云南特岗教师考试大纲

初中英语

第一部分考试说明

一、考试性质

云南省招聘中学英语学科特岗教师考试是符合招聘条件的考生参加的全省统一的选拔性考试，以招聘中学特岗英语教师为目的，着重考查考生应有的英语语言专业知识、语言综合运用能力和教育教学能力。本考试大纲主要为教师考试命题和考生备考提供依据。既可为招聘特岗教师作指导，也可以为招聘中学英语教师作参考。

为体现招聘考试全面考查考生专业水平和综合能力的宗旨，本考试采用多种试题形式，以保证考试的效度、信度和区分度。

二、考试目标与要求

1.考查考生对中学英语教学内容的理解、掌握和运用能力；

2考查考生对高等教育对应于中学英语学科教学内容的掌握情况；

3.考查考生对中学英语课程基础知识、教学论基础知识与基本方法的掌握情况，以及运用这些知识和方法分析解决中学英语教学中实际问题的能力。

三、考试时间、形式及试卷结构

1.考试形式：闭卷，笔答。

2.考试时间：150分钟。

3.试卷满分120分，其中专业基础知识部分100分，教育学、教育心理学部分20分。

4考试题型

试卷题型包括选择题、短文改错题、段落翻译题和书面表达等题型。考试范围包括英语基础知识和基本英语教学技能，考核英语基础知识和基本英语教学技能的主要内容有:词汇和语法、阅读理解、英美概况或英美基本文化知识、短文改错、英汉翻译、书面表达、教育学和心理学等。

四、考查内容

本考试内容涵盖三个方面，即中学英语教学内容、高等教育对应于中学英语教学内容和中学英语课程与教学论内容。

(一)中学英语教学内容

I.英语语言知识

(1)语音

了解和掌握基本读音、重音、读音的变化、语调与节奏及主要英语国家的英语语音差异。

(2)词汇

识记、理解和运用大学英语专业基础阶段认知词汇(5500-6000)，并且能正确、熟练地运用其中3000-4000个单词及其基本的搭配，掌握《普通高中英语课程标准(实验稿)》附录中所列的3500个左右的词汇。

(3)语法

●能理解和运用各种词类(包括名词、代词、数词、介词和介词短语、连词、形容词、副词、冠词和动词)；

●能理解和运用构词法(包括合成法、派生法、转化法以及缩写和简写)；

●能理解和运用句子成分(包括主语、谓语、表语、宾语、定语、状语、补语和同位语)；

●能理解和运用不同用途的句子种类(包括陈述句、疑问句、祈使句和感叹句)；

●能理解和运用不同结构的句子类型，如简单句、并列句和复合句；其中，复合句包括定语从句、状语从句、主语从句、宾语从句、表语从句和同位语从句；

●能理解和运用各种时态和语态(包括一般现在时、一般过去时、一般将来时、现在进行时、过去进行时、过去将来时、将来进行时、现在完成时、过去完成时和现在完成进行时)；

●能理解和运用直接引语和间接引语；

●能理解和运用非谓语动词(包括动词不定式、动词的一ing形式和动词的一ed形式)；

●能理解和运用主谓一致、虚拟语气、倒装、强调和省略。

(4)功能意念

能掌握社会交往、态度、情感、时间、空间、存在、特征、计量、比较、逻辑关系和职业等功能项目。

2.英语语言技能

(1)阅读理解能力

●能理解文章主旨和要义；

●能理解文章中具体信息；

●能根据上下文推断生词词义；

●能作出简单判断和推测；

●能理解文章的基本结构；

●能理解作者的意图、观点和态度。

(2)写作能力

●能了解英语写作基础知识，具有用英语进行信息交流的写作能力；

●能够用较为准确、连贯的语言陈述事实和想象，描写个人观点和情感；

●能够用英语写简短的应用文、说明文、议论文、读书报告和教学故事等。

(二)高等教育对应于中学英语教学内容

1.基础英语

●基础知识：考生能熟悉和掌握与专业四级水平相当的基础词汇、语法知识、语音知识和语篇知识。

●基本技能：考生具备综合运用英语的技能技巧，具有较强的听、说、读、写的能力以及初步翻译的能力，能准确熟练地运用英语语言。

2.英语语法

掌握词法知识以及句法与句式知识。

3.英语写作基础

掌握英语写作基础理论，具备写作构思的能力、文字组织的能力和修改的能力。

4.翻译技巧

具有英汉、汉英翻译的基础理论与技巧。能够比较忠实、准确、通顺地翻译文学作品、应用文、议论文、说明文、科技文章等。

5.英美概况

了解主要英语国家(如英国、美国、加拿大、澳大利亚、新西兰等)的历史、地理、政治以及风土人情等文化背景知识，理解英美文化与汉语文化之间的相似性和差异性，能够进行必要的目的语文化输人和母语的文化输出。

6.英美文学

基本了解英国文学和美国文学的形成与发展的全貌，理解英国文学和美国文学发展的基本脉络，掌握各个时期主要作家以及文学流派的创作特色，能够欣赏和品味难易相当的文学作品。

7.英语语言学

能够了解英语语言学的基础知识，理解语义学、心理语言学、社会语言学、语用学和第二语言习得理论的基本概念。

(三)中学英语课程与教学论内容

1.中学英语课程标准内容

理解《普通高中英语课程标准(实验稿)》中的课程性质、基本理念、没计思路、课程目标、

内容标准、教学建议和评价建议。

2.中学英语教学基础知识与基本能力

●理解听说法、交际法、语篇教学法、翻译法、认知法和任务型教学法等常见教学方法及其功能。能根据不同的教学内容，选择并应用恰当的教学方一法和教学乎段二了解并有效应用学习策略与方法。

●能根据所提供的教学文本、教学任务进行教学设计，能对教学案例进行评析。

●了解终结性评价、形成性评价和诊断性评价等不同类型评价的特点与功能。

●能设计不同类型的中学英语试题，具有评价试题的初步能力。

五、参考书目

1.现行师范类本科英语专业教材。

2.现行初高中英语教材。

3.《英语课程标准》。

( )6. I'm sure you will do better in the test because you____so hard this year.

A. studied

B. had studied

C. will study

D. have been studying

( )7. According to a UN report, 30 percent of the world population have no____to clean drinking water and health care.

A. means

B. approach

C. channel

D. access

( )8. As a new graduate, he doesn't know____it takes to start a business here.

A. How

B.what

C.when

D.which

( )9. I was just going to cut my rose bushes but someone____Was it you?

A.has done

B.had done

C. would do

D. will do

( )10. In the last few years thousands of films____all over the world.

A. have produced

B. have been produced

C. are producing

D. are being produced

( )11. Carl is studying____ food science at college and hopes to open up____meat processing factory of his own one day.

A./;a

B./;the

C. the; a

D. the; the

( )12. Elephants would_____if men were allowed to shoot as many as they wished.

A. die of

B. die out

C. die away

D. die off

( )13. —Jack fell off the bike, but he is all right now. —What a lucky dog!

He____himself badly.

A. should have injured

B. might injure

C. should injure

D. could have injured

( )14. Bicycling is good to health;_____，it does not pollute the air.

A. nevertheless

B. besides

C. Otherwise

D. Therefore

( )15.Never before____seen anybody who can play tennis as well as Richard.

A. had she

B. she had

C. has she

D. she has

( )16. The old town has narrow streets and small houses____are built close to each other.

A. they

B. where

C. what

D. that

( )17.In that school, English is compulsory for all students, but french and Russian are_____.

A. special

B. regional

C. optional

D. original

( )18. He had his camera ready_____ he saw something that would make a good picture.

A. even if

B. if only

C. in case

D. so that

( )19. When_____for his views about his teaching job, Philip said he found it very interesting and rewarding.

A. asking

B. asked

C. having asked

D. to be asked

( )20. —Try not to work yourself too hard. Take it easy.

—Thanks._____

A. So what?

B. No way.

C. What for?

D. You. too

Ⅱ.Reading comprehension (30%)

Directions: There are three passages in this part. The first two passages are followed by five questions or unfinished statements. For each of them there are four choices marked A, B, C, and D. You should decide on the BEST CHOICE. for the third passage, you are supposed to find the best heading for each paragraph from A to F.

Passage 1

A recent study of ancient and modern elephants has come up with the

unexpected conclusion that the

African elephant is divided into two distinct species.

The discovery was made by researchers at York and Harvard universities when they were examining the genetic relationship be-tween the ancient woolly mammoth and mastodon to modern ele-phants-the Asian elephant, African forest elephant and African sa-vanna elephant.

Once they obtained DNA sequences from two fossils, mammoths and mastodons, the team compared them with DNA from modern ele-phants. They found to their amazement that modern forest and 'sa-vanna elephants are as distinct from each other as Asian elephants and mammoths.

The scientists used detailed genetic analysis to prove that the African savanna elephants and the African forest elephants have

been distinct species for several million years. The divergence of the

two species took place around the time of the divergence of Asian

ele- phants and woolly mammoths. This result amazed all the scientists.

There has long been debate in the scientific community that the two might be separate species but this is the most convincing scien- tific evidence so far that they are indeed different species.

Previously, many naturalists believed that African savanna ele- phants and African forest elephants were two populations of the

same species despite the elephants' significant size differences. The

savanna elephant has an average shoulder height of 3.5metres while the

forest elephant has an average shoulder height of 2.5 metres. The

savanna elephant weighs between six and seven tons, roughly double the weight of the forest elephant: But the}fact that they look so different does not necessarily mean they are different species. However, the proof lay in the analysis of the DNA.

Alfred Roca, assistant professor in the department of Animal Sci- ences at the University of Minois, said,“We now have to treat the forest

and savanna elephants as two different units for conservation purpose. Since 1950 all African elephants have been conserved as on species. Now that we know the forest and savanna elephants are two very distinct animals, the forest elephant should become a bigger pri-ority for conservation purpose."

( )21.One of the fossils studied.by the researchers is that of____.

A. the Asian elephant

B. the forest elephant

C. the savanna elephant

D. the mastodon elephant

( )22.The underlined word "divergence" in paragraph 4 means “_____”.

A. evolution

B. exhibition

C. separation

D. examination

( )23. The researcher's conclusion was based on a study of the

African elephant's_____.

A. DNA

B. height

C. weight

D. population

( )24. What were Alfred Roca's words mainly about?

A. The conversation of African elephants.

B. The purpose of studying African elephants.

C. The way to divide African elephants into two units

D. The reason for the distinction of African elephants.

( )25. Which of the following can be the best title for the passage?

A. Naturalist's Belief about Elephants.

B. Amazing Experiment about Elephants.

C.An Unexpected finding about Elephants.

D.A Long scientific Debate about Elephants.

Passage 2

Shay asked,“Do you think they'll let me play?" Shay's f ather knew that most

o f the boys would not want someone like Shay

on their team, but the f ather also understood that i f his son, mentally and physically disabled, were allowed to play, it would give him a much-needed sense o f belonging and some con f idence.

Shay's father approached one of the boys on the field and asked if Shay could play, not expecting much. The boy looked around and said,“We're losing by six runs (分) and the game is in the eighth inning(局) .I guess he can be on our team and we'll try to put him in to bat in the final inning.

Shay struggled over to the team's bench and put on a team shirt with a broad smile and his father had a small tear in his eye and warmth in heart. The boys saw the father's joy at his son being accepted.

In the bottom of the eighth inning, Shay's team scored a few runs but was still behind by three. In the top of the final inning, Shay put on a glove and played in the field. Even though no hits came his way,he was obviously joyful just to be in the game and on the field. In the bottom of the final inning, Shay's team scored again. Now, Shay was scheduled to be next at bat. Would they let Shay bat and give away their chance to win the game?

Surprisingly, Shay was given the bat. Everyone knew that a hit was almost impossible.

The f irst pitch(投)came and Shay missed.The pitcher again took a f ew steps f orward to

throw the ball so f tly towards Shay. As the pitch came in, Shay swung at the ball and hit

a slow ground ball right back to the pitcher.

The pitcher could have easily thrown the ball to the f irst baseman and Shay would have been out and that would have been the end o f the game. Instead, the pitcher threw the ball right over the head o f the f irst baseman, beyond the reach o f all teammates,

The audience and the players f rom both teams started screaming,“S hay, run

to f irst!" Never in his li f e had Shay ever run that f ar but made it to f irst base,

wide-eyed and shocked.

Everyone shouted, "Run to second!" Catching his breath, Shay awkwardly ran

towards second. By the time Shay rounded towards second base, the smallest guy on

their team, who had a chance to be the hero f or his team f or the f irst time, could have thrown the ball to the second baseman, but he understood the pitcher's intentions and he too intentionally threw the ball high and f ar over the third baseman's head.

All were screaming,third base“Shay, Shay, Shay, all the way Shay."Shay reached when one opposing player ran to help him and shouted, "Shay, run to

third." As Shay rounded third, all were on their f eet, crying, }`'"Shay, run home!" Shay ran to home, stepped on the home base and was cheered as the hero who wan the

game f or his team

That day, the boys f rom both teams helped bring a piece true love and humanity into this world. Shay didn't make it to another summer and died that winter, having

never f orgotten being the hero and making his f ather so happy and coming home and seeing his mother tear f ully hug her little hero o f the day!

( )26. Not expecting much, Shay's f ather still asked the boy i f Shay could play, mainly because the f ather____

A. noticed some o f the boys on the f ield were hesitating

B. guessed his presence would a ff ect the boy's decision

C. learned some o f the boys on the f ield knew Shay well

D. understood Shay did need a f eeling o f being accepted

( )27. In the bottom o f the f inal inning Shay was given the bat because the boys____

A. believed they were sure to win the game

B. would like to help Shay enjoy the game

C. f ound Shay was so eager to be a winner

D. f elt f orced to give Shay another chance

( )28. The smallest boy threw the ball high and f ar over the third baseman's head,

probably because that boy____.

A. was obviously aware o f the pitcher's purpose

B. looked f orward to winning the game f or his team

C. f ailed to throw the ball to the second baseman

D. saw that Shay already reached second base

( )29. Which o f the f ollowing has nothing to do with Shay's becoming the hero f or his team?

A. The pitcher did not throw the ball to the f irst baseman.

B. The audience and the players f rom both teams cheered f or him.

C. The opposing players f ailed to stop his running to home.

D. One o f the opposing players ran to help him.

( )30. What do you think is the theme o f the story?

A. True human nature could be realized in the way we treat each other.

B. Everyone has his own strength even i f mentally or physically disabled

C. Everyone can develop his team spirit in sports and please his parents.

D. The results o f the game should not be the only concern o f the pla y ers.

Passage 3

A. A sense o f humour is not an inborn ability.

B. A sense o f humour can be developed in our li f e.

C. A sense o f humour helps us f rom several aspects.

D. A sense o f humour means more than telling jokes.

E. A sense o f humour can be expressed in many ways.

f. A sense o f humour helps people to better enjoy li f e

31.

As awareness o f the bene f its o f humour increases,most o f us want to get all the laughs we can. It seems that al m ost every day there is another new discovery about

the power o f humour to help us physically, mentally, emotionally, and spiritually. Every syste m,o f the body responds to laughter in some important or positive way.

32.

Many people mistakenly believe that we are born with a sense o f humour. They think that when it comes to a sense o f humour. "Either you have got it or you don't." This is f alse! What is true, however, is that the ability to laugh and smile is actually something we are born with. f or example, we laugh when we are tickled under the arm,even without thinking about how to react.

33.

The parts o f the brain and central nervous system that control laughing and smiling are mature at birth .in human in f ants, but that is not the same thing as having a sense

o f humour. (A f ter all, when a baby laughs in his small bed we don't rush over and say,“That kid has a great sense o f humour!") Your sense o f humour is something you can develop over a li f etime. Don't be nervous be f ore others and try to laugh at yoursel f-then you will make them laugh too.

34.

Humour includes a lot more than laughing and joke telling. Many people worry needlessly that they do not have a good sense o f humour because they are not good joke tellers. More than jokes, a sense o f humour requires being willing and able to see the f unny side

o f li f e's situations as they happen. In f act, one o f the best de f initions o f a sense o f humour is“the ability to see the non-serious element in a situation."

35.

There may be a thousand di ff erent ways to express your sense o f humour, but joke telling is only one o f those ways. As more is discovered about how humour benefits our life, more.

people will be able to see and enjoy the humour when they are in a difficult situation.

Life depends on air, food and water, but it is made easier to live with a good sense of humour.

III. General knowledge (5%)

( )36. The United States is the____largest country in the world.

A. third

B. f ourth

C. f i f th

D. sixth

( )37._____is the capital o f the United States.

A. New York

B. Los Angels

C. Washington

D.C.D.Boston

( )38. The American Congress consists o f two houses:____

A. The Upper House and the Lower House

B. The House o f Lords and the House o f Commons

C. Senate and the House o f Representatives

D. Senate and the House o f Commons

( )39. July 4, a national holiday in America, is America's____.

A. Thanksgiving Day

B. women’s Day

C. Labour Day

D. Independence Day

( )40. In 1861,____broke out.

A. the American Independent War

B. the American Civil War

C. the Wars o f Roses

D. the Hundred Years' War

IV . Proo f reading and Error Correction (15 %)

Directions: There is one passage in this part. The passage conta in s no more than TEN errors. Each indicated line contains a maximum o f ONE error. In each case,- only ONE word is involved: You should proo f read the passage and correct it in the f ollowing way:

When ∧art museum wants a new exhibit, 1.插人an it never buys things in f inished f orm and hangs them 2.去掉never

on the wall. When a natural history museum

wants an exhibition, it must o f ten build it. 3.改为exhibit

In 1620, about hal f the USA were covered by f orests.

41.

Today the f orests are almost gone. A lot o f good land has gone them,

42.

leave only sand. China doesn't want to copy the USA's example.

43.

We're planting more and more tree. We've built the“Great Green Wall”

44.

o f trees cross the northern part o f our country. The Great Green Wall

45.

is 7,000 kilometers long, and between 400 to 1,700 kilometers wide.

46.

It will stop the wind f rom blow the earth away. It will stop the sand from

47.

moving towards to the rich f armland in the south. More "Great Green Walls"

48.

are needed. Trees must be grow all over the world. 49.

Great Green Walls will make the world good. 50.

V . Translation (15 %)

Perhaps the most important study skill children learn is the ability to listen closely and comprehend what they have heard. As a teacher, students' listening skill levels can make a

di ff erence in their per f ormance as well as the class atmosphere. By employing a

variety o f creative exercises, teachers can help students develop strong listening skills that will aid them throughout their academic careers

Here are a f ew o f the activities that you can do in class.

1. Introduce the concept o f a“main idea." Read a short paragraph to the children: Ask the children to state in one phrase or sentence what the main idea o f a story is. Practice summarizing main ideas by reading short stories or f ables, asking the children what

good titles to the story would be (such as, "Don't Be Sel f ish!" or "John's Trip to the Store").

2. Ask children to demonstrate listening by predicting the end o f a story. Point out contributions that could not be possible according to previously disclosed f acts. f or instance, i f you ask children to predict the end o f "Three Little Pigs" you might point out that a prediction

o f "They run to the straw house!" would not make sense since the straw house was already blown down by the wol f.

3. Encourage children to listen f or un f amiliar words and raise their hands to ask f or

de f initions to increase their comprehension.

4. Play a record or tape recording o f a children's song. Quiz the children on the song a f ter playing it f or the class.

VI. Writing (15 %)

Directions: Write a teaching journal with about 200 words. Write on the answer sheet.

云南特岗教师考试内容

第Ⅱ卷教育学、教育心理学

(满分20分)

Ⅳ.简答题(本大题共2题，每题5分，共10分)

1.兴趣是最好的老师，优秀的教师往往能激发学生对学习的热情和

求知欲。请简述激发学生学习动机的策略。

2.德国著名心理学家艾宾浩斯研究发现:遗忘在学习之后立即开

始，而且遗忘的过程最初进展很快，以后逐渐缓慢;过了相当的时间

后，几乎不再遗忘。请简述帮助学生促进知识保持的方法。

VII.论述题(本题共10分)

对待学生，有的教师急于把学生培养成才，拔苗助长;有的教师则

放之任之，错失培养学生的良好时机;还有的教师能利用学生身心发展

规律进行教育工作，起到了事半功倍的效果。试述学生身心发展的一般

规律。

参考答案及评分标准

第Ⅰ卷专业基础知识

Ⅰ.Vocabulary a n d Structure(20%)

1-5 CABAB 6-10 DDBBB11-15 ABDBC16-26 DCCBD

Ⅱ.Reading comprehension (30%)

21-25 DCAAC 26-30 DBACA 31-35 CABD f

Ⅲ. General knowledge (5%)

36-40 BCCDB

Ⅳ. Proo f reading and Error Correction (1S%)

41. were-was 42.在them前加with 43. leave-leaving 44tree-trees 45. cross-across 46. to-and 47. blow-blowing 48.删去to 49. grow-grown 50. good-better

Ⅴ. Translation (15 %)略

Ⅵ. Writing (15%)略

评分标准:

I . Vocabulary and Structure (2O%)

满分20分，每小题1分

II .Reading comprehension (30%)

满分30分，每小题2分

III. General knowledge (5%)

满分5分，每小题1分

Ⅳ. Proo f reading and Error Correction (15 %)

满分15分，每小题1..5分

V . Translation (15 %)略

VI. Writing (15%)

本写作要求要体现一定的教学相关知识，所以需要从两个方面评分，

即内容和语言。以下几点供参考:

1.句子连贯、正确，内容充实，体现一定的教育教学理念，表达流

畅。12-15分;

2.句子基本正确，内容基本充实，能有一定的教育教学理念，表达

基本流畅。9-12分;

3.能写出大多数句子，但错误多，虽有内容但不够充实。5-8分;

4.能写出少量句子，错误多。3-5分;

5.只能写出相关的一些词汇，不成句子。1-3分。

第Ⅱ卷教育学、教育心理学

VII.简答题(本大题共2题，每题5分，共10分)

1. (1)创设问题情境，实施启发式教学。(1分)

(2)根据作业难度，恰当控制动机水平。(1分)

(3)充分利用反馈信息，妥善进行奖惩。(1分)

(4)正确指导结果归因，促使学生继续努力。(2州

2. (1)深度加工材料。(1分)

(2)有效运用记忆术。(1分)

(3)进行组块化编码。(1分)

(4)适当过度学习。(1分)

(5)合理进行复习。(1分)

Ⅷ.论述题(本题共10分)

(1) 身心发展的顺序性。(1分)

(2)身心发展的阶段性。(1分)

(3)身心发展的不喃性。(1分).

(4)身心发展的互补性。(1分)

(5)身心发展的个别差异性。(1分)

(论述较为全面的加1-2分，论述能理论联系实际的加1-3分)