高中教师资格证面试真题以及教案.docx

1、高中教师资格证面试真题以及教案语音课：二、考题解析【教案】Teaching AimsKnowledge aim: Students will recognize the liaison in the target passage and memorize the liaison rules.Ability aim:1. Students can work out the liaison rules through listening, pair work and the guidance from the teacher.2. Students can apply the liaison ru

2、les into practice and express themselves in a more idiomatic way through imitating, speaking and reading.Emotional aim: After this lesson, students will be more confident in speaking English.Teaching Key &Difficult PointsKey point: Students can master the liaison rules.Difficult point: Students can

3、apply the rules into practice.Teaching procedures:Step 1: Warming up1. Play the music video Father issued by Guitar Cover and have a free talk about “the impressive story between you and your father”.2. Ask the students to think over the question: what have you done for your father.Step 2: Presentat

4、ion1. Ask the students to read the passage on the textbook aloud after the tape and ask why you cant catch the speed of the tape. Explain there are some liaisons in the passage.2. Ask students to circle all of the liaison in the target material through listening to the tape.3. Ask students to work i

5、n pairs to find out the rules of liaison by classifying whether a word is ended with a consonant and the following word is initiated with a vowel.4. Lead the students to read the liaison after the teacher and tell students liaison happens when a word is ended with a consonant and the following word

6、is initiated with a vowel.Step 3: PracticeAsk the whole class to read after the tape several times and try to imitate, then some students will be invited to have a competition to read the passage to the class, and others justify who reads faster.Step 4: Production1.Present them another piece of pass

7、age and ask them to work in pairs to underline the liaison inside and try to read it fluently. Afterwards, the standard edition will be presented.2.Funny dubbing: a part of the movie Despicable Me is presented for students to imitate, practice and compete for the best voice actor.Step 5: Summary & H

8、omework1. Ask students to summarize and memorize the liaison rules.2. After class, choose their favorite part from their favorite movie and do the voice acting job.IV Blackboard design阅读题：【教案】Teaching aims:Knowledge aim: students will know more about British coffee culture.Ability aim: students can

9、catch some detailed information about the passage.Emotional aim: students will appreciate different culture.Key and difficult point:Students will get the general idea of this passage.Students can express their ideas about the topic.Teaching procedure:Step 1: Warming-upGreet the students.Have a free

10、talk with them and ask them if they drink coffee.Step 2: Pre-readingPlay them a short video to introduce British tea culture, and fill them in with the information that Britain has a long history for tea culture to give them some background information for the passage understanding.Step 3: While-rea

11、ding1st reading: give them 2 minutes to read the passage quickly to get the general idea of this passage and invite some students to share their answers.2nd reading: leave the question to them-what is the stereotype and truth about British people? And give them 5 minutes to read the passage carefull

12、y to find the answers. After 5 minutes, invite some students to share their ideas. And then divide them into groups of 4 to find the evidence from the text to support their ideas.Step4: Post-readingActivity 1: invite two students to retell the passage according the clues on the blackboard.Activity 2

13、: divide them into groups of 3 to talk about China food culture.Step5: Summary and homeworkInvite a student to make a summary then leave them the homework-search online for the development of coffee culture in China.Blackboard design:语法题：【教案】Teaching aims:Knowledge aim: students will recognize the s

14、tructure and grammar meaning of appositive clauses.Ability aim: students will be able to apply appositive clauses in their daily use.Emotional aim: students will cultivate the awareness of protecting the environment.Key and difficult point:Students will master the structure and grammar meaning of th

15、e appositive clause.Students can tell the difference between appositive clauses and attributive clauses.Teaching procedure:Step 1: Warming-upGreet the students.Have a short review about attributive clause from last class. Then ask students to compare the two sentences below and lead to the new lesso

16、n for the appositive clause.The news that my father told me yesterday made me cry.The news that my father won the game made me cry yesterday.Step 2: PresentationAsk students to read the above material first, then invite them to share their understanding about the two “that” clauses. Then try to find

17、 the structure with them together: the two that clauses (appositive clauses) here explain the noun “doubt” and show the meaning of it. Another example of this is that “The news that my father won the game made me cry yesterday.” Here, “that my father won the game” is actually the content of the news

18、. The function of it is not to modify the noun but to show the content of it which is different from the attributive clause.Step 3: Practice1.Find the attributive clause in the material and rewrite it to an appositive clause:“it is human activity that has caused this global warming”-”it is human act

19、ivity that we drive too many cars that has caused this global warming”2.List some sentences on the screen and ask students to tell which are attributive clauses and which are appositive clauses.Step4: ProductionDivide them in groups of 4 to have a discussion about what can we do to help the global w

20、arming and give them 5 minutes to discuss. Show them an example as:I hold the idea that promoting the public transportation system will encourage more people travel less by private cars.The news that the government is putting money on clean energy is also helpful.Step5: Summary and homeworkInvite a

21、student to make a summary then leave them the homework-search online for 5 common nouns which often appear in the appositive clause.Blackboard design:语法题：Teaching aims:Knowledge aim: students will master the structure and grammar meaning of passive voice.Ability aim: students will be able to speak o

22、r write in passive voice.Emotional aim: students will understand the importance of teamwork.Key and difficult point:Students will master the structure and grammar meaning of passive voice.Students can apply the grammar in their daily speaking.Teaching procedure:Step 1: Warming-upGreet the students.S

23、how them a sentence: Cambridge University Press published this book. And have a short review about the active voice.The active voice is the typical word order. We put the subject (the topic or the theme) first. The subject is the doer or agent of the verb. And tell them that we can also rewrite this

24、 sentence into “This book was published by Cambridge University Press.” and lead to the new lesson.Step 2: Presentation1. Take the above sentence as an example, and analyze it with the students together:In the passive, the person or thing that the action was done to becomes the topic or theme. We ca

25、n leave out the doer or agent, or we can place the doer in a prepositional phrase (by + doer).2. Show the sentence “It is reported that many a house is being built at present in the disaster area.” and ask them to talk about the two passive forms. And complete the table with them together.Step 3: Pr

26、acticeThen show the sentence “It is reported that many a house is being built at present in the disaster area.” and ask them to add up the doers in this sentence.Step4: ProductionAsk them to work with their desk mates and to describe their daily activities with each other. And passive voices need to

27、 be applied. And after 5 minutes, invite some pairs to share their answers.Step5: Summary and homeworkInvite a student to make a summary then leave them the homework-come out or more examples of passive voice in different tenses.Blackboard design:听力题目：教学过程Step 1 Lead inA report: Ask a student on dut

28、y to give an oral report while other students listen to him/her carefully, and after that I will ask some questions about her report.Possible answer: my family, including a pet.Q: Who is special in her family? ( A pet)Who is going to look after a dog or a cat?What does she do every day? (Ill feed it

29、, bathe it and walk it every day!)Step 2 Pre-listening1. Discussion: Show a question and ask them to discuss with their partner.Q: If you have a pet, but it is very dirty, what will you do? And how to do?(To encourage students to try their best to speak in English)2. Word study: Before listening, gi

30、ve Ss some new words and expressions that can help them have a good understanding about the listening material.Step 3 While-listeningFirst of all, lets look at the pictures. Guess what happened to them or get the Ss to guess the answers to the questions. Then let them listen to the tape. For the fir

31、st time, let them listen carefully and get the general idea. For the second time, let them answer the questions according to what they hear.Extensive listening:At the first listening, students will be required to get the main idea. After that, ask students to talk about it in their own language.At t

32、he second time, students will listen to the dialogue carefully again and fill the following blanks according to what they hear.Three minutes later, the Ss give different answers.Step 4 Post-listening1. Repeat the dialogue. Play the tape for the last time, and ask students to pay more attention to the pronunciation and intonation while imitating.2. Retell the story. Show some important phrases on the s