2019上半年教师资格高中英语面试真题及答案.pdf

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1、2019 上半年教师资格高中英语面试真题及答案(第一批)一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aims:(1)Students can master the usage of the appositive clause.(2)Students will grasp the abstract nouns in the appositive clause.Ability aim:After this lesson,students can use this grammar to explain the abstract nouns.Emotional ai

2、m:Students are able to get the confidence of learning English.Key and difficult point:Key Points:1)Master the usage of appositive clause and abstract nouns in the appositive clause.2)Use this grammar to explain the abstract nouns.Difficult Point:Be able to get the confidence of learning English.Teac

3、hing procedures:Step 1:Warming-up1.Greetings.2.Daily life:Ask student“Do you know what is clone?”,and invite some studentsto answer this question.3.Lead in the topic of this lesson“Cloning”.Step 2:Presentation1.Ask students to open the book and the teacher reads the passage,and then askstudents to r

4、ead this passage by themselves for 2 minutes to realize what is cloning,at this same time,the teacher writes the two sentences on the blackboard.1)The problem that she later developed a serious lung disease bothered scientists2)Scientists made the decision that Dolly should be put to sleep.2.The tea

5、cher asks students to discuss with their desk mates what is the similarityof the two sentences for 3 minutes and then invites some of them to answer it.Structure:abstract noun+that clause3.Tell the students the structure of this kind is appositive clause and appositiveclause has an abstract noun in

6、front of it,which explains the content of the noun,in appositive clauses,“that”is a conjunction and does not play any roles.4.Then the teacher asks students to discuss with their desk mates what kind ofabstract nouns we can use in appositive clause for another 3 minutes and later invitessome of them

7、 to answer it.The abstract noun:news,idea,fact,problem,decision and so on.For example:I heard the news that our team had won.Step 3:Practice1.Answer questions:ask students which sentences are appositive clauses on thescreen.1)The girls were surprised at the fact that ocean ships can sail up the Grea

8、tlakes.(appositive clause)2)He is a man that I saw yesterday.(attributive clause)3)I have no idea that she works so hard every day.(appositive clause)Step4:Production1.Divide the class into four groups and ask students to make a discussion with theirgroup mates about the differences between the appo

9、sitive clause and the attributiveclause we have learned before for 6 minutes.Meanwhile,ask students to make somesentences of both kinds.2.Later invites some of groups to share with us.Step5:Summary and HomeworkSummary:ask a student to summarize the content of the lesson for whole class.Homework:fini

10、sh the exercise on page 21.一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aims:Students can understand the tone of general question and special question.Ability aim:After this lesson,students can express different tones in different questions intheir daily life.Emotional aim:Students will pay more attentio

11、n to English sentences expressions.Students will be more interested in speaking English.Key and difficult point:Key Point:master the different tones of general questions and special questions.Difficult Point:use these rules to express different tones in daily life.Teaching procedures:Step 1:Warming-

12、up1.Greetings.2.Sing a song“I believe I can fly”.3.Ask students“when we sing this song,which sports celebrity comes to your mind?Some students may be invited to share,then lead in the new topic today.Step 2:Presentation1.Ask students to open the book and find out questions in this article,then invit

13、ea student to come to the front and write down their answers.1).What sports do you like doing?2).Do you like watching sports on TV?2.Then read these two sentences for students twice,and ask them which part soundsbetter.Next let them think why they are different.After 5 minutes,invite severalstudents

14、 to share their ideas.3.Then lead students to make a conclusion of theintonation of general question and special question.(we use raising tone in generalquestion and use falling tone in special question.)Step 3:PracticeActivity:Reading1.Ask students to read the general questions and special question

15、s in this article.Then invite some students to come to the front and read the sentences with intonation.2.Ask students to read the lyrics of some famous songs to deepen their impressionof the target knowledge.Step4:ProductionActivity:Role playAsk students work in pairs,one of the student acts as a r

16、eporter,the other oneacts as a famous star.They need to have an interview with general question andspecial questions as much as they can.Then invite some of students come to the frontto share their conversation.Step5:Summary and HomeworkSummary:ask a student to read the sentences on the blackboard a

17、nd conclude thepronunciation rules of general questions and special questionsHomework:use these two kinds of intonation to ask questions in their daily life.【答辩题目解析】1.Please introduce the types of intonation and give the examples.【参考答案】There are four types of intonation,falling tone,rising tone,fall

18、ing-rising tone,and rising-falling tone.We use falling tone in special question,exclamatorysentences,declarative sentences;rising tone in general question,falling-risingtone in disjunctive question,and rising-falling tone in alternative question.2.Why do you want to be an English teacher?【参考答案】First

19、 of all,I like this job,and I like to communicate with children.I thinkchildren have the innocence and purity that we adults dont have.When I am withthe children,I can feel the innocence and purity from them.Another reason is thatteaching is a way for me to make a living.If I love this job,I will do

20、 it wellwith my heart.As we all know,the efficiency of taking the initiative to do somethingis different from that of doing it passively.So these are the reasons for why Iwant to be a teacher.一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aims:(1)Students are able to understand the content of the passage.(

21、2)After this lesson,students can know the writing style of film critics and knowmore information about“Crouching Tiger,Hidden Dragon”.Ability aim:Students can use different basic reading strategies like predicting,graspingdetails correctly in their reading process.After this lesson,students can eval

22、uate the film“Crouching Tiger,Hidden Dragon”objectively.Emotional aim:Students are able to love Chinese traditional culture.Key and difficult point:Key Point:understand the content of the passageDifficult Point:use this different basic reading strategies to deal with differentreading questions.Teach

23、ing procedures:Step 1:Warming-up1.Greetings.2.Play a video:The teacher show the fragment of“Crouching Tiger,Hidden Dragon”and ask students if they know anything about the film.3.Then tell students this fragment is about two main characters.Then lead in thetopic of today:“Crouching Tiger,Hidden Drago

24、n”.Step 2:Pre-reading1.Ask students if they know the background of the movie.Then ask one student toanswer the question.2.Give evaluation to the students,then tell students the background of the film.The film tells the story of a generation of heroes,Li Mubai,who has withdrawn fromthe all corners of

25、 the country.He entrusts the confidante,Le Xiulian,to bringhis Qingming sword to the capital,and presents it as a gift to the Baylor collection.The fact that Li Mubais retreats from the all corners of the country actually causesmore grievances.Step 3:While-readingA.Extensive reading1.Let students to

26、 read the passage for the first time.Ask students a question:Whatdo you think this article might be chosen from?(This passage may be chosen froma movie magazine.)2.Then let one student answer the question and give evaluation.B.Intensive reading1.Let students to read the passage for the second time.W

27、rite down two questionson the blackboard:1).What kind of details are mentioned in the film?2).Please find the down side of the film.2.Then invite two students to answer these questions separately and give evaluation.Write down the right answer on the blackboard.1).The film details the theft of the G

28、reen Destiny,the romantic and politicalintrigues that ensue,and the major characters life quests.2).Lee seems to be so in love with his compositions and conceits that the film slowsto a crawl in some sequences.Step4:post-reading1.Retell the film according to the key details on the blackboard.2.Make

29、Discussion:Ask students to talk about which character do you like best,and why?Step5:Summary and HomeworkSummary:ask a student to conclude the content of the lesson and summarize with thewhole class.Homework:Watch this movie completely and try to write a short films critics.【答辩题目解析】1.How did you eva

30、luate the performance of students in the class?【参考答案】Students are unique and developing individuals.And they are eager for teachers approval and encouragement.Therefore,in my class,as long as students shared their answers actively,I wouldgive them positive and reasonable evaluations,for example,“You

31、r pronunciationis improving”,“You found the answer so fast”.If students made mistakes,Iencouraged them like“You are very brave”“Think it over and try again.”andguided them to get the right answer.In this way students will not lose theirconfidence in learning English and will be more active in my cla

32、ss.In the future,I will try my best to find more methods to encourage my students tolet them study actively.2.Whats your key points?【参考答案】The key points is that students can understand the content of the passage.(第二批)【教案】Teaching aims:Knowledge aims:Students can master the structure of notice.Abilit

33、y aim:Students can improve their abilities of collection and organization.After this lesson,students can write some notice in their daily life.Emotional aim:Students are able to get the confidence of learning English.Key and difficult point:Key Point:Master the structure of notice.Difficult Point:St

34、udents can gain the ability of writing some notice in their dailylife.Teaching procedures:Step 1:Warming-up1.Greetings and talk weather with students.2.Homework:Ask students to share the homework for last class“write a letterto your pen pal”.and think of the structure of letters.3.Introduces some di

35、fferent forms of writing.4.Lead to the new lesson,notice.Step 2:pre-writing1.Ask students to read the small article on the screen.Then ask student“Whats this article talking about?”And tell them it is a good news.And the ask them“Do you know the writing style of this article?”Then tell them it is a

36、notice.Thenask them”Do you know how to write a notice?”2.Then ask student to find some key segments about the notice.3.Then help them to conclude the structure of notice:Event,place,time and participants4.Ask students to think,how to write a notice about“student union will hold asinging competition.

37、”5.Show the materials on the blackboard：Event:Singing competitionsPlace:The fist dining hallTime:9 a.m.to 5 p.m.,next SundayParticipants:all the studentsStep 3:While-Writing1.Give students 15 minutes to write a notice with the collected writing material.2.When students are writing,correct their spel

38、ling and grammar.Step 4:Post-Writing1.Peer-editing:Ask students to check their notices with their deskmates.2.Sharing:Invite some students to share their notices.3.Give the evaluation according to their notices.Step5:Summary and HomeworkSummary:Ask a student to conclude the content of the lesson and

39、 summarize with thewhole class.Homework:Improve their works after class.Blackboard design:Reading books can make us a full man.I like reading during my spare time.Now Iwant to introduce you one book that I have ever read.It is called One hundredsuggestions for a teacher,written by Suchumlinskii.I th

40、ink I really learned a lotfrom it.It mainly tells us some good ways to be a good teacher,for example,weshould love our students,respect the uniqueness of them,and keep learning.Some of them are stilled call for by modern educationist.I usesome of them into my teaching,I find they are really useful.I

41、 think every teachercan read this book and learn how to be a good teacher from it.If I had a chanceto be a teacher,I would learn from it,learn from other experienced teachers,alwaystry to be a better teacher.1.How to correct students mistakes?【参考答案】Students may make some mistakes during their proces

42、s of learning,but as for hoeto correct their mistakes,it is an art.Students in this age like being praisedby teachers and do not want to be blamed for their mistakes.I think they are manyways to correct their mistakes,for example,explicit correction，recast，pinpointingand so on.Here I want to introdu

43、ce one that I am used to applying during my teaching,that is,elicitation.we can ask the students“how do we say.in English”,thenwe can lead the students to answer the questions continuously by gestures or eyesight.When the student cannot correct it,I can ask other students to correct itfor him or her

44、.In this way,the students can know the mistake more deeply.【教案】Teaching aims:Knowledge aims:(1)Students are able to understand the content of the passage.(2)Students can know some basic information of narration.Ability aim:Students can use different basic reading strategies like analyzing,grasping d

45、etailscorrectly in their reading process.After this lesson,students can write a narration by themselves.Emotional aim:Students will be more willing to get involved in class activities and boost theirinterest in learning English.Key and difficult point:Key Point:understand the characteristics of narr

46、ation.Difficult Point:improve students learning interest and write a narration bythemselves.Teaching procedures:Step 1:Warming-up1.Greeting.2.Have a free talk:Ask students some questions about their weekend.For example,1).Did you enjoy your weekend?2).What did you do on your last weekend?And how abo

47、ut your week days,what didyou do?3.Then ask students to answer the questions and give them some feedback.Then tellthem I have friend John he had wrote a short passage to describe his week,and askmy students if they want to know his week or not to lead in the topic of today:“Myweek”.Step 2:Pre-readin

48、g1.Prediction.Ask students to make a prediction about what John does during his week and invitesome students to share their ideas.Write down some of their answers on the blackboard to recall some related words andgive evaluation to the students.Step 3:While-readingA.Extensive reading1.Let students t

49、o read the passage for the first time.Ask students a question:Whatdoes the passage talk about?(This passage talks about the week of the writer)2.Then invite one student answer the question and give evaluation.B.Intensive reading1.Ask students to read the passage for the second time and finish the ex

50、ercise onthe blackboard:1).Johns lunch is diversified.(T/F)2).When does John return to the paperwork in the office?3).What does John do on Monday nights?4).Where does John go on Wednesday nights?5).Why does the author study French?2.Then invite two students to answer these questions separately and g