2.In terms of the place of articulation，[t][d][z][s][n]are al l＿＿.
A.palatal
B.alveolar
C.bilabial
D.dental
3.In Rome，tourists may easily get＿＿because all the streets look the same.
A.disoriented
B.deluded
C.distracted
D.delineated
4.He immediately replied with an ＿＿“YES” to the request that he attend the public hearing.
A.effective
B.eloquent
C.emotional
D.emphatic
5.Perseverance，modesty and opportunity are the＿＿factors for the girl’s success in her career.
A.contributed
B.contributing
C.contributor
D.contribution
6.Through doing this，the teacher will be able to ascertain the extent to＿＿the children understand what they are reading.
A.how
B.which
C.that
D.what
7.Before you leave the office，＿＿all lights are out.
A.see which
B.seeing that
C.to see that
D.see to it that
8.＿＿she heard her grandfather was born in Germany.
A.That was from her mum
B.It was her mum that
C.It was from her mum that
D.It was her mum whom
9.In ordinary conversations，participants are expected，first of all，to＿＿，otherwise，communication would break down.
A.stand straight
B.coordinate
C.speak the truth
D.cooperate
10.The language used to describe the language itself is called＿＿.
A.paralanguage
B.special language
C.metalanguage
D.interlanguage
11.The first P in the PPP teaching model stands for＿＿，which aims to get learners to perceive the form and meaning of a structure.
A.practice
B.production
C.presentation
D.preparation
12.The main objective of mechanical practice is to help learners to absorb thoroughly the＿＿of a language item.
A.meaning
B.function
C.context
D.form
13.The＿＿method is more fitted to the explicit presentation of grammar when the basic structure is being identified.
A.inductive
B.contrastive
https://www.doczj.com/doc/ff15823324.html,parative
D.deductive
14.Which of the following can be regarded as a communicative language task？
https://www.doczj.com/doc/ff15823324.html,rmation-gap activity.
B.Dictation.
C.Sentence transformation.
D.Blank-filling.
15.If a teacher asks students to concentrate on such features as structure/coherence and cohesion of a text，he/she aims at delevoping students’＿＿.
A.strategic competence
B.culture awareness
https://www.doczj.com/doc/ff15823324.html,municative competence
D.discourse awareness
16.English teachers often ask students to＿＿a passage to get the gist of it.
A.skim
B.scan
C.predict
D.describe
17.The correct meaning of a lexical item in a given context is＿＿.
A.the one provided in a dictionary
B.the one which best fits the context
C.the central or core meaning of the item
D.the one which is assumed to be correct
18.In writing，students may not know how to put something into proper English and
thus ask their teacher for help.Here the teacher is to play the role of a/an＿＿.
A.facilitator
B.assessor
C.controller
D.participant
19.A/An＿＿language test，such as IELTS or TOEFL，is developed on the basis of a fixed standard.
A.norm-referenced
B.peer-referenced
C.individual-referenced
D.criterion-referenced
20.A systematic textbook evaluation is NOT to examine whether a textbook＿＿.
A.covers all grammatical rules
B.provides authentic language
C.matches the needs of learners
D.can help realize the objectives of a language program
请阅读Passage 1，完成第21～25小题。
Passage 1
They came to the United States as children with little idea，if any，of what it meant to overstay a visa.They enrolled in public schools，learned English，earned high school diplomas.Like many of their classmates，they pondered college choices.But as undocumented immigrants in Maryland，they then had to confront the reality that they must pay two to three times what former high school classmates pay to attend the state’s public colleges.It is a rule that，for many students of modest means，puts a college education out of reach，with one exception：Montgomery College.
That is why Josue Aguiluz，21，born in Honduras，and Ricardo Campos，23，born in El Salvador—and numerous others like them—landed at the community college.There，they study and wait for a verdict from Maryland voters on a Nov.6 ballot measure that may determine whether they can afford to advance to a four-year college.
“I know people in Maryland believe in education，” Campos said the ot her day at the student center on the Rockville campus.“I know they are going to vote for Question 4.I’m hanging on their vote.”
Question 4 asks voters to affirm or strike down a law that the legislature passed
last year，known as Maryland’s version of the “Dream Act，” which granted certain undocumented immigrants the ability to obtain in-state tuition at public colleges and universities.The subsidy comes with conditions.Among them：To take advantage，students must first go to a two-year community college.
The law was pushed to a referendum after opponents mounted a lightning petition drive that showed the depth of division over illegal immigration across the state and the nation.Critics say discounting tuition for students who lack permission to be in the country is an unjustified giveaway of what they believe will amount to tens of millions of tax dollars a year.
“When an undocumented student enters the system，it is a net loss of revenue，” said Del.Patrick L.McDonough (R-Baltimore County).“It is a simple mathematical argument.Put your emotion and your passion aside，and get out your calculator.”
There is no count of the number of students statewide who would be eligible for benefits under the law.Estimates range from several hundred to a few thousand.
A Washington Post poll this month found that a solid majority of likely voters favored the law：59 percent support it，and 35 percent are opposed.If the law is affirmed，Maryland would join about a dozen other states with laws or policies providing in-state tuition benefits to undocumented immigrants.Texas became the first in 2001.
Experts say Maryland’s version is the only one that requires students to go through community college first.That means the state’s 16 community colleges could become a pipeline for undocumented students in public higher education if the measure is approved.
Montgomery College is already a magnet for such students.It offers the same low tuition to any student who graduated within the past three years from a Montgomery County high school.
21.What reality did the undocumented immigrants in Maryland have to confront？
A.It is impossible for them to get college education.
B.They cannot afford to study in Montgomery College.
C.They must pay more tuition than their peers to get high school diplomas.
D.The must pay more tuition than their peers at the state’s public college.
22.What did Campos mean by saying “I’m hanging on their vote” in PARAGRAPH 3？
A.He meant that he was confident about the result of the vote.
B.He meant that the voters’ decision was crucial to his future.
C.He meant that he had to attend a community college if the voters said NO.
D.He meant that he might have to leave the country if the voters asid NO.
23.What does “them” in PARAGRAPH 4 refer to？
A.Students.
B.Conditions.
C.Undocumented immigrants.
D.Public colleges and universities.
24.Which of the following words best describes the attitude of Maryland citizens toward discounting tuition for undocumented immigrants？
A.Critical.
B.Flexible.
C.Divided.
D.Supportive.
25.Which of the following is the best title for this passage？
A.Maryland’s Version of the “Dream Act”
B.Undocumented Students’Hope for “Dream”
C.Opportunities for Undocumented Immigrants in Maryland
D.Montgornery College—A Magnet for Undocumneted Immigrants
请阅读Passage 2，完成第26～30小题。
Passage 2
We had been wanting to expand our children’s horizons by taking them to a place that was unlike anything we’d been exposed to during our travels in Europe and the United States.In thinking about what was possible from Geneva，where we are based，we decided on a trip to Istanbul，a two-hour plane ride from Zurich.
We envisioned the trip as a prelude to more exotic ones，perhaps to New Delhi or Bangkok later this year，but thought our 11-and 13-year-olds needed a first step away from manicured boulevards and pristine monuments.
What we didn’t foresee was the reaction of friends，who warned that we were
putting our children “in danger，” referring vaguely，and most incorrectly，to disease，terrorism or just the unknown.To help us get acquainted with the peculiarities of Istanbul and to give our children a chance to choose what they were particularly interested in seeing，we bought an excellent guidebook and read it thoroughly before leaving.
Friendly warnings didn’t change our planning，although we might have more prudently checked with the U.S.State Department’s list of troublespots.We didn’t see a lot of children among the foreign visitors during our six-day stay in Istanbul，but we found the tourist areas quite safe，very interesting and varied enough even to suit our son，whose oft-repeated request is that we not see “every single” church and museum in a given city.
Vaccinations weren’t needed for the city，but we were concerned about adapting to the water for a short stay.So we used bottled water for drinking and brushing our teeth，a precaution that may seem excessive，but we all stayed healthy.
Taking the advice of a friend，we booked a hotel a 20-minute walk from most of Istanbul’s major tourist sites.This not only got us some morning exercise，strolling over the Karakoy Bridge，but took us past a colorful assortment of fishermen，vendors and shoe shiners.
From a teenager and pre-teen’s view，Istanbul street life is fascinating since almost everything can be bought outdoors.They were at a good age to spend time wandering the labyrinth of the Spice Bazaar，where shops display mounds of pungent herbs in sacks.Doing this with younger children would be harder simply because the streets are so packed with people；it would be easy to get lost.
For our two，whose buying experience consisted of department stores and shopping mall boutiques，it was amazing to discover that you could bargain over price and perhaps end up with two of something for the price of one.They also learned to figure out the relative value of the Turkish lira，not a small matter with its many zeros.
Being exposed to Islam was an important part of our trip.Visiting the mosques，especially the enormous Blue Mosque，was our first glimpse into how this major
religion is practiced.Our children’s curiosity already had been piqued by the five daily calls to prayer over loudspeakers in every corner of the city，and the scarves covering the heads of many women.
Navigating meals can be troublesome with children，but a kebab，bought on the street or in restaurants，was unfailingly popular.Since we had decided this trip was not for gourmets，kebabs spared us the agony of trying to find a restaurant each day that would suit the adults’ desire to try something new amid children’s insistence that the food be served immediately.Gradually，we branched out to try some other Turkish specialties.
Although our son had studied Islam briefly，it is impossible to be prepared for every awkward question that might come up，such as during our visits to the Topkapi Sarayi，the Ottoman Sultans’palace.No guides were available so it was do-it-yourself，using our guidebook，which cheated us of a lot of interesting history and anecdotes that a professional guide could provide.Next time，we resolved to make such arrangements in advance.
On this trip，we wandered through the magnificent complex，with its imperial treasures，its courtyards and its harem.The last required a bit of explanation that we would have happily left to a learned third party.
26.Why did the couple choose Istanbul as their first holiday destination？
A.They were interested in the churches and museums there.
B.Istanbul’s street life is fascinating to their teenage boys.
C.This city could help broaden their vision with new experiences.
D.The city is not listed as a trouble spot by the U.S.State Department.
27.Why did their friends react so negatively to their plan about their trip？
A.They thought their lives might be endangered.
B.They though their plan was not prudently made.
C.They believed that the tourist areas were peculiar.
D.They believed that the people in the tourist areas were eccentric.
28.Whom does “our two” in PARAGRAPH 8 refer to？
A.The couple.
B.The kids.
C.Local-style markets.
D.The gourmets.
29.Which of the following places was NOT visited by the family？
A.Islamic complex.
B.Historical buildings.
C.Local-style markets.
D.Shopping mall boutiques.
30.Which of the following best indicates their impression of the tourist areas？
A.Terrible.
B.Vague.
C.Memorable.
D.Poor.
二、简答题（本大题1小题，20分）
根据题目要求完成下列任务，用中文作答。
31.《普通高中英语课程标准（实验）》对高中写作技能目标提出了具体要求，写出其中涉及的三种写作体裁，并以记叙文为例，简述教师应从哪四个方面指导学生进行英语记叙文习作。
三、教学情境分析题（本大题1小题，30分）
根据题目要求完成下列任务，用中文作答。
32.下面是某英语教师在阅读课第一课时教案中设计的教学目标。
Topic：five senses
Teaching aims
1.to fully understand the reading material about five senses.
2.to grasp the usage of the link verbs.
3.to improve the students’ ability of listening，speaking，reading and writing.
根据所给信息从下列三个方面作答：
（1）总体评价该教学目标的合理性；（6分）
（2）分别评析上述三项目标；（12分）
（3）分别修改各项教学目标。（12分）
四、教学设计题（本大题1小题，40分）
根据提供的信息和语言素材设计教学方案，用英文作答。
33.设计任务：请阅读下面学生信息和语言素材，设计一节英语阅读课的教案，教案没有固定格式，但须包含下列要点：
teaching objectives
teaching contents
key and difficult points
majoy steps and time allocation
activities and justification
教学时间：45分钟
学生概况：某城镇普通中学高中一年级第二学期学生，班级人数40人，多数学生已经达到《普通高中英语课程标准（实验）》五级水平，学生课堂参与度与积极性一般。
语言素材：
The trick of eating healthily is remembering that no food in itself is good or bad；eating properly depends on eating the right variety of food in the right amount.Too much of even the most “healthy” food can lead to illness and disorders.
If you like a snack，avoid chocolate and crisps and head for fruit，filled rolls，soup and baked potatoes instead.Sugar-free breakfast cereals are also a good bet.
参考答案
一、单项选择题
1-5 BBADB
6-10 BDCDC
11-15 CDDAD
16-20 ABADA
21-25 DBBCB
26-30 CAADC
6.B【解析】the extent to which相当于how much。句意：通过这样做，教师就可以确定孩子们在多大程度上理解他们所阅读的东西。
9.D【解析】语言分析学家格赖斯（Grice）认为，在所有的语言交际活动中，对话双方有意无意地遵循着某一原则，以求有效地配合而完成交际任务，否则交谈就无法顺利进行。
16.A【解析】略读（skim）策略旨在快速阅读文章，以了解文章大意。
18.A【解析】在学生进行语言实践时，教师为学生指明方向、提供资源、帮助判断，并适时对学生给予鼓励，此时教师扮演的是引导者（facilitator）角色。19.D【解析】标准参照测试（criterion-referenced testing）是以特定的语言能力标准作为判别标准的测试。美国EST举行的TOEFL、英国的IELTS均属于标准参照测试。
二、简答题
31.【答案要点】
三种写作体裁：记叙文、议论文、应用文。
教师应从以下四个方面指导学生进行英语记叙文写作：
（1）明确五个W和一个H
要写好记叙文，首先要确定先写什么，最后写什么，然后用五个W和一个H的方法开始布局谋篇，即what（什么事），who（什么人），when（什么时候），where
（什么地点），why（什么原因），how（怎么样）。整个写作内容的确定、写作材料的筛选，都要围绕这五个W和一个H进行。
（2）确定以第几人称及以何种顺序展开叙述
一般来说，英语记叙文要以第一人称（I/we）和第三人称（he/she/it/they）来展开叙述。第一人称是从“参与者”的角度进行叙述；第三人称是以“观察者”的身份展开叙述，要根据具体情况合理选用。
在确定了人称之后，要确定展开记叙的顺序。在英语记叙文中，最常用的是按事情发展的时间或空间顺序进行记叙。
（3）在塑造人物、展开情节上下工夫
记叙的任何事情都是由人来进行的，人物塑造的好坏是衡量记叙文好坏的一个重要标准。因此，表达人物的动作、语言以及展开情节时，使用哪些句型、短语、词汇都应该仔细推敲，对于叙述事情的情节展开要突出重点，详略得当，可有意识地采用类似“设置悬念”“前后呼应”等的写作手法，以吸引读者的兴趣。
（4）注意文章的完整性
整篇文章要完整，内容全面，层次分明，重点突出。英语记叙文的时态通常为一般过去时，但如果是经常性的事件或自然现象、社会现象，则常用现在时。
三、教学情境分析题
32.【参考答案】
（1）该教学目标的合理性体现在，试图从教学的知识目标（理解阅读材料，掌握系动词的用法）和教学能力目标（提高学生的听、说、读、写能力）这两个方面来设计。既包含了教学过程中知识内容的传授，又包含了能力培养的目标。（2）但是总的来说，该教学目标设计得不科学，太宽泛，空洞不具体，教学对象不明确。具体来说：①教学目标有goals，aims，objectives三种表述，goals是终极教育目标，aims往往是指以教师为出发点的“目的”（是传统的教学目标），objectives是以学生为出发点，具体的课堂学习目标。因此往往用objectives表述以学生为主体的教学目标。②它没有把握好预期的教学目标，对教学内容，即知识目标的设计不明确，“理解阅读材料，掌握系动词的用法”的说法太空洞宽泛，因为知识目标指的是学生对语言知识（语音、词汇、语法、功能和话题五方面）的掌握及语言技能（听、说、读、写）的综合运用。要求能够正确听、说、读、
写教材中的单词（句子），能够正确朗读教材中的语篇等。③对于能力目标的设计也太笼统，因为能力目标指通过这堂课学生能够锻炼什么样的能力。要求学生能通过感知、理解与模仿，能够在适当的情境中运用本课涉及的词组等语法知识正确描述“人们正在做什么”。④教学目标是三维教学目标，即知识目标、能力目标和情感态度目标，缺少情感态度目标。
（3）Teaching objectives
Knowledge objectives：
①To understand the meanings of five senses according to their daily life.
②To fully understand the reading materials about five senses.
③To grasp the usage of the link verbs：smell，feel，sound，taste，etc.
Ability objectives：
①To improve their ability of listening by listening to the text.
②To improve their ability of speaking by pair work and discussion.
③To improve their ability of reading by Qs and As and comprehensive reading.
④To improve their ability of writing by abbreviating the text.
Emotion objectives：
①After this lesson，students will feel the importance of five senses.
②Students can make full use of five senses in daily life and love their lives.
四、教学设计题
33.【参考答案】
Teaching objectives：
(1)Knowledge objectives
①To master the following words and expressions：healthy，healthily，amount，snack，bake，recommend，provide，variety，lead to.
②To learn and talk about their own daily diet.
(2)Ability objectives
①To practice the reading ability by skimming，scanning and reading comprehension.
②To improve the speaking ability by talking about what is the scientific and healthy eating.
(3)Emotion objectives
To develop scientific and healthy eating habits and learn to love and treasure their life. Teaching key points：
（1）Students can master the following words and expressons：healthy，healthily，amount，snack，bake，recommend，provide，variety，lead to.
（2）Students can improve their reading，speaking，listening and writing skills. Teaching difficult points：
（1）How to make students master the following words and expression：healthy，healthily，amount，snack，bake，recommend，provide，variety，lead to.
（2）How to make students improve their reading，speaking，listening and writing skills.
（3）How to make students form the habit of eating healthily.
Teaching methods：
Task-based teaching，oral practice，Qs and As，pair work，etc.
Teaching aids：multi-media
Teaching procedures：
Step 1 Warming up and lead-in(5 minutes)
Brain-storm：Qs and As
1.What do you eat every meal？List the food.
2.Do you eat healthily？
(Justification：to get students to combine learning English with daily life.Also，it’s easy for them to say something concerning their life.)
Step 2 Pre-reading(8 minutes)
Discussion：
What’s the meaning of eating properly in your opinion？
First students can express their opinions，then teacher leads the topic to the text. (Justification：to get students to know clearly what is healthy and proper eating.) Step 3 While-reading(17 minutes)
1.Fast reading
Read the text quickly and try to fill in the blanks according to the text.
Varieties of food
Contain/provide
Servings per day
Fruit and vegetables
Milk，cheese and yoghurt
Meat，fish，poultry…
Bread，cereals，pasta…
（Justification：to get students to learn the details of healthy and proper eating.The chart provides the untrients of different varieties of food，so students can get the concrete knowledges of nutrients.）
2.Listening
After students have finished the task，give them a listening practice. (Intension：to get students to get a better understanding of the text.)
3.Intensive reading
Read again and do the True or False exercise：
(1)Eating properly means eating only the right variety of food.
(2)Eating too much healthy food has no bad effects on health.
(3)Soup，baked potatoes，crisps and chocolate are available for snack.
(4)Milk，cheese and yoghurt are good for our health，so we can choose the low fat varieties and have 2 to 3 servings every day.
(5)In order to keep healthy，we should eat fruit and vegetables every day without limit.
(Intension：to get students to further understand the text.)
4.V ocabulary and phrases learning
Choose the correct forms of the following words and expressions to complete the sentences.
healthy，healthily，amount，snack，bake，recommend，provide，variety，lead to.
(1)In order to stay，we should eat.
(2)…
(Justification：by doing the exercise to get students to master the key words and expressions.)
Step 4 Post-reading(10 minutes)
Consolidation：
1.Group work
Divide students into several groups，and give them an assignment.They can first discuss it in groups，give their own opinions and then choose a member to present to classmates.
Assignment：Suppose you are a cook in our school canteen，what meal would you serve on Tuesday？List your menu，and give your reasons for it.
2.Writing
Write an essay about the menu，according to what we do in Group Work.If they can finish in calss，choose 1 or 2 students to read before all the students；if not，they can finish it after class.
(Justification：The students have learned many aspects of the text-listening，speaking and reading，it’s time to get students to write down what they learned in this period.) Step 5 Summary and homework(5 minutes)
1.Finish the writing after class if students can’t finish it in calss.
2.Do exercises of this part on the exercise book.
3.Preview the next lesson.
(Justification：Students can review and consolidate what they learned in class.)
I.语言知识与能力 1.单项选择题(语言知识) (1)It was very ________ of him to wait for us. A.considerable B.considering C.considerate D.considered (2)________ from the top of the hill, the town looks beautiful. A.Seeing B.Having seen C.Seen D.To see 2.单项选择题(阅读理解) Every year hundreds of thousands of visitors to New York City go to see the United Nations Headquarters in midtown Manhattan. The 18-acre site includes four buildings - the Secretariat, the General Assembly, the Conference building, and the Dag Hammarskjold Library. The United Nations (UN) currently has 192 members, and the flags of those nations line the plaza in front of the General Assembly Hall and Secretariat. The row of flags, displayed in English alphabetical order, from Afghanistan to Zimbabwe, stretches from 48th Street to 42nd Street. The decision to locate United Nations Headquarters in the United States was made in 1946 by the UN General Assembly, then meeting in London. Several U.S. locations were considered, but a donation of 8.5 million dollars from philanthropist John D. Rockefeller, Jr. secured the purchase of land at the present site. And the City of New York provided a gift of additional land. The UN complex was designed by an international team of prominent architects. American Wallace K. Harrison was named chief architect, and ten other countries each nominated an architect to the Board of Design Consultants. The 11 architects began the project in early 1947. The U.S. government provided an interest-free loan to the United Nations for the cost of construction, which began in 1949. The Secretariat Building, which houses the UN administrative offices, was completed in 1950, and United Nations Headquarters officially opened in 1951. The
第二部分语言教学知识与能力外语教学主要流派：
学习策略 " 简答题： 一．简述高中英语课程基本理念 1.重视共同基础，构建发展平台 2.提供多种选择，适应个性需求 3.优化学习方式，提高自主学习 4.关注学生情感，提高人文素养 二．… 三．简述教师如何提高专业水平，与新课程同步发展 1）转变教学观念，不仅看学习，整体素质也发展，把全面发展作为教学基本出发点 2）改变教学角色，不仅是（知识）传授者，还是（学习）促进者、指导者、组织者、帮助者、参与者、合作者。 3）能开发课程资源，创造性教学。 4）开放的工作方式，教师间合作研究，共同反思，相互支持，提高素质。
5）终身学习 语音教学 高中生应掌握的英语基础知识：语音、词汇。语法、功能、话题 } 教学原则： 1.面向全体学生，为学生终身发展奠定共同基础 共同基础--持续的学习动机，初步的自主学习能力，综合的语言运用能力 2.鼓励学生选修，加强选修课的指导 1）提供多样化选择，发展个性 2）设计以课程目标和学生需求为依据，充分调查学生学习兴趣、水平、需求3）教学内容多样性、目的性、拓展性、可行性、地方特色、跨文化特性 & 3.关注学生情感，营造宽松、民主、和谐的教学氛围 4.加强对学生学习策略的指导，形成自主学习 5.树立符合新课程要求的教学观念，优化教育教学方式 英语教学中的任务设计原则： 1）明确目的 2）) 3）真实意义
4）涉及接收、处理、传递等过程 5）过程中使用英语 6）通过做事情完成任务 7）任务结束有具体成果 6.利用现代教育技术，拓宽和运用英语的渠道 7.教师要不断提高专业化水平，与新课程同步发展 , 教学活动类型： 1.调查和采访活动 2.探究活动 3.合作学习 4.即兴发言与讨论 5.反思活动 6.思维训练活动： ~ 2）》 3）网络关系，表达主次从属关系 4）分析异同 5）流程图 6）树形图 （对学生）评价原则 1.体现学生在评价中的主体地位 2.建立多元化和多样性的评价体系 1）% 2）开放宽松的氛围，鼓励学生、同伴、教师、家长共同参与，实现多元化 3）形成性评价（主）与终结性评价相结合，既关注结果，又关注过程；定性（主）、定量评价相结合；他评自评相结合；综合性（主）、单项评价相结合 3.主张形成性评价对学生发展的作用 1）评价符合学生年龄和认知水平 2）综合评价，而不是单方面评价 4.终结性评价要注重考察学生综合语言运用能力 5.注重评价结果对教学效果的反馈 6.评价应体现必修课和选修课的不同特点 7.* 8.注重实效，合理评价
2016下半年英语教师资格证面试真题（精选） 2016下半年英语教师资格证面试精选真题及中公教师命中分析考题：小学英语《spring festival》 一、考题回顾 二、考题解析 小学英语《spring festival》主要教学过程及板书设计 (一)教学过程 《spring festival》 Teaching Procedures: Step 1 lead-in Show a video about the activities people in America to celebrate the Christmas Day. And ask students how much do they know about the Festival. After that, naturally lead in the new lesson about Chinese Spring Festival. Step 2 Presentation Firstly, let students read the passage in the textbook and answer the questions: 1. When is the spring festival? 2. How do Chinese people celebrate the festival? Then ask students to find out all the new phrases in the textbook and write them down on the blackboard. At last, use the PPT to show students
Assignment-Define the Acronyms for TESOL,SLA,L1,and L2 TESOL:Teaching English to Speakers of Sther Language SLA:Second Language Acquisition L1:"Language1"=the student's native(primary or first acquired)language. L2:"Language2"=the language being learned or studied What is an icebreaker activity?What are two types of icebreakers? Icebreaker activity is used when people meet at first time in a group and they do not know much about each other.Icebreaker activity can create a comfortable and connected atmosphere to make participants feel relax. There are two types of Icebreakers: 1.Facilitating Introductions:Are used to help participants ease into training and helps the participants to learn each other’s names and information(Dover, 2004).The introduction icebreakers are best used on first days of school when trying to learn student’s names and a little bit about them. 2.Topic Lead-ins:Are used to identify needs and goals,share information and resources,and/or surface resistance(Dover,2004).These will direct the student into the content that will be taught.The icebreakers can be used to generate interest in a topic and activate the student’s prior knowledge. Topic Lead-ins will encourage the sharing of information and resources(Dover, 2004). Essay Assignment-Design an icebreaker activity for young learners. Icebreaker activity:Name That Person 1.Divide into two teams and give each person a blank piece of card. 2.Let them to write five little know facts or features about themselves on their card.
2018年上半年中小学教师资格考试 英语学科知识与教学能力试题（初级中学） 注意事项： 1．考试时间120分钟，满分150分。 2．请按规定时间在答题卡上填涂、作答。在试卷上作答无效，不予评分。 一、单项选择题(本大题共30小题，每小题2分，共60分)在每小题列出的四个备选项中只有一个是符合题目要求的，请用2B铅笔把答题卡上对应题目的答案字母按要求涂黑。错选、多选或未选均无分。 1.The similarity between the English consonants/p/,/b/,and/m/is that they are all(). A.fricative B.plosive https://www.doczj.com/doc/ff15823324.html,bial-dental D.bilabial 2.Which of the following is a back vowel in English?() A./?:/ B./?:/ C./?/ D./e/ 3.There is only one playground slide in this school,so the students have to take()to use it. A.turns B.the turns C.a turn D.the turn 4.Out of everyone’s expectation,Johnson suddenly returned()a rainy night. A.at B.in C.on D.during 5.She()it very well when she described her younger brother as“brilliant but lazy”. A.put B.made C.assumed D.interpreted 6.We don’t think()possible to master a foreign language without much memory work. A.this B.that C.its D.it 7.()the same mistakes in the annual financial report again made his boss very angry.
高中英语教师资格证面 试经验分享 文稿归稿存档编号：[KKUY-KKIO69-OTM243-OLUI129-G00I-FDQS58-
高中英语教师资格证面试经验分享有一句话是这么说的：“人有多大胆，复习拖多晚。死猪不怕开水烫，越到考试我越浪。” 我是今年一月份参加面试的，一月十号面试我一月七号才开始做准备，表示自己也是心大。有时间还是多准备准备，12月份应该有新一轮的教师资格证的面试吧，所以在此po上我自己的经历，希望对你有那么一点点作用。 相信对教师资格证面试做过一点了解的人都知道流程是什么样的，放一张流程图以防有人不知道 教资面试整体流程 因为我面试的是高中英语，因此我聊的都是和高中英语有关的，但其实所有的都大同小异。有一点要特别注意：面试英语学科全程英文面试！！不允许说中文！！！ 面试前三天我做了哪些准备呢？和班上要一起参加面试的同学约个时间去练习，包括写教案，讲各种课型，虽然这三天只去练了几次，但在互相听课中都能发现一些问题，也能借鉴一些别人好的地方。 1. 正装可穿可不穿（根据你那边的要求来觉得），我当时面试的时候是冬天比较冷所以比较随意，但我个人建议不是非常冷的情况下最好穿一下，毕竟就只是冷一会儿就行； 2. 教资面试是靠演技的，你需要和学生互动，所以你可以提一个问题，假装有人回答了你，然后说：非常好！记住，自导自演。
3. 听说在面试过程中最好不要暴露自己的学校？？这个我不确定，因为在后来答辩的过程中老师问了我是不是xx师大的，我就说是，总不能不回答老师吧。如果老师不问你你就不要主动跟老师说“老师我是xx大学的”。A. 候考 我是1.10中午12:45候场的那场面试，和朋友先签到进入候场室，等时间差不多了就会有老师开始念名字，一组20人，等一组都到齐之后就会有工作人员带领去存东西的教室。 B. 抽题 在存东西的教室存放好随身物品之后，老师会让你去抽题目的另一个教室，我们抽题目的时候是有七台电脑然后随便去任何一台电脑前，每台电脑前都有一位老师坐着，你填好你的相关信息电脑就会自动开始抽题目，是随机的。高中英语面试的课型有：词汇课、语法课（最难）、口语课、写作课、听力课、阅读课，听说读写嘛，英语所有的内容都在这儿了。 C. 备课 全组人员抽完题目之后就会有工作人员带你去写教案的教室，桌上会给大家准备好写教案的纸，然后就可以开始20分钟的写教案时间了。面试英语要用英文写教案，相信大家准备过教资的人都知道的！ 面试完出来后朋友之间互相了解到，确实每一个部分都有人抽到，语法也很多。 抽题之前我一直希望God bless me，结果我抽到了语法讲解，讲定语从句！！！我完全不知道用英语怎么讲定语从句QAQ 题目是这样的，一篇文章里面有两句话画了线（划线的句子一个是限制性定语从句一个是非限制性定语从
小学英语教师资格证面试教案模板：《Colours》 教学目标： 1、Knowledge aim:听懂、会说问候语Good morning.以及介绍别人用语This is ... 2、Ability aim:在实际情景中能区分并运用以上各问候语、介绍别人用语 3、Emotional aim:进一步培养学生学习英语的兴趣和敢于开口、勇于运用的习惯。 教学重难点： 教学重点：学生学习早上(上午)问候语Good morning. 及介绍人物用语This is …。 教学难点：介绍人物用语This is …一句的发音较难，口型和发音不易到位，教师要适当提示，切不可盲目纠正发音，从而挫伤孩子的学习积极性。 教学过程： 热身/复习(Warm-up/Revision) (1)教师播放第一单元的歌曲Hello，师生共唱。教师边唱边用体态语示范和学生问候，并鼓励学生边唱边和周边的同学打招呼。 (2)用所学打招呼用语，师生互相问候。Hello/Hi, what’s your name? Hello/Hi, I’m .… 新课展示(Presentation) (1)教师告诉学生英语的打招呼用语有很多，除Hello/Hi 以外，在
早上或上午可用Good morning. 来进行。同时教师出示表示上午的图片，或在黑板上画一个升起的太阳，并在旁边标上时间7：30和Good morning.一句。(在图案旁边板书Good morning.)然后教师用学生的英文名字，以不同的身份和学生打招呼。用Hello/Hi, A.和Good morning, A.两种方法同时进行(A代表人名)。 (使学生了解到，这两种方法都是在打招呼，但不同点在于Good morning.可用于上午或早上，Hello/Hi 可用于所有时间段。) (2)播放录音，让学生听录音,然后让学生翻开书本，看图片了解书中的大意。 (3)，教师指导学生进一步理解对话内容，并用中、英文提问，引导学生用学过的句子练习回答This is … 。 (教师向学生打招呼：T: Good morning. I’m Miss Wang /Mr. … What’s your name? 学生回答S: My name’s … 同时出示一张Miss Green的图片，教师用This is Miss Green. 教师反复强调This is… (5)教师介绍卡通人物Kitty, Mickey并进行交流，并用简笔画，并让学生先简单了解称谓词Miss, Mrs , Mr。并告诉学生This is 是介绍人物的方法，本句的发音较难，口型和发音不易到位，教师要适当提示。(在简笔画旁板书This is….) (6)学生跟读并模仿Let’s talk 部分的内容。 (7)给学生分小组，扮演对话中的人物或其他人物，进行实际交流。教师可鼓励学生说Miss, Mrs, Mr(此时，学生可以运用教材中人物的图片)并让学生draw and say的练习，训练学生运用This is 的句型介
(T r a n s l a t i o n) People’s Republic of China Teacher’s Qualification License Teacher's Qualification Certificate is a legal reference granted by the state to those who are qualified for teaching position. Any teaching personnel in any and all schools or other institutions shall bear this Certificate. Ministry of Education of People’s Republic of China (seal)
Certificate Holder: *** Gender: ** Date of Birth: *** Nationality: * ID No.: 3**** Qualification Category:Qualification for Teacher in Higher Education Teaching Subject: Electrical Engineering and Automation Certificate No.: *** According to regulations in T eacher’s Law of People’s Republic of China and Regulations on the Qualifications of Teachers, *** is approved to be granted for a teacher of Higher Education. Approving Office (seal): Department of Education of ** Province (seal) ***
完整的教学设计： 一、分析教材和学生 1. 分析教材： （1）懂：懂教材的基本思想，基本概念 （2）透：透彻教材构成结构，重难点以及掌握知识的逻辑 （3）化：教师的思想感情要与教材的思想性，科学性融在一起 2. 分析学生 （1）学生原有的知识和技能质量 （2）学生的兴趣和思想状况 （3）学生的学习方法和习惯 （4）基于以上三点，预测学习新知识时，会出现哪些困难问题，需要采取什么措施来预防或解决（这一点经常用于教案设计中的difficult points） 二、确定教学目标（这一部分内容用于教案设计中的teaching objectives） 1. 知识目标：（1）语音、（2）词汇、（3）语法，（4）话题（具体看表格中要求） 2. 技能目标：（1）听（2）说（3）读（4）写 3. 学习策略： （1）认知策略：完成具体学习任务而做的行为和采用的方法 （2）调控策略：对自己的学习进行评估，调整，采用新办法的策略 （3）交际策略：增加交际机会，提高交际有效度的策略 （4）资源策略：采用多方资源的策略 4. 情感态度：提升学生兴趣，合作能力，和坚持学习的态度 5. 文化意识：了解国外的文化，比如表示礼貌的用语，用餐习惯等等。 敲黑板：：：在完成设计教案teaching objects的时候，这五个方向不一定同时出现，基本分为： 范例一；teaching objectives （1）knowledge and skill objectives A. ……. B. ……… （2）process objectives （3）emotion objectives
范例二：teaching objectives （1）knowledge objectives A. ……. B. ……… （2）skill objectives A. ……. B. ……… （3）emotion objectives 三、设计教学策略（教学方法） （这一部分内容用于第五部分教案设计中的activities and justification） （这一部分内容有可能用于第四部分教案评估中，用于判断所给教案采用的是什么教学方法，特点是什么，优缺点是什么，并提出修改方案） 四、设计教学过程：warming up－main part－summary and homework warming up(lead in) 1. 目的： （1）指向作用：是学生集中注意，明确学习任务和课程话题 （2）激发作用：激发求知，启发思维，产生兴趣 （3）铺垫作用：联系旧知，以做铺垫。 （4）沟通师生情感：良好的导课是接通师生信息的桥梁 2. 方法： （1）利用多媒体方式：图片，音乐，视频等＋书面记录或口头讨论 例一：Show students some pictures of sb or about sth： …………………… 例二：a. Play the Jurassic Park VCR, let the students have intuitive impressions on the dinosars b. Lead in the topic of describing people and objects by filling the chart below（后面附有表格）
教师资格证面试注意事项 一、面试流程：面试共两大环节，结构化和试讲。整个面试流程下来基本半天，所以大家要吃东西再去，女孩子化了妆的带好补妆的东西。着装尽量正式一点，正装最好，没有正装也不要紧，干净整洁，穿净色的衣服，千万不要花花绿绿。面试先是分科或是小学初中分开先到一个大教室等待，然后人齐了就抽签，就是抽你第几个面试，抽完就是交手机，然后就是等等等，可以上厕所，如果抽到后面的就有的等了，所以要是抽到后面也不要紧，好像是可以看资料的，我记不太清楚了，反正考试带着资料去，多看一会是一会。然后轮到你的时候会被带到抽题室抽题，对就是抽试讲的题目，在电脑上抽，听从老师安排就行，然后就直接坐在电脑前开始20分钟的备课，这20分钟一定要好好利用，如果你教案背的很熟，抓紧时间写完，剩下的时间就想想怎么讲，如果题目中遇到新的你没有准备过的也不要紧，比如语篇课你就按照阅读的来讲，我当时就抽到语篇课，然后题目中叫讲“but”这个词，然后我连but是连词都想不起来，但是还是冷静把阅读课的教案写了上去，当然随机应变，你可以在写的过程中按照你抽的文章做一些改动，比如把but这个词加到你背过的教案中就好了。这里记得不
要纠结教案，即使你讲的跟教案不一样不要紧，但是不要太离谱，把A4纸写满一点，字写开一点就好，考官基本不会细看你的教案，就瞥一眼，重要的是试讲，能不能过早就在你试讲完那一秒钟就决定了，尽量写的规范。之后就被带到面试的教室了哦，在去面试教室的过程中你是有机会接触到其他小伙伴的哦，不会的词，想不起来的就悄悄问问别人啦，问到了是运气好，问不到就不说这个词就好啦，脸皮厚一点，出了考场谁都不认识谁。我当时问了，但是小伙伴也不懂，所以我就没讲but是什么词，照样过。然后就是进到教室开始面试，紧张的话现在门口深呼吸，然后面带微笑，步伐稳重，昂首挺胸地走进去。记得进去先问好，随时面带微笑就对了，把教案交给考官就开始面试。先是大概5分钟的结构化面试，就是考官会问你3个问题，用中文。然后就是10分钟全英文试讲，最后英文答辩，考官会用英文问2到3个问题。 二、面试技巧：结构化面试别看那些培训机构啊书上啊，还有我自己买的资料啊说的多复杂，分多少类，但我觉得问题都能听懂，回答只有思路清晰，语句通顺，言之有理就可以了。不用花多少时间在结构化，我当时真的没复习过结构化，我记得当时问题就是你见到学生丢垃圾怎么办，家长会怎么与家长沟通
教师资格证《英语学科知识与能力(高级中学)》真题及答案年中小 学教师资格考试真题试卷 《英语学科知识与教学能力》（高级中学）（满分150分） —、单项选择题（本大题共30小题，每小题2分，共60分）在每小题列出的四个备选项中选择一个最佳答案。 1. Excellent novels are those which ____ national and cultural barriers. A. transcend B. traverse C. suppress D. surpass 1.A 【解析】考查动词辨析。句意为“优秀的小说是会跨越民族和文化的障碍的”。A,B两项与C,D两项均为形近词辨析。transcend“胜过，超越”，常用搭配是transcend national barriers超越国界；traverse “横越，穿过”，traverse the grassland穿越草地；suppress“抑制，镇压”；surpass“优于，超过”。所以正确答案为A。 2. As Alice believed him to be a man of integrity, she refused to consider the possibility that his statement was＿＿． A. irrelevant B. facetious C. fictitious D. illogical 2.C 【解析】考查形容词辨析。空格要填入的是一个形容词，修饰“他的陈述（his statement)”, 句意为“因为Alice相信他是一个正直的人，所以她不认为他的言论存在＿可能性”。as表示因果关系，前半句对“他”的描述是“正直的人”，后半句中refused表示否定，前后应该意思一致，因此空格应该表达和integrity相对的含义。irrelevant“不相干的，不切题的”,facetious“诙谐的，爱开玩笑的”，fictitious`嘘构的，编造的”，illogical“不合逻辑的，不合常理的”。所以正确答
一、单项选择题(本大题共30小题，每小题2分，共60分) 1．Those robots can walk like__________． A．human B．humans C．humen D．humens 2．She with her friends__________to visit their teacher every week． A．go B．going C．goes D．went 3．I don’t think the poor__________always poor．Working hard__________very important．A．is；is B．are；are C．are；is D．is；are 4．Would you mind__________the window? A．I closing B．my closing C．me closing D．me close 5．It has been__________since we went out to play last time． A．some time B．sometime C．sometimes D．some times 6．Mr．Green works in a__________building． A．thirty stories high B．thirty-stories high C．thirty-stories-high D．thirty-story high 7．Many children would__________watch TV than do sports． A．rather B．1ike C．want D．love 8．It’S very nice__________you__________my parents your best wishes． A．of；sending B．of；to send C．for；to send D．for；sending 9．If you want to go to the movie tonight，S__________I． A．do B．am
Q:您所负责得班级里,有学生上课不认真听讲，课后不做作业,还与其她同学打架,您作为班主任跟家长说明情况，家长听后态度恶劣且袒护孩子．遇到这种情况,您会怎么办？ A: 作为一名班主任，需要对全班所有学生得思想、学习、健康与生活负责,同时也充当着沟通者得角色,及时解决学校教育与家庭教育之间得冲突。面对题中情况，我会从两个方面努力,争取家长得理解与支持。 第一，平复家长情绪．在我与家长沟通过程中，可能过多得关注孩子表现不好得一面,语气与措辞不太恰当,造成了家长得反感,加深了误会，而家长护子心切也就是人之常情.因此,我会立即调整自己说话得方式，诚恳得向家长表明,我们得目得就是一致得，都就是希望孩子能够更加健康得成长,孩子身上出现这些问题,作为老师十分焦急,以致刚才得语气过重，希望家长能够予以谅解 第二,有效解决问题.与家长重新建立信任后，我会把话题重点引向如何与家长共同努力解决孩子身上得问题。一方面在平时得教学中多关注这位同学，多引导与激发她得学习兴趣,培养孩子良好得学习习惯；另一方面也希望家长能够在家庭教育过程中多予以监督与督促,尤其就是打架得问题，需要家长多加关注，与孩子深入交流,了解打架得原因，解开孩子得心结。只要家长与老师给孩子更多得关爱,一定可以帮助她尽快走出这种状态。 Q: 如果有学生当面问您涉及个人隐私得问题,您会怎么办？ Ａ：有学生当面提出关于我个人隐私得问题,这对于我来说确实有尴尬,但就是，我相信学生得这种做法就是基于青春期得强烈好奇心。因此,我会机智处理,转移话题，将学生得注意力集中在学习上,有效推进课堂教学得进度。 首先,我会点头微笑肯定学生得勇敢提问,向学生表明我得态度：问题涉及个人隐私，不方便在课堂上正面讨论.但就是为了维护学生自尊心,我会委婉拒绝,告诉学生这类问题可以在课下单独探讨,或就是找个合适得时机再告诉大家。 其次,我会表扬这位学生提问得做法，鼓励大家向其多学习积极思考，敢于提问得精神.但就是要注意不要探听她人得个人隐私,这属于“偷窥"行为,类似于“刺猬揭伤疤”得行为，当事人就是会受到伤害得.告诫学生交流要注意时机与场合，继而话题转移,将大家得注意力迁移到课堂教学中。 最后，我会针对“尊重个人隐私”这一主题,对学生进行集体教育,通过主题班会、辩论会等方式,增强学生们尊重她人隐私得意识，让大家明白与人交往、交谈要注意方式方法。当然,该生得提问也许带有玩笑色彩,所以今后我会注重教师形象得塑造、权威得树立，以此创建健康得师生关系. Q:有人说“要想教育公平,首先要保证教育投入公平”。对此您怎么瞧?
语音课型教案模板 仅为试讲教案样本， 具体内容应根据不同教学内容进行补充或调整 红色字体为板书内容 蓝色字体为设计目的 黑色字体为口述内容 绿色字体为提示内容 双元音教学案 Lessen plan for the pronunciation of ________ Teaching aims: （1）Knowledge aim: be able to know how to pronounce the diphthong ________ （2）Ability aim: By the end of the class, students should be able to pronounce the diphthong（记着此处换词）________ （3）Emotion aim: be able to pronounce the ________more confidently Teaching methods: 3-P model Teaching aids: chock, blackboard, some cards Teaching procedure: Pronunciation(板书内容) StepⅠGreeting and Lead-in (回答完评委的两个结构化问题，不要再想了！开始上课吧！自己站在讲桌后，右手压左手，自然摆放在腰带扣的地方，也就是肚脐眼的地方，告诉自己放松，再放松！双手越自然越好！气定神怡，平心静气，微笑对评委以及评委身后那不存在还要假装存在的学生，说：) T: Class begins. Good morning/afternoon, boys and girls. Nice to have this English class with you. Today we are going to learn a diphthong（记着此处换词）in English. StepⅡPresentation ⅡShow some cards to the students. Lead in the diphthong（记着此处换词）________ T: first，I will show pictures on the blackboard. Do you know, what is this in English? S: this is a________. T: yes, very good. This is a________. Now read after me,________. S:________ T:________ S:________ T: OK, very good. Then the second one, what is this in English? S: this is a ________. T: good. This is a ________. And what is she doing now? S: she is crying. T: so in her eyes, there are …… S: ________ T: excellent! There are ________ in her eyes. Read after me. ________ S: ________
教师资格证考试《英语》教案设计实例 《My clothes》第二课时教学设计 1教学目标 能听、说、认、读主要单词sweater, dress, shirt, pants socks ,coat.能听度，会说: I like the green skirt.并能在实际情境中运用。 能听懂Let’s do 部分的指示语，并按要求做出相应的动作，如“Put on your sweater Take off your jacket. 培养学生合作学习，鼓励学生创新。 2教学重点掌握有关服装的六个单词，并能在实际情 景中运用 3教学难点表示服装的名词以及读法，以及 句型“I like …. 4教学准备相关衣服卡片、单词卡片、课件、颜 色转盘5教学过程 Step 1:Greeting（打招呼） T: Stand up,please! Good morning ,boys and girls!（请起立！早上好，孩子们！） S: Good morning ,Miss Wang!（早上好，王老师！） T: Nice to meet you !（见到你们很高兴！） S:Nice to meet you ,too!见到你也很高兴！）
T:Sit down,please! Today let’s have a match between boys and girls.（请坐！ 今天我们要举行一场男孩们和女孩们的比赛。 Step 2:Warming-up（热身） T: Look ! What’s this ? First ,let’s play a game. Please look and say the colours as quickly as you can .What colour is it?(看！这是什么？首先，我们一起做一个游戏。 请尽快地看并且说出你所看到的颜色。) S：Blue、green、black…（蓝色、绿色、黑色……） T：There are so many colours here.What colour do you like best? （这里有这 么多的颜色。你最喜欢哪种颜色呢？） S :Blue…（蓝色……） T：What’s my favorite colour? Can you guess?（我最喜欢的颜色是什么呢？你 们能才出来吗？） S: (Guess)（学生猜测……） Step 3:Presentation（新课呈现） T:Yes,I like white best.Look !I’m wearing a white skirt.(板书并用手势教读，小
根据题目要求完成下列任务，用中文作答。 31.简述scanning的含义并举一例说明其基本用途。写出训练该项技能时 的三条注意事项，并用英语写出两句相关的教师指令语。 (1)scanning的含义： scanning译为“找读，扫读，寻读，查读”，是一种快速阅读方式，其目 的是从较长的文字资料中查寻特定的细节内容。寻读要求既快又准，要在短时间内准确地找到目标。 基本用途： 例如：在教学“NelsonMandela--AModem Hero”一课时，可以通过设置寻读活动“Ask students to scan the passage in 5minutes and completethe chan—ATimeline ofElias’Life”，让学生在5分钟内扫读文章， 然后根据时间顺序填写表格。通过寻读活动，可以帮助学生了解文章特定信息，提高学生的阅读速度。寻读是教师需要训练学生提高的阅读能力之一。 (2)注意事项： ①在设计寻读活动时，要有明确的时限规定，以促使学生在较短的时间内完成任务。 ②在设计寻读活动时，要引导学生借助关键词快速锁定寻读目标，切忌从头逐字地寻找，导致学生的寻读技巧未得到有效的培养。 ③在设计寻读活动时，教师的指令要清楚，不能过于简单，这会造成学生不 清楚做什么的局面。从而影响阅读效果。指令中应包含学生应在多长时间内(time limit)，通过怎么读(how).读出什么(what)等信息。 教师指令语： ①Scan the Paragraphs 3-5 in 5 minutes to get enough information to fillin the table.
小学英语教师资格证面试真题 小学英语《Welcome to Ａfｒｉｃａ》 一、小学英语《Ｗelcoｍe to Aｆrica》 二、A bｕtterfly 三、学段:小学 科目:英语
年级：五年级上册 试讲题目:What can ｙou do？ＳｅctｉoｎＡ（Lｅt’s Talk） 教材正文(教材图片或教材文字): 试讲要求: （１）试讲时间约10分钟，采用英语授课; (2)突出重点词汇与句型的教学，训练学生的口语表达能力； （3)引导学生形成一定的文化意识; （4）配合教学内容适当板书。 问题： 本篇课题内容讲解方面应该注意哪些东西? 问题： 新授与巩固练习过程中,什么时候安排单个学生的提问活动、什么时候安排多个学生的活动？
三、考试面试题目《Tｒaｆfic lights》 四、人教版peｐ小学英语三年级,Unit twｏmy famiｌy (Let's talk), —Whｏｉｓthaｔman? —Heｉｓｍy fathｅr. —Hｉ,Daｄ. Ｔhｉsｉｓmｙｆriｅnｄ.Amy. —Nice ｔo ｍeｅt ｙoｕ. —Nｉce to meｅt yoｕ，tｏｏ 试讲要求: （1)全英文授课 (2)要求有一定的互动 (3)配合设计板书
五、小学英语《What wouｌd ｙou ｌike tｏeａt？》 附:英汉答辩双译（熟记） 你教了几年书? Hｏwｌonｇhave yｏu beｅn tｅachｉｎg？?I hａｖe ｂeｅn teａｃhiｎg for... 有教小学的经验吗? Didｙou ｈaｖｅany expｅriencｅs teaching in eleｍentaｒy sｃｈooｌ/priｍａｒy sｃhoｏｌ? ?Yeｓ，Iｄid. oｒNo,I ｄidｎt. 你打算怎么样给小朋友上课? Howａre ｙou goｉｎg tｏgive lessonｓｔo littｌe ｋids? ?Iｔhink I aｍgoｉnｇtｏuse alｌkinds of materials ｔhat aｒe avaiｌａble like CD pｌaｙｅr, picturｅs，wｏrd cａrds, TV，maｇazｉneｓ，gamｅs eｃts ｉｎmy ｌeｓsons.I aｍｇoinｇto ｕse dｉfferent teaching meaｔｈods to ｈｅlp ｃhildreｎwith ｄｉfｆerｅnt lｅaｒｎｉng sｔylｅs. 能否示范一下? Can you dｅmoｎstratｅone ｌeｓsoｎ？?Suｒｅ.If I ｔeａch days ｏｆｔｈe week, Ｉwilｌtｅaｃh childrｅn a song: Sundａｙ, Moｎdaｙ．..(用twｉｎkle ｔwinkle ｌiｔtle sｔar 的ｔune) ?你觉得教小学生跟教中学生有什么不同？ What is ｔhｅｄiｆfeｒeｎｃe ｂetweenｔｅacｈｉｎg elｅｍｅntary schoｏl chiｌｄren and tｈe ｊunior high sｃｈoo ｌchildreｎ? ?weｌl, when teａchｉng lｉttle kids ａteachｅr has toｂe morｅｐatieｎt.He／sｈe has to usｅlotｓof songs，gａｍes, ｂoｄｙｌanguaｇe ｔo ｈelp ｓtudent learn Enｇlisｈ.The fｏｒmｓｏf each lesson ｓhouｌd be difｆerｅnt. ?Ｔeａｃhing juｎｉor high schooｌｋiｄｓis a liｔｔｌe biｔdｉfｆerｅnｔ. I cａｎiｎtｒoｄuｃe sｏme grammeｒ．I can gｉｖｅthem mｏre wｒiｔｔeｎwork aｎd I ｃan havｅmorｅdiｓcusｓions with tｈe chｉldｒｅn. ?如何让小学生对英文感兴趣? ?How arｅyｏuｇoiｎg to keeｐthe stｕｄentsｉntereｓｔedｉｎlearnｉnｇEngliｓh？ 如何将你的课上得有趣? ?Ｈow areｙou gｏing to keepｙoｕr ｌesｓons iｎｔerｅsting? ?这两道题的答案是一样的，只不过问的形式不一样. ?Ｉwill tｒｙmｙｂesｔto use aｌl the teachｉng methoｄologｉes I leａrnｅd at sｃho ｏl to ｒeaｃh ｅach child. Sｔoriｅs, ｐoｅms,ridｄles, jokｅs ｓｏｎｇs aｒe aｌl gｏod for liｔtｌe kiｄs．Ｉwilｌhave t ｈeｍｐrａctｉｃｅEnglｉｓhａs a wｈole cｌass, grｏup work, pａir wｏrk or ｉndeｐｅｎｄｅnｔｗoｒk.Whａteve ｒｗoｒkｓoｕt fｏｒthe chｉldren Iｗill dｏit．There iｓnevｅr one way to suｃcess.