2018精编初中英语评估【精编初中英语教学与评估2013】

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《初中英语教学评价》复习题答案

《初中英语教学评价》复习题答案一、名词解释1﹑形成性评价的发展性原则是以“学生发展为本”的原则，包括以下几个方面：第一，评价从学生主体出发，满足学生需求为出发。

第二，评价的目的是为学生的发展服务，只要有利于学生发展，任何评价技术、手段都要利用。

第三，评价关注每一个学生的原有基础和个性特点，并为其获得最佳发展服务。

2﹑档案袋是某些专业人士用来展示技艺与作品的主要方式。

在教育领域，它是学生个人作品的系统假集，它的一个重要特点是内容不断更新，以反映个人的成就和技艺。

学生的档案袋可以是学习型的，也可以是作品型的。

3﹑发展性教师是教师自身发展和学生发展、学校发展、社会发展等要求的整合，并形成土特的整体化的、具有个性化价值取向和风格的可持续性发展的开放型性教师。

4﹑教学内容呈现应该根据学生不同的知识背景和知识发展水平，采用不同的表态方式，以满足学生多样化的学习需要。

5、学习目标卡是教师和学生一起，根据学生的实际情况，制定适合自己的单元目标的工具，目的在于让学生明确学习目标，主动学习和评价自己的学习。

一般学习目标卡可以分为长期、近期和短期三种。

6﹑口试的得体性包括两个方面，即非文化交际的得体性和跨文化交际的得体性。

非文化交际的得体性是指礼貌规范，跨文化交际的得体性是指尊重不同国家和民族的文化习俗。

二、简答题1﹑需要分析的主要操作方式有：访谈：通过访谈，教师能够深入了解学生的学习策略、情感态度。

问卷：问卷使用范围较大，通过设计问题达到需求分析的目的，问卷的问题应该紧扣需求分析的方向。

评价表：学生和教师通过评价表互评或自评，了解自己的优势和劣势，教师则可以通过评价表了解学生的需求所在。

观察：教师通过学生课堂和课外的行为表现，了解学生喜欢哪些活动和学习材料，了解哪些学生策略对学生的学习有帮助，哪些内容以及活动能激起学生的兴趣。

周记：教师通过周记了解学生所想，学生通过近期学习的词汇和句型表达碰到的困难，提出对教学的一些意见，为教师提供反馈信息。

初中英语评价指要-2013(低版本)

初中英语评价指要一、评价要求主要对学生按《英语课程标准》（实验稿）的规定应当具备的英语综合运用能力进行评价。

二、评价范围《英语课程标准》（实验稿）中规定的五级课程目标。

三、评价要点主要评价下列几方面的内容：1.语音2.词汇3.语法4.功能意念5.话题A（识记）指记忆学习过的知识；B（理解）指领会所给语言材料的含义；C（应用）指直接用已获得的知识去解决新情境中的问题；D（分析）指将所给的语言材料分解成为若干组成部分，并指出他们之间的联系；E（综合）指将所学知识综合运用，安排组成一个新的整体。

四、评价形式评价包括人机对话和笔头测试两个部分。

详见《2013年苏州市中考方案》五、评价示例（略）附：2013年苏州市中考英语词汇表（注：已对其中108个词条的问题词类标注作了修正）词条词性修正a / an a rt a rt ability n nable a a about p rep prep/ad above p rep p rep abroad a d a d absent a a accept v v accident n n ache n n achieve v v across prep prep act v v action n n active a a activity n n actor n n actress n n actually a d a dadd v v address n n admire v vadult n n adverb n n advertisement n n advice n n advise v v aeroplane n naffect v vafford v vafraid a aafter prep prep/ad/conj afterwards a d a dagain a d a dagainst prep prepage n nago a d a dagree v v agreement n nahead a d a daid n naim n nair n nairline n nairport n nalbum n nalive a aall a/ad/pron a/ad/pron allow v vall-time a aalmost a d a dalone a/ad a/adalong prep prepaloud a d a dalready a d a dalso a d a d although c onj c onj always a d a dam pron v amazing a a America n n American n/a n/a among prep prep amount n nand conj conj angrily a d a dangry a aanimal n n announce v v another a a answer n n/vany p ron/a p ron/a anybody p ron p ron anyone p ron p ron anything p ron p ron anyway a d a d anywhere a d a d appear v vapple n napply v vApril n nare v (be)v (be) area n nargue v v argument n narm n n armchair n narmy n n around prep prep arrange v v arrangement n narrival n narrive v vart n narticle n nas p rep/conj p rep/conj Asian n/a n/aask v vasleep a a astronaut n nat p rep p rep attack v/n v/n attacker n n attention n n attract v v attractive a aAugust n naunt n nautumn n n available a aawake a aaward n naware a aaway a d a dbaby n nback n/adj/adv n/adj/adv bad a abadly a d a d badminton n nbag n nbalance n nball n nballoon n nbamboo n nbanana n nbank n nbar n n barbecue n nbark v vbase v vbaseball n nbasic a abasin n nbasket n n basketball n nbath n n bathroom n nbattery n nbe v vbeach n nbear n nbeautiful a abeauty n nbecause conj conj become v vbed n n bedroom n nbee n nbeef n nbefore p rep/ad prep/ad/conj begin v v beginning n n behaviour n nbehind p rep p rep believe v v belong v v below p rep p rep beside p rep p rep best a/ad a/ad better a/ad a/ad between p rep p rep beyond p rep p rep bicycle n nbig a abill n n bird n n birdwatching n n birth n n birthday n nbit n n bite v v black a a/n blackboard n n blame v v blanket n n bleed v v blind a a block n n blood n n blouse n n blue n/a n/a board n n boat n n body n n bomb n n bone n n book n n bookcase n n bookshelf n n bookshop n n boot n n bored a a boring a a borrow v v boss n n both p ron/a p ron/a bottle n n bottom n n bowl n n box n n boy n n brain n n brave a abread n nbreak v v/n breakfast n nbreath n n breathe v vbrick n nbridge n nbright a abring a aBritish a abroad a abroom n n brother n nbrown v n/a brush v/n v/nbuild v v building n nburn v vbus n nbush n n business n nbusy a abut c onj/prep c onj/prep butter n n butterfly n nbuy v vby p rep p rep cabbage n ncage n ncake n ncall n n/vcaller n ncalm v v/n camera n ncamp n n campfire n n camping n ncan n n/v(modal) candle n ncannot v(modal)v(modal) cap n ncapital n ncar n ncard n ncare v vcareful a a careless a acarry v vcartoon n n case n n cat n n catch v v cause v v/n cave n n CD n n CD-ROM n n celebrate v v cent n n centime tre n n centre n n century n n certain a a certainly a d a d chair n n chairperson n n chalk n n chance n n change v/n v/n channel n n character n n charge v v charity n n chat v/n v/n cheap a a check v v cheer v v cheerful a a chest n n chicken n n child n n China n n Chinese n/a n/a chip n n chocolate n n choice n n choose v v chopsticks n n Christmas n n church n n cigarette n n cinema n n citizen n n city n n clap v v class n n classmate n n classroom n n clean a a/v clear a a clearly a d a d clever a a click v v climb v v climber n n climbing n n clock n n clone v/n v/n close a a/v closed ad a closing n n cloth n n clothes n n cloud n n cloudy a a club n n Co. n n coach n n coal n n coat n n coffee n n Coke n n cold a a collect v v college n n colour n n colourful a a come v v comedy n n comfort n/v n/v comfortable a a comfortably a d a d coming n a common a a communication n n company n n compare v v complete v v/a completely a d a d computer n n concert n n conclusion n n condition n n conference n n confident a a connect v v consider v vcontact v/n v/n continue v v contract v/n v/n control v/n v/n cook v/n v/n cooking n ncool a acopy v/n v/n corner n n correct a acost v v cotton n n couch n n cough v/n v/n could v(modal) v(modal) country n n countryside n n couple n n courage n n course n ncourt n n cousin n n cover v vcow n ncrazy a a create v vcrime n ncross v v crossroads n n crowd n n crowded a acruel a acry v v cultural a a culture n ncup n n cupboard n ncure v v curtain n n customer n ncut n n/v cute a acycle v vdad n ndaily a a dance v/n v/n dancer n n dangerous a adare v v dark a a date n n daughter n n day n n daylight n n daytime n n dead a a deaf a a deal v/n v/n dear a a death n n December n n decide v v decision n n decorate v v deep a a/ad degree n n delicious a a delight n n delightful a a dentist n n describe v v desert n n design v/n v/n designer n n desk n n dessert n n destroy v v detective a a develop v v development n n devote v v diamond n n diary n n die v v diet n n difference n n different a a differently a d a d difficult a a difficulty n n dinner n n direct v v direction n n director n n dirty a a disabled a a disagree v v disappear v vdisaster n n discount n n discover v v discuss v v discussion n ndish n n dishonest a adisk n n dislike v v distance n n district n n disturb v v divide v vdo v v doctor n ndog n ndoll n n dollar n ndoor n n doorbell n n double-click v v double-decker n n doubt v/n v/n down p rep/ad p rep/ad download v vdraw v v drawer n n drawing n n dream v/n v/n dress n n dried a adrink v/n v/n drive v v driver n ndrop v vdry a a/v duck n n dump v v during p rep p rep dustbin n nduty n n each pron/a pron/a ear n n early a/ad a/ad earn v v earth n n earthquake n n easily a d a deast a/n a/n Easter n n eastern a a easy a a easy-going a a eat v ve-card n n edge n ne-dictionary n n editor n n educate v v education n n educational a a effort n ne-friend n n egg n n eight n um n um eighteen n um n um eighty n um n um either a d a d elderly a a elephant n n eleventh a/ad a/ad else a d a de-mail v v empty a a encourage v v end v v/n endangered a a ending n n endless a a enemy n n energetic a a energy n n engineer n n England n n English n/a n/a enjoy v v enjoyable a a enough a/ad a/ad enter v v entrance n n environment n n envy n n equal v v eraser n n especially a d a d even as a d evening n n event n never a d a d every a a everybody p ron p ron everyday a a everyone p ron p ron everything p ron p ron everywhere a d a d exam n n example n n excellent a a except p rep p rep exchange n v excited a a excitedly a d a d excitement n n exciting a a excuse n n/v exercise v/n v/n exhibition n n exit n n expect v v expensive a a experience n n experiment n n explain v v expression n n extra a a eye n n eyesight n n face n n/v fact n n factory n n fail v v fair a a fall n n/v familiar a a family n n famous a a fan n n fantastic a a far a/ad a/ad fare n n farewell n n farm n n farmer n n farmland n n farther a d a d farthest a d a d fashion n n fashionable a afast a/ad a/ad fat a a father n n fault n n favourite n n/a fear n n feather n n February n n feed v vfeel v v feeling a a female a/n a/n festival n nfew p ron/a p ron/a field n n fifteen n um n um fifth a/ad a/ad fifty num num fight v/n v/n file n nfill v vfilm n n final a a finally a d a d find v vfine a a finger n n finish v vfire n n fireman n nfirst a/ad a/ad first-aid a afish n nfit a a/v fitness n nfive n um n umfix v vflag n nflat n n flight n n float v v flood n n floor n n flower n nfly v vfog n n foggy a a follow v vfond a afood n nfoolish a afoot n n football n n footbridge n nfor p rep/conj p rep/conj forecast v/n v/n foreign a aforest n nforget v vforgive v vfork n nform n nforty num num forward p rep p rep fountain n nfour num num fourteen num num fourth a/ad a/adfox n nfree a afreely a d a d French n n/a Frenchman n nfresh a aFriday n nfridge n nfriend n n friendly a a friendship n n frighten v v frightened a a frightening a afrog n nfrom p rep p rep front a/n a/nfrost n nfruit n nfull a afun n nfund n nfund-raising a afur n n furniture n nfurther a a/ad furthest a d a/ad future n n/a game n n garbage n n garden n n gate n n gather v v general a a gentle a a gently a d a d geography n n get v v gift n n giraffe n n girl n n give v v glad a a glass n n glasses n n glove n n go v v goal n n gold n n golden a a goldfish n n good a a goodbye n n good-looking a a government n n grade n n gram n n grammar n n grandchild n n grandfather n n grandma n n grandmother n n grandpa n n grandparent n n grape n n grass n n grateful a a great a a green n/a n/a greet v v greeting n n grey n/a n/a ground n n group n n grow v v growth n n guess v/n v/n guest n nguide n n guitar n n guy n n habit n n hair n n half n/a n/a half-time n n hall n n ham n n hamburger n n hand v/n v/n handbag n n handsome a a handwriting n n hang v v happen v v happy a a hard a a/ad hardly a d a d hard-working a a harm n n harmful a a harmless a a hat n n hate v v have v v he p ron p ron head n n headache n n health n n healthy a a hear v v hearing n n heart n n heat n n heavy a a height n n hello i nt i nt helmet n n help v/n v/n helper n n helpful a a helpless a a her pron pron here a d a d hero n n hers pron pron herself pron pron hey int int hi int int hide v v high a a hill n n him pron pron himself pron pron hire v v his pron pron history n n hit v v hobby n n hold v v holiday n n home n/ad n/ad homeless a a homework n n honest a a honour n n hooked a a hope v/n v/n hopeful a a hopefully a d a d hopeless a a horse n n hospital n n host n n hot a a hotel n n hour n n house n n housework n n how ad ad however a d a d huge a a human n n humorous a a humour n n hundred n um n um hungry a a hunt v v hunter n n hurry n n hurt v v husband n nI p ron p ron ice n n idea n nif c onj c onj ill a aillness n n imagine v v immediately a d a d impolite a a importance n n important a a impossible a a improve v vin p rep/ad p rep/ad inactive a ainch n n include v v including p rep p rep incomplete a a incorrect a a indeed a d a d industry n n influence v v inform v v information n n insect n n inside p rep prep/ad insist v v instead a d a d instruction n n interest n n interested a a interesting a a international a a Internet n n interview v/n v/n interviewer n ninto p rep p rep introduce v v introduction n n invent v v invention n n invite v viron v/n v/n irregular a a island n nit p ron p ronits p ron p ron itself p ron p ron jacket n n January n n Japan n n Japanese n/a n/a jeans n n job n n jogging n n join v v joke n n journey n n joy n n juice n n July n n jump v v June n n jungle n n just a d a d kangaroo n n keep v v key n n keyboard n n kick v v kid n n kill v v kilo n n kilogram n n kilometre n n kind n n/a kitchen n n kite n n knife n n knock v v know v v knowledge n n laboratory n n ladder n n lady n n lake n n lamp n n land n n language n n lap n n large a a last a a/v late a/ad a/ad later a d a d latest a a laugh v/n v/n laundry n n law n n lawer n n lay v v lazy a a lead n/v n/vleader n nleaf n n learn v v least a a leather n n leave v vleft a/n a/n leg n n lemon n n lemonade n n lend v v length n n less a a lesson n nlet v v letter n n level n n library n nlie v vlife n n lifetime n nlift n n light a a/n lightning n nlike p rep v/prep likely a aline n nlion n nlist n n listen v v litter n n little a alive a d/v a/ad/v lively a aloaf n n local a a lock v v/n lonely a a long a a long-pointed a a long-winged a a look v/n v/n lose v v loss n nlot n n loud a a loudly a d a d love v/n v/n lovely a a low a aluck n n luckily a d a d lucky a a lunch n n lunchtime n n machine n n mad a a Madam n n magazine n n magic n n mail v/n v/n main a a major a a make v v male a a/n man n n manage v v manager n n mankind n n man-made a a manners n n many pron/a pron/a map n n maple n n March n n march v v mark v v/n market n n marriage n n married a a marry v v Mars n n master n n match n n material n n math n n maths n n matter v v/n May n n maybe a d a dme p ron p ron meal n n mealtime n n mean v v meaning n n meaningful a a meat n n medal n nmedical a a medicine n nmeet v v meeting n n member n n memory n n mental a a mention v vmenu n nmess n n message n nmetal n/a n/a method n nmetre n nmice n n middle n n midnight n nmight v(modal) v(modal) mile n nmilk n nmillion n num millionaire n nmind v vmine p ron p ron minus p rep/a p rep/a minute n nmirror n nMiss n n mistake n nmixed a a mixture n nmodel n n modern a a modest a amom n n moment n n Monday n n money n n monitor n n monkey n nmonth n nmoon n nmore a/ad/n a/ad/pron morning n n mosquito n nmost a amostly a d a d mother n n motorcycle n n mountain n nmourn v vmouse n nmove v v movement n nmovie n nMr. n nMrs. n nmuch a d ad/amum n nmurder v/n v/n murderer n nmuseum n nmusic n nmust v(modal) v(modal) my p ron p ronmyself p ron p ronname v v/nnation n nnational a anatural a anature n nnavy n nnear a/ad/prep a/ad/prep nearby a d a dneat a a necessary a aneck n nneed v/n v/n/v(modal) neighbour n nneither a a/ad nervous a anet n nnetwork n nnever a d a dnew a anews n n newsletter n n newspaper n nnext a/ad a/adnice a anicely a d a dnight n nnine n um n um nineteen n um n umninety num numninth a/ad a/adno a/ad a/ad nobody p ron p ronnoise n nnoisy a anone p ron p ron noodle n nnoon n n normal a anorth n nnorth-east a n northern a a northwest n nnose n nnot a d a dnote n n notebook n n nothing p ron p ron notice v v/n novel n n November n nnow a d a d nowhere n n number n nnurse n nobject n n obvious a aocean n no'clock n ad October n nof p rep p repoff p rep prep/ad offer v voffice n nofficer n noften a d a doh i nt i ntoil n nold a aon p rep prep/ad once a d a done p ron num/pron oneself p ron p ron online a/ad a/adonly a/ad a/ad onto p rep p rep open a v/a operate v v operation n n opposite p rep p repor c onj c onj orange n/a n/a order v v organization n n organize v v organizer n nother a a otherwise a d a d ought to v(modal) v(modal) our p ron p ron ours p ron p ron ourselves p ron p ron out a d a d outdoor a a outgoing a a outside p rep prep/ad over p rep prep/ad overcoat n nown a a owner n npack v v package n n packet n npage n npaint v v painting n npair n n palace n npale a a panda n n paper n n pardon n n parent n npark n n/v parrot n npart n n particular a aparty n npass v vpast n n/prep path n n patient n n/apay v vpea n n peace n n peaceful a apear n npen n n pencil n n people n n percent n npercentage n n perfect a a perform v v performance n n performer n n perhaps a d a d person n n personal a a pet n n phone n n photo n n physical a a physics n n piano n n pick v v picnic n n picture n n pie n n piece n n pill n n pilot n n pineapple n n ping-pong n n pink n/a n/a pity n n place n n plan n n/v plane n n planet n n plant n n/v plastic n n/a plate n n play n v/n player n n playground n n pleasant a a please v v pleased a a pleasure n n plenty n n plus prep prep pocket n n point n n police n n policeman n n polite a a politics n n pollute v v polluted a a pollution n n pool n n poor a a pop a a popcorn n n popular a a population n n pork n n possible a a post v v postcard n n poster n n postman n n pot n n potato n n pound n n pour v v power n n powerful n a practical a a practice v v/n prefer v v prepare v v present n n presentation n n president n n pretty a a prevent v v price n n primary a a print v v printer n n prison n n prize n n problem n n produce v v producer n n prepfessor n n program n n programme n n progress n/v n/v project n n promise v v/n properly a d a d protect v v protection n n proud a a prove v v provide v vpublic n/v n/v pull v v punish v v purple n/a n/a purpose n n push v v put v v quality n n qu arrel v/n v/n quarter n n question n n queue n n quick a a quiet a a quite a d a d rabbit n n radio n n railway n n rain v/n v/n rainbow n n rainstorm n n rainy a a raise v v rare a a rather a d a d reach v v read v v reader n n ready a a real a a realize v v reason n n receive v v recent a a record v v/n red a/n a/n reduce v v refuse v v regard n/v n/v regular a a relationship n n relax v v relaxed a a remember v v remind v v remove v v repair v v repeat v v reply v v report v/n v/n reporter n n represent v v require v v research v/n v/nrest n nrestart v v restaurant n nresult n nreturn n v/n review v/n v/n reward n nrice n nrich a aride n n/vright a a/nring v vrise v vrisk n nriver n nroad n nroast a arob v vrobber n n robbery n nrobot n nrock n nrocket n nrole n nroll v vroom n nround p rep prep/ad/a route n nrow n n rubber n nrude a aruler n nrun v vrush v vsad a a sadness n nsafe a asafety n nsail v v salesman n nsalt n nsame n/a n/asand n n sandstorm n nsandwich n n Saturday n nsave v vsay v v scene n n school n n science n n scientist n n scream v v screen n nsea n n seafood n n seagull n n search v v season n nseat n n second a/ad a/ad secret n/a n/asee v vseem v v seldom a d a d select v v selfish a asell v vsend v v senior n n sense n n sentence n n September n n serious a a service n nset v v/n seven n um n um seventeen num num seventh a/ad a/ad seventy num num several a/pron a/pron sew v v shake v v shaking n nshall v(modal) v(modal) shape n n share v v sharp a ashe p ron p ron sheep n nshelf n n shelter n nshine v v shiny a ashirt n nshoe n nshop n n/v shopkeeper n nshort a a shortly a d a d shorts n n should v(modal) v(modal) shout v vshow n n/v shower n nshut v vshy a asick a aside n nsignal n n silence n nsilent a asilk n nsilly a a similar a a simple a a simply a d a dsince c onj conj/prep sincerely a d a dsing v vsinger n nsink n nsir n nsister n nsit v v situation n nsix num num sixteen num num sixth a/ad a/ad sixty num num size n nski v vskill n nskin n nskirt n nsky n nsleep v/n v/n sleepy a aslight a aslow a asmall a asmart a asmell n n/v smile v/n v/n smoke n n/v smooth a a snow v/n v/n snowball n n snowman n n snowstorm n n snowy a aso a d ad/conj soccer n n social a asoft a a soldier n n solve v v some a/pron a/pron somebody pron pron someone pron pron something n pron sometimes a d a d somewhere a d a dson n n song n n soon a d a d sorry a a sound v/n v/n soup n n south n n south-east a n southern a a space n n spaceman n n apare a a sparrow n n speak v v speaker n n special a a speech n n speed n n spelling n n spend v v spirit n n sport n n sporty n n spring n n square n/a n/a stage n nstair n nstall n n stamp n n stand v v star n n start v v state n n station n n stay v v/n step n n stick n n still a d a d stomach n n stone n n storm n n story n n stove n n straight a/ad a/ad strange a a street n n strength n n strict a a strong a a struggle n n/v stubborn a a student n n studio n n study v v style n n subject n n succeed v v success n n successful a a such a a suddenly a d a d suffer v v sugar n n suggest v v suggestion n n suit n n suitable a a summer n n sun n n Sunday n n sunny a a sunrise n n sunset n n supermarket n n supper n n support v/n v/n suppose v vsure a a surprise n n/v surprised a a suspect n n/v swallow n n sweater n nsweet n nswim v v swimmer n n swimming n n symbol n ntable n ntail n ntake n v/ntale n ntalk n v/ntall a atank n ntask n ntaste n n/v tasty a ataxi n ntea n nteach v v teacher n nteam n n teenager n n telephone n n television n ntell v v temperature n nten num num tennis n nterm n n terrible a atest v/n v/ntext n nthan c onj conj/prep thank v/n v/nthat p ron/a p ron/a the a rt a rt theatre n ntheft n ntheir p ron p ron theirs p ron p ron them p ron p ron themselves p ron p ron then a d a dthere a d a d therefore a d a dthese pron/a pron/a they p ron p ron thick a athief n nthin a athing n nthink v vthird a/ad a/ad thirsty a a thirteen num num thirty num numthis pron/a pron/a those pron/a pron/a though conj conj thought n n thousand n num three num num three-D n n through p rep p rep throw v v thunder n n Thursday n nticket n ntidy a atie n n/vtiger n ntight a atill p rep/conj p rep/conj time n n timetable n ntired a atitle n nto p rep p rep today a d/n a d/n together a d a dtoilet n n tomato n n tomorrow n a d/n tongue n n tonight a d a d/ntoo a d a dtooth n n toothache n n toothbrush n ntop n/a n/atopic n ntotal n ntouch v vtough a a tour n n tourist n n towards p rep p rep tower n n town n n toy n n traditional a a traffic n n trail n n train n n/v training n n transport n n trap v v travel v v traveller n n treasure n n treatment n n tree n n trick n n trip n n trouble n n/v trousers n n true a a truly a d a d trunk n n truth n n try v vT-shirts n n Tuesday n n tunnel n n turkey n n turn n v/n turning n n twelfth a/ad a/ad twelve num num twentieth a/ad a/ad twenty num num twice a d a d twin n n two num num type n n ugly a a umbrella n n unable a a uncomfortable a a uncommon a a under p rep p rep underground n n understand v vunfair a a unfriendly a a ungrateful a a unhappiness n n unhappy a a unhealthy a a uniform n n unimportant a a unkind a a university n n unless c onj c onj unlucky a a unnecessary a a unpleasant a a unpopular a auntil prep prep/conj unusual a a unwelcome a aup prep/ad prep/ad upstairs a d a dup-to-date a aus p ron p ron usage n nuse v vuseful a a useless a a usually a d a d valuable a avalue n n vegetable n nvery a d a dvest n nvideo n n village n nviolin n nvisit v/n v/n visitor n n vocabulary n nvoice n n volleyball n nwait v vwaiter n nwalk n/v n/v walking n nwall n nwallet n nwant v vwar n nwarm a awarn v vwarning n nwash v vwaste n nwatch v v/nwater n n watermelon n nwave v vway n nwe p ron p ronweak a awear v v weather n nwebsite n n wedding n n Wednesday n nweek n n weekday n n weekend n nweekly a aweigh v vweight n n welcome v/n v/n/awell a a/adwell-known a awest n n Western a awet a awhale n nwhat pron/a pron/a wheel n nwhen conj conj/ad where a d conj/ad whether conj conj which pron/a pron/a/conj while conj conj whisper n nwhite n/a n/awho p ron p ron whole a awhy a d a dwide a awife n nwild a awildlife n nwill v(modal) v(modal) willing a a win v vwind n n window n n windy a awine n nwing n n winner n n wisdom n nwise a awish n n/v with p rep p rep within p rep p rep without p rep p rep wolf n n woman n n wonder v/n v/n wonderful a awood n n wooden a awool n nword n nwork v v/n worker n nworld n n worm n n worried a aworry v v worse a a/ad worst a a/ad worth a a would v(modal) v(modal) write v vwriter n n wrong a aX-ray n nyear n n yellow a ayes a d a d yesterday n nyet a d a dyou p ron p ron young a ayour p ron p ron yours p ron p ron yourself p ron p ron yourselves p ron p ron zebra n nzoo n n。

2018下半年教师资格初中英语学科知识与教学能力试卷及答案

2018下半年教师资格初中英语学科知识与教学能力试卷及解答一、单项选择题(本大题共30小题。

每小题2分，共60分)1. Which of the following underlined parts is different from others in pronunciation?A. wishedB. jumpedC. kissedD. waited2. Which of the following shows the general intonation pattern in a complex sentence?A. When I started my↗career there was no↗unemployment.B. When I started my↗ career there was no↘ unemployment.C. When I started my↘career there was no ↗unemployment.D. When I started my↘ career there was no ↘ unemployment.3. All the_______in this school are taught by the same teacher.A. six-year-oldsB. six-years-oldC. six-year-oldD. six-years-olds4. The risk of infection for that patient hasn't diminished after the operation._______, it has increased.A. On the wholeB. On the contraryC. On the averageD. On the other hand5. Testing is still a usual means_______which students' progress is measured.A. inB. atC. ofD. by6. Many people_______in the project at both research and editing stages and we would like to thank them all here.A. have involvedB. have been involvedC. having involvedD. having been involved7. Only until very recently_______possible that grammarians are able to make accurate statements about the rules of some languages.A. has it beenB. it has beenC. was itD. it was8. This is not_______they had expected after years of painsta research.A. a result as bad asB. as a result as badC. as bad as a resultD. as bad a result as9. Which of the following words is formed through derivation?A. Students.B. Shorter.C. Bought.D. Insanity.10. The utterance “Now, correct me if I'm wrong ...”suggests that people are likely to observe the_______Maxim in daily conversations.A. QuantityB. QualityC. RelevanceD. Manner11. When a teacher asks students to brainstorm what they will write about an unforgettable trip,he/she mainly focuses on_______.A. ideasB. layoutC. styleD. feedback12. Which of the following is a communicative task?A. Reading aloud the dialogue on page 24.B. Writing a party invitation to your Mends.C. Translating the first paragraph into Chinese.D. Ma sentences with the expressions given.13. What is being practised if a teacher asks students to read words like "cot, hot" and "dog,log"?A. Spelling and structure.B. Stress and sound.C. Minimal pairs.D. Phonetic symbols.14. What teaching method is used by the teacher if much of his/her class time is spent on drilling sentence patterns followed by exercises like repetition, memorization, mimicry, etc.?A. The Natural Approach.B. The Communicative Approach.C. The Audio-lingual Method.D. The Grammar-translation Method.15. According to the affective-filter hypothesis,_______is NOT an affective factor influencing language learning.A. attitudeB. motivationC. interestD. intelligence16. What does his/her feedback focus on if a teacher's comment is “John, it would be much better if you have given more details,t”?A. Content.B. Language.C. Attitude.D. Aptitude.17. Which of the following is a referential question?A. Where was Yang Liwei born?B. Who is the first Chinese astronaut?C. Why do you think Yang Liwei is a great astronaut?D. When did Yang Liwei begin his historic space travel?18. Having lived in China for a long time, John could fully understand the cultural shocks experienced by his Chinese students. Which of the following traits does John have in this instance?A. Avoidance.B. Empathy.C. Extroversion.D. Introversion.19. When the teacher asks students to read a text for the main idea, he/she intends to develop students' skill of_______.A. retellingB. predictingC. skimmingD. scanning20. Which of the following is based on the communicative view of language?A. Structural syllabus.B. Skill-based syllabus.C. Genre-based syllabus.D. Functional-notional syllabus.请阅读 Passage 1,完成第21-25小题。

初中英语教学评价范例新浪博客

初中英语教学评价范例新浪博客摘要：1.初中英语教学评价的背景和意义2.初中英语教学评价的主要方法和实施过程3.初中英语教学评价的实践案例分析4.初中英语教学评价的反思与展望正文：初中英语教学评价范例新浪博客一、初中英语教学评价的背景和意义随着我国基础教育课程改革的不断深入，教学评价作为教育体系中的重要组成部分，越来越受到广泛关注。

初中英语教学评价旨在全面了解学生的英语学习历程，激励学生的英语学习兴趣，改进教师的英语教学方法，从而促进课程目标的实现。

在这个过程中，评价方式、评价角度、评价层面的多样性显得尤为重要。

二、初中英语教学评价的主要方法和实施过程初中英语教学评价主要包括课堂教学评价、学生学习评价和教师教学评价三个方面。

课堂教学评价关注教学目标、教学内容、教学方法、教学过程、教学效果等；学生学习评价主要考察学生的学习兴趣、学习习惯、学习策略、学习成果等；教师教学评价则着眼于教师的教学理念、教学设计、教学组织、教学反馈等。

实施过程中，应注重评价主体的多元化，鼓励学生、教师、家长、管理者等多方参与。

评价方法应以形成性评价为主，关注学生在学习过程中的表现和成长，同时结合终结性评价，对学生的学习成果进行总体判断。

三、初中英语教学评价的实践案例分析以某市初中英语教学评价为例，该校采用多元化评价方式，将课堂教学评价、学生学习评价和教师教学评价有机结合。

在课堂教学评价方面，采用观察、问卷、访谈等方法，全面了解教学情况；在学生学习评价方面，注重学生的课堂表现、作业完成情况、课外活动参与度等；在教师教学评价方面，以教学设计、教学组织、教学反馈等为主要评价内容。

四、初中英语教学评价的反思与展望初中英语教学评价在取得一定成果的同时，也面临一些问题，如评价指标体系不够完善、评价方式过于单一等。

因此，有必要对评价体系进行进一步优化，提高评价的科学性、客观性和有效性。

2018下半年教师资格考题初中英语面试试卷及答案

2018下半年教师资格考题初中英语面试试卷及答案第一批初中英语阅读一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the basic format of argumentation and get the general idea of the passage.Ability aim:Students will write argumentation to express their views on different issues.Emotional aim:Students will be interested in learning English and are no longer afraid of writing in English.Key and difficult point:Key Point: Students will master how to write an argumentation.Difficult Point: Students will express their opinions in daily life through argumentative essays.Teaching procedure:Step 1: Warming-up1. Greetings.2. Show students different types of mobile phones and ask them to discuss similarities and differences.Step 2: Pre-readingAsk students two questions and some volunteers will be invited to share their answers.Q1: Do you have a mobile phone? Are you satisfied with it?Q2: What is the most important factor when you choose your mobile phone?Step 3: While-reading1st reading: Ask students to read the passage for the first time and figure out the main idea and genre of the passage.2nd reading: Ask students to read the passage for the second time and pay attention to the structure of the passage. Some students will be invited to try to summarize the format of the argumentation.Step4: Post-reading1. Discussion: Four students in a group, ask them to discuss the advantages and disadvantages of mobile phones for junior high school students.2. Outlining: Ask students to write an outline based on their opinions about the influence of mobile phones for junior high school students.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to revise their outline and complete their compositionafter class.Blackboard design:【答辩题目解析】1. Please talk about your blackboard.【参照答案】Thanks for your question. As we all know, blackboard design is very important for teaching. Firstly, it can help teacher present the teaching content. Students can understand the main content of the lesson easily. Secondly, it helps students to break through teaching key and difficult points. Students can have enough time to think and observe the knowledge. Thirdly, it helps student to take notes and develop good writing habits. Based on these functions, my blackboard design can be divided into three parts. The title is very simple and clear. And then is the main topic of the passage, students can easily understand the task of today’s lesson. The last part is the key point of the lesson. I present the basic format of argumentation, which takes more time in class. By doing so, students can easily master the argumentation format and write their own outline according to it.2. Why did you design your post-reading activities in this way?【参照答案】Thanks for your question. The purpose of language learning is to communicate. In my opinion, there are only two ways to communicate, that is, speaking and writing. In this class, I designed it as a reading lesson. After reading the article, students had a good understanding of the topic and the basic format of the article. So I designed a discussion first. Students could express their views freely on the topic. Of course, the format of argumentation was taught in class, so students were supposed to practice it. So I organized the second activity, that is, wrote an outline. Students could write their own outlines according to what they have discussed before. In this way, the input and output of this lesson will be more reasonable and diverse.初中英语词汇一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the expression of asking jobs-What does she do? She is a doctor.Student will understand words about different jobs: doctor actor policeman and so on.Ability aim:Students will improve their abilities of speaking and listening.Emotional aim:Students will be more confident in speaking English. And show their respect to different jobs.Key and difficult point:Key Point: Students will master how to ask jobs in English.Difficult Point: Students will use the sentence structure in daily life.Teaching procedure:Step 1: Warming-up1. Greetings.2. Sing a song and ask student what the song mainly about. “be what you wanna to be”Doctor actor lawyer or a singerWhy not president be a dreamerYou can be just the one you wanna bePolice man fire fighter or a post manWhy not something like your old manYou can be just the one you wanna beDoctor actor lawyer or a singerWhy not president be a dreamerYou can be just the one you wanna beStep 2: Presentation1. Show pictures of different jobs and explain the working environment, working place, working content. the spelling and pronunciation of the words.2. Introduce the new sentence and write is on the blackboard“What do you do?”“I’m a student”“What does she do?”“She is a doctor.”Step 3: Practice1. Ask and answer between teacher and student.“What do you do?”“I’m a student”2. Show a video clip from “ZOOTOPIA” and ask students what does Judy Hopps do? What does Gazelle do?3. Listen to the tape and finish the exercise on the text book.Step4: Production1. Role-play: ask students to make a dialogue according to the picture in the textbook.2. Survey: ask students to make a survey about their parents’ jobs.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to practice the sentence structure learned today with desk mates after class.Blackboard design:【答辩题目解析】1.What are the teaching aims of your class?【参照答案】There are there aspects of the teaching aims; they are knowledge aim, abilityaim, and emotional aim. Knowledge aim: Students will master the expression of asking jobs-What does she do? She is a doctor. And Student will understand words about different jobs: doctor actor policeman and so on. Ability aim: Students will improve their abilities of speaking and listening. Emotional aim: Students will be more confident in speaking English. And show their respect to different jobs.2.Talk about your blackboard design.【参照答案】There are three parts of the blackboard design. The title, new words and new sentence pattern. It’s clean and logic, easy for students to take some notes.初中英语语法一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the rule of the Simple Past Tense.Ability aim:Students will able to talk about the things happened in the past in their daily life.Emotional aim:Students will learn how to cooperate with others.Key and difficult point:Key Point: Students will master the structure of the Simple Past Tense.Difficult Point: Students will use the structure of the Simple Past Tense in daily life.Teaching procedure:Step 1: Warming-up1. Greetings.2. Ask students a question: what are you reading recently? And ask some students to share with the whole class.Step 2: Presentation1. Review the knowledge about the past tense of verbs: write some verbs on the blackboard and ask students to change the verbs into their past tense.2. Ask students to read the dialogue and pay attention to the background information about Mark Twain. Then ask students some questions: What’ Mark Twain’real name? When did he born? When did he begin to work? And then invite some students to share the answers with the whole class and write down on the blackboard.3. Then ask students when these things happened and then tell them the rule of past tense: Simple Past Tense refers to the actions or states happened at a certain moment in the past, or a certain period of time in the past. It is often used withtemporal adverbial, such as yesterday, last week and so on.4. Ask students to read the dialogue again and try to find other sentences which used the Simple Past Tense and share with class. Then tell students the rule of general and special interrogative sentences in the past tense: general interrogative sentences use auxiliary verbs (did) and special interrogative sentences use special interrogative words (what, when, how...).Step 3: Practice1. Ask student to role play the dialogue and ask two groups to show in class.2. Play a game: magic box. There is a magic box which is full of all kind of verbs, ask students to choose one card and then make a sentence with it using the Simple Past Tense.Step4: ProductionDiscussion: ask students to talk about what happened to them in the last weekend, they should use the Simple Past Tense and then invite two of them to show their conversation.4 in 1, 5 minutes will be given.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to practice the usage of Simple Past Tense learned today with desk mates after class.Blackboard design:【答辩题目解析】1. Could you list any other temporal adverbials which can be used in The Simple Past Tense?【参照答案】Usually, we can use yesterday, last night/night/month/weekend/year, the day before yesterday, in 1992 (a year in the past), in the 1990s, at the age of 16 and so on.第二批初中英语语音一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will know the rule of logical stress in a complete sentence.Ability aim:Students will use the logical stress correctly and know how to make use of the sentence stress in different sentences correctly.Emotional aim:Students will be more confident in speaking English.Key and difficult point:Key Point: Students will master the rule of logical stress in sentences in English.Difficult Point: Students can use the logical stress in sentences in daily life.Teaching procedure:Step 1: Warming-up1. Greetings.2. Listen to an English song and feel about the tune of the melody. Let students to know that not only songs but also the language has its stress in order to expressdifferent emotions.Step 2: Presentation1. Work in pairs to read the passage by themselves and ask them to pay more attention to the sentence stress. After practice, ask one pair to perform it and others should tell their opinion whether they agree or not.2. Listen to the tape of the passage and find out whether the students themselves make any mistakes. Then let students find out the rule of the sentence stress (logical stress ) with the help of the teacher: in a sentence we can stress the important part according to the meaning of the passage. After the students find the rule, the teacher read the passage and let them repeat after it.Step 3: Practice1. Ask students to read the passage by themselves again and they should use the correct logical stress while reading.2. Give students more sentences and ask them read the sentences by themselves using the logical stress.Step4: ProductionLet students work in groups of 4 and make a dialogue about the theme parks, such as the theme, the feature, the activities and so on, and they should use the rule of logical stress learned in the class. After that invite two groups to share their outcomes with the whole class.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to read the work of Shakespeare’s and use the logical stress learned today after class.Blackboard design:【答辩题目解析】1. Can you conclude the rule of sentence stress comprehensively?【参照答案】As far as I’m concerned, there are two sentence stress rules: logical stress and grammatical stress. Logical stress is what i have presented in the presentation. The grammatical stress refers to that we need to stress notional word, which usually contains noun, verb, adjective adverb and so on. At the same time, the functional word needn’t to be stressed, which usually includes conjunction, article and preposition.2. Are you satisfied with this presentation? Which do you think is the most difficult part?【参照答案】The difficulty in my eyes is: first of all, without the participation of students, because of the teaching reasons, I can not interact effectively with students based on their feedback. In this case, it is difficult for me to organize classroom teaching activities and achieve the desired results. Second, what I need to improve is to introduce the key points to the students in a way that is easy to accept and adapt to the environment without an atmosphere of spoken English, because my spoken English is not very fluent, and I am very concerned about this interview. So I felt a little nervous. However, all these factors did not affect my overall performance. In view of the above problems, I will constantly reflect, and learn from experience in practice to improve my teaching ability. In short, I am basically satisfied with the presentation.初中英语口语一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the expression of giving advice: -What about…..? . Ability aim:Students will improve their abilities of speaking and listening. Emotional aim:Students will be more confident in speaking English.Key and difficult point:Key Point: Students will master how to give advice.Difficult Point: Students will use the sentence structure in daily life. Teaching procedure:Step 1: Warming-up1. Greetings.2. Free talk: talking about the coming new year festival and the plan to celebrate it. Old friend Cindy wants to go to a party. Lead to the topic of new class.Step 2: Pre-speaking1. Read the dialog to student and ask them question:What is the mother’s suggestion?What did the mother say to give advice to Cindy?2. Explain the expression to give advice.3. Show a picture of Cindy’s wardrobe, and ask student to give advice to Cindy for the party.4. Set a situation: Lucy’s family is planning to go aboard to have the winter vocation. They plan to go to Thailand.Step 3: While-speaking1. Group discussion: work in group of 4 and make a list of things they need to prepare or to pay attention to. Write the advice on the blackboard.2.Role play: work in pairs, one act as Lucy; the other act as her friend. Try to give advice to Lucy. Remind students to use the tips and the sentence pattern on the blackboard.Step4: Post-speakingInvite some groups to share the role play and give assessment.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to practice the sentence structure learned today with desk mates after class.Blackboard design:【答辩题目解析】1. What are the teaching aims of your class?【参照答案】There are there aspects of the teaching aims; they are knowledge aim, ability aim, and emotional aim. Knowledge aim: Students will master the expression of giving advice: What about…..? Ability aim: Students will improve their abilities of speaking and listening.Emotional aim: Students will be more confident in speaking English.2. Talk about your blackboard design.【参照答案】There are three parts of the blackboard design: the title, some advice for Lucy and new sentence pattern to give advice. It’s clean and logic, easy for students to take some notes.初中英语听说一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the sentence structure: How far...? How high...? How long....? and so on.Ability aim:Students will improve their abilities of speaking and listening.Emotional aim:Students will be more confident in speaking English and use the sentence structures in daily life.Key and difficult point:Key Point: Students will master how to describe the height and distance in English.Difficult Point: Students will use the sentence structures in daily life.Teaching procedure:Step 1: Warming-up1. Greetings.2. Sing a song called Five hundred away to lead in the class.Step 2: Pre-listening1. Show students some pictures of the Great Pyramid of Khufu and the Great Sphinx. Let them to predict what we will learn today.Step 3: While-listening1st listening: Ask students to listen to the tape for the first time and check if their prediction is correct or not and try to get the main idea of the dialogue.2nd listening: Ask students to listen to the tape for the second time and answer the following questions.①. How far are the pyramids from Cairo?②. How old is the Great Sphinx?③. How long is the Nile River?3rd listening: Ask students to listen to the tape for the third time, read after the tape and invite several students toStep4: Post-listeningRole-play: ask students to work in pairs. One works as an interviewer, and the other works as an interviewee to make a dialogue about an unforgettable trip. And give them five minutes to prepare it.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to search the Internet to find more information about Africa.Blackboard design:【答辩】1. How to lead in the class?【参照答案】Warming up is very important for a new lesson. Teachers can use many ways to lead in, such as riddle, story, picture, video, music and so on. Such as sing a song that is related to the topic of the new lesson for students to lead in the class. It can arouse the interest of students and make the atmosphere of class become active and lead in the new lesson easily.2. What is the standard of a good lesson?【参照答案】The standards of a good lesson are as follows: embody advanced teaching idea, a clear teaching goal, break through the key and difficult points successfully. It can give students' subjectivity to the full play, can use flexible teaching methods and so on.第三批初中英语语法一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will know the usage of the frequency adverbs and the sentence structure “How often...?”.Ability aim:Students can use the sentence structure freely in their daily life.Emotional aim:Students will be more confident in learning English and not afraidof speaking English.Key and difficult point:Key Point: Students will know how to use the sentence structure in their daily life.Difficult Point: Students can cultivate their confidence in learning English.Teaching procedure:Step 1: Warming-up1. Greetings.2. Ask students what they usually do in their spare time and why, and ask some of them to share with the whole class.Step 2: Presentation1. Listen to the tape for the first time and find out what the speaker does every day, and then invite students share their answers.2. Ask students the following questions: how often does the speaker watch TV? How often does the speaker listen to music? And then write down the sentence on the blackboard.3. Explain the sentence structure to students: the sentence structure is used to ask questions about how many times something has been done orhow many times a state exists in a given period of time.4. The teacher read the dialogue and ask students to read after it to get a deep understanding.Step 3: Practice1. Role-play. Ask students work in pairs and role play the dialogue. Then invite two groups to show in front of the class.2. Play a game: word cards. Invite two couples of students. Ask one student to choose the card in the box and then ask the other students the question “how often do you...?”using the activities showed in the card, and then change their role.Step4: ProductionLet students work in groups of 4 and discuss on the topic: how often do you...? according to their own hobbies. After that invite two groups to present in the whole class.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to ask their friends “how often do you...?”after class and write down on the exercise book.Blackboard design:【答辩题目解析】1. Can you tell me the difference between “How often...?”and “How long...?”?【参照答案】The first sentence structure is used to ask questions about how many times something has been done or how many times a state exists in a given period of time. The second sentence structure includes two different usage: one is used to ask how long does it take. It's mainly used to ask questions for a period of time; the other is used to ask for the length of something.2. What do you usually do in your spare time?【参照答案】I really have a great passion for sports, i like to do yoga, cycling and jogging. Take jogging for example. It stimulates me to learn more about body -building. Secondly, I am able to meet new friends through my hobby. Lastly, the hobby will teach me some self-discipline, because to do itregularly is so challenging.初中英语阅读一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will grasp and understand the main and detailed information of the passage.Ability aim:Students will improve their reading and speaking skills.Emotional aim:Students will foster the interest and desire of learning English and take part in speaking activities actively.Key and difficult point:Key Point: Students will totally understand the content of the passage.Difficult Point: Students will foster the interest of learning English, and take part in speaking activities.Teaching procedure:Step 1: Warming-up1. Greetings.2. Show students pictures about different types of transportation and naturally lead to today’s topic.Step 2: Pre-reading1. Ask students two questions and some volunteers will be invited to share their answers.Q1: How do you come to school?Q2: How do your parents go to work?2. Ask students to predict the main idea of the passage based on the above discussion and pictures on the screen.Step 3: While-reading1st reading: Ask students to read the passage for the first time and check their prediction. Besides, they need to find out which countries are mentioned in the passage and circle them.2nd reading: Ask students to read the passage for the second time and complete the following chart. Some students will be invited to finish it on the blackboard.Step4: Post-readingDiscussion: ask students to discuss the advantages and disadvantages of different modes of transportation. Four students in a group, after five minutes, some groups are supposed to show their results.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to investigate their friends’way of going to school and find some interesting ways of transportation on theInternet.Blackboard design:【答辩题目解析】1. How to improve students’reading and speaking ability in your class?【参照答案】It is very important to improve students’reading and speaking abilities. In my class, I take three specific steps to improve their reading and speaking abilities. Firstly, before reading the article, I ask the students to guess the main idea of the article according to my questions and pictures on the screen. As you heard, this can not only exercise students’guessing ability, but also help them read the passage with questions. In the while-reading part, I set two times of reading, namely extensive reading and intensive reading. Obviously, students’scanning ability and the ability to grasp detailed information can beimproved. It also helps them form good reading habits. As for speaking ability, I organize a discussion activity without standard answers. Students can express their views freely in groups. In this way, their reading and speaking abilities can be improved a lot.2. How did you evaluate the performance of students in the class?【参照答案】Students are under a stage of growing and developing. They are eager to be evaluated and encouraged by their teachers. At the same time, students are different, and their acceptance and abilities of learning are different. Therefore, in my class, I have adopted a variety of different evaluations. For the students who answered correctly, I would praise them directly, such as “excellent”, “you can find the answer so fast”. For those students who dare not answer questions or did not find out the answers, I just encouraged them and guided them to say the answers, and gave some encouraging comments, like “nice try!”, “you’ve made a great progress”. Also, some students made mistakes. In my class, instead of directly blaming the student for being wrong, I asked other students to help him/her and give them a proper evaluation.初中英语口语一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will know how to express their hobbies and interest. Ability aim:Students will improve their abilities of speaking and listening. Emotional aim:Students will be more confident in speaking English.Key and difficult point:Key Point: Students will know how to express their hobbies and interestin English.Difficult Point: Students will be more confident in speaking English and not be afraid of speaking English in public.Teaching procedure:Step 1: Warming-up1. Greetings.2.Sing a song of Mick Jackson to lead in the lesson.Step 2: Pre-speakingAsk students to look at the picture of Paul Jackson and Beijing Opera to predict what we will learn today.Step 3: While-speaking1st listening: Ask students to listen to the tape for the first time and check if their prediction is correct or not and get the main idea of the passage.2nd listening: Ask students to listen to the tape for the second time and tick and cross.Mike’s favorite actor is Paul Jackson. ( )Mike’s father often goes to see Beijing Opera on weekends.( )Black September is a very successful thriller.( )3rd listening: Ask students to listen to the tape for the third time, read after the tape and invite several students to summarize how to express hobbies.Step4: Post-speakingAsk students to have a discussion about their hobbies, four students in a group and give them 5 minutes.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to introduce their favourite movies and share with their parents.Blackboard design:【答辩题目解析】1.How to improve students’speaking ability?【参照答案】The topic should be interesting, which can arouse the interest ofstudents In the class, teachers should give students’subjectivity tothe full play and give them more chance to communicate with each other. And organize various activities to encourage them to express themselves.2.Do you think blackboard design is important?【参照答案】There is no doubt that blackboard design plays a very important role in teaching process. First，it should has title. Secondly, The key and difficult points should be prominent, which enables students to master the knowledge. What’s more, the blackboard design should be logic andclear.第四批二、考题解析【教案】Teaching aims:Knowledge aim:Students can master the usage of new phrases: in front of, across from, next to.Ability aim:Students can use these words to describe the way to some places and help others to find the way correctly in their life.Emotional aim:Through various activities, students can improve their oral ability and cooperative spirit.Key and difficult point:Key Point: students can understand the meaning of these phrases and use them to describe the way to some places.Difficult Point: students can apply the knowledge in their daily life and also improve their speaking skills and cooperative spirits through different activities.Teaching procedure:Step 1: Warming-up1. Greetings.2. Show students some pictures of the famous scenic spots in our city. And ask them two questions: Q1: Where are these famous places?Q2: Do you know how to give directions to others in English?Step 2: Presentation1. Set a situation that our old friend Tommy is visiting our city, and he wants to go some places. Ask students to help him find his way based on the map on the blackboard.。

中学英语教学与评估 (YLE) 参考答案 (高三 2013年修订本含学业水平测试)

(23) BABD (27) CCDC (31) BDAD (35) DBDA
(24) CDAB (28) BDBA (32) DCAD
II.
(1) 1. register online
2. 3 hours
3. shuttle buses
4. email
(2) 1. morning
2. available
6~9 EDJB
(1) 1~5 (2) 1~5 (3) 1~5 (4) 1~5 (5) 1~5 (6) 1~5 (7) 1~5 (8) 1~5 (9) 1~5 (10) 1~5 (11) 1~5 (12) 1~5 (13) 1~5 (14) 1~5 (15) 1~5 (16) 1~5 (17) 1~5 (18) 1~5
4. constantly
5. effect
9. communication 10. difficulty
练习 11 1. coming 6. memory
2. unfortunately 3. productivity
7. respective
8. significantly
4. constantly 9. performance
第一部分笔试
一语法
以下内容对应高中英语教学与评估中第 1 页内容
6~10 ADBBC 11~15 BDDCD 16~20 BDCBB
26~30 BBABC
31~35 ADBDD
36~40 BADCA
46~50 DBCBA 51~55 BBDDC 56~60 DCBCC
66~70 CCACA 71~75 CDCDA 76~80 ABBAD
练习 13 1. better 6. privacy

精编初中英语教学与评估

精编初中英语教学与评估（中英文版）Elite Junior High English Teaching and Assessment精编初中英语教学与评估旨在提高学生的英语综合运用能力，同时注重培养学生的跨文化交际意识。

本课程采用多样化的教学方法和评估体系，确保教学内容丰富且与时俱进。

The teaching of meticulously compiled junior high English curriculum focuses on enhancing students" comprehensive English proficiency, while also nurturing their awareness of cross-cultural communication.The course employs a variety of teaching methods and an assessment system to ensure the richness and modernity of the teaching content.在教学方法上，我们结合了互动式教学、任务型学习和信息技术辅助教学，激发学生的学习兴趣，提高他们的学习积极性。

In terms of teaching methods, we integrate interactive teaching, task-based learning, and IT-assisted instruction to stimulate students" interest in learning and enhance their enthusiasm.评估方面，我们采用形成性评估与终结性评估相结合的方式，全面、客观地评价学生的英语学习成果。

As for assessment, we combine formative and summative assessments to evaluate students" English learning outcomes comprehensively and objectively.此外，我们还定期组织各类英语活动，如英语角、演讲比赛和戏剧表演，以提高学生的实际应用能力和团队合作精神。

2015年精编初中英语教学与评估(二)

2015年精编初中英语教学与评估（二）I听力理解（共30分）A Listen and choose the right picture.（根据你所听到的内容，选出相应的图片）（6分）B Listen to the dialogue and choose the best answer to the question you hear（根据你的对话和问题，选出最恰当的答案）（8分）( ) 7 A) A diplomat B) A policeman C) A teacher D) A writer( ) 8 A) By car B) By taxi C) By underground D) By bike( ) 9 A) White B) Green C) Blue D) Yellow( ) 10 A) 6:30 B) 5:30 C) 7:00 D) 7:30( ) 11 A) Excited B) Interested C) Angry D) Sad( ) 12 A) To watch TV B) To play footballC) To see a film D) To hold a match( ) 13 A) At a restaurant B) At a libraryC) At a hospital D) At a bank( ) 14 A) Husband and wife B) Doctor and patientC) Father and daughter D) Journalist and studentC Listen to the passage and tell whether the following statements are true or false（判断下列句子是否符合你听到的短文内容，符合的用“T”表示，不符合的用“F”表示）（共6分）( ) 15. There was no wind and rain when the story took place that evening.( ) 16. Harry didn't sleep because he liked to listen to the noise of the storm.( ) 17. Jane woke up Harry because she heard someone knocking on the window.( ) 18. Jane told Harry to go back to sleep because the knocking stopped.( ) 19.A thief was standing outside the window and trying to get into the room.( ) 20. Harry didn't think it was easy to open that window.D．Listen to the passage and complete the following sentences. (听短文，完成下列内容。

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2018精编初中英语评估【精编初中英语教学与评估2013】A.根据所听对话选择正确答案 ( )1. What is the picture?A. A dogB. A catC. A sheep ( )2. What colour is Jim”s pother”s shirt?A. BlueB. YellowC. Red ( )3. Where is Tommy now? A. At home B. At school C. Near a river ()4. How many boys are here today?A. Twenty-threeB. Twenty-fiveC. Twenty-seven ()5. Who has the colour pen?A. LucyB. LilyC. We don’t know B. 根据所听内容选择正确答案 ( )6. Where is Better from? A. China B. England ( )7. What class is John in?A. Class1, Grade 4B. Class5, Grade1.C. Class 4, Grade 1 ( )8. How old is Liu Weiguo?A. TwentyB. Fourteen ()9. Who is their Chinese teacher?B. Mr HuangC. Miss Jiang C. ThirteenC. AmericaA. Miss Wang( )10. How many students are there in Liu Weiguo’s class? A. Forty-seven B. Forty-five C. Twenty-five()11.I’d like ______next to a restaurant.B. live inC. to liveD. to live inA. live ()12. Which country is in Asia?A. The UKB. JapanC. The USAD. France ()13. Keep _______! Your sister is sleeping.A. quietlyB. cleanC. happilyD. Quiet ()14. Can you swim _______ the river?A. inB. overC. onD. under ()15.--- How do we say the number 2002? ---____________A. Two thousands and twoB. Two thousand and Two B. Two hundreds and twoC. Two hundred and Two()16. My new bike is ________yours.A. same withB. same asC. different withD. different from ()17. He_______ his mother, but he ____his mother very much.A. isn’t like, likesB. isn’t like , looks like B. doesn’t like , likesC. isn’t look like, is like ()18. I like the bathroom______ a shower and a bath in it.A. haveB. hasC. andD. with()19. September is _______ month of the year.A. ninthB. the ninethC. the ninthD. nine()20. My uncle wants to buy a large _____ in B eijing. It will be his clean_____. A . home B. home ; house C. house ; family D .home; family()21. –Is that ______e-dog ? – No, it’s not________.A. your; myB. yours; mineC. yours; myD. your; mine()22.--Nanjing Duck is delicious. _________ can you eat ?--It’s hard to say.A.How manyB. WhereC. How muchD. How()23. I’ll come back in three ______time.A. dayB. daysC. day’sD. days’()24.Li Lei is _______ old friend of _____ . We are close to each other.house;A. the ; meB. an ; meC. an ; mineD. the ; mine()25. We find _______ pollution in the city.B. a lotC. muchD. manyA. aA peasant ( 农民 ) can’t read or write. One day he went to a man and askedhim to write a letter__1__ him. He asked to post the letter___2__ his uncle. He live in a town, not very far off.“I ___3__ write your letter,” said the man, “because I have a bad___4___”.“Sir,” said the peasant. “ I___5___not know much, But I can’t __6__what a bad leg hasto__7___ with writing a letter.”“ It ___8__ much to do ,” said the man, “___9__I can’t walk so far and read the letter toyour uncle.”“What do you mean, sir?” said the peasant. “He knows ___10___ to read and his sons with him can read ___11__. Why do they need you to go__12__ rea d the letter for them?” write?”( ( ( ( ( ( ( ( ( ( ()26. A. for B. to C. about )27. A. for B. to C. intoD. of D. onto“__13__ you understand,” answered the __14__ man, “ that only I can read__15__I )28. A. mustn’t B. can C. will not D. can’t )29. A. hand B. armC. legD. foot)30. A. do B. will C. can )31. A. look B. saw )32. A. did B. doD. shallD. see D. doesC. watch C. doing)33. A. had B. have C. has )34. A. But )35. A. howD. wasD. Because D. whatB. S oC. Or B. whereC. thatD. either)36. A. also B. to C. too( ( ( ()37. A. for B. to C. but )38. A. Aren’t B. Can’t )39. A. other B. one )40. A. many D. inD. Don’t D. anotherC. Not C. thatB. whenC. whatD. whichAn artist went to a beautiful part of the country for a holiday, and stayed with a farmer.Every day he went out with his paints and pushes, and painted from morning to evening, and then when it got dark , he went back to the farm and had a good dinner before he went to bed.At the end of his holiday, he wanted to pay the farmer, but the farme r said , “No, I don’twant money, but give me one of your pictures. What is money? In a week it will all be finished, but your picture will still be here.” pictures.The farmer smiled and a nswered, “It is not that. I have a son in London. He wants to The artist was very pleased and thanked the farmer for saying such kind things about hisbecome an artist. When he comes here next month, I’ll show him your pictures. Then he will not want to be an artist any more, I think.”( )41. During the holiday the artist ____________.A. stayed at homeB. stayed in another cityC. lived with a farmer in the countryD. went to another country)42. Every day the artist________.(A. went out to visit his friendsB. went out to help farmerC. went out for a walkD. went out to p aint from morning to evening () 43. He had his supper_________.B. in a restaurantC. with the farmerD. with his parentsA. at his own home ()44. The farmer wanted___________.A. the artist to give him one of his picturesB. the artist to show how to paintC. the artist to pay him much moneyD. the artist to stay with him longer()45. In fact the fa rmer wanted his son_________.A. to come back as quickly as possibleB. not to be an artistC. to learn from the artistD. to be an artist B Dear MikeHow is everything with you ? I hope things are going well. There is not much newshere. I just go to work every morning and come back home in a tall building every night. New York is full of people, but I don’t really know any of them. I don’t like the city, but the work I’m doing now is quite interesting, and the pay (工资) is quite good.What are you doing during the Christmas holidays? If you don’t have any ideas, I hope you can visit New York. Come and stayed in my home. It is quite large, and it is quite near cinemas. useums and shopsWrite soon , and say you can have the holiday here.()46. A. To whom does Linda write?C. MartinA. MikeB. Jack()47. Which city does Linda live in?A. TokyoB. New YorkC. London()48. Does Linda have lots of friends or few friends in the city?B. she has some friendsA. She has lot s of friendsC. She has few friends()49. What about Linda’s work?A. It’s interesting with much money.B. It’s not interesting with much moneyC. It’s interesting with little money.()50. What does Linda ask Mike to do in her letter?B. To have Christmas holidays with herA. To write soonC. To write soon and to have Christmas holidays with her第二部分主观题（共45 分）五．词汇（共 15 分）A.根据所给的提示，完成下例单词 5 分1. My ______( 梦想中的 )bedroom is big and beautiful.2. I have many friends. Everyone is _____ to me.3. We usually have a shower in the _____.4. Mr Ge is a _____.He teaches us English.5.There are a lot of_____ of art at the palace.1. Water _______is a serious problem in this city.2. Our new house is ______to my school.3. My birthday is on the ______of May.4. There’s a beautiful _____table in the house.5. Do you know who’s ______ on my bed? C. 选用所给的动词填空 5 分1. Who _____ the high jump last year. 2. I have to go now, someone _____for me. 3. ________late next time. 4. The music _______nice.5. It is important for us _______each other. 六．句型转换（共10 分，每空0.5分）1. I had three pieces of pead for my peakfast（对划线提问） ______ ______ pieces of pead ______you ______for your peakfast?2. It takes me half an hour to walk to school. ( 对划线提问 ) ______ ______ ______it take ______ to walk to school? 3. My English teacher likes dancing, too.( 改否定句 )______ English teacher ______ ______ dancing,______ .4. Tom is living on the first floor. ( 对划线提问 )______ ______ ______ tom living ______?5. Stephen is dancing with his friends on the balcony. ( 用often改写 )Stephen ______ ______ with ______friends ______the balcony.七．翻译下例词组（共 10 分）1．和朋友聊天—————————— 2. 在一条繁华的街上——————3。