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小学教师专业水平测试小学英语测试题及答案

小学教师专业水平测试小学英语测试题及答案
小学教师专业水平测试小学英语测试题及答案

小学教师专业水平测试小学英语测试题答案

一、填空:(每空1分,共10分)

1、英语教材的编写原则有发展性和拓展性原则、科学性原则、思想性原则、趣味性、灵活性和开放性原则。

2、终结性评价必须以考查学生综合语言运用能力为目标,力争科学地、全面地考查学生在经过一段学习后所具有的语言水平。

3、“任务型”教学活动要以学生的生活经验和兴趣为出发点,内容和方式要尽量真实。

4、英语教师在教学中应该鼓励学生通过体验、实践、讨论、合作、探究等方式,发展听、说、读、写的综合语言技能。

5、接触和了解英语国家文化有益于对英语的理解和使用,有益于加深对本国文化的理解与认识,有益于培养世界意识。

6、小学阶段教师要有意识地帮助学生能对所学习内容主动练习和实践。

7、情感态度指兴趣、动机、自信、意志和合作精神等影响学生学习过程和学习效果的相关因素以及在学习过程中逐渐形成的祖国意识和国际视野。

8、英语语言技能中写的二级目标之一是能根据要求为图片、实物、等写出简短的标题或描述。

9、自主学习区别于传统学校教育的重要特征是学生可以根据自己的知识基础和能力水平制订恰当合理的学习目标。

10、教师在运用游戏教学法时应注意游戏活动要具有明确的目的,富于启发,并且游戏活动应富有灵活性和多样性。

二、选择题(在每小题的四个备选答案中,选出一个正确答案,并将正确答案的序号填在题干的括号内。每小题1分,共10分)

1.基础教育阶段英语课程的总体目标是培养学生的( B )。

A.语言技能和应试能力

B.综合语言运用能力

C.语言知识素质和文化意识

D.语言技能和学习策略

2.《英语课程标准》中列出的英语学习的策略是认知策略、调控策略、( C )。

A.记忆策略和资源策略

B.记忆策略和情感策略

C.交际策略和资源策略

D.交际策略和情感策略

3.形成性评价的目的是激励学生学习,帮助学生有效地调控自己的学习过程,使学生获得成就感,( B )。

A.提炼学习方法和培养合作精神

B.增强自信心和培养合作精神

C.提炼学习方法和积累学习经验

D.增强自信心和积累学习经验

4.一般来说,小学生英语学习要在( C ),在朗读的基础上培养默读的能力。

A.读写的基础上培养听说能力

B.听说的基础上培养阅读能力

C.听读的基础上培养说写能力

D.阅读的基础上培养听说能力

5.小学阶段的语言技能目标是以学生在某一阶段“__A____”为主要内容,而不是检查他们还有哪些缺陷。

A.能做什么

B.知道为什么

C.能学什么

D.知道怎么做

6.平均数有它的局限性,其中比较明显的一点是它反映不出数据组中( A )的影响。

A.极端高或极端低的数据

B.极端低的数据量差异

C.极端高的数据量差异

D.考试成绩的数据量差异

7.任务型教学理论认为,有效的语言学习不是______,而是______的。( A )

A.教育传授性…经历性

B.经历性…教育传授性

C.教育传授性…模仿性

D.经历性…认知性

8.活动课程重视( C ),注重学生多方面的实际能力的培养。

A.在学中做

B.先学后做

C.在做中学

D.边学边做

9.听是人类认识活动的基本形式。听是对口头信息的( C ),是一种有目的的交际行为。

A.接受和产生

B.习得和加工

C.吸收和理解

D.理解和构造

10.第一语言习得指儿童在( D )逐渐掌握该语言的过程。

A.家庭语言的环境中

B.学校教育的环境中

C.第一语言的环境中

D.社会生活的环境中

三、判断题(正确的在括号内打“√”,错误的打“×”。每小题1分,共10分)

1、教师在培养学生说英语的技能时,应把握在听的基础上开展说的练习。(√)

2、教师在教学中对待学生的语言错误要及时纠正,要不断强化正确的语言习惯。(×)

3、合作式的学习要求学生在小组活动中各有明确的任务,整个活动的完成要靠每个人的参与、互助及协作。(√)

4、语言学研究表明,语言学习的关键期是一种假说,不能反映语言学习的普遍规律,因此不能不顾学习条件追求尽早学习英语。(√)

5、小学英语教材在编写时已对新旧教材的搭配和巩固复习活动作了安排,故教师设计课堂教学是不必增加复习活动,以免影响进度。(×)

6、探究性学习有利于培养学生的问题意识、探究能力和创新精神,所以教学中应尽量安排探究性学习活动。(×)

7、座位安排实际上反映的是班级教学中的组织形式,其在一定程度上决定学生学习的活动空间及交流空间,所以座位的编排要有固定的模式。(×)

8、小学三四年级的期末或学年评价基本不采用书面测试方法,应通过对学生的观察和与学生交流等方式评价学生。(√)

9、小学英语教学要创造以活动课为主的教学模式,其教学过程就不能遵循3P程序,但集中学生注意力和平衡课堂动态发展的组织教学仍是必要的。(×)

10、小学英语教学中要使用听、做、画、说、唱、背、玩、演、读、写诸种技巧和活动。但这些技巧要根据学生的学习需要与可能去选择搭配,不是用得越多越好。(√)

四、简答题:(每小题5分,共20分)

1、小学英语教师应如何指导学生形成有效的学习策略?

答:一、教师应注意教给学生应定的认知策略

二、教师应促进学生原认知发展

三、教师要引导学生注重交流和互助学习

四、教师要为学习者提供必要的指导

详细答案请见《行走课堂》108页。

2、小学英语课堂的合作学习中教师应当如何实施有效的课堂管理?

答:一、明确规则与要求

二、调配内容与方式

三、适时评价

四、积极参与

五、合理监控

详细答案请见《行走课堂》204页。

3、请简要说明英语教学中处理语言知识和语言技能二者关系时应注意什么?

答:一、坚持英语教学的实践性原则,改变过分重视语法和词汇知识的讲解与传授的倾向

二、防止过于强调模仿、死记硬背、机械操练的教学倾向

三、倡导语言知识教学和技能训练相结合的、开放的、互动的学习模式

四、针对小学学段学生的特点,正确把握语言知识与语言技能之间的关系

详细答案请见《英语课程标准解读》北师大版64页。

4、请说明《英语课程标准》对小学生应达到的玩演视听技能要求。

答:

1、能按要求用简单的英语做游戏

2、能在教师的帮助下表演小故事或童话剧

3、能表演歌谣或简单的事隔30—40首

4、能演唱英文歌曲30—40首

5、能看懂英文动画片和程度相当的英语教学节目,每学年不少于10小时

详细答案请见《课程标准》11页。

五、案例分析(每题5分,共10分)

1、请从“游戏设计要尽量顾及全体学生”这一方面入手对以下案例进行分析。

Chanting Race :教师请五名学生上台,他们分别头戴Beijing, London, Moscow ,Singapore ,Sydney 的头饰,手持windy , sunny , cloudy , rainy , snowy的卡片。教师打节拍说:Rainy , rainy .手持“Rainy”卡片的学生说:It’s rainy in London .并转问他人,说:Cloudy, cloudy,手持“Cloudy”卡片的学生说:It’s cloudy in Moscow . 并转问他人。接不上的便被淘汰,坚持到最后的学生获胜。

答:教师设计的游戏是通过chant 的形式让学生练习句型“It’s …in ….”,比较新颖,也很有趣,能够吸引学生极大的兴趣。但是值得商榷的地方有:教师请五名学生上台来参与游戏,那么台下剩余的学生他们在游戏中扮演的又是什么角色呢?显然这个游戏没有面向全体学生进行设计。教学过程中学生是主体,任何组织形式的设计都必须有利于学生全面参与教学和实现教育目标为宗旨。

2、请依据任务设计的具体要求对以下案例进行分析。

教师在进行“Our school”一课教学时,设计了如下任务:

教师呈现空白的教学楼的轮廓图,然后让学生听对话录音,根据获得的信息将图片分别贴到相应的位置,并用所学语言进行描述。

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