初中英语教师资格证面试真题

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教资英语面试试题及答案

教资英语面试试题及答案一、教学设计题1. 题目：如何教授初中英语中的一般现在时态？2. 要求：请设计一个教学方案，包括教学目标、教学方法、教学过程和评价方式。

答案：教学目标：- 学生能够理解一般现在时态的基本用法。

- 学生能够正确使用一般现在时态描述日常活动和习惯。

教学方法：- 利用多媒体教学，展示不同情境下的一般现在时态使用。

- 通过角色扮演和小组讨论，让学生实践时态的运用。

教学过程：1. 引入：通过播放一段视频，展示人们的日常活动，引导学生观察并讨论。

2. 讲解：教师详细解释一般现在时态的构成和用法。

3. 练习：学生完成一系列填空和转换句子的练习，巩固语法知识。

4. 应用：分组进行角色扮演，用一般现在时态描述自己的日常生活。

5. 评价：通过学生自评和互评，以及教师的反馈，评价学生的表现。

评价方式：- 观察学生在角色扮演中的语言表达能力。

- 检查学生的练习完成情况。

- 通过小测验来评估学生对一般现在时态的掌握程度。

二、案例分析题1. 题目：一位英语教师在课堂上使用游戏教学法，但发现学生对游戏不感兴趣，如何改进？2. 要求：分析原因并提出改进措施。

答案：原因分析：- 游戏可能与学生的实际生活或兴趣不符。

- 游戏规则可能过于复杂，学生难以理解。

- 游戏可能没有充分激发学生的参与热情。

改进措施：1. 了解学生的兴趣和需求，设计符合他们口味的游戏。

2. 简化游戏规则，确保学生能够快速上手。

3. 增加游戏的互动性和竞争性，提高学生的参与度。

4. 结合教学内容，确保游戏与学习目标紧密相关。

5. 定期收集学生反馈，根据反馈调整游戏内容。

三、教学反思题1. 题目：在一次英语教学中，你发现学生对某个语法点理解不透彻，你将如何进行教学反思？2. 要求：描述教学反思的过程和可能的改进方法。

答案：教学反思过程：1. 分析原因：回顾教学过程，找出学生理解不透彻的原因。

2. 收集反馈：向学生询问他们的困惑点，了解他们的学习障碍。

初中英语教师资格证面试真题9(词汇)

中学教师资格证面试真题考点:初中英语1.题目：词汇教学试讲2.内容：This man is from Canada.He is twenty years old.He is tall and he has brown hair.He has small eyes,a big nose and a wide mouth.He is in black clothes.Please help us find him.Our phone number is (902)877-36413.基本要求：(1)朗读所给材料(2)全英10分钟试讲(3)适当板书(4)针对所给材料划线部分，设计运用类词汇教学活动答辩题目1. How do you help students accumulate vocabularies?2. How do you help improve students’English ability?【教案】Teaching aims:Knowledge aim:Students will master the the meaning of the phrases, such as : small eyes, big nose and wide mouth and so on.Ability aim:Students will use the words to describe others in their daily life.Emotional aim:Students will be interested in learning English.Students will be more confident in speaking English.Key and difficult point:Key Point:Students will grasp the meaning of the new words.Students will use the words in their daily life and describe others.Difficult Point:Students will be interested in learning English and not afraid of speaking English in front of others.Students will be more confident in speaking English.Teaching procedure:Step 1: Warming-up1. Greetings. Talk about the weather.2. Sing a song Head, shoulder, knees and toesHead shoulders knees and toesKnees and toesHead shoulders knees and toesKnees and toesAnd eyes and ears and mouthAnd noseAsk the students if they are excited after this song, tell them there are some words about the parts of our body in this song. Then introduce today’s topic.Step 2: Presentation1. Draw some pictures of the new words on the blackboard.Introduce the words and explain the meaning with touching the parts of our body. Lead the students read the new words for twice or three times.New words: ear, eyes, nose, mouth hair2. Read the passage for the students, let them add the adjectives of the new words. Then the words change to phrases.Phrases:cute ear, small eyes,big nose, wide mouth brown hair3. Lead in the new sentence and explain the usage of it: he has...Step 3: Practice1. Play a game called “magic eyes”,when teacher touch the part of the body, students should react quickly and say the words.Then teacher will do the actions faster, students should say the words faster.2. Play a game “what’s missing”. Show some pictures of cartoon character and ask them “What’s missing”.( Doraemon has no ear, Hello kitty has no mouth )3. Teacher describe the students in the class, use the sentences “He has ...”, let the students guess who he/she is.Step4: Production1. Draw and guess. They need to work in pairs for the game. One student should draw the organs and present its feature. Then the other student should guess what he is drawing and read the words correctly. 3 pairs will be invited to play the game. The pair finishing the game with the shortest time is the winner.2. Role-play. Work in pairs. Student A and student B should describe each other. They need to make a presentation according to the given words. Invite one pair to make the presentation.Step5: Summary and HomeworkSummary: Make a brief summary of what we have learned with students.Homework: Draw the pictures and write down the according words, and hand it to the teacher tomorrow.Blackboard design:+Body【答辩题目解析】1.How do you help students accumulate vocabularies?First, these words can be introduced in a funny way, just like what I have done in the presentation part. This will deepen the memory of each word. Second, exercises must be conducted to consolidate the words. Then, after class, they should do some homework. Also, these words need to be review on a regular basis, so that they won’t forget them easily.2. How do you help improve students’English ability?First, interest must be aroused in learning English. Without passion in English, they will learn it passively and will not receive good result. So I will arrange different activities to attract their attention. Second, they need to learn knowledge step by step. So I will impart knowledge from input to output, namely, from presentation to practice and production. Output is essential, because a word can truly leave a deep impression on students when they use it. By doing this,they will absorb the knowledge gradually. So in my opinion, students can improve their English ability through the above two steps.。

2022下半年初中英语教师资格证面试真题及答案(三)

2022下半年初中英语教师资格证面试真题及答案（三）试讲5：听力教学试讲1．题目：听力教学试讲2．内容：Mr Wu：What should we do to live a green life，class?Kitty：My dad used to drive me to school，but now we take the underground．More and more families own cars and this causes serious air pollution.Millie：I agree．It's wise for people to choose public transport or ride bicycles.Daniel：I think we can take shorter showers to save water.Sandy：Yes. And we should remember to turn off the lights when we leave a room.3．基本要求：（1）朗读所给段落；（2）配合教学内容适当板书；（3）针对所给材料，设计听力理解活动；（4）用英文授课；（5）试讲时间：10分钟。

【答案】Teaching proceduresStep 1：Lead inDraw a simple picture of bicycle on the blackboard and ask：How do I get to school? Guide students to share their ways of getting to school.Step 2：Pre－listening1）Show some pictures of living a green life and have a free talk：What is green life?2）Guide students to have a prediction of the listening material according to the pictures above．Step 3：While－listening1．listening：Ask students to listen to the dialogue and summarize the key to live a green life：causeless pollution and save more resources.2.2nd listening：Ask students to listen to the dialogue carefully twice and finish the mind－map below：3.3rd listening：Ask students to listen to the passage for the third time and read after it. Pay attention to the useful expressions and sentences.Step 4 ：Post－listening1．Retell the content of the dialogue according to the mind－map.2．Students work in groups and discuss some other ways to live a green life．Make a dialogue to show the ways. Try to use the useful expressions above．Step 5：Summary and homeworkSummary：Lead students to summarize what they have learned．Homework：Work in groups to make a poster to call on people to live a green life and share next class.5．Blackboard design试讲6：阅读教学试讲1．题目：阅读教学试讲2．内容：In North America，most students go to school on the school bus.Some students also walk or ride bikes to school. In other parts of the world，things are different. In Japan，most students take trains to school，although others also walk or ride their bikes，In China，it depends on where you are．In big cities，students usually ride bikes to school or take buses. And in places where there are rivers and lakes，like Hongshanhu and Kaishandao，students usually go to school by boat. That must be a lot more fun than taking a bus.3．基本要求：（1）朗读所给段落。

中学教师资格证面试真(语法)

中学教师资格证面试真题考点:初中英语1.题目: Rose is smarter than Ruth2.内容:A: Who do you think are best, Ruth or Rose?B: I think Ruth is smarter I think Ruth is best.B: I think Ruth is smarter, but I think Rose is outgoing.3.基本要求:(1)英文试讲10分钟(2)读一遍(3)讲解时注意互动答辩题目1. Do you think it is important to teach students the pronunciation or not?2. Are you a normal school student of English major? Do you have any teaching experience? 【教案】Teaching aims:Knowledge aims:Students can master the usage of comparative adjectivesAfter this lesson, students can use the sentence structure: “Rose is smarter than Ruth”. Ability aim:After this lesson, students can use this grammar to describe the things in their daily life Emotional aim:Students are able to get the confidence of learning EnglishKey and difficult point:Key Point:master the usage of the comparative form of an adjectiveDifficult Point:use this grammar to describe the things in their daily life.Teaching procedures:Step 1: Warming-up1.Greeting2.Free talk:The teacher talks about the experience in zoo.Let students describe the features of animals in the zoo.3.Then write one sentence and ask students to fill it using the right words. Then lead in the topic of today:Rose is smarterElephant is_____(big/small).Squirrel is _____(big/small)Step 2: Presentation1.play a tap and ask them some questionQ1:what’s the feature of Rose and Ruth?Rose is smarter than Ruth.Q2:what’s the characteristic of Ruth and Rose ?Ruth is more outgoing than Rose.And then underline the adjective, ask a question :what are the similarities between the sentences and the adjectives.After that conclude the usage of the comparative degree.Step 3: Practice1.Do the guessing game. Ask students to guess the words that the teacher is acting.2.Write some sentences on the blackboard and ask students to fill in the blank using the comparative degree form of adjective.Step4: ProductionShow two similar pictures for students and then ask them to describe the differences of the two pictures, when they describe the pictures they should use the comparative degree.5 minutes for them to discuss with their desk mates and later ask some of them to share their ideas.Step 5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize the class.Homework: ask students make more sentences using the grammar they learn today.Blackboard design:Rose is smarter than RuthRose is smarter than RuthRuth is more outgoing than RoseFunction :ComparisonStructure:adjective(er)/more adjective【答辩题目解析】1. Do you think it is important to teach students the pronunciation or not?【参考答案】Yes, I think it is very important to teach students the pronunciation. Fist of all, pronunciation is the basic knowledge of learning English, and they need the guidance of pronunciation; Secondly, it is a common phenomenon that many of the students in China they are lacking in the pronunciation practice so they have many difficulty in speaking English; Last but not the least, according to the new curriculum standard and the new curriculum reform, we should emphasize the importance of pronunciation learning .【答辩题目解析】2. Are you a normal school student of English major? Do you have any teaching experience?【参考答案】Yes, I majored in English of a normal school.I love my major, because I can learn different cultures and histories of different countries. So I have a good command of English after the 4-year study.During my college life, I taught my students in a training institution.They are junior high school students. I learned students in junior school are generally interested in English. They have strong curiosity and thirst for knowledge.The simple repetition of the text by teacher no longer satisfies the students.I got some experience but I am not enough to teach students very well.In the future, I am sure I can apply what I have learned to the work.。

教师资格考试初中面试英语试题与参考答案

教师资格考试初中英语面试复习试题与参考答案一、结构化面试题（10题）第一题Question: If you were given a class of 30 seventh graders with varying English proficiency levels, how would you differentiate your teaching strategies to ensure that all students can learn and progress effectively?Answer:In a class of 30 seventh graders with varying English proficiency levels, it is crucial to adopt a multi-faceted approach to teaching that caters to the diverse needs of each student. Here are some strategies I would employ:1.Differentiated Instruction: I would use a variety of teaching methods and resources to cater to different learning styles and levels. This includes providing both written and oral instructions, using visual aids, and incorporating interactive activities.2.Small Group Instruction: I would form small groups based on proficiency levels to provide more personalized attention. This allows me to work with students who need extra support and challenge those who are more advanced.3.Differentiated Assessment: I would create assessments that are leveled to match the students’ current abilities. This could involve varying the complexity of tasks or providing multiple-choice questions for those who struggle with essay writing.nguage Support: For students who are still developing their English language skills, I would incorporate language support strategies such as using simplified language, providing glossaries, and using gestures and body language to aid comprehension.5.Encouragement and Motivation: I would make sure to praise and encourage all students, recognizing their efforts and progress. Motivation is key to keeping all students engaged and committed to learning.6.Differentiated Homework: I would assign homework that is appropriate for each student’s level, ensuring that it i s neither too easy nor too difficult. This could involve extension activities for more advanced students and review exercises for those who need extra practice.Explanation:Differentiated instruction is essential in a classroom with diverse learners. By implementing a variety of strategies, I aim to provide an inclusive learning environment where each student feels valued and supported. The focus is on meeting students where they are and helping them to reach their full potential in English language learning.第二题Question:How would you effectively differentiate instruction in your middle school English classroom to cater to the diverse learning styles, abilities, and backgrounds of your students?Answer:In my middle school English classroom, I would employ a variety of strategies to differentiate instruction that accommodate different learning styles, abilities, and backgrounds. Here’s how I would approach this:1.Assessment for Learning: Before planning lessons, I would conduct formative assessments to understand each student’s strengths, weaknesses, and preferred learning modalities. This could include reading comprehension quizzes, writing samples, or speaking and listening exercises.2.Flexible Grouping: I would use flexible grouping techniques, such as mixed-ability or interest-based groups, to create an inclusive learning environment. This allows students to work together, collaborate, and learn from one another.3.Adaptive Instruction: For students with varying abilities, I would provide modified assignments and support. For example, I could offer simpler versions of reading materials for struggling readers or more challenging texts for advanced learners.4.Visual and Auditory Aids: To cater to visual and auditory learners, I would incorporate multimedia resources, such as videos, interactive presentations, and audio recordings, into my lessons.5.Hands-On Activities: For kinesthetic learners, I would incorporate hands-on activities, such as role-playing, group projects, and interactive games, to engage their physical movement and reinforce learning.6.Cultural Responsiveness: Recognizing the diverse backgrounds of mystudents, I would incorporate culturally relevant materials and themes into my teaching. This includes using literature that reflects the experiences and perspectives of various cultures.7.Differentiated Homework: I would assign differentiated homework that allows students to demonstrate their understanding in various ways. Some students might complete a written assignment, while others might create a presentation, a podcast, or a visual representation of the lesson.8.Feedback and Support: I would provide timely and specific feedback to each student, highlighting their strengths and suggesting areas for improvement. Additionally, I would offer support through tutoring sessions or one-on-one conferences.Explanation:Differentiation in the classroom is crucial because it ensures that all students have the opportunity to learn and succeed. By using a combination of these strategies, I can create a dynamic and responsive learning environment that addresses the unique needs of each student. This approach not only enhances student engagement but also fosters a sense of belonging and inclusivity within the classroom.第三题Question: As an English teacher for junior high school, how would you differentiate your teaching methods for students with different learning styles (e.g., auditory, visual, kinesthetic)?Answer:In response to the diverse learning styles of students, I would implement a multifaceted teaching approach that caters to auditory, visual, and kinesthetic learners. Here’s a breakdown of my strategies for each type of learner:1.Auditory Learners:•Incorporate songs, rhymes, and chants into the lessons to reinforce vocabulary and grammar.•Use storytelling techniques to engage students in the narrative, thereby enhancing their listening skills.•Facilitate discussions and group activities that encourage speaking and listening, such as debates or role-playing exercises.2.Visual Learners:•Create visual aids like flashcards, diagrams, and posters to illustrate concepts and vocabulary.•Utilize multimedia resources, such as videos and slideshows, to present information in a visually engaging manner.•Design interactive whiteboards or use projectors to display key points during lessons, allowing students to follow along visually.3.Kinesthetic Learners:•Introduce activities that require physical movement, like “Simon Says”games for vocabulary practice or “Simon Says” for gr ammar exercises.•Encourage students to engage in hands-on projects, such as creating theirown booklets or posters to showcase their understanding of the lesson material.•Use role-playing and simulations to provide kinesthetic learners with a concrete context in which to apply their language skills.By incorporating these diverse teaching methods, I aim to provide a comprehensive learning experience that caters to the varying needs of my students. Additionally, I would continually assess their progress and adjust my strategies as needed to ensure that each student has the opportunity to succeed.Explanation:The answer provided above outlines a comprehensive approach to catering to the different learning styles of students in a junior high school English classroom. It emphasizes the importance of incorporating a variety of teaching methods to engage students with different learning preferences. By addressing auditory, visual, and kinesthetic learners, the teacher demonstrates a commitment to creating an inclusive and supportive learning environment. The explanation provides a rationale for each teaching strategy, highlighting the benefits of using these methods for each type of learner.第四题Question: How would you handle a situation where a student in your class has a strong negative attitude towards learning English, and this attitude is affecting their performance and the class dynamic?Answer:1.Initial Assessment: First, I would observe the student’s behavior and interactionswithin the classroom to understand the root cause of their negative attitude. It’s essential to gather information from various sources such as the student, their peers, and their parents.2.One-on-One Conversation: I would initiate a private conversation with the student to express concern for their well-being and to discuss their feelings about learning English. This allows the student to feel valued and understood.3.Encourage Openness and Empathy: During the conversation, I would encourage the student to share their thoughts and feelings without fear of judgment. I would listen actively and show empathy to build a rapport.4.Identify Challenges: We would identify the specific challenges the student is facing, whether they are related to the curriculum, learning style, peer pressure, or personal issues.5.Tailor Instruction: Based on the identified challenges, I would adapt my teaching methods to better suit the student’s needs. This could include using different resources, adjusting the pace of learning, or incorporating student interests into lesson plans.6.Peer Support: I would encourage positive peer interaction by forming study groups or peer tutoring sessions where students can support each other.7.Positive Reinforcement: I would use positive reinforcement techniques to acknowledge the student’s effort s and progress, regardless of the outcomes, to build their confidence.8.Collaborate with Parents and Guardians: I would involve the student’s parents or guardians in the process to provide additional support and to ensure consistency between home and school.9.Regular Check-ins: I would schedule regular check-ins with the student to monitor their progress and adjust strategies as necessary.10.Professional Development: If the issue persists, I would seek guidance from colleagues, mentors, or professional development resources to refine my approach.Explanation:The key to handling such a situation is to approach it with patience, understanding, and a commitment to the student’s growth. By understanding the underlying reasons for the negative attitude, tailoring the learning experience, and fostering a supportive environment, it is possible to turn around a student’s attitude and improve their performance and the class dynamic. It’s also important to maintain open communication channels with all stakeholders to ensure a holistic approach to the student’s education.第五题Question:As an English teacher for junior high school students, how would you differentiate your teaching methods to cater to students with diverse learning styles, such as visual, auditory, and kinesthetic learners?Answer:As an English teacher aiming to cater to students with diverse learning styles, I would adopt a multifaceted approach that integrates various teaching methods to engage all types of learners. Here’s how I would differentiate myteaching for visual, auditory, and kinesthetic learners:1.Visual Learners:•Use visual aids such as flashcards, posters, and diagrams to illustrate vocabulary and grammar points.•Create presentations and videos that include visual examples of language use in real-world contexts.•Encourage students to create their own visual summaries of texts or stories they have read.2.Auditory Learners:•Incorporate songs, poems, and dialogues into lessons to reinforce language learning through listening.•Conduct discussions and group activities where students can engage in verbal interactions.•Use storytelling and role-plays to help auditory learners absorb and remember the language.3.Kinesthetic Learners:•Design activities that involve physical movement, such as “Simon Says”games or theater exercises to practice language.•Incorporate hands-on activities like making models or dioramas to represent stories or concepts.•Encourage kinesthetic learners to act out scenes or use puppets to express their understanding of the material.Explanation:Differentiating instruction is essential to ensure that all students have the opportunity to learn effectively. By recognizing and addressing the specific needs of visual, auditory, and kinesthetic learners, I can create a classroom environment that caters to their preferences and strengths. This approach not only helps to engage all students but also enhances their overall language acquisition and retention. Additionally, it fosters a more inclusive classroom where students feel valued and understood, leading to higher levels of motivation and success.第六题Question:If you were teaching a group of初中 students who were struggling with understanding the past perfect tense, how would you adapt your teaching methods to ensure they grasp the concept effectively?Answer:1.Assess Understanding: Begin by assessing the students’ current understanding of the past perfect tense through a brief quiz or discussion. This will help identify their specific areas of confusion.e Real-Life Examples: Present real-life examples that naturally incorporate the past perfect tense. For instance, you could discuss a historical event and use sentences like, “The Great Wall had been built for centuries before the tourists arrived.”3.Visual Aids: Create visual aids such as timelines or storyboards to illustrate the sequence of events that require the use of the past perfect tense.This can help students visualize the concept.4.Interactive Activities: Engage students in interactive activities such as role-playing, where they can practice using the past perfect tense in context. For example, students could act out a scenario where one person asks about another’s past experiences.5.Collaborative Learning: Pair students up or form small groups to discuss and create sentences using the past perfect tense. This encourages peer learning and can help clarify misunderstandings.6.Consistent Practice: Incorporate regular practice sessions into your lessons, where students can practice forming and using past perfect tense sentences. This could include completing worksheets, online exercises, or oral drills.7.Differentiated Instruction: Recognize that students have different learning styles. Offer alternative methods such as video tutorials, audio recordings, or written explanations for those who may need additional support.8.Feedback and Adjustment: Provide immediate feedback on students’ usage of the past perfect tense and be prepared to adjust your teaching methods based on their progress and feedback.Explanation:The key to teaching the past perfect tense effectively to struggling students lies in making the concept relatable and accessible. By using real-life examples, visual aids, and interactive activities, students can engage with the materialin a way that resonates with them. Additionally, by offering a variety of teaching methods and allowing for collaborative learning, students can learn from each other and reinforce their understanding. Regular practice and personalized feedback ensure that each student receives the support they need to master the concept.第七题Question:Discuss the importance of integrating technology in teaching English to junior high school students and provide an example of how you would use technology in your classroom.Answer:Integrating technology into the teaching of English to junior high school students is essential for several reasons. Firstly, it enhances student engagement by providing interactive and dynamic learning experiences that can cater to different learning styles. Secondly, technology facilitates access to a vast array of resources, such as authentic materials from English-speaking countries, which can improve students’ language skills and cultural understanding. Additionally, using technology can help prepare students for a digital world where online communication and digital literacy are increasingly important.For example, I could incorporate a video project into my lesson plan where students work in groups to create short films or presentations on topics relatedto the curriculum. They would be required to research their topic, write scripts, record videos, and edit them using software like iMovie or Windows Movie Maker. This activity not only promotes collaborative learning and creativity but also provides practical experience with digital tools that are relevant to today’s job market. Furthermore, by sharing these projects with the class, students can practice their speaking and listening skills while receiving constructive feedback from their peers and teacher.Explanation:This question assesses the candidate’s ability to recognize the benefits of using technology in education and apply this knowledge practically. The answer provided demonstrates an understanding of how technology can enhance the learning environment and support the development of 21st-century skills. By giving a specific example of a video project, the response shows that the teacher can effectively integrate technology into the curriculum in a way that aligns with educational goals and fosters student engagement and collaboration.第八题Question: If you were teaching a class of students who had a diverse range of English proficiency levels, how would you differentiate your instruction to meet their individual needs and ensure that all students can participate effectively in the learning process?Answer:In a class with diverse English proficiency levels, I would implement thefollowing strategies to differentiate instruction and ensure effective participation from all students:1.Assessment and Grouping: Start by assessing the students’ current English proficiency levels through oral and written assessments. Based on these results, I would formmixed-ability groups where students with similar proficiency levels are placed together, but also ensure that there are opportunities for collaboration across groups.nguage Simplification: For students with lower proficiency, I would simplify the language by using clear, concise sentences and vocabulary that they can understand. I would also use visual aids, gestures, and body language to complement my verbal explanations.3.Task Differentiation: Assign tasks that cater to different proficiency levels. For example, advanced students might be given more complex projects or discussions, while lower-level students could focus on simpler tasks like vocabulary practice or basic sentence structure exercises.4.Interactive and Collaborative Activities: Incorporate interactive activities that encourage collaboration and peer support. This allows students to learn from each other and build confidence in their language abilities.5.Feedback and Encouragement: Provide regular, constructive feedback that focuses on improvement rather than criticism. Encourage students to set personal goals and celebrate their progress, regardless of their proficiency level.6.Differentiated Instructional Materials: Use a variety of resources and materials that are appropriate for different levels. This might include simplified textbooks, online resources, or additional worksheets for strugglingstudents.7.Flexible Learning Environment: Create a flexible learning environment where students can work at their own pace. This could involve allowing students to choose from a range of activities or giving them additional time to complete tasks.8.Parental Involvement: Keep parents info rmed about their child’s progress and involve them in the learning process. This could include sending home activity sheets or providing suggestions for language practice at home.By implementing these strategies, I can ensure that all students in the class have the opportunity to learn and participate effectively, regardless of their initial English proficiency level.Explanation:The answer provided outlines a comprehensive approach to managing a diverse class in terms of English proficiency. It addresses the need for both formative and summative assessment to inform instruction, the importance of differentiating tasks and materials, and the role of a supportive and interactive classroom environment. Additionally, it recognizes the value of parental involv ement in supporting students’ language development outside of school.Ninth QuestionQuestion: Describe a situation where you had to adapt your teaching methodology to accommodate a student with special learning needs. What specificstrategies did you employ to ensure their inclusion and academic success?Answer Example:“In my previous teaching experience, I encountered a student who had dyslexia, which made it challenging for them to read at the same pace as their peers. To address this, I implemented several strategies to support their learning process. Firstly, I utilized audio books and text-to-speech software that helped the student engage with the material on a more accessible level. Secondly, I provided written materials well ahead of time so that they could prepare and familiarize themselves with the content. Additionally, I encouraged peer-assisted learning, pairing the student with a classmate who could assist during group activities while promoting an inclusive classroom environment. Lastly, I ensured regular one-on-one sessions to discuss any difficulties and to tailor assignments that matched their learning pace. This approach not only supported the student’s academic progress but also fostered a sense of belonging and self-esteem within the clas sroom.”Analysis:This answer demonstrates the candidate’s ability to recognize individual learning differences and implement inclusive practices. The strategies mentioned show adaptability, resourcefulness, and a commitment to creating an equitable learning environment. By outlining specific tools and methods used (audio books, text-to-speech software, advanced preparation, peer assistance, and personalized attention), the candidate illustrates practical applicationof educational theories. Moreover, the emphasis on emotional well-being and self-esteem indicates a holistic approach to education, which is crucial for supporting students with special learning needs.第十题Question:How would you handle a situation where a student in your class is consistently disruptive and disrespectful towards both the teacher and their peers?Answer:As a teacher, addressing disruptive behavior is crucial for maintaining a positive and productive learning environment. Here’s how I would handle sucha situation:1.Immediate Intervention: First and foremost, I would address the behavior immediately. I would approach the student calmly and privately, ensuring they understand that their actions are inappropriate and disruptive to the learning process.munication: I would have a conversation with the student, asking them to explain their behavior. It’s essential to listen actively and without judgment to understand the root cause of the disruption. This may involve discussing their feelings, experiences, or any external factors that might be contributing to their behavior.3.Consistent Rules and Consequences: I would remind the student of the classroom rules and the consequences of breaking them. It’s important to be consistent with the rules and the consequences to avoid confusion and reinforce the importance of respecting others.4.Behavior Contract: If the disruptive behavior continues, I would createa behavior contract with the student. This contract would outline specific expectations, goals, and the consequences of not meeting those goals. Regular check-ins and feedback would be provided to monitor progress.5.Collaboration with Parents or Guardians: In some cases, involving the student’s parents or guardians may be necessary. I would communicate with them about the student’s behavior, seek their support, and discuss strategies that can be implemented at home and school.6.Classroom Support: If the disruptive behavior affects the entire class,I would work with the students to create a supportive environment. This could involve group discussions, role-playing scenarios, or team-building activities to promote respect and cooperation among classmates.7.Professional Development: As a teacher, I would also engage in professional development opportunities to enhance my skills in dealing with disruptive behavior. This could include workshops, webinars, or seeking guidance from colleagues who have experience in this area.Explanation:It’s essential to address disruptive behavior promptly and effectively to maintain a positive learning environment. By taking a proactive approach, listening to the student, implementing consistent rules, and involving parents or guardians when necessary, teachers can help students understand the importance of respect and cooperation. Additionally, seeking professionaldevelopment opportunities ensures that teachers have the necessary tools and strategies to handle such situations effectively.二、教案设计题（3题）第一题Title:“Teaching Plan for a Junior High School English Lesson on”The Weather”Answer:Objective:1.To enable students to understand and use simple sentences to describe weather conditions.2.To enhance students’ ability to communicate in English about daily weather observations.3.To develop students’ vocabulary and grammar skills related to weather expressions.Teaching Aids:•Whiteboard and markers•Flashcards with weather-related vocabulary•Weather forecast videos or pictures•Handouts for homeworkTeaching Procedure:1.Introduction (5 minutes)•Begin the lesson by asking students to share their favorite weather and why. This will stimulate their interest and provide a context for the lesson.•Show a brief video or pictures of different weather conditions to introduce the lesson topic.2.Vocabulary Presentation (10 minutes)•Introduce new vocabulary words related to weather using flashcards. For example: sunny, cloudy, rainy, windy, stormy, etc.•Have students practice reading and pronouncing these words aloud. •Provide a brief explanation of each word and its usage in a sentence.3.Grammar Presentation (10 minutes)•Introduce the simple present tense to describe weather conditions. Use examples like “It is sunny,” “It is cloudy,” etc.•Explain the structure and usage of the simple present tense for describing weather.•Have students practice forming sentences using the simple present tense with weather words.4.Practice (15 minutes)•Divide the class into small groups and ask them to create a dialogue about weather observations using the new vocabulary and grammar. •Circulate around the classroom to provide guidance and correct any errors. •Have each group present their dialogue to the class.5.Homework Assignment (5 minutes)•Assign a homework task where students are required to write a short paragraph describing a day’s weather in their hometown using the new vocabulary andgrammar.Evaluation:•Observe students’ participation and understanding during the vocabulary and grammar presentations.•Assess students’ ability to form sentences using the simp le present tense for describing weather.•Evaluate the quality of the group dialogues and the homework assignments.Explanation:This teaching plan focuses on introducing and practicing weather-related vocabulary and grammar in a junior high school English class. By using a variety of teaching methods, such as vocabulary flashcards, grammar explanations, group work, and homework assignments, the teacher aims to provide students with a comprehensive understanding of weather-related language and enhance their communication skills. The plan is designed to be interactive and engaging, encouraging students to actively participate in the learning process.第二题题目背景: 假设您是一名初中英语教师，您的班级学生年龄在13至15岁之间，英语水平为中级。

初中英语教师资格证面试真题

初中英语教师资格证面试真题一、自我介绍大家好，我是（你的名字）。

非常荣幸能够参加初中英语教师资格证的面试。

我本科毕业于（学校名），并获得了英语专业学士学位。

此后，我继续深造，在（学校名）获得了教育学硕士学位。

我一直热爱英语，并希望能够通过教学的方式，将英语的魅力传达给更多的学生。

二、教学理念在教学方面，我坚信培养学生的兴趣是教学的关键。

我相信，当学生对学习产生兴趣时，他们会更加主动地去学习，探索更多的知识。

因此，我注重在教学中运用多样的教学方法，以激发学生的学习热情和积极性。

在我的课堂上，我经常使用游戏，小组讨论，角色扮演等互动方式来教授英语知识。

这样做不仅可以增加学生的参与度，还能够提高他们的口语表达能力和团队合作能力。

同时，我也非常重视对学生个体差异的关注。

每个学生都有自己独特的学习方式和学习节奏。

在我的教学中，我会尽力去了解每一个学生的差异，并根据他们的实际情况灵活调整教学策略，以满足每个学生的学习需求。

我相信只有在一个能够充分尊重个体差异的教学环境中，学生才能够取得最好的学习效果。

三、教学实践在教学实践方面，我参与了多个英语课程的设计和教学。

在（学校名）任教期间，我负责教授初中英语和高中英语课程。

我不仅注重传授英语的基础知识，还注重培养学生的实际应用能力。

为了提高学生的口语水平，我经常组织英语角活动，让学生有机会与其他学生进行口语交流。

在课堂上，我也经常使用多媒体教学工具，如PPT和视频，以提高学生的学习兴趣和理解能力。

此外，我还参加了（国内外英语教学研讨会，讲座等等），并积极参与教学研究。

通过这些研讨会和讲座，我不断学习和更新自己的教学理念和方法。

四、成果展示在我的教学实践中，我取得了一些令人自豪的成果。

例如，在（学校名）的期末测试中，我的学生中有80%以上取得了优异的成绩。

这得益于我对每个学生进行个性化辅导，帮助他们克服学习难题。

此外，我还指导学生参加了英语演讲比赛，并取得了一等奖。

2022下半年初中英语教师资格证面试真题及答案(一)

2022下半年初中英语教师资格证面试真题及答案（一）试讲1：词汇教学试讲1．题目：词汇教学试讲2．内容：Helen ：Michael，what time do you usally get up on weekdays?Michael：I always get up at aboutsix o'clock．Helen：The early bird catches the worm. How do you usually come to school?Michael：I usually come to school on foot ，but sometimes by bike．How about you?Helen：I seldom walk to school. I often come by subway. What about you，Sally?Sally：I never come to school by subway. I always take a bus.3．基本要求：（1）朗读所给材料；（2）讲解频度副词，设计词汇运用活动；（3）配合教学内容适当板书；（4）用英文授课；（5）试讲时间10分钟。

答辩题目：1. Please list some ways to consolidate the vocabulary.2．What if your students cannot focus on the class?【答案】Teaching proceduresStep 1：Lead inShow a short video of the teacher' s daily life and ask：What time do I get up?Step 2：Presentation1．Listen to the dialogue and answer some questions：Wha time does Michael usually get up on weekdays? How does Michael usually get to school? How does Helen usually get to school?2．Underline the frequency adverbs on the blackboard and guide students to work in groups of four，to discuss about the meaning and usage of them.3．Students share and the teacher summarize the usage of the frequency adverbs by using some．percentage and examples.Step 3：Practice1．Fill in the blanks by using frequency adverbs according to the pictures.2．Play a hot potato game：speak out the frequency adverbs according to the teacher' s description.Step 4 ：ProductionWork in groups to make a dialogue to talk about daily activities by using the frequency adverbs and the questions above．Then make a report to show about group member s life．The frequency words should be used as many as possible．Step 5 ：Summary and homeworkSummary：Lead students to summarize what they have learned．Homework：Do a survey to know about parents' daily activities and make a report.5．Blackboard design试讲2：写作教学试讲1．题目：写作教学试讲2．内容：Subject：The cookie sale．Time：lunch time after school.Place:in the hall.Price:0.25 dollars.Purpose ：Raise money to donate．Notice：The first letter should be capitalized．3．基本要求：（1）朗读所给内容；（2）配合教学内容适当板书；（3）根据所给材料的内容，设计海报写作的教学活动；（4）用英文试讲；（5）试讲时间：10分钟。

2024年教师资格考试初级中学面试英语试题及解答参考

2024年教师资格考试初级中学英语面试模拟试题及解答参考一、结构化面试题（10题）第一题题目: 请描述一下你认为如何在课堂上有效地使用多媒体教学技术。

答案:Multimedia teaching technology plays a significant role in engaging students and enhancing the effectiveness of classroom teaching. Here are some strategies for effectively using multimedia in the classroom:1.Engagement: Multimedia resources can make learning more interactive andengaging. For example, using videos, animations, and simulations can help students visualize concepts they might find difficult to understandthrough traditional text-based materials.2.Variety: Incorporating multimedia into lessons provides variety that canhelp keep the class interested and alert. This variety stimulatesdifferent learning styles, including visual, auditory, and kinesthetic.3.Supplemental Materials: Multimedia can be a great supplement to thecurriculum. For example, adding an interactive quiz to reinforce a lesson on a specific topic can help students practice skills outside of class.4.Pedagogical Purpose: Always have a clear educational purpose in mind whenusing multimedia. It should not just be an addition for the sake of being modern; rather, it should support the learning objectives of the lesson.5.Technology Accessibility: Ensure that all students have equal access tomultimedia resources. This may involve preparing alternative versions of multimedia content or providing reliable access to technology for all students.6.Quality Control: Pay attention to the quality of multimedia materials used.Low-quality content can detract from the learning experience. It’simportant to select content that is accurate, appropriate, and engaging.解析:This question assesses the candidate’s understanding and application of modern educational technology in the classroom. The answer provided outlines how multimedia can enhance teaching and learning, emphasizing its role in making content more engaging and accessible to a variety of learning styles. It also touches on the importance of ensuring all students have access to multimedia resources and the need for quality control.To effectively answer this question, a candidate should demonstrate an understanding of how technology can be integrated into the curriculum to support teaching objectives and student learning. Candidates should also consider the practical aspects of integrating multimedia, such as ensuring access to technology and selecting high-quality resources.第二题题目：你是一名初中英语教师，你的学生在学习一篇关于环境保护的文章时感到困惑和沮丧，因为他们无法理解复杂的词汇和句型。

初中英语教师资格证面试2023年5月面试真题

初中英语教师资格证面试2023年5月面试真题写作课01写作教学试讲People also think designer clothes are better made, for example, many people think the right running shoes will make you run faster or play better, of course this is not always true. It’s the training not the trainers that improves your speed or your score. Most people dress in a way that their personality can be shown off but if someone of us by expensive clothes just to look cool, what does they say about us? Maybe it's just clever advertising.基本要求：(1) 朗读所给段落。

(2) 配合教学内容适当板书。

(3) 针对材料所给内容，设计指导学生仿写的写作教学活动。

(4) 用英文试讲。

(5) 试进时间:10分钟。

02写作教学试讲In Switzerland, it's very important to be on time. We're the land of watches, after all. If someone invites you to meet at 4.00, you have to be there at 4.00. If you're even fifteen minutes late, your friend may get angry. Also, we never visit a friend's housewithout calling first. We usually make plans to see friends.基本要求：(1) 朗读所给段落。

教师资格考试初级中学英语面试试题与参考答案

教师资格考试初级中学英语面试试题与参考答案一、面试试题1. 教学目标：知识目标：学生能够掌握动词过去式的构成和用法，能够正确运用过去式描述过去发生的动作。

能力目标：学生能够通过pair work和group work 提高口语交际能力。

情感目标：培养学生热爱生活，积极乐观的人生态度。

2. 教学重难点：重点：动词过去式的构成和用法。

难点：过去式在实际语境中的运用。

3. 教学过程：Step 1：热身（5分钟）老师与学生进行简单的英语对话，询问学生昨天做了什么，引导学生回顾过去式的概念。

Step 2：新课导入（10分钟）老师通过图片展示不同的动词过去式例子，引导学生发现动词过去式的构成规律。

学生分组讨论并总结规律。

Step 3：课堂练习（10分钟）学生分成小组，根据老师提供的场景，用动词过去式编写对话。

老师选取几组对话进行展示和点评。

Step 4：拓展活动（10分钟）学生分成小组，根据老师提供的图片，用动词过去式编写小故事。

老师选取几组故事进行展示和点评。

Step 5：总结与作业布置（5分钟）老师对本节课的内容进行总结，强调动词过去式的用法。

布置作业：用动词过去式写一篇关于昨天经历的短文。

二、参考答案1. 教学目标：知识目标：学生能够掌握动词过去式的构成和用法，能够正确运用过去式描述过去发生的动作。

能力目标：学生能够通过pair work和group work 提高口语交际能力。

情感目标：培养学生热爱生活，积极乐观的人生态度。

2. 教学重难点：重点：动词过去式的构成和用法。

难点：过去式在实际语境中的运用。

3. 教学过程：Step 1：热身（5分钟）老师与学生进行简单的英语对话，询问学生昨天做了什么，引导学生回顾过去式的概念。

例：Teacher: Hi, girls and boys. How was your yesterday?Student: Hi, teacher. Yesterday I played basketball with my friends.Step 2：新课导入（10分钟）老师通过图片展示不同的动词过去式例子，引导学生发现动词过去式的构成规律。

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。

教师资格证初中英语面试真题集

教师资格证初中英语面试真题集I am writing to express my XXX。

I have XXX writing skills。

XXX structure。

This not only affects their academic performance。

but also their XXX.XXX writing n should be a rity in our XXX。

students should be given XXX formats。

such as essays。

reports。

and creative writing.XXX n。

schools should also invest in nal development for teachers。

This could include workshops on effective writing nXXX.Overall。

XXXXXX。

we can help them achieve their full potential.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，设计相应的写作教学活动。

4）试讲时间：约10分钟。

5）用英文试讲。

Possible revised n:Dear Editor。

I am writing to express my XXX。

I have XXX writing skills。

XXX structure。

This not only affects their academic performance。

but also their XXX.To address this issue。

I propose a series of writing workshops for both teachers and students。

These workshopswould cover us aspects of writing。

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。

2024年5月初中英语教师资格证面试真题

2024年5月初中英语教师资格证面试真题语法课01语法教学试讲Dear Isabel,Thank you for your last letter.Here are photos of me and my twin sister Liu Ying.As you can see,in some ways,we look the same and in some ways,we look different.We both have black eyes and black hair, although my hair is shorter than hers.We both like sports,although Liu Ying is more athletic than me.She's more outgoing and I'm quieter.I think,I'm smarter than her.My favorite subjects are physics and chemistry,and her favorite subject is PE.However,we both enjoying going to the parties.Please visit us soon!基本要求：（1）朗读所给材料。

（2）配合教学内容适当板书。

（3）针对材料所给划线部分，设计相应的语法教学活动。

（4）用英文试讲。

（5）试讲时间：10分钟。

02语法教学试讲This afternoon,we went to Ocean Park.It isn't far from the restaurant where we ate lunch.Unfortunately,we got lost.Our taxi driver didn't know understand what we were saying.Luckily,a man who understood Putonghua told the driver where we were going.Ocean Park has a lot of marine,or ocean animals as well as some very exciting rides.Dad and I went on a ride that goes round and round very fast,Afterwards,Mum wanted to go to a market but I was too tired.Dad and I went back to the hotel and Mum went to the market by herself.基本要求：（1）朗读所给材料。

初中英语教师资格证面试真题8(阅读)

中学教师资格证面试真题考点:初中英语1.题目：阅读教学试讲2.内容：Li Yundi, a well-known Chinese pianist, always loved music. He was born in 1982 in Chongqing. When he was a small boy, he could hum songs and difficult pieces of music. He began to learn the accordion at the age of four, and he started to learn the piano when he was seven. In October 2000, Li Yundi took part in the 14th Chopin International Piano Competition in Poland. He won first prize in his group. He was also the first Chinese pianist in the 70-year history of the competition to win this prize3.基本要求：(1)朗读所给语篇。

(2)配合教学内容适当板书。

(3)针对该语篇的内容，设计相应的阅读教学活动。

(4)用英文试讲。

(5)试讲时间：10分钟答辩题目1. What are the teaching aims in this class?2. What is your dream now?考题解析【教案】Teaching aims:Knowledge aim:Students can know the meaning of some new words, such as:well-known, hum, take part in...Ability aim:Students can improve their global reading ability.Emotional aim:Students can be more interested in learning English and will appreciate the good piece of music.Key and difficult point:Key Point: Students can find the main idea of the passage through skimDifficult Point: Can be more interested in learning English and will appreciate the good piece of music.Teaching procedure:Step 1: Warming-up1. Greetings.2. Play a piece of classic piano music, and ask students to listen to it and guess the composer and then lead in the new class.Step 2: Pre-reading1. Write some new words on the blackboard and explain the meaning and usage of them.(well-known, hum, take part in)Step 3: While-reading1st reading: Ask students to read the passage for the first time and use the skim skill to find outthe main idea and find the word that illustrate the time.2nd reading: Ask students to read this passage for the second time and complete the following chart. Some students will be invited to finish it on the blackboard.Step4: Post reading.Ask students to make a discussion in a group of four to talk about their favourite musician for 8 minutes and then invite some students to share their opinions.Step 5: Summary and HomeworkSummary: Ask a student to conclude the content of the lesson and summarize with the whole class.Homework: Ask students to write an article about their favourite musician and share the next class.【答辩题目解析】1.What are the teaching aims in this lesson?In the class, I set three teaching aims as follows. First, the knowledge aim:Students can know the meaning of some new words, such as:well-known, hum, take part in.... Next is the ability aim:Students can improve their global reading ability. Finally is the Emotional aim:Students can be more interested in learning English and will appreciate the good piece of music.2.What is your dream now??Dream is of great significance for everybody’s life. I think we always should have our own dream. As for me , at present it is to pass the exam and to make efforts to be a real teacher in the school. There are two main reasons accounting for this. Firstly, it is in comply with my major in the college and always want to put what I have learnt into daily teaching. Secondly, I like to communicate with children, when I am talking with them and help them to figure out the problem, I really have a strong sense of achievement. Thus, my dream at present is to be a English teacher。

初中英语教师资格证面试2023年12月面试真题

初中英语教师资格证面试2023年12月面试真题阅读课01阅读教学试讲Dear friend,I know you are arriving next Sunday.Let me tell you the way to my house.Take a taxi from the airport.You pass a bank on your right and then go down Long Street.You go through Sixth Avenue,Seventh Avenue,and Eighth Avenue.When you see a big supermarket,turn left.Then go down Bridge Street and turn left at New Park.Go down Center Street and my house is on your right.基本要求：(1)朗读所给材料。

(2)配合教学内容适当板书。

(3)针对材料所给内容，设计相关阅读教学活动。

(4)用英文试讲。

(5)试讲时间：10分钟。

02阅读教学试讲The Encyclopaedia Britannica is a world-famous encyclopedia.It is the oldest English-language encyclopedia.The first edition was published in1768,and since then there have been15editions.The15thedition is made up Enoclopodia Britannicaof32volumes.Together they contain about40million words on half a million topics. The15th edition was the last printed edition,Today you can find the Britannica online.基本要求：(1)朗读所给材料。

2023年初中英语教师资格证面试真题

初中英语教师资格证面试真题【写作】1.试讲题目：写作教学试讲【5月】2.内容：Dear Eudora,I am thinking of going on a camping trip in the Northern Territory. But I’ve heard so much about the dangerous creatures in Australia that I’m a bit scared about going out of the city. Perhaps I’d be better staying in Sydney. I know there are lots of interesting things to see there too. What do you think I should do?Bests wishes,Li Haidi3.基本规定：（1）朗诵所给段落。

（2）配合教学内容合适板书。

（3）针对该语篇旳内容，进行对应旳书信写作教学活动。

（4）试讲时间：10分钟。

（5）用英语组织教学。

【词汇】1.题目：词汇教学试讲【5月】2.内容：My young people today care about the way they look. They often buy “designer”clothes because they think they look cool.People also think designer clothes are better made. For example, many people think the right running shoes will make you running faster or player better. Of course, this is not always true. It’s the training -not the trainer-that improve you speed or you score.Most people dress in a way that shows off their personality. But if some of us buy expensive clothes just to look cool. what does that say about us? Maybe it’s just clever advertising.3.基本规定：（1）朗诵所给课文。

初中英语教师资格证面试真题及答案

初中英语教师资格证面试真题及答案真题一
问题：请问你认为作为一名初中英语老师，最重要的能力是什么？为什么？请问你认为作为一名初中英语老师，最重要的能力是什么？为什么？
答案：我认为作为一名初中英语老师，最重要的能力是良好的沟通能力。

英语作为一门语言课程，其核心在于学生与老师之间的有效沟通。

良好的沟通能力可以帮助我与学生建立良好的师生关系，理解学生的研究需求，并能够清晰地传达知识和指导。

只有通过有效的沟通，学生才能更好地理解和掌握英语知识，从而提高他们的研究成绩和语言能力。

我认为作为一名初中英语老师，最重要的能力是良好的沟通能力。

英语作为一门语言课程，其核心在于学生与老师之间的有效沟通。

良好的沟通能力可以帮助我与学生建立良好的师生关系，理解学生的学习需求，并能够清晰地传达知识和指导。

只有通过有效的沟通，学生才能更好地理解和掌握英语知识，从而提高他们的学习成绩和语言能力。

真题二
问题：请谈谈你在课堂上如何处理学生之间的冲突和纠纷。

请谈谈你在课堂上如何处理学生之间的冲突和纠纷。

答案：在课堂上处理学生之间的冲突和纠纷，我采用以下策略。

首先，我会以平等和公正的态度对待每个学生，并倾听他们的问题和意见。

然后，我会鼓励学生以合作和互相理解的方式解决冲突，促使他们学会妥善处理不同意见和冲突的技巧。

同时，我会提供必要的指导和支持，帮助学生找到解决问题的途径。

最后，我会鼓励学生反思冲突的原因，从中吸取教训，并帮助他们建立积极的人际关系和良好的沟通技巧。

通过这些方法，我相信可以有效地处理学生之间的冲突和纠纷。

初中英语教师资格证面试真题40(写作教学)

【初中】真题40 What does she look like? (写作教学)一、内容Ruth is my neighbor. She is in the fifties. She has a large build with glasses on. She had short, black hair, small eyes and big mouth. She’s wearing an orange dress and green sandals.基本要求：(1)朗读一遍文章(2)设计一堂关于描述外貌的写作课；(3)适当板书(4) 全英授课二、教案Teaching objectives/aimsKnowledge objectives:Students learn to write a passage about what she/he looks like.Students will review some words and expressions such as build, glasses, and so on.Ability objectives:Students’ writing ability can be improved by writing a passage about what she/he looks like.Students’ speaking ability can be enhanced through group discussion.Moral objective:Students are able to know the importance that don’t judge others by their looks.Teaching key point:Students know how to finish a passage about what she/he looks like successfully.Teaching difficult Point:Students know how to finish a passage about what she/he looks like successfully.Teaching proceduresStep 1: Leading inShow a video about Tom’s friend. Students should watch it carefully and then the teacher will have a free talk with students: Who’s Tom’s friend? What does he look like?Step 2: Pre-writingBefore writing, the teacher will present a picture of Ruth. And ask them some questions such as: Who is Ruth? What does she look like? to guide them describe Ruth. And then the teacher will present the short article. Then guide students to think about how to write a perfect passage. They will know they should use some conjunction words, such as and, but and with. What’s more, they should pay attention to the handwriting.Before writing, the teacher will also ask students to discuss in pair. They should try to draw a picture of their friends or some other people they like and share with pairs. 3 mins later, the teacher will invite some students to share with us.Step 3: While-writingFirstly, fast writing. Students write a passage about what she/he looks like without worrying about the grammar, spelling and punctuation.Secondly, group discussion. Work in groups and discuss the writing of their group members, including the advantages and disadvantages of each writing.Thirdly, modification. After discussion, students should modify their own passage again based on the suggestion from previous discussion.Step 4: Post-writingShare students’ writing. Students are divided into 3 groups. Students share their writings and choose the good ones as the model essays. Students read the model essay and the teacher and students give positive feedback together. Step 5: SummaryStudents make a summary. Teacher gives supplement timely to arouse their awareness that don’t judge others by their looks.Step 6: HomeworkPolish the passage and draw a picture of friends and share their friends with their family members.BlackboardWhat does she look like?(writing)buildglassesG2:⭐⭐ G3:⭐⭐三、试讲稿Good morning, dear judges! I am No. 5 candidate. It’s my great honor to present my lesson here. Today my topic is, What’s your favorite subject? the writing part. (可以转身板书）Now please allow me to start my presentation. Step 1: Warming up and lead-inClass begins! Good morning, boys and girls! How are you today? You are fine, great, fabulous. OK, me? (手掌摸着自己）I am fine too. Thanks for asking. (互动感强烈些）I’ll divide you into 3 groups as usual, G1, G2, G3 (手掌左中右指，眼睛也要跟上）and give you some stars. Let's see which group will be the winner today. Are you clear? (分组要呈现在板书上，建议分成 3 组）OK, now, please look at the screen, (手往投影仪的方向指）a video clip for you. (停顿 2 秒左右）Please watch it carefully. What’s it about? Yes, Tom’s best friend. Who’s Tom’s friend? What does he look like? How about Jack? His friend is Miller. And he has big eyes and he is very thin. Great, sit down please. Boys and girls, how about your friend or the one you like best? What does he/ she look like. So, this class, let’s go on to learn something about looks. Yes, What does she look like? (writing). So, guys, a writing task for She is about forty or fifty years old and she has small eyes and big mouth.you. So, are you ready? Let’s go.Step 2: Pre-writingFirst, a picture for you. Do you know her? She is Ruth. Who is Ruth? She is the author’s neighbor. What does she look like? Try to describe her. She is about forty or fifty years old and she has small eyes and big mouth. Now here is an article about her. I will read the short passage. Please listen carefully and answer some questions.OK. Is she thin or fat? Great. Fat. How do you know? She has a large build with glasses on. So, what does build mean? Thin or fat is about build. So, what about me, am I thin or fat? Neither, I am of medium build. How about glasses? What’s its meaning? Look here. This is a pair of glasses. I wear glasses, too. Guys, please read after me, build, build, glasses, glasses. Good job. Please discuss in pairs and try to draw a picture of your friends or some other people you like and share with pairs. 3 mins for you. OK, time is up. Finish? Who wants to share? How about Jane? Yeah, you say your best friend is Tina. And she is about 16 years old and she is thin with glasses. Thank you for sharing. Sit down, please. G1, 2 stars for you. This time, how about a boy? Mike? Mike says his friend is Bob, and he is fat but tall. And he can do well in all the subjects. Good job, G2, right? 2 stars for you.Can you write a passage about what she/he looks like? A little difficult? Do you know how to write a perfect passage? So before writing, please look at the passage again. Excellent, so how can we write a perfect passage? Yeah, we should use some conjunction words, for example, in this passage, the writer uses and, but, with (板书）r ight? Anymore? Definitely, a good handwriting. Clear?Step 3: While-writingBased on what we have learned, now it’s time for you to write the passage about what she/he looks like. You will have 15 mins. Please write the passage as quickly as possible without considering the grammar, spelling and punctuation.（下台环顾四周，停 4 秒左右）OK. Time’s up. Have you finished your writing? Great, most of you have finished. So now please exchange your writing in your group. Group members should try to find out some mistakes, the advantages and disadvantages. If you need any help, please let me know. (Yeah, what’s your problem? You can’t express it very well. OK, let me see. (面向学生表演）How about expressing in this way: she is very beautiful and likes wearing dresses. Clear? OK) Hi, guys, you might have gotten many useful opinions from your partners. That’s great. So, edit your passage according to these suggestions please. You will have 5 mins. Move on. Have you finished? Great.Step 4: Post writing (设置成分组 pk)Now a new task for you. Please share your writings and choose the good ones as the model essay. Which group would like to shares? G2. Lily puts up her hands. Very good, please come to the front. While Lily is reading, please listen carefully and try to find out what we can learn from Lily. Ready? Go. She has finished reading, so what can you learn from her? Jill, please, Lily reads so fluently, her intonation is perfect and she has a vivid performance. Yes, we can learn from the way she reads. (Good job. G1, 2 stars for you.) How about group 3? What can we learn from this article? Linda, why do you think it’s really a good article? We can know Lily describes her friend very clearly and the structure is very clear. Wonderful, such a good listener, thank you, sit down, please. So, G3, 2 stars for you.Step 5: SummaryHow time flies. What did we learn? Jack, we learn how to write passage about what she/he looks like. Thank you, sit down. Anything else? No? OK, it doesn’t matter. Let’s find out which group is the winner? Yes, G1, congratulations. Let’s clap for them. Guys, we are different from looks and some looks beautiful but some are just so so. But we shouldn’t judge others by its looks. So, guys, can you do that? Yeah.Step 6: HomeworkAfter school, polish your passage and draw a picture of friends and share with your family members. So much for today, see you next time. That’s all for my presentation, thanks for listening.Thanks for listening. May I clean the blackboard.四、答辩2、请你对你的这堂课做一个评价。