2019 初中英语教师资格面试真题及答案(打印版)
2019初中英语教师资格面试真题及答案(打印版)
2019初中英语教师资格面试真题及答案(打印版)Difficult Point: Students can use the present perfect XXX.教学过程】Step 1: Lead-inShow a picture of a book and ask students: "Have you read any good books recently?" Encourage them to share their XXX.Step 2: XXXIntroduce the present perfect tense by reading the sample XXX the use of "have/has + past participle"。
Write the structure on the board and explain its n in XXX.Step 3: PracticeGive students a XXX and ask them to rewrite them in present perfect tense。
Monitor their progress and provide feedback.Step 4: nAsk students to work in pairs and use the present perfect tense to talk about their own experiences。
using prompts such as "Have you ever。
" and "How long have you。
" Encourage them to use a variety of verbs and to ask follow-up ns.Step 5: nSummarize the key points of the lesson and ask students to XXX for those who want to further practice the present perfect tense.教学反思】Overall。
2019年上半年教师资格证考试《初中英语》真题及答案
B、summarizing the main idea
C、understanding textual coherence
D、scanning for detailed information
15
When a teacher says “What do you mean by that？” he/she is asking the student for.
A、Make some sentences with“How often”
B、Use “How often”and the words given to make a sentence
C、I go shopping twice a week. How often do you go shopping？
A、prepare
B、technique
C、obvious
D、advice
2
Which of the following underlined words will be stressed when Julia responds to the person who has mistaken her for Julian？
A、What
B、As
C、Which
D、That
9
There are different words for paternal grandmother（nainai） and maternal grandmother（waipo） in Chinese， but in English the word“grandmother” is generally used in both cases， which suggests that.
2019 初中英语教师资格面试真题及答案(打印版)
一、考题回顾
试讲题目
1.题目：语法教学试讲
2.内容：
Daniel: Hi, Simon. Do you play football at weekends?
Simon: Of course, I often play football with my cousins.
Daniel:Do your parents go with you?
(4)用英文试讲
(5)试讲时间：10分钟
答辩题目
1. Please talk about the differences between the present perfect tense and the simple past tense.
2. Please talk about the procedure of the grammar class.
(3) I __________ (work) here since I ______ (move) here in 1999.
2. Translation. Show some sentences on the screen and students need to translate them into English.
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will know basic knowledge and structure about simple present tense.
Ability aim:
Students will use the simple present tense to express their ideas.
2019年5月19日初中英语教师资格证考试地区面试精选真题(二)(含答案解析)
2019年5月19日初中英语教师资格证考试地区面试精选真题（二）(总分：120.00，做题时间：60分钟)一、面试题(总题数：3，分数：40.00)1.1.题目：听力教学试讲2.内容：（分数：20.00）__________________________________________________________________________________________正确答案：(【教案】Teaching aims:Knowledge aim:Students can master the target language points and get familiar with the topic of making the sandwich.Ability aim:Students will improve their listening abilities such as extensive and intensive listening.Emotional aim:Students will be more interested in learning English.Key and difficult point:Key Point: Students will grasp the target language points and get familiar with the topic of making the sandwich.. Difficult Point: Students will be more confident in speaking English and improve their listening skills.Teaching procedure:Step 1: Warming-up1.Daily greeting.2.Watch a videoShare a piece of video from Bite of China for students. It is about how to make a delicious salad. Ask students: Do you love the delicious food? Do you know how to cook it? Lead out the topic.Step 2: Pre-listeningRemove the obstacles. Explain the new words in the passage, such as “ingredients, slice, teaspoon, relish”.Step 3: While-listening1st listening: Teacher reads the passage for the first time and ask students find the main idea of the passage.2nd listening: Ask students listen to the tape and answer following questions:①If you want to make a chicken sandwich, what ingredients do you need?②How to put the ingredients in right order?Step4: Post-listeningAsk students to retell the passage in their own words according to the information on the blackboard.Step 5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: students are supposed to make a chicken sandwich for their parents.【Blackboard design】)解析：2.答辩题目一：What qualities should an excellent teacher have?（分数：10.00）__________________________________________________________________________________________正确答案：(I hold that an excellent teacher should have the following qualities:At first, he should maintain high moral standards in his profession. All excellent teachers should be dedicated and selfless, and they should have a noble morality, concern and care to help every student. Then, he should possess an abundant knowledge, firmly carry out the guideline by the Party’s education policy. Last but not least, he should own excellent personal qualitie s such as have good interpersonal relationship with others, dealing with different situation to set a good example for students. )解析：3.答辩题目二：How do you organize the beginning of a class in a more attractive way?（分数：10.00）__________________________________________________________________________________________正确答案：(A lesson begins with warming-up, so a more attractive way to present warm-up is a key answer to the question. There are three methods that we can refer to. The first one is to sing a song and students can sing it with teachers together whichcan enhance friendship between teachers and students. The second one is to guess a riddle which can stimulate students’ interest and help them focus on the lesson. The last one is to play a video related to the topic. When students watch it, they can get a first impression on what we are going to learn today. All these methods can be used in a lesson to achieve this goal.)解析：二、面试题(总题数：3，分数：40.00)4.1.题目：写作教学试讲2.内容：Do you know the most famous story about the Bermuda Triangle?In 1945,five American airplanes flew over the Bermuda Triangle.They disappeared .Another plane went to look for the missing planes.It disappeared,too.Then the U.S.started the biggest search in history,It sent 242 planes and 19 ships into the Bermuda Triangle Did they find the missing planes or people?No,they didn’t find anything---not even parts of planes.3.基本要求：(1)朗读所给段落。
2019年上半年初中英语学科教师资格面试题目精选
2019年上半年初中英语学科教师资格面试题目精选一、考题回顾听力教学试讲二、考题解析【教案】Teaching aims:Knowledge aim:Students can get the main idea of the dialogue.Students can master the sentence patterns: How high...? How far...? and so on.Ability aim:Students can improve their listening skills by grasping the key words in listening materials.Emotional aim:Students can be more interested in learning English.Students can be willing to share their travel experience with others.Key and difficult point:Key Point: Students will have a basic understanding of the listening materials and master the sentence patterns.Difficult Point: How to use the sentence patterns to ask features freely in their daily life.Teaching procedure:Step 1: Warming-up1. Greetings.2. Let students enjoy a beautiful song called Five Hundred Miles. And then ask them a question: Have you ever went away from home and visited a new place? Then lead in the lesson.Step 2: Pre-listeningShow students a picture of the Great Pyramid of Khufu. Then ask students to make a prediction about what they are going to listen to today.Step 3: While-listening1st listening: Ask students to listen to the tape for the first time and then tell me the main idea of the dialogue. After that, they should check if their prediction is correct or not.2nd listening: Ask students to listen to the tape for the second time and then ask them to pay attention to numbers mentioned in the listening material. After that, ask them to tell me the numbers and write them on the blackboard.3rd listening: Ask students to listen to the tape for the third time, and to try to remember the place-names. After that, they should match the numbers with the correct place-names on the blackboard.Then ask them to read the passage and then write the sentence pattern on the blackboard and teach them directly.Step4: Post-listeningAsk students to have a discussion about one of their most unforgettable trip. Four students in a group and give them five minutes. After that, invite some groups to share their experience with the whole class.Step 5: Summary and HomeworkSummary: Ask a student to make a summary about what we have learned today and others make a supplement.Homework: Ask students to practice the dialogue with their friends and share what we learned today with their parents after class.【答辩题目解析】1.What’s your teaching aims?【参考答案】There are three teaching aims in my class. Firstly, knowledge aims: students can get the main idea of the dialogue. Students can master the sentence patterns: How high...? How far...? and so on. Secondly, students can improve their listening skills by grasping the key words in listening materials. Thirdly, students can be more interested in learning English. Students can be willing to share their travel experience with others. I think through the activities in my class, all above teaching aims will beachieved.2.How do you deal with the problem that the listening lesson is boring to learn?【参考答案】Firstly, in warming-up part, I will sing a beautiful song called Five hundred Miles to cheer students up, which can create a better atmosphere for them to learn English. Secondly, in pre-listening part, I ask students to make a prediction about what they are going to listen to according to a picture, which will arouse their curiosity. Thirdly, I play the tape for three times, which can decrease the difficulties of listening and can give them more confidence. Fourthly, in post-listening part, I ask them to have a discussion about their unforgettable trip, which not only improve their oral English, but also increase their interests in learning English.一、考题回顾语法教学试讲二、考题解析【教案】Teaching aims:Knowledge aim:Students can comprehend basic knowledge and structure about the special questions of the simple past tense.Ability aim:Students will use the target language in proper situation.Emotional aim:Students will be aware of the communication with simple past tense and develop their team spirit through the group works.Key and difficult point:Key Point: Students can grasp the structure and functions about the special questions of the simple past tense.Difficult Point: Students can get familiar with these grammatical rules and can use them in making sentences.Teaching procedure:1. Greetings.2.Sing a song for the student, the name of the song is Yesterday Once More.Then ask the studentswhat sentences we’ve learned before.Some students will be invited to share their answers.And then teacher gives them sentences about the simple past tense.Ask the students if they know how to make the questions for them and teacher leads out today’s topic.Step 2: Presentation1. Ask students to listen to the dialogue and write down the questions on the notebook.2. Ask some of the students to write the questions on the blackboard.They need to find out the similar structure among these sentences.Basic structure: special question words + general question3. Ask students to pay attention to the special question words and find out more. They can find “why”,”where””who”,”how”.4. Lead students to pay attention to the form of auxiliary verb and verbs.Step 3: Practice1. Multiple choice. Show some multiple choices on the screen. Students need to choose the correct answer.(1) ----( ) did you go on vacation?----I ( ) to the mountains.A. Where,goB. Where,wentC. How,wentD. Why,went(2) ----( ) did you go last summer?----Hangzhou.A. WhereB. WhatC. WhenD. Who2. Question the underlined part.(1)Lucy did her homework at home.(改为特殊疑问句)(2) He found some meat in the fridge.(改为特殊疑问句)3. Make sentences about the special questions of the simple past tense.Role-play. Ask them to be a little reporter and have an interview about last weekend. During their dialogue, they are expected to use as many special questions of the simple past tense as possible.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to make a short story based on their report after class.【答辩题目解析】1. How can you keep the students interested in learning English grammar?【参考答案】Well, grammar teaching is always difficult, it’s easy to be boring and complex, so students are general fear and hate it. I think it isn't difficult to learn English grammar if the students have good ways of learning it.I can create effective teaching situation and stimulate students' interest in learning grammar.To create a lively and relaxing English class atmosphere.Also with the help of modern multimedia devices, students will be more curious.Students can often take notes carefully in class and try to make sentences with the new grammars. When they have problems, they can ask me for help.I can buy some useful books on English grammar let them read itI believe I can keep the students interested in learning English grammar2. What’s your favorite movie?【参考答案】My favorite movie is The Pursuit of Happiness, which has no pretty actors, no touching music, but good enough story, plain but not mediocre! It touched my mind deeply. A single father , lost his job and his wife chose to leave him. His life was very bad and difficult, but he never gave up and worked hard and took care of his son very well. Through his effort, at last he succeeded. His life changed better and better. I like the movie, which is made me thinking a lot. What is happiness? How can we get happiness? In my eyes, the most important is the family. As long as the familytogether, no matter where, no matter what time, we are happy. Secondly, if we work hard enough today, happiness will come tomorrow. In addition, happiness depends on oneself. No matter other people think of you, as long as you do happy.一、考题回顾语音教学试讲二、考题解析【教案】Teaching aims:Knowledge aim:Students can master the usage of the logical stress, and also get the main idea of the passage.Ability aim:Students can develop their speaking skills and know how to make use of the logical stress in different sentence patterns correctly.Emotional aim:Students will improve their interests of learning English and different emotional expressions.Key and difficult point:Key Point: Students can master the basic rule and meaning of the logical stress.Difficult Point: How to master and use the logical stress rules and apply them into English speaking.Teaching procedure:Step 1: Warming-up1. Greetings.2. Show a videoLet students enjoy a part of video named “Micky mouse ” from Disney and ask them where it produced from.Students will know the right answer and talk about their experience in Disneyland. Then,teacher can lead out today’s topic.Step 2: Presentation1. Ask students to read the passage quickly and figure out the main idea of thepassage.2. Read the passage again and ask students to pay attention to the pronunciation features of underlined phrases. They will find that all the phrases are stressed on the initial syllable of first word.3. Let students work in groups of four to discuss if there are any other similarity of underlined phrases based on the stress rules they’ve learned before,and why some noti onal words weren’t stressed.4. Present their rules and help them organize their rules.Rules are as followed:if you meet the phrases which consist of notional words,we should use the logical stress to highlight the specific information based on the correct situation.Step 3: Practice1.Let students translate the passage with their deskmate based on the logical stress rules,and invite some students to read it loudly.2.Let students use the logical stress rules to read the following sentences as below to emphasize different information.Then invite some students to read it in the front of the class and let the other students decide who is the best one.'Her skirt is blue.Her 'skirt is blue.Her skirt is 'blue.Step4: ProductionRole play: Ask students to change this passage into a dialogue in group of four.One should act as a guide of Disneyland,and the others should act as the visitors.During their practice, they are expected to focus on the intonation when it comes to the logical stress.Then,invite some students to share on the stage.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to search more interesting stories from Disneyland on the Internet and read it carefully,they will share it in the next class.【答辩题目解析】1. Please talk about the basic rules of word stress.【参考答案】Well, In this class,they are supposed to be reviewed before new knowledge. The word stress depends on the quantities of syllable.One syllable needn’t be stressed,such as “go/book ” .Disyllable and tri-syllable should stress on the first syllable,such as ’apple/’property. As for multi-syllable which should stress on the antepenultimate syllable,such as anni’versary/de’mocracy and so on.2. How did you make the new knowledge into the practice?【参考答案】This is a pronunciation lesson, and we often call it “knowledge course”. For knowledge courses, We usually use two kinds of methods to make the new knowledge into the practice which includes mechanical drilling and meaningful drilling.Firstly,I asked them to translate the passage to check if they’ve understood the meaning which the author wants to emphasize.Then,In order to examine if my students have already mastered the pronunciation rules,I wrote down three sentences asked them read with the logical stress to highlight different specific information, which will help them to apply it into their daily life.That’s how I make the new knowledge into the practice.一、考题回顾阅读教学试讲二、考题解析【教案】Teaching aims:Knowledge aim:Students will grasp the main and detailed information of this passage.Ability aim:Students will improve their reading and speaking skills.Emotional aim:Students will know how to introduce their weekend plan to others.Key and difficult point:Key Point: Students will totally understand the concept of this passage.Difficult Point: Students will improve their interest of learning English and take part in speaking activities.Teaching procedure:Step 1: Warming-up1. Greetings.2. Show students some pictures about my weekend plan and naturally lead to today’s topic.Step 2: Pre-reading1. Free Talk: Give students three minutes to describe what did they do last weekend to their desk mate and invite them to share their answers.2. Prediction: Let students work in pairs and predict the main idea of this letter.Step 3: While-reading1st reading: Ask students to read the letter for the first time and check if their prediction is correct or not and get the main idea of the passage.2nd reading: Ask students to read this letter for the second time and complete the following chart. Some students will be invited to finish it on the blackboard.Step4: Post-readingSurvey:Ask students to make a survey to their desk mate about what they will do in the next weekend within 5 minutes. After that,some students are supposed to share their weekend plan.Step 5: Summary and HomeworkSummary: Ask a student to conclude the content of the lesson and summarize with the whole class.Homework: Ask students to write a letter to their friend to introduce their next weekend plan.【答辩题目解析】1.What teaching method do you use in this class?【参考答案】I mainly used task-based teaching method and communicative teaching method. The whole lesson is a big task which includes several small tasks.After finishing them, they have learned how to describe their weekend plan. I ask students to work in pairs to make a survey about their own weekend plan which provides them a chance to practice their speaking ability.2.Do you have the experience in teaching ?【参考答案】Yes, I do. I have taught a teenager in junior high school. I mainly taught her grammar. I found her grammar was not very systematic. So I taught her from the grammar in words to the grammar in sentences in order to make her master the whole grammar, especially those always appeared in her exams. And during the teaching, I find the most important that it is the teacher should have a better understanding of the whole grammar and the high school English course. Besides, the teacher should pay more attention to the patience. It will make students relax when their learning and get along with the students.。
2019年上半年教师资格证考试《初中英语》真题及答案
D、people of different languages categorize things in different ways
10
Which of the following is employed by a speaker who addresses senior people as“the elderly” rather than“the old”？
A、Mynameis Julia， not Julian.
B、My name isJulia， not Julian
C、My name is Julia， notJulian.
D、My name is Julia，notJulian.
3
The word“UNESCO” is called a（n）.
A、Field-dependence
B、Intolerance of Ambiguity
C、Risk-taking
D、Field-independence
14
If a teacher asks students to put jumbled sentences in order in a reading class， he/she intends to develop their ability of.
A、equal importance is given to maternal and paternal grandparents in China
B、equal importance is given to maternal and paternal grandparents in Britain
2019下半年初中英语学科教师资格证面试试题.doc
2019下半年初中英语学科教师资格证面试试题本次教资面试试题来源于学员回忆，与真实试题存在偏差，仅供参考。
2019年下半年教师资格面试-英语学科-考题解析初中英语听说一、考题回顾题目来源1月4日上午广东省深圳市面试考题试讲题目1.题目:Wild animals2.内容:Sadly, giant pandas face serious problems in the wild. For example, it is very difficult for pandas to have babies, and many baby pandas die when they are very young. Also, giant pandas live mainly on a special kind of bamboo. However, the bamboo forests are becoming smaller and smaller. As a result, pandas may not have a place to live or food to eat.Giant pandas are now in danger. We should take action right away. Here are some ideas.1. help pandas have more babies;2. build more panda reserves;3. make laws to protect pandas.3.基本要求:(1)朗读全文;(2)设计引导学生进行预测的教学活动;(3)配合教学内容适当板书;(4)全英授课。
答辩题目1. How should we communicate with students?2. Please talk about your own personality. Are you outgoing or introverted?二、考题解析【教案】Wild animalsTeaching aims:Knowledge aims:Students can understand the content of the listening material.Students can be familiar with the present situation of giant pandas.Ability aim:Students will develop their listening abilities of catching key words.Emotional aim:Students can foster the awareness of protecting wild and endangered animals.Key and difficult points:Key point:How to understand the listening material.Difficult point:How to foster the awareness of protecting wild animals.Teaching procedures:Step 1: Warming-up1. Greetings.2. Let students enjoy a song named Do Re Mi and ask them what is followed by doe. The song is like this:Doe, a deer, a female deer.Ray, a drop of golden sun.Me, a name I call myself.Far, a long, long way to run.Sew, a needle pulling thread.La, a note to follow Sew.Tea, a drink with jam and bread.That will bring us back to Do (oh-oh-oh).Ask students to answer the question. Then tell them that elk is a kind of endangered animal and lead in the topic.Step 2: Pre-listeningShow an interesting video clip of a cute giant panda named Qingyi, who is a social media star. And ask students a question, “What do you know about giant pandas?” Then ask student s topredict the main idea of the listening material according to the video.Step 3: While-listening1. Extensive listeningRead the passage for students and ask them to find the main idea of the listening material.Then invite one student to write the answer on the blackboard.2. Intensive listeningPlay the tape and ask students to answer two questions:Q1: What problem do giant pandas face?Q2: How should we protect giant pandas, according to the passage?Then lead students to fill in the chart on the blackboard.Step 4: Post-listeningAsk students to design a slogan for protecting giant pandas in groups of four and encourage students to be creative. 5 minutes are given for discussion. Then invite some groups to share and explain.Step 5: Summary and HomeworkSummary: invite a student to be a little teacher and summarize today’s lesson. Ask students to protect wild and endangered animals.Homework: ask students to design a poster of protecting wild animals.Blackboard design:Teaching reflection【答辩题目解析】1. How should we communicate with students?1.我们怎么和学生进行交流?【参考答案】一方面,我们必须真诚的关心并了解学生的学习和生活条件。
2019下半年教师资格考试初中英语面试真题
2019下半年教师资格考试初中英语面试真题试讲题目1.题目：Wild animals2.内容：Sadly, giant pandas face serious problems in the wild. For example, it is very difficult for pandas to have babies, and many baby pandas die when they are very young. Also, giant pandas live mainly on a special kind of bamboo. However, the bamboo forests are becoming smaller and smaller. As a result, pandas may not have a place to live or food to eat.Giant pandas are now in danger. We should take action right away. Here are some ideas.1. help pandas have more babies;2. build more panda reserves;3. make laws to protect pandas.3.基本要求：(1)朗读全文;(2)设计引导学生进行预测的教学活动;(3)配合教学内容适当板书;(4)全英授课。
答辩题目1. How should we communicate with students?2. Please talk about your own personality. Are you outgoing or introverted?二、考题解析【教案】Wild animalsTeaching aims:Knowledge aims:Students can understand the content of the listening material.Students can be familiar with the present situation of giant pandas.Ability aim:Students will develop their listening abilities of catching key words. Emotional aim:Students can foster the awareness of protecting wild and endangered animals. Key and difficult points:Key point:How to understand the listening material.Difficult point:How to foster the awareness of protecting wild animals.Teaching procedures:Step 1: Warming-up1. Greetings.2. Let students enjoy a song named Do Re Mi and ask them what is followed by doe. The song is like this:Doe, a deer, a female deer.Ray, a drop of golden sun.Me, a name I call myself.Far, a long, long way to run.Sew, a needle pulling thread.La, a note to follow Sew.Tea, a drink with jam and bread.That will bring us back to Do (oh-oh-oh).Ask students to answer the question. Then tell them that elk is a kind of endangered animal and lead in the topic.Step 2: Pre-listeningShow an interesting video clip of a cute giant panda named Qingyi, who is a social media star. And ask students a question, “What do you know about giant pandas?”Then ask students to predict the main idea of the listening material according to the video.Step 3: While-listening1. Extensive listeningRead the passage for students and ask them to find the main idea of the listening material.Then invite one student to write the answer on the blackboard.2. Intensive listeningPlay the tape and ask students to answer two questions:Q1: What problem do giant pandas face?Q2: How should we protect giant pandas, according to the passage?Then lead students to fill in the chart on the blackboard.Step 4: Post-listeningAsk students to design a slogan for protecting giant pandas in groups of four and encourage students to be creative. 5 minutes are given for discussion. Then invite some groups to share and explain.Step 5: Summary and HomeworkSummary: invite a student to be a little teacher and summarize today’s lesson. Ask students to protect wild and endangered animals.Homework: ask students to design a poster of protecting wild animals.Blackboard design:Teaching reflection试讲题目2.题目：Attributive clause2.内容：3.基本要求：(1)根据所给材料，设计语法相关的教学活动;(2)配合教学内容适当板书;(3)试讲时间10分钟;(4)全英授课。
教师资格考试初中面试英语试题与参考答案
教师资格考试初中英语面试复习试题与参考答案一、结构化面试题（10题）第一题Question: If you were given a class of 30 seventh graders with varying English proficiency levels, how would you differentiate your teaching strategies to ensure that all students can learn and progress effectively?Answer:In a class of 30 seventh graders with varying English proficiency levels, it is crucial to adopt a multi-faceted approach to teaching that caters to the diverse needs of each student. Here are some strategies I would employ:1.Differentiated Instruction: I would use a variety of teaching methods and resources to cater to different learning styles and levels. This includes providing both written and oral instructions, using visual aids, and incorporating interactive activities.2.Small Group Instruction: I would form small groups based on proficiency levels to provide more personalized attention. This allows me to work with students who need extra support and challenge those who are more advanced.3.Differentiated Assessment: I would create assessments that are leveled to match the students’ current abilities. This could involve varying the complexity of tasks or providing multiple-choice questions for those who struggle with essay writing.nguage Support: For students who are still developing their English language skills, I would incorporate language support strategies such as using simplified language, providing glossaries, and using gestures and body language to aid comprehension.5.Encouragement and Motivation: I would make sure to praise and encourage all students, recognizing their efforts and progress. Motivation is key to keeping all students engaged and committed to learning.6.Differentiated Homework: I would assign homework that is appropriate for each student’s level, ensuring that it i s neither too easy nor too difficult. This could involve extension activities for more advanced students and review exercises for those who need extra practice.Explanation:Differentiated instruction is essential in a classroom with diverse learners. By implementing a variety of strategies, I aim to provide an inclusive learning environment where each student feels valued and supported. The focus is on meeting students where they are and helping them to reach their full potential in English language learning.第二题Question:How would you effectively differentiate instruction in your middle school English classroom to cater to the diverse learning styles, abilities, and backgrounds of your students?Answer:In my middle school English classroom, I would employ a variety of strategies to differentiate instruction that accommodate different learning styles, abilities, and backgrounds. Here’s how I would approach this:1.Assessment for Learning: Before planning lessons, I would conduct formative assessments to understand each student’s strengths, weaknesses, and preferred learning modalities. This could include reading comprehension quizzes, writing samples, or speaking and listening exercises.2.Flexible Grouping: I would use flexible grouping techniques, such as mixed-ability or interest-based groups, to create an inclusive learning environment. This allows students to work together, collaborate, and learn from one another.3.Adaptive Instruction: For students with varying abilities, I would provide modified assignments and support. For example, I could offer simpler versions of reading materials for struggling readers or more challenging texts for advanced learners.4.Visual and Auditory Aids: To cater to visual and auditory learners, I would incorporate multimedia resources, such as videos, interactive presentations, and audio recordings, into my lessons.5.Hands-On Activities: For kinesthetic learners, I would incorporate hands-on activities, such as role-playing, group projects, and interactive games, to engage their physical movement and reinforce learning.6.Cultural Responsiveness: Recognizing the diverse backgrounds of mystudents, I would incorporate culturally relevant materials and themes into my teaching. This includes using literature that reflects the experiences and perspectives of various cultures.7.Differentiated Homework: I would assign differentiated homework that allows students to demonstrate their understanding in various ways. Some students might complete a written assignment, while others might create a presentation, a podcast, or a visual representation of the lesson.8.Feedback and Support: I would provide timely and specific feedback to each student, highlighting their strengths and suggesting areas for improvement. Additionally, I would offer support through tutoring sessions or one-on-one conferences.Explanation:Differentiation in the classroom is crucial because it ensures that all students have the opportunity to learn and succeed. By using a combination of these strategies, I can create a dynamic and responsive learning environment that addresses the unique needs of each student. This approach not only enhances student engagement but also fosters a sense of belonging and inclusivity within the classroom.第三题Question: As an English teacher for junior high school, how would you differentiate your teaching methods for students with different learning styles (e.g., auditory, visual, kinesthetic)?Answer:In response to the diverse learning styles of students, I would implement a multifaceted teaching approach that caters to auditory, visual, and kinesthetic learners. Here’s a breakdown of my strategies for each type of learner:1.Auditory Learners:•Incorporate songs, rhymes, and chants into the lessons to reinforce vocabulary and grammar.•Use storytelling techniques to engage students in the narrative, thereby enhancing their listening skills.•Facilitate discussions and group activities that encourage speaking and listening, such as debates or role-playing exercises.2.Visual Learners:•Create visual aids like flashcards, diagrams, and posters to illustrate concepts and vocabulary.•Utilize multimedia resources, such as videos and slideshows, to present information in a visually engaging manner.•Design interactive whiteboards or use projectors to display key points during lessons, allowing students to follow along visually.3.Kinesthetic Learners:•Introduce activities that require physical movement, like “Simon Says”games for vocabulary practice or “Simon Says” for gr ammar exercises.•Encourage students to engage in hands-on projects, such as creating theirown booklets or posters to showcase their understanding of the lesson material.•Use role-playing and simulations to provide kinesthetic learners with a concrete context in which to apply their language skills.By incorporating these diverse teaching methods, I aim to provide a comprehensive learning experience that caters to the varying needs of my students. Additionally, I would continually assess their progress and adjust my strategies as needed to ensure that each student has the opportunity to succeed.Explanation:The answer provided above outlines a comprehensive approach to catering to the different learning styles of students in a junior high school English classroom. It emphasizes the importance of incorporating a variety of teaching methods to engage students with different learning preferences. By addressing auditory, visual, and kinesthetic learners, the teacher demonstrates a commitment to creating an inclusive and supportive learning environment. The explanation provides a rationale for each teaching strategy, highlighting the benefits of using these methods for each type of learner.第四题Question: How would you handle a situation where a student in your class has a strong negative attitude towards learning English, and this attitude is affecting their performance and the class dynamic?Answer:1.Initial Assessment: First, I would observe the student’s behavior and interactionswithin the classroom to understand the root cause of their negative attitude. It’s essential to gather information from various sources such as the student, their peers, and their parents.2.One-on-One Conversation: I would initiate a private conversation with the student to express concern for their well-being and to discuss their feelings about learning English. This allows the student to feel valued and understood.3.Encourage Openness and Empathy: During the conversation, I would encourage the student to share their thoughts and feelings without fear of judgment. I would listen actively and show empathy to build a rapport.4.Identify Challenges: We would identify the specific challenges the student is facing, whether they are related to the curriculum, learning style, peer pressure, or personal issues.5.Tailor Instruction: Based on the identified challenges, I would adapt my teaching methods to better suit the student’s needs. This could include using different resources, adjusting the pace of learning, or incorporating student interests into lesson plans.6.Peer Support: I would encourage positive peer interaction by forming study groups or peer tutoring sessions where students can support each other.7.Positive Reinforcement: I would use positive reinforcement techniques to acknowledge the student’s effort s and progress, regardless of the outcomes, to build their confidence.8.Collaborate with Parents and Guardians: I would involve the student’s parents or guardians in the process to provide additional support and to ensure consistency between home and school.9.Regular Check-ins: I would schedule regular check-ins with the student to monitor their progress and adjust strategies as necessary.10.Professional Development: If the issue persists, I would seek guidance from colleagues, mentors, or professional development resources to refine my approach.Explanation:The key to handling such a situation is to approach it with patience, understanding, and a commitment to the student’s growth. By understanding the underlying reasons for the negative attitude, tailoring the learning experience, and fostering a supportive environment, it is possible to turn around a student’s attitude and improve their performance and the class dynamic. It’s also important to maintain open communication channels with all stakeholders to ensure a holistic approach to the student’s education.第五题Question:As an English teacher for junior high school students, how would you differentiate your teaching methods to cater to students with diverse learning styles, such as visual, auditory, and kinesthetic learners?Answer:As an English teacher aiming to cater to students with diverse learning styles, I would adopt a multifaceted approach that integrates various teaching methods to engage all types of learners. Here’s how I would differentiate myteaching for visual, auditory, and kinesthetic learners:1.Visual Learners:•Use visual aids such as flashcards, posters, and diagrams to illustrate vocabulary and grammar points.•Create presentations and videos that include visual examples of language use in real-world contexts.•Encourage students to create their own visual summaries of texts or stories they have read.2.Auditory Learners:•Incorporate songs, poems, and dialogues into lessons to reinforce language learning through listening.•Conduct discussions and group activities where students can engage in verbal interactions.•Use storytelling and role-plays to help auditory learners absorb and remember the language.3.Kinesthetic Learners:•Design activities that involve physical movement, such as “Simon Says”games or theater exercises to practice language.•Incorporate hands-on activities like making models or dioramas to represent stories or concepts.•Encourage kinesthetic learners to act out scenes or use puppets to express their understanding of the material.Explanation:Differentiating instruction is essential to ensure that all students have the opportunity to learn effectively. By recognizing and addressing the specific needs of visual, auditory, and kinesthetic learners, I can create a classroom environment that caters to their preferences and strengths. This approach not only helps to engage all students but also enhances their overall language acquisition and retention. Additionally, it fosters a more inclusive classroom where students feel valued and understood, leading to higher levels of motivation and success.第六题Question:If you were teaching a group of初中 students who were struggling with understanding the past perfect tense, how would you adapt your teaching methods to ensure they grasp the concept effectively?Answer:1.Assess Understanding: Begin by assessing the students’ current understanding of the past perfect tense through a brief quiz or discussion. This will help identify their specific areas of confusion.e Real-Life Examples: Present real-life examples that naturally incorporate the past perfect tense. For instance, you could discuss a historical event and use sentences like, “The Great Wall had been built for centuries before the tourists arrived.”3.Visual Aids: Create visual aids such as timelines or storyboards to illustrate the sequence of events that require the use of the past perfect tense.This can help students visualize the concept.4.Interactive Activities: Engage students in interactive activities such as role-playing, where they can practice using the past perfect tense in context. For example, students could act out a scenario where one person asks about another’s past experiences.5.Collaborative Learning: Pair students up or form small groups to discuss and create sentences using the past perfect tense. This encourages peer learning and can help clarify misunderstandings.6.Consistent Practice: Incorporate regular practice sessions into your lessons, where students can practice forming and using past perfect tense sentences. This could include completing worksheets, online exercises, or oral drills.7.Differentiated Instruction: Recognize that students have different learning styles. Offer alternative methods such as video tutorials, audio recordings, or written explanations for those who may need additional support.8.Feedback and Adjustment: Provide immediate feedback on students’ usage of the past perfect tense and be prepared to adjust your teaching methods based on their progress and feedback.Explanation:The key to teaching the past perfect tense effectively to struggling students lies in making the concept relatable and accessible. By using real-life examples, visual aids, and interactive activities, students can engage with the materialin a way that resonates with them. Additionally, by offering a variety of teaching methods and allowing for collaborative learning, students can learn from each other and reinforce their understanding. Regular practice and personalized feedback ensure that each student receives the support they need to master the concept.第七题Question:Discuss the importance of integrating technology in teaching English to junior high school students and provide an example of how you would use technology in your classroom.Answer:Integrating technology into the teaching of English to junior high school students is essential for several reasons. Firstly, it enhances student engagement by providing interactive and dynamic learning experiences that can cater to different learning styles. Secondly, technology facilitates access to a vast array of resources, such as authentic materials from English-speaking countries, which can improve students’ language skills and cultural understanding. Additionally, using technology can help prepare students for a digital world where online communication and digital literacy are increasingly important.For example, I could incorporate a video project into my lesson plan where students work in groups to create short films or presentations on topics relatedto the curriculum. They would be required to research their topic, write scripts, record videos, and edit them using software like iMovie or Windows Movie Maker. This activity not only promotes collaborative learning and creativity but also provides practical experience with digital tools that are relevant to today’s job market. Furthermore, by sharing these projects with the class, students can practice their speaking and listening skills while receiving constructive feedback from their peers and teacher.Explanation:This question assesses the candidate’s ability to recognize the benefits of using technology in education and apply this knowledge practically. The answer provided demonstrates an understanding of how technology can enhance the learning environment and support the development of 21st-century skills. By giving a specific example of a video project, the response shows that the teacher can effectively integrate technology into the curriculum in a way that aligns with educational goals and fosters student engagement and collaboration.第八题Question: If you were teaching a class of students who had a diverse range of English proficiency levels, how would you differentiate your instruction to meet their individual needs and ensure that all students can participate effectively in the learning process?Answer:In a class with diverse English proficiency levels, I would implement thefollowing strategies to differentiate instruction and ensure effective participation from all students:1.Assessment and Grouping: Start by assessing the students’ current English proficiency levels through oral and written assessments. Based on these results, I would formmixed-ability groups where students with similar proficiency levels are placed together, but also ensure that there are opportunities for collaboration across groups.nguage Simplification: For students with lower proficiency, I would simplify the language by using clear, concise sentences and vocabulary that they can understand. I would also use visual aids, gestures, and body language to complement my verbal explanations.3.Task Differentiation: Assign tasks that cater to different proficiency levels. For example, advanced students might be given more complex projects or discussions, while lower-level students could focus on simpler tasks like vocabulary practice or basic sentence structure exercises.4.Interactive and Collaborative Activities: Incorporate interactive activities that encourage collaboration and peer support. This allows students to learn from each other and build confidence in their language abilities.5.Feedback and Encouragement: Provide regular, constructive feedback that focuses on improvement rather than criticism. Encourage students to set personal goals and celebrate their progress, regardless of their proficiency level.6.Differentiated Instructional Materials: Use a variety of resources and materials that are appropriate for different levels. This might include simplified textbooks, online resources, or additional worksheets for strugglingstudents.7.Flexible Learning Environment: Create a flexible learning environment where students can work at their own pace. This could involve allowing students to choose from a range of activities or giving them additional time to complete tasks.8.Parental Involvement: Keep parents info rmed about their child’s progress and involve them in the learning process. This could include sending home activity sheets or providing suggestions for language practice at home.By implementing these strategies, I can ensure that all students in the class have the opportunity to learn and participate effectively, regardless of their initial English proficiency level.Explanation:The answer provided outlines a comprehensive approach to managing a diverse class in terms of English proficiency. It addresses the need for both formative and summative assessment to inform instruction, the importance of differentiating tasks and materials, and the role of a supportive and interactive classroom environment. Additionally, it recognizes the value of parental involv ement in supporting students’ language development outside of school.Ninth QuestionQuestion: Describe a situation where you had to adapt your teaching methodology to accommodate a student with special learning needs. What specificstrategies did you employ to ensure their inclusion and academic success?Answer Example:“In my previous teaching experience, I encountered a student who had dyslexia, which made it challenging for them to read at the same pace as their peers. To address this, I implemented several strategies to support their learning process. Firstly, I utilized audio books and text-to-speech software that helped the student engage with the material on a more accessible level. Secondly, I provided written materials well ahead of time so that they could prepare and familiarize themselves with the content. Additionally, I encouraged peer-assisted learning, pairing the student with a classmate who could assist during group activities while promoting an inclusive classroom environment. Lastly, I ensured regular one-on-one sessions to discuss any difficulties and to tailor assignments that matched their learning pace. This approach not only supported the student’s academic progress but also fostered a sense of belonging and self-esteem within the clas sroom.”Analysis:This answer demonstrates the candidate’s ability to recognize individual learning differences and implement inclusive practices. The strategies mentioned show adaptability, resourcefulness, and a commitment to creating an equitable learning environment. By outlining specific tools and methods used (audio books, text-to-speech software, advanced preparation, peer assistance, and personalized attention), the candidate illustrates practical applicationof educational theories. Moreover, the emphasis on emotional well-being and self-esteem indicates a holistic approach to education, which is crucial for supporting students with special learning needs.第十题Question:How would you handle a situation where a student in your class is consistently disruptive and disrespectful towards both the teacher and their peers?Answer:As a teacher, addressing disruptive behavior is crucial for maintaining a positive and productive learning environment. Here’s how I would handle sucha situation:1.Immediate Intervention: First and foremost, I would address the behavior immediately. I would approach the student calmly and privately, ensuring they understand that their actions are inappropriate and disruptive to the learning process.munication: I would have a conversation with the student, asking them to explain their behavior. It’s essential to listen actively and without judgment to understand the root cause of the disruption. This may involve discussing their feelings, experiences, or any external factors that might be contributing to their behavior.3.Consistent Rules and Consequences: I would remind the student of the classroom rules and the consequences of breaking them. It’s important to be consistent with the rules and the consequences to avoid confusion and reinforce the importance of respecting others.4.Behavior Contract: If the disruptive behavior continues, I would createa behavior contract with the student. This contract would outline specific expectations, goals, and the consequences of not meeting those goals. Regular check-ins and feedback would be provided to monitor progress.5.Collaboration with Parents or Guardians: In some cases, involving the student’s parents or guardians may be necessary. I would communicate with them about the student’s behavior, seek their support, and discuss strategies that can be implemented at home and school.6.Classroom Support: If the disruptive behavior affects the entire class,I would work with the students to create a supportive environment. This could involve group discussions, role-playing scenarios, or team-building activities to promote respect and cooperation among classmates.7.Professional Development: As a teacher, I would also engage in professional development opportunities to enhance my skills in dealing with disruptive behavior. This could include workshops, webinars, or seeking guidance from colleagues who have experience in this area.Explanation:It’s essential to address disruptive behavior promptly and effectively to maintain a positive learning environment. By taking a proactive approach, listening to the student, implementing consistent rules, and involving parents or guardians when necessary, teachers can help students understand the importance of respect and cooperation. Additionally, seeking professionaldevelopment opportunities ensures that teachers have the necessary tools and strategies to handle such situations effectively.二、教案设计题（3题）第一题Title:“Teaching Plan for a Junior High School English Lesson on”The Weather”Answer:Objective:1.To enable students to understand and use simple sentences to describe weather conditions.2.To enhance students’ ability to communicate in English about daily weather observations.3.To develop students’ vocabulary and grammar skills related to weather expressions.Teaching Aids:•Whiteboard and markers•Flashcards with weather-related vocabulary•Weather forecast videos or pictures•Handouts for homeworkTeaching Procedure:1.Introduction (5 minutes)•Begin the lesson by asking students to share their favorite weather and why. This will stimulate their interest and provide a context for the lesson.•Show a brief video or pictures of different weather conditions to introduce the lesson topic.2.Vocabulary Presentation (10 minutes)•Introduce new vocabulary words related to weather using flashcards. For example: sunny, cloudy, rainy, windy, stormy, etc.•Have students practice reading and pronouncing these words aloud. •Provide a brief explanation of each word and its usage in a sentence.3.Grammar Presentation (10 minutes)•Introduce the simple present tense to describe weather conditions. Use examples like “It is sunny,” “It is cloudy,” etc.•Explain the structure and usage of the simple present tense for describing weather.•Have students practice forming sentences using the simple present tense with weather words.4.Practice (15 minutes)•Divide the class into small groups and ask them to create a dialogue about weather observations using the new vocabulary and grammar. •Circulate around the classroom to provide guidance and correct any errors. •Have each group present their dialogue to the class.5.Homework Assignment (5 minutes)•Assign a homework task where students are required to write a short paragraph describing a day’s weather in their hometown using the new vocabulary andgrammar.Evaluation:•Observe students’ participation and understanding during the vocabulary and grammar presentations.•Assess students’ ability to form sentences using the simp le present tense for describing weather.•Evaluate the quality of the group dialogues and the homework assignments.Explanation:This teaching plan focuses on introducing and practicing weather-related vocabulary and grammar in a junior high school English class. By using a variety of teaching methods, such as vocabulary flashcards, grammar explanations, group work, and homework assignments, the teacher aims to provide students with a comprehensive understanding of weather-related language and enhance their communication skills. The plan is designed to be interactive and engaging, encouraging students to actively participate in the learning process.第二题题目背景: 假设您是一名初中英语教师，您的班级学生年龄在13至15岁之间，英语水平为中级。
2019年上半年初中英语学科教师资格面试真题汇总
2019年上半年初中英语学科教师资格面试真题汇总一、考题回顾初中英语口语二、考题解析【教案】Teaching aims:Knowledge aim:Students will grasp the target expressions about asking questions, and also get some ways of learning English.Ability aim:Students can express their opinion on learning English.Emotional aim:Students can foster the interest and desire of learning English, and be fond of taking part in kinds of class activities.Key and difficult point:Key Point: Students can master the usage of key structures.Difficult Point: Students can improve their confidence in learning English, and not be afraid of speaking English.Teaching procedure:Step 1: Warming-up1. Greetings.2. Show a video about an English speech “ I Have a Dream” addressed by Martin Luther King. And ask students what their feelings are.And then ask them a question: “why does he speak English well?” “Because he masters some skills about learning English”. Actually today our topic is also about this and then lead in the topic: let’s speak.Step 2: Pre-speaking1. Teacher reads the passage and asks students figure out the main idea of the dialogue.2. Ask students to read the passage again and pay attention to the underlined parts. They need to answer the questions about underlined parts.Question1:How can you improve your English?Answer1:watch TV programmes on CCTV9; read English books; read English newspapers and magazines.Question2:Where can you read books, newspapers or magazines?Answer2:At the library.3. Ask students to work in groups of four to think of other ways to improve English in 10 minutes, and then invite some groups to show their results.Ways: Listen to English songs, watch the English movies, watch BBC documentaries.Step 3: While-speaking1. Give the whole class 5 minutes to make dialogues with their desk mates. They are suppose to use the information on the blackboard.2. During this period, the teacher will walk around and give the evaluation to encourage students to open their mouth and speak English loudly.Step4: Post-speakingAfter that, the teacher invites some of groups to come to the stage to show their performance in the front of the whole class. Teacher gives evaluation and encouragement. Emphasize the importance of learning English.Step5: Summary and HomeworkSummary: summarize with the whole class.Homework: ask students to choose their favorite ways to practice English and make a daily plan for their English study.Blackboard design:【答辩题目解析】1. Please talk about the ways to remember English words.【参考答案】It is difficult for students to memorize vocabulary, so we need to design or use some methods to help them to know how to learn English words. And here are somesuggestions.First, using dictionary is a good way to learn English words and it is also a kind of learning strategy for students. Dictionary can be an assistant of the teacher to make students study by themselves. It includes meaning, pronunciation, part of speech synonym, example sentences and so on. Students can use it to have a comprehensive understanding of the word.Second, conjecture. It will be much funnier and interest to conjecture the new words by reading passage. It is a kind of challenge to make students be positive. By guessing the new words student can find the clue of the passage and more phrases, even they can understand some idiomatic.Last one, communicative strategy. That means students will learn the new words during the communication, it includes asking questions, cooperate with others and so on. They will learn these new words initiatively, so the efficiency of study should be developed a lot.2.Can you introduce your life in college?【参考答案】My life in college was meaningful. I majored in English. I love my major, because I can learn different cultures and histories of different countries. So I have a good command of English after the 4-year study.Also I participated in a lot of contests. For example, the English speech contest, and I won the first place in the speech contest of the school. These experiences trained my ability in public speech and made me qualified for being a teacher.I am now eager to apply my knowledge into practice/ this job. I believe that what I've got in the college will be of great help to my career life.一、考题回顾初中英语语法二、考题解析【教案】Teaching aims:Knowledge aims:Students can master the usage of comparative adjectivesAfter this lesson, students can use the sentence structure: “Rose is smarter than Ruth”.Ability aim:After this lesson, students can use this grammar to describe the things in their daily lifeEmotional aim:Students are able to get the confidence of learning EnglishKey and difficult point:Key Point:master the usage of the comparative form of an adjectiveDifficult Point:use this grammar to describe the things in their daily life.Teaching procedures:Step 1: Warming-up1.Greeting2.Free talk:The teacher talks about the experience in zoo.Let students describe the features of animals in the zoo.3.Then write one sentence and ask students to fill it using the right words. Then lead in the topic of today:Rose is smarterElephant is_____(big/small).Squirrel is _____(big/small)Step 2: Presentation1.play a tap and ask them some questionQ1:what’s the feature of Rose and Ruth?Rose is smarter than Ruth.Q2:what’s the characteristic of Ruth and Rose ?Ruth is more outgoing than Rose.And then underline the adjective, ask a question :what are the similarities between the sentences and the adjectives.After that conclude the usage of the comparative degree.Step 3: Practice1.Do the guessing game. Ask students to guess the words that the teacher is acting.2.Write some sentences on the blackboard and ask students to fill in the blank using the comparative degree form of adjective.Step4: ProductionShow two similar pictures for students and then ask them to describe the differences of the two pictures, when they describe the pictures they should use the comparative degree.5 minutes for them to discuss with their desk mates and later ask some of them to share their ideas.Step 5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize the class.Homework: ask students make more sentences using the grammar they learn today.Blackboard design:【答辩题目解析】1. Do you think it is important to teach students the pronunciation or not?【参考答案】Yes, I think it is very important to teach students the pronunciation. Fist of all, pronunciation is the basic knowledge of learning English, and they need the guidance of pronunciation; Secondly, it is a common phenomenon that many of the students in China they are lacking in the pronunciation practice so they have many difficulty in speaking English; Last but not the least, according to the new curriculum standard and the new curriculum reform, we should emphasize the importance of pronunciation learning .【答辩题目解析】2. Are you a normal school student of English major? Do you have any teaching experience?【参考答案】Yes, I majored in English of a normal school.I love my major, because I can learn different cultures and histories of different countries. So I have a good command of English after the 4-year study.During my college life, I taught my students in a training institution.They are junior high school students. I learned students in junior school are generally interested in English. They have strong curiosity and thirst for knowledge.The simple repetition of the text by teacher no longer satisfies the students.I got some experience but I am not enough to teach students very well.In the future, I am sure I can apply what I have learned to the work.一、考题回顾阅读教学试讲二、考题解析【教案】Teaching aims:Knowledge aim:Students can get the main idea of the passage quickly.Ability aim:Students will improve their reading abilities such as skimming and scanning.Emotional aim:Students will be more interested in learning English.Key and difficult point:Key Point: Students will know how to get the main idea of the passage.Difficult Point: Students will be more confident in speaking English and improve their reading skills.Teaching procedure:Step 1: Warming-up1. Greetings.2..Show a picture to students and then ask them a question :what can you see from the picture?Some of the students may figure out it is a blog and ask some of them:Do you write blogs and know their feelings of blogs?Step 2: Pre-readingShow the title of the passage and ask students to predict what’s the main idea of the passage.Step 3: While-reading1st listening: Ask students to listen to the tape for the first time and check if their prediction is correct or not and get the main idea of the passage.2nd listening: Ask students to listen to the tape for the second time and complete the card about Anna below:Step4: Post-readingAsk students to talk about the information of their best friend with the items on the blackboard. Four students in a group and give them five minutes.Step 5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to write their own blog and introduce themselves.【答辩题目解析】1. How did you evaluate the performance of students in the class?【参考答案】Students are unique and developing individuals. And they are eager for teacher’s approval and encouragement.Therefore, in my class, as long as students shared their answers actively, I would give them positive and reasonable evaluations, for example, “Your pronunciation is improving”, “You found the answer so fast”, or “Your role-play is excellent”. If students made mista kes, I encouraged them like “You are very brave” “Think it over and try again.” and guided them to get the right answer. In this way students will not lose their confidence in learning English and will be more active in my class.In the future, I will try my best to find more methods to encourage my students to let them study actively.2. What is the standard of a good lesson?【参考答案】There are many standards of a good lesson. But I think the following standards are of great importance:We must impart correct knowledge. As a teacher, we need to make sure that we make no mistakes in knowledge. So we need to make enough preparation for the class, be responsible for the words we say in class and keep studying.The lesson must be designed with reasonable structure. For example, a reading class can be divided into several parts: warming-up, pre-reading, while-reading, post-reading, summary and homework. In this way, students can gradually understand the article step by step and consolidate what they have learned.Only when we achieve these standards, can the students absorb the knowledge well.。
2019 上半年教师资格证考试《英语学科知识与教学能力》(初级中学
2019上半年教师资格证考试《英语学科知识与教学能力》(初级中学)真题及答案下列每小题的四个选项中，只有一项是最符合题意的正确答案，多选、错选或不选均不得分。
1.【单项选择题】在每小题列出的四个备选项中选择一个最佳答案，请用28铅笔把答题卡上对应题目的答案字母按要求涂黑。
错选、多选或未选均无分。
Whichof the following words has a stress pattern different from the rest?A.prepareB.techniqueC.obviousD.advice答案：C参考解析：本题考查单词的重音位置。
题干：下面哪个单词的重音模式与其他单词不同?A、B、D 三项的重音位置均在第二个音节上，只有C项的重音在第一个音节上。
故本题选C。
做题笔记(1)2.【单项选择题】Which of the following underlined words will be stressed when Julia responds to the person who has mistaken her for Julian?A.My name is Julia,not Julian.B.My name is Julia,not Julian.C.My name is Julia,not Julian.D.My name is Julia,not Julian.答案：B参考解析：因为Julia想纠正跟她对话的那个人对她名字的误读，名字是“Julia”而不是“Julian”，所以此处应该把正确的名字“Julia”重读。
故本题选B。
3.【单项选择题】Theword“UNESCO”is called a(n)_______.A.acronymB.blendC.clipped wordD.coined word答案：A参考解析：本题考查构词法。
A项“首字母缩略词”指由几个单词的首字母派生出来的新词；B 项意为“混成词”；C项意为“截断词”；D项意为“新创词”。
2019年教师资格证《初中英语》试题及答案.docx
2019 年教师资格证《初中英语》试题及答案1题目 :2内容 :The fact that more and more people settle down in Canada pleasedthe Canadians要求 :(1)英文授课(2)设计相关互动环节(3)根据文本内容授课 ,讲解同位语从句语法(4)适当板书Teaching Aims:Knowledge aims: Students can understand the usage of appositive clauseAbility aims: Students can identify the appositive clause, and canuse this kind of clause into their writingEmotional aims Can foster the interest and desire of learning English, pay attention to in Englishcommunication and understand others' feelings, Can improve theconfidence of learning English, and not afraidof speaking English; Can cooperate with other group mates actively, and complete the tasks togetherTeaching Key points:Get the sentence structure and its mof each sentence. and can induct the rules of the functions ofTeaching Difficult Points:Use the appositive clause in proper situations; can identify the clause type in different situations,espec ially can distinguish theappositive clause.Teaching Methods:Inductive Method, Task-based Teaching Method, Found-type MethodTeaching Aids:Mult-mediaTeaching procedures:Step I Warming-upAsk students to watch a video clip which selected from the movie Despicable Me firstly, and then askthem what kind ofgrammatical phenomenon they can findFirst of all, you got no proof that I did that!There is clear evidence that vou did that!I will lead them to think about the relation between theword"proof"and the sentence i. Then come to theconclusion: the sentence is appositive of proof. And today were going to learn the appositive clauseI Show some sentences on the blackboard, and ask students to discuss the function of the underlined partof 4They were worned over the fact that you were sick.After they finished, I will invite group leaders to share their views.And come to the conclusion that theThis clause always appears after the related noun closely.Step 3 Practice1.Ask students to make sentences by using appositive clause.Step pRoductionRole-Play time! Suppose Mike and Mary are coming to our schooland you are going to be the guide tointroduce to them about our school with appositive clause as muchas you can I'll give you ten minutes todesign a short play, four people in a group. Then I'll let some of them to share with us! Start.Step 5 Summaryaretwo sentences on the PPT. One is appositive clause, and the other one is attributive clause.Please find out the differences between the appositive clause andthe attributive clause! How do we distinguishthem from each other?i will invite some of them to share with us tomorrow题目假设你又是李明,参加了“澳大利亚英语夏令营”为期两周,住在格林夫妇家,他们为你提供吃住行及旅游帮助 ,请给格林夫妇写信:安全到家 : 感谢 :澳大利亚感受:保持联系Dear Mr and Mrs _ JohnsonIm writing to you from my home in China. I have returned home safe and sound. When I think of the wonderfulwo weeks I spent in America,I just cant help thinking of both of you.You prowided everything to make me feel athome. Your generous help and tender care transformed my first Amencan tnp into an unforgettable memory.Additionally, I've leamed so much, not only English but also culture, which greatly enlarges my knowledge.AndIreally enjoyed a great deal of fun and laughter we shared with each other, especially the ideas we exchange about whathave in common. Thank you very much. I'lI always remember this trip as well as your kindnessI'll keep in touch and write to you later. Please take care!Yours Li Ming3.基本要求(1)全英试讲(2)指导学生学会写信(3)互动环节(4)配合适当板书I Teaching AimsStudents can understand basic structure of a letter and kno w howdo they write a letter in replyAbility aimsStudents will be able to get the main infomation of the original letterAccording to the sample, students can write a letter in replyEmotional aimsStudents would like to join some activities to improve their writingabilityThey can understand the letter culture in English countries lI Teaching Key & Difficult Pointsgkey1.Master the basic structure of English letter2.Students can write a letter inTeaching Difficult Points2. Students can improve the confidence of writing, and not afraid of writing EnglishIll Teaching procedureseparmI will ask them some questions to lead in the topicODo you have a pen-pal, and do you often write to him or her?2What kinds of topic do you usually discuss in your letters?@Do you know how to reply a letter?After they answerstions, I will tell them today we are going to leam to reply a letter.Step 2 Pre-writingLet them read the letter and find out the information of letter should include. (a letter should includeaddress, main body, complimentary close, and signature; and in themain body, we should express the purposeof this letter clearly, sometimes it is for thanking, sometimes for apologizing, and sometimes for discussing orInvitingAsk them to read the letter on the book and then tell me what theyare talking about. While I will ask themto answer the following questionsWhy did Li Ming write this letter?Why did Li Ming feel great during that time:Image they are Mr or Mrs Johnson and ask them to write a reply letter to Li Ming. What would you sayto Li Ming. Ask the students to have a discussionStep 3 While-writingImage they are Mr. or Mrs. Johnson and ask them to write a replyletter to Li Ming, they can write theeply letter according to the above discussion. While writing,I will ask them to pay more attention to thespelling, grammar, and the logic of sentences.Step 4 Post-writingAfter they finished the writing, I will ask them to modify their draftsby themselves, and then exchangetheir draft to do the pair editingThen I will ask some studentsto read their letters to us, and let them give some suggestions togetherStep 5 Summary and homeworkSummary: Ask one student to summarize what they have leamt today. Then the teacher will add ifHomework: Surf the intemet and find out other function of lettersStep 4: Post-readingRetell the passage according to the chart we have madeInvite students to enjoy some clips of Tea House, and express their feelings about them.Step 5: Summary HomeworkAsk students to review the key points together.Homework: write a short passage about their favorite play of lao sheIVBlackboard design题目 : Is there a bank around here?2内容Tony: Hi, excuse meLinda: Yes. How can I help you?Tony: Well, I am new in town. Is there a bank around here?Linda: Yes, there is. It is on Center Street It is across from the park.Tony: where is Center Street?Linda: It is not far from here. I can walk with youTony: Oh, thats great! Thank you so much.Linda: No problem3.基本要求(1)全英授课(2)要有与学生的互动(3)教学生如何给他人指路I Teaching aimsKnowledge aimsStudents will learn some new words and sentence patterns about asking ways1. Students can enhance their gist listening ability and get to know some spermation2.Students can get the ability of reading mapsEmotional aimsStudents will be ready to help others and dare to speak oral English in daily lifeII Teaching Key & Difficult PointsTarget language: Is there.. Where is...?Difficult point:Students know how to give night directions to others in EnglishIlrTeaching procedures:Step 1: Warming upGreet as usualInvite the whole class to sing the song Little Star, after singing, I willtell them we can recognizedirections according to the star, and ask them a question: Do you know other tools for giving directions? Whatare they?Step 2: Pre-listeningShow some words of this listening materal and use the corresponding pictures to help students understandthe meaning. The new words include park, bank, Center Street, town.Step 3: While-listeningListen to the tape for the first time, and ask students to answer the question on the screenWhat are they talking about?2. Intensive listeningAsk students to listen care fully and draw a simple map with the places mentioned in the tape. MeanwhileIvite one student draw the picture on the blackboardAfter students finish the activity, according to the map the studentdraw on the blackboard, I will ask: Isthere. And Where is. ?Students answer questions. At this time, write the important sentence structures on theblackboardListen to the tape and pay attention to the target languageStep 4: Post-listeningImagine there is a foreign friend comes to visit your school and wantsary, youto give him the right directions, work in pairs and make a dialogue,later to perform out.Step 5: Summary Homework1.Ask students to summarize what they have learnt in this class2.After class, please design a route map to introduce how to get to West LakeBLAckboard design1.BE: Musicians Wanted for School Music FestivalMusicians Wanted for School Music FestivalAre you a musician? Can you sing? Can you dance? Can you play the piano, the trumpet, the drums, orthe guitar? Then you can be in our school music festival. Please call Zhang Heng at 622-6033.3.基本要求(1)全英试讲(2)朗读课文(3)讲划线词语(4)配合适当板书I Teaching AimsStudents will be able to master the meaning and usage by given words related to musicStudents can recognize different instrument and speak out the right wordsEmotional aimStudents will be more interested in music and broaden horizon of different instrument.II Teaching Key Difficult PointsKey point: master the usage of these new words musician, piano, trumpet, drum, guitarDifficult point: How to recognize these different instrumentIlITeaching procedures:Step 1: Warming upPlay an English song Ode to Joy and invite students to sing together, after singing, introduce the famoumusician of this song- Beethoven and naturally lead in todays topicStep 2: PresentationShow the short notice: Musicians Wanted for School Music Festival, read it affectionately to studentsnd teach the underlined word"musician"with the picture of Beethoven and show other famous musicians tobroaden their horizon2. Show the pictures of other four words, describe the shape and play the corresponding sound with themulti-media to help students recognize these instrument3. After teaching, let them read for three times, pay attention to the pronunciationStep 3: Practice1. Do a voice game. If I read the words in high voice, they shouldread in low voice; if I read in low voice,they should read in high voice. I will divide them into several groupsto do this game2. Play a guessing game. Listen to me carefully, and guess what it is.For example: It is large, it has black-and-white keys, Langlang is good at playing itStep 4: ProductioPlay the selected part of famous film Rio, let students to imitate the sound instrument of it and fourstudents in a group to design a short play, them perform out.Step 5: Summary Homework2. After class, ask students to search some other instrument they like and imitate the sound of oneIV Blackboard design。
2019下半年全国教师资格证考试英语面试真题3
2019下半年全国教师资格证考试英语面试真题3小学英语1.阅读题Jimmys dream2.The bus3.The elephant4.favourite season5.weather report6.where is my white cap7.boytoy voice noise8.单词canteen的教授理解9.concert10.Shopping11.boytoy voice nouse12.my birthday13.Don’t walk on the grass,don’t eat or drink in the computer room ........ be quiet14.fly to the moon15.Be quite in the library16.Don't drink or eat in the computer room17.Don't walk on the grass in the garden18.Don't waste food in the canteen19.Our new home20.who is our math teacher?21.where is the art room.It's on the second floor.22.How much are/is they are23.Rainbow rainbow red and orange and yellow and green and purple and blue24.act and guess25.where is the canteen?初中英语1.Irish mucic if从句2.What do you want to be 口语教学3.长大后想干什么4.一般疑问句What how where 的用法5.The science museum in London6.Where is the canteen7.短语come from和come with高中英语1.口语课天池神话2.听力澳大利亚3.Cenys and serena4.网球运动员5.口语 Tianchi6.状语从句7.宾语从句。
2019 初中英语教师资格面试真题及答案(打印版)
（打印版）
一、考题回顾
试讲题目
1.题目：语法教学试讲
2.内容：
Have you read Little Women yet?
Yes, I have./ No I haven't.
Has Tina read Treasure Island yet?
Yes, she has./ She thinks it's fantastic.
Emotional aim:
Students will improve their interests of learning English.
Key and difficult point:
Key Point: Students can master the function and structure about the present perfect tense.
Have you decided which book to write about yet?
Yes, I have. I've already finished reading it. It was really good.
3.基本要求：
(1)朗读所给段落
(2)配合教学内容设计适当板书
(3)针对划线部分讲解现在完成时
(1)她从1988年就住在这里。
(2)这本书我已经读了两个小时了，但是我还没有读完。
(3)近几年他去过澳大利亚三次了。
Step4: Production
Discussion. Ask them to discuss which books they have read in groups of four. During their discussion, they are expected to use the present perfect tense.
2019上半年初中英语教师资格证面试试题
一、面试时间：2019年5月18日-19日二、教师资格证面试考试程序2019年上半年教师资格证面试初中英语真题及参考答案含面试考试程序结构化面试真题三、教师资格证面试初中英语真题详解2019上半年初中英语教师资格证面试试题（精选）一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students can get the main idea of the dialogue.Students can master the sentence patterns: How high...? How far...? and so on.Ability aim:Students can improve their listening skills by grasping the key words in listening materials.Emotional aim:Students can be more interested in learning English.Students can be willing to share their travel experience with others.Key and difficult point:Key Point: Students will have a basic understanding of the listening materials and master the sentence patterns.Difficult Point: How to use the sentence patterns to ask features freely in their daily life.Teaching procedure:Step 1: Warming-up1. Greetings.2. Let students enjoy a beautiful song called Five Hundred Miles. And then ask them a question: Have you ever went away from home and visited a new place? Then lead in the lesson.Step 2: Pre-listeningShow students a picture of the Great Pyramid of Khufu. Then ask students to make a prediction about what they are going to listen to today.Step 3: While-listening1st listening: Ask students to listen to the tape for the first time and then tell me the main idea of the dialogue. After that, they should check if their prediction is correct or not.2nd listening: Ask students to listen to the tape for the second time and then ask them to pay attention to numbers mentioned in the listening material. After that, ask them to tell me the numbers and write them on the blackboard.3rd listening: Ask students to listen to the tape for the third time, and to try to remember the place-names. After that, they should match the numbers with the correct place-names on the blackboard.Then ask them to read the passage and then write the sentence pattern on the blackboard and teach them directly.Step4: Post-listeningAsk students to have a discussion about one of their most unforgettable trip. Four students in a group and give them five minutes. After that, invite some groups to share their experience with the whole class.Step 5: Summary and HomeworkSummary: Ask a student to make a summary about what we have learned today and others make a supplement.Homework: Ask students to practice the dialogue with their friends and share what we learned today with their parents after class.【答辩题目解析】1.What’s your teaching aims?【参考答案】There are three teaching aims in my class. Firstly, knowledge aims: students can get the main idea of the dialogue. Students can master the sentence patterns: How high...? How far...? and so on. Secondly, students can improve their listening skills by grasping the key words in listening materials. Thirdly, students can be more interested in learning English. Students can be willing toshare their travel experience with others. I think through the activities in my class, all above teaching aims will be achieved.2.How do you deal with the problem that the listening lesson is boring to learn?【参考答案】Firstly, in warming-up part, I will sing a beautiful song called Five hundred Miles to cheer students up, which can create a better atmosphere for them to learn English. Secondly, inpre-listening part, I ask students to make a prediction about what they are going to listen to according to a picture, which will arouse their curiosity. Thirdly, I play the tape for three times, which can decrease the difficulties of listening and can give them more confidence. Fourthly, in post-listening part, I ask them to have a discussion about their unforgettable trip, which not only improve their oral English, but also increase their interests in learning English.一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students can comprehend basic knowledge and structure about the special questions of the simple past tense.Ability aim:Students will use the target language in proper situation.Emotional aim:Students will be aware of the communication with simple past tense and develop their team spirit through the group works.Key and difficult point:。
2019下教资面试真题-初中英语(15个)
2019年下半年教师资格面试-英语学科-考题解析初中英语听说一、考题回顾题目来源1月4日上午广东省深圳市面试考题试讲题目1.题目：Wild animals2.内容：Sadly, giant pandas face serious problems in the wild. For example, it is very difficult for pandas to have babies, and many baby pandas die when they are very young. Also, giant pandas live mainly on a special kind of bamboo. However, the bamboo forests are becoming smaller and smaller. As a result, pandas may not have a place to live or food to eat.Giant pandas are now in danger. We should take action right away. Here are some ideas.1. help pandas have more babies;2. build more panda reserves;3. make laws to protect pandas.3.基本要求：(1)朗读全文;(2)设计引导学生进行预测的教学活动;(3)配合教学内容适当板书;(4)全英授课。
答辩题目1. How should we communicate with students?2. Please talk about your own personality. Are you outgoing or introverted?二、考题解析【教案】Wild animalsTeaching aims:Knowledge aims:Students can understand the content of the listening material.Students can be familiar with the present situation of giant pandas.Ability aim:Students will develop their listening abilities of catching key words.Emotional aim:Students can foster the awareness of protecting wild and endangered animals.Key and difficult points:Key point:How to understand the listening material.Difficult point:How to foster the awareness of protecting wild animals.Teaching procedures:Step 1: Warming-up1. Greetings.2. Let students enjoy a song named Do Re Mi and ask them what is followed by doe. The song is like this:Doe, a deer, a female deer.Ray, a drop of golden sun.Me, a name I call myself.Far, a long, long way to run.Sew, a needle pulling thread.La, a note to follow Sew.Tea, a drink with jam and bread.That will bring us back to Do (oh-oh-oh).Ask students to answer the question. Then tell them that elk is a kind of endangered animal and lead in the topic.Step 2: Pre-listeningShow an interesting video clip of a cute giant panda named Qingyi, who is a social media star. And ask students a question, “What do you know about giant pandas?”Then ask students to predict the main idea of the listening material according to the video.Step 3: While-listening1. Extensive listeningRead the passage for students and ask them to find the main idea of the listening material.Then invite one student to write the answer on the blackboard.2. Intensive listeningPlay the tape and ask students to answer two questions:Q1: What problem do giant pandas face?Q2: How should we protect giant pandas, according to the passage?Then lead students to fill in the chart on the blackboard.Step 4: Post-listeningAsk students to design a slogan for protecting giant pandas in groups of four and encourage students to be creative. 5 minutes are given for discussion. Then invite some groups to share and explain.Step 5: Summary and HomeworkSummary: invite a student to be a little teacher and summarize today’s lesson. Ask students to protect wild and endangered animals.Homework: ask students to design a poster of protecting wild animals.Blackboard design:Teaching reflection【答辩题目解析】1. How should we communicate with students?1.我们怎么和学生进行交流?【参考答案】一方面,我们必须真诚的关心并了解学生的学习和生活条件。
2019上半年教师资格考试初中英语面试真题及答案
2019上半年教师资格考试初中英语面试真题及答案(第一批)一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students can get the main idea of the dialogue.Students can master the sentence patterns: How high...? How far...? and so on.Ability aim:Students can improve their listening skills by grasping the key words in listening materials.Emotional aim:Students can be more interested in learning English.Students can be willing to share their travel experience with others.Key and difficult point:Key Point: Students will have a basic understanding of the listening materials and master the sentence patterns.Difficult Point: How to use the sentence patterns to ask features freely in their daily life.Teaching procedure:Step 1: Warming-up1. Greetings.2. Let students enjoy a beautiful song called Five Hundred Miles. And then ask thema question: Have you ever went away from home and visited a new place? Then lead in the lesson.Step 2: Pre-listeningShow students a picture of the Great Pyramid of Khufu. Then ask students to make a prediction about what they are going to listen to today.Step 3: While-listening1st listening: Ask students to listen to the tape for the first time and then tell me the main idea of the dialogue. After that, they should check if their prediction is correct or not.2nd listening: Ask students to listen to the tape for the second time and then ask them to pay attention to numbers mentioned in the listening material. After that, ask them to tell me the numbers and write them on the blackboard.3rd listening: Ask students to listen to the tape for the third time, and to try to remember the place-names. After that, they should match the numbers with the correct place-names on the blackboard.Then ask them to read the passage and then write the sentence pattern on the blackboard and teach them directly.Step4: Post-listeningAsk students to have a discussion about one of their most unforgettable trip. Four students in a group and give them five minutes. After that, invite some groups to share their experience with the whole class.Step 5: Summary and HomeworkSummary: Ask a student to make a summary about what we have learned today and others make a supplement.Homework: Ask students to practice the dialogue with their friends and share what we learned today with their parents after class.Blackboard design:略答辩题目解析】1.What’s your teaching aims?【参考答案】There are three teaching aims in my class. Firstly, knowledge aims: students can get the main idea of the dialogue. Students can master the sentence patterns: How high...? How far...? and so on. Secondly, students can improve their listening skills by grasping the key words in listening materials. Thirdly, students can be more interested in learning English. Students can be willing to share their travel experience with others. I think through the activities in my class, all above teaching aims will be achieved.2.How do you deal with the problem that the listening lesson is boring to learn?【参考答案】Firstly, in warming-up part, I will sing a beautiful song called Five hundred Miles to cheer students up, which can create a better atmosphere for them to learn English. Secondly, in pre-listening part, I ask students to make a prediction about what they are going to listen to according to a picture, which will arouse their curiosity. Thirdly, I play the tape for three times, which can decrease the difficulties of listening and can give them more confidence. Fourthly, in post-listening part, I ask them to have a discussion about their unforgettable trip, which not only improve their oral English, but also increase their interests in learning English.一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students can comprehend basic knowledge and structure about the special questions of the simple past tense.Ability aim:Students will use the target language in proper situation.Emotional aim:Students will be aware of the communication with simple past tense and develop theirteam spirit through the group works.Key and difficult point:Key Point: Students can grasp the structure and functions about the special questions of the simple past tense.Difficult Point: Students can get familiar with these grammatical rules and can use them in making sentences.Teaching procedure:Step 1: Warming-up1. Greetings.2.Sing a song for the student, the name of the song is Yesterday Once More.Then ask the studentswhat sentences we’ve learned before.Some students will be invited to share their answers.And then teacher gives them sentences about the simple past tense.Ask the students if they know how to make the questions for them and teacher leads out today’s topic.Step 2: Presentation1. Ask students to listen to the dialogue and write down the questions on the notebook.2. Ask some of the students to write the questions on the blackboard.They need to find out the similar structure among these sentences.Basic structure: special question words + general question3. Ask students to pay attention to the special question words and find out more. They can find “why”,”where””who”,”how”.4. Lead students to pay attention to the form of auxiliary verb and verbs.Step 3: Practice1. Multiple choice. Show some multiple choices on the screen. Students need to choose the correct answer.(1) ----( ) did you go on vacation?----I ( ) to the mountains.A. Where,goB. Where,wentC. How,wentD. Why,went(2) ----( ) did you go last summer?----Hangzhou.A. WhereB. WhatC. WhenD. Who2. Question the underlined part.(1)Lucy did her homework at home.(改为特殊疑问句)(2) He found some meat in the fridge.(改为特殊疑问句)3. Make sentences about the special questions of the simple past tense.Step4: ProductionRole-play. Ask them to be a little reporter and have an interview about last weekend. During their dialogue, they are expected to use as many special questions of thesimple past tense as possible.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to make a short story based on their report after class.【答辩题目解析】1. How can you keep the students interested in learning English grammar?【参考答案】Well, grammar teaching is always difficult, it’s easy to be boring and complex, so students are general fear and hate it. I think it isn't difficult to learn English grammar if the students have good ways of learning it.I can create effective teaching situation and stimulate students' interest in learning grammar.To create a lively and relaxing English class atmosphere.Also with the help of modern multimedia devices, students will be more curious.Students can often take notes carefully in class and try to make sentences with the new grammars. When they have problems, they can ask me for help.I can buy some useful books on English grammar let them read itI believe I can keep the students interested in learning English grammar2. What’s your favorite movie?【参考答案】My favorite movie is The Pursuit of Happiness, which has no pretty actors, no touchingmusic, but good enough story, plain but not mediocre! It touched my mind deeply.A single father , lost his job and his wife chose to leave him. His life was very bad and difficult, but he never gave up and worked hard and took care of his son very well. Through his effort, at last he succeeded. His life changed better and better. I like the movie, which is made me thinking a lot. What is happiness? How can we get happiness? In my eyes, the most important is the family. As long as the family together, no matter where, no matter what time, we are happy. Secondly, if we work hard enough today, happiness will come tomorrow. In addition, happiness depends on oneself. No matter other people think of you, as long as you do happy.一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students can master the usage of the logical stress, and also get the main idea ofthe passage.Ability aim:Students can develop their speaking skills and know how to make use of the logical stress in different sentence patterns correctly.Emotional aim:Students will improve their interests of learning English and different emotional expressions.Key and difficult point:Key Point: Students can master the basic rule and meaning of the logical stress.Difficult Point: How to master and use the logical stress rules and apply them into English speaking.Teaching procedure:Step 1: Warming-up1. Greetings.2. Show a videoLet students enjoy a part of video named “Micky mouse ” from Disney and ask them where it produced from.Students will know the right answer and talk about their experience in Disneyland. Then,teacher can lead out today’s topic.Step 2: Presentation1. Ask students to read the passage quickly and figure out the main idea of thepassage.2. Read the passage again and ask students to pay attention to the pronunciation features of underlined phrases. They will find that all the phrases are stressed on the initial syllable of first word.3. Let students work in groups of four to discuss if there are any other similarity of underlined phrases based on the stress rules they’ve learned before,and why some notional words weren’t stressed.4. Present their rules and help them organize their rules.Rules are as followed:if you meet the phrases which consist of notional words,we should use the logical stress to highlight the specific information based on the correct situation.Step 3: Practice1.Let students translate the passage with their deskmate based on the logical stress rules,and invite some students to read it loudly.2.Let students use the logical stress rules to read the following sentences as below to emphasize different information.Then invite some students to read it in the front of the class and let the other students decide who is the best one.'Her skirt is blue.Her 'skirt is blue.Her skirt is 'blue.Step4: ProductionRole play: Ask students to change this passage into a dialogue in group of four.One should act as a guide of Disneyland,and the others should act as the visitors.Duringtheir practice, they are expected to focus on the intonation when it comes to the logical stress.Then,invite some students to share on the stage.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to search more interesting stories from Disneyland on the Internet and read it carefully,they will share it in the next class.【答辩题目解析】1. Please talk about the basic rules of word stress.【参考答案】Well, In this class,they are supposed to be reviewed before new knowledge. The word stress depends on the quantities of syllable.One syllable needn’t be stressed,such as “go/book ” .Disyllable and tri-syllable should stress on the first syllable,such as ’apple/’property. As for multi-syllable which should stress on the antepenultimate syllable,such as anni’versary/de’mocracy and so on.2. How did you make the new knowledge into the practice?【参考答案】This is a pronunciation lesson, and we often call it “knowledge course”. For knowledge courses, We usually use two kinds of methods to make the new knowledge into the practice which includes mechanical drilling and meaningful drilling.Firstly,I asked them to translate the passage to check if they’ve understood the meaning which the author wants to emphasize.Then,In order to examine if my students have already mastered the pronunciation rules,I wrote down three sentences askedthem read with the logical stress to highlight different specific information, which will help them to apply it into their daily life.That’s how I make the new knowledge into the practice.一、考题回顾3.基本要求：（1）朗读所给语篇。
2019上半年初中英语教师资格证面试试题精选(语法)
2019上半年初中英语教师资格证面试试题精选（第三批）初中英语语法一、考题回顾题目来源:5月18日下午福建省厦门市面试考题试讲题目1.题目：语法教学试讲2.内容：Have you read Little Women yet?Yes, I have./ No I haven't.Has Tina read Treasure Island yet?Yes, she has./ She thinks it's fantastic.Have you decided which book to write about yet?Yes, I have. I've already finished reading it. It was really good.3.基本要求：(1)朗读所给段落(2)配合教学内容设计适当板书(3)针对划线部分讲解现在完成时(4)用英文试讲(5)试讲时间：10分钟答辩题目1. Please talk about the differences between the present perfect tense and the simple past tense.2. Please talk about the procedure of the grammar class.二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the function and structure of the present perfect tense.Ability aim:Students will use the present perfect tense to express their ideas.Emotional aim:Students will improve their interests of learning English.Key and difficult point:Key Point: Students can master the function and structure about the present perfect tense.Difficult Point: Students can understand the difference between the present perfect tense and the simple past tense.Teaching procedure:Step 1: Warming-up1. Greetings.2. Have a free talk with students, and ask them “What did you do yesterday?” They can answer this question with simple past tense.Then share my activities I did yesterday. “ I saw a movie yesterday and it’s the most boring movie I have seen before.” Let the students notice that I have used a new sentence structure. In this way can the teacher lead in the present perfect tense.Step 2: Presentation1. Read the passage for students and ask them to figure out the main idea of the conversation.2. Ask students to read the passage again and underline the sentences with similar structure of the sentence I said. Then let some of them write the sentences on the blackboard and they need to find out the similar structure among these sentences.Basic structure: Subject+have/has+V-ed3. Lead students to find the function of the present perfect tense, it expresses actions that happened in the past but still have effect or continue till now.Step 3: Practice1. Fill in the blanks.(1) I____ already ____ (see) the film. I ________ (see) it last week.(2)_____ he ____ (finish) his work today? Not yet.(3) I __________ (work) here since I ______ (move) here in 1999.2. Translation. Show some sentences on the screen and students need to translate them into English.(1)她从1988年就住在这里。
2019年上半年教师资格考试《初中英语》真题
2019年上半年教师资格统考《英语学科（初中）》试题一、单项选择题(本大题共30小题，每小题2分，共60分。
)1.Which of the following words has a stress pattern different from the rest?A.prepareB.techniqueC.obviousD.advice2.Which of the following underlined words will be stressed when Julia responds to the person who has mistaken her for Julian?A.My name is Julia,not Julian.B.My name is Julia,not Julian.C.My name is Julia,not Julian.D.My name is Julia,not Julian.3.The word“UNESCO”is called a(n)_______.A.acronymB.blendC.clipped wordD.coined word4.He looks like a Scottish,but his accent may give him_______.A.offB.outC.inD.away5.The book is so well received that it sells_______the million.A.atB.inC.byD.to6._______we are successful,we can be sure that we did our best.A.Provided thatB.If onlyC.If or notD.Whether or not7.——Will you be able to go swimming with us?——_______.A.I'm afraid notB.I'm afraidC.I'm not afraidD.I'm not afraid so8._______is the custom,the investigators carried out a painstaking search of the debris after the air crash.A.WhatB.AsC.WhichD.That9.There are different words for paternal grandmother(nainai)and maternal grandmother(waipo)in Chinese,but in English the word“grandmother”is generally used in both cases,which suggests that_______.A.equal importance is given to maternal and paternal grandparents in ChinaB.equal importance is given to maternal and paternal grandparents in Britainnguage may influence people's ways of thinking to a large extentD.people of different languages categorize things in different ways10.Which of the following is employed by a speaker who addresses senior people as “the elderly”rather than“the old”?A.Social dialect.B.Taboo.C.Lingua franca.D.Euphemism.11.By asking the question,“Can you list your favorite food in English?”,the teacher is using the technique of_______.A.elicitationB.monitoringC.promptingD.recasting12.If a teacher wants to check how much students have learned at the end of a term, he/she would give them a(n)_______.A.diagnostic testB.placement testC.proficiency testD.achievement test13.What learning style does Xiao Li exhibit if she tries to understand every single word when listening to a passage?A.Field-dependence.B.Intolerance of Ambiguity.C.Risk-taking.D.Field-independence.14.If a teacher asks students to put jumbled sentences in order in a reading class,he/she intends to develop their ability of_______.A.word-guessing through contextB.summarizing the main ideaC.understanding textual coherenceD.scanning for detailed information15.When a teacher says“What do you mean by that?”,he/she is asking the student for_______.A.repetitionB.suggestionC.introductionD.clarification16.When a teacher says“You'd better talk in a more polite way when speaking to the elderly”,he/she is drawing the students'attention to the_______of language use.A.fluencyplexityC.accuracyD.appropriacy17.Which of the following is a display question?A.What part of speech is“immense”?B.How would you comment on this report?C.Why do you think Hemingway is a good writer?D.What do you think of the characters in this novel?18.Which of the following represents a contextualized way of practising“How often...”?A.Make some sentences with“how often”e“how often”and the words given to make a sentence.C.I go shopping twice a week.How often do you go shopping?D.Please change the statement into a question with“how often”19.Which of the following are controlled activities in an English class?A.Reporting,role-play and games.B.Reading aloud,dictation and translation.C.Role-play,problem solving and discussion.rmation exchange,narration and interview.20.The_______is designed according to the morphological and syntactic aspects of a language.A.structural syllabusB.situational syllabusC.skill-based syllabusD.content-based syllabus请阅读Passage1,完成21-25小题。
2019上半年教师资格考题初中英语面试试卷及答案
2019上半年教师资格考题初中英语面试试卷及答案(第一批)一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students can get the main idea of the dialogue.Students can master the sentence patterns: How high...? How far...? and so on.Ability aim:Students can improve their listening skills by grasping the key words in listening materials.Emotional aim:Students can be more interested in learning English.Students can be willing to share their travel experience with others.Key and difficult point:Key Point: Students will have a basic understanding of the listening materials and master the sentence patterns.Difficult Point: How to use the sentence patterns to ask features freely in their daily life.Teaching procedure:Step 1: Warming-up1. Greetings.2. Let students enjoy a beautiful song called Five Hundred Miles. And then ask thema question: Have you ever went away from home and visited a new place? Then lead in the lesson.Step 2: Pre-listeningShow students a picture of the Great Pyramid of Khufu. Then ask students to make a prediction about what they are going to listen to today.Step 3: While-listening1st listening: Ask students to listen to the tape for the first time and then tell me the main idea of the dialogue. After that, they should check if their prediction is correct or not.2nd listening: Ask students to listen to the tape for the second time and then ask them to pay attention to numbers mentioned in the listening material. After that, ask them to tell me the numbers and write them on the blackboard.3rd listening: Ask students to listen to the tape for the third time, and to try to remember the place-names. After that, they should match the numbers with the correct place-names on the blackboard.Then ask them to read the passage and then write the sentence pattern on the blackboard and teach them directly.Step4: Post-listeningAsk students to have a discussion about one of their most unforgettable trip. Four students in a group and give them five minutes. After that, invite some groups to share their experience with the whole class.Step 5: Summary and HomeworkSummary: Ask a student to make a summary about what we have learned today and others make a supplement.Homework: Ask students to practice the dialogue with their friends and share what we learned today with their parents after class.Blackboard design:略答辩题目解析】1.What’s your teaching aims?【参照答案】There are three teaching aims in my class. Firstly, knowledge aims: students can get the main idea of the dialogue. Students can master the sentence patterns: How high...? How far...? and so on. Secondly, students can improve their listening skills by grasping the key words in listening materials. Thirdly, students can be more interested in learning English. Students can be willing to share their travel experience with others. I think through the activities in my class, all above teaching aims will be achieved.2.How do you deal with the problem that the listening lesson is boring to learn?【参照答案】Firstly, in warming-up part, I will sing a beautiful song called Five hundred Miles to cheer students up, which can create a better atmosphere for them to learn English. Secondly, in pre-listening part, I ask students to make a prediction about what they are going to listen to according to a picture, which will arouse their curiosity. Thirdly, I play the tape for three times, which can decrease the difficulties of listening and can give them more confidence. Fourthly, in post-listening part, I ask them to have a discussion about their unforgettable trip, which not only improve their oral English, but also increase their interests in learning English.一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students can comprehend basic knowledge and structure about the special questions of the simple past tense.Ability aim:Students will use the target language in proper situation.Emotional aim:Students will be aware of the communication with simple past tense and develop theirteam spirit through the group works.Key and difficult point:Key Point: Students can grasp the structure and functions about the special questions of the simple past tense.Difficult Point: Students can get familiar with these grammatical rules and can use them in making sentences.Teaching procedure:Step 1: Warming-up1. Greetings.2.Sing a song for the student, the name of the song is Yesterday Once More.Then ask the studentswhat sentences we’ve learned before.Some students will be invited to share their answers.And then teacher gives them sentences about the simple past tense.Ask the students if they know how to make the questions for them and teacher leads out today’s topic.Step 2: Presentation1. Ask students to listen to the dialogue and write down the questions on the notebook.2. Ask some of the students to write the questions on the blackboard.They need to find out the similar structure among these sentences.Basic structure: special question words + general question3. Ask students to pay attention to the special question words and find out more. They can find “why”,”where””who”,”how”.4. Lead students to pay attention to the form of auxiliary verb and verbs.Step 3: Practice1. Multiple choice. Show some multiple choices on the screen. Students need to choose the correct answer.(1) ----( ) did you go on vacation?----I ( ) to the mountains.A. Where,goB. Where,wentC. How,wentD. Why,went(2) ----( ) did you go last summer?----Hangzhou.A. WhereB. WhatC. WhenD. Who2. Question the underlined part.(1)Lucy did her homework at home.(改为特殊疑问句)(2) He found some meat in the fridge.(改为特殊疑问句)3. Make sentences about the special questions of the simple past tense.Step4: ProductionRole-play. Ask them to be a little reporter and have an interview about last weekend. During their dialogue, they are expected to use as many special questions of thesimple past tense as possible.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to make a short story based on their report after class.【答辩题目解析】1. How can you keep the students interested in learning English grammar?【参照答案】Well, grammar teaching is always difficult, it’s easy to be boring and complex, so students are general fear and hate it. I think it isn't difficult to learn English grammar if the students have good ways of learning it.I can create effective teaching situation and stimulate students' interest in learning grammar.To create a lively and relaxing English class atmosphere.Also with the help of modern multimedia devices, students will be more curious.Students can often take notes carefully in class and try to make sentences with the new grammars. When they have problems, they can ask me for help.I can buy some useful books on English grammar let them read itI believe I can keep the students interested in learning English grammar2. What’s your favorite movie?【参照答案】My favorite movie is The Pursuit of Happiness, which has no pretty actors, no touchingmusic, but good enough story, plain but not mediocre! It touched my mind deeply.A single father , lost his job and his wife chose to leave him. His life was very bad and difficult, but he never gave up and worked hard and took care of his son very well. Through his effort, at last he succeeded. His life changed better and better. I like the movie, which is made me thinking a lot. What is happiness? How can we get happiness? In my eyes, the most important is the family. As long as the family together, no matter where, no matter what time, we are happy. Secondly, if we work hard enough today, happiness will come tomorrow. In addition, happiness depends on oneself. No matter other people think of you, as long as you do happy.一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students can master the usage of the logical stress, and also get the main idea ofthe passage.Ability aim:Students can develop their speaking skills and know how to make use of the logical stress in different sentence patterns correctly.Emotional aim:Students will improve their interests of learning English and different emotional expressions.Key and difficult point:Key Point: Students can master the basic rule and meaning of the logical stress.Difficult Point: How to master and use the logical stress rules and apply them into English speaking.Teaching procedure:Step 1: Warming-up1. Greetings.2. Show a videoLet students enjoy a part of video named “Micky mouse ” from Disney and ask them where it produced from.Students will know the right answer and talk about their experience in Disneyland. Then,teacher can lead out today’s topic.Step 2: Presentation1. Ask students to read the passage quickly and figure out the main idea of thepassage.2. Read the passage again and ask students to pay attention to the pronunciation features of underlined phrases. They will find that all the phrases are stressed on the initial syllable of first word.3. Let students work in groups of four to discuss if there are any other similarity of underlined phrases based on the stress rules they’ve learned before,and why some notional words weren’t stressed.4. Present their rules and help them organize their rules.Rules are as followed:if you meet the phrases which consist of notional words,we should use the logical stress to highlight the specific information based on the correct situation.Step 3: Practice1.Let students translate the passage with their deskmate based on the logical stress rules,and invite some students to read it loudly.2.Let students use the logical stress rules to read the following sentences as below to emphasize different information.Then invite some students to read it in the front of the class and let the other students decide who is the best one.'Her skirt is blue.Her 'skirt is blue.Her skirt is 'blue.Step4: ProductionRole play: Ask students to change this passage into a dialogue in group of four.One should act as a guide of Disneyland,and the others should act as the visitors.Duringtheir practice, they are expected to focus on the intonation when it comes to the logical stress.Then,invite some students to share on the stage.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to search more interesting stories from Disneyland on the Internet and read it carefully,they will share it in the next class.【答辩题目解析】1. Please talk about the basic rules of word stress.【参照答案】Well, In this class,they are supposed to be reviewed before new knowledge. The word stress depends on the quantities of syllable.One syllable needn’t be stressed,such as “go/book ” .Disyllable and tri-syllable should stress on the first syllable,such as ’apple/’property. As for multi-syllable which should stress on the antepenultimate syllable,such as anni’versary/de’mocracy and so on.2. How did you make the new knowledge into the practice?【参照答案】This is a pronunciation lesson, and we often call it “knowledge course”. For knowledge courses, We usually use two kinds of methods to make the new knowledge into the practice which includes mechanical drilling and meaningful drilling.Firstly,I asked them to translate the passage to check if they’ve understood the meaning which the author wants to emphasize.Then,In order to examine if my students have already mastered the pronunciation rules,I wrote down three sentences askedthem read with the logical stress to highlight different specific information, which will help them to apply it into their daily life.That’s how I make the new knowledge into the practice.一、考题回顾3.基本要求：（1）朗读所给语篇。