2017初中英語教師教學(xué)基本功大賽筆試考試資料

1、精選優(yōu)質(zhì)文檔-傾情為你奉上2017初中英語教師教學(xué)基本功大賽筆試考試資料 第一部分：公共部分（約 10 分） 參見總體說明。 第二部分：英語課程知識（約 15 分） 一、要求與范圍 了解和理解義務(wù)教育英語課程標(biāo)準(zhǔn)（2011 年版）中的課程性質(zhì)、基本理 念、課程目標(biāo)、分級標(biāo)準(zhǔn)、教學(xué)建議、評價建議和課程資源開發(fā)與利用建議等。 二、題型 填空題、選擇題、簡答題等。 三、樣題 （一）填空題 義務(wù)教育階段英語課程的總體目標(biāo)是：通過英語學(xué)習(xí)使學(xué)生形成初步的 _，促進(jìn)_，提高_(dá)。 （二）選擇題 義務(wù)教育英語課程標(biāo)準(zhǔn)（2011 年版）中提出了“整體設(shè)計目標(biāo)，充分考 慮語言學(xué)習(xí)的_”的課程基本理念。 A. 理論

2、性和實踐性B. 持續(xù)性和漸進(jìn)性C. 形成性和終結(jié)性D. 規(guī)律性和特殊性（三）簡答題 語言技能是構(gòu)成語言交際能力的重要組成部分，包括聽、說、讀、寫四方面 以及這四種技能的綜合運用能力。請簡要說明聽和說兩種技能之間的關(guān)系。 第三部分：英語學(xué)科專業(yè)知識與技能（約 45 分） 一、要求與范圍 專心-專注-專業(yè)具備從事初中英語教學(xué)所必須的語音、詞匯、語法和文化背景的學(xué)科基本知 識以及聽、說、讀、寫、譯的基本能力。 二、題型 完形填空題、閱讀理解與表達(dá)題等。 三、樣題 （一）完形填空 閱讀短文，從短文后各題所給的四個選項中，選出可以填入空白處的最佳 選項。 Im studying in a private

3、 school and Im not the best or brightest student. Sometimes my grades get me down. Today I had my history1. But unfortunately I got up late.2to the train,I thought I would get to school more than 10 minutes late.3the train pulled out,I began to do some last-minute review, just4over my textbook. As s

4、oon as thetrain arrived, I packed my stuff and ran off.I passed just one other person as I was running for the stairs. It was a lady, with ababy stroller. Her child5only a couple months old. While running down thestairs, I thought to myself, “A few more minutes6hurt, anyway.” So I wentback to the to

5、p of the stairs and asked the lady if she wanted some7. Shethanked me and8that I must have been in a rush. I9, but I said it was noreal10and I was just a little late for an exam. I helped them to the11ofthe stairs and then ran across the street to my school. I12that my classmateswould have started a

6、nd13I would probably be in14. But to my surprise,the exam15. I quickly went to get my16. Soon we started the test. Historyisnt my best subject but for17this test seemed quite easy. I felt pretty18while I wrote down my answers.To be honest, I19know if it is just luck or somehow I20for thatsimple act.

7、 Im just glad I helped a stranger when I could.1. A. examB. classC. workD. play2. A. RushB. RushingC. RushedD. To rush3. A. TillB. IfC. BecauseD. When4. A. checkingB. checkedC. to be checkedD. having checked5. A. must have beenB. should have beenC. must beD. should be6. A. wontB. hadntC. needntD. mu

8、stnt7. A. helpB. moneyC. adviceD. information8. A. understoodB. sawC. showedD. heard9. A. had doneB. would beC. didD. was10. A. senseB. excuseC. problemD. possibility11. A. topB. middleC. leftD. bottom12. A. had thoughtB. had hopedC. was thinkingD. was hoping13. A. thisB. thatC. itD. what14. A. need

9、B. timeC. angerD. trouble15. A. had delayedB. would delayC. had been delayedD. would be delayed16. A. bookB. messageC. paperD. chance17. A. a reasonB. no reasonC. some reasonD. reasons18. A. safeB. gratefulC. wellD. good19. A. dontB. needntC. didntD. wouldnt20. A. respectedB. rewardedC. was respecte

10、dD. was rewarded（二）閱讀理解與表達(dá) 閱讀下面兩篇短文，按照各小題的要求選擇或?qū)懗龃鸢浮?Passage A How I Turned to Be Optimistic I began to grow up that winter night when my parents and I were returning from my aunts house, and my mother said that we might soon be leaving for America. We were on the bus then. I was crying, and some pe

11、ople on the bus were turning around to look at me. I remember that I could not bear the thought of never hearing again the radio program for school children to which I listened every morning. I do not remember myself crying for this reason again. In fact, I think I cried very little when I was sayin

12、g goodbye to my friends and relatives. When we were leaving I thought about all the places I was going to seethe strange and magical places I had known only from books and pictures. The country I was leaving never to come back was hardly in my head then. The four years that followed taught me the im

13、portance of optimism, but the idea did not come to me at once. For the first two years in New York I was really losthaving to study in three schools as a result of family moves. I did not quite know what I was or what I should be. Mother remarried, and things became even more complex for me. Some ti

14、me passed before my stepfather and I got used to each other. I was often sad, and saw no end to “the hard times.” My responsibilities in the family increased a lot since I knew English better than everyone else at home. I wrote letters, filled out forms, translated at interviews with Immigration off

15、icers, took my grandparents to the doctor and translated there, and even discussed telephone bills with company representatives. From my experiences I have learned one important rule: almost all common troubles eventually go away! Something good is certain to happen in the end when you do not give u

16、p, and just wait a little! I believe that my life will turn out all right, even though it will not be that easy. 21. How did the author get to know America? AFrom her relatives.BFrom her mother.CFrom books and pictures.DFrom radio programs.22. Upon leaving for America the author felt _.AconfusedBexc

17、itedCworriedDamazed23. For the first two years in New York, the author _.Aoften lost her wayBdid not think about her futureCstudied in three different schoolsDgot on well with her stepfather24. What can we learn about the author from Paragraph 4? AShe worked as a translator. 44 BShe attended a lot o

18、f job interviews. CShe paid telephone bills for her family. DShe helped her family with her English. 25. The author believes that _. Aher future will be free from troubles Bit is difficult to learn to become patient Cthere are more good things than bad things Dgood things will happen if one keeps tr

19、ying 26. When talking about “Overcoming the difficulty” in class, you will tell the story in the passage to your students in Junior Two. Write out what you will say in about 80 words. Passage B What Are You Waiting For? It is the night before the research paper is due, and Emily Regan knows that she

20、 will be up all night. She still has to research and write the 10-page paper. Emilys problem is procrastination. She has waited to do her work until the very last second and now she is stressed and has to work through the night to complete her paper. Procrastination is a problem for many students, b

21、ut it does not have to be. Instead of waiting to start your homework until just before the deadline, you can follow these simple steps. First, do a little bit every day rather than all at once. For instance, in Emilys case, she could have spent 30 minutes a day working on that research paper and div

22、ided her work into sections. One week could have been spent doing research, one week writing an outline, one week writing the first draft, and the final week could have been spent revising and finalizing the paper. Schedule that study time into your daily activities. Treat your work like any other c

23、ommitments you have, like classes, extracurricular activities, or a job. Remember, you are the boss and it is up to you to follow your schedule. Be disciplined and do not make any other plans during the time you have set aside that will prevent you from doing your work. Once you have organized your

24、time in this way, it is important to find a place to work where there are few distractions. For instance, if you are writing a paper, do not 45 go on the Internet to check your email or see who else is online, and do not have a TV in the room. Instead, focus on the work you planned for that time. Af

25、terwards, you can reward yourself for your hard work by doing whatever you wantemailing, socializing with friends, or watching television. You will probably enjoy yourself more because you will not have the work hanging over your head and stressing you out. Although procrastination is a common mista

26、ke that many students make, do not put yourself in Emilys shoes and leave work until the last minute. It is easy to make some simple changes in the way you work to prevent it from happening. 27. Whats the central point of the article? 28. How many suggestions does the author give for coping with pro

27、crastination? What are they? 29. Do you agree with the author that procrastination is a common mistake? Some argue that its just a common way to deal with one of many tasks. Some others even believe that it leads to high proficiency or excellent outcome. What do you think of procrastination? State y

28、our viewpoint and provide reasons to explain why you think so. Write on it in about 150 words. 第四部分：教學(xué)設(shè)計與案例評析（約 30 分） 一、要求與范圍 要求：具備從事初中英語教學(xué)必須的語言表達(dá)、教材分析、活動設(shè)計、組織 教學(xué)、評價檢測、資源利用、課堂板書等技能；能進(jìn)行一課時（45 分鐘）或一 個環(huán)節(jié)的教學(xué)設(shè)計；能依據(jù)初中英語課堂教學(xué)評價的基本內(nèi)容和標(biāo)準(zhǔn)，對所提供 的教學(xué)案例提供修改和再設(shè)計的建議。 一、范圍：初中英語課程的全部內(nèi)容；初中各版本教材。 二、題型 撰寫和修改教學(xué)設(shè)計。 三、樣題 閱讀

29、教學(xué)材料，按照教學(xué)設(shè)計中的具體要求完成不同的設(shè)計任務(wù)。 教學(xué)材料 Reporter: Good morning, Ms Wang. I feel English is one of the most difficult subjects for students. We receive both e-mails and calls from students about English learning. You have taught English for more than twenty years. Would you please answer some students quest

30、ions? 46 Ms Wang: OK. Reporter: Lets listen to our first caller with his question. Student 1: Hello, Ms Wang. Memorizing English vocabulary is a real headache for me. I read and copy the words more than five times a day, but I still forget them. What else can I do? Ms Wang: Why dont you write the wo

31、rds on a piece of paper and hang it somewhere in your house where you see it often? For example, you can put it either on your bathroom mirror or on your bedroom door. Each time you brush your teeth in the bathroom or walk by your bedroom door, you can go over your list. You should not only memorize

32、 words but also try to use them. If you can use them when you speak or write English, you will remember them. Student 2: I like speaking English, but the grammar is very difficult for me. I spend a lot of time memorizing the rules, but when I try to use them, I still make mistakes. What else should

33、I do? Ms Wang: One way to help you learn is to practice writing sentences with that grammar point. Remember, it is neither useful nor helpful to just remember the rules. The most important point is to practice using it a lot. The more you use it, the better you will learn it. Its common to make mist

34、akes. So dont be afraid of making mistakes. Student 3: Good evening, Ms Wang. Im always nervous when I listen to English. What shall I do? Ms Wang: My first advice is: do not feel nervous while you are listening to English. Relax. It is natural that you dont understand everything when you listen to

35、the material for the first time. My second advice is: try to study the key words before you listen, and when you are listening, listen to the key words and guess the meaning if you can. My third advice is: keep practicing. Dont give up. The more you listen, the more youll understand. 教學(xué)設(shè)計 課題 How can

36、 I learn English better? 教材內(nèi)容 本單元是九年級的第一單元，話題為“語言學(xué)習(xí)”，內(nèi)容包括描述英語學(xué)習(xí)方法、英語學(xué)習(xí)困 難和改進(jìn)英語學(xué)習(xí)方法及途徑的文段和語篇。本課為本單元第 4 課的第一課時，主要內(nèi)容為一 段有關(guān)英語學(xué)習(xí)的問題以及相應(yīng)解決建議的聽力對話材料。 教學(xué)目標(biāo) 學(xué)生能夠： 1通過聽力活動，聽懂關(guān)于學(xué)習(xí)困難及其解決措施的描述。 2理解詞組（eitheror, neithernor,not onlybut also）的意義和用法并加以運用。 3結(jié)合本課所學(xué)內(nèi)容，豐富自己有效開展英語學(xué)習(xí)的方法。 任務(wù)一：修改教學(xué)目標(biāo)。 請對上述教學(xué)目標(biāo)進(jìn)行適當(dāng)?shù)男薷?，使其易操作、?/p>

37、達(dá)成。 （教學(xué)目標(biāo) 1）： 1._ （教學(xué)目標(biāo) 2）： 2._ 47 （教學(xué)目標(biāo) 3）： 3._ 教學(xué)重點和難點 略 教學(xué)資源 課本、聽力錄音、演示文稿 教學(xué)過程（45 分鐘） 教學(xué)環(huán)節(jié)師生活動設(shè)計意圖時間l Questions and answersDo you like to learn English?引出話題：英語Lead in2Do you have any difficulties in learning學(xué)習(xí)困難。English? What are they?l Questions and answersPre-listeningWhat do you usually do to

38、solve theproblem?激活學(xué)生對解決語言學(xué)習(xí)困難的 2已有知識和經(jīng)驗。 任務(wù)二：設(shè)計聽力活動。 設(shè)計學(xué)生聽錄音所要完成的三個不同層次 的活動，并寫明活動的意圖及所需時間。While-listeningPost-listeningl Listening Activity 1:（活動 1）：4._ l Listening Activity 2:（活動 2）：7._ l Listening Activity 3:（活動 3）：10._ l Role play (group work)Read the dialogue in the group of 4 students. l Langu

39、age focusDiscover and learn l Pattern drills and exercises5._6._8._9._11._12._鞏固對文章的理解， 4訓(xùn)練語音、語調(diào)。關(guān)注并體會語言在語境中的用法。語言內(nèi)化活動。 6 任務(wù)三：設(shè)計產(chǎn)出活動。 請設(shè)計一個在上述教學(xué)活動基礎(chǔ)上學(xué)生能 夠運用所學(xué)語言做事情的活動，包括：活 動的內(nèi)容、活動的方式、活動的時間、活 動的指示語和學(xué)習(xí)結(jié)果的評價。 （活動內(nèi)容）：13._17._（活動方式）：14._ （活動指示語）：15._ （學(xué)習(xí)結(jié)果評價）：16._ Homework略四、評價評價項目評價要點1.符合課標(biāo)要求和學(xué)生實際。教學(xué)目標(biāo)2

40、.科學(xué)、清晰、可操作、可檢測。 3.突出學(xué)生的學(xué)習(xí)過程，體現(xiàn)教師的指導(dǎo)作用。 4.教學(xué)活動緊密圍繞教學(xué)目標(biāo)展開。 教學(xué)過程 5.教學(xué)活動安排合理，有邏輯、有層次、有遞進(jìn)。 6.教學(xué)活動能發(fā)展學(xué)生的語言技能并能引發(fā)學(xué)生思考。 7.教學(xué)指令清晰，語言表述簡潔。 第二項：微格教學(xué)展示與答辯 100 分 一、展示的范圍與形式 范圍：初中英語課程的全部內(nèi)容；初中各版本教材。 形式：教師依據(jù)抽簽確定的題目進(jìn)行微格教學(xué)與答辯（20 分鐘），其中微格 教學(xué) 15 分鐘，回答評委問題 5 分鐘。教師按照規(guī)定的編寫格式提供微格教學(xué)設(shè) 計展示稿，并使用計算機(jī)、數(shù)字投影儀、板書和自己準(zhǔn)備的教具進(jìn)行教學(xué)。 二、展示稿與

41、展示要求 （一）展示稿要求 課題名稱：教材版本：教師姓名：學(xué)校：編號：教師年齡：教齡：職稱：教學(xué)指導(dǎo)思想與理論依據(jù) 要求：能夠以課程標(biāo)準(zhǔn)的基本理念和目標(biāo)要求為指導(dǎo)思想，以教育學(xué)、心理學(xué)、課 程與教學(xué)論的相關(guān)理論為依據(jù)，進(jìn)行本節(jié)課的教學(xué)設(shè)計。 教學(xué)內(nèi)容分析 要求：能夠分析和闡明本節(jié)課所涉及的教學(xué)內(nèi)容在初中階段整體教學(xué)內(nèi)容中的地位 與作用以及前后知識的銜接關(guān)系。 學(xué)生情況分析 要求：能夠從學(xué)生的學(xué)習(xí)基礎(chǔ)、認(rèn)知特點、學(xué)習(xí)興趣、學(xué)習(xí)習(xí)慣、個體差異等方面 分析說明教學(xué)中可能遇到的問題及相應(yīng)的對策。 教學(xué)目標(biāo) 要求：能夠根據(jù)課程標(biāo)準(zhǔn)的基本要求和學(xué)生的實際學(xué)習(xí)水平，制定涵蓋語言知 識學(xué)習(xí)、語言技能培養(yǎng)、學(xué)習(xí)

42、策略發(fā)展、文化意識和情感態(tài)度價值觀形成等的多維 教學(xué)目標(biāo)。 教學(xué)重、難點 要求：能夠根據(jù)學(xué)生實際情況合理確定教學(xué)的重點和難點。 教學(xué)流程圖 要求：能夠以教學(xué)流程圖的方式，呈現(xiàn)本節(jié)課的教學(xué)思路。 教學(xué)過程 教學(xué)環(huán)節(jié)教師活動學(xué)生活動教學(xué)資源設(shè)計意圖要求：能夠闡釋本教學(xué)設(shè)計的整體思路、各教學(xué)環(huán)節(jié)和過程的設(shè)計意圖以及其在教 學(xué)目標(biāo)達(dá)成中的作用；能夠說明教學(xué)中所選擇的教學(xué)方式與方法和所使用的教學(xué)策 略和教學(xué)資源，以及教學(xué)重點落實、教學(xué)難點突破的方法及手段；能夠描述教學(xué)過 程中教師設(shè)計的活動、提出的問題、使用的媒體、呈現(xiàn)的板書、評價的實施等；能 夠分析教學(xué)過程中可能的生成，說明應(yīng)對的策略。 學(xué)習(xí)效果評價設(shè)計 要求：能夠針對教學(xué)目標(biāo)，面向全體學(xué)生，對本節(jié)課學(xué)生的學(xué)習(xí)效果做出多樣化、 可操作的評價，檢測教學(xué)目標(biāo)的達(dá)成度。 教學(xué)設(shè)計的特點 要求：能夠簡要描述本教學(xué)設(shè)計的主要特點，自評教學(xué)設(shè)計的得失和創(chuàng)新。 （二）展示要求 1. 展示前，提交展示稿文本一式六份、電子版兩份和教學(xué)課件電子版兩份； 提交的電子版文件分別保存在兩張光盤中，每張光盤上包含展示稿和教學(xué)課件各 一份。 2. 展示前，用 3 分鐘時間對所展示的微格教學(xué)進(jìn)行簡要說明；按照抽簽確 定的題目，用 12 分鐘時間進(jìn)行微格