2017年教师资格证面试-初中英语真题模拟题及解析-华图教师网
2017下半年教师资格考试初中英语面试真题
2017下半年教师资格考试初中英语面试真题第一批二、考题解析【教案】Teaching Aims:Knowledge aim: By the end of the class, students can muster knowledge ofif-clause.Ability aim: Students can use if-clause in their daily life.Emotional aim: Students will feel the happiness of learning English in joyful,free and open atmosphere, and will be confident to express in English.Teaching Key Points:Students can know the structure, function and tense of if-clause.Teaching Difficult Point:Students can put the new knowledge into practice.Teaching Methods:Tasked-based Teaching Method, Communicative Approach.Teaching Aids:The blackboardTeaching Procedures:Step 1: Lead-inGreeting with the students.Sing a song for students- if you are happy. Ask them “Did you hear the word-if”to lead in the class.Step 2: PresentationLet the students read the passage and find out sentences with “if”. Then teacher will ask students write these sentences on the blackboard. Then find out the similarities among these sentences.According to the answers from students, teacher make a brief summary：1.If-clause means condition and the main clause is the result. 2. The main clause and if-clause have the same tense. However, if it describes things in the future, the main clause uses the Simple Future Tense and if-clause use the Simple Present Tense.Step 3: PracticeRead the sentences by themselves and practice with neighbors.Step 4: ProductionUse the sentence and structure what we learned today to make a conversation with your neighbor and invite some students performance it.Step 5: Summary and homeworkSummary: Sum up what we have learned today.Homework: After class, teach these sentences to their parents.Blackboard Design:二、考题解析【教案】Teaching AimsKnowledge aim:Students can understand this short passage and master some expressions about comparative degree.Ability aim:Students will improve their reading efficiency and reading ability.Emotional aimStudents are willing to read a lot of English reading materials in their daily life.Teaching Key &Difficult PointsKey point: Students can understand comparative degree.Difficult point: foster good habit of reading English materials in their daily life.Teaching procedures:Step 1: Warming upShow two pictures of twins, encourage students to describe them in their own words and then share their answer with each other.Step 2: PresentationRead the short passage for the first time and they need to read it as fast as the can, ask them what is the main idea of this passage and students share answers.Students read the passage for the second time and ask them some more questions and ask them to pay attention to the comparative degree.Step 3: PracticeGive students some adjective or adverbial words, and ask them to write down the comparative form of these words, the one who writes most without mistakes will get a present.Step 4: ProductionStudents work in groups to describe a person with comparative degree, teacher will give them 8 minutes to prepare it and 8 minutes later, invite some students to be the story teller to introduce his or her friends.Step 5: Summary & HomeworkStudents look at the blackboard and retell the short passage to summarize this class, and the homework is that students introduce Jenny and Nancy to their friends or parents.Blackboard design第二批二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the expression of date and the sentence structure: -What is ...’s birthday? -It is ...Ability aim:Students will improve their abilities of speaking and listening.Emotional aim:Students will be more confident in speaking English.Key and difficult point:Key Point: Students will master how to express a date in English.Difficult Point: Students will use the sentence structure in daily life.Teaching procedure:Step 1: Warming-up1. Greetings.2. Ask students if today is anyone’s birthday. And invite the whole class to sing a ‘Happy Birthday’ song to him or her.Step 2: Pre-listening1. Review the knowledge about ordinal numeral: write some numbers on the blackboard and ask students to change the cardinal numeral into ordinal numeral.2. Ask students to look at the picture in the textbook to predict what the dialogue may be about.Step 3: While-listening二、考题解析【教案】Teaching aims:Knowledge aim: students will know the topic of “you are never too young to start doing things that you don’t know how to do before”.Ability aim: students can increase the speaking ability through talking the topic.Emotional aim: students will develop their awareness of starting doing things as soon as possible.Key and difficult point:Key point: students can increase the speaking ability through talking the topic.Difficult point: students will develop their awareness of starting doing things as soon as possible.Teaching procedure:Step 1: Warming-upGreet the students.Show several pictures of the famous golf player Tiger Woods, the musician Mozart, and the great Brazilian soccer player Ronaldo when they are young, and let students guess who they are, then the teacher tells students that they started doing theirinterest in a young age. Then lead the topic of the class.Step 2: Pre-speakingFirstly, read the passage then conclude and make clear the topic of the speaking class— you are never too young to start doing things that you don’t know to do before. Secondly, the teacher gives several aspects of the topic, including what the event is they have experienced in a young age, when they started doing it, how they did it and what achievements they have got through it. Thirdly, the teacher gives an example. students talk about topic at several aspects above in groups.Step 3: While-speaking1. One student ask the questions about the topic at every single aspect above, the other student answer, then exchange.2. Students talk about the topic at several aspects above to their partners.3. Survey and report. One student makes a survey about the event in a young age of other group members, and take down notes.Step4: Post-speaking1. self—report: talk about the event that they started doing in a young age.2. peer—report: ask some students in different groups to have a repot of other students’ events in a young age.Step 5: Summary and HomeworkTell students we should start doing things as soon as possible.Homework: students think about more events they’d like to start.Blackboard design:二、考题解析【教案】Teaching aims:Knowledge aim: Students will master the sentence pattern “can you” and some new words such as sing, play the piano and so on.Ability aim: Students will improve their speaking ability through group work.Emotional aim: Students will take part in the class actively and be fond of learning English.Key and difficult point: Students can master the sentence pattern and words and can take part into the class actively.Teaching procedure:Step 1: Warming-upGreeting: Good morning boys and girls, this is your beloved English teacher, Jessica. How are you today? Fine, I'm too. It is snowing right now right? The weather is getting colder and colder, so put on more clothes and don't catch cold ok? Otherwise you will lag behind for your English studying.Lead-in: 展示有关音乐会的图片：Sydney Opera House/ National opera house in Beijing1)what can you see in the pictures2) Where can we do in it?3) Do you like to enjoy a music show in our school?4) Let’s take a look of today’s class: musicians wanted for school music festival.Step 2: Pre-reading图片讲解单词：sing/ dance/ play the piano/1) What can you see in the pictures: 依次展示TF boys/ ballet/ 朗朗2) What is he/ she doing in the picture? 依次引出: sing/ dance/ play the piano.3) When you sing, you make musical sounds with your voice, usually producing words that fit a tune.4) When you dance, you move your body and feet in a way that follows a rhythm, usually in time to music.5) A piano is a large musical instrument with a row of black and white keys. When you press these keys with your fingers, little hammers hit wire strings inside the piano, which vibrate to produce musical notes.Step 3: While-reading设置阅读问题：1) Which musical instruments are mentioned in the passage:The piano (Y), the trumpet (Y), the drums (Y). violin (X).2) who should you contact if you are interested: zhang heng3) The telephone number? 622-6033.Step4: Post-reading1) Do a survey: which musical instruments can your classmate play?2) Making a conversation by using the result of the survey: Do you want to go to the music festival?Blackboard design:。
下上半年初中英语教师资格证面试真题
2017上半年初中英语教师资格证面试真题（精选)第四批初中英语《Ｃartoon》一、考题回顾二、考题解析《Ｃartoｏn》主要教学过程及板书设计教学过程Steｐ 1 Leaｄ-in1. Ｇｒeetiｎg to Ss.2. Ｓｈｏｗａ cartoｏｎSｔeamboat Willie to Ss, aｎd theｎ aｓk thｅｍsome questｉｏns:－--－Ｄo you lｉke to wａtch carｔｏoｎ？－－－-Ｗhat is yｏｕｒｆavorite cartｏon?－－--Whｙ do ｙou ｌike it？Ｓtep 2 Ｐrｅ-ｒeadｉnｇAccording to the pｉcｔｕrｅs on ppｔ. ａｎd tｈe moviｅthey ｓaｗ iｎＬeaｄ-in part, Ss ｎeed to prｅdict ｗｈiｃh one ｉs the mａin ｉdｅa of this pａssage.Ｔhｅｏｐtiｏｎｓｐrｅseｎt on PPT:－-－－Mickeｙ Mouse, ａfaｍous ｓymboｌ iｎ Ameｒicaｎ culture.－---Ｓｏme cartoｏns wｉth MickeｙＭｏuse.----Dｉｓnｅy ｔheme ｐarks arｏｕnｄthｅwoｒld.----Ｗhat ｐeople thinｋ of ｃａｒtｏons？Step ３Ｗhｉle-reａdiｎg１. Fａｓt readingAｓk stuｄents to read ｔhe paｓsaｇｅquickly ａnd then check ｔheiｒ pｒedｉction answｅrs．2. Ｃareful ｒeａｄiｎｇHａvｅＳs to read thｉs ｐassage carefully ａｎd talｋ abｏut ｔhｅmａi ｎｃharactｅr iｎｔｈe cartoon. And theｎworｋwiｔh their partnｅrs tｏ di ｓcuss tｈe folｌowinｇｃhart:Then talk about ｔheir ｆavoriｔe Disney ｃｈａracterｓ. Ｔ writes dｏｗn ｔｈｅir answerｓ on thｅ blackboard and asｋＳs ｖote fｏr tｈeir fａｖｏｒit ｅＤisney ｃｈarａcters ａnｄwｒite tｈe number of ｖoｔe on the ｂoard.Dｉsnｅy characｔers： Mickｅy Mouｓe, Minｎie Moｕsｅ, Donald Ｄuck, Mul ａｎ, Goofy， SｎoｗＷhitｅ…Thｅn fｏｕr stuｄｅnts ａ grｏup to dｉscuｓs ｗｈy peopｌe loｖe this Disn ｅｙｃｈａracterｓ.Sｔep 4 Posｔ-readingFｏur studentｓｉn a grｏｕp, find ａnother cａrtoon charactｅr jusｔａs fａmous ａs Ｍｉcｋｅy, ａnd then tｏ discｕｓｓｗｈｙ is ｔhe ｃharａcｔer poｐulａr.Sｔｅｐ 5 Summaｒy ａnd Homｅwｏｒk1. Summary: ask ｓtudenｔs to rｅview what ｔhey’ve lｅarnt toｄay, anｄ the ｎ T mａkes a conclusiｏn.２．Hｏｍｅwork：Dｏes a rｏｌe playDivide ｔhe claｓs ｉnto ｓeveraｌ groups; ｅach groｕp ｈas 5-6 sｔuｄe ｎts. They need to ｃhoose ｔheiｒ faｖorｉte carton anｄ eａch ｇrouｐｍembe ｒact as ａroｌｅ of the carｔｏoｎ.板书设计答辩题目解析1.简述下,阅读教学中每次阅读的作用/目的分别是什么？【参考答案】首先，在快速阅读环节中,让学生第一遍快速阅读全文,判断自己在pre-reading部分所做的推测是否正确。
2017年上半年教师资格考试《初中英语》真题
2017年上半年教师资格统考《英语学科(初中)》试题一、单选题(本大题共20小题，每小题2分，共40分在每小题列出的四个备选项中选择一个最佳答案，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.The main difference between/m/and/n/lies in_____.A.manner of articulationB.place of articulationC.voicingD.length2._____is the main rhyming pattern in the sentence"Alice's aunt ate apples and acorns around August."A.Reverse rhymeB.End rhymeC.AssonanceD.Alliteration3.Tom is snobbish,always_____the influential people.A.making out forB.making upC.making up toD.making up for4.Britin_____for control of the sea in the17th Century.A.contendedB.contrivedC.contentedD.confined5.Which of the following best describes the relation between night and knight?A.metonymyB.homonymyC.antonymyD.hyponymy6.Of the people who work here,_____are French and_____English.A.half…halfB.the half…the halfC.a half…a halfD.a half…the half7.You'll find yourself thinking about nothing_____whofen you are very nervous.A.whereverB.whatsoeverC.wheneverD.however8.Mr.Johnson has a habit of asking question_____.A.and then not listen to the answersB.but then not listen for the answersC.and then not listening to the answersD.and then doesn't listen to the answers9.On hearing the utterance"It's hot here",the listener open the door.It is a （n）_____.A.locutionary actB.illocutionary actC.direct speech actD.perlocutionary act10.What rhetoric device is used in the sentence"many hands make light work"?A.SynecdocheB.SimileC.MetaphorD.Oxymoron11.When the teacher attempts to elicit more information from the students by saying "And…?","Good.Anything else?",etc,he/she is playing the role of a_____.A.prompterB.participantC.managerD.consultant12.For more advanced learners,group work may be more appropriate than pair work for tasks that are_____.A.linguistically simpleB.structurally controlledC.cognitively challengingD.thematically non-demanding13.When you focus on"utterance function"and"expected response"by using examples like"Here you are","Thanks",you are probably teaching language at the_____.A.lexical levelB.sentence levelC.grammatical levelD.discourse level14.Which of the following tasks fails to encourage active language use?A.Reciting a textB.Bargaining in a shopC.Writing an application letterD.Reading to get message15.A teacher may encourage students to_____when they come across new words in fast reading.A.take notesB.ask for helpC.guess meaning from contextD.look up the words in a dictionary16.Which of the following statements about task design is incorrect?A.Activities must have clear and attainable objectivesB.Activities should be confined to the classroom contextC.Activities must be relevant to student's life experiencesD.Activities should help develop students'language ability.17.If someone says"I know the word",he should not only understand its meaning but also be able to pronounce,spell,and_____it.A.explainB.recognizeC.memorizee18.Teachers could encourage students to use_____to gather and organize their ideas for writing.A.elicitingB.mind mappingC.explainingD.brainstorming19.When students are asked to go to the local museum,libraries,etc.to find out information about endangered animals and work out a plan for an exhibition,they are doing a（n）_____.A.surveyB.experimentC.projectD.presentation20.Which of the following tasks fails to develop students'skill of recognizing discourse patterns?A.Analyzing the student of difficult sentencesB.Checking the logic of the author's argumentsC.Getting the scrambled sentences into a paragraphD.Marking out common openers to stories and jokes.请阅读Passage1,完成21~25小题。
2017教师资格面试初中英语真题
Students will improve their reading efficiency and reading ability. Emotional aim Students are willing to read a lot of English reading materials in their daily life. Teaching Key &Difficult Points Key point: Students can understand comparative degree. Difficult point: foster good habit of reading English materials in their daily life. Teaching procedures: Step 1: Warming up Show two pictures of twins, encourage students to describe them in their own words and then share their answer with each other. Step 2: Presentation Read the short passage for the first time and they need to read it as fast as the can, ask them what is the main idea of this passage and students share answers. Students read the passage for the second time and ask them some more questions and ask them to pay attention to the comparative degree. Step 3: Practice Give students some adjective or adverbial words, and ask them to write down the comparative form of these words, the one who writes most without mistakes will get a present. Step 4: Production Students work in groups to describe a person with comparative degree, teacher will give them 8 minutes to prepare it and 8 minutes later, invite some students to be the story teller to introduce his or her friends. Step 5: Summary & Homework Students look at the blackboard and retell the short passage to summarize this class, and the homework is that students introduce Jenny and Nancy to their friends or parents. Blackboard design
2017上半年教师资格考试初中英语面试真题及答案
2017上半年教师资格考试初中英语面试真题及答案(第一批)《What are you going to be when you grow up?》一、考题二、考题解析《What are you going to be when you grow up?》主要教学过程及板书设计教学过程Step1 Warming-up:Listen to a song, “Be what you wanna be”. And after listening, I will ask a question: what can you hear from the song? Yes, many professions, such as lawyer, doctor and so on. And then I will ask students, “ what do they want to be when they grow up”and ask some students to answer the question. And then I will tell students we can also say “what are you going to be when you grow up” and lead to today’s class.Step2 Pre-listening:I will show some pictures on the PPT, the first picture is about reporter and the second picture is about the article. I will write down the two words on the blackboard and then I will ask the students to read after me.Step3 While-listening:I will ask students to listen to the radio for the first time and then match the sentence with the picture on the PPT. The first picture is about the reporter, the second picture is about writing magazines and the third picture is about Shanghai.Then I will ask students to listen to the radio for the second time and after listening, I will ask them to answer three questions on the blackboard, the first one is “What is he going to do when he grows up”, the second one is “how is he going to do for that” and the third one is “where is he going to work”.I will ask students to listen to the radio for the third time and they need to read after the radio. And then I will divide the students into two groups, group A acts as A, and group B acts as B, and read the passage.Step 4 Post-listeningWe will play a game called “hot potato”. When the music begins to play, students need to pass the flower. And when the music stops, the student who is holding the flower need to answer the question about “what is he going to do when he grows up, how is he going to do for that or where is he going to work”.And then we will have a group work, four students as a group and students need to make a survey about what is their group members going to be, how is he or she going to do for that and where is he going to work. Five minutes later, I will ask some groups to show their report.Step5 Summary and homeworkI will ask students to read the passage to summarize what we have learned today. After class, they need to search more information about the job they want to do.板书设计答辩题目解析1.为什么你想成为一名英语老师呢?【参考答案】因为我的妈妈是一名老师，她为学生奉献的精神深深感动了我。
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。
2017下半年教师资格考试《初中英语学科》真题及答案
2017下半年教师资格考试《初中英语学科》真题及答案2017年教师资格考试结束啦，在这里提前预祝考生们都能取得好成绩!为您提供《2017下半年教师资格考试《初中英语学科》真题及答案》，希望对您有所帮助!2017下半年教师资格考试《初中英语学科》真题及答案一、单项选择题1、The main difference between /e/ and…… (2分)正确答案:A. tongue position2、……is the main rhyming pattern in…… (2分)正确答案:B. End rhyme3、We're all keeping our……crossed that the surgeons do not find anything…… (2分)正确答案:A. fingers4、When implementing the project,we…… (2分)正确答案:C. run up against5、 The is land measures about 30 miles…… (2分)正确答案:A. by6、——Will John come to the party? …… (2分)正确答案:D. neither will Antony7、Garbo plays the role of the queen…… (2分)正确答案:B. rejoicing8、ministers decide to instigate an inquiry…… (2分)正确答案:C. if… would9、 What is missing at the discourse level between the two sentences…… (2分)正确答案:C. Coherence10、The synonyms "charge" and…… (2分)正确答案:D. collocation11、Which of the following instructions is helpful indeveloping…… (2分)正确答案: B. listen to a story and work out the writer’s intention.12、The most suitable question type to check students' comprehension…… (2分)正确答案: B. referential questions13、Diagnostic test is often used for…… (2分)正确答案:A. Finding out what students know and don’t know14、……activities is of ten used to develop students's speaking (2分)正确答案:A. identifying and correcting oral mistakes15、……If a teacher asks studentes to make their own (2分)正确答案:A. Cognitive strategy16、……When a teacher tells the students that the word "dog" (2分)正确答案:D. connotative meaning17、……the last step in the process of writing essays (2分)正确答案:A. Editing the writing18、……The main purpose of asking questions about the topic before (2分)正确答案:C. activate students’ schemata19、……to fill in the blanks in a passage with "t hat","which" (2分)正确答案:B. syntactic level20、……to talk about their hobbies in groups, (2分)正确答案:C. peer interaction21、……is closed in meaning to the underlined word"brawn" (2分)正确答案:C. physical strength22、……underlined phrase"the question" in Paragraph 1 (2分)正确答案:B. Will machines eventually replace human being?23、……What makes the instructions sent by smartphones (2分)正确答案:B. Information collected and elicited by smartphones from your life.24、……Who will be most likely to suffer form (2分)正确答案:C. Individuals keeping the information about their proficiency to themselves.25、……Why will many people start to hate Big Data according to the (2分)正确答案:B. Because they facilitate performance and productivity assessment.26、What can be inferred form Paragraph 1 about criticisms…… (2分)正确答案:C. The criticisms mainly focus on the quality of non-university programs.27、Which of the following is closest in meaning to the underlined word…… (2分)正确答案:C. Achievement28、 What can be inferred from Paragraph 3? (2分)正确答案:B. The university system of the United States will be totally restructured.29、What measures have been taken by some states to deal…… (2分)正确答案:C. To expand non-university teacher education programs.30、 Wh ich of the following is true of the…… (2分)正确答案:A. They are initiated to deal with teacher shortagesand education inequities.二、简答题31、……在英语教学中的两个作用(8分)，……使用教材的三点注意事项。
2017年下半年教师资格证考试初级英语真题解析答案
2017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：本题考查元音的发音。
根据发音时舌头在口腔中抬起的位置可分为：前元音、中元音、后元音。
根据发音时唇形的圆展可分为：圆唇元音和非圆唇元音。
根据元音的长度可分为：长元音和短元音。
根据以上分类方式，/e/可以描述为前、非圆唇、短元音，/ə/为中、非圆唇、短元音。
由此可知/e/和/ə/的主要区别为发音时舌的位置。
故本题选A。
2．【答案】B。
解析：本题考查修辞学。
Assonance“类韵”，指的是在诗歌中相同或相似元音的重复，它的目的主要是使句子悦耳动听或强调某个音。
例如：Slow the low gradual moan came in the snowing.End rhyme指“尾韵”，指词尾音素重复，如great和bait。
Alliteration“头韵”，指两个单词或两个单词以上的首字母相同，形成悦耳的读音。
例如：A Misty Morning May have a fine day.Reverse end rhyme“倒尾韵”，指重读音节中元音和辅音都相同，如will和wind。
根据题干可知句子中White，fright，night押的是尾韵。
故本题选B。
3．【答案】A。
解析：本题考查固定搭配。
Keep one’s fingers crossed的字面意思是将手指交叉起来，这个短语的比喻意义是“祈求好运”“希望一切如愿”“但愿别出差错”。
句意为“我们祈祷外科医生不会发现病人有太严重的疾病”。
4．【答案】C。
解析：本题考查动词短语辨析。
run for“竞选”，make against“不利于”，run up against“遇到，遭遇”，make away with“携……而逃，除去，杀死”。
句意为“当实施计划时，我们遭到同事们出人意料的反对”。
故本题选C。
5．【答案】A。
解析：本题考查介词by的用法。
2017上半年教师资格证面试真题及解析初中英语第一批
2017上半年教师资格证面试真题及解析：初中英语(第一批)初中英语《What are you going to be when you grow up?》一、考题回顾二、考题解析《What are you going to be when you grow up?》主要教学过程及板书设计教学过程Step1 Warming-up:Listen to a song, “Be what you wanna be”. And after listening, I will ask a question: what can you hear from the song? Yes, many professions, such as lawyer, doctor and so on. And then I will ask students, “ what do they want to be when they grow up” and ask some students to answer the question. And then I will tell st udents we can also say “what are you going to be when you grow up” and lead to today’s class.Step2 Pre-listening:I will show some pictures on the PPT, the first picture is about reporter and the second picture is about the article. I will write down the two words on the blackboard and then I will ask the students to read after me.Step3 While-listening:I will ask students to listen to the radio for the first time and then match the sentence with the picture on the PPT. The first picture is about the reporter, the second picture is about writing magazines and the third picture is about Shanghai.Then I will ask students to listen to the radio for the second time and after listening, I will ask them to answer three questions on the blackboard, the first one is“What is he going to do when he grows up”, the second one is “how is he going to do for that” and the third one is “where is he going to work”.I will ask students to listen to the radio for the third time and they need to read after the radio. And then I will divide the students into two groups, group A acts as A, and group B acts as B, and read the passage.Step 4 Post-listeningWe will play a game called “hot potato”. When the music begins to play, students need to pass the flower. And when the music stops, the student who is holding the flower need to answer the question about “what is he going to do when he grows up, how is he going to do for that or where is he going to work”.And then we will have a group work, four students as a group and students need to make a survey about what is their group members going to be, how is he or she going to do for that and where is he going to work. Five minutes later, I will ask some groups to show their report.Step5 Summary and homeworkI will ask students to read the passage to summarize what we have learned today. After class, they need to search more information about the job they want to do.板书设计答辩题目解析1.为什么你想成为一名英语老师呢?【参考答案】因为我的妈妈是一名老师，她为学生奉献的精神深深感动了我。
2017上半年教师资格证面试真题及解析初中英语(第二批)
上半年教师资格证面试真题及解析：初中英语(第二批)初中英语教师资格证面试真题——《》
一、考题
二、考题解析
初中英语《》主要教学过程及板书设计
教学过程
: ’ :
: ?
: …? .
: :
: ?
: ? , .
: ? .
. :
: ?
: ?
. :
: ?
: ’ ?
: ?
: ?
. . .
: . , , . , .
: : . , . . .
: .
:
. .
. .
板书设计
答辩题目解析
.听力教学的原则是什么?
【参考答案】
.听力教学要与其他方面技能相结合。
对于发展听力技能和其他技能相结合是很重要的，尤其是口语技能。
在现实生活中听力总是结合说与写而进行。
.要确定听力的适当难度。
进行听力练习时，教师要选择符合学生听力水平的听力材料。
.要把听力过程与文意理解相结合，在掌握听力技能的同时能够理解听力内容。
.如何提高英语中课堂小组合作学习的实效性?
【参考答案】
提高英语课堂中小组合作学习的实效性，我认为应包含以下要素：
.确定好小组的人数，规模不能太大，人为宜，这样能够使得互动更有成效。
.每个小组成员都必须承担一定的任务，感受自身对于集体的价值。
.小组成员之间互相鼓励和支持。
在课堂上通常表现为：个体相互提供足够和有效的帮助;交流各自所需的信息和材料;互相提供反馈信息;对彼此的结论进
行质疑等。
.小组之间进行互评，定期地评价共同活动的情况，评估成员任务完成的情况。
2017上半年教师资格证面试真题及解析：初中英语(第四批) .doc
2017上半年教师资格证面试真题及解析：初中英语(第四批)初中英语《Cartoon》一、考题回顾二、考题解析《Cartoon》主要教学过程及板书设计教学过程Step 1 Lead-in1. Greeting to Ss.2. Show a cartoon Steamboat Willie to Ss, and then ask them some questions:----Do you like to watch cartoon?----What is your favorite cartoon?----Why do you like it?Step 2 Pre-readingAccording to the pictures on ppt. and the movie they saw in Lead-in part, Ss need to predict which one is the main idea of this passage.The options present on PPT:----Mickey Mouse, a famous symbol in American culture.----Some cartoons with Mickey Mouse.----Disney theme parks around the world.----What people think of cartoons?Step 3 While-reading1. Fast readingAsk students to read the passage quickly and then check their prediction answers.2. Careful readingHave Ss to read this passage carefully and talk about the main character in the cartoon. And then work with their partners to discuss the following chart:Then talk about their favorite Disney characters. T writes down their answers on the blackboard and ask Ss vote for their favorite Disney characters and write the number of vote on the board.Disney characters: Mickey Mouse, Minnie Mouse, Donald Duck, Mulan, Goofy, Snow White…Then four students a group to discuss why people love this Disney characters.Step 4 Post-readingFour students in a group, find another cartoon character just as famous as Mickey, and then to discuss why is the character popular.Step 5 Summary and Homework1. Summary: ask students to review what they’ve learnt today, and then T makes a conclusion.2. Homework: Does a role playDivide the class into several groups; each group has 5-6 students. They need to choose their favorite carton and each group member act as a role of the cartoon.板书设计答辩题目解析1.简述下，阅读教学中每次阅读的作用/目的分别是什么?【参考答案】首先，在快速阅读环节中，让学生第一遍快速阅读全文，判断自己在pre-reading部分所做的推测是否正确。
2017上半年教师资格证面试真题及解析：初中英语第四批 .doc
2008年10月自考秘书学概论试卷参考答案一、单项选择题1、A2、D3、C4、B5、C6、C7、B8、D9、C 10、A 11、D12、C 13、A 14、D 15、B 16、C 17、A 18、D 19、B 20、B 21、A22、D 23、B 24、A 25、C二、多项选择题26、ABCD 27、ABCE 28、ABCE 29、ACE 30、ABC三、名词解释题31、（1）秘书工作的政治性很强；（2）秘书工作要求知识广博；（3）秘书工作的规范性很严；（4）秘书职业道德要求很高。
32、（1）秘书的近身与围核左右手的地位，使秘书成为领导同外界接触交往的重要渠道；（2）秘书的近身与围核左右手的地位，使得秘书最了解领导决策的意图与过程，使秘书工作带有强烈的机要性；（3）秘书的近身与围核左右手的地位，使得秘书在一定的情况下，可能被授权代表领导处理某些事务。
33、（1）以中央和各级的重大决策和重要部署为重点，组织督促检查；（2）对领导批示与交办事项进行重点检查；（3）抓住社会反映较多，群众反映强烈问题，主动查办。
34、（1）从偏重办文办事，转变为既文办事，又出谋献策；（2）从收发传递信息，转变为综合处理信息；（3）从单凭老经验办事，转变为实行科学化管理；（4）从被动服务，转变为力争主动服务。
35、（1）深化服务意识，自觉增强服务功能；（2）突出服务重点，围绕全局发挥整理功能；（3）加强人员培训，从结构上增进整体功能。
36、（1）领导工作是秘书工作赖以存在的基础；（2）全方位全过程辅助服务是秘书工作的特点；（3）同领导“默契”是充分发挥作用的关键；（4）及时接受领导的指导是秘书工作的有利条件；（5）主辅配合综合辅助的难度将会越来越大。
四、论述题37、（1）接待变化：由改革前单纯的本系统、上下级及兄弟单位的往来接待服务，改变为改革后的既对内也对外接待，树立“大接待”观念，将接待工作作为机关（单位）树立形象的窗口，联系外界的纽带。
2017上半年教师资格证面试真题及解析：初中英语第四批 .doc
2012年9月份工作计划
科别
序号
主 要 工 作 内 容
责任人
分管领导
办 公 室
1
启动“全国安全用药月”启动仪式
2
在蚌埠日报刊发一期食品药品监管专版
3
在淮河晨刊拟刊登一期食品药品监管专版
4
完成援建军营图书室活动
5
制定市局公务卡管理办法（试行）
6
完成三县局2010年度基础建设经费绩效考评验收工作
机
关
党
委
1
做好保持党的纯洁性主题教育活动分析检查阶段了尾工作及第三阶段的落实整改工作
2
完成各支部组织生活会材料上报、整改措施落实
3
协同相关科室做好“文明餐桌行动”的推进，完善创建资料
4
开展政治学习、办案业务学习讨论
5
落实已申报的“蚌埠市道德实践基地”、“五型机关青年先锋岗”的创建工作
6
着手开展市局行政处罚零裁量相关制度的修订
7
对照目标考核细则开展各项工作
高
新
分
局
1
继续开展企业食堂监管帮促，进一步规范企业行为，扩大监管部门影响
2
做好餐饮服务单位的日常监督检查，按计划进行量化分级检查评定
3
继续做好餐饮服务违法案件的查处
4
开展社区医疗机构药品质量检查
5
按照国家、省局要求开展酒类专项检查
6
做好《中国、蚌埠电子信息接洽会》的食品安全保障工作
监 察 室
1
组织开展9月7日政风行风热线上线工作
2
开展廉政风险防控工作有关准备
3
做好反馈政行风热线上线Байду номын сангаас作的有关咨询
2017年英语教师面试全英文试题
2017年英语教师面试全英文试题2017年英语教师面试全英文试题First, the teachers' professional and personal1 Why choose the teaching profession?I chose this industry is, first of all this is my dream from small to large. I particularly revered teacher. I'm in high school and they had met a very good teacher, and her personality in just a year, influenced my ideals. Therefore, I consider the choice of a college teacher professional hesitate. Determined to make an excellent teacher of the people. Secondly, I personally like the kids along. Like the campus work environment and atmosphere.(2) Do you think a good teacher should have what qualities?First dedication, love and care about the students, followed by the professional standards and have a solid teaching ability, while also hasa cheerful personality, good moral character. Because they also come from the student, from the student's perspective, students like to be able to respect the students, the students understand the trust, democracy and justice and knowledgeable, patient, honest trustworthy teacher. Not like eccentric, unequal treatment of students, scripted, narrow-minded, abusive corporal punishment student teacher.3 model for others to understand you how?The so-called "role models", in my opinion, to have at least two aspects: the "learn as teachers, behavior Shi Fan."Teachers should not only teach, but also to educate people, with their exemplary conduct to educate and influence students to become a model student. Teachers what the students bring into a person, and that they should be the first such people, to become a model student; must first education, practice self-explanatory. In the minds of students, teachers, representatives oftreat high and poor performance must not turn a blind eye turn a deaf ear to his own devices, to treat such students, teachers should actively strive to help students find the reason behind more than usual care, and more counseling to help students as soon as possible to catch the score come.5 What is your motto?My motto is, only the dedication and hard work, will have a fall harvest.6 Talk about your own personality traits, whether extroverted, introverted, whether a sense of humorI think that each person's character is two-way, there is extroverted side, there are introverted side, depending on the environment in which people are facing.I am a relatively quiet, especially in front of teachers, more introverted. In front ofclassmates and friends, it is very cheerful and lively. Since I think, still is a relatively humorous person.If you as a teacher, I want to humor without losing the serious, solemn in humor. Make friends with students, but also to maintain a certain distance, the division is the division, the Friends are friends.Second, the class teacher, a good teacher1 .. How to be a good teacher?6,7-year-old elementary school teacher face to children aged 11 and 12, to manage the class group, doing class work is very important. I think from what aspects:Close to the child, establish prestige. Class, the class must be strictly require every student, and in after-school care will have to take the initiative to them as friends. So that they really feel close to his teacher and love.Understand the students, concerned about the students. About each student's personality traits, hobbies. Understanding Personal living environment, to grasp what activists, which is particularly important to note the students and so on.Formulate rules and regulations and the corresponding class group incentives and punitive measures, so that students know exactly those things in life you can learn to do, those things can not be done.Non-clear, concise and decisive. When the teacher would do distinguish right from wrong, Ci without soft, making decisive, able to work, so as to fully demonstrated organizational leadership class, allowing students to be convinced.Multi-joint, co-management. Teacher just by their own prestige and power is impossible to achieve educational success, he must strive bumban subject teachers and parents have a consistent requirement for students andattitudes, and often exchange views with them. To fully mobilize the enthusiasm of the parents, with school boy, class work can be more smooth.2 How to how to organize and train the class group?First proposed a common goal can be achieved encouraging student spirit and inspire students motivation, help to achieve the purpose of collective cohesion.The second class cadre selection and training, it is necessary to organize the whole class, the teacher should be good at discovering and developing activists, class cadre selection and training, the establishment of collective leadership core classes. Enable students to learn self-management, self-education purposes. Third develop proper collective opinion and excellent class atmosphere, the right of collective opinion and a good class atmosphere will form a great educational power of each member has nurtured, infection and constraints role in themanagement of collective class process plays a huge role.The fourth class collective discipline, strengthen management, good discipline classes help students better learning, is the key to raising student achievement, but also can make a better collective and its members. Fifth organize diverse educational activities, with group activities, students will glow spirit, broaden their horizons, increase knowledge, promote students' abilities, strengths play and mutual solidarity. Teacher guiding students to participate in or organize appropriate activities room than essential. These are some of the collective organization and training methods, in practical work, but also the flexibility to use some other way.3. The minds of students a good teacher (good teachers) image are those?First, the minds of students a good teacher should be a caring person. Of course, absolutely no love in this world who almost non-existent,but the real love and know how to give love are more valuable.Followed by the class teacher should be a considerate good teacher, good elders, friends, at least, he will not corporal punishment and humiliation students. In his eyes, all students are equal, and there is nothing exceedingly poor students of the points. He will respect students, equally, to enable students to grow healthily. Another most important thing is, he knows tolerant students, can forgive and tolerance students, give students the opportunity to correct mistakes. He knows how to care for their students, the students are subject to setbacks to comfort them, to enlighten the students when they are troubled, confused when the student to help them. I think that one has created a high enrollment rate of "success" teacher is not necessarily a good teacher.Finally, as a teacher, I think the most important thing is to have good management skills, making class discipline, good atmosphere, to teachstudents the truth in life, a healthy mind and correct learning methods to improve the overall quality of the class , instead of just staring at the results.4 What is "class culture" and how to create? Class culture can be divided into "hard culture" and "soft culture." The so-called hard culture, is a "dominant culture" can be tangible, visible environmental culture, that is, material culture, such as the famous aphorism on the classroom walls, or the world famous hero portraits; placed into a horseshoe shape, rectangle, oval tables and chairs; showcase student painting and calligraphy painting gallery; inspire students to explore the unknown world of science gallery; reveal love "little global village"; hanging in front of the classroom training courses, classes and other eye-catching patterns and wind banners and so on. And soft culture, it is a "hidden culture", including institutional culture, the concept of culture and behavior culture.Third, the English classroom teaching problems1 a good lesson What are the criteria?(A) a good lesson should be meaningful lesson. That is a solid class, rather than drawing a lively lesson.(2) a good lesson should be efficient class. That is to enrich lessons and informative class.(3) a good lesson should be a generative class. That is Toyozane class, content-rich, multi-active, inspirational.(4) a good lesson should be under normal class. That is plain lesson. No matter who is in lectures, to do only the hearts of students.(5) a good lesson should be the real lesson. That is, there are shortcomings lesson2 Why Union side branches? Students side branches how do?Students side branches there are many factors,one is interested in this course and attitudes. No matter which discipline the students, are likely to occur due to various reasons some knowledge of loopholes, if parents and teachers did not pay much attention, students could potentially expand to a certain extent, hears not understand a new lesson, and this The most obvious case of science and foreign languages. Yue Yue Ting understand student learning does not love does not love to learn more keep up. Emotionally disgust and evade this course, so the side branches. First "scout" and find loopholes where the child, and then trap.On the other hand if the stereotype of teachers to students, teachers or students prejudice, tension between teachers and students and even confrontation, student scores on these subjects may decline rapidly. Find a breakthrough point, adjust and improve the teacher-student relationship, so that students like the teacher, the teacher likes students, these problems will be solved.3 Primary and secondary English teaching English teaching distinctionPrimary English is to develop and maintain students' interest. Content is simple, classroom-type rich entertainment content and more knowledge in financial activities, emphasizing oral dilute syntax.Secondary school, heavy task, interesting teaching much, mainly "cultivate interest in learning English" toward developing a "preliminary confidence in learning English" into. Will focus on a word, to enable students from perceptual to rational knowledge, as well as learn how to use the word sentence to complete from the word - sentence - writing improved.4 How to improve students' interest in learning English?English learning, mainly teachers to create situations in English, develop listening and speaking skills. From a psychological point ofview, children rich curiosity Tingjuelingmin, imitate, fewer mental disorders, they are learning a new language is often a strong interest, interest is the best teacher. Confucius also said: "Those who know not as good, not the music is good and those who were." Here, "music" means precisely "interest." Therefore, teachers in the teaching process should be carefully designed lesson plans, trying to novel, colorful teaching methods to stimulate student interest, with interest to activate their thinking, arouse their learning note that English teaching in primary schools, there are some more teaching means is effective; an interesting story, a melodious song. a cute jingle, a lively and interesting cartoons are to improve children's interest in learning English.5 How to raise students interest in learning English?Firstly, English for primary school students is a new discipline, unlike language andmathematics children usually some contact, so it does not conflict with a sense of learning. Therefore, we must combine the psychological characteristics of students, according to the primary characteristics of interesting things like the English teaching becomes colorful, interesting, entertaining, let the children learn knowledge in laughter.Secondly, English for children in terms of a new language, parents or teachers and children can communicate in simple English so that children feel that English is not so strange, but also to give the child to form a learning English atmosphere, let the children imperceptibly learn English. This will increase the child learning English fun.Finally, parents and teachers can take some interesting ways to help children learn English, for example, parents can talk with colored paper notes some words posted in the corresponding items, anytime, anywhere to teach children, teachers can also let the children watch Englishmovies English comics like to attract the child's attention, let the children slowly like English.6 How good communication with the students? First, if you want good communication will proactively understand the living conditions of students, showing genuine concern, to put ourselves for the sake of the students, the students' inner world of feelings. If the student teachers feel the love, trust teachers, would certainly be happy to communicate with teachersSecond, students take different for different means of communication, for the naughty student would often talk, urging him to improve shortcomings. For not very talkative and unsociable students can also be a combination of letters and conversations way into the hearts of students trying. Language should be humorous, tactful, subtleAnother good communication, you need patience to listen to each other, to understand the feelings of his heart. Teachers to studentsactive listening attitude can make students feel valued and affirmed their value. To avoid when students talk, eager to express their views.7 how to treat the poor students? How to find "poor students" who's glittering?First, it should be fair and equal treatment of poor students, respecting their personality, listen to their views, and thus they produce an incentive. For poor students, to a bit more respect, more than a bit to understand Secondly, we must vigorously carry emotional investment. Understanding of students, I believe students, teachers feel the love. Student teachers have feelings, will listen to the teacher's teachings. Otherwise, well-meaning teacher education is futileIn addition, the mining "bright spot" to help poor students a place in the minds of students, for them to continue to create opportunities for success. Want to be successful is that people generally hearts desire to help them build confidence in the various activities, withparticular attention to encourage poor students to actively participate and play their own hobbies and expertise to enable them to acquire self-fulfillment, in order to create conditions for success opportunityStudent characteristics and problems1 If you teach students are very capricious, irritable, do not love to learn, how do you do?If he is very headstrong, should tell him to get along with others to experience the world of human well-being, and more to help others develop their own love. In addition, he is very impatient, do not love learning, is not he entered adolescence, there are rebellious thoughts. Perhaps not interested in learning, give him to read some celebrity story of growth, and inspirational articles. Then it is possible that he learned well, so it is impatient, but did not want to learn a good way to communicate with him should be more, to find a suitable way to develophis interest in learning.(2) the characteristics of pupils?Primary school pupils is a long body, long knowledge, wisdom long period, but also its moral view of the world evolving with time. They face dramatic changes in physical and psychological, coupled with intense study, it is prone to psychological suited. They generally have the following psychological characteristics: 1, a good new. Students in the developmental stage of the brain, auditory and visual ability to smell gradually strengthened, sensitive to new things, like the shape, color, smell, sound and other stimuli, preferring to learn new data, new language and other signals, but there Yanjiu emotions.2, good move. Students with a keen sense of touch capabilities gradually, like the East see the West touch, activity stop. Running, jumping, doing so is a good move student performance. But easily distracted.3, Victory. Students with developmental, athletic ability gradually improved, hi wins tired defeat. As will be beamed by teacher praise, criticism is manifested discouraged.4, studious. Students eager to learn, like reading, requiring progress. But experiencing learning difficulties, prone to fear of hardship.3 For unsociable, timid, very quiet child, teachers how to deal with?For such students, teachers first of all, should be in the care and trust them emotionally, more close to them, good into their hearts, that they are willing to speak words of psychology. Second, teachers give them to interact with others to create the collective chance to speak. Encourage them to gregarious, they feel the warmth of human and collective, thereby overcoming depression, paranoia, sentimental negative psychological. Finally, these students when teachers criticize, do not criticize them in public places, to avoid hurt their self-esteem, unexpected consequences.4 For cheerful, lively, talkative child, teachers how to deal with?Such students lively, energetic, interesting, easy to divert attention. For these students, the use of sweetness and light, understatement style criticism has not allowed vigilance, their serious error must be strictly said. Such wording to be sharp, intense tone to some, but never irony and sarcasm. Meanwhile, these students should take the high standards and strict requirements of the method, to teach them to do everything carefully and finish the job, develop their tenacity, endurance and other personality traits.5 For character naughty, rude, careless children, teachers how to deal with?Students of this temperament to use the situation to influence their education, starting from the vital interests of the students, progressive conversation. Otherwise, they will instantly put spearhead their critics. Because they are particularly strong mental defense, when they became agitated, they should avoidthe edge, think of ways to stabilize their emotions and guide them to recognize their own mistakes and shortcomings, the progressive criticism information passed to him, and finally achieve their educational goals.Five, classroom handling emergencies1 student dozing, "grunts" at once attracted the attention of the class in the past, teachers how to deal with?Teachers must first stabilize their emotions, do not get angry in front of students, otherwise they will lose the prestige of teachers, but alsoWill affect the mood of the class and course progress. Teachers can make him at the same table to wake him up with a calm tone right, said: "Now the weather is relatively easy to make people want to sleep, but then fall asleep easily catch cold, cold might get sick, get sick on the bad. Classmate you feel sleepy feel, you can stand up, do not wait to sit down and sleepy at. "(2) how to deal with students who arrive late? First, we must understand the reasons for the child to eat, is not a special case. Late in dealing with the issue of two types of situation. For students of late occasionally, do not fuss, let them know late is not right, something to help advance so that parents or classmates leave; For continuous Tardy students, teachers should draw attention to investigate the reasons for being late, and parents timely communication arrangements supervision of the students do the same district, let him be late.3 How to deal with contradictory two students? Conflict occurs when students and teachers to stabilize their emotions, do not, regardless of indiscriminate criticism of the students a pass, because your approach will directly affect the students. Students tend to imitate the teacher's approach to deal with the problem. Moreover, for never understood clearly failed to grasp the whole process of things, teachers should not rush to conclusions, resulting in "miscarriage."When conflict or conflicts between students, teachers should be promptly arrived, asking circumstances surrounding the matter to the parties, and sometimes students can get information on the sidelines. Then both parties should be allowed to cool down, and avoid the other students, in order to avoid intensifying conflicts. After the student calm, let the students reflect, to talk about their own fault. Because most children openings will say "how how he" put the blame on others. Allow students to talk about themselves, which can be realized in contradiction of his own sense of responsibility, then guide students to take the initiative to recognize our mistakes, apologize to each its own initiative to resolve the contradiction between the two sides.4 If there are students in the classroom ornery, how do you respond?Face ornery their students, not a positive first fight back, not worry, first cold treatment for some time, then you can find their conversation,and even told him: "Teacher needs your support and help, as you also need someone support the same, "with sincere impress him, and in the coming days, and gradually establish credibility.5 One day, your class, the students presented to you, you do not know how to answer a question, how are you going to do?First, I would say, "The students put the question very well, that you seriously consider the other students here who have their own views? .... The teacher on this issue is also poorly understood, this question I jotted down, go back and think about it, give you an answer tomorrow, "and then, the next day before class or after school to remember to answer this question the students. The most important thing is can not pretend to understand, cheating students.6 students do not do (pay) job how to do? Students do not do their homework to two types of situation. The first case is if a lot of students can not homework on time, then the teachershould consider whether it is their own teaching reasons, such amount is too large, or the job difficult. Job layout unscientific and unreasonable. If only the individual student, you can find him alone look at the situation is due to whatever reason, they are not willing to do, or not do. After understanding for students who have difficulty job is completed, you can give him a proper reduction and reduce the difficulty. And seek with the students' parents. Slowly students are not able to complete homework. For there is resentment, and unwilling to do homework for students in, and his exchange, requiring the parents to supervise and implement the provisions of some classes of binding provisions, such conduct does not complete the job deducted one point, after he completed in a timely manner to give praise.7 If students make a mistake, say the classroom to sleep, whispering to each other, or even contradict the teacher, how would you do? Recall what kind of attitude to face them? Howwill emotionally moving enlighten them with reason to convince them?As a teacher must first walked into students' mental, in which case go first to those who speak alone talk about, to see that they are not to your lectures have any comments, deliberately against you, or all the classes are so former to communicate well8 class, the students speak little, then how do? Early one minute to the classroom teacher, with silence plus commendable way to stop school inadvertently Asked speaker K12 educational space: oT8z-`c # LKO6_cq,,, quietly got to go over with your hand gently touched his desk K12 Education Space UT} 0h dLo9B, ~,, 5jw1yJ with your eyes staring at him for a moment, to prevent him from speaking1, to make the course more exciting and short, in order to attract the attention of students, it is best to a class divided into three sessions, class joke between what students relax.2, without the need for writing on the blackboard, I try not to just stand on the podium, you should walk around the classroom so that students have to do little tricks like fear and convergence.3, a reasonable allocation of classroom questioning, a class can give students at least one topic of discussion, but to grasp the timing and rhythm.4, class cadre appointment and team leader to monitor discipline, poor discipline students may wish to focus on appreciation of education administration, but also allow them to do several classroom discipline monitored.5, each class more praise discipline students for poor discipline of the students must not be in front of the students face criticism, students self-esteem awful strong, careful extremes meet, the students must not be manhandled.6, the establishment of competitions and reward system, daily, weekly, monthly selection of some of the top students, so that poor students to takemore classes obligations.Classroom regulation password: (1) Teacher: One 9009; students: to sit side. .(2) Teacher: small eyes; Students: look at the blackboard; (3) Teacher: Who sit? ; Health: I sit. can also ask: Who the best? Student: I'm the best! (4) Teacher: small hands; Students: put away. Teacher: small waist; Students: straight. Teacher: small eyes; students: to see the blackboard.。
2017年下半年教师资格证考试《初中英语》题
2017年下半年教师资格证考试《初中英语》题下列各题的备选答案中，只有⼀项是最符合题意的，请把这个答案选出。
（本⼤题共30⼩题，每⼩题2分，共60分）The main difference between /e/ and /ə/ lies in the ________ .tongue positionsound duration openness of the mouth shape of the lips______ is the main rhyming pattern in “Mrs. White.Had a fright in the middle of the night”.AssonanceEnd rhyme Alliteration Reverse and rhymeWe’re all keeping our _______ crossed that the surgeons do not find anything too serious with the patient.fingers thumbs hands feetWhen implementing the project, we_______ a lot of unexpected opposition from our colleagues.run formake against run up againstmake away withThe island measures about 30 miles_______20 miles.by with to upon —Will John come to the party?—No, he won’t come and _______.Antony neither won’twon’t Antony neither either will Antony neither will AntonyGarbo plays the role of the queen, _______ in the love she has found with Antonio.rejoicedrejoicing being rejoiced to rejoice_______ ministers decide to instigate an inquiry, we_______ welcome it.Should...wouldSuppose...could If...would Would...willWhat is missing at the discourse level between the two sentences “Carol loves tomatoes. She was born in Africa" ?Reference.Cohesion.Coherence.SubstitutionThe synonyms “charge” and “accuse” mainly differ in________.emotiondialect formality collocationWhich of the following instructions is helpful in developing students' ability to make inferences?Listen to a story and write a summary.Listen to a story and work out the writer’s intention.Listen to the story of a boy and then draw a picture of him.Listen to a story and note down the specific date of an event.The most suitable question type to check students' comprehension and develop their critical thinking is_______.rhetorical questionsreferential questions ⼀. 单项选择题：1.A. B.C. D.2.A. B.C. D.3.A. B. C. D.4.A. B.C. D.5.A. B. C. D.6.A. B.C. D.7.A. B.C. D.8.A. B.C. D.9.A. B.C. D.10.A. B.C. D.11.A.B.C.D.12.A. B.close questionsdisplay questionsDiagnostic test is often used for the purpose of________.finding out what students know and don't knowmeasuring students' general language proficiency knowing whether students have the right language aptitudechecking whether students have achieved the teaching objectivesWhich of the following activities is often used to develop students’ speaking accuracy?Identifying and correcting oral mistakes.Acting out the dialogue in the text.Having discussions in groups.Describing people in pairs.If a teacher asks students to make their own learning plan, he/she is trying to develop their_______.cognitive strategyaffective strategy communicative strategymetacognitive strategy When a teacher tells the students that the word “dog"” may imply “loyalty"”，he/she is teaching the _______ of the word.denotative meaningcollocative meaning conceptual meaning connotative meaning Which of the following is the last step in the process of writing essays?Editing the writings.Writing topic sentences for paragraphs.Gathering information and ideas relevant to the topic.Organizing the information and ideas into a logical sequence.The main purpose of asking questions about the topic before listening is to _______.meet students' expectationincrease students' confidenceactivate students' schemataprovide feedback on tasksIf a teacher asks students to fill in the blanks in a passage with "that", "which" or "whom", he/she is least likelyfocusing on grammar at_______.lexical levelsyntactic level discourse level morphological levelIf a teacher asks students to talk about their hobbies in groups, he/she is trying to encourage________.peer correctionpeer feedback peer interaction peer assessment （一）请阅读Passage 1，完成第 21~25 题。
2017上半年教师资格证面试真题及解析：初中英语(第四批) .doc
寒亭区推进农村集体产权制度改革进展情况汇报我区的农村集体资产股份化改制工作始于2009年，区委、区政府从农村改革发展的大局出发，以改革的勇气、创新的精神，积极推进以农村集体股份化改制为重点的农村产权制度改革，探索市场经济条件下农村集体经济的有效组织形式和发展机制,取得了实实在在的成效。
现将有关情况汇报如下。
一、我区推进农村集体产权制度改革的主要做法及取得的主要成效全区现有405个行政村,有经营性资产、适宜进行农村集体资产股份制改革的275个行政村,其中221个行政村已进行资产评估，275个村已到工商部门办理经济专业合作社注册登记。
尚有130个行政村没有开展此项工作。
在已完成集体资产股份制改革的221村中,共涉及农户4.6万户,经营性资产总额5586万元,发放股权证书161728本,人均配股284元。
在实际工作中,我区本着因村制宜,分类指导,稳步推进的原则,采用“两清、一分、两成立”的方式对农村集体产权制改革工作进行了重点落实。
（一）两清一是清出人口底子,依法认定股民资格。
区里组织公安、民政、农业、经管、计生、司法等相关部门成立了专门的工作指导小组,集中对全区的农村人口组成情况进行了详细地调查摸底,制定出台了《寒亭区农村集体经济组织成员资格确认的指导意见》,并指导各街道（开发区）逐村进行集体经济组织成员的资格认定,共认定村集体组织成员245836人,空挂户口、外来人员、居住未满3年的暂住人口等非集体经济组织成员2758人。
二是清出资产底子,依法评估经营性资产的规模和价值。
区级集体资产股份制改革工作领导小组从纪检、财政、经管、审计、农业等部门抽调了多名专业技术人员,成立了专业指导工作小组,分别到各街道（开发区）逐村进行业务指导。
区、街两级工作领导小组共同确定专业评估机构,对经营性资产和非经营性进行合理界定。
界定评估完成后,进行详细地张榜公布并拍照留存,从而充分保证界定评估结果的合理性与真实性。
截止目前,全区405个村,集体资产账面价值2.7亿元,其中275个村有经营性资产,评估价值8792万元。
2017年上半年教师资格考试《初中英语》真题
2017年上半年教师资格统考《英语学科(初中)》试题一、单选题(本大题共20小题，每小题2分，共40分在每小题列出的四个备选项中选择一个最佳答案，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.The main difference between/m/and/n/lies in_____.A.manner of articulationB.place of articulationC.voicingD.length2._____is the main rhyming pattern in the sentence"Alice's aunt ate apples and acorns around August."A.Reverse rhymeB.End rhymeC.AssonanceD.Alliteration3.Tom is snobbish,always_____the influential people.A.making out forB.making upC.making up toD.making up for4.Britin_____for control of the sea in the17th Century.A.contendedB.contrivedC.contentedD.confined5.Which of the following best describes the relation between night and knight?A.metonymyB.homonymyC.antonymyD.hyponymy6.Of the people who work here,_____are French and_____English.A.half…halfB.the half…the halfC.a half…a halfD.a half…the half7.You'll find yourself thinking about nothing_____whofen you are very nervous.A.whereverB.whatsoeverC.wheneverD.however8.Mr.Johnson has a habit of asking question_____.A.and then not listen to the answersB.but then not listen for the answersC.and then not listening to the answersD.and then doesn't listen to the answers9.On hearing the utterance"It's hot here",the listener open the door.It is a （n）_____.A.locutionary actB.illocutionary actC.direct speech actD.perlocutionary act10.What rhetoric device is used in the sentence"many hands make light work"?A.SynecdocheB.SimileC.MetaphorD.Oxymoron11.When the teacher attempts to elicit more information from the students by saying "And…?","Good.Anything else?",etc,he/she is playing the role of a_____.A.prompterB.participantC.managerD.consultant12.For more advanced learners,group work may be more appropriate than pair work for tasks that are_____.A.linguistically simpleB.structurally controlledC.cognitively challengingD.thematically non-demanding13.When you focus on"utterance function"and"expected response"by using examples like"Here you are","Thanks",you are probably teaching language at the_____.A.lexical levelB.sentence levelC.grammatical levelD.discourse level14.Which of the following tasks fails to encourage active language use?A.Reciting a textB.Bargaining in a shopC.Writing an application letterD.Reading to get message15.A teacher may encourage students to_____when they come across new words in fast reading.A.take notesB.ask for helpC.guess meaning from contextD.look up the words in a dictionary16.Which of the following statements about task design is incorrect?A.Activities must have clear and attainable objectivesB.Activities should be confined to the classroom contextC.Activities must be relevant to student's life experiencesD.Activities should help develop students'language ability.17.If someone says"I know the word",he should not only understand its meaning but also be able to pronounce,spell,and_____it.A.explainB.recognizeC.memorizee18.Teachers could encourage students to use_____to gather and organize their ideas for writing.A.elicitingB.mind mappingC.explainingD.brainstorming19.When students are asked to go to the local museum,libraries,etc.to find out information about endangered animals and work out a plan for an exhibition,they are doing a（n）_____.A.surveyB.experimentC.projectD.presentation20.Which of the following tasks fails to develop students'skill of recognizing discourse patterns?A.Analyzing the student of difficult sentencesB.Checking the logic of the author's argumentsC.Getting the scrambled sentences into a paragraphD.Marking out common openers to stories and jokes.请阅读Passage1,完成21~25小题。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
2017教师资格证面试初中英语真题模拟题及解析一、附原文：1.题目：阅读教学One day,a man called the taxi company…2.内容：3.具体要求：（1）朗读一遍（2）设计口语教学活动（3）适当板书One day,a man called the taxi company…初中阅读教学Teaching aims:1.Students can speak,read and understand the short text talking about the reason for the delay of the plane this morning in question.2.Students can retell the short passage with the help of pictures and key words.3.Ss can learn to be aware of the effect exerted by the inter-action of two seemingly unrelated events.They can also be inspired to be punctual and appreciate its importance.Teaching key and difficult points:Students can understand the passage and answer related questions.Teaching procedures:Step1Lead-inFree talkSs talk about their traveling experience by plane and their common feelings.They are also asked to share what they feel most uncomfortable about taking a planePossible answers:the bad food,the crowded space,the tiring security-check,the long-time waiting…【Purpose】Familiar topic can help create a relaxing English learning atmosphere for Ss to participate.Also the topic can be presented in a natural way.Step2Pre-reading(1)Brainstorming:Ss brainstorm about the possible reasons as to why there is constant failure for the plane to take off on time.Possible answers:bad weather(heavy frog/rain/snow),sudden aircraft breakdown, passengers causing disturbance…(2)Teacher stimulates Ss’curiosity by hinting another possibility and invites Ss to read the short text.【Purpose】The activity of Ss brainstorming about possible facts that cause plane delay can not only stimulate their relevant cognition,but also arouse their desire to read the text.Step3While-readingSkimmingSs read the text very quickly and answer the following simple questions.Where did the man want to go?How did the man try to get to the place?Did he get to the place very smoothly?ScanningHow did the woman comfort the man when he complained?What did the man do for a living?Can you predict what would happen later?Intensive readingDiscussion:Who should be responsible for unpleasant result?【Purpose】Train Ss’ability to collect and process information.Their critical thinking ability can also be cultivated.Step4Post-readingMake an interviewTeacher creates a situation in which the lateness of the taxi leads to the delay of the plane. The impatient passengers demand that the pilot should clarify for the delay.If you were the pilot, how would you make the announcement?Ss work in group of6to come up with an announce it and group leader is chosen to deliver the announcement.Step5SummaryAsk students to summarize what they have learnt.Teacher emphasizes the importance of being punctual in spite of others’being likely to be late.They also need to pay attention to the interaction of seemingly irrelevant events.【Purpose】Ss are encouraged to sum up the key points.In addition,the emotional aim can be achieved.Step6HomeworkMake use of your imagination and give an ending to the short story.You are supposed to present it to your classmates next time.【Purpose】Bring their imagination into play and improve their English writing as well as using skillsBlackboard designTaxi driver?the man?Lateness of the plane二、附原文:1.题目：听说教学What do you know about Li Bai?...2.内容：Famous person3.具体要求：（1）朗读短文一遍（2）设计成听说课（3）重难点突出，教学目标清晰（4）需要适当的板书设计What do you know about Li Bai?...初中听说教学Teaching Aims:1.Ss can listen,speak and understand the dialogue about famous persons,what they do and what they are good at doing.2.Ss can use what they have learnt to give more information about famous persons they like or know in real-life situations correctly and properly.3.Ss’awareness of cooperation can be cultivated through group work and interest in English writing aroused.They can also be inspired to love and take pride in traditional Chinese culture.Teaching Key and Difficult Points:Ss can listen and understand the dialogue.They can talk about famous persons from the aspect of what they are good at doing.Teaching Procedures:Step1Lead in(1)Teacher shows some pictures of western popular stars such as Justin Bieber,Taylor Swift, Michael Jordon,David Beckham,ect.(2)Ss are asked to describe them an find out the similarity among them,that is,they are allfamous persons.【Purpose】The activity of Ss’enjoying pictures and describing personscan not only stimulate their relevant cognition,but also lead in today’s topic naturally.Step2Presentation/practice(1)Teacher creates a situation in which a foreign friend is very interested in Chinese famous artists in the ancient or modern history and wants to know about them.(2)Listen and guess.Teacher acts as a famous person from ancient times and introduce himself for Ss to guess who he/she is and what he is famous for.For instance,Hello,everybody.Nice to say you here.I am a middle-aged man.I am from Tang Dynasty.I like writing poems.I’d like to read a poem I have written for you.The title of the poem is“静夜思”.Do you know who I am?(3)Teacher presents the word“poet”and“good at writing poems”.(4)Ss are asked to name some other Chinese poets such as Bai Juyi and Wang An’shi,etc.to practice“poet”and“good at writing poems”.The other new words will be taught and practiced in the similar way.(5)Ss listen to the conversation and find out who Bill and Joy talk about and what the persons are good at.(6)Ss do the role-play and talk about famous people they like,imitating the dialogue.【Purpose】Present the key language points and the dialogue vividly using various kinds of methods.Step4ConsolidationMake a poster for your favorite famous personTeacher creates a situation in which the school is going hold an art exhibition and the Ss are invited to contribute to it with the posters of their favorite famous persons.The poster must include the following the information:the name,nationality,the thing the person is good at doing, the reason why you adore him/her.They can also draw some beautiful pictures on it.For instance,Qi BaishiChinese artistgood at painting shrimpsjust love shrimps【Purpose】Task-based language teaching method is adopted to enable Ss to further use language and appreciate the practical use of English.Step5SummaryLead the Ss to summarize what they have learnt and teacher encourages Ss to learn to appreciate and gain pleasure from the greatness of traditional Chinese art works.【Purpose】Ss’summing up the language points can give full play to their subjectivity.In addition,the emotional aim can be achieved.Step6HomeworkSs go home and ask their parents or friends about their opinion on a certain topic.Help them write a letter of protest or support.They are supposed to share it next class.【Purpose】Use the language they learn and improve their English writing as well as using skills.Blackboard designLi Bai Chinese poet good at writing poemsXu Beihong Chinese artist good at painting houses三、附原文：1.题目：写作教学I’m writing to say that I’m against building…2.内容：Dear Editor,I am writing to say that I am against building a new zoo in our town.Zoos are terribleplaces for animals to live.I’ve visited a lot of zoos in my life,and I have never seen one I liked or one that was suitable for animals to live in.Just last week,I visited a zoo and couldn’t believe what I saw.The animals are kept in tiny cages and can hardly move at all.3.具体要求：（1）朗读所给短信；（2）配合教学内容适当板书（3）针对该短信的体裁与结构特征，设计相应的书信写作教学活动I’m writing to say that I’m against building…初中写作教学Teaching Aims:1.Ss can read and understand the letter talking about the disapproval of building a zoo.They can also learn the format and content involved in the English writing of protest letter.2.Through independent observation and group discussion,along with the help of teacher’s guidance and practice,Ss are able to write an English letter of protest or support with the target language and their English writing ability can be improved.3.Ss’awareness of cooperation can be cultivated through group work and interest in English writing aroused.Ss are also encouraged to shoulder social responsibility and share a sense of social ownership.Teaching Key and Difficult Points:Write an English letter of protest or support in a logic and reasoned way with the target language points used correctly.Teaching Procedures:Step1Lead inBrainstorm:Ask Ss to talk about the animals they like and share the reasons.【Purpose】The activity of Ss brainstorming about animals can not only stimulate their relevant cognition,but also lead in today’s writing topic naturally.Step2Pre-writing(1)Teacher asks Ss to have a free discussion over whether they like the idea of putting animals in the zoo for visitors to visit.(2)Ss are encouraged to brainstorm about what they can do when they want to build a zoo or not in a town.(protest on the street,simply stopping buying tickets and visiting,setting animals free)Teacher points out writing a letter of protest or support is also a good option.(3)Teacher invites Ss to read the model written letter of Bob,asking them to find out the author’s attitude towards building a zoo,as well as the specific reasons why he approves or disapproves.(4)Teacher and students summarize together the main structure and elements involved in writing a letter of protest or support,namely,the activity or project in question,the attitude,the specific reasons.(using one’s own or other people’s experience,or theory)【Purpose】Studying the model letter can familiarize Ss with the procedure of writing a letter protest or support.It can also prepare them for the following writing task.Step3While-writing(1)Teacher presents the controversial topics such as building a factory in the town,having classes on weekends and so on.(2)Ss work in a group to make an outline,deciding on the person the letter is directed to,the activity,their attitude as well as the specific reasons as to why or why not.They are encouraged to write the key words down.(3)Ss work individually on their letter-writing according to the draft.Teacher guides them to pay attention to the correct use of verb tenses.【Purpose】Guide the Ss to write the letter,improve their communication ability and cultivate their team spirit as well as independence.Step4Post-writing(1)Ask Ss to perfect their own writings and work in pairs to check each other’s writing.Ask them to pay attention to the spellings,grammars and passage structures.(2)Make an interview:Ss work in groups to make an interview of their group members’attitude towards the on-going topic.【Purpose】Ss themselves take the initiative to check their own or each other’s writing can not only help them notice the common problems such as spelling,grammar errors and the structure,but also help them cultivate good writing habit.Step5SummaryLead the Ss to summarize the writing class and teacher encourages Ss to pay more attention to things around us and have a deeper thought on them.【Purpose】Ss are encouraged to sum up the key elements involved in writing an English letter of protest or support.In addition,the emotional aim can be achieved.Step6HomeworkSs go home and ask their parents or friends about their opinion on a certain topic.Help them write a letter of protest or support.They are supposed to share it next class.【Purpsoe】Use the language they learn and improve their English writing as well as using skills.Blackboard designAddressee?Activity?Attitude?Reasons?四、附原文:1.题目：语法教学Unit2What time do you go to school?2.内容：时间表达法3.具体要求：（1）配合教学内容适当的板书（2）并对当中的语法进行讲解（3）试讲时间：约10分钟（4）全英文试讲。