海淀区初中英语教师基本功大赛笔试试题(DOC 11页).doc

1、海淀区初中英语教师教学基本功展示活动专业知识与技能模拟试题第一部分：公共部分（10分）第二部分：英语课程知识（15分）（一）填空 1、义务教育阶段的英语课程具有_工具性 _和_人文性_双重性质。 2、 在九级目标体系中，小学六年级结束时应达到_二_级。9年级结束时应达到_五_级。 3、英语课程的总体设计思路是以_科学发展观_和_先进的外语课程理念_为指导 立足国情，综合考虑我国英语教育的发展现状，从义务教育阶段起，建立一个以_学生发展_为本、系统而持续渐进的英语课程体系。 4、语言技能是语言运用能力的重要组成部分，主要包括_说_、 _读_ 、_写_、 _听_等方面的技能以及这些技能的_综合运用

2、_。其中_听_ 和_读_是理解的技能，_说_和_写_是表达的技能。 5、英语语言基础知识包括_语音_、_词汇_、_语法_以及用于表达常见 _功能_和_话题_。 6英语课程标准中的情感态度指_兴趣_、_动机_ 、_自信_ 、_意志_ 、_合作精神_ 等影响学生学习过程和学习效果的相关因素。7英语课程标准对_语言技能_、_语言知识_ 、_情感态度_ 、_学习策略_ 和_文化意识_等五个方面提出了相应的具体内容标准。8英语学习的策略包括_认知策略_ 、_调控策略_ 、_交际策略_ 和_资源策略_。（二）选择题1、学生学习外语需要大量的 _。 A. 测试 B.翻译 C.天赋 D.实践2、在我国，英语被

3、列为义务教育阶段的_。A. 必考课程 B.网络课程 C.必修课程 D.选修课程3、英语教学要始终使学生发挥 A主体作用 B.主导作用 C.主观作用 D.客观作用4、在基础英语课程体系中，除了教科书外，还有更加广泛的_。A.联系资料 B.教辅资料 C.课程资源 D.网络资源5、国家英语课程要求开设英语课程的起点是_。A.小学年级 B.小学年级 C.初中年级 D. 高中年级6、国家课程三级管理机制是_。A. 教育部、省和地区 B. 国家、地方和学校 C.省自治区、市和县 D. 地区、学校和教师7、说是运用口语表达思想和_。A. 输入信息的能力 B. 输出信息的能力C. 辨认语言的技巧 D. 理解话

4、语的技能8、检验学生语言理解、分析和加工能力的客观标准是_。 A. 书面语 B. 口头语 C. 语言形式 D. 语言表达9、英语课程标准四级阅读技能目标要求除教材外，课外阅读量应达到_。A. 4万词以上 B. 10万词以上 C. 15万词以上 D. 20万词以上10、建立学习档案的主要参与者是_。A. 教师 B. 家长 C. 学生 D. 学校11、能够使语言发挥其表意功能和交际功能的是其_。 A. 稳定性 B. 有声性 C. 符号性 D. 语法性12、英语教育的目标是培养学生_。A. 语言理解分析能力 B. 语言综合运用能力C. 真实阅读写作能力 D. 语音语汇语法能力（三）简答题1、简述英语

5、课程的基本理念。 2、简述义务教育阶段的总目标。3、简述英语学习策略及其分类。4、简述情感态度的二级目标。 5、课程标准中的实施建议要求面向全体学生，为学生发展综合语言运用能力打好基础，促进学生整体人文素养的提高。请简述英语教学的教学建议。 6、在英语教学中，处理语言知识和语言技能这二者的关系时，应该注意哪几点？7. 如何在英语教学中培养和发展学生积极的情感态度？1、建立良好的师生关系2、建立情感态度的沟通和交流渠道3、结合外语学习内容讨论有关情感态度的问题4、帮助学生克服情感态度方面的困难8. 英语教学评价的基本理念与发展方向是什么？1）以学生为本的教育评价理念有利于学生的长远发展。2）评价

6、与教学的协调统一。3）形成性评价和终结性评价的结合与平衡。4）对学生的平评价重激励、重发展、重能力。9. 加强学生学习策略的指导应做到哪几点？加强对学生学习策略的指导，让他们在学习和适用的过程中逐步学会如何学习做到：1、积极创造条件，让学生参与到阶段性学习目标，以及实现目标的方法。2、引导学生结合语境，采用推测、查阅和协调的方法进行学习。3、引导学生在学习过程中，进行自我评价，并根据需要调整自己的学习目标和学习策略。10、你认为英语教学的课程资源有哪些？能对学生的英语学习起什么作用？第三部分：英语学科专业知识与技能（45分）（一）完形填空阅读短文，从短文后各题所给的四个选项中，选出可以填入空白

7、处的最佳选项。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）阅读理解与表达阅读下面两篇短文，根据各小题的要求选择或写出答案。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(树脂).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(齿轮), 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：教学设计与案例评析（30分）阅读教学材料，按照教学设计中的具体要求完成不同的设计任务。教学材料教学设计(45分钟)课题Unit 8 When is your birthd

36、ay？Section B 2a-2c单元课时学习内容分析教材分析：Unit8围绕dates日期这一话题展开，是七年级上册学习内容中非常重要的单元。在其之前的单元，教学内容基本上是以词汇和单句层面为主。本单元的语言知识增加，难度增强，并加入了一个关于事情安排的说明文。体现了小学到中学的过渡与衔接。 Section A 部分是基本的教学内容：1、日期表达法和与之搭配的介词in和on的使用； 2、when和how引导的特殊疑问句。A部分主要的作用是语境的呈现和新知识的导入。 Section B 部分是话题的进一步拓展，主要内容为：1、谈论某项活动或事件的日期，巩固日期表达方法；2、读懂活动安排通知，

37、并尝试运用所学的语言进行真实的交流（介绍活动安排并邀请他人参加）。B部分是知识的扩展和综合的语言应用。学生基本情况简介略 教学目标1通过阅读，学习一些活动的英文表达法，并能准确表达各项活动的日期安排。2.在阅读活动中，采用不同的阅读策略了解文章大意、捕捉具体信息、将信息图表化，并了解说明类文体的结构特点。3.通过探究学习和小组活动，使用introduction，body，conclusion的结构复述阅读文章，通过做海报的形式告诉并展示自己的安排。4. 通过小组合作完成任务，提高合作意识。任务一: 请将上述教学目标修改为三个易操作、可达成的教学目标。（教学目标1）：1._（教学目标2）：2._

38、（教学目标3）：3._教学重点和难点 教学重点：阅读技能的训练；日常活动安排的英文表达方式；说明类文体的语篇结构特点。 教学难点：使用完整的结构，根据主要信息，复述故事并用口头输出的形式告诉他人自己的计划安排。 突破：教学重点通过合理设置阅读问题和同伴活动练习达成。通过文章结构分析，为学生复述文章做准备；在学生小组活动设计活动安排之前，让学生完成基本框架，为他们的输出做准备。 教学流程示意这堂课是紧紧围绕本课时的重点，即日期以及有关活动的事件和短语来设计的。以学生自己的学校活动作为切入点，引入阅读任务。采取了两个任务，三个阶段的整合教学模式。两个任务即“读” 和“写”。在阅读阶段采取导入、读中

39、任务和读后retelling活动。在写的阶段，采取话题扩展准备，小组活动海报展示和说后评价的活动。读后活动retelling和海报宣传内容紧密联系，从而使整个教学过程环环紧扣。本课采取了多种活动方式，从简单的个人阅读，二人讨论，到小组合作，再到全班交流，内容难度由浅入深。这节课由老师进行学法指导，教师主导，学生积极参与贯穿始末。任务二: 请绘出教学流程示意图4._教学过程教学步骤教师活动学生活动设计意图时间安排Step 1Lead in (pre-reading)1. Ask Ss the activities they have.2. Ask Ss their favorite activi

40、ties.3. Lead Ss to the topic Answer questions.Present some new expressions and lead to the topic （教师平时要有意识的给学生渗透我们身边的英语表达）3Step2 While-reading任务三: 设计阅读活动请设计学生阅读所要完成的三个不同层次的活动，并写明活动的意图及所需时间5._6. _7._8._9. _10._Step3 Post-reading1. Ask Ss to practice retelling in pairs.2. Invite some Ss to retell acco

41、rding to the given clues on the screen.1. Practice retelling 2. retell individuallyConsolidate what has been read and also the structure of the expository, get ready for the next step （给学生充足的时间练习）6Step4 Language extensionPresent more picture and activitiesListen and writeProvide more for their writi

42、ng （谈论他们可以实施的活动）3Step 5 make a posterTell students that they work in groups to design a poster for a club. 1. Work in groups of 4. Decide 5 things first in groups. 2. Make a poster.Use the target language in a real situation.（教师要给学生指导，在确定时间时，可以用简写，并自我评价所作的海报内容） 7Ask candidates to presentShow their posters and evaluate.Understand what a good article is like.（小组展示时，坐在下面的学生根据评价表作出评价）10Summary and homeworkSs write activity plans for the other clubs 老师给学生一句话，“ Life can be good. Life can be bad. But life is what you make it, so try to make it beautiful.”渗透给学生：美好的生活是自己计划安排并创造的。111 / 11