2018上半年教师资格考试初中英语面试真题
2018年福建教师招聘中学英语真题
2018年4月15日福建教师招聘《中学英语》本试卷满分：150分，考试时间：120分钟第一部分选择题一、选择题（本大题分为两个部分：单项选择和阅读理解，满分55分）（一）单项选择（共20小题，每小题2分，满分40分）从A、B、C、D四个选项中，选出一个可以填入空白处的最佳选项，并在答题卡的相应位置上涂黑。
1.---Do you mind if I ask you some questions?---. But I am occupied at the moment.A. No, go aheadB. Yes, pleaseC. No problemD. Never mind1.【答案】C。
解析：考查英语交际用语。
本句意思是--你介意我问你一些问题吗？---不介意，但我现在忙着呢。
只有C项符合题意。
故选C。
2. A great number of national parks have been setup to _______ e ndangered species from extinction.A. conserveB. preserveC. reserveD. observe2.【答案】B。
解析：考查动词辨析。
本句意思是：为了保护濒危动物，很多国家已经建立了国家公园。
A保存，节约（水，能源等）B保护（使免受破坏）；C预订；D观察。
故选B。
3.Since ancient times, the Chinese people that in the world there is no such thing as sitting idle and enjoying all the benefits.A. have realizedB. had realizedC. realizedD. would realize3.【答案】A。
解析：考查动词时态。
本句意思是：中国人民自古就明白，世界上没有坐享其成的好事。
2018上半年教资中学真题及答案解析(含科一科二两科共2套PDF无水印版)
目录真题试卷2018年上半年国家教师资格考试真题试卷《综合素质》（中学） (1)2018年上半年国家教师资格考试真题试卷《教育知识与能力》（中学） (9)参考答案及解析2018年上半年国家教师资格考试真题试卷《综合素质》（中学） (14)2018年上半年国家教师资格考试真题试卷《教育知识与能力》（中学） (18)2018年上半年国家教师资格考试真题试卷《综合素质》（中学）（满分150分时间120分钟）题号题分得分一58二42三50总分150核分人一、单项选择题（在每小题列出的四个备选项中只有一个选项符合题意，请选出并将其代码填在题后的括号内。
错选、多选或未选均不得分。
本大题共29小题，每小题2分，共58分）1.在全县校长经验交流会上，某校校长介绍完教学改革情况后，强调素质教育就是减负和增加课外活动。
该校长的认识（）A.是对素质教育的片面理解B.体现素质教育与学科教学的结合C.符合提升学校实力的需要D.符合凝练学校办学特色的需要2.刚开学，班主任周老师就言辞恳切地对学生讲：“迎接中考是这一年的重中之重，关系到你们的人生发展，大家不要把时间浪费在课外活动上。
”周老师的说法（）A.合理，有利于学生复习应考B.合理，体现了强烈的责任心C.不合理，不利于学生全面发展D.不合理，不利于学生主动发展3.张老师在班上鼓励学生进行课外阅读，开展“分享知识”的活动，引导学生在班上分享收获，并及时加以点评。
张老师的做法（）A.减轻了教师教学负担B.拓展了学生学习资源C.加重了学生学习负担D.促进了教师专业发展4.某班主任制定的班干部竞选条件中规定，成绩在后10名的同学不能参选。
理由是：“自己都管不好，怎么能管好别人”。
这种做法（）A.正确，有利于学困生安心学习B.正确，有利于刺激学困生上进C.不正确，不能促进学生个性发展D.不正确，未能平等对待所有学生15.《国家中长期教育改革和发展规划纲要（2010～2020年）》提出了教育战略目标。
2018年上半年教师资格证考试初级英语真题
2018年上半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）注意事项：1．考试时间120分钟，满分150分。
2．请按规定时间在答题卡上填涂、作答。
在试卷上作答无效，不予评分。
一、单项选择题(本大题共30小题，每小题2分，共60分)在每小题列出的四个备选项中只有一个是符合题目要求的，请用2B铅笔把答题卡上对应题目的答案字母按要求涂黑。
错选、多选或未选均无分。
1.The similarity between the English consonants/p/,/b/,and/m/is that they are all().A.fricativeB.plosivebial-dentalD.bilabial2.Which of the following is a back vowel in English?()A./ə:/B./ɔ:/C./ʌ/D./e/3.There is only one playground slide in this school,so the students have to take()to use it.A.turnsB.the turnsC.a turnD.the turn4.Out of everyone’s expectation,Johnson suddenly returned()a rainy night.A.atB.inC.onD.during5.She()it very well when she described her younger brother as“brilliant but lazy”.A.putB.madeC.assumedD.interpreted6.We don’t think()possible to master a foreign language without much memory work.A.thisB.thatC.itsD.it7.()the same mistakes in the annual financial report again made his boss very angry.A.His having madeB.He having madeC.He had madeD.He has made8.I would have told him the answer,but I()so busy then.A.had beenB.wereC.wasD.would be9.The use of the expression“I won’t bore you with all the detail…”includes that people usually observe the()maxim in their daily conversations.A.QuantityB.QualityC.RelevanceD.Manner10.Which of the following is an evaluative move used by a teacher in class to comment on students’performance?()A.Initiation move.B.Follow-up move.C.Framing move.D.Repair move.l l.Which of the following activities is NOT typical of the Task-Based Language Teaching method? ()A.Problem-solving activities.B.Opinion exchange activities.rmation-gap activities.D.Pattern practice activities.12.If a teacher shows students how to do an activity before they start doing it,he/she is using the technique of().A.presentationB.demonstrationC.elicitationD.evaluation13.When a teacher asks students to discuss how a text is organized,he/she is most likely to help them ().A.evaluate the content of the textB.analyze the structure of the passageC.understand the intention of the writerD.distinguish the facts from the opinions14.Which of the following practices can encourage students to read an article critically?()A.Evaluating its point of view.B.Finding out the facts.C.Finding detailed information.D.Doing translation exercises.15.Which of the following is a display question used by teachers in class?()A.If you were the girl in the story,would you behave like her?B.do you like this story Girl the Thumb,why or why not?C.do you agree that the girl was a kind-hearted person?D.What happened to the girl at the end of the story?16.Which of the following would a teacher encourage students to do in order to develop their cognitive strategies?()A.To make a study plan.B.To summalize a story.C.To read a text aloud.D.To do pattern drills.17.Which of the following exercises would a teacher most probably use if he/she wants to help students develop discourse competence?()A.Paraphrasing sentences.B.Translating sentences.C.Unscrambling sentences.D.Transforming sentences.18.The advantages of pair and group work include all of the following EXCEPT().A.interaction with peersB.variety and dynamismC.an increase in language practiceD.opportunities to guarantee accuracy19.Which of the following should a teacher avoid when his/her focus is on developing students’ability to use words appropriately?()A.Teaching both the spoken and written form.B.Teaching words in context and giving examples.C.Presenting the form,meaning,and use of a word.D.Asking students to memorize bilingual word lists.20.Which of the following practices is most likely to encourage students’cooperation in learning? ()A.Doing a project.B.Having a dictation.C.Taking a test.D.Copying a text.请阅读Passage1,完成第21～25小题。
2018上半年教师资格考试初级中学英语真题
2018年上半年中小学教师资格考试《英语学科知识与教学能力》（初级中学）注意事项1.考试时间为120分钟，满分为150分。
2.请按规定在答题卡上填涂、作答，在试卷上作答无效，不予评分。
一、单项选择题（本大题共30小题，每小题2分，共60分）在每小题列出的四个备选项中选择一个最佳答案。
1.The similarity between the English consonants/p/,/b/,and/m/is that they are all SSS.A.fricativeB.plosivebial-dentalD.bilabial2.Which of the following is a back vowel in English?A./ɜː/B./ɔː/C./ʌ/D./e/3.There is only one playground slide in this school,so the students have to take SSS to use it.A.turnsB.the turnC.a turnD.the turns4.Out of everyone’s expectation,Johnson suddenly returned SSS a rainy night.A.atB.inC.onD.during5.She SSS it very well when she described her younger brother as “brilliant but lazy”.A.putB.madeC.assumedD.interpreted6.We don’t think SSS possible to master a foreign language without much memory work.A.thisB.thatC.itsD.it7.SSS the same mistakes in the annual financial report again made his boss very angry.A.His having madeB.He having madeC.He had madeD.He has made8.I would have told him the answer,but I SSS so busy.A.had beenB.wereC.wasD.would be9.The use of the expression“I won’t bore you with all the details…”indicates that people usually observe the SSS Maxim in their daily conversations.A.QuantityB.QualityC.RelevanceD.Manner10.Which of the following is an evaluative move used by a teacher in class to comment on students’performance？A.Initiation moveB.follow-up moveC.Framing moveD.Repair move11.Which of the following activities is NOT typical of the Task-Based Language Teaching method？A.problem-solving activitiesB.Opinion exchange activitiesrmation-gap activitiesD.Pattern practice activities12.If a teacher shows students how to do an activity before they start doing it,he/she is using the technique of SSS.A.presentationB.demonstrationC.elicitationD.evaluation13.When a teacher asks students to discuss how a text is organized,he/she is most likely to help them SSS.A.evaluate the content of the textB.analyze the structure of the passageC.understand the intention of the writerD.distinguish the fact from the opinions14.Which of the following practices can encourage students to read an article critically?A.Evaluating its point of viewB.Finding out the factsC.Finding detailed informationD.Doing translation exercises15.Which of the following is a display question used by teachers in class？A.If you were the girl in the story,would you behave like her？B.Do you like the story Girl the Thumb,why or why not?C.Do you agree that the girl was a kind-hearted person?D.What happened to the girl at the end of the story？16.Which of the following would a teacher encourage students to do in order to develop their cognitive strategies？A.To make a study planB.To summarize a storyC.To read a text aloudD.To do pattern drills17.Which of the following exercises would a teacher most probably useif he/she wants to help students develop their discourse competence.A.Paraphrasing sentencesB.Translating sentencesC.Unscrambling sentencesD.Transforming sentences18.The advantages of pair and group work include all of the following EXCEPT SSS.A.interaction with peersB.variety and dynamismC.an increase in language practiceD.opportunities to guarantee accuracy19.Which of the following should a teacher avoid when his/her focus is on developing students’ability to use words appropriately？A.Teaching both the spoken and written formB.Teaching words in context and giving examplesC.Presenting the form,meaning,and use of a wordD.Asking students to memorize bilingual word lists20.Which of the following practices is most likely to encourage students cooperation in learning？A.Doing a projectB.Having a dictationC.Taking a testD.Copying a text A21~30.缺二、简答题（本大题1小题，20分）根据题目要求完成下列任务，用中文作答。
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。
2018年教师招聘中学英语考试试题及答案(卷一)
2018年教师招聘中学英语考试试题及答案（卷一）Ⅰ.Vocabulary and Grammar 20%Directions: There are 20 incomplete sentences in the following. For each sentence there are four choices marked A, B, C and D.Choose the ONE that best completes the sentence. 1.—Could you help me do some cleaning tomorrow?—If I ( ) , I will do it.A.am freeB.will be freeC.will have timeD.had time2.Tim will call me as soon as he( )my package.A.receiveB.will receiveC.receivedD.receives3.The film was a good one, but I couldn’t understand it( )first.A.atB.withC.forD.on4. ( )away this dirty shirt and bring me a clean one.A.PickB.BringC.CarryD.Take5.There is a( )of impatience in the tone of his voice.A.dotB.hintC.notionD.phrase6.Mr.Smith asked his secretary to( )a new paragraph in the annual report she was typing.A.invadeB.installC.insertD.inject7.Some people argue that the death does not( )necessarily reduce the number of murders.A.penaltyB.patternC.plotD.practice8.You may use the room as you like ( )you clean it up afterwards.A.so far asB.so long asC.in caseD.even if9.—Why does the Lake smell terrible?—Because it( ) large quantities of water.A.have pollutedB.is being pollutedC.has been pollutedD.have been polluted10.During the war there was a serious lack of food. It was not unusual that even the wealthy families had to ( )bread for days.A.eat upB.give awayC.do withoutD.deal with11.Most Americans would prefer to keep their problems ( )themselves, and solve their problems( ) themselves.A.to; byB.by; toC.for; toD.in; on12.Because of the financial crisis, ( )days are gone local 5star hotels charged 6,000 Yuan for one night.A.ifB.whenC.whichD.since13.They’ve won their last three matches, ( )I find a bit surprising.A.thatB.whenC.whatD.which14.I felt so bad all day yesterday that I decided this morning I couldn’tface( ) day like that.A.otherB.anotherC.the otherD.others15.Dr.Smith, together with his wife and daughters, ( )visit Beijing this summer.A.is going toB.are going toC.was going toD.were going to16.They used to quarrel a lot, but now they are completely ( )with each other.A.reconciledB.negotiatedC.associatedD.accommodatedⅡ.Reading Comprehension 20%Directions: There are two passages in this part. Each passage is followed by five questions or unfinished statements. For each of them there are four choices marked A, B, C and D.You should decide on the BEST CHOICE.Passage OneLisa was running late. Lisa, 25, had a lot to do at work, plus visitors on the way: her parents were coming in for Thanksgiving from her hometown. But as she hurried down the subway stairs, she started to feel uncomfortably warn. By the time she got to the platform, Lisa felt weak and tired—maybe it hadn’t been a good idea to give blood the night before, she thought. She rested herself against a post close to the tracks. Several yards away, Frank, 43, and his girlfriend, Jennifer, found a spot close to where the front of the train would stop. They were deep in discussion about a house they were thinking of buying. But when he。
2018 上半年教师资格证考试《英语学科知识与教学能力》(初级中学
2018上半年教师资格证考试《英语学科知识与教学能力》(初级中学)真题及答案下列每小题的四个选项中，只有一项是最符合题意的正确答案，多选、错选或不选均不得分。
1.【单项选择题】The similarity between the Englishconsonants/p/,/b/,and/m/is that they are all_________.A.fricativeB.plosivebial-dentalD.bilabial答案：D参考解析：／p／，／b／，／in／，／w／都属于双唇音。
2.【单项选择题】Which of the following is a back vowel in English?A./ɜː/B./ɔ:/C./ʌ/D./e/答案：B参考解析：／ɜː／和／ʌ／属于中元音，／e／属于前元音，只有／ɔ:／属于后元音。
故选B。
3.【单项选择题】There is only one playground slide in this school,so the students have to take_________to use it.A.turnsB.the turnC.a turnD.the turns答案：A参考解析：take turns to do sth．是固定搭配，意为“轮流去做某事”。
句意：这所学校只有一个滑梯，因此学生们得轮流使用。
4.【单项选择题】Out of everyone's expectation,Johnson suddenlyreturned_________a rainy night.A.atB.inC.onD.during答案：C参考解析：考查介词辨析。
表示时间的某一点、某一时刻或年龄用at；泛指一般意义的上午、下午、晚上或月和年时用in；表示星期几，某一特定的日期或具体在某一日时用on；during意为“在……期间”。
本题特指是在一个雨夜，所以用on。
2018年安徽省教师招聘考试《中学英语》真题及答案
2018年安徽省教师招聘考试《中学英语》真题及答案I .单项填空(共15小题，每小题1分，满分15分)1.1 took my daughter to the amusement park last Sunday.(B)we had together there.A.What good timeB. What a good timeC.How good timeD.How a good2. —Why not live in your new house?—Sounds a good idea,but it(C) .It will be OK next monthA. will paintB.had paintedC.is being paintedD.has been3.If you are curious about the history of our school or concerned about th e future,You(D)miss the excellent opportunity.A.mayC. couldD.mustn't4.(A)after care fully,the plant can live through the winter.A. LookedB.LookingC.To lookD.Having looked5.No sooner(D)down to relax than her smartphone rang.A. Alice satB.at AliceC.does Alice sitD.had Alice sat6.Life in the city is tough for a parent(C)kids aren't keeping up in school.A. hisB.of whomC.whose7.—How amazing!You can't imagine(A)little animals can eat()much food.—Really?A.such;soB.such;suchC.so;suchD.so;so8.George Orwell is best known for his two novels,Animal Farm and 1984,(B)of which were written and published toward the end of his life.A. allB.bothC.eachD. either9.If you are in any doubt as to(D)you should be doing these exercises,consult your doctor.A. thatB.ifD. whether10. (C)my dad is known to only a few people in the town,his reputation among them is great.A.AsB. SinceC. WhileD.Unless11 .Some people thin you change your mind,the less likely you are to fo cus your attention on your work.(D)A.more frequentB.most frequentlyC.the most frequentD.the more frequently12.It's 20 years since I left my hometown;it has changed(B)my recognition.A. aboveB.beyondC. withinD.over13.If you(C)to Mr.Smith more carefully,you( )could work out theproblem without any difficulty now.A. listenedB. listenC.had listenedD.have listened14.What is the relationship between "furniture"and “table”?(B)A. AntonymyB.HyponymyC.PolysemyD. Synonymy15.The novel, Withering Heights,was written by(A).A. Emily BronteB. James JoyceC. Jane AustenD.Robert Browning。
2018年上教师资格证考试初级英语真题解析答案
2018年上半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）参考答案及解析一、单项选择题1．【答案】D。
解析：本题考查辅音的分类。
根据辅音的分类，按照发音部位，/p/，/b/，/m/都属于双唇音（bilabial）；按照发音方式，/p/，/b/是爆破音（plosive），/m/是鼻音（nasal）。
故本题选D。
2．【答案】B。
解析：本题考查元音的分类。
根据元音的分类，可知/ə:/属于中元音，/ɔ:/属于后元音，/e/属于前元音。
但/ʌ/比较特殊，发此音时舌头的最高位置偏中后，所以有的分类系统会把它归为中元音，也有的把它归为后元音，考生在做此类题时要根据选择项的情况灵活处理。
3．【答案】A。
解析：本题考查习惯搭配。
句意为“因为学校只有一个滑梯，所以学生们不得不轮流使用”。
take turns to do sth.为习惯搭配，意为“轮流去做某事”。
故本题选A。
4．【答案】C。
解析：本题考查介词用法。
句意为“出乎所有人意料，约翰逊在一个雨夜突然回来了”。
与具体时间搭配的介词为on。
表示具体某天或某天的上午、下午、晚上等特定日期时，前面应用介词on。
如果day，morning，afternoon，evening，night等表示时间的名词前有形容词修饰时表示某一特定时间，也需用介词on。
5．【答案】A。
解析：本题考查动词辨析。
句意为“她把他弟弟表述成‘聪明但懒惰’，这真是说得太好了”。
put有“说，表达”的意思，put it very well意为“说得很好”。
make“做，制造”，assume “假定，承担”，interpret“解释，口译”。
故本题选A。
6．【答案】D。
解析：本题考查it作形式宾语时的用法。
当不定式、动名词或从句在复合宾语结构中作动词think，make，find，consider，feel，suppose等的宾语时，常用it用作形式宾语，真正的宾语是后面的不定式。
句意为“我们认为不进行大量的记忆是不可能掌握一门外语的”。
2018上半年北京教师资格初中英语学科知识与教学能力试卷及答案
2018上半年北京教师资格初中英语学科知识与教学能力试卷及解答一、单项选择题(本大题共20小题，每小题2分，共40分)在每小题列出的四个备选项中选择一个最佳解答。
1. The similarity between the English consonants/p/,/b/,and/m/is that they are all_________.A. fricativeB. plosiveC. labial-dentalD. bilabial2. Which of the following is a back vowel in English?A./ ɜː/B./ ɔ:/C./ ʌ/D./e/3. There is only one playground slide in this school, so the students have to take _________ to use it.A. turnsB. the turnC. a turnD. the turns4. Out of everyone's expectation, Johnson suddenly returned _________ a rainy night.A. atB. inC. onD. during5. She_________ it very well when she described her younger brother as "brilliant but lazy".A. putB. madeC. assumedD. interpreted6. We don't think possible to master a foreign language without much memory work.A. thisB. thatC. itsD. it7. _________the same mistakes in the annual financial report again made his boss very angry.A. His having madeB. He having madeC. He had madeD. He has made8. I would have told him the answer, but I _________so busy then.A. had beenB. wereC. wasD. would be9. The use of the expression "I won't bore you with all the details..." indicates that people usually observe the_________Maxim in their daily conversations.A. QuantityB. QualityC. RelevanceD. Manner10. Which of the following is an evaluative move used by a teacher in class to comment on students’performance?A. Initiation move.B. Follow-up move.C. Framing move.D. Repair move.11. Which of the following activities is NOT typical of the Task-Based Language Teaching method?A. Problem-solving activities.B. Opinion exchange activities.C. Information-gap activities.D. Pattern practice activities.12. If a teacher shows students how to do an activity before they start doing it, he/she is using the technique of_________.A. presentationB. demonstrationC. elicitationD. evaluation13. When a teacher asks students to discuss how a text is organized, he/she is most likely to help them_________.A. evaluate the content of the textB. analyze the structure of the passageC. understand the intention of the writerD. distinguish the fact from the opinions14. Which of the following practices can encourage students to read an article critically?A. Evaluating its point of view.B. Finding out the facts.C. Finding detailed information.D. Doing translation exercises.15. Which of the following is a display question used by teachers in class?A. If you were the girl in the story, would you behave like her?B. Do you like the story Girl the Thumb, why or why not?C. Do you agree that the girl was a kind-hearted person?D. What happened to the girl at the end of the story?16. Which of the following would a teacher encourage students to do in order to develop their cognitive strategies ?A. To make a study plan.B. To summarize a story.C. To read a text aloud.D. To do pattern drills.17. Which of the following exercises would a teacher most probably use if he/she wants to help students de- velop their discourse competence.A. Paraphrasing sentences.B. Translating sentences.C. Unscrambling sentences.D. Transforming sentences.18. The advantages of pair and group work include all of the followingEXCEPT_________.A. interaction with peersB. variety and dynamismC. an increase in language practiceD. opportunities to guarantee accuracy19. Which of the following should a teacher avoid when his/her focus is on developing students' ability to use words appropriately?A. Teaching both the spoken and written form.B. Teaching words in context and giving examples.C. Presenting the form, meaning, and use of a word.D. As students to memorize bilingual word lists.20. Which of the following practices is most likely to encourage students' cooperation in learning?A. Doing a project.B. Having a dictation.C. Ta a test.D. Copying a text.阅读Passage l，完成21～25小题。
初中英语教师面试题目(3篇)
第1篇一、自我认知类1. 请简要介绍一下自己。
解析：这道题目考察考生的自我认知能力，要求考生在短时间内准确、全面地介绍自己的基本情况。
考生可以从教育背景、教学经验、兴趣爱好等方面进行介绍。
2. 你为什么选择成为初中英语教师？解析：这道题目考察考生的职业规划和发展目标。
考生可以从个人兴趣、专业背景、教育情怀等方面阐述自己选择成为初中英语教师的原因。
3. 请谈谈你的教育理念。
解析：这道题目考察考生的教育观念。
考生可以从以下几个方面进行阐述：以人为本、全面发展、注重实践、创新教育等。
二、综合分析类1. 请分析初中英语教学中的重难点。
解析：这道题目考察考生的教学分析能力。
考生可以从语音、词汇、语法、阅读、写作等方面进行分析，阐述初中英语教学中的重难点。
2. 请谈谈你对“教育信息化”的理解。
解析：这道题目考察考生对教育发展趋势的把握。
考生可以从信息技术在教育中的应用、教育信息化对教学的影响、教育信息化对教师的要求等方面进行阐述。
3. 请谈谈你对素质教育与应试教育的看法。
解析：这道题目考察考生的教育观念。
考生可以从素质教育的内涵、应试教育的弊端、素质教育与应试教育的关系等方面进行阐述。
三、组织管理类1. 你如何组织一次英语角活动？解析：这道题目考察考生的活动组织能力。
考生可以从活动目的、活动形式、活动内容、活动流程等方面进行阐述。
2. 请谈谈你在班级管理中的经验。
解析：这道题目考察考生的班级管理能力。
考生可以从班级制度建设、学生行为规范、家校沟通等方面进行阐述。
3. 请谈谈你如何处理学生之间的矛盾？解析：这道题目考察考生的应急应变能力。
考生可以从沟通协调、公正处理、心理疏导等方面进行阐述。
四、人际交往类1. 请谈谈你与同事之间如何相处？解析：这道题目考察考生的人际沟通能力。
考生可以从相互尊重、团结协作、共同进步等方面进行阐述。
2. 请谈谈你如何与学生家长进行沟通？解析：这道题目考察考生的家校沟通能力。
考生可以从倾听家长意见、尊重家长、有效沟通等方面进行阐述。
2018上半年教师资格考试《英语学科知识与能力》真题(初中)
2018上半年教师资格考试《英语学科知识与能力》真题(初中)
-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
2018上半年教师资格考试《英语学科知识与能力》真题（初中）
2018上半年全国教师资格证考试于3月17日进行，现将2018年上半年教师资格证考试真题及答案整理如下：1……the soud of "ch"
正确答案:B. vioceless,dental and fricative
2……/m/, /n/, and
正确答案:C. place of articulation
3……she is
正确答案:A. A transcribing
4……neither the unpleasant
正确答案:C. has made 此题暂无
5……Mr. Joe has worked very hard
正确答案:B. to 此题暂无
6……the message came to the villagers
正确答案:C. that
2
7……we must improve the farming
正确答案:B. in order that
8……do you mind if I smoke here
正确答案:C. No, not at all
9……what is the main rhetoric cevice used in
正确答案:D. Transferred epithet
10……A:let us go to movie
正确答案:A. Illocutionary act
3。
(完整word版)初中英语教师资格证面试真题(2016-2018)
初中英语教师资格证面试真题【写作】1.试讲题目：写作教学试讲【2016年5月】2.内容：Dear Eudora,I am thinking of going on a camping trip in the Northern Territory. But I’ve heard so much about the dangerous creatures in Australia that I’m a bit scared about going out of the city. Perhaps I’d be better staying in Sydney. I know there are lots of interesting things to see there too. What do you think I should do?Bests wishes,Li Haidi3.基本要求：（1）朗读所给段落。
（2）配合教学内容适当板书。
（3）针对该语篇的内容，进行相应的书信写作教学活动。
（4）试讲时间：10分钟。
（5）用英语组织教学。
【词汇】1.题目：词汇教学试讲【2016年5月】2.内容：My young people today care about the way they look. They often buy “designer”clothes because they think they look cool.People also think designer clothes are better made. For example, many people think the right running shoes will make you running faster or player better. Of course, this is not always true. It’s the training -not the trainer-that improve you speed or you score.Most people dress in a way that shows off their personality. But if some of us buy expensive clothes just to look cool. what does that say about us? Maybe it’s just clever advertising.3.基本要求：（1）朗读所给课文。
初中英语教师资格证面试真题(-2018)
初中英语教师资格证面试真题(2016-2018)-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN初中英语教师资格证面试真题【写作】1.试讲题目：写作教学试讲【2016年5月】2.内容：Dear Eudora,I am thinking of going on a camping trip in the Northern Territory. But I’ve heard so much about the dangerous creatures in Australia that I’m a bit scared about going out of the city. Perhaps I’d be better staying in Sydney. I know there are lots of interesting things to see there too. What do you think I should do?Bests wishes,Li Haidi3.基本要求：（1）朗读所给段落。
（2）配合教学内容适当板书。
（3）针对该语篇的内容，进行相应的书信写作教学活动。
（4）试讲时间：10分钟。
（5）用英语组织教学。
【词汇】1.题目：词汇教学试讲【2016年5月】2.内容：My young people today care about the way they look. They often buy “designer” clothes because they think they look cool.People also think designer clothes are better made. For example, many people think the right running shoes will make you running faster or player better. Of course, this is not always true. It’s the training -not the trainer-that improve you speed or you score.Most people dress in a way that shows off their personality. But if some of us buy expensive clothes just to look cool. what does that say about usMaybe it’s just clever advertising.3.基本要求：（1）朗读所给课文。
2018年教师资格证面试初中英语真题复习
考题一（语法课）二、考题解析【教案】Teaching Aims:Knowledge aim: By the end of the class, students can muster knowledge of if-clause.Ability aim: Students can use if-clause in their daily life.Emotional aim: Students will feel the happiness of learning English in joyful, free and open atmosphere, and will be confident to express in English.Teaching Key Points:Students can know the structure, function and tense of if-clause. Teaching Difficult Point:Students can put the new knowledge into practice.Teaching Methods:Tasked-based Teaching Method, Communicative Approach.Teaching Aids:The blackboardTeaching Procedures:Step 1: Lead-inGreeting with the students.Sing a song for students- if you are happy. Ask them “Did you hear the word-if” to lead in the class.Step 2: PresentationLet the students read the passage and find out sentences with “if”. Then teacher will ask students write these sentences on the blackboard. Thenfind out the similarities among these sentences.According to the answers from students, teacher make a brief summary：1.If-clause means condition and the main clause is the result. 2. The main clause and if-clause have the same tense. However, if it describes things in the future, the main clause uses the Simple Future Tense and if-clause use the Simple Present Tense.Step 3: PracticeRead the sentences by themselves and practice with neighbors.Step 4: ProductionUse the sentence and structure what we learned today to make a conversation with your neighbor and invite some students performance it.Step 5: Summary and homeworkSummary: Sum up what we have learned today.Homework: After class, teach these sentences to their parents.Blackboard Design:考题二（听说课）二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the expression of date and the sentence structure: -What is ...’s birthday? -It is ...Ability aim:Students will improve their abilities of speaking and listening. Emotional aim:Students will be more confident in speaking English.Key and difficult point:Key Point: Students will master how to express a date in English.Difficult Point: Students will use the sentence structure in daily life. Teaching procedure:Step 1: Warming-up1. Greetings.2. Ask students if today is anyone’s birthday. And invite the whole class to sing a ‘Happy Birthday’ song to him or her.Step 2: Pre-listening1. Review the knowledge about ordinal numeral: write some numbers on the blackboard and ask students to change the cardinal numeral into ordinal numeral.2. Ask students to look at the picture in the textbook to predict what the dialogue may be about.Step 3: While-listening考题三（口语课）二、考题解析【教案】Teaching aims:Knowledge aim: students will know the top ic of “you are never too young to start doing things that you don’t know how to do before”.Ability aim: students can increase the speaking ability through talking the topic.Emotional aim: students will develop their awareness of starting doingthings as soon as possible.Key and difficult point:Key point: students can increase the speaking ability through talking the topic.Difficult point: students will develop their awareness of starting doing things as soon as possible.Teaching procedure:Step 1: Warming-upGreet the students.Show several pictures of the famous golf player Tiger Woods, the musician Mozart, and the great Brazilian soccer player Ronaldo when they are young, and let students guess who they are, then the teacher tells students that they started doing their interest in a young age. Then lead the topic ofthe class.Step 2: Pre-speakingFirstly, read the passage then conclude and make clear the topic of the speaking class— you are never too young to start doing things that you don’t know to do before. Secondly, the teacher gives several aspects ofthe topic, including what the event is they have experienced in a young age, when they started doing it, how they did it and what achievements they havegot through it. Thirdly, the teacher gives an example. students talk about topic at several aspects above in groups.Step 3: While-speaking1. One student ask the questions about the topic at every single aspect above, the other student answer, then exchange.2. Students talk about the topic at several aspects above to their partners.3. Survey and report. One student makes a survey about the event in a young age of other group members, and take down notes.Step4: Post-speaking1. self—report: talk about the event that they started doing in a young age.2. peer—report: ask some students in different groups to have a repot of other students’ e vents in a young age.Step 5: Summary and HomeworkTell students we should start doing things as soon as possible.Homework: students think about more events they’d like to start.Blackboard design:考题四（阅读课）二、考题解析【教案】Teaching aims:Knowledge aim: Students will master the sentence pattern “can you” and some new words such as sing, play the piano and so on.Ability aim: Students will improve their speaking ability through group work.Emotional aim: Students will take part in the class actively and be fond of learning English.Key and difficult point: Students can master the sentence pattern and words and can take part into the class actively.Teaching procedure:Step 1: Warming-upGreeting: Good morning boys and girls, this is your beloved English teacher, Jessica. How are you today? Fine, I'm too. It is snowing right now right? The weather is getting colder and colder, so put on more clothes and don't catch cold ok? Otherwise you will lag behind for your English studying.Lead-in: 展示有关音乐会的图片：Sydney Opera House/ National opera house in Beijing1)what can you see in the pictures2) Where can we do in it?3) Do you like to enjoy a music show in our school?4) Let’s take a look of today’s class: musicians wanted for school music festival.Step 2: Pre-reading图片讲解单词：sing/ dance/ play the piano/1) What can you see in the pictures: 依次展示TF boys/ ballet/ 朗朗2) What is he/ she doing in the picture? 依次引出: sing/ dance/ play the piano.3) When you sing, you make musical sounds with your voice, usuallyproducing words that fit a tune.4) When you dance, you move your body and feet in a way that follows a rhythm, usually in time to music.5) A piano is a large musical instrument with a row of black and white keys. When you press these keys with your fingers, little hammers hit wirestrings inside the piano, which vibrate to produce musical notes.Step 3: While-reading设置阅读问题：1) Which musical instruments are mentioned in the passage:The piano (Y), the trumpet (Y), the drums (Y). violin (X).2) who should you contact if you are interested: zhang heng3) The telephone number? 622-6033.Step4: Post-reading1) Do a survey: which musical instruments can your classmate play?2) Making a conversation by using the result of the survey: Do you want to go to the music festival?Blackboard design:考题五（写作课）。
2018年上初级英语真题答案
2018年上半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）参考答案及解析一、单项选择题1．【答案】D。
解析：本题考查辅音的分类。
根据辅音的分类，按照发音部位，/p/，/b/，/m/都属于双唇音（bilabial）；按照发音方式，/p/，/b/是爆破音（plosive），/m/是鼻音（nasal）。
故本题选D。
2．【答案】B。
解析：本题考查元音的分类。
根据元音的分类，可知/ə:/属于中元音，/ɔ:/属于后元音，/e/属于前元音。
但/ʌ/比较特殊，发此音时舌头的最高位置偏中后，所以有的分类系统会把它归为中元音，也有的把它归为后元音，考生在做此类题时要根据选择项的情况灵活处理。
3．【答案】A。
解析：本题考查习惯搭配。
句意为“因为学校只有一个滑梯，所以学生们不得不轮流使用”。
take turns to do sth.为习惯搭配，意为“轮流去做某事”。
故本题选A。
4．【答案】C。
解析：本题考查介词用法。
句意为“出乎所有人意料，约翰逊在一个雨夜突然回来了”。
与具体时间搭配的介词为on。
表示具体某天或某天的上午、下午、晚上等特定日期时，前面应用介词on。
如果day，morning，afternoon，evening，night等表示时间的名词前有形容词修饰时表示某一特定时间，也需用介词on。
5．【答案】A。
解析：本题考查动词辨析。
句意为“她把他弟弟表述成‘聪明但懒惰’，这真是说得太好了”。
put有“说，表达”的意思，put it very well意为“说得很好”。
make“做，制造”，assume “假定，承担”，interpret“解释，口译”。
故本题选A。
6．【答案】D。
解析：本题考查it作形式宾语时的用法。
当不定式、动名词或从句在复合宾语结构中作动词think，make，find，consider，feel，suppose等的宾语时，常用it用作形式宾语，真正的宾语是后面的不定式。
句意为“我们认为不进行大量的记忆是不可能掌握一门外语的”。
初中英语教师资格证面试真题(2016-2018)
初中英语教师资格证面试真题【写作】1.试讲题目：写作教学试讲【2016年5月】2.内容：Dear Eudora,I am thinking of going on a camping trip in the Northern Territory. But I’ve heard so much about the dangerous creatures in Australia that I’m a bit scared about going out of the city. Perhaps I’d be better staying in Sydney. I know there are lots of interesting things to see there too. What do you think I should do?Bests wishes,Li Haidi3.基本要求：（1）朗读所给段落。
（2）配合教学内容适当板书。
（3）针对该语篇的内容，进行相应的书信写作教学活动。
（4）试讲时间：10分钟。
（5）用英语组织教学。
【词汇】1.题目：词汇教学试讲【2016年5月】2.内容：My young people today care about the way they look. They often buy “designer”clothes because they think they look cool.People also think designer clothes are better made. For example, many people think the right running shoes will make you running faster or player better. Of course, this is not always true. It’s the training -not the trainer-that improve you speed or you score.Most people dress in a way that shows off their personality. But if some of us buy expensive clothes just to look cool. what does that say about us? Maybe it’s just clever advertising.3.基本要求：（1）朗读所给课文。
2018年安徽省教师招聘考试《中学英语》真题及答案
2018年安徽省教师招聘考试《中学英语》真题及答案I .单项填空(共15小题，每小题1分，满分15分)1.1 XXX.(B)XXX.A.What good timeB. What a good timeC.How good timeD.How a good2.—Why not live in your new house?—Sounds a good idea,but it(C) .It will be OK next monthA. will paintB.had paintedC.is being paintedD.has been3.If you are curious about the history of our school or concernedabout th e future,You(D)miss XXX.A.mayB.XXX'tC. couldD.XXX't4.(A)after care fully,the plant can live through the winter.A. XXXB.LookingXXXD.Having XXX5.No sooner(D)down to relax than her smartphone rang.A. Alice satB.at AliceC.does Alice sitD.had Alice sat6.Life in the city is tough for a parent(C)kids XXX.A. hisB.of whomC.whoseD.of which7.—How amazing!You can't imagine(A)little animals can eat()muchfood.—Really?A.such;soB.such;suchC.so;suchD.so;so8.George Orwell is best known for his two novels,Animal Farm and1984,(B)of which were written and published toward the end of his life.A. allB.bothC.eachD. either9.If you are in any doubt as to(D)you should be doing theseexercises,XXX.A. thatB.ifC. whateverD. whether10. (C)my dad is known to only a few people in the town,hisreputation among them is great.A.AsB. SinceC. WhileD.Unless11 .Some people thin you change your mind,the less likely you are tofo cus your attention on your work.(D)A.more frequentB.most frequentlyC.XXX frequentD.the XXX12.It's 20 years since I left my hometown;it has changed(B)myrecognition.A. aboveB.beyondC. withinD.over13.If you(C)to Mr.Smith more carefully,you( )could work out theproblem without any difficulty now.A. XXXB. listenC.had listenedD.have listened14.What is XXX "furniture"andA. AntonymyB.XXXC.XXXD. XXX15.XXX, Withering Heights,was written by(A).A. Emily BronteB. XXXC. Jane XXXD.XXX Browningtable”?(B)“II .完形填空(共15小题，每题1分，总分值15分)XXX of years ago,but the legacy of the peas still lives on.It took place at the Biltmore Hotel,which.to myeight-year-old(16),was just about a place to eat.My grandmother, mymother, and I were having lunch the after shopping. I grandly (17) aSalisbury steak, (18) about the knowledge that XXX gravy (肉汁).When brought to the ta ble,it was (19) by a plate of peas which I have always hated. It is acomplete(20) to me why anyone would( 21) eat p eas. And I was XXX.“Eat your peas，”my (22)said.“Mother,”said my mother in a low voice.“He doesn’t like pe as.Leave him (23) My grandmother did not reply, but looked me in the eye, and uttered the fateful words that (24) my life:“I’llpay you five dollars can eat those peas”I began to force myself to eat them. And I found my mother seemeda bit (25) .which made me XXX. Every single pea made me want to throw up. (26) the magic a 1image of five dollars floated before me,I finally finished every last on e ofthem.XXX (27) me the five dollars with a flourish (夸大举措). Afew weeks later, XXX, atdinner, XXX,steaming bowl of peas. She offered me some peas,and I naturally(28)She fixed me with a cold eye as she heaped a huge XXX the words that still( 29) in my head today.“Y ou atethem for (30)，”she said.“You can eat them for love.”XXXXXX18. A. XXX19.A.XXXXXXXXXaggressivelyXXX23.XXXXXXXXXXXX27. A XXXXXX declinedXXXXXX参考谜底：BADCBACBDABADCDXXX.阅读理解(共12小题，每小题2分，满分24分)AXXX rising levels of carbon dioxide and other pla-net-XXX.XXX grew rice XXX set carbon dioxide levels t-XXX for our planet by the end of the century.They found that the result-ing rice crops hadlowe r than normal levels of vitarmins?XXX sa i-d the effects of planet-warming gasses XXX,XXX st Asia. These peoplegenerally eat the most ric-e andhave the least com plex diet,XXX millionprople might be at risk of having little protein or XXX.One of these scientists，Sam Myers of Harvard University in the American state of Massachus-ets, said the findings like this are an example o XXX“My concer-n is, there are many more surprises to come，”he said. Myers XXX, loss of som-e species, destruction of forests, and other XXX change all the natural systems that living organisms ha-ve grown to depend on over millions of years without having effects come back to affect our ow-n health.The new study suggests a way to lower the nutritional harm of dim ate change. One way, Kob-ayashi said is to grow different forms of rice that have shown to be more resistant to higher carbon dioxide levels.31 .According to Paragraph 2,who will XXX-warming gasses?A.XXX.B.Not only Chinese but also Japanese.C.People in the United States of America.D.XXX.32. What conclusion can be drawn from what Sam Myers said?A.XXX problems rarely result from XXX.B.Poor people eat the least rice and have the most complex diets.C.Changing natural XXX.D.XXXproduction.33. What is the purpose of the last paragraph?A.XXX.B.XXX.XXX the results of the study.D.XXX.34. What does the text mainly tell us?A.Warming gasses increases food production.B.Some XXX.C.Rising levels of carbon XXX.D.XXX XXX.BXXX.A study of 3.4 million people between the ages of 40 and 80 found that having a dog was associated with a 23% XXX disease and a 20% lower risk of dying from any cause overthe 12 years of the study. Previous XXX-sion both linked to an XXX.XXX stress，XXX(园固醉)XXXby a review of dozens of studies to XXX" wasXXX heart disease: XXX-researchers note anas-XXX,say goldfish owners-forcxample,perhaps only people who are fit in the first place buy XXX.Tove Fall, XXX (流行病学家)and the leading author ofthis latest study, saysXXX,XXX between those with and without dogs. The XXX having a dogwas on people living alone.“It seems that a dog can be asubstitutefor living with other people in terms of reducing the risk of dying,"saysFall.'’Dogs encourage you to walk,they provide social support and theymake life more meaningful.If y ou have a dog,you XXX people. If you do get ill and g o into hospital and you have adog,there’XXX to try to get back home."35.What has the Swedish study found about keeping a dog?(B)A.It may increase the risk of heart disease.B.It XXX.C.It can cure people of mental diseases.D.It can make its own a lot younger.36.Why is the example of“dog owners and goldfish owners”mentioned?(D)A.To point out only healthy people will keep a dog.B.XXX.C.To find out the XXX.D.XXX37.What does Tove Fall try to tell us?(A)A.People living alone may get a lot out of keeping a dog.B.People XXX skills.C.XXX.D.People have a XXX.38. What can be a suitable title for the text?(D)A.Every dog has its day.B.Give a dog a bad name.C.Is a dog really human's best friend?D.Is owning a dog good for your health?CAt universities across the US, the class 2012，is celebrating the end ofcoll ege. But, for the estima-ted 1.8 million students XXX in 2008 is still casting a long shadow ov er their futures.Almost five years after the crisis XXX,XXX rate is still above 8 perce-nt while that for resent university graduates is stuck at 6.8 percent. For many young Americans,the promise of a degree has XXX gettheir first job, still burdened by student debt. What is worse,XXXof high XXX the rest of their career- and have an XXX.XXX-year-old Chelsea Katz,who XXX Maryland in the aut-umn,said she took into account theeconomy an d possible dett when XXX.A XXX University found that about a quarter of the employed graduates saidtheir position was below their level of XXXhad expected, and a quarter said they had to acept a job XXX d in order to find work. These conditions are making young peoplehard to pay back the student loans that have become very XXX.In the past decade,published prices for tuituon fees have risen by 2 9percent at private school-s and 72 percent at public insitutions,accorlin gto the College Board. The public universities,once XXX for middle and low-incomestude nts, have been hard hit by deep cuts to state budgets that havetransferre d more of the cost burden on to students and their families.39.What does the underlined word "that77 in Paragraph 2 referto?(B)A.XXX financial crisis.B.XXX XXX.C.The promise of a degree.D.The shadow over their future.40.What is the prospect of many American college graduates' futurecare er?(A)A. Disappointing.B. Unclear.XXX.D. Positive.41.Why is it difficult for young people to repay their studentloans?(C)A.The interest rates of their student loans are much higher.B.Most of them don't want to find work after XXX.C.Their income growth can't keep up with rising tuition fees.D.Most of the graduates can’t find work because of their majors.42.What can we leam about the public XXX?(D)A.They have been cutting the XXX.B.They charge low-income students nothing.C.They fond their students from poor families.D.They are on a much tighter budget than beforeIV翻译(共5小题，每小题2分，满分10分)43.We have two XXX danger.44.They are placed in the mouth and the nose,ready to direct us XXX food.45 .If we followed the leading of these XXX be much better for many of us.46.Too many people force XXX beer,pepper and tea,none of which are liked by children.47.Our taste for them is not a natural one,and many of the XXX.43.我们具有两种觉得来XXX我们躲避风险。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
2018上半年教师资格考试初中英语面试真题初中英语：Lin Fei's daily life一、考题回顾二、考题解析【教案】Teaching Aims:Knowledge aim: Students will be able to describe their daily life and acquire some knowledge about listening strategies.Ability aim: Students can obtain the main idea quickly from the listening material and develop the ability of grasping detail information.Emotional aim: Students can foster the interest and desire of learning English, and be fond of taking part in kinds of practical activities.Teaching Key Points:Students can get the main idea and useful information from the listening material.Teaching Difficult Points:Students can apply these skills in their listening and apply these expression in their daily communication.Teaching Methods:Communicative teaching method, task-based teaching method, audio-lingual teaching method.Teaching Aids:PPT, Blackboard, recorder and so onTeaching Procedures:Step 1: Warming up1.Greetings2.Sing an English song It' my life, invite the whole students to clap when singing together and lead to the topic.Step 2: Pre-listening1.Free talk: Give students three minutes to talk about their own daily life and invite them to share it.2.Prediction: Let students work in pairs and ask them to predict Lin Fei's daily life.Step 3: While-listening1. Listen to the tape for the first time and ask them when Lin Fei gets up and whenhe goes to school, then let students to share answers.2.Listen to the tape for the second time and ask them to fill in the chart, then invite them to share their answers.Step 4: Production1.Retelling: Ask students to retell Lin Fei's daily life with the help of the chat in their own words, and teacher will give them 3 minutes to prepare it and 3 minutes later, invite some students to share their retelling in the front.2.Survey: Let students discuss their own daily life in the group of four and makea report in the form of chart. 8 minutes later teacher invites some groups to share the result of their reports.Step 5: Summary & HomeworkSummary : Invite a little teacher to help teacher make a summary of this class.Homework: Let students introduce their daily life to their parents and make a share in the next class.Blackboard design:初中英语：口语教学活动二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the sentence structure “We have great bags for only ￥12! we have....for only....; You can buy...for only .... ”.Ability aim: Students can use these sentence structures to apply in their daily life.Emotional aim: Students will improve their confidence of learning English and not afraid of speaking English in Class.Teaching Key Points:Students know the expressions about describing great sale and master the sentence structure.Teaching Difficult Points:Students can apply the expressions into daily communication.Teaching Methods:Communicative teaching method, task-based teaching method, situational teaching method.Teaching Aids:PPT, Blackboard and so onTeaching Procedures:Step 1: Warming up1.Greetings2.Play a video about an advertisement of Huawei phone and invite students to talk about the content of this video.Then the teacher leads in the topic of “Huaxing’s great sale.”Step 2: Pre-speaking1.Show two pictures about Huaxing store and its great sale advertisement.2.Let students listen to the tape and find out what things are at great sale.3.Ask students to listen to the tape again and collect the useful expressions about great sale.Step 3:While-speaking1. Ask students to read Huaxing’s store’s advertisement actively and vividly.2. Let students talk about the expressions of great sale.3. Role-play: students work in pairs to make conversation.Suppose there is a situation that you own a store. One student is shop assistant, the other students is customer. Teacher will give them 8 minutes to prepare it.Step 4: Post-speakingShare and evaluation: Invite some students to perform the conversation in the front.Step 5: Summary & HomeworkSummary: let them look at the blackboard and summarize this class.Homework: Ask students to design a poster of their own store’s great sale and share it next class.Blackboard design:初中英语《Attributive Clause》一、考题回顾二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the structure of attributive Clause and understand what the relative words or antecedents are.Ability aim: Students can use the attributive clause to describe what happened in their daily life and make up more superior sentences.Emotional aim: Students will be inspired to study both English and putonghua very well so that they can solve problems they will meet abroad by themselves.Teaching Key Points:Students acquire the clause structure and know the relative words as well as antecedents.Teaching Difficult Points:Students can apply the structure into daily communication and get the differencebetween relative pronoun and adverb.Teaching Methods:题目来源于考生回忆Communicative teaching method, task-based teaching method, situational teaching method.Teaching Aids:PPT, Blackboard and so onTeaching Procedures:Step 1: Warming up1.Greetings2.Review: Show students two sentences. One is an adverbial clause of place that linked by where and the other is an attributive clause that also linked by where Where there is a will there is a way. Let them find out the differences or similarities between them and lead to what we’re going to learn today.Step 2: Presentation1. Read the passage briefly and and answer 3 questions. Where is the Ocean park? Who helped us? How was the ride? To lead the three underlined parts Then write down the three sentences students choose from the passage after reading.2.Explain the common parts of these three sentences and show the structure of attributive clause.3.Tell students that when the antecedent is a person or an object, we should choose different relative words. Also, they should understand the difference betweenattributive clause linked by where and the adverbial clause of place linked by where.题目来源于考生回忆Step 3: Practice1. Give them some sentences with blankets and let them choose the proper relative words.2. Show them several clauses and find out which are attributive clauses.Step 4: ProductionDiscussion and share: students work in pairs to describe their travel by using attributive clauses; teacher will give them 5 minutes to prepare it and 5 minutes later, invite some students to share their experiences.Step 5: Summary & HomeworkSummary : students look at the blackboard and summarize this class.Homework:students find more rules about attributive clauses and prepare for the next class.Blackboard design:二、考题解析【教案】Teaching aims:Knowledge aim: Students will master the sentence pattern “can you” and some new words such as sing, play the piano and so on.Ability aim: Students will improve their speaking ability through group work.Emotional aim: Students will take part in the class actively and be fond of learning English.Key and difficult point: Students can master the sentence pattern and words and can take part into the class actively.Teaching procedure:Step 1: Warming-upGreeting: Good morning boys and girls, this is your beloved English teacher, Jessica.How are you today? Fine, I'm too. It is snowing right now right? The weather is getting colder and colder, so put on more clothes and don't catch cold ok? Otherwise you will lag behind for your English studying.Lead-in: 展示有关音乐会的图片：Sydney Opera House/ National opera house in Beijing1)what can you see in the pictures2) Where can we do in it?3) Do you like to enjoy a music show in our school?4) Let’s take a look of today’s class: musicians wanted for school music festival.Step 2: Pre-reading图片讲解单词：sing/ dance/ play the piano/1) What can you see in the pictures: 依次展示TF boys/ ballet/ 朗朗2) What is he/ she doing in the picture? 依次引出: sing/ dance/ play the piano.3) When you sing, you make musical sounds with your voice, usually producing words that fit a tune.4) When you dance, you move your body and feet in a way that follows a rhythm, usually in time to music.5) A piano is a large musical instrument with a row of black and white keys. When you press these keys with your fingers, little hammers hit wire strings inside the piano, which vibrate to produce musical notes.Step 3: While-reading设置阅读问题：1) Which musical instruments are mentioned in the passage:The piano (Y), the trumpet (Y), the drums (Y). violin (X).2) who should you contact if you are interested: zhang heng3) The telephone number? 622-6033.Step4: Post-reading1) Do a survey: which musical instruments can your classmate play?2) Making a conversation by using the result of the survey: Do you want to go to the music festival?初中英语《My morning》二、考题解析【教案】Teaching aims:Knowledge aims:Students will know how to describe a day using proper conjunctions and tense.Students will master some words, such as waste, value... and a sentence structure: I usually + simple present tense.Ability aim:Students will improve their abilities of speaking and listening.Emotional aim:Students will be more confident in speaking English.Key and difficult point:Key Point: Students will know how to introduce a day in English.Difficult Point: Students will use the sentence structure in real communicative situation.Teaching procedure:Step 1: Warming-up1. Greetings.2. Play a video about Tom’s day and ask students what kind of information have they caught.Step 2: Pre-listening1. Review the knowledge about simple present tense. Ask students to make sentences using simple present tense.ing pictures to explain some words: waste-value, brush.Step 3: While-listening1st listening: Ask students to listen to the tape for the first time and try to get the main idea of the passage and underline the conjunctions used.2nd listening: Ask students to listen to the tape for the second time and complete the timetable below.。