2019年海南澄迈实验中学教师招聘考试英语模拟卷

一、单项选择题（共30小题，每小题0.5分，共15分）

四、名词解释题（共2小题，每小题0.5分，共1分）
1.狭义的教育目的


2.差别感觉阈限


五、简答题（共1小题，共3分）
班主任应如何组织和培养班集体？


六、论述题（共1小题，共4分）
试论述马斯洛的需要层次论。


七、案例分析题（共1小题，共4分）
小组合作学习是有效课堂的一种重要教学方式，但实际的课堂上，常常会看到以下现象：教师提出一个问题，让前后桌的4人为一小组，展开讨论。往往座位的编排是按照学生的高矮次序，男女生搭配而成的。教师抛出一个问题（或者该问题来自学生）后，教室里立即一片嗡嗡声，感觉小组内每个人都发言；一两分钟后，教师喊“停”，请小组代表（往往是固定的）站起来发言，学生一张口就是：“我觉得……”“我认为……”
请用教育理论的有关知识逐条分析此材料。

一、单项选择（共10小题，每小题1分，共10分）

二、完形填空

How to get rid of waste is a great problem for the world today. Waste must be treated __11__ it does not become a danger to life. Unfortunately, in some countries, waste from factories is still poured straight into rivers. People who use the water from one of these rivers often get sick. The water may become so polluted that it __12__ all the fish in the river. When these rivers finally reach the sea, it pollutes the ocean.
In many countries with sea coasts, human waste is piped directly into the sea without being dealt with. This is not __13__. Although the sea itself can break up the waste, beaches __14__ become polluted. __15__ scientists suggest people take the waste far out to sea in ships where the wind and waves break it down.
In 1989 an international law was passed to __16__ people putting waste into the sea. It is now against the __17__ to put anything into the sea nearby. Such rubbish as plastics may not be thrown __18__ the sea anywhere. Other waste may be put into the sea, either 19 or more than 40 kilometers from land, __19__ the nature of the materials.
The problem of dealing with waste has become so great that several international organizations have been __20__ to protect the world and control pollution.

三、阅读理解（共15小题，每小题1分，共15分）
In the early days of nuclear power, the United States make money on it. But today opponents (反对者) have so complicated its development that no nuclear plants have been ordered or built here in 12 years.
The greatest fear of nuclear power opponents has always been a reactor “meltdown”. Today, the chances of a meltdown that would threaten U. S. public health are very little. But to even further reduce the possibility, engineers are testing new reactors that rely not on human judgment to shut them down but on the laws of nature. Now General Electric is already building two advanced reactors in Japan. But don’t expect them even on U. S. shores unless things change in Washington.
The procedure for licensing nuclear power plants is a bad dream. Any time during, or even after, construction, an objection by any group or individual can bring everything to a halt while the matter is investigated or taken to court. Meanwhile, the builder must add nice-but-not-necessary improvements, some of which force him to knock down walls and start over. In every case when a plant has been opposed, the Nuclear Regulation Commission has ultimately granted a license to construct or operate. But the victory often costs so much that the utility ends up abandoning the plant anyway.
A case in point is the Shoreham plant on New York’s Long Island. Shoreham was a virtual twin to the Millstone plant in Connecticut, both ordered in the mid-60’s. Millstone, completed for $ 101 million, has been generating electricity for two decades. Shoreham, however, was singled out by antinuclear activists who, by sending in endless protests, drove the cost over $ 5 billion and delayed its use for many years.
Shoreham finally won its operation license. But the plant has never produced a watt power. Governor Mario Cuomo, an opponent of a Shoreham start up, used his power to force New York’s public-utilities commission to accept the following settlement: the power company could pass the cost of Shoreham along to its consumers only if it agreed not to operate the plant. Today, a perfectly good facility, capable of servicing hundreds of thousands of homes, sits rusting.

Just as some people think that certain numbers are lucky or unlucky, others believe that we can use numbers to understand our personalities, or predict what will happen to us in the future.
Numerology is a way of using numbers to describe a person’s character, and to make predictions about future life events. Numerologists use the numbers 1-9, 11 and 22 — also known as the “master” numbers — to help a person understand his or her personality, life goals, and destiny.
Numerologists consider your Life Path number to be the most significant because this number describes your character. To find this number, add together all the numbers in your date of birth. For example, a person born on April 25, 1985 would add the month (4), to the numbers of the date (2+5), plus the numbers of the birth year (1+9+8+5). In this case the total is 34, so this person’s life path number is 7(3+4). Numerologists believe that people with this number are peaceful and affectionate but can also be very reserved.
Your Expression number describes your talents and predicts how you should use these to fulfill your destiny in life. Numerologists assign a number between 1 and 9 to each of the letters in your name. These numbers are then added together in the same way as before to find your Expression number. Numerologists can also do calculations to predict when the most challenging periods of your life will be.
Numerologists also believe that the day a person is born is important. Each day of the month has a character description. People born on the fourth are said to be responsible, honest, and stubborn. People born on the fifteenth have very strong attachments to family and home. Those who celebrate their birthday on the thirtieth are artistic, creative, and imaginative, and often make good writers.
If we calculate the numerical value of our name and birth date, numerologists believe that we can learn more about our personalities. They also believe that we can predict our destinies, how our lives will progress, and what challenges we may face along the way. To the numerologist, numbers can be used in many more ways than we think.

Little Tommy was doing very badly in math. His parents had tried everything—tutors (家庭教师), cards, special learning centers—in short, everything they could think of. Finally they took Tommy to a catholic (天主教的) school.
After the first day, little Tommy came home with a very serious look on his face. He didn’t kiss his mother hello. Instead, he went straight to his room and started studying. Books and papers were spread (铺开) out all over the room and little Tommy was hard at work. His mother was surprised. She called him down to dinner and as soon as he finished eating, he went back to his room, without a word. In no time he was back hitting the books as hard as before. This went on for some time, day after day while the mother tried to understand what was happening.
Finally, little Tommy brought home his report card. He quietly put it on the table and went up to his room and hit the books. His mom looked at it and to her surprise, little Tommy got an A in math. She could no longer hold her curiosity (好奇心). She went to his room and asked, “Son, what was it? Was it the nuns (修女)?”
Little Tommy looked at her and shook his head, “No. ”
“Well then,” she asked again. “WHAT was it?”
Little Tommy looked at her and said, “Well, on the first day of school, when I saw that man nailed (钉) to the plus sign (加号), I knew they weren’t joking. ”

四、书面表达（共1小题，共15分）

请你根据对上面这幅漫画的理解，以Come Back to Reality为题，用英语写一篇作文。
你的作文应包括以下内容：
1. 简要描述漫画的内容。
2. 概述你对这幅图的理解。
3. 举例说明你会怎样做。
注意：
1. 可参照漫画适当发挥。
2. 作文词数150左右。
3. 作文中不得提及有关考生个人身份的任何信息。

五、教学设计（共1小题，共10分）
阅读下面的教材内容，用英文完成一课时的教学设计方案，内容包括：教学目标、教学重点、教学难点、教学过程和板书设计五个方面。
Unit 1 Where did you go on vacation?
Section A

1a Match the activities with the pictures [a-g].
1. stayed at home _____ 5. went to the mountains _____
2. went to New York City _____ 6. went to the beach _____
3. visited my uncle _____ 7. visited museum _____
4. went to summer camp _____
1b Listen and number the people in the picture [1-5]
1. Tina 2. Xiang Hua 3. Sally 4. Bob 5. Tom
1c Make conversations about the people in the picture.
A: Where did Tina go on vacation?
B: She went to the mountains.

Teaching Plan
I. Teaching aims/objects/goals:

II. Teaching important points:

III. Teaching difficult points:

VI. Teaching procedures:

V. Blackboard design: