下半年高中英语教师资格证面试试题精选第二批.docx

1、下半年高中英语教师资格证面试试题精选第二批2018年下半年教师资格面试-高中英语-试讲及答辩-考题解析高中英语 词汇一、考题回顾题目来源1月5日 下午 太原市 面试考题试讲题目1.题目：2.内容：I am always the first one to get to the office. Meetings and phone calls take up a large part of the day.Every minute of the day is filled with urgent matters.By around eight oclock,I usually find some

2、time to do my own paperwork and answer some personal e-mail.3.基本要求：(1)十分钟全英试讲(2)讲解划线处词汇答辩题目What will you do if students cant understand the words you explain?二、考题解析【教案】Teaching aims:Knowledge aim:Students are able to master the meaning and the usage of underlined words and know the relative words an

3、d phrases:get to, take up, be filled with,arrive in/at, occupy,occupation,be full ofAbility aims:(1) Students can guess the meaning of new words and phrases while reading(2)After this lesson, students can learn how to use these and relative words and phrases to describe their daily life.Emotional ai

4、m:Students are able to love learning English after this lesson.Key and difficult point:Key Point: master the meaning and the usage of new words and phrases :get to, take up, be filled with,arrive in/at, occupy,occupation,be full ofDifficult Point: understand the meaning of the new words and phrases

5、and use them in their daily life.Teaching procedures:Step 1: Warming-up1. Greetings.2. Play a video about a person who is busy with his work life and ask students several questions:What can you see from this video?Can you describe information in detail using your own language?Step 2: Presentation1.

6、Present the paragraph on the PPT. And then ask students to read this passage to guess the meaning of underlined words and phrases. Give students 5 minutes to discuss in the group. And Invite students to give the answers.2.Then paraphrase these words in English using the pictures. For example, get to

7、 means arrive in/at or reach. If something takes up a particular amount of time, space, or effort, it uses that amount. At the same time, present a picture with a man coming the office through the door.3. Besides introduce the relative phrases, such as take over, take on, take in and so on.Step 3: P

8、ractice1.Make sentences: ask students to make sentences using the new words. Then correct the grammar mistakes and give the positive feedbacks.2.Make up a new story: Give students several pictures in disorder and ask them to describe these pictures using the sentences which concludes the new words t

9、hat have just learnt. Then rank these sentences into a new story. Give students 5 minutes to discuss with their deskmates and then invite several students to share their stories.Step4: Production1. Discussion: Ask students to use the words and expressions learnt to describe their daily life with the

10、ir partner. After 5 minutes, invite several students to share their daily life.2. Survey: Ask students to make a survey about your classmates daily life using three questions in the group. Four person in one group and finish the chart in 10 minutes.Then invite the representatives to make a report fo

11、r the whole class.【答辩题目解析】What will you do if students cant understand the words you explain?【参考答案】First, if students cant understand the words that I explain, I will change another way to try my best way to explain this words again. Maybe last way isnt fit for our students. For example, our student

12、s are in high school so last way may be the paraphrase, which is just in language not use other methods or approaches. I will add the video or pictures to help students to understand the new words.Second, after class, I also need to reflect myself. Not only do I need to learn more ways to use in our

13、 class, but also I should know more my students, especially their understanding to the new knowledge in case the same situation comes again.2. Do you have the experience in teaching?【参考答案】Yes, I do. I have taught a teenager in high school. She was the junior. I mainly taught her grammar. I found her

14、 grammar was not very systematic. So I taught her from the grammar in words to the grammar in sentences in order to make her master the whole grammar, especially those always appeared in her exams. And during the teaching, I find the most important that it is the teacher should have a better underst

15、anding of the whole grammar and the high school English course. Besides, the teacher should pay more attention to the patience. It will make students relax when their learning and get along with the students.高中英语 阅读一、考题回顾题目来源1月5日 下午 山西省 太原市 面试考题试讲题目1.题目：Body Language2.内容：Yesterday, another student a

16、nd I, representing our universitys student association, went to the Capital International Airport to meet this years international students. They were coming to study at Beijing University. We would take them first to their dormitories and then to the student canteen. After half an hour of waiting f

17、or their flight to arrive, I saw several young people enter the waiting area looking around curiously. I stood for a minute watching them and then went to greet them.The first person to arrive was Tony Garcia from Colombia, closely followed by Julia Smith from Britain. After I met them and then intr

18、oduced them to each other, I was very surprised. Tony approached Julia, touched her shoulder and kissed her on the cheek! She stepped back appearing surprised and put up her hands, as if in defence. I guessed that there was probably a major misunderstanding. Then Akira Nagata from Japan came in smil

19、ing, together with George Cook from Canada. As they were introduced, George reached his hand out to the Japanese student. Just at that moment, however, Akira bowed so his nose touched Georges moving hand. They both apologized - another cultural mistake!Ahmed Aziz, another international student, was

20、from Jordan. When we met yesterday, he moved very close to me as I introduced myself. I moved back a bit, but he came closer to ask a question and then shook my hand. When Darlene Coulon from France came dashing through the door, she recognized Tony Garcias smiling face. They shook hands and then ki

21、ssed each other twice on each cheek, since that is the French custom when adults meet people they know. Ahmed Aziz, on the contrary, simply nodded at the girls. Men from Middle Eastern and other Muslim countries will often stand quite close to other men to talk but will usually not touch women.As I

22、get to know more international friends, I learn more about this cultural body language. Not all cultures greet each other the same way, nor are they comfortable in the same way with touching or distance between people. In the same way that people communicate with spoken language, they also express t

23、heir feelings using unspoken language through physical distance, actions or posture. English people, for example, do not usually stand very close to others or touch strangers as soon as they meet. However, people from places like Spain, Italy or South American countries approach others closely and a

24、re more likely to touch them. Most people around the world now greet each other by shaking hands, but some cultures use other greetings as well, such as the Japanese, who prefer to bow.These actions are not good or bad, but are simply ways in which cultures have developed. I have seen, however, that

25、 cultural customs for body language are very general - not all members of a culture behave in the same way. In general, though, studying international customs can certainly help avoid difficulties in todays world of cultural crossroads!3.基本要求：(1)全英文试讲。(2)设计语篇教学。(3)有互动环节。答辩题目What can students get fro

26、m this reading class?How many steps are there in a complete class?二、考题解析【教学过程】Teaching aims:Knowledge aim:Students can acquire some useful knowledge about different body languages and realize the culture differences they reflect.Ability aim:Students will use the reading skills proficiently.Emotional

27、 aim:Students will foster the awareness of cross-culture communication.Key and difficult point:Key Point: Students will be able to obtain the required information from the text.Difficult Point: Students can recognize and be interested in the culture diversities.Teaching procedure:Step 1: Warming-up1

28、. Greet the students.2. Do some actions and let students guess the meaning the teacher wants to convey.Step 2: Pre-readingShow the picture in the airport and ask students to predict what is going to happen. Several students will stand up and express their predictions.Step 3: While-reading1. Read the

29、 text for the first time and students need to check their guessing and find out how many countries are mentioned in this passage.2. Read again, then complete the table with the detailed information they have found. The answers will be checked together.【答辩题目解析】What can students get from this reading

30、class?【参考答案】I believe my students will not only obtain the knowledge of various body language used by people who have different backgrounds, but also get the practical reading skills after this class. For the cross-culture knowledge, students can acquire it from both this passage and the Internet, w

31、hich helps them make full use of the textbook and extra curriculum resources. For the reading skills, I will remind them to pay attention to the key words and then locate the correct answers.How many steps are there in a complete class?.【参考答案】When I was designing this reading course, the model I use

32、d is PWP. It contains five steps: warming-up, pre-reading, while-reading, post-reading, summary and homework. The main steps are pre-reading, while-reading, and post-reading. In each step, students need to finish different tasks, such as prediction, skimming or scanning, retelling or role-play. It is an efficient and rational way to design skill-based course. Thank you.高中英语 阅读一、考题回顾题目来源1月5日 下午 上海 面试考题试讲题目1.题目：What has happened to Odysseus?2.内容：When the Trojan war ended, the oth