最新2017中小学教师资格证面试高中英语真题总结资料
2017上半年高中英语教师资格证面试真题精选(带答案解析)
2017上半年高中英语教师资格证面试真题精选(带答案解析)In this article。
we will discuss the first batch of selected ns from the 2017 first half of the high school English ___。
we will focus on the topic of "How to bathe a bird?"___ process for "How to bathe a bird?" involves several steps。
including lead-in。
pre-listening。
while-listening。
and post-listening activities.In the lead-in stage。
a student on duty is asked to give an oral report about their family。
including any pets they may have。
The ___ related to the report to engage the other students and ___.During the pre-listening stage。
students are asked to discuss what they would do if they had a dirty pet and how they would clean it。
The ___.The while-listening ___ the。
material and having students listen for specific n related to bird bathing。
Afterward。
___.Finally。
2017下半年教师资格证考试《英语学科知识与教学能力》(高级中学)真题及答案
2017年下半年中小学教师资格考试英语学科知识与教学能力试题（高级中学）注意事项：1．考试时间120分钟，满分150分。
2．请按规定在答题卡上填涂、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选择一个最佳答案，请用2B铅笔把答题卡上对应题目的答案字母按要求涂黑。
错选、多选或未选均无分。
1.The sound of“th”in“thin”is ______.A. voiceless, dental, and fricativeB. voiced, dental and fricativeC. voiceless, dental, and affricativeD. voiced, dental, and affricative2. Of all the following pairs of words，______ is a minimal pair.A. boot and boughtB. deep and dogC. either and neitherD. ghost and best3. ______ can fly very high in ______ sky.A. The birds…theB. The birds…/C. Birds…theD. Birds…/4. In my opinion she is kind and polite, so I put her rudeness today down as ______.A. ordinaryB. untimelyC. progressiveD. accidental5. With spring approaching, the pink of the apple-blossom is beginning to ______.A. showB. growC. riseD. ascend6. Mr. Woods, I am here just in case anything out of the ordinary ______.A happensB happenC would happenD. will happen7. I look back on this pleasant holiday in Beijing with ______ pleasure.A. anything butB. all butC. everything butD. nothing but8. Tom, take this baggage and put it ______ you can find enough space.A. whichB. in whichC. whereverD. whereas9. What is the main rhetoric device used in“T he Pentagon was divided on the air strike.”?A. Synecdoche.B. Metonymy.C. Metaphor.D. Oxymoron.10. Which inference in the brackets of the following sentences is a presupposition?A. Ede caught a trout. (Ede caught a fish.)B. Don’t sit on Carol's bed. (Carol has a bed.)C. This blimp is over the house. (The house is under the blimp.)D. Coffee would keep me awake all night. (I don't want coffee.)11. Which of the following instructions is helpful in developing students, ability to make inferences?A. Listen to a story and write a summary.B. Listen to a story and work out the writer's intention.C. Listen to the story of a boy and then draw a picture of him.D. Listen to a story and note down the specific date of an event.12. The most suitable question type to check students comprehension and develop their critical thinking is ______.A. rhetorical questionsB. referential questionsC. close questionsD. display questions13. Diagnostic test is often used for the purpose of ______.A. finding out what students know and don’t knowB. measuring students' general language proficiencyC. knowing whether students have the right language aptitudeD. checking whether students have achieved the teaching objectives14. Which of the following activities is often used to develop students' speaking accuracy?A. Identifying and correcting oral mistakes.B. Acting out the dialogue in the text.C. Having discussions in groups.D. Describing people in pair.15. If a teacher asks students to make their own learning plan, he/she is trying to devel op their ______.A. cognitive strategyB. affective strategyC. communicative strategyD. metacognitive strategy16. When a teacher tells the students that the word“dog” may imply“loyalty”, he/she is teaching the ______ of the word.A. denotative meaningB. collocative meaningC. conceptual meaningD. connotative meaning17. Which of the following is the last step in the process of writing essays?A. Editing the writings.B. Writing topic sentences for paragraphs.C. Gathering information and ideas relevant to the topic.D. Organizing the information and ideas into a logical sequence.18. The main purpose of asking questions about the topic before listening is to ______.A. meet students' expectationB. increase students' confidenceC. activate students' schemataD. provide feedback on tasks19. If a teacher asks students to fill in the blanks in a passage with“that”，“which”or“whom”，he/she is least likely focusing on grammar at ______.A. lexical levelB. syntactic levelC. discourse levelD. morphological level20. If a teacher asks students to talk about their hobbies in groups, he/she is trying to encourage ______.A. peer correctionB. peer feedbackC. peer interactionD. peer assessment请阅读Passage1，完成第21～25小题。
2017 全国教师资格证考试面试真题 高中英语
2017 全国教师资格证考试面试真题高中英语
一、面试流程
二、
到了之后先存包，等候，签到分组，一拨人分两组，先后考的顺序；进而去抽签。
抽完之后让你签字，不让看，不留时间看，直接装进考务信封，所以记得瞄几眼；
然后等待，去考场；
进考场后，敲门或者询问是否可以进来了，问候，开始考试。
结构化面试，两道题一块儿问，自己记住问题啊
然后思考片刻，作答，要求答够五分钟，不够让你再次思考，补充作答。
结束后，进行试讲，拿自己的教案，开始试讲；
试讲后，面试官会询问问题，成为答辩环节，结束，评语，say goodbye！擦黑板！
二、面试内容
我考完了，面试分为语音、语法、阅读、词汇。
（我不幸抽到了语音！！！）
语法有人考了v+ing用法，动名词gerund，分词participle；定语从句attributive clause, antecendent, relative pronoun; 虚拟语气subjective clause；
词汇就是讲解词汇课，思维导图讲解；例句等；
阅读就是套路讲法，一切记得leadin即可；
语音有语调tone；升降调；重音；发音等
总结就是，写教案的时候打草稿，写关键词，自己能记住流程，注意连贯性；重点在嘴上嘟囔几遍。
存人品，祝大家都过！都为祖国未来做贡献！。
【真题】2017上半年教师资格证考试《高中英语》真题及答案
2017上半年教师资格证考试《英语学科知识与教学能力》真题及答案(高级中学)◇本卷共分为4大题33小题，作答时间为120分钟，总分150分，90分及格。
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[单选题]WhichofthefollowingisthefeaturesharedbytheEnglishphonemes/m/and/p/?A.Voiced.B.Voiceless.C.Bilabial.D.Dental.参考答案：C参考解析：考查英语音素。
根据英语辅音的分类可知，按照声带振动与否，／m／是浊辅音，／p／是清辅音；按照发音部位，二者都是双唇音；按照发音方式，／m／是鼻音，／p／是塞音。
／m／和／p／共同的特征是双唇音，故选C。
2[单选题]WhichofthefollowingistrueofEnglishsoundsystem?A.Aspirationisadistinctivefeature.B.Voicingisadistinctivephoneticfeature.C.Nasalizationofvowelsgivesrisetoanothervowel.D.Lengthofvowelsdifferentiatesonevowelfromtheother.参考答案：B参考解析：考查发音系统的区别特征。
雅格布逊在20世纪40年代首先提出区别特征(distinctivefeature)这一想法，目的是找出一套音系的对照或对比特征．以概括语音的某些方面，比较重要的区别特征有：[辅音][响音][鼻音][带声]等。
[辅音]特征可以区分辅音和元音，即所有辅音都是[+辅音]，所有元音都是[-辅音]。
[响音]特征用来区分所谓阻塞音(塞音、擦音及塞擦音)和响音(其他辅音和元音)，即阻塞音是[-响音]，响音是[+响音]。
2017教师资格面试高中英语真题
2017教师资格面试高中英语真题二、考题解析【教案】Teaching AimsKnowledge aim:Students will recognize the liaison in the target passage and memorize the liaison rules.Ability aim:1.Students can work out the liaison rules through listening,pair work and the guidance from the teacher.2.Students can apply the liaison rules practice and express themselves in a more idiomatic way through imitating,speaking and reading.Emotional aim:After this lesson,students will be more confident in speaking English.Teaching Key&Difficult PointsKey point:Students can master the liaison rules.Difficult point:Students can apply the rules practice.Teaching procedures:Step1:Warming up1.Play the music video Father issued by Guitar Cover and have a free talk about“the impressive story between you and your father”.2.Ask the students to think over the question:what have you done for your father.Step2:Presentation1.Ask the students to read the passage on the textbook aloud after the tape and ask why you can’t catch the speed of the tape.Explain there are some liaisons in the passage.2.Ask students to circle all of the liaison in the target material through listening to the tape.3.Ask students to work in pairs to find out the rules of liaison by classifying whethera word is ended with a consonant and the following word is initiated with a vowel.4.Lead the students to read the liaison after the teacher and tell students liaison happens when a word is ended with a consonant and the following word is initiated with a vowel.Step3:PracticeAsk the whole class to read after the tape several times and try to imitate,then some students will be invited to have a competition to read the passage to the class, and others justify who reads faster.Step4:Production1.Present them another piece of passage and ask them to work in pairs to underline the liaison inside and try to read it fluently.Afterwards,the standard edition will be presented.2.Funny dubbing:a part of the movie Despicable Me is presented for students to imitate, practice and compete for the best voice actor.Step5:Summary&Homework1.Ask students to summarize and memorize the liaison rules.2.After class,choose their favorite part from their favorite movie and do the voice acting job.IV Blackboard design二、考题解析【教案】Teaching aims:Knowledge aim:students will know more about British coffee culture.Ability aim:students can catch some detailed information about the passage.Emotional aim:students will appreciate different culture.Key and difficult point:Students will get the general idea of this passage.Students can express their ideas about the topic.Teaching procedure:Step1:Warming-upGreet the students.Have a free talk with them and ask them if they drink coffee.Step2:Pre-readingPlay them a short video to introduce British tea culture,and fill them in with the information that Britain has a long history for tea culture to give them some background information for the passage understanding.Step3:While-reading1st reading:give them2minutes to read the passage quickly to get the general idea of this passage and invite some students to share their answers.2nd reading:leave the question to them--what is the stereotype and truth about British people?And give them5minutes to read the passage carefully to find the answers.After 5minutes,invite some students to share their ideas.And then divide them groups of4 to find the evidence from the text to support their ideas.Step4:Post-readingActivity1:invite two students to retell the passage according the clues on the blackboard.Activity2:divide them groups of3to talk about China food culture.Step5:Summary and homeworkInvite a student to make a summary then leave them the homework-search online for the development of coffee culture in China.Blackboard design:关注贵港公职考试公众号，掌握实时考试资讯二、考题解析【教案】Teaching aims:Knowledge aim:students will recognize the structure and grammar meaning of appositive clauses.Ability aim:students will be able to apply appositive clauses in their daily use.Emotional aim:students will cultivate the awareness of protecting the environment.Key and difficult point:Students will master the structure and grammar meaning of the appositive clause.Students can tell the difference between appositive clauses and attributive clauses.Teaching procedure:Step1:Warming-upGreet the students.Have a short review about attributive clause from last class.Then ask students to compare the two sentences below and lead to the new lesson for the appositive clause.The news that my father told me yesterday made me cry.The news that my father won the game made me cry yesterday.Step2:PresentationAsk students to read the above material first,then invite them to share their understanding about the two“that”clauses.Then try to find the structure with them together:the two that clauses(appositive clauses)here explain the noun“doubt”and show the meaning of it.Another example of this is that“The news that my father won the game made me cry yesterday.”Here,“that my father won the game”is actually the content of the news.The function of it is not to modify the noun but to show the content of it which is different from the attributive clause.Step3:Practice1.Find the attributive clause in the material and rewrite it to an appositive clause:“it is human activity that has caused this global warming”---”it is human activity that we drive too many cars that has caused this global warming”2.List some sentences on the screen and ask students to tell which are attributive clauses and which are appositive clauses.Step4:ProductionDivide them in groups of4to have a discussion about what can we do to help the global warming and give them5minutes to discuss.Show them an example as:I hold the idea that promoting the public transportation system will encourage more people travel less by private cars.The news that the government is putting money on clean energy is also helpful.Step5:Summary and homeworkInvite a student to make a summary then leave them the homework-search online for 5common nouns which often appear in the appositive clause.Blackboard design:二、考题解析【教案】Teaching aims:Knowledge aim:students will master the structure and grammar meaning of passive voice.Ability aim:students will be able to speak or write in passive voice.Emotional aim:students will understand the importance of teamwork..Key and difficult point:Students will master the structure and grammar meaning of passive voice.Students can apply the grammar in their daily speaking.Teaching procedure:Step1:Warming-upGreet the students.Show them a sentence:Cambridge University Press published this book.And have a short review about the active voice.The active voice is the typical word order.We put the subject(the topic or the theme) first.The subject is the‘doer’or agent of the verb.And tell them that we can also rewrite this sentence“This book was published by Cambridge University Press.”and lead to the new lesson.Step2:Presentation1.Take the above sentence as an example,and analyze it with the students together:In the passive,the person or thing that the action was done to becomes the topic or theme. We can leave out the‘doer’or agent,or we can place the‘doer’in a prepositional phrase(by+‘doer’).2.Show the sentence“It is reported that many a house is being built at present in the disaster area.”and ask them to talk about the two passive forms.And complete the table with them together.Step3:PracticeThen show the sentence“It is reported that many a house is being built at present in the disaster area.”and ask them to add up the doers in this sentence.Step4:ProductionAsk them to work with their desk mates and to describe their daily activities with each other.And passive voices need to be applied.And after5minutes,invite some pairs to share their answers.Step5:Summary and homeworkInvite a student to make a summary then leave them the homework-come out or more examples of passive voice in different tenses.Blackboard design:二、考题解析【教案】Teaching aims:Knowledge aim:By the end of the class,students will know some key words about environment protection,such as suffer form,reusable shopping bags,do harm to and so on..Ability aim:Students’writing ability of expressing their opinions can be improved by the end of the class.Emotional aim:Students will foster the awareness of.protecting environment.Key and difficult point:Students will improve their writing ability.Leading students to think about things beyond their real life.Teaching procedure:Step1:Warming-upGreet the students.Watch a short video about pollution and share their opinions about this issue.Step2:Pre-writing1.Tell students we would write an article and the topic is environment protection.2.Show students a passage and try to find out the bad effects of cigarette and plastic pollution.3.Run a brainstorming activity and have a discussion:ask students the question as follows:What should we do to prevent the environment protection?They can change their ideas with their partners.After the discussion,I would pick some students to report their topics at the front.Step3:While-readingGive students some guides,such as:pay attention to the spelling,punctuation, sentence structure and tenses.10minutes would be given to them to complete their articles individually.Step4:Post-writingPeer editing:Ask students to check and edit their partners’article and give them some suggestions.Share and evaluation:Invite some students to share their articles at the front and I would give them some comments.Step5:Summary and homeworkInvite a student to make a summary then leave them the homework to make a poster to publicize our ideas.Blackboard design:二、考题解析【教案】Teaching AimsKnowledge aim:1.Students can do the right email format.2.Students will know more about the history,customs of Mid-Autumn Festival. Ability aims:1.Students will be able to write emails to give information.2.Students will be able to introduce our traditional festival----Mid-Autumn Festival.Emotional aims:Students will feel proud of our traditional culture,and be willing to bring it to the world.Teaching Key&Difficult PointsTeaching Key Point:They can write an email with right format.Teaching Difficult Point:Students can introduce Mid-Autumn Festival with enough information to make it clear to people from foreign cultures.Teaching Methods:Task-based Teaching ApproachTeaching AidsPPT,picturesTeaching proceduresStep1Warming-up(3minutes)Show them some pictures about Mid-Autumn Festival which are about different activities. And then ask them to have a discussion about these pictures and they can write down the key words,sentences and so on.After the discussion,invite some students to describe these pictures.For example,they may describe the first picture as“They are having a big family reunion.”And the second picture,they might describe as“China started to celebrate the festival since Tang dynasty.”Give some necessary guidance and corrections.Step2Pre-writing(8minutes)1.Set up a situation for the students:Your name is Liha.Your open-pal,Max,is coming from Australia with his parents.And he is writing to ask information about Mid-Autumn Festival.2.Show them the email from Max.Ask them to read the email first and figure out what kind of information does Max ter invite some students to share the answers.For example,they will find out that Max wants to know the history and traditions about Mid-Autumn Festival.3.After they figure out what they should write to Max,I will lead their attention to the format of Max’s email and remind them to pay attention to the salutation and the comma after it,as well as the greetings and so on.And I will invite some students to to clear out what we have got about email writing, and some other students to add up.For example,they will know after the salutation,we should put a punctuation-comma instead of colon,and instead of put“Looking forward to seeing you soon.”in the greetings part,we can also use“Best wishes/regards.Your sincerely/truly.”and so on.4.After we finish the format,we will go to the main body part.And I divide them groups of4to have a discussion about the information that they want to convey in the email.And then they will have5minutes to redo the information that they have chosen. During this section,they need to figure out:First,the writing order about the email.For example,they need to decide if they want to begin with the history then traditions or otherwise.Second,how to polish the expressions,like“It has long history and it is traditional”from the pre-writing part.For example,they can reorganize the sentences as Mid-Autumn Festival is a traditional Chinese festival with long history,etc.Step3While-writing(5minutes)First,ask them to write a main body of the email.While writing,I will ask them to pay more attention to the spelling,grammar,and the logic of sentences.Next,ask them to put the main part an email format.Step4Post-writing(3minutes)After they finished the writing,I will ask them to modify their drafts by themselves, and then exchange their draft to do the pair editing.Then I will ask some students to read their emails to us,and let them give some suggestions together.Step5Summary and homework(1minute)Summary:Summarize their key points about the email format together;then summarize the main activities happening in Mid-Autumn Festival.Homework:write another to Max to tell him something about the Spring Festival.Blackboard design关注贵港公职考试公众号，掌握实时考试资讯。
教师资格考试(高中英语)真题试卷及解析2017年上半年
2017 年上半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)一、单项选择题（本大题共30 小题，每小题2 分，60 分）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 is the feature shared by the English phonemes /m/ and /p/?A.voicedB.voicelessC.bilabialD.dental2.Which of the following is true of the English sound s ystem?A.Aspiration is a distinctive f eature.B.Voicing is a distinctive phonetic feature.C.Nasalization of vowels gives rise to another vowel.D.Length of vowels differentiates one vowel from another.3.Though the government encourages foreign investment,investors are reluctant to commit funds in the current climate situation in the c ountry.A.p otentialB.affluentC.optimisticD.solid4.The manthe dark glasses fled away from the spot very r apidly.A.inB.atC.ofD.with5.The morpheme “ceive” in the word “conceive” is a.A.s temB.rootC.allomorphD.suffix6.There is no needto teach children how to behave.A.howeverB.whatsoeverC.foreverD.wherever7.advance seems to be following advance on almost a monthly basis.A.So rapid is the rate of progress t hatB.Rapid as the rate of progress is thatC.So rapid is the rate of progress asD.Rapid as the rate of progress as8.Tom, see that your sister gets safely b ack,?A.c an youB.won't weC.won't youD.should we9.What rhetoric device is used in the sentence “This is a successful f ailure”?A.simileB.metonymyC.metaphorD.oxymoron10.The expression “As far as I know…” suggested that people usually observe the maxim ofin their daily conversations.A.quantityB.qualityC.relevanceD.manner11.When the teacher attempts to elicit more information from the students by saying “And…?”, “Good, anything else?”, etc, he/she is playing the role of a.A.prompterB.participantC.managerD.consultant12.For more advanced learners, group work may be more appropriate than pair work for tasks that are.A.linguistically simpleB.structurally controlledC.cognitively challengingD.thematically non demanding13.When you focus on “utterance function” and “expected response” by using examples like “Here you are”, “Thanks”, you are probably teaching language at the.A.lexical levelB.sentence levelC.grammatical levelD.discourse level14.Which of the following tasks fails to encourage active language use?A.Reciting a text.B.Bargaining in a shop.C.Writing an application letter.D.Reading to get a message.15.A teacher may encourage students towhen they come across new words in fast reading.A.take notesB.ask for helpC.guess meaning from contextD.look up the words in a dictionary16.Which of the following statements about task design is incorrect?A.Activities must have clear and attainable o bjectives.B.Activities should be confined to the classroom context.C.Activities must be relevant to students' life experiences.D.Activities should help develop students' language ability17.If someone says “I know the word”, he should not only understand its meaning but also be able to pronounce, spell, andit.A.explainB.recognizeC.memorizee18.Teachers could encourage students to useto gather and organize their ideas.A.elicitingB.mind mappingC.explainingD.brainstorming19.When students are asked to go to the local museum, libraries, to find out information about endangered animals and work out a plan for an exhibition,they are doing a(n).A.surveyB.experimentC.projectD.presentation20.Which of the following tasks fails to develop students' skill of recognizing discourse patterns?A.Analyzing the structure of difficult sentences.B.Checking the logic of the author's arguments.C.Getting the scrambled sentences into a paragraph.D.Marking out common openers to stories and jokes.题答要不内线订装线订装线订装题答要不内线订装请阅读Passage 1，回答21~25 小题。
2017年上半年教师资格考试《英语学科知识与教学能力》真题(高级中学)及详解
2017年上半年教师资格考试《英语学科知识与教学能力》真题（高级中学）(总分150, 考试时间120分钟)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，错选、多选或未选均无分。
1. Which of the following is the feature shared by the English phonemes /m/ and /p/?A VoicedB VoicelessC BilabialD Dental答案:C考查英语音素。
根据英语辅音的分类可知，按照声带振动与否，/m/是浊辅音，/p/是清辅音；按照发音部位，二者都是双唇音；按照发音方式，/m/是鼻音，/p/是塞音。
/m/ 和/p/共同的特征是双唇音，故选 C。
2. Which of the following is true of English sound system?A Aspiration is a distinctive featureB Voicing is a distinctive phonetic featureC Nasalization of vowels gives rise to another vowelD Length of vowels differentiates one vowel from the other答案:B考查发音系统的区别特征。
雅格布逊在 20 世纪 40 年代首先提出区别特征（distinctive feature）这一想法，目的是找出一套音系的对照或对比特征，以概括语音的某些方面。
比较重要的区别特征有：[辅音][响音][鼻音][带声]等。
[辅音]特征可以区分辅音和元音，即所有辅音都是[+辅音]，所有元音都是[-辅音]。
[响音]特征用来区分。
所谓阻塞音（塞音、擦音及塞擦音）和响音（其他辅音和元音），即阻塞音是[-响音]，响音是[+响音]。
2017年下教资《高中英语》解析
2017年下半年教师资格证考试《高中英语》真题解析1.答案：A本题主要考察语音知识中的辅音发音。
voiceless（不带声的）：发音时声带不振动的；voice （带声的）：发音时声带振动；dental（齿音）：发音时舌头要顶住牙齿；fricative（摩擦音）：空气通过与牙齿摩擦发出的声音；affricative（塞擦音的）：通过阻碍空气在声腔流动来发音。
A项：不带声的齿音摩擦音，符合题意，正确。
B项：不带声的齿音塞擦音，不符合题意，错误。
C项：带声的齿音摩擦音，不符合题意，错误。
D项：带声的齿音塞擦音，不符合题意，错误。
题干意为“在单词“thin”中，“th”的发音属于_____”，故A选项符合题意，B、C、D均不符合。
故正确答案为A。
2.答案：A本题主要考查语音中的最小对立体。
最小对立体（the minimal pair）：指除了出现在同一位置上的一个音之外，其余都相同的两个语音组合。
A项：boot和bought中元音发音不同，前后两个音都是爆破音/b/和/t/，属于最小对立体，符合题意，正确。
B项：deep和dog不属于最小对立体，不符合题意，错误。
C项：either和neither不属于最小对立体，不符合题意，错误。
D项：ghost和best不属于最小对立体，不符合题意，错误。
题干意为“以下几组单词中，哪组单词是最小对立体？”故A选项符合题意，B、C、D均不符合。
故正确答案为A。
3.答案：C本题主要考查语法知识中的冠词使用。
“不定冠词+单数名词”或单个复数名词可以表示一类事物，这里的birds表示鸟类，是泛指所有的鸟，不需要加定冠词；“sky”是独一无二的事物，前面需要定冠词“the”的修饰。
题干意为“鸟儿可以在天空中飞翔”，C选项符合题意，A、B、D均不符合。
故正确答案为C答案：4.答案：D本题主要考查形容词和副词词义辨析。
A项：ordinary 意为“普通的、平常的、一般的”，不符合题意，错误。
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2017中小学教师资格证面试——高中英语真题
1.词汇课，单词:instrument album split up break up材料内容关于Beatles
2.阅读课，Dasily和wildlife、carpet、Tibet要求讲阅读前活动。
3.语篇衔接词but、however材料内容是有关莫扎特、贝多芬。
4.口语课Fredy and his band
5.词汇课traveler humour cheque
6.阅读课culture mistake 题目要求阅读后设计
7.语法课虚拟语气内容：a football match
8.写作课home province
9.词汇课：没有文章只有单词:endless 、branch、concrete、tease
10.语法课解释划线句子的语法。
考定语从句。
句子：1.The way that the words(rhymed) at the end of the lines . 2.The forms I liked best (convey) their meaning by using the bare(minimum)of words.
11.语法课定语从句，给材料，讲语法（… the way that…）
12.阅读课关于coffee的那篇
13.写作课给两首诗，押韵的现代诗给出的词有; Beijing anything string ate plate, 第二首诗有feared、beard
14.听说课Mona Lisa 让同学猜词：burglar、antique、dash away…
15.语音课读文章，讲语音知识
16.写作课信件写作，要求续写
17.口语课endangered animal ，给一段文章然后设计成口语课（要求
朗读一遍）。
18.听力课关于minibus and pedicabs
19.语法课材料与poetry有关，要求讲划线的两个句子，知识点是定语从句，以及that 当从句宾语时可以省略。
20.阅读课Metropolitan Museum of Art 大都会艺术博物馆
21.口语课global warming
22.阅读课关于西方艺术的
23.语音课英语元音的辨析，材料是艺术电影，功夫熊猫为例
24.口语课一名学生的Amber Room应该谁捡谁用。
25.词汇课要求在讲词汇的时候，讲一下美式英语和英式英语的异同。
26.语音课讲重音
27.语法课动词ing的用法（全英授课、朗读课文、设计语法活动、课文关于英国小费和早餐）
28.语法课enjoy doing、consider doing
29.语音课讲连读关于毕加索画作
30.听力课：关于一个人给家乡的建议和计划
31.口语课Olympic games
32.写作课关于保护环境
33.写作课描述自然现象
34.语法课朗读所给材料，并讲解语法知识: What’s your favorite subject？
My favorite subject is English.
What’s his favorite subject?
His favorite subject is match.
What ‘s her favorite subject?
Her favorite subject is PE………
35.写作课chemical 的优缺点
36.口语课A funny story。