教师资格证初中英语面试真题集
初中英语教师资格证面试真题11(语音)
中学教师资格证面试真题考点:初中英语1.题目：语音教学试讲2.内容：I have a pet cat.Her name is Pat.She gets a present from my dad.Is she happy about it?No, she was sad.3.基本要求：(1)朗读所给内容。
(2)配合教学内容适当板书。
(3)讲解元音的区别。
(4)用英文试讲。
(5)试讲时间：10分钟答辩题目1. In your opinion, how can junior high school students learn pronunciation well?2. How to cultivate students’sense of pronunciation?二、考题解析【教案】Teaching aims:Knowledge aim:Students can master the difference between the pronunciation of letter ‘e’and ‘a’. Ability aim:Students can use the pronunciation rules into daily communication.Emotional aim:Students can be more interested in learning English.Key and difficult point:Key Point:Students can master the difference between the pronunciation of letter ‘e’and ‘a’.Difficult Point: Students can use the pronunciation rules into daily communication.Teaching procedure:Step 1: Warming-up1. Greetings.2. Have a free talk with students talk about the present that they received before and their feelings about it.Step 2: Presentation1. Ask students to read the dialogue and pay attention to the underlined words in the conversation.2. Review the underlined word with students by invite some of the students to explain the meaning or imitate the words. And write it down on the black board respectively.3. Divide the words into two groups and ask students to find out the similar letter in each group4. Lead the students to find the rules of the pronunciation of letter ‘e’and letter ‘a’in the stressed close syllable. Conclude the difference between the two soundStep 3:Practice1. Read the words on the black board and lead students to repeat after the teacher.2. Read some words and let students to pick out the words where the pronunciation is ‘e’.fat set ratvet get patternStep4: Production1. Ask students to find more words that pronoun ‘/e/’and ‘/æ/’and divide them into two groups.2. Ask students to make a dialogue talk about their favourite gift and pay attention to the pronunciation of letter ‘e’and ‘a’.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 find more pronunciation of letter ‘e’and letter ‘a’Blackboard design:Pronunciation【答辩题目解析】1. In your opinion, how can junior high school students learn pronunciation well?As for the students, they have learned English for several years, so they have accumulated some pronunciation knowledge, but they may be lacking in the differences of some similar sound, and they sometimes can’t distinguish the sound by themself. So it is very important for the teacher to lead them to the rules and let them to find the rules, which can both help them to improve the ability study on their own and master the knowledge the same time.In this way, students can learn pronunciation well.2.How to cultivate students’sense of pronunciation?It is one of the strategies of teaching listening to cultivate students’sense of pronunciation. Following are the methods. Firstly, students should listen to the tape to imitate the correct pronunciation. Secondly, students should pay more attention to the change of pronunciation in the process of communication. Thirdly, the listening materials should be authentic, just as in real-life listening.。
教师资格考试初中面试英语试题与参考答案
教师资格考试初中英语面试复习试题与参考答案一、结构化面试题（10题）第一题Question: If you were given a class of 30 seventh graders with varying English proficiency levels, how would you differentiate your teaching strategies to ensure that all students can learn and progress effectively?Answer:In a class of 30 seventh graders with varying English proficiency levels, it is crucial to adopt a multi-faceted approach to teaching that caters to the diverse needs of each student. Here are some strategies I would employ:1.Differentiated Instruction: I would use a variety of teaching methods and resources to cater to different learning styles and levels. This includes providing both written and oral instructions, using visual aids, and incorporating interactive activities.2.Small Group Instruction: I would form small groups based on proficiency levels to provide more personalized attention. This allows me to work with students who need extra support and challenge those who are more advanced.3.Differentiated Assessment: I would create assessments that are leveled to match the students’ current abilities. This could involve varying the complexity of tasks or providing multiple-choice questions for those who struggle with essay writing.nguage Support: For students who are still developing their English language skills, I would incorporate language support strategies such as using simplified language, providing glossaries, and using gestures and body language to aid comprehension.5.Encouragement and Motivation: I would make sure to praise and encourage all students, recognizing their efforts and progress. Motivation is key to keeping all students engaged and committed to learning.6.Differentiated Homework: I would assign homework that is appropriate for each student’s level, ensuring that it i s neither too easy nor too difficult. This could involve extension activities for more advanced students and review exercises for those who need extra practice.Explanation:Differentiated instruction is essential in a classroom with diverse learners. By implementing a variety of strategies, I aim to provide an inclusive learning environment where each student feels valued and supported. The focus is on meeting students where they are and helping them to reach their full potential in English language learning.第二题Question:How would you effectively differentiate instruction in your middle school English classroom to cater to the diverse learning styles, abilities, and backgrounds of your students?Answer:In my middle school English classroom, I would employ a variety of strategies to differentiate instruction that accommodate different learning styles, abilities, and backgrounds. Here’s how I would approach this:1.Assessment for Learning: Before planning lessons, I would conduct formative assessments to understand each student’s strengths, weaknesses, and preferred learning modalities. This could include reading comprehension quizzes, writing samples, or speaking and listening exercises.2.Flexible Grouping: I would use flexible grouping techniques, such as mixed-ability or interest-based groups, to create an inclusive learning environment. This allows students to work together, collaborate, and learn from one another.3.Adaptive Instruction: For students with varying abilities, I would provide modified assignments and support. For example, I could offer simpler versions of reading materials for struggling readers or more challenging texts for advanced learners.4.Visual and Auditory Aids: To cater to visual and auditory learners, I would incorporate multimedia resources, such as videos, interactive presentations, and audio recordings, into my lessons.5.Hands-On Activities: For kinesthetic learners, I would incorporate hands-on activities, such as role-playing, group projects, and interactive games, to engage their physical movement and reinforce learning.6.Cultural Responsiveness: Recognizing the diverse backgrounds of mystudents, I would incorporate culturally relevant materials and themes into my teaching. This includes using literature that reflects the experiences and perspectives of various cultures.7.Differentiated Homework: I would assign differentiated homework that allows students to demonstrate their understanding in various ways. Some students might complete a written assignment, while others might create a presentation, a podcast, or a visual representation of the lesson.8.Feedback and Support: I would provide timely and specific feedback to each student, highlighting their strengths and suggesting areas for improvement. Additionally, I would offer support through tutoring sessions or one-on-one conferences.Explanation:Differentiation in the classroom is crucial because it ensures that all students have the opportunity to learn and succeed. By using a combination of these strategies, I can create a dynamic and responsive learning environment that addresses the unique needs of each student. This approach not only enhances student engagement but also fosters a sense of belonging and inclusivity within the classroom.第三题Question: As an English teacher for junior high school, how would you differentiate your teaching methods for students with different learning styles (e.g., auditory, visual, kinesthetic)?Answer:In response to the diverse learning styles of students, I would implement a multifaceted teaching approach that caters to auditory, visual, and kinesthetic learners. Here’s a breakdown of my strategies for each type of learner:1.Auditory Learners:•Incorporate songs, rhymes, and chants into the lessons to reinforce vocabulary and grammar.•Use storytelling techniques to engage students in the narrative, thereby enhancing their listening skills.•Facilitate discussions and group activities that encourage speaking and listening, such as debates or role-playing exercises.2.Visual Learners:•Create visual aids like flashcards, diagrams, and posters to illustrate concepts and vocabulary.•Utilize multimedia resources, such as videos and slideshows, to present information in a visually engaging manner.•Design interactive whiteboards or use projectors to display key points during lessons, allowing students to follow along visually.3.Kinesthetic Learners:•Introduce activities that require physical movement, like “Simon Says”games for vocabulary practice or “Simon Says” for gr ammar exercises.•Encourage students to engage in hands-on projects, such as creating theirown booklets or posters to showcase their understanding of the lesson material.•Use role-playing and simulations to provide kinesthetic learners with a concrete context in which to apply their language skills.By incorporating these diverse teaching methods, I aim to provide a comprehensive learning experience that caters to the varying needs of my students. Additionally, I would continually assess their progress and adjust my strategies as needed to ensure that each student has the opportunity to succeed.Explanation:The answer provided above outlines a comprehensive approach to catering to the different learning styles of students in a junior high school English classroom. It emphasizes the importance of incorporating a variety of teaching methods to engage students with different learning preferences. By addressing auditory, visual, and kinesthetic learners, the teacher demonstrates a commitment to creating an inclusive and supportive learning environment. The explanation provides a rationale for each teaching strategy, highlighting the benefits of using these methods for each type of learner.第四题Question: How would you handle a situation where a student in your class has a strong negative attitude towards learning English, and this attitude is affecting their performance and the class dynamic?Answer:1.Initial Assessment: First, I would observe the student’s behavior and interactionswithin the classroom to understand the root cause of their negative attitude. It’s essential to gather information from various sources such as the student, their peers, and their parents.2.One-on-One Conversation: I would initiate a private conversation with the student to express concern for their well-being and to discuss their feelings about learning English. This allows the student to feel valued and understood.3.Encourage Openness and Empathy: During the conversation, I would encourage the student to share their thoughts and feelings without fear of judgment. I would listen actively and show empathy to build a rapport.4.Identify Challenges: We would identify the specific challenges the student is facing, whether they are related to the curriculum, learning style, peer pressure, or personal issues.5.Tailor Instruction: Based on the identified challenges, I would adapt my teaching methods to better suit the student’s needs. This could include using different resources, adjusting the pace of learning, or incorporating student interests into lesson plans.6.Peer Support: I would encourage positive peer interaction by forming study groups or peer tutoring sessions where students can support each other.7.Positive Reinforcement: I would use positive reinforcement techniques to acknowledge the student’s effort s and progress, regardless of the outcomes, to build their confidence.8.Collaborate with Parents and Guardians: I would involve the student’s parents or guardians in the process to provide additional support and to ensure consistency between home and school.9.Regular Check-ins: I would schedule regular check-ins with the student to monitor their progress and adjust strategies as necessary.10.Professional Development: If the issue persists, I would seek guidance from colleagues, mentors, or professional development resources to refine my approach.Explanation:The key to handling such a situation is to approach it with patience, understanding, and a commitment to the student’s growth. By understanding the underlying reasons for the negative attitude, tailoring the learning experience, and fostering a supportive environment, it is possible to turn around a student’s attitude and improve their performance and the class dynamic. It’s also important to maintain open communication channels with all stakeholders to ensure a holistic approach to the student’s education.第五题Question:As an English teacher for junior high school students, how would you differentiate your teaching methods to cater to students with diverse learning styles, such as visual, auditory, and kinesthetic learners?Answer:As an English teacher aiming to cater to students with diverse learning styles, I would adopt a multifaceted approach that integrates various teaching methods to engage all types of learners. Here’s how I would differentiate myteaching for visual, auditory, and kinesthetic learners:1.Visual Learners:•Use visual aids such as flashcards, posters, and diagrams to illustrate vocabulary and grammar points.•Create presentations and videos that include visual examples of language use in real-world contexts.•Encourage students to create their own visual summaries of texts or stories they have read.2.Auditory Learners:•Incorporate songs, poems, and dialogues into lessons to reinforce language learning through listening.•Conduct discussions and group activities where students can engage in verbal interactions.•Use storytelling and role-plays to help auditory learners absorb and remember the language.3.Kinesthetic Learners:•Design activities that involve physical movement, such as “Simon Says”games or theater exercises to practice language.•Incorporate hands-on activities like making models or dioramas to represent stories or concepts.•Encourage kinesthetic learners to act out scenes or use puppets to express their understanding of the material.Explanation:Differentiating instruction is essential to ensure that all students have the opportunity to learn effectively. By recognizing and addressing the specific needs of visual, auditory, and kinesthetic learners, I can create a classroom environment that caters to their preferences and strengths. This approach not only helps to engage all students but also enhances their overall language acquisition and retention. Additionally, it fosters a more inclusive classroom where students feel valued and understood, leading to higher levels of motivation and success.第六题Question:If you were teaching a group of初中 students who were struggling with understanding the past perfect tense, how would you adapt your teaching methods to ensure they grasp the concept effectively?Answer:1.Assess Understanding: Begin by assessing the students’ current understanding of the past perfect tense through a brief quiz or discussion. This will help identify their specific areas of confusion.e Real-Life Examples: Present real-life examples that naturally incorporate the past perfect tense. For instance, you could discuss a historical event and use sentences like, “The Great Wall had been built for centuries before the tourists arrived.”3.Visual Aids: Create visual aids such as timelines or storyboards to illustrate the sequence of events that require the use of the past perfect tense.This can help students visualize the concept.4.Interactive Activities: Engage students in interactive activities such as role-playing, where they can practice using the past perfect tense in context. For example, students could act out a scenario where one person asks about another’s past experiences.5.Collaborative Learning: Pair students up or form small groups to discuss and create sentences using the past perfect tense. This encourages peer learning and can help clarify misunderstandings.6.Consistent Practice: Incorporate regular practice sessions into your lessons, where students can practice forming and using past perfect tense sentences. This could include completing worksheets, online exercises, or oral drills.7.Differentiated Instruction: Recognize that students have different learning styles. Offer alternative methods such as video tutorials, audio recordings, or written explanations for those who may need additional support.8.Feedback and Adjustment: Provide immediate feedback on students’ usage of the past perfect tense and be prepared to adjust your teaching methods based on their progress and feedback.Explanation:The key to teaching the past perfect tense effectively to struggling students lies in making the concept relatable and accessible. By using real-life examples, visual aids, and interactive activities, students can engage with the materialin a way that resonates with them. Additionally, by offering a variety of teaching methods and allowing for collaborative learning, students can learn from each other and reinforce their understanding. Regular practice and personalized feedback ensure that each student receives the support they need to master the concept.第七题Question:Discuss the importance of integrating technology in teaching English to junior high school students and provide an example of how you would use technology in your classroom.Answer:Integrating technology into the teaching of English to junior high school students is essential for several reasons. Firstly, it enhances student engagement by providing interactive and dynamic learning experiences that can cater to different learning styles. Secondly, technology facilitates access to a vast array of resources, such as authentic materials from English-speaking countries, which can improve students’ language skills and cultural understanding. Additionally, using technology can help prepare students for a digital world where online communication and digital literacy are increasingly important.For example, I could incorporate a video project into my lesson plan where students work in groups to create short films or presentations on topics relatedto the curriculum. They would be required to research their topic, write scripts, record videos, and edit them using software like iMovie or Windows Movie Maker. This activity not only promotes collaborative learning and creativity but also provides practical experience with digital tools that are relevant to today’s job market. Furthermore, by sharing these projects with the class, students can practice their speaking and listening skills while receiving constructive feedback from their peers and teacher.Explanation:This question assesses the candidate’s ability to recognize the benefits of using technology in education and apply this knowledge practically. The answer provided demonstrates an understanding of how technology can enhance the learning environment and support the development of 21st-century skills. By giving a specific example of a video project, the response shows that the teacher can effectively integrate technology into the curriculum in a way that aligns with educational goals and fosters student engagement and collaboration.第八题Question: If you were teaching a class of students who had a diverse range of English proficiency levels, how would you differentiate your instruction to meet their individual needs and ensure that all students can participate effectively in the learning process?Answer:In a class with diverse English proficiency levels, I would implement thefollowing strategies to differentiate instruction and ensure effective participation from all students:1.Assessment and Grouping: Start by assessing the students’ current English proficiency levels through oral and written assessments. Based on these results, I would formmixed-ability groups where students with similar proficiency levels are placed together, but also ensure that there are opportunities for collaboration across groups.nguage Simplification: For students with lower proficiency, I would simplify the language by using clear, concise sentences and vocabulary that they can understand. I would also use visual aids, gestures, and body language to complement my verbal explanations.3.Task Differentiation: Assign tasks that cater to different proficiency levels. For example, advanced students might be given more complex projects or discussions, while lower-level students could focus on simpler tasks like vocabulary practice or basic sentence structure exercises.4.Interactive and Collaborative Activities: Incorporate interactive activities that encourage collaboration and peer support. This allows students to learn from each other and build confidence in their language abilities.5.Feedback and Encouragement: Provide regular, constructive feedback that focuses on improvement rather than criticism. Encourage students to set personal goals and celebrate their progress, regardless of their proficiency level.6.Differentiated Instructional Materials: Use a variety of resources and materials that are appropriate for different levels. This might include simplified textbooks, online resources, or additional worksheets for strugglingstudents.7.Flexible Learning Environment: Create a flexible learning environment where students can work at their own pace. This could involve allowing students to choose from a range of activities or giving them additional time to complete tasks.8.Parental Involvement: Keep parents info rmed about their child’s progress and involve them in the learning process. This could include sending home activity sheets or providing suggestions for language practice at home.By implementing these strategies, I can ensure that all students in the class have the opportunity to learn and participate effectively, regardless of their initial English proficiency level.Explanation:The answer provided outlines a comprehensive approach to managing a diverse class in terms of English proficiency. It addresses the need for both formative and summative assessment to inform instruction, the importance of differentiating tasks and materials, and the role of a supportive and interactive classroom environment. Additionally, it recognizes the value of parental involv ement in supporting students’ language development outside of school.Ninth QuestionQuestion: Describe a situation where you had to adapt your teaching methodology to accommodate a student with special learning needs. What specificstrategies did you employ to ensure their inclusion and academic success?Answer Example:“In my previous teaching experience, I encountered a student who had dyslexia, which made it challenging for them to read at the same pace as their peers. To address this, I implemented several strategies to support their learning process. Firstly, I utilized audio books and text-to-speech software that helped the student engage with the material on a more accessible level. Secondly, I provided written materials well ahead of time so that they could prepare and familiarize themselves with the content. Additionally, I encouraged peer-assisted learning, pairing the student with a classmate who could assist during group activities while promoting an inclusive classroom environment. Lastly, I ensured regular one-on-one sessions to discuss any difficulties and to tailor assignments that matched their learning pace. This approach not only supported the student’s academic progress but also fostered a sense of belonging and self-esteem within the clas sroom.”Analysis:This answer demonstrates the candidate’s ability to recognize individual learning differences and implement inclusive practices. The strategies mentioned show adaptability, resourcefulness, and a commitment to creating an equitable learning environment. By outlining specific tools and methods used (audio books, text-to-speech software, advanced preparation, peer assistance, and personalized attention), the candidate illustrates practical applicationof educational theories. Moreover, the emphasis on emotional well-being and self-esteem indicates a holistic approach to education, which is crucial for supporting students with special learning needs.第十题Question:How would you handle a situation where a student in your class is consistently disruptive and disrespectful towards both the teacher and their peers?Answer:As a teacher, addressing disruptive behavior is crucial for maintaining a positive and productive learning environment. Here’s how I would handle sucha situation:1.Immediate Intervention: First and foremost, I would address the behavior immediately. I would approach the student calmly and privately, ensuring they understand that their actions are inappropriate and disruptive to the learning process.munication: I would have a conversation with the student, asking them to explain their behavior. It’s essential to listen actively and without judgment to understand the root cause of the disruption. This may involve discussing their feelings, experiences, or any external factors that might be contributing to their behavior.3.Consistent Rules and Consequences: I would remind the student of the classroom rules and the consequences of breaking them. It’s important to be consistent with the rules and the consequences to avoid confusion and reinforce the importance of respecting others.4.Behavior Contract: If the disruptive behavior continues, I would createa behavior contract with the student. This contract would outline specific expectations, goals, and the consequences of not meeting those goals. Regular check-ins and feedback would be provided to monitor progress.5.Collaboration with Parents or Guardians: In some cases, involving the student’s parents or guardians may be necessary. I would communicate with them about the student’s behavior, seek their support, and discuss strategies that can be implemented at home and school.6.Classroom Support: If the disruptive behavior affects the entire class,I would work with the students to create a supportive environment. This could involve group discussions, role-playing scenarios, or team-building activities to promote respect and cooperation among classmates.7.Professional Development: As a teacher, I would also engage in professional development opportunities to enhance my skills in dealing with disruptive behavior. This could include workshops, webinars, or seeking guidance from colleagues who have experience in this area.Explanation:It’s essential to address disruptive behavior promptly and effectively to maintain a positive learning environment. By taking a proactive approach, listening to the student, implementing consistent rules, and involving parents or guardians when necessary, teachers can help students understand the importance of respect and cooperation. Additionally, seeking professionaldevelopment opportunities ensures that teachers have the necessary tools and strategies to handle such situations effectively.二、教案设计题（3题）第一题Title:“Teaching Plan for a Junior High School English Lesson on”The Weather”Answer:Objective:1.To enable students to understand and use simple sentences to describe weather conditions.2.To enhance students’ ability to communicate in English about daily weather observations.3.To develop students’ vocabulary and grammar skills related to weather expressions.Teaching Aids:•Whiteboard and markers•Flashcards with weather-related vocabulary•Weather forecast videos or pictures•Handouts for homeworkTeaching Procedure:1.Introduction (5 minutes)•Begin the lesson by asking students to share their favorite weather and why. This will stimulate their interest and provide a context for the lesson.•Show a brief video or pictures of different weather conditions to introduce the lesson topic.2.Vocabulary Presentation (10 minutes)•Introduce new vocabulary words related to weather using flashcards. For example: sunny, cloudy, rainy, windy, stormy, etc.•Have students practice reading and pronouncing these words aloud. •Provide a brief explanation of each word and its usage in a sentence.3.Grammar Presentation (10 minutes)•Introduce the simple present tense to describe weather conditions. Use examples like “It is sunny,” “It is cloudy,” etc.•Explain the structure and usage of the simple present tense for describing weather.•Have students practice forming sentences using the simple present tense with weather words.4.Practice (15 minutes)•Divide the class into small groups and ask them to create a dialogue about weather observations using the new vocabulary and grammar. •Circulate around the classroom to provide guidance and correct any errors. •Have each group present their dialogue to the class.5.Homework Assignment (5 minutes)•Assign a homework task where students are required to write a short paragraph describing a day’s weather in their hometown using the new vocabulary andgrammar.Evaluation:•Observe students’ participation and understanding during the vocabulary and grammar presentations.•Assess students’ ability to form sentences using the simp le present tense for describing weather.•Evaluate the quality of the group dialogues and the homework assignments.Explanation:This teaching plan focuses on introducing and practicing weather-related vocabulary and grammar in a junior high school English class. By using a variety of teaching methods, such as vocabulary flashcards, grammar explanations, group work, and homework assignments, the teacher aims to provide students with a comprehensive understanding of weather-related language and enhance their communication skills. The plan is designed to be interactive and engaging, encouraging students to actively participate in the learning process.第二题题目背景: 假设您是一名初中英语教师，您的班级学生年龄在13至15岁之间，英语水平为中级。
初中英语教师资格面试真题9-Rose is smarter than Ruth
真题9（Rose is smarter than Ruth）一、内容A: Who do you think are better, Ruth or Rose?B: I think Ruth is smarter, I think Ruth is better.B: I think Ruth is smarter, but I think Rose is outgoing.基本要求：(1) 英文试讲10分钟(2) 朗读对话(3) 讲解时要体现师生互动二、教案Teaching aims//Teaching objectivesKnowledge aims:(1) students are able to understand the dialogue with the help of the tape and pictures.(2) students can master the alternative question and the sentence patterns＂Who do you think are better, ...or...? I think... (but) I think...＂.(3) students can review the comparative degree.Ability Aims:(1) students are able to ask and answer the alternative question and make comparisons in their daily life.(2) students’ ability of listening and speaking can be improved.Moral aim:students’ interests in learning English can be aroused. They are also told not to judge people by their appearance. Teaching key point:students are able to ask and answer the alternative question and make comparisons in their daily life. Teaching difficult point:The usage of＂the alternative question＂.Teaching proceduresStep 1 Lead inPlay a game: Teachers say the description words and students say out their comparative forms to lead in today’s lesson.Step 2 PresentationCreate a situation to teach the sentence pattern＂Who do you think are better, Ruth or Rose?＂Listen to the recording again (此处可示范朗读对话）and fill in the blanks.A: Who do you think are better, Ruth or Rose?B: I think Ruth is ___, I think Ruth is ___B: I think Ruth is smarter, ___ I think Rose is___（The answers are: smarter, better, but, outgoing)Explain＂the alternative question＂and the usage of＂but＂.Step 3 PracticeRead after the tape (此处也可示范朗读对话）and then role play the dialogue.students work in pairs to talk about their father and mother using＂Who do you think are better, your father or your mother? I think... (but)I think...＂Then ask some students to show their dialogues.Step 4 ProductionShow the information of Yiyang Qianxi and Zhou Dongyu on the PowerPoint and say:＂Class, look, who are they? Yes, they are young actors Yiyang Qianxi and Zhou Dongyu. They both work hard. So, who do you thinkare better? 4 students as a group to make a new conversation using the sentence patterns we learned today.＂.Then play a game＂Hot potato＂.Step 5 SummaryAsk＂Everybody, who can summarize what we have learned today?＂. Then students summarize and the teacher gives supplement timely. Students are told not to judge people by their appearance.Step 6 HomeworkStudents are encouraged to talk about the differences between one of their friends and themselves. Try to make 3 sentences using＂I think... (but) I think...＂Then show the sentences to us tomorrow.Blackboard三、试讲稿Good morning, dear judges. I am No. 1 candidate. Now I will begin my class.Good morning, boys and girls, how are you today? Fine! Good! Great! I am great, too. Thanks for your asking. Are you ready for our today’s English travel? OK, here we go.Boys and girls, in this unit, we have learned something about the comparative degree. Did you still remember it? Okay, let’s play a game-I say the description words and you said out their comparative forms. For example, if I say ＂good＂, you should say＂better＂. Are you clear? Ready, go. Beautiful. Kate please, more beautiful, well done. Smart. John please, smarter, very good. Outgoing. Lily please, more outgoing, good job. Oh, you all did such a good job! Everybody, let’s applaud for them! My bo ys and girls, look at the picture, a boy and a girl are talking about something. So, what are they talking about? Let’s listen to the recording and find the answers. OK? Let’s get started. //The recording is over. What’s your answer? Tina, you are the firs t to raise your hand. You said the boy asked the girl＂Who do you think are better, Ruth or Rose?（板书句型）＂Well done, you listened very carefully. Class, let’s listen to the recording again and fill in the blanks.A: Who do you think are better, Ruth or Rose?B: I think Ruth is ___, I think Ruth is ___B: I think Ruth is smarter, ___ I think Rose is ___.Here we go.＂A: Who do you think are better, Ruth or Rose?B: I think Ruth is smarter, I think Ruth is better.B: I think Ruth is smarter, but I think Rose is outgoing.＂ (此处可示范朗读对话）//Okay, the recording is over. What’s your answer?Well, most of the students in this line raised their hands. So, this line please, answer it one by one. I think Ruth is smarter (板书句型），good answer. So, the first blank is smarter. How about the second blank? Better, nice work. What about the third one? But, very well. And the last one? Outgoing, very well. Everybody please read dialogue together. Not bad. Look (指问句），is this a simple wh –question? No? So, what’s the difference? Nick please, there is a word＂or＂. You’re so smart! And how can we answer it? You don’t know? That’s okay. Let’s look at the answers. The first answer is talking about... Yes, Ruth. What about the second one? Jim please, yes, it is about Ruth and Rose. Nice work. Look, the two sentences patterns both use＂I think...＂. And what’s the difference? Nina please, the second answer used the word＂but＂. Great, you found it! Class, attention please. The wh-question with＂or＂is called＂the alternative question＂. If you meet the alternative question, there will be two kinds of answers. We can answer either of them. Or you can answer both of them with＂but＂. Are you clear? Nice.Now open your books. Please listen to the recording and follow it, okay? Pay attention to the pronunciation and intonation. Here we go! (此处也可示范朗读对话）//Wow, you read so fluently and so loudly. I like your voice. Let’s role play the dialogue. I’ll give you 2 minutes to prepare. Start. //Time is up! Who wants to try? Wow, Alice and Clara, how brave you are! Let’s get started. Everyone, do you like their performance? I like it, too. They both did very well. Let’s applaud for them. My class, this time, please work in pairs to talk about your father and mother using＂Who do you think are better, your father or your mother? I think... (but)I think...＂5 minutes for you. //Time’s up. Who wants to share your conversation? Wow, Tom and Tony! (复述）＂Tom, who do you think are better, your father or your mother? I think my father is smarter, so I think my father is better. What about you, Tony? I think...＂Wow, you two made a good dialogue. My class, look, who are they? Yes, they are young actors Yiyang Qianxi and Zhou Dongyu. Who do you think are better? 4 students as a group to make a new conversation using＂Who do you think are better, ...or... ? I think... (but) I think... ＂. Are you clear? 8 minutes for you. Start. //Time is up. Wow, so many of you raised your hands. Who should I choose? How about playing a game＂Hot potato＂? Look, this is the potato, please pass it quickly. Here we go. Stop. Maria, how lucky you are! You and your partners, please come to the stage. You can start. ＂Maria, who do you think are better, Yiyang Qianxi or Zhou Dongyu? I think Yiyang Qianxi can sing better. I think he is better. What about you, Lisa? I think Zhou Dongyu is more outgoing, but Yiyang Qianxi is smarter. And you, Bob? ...＂ (复述）//Please go back to your seats. Everybody, do you like their conversation? Yeah, what a good conversation it is! Big hands!How time flies. Who can summarize what we have learned today? The brave boy, please. You said we have learned the new sentence patterns＂Who do you think are better, ...or... ? I think... (but)I think...＂Good job. And we also learned the alternative question, right? Everybody, please do not judge people by their appearance. I hope you can find the best in others. OK? Here comes your homework, please talk about the differences between one of your friends and yourselves. Try to make 3 sentences using＂I think... (but) I think...＂. Tomorrow I will ask you to show it, OK? So much for today. See you tomorrow.That’s all. Thank you. May I clean the blackboard?四、答辩1. Please introduce your teaching mode.答：In this class, I use PPP mode: presentation, practice and production. Now I will talk about them one by one. Presentation. I will let students listen to the recording and find the answer of＂What are they talking about?＂And listen again and fill in the blanks. Later, I will explain＂the alternative question＂and the usage of＂but＂. Practice. Here are two tasks for students. First, read after the tape and then role play the dialogue. Second, work in pairs to talk about their father and mother using＂Who do you think are better, your father or your mother? I think... (but) I think...＂ Then ask some students to show their dialogues.Production. Students make new conversations according to the information of Yiyang Qianxi and Zhou Dongyu on the PowerPoint.2. Why do you want to be an English teacher?答：Thanks for asking. Now I will talk about the reasons why I want to be an English teacher.First of all, I like to communicate with children and play with them. I think children have the purity that we adults don’t have. And they are eager for knowledge. So, I am very glad to be an English teacher to teach them. Se cond, English teacher is a good and suitable job for me. I majored in English and I am also good at English. I like this job very much so I will try my best to do it well.Third, English is a very beautiful language. And it is also a useful language.These are the reasons why I want to be an English teacher.。
初中英语教师资格证面试真题
初中英语教师资格证面试真题一、自我介绍大家好，我是（你的名字）。
非常荣幸能够参加初中英语教师资格证的面试。
我本科毕业于（学校名），并获得了英语专业学士学位。
此后，我继续深造，在（学校名）获得了教育学硕士学位。
我一直热爱英语，并希望能够通过教学的方式，将英语的魅力传达给更多的学生。
二、教学理念在教学方面，我坚信培养学生的兴趣是教学的关键。
我相信，当学生对学习产生兴趣时，他们会更加主动地去学习，探索更多的知识。
因此，我注重在教学中运用多样的教学方法，以激发学生的学习热情和积极性。
在我的课堂上，我经常使用游戏，小组讨论，角色扮演等互动方式来教授英语知识。
这样做不仅可以增加学生的参与度，还能够提高他们的口语表达能力和团队合作能力。
同时，我也非常重视对学生个体差异的关注。
每个学生都有自己独特的学习方式和学习节奏。
在我的教学中，我会尽力去了解每一个学生的差异，并根据他们的实际情况灵活调整教学策略，以满足每个学生的学习需求。
我相信只有在一个能够充分尊重个体差异的教学环境中，学生才能够取得最好的学习效果。
三、教学实践在教学实践方面，我参与了多个英语课程的设计和教学。
在（学校名）任教期间，我负责教授初中英语和高中英语课程。
我不仅注重传授英语的基础知识，还注重培养学生的实际应用能力。
为了提高学生的口语水平，我经常组织英语角活动，让学生有机会与其他学生进行口语交流。
在课堂上，我也经常使用多媒体教学工具，如PPT和视频，以提高学生的学习兴趣和理解能力。
此外，我还参加了（国内外英语教学研讨会，讲座等等），并积极参与教学研究。
通过这些研讨会和讲座，我不断学习和更新自己的教学理念和方法。
四、成果展示在我的教学实践中，我取得了一些令人自豪的成果。
例如，在（学校名）的期末测试中，我的学生中有80%以上取得了优异的成绩。
这得益于我对每个学生进行个性化辅导，帮助他们克服学习难题。
此外，我还指导学生参加了英语演讲比赛，并取得了一等奖。
2024年教师资格考试初级中学面试英语试题及解答参考
2024年教师资格考试初级中学英语面试模拟试题及解答参考一、结构化面试题（10题）第一题题目: 请描述一下你认为如何在课堂上有效地使用多媒体教学技术。
答案:Multimedia teaching technology plays a significant role in engaging students and enhancing the effectiveness of classroom teaching. Here are some strategies for effectively using multimedia in the classroom:1.Engagement: Multimedia resources can make learning more interactive andengaging. For example, using videos, animations, and simulations can help students visualize concepts they might find difficult to understandthrough traditional text-based materials.2.Variety: Incorporating multimedia into lessons provides variety that canhelp keep the class interested and alert. This variety stimulatesdifferent learning styles, including visual, auditory, and kinesthetic.3.Supplemental Materials: Multimedia can be a great supplement to thecurriculum. For example, adding an interactive quiz to reinforce a lesson on a specific topic can help students practice skills outside of class.4.Pedagogical Purpose: Always have a clear educational purpose in mind whenusing multimedia. It should not just be an addition for the sake of being modern; rather, it should support the learning objectives of the lesson.5.Technology Accessibility: Ensure that all students have equal access tomultimedia resources. This may involve preparing alternative versions of multimedia content or providing reliable access to technology for all students.6.Quality Control: Pay attention to the quality of multimedia materials used.Low-quality content can detract from the learning experience. It’simportant to select content that is accurate, appropriate, and engaging.解析:This question assesses the candidate’s understanding and application of modern educational technology in the classroom. The answer provided outlines how multimedia can enhance teaching and learning, emphasizing its role in making content more engaging and accessible to a variety of learning styles. It also touches on the importance of ensuring all students have access to multimedia resources and the need for quality control.To effectively answer this question, a candidate should demonstrate an understanding of how technology can be integrated into the curriculum to support teaching objectives and student learning. Candidates should also consider the practical aspects of integrating multimedia, such as ensuring access to technology and selecting high-quality resources.第二题题目：你是一名初中英语教师，你的学生在学习一篇关于环境保护的文章时感到困惑和沮丧，因为他们无法理解复杂的词汇和句型。
初中英语教师资格证面试2023年5月面试真题
初中英语教师资格证面试2023年5月面试真题写作课01写作教学试讲People also think designer clothes are better made, for example, many people think the right running shoes will make you run faster or play better, of course this is not always true. It’s the training not the trainers that improves your speed or your score. Most people dress in a way that their personality can be shown off but if someone of us by expensive clothes just to look cool, what does they say about us? Maybe it's just clever advertising.基本要求：(1) 朗读所给段落。
(2) 配合教学内容适当板书。
(3) 针对材料所给内容，设计指导学生仿写的写作教学活动。
(4) 用英文试讲。
(5) 试进时间:10分钟。
02写作教学试讲In Switzerland, it's very important to be on time. We're the land of watches, after all. If someone invites you to meet at 4.00, you have to be there at 4.00. If you're even fifteen minutes late, your friend may get angry. Also, we never visit a friend's housewithout calling first. We usually make plans to see friends.基本要求：(1) 朗读所给段落。
初中英语教师资格面试真题
初中英语1、题目：语法课；Millie:Mum,what do we need to buy?Mum:We need some chicken,a bag of rice and a packet of salt.Millie:Do we need to buy vegetables?Mum:Yes.Let’s buy some carrots and potatoes.Millie:I want to buy some oranges.They’re Grandpa’s favorite.And we have only an apple at home.We need to buy some too.Mum:OK.We can also buy a few bottles of juice.3.要求：（1）朗读文本；（2）根据划线部分设计运用的语法活动；（3）配合教学内容适当板书；（4）用英文试讲，试讲时间：10分钟。
2、教学简案1.Teaching aims(1)Master the grammar rules of countable&uncountable nouns.(key points)(2)Improve the speaking and listening skills and cultivate learning strategies.(difficult points)(3)Raise the interest in learning English and build confidence to communicate with others.2.Teaching methodsSituational method,TBLT,communicative approach.3.Teaching procedureStep1.Warming-up and Lead-inAfter greeting,say a tongue twister with the students.Shows a picture of“food and drinks”and ask students to answer questions.Step2.Presentation(1)Finish the blanks on the book and read the conversation to check the answer.(2)New words teaching.(3)Introduce the grammar rules of the countable&uncountable nouns.Step3.PracticePractice the conversation with partners.Step4.ProductionHot potato.Step5.Summary&HomeworkFinish the exercise book；find out more uncountable nouns in the text book.4.Blackboard Design3、逐字稿Good morning dear judges,today my topic is What do we need to buy.Now I’ll start my lesson. Good morning boys and girls,how are you today?Oh,you are little tired.How about saying a tongue twister to cheer up?Please look at the screen.Let’s say it together.Peter piper picked a pack of pickled pepper.Pretty easy right?Let’s speed up.Peter piper picked a pack of pickled pepper.Feel better now?Let’s begin our class.First of all,please look at the screen.What food can you see in these pictures?Do you know the answer?There are a lot of food.Like apples,bananas,also chicken and pork.Wow!You know so much about these pictures.Would you like to learn something more?Today,we will learn a new lesson:what do we need to buy.Before we learn something new,I’ll divide you into3groups,you are group red,you are group yellow,you are group blue.Each time you get a correct answer I’ll give you1point.Let’s have a group competition and see which group get more points at the end of our class.Are you excited? Me too!Guys,please open your book.Please fill in these blanks on your book by those pictures.I’ll give you5minutes to finish it.Go.Have you done?Now I’ll read the right answer,please check the answers by yourselves.Millie:Mum,what do we need to buy?Mum:We need some chicken,a bag of rice and a packet of salt.Millie:Do we need to buy vegetables?Mum:Yes.Let’s buy some carrots and potatoes.Millie:I want to buy some oranges.They’re Grandpa’s favourite.And we have only an apple at home.We need to buy some too.Mum:OK.We can also buy a few bottles of juice.Did you get it right?You all get the correct answer.I’m so proud of you.I’ll give each team1 point.Now everyone,can you tell me,what do they need to buy?Mary,you please.Thank you,sit down please.They need to buy some vegetables and fruits,such as carrots,potatoes,oranges and apples.Anything else?Also some chicken,as well as rice and salt,right?And finally some juice! Do you know the meaning of these words?Yes.But now think about this question.Can we count these things?Yes.It’s very easy.How about these?No.So we call these uncountable nouns.How can we count them if we need to know the numbers?Yes,we can use measure words like bag,packet and bottle.Like two bags of rice,three packets of salt,and5bottles of juice.What are the rules?Let’s see.We use plural form of these measure words.Is that clear?Let’s do some practice. Now,let’s do a role play.Suppose you are the owner of a grocery store,and you are going to sell your food and drinks to your customers.What words would you say to each other?Try to make a conversation and practice with your partner.Remember,try to use the new knowledge we learned today?I’ll invite some of you to perform for us later.Clear?Start!It’s your show time.You two please.I love your pronunciation.Guys,did they do a good job?Let’s clap for them. Class,it’s time for fun!Let’s play a“hot potato”game to have more practice.Look,I have a ball in my hand,it’s too“hot”,and you need to pass it one by one.I’ll play some music and when I “stop”,the one with that ball should stand up and tell us your answer,understand?Now let’s have a try.Stop!Jeremy,you are lucky,please tell us what you need to buy.You need to buy two packet of salt and some bottles of juice.How time flies!Class is almost over.Let’s review what we’ve learned today.Who want to summarize for us?Ted,you please.You have a good memory.We’ve learned some countable and uncountable nouns.It seems that group blue is the winner.Congratulations!You will get a gift after class.Other groups,don’t lose your heart,I believe you will do better next time!Just be brave to open up your mouth and do more practice.OK,boys and girls.Now it’s our homework time!When you go home,finish the exercise book first,and find out more uncountable nouns in our textbook.Am I clear?So much for today, goodbye everyone!2、题目：Does she speak Chinese?Li Xiang:Excuse me,could you please tell me your name?Jane:Sure.My name is Jane.Li Xiang:Do you come from America?Jane:No,I don’t.I come from Canada.Li Xiang:Oh,I have a pen pal in Canada.He can speak some Chinese.Do you like Chinese?Jane:Yes,I do.I like it very much.But my Chinese is not very good.Could you help me with i?Li Xiang:No problem.要求：（1）朗读所给材料；（2）配合教学内容适当板书；（3）针对所给材料内容，设置听力教学活动；（4）用英文试讲；（5）试讲时间:10分钟。
教师资格考试初级中学英语面试试题与参考答案
教师资格考试初级中学英语面试试题与参考答案一、面试试题1. 教学目标：知识目标：学生能够掌握动词过去式的构成和用法，能够正确运用过去式描述过去发生的动作。
能力目标：学生能够通过pair work和group work 提高口语交际能力。
情感目标：培养学生热爱生活，积极乐观的人生态度。
2. 教学重难点：重点：动词过去式的构成和用法。
难点：过去式在实际语境中的运用。
3. 教学过程：Step 1：热身（5分钟）老师与学生进行简单的英语对话，询问学生昨天做了什么，引导学生回顾过去式的概念。
Step 2：新课导入（10分钟）老师通过图片展示不同的动词过去式例子，引导学生发现动词过去式的构成规律。
学生分组讨论并总结规律。
Step 3：课堂练习（10分钟）学生分成小组，根据老师提供的场景，用动词过去式编写对话。
老师选取几组对话进行展示和点评。
Step 4：拓展活动（10分钟）学生分成小组，根据老师提供的图片，用动词过去式编写小故事。
老师选取几组故事进行展示和点评。
Step 5：总结与作业布置（5分钟）老师对本节课的内容进行总结，强调动词过去式的用法。
布置作业：用动词过去式写一篇关于昨天经历的短文。
二、参考答案1. 教学目标：知识目标：学生能够掌握动词过去式的构成和用法，能够正确运用过去式描述过去发生的动作。
能力目标：学生能够通过pair work和group work 提高口语交际能力。
情感目标：培养学生热爱生活，积极乐观的人生态度。
2. 教学重难点：重点：动词过去式的构成和用法。
难点：过去式在实际语境中的运用。
3. 教学过程：Step 1：热身（5分钟）老师与学生进行简单的英语对话，询问学生昨天做了什么，引导学生回顾过去式的概念。
例：Teacher: Hi, girls and boys. How was your yesterday?Student: Hi, teacher. Yesterday I played basketball with my friends.Step 2：新课导入（10分钟）老师通过图片展示不同的动词过去式例子，引导学生发现动词过去式的构成规律。
初中英语教师面试题目(3篇)
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。
初中英语教师资格证面试真题10(语音)
中学教师资格证面试真题考点:初中英语1.题目：2.内容：p, t的发音，浊辅音：sp, st.teacher, place, speaking, star.3.基本要求：(1)讲授p, t的发音(2)全英10分钟试讲(3)适当板书答辩题目1. Do you know some subjects of teaching pronunciation?2. What’s the principles of teaching pronunciation?二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the pronunciation of “p”, “t”,“sp”and “st”.Ability aim:Students will know how to pronounce “p”, “t”,“sp”and “st”in words.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 pronunciation of the letters and group of letters.Students will know how to pronounce them in words.Difficult Point:Students can improve their confidence in learning English, and not be afraid of speaking English.Teaching procedure:Step 1: Warming-up1. Greetings. Talk about the weather.2. Show tongue twisters to the students[p] Peter’s plane is plainly painted .Peter is paid plenty to paint planes .[t]Too many teenagers tend to waste their time watching television.Ask them if they can read the tongue twisters as fast as possible. Then they find it not easy to read them fluently and quickly. Later, the teacher can lead in the topic. Today we are going to learn the pronunciation about the letter “p, t”.Step 2: Presentation1. Listen to the recording carefully, and try to find what the listening is about. Meanwhile, circle the words with letter “p”and “t”.2. Listen to the recording for the second time. And try to find rule of the pronunciation of letter “p”and letter “t”, and pay attention to differences of these two letters’pronunciation in the letter group- “sp, st”. They may say that in the words like teacher and play, the letter “p”and “t”are voiceless. However, in the letter groups of “sp”and “st”, they should make a sound . And they pronounce differently.3. Conclude the pronunciation of letter “p”and letter “t”. Tell them that the letter “p”and “t”are voiceless consonant, while in the letter groups of “sp”and “st”, the letter “p”and “t”are voiced consonant.4. Show the pronunciation of these two letters to the students. Ask them to read after the teacher practice.Step 3: Practice1. Play a game named “odd one out”. Read some groups of words for the students. They should listen carefully and say which word is different.For example: sports Spanish stupid spirit2.Ask a few students if there are other words containing the letter “p”, “t”and the letter groups of “sp”and “st”. They may answer “pen, piano,take, talk”, “spell, spring, spirit”, “stand, stay, stop”.3.Play a game named “send words home”. Show others words including the letter “p”, “t”and the letter groups of “sp”and “st”on the screen. Introduce the rule of the game briefly. Then invite some students to the front and write the words down on the blackboard. Check answers later.Step4: ProductionAsk students to make some sentence with the words on the blackboard in groups of 4. After 5 minutes, invite some group members to share their sentences. Give evaluation to them.Step5: Summary and HomeworkSummary: Ask a student to conclude the content of the lesson and summarize with the whole class.Homework: Read the words and the tongue twister to their friends and make more sentences with the target letters.Blackboard design:Pronunciationp:play pot speakingspecialst: teacher toughstarstickvoicelessvoicedpack, pass, pick,tape, tail, team spot,span, spoil staff, stuck,state【答辩题目解析】1. Do you know some subjects of teaching pronunciation?【参考答案】Well, it includes basic pronunciation such as pronunciation of 26 letters, pronunciation of vowels in the stressed syllables, pronunciation of consonant clusters and so on. It also teaches stress of words and sentences. The variation of pronunciations is the important part which deals with liaison, weak form, loss of plosive and assimilation.2. What’s the principles of teaching pronunciation?【参考答案】I think it should focus on the following principles:①Accuracy. It is the primary principle in teaching pronunciation.②Long-tern development. Teaching pronunciation is not just a task for students who have begun to learn, it must run through all stages.③Comprehensiveness. Teaching pronunciation is not teaching isolated speech sounds. All aspects should be included such as phonemes, phonetic symbols, words , sentences, meaning and uses.。
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教师资格证初中英语面
试真题集
Revised at 2 pm on December 25, 2020.
1.试讲题目：阅读教学试讲
2.内容：
Class 9 had a great time on the school trip. They went to Blue Water Aquarium for the day. First they visited the visitors center and watched about sharks. Then they watched a dolphin show. After that, they went to the outdoor Pool and saw a big octopus. After lunch, they went to the Gift Shop and bought lots of gifts. Finally, tired but happy, they took the bus back to school. At the end of the day, the science teacher was very happy because the class monitor cleaned the bus after the trip.
3. 基本要求：（1）朗读所给段落。
（2）配合教学内容适当的板书。
（3）针对该段落中的划线部分，设计相应的阅读后教学活动。
（4）试讲时间：约10分钟。
（5）用英文试讲。
1.写作教学试讲
2.内容：
Dear Editor,
I am writing to say that I am against building a new zoo in our town. Zoos are terrible places for animals to live. I’ve visited a lot of zoos in my life, and I have never seen one I liked or one that was suitable for animals to live in. Just last week, I visited a zoo and couldn’t believe what I saw. The animals are kept in
tiny cages and can hardly move at all. And they are only given food once a day. Is this a good way for animals to live
I don’t think so.
Sincerely,
Disgusted 3 基本要求：
（1）朗读所给短信。
（2）配合教学内容适当的板书。
（3）针对该短信的体裁与结构特征，设计相应的书信写作教学活动。
（4）试讲时间：约10分钟。
（5）用英文试讲。
1.试讲题目：词汇讲学试讲
2.内容：
在初中七年级下学期期末复习时，周老师希望帮助学生巩固以下的词汇；
Soccer, strawberry, hamburgers, baseball, enjoy, difficult, boring, uncle, practice
3.基本要求：
（1）朗读所给单词。
（2）配合教学内容适当的板书。
（3）针对所提供的词汇，设计词汇巩固性教学活动。
（4）试讲时间：约10分钟。
（5）用英文试讲。
1.试讲题目：阅读教学试讲
2.内容：
One day, a man called the taxi company to get a taxi to go to the airport, but after a very long time, the taxi did not come. He called the girl in the taxi company again. The girl in the taxi company said, “ the taxi has not come, but you need not to worry about it as the airplane is always late.” the man answered, “certainly, the airplane will be late this morning, because I happen to be flying it.”
3.基本要求：（1）朗读所给段落。
（2）配合教学内容适当的板书。
（3）针对该段落中的划线部分，设计相应的阅读后教学活动。
（4）试讲时间：约10分钟。
（5）用英文试讲。