保山教师招聘考试高频考点三《初中英语学科》.docx
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保山教师招聘考试高频考点三《初中英语学科》.docx
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保山教师招聘考试高频考点三《初中英语学科》
2020年保山教师招聘考试高频考点三《初中英语学科》
——————育萃教师祝您考试顺利
一、单选题
1、Passage16
Intheearly20thcentury,fewthingsweremoreappealingthanthepromiseofscientificknowledge.Inaworldstrugglingwithrapidindustrialization,scienceandtechnologyseemedtooffersolutionstoalmosteveryproblem.Newlycreatedstatecollegesanduniversitiesdevotedthemselvesalmostentirelytoscientific,technological,andengineeringfields.ManyAmericanscametobelievethatscientificcertaintycouldnotonlysolvescientificproblems,butalsoreformpolitics,government,andbusiness.TwoWorldWarsandaGreatDepressionrockedtheconfidenceofmanypeoplethatscientificexpertisealonecouldcreateaprosperousandorderedworld.AfterWorldWarⅡ,theacademicworldturnedwith~enthusiasmtohumanisticstudies,whichseemedtomanyscholarsthebestwaytoensurethesurvivalofdemocracy.Americanscholarsfannedoutacrossmuchoftheworld-withsupportfromtheFordFoundation,theFulbrightprogram,etc.-topromotetheteachingofliteratureandtheartsinanefforttomakethecasefordemocraticfreedoms.
IntheAmericaofourowntime,thegreateducationalchallengehasbecomeanefforttostrengthentheteachingofwhatisnowknownastheSTEMdisciplines(science,technology,engineering,andmath).ThereisconsiderableandjustifiedconcernthattheUnitedStatesisfallingbehindmuchoftherestofthedevelopedworldintheseessentialdisciplines.India,China,Japan,andotherregionsseemtobeseizingtechnologicalleadership.
Atthesametime,perhapsinevitably,thehumanities-whilestillpopularinelitecollegesanduniversities-haveexperiencedasignificantdecline.Humanisticdisciplinesareseriouslyunderfunded,notjustbythegovernmentandthefoundationsbutbyacademicinstitutionsthemselves.Humanistsareusuallyamongthelowest-paidfacultymembersatmostinstitutionsandareoftenlightlyregardedbecausetheydonotgenerategrantincomeandbecausetheyprovidenoobviouscredentialsformostnonacademiccareers.
UndoubtedlyAmericaneducationshouldtrainmorescientistsandengineers.MuchoftheconcernamongpoliticiansaboutthestateofAmericanuniversitiestodayisfocusedontheabsenceof"realworld"education-whichmeanspreparationforprofessionalandscientificcareers.Buttheideathatinstitutionsortheirstudentsmustdecidebetweenhumanitiesandscienceisfalse.Oursocietycouldnotsurvivewithoutscientificandtechnologicalknowledge.Butwewouldbeequallyimpoverishedwithouthumanisticknowledgeaswell.Scienceandtechnologyteachuswhatwecando.Humanisticthinkinghelpsusunderstandwhatweshoulddo.
Itisalmostimpossibletoimagineoursocietywithoutthinkingoftheextraordinaryachievementsofscientistsandengineersinbuildingourcomplicatedworld.Buttrytoimagineourworldaswellwithouttheremarkableworksthathavedefinedourcultureandvalues.Wehavealwaysneeded,andwestillneed,both.
Whydoestheauthorthinkmakingdecisionbetweenhumanitiesandscienceisfalse?
A.Sciencecandevelopquicklywithouthumanities.
B.Theyhelppreparestudentsfortheirprofessionalcareers.
C.Humanisticthinkinghelpsdefineourculturesandvalues.
D.Humanisticthinkinghelpsusunderstandwhatweshoulddo.
2、Passage21
Anewstudyshowsthatstudentslearnmuchbetterthroughanactive,iterativeprocessthatinvolvesworkingthroughtheirmisconceptionswithfellowstudentsandgettingimmediatefeedbackfromtheinstructor.
TheresearchwasconductedbyateamattheUniversityofBritishColumbia(UBC),Vancouver,inCanada,ledbyphysicsNobelistCarlWieman.Inthisstudy,Wiemantrainedapostdoc,LouisDeslauriers,andagraduatestudent,EllenSchelew,inaneducationalapproach,called"deliberatepractice",thatasksstudentstothinklikescientistsandpuzzleoutproblemsduringclass.Foroneweek,DeslauriersandSchelewtookoveronesectionofanintroductoryphysicscourseforengineeringmajors,whichmetthreetimesforonehour.Atenuredphysicsprofessorcontinuedtoteachanotherlargesectionusingthestandardlectureformat.Theresultsweredramatic:
Aftertheintervention,thestudentsinthedeliberatepracticesectiondidmorethantwiceaswellona12-questionmultiple-choicetestofthematerialasdidthoseinthecontrolsection.Theywerealsomoreengagedandapost-studysurveyfoundthatnearlyallsaidtheywouldhavelikedtheentire15-weekcoursetohavebeentaughtinthemoreinteractivemanner.
"It'salmostcertainlythecasethatlectureshavebeenineffectiveforcenturies.Butnowwe'vefiguredoutabetterwaytoteach"thatmakesstudentsanactiveparticipantintheprocess,Wiemansays.The"deliberatepractice"methodbeginswiththeinstructorgivingstudentsamultiple-choicequestiononaparticularconcept,whichthestudentsdiscussinsmallgroupsbeforeansweringelectronically.Theiranswersrevealtheirgraspofthetopic,whichtheinstructordealswithinashortclassdiscussionbeforerepeatingtheprocesswiththenextconcept.
Whilepreviousstudieshaveshownthatthisstudent-centeredmethodcanbemoreeffectivethanteacher-ledinstruction,Wiemansaysthisstudyattemptedtoprovide"aparticularlycleancomparison…tomeasureexactlywhatcanbelearnedinsidetheclassroom."Hehopesthestudypersuadesfacultymemberstostopdeliveringtraditionallecturesand"switchover"toamoreinteractiveapproach.Morethan55coursesatColoradoacrossseveraldepartmentsnowofferthatapproach,hesays,andthesamethingishappeninggraduallyatUBC.
HowdoesWiemanlookatthetraditionallecturesaccordingtothethirdparagraph?
A.Theyhaveprovedtobeineffectiveandoutdated.
B.Theycanmakestudentsmoreactiveinstudy.
C.Theyhavelastedforonlyashortperiodtime.
D.Theycontinuetoplayanessentialroleinteaching.
3、Passage26
Childrenwhospendmorethantwohoursadayatacomputerorwatchingtelevisionaremorelikelythanotherstohavementalproblems,scientistssay.
Researchersfoundthat11-year-oldwhospentseveralhoursinfrontofascreeneachdaydidworseonmentalhealthtests,nomatterhowmuchphysicalexercisetheygot.TheUniversityofBristolstudy,publishedinPediatrics,involvedmorethan1,000childrenagedabout10.Theyalsohadthekidsfilloutquestionnairesdesignedtogaugethekids’emotionalwell-beingandbehavior.
Thequestionnairescontained20questionscoveringfivesections-emotionaldifficulties,conductproblems,hyperactivityorinattention,friendshipsandpeergroupsandproblemsrelatingtofriendsandpeergroups.
Thestudyfoundnodirectevidencethatsittinginfrontofascreenactuallycausesmentalhealthproblems.Instead,itsuggeststhatchildrenwithdifficulties,suchasextremeshyness,aremorelikelytochooseTVorcomputergamesthansociableactivities.Inthestudy,childrenwereaskedwhethertheyagreed,disagreedorsomewhatagreewithalistofstatements,including,"Igenerallyplayaloneorkeeptomyself"and"Iamoftenunhappyortearful".TheywerealsoaskedhowmuchexercisetheytookandhowlongtheyspentataTVorcomputerscreen.
Accordingtothestudy,childrenwhospentmorethantwohoursadayatascreenhada60%higherriskofmentalproblemsthanchildrenwhospentfewerviewinghours.Theriskwasonlyslightlyhigherinchildrenwhodidlittleornoexercise.
"Physicalactivityisgoodforhealthinmanyways,butitcan'tmakeupforlonghoursofscreenviewing.Parentsshouldconsiderlimitingtheirchildren’sscreenviewingtonomorethan2hoursaday,"saidthestudyorganizer,AngiePage.
Previousstudieshaveraisedconcernsthatwatchingtoomuchtelevisioncanaffectchildren'sbehaviorinlaterlife.ACanadianstudyfoundthatthosewhowatchedmostTVasyoungchildrenperformedworseatschool,atemorejunkfoodandhadmoretroubleconcentrating.
Howdidtheresearcherscarryoutthestudy?
A.Byreviewingchildren’srecordsonline.B.Byinterviewingchildren’sparents.
C.Bywatchingchildrenintheirhome.D.Byaskingchildrenquestions.
二、简答题
1、语音教学主要包括语音层次和语流层次的教学。
请简述语音层次的教学内容及其一般的教学实施步骤,并各举一例说明。
2、在词汇教学的过程中,教师可教给学生哪些记忆单词的具体方法?
请列举四种并举例说明。
3、在语法教学中,语法练习的形式有哪几种?
请对任意两种练习形式进行举例说明
三、教学设计题
1、根据提供的信息和语言素材设计教学方案,用英文作答。
设计任务:
请阅读下面学生信息和语言素材,设计20分钟的英语语法教学方案。
教案没有固定格式,但须包含下列要点:
●teachingobjectives
●teachingcontents
●keyanddifficultpoints
●majorstepsandtimeallocation
●activitiesandjustifications
教学时间:
20分钟
学生概况:
某中等城市普通学校八年级(初二)学生。
班级人数为40人。
多数学生已达到《义务教育英语课程标准(2011年版)》三级水平。
学生参与课堂活动的积极性一般。
语言素材:
Molly:
Hey,Hector!
Whatareyoudoingforvacation?
Hector:
I'mvisitingmycousinsinCanada.I'mleavingonFriday.Howaboutyou,Susan?
Susan:
I'mgoingtosportscamp.
Molly:
Oh,cool!
Whenareyougoing?
Susan:
Onthe11th.
Molly:
Soundsgreat.
Hector:
Howaboutyou,Molly?
Whatareyoudoingforvacation?
Molly:
I’mgoingtothebeachwithmyfamily.We'releavingthisweekend.
2、根据提供的信息和语言素材设计教学方案,用英文作答。
设计任务:
请阅读下面学生信息和语言素材,设计25分钟的英语写作教学方案。
教案没有固定格式,但须包含下列要点:
●teachingobjectives
●teachingcontents
●keyanddifficultpoints
●majorstepsandtimeallocation
●activitiesandjustifications
教学时间:
25分钟
学生概况:
某城镇普通中学八年级(初二)学生。
班级人数50人。
多数学生已达到《义务教育英语课程标准(2011年版)》三级水平。
多数学生课堂参与积极性一般。
语言素材:
DearAllen,
Thanksfortheticketsfornextweek’sgame.Iamsorrythatmyfathercannotgo.ButIamreallyhappytohavethetickets.Iamgoingtoask'mycousin,Tommy,togowithme.I'11thinkofyouaswewatchtheBlackSockswinthegame.Ifpermitted,Iwillrecordthegameforyou!
Yours,Peter
3、根据提供的信息和语言素材设计教学方案,用英文作答。
设计任务:
请阅读下面学生信息和语言素材,设计30分钟的英语写作教学方案。
教案没有固定格式,但须包含下列要点:
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
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