2019 年山东临沂教师招聘考试·笔试考前预测...

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2019年山东临沂教师招聘考试·笔试考前预测

英语学科

【考点预测 1】．代词

1.不定代词

one / some / any; each / every; none / no; other / another; all / both; neither / either2.人称代词

主格：I / you / he / she / it / we / you / they宾格：me / you / him / her / it / us / you / them3.物主代词

形容词性：my / your / his / her / its / our / their名词性：mine / yours / his / hers / its / ours / theirs4.反身代词：

myself / yourself / himself / herself / itself / ourselves / yourselves / themselves5.指示代词：this / that / these / those / such / some6.疑问代词：who / whom / whose / which / what / whoever / whichever / whatever7.关系代词：that / which / who / whom / whose / as8.名词替代词 one, ones, that, those的区别

one和 ones用来代替前面提到过的可数名词，one指代单数，ones指代复数，所替代的

是同名异物，表示泛指，可有前置定语或后置定语，也可单独使用。特指时必须加定冠词 the。that用来代替前面提到过的单数可数名词或不可数名词，不能和冠词连用，其后常有修

饰语。代替可数名词的复数时，用代词 those。9. all, both, either, neither, each, none的用法比较

both, either和 neither都表示两者，可做主语、宾语和定语。both还可做同位语。neither表示两者否定；either表示“两者中任何一个”，强调个体；both表示“两者都”。

all和 none表示三者或三者以上。all表示全部肯定，而 none表示全部否定。all可做主

语、宾语、表语、定语和同位语；none可做主语、宾语和同位语，但不能做定语。both, all,

each, none做主语同位语时，通常放在行为动词的前面，be动词、助动词和情态动词的后面。

all和 both与 not连用表示部分否定。

【考前演练】To her joy, Della earned first the trust of her students and then _____ of hercolleagues.

A. that B. one C. ones D. those【答案】A。解析：考查代词。that指代前面 the ＋ n.，表示特指。这里 that指代 the

trust，所以选 A。

【考点预测 2】．动词

1.情态动词



（1）may / might否定回答时可用 can’t或 mustn’t，表示“不可以，禁止”。

（2）must表示“必须、一定”，否定回答用 needn’t或 don’t have to，表示“不必”。

（3）dare作情态动词用时，常用于疑问句、否定句和条件从句中，过去式为 dared。（4）can / could + have done在肯定句中表示“本来可以做而实际上没能做某事”。

should have done表示对过去行为的推测“本应该做而实际上没有做某事”。

needn’t have done表示“本来不必做而实际上做了某事”。

2.动词时态与语态

所谓“时”就是行为发生的时段或状态存在的时段，即：“现在、过去、将来、过去将

来”四种；所谓“态”就是行为或状态发生时所呈现的状态，有一般状态、进行状态、完成

状态和完成进行状态四种。由时态结合，便形成下列十六种时态：

时态现在过去将来过去将来

一般时态一般现在时一般过去时一般将来时一般过去将来时

进行时态现在进行时过去进行时将来进行时过去将来进行时

完成时态现在完成时过去完成时将来完成时过去将来完成时

完成进行时态现在完成进行

时

过去完成进行

时将来完成进行时

过去将来完成进行

时

（1）现在进行时表示按计划安排即将发生的动作。She is leaving for Beijing.（2）现在进行时代替一般现在时，描绘更加生动。The Yangtze River is flowing into the

east.（3）现在完成进行时着重表示动作一直在进行，即动作的延续性。

---Hi, Tracy, you look tired.---I am tired. I have been painting the living room all day.3.动词语态--主动表被动

（1）某些感官动词和系动词加形容词可以表示被动意义，如 look, smell, taste, feel, prove,sound等。例：The flower smells sweet.

（2）某些及物动词后加副词，也可以表示被动意义，如 cut, clean, draw, lock, open, pack,play, peel, sell, shut, split, strike, record, iron, keep 等。例：This type of TV sells well. The meatcuts easily.

（3）deserve, need, require, stand, want等词的后面可以用动名词的主动形式表示被动意

义。若动名词是不及物的，后面应跟有介词。例：The kids need taking care of. The table wantscleaning.

（4）某些作表语的形容词后，用不定式主动形式表示被动意义。例：The stone is hard tobreak. It is easy to understand.

【考前演练】I _____ a cup of coffee when a new idea occurred to me.

A. drank B. was drinking

C. had drunk D. would drink

【答案】B。解析：考查时态。句意：我想到一个新的想法的时候，我正在喝一杯咖啡。

根据句意，喝咖啡是发生在想到主意的时候，时间状语从句是 when a new idea occurred to me.

所以用过去进行时，选 B。



【考点预测 3】．介词

1. 介词分类

（1）简单介词

（2）合成介词

（3）短语介词

（4）双重介词

（5）分词转化的介词

（6）形容词转化成的介词

2. 常用介词区别

（1）表示时间的 in, on, at（2）表示时间的 since, from , for（3）表示地理位置的 in ,on , to

（4）表示“在......上”的 on, in（5）表示“穿过”的 through, across, over（6）表示“关于”的 about, on3. 常用的介词搭配

account for 是……的原因 agree to 同意建议/计划 agree with 同意观点

answer for 对……负责 blame for 因……而责备

charge for 对……索价 consist of 由……组成 deal with 处理

get over 恢复，克服 get through 通过，做完

go over 复习，查看 look into 调查 look over 检查

look through 浏览 relate to 与……有关 result in 产生，导致

stare at 盯着 stick to 坚持 turn down 拒绝

used to 过去常常 owing to 因为 on behalf of 代表

access to 进入……的方法 faith in 对……的信仰，信奉

【考前演练】Every one of us went to the zoo _____ Tom. He was ill.

A. except B. besides C. including D. and

【答案】A。解析：考查介词。A. except 除……外没有；B. besides除……外还有；C.

including包括；D. and和。句意：除 Tom外我们都去动物园了。他生病了。此处表示除 Tom

外没有别人没去，用 except，故选 A。

【考点预测 4】．形容词和副词

1. 形容词在句中的位置

形容词在句子中通常前置，但是一下几种情况会后置：

（1）修饰复合不定代词时

（2）和时间、空间单位连用时

2. 多个形容词的排序

县官叔叔美小圆，旧黄法国木书房。

3. 常用程度副词的辨析

（1）fairly, quite,rather ,very , pretty 与 badly 的用法区别



（2）sometime, sometimes, some time 与 some times 的用法区别

4. 形容词与副词的比较级与最高级

（1）同级比较

（2）可修饰比较级的词：much, a lot, even far, a bit , a little , still , yet, by far，etc.（3）用比较级来修饰最高级：

①比较级+than+any other +n（单）

②比较级+than+the other+n.(复)③比较急+than+any of the other+n.(复)

5. 倍数表达法

（1）A+be+倍数+形容词（或副词）的比较级+than+B（2）A+be+倍数+形容词（或副词）+as+B（3）A+be+倍数+the+n+of +the+B

6. 固定结构辨析

no more thanno less thannot more thannot less thanno more ...thanno less ...than

【考前演练】I think watching TV every evening is a waste of time—there are _____ meaningful

things to do.

A. less B. more C. the least D. the most

【答案】B。解析：考查形容词比较级。前面说看电视是浪费时间，后面说的是还有比

这更有意义的事要做，需用比较级。句意：我认为每天晚上看电视是浪费时间——还有更多

的有意义的事情要做。

【考点预测 5】．连词

1. 并列连词

（1）表并列关系

（2）表选择关系

（3）表转折关系

（4）表因果关系

2. 从属连词

引导时间、条件、原因、目的、结果、让步、方式、地点、比较状语从句。

3.易错点用法辨析

（1）because , as ,since 和 for 的用法区别

（2）if 和 whether 的用法区别

【考点预测 6】．完形填空

完形填空的考点梳理如下：

1.词汇角度



（1）考查固定搭配或习惯用语

（2）词义辨析：考查词汇的基本含义，最好的方法就是逐一代入验证法

（3）根据生活常识及文化背景知识选词

（4）词语复现

复现是完形填空常见的考查手法，复现即表达相同意思的词汇在文章的不同地方出现，

词汇的复现方式有很多种，可以是同词复现，近义词复现，反义词复现等。这需要我们在做

题时注意“瞻前顾后”，发现词汇之间的复现关系。

（5）词语同现

同现指的是词语共同出现的倾向性，在语篇中，当讨论某一话题时，有些单词一定会出

现，只要我们把握话题，结合选项就能选出答案。

2.语法角度

从语法的角度考查考生对文章的理解，这要求语法基础知识扎实，由于语法项目较多，

在此列举其中考查较为频繁的语法点。

（1）倒装关系（2）被动语态

（3）各类从句（4）形容词比较级

3.逻辑角度

从逻辑的角度考查考生对于上下文逻辑关系的理解，要求学生理清文章脉络，把握常见

的逻辑关系引导词。

（1）并列关系（2）转折关系

（3）因果关系（4）递进关系

4.语篇角度

从语篇的角度主要考查考生对于上下文语境的理解，更多地关注语篇内容，在语境中做

题。

【考前演练】Follow your doctor’s advice, _____ your illness will get better.

A. then B. or C. and D. but【答案】C。解析：考查连词。A. then然后；B. or否则，或者；C. and和；D. but但是。

句意：按着医生的建议，那么你的病将会变好。祈使句，+and/or +表示将来的陈述句。故选

C。

【考点预测 7】．短文改错

短文改错对考生的要求较高，是对语言知识综合运用能力的考查，检测考生发现、

判断、纠正文章错误的能力，进而考查学生的词法、句法及行文逻辑等方面的水平。考生在

该项上往往失分较多，对该题感到束手无策。但是，如果解题时能从有效掌握解题思路、出

题规律及破解题目关键两大处入手，此类题目就会迎刃而解。

1. 短文改错解题思路和检查原则

（1）句中各部分的结构是否完整，特别是每个句子要有动词;

（2）谓语动词的时态、语态;

（3）非谓语动词的用法;



（4）名词的单、复数，格的使用是否正确;

（5）定冠词和不定冠词是否正确;

（6）代词的格和性的使用是否有误;

（7）定语从句中关系代词、关系副词是否准确无误;

（8）并列句中的并列连词、主从复合句中的从属连词用的是否得当。

2. 短文改错解题四原则

（1）改动以最少为原则;

（2）虚词以添加或删除为原则;

（3）实词以改变词形为原则;

（4）以保持句子原意为原则。

3. 解题思路(三步解题法)

第一步：快速浏览全文，把握文章的主要时态、人称及文章的主旨大意，顺便标记自己

一眼就能看出的错误。

第二步：细读文章，找出错误并改正。一般要结合文章的上下文以及出题规律来做题。

第三步：代入正确答案通读全文，看其是否通顺。

Wang Ming and I lived in the same building and we went

to the same school. We always went to school together.

We were good friend and had a great deal to share 1. _____

with every day. However, one day, Wang Ming copied my homework, 2. _____

which made me such angry that I did not want to 3. _____

be friends with him any long. Then on Monday morning 4. _____

I ran downstairs without realize it was raining, but there 5. _____

was no time to return home fetch an umbrella. 6. _____

It happens that Wang Ming was just around the corner and he 7. _____

offered to share her umbrella with me. 8. _____

He made an apology to me in a gently voice. 9. _____

I forgave him but gave him a hug. 10. _____

【答案】

1. friend---friends 2. 去掉 with

3. such---so 4. long---longer

5. realize---realizing 6. fetch前加 to

7. happens---happened 8. her---his

9. gently---gentle 10. but---and



【考点预测 8】．书信写作

书信主要考查的是对信息的提取整理能力，并不注重复杂句式语法的运用。所以，在书

信写作中，考生需要注意一下几方面：认真读题，不要遗漏题干中给出的关键信息，或者在

写作中偏离了题干信息；题干中提供的信息较少时，需根据信件题材加以发挥，但注意内容

的逻辑性和合理性。

1.文章布局

（1）称呼

（2）正文

（3）信尾客套话

（4）信尾签名

2.书信分类

（1）私人信函

（2）公务信函

① 申请信

② 感谢信

③ 邀请信

④道歉信

⑤建议信

⑥推荐信

假如你是李明，你发现部分同学每次遇到重要考试，都会出现一些焦虑症状。请你用英

语写一封信，向某学生英文报编辑反映该问题。信的内容应包括下列要点：

焦虑症状：头晕、睡眠不好、食欲不振等

建议：

1.考前制定好合适的复习计划

2.考试期间正常作息

3.睡前洗热水澡、喝热牛奶等有助于睡眠

4.其他建议（内容由考生自己拟定）

注意：

1.根据以上内容写一篇短文，不要逐句翻译，可适当增加细节以使行文连贯。

2.要准确使用语法和词汇;使用一定的句型、词汇，清楚、连贯地表达自己的意思;

3.词数：120个左右。开头已给出，不计入词数。

参考词汇：

症状：symptom；头晕；dizzy (adj.)；食欲：appetite；熬夜：stay up；热水澡：a warm bath

Dear editor,

I’m Li Ming of Senior Two, Guangming Middle School. I’m writing to tell you about some

symptoms of anxiety among us students before exams.



____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Li Ming

【参考范文】

I am Li Ming of Senior Two, Guangming Middle School. I am writing to tell you about some

symptoms of anxiety among us students before exams.

Most of us feel nervous whenever we’re taking an important exam. Some will feel dizzy or

tired, some will suffer from lack of sleep, and some will lose their appetite. In fact, all these

symptoms have terrible effects on our exams and we are all eager to get rid of them.

First of all, in my opinion, it’s important for us to have a right attitude towards exams. They

are only a means of checking how we are getting along with our studies, so there is no need to

worry too much about the results. Study hard every day and make careful plans for every exam. In

this way we can avoid suffering from the pressure of exams.

Besides, enough sleep can make us energetic and enable us to perform well in an exam.

Therefore, during the period of exams, we should not stay up too late. We can also try a warm

bath or a cup of warm milk before going to bed. They might help us to have a sound sleep.

(We’d better go out for a walk or do some outdoor exercises before and during an exam so

that we can keep ourselves relaxed and then concentrate ourselves on exams.)

【考点预测 9】．新课标课程性质

义务教育阶段的英语课程具有工具性和人文性双重性质。就工具性而言，英语课程承担

培养学生基本英语素养的任务，即学生通过英语课程掌握基本的英语语言知识，发展基

本的英语听、说、读、写技能，初步形成用英语与他人交流的能力，进一步促进思维能力

的发展，为今后继续学习英语和用英语学习其他相关科学文化知识奠定基础。就人文性

而言，英语课程承担着提高学生综合人文素养的任务，即学生通过英语课程能够开阔视

野，丰富生活经历，形成跨文化意识，增强爱国主义精神，发展创新能力，形成良好的

品格和正确的人生观与价值观。工具性和人文性统一的英语课程有利于为学生的终身发

展奠定基础。



基础教育阶段英语课程的任务是：激发和培养学生学习英语的兴趣，使学生树立自信

心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使学生

掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力；培养学生

的观察、记忆、思维、想象能力和创新精神；帮助学生了解世界和中西方文化的差异，拓

展视野，培养爱国主义精神，形成健康的人生观，为他们的终身学习和发展打下良好的基

础。

【考点预测 10】．教学设计(小学）

根据下列内容设计一堂小学英语课

要求：设计要体现英语课堂标准的理念，遵循英语教学规律（中英文均可）

教学内容：

Topic: How many?

Words: eleven, twelve, thirteen, fourteen, fifteen

Sentences: What’s ...and...?

Students: Grade 3, primary school

【参考设计】

Teaching Topic:How many?

Teaching Aims:

1. Students can get to know the number words from 11 to 15

2. Students are able to understand and express “What’s … and …?”

3.Through practice and dialogue, students can calculate the numbers in English.

4.Students can get more interests in both English and Math, and learn to love every course.

Teaching Key Points:

Words: eleven, twelve, thirteen, fourteen and fifteen.

Target language: What’s … and …?

Teaching Difficult Points:

The pronunciation of “thirteen”.

Teaching Aids:

power point, VCD and tape

Teaching Procedures:

Step1 Warming up and Lead-in



1. Greetings.

2. Sing a song “Ten Little Indians”

3. Let’s do. (Ask students to show 1, 2, 3, 4 with their fingers.)

（设计意图：通过歌曲和做动作导入新课，可以活跃课堂气氛，激发学生对英语的学习

兴趣，为新课的顺利呈现做铺垫。）

Step2Presentation

1. Point the pictures on PPT and ask students “How many cats can you see?” to lead into the

word “eleven” here, then teach the pronunciation of “eleven”.

2. Use the same way by different pictures to lead out words “twelve”, “thirteen”, correct their

pronunciation and pay special attention to the word “thirteen”.

3. Calculation: shows the sentence “What’s 7 and 4? (seven + four=?)” on PPT, and let

students calculate it. Then give other numbers for calculating.

4. Guessing the other half: shows ‘( ) + ( ) = thirteen; ( ) + twelve = fifteen” on the

blackboard to let students give the right answer related.

（设计意图：通过展示图片启发学生学习新知，可以开阔学生的思维，增加学生的学习

兴趣，同时在玩中学可以帮助学生更好地掌握新知。）

Step 3 Practice

1. Ask students to read the new words after the tape.

2. Get students to practice the words by using different ways.

3. Enjoy the song “One Two Three Four Five”.

（设计意图：通过不同方式的机械性练习，可以加深学生对新知的掌握程度。）

Step 4Production

1. Pair work: students use “What’s …+…?” to ask each other.

2. Memory game: shows some objects, then let them miss. Then, use the sentence pattern to

question “How many … did you see?”

（设计意图：通过小组活动或有意义的练习，让学生在真实的语境中感知运用新知，不

仅锻炼了学生的合作意识，也提高了学生用英语表达的能力。）

Step 5 Summary and Homework

1. Use the number words to record the number of things in our house;

2. Listen to tape after school to correct the pronunciation of these new words.

Blackboard Design

How many?

Words: eleven, twelve, thirteen, fourteen, fifteen

Sentences: What’s ...and...?



【考点预测 11】．教学设计(中学）

阅读下面选自人教版《新目标英语》八年级上册第二单元的教材内容，用英文完成一课

时的教学设计，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。

【参考答案】

Teaching Plan

I. Teaching aims/objects/goals:

1) The students will easily point out the parts of body and use them;

2) Be able to master the pronunciation, meaning and spelling of the names of diseases: sore

throat, sore back; stomachache, toothache, cold;

3) Be able to talk about health problems by using “What’s the matter? I have a…”;

4) Be able to talk about one’s health problems fluently;

5) Be able to role play doctor and patient;



6) Improve the cooperative spirit through pair work and role playing;

7) Care more about yourself and your family members’ health.

II. Teaching important points:

Master the names of diseases: sore throat, sore back; stomachache, toothache, cold;

III. Teaching difficult points:

Talk about health problems by using “What’s the matter? I have a…”

IV. Teaching procedures

Step1 Warming up

Greet Ss by asking them: How are you today? Then I’ ll tell Ss that I’ m not feeling well

today (Write the sentence on the blackboard and guide Ss to read it.) and get Ss to guess the

reason freely. If Ss can’ t get the answer, I’ ll tell them that I didn’ t have a good sleep last night.

So I have a headache. (I say this by doing a gesture)

设计说明：通过师生间的问候，拉近彼此的距离，使学生快速融入英语课堂。要求学生

猜测老师身体不适的原因，从而激发学生的背景知识，并为之后的知识输入做好铺垫。

Step2: Presentation

1. Look at the picture of body, and learn the words of some parts of body.

2. Show Ss a bandage and tell them there is something wrong in the place where the bandage

lies. Then get Ss to guess the health problems. When I do an action, ask Ss: “What’ s the

matter?”(write it on the blackboard) For example, when I put the bandage on the stomach, ask Ss:

“What’s the matter with me?” Help Ss say: “I’m not feeling well. I have a stomachache.” Then

teach the other target words: fever, sore throat, toothache, sore back in the following way: Put the

bandage on the other part of body and get students to ask: What’s the matter? Then get other Ss to

guess the problem.

3. Use body language to guide Ss to guess another name of disease: cold.

4. Show Ss pictures of diseases half hidden, and get Ss to guess the names of diseases: sore

throat, toothache, sore back, cold.

设计说明：老师在课堂上出示医疗用具-绷带，能充分唤起学生的好奇心，使其积极地

参与到教学活动中。通过绷带所绑的不同位置和肢体语言，自然地引出有关疾病的单词。这

种教学单词的方式简单而且直观，更易被学生接受。八年级学生喜欢猜测的活动，所以，运

用半遮图片可以让学生巩固所学的单词。

Step3: Practice

1. Extensive listening

Listen and look at the picture and then number the names [1--5]

Nancy_____ Sarah______ David_______ Ben______ Judy______

2. Pair work



Put the bandage on the part of a student’ s body and ask: “What’ s matter?” and guide him to

use the pattern: I have a… Then ask Ss to work in pairs and talk about health problems by using

the bandage given and using the target language: --What’ s the matter? --I have a ….

设计说明：八年级学生的表演欲望强，所以，在结对活动中，为每一小组提供绷带，这

样可以激发学生的参与性，扩大参与面，使更多的学生开口说英语。

Step4: Production

1. Make a dailogue

Show Ss the picture of 1a, ask them to look at the picture, and suppose they are the doctor,

what they will ask the patient. Show the sample dialogue and ask Ss to complete it according to

the picture orally.

A: What’s the matter? B: I have a _______.

设计说明：通过教材中的图片复习目标语言。另外，通过让学生自由讨论，扩充医生与

病人的对话，这样使英语对话更加完整，更加贴近实际，也为下一步骤的角色扮演活动降低

了难点，做了充分的铺垫，使学生感到有话可说。

2. Role playing

Ask Ss to make a four -people group, one of them is a doctor, the other three are patients.

Ask the Ss to role play the dialogue above. Then ask several groups to perform before the class by

using some tools: bandage, a uniform, a stethoscope. Ask other Ss to select the best doctor and the

best patient.

设计说明：这一活动是对目标语言的进一步运用。通过医生和病人的角色扮演，营造出

真实的情境，这样可以有效的提高学生对英语口语表达的兴趣。另外，这也是老师对学生本

节课所学知识的一种检测。

Step5: Summary &Homework

Summary: Ask students to summary what we have learned today.

Homework: Review the words of this lesson and watch some videos in the hospital and

summary the conversations between doctor and patients.

V. Blackboard design:

What is the matter?

Nancy_____ Sarah______ David_______

Ben______ Judy______

A: What’s the matter? B: I have a _______.

2019 年山东临沂教师招聘考试·笔试考前预测...

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