jìn)行自我評(píng)價(jià)，并根據(jù)需要調(diào)整自己的學(xué)習(xí)目標(biāo)和學(xué)習(xí)策略。10、你認(rèn)為英語(yǔ)教學(xué)的課程資源有哪些？能對(duì)學(xué)生的英語(yǔ)學(xué)習(xí)起什么作用？第三部分：英語(yǔ)學(xué)科專(zhuān)業(yè)知識(shí)與技能（45分）（一）完形填空閱讀短文，從短文后各題所給的四個(gè)選項(xiàng)中，選出可以填入空白

7、處的最佳選項(xiàng)。Have you ever had a science class that you look forward to? It doesnt happen often. 28 when you have a teacher like Mrs. Rheineck, its more than a science class. Its a science class where 29 is easy and fun. We dont have to bury ourselves in a huge textbook or listen to a teacher lecture abou

8、t something we dont 30 about.My experience with Mrs. Rheineck didnt start with science class, but with her as my 31 . I was always a 32 reader and wasnt getting any better. My parents told me I needed to be tutored.One day after school, I went into the library with my mom for my 33 tutoring time. I

9、had no idea who was tutoring me. My mom practically 34 me into the library. The first thing that we 32 was playing a game to get to know each other and get rid of our 35 . We didnt even play a reading game.We also went around the library and I got to 36 a book I wanted to read. She didnt make me rea

10、d a 32 textbook about something I didnt care about. I didnt even pick a book. I selected a 37 about remote control cars. I 38 to myself, how bad could it be? I got to read about remote control cars. She told me 32 I was reading a magazine, I was 39 reading. After the first magazine, she picked out a

11、 book she 40 . I would read a chapter and then she 32 read a chapter to me, this way I didnt have to read for long periods of time.As I got better and 41 at reading, I was able to read two chapters in the same amount of time, 32 used to take me to read one chapter. 42 is one of the most important th

12、ings in high school and college to be successful. If it were not for her, I would not be the reader I am today and I thank her for that. 1. A. So B. AndC. ButD. Or2. A. learningB. writingC. testing D. listening3. A. worryB. careC. talkD. think4. A. tutorB. partnerC. master D. editor5. A. seriousB. r

13、egularC. carelessD. weak6. A. favorite B. firstC. dullD. long7. A. threw B. sent C. draggedD. followed8. A. did B. had doneC. do D. has done9. A. strangenessB. blindnessC. curiousnessD. nervousness10. A. look throughB. pick out C. take backD. turn over11. A. bored B. boring C. interestingD. interest

14、ed12. A. collectionB. surveyC. newspaperD. magazine13. A. turnedB. cameC. smiled D. thought14. A. as if B. in case C. even thoughD. now that15. A. justB. always C. still D. right16. A. likedB. borrowedC. boughtD. kept17. A. could B. must C. should D. would18. A. louderB. happierC. fasterD. freer19.

15、A. where B. when C. that D. which20. A. Co-operatingB. ReadingC. Self-studyingD. Inspiring（二）閱讀理解與表達(dá)閱讀下面兩篇短文，根據(jù)各小題的要求選擇或?qū)懗龃鸢?。Passage AWhat looks like an ordinary bicycle from a distance is in fact a hand-crafted green bicycle.After months of painstaking research, designer Vijay Sharma came up with t

16、he first model for a bamboo bicycle.Like a conventional bike, the Bambike uses metal and rubber for brakes, chains and tires. But, Sharma has replaced the steel frame for one made of bamboo, held together with hemp fiber and resin(樹(shù)脂).It can be strong enough to stand rough rides as the bamboos tube-

17、shaped structure and strength give it shock absorbing power for unsmooth roads.Sharma says that bamboo has unique characteristics that make it the perfect material for bicycles.“Steel does not absorb that many shocks but bamboo has the characteristic of absorbing shocks, so even on bad roads you don

18、t require shock absorbers when using the bamboo bike. So that is one added advantage compared to a normal bicycle.”To overcome the problem of shaking at high speeds, Sharma improved the design by using thicker bamboo, which was treated and hardened with fire and held together with hemp fiber.How goo

19、d is the Bambike? It was put to the test at the mountain biking event “Tour of the Nilgiris” in December 2009.Ravi Ranjan, founder of “Tour of the Nilgiris”, says that the bamboo bicycle has good features and looks beautiful but some additions can improve its efficiency and functionality.“I feel the

20、 Bambike could be improved with front and rear de-railers, gears(齒輪), a better seat post and a pedal(踏板) with cleats which makes the bike more efficient. The bike itself as it is has very good frame structure, and is lighter as compared to many of the bikes available otherwise.”While the Bambike is

21、still waiting to go into commercial production, some eager cyclists like Manjula Sridhar have had a chance to take it for a spin. She says the concept of Bambike is completely in tune with nature.“The Bambike is great. Biking means nature, biking means greenery, biking means fitness, so I think, it

22、kind of combines all those together.”Sharma hopes that the eco-friendly nature of the design will attract cyclists to buy Bambikes. 21. It can be learned from the passage the of the Bambike is/ are made of bamboo. A. frame B. tires C. chains D. brakes22. Compared with the normal bicycle, the Bambike

23、 .A. goes at higher speed by improving the designB. makes riding on rough roads more comfortableC. looks more beautiful after being improvedD. uses less steel and more hemp fiber and resin23. Which of the following best shows Manjula Sridhars opinion on the Bambike?A. The mountain biking event provi

24、des a good chance to test it.B. It not only looks beautiful but also has good characteristics.C. Riding it can benefit both peoples health and the environment.D. It is lighter than the ordinary one, which makes it easy to carry. 24. Whats the authors purpose in writing the passage?A. To introduce an

25、 eco-friendly bike.B. To tell a new way of going travelling.C. To give advice on how to improve the Bambike.D. To compare the Bambike with the traditional one. 25.When talking about “ The Environment-friendly Products” in class, you will tell the story in the passage to your students in Junior Two.

26、Write out what you will say in about 80 words.Passage BA new study suggests that early exposure to germs strengthens the immune system. That means letting children get a little dirty might be good for their health later in life. The study involved laboratory mice. It found that adult mice raised in

27、a germ-free environment were more likely to develop allergies, asthma and other autoimmune disorders. There are more than eighty disorders where cells that normally defend the body instead attack tissues and organs. They include rheumatoid arthritis, which attacks the joints; Crohns disease, an infl

28、ammatory bowel condition; and juvenile diabetes. Hay fever, a common allergy, is also an autoimmune disorder.Richard Blumberg is a professor at Harvard Medical School in Boston, Massachusetts. He said in 1989, medical researchers sought to explain these diseases with what they called the “hygiene hy

29、pothesis.” They proposed that the increasing use of antibacterial soaps and other products, especially early in life, could weaken immune systems. “The hypothesis has stated or suggested that early-life exposure to microbes is a very important determinant of later life sensitivity to allergic and so

30、-called autoimmune diseases, such as hay fever, asthma, inflammatory bowel disease and others,” said Richard Blumberg .Now, Dr. Blumberg and a team have what they say is the first biological evidence to link early exposure to germs to stronger adult immune systems. They say this exposure could preve

31、nt the development of some autoimmune diseases.In the adult germ-free mice, they found that inflammation in the lungs and colon was caused by so-called killer T cells. These normally fight infection. But they became overactive and targeted healthy tissue-an autoimmune condition seen in asthma and a

32、disease called ulcerative colitis. Dr. Blumberg says the mice raised in a normal environment did not have the same reaction. He says their immune systems had been “educated” by early exposure to germs.Rates of autoimmune disorders are rising worldwide, but mostly in wealthier, industrialized countri

33、es. “I think one obvious question, for example, thats raised by these studies is the early life use of antibiotics and whether we need to be more careful in their prescribing.”Rob Dunn is a professor of ecology and evolutionary biology at North Carolina State University in Raleigh. He says the new s

34、tudy does not mean people should stop washing. “Wash your hands, but dont do it with antimicrobial soap. Let your kids play in a reasonable amount of dirt and get outside and get exposed to a diversity of things,” he says.26.Whats the central point of the article?27. Tell what is the authors attitud

35、e toward “Getting Dirty”, and give 2 evidences that show the attitude.28. What do you think of “Getting Dirty”? State your viewpoint and provide reasons to explain why you think so. Write it in about 150 words.第四部分：教學(xué)設(shè)計(jì)與案例評(píng)析（30分）閱讀教學(xué)材料，按照教學(xué)設(shè)計(jì)中的具體要求完成不同的設(shè)計(jì)任務(wù)。教學(xué)材料教學(xué)設(shè)計(jì)(45分鐘)課題Unit 8 When is your birthd

36、ay？Section B 2a-2c單元課時(shí)學(xué)習(xí)內(nèi)容分析教材分析：Unit8圍繞dates日期這一話題展開(kāi)，是七年級(jí)上冊(cè)學(xué)習(xí)內(nèi)容中非常重要的單元。在其之前的單元，教學(xué)內(nèi)容基本上是以詞匯和單句層面為主。本單元的語(yǔ)言知識(shí)增加，難度增強(qiáng)，并加入了一個(gè)關(guān)于事情安排的說(shuō)明文。體現(xiàn)了小學(xué)到中學(xué)的過(guò)渡與銜接。 Section A 部分是基本的教學(xué)內(nèi)容：1、日期表達(dá)法和與之搭配的介詞in和on的使用； 2、when和how引導(dǎo)的特殊疑問(wèn)句。A部分主要的作用是語(yǔ)境的呈現(xiàn)和新知識(shí)的導(dǎo)入。 Section B 部分是話題的進(jìn)一步拓展，主要內(nèi)容為：1、談?wù)撃稠?xiàng)活動(dòng)或事件的日期，鞏固日期表達(dá)方法；2、讀懂活動(dòng)安排通知，

37、并嘗試運(yùn)用所學(xué)的語(yǔ)言進(jìn)行真實(shí)的交流（介紹活動(dòng)安排并邀請(qǐng)他人參加）。B部分是知識(shí)的擴(kuò)展和綜合的語(yǔ)言應(yīng)用。學(xué)生基本情況簡(jiǎn)介略 教學(xué)目標(biāo)1通過(guò)閱讀，學(xué)習(xí)一些活動(dòng)的英文表達(dá)法，并能準(zhǔn)確表達(dá)各項(xiàng)活動(dòng)的日期安排。2.在閱讀活動(dòng)中，采用不同的閱讀策略了解文章大意、捕捉具體信息、將信息圖表化，并了解說(shuō)明類(lèi)文體的結(jié)構(gòu)特點(diǎn)。3.通過(guò)探究學(xué)習(xí)和小組活動(dòng)，使用introduction，body，conclusion的結(jié)構(gòu)復(fù)述閱讀文章，通過(guò)做海報(bào)的形式告訴并展示自己的安排。4. 通過(guò)小組合作完成任務(wù)，提高合作意識(shí)。任務(wù)一: 請(qǐng)將上述教學(xué)目標(biāo)修改為三個(gè)易操作、可達(dá)成的教學(xué)目標(biāo)。（教學(xué)目標(biāo)1）：1._（教學(xué)目標(biāo)2）：2._

38、（教學(xué)目標(biāo)3）：3._教學(xué)重點(diǎn)和難點(diǎn) 教學(xué)重點(diǎn)：閱讀技能的訓(xùn)練；日?；顒?dòng)安排的英文表達(dá)方式；說(shuō)明類(lèi)文體的語(yǔ)篇結(jié)構(gòu)特點(diǎn)。 教學(xué)難點(diǎn)：使用完整的結(jié)構(gòu)，根據(jù)主要信息，復(fù)述故事并用口頭輸出的形式告訴他人自己的計(jì)劃安排。 突破：教學(xué)重點(diǎn)通過(guò)合理設(shè)置閱讀問(wèn)題和同伴活動(dòng)練習(xí)達(dá)成。通過(guò)文章結(jié)構(gòu)分析，為學(xué)生復(fù)述文章做準(zhǔn)備；在學(xué)生小組活動(dòng)設(shè)計(jì)活動(dòng)安排之前，讓學(xué)生完成基本框架，為他們的輸出做準(zhǔn)備。 教學(xué)流程示意這堂課是緊緊圍繞本課時(shí)的重點(diǎn)，即日期以及有關(guān)活動(dòng)的事件和短語(yǔ)來(lái)設(shè)計(jì)的。以學(xué)生自己的學(xué)?；顒?dòng)作為切入點(diǎn)，引入閱讀任務(wù)。采取了兩個(gè)任務(wù)，三個(gè)階段的整合教學(xué)模式。兩個(gè)任務(wù)即“讀” 和“寫(xiě)”。在閱讀階段采取導(dǎo)入、讀中任務(wù)和讀后retelling活動(dòng)。在寫(xiě)的階段，采取話題擴(kuò)展準(zhǔn)備，小組活動(dòng)海報(bào)展示和說(shuō)后評(píng)價(jià)的活動(dòng)。讀后活動(dòng)retelling和海報(bào)宣傳內(nèi)容緊密聯(lián)系，從而使整個(gè)教學(xué)過(guò)程環(huán)環(huán)緊扣。本課采取了多種活動(dòng)方式，從簡(jiǎn)單的個(gè)人閱讀，二人討論，到小組合作，再到全班交流，內(nèi)容難度由淺入深。這節(jié)課由老師進(jìn)行學(xué)法指導(dǎo)，教師主導(dǎo)，學(xué)生積極參與貫穿始末。任務(wù)二: 請(qǐng)繪出教學(xué)流程示意圖4._教學(xué)過(guò)程教學(xué)步驟