2019下半年教师资格考试初中英语面试真题

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2019年初中英语老师招聘试卷及答案

2019年初中英语老师招聘考试试卷一、单项填空（共6分，每小题0.5分）从下面各题所给的A、B、C、D个选项中，选择可以填入空白处的最佳选项。

1. My brother and I like football. play it together once a week.A. IB. TheyC. WeD. You2. Happy birthday, Peter! Here’s a gift you.A. forB. inC. withD. from3. —— do you usually go to school, Mary?——By bike.A. WhenB. HowC. WhereD. Why4. Many people like pandas they are cute.A. thoughB. ifC. whileD. because5. I go now, or I'll miss my train.A. canB. mightC. mustD. could6. Tony is of the three boys, but he is the tallest.A. youngB. youngerC. youngestD. the youngest7. Bill likes reading. He picture books with his dad every evening.A. readB. readsC. is readingD. has read8. ——Paul, what were you doing at nine Last night?——I a movie in the cinema with my friends.A. was watchingB. watchC. have watchedD. will watch9. David a tennis player,He to play tennis when he was six years o1d.A. beginsB. will beginC. beganD. has begun10. ——Lucy, is your uncle a teacher?——Yes,he is.He history for nearly 20 years.A. teachesB. has taughtC. is teachingD. will teach11. A new international airport in the city next year.A. completesB. is completedC. will completeD. will be completed12. ——Alice, could you tell me London?——Sure. Last SundayA.when Mr.Smith leftB. when Mr.Smith wi11 leaveC. when did Mr.Smith leaveD. when will Mr.Smith leave二、完形填空（共8分，每小题1分）阅读下面的短文，掌握其大意，然后从短文后各题所给的的A、B、C、D四个选项中，选择最佳选项。

2019 初中英语教师资格面试真题及答案(打印版)

英语语法
一、考题回顾
试讲题目
1.题目：语法教学试讲
2.内容：
Daniel: Hi, Simon. Do you play football at weekends?
Simon: Of course, I often play football with my cousins.
Daniel:Do your parents go with you?
(4)用英文试讲
(5)试讲时间：10分钟
答辩题目
1. Please talk about the differences between the present perfect tense and the simple past tense.
2. Please talk about the procedure of the grammar class.
(3) I __________ (work) here since I ______ (move) here in 1999.
2. Translation. Show some sentences on the screen and students need to translate them into English.
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will know basic knowledge and structure about simple present tense.
Ability aim:
Students will use the simple present tense to express their ideas.

2019年5月19日初中英语教师资格证考试地区面试精选真题(二)(含答案解析)

2019年5月19日初中英语教师资格证考试地区面试精选真题（二）(总分：120.00，做题时间：60分钟)一、面试题(总题数：3，分数：40.00)1.1.题目：听力教学试讲2.内容：（分数：20.00）__________________________________________________________________________________________正确答案：(【教案】Teaching aims:Knowledge aim:Students can master the target language points and get familiar with the topic of making the sandwich.Ability aim:Students will improve their listening abilities such as extensive and intensive listening.Emotional aim:Students will be more interested in learning English.Key and difficult point:Key Point: Students will grasp the target language points and get familiar with the topic of making the sandwich.. Difficult Point: Students will be more confident in speaking English and improve their listening skills.Teaching procedure:Step 1: Warming-up1.Daily greeting.2.Watch a videoShare a piece of video from Bite of China for students. It is about how to make a delicious salad. Ask students: Do you love the delicious food? Do you know how to cook it? Lead out the topic.Step 2: Pre-listeningRemove the obstacles. Explain the new words in the passage, such as “ingredients, slice, teaspoon, relish”.Step 3: While-listening1st listening: Teacher reads the passage for the first time and ask students find the main idea of the passage.2nd listening: Ask students listen to the tape and answer following questions:①If you want to make a chicken sandwich, what ingredients do you need?②How to put the ingredients in right order?Step4: Post-listeningAsk students to retell the passage in their own words according to the information on the blackboard.Step 5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: students are supposed to make a chicken sandwich for their parents.【Blackboard design】)解析：2.答辩题目一：What qualities should an excellent teacher have?（分数：10.00）__________________________________________________________________________________________正确答案：(I hold that an excellent teacher should have the following qualities:At first, he should maintain high moral standards in his profession. All excellent teachers should be dedicated and selfless, and they should have a noble morality, concern and care to help every student. Then, he should possess an abundant knowledge, firmly carry out the guideline by the Party’s education policy. Last but not least, he should own excellent personal qualitie s such as have good interpersonal relationship with others, dealing with different situation to set a good example for students. )解析：3.答辩题目二：How do you organize the beginning of a class in a more attractive way?（分数：10.00）__________________________________________________________________________________________正确答案：(A lesson begins with warming-up, so a more attractive way to present warm-up is a key answer to the question. There are three methods that we can refer to. The first one is to sing a song and students can sing it with teachers together whichcan enhance friendship between teachers and students. The second one is to guess a riddle which can stimulate students’ interest and help them focus on the lesson. The last one is to play a video related to the topic. When students watch it, they can get a first impression on what we are going to learn today. All these methods can be used in a lesson to achieve this goal.)解析：二、面试题(总题数：3，分数：40.00)4.1.题目：写作教学试讲2.内容：Do you know the most famous story about the Bermuda Triangle?In 1945,five American airplanes flew over the Bermuda Triangle.They disappeared .Another plane went to look for the missing planes.It disappeared,too.Then the U.S.started the biggest search in history,It sent 242 planes and 19 ships into the Bermuda Triangle Did they find the missing planes or people?No,they didn’t find anything---not even parts of planes.3.基本要求：(1)朗读所给段落。

2019下半年初中英语学科教师资格证面试试题.doc

2019下半年初中英语学科教师资格证面试试题本次教资面试试题来源于学员回忆，与真实试题存在偏差，仅供参考。

2019年下半年教师资格面试-英语学科-考题解析初中英语听说一、考题回顾题目来源1月4日上午广东省深圳市面试考题试讲题目1.题目:Wild animals2.内容:Sadly, giant pandas face serious problems in the wild. For example, it is very difficult for pandas to have babies, and many baby pandas die when they are very young. Also, giant pandas live mainly on a special kind of bamboo. However, the bamboo forests are becoming smaller and smaller. As a result, pandas may not have a place to live or food to eat.Giant pandas are now in danger. We should take action right away. Here are some ideas.1. help pandas have more babies;2. build more panda reserves;3. make laws to protect pandas.3.基本要求:(1)朗读全文;(2)设计引导学生进行预测的教学活动;(3)配合教学内容适当板书;(4)全英授课。

答辩题目1. How should we communicate with students?2. Please talk about your own personality. Are you outgoing or introverted?二、考题解析【教案】Wild animalsTeaching aims:Knowledge aims:Students can understand the content of the listening material.Students can be familiar with the present situation of giant pandas.Ability aim:Students will develop their listening abilities of catching key words.Emotional aim:Students can foster the awareness of protecting wild and endangered animals.Key and difficult points:Key point:How to understand the listening material.Difficult point:How to foster the awareness of protecting wild animals.Teaching procedures:Step 1: Warming-up1. Greetings.2. Let students enjoy a song named Do Re Mi and ask them what is followed by doe. The song is like this:Doe, a deer, a female deer.Ray, a drop of golden sun.Me, a name I call myself.Far, a long, long way to run.Sew, a needle pulling thread.La, a note to follow Sew.Tea, a drink with jam and bread.That will bring us back to Do (oh-oh-oh).Ask students to answer the question. Then tell them that elk is a kind of endangered animal and lead in the topic.Step 2: Pre-listeningShow an interesting video clip of a cute giant panda named Qingyi, who is a social media star. And ask students a question, “What do you know about giant pandas?” Then ask student s topredict the main idea of the listening material according to the video.Step 3: While-listening1. Extensive listeningRead the passage for students and ask them to find the main idea of the listening material.Then invite one student to write the answer on the blackboard.2. Intensive listeningPlay the tape and ask students to answer two questions:Q1: What problem do giant pandas face?Q2: How should we protect giant pandas, according to the passage?Then lead students to fill in the chart on the blackboard.Step 4: Post-listeningAsk students to design a slogan for protecting giant pandas in groups of four and encourage students to be creative. 5 minutes are given for discussion. Then invite some groups to share and explain.Step 5: Summary and HomeworkSummary: invite a student to be a little teacher and summarize today’s lesson. Ask students to protect wild and endangered animals.Homework: ask students to design a poster of protecting wild animals.Blackboard design:Teaching reflection【答辩题目解析】1. How should we communicate with students?1.我们怎么和学生进行交流?【参考答案】一方面,我们必须真诚的关心并了解学生的学习和生活条件。

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。

2019下教资面试真题-初中英语(15个)

2019年下半年教师资格面试-英语学科-考题解析初中英语听说一、考题回顾题目来源1月4日上午广东省深圳市面试考题试讲题目1.题目：Wild animals2.内容：Sadly, giant pandas face serious problems in the wild. For example, it is very difficult for pandas to have babies, and many baby pandas die when they are very young. Also, giant pandas live mainly on a special kind of bamboo. However, the bamboo forests are becoming smaller and smaller. As a result, pandas may not have a place to live or food to eat.Giant pandas are now in danger. We should take action right away. Here are some ideas.1. help pandas have more babies;2. build more panda reserves;3. make laws to protect pandas.3.基本要求：(1)朗读全文;(2)设计引导学生进行预测的教学活动;(3)配合教学内容适当板书;(4)全英授课。

答辩题目1. How should we communicate with students?2. Please talk about your own personality. Are you outgoing or introverted?二、考题解析【教案】Wild animalsTeaching aims:Knowledge aims:Students can understand the content of the listening material.Students can be familiar with the present situation of giant pandas.Ability aim:Students will develop their listening abilities of catching key words.Emotional aim:Students can foster the awareness of protecting wild and endangered animals.Key and difficult points:Key point:How to understand the listening material.Difficult point:How to foster the awareness of protecting wild animals.Teaching procedures:Step 1: Warming-up1. Greetings.2. Let students enjoy a song named Do Re Mi and ask them what is followed by doe. The song is like this:Doe, a deer, a female deer.Ray, a drop of golden sun.Me, a name I call myself.Far, a long, long way to run.Sew, a needle pulling thread.La, a note to follow Sew.Tea, a drink with jam and bread.That will bring us back to Do (oh-oh-oh).Ask students to answer the question. Then tell them that elk is a kind of endangered animal and lead in the topic.Step 2: Pre-listeningShow an interesting video clip of a cute giant panda named Qingyi, who is a social media star. And ask students a question, “What do you know about giant pandas?”Then ask students to predict the main idea of the listening material according to the video.Step 3: While-listening1. Extensive listeningRead the passage for students and ask them to find the main idea of the listening material.Then invite one student to write the answer on the blackboard.2. Intensive listeningPlay the tape and ask students to answer two questions:Q1: What problem do giant pandas face?Q2: How should we protect giant pandas, according to the passage?Then lead students to fill in the chart on the blackboard.Step 4: Post-listeningAsk students to design a slogan for protecting giant pandas in groups of four and encourage students to be creative. 5 minutes are given for discussion. Then invite some groups to share and explain.Step 5: Summary and HomeworkSummary: invite a student to be a little teacher and summarize today’s lesson. Ask students to protect wild and endangered animals.Homework: ask students to design a poster of protecting wild animals.Blackboard design:Teaching reflection【答辩题目解析】1. How should we communicate with students?1.我们怎么和学生进行交流?【参考答案】一方面,我们必须真诚的关心并了解学生的学习和生活条件。

2019年下半年2020教师资格证考试面试初中英语试讲真题

2019年下半年2020教师资格证考试⾯试初中英语试讲真题⽂章页2019下半年教师资格⾯试考试初中英语试题及解析11.题⽬：写作教学试讲2.内容：Do you know the most famous story about Bermuda Triangle? In 1945, five American airplanes flew over the Bermuda Triangle. They disappeared. Another plane went to look for the missing planes. It disappeared, too. Then the U.S. started the biggest search in history. It sent 242 planes and 19 ships into the Bermuda Triangle. Did they find the missing planes or people? No, they didn’t find anything —not even parts of planes.What happened in the Bermuda Triangle? Is it special in some way?3. 基本要求：(1)朗读所给材料;(2)配合教学内容适当板书。

(3)针对所给材料，设计引导学⽣续写的教学活动。

(4)⽤英⽂试讲。

(5)试讲时间：10分钟。

4. 主要考核⽬标：(1)朗读正确流畅，板书规范合理，语⾔表达得体。

(2)能根据英语学科特点设计与实施教学。

【试题解析】I. Lead-inThe teacher has a free talk with students about some famous unsolved mysteries around the world including Bermuda Triangle so that students’learning interests are aroused fully.II. Pre-writing1. Read the passage and locate key information.Students are to read the passage about Bermuda Triangle to find out what mysterious things happened to Bermuda Triangle in 1945.2. Focus on the writing topicThe teacher sets a scene that students will be TV presenters to report the story about Bermuda Triangle. They’re supposed to work in groups of 4 to discuss what they’re going to focus. The teacher may provide students with some clues for reference, such as reasons behind Bermuda Triangle, predictions about Bermuda Triangle’s future, etc.3. Brainstorm and work out the outlineStudents brainstorm the things they’re going to write about Bermuda Triangle and then work in groups to work out the outline of the passage, including their points of view and supporting evidence.III. While-writingStudents work individually to write sentences based on their discussion above and then try to put them into paragraphs logically. The teacher reminds students of spelling, use of words, cohesion, coherence, etc.IV. Post-writingAssess students’writing passages1. Students exchange their writing with other members in the groups and ask the students to givesome comments.2. The teacher chooses one or two of them to mark them in class with the help of overhead projector and gives some comments.V. SummarySs summarize what they have learnt in this lesson and the layout of the passage, and the teacher gives supplement if necessary, and reminds them that there are still a lot of unsolved mysteries remain to be discovered around the world.VI. HomeworkSearch the Internet for more information about unsolved mysteries around they world they are interested in and share with the whole class next time.板书设计：Bermuda Triangle题⽬1：单词canteen的教授理解题⽬2：爱因斯坦的⼀段话题⽬3：词汇：breakfast lunch supper题⽬4：What are you going to be when you grow up。

2019年教师资格证《初中英语》试题及答案.docx

2019 年教师资格证《初中英语》试题及答案1题目 :2内容 :The fact that more and more people settle down in Canada pleasedthe Canadians要求 :(1)英文授课(2)设计相关互动环节(3)根据文本内容授课 ,讲解同位语从句语法(4)适当板书Teaching Aims:Knowledge aims: Students can understand the usage of appositive clauseAbility aims: Students can identify the appositive clause, and canuse this kind of clause into their writingEmotional aims Can foster the interest and desire of learning English, pay attention to in Englishcommunication and understand others' feelings, Can improve theconfidence of learning English, and not afraidof speaking English; Can cooperate with other group mates actively, and complete the tasks togetherTeaching Key points:Get the sentence structure and its mof each sentence. and can induct the rules of the functions ofTeaching Difficult Points:Use the appositive clause in proper situations; can identify the clause type in different situations,espec ially can distinguish theappositive clause.Teaching Methods:Inductive Method, Task-based Teaching Method, Found-type MethodTeaching Aids:Mult-mediaTeaching procedures:Step I Warming-upAsk students to watch a video clip which selected from the movie Despicable Me firstly, and then askthem what kind ofgrammatical phenomenon they can findFirst of all, you got no proof that I did that!There is clear evidence that vou did that!I will lead them to think about the relation between theword"proof"and the sentence i. Then come to theconclusion: the sentence is appositive of proof. And today were going to learn the appositive clauseI Show some sentences on the blackboard, and ask students to discuss the function of the underlined partof 4They were worned over the fact that you were sick.After they finished, I will invite group leaders to share their views.And come to the conclusion that theThis clause always appears after the related noun closely.Step 3 Practice1.Ask students to make sentences by using appositive clause.Step pRoductionRole-Play time! Suppose Mike and Mary are coming to our schooland you are going to be the guide tointroduce to them about our school with appositive clause as muchas you can I'll give you ten minutes todesign a short play, four people in a group. Then I'll let some of them to share with us! Start.Step 5 Summaryaretwo sentences on the PPT. One is appositive clause, and the other one is attributive clause.Please find out the differences between the appositive clause andthe attributive clause! How do we distinguishthem from each other?i will invite some of them to share with us tomorrow题目假设你又是李明,参加了“澳大利亚英语夏令营”为期两周,住在格林夫妇家,他们为你提供吃住行及旅游帮助 ,请给格林夫妇写信:安全到家 : 感谢 :澳大利亚感受:保持联系Dear Mr and Mrs _ JohnsonIm writing to you from my home in China. I have returned home safe and sound. When I think of the wonderfulwo weeks I spent in America,I just cant help thinking of both of you.You prowided everything to make me feel athome. Your generous help and tender care transformed my first Amencan tnp into an unforgettable memory.Additionally, I've leamed so much, not only English but also culture, which greatly enlarges my knowledge.AndIreally enjoyed a great deal of fun and laughter we shared with each other, especially the ideas we exchange about whathave in common. Thank you very much. I'lI always remember this trip as well as your kindnessI'll keep in touch and write to you later. Please take care!Yours Li Ming3.基本要求(1)全英试讲(2)指导学生学会写信(3)互动环节(4)配合适当板书I Teaching AimsStudents can understand basic structure of a letter and kno w howdo they write a letter in replyAbility aimsStudents will be able to get the main infomation of the original letterAccording to the sample, students can write a letter in replyEmotional aimsStudents would like to join some activities to improve their writingabilityThey can understand the letter culture in English countries lI Teaching Key & Difficult Pointsgkey1.Master the basic structure of English letter2.Students can write a letter inTeaching Difficult Points2. Students can improve the confidence of writing, and not afraid of writing EnglishIll Teaching procedureseparmI will ask them some questions to lead in the topicODo you have a pen-pal, and do you often write to him or her?2What kinds of topic do you usually discuss in your letters?@Do you know how to reply a letter?After they answerstions, I will tell them today we are going to leam to reply a letter.Step 2 Pre-writingLet them read the letter and find out the information of letter should include. (a letter should includeaddress, main body, complimentary close, and signature; and in themain body, we should express the purposeof this letter clearly, sometimes it is for thanking, sometimes for apologizing, and sometimes for discussing orInvitingAsk them to read the letter on the book and then tell me what theyare talking about. While I will ask themto answer the following questionsWhy did Li Ming write this letter?Why did Li Ming feel great during that time:Image they are Mr or Mrs Johnson and ask them to write a reply letter to Li Ming. What would you sayto Li Ming. Ask the students to have a discussionStep 3 While-writingImage they are Mr. or Mrs. Johnson and ask them to write a replyletter to Li Ming, they can write theeply letter according to the above discussion. While writing,I will ask them to pay more attention to thespelling, grammar, and the logic of sentences.Step 4 Post-writingAfter they finished the writing, I will ask them to modify their draftsby themselves, and then exchangetheir draft to do the pair editingThen I will ask some studentsto read their letters to us, and let them give some suggestions togetherStep 5 Summary and homeworkSummary: Ask one student to summarize what they have leamt today. Then the teacher will add ifHomework: Surf the intemet and find out other function of lettersStep 4: Post-readingRetell the passage according to the chart we have madeInvite students to enjoy some clips of Tea House, and express their feelings about them.Step 5: Summary HomeworkAsk students to review the key points together.Homework: write a short passage about their favorite play of lao sheIVBlackboard design题目 : Is there a bank around here?2内容Tony: Hi, excuse meLinda: Yes. How can I help you?Tony: Well, I am new in town. Is there a bank around here?Linda: Yes, there is. It is on Center Street It is across from the park.Tony: where is Center Street?Linda: It is not far from here. I can walk with youTony: Oh, thats great! Thank you so much.Linda: No problem3.基本要求(1)全英授课(2)要有与学生的互动(3)教学生如何给他人指路I Teaching aimsKnowledge aimsStudents will learn some new words and sentence patterns about asking ways1. Students can enhance their gist listening ability and get to know some spermation2.Students can get the ability of reading mapsEmotional aimsStudents will be ready to help others and dare to speak oral English in daily lifeII Teaching Key & Difficult PointsTarget language: Is there.. Where is...?Difficult point:Students know how to give night directions to others in EnglishIlrTeaching procedures:Step 1: Warming upGreet as usualInvite the whole class to sing the song Little Star, after singing, I willtell them we can recognizedirections according to the star, and ask them a question: Do you know other tools for giving directions? Whatare they?Step 2: Pre-listeningShow some words of this listening materal and use the corresponding pictures to help students understandthe meaning. The new words include park, bank, Center Street, town.Step 3: While-listeningListen to the tape for the first time, and ask students to answer the question on the screenWhat are they talking about?2. Intensive listeningAsk students to listen care fully and draw a simple map with the places mentioned in the tape. MeanwhileIvite one student draw the picture on the blackboardAfter students finish the activity, according to the map the studentdraw on the blackboard, I will ask: Isthere. And Where is. ?Students answer questions. At this time, write the important sentence structures on theblackboardListen to the tape and pay attention to the target languageStep 4: Post-listeningImagine there is a foreign friend comes to visit your school and wantsary, youto give him the right directions, work in pairs and make a dialogue,later to perform out.Step 5: Summary Homework1.Ask students to summarize what they have learnt in this class2.After class, please design a route map to introduce how to get to West LakeBLAckboard design1.BE: Musicians Wanted for School Music FestivalMusicians Wanted for School Music FestivalAre you a musician? Can you sing? Can you dance? Can you play the piano, the trumpet, the drums, orthe guitar? Then you can be in our school music festival. Please call Zhang Heng at 622-6033.3.基本要求(1)全英试讲(2)朗读课文(3)讲划线词语(4)配合适当板书I Teaching AimsStudents will be able to master the meaning and usage by given words related to musicStudents can recognize different instrument and speak out the right wordsEmotional aimStudents will be more interested in music and broaden horizon of different instrument.II Teaching Key Difficult PointsKey point: master the usage of these new words musician, piano, trumpet, drum, guitarDifficult point: How to recognize these different instrumentIlITeaching procedures:Step 1: Warming upPlay an English song Ode to Joy and invite students to sing together, after singing, introduce the famoumusician of this song- Beethoven and naturally lead in todays topicStep 2: PresentationShow the short notice: Musicians Wanted for School Music Festival, read it affectionately to studentsnd teach the underlined word"musician"with the picture of Beethoven and show other famous musicians tobroaden their horizon2. Show the pictures of other four words, describe the shape and play the corresponding sound with themulti-media to help students recognize these instrument3. After teaching, let them read for three times, pay attention to the pronunciationStep 3: Practice1. Do a voice game. If I read the words in high voice, they shouldread in low voice; if I read in low voice,they should read in high voice. I will divide them into several groupsto do this game2. Play a guessing game. Listen to me carefully, and guess what it is.For example: It is large, it has black-and-white keys, Langlang is good at playing itStep 4: ProductioPlay the selected part of famous film Rio, let students to imitate the sound instrument of it and fourstudents in a group to design a short play, them perform out.Step 5: Summary Homework2. After class, ask students to search some other instrument they like and imitate the sound of oneIV Blackboard design。

2019年教师资格证《初中英语》试题及答案

2019 初中英语教师资格面试真题及答案(打印版)

2019初中英语教师资格面试真题及答案
（打印版）
一、考题回顾
试讲题目
1.题目：语法教学试讲
2.内容：
Have you read Little Women yet?
Yes, I have./ No I haven't.
Has Tina read Treasure Island yet?
Yes, she has./ She thinks it's fantastic.
Emotional aim:
Students will improve their interests of learning English.
Key and difficult point:
Key Point: Students can master the function and structure about the present perfect tense.
Have you decided which book to write about yet?
Yes, I have. I've already finished reading it. It was really good.
3.基本要求：
(1)朗读所给段落
(2)配合教学内容设计适当板书
(3)针对划线部分讲解现在完成时
(1)她从1988年就住在这里。
(2)这本书我已经读了两个小时了，但是我还没有读完。
(3)近几年他去过澳大利亚三次了。
Step4: Production
Discussion. Ask them to discuss which books they have read in groups of four. During their discussion, they are expected to use the present perfect tense.

下初中英语教师资格证面试试题及答案【1月9日下午】

下初中英语教师资格证面试试题及答案【1月9日下午】初中英语阅读一、考题回顾二、考题解析【教案】My grandmaTeaching aimsStudents are able to grasp the main idea of the passage about grandma.Students can sharpen their reading abilities, such as getting the main idea and extracting detailed information from the text.Students will strengthen their understanding of simple past tense and know how to describe a person.Students can cherish their family members and learn to be grateful.Key and difficult pointsKey pointTo understand the content of the reading material and know how to describe a person.Difficult pointTo sharpen their reading abilities and learn to be grateful.Teaching proceduresStep 1: Warming-up1. Daily greeting.2. Let students enjoy a movie clip named Kapoor and Sons and ask them what this movie is mainly about. Ask students to answer the question. Then tell them that Kapoor and Sons tells a story about the grandfather who always wanted a family photo,a seemingly simple wish but hard to come true.3. Lead in the topic naturally according to the movie.Step 2: Pre-readingPresent some pictures of famous characters to students and ask them to describe them by using adjectives. For example, “short” to describe the photo of Pan Changjiang, “kind” to describe Han Hong and “cheerful” to describe the comedian Jia Ling.Show a picture of grandma to ask students to predict what characteristics will be mentioned in the reading passage.Step 3: While-reading1. Global readingRead the passage for students and ask them to find the mainidea of the reading material.Then invite one student to write the answer on the blackboard. Check the answer together with students.2. Detailed readingAsk students to read the passage again. They need to pay attention to the key words and read word by word within 5 minutes. Later, students should answer the following two questions: Q1: What are grandma’s appearance and personality traits?Q2: How does the author feel for grandma?Then lead students to fill in the chart on the blackboard.3. Ask students to read after the tape and pay attention to different tenses. Then explain to them that the simple past tense refers to the action or statement happened in the past, the structure is “-ed”; while the simple future tense refers to the action or statement will happen in the future and its structure is “will + V”.Step 4: Post-readingAsk students to describe their conversant friends or family members in groups of four. 5 minutes will be given for discussion. Students have to apply what they have mastered in the conversation. During the discussion, necessary help will be offered. Later, invite some representatives to share in thefront.Step 5: Summary and HomeworkSummary: summarize today’s lesson with students together. Ask students to cherish family members and be grateful for their love.Homework: ask students to make a list of ten little things that they can do for their family members, and execute it within seven days.Blackboard designTeaching reflection【答辩题目解析】1.你认为预测文章内容重要吗?为什么?1. Do you think it is important to predict the content of this article? And why?【参考答案】我认为预测文章内容十分重要，因此我在本节课读前环节也有所体现。

2019下教资面试真题-初中英语(15个)

答辩题目1. How should we communicate with students?2. Please talk about your own personality. Are you outgoing or introverted?二、考题解析【教案】Wild animalsTeaching aims:Knowledge aims:Students can understand the content of the listening material.Students can be familiar with the present situation of giant pandas.Ability aim:Students will develop their listening abilities of catching key words.Emotional aim:Students can foster the awareness of protecting wild and endangered animals.Key and difficult points:Key point:How to understand the listening material.Difficult point:How to foster the awareness of protecting wild animals.Teaching procedures:Step 1: Warming-up1. Greetings.2. Let students enjoy a song named Do Re Mi and ask them what is followed by doe. The song is like this:Doe, a deer, a female deer.Ray, a drop of golden sun.Me, a name I call myself.Far, a long, long way to run.Sew, a needle pulling thread.La, a note to follow Sew.Tea, a drink with jam and bread.That will bring us back to Do (oh-oh-oh).Ask students to answer the question. Then tell them that elk is a kind of endangered animal and lead in the topic.Step 2: Pre-listeningShow an interesting video clip of a cute giant panda named Qingyi, who is a social media star. And ask students a question, “What do you know about giant pandas?”Then ask students to predict the main idea of the listening material according to the video.Step 3: While-listening1. Extensive listeningRead the passage for students and ask them to find the main idea of the listening material.Then invite one student to write the answer on the blackboard.2. Intensive listeningPlay the tape and ask students to answer two questions:Q1: What problem do giant pandas face?Q2: How should we protect giant pandas, according to the passage?Then lead students to fill in the chart on the blackboard.Step 4: Post-listeningAsk students to design a slogan for protecting giant pandas in groups of four and encourage students to be creative. 5 minutes are given for discussion. Then invite some groups to share and explain.Step 5: Summary and HomeworkSummary: invite a student to be a little teacher and summarize today’s lesson. Ask students to protect wild and endangered animals.Homework: ask students to design a poster of protecting wild animals.Blackboard design:Teaching reflection【答辩题目解析】1. How should we communicate with students?1.我们怎么和学生进行交流?【参考答案】一方面,我们必须真诚的关心并了解学生的学习和生活条件。

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。

英语初中教师面试题目(3篇)

第1篇一、结构化问题1. 请简要介绍一下自己。

解析：这是一个常见的开场白问题，考察考生对自我认知的能力。

考生在回答时，应突出自己的教育背景、教学经验和个性特点，展示自己的优势和潜力。

2. 你为什么想成为一名英语教师？解析：这个问题考察考生对教师职业的认知和兴趣。

考生可以从自己的成长经历、兴趣爱好、教育理念等方面回答，展现自己对英语教育的热爱和追求。

3. 你认为作为一名英语教师，最重要的素质是什么？解析：这个问题考察考生对教师职业素质的认识。

考生可以从专业知识、教学能力、沟通能力、班级管理能力等方面进行回答，体现自己的综合素质。

4. 如果你在课堂上遇到学生不遵守纪律，你会如何处理？解析：这个问题考察考生的班级管理能力。

考生可以从了解原因、与学生沟通、采取适当措施等方面进行回答，展示自己的处理问题的能力。

5. 你如何平衡教学进度和学生的学习需求？解析：这个问题考察考生的教学规划能力。

考生可以从关注学生个体差异、调整教学策略、因材施教等方面进行回答，体现自己的教学理念。

6. 你如何处理与同事、家长和学生的关系？解析：这个问题考察考生的沟通能力。

考生可以从尊重他人、换位思考、积极沟通等方面进行回答，展示自己的良好人际交往能力。

二、试讲问题1. 请根据以下教学情境，进行10分钟左右的试讲。

情境：教师发现学生在英语课堂上兴趣不高，参与度低。

解析：这个问题考察考生的教学设计能力和课堂应变能力。

考生在试讲时，可以从以下几个方面展开：（1）导入：以一个与主题相关的英语歌曲或视频导入，激发学生的学习兴趣。

（2）新授：通过游戏、情景模拟等方式，让学生在轻松愉快的氛围中学习新知识。

（3）巩固：设置练习题，让学生在小组合作或个人练习中巩固所学知识。

（4）总结：总结本节课的学习内容，强调重点和难点。

2. 请根据以下教学目标，进行10分钟左右的试讲。

目标：让学生掌握一般过去时的构成和用法。

解析：这个问题考察考生的教学设计能力和课堂实施能力。

2019年安徽中小学教师招聘考试中学英语真题（含答案解析）

2019年安徽中小学教师招聘考试中学英语真题（含答案解析）2019年安徽中小学教师招聘考试《中学英语》一、选择题1. Mr. Wang devoted himself teaching in the rural area.A. toB. forC. byD. in2. I in this factory since I graduated from the university.A. workB. workedC. have been workingD. am working3. Such a sharp comment is an to a bitter argument.A. AppendixB. invitationC. intentionD. announcement4. Becoming a millionaire has changed his life, but the win has also brought him stress and troubles.Sometimes he wishes he the money.A. had never wonB. has never wonC. would never winD.will never win5.Readily accessible technology is giving a voice to ''Generation E”，young people who are flooding the Internet with their own stories, music, films and art.A.speciallyB. basicallyC. eventuallyD. especially6. It is very interesting that the children, music lessons, have improved more on general memory skills.A. to takeB. takenC. being takenD. taking7. cold it is, the young man refused to put on a warm coat.A. HoweverB. No matterC. AsD. Though8. The price of this skirt is that one.A. three times much asB. three times as many asC. as three times much asD.three times as much as9. It was not until she had arrived home her appointment with the doctor.A. did she rememberB. when she rememberedC. that she rememberedD. had she remembered10. Every means tried but without much result.A. has beenB. have beenC. areD. is11. This is the dormitory I lived three years ago.A. in thatB. thatC. in whichD. which12. I can't go cycling with you this weekenD. because the bike needs .A. to repairB. repairingC. repairedD. being repaired13. Will it snow tomorrow?. Then we can make a snowman.A. I hate itB. I hope soC. No, it won tD. I don't think so14. In language testing. refers to the effect the tests have on the teaching and learning.A. reliabilityB. validityC. wash backD. practicality15. “Most dog owners are convinced that their four-legged friends know exactly what they meanwhen they use certain words like sit, stay or treat. ”The function of the underlined part is .A. a subject clauseB. an adverbial clauseC. an object clauseD. an attributive clause二、完型填空The World’s Loneliest Phone BoothFor almost 40 years, a lone phone booth stood in the Mohave Desert, about 75 miles southwest of Las Vegas. It was likely installed for local miners(矿工) around 1960. The glass panels were long gone from the booth by 1990, and the phonebook had been stolen. But a visitor to the booth in 1990 found that the telephone still worked. For the next 10 years, the world’s loneliest phone booth became one of the strangest attractions in the world.After its phone number was published on the Internet, the phone in the Mohave booth began to ring more often. Visitors to thephone booth would often camp out, waiting for a chance to answer the special phone. Calls came in from many different states and even different countries.Visitors were excited to be able to answer the phone and talk to strangers from distant places. They were happy to share their own stories as they “reached across the miles.”In May 2000, Pacific Bell Telephone Company quietly removed the phone booth. The company said that visitors were causing too much stress on the environment. Fans of the booth protested, insisting that the phone booth had become a work of art. Later, a board with its name was placed at the site as a tribute, but it also vanished. In the enD. the phone booth left no trace on the desert that had hosted it. Fans of the phone booth, however, can still hear the dial tone in their hearts.16.A. factory B. mine C. booth D. phone17.A. still B. never C. hardly D. rarely18.A. inventions B. attractions C. discoveries D programs19.A. hawked B. exclaimed C. decreased D. published20.A. ring B. click C. cease D. crush21.A special B. portable C internal D. cordless22.A. ever B. yet C. often D. even23. A purchase B answer C.provide D. suspend24. A. nasty B suburban C. distant D. historical25. A. write B. make C. share D. ignore26. A polished B removed C. decorated D. reconstructed27. A miners B. natives C. visitors D. villagers28. A. approved B. cheered C. guaranteed D. protested29. A. vanished B. remained C. develop D.continued30. A. therefore B. moreover C. however D. otherwise26. A polished B. removed C. decorated D. reconstructed三、阅读AParents and toddlers who read paper books together speak and interact more when compared with those who read e-books, researchers found. Reading with a child is a hugely important developmental activity as it helps youngsters learn new words, broadens their knowledge and provides time to bond with loved ones. So scientists wanted to see if parents and children acted differently when they read books together using traditional media versus electronic devices like tablets. To investigate, the researchers found 37 pairs of parents and healthy toddlers between two and three years old. They asked them to read from three different types of media: enhanced electronic books with sound effects or animation, a basic electronic book, and a print boo k’s Researchers found parents and toddlers spoke morewhen interacting with a paper book rather than a story on an electronic tablet. What's more, parents used richer language when using print books compared with tablets, and collaborated more with their children. But parents were less responsive and children were less engaged with their parents when reading e-books, said Dr. Tiffany Munzer, corresponding author of the study at the University of Michigan C. S. Mott Children's Hospital. The findings were published in the journal Pediatrics. Munzer pointed out. however, that the study was limited in several ways, including that the team did not test the toddlers reading comprehension. It was also limited by the small sample size, and the fact that the team used only one commercially-availahle app for the e-books.〃That isn’ t to say there is no benefit to ele ctronic book reading compared with doing nothing. Just less compared with print books. Print books are just better for promoting rich language from their parents and more conversations between parents and children, said Munzer. Munzer said that parents always know their children best, 〃so they should feel empowered to adjust the reading experience to what they know their children are interested in: even comics and magazines count as reading."31.Why did scientists carry out the study among parents and toddlers?A. To find out how they behave when they read from different media.B.Help youngsters learn more words and broaden their knowledge。

(省统考)浙江省2019年教师招聘中学英语真题

8. The iceberg theory is a term used to describe ______’s writing style.
A. Mark Twain
B. William Faulkner
C. Scott Fitzgerald
D. Ernest Hemingway
9. Which is the longest river in England?
D. literature
3. — Lucy canyt play the piano.
— ______. A. So can I B. So do I
C. Neither can I D. Neither do I
4. ______, I have a book on the subject you might like to read.
2. After the foundation of New China in 1949, a large scale of adult-______ campaign was conducted by the
government. A. literacy B. literate
C. literal
A. If you should be interested B. Should you be interested
C. Should interested
D. If interested
5. He shouted to make himself ______ across the room.
A. hear
population on the land.
Man may yet learn to use a tiny fraction of this wealth. Unless international law soon determines how it shall

2019年英语教师资格面试真题

你的教学重你觉得发音在英语中是
点是什么什么位置
听力课试讲朗读全文，适当板书，设计教案，英文板书设计问如何提高学
英语
题，首字母生得听力能
试讲
没有大写力
你认为听力
听力课。AB两个材料。要求朗读全文，板书，设计
英语题目让学生理解听力材料大意。
教学的目的是什么。
英语
语音课，给三个英语句子，让重点讲讲句子的重读音节。
学段小学小学
初中
初中小学小学初中高中高中
高中
小学
学科
试讲题目
答辩题目1 答辩题目2
语音课单词:make,cat,cake,map 全英语授课重点你认为你教你是如何教
英语
学的重点在重点的？请
在音标教学
哪里？
示范一下
关于culture。图画上是Halloween ，trick or 英语 treat。要求英文授课，通过情景活动展现出来，
小学高中
高中
初中小学高中小学小学
高中
高中
英语
英语 I,ve got a red hat
关于描述动物的一段对话。要求:1带领学生学习对英语话，2创设情景引导学生描述动物，3配合教学有一
定的板书
英语
chant 能够分清i,o在单词中的读音能够有韵律的让学生读
英语语音课讲音调表达态度的变化
英语间10分钟左右，使学生熟悉物品的颜色，强调对话喜欢你的用了什么教
的语音语调。
课？
学方法？
happy Halloween！Trick or treat！Thank you，英语 happy Halloween！

2019下半年全国统考教师资格证真题《教育知识与能力》(中学)英文版

2019下半年全国统考教师资格证真题《教育知识与能力》（中学）英文版1. Writing in the late warring states period in China, is considered theworld's first specialized literature education problem is ()A. "to learn" b. "the analects" c. "university" d. "the doctrine of the mean"2. "who lies near the ink black" reflects which of the following factorsaffect the development of the people?(a)C. a. b. genetic environment education d. individual activities3. The structure of the layout of rural primary and secondary schools in China in recent years have been adjusted.It mainly reflects which of the followingfactors on the influence of education?(a)B. a. political system and economic system of c. population change d. cultural tradition4.2015 years in the revision of the "education law of the People's Republic of China stipulates that the nature of education in our country and the direction is ()A. education should serve socialist modernization construction, to serve the social lifeB. education should serve socialist modernization construction, to serve the peopleC. education must serve the construction of socialist material civilization,for the construction of spiritual civilization servicesD. education must serve the socialist construction, the development of the human services5. The central authority in the tang dynasty in our country has "six learn two pavilion", enshrined in its admissions officials into different schools of thesons of different level.This is mainly embodies the characteristics of feudal education system in China?(a)A. inheritance b. c. level sex historic d. nationality6. The "six classical arts" in China ancient education content, education contents of the "seven arts" in ancient Europe and industrial revolution of physics, chemistry courses belongs to ()B. a. discipline curriculum activity curriculum c. d. integrated curriculum integration course7.2001 years China promulgated the "basic education curriculum reform just (try out)" make clear a regulation, basic education course in China ()B. a. national level management state, local secondary managementC. d. national, local and school level 3 management state, local, school, teaching and research section four levels of management8. There have been so form and essence in the educational history of modern, so the debate for its fundamental differences is ()A. is given priority to with learning experience directly or indirectly by learning experienceB. is given priority to with theoretical teaching is given priority to with practical teachingC. is given priority to with subject teaching is mostly about teaching activitiesD. to train the students' ability to give priority to in order to impart knowledge or to give priority to9. The teacher in charge teacher wang in the process of evaluation to the student, details the students learning, moral character, physical training and so on various aspects of daily performance, a guest to reflect the students' progress and growth.Teacher wang this evaluation mode belongs to ()B. a. formative evaluation summative evaluation c. d. diagnostic evaluation standard evaluation10. One middle school in "a week a month" activities, students will be better, fast progress photos posted on "star wall" as a reward, and called on everyone to learn from them, and it reflects the moral education method is ()A. persuade save) b. emotion cultivate c. d. actual exercise model demonstration11. "magny cours, xiao zhi Daniel, guide in rows, persistence" the practice of law which reflects the main moral education process?(a)A. the process of moral education is to have A variety of beginning to the student cognition, emotion, meaning, the development processB. process of moral education is to promote the student thought process in the struggle of internal contradictionsC. the moral education process is to organize student activities and exchanges, unified process influenced by educationD. the moral education is a long-term process, repeatedly, the process of gradually increase12. In the classroom, the students attention was suddenly attracted by a bird flying into the classroom.This note belongs to ()A. has no intention of attention b. had no intention of attention afterC. voluntary attention d. intentionally after notice13. XiaoBin thinks his good grades is the result of hard work.According to weiner's attribution theory, XiaoBin attribution belongs to ()A. the stability of the internal attribution of b. stable external attributionInternal attribution of d. c. controllable controllable external attribution14. According to the law of the Bronx - dodson, students solve the difficult and complicated task, which motivation level is the best?(a)A. b. below average level of medium levelC. d. average level high15. N. p. good at memory the laws of physics, mathematical formulas and chemical equations, which suggests that his kind of memory?(a)B. a. image memory emotional memory c. d. logic memory action memory16. Zhang li when making moral judgments, it can go beyond some rules and regulations, more consideration to the nature of morality, rather than specific principles.According to kohlberg's theory of moral development stage, its moral development in which stage?(a)C. a. b. A social contract relative utility to comply with regulations, d. universal ethic17. Korean teacher often says Fang Qiong diligent efforts, Sun Tong careful rigorous, honesty and credibility bing.Korean teacher describes the psychological characteristics of the ()Ability of a. b. c. personality temperament d. emotions18. Just enter the higher, zhao will always want to "what should I did not goto college.He knows from the university entrance exam is far from it, just think this matter didn't need so early, but it is uncontrollable, that affects thenormal study, he is the main psychological problems of the ()A. obsessional idea b. compulsive behavior c. d. fear concept of fear19. Jayxie praised at the school meeting, excited;After the meeting, when they hear a few classmates talk about "she have what fantastic, you see her grow the sample", she quickly into extreme misery.Jayxie performance typically reflectswhat kind of characteristics of middle school students emotion?(a)A. two polar b. imbalance c. periodic d. explosive20. According to a fuller and others teachers development stage theory, measure an important symbol of maturity is the ability to consciously focus on teacher development ()C. a. b. survival situation future d. students21. Wang playing mobile phone in class, the teacher did not criticize directly, but praised the listening Mr Feng, wang looked at Mr Feng, also began tolistening.The teacher use the method of classroom management is ()A. b. direct intervention to replace reinforcement c. groups alert d. processing conversion2, argument analysis (4 item in this topic, each item 8 points, a total of 32 points) to judge right and wrong, and explain the reasons.22. The materials directly is based on the written lesson plans.23. The genetic difference in human development.24. Problem solving is not affected by emotions.25. The mental health standard is relative.Three or short-answer questions (4 item in this topic, each item 10, a totalof 40 minutes)26. What are the basic standard of a good lesson?27. The basic task of aesthetic education in schools.28 kinds of metacognitive strategy.29. The psychological structure of character is outlined.Four, the material analysis problem (each item 2 item in this topic, 18 points,a total of 36 points) reading materials, and answer the questions.30. Material:Wang xiao is a lack of interest in learning students in my class, when the other students in class eager to learn, he was often absent-minded, and made the action of eccentric and interference of sound, from time to time on the textbook copying illustrations, don't care about the teacher's criticism.After many well-meaning persuade invalid, I decided to change the way of thinking.After careful observation, I found him in the class without a friend.Whodidn't love him.Recess, he walk around doing nothing, occasionally while people unprepared pat fled behind a classmate.Through this scene, I saw him behind desperate desire for friendship.In order to change him bad image in the minds of students, I create time to praise to him.This positive evaluation was effective.His writing from "the unconstrained cursive script" change "scrawled," composition from the line to a page, learning has made obvious progress.After a period of time, I found him a composition of some new, help him into a computer and embellished, in class web page display, the result is the students a warm "thumb up";His painting is the foundation, my art teacher privately advice please, his painting is also on the boards of the school.The students began to regard sb with special respect or new views on him, he also found some confidence.Based on this, I planned to carry out the "hand, don't abandon" class activities, the first in the class cadre is discussed with wang xiao dating a plan of action.Class cadre to move up, more and more students to participate, pay attention to him and help him, to communicate with him, for he grew up playing classmates, bullied by his classmates and outspoken gradually, his focus to cause others to mischief also gradually gone, he finally integrated into this class, become a member of the active in the class, our class won the title of "inclusive friendly advanced class".Question:Materials in which the teacher to carry out the principle of moral education (8)?Please combined with the material.(10)31. Material:XiaoNing usually do not have the habit of review, and a week will be the final exam, he began to worry, and secretly vowed to test a good result.He felt that as long as their efforts, repeatedly recite we will be able to get good grades.So, as long as there is time he went back -- back foreign language words, recite the text, syntax, back formula formula for mathematics, physics and chemistry, etc., willnot reasonable arrangement of time, don't pass, even break back from night lateinto the night, four, five o 'clock in the morning get up and then back, so that the head is swimming.He never test which like the exam under such a big effort, thinks he can get the good pletely surprised him, however, each course achievement is not ideal.He is very disappointed, mystery, exactly where is wrong?Question:(1) review briefly describes how students should effectively.(12 points)(2) please indicate XiaoNing main problems that exist in the review.(6)、、。