2017上半年高中英语教师资格证面试真题及答案(精选)第二批《语音-升降调》
2017上半年高中英语教师资格证面试真题及答案解析
2017上半年高中英语教师资格证面试真题及答案解析教师资格考试栏目为大家分享“2017上半年高中英语教师资格证面试真题及答案解析”，希望对考生能有帮助。
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一、考题回顾二、考题解析《British and American English》主要教学过程及板书设计教学过程Step 1 Warming up and lead in1. Play two speeches, one speech in British English and the other in American English.2. Students will answer the questions: Are there any differences between the two speeches? Why there are so many differences?3. After students think and make out the answer, teacher will point out the title of this lesson.Step 2 Pre-listening1. Listen to the tape of this lesson and find out the new words. Before listening, teacher will give some guidance about which part students will pay more attention to.2. After listening to the tape, students will write the new words on the blackboard. Teacher will choose some students to guess the meaning of those words and direct them to make out the right answer.Step 3 While- listening1 The words obstacles have been cleaned, then teacher will play the tape for the second time. This time students will talk about the main idea of this passage.2. Play the tape for the third time. This time teacher will playit sentence by sentence and students will repeat the passage word by word.3. After repeating, students will find out the words with the same meaning but use the different style in British English and American English.4. List more words with the same meaning but use the different style5. Students should work in pairs. Teacher will choose some students to write their answer on the blackboard.6. Talk about other kinds of English styles and their characteristics in groups and every group will chose a representative to describe their final result.Step4 Post- listeningReview the new words use ask and answer methodsStudents will work in pairs to make up dialogue. One student use British English and the other use American English style.Step 5 Summary and homeworkReview what we have learned togetherFind out more differences between British and American English.板书设计答辩题目解析1.你业余时间经常干什么?【参考答案】我喜欢登山，好的身体是未来的保障。
高中英语教师资格证面试真题5(语音)
高中英语教师资格证面试真题考点:高中英语1题目:语音教学2.内容:A: Do you believe in aliens?B: Aliens? You believe that aliens existed before. do you?A: Yes, I do. I have read many reports about them.B: I don't believe in aliens.A: Why not?B: Because scientists have never found any hard evidence.3.基本要求:(1)讲解语音升降调表达情感(2)全英试讲，不超过十分钟答辩题目What is the purpose of your homework design?What are your teaching aims?【教案】Teaching aims:Knowledge aim:Students will master the basic knowledge of using intonation to express their own emotion. Ability aim:Students will express themselves with correct intonation naturally and fluently. Emotional aim:Students will be interested in and curious about unexplained things.Key and difficult point:Key Point: Students will master the pronunciation rules of intonation.Difficult Point: Students can use rising and falling tones naturally in their daily life. Teaching procedure:Step 1: Warming-up1. Greetings.2. Show students a documentary clip about Mysterious World.Step 2: Presentation1. Let students listen to the tape, then repeat the dialogue, and answer the questions: What is the people’s attitude towards aliens? How can you feel it from the tone of their saying?2. Give students more sentences and let them read by themselves. Guide them to find out the rule of intonation.3. Conclude the rule of intonation:General question: raising tone used to raise a question.Rhetorical question:The first part is spoken with a falling intonation, the second part with a rising intonation, which is used to raise doubt.The first part is spoken with a falling intonation, the second part with a falling intonation, which is used to emphasize a point, just to get the audience think or ask deliberately.Step 3: Practice1. Read the conversation and example sentences loudly and feel the emotion.2. Ask students give more disjunctive and rhetorical question sentences.Step4: Production1. Role-play: ask students to practice a new dialogue on the screen in pairs using proper intonation.2. Dubbing gameStep5: Summary and HomeworkSummary: ask a student to conclude the lesson and summarize for the whole class.Homework: write a short play, rehearse in groups, and show us in the next class.Blackboard design:IntonationGeneral question k raise a questionRhetorical question:e.g. You believe that aliens existed before, do you?μk to raise doubtμμto emphasize a point【答辩】What is the purpose of your homework design?I designed my homework to help students consolidate what they learned in this class, so that students can learn independently at home and review the knowledge of the class. This class is about the pronunciation rule of rising tone and falling tone. The homework I assign is to let students compose a short drama, practice in the group, and ask students to perform in the next class. I hope that through practice, students can master the intonation knowledge, and use it naturally. At the same time, this assignment also cultivates students' imagination and teamwork spirit.What are your teaching aims?Knowledge aim:Students will master the basic knowledge of using intonation to express their own emotion. Ability aim:Students will express themselves with correct intonation naturally and fluently.Emotional aim:Students will be interested in and curious about unexplained things.。
2017上半年高中英语教师资格证面试真题精选(带答案解析)
2017上半年高中英语教师资格证面试真题精选(带答案解析)In this article。
we will discuss the first batch of selected ns from the 2017 first half of the high school English ___。
we will focus on the topic of "How to bathe a bird?"___ process for "How to bathe a bird?" involves several steps。
including lead-in。
pre-listening。
while-listening。
and post-listening activities.In the lead-in stage。
a student on duty is asked to give an oral report about their family。
including any pets they may have。
The ___ related to the report to engage the other students and ___.During the pre-listening stage。
students are asked to discuss what they would do if they had a dirty pet and how they would clean it。
The ___.The while-listening ___ the。
material and having students listen for specific n related to bird bathing。
Afterward。
___.Finally。
2017 全国教师资格证考试面试真题 高中英语
2017 全国教师资格证考试面试真题高中英语
一、面试流程
二、
到了之后先存包，等候，签到分组，一拨人分两组，先后考的顺序；进而去抽签。
抽完之后让你签字，不让看，不留时间看，直接装进考务信封，所以记得瞄几眼；
然后等待，去考场；
进考场后，敲门或者询问是否可以进来了，问候，开始考试。
结构化面试，两道题一块儿问，自己记住问题啊
然后思考片刻，作答，要求答够五分钟，不够让你再次思考，补充作答。
结束后，进行试讲，拿自己的教案，开始试讲；
试讲后，面试官会询问问题，成为答辩环节，结束，评语，say goodbye！擦黑板！
二、面试内容
我考完了，面试分为语音、语法、阅读、词汇。
（我不幸抽到了语音！！！）
语法有人考了v+ing用法，动名词gerund，分词participle；定语从句attributive clause, antecendent, relative pronoun; 虚拟语气subjective clause；
词汇就是讲解词汇课，思维导图讲解；例句等；
阅读就是套路讲法，一切记得leadin即可；
语音有语调tone；升降调；重音；发音等
总结就是，写教案的时候打草稿，写关键词，自己能记住流程，注意连贯性；重点在嘴上嘟囔几遍。
存人品，祝大家都过！都为祖国未来做贡献！。
【真题】2017上半年教师资格证考试《高中英语》真题及答案
2017上半年教师资格证考试《英语学科知识与教学能力》真题及答案(高级中学)◇本卷共分为4大题33小题，作答时间为120分钟，总分150分，90分及格。
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2B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[单选题]WhichofthefollowingisthefeaturesharedbytheEnglishphonemes/m/and/p/?A.Voiced.B.Voiceless.C.Bilabial.D.Dental.参考答案：C参考解析：考查英语音素。
根据英语辅音的分类可知，按照声带振动与否，／m／是浊辅音，／p／是清辅音；按照发音部位，二者都是双唇音；按照发音方式，／m／是鼻音，／p／是塞音。
／m／和／p／共同的特征是双唇音，故选C。
2[单选题]WhichofthefollowingistrueofEnglishsoundsystem?A.Aspirationisadistinctivefeature.B.Voicingisadistinctivephoneticfeature.C.Nasalizationofvowelsgivesrisetoanothervowel.D.Lengthofvowelsdifferentiatesonevowelfromtheother.参考答案：B参考解析：考查发音系统的区别特征。
雅格布逊在20世纪40年代首先提出区别特征(distinctivefeature)这一想法，目的是找出一套音系的对照或对比特征．以概括语音的某些方面，比较重要的区别特征有：[辅音][响音][鼻音][带声]等。
[辅音]特征可以区分辅音和元音，即所有辅音都是[+辅音]，所有元音都是[-辅音]。
[响音]特征用来区分所谓阻塞音(塞音、擦音及塞擦音)和响音(其他辅音和元音)，即阻塞音是[-响音]，响音是[+响音]。
2017教师资格面试高中英语真题
2017教师资格面试高中英语真题二、考题解析【教案】Teaching AimsKnowledge aim:Students will recognize the liaison in the target passage and memorize the liaison rules.Ability aim:1.Students can work out the liaison rules through listening,pair work and the guidance from the teacher.2.Students can apply the liaison rules practice and express themselves in a more idiomatic way through imitating,speaking and reading.Emotional aim:After this lesson,students will be more confident in speaking English.Teaching Key&Difficult PointsKey point:Students can master the liaison rules.Difficult point:Students can apply the rules practice.Teaching procedures:Step1:Warming up1.Play the music video Father issued by Guitar Cover and have a free talk about“the impressive story between you and your father”.2.Ask the students to think over the question:what have you done for your father.Step2:Presentation1.Ask the students to read the passage on the textbook aloud after the tape and ask why you can’t catch the speed of the tape.Explain there are some liaisons in the passage.2.Ask students to circle all of the liaison in the target material through listening to the tape.3.Ask students to work in pairs to find out the rules of liaison by classifying whethera word is ended with a consonant and the following word is initiated with a vowel.4.Lead the students to read the liaison after the teacher and tell students liaison happens when a word is ended with a consonant and the following word is initiated with a vowel.Step3:PracticeAsk the whole class to read after the tape several times and try to imitate,then some students will be invited to have a competition to read the passage to the class, and others justify who reads faster.Step4:Production1.Present them another piece of passage and ask them to work in pairs to underline the liaison inside and try to read it fluently.Afterwards,the standard edition will be presented.2.Funny dubbing:a part of the movie Despicable Me is presented for students to imitate, practice and compete for the best voice actor.Step5:Summary&Homework1.Ask students to summarize and memorize the liaison rules.2.After class,choose their favorite part from their favorite movie and do the voice acting job.IV Blackboard design二、考题解析【教案】Teaching aims:Knowledge aim:students will know more about British coffee culture.Ability aim:students can catch some detailed information about the passage.Emotional aim:students will appreciate different culture.Key and difficult point:Students will get the general idea of this passage.Students can express their ideas about the topic.Teaching procedure:Step1:Warming-upGreet the students.Have a free talk with them and ask them if they drink coffee.Step2:Pre-readingPlay them a short video to introduce British tea culture,and fill them in with the information that Britain has a long history for tea culture to give them some background information for the passage understanding.Step3:While-reading1st reading:give them2minutes to read the passage quickly to get the general idea of this passage and invite some students to share their answers.2nd reading:leave the question to them--what is the stereotype and truth about British people?And give them5minutes to read the passage carefully to find the answers.After 5minutes,invite some students to share their ideas.And then divide them groups of4 to find the evidence from the text to support their ideas.Step4:Post-readingActivity1:invite two students to retell the passage according the clues on the blackboard.Activity2:divide them groups of3to talk about China food culture.Step5:Summary and homeworkInvite a student to make a summary then leave them the homework-search online for the development of coffee culture in China.Blackboard design:关注贵港公职考试公众号，掌握实时考试资讯二、考题解析【教案】Teaching aims:Knowledge aim:students will recognize the structure and grammar meaning of appositive clauses.Ability aim:students will be able to apply appositive clauses in their daily use.Emotional aim:students will cultivate the awareness of protecting the environment.Key and difficult point:Students will master the structure and grammar meaning of the appositive clause.Students can tell the difference between appositive clauses and attributive clauses.Teaching procedure:Step1:Warming-upGreet the students.Have a short review about attributive clause from last class.Then ask students to compare the two sentences below and lead to the new lesson for the appositive clause.The news that my father told me yesterday made me cry.The news that my father won the game made me cry yesterday.Step2:PresentationAsk students to read the above material first,then invite them to share their understanding about the two“that”clauses.Then try to find the structure with them together:the two that clauses(appositive clauses)here explain the noun“doubt”and show the meaning of it.Another example of this is that“The news that my father won the game made me cry yesterday.”Here,“that my father won the game”is actually the content of the news.The function of it is not to modify the noun but to show the content of it which is different from the attributive clause.Step3:Practice1.Find the attributive clause in the material and rewrite it to an appositive clause:“it is human activity that has caused this global warming”---”it is human activity that we drive too many cars that has caused this global warming”2.List some sentences on the screen and ask students to tell which are attributive clauses and which are appositive clauses.Step4:ProductionDivide them in groups of4to have a discussion about what can we do to help the global warming and give them5minutes to discuss.Show them an example as:I hold the idea that promoting the public transportation system will encourage more people travel less by private cars.The news that the government is putting money on clean energy is also helpful.Step5:Summary and homeworkInvite a student to make a summary then leave them the homework-search online for 5common nouns which often appear in the appositive clause.Blackboard design:二、考题解析【教案】Teaching aims:Knowledge aim:students will master the structure and grammar meaning of passive voice.Ability aim:students will be able to speak or write in passive voice.Emotional aim:students will understand the importance of teamwork..Key and difficult point:Students will master the structure and grammar meaning of passive voice.Students can apply the grammar in their daily speaking.Teaching procedure:Step1:Warming-upGreet the students.Show them a sentence:Cambridge University Press published this book.And have a short review about the active voice.The active voice is the typical word order.We put the subject(the topic or the theme) first.The subject is the‘doer’or agent of the verb.And tell them that we can also rewrite this sentence“This book was published by Cambridge University Press.”and lead to the new lesson.Step2:Presentation1.Take the above sentence as an example,and analyze it with the students together:In the passive,the person or thing that the action was done to becomes the topic or theme. We can leave out the‘doer’or agent,or we can place the‘doer’in a prepositional phrase(by+‘doer’).2.Show the sentence“It is reported that many a house is being built at present in the disaster area.”and ask them to talk about the two passive forms.And complete the table with them together.Step3:PracticeThen show the sentence“It is reported that many a house is being built at present in the disaster area.”and ask them to add up the doers in this sentence.Step4:ProductionAsk them to work with their desk mates and to describe their daily activities with each other.And passive voices need to be applied.And after5minutes,invite some pairs to share their answers.Step5:Summary and homeworkInvite a student to make a summary then leave them the homework-come out or more examples of passive voice in different tenses.Blackboard design:二、考题解析【教案】Teaching aims:Knowledge aim:By the end of the class,students will know some key words about environment protection,such as suffer form,reusable shopping bags,do harm to and so on..Ability aim:Students’writing ability of expressing their opinions can be improved by the end of the class.Emotional aim:Students will foster the awareness of.protecting environment.Key and difficult point:Students will improve their writing ability.Leading students to think about things beyond their real life.Teaching procedure:Step1:Warming-upGreet the students.Watch a short video about pollution and share their opinions about this issue.Step2:Pre-writing1.Tell students we would write an article and the topic is environment protection.2.Show students a passage and try to find out the bad effects of cigarette and plastic pollution.3.Run a brainstorming activity and have a discussion:ask students the question as follows:What should we do to prevent the environment protection?They can change their ideas with their partners.After the discussion,I would pick some students to report their topics at the front.Step3:While-readingGive students some guides,such as:pay attention to the spelling,punctuation, sentence structure and tenses.10minutes would be given to them to complete their articles individually.Step4:Post-writingPeer editing:Ask students to check and edit their partners’article and give them some suggestions.Share and evaluation:Invite some students to share their articles at the front and I would give them some comments.Step5:Summary and homeworkInvite a student to make a summary then leave them the homework to make a poster to publicize our ideas.Blackboard design:二、考题解析【教案】Teaching AimsKnowledge aim:1.Students can do the right email format.2.Students will know more about the history,customs of Mid-Autumn Festival. Ability aims:1.Students will be able to write emails to give information.2.Students will be able to introduce our traditional festival----Mid-Autumn Festival.Emotional aims:Students will feel proud of our traditional culture,and be willing to bring it to the world.Teaching Key&Difficult PointsTeaching Key Point:They can write an email with right format.Teaching Difficult Point:Students can introduce Mid-Autumn Festival with enough information to make it clear to people from foreign cultures.Teaching Methods:Task-based Teaching ApproachTeaching AidsPPT,picturesTeaching proceduresStep1Warming-up(3minutes)Show them some pictures about Mid-Autumn Festival which are about different activities. And then ask them to have a discussion about these pictures and they can write down the key words,sentences and so on.After the discussion,invite some students to describe these pictures.For example,they may describe the first picture as“They are having a big family reunion.”And the second picture,they might describe as“China started to celebrate the festival since Tang dynasty.”Give some necessary guidance and corrections.Step2Pre-writing(8minutes)1.Set up a situation for the students:Your name is Liha.Your open-pal,Max,is coming from Australia with his parents.And he is writing to ask information about Mid-Autumn Festival.2.Show them the email from Max.Ask them to read the email first and figure out what kind of information does Max ter invite some students to share the answers.For example,they will find out that Max wants to know the history and traditions about Mid-Autumn Festival.3.After they figure out what they should write to Max,I will lead their attention to the format of Max’s email and remind them to pay attention to the salutation and the comma after it,as well as the greetings and so on.And I will invite some students to to clear out what we have got about email writing, and some other students to add up.For example,they will know after the salutation,we should put a punctuation-comma instead of colon,and instead of put“Looking forward to seeing you soon.”in the greetings part,we can also use“Best wishes/regards.Your sincerely/truly.”and so on.4.After we finish the format,we will go to the main body part.And I divide them groups of4to have a discussion about the information that they want to convey in the email.And then they will have5minutes to redo the information that they have chosen. During this section,they need to figure out:First,the writing order about the email.For example,they need to decide if they want to begin with the history then traditions or otherwise.Second,how to polish the expressions,like“It has long history and it is traditional”from the pre-writing part.For example,they can reorganize the sentences as Mid-Autumn Festival is a traditional Chinese festival with long history,etc.Step3While-writing(5minutes)First,ask them to write a main body of the email.While writing,I will ask them to pay more attention to the spelling,grammar,and the logic of sentences.Next,ask them to put the main part an email format.Step4Post-writing(3minutes)After they finished the writing,I will ask them to modify their drafts by themselves, and then exchange their draft to do the pair editing.Then I will ask some students to read their emails to us,and let them give some suggestions together.Step5Summary and homework(1minute)Summary:Summarize their key points about the email format together;then summarize the main activities happening in Mid-Autumn Festival.Homework:write another to Max to tell him something about the Spring Festival.Blackboard design关注贵港公职考试公众号，掌握实时考试资讯。
高中英语教师资格证面试真题
高中英语教师资格证面试真题In this interview。
XXX of the article "How to Bathe a Bird?" to high school students。
The teaching process will be divided into three steps: lead-in。
pre-listening。
and while-listening.In the lead-in step。
the teacher will ask a student on duty to give an oral report about their family。
including their pets。
The teacher will then ask ns related to the report to engage the students in the XXX.In the pre-listening step。
XXX about what to do if a pet is dirty and how to clean it。
The teacher will also XXX.Finally。
in the while-listening step。
the teacher will play the recording of "How to Bathe a Bird?" and ask students to listen XXX.Overall。
this XXX' XXX them how to care for their pets.First of all。
let'XXX。
Then。
we can listen to the tape and confirm our answers。
During the first listening。
教师资格考试(高中英语)真题试卷及解析2017年上半年
2017 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)一、单项选择题（本大题共30 小题，每小题2 分，60 分）在每小题列出的四个备选项中选择一个最佳答案。
1.Which of the following is the feature shared by the English phonemes /m/ and /p/?A.voicedB.voicelessC.bilabialD.dental2.Which of the following is true of the English sound s ystem?A.Aspiration is a distinctive f eature.B.Voicing is a distinctive phonetic feature.C.Nasalization of vowels gives rise to another vowel.D.Length of vowels differentiates one vowel from another.3.Though the government encourages foreign investment,investors are reluctant to commit funds in the current climate situation in the c ountry.A.p otentialB.affluentC.optimisticD.solid4.The manthe dark glasses fled away from the spot very r apidly.A.inB.atC.ofD.with5.The morpheme “ceive” in the word “conceive” is a.A.s temB.rootC.allomorphD.suffix6.There is no needto teach children how to behave.A.howeverB.whatsoeverC.foreverD.wherever7.advance seems to be following advance on almost a monthly basis.A.So rapid is the rate of progress t hatB.Rapid as the rate of progress is thatC.So rapid is the rate of progress asD.Rapid as the rate of progress as8.Tom, see that your sister gets safely b ack,?A.c an youB.won't weC.won't youD.should we9.What rhetoric device is used in the sentence “This is a successful f ailure”?A.simileB.metonymyC.metaphorD.oxymoron10.The expression “As far as I know…” suggested that people usually observe the maxim ofin their daily conversations.A.quantityB.qualityC.relevanceD.manner11.When the teacher attempts to elicit more information from the students by saying “And…?”, “Good, anything else?”, etc, he/she is playing the role of a.A.prompterB.participantC.managerD.consultant12.For more advanced learners, group work may be more appropriate than pair work for tasks that are.A.linguistically simpleB.structurally controlledC.cognitively challengingD.thematically non demanding13.When you focus on “utterance function” and “expected response” by using examples like “Here you are”, “Thanks”, you are probably teaching language at the.A.lexical levelB.sentence levelC.grammatical levelD.discourse level14.Which of the following tasks fails to encourage active language use?A.Reciting a text.B.Bargaining in a shop.C.Writing an application letter.D.Reading to get a message.15.A teacher may encourage students towhen they come across new words in fast reading.A.take notesB.ask for helpC.guess meaning from contextD.look up the words in a dictionary16.Which of the following statements about task design is incorrect?A.Activities must have clear and attainable o bjectives.B.Activities should be confined to the classroom context.C.Activities must be relevant to students' life experiences.D.Activities should help develop students' language ability17.If someone says “I know the word”, he should not only understand its meaning but also be able to pronounce, spell, andit.A.explainB.recognizeC.memorizee18.Teachers could encourage students to useto gather and organize their ideas.A.elicitingB.mind mappingC.explainingD.brainstorming19.When students are asked to go to the local museum, libraries, to find out information about endangered animals and work out a plan for an exhibition,they are doing a(n).A.surveyB.experimentC.projectD.presentation20.Which of the following tasks fails to develop students' skill of recognizing discourse patterns?A.Analyzing the structure of difficult sentences.B.Checking the logic of the author's arguments.C.Getting the scrambled sentences into a paragraph.D.Marking out common openers to stories and jokes.题答要不内线订装线订装线订装题答要不内线订装请阅读Passage 1，回答21~25 小题。
2017上半年高中英语教师资格证面试真题精选(带答案解析)
选(第一批)高中英语教师资格证面试真题——《How to bathe a bird?》一、考题二、考题解析《How to bathe a bird?》主要教学过程及板书设计教学过程Step 1 Lead inA report: Ask a student on duty to give an oral report while other students listen to him/her carefully, and after that I will ask some questions about her report.Possible answer: my family, including a pet.Q: Who is special in her family? ( A pet)Who is going to look after a dog or a cat?What does she do every day? (I’ll feed it, bathe it and walk it every day!)Step 2 Pre-listening1. Discussion: Show a question and ask them to discuss with their partner.Q: If you have a pet, but it is very dirty, what will you do? And how to do?(To encourage students to try their best to speak in English)2. Word study: Before listening, give Ss some new words and expressions that can help them have a good understanding about the listening material.Step 3 While-listeningFirst of all, let’s look at the pictures. Guess what happened to them or get the Ss to guess the answers to the questions. Then let them listen to the tape. For the first time, let them listen carefully and get the general idea. For the second time, let them answer the questions according to what they hear.Extensive listening:At the first listening, students will be required to get the main idea. After that, ask students to talk about it in their own language.At the second time, students will listen to the dialogue carefully again and fill the following blanks according to what they hear.Three minutes later, the Ss give different answers.Step 4 Post-listening1. Repeat the dialogue. Play the tape for the last time, and ask students to pay more attention to the pronunciation and intonation while imitating.2. Retell the story. Show some important phrases on the screen and ask the Ss to retell the story in the first person.Step 5 Summary and homeworkSummary: The students share what they have learnt today, and teacher can emphasize the emotional attitude (we should protect the little animal, love the nature).Homework: Change the dialogue into a composition.板书设计答辩题目解析1.谈谈板书的作用。
2017年上教师资格证高级英语真题
2017年上半年中小学教师资格考试英语学科知识与教学能力试题（高级中学）注意事项：1.考试时间120分钟,满分150分。
2.请按规定在答题卡上填涂、作答。
在试卷上作答无效,不予评分。
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2B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 is the feature shared by the English phonemes/m/and/p/?A.Voiced.B.Voiceless.C.Bilabial.D.Dental.2.Which of the following is true of English sound system?A.Aspiration is a distinctive feature.B.Voicing is a distinctive phonetic feature.C.Nasalization of vowels gives rise to another vowel.D.Length of vowels differentiates one vowel from the other.3.Though the government encourages foreign investment,()investors are reluctant to commit funds in the current climate situation in the country.A.potentialB.affluentC.optimisticD.solid4.The man()the dark glasses fled away from the spot very rapidly.A.inB.atC.ofD.by5.The morpheme“-ceive”in the word“conceive”is a().A.stemB.rootC.allomorphD.suffix6.There is no need()to teach children how to behave.A.howeverB.whatsoeverC.foreverD.whenever7.()advance seems to be following advance on almost a monthly basis.A.So rapid is the rate of progress thatB.Rapid as the rate of progress is thatC.So rapid is the rate of progress asD.Rapid as the rate of progress as8.Tom,see that your sister gets safely back,()?A.can youB.won’t weC.won’t youD.should we9.What rhetoric device is used in the sentence“This is a successful failure”?A.SimileB.MetonymyC.MetaphorD.Oxymoron10.The expression“As far as I know...”suggests that people usually observe the Maxim of()in their daily conversations.A.QuantityB.QualityC.RelevanceD.Manner11.When the teacher attempts to elicit more information from the students by saying“And…?”,“Good,Anything else?”,etc,he/she is playing the role of a().A.prompterB.participantC.managerD.consultant12.For more advanced learners,group work may be more appropriate than pair work for tasks that are().A.linguistically simpleB.structurally controlledC.cognitively challengingD.thematically non-demanding13.When you focus on“utterance function”and“expected response”by using examples like“Here you are”,“Thanks”,you are probably teaching language at the().A.lexical levelB.sentence levelC.grammatical levelD.discourse level14.Which of the following tasks fails to encourage active language use?A.Reciting a text.B.Bargaining in a shop.C.Writing an application letter.D.Reading to get a message.15.A teacher may encourage students to()when they come across new words in fast reading.A.take notesB.ask for helpC.guess meaning from contextD.look up the words in a dictionary16.Which of the following statements about task design is incorrect?A.Activities must have clear and attainable objectives.B.Activities should be confined to the classroom context.C.Activities must be relevant to students’life experiences.D.Activities should help develop students’language ability.17.If someone says“I know the word”,he should not only understand its meaning but also be able to pronounce,spell,and()it.A.explainB.recognizeC.memorizee18.Teachers could encourage students to use()to gather and organize their ideas for writing.A.elicitingB.mind mappingC.explainingD.brainstorming19.When students are asked to go to the local museum,libraries,etc.to find out information about endangered animals and work out a plan for an exhibition,they are doing a(n)().A.surveyB.experimentC.projectD.presentation20.Which of the following tasks fails to develop students’skill of recognizing discourse patterns?A.Analyzing the structure of difficult sentences.B.Checking the logic of the author’s arguments.C.Getting the scrambled sentences into a paragraph.D.Marking out common openers to stories and jokes.请阅读Passage1,完成21~25小题。
高中英语资格证面试历年真题
高中英语教师资格证面试——2017真题1.词汇课，单词:instrument album split up break up材料内容关于Beatles2.阅读课，Dasily和wildlife、carpet、Tibet要求讲阅读前活动。
3.语篇衔接词but、however材料内容是有关莫扎特、贝多芬。
4.口语课Fredy and his band5.词汇课traveler humour cheque6.阅读课culture mistake 题目要求阅读后设计7.语法课虚拟语气内容：a football match8.写作课home province9.词汇课：没有文章只有单词:endless 、branch、concrete、tease10.语法课解释划线句子的语法。
考定语从句。
句子：1.The way that the words(rhymed) at the end of the lines . 2.The forms I liked best (convey) their meaning by using the bare(minimum)of words.11.语法课定语从句，给材料，讲语法（… the way that…）12.阅读课关于coffee的那篇13.写作课给两首诗，押韵的现代诗给出的词有; Beijing anything string ate plate, 第二首诗有feared、beard14.听说课Mona Lisa 让同学猜词：burglar、antique、dash away…15.语音课读文章，讲语音知识16.写作课信件写作，要求续写17.口语课endangered animal ，给一段文章然后设计成口语课（要求朗读一遍）。
18.听力课关于minibus and pedicabs19.语法课材料与poetry有关，要求讲划线的两个句子，知识点是定语从句，以及that 当从句宾语时可以省略。
2017年上教师资格证高级英语真题答案
2017年上半年中小学教师资格考试英语学科知识与教学能力试题（高级中学）参考答案及解析一、单项选择题1．【答案】C。
解析：考查英语音素。
根据英语辅音的分类可知，按照声带振动与否，/m/是浊辅音，/p/是清辅音；按照发音部位，二者都是双唇音；按照发音方式，/m/是鼻音，/p/是塞音。
/m/和/p/共同的特征是双唇音，故选C。
2．【答案】B。
解析：考查发音系统的区别特征。
雅格布逊在20世纪40年代首先提出区别特征（distinctive feature）这一想法，目的是找出一套音系的对照或对比特征，以概括语音的某些方面。
比较重要的区别特征有：[辅音][响音][鼻音][带声]等。
[辅音]特征可以区分辅音和元音，即所有辅音都是[+辅音]，所有元音都是[-辅音]。
[响音]特征用来区分。
所谓阻塞音（塞音、擦音及塞擦音）和响音（其他辅音和元音），即阻塞音是[-响音]，响音是[+响音]。
[鼻音]和[带声]自然就是用来分别区分鼻音（包括鼻化音）和带声音的特征。
这些特征都是二分特征，可以区分出两种情况：有该特征的和没有该特征的。
元音的长短只能区分单元音，并不能区分双元音，D项说法不正确。
故选B。
3．【答案】A。
解析：考查句意理解和形容词辨析。
根据句意“尽管政府鼓励对外投资，但是在国家目前的经济状态下，（）投资者不愿意拨款”，可知前后半句之间是转折关系。
分析四个选项，potential意为“潜在的，可能的”，affluent意为“富裕的，丰富的”，optimistic意为“乐观的”，solid意为“固体的，结实的”，A项最符合句意，即潜在的投资者。
故选A。
4．【答案】A。
解析：考查介词用法。
分析句子成分，可知（）the dark glasses作后置定语，修饰the man,该句意思是“那个戴墨镜的男人快速地逃离了现场”。
介词in除了表示“在……里面”，还表示穿戴，不仅可用于穿衣，还可以表示戴眼镜、戴帽子、留辫子等。
2017年英语教师面试全英文试题
2017年英语教师面试全英文试题2017年英语教师面试全英文试题First, the teachers' professional and personal1 Why choose the teaching profession?I chose this industry is, first of all this is my dream from small to large. I particularly revered teacher. I'm in high school and they had met a very good teacher, and her personality in just a year, influenced my ideals. Therefore, I consider the choice of a college teacher professional hesitate. Determined to make an excellent teacher of the people. Secondly, I personally like the kids along. Like the campus work environment and atmosphere.(2) Do you think a good teacher should have what qualities?First dedication, love and care about the students, followed by the professional standards and have a solid teaching ability, while also hasa cheerful personality, good moral character. Because they also come from the student, from the student's perspective, students like to be able to respect the students, the students understand the trust, democracy and justice and knowledgeable, patient, honest trustworthy teacher. Not like eccentric, unequal treatment of students, scripted, narrow-minded, abusive corporal punishment student teacher.3 model for others to understand you how?The so-called "role models", in my opinion, to have at least two aspects: the "learn as teachers, behavior Shi Fan."Teachers should not only teach, but also to educate people, with their exemplary conduct to educate and influence students to become a model student. Teachers what the students bring into a person, and that they should be the first such people, to become a model student; must first education, practice self-explanatory. In the minds of students, teachers, representatives oftreat high and poor performance must not turn a blind eye turn a deaf ear to his own devices, to treat such students, teachers should actively strive to help students find the reason behind more than usual care, and more counseling to help students as soon as possible to catch the score come.5 What is your motto?My motto is, only the dedication and hard work, will have a fall harvest.6 Talk about your own personality traits, whether extroverted, introverted, whether a sense of humorI think that each person's character is two-way, there is extroverted side, there are introverted side, depending on the environment in which people are facing.I am a relatively quiet, especially in front of teachers, more introverted. In front ofclassmates and friends, it is very cheerful and lively. Since I think, still is a relatively humorous person.If you as a teacher, I want to humor without losing the serious, solemn in humor. Make friends with students, but also to maintain a certain distance, the division is the division, the Friends are friends.Second, the class teacher, a good teacher1 .. How to be a good teacher?6,7-year-old elementary school teacher face to children aged 11 and 12, to manage the class group, doing class work is very important. I think from what aspects:Close to the child, establish prestige. Class, the class must be strictly require every student, and in after-school care will have to take the initiative to them as friends. So that they really feel close to his teacher and love.Understand the students, concerned about the students. About each student's personality traits, hobbies. Understanding Personal living environment, to grasp what activists, which is particularly important to note the students and so on.Formulate rules and regulations and the corresponding class group incentives and punitive measures, so that students know exactly those things in life you can learn to do, those things can not be done.Non-clear, concise and decisive. When the teacher would do distinguish right from wrong, Ci without soft, making decisive, able to work, so as to fully demonstrated organizational leadership class, allowing students to be convinced.Multi-joint, co-management. Teacher just by their own prestige and power is impossible to achieve educational success, he must strive bumban subject teachers and parents have a consistent requirement for students andattitudes, and often exchange views with them. To fully mobilize the enthusiasm of the parents, with school boy, class work can be more smooth.2 How to how to organize and train the class group?First proposed a common goal can be achieved encouraging student spirit and inspire students motivation, help to achieve the purpose of collective cohesion.The second class cadre selection and training, it is necessary to organize the whole class, the teacher should be good at discovering and developing activists, class cadre selection and training, the establishment of collective leadership core classes. Enable students to learn self-management, self-education purposes. Third develop proper collective opinion and excellent class atmosphere, the right of collective opinion and a good class atmosphere will form a great educational power of each member has nurtured, infection and constraints role in themanagement of collective class process plays a huge role.The fourth class collective discipline, strengthen management, good discipline classes help students better learning, is the key to raising student achievement, but also can make a better collective and its members. Fifth organize diverse educational activities, with group activities, students will glow spirit, broaden their horizons, increase knowledge, promote students' abilities, strengths play and mutual solidarity. Teacher guiding students to participate in or organize appropriate activities room than essential. These are some of the collective organization and training methods, in practical work, but also the flexibility to use some other way.3. The minds of students a good teacher (good teachers) image are those?First, the minds of students a good teacher should be a caring person. Of course, absolutely no love in this world who almost non-existent,but the real love and know how to give love are more valuable.Followed by the class teacher should be a considerate good teacher, good elders, friends, at least, he will not corporal punishment and humiliation students. In his eyes, all students are equal, and there is nothing exceedingly poor students of the points. He will respect students, equally, to enable students to grow healthily. Another most important thing is, he knows tolerant students, can forgive and tolerance students, give students the opportunity to correct mistakes. He knows how to care for their students, the students are subject to setbacks to comfort them, to enlighten the students when they are troubled, confused when the student to help them. I think that one has created a high enrollment rate of "success" teacher is not necessarily a good teacher.Finally, as a teacher, I think the most important thing is to have good management skills, making class discipline, good atmosphere, to teachstudents the truth in life, a healthy mind and correct learning methods to improve the overall quality of the class , instead of just staring at the results.4 What is "class culture" and how to create? Class culture can be divided into "hard culture" and "soft culture." The so-called hard culture, is a "dominant culture" can be tangible, visible environmental culture, that is, material culture, such as the famous aphorism on the classroom walls, or the world famous hero portraits; placed into a horseshoe shape, rectangle, oval tables and chairs; showcase student painting and calligraphy painting gallery; inspire students to explore the unknown world of science gallery; reveal love "little global village"; hanging in front of the classroom training courses, classes and other eye-catching patterns and wind banners and so on. And soft culture, it is a "hidden culture", including institutional culture, the concept of culture and behavior culture.Third, the English classroom teaching problems1 a good lesson What are the criteria?(A) a good lesson should be meaningful lesson. That is a solid class, rather than drawing a lively lesson.(2) a good lesson should be efficient class. That is to enrich lessons and informative class.(3) a good lesson should be a generative class. That is Toyozane class, content-rich, multi-active, inspirational.(4) a good lesson should be under normal class. That is plain lesson. No matter who is in lectures, to do only the hearts of students.(5) a good lesson should be the real lesson. That is, there are shortcomings lesson2 Why Union side branches? Students side branches how do?Students side branches there are many factors,one is interested in this course and attitudes. No matter which discipline the students, are likely to occur due to various reasons some knowledge of loopholes, if parents and teachers did not pay much attention, students could potentially expand to a certain extent, hears not understand a new lesson, and this The most obvious case of science and foreign languages. Yue Yue Ting understand student learning does not love does not love to learn more keep up. Emotionally disgust and evade this course, so the side branches. First "scout" and find loopholes where the child, and then trap.On the other hand if the stereotype of teachers to students, teachers or students prejudice, tension between teachers and students and even confrontation, student scores on these subjects may decline rapidly. Find a breakthrough point, adjust and improve the teacher-student relationship, so that students like the teacher, the teacher likes students, these problems will be solved.3 Primary and secondary English teaching English teaching distinctionPrimary English is to develop and maintain students' interest. Content is simple, classroom-type rich entertainment content and more knowledge in financial activities, emphasizing oral dilute syntax.Secondary school, heavy task, interesting teaching much, mainly "cultivate interest in learning English" toward developing a "preliminary confidence in learning English" into. Will focus on a word, to enable students from perceptual to rational knowledge, as well as learn how to use the word sentence to complete from the word - sentence - writing improved.4 How to improve students' interest in learning English?English learning, mainly teachers to create situations in English, develop listening and speaking skills. From a psychological point ofview, children rich curiosity Tingjuelingmin, imitate, fewer mental disorders, they are learning a new language is often a strong interest, interest is the best teacher. Confucius also said: "Those who know not as good, not the music is good and those who were." Here, "music" means precisely "interest." Therefore, teachers in the teaching process should be carefully designed lesson plans, trying to novel, colorful teaching methods to stimulate student interest, with interest to activate their thinking, arouse their learning note that English teaching in primary schools, there are some more teaching means is effective; an interesting story, a melodious song. a cute jingle, a lively and interesting cartoons are to improve children's interest in learning English.5 How to raise students interest in learning English?Firstly, English for primary school students is a new discipline, unlike language andmathematics children usually some contact, so it does not conflict with a sense of learning. Therefore, we must combine the psychological characteristics of students, according to the primary characteristics of interesting things like the English teaching becomes colorful, interesting, entertaining, let the children learn knowledge in laughter.Secondly, English for children in terms of a new language, parents or teachers and children can communicate in simple English so that children feel that English is not so strange, but also to give the child to form a learning English atmosphere, let the children imperceptibly learn English. This will increase the child learning English fun.Finally, parents and teachers can take some interesting ways to help children learn English, for example, parents can talk with colored paper notes some words posted in the corresponding items, anytime, anywhere to teach children, teachers can also let the children watch Englishmovies English comics like to attract the child's attention, let the children slowly like English.6 How good communication with the students? First, if you want good communication will proactively understand the living conditions of students, showing genuine concern, to put ourselves for the sake of the students, the students' inner world of feelings. If the student teachers feel the love, trust teachers, would certainly be happy to communicate with teachersSecond, students take different for different means of communication, for the naughty student would often talk, urging him to improve shortcomings. For not very talkative and unsociable students can also be a combination of letters and conversations way into the hearts of students trying. Language should be humorous, tactful, subtleAnother good communication, you need patience to listen to each other, to understand the feelings of his heart. Teachers to studentsactive listening attitude can make students feel valued and affirmed their value. To avoid when students talk, eager to express their views.7 how to treat the poor students? How to find "poor students" who's glittering?First, it should be fair and equal treatment of poor students, respecting their personality, listen to their views, and thus they produce an incentive. For poor students, to a bit more respect, more than a bit to understand Secondly, we must vigorously carry emotional investment. Understanding of students, I believe students, teachers feel the love. Student teachers have feelings, will listen to the teacher's teachings. Otherwise, well-meaning teacher education is futileIn addition, the mining "bright spot" to help poor students a place in the minds of students, for them to continue to create opportunities for success. Want to be successful is that people generally hearts desire to help them build confidence in the various activities, withparticular attention to encourage poor students to actively participate and play their own hobbies and expertise to enable them to acquire self-fulfillment, in order to create conditions for success opportunityStudent characteristics and problems1 If you teach students are very capricious, irritable, do not love to learn, how do you do?If he is very headstrong, should tell him to get along with others to experience the world of human well-being, and more to help others develop their own love. In addition, he is very impatient, do not love learning, is not he entered adolescence, there are rebellious thoughts. Perhaps not interested in learning, give him to read some celebrity story of growth, and inspirational articles. Then it is possible that he learned well, so it is impatient, but did not want to learn a good way to communicate with him should be more, to find a suitable way to develophis interest in learning.(2) the characteristics of pupils?Primary school pupils is a long body, long knowledge, wisdom long period, but also its moral view of the world evolving with time. They face dramatic changes in physical and psychological, coupled with intense study, it is prone to psychological suited. They generally have the following psychological characteristics: 1, a good new. Students in the developmental stage of the brain, auditory and visual ability to smell gradually strengthened, sensitive to new things, like the shape, color, smell, sound and other stimuli, preferring to learn new data, new language and other signals, but there Yanjiu emotions.2, good move. Students with a keen sense of touch capabilities gradually, like the East see the West touch, activity stop. Running, jumping, doing so is a good move student performance. But easily distracted.3, Victory. Students with developmental, athletic ability gradually improved, hi wins tired defeat. As will be beamed by teacher praise, criticism is manifested discouraged.4, studious. Students eager to learn, like reading, requiring progress. But experiencing learning difficulties, prone to fear of hardship.3 For unsociable, timid, very quiet child, teachers how to deal with?For such students, teachers first of all, should be in the care and trust them emotionally, more close to them, good into their hearts, that they are willing to speak words of psychology. Second, teachers give them to interact with others to create the collective chance to speak. Encourage them to gregarious, they feel the warmth of human and collective, thereby overcoming depression, paranoia, sentimental negative psychological. Finally, these students when teachers criticize, do not criticize them in public places, to avoid hurt their self-esteem, unexpected consequences.4 For cheerful, lively, talkative child, teachers how to deal with?Such students lively, energetic, interesting, easy to divert attention. For these students, the use of sweetness and light, understatement style criticism has not allowed vigilance, their serious error must be strictly said. Such wording to be sharp, intense tone to some, but never irony and sarcasm. Meanwhile, these students should take the high standards and strict requirements of the method, to teach them to do everything carefully and finish the job, develop their tenacity, endurance and other personality traits.5 For character naughty, rude, careless children, teachers how to deal with?Students of this temperament to use the situation to influence their education, starting from the vital interests of the students, progressive conversation. Otherwise, they will instantly put spearhead their critics. Because they are particularly strong mental defense, when they became agitated, they should avoidthe edge, think of ways to stabilize their emotions and guide them to recognize their own mistakes and shortcomings, the progressive criticism information passed to him, and finally achieve their educational goals.Five, classroom handling emergencies1 student dozing, "grunts" at once attracted the attention of the class in the past, teachers how to deal with?Teachers must first stabilize their emotions, do not get angry in front of students, otherwise they will lose the prestige of teachers, but alsoWill affect the mood of the class and course progress. Teachers can make him at the same table to wake him up with a calm tone right, said: "Now the weather is relatively easy to make people want to sleep, but then fall asleep easily catch cold, cold might get sick, get sick on the bad. Classmate you feel sleepy feel, you can stand up, do not wait to sit down and sleepy at. "(2) how to deal with students who arrive late? First, we must understand the reasons for the child to eat, is not a special case. Late in dealing with the issue of two types of situation. For students of late occasionally, do not fuss, let them know late is not right, something to help advance so that parents or classmates leave; For continuous Tardy students, teachers should draw attention to investigate the reasons for being late, and parents timely communication arrangements supervision of the students do the same district, let him be late.3 How to deal with contradictory two students? Conflict occurs when students and teachers to stabilize their emotions, do not, regardless of indiscriminate criticism of the students a pass, because your approach will directly affect the students. Students tend to imitate the teacher's approach to deal with the problem. Moreover, for never understood clearly failed to grasp the whole process of things, teachers should not rush to conclusions, resulting in "miscarriage."When conflict or conflicts between students, teachers should be promptly arrived, asking circumstances surrounding the matter to the parties, and sometimes students can get information on the sidelines. Then both parties should be allowed to cool down, and avoid the other students, in order to avoid intensifying conflicts. After the student calm, let the students reflect, to talk about their own fault. Because most children openings will say "how how he" put the blame on others. Allow students to talk about themselves, which can be realized in contradiction of his own sense of responsibility, then guide students to take the initiative to recognize our mistakes, apologize to each its own initiative to resolve the contradiction between the two sides.4 If there are students in the classroom ornery, how do you respond?Face ornery their students, not a positive first fight back, not worry, first cold treatment for some time, then you can find their conversation,and even told him: "Teacher needs your support and help, as you also need someone support the same, "with sincere impress him, and in the coming days, and gradually establish credibility.5 One day, your class, the students presented to you, you do not know how to answer a question, how are you going to do?First, I would say, "The students put the question very well, that you seriously consider the other students here who have their own views? .... The teacher on this issue is also poorly understood, this question I jotted down, go back and think about it, give you an answer tomorrow, "and then, the next day before class or after school to remember to answer this question the students. The most important thing is can not pretend to understand, cheating students.6 students do not do (pay) job how to do? Students do not do their homework to two types of situation. The first case is if a lot of students can not homework on time, then the teachershould consider whether it is their own teaching reasons, such amount is too large, or the job difficult. Job layout unscientific and unreasonable. If only the individual student, you can find him alone look at the situation is due to whatever reason, they are not willing to do, or not do. After understanding for students who have difficulty job is completed, you can give him a proper reduction and reduce the difficulty. And seek with the students' parents. Slowly students are not able to complete homework. For there is resentment, and unwilling to do homework for students in, and his exchange, requiring the parents to supervise and implement the provisions of some classes of binding provisions, such conduct does not complete the job deducted one point, after he completed in a timely manner to give praise.7 If students make a mistake, say the classroom to sleep, whispering to each other, or even contradict the teacher, how would you do? Recall what kind of attitude to face them? Howwill emotionally moving enlighten them with reason to convince them?As a teacher must first walked into students' mental, in which case go first to those who speak alone talk about, to see that they are not to your lectures have any comments, deliberately against you, or all the classes are so former to communicate well8 class, the students speak little, then how do? Early one minute to the classroom teacher, with silence plus commendable way to stop school inadvertently Asked speaker K12 educational space: oT8z-`c # LKO6_cq,,, quietly got to go over with your hand gently touched his desk K12 Education Space UT} 0h dLo9B, ~,, 5jw1yJ with your eyes staring at him for a moment, to prevent him from speaking1, to make the course more exciting and short, in order to attract the attention of students, it is best to a class divided into three sessions, class joke between what students relax.2, without the need for writing on the blackboard, I try not to just stand on the podium, you should walk around the classroom so that students have to do little tricks like fear and convergence.3, a reasonable allocation of classroom questioning, a class can give students at least one topic of discussion, but to grasp the timing and rhythm.4, class cadre appointment and team leader to monitor discipline, poor discipline students may wish to focus on appreciation of education administration, but also allow them to do several classroom discipline monitored.5, each class more praise discipline students for poor discipline of the students must not be in front of the students face criticism, students self-esteem awful strong, careful extremes meet, the students must not be manhandled.6, the establishment of competitions and reward system, daily, weekly, monthly selection of some of the top students, so that poor students to takemore classes obligations.Classroom regulation password: (1) Teacher: One 9009; students: to sit side. .(2) Teacher: small eyes; Students: look at the blackboard; (3) Teacher: Who sit? ; Health: I sit. can also ask: Who the best? Student: I'm the best! (4) Teacher: small hands; Students: put away. Teacher: small waist; Students: straight. Teacher: small eyes; students: to see the blackboard.。
高中英语教师资格证面试真题及答案(精选)第二批《语音-升降调》
高中英语《语音-升降调》一、考题回顾二、考题解析高中英语《语音-升降调》主要教学过程及板书设计教学过程Step 1: Warming upShow some tongue twisters on the screen and ask students to read and practice them. They can make competitions with their desk mates.Can you can a can as a canner can can a can?Whether the weather be fine or whether the weather be not. Whether the weather be cold or whether the weather be hot. We'll weather the weather whether we like it or not.Step 2: Presentation1. Listen to the tape and later I will invite some students to tell us what he/she has heard from the tape and how many people they can find during the listening.2. Teacher read the same material as the listening without rising tone and falling tone.Students should compare these two listening and talk about the difference between the teacher’s reading and the tape.3. Guide students to find out the rising tone and falling tone in this conversation.4. Show the new knowledge:(1) General question---rising tone Would you…? May I…? Are you…?(2) Special question---fallin g tone What…? Where…? How…?(3) Declarative sentence---falling tone I can…? Go ahead please. See you ….Step 3: Practice1. Read the conversation loudly and use the correct tone in 3minutes.2. Practice this conversation with their partner in five minutes.Step 4: Production1. Invite some of them to perform this dialogue in front of the class.2. Write more sentences in groups in the table. They just have 3 minutes; the group which finishes fast in both quantity and quality can get some small gifts (post card, book marks).Step 5: Summary & Homework1. Summarize with students together that we’ve learnt a pronunciation lesson about rising and falling tones.2. (1) Listen to the tape and read the rest of the context with correct answer.(2)Watch a movie which they like best and write some rising and falling tones sentences on their note book (at least ten).板书设计答辩题目解析1.你这节课的重点是什么?【参考答案】本节课的重点是英语中升降调的学习。
2017年上教资《高中英语》解析
2017年上半年教师资格证考试《高中英语》真题解析1.答案：C本题主要考查语音中的双唇音。
A 项：意为“浊辅音”，英语中，发音时声带振动称作浊辅音，不符合[p] 的发音方式。
B 项：意为“清辅音”，发音时声带不震动，不符合[m] 和[p] 的发音方式。
C 项：意为“双唇音”，由上唇和下唇接触，使气流受阻而构成的一种辅音，符合[m] 和[p] 的发音方式。
D 项：意为“齿音”，是舌尖音的一种。
发音时，舌尖顶住上门牙，不符合[m] 和[p] 的发音方式。
题干意为“英语音素[m] 和[p] 具有以下哪一共同点？”[m] 和[p] 发音时，是由上唇和下唇接触，使气流受阻而构成的一种辅音，故C 项符合题意，A、B、D 三项均不符合。
故正确答案为C2.答案：B本题主要考查语音中的区别性特征。
A 项：意为“送气是区别性特征”，英语中的清辅音以送气为标准音，因此送气与否不区分词义，如[p] 和[ph] 在英语中属同一组音位，错误。
B 项：意为“带声性是语音的区别性特征”，在语音上，能够区分意义的特征叫做区别性特征（distinctive feature），如sip 和zip 这两个单词是清音[s] 和浊音[z] 两个音位区分的，因此带声性（浊音化）是语音的区别性特征，正确。
C 项：意为“元音的鼻音化产生另一个元音”，发元音时气流不受阻碍，错误。
D 项：意为“通过发音长短可以区分元音”，元音的长短只能区分单元音，并不能区分双元音，错误。
题干意为“关于英语发音系统下面哪一个是对的”，故B 项符合题意，A、C、D三项均不符合。
故正确答案为B3.答案：A本题主要考查形容词词义辨析。
A 项：意为“潜在的，可能的”，符合题意，正确。
B 项：意为“富裕的，丰富的”，不符合题意，错误。
C 项：意为“乐观的”，不符合题意，错误。
D 项：意为“可靠的；结实的”，不符合题意，错误。
题干意为“尽管政府鼓励外商投资，但________ 投资者仍不愿意在目前的气候形势下在这个国家投入资金”，故A 项符合题意，B、C、D 三项均不符合。
高中英语教师资格证面试真题17-19年
真题No.1题目：要求：1、设计一节阅读课，1、要求有猜词环节，3、并有相应板书真题No.2题目：要求：1、全英授课2、根据习题讲解被动语态的语法3、注意习题的讲解。
真题No.6题目：要求：1、朗读全文2、适当板书3、教授学生写作活动真题No.7题目：要求：1、朗读课文前两段；2、根据材料设计相关听力教学过程；3、英文试讲；真题No.8题目：《Had I not seen the Sun》—— Emily Dickinson Had I not seen the SunI could have borne the shadeBut Light a newer WildernessMy Wilderness has made要求：1、朗读诗歌2、引导学生阅读欣赏诗歌真题No.9题目：要求：1、朗读短文2、听力课3、着重听前和听中4、全英试讲真题No.10题目：要求：1、朗读句子2、全英十分钟授课3、讲解句子重读规则。
题目来源：5月19日下午河南省洛阳市面试考题试讲题目1.题目：听力教学试讲2.内容：I’d guess that Mrs. Chen is almost sixty. She’s very strict - we don’t dare to say a word unless she asks us to. She is also very serious and doesn’t smile much. When she asks you to do something, you do it immediately. There are a few students in our class who keep coming to class late but they are always on time for Mrs.Chen’s lessons. Some of our class don’t like her, but must of us really appreciate her because her teaching is so well organized and clear. And a few students even admit liking her! During scientific experiments, she explains exactly what is happening and as a result my work is improving.3.基本要求：(1)朗读所给段落。
(教资考试)高中英语教师资格证面试题
（教资考试）高中英语教师资格证面试题目录一、My father (1)二、British coffee culture (2)三、Global Warming (3)四、It is reported (4)五、Environmental Protection (5)六、语篇教学试讲 (6)七、A great person (7)八、讲解it形式主语 (8)九、Food production (9)十、Cultural Diversity of Australian (11)十一、讲解邮件写作 (12)十二、Wilt the Stilt-the Tower of Power! (13)十三、Special School (14)十四、Computer (15)十五、British and American English (16)十六、语音-升降调 (17)十七、Fertilizers (18)一、My father1.题目: My father2.内容:My father was a self-taught mandolin player. He was one of the best string instrument players in our town. He could not read music, but if he heard a tune a few times, he could play it. When he was younger, he was a member of a small country music band. They would play at local dances and on a few occasions would play for the local radio station. He often told us how he had auditioned and earned a position in a band that featuredPatsy Cline as their lead singer. He told the family that after he was hired he never went back. Dad was a very religious man. He stated that there was a lot of drinking and cursing the day of his audition and he did not want to be around that type of environment.3.基本要求:(1)要有板书；(2)试讲十分钟左右；(3)要有互动环节；(4)讲解语音连读。
高中英语教师资格面试真题32-语音教学
真题32: 语音教学Rising tone and falling tone内容:A: Do you believe in aliens?B: Aliens? You believe that aliens existed before, do you?A: Yes, I do. I have read many reports about them. B: I don't believe in aliens.A: Why not?B: Because scientists have never found any hard evidence.基本要求:(1)讲解语音升降调表达情感(2)全英试讲，不得超过十分钟答辩题目：(1) What is the purpose of your homework design? (2) What are your teaching aims?教案Teaching aims // Teaching objectivesKnowledge aims:Students know the rules of rising tone and falling tone Students can understand the dialogue.Ability aims:Students could use the rules of rising tone and falling tone freely in daily conversation.Students' listening and speaking abilities will be improved.Moral aims:Cultivate students' curiosity about discovering the world.Develop their cooperation spirit through group workTeaching key point:Students can conclude and grasp the rules of rising tone and falling tone.Teaching difficult point:Students could apply the rules in their daily.conversation and not be afraid of speaking English.Teaching proceduresStep1 Warming-up/ Lead in Greet students warmly.Watch a video clip of the film "Avatar". Guide students have a discussion about whether there are aliens in the world.Step 2 Presentation1. Ask students to listen to the tape and find out the main idea.2.Listen again and analyze which sentence uses rising tone and which uses falling tone.3.Let the students conclude the rule of intonation.4. Teacher explains the rule.Step 3 PracticeActivity 1:Ask the students to read the dialogue again.Activity 2:Peer editing: Read the dialogue with desk mates and correct the pronunciation for each other.Activity 3:Role-play: Two students as a group to role play the conversation.Step 4 ProductionStudents work in groups to make conversations on whether they believe in dragons and show their work in front of the class.Step 5 summary and homework1. Students summarize and the teacher makes supplements. At the same time, the teacher encourages students to find more about the world.2.Students are required to watch a movie they like best and write some rising tones and falling tones sentences on their note book (at least ten).Blackboard:试讲稿Step 1 Warming-up/Lead inGood morning, my class. How are you today? Great! Good! Fine! I'm fine, too. Thanks for your asking. Are you ready for our English journey? Yes.Now, I have a video clip for you. Let's watch it together and then tell me what it is about. The video is over.Who wants to have a try? Alice, you please. You are the first one to raise your hand. Oh, you find out it's from the film "Avatar" and the film is about aliens. Good job! Sit down please. My dear class, do you believe in aliens? Tom, you believe in them and you think maybe they live in other planets. Bob, you don't believe in them because nobody has ever seen them. You all have your own ideas.Here we have a short conversation here. Let's listen to it together and tell me what the two persons are talking about. (做出播放录音的动作)//The tape is over. What are they talking about? Yes, they are also talking about aliens.What did A ask B firstly? "Do you believe in aliens?"(板书) Have you noticed how he said the sentence? You forget about it. That's fine. Let's listen again. //This time, do you know? Yes, he used a rising tone. (在黑板上此句话的后面标注上升的箭头)Good. And did B believe in aliens? Peter. No, he didn't. Can you read the exact sentence for us? "I don't believe in aliens."(板书)So what' s his tone? Falling? You sure? Yes, right He used a falling tone.(在黑板上此句话的后面标注下降的箭头)Then what did A ask him? Helen. About the reason? What's the exact sentence? Yes. He said "Why not?”(板书此句话) What's the tone? Rising or falling?Falling, right. (在黑板上此句话的后面标注下降的箭头)How did B answer this question at last? Yes, "Because scientists have never found any hard evidence.”(板书此句话)What's the tone? Let' s say it together. Falling tone.(在黑板上此句话的后面标注下降的箭头)So class, can you see the rules of the rising tone and falling tone now? Woody, have a try. Woody said that if the sentence is an affirmative one, it will be a falling tone(板书规则)Is he right? Excellent! Sit down please. Anything else? Nina, please. Nina said if it is a question, it will be a rising tone. Is she right? I see some of you shake your heads. But we can tell that she is half right, because it is surely right with the sentence "Do you believe in aliens? ", right? But that's not true with another sentence "Why not?". So why, Nina. Can you see the difference between the two sentences. You said that the first one is a general question. (板书规则)But the other sentence...Yes, special question.(板书规则)Brilliant. You come to the conclusion by yourself. Clever girl. Sit down please. So class, clear about the rules now? Read after me now. "Do you believe in aliens?” "I don't believe in aliens." "Why not?" "Because scientists have never found any hard evidence." Nicely done.Step 3 PracticeNow listen to the dialogue again and read after it. Here we go. I can hear that your pronunciation is very good. Then work with your deskmate. Read the dialogue one another and let your deskmate help you to correct your mistakes. Ok, finished? Oliver, did your deskmate Eason pronounce all the words right? Oh, you said he firstly made a small mistake but he quickly corrected it. Ok, good. After practising. Which group would like to come to the stage and have a role-play? Any volunteers? I see Iris and Manny put up their hands. Very brave. Come here. Pay attention to the change of the rising and falling tone. You can start.//They finished. What about their performance? Are they good? Yes, excellent! Besides the right pronunciation and tone, they also act very lively, right? Nicely done Go back to your seat. Thank you.Class, now I want you to make conversations of your own, four to five students could get together as a group You can make a conversation on the topic of "Do you believe in dragons? Clear? Ok, 10 minutes for you. Here we go.//Time is up, which group would like to share your conversation? OK, Betty's group. Please come to the stage. Well done, go back to your seat. So in their conversation, which sentences are the rising tone? Yes. They are "Do you believe in dragons?" and "Have you ever heard of the story about dragons?"Good. And what are the sentences of falling tone? They are "I don't believe in dragons. ", "Why not?" and "Because nobody has ever seen them." Excellent! You are all very good.Step 5 summary and homeworkClass, who can sum up what we have learned today.Jenny, you please. Awesome, sit down. We have learned about tone. That's the rising tone and the falling tone. So when do we use rising tone? Mike? Good! And when do we use the falling tone? Ok, well done. Sit down please. You all master today's key points. And you know there are many mysterious things in the world. I hope you can find more about this world. So after class you can watch a movie you like best and write down sentences that contain rising and falling tones on your notebook. (at least ten) I would like you to share it with the rest of the class next day. OK, class is over. See you next time.答辩(1)What is the purpose of your homework design?After class, students are required to watch a movie they like best and write some rising tones and falling tones sentences on their note book (at least ten). It not only arouses students' interests of learning English and stimulates their potential, but also encourages them to consolidate and use the knowledge they have learned in class.(2) What are your teaching aims?According to the New Curriculum Standards, I set up the following three aims.Knowledge aims:Students know the rules of rising tone and falling tone.Students can understand the dialogue.Ability aims:Students could use the rules of rising tone and falling tone freely in daily conversation.Students' listening and speaking abilities will be improved.Moral aims:Cultivate students' curiosity about discovering the world.Develop their cooperation spirit through group work.。
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高中英语《语音-升降调》
一、考题回顾
二、考题解析
高中英语《语音-升降调》主要教学过程及板书设计
教学过程
Step 1: Warming up
Show some tongue twisters on the screen and ask students to read and practice them. They can make competitions with their desk mates.
Can you can a can as a canner can can a can?
Whether the weather be fine or whether the weather be not. Whether the weather be cold or whether the weather be hot. We'll weather the weather whether we like it or not.
Step 2: Presentation
1. Listen to the tape and later I will invite some students to tell us what he/she has heard from the tape and how many people they can find during the listening.
2. Teacher read the same material as the listening without rising tone and falling tone.
Students should compare these two listening and talk about the difference between the teacher’s reading and the tape.
3. Guide students to find out the rising tone and falling tone in this conversation.
4. Show the new knowledge:
(1) General question---rising tone Would you…? May I…? Are you…?
(2) Special question---falli ng tone What…? Where…? How…?
(3) Declarative sentence---falling tone I can…? Go ahead please. See you ….
Step 3: Practice
1. Read the conversation loudly and use the correct tone in 3minutes.
2. Practice this conversation with their partner in five minutes.
Step 4: Production
1. Invite some of them to perform this dialogue in front of the class.
2. Write more sentences in groups in the table. They just have 3 minutes; the group which finishes fast in both quantity and quality can get some small gifts (post card, book marks).
Step 5: Summary & Homework
1. Summarize with students together that we’ve learnt a pronunciation lesson about rising and falling tones.
2. (1) Listen to the tape and read the rest of the context with correct answer.
(2)Watch a movie which they like best and write some rising and falling tones sentences on their note book (at least ten).
板书设计
答辩题目解析
1.你这节课的重点是什么?
【参考答案】
本节课的重点是英语中升降调的学习。
新课标指出英语课堂要着重培养学生的综合运用能力，而升降调是英语语音学习的基础知识之一。
英语语音的升降音对语意的表达起到极其重要的作用，只有恰当地运用才能获得交际的成功，学生在运用英语时才能更加自信的表达自己，所以本节课的重点内容对学生日后真正的英文交流有着关键作用。
2.你能更多的说一说英语中升降调的规则吗?
【参考答案】
在刚才的试讲中涉及到了陈述句、一般疑问句和特殊疑问句的在口语中运用的音调规则。
实际上在真实的交际中找到更多的规则，在读选择疑问句和反义疑问句时应前升后降;
感叹句应读降调;当未听清对方的话，要求对方重复一下用升调;陈述疑问句也要用升调;在祈使句中表示命令的用降调，表示请求的用升调等等。
其实学习英语语音是一件很有趣的事情，老师在语音教学中应把知识融入到真实的生活场景中，激发学生的学习兴趣，从而达到新课标要求的培养学生综合运用能力。