教资面试总结初中英语
教师资格 教资面试--初中英语
教师资格教资⾯试--初中英语Warming upGood morning, boys and girls! Itʼsa sunny day, isnʼt it? How are you today? Great, not bad. Iʼm so glad to hearthat.Beforeour class, I would like to say a tongue twister. Listen carefully. Can you can a can asacanner can can a can?/ Very fast, right? Can you do it?（停顿）/Wow, you did a good job. Leading in** At the beginning of the class, Iʼd like to show you a picture / video. OK, stop here, what can you see from the video? Who can tell me the answer? （停顿）Yes , there are elephants. What do you know about elephants?（停顿）/Excellent! they are very rare and precious, You know so much about the elephants. /Today, we are going to learn a new lesson letʼs save elephants.（板书）. **NowI will read the passage for you. (题⽬要求朗读全⽂的话). please listen carefully. PWP⼝语课图⽚+问答导⼊Here are some pictures on the PPT.Let's have a look. Whatcan you see in the pictures? /Great, there are different kinds o raffic tools. We can see bike, bus,car, taxi and so on.l get to school by bus every day.How about you? / Andrew,please.Ok, you get to schoolby car. Anyone else? Robert,please.You walk to school. I see.You live near theschool,right? Ok, there are many ways to get to school.And today weare going to learna new lesson —How do you get to school?Pre-listening预测Before listening to the tape, let's have a prediction accordingto the title. Discusswith your deskmate :what may tell in theconversation? / What a heated discussion!Who would like toshare your answers? Amy, please.Ok, it may talk aboutthedifferent ways to get to school./ Good try. We'll see whetheryour prediction isright.处理⼤意Now, let's listen to the tape and try to find the main idea o he conversation. I willask someone to share your answers.Here we go. / Ok，stop here. Who wants toshare the main idea you found? Lucy please! Do you agree with her? Yes, I totallyagree with her too. The conversation is about the ways to get to school./ So, wasyour prediction right? Yes, you did a good job.While-speaking第⼀遍说:跟读Now, please read the conversation a er the tape and try to finish the chart on theblackboard.(板书)Question 1: How does Lisa get to school?Question 2:How far is it from Lisa's home to schoo1?Question 3: How long does it take Jane to get to school?Ok, let's stop here./ Who wants to share the answers? Our monitor, please. Wow ,your answer is all correct. You are socareful. Sit down please./ Boys and girls, pleaseThese are the main sentence patterns in thisconversation.use the sentence patterns.第⼆遍说（⽣⽣说)Please read the conversation with your deskmate.attention to the pronunciation and intonation. I'll ask some of you to stand upandread the dialogue. 3 minutes for you.Here we go. / Ok,who would like to read for us?The twins, please.Wow, yourpronunciation is beautiful.Post-speaking说后输出（⻆⾊扮演)It's time to level up. Let's do a role play. Suppose you are a reporter and you wantto interview your deskmate: How doe she get to school? Make an interviewingdialogue by using the sentence patterns on the blackboard. Try to make thedialogueas interesting as possible. Then I'll invite some of you to shareit to thewhole class.Clear? Ok, start! / Dingdong, time's up.It 's show time. which teamwants to be the first? You twoplease./ Excellent performance! You look like a realreporter!说后输出（讨论)You all did a good job in this part. So, are you ready formore challenging task? Let'shave a discussion. I will divide you into 4 groups , group one, group two, groupthree, groupfour. The topic of our discussion is that which is your favorite way togo to school? Why?don't forget to use the expression wehave learnt.OK,time's up. Which group would like to share your ideas?Ok ,group two. / Wonderful pronunciation! Big hands for her.阅读课Pre-reading预测主题Before reading this passage, **let's have A prediction according to the title.your imagination to think of as many answers as you can. Discuss with yourdeskmate : what may tell in the passage? **（停顿）what a heated discussion! Who'd Like to Share your answers? Who can try?Lisa please. oh, is about(主题). Allen Please. I see your hand. You think（主题）. You are very good. sit down please.讲解单词To help us understand the passage better, let's go through the new words first.Please look at the blackboard.(板书)The first one is smart. What's the meaning of this word? Well, please look at theppt. who is he? Yes, Dr. Wei. The famous judge in the show Super Brain. So we cansay Dr. Wei is clever. We can also say Doctor Wei is smart. Smart means clever. / Got it? / Wow, you are so smart.图⽚展示理解Ok ，the next phrase is get lost. We have learnt the phrase be lost before. Theyhave the same meaning. It means “lose one's way". / Can you make a sentence?Julie, please./ OK, it's scary to get lost in the forest. Well done.近义词讲解The last one, ivory. Yes, I heard you. David, can you explain this word for us? /Goodjob, you are a good teacher, thank you, David.不会的单词让同学讲While-reading1) Extensive reading第⼀遍读，了解⽂章⼤意read the passage quickly for the first time and try to get the general idea of the passage. I will ask someone to share your answers. Here we go.(停顿)/OK，stop here. /now who can tell me the main idea of the passage? Thegirl in the corner, please./ Excellent! Sit down please./ So, was your predictionright? Yes, you are so good at predicting.2) Intensive reading第⼆编读，找细节。
初中英语教师资格证面试备考-初中英语语法点汇总九年级
初中英语教师资格证面试备考-初中英语语法点汇总九年级九年级上册 (2)并列连词and, but, or和so (2)并列连词both ... and ..., not only ... but (also) ..., either ... or ... 和neither ... nor (3)that引导的宾语从句 (4)if或whether引导的宾语从句 (5)连接代词和连接副词引导的宾语从句 (6)提建议的句型 (6)before, after, when 和while引导的时间状语从句 (7)since, till 和until引导的时间状语从句 (7)as soon as 和whenever引导的时间状语从句 (8)because引导的原因状语从句 (9)since 和as引导是原因状语从句 (9)if引导的条件状语从句 (10)unless引导的条件状语从句 (10)although和though引导的让步状语从句 (11)so ... that 和such ... that引导的结果状语从句.. (11)so that引导的目的状语从句 (12)限定性定语从句 (12)关系代词 (13)九年级下册 (14)代词it的用法 (14)时态Tenses (16)简单句和复合句之间的转换 (18)九年级上册并列连词and, but, or和soUsing and, but, or and soWe use conjunctions like and, but, or and so to join ideas together. We use and to join ideas that are similar.I am active and energetic. I love working with people.I am active and energetic, and I love working with people.We use but to join ideas that are different.He does not like to talk much. His work shouts!He does not like to talk much, but his work shouts!We use or to introduce another possibility.I can be a good teacher. I can be a good doctor.I can be a good teacher or a good doctor.In negative sentences, we use or to join two or more ideas.He does not like singing. He does not like dancing.He does not like singing or dancing.We use so to express the result of something.I want to share the best art with people.I am always searching for something better or different.I want to share the best art with people, so I am always searching for something better or different.并列连词both ... and ..., not only ... but (also) ..., either ... or ... 和neither ... nor ...We use conjunctions like both ... and ..., not only ... but (also) ..., either ... or ..., and neither ... nor ... to connect the same part of two sentences to avoid repetition.both ... and ...We use both ... and ...to emphasize that something is true not just of one person, thing or situation, but of another too.Kitty has known something about the four people. I have known something about the four people.Both Kitty and I have known something about the four people.not only ... but (also) ...We use not only ... but (also) ...to add another fact to something you have mentioned.Carelessness will be a disaster to ourselves. Carelessness will be a disaster to patients.Carelessness will be a disaster not only to ourselves but (also) to patients.either ... or ...We use either ... or ... to mean one or the other, this or that, he or she, etc.You take the lead. You fall behind.You either take the lead or fall behind.neither ... nor ...We use neither ... nor ... to mean not this one and not the other, not this and not that, not he and not she, etc.My parents do not think I can make a good accountant.I do not think I can make a good accountant.Neither my parents nor I think I can make a good accountant.When we use the conjunctions to connect two subjects, the verb form after both ... and ... is always plural, but the verb form after not only ... but (also) ..., either ... or ... and neither ... nor ... can be plural or singular, depending on the subject closer to the verb.Both Kitty and Simon are energetic.Not only the students but (also) their teacher knows about the four people.Either Simon or David is ready to take on new challenges.Neither Millie nor her friends know about types of personality.that引导的宾语从句Object clauses introduced by thatAn object clause functions as the object of a sentence. We use that to introduce an object clause that is a statement.An object clause can be put after verbs such as know, think, believe, hope and mean.Some people believe that colours can influence our moods.She hopes that yellow can bring her success.An object clause can also follow adjectives such as certain, sure and glad.He is glad that the walls in his room are blue.She is sure that yellow can bring her good luck.In informal English we often drop that.I think (that) blue is better than pink.“I’m feeling blue” means (that) “I’m feeling sad”.Do you think (that) your favourite colour matches your characteristics?if或whether引导的宾语从句Object clauses introduced by if or whetherWe use if or whether to introduce an object clause that expresses a yes/no question. Such an object clause often follows verbs such as ask, see, wonder and find out. The word order in the clause should be the same as that in a statement.You may wonder if/whether colours influence our moods.Sandy asks if/whether orange can cheer her up.连接代词和连接副词引导的宾语从句Object clauses introduced by question wordsWe use a question word to introduce an object clause that expresses a wh- question. The word order in the clause should be the same as that in a statement.I wonder what I should do.Daniel does not know whom he should talk to.Sometimes we forget when we should stop.I do not understand why they are so strict with me.I do not know how I should deal with the problem.提建议的句型Giving suggestionsWe give suggestions politely using structures such as Why not ..., Why don’t you ..., What/How about ..., Let’s ... and Shall we ....Why not eat less and exercise more?Why don’t you let your parents know you need them?What/How about choosing your hobby according to the time you have?Let’s write a letter to Mr Sigmund Friend.Shall we have a meeting about this?before, after, when 和while引导的时间状语从句Using before, after, when and whileWe use the conjunctions before, after, when and while to introduce time clauses. They can be placed at the beginning or in the middle of sentences.Before means earlier than a certain time.He remained there for about a year before the NBA took notice of him.After means later than a certain time.After he graduated, he was forced to play in another basketball league.When means at or during a certain time.When he finally got the chance, he scored 20 points in his first game.While means during a certain time.While (he was) attending junior high, Spud tried out for the school team.since, till 和until引导的时间状语从句Using since, till and untilWe also use the conjunctions since, till and until to introduce time clauses.Since means from a certain time. The verb in the main clause is often used in the present perfect tense.You’ve been happy since I first met you.Till and until both mean up to a certain time, but till is more informal than until.Spud remained in another basketball league for about a year till/until the NBA took notice of him.When we use verbs like go, leave, arrive, etc. in the main clauses, we should use the structure not ... till/until.Do not wake me up until you finish your work.as soon as 和whenever引导的时间状语从句Using as soon as and wheneverThe conjunctions as soon as and whenever can also introduce time clauses.As soon as means when something happens, or a short time after something has happened.It began to rain as soon as I left the house.Whenever means at any time.I can read books whenever I want to.because引导的原因状语从句Giving reasons with becauseWe use because to introduce clauses of reason. Its tone is strong.I like listening to music because it makes me feel relaxed.I like painting because I like all the different colours.He loves the sounds of the rushing water and the blowing wind because, to him, the best music comes from nature.We often use because to answer why questions.Millie: Why do you love Michael Jackson?Daniel: Because he was the King of Pop.since 和as引导是原因状语从句Giving reasons with since and asSince and as are also used to give reasons for something.Usually the reasons are already known. Their tone is weaker than because.Since he had no musical instruments then, he made music with common objects like stones and paper.As he likes the sounds of nature, Tan uses them a lot in his music.if引导的条件状语从句Using ifWe use if to talk about the result of a possible action. We make sentences with if like this:unless引导的条件状语从句Using unlessWe can use unless to say that something can only happen or be true in a particular situation.The situation will continue unless humans stop hunting them for their fur and bones.Sometimes we can use if ... not to replace unless.The situation will continue unless humans stop hunting them for their fur and bones.The situation will continue if humans do not stop hunting them for their fur and bones.Unless it rains tomorrow, we are going to play football in the park.If it does not rain tomorrow, we are going to play football in the park.The unless-clause can come first or after the main clause.Unless you try your best, you will not realize your dream.You will be late unless you leave right now.although和though引导的让步状语从句Using although/thoughWe use although/though to contrast two clauses. Although is more formal than though.Colette insisted that Hepburn was the perfect girl for the lead role in the play, although Hepburn had never played any major roles before.Although he was a great player at university, the NBA was not interested in him.Though I like acting, I’d rather be a director.The music for the Beijing Olympics uses traditional Chinese music and the sounds of an ancient Chinese bell, though it is in a Western style.so ... that 和such ... that引导的结果状语从句Using so ... that and such ... thatWe use so ... that or such ... that to emphasize the qualities or characteristics of somebody or something and show the result of it.We use an adjective or an adverb between so and that.I am so good that I should be in Hollywood instead.The actress worked so hard that she did not have a day off last year.We use a noun phrase between such and that.Millie is such a good storyteller that she could write exciting scripts.It was such an exciting script that she read it through without stopping.so that引导的目的状语从句Using so thatWe use so that to talk about the purpose of doing something. We usually use can, will, could or may after so that.Hepburn spent her last few years working closely with UNICEF so that she could help poor children in different parts of the world.限定性定语从句Defining relative clausesWe use adjectives to describe someone or something.a short thin manuseful informationBut when we need a sentence to describe someone or something, we use a relativeclause.A detective is someone who looks for clues to something important.A defining relative clause describes the noun before it. We cannot take it out of a sentence because it contains important information. We can use who, which or that in defining relative clauses.We are asking anyone who saw anything unusual near Corn Street last night to contact us.We are now checking the scene for more clues which will help solve the case.The victim’s parents have offered a reward of ¥50,000 for any information that leads to the arrest of the murderer.关系代词Relative pronounsWho, which and that can be used as relative pronouns. We use them to refer to people and/or things.We use relative pronouns to introduce relative clauses. The relative clause comes after the noun it refers to.So far, the only suspect is a short thin man who was seen running down Corn Street at 10 p.m. last night.Anyone who can provide useful information should contact the police.We are now checking the scene for more clues which will help solve the case.九年级下册代词it的用法Uses of it用it作人称代词Using it as a pronounWe use it for animals and lifeless things.Look at the panda. It is so small.Another famous attraction is the Great Wall. It runs for over 6,000 kilometres across northern China.We use it for a young child when we do not know whether it is a girl or a boy.My aunt will have a baby soon. She hopes it will be a girl.Look at that cute baby over there! It’s a boy, isn’t it?We use it for an unknown person.—Who was calling you on the phone just now?—It was my cousin.We use it for an action, a situation or an idea mentioned in a previous statement. Riding around the countryside is popular in Guilin, isn’t it?Tourists like to take a boat trip along the Lijiang River. It is great fun.用it作非人称代词Using it as an impersonal pronounWe also use it for the time, the date, the weather, the distance, etc.It is 6:30 p.m. It is raining heavily outside.It is 1 January today. It is New Year’s Day.In Beijing, it is cold and windy in winter.It is two kilometres from my school to my home.it作形式主语或形式宾语Using it to replace the real subject or objectSometimes we use it to replace the real subject or object in a sentence. In this situation, we put the real subject or object later in the sentence in the form of a to-infinitive or a clause.It is very tiring to climb the steps.It is popular to hire a bicycle and ride around the countryside.It is amazing that there are so many rocks in unusual shapes in the cave. Many people find it pleasant to travel around.Useful structures with itIt is + adjective + (of/for ...) + to ....It takes ... some time to ....It is said/reported/... that ....... think(s)/find(s) it easy/difficult/... to ....时态Tenses一般现在时和现在进行时Simple present and present continuous一般过去时和过去进行时Simple past and past continuous一般过去时和现在完成时Simple past and present perfect简单句和复合句之间的转换Sentences用宾语+宾语补足语将宾语从句转换成简单句Using object clauses or objects + object complementsSometimes we use objects + object complements to replace object clauses. He saw that the robot was making breakfast.He saw the robot making breakfast.He found that his flat was in a complete mess.He found his flat in a complete mess.He thinks that it is too much trouble to own a robot.He thinks it too much trouble to own a robot.用疑问词+不定式将宾语从句转换成简单句Using object clauses or question words + to-infinitivesSometimes we use question words + to-infinitives to replace object clauses.The robot no longer knew when it should cook breakfast.The robot no longer knew when to cook breakfast.Mr Jiang did not know what he should do with the robot.Mr Jiang did not know what to do with the robot.用动词不定式将结果/目的状语从句转换成简单句Using adverbial clauses or to-infinitivesWe can also use to-infinitives to replace some adverbial clauses expressing results or purposes.Mr Jiang is always so busy that he does not have any time for hobbies.Mr Jiang is always too busy to have any time for hobbies.The robot is so s mart that it can do a lot of things for Mr Jiang.The robot is smart enough to do a lot of things for Mr Jiang.Mr Jiang plans to buy a robot so that he can have more free time.Mr Jiang plans to buy a robot in order to have more free time.用介词短语将状语从句转换成简单句Using adverbial clauses or simple sentencesWe can rewrite some adverbial clauses in simple sentences with prepositional phrases beginning with at the age of, because of and without.Neil Armstrong received his student pilot’s licence when he was 16.Neil Armstrong received his student pilot’s licence at the age of 16.People might float in space because the gravity is low.People might float in space because of the low gravity.Humans cannot survive if there is no food, water or oxygen.Humans cannot survive without food, water or oxygen.用介词将宾语从句转换成简单句Using object clauses or simple sentencesWe can rewrite some object clauses in simple sentences with prepositions like of and about.The smell of the pills reminds them that food on the Earth is tasty.The smell of the pills reminds them of the tasty food on the Earth.Are they sure that space travel will be very fast?Are they sure about the fast speed of space travel?用介词将定语从句转换成简单句Using defining relative clauses or simple sentencesWe can rewrite some defining relative clauses in simple sentences with prepositions like with and in.People might live in houses which have huge comfortable rooms.People might live in houses with huge comfortable rooms.On Mars you might see people who wear special boots.On Mars you might see people in special boots.。
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。
初中英语试讲知识点总结
初中英语试讲知识点总结一、初中英语试讲的目标与要求初中英语试讲是一种教学评估活动，旨在检验教师的教学能力和学生的学习效果。
试讲的目标是确保教师能够有效地传授英语知识，激发学生的学习兴趣，并帮助学生掌握必要的语言技能。
教师在试讲中需要展示清晰的教学目标、合理的教学步骤、有效的教学方法和技巧，以及对学生学习成果的评估能力。
二、初中英语试讲的核心知识点1. 词汇教学- 教授基础词汇，包括日常生活用品、学校科目、职业等。
- 教授词汇的记忆技巧，如联想记忆、分类记忆等。
- 通过图片、实物、情景模拟等方法，帮助学生理解和记忆新词汇。
2. 语法教学- 教授基本的语法规则，如名词、动词、形容词的使用，句子结构等。
- 通过例句和练习，帮助学生理解和掌握语法点。
- 强调语法在实际语言运用中的重要性，避免机械记忆。
3. 听力教学- 通过听力材料，如对话、短文、歌曲等，提高学生的听力理解能力。
- 教授听力技巧，如预测、关键词捕捉、信息归纳等。
- 组织听力练习，包括填空、选择题、判断题等。
4. 口语教学- 鼓励学生大胆开口说英语，提高口语表达能力。
- 通过角色扮演、情景对话等活动，让学生在实际交流中练习口语。
- 教授语音语调、重音节奏等口语表达技巧。
5. 阅读教学- 引导学生阅读适合年龄段的英语文章，提高阅读理解能力。
- 教授阅读策略，如扫读、精读、寻找主题句等。
- 组织阅读理解练习，包括主旨大意、细节理解、推理判断等。
6. 写作教学- 教授基本的写作格式，如书信、日记、故事等。
- 通过写作练习，提高学生的写作组织能力和语言表达能力。
- 强调写作的创造性和逻辑性，鼓励学生表达个人思想和观点。
三、初中英语试讲的课堂管理1. 课堂纪律- 建立明确的课堂规则，确保课堂秩序。
- 通过积极的激励和适时的纠正，维护良好的学习氛围。
2. 学生参与- 鼓励学生积极参与课堂活动，提问和讨论。
- 采用小组合作、竞赛等多种形式，提高学生的参与度。
初中教资英语面试语法知识点
初中教资英语面试语法知识点在初中教资英语面试中，语法是一个重要的考查内容，因为它是英语教学的基础。
以下是一些可能涉及到的语法知识点，供参考：1.动词时态时态是英语语法中的重要部分。
在教资面试中，考察的时态通常涵盖一般现在时、一般过去时、一般将来时等。
同时，还会涉及到其他更复杂的时态，如现在进行时、过去进行时、现在完成时等。
应熟练掌握时态的构成和用法，并能区分不同时态之间的差异。
2.名词和代词名词和代词是英语中的基本词类，也是学生初中英语学习的重点之一、在面试中，可能会涉及到名词的单复数形式、可数和不可数名词的区分、代词的人称、性数和格的变化等。
需要重点掌握这些知识点，并能正确运用在教学中。
3.形容词和副词形容词和副词用来修饰名词和动词，是句子中的重要成分。
在面试中，考官可能会询问形容词和副词的用法，以及比较级和最高级的构成等。
此外，还可能涉及到形容词的位置和使用注意事项等。
应对这些问题要有清晰的理解和准确的回答。
4.介词和连词介词和连词在句子中起到连接词与词、短语与短语的作用。
在面试中，可能会问到介词和连词的用法、常见搭配以及语义或语法上的差异等。
要对常见的介词和连词有所了解，并能正确使用。
5.被动语态和宾语从句被动语态和宾语从句是相对较难的语法知识点。
被动语态用来强调动作的承受者，而宾语从句则是在复合句中充当宾语的子句。
在面试中，可能会要求对被动语态和宾语从句的构成和用法进行解释，并能正确使用。
除了以上语法知识点，面试中还可能涉及到其他语法知识，如条件句、间接引语、状语从句等。
综上所述，语法是初中教资英语面试中的重要考察内容，应提前做好准备，熟练掌握常见的语法知识点，并能灵活运用到教学中。
希望以上内容对您有所帮助。
初中英语教资考试知识点超详细考点总结
第一部分语言知识与能力第一章英语语言知识二、语音（Speech Sounds）P781、语音分类发音方式发音部位VL - 清浊音（voiceless consonant） VD - 浊辅音（voiced consonant）2、音系学（phonology）P79（1）同化规则（assimilation Rule）progressive assimilation 顺同化（前面带偏后面）workedregressive assimilation 逆同化（后面带偏前面）newspaperreciprocal/double assimilation 互相同化 did you（2）音节（syllable） tea chi-na im-pos-si-ble重音（stress）声调（tone）（3）语音变化（vocal variety）liaison 连读 pick it upplosion 爆破音plosion loss 失去爆破 sit down ；incomplete plosion 不完全爆破 ask ed nasal plosion 鼻腔爆破 button ；lateral plosion 舌边爆破 little三、形态学（Morphology）1、morpheme 词素重点！ P87（1）free morpheme 自由词素 dog ；bound morpheme 黏着词素 moonwalk（2）root 词根； affix 词缀（prefix 前缀、suffix 后缀）； stem 词干friend-ships（3）inflectional affix 屈折词缀 -s,-ing,-ed不同形式（4）derivational affix 派生词缀改变词性和意义2、（1）inflection 屈折变化 -s,-ing,-ed不同形式（2）word-formation 词的形成：compounding 复合法 through-outderivation 派生法（prefixation 前缀化 suffixation 后缀化）il-logical-ly3、常见构词法P89invention 新创词 nylon ；blending 混成法 smoke+fog=smogclipping 截断法 advertisement=ad ；initialism 首字母连写词 WTOacronym 首字母拼音词 AIDS ；back-formation 逆构词法 editor--editanalogical creation 类似构词 work--wrought/workedtypes of borrowing 借词法：loanword/borrowing 借词 feast（法语中借来）loanblend 混合借词 Chinatown （本国加外来）loanshift 转移借词 bridge （借用意义）loan translation 翻译借词（从别种语言翻译而来）4、词义变化broadening 词义扩大 bird 小鸟--鸟类；narrowing 词义缩小 girl 年轻人--女孩meaning shift 词义转移；class shift 词性转换；folk etymology 俗词源（错多了成了对的）四、句法学（Syntax） P911、句法关系syntagmatic relation 组合关系（horizontal relation/chain relation）构成同一形式、序列或结构paradigmatic relation 聚合关系（vertical relation/choice relation）各要素可相互替换relation of co-occurrence 共现关系（不同集合的词语一起组成句子）2、句子结构和成分immediate constituent analysis 直接成分分析法（IC分析法）The boy ate the apple. 用树形图（tree diagram）一般句子，主谓宾之类的endocentric construction 向心结构一个词或词组可以确定为中心（center）或中心词（head）two stone bridge 一般名词/动词/形容词短语exocentric construction 离心结构没有确定的中心或中心词 The boy smiled. 一般动宾/系表结构deep structure 深层结构（含义相同，说法不同）surface structure 表层结构（句子表述方式）五、语义学（Semantics） P931、涵义关系（Sense Relations）lexical relation 词汇关系（1）同义关系（Synonymy）synonyms 同义词stylistic 文体差别(formality) buy--perchase ；dialectal 地域差别underground--subwaycollocational 搭配差别 accuse(of)--charge(with) ；emotive 情感差别 thrifty--stingy ；semantic 语义差别 enough--ample（2）反义关系（Antonymy）antonyms 反义词 relational opposites 意义相反词gradable antonymy 等级反义 warm--coolcomplementary antonymy 互补反义 boy--girlconverse antonymy 反向反义关系 buy--sell（3）上下义关系（Hyponymy）种类和成员包括上坐标词（superordinate）和下义词（hyponymy） flower--rose/tulip（4）一词多义（Polysemy）（5）同音/同形异义现象（Homonymy）homophone 同音异义 sun--sonhomograph 同形异义 liecomplete homonym 完全同音同形异义 bank 岸边；银行2、句子逻辑关系 iff--充分必要条件“S is true iff P”P就是S的真值条件（truth condition）P（1）synonymy 同义关系“X is synonymous with Y.”同真同假 P95（2）contradiction 矛盾关系“X is inconsistent with Y.”一真一假（3）entailment 蕴含关系“X entails Y.” X小，Y大 X：old man Y：man（4）presupposition 预设关系“X presupposes Y.” Y是前提 X：repair the car Y：have a car六、语用学（Pragmatics） P961、言语行为理论（Speech Act Theory）（1）locutionary act 发话行为（说话人表达字面意思）is the act of saying something which is meaningful an can be understood.（2）illocutionary act 行事行为（说话人表达意图）is the act in saying something to perform a function.（3）perlocutionary act 取效行为（作用于听话人的效果）is the results or effects that are produced by means of saying something.言外之意（illocutionary point）：representatives 阐述类； directives 指令类； commissives 承诺类；expressives 表达类； declarations 宣告类2、会话含义理论（Conversational Principle/Maxim） violate 违反 P97cooperative principle,CP 合作原则（会话有共同目标）“Make your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged.”（1）the maxim of quantity数量准则（信息充分）（2）the maxim of quality质量准则（说实话）（3）the maxim of relation相关准则（说相关的事）（4）the maxim of manner方式准则（清楚简洁避免歧义）conversational implicature 会话含义（用会话准则暗示意义）（1）calculability 可推导性（含义能理解）（2）cancellability 可取消性（defeasibility）（因素变化，含义变化）（3）non-detachability 不可分离性（含义依附于内容）（4）non-conventionality非规约性（含义不确定）七、修辞学（Rhetoric）问法：rhetoric/rhetorical device 修辞策略 P981、simile明喻 like,as...as,as if,as though,similar to,such as2、metaphor隐喻（暗含比较） elephant pause3、personification拟人（把事物或概念当做人）4、metonymy借代（用事物的名称代替亲密相关的另一事物）5、synecdoche提喻（部分代替整体或整体代替部分） hand/mouth--man6、euphemism婉言 die--pass away7、irony反语（意思相反）8、allegory讽喻9、exaggeration夸张（夸大或缩小使表达生动有趣）10、transferred epithet移位修辞 nervous exam11、oxymoron矛盾修辞 bitter-sweet memory12、pun双关语（homophonic puns 谐音双关；homographic puns 语义双关）八、语言教学 P1001、中介语（interlanguage）2、对比分析（contrastive analysis）3、错误分析（error analysis）（1）error错误（因为知识不足）mistake失误（不注意犯错）（2）interlingual errors语际错误（迁移错误）因为母语 Cnglishintralingual errors语内错误（发展性错误）因为过度概括语言规则 eat-eated(错)4、错误性质：omissions 省略（少成分）；additions 添加（多成分）；misformations 形式错误（eated）；double markings 双重标记（didn’t went）；misorderings 顺序错误（how you are）5、我国外语学习者错误类型（1）negative transfer 负迁移/干扰因为母语（2）over-generalization过度类推/过度概括因为过度概括语言规则（3）pragmatic failure语用错误违反对方的文化习俗6、第二外语习得理论（Second Language Acquisition,SLA）（1）Acquisition-Learning Hypothesis语言习得和学得假说（习得和学得两条不同的途径）（2）Monitor Hypothesis语言监察假说（学习者自己监督控制语言输出质量）（3）Input Hypothesis语言输入假说（接触理解可理解性语言输入comprehensible input）（4）Affective Filter Hypothesis情感过滤假说（输入input和吸收intake受到动力motivation、性格personality、情感状态affective state）（5）Natural Order Hypothesis自然顺序假说（可以不按任何语法顺序来教学）第二章英语语言运用能力一、教学中的非语言交际1、非语言手段 P118environment language环境语（座位安排、时间信息、室内标示装饰、声音灯光等）object language客体语（个人，衣着化妆、个人用品等）2、非语言行为body language体态语（身姿、手势、表情、目光）paralanguage 副语言（声音音质、音量、语调、语速）第三章英语国家的语言、历史和文学三、语言、文化和社会1、局部结构 P131毗邻对（adjacency pairs）一轮对话（1）毗邻对的条件相关性（conditional relevance）preferred second part/preference structure 优选结构 Hidispreferred second part/dispreference structure 非优选结构relevant absence 相关缺失（2）毗邻对的扩展base pairs 根毗邻对（被其他会话扩展之前的毗邻对）前扩展，指前序列（pre-sequences），包括邀请、请求、结束、宣告中扩展，包括插入序列（insertion sequences）和旁侧序列（side sequences）后扩展，指后序列（post sequences），包括会话修正和主体化2、会话修正会话修正机制三个部分：修正源（trouble source）、修正的发起（repair initiation）、修正（repair）lexical 词汇启动（no,sorry,let me see,you know）non-lexical 非词汇启动（um..,uh..）四、语言与文字1、小说语言 P134（1）小说与视角first-person narrator 第一人称叙述者（I）third-person narrator第三人称叙述者（he,she,it,they）（2）语言表达与思想表达direct speech 直接言语（“F**k you”）indirect speech间接言语（he said/asked）free indirect speech 自由间接言语第二部分语言教学知识与能力第一章初中英语课程标准一、初中英语课程基础知识1、英语课程的性质 P149The nature of English Curriculum is instrumentality/tool and humanity.（工具性和人文性）Students’ overall development is the motivation and goal of the English curriculum.2、英语课程的设计思路The design of the new National English Curriculum unifies both primary and secondary school English into one continuum of development and divides English language teaching and learning into nine competence-based levels by adopting the international general classification method.Level 5 is the required standard for the end of junior middle school. Level 2--primary school二、英语课程的分级标准 P1541、语言技能（Language Skills）Overall performance objectives for each level are given in addition to detailed descriptions of abilities regarding language knowledge, language skills, affect, learning strategies as well as cultural awareness for relevant levels.2、语言知识（Language Knowledge）（语音、词汇、语法、功能和话题）Students are required to learn consists of phonetics, vocabulary, grammar, function and theme.3、情感态度（Affect）（兴趣、动机、自信、意志和合作精神；祖国意识和国际视野）interest, motivation, confidence, will and cooperation; National consciousness and international vision.4、学习策略（Learning Strategies）（认知、调控、交际、资源）Learning strategies can be classified into four groups: cognitive strategy, regulative strategy, communicative strategy and resourcing strategy.5、文化意识（Cultural Awareness/Understanding）（历史地理、风土人情、传统习俗、生活方式、行为规范、文学艺术、价值观念）Historical geography, local customs, traditional customs, lifestyle, norms of behavior, literature and art, values.三、英语课程的实施建议 P1611、教学建议（1）面向全体学生，为每个学生学习英语奠定基础（2）注意语言实践，培养学生的语言运用能力（3）加强学习策略指导，培养学生自主学习能力（4）培养学生的跨文化交际意识，发展跨文化交际能力（5）结合实际教学需要，创造性地使用教材（6）合理利用各种教学资源，提高学生的学习效率（7）组织生动活泼的课外活动，拓展学生的学习渠道（8）不断提高专业水平，努力适应课程要求第二章初中英语教学基本理论一、语言观（Views of Language） P1731、语言的概念Language is a system of arbitrary vocal symbols used for human communication.2、语言的本质特征/设计特性（design features）（1）arbitrariness 任意性（体现了convention规约性）（2）duality 二重性（basic level, higher level基层和高层）（3）creativity 创造性/productivity能产性（4）displacement 移位性（赋予generalizations, abstractions概括和抽象）（5）cultural transmission 文化传习性3、语言的功能（Functions of Language）（1）informative function信息功能（2）interpersonal function人际功能（3）performative function施为功能（4）emotive function情绪功能（5）phatic function寒暄功能（6）recreational function娱乐功能（7）metalingual function元语言功能4、语言学角度的语言观（1）The Structural View of Language 结构语言观the structural view sees language as a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntax.（2）The Function View of Language 功能语言观the function view sees language not only as a linguistic system but also as a means for doing things.（3）The Interactional View of Language 交互语言观（interaction, dynamics交互性和动态）the interactional view of language considers language as a communicative tool, whose main use is to build up and maintain social relations between people.二、语言学习观（Views of Language Learning） P1761、语言学习理论（1）Behaviorist Learning Theory 行为主义学习理论Behaviorism is an approach to psychology that arouses out of the ideas that attempted to explain all learning in terms of some form of conditioning (stimulus, response, and reinforcement)（2）Cognitive Learning Theory认知主义学习理论Cognitive theory thinks that “language is a intricate rule-based system and with a knowledge of the finite rules (language competence), infinite sentences can be produced”.（3）Constructivist Learning Theory构建主义学习理论The constructivist theory believes that learning is a process in which the learner constructs meaning based on his own experiences and what he already knows.最近发展区理论 Zone of Proximal Development三、语言教学观（Views of Language Teaching） P1781、语言教学理论（结构主义教学理论、认知主义教学理论、社会语言学理论）四、外语教学法的主要流派1、grammar-translation method 语法翻译法2、audio-lingual method 听说法（pattern drill 句型操练、contrastive analysis对比分析法）3、total physical response 全身反应教学法 P1814、cognitive approach 认知教学法（提高accuracy, appropriateness得体性）5、communicate approach 交际法（包含function,notion功能和意念） P183（1）交际能力（communicative competence）grammatical competence 语法能力、sociolinguistic 社会语言能力、discourse 语篇能力、strategic 策略能力、linguistic 语言能力、pragmatic语用能力、fluency流利性（2）3P教学模式：presentation--practice--production6、task-based approach任务型教学 P184（1）real-world tasks /target tasks 目标任务； pedagogical tasks 教学任务（2）任务的四个构成元素：objective、context、process、outcome（3）information gap 信息差/信息沟activities must have clear and attainable objectives./should be confined to the classroom context./should help develop students’ language ability.（4）constructivism learning theory建构主义学习理论（强调scene, writing, conversation, and meaning construction情景、写作、会话和意义建构）（5）任务型教学的三个环节：pre-task前任务、task-cycle任务环（task、planning、report）、language focus语言聚焦（analysis、practice）第三章初中英语语言知识教学一、语音教学 P1921、语音教学的内容The realistic goal of teaching pronunciation should be①consistency: the pronunciation should be smooth and natural.②intelligibility: the pronunciation should be understandable to the listeners.③communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.2、Pronunciation knowledge teaching发音知识教学（monophonic, alphabet, phonetic symbols单音、字母、音标）3、Flow of language teaching语流教学（sounds, stress, rhythm, and intonation重音、节奏、语调）4、The principle of phonetic teaching语音教学的原则（accuracy, long-term, integrity, communication, pertinence, interest准确性、长期性、整体性、交际性、针对性、趣味性原则）5、The teaching method of phonetics语音的教学方法 P195（1）Sound perception听音感知练习方法：using minimal pairs 最小对立体(live--leave)、which order 排序、same or different 辨别异同、odd one out 同中选异、completion 填空（2）Imitation and explanation 模仿讲解personally demonstration、imitate、 practice亲自示范，反复模仿、练习（3）Pronunciation practice发音练习练习方法：listen and repeat 听音模仿、fill in the blanks 填空、using pictures 借助图片、using meaningful context 借助情景make up sentences 造句、using togue twisters运用绕口令（4）语流教学（见上）慢动作（slow motion speaking）二、词汇教学 P197 language teaching theories 理论构成：receptive/passive vocabulary 接受性/消极词汇和productive/产出性/积极词汇1、Learning content教学内容（1）word meaning 词汇的意义 include learning form,meaning and use.Knowing a word means: knowing its pronunciation and stress/ its spelling and grammatical properties/ its meaning/ how and when to use it to express the intended meaning.词汇意义包括conceptual meaning 、 associated meaning 概念意义和关联意义概念意义：词典中意思，即literal meaning/ denotation 字面意思/词汇的外延、关联意义：文化含义与语境意义，又称connotation 词汇的内涵( learn in the context )（2）word use 词汇的用法包括：collocation/ phrases/ idiom/ style/ register 搭配、词组、习语、风格、语域（3）word information 词汇信息包括：part of speech/ prefixes/ suffixes/ spelling/ pronunciation/ grammar features 词类、前缀、后缀、拼写、发音、语法特征（4）word memory strategies 词汇记忆策略avoid rote-learning 避免死记硬背 word-building构词法猜测词义2、Learning principle教学原则（1）音形义结合 pronounce、spelling、meaning（2）词块整体教学 lexical chunks ( knowledge of collocation 搭配)（3）具体语境中教 learn in the context（4）循序渐进 step by step（5）反复练习巩固记忆 review（6）培养自学词汇能力 deduce the meaning of words猜测词义3、Teaching method教学方法 P200（1）呈现词汇:visual/physical demonstration 直观呈现Word-building 构词法、synonym/antonym(opposites)同义反义词、翻译、举例、问答 verbal context/ situation 结合语境/创设情境运用词汇学习策略，如chunks/ reasoning/ analog/ using dictionary归类/推理/类比/查字典（2）巩固词汇：labelling/ spot the difference/ describe the draw/ play a game/ word bingo/word association贴标签/找茬/描述绘画/玩游戏（宾果）/词汇联想三、语法教学 P2011、Content 教学内容grammar语法具有Three dimensions三维性：form, meaning and usage形式、意义和用法semantic语义包括grammatical form/the grammatical meaning of thestructure/contents of meaning语法形式、结构的语法意义和内容意义task 教学任务：语法rules规则的cognition/ drill/ application认知/操练/应用、the generation of grammar consciousness语法意识的生成2、Principle 教学原则（交际性/实践性、集中分散相结合、趣味性/通俗性）grammar teaching should be:(1)collocational:the grammar should be built on collocational relations between individual lexical items and their subcategories.(2)Constructive:one's knowledge of grammar is built bit by bit,which closely model the way language is learned and used.(3)Contextual:syntactic and lexical choices are explicitly related to pragmatic ones,and to social and cultural contexts.(4)Contrastive:grammar involves drawing the learner's attention to contrast the differences between the target language and other languages,and between sets of similar features and items of the target language.3、Method教学方法 P202（1）deductive method 演绎法（讲解规则，结合实例分析用法，句型练习）features: It saves time/pays more attention to form/teaches grammar in a decontextualized situation脱离上下文（2）inductive method 归纳法（学生自行归纳语法规则）start with examples and guides ss to work out the rules（3）guided discovery method 引导发现法（学生归纳总结语法规则，老师强化其形式意义）四、语篇教学 P2041、概念和结构（1）Conception 概念discourse pattern语篇可以是dialogue、monologue对话、独白，包括written/spoken language 书面语、口语，form形式上是cohesion衔接的，semantic语义上是coherence 连贯的（2）Tactic pattern结构模式语段/句群、句际关系（并列、顺序、层递、转折）（3）Cohesive device 衔接手段logical connectors逻辑纽带（firstly, thus, on the other hand, if not）grammatical connectors语法纽带（时态什么的）Lexical connectors词汇纽带（repetition重复、synonym/antonym(opposites)同义/反义词）Develop ss’ skill of recognizing discourse patterns训练方式：checking the logic of the author’s arguments.getting the scrambled sentences into a paragraph.(focus on textual coherence) marking out common openers to stories and jokes.2、教学内涵Aims at developing ss’ discourse awareness.(teacher asks ss to concentrate on such features as structure, coherence and cohesion of a text)3、教学方法 P207overall effectiveness整体性效能（用knowledge transfer知识迁移实现，重在cultivate application ability应用能力培养）、overall grasp of the discourse语篇的整体把握Teaching language at the discourse level :utterance function / expected response/ congratulation/ apology/ acceptance/ inform.第四章初中英语语言技能教学 P212一、听力教学1、影响听力的主要因素（1）objective factor客观因素：types of language used 语言特征（语速/tone音调/pause停顿/liaison连读）、task or purpose in listening 听力任务、context in which the listening occurs文化背景知识（2）subjective factor主观因素：psychological心理因素、knowledge skills知识技能因素、methods and tactics方法与策略因素2、听力教学的要领（1）合理选择听力material材料（authenticity真实性、intelligibility可理解性、diversity/variety多样性）（2）建立专门的听力training system训练体系（3）优化心理氛围，降低焦虑感（arouse interest调动兴趣、放松）（4）重视听的过程中的skill training技巧训练prediction 预测、guess 猜测、coherent memory 连贯记忆（note-taking）、identifying the discourse markers辨认语段标记（5）科学设计听力练习3、听力训练的type类型 P216（1）Focus listening精听（tonal discrimination辨音、gap filling填空、dictation 听写）听写形式：dictogloss听释、fast-speech dictation快速听写、pause and paraphrase听写大意、listening cloze 完形听写、error identification纠错听写、jigsaw identification线索听写（2）Gist listening泛听( decide on the best title )（3）Free listening随意听4、听力教学model模式（1）Bottom-up model“自下而上”（强调language knowledge语言知识）（2）Top-down model“自上而下”（侧重background information背景知识）5、听力教学的过程 P218（1）Pre-listening tasks 听前环节（brainstorming/discuss a relevantpicture/writing question about the topic/associating vocabularies with the topic）（2）While-listening tasks听中环节（辨音、获取主要信息、预测、猜词悟义）（3）Post-listening tasks 听后环节（writing a similar text作文、discussion讨论）二、口语教学 P2191、Spoken language口语的特点（fragmentation结构不完整性、involvement人和场合紧密依存性）（1）语法特征:There are four common features of spoken language:Using less complex syntax.语法Taking short cuts, sentences.(and, or,but)Using fixed conventional phrases/chunks.俗语(fashionable word, two-part allegorical saying,colloquialism,slang,phrasal verbs 歇后语/口语词/俚语/短语动词)Using devices such as fillers,hesitation device to give time to think before speaking.结构特征：往往借助filler补白词（you know, let me see, um）形象特征：说话人的表情、语气及态度等body language身体语言；音质/声调/重音/停顿（2）口语的交际特点“说”受语言rule规则支配/时间factor因素制约/对方response反应影响2、口语教学的要领（1）在听的基础上培养说的能力（使输入的信息量大于输出的信息量）（2）组织多样化的口语活动形式口语活动类型：pre-communicative activities 前交际活动（操练/模仿/重复）和communicative activities 交际活动（信息差活动/解决问题活动/讨论/辩论/采访/游戏）（3）正确处理准确与流利的关系Accuracy( identify particular phonemes on tape )Fluency( shouldn’t interrupt )（4）创造浓厚外语氛围，鼓励学生敢说乐说The characteristics of a successful speaking task:maximum foreign talk/even participation/high motivation/right language level （5）合理选择口语组织形式，增加学生开口的机会（小组形式/单双人活动）3、口语训练的方法imitativeness模仿性、monologue独白性、performing表演性的口语表达三、阅读教学 P2231、外语阅读的type/form类型（1）根据阅读方式和技巧的不同划分Adaptive reading适应性阅读recognition--read--silent-reading认读--朗读--默读Learning reading学习型阅读plain substance主旨浅显information信息量大，强调阅读速度comprehension理解性阅读real material材料真实、wide theme题材广泛、various types体裁多样，higher difficulty 难度较高（2）根据阅读方式和技巧的不同划分Skinning 面式读法/略读（掌握全文大意或中心思想；报刊、新书）quickly get the gistScanning 点式读法/寻读/跳读（查找具体信息；时间、人名、地点、数字）specific informationIntensive reading 线式读法/精读（详细地阅读，深入分析、理解和记忆）read in detailExtensive reading 纵式读法/泛读（广泛地阅读，阅读速度、快速理解能力、拓宽视野） facilitate process of accumulating vocabulary / increasing target language expose/ broadening scope of vision（3）根据阅读理解的层次划分Literal comprehension 字面理解（依靠语言知识/能力辨认词义和语法结构）language knowledge/competence identify meaning and grammatical structure Inferential/interpretive comprehension 推断性理解（经历、直觉、逻辑判断理解未明示信息）experience/ intuition/ logic judge and understand unexpressed information Evaluative comprehension 评价性理解/应用性理解（理解文章信息的价值）valueAppreciative comprehension 欣赏性理解（情感熏陶和思想启迪）Emotional influence and thought enlightenment2、阅读教学的要领 P226（1）合理选择阅读材料Language difficulties 难度（难于略高于学习者现有水平）higher than present levelInterest 趣味性（充满可读性，激发求知欲和好奇心）readability、thirst for knowledge and curiosityAuthenticity 真实性（英语本族语者撰写）written by native English speakersComprehensiveness 宽泛性（内容反映历史、人物、风土人情、文化习俗以及时尚流行，体裁和题材丰富多样）content various type or forms of literature and theme（2）建立分析性（精读）与综合性（泛读）相结合的阅读教学体系分析性阅读与综合性阅读教学的分工改进现行分析性阅读教学模式，落实阅读训练综合性阅读教学应正规化、课程化（3）重视阅读three elements三要素的培养vocabulary词汇、comprehend理解（topic sentence主题句）、speed速度（4）重视阅读过程中的技巧训练prediction预测、reading for specific抓中心思想、reading for specific information 获取特殊信息、inferring推理（reading between the lines）、identifying the discourse types确认语篇3、阅读教学的approach模式 P229（1）The top-down model 自上而下模式为主（pre-reading activities读前环节活动的开展）（2）The bottom-up model 自下而上模式为辅（小到大的语言文字单位，重视词汇教学） teaching a text by introducing new vocabularies or structuresfollow the sequence of teaching new words, sentences and then the whole passage （3）The interactive-compensatory approach交互补偿模式4、阅读教学的过程（1）Pre-reading tasks 读前环节（背景知识、写作风格、西方风俗）predicting what a passage is about/ creating a word web related to a topic/ sharing what is already known about a topic（2）While-reading tasks读中环节（保障充足阅读时间、阅读技能训练）（3）Post-reading tasks 读后环节（思维和实践活动）四、写作教学 P2311、写的教学要领（1）Motivate writing motivation 激发写作动机communicative purpose; audience awareness 交际目的读者意识（2）指导写作技巧：写的单项训练（结合语音教学）语篇写作技巧（design skills构思技巧；过程构思、文本构思；model essay范文是有力工具）skill of planning: finding ideas and put them in order（3）根据不同文体风格指导相应的写作策略Formal writing 正式文体（第三人称）typical feature: the precision of language is a priority 语言精确优先well-organized structure 有序的结构wide range of vocabulary and structural patterns 有结构的模式technical terms and definitions 专用名词和定义Informal writing 非正式文体（一、二人称）typical feature: short and incomplete sentences are common 多为短句、简单句（4）分阶段设计教学活动，训练写作技能Controlled writing 控制性写作（gap filling/ transcribe/ sentence pattern transformation填空/抄写/句型转换）Guided writing 指导性写作（completion/ reproduction/ compression/ transformation 续写/复写/缩写/转写）Free writing 自由写作（5）写、correct/ amend改、evaluate评相结合2、写作教学的模式（1）Product-oriented approach注重结果（给题目--写--改，注重语篇整体）（2）Content-oriented approach注重内容（收集材料--组织文章--修改，写前准备）（3）Process-oriented approach注重过程（准备--写作--修改--再改，写作能力）what/how to write peer-editing3、写作教学的process过程（1）Pre-writing tasks写前环节的任务和活动（gather and organize ideas激发写作动机）The main procedures of process writing include creating a motivation to write, brainstorming,mapping,freewriting,outlining,drafting,editing,revising,proofreading and conferencing.（2）While-writing tasks写中环节的任务和活动（organize written组织成文）drafting, peer-editing, revising（3）Post-writing tasks写后环节的任务和活动（comments and feedback 点评和反馈） conferencing第三部分教学设计第一章教学设计skill技能一、教学设计概述 P2411、概念：传统的instructional design 教学设计即lesson planning 备课考虑“如何学”最核心的部分是lesson plan 教案It’s a teaching guide/ It takes into account syllabus教学大纲 and ss./It describes in advance提前 what about how to teach.2、教学设计principle原则aims目标性原则 variety 多样性原则 flexibility 灵活性原则learnability可学性原则 linkage 衔接性选择 feasibility 可行性原则3、教学设计的basic requirements基本要求A language lesson plan usually has the following components:background information,teaching aims, language contents and skills, stages and procedures, teaching aids, assignments, and teacher's after-lesson reflection.4、教学设计新concept理念（1）学生参与课堂设计的自主性（2）教学设计贯穿课堂教学的全过程（3）教学设计的确定性与不确定性相统一5、教学设计的pattern模式Analysis----design----evaluation 分析----设计----评价分析：学习需求（学习objectives目标分析是关键）、学习者、学习content内容设计：教学strategy策略、教学course过程（task appearance--preparation--accomplishment--consolidation 任务呈现--任务准备--任务完成--语言巩固）、教学technique技术评价：教学target目标是否达成是评价教学设计有效性的关键反馈修正（feedback correction）：教学评价能够提供大量的教学反馈信息6、英语教学设计的concrete form 具体形式（1）表格式 table form分别陈述学生/教师活动，说明活动目的/意图，突出教学design 设计的理念（2）流程图式 flow chart form 展示教学process过程（format格式不同）（3）叙述式 narrative form二、学情分析 P2481、学习者分析（1）认知特征（2）学习风格 authority-oriented learners崇尚权威型；analytical learners分析型； concrete learners具体型；communicative learners交际型（3）学习方式 accepted 接受性；experience 体验性；independent 自主性；Cooperation 合作性；exploration 探究性2、学习需求分析（1）learning needs的内涵学习目前状态与期望状态之间的差距（2）学习需求分析的内容和方法data collection 数据采集；analyze 分析三、教学内容分析 P2511、教学内容的选择把握fundamentality基础性（vocabulary/ syntactic structure/ language competence/ learning strategy/ cultural knowledge词汇/句法结构/语言能力/学习策略/文化知识）adaptation 适应性（age/ cognitive characteristic 年龄/认知特点）high frequency高频性（frequently used经常使用的）enjoyment 趣味性（激发学习兴趣，保证学习effectiveness 有效性）2、正确理解textbook教材（1）分析教材 textbook evaluation provides authentic language/ matches the needs of learners/ can help realize the objectives of a language program（2）处理教材的方法（LARA法：leave-adapt-replace-add）（3）教材的使用：活化教材、挖掘资源、选准话题（探究性、开放性、生成性）When a teacher using an ELT course book, he should:select appropriate supporting materials and resources.interpret curriculum goals and its expectations for the course.plan lessons in relation to specific goals, topics, texts, and tasks.3、Auxiliary teaching materials辅助教学材料的screening筛选（1）教学材料筛选的原则：启发式、因材施教、动态生成、适时适度（2）教学材料筛选的策略：遵循理念、吃透教材、研究学生（3）辅助教学材料的分类：知识类、技能类、课外活动类、教学辅助类、自主学习类四、教学目标 P2551、教学目标的陈述内容三个维度：knowledge objective/ ability objective/ emotion objective知识与技能、过程与方法、情感态度与价值观2、教学目标的陈述要素以行为目标来陈述教学目标，包括四个要素：ABCD模式A-audience 主体或听众（程度副词/百分比/范围副词）+主语（ss/learners）B-behavior 行为listen,sing,imitate,recite,depict,recognize,apply,understand,know,master,enjoyC-conditions 条件after this class, under the guidance of the teacher, after attending alecture,with the help of substances, through imitation/repeatD-degree 程度/标准clearly, fluently, correctly, efficiently, basically, preliminarily, smoothly, appropriately3、教学目标的陈述方式按照层级划分有三种goals,aims,objectives（course goals, teaching aims）（1）结果性目标（知识与技能）4、教学目标的陈述原则comprehensive、suitable、specific、 accurate全面、恰当（目标层次性/内容和已有知识一致性/教学活动连贯性）、具体、准确五、教学重难点 P2591、教学重难点的meaning涵义（1）Teaching key/ Important point教学重点。
初中英语面试试讲考试经验总结
初中英语面试（试讲）考试经验总结初中英语面试（试讲）讲解（以人教版为准）我考试时使用人教版，有的地方面试用外研社的，我觉得大体思路是一样的，欢迎指出我写的欠妥当的地方，也欢迎大家补充，不明白的咱可以交流一下。
一、教材准备以招考简章为准，清楚用的是哪一版本，大部分地方考试用当地现行初中教材，所以可以提前研究教材。
考试时，很多地方不让自己带教材，给你发材料，备完课后，带设计的课题提纲进入面试室。
二、面试技巧进入面试室，鞠躬，报一些基本信息：Good morning/afternoon, ladies and gentlemen. I'm number... My topic is...然后上讲台，开始讲课。
讲课完成，说My class is over. Thank you! 鞠躬，离开。
三、课程设计遵循“导入——听力——练习——总结——作业”的思路（以 SectionA 为例）1、Class begins. Good morning,class. Sit down,please.2、导入导入方式多种多样,可以唱歌、画简笔画等，这些都是加分的项。
一首“ The more we get together”把八上 Unit 6 I'm more outgoing than my sister.导了出来。
我导八上 Unit 8 How was your school trip? 时用到了简笔画，我看过这节课的视频，但它是用课件展示的，我只是把图片换成了我画的比较熟的简笔画而已。
在导入环节，要注意与学生之间的交流，比如说（还是上面的例子），同学们在猜的过程中，如果没猜对，可以说 Sorry./Not exactly./Quite near. 不要说 No.导入后，板书课题，像八上Unit2What's the matter?，说Today, we'll take up "Unit 2 What's the matter?" 一口气说完，快速写完(不要说一个单词写一个)之后，是可以领同学们读一遍的。
教师证面试英语知识点总结
教师证面试英语知识点总结面试是教师证申请过程中非常重要的一环，而英语作为教师的基本素质之一，成为了面试中必不可少的考察内容。
下面将总结一些教师证面试中常见的英语知识点，以帮助考生更好地备考。
语法知识点在面试中，语法作为英语的基础，是非常重要的一环。
以下是一些常见的语法知识点：1. 时态•现在时：表示现在正在发生的动作或状态，如：I teach English.•过去时：表示过去发生的动作或状态，如：I taught English yesterday.•将来时：表示将来要发生的动作或状态，如：I will teach English tomorrow.2. 名词•可数名词：表示可以数的名词，如：book, apple.•不可数名词：表示不可数的名词，如：water, music.3. 动词•不及物动词：表示动作不及物的动词，如：run, sleep.•及物动词：表示动作及物的动词，如：teach, eat.4. 形容词和副词•形容词：用来描述名词的词，如：beautiful, tall.•副词：用来描述动词、形容词或者其他副词的词，如：slowly, very.5. 语态•主动语态：强调主语执行动作，如：She cooks dinner.•被动语态：强调动作的承受者，如：Dinner is cooked by her.阅读理解在面试中，阅读理解是经常出现的一种题型。
考官通过阅读一段英文短文或文章，提问考生对文章内容的理解程度。
以下是一些阅读理解的技巧：1.抓住关键词：在阅读文章时，要注意抓住关键词，以便更好地理解文章的主题和要点。
2.注意上下文推断：有时候文章中可能会出现一些生词，但是通过上下文可以推断出词的意思。
3.注意段落结构：文章通常按照段落来组织，每个段落都有一个主题。
可以通过理解每个段落的主题来更好地理解文章的整体意思。
口语表达除了阅读理解，面试中还会考察口语表达能力。
以下是一些口语表达的技巧：1.流利表达：在回答问题时，要尽量保持流利的表达，避免过多的停顿和口误。
202X年初中英语教资考试知识点超详细考点总结
千里之行，始于足下。
202X年学校英语教资考试学问点超具体考点总结中英语教资考试是宽敞中学英语老师的专业教育考试，涵盖了英语语言学问、英语教学理论和教育心理学等多个方面学问点。
下面是对202X年学校英语教资考试学问点的超具体总结：一、英语语言学问英语语言学问是考试的重中之重，包括词汇、语法、听力、口语和阅读理解。
1. 词汇学问词汇是构建语言的基本单元，对于学校英语老师来说，把握肯定的词汇量格外重要。
词汇学问的考察主要包括词义、词性、词汇搭配等方面。
2. 语法学问语法是语言的骨架，把握英语语法对于学校英语老师来说也是格外重要的。
语法学问的考察主要包括时态、语态、被动语态、虚拟语气、祈使句、复合句等方面。
3. 听力学问把握英语听力技巧对于教学中的听力训练和测试力量格外重要。
听力学问的考察主要包括听力短文的听写、听力材料的理解和回答问题等方面。
4. 口语学问口语是语言沟通的重要方式，把握英语口语学问对于教学中的口语训练和沟通力量格外重要。
口语学问的考察主要包括口语对话的理解和回答问题、口语表达技巧等方面。
第1页/共3页锲而不舍，金石可镂。
5. 阅读理解学问阅读理解是培育同学阅读力量和理解力量的重要手段。
阅读理解学问的考察主要包括阅读材料的理解和回答问题、阅读材料的写作等方面。
二、英语教学理论学问英语教学理论学问是学校英语老师必备的专业学问，主要包括教学设计、教学方法和教学评价等方面。
1. 教学设计教学设计是指老师为实现教学目标，依据同学的实际需要和学科内容，对教育教学活动进行有意识的组织和支配的过程。
教学设计学问的考察主要包括教学目标的制定、教学内容的选择和教学方法的设计等方面。
2. 教学方法教学方法是指老师运用各种教学手段和教学技巧，在教学过程中对同学进行引导和指导的方法。
教学方法学问的考察主要包括教学方法的分类和教学方法在具体教学环节中的运用等方面。
3. 教学评价教学评价是指依据教学目标和教学过程，对同学的学习状况进行评价和总结的过程。
英语教资初中知识点总结
英语教资初中知识点总结1. IntroductionEnglish is an important subject for students to learn in middle school. It is not only a language used worldwide, but also a key subject for students to further their education and explore the world. In order to improve the teaching efficiency and help students better understand the knowledge points, this article will summarize the key points of English teaching in middle school from different aspects.2. ListeningListening is an essential part of English learning. In middle school, students should be taught to listen to different types of English materials, such as conversations, news reports, and broadcasts. They should also be trained to listen for general understanding, specific information, and details. It's important for teachers to create a variety of listening activities to help students improve their listening skills, such as listening comprehension exercises, shadowing, and role-playing.3. SpeakingSpeaking is another important element of English learning. Students should be encouraged to speak in English as much as possible in and out of the classroom. Teachers can organize various speaking activities, such as debates, presentations, and discussions, to help students practice their speaking skills. Pronunciation and intonation should also be emphasized during teaching to help students speak English fluently and accurately.4. ReadingReading is fundamental to learning a language. In middle school, students should be exposed to a wide range of English reading materials, including books, newspapers, magazines, and online articles. Teachers should help students develop reading strategies, such as skimming, scanning, and predicting, to improve their reading efficiency. In addition, teachers should guide students to understand the content, analyze the structure, and grasp key information while reading.5. WritingWriting is a crucial skill for students to communicate effectively in English. Teachers should guide students to practice different types of writing, such as narratives, descriptions, and argumentative essays. Students should also be taught to organize their thoughts, use appropriate language and grammar, and edit their writing to improve its quality. Moreover, teachers should provide constructive feedback and help students improve their writing step by step.6. Vocabulary and GrammarVocabulary and grammar are the building blocks of language learning. In middle school, students should expand their vocabulary and grasp essential grammar rules. Teachers should help students develop learning strategies to memorize new words and understand how to use them in context. To master grammar, teachers can provide clear explanations, examples, and practice exercises to consolidate students' understanding and application of grammar rules.7. Cultural AwarenessIn addition to language skills, it's important for students to develop cultural awareness in English learning. Teachers should introduce the cultural background of English-speaking countries, including their customs, traditions, and social norms. Through various activities, such as watching English movies, celebrating English holidays, and participating in cultural exchanges, students can broaden their horizons and develop a deeper appreciation for the English language and culture.8. Integrated SkillsFinally, English teaching in middle school should focus on integrating listening, speaking, reading, and writing skills. Teachers should design tasks and activities that require students to use multiple skills simultaneously, such as giving a presentation, summarizing a reading passage, or participating in a group discussion. By integrating these skills, students can develop a comprehensive understanding of English and improve their overall language proficiency.In conclusion, English teaching in middle school involves various key points, including listening, speaking, reading, writing, vocabulary and grammar, cultural awareness, and integrated skills. By addressing these key points, teachers can create a comprehensive and effective English learning environment for middle school students, helping them to develop language skills, cultural awareness, and global competence.。
初中教资英语面试语法知识点
初中教资英语面试语法知识点1.时态：时态是指动词的形式，用于表示动作的发生时间。
常见的时态有现在时、过去时、将来时等。
在面试中，可能会被问到时态的用法，比如区分一般现在时和现在进行时，过去时的构成等。
2.语态：语态是指动词形式的变化，用于表示动作的主体和客体的关系。
常见的语态有主动语态和被动语态。
在面试中，可能会被问到被动语态的构成和用法。
3.名词：名词用来表示人、事物、地方等。
在面试中，可能会被问到名词的单复数形式的变化规则，以及一些特殊名词的用法。
4.代词：代词用来替代名词，以避免重复。
在面试中，可能会被问到代词的用法，比如人称代词、物主代词等。
5.形容词和副词：形容词用来描述名词，副词用来修饰动词、形容词或其他副词。
在面试中，可能会被问到形容词和副词的比较级和最高级的构成和用法。
6. 介词：介词用来表示人、事物或地方之间的关系。
在面试中，可能会被问到常见的介词用法，比如in、on、at等。
7. 连词：连词用来连接句子、短语或单词。
在面试中，可能会被问到常见的连词用法，比如and、but、so等。
8.倒装句：倒装句是指主语和谓语动词的位置颠倒的句子。
在面试中，可能会被问到倒装句的构成和用法。
9.定语从句：定语从句用来修饰名词，起到进一步限定或说明名词的作用。
在面试中，可能会被问到定语从句的构成和用法。
10.状语从句：状语从句用来表示动作发生的条件、原因、时间等。
在面试中，可能会被问到状语从句的构成和用法。
以上是一些常见的初中教资英语面试语法知识点。
在面试过程中，建议提前复习和准备这些知识点，以提高自己的面试表现。
另外，面试时要注意语法的正确使用，尽量避免语法错误，以展示自己的英语水平和能力。
教师面试总结英语范文
As the final bell of the day tolled, I found myself sitting in the interview room, a mix of excitement and nervousness fluttering in my chest. The interview for the English teacher position had been a long-anticipated milestone, and now, as I reflect on the experience, I am keen to jot down my thoughts and feelings.The interview began with a warm welcome from the panel, consisting of the principal, a few of my potential colleagues, and a representative from the school board. They introduced themselves, and I reciprocated with a professional handshake and a smile. The atmosphere was friendly yet formal, setting the tone for what was to come.The initial part of the interview was a standard Q&A session. I was asked about my educational background, teaching philosophy, and experience with diverse student populations. I highlighted my Master's degree in English Education and my certification, emphasizing my dedication to fostering a love for language and literature among students. I shared anecdotes about how I have tailored my teaching methods to cater to different learning styles and how I have implemented technology to enhance the learning experience.As the conversation progressed, the panel delved deeper into my teaching methods. They posed questions about my approach to lesson planning, classroom management, and assessment strategies. I spoke about my use of project-based learning, cooperative learning, and the importance of formative assessments to inform my teaching and support student growth.I also mentioned my commitment to creating a supportive and inclusive classroom environment where all students feel valued and motivated to learn.One of the standout moments of the interview was when I was asked to discuss a challenging situation I had faced in the classroom and how I resolved it. I shared a story about a student who was struggling with both English and the subject matter. I described how I worked closely with the student, the school counselor, and the parents to develop a tailored support plan. The panel was impressed by my proactive approach and the positive outcomes of the intervention.The interview also included a practical component where I was asked to present a brief lesson plan and demonstrate a teaching skill. I chose a topic that I am passionate about and believe is engaging for students. I presented the lesson plan with confidence, explaining how I would differentiate instruction to meet the needs of various learners. The interactive part of the lesson was well-received, and I felt I showcased my ability to connect with students and make learning enjoyable.Towards the end of the interview, the panel asked if I had any questions.I seized the opportunity to inquire about the school's professional development opportunities, the school's culture, and the community involvement. Their responses were insightful, and I felt even more excited about the prospect of joining their team.As the interview concluded, I thanked the panel for their time and expressed my enthusiasm for the position. I left the room with a senseof accomplishment, knowing that I had presented myself as a dedicated, skilled, and compassionate educator.Reflecting on the experience, I am grateful for the opportunity to showcase my abilities and beliefs. The interview process was a valuable learning experience that allowed me to articulate my teaching philosophy and demonstrate my competencies. Whether or not I am offered the position, I am confident that the experience has enriched myprofessional journey and prepared me for future challenges and opportunities.。
初中教资英语面试语法知识点
初中教资英语面试语法知识点英语面试中考察的语法知识点主要包括动词时态、常见句型、被动语态、倒装语序和虚拟语气等。
下面将依次介绍这些知识点，并提供相关参考内容，帮助面试者对这些语法知识有更深入的理解。
1. 动词时态：英语中的动词时态包括一般现在时、一般过去时、一般将来时、现在进行时、过去进行时等。
在面试中，面试官可能会提问关于某个具体事件的时态。
面试者需要根据具体情境使用正确的动词时态进行回答。
参考内容：a. I usually get up at 7 o'clock in the morning. （一般现在时）b. Yesterday, I went shopping with my friends. （一般过去时）c. I will have a meeting tomorrow afternoon. （一般将来时）d. She is studying in the library now. （现在进行时）e. Last night, I was watching a movie. （过去进行时）2. 常见句型：面试中经常涉及到的常见句型包括肯定句、否定句、疑问句、祈使句和感叹句等。
熟悉这些句型的构造和用法能够让面试者更加流利地回答问题。
参考内容：a. I like playing football. （肯定句）b. I don't like eating spicy food. （否定句）c. Do you have any brothers or sisters? （疑问句）d. Please pass me the pen. （祈使句）e. How beautiful the view is! （感叹句）3. 被动语态：被动语态是指动作的承受者或受益者出现在句子的主语位置，而动作执行者则出现在句子的谓语位置。
在面试中，面试官可能会询问某个句子的被动语态形式。
参考内容：a. The book was written by Hemingway. （一般过去时）b. English is spoken in many countries. （一般现在时）c. The dinner will be prepared by my mother. （一般将来时）d. The car had been repaired before the accident happened. （过去完成时）e. The flowers are being watered by the gardener. （现在进行时）4. 倒装语序：倒装语序是指把完整的句子中的主语和谓语动词的位置进行交换。
教师资格考试初中英语词汇知识点总结一
教师资格考试初中英语词汇知识点总结一money) XXX…价值……(接数词)…has a n of………人口数量是………times as big as……是……几倍大times the size of……是……几倍大a (great/large/small) number of许多(接可数名词复数;谓语动词用复数)A (together) with B……A与B一样，……(谓语动词与A一致)A as well as B……A跟B一样，……(谓语动词与A一致)A besides B…除了B以外，A……(谓语动词与A一致)a bit of一点(接不可数名词)a bit一点(接形容词)a bunch of一束、一捆a XXX某一个(接可数名词单数)a copy of一份(报纸等)a couple of几个、一些、三两个(接可数名词复数)a crowd of一群、许多XXX (一个)发达国家XXX (一个)发展中国家a diet of healthy foods一份营养食谱a XXX一棵倒了的树a few moment later一会儿、不久当前a few pieces of advice几点建议a good/great deal of大量(接不可数名词)1a good/great many大量(接可数名词复数)a great deal许多东西a group of一群……a highly-XXX高度发达国家XXX.一类……a knife and fork一副刀叉a knowledge of某一学科的常识a lack of缺乏a XXX大量(接可数、不可数名词)a large/small/great amount of一些(接不可数名词)A like B…像B一样，A……(谓语动词与A一致)a little bit一点(接形容词)a little一点(接描述词)a loaf of bread一个面包a lost XXX鸿沟a lot more interesting更有趣a lot more许多a XXX荣幸地逃走a XXX侥幸逃脱、九死一生a piece of advice一条建议a place of interest一处名胜a point of view一种概念A rather than B与其B，不如Aa series of一系列的a third①三个中的一个②三分之一a total of总计……(接数词)a type of一种a variety of各种各样的XXX(金钱、工夫等)a year and a half一年半above all最紧张的是，第一要according to根据、依照XXX实现某人的目标achieve success取得成功act a part①扮演一个角色②假装act as if假装(接从句，有虚拟语气)act the part of sb.演……的角色add A to B把A加到B上add to增加到add up to合计(无被动方式)address a/XXX写信(的地址)address XXX.给某人讲……admit to认可advise (that) sb。
年5月教资面试总结(初中英语)
2015年5月教资面试总结一、结构化主要问题1.为什么选择教师这个行业2. 有学生在课堂上给你出难题，怎么办3. 自己的优缺点4. 亲其师信其道怎么理解5.你认为你现在具备了哪些做老师的条件6. 请谈一下你最不能接受教师的哪种行为7. 教师应遵循哪些职业道德规范:根据中小学教师职业道德规范,教师应遵循爱国守法，爱岗敬业,关爱学生，教书育人,为人师表，终身学习8. 你认为，在学生心目中，一个好的班主任的形象是什么样的９. 你心目中的好学生是什么标准10.在一次考试中,老师让上次考试成绩后十名的学生坐在走廊里做卷子,你怎么看11. 有两个学生迟到了，老师让他们互扇耳光,对于这种做法，你怎么看12.陶行知说，捧得一颗心来，不带半根草去，请谈谈你对这句话的理解。
（无私奉献）13．请解释一下，师傅领进门,修行在个人这句话１4. 有人说家境好的孩子比家境差的孩子未来发展的好,你怎么看15.你上课期间,学生打瞌睡，呼噜声一下子把全班同学的目光吸引了过去,作为教师，你如何处理16. 课堂上你正在上课,小明在下面做小动作，你怎么处理这个问题１7. 某同学实验课上打破实验仪器谎称是他人打破的,对此,你怎么办18. 当你在上课时,一个学生突然闯进教室，你怎么办19. 有科目老师向你反映学生不听他的课,作为班主任，你准备怎么办20．你是一名班主任，你班上的一名学生沉溺于网络，你怎么办21.作为一名老师，你的班上有一名学生经常不做作业，你怎么办22．你班级有个孩子性格孤僻，同学们都嘲笑他,你作为一名老师应该怎么办23. 你们班新转来一名学生，班里同学排斥他,作为班主任,对于这件事你怎么做２4. 在你们班里有一个家境贫寒的学生被其他学生误解成小偷，说偷了其他同学的东西，你作为班主任，该怎么办25. 如果私底下有同学议论你,对你表示不满,你怎么处理26. 一位家长气冲冲地跑过来说教育孩子是学校的事,你作为班主任,怎么安抚这位家长的情绪27.有的家长来学校给老师说自己工作比较忙,希望老师不仅能在学习上照顾学生,还能在生活上照顾学生,对此你怎么看,如果你是老师怎么回答家长28.假如你是一位新老师,有一位同事爱说别人的坏话,你怎么办2９.校长批评你和学生打成一片，对于这个问题你怎么看30.学生拿手机问题,上课用手机玩耍,你怎么处理?3１．你提问的问题学生不回答怎么办32.教师无小节，处处皆楷模,你怎么看33.吾爱吾师吾更爱真理,请谈谈对这句话的理解34．王老师虽然教学努力，但是学生对他评价却不高,你怎么看35.有一个学生成绩很差，但是这次考得很好，同学议论他是作弊取得的，你经过调查,确实如此,你怎么办3６．关于教师是燃烧的红烛这句话你怎么理解3７.学生给调皮捣蛋的学生带绿领巾,你怎么看３8．任课教师认为德育是班主任的工作,和自己无关，你怎么看39.作为教师,请你谈谈如何关爱学生４0．说一件教师感动你的事情4１．校长规定老师必须提前进教室,你怎么看4２．有个老师经常在背后议论别人,你会怎么和他相处。
初中英语教资面试八年级下册
初中英语教资面试八年级下册一、语法知识1.时态知识英语中含有多种时态，包括一般现在时、一般过去时、一般将来时等。
在教学中，教师应该帮助学生正确理解时态的含义和用法。
例如，当我们要表达一个经常发生的动作时，我们使用一般现在时。
而当我们介绍过去某个时间发生的事情时，我们使用一般过去时。
了解时态的使用规则有助于学生更好地理解英语句子的含义。
2.语法练习题在教英语时，提供适当的语法练习题可以帮助学生巩固所学的语法知识。
例如，要求学生填空、改错或者翻译句子等。
这些练习可以帮助学生运用所学的语法知识，并且帮助他们更好地理解英语的结构和使用。
二、听力训练1.听力理解在英语教学中，听力理解是一个重要的环节。
通过听力训练，学生可以提高他们的听力能力，并且能更好地理解英语的语音、语调和语速。
为了帮助学生在听力上取得更好的成绩，教师可以提供一些听力材料，并且让学生在听的过程中做些相应的练习。
2.听写训练听写是培养学生的听力和写作能力的一种有效方法。
通过听写训练，学生可以提高他们的听写技巧，并且能更准确地理解英语的拼写和语法。
三、口语表达1.对话练习通过对话练习，学生可以提高他们的口语表达能力。
教师可以设计一些对话练习题，要求学生进行角色扮演，并且在对话中运用所学的词汇和句型。
这样可以帮助学生更好地运用英语进行口语交流。
2.口语演讲口语演讲是提高学生口语能力的重要途径。
通过口语演讲的训练，学生可以提高他们的口语表达能力和语言组织能力。
教师可以给学生一些话题，并要求他们准备并进行口语演讲。
这样可以帮助学生自信地用英语表达自己的观点和想法。
四、阅读理解1.阅读技巧阅读理解是英语考试中的一个重要部分。
通过阅读理解的练习，学生可以提高他们的阅读理解能力，并且能更好地掌握阅读技巧。
教师可以教给学生一些阅读技巧，例如快速浏览文章、找出关键词、提取主要信息等。
2.阅读材料选择在教学中，教师可以根据学生的年龄和英语水平选取适当的阅读材料。
初中教资面试-词汇知识点+英文解释
英语教师资格证面试---初中词汇课试讲初中组：这段材料旨在让学生学习所给单词的拼写，语用和搭配，找到重点后就可以根据材料来设计课堂了。
以下是我自己在面试时用到的讲稿，讲稿是我提前写好的一个模板，我提前背熟，抽到类似题目，替换一下词汇就可以用了。
试讲稿Step 1: Warming up(5mins)Hello, every one, I’m xxx-, it’s my honor to have this opportunity to participate this interview. Now i will begin my class.Good afternoon boys and girls, （声音要洪亮些！笑脸露出来，打起12分精神，给考官第一印象很重要！！）Nice to see you,how are you today? （开场寒暄很重要）Ok, i would like to introduce myself, I am Miss Chan, today we will learn English together,Step 2: Pre-reading (5mins)Today our topic is about robot, let’s see a short video about robot（假装看着屏幕，电影可以导入今日所学的内容，激发他们学习兴趣。
）Step 3: While-reading (20mins)I will read this paragraph to you,and please circle the new words .(这时就可以读文章，读文章是要自信，大声，发音要标准，好的发音会给你加不少分！！) Now Read the whole paragraph quickly and tell me the meaning of “possible”and “probably”,you can discuss with your desk mate.Ok, who can tell us what are the meanings of these two words?Lily? Ok, she said the synonym of these two words is maybe.Yes, when you use probably ,it means the thing is likely to be true. Its synonym is maybe,likely.Now please use this word to make a sentence, who want to be a volunteer?2. Detailed reading (15mins):Now ,please scan the following questions,read the paragraph again carefully and answerQ: Why will people have less work to do?Q: What will robot look like in the future?Discuss in group of 4 and i will ask someone to share your answers.Step 4: Post-reading (10mins)1. Give them further information about the key words.2. Ask students to have a group discussion. List the advantage and the disadvantage of robot.Step 5: Summary & Homework (5mins)1.Ask students to summarize the main idea of this paragraph2. After class, please search some information about robot.词汇部分知识点1.构词法Word-formationIf you meet the new words while reading comprehension, what will you do? You can guess the meaning according the formation of the word.词根Root: all words contain root morpheme.词干Stem: root+suffix词缀Affix: prefix, infix,suffixGrammatical morpheme:-s,-ed,-ing,-s,-estDerivation morpheme: un-,-less,dis-复合词Compound2 words join to produce 1 word.Ice-cream, railway,wedding-ring,color-blind,sleep-walk派生词Derivation:Shows relation between root and affixDis like,un happy,speechless,foolishUnemployment, unableDisagree,disappearIncorrect,impossible,irregular后缀Suffix that can form noun-er,-ese,-ist,-tion,-ment,-ian,-nessBuyer,Chinese,physicist, collection,happiness, development,musician形容词Adj:Ful,ing,less,al,,anNationalBeautifulSpeechlessAmerican动词Verb:Fy,izeBeautifyRealize副词Adv-lyTrans-acrossCo-togetherVis-seeSub-belowBio-lifeGuess the meaning of the word:He study biophysics at college.Lexical change词汇变化1.混成法BlendingFirst part of first word,and last part of second word Smoke+fog=smog.首字母缩写AcronymUnited nation=UN3.缩写法ABBREVIATION:Advertisement=4.借用BORROWING:Tofu,sofa押韵Alliteration头韵End rhyme 尾韵。
初中英语教师资格证面试
初中英语教师资格证面试
初中英语教师资格证面试：
1.介绍一下你在英语教育方面的背景。
我是一名英语教师，有着12年的教育经验，拥有硕士及以上学位，
在教授英语方面的能力得到了认可。
我在教育领域有资格证书，可以教授
英语，口语，写作及听力等。
我还拥有国际英语教师资格证书，具有国际
英语教师培训项目经历，以及针对中学生的英语朗读和表达比赛经验。
2.您对中学英语教学有哪些观点？
中学英语教学应注重培养学生的口语能力，激发学生学习英语的兴趣，给学生正确的概念，以增强学生的学习能力。
在一定的范围内，根据学生
的实际情况，创新地教学，让学生获得最好的学习体验。
同时，也要注重
教学质量的控制，通过双向沟通，让学生对英语真正有所了解，以及建立
正确的英语学习观，让学生有效地应用英语。
初中英语教师资格证面试备考-初中英语语法点汇总七年级
初中英语教师资格证面试备考-初中英语语法点汇总七年级七年级上册 (2)动词be的一般现在时 (2)行为动词的一般现在时 (2)人称代词 (4)表示时间的介词（in/on/at） (5)特殊疑问句 (5)可数名词与不可数名词 (6)用some和any表示数量 (8)There be结构 (9)现在进行时 (9)七年级下册 (10)基数词 (10)序数词 (11)一般将来时（will/shall） (12)一般将来时（be going to） (13)名词所有格 (14)形容词性物主代词和名词性物主代词 (14)冠词a/an/the (15)方位介词 (16)一般过去时 (17)情态动词can/could/may (18)What/How感叹句 (19)形容词 (20)不定代词 (20)七年级上册动词be的一般现在时Simple present tense of the verb to beWe use the simple present tense to talk about facts and states.We make positive and negative sentences using the verb to be in the simple present tense like this:We ask and answer questions using the verb to be in the simple present tense like this:行为动词的一般现在时Simple present tense of the verb to doWe use the simple present tense when we talk about:1.things that we often doMillie gets up at6:30Cats eat fish.Simon likes playing every morning.2.things that are always trueCats eat fish.3.things that are true nowSimon likes playing football.We make positive and negative sentences using the verb to do in the simple present tense like this:We ask and answer questions using the verb to do in the simple present tense like this:Remember that we add-s to the verb after he,she or it.However,there are some exceptions:We change have to has when it comes after he,she or it.I have a ball.She has a ball.人称代词Personal pronouns(subject form)We can use personal pronouns to replace nouns for people or things,so we do not need to repeat the nouns.We use the subject form when the noun is the subject.表示时间的介词（in/on/at）Prepositions of timeWe use different prepositions to talk about time.特殊疑问句Asking wh-questionsWe use wh-questions to ask for information about someone/something.可数名词与不可数名词Countable and uncountable nounsA countable noun refers to something we can count.Here are some examples.We use a or an before a singular countable noun.If the noun starts with a vowel sound, we use an.To form the plural of most countable nouns,we add-s to the singular form.However, there are some exceptions.用some和any表示数量Using some/anyWe use some or any to talk about the amount of something.Positive sentence:They have some money.Negative sentence:They don’t have any money.Question:Do they have any money?Tip:We can use some in questions when we are making offers and requests.We use it when we expect the answer to be“yes”.Would you like some tea?Can I have some oranges?There be结构Using there beWe use there be to show that something exists.We use there is before a singular noun or an uncountable noun.We use there are before a plural noun.现在进行时Present continuous tenseWe use the present continuous tense to talk about things that are happening now.We make positive and negative sentences using the present continuous tense like this:The table below shows how we make the-ing form of a verb.七年级下册基数词Cardinal numbersWe use cardinal numbers almost every day.We use them to talk about the numbers of people or things.How do we say the following numbers?4,056=four thousand and fifty-six23,813=twenty-three thousand eight hundred and thirteen567,110=five hundred and sixty-seven thousand one hundred and ten6,425,200=six million four hundred and twenty-five thousand two hundred序数词Ordinal numbersWe use ordinal numbers to order things and events.We use them to talk about dates, floors,positions,etc.Women’s Day is on the eighth of March.Our flat is on the seventh floor.He is always the first to come to school in our class.一般将来时（will/shall）Simple future tense with will and shallWe use will or shall when we talk about1things that are sure to happen in the future:It will rain this afternoon.2plans that we are making now:I will take an umbrella with me.We make positive and negative sentences using the simple future tense like this:We ask and answer questions using the simple future tense like this:一般将来时（be going to）Simple future tense with be going toWe use be going to when we talk about1something we decide to do:I am going to visit our new neighbours.She is going to watch the film next Friday.2things that will probably happen:It is nine o’clock.We are going to be late.It is so cloudy.I think it is going to rain.We ask and answer questions with be going to like this:名词所有格Noun+’s1We usually add’s to a singular noun to express the idea of belonging.I would like to take the boys to our school’s football field.2We add’to a plural noun ending in-s.The exchange students’homes are in the UK.3We add’s to plural nouns that do not end in-s.children’s people’s men’s women’s4We often use’s with names.Neil’s mother is calling him from the UK.形容词性物主代词和名词性物主代词Possessive adjectives and pronounsWe use possessive adjectives and pronouns to express the idea of belonging. There are lots of nice shops in our town.An old friend of mine is coming to see me.冠词a/an/theUsing a,an and theWe use a or an when we mention a person or thing for the first time.We use the before a noun when the person or thing is mentioned again,or when we are talking about a specific person or thing.Prepositions of placeWe use prepositions of place to say where things or people are.The flowers are in front of the shop.The trees are behind the shop.The shopkeeper is inside the shop.The boy is outside the shop.The food is above the drinks.The drinks are below the food.The sign is over the bench.The dog is under the bench.Simple past tenseWe use the simple past tense to talk about things in the past.A month ago,Millie and Amy went to Sunshine Park.Last Sunday,they went to the park again.We form the simple past tense by adding-ed to regular verbs.We form the simple past tense of irregular verbs differently.We do not add–ed.We use the simple past tense to make positive and negative sentences like this:We use the simple past tense to ask and answer questions like this:情态动词can/could/mayUsing can,could and mayWe use can or could to talk about ability.We use can to talk about present ability and use could to talk about ability in the past.Millie can speak good English.Shirley cannot ride a horse.The old man could swim across the Yangtze River.2We use can,could or may to ask for permission.Could sounds more polite than can.May is formal.—Can I borrow your bike,Millie?—Yes,you can.Here you are.—Could I smoke here?—Sorry,I’m afraid you can’t.—May I use your mobile phone?—Of course you may.What/How感叹句Using What and How to express strong feelingsWe use What...!or How...!in a short phrase to express strong feelings about someone or something.How dangerous！What a brave man!We make sentences with What...!and How...!like this:形容词Using adjectivesWe use adjectives to describe people or things.We can put an adjective before a noun or after a linking verb.Rabbits have long ears.Rabbits’ears are long.A lazy cat is sleeping on the sofa.The cat on the sofa is lazy.不定代词Indefinite pronounsWe use indefinite pronouns to refer to people and things when we do not know or donot need to mention who or what we are talking about.1We use somebody,someone and something in positive sentences.I saw somebody/someone/something in the house.Tip:When we are offering something or when we expect the answer to be“yes”,we can use something/somebody/someone in questions.Would you like something to eat?Is someone there?2We use anybody,anyone and anything in negative sentences or in questions.I did not see anybody/anyone/anything in the house.Did you see anybody/anyone/anything in the house?3We use nobody,no one and nothing to refer to“not anyone”and“not anything”.There is nobody/no one/nothing in the house.4We use everybody,everyone and everything to refer to“all people”and“all things”.Is everybody/everyone here today?Everything is ready.。
初中教师考核个人总结英语
初中教师考核个人总结英语敬爱的领导、评委和各位教师：大家好！我是××初中的英语教师××。
今天，我很荣幸来到这里，向大家汇报我的工作情况和个人思考。
首先，回顾过去一年的工作，我觉得自己在教学能力、教学质量和师德师风等方面都取得了一些进步。
通过不断地学习和积极探索，我在教育教学中运用了一些新的教学方法和手段，也提高了自己的专业素养。
在教学能力方面，我注重培养学生的语言实际运用能力。
我通过设置情景教学、启发学生思维和加强语言练习等方式，使学生能够在真实的环境中运用所学的英语知识，培养了学生的综合语言能力。
此外，我还注重激发学生的学习兴趣，通过多种途径教学，让学生更好地享受学习的过程。
在教学质量方面，我认真备课，善于把握每节课的教学目标和内容，并进行相关的教学设计。
我根据学生的实际情况，采用不同的教学策略，确保每个学生都能够参与到教学中来，并实现预期的教学目标。
此外，我还注重教学反思，不断总结经验，提高教学效果。
在师德师风方面，我严格要求自己，关心学生，尊重学生，做到言传身教。
我常常与学生进行心灵沟通，了解他们的困惑和烦恼，并根据他们的需要提供帮助和支持。
我积极引导学生树立正确的学习态度和价值观，努力培养他们的社会责任感和团队意识。
然而，我也发现了自己的不足之处。
首先，我觉得自己在教学方法上需要进一步创新和改进，以提高教学效果。
其次，我需要更加严格要求自己，提高自己的专业素养和能力，以便更好地指导学生。
最后，我认识到作为一名教师，应该不断学习和进步，不断提升自己的综合素质和能力。
针对以上问题，我计划在接下来的工作中做出以下努力。
首先，我将不断学习和探索先进的教学理念和方法，不断提高自己的教学能力和水平。
其次，我将加强与同事和专家的交流，互相学习，共同进步。
最后，我将不断反思自己的工作，总结经验，发现问题，并积极改进。
在未来的工作中，我将继续努力，锐意进取。
我将不断提高自己的教学水平，提升学生的综合素质。
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教资面试总结初中英语 Document number【SA80SAB-SAA9SYT-SAATC-SA6UT-SA18】2015年5月教资面试总结一、结构化主要问题1. 为什么选择教师这个行业2. 有学生在课堂上给你出难题，怎么办3. 自己的优缺点4. 亲其师信其道怎么理解5. 你认为你现在具备了哪些做老师的条件6. 请谈一下你最不能接受教师的哪种行为7. 教师应遵循哪些职业道德规范:根据中小学教师职业道德规范，教师应遵循爱国守法，爱岗敬业，关爱学生，教书育人，为人师表，终身学习8. 你认为，在学生心目中，一个好的班主任的形象是什么样的9. 你心目中的好学生是什么标准10. 在一次考试中，老师让上次考试成绩后十名的学生坐在走廊里做卷子，你怎么看11. 有两个学生迟到了，老师让他们互扇耳光，对于这种做法，你怎么看12. 陶行知说，捧得一颗心来，不带半根草去，请谈谈你对这句话的理解。
（无私奉献）13. 请解释一下，师傅领进门，修行在个人这句话14. 有人说家境好的孩子比家境差的孩子未来发展的好，你怎么看15. 你上课期间，学生打瞌睡，呼噜声一下子把全班同学的目光吸引了过去，作为教师，你如何处理16. 课堂上你正在上课，小明在下面做小动作，你怎么处理这个问题17. 某同学实验课上打破实验仪器谎称是他人打破的，对此，你怎么办18. 当你在上课时，一个学生突然闯进教室，你怎么办19. 有科目老师向你反映学生不听他的课，作为班主任，你准备怎么办20.你是一名班主任，你班上的一名学生沉溺于网络，你怎么办21. 作为一名老师，你的班上有一名学生经常不做作业，你怎么办22. 你班级有个孩子性格孤僻，同学们都嘲笑他，你作为一名老师应该怎么办23. 你们班新转来一名学生，班里同学排斥他，作为班主任，对于这件事你怎么做24. 在你们班里有一个家境贫寒的学生被其他学生误解成小偷，说偷了其他同学的东西，你作为班主任，该怎么办25. 如果私底下有同学议论你，对你表示不满，你怎么处理26. 一位家长气冲冲地跑过来说教育孩子是学校的事，你作为班主任，怎么安抚这位家长的情绪27. 有的家长来学校给老师说自己工作比较忙，希望老师不仅能在学习上照顾学生，还能在生活上照顾学生，对此你怎么看，如果你是老师怎么回答家长28. 假如你是一位新老师，有一位同事爱说别人的坏话，你怎么办29. 校长批评你和学生打成一片，对于这个问题你怎么看30.学生拿手机问题，上课用手机玩耍，你怎么处理31.你提问的问题学生不回答怎么办32.教师无小节，处处皆楷模，你怎么看33.吾爱吾师吾更爱真理，请谈谈对这句话的理解34.王老师虽然教学努力，但是学生对他评价却不高，你怎么看35.有一个学生成绩很差，但是这次考得很好，同学议论他是作弊取得的，你经过调查，确实如此，你怎么办36.关于教师是燃烧的红烛这句话你怎么理解37.学生给调皮捣蛋的学生带绿领巾，你怎么看38.任课教师认为德育是班主任的工作，和自己无关，你怎么看39.作为教师，请你谈谈如何关爱学生40.说一件教师感动你的事情41.校长规定老师必须提前进教室，你怎么看42.有个老师经常在背后议论别人，你会怎么和他相处。
43.学生总是不完成作业怎么办44. 你怎么鼓励学生读万卷书，行万里路名言警句夸美纽斯太阳底下最光辉的职业洛克人类之所以千差万别，全在教育之故陈鹤鸣没有教不好的学生，只有不会教的老师。
二、备课及试讲1. 初中教资面试主要课型听力阅读写作语音词汇语法2. 主要常用教学方法Task-based teaching methodSituational methodAudio-lingual methodCommunicative approachCognitive approachTotal physical responsePWP model, 3p modelinductive method， deductive method3. 常用方法选取语音词汇语法用lead-in，presentation，practice，consolidation，summary，homework，模式听力阅读写作用lead-in PWP model，summary，homework4. 教案基本的形式teaching objectives，包括knowledge objective，ability objective，emotional objectiveTeaching key and difficult pointsTeaching aidsTeaching methodsteaching procedures:一般此步都用step，step里面又可包括task或activity Blackboard design5. 一般教学目标students can…重点get students to…难点how to make students…听力课Knowledge Objective: students can use the new words phrases or sentence patterns"…"Ability objective:Students can develop their ability to express theirStudents can recognize the new words and the usage ofEmotional objective:Students can know more about…Students can get more interest in learning English and in knowing about…Teaching key point: get students to master the new words and the listening skillsTeaching difficult point: how to make students enhance their listening skills and communicate with others without problems.Teaching aids: tape recorderBlackboard design:knowledge objective: students can understand and master the new words and phrases"…"Ability objective: students can use the new vocabulary to make sentences correctly and freely.Emotional objective: students can know how to …/more about…Teaching key point: get students to master the usages of the new vocabulary. Teaching difficult point: how to make students use the new vocabulary to communicate with others about this topic in real situation.Teaching methods: situational method, task–based teaching method, pair work Teaching aids:pictures of …, background information, vid emotional objective, PowerPointBlackboard designKnowledge objectiveStudents can know and understand the usages of theAbility objectiveStudents can use the (…) to communicate with others fluently and freely. Students can use the new grammar to make sentences fluently and freely. Students can express their own opinions to describe the things and people in their daily life.Emotional objectiveStudents can enhance their interest of learning English and …Teaching key pointGet students to know the basic usages of the…Teaching difficult pointHow to make students use the new grammar to communicate with others in the real situation.Teaching aids: PowerPointKnowledge objectiveStudents can get the main idea and the specific information of the passage Students can use the new vocabulary to make new sentences based on the given information.Ability objectiveStudents can use the skimming and scanning to solve the problems and analyze the purpose of the passage.Students can retell the passage through skimming scanning and careful reading Students’ comprehensive abilities will be improved.Emotional objectiveStudents can get more interests in learning English and improve the awareness of enjoy the fun of life.Students can know more about theTeaching key pointGet students to know the new vocabulary and the reading skills.Get students to collect the main idea and the specific information from the passage.Teaching difficult pointHow to make students use the new vocabulary in real situationHow to make students retell the passage and master the reading skillsHow to make students use the reading skills to get the important information quickly.Teaching aids:multi media, pictures of (…), background informationKnowledge objectiveStudents can know the pronunciation rules of (…), and read the relevant words correctly.Students will understand and master the rules of (…)Ability objectiveThrough discussion and cooperation, students can have the ability to speak English using the pronunciation rules of (…) and their speaking ability can be trained well.Emotional objectiveStudents can get more interest in finding the marvelous rules of English pronunciation and be willing to learn more about English.Teaching key pointGet students to know the general rules of (…)Teaching difficult pointHow to make students master the (…) and read relevant words correctlyTeaching aids multi-media, tape recorderKnowledge objectiveStudents can use the (…) in suitable situationStudents can use the new vocabulary to make new sentences, and use the sentence to write a short passage.Ability objectiveStudents can express their own opinions about (…) correctly and freelyStudents can use the (…) correctly and freely to ask for promise or give some suggestionsEmotional objectiveStudents can know more about how to deal with the problems and improve the consciousness of establishing a harmonious relationship with others.Students can know more about (…) and develop their confidence, responsibility of the works and society.Teaching key pointImprove students’ ability of getting the information, managing the information and solving the problemsGet students to know the writing ability and to enjoy the study of English writingTeaching difficult pointHow to make students use what they have learned in their daily life freelyHow to make students use the new vocabulary to communicate with others and write a short passage about this topicTeaching aids: pictures, background information（没有可以不写）教学流程汇总（试讲）Teaching procedures各位考官老师好，我今天要讲的内容是……三、答辩经常会问到的问题。