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1、2017下半年教师资格证高中英语面试真题第一批二、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 liaiso
2、n rules 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
3、 can 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: Pres
4、entation1. 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 w
5、ork in 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
6、word 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
7、 passage 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: Summar
8、y & Homework1. 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二、考题解析【教案】Teaching aims:Knowledge aim: students will know more about British coffee culture.Ability aim: studen
9、ts can 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
10、a free 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: Wh
11、ile-reading1st 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 c
12、arefully 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.Act
13、ivity 2: 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:二、考题解析【教案】Teaching aims:Knowledge aim: students will recogn
14、ize the structure 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 mean
15、ing of the 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
16、new lesson 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
17、 to find 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 th
18、e news. 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 h
19、uman activity 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
20、global warming 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 homeworkI
21、nvite a 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:二、考题解析【教案】Teaching aims:Knowledge aim: students will master the structure and grammar meaning of passive voice.Ability aim: students will be a
22、ble to speak or 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
23、the students.Show 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 als
24、o rewrite this 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 o
25、r theme. We can 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 toget
26、her.Step 3: PracticeThen 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
27、voices need to 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:第二批二、考题解析【教案】Teaching aims:Knowledge ai
28、m: By the end of the class, students will know some key words about environment protection, such as suffer form, reusable shopping bags, do harm to and so on. .Ability aim: Students writing ability of expressing their opinions can be improved by the end of the class.Emotional aim: Students will fost
29、er the awareness of .protecting environment.Key and difficult point:Students will improve their writing ability.Leading students to think about things beyond their real life.Teaching procedure:Step 1: Warming-upGreet the students.Watch a short video about pollution and share their opinions about thi
30、s issue.Step 2: Pre-writing1.Tell students we would write an article and the topic is environment protection.2.Show students a passage and try to find out the bad effects of cigarette and plastic pollution.3.Run a brainstorming activity and have a discussion: ask students the question as follows:Wha
31、t should we do to prevent the environment protection?They can change their ideas with their partners. After the discussion, I would pick some students to report their topics at the front.Step 3: While-readingGive students some guides, such as: pay attention to the spelling, punctuation, sentence str
32、ucture and tenses.10 minutes would be given to them to complete their articles individually.Step4: Post-writingPeer editing: Ask students to check and edit their partners article and give them some suggestions.Share and evaluation: Invite some students to share their articles at the front and I woul
33、d give them some comments.Step5: Summary and homeworkInvite a student to make a summary then leave them the homework to make a poster to publicize our ideas.Blackboard design:第三批二、考题解析【教案】Teaching AimsKnowledge aim:1. Students can do the right email format.2. Students will know more about the histor
34、y, customs of Mid-Autumn Festival.Ability aims:1. Students will be able to write emails to give information.2. Students will be able to introduce our traditional festival-Mid-Autumn Festival .Emotional aims:Students will feel proud of our traditional culture, and be willing to bring it to the world.
35、Teaching Key &Difficult PointsTeaching Key Point:They can write an email with right format.Teaching Difficult Point:Students can introduce Mid-Autumn Festival with enough information to make it clear to people from foreign cultures .Teaching Methods:Task-based Teaching ApproachTeaching AidsPPT, pict
36、uresTeaching proceduresStep 1 Warming-up (3 minutes)Show them some pictures about Mid-Autumn Festival which are about different activities. And then ask them to have a discussion about these pictures and they can write down the key words, sentences and so on. After the discussion, invite some studen
37、ts to describe these pictures.For example, they may describe the first picture as “ They are having a big family reunion.”And the second picture, they might describe as “China started to celebrate the festival since Tang dynasty.” Give some necessary guidance and corrections.Step 2 Pre-writing (8 mi
38、nutes)1. Set up a situation for the students: Your name is Liha. Your open-pal, Max, is coming from Australia with his parents. And he is writing to ask information about Mid-Autumn Festival.2. Show them the email from Max.Ask them to read the email first and figure out what kind of information does
39、 Max want. Later invite some students to share the answers. For example, they will find out that Max wants to know the history and traditions about Mid-Autumn Festival.3. After they figure out what they should write to Max, I will lead their attention to the format of Maxs email and remind them to p
40、ay attention to the salutation and the comma after it, as well as the greetings and so on.And I will invite some students to to clear out what we have got about email writing, and some other students to add up. For example, they will know after the salutation, we should put a punctuation-comma inste
41、ad of colon, and instead of put “Looking forward to seeing you soon.” in the greetings part, we can also use “Best wishes/regards. Your sincerely/truly. ” and so on.4.After we finish the format, we will go to the main body part. And I divide them into groups of 4 to have a discussion about the infor
42、mation that they want to convey in the email. And then they will have 5 minutes to redo the information that they have chosen. During this section, they need to figure out:First, the writing order about the email. For example, they need to decide if they want to begin with the history then tradition
43、s or otherwise.Second, how to polish the expressions, like “It has long history and it is traditional” from the pre-writing part. For example, they can reorganize the sentences as Mid-Autumn Festival is a traditional Chinese festival with long history, etc.Step 3 While-writing (5 minutes)First, ask
44、them to write a main body of the email.While writing, I will ask them to pay more attention to the spelling, grammar, and the logic of sentences.Next, ask them to put the main part into an email format.Step 4 Post-writing (3 minutes)After they finished the writing, I will ask them to modify their dr
45、afts by themselves, and then exchange their draft to do the pair editing.Then I will ask some students to read their emails to us, and let them give some suggestions together.Step 5 Summary and homework (1 minute)Summary: Summarize their key points about the email format together; then summarize the main activities happening in Mid-Autumn Festival.Homework: write another to Max to tell him something about the Spring Festival.Blackboard design