2025年教師資格考試初中面試英語試題與參考答案第一部分結構化問答（共2題，每題限時2分鐘）題1“雙減”背景下，有家長堅持周末給孩子報滿學科補習班，并認為“教師課堂不講重點，才逼我們去外面補”。作為班主任，你如何回應家長并引導其配合學校教學？示范答：Iwouldfirstthanktheparentforcaringsodeeplyaboutthechild’sacademicgrowth,becausesharedresponsibilityisthecornerstoneofeducation.ThenIwouldpresentthreepiecesofevidence:1.Curriculumtransparency:Iwouldshowtheparentthetermlyteachingplanapprovedbythedistrict教研室,inwhicheverykeygrammarpointandvocabularysetisscheduledtobetaught,practicedandassessedinclass.2.Formativedata:IwouldopentheschoolLMSonmytabletandlettheparentseethechild’slastthreequizreports—eachquizistiedtoaspecificlearningobjectivetaughtthatweek,provingthat“thebasics”areindeedcoveredinschool.3.Policyalignment:Iwouldquotetheprovincial“doublereduction”clausethatforbidsteachingnewcontentaheadoftimeinafter-schoolinstitutions,andexplainthatover-loadingweekendsactuallyfragmentsthechild’sspaced-retrievalschedule,loweringlong-termretentionbyroughly30%accordingtoa2023BeijingNormalUniversitystudy.Afterthefactsareonthetable,Iwouldshifttoempathyandsolution-building:“Mrs.Wang,Iunderstandtheanxietybehindtheextraclasses;everyparentfearstheirchildmightfallbehind.Let’sturnthatenergyintoapartnership.HereiswhatIcanoffer:a)Apersonalised‘mistake-archive’notebook—yourdaughterwillre-writeeveryerrorshemakesinmyclass;ifshecanexplainthecorrectiontomeface-to-face,sheearnsa‘growthpoint’.b)A15-minuteparent-teacher-studentconferenceeveryfortnight,wherewesetmicro-goalsinsteadofvague‘improveEnglish’.c)Aweekend‘Englishinlife’challenge:shefilmsa60-secondvlogdescribingherbreakfastusingpast-tenseverbs,uploadsittoourprivatechannel,andreceivespeerfeedbackonMonday.Noextrafee,plentyofauthenticoutput.”Byconvertinganxietyintoactionableco-operation,Ikeepthechildwithinthelegallyrequiredrestwindowwhilestillsatisfyingtheparent’sdesireforvisibleprogress.題2自習課上，兩名學生因爭搶充電寶發(fā)生肢體沖突，其中一人手臂擦傷。你當場已制止沖突，但受傷學生情緒激動，指責教師偏袒對方。作為值班教師，接下來你怎樣做？示范答：Safetyfirst:Iwouldaskareliablestudenttofetchthefirst-aidkitwhileIguidetheinjuredboytotheclinic.Whilewalking,Iuseacalm,lowvoice:“Let’stakecareofthearmfirst;we’llsortouttheresttogether.”Thismeetsthebasicpsychologicalneedforsecurity.WithinfiveminutesIinitiatea“triangletalk”inanemptyreadingcorner:me,thetwoboys,andaneutralstudentmonitoraswitness.Ifollowtherestorative-justicescript:1.Whathappened?Eachboyspeaksfor60secondswithoutinterruption;IparaphrasetoshowIheard.2.Howdidyoufeel?Iinvitethemtousefeelingwords—“angry”,“embarrassed”,“worried”—andwritethewordsonastickynote.3.Whowasaffected?Theinjuredboysayshisarm;theothersays“myreputationbecauseeveryonethinksI’mviolent”.Iadd:“Andourclassclimate—peoplenowhesitatetoborrowthings.”4.Whatneedstobedone?Theybrainstorm;usuallytheideascomefromthem.Todaytheyagreed:a)apublicapology;b)thechargergoestothefrontdeskforcommunaluse;c)bothcreateathree-slidePPTon“conflictde-escalation”toshownextclassmeeting.Finally,IdocumenttheincidentintheschoolERP,notifyparentswithfactsonly,nojudgment,andscheduleafollow-upnextweek.Thearmhealsintwodays;therelationshipusuallyimproveswithinaweekwhenstudentsseefairnessinprocessratherthanpunishment.第二部分試講教案（考生從以下三篇指定課文中現場抽取一篇，準備20分鐘，試講10分鐘，答辯5分鐘）課文A人教版八年級下Unit5“Whatwereyoudoingwhentherainstormcame?”SectionA3a-3c課文B人教版八年級下Unit6“Anoldmantriedtomovethemountains.”SectionB2a-2e課文C外研版八年級下Module8“Timeoff”Unit2“Wethoughtsomebodywasmovingabout.”以下以課文A為例展示完整教案與逐字稿。TeachingPlanLessontype:Reading&grammarintegrationTopic:PastcontinuousinnarrativeDuration:10minmini-lessonClassprofile:44students,mixedability,activeI.LearningobjectivesBytheendofthelesson,studentswillbeableto:1.scanthepassageandlocatefivepast-continuousclauseswithin90seconds;2.deducetheformrule:was/were+v-ing;3.usethestructuretodescribewhattheythemselvesweredoingatfouriconicmoments(e.g.,whenthebellrang,whenthelightswentoff,whentheteacherentered,whentherainstarted);4.showempathybyrelatingtheprotagonist’sfeelingstotheirownexperience.II.Key&difficultpointsKey:meaningofinterruptedbackgroundactionDifficult:choosingpastcontinuousvs.simplepastinlayerednarrativesIII.MethodsTask-based,jigsawreading,inductivegrammardiscovery,personalisationIV.TeachingaidsPPTslidewithfourphotosofrainstorms,atimelineGIF,miniwhiteboards,wordcardsV.Procedures(10min)Step1Lead-in(1min)Teachershowsa3-secondvideoofasuddenBeijingdownpour.T:“Closeyoureyesforonesecond—thinkofthelastheavyrain.Raiseyourhandifyougotwet!”(8-10hands)T:“Todaywe’llreadastorythathappenedduringarainstorm.Let’sseewhatpeopleweredoing.”Step2Prediction(1min)Tdisplaysthetitle“Whatwereyoudoingwhentherainstormcame?”andfourscrambledpictures:aboyonabike,agirlatabusstop,avendorcoveringfruit,areporterliftingacamera.T:“Workwithyourshoulderpartner—predict:whichpicturematchesthetitlebest?One,two,go!”Quickvotebyraisingfingers:1,2,3or4.Energyup,norightansweryet.Step3Jigsawskim(2min)Studentssitinfourgroups—eachgroupgetsoneparagraphstrip.Task:findonesentencethatcontains“was/were…ing”.Highlightwithamarker.GroupA(para1):“Benwasridinghisbikehome.”GroupB:“Agirlwaswaitingatthebusstop.”GroupC:“Vendorswererushingtocovertheirstalls.”GroupD:“Areporterwastakingphotos.”Theystickthestripsontheboard;thetimelineappearsvisually.Step4Grammardiscovery(2min)Tcirclesall–ingverbs.Guidedquestions:“Dotheseactionshappennoworinthepast?”“Dotheyfinishquicklyorcontinue?”“Whichverbtellsustheshorteraction?”(came,rang,dropped)Studentsinduce:longbackground→pastcontinuous;shortinterrupt→simplepast.Step5Controlledpractice(1.5min)Miniwhiteboards:Tshowssentencehalves.“Whenthelightninglitthesky,I_________myhomework.”Studentswrite:“wasfinishing”→showboards.Instantfeedback.Step6Personalisation(2.5min)Tdemos:“Whenthebellrangthismorning,Iwassippingcoffeeintheoffice.”Studentsthinkoftheirownfourmoments;jotnotesoncards;standup,findtwopals,share.Tcirculates,recordsonefunnyline:“Whenthepowerwentoff,LeowaspretendingtobeaJedi.”Thatlinebecomestheexitticket—classlaughs,tensiongone.Step7Summary&value(1min)T:“Storiesarejustnecklacesofmoments.Pastcontinuousisthestringthatholdsthebeads.”Homework:posta40-wordInstagramstoryunderRainstormMemory,tag@ourclassroom.VI.Blackboarddesign(snapshot)Leftside:timelinewithtwoicons(cloud,lightning)Rightside:was/were+v-ing→backgroundsimplepast→interruptVII.After-classreflection(tobewrittenbycandidateafterrealteaching)…逐字稿節(jié)選（Step3-Step4過渡）“OK,GroupC,vendorswererushing—pleasereaditaloud,everyoneelselistenforthe–ingsound…Great,thedouble‘r’inrushingalmostfeelslikeraindrummingontheroof,doesn’tit?Now,handsup:whichwordtellsustherainstormarrived?Yes,‘whenthefirstdropfell’.Thatdropislikeapinpoppingtheballoonoftheiraction.SoEnglishgivesustwobrushes:oneforthemoviescene,oneforthesuddenpunch.That’sthemagicwe’restealingtoday.”第三部分答辯參考要點（考官可能追問）1.如果學生問：“為什么過去進行時有時翻譯成‘正在’，有時又沒有‘正在’？”答：漢語靠副詞“正在”顯化進行，英語靠動詞形態(tài)隱含進行；翻譯時應以自然為準，如“Benwasridinghome”可譯“Ben騎車回家”，語境已含“途中”。2.怎樣兼顧學困生？答：提供句子框架卡“Iwas___ingwhen___.”；允許他們選動詞bank中的詞如sleeping,eating;優(yōu)生可加入because從句。3.板書用色心理學依據？答：藍色粉筆寫結構，降低焦慮；紅色只標中斷動詞，制造記憶峰值，符合AllanPaivio雙編碼理論。第四部分試講課文B示范片段（簡要呈現差異化）課文B是神話故事，重心在敘事順序與價值思辨。教學目標：1.sequencemarkers:onceuponatime,then,finally；2.inferthemoral“persistencevs.blindstubbornness”；3.retellwithshadowingtechnique.導入：教師帶一塊沉重石頭進教室，問：“Whodaresmovethisalone?”學生嘗試，失敗。教師：“Todaywemeetanoldmanwhomovedamountain—stonebystone.”瞬間形成認知沖突。讀中：Storymountain圖形組織器，學生貼便利簽：exposition,risingaction,climax,resolution.讀后：辯論賽—House1:愚公精神值得學習；House2:愚公應該搬家。教師提供句型：“Frommyperspective,…because…”培養(yǎng)批判思維。第五部分試講課文C示范片段課文C是旅行游記，側重感官形容詞與過去時混合描寫。任務：制作一個“soundscape”音頻明信片。學生分組錄下：wavescrashing,seagullscrying,childrenlaughing,thenblendwithfreesoundtracksoftware.語言目標：使用“wecouldhear…wecouldsmell…”結構。輸出：二維碼貼在教室世界地圖，掃碼即聽，形成真實語境。第六部分教案評分細則（內部供考官使用，考生可窺其維度）1.Objectivealignment(20%):行為動詞可測，對應課標三級話題。2.Activityeffectiveness(25%):認知梯度從理解到創(chuàng)造，含信息差。3.Learner-centredness(20%):生生互動時間≥教師講話時間。4.Languageaccuracy(15%):教師課堂英語錯誤0-1處。5.Valueintegration(10%):育人點自然融入，非貼標簽。6.Innovation&resources(10%):技術或教具原創(chuàng)，低成本可復制。第七部分結構化問答高階題庫（隨機抽2題，示例答略）1.一名女生因父母離異，上課常發(fā)呆。班主任與家長溝通時，家長說：“她心情不好，老師多體諒，作業(yè)就別要求了?！蹦闳绾翁幚韺W業(yè)與情感的雙重需求？2.有同事在微信群公開吐槽“這屆學生智商低”，引發(fā)家長眾怒。校長讓你協調，你怎樣安撫家長并幫助同事重建專業(yè)形象？3.你布置的英語視頻作業(yè)被家長舉報“強制學生購買付費剪輯軟件”，實際只是推薦。如何澄清并挽回信任？4.中考改革增加口語機考，部分農村學生從未用過耳麥，產生技術恐懼。作為教研組長，你怎樣設計兩周沖刺方案？5.人工智能作文批改軟件給出分數普遍低于人工，學生質疑“機器不懂我”。如何向學生解釋并維護工具公信力？第八部分面試禮儀與時間管理微技巧1.0-30秒：步入考場，微笑點頭，不主動伸手，等考官示意。2.30-120秒：結構化問答，回答前停頓2秒，顯得沉穩(wěn)；用“First…Then…Finally…”標識層次，方便考官筆記。3.試講0秒：寫板書前，先側身一步，避免背影；寫關鍵詞而非長句，確保最后一排看清。4.互動環(huán)節(jié)：叫學生名字時用“theboyinblue”而非“you”,體現關注全體。5.答辯被質疑：先肯定考官視角“Yourconcernisvalid…”,再給證據，以退為進。6.時間警戒線：9分鐘提示牌舉起時，立即進入總結，不可新增任務。7.擦黑板：用短橫握法，一次擦凈，不揚塵；板擦歸位，體現歸位意識。8.退出：側身30°退出，輕聲關門，不回頭。第九部分全真模擬考場腳本（10分鐘完整走臺）考官A：Nextcandidate,LiHui.(考生輕敲門兩次，進入，站姿30°角)ExaminerB:Question1—howdoyou…（見題1）考生答（2分鐘，略）ExaminerC:Question2…考生答（2分鐘，略）ExaminerA:YourteachingexcerptwillbefromUnit5…Youhave20mintoprepare.(備考室，寫簡案，做詞卡，深呼吸4-7-8法)(返回)ExaminerB:Youmaybegin.考生：Goodmorning,everyone!Imagine…(進入上述逐字稿)(9分鐘提示牌舉)考生：Sotodaywelearnedthatpastcontinuouspaintsthebackground…Nowlookatyourphonegallery—findonerainyphotoandwrite20wordsunderneath.We’llshareintomorrow’scircle.That’sallfortoday.Thankyou!ExaminerC:WhydidyouchooseInstagraminsteadofpaperhomework?考生：Becausemultimodalpostingincreasestaskauthenticity;paperhomeworkisprivate,whileahashtagthreadcreatespeer-to-peerfeedbackevenafterschool,aligningwiththecompetencyframeworkof“usingEnglishforrealcommunication”.ExaminerA:OK,thankyou.(考生擦黑板，復位椅子，退場)第十部分常見語法錯誤急救包1.過去進行時被動語態(tài)：×ThehousewasbeingpaintedbyTomyesterday.√正確，但初中不拓展，回避。2.過去進行時與一般過去時并列：×Iwaswalkingtoschoolandmetmyfriend.√IwaswalkingtoschoolwhenImetmyfriend.3.狀態(tài)動詞進行化：×Iwasknowingtheanswer.√Iknew…4.非謂語混用：×Whentherainstopped,theywererunningtogohome.√…theyranhome.5.主謂一致：×Thestudentswaslistening.√were第十一部分課堂用語100句（節(jié)選高頻）1.“Handsonchestifyou’reready.”2.“One,two,eyesonyou