2019上半年初中英语教师资格证面试试题

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上半年教师资格证面试真题：初中英语-教师资格考试2019上半年教师资格证面试如期举行，在考后整理了“2019上半年教师资格证初中英语面试真题”，供广大考生学习使用。

祝大家面试顺利！2019上半年教师资格证面试真题及答案汇总1.阅读课anna的blog介绍他的family答辩是：你觉得你如何检查学生已经理解你的授课2.语法课：比较级3.词汇课：形容词词汇教学4.阅读课：写给笔友的信，讲解读前活动5.语法课：一般现在时6.语法课：单复数7.词汇课：一篇文章amanfromcanada,eyesnosehairage,canyouhelpmetofindhim讲解划线单词：brown hair,smalleyes,bignose8.语法课：比较级，课文题目：transportation ivestigation单词：safer,dirtier,morecrowded9.语法课：过去时10.语音题：辅音字母的发音11.词汇题：介绍班级和国家12.写作课：材料是关于百慕大三角，要求续写结尾。

13.听力课：制作鸡肉三明治。

答辩：如何在听力课上吸引学生注意?14.阅读课：李云迪的人生经历15.听力课：howtogettothehotel16.口语课，大概是支教，讨论ruth和rose谁更适合当英文老师，ruth比较smart，rose比较outgoing，然后设计一节口语课，大概讨论老师需要什么样的品质。

17.数字词汇：两个人互相介绍年龄和班级18.语法课：一般疑问句和肯定句19.语法课：名词复数和代词20.词汇。

twelve,Fiⅳve,four,21.元音22.题目是阅读题anna的blog介绍他的family1 2 3 4 5。

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。

教师资格认定考试初级中学英语真题2019年上半年一、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。

，1. Which of the following words has a stress pa（江南博哥）ttern different from the rest? ______A.prepareB.techniqueC.obviousD.advice正确答案：C[考点] 本题考查单词的重音。

[解析] 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。

2. 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.正确答案：B[考点] 本题考查句子的重音。

[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. The word "UNESCO" is called a(n) ______.A.acronymB.blendC.clipped wordD.coined word正确答案：A[考点] 本题考查构词法。

[解析] A项“首字母缩略词”指由几个单词的首字母缩写而成的新词；B 项意为“混成词”；C项意为“截断词”；D项意为“新创词”。

“UNESCO”是“United Nations Educational，Scientific and Cultural Organization”(联合国教育、科学及文化组织)的首字母缩写。

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）一、单项选择题（本大题共30小题，每小题2分，共60分）在每小题列出的四个备选项中选择一个最佳答案，请用2B铅笔把答题卡上对应题目的答案字母按要求涂黑。

错选、多选或未选均无分。

1．Which of the following words has a stress pattern different from the rest？A．prepare B．techniqueC．obvious D．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）SSS．A．acronym B．blendC．clipped word D．coined word4．He looks like a Scottish，but his accent may give him SSS．A．off B．outC．in D．away5．The book is so well received that it sells SSS the million．A．at B．in C．by D．to6．SSS we are successful，we can be sure that we did our best．A．Provided that B．If onlyC．If or not D．Whether or not7．—Will you be able to go swimming with us？—SSS．A．I'm afraid not B．I'm afraidC．I'm not afraid D．I'm not afraid so8．SSS is the custom，the investigators carried out a painstaking search of the debris after the air crash．A．What B．As C．Which D．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 SSS．A．equal importance is given to maternal and paternal grandparents in China B．equal importance is given to maternal and paternal grandparents in Britain C．language 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 SSS．A．elicitation B．monitoringC．prompting D．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）SSS．A．diagnostic test B．placement testC．proficiency test D．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 SSS．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 SSS．A．repetition B．suggestionC．introduction D．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 SSS of language use．A．fluency B．complexityC．accuracy D．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" ．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？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．D．Information exchange，narration and interview．20．The SSS is designed according to the morphological and syntactic aspects of a language．A．structural syllabus B．situational syllabusC．skill-based syllabus D．content-based syllabus请阅读Passage 1，完成第21~25题。

第1篇一、自我认知类1. 请简要介绍一下自己。

解析：这道题目考察考生的自我认知能力，要求考生在短时间内准确、全面地介绍自己的基本情况。

考生可以从教育背景、教学经验、兴趣爱好等方面进行介绍。

2. 你为什么选择成为初中英语教师？解析：这道题目考察考生的职业规划和发展目标。

考生可以从个人兴趣、专业背景、教育情怀等方面阐述自己选择成为初中英语教师的原因。

3. 请谈谈你的教育理念。

解析：这道题目考察考生的教育观念。

考生可以从以下几个方面进行阐述：以人为本、全面发展、注重实践、创新教育等。

二、综合分析类1. 请分析初中英语教学中的重难点。

解析：这道题目考察考生的教学分析能力。

考生可以从语音、词汇、语法、阅读、写作等方面进行分析，阐述初中英语教学中的重难点。

2. 请谈谈你对“教育信息化”的理解。

解析：这道题目考察考生对教育发展趋势的把握。

考生可以从信息技术在教育中的应用、教育信息化对教学的影响、教育信息化对教师的要求等方面进行阐述。

3. 请谈谈你对素质教育与应试教育的看法。

解析：这道题目考察考生的教育观念。

考生可以从素质教育的内涵、应试教育的弊端、素质教育与应试教育的关系等方面进行阐述。

三、组织管理类1. 你如何组织一次英语角活动？解析：这道题目考察考生的活动组织能力。

考生可以从活动目的、活动形式、活动内容、活动流程等方面进行阐述。

2. 请谈谈你在班级管理中的经验。

解析：这道题目考察考生的班级管理能力。

考生可以从班级制度建设、学生行为规范、家校沟通等方面进行阐述。

3. 请谈谈你如何处理学生之间的矛盾？解析：这道题目考察考生的应急应变能力。

考生可以从沟通协调、公正处理、心理疏导等方面进行阐述。

四、人际交往类1. 请谈谈你与同事之间如何相处？解析：这道题目考察考生的人际沟通能力。

考生可以从相互尊重、团结协作、共同进步等方面进行阐述。

2. 请谈谈你如何与学生家长进行沟通？解析：这道题目考察考生的家校沟通能力。

考生可以从倾听家长意见、尊重家长、有效沟通等方面进行阐述。