初中英语教师资格证面试真题(2016-2018)
初中英语教资面试题本
初中英语教资面试题本一、教学理念与方法英语教学在初中阶段起着至关重要的作用，既要培养学生的语言技能，又要激发学生学习英语的兴趣。
因此，我的教学理念是以学生为中心，注重培养学生的实际应用能力。
以下是我在面试中常被问到的问题：1.你认为初中英语教学应该注重培养学生的哪些基本技能？在初中英语教学中，我认为应该注重培养学生的听、说、读、写四项基本技能。
听和说是语言交流的基础，通过听力训练和口语练习，学生可以提高自己的听力理解和口语表达能力。
阅读和写作是学生进行深入学习和思考的重要手段，通过阅读和写作练习，学生可以拓宽自己的知识面，培养自己的思维能力和表达能力。
2.在英语教学中，你通常采用哪些教学方法？在英语教学中，我通常采用多种教学方法，根据学生的特点和英语教学的要求灵活运用。
例如，我会结合游戏教学法，通过游戏的形式激发学生学习的兴趣；我也会采用任务型教学法，给学生一些实际的任务，让他们在解决问题的过程中提高自己的语言能力。
此外，我还会借助多媒体教学手段，如投影仪、电脑等，使教学更加生动有趣。
二、课堂管理与布置良好的课堂管理是英语教学的重要环节，它影响着学生的学习效果和教学秩序。
面试中，我常被问到如何管理课堂和布置课堂。
1.你如何管理课堂，保持教学秩序？在管理课堂时，我会提前准备充足的教学内容，并制定详细的教学计划，确保教学进程的有序进行。
我会密切关注学生的学习情况，及时给予他们反馈和指导，并鼓励他们积极参与课堂讨论和活动。
同时，我也会制定一定的纪律规则，并在学生入班时向他们详细介绍，以维护课堂的秩序和学习的氛围。
2.你如何布置课堂，使其更具教学效果？为了使课堂更具教学效果，我会根据不同的教学内容和学习目标进行布置。
例如，如果是口语练习环节，我会采用圆桌式布局，让学生充分参与其中；如果是阅读理解环节，我会将学生分成小组，进行小组合作阅读。
同时，我也会注意课堂的装饰，使用一些与学习内容相关的图片和海报，营造良好的学习氛围。
2018年下半年教师资格考试《初中英语》真题
2018年下半年教师资格统考《英语学科（初中）》试题一、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.ideasyoutC.styleD.feedback12.Which of the following is a communicative task?A.Reading aloud the dialogue on page24.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.nguage.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Passage1,完成第21-25小题。
【7A版】2018年上半年初中英语教师资格考试真题试卷
2016年上半年中小学教师资格考试真题试卷《英语学科知识与教学能力》（初级中学）（满分150分）一、单项选择题（本大题共30小题，每小题2分，共60分）1.Walnuttrees＿＿＿＿environmentstressessuchasdroughtbyproducingsignificantamountsofasubstancesimilar toaspirin.A.turntoB.confirmtoC.contributetoD.respondto2.Johnfeltgreat＿＿＿＿abouthisupcomingtriptoSidney；indeed,hecouldhardlycontainhisenthusiasm.A.unrestB.uncertaintyC.anGietyD.eGcitement3.Theprofessor’s classroommannerwasquite＿＿＿＿,neverrevealingthewarmthandplayfulnesssheshowedinprivate.A.livelyB.amiableC.formalD.cheerful4.Againas＿＿＿＿inthiseGperiment,hedid n’t loseheart.A.hefailedB.didhefailC.hedidfailD.hadhefailed5.Taiwanlies＿＿＿＿theeastofFujianandislargerthan＿＿＿＿islandinChina.A.to；anyB.in；anyC.to；anyotherD.in；anyother6.JohnsonisamanofgreateGperience,＿＿＿＿muchcanbelearned.A.forwhomB.forwhichC.fromthatD.fromwhom7.Whichofthefollowingshowsthecorrectsentencestressinnormalcases?A.Hisʹbrotherismyʹbestfriend.B.Theyʹhelponeʹanotherintheirwork.C.Theyhaveʹbeenintheʹcountrysiderecently.D.Sheʹthoughtherselfʹbetterʹthanʹanyoneelse.8.Thephrase“＿＿＿＿”eGemplifiestheincompleteplosionatthejunctionofwords.A.goodmorningB.blackshirtC.deliciouscherryD.beautifuljacket9.Thesynonymouspair“＿＿＿＿”differindegreeofformality.A.passaway and popoffB.accuse and chargeC.prison and jailD.tap and faucet10.Whenusingtheimperative“Turnitoff”togiveanorder,thespeakerhighlightsthe＿＿＿＿oftheutterance.A.locutionaryactB.illocutionaryactC.perlocutionaryactD.indirectspeechact11.Fluentandappropriatelanguageuserequiresknowledgeof＿＿＿＿andthissuggeststhatweshouldteachleGicalchunksratherthansinglewords.A.connotationB.denotationC.morphologyD.collocation12.“Underliningallthepastformverbsinthedialogue”isatypicaleGercisefocusingon＿＿＿＿.eB.formC.meaningD.function13.Whichofthefollowingactivitiesmaybemoreappropriatetohelpstudentspracticeanewst ructureimmediatelyafterpresentationinclass?A.Roleplay.B.Groupdiscussion.C.Patterndrill.D.Writtenhomework.14.Whenteachingstudentshowtogiveappropriateresponsestoacongratulationoranapolog y,theteacherisprobablyteachingat＿＿＿＿.A.leGicallevelB.sentencelevelC.grammaticallevelD.discourselevel15.Whichofthefollowingactivitiescanhelpdeveloptheskilloflisteningforgist?A.ListenandfindoutwhereJimlives.B.Listenanddecideonthebesttitleforthepassage.C.Listenandunderlinethewordsthespeakerstresses.D.Listentopairsofwordsandtelliftheyarethesame.16.WhenanEFLteacheraskshisstudents“HowdoyouknowthattheauthorlikedtheplacesincehedidnottelluseGplicitly?”,he/sheishelpingstudentstoreach＿＿＿＿comprehension.A.literalB.evaluativeC.inferentialD.appreciative17.Whichofthefollowingtypesofquestionsaremostlyusedforcheckingliteralcomprehensi onoftheteGt?A.Displayquestions.B.Rhetoricalquestions.C.Evaluationquestions.D.Referentialquestions.18.Whichofthefollowingisatypicalfeatureofinformalwriting?A.Awell-organizedstructureispreferred.B.Shortandincompletesentencesarecommon.C.Technicaltermsanddefinitionsarerequired.D.Awiderangeofvocabularyandstructuralpatternsareused.19.Peer-editingduringclassisanimportantstepofthe＿＿＿＿approachtoteaching.A.genre-basedB.content-basedC.process-orientedD.product-oriented20.Portfolios,dailyreportsandspeechdeliveringaretypicalmeansof＿＿＿＿.A.norm-referencedtestB.criterion-referencedtestC.summativeassessmentD.formativeassessment阅读Passage1，完成第21~25小题。
2018上半年教师资格考试初中英语面试真题
2018上半年教师资格考试初中英语面试真题初中英语：Lin Fei's daily life一、考题回顾二、考题解析【教案】Teaching Aims:Knowledge aim: Students will be able to describe their daily life and acquire some knowledge about listening strategies.Ability aim: Students can obtain the main idea quickly from the listening material and develop the ability of grasping detail information.Emotional aim: Students can foster the interest and desire of learning English, and be fond of taking part in kinds of practical activities.Teaching Key Points:Students can get the main idea and useful information from the listening material.Teaching Difficult Points:Students can apply these skills in their listening and apply these expression in their daily communication.Teaching Methods:Communicative teaching method, task-based teaching method, audio-lingual teaching method.Teaching Aids:PPT, Blackboard, recorder and so onTeaching Procedures:Step 1: Warming up1.Greetings2.Sing an English song It' my life, invite the whole students to clap when singing together and lead to the topic.Step 2: Pre-listening1.Free talk: Give students three minutes to talk about their own daily life and invite them to share it.2.Prediction: Let students work in pairs and ask them to predict Lin Fei's daily life.Step 3: While-listening1. Listen to the tape for the first time and ask them when Lin Fei gets up and whenhe goes to school, then let students to share answers.2.Listen to the tape for the second time and ask them to fill in the chart, then invite them to share their answers.Step 4: Production1.Retelling: Ask students to retell Lin Fei's daily life with the help of the chat in their own words, and teacher will give them 3 minutes to prepare it and 3 minutes later, invite some students to share their retelling in the front.2.Survey: Let students discuss their own daily life in the group of four and makea report in the form of chart. 8 minutes later teacher invites some groups to share the result of their reports.Step 5: Summary & HomeworkSummary : Invite a little teacher to help teacher make a summary of this class.Homework: Let students introduce their daily life to their parents and make a share in the next class.Blackboard design:初中英语：口语教学活动二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the sentence structure “We have great bags for only ￥12! we have....for only....; You can buy...for only .... ”.Ability aim: Students can use these sentence structures to apply in their daily life.Emotional aim: Students will improve their confidence of learning English and not afraid of speaking English in Class.Teaching Key Points:Students know the expressions about describing great sale and master the sentence structure.Teaching Difficult Points:Students can apply the expressions into daily communication.Teaching Methods:Communicative teaching method, task-based teaching method, situational teaching method.Teaching Aids:PPT, Blackboard and so onTeaching Procedures:Step 1: Warming up1.Greetings2.Play a video about an advertisement of Huawei phone and invite students to talk about the content of this video.Then the teacher leads in the topic of “Huaxing’s great sale.”Step 2: Pre-speaking1.Show two pictures about Huaxing store and its great sale advertisement.2.Let students listen to the tape and find out what things are at great sale.3.Ask students to listen to the tape again and collect the useful expressions about great sale.Step 3:While-speaking1. Ask students to read Huaxing’s store’s advertisement actively and vividly.2. Let students talk about the expressions of great sale.3. Role-play: students work in pairs to make conversation.Suppose there is a situation that you own a store. One student is shop assistant, the other students is customer. Teacher will give them 8 minutes to prepare it.Step 4: Post-speakingShare and evaluation: Invite some students to perform the conversation in the front.Step 5: Summary & HomeworkSummary: let them look at the blackboard and summarize this class.Homework: Ask students to design a poster of their own store’s great sale and share it next class.Blackboard design:初中英语《Attributive Clause》一、考题回顾二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the structure of attributive Clause and understand what the relative words or antecedents are.Ability aim: Students can use the attributive clause to describe what happened in their daily life and make up more superior sentences.Emotional aim: Students will be inspired to study both English and putonghua very well so that they can solve problems they will meet abroad by themselves.Teaching Key Points:Students acquire the clause structure and know the relative words as well as antecedents.Teaching Difficult Points:Students can apply the structure into daily communication and get the differencebetween relative pronoun and adverb.Teaching Methods:题目来源于考生回忆Communicative teaching method, task-based teaching method, situational teaching method.Teaching Aids:PPT, Blackboard and so onTeaching Procedures:Step 1: Warming up1.Greetings2.Review: Show students two sentences. One is an adverbial clause of place that linked by where and the other is an attributive clause that also linked by where Where there is a will there is a way. Let them find out the differences or similarities between them and lead to what we’re going to learn today.Step 2: Presentation1. Read the passage briefly and and answer 3 questions. Where is the Ocean park? Who helped us? How was the ride? To lead the three underlined parts Then write down the three sentences students choose from the passage after reading.2.Explain the common parts of these three sentences and show the structure of attributive clause.3.Tell students that when the antecedent is a person or an object, we should choose different relative words. Also, they should understand the difference betweenattributive clause linked by where and the adverbial clause of place linked by where.题目来源于考生回忆Step 3: Practice1. Give them some sentences with blankets and let them choose the proper relative words.2. Show them several clauses and find out which are attributive clauses.Step 4: ProductionDiscussion and share: students work in pairs to describe their travel by using attributive clauses; teacher will give them 5 minutes to prepare it and 5 minutes later, invite some students to share their experiences.Step 5: Summary & HomeworkSummary : students look at the blackboard and summarize this class.Homework:students find more rules about attributive clauses and prepare for the next class.Blackboard design:二、考题解析【教案】Teaching aims:Knowledge aim: Students will master the sentence pattern “can you” and some new words such as sing, play the piano and so on.Ability aim: Students will improve their speaking ability through group work.Emotional aim: Students will take part in the class actively and be fond of learning English.Key and difficult point: Students can master the sentence pattern and words and can take part into the class actively.Teaching procedure:Step 1: Warming-upGreeting: Good morning boys and girls, this is your beloved English teacher, Jessica.How are you today? Fine, I'm too. It is snowing right now right? The weather is getting colder and colder, so put on more clothes and don't catch cold ok? Otherwise you will lag behind for your English studying.Lead-in: 展示有关音乐会的图片：Sydney Opera House/ National opera house in Beijing1)what can you see in the pictures2) Where can we do in it?3) Do you like to enjoy a music show in our school?4) Let’s take a look of today’s class: musicians wanted for school music festival.Step 2: Pre-reading图片讲解单词：sing/ dance/ play the piano/1) What can you see in the pictures: 依次展示TF boys/ ballet/ 朗朗2) What is he/ she doing in the picture? 依次引出: sing/ dance/ play the piano.3) When you sing, you make musical sounds with your voice, usually producing words that fit a tune.4) When you dance, you move your body and feet in a way that follows a rhythm, usually in time to music.5) A piano is a large musical instrument with a row of black and white keys. When you press these keys with your fingers, little hammers hit wire strings inside the piano, which vibrate to produce musical notes.Step 3: While-reading设置阅读问题：1) Which musical instruments are mentioned in the passage:The piano (Y), the trumpet (Y), the drums (Y). violin (X).2) who should you contact if you are interested: zhang heng3) The telephone number? 622-6033.Step4: Post-reading1) Do a survey: which musical instruments can your classmate play?2) Making a conversation by using the result of the survey: Do you want to go to the music festival?初中英语《My morning》二、考题解析【教案】Teaching aims:Knowledge aims:Students will know how to describe a day using proper conjunctions and tense.Students will master some words, such as waste, value... and a sentence structure: I usually + simple present tense.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 introduce a day in English.Difficult Point: Students will use the sentence structure in real communicative situation.Teaching procedure:Step 1: Warming-up1. Greetings.2. Play a video about Tom’s day and ask students what kind of information have they caught.Step 2: Pre-listening1. Review the knowledge about simple present tense. Ask students to make sentences using simple present tense.ing pictures to explain some words: waste-value, brush.Step 3: While-listening1st listening: Ask students to listen to the tape for the first time and try to get the main idea of the passage and underline the conjunctions used.2nd listening: Ask students to listen to the tape for the second time and complete the timetable below.。
教师资格考试初中面试英语试题与参考答案
教师资格考试初中英语面试复习试题与参考答案一、结构化面试题（10题）第一题Question: If you were given a class of 30 seventh graders with varying English proficiency levels, how would you differentiate your teaching strategies to ensure that all students can learn and progress effectively?Answer:In a class of 30 seventh graders with varying English proficiency levels, it is crucial to adopt a multi-faceted approach to teaching that caters to the diverse needs of each student. Here are some strategies I would employ:1.Differentiated Instruction: I would use a variety of teaching methods and resources to cater to different learning styles and levels. This includes providing both written and oral instructions, using visual aids, and incorporating interactive activities.2.Small Group Instruction: I would form small groups based on proficiency levels to provide more personalized attention. This allows me to work with students who need extra support and challenge those who are more advanced.3.Differentiated Assessment: I would create assessments that are leveled to match the students’ current abilities. This could involve varying the complexity of tasks or providing multiple-choice questions for those who struggle with essay writing.nguage Support: For students who are still developing their English language skills, I would incorporate language support strategies such as using simplified language, providing glossaries, and using gestures and body language to aid comprehension.5.Encouragement and Motivation: I would make sure to praise and encourage all students, recognizing their efforts and progress. Motivation is key to keeping all students engaged and committed to learning.6.Differentiated Homework: I would assign homework that is appropriate for each student’s level, ensuring that it i s neither too easy nor too difficult. This could involve extension activities for more advanced students and review exercises for those who need extra practice.Explanation:Differentiated instruction is essential in a classroom with diverse learners. By implementing a variety of strategies, I aim to provide an inclusive learning environment where each student feels valued and supported. The focus is on meeting students where they are and helping them to reach their full potential in English language learning.第二题Question:How would you effectively differentiate instruction in your middle school English classroom to cater to the diverse learning styles, abilities, and backgrounds of your students?Answer:In my middle school English classroom, I would employ a variety of strategies to differentiate instruction that accommodate different learning styles, abilities, and backgrounds. Here’s how I would approach this:1.Assessment for Learning: Before planning lessons, I would conduct formative assessments to understand each student’s strengths, weaknesses, and preferred learning modalities. This could include reading comprehension quizzes, writing samples, or speaking and listening exercises.2.Flexible Grouping: I would use flexible grouping techniques, such as mixed-ability or interest-based groups, to create an inclusive learning environment. This allows students to work together, collaborate, and learn from one another.3.Adaptive Instruction: For students with varying abilities, I would provide modified assignments and support. For example, I could offer simpler versions of reading materials for struggling readers or more challenging texts for advanced learners.4.Visual and Auditory Aids: To cater to visual and auditory learners, I would incorporate multimedia resources, such as videos, interactive presentations, and audio recordings, into my lessons.5.Hands-On Activities: For kinesthetic learners, I would incorporate hands-on activities, such as role-playing, group projects, and interactive games, to engage their physical movement and reinforce learning.6.Cultural Responsiveness: Recognizing the diverse backgrounds of mystudents, I would incorporate culturally relevant materials and themes into my teaching. This includes using literature that reflects the experiences and perspectives of various cultures.7.Differentiated Homework: I would assign differentiated homework that allows students to demonstrate their understanding in various ways. Some students might complete a written assignment, while others might create a presentation, a podcast, or a visual representation of the lesson.8.Feedback and Support: I would provide timely and specific feedback to each student, highlighting their strengths and suggesting areas for improvement. Additionally, I would offer support through tutoring sessions or one-on-one conferences.Explanation:Differentiation in the classroom is crucial because it ensures that all students have the opportunity to learn and succeed. By using a combination of these strategies, I can create a dynamic and responsive learning environment that addresses the unique needs of each student. This approach not only enhances student engagement but also fosters a sense of belonging and inclusivity within the classroom.第三题Question: As an English teacher for junior high school, how would you differentiate your teaching methods for students with different learning styles (e.g., auditory, visual, kinesthetic)?Answer:In response to the diverse learning styles of students, I would implement a multifaceted teaching approach that caters to auditory, visual, and kinesthetic learners. Here’s a breakdown of my strategies for each type of learner:1.Auditory Learners:•Incorporate songs, rhymes, and chants into the lessons to reinforce vocabulary and grammar.•Use storytelling techniques to engage students in the narrative, thereby enhancing their listening skills.•Facilitate discussions and group activities that encourage speaking and listening, such as debates or role-playing exercises.2.Visual Learners:•Create visual aids like flashcards, diagrams, and posters to illustrate concepts and vocabulary.•Utilize multimedia resources, such as videos and slideshows, to present information in a visually engaging manner.•Design interactive whiteboards or use projectors to display key points during lessons, allowing students to follow along visually.3.Kinesthetic Learners:•Introduce activities that require physical movement, like “Simon Says”games for vocabulary practice or “Simon Says” for gr ammar exercises.•Encourage students to engage in hands-on projects, such as creating theirown booklets or posters to showcase their understanding of the lesson material.•Use role-playing and simulations to provide kinesthetic learners with a concrete context in which to apply their language skills.By incorporating these diverse teaching methods, I aim to provide a comprehensive learning experience that caters to the varying needs of my students. Additionally, I would continually assess their progress and adjust my strategies as needed to ensure that each student has the opportunity to succeed.Explanation:The answer provided above outlines a comprehensive approach to catering to the different learning styles of students in a junior high school English classroom. It emphasizes the importance of incorporating a variety of teaching methods to engage students with different learning preferences. By addressing auditory, visual, and kinesthetic learners, the teacher demonstrates a commitment to creating an inclusive and supportive learning environment. The explanation provides a rationale for each teaching strategy, highlighting the benefits of using these methods for each type of learner.第四题Question: How would you handle a situation where a student in your class has a strong negative attitude towards learning English, and this attitude is affecting their performance and the class dynamic?Answer:1.Initial Assessment: First, I would observe the student’s behavior and interactionswithin the classroom to understand the root cause of their negative attitude. It’s essential to gather information from various sources such as the student, their peers, and their parents.2.One-on-One Conversation: I would initiate a private conversation with the student to express concern for their well-being and to discuss their feelings about learning English. This allows the student to feel valued and understood.3.Encourage Openness and Empathy: During the conversation, I would encourage the student to share their thoughts and feelings without fear of judgment. I would listen actively and show empathy to build a rapport.4.Identify Challenges: We would identify the specific challenges the student is facing, whether they are related to the curriculum, learning style, peer pressure, or personal issues.5.Tailor Instruction: Based on the identified challenges, I would adapt my teaching methods to better suit the student’s needs. This could include using different resources, adjusting the pace of learning, or incorporating student interests into lesson plans.6.Peer Support: I would encourage positive peer interaction by forming study groups or peer tutoring sessions where students can support each other.7.Positive Reinforcement: I would use positive reinforcement techniques to acknowledge the student’s effort s and progress, regardless of the outcomes, to build their confidence.8.Collaborate with Parents and Guardians: I would involve the student’s parents or guardians in the process to provide additional support and to ensure consistency between home and school.9.Regular Check-ins: I would schedule regular check-ins with the student to monitor their progress and adjust strategies as necessary.10.Professional Development: If the issue persists, I would seek guidance from colleagues, mentors, or professional development resources to refine my approach.Explanation:The key to handling such a situation is to approach it with patience, understanding, and a commitment to the student’s growth. By understanding the underlying reasons for the negative attitude, tailoring the learning experience, and fostering a supportive environment, it is possible to turn around a student’s attitude and improve their performance and the class dynamic. It’s also important to maintain open communication channels with all stakeholders to ensure a holistic approach to the student’s education.第五题Question:As an English teacher for junior high school students, how would you differentiate your teaching methods to cater to students with diverse learning styles, such as visual, auditory, and kinesthetic learners?Answer:As an English teacher aiming to cater to students with diverse learning styles, I would adopt a multifaceted approach that integrates various teaching methods to engage all types of learners. Here’s how I would differentiate myteaching for visual, auditory, and kinesthetic learners:1.Visual Learners:•Use visual aids such as flashcards, posters, and diagrams to illustrate vocabulary and grammar points.•Create presentations and videos that include visual examples of language use in real-world contexts.•Encourage students to create their own visual summaries of texts or stories they have read.2.Auditory Learners:•Incorporate songs, poems, and dialogues into lessons to reinforce language learning through listening.•Conduct discussions and group activities where students can engage in verbal interactions.•Use storytelling and role-plays to help auditory learners absorb and remember the language.3.Kinesthetic Learners:•Design activities that involve physical movement, such as “Simon Says”games or theater exercises to practice language.•Incorporate hands-on activities like making models or dioramas to represent stories or concepts.•Encourage kinesthetic learners to act out scenes or use puppets to express their understanding of the material.Explanation:Differentiating instruction is essential to ensure that all students have the opportunity to learn effectively. By recognizing and addressing the specific needs of visual, auditory, and kinesthetic learners, I can create a classroom environment that caters to their preferences and strengths. This approach not only helps to engage all students but also enhances their overall language acquisition and retention. Additionally, it fosters a more inclusive classroom where students feel valued and understood, leading to higher levels of motivation and success.第六题Question:If you were teaching a group of初中 students who were struggling with understanding the past perfect tense, how would you adapt your teaching methods to ensure they grasp the concept effectively?Answer:1.Assess Understanding: Begin by assessing the students’ current understanding of the past perfect tense through a brief quiz or discussion. This will help identify their specific areas of confusion.e Real-Life Examples: Present real-life examples that naturally incorporate the past perfect tense. For instance, you could discuss a historical event and use sentences like, “The Great Wall had been built for centuries before the tourists arrived.”3.Visual Aids: Create visual aids such as timelines or storyboards to illustrate the sequence of events that require the use of the past perfect tense.This can help students visualize the concept.4.Interactive Activities: Engage students in interactive activities such as role-playing, where they can practice using the past perfect tense in context. For example, students could act out a scenario where one person asks about another’s past experiences.5.Collaborative Learning: Pair students up or form small groups to discuss and create sentences using the past perfect tense. This encourages peer learning and can help clarify misunderstandings.6.Consistent Practice: Incorporate regular practice sessions into your lessons, where students can practice forming and using past perfect tense sentences. This could include completing worksheets, online exercises, or oral drills.7.Differentiated Instruction: Recognize that students have different learning styles. Offer alternative methods such as video tutorials, audio recordings, or written explanations for those who may need additional support.8.Feedback and Adjustment: Provide immediate feedback on students’ usage of the past perfect tense and be prepared to adjust your teaching methods based on their progress and feedback.Explanation:The key to teaching the past perfect tense effectively to struggling students lies in making the concept relatable and accessible. By using real-life examples, visual aids, and interactive activities, students can engage with the materialin a way that resonates with them. Additionally, by offering a variety of teaching methods and allowing for collaborative learning, students can learn from each other and reinforce their understanding. Regular practice and personalized feedback ensure that each student receives the support they need to master the concept.第七题Question:Discuss the importance of integrating technology in teaching English to junior high school students and provide an example of how you would use technology in your classroom.Answer:Integrating technology into the teaching of English to junior high school students is essential for several reasons. Firstly, it enhances student engagement by providing interactive and dynamic learning experiences that can cater to different learning styles. Secondly, technology facilitates access to a vast array of resources, such as authentic materials from English-speaking countries, which can improve students’ language skills and cultural understanding. Additionally, using technology can help prepare students for a digital world where online communication and digital literacy are increasingly important.For example, I could incorporate a video project into my lesson plan where students work in groups to create short films or presentations on topics relatedto the curriculum. They would be required to research their topic, write scripts, record videos, and edit them using software like iMovie or Windows Movie Maker. This activity not only promotes collaborative learning and creativity but also provides practical experience with digital tools that are relevant to today’s job market. Furthermore, by sharing these projects with the class, students can practice their speaking and listening skills while receiving constructive feedback from their peers and teacher.Explanation:This question assesses the candidate’s ability to recognize the benefits of using technology in education and apply this knowledge practically. The answer provided demonstrates an understanding of how technology can enhance the learning environment and support the development of 21st-century skills. By giving a specific example of a video project, the response shows that the teacher can effectively integrate technology into the curriculum in a way that aligns with educational goals and fosters student engagement and collaboration.第八题Question: If you were teaching a class of students who had a diverse range of English proficiency levels, how would you differentiate your instruction to meet their individual needs and ensure that all students can participate effectively in the learning process?Answer:In a class with diverse English proficiency levels, I would implement thefollowing strategies to differentiate instruction and ensure effective participation from all students:1.Assessment and Grouping: Start by assessing the students’ current English proficiency levels through oral and written assessments. Based on these results, I would formmixed-ability groups where students with similar proficiency levels are placed together, but also ensure that there are opportunities for collaboration across groups.nguage Simplification: For students with lower proficiency, I would simplify the language by using clear, concise sentences and vocabulary that they can understand. I would also use visual aids, gestures, and body language to complement my verbal explanations.3.Task Differentiation: Assign tasks that cater to different proficiency levels. For example, advanced students might be given more complex projects or discussions, while lower-level students could focus on simpler tasks like vocabulary practice or basic sentence structure exercises.4.Interactive and Collaborative Activities: Incorporate interactive activities that encourage collaboration and peer support. This allows students to learn from each other and build confidence in their language abilities.5.Feedback and Encouragement: Provide regular, constructive feedback that focuses on improvement rather than criticism. Encourage students to set personal goals and celebrate their progress, regardless of their proficiency level.6.Differentiated Instructional Materials: Use a variety of resources and materials that are appropriate for different levels. This might include simplified textbooks, online resources, or additional worksheets for strugglingstudents.7.Flexible Learning Environment: Create a flexible learning environment where students can work at their own pace. This could involve allowing students to choose from a range of activities or giving them additional time to complete tasks.8.Parental Involvement: Keep parents info rmed about their child’s progress and involve them in the learning process. This could include sending home activity sheets or providing suggestions for language practice at home.By implementing these strategies, I can ensure that all students in the class have the opportunity to learn and participate effectively, regardless of their initial English proficiency level.Explanation:The answer provided outlines a comprehensive approach to managing a diverse class in terms of English proficiency. It addresses the need for both formative and summative assessment to inform instruction, the importance of differentiating tasks and materials, and the role of a supportive and interactive classroom environment. Additionally, it recognizes the value of parental involv ement in supporting students’ language development outside of school.Ninth QuestionQuestion: Describe a situation where you had to adapt your teaching methodology to accommodate a student with special learning needs. What specificstrategies did you employ to ensure their inclusion and academic success?Answer Example:“In my previous teaching experience, I encountered a student who had dyslexia, which made it challenging for them to read at the same pace as their peers. To address this, I implemented several strategies to support their learning process. Firstly, I utilized audio books and text-to-speech software that helped the student engage with the material on a more accessible level. Secondly, I provided written materials well ahead of time so that they could prepare and familiarize themselves with the content. Additionally, I encouraged peer-assisted learning, pairing the student with a classmate who could assist during group activities while promoting an inclusive classroom environment. Lastly, I ensured regular one-on-one sessions to discuss any difficulties and to tailor assignments that matched their learning pace. This approach not only supported the student’s academic progress but also fostered a sense of belonging and self-esteem within the clas sroom.”Analysis:This answer demonstrates the candidate’s ability to recognize individual learning differences and implement inclusive practices. The strategies mentioned show adaptability, resourcefulness, and a commitment to creating an equitable learning environment. By outlining specific tools and methods used (audio books, text-to-speech software, advanced preparation, peer assistance, and personalized attention), the candidate illustrates practical applicationof educational theories. Moreover, the emphasis on emotional well-being and self-esteem indicates a holistic approach to education, which is crucial for supporting students with special learning needs.第十题Question:How would you handle a situation where a student in your class is consistently disruptive and disrespectful towards both the teacher and their peers?Answer:As a teacher, addressing disruptive behavior is crucial for maintaining a positive and productive learning environment. Here’s how I would handle sucha situation:1.Immediate Intervention: First and foremost, I would address the behavior immediately. I would approach the student calmly and privately, ensuring they understand that their actions are inappropriate and disruptive to the learning process.munication: I would have a conversation with the student, asking them to explain their behavior. It’s essential to listen actively and without judgment to understand the root cause of the disruption. This may involve discussing their feelings, experiences, or any external factors that might be contributing to their behavior.3.Consistent Rules and Consequences: I would remind the student of the classroom rules and the consequences of breaking them. It’s important to be consistent with the rules and the consequences to avoid confusion and reinforce the importance of respecting others.4.Behavior Contract: If the disruptive behavior continues, I would createa behavior contract with the student. This contract would outline specific expectations, goals, and the consequences of not meeting those goals. Regular check-ins and feedback would be provided to monitor progress.5.Collaboration with Parents or Guardians: In some cases, involving the student’s parents or guardians may be necessary. I would communicate with them about the student’s behavior, seek their support, and discuss strategies that can be implemented at home and school.6.Classroom Support: If the disruptive behavior affects the entire class,I would work with the students to create a supportive environment. This could involve group discussions, role-playing scenarios, or team-building activities to promote respect and cooperation among classmates.7.Professional Development: As a teacher, I would also engage in professional development opportunities to enhance my skills in dealing with disruptive behavior. This could include workshops, webinars, or seeking guidance from colleagues who have experience in this area.Explanation:It’s essential to address disruptive behavior promptly and effectively to maintain a positive learning environment. By taking a proactive approach, listening to the student, implementing consistent rules, and involving parents or guardians when necessary, teachers can help students understand the importance of respect and cooperation. Additionally, seeking professionaldevelopment opportunities ensures that teachers have the necessary tools and strategies to handle such situations effectively.二、教案设计题（3题）第一题Title:“Teaching Plan for a Junior High School English Lesson on”The Weather”Answer:Objective:1.To enable students to understand and use simple sentences to describe weather conditions.2.To enhance students’ ability to communicate in English about daily weather observations.3.To develop students’ vocabulary and grammar skills related to weather expressions.Teaching Aids:•Whiteboard and markers•Flashcards with weather-related vocabulary•Weather forecast videos or pictures•Handouts for homeworkTeaching Procedure:1.Introduction (5 minutes)•Begin the lesson by asking students to share their favorite weather and why. This will stimulate their interest and provide a context for the lesson.•Show a brief video or pictures of different weather conditions to introduce the lesson topic.2.Vocabulary Presentation (10 minutes)•Introduce new vocabulary words related to weather using flashcards. For example: sunny, cloudy, rainy, windy, stormy, etc.•Have students practice reading and pronouncing these words aloud. •Provide a brief explanation of each word and its usage in a sentence.3.Grammar Presentation (10 minutes)•Introduce the simple present tense to describe weather conditions. Use examples like “It is sunny,” “It is cloudy,” etc.•Explain the structure and usage of the simple present tense for describing weather.•Have students practice forming sentences using the simple present tense with weather words.4.Practice (15 minutes)•Divide the class into small groups and ask them to create a dialogue about weather observations using the new vocabulary and grammar. •Circulate around the classroom to provide guidance and correct any errors. •Have each group present their dialogue to the class.5.Homework Assignment (5 minutes)•Assign a homework task where students are required to write a short paragraph describing a day’s weather in their hometown using the new vocabulary andgrammar.Evaluation:•Observe students’ participation and understanding during the vocabulary and grammar presentations.•Assess students’ ability to form sentences using the simp le present tense for describing weather.•Evaluate the quality of the group dialogues and the homework assignments.Explanation:This teaching plan focuses on introducing and practicing weather-related vocabulary and grammar in a junior high school English class. By using a variety of teaching methods, such as vocabulary flashcards, grammar explanations, group work, and homework assignments, the teacher aims to provide students with a comprehensive understanding of weather-related language and enhance their communication skills. The plan is designed to be interactive and engaging, encouraging students to actively participate in the learning process.第二题题目背景: 假设您是一名初中英语教师，您的班级学生年龄在13至15岁之间，英语水平为中级。
教师资格考试面试英语》面试真题
2016下半年《英语》面试真题1.试讲题目：口语教学试讲2.内容I often go to movies with my friend, Mike. My favorite actor is Paul Jackson. He has a new movie, My Father’s Birthday. It’s a very funny comedy. Mike likes the actor Rock Smith. He really like his movie, Black September. It’s very successful thriller, but I think it’s boring. One interesting thing: Mike is English, but he likes Beijing Opera! Mike’s father likes it, too.3. 基本要求（1）朗读所给段落（2）配合教学内容适当板书（3）针对该段落的内容，设计相应的口语教学活动（4）试讲时间：约10分钟（5）用英文试讲2016下半年《英语》面试真题1.试讲题目：语篇教学试讲2.内容I get up at 6 o’clock everyday. I often ride the bicycle to school. Winter is too cold and summer is too hot, but I never mind. And our school has uniforms, but some boys don’t like uniforms, but some girls like it very much.3. 基本要求（1）朗读所给段落（2）配合教学内容适当板书（3）针对该段落的划线词，设计相应的讲解及应用活动（4）试讲时间：约10分钟（5）用英文试讲2016下半年《英语》面试真题1.试讲题目：听力教学试讲2.内容You must understand the correct ways to study if you want to get good results. To do this, you must know the best way to remember things. How do we remember things? There are several types of memory in our brain. The first type is short-term memory. Imagine your teacher tells you something. You listen but you do not write it down. When your teacher asks you the same thing again the next day, you don’t remember it. In this case, you have used your short-term memory. This kind of memory is not useful for getting good results.3. 基本要求（1）朗读所给段落（2）配合教学内容适当板书（3）针对所给材料的内容，设计理解细节的听力教学活动（4）试讲时间：约10分钟（5）用英文试讲2016下半年《英语》面试真题1.试讲题目：阅读教学试讲2.内容Ashrita Furman is a sportsman who likes the challenge of breaking Guinness records. Over the last 25 years, he has broken approximately 93 Guinness records. More than 20 of these be still holds, including the record for having the most records. But these records are not make in any conventional sport like swimming or soccer. Rather Ashrita attempts to break records in very imaginative events and in very interesting places.3. 基本要求（1）朗读所给段落（2）配合教学内容适当板书（3）针对所给材料的内容，设计相应的阅读理解教学活动（4）试讲时间：约10分钟（5）用英文试讲2016下半年《英语》面试真题1.试讲题目：听力教学试讲2.内容Come on our whale watering boat tour. Sit outside for clear viewing or inside if the weather is wet. Listen to whale singing and watch them underwater on the video camera. Witness these awesome creatures in their natural environment as they leap out of the water and as they feed in our waters.Enjoy plenty of other sea animals on these tours such as dolphins, seals and penguins.3. 基本要求（1）朗读所给段落（2）配合教学内容适当板书（3）针对所给材料的内容，设计相应的听后教学活动（4）试讲时间：约10分钟（5）用英文试讲2016下半年《英语》面试真题1.试讲题目：词汇教学试讲2.内容Many young people today care about the way they look. They often think “designer” clothes because they think they look cool.People also think designer clothes are better made. For example, many people think the right running shoes will make you run faster or play better. Of course, this not always true. It’s the training—not the trainers—that improves your speed or score.Most people dress in a way that shows off their personality, but if some buy expensive clothes just to look cool, what does that say about us? Maybe it’s clever advertising.3. 基本要求（1）朗读所给段落（2）配合教学内容适当板书（3）针对所给材料的内容，设计短语使用的教学活动（4）试讲时间：约10分钟（5）用英文试讲2016下半年《英语》面试真题1.试讲题目：阅读教学试讲2.内容Yang Lei, a Beijing University student, first went there as a volunteer one-year program. Her village was 2,000 meters above sea level, ant at first the air made her feel sick. The food was very simple. Families are poor there and have no money for education. However, most of the pupils work very hard. Yang Lei enjoyed her time as a volunteer very much. When her year was over, she said she would return to the area after finishing her studies.3. 基本要求（1）朗读所给段落（2）配合教学内容适当板书（3）针对所给材料的内容，设计相应的阅读理解教学活动（4）试讲时间：约10分钟（5）用英文试讲2015上半年《英语》面试真题1.试讲题目：口语教学试讲2.内容Harvest and Thanksgiving festivals can be very happy event. People are grateful because their food is gathered for winter and the agricultural work is over. In European countries, people will usually decorate churches and town halls with flowers and fruit, and will get together to have meals. China and Japan have mid-autumn festivals, when people admire the moon and in China, enjoy moon cakes.3. 基本要求（1）朗读所给段落（2）配合教学内容适当板书（3）针对该段落内容，设计相应的阅读后讨论活动（4）试讲时间：约10分钟（5）用英文试讲1.试讲题目：口语教学试讲2.内容完成如下口语教学My FamilyHi, I’m Jenny. Here are two nice photo of my family. My grandfather and grandmother are in the front of the first photo. These are my parents, Alan and Mary. In the next picture are my brothers, Bob and Eric. So, my dear friend, would you like to talk about your family?3. 基本要求（1）朗读所给段落（2）配合教学内容适当板书（3）针对该段落内容，设计相应的口语教学活动（4）试讲时间：约10分钟（5）用英文试讲1.试讲题目：口语教学试讲2.内容完成如下口语教学I like…What would you like for breakfast, lunch and dinner?Hamburger, eggs, oranges, bananas, apples, tomatoes, milk, chicken, salad3. 基本要求（1）朗读所给段落（2）配合教学内容适当板书（3）针对该段落内容，设计相应的口语教学活动（4）试讲时间：约10分钟（5）用英文试讲2015上半年《英语》面试真题1.试讲题目：词汇教学试讲2.内容Predicting the future can be difficult. There are many famous predictions that never came true. Before 1929, there was no sound in movies. The head of one of the biggest movie companies in the United States predicted no one would want to see actors talk. Of course, he was wrong!3. 基本要求（1）朗读所给段落（2）配合教学内容适当板书（3）针对该段落中题线词汇，设计呈现相应教学活动（4）试讲时间：约10分钟（5）用英文试讲1.题目：词汇教学试讲2.内容：在初中七年级下学期期末复习时，周老师希望帮助学生巩固以下词汇；soccer, strawberry, hamburgers, baseball, enjoy, cousin, difficult, boring, uncle, practice3.要求：（1）朗读所给单词（2）配合教学内容适当板书（3）针对所提供词汇，设计词汇巩固性教学活动（4）试讲时间：约10分钟（5）用英文试讲2015上半年《英语》面试真题1.试讲题目：写作教学试讲2.内容Dear Editor,I visited our zoo yesterday and I was very surprised to find hardly anyone there. Zoos are very important place. They are like living textbooks and help to educate the public about caring for them. If we don’t support our zoos, they won’t have enough money to take care of so manyfine animals. I urge all of your readers to visit our wonderful zoo soon.sincerely,Animal Friend3. 基本要求（1）朗读所给短信（2）配合教学内容适当板书（3）针对该短信的体裁与结构特征，设计相应写作导入教学活动（4）试讲时间：约10分钟（5）用英文试讲1.题目：写作教学试讲2.内容：Dear Editor,I am writing to say that I am against building a new zoo in our town. Zoos are terrible places for animals to live. I’ve visited a lot of zoos in my life, and I have never seen one I liked or one that was suitable for animals to live in. Just last week, I visited a zoo and couldn’t believe what I saw. The animals are kept in tiny cages and can hardly move at all. And they are only given food once a day. Is this a good way for animals to live? I don’t think so.Sincerely,Disgusted3.要求：（1）朗读所给短信（2）配合教学内容适当板书（3）针对短信体裁与结构特征，设计相应的书信写作教学活动（4）试讲时间：约10分钟（5）用英文试讲2015上半年《英语》面试真题1.试讲题目：听力教学试讲2.内容Comparing yourselves to others, you will find that the difficulties you face are not so terrible. There are many people who are unhealthy but successful. For example, Stephen Hawking, he is an clever scientist, and he always regards his physical problems as unimportant. Many of us are health and smart, so don’t be afraid of difficulties, just face the challenges instead.3. 基本要求（1）朗读所给段落（2）配合教学内容适当板书（3）针对该段落，设计相应听力教学活动（4）试讲时间：约10分钟（5）用英文试讲1.试讲题目：听力教学试讲2.内容完成如下听力材料：听力连线3. 基本要求（1）朗读所给段落（2）配合教学内容适当板书（3）针对该段落，设计相应听力教学活动（4）试讲时间：约10分钟（5）用英文试讲2013上半年《英语》面试真题1.题目：阅读教学试讲2.内容：Class 9 had a great time on the school trip. They went to Blue Water Aquarium for the day. First they visited the Visitors’ Center and watched a movie about sharks. Then they watched a dolphin show. After that, they went to the Outdoor Pool and saw a big octopus. After lunch, they went to the Gift Shop and bought lots of gifts. Finally, tired but happy, they took the bus back to school. At the end of the day, the science teacher was very happy because the class monitor cleaned the bus after the trip.3.要求：（1）朗读所给段落（2）配合教学内容适当板书（3）针对划线部分，设计相应的阅读教学活动（4）试讲时间：约10分钟（5）用英文试讲2016上半年《英语》面试真题1.题目：语篇教学试讲2.内容：I had a very unusual experience on Sunday. I was walking down the street when a UFO landed right in front of me. An alien got out and walked down Center Street. I followed it to see where it was going, and I was very surprised when it went into a souvenir shop. While it was looking at the souvenirs, the shop assistant called the police. Before the police arrived, the alien left the shop and then visited the Museum of Flight. Isn’t that amazing!3.要求：（1）朗读所给段落（2）配合教学内容适当板书（3）针对段落中的划线部分的连接词，进行相应的语篇教学活动（4）试讲10分钟（5）用英文试讲1.题目：语法教学试讲2.内容：so in eight years. I ‘ll have many different pets. I might even keep a pet parrot! I’ll probably go skating and swimming every day. During the week I’ll look smart, and probably will wear a suit. On the weekend, I’ll be able to dress casually. I think I’ll go to Hong Kong on vacation, and one day I might even visit Australia.3.要求：（1）朗读所给段落（2）配合教学内容适当板书（3）针对段落中的划线部分，设计针对该语言现在的导入性教学活动（4）试讲10分钟（5）用英文试讲2016下半年小学面试真题。
2016年及往年全国教师资格证考试面试中学英语真题和答案【可编辑】
2014年及往年全国教师资格证考试面试中学英语真题和答案全国教师资格证（以下简称“教资证”）改革从近两年才开始。
不管是在笔试的考试范围和题型上，还是在面试的题型和要求上面，都和往年有了很大的区别。
比如普遍反映改革后的笔试后考试的范围和内容更加的偏，更加的难，“都想有一种想要扔掉购买的资料书的冲动”，因为所购买的资料书的封面上所写的什么“考点覆盖率100%”的广告根本就是个幌子，实际考试考的内容和书上所列的考点很难挂钩。
而教师资格证考试的面试很大的一个变革就是采取了结构化面试和情景模拟相结合的方法，通过抽题，备课，试讲，答辩等方式进行。
以前的说课变成了现在的十分钟的试讲。
我是参加了今年下半年的教师资格证的考试，9月份笔试考试，考的是英语学科知识与教学能力，教育知识与能力以及综合素质三科。
成绩是在12月1日出来的，当时没有想过三门都会过，因为自己在考试之前根本从没有复习过，可是最后查了成绩之后发现教育知识与能力以70分的成绩险过之后（120分的满分，70分及格），自己都有点欣喜若狂，感觉自己太幸运了！对于教资证的笔试，我真的没有什么经验可以传授，只能说自己高中是学文科的，可能训练的那些答辩技巧的运用再加上自己的一点幸运险过了。
如果真的想下定决心想拿到教资证的同学还是好好的背背书，做做题，那样更有把握一些。
好吧，闲扯了那么多，我还是回到我们的主题吧，那就是大家都关心的教资证的面试来说说吧，顺便附上几套历年的真题和模拟题外加答案加我自己参加面试（主要是英语，当然，报考其他科目的同学也可以借鉴一下）的一些心得。
PS：我今年大三，就读的是华中师范大学英语系专业。
（以下黑色表示我的主观的心理活动，红色表示题目或者真实讲课以及对话）教师资格证中学英语面试阅读题真题一1.试讲题目：阅读教学试讲2.内容：One day, a man called the taxi company to get a taxi to go to the airport, but after a very long time, the taxi did not come. He called the girl in the taxi company again. The girl in the taxi company said, “the taxi has not come, but you need not to worry about it as the airplane is always late.” the man answered, “certainly, the airplane will be late this morning, because I happen to be flying it.”3.基本要求：（1）朗读所给段落。
初中英语教师面试题目(3篇)
第1篇一、自我认知类1. 请简要介绍一下自己。
解析：这道题目考察考生的自我认知能力，要求考生在短时间内准确、全面地介绍自己的基本情况。
考生可以从教育背景、教学经验、兴趣爱好等方面进行介绍。
2. 你为什么选择成为初中英语教师？解析：这道题目考察考生的职业规划和发展目标。
考生可以从个人兴趣、专业背景、教育情怀等方面阐述自己选择成为初中英语教师的原因。
3. 请谈谈你的教育理念。
解析：这道题目考察考生的教育观念。
考生可以从以下几个方面进行阐述：以人为本、全面发展、注重实践、创新教育等。
二、综合分析类1. 请分析初中英语教学中的重难点。
解析：这道题目考察考生的教学分析能力。
考生可以从语音、词汇、语法、阅读、写作等方面进行分析，阐述初中英语教学中的重难点。
2. 请谈谈你对“教育信息化”的理解。
解析：这道题目考察考生对教育发展趋势的把握。
考生可以从信息技术在教育中的应用、教育信息化对教学的影响、教育信息化对教师的要求等方面进行阐述。
3. 请谈谈你对素质教育与应试教育的看法。
解析：这道题目考察考生的教育观念。
考生可以从素质教育的内涵、应试教育的弊端、素质教育与应试教育的关系等方面进行阐述。
三、组织管理类1. 你如何组织一次英语角活动？解析：这道题目考察考生的活动组织能力。
考生可以从活动目的、活动形式、活动内容、活动流程等方面进行阐述。
2. 请谈谈你在班级管理中的经验。
解析：这道题目考察考生的班级管理能力。
考生可以从班级制度建设、学生行为规范、家校沟通等方面进行阐述。
3. 请谈谈你如何处理学生之间的矛盾？解析：这道题目考察考生的应急应变能力。
考生可以从沟通协调、公正处理、心理疏导等方面进行阐述。
四、人际交往类1. 请谈谈你与同事之间如何相处？解析：这道题目考察考生的人际沟通能力。
考生可以从相互尊重、团结协作、共同进步等方面进行阐述。
2. 请谈谈你如何与学生家长进行沟通？解析：这道题目考察考生的家校沟通能力。
考生可以从倾听家长意见、尊重家长、有效沟通等方面进行阐述。
初中英语教师资格证面试真题(2016-2018)学习课件.doc
第一篇一元一次方程的讨论第一部分基本方法1. 方程的解的定义：能使方程左右两边的值相等的未知数的值叫做方程的解。
一元方程的解也叫做根。
例如：方程2x＋6＝0，x（x－1）=0, | x|=6, 0x=0, 0x=2 的解分别是：x =－3, x=0 或x=1, x=±6, 所有的数，无解。
2. 关于x 的一元一次方程的解（根）的情况：化为最简方程ax=b 后，讨论它的解：当a≠0时，有唯一的解x= ba；当a=0 且b≠0时，无解；当a=0 且b＝0 时，有无数多解。
（∵不论x 取什么值，0x＝0 都成立）3. 求方程ax=b (a≠0的) 整数解、正整数解、正数解当a｜b 时，方程有整数解；当a｜b，且a、b 同号时，方程有正整数解；当a、b 同号时，方程的解是正数。
综上所述，讨论一元一次方程的解，一般应先化为最简方程ax=b第二部分典例精析例1 a 取什么值时，方程a( a－2)x=4(a－2) ①有唯一的解？②无解？③有无数多解？④是正数解？例2 k 取什么整数值时，方程①k(x+1)=k－2（x－2）的解是整数？②（1－x）k=6 的解是负整数？例3 己知方程a(x－2)=b(x+1)－2a 无解。
问 a 和b 应满足什么关系？例4 a、b 取什么值时，方程（3x－2）a+（2x－3）b=8x－7 有无数多解？第三部分典题精练1.根据方程的解的定义，写出下列方程的解：2①(x+1)=0, ②x=9, ③|x|=9 ，④|x|= －3,⑤3x+1=3x－1, ⑥x+2=2+x2. 关于x 的方程ax=x+2 无解，那么a__________3. 在方程a(a－3) x=a 中，当a 取值为＿＿＿＿时，有唯一的解；当a＿＿＿时无解；当a＿＿＿＿＿时,有无数多解；当a＿＿＿＿时,解是负数。
4.k 取什么整数值时，下列等式中的x 是整数？①x= 4k6②x= ③x=k 12k 3k④x=3kk215. k 取什么值时，方程x－k=6x 的解是①正数？②是非负数？6. m 取什么值时，方程3（m+x）=2m－1 的解①是零？②是正数？7. 己知方程3x 6 a1422的根是正数，那么a、b 应满足什么关系？x 28. m 取什么整数值时，方程( 1)m 1 m 的解是整数?3 3b 39. 己知方程(x 1) 1 ax2 2有无数多解，求a、b 的值。
(完整word版)初中英语教师资格证面试真题(2016-2018)
初中英语教师资格证面试真题【写作】1.试讲题目：写作教学试讲【2016年5月】2.内容：Dear Eudora,I am thinking of going on a camping trip in the Northern Territory. But I’ve heard so much about the dangerous creatures in Australia that I’m a bit scared about going out of the city. Perhaps I’d be better staying in Sydney. I know there are lots of interesting things to see there too. What do you think I should do?Bests wishes,Li Haidi3.基本要求：（1）朗读所给段落。
（2）配合教学内容适当板书。
（3）针对该语篇的内容，进行相应的书信写作教学活动。
（4）试讲时间：10分钟。
（5）用英语组织教学。
【词汇】1.题目：词汇教学试讲【2016年5月】2.内容：My young people today care about the way they look. They often buy “designer”clothes because they think they look cool.People also think designer clothes are better made. For example, many people think the right running shoes will make you running faster or player better. Of course, this is not always true. It’s the training -not the trainer-that improve you speed or you score.Most people dress in a way that shows off their personality. But if some of us buy expensive clothes just to look cool. what does that say about us? Maybe it’s just clever advertising.3.基本要求：（1）朗读所给课文。
初中英语教师资格证面试题
初中英语汇总一、1.题目: The Science Museum in London2.内容:In most museums, there is no shouting and no running, and you must not touch anything. But the Science Museum is different. It is noisy! People talk about what they can see and do here and there are some very noisy machines as well .If you want answers to allyour questions about science, this is the right place for you.The Launchpad on the third floor is the most popular room.Because there are lots of physics experiments. For example, if you want to fill a bag with sand, you have to control a kind of truck on heels and move it into the correct place.On the fourth and fifth floors, you can learn about what medicine was like in the past. If you compare the medicine of the past with the medicine of today, you will feel very lucky next time you visita doctor!3.基本要求:(1) 讲解if状语从句；(2) 朗读一遍；(3) 全英试讲，讲解10分钟。
初中英语教师资格证面试真题及答案
初中英语教师资格证面试真题及答案真题一
问题：请问你认为作为一名初中英语老师，最重要的能力是什么？为什么？请问你认为作为一名初中英语老师，最重要的能力是什么？为什么？
答案：我认为作为一名初中英语老师，最重要的能力是良好的沟通能力。
英语作为一门语言课程，其核心在于学生与老师之间的有效沟通。
良好的沟通能力可以帮助我与学生建立良好的师生关系，理解学生的研究需求，并能够清晰地传达知识和指导。
只有通过有效的沟通，学生才能更好地理解和掌握英语知识，从而提高他们的研究成绩和语言能力。
我认为作为一名初中英语老师，最重要的能力是良好的沟通能力。
英语作为一门语言课程，其核心在于学生与老师之间的有效沟通。
良好的沟通能力可以帮助我与学生建立良好的师生关系，理解学生的学习需求，并能够清晰地传达知识和指导。
只有通过有效的沟通，学生才能更好地理解和掌握英语知识，从而提高他们的学习成绩和语言能力。
真题二
问题：请谈谈你在课堂上如何处理学生之间的冲突和纠纷。
请谈谈你在课堂上如何处理学生之间的冲突和纠纷。
答案：在课堂上处理学生之间的冲突和纠纷，我采用以下策略。
首先，我会以平等和公正的态度对待每个学生，并倾听他们的问题和意见。
然后，我会鼓励学生以合作和互相理解的方式解决冲突，促使他们学会妥善处理不同意见和冲突的技巧。
同时，我会提供必要的指导和支持，帮助学生找到解决问题的途径。
最后，我会鼓励学生反思冲突的原因，从中吸取教训，并帮助他们建立积极的人际关系和良好的沟通技巧。
通过这些方法，我相信可以有效地处理学生之间的冲突和纠纷。
初中英语教研员面试题目(3篇)
第1篇一、自我介绍1. 请简单介绍一下您的个人情况，包括教育背景、工作经历等。
2. 您为什么选择成为一名初中英语教研员？您认为自己的优势和特长是什么？3. 在您以往的工作中，有哪些与初中英语教学相关的研究或实践经验？请举例说明。
二、教学理念与教学方法1. 请谈谈您对初中英语教学的理解和认识。
2. 您认为初中英语教学的目标是什么？如何实现这些目标？3. 请结合具体案例，谈谈您在英语课堂教学中如何运用多种教学方法，提高学生的学习兴趣和效果。
4. 如何处理学生在英语学习过程中遇到的困难和问题？5. 请谈谈您对英语教学中的情感、态度和价值观教育的看法。
三、课程设计与教材分析1. 请谈谈您对初中英语课程设置的理解和认识。
2. 如何合理选择和运用教材，以满足学生的英语学习需求？3. 请结合具体案例，谈谈您在教材分析、处理和整合方面的经验和做法。
4. 如何根据学生的实际情况，对教材进行调整和补充？5. 请谈谈您对初中英语课程资源的开发和利用的看法。
四、教学评价与反馈1. 请谈谈您对初中英语教学评价的理解和认识。
2. 如何通过教学评价，全面了解学生的学习情况和教师的教学效果？3. 请谈谈您在英语课堂教学中如何进行形成性评价和总结性评价。
4. 如何将教学评价结果转化为教学改进的依据？5. 请谈谈您对家长、学生和教师反馈的重视程度及处理方法。
五、教研工作与团队建设1. 请谈谈您对初中英语教研工作的理解和认识。
2. 如何开展有效的教研活动，提高教师的专业素养和教学水平？3. 请谈谈您在团队建设方面的经验和做法。
4. 如何协调好教研工作与其他教育教学工作的关系？5. 请谈谈您对教研员在教育教学改革中的作用和责任的认识。
六、信息技术与英语教学1. 请谈谈您对信息技术在英语教学中的应用的理解和认识。
2. 如何利用信息技术提高英语课堂教学效果？3. 请谈谈您在信息技术与英语教学整合方面的经验和做法。
4. 如何帮助教师掌握和应用信息技术？5. 请谈谈您对信息技术在英语教学评价中的应用的看法。
2016下半年初中英语教师资格证面试真题及答案(精选)(2)《升降调讲授》
考题：初中英语《升降调讲授》一、考题回顾二、考题解析初中英语《升降调讲授》主要教学过程及板书设计(一)教学过程Teaching Procedures:Step 1 Warming-upShow a video of two people talking about something, their conversation contains lots of questions and special questions, then ask students what kind of tone they hear during the conversation.Step 2 Presentation1. Students read the text on the book and find out the difficult new words and solve the problems by themselves.2. Read after the teacher and experience the change of the tone. Then, teacher tells students that falling tone represents doubts and falling tone represents affirmation.Step 3 Practice1. Read after the tape and pay attention to their pronunciations.2. Peer editing: Read the dialogue with desk mates and correct the pronunciation for each other.Step 4 Production1. Role-play: Two students a group to play out the conversation in the text book. One act as the woman and the other act as Mary, during reading, students should pay attention to the change of the rising and falling tone.2. Make conversation. Two students a group to make a conversation which contains rising and falling tone and then ask some students to show their work in front of the class.Step 5 Summary and homeworkSummary: Ask one student to act as the little assistant teacher and summarize the knowledge learned today.Homework: Surf the internet to find out more sentences that contains raising and falling tone, and then share it with the rest of the class next day.(二)板书设计Blackboard Design:答辩题目解析1.请谈谈你这节课的教学目标是什么?【教学设计类】【参考答案】这节课的教学目标分为三维目标。
2018年教师资格考试初中英语面试真题及答案
2018上半年教师资格考试初中英语面试真题初中英语：Lin Fei's daily life一、考题回顾二、考题解析【教案】Teaching Aims:Knowledge aim: Students will be able to describe their daily life and acquire some knowledge about listening strategies.Ability aim: Students can obtain the main idea quickly from the listening material and develop the ability of grasping detail information.Emotional aim: Students can foster the interest and desire of learning English, and be fond of taking part in kinds of practical activities.Teaching Key Points:Students can get the main idea and useful information from the listening material.Teaching Difficult Points:Students can apply these skills in their listening and apply these expression in their daily communication.Teaching Methods:Communicative teaching method, task-based teaching method, audio-lingual teaching method.Teaching Aids:PPT, Blackboard, recorder and so onTeaching Procedures:Step 1: Warming up1.Greetings2.Sing an English song It' my life, invite the whole students to clap when singing together and lead to the topic.Step 2: Pre-listening1.Free talk: Give students three minutes to talk about their own daily life and invite them to share it.2.Prediction: Let students work in pairs and ask them to predict Lin Fei's daily life.Step 3: While-listening1. Listen to the tape for the first time and ask them when Lin Fei gets up and whenhe goes to school, then let students to share answers.2.Listen to the tape for the second time and ask them to fill in the chart, then invite them to share their answers.Step 4: Production1.Retelling: Ask students to retell Lin Fei's daily life with the help of the chat in their own words, and teacher will give them 3 minutes to prepare it and 3 minutes later, invite some students to share their retelling in the front.2.Survey: Let students discuss their own daily life in the group of four and makea report in the form of chart. 8 minutes later teacher invites some groups to share the result of their reports.Step 5: Summary & HomeworkSummary : Invite a little teacher to help teacher make a summary of this class.Homework: Let students introduce their daily life to their parents and make a share in the next class.Blackboard design:初中英语：口语教学活动二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the sentence structure “We have great bags for only ￥12! we have....for only....; You can buy...for only .... ”.Ability aim: Students can use these sentence structures to apply in their daily life.Emotional aim: Students will improve their confidence of learning English and not afraid of speaking English in Class.Teaching Key Points:Students know the expressions about describing great sale and master the sentence structure.Teaching Difficult Points:Students can apply the expressions into daily communication.Teaching Methods:Communicative teaching method, task-based teaching method, situational teaching method.Teaching Aids:PPT, Blackboard and so onTeaching Procedures:Step 1: Warming up1.Greetings2.Play a video about an advertisement of Huawei phone and invite students to talk about the content of this video.Then the teacher leads in the topic of “Huaxing’s great sale.”Step 2: Pre-speaking1.Show two pictures about Huaxing store and its great sale advertisement.2.Let students listen to the tape and find out what things are at great sale.3.Ask students to listen to the tape again and collect the useful expressions about great sale.Step 3:While-speaking1. Ask students to read Huaxing’s store’s advertisement actively and vividly.2. Let students talk about the expressions of great sale.3. Role-play: students work in pairs to make conversation.Suppose there is a situation that you own a store. One student is shop assistant, the other students is customer. Teacher will give them 8 minutes to prepare it.Step 4: Post-speakingShare and evaluation: Invite some students to perform the conversation in the front.Step 5: Summary & HomeworkSummary: let them look at the blackboard and summarize this class.Homework: Ask students to design a poster of their own store’s great sale and share it next class.Blackboard design:初中英语《Attributive Clause》一、考题回顾二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the structure of attributive Clause and understand what the relative words or antecedents are.Ability aim: Students can use the attributive clause to describe what happened in their daily life and make up more superior sentences.Emotional aim: Students will be inspired to study both English and putonghua very well so that they can solve problems they will meet abroad by themselves.Teaching Key Points:Students acquire the clause structure and know the relative words as well as antecedents.Teaching Difficult Points:Students can apply the structure into daily communication and get the differencebetween relative pronoun and adverb.Teaching Methods:题目来源于考生回忆Communicative teaching method, task-based teaching method, situational teaching method.Teaching Aids:PPT, Blackboard and so onTeaching Procedures:Step 1: Warming up1.Greetings2.Review: Show students two sentences. One is an adverbial clause of place that linked by where and the other is an attributive clause that also linked by where Where there is a will there is a way. Let them find out the differences or similarities between them and lead to what we’re going to learn today.Step 2: Presentation1. Read the passage briefly and and answer 3 questions. Where is the Ocean park? Who helped us? How was the ride? To lead the three underlined parts Then write down the three sentences students choose from the passage after reading.2.Explain the common parts of these three sentences and show the structure of attributive clause.3.Tell students that when the antecedent is a person or an object, we should choose different relative words. Also, they should understand the difference betweenattributive clause linked by where and the adverbial clause of place linked by where.题目来源于考生回忆Step 3: Practice1. Give them some sentences with blankets and let them choose the proper relative words.2. Show them several clauses and find out which are attributive clauses.Step 4: ProductionDiscussion and share: students work in pairs to describe their travel by using attributive clauses; teacher will give them 5 minutes to prepare it and 5 minutes later, invite some students to share their experiences.Step 5: Summary & HomeworkSummary : students look at the blackboard and summarize this class.Homework:students find more rules about attributive clauses and prepare for the next class.Blackboard design:二、考题解析【教案】Teaching aims:Knowledge aim: Students will master the sentence pattern “can you” and some new words such as sing, play the piano and so on.Ability aim: Students will improve their speaking ability through group work.Emotional aim: Students will take part in the class actively and be fond of learning English.Key and difficult point: Students can master the sentence pattern and words and can take part into the class actively.Teaching procedure:Step 1: Warming-upGreeting: Good morning boys and girls, this is your beloved English teacher, Jessica.How are you today? Fine, I'm too. It is snowing right now right? The weather is getting colder and colder, so put on more clothes and don't catch cold ok? Otherwise you will lag behind for your English studying.Lead-in: 展示有关音乐会的图片：Sydney Opera House/ National opera house in Beijing1)what can you see in the pictures2) Where can we do in it?3) Do you like to enjoy a music show in our school?4) Let’s take a look of today’s class: musicians wanted for school music festival.Step 2: Pre-reading图片讲解单词：sing/ dance/ play the piano/1) What can you see in the pictures: 依次展示TF boys/ ballet/ 朗朗2) What is he/ she doing in the picture? 依次引出: sing/ dance/ play the piano.3) When you sing, you make musical sounds with your voice, usually producing words that fit a tune.4) When you dance, you move your body and feet in a way that follows a rhythm, usually in time to music.5) A piano is a large musical instrument with a row of black and white keys. When you press these keys with your fingers, little hammers hit wire strings inside the piano, which vibrate to produce musical notes.Step 3: While-reading设置阅读问题：1) Which musical instruments are mentioned in the passage:The piano (Y), the trumpet (Y), the drums (Y). violin (X).2) who should you contact if you are interested: zhang heng3) The telephone number? 622-6033.Step4: Post-reading1) Do a survey: which musical instruments can your classmate play?2) Making a conversation by using the result of the survey: Do you want to go to the music festival?初中英语《My morning》二、考题解析【教案】Teaching aims:Knowledge aims:Students will know how to describe a day using proper conjunctions and tense.Students will master some words, such as waste, value... and a sentence structure: I usually + simple present tense.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 introduce a day in English.Difficult Point: Students will use the sentence structure in real communicative situation.Teaching procedure:Step 1: Warming-up1. Greetings.2. Play a video about Tom’s day and ask students what kind of information have they caught.Step 2: Pre-listening1. Review the knowledge about simple present tense. Ask students to make sentences using simple present tense.ing pictures to explain some words: waste-value, brush.Step 3: While-listening1st listening: Ask students to listen to the tape for the first time and try to get the main idea of the passage and underline the conjunctions used.2nd listening: Ask students to listen to the tape for the second time and complete the timetable below.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:。
- 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)。
初中英语教师资格证面试真题
【写作】
1.试讲题目：写作教学试讲【2016年5月】
2.内容：
Dear Eudora,
I am thinking of going on a camping trip in the Northern Territory. But I’ve heard so much about the dangerous creatures in Australia that I’m a bit scared about going out of the city. Perhaps I’d be better staying in Sydney. I know there are lots of interesting things to see there too. What do you think I should do?
Bests wishes,
Li Haidi
3.基本要求：
（1）朗读所给段落。
（2）配合教学内容适当板书。
（3）针对该语篇的内容，进行相应的书信写作教学活动。
（4）试讲时间：10分钟。
（5）用英语组织教学。
【词汇】
1.题目：词汇教学试讲【2016年5月】
2.内容：
My young people today care about the way they look. They often buy “designer”clothes because they think they look cool.
People also think designer clothes are better made. For example, many people think the right running shoes will make you running faster or player better. Of course, this is not always true. It’s the training -not the trainer-that improve you speed or you score.
Most people dress in a way that shows off their personality. But if some of us buy expensive clothes just to look cool. what does that say about us? Maybe it’s just clever advertising.
3.基本要求：
（1）朗读所给课文。
（2）配合教学内容适当板书。
（3）针对所给材料的划线部分，设计短语使用的教学活动。
（4）试讲时间：10分钟。
（5）用英语组织教学。
【口语】
1.试讲题目：口语教学试讲【2016年5月】
2.内容：
The other day, my friends and I talked about the rules that we have in school. At our school, we have to wear uniforms every day. The problem is that all my classmates think uniforms are ugly. We thing young people should look smarter and so we would like to wear our own clothes. Ours teachers believe that if we did that, we should concentrate more on ours clothes than our studies. We disagree.
3.基本要求：
（1）朗读所给课文。
（2）配合教学内容适当板书。
（3）针对该段落的内容，进行相应的口语教学活动。
（4）试讲时间：10分钟。
（5）用英语组织教学。
1.试讲题目：口语教学试讲【2016年5月】
2.内容：
You are never too young to start doing things that you don’t know how to do before. For example, Tiger Woods started golfing when he was only ten months old. Mozart started writing music when he was only four years old. And Ronaldo, the great Brazilian soccer player, played for his national team when he was seventeen.
3.基本要求：
（1）朗读所给课文。
（2）配合教学内容适当板书。
（3）针对该段落的内容，进行相应的口语教学活动。
（4）试讲时间：10分钟。
（5）用英语组织教学。
1.试讲题目：口语教学试讲【2018年5月】
2.内容：
A: Excuse me, Where’s the hospital?
B: It’s on Mason Street.
A: How do I get there?
B: Go straight on go past Adams Street. Turn left On Mason Street. The hospital is on the left, between the library and museum.
A: Okay. Thank a lot.
B: You’re welcome.
3.基本要求：
（1）朗读所给段落。
（2）配合教学内容适当板书。
（3）针对该段落的内容，设计问路的口语教学活动。
（4）用英语试讲。
（5）试讲时间：10分钟。
【语法】
1.试讲题目：语法教学试讲【2018年5月】【外研社版八年级上M3 unit1】
2.内容：
Daming: Hey,e and watch the football match TV!
Tony: OK. What’s the score?
Daming: Spain scored a minute ago.
Tony：Wow！That’s fast!
Daming：That’s right. Last week the match on TV was so boring because no one scored at all. So this week’s match is already more exciting.
Betty: What’s the matter with you，Tony？ You look tired.
Tony: I’m really tired after last night's tennis match. And I hurt my knee.
Daming：That’s too bad！Sit down and watch the match. It’s safer than playing tennis.
3.基本要求：
（1）朗读所给对话。
（2）配合教学内容适当板书。
（3）针对所给材料的划线部分，设计运用该语法项目相应的教学活动。
（4）用英语试讲。
（5）试讲时间：10分钟。
p。