小学英语

1. 上课之前你设计了猜词游戏，你这样设计的目的是什么?

1. At the beginning of the class, you design a guessing game, what’s your purpose?

【参考】

在导入环节我设计了猜词游戏，这样做的目的之一是引起学生学习英语的兴趣，我所教授的学生所在的年龄段好奇心重，好胜心强，喜欢玩游戏，设计猜词类的游戏能更好的让他们专注到英语课堂上来;其次我设计的猜词游戏都是跟动物和蔬菜相关的，这也正是学生本节课要学习的内容，因此该游戏也能够更好地导入新课，为后面的内容做准备。

【Suggested version】

In the warming up stage, I design a guessing game, I do this one one hand, can arise students’ interest in learning English. My students are in grade 6, they are full of curiosity and competition and they like games, so this game can better draw their attention in this class. And on the other hand, the content of the guessing game is about animals and vegetables, which is what they will learn later, so this game can make a preparation for the further study.

2. 你为什么想考老师?

2. Why do you want to be a teacher?

【参考】

我一直梦想着能够成为一名的小学英语老师，上学期间就对英语非常感兴趣，因此大学期间也选择了英语作为我的专业，学习了英语相关专业课程，这使得我为之后英语教学工作做了很好的准备，并且在大学期间还自学了教育学教育心理学的理论知识，并通过了教师资格笔试的考试;从我自身的性格来说，我非常有爱心有耐心，富有亲和力，喜欢也擅长跟小孩子大交道，所以觉得这份工作非常适合我，因此今天来到这里参加这次的面试，希望各位老师能够给我这次机会，我也会用自己的实际行动向大家证明我会成为一名的好老师。

【Suggested version】

I’ve always dreamed of being an excellent primary school English teacher. I was quiet interested in English when I was at school, and that’s why I chose English as my major in my college. After four years’ study, I involved myself into several professional courses, and taught myself pedagogy and educational psychology in my spare time, which I believe make a good preparation for my future English teaching. And from the aspect of my personality, I am kind and patient, I like and I am good at dealing with kids, which makes me consider it as a suitable job for me. So here I am, attending the interview of teacher qualification certificate and I sincerely hope you can give me this opportunity to prove myself to be an eligible teacher, that’s my answer, thank you.

1. 你觉得板书重要吗?

1. Do you think blackboard is important?

【参考】

毋庸置疑，板书在授课当中扮演着非常重要的角色，它是教师授课的好帮手，而板书技能也是一个老师基本教学素养的体现，教师通过板书罗列本节课的重要知识点，一些重要的单词，短语和句子，将课本上的信息简化，让学生更好的掌握知识，而小学英语教师如果能够在板书当中引入竞争机制，放一些有色彩的图片或者进行简单的绘画还能够提高学生学习英语的热情和兴趣。

【Suggested version】

There is no doubt that blackboard design plays a very important role in teaching process, it is a good hand for English teaching and blackboard designing skill is also the basic ability of a teacher. Teachers list knowledge points in a class, such as words,phrases,sentence pattern to simplified the content in books, which enables students better master the knowledge. And for primary school teacher, if we can write down the competition mechanism, put some colorful pictures or draw some simple pictures, students will be more interested and eager to learn English.

2. 你是如何让你的学生充分参与到口语活动中的?

2. How do you get your students involved into oral English activities in this class?

【参考】

学生是课堂的主人，在听说课的授课过程中，我们要充分调动学生的积极性，让学生及时参与才能够提高学生的口语表达能力及英语语感，同时让学生感到自身受到关注而提高学习英语的兴趣，在本堂课的设计中，多个环节都做到了让学生参与，导入部分让学生一起唱歌环节，单词游戏环节，提问环节，学生小组讨论环节以及展示环节，甚至是最后的总结环节。

【Suggested version】

Students are the real host of class, in English speaking class, we need to arise students’ initiative and help them participant in different activities to enhance their English communicating ability and sense of English language. And at the same time, improve their interest in learning English by making them feel that they get attention. I have got my students well involved in this class in different parts, such as in the warming up part, where students sing the chant together, playing words game, asking questions, group discussion and performance stage, even in the summary part.

初中英语

1. 你认为该如何上好一堂听说课?

1. how do you teach the English speaking class well?

【参考】

我认为听说课应当以提高学生的听力及口语表达能力为目的，为了达到这个目的，在课堂上，需要老师多给学生机会接触纯正的英文材料，多多练习口语，在练习中发现问题，解决问题。在上课之前做好备课工作，准备学生喜闻乐见的英语材料，比如图片，视频，音频，让他们保持对英语学习的兴趣，课堂中要多多鼓励学生参与课堂，设置不同层次的问题激发学生学习兴趣，多设置活动如小组讨论，做辩论，角色扮演等等，同时鼓励学生多开口说英语，多给他们积极正面的评价，课后多多总结，根据学生的课堂反馈进行改进。

【Suggested version】

In my opinion, the ultimate goal of English speaking class is to improve listening and speaking ability of students. In order to achieve this goal,teachers should provide students with more chances to get the genuine English material and practice oral English, and solve their problem in pronunciation and intonation in their practice. So before the class, I will prepare class in advance, prepare English material that students would be interested in such as pictures, video, tape recorder to draw students’ attention; and during the class, I will encourage students to actively participate in the activities in the class, questions in different levels will be asked and various activities will be set such as group discussion, debate, role play and so on. At the same time, encourage students to open their mouth to speak more and give them more positive evaluation. After class, I will summarize in time to improve the class design according to their reflection in the class.

2.听力教学有哪些模式?

2. What are the models of teaching listening?

【参考】

主要有三种教学模式。

种是自下而上的方法，学生从声音到单词、短语、句子进而整个语篇的理解;

第二种是自上而下的方法，从听力材料的背景信息出发到主要内容，最后是细节;

第三种是交互补偿式，简单来说综合上面两者的优势开展听力教学。

【Suggested version】

There are three models of teaching listening.

The first one is the bottom-up approach. It means students understand the material from the sound, words, phrases, sentences and the whole passage.

The second one is the top-down approach. It starts from the background information to the main idea and detailed information.

The last one is interactive approach. It combines the strengths from the above two in teaching listening.

1.如何帮助学生学习英语?

1.How to help students’ English learning?

【参考】

作为老师，帮助学生提高英语语言表达能力是我们的职责所在，但英语作为第二语言的学习，对于初中学生来说会遇到很多困难，比如说学生可能会记不住单词，发音不标准，因缺乏信心不敢说英语，以及表达中会出现中式英文等等。为了解决这些问题，帮助学生提高英语素养，我主要会从以下几个方面入手：首先兴趣是好的老师，要让学生在英语方面有所长进就要吸引他们的注意力，在课堂上我会使用多种教具，设置多种游戏等方法达到这一目的，其次，打好基础是关键，语音，语法的学习，词汇的积累就变得很重要，我会开展读书小组，互相适合他们年龄阶段的书籍，拓宽知识面，为语言的积累打下基础。最后，要鼓励学生开口说英语，不管说得如何都要对他们的勇气感到骄傲，以增强学生练习口语的自信。我相信通过这些方法，学生的英语水平会得很大提高。

【Suggested version】

As an English teacher, it’s my duty to help students to improve students’ English expression. But as a second language, English might be a headache for some junior high school students, such as students can’t memorizing vocabulary, have lame accent, are lack of confidence, have Chinglish expression in their oral English. In order to solve these problems to help students improve their English skill, I will take actions from the following aspects: First of all,interest is the best teacher, we need to draw their attention in the process of teaching English, and in my class, various of teaching tools will be used and attractive activities will be designed to reach this goal. And secondly, it’s very important for students to accumulate vocabulary, master accent and grammar, I will launch reading groups to encourage them to recommend suitable books to broaden their horizon for the language accumulation. And at last,I will also encourage students to open their mouth to speak more, I will be proud of their bravery regardless what they say to stimulate their confidence in practicing oral English. I believe my students would improve a lot through these ways.

2. 如何帮助学生学习语法?

2. How to help students' grammar

【参考】

语法的学习过程其实是学生发现英语语言规律的过程，而不是让学生被动地死记硬背。为了帮助学生去理解语法知识并对英语语法产生兴趣，我不会直接告诉学生语法规则，而是给出体现语法点的几组句子或情境，让学生去发现，当学生有了一定自己的认识的时候，提出奖励并引导学生完善出完整准确的语法点。学习语法的最终目的是要将其运用到实际的语言运用当中，所以引出规则后鼓励学生大胆创新，通过让他们造句或编故事等有趣的方法让他们真正学会运用语法并感受到语法知识的实用性。

【Suggested version】

The process of learning grammar is also the process of observing the rules and structures of language, instead of purely memorizing. In order to help my students to understand and become interested in English grammar, in stead of just directly telling them the rules, I will present some groups of sentences or situation to instruct students to find the rule. When they form their own idea, I will praise them and give more instructions to help them get the exact answer. The ultimate goal of learning grammar is to use them in real language situation, so after eliciting the rule, students are inspired to demonstrate their initiative to make some sentences or make a story to practice the grammatical rule. And at the same time, students will realize the practical use of learning grammar.

高中英语

1. 能在详细介绍下元音和元音连读的规则?

1.Can you introduce the rule of a vowel plus a vowel in detail?

【参考】

如果前一个词是由元音[u]结尾，下一个词由元音开头，那么在[u]后面加上一个[w]，比如 go away [go(w)away];

如果前一个词是由元音[i]结尾，下一个词是由元音开头，那么在[i]后面加上一个[y],比如the other one [thee(y) other one]。

【Suggested version】

①If the pronunciation of former word ends with a [u], it should add a [w], such as go away [go(w)away];

②If the pronunciation of the former word ends with a [i], it should add a [y], such as the other one [thee(y) other one].

2.你能给出更多连读规则吗?

2.Could you give more rules of liaison?

【参考】

r/re+元音连读(r/re需要发[r]): father and mother, look for it, here is a letter…

爆破音+爆破音连读：red coat, big bus, next Tuesday…

爆破音+摩擦音连读：black video, don’t say, loud speak…

【Suggested version】

r/re and a vowel: father and mother, look for it, here is a letter…

a plosive and a plosive: red coat, big bus, next Tuesday…

1. 说说你对读前活动的认识?

1. What is your idea about the activities in pre-reading part?

【参考】

读前活动是针对于阅读文章本身的一个预测，它一定是与文章内容息息相关的，能够帮助学习者确立教学目标，阅读知识背景，而且会帮助学生形成“阅读期待”，对将要阅读的文章抱有强烈的阅读兴趣。更有利于后面教学活动的展开。

【Suggested version】

The activities in pre-reading are the predictions of the passage. There are close relationship between the activities and the passage. These activities will help learners set up the learning objectives, broad the background information and also can improve their reading interests.

2. 在这堂阅读课中，你觉得哪些地方是亮点?你是如何解决本节课的重难点的?

2. Where is the bright point in this reading lesson ? How do you deal with the key and difficult points in this lesson?

【参考】

在这节课中为了吸引学生的兴趣，我认为我在每一个环节进行了精心的设计。在导入环节，以幽默为话题围绕三个问题让学生展开讨论，高中生对于幽默这一话题有一定的认识，所以这个话题一定能够激起他们的学习兴趣。

本节课的重难点是能够在语境下掌握单词，难点是在有一些单词不熟悉的情况下弄懂文章的意思。为了解决重点，突破难点，我将自主阅读和小组活动相结合，通过老师讲解词义，词性，并举例，使学生更好的理解词汇。并通过学生自己造句进行巩固。

【Suggested version】:

Show some adverbial clause on the screen,let students look at this sentences carefully and find the common among them. After observing, do a conclusion together: “They all describe the verbs like adverbs.”

The important and difficult points are that students can get familiar with the words under the context and understand the text with some words they are not familiar with. In order to solve the important and difficult point, I combine individual study with group work. Through teacher’s explaining and giving example, students can know the words better. At last, let them make their own sentences to consolidate.