教师资格

2020下初中英语教师资格证面试试题及答案【1月9日下午】，为帮助大家了解临沂教师资格证考试面试试题内容，临沂中公教育特别整理了此页面。更多考试资讯请关注临沂教师招聘微信号（linyijs）。

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初中英语 词汇

一、考题回顾

二、考题解析

【教案】

How do you get to school?

Teaching aims

Students will grasp some expressions about the way to school, such as “take the rain”, “take the subway”, “walk to” and so on, and the sentence structure “—How do you get to school? —I…”.

Students can talk about different ways to go to school with others fluently in the daily life.

Students can cooperate with other group mates actively, and complete the tasks together.

Students can improve their confidence in learning English, and not be afraid of speaking English.

Key and difficult points

Key point

To master key expressions and sentence structure.

Difficult point

To talk about their way to get to school fluently and accurately.

Teaching procedures

Step 1: Warming-up

1. Greetings.

2. Listen and guess:

Let students play a game called listen and guess. When the teacher imitates different sounds, students need to tell which transportation it is.

Then have a free talk with students about how they usually get to school and lead in the topic.

Step 2: Presentation

1. Ask students to listen to the tape and try to get more transportation they hear. Encourage students to write them down on the blackboard and try to read these expressions

2. Then explain the meaning as well as usage of some new expressions, such as “walk to”; “take the bus/ train/ subway”, “ride bike...”. For example: “walk to” means “on foot”.

3. Present the sentence structure “—How do you get to school? —I…” by asking and answering. It is used to ask about the ways to school.

Step 3: Practice

1. Match

Show a set of exercise on the screen and ask students to match the phrase with correct meaning and proper preposition.

2. Association

Ask students to work in groups of 4 and 8 minutes will be given to them. Let them to have a brainstorm about more transportation that can bring them to school. At the same time, give students the notice that they need use the proper preposition. When the time is up, collect the answers and show them on the blackboard.

Step 4: Production

Ask students to do a survey on which transportation is more dangerous. And 6 minutes will be given to cooperate with their group members of four. Then they need to design a chart by themselves. At last, invite some groups to share and explain. Positive evaluation will be given.

Step 5: Summary and Homework

Summary: invite a student as an assistance to summarize today’s lesson. And lead them to take care of themselves when they are on the road.

Homework: ask students to design a poster of Taking Care On The Road.

Blackboard design

Teaching reflection

【答辩题目解析】

1.在课程刚开始就设计猜词游戏的目的是什么?

1. What’s the purpose of guessing game at the beginning of the class?

【参考答案】

导入环节在整堂课中起到重要作用，是将学生注意力引入课堂，并为接下来的课程打好基础的一环。导入环节的猜词游戏，不仅满足了学生学段特点，将其注意力成功吸引到课堂，做好学习准备的同时，寓教于乐，培养学生学习兴趣;另外，猜词游戏内容涉及各式交通工具，正与本堂课知识点紧密相关，也为接下来的课程安排打好了基础。

【Suggested version】

Warm-up plays an important role in the whole class. It is a part of drawing students’ attention into the class and also laying a good foundation for the following steps. The guessing game in this part not only meets the characteristics of students, but also successfully attracts their minds, prepares for learning, and at the same time, entertains education and interests in learning. In addition, the content of guessing game involves various ways of transportation, which is closely related to the knowledge points of this class, and also lays a good foundation for the next course arrangement.

2 请简述下你本节课的课程亮点。

2. Please give a brief introduction of the high point in your lesson.

【参考答案】

本节课为词汇课，我采用了PPP的课程设计。课程亮点在于导入、操练以及应用环节的连贯性。首先，导入环节采用了猜词游戏，贴合学生兴趣点，并为后续教学打好了基础;其次，知识操练以及应用环节，采用了小组活动的形式，让学生们在学会知识的同时，学会合作;最后，在课程结尾及课后作业中进行了情感升华：提醒学生日常要注意交通安全。

以上是我课程设计的亮点所在，希望通过以上环节可以将知识有效传递给学生。

【Suggested version】

This class is a vocabulary class, and I have adopted the lesson design of PPP module. The highlight of the class lies in the continuity of Warm-up, Practice and Production. First of all, the guessing game is used in the Warm-up, which fits the students’ interest and lays a good foundation for the teaching progress. Secondly, the practice and production of the words adopt the form of group activities, so that students can learn to cooperate while learning knowledge. Finally, at the end of the course and the homework part, the emotion is sublimated: reminding students to pay attention to traffic safety every day.

These are the highlights of my teaching design. I hope that the knowledge can be effectively transmitted to students through the above links.

初中英语 语音

一、考题回顾

二、考题解析

【教案】

Winter

Teaching aims

Students can learn the pronunciation of some letter groups.

Students will learn to read and feel the beauty of the poem.

Students will improve the ability of appreciating the rhyme of the poem.

Students can be more interested in learning English and more confident in speaking English.

Key and difficult points

Key point

To learn the pronunciation of some letter groups and read the poem fluently.

Difficult point

To develop the interest of learning English and improve the confidence in speaking English.

Teaching procedures

Step 1: Warming-up

1. Greetings.

2. Let students enjoy a video which shows a poet reciting the poem—Rush. The poem goes like this:

Swallows may have gone,

but there is a time of return;

willow trees may have died back,

but there is a time of regreening;

peach blossoms may have fallen,

but they will bloom again.

Ask students’ feeling after listening to it. Then tell them that today’s lesson can help them to recite poems. Later lead in the new class.

Step 2: Presentation

Read the poem for students and ask them to find out the main idea of the listening material. Invite a student to share their answer.

Invite a volunteer to read the poem again, ask them to look at the first two sentences first and find the similarity between them. Write down the words “snow” and “grow” and underline the letter group “ow”. Ask students to observe their pronunciation. Introduce the rules of pronouncing the letter group “ow” by asking them to pay attention to the shape of the mouth.

Then ask students to look at the last two sentences and find the similarity between them. Write down the words “away” and “day” and underline the letter group “ay”. Ask students to observe the pronunciation. Introduce the rules of pronouncing letter group “ay” in the same way.

Tell students that when we use the same pronunciation at the end of a line, it is called the rhythm, which can make the poem powerful and beautiful.

Step 3: Practice

1. Mechanical drilling

Organize a reading competition and each group should recommend a student to read the poem with emotion after practicing in groups. And other group members give evaluation and choose the best voice of the class.

2. Meaningful drilling

Ask students to have an association in groups of four. Think more poems which include the letter group “ow” and “ay”. Five minutes will be given. During this time, guidance will also be offered. Later invite some groups to share their results with the whole class.

Step 4: Production

Encourage students in groups of 4 to work out their own poem about their favorite seasons by imitating the content, structure and rhyme styles of the sample stanza. Give five minutes for preparation. Later, invite some students to read the poem in front of the class.

Step 5: Summary and Homework

Summary: invite a student to conclude the content of the lesson and make a summary with the whole class.

Homework: ask students to search on the Internet for more poems about the seasons, and try to analyze the poem with the rhythm they have learned in this class and share it with classmates next class.

Blackboard design

Teaching reflection

【答辩题目解析】

1.你认为怎样提高学生的听力能力?

1. How should we improve students’ listening ability?

【参考答案】

英语学习中听力能力的提高不是一朝一夕的事情，需要学生和老师长期的努力。

老师在课上需要注重对学生听力技巧的训练，例如泛听大意和精听细节等听力技巧，帮助学生理解听力文本。课下的时候，老师也要给学生推荐好的听力素材，鼓励学生利用课下时间多听多练。另外，老师也可以组织一些英语口语角或者配音大赛等活动帮助学生提高听力能力。

我相信，只要老师教学得当，学生持之以恒，学生的听力能力就会有很大提高。

【Suggested version】

The improvement of listening ability in English learning can not be gained immediately. It requires long-term efforts from teachers and students.

Teachers need to pay attention to the training of listening skills in class, such as extensive listening and intensive listening, so as to help students understand texts better. After class, teachers should also recommend good listening materials to students and encourage them to practice more in their spare time. In addition, teachers can organize some activities to help students improve their listening ability, such as oral English corner or dubbing competition.

I believe, with correct teaching methods and students’ persistence in learning, their listening level will be largely reinforced.

2.你为什么想当一名英语老师?

2. Why do you want to be an English teacher?

【参考答案】

当谈到职业选择时，不同的人从不同的角度考虑这个问题。就我个人而言，我更喜欢做一名教师，主要有以下几种原因：

首先，我非常热爱老师这个职业，喜欢在学校工作的环境，喜欢和学生待在一起，喜欢学生学有所成后给我带来的成就感。

其次，我有能力去做好一名英语老师。我的专业知识很扎实。在大学期间，我专业排名靠前，获得一等奖学金。同时，兼职英语老师经历让我的教学能力，语言表达能力得到了显著的提升。

最后，我相信我希望在教师这个职位上贡献出自己的一份力，实现自我的人生价值。

【Suggested version】

When it comes to the choice of career, different people consider the matter from different perspectives. Personally, I prefer to be a teacher. There are some reasons for my decision.

First of all, I really love to be a teacher and stay with the students. Besides, I love the working environment in the school and the sense of achievement in teaching them.

Secondly, I have the ability to be a good English teacher since my professional knowledge is solid. In university, I ranked high in my major and won the first-class scholarship. At the same time, my part-time job as an English teacher has significantly improved my teaching ability and expressing ability.

Finally, I believe that I can make my own contribution to society as a teacher, realizing the value of my life.

初中英语 阅读

一、考题回顾

二、考题解析

【教案】

My grandma

Teaching aims

Students are able to grasp the main idea of the passage about grandma.

Students can sharpen their reading abilities, such as getting the main idea and extracting detailed information from the text.

Students will strengthen their understanding of simple past tense and know how to describe a person.

Students can cherish their family members and learn to be grateful.

Key and difficult points

Key point

To understand the content of the reading material and know how to describe a person.

Difficult point

To sharpen their reading abilities and learn to be grateful.

Teaching procedures

Step 1: Warming-up

1. Daily greeting.

2. Let students enjoy a movie clip named Kapoor and Sons and ask them what this movie is mainly about. Ask students to answer the question. Then tell them that Kapoor and Sons tells a story about the grandfather who always wanted a family photo, a seemingly simple wish but hard to come true.

3. Lead in the topic naturally according to the movie.

Step 2: Pre-reading

Present some pictures of famous characters to students and ask them to describe them by using adjectives. For example, “short” to describe the photo of Pan Changjiang, “kind” to describe Han Hong and “cheerful” to describe the comedian Jia Ling.

Show a picture of grandma to ask students to predict what characteristics will be mentioned in the reading passage.

Step 3: While-reading

1. Global reading

Read the passage for students and ask them to find the main idea of the reading material.

Then invite one student to write the answer on the blackboard. Check the answer together with students.

2. Detailed reading

Ask students to read the passage again. They need to pay attention to the key words and read word by word within 5 minutes. Later, students should answer the following two questions:

Q1: What are grandma’s appearance and personality traits?

Q2: How does the author feel for grandma?

Then lead students to fill in the chart on the blackboard.

3. Ask students to read after the tape and pay attention to different tenses. Then explain to them that the simple past tense refers to the action or statement happened in the past, the structure is “-ed”; while the simple future tense refers to the action or statement will happen in the future and its structure is “will + V”.

Step 4: Post-reading

Ask students to describe their conversant friends or family members in groups of four. 5 minutes will be given for discussion. Students have to apply what they have mastered in the conversation. During the discussion, necessary help will be offered. Later, invite some representatives to share in the front.

Step 5: Summary and Homework

Summary: summarize today’s lesson with students together. Ask students to cherish family members and be grateful for their love.

Homework: ask students to make a list of ten little things that they can do for their family members, and execute it within seven days.

Blackboard design

Teaching reflection

【答辩题目解析】

1.你认为预测文章内容重要吗?为什么?

1. Do you think it is important to predict the content of this article? And why?

【参考答案】

我认为预测文章内容十分重要，因此我在本节课读前环节也有所体现。

首先，读前预测是为阅读热身准备的过程。在读前活动中，学生了解文本内容信息将有助于他们树立阅读信心，明确阅读任务以及减少阅读过程中的障碍。

其次，预测是一个积极思维的过程，基于同一话题能够延伸多种多样的设想，能够激发学生的创新思维和独立思考能力。

总之，预测文章内容是十分有效的读前活动，对于学生的阅读理解有着重要的辅助作用。

【Suggested version】

I think it’s important to predict the content of the text, so I’ve conducted prediction activity that in my pre-reading section of this class.

First of all, prediction is a warming up process for reading. Students’ understanding of text content and information in pre-reading activities will help them build up reading confidence, clarify reading tasks and reduce their obstacles in reading process.

Secondly, prediction is a process of positive thinking, which can extend a variety of assumptions based on the same topic and stimulate students’ innovative thinking and independent thinking ability.

In a word, predicting the content of a text is a very effective activity, which plays an important auxiliary role in students’ reading comprehension.

2.你通常为讨论环节分配几分钟?时间足够吗?

2. How long do you normally set for your discussion part? Is it enough?

【参考答案】

我通常将讨论时长设置为5分钟，我觉得5分钟的讨论时长对于学生来说基本足够。

首先，我会在讨论前明确讨论主题和探讨方向，避免学生偏题或者毫无探讨方向。

其次，在讨论过程中，我会在教室巡场，关注讨论情况。在讨论过程中，我会注意倾听学生的发言，一旦讨论出现离题现象，应及时提醒学生注意所要讨论的论题，有时也可以临时中止讨论，通过小结来理顺学生的思路。

因此，在讨论前指令明确，讨论中条理清楚的情况下，我认为5分钟的讨论时间是合适并且足够的。

【Suggested version】

I usually set 5 minutes for the discussion part, which I think is basically enough for students.

First of all, I will clarify the topic and direction of discussion before their discussion, so as to avoid students deviating from the topic or having no direction at all.

Secondly, during the discussion, I will walk around the classroom and pay attention to their discussion. Meanwhile, I will listen to what students are discussing. Once their discussion deviates from the topic, I will remind them to go back to the topic in time. Occasionally, I may temporarily stop the discussion and straighten out the students’ thoughts through the summary.

Therefore, when the instructions are clear before the discussion and the ongoing discussion is well organized, I think 5 minutes for discussion is appropriate and sufficient.