南京教师招聘考试英语笔试及面试真题 - 图文

南京教师招聘考试英语考情简介

一、笔试考试考情简介

考试时间：

公共+专业共150分钟 总分：

160分（公共60分+专业100分） 专业课题型：

1、单项选择（10分） 2、完型填空（20分） 3、阅读理解（20分） 4、阅读填空（10分） 5、书面表达（20分） 6、教材分析（20分）

专家指点：

阅读填空难度较高，单项选择、完型填空和阅读理解原题基本选自历年高考模拟题，阅读理解难度不超过大学英语六级考试。翻译（英翻中）也曾成为考察内容。书面表达题型涵盖写内容概要和作文，作文论点一般和教育观点相关。教学设计需要设计板书、设计教学过程和拓展活动。

二、面试考试考情简介

面试题型：

面试题由相关的机关部门和招聘学校按照公开招聘的有关规定和备案后的面试方案组织实施。面试主要测试履行岗位职责所需的专业知识、业务能力和综合素质。

南京市 鼓楼区 笔试 百分制成绩的30% 2020南京市教师招聘考试面试考查项目表 面试考查项目与分值占比 综合面试（答辩、技能、教学设计等） 占面试成绩的40% 学科 分值 课堂教学 占面试成绩的60% 初中、小学的语文、数学、英语、政治、历史、特教 答辩：占面试成绩的20% 课堂教学：占面试成绩的80% 初中、小学的音乐、体育、美术、科学、物理、生物、信息技术 教学基本功：占面试成绩的40% 课堂教学：占面试成绩的60% 学前教育 专业素质：占面试成绩的50% 教学能力：占面试成绩的50% 综合面试（含技能） 占面试成绩的40% 现场答辩 占面试成绩的40% 说课 结构化面试 占面试成绩的20% 基本功 占面试成绩的30% 课堂教学 占面试成绩的60% 授（说）课 占面试成绩的60% 专业加试 占面试成绩的25% 基本素养 占面试成绩的20% 玄武区 百分制成学科 绩的30% 分值 学科 分值 百分制成绩的30% 百分制成绩的30% 百分制成绩的30% 建邺区 秦淮区 雨花台区 占面试成绩的55% 课堂教学能力 占面试成绩的50% 百分制成栖霞区 绩的30% 面试总分100分，分为三项考核 学科 百分制成江宁区 分值 绩的30% 学科 分值 音乐、体育、美术、信息技术、科学、心理健康、学前 答辩：20分 授课：50分 基本功：30分 除上述其他岗位 答辩：20分 授课：60分 基本功：20分 基本功考核： 音乐、体育、美术、信息技术、幼教、电气自动化、旅游、财会等学科基本功考核单独进行（中小学音乐、体育学科的面试人员自备2分钟以内特长表演一个，用品自备；美术学科面试人员自备素描用品。学前教育进行绘画、唱歌、舞蹈、弹琴考核。唱歌、舞蹈可自带伴奏，绘画用品自带），基本功考核提供多媒体设备和钢琴。其他学科基本功考核与说课、问题答辩同时进行。 20分 面试总分100分，分为三项考核 模拟课堂教学: 50分 滨湖高级中学 百分制成高淳区 绩的30% 基本功: 30分 说课 占面试成绩的60% 基本素养: 20分 学科素质能力 占面试成绩的40% 面试总分100分，分为三项考核。 说课 百分制成（要浦口区 绩的30% 有板书） 答辩 60分 江北新区 百分制成绩的40% 20分 其他岗位 六合高级中学 六合中等专业学校专音乐、体育、美术、学前教育面试采用技能测试（含回答问题） 其余学科的面试采用说课（含回答问题） 说课 说课 专业技能测试 六合区 百分制成绩的40%

业课教师 其他岗位 占面试成绩的50% 模拟上课 占面试成绩的50% 百分制成语文、数学、英语、物理、地理、生物、科学、特殊教育 溧水区 绩的40% 信息技术、体育、美术、音乐、学前教育 模拟上课（含答辩） 技能测试（含答辩） 注：教育直属学校，玄武区高中校及中等专业学校招聘岗位具体面试形式为各学校备案自行组织实施。

南京市教师招聘考试英语笔试真题

一、单项选择 1. We will have the school paper published this week, what may. A. coming B. come C. having come D. will come

2. Through the characters,the author gave the gift of the modern woman,a woman not by society but by herself, and herself alone.

A.dictated B.to dictate C. dictating D. having dictated

3. You are married to a who absolutely will refuse to escape from the comfortable irresponsible stage of childhood.

A. Paul Pry B. Simon Legree C Pitt Crawley D. Peter Pan 4. Blindly “receiving” information,on the other hand,

will put us in a passive position creativity can hardly be initiated. A. where B. how C. when D.which

5.The New Silk Road will China,Mongolia,Russia,Belarus,Poland and Germany,extending more than 8,000 miles,creating an economic zone that extends over one third the circumference of

the earth.

A. spread B. expand C. traverse D. distribute

6. Social psychologists have shown that an effective way of changing many habitual behaviors is to change people’s of the norms that govern them,resulting in reduced drinking on college campuses and lowered energy use in the home.

A. perceptions B. permissions C. percussions D. performances

7. People in that remote village feed themselves by hunting and engaging in forms of agriculture.No modern agricultural methods are used.

A.elementary B. native C. primitive D. artificial

8.Only when one the powerful current of the times will one’s life shine brilliantly. A. drops into B. plunges into C. plugs into B. dips into

9. The principal is to hold a seminar professor Smith’s 30-year service with the university. A.in support of B. in favor of C. in memory of D. in honor of 10. —David，how is your baseball these days? Still playing? — :I just don’t seem to find the time these days.

A. That’s right B. No,not much C.That’s the case D. Don’t bother

二、完形填空

The Road Less Travelled

Nishit Sharma hauls a heavy bag everywhere he goes.Whether he is 11 around the Kerala coastline on a Royal Enfield or hiking mountain passes in the Himalayas,he always 12 a laptop,four or five cameras and a couple of hard drives with him.As a travel blogger,these are the tools of his 13 .They have helped him turn his far-flung adventures into stunning videos, 14 itchy feet everywhere to get out and explore all that India has to 15 .

Only two years,Sharma has 16 nearly 100 videos for his Hopping Bug page on YouTube.And,so far,he has visited all but two of the 29 states and seven union territories in India.From the 17 moonscape of Ladakh and the lush cloud forests in Meghalaya to purple mountains in Tamil Nadu,where he documented the rare 18 of the Kurinji flowers—a phenomenon that happens once every 12 years—Sharma has 19 a side of India that many may never have known existed.Not even himself.

Then there was the motorcycle tour in Kerala,his first experience as a biker.He vividly 20 driving “through the dynamic terrain of South India”on his motorcycle,exploring tree-lined streets in Pondicherry’s French quarter,being 21 by the beauty of peaceful hill station Munnar.

And he 22 recalls the awesome scale of Sikkim and Ladakh,two states that 23 across opposite ends of his favourite region:the Himalayas. “It’s very 24 —mountains that are red in colour,deserts at 13,000 feet,” he says.“It’s just you,your bike and the 25 .”

He might be running out of new states to visit,but Sharma knows there is no 26 to his exploration in India, or even his growth as a documentarian of its diverse 27 .He is so passionate about 28 the lesser-seen side of his homeland,and in new and better ways,that he has been known to 29 his laptop and work even on mountaintops.“I started producing travel videos two years ago,and I’ve never stopped,” he says.“The 30 for me is to keep learning.”

But for all the sights and sounds Sharma has experienced in India,he credits locals across the country for igniting his spark for travel. 11. A. televising B. cruising C. strolling D. parading

12. A. lugs 13. A. travel 14. A. relaxing 15. A. obtain 16. A. launched 17.A. blurry 18.A .growth 19. A. revealed 20.A deplores 21. A. struck 22.A. fondly 23. A. locate 24. A. obvious 25. A. mountain 26. A. shortcut 27. A. destinations 28. A. depicting 29. A. open 30. A. wish

三、阅读理解

B. operates B. survey B.inspiring B.achieve B. documented B. exotic B. blooming B. investigated B. involves B. sparked B. ironically B. stretch B similar B. desert B.end B. interests B. disclosing B. shut B. experience C. inserts C. exploration C.massaging C.offer C. produced C.glittering C. dazzle C. exploited C. exhibits C.spoiled C. spontaneously C. scatter C.remote C. road C. approach C. cultures C. reserving C. select C. drive D. charges

D.trade D.freeing D.acquire D. polished D. silvery D.existence D. concealed D. remembers D.stuck D.patiently D.allocate D. vigorous D.video D. route D. species D.sharing D.drop D. lesson

A

Last week my youngest child’s school held a kindergarten graduation which we couldn’t I attend.Later I learned that awards were given to the five and six-year-olds that day.More than a third of the small class received awards for things like “academic achievement”,“critical thinking” and “citizenship”.In those six-year-old minds, not getting an award correlated with “not being good”, “not being smart” and “not trying hard enough”.

Then the realization struck me.My kid—not the receiver of an award—had made us all family awards the evening before.My husband and I were awarded“fist place”, one sibling “second place” and the other “third place”. You can join the dots on which sibling they fight most with.My child was also drawing the same straight line to awards being equated with a person’s value,whether it was him or the teacher giving them out.I felt extremely sad that the awards had impacted my child’s self-worth which I hadn’t noticed.

It turns out I’m onto something.I approached Dr Louise Porter,a Brisbane child psychologist,to comment on these observations and whether our kids’ well-being is compromised by awards. “These ‘ceremonies of humiliation’ are awful at any age,but worse in primary school,” she said.“They teach children that those who happen to be academic are ‘better than’ others,which not only harms individuals’ self esteem but also creates a hierarchy within the classroom,within which bullying of the devalued is more possible.”

I don’t accept that this is necessary for our very youngest school students.Children this young don’t need to be wise to the ways of the world.

In the words of Dr Porter,“Imposing a competitive climate on children is an ethical issue.Very few adults would persist at a game at which they constantly lost;yet we impose losing on some

students every day of their school lives—and yet expect them to remain engaged and hopeful.” 31. Which of the following should be emphasized according to Dr Porter?

A. Academic achievement. B. Self esteem. C. Social sophistication. D. Competitive climate. 32. Which of the following might be the best title of the passage?

A. Just let kids be free B. Just let kids be little C. Awards make kids stupid D.Awards make kids competitive

B

In what undoubtedly qualifies as one of the sickest burns in modern politics,Denmark’s finance minister, Kristian Jensen,observed last year: “There are two kinds of European nations: there are small nations and there are countries that have not yet realized they are small nations.” Jensen’s not-so-veiled swipe at Britain was more accurate than he knew.In a recent study,people from 35 nations were asked “What contribution do you think the country you are living in has made to world history?”: 0% meant none,100% meant they were responsible for all of it.The average British answer was 55%—a level of self-importance exceeded only by Russia,at 61%. The Swiss came bottom at 11%;the Americans, despite a reputation for national egomania,at a relatively modest 30%.Of course,there’s no way to measure a country’s true “percentage of history-making”,as Jesse Singal put it on the Research Digest blog.But we can be sure that people wildly overestimate their own:added up,the averages from each country came to 1156%.

Look around and you might conclude we could do with much less “national narcissism”,as the study labels it, and less of the individual variety,too.But the fact that it’s so universal (let’s face it,even that Swiss percentage is surely far too high) suggests a caveat.While too much narcissism is unhealthy,for nations and individuals alike,a certain degree of inflated self-regard may be natural,even necessary.Wouldn’t it be psychologically crushing to go through life with an absolutely objective understanding of how little you and your country matter today,let alone in the context of history? National narcissism may be a bit like the (admittedly controversial) idea of “depressive realism”,which suggests that depressed people have a more accurate sense of their ability to influence events than the non-depressed.With a genuine idea of your own importance it might be hard to get out of bed in the morning.

It was the Austrian-American psychoanalyst Heinz Kohut who first fleshed out the idea of “healthy narcissism”, arguing that babies and toddlers naturally see themselves,and their parents,as the omnipotent centre of the universe.Growing up is a process of gradually coming down to earth: qualifying your godlike illusions with the realization that others have valid needs and demands,while retaining a strong sense of your own worth.

On this theory,narcissism becomes a problem only when certain early experiences,like a lack of parental empathy,make you cling to the centre-of-the-universe fantasy into later life.That’s an exhausting way to live, because reality will constantly frustrate your demand that everyone and everything conform to your desires.The unhealthy narcissist’s secret fear is that if he’s not God,he’s nothing.The healthy narcissist knows the middle way:seeing yourself as somewhat more important than perhaps you really are,but not to the extent you can’t get on with others (who exaggerate their own importance,too).You can feel “on top of the world” without imagining you really are.We could all aspire to the kind of pre-eminence encapsulated by that self-effacing Kiwi advertising slogan,“world famous in New Zealand ”。

33. In Paragraph 1, the author gives the example of the people from 35 nations to .

A. confirm America’s reputation of being modest B. prove the observation of Jensen inappropriate C. illustrate the phenomenon of national narcissism D. emphasize the importance of inflated self- regard

34. The underlined word “caveat” in Paragraph 2 probably means “ ”. A .warning B.disadvantage C. possibility D. frustration 35. The underlined words “this theory” in Paragraph 4 refer to . A. the sense of one’own worth

B.the concept of depressive realism C. Kohut’s idea of healthy narcissism D. the qualification of godlike illusions

36. Which does the slogan“world famous in New Zealand” belong to?

A. Natural narcissism. B. Healthy narcissism. C. National narcissism D. Unhealthy narcissism

C

Convincing studies have shown that the old adage “you are what you eat” is pretty accurate.But if you weren’t quite convinced to cut back on donuts and choke down some kale,a new study from the University of Illinois might do so: It shows that blood levels of certain molecules that are touted to be healthy—omega-3s, lycopene,B-vitamins,among others—actually correlated not only to cognitive function but also to how the brain functions.

“The basic question we were asking was whether diet and nutrition are associated with healthy brain aging,” said study author Aron Barbey.“And instead of inferring brain health from a cognitive test,we directly examined the brain using high-resolution brain imaging.”

The researchers measured blood levels of nutritional biomarkers in the blood of 115 healthy participants (aged 65-75), including omega-3 and omega-6 fatty acids,lycopene,folate,vitamin B12,and vitamin D.The team chose these because they represent many of the healthy compounds from the Mediterranean diet.

They scanned the participants’ brains to view high-resolution images of neural networks,including how the various networks were connected in each participant,and found a correlation between having higher blood levels of many of the nutrients of interest and having better connectivity in certain brain regions.In particular,higher levels of omega-3s,omega-6s and carotene were linked to better network efficiency.

“Efficiency has to do with how information is communicated within the network,” Barbey said. “We looked at ‘local efficiency’—how well information is shared within a spatially confined set of brain regions—and also ‘global efficiency’—how many steps are required to transfer information from any one region to any other region in the network. If your network is more efficiently configured,then it should be easier,on average,to access relevant information and the task should take you less time.”

The team also had the participants take tests to measure cognition,overall intelligence,memory,and executive function—and they were able to correlate these scores with brain connectivity and levels of the nutritional biomarkers.

For instance,omega-3s were linked to general intelligence and to connectivity in the fronto-parietal network, which governs goal-directed behaviors and attentional focus. Omega-6 fatty acids and lycopene were linked to executive function and to the dorsal attention network.

“Our study suggests that diet and nutrition moderate the association between network efficiency and cognitive performance,” said Barbey.“This means that the strength of the association between functional brain network efficiency and cognitive performance is associated with the level of the nutrients.”

39 —one being that most participants were white, educated, and in good health. The study would need to be repeated in a more diverse population before drawing more solid conclusions. Additionally, it’s only correlative, meaning that we don’t know which came first, the brain/cognitive health or the good nutrition/blood biomarkers. There could be reverse causation going on here, so that people who were smarter to begin with ate foods that were healthier, which then showed up in their blood. To really know whether causation was play, you’d have to assign people to eat healthily or poorly over time, which might have some ethical issues.

Still, the study confirms what others have in the past—that eating well may well keep the brain healthy and, in doing so,boost cognition.There are lots of reasons why this is logical, and researchers have laid out many of the biochemical mechanisms behind it,from how lycopene may reduce inflammation to how omega-3s help keep neurons’ membranes more permeable.And plenty of studies have illustrated the flip-side:That unhealthy foods (especially sugar) are linked to reduced brain volume, and poorer cognition.

While science continues to map out all the connections,it’s probably wise to do what we’ve been told for ages—eat well when you can, but don’t beat yourself up if occasionally you can’t. 37. What can we learn from the first paragraph of the passage?

A. Both donuts and kale are considered to be unhealthy food. B. Functions of molecules like omega-3s have been exaggerated.

C. Blood levels of some molecules influence cognitive function more.

D. Molecules like omega-3s and B-vitamins correlate little to brain functions. 38. How did the researchers carry out the experiment in the passage?

A. They provided Mediterranean diet for the participants.

B. They omitted the measure of taking tests to measure cognition.

C. They had the participants’ brains scanned for nutritional biomarkers.

D. They studied a correlation of blood levels and brain imaging of neural networks. 39. Which of the following can be filled in the blank in the last but 2 paragraphs?

A. The study has a couple of limitations

B. The researchers have taken some other measures C. The research has contributed to some other causation D. The study has come to many other conclusions as well 40. What can we infer from the last three paragraphs?

A. The conclusion is reliable because of its diversity of participants. B. The smart always prefer healthy food for a better blood biomarker. C. It seems immoral to have certain participants eat unhealthily over time. D. People are expected to eat well all the time so as to ensure good cognition.

四、阅读填空

In this fast-moving technological world,lines of poetry can be food for the soul and help people with mental illness.

How can learning poetry by heart help us to be more grounded,happy and calm people? “Let

me count the ways,” says Rachel Kelly,who has s 41 from anxiety. Whenever shes feeling woobly, she finds reciting lines of poetry is validating and c 42 her to others who have felt as she is feeling at this moment. And it’s something we can all do: poetry we’ve learned to recite means we have another v 43 inside us that’s always there, a kind of on-board first responder in times of psychological need.

Those words are like a crutch which we can l 44 on, they can even do the thinking for us. Kelly describes h 45 the poetry written by WE Henley can make all the difference to what happens to her next:“I am the master of my fate/I am the captain of my soul.” When all she can hear in her head are n 46 voices, she can drown them out by repeating, over and over, positive lines from poetry:they’re substitutions,life-giving mantras rather than life-sapping ones.

Kelly was very unwell—at one point she was in a psychiatric hospital—when she had an inkling that poetry could offer enormous c 47 . “I’d had a lot of drugs and I was in a terribly anxious s 48 .I was clinging on to my husband, who was on one side of me,and my mother,who was on the other. And suddenly my mother started m 49 some lines from Corinthians. And those words felt like the fist stirring of hope.This seemed like a shard of something positive,something I could cling on to.”

One of Kelly’ favourite poets was George Herbert from the 18th century. “I kept repeating his poetry,and they spelled out h 50 to me. He held my hands across the century and said to me,‘You are going to be OK,’”she says.

五、书面表达

阅读下面短文，按要求用英语写一篇150词左右的文章。

Should we cultivate talent? According to my experience as a veteran teacher, a talent is mainly produced by learning.

The best cultivation a teacher can provide is to offer conditions or exert influence on talent for it to come forth. Under the same circumstances, however, students may turn out quite differently from one another in terms of their studies and attainments,which may prove the rule that external factors act upon the internal factors.Teaching has to be conditioned by its object,whereas learning in not preconditioned by teaching and can take place anywhere, at any time.

The process of learning includes reading and application,the former involving learning experiences from others while the latter accumulating personal experience.Various talents consequently emerge as a result of benign interaction and mutual promotion.

Therefore,education is after all not about teaching but about learning-guiding students how to learn more effectively for certain ends.

[写作内容]

1.用约30个单词写出上文概要；

2.用约120个单词阐述你对“如何培养人才”的看法，并用2-3个理由或论据支撑你的看法。

[写作要求]

1.写作过程中不能直接引用原文语句;

2.作文中不能出现真实姓名和学校名称等个人信息; 3.不必写标题；

4.概括准确，条理清晰，语篇连贯，语言规范，书写工整。

六、教案设计

教学对象：小学五年级学生

1.根据以上教学内容结合《义务教育英语课程标准》(2011年版)的相关要求，写出本课时的教学目标。(中英文答题均可)

2.根据以上教学内容，在读中环节设计一个教学活动，激发学生学习兴趣，帮助学生理解文本，并简述设计意图。(中英文答题均可，150词左右)

3.根据以上教学内容，在拓展环节结合学生生活实际设计一个教学活动，以体现对学生语言综合运用能力的培养，并简述设计意图。(中英文答题均可，150词左右)

笔试参考答案:

单项选择:1-5 BADAC 6-10 ACBCB

完形填空:11-15 BADBC 16-20 CDBAD 21-25 AABCC 26-30 BADAC 阅读理解:31-32 BB 33-36 CACB 37-40 CDAC

阅读填空:41.suffered 42.connecting 43.version 44.lean 45.how 46.negative 47.comfort 48.situation 49.murmuring 50.hello

南京市教师招聘考试各区小学英语面试真题（部分） 第一轮 准备30分钟，15分钟内回答所有问题 1.自我介绍（英文） 2.读一篇文章（英文） 3.关于课堂的小组活动，分析优、缺点，如何提高效率，举例说明（英文） 4.给一篇教案，分析优、缺点，怎样提高（英文） 5.案例分析：有个学生家长天天晚上10点钟向王老师打听自己孩子在学校的情况，王老师觉得影响了自己的生活，问题是如果你是王老师，你会怎么办？（中文） 秦淮区 准备1小时，完成下面内容 第二轮 准备1小时，试讲20分钟（有生），朗文教材，第一课时 鼓楼区

1.试讲20分钟（有生），现行教材四年级下 2.10分钟内回答以下问题：（全英回答） ⑴ ① 如何教单词？② 你这节课采用的什么教学方法？ ⑵ 朗读并翻译短文，内容是有关加德纳的多元智能理论 ⑶ 即性演讲：教师在课堂教学中扮演的角色 准备1小时，模拟上课（无生）15分钟，课外内容，五年级 玄武区 抽签的方式选题、回答（要求全英文） 1.演讲，准备1分钟，讲3分钟，全英文（抽题目，是英文的） 2.回答问题：考官用英文问，要求全英文回答 1.准备30分钟，试讲（无生）12分钟，上海教材 江宁区 2.答辩：你认为小组合作学习有什么用，结合你的教学，谈谈你是怎么样运用的？英文提问，英文回答，3分钟内完成 栖霞区（面试内容都不一样） 六合区 准备30分钟，现行教材，4—6年级都放在一起，抽到哪课考哪课 1.说课3分钟 2.试讲8分钟 3.答辩：教师语言在课堂中的重要性？英文提问，英文回答 4.才艺展示 准备30分钟，试讲（无生）15分钟，五年级下第5课 1.说课：准备20分钟，8分钟内完成，课外内容，没有具体要求用英语回答。 2.答辩：4分钟内完成（要求用英文回答） 有一个学生上学总是喜欢穿花皮鞋，上体育课也是穿花皮鞋，你该怎么做？ 3.写黑板字：规定内容，一句话，2分钟内完成 浦口区 1.准备30分钟，说课10分钟，苏教，四年级下第8课 2.答辩（英文提问）：如何让学生参与到你的教学活动中？英文回答，5分钟内完成 雨花台区

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