2018年最新初中英语教资考试教学设计题（定稿）

第一篇：2018年最新初中英语教资考试教学设计题（定稿）

Teaching Objectives:

（1）Knowledge objectives ①(all)Students master the key words/ phrases:...②(all)Students learn the target languages:...③（阅读/听力）Students read/ listen the passage carefully and get specific information.④（写作）Ss can choose the right structure and right tense to write a composition.（2）Ability objectives ①Through doing tasks, students practice and consolidate巩固target languages.②Students improve their listening/speaking/reading/writing abilities and communicative competence.③（阅读）Students read the passage and know clear about...④（阅读）Students discuss in pairs or in groups and do exercises to understand the text.（3）Emotional objectives

①Students improve listening and speaking skills by joining in the tasks.②Students can express(what...are)accurately.③Students love to share...with others and build a deeper relationship with...④Students cultivate the habit of(joining a English group)to improve their language skills.Teaching Contents:（对话）The dialogue talks about...（阅读）The class is to read.../ It is a passage about...（听说/听力）It is a listening and speaking lesson talking about...（口语）This is a speaking lesson whose topic is about “how to...”（语法）This is a grammar lesson about tag questions.（读写）This lesson is about reading and writing...（写作）It is a guided writing lesson.The topic is...Teaching Key points:(all)Students master the key words and target languages, and can use then correctly.（阅读）Students read the passage and get specific information from the passage.（听力）Ss listen to the tape and do exercise 2b and 2c.（听说）Communicate with others on the topic.Teaching difficult points:(all)Students freely talk about...in real communication.(logically/ smoothly/ correctly)（读写/写作）Ss master the skills of writing a proper passage about...in right way.Teaching Procedures: Step 1 Lead-in(5 minutes)

Activity 1: Review

T: What...do you learn in school? Can you say it in English?(Justification: Reviewing what ss have learned can help ss get ready for the new lesson.)Activity 2: Sing a song/ Play a short film The teacher guides ss to sing a song.../ plays a short film(Justification: Sing a song/ play a film clip that is closely related to the topic of the lesson can arouse ss’ learning interest.)

Activity 3: Free talk(Justification: Through free talk, ss get prepared to listening tasks./ help ss know what they will learn in class.)

听力课

Step 1 Pre-listening(5 minutes)Activity : Free talk T: Good morning!Look at...So tell me...(Justification: Free talk will attract ss’ interest and teaching content would be naturally led in.)Step 2 While-listening(25 minutes)Activity 1: Listen to the tape and finish exercise 2b./ summarize the main idea of the conversation.Activity 2:Listen again.Make up a dialogue according the content of tape.(T: Talk about...)(Teacher show the tapescript on the PPT.Ss read the conversation and circle the key words and sentences in the conversation.The teacher write these on the blackboard such as “...”)Activity 3: Give a report.(T: Several groups come to the front to act out your dialogue, and others give some evaluation.)(Justification: Through listening and speaking activities, ss master the language knowledge and improve language skills.)Step 3

Post-listening

(10 minutes)Activity 1: Discussion.(T: Talk about...)(Justification: Ss use the language knowledge in real communication, which can associate the knowledge with real life.联系)Activity 2: Make a dialogue.Ss work in groups of four to make up a new dialogue by imitating the conversation, especially by using the key words and sentences in the conversation.Activity 3: Role play.Ss act out their dialogue group by group.When one group is acting, the teacher and other ss act as judges.After the performance, the teacher corrects the common language mistakes.At the end, the whole class select one group who performs the best.(Justification: Ss develop their speaking skills and also apply the key knowledge into practice.)

口语课

Step 1

Pre-task(3 minutes)Activity 1: Brainstorm T: Please brainstorm about...(The teacher writes down on the blackboard the key words that ss have mentioned)(Justification: Talking about the topic in a real situation can arouse ss’ interest to communicate.)Step 2

Task-cycle(15 minutes)Activity 1: Listening Ss listen to the tape for three times, take notes and finish exercise in the textbook.(Justification: The listening task is language input activity, which will help ss output more language information in the next activity.)Activity 2: Group discussion Ss discuss in groups of four about..., the teacher walk around and give guidance.Several minutes later, they share their ideas in the class group by group.(Justification: Ss improve their listening and speaking abilities and communicative competence.)Step 3

Language focus(2 minutes)The teacher guides ss to notice and conclude the target language they used.Then, the teacher writes them on the blackboard.Activity 1: Write a short passage Ss are asked to write a short passage to...(Justification: This step draw ss’ attention to the language patterns, which is good for their accurate use of language.)

听说课

Step 2 Presentation and practice(15 minutes)(Show a picture of...)Activity 1: Question and Answer Activity 2: Pair work T: Good job.OK, now ask your partner with the sentence “...?” and answer it by “...”.Then tell your reasons.Begin....T: Time is up.Do you know...? S:Yes.T: Excellent.Who wants to cat out your dialogue?(Justification: To present the new words with pictures and to practice sentences in pair game are good for students to learn and master the target language.)Step 3 Consolidation巩固(20 minutes)

Activity 1: Listen and Discuss T: Now, listen to the tape and find out...(gist).The tape will be played for three times.At the first time you should summarize the main idea.At the second time, you should listen carefully and circle(new words)that you heard on the blackboard.At third time check your answer.OK? T: Do you understand what the material（材料）is about? Discuss with your partner and find out the right answer.OK?(Then check the answers with whole class.)Activity 2: Make a dialogue/ Pair work T:Make a short conversation by imitating the listening material in pairs.(Five minutes later, the teacher encourages some ss to act out their dialogue.)(Justification: In this step, the purpose is to train ss’ listening and speaking skills.)

阅读课

Step 2 Pre-reading(5 minutes)Then ss are encouraged to talk about...in group of four.Then the teacher asks some volunteers to give a report.(Justification: Through talking about..., ss perceive感知the language used to...)Step 3 While-reading(15 minutes)Activity 1: Fast reading Ss are given one minute to read the short passage quickly, and then conclude the main idea.Activity 2: Careful reading

Ss are given 5 minutes to read the passage again, then do two exercise:(1)Answer the following questions in order to grasp the detailed information of the passage.①②

answer: ①②

(2)Read the passage and complete the sentences.①②

answer:①②

(Justification: The two activities will help ss understand the passage and also train their reading skills.)Step 4 Post-reading(15 minutes)Ss write a short passage about...by imitating the given passage.Then they peer edit each other’s writing and give reasonable suggestions.Students revise their writing and hand in the final draft.(Justification: Ss apply the knowledge they just learned into practice.)

语法课

Step 2

Presentation(5 minutes)

The teacher shows the dialogue on the PPT, and asks ss to read the conversation.The teacher instructs them to conclude the usage of...(Justification: Learning the grammar in inductive way can arouse ss’ learning interest and deepen their understanding of the grammar.)Step 3

Practice(8 minutes)Activity 1: Fill in the blanks The teacher writes down some sentences of...on the blackboard and asks ss to fill in the blanks with the guidance of the rule they conclude.①②③

Answer:①②③

After ss finish the exercise, the teacher checks their answer, leads ss to summarize the rule of target language with ss.Activity 2: True or false The teacher presents the sentences on the PPT and asks ss to judge which is true and which is false.Such as:

①②③

Answer:①②③

(Justification: The two exercise can check and consolidate ss’ mastery of the grammar.)

读写课

Step 2

Pre-writing(5 minutes)

The teacher guides ss to read the passage for two times and find out(the key words and target languages).(Justification: Reading the passage can make ss have a clear understanding of the structure and contents.)Step 3

While-writing(20 minutes)Firstly, the teacher shows the format格式 and the writing standards标准of...And then ss should write a first draft by imitating the passage.Secondly, the teacher lets ss revise 修改their letter, especially the spelling and grammar mistakes.At the same time, the teacher walks around the classroom to give them guidance.(Justification: Showing the format and writing standards can help ss polish their own passage.The activity of revising can improve their thinking and writing ability.)

Step 4

Post-writing(10 minutes)The teacher corrects some common mistakes and makes a comment on the writing(Justification: This step can help ss master some useful writing skills.)

写作课

Step 1

Pre-writing(5 minutes)Activity 1: Brainstorming The teacher show some photos of..., and asks ss...The teacher lists down ss’ ideas on the blackboard.(Justification: Brainstorming can activate ss’ thinking, enlarge ss’ language output, and help ss get prepared to write a composition.)Step 2

While-writing(10 minutes)Ss are given 5 minutes to write their first draft.When ss are writing, the teacher should walk around the classroom and give them guidance.Activity 1: pair work Ss work in pairs to discuss and edit each other’s competition for about 3 minutes.Then ss repolish the second draft.Step 3

Post-writing(5 minutes)The teacher corrects the common mistakes and leads the whole class to conclude得出结论the writing essentials必要因素.Ss are asked to hand in their final draft.After the teacher reads over all the composition, he will choose three best ones to exhibit in the class.(Justification: In this step, ss get more information about how to write a better competition.)

Step N Summary and homework(5 minutes)Students summarize the important points of the lesson, and the teacher gives a further conclusion with the blackboard design.Homework: ①Review the words and sentences learned in this class.②实践类作业Make a survey：ask your friends: ——...? And the reasons.(Justification: Extend the classroom knowledge to ss’ real life.It is good for ss to apply the knowledge into practice.)③Write a short passage to record what they have learned in the class.(Justification: The summary and homework will help ss review what they have learned in this class.)④Ss rewrite a passage on the topic and hand in the final draft.Board Plan:

Words

Sentence

aloud,pronunciation

What about...? Have you...?

第二篇：教资-教学设计题解析

教学设计题

(1)简要分析该文本的写作特点。(8分)(2)如何指导中年段小学生学习本文，试拟定教学目标。(10分)(3)依据教学目标，设计三道练习题，并说明设计意图。(22分)此题共设置三道问题，第一题8分，第二题10分，第三题22分，共40分。从历年真题分析情况看，共有9种出题角度，主要涉及识字课、阅读课和写作课三个课型，如下图：

说明：

1.以下8种出题角度中，“设计问题、设计导入、设计板书”四个角度其实是属于教学过程中的一部分内容，所以我们在复习中主要学会写整个教学过程并能够正确写出每部分的设计理由即可。

2.其中识字课和阅读课比较相近，所以可以以统一方式进行作答;写作课比较特殊，单独方式作答。下面针对以上分析，就各个题型如何解答给出详细阐述。

此题目以上几种问法，实际意思一样，主要分析课文的写作特点。主要从文体、结构、语言表达、修辞手法、说明方法和表现手法等角度进行分析。

具体作答步骤：

1.认真审题，回忆理论点：文体、结构、语言表达、修辞手法、说明方法和表现手法等具体内容。2.带着问题和理论点进行阅读课文，边读边分析边标划，防止遗忘。3.规范书写：

作答模板：本文是一篇()文，采用了()的修辞手法或()说明方法，采用()表现手法，用词语言()，通过()的结构顺序(记叙了描写了)(某个故事某地方的优美景色)，并从中悟出()道理或抒发(表达)了()情感。

教学目标答题模板(识字课、阅读课)1.知识与技能：学生会认XX字，会写XX字;能够用普通话流利朗读课文，背诵课文第X自然段;掌握XX修辞手法。

2.过程与方法：通过合作学习(或阅读、或分小组讨论)等方式，学会运用XX等修辞手法进行写话，提高XX的能力，3.情感态度价值观目标：通过学习，使学生感受到(或体会到)XX道理(之美)，增强学生XX情感(意识)。教学目标模板(写作课)知识与技能：能够通过恰当的语言和具体的事例来表达内心的XX真情实感，能够正确使用XX等标点符号。

过程与方法：在交流中学会倾听、学会倾诉，尊重别人独特的内心感受，提高自己的事实。通过观察、讨论和回忆等形式发现自身的真实感受，学会与生活实际相联系的写作方法。

情感态度价值观：乐于书面表达，愿与他人分享内心的真实感受，感受习作的快乐并增强习作的自信心，逐步养成留心观察勤动笔的写作习惯。

1.识字、阅读课：

重点：掌握...字、词，掌握...写作手法，体会语言特色。(知识与技能目标)难点：能够运用...修辞(写作)手法，体会...思想感情。(情感态度与价值观目标)2.写作课：

重点：引导学生运用实例进行写作

难点：敞开心扉，真实说出内心的想法，表达真实情感等

教学过程(答题模板)(一)导入过程(设计导入+意图)教师使用„„等方法向学生播放视频故事(或图片)或游戏的方式，向学生提出XX问题，通过学生的回答，顺势引出本课课题。

设计意图：通过„„导入方式，能够吸引学生的注意力与好奇心，从而激发学生学习XX的兴趣与热情，从而有利于下面的教学。

(二)新课讲授

此部分主要分三个部分进行讲授，也就是三读课文。1.初读课文，整体感知：

(1)学生先读课文，再教师范读课文。学生借助拼音、字典等工具书的方式，让学生正确认读生字词，了解部分生字新词的意思。

(2)根据课文篇幅的长短、生字新词的多少适当设计组词造句、记忆字型、指导写字的环节(如笔顺)。(3)疏通文章大意，并向学生提出问题：

1)本文讲述了...事?或作者写了...人?或看了...景物? 2)并总结文章段落大意：...。2.精读课文，体会手法

(1)指导学生正确、流利的朗读课文，确定文章运用。。写作手法。(2)运用小组讨论分方式 1)将学生分为若干小组进行讨论 2)确定要讨论的问题： 讨论事：起因、经过、结果

讨论人：从...方面描写人物形象,如：语言、动作、神态、心理等方面去刻画人物形象，分析人物...性格特点。

讨论景：通过对某景物...方面的描写，揭示...人生哲理。2)此问也可以引导学生自行设置问题，进行小组讨论，让学生自行回答。如：文章分几部分描写(人、事、景)，每部分运用了什么...修辞手法?好在哪里? 通过学生的回答，教师加以总结，得出结论：本文运用了„„手法描写人物性格特点(揭示„„道理。3.研读赏析，体验情感

(1)学生再次有感情的朗读课文(或者角色扮演读课文)，让学生体会作者所要表达的思想感情。并提出问题：本文体现了作者怎样的情感(揭示了怎样的道理)?(2)通过学生讨论回答问题，教师加以总结，得出„„道理。(三)巩固提高，拓展延伸

设置课堂小练笔，让学生利用文中。修辞手法造句，并去练习描写其他(同类)相关事物(也可以介绍其他相关课外知识)，以达到巩固提高、深化理解的效果。

(四)归纳小结(意图：总结中心思想，领悟所学知识主题，揭示本质)师生共同或(教师)总结本课内容(可以把板书重新总述)，突出本节课的重难点。(五)布置作业

主要从听、说、读、写四个方面进行布置。说：根据本文内容讲故事给父母或者小伙伴听。

读：有感情的朗读课文相关段落;搜集相关课外材料，下节课以小组形式进行朗读展示。写：仿写相关片段内容，进行练笔。禁忌：留抄写多少遍字词、课文等作业(六)板书设计

板书设计内容主要是课文中重点的事物、特点(重点词语)、教学内容内在结构、内容的补充等。形式多样，有文字板书、图画板书和综合板书，这里为了吸引考官眼球，建议选用图画板书或者综合板书。

设计意图模板：板书是课堂的重要组成部分，是辅助教师进行教学的有效手段，帮助学生明确课文中心、拓展思路、巩固知识，并培养学生写作整洁、思路清晰的良好习惯，巩固重难点，激发学生学习兴趣，提高课堂效率，更能突出本节课的主旨，起着画龙点睛的作用。

作答模板：

设计题目1：用„„词语或成语„„„„造句。

设计意图：帮助学生理解重点词语的意思，学会运用本文词语进行简单的写话。(知识与技能目标)设计题目2：让学生以小组的形式讨论每段写了什么内容，表达了怎样的中心思想? 设计意图：一方面锻炼学生的语言表达能力，另一方面有利于掌握句子的含义。(过程与方法目标)设计题目3：通过对本文的学习，悟出了什么道理?或获得了什么样的情感体验? 设计意图：培养学生对道理或者情感的体会能力，有利于学生健全人格的养成。(情感态度价值观目标)

以上对教学设计的主要题型进行了总结和归纳，广大考生可据此作为答题参考，但需理解基本原理后结合真题进行反复练习，并按照要求规范答题。以上几种答题要求中，教学目标和教学过程是重点，包含多种出题角度，希望就此重点练习掌握。

以上介绍了小学教师资格证考试教学设计题答题分析，希望对各位考生有所帮助。

第三篇：初中英语教资面试教案

有关语法的词汇：

并列句（Compound Sentence）主语（Subject）宾语（Object）谓语（Predicate）表语（Predicative）谓语动词（Predicate Verb）补语（Complement）状语（Adverbial）定语（Attribue）

一般现在时（Simple Present Tense）现在完成时（Present Perfect Tense）过去时（Past Tense）

现在进行时（Present Continuous Tense）将来时（Future tense）句型（sentence patterns）

教案模板：

一、写作

Teaching Contents（教学内容）：

Writing a report according to the information collected.Teaching Objectives（教学目标）：(1)Knowledge ~(2)Ability~(3)Emotional~ Teaching Key and Difficult Points： Teaching Procedures（教学过程）： ·Step1 Warming up and lead-in(time)·Step2 Pre-writing(time)·Step3 While-writing(time)(1)Drafting起草(2)editing校订修改

·Step4 Post-writing(选两个样例到屏幕 进行讲解)(time)·Step5 Summary and homework(time)

二、听说

Teaching Contents（教学内容）： These passages are about…..Teaching Objectives（教学目标）：(1)Knowledge ~ Students can learn some new words and expressions….(2)Ability~ Students can improve their listening and speaking skills.(3)Emotional~ Teaching Key and Difficult Points：

How to make students improve their listening and speaking skills.Teaching Procedures（教学过程）： ·Step1 Pre-listening(time)Ask students some questions.·Step2 While-listening(time)(1)Listen to the tape and fill in the blank.(2)Listen again and finish some questions.·Step4 Post-listening(time)(1)Show the tape scripts on the PPT.(2)Group discussion:Talk about your friends.·Step5 Summary and homework(time)

三、读写

Teaching Contents（教学内容）： A passage about ….Teaching Objectives（教学目标）：(1)Knowledge ~ Students can understand the main ideal and master the skills to describe…(2)Ability~ Students can write their own ideals about…and their ability of reading a passage will be well developed.(3)Emotional~ Students can share their … experience with others.Teaching Key and Difficult Points：

Students can write down their owm methods of… in detail.Teaching Procedures（教学过程）： ·Step1 Warming up and lead-in(time)Greeting.Talk sth about the passage.·Step2 Reading and listening(time)Read and answer some questions.Then listen to the tape to check the answers.·Step3 Pre-writing(time)Ask stufents to: think—select the useful information—write down ·Step4 While-writing(time)Ask stufents to write down the outline—provide some expressions—give time students to write the passage on paper.·Step5 Post-writing(选两个样例到屏幕 进行讲解)(time)·Step6 Summary and homework(time)Summary:Ask students to retell what they’ve learnt in this class.Homework: Ask students to write a composition about….四、听力

Teaching Contents（教学内容）： This lesson is a dialogue about… Teaching Objectives（教学目标）：(1)Knowledge ~ Students can recognize the new words”…”and understand the meaning of the sentence patterns(句型)”…”.(2)Ability~ Students will improve the skills of listening.(3)Emotional~ Teaching Key and Difficult Points：

Students can use the new words and sentence patterns to ask about… Teaching Procedures（教学过程）： ·Step1 Pre-listening(time)Use PPT to teach new words and explain them.·Step2 While-listening(time)Firstly:Play the tape,then ask 2 students to summarize the main ideal of the conversation.Secondly:Listen again and fill in the blank.Thirdly:Listen and ask students to repeat each sentence in turn.·Step3 Post-listening(time)Role play:The teacher ask students to do a role play in groups.They should act out the dialogue clearly and correctly.·Step4 Summary and homework(time)Finish the listening practice on text book after class.五、阅读

Teaching Contents（教学内容）： It’s a story(passage)that…

Teaching Objectives（教学目标）：(1)Knowledge ~ Students can learn some important new words and expressions such as… Students can understand the passage in detail.(2)Ability~ Students can use some important new words and expressions correctly.Students can find out the main ideal and the specific information of this passage quickly.(3)Emotional~ Teaching Key and Difficult Points：

Students learn to use reading strategies(策略方法)such as skimming and scanning.Teaching Procedures（教学过程）： ·Step1 Pre-reading(time)Show some relevant pictures and teach some new words.·Step2 While-reading(time)(1)Fast reading and find out the main ideal.(2)Scanning for specific information.(3)Careful reading and judge the following sentences true or false:… ·Step3 Post-reading(time)Ask students to talk about…in groups and choose some to share with the class.·Step4 Summary and homework(time)Share a passage you read after class next time.六、语法

Teaching Contents（教学内容）： The usage of…

Teaching Objectives（教学目标）：(1)Knowledge ~ Students will master(考点)and master the sentense structure(例句中句子结构).(2)Ability~ Students can apply the sentence structure to improve speaking ability for communication.(3)Emotional~ Students will improve their awareness of communication through group work.Teaching Key and Difficult Points：

The usage of…and how to use the sentence structure in daily life.Teaching Procedures（教学过程）： ·Step1 Presentation(time)(1)Show an example(写)and ask students to make sentenses and write on the blackboard.(2)Ask students try to transfer it.(3)According to the sentences,invite students to summarize the structure of…(4)Explain the rules to students.·Step2 Practice(time)(1)Ask students to work in pairs using the 语法点 to make dialogues.(2)让同学研究相关语法变型。·Step3 Production(time)Ask students to talk about… using the语法点.Then invite several groups to show their dialogue and give evaluations.·Step4 Summary and homework(time)

第四篇：教资真题

教师资格证中学英语面试真题一 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。

2.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。

教师资格证中学英语面试真题三 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。

教师资格证中学英语面试真题四 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。

2013下半年全国教师资格证考试面试真题（中学英语:高中英语）结构化试题（5分钟）汉语问答题：1.前苏联教育家苏霍姆林斯基曾说过“教师的一言一行对学生都起着榜样作用”，谈谈你对这句话的理解。

2.学生喜欢老师，才会喜欢老师的课。谈谈你对这句话的看法。

英文试讲题（语法讲解，10分钟）

One of the favorite events is the dog-sled race, in which teams of about six husky dogs pull long sleds at great speeds along a snowy track.One person runs behind the sled, shouting to the dogs to encourage them.The sound of the dogs barking, the calls of the drivers and the shouts of the crowd make an exciting Northern experience.The dogs are beautiful strong animals, with long, thick fur and many with blue eyes.读一遍短文，并对文中的语法进行讲解。

试讲后英文问答（5分钟）

What’s the difference between the 3 words: shouting, barking and exciting? Do these 3 words have the same functions?

教师资格证中学英语面试真题一 教授turn up, apologize, keep her word

Li Fang was heart-broken.It was Valentine’s Day and Hu Jin had said she would meet him at the coffee shop after work.But she didn’t turn up.She could be with her friends right now laughing at him.She said she would be there at seven o’clock, and he thought she would keep her word.He had looked forward to meeting her all day, and now he was alone with his roses and chocolates, like a fool.Well, he was not going to hold his breath for her to apologize.He would drown his sadness in coffee.试讲要求：

(1)全英文授课

(2)要求师生互动

(3)设计词汇教学

第五篇：教资考试试题回忆

2012年11月11日浙江省全国教师资格证统考题回忆

高中语文

科目一：综合素质

一、分析题

学生赵峰成绩很好，上课积极回答问题，但平时不愿与同学交流。同学问他问题，他说：“你连这道题都不会，好吧，既然你问我了，那我就给你说一下。”

久而久之，同学们都不太喜欢他了，他也觉察到同学们疏远他，他只能从老师的表扬中获得安慰。班主任也觉察到了同学们对赵峰的反感排斥，但他并没有在意，在期末考评时，只是一味表扬赵峰的优异成绩，对他的其它方面则只字不提。而数学老师也认为赵峰是班上最优秀的学生。

问题：评析材料中两位老师的教学行为。二、一位学生小雪写给老师的一封信

感谢老师在毕业晚会上送给每位学生一张他们刚入校时的照片，并在照片背面写上鼓励的话。看着自己稚气的脸，我心中充满了勇气，有信心面对未来道路上的困难。

我生了突如其来的病时，非常灰心，心情低落，老师给了很多的鼓励、安慰，并在我恢复之后给我义务辅导功课。

老师为了提高教学效果，主动学习计算机技术，制作PPT；给我们讲超女；为了鼓励我们阅读，自己带头利用业余时间读书，我总是能看到老师伏案看书的情形。

从教师职业道德的角度评析这位老师。

三、爱因斯坦写给青年的一封信。

很高兴能给学习应用科学的青年作报告。但是要问我是否喜欢这门学科，我就想到人们问一位娶了不太如意的妻子的青年的回答，他说：“如果非要我说真话的话，能我就不得不说假话了。”

应用科学并没有给人类带来幸福感，如果你问一个不那么开化的印第安人，他活得会很开心，这从大部分孩子都喜欢扮印第安人中可以看出端倪。

人类的幸福感并没有随着科技的发展而有所增加。人们并没有因为机械的发展而减少体力劳动，反而加重了。生活节奏变得更快。同时人们还要忧心忡忡，担心失去一份收入微薄的工作。

科技的发展是为人服务的。了解社会财富如何分配等这些问题并不是没有意义的，这可能比解出一些方程式更有意义。

你们再埋头于图纸、方程式时，千万不要忘记这一点。

（1）作者为什么要举“一个不那么开化的印第安人”的例子？（2）“这一点”是指哪一点？结合你的生活实际谈谈你的看法。

四、作文题

英国皇家学院院士戴维是一位伟大的科学家，他在许多方面都做出了杰出的贡献。有人问他，他最大的成就是什么时，他回答：“我最大的成就是发现了法拉第。”法拉第曾经是一个书籍装订工，戴维发现他的才能后就让他到自己的实验室做助手。法拉第后来在科学上做出了许多杰出的贡献。

结合材料，写一篇论说文，不少于1000字。要求：用规范的现代汉语写作。观点明晰，条理清晰，„„

科目二：教育知识与能力

选择题

苏联研究流浪儿童犯罪学的教育学家

A 马卡连柯 B 凯洛夫

C

里宁

D

娅

判断推理题

只有修身养性才能做到表里如一，不正确的推理是 A要想表里如一，就必须修身养性

B

C D

一、辨析题（判断正误，并说明理由）

（1）教育决定政治经济制度的方向（2）暂时想不起来（3）暂时想不起来（4）负强化等于惩罚

二、简答题

（1）课程文的三种文本形式

（2）激发维持学生学习情趣的方法（3）课堂教学的原则（4）暂时想不起来（5）暂时想不起来

三、分析题

以下是一位老师针对学生化妆的两次谈话 第一次

师：你知道今天为什么找你来谈话吗？ 生：„„

师：学生不可以化妆。

生：学生为什么不可以化妆？英语老师也化妆，还烫头发，画眉毛啊。师：学生是学生，老师是老师！生：学生也是人啊！

师：对，学生也是人，但你看你把自己化成什么样了，人不人，鬼不鬼的。生：你„„我画不画妆不要你管，呜呜„„

第二次

师：最近的“为你服务”栏目看了吗？ 生：看了。

师：里面有一期是针对四张化了妆的妇女像进行点评，你有什么看法？ 生：我觉得有的化得不好看，圆脸还画细眉毛，显得脸更大了。师：要是他们都是中学生的话，你觉得她们化妆会怎么样？ 生：不知道，老师您说说您的看法吧！

师：我觉得中学生不应该化妆，因为中学生本身就有自然、天真的美，浓妆艳抹反而像几十岁的老妇女。

生：对呀，我上次的妆画得„„，实在不应该。

问题：从德育的目的和原则角度来分析这位老师的两次谈话？

四、两个初一学生最近心情都比较苦闷，聚在一起聊天。

甲：最近不知怎么的，自己长得都和爸妈一样高了，但爸妈还老管我，什么都要问，唠唠叨叨，烦死了。

乙：对啊。而且我最近还老紧张，上次课堂发言时，脸都红了。甲：最近老是担心自己长得不够帅。

乙：见到异性时会莫名其妙地紧张，以前不是这样的。

甲：有时会很在意自己在其他人眼中的形象，希望自己在各方面都很优秀。乙：有时候，有一些很难说的情绪，不知向谁倾述。（1）结合两位学生的谈话分析青春期的心理。

（2）如果你是他们的老师，你会给他们什么样的建议？

科目三：学科知识

语文

一、教学设计

《陈情表》课文

单元设置：归去来兮辞 要求：

班级情况：高二，50人

问题：（1）设计课程目标

（2）设计具体的教学步骤和方式

（3）结合课后习题的要求设计教学方法，帮助学生更好地完成课后作业。《陈情表》之所以悲恻动人的原因 一段引文

二、艾青的《大堰河，我的保姆》

“黑色的泥手下是你紫色的灵魂”，为什么灵魂用紫色来形容？

师：同学们结合自己的生活实际，分析不同颜色带给人的不同体验。白色灵魂，纯洁 红色，热情 蓝色，包容 为什么用紫色？ 紫色，高贵而深沉。

问题：评析这位教师的教学行为。

三、评析学生作文

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家中的小霸王 住校后与同宿舍的人不和，冬天挨冻，小晋的关怀，我的醒悟

（1）找出两个错别字、一个病句（2）分析学生文章的优点