2017年无锡市教育系统教师招聘考试《小学英语》（精选）考试真题答案解析

Learning Beijing Opera in primary schools is intended _____________ the traditional cultural treasure.

以下单词画线部分发音与其他项不同的一项是_____________。

There are three main school holidays in the UK. They are the_____________holiday, the _____________ holiday and the _____________ holiday.

Writing out all the invitations by hand was more time-consuming than we_____________

Traditionally, college students hold a graduation ceremony to encourage themselves before they _____________ on their life journey.

_____________ to improving services, we will provide customers with all the information.

As John Lennon once said, life is _____________ happens to you while you are busy making other plans.

–Could I use your car tomorrow?

–Sure. I _____________ a story at home.

While intelligent people can often _____________ the complex, a fool is more likely to complicate the simple.

Hardly had Susan finished her words when Bob said _____________, “Don´t be so mean,” pointing a finger of warning at her.

–Did you look up the time of the high-speed trains to Guangzhou?

–Yes, the early train is _____________ to leave at 3 : 00 p.m.

According to the law, all foreigners have to _____________ with the local police within two weeks of arrival.

When Richard said, “You are much more agreeable and prettier now”, Joan´ s face turned red at the unexpected _____________.

Tango is a passionate dance, _____________brings the dancers together in a way _____________ words can´ t express.

I don´ t care about the good salary offered by the company. What I need is a(n) _____________ post.

根据下面资料，回答{TSE}题

Human growth is a process of experimentation, trial, and error eventually leading to wisdom. Each time you choose to trust yourself and take action, you can never quite be certain how the situation will


16
.

Sometimes you are victorious, and sometimes you become disappointed. The
17


experiments, however, are no less valuable than the experiments that finally prove successful; in fact, you


18
learn more from your “failures” than you do from your
19
. If you have made what you think to be a mistake or failed to live up to your own

20
, you will most likely put up a barrier between your essence and the part of you that is the alleged wrong-doer.

However, viewing past actions as

21 implies guilt and blame, and it is not possible to learn anything meaningful while you are engaged in blaming.

22

, forgiveness is required when you are severely judging yourself. Forgiveness is the act of erasing an

23 debt. There are four kinds of forgiveness.

The first is beginner forgiveness for yourself.

The second of forgiveness is beginner forgiveness for another.

The third kind of forgiveness is

24

forgiveness of yourself. This is for serious misbehaviors, the ones you carry with deep
25
. When you do something that violates your own values and principles, you create a gap between your standards and your actual


26
. In such a case, you need to work very hard at

27

yourself for these deeds so that you can close this gap. This does not

28
that you should rush to forgive yourself or shouldn´t feel regret,

29 taking pleasure in these feelings for a prolonged period of time is not healthy.

The


30

and perhaps most difficult one is the advanced forgiveness of another.

At some time of our life, you may have been severely wronged or hurt by another person to such a degree that forgiveness seems

31

.

However, harboring anger and revenge fantasies only keeps you
32 in victimhood. Under such a circumstance, you should force yourself to see the bigger picture. By so doing, you will be able to

33

the focus away from the anger and resentment.

It is only through forgiveness that you can erase wrongdoing and

34
the memory. When you can

35
release the situation, you may come to see it as a necessary part of your growth.

{TS}第（16）题选

根据下面资料，回答{TSE}题

One of my children is spinning in a circle, creating a narrative about a princess as she twirls. The other is building a rocket ship out of a discarded box, attaching propellers made of cardboard and jumping in and out of her makeshift launcher. It is a snow day, and I’ve decided to let them design their own activities as I dean up and prepare a meal. My toddler becomes the spinning princess, imagining her character’s feelings and reactions. What seems like a simple story involves sequencing, character development, and empathy for the brave princess stuck in her tower. The rocket ship my first grader is working on needs a pilot and someone to devise the dimensions and scale of its frame; it also needs a story to go with it. She switches between roles and perspectives, between modes of thinking and tinkering.

This kind of experiential learning, in which children acquire knowledge by doing and via reflection on their experiences, is full of movement, imagination, and self-directed play. Yet such learning is increasingly rare in early-childhood classrooms in the U.S, where many young children spend their days sitting at tables and completing worksheets. Kindergarten and preschool in the U.S. have become more and more academic, rigorously structuring kids’ time, emphasizing assessment, drawing a firm line between “work” and “play”–and restricting kids’ physical movement. A study from the University of Virginia released earlier this year found that, compared to 1998, children today are spending far less time on self-directed learning–moving freely and doing activities that they themselves chose–and measurably more time in a passive learning environment.

With so few years under their belts, my 3- and 6-year-old daughters are still learning to inhabit their bodies. They are learning how to maneuver themselves physically, how to orient themselves in space. As Vanessa Durand, a pediatrician at St. Christopher’ s Hospital for Children in Philadelphia, says, freedom of movement is necessary for children to meet their developmental milestones: “Children learn by experiencing their world using all of their senses. The restriction of movement, especially at a young age, impedes the experiential learning process.”

Movement allows children to connect concepts to action and to learn through trial and error. “If you walk into a good kindergarten class, everyone is moving. The teacher is moving. There are structured activities, but generally it is about” purposeful movement,” comments Nancy Carlsson-Paige, a professor emerita of early-childhood education at Lesley University and the author of Taking Back Childhood, describing the ideal classroom setup. In the classroom culture she advocates for,”[Kids] are getting materials for an activity, they are going back and deciding what else they need for what they want to create, seeing how the shape of a block in relation to another block works, whether they need more, does it balance, does it need to be higher, is it symmetrical. All of these math concepts are unfolding while kids are actively building and moving.”

Research has shown time and again that children need opportunities-to move in class. Memory and movement are linked, and the body is a tool of learning, not a roadblock to or a detour away from it. Any parent who has brought home a kindergartener after school, bursting with untapped energy yet often carrying homework to complete after a seven-hour day, can reasonably deduce why children today have trouble keeping still in their seats. Many children are getting 20-minute breaks, or none at all On Florida, parents whose children have no recess have been campaigning to legislate recess into the curriculum.) Recess, now a more frequent topic of research studies, has been found to have “important educational and developmental implications.” Schools that have sought to integrate more movement and free play, such as short 15-minute recess periods throughout the day, have seen gains in student attention span and instructional time. As Carlsson-Paige points out, “Recess is not a separate thing in early-childhood education.”

Ben Mardell, a professor of early-childhood education at Lesley University and the project director of the Pedagogy of Play initiative at Harvard’s Project Zero observes that even when adults do incorporate play into learning, they often do so in a way that restricts free movement and agency. “The idea that there should be formal instruction makes it no longer play,” says Mardell.  “In play the player is choosing to participate, choosing a goal, and directing and formulating the rules. When there is an adult telling the kids,  ‘This is what we are supposed to do,’ many of the important developmental benefits of play get lost.”

The role of play has been established not just as a part of learning, but as a foundation for healthy social and emotional function. The National Association for the Education of Young Children has published widely circulated position papers on the need for developmentally appropriate teaching practices and for reversing the “unacceptable trends in kindergarten entry and placement” that have been prompted largely by policy makers’ demand for more stringent educational standards and more testing. Some teachers are enacting changes, seeking ways to bring movement back into the classroom. Lani Rosen-Gallagher, a former first-grade teacher for New York City public schools and now a children’s yoga instructor, explains the shift in thinking: “I would have [my students] get out of their seats every 15 minutes and take a Warrior Pose or Lion’ s Breath, and then I could get 15 more minutes of work out of them.” This kind of movement, she said, also gives children space to develop self-awareness and self-regulation, to get to know themselves as thinking individuals by connecting with the body.

Play-based preschools and progressive schools (often with open room plans, mixed-age groups, and an emphasis on creativity and independence) are seeing increased popularity. Enrichment programs engaging children in movement with intention (yoga, meditation, martial arts) are also gaining traction.

These kinds of methods seek to give children back some of the agency their young minds and bodies crave, as less play and mobility lead to an uptick in anxiety in ever-younger students and even, according to Durand, a growing number of cases of children who need to see occupational therapists. Mindfulness practices such as guided breath and yoga can help mitigate the core symptoms of ADHD in children,  (an increasingly common diagnosis), while the arts encourage self-expression and motor-skill development.

Emily Cross, a professor in the School of Psychology at the United Kingdom’s Bangor University, explains the impact of movement on memory and learning: New neuroscience research, she said in an email, shows that active leaming–“where the learner is doing, moving, acting, and interacting”–can change the way the brain works and can accelerate kids’ learning process. While passive learning may be easier to administer, she added, it doesn’t favor brain activity. Cross, whose research focuses on pre-teens and young adults, said she’s found  “very clear evidence that when learners are actively engaged with moving their own bodies to music, in time with avatars on the screen, their performance is vastly superior to when they’re asked to engage in passive learning … [There are] striking changes in brain activity when we combine dance and music in the learning context.” In other words, people absorb a newly acquired skill-set better while doing, engaging their bodies rather than simply observing.

These research findings echo the observations and methodologies of educators who promote active learning. As Sara Gannon, the director and teacher at Bethesda Nursery School, a highly regarded play-based preschool in New Haven, Connecticut, that favors experiential learning over direct instruction, in an email notes:  “Unfortunately, there has been so much focus on forcing the academics, and young children are being asked to do what they are just not ready to do … of course, we do teach letters and sounds, numbers and quantities–but through experiences and within a context. That means, hands-on: counting the number of acorns a child found on the playground, building with unit blocks, sounding out a child’s name as they learn to write it, looking at traffic signs on a walk.” Yet while such developmentally oriented programs may benefit children, for now they’re unlikely to become widespread given the current focus on assessment and school readiness, particularly in underserved communities.

As my girls continued creating their own activity stations and imaginary worlds, the contrast between how children operate versus what is often expected of them was apparent. It would be unwise and impractical to pretend that children do not need any structure, or that academic skills are unimportant in school. Yet it is necessary to recognize that the early-childhood classroom has been significantly altered by increasingly rigorous academic standards in ways that rarely align with how young children learn.

{TS}The author mentions her children´ s example in Paragraph 1 to show that ________.

英语课程标准的总目标是：通过英语学习使学生形成初步的_____________，促进心智发展，提高_____________。

评价应把_____________和_____________相结合，既关注过程又关注结果。

_____________是指学生对学习加以计划、实施、反思、评价和调整的行动和步骤。

学习完26个字母以后，可以设计哪些练习巩固知识?请设计练习并简要说明设计意图(至少5种)

教学对象：三年级学生

根据下面资料，回答{TSE}题

T：同学们，我们来唱首歌：Let’s sing and dance．

S: OK.

….

T: (point to a picture) What´ s this?

S: It´ s a picture.

T: Good. Look at the picture, what´ s the boy doing? He is drawing. Read after me, draw, draw.

T: Well done. Now let´ s play a game. I do, you say. (教师做画画动作，学生说”draw”)

T: Now let´s listen and do. (教师说”draw”,学生做动作)

{TS}找出老师不合理的行为并进行修改。(10分)

Liu Tao: Who is your e-friend?

Wang Bing: He´ s Peter. He lives in the UK.

Liu Tao: How old is he?

Wang Bing: He is 11 years old.

Liu Tao: Can he speak Chinese?

Wang Bing: Yes, he can.

Liu Tao: Does he have Chinese lessons at school?

Wang Bing: No, he doesn´t. He studies Chinese after school.

Liu Tao: What subjects does he like?

Wang Bing: He likes maths and PE.

Liu Tao: Does he like playing football?

Wang Bing: Yes, he does. He likes swimming too.

根据以上素材，设计板书。