2015年及往年全国教师资格证考试面试中学英语真题和答案
2015年上半年全国统考教师资格考试《英语学科知识与教学能力》(高级中学)真题及详解【圣才出品】
2015年上半年全国统考教师资格考试《英语学科知识与教学能力》（高级中学）真题及详解一、单项选择题（本大题共30小题，每小题2分，共60分）在毎小题列出的四个备选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 shows the proper pronunciation of“whose”in the sentence“In American,Li stayed in a family whose landlady could help him with his English.”?______.A．/hus/B．/huz/C．/hu:s/D．/hu:z/【答案】B【解析】“whose”美音音标为[huz]。
2．In terms of the place of articulation,[t],[d],[s],[z],[n]are all______.A．palatalB．alveolarC．bilabialD．dental【答案】B【解析】以上五种音标都属于齿槽音。
alveolar齿槽音，即发音时借助舌头和牙齿间隙而发出的辅音。
3．In Rome,tourists may easily get_____because all the streets look the same.A．disorientedB．deludedC．distractedD．delineated【答案】A【解析】题干句意为：在罗马游客很容易分不清方向，因为所有的街道看起来都一样的。
A项，disoriented无判断力的，分不清方向或目标的，符合句意。
B项，deluded轻信的，受蒙骗的；C项，心烦意乱的，思想不集中的；D项，delineated描绘。
4．He immediately replied with an_____YES to the request that he attend the public hearing.A．effectiveB．eloquentC．emotionalD．emphatic【答案】D【解析】题干句意为：他立即肯定的回答他参加公开听证会。
2015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及答案解析(初级中学)
2015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及答案解析(初级中学)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28铅笔把答题卡上对应题目的答案字母按要求涂黑。
错选、多选或未选均无分。
1. The phrase "in bed" is pronounced as __________ in real speech.2. There are two syllables in the word "photo"./?u/occurs in both syllables, butthe first one is__________the second because it is stressed.A. longer thanB. shorter thanC. as long asD. as short as3. Jimmy asked Mary to lend him some money, which she agreed to, _________ that he paid her back the following month.A. on occasionB. in caseC. under circumstancesD. on condition4. Zhang Jun's teacher suggests that he take a (n) _________ language course to improve his English.A. intermediateB. middleC. mediumD. average5. It is reported that the _________ of the country, from hotels to transport, is old and decrepit.A. industrializationB. infrastructureC. correspondenceD. commutation6. _________conscious of her moral obligations as a citizen.A. Marsha was and always will beB. Marsha has to be and always will beC. Marsha had been and will always beD. Marsha has been and will always be7. Potential subjects should be informed of the research and __________ an opportunity to decide if they want to participate.A. gaveB. givingC. giveD. be given8. Don' t be discouraged, __________ and you will surely pass the exam.A. Make a bit more effortB. To make a bit more effortC. Making a bit more effortD. If you make a more effort9. What would you say to the hotel receptionist to get a double room?A. Rent us a double room.B. Book us a double room.C. We'd like to have a double room.D. Let' s have a double room.10. Which of the following best represents the order from a harsh command to a very polite request?a.Could you close the door?b. Close the door.c. Please close the door.d. Would you please close the door?A. b-c-a-dC. d-a-c-bD. c-b-d-a11. The first P in the PPP teaching model stands for __________, which aims to get learners to perceive the form and meaning of a structure.A. practiceB. productionC. presentationD. preparation12. The main objective of mechanical practice is to help students learn by heart the__________of a language item.A. meaningB. functionC. contextD. form13. The __________ method is more fitted to the explicit presentation ofgrammar when the basic structure is being identified.A. inductiveB. contrastiveC. comparativeD. deductive14. Which of the following can be regarded as a communicative language task?A. Information-gap activity.B. Dictation.C. Sentence transformation.D. Blank-filling.15. If a teacher asks students to concentrate on such features as structure, coherence and cohesion of a text, he/she aims at developing students'__________.A. strategic competenceB. cultural awarenessC. communicative competenceD. discourse awareness16. English teachers often ask students to __________ a passage to get the gist of it.B. scanC. predictD. infer17. The correct meaning of a lexical item in a given context is __________.A. the one provided in a dictionaryB. the one which best fits the contextC. the central or core meaning of the itemD. the one which is assumed to be correct18. In writing, students may not know how to put something into proper English and thus ask their teacher for help. Here the teacher is to play the role of a/an__________.A. facilitatorB. assessorC. controllerD. participant19. A/An __________ language test, such as IELTS or TOEFL, is developed on the basis of a fixed standard.A. individual-referencedB. peer-referencedC. norm-referencedD. criterion-referenced20. A systematic textbook evaluation is NOT to examine whether a textbook__________.A. covers all grammatical rulesB. provides authentic languageC. matches the needs of learnersD. can help realize the objectives of a language program请阅读Passage 1。
2015上半年教师资格证《高中英语学科知识》真题及答案解读
2015上半年教师资格证《高中英语学科知识》真题及答案一、单项选择题（本大题共30小题，每小题2分，共60分）1.Which of the following shows the proper pronunciation of “whose” in the sentence “In American，Li stayed in a family whose landlady could help him with his English”？A．[hus] B．[huz]C．[hu：s] D．[hu：z]2.In terms of the place of articulation，[t][d][z][s][n]are al l＿＿.A.palatalB.alveolarC.bilabialD.dental3.In Rome，tourists may easily get＿＿because all the streets look the same.A.disorientedB.deludedC.distractedD.delineated4.He immediately replied with an ＿＿“YES” to the request that he attend the public hearing.A.effectiveB.eloquentC.emotionalD.emphatic5.Perseverance，modesty and opportunity are the＿＿factors for the girl’s success in her career.A.contributedB.contributingC.contributorD.contribution6.Through doing this，the teacher will be able to ascertain the extent to＿＿the children understand what they are reading.A.howB.whichC.thatD.what7.Before you leave the office，＿＿all lights are out.A.see whichB.seeing thatC.to see thatD.see to it that8.＿＿she heard her grandfather was born in Germany.A.That was from her mumB.It was her mum thatC.It was from her mum thatD.It was her mum whom9.In ordinary conversations，participants are expected，first of all，to＿＿，otherwise，communication would break down.A.stand straightB.coordinateC.speak the truthD.cooperate10.The language used to describe the language itself is called＿＿.A.paralanguageB.special languageC.metalanguageD.interlanguage11.The first P in the PPP teaching model stands for＿＿，which aims to get learners to perceive the form and meaning of a structure.A.practiceB.productionC.presentationD.preparation12.The main objective of mechanical practice is to help learners to absorb thoroughly the＿＿of a language item.A.meaningB.functionC.contextD.form13.The＿＿method is more fitted to the explicit presentation of grammar when the basic structure is being identified.A.inductiveB.contrastiveparativeD.deductive14.Which of the following can be regarded as a communicative language task？rmation-gap activity.B.Dictation.C.Sentence transformation.D.Blank-filling.15.If a teacher asks students to concentrate on such features as structure/coherence and cohesion of a text，he/she aims at delevoping students’＿＿.A.strategic competenceB.culture awarenessmunicative competenceD.discourse awareness16.English teachers often ask students to＿＿a passage to get the gist of it.A.skimB.scanC.predictD.describe17.The correct meaning of a lexical item in a given context is＿＿.A.the one provided in a dictionaryB.the one which best fits the contextC.the central or core meaning of the itemD.the one which is assumed to be correct18.In writing，students may not know how to put something into proper English and thus ask their teacher for help.Here the teacher is to play the role of a/an＿＿.A.facilitatorB.assessorC.controllerD.participant19.A/An＿＿language test，such as IELTS or TOEFL，is developed on the basis ofa fixed standard.A.norm-referencedB.peer-referencedC.individual-referencedD.criterion-referenced20.A systematic textbook evaluation is NOT to examine whether a textbook＿＿.A.covers all grammatical rulesB.provides authentic languageC.matches the needs of learnersD.can help realize the objectives of a language program请阅读Passage 1，完成第21～25小题。
2015上半年高中英语教师资格证真题
英語學科知識與教學能力真題（高級中學）一、單項選擇題（本大題共30小題，每小題2分，共60分）1.Which of the following shows the proper pronunciation of “whose” in the sentence “In American，Li stayed in a family whose landlady could help him with his English”？A．[hus] B．[huz] C．[hu：s] D．[hu：z]2.In terms of the place of articulation，[t][d][z][s][n]are al l＿＿.A.palatalB.alveolarC.bilabialD.dental3.In Rome，tourists may easily get＿＿because all the streets look the same.A.disorientedB.deludedC.distractedD.delineated4.He immediately replied with an ＿＿“YES” to the request that he attend the public hearing.A.effectiveB.eloquentC.emotionalD.emphatic5.Perseverance，modesty and opportunity are the＿＿factors for the girl’s success in her career.A.contributedB.contributingC.contributorD.contribution6.Through doing this，the teacher will be able to ascertain the extent to＿＿the children understand what they are reading.A.howB.whichC.thatD.what7.Before you leave the office，＿＿all lights are out.A.see whichB.seeing thatC.to see thatD.see to it that8.＿＿she heard her grandfather was born in Germany.A.That was from her mumB.It was her mum thatC.It was from her mum thatD.It was her mum whom9.In ordinary conversations，participants are expected，first of all，to＿＿，otherwise，communication would break down.A.stand straightB.coordinateC.speak the truthD.cooperate10.The language used to describe the language itself is called＿＿.A.paralanguageB.special languageC.metalanguageD.interlanguage11.The first P in the PPP teaching model stands for＿＿，which aims to get learners to perceive the form and meaning of a structure.A.practiceB.productionC.presentationD.preparation12.The main objective of mechanical practice is to help learners to absorb thoroughly the＿＿of a language item.A.meaningB.functionC.contextD.form13.The＿＿method is more fitted to the explicit presentation of grammar when the basic structure is being identified.A.inductiveB.contrastiveparativeD.deductive14.Which of the following can be regarded as a communicative language task？rmation-gap activity.B.Dictation.C.Sentence transformation.D.Blank-filling.15.If a teacher asks students to concentrate on such features as structure/coherence and cohesion of a text，he/she aims at delevoping students’＿＿.A.strategic competenceB.culture awarenessmunicative competenceD.discourse awareness16.English teachers often ask students to＿＿a passage to get the gist of it.A.skimB.scanC.predictD.describe17.The correct meaning of a lexical item in a given context is＿＿.A.the one provided in a dictionaryB.the one which best fits the contextC.the central or core meaning of the itemD.the one which is assumed to be correct18.In writing，students may not know how to put something into proper English and thus ask their teacher for help.Here the teacher is to play the role of a/an＿＿.A.facilitatorB.assessorC.controllerD.participant19.A/An＿＿language test，such as IELTS or TOEFL，is developed on the basis of a fixed standard.A.norm-referencedB.peer-referencedC.individual-referencedD.criterion-referenced20.A systematic textbook evaluation is NOT to examine whether a textbook＿＿.A.covers all grammatical rulesB.provides authentic languageC.matches the needs of learnersD.can help realize the objectives of a language program請閱讀Passage 1，完成第21～25小題。
教师资格认定考试高级中学英语真题2015年下半年
教师资格认定考试高级中学英语真题2015年下半年一、单项选择题1. In English, the aspirated [p h] and the unaspirated [p] are ______. A（江南博哥）.minimal pairsB.in phonemic contrastC.two distinctive phonemesD.in complementary distribution正确答案：D[考点] 考查音系学知识。
[解析] 同一个音位在不同语音环境中的不同实现方式被称为该语音的音位变体。
不送气的音位变体[p]只出现在[s]后，送气的音位变体[p h]只出现在其他位置，它们从不出现在相同的环境中，因此它们处于互补分布(complementary distribution)状态。
2. [s] and [θ] can be distinguished by ______.A.manner of articulationB.place of articulationC.vibration of the vocal cordsD.aspiration of articulation正确答案：B[考点] 考查语音学中辅音的分类。
[解析] 辅音的描述方式主要有：发音方式和发音部位。
二者的区别在于发音部位。
[s]属于齿龈音，而[θ]属于齿间音。
3. You'll find this Travel Guide to be of great ______ in helping you and your children to get around Malaysia.A.costB.priceC.valueD.expenditure正确答案：C[考点] 考查名词辨析。
[解析] cost“费用，代价”，price“价格”，value“价值，重要性”，expenditure“支出，经费”。
教师资格认定考试高级中学英语真题2015年上半年
教师资格认定考试高级中学英语真题2015年上半年一、单项选择题1. Which of the following shows the proper pronunciation of "whose" in （江南博哥）the sentence "In America, Li stayed in a family whose landlady could help him with his English"? ______A.B.C.D.正确答案：B[解析] whose强读时的读音为[hu:z]，弱读时的读音为。
疑问代词whose 在句子中不重读，常以弱读形式出现在语流中。
因此选B。
2. In terms of the place of articulation,[t] [d] [z] [s ] [n] are all ______.A.palatalB.alveolarC.bilabialD.dental正确答案：B[解析] 根据发音位置，[t][d][z][s][n]都属于齿龈音(alveolar)。
3. In Rome, tourists may easily get ______ because all the streets look the same.A.disorientedB.deludedC.distractedD.delineated正确答案：A[解析] disoriented分不清方向或目标的；deluded受欺骗的，轻信的；distracted精力不集中的，心烦意乱的；delineate描绘，勾画。
根据all the streets look the same(所有街道看起来很相似)可知选A。
4. He immediately replied with an ______ "YES" to the request that he attend the public hearing.A.effectiveB.eloquentC.emotionalD.emphatic正确答案：D[解析] effective有效的，实际的；eloquent雄辩的，意味深长的；emotional感人的，情绪的；emphatic显著的，着重的。
2015年下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
2015年下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(总分：66.00，做题时间：90分钟)一、单项选择题(总题数：20，分数：40.00)1.In English, the aspirated[p h ]and the unaspirated[p]are______.A.minimal pairsB.in phonemic contrastC.two distinctive phonemesD.in complementary distribution √解析：解析：考查音系学知识。
此题句意是：在英语中，送气音位变体[p h ]和不送气的音位变体[p]是什么关系?在英语中，送气音[p h ]和不送气音[p]之间的区别不是音位性的，他们都属于同一个音位／p／，只是在不同的位置条件下表现为不同的语音。
[p h ]和[p]是两个不同的音子，即音位／p／的变化形式，叫作同一音位／p／的音位变体。
这两个音位变体处于互补分布状态，它们从不出现在相同的环境中。
故选D。
2./s/ and /θ/ can be distinguished by______.A.manner of articulationB.place of articulation √C.vibration of the vocal cordsD.aspiration of articulation解析：解析：考查辅音的分类。
按照发音方式，／s／和／θ／均属于擦音；按照发音部位(place of articulation)，／s／是齿龈音，／θ／是齿间音；二者都是清辅音且都送气。
故选B。
3.You'll find this Travel Guide to be of great______in helping you and your children to get around Malaysia.A.costB.priceC.value √D.expenditure解析：解析：考查名词辨析。
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。
2015年上教资《高中英语》解析(精选)
2015年上半年教师资格证考试《高中英语》（精选试题）答案1.答案：D本题主要考查重读的发音特征。
Whose 在这个定语从句中是关系代词，起连接作用，而且在从句中作定语，需要重读，发长音。
故正确答案为D项。
2.答案：B本题主要考查辅音的发音特征。
按照发音部位，[t],[d],[s],[z],[n]均为齿龈音（alveolar）。
齿龈音是舌尖音的一种，发音时，舌尖顶住上齿龈。
A项：palatal 意为“腭音”，指气流通过腭部发出的语音，错误。
B项：alveolar 意为“齿龈音”，正确。
C项：bilabial 意为“双唇音”，指由上唇和下唇接触，使语流受阻而构成的一种辅音，如[ p] [ b ] [ m ] [ w ] ，错误。
D项：dental 意为“齿音”，发音时舌尖顶住上门牙，如[ θ ] , [ ð ] ，错误。
故正确答案为B项。
3.答案：A本题主要考查形容词词义辨析。
A项：disoriented 意为“迷失方向的”。
B项：deluded 意为“轻信的，受骗的”。
C项：distracted 意为“心烦意乱的，思想不集中的”。
D项：delineated 为动词del ineate“描绘”的过去分词。
题干意为“在罗马，游客很容易（），因为所有的街道看起来都一样”，故A项符合题意，其余三项均不符合。
故正确答案为A。
4.答案：D本题主要考查形容词词义辨析。
A项：effective 意为“有效的”。
B项：eloquent 意为“雄辩的”。
C项：emotional 意为“情感上的，情绪上的”。
D项：emphatic 意为“着重的，加强语气的”题干意为“对于邀请他出席听证会的请求，他立即（）答道:‘好的’”。
回答中的“YES”应该是加强语气的。
D项符合题意，其余三项均不符合。
故正确答案为D。
5.答案：B本题主要考查形容词词义辨析。
A项：contributed 意为“分配的”，形容词。
B项：contributing 意为“贡献的，起作用的”，形容词。
2015年下初级英语真题答案
2015年下半年中小学教师资格考试英语学科知识与教学能力试题（初级中学）参考答案及解析一、单项选择题1．【答案】A。
解析：考查音素的分类。
voiceless““不带声（清音的）”；dental“齿音”；alveolar “齿龈音”；fricative“摩擦音”；plosive“爆破音”，/θ/属于清音、齿音、摩擦音，故选A。
2．【答案】D。
解析：考查音系学里面的序列规则。
如果一个词汇3个辅音连在一起在词首的话，应该满足第一个发音是/s/，第2个是/p/or/t/or/k/，第3个是/1/or/r/or/w/，D选项违反了此规则，故选D。
3．【答案】C。
解析：考查动词辨析。
distribute意为“分配，分发”，contribute意为“贡献，有助于”，award意为“授予，颁发，reward意为“酬谢，奖赏”。
award to sb意为“授予某人”，句意为“由于巴雷特女士在戏剧中出色的表现，她被授予金牌”。
故选C。
4．【答案】D。
解析：考查名词辨析。
句意为“游客留下了太多的（），Water先生花了几天时间才清理完”。
trouble意为“麻烦，烦恼”，disturbance意为“干扰，骚乱”，damage意为“损害，毁坏”，mess意为“混乱，脏乱的东西”。
只有mess符合语境，故答案选D。
5．【答案】C。
解析：考查形态学的语素知识。
语素被定义为含有语义的最小的语言单位。
telecommunication由前缀tele-、词干communicate和后缀-ion组成，故由3个语素组成。
6．【答案】C。
解析：考查倒装句和主谓一致。
当表示地点的介词短语位于句首时，句子要用全倒装。
In the foreign languages bookstore为表示地点的介词短语，放在了句首，故需将句子的主谓倒装。
因为主语是books,故排除A、B，没有“系动词这种形式，故D错误。
原句it常语序为Books in various languages are to be found in the foreign languages bookstore句意为“在外语书店里可以找到各种语言的书”。
年11月1日教师资格证考试初级中学《英语学科知识与教学能力》真题及答案
201５年11月１日教师资格证考试初级中学《英语学科知识与教学能力》真题及答案1.Ｗhicｈof ｔhe ｆolｌowｉnｇcｏrrectly deｓcｒｉbes the Engliｓｈpｈonｅmｅ/θ/?A A vｏiceless dentａｌｆricatｉveB A voiｃelｅｓs ａｌveolar fricａtivｅＣＡvｏiceleｓｓdental pｌosiｖｅ D A vｏiceｌｅss alveｏｌaｒｐlosｉvｅ[答案］A２.Whｉch of tｈｅfollowing coｎsonanｔcluｓtｅrs ｍaｙnｏt sｅrｖe as tｈe begｉｎｎｉng oｆa worｄ?Ａ/ｓpr/ B /ｓkw／ C /str/ D /swt/[答案] D３.Ｔｈe ｇoｌd medal ｗas ____ tｏMS Ｂarrette foｒｈer excellent ｐerfoｒmancｅｉｎtｈe dｒama.A disｔribｕｔｅdB ｃontribuｔedC awａrded Ｄｒewarded[答案] C4.Ｔhe ｖisiｔｏｒs had mａdｅｓo much __＿_tｈat Ｍr．Water hａd to ｓpeｎd sｅｖｅral d ａys to clｅaniｎg ｕp afｔeｒwarｄs．A tｒoubleB dｉｓtuｒbance Ｃdａmａge D mｅss[答案] D5.How many ｍｏrphemｅs doｅs ｔhe wｏrd “teｌecomｍunｉcatｉｏn” contain？A 1 Ｂ2 C 3 Ｄ４［答案] Ｄ6.Iｎｔhe foreign langｕages boｏkstorｅ____to be ｆound bｏoks in variｏus laｎguages．A ｉｓB ｉs beｅｎC aｒeD are beeｎ[答案] Ｃ7.A pｅｒsoｎneeds to know who he/she iｓｂefore bｅiｎg ａbｌe to know what____ ma ｋes him or ｈer happy.A is ｉｔthaｔB it is thatC is it whichD it ｉs which[答案］ B８.There____ ｎothiｎｇｍore for dｉｓcussｉoｎ, ｔｈe ｃonferenｃe to ａn ｅnｄ２０miｎutes eａrlier.A beB to be Ｃbeinｇ D to havｅbeen［答案］Ｃ９.Wｈich ｏf the following iｓan ｅntailmenｔｏf ｔｈｅutｔerａnce “Annｉe brｏkｅtｈe winｄoｗ”？A Ａnｎｉｅwas cａｒelesｓB Aｎnie wａs ｄiｓruptiveC Aｎｎiｅdｉd someｔhing to tｈe wiｎdｏwD It is Ａnnｉｅwｈｏbrｏke tｈe ｗｉndow [答案］D10.Ｔhe foｌｌoｗing cｏnvｅrsａtiｏn clearly vioｌateｓthe____.Ａ：Ｈoｗdo you fｉnally go to school?B：Ｔhe ｂus is so ｆaｓｔso I ｇｏt to school vｅry earlｙ.A Maｘiｍof QuａnｔityB Maxｉｍof RｅlatiｏnC Ｍａｘim of QuａlityD Maxim of Manner[答案］Ｂ11.Ｗhich of ｔｈe fｏlloｗｉnｇｓtａtｅmeｎtｓａbout a ｌessｏn plan ｉｓinａppropriaｔe?A It is a tｅacｈing ｇｕｉde.ＢIｔis a bluｅprinｔto be strｉctly followed.C It taｋes intｏａccount syllabｕｓand ｓtudentｓ.D Ｉｔdｅscrｉbes in advａncｅwhaｔand how to ｔｅacｈ．[答案] Ｂ12.Skilled-ｉｎｔｅｇｒated actｉvities allow teａｃhers ｔo buiｌd in ｍore__＿_ iｎto a lesson，ｆo ｒｔhe range oｆaｃtiviｔieｓwｉll bｅwｉdｅr.A ｃｅrtａinly Ｂｓiｍｐlicity C variety D acｃuracy[答案] Ｃ13.A langｕａge profｉcｉeｎｃｙtｅst that onｌy consistｓｏf mulｔipｌe-choiｃe qｕｅsｔｉons lackｓ_＿__.A construct ｖalｉditｙB content vａlidiｔy Ｃtest relｉａbiｌity Ｄscorer ｒeliabilｉtｙ［答案］ A１４．Ｗｈen a teａchｅr asｋｓsｔuｄentｓto ｒｅaｒraｎgｅa ｓｅt of sentenｃeｓiｎｔｏaloｇical paｒａgraph ｈe/ｓhe is tryiｎg ｔo dｒａw their ａtteｎtｉon ｔo_＿_＿.A gramｍeｒB vｏｃabulａｒyC ｓeｎteｎce patｔｅｒns Ｄtextual cohｅrence[答案] D15.Wｈich of the followiｎｇactivｉtｉes wｏulｄhelp ｓｔudｅnts ｄｅvｅlop thｅｓkｉｌl of eｘtｒactinｇsｐｅｃific ｉnｆormatｉon?A Inｆeｒing meaning frｏm tｈe cｏntextＢRecognｉｚinｇthe ａuthoｒ’ｓｂelief and aｔtitudesC Using iｎfｏrmatｉoｎｉｎthｅreading passagｅtｏmaｋe hｙpoｔhesesＤLｉstening tｏthe fliｇht ｉｎｆormａtioｎto ｓee if ｔhe planｅis on time［答案] D16.Which ｏｆｔhe foｌlowiｎg activitｉes caｎbe ｕseｄto chｅck ｓtudentｓ’s unｄｅrstａnding ｏf difｆiｃｕlｔsｅntｅnｃes in ｔhｅtｅｘt?ＡＰａrａｐhｒasing B Bｌanｋ-ｆｉlｌing C Sｔｏry-tｅllｉｎg ＤSｕmmarizｉng ［答案] A1７.Wｈeｎａtｅａcher ｏrgａnｉｚeｓgrouｐwｏrk，wｈich of the follｏwing mｉｇht be ｏf the Least Ｃoｎcern?A Inｃｒｅａｓｉｎg ｐeeｒinｔｅractioｎB Ｉncｒeasｉnｇiｎdividual prａctiｃｅＣDeｖelopiｎｇlanｇuａge accuracｙD Prｏvｉｄing vａｒiety and ｄynamics[答案] C1８.Ｉf a tｅaｃｈｅr asｋs stｕdeｎtｓto colｌｅｃt, ｃomparｅand ａnalyze certain sentence pattｅrns, he／she ａims ａt develｏpiｎg sｔudｅnｔs’__＿＿．A disｃourｓｅａｗａｒenessB ｃuｌtural awarenessC strategic competｅｎceD linguｉstｉc coｍpeteｎce[答案］Ｄ19.Wｈen a teachｅr saｙs ｔo ｔhe whole claｓｓ，“ｓｔand up and act ｏut ｔhe dialoguｅ”, ｈｅ/she ｉs ｐlaying tｈｅｒｏlｅof ａ(n)＿＿__.ＡmonｉtoｒＢorｇａnizer C asｓessor D proｍｐter[答案] B20．Which oｆthe foｌlowing maｙbetter cheｃk studeｎts’s abilｉty of uｓing a grammatical ｓｔrｕctuｒe ?A Having tｈｅm woｒk oｕt the rｕleB Haｖiｎｇthｅm gｉve some examplｅsＣHaving them ｅxｐlaｉn thｅｍeaｎingD Having tｈem explain tｈe structure[答案］ BＰａssａgｅ 1FＲOM Ｊames Moriarｔy tｏEｒｎst Stavｒo Ｂlofｅld, the idｅa of the evｉl gｅniｕｓｈa ｓbeen a ｓｔapｌe of ｓtorytelling. Ｂut is ｉt truｅ? Or, tｏｐut the matteｒlｅss stａrkｌy, is t ｈere ａcｏｎｎecｔioｎｂｅtｗeen cｒeａtiviｔｙand dｉshｏnesty in reaｌｐeoｐlｅwｈo aｒe not ｂent ｏｎwｏｒｌd domiｎaｔｉon, as ｗeｌl ａｓiｎfiｃtional ｓuｐervillainｓ？Wｒiting in Psｙｃｈologicａl Scｉeｎｃe, Fｒａｎcｅｓｃa Giｎｏof ＨaｒvaｒｄＵnｉverｓiｔｙaｎｄScott Wilterｍuｔh of the Univeｒsｉtｙof Southern Californiａｓuggest tｈat ｔhere is—and thａt cheａｔing actually ｉncｒｅases ｃｒeativｉｔy.Dr Gｉno and DｒWｉltermｕtｈtesｔed tｈe honeｓｔy of 1５3 vｏｌｕnteeｒs with a ｔask that iｎvolved aｄdiｎg up nｕmｂｅrs ｆor ａｃaｓｈreｗard, whiｃh ｗａs prｅｓented iｎa way that seeｍeｄto them to allow them ｔo ｃheａt uｎdｅtectｅd (thｏugｈｔｈe ｒesｅａrchers ｋnew ｗhen ｔｈｅy ｄiｄ). Ｔhis waｓｓandwiched ｂｅｔｗeen tｗo tests foｒｃreａtivｉty, one of wｈｉch ｗas ｔo ｗｏrk out how to fix a candｌｅｔo a ｃardboaｒd wall ｗith a ｂox ｏｆdrawing pｉｎs＊, anｄtｈe ｏther ａwoｒｄ-aｓｓoｃiａtiｏn test．Thi ｓcｏｍbiｎaｔiｏn shｏwed ｎｏt ｏnｌｙｔhat creativｅpeｏple ｃhｅat mｏｒe, buｔalsｏthaｔcheatiｎg seems to enｃouragｅcrｅativｉｔy—ｆｏr ｔｈｏse who cheaｔｅｄｉn tｈｅadding－ｕp teｓt were eveｎbｅtteｒａt word assｏciaｔioｎthan ｔhｅir candle-tesｔreｓult ｓprｅdｉcted.Tｈａt ｒｅsulｔwａs confｉｒｍed ｂy a secｏnd sｅt ｏf experiments, in whｉch some pｅople were given many opportuｎｉtｉeｓto cheat anｄotｈers fｅｗ. Ｔhe cｒuｃial prｅdictｏr oｆcreativｉty，the researchｅrs coｎfirmｅd, waｓtｈe actual aｍoｕnt oｆcheaｔinｇ, ｎot aｎy ｐropensity to cｈｅat.A ｔhｉrd ｅｘpｅrｉmenｔtested the idea that thｉs ｉｓｂeｃaｕse both creaｔｉvitｙanｄdiｓｈonesｔｙrequiｒｅ, aｓｉt ｗere, a flexible atｔitｕｄe to ｒｕles. Ｉn tｈis eｘｐeriｍen ｔvoｌunteers ｗeｒe askｅｄabouｔthｅiｒaｔｔｉtude to ｂｏssｙｓｉgns, sｕｃhas “ｎｏcyｃｌing”aｎｄ“no diｖiｎg” ｎotiｃeｓ，aｆter beiｎg aｌlｏwed tｏcheaｔ(again, ｉn a ｗaｙｔｒanｓｐaｒent ｔｏtｈｅeｘｐｅｒｉmenｔｅｒs) oｎ a coin-tossing tesｔ．C ｈeats, it tｕrneｄoｕｔ, were ｌesｓconsｔraｉned to oｂｅy such signs．It is，it goeｓwitｈouｔsａyｉng， a lonｇwａy from sｕｃh actｓｏf pｅtty defｉanｃe to buiｌdinｇ a laｉｒinside ａn extinct voｌcano aｎd threaｔｅning Ｗａshington from it—ｏr even to non-fictｉｏnａｌaｃts ｏf serious crime. Bｕt ｓｏme soｒt of lｉnｋｅxiｓts, so thｉｓｒeｓeａｒcｈdoｅs inｄeed ｓｕggest that ArｔhｕｒＣｏnan Dｏyle anｄIan Flemｉng ｗerｅｏn to somethinｇ．21.What can be ｃoｎcｌｕｄed ｆrom the pａssaｇe ａbout Ｊanves Moriａty anｄEｒｎst StavrｏＢｌofielｄ?A They are tｗｏevil gｅniusｅｓ. ＢＴhｅy arｅtwo psｙchｏloｇisｔs.ＣTｈｅy ａrｅtｗｏstory－ｔellers．ＤThey are two researchers．[答案] Ａ22.Whicｈｏf the ｆoｌlowing is cloｓeｓt ｉn meaniｎg tｏthe uｎｄｅrliｎed phrasｅ”were ｏn tｏｓometｈｉng” in the last parａgraph？A ｗｅre inｓpｉrｅｄby sｏmeｔhinｇB ｗerｅgｏｉng to do ｓｏｍｅthingC were wｏｒrｉed aboｕt sｏmetｈｉngD weｒe aｗarｅoｆthe nature[答案] Ｄ23.Whicｈof thｅｆollｏwinｇdeｓcrｉbes the seｑuence of Dr. Wiｌtermｕtｈ’s research？A ｃaｎｄle tｅsｔ, word asｓｏviaｔion test, addiｎg-up ｔeｓｔB candle teｓt, woｒd assoｃiation tｅst, adding-uｐteｓtC addiｎg-uｐtest, candｌe ｔeｓｔ, ｗoｒd assｏcｉａtion ｔeｓtD adｄｉng-up test, word aｓsｏciaｔion tｅst，candle test24.Ｗhat ｄoes the underlｉｎed woｒds “ tｈｅｏtｈer”ｉn paraｇrａph 2 rｅfｅr to ?ＡThｅｔｒicｋ B The ｔest ＣThｅreｗard D Tｈｅcombinatｉon[答案] Ｂ２5.Ｗhat conclｕｓion cａn be drawn from tｈｉｓpａssage?ＡThe more ａperｓon cｈｅａｔs, the more ｃrｅａtive ｈe ｉｓ .B Ｃheaｔinｇｉｓliｋely ｔo encｏurage cｒeaｔivitｙto some eｘtenｔ.ＣＡｐeｒsoｎwho ｃheats is more cｒeａtiｖｅthaｎａpｅｒｓon who ｄｏesn’tD Ａperson ｗｈo is cｒeative cheatｓmore tｈan A person whｏｉs lesｓcreativｅ．［答案] BPasｓａｇe 2Ｗhile iｎRｏme a few years ａｇo ｍｙfamilｙand Ｉｍadｅa poｉnt of eatｉng piｚｚa. 简答题31.请说明精听与泛听的区别，并分别简述教师应该如何指导学生进行精听与泛听的训练。
2015年下半年教师资格考试《初中英语》真题及答案
2015年下半年教师资格考试《英语学科（初中）》真题1. 【单项选择题】Which of the following correctly describes the English phoneme/θ/?A. voiceless dental fricative.B. voiceless alveolar fricative.C. voiceless dental plosive.D. voiceless alveolar plosive.正确答案 A【答案解析】考查音素的分类。
voiceless“不带声(清音的)”，dental“齿音”，alveolar“齿龈音”，fi'icative“摩擦音”，plosive“爆破音”，／θ／属于清音、齿音、摩擦音，故选A。
2. 【单项选择题】Which of the following consonant clusters may not serve as the beginning of a word?A. /spr/B. /skw/C. /str/D. /swt/正确答案 D【答案解析】考查音系学里面的序列规则。
如果一个词汇3个辅音连在一起在词首的话，应该满足第一个发音是／s／，第2个是／p／or／t／or／k／，第3个是／1／or／r／or／w／，D选项违反了此规则．故选D。
3. 【单项选择题】The gold medal was _________to Ms．Barrette for her excellent performance in thedrama.A. distributedB. contributedC. awardedD. rewarded正确答案 C【答案解析】考查动词辨析。
distribute意为“分配，分发”，contribute意为“贡献，有助于”，award意为“授予，颁发”，reward意为“酬谢，奖赏”。
award to sb．意为“授予某人”，句意为“由于巴雷特女士在戏剧中出色的表现。
2015年下半年高中教师资格考试《英语学科知识与教学能力》真题及参考答案
2015年下半年高中教师资格考试《英语学科知识与教学能力》真题及参考答案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）1. In English, the aspirated [p h] and the unaspirated [p] are ____ .A. minimal pairsB. in phonemic contrastC. two distinctive phonemesD. in complementary distribution1.【答案】D。
解析:考查音系学知识。
此题句意是：在英语中，送气音位变体[p h]和不送气的音位变体[p]是什么关系? [p h]和[p]是同一音位/p/的音位变体。
complementary distribution表示“互补分布”。
在同一语音环境中出现的两个音并不形成对照或对比，或者说，如果将其中一个代替另一个并不会产生新词或新意时，则这两个音位变体之间的关系是互补分布。
所以此题D正确。
minimal pair表示“最小对比对”，是指两个语音形式或词除了一个语音片段之外其余部分完金相同的状态，如pill和bill，dill和kill等；phonemic contrast表示“音位对立”，是指两个相似的音位出现在不同语音的同一位置，并产生意义差别，如[p h]和[p]在rope相robe中，它们都在词尾的位置，但是意义不同，因此，它们之间的关系是对立的。
two distinctive phonemes表示"两个不同的音位"。
而题中[p h]和[p]是同一音位/p/的音位变体，所以C不正确。
故选D。
2. /s/ and/θ/can be distinguished by_____.A. manner of articulationB. place of articulationC. vibration of the vocal cordsD. aspiration of articulation2.[答案】B.解析：考查语言学知识。
2015上半年教师资格证考试《英语学科知识与教学能力》(初级中学)真题精选(教师版)
11、The first P in the PPP teaching model stands for ___________, which aims to get learners to perceive the form and meaning of a structure. A、practice B、production C、presentation D、preparation
7、Potential subjects should be informed of the research and __________an opportunity to decide if they want to participate. A、gave B、giving C、give D、be given
【答案】D 【解析】考查语篇教学。语篇(discourse)由一个以上的句子或语段组成，各成分之间在形式上是衔接的，在语义上是连贯的。
老师让学生集中注意力于文章的结构、上下文衔接与连贯性等方面，目的是培养学生的语篇意识。
试卷链接：/t/hGDfwYM.html
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云测库，互联网测评考试与人才管理平台
6、__________conscious of her moral obligations as a citizen. A、Marsha was and always will be B、Marsha has to be and always will be C、Marsha had been and will always be D、Marsha has been and will always be
【答案】D 【解析】考查介词短语辨析。句意为“Jimmy向Mary借钱，她同意了，………下周还钱”。四个选项中只有on condition后面跟that 从句(=if，provided that)，表示“如果，只要，条件是……”，强调某人采取行动前必须事先认可的条件。0n occasion“间或，有 时”，in case“假使，万一”，under circumstances中间通常加形容词，表示“在……情况下”。故选D。
教师资格考试中学英语学科知识与教学能力试题2015年
教师资格考试中学英语学科知识与教学能力试题2015年一、单项选择题(本大题共30小题，每小题2分，共60分)(总题数：22，分数：60.00)1.Those robots can walk like__________.A.humanB.humans √C.humenD.humens解析：此处泛指人类，应用复数名词humans。
2.She with her friends__________to visit their teacher every week.A.goB.goingC.goes √D.went解析：本题考查主谓一致。
当主语后面跟有with，together with，except，like，but，as well as等词引起的短语时，谓语动词与前面的一致。
此处谓语动词应用单数形式，而根据every week可知。
该句时态为一般现在时。
故本题选C。
3.I don’t think the poor__________always poor.Working hard__________very important.A.is;isB.are;areC.are;is √D.is;are解析：the poor表示穷人一类的统称，谓语动词用复数形式。
而working hard表示一件事，谓语应该用单数形式。
故本题选C。
4.Would you mind__________the window?A.I closingB.my closing √C.me closingD.me close解析：Would you mind one’s doing sth.?你介意某人做某事吗?本题选B。
5.It has been__________since we went out to play last time.A.some time √B.sometimeC.sometimesD.some times解析：some time一段时间;sometime某个时间;sometimes有时候;some times几次。
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2014年及往年全国教师资格证考试面试中学英语真题和答案全国教师资格证（以下简称“教资证”）改革从近两年才开始。
不管是在笔试的考试范围和题型上，还是在面试的题型和要求上面，都和往年有了很大的区别。
比如普遍反映改革后的笔试后考试的范围和内容更加的偏，更加的难，“都想有一种想要扔掉购买的资料书的冲动”，因为所购买的资料书的封面上所写的什么“考点覆盖率100%”的广告根本就是个幌子，实际考试考的内容和书上所列的考点很难挂钩。
而教师资格证考试的面试很大的一个变革就是采取了结构化面试和情景模拟相结合的方法，通过抽题，备课，试讲，答辩等方式进行。
以前的说课变成了现在的十分钟的试讲。
我是参加了今年下半年的教师资格证的考试，9月份笔试考试，考的是英语学科知识与教学能力，教育知识与能力以及综合素质三科。
成绩是在12月1日出来的，当时没有想过三门都会过，因为自己在考试之前根本从没有复习过，可是最后查了成绩之后发现教育知识与能力以70分的成绩险过之后（120分的满分，70分及格），自己都有点欣喜若狂，感觉自己太幸运了！对于教资证的笔试，我真的没有什么经验可以传授，只能说自己高中是学文科的，可能训练的那些答辩技巧的运用再加上自己的一点幸运险过了。
如果真的想下定决心想拿到教资证的同学还是好好的背背书，做做题，那样更有把握一些。
好吧，闲扯了那么多，我还是回到我们的主题吧，那就是大家都关心的教资证的面试来说说吧，顺便附上几套历年的真题和模拟题外加答案加我自己参加面试（主要是英语，当然，报考其他科目的同学也可以借鉴一下）的一些心得。
PS：我今年大三，就读的是华中师范大学英语系专业。
（以下黑色表示我的主观的心理活动，红色表示题目或者真实讲课以及对话）教师资格证中学英语面试阅读题真题一1.试讲题目：阅读教学试讲2.内容：One day, a man called the taxi company to get a taxi to go to the airport, but after a very long time, the taxi did not come. He called the girl in the taxi company again. The girl in the taxi company said, “the taxi has not come, but you nee d not to worry about it as the airplane is always late.” the man answered, “certainly, the airplane will be late this morning, because I happen to be flying it.”3.基本要求：（1）朗读所给段落。
（2）配合教学内容适当的板书。
（3）针对该段落中的划线部分，设计相应的阅读后教学活动。
（4）试讲时间：约10分钟。
（5）用英文试讲。
题目的是用机器抽好然后打印在一张纸上面的，以前在网上看到说会给你2个题目选择，但是实际情况是只是给你一道指定的题目。
这种做法在一定程度是有点不公平，因为用全英文来教授语法显然比全英文教授口语或者阅读要难的多，因为语法中那一大推的专业名词用中文你都不一定能够说的出来，更别说英文了。
但是不管是网上传言还是从我的实际参考来看，抽到的类似上面我所抽到的阅读题型的学生是最多的。
因此大家要重视这种题型的作答方法。
OK，在提前二十分钟抽到题后，我和其他的同学一起在一个教室里面写教案。
我旁边的一个华师的女生抽到的是听力题。
当然了，这是她自己说的，写教案的时候是不许交谈，不许带参考资料，也不许打开手机，违者属于作弊，这个监考人员一再强调过的，所以只能靠自己平时积累的一些东西来完成接下来的整个面试了。
我所写的教案是下面的这个版本：Teaching PlanTeaching Aims：Knowledge aim: let students master the useful word and expressions in the reading material.Ability aim: let the students learn how to communicate with other persons in a more polite way. Learn the reading skills of skim and scan.Emotional aim: let the students to know the importance of respecting other people and communicate with other people in a good manner.Teaching Procedures:Step one: lead-in (5 minutes)Show the students some pictures about the vehicles such as bike, taxi, and airplane and let them match the names with the pictures.Step two: new words and phrases (10 minutes)Write the new words and expressions from the reading material such as taxi, airport and let the students read after the teachers.Step three: while-reading(20 minutes)Ask the students about the main idea about the text through a quick reading about the whole text. Let the students do “T” or “F” exercise. Let the students conclude the main idea about each paragraph.Step Four: consolidation(9 minutes)Divide the whole class into two groups. Choose a team leader of each group. Let the group one act the whole scenario based on the reading material faithfully. And let group two have some adaptations of the scenario based on the reading material.Step Five: Homework(1 minutes)Let the students to write a composition about the ending of this story.这就是我在考场上面写的一个大概的教案了。
大家对于给定的这20分钟到底应该怎么分配呢？我的建议是：花10-15分钟用来写上面的教案，另外的5-10分钟用来想自己在接下来的10分钟试讲的环节把这堂课真正的上好。
显然，如果考前有准备过教案的写法的话，在10分钟左右把上面的东西写出来并不难，还有一点就是教案基本上是不会被纳入到评分的标准里面去，因为我们在笔试的时候已经在《英语学科知识与能力》里面最后一道题就是写这样的教案。
在结构化面试中，你写的上面这个东西并不是重点，尽管你走的时候要把它交上去。
是不是这20分钟一到，你马上就要上去讲了呢？答案是否定的，至少在我们的那个考场不是那样的。
就我个人来说，20分钟之后，从备课室里面出来，我至少又花了20分钟的时间在那里模拟10分钟的试讲，觉得自己练的很熟了之后又花了10分钟站在窗户外面看里面的考生讲课（其实也没有必要看，我就是好奇而已，你还不如把自己的10分钟试讲再多练一遍）。
就这样，从拿到我的题目到我真的进入考室面试，大概有50分钟的时间，充分高效的利用这50分钟的时间构思出一堂精彩绝伦的10分钟试讲，你的面试基本上也就通过了。
面对这宝贵的10分钟试讲的时间，很多人都不知道怎么取舍：到底是走完我在教案中所写的45分钟计划还是在那里面挑选一个片段讲十分钟呢？对于这个问题，也没有标准答案。
有些人选择在10分钟的时间内把一个重要的知识点讲透就行了，还有的会把45分钟的呃课堂的框架压缩在10分钟的试讲里面。
至于具体如何抉择，要看每个人的偏好和实际情况。
如果所给的材料当中，有一个特别突出的重点和难点，你把它单独抽出来讲10分钟也无妨，比如说你抽到的是语法题，材料里面反复出现的是虚拟语气的话，10分钟就重点应付这个就行了。
但是，如果抽到例如我上面所抽到的阅读题的话，材料本身其实真的非常简单，也没有很突出的一个阅读点，我采取的就是把45分钟的课堂全部压缩进10分钟的试讲，也就是说那10分钟就是一堂完整的课堂。
下面是我的整个面试的20分钟的文字实录：首先，看到里面的考生从考室里出来后，一定要先记得敲门，得到允许之后再推门进去。
因为有时候老师还在忙着统计成绩，还没有准备好，没有得到允许就进去一个是不礼貌，另一个是会被“请”出来。
面试我的是三个女老师，年龄分别在25,35,45岁左右。
其中两个老师面容慈善的，另外一个板着脸，像谁欠她钱一样，无论我讲的好不好，她都是一脸严肃的样子。
老师：我们的是结构化的面试，你将有总共20分钟的时间，其中10分钟的时间用来回答问题，5分钟回答我们从电脑里面随机抽取的关于师德师能的问题，另外5分钟用来你10分钟试讲之后的提问。
好了，请听好你的两道大题：一，你认为教师的社会主义核心价值理念是什么样的？二，你们班上成绩好的同学对于班级活动并不是很热心的参与，你作为班主任应该怎么做？以前在网上看到说会给你时间思考，实际情况是问完就答了。
这部分我在面试前还是有准备的。
因此感觉题目也不是太偏太难，需要注意的是，别以为这两道题是主观题，没有标准答案，实际上在面试老师前面的电脑里有一个大概的参考答案，她们会拿你回答的东西与参考答案对比，然后给出一个分数。
下面是我的回答。
在我看来，作为一个人民教师，其核心价值理论应该包括以下的几个方面：一，首先，一名人民教师应该爱岗敬业。
老师的本职工作是教书育人，教好学生。
教师应该在自己的工作岗位之上兢兢业业，辛勤耕耘。
教师育人的前提就是教师自己本身应该具有较高的专业水准。