教师资格证高中英语面试模拟试题1.docx

教师资格证高中英语面试模拟试题1.docx

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教师资格证高中英语面试模拟试题1

2021下半年教师资格证高中英语面试模拟试题

第一批

二、考题解析

【教案】

TeachingAims

Knowledgeaim:

Studentswillrecognizetheliaisoninthetargetpassageandmemorizetheliaisonrules.

Abilityaim:

1.Studentscanworkouttheliaisonrulesthroughlistening,pairworkandtheguidancefromtheteacher.

2.Studentscanapplytheliaisonrulesintopracticeandexpressthemselvesinamoreidiomaticwaythroughimitating,speakingandreading.

Emotionalaim:

Afterthislesson,studentswillbemoreconfidentinspeakingEnglish.

TeachingKey&DifficultPoints

Keypoint:

Studentscanmastertheliaisonrules.

Difficultpoint:

Studentscanapplytherulesintopractice.

Teachingprocedures:

Step1:

Warmingup

1.PlaythemusicvideoFatherissuedbyGuitarCoverandhaveafreetalkabout“theimpressivestorybetweenyouandyourfather”.

2.Askthestudentstothinkoverthequestion:

whathaveyoudoneforyourfather.

Step2:

Presentation

1.Askthestudentstoreadthepassageonthetextbookaloudafterthetapeandaskwhyyoucan’tcatchthespeedofthetape.Explaintherearesomeliaisonsinthepassage.

2.Askstudentstocirclealloftheliaisoninthetargetmaterialthroughlisteningtothetape.

3.Askstudentstoworkinpairstofindouttherulesofliaisonbyclassifyingwhetherawordisendedwithaconsonantandthefollowingwordisinitiatedwithavowel.

4.Leadthestudentstoreadtheliaisonaftertheteacherandtellstudentsliaisonhappenswhenawordisendedwithaconsonantandthefollowingwordisinitiatedwithavowel.

Step3:

Practice

Askthewholeclasstoreadafterthetapeseveraltimesandtrytoimitate,thensomestudentswillbeinvitedtohaveacompetitiontoreadthepassagetotheclass,andothersjustifywhoreadsfaster.

Step4:

Production

1.Presentthemanotherpieceofpassageandaskthemtoworkinpairstounderlinetheliaisoninsideandtrytoreaditfluently.Afterwards,thestandardeditionwillbepresented.

2.Funnydubbing:

apartofthemovieDespicableMeispresentedforstudentstoimitate,practiceandcompeteforthebestvoiceactor.

Step5:

Summary&Homework

1.Askstudentstosummarizeandmemorizetheliaisonrules.

2.Afterclass,choosetheirfavoritepartfromtheirfavoritemovieanddothevoiceactingjob.

IVBlackboarddesign

二、考题解析

【教案】

Teachingaims:

Knowledgeaim:

studentswillknowmoreaboutBritishcoffeeculture.

Abilityaim:

studentscancatchsomedetailedinformationaboutthepassage.

Emotionalaim:

studentswillappreciatedifferentculture.

Keyanddifficultpoint:

Studentswillgetthegeneralideaofthispassage.

Studentscanexpresstheirideasaboutthetopic.

Teachingprocedure:

Step1:

Warming-up

Greetthestudents.

Haveafreetalkwiththemandaskthemiftheydrinkcoffee.

Step2:

Pre-reading

PlaythemashortvideotointroduceBritishteaculture,andfilltheminwiththeinformationthatBritainhasalonghistoryforteaculturetogivethemsomebackgroundinformationforthepassageunderstanding.

Step3:

While-reading

1streading:

givethem2minutestoreadthepassagequicklytogetthegeneralideaofthispassageandinvitesomestudentstosharetheiranswers.

2ndreading:

leavethequestiontothem--whatisthestereotypeandtruthaboutBritishpeople?

Andgivethem5minutestoreadthepassagecarefullytofindtheanswers.After5minutes,invitesomestudentstosharetheirideas.Andthendividethemintogroupsof4tofindtheevidencefromthetexttosupporttheirideas.

Step4:

Post-reading

Activity1:

invitetwostudentstoretellthepassageaccordingthecluesontheblackboard.

Activity2:

dividethemintogroupsof3totalkaboutChinafoodculture.

Step5:

Summaryandhomework

Inviteastudenttomakeasummarythenleavethemthehomework-searchonlineforthedevelopmentofcoffeecultureinChina.

Blackboarddesign:

二、考题解析

【教案】

Teachingaims:

Knowledgeaim:

studentswillrecognizethestructureandgrammarmeaningofappositiveclauses.

Abilityaim:

studentswillbeabletoapplyappositiveclausesintheirdailyuse.

Emotionalaim:

studentswillcultivatetheawarenessofprotectingtheenvironment.

Keyanddifficultpoint:

Studentswillmasterthestructureandgrammarmeaningoftheappositiveclause.

Studentscantellthedifferencebetweenappositiveclausesandattributiveclauses.

Teachingprocedure:

Step1:

Warming-up

Greetthestudents.

Haveashortreviewaboutattributiveclausefromlastclass.Thenaskstudentstocomparethetwosentencesbelowandleadtothenewlessonfortheappositiveclause.

Thenewsthatmyfathertoldmeyesterdaymademecry.

Thenewsthatmyfatherwonthegamemademecryyesterday.

Step2:

Presentation

Askstudentstoreadtheabovematerialfirst,theninvitethemtosharetheirunderstandingaboutthetwo“that”clauses.Thentrytofindthestructurewiththemtogether:

thetwothatclauses（appositiveclauses）hereexplainthenoun“doubt”andshowthemeaningofit.Anotherexampleofthisisthat“Thenewsthatmyfatherwonthegamemademecryyesterday.”Here,“thatmyfatherwonthegame”isactuallythecontentofthenews.Thefunctionofitisnottomodifythenounbuttoshowthecontentofitwhichisdifferentfromtheattributiveclause.

Step3:

Practice

1.Findtheattributiveclauseinthematerialandrewriteittoanappositiveclause:

“itishumanactivitythathascausedthisglobalwarming”---”itishumanactivitythatwedrivetoomanycarsthathascausedthisglobalwarming”

2.Listsomesentencesonthescreenandaskstudentstotellwhichareattributiveclausesandwhichareappositiveclauses.

Step4:

Production

Dividethemingroupsof4tohaveadiscussionaboutwhatcanwedotohelptheglobalwarmingandgivethem5minutestodiscuss.Showthemanexampleas:

Iholdtheideathatpromotingthepublictransportationsystemwillencouragemorepeopletravellessbyprivatecars.

Thenewsthatthegovernmentisputtingmoneyoncleanenergyisalsohelpful.

Step5:

Summaryandhomework

Inviteastudenttomakeasummarythenleavethemthehomework-searchonlinefor5commonnounswhichoftenappearintheappositiveclause.

Blackboarddesign:

二、考题解析

【教案】

Teachingaims:

Knowledgeaim:

studentswillmasterthestructureandgrammarmeaningofpassivevoice.

Abilityaim:

studentswillbeabletospeakorwriteinpassivevoice.

Emotionalaim:

studentswillunderstandtheimportanceofteamwork..

Keyanddifficultpoint:

Studentswillmasterthestructureandgrammarmeaningofpassivevoice.

Studentscanapplythegrammarintheirdailyspeaking.

Teachingprocedure:

Step1:

Warming-up

Greetthestudents.

Showthemasentence:

CambridgeUniversityPresspublishedthisbook.Andhaveashortreviewabouttheactivevoice.

Theactivevoiceisthetypicalwordorder.Weputthesubject（thetopicorthetheme）first.Thesubjectisthe‘doer’oragentoftheverb.Andtellthemthatwecanalsorewritethissentenceinto“ThisbookwaspublishedbyCambridgeUniversityPress.”andleadtothenewlesson.

Step2:

Presentation

1.Taketheabovesentenceasanexample,andanalyzeitwiththestudentstogether:

Inthepassive,thepersonorthingthattheactionwasdonetobecomesthetopicortheme.Wecanleaveoutthe‘doer’oragent,orwecanplacethe‘doer’inaprepositionalphrase（by+‘doer’）.

2.Showthesentence“Itisreportedthatmanyahouseisbeingbuiltatpresentinthedisasterarea.”andaskthemtotalkaboutthetwopassiveforms.Andcompletethetablewiththemtogether.

Step3:

Practice

Thenshowthesentence“Itisreportedthatmanyahouseisbeingbuiltatpresentinthedisasterarea.”andaskthemtoaddupthedoersinthissentence.

Step4:

Production

Askthemtoworkwiththeirdeskmatesandtodescribetheirdailyactivitieswitheachother.Andpassivevoicesneedtobeapplied.Andafter5minutes,invitesomepairstosharetheiranswers.

Step5:

Summaryandhomework

Inviteastudenttomakeasummarythenleavethemthehomework-comeoutormoreexamplesofpassivevoiceindifferenttenses.

Blackboarddesign:

第二批

二、考题解析

【教案】

Teachingaims:

Knowledgeaim:

Bytheendoftheclass,studentswillknowsomekeywordsaboutenvironmentprotection,suchassufferform,reusableshoppingbags,doharmtoandsoon..

Abilityaim:

Students’writingabilityofexpressingtheiropinionscanbeimprovedbytheendoftheclass.

Emotionalaim:

Studentswillfostertheawarenessof.protectingenvironment.

Keyanddifficultpoint:

Studentswillimprovetheirwritingability.

Leadingstudentstothinkaboutthingsbeyondtheirreallife.

Teachingprocedure:

Step1:

Warming-up

Greetthestudents.

Watchashortvideoaboutpollutionandsharetheiropinionsaboutthisissue.

Step2:

Pre-writing

1.Tellstudentswewouldwriteanarticleandthetopicisenvironmentprotection.

2.Showstudentsapassageandtrytofindoutthebadeffectsofcigaretteandplasticpollution.

3.Runabrainstormingactivityandhaveadiscussion:

askstudentsthequestionasfollows:

Whatshouldwedotopreventtheenvironmentprotection?

Theycanchangetheirideaswiththeirpartners.Afterthediscussion,Iwouldpicksomestudentstoreporttheirtopicsatthefront.

Step3:

While-reading

Givestudentssomeguides,suchas:

payattentiontothespelling,punctuation,sentencestructureandtenses.

10minuteswouldbegiventothemtocompletetheirarticlesindividually.

Step4:

Post-writing

Peerediting:

Askstudentstocheckandedittheirpartners’articleandgivethemsomesuggestions.

Shareandevaluation:

InvitesomestudentstosharetheirarticlesatthefrontandIwouldgivethemsomecomments.

Step5:

Summaryandhomework

Inviteastudenttomakea