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初中英语教师基本功大赛笔试试题

太和县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 _________。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

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.客观作用

_______。

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１年级

B.小学３年级

C.初中１年级

D.高中１年级

6、国家课程三级管理机制是

A. 教育部、省和地区

C. 省／自治区、市和县_______ 。

国家、地方和学校

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

C. 辨认语言的技巧_______ 。

输出信息的能力

理解话语的技能

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 C.

真实阅读写作能力_______。

B.语言综合运用能力D.语音语汇语法能力

（三）简答题

1、简述英语课程的基本理念。

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，选出可以填入空白处的最佳选项。

Have you ever had a science class that you look forward to? It doesn28’ t happen often. when you have a teacher like Mrs. Rheineck, it’ s more than a science class. It’ s a science where29is easy and fun. We don’ t have to bury ourselves in a huge textbook or listen to

a teacher lecture about something we don30’about.

My experience with Mrs.Rheineck didn ’start with science class, but with her as my

31. I was always a32reader and wasn’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 my33tutoring time. I

had no idea who was tutoring me. My mom practically34me into the library. The first

thing that we32was playing a game to get to know each other and get rid of our

35. We didn’ t even play a reading game.

We also went around the library and I got to36 a book I wanted to read. She didn’ t

make me read a32textbook about something I didn ’caret about. I didn ’event pick a

book. I selected a37about remote control cars. I38to myself, how bad could it

be? I got to read about remote control cars. She told me32I was reading a magazine, I

was39reading. After the first magazine, she picked out a book she40. I would

read a chapter and then she32read a chapter to me, this way I didn’ t have to read for

long periods of time.

As I got better and41at reading, I was able to read two chapters in the same amount

of time,32used to take me to read one chapter.

42is one of the most important things 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. And C. But D. Or

2.A. learning B. writing C. testing D. listening

3.A. worry B. care C. talk D. think

4.A. tutor B. partner C. master D. editor

5.A. serious B. regular C. careless D. weak

6.A. favorite B. first C. dull D. long

7.A. threw B. sent C. dragged D. followed

8.A. did B. had done C. do D. has done

9.A. strangeness B. blindness C. curiousness D. nervousness

10.A. look through B. pick out C. take back D. turn over

11.A. bored B. boring C. interesting D. interested

12.A. collection B. survey C. newspaper D. magazine

13.A. turned B. came C. smiled D. thought

14.A. as if B. in case C. even though D. now that

15.A. just B. always C. still D. right

16.A. liked B. borrowed C. bought D. kept

17.A. could B. must C. should D. would

18.A. louder B. happier C. faster D. freer

19.A. where B. when C. that D. which

20.A. Co-operating B. Reading C. Self-studying D. 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 A

What 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 the 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 bamboo -shaped’tubestructure 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’ 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 good 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”, saysebamboothatthbicycle has good

features and looks beautiful but some additions can improve its efficiency and functionality.

“I feel the 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 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 kind of combines all those to gether.”

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

A. frame

B. tires of the Bambike is/ are made of bamboo.

C. chains

D. brakes

22. Compared with the normal bicycle, the Bambike.

A. goes at higher speed by improving the design

B. makes riding on rough roads more comfortable

C. looks more beautiful after being improved

D. uses less steel and more hemp fiber and resin

23. Which of the following best shows Manjula Sridhar’ s opinion on the Bambike?

A. The mountain biking event provides a good chance to test it.

B. It not only looks beautiful but also has good characteristics.

C. Riding it can benefit both people lth and ’thes environmenthea.

D. It is lighter than the ordinary one, which makes it easy to carry.

24. What’ s the author’ s purpose in writing the passage?

A. To introduce an 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. Write out what you will say in about 80 words.

Passage B

A 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 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; Crohn ’disease, an inflammatory 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

“ hygienehypothesis. 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-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 prevent 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 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“ educatedexposure”by toearlygerms.

Rates of autoimmune disorders are rising worldwide, but mostly in wealthier, industrialized

countries.“ I think one obvious question, for example, that’ s raised by these studies is the early l 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 study does not mean people should stop washing.“your hands, but don’ t 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.What ’ s the central point of the article?

27. Tell what is the author’ s attitude toward“ Getting Dirty ces”th,a tndshowgivethe2eviden 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 birthday？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，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.________________________________________________（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

Present some

1. Ask Ss the activities new expressions

Step 1and lead to the

they have.Answer

Lead in topic （教师平

2. Ask Ss their favorite questions.3’(pre-readin时要有意识的

activities.

g)给学生渗透我

3. Lead Ss to the topic

们身边的英语

表达）

Step2 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-reading

Consolidate

1. Ask Ss to practice

what has been

read and also the retelling in pairs. 1. Practice

the

2. Invite some Ss to structure of

retelling

get 6’

retell according to the expository,

2. retell

for the

given clues on the ready

individually

next step（给学

screen.

生充足的时间

练习）

Step4

Present more picture Language Listen and write and activities extension Provide more

for their writing

（谈论他们可以

实施的活动）

Use the target

Step 5 make a poster

1. Work in

Tell students that they

work in groups to

groups of 4.

Decide 5

things

design a poster for a first in groups.

club.

2. Make a

poster.

Show their

Ask candidates to

posters and

present

evaluate.

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）

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）

Summary

Ss write activity plans and

for the other clubs homework 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。

1’

初中英语作文题目及范文

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