2016江西教师资格证It is a pineapple (Speaking part)说课稿
2016上半年教师资格证《英语学科知识与能力(高级中学)》真题及答案
2016年上半年中小学教师资格考试真题试卷《英语学科知识与教学能力》（高级中学）（满分150分）—、单项选择题（本大题共30小题，每小题2分，共60分）在每小题列出的四个备选项中选择一个最佳答案。
1. Excellent novels are those which ____ national and cultural barriers.A. transcendB. traverseC. suppressD. surpass1.A 【解析】考查动词辨析。
句意为“优秀的小说是会跨越民族和文化的障碍的”。
A,B两项与C,D两项均为形近词辨析。
transcend“胜过，超越”，常用搭配是transcend national barriers超越国界；traverse “横越，穿过”，traverse the grassland穿越草地；suppress“抑制，镇压”；surpass“优于，超过”。
所以正确答案为A。
2. As Alice believed him to be a man of integrity, she refused to consider the possibility that his statement was ＿＿．A. irrelevantB. facetiousC. fictitiousD. illogical2.C 【解析】考查形容词辨析。
空格要填入的是一个形容词，修饰“他的陈述（his statement)”, 句意为“因为Alice相信他是一个正直的人，所以她不认为他的言论存在＿可能性”。
as表示因果关系，前半句对“他”的描述是“正直的人”，后半句中refused表示否定，前后应该意思一致，因此空格应该表达和integrity相对的含义。
irrelevant“不相干的，不切题的”,facetious“诙谐的，爱开玩笑的”，fictitious`嘘构的，编造的”，illogical“不合逻辑的，不合常理的”。
2016江西教师招聘考试小学英语《I Have A Pen Pal》试讲稿
Warm-upGood morning, boys and girls. How are you today? I am fine, too. Thank you. Before the class, I hope you can relax yourself and make a good preparation for the class. Let’s review our chant and do the actions with me.Shake, shake, shake your head;Clap, clap, clap your hands;Raise, raise, raise your arms;Kick, kick, kick your legs;Stamp, stamp, stamp your feet.Leading inGood job! Boys and girls, do you still remember what we learnt yesterday? Look at these pictures. When I ask you “What’s your hobby?” You should answer my questions by the pictures. OK? What’s your hobby? Yes, you like riding a bike. And what’s his hobby? He likes diving. What’s her hobby? She likes playing the violin. What’s Jim’s hobby? He likes making kites. Very good! you did a very good job.PresentationToday, I bring you a good friend. His name is Bill. Do you want to make friend with him? Ok, then listen carefully and try to circle his hobbies. Haveyou got the answer? Good. It is not hard for you, right? Ok, who wants to share your answers with us? Tim? Thank you, sit down, please. Do you all agree with him? OK, Tim is right. Now listen to the tape again, if you are wrong, try to find the right answer.Ok, now it’s time for our talk show. Look at these. What are they? Pictures? Not really. They are posters. I drew them. Are they beautiful? Oh, thank you. Look at the first poster. What’s on it? Lily, could you please read the words aloud for us? Thank you. Your English is so good. There is a stamp show on Sunday. I like collecting stamps and I will go to the show. Who want to go with me? Wow, so many students. Rose, why do you want to go with me? You like collecting stamps, too. Now, read after me. I like collecting stamps, too. He likes collecting stamps, too.Now, read the dialogue on Page 47 with radio. Once again. Now boy act as Wu, while girls act as John. We are having a competition and let me see which group will read louder and clearer? Let’s begin. Girls, you are great. boys, come on. Let’s have a change. Very g ood!PracticeLook at the second poster. What’s in it? Han Mei, would you like to have a try? Yes, there is a painting show on Sunday at the museum. Who likespainting? Eight students. OK, you eight students is a group. You can work together to make your own dialogue according to the textbook. How about the third poster? Jim? Yes, there is a kite show on Saturday at the park. Who’s hobby is making kites? Only two. Ok, then you two make your own dialogue. The last poster. Yes, there is a bike show on Saturday. Who like riding a bike? Wow, so many students. You ten students make your dialogue, OK? You all have ten minutes. After ten minutes, I will invite each group to show your dialogue. OK, time is up. the first group. Good job. The second group? Thank you. Your English are so perfect, I am so proud of you two. How about the last group. Well done, thank you for your cooperation.ConsolidationYou all did a very good job. Now it’s time for playing games. The game is snowball game. You know the rules, right? ok, I will invite five students to stand here. I will ask the first students “What’ s your hobby?” then the first students will tell us “I like…” The second students will say: She likes… I like…if your hobbies are the same, you can say, I like…too. Clear? On e, two, start. Another five students. Good.SummaryDid you have a good time today? I am so glad to hear that. Boys and girls, what have we learned today? Susan? Yes, we have review the sentence pattern “What’s your hobby?” “ I like…” and we learn a new sentence “ I like…too.” Very good, sit down.HomeworkRead the dialogue to your parents and preview the reading part. Ok, we have to stop here. Bye-bye.。
教师资格证《英语学科知识与能力(高级中学)》真题附答案
2016年下半年教师资格证考试试题及答案一——英语学科知识与教学能力(高级中学)一、单项选择题(本大题共30小题，每小题2分，共60分)在每小题列出的四个备选项中选择一个最佳答案。
请用28铅笔把答题卡上对应题目的答案字母按要求涂黑。
错选、多选或未选均无分。
1. Which of the following shows the proper rhythmical节奏的pattern of the sentence?1.【答案】A。
解析：考查句子重读。
一般来说，句子中的实词需要重读，比如名词、主要动词(不包括be动词)、形容词、副词、数词等。
虚词多数情况下不重读，比如代词、介词、冠词、连词等。
另外，句子中要重读的词若为双音节或多音节词，重音一般就落在该词的重读音节上，像本句中的expensive就是这种情况。
2. In terms of manner of articulation发音方法, the sounds [p], [b], [t], [d], [k], [g]are__________.A. affricates塞擦音B. fricatives擦音C. bilabialD. oral stops2.【答案】D。
解析：考查辅音的分类。
根据发音方式不同，英语的辅音可以分为：塞音(stop)、鼻音(nasal)、擦音(fricative)、近音(approximant)、边音(lateral)、塞擦音(affricate)等。
[p]，[b]，[tl，[d]，[k],[g]属于气息非常强烈的通过口腔的爆破音，也称作塞音。
3. The producers of oil and other __________ commodities have an advantage.A. fragileB. nonperishableC. waterproofedD. stainless3.【答案】B。
解析：考查形容词辨析。
2016江西教师招聘面试：《A Taste of English humor》说课稿
2016年江西教师招聘面试真题<<<点这里看2016江西教师招聘面试：《A Taste of English humor》说课稿Good morning/afternoon, everyone! I'm very glad to stand here to interpret my lesson. Today my topic is “A taste of English humor” (writing part). I am going to introduce my lesson from the following aspects: the analysis of teaching material and students, teaching aims, teaching key points and different points, teaching and studying methods, teaching procedures and blackboard design.Ⅰ. Analysis of the teaching materialFirst of all, let’s focus on the analysis of teaching material. This unit is about humor in English. Writing part consists of three sections: section 1 is a speaking activity. Actually it has two stages: a discussion and a story telling. They can used as a preparation for writing. Section 2 includes some guidance for writing and they are in time-order. The section 3 has a sample writing and the format for each part.Ⅱ. Analysis of the studentsThen, I’d like to talk something about the students. Funny story is a very interesting topic and related to their daily life. However, many language learners face a big challenge in writing, especially on the aspect of grammar or logic order, so do my students. They will easily get frustrated and bored if teacher doesn’t guide them in a right way.Ⅲ. Analysis of the teaching aimBased on the syllabus and the analysis, I set the teaching aims as follows: Knowledge aims: Students will learn some basic knowledge about story writing, including its format: the situation, what happens, and the punchline Ability aims: Students can develop their logical thinking ability through writing and their The ability of creating funny stories from their real life can be trained.Emotional aims: Students can form a positive attitude towards life and the sense of humor. And they could enjoy the success in writing.Ⅳ. Analysis of the key and difficult points2016年江西教师招聘面试真题<<<点这里看According to the teaching aims, both the key point and the difficult points of this lesson are leading students to find some basic knowledge about story writing, including its format: the situation, what happens, and the punchline.Ⅴ. Analysis of teaching and study methodsTo help students achieve the teaching aims much easier, I will mainly use process writing task-based teaching method, multimedia method and communicative teaching method and so on. For students, I will encourage them to learn to communicate with their classmates to let them become the real leading role of the class.Ⅵ. Analysis of the teaching proceduresPre-writing:In the beginning, I would tell them the purpose of this lesson. Then I would tell them a typical funny story and I would obverse their reaction when listen to the story.In fact, that story is very traditional and some of them would not be interested in it because they heard a lot stories like that in the recent week. The purpose is make the next stage much easier.After listening, I would ask them to do a discussion about what the story: Do they like it, why. And the words and expressions in the textbook can be used in their discussion.This speaking activity can lead students to think about how to think out a funny story. It is good for their writing. And in the ending period of this unit, we use a speaking activity for warming-up is suitable.Then I would ask them to think of a funny English or Chinese and tell it to partners. While telling stories, they can use expressions and some acting to help make the story funny. 5 minutes would be given to do this.Those stories they told there will be the material for their writing. So letting them tell it at first is helpful. And they can make a difference between telling a funny story and writing it down. Generally speaking, it is difficult for students to write well because they don’t know what to write and how to write. Asking them to tell their own stories at first can help them come up with what to write.After their telling, I would invite someone to share his/her story with all of us and I would write it down on the blackboard.2016年江西教师招聘面试真题<<<点这里看This example story would be used as a sample to illustrate the format of funny story. Different from a story from teacher or textbook, a story from students can obviously become a interesting material to draw students’ attention.Then I would ask the whole class to put this story into several parts. It might be a little bit difficult for them. So I would ask them to find out whether all the sentences are necessary. After delete some sentences, there are 6 sentences left behind. Then they can easily put them into three parts. After interaction with students, I would teach them the right terms for each part and conclude the format of funny story.This step is the key and difficult point in my lesson. So I mainly use task-based teaching method in this part and the task for students was divided into several stages. With the separated difficult level, students can find there are usually three parts in writing. They can also learn to write without the unnecessary parts in the process of analyzing. And then I wouldn’t rush to tell them the right terms to them directly. Instead, I would ask them to name them by their own. A confused mind is better for acquiring knowledge.While-writing:Then I would give students 7 minutes to write down this story, without other requirements.With all the preparations in pre-writing, students’ difficulties were cleared. So it would be much easier for them to write down the story within 7 minutes. There are no other requirements because students’ first writing is actually a drafting. It would be revise and edit several times later. Writing, as a skill mainly focus on the accuracy, needs some modifications before the final version. So in the step of writing, we should only let students product what they have prepared, not on more requirements.Post-writing:When they write they story, I would present some standards for evaluating on the blackboard and PPT. They are about the format, mechanics, vocabulary using. Students revise their own writing according to the standard and then edit for their partners.2016年江西教师招聘面试真题<<<点这里看This is a very critical step in writing class. It is a step for students to improve their writing skills. Only with self-revise and peer-edit, students can acquire what we have learn today and form the good habit of paying attention to mechanics, vocabulary using, logical thinking, and syntax. Those sub-skills benefit for training writing skills and expressing students ideas in written form.Then I would invite some students to share their writing with others an I would evaluate their writing. I would pick out some typical mistakes to deal with, the punctuation for instance.Of course students cannot learn those knowledge about writing all by themselves. So teacher’s leading and helping are necessary in the end.Before the ending of this class, some students would be invited to sum up the format and their own understanding of the English humor story. Summary is necessary for students’ learning.Homework for this lesson includes: To collect at least five humor stories creatively and Finish the chart of Summing up in the textbook. This two pieces of homework can not only enhance what we have learned today, but also the whole unit. And the collecting work is interesting and can help students form the habit of learning and using English in their real life.VII. Blackboard Design:My blackboard design is what you can see there. It is brief and logical. It can help students understand the whole class better.。
江西教师资格证面试说课稿：小学英语《At a Farm》
江西教师资格证面试说课稿：小学英语《At a Farm》相关推荐：江西教师资格证说课丨江西教师资格证面试江西教师资格证认定面试时间在每年的4-7月份，每年一次。
认定采取网报和现场领取材料相结合的原则进行。
（一般来说，每位考生有两次面试机会）教学内容今天我说课的内容是人教版的PEP Primary English Book IV Unit 6 At a Farm.的第一课时,主要学习sheep, lamb, goat, cow, horse, hen六个新词。
本节课是单词教学。
它是在学生初步学习了句型“How many……do you have?之后进行教学的。
通过学习新词，感知句子What are they? They are….How many….为下节课的教学打下基础。
本课时容量大,但难度不大,并受到学生的喜爱。
教学目标《英语课程标准》指出：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，发展学生自主学习的能力和合作精神是小学英语教学的基本任务。
在认真分析教材的基础上,我针对学生实际，将本课时的教学目标确定如下：1、知识目标(1) 使学生能听、说、认、读sheep, lamb, goat, cow, horse, hen等单词。
(2) 初步感知：“What are they? They are…. How many….How many……”等句子,学生能听懂并理解其意思。
2、能力目标：(1) 能听懂Let’s do中的指令并做出相应动作.,如Shear a sheep。
(2) 能区分农场的动物, 培养学生灵活运用所学知识进行交流的能力。
3、情感目标(1) 培养学生注意观察、认真模仿的良好习惯和主动竞争的竟识。
(2) 激发学生学习英语的兴趣，使学生树立学习英语的自信心。
(3) 培养学生的合作交流能力。
重点难点教学重点：学习新词sheep, lamb, goat, cow, horse, hen, 能正确认读.。
上半年教师资格证《初中英语》考试真题库及参考答案(通用版)
上半年教师资格证《初中英语》考试真题库及答案（通用版）—、单选题（在每小题列出的四个选项中，只有一个最符合题目要求的选项）1.Would you ** a cup of coffee_ shall we get down to business rightaway?A.orB.andC.thenD.otherwise[答案] A2.Which of the following *** short vowel in English?A./j/B./e/C./au/D./w/[答案] B 3.Mr. Smith is surprised to ***** Siamak has written_ essays on Victorian novels in his class.A.the nextB.the otherC.the mostD.the more[答案] C4.That prestigious university has made it clear to all aoolicants that***★can be_ for a scholarship this一quarter without a good internship.A.eligibleB.legiblepliablepliant[答案] A5.We are very sorry to announce that a couple of showrooms in thecastle are closed for ****A.permanentlyB.curentlyC.eventuallyD.perpetually6.Which of the following two-syllable words has adifferent stress patternfrom the***?A.TyphoonB.balloonC.shampooD.crayon[答案]D7.Alex specializes in_ medical science in this graduate school and plansto ****_doctor upon graduation. A.a...theB.the...aC./..aD.a...[答案] C8.The reason why 1 want**** up the plan is__ if i don' t, my employerwill be mad at me.A.becauseB.thatC.forD.since[答案] B9.Which of the *** correctly describes ***semantic features of the word"girl"?A.[-Human-Male- Adult]B.[+Human+Male-Adult]C.[+Human-Male+Adult]D.[+Human-Male-Adult][答案] D10.What is the relationship between the two sentences “The stress is on documentary and rightly so. Arty photographs are a bore."A.Phenomenon-reasonB.Problem-solutionC.Instrument-achievementD.Cause-consequence[答案] A11.Like and bike, bat and pat, look and book are examples ofused in teaching pronunciation. A.alliterationB.rhythmC.weak formsD.minimal pairs[答案] D12.When students are ***to listen to a *** and read after it, they ** doingA.free practiceB.guided practiceC.meaningful practiceD.controlled practice[答案] D13.When designing a **, teachers should take the following aspectsinto*****EXCEPT_.A.pacing and groupingB.materials and sourcesC.learning skills and strategiesD.teachers' interest and preferences[答案] D14.Which of the *** activities is suitable to be conducted ** the"****"stage?A.DebatingB.****C.****D.Repeating[答案] A15.Which of the fo1*** might be most appropriate to developing students*** *thinking through reading?A.Students read a story and study grammar rules.B.Students listen to a story and read it aloud.C.Students read a story and evaluate it.D.Students read a story and recite it. .[答案] C16.When a**** says,"Sory, 1 didn"t get what you said.Can you say it***?" , he/she is__A.offering an opinionB.asking for adviceC.asking for clarificationD.checking instruction[答案] C17.When students take an end-of-term exam to assess how well they have learnt in the past term, they are taking a(n)A.aptitude testB.proficiency testC.placement testD.achievement test[答案] D18.Which of the **** is least important in developing school-basedteaching ****?A.Students' level and interest.B.Teachers' professional expertise.C.The aim and need of your school.D.The form of the teaching materials.[答案] D19.Which of the *** strategies *** best facilitate peer learning in writing?A.Asking students to their peers' writing.B Providing students with an evaluation checklist.C.Encouraging students to give only positive feedback.D.Instructing students to focus on only one type of eror.[答案] A20.According to the Input Hypothesis, a teacher shouldA.provide students with whatever materials he/she can findB.choose language materials lower than students' current levelC.provide students with as much authentic language as possibleD.choose language materials a lttle higher than students' current level [答案] D阅读理解，回答21-25题Passage 1I taught in a public*** for 10 years. Now, preparing pre-service teachers, I have a different perspective on their lives. Here are some truths I share with them.As a young teacher, I ** that loving to be with kids would be enough to get me through long days. I discovered early on that teaching is ahardjob **.It'S so much more than helping kids and creating engaging assignments; it is conferences,***grading and paperwork.No one told me that annual class pictures would document my out-of-date clothes, unfashionable hairstyles, and fluctuating body mass. Luckily, in my younger years, I instead mindlessly tossed them in a ** drawer and let them accumulate over the years, I am so glad I did. Those embarrassing class pictures now make up the bulk of my "why I love teaching" emergency box. On a day when I need some reminding of why I keep plugging along, I pull those *** out and flip through the memories I made with them. Don' t get me wrong, there are some pictures that make me ask, "How did weever survive?" But even those moments make me smile because we did survive and, in many cases,we thrived. They are a great reminder of how my work and passion have influenced those students'lives.You have to come to the classroom with a deep understanding of your role and how it extends.Early on in my career, I complained to a colleague that I was a classroom teacher, so why was I being asked to be a mom, nurse, custodian, therapist,social worker, cheer leader, and judge and jury? Mycolleague said,***are what the kids need you to be at that moment." At the time, her advice didn' t help,but I later realized how right she was. Students are people too, and just like us grown-ups. Be empathetic and take care of your students' needs.That is the unwritten role of the teacher. I'm probably not the first or last teacher to strive for perfection in every***** spent too much time in my younger days thinking that once I had more experience with the curriculum, once I had a different mix of students, and once I mastered classroom ****. I would be able to deliver flawless lessons. What I have come to realize is that the land of perfect lessons doesn' t exist. We are human beings who are tasked with working with other*****. That adds up to a whole lot of fallible human beings in one classroom. You' II never be able to predict how every student **** in every moment or how you will adjust to the hurdles you face each day. Be as gentle, patient, and *** with yourself as you are with your students. Those children in ** you are also the ***joy of their families.You've been given the privilege of educating them.Parents are not hiding the good ones at home and sending you the rambunctious ones for ****. Youare getting the best they' ve got. Spend time building relationships.You will want to quit and plan a new *** that has nothing to do with kid,****twice as much and provides the freedom to use the restroom on a whim. You' II**a time when you will sit down to eat lunch. ****..I hope you will spend some time thinking about your "bigger purpose." And with that *** of purpose, I hope that you will pause and remember what brought you to the profession in the first place.21. What has made the **** * understand those ***** roles of a teacher?A.Her students' expectations.B.Her collague' S timely advice.C.Her sympathy with her students.D.Her awareness of student' s needs. [答案] D22. Why does the *** call her desk drawer an“emergency box” in Paragraph 4?A.Because it reminds her of her purpose of teaching when something unexpressed occurs.B.Because it wakes up her memory of how they have pulled themselves through hard times.C.Because it brings back her old and unfashionable image as a young teacher.D.Because it records all sacrifices she has made for her students over the years.[答案] A23. Which of the **** summarizes the *** idea of Paragraph 5?A.The notion of perfect lessons is not well grounded at all.B.Good classroom management is essential to flawless lessons.C.Kids are unaware of the mistakes their teachers make in class.D.Both teachers and students tend to make mistakes in classroom.[答案] A24. What does the author *** to share with pre-service teachers at****end of the****7A.Teachers are free to decide whether to quit or continue their jobs.B.Don' t easily give up your teaching career considering its significance.C.Don' t enter the workforce if you are not prepared with a bigger purpose.D.Teachers are able to find jobs that are less demanding yet more rewarding.[答案] B25. Which of the following******in meaning to.the underlined phrase "take a toll on "in the 1a*****.A.Be in charge ofB.Be dependent onC.Have an effect onD.Take advantage of[答案] C阅读理解，回答26-30题Passage 2As a species, **** *incredibly smart. We tell stories, create magnificent art and astounding technology,build cities, and explore space. We haven't been around nearly as long as many other species, but in many respects we' ve accomplished more than any *. We eat them and they don' t eat us. We even run scientific***on them--and are thinking about re-creating **** those that have gone extinct. But our intelligence comes with a curious caveat: our babies are among the dumbest-or,rather,the most helpless--that exist. A baby******an stand within an hour of birth, and can even***** flee predators on its frst day of life. A baby monkey can grasp its mother and hang on for protection and nourishment. **** infantcan' t even hold up its own head.The evolution of ***intelligence isn' t something that Celeste Kidd had ever pondered. A developmental cognitive scientist who currently works at the University of Rochester, her work had focussed mostly on learning and decision-making in children. Over years of ***oung children, she became impressed with the average child' s level of sophistication. But when she looked at the ****sh encountered, she saw a baffling **** of helplessness: How *** *they be so incompetent one second and so so soon ***** One day, she posed the question to her colleague Steven Piantadosi."Both of us wondered what could possibly justify the degree of helplessness human infants ** she told me ****. "Even other primate babies, like baby chimps, which are close in evolutionary terms, can cling onto their moms." She began to see a contradiction: ***are born quite helpless, far more so than any other primate, but, fairly early on, we start becoming quite smart, again far more so than any other primate. What if this weren' t *** so much as a causal pathway? That' s the argument that Kidd and ***make in their new paper, published in a June issue of PNAS.Humans become so intelligent because *** infantsare so incredibly helpless, they argue; the one necessitates the other. The theory is startling, but it isn't entirely new. *** have been pondering the peculiarities of our birth and its evolutionary significance for ***some ***. Humans *** to the subset of mammals,**** viviparous mammals, that give live birth to their young. This*** that infants must grow to a mature enough state inside the body to be born, but they can' t be so big that they are unable to come out. This leads to a trade-of: the more******an animal is, the larger its head generally is, but the birth canal imposes an upper limit o1n just how large that head can***it gets stuck. The brain, therefore,must keep maturing, and th*****continue growing,long after birth. *** intelligent an animal will eventually be, the mor*****immature its brain is at birth.Researchers have long known **** * trade-off,***** the connection between brain size and neural density and intelligence. For instance,Robin **** found that the ratio of neocortical volume to brain size can predict the social-group size in a**** of species, **** bats, cetaceans, and primates,while Simon Reader has demonstrated links in tool use and innovation to brain size in primates. Kidd and * **** new idea is that increased helplessness******mandates increased **** in parents--and that a runawayselection dynamic can account for both. Natural selection favors humans with ******because those humans tend to be smarter. This may create evolutionary incentives for babies**** born at an even earlier developmental stage,**** require more intelligence to ***.* This creates the dynamic: over time,helpless babies make parents more ****.which makes babies more helpless, which makes the***** intelligent, and so on.26.According to paragraph 1, *** of the following is true?A.Some species are smarter than human beings.B. Extinct species have been re-created by scientists.C.Babies of other species are smarter than human infants.D.Fewer species are earlier inhabitants than human beings.[答案] C27. What surprised* *** Kidd regarding children's *** maturation?A.Infants' helplessness when they are born.B.Children' S high intelligence when they grow up.C.Children' S leap from helplessness to sophistication.D.Children' S incompetence in learning and decision-making.[答案] C28. What can we *** form Paragraph 3 ** *brain development?A.Babies' helplessness at birth is an indication of human intelligenceB.Other mammal brains are more mature than human brain at birth.C.Only itelligent mammals give live birth to their babies.D.All animal brains are equally immature at their birth.[答案] A29. What is the main **** author intends toconvey?A.Newborns helplessness facilitates the development of parent' s intelligence.B.The 1arger the brain of a species, the larger its social-group size.rge brain size contributes to better tool use and innovation.D.Human beings with large brains are not necessarily smarter.[答案] A30. Which of *** following title ***describes the passage?A.Why are babies so dumb if humans are so smart?B.Why do babies learn faster than other mammal babies?C.Why is human' S intelligence higher than that of other animals?D.Why is the development of human brains slower than that of other animals?[答案] A 简答题针对相关问题作出简明扼要的回答。
2016上半年教师资格面试试讲真题—小学英语
2016上半年教师资格面试试讲真题—小学英语2016年5月25日来源：网络综合【相关推荐】【加入收藏】无忧考网为您整理了“2016上半年教师资格面试试讲真题—小学英语”,方便广大网友查阅！更多教师资格考试相关信息请访问教师资格考试网。
考生必看：2016下半年教师资格考试一次通关课程！点击免费试听>>1、音M的教学，有一首let.s chant答辩如果有一个同学平时成绩很差但是突然考好了别人说他是抄袭得你怎么办如果你是一个新老师，老教师经常让你做事怎么办。
2、calendar内容：There are three months in a yearThere are four seasons in a yearThere are four weeks in a monthThere are 30 or 31 days in a monthThere are 365 days in a year要求 1.用问题来引导学生 2.讲解重点单词3、spring festival内容：单词有paper cut,dragon dance,句子有 ahppy spring festival,the same to you，还有一首有关春节的诗要求：1、全英语教学2、讲授重点单词3、培养学生的文化意识适当板书4、What's the weather like in Sydney?5、题目Whats this和Whats that的对话，还有单词circle 和square的讲解what is that?how many~are thehe ? 然后讲单词句子，要求用简笔画促进教学。
6、A maths lesson要求：全英文授课;帮助学生归纳数字的规律;教学中包含一个游戏;适当板书。
7、The weather report要求：学生通过这节课的学习，能够用相关句子来播报天气。
8、My favorite game is football要求：是英语授课，引导学生以读促写。
《It'sapineapple》PPT优秀课件
知识拓展
1.smell 闻起来 smell是感官动词，和sound、look一样 对look来说，可以有It looks beautiful.它看起来很漂亮 smell也有和look一样的用法，后面直接接形容词 表示闻起来怎么样。 eg：It smells good.它很好闻。
Unit 3 It's a pineapple
Show me the potato
Peel the banana
Pass the tomato.
Smell the pineapple.
读一读、写一写
What's this in English? It's a potato.
动词大家一起看
3. Pig: What’s this in English, Mimi?
Mimi: It’s an tomato. ( )
4. Bear: What’s this in English, Monkey?
Monkey: It’s a potato. ( )
知识拓展
pass 1.pass sb sth 递给某人某物 eg:Pass you the potato. 2.pass sth to sb 递给某人某物 eg:Pass the potato to you .
小习题
一、根据汉语提示填空。 1. ________ me the potato.（展示） 2. ________ me the tomato. （递） 3. ________ me the banana. （剥皮） 4. ________ me the pineapple. （闻） 5. ________ me the watermelon. （吃）
上半年教师资格证《初中英语》考试真题库及参考答案(通用版)
上半年教师资格证《初中英语》考试真题库及答案（通用版）— 、单选题（在每小题列出的四个选项中，只有一个最符合题目要求的选项）1.Would you ** a cup of coffee_ shall we get down to business rightaway?A.orB.andC.thenD.otherwise[答案] A2.Which of the following *** short vowel in English?A./j/B./e/C./au/D./w/[答案] B 3.Mr. Smith is surprised to ***** Siamak has written_ essays on Victorian novels in his class.A.the nextB.the otherC.the mostD.the more[答案] C4.That prestigious university has made it clear to all aoolicants that ***★can be_ for a scholarship this一quarter without a good internship.A.eligibleB.legiblepliablepliant[答案] A5.We are very sorry to announce that a couple of showrooms in thecastle are closed for ****A.permanentlyB.curentlyC.eventuallyD.perpetually6.Which of the following two-syllable words has adifferent stress patternfrom the***?A.TyphoonB.balloonC.shampooD.crayon[答案]D7.Alex specializes in_ medical science in this graduate school and plansto ****_doctor upon graduation.A.a...theB.the...aC./..aD.a...[答案] C8.The reason why 1 want**** up the plan is__ if i don' t, my employerwill be mad at me.A.becauseB.thatC.forD.since[答案] B9.Which of the *** correctly describes ***semantic features of the word"girl"?A.[-Human-Male- Adult]B.[+Human+Male-Adult]C.[+Human-Male+Adult]D.[+Human-Male-Adult][答案] D10.What is the relationship between the two sentences “The stress is on documentary and rightly so. Arty photographs are a bore."A.Phenomenon-reasonB.Problem-solutionC.Instrument-achievementD.Cause-consequence[答案] A11.Like and bike, bat and pat, look and book are examples ofused in teaching pronunciation.A.alliterationB.rhythmC.weak formsD.minimal pairs[答案] D12.When students are ***to listen to a *** and read after it, they ** doingA.free practiceB.guided practiceC.meaningful practiceD.controlled practice[答案] D13.When designing a **, teachers should take the following aspects into*****EXCEPT_.A.pacing and groupingB.materials and sourcesC.learning skills and strategiesD.teachers' interest and preferences[答案] D14.Which of the *** activities is suitable to be conducted ** the"****"stage?A.DebatingB.****C.****D.Repeating[答案] A15.Which of the fo1*** might be most appropriate to developing students*** *thinking through reading?A.Students read a story and study grammar rules.B.Students listen to a story and read it aloud.C.Students read a story and evaluate it.D.Students read a story and recite it. .[答案] C16.When a**** says,"Sory, 1 didn"t get what you said.Can you say it***?" , he/she is__A.offering an opinionB.asking for adviceC.asking for clarificationD.checking instruction[答案] C17.When students take an end-of-term exam to assess how well they have learnt in the past term, they are taking a(n)A.aptitude testB.proficiency testC.placement testD.achievement test[答案] D18.Which of the **** is least important in developing school-basedteaching ****?A.Students' level and interest.B.Teachers' professional expertise.C.The aim and need of your school.D.The form of the teaching materials.[答案] D19.Which of the *** strategies *** best facilitate peer learning in writing?A.Asking students to their peers' writing.B Providing students with an evaluation checklist.C.Encouraging students to give only positive feedback.D.Instructing students to focus on only one type of eror.[答案] A20.According to the Input Hypothesis, a teacher shouldA.provide students with whatever materials he/she can findB.choose language materials lower than students' current levelC.provide students with as much authentic language as possibleD.choose language materials a lttle higher than students' current level[答案] D阅读理解，回答21-25题Passage 1I taught in a public*** for 10 years. Now, preparing pre-service teachers, I have a different perspective on their lives. Here are some truths I share with them.As a young teacher, I ** that loving to be with kids would be enough to get me through long days. I discovered early on that teaching is a hardjob **.It'Sso much more than helping kids and creating engaging assignments; it is conferences,***grading and paperwork.No one told me that annual class pictures would document my out-of-date clothes, unfashionable hairstyles, and fluctuating body mass. Luckily, in my younger years, I instead mindlessly tossed them in a ** drawer and let them accumulate over the years, I am so glad I did. Those embarrassing class pictures now make up the bulk of my "why I love teaching" emergency box. On a day when I need some reminding of why I keep plugging along, I pull those *** out and flip through the memories I made with them. Don' t get me wrong, there are some pictures that make me ask, "How did weever survive?" But even those moments make me smile because we did survive and, in many cases,we thrived. They are a great reminder of how my work and passion have influenced those students'lives.You have to come to the classroom with a deep understanding of your role and how it extends.Early on in my career, I complained to a colleague that I was a classroom teacher, so why was I being asked to be a mom, nurse, custodian, therapist,social worker, cheer leader, and judge and jury? Mycolleague said,***are what the kids need you to be at that moment." At the time, her advice didn' t help,but I later realized how right she was. Students are people too, and just like us grown-ups. Be empathetic and take care of your students' needs.That is the unwritten role of the teacher.I'm probably not the first or last teacher to strive for perfection in every ***** spent too much time in my younger days thinking that once I had more experience with the curriculum, once I had a different mix of students, and once I mastered classroom ****. I would be able to deliver flawless lessons. What I have come to realize is that the land of perfect lessons doesn' t exist. We are human beings who are tasked with working with other*****. That adds up to a whole lot of fallible human beings in one classroom. You' II never be able to predict how every student **** in every moment or how you will adjust to the hurdles you face each day. Be as gentle, patient, and *** with yourself as you are with your students.Those children in ** you are also the ***joy of their families.You've been given the privilege of educating them.Parents are not hiding the good ones at home and sending you the rambunctious ones for ****. Youare getting the best they' ve got. Spend time building relationships.You will want to quit and plan a new *** that has nothing to do with kid,****twice as much and provides the freedom to use the restroom on a whim. You' II**a time when you will sit down to eat lunch. ****..I hope you will spend some time thinking about your "bigger purpose." And with that *** of purpose, I hope that you will pause and remember what brought you to the profession in the first place.21. What has made the **** * understand those ***** roles of a teacher?A.Her students' expectations.B.Her collague' S timely advice.C.Her sympathy with her students.D.Her awareness of student' s needs.[答案] D 22. Why does the *** call her desk drawer an“emergency box” in Paragraph 4?A.Because it reminds her of her purpose of teaching when something unexpressed occurs.B.Because it wakes up her memory of how they have pulled themselves through hard times.C.Because it brings back her old and unfashionable image as a young teacher.D.Because it records all sacrifices she has made for her students over the years.[答案] A23. Which of the **** summarizes the *** idea of Paragraph 5?A.The notion of perfect lessons is not well grounded at all.B.Good classroom management is essential to flawless lessons.C.Kids are unaware of the mistakes their teachers make in class.D.Both teachers and students tend to make mistakes in classroom.[答案] A24. What does the author *** to share with pre-service teachers at****end of the****7A.Teachers are free to decide whether to quit or continue their jobs.B.Don' t easily give up your teaching career considering its significance.C.Don' t enter the workforce if you are not prepared with a bigger purpose.D.Teachers are able to find jobs that are less demanding yet more rewarding.[答案] B25. Which of the following******in meaning to.the underlined phrase "take a toll on "in the 1a*****.A.Be in charge ofB.Be dependent onC.Have an effect onD.Take advantage of[答案] C阅读理解，回答26-30题Passage 2As a species, **** *incredibly smart. We tell stories, create magnificent art and astounding technology,build cities, and explore space. We haven't been around nearly as long as many other species, but in many respects we' ve accomplished more than any *. We eat them and they don' t eat us. We even run scientific***on them--and are thinking about re-creating**** those that have gone extinct. But our intelligence comes with a curious caveat: our babies are among the dumbest-or,rather,the most helpless--that exist. A baby******an stand within an hour of birth, and can even***** flee predators on its frst day of life. A baby monkey can grasp its mother and hang on for protection and nourishment. **** infantcan' t even hold up its own head.The evolution of ***intelligence isn' t something that Celeste Kidd had ever pondered. A developmental cognitive scientist who currently works at the University of Rochester, her work had focussed mostly on learning and decision-making in children. Over years of ***oung children, she became impressed with the average child' s level of sophistication. But when she looked at the ****sh encountered, she saw a baffling **** ofhelplessness: How *** *they be so incompetent one second and so so soon ***** One day, she posed the question to her colleague Steven Piantadosi."Both of us wondered what could possibly justify the degree of helplessness human infants ** she told me ****. "Even other primate babies, like baby chimps, which are close in evolutionary terms, can cling onto their moms." She began to see a contradiction: ***are born quite helpless, far more so than any other primate, but, fairly early on, we start becoming quite smart, again far more so than any other primate. What if this weren' t *** so much as a causal pathway?That' s the argument that Kidd and ***make in their new paper, published in a June issue of PNAS.Humans become so intelligent because *** infants are so incredibly helpless, they argue; the one necessitates the other.The theory is startling, but it isn't entirely new. *** have been pondering the peculiarities of our birth and its evolutionary significance for ***some ***. Humans *** to the subset of mammals,**** viviparous mammals, that give live birth to their young. This*** that infants must grow to a mature enough state inside the body to be born, but they can' t be so big that they are unable to come out. This leads to a trade-of: the more******an animal is, the larger its head generally is, but the birth canal imposes an upper limit o1n just how large that head can***it gets stuck. The brain, therefore,must keep maturing, and th*****continue growing,long after birth. *** intelligent an animal will eventually be, the mor*****immature its brain is at birth.Researchers have long known **** * trade-off,***** the connection between brain size and neural density and intelligence. For instance, Robin **** found that the ratio of neocortical volume to brain size can predict the social-group size in a**** of species, **** bats, cetaceans, and primates,while Simon Reader has demonstrated links in tool use and innovation to brain size in primates. Kidd and * **** new idea is that increased helplessness******mandates increased **** in parents--and that a runawayselection dynamic can account for both. Natural selection favors humans with ******because those humans tend to be smarter. This may create evolutionary incentives for babies**** born at an even earlier developmental stage,**** require more intelligence to ***.* This creates the dynamic: over time,helpless babies make parents more ****.which makes babies more helpless, which makes the***** intelligent, and so on.26.According to paragraph 1, *** of the following is true?A.Some species are smarter than human beings.B. Extinct species have been re-created by scientists.C.Babies of other species are smarter than human infants.D.Fewer species are earlier inhabitants than human beings.[答案] C27. What surprised* *** Kidd regarding children's *** maturation?A.Infants' helplessness when they are born.B.Children' S high intelligence when they grow up.C.Children' S leap from helplessness to sophistication.D.Children' S incompetence in learning and decision-making. [答案] C28. What can we *** form Paragraph 3 ** *brain development?A.Babies' helplessness at birth is an indication of human intelligenceB.Other mammal brains are more mature than human brain at birth.C.Only itelligent mammals give live birth to their babies.D.All animal brains are equally immature at their birth.[答案] A29. What is the main **** author intends toconvey?A.Newborns helplessness facilitates the development of parent' s intelligence.B.The 1arger the brain of a species, the larger its social-group size.rge brain size contributes to better tool use and innovation.D.Human beings with large brains are not necessarily smarter.[答案] A30. Which of *** following title ***describes the passage?A.Why are babies so dumb if humans are so smart?B.Why do babies learn faster than other mammal babies?C.Why is human' S intelligence higher than that of other animals?D.Why is the development of human brains slower than that of other animals?[答案] A简答题针对相关问题作出简明扼要的回答。
国考教师资格证试讲稿 人教版 英语 六年级 上册 Unit 4 I have a pen pal(period 2)
Unit 4 I Have A Pen Pal第二课时（Section A: let’s try, let’s talk, le t’s play）Warm-upGood morning, boys and girls. How are you today? I am fine, too. Thank you. Before the class, I hope you can relax yourself and make a good preparation for the class. Let’s review our chant and do the actions with me.Shake, shake, shake your head;Clap, clap, clap your hands;Raise, raise, raise your arms;Kick, kick, kick your legs;Stamp, stamp, stamp your feet.Leading inGood job! Boys and girls, do you still remember what we learnt yesterday? Look at these pictures. When I ask you “What’s your hobby?”You should answer my questions by the pictures. OK? What’s your hobby? Yes, you like riding a bike. And what’s his hobby? He likes diving. What’s her hobby? She likes playing the violin. What’s Jim’s hobby? He likes making kites. Very good! you did a very good job. PresentationToday, I bring you a good friend. His name is Bill. Do you want to make friend with him? Ok, then listen carefully and try to circle his hobbies. Have you got the answer? Good. It is not hard for you, right? Ok, who wants to share your answers with us? Tim? Thank you, sit down, please. Do you all agree with him? OK, Tim is right. Now listen to the tape again, if you are wrong, try to find the right answer.Ok, now it’s time for our talk show. Look at these. What are they? Pictures? Not really. They are posters. I drew them. Are they beautiful? Oh, thank you. Look at the first poster. What’s on it? Lily, could you please read the words aloud for us? Thank you. Your English is so good. There is a stamp show on Sunday. I like collecting stamps and I will go to the show. Who want to go with me? Wow, so many students. Rose, why do you want to go with me? You like collecting stamps, too. Now, read after me.I like collecting stamps, too. He likes collecting stamps, too.Now, read the dialogue on Page 47 with radio. Once again. Now boy act as Wu, while girls act as John. We are having a competition and let me see which group will read louder and clearer? Let’s begin. Girls, you are great. boys, come on. Let’s have a change. Very good!PracticeLook at the second poster. What’s in it? Han Mei, would you like to have a try? Yes, there is a painting show on Sunday at the museum. Who likes painting? Eight students. OK, you eight students is a group. You can work together to make your own dialogue according to the textbook. How about the third poster? Jim? Yes, there is a kite show on Saturday at the park. Who’s hobby is making kites? Only two. Ok, then you two make your own dialogue. The last poster. Yes, there is a bike show on Saturday. Wholike riding a bike? Wow, so many students. You ten students make your dialogue, OK? You all have ten minutes. After ten minutes, I will invite each group to show your dialogue. OK, time is up. the first group. Good job. The second group? Thank you. Your English are so perfect, I am so proud of you two. How about the last group. Well done, thank you for your cooperation.ConsolidationYou all did a very good job. Now it’s time for playing games. The game is snowball game. You know the rules, right? ok, I will invite five students to stand here. I will ask the first students “What’ s your hobby?” then the first students will tell us “I like…”The second students will say: She likes… I like…if your hobbies are the same, you can say, I like…too. Clear? One, two, start. Another five students. Good. SummaryDid you have a good time today? I am so glad to hear that. Boys and girls, what have we learned today? Susan? Yes, we have review the sentence pattern “What’s your hobby?”“ I like…” and we learn a new sentence “ I like…too.” Very good, sit down. HomeworkRead the dialogue to your parents and preview the reading part. Ok, we have to stop here. Bye-bye.。
Unit 3 It’s a pineapple. Lesson 14(教学设计)-2022-2023
Unit 3 It’s a pineapple Lesson 14 教学设计一、教学内容本课时讲解单词pineapple，通过教师示范和学生模仿的方式学习单词的读音、拼写、意义以及学习句型What’s this? It’s a pineapple.二、教学目标1.学习新单词pineapple。
2.能较准确地读出pineapple，掌握其拼写和意义。
3.能听懂并会使用句型What’s this? It’s a pineapple.4.能够进行简单的会话，表达自己对图画所示事物的认知。
三、教学重点1.学习单词pineapple。
2.能够听懂并使用句型What’s this? It’s a pineapple.四、教学难点1.能较准确地读出pineapple，掌握其拼写和意义。
2.练习使用句型What’s this? It’s a pineapple.五、教学准备1.调整课堂布置，使得学生能够清晰地看到课件。
2.准备教案、物品、图片等。
六、教学步骤及课堂细节安排1. Class opening教师问候学生，询问学生的近况，并引入本课时的主题：pineapple。
2. Presentation教师出示一张图片，指着图片问学生：What’s this? 告诉学生这是一张图片，图片上有一些东西，让学生一起猜猜看这些东西是什么。
3. Target vocabulary教师出示单词pineapple并读出来，学生跟读，慢慢地理解单词的意思。
帮助学生记忆单词，可以与学生一起做动作配合单词：用手比划拿起一个桶，想象桶里装着很多个pineapple。
4. Vocabulary recognition教师出示图片，纸上写有What’s this? 学生跟读并尝试作答。
5. Vocabulary practice•教师出示pineapple，并对学生进行数次点读，学生跟读并尝试记忆。
•师生同读，帮助学生掌握单词的发音和拼写。
初中英语教师资格证面试真题10(语音)
中学教师资格证面试真题考点:初中英语1.题目：2.内容：p, t的发音，浊辅音：sp, st.teacher, place, speaking, star.3.基本要求：(1)讲授p, t的发音(2)全英10分钟试讲(3)适当板书答辩题目1. Do you know some subjects of teaching pronunciation?2. What’s the principles of teaching pronunciation?二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the pronunciation of “p”, “t”,“sp”and “st”.Ability aim:Students will know how to pronounce “p”, “t”,“sp”and “st”in words.Emotional aim:Students can foster the interest and desire of learning English, and be fond of taking part in kinds of class activities.Key and difficult point:Key Point:Students can master the pronunciation of the letters and group of letters.Students will know how to pronounce them in words.Difficult Point:Students can improve their confidence in learning English, and not be afraid of speaking English.Teaching procedure:Step 1: Warming-up1. Greetings. Talk about the weather.2. Show tongue twisters to the students[p] Peter’s plane is plainly painted .Peter is paid plenty to paint planes .[t]Too many teenagers tend to waste their time watching television.Ask them if they can read the tongue twisters as fast as possible. Then they find it not easy to read them fluently and quickly. Later, the teacher can lead in the topic. Today we are going to learn the pronunciation about the letter “p, t”.Step 2: Presentation1. Listen to the recording carefully, and try to find what the listening is about. Meanwhile, circle the words with letter “p”and “t”.2. Listen to the recording for the second time. And try to find rule of the pronunciation of letter “p”and letter “t”, and pay attention to differences of these two letters’pronunciation in the letter group- “sp, st”. They may say that in the words like teacher and play, the letter “p”and “t”are voiceless. However, in the letter groups of “sp”and “st”, they should make a sound . And they pronounce differently.3. Conclude the pronunciation of letter “p”and letter “t”. Tell them that the letter “p”and “t”are voiceless consonant, while in the letter groups of “sp”and “st”, the letter “p”and “t”are voiced consonant.4. Show the pronunciation of these two letters to the students. Ask them to read after the teacher practice.Step 3: Practice1. Play a game named “odd one out”. Read some groups of words for the students. They should listen carefully and say which word is different.For example: sports Spanish stupid spirit2.Ask a few students if there are other words containing the letter “p”, “t”and the letter groups of “sp”and “st”. They may answer “pen, piano,take, talk”, “spell, spring, spirit”, “stand, stay, stop”.3.Play a game named “send words home”. Show others words including the letter “p”, “t”and the letter groups of “sp”and “st”on the screen. Introduce the rule of the game briefly. Then invite some students to the front and write the words down on the blackboard. Check answers later.Step4: ProductionAsk students to make some sentence with the words on the blackboard in groups of 4. After 5 minutes, invite some group members to share their sentences. Give evaluation to them.Step5: Summary and HomeworkSummary: Ask a student to conclude the content of the lesson and summarize with the whole class.Homework: Read the words and the tongue twister to their friends and make more sentences with the target letters.Blackboard design:Pronunciationp:play pot speakingspecialst: teacher toughstarstickvoicelessvoicedpack, pass, pick,tape, tail, team spot,span, spoil staff, stuck,state【答辩题目解析】1. Do you know some subjects of teaching pronunciation?【参考答案】Well, it includes basic pronunciation such as pronunciation of 26 letters, pronunciation of vowels in the stressed syllables, pronunciation of consonant clusters and so on. It also teaches stress of words and sentences. The variation of pronunciations is the important part which deals with liaison, weak form, loss of plosive and assimilation.2. What’s the principles of teaching pronunciation?【参考答案】I think it should focus on the following principles:①Accuracy. It is the primary principle in teaching pronunciation.②Long-tern development. Teaching pronunciation is not just a task for students who have begun to learn, it must run through all stages.③Comprehensiveness. Teaching pronunciation is not teaching isolated speech sounds. All aspects should be included such as phonemes, phonetic symbols, words , sentences, meaning and uses.。
(通用)上半年教师资格证《初中英语》考试真题库及答案(通用版)
（通用）上半年教师资格证《初中英语》考试真题库及答案（通用版）—、单选题（在每小题列出的四个选项中，只有一个最符合题目要求的选项）1.Would you ** a cup of coffee_ shall we get down to business rightaway?A.orB.andC.thenD.otherwise[答案] A2.Which of the following *** short vowel in English?A./j/B./e/C./au/D./w/[答案] B3.Mr. Smith is surprised to ***** Siamak has written_ essays on Victorian novels in his class.A.the nextB.the otherC.the mostD.the more[答案] C4.That prestigious university has made it clear to all aoolicants that ***★can be_ for a scholarship this一quarter without a good internship.A.eligibleB.legiblepliablepliant[答案] A5.We are very sorry to announce that a couple of showrooms in thecastle are closed for ****A.permanentlyB.curentlyC.eventuallyD.perpetually6.Which of the following two-syllable words has adifferent stress patternfrom the***?A.TyphoonB.balloonC.shampooD.crayon[答案]D7.Alex specializes in_ medical science in this graduate school and plansto****_doctor upon graduation.A.a...theB.the...aC./..aD.a...[答案] C8.The reason why 1 want**** up the plan is__ if i don' t, my employerwill be mad at me.A.becauseB.thatC.forD.since[答案] B9.Which of the *** correctly describes ***semantic features of the word"girl"?A.[-Human-Male- Adult]B.[+Human+Male-Adult]C.[+Human-Male+Adult]D.[+Human-Male-Adult][答案] D10.What is the relationship between the two sentences “The stress is on documentary and rightly so. Arty photographs are a bore."A.Phenomenon-reasonB.Problem-solutionC.Instrument-achievementD.Cause-consequence[答案] A11.Like and bike, bat and pat, look and book are examples ofused in teaching pronunciation.A.alliterationB.rhythmC.weak formsD.minimal pairs[答案] D12.When students are ***to listen to a *** and read after it, they ** doingA.free practiceB.guided practiceC.meaningful practiceD.controlled practice[答案] D13.When designing a **, teachers should take the following aspectsinto*****EXCEPT_.A.pacing and groupingB.materials and sourcesC.learning skills and strategiesD.teachers' interest and preferences[答案] D14.Which of the *** activities is suitable to be conducted ** the"****"stage?A.DebatingB.****C.****D.Repeating[答案] A15.Which of the fo1*** might be most appropriate to developing students****thinking through reading?A.Students read a story and study grammar rules.B.Students listen to a story and read it aloud.C.Students read a story and evaluate it.D.Students read a story and recite it. .[答案] C16.When a**** says,"Sory, 1 didn"t get what you said.Can you say it***?" ,he/she is__A.offering an opinionB.asking for adviceC.asking for clarificationD.checking instruction[答案] C17.When students take an end-of-term exam to assess how well they have learntin the past term, they are taking a(n)A.aptitude testB.proficiency testC.placement testD.achievement test[答案] D18.Which of the **** is least important in developing school-basedteaching ****?A.Students' level and interest.B.Teachers' professional expertise.C.The aim and need of your school.D.The form of the teaching materials.[答案] D19.Which of the *** strategies *** best facilitate peer learning in writing?A.Asking students to their peers' writing.B Providing students with an evaluation checklist.C.Encouraging students to give only positive feedback.D.Instructing students to focus on only one type of eror.[答案] A20.According to the Input Hypothesis, a teacher shouldA.provide students with whatever materials he/she can findB.choose language materials lower than students' current levelC.provide students with as much authentic language as possibleD.choose language materials a lttle higher than students' current level[答案] D阅读理解，回答21-25题Passage 1I taught in a public*** for 10 years. Now, preparing pre-service teachers, I have a different perspective on their lives. Here are some truths I share with them.As a young teacher, I ** that loving to be with kids would be enough to get me through long days. I discovered early on that teaching is a hardjob **.It'S so much more than helping kids and creating engaging assignments; it is conferences,***grading and paperwork.No one told me that annual class pictures would document my out-of-date clothes, unfashionable hairstyles, and fluctuating body mass. Luckily, in my younger years, I instead mindlessly tossed them in a ** drawer and let them accumulate over the years, I am so glad I did. Those embarrassing class pictures now make up the bulk of my "why I love teaching" emergency box. On a day when I need some reminding of why I keep plugging along, I pull those *** out and flip through the memories I made with them. Don' t get me wrong, there are some pictures that make me ask, "How did weever survive?" But even those moments make me smile because we did survive and, in many cases,we thrived. They are a great reminder of how my work and passion have influenced those students'lives.You have to come to the classroom with a deep understanding of your role and how it extends.Early on in my career, I complained to a colleaguethat I was a classroom teacher, so why was I being asked to be a mom, nurse, custodian, therapist,social worker, cheer leader, and judge and jury? Mycolleague said,***are what the kids need you to be at that moment." At the time, her advice didn' t help,but I later realized how right she was. Students are people too, and just like us grown-ups. Be empathetic and take care of your students' needs.That is the unwritten role of the teacher.I'm probably not the first or last teacher to strive for perfection in every***** spent too much time in my younger days thinking that once I had more experience with the curriculum, once I had a different mix of students, andonce I mastered classroom ****. I would be able to deliver flawless lessons. What I have come to realize is that the land of perfect lessons doesn' t exist. We are human beings who are tasked with working with other*****. That adds upto a whole lot of fallible human beings in one classroom. You' II never be able to predict how every student **** in every moment or how you will adjust to the hurdles you face each day. Be as gentle, patient, and *** with yourself as you are with your students.Those children in ** you are also the ***joy of their families.You've been given the privilege of educating them.Parents are not hiding the good ones at home and sending you the rambunctious ones for ****. Youare getting the best they' ve got. Spend time building relationships.You will want to quit and plan a new *** that has nothing to do with kid,****twice as much and provides the freedom to use the restroom on a whim. You'II**a time when you will sit down to eat lunch. ****..I hope you will spend some time thinking about your "bigger purpose." And with that *** of purpose, I hope that you will pause and remember what brought you to the profession in the first place.21. What has made the **** * understand those ***** roles of a teacher?A.Her students' expectations.B.Her collague' S timely advice.C.Her sympathy with her students.D.Her awareness of student' s needs.[答案] D22. Why does the *** call her desk drawer an“emergency box” in Paragraph 4?A.Because it reminds her of her purpose of teaching when something unexpressed occurs.B.Because it wakes up her memory of how they have pulled themselves through hard times.C.Because it brings back her old and unfashionable image as a young teacher.D.Because it records all sacrifices she has made for her students over the years.[答案] A23. Which of the **** summarizes the *** idea of Paragraph 5?A.The notion of perfect lessons is not well grounded at all.B.Good classroom management is essential to flawless lessons.C.Kids are unaware of the mistakes their teachers make in class.D.Both teachers and students tend to make mistakes in classroom.[答案] A24. What does the author *** to share with pre-service teachers at****end of the****7A.Teachers are free to decide whether to quit or continue their jobs.B.Don' t easily give up your teaching career considering its significance.C.Don' t enter the workforce if you are not prepared with a bigger purpose.D.Teachers are able to find jobs that are less demanding yet more rewarding.[答案] B25. Which of the following******in meaning to.the underlined phrase "take a toll on "in the 1a*****.A.Be in charge ofB.Be dependent onC.Have an effect onD.Take advantage of[答案] C阅读理解，回答26-30题Passage 2As a species, **** *incredibly smart. We tell stories, create magnificent art and astounding technology,build cities, and explore space. We haven't been around nearly as long as many other species, but in many respects we' ve accomplished more than any *. We eat them and they don' t eat us. We even run scientific***on them--and are thinking about re-creating**** those that have gone extinct. But our intelligence comes with a curious caveat: our babies are among the dumbest-or,rather,the most helpless--that exist. A baby******an stand within an hour of birth, and can even***** flee predators on its frst day of life. A baby monkey can grasp its mother and hang on for protection and nourishment. **** infantcan' t even hold up its own head.The evolution of ***intelligence isn' t something that Celeste Kidd had ever pondered. A developmental cognitive scientist who currently works at the University of Rochester, her work had focussed mostly on learning and decision-making in children. Over years of ***oung children, she became impressed with the average child' s level of sophistication. But when she looked at the ****sh encountered, she saw a baffling **** ofhelplessness: How *** *they be so incompetent one second and so so soon ***** One day, she posed the question to her colleague Steven Piantadosi."Both of us wondered what could possibly justify the degree of helplessness human infants ** she told me ****. "Even other primate babies, like baby chimps, which are close in evolutionary terms, can cling onto their moms." She began to see a contradiction: ***are born quite helpless, far more so than any other primate, but, fairly early on, we start becoming quite smart, again far more so than any other primate. What if this weren' t *** so much as a causal pathway?That' s the argument that Kidd and ***make in their new paper, published in a June issue of PNAS.Humans become so intelligent because *** infantsare so incredibly helpless, they argue; the one necessitates the other.The theory is startling, but it isn't entirely new. *** have been pondering the peculiarities of our birth and its evolutionary significance for ***some ***. Humans *** to the subset of mammals,**** viviparous mammals, that give livebirth to their young. This*** that infants must grow to a mature enough state inside the body to be born, but they can' t be so big that they are unable to come out. This leads to a trade-of: the more******an animal is, the larger its head generally is, but the birth canal imposes an upper limit o1n just how large that head can***it gets stuck. The brain, therefore,must keep maturing, and th*****continue growing,long after birth. *** intelligent an animal will eventually be, the mor*****immature its brain is at birth.Researchers have long known **** * trade-off,***** the connection between brain size and neural density and intelligence. For instance, Robin **** found that the ratio of neocortical volume to brain size can predict the social-group size in a**** of species, **** bats, cetaceans, and primates,while Simon Reader has demonstrated links in tool use and innovation to brain size in primates. Kidd and * **** new idea is that increasedhelplessness******mandates increased **** in parents--and that a runawayselection dynamic can account for both. Natural selection favors humans with******because those humans tend to be smarter. This may create evolutionary incentives for babies**** born at an even earlier developmental stage,**** require more intelligence to ***.* This creates the dynamic: over time,helpless babies make parents more ****.which makes babies more helpless, which makesthe***** intelligent, and so on.26.According to paragraph 1, *** of the following is true?A.Some species are smarter than human beings.B. Extinct species have been re-created by scientists.C.Babies of other species are smarter than human infants.D.Fewer species are earlier inhabitants than human beings.[答案] C27. What surprised* *** Kidd regarding children's *** maturation?A.Infants' helplessness when they are born.B.Children' S high intelligence when they grow up.C.Children' S leap from helplessness to sophistication.D.Children' S incompetence in learning and decision-making.[答案] C28. What can we *** form Paragraph 3 ** *brain development?A.Babies' helplessness at birth is an indication of human intelligenceB.Other mammal brains are more mature than human brain at birth.C.Only itelligent mammals give live birth to their babies.D.All animal brains are equally immature at their birth.[答案] A29. What is the main **** author intends toconvey?A.Newborns helplessness facilitates the development of parent' s intelligence.B.The 1arger the brain of a species, the larger its social-group size.rge brain size contributes to better tool use and innovation.D.Human beings with large brains are not necessarily smarter.[答案] A30. Which of *** following title ***describes the passage?A.Why are babies so dumb if humans are so smart?B.Why do babies learn faster than other mammal babies?C.Why is human' S intelligence higher than that of other animals?D.Why is the development of human brains slower than that of other animals?[答案] A简答题针对相关问题作出简明扼要的回答。
Unit 3 It’s a pineapple 综合素质达标(含答案及听力材料)
Unit 3 It’s a pineapple 综合素质达标时间：40分钟满分：100分听力(40分)笔试(60分)总分题号一二三四五六七八九十十一得分第一部分听力(40分)一、听录音，选出你所听到的一项，将序号写在题前括号内。
(10分) ()1.A. potato B. mango C. tomato()2.A. banana B. Canada C. brother()3.A. green pepper B. carrot C. doctor()4.A. apple B. orange C. pineapple()5.A. watermelon B. cucumber C. eggplant二、听录音，判断下列图片与所听内容是(Y)否(N)相符。
(10分)三、听句子，根据所给情景选择正确的答案。
(10分)()1.你想知道远处的东西是什么，你会这样表达：()2.你想知道这个东西用英语怎么说，你会这样表达：()3.你想知道天天是否喜欢橙子，你会这样问：()4.你想和Peter一起吃西瓜，你会这样说：()5.你想看看梦梦的猕猴桃，你会对她说：四、听句子，选择正确的应答语。
(10分)()1.A. Yes，I like it.B. I’m fine. C. OK.()2.A. Yes，it is. B. No，I don’t. C. Yes，I do.()3.A. Yes，it’s a tomato. B. I like tomatoes.C. It’s a tomato.()4.A. This is an apple. B. It’s an apple.C. Show me the apple.()5.A. Yes，I can. B. Yes，I do. C. No，I like pineapples.第二部分笔试(60分)五、找出不同类别的单词，将序号写在题前括号内。
(5分)()1.A. apple B. watermelon C. eggplant()2.A. is B. this C. that()3.A. carrot B. cucumber C. orange()4.A. tomatoes B. potatoes C. photos()5.A. green B. peel C. pass六、根据图片将句子补充完整，注意名词的单复数形式。
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It is a pineapple (Speaking part)Teaching ideaGood morning, dear examiners, it is a great honor for me to be here and share my teaching design. My topic is Fruits. I would like to talk about my teaching design from the following aspects: analysis of teaching material, students, teaching aims, teaching key and difficult points, teaching method, teaching procedures and so on.Ⅰ. Analysis of the teaching materialFirst of all, let’s focus on the teaching procedure. This lesson is lesson 14 chose from unit 3 PEP English book of Grade 4. The topic of the unit is it is a pineapple. The topic of this lesson is about fruits name and students will learn some words about fruits which are common to see and use the sentence structure to communicate with others.Ⅱ. Analysis of the studentsSecondly, the students are the subject of the course, so I will pay more attention to them. Students in this period are curious and active. They enjoy learn new knowledge which are interesting. And after half of one year English learning, they have a basic English background knowledge and has already mastered some basic English expressions. I will give them more chance to practice their English communicating ability and increase their sense of achievement in English learning.Ⅲ. Analysis of the teaching aimsBy the analysis of the New Curriculum Standard in English, teaching material and the students in my class, I set the following three teaching aims.The first one is knowledge aims:Students can learn some words about fruits: apple, pineapple, watermelon, orange and banana and can use the words into sentence: what’s this in English? Do you like…?The second one is ability aims:Through activities and games, students can their ability of listening and speaking.The last one is emotional aims:Through working in pairs and groups they will know their classmates better and increase the interests of learning English.Ⅳ. Analysis of the key and difficult pointsAccording to the analysis before, I set the key and difficult points as follows:Teaching key points: students can master the words: watermelon, pineapple, apple, banana… what’s this in English? Do you like…?Teaching difficult points:Students can master the usage of the new words and sentences and use it naturally in their daily life.Ⅴ. Analysis of teaching and study methodsNow I would like to talk about the teaching methods and studying methods.As to the teaching methods, communicative teaching method and task-based teaching method will be adopted in this lesson. Based on the learning condition of my students, I will arrange some games to attract their attention, such as touch and say, do the match and so on, which can help them learning English ina relatively relaxed atmosphere.Then I will talk about the teaching aids used in this class. They are word card, tape recorder, pictures and the multimedia.Ⅵ. Analysis of the teaching proceduresNow what I am going to introduce is the most important part of this lesson: the analysis of the teaching procedures. This lesson will be divided into 4 steps: warming up, presentation and practice, consolidation and summary and homework.Step-1 Warming up:In my warming-up stage, after greeting with the students, I will invite the whole class to sing a song we have learnt together: twinkle twinkle little star. This activity is to attract students’ attention to the class and build anactive English learning atmosphere. Students can also review the song they have learnt before.Step-2 Presentation and practice:In presentation stage, there are two activities. In the first activity Iwill show them two pictures: one is apple and the other is banana. These two fruits are relatively simple for students and many of them pay have already learn those words. So I will directly ask them the question: what’s this in English? And help the students answer with the sentence “it’s a(n)apple/banana”. Then I will show them another picture with pineapple and ask students “what’s this” and tell them the new word pineapple. Use the same way to teach them another two new words kiwifruit and watermelon. Afterlearning the five new words, I will play the game Do the Match to help the students memorize the new words. Students will be invited to the front of the class and connect the word with the picture by using lines.Then I will put these five pictures on the blackboard and ask students the question again: what’s this in English and then give them another question: do you like apple/banana/watermelon/kiwifruit…and lead the students to answer: yes. I like it. Then I will play the game Touch and Say with the students. Iwill hold two different fruits on my hand and when I say the word apple, they should touch the picture with apple and speak the sentence loudly: I like apple. Use the same way to practice the five words and sentences. These two activities is to help the students master the new words and sentences naturally and lay a good foundation for the next step. In addition, by playing games, students can become more interested in learning English.Step 3: consolidationThen I will talk about the third step of my lesson. It is consolidation. In this stage, students will consolidate what they have learnt by some activities. Firstly, I will play the tape and ask the students to read after the tape and imitate the pronunciation.Then I will ask the students to draw the pictures about the fruits we have learnt and make a dialogue with their partner by using the sentence we learnt today and the picture they drew. About ten minutes later, I will invite some volunteers to the front of the class and show their dialogue. And I will give the one who did a better job a reward.These activities can arouse students’ interest and involve the whole class, which can help them make conversations with the words, phrases and target language they have learnt in the previous steps. Also by making dialogue, their critical thinking and autonomous learning ability can be developed.Step 4 summary and homework:At the end of the class, I will invite a volunteer as little teacher. He (She) will make a summary about what we have learnt today. I will also ask the whole class to look at the blackboard to memorize the knowledge. Then I will give them a task which can consolidate what they have learnt. I will ask the students to find the fruits they have learnt and teach their parents thefruits’ English name.Analysis of the blackboard design:At last, I would like to talk about my teaching design. It is made up of pictures, words and sentences. It can draw the students’ attention easily and help them to master the key points.Ⅶ. Analysis of the blackboard DesignVIII.Teaching reflectionThat is all for my lecture, thanks for your listening.。