2018年初中英语教师资格考试试题及答案
2018年下半年中学教师资格认定考试（初级英语学科知识与教学能力）真题及标准答案
2018年下半年中学教师资格认定考试（初级英语学科知识与教学能力）真题及标准答案2018年下半年中学教师资格认定考试（初级英语学科知识与教学能力）真题试卷总分：50.00，做题时间：20分钟一、选择题总题数：，分数：49.20)1. Which of th e foll owing underl ined p arts i s diff erent from o thers in pro nuncia tion?（分数：2.40）A.wish edB.jump edC.kiss edD.wait ed √解析：本题考查语音知识。
规则动词词尾加-ed有三种读音：①在清辅音后读作／／；②在浊辅音和元音后读作／／；③在／后读作／Id／。
wished，jump ed，ki ssed三个单词画线部分的发音均为／／，wait ed画线部分的发音为／Id／。
故本题选。
2. Which of th e foll ence?（分数：2.40）A.When I sta rted m nt.B.When I sta rted m nt. √C.When I sta rted m nt.D.When I sta rted m nt.解析：本题考查语音知在后，主句结束时意思已经比较完整，则主句通常用降调，整个句子读完时也应该用降调；②若从句在前，主句在后，则语调通常是“前升后降”。
故本题选。
3. All t he______in t（分数：2.40）A.six-year-o lds √B.six-years-oldC.six-year-o ldD.six-years-olds解析：本题考查名词用法。
句意为“在这所学校里，所有六岁的学生都由同一个老师来教”。
分析句子成分可知，空格处应填名词形式。
si x-year-old相当于形容词；six-ye ar-old则为名词复数，表示同一类人。
故本题选。
4. The r isk of infec tion f or tha t pati ent ha sn't d iminis hed af ter th e oper ation.______, it h as inc reased.（分数：2.40）A.On t he who leB.On t he con trary√C.On t he ave rageD.On t he oth er han解析：本题考查介词短语辨析。
2018年上半年教师资格证考试初级英语真题
2018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（初级中学）注意事项：1．考试时间120分钟，满分150分。
2．请按规定时间在答题卡上填涂、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只有一个是符合题目要求的，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.The similarity between the English consonants/p/,/b/,and/m/is that they are all().A.fricativeB.plosivebial-dentalD.bilabial2.Which of the following is a back vowel in English?()A./ə:/B./ɔ:/C./ʌ/D./e/3.There is only one playground slide in this school,so the students have to take()to use it.A.turnsB.the turnsC.a turnD.the turn4.Out of everyone’s expectation,Johnson suddenly returned()a rainy night.A.atB.inC.onD.during5.She()it very well when she described her younger brother as“brilliant but lazy”.A.putB.madeC.assumedD.interpreted6.We don’t think()possible to master a foreign language without much memory work.A.thisB.thatC.itsD.it7.()the same mistakes in the annual financial report again made his boss very angry.A.His having madeB.He having madeC.He had madeD.He has made8.I would have told him the answer,but I()so busy then.A.had beenB.wereC.wasD.would be9.The use of the expression“I won’t bore you with all the detail…”includes that people usually observe the()maxim in their daily conversations.A.QuantityB.QualityC.RelevanceD.Manner10.Which of the following is an evaluative move used by a teacher in class to comment on students’performance?()A.Initiation move.B.Follow-up move.C.Framing move.D.Repair move.l l.Which of the following activities is NOT typical of the Task-Based Language Teaching method? ()A.Problem-solving activities.B.Opinion exchange activities.rmation-gap activities.D.Pattern practice activities.12.If a teacher shows students how to do an activity before they start doing it,he/she is using the technique of().A.presentationB.demonstrationC.elicitationD.evaluation13.When a teacher asks students to discuss how a text is organized,he/she is most likely to help them ().A.evaluate the content of the textB.analyze the structure of the passageC.understand the intention of the writerD.distinguish the facts from the opinions14.Which of the following practices can encourage students to read an article critically?()A.Evaluating its point of view.B.Finding out the facts.C.Finding detailed information.D.Doing translation exercises.15.Which of the following is a display question used by teachers in class?()A.If you were the girl in the story,would you behave like her?B.do you like this story Girl the Thumb,why or why not?C.do you agree that the girl was a kind-hearted person?D.What happened to the girl at the end of the story?16.Which of the following would a teacher encourage students to do in order to develop their cognitive strategies?()A.To make a study plan.B.To summalize a story.C.To read a text aloud.D.To do pattern drills.17.Which of the following exercises would a teacher most probably use if he/she wants to help students develop discourse competence?()A.Paraphrasing sentences.B.Translating sentences.C.Unscrambling sentences.D.Transforming sentences.18.The advantages of pair and group work include all of the following EXCEPT().A.interaction with peersB.variety and dynamismC.an increase in language practiceD.opportunities to guarantee accuracy19.Which of the following should a teacher avoid when his/her focus is on developing students’ability to use words appropriately?()A.Teaching both the spoken and written form.B.Teaching words in context and giving examples.C.Presenting the form,meaning,and use of a word.D.Asking students to memorize bilingual word lists.20.Which of the following practices is most likely to encourage students’cooperation in learning? ()A.Doing a project.B.Having a dictation.C.Taking a test.D.Copying a text.请阅读Passage1,完成第21～25小题。
教师资格证考试：2018下初中英语真题
2018年下半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）注意事项1．考试时间120分钟，满分150分。
2．请按規定在答题卡上填涂、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 underlined parts is different from others in pronunciation? A．wishedB．jumpedC．kissedD．waited2．Which of the following shows the general intonation pattern in a complex sentence? A．When I started my↗career there was no↗unemployment．B．When I started my↗career there was no↘unemployment．C．When I started my↘career there was no↗unemployment．D When I started my↘career there was no↘unemployment．3．All the SSS in this school are taught by the same teacher．A．six-year-oldsB.six-years-oldC．six-year-oldD．six-years-olds4．The risk of infection for that patient hasn’t diminished after the operation．SSS，it has increased．A．On the wholeB．On the contraryC．On the averageD．On the other handprogress is measured．5．Testing is still a usual means SSS which students’A．inB．atC．ofD．by6．Many people SSSin the project at both research and editing stages and we would liketo thank them all here．A．have involvedB．have been involvedC．having involvedD．having been involved7．Only until very recently SSS possible that grammarians are able to make accurate．statements about the rules of some languagesA．has it beenB．it has beenC.was itD．it was．8．This is not SSS they had expected after years of painstaking researchA. a result as bad asB．as a result as badC．as bad as a resultD．as bad a result as9．Which of the following words is formed through derivation?A．studentsB．shorterC．boughtD.insanity10．The utterance"Now，correct me ifI’m wrong… " suggests that people are likely to observe the SSSMaxim in daily conversations．A．QuantityB．QualityC．RelevanceD．MannerI I．When a teacher asks students to brainstorm what they will write about an unforge ttable trip，he/she mainly focuses on SSS．A．ideasB．layoutC．styleD．feedback12．Which of the following is a communicative task?A．Reading aloud the dialogue on page 24B．Writing a party invitation to your friends．C．Translating the first paragraph into Chinese．D．Making sentences with the expressions given．“cot，hot”13．What is being practiced if a teacher asks students to read words likeand “dog，log”?A．Spelling and structure．B．Stress and sound．C．Minimal pairs．D．Phonetic symbols．14．What teaching method is used by the teacher of much of his/her class time is spent on drilling sentence patterns followed by exercises like repetition，memorization，mimicry，etc?A．The Natural Approach．B．The Communicative Approach．C．The Audio-lingual Method．D．The Grammar-translation Method．15．According to the affective-filter hypothesis，SSS is NOT an affective factor influencing language learning．A．attitudeB．motivationC．interestD．intelligence16．What does his/her feedback focus on if a teacher’s comment is“John，it would be much better if you have given more details!”?A．ContentB．LanguageC．AttitudeD．Aptitude17．Which of the following is a referential question?A．Where was Yang Liwei born?B．Who is the first Chinese astronaut?C．Why do you think Yang Liwei is a great astronaut?D．When did Yang Liwei begin his historic space travel?18．Having lived in China for a long time，John could fully understand the cultural shocksexperienced by his Chinese students．Which of the following traits does John have in this instance?A．Avoidance．B．Empathy．C．Extroversion．D．Introversion．，19．When the teacher asks students to read a text for the main ideahe/she intends to develop students'skill of SSS．A．retellingB．predictingC．skimmingD scanning20．Which of the following is based on the communicative view of language? A．Structural syllabus．B．Skill-based syllabus．C．Genre-based syllabus．D．Functional-notional syllabus．There are two kind of motive for engaging in any activity：internal and instrumental．If a scientist conducts research because she wants to discover important facts about the world，that’s an internal motive，since discovering facts is inherently related to the activity of research．If she conducts research because she wants to achieve scholarly renown，that’s an instrumental motive，since the relation between fame and research is not so inherent．Often，people have both for doing things．What mix of motive—internal or instrumental or both—is most conducive to success?You might suppose that a scientist motivated by a desire to discover facts and by a desire to achieve renown will do better work than a scientist motivated by justone of those desires．Surely two motives are better than one．But as we and our colleagues argue in a paper newly published in the Proceedings of the National Academy of Science，instrumental motives are not always an asset and can actually be counterproductive to success．We analyzed data drawn from 11，320 cadets in nine entering classes at the United States Military Academy at West Point，all of whom rated how much each of a set of motives influencedtheir decision to attend the academy．The motives included things like a desire to geta good job laterin life and a desire to be trained as a leader in the United States Army．How did the cadets fare，years later? How did their progress relate to their original motives forattending West Point?We found，unsurprisinglythat the stronger their internal reasons were to attend West Point，themore likely cadets were to graduate and become commissioned officers，Also unsurprisingly，cadetswith internal motives did better in the military(as evidenced by early promotion recom mendations) than did those without internalmotives and were also more likely to stay in the military after theirfive years of mandatory service．Remarkably，cadets with strong internal and strong instrumental motives for attending WestPoint performed worse on every measure than did those with strong internal motives b ut weak instrumental ones．They were less likely to graduate，less outstanding as military officers and less committed to staying in the military．Our study suggests that efforts should be made to structure activities so that instrumental consequences do not become motives．Helping people focus on the meaning and impact of their work，rather than on，say，the financial returns it will bring，may be the best way to improve not only the quality of their work but also their financial success．There is a temptation among educators and instructors to use whatever motivational tools are available to recruit participants or improve performance．If the desire for military excellence and service to country fails to attract all the recruits that the Army needs，then perhaps appeals to“money for college，”“career training”or“seeing the world”will do the job．While this strategy may lure more recruits，it may also yield worse soldiers．Similarly，for students uninterested in learning，financial incentives for good attendance or pizza parties for high performance may prompt them to participate，but it may result in less well-educated students．21．According to the passage，which of the following is an internal motive for a newly recruited soldier?A．To serve the country．B．To receive career training．C．To earn money for college．D．To broaden their scope of vision．22．Which of the following is closest in meaning to the word“cadets”in paragraph 3? A．In-service soldiers．B．Military researchers．C．Military officers．D．Military trainees．23．According to the passage，which of the following is conducive to career success? A．Strong internal and strong instrumental motives．B．Strong internal and weak instrumental motives．C．Weak internal and strong instrumental motives．D．Weak internal and week instrumental motives．24．What do the writers disapprove concerning the current situation of attracting recr uits?A．Taking into account applicants’ internal motives．B．Making them focus on the meaning of their work．C．Relying on whatever motivational tools available．D．Taking into account applicants’ instrumental motives．25．What can be the best title for the article?A．Motivation and FameB．Two Types of MotivesC．The Secret of Effective MotivationD．The Study on the Function of Motives请阅读 Passage2，完成第26－30小题。
2018下半年教师资格初中英语学科知识与教学能力试卷及答案
2018下半年教师资格初中英语学科知识与教学能力试卷及解答一、单项选择题(本大题共30小题。
每小题2分，共60分)1. Which of the following underlined parts is different from others in pronunciation?A. wishedB. jumpedC. kissedD. waited2. Which of the following shows the general intonation pattern in a complex sentence?A. When I started my↗career there was no↗unemployment.B. When I started my↗ career there was no↘ unemployment.C. When I started my↘career there was no ↗unemployment.D. When I started my↘ career there was no ↘ unemployment.3. All the_______in this school are taught by the same teacher.A. six-year-oldsB. six-years-oldC. six-year-oldD. six-years-olds4. The risk of infection for that patient hasn't diminished after the operation._______, it has increased.A. On the wholeB. On the contraryC. On the averageD. On the other hand5. Testing is still a usual means_______which students' progress is measured.A. inB. atC. ofD. by6. Many people_______in the project at both research and editing stages and we would like to thank them all here.A. have involvedB. have been involvedC. having involvedD. having been involved7. Only until very recently_______possible that grammarians are able to make accurate statements about the rules of some languages.A. has it beenB. it has beenC. was itD. it was8. This is not_______they had expected after years of painsta research.A. a result as bad asB. as a result as badC. as bad as a resultD. as bad a result as9. Which of the following words is formed through derivation?A. Students.B. Shorter.C. Bought.D. Insanity.10. The utterance “Now, correct me if I'm wrong ...”suggests that people are likely to observe the_______Maxim in daily conversations.A. QuantityB. QualityC. RelevanceD. Manner11. When a teacher asks students to brainstorm what they will write about an unforgettable trip,he/she mainly focuses on_______.A. ideasB. layoutC. styleD. feedback12. Which of the following is a communicative task?A. Reading aloud the dialogue on page 24.B. Writing a party invitation to your Mends.C. Translating the first paragraph into Chinese.D. Ma sentences with the expressions given.13. What is being practised if a teacher asks students to read words like "cot, hot" and "dog,log"?A. Spelling and structure.B. Stress and sound.C. Minimal pairs.D. Phonetic symbols.14. What teaching method is used by the teacher if much of his/her class time is spent on drilling sentence patterns followed by exercises like repetition, memorization, mimicry, etc.?A. The Natural Approach.B. The Communicative Approach.C. The Audio-lingual Method.D. The Grammar-translation Method.15. According to the affective-filter hypothesis,_______is NOT an affective factor influencing language learning.A. attitudeB. motivationC. interestD. intelligence16. What does his/her feedback focus on if a teacher's comment is “John, it would be much better if you have given more details,t”?A. Content.B. Language.C. Attitude.D. Aptitude.17. Which of the following is a referential question?A. Where was Yang Liwei born?B. Who is the first Chinese astronaut?C. Why do you think Yang Liwei is a great astronaut?D. When did Yang Liwei begin his historic space travel?18. Having lived in China for a long time, John could fully understand the cultural shocks experienced by his Chinese students. Which of the following traits does John have in this instance?A. Avoidance.B. Empathy.C. Extroversion.D. Introversion.19. When the teacher asks students to read a text for the main idea, he/she intends to develop students' skill of_______.A. retellingB. predictingC. skimmingD. scanning20. Which of the following is based on the communicative view of language?A. Structural syllabus.B. Skill-based syllabus.C. Genre-based syllabus.D. Functional-notional syllabus.请阅读 Passage 1,完成第21-25小题。
2018年教师招聘中学英语考试试题及答案(卷一)
2018年教师招聘中学英语考试试题及答案（卷一）Ⅰ.Vocabulary and Grammar 20%Directions: There are 20 incomplete sentences in the following. For each sentence there are four choices marked A, B, C and D.Choose the ONE that best completes the sentence. 1.—Could you help me do some cleaning tomorrow?—If I ( ) , I will do it.A.am freeB.will be freeC.will have timeD.had time2.Tim will call me as soon as he( )my package.A.receiveB.will receiveC.receivedD.receives3.The film was a good one, but I couldn’t understand it( )first.A.atB.withC.forD.on4. ( )away this dirty shirt and bring me a clean one.A.PickB.BringC.CarryD.Take5.There is a( )of impatience in the tone of his voice.A.dotB.hintC.notionD.phrase6.Mr.Smith asked his secretary to( )a new paragraph in the annual report she was typing.A.invadeB.installC.insertD.inject7.Some people argue that the death does not( )necessarily reduce the number of murders.A.penaltyB.patternC.plotD.practice8.You may use the room as you like ( )you clean it up afterwards.A.so far asB.so long asC.in caseD.even if9.—Why does the Lake smell terrible?—Because it( ) large quantities of water.A.have pollutedB.is being pollutedC.has been pollutedD.have been polluted10.During the war there was a serious lack of food. It was not unusual that even the wealthy families had to ( )bread for days.A.eat upB.give awayC.do withoutD.deal with11.Most Americans would prefer to keep their problems ( )themselves, and solve their problems( ) themselves.A.to; byB.by; toC.for; toD.in; on12.Because of the financial crisis, ( )days are gone local 5star hotels charged 6,000 Yuan for one night.A.ifB.whenC.whichD.since13.They’ve won their last three matches, ( )I find a bit surprising.A.thatB.whenC.whatD.which14.I felt so bad all day yesterday that I decided this morning I couldn’tface( ) day like that.A.otherB.anotherC.the otherD.others15.Dr.Smith, together with his wife and daughters, ( )visit Beijing this summer.A.is going toB.are going toC.was going toD.were going to16.They used to quarrel a lot, but now they are completely ( )with each other.A.reconciledB.negotiatedC.associatedD.accommodatedⅡ.Reading Comprehension 20%Directions: There are two passages in this part. Each passage is followed by five questions or unfinished statements. For each of them there are four choices marked A, B, C and D.You should decide on the BEST CHOICE.Passage OneLisa was running late. Lisa, 25, had a lot to do at work, plus visitors on the way: her parents were coming in for Thanksgiving from her hometown. But as she hurried down the subway stairs, she started to feel uncomfortably warn. By the time she got to the platform, Lisa felt weak and tired—maybe it hadn’t been a good idea to give blood the night before, she thought. She rested herself against a post close to the tracks. Several yards away, Frank, 43, and his girlfriend, Jennifer, found a spot close to where the front of the train would stop. They were deep in discussion about a house they were thinking of buying. But when he。
2018年上教师资格证考试初级英语真题解析答案
2018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（初级中学）参考答案及解析一、单项选择题1．【答案】D。
解析：本题考查辅音的分类。
根据辅音的分类，按照发音部位，/p/，/b/，/m/都属于双唇音（bilabial）；按照发音方式，/p/，/b/是爆破音（plosive），/m/是鼻音（nasal）。
故本题选D。
2．【答案】B。
解析：本题考查元音的分类。
根据元音的分类，可知/ə:/属于中元音，/ɔ:/属于后元音，/e/属于前元音。
但/ʌ/比较特殊，发此音时舌头的最高位置偏中后，所以有的分类系统会把它归为中元音，也有的把它归为后元音，考生在做此类题时要根据选择项的情况灵活处理。
3．【答案】A。
解析：本题考查习惯搭配。
句意为“因为学校只有一个滑梯，所以学生们不得不轮流使用”。
take turns to do sth.为习惯搭配，意为“轮流去做某事”。
故本题选A。
4．【答案】C。
解析：本题考查介词用法。
句意为“出乎所有人意料，约翰逊在一个雨夜突然回来了”。
与具体时间搭配的介词为on。
表示具体某天或某天的上午、下午、晚上等特定日期时，前面应用介词on。
如果day，morning，afternoon，evening，night等表示时间的名词前有形容词修饰时表示某一特定时间，也需用介词on。
5．【答案】A。
解析：本题考查动词辨析。
句意为“她把他弟弟表述成‘聪明但懒惰’，这真是说得太好了”。
put有“说，表达”的意思，put it very well意为“说得很好”。
make“做，制造”，assume “假定，承担”，interpret“解释，口译”。
故本题选A。
6．【答案】D。
解析：本题考查it作形式宾语时的用法。
当不定式、动名词或从句在复合宾语结构中作动词think，make，find，consider，feel，suppose等的宾语时，常用it用作形式宾语，真正的宾语是后面的不定式。
句意为“我们认为不进行大量的记忆是不可能掌握一门外语的”。
2018下半年教师资格考题初中英语面试试卷及答案
2018下半年教师资格考题初中英语面试试卷及答案第一批初中英语阅读一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the basic format of argumentation and get the general idea of the passage.Ability aim:Students will write argumentation to express their views on different issues.Emotional aim:Students will be interested in learning English and are no longer afraid of writing in English.Key and difficult point:Key Point: Students will master how to write an argumentation.Difficult Point: Students will express their opinions in daily life through argumentative essays.Teaching procedure:Step 1: Warming-up1. Greetings.2. Show students different types of mobile phones and ask them to discuss similarities and differences.Step 2: Pre-readingAsk students two questions and some volunteers will be invited to share their answers.Q1: Do you have a mobile phone? Are you satisfied with it?Q2: What is the most important factor when you choose your mobile phone?Step 3: While-reading1st reading: Ask students to read the passage for the first time and figure out the main idea and genre of the passage.2nd reading: Ask students to read the passage for the second time and pay attention to the structure of the passage. Some students will be invited to try to summarize the format of the argumentation.Step4: Post-reading1. Discussion: Four students in a group, ask them to discuss the advantages and disadvantages of mobile phones for junior high school students.2. Outlining: Ask students to write an outline based on their opinions about the influence of mobile phones for junior high school students.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to revise their outline and complete their compositionafter class.Blackboard design:【答辩题目解析】1. Please talk about your blackboard.【参照答案】Thanks for your question. As we all know, blackboard design is very important for teaching. Firstly, it can help teacher present the teaching content. Students can understand the main content of the lesson easily. Secondly, it helps students to break through teaching key and difficult points. Students can have enough time to think and observe the knowledge. Thirdly, it helps student to take notes and develop good writing habits. Based on these functions, my blackboard design can be divided into three parts. The title is very simple and clear. And then is the main topic of the passage, students can easily understand the task of today’s lesson. The last part is the key point of the lesson. I present the basic format of argumentation, which takes more time in class. By doing so, students can easily master the argumentation format and write their own outline according to it.2. Why did you design your post-reading activities in this way?【参照答案】Thanks for your question. The purpose of language learning is to communicate. In my opinion, there are only two ways to communicate, that is, speaking and writing. In this class, I designed it as a reading lesson. After reading the article, students had a good understanding of the topic and the basic format of the article. So I designed a discussion first. Students could express their views freely on the topic. Of course, the format of argumentation was taught in class, so students were supposed to practice it. So I organized the second activity, that is, wrote an outline. Students could write their own outlines according to what they have discussed before. In this way, the input and output of this lesson will be more reasonable and diverse.初中英语词汇一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the expression of asking jobs-What does she do? She is a doctor.Student will understand words about different jobs: doctor actor policeman and so on.Ability aim:Students will improve their abilities of speaking and listening.Emotional aim:Students will be more confident in speaking English. And show their respect to different jobs.Key and difficult point:Key Point: Students will master how to ask jobs in English.Difficult Point: Students will use the sentence structure in daily life.Teaching procedure:Step 1: Warming-up1. Greetings.2. Sing a song and ask student what the song mainly about. “be what you wanna to be”Doctor actor lawyer or a singerWhy not president be a dreamerYou can be just the one you wanna bePolice man fire fighter or a post manWhy not something like your old manYou can be just the one you wanna beDoctor actor lawyer or a singerWhy not president be a dreamerYou can be just the one you wanna beStep 2: Presentation1. Show pictures of different jobs and explain the working environment, working place, working content. the spelling and pronunciation of the words.2. Introduce the new sentence and write is on the blackboard“What do you do?”“I’m a student”“What does she do?”“She is a doctor.”Step 3: Practice1. Ask and answer between teacher and student.“What do you do?”“I’m a student”2. Show a video clip from “ZOOTOPIA” and ask students what does Judy Hopps do? What does Gazelle do?3. Listen to the tape and finish the exercise on the text book.Step4: Production1. Role-play: ask students to make a dialogue according to the picture in the textbook.2. Survey: ask students to make a survey about their parents’ jobs.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to practice the sentence structure learned today with desk mates after class.Blackboard design:【答辩题目解析】1.What are the teaching aims of your class?【参照答案】There are there aspects of the teaching aims; they are knowledge aim, abilityaim, and emotional aim. Knowledge aim: Students will master the expression of asking jobs-What does she do? She is a doctor. And Student will understand words about different jobs: doctor actor policeman and so on. Ability aim: Students will improve their abilities of speaking and listening. Emotional aim: Students will be more confident in speaking English. And show their respect to different jobs.2.Talk about your blackboard design.【参照答案】There are three parts of the blackboard design. The title, new words and new sentence pattern. It’s clean and logic, easy for students to take some notes.初中英语语法一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the rule of the Simple Past Tense.Ability aim:Students will able to talk about the things happened in the past in their daily life.Emotional aim:Students will learn how to cooperate with others.Key and difficult point:Key Point: Students will master the structure of the Simple Past Tense.Difficult Point: Students will use the structure of the Simple Past Tense in daily life.Teaching procedure:Step 1: Warming-up1. Greetings.2. Ask students a question: what are you reading recently? And ask some students to share with the whole class.Step 2: Presentation1. Review the knowledge about the past tense of verbs: write some verbs on the blackboard and ask students to change the verbs into their past tense.2. Ask students to read the dialogue and pay attention to the background information about Mark Twain. Then ask students some questions: What’ Mark Twain’real name? When did he born? When did he begin to work? And then invite some students to share the answers with the whole class and write down on the blackboard.3. Then ask students when these things happened and then tell them the rule of past tense: Simple Past Tense refers to the actions or states happened at a certain moment in the past, or a certain period of time in the past. It is often used withtemporal adverbial, such as yesterday, last week and so on.4. Ask students to read the dialogue again and try to find other sentences which used the Simple Past Tense and share with class. Then tell students the rule of general and special interrogative sentences in the past tense: general interrogative sentences use auxiliary verbs (did) and special interrogative sentences use special interrogative words (what, when, how...).Step 3: Practice1. Ask student to role play the dialogue and ask two groups to show in class.2. Play a game: magic box. There is a magic box which is full of all kind of verbs, ask students to choose one card and then make a sentence with it using the Simple Past Tense.Step4: ProductionDiscussion: ask students to talk about what happened to them in the last weekend, they should use the Simple Past Tense and then invite two of them to show their conversation.4 in 1, 5 minutes will be given.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to practice the usage of Simple Past Tense learned today with desk mates after class.Blackboard design:【答辩题目解析】1. Could you list any other temporal adverbials which can be used in The Simple Past Tense?【参照答案】Usually, we can use yesterday, last night/night/month/weekend/year, the day before yesterday, in 1992 (a year in the past), in the 1990s, at the age of 16 and so on.第二批初中英语语音一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will know the rule of logical stress in a complete sentence.Ability aim:Students will use the logical stress correctly and know how to make use of the sentence stress in different sentences correctly.Emotional aim:Students will be more confident in speaking English.Key and difficult point:Key Point: Students will master the rule of logical stress in sentences in English.Difficult Point: Students can use the logical stress in sentences in daily life.Teaching procedure:Step 1: Warming-up1. Greetings.2. Listen to an English song and feel about the tune of the melody. Let students to know that not only songs but also the language has its stress in order to expressdifferent emotions.Step 2: Presentation1. Work in pairs to read the passage by themselves and ask them to pay more attention to the sentence stress. After practice, ask one pair to perform it and others should tell their opinion whether they agree or not.2. Listen to the tape of the passage and find out whether the students themselves make any mistakes. Then let students find out the rule of the sentence stress (logical stress ) with the help of the teacher: in a sentence we can stress the important part according to the meaning of the passage. After the students find the rule, the teacher read the passage and let them repeat after it.Step 3: Practice1. Ask students to read the passage by themselves again and they should use the correct logical stress while reading.2. Give students more sentences and ask them read the sentences by themselves using the logical stress.Step4: ProductionLet students work in groups of 4 and make a dialogue about the theme parks, such as the theme, the feature, the activities and so on, and they should use the rule of logical stress learned in the class. After that invite two groups to share their outcomes with the whole class.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to read the work of Shakespeare’s and use the logical stress learned today after class.Blackboard design:【答辩题目解析】1. Can you conclude the rule of sentence stress comprehensively?【参照答案】As far as I’m concerned, there are two sentence stress rules: logical stress and grammatical stress. Logical stress is what i have presented in the presentation. The grammatical stress refers to that we need to stress notional word, which usually contains noun, verb, adjective adverb and so on. At the same time, the functional word needn’t to be stressed, which usually includes conjunction, article and preposition.2. Are you satisfied with this presentation? Which do you think is the most difficult part?【参照答案】The difficulty in my eyes is: first of all, without the participation of students, because of the teaching reasons, I can not interact effectively with students based on their feedback. In this case, it is difficult for me to organize classroom teaching activities and achieve the desired results. Second, what I need to improve is to introduce the key points to the students in a way that is easy to accept and adapt to the environment without an atmosphere of spoken English, because my spoken English is not very fluent, and I am very concerned about this interview. So I felt a little nervous. However, all these factors did not affect my overall performance. In view of the above problems, I will constantly reflect, and learn from experience in practice to improve my teaching ability. In short, I am basically satisfied with the presentation.初中英语口语一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the expression of giving advice: -What about…..? . Ability aim:Students will improve their abilities of speaking and listening. Emotional aim:Students will be more confident in speaking English.Key and difficult point:Key Point: Students will master how to give advice.Difficult Point: Students will use the sentence structure in daily life. Teaching procedure:Step 1: Warming-up1. Greetings.2. Free talk: talking about the coming new year festival and the plan to celebrate it. Old friend Cindy wants to go to a party. Lead to the topic of new class.Step 2: Pre-speaking1. Read the dialog to student and ask them question:What is the mother’s suggestion?What did the mother say to give advice to Cindy?2. Explain the expression to give advice.3. Show a picture of Cindy’s wardrobe, and ask student to give advice to Cindy for the party.4. Set a situation: Lucy’s family is planning to go aboard to have the winter vocation. They plan to go to Thailand.Step 3: While-speaking1. Group discussion: work in group of 4 and make a list of things they need to prepare or to pay attention to. Write the advice on the blackboard.2.Role play: work in pairs, one act as Lucy; the other act as her friend. Try to give advice to Lucy. Remind students to use the tips and the sentence pattern on the blackboard.Step4: Post-speakingInvite some groups to share the role play and give assessment.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to practice the sentence structure learned today with desk mates after class.Blackboard design:【答辩题目解析】1. What are the teaching aims of your class?【参照答案】There are there aspects of the teaching aims; they are knowledge aim, ability aim, and emotional aim. Knowledge aim: Students will master the expression of giving advice: What about…..? Ability aim: Students will improve their abilities of speaking and listening.Emotional aim: Students will be more confident in speaking English.2. Talk about your blackboard design.【参照答案】There are three parts of the blackboard design: the title, some advice for Lucy and new sentence pattern to give advice. It’s clean and logic, easy for students to take some notes.初中英语听说一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the sentence structure: How far...? How high...? How long....? and so on.Ability aim:Students will improve their abilities of speaking and listening.Emotional aim:Students will be more confident in speaking English and use the sentence structures in daily life.Key and difficult point:Key Point: Students will master how to describe the height and distance in English.Difficult Point: Students will use the sentence structures in daily life.Teaching procedure:Step 1: Warming-up1. Greetings.2. Sing a song called Five hundred away to lead in the class.Step 2: Pre-listening1. Show students some pictures of the Great Pyramid of Khufu and the Great Sphinx. Let them to predict what we will learn today.Step 3: While-listening1st listening: Ask students to listen to the tape for the first time and check if their prediction is correct or not and try to get the main idea of the dialogue.2nd listening: Ask students to listen to the tape for the second time and answer the following questions.①. How far are the pyramids from Cairo?②. How old is the Great Sphinx?③. How long is the Nile River?3rd listening: Ask students to listen to the tape for the third time, read after the tape and invite several students toStep4: Post-listeningRole-play: ask students to work in pairs. One works as an interviewer, and the other works as an interviewee to make a dialogue about an unforgettable trip. And give them five minutes to prepare it.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to search the Internet to find more information about Africa.Blackboard design:【答辩】1. How to lead in the class?【参照答案】Warming up is very important for a new lesson. Teachers can use many ways to lead in, such as riddle, story, picture, video, music and so on. Such as sing a song that is related to the topic of the new lesson for students to lead in the class. It can arouse the interest of students and make the atmosphere of class become active and lead in the new lesson easily.2. What is the standard of a good lesson?【参照答案】The standards of a good lesson are as follows: embody advanced teaching idea, a clear teaching goal, break through the key and difficult points successfully. It can give students' subjectivity to the full play, can use flexible teaching methods and so on.第三批初中英语语法一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will know the usage of the frequency adverbs and the sentence structure “How often...?”.Ability aim:Students can use the sentence structure freely in their daily life.Emotional aim:Students will be more confident in learning English and not afraidof speaking English.Key and difficult point:Key Point: Students will know how to use the sentence structure in their daily life.Difficult Point: Students can cultivate their confidence in learning English.Teaching procedure:Step 1: Warming-up1. Greetings.2. Ask students what they usually do in their spare time and why, and ask some of them to share with the whole class.Step 2: Presentation1. Listen to the tape for the first time and find out what the speaker does every day, and then invite students share their answers.2. Ask students the following questions: how often does the speaker watch TV? How often does the speaker listen to music? And then write down the sentence on the blackboard.3. Explain the sentence structure to students: the sentence structure is used to ask questions about how many times something has been done orhow many times a state exists in a given period of time.4. The teacher read the dialogue and ask students to read after it to get a deep understanding.Step 3: Practice1. Role-play. Ask students work in pairs and role play the dialogue. Then invite two groups to show in front of the class.2. Play a game: word cards. Invite two couples of students. Ask one student to choose the card in the box and then ask the other students the question “how often do you...?”using the activities showed in the card, and then change their role.Step4: ProductionLet students work in groups of 4 and discuss on the topic: how often do you...? according to their own hobbies. After that invite two groups to present in the whole class.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to ask their friends “how often do you...?”after class and write down on the exercise book.Blackboard design:【答辩题目解析】1. Can you tell me the difference between “How often...?”and “How long...?”?【参照答案】The first sentence structure is used to ask questions about how many times something has been done or how many times a state exists in a given period of time. The second sentence structure includes two different usage: one is used to ask how long does it take. It's mainly used to ask questions for a period of time; the other is used to ask for the length of something.2. What do you usually do in your spare time?【参照答案】I really have a great passion for sports, i like to do yoga, cycling and jogging. Take jogging for example. It stimulates me to learn more about body -building. Secondly, I am able to meet new friends through my hobby. Lastly, the hobby will teach me some self-discipline, because to do itregularly is so challenging.初中英语阅读一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will grasp and understand the main and detailed information of the passage.Ability aim:Students will improve their reading and speaking skills.Emotional aim:Students will foster the interest and desire of learning English and take part in speaking activities actively.Key and difficult point:Key Point: Students will totally understand the content of the passage.Difficult Point: Students will foster the interest of learning English, and take part in speaking activities.Teaching procedure:Step 1: Warming-up1. Greetings.2. Show students pictures about different types of transportation and naturally lead to today’s topic.Step 2: Pre-reading1. Ask students two questions and some volunteers will be invited to share their answers.Q1: How do you come to school?Q2: How do your parents go to work?2. Ask students to predict the main idea of the passage based on the above discussion and pictures on the screen.Step 3: While-reading1st reading: Ask students to read the passage for the first time and check their prediction. Besides, they need to find out which countries are mentioned in the passage and circle them.2nd reading: Ask students to read the passage for the second time and complete the following chart. Some students will be invited to finish it on the blackboard.Step4: Post-readingDiscussion: ask students to discuss the advantages and disadvantages of different modes of transportation. Four students in a group, after five minutes, some groups are supposed to show their results.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to investigate their friends’way of going to school and find some interesting ways of transportation on theInternet.Blackboard design:【答辩题目解析】1. How to improve students’reading and speaking ability in your class?【参照答案】It is very important to improve students’reading and speaking abilities. In my class, I take three specific steps to improve their reading and speaking abilities. Firstly, before reading the article, I ask the students to guess the main idea of the article according to my questions and pictures on the screen. As you heard, this can not only exercise students’guessing ability, but also help them read the passage with questions. In the while-reading part, I set two times of reading, namely extensive reading and intensive reading. Obviously, students’scanning ability and the ability to grasp detailed information can beimproved. It also helps them form good reading habits. As for speaking ability, I organize a discussion activity without standard answers. Students can express their views freely in groups. In this way, their reading and speaking abilities can be improved a lot.2. How did you evaluate the performance of students in the class?【参照答案】Students are under a stage of growing and developing. They are eager to be evaluated and encouraged by their teachers. At the same time, students are different, and their acceptance and abilities of learning are different. Therefore, in my class, I have adopted a variety of different evaluations. For the students who answered correctly, I would praise them directly, such as “excellent”, “you can find the answer so fast”. For those students who dare not answer questions or did not find out the answers, I just encouraged them and guided them to say the answers, and gave some encouraging comments, like “nice try!”, “you’ve made a great progress”. Also, some students made mistakes. In my class, instead of directly blaming the student for being wrong, I asked other students to help him/her and give them a proper evaluation.初中英语口语一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will know how to express their hobbies and interest. Ability aim:Students will improve their abilities of speaking and listening. Emotional aim:Students will be more confident in speaking English.Key and difficult point:Key Point: Students will know how to express their hobbies and interestin English.Difficult Point: Students will be more confident in speaking English and not be afraid of speaking English in public.Teaching procedure:Step 1: Warming-up1. Greetings.2.Sing a song of Mick Jackson to lead in the lesson.Step 2: Pre-speakingAsk students to look at the picture of Paul Jackson and Beijing Opera to predict what we will learn today.Step 3: While-speaking1st listening: Ask students to listen to the tape for the first time and check if their prediction is correct or not and get the main idea of the passage.2nd listening: Ask students to listen to the tape for the second time and tick and cross.Mike’s favorite actor is Paul Jackson. ( )Mike’s father often goes to see Beijing Opera on weekends.( )Black September is a very successful thriller.( )3rd listening: Ask students to listen to the tape for the third time, read after the tape and invite several students to summarize how to express hobbies.Step4: Post-speakingAsk students to have a discussion about their hobbies, four students in a group and give them 5 minutes.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to introduce their favourite movies and share with their parents.Blackboard design:【答辩题目解析】1.How to improve students’speaking ability?【参照答案】The topic should be interesting, which can arouse the interest ofstudents In the class, teachers should give students’subjectivity tothe full play and give them more chance to communicate with each other. And organize various activities to encourage them to express themselves.2.Do you think blackboard design is important?【参照答案】There is no doubt that blackboard design plays a very important role in teaching process. First，it should has title. Secondly, The key and difficult points should be prominent, which enables students to master the knowledge. What’s more, the blackboard design should be logic andclear.第四批二、考题解析【教案】Teaching aims:Knowledge aim:Students can master the usage of new phrases: in front of, across from, next to.Ability aim:Students can use these words to describe the way to some places and help others to find the way correctly in their life.Emotional aim:Through various activities, students can improve their oral ability and cooperative spirit.Key and difficult point:Key Point: students can understand the meaning of these phrases and use them to describe the way to some places.Difficult Point: students can apply the knowledge in their daily life and also improve their speaking skills and cooperative spirits through different activities.Teaching procedure:Step 1: Warming-up1. Greetings.2. Show students some pictures of the famous scenic spots in our city. And ask them two questions: Q1: Where are these famous places?Q2: Do you know how to give directions to others in English?Step 2: Presentation1. Set a situation that our old friend Tommy is visiting our city, and he wants to go some places. Ask students to help him find his way based on the map on the blackboard.。
2018下半年教师资格考试初中英语面试真题及答案
2018下半年教师资格考试初中英语面试真题及答案第一批初中英语阅读一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the basic format of argumentation and get the general idea of the passage.Ability aim:Students will write argumentation to express their views on different issues.Emotional aim:Students will be interested in learning English and are no longer afraid of writing in English.Key and difficult point:Key Point: Students will master how to write an argumentation.Difficult Point: Students will express their opinions in daily life through argumentative essays.Teaching procedure:Step 1: Warming-up1. Greetings.2. Show students different types of mobile phones and ask them to discuss similarities and differences.Step 2: Pre-readingAsk students two questions and some volunteers will be invited to share their answers.Q1: Do you have a mobile phone? Are you satisfied with it?Q2: What is the most important factor when you choose your mobile phone?Step 3: While-reading1st reading: Ask students to read the passage for the first time and figure out the main idea and genre of the passage.2nd reading: Ask students to read the passage for the second time and pay attention to the structure of the passage. Some students will be invited to try to summarize the format of the argumentation.Step4: Post-reading1. Discussion: Four students in a group, ask them to discuss the advantages and disadvantages of mobile phones for junior high school students.2. Outlining: Ask students to write an outline based on their opinions about the influence of mobile phones for junior high school students.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to revise their outline and complete their compositionafter class.Blackboard design:【答辩题目解析】1. Please talk about your blackboard.【参考答案】Thanks for your question. As we all know, blackboard design is very important for teaching. Firstly, it can help teacher present the teaching content. Students can understand the main content of the lesson easily. Secondly, it helps students to break through teaching key and difficult points. Students can have enough time to think and observe the knowledge. Thirdly, it helps student to take notes and develop good writing habits. Based on these functions, my blackboard design can be divided into three parts. The title is very simple and clear. And then is the main topic of the passage, students can easily understand the task of today’s lesson. The last part is the key point of the lesson. I present the basic format of argumentation, which takes more time in class. By doing so, students can easily master the argumentation format and write their own outline according to it.2. Why did you design your post-reading activities in this way?【参考答案】Thanks for your question. The purpose of language learning is to communicate. In my opinion, there are only two ways to communicate, that is, speaking and writing. In this class, I designed it as a reading lesson. After reading the article, students had a good understanding of the topic and the basic format of the article. So I designed a discussion first. Students could express their views freely on the topic. Of course, the format of argumentation was taught in class, so students were supposed to practice it. So I organized the second activity, that is, wrote an outline. Students could write their own outlines according to what they have discussed before. In this way, the input and output of this lesson will be more reasonable and diverse.初中英语词汇一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the expression of asking jobs-What does she do? She is a doctor.Student will understand words about different jobs: doctor actor policeman and so on.Ability aim:Students will improve their abilities of speaking and listening.Emotional aim:Students will be more confident in speaking English. And show their respect to different jobs.Key and difficult point:Key Point: Students will master how to ask jobs in English.Difficult Point: Students will use the sentence structure in daily life.Teaching procedure:Step 1: Warming-up1. Greetings.2. Sing a song and ask student what the song mainly about. “be what you wanna to be”Doctor actor lawyer or a singerWhy not president be a dreamerYou can be just the one you wanna bePolice man fire fighter or a post manWhy not something like your old manYou can be just the one you wanna beDoctor actor lawyer or a singerWhy not president be a dreamerYou can be just the one you wanna beStep 2: Presentation1. Show pictures of different jobs and explain the working environment, working place, working content. the spelling and pronunciation of the words.2. Introduce the new sentence and write is on the blackboard“What do you do?”“I’m a student”“What does she do?”“She is a doctor.”Step 3: Practice1. Ask and answer between teacher and student.“What do you do?”“I’m a student”2. Show a video clip from “ZOOTOPIA” and ask students what does Judy Hopps do? What does Gazelle do?3. Listen to the tape and finish the exercise on the text book.Step4: Production1. Role-play: ask students to make a dialogue according to the picture in the textbook.2. Survey: ask students to make a survey about their parents’ jobs.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to practice the sentence structure learned today with desk mates after class.Blackboard design:【答辩题目解析】1.What are the teaching aims of your class?【参考答案】There are there aspects of the teaching aims; they are knowledge aim, abilityaim, and emotional aim. Knowledge aim: Students will master the expression of asking jobs-What does she do? She is a doctor. And Student will understand words about different jobs: doctor actor policeman and so on. Ability aim: Students will improve their abilities of speaking and listening. Emotional aim: Students will be more confident in speaking English. And show their respect to different jobs.2.Talk about your blackboard design.【参考答案】There are three parts of the blackboard design. The title, new words and new sentence pattern. It’s clean and logic, easy for students to take some notes.初中英语语法一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the rule of the Simple Past Tense.Ability aim:Students will able to talk about the things happened in the past in their daily life.Emotional aim:Students will learn how to cooperate with others.Key and difficult point:Key Point: Students will master the structure of the Simple Past Tense.Difficult Point: Students will use the structure of the Simple Past Tense in daily life.Teaching procedure:Step 1: Warming-up1. Greetings.2. Ask students a question: what are you reading recently? And ask some students to share with the whole class.Step 2: Presentation1. Review the knowledge about the past tense of verbs: write some verbs on the blackboard and ask students to change the verbs into their past tense.2. Ask students to read the dialogue and pay attention to the background information about Mark Twain. Then ask students some questions: What’ Mark Twain’real name? When did he born? When did he begin to work? And then invite some students to share the answers with the whole class and write down on the blackboard.3. Then ask students when these things happened and then tell them the rule of past tense: Simple Past Tense refers to the actions or states happened at a certain moment in the past, or a certain period of time in the past. It is often used withtemporal adverbial, such as yesterday, last week and so on.4. Ask students to read the dialogue again and try to find other sentences which used the Simple Past Tense and share with class. Then tell students the rule of general and special interrogative sentences in the past tense: general interrogative sentences use auxiliary verbs (did) and special interrogative sentences use special interrogative words (what, when, how...).Step 3: Practice1. Ask student to role play the dialogue and ask two groups to show in class.2. Play a game: magic box. There is a magic box which is full of all kind of verbs, ask students to choose one card and then make a sentence with it using the Simple Past Tense.Step4: ProductionDiscussion: ask students to talk about what happened to them in the last weekend, they should use the Simple Past Tense and then invite two of them to show their conversation.4 in 1, 5 minutes will be given.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to practice the usage of Simple Past Tense learned today with desk mates after class.Blackboard design:【答辩题目解析】1. Could you list any other temporal adverbials which can be used in The Simple Past Tense?【参考答案】Usually, we can use yesterday, last night/night/month/weekend/year, the day before yesterday, in 1992 (a year in the past), in the 1990s, at the age of 16 and so on.第二批初中英语语音一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will know the rule of logical stress in a complete sentence.Ability aim:Students will use the logical stress correctly and know how to make use of the sentence stress in different sentences correctly.Emotional aim:Students will be more confident in speaking English.Key and difficult point:Key Point: Students will master the rule of logical stress in sentences in English.Difficult Point: Students can use the logical stress in sentences in daily life.Teaching procedure:Step 1: Warming-up1. Greetings.2. Listen to an English song and feel about the tune of the melody. Let students to know that not only songs but also the language has its stress in order to expressdifferent emotions.Step 2: Presentation1. Work in pairs to read the passage by themselves and ask them to pay more attention to the sentence stress. After practice, ask one pair to perform it and others should tell their opinion whether they agree or not.2. Listen to the tape of the passage and find out whether the students themselves make any mistakes. Then let students find out the rule of the sentence stress (logical stress ) with the help of the teacher: in a sentence we can stress the important part according to the meaning of the passage. After the students find the rule, the teacher read the passage and let them repeat after it.Step 3: Practice1. Ask students to read the passage by themselves again and they should use the correct logical stress while reading.2. Give students more sentences and ask them read the sentences by themselves using the logical stress.Step4: ProductionLet students work in groups of 4 and make a dialogue about the theme parks, such as the theme, the feature, the activities and so on, and they should use the rule of logical stress learned in the class. After that invite two groups to share their outcomes with the whole class.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to read the work of Shakespeare’s and use the logical stress learned today after class.Blackboard design:【答辩题目解析】1. Can you conclude the rule of sentence stress comprehensively?【参考答案】As far as I’m concerned, there are two sentence stress rules: logical stress and grammatical stress. Logical stress is what i have presented in the presentation. The grammatical stress refers to that we need to stress notional word, which usually contains noun, verb, adjective adverb and so on. At the same time, the functional word needn’t to be stressed, which usually includes conjunction, article and preposition.2. Are you satisfied with this presentation? Which do you think is the most difficult part?【参考答案】The difficulty in my eyes is: first of all, without the participation of students, because of the teaching reasons, I can not interact effectively with students based on their feedback. In this case, it is difficult for me to organize classroom teaching activities and achieve the desired results. Second, what I need to improve is to introduce the key points to the students in a way that is easy to accept and adapt to the environment without an atmosphere of spoken English, because my spoken English is not very fluent, and I am very concerned about this interview. So I felt a little nervous. However, all these factors did not affect my overall performance. In view of the above problems, I will constantly reflect, and learn from experience in practice to improve my teaching ability. In short, I am basically satisfied with the presentation.初中英语口语一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the expression of giving advice: -What about…..? . Ability aim:Students will improve their abilities of speaking and listening. Emotional aim:Students will be more confident in speaking English.Key and difficult point:Key Point: Students will master how to give advice.Difficult Point: Students will use the sentence structure in daily life. Teaching procedure:Step 1: Warming-up1. Greetings.2. Free talk: talking about the coming new year festival and the plan to celebrate it. Old friend Cindy wants to go to a party. Lead to the topic of new class.Step 2: Pre-speaking1. Read the dialog to student and ask them question:What is the mother’s suggestion?What did the mother say to give advice to Cindy?2. Explain the expression to give advice.3. Show a picture of Cindy’s wardrobe, and ask student to give advice to Cindy for the party.4. Set a situation: Lucy’s family is planning to go aboard to have the winter vocation. They plan to go to Thailand.Step 3: While-speaking1. Group discussion: work in group of 4 and make a list of things they need to prepare or to pay attention to. Write the advice on the blackboard.2.Role play: work in pairs, one act as Lucy; the other act as her friend. Try to give advice to Lucy. Remind students to use the tips and the sentence pattern on the blackboard.Step4: Post-speakingInvite some groups to share the role play and give assessment.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to practice the sentence structure learned today with desk mates after class.Blackboard design:【答辩题目解析】1. What are the teaching aims of your class?【参考答案】There are there aspects of the teaching aims; they are knowledge aim, ability aim, and emotional aim. Knowledge aim: Students will master the expression of giving advice: What about…..? Ability aim: Students will improve their abilities of speaking and listening.Emotional aim: Students will be more confident in speaking English.2. Talk about your blackboard design.【参考答案】There are three parts of the blackboard design: the title, some advice for Lucy and new sentence pattern to give advice. It’s clean and logic, easy for students to take some notes.初中英语听说一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the sentence structure: How far...? How high...? How long....? and so on.Ability aim:Students will improve their abilities of speaking and listening.Emotional aim:Students will be more confident in speaking English and use the sentence structures in daily life.Key and difficult point:Key Point: Students will master how to describe the height and distance in English.Difficult Point: Students will use the sentence structures in daily life.Teaching procedure:Step 1: Warming-up1. Greetings.2. Sing a song called Five hundred away to lead in the class.Step 2: Pre-listening1. Show students some pictures of the Great Pyramid of Khufu and the Great Sphinx. Let them to predict what we will learn today.Step 3: While-listening1st listening: Ask students to listen to the tape for the first time and check if their prediction is correct or not and try to get the main idea of the dialogue.2nd listening: Ask students to listen to the tape for the second time and answer the following questions.①. How far are the pyramids from Cairo?②. How old is the Great Sphinx?③. How long is the Nile River?3rd listening: Ask students to listen to the tape for the third time, read after the tape and invite several students toStep4: Post-listeningRole-play: ask students to work in pairs. One works as an interviewer, and the other works as an interviewee to make a dialogue about an unforgettable trip. And give them five minutes to prepare it.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to search the Internet to find more information about Africa.Blackboard design:【答辩】1. How to lead in the class?【参考答案】Warming up is very important for a new lesson. Teachers can use many ways to lead in, such as riddle, story, picture, video, music and so on. Such as sing a song that is related to the topic of the new lesson for students to lead in the class. It can arouse the interest of students and make the atmosphere of class become active and lead in the new lesson easily.2. What is the standard of a good lesson?【参考答案】The standards of a good lesson are as follows: embody advanced teaching idea, a clear teaching goal, break through the key and difficult points successfully. It can give students' subjectivity to the full play, can use flexible teaching methods and so on.第三批初中英语语法一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will know the usage of the frequency adverbs and the sentence structure “How often...?”.Ability aim:Students can use the sentence structure freely in their daily life.Emotional aim:Students will be more confident in learning English and not afraidof speaking English.Key and difficult point:Key Point: Students will know how to use the sentence structure in their daily life.Difficult Point: Students can cultivate their confidence in learning English.Teaching procedure:Step 1: Warming-up1. Greetings.2. Ask students what they usually do in their spare time and why, and ask some of them to share with the whole class.Step 2: Presentation1. Listen to the tape for the first time and find out what the speaker does every day, and then invite students share their answers.2. Ask students the following questions: how often does the speaker watch TV? How often does the speaker listen to music? And then write down the sentence on the blackboard.3. Explain the sentence structure to students: the sentence structure is used to ask questions about how many times something has been done orhow many times a state exists in a given period of time.4. The teacher read the dialogue and ask students to read a fter it to get a deep understanding.Step 3: Practice1. Role-play. Ask students work in pairs and role play the dialogue. Then invite two groups to show in front of the class.2. Play a game: word cards. Invite two couples of students. Ask one student to choose the card in the box and then ask the other students the question “how often do you...?”using the activities showed in the card, and then change their role.Step4: ProductionLet students work in groups of 4 and discuss on the topic: how often do you...? according to their own hobbies. After that invite two groups to present in the whole class.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to ask their friends “how often do you...?”after class and write down on the exercise book.Blackboard design:【答辩题目解析】1. Can you tell me the difference between “How often...?”and “How long...?”?【参考答案】The first sentence structure is used to ask questions ab out how many times something has been done or how many times a state exists in a given period of time. The second sentence structure includes two different usage: one is used to ask how long does it take. It's mainly used to ask questions for a period of time; the other is used to ask for the length of something.2. What do you usually do in your spare time?【参考答案】I really have a great passion for sports, i like to do yoga, cycling and jogging. Take jogging for example. It stimulates me to learn more about body -building. Secondly, I am able to meet new friends through my hobby. Lastly, the hobby will teach me some self-discipline, because to do itregularly is so challenging.初中英语阅读一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will grasp and understand the main and detailed information of the passage.Ability aim:Students will improve their reading and speaking skills.Emotional aim:Students will foster the interest and desire of learning English and take part in speaking activities actively.Key and difficult point:Key Point: Students will totally understand the content of the passage.Difficult Point: Students will foster the interest of learning English, and take part in speaking activities.Teaching procedure:Step 1: Warming-up1. Greetings.2. Show students pictures about different types of transportation and naturally lead to today’s topic.Step 2: Pre-reading1. Ask students two questions and some volunteers will be invited to share their answers.Q1: How do you come to school?Q2: How do your parents go to work?2. Ask students to predict the main idea of the passage based on the above discussion and pictures on the screen.Step 3: While-reading1st reading: Ask students to read the passage for the first time and check their prediction. Besides, they need to find out which countries are mentioned in the passage and circle them.2nd reading: Ask students to read the passage for the second time and complete the following chart. Some students will be invited to finish it on the blackboard.Step4: Post-readingDiscussion: ask students to discuss the advantages and disadvantages of different modes of transportation. Four students in a group, after five minutes, some groups are supposed to show their results.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to investigate their friends’way of going to school and find some interesting ways of transportation on theInternet.Blackboard design:【答辩题目解析】1. How to improve students’reading and speaking ability in your class?【参考答案】It is very important to improve students’reading and speaking abilities. In my class, I take three specific steps to improve their reading and speaking abilities. Firstly, before reading the article, I ask the students to guess the main idea of the article according to my questions and pictures on the screen. As you heard, this can not only exercise students’guessing ability, but also help them read the passage with questions. In the while-reading part, I set two times of reading, namely extensive reading and intensive reading. Obviously, students’scanning ability and the ability to grasp detailed information can beimproved. It also helps them form good reading habits. As for speaking ability, I organize a discussion activity without standard answers. Students can express their views freely in groups. In this way, their reading and speaking abilities can be improved a lot.2. How did you evaluate the performance of students in the class?【参考答案】Students are under a stage of growing and developing. They are eager to be evaluated and encouraged by their teachers. At the same time, students are different, and their acceptance and abilities of learning are different. Therefore, in my class, I have adopted a variety of different evaluations. For the students who answered correctly, I would praise them directly, such as “excellent”, “you can find the answer so fast”. For those students who dare not answer questions or did n ot find out the answers, I just encouraged them and guided them to say the answers, and gave some encouraging comments, like “nice try!”, “you’ve made a great progress”. Also, some students made mistakes. In my class, instead of directly blaming the student for being wrong, I asked other students to help him/her and give them a proper evaluation.初中英语口语一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will know how to express their hobbies and interest. Ability aim:Students will improve their abilities of speaking and listening. Emotional aim:Students will be more confident in speaking English.Key and difficult point:Key Point: Students will know how to express their hobbies and interestin English.Difficult Point: Students will be more confident in speaking English and not be afraid of speaking English in public.Teaching procedure:Step 1: Warming-up1. Greetings.2.Sing a song of Mick Jackson to lead in the lesson.Step 2: Pre-speakingAsk students to look at the picture of Paul Jackson an d Beijing Opera to predict what we will learn today.Step 3: While-speaking1st listening: Ask students to listen to the tape for the first time and check if their prediction is correct or not and get the main idea of the passage.2nd listening: Ask students to listen to the tape for the second time and tick and cross.Mike’s favorite actor is Paul Jackson. ( )Mike’s father often goes to see Beijing Opera on weekends.( )Black September is a very successful thriller.( )3rd listening: Ask students to listen to the tape for the third time, read after the tape and invite several students to summarize how to express hobbies.Step4: Post-speakingAsk students to have a discussion about their hobbies, four students in a group and give them 5 minutes.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to introduce their favourite movies and share with their parents.Blackboard design:【答辩题目解析】1.How to improve students’speaking ability?【参考答案】The topic should be interesting, which can arouse the interest ofstudents In the class, teachers should give students’subjectivity tothe full play and give them more chance to communicate with each other. And organize various activities to encourage them to express themselves.2.Do you think blackboard design is important?【参考答案】There is no doubt that blackboard design plays a very important role in teaching process. First，it should has title. Secondly, The key and difficult points should be prominent, which enables students to master the knowledge. What’s more, the blackboard design should be logic andclear.第四批二、考题解析【教案】Teaching aims:Knowledge aim:Students can master the usage of new phrases: in front of, across from, next to.Ability aim:Students can use these words to describe the way to some places and help others to find the way correctly in their life.Emotional aim:Through various activities, students can improve their oral ability and cooperative spirit.Key and difficult point:Key Point: students can understand the meaning of these phrases and use them to describe the way to some places.Difficult Point: students can apply the knowledge in their daily life and also improve their speaking skills and cooperative spirits through different activities.Teaching procedure:Step 1: Warming-up1. Greetings.2. Show students some pictures of the famous scenic spots in our city. And ask them two questions: Q1: Where are these famous places?Q2: Do you know how to give directions to others in English?Step 2: Presentation1. Set a situation that our old friend Tommy is visiting our city, and he wants to go some places. Ask students to help him find his way based on the map on the blackboard.。
2018下半年教师资格证面试初中英语试讲真题及解析(精选4)
二、考题解析【教案】Teaching aims:Knowledge aim:Students can master the usage of new phrases: in front of, across from, next to.Ability aim:Students can use these words to describe the way to some places and help others to find the way correctly in their life.Emotional aim:Through various activities, students can improve their oral ability and cooperative spirit.Key and difficult point:Key Point: students can understand the meaning of these phrases and use them to describe the way to some places.Difficult Point: students can apply the knowledge in their daily life and also improve their speaking skills and cooperative spirits through different activities.Teaching procedure:Step 1: Warming-up1. Greetings.2. Show students some pictures of the famous scenic spots in our city. And ask them two questions: Q1: Where are these famous places?Q2: Do you know how to give directions to others in English?Step 2: Presentation1. Set a situation that our old friend Tommy is visiting our city, and he wants to go some places. Ask students to help him find his way based on the map on the blackboard.2. Ask students to listen to the tape and answer the following questions. They will be divided into three groups, and each group need to answer one question. In this process, the teacher teaches students new phrases through visual demonstration.Q1: Where’s the library?Q2: Where’s the park?Q3: Where’s the pay phone?Step 3: Practice1. Pair work. Ask students work in pairs. One acts as A, and the other acts as B. They need to practice the dialogue, and two pairs will be invited to have a show in the front.2. Describe the pictures. Students need to describe how to get to the places on the pictures by using these phrases.Step4: ProductionDo a survey: ask students to investigate the location of their partners’ homes and write down the results, some volunteers will be invited to do a report.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to draw a map about the way from their homes to school and describe it to their parents or friends.Blackboard design:【答辩题目解析】1. What teaching methods are used in your class?【参考答案】In my class, I mainly make use of three teaching methods, that is, communicative approach, task-based language teaching method and situational teaching method.As for communicative approach, as you heard, this method is used in the whole class. Firstly, I ask students several questions, and invite some of them to answer the questions. This is teacher-student communication. Also, I organize several activities to help students communicate with each other, like role play and survey. These activities help students cultivate the ability of communication and co-operation.As for task-based language teaching method, in the presentation part, I ask students to listen to the tape and finish related exercises. Students can know new knowledge through this task.The last one is situational teaching method. Since the content of this lesson is closely related to students’ daily life, I set a real situation to teach the new knowledge. Students are easily attracted to the class.2. How do you organize students to make a survey?【参考答案】In my class, I usually organize students to do a survey by the following five steps：First, I will tell students what the topic is and how much time they will have for this activity.Next, I will divide them into several groups and ask them to take their time.During their discussion, I will walk around and listen to their ideas, also I will give them some help if necessary.When time is up, some volunteers will be invited to do reports at the front.Last, proper evaluation will be given.二、考题解析【教案】Teaching aims:Knowledge aim:Students can express their opinion and give others solutions on the topic.Ability aim:Students can develop their logical thinking ability through writing.Emotional aim:Students will know how to get along with their parents and then love and cherish their family.Key and difficult point:Key Point: Students make clear about how to give others suggestions. .Difficult Point: Students can understanding the deep meaning of family.Teaching procedure:Step 1: Warming-up1. Greetings.2. Sing a song : Five Hundred Miles, then ask students the theme of the song, if they don’t know, the teacher will tell them that the song is used to express the feeling of wandering one missing his families.Step 2: Pre-writing1. The teacher read the letter to students and let students pay attention to the feeling of the author.2. Brainstorming: tell students they should write a letter to the author, and what they should do is to have a discussion on the topic what the author should do to get along with her parents, and they are supposed to give as many suggestions as possible.3. Then invite some students to write down their ideas on the blackboard.4. Analysis the format of letter briefly.Step 3: While-writingDrafting: According to the analysis above, give students 15 minutes to write a letter to the author. First, remind them of the preparations we made during pre-writing. Secondly, go into them and give them some instructions when they are writing and ask them pay attention to grammar, punctuation, spelling and so on.Step4: Post-writing1. Peer editing: After the drafting, ask students to check the ideas or the logical development. Pay attention to the grammar, spelling and punctuation of their writings.2. Sample show: choose several passages for them to learn and give them some evaluations from the advantages and disadvantages.Then ask them to rectify their own writings according the evaluations.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to talk about their own problems honestly with their parents and try to solve them together.Blackboard design:【答辩题目解析】1. Please talk about the principles of teaching writing?【参考答案】There are several principles in writing: appropriate approaches; integration principle; communicative principle; realistic principle; procedural principle.2. What’s your favorite book?【参考答案】Among all the books I have read, A Dream of Red Mansions, one of the four great works in China, an encyclopedia of the ancient Chinese life, is my favorite. What attracts me most in this book are the fabulous communication skills, which provokes me with great inspiration. Take Baochai for instance, though she was nice and considerate to everyone, when she was attacked by ridicules, she wouldfight back forcefully without hesitation. And her retort was always sparkling with wisdom, which I appreciate so much, and which I believe is indispensable in daily work. I believe that when we are challenged by some sharp questions, we should take Baochai as an example to make a tactful reply.二、考题解析【教案】Teaching aims:Knowledge aim:Students will know the structure of letter and know how to invite and refuse others.Ability aim:Students will improve their reading abilities such as skimming and scanning.Emotional aim:Students will use what we have learned into their daily life.Key and difficult point:Key Point: Students will know how to invite and refuse others.Difficult Point: Students will be more confident in speaking English and improve their reading skills.Teaching procedure:Step 1: Warming-up1. Greetings.2.Play a video of Dear John Letter to lead in the lesson.Step 2: Pre-readingAsk students to predict what we will learn today according to the video.Step 3: While-reading【答辩题目解析】1.How to improve students’ reading ability?【参考答案】The topic should be interesting, which can arouse the interest of students In the class, teachers should give students’ subjectivity to the full play and give them more chance to communicate with each other. And organize various activities to encourage them to express themselves.2.Which school did you graduate?【参考答案】I graduated from ...and English is my major. After four years’ study, I have ,mastered the basic professional knowledge in English and Iwas also award with second prize scholarship. I actively participated various community activities which broaden my horizon. I also engage in teaching practice, which enrich my teaching experience.。
教师资格认定考试初级中学英语真题2018年上半年
教师资格认定考试初级中学英语真题2018年上半年一、单项选择题在每小题列出的四个备选项中选择一个最佳答案。
1. The similarity between the English consonants（江南博哥）/p/,/b/,and/m/is that they are all ______.A.fricativeB.plosivebial-dentalD.bilabial正确答案：D[解析] /p/，/b/，/m/，/w/都属于双唇音。
2. Which of the following is a back vowel in English?A.B.C.D.正确答案：B[解析] 属于中元音，/e/属于前元音，只有属于后元音。
故选B。
3. There is only one playground slide in this school, so the students have to take ______ to use it.A.turnsB.the turnC.a turnD.the turns正确答案：A[解析] take turns to do sth．是固定搭配，意为“轮流去做某事”。
句意：这所学校只有一个滑梯，因此学生们得轮流使用。
4. Out of everyone's expectation, Johnson suddenly returned ______a rainy night.A.atB.inC.onD.during正确答案：C[解析] 考查介词辨析。
表示时间的某一点、某时刻或年龄用at；泛指一般意义的上午、下午、晚上或月和年时用in；表示星期几，某一特定的日期或具体在某一日时用on；during意为“在……期间”。
本题特指是在一个雨夜，所以用on。
故选C。
5. She ______ it very well when she described her younger brother as "brilliant but lazy".A.putB.madeC.assumedD.interpreted正确答案：A[解析] put it well“说的好”。
2018年上初级英语真题答案
2018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（初级中学）参考答案及解析一、单项选择题1．【答案】D。
解析：本题考查辅音的分类。
根据辅音的分类，按照发音部位，/p/，/b/，/m/都属于双唇音（bilabial）；按照发音方式，/p/，/b/是爆破音（plosive），/m/是鼻音（nasal）。
故本题选D。
2．【答案】B。
解析：本题考查元音的分类。
根据元音的分类，可知/ə:/属于中元音，/ɔ:/属于后元音，/e/属于前元音。
但/ʌ/比较特殊，发此音时舌头的最高位置偏中后，所以有的分类系统会把它归为中元音，也有的把它归为后元音，考生在做此类题时要根据选择项的情况灵活处理。
3．【答案】A。
解析：本题考查习惯搭配。
句意为“因为学校只有一个滑梯，所以学生们不得不轮流使用”。
take turns to do sth.为习惯搭配，意为“轮流去做某事”。
故本题选A。
4．【答案】C。
解析：本题考查介词用法。
句意为“出乎所有人意料，约翰逊在一个雨夜突然回来了”。
与具体时间搭配的介词为on。
表示具体某天或某天的上午、下午、晚上等特定日期时，前面应用介词on。
如果day，morning，afternoon，evening，night等表示时间的名词前有形容词修饰时表示某一特定时间，也需用介词on。
5．【答案】A。
解析：本题考查动词辨析。
句意为“她把他弟弟表述成‘聪明但懒惰’，这真是说得太好了”。
put有“说，表达”的意思，put it very well意为“说得很好”。
make“做，制造”，assume “假定，承担”，interpret“解释，口译”。
故本题选A。
6．【答案】D。
解析：本题考查it作形式宾语时的用法。
当不定式、动名词或从句在复合宾语结构中作动词think，make，find，consider，feel，suppose等的宾语时，常用it用作形式宾语，真正的宾语是后面的不定式。
句意为“我们认为不进行大量的记忆是不可能掌握一门外语的”。
2018下半年教师资格证面试初中英语试讲真题及解析(精选2)
初中英语口语一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the expression of giving advice: -What about…..? .Ability aim:Students will improve their abilities of speaking and listening.Emotional aim:Students will be more confident in speaking English.Key and difficult point:Key Point: Students will master how to give advice.Difficult Point: Students will use the sentence structure in daily life.Teaching procedure:Step 1: Warming-up1. Greetings.2. Free talk: talking about the coming new year festival and the plan to celebrate it. Old friend Cindy wants to go to a party. Lead to the topic of new class.Step 2: Pre-speaking1. Read the dialog to student and ask them question:What is the mother’s suggestion?What did the mother say to give advice to Cindy?2. Explain the expression to give advice.3. Show a picture of Cindy’s wardrobe, and ask student to give advice to Cindy for the party.4. Set a situation: Lucy’s family is planning to go aboard to have the winter vocation. They plan to go to Thailand.Step 3: While-speaking1. Group discussion: work in group of 4 and make a list of things they need to prepare or to pay attention to. Write the advice on the blackboard.2.Role play: work in pairs, one act as Lucy; the other act as her friend. Try to give advice to Lucy. Remind students to use the tips and the sentence pattern on the blackboard.Step4: Post-speakingInvite some groups to share the role play and give assessment.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to practice the sentence structure learned today with desk mates after class.Blackboard design:【答辩题目解析】1. What are the teaching aims of your class?【参考答案】There are there aspects of the teaching aims; they are knowledge aim, ability aim, and emotional aim. Knowledge aim: Students will master the expression of giving advice: What about…..? Ability aim: Students will improve their abilities of speaking and listening.Emotional aim: Students will be more confident in speaking English.2. Talk about your blackboard design.【参考答案】There are three parts of the blackboard design: the title, some advice for Lucy and new sentence pattern to give advice. It’s clean and logic, easy for students to take some notes.初中英语听说一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the sentence structure: How far...? How high...? How long....? and so on.Ability aim:Students will improve their abilities of speaking and listening.Emotional aim:Students will be more confident in speaking English and use the sentence structures in daily life.Key and difficult point:Key Point: Students will master how to describe the height and distance in English.Difficult Point: Students will use the sentence structures in daily life.Teaching procedure:Step 1: Warming-up1. Greetings.2. Sing a song called Five hundred away to lead in the class.Step 2: Pre-listening1. Show students some pictures of the Great Pyramid of Khufu and the Great Sphinx. Let them to predict what we will learn today.Step 3: While-listening1st listening: Ask students to listen to the tape for the first time and check if their prediction is correct or not and try to get the main idea of the dialogue.2nd listening: Ask students to listen to the tape for the second time and answer the following questions.①. How far are the pyramids from Cairo?②. How old is the Great Sphinx?③. How long is the Nile River?3rd listening: Ask students to listen to the tape for the third time, read after the tape and invite several students to Step4: Post-listeningRole-play: ask students to work in pairs. One works as an interviewer, and the other works as an interviewee to make a dialogue about an unforgettable trip. And give them five minutes to prepare it.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to search the Internet to find more information about Africa.Blackboard design:【答辩】1. How to lead in the class?【参考答案】Warming up is very important for a new lesson. Teachers can use many ways to lead in, such as riddle, story, picture, video, music and so on. Such as sing a song that is related to the topic of the new lesson for students to lead in the class. It can arouse the interest of students and make the atmosphere of class become active and lead in the new lesson easily.2. What is the standard of a good lesson?【参考答案】The standards of a good lesson are as follows: embody advanced teaching idea, a clear teaching goal, break through the key and difficult points successfully. It can give students' subjectivity to the full play, can use flexible teaching methods and so on.。
2018下半年湖北教师资格初中英语学科知识与教学能力真题解析版
2018下半年湖北教师资格初中英语学科知识与教学能力真题及答案一、单项选择题(本大题共30小题。
每小题2分，共60分)1. Which of the following underlined parts is different from others in pronunciation?A. wishedB. jumpedC. kissedD. waited2. Which of the following shows the general intonation pattern in a complex sentence?A. When I started my↗career there was no↗unemployment.B. When I started my↗ career there was no↘ unemployment.C. When I started my↘career there was no ↗unemployment.D. When I started my↘ career there was no ↘ unemployment.3. All the_______in this school are taught by the same teacher.A. six-year-oldsB. six-years-oldC. six-year-oldD. six-years-olds4. The risk of infection for that patient hasn't diminished after the operation._______, it has increased.A. On the wholeB. On the contraryC. On the averageD. On the other hand5. Testing is still a usual means_______which students' progress is measured.A. inB. atC. ofD. by6. Many people_______in the project at both research and editing stages and we would like to thank them all here.A. have involvedB. have been involvedC. having involvedD. having been involved7. Only until very recently_______possible that grammarians are able to make accurate statements about the rules of some languages.A. has it beenB. it has beenC. was itD. it was8. This is not_______they had expected after years of painstaking research.A. a result as bad asB. as a result as badC. as bad as a resultD. as bad a result as9. Which of the following words is formed through derivation?A. Students.B. Shorter.C. Bought.D. Insanity.10. The utterance “Now, correct me if I'm wrong ...”suggests that people are likely to observe the_______Maxim in daily conversations.A. QuantityB. QualityC. RelevanceD. Manner11. When a teacher asks students to brainstorm what they will write about an unforgettable trip,he/she mainly focuses on_______.B. layoutC. styleD. feedback12. Which of the following is a communicative task?A. Reading aloud the dialogue on page 24.B. Writing a party invitation to your Mends.C. Translating the first paragraph into Chinese.D. Making sentences with the expressions given.13. What is being practised if a teacher asks students to read words like "cot, hot" and "dog,log"?A. Spelling and structure.B. Stress and sound.C. Minimal pairs.D. Phonetic symbols.14. What teaching method is used by the teacher if much of his/her class time is spent on drilling sentence patterns followed by exercises like repetition, memorization, mimicry, etc.?A. The Natural Approach.B. The Communicative Approach.C. The Audio-lingual Method.D. The Grammar-translation Method.15. According to the affective-filter hypothesis,_______is NOT an affective factor influencing language learning.A. attitudeB. motivationC. interestD. intelligence16. What does his/her feedback focus on if a teacher's comment is “John, it would be much better if you have given more details,t”?B. Language.C. Attitude.D. Aptitude.17. Which of the following is a referential question?A. Where was Yang Liwei born?B. Who is the first Chinese astronaut?C. Why do you think Yang Liwei is a great astronaut?D. When did Yang Liwei begin his historic space travel?18. Having lived in China for a long time, John could fully understand the cultural shocks experienced by his Chinese students. Which of the following traits does John have in this instance?A. Avoidance.B. Empathy.C. Extroversion.D. Introversion.19. When the teacher asks students to read a text for the main idea, he/she intends to develop students' skill of_______.A. retellingB. predictingC. skimmingD. scanning20. Which of the following is based on the communicative view of language?A. Structural syllabus.B. Skill-based syllabus.C. Genre-based syllabus.D. Functional-notional syllabus.请阅读 Passage 1,完成第21-25小题。
2018上半年北京教师资格初中英语学科知识与教学能力试卷及答案
2018上半年北京教师资格初中英语学科知识与教学能力试卷及解答一、单项选择题(本大题共20小题，每小题2分，共40分)在每小题列出的四个备选项中选择一个最佳解答。
1. The similarity between the English consonants/p/,/b/,and/m/is that they are all_________.A. fricativeB. plosiveC. labial-dentalD. bilabial2. Which of the following is a back vowel in English?A./ ɜː/B./ ɔ:/C./ ʌ/D./e/3. There is only one playground slide in this school, so the students have to take _________ to use it.A. turnsB. the turnC. a turnD. the turns4. Out of everyone's expectation, Johnson suddenly returned _________ a rainy night.A. atB. inC. onD. during5. She_________ it very well when she described her younger brother as "brilliant but lazy".A. putB. madeC. assumedD. interpreted6. We don't think possible to master a foreign language without much memory work.A. thisB. thatC. itsD. it7. _________the same mistakes in the annual financial report again made his boss very angry.A. His having madeB. He having madeC. He had madeD. He has made8. I would have told him the answer, but I _________so busy then.A. had beenB. wereC. wasD. would be9. The use of the expression "I won't bore you with all the details..." indicates that people usually observe the_________Maxim in their daily conversations.A. QuantityB. QualityC. RelevanceD. Manner10. Which of the following is an evaluative move used by a teacher in class to comment on students’performance?A. Initiation move.B. Follow-up move.C. Framing move.D. Repair move.11. Which of the following activities is NOT typical of the Task-Based Language Teaching method?A. Problem-solving activities.B. Opinion exchange activities.C. Information-gap activities.D. Pattern practice activities.12. If a teacher shows students how to do an activity before they start doing it, he/she is using the technique of_________.A. presentationB. demonstrationC. elicitationD. evaluation13. When a teacher asks students to discuss how a text is organized, he/she is most likely to help them_________.A. evaluate the content of the textB. analyze the structure of the passageC. understand the intention of the writerD. distinguish the fact from the opinions14. Which of the following practices can encourage students to read an article critically?A. Evaluating its point of view.B. Finding out the facts.C. Finding detailed information.D. Doing translation exercises.15. Which of the following is a display question used by teachers in class?A. If you were the girl in the story, would you behave like her?B. Do you like the story Girl the Thumb, why or why not?C. Do you agree that the girl was a kind-hearted person?D. What happened to the girl at the end of the story?16. Which of the following would a teacher encourage students to do in order to develop their cognitive strategies ?A. To make a study plan.B. To summarize a story.C. To read a text aloud.D. To do pattern drills.17. Which of the following exercises would a teacher most probably use if he/she wants to help students de- velop their discourse competence.A. Paraphrasing sentences.B. Translating sentences.C. Unscrambling sentences.D. Transforming sentences.18. The advantages of pair and group work include all of the followingEXCEPT_________.A. interaction with peersB. variety and dynamismC. an increase in language practiceD. opportunities to guarantee accuracy19. Which of the following should a teacher avoid when his/her focus is on developing students' ability to use words appropriately?A. Teaching both the spoken and written form.B. Teaching words in context and giving examples.C. Presenting the form, meaning, and use of a word.D. As students to memorize bilingual word lists.20. Which of the following practices is most likely to encourage students' cooperation in learning?A. Doing a project.B. Having a dictation.C. Ta a test.D. Copying a text.阅读Passage l，完成21～25小题。
2018下半年北京教师资格初中英语学科知识与教学能力真题及答案
2018下半年北京教师资格初中英语学科知识与教学能力真题及答案一、单项选择题(本大题共30小题。
每小题2分，共60分)1. Which of the following underlined parts is different from others in pronunciation?A. wishedB. jumpedC. kissedD. waited2. Which of the following shows the general intonation pattern in a complex sentence?A. When I started my↗career there was no↗unemployment.B. When I started my↗ career there was no↘ unemployment.C. When I started my↘career there was no ↗unemployment.D. When I started my↘ career there was no ↘ unemployment.3. All the_______in this school are taught by the same teacher.A. six-year-oldsB. six-years-oldC. six-year-oldD. six-years-olds4. The risk of infection for that patient hasn't diminished after the operation._______, it has increased.A. On the wholeB. On the contraryC. On the averageD. On the other hand5. Testing is still a usual means_______which students' progress is measured.A. inB. atC. ofD. by6. Many people_______in the project at both research and editing stages and we would like to thank them all here.A. have involvedB. have been involvedC. having involvedD. having been involved7. Only until very recently_______possible that grammarians are able to make accurate statements about the rules of some languages.A. has it beenB. it has beenC. was itD. it was8. This is not_______they had expected after years of painstaking research.A. a result as bad asB. as a result as badC. as bad as a resultD. as bad a result as9. Which of the following words is formed through derivation?A. Students.B. Shorter.C. Bought.D. Insanity.10. The utterance “Now, correct me if I'm wrong ...”suggests that people are likely to observe the_______Maxim in daily conversations.A. QuantityB. QualityC. RelevanceD. Manner11. When a teacher asks students to brainstorm what they will write about an unforgettable trip,he/she mainly focuses on_______.A. ideasB. layoutC. styleD. feedback12. Which of the following is a communicative task?A. Reading aloud the dialogue on page 24.B. Writing a party invitation to your Mends.C. Translating the first paragraph into Chinese.D. Making sentences with the expressions given.13. What is being practised if a teacher asks students to read words like "cot, hot" and "dog,log"?A. Spelling and structure.B. Stress and sound.C. Minimal pairs.D. Phonetic symbols.14. What teaching method is used by the teacher if much of his/her class time is spent on drilling sentence patterns followed by exercises like repetition, memorization, mimicry, etc.?A. The Natural Approach.B. The Communicative Approach.C. The Audio-lingual Method.D. The Grammar-translation Method.15. According to the affective-filter hypothesis,_______is NOT an affective factor influencing language learning.A. attitudeB. motivationC. interestD. intelligence16. What does his/her feedback focus on if a teacher's comment is “John, it would be much better if you have given more details,t”?A. Content.B. Language.C. Attitude.D. Aptitude.17. Which of the following is a referential question?A. Where was Yang Liwei born?B. Who is the first Chinese astronaut?C. Why do you think Yang Liwei is a great astronaut?D. When did Yang Liwei begin his historic space travel?18. Having lived in China for a long time, John could fully understand the cultural shocks experienced by his Chinese students. Which of the following traits does John have in this instance?A. Avoidance.B. Empathy.C. Extroversion.D. Introversion.19. When the teacher asks students to read a text for the main idea, he/she intends to develop students' skill of_______.A. retellingB. predictingC. skimmingD. scanning20. Which of the following is based on the communicative view of language?A. Structural syllabus.B. Skill-based syllabus.C. Genre-based syllabus.D. Functional-notional syllabus.请阅读 Passage 1,完成第21-25小题。
2018年教师资格证初中英语面试真题及解析
二、考题解析【教案】Teaching Aims:Knowledge aim:By the end of the class,students can muster knowledge of if-clause.Ability aim:Students can use if-clause in their daily life.Emotional aim:Students will feel the happiness of learning English in joyful,free and open atmosphere,and will be confident to express in English.Teaching Key Points:Students can know the structure,function and tense of if-clause.Teaching Difficult Point:Students can put the new knowledge into practice.Teaching Methods:Tasked-based Teaching Method,Communicative Approach.Teaching Aids:The blackboardTeaching Procedures:Step1:Lead-inGreeting with the students.Sing a song for students-if you are happy.Ask them“Did you hear the word-if”to lead in the class.Step2:PresentationLet the students read the passage and find out sentences with“if”.Then teacher will ask students write thesesentences on the blackboard.Then find out the similarities among these sentences.According to the answers from students,teacher make a brief summary：1.If-clause means condition and the main clause is the result.2.The main clause and if-clause have the same tense.However,if it describes things in the future,the main clause uses the Simple Future Tense and if-clause use the Simple Present Tense.Step3:PracticeRead the sentences by themselves and practice with neighbors.Step4:ProductionUse the sentence and structure what we learned today to make a conversation with your neighbor and invite some students performance it.Step5:Summary and homeworkSummary:Sum up what we have learned today.Homework:After class,teach these sentences to their parents.Blackboard Design:二、考题解析【教案】Teaching AimsKnowledge aim:Students can understand this short passage and master some expressions about comparative degree.Ability aim:Students will improve their reading efficiency and reading ability.Emotional aim：Students are willing to read a lot of English reading materials in their daily life.Teaching Key&Difficult Points：Key point:Students can understand comparative degree.Difficult point:foster good habit of reading English materials in their daily life.Teaching procedures:Step1:Warming upShow two pictures of twins,encourage students to describe them in their own words and then share their answer with each other.Step2:PresentationRead the short passage for the first time and they need to read it as fast as the can,ask them what is the main idea of this passage and students share answers.Students read the passage for the second time and ask them some more questions and ask them to pay attention tothe comparative degree.Step3:PracticeGive students some adjective or adverbial words,and ask them to write down the comparative form of these words, the one who writes most without mistakes will get a present.Step4:ProductionStudents work in groups to describe a person with comparative degree,teacher will give them8minutes to prepare it and8minutes later,invite some students to be the story teller to introduce his or her friends.Step5:Summary&HomeworkStudents look at the blackboard and retell the short passage to summarize this class,and the homework is that students introduce Jenny and Nancy to their friends or parents.Blackboard design：二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the expression of date and the sentence structure:-What is...’s birthday?-It is...Ability aim:Students will improve their abilities of speaking and listening.Emotional aim:Students will be more confident in speaking English.Key and difficult point:Key Point:Students will master how to express a date in English.Difficult Point:Students will use the sentence structure in daily life.Teaching procedure:Step1:Warming-up1.Greetings.2.Ask students if today is anyone’s birthday.And invite the whole class to sing a‘Happy Birthday’song to him or her.Step2:Pre-listening1.Review the knowledge about ordinal numeral:write some numbers on the blackboard and ask students to change the cardinal numeral into ordinal numeral.2.Ask students to look at the picture in the textbook to predict what the dialogue may be about.Step3:While-listening。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
2018年初中英语教师资格考试试题及答案
一、单项选择题
1、……between the England (2分)
正确答案:D. Bilabial
2、……which of the following is a……inEnglish (2分) 正确答案:B. [??]
3、……there is ……so students have to (2分)
正确答案:此题暂无
4、……out of everone's expectation (2分)
正确答案:C. on
5、……she——it very well when (2分)
正确答案:A. put
6、……we don't……possible to master (2分)
正确答案:D. it
7、……the same mistkaes in the annual (2分)
正确答案:A. His having made
8、……i would have told him the (2分)
正确答案:C. was
9、……the use of the expression (2分)
正确答案:A. quantity
10、……which of the following is an evaluation (2分) 正确答案:A. Initiative more
11、……which of the following ……language (2分)
正确答案:D. pattern practice
12、……if a teacher shows how to do (2分)
正确答案:B. demonstration
13、……when a teacher asks students to discuss how (2分)
正确答案:B.analyze the structure of the passage
14、……which of the following practices can encourage (2分)
正确答案:C. finding detailed information
15、……which of the following is a display question (2分)
正确答案:D. Whathappened to the girl at the end of the story
16、……which of the following would a teacher encourage (2分)
正确答案:B. to summarize a story
17、……which of the following exercises would a teacher most (2分)
正确答案:A. paraphrasing sentence
18、……the advantages of pair and group (2分)
正确答案:D. opportunities to guarantee accuracy
19、……which of the following should a teacher avoid (2分)
正确答案:B. Teaching words in context and giving examples.
20、……which of the following practices is most likely to (2分)
正确答案:A. Doing a project.
21、……academic achievement standards (2分)
正确答案:此题暂无
22、……due to the change in mission (2分)
正确答案:此题暂无
23、……accommodate in paragraph 4 (2分)
正确答案:此题暂无
24、……by the author about the emotional (2分)
正确答案:此题暂无
25、……is likely to be the (2分)
正确答案:此题暂无
26、……a rite of passage (2分)
正确答案:A. A milestone event
27、……is true about (2分)
正确答案:B. A woman Robin loved
28、……has been a defining (2分)
正确答案:C. A supporter of King Richard
29、……mehtod is used by (2分)
正确答案:B. Contrast and comparison
30、……is a proper title (2分)
正确答案:C. The figurative Robin Hood
二、简答题
31、……三个主要作用(6分)，四种活动形式(8分)，三点注意事项(6分)。