2017上半年高中英语教师资格证面试真题精选(带答案解析)

合集下载

2017上半年高中英语教师资格证面试真题精选(带答案解析)

2017上半年高中英语教师资格证面试真题精选(带答案解析)In this article。

we will discuss the first batch of selected ns from the 2017 first half of the high school English ___。

we will focus on the topic of "How to bathe a bird?"___ process for "How to bathe a bird?" involves several steps。

including lead-in。

pre-listening。

while-listening。

and post-listening activities.In the lead-in stage。

a student on duty is asked to give an oral report about their family。

including any pets they may have。

The ___ related to the report to engage the other students and ___.During the pre-listening stage。

students are asked to discuss what they would do if they had a dirty pet and how they would clean it。

The ___.The while-listening ___ the。

material and having students listen for specific n related to bird bathing。

Afterward。

___.Finally。

[职业资格类试卷]2017年上半年中学教师资格认定考试(高级英语学科知识与教学能力)真题试卷.doc

[职业资格类试卷]2017年上半年中学教师资格认定考试（高级英语学科知识与教学能力）真题试卷一、单项选择题1 Which of the following is the feature shared by the English phonemes /m/ and /p/? （A）Voiced.（B）Voiceless.（C）Bilabial.（D）Dental.2 Which of the following is true of English sound system?（A）Aspiration is a distinctive feature.（B）Voicing is a distinctive phonetic feature.（C）Nasalization of vowels gives rise to another vowel.（D）Length of vowels differentiates one vowel from the other.3 Though the government encourages foreign investment,______ investors are reluctant to commit funds in the current climate situation in the country.（A）potential（B）affluent（C）optimistic（D）solid4 The man______the dark glasses fled away from the spot very rapidly. （A）in（B）at（C）of（D）by5 The morpheme "-ceive" in the word "conceive" is a______.（A）stem（B）root（C）allomorph（D）suffix6 There is no need______to teach children how to behave.（A）however（B）whatsoever（C）forever（D）whenever7 _____advance seems to be following advance on almost a monthly basis.（A）So rapid is the rate of progress that（B）Rapid as the rate of progress is that（C）So rapid is the rate of progress as（D）Rapid as the rate of progress as8 Tom, see that your sister gets safely back,______?（A）can you（B）won't we（C）won' t you（D）should we9 What rhetoric device is used in the sentence "This is a successful failure"?（A）Simile（B）Metonymy（C）Metaphor（D）Oxymoron10 The expression "As far as I know ..." suggests that people usually observe the Maxim of______in their daily conversations.（A）Quantity（B）Quality（C）Relevance（D）Manner11 When the teacher attempts to elicit more information from the students by saying "And...?", "Good. Anything else!", etc, he/she is playing the role of a______.（A）prompter（B）participant（C）manager（D）consultant12 For more advanced learners, group work may be more appropriate than pair work for tasks that are______.（A）linguistically simple（B）structurally controlled（C）cognitively challenging（D）thematically non-demanding13 When you focus on "utterance function" and "expected response" by using examples like "Here you are", "Thanks", you are probably teaching language at the______.（A）lexical level（B）sentence level（C）grammatical level（D）discourse level14 Which of the following tasks fails to encourage active language use?（A）Reciting a text.（B）Bargaining in a shop.（C）Writing an application letter.（D）Reading to get a message.15 A teacher may encourage students to______when they come across new words in fast reading.（A）take notes（B）ask for help（C）guess meaning from context（D）look up the words in a dictionary16 Which of the following statements about task design is incorrect?（A）Activities must have clear and attainable objectives.（B）Activities should be confined to the classroom context.（C）Activities must be relevant to students' life experiences.（D）Activities should help develop students' language ability.17 If someone says "I know the word", he should not only understand its meaning but also be able to pronounce, spell, and______it.（A）explain（B）recognize（C）memorize（D）use18 Teachers could encourage students to use______ to gather and organize their ideas for writing.（A）eliciting（B）mind mapping（C）explaining（D）brainstorming19 When students are asked to go to the local museum, libraries, etc. to find out information about endangered animals and work out a plan for an exhibition, they are doing a(n)______.（A）survey（B）experiment（C）project（D）presentation20 Which of the following tasks fails to develop students' skill of recognizing discourse patterns?（A）Analyzing the structure of difficult sentences.（B）Checking the logic of the author' s arguments.（C）Getting the scrambled sentences into a paragraph.（D）Marking out common openers to stories and jokes.二、简答题21 课堂互动(classroom interaction)是重要的教学活动形式。

2017 全国教师资格证考试面试真题高中英语

2017 全国教师资格证考试面试真题高中英语
一、面试流程
二、
到了之后先存包，等候，签到分组，一拨人分两组，先后考的顺序；进而去抽签。

抽完之后让你签字，不让看，不留时间看，直接装进考务信封，所以记得瞄几眼；
然后等待，去考场；
进考场后，敲门或者询问是否可以进来了，问候，开始考试。

结构化面试，两道题一块儿问，自己记住问题啊
然后思考片刻，作答，要求答够五分钟，不够让你再次思考，补充作答。

结束后，进行试讲，拿自己的教案，开始试讲；
试讲后，面试官会询问问题，成为答辩环节，结束，评语，say goodbye！擦黑板！
二、面试内容
我考完了，面试分为语音、语法、阅读、词汇。

（我不幸抽到了语音！！！）
语法有人考了v+ing用法，动名词gerund，分词participle；定语从句attributive clause, antecendent, relative pronoun; 虚拟语气subjective clause；
词汇就是讲解词汇课，思维导图讲解；例句等；
阅读就是套路讲法，一切记得leadin即可；
语音有语调tone；升降调；重音；发音等
总结就是，写教案的时候打草稿，写关键词，自己能记住流程，注意连贯性；重点在嘴上嘟囔几遍。

存人品，祝大家都过！都为祖国未来做贡献！。

2017教师资格面试高中英语真题

2017教师资格面试高中英语真题二、考题解析【教案】Teaching AimsKnowledge aim:Students will recognize the liaison in the target passage and memorize the liaison rules.Ability aim:1.Students can work out the liaison rules through listening,pair work and the guidance from the teacher.2.Students can apply the liaison rules practice and express themselves in a more idiomatic way through imitating,speaking and reading.Emotional aim:After this lesson,students will be more confident in speaking English.Teaching Key&Difficult PointsKey point:Students can master the liaison rules.Difficult point:Students can apply the rules practice.Teaching procedures:Step1:Warming up1.Play the music video Father issued by Guitar Cover and have a free talk about“the impressive story between you and your father”.2.Ask the students to think over the question:what have you done for your father.Step2:Presentation1.Ask the students to read the passage on the textbook aloud after the tape and ask why you can’t catch the speed of the tape.Explain there are some liaisons in the passage.2.Ask students to circle all of the liaison in the target material through listening to the tape.3.Ask students to work in pairs to find out the rules of liaison by classifying whethera word is ended with a consonant and the following word is initiated with a vowel.4.Lead the students to read the liaison after the teacher and tell students liaison happens when a word is ended with a consonant and the following word is initiated with a vowel.Step3:PracticeAsk the whole class to read after the tape several times and try to imitate,then some students will be invited to have a competition to read the passage to the class, and others justify who reads faster.Step4:Production1.Present them another piece of passage and ask them to work in pairs to underline the liaison inside and try to read it fluently.Afterwards,the standard edition will be presented.2.Funny dubbing:a part of the movie Despicable Me is presented for students to imitate, practice and compete for the best voice actor.Step5:Summary&Homework1.Ask students to summarize and memorize the liaison rules.2.After class,choose their favorite part from their favorite movie and do the voice acting job.IV Blackboard design二、考题解析【教案】Teaching aims:Knowledge aim:students will know more about British coffee culture.Ability aim:students can catch some detailed information about the passage.Emotional aim:students will appreciate different culture.Key and difficult point:Students will get the general idea of this passage.Students can express their ideas about the topic.Teaching procedure:Step1:Warming-upGreet the students.Have a free talk with them and ask them if they drink coffee.Step2:Pre-readingPlay them a short video to introduce British tea culture,and fill them in with the information that Britain has a long history for tea culture to give them some background information for the passage understanding.Step3:While-reading1st reading:give them2minutes to read the passage quickly to get the general idea of this passage and invite some students to share their answers.2nd reading:leave the question to them--what is the stereotype and truth about British people?And give them5minutes to read the passage carefully to find the answers.After 5minutes,invite some students to share their ideas.And then divide them groups of4 to find the evidence from the text to support their ideas.Step4:Post-readingActivity1:invite two students to retell the passage according the clues on the blackboard.Activity2:divide them groups of3to talk about China food culture.Step5:Summary and homeworkInvite a student to make a summary then leave them the homework-search online for the development of coffee culture in China.Blackboard design:关注贵港公职考试公众号，掌握实时考试资讯二、考题解析【教案】Teaching aims:Knowledge aim:students will recognize the structure and grammar meaning of appositive clauses.Ability aim:students will be able to apply appositive clauses in their daily use.Emotional aim:students will cultivate the awareness of protecting the environment.Key and difficult point:Students will master the structure and grammar meaning of the appositive clause.Students can tell the difference between appositive clauses and attributive clauses.Teaching procedure:Step1:Warming-upGreet the students.Have a short review about attributive clause from last class.Then ask students to compare the two sentences below and lead to the new lesson for the appositive clause.The news that my father told me yesterday made me cry.The news that my father won the game made me cry yesterday.Step2:PresentationAsk students to read the above material first,then invite them to share their understanding about the two“that”clauses.Then try to find the structure with them together:the two that clauses(appositive clauses)here explain the noun“doubt”and show the meaning of it.Another example of this is that“The news that my father won the game made me cry yesterday.”Here,“that my father won the game”is actually the content of the news.The function of it is not to modify the noun but to show the content of it which is different from the attributive clause.Step3:Practice1.Find the attributive clause in the material and rewrite it to an appositive clause:“it is human activity that has caused this global warming”---”it is human activity that we drive too many cars that has caused this global warming”2.List some sentences on the screen and ask students to tell which are attributive clauses and which are appositive clauses.Step4:ProductionDivide them in groups of4to have a discussion about what can we do to help the global warming and give them5minutes to discuss.Show them an example as:I hold the idea that promoting the public transportation system will encourage more people travel less by private cars.The news that the government is putting money on clean energy is also helpful.Step5:Summary and homeworkInvite a student to make a summary then leave them the homework-search online for 5common nouns which often appear in the appositive clause.Blackboard design:二、考题解析【教案】Teaching aims:Knowledge aim:students will master the structure and grammar meaning of passive voice.Ability aim:students will be able to speak or write in passive voice.Emotional aim:students will understand the importance of teamwork..Key and difficult point:Students will master the structure and grammar meaning of passive voice.Students can apply the grammar in their daily speaking.Teaching procedure:Step1:Warming-upGreet the students.Show them a sentence:Cambridge University Press published this book.And have a short review about the active voice.The active voice is the typical word order.We put the subject(the topic or the theme) first.The subject is the‘doer’or agent of the verb.And tell them that we can also rewrite this sentence“This book was published by Cambridge University Press.”and lead to the new lesson.Step2:Presentation1.Take the above sentence as an example,and analyze it with the students together:In the passive,the person or thing that the action was done to becomes the topic or theme. We can leave out the‘doer’or agent,or we can place the‘doer’in a prepositional phrase(by+‘doer’).2.Show the sentence“It is reported that many a house is being built at present in the disaster area.”and ask them to talk about the two passive forms.And complete the table with them together.Step3:PracticeThen show the sentence“It is reported that many a house is being built at present in the disaster area.”and ask them to add up the doers in this sentence.Step4:ProductionAsk them to work with their desk mates and to describe their daily activities with each other.And passive voices need to be applied.And after5minutes,invite some pairs to share their answers.Step5:Summary and homeworkInvite a student to make a summary then leave them the homework-come out or more examples of passive voice in different tenses.Blackboard design:二、考题解析【教案】Teaching aims:Knowledge aim:By the end of the class,students will know some key words about environment protection,such as suffer form,reusable shopping bags,do harm to and so on..Ability aim:Students’writing ability of expressing their opinions can be improved by the end of the class.Emotional aim:Students will foster the awareness of.protecting environment.Key and difficult point:Students will improve their writing ability.Leading students to think about things beyond their real life.Teaching procedure:Step1:Warming-upGreet the students.Watch a short video about pollution and share their opinions about this issue.Step2:Pre-writing1.Tell students we would write an article and the topic is environment protection.2.Show students a passage and try to find out the bad effects of cigarette and plastic pollution.3.Run a brainstorming activity and have a discussion:ask students the question as follows:What should we do to prevent the environment protection?They can change their ideas with their partners.After the discussion,I would pick some students to report their topics at the front.Step3:While-readingGive students some guides,such as:pay attention to the spelling,punctuation, sentence structure and tenses.10minutes would be given to them to complete their articles individually.Step4:Post-writingPeer editing:Ask students to check and edit their partners’article and give them some suggestions.Share and evaluation:Invite some students to share their articles at the front and I would give them some comments.Step5:Summary and homeworkInvite a student to make a summary then leave them the homework to make a poster to publicize our ideas.Blackboard design:二、考题解析【教案】Teaching AimsKnowledge aim:1.Students can do the right email format.2.Students will know more about the history,customs of Mid-Autumn Festival. Ability aims:1.Students will be able to write emails to give information.2.Students will be able to introduce our traditional festival----Mid-Autumn Festival.Emotional aims:Students will feel proud of our traditional culture,and be willing to bring it to the world.Teaching Key&Difficult PointsTeaching Key Point:They can write an email with right format.Teaching Difficult Point:Students can introduce Mid-Autumn Festival with enough information to make it clear to people from foreign cultures.Teaching Methods:Task-based Teaching ApproachTeaching AidsPPT,picturesTeaching proceduresStep1Warming-up(3minutes)Show them some pictures about Mid-Autumn Festival which are about different activities. And then ask them to have a discussion about these pictures and they can write down the key words,sentences and so on.After the discussion,invite some students to describe these pictures.For example,they may describe the first picture as“They are having a big family reunion.”And the second picture,they might describe as“China started to celebrate the festival since Tang dynasty.”Give some necessary guidance and corrections.Step2Pre-writing(8minutes)1.Set up a situation for the students:Your name is Liha.Your open-pal,Max,is coming from Australia with his parents.And he is writing to ask information about Mid-Autumn Festival.2.Show them the email from Max.Ask them to read the email first and figure out what kind of information does Max ter invite some students to share the answers.For example,they will find out that Max wants to know the history and traditions about Mid-Autumn Festival.3.After they figure out what they should write to Max,I will lead their attention to the format of Max’s email and remind them to pay attention to the salutation and the comma after it,as well as the greetings and so on.And I will invite some students to to clear out what we have got about email writing, and some other students to add up.For example,they will know after the salutation,we should put a punctuation-comma instead of colon,and instead of put“Looking forward to seeing you soon.”in the greetings part,we can also use“Best wishes/regards.Your sincerely/truly.”and so on.4.After we finish the format,we will go to the main body part.And I divide them groups of4to have a discussion about the information that they want to convey in the email.And then they will have5minutes to redo the information that they have chosen. During this section,they need to figure out:First,the writing order about the email.For example,they need to decide if they want to begin with the history then traditions or otherwise.Second,how to polish the expressions,like“It has long history and it is traditional”from the pre-writing part.For example,they can reorganize the sentences as Mid-Autumn Festival is a traditional Chinese festival with long history,etc.Step3While-writing(5minutes)First,ask them to write a main body of the email.While writing,I will ask them to pay more attention to the spelling,grammar,and the logic of sentences.Next,ask them to put the main part an email format.Step4Post-writing(3minutes)After they finished the writing,I will ask them to modify their drafts by themselves, and then exchange their draft to do the pair editing.Then I will ask some students to read their emails to us,and let them give some suggestions together.Step5Summary and homework(1minute)Summary:Summarize their key points about the email format together;then summarize the main activities happening in Mid-Autumn Festival.Homework:write another to Max to tell him something about the Spring Festival.Blackboard design关注贵港公职考试公众号，掌握实时考试资讯。

2017上半年教师资格证小学、初中、高中英语面试真题解析(合集)

2017上半年教师资格证小学英语面试《A butterfly》真题解析一小学英语《A butterfly》一、考题回顾二、考题解析《A butterfly》主要教学过程及板书设计教学过程Step1 Warming-up and lead-inAfter greeting the students, I will play the song “The bear”, whose lyrics use the simple past tense, to the students. I will write down a segment of the lyrics on the blackboard and review the past form of some verbs, such as “look-looked”, “meet-met” and “say-said”, with the whole class.Step2 PresentationI will enjoy the strip pictures of butterfly growth with the whole class to introduce the simple past tense. I will ask students questions while watching the pictures. The questions are: “what was the color of the egg?”, “what did a caterpillar eat?” and “how long did the caterpillar live in t he small cocoon?” By orders of strip pictures, the growth a butterfly is showed clearly, and time sequences are showed by “the first”, “then” and “finally”.As the students answer these questions, answers are written down on the blackboard. I will invite students to work out the rule of the simple past tense. Simple past tense is usually used to talkabout a completed action or state that occurred in the past, and to form this tense, one needs to add -ed to the end of a regular verb and remember the past forms of some irregular verbs.Step3 Practice1. Conversion task: students are required to converse the following simple present tense into simple past tense to better understand the new structure:I usually eat an egg for breakfast.I _____ an egg for breakfast yesterday morning.People often live in houses.John _____ in the small village for about two years.Do you come to your grandma’s twice a week?He _____ to see his grandma last week.There are three people in my family.There _____ many butterflies here 5 years ago.2. Translation task: students are expected to translate the following Chinese intothe corresponding English.我妹妹早餐吃了一个橙子和一片面包。

2017上半年高中英语教师资格证面试真题精选(带答案解析)

2017年教师资格证面试-高中英语真题模拟题及解析-华图教师网

2017教师资格证面试高中英语真题模拟题及解析一、附原文：1. 题目：词汇讲学2. 内容：阅读下面英文诗歌，讲解词汇：disappear，unknown，sleeplessDisappearWe’re the last of the sleepless onesWe’re the last of the sleepless onesLeft behind by those we left behind tonightQuiet now let our poison takeWere we always just your lost cause mistakesWait for me, will you wait for meNeed you on my sideWay for me, make way for meWith arms wideAlone, left aloneWatch us slowly disappear with timeUnknown, still unknownForgotten, lost, and left behind.3. 具体要求：(1) 阅读全文(2) 全英文试讲(3) 适当板书设计Disappear高中词汇教学Teaching objectives:1. Knowledge objectivesSs master the words disappear, unknown and sleepless. They need to know the meaning and the word formation rules of these words.2. Skill objectivesSs get the method of learning new words’ meaning by dividing words into suffix or prefix in order to understanding a new English poem properly.3. Emotion objectivesSs get the study ability to explore the meaning of the new words through study the new words by themselves and basically get the ability to enjoy an English poem by understanding the English words.Teaching key and difficult points:Ss master the knowledge of word formation to guess the meaning of a new English word and use this ability to their reading and listening for a better understanding of the English materials. Teaching procedures:Step1 Lead-in(1)Free talk: Ss talk about the poems they have ever learned. And teacher tell them there is a new poem. Let’s enjoy it together！【Purpose】The activity of free talk can not only create a relaxing English learning atmosphere for Ss to participate, but also stimulate Ss’ relevant cognition which can pave way for the following learning.Step 2 Presentation(1)Teacher presents the new poem to the students. And separate the class into four groups to let them read the poem one group by one group.(2) Teacher presents the provoking-mind question, and let them work in pairs to understand the main ideas of the poem and find out the new words they don’t know.(3) Teacher ask the students the new words they don’t know and write them down on the blackboard.(4) Ss work in pairs trying to describe the rules in these words, and guess the meaning of these words.(5) Teacher guide the students to divide these words, like dis-appear; un-know, sleep-less. And telling the English meaning of these words.(6) Teacher asks students what’s the common characteristics of the meaning of these words. And ask the student in one of each groups to find the rules.(7) Teacher tells students that un-,dis-,and -less have the common meaning that is negative.(8) Teacher tells students how to use these words and make sentences for each word.(9)Teacher ask each students to find more words like what we have learned today. And read the whole poem again and understand the poem.【Purpose】Make students as the main role of the class, and guide the students to find out the words formation rules. It is good for students themselves to learn the new words in the help of the teacher and they could learn the words better in this way.Step 3 Practice(1)Matchdis- appear-less knownun- sleep(2) Use the following words, disappear, unknow, sleepless, and fill the blanks.Last night I dreamed a sweet dream. In my dream I made friends with an alien came from an______planet. We have talked about the lives in our own planet.We had a long and happy talk. Finally, we said goodbye to each other. And she _______ in front of my eyes by UFO. Then I woke up and found it is a sweet dream and felt______ then.【Purpose】Make students to master these words by these two practices.Step 3 ConsolidationTeacher divide the students into four groups and ask each students in each group to work in pairs to make sentences using the new words. And then teacher asks the students in each group to organize the sentences into one short paragraph and asks one representative of each group to read in public.【Purpose】Ss master the words we have learned today and use them to write a short essay not only could review what we have learned today but develop the ability to use the new words in their writing.Step 4 SummarySs summarize the English words with the suffix, -less and prefix, -un, dis-. In addition, let them conclude the function of learning the world formation rules.【Purpose】Ss’ summarizing the key points can let them have the further understanding the key point of this class. And let them conclude the function of learning the world formation rules, which could trigger English words learning interests of students and improve their English words learning ability.Step 5 HomeworkSs are encouraged collect more English words with suffix and prefix, and use five new words that they have collected to write a short passage.【Purpose】Find out more English word formation rules can trigger students’English learning interests as well as improving their English words learning ability.Blackboard designdis- appearun- known-less sleep二、附原文：1. 题目：听力教学2. 内容：3. 具体要求：（1）朗读一遍（2）设计口语教学（3）适当板书Darwin Destroyed in one Night听力教学Teaching objectives:1.Knowledge objective:Word: tear, sweepTopic: The destruction of cyclone.2.Skill objective:a.Students’ listening ability could be enhanced.b.Students’ solving problem ability can be enhanced by working in groups.3.Emotion objective:a.Students should know how to protect themselves and take proper emergency measures in the disaster.b.Students are willing to share information with others.Teaching key points:Students can get the main idea and specific information of the listening material.Teaching difficult points:Students know how to protect themselves in an emergency situation.Teaching procedures:Step 1 Lead-inTeacher shows students several pictures of meteorological disaster. Students can guess what kind of weather caused the catastrophe.【Purpose】: Pictures are vivid and easy to attract students’ attention.Step 2 Pre-listening(1) Teacher presents one of pictures of meteorological disaster. Students can predict what happened in this area.(2) Students work in pairs trying to describe the picture in their own word. Choose several pairs to share their imagination with the class.(3) Teacher presents and explains the key words, tear, sweep, to the students.【Purpose】To encourage students to predict the content of the material. Through prediction, the relevant background information in the students’ mind could be activated. When students listen to the listening material, they will be more directive.Step 3 While-listening(1)listening for the gist.Listen to the tape for the first time. Teacher presents the question: what’s the listening text about?(2)selective listeningListen to the tape for the second time. Teacher presents more specific question:When does the cyclone happened?What speed of the wind?(3)Intensive listeningTeacher reads the listening material and shows the passage with several blanks.【Purpose】Students listen to the material for three times. Those three steps could help students master the listening skills.Step 4 post-listeningDiscussion.(1) Teacher divided the class into 6 groups.(2) Each group discusses what they should do when they meet weather disaster.(3) every group should recommend a representative to display their conclusion.【Purpose】This task aims to improve students’ ability of solving problems. Besides, students could also learn how to protect themselves and take proper emergency measures in the disaster.Step 5 SummaryStudents retell the passage with their own words. Teacher emphasizes the importance of knowing the emergency measures.【Purpose】Students summarize the key points, which could embody student-centeredness in class.Step 6 HomeworkStudents are encouraged to describe the most terrible weather they ever experienced and share it next class.【Purpose】Such an assignment could highlight students’ enthusiasm to use the language they learned.Blackboard designDarwin Destroyed in one NightTime :tearSpeed:sweep三、附原文：1. 题目：语法教学2. 内容：3. 具体要求：（1）配合教学内容适当的板书（2）并对当中的语法进行讲解（3）试讲时间：约10分钟（4）全英文试讲End of Year Party语法教学Teaching objectives:1. Knowledge objectiveSs can not only learn the use of the negative form of imperative sentence, but also expressthemselves in daily communication.Grammar: Don’t + imperative sentence2. Skill objectiveSs’ can master a grammar structure: “Don’t…”correctly and properly according to the context.3. Emotion objectiveSs can become interested in grammar learning. And Ss can improve the sense of learning and cooperation. What’s more, Ss can expand their knowledge and view about the “party culture”. Teaching important points:Get students to learn and master the new grammar item: the negative form of imperative sentence.Teaching difficult points:Enable students to learn how to use the form of “Don’t…”expertly in English communication.Teaching procedures:Step 1 Lead-in(1)Free talk: Ss talk about the dress and clothing at school party.【Purpose】The activity of free talk can not only attract the attention of Ss to participate the class, but also make preparations for Ss’following learning processes.Step 2 Presentation/practice(1)Ss read through the whole text and observe the similarities of those sentences in the text. (For instance, all those sentences have the same structure of “Don’t…”)(2) Ss pick out the sentences where the structure of “Don’t…” are, and underline them.(3) Ss work in pairs to translate these sentences and try to understand the use of “Don’t…”.(4) Teacher explain the usage and important points of the negative form of imperative sentence and draw the conclusion about the structure“Don’t…”.【Purpose】To stimulate the interests of Ss. Ss can find out the rule of negative form of imperative sentence. Ss can improve their confidence in grammar learning and also understand different culture and custom of party.(5) Using structures(Show the following exercises on the screen or give out exercises papers.)Answer the following questions using the structure“Don’t…”.What’s the rule of ban about dressing when you take an interview?What kind of notice signs can you find in a hospital?Do you know some school rules in our campus?①Ss work in group of four.②Ss are given some certain time to finish the work and each group can choose the most attractive answer.③Ss choose the best sentences in class.【Purpose】Ss are encouraged to use the grammar structure by themselves to express views. Ss can master new grammar in a fun way. Teamworkis also promoted through imagining, discussing and exchanging.Step 3 ConsolidationDiscussion:The teacher puts forward a topic about the class rule: the necessity of class rule. (For instance: Do you think it is necessary for us to make some rules in our class?) Ss can make a list of their class rules and discuss opinion with partner according to the grammar structure “Don’t…”.【Purpose】Ss can practice the grammar in actual communication, which encourage them to cooperate and communicate with others and state different kinds of points in English.Step 4 SummarySs summarize what they learned today and the important points of the usage of the structure“Don’t…”.【Purpose】Ss’ summarizing the important points can give full play to their subjectivity. Ss could improve confidence in English communication and expression. And Ss also can learn how to prove arguments and views in English. Therefore, the emotional objectives can be achieved in this activity.Step 5 Homework①Let the Ss finish the exercise in the workbooks with the grammar structure in this lesson.②Make a rule for themselves using “Don’t…”. They are supposed to share it next class.【Purpose】Ss could use the grammar they learnedto improve their English learning ability. What’s more, Ss could speak their mind and express viewpoints bravely.四、附原文：1. 题目：阅读教学2. 内容：How life began on the earth？No one knows exactly how the earth began, as it happened so long ago. However, according to a widely accepted theory,the universe began with a “Big Bang”that threw matter in all directions. After that, atoms began to form and combine to create stars and other bodies.For several billion years after the “Big Bang”, the earth was still just a cloud of dust.W hat it was to become was uncertain until between 4.5 and 3.8 billion years ago when the dust settled into a solid globe. The earth became so violent that it was not clear whether the shape would last or not. It exploded loudly with fire and rock. They were in time to produce carbon, nitrogen,water vapour and other gases, which were ……What is even more important is that as the earth cooled down water began to appear on us.3. 具体要求：（1）朗读一遍（2）全英授课（3）适当板书。

2017年上教师资格证高级英语真题

2017年上半年中小学教师资格考试英语学科知识与教学能力试题（高级中学）注意事项：1.考试时间120分钟,满分150分。

2.请按规定在答题卡上填涂、作答。

在试卷上作答无效,不予评分。

一、单项选择题（本大题共30小题,每小题2分,共60分）在每小题列出的四个备选项中选择一个最佳答案,请用2B铅笔把答题卡上对应题目的答案字母按要求涂黑。

错选、多选或未选均无分。

1.Which of the following is the feature shared by the English phonemes/m/and/p/?A.Voiced.B.Voiceless.C.Bilabial.D.Dental.2.Which of the following is true of English sound system?A.Aspiration is a distinctive feature.B.Voicing is a distinctive phonetic feature.C.Nasalization of vowels gives rise to another vowel.D.Length of vowels differentiates one vowel from the other.3.Though the government encourages foreign investment,()investors are reluctant to commit funds in the current climate situation in the country.A.potentialB.affluentC.optimisticD.solid4.The man()the dark glasses fled away from the spot very rapidly.A.inB.atC.ofD.by5.The morpheme“-ceive”in the word“conceive”is a().A.stemB.rootC.allomorphD.suffix6.There is no need()to teach children how to behave.A.howeverB.whatsoeverC.foreverD.whenever7.()advance seems to be following advance on almost a monthly basis.A.So rapid is the rate of progress thatB.Rapid as the rate of progress is thatC.So rapid is the rate of progress asD.Rapid as the rate of progress as8.Tom,see that your sister gets safely back,()?A.can youB.won’t weC.won’t youD.should we9.What rhetoric device is used in the sentence“This is a successful failure”?A.SimileB.MetonymyC.MetaphorD.Oxymoron10.The expression“As far as I know...”suggests that people usually observe the Maxim of()in their daily conversations.A.QuantityB.QualityC.RelevanceD.Manner11.When the teacher attempts to elicit more information from the students by saying“And…?”,“Good,Anything else?”,etc,he/she is playing the role of a().A.prompterB.participantC.managerD.consultant12.For more advanced learners,group work may be more appropriate than pair work for tasks that are().A.linguistically simpleB.structurally controlledC.cognitively challengingD.thematically non-demanding13.When you focus on“utterance function”and“expected response”by using examples like“Here you are”,“Thanks”,you are probably teaching language at the().A.lexical levelB.sentence levelC.grammatical levelD.discourse level14.Which of the following tasks fails to encourage active language use?A.Reciting a text.B.Bargaining in a shop.C.Writing an application letter.D.Reading to get a message.15.A teacher may encourage students to()when they come across new words in fast reading.A.take notesB.ask for helpC.guess meaning from contextD.look up the words in a dictionary16.Which of the following statements about task design is incorrect?A.Activities must have clear and attainable objectives.B.Activities should be confined to the classroom context.C.Activities must be relevant to students’life experiences.D.Activities should help develop students’language ability.17.If someone says“I know the word”,he should not only understand its meaning but also be able to pronounce,spell,and()it.A.explainB.recognizeC.memorizee18.Teachers could encourage students to use()to gather and organize their ideas for writing.A.elicitingB.mind mappingC.explainingD.brainstorming19.When students are asked to go to the local museum,libraries,etc.to find out information about endangered animals and work out a plan for an exhibition,they are doing a(n)().A.surveyB.experimentC.projectD.presentation20.Which of the following tasks fails to develop students’skill of recognizing discourse patterns?A.Analyzing the structure of difficult sentences.B.Checking the logic of the author’s arguments.C.Getting the scrambled sentences into a paragraph.D.Marking out common openers to stories and jokes.请阅读Passage1,完成21~25小题。

高中英语教师资格证面试真题17-19年

真题No.1题目：要求：1、设计一节阅读课，1、要求有猜词环节，3、并有相应板书真题No.2题目：要求：1、全英授课2、根据习题讲解被动语态的语法3、注意习题的讲解。

真题No.6题目：要求：1、朗读全文2、适当板书3、教授学生写作活动真题No.7题目：要求：1、朗读课文前两段；2、根据材料设计相关听力教学过程；3、英文试讲；真题No.8题目：《Had I not seen the Sun》—— Emily Dickinson Had I not seen the SunI could have borne the shadeBut Light a newer WildernessMy Wilderness has made要求：1、朗读诗歌2、引导学生阅读欣赏诗歌真题No.9题目：要求：1、朗读短文2、听力课3、着重听前和听中4、全英试讲真题No.10题目：要求：1、朗读句子2、全英十分钟授课3、讲解句子重读规则。

题目来源：5月19日下午河南省洛阳市面试考题试讲题目1.题目：听力教学试讲2.内容：I’d guess that Mrs. Chen is almost sixty. She’s very strict - we don’t dare to say a word unless she asks us to. She is also very serious and doesn’t smile much. When she asks you to do something, you do it immediately. There are a few students in our class who keep coming to class late but they are always on time for Mrs.Chen’s lessons. Some of our class don’t like her, but must of us really appreciate her because her teaching is so well organized and clear. And a few students even admit liking her! During scientific experiments, she explains exactly what is happening and as a result my work is improving.3.基本要求：(1)朗读所给段落。

高中英语资格证面试历年真题

高中英语教师资格证面试——2017真题1.词汇课，单词:instrument album split up break up材料内容关于Beatles2.阅读课，Dasily和wildlife、carpet、Tibet要求讲阅读前活动。

3.语篇衔接词but、however材料内容是有关莫扎特、贝多芬。

考定语从句。

18.听力课关于minibus and pedicabs19.语法课材料与poetry有关，要求讲划线的两个句子，知识点是定语从句，以及that 当从句宾语时可以省略。

2017上半年教师资格证面试真题及解析：高中英语(第三批).doc

2017上半年教师资格证面试真题及解析：高中英语(第三批)高中英语《British and American English》一、考题回顾二、考题解析《British and American English》主要教学过程及板书设计教学过程Step 1 Warming up and lead in1. Play two speeches, one speech in British English and the other in American English.2. Students will answer the questions: Are there any differences between the two speeches? Why there are so many differences?3. After students think and make out the answer, teacher will point out the title of this lesson.Step 2 Pre-listening1. Listen to the tape of this lesson and find out the new words. Before listening, teacher will give some guidance about which part students will pay more attention to.2. After listening to the tape, students will write the new words on the blackboard. Teacher will choose some students to guess the meaning of those words and direct them to make out the right answer.Step 3 While- listening1 The words obstacles have been cleaned, then teacher will play the tape for the second time. This time students will talk about the main idea of this passage.2. Play the tape for the third time. This time teacher will play it sentence by sentence and students will repeat the passage word by word.3. After repeating, students will find out the words with the same meaning but use the different style in British English and American English.4. List more words with the same meaning but use the different style5. Students should work in pairs. Teacher will choose some students to write their answer on the blackboard.6. Talk about other kinds of English styles and their characteristics in groups and every group will chose a representative to describe their final result.Step4 Post- listeningReview the new words use ask and answer methodsStudents will work in pairs to make up dialogue. One student use British English and the other use American English style.Step 5 Summary and homeworkReview what we have learned togetherFind out more differences between British and American English.板书设计答辩题目解析1.你业余时间经常干什么?【参考答案】我喜欢登山，好的身体是未来的保障。

2017年上教师资格证高级英语真题答案

2017年上半年中小学教师资格考试英语学科知识与教学能力试题（高级中学）参考答案及解析一、单项选择题1．【答案】C。

解析：考查英语音素。

根据英语辅音的分类可知，按照声带振动与否，/m/是浊辅音，/p/是清辅音；按照发音部位，二者都是双唇音；按照发音方式，/m/是鼻音，/p/是塞音。

/m/和/p/共同的特征是双唇音，故选C。

2．【答案】B。

解析：考查发音系统的区别特征。

雅格布逊在20世纪40年代首先提出区别特征（distinctive feature）这一想法，目的是找出一套音系的对照或对比特征，以概括语音的某些方面。

比较重要的区别特征有：[辅音][响音][鼻音][带声]等。

[辅音]特征可以区分辅音和元音，即所有辅音都是[+辅音]，所有元音都是[-辅音]。

[响音]特征用来区分。

所谓阻塞音（塞音、擦音及塞擦音）和响音（其他辅音和元音），即阻塞音是[-响音]，响音是[+响音]。

[鼻音]和[带声]自然就是用来分别区分鼻音（包括鼻化音）和带声音的特征。

这些特征都是二分特征，可以区分出两种情况：有该特征的和没有该特征的。

元音的长短只能区分单元音，并不能区分双元音，D项说法不正确。

故选B。

3．【答案】A。

解析：考查句意理解和形容词辨析。

根据句意“尽管政府鼓励对外投资，但是在国家目前的经济状态下，（）投资者不愿意拨款”，可知前后半句之间是转折关系。

分析四个选项，potential意为“潜在的，可能的”，affluent意为“富裕的，丰富的”，optimistic意为“乐观的”，solid意为“固体的，结实的”，A项最符合句意，即潜在的投资者。

故选A。

4．【答案】A。

解析：考查介词用法。

分析句子成分，可知（）the dark glasses作后置定语，修饰the man,该句意思是“那个戴墨镜的男人快速地逃离了现场”。

介词in除了表示“在……里面”，还表示穿戴，不仅可用于穿衣，还可以表示戴眼镜、戴帽子、留辫子等。

2017年上半年教师资格考试《高中英语》真题及答案

2017年上半年教师资格考试《英语学科（高中）》真题1. 【单项选择题】Which of the following is the feature shared by the Englishphonemes/m/and/p/?A. Voiced.B. Voiceless.C. ilabial.D. ental.正确答案 C【答案解析】考查英语音素。

根据英语辅音的分类可知，按照声带振动与否，／m／是浊辅音，／p／是清辅音；按照发音部位，二者都是双唇音；按照发音方式，／m／是鼻音，／p／是塞音。

／m／和／p ／共同的特征是双唇音，故选C。

2. 【单项选择题】Which of the following is true of English sound system?A. spiration is a distinctive feature.B. Voicing is a distinctive phonetic feature.C. Nasalization of vowels gives rise to another vowel.D. Length of vowels differentiates one vowel from the other.正确答案 B【答案解析】考查发音系统的区别特征。

雅格布逊在20世纪40年代首先提出区别特征(distinctivefeature)这一想法，目的是找出一套音系的对照或对比特征．以概括语音的某些方面，比较重要的区别特征有：[辅音][响音][鼻音][带声]等。

[辅音]特征可以区分辅音和元音，即所有辅音都是[+辅音]，所有元音都是[-辅音]。

[响音]特征用来区分所谓阻塞音(塞音、擦音及塞擦音)和响音(其他辅音和元音)，即阻塞音是[-响音]，响音是[+响音]。

[鼻音]和[带声]自然就是用来分别区分鼻音(包括鼻化音)和带声音的特征。

这些特征都是二分特征，可以区分出两种情况：有该特征的和没有该特征的。

2017年上教资《高中英语》解析

2017年上半年教师资格证考试《高中英语》真题解析1.答案：C本题主要考查语音中的双唇音。

A 项：意为“浊辅音”，英语中，发音时声带振动称作浊辅音，不符合[p] 的发音方式。

B 项：意为“清辅音”，发音时声带不震动，不符合[m] 和[p] 的发音方式。

C 项：意为“双唇音”，由上唇和下唇接触，使气流受阻而构成的一种辅音，符合[m] 和[p] 的发音方式。

D 项：意为“齿音”，是舌尖音的一种。

发音时，舌尖顶住上门牙，不符合[m] 和[p] 的发音方式。

题干意为“英语音素[m] 和[p] 具有以下哪一共同点？”[m] 和[p] 发音时，是由上唇和下唇接触，使气流受阻而构成的一种辅音，故C 项符合题意，A、B、D 三项均不符合。

故正确答案为C2.答案：B本题主要考查语音中的区别性特征。

A 项：意为“送气是区别性特征”，英语中的清辅音以送气为标准音，因此送气与否不区分词义，如[p] 和[ph] 在英语中属同一组音位，错误。

B 项：意为“带声性是语音的区别性特征”，在语音上，能够区分意义的特征叫做区别性特征（distinctive feature），如sip 和zip 这两个单词是清音[s] 和浊音[z] 两个音位区分的，因此带声性（浊音化）是语音的区别性特征，正确。

C 项：意为“元音的鼻音化产生另一个元音”，发元音时气流不受阻碍，错误。

D 项：意为“通过发音长短可以区分元音”，元音的长短只能区分单元音，并不能区分双元音，错误。

题干意为“关于英语发音系统下面哪一个是对的”，故B 项符合题意，A、C、D三项均不符合。

故正确答案为B3.答案：A本题主要考查形容词词义辨析。

A 项：意为“潜在的，可能的”，符合题意，正确。

B 项：意为“富裕的，丰富的”，不符合题意，错误。

C 项：意为“乐观的”，不符合题意，错误。

D 项：意为“可靠的；结实的”，不符合题意，错误。

题干意为“尽管政府鼓励外商投资，但________ 投资者仍不愿意在目前的气候形势下在这个国家投入资金”，故A 项符合题意，B、C、D 三项均不符合。

2017上半年高中英语教师资格证面试真题及答案(精选)第三批《BritishandAmericanEnglish》学习课件.doc

【全民竞赛网】1、全国停止天然林采伐是在哪一年？（）A、1978年B、1988年C、1998年（参考答案：C）【全民竞赛网】2、灾害发生后，自救互救是主要的救灾方式。

（）A、正确B、错误（参考答案：A）【全民竞赛网】3、消防车、消防艇前往执行火灾扑救任务或者应急救援任务时，同样受行驶速度、行驶路线、行驶方向和指挥信号的限制（）A、正确B、错误（参考答案：B）【全民竞赛网】4、用电时要注意防火安全。

下面哪些说法是正确的（）A、不乱接乱拉电线，不超负荷用电B、及时更换老化电器设施和线路C、外出时要关闭电源开关D、尽量减少电灯的开关次数（参考答案：ABC）【全民竞赛网】5、公安消防机构进行消防审核、验收等监督检查时（）。

A、收取劳务费B、适当收取手续费C、不得收取费用（参考答案：C）【全民竞赛网】6、雷暴产生的肥料是：（）A、有机肥B、氨肥C、氮肥（参考答案：C）【全民竞赛网】7、特大暴雨的标准是日降雨量达到：（）A、50毫米以上B、100毫米以上C、250毫米以上（参考答案：C）【全民竞赛网】8、下列哪种措施有助于减少赤潮的发生？（）A、控制河流入海的水量B、减少工业废弃物与城市污水的入海排放量C、限制沿海养殖业（参考答案：B）【全民竞赛网】9、“计算机要从娃娃抓起”，“足球要从娃娃抓起”，防灾减灾科普宣传也要从娃娃抓起。

（）A、正确B、错误（参考答案：A）【全民竞赛网】10、关于热对流与通风口的关系，下列说法正确的是（）。

A、通风口的面积愈大、高度愈低，热对流速度愈快；B、通风口的面积愈大、高度愈高，热对流速度愈快；C、通风口的面积愈小、高度愈高，热对流速度愈快；D、通风口的面积愈小、高度愈低，热对流速度愈快；（参考答案：B）【全民竞赛网】11、在易燃易爆场所作业的人员不能穿戴（）。

A、尼龙工作服B、棉布工作服C、防静电服D、耐高温鞋（参考答案：A）【全民竞赛网】12、消防安全工作的考评和奖惩是当地公安消防机构的工作。

2017上半年教师资格证面试真题及解析高中英语(第四批)

2017上半年教师资格证面试真题及解析：高中英语(第四批)高中英语《Computer》一、考题回顾二、考题解析《Computer》主要教学过程及板书设计教学过程Step 1: Warming upPlay a guessing game with students. These riddles are related to computer:I am a machine. My shape is not large. I can help people calculate sum. Who am I?I am a machine. I am very diligent and can help you do house work. Maybe I can talk to you in the future. Who am I?Step 2: Pre-readingShow a picture of prototype of computer and ask students to guess what this is.Step 3: While-reading1. Fast reading:Read the whole passage quickly and find the time line of the development of Computers.Invite one student to write it on the blackboard.2. Detailed reading:Ask students to scan the following questions, look up the new words in these sentences by themselves. And then ask several students to read loudly one by one according to the timeline and other students should circle the related information.Q: What Can I do when I was young?Q: When is the start of my artificial intelligence?Q: Why did my designer become worried in 1940s?After students find out the answers, I will ask them to guess the new words in their answers such as simplify and reality by telling them the prototype of the two words: simple and reality.Step 4: Post-reading1. Give them further information about the key words: simplify, reality.2. Ask students to have a group discussion. List the advantage and the disadvantage of internet.Step 5: Summary & Homework1. Ask students to summarize the development of computer according to the timeline on the blackboard.2. After class, please search some famous pieces of Shakespeare and write an small article of the development of Chinese.板书设计答辩题目解析1.本节课开头你采用了猜谜的方式，为什么要这样设计?【参考答案】在课程导入部分，设计了猜谜的游戏，通过对计算机的描述，让学生猜测。

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)。

【参考答案】恰当合理的板书，不仅有助于教师的“教”，对于传授双基、培养能力、提高教学质量都有着重要作用。

首先，有助于完成教学目标。

设计科学是板书能较好地呈现教学内容，有利于教师传授知识和学生掌握知识。

其次，有助于突破教学重难点。

设计合理的板书能对教学内容删繁就简，讲重难点和关键点条理清晰地展示出来，使学生一目了然所学内容。

最后，有助于培养学生的审美情趣以及认真严谨的学习态度。

2.新课标中提到学生和教师是合作者，请谈谈你的看法?【参考答案】在教学过程中学生和老师的角色定位，直接关系到学生在知识交流互动学习过程中的效率和态度。

在新课程改革的背景下，教师被定义为学生学习的合作者，传统意义上的以教师的“教”为主体的课堂教学转变成了“以教师和学生的合作”为导向的课堂教学。

具体到教学过程中，我会在课堂上努力营造一个民主平等、宽松和谐的学习氛围。

课堂上关注每一位学生，鼓励学生课堂上发表不同意见，即使说错了，对学生思维中合理的因素也加以肯定，保护学生的自尊心，激发学生的自信力。

鼓励学生课堂上提出问题，对教师的讲授、学生的发言，大家随时可以发问。

对提问的学生给与表扬鼓励，这样就形成了课堂上生生、师生的互动交流。

学习活动不再是教师填鸭式的教学下学生被动的学习，而是相互合作，共同学习，这更加强调教师与学生平等的地位，所以说教师是学生学习的合作者。

选(第二批)高中英语教师资格证面试真题——《语音-升降调》一、考题二、考题解析高中英语《语音-升降调》主要教学过程及板书设计教学过程Step 1: Warming upShow some tongue twisters on the screen and ask students to read and practice them. They can make competitions with their desk mates.Can you can a can as a canner can can a can?Whether the weather be fine or whether the weather be not. Whether the weather be cold or whether the weather be hot. We'll weather the weather whether we like it or not.Step 2: Presentation1. Listen to the tape and later I will invite some students to tell us what he/she has heard from the tape and how many people they can find during the listening.2. Teacher read the same material as the listening without rising tone and falling tone.Students should compare these two listening and talk about the difference between the teacher’s reading and the tape.3. Guide students to find out the rising tone and falling tone in this conversation.4. Show the new knowledge:(1) General question---rising tone Would you…? May I…? Are you…?(2) Special question---falling tone What…? Where…? How…?(3) Declarative sentence---falling tone I can…? Go ahead please. See you ….Step 3: Practice1. Read the conversation loudly and use the correct tone in3minutes.2. Practice this conversation with their partner in five minutes.Step 4: Production1. Invite some of them to perform this dialogue in front of the class.2. Write more sentences in groups in the table. They just have 3 minutes; the group which finishes fast in both quantity and quality can get some small gifts (post card, book marks).Step 5: Summary & Homework1. Summarize with students together that we’ve learnt a pronunciation lesson about rising and falling tones.2. (1) Listen to the tape and read the rest of the context with correct answer.(2)Watch a movie which they like best and write some rising and falling tones sentences on their note book (at least ten).板书设计答辩题目解析1.你这节课的重点是什么?【参考答案】本节课的重点是英语中升降调的学习。

2017上半年高中英语教师资格证面试真题精选(带答案解析)

2017上半年高中英语教师资格证面试真题精选(带答案解析)

最新2017中小学教师资格证面试高中英语真题总结资料

[职业资格类试卷]2017年上半年中学教师资格认定考试(高级英语学科知识与教学能力)真题试卷.doc

2017 全国教师资格证考试面试真题高中英语

2017教师资格面试高中英语真题

2017上半年教师资格证小学、初中、高中英语面试真题解析(合集)

最新上半年高中英语教师资格证面试真题精选

2017上半年高中英语教师资格证面试真题精选(带答案解析)

2017年教师资格证面试-高中英语真题模拟题及解析-华图教师网

2017年上教师资格证高级英语真题

高中英语教师资格证面试真题17-19年

高中英语资格证面试历年真题

2017上半年教师资格证面试真题及解析：高中英语(第三批).doc

2017年上教师资格证高级英语真题答案

2017年上半年教师资格考试《高中英语》真题及答案

2017年上教资《高中英语》解析

2017上半年高中英语教师资格证面试真题及答案(精选)第三批《BritishandAmericanEnglish》学习课件.doc

2017上半年教师资格证面试真题及解析高中英语(第四批)

2017上半年高中英语教师资格证面试真题精选(带答案解析)

2017上半年高中英语教师资格证面试真题精选(带答案解析)

最新2017中小学教师资格证面试高中英语真题总结资料

[职业资格类试卷]2017年上半年中学教师资格认定考试(高级英语学科知识与教学能力)真题试卷.doc

2017 全国教师资格证考试面试真题 高中英语

2017教师资格面试高中英语真题

2017上半年教师资格 证小学、初中、高中英语面试真题解析(合集)

最新上半年高中英语教师资格证面试真题精选

2017上半年高中英语教师资格证面试真题精选(带答案解析)

2017年教师资格证面试-高中英语真题模拟题及解析-华图教师网

2017年上教师资格证高级英语真题

高中英语教师资格证面试真题17-19年

高中英语资格证面试历年真题

2017上半年教师资格证面试真题及解析：高中英语(第三批).doc

2017年上教师资格证高级英语真题答案

2017年上半年教师资格考试《高中英语》真题及答案

2017年上教资《高中英语》解析

2017上半年高中英语教师资格证面试真题及答案(精选)第三批《BritishandAmericanEnglish》学习课件.doc

2017上半年教师资格证面试真题及解析高中英语(第四批)

2017 全国教师资格证考试面试真题高中英语

2017上半年教师资格证小学、初中、高中英语面试真题解析(合集)