-
2018
下半年教师资格证高中英语面试真题及答案
第一批
高中英语
语法
一、考题回顾
二、考题解析
【教案】
Teaching
aims:
Knowledge aim:
Students will master the grammatical
point -- the appositive clause.
Ability
aim:
Students can apply
today
’
s grammar knowledge to
daily communication.
Emotional aim:
Students will have the interest towards
foreign cultures.
Key and difficult
point:
Key Point: Students will be able
to understand and use the appositive clause.
Difficult Point: Students can get to
know more about foreign countries actively.
Teaching procedure:
Step 1:
Warming-up
1. Daily greeting.
2. Show some pictures about Canada and
let some students introduce the knowledge
they know about this country.
Step 2: Presentation
1.
Read
the
whole
passage
for
students
and
ask
them
to
fill
in
the
blanks
like
this,
then
check the answers:
The they could cross
the whole continent was exciting.
Some
people have you can cross Canada in less than five
days.
They forget Canada is
5,500kilometres from coast to coast.
2.
Let students observe these sentences and work in
pairs to find what they have
in common.
3.
Draw
a
conclusion
that
the
appositive
clause
is
used
to
explain
the
noun
or
pronoun
in front of it, the word
“
that
”
often serves as a conjunction in this clause.
Step 3: Practice
1. Choose
which one is an appositive clause.
The
suggestion
that
we
should
participate
in
the
competition
is
worth
considering.
The suggestion
that he gave is worth considering.
2.
Fill in the blanks with proper conjunctions and
then translate them.
a.
The
teacher
is
trying
her
best
to
reduce
the
fear
of
students
they
will
fail
the
exam.
b. He always asks me
the question those people are trustworthy.
Step4: Production
Ask
students
to
take
part
in
the
group
work.
Imitate
the
passage
to
introduce
a
place
that they are familiar with, try to use
the appositive clause.
Invite some
groups to share their introductions.
Step5: Summary and Homework
Summary: ask a student to conclude the
grammatical rule and the main idea of the
passage.
Homework: find more
information about Canada and make a travel plan.
Blackboard design:
【答辩题目解析】
What
other exercises can be used in the practice part?
【参考答案】
In my
teaching design, I mainly
use two
exercises to help students consolidate
the
grammar
knowledge.
One
is
distinguishing
the
appositive
clause
from
other
kinds
of
clauses, the other one is
filling in the blanks. Aside from these two
methods, I
think
I
can
also
use
making
sentences
or
correcting
the
mistakes
in
clauses
to
train
students
’
understanding of the new knowledge. Anyway, we
should make decisions
according to the
current status of our students.
Please
introduce yourself.
【参考答案】
I am very glad to stand here to make a
short self-introduction. As a student who
majoring in English, I possess a strong
interest in English and the culture of
English-speaking countries. Plus, I
have been dreaming to become a teacher since
I was in primary school. From my point
of view, teaching English to students just
like
constructing
a
bridge
between
their
little
world
and
the
broad
outside
space.
That
’
s why I
participate in this test and I truly hope to
fulfill my dream. Thank
you.
高中英语
语音
一、考题回顾
二、考题解析
【教案】
Teaching
aims:
Knowledge aim:
Students will master the basic
knowledge of using intonation to express their own
emotion.
Ability aim:
Students will express themselves with
correct intonation naturally and fluently.
Emotional aim:
Students will
be interested in and curious about unexplained
things.
Key and difficult point:
Key Point: Students will master the
pronunciation rules of intonation.
Difficult
Point:
Students
can
use
rising
and
falling
tones
naturally
in
their
daily
life.
Teaching procedure:
Step 1:
Warming-up
1. Greetings.
2.
Show students a documentary clip about Mysterious
World.
Step 2: Presentation
1.
Let
students
listen
to
the
tape,
then
repeat
the
dialogue,
and
answer
the
questions:
What is the
people
’
s attitude towards
aliens? How can you feel it from the tone
of their saying?
2.
Give
students
more
sentences
and
let
them
read
by
themselves.
Guide
them
to
find
out the rule of intonation.
3. Conclude the rule of intonation:
General question: raising tone used to
raise a question.
Rhetorical question:
The first part is spoken with a falling
intonation, the second part with a rising
intonation, which is used to raise
doubt.
The first part is spoken with a
falling intonation, the second part with a falling
intonation, which is used to emphasize
a point, just to get the audience think or
ask deliberately.
Step 3:
Practice
1. Read the conversation and
example sentences loudly and feel the emotion.
2. Ask students give more disjunctive
and rhetorical question sentences.
Step4: Production
1. Role-
play: ask students to practice a new dialogue on
the screen in pairs using
proper
intonation.
2. Dubbing game
Step5: Summary and Homework
Summary: ask a student to conclude the
lesson and summarise for the whole class.
Homework: write a short play, rehearse
in groups, and show us in the next class.
Blackboard design:
What is the purpose of your homework
design?
I
designed
my
homework
to
help
students
consolidate
what
they
learned
in
this
class,
so
that students can learn independently at home and
review the knowledge of the
class.
This
class is about the
pronunciation
rule of rising tone and
falling tone.
The
homework
I
assign
is
to
let
students
compose
a
short
drama,
practice
in
the
group,
and
ask
students
to
perform
in
the
next
class.
I
hope
that
through
practice,
students
can master the
intonation knowledge, and use it natually. At the
same time, this
assignment also
cultivates students' imagination and teamwork
spirit.
What are your teaching aims?
Knowledge aim:
Students will
master the basic knowledge of using intonation to
express their own
emotion.
Ability aim:
Students will
express themselves with correct intonation
naturally and fluently.
Emotional aim:
Students will be interested in and
curious about unexplained things.
高中英语
阅读
一、考题回顾
二、考题解析
【教案】
Teaching
aims:
Knowledge aim:
(1)Students
are
able
to
distinguish
the
words
and
Expressions
and
comprehend
their
meanings in sentences and
paragraphs:leap,enjoyable, graceful,excellent,
Martial
arts etc.
(2)Studentsunderstand this review and
make a film review.
Ability aim:
(1)Students
can
guess
the
meaning
of
new
words
and
phrases
while
reading,
understand
what this review is talking about.
(2)After
this
lesson,
students
can
learn
how
to
write
a
review
about
films
by
using
the words and expressions learnt.
Emotional aim:
Students are
able to love learning English after this lesson
Key and difficult point:
Key
Point:
Learn
to
make
a
film
review
based
on:
director,
plot,
setting,
characters,
and actors and develop the reading
skill of fast reading and scanning.
Difficult Point: Learn the reading
skill of scanning for the specific information
of the text and to be able to make a
review in writing by the words they learnt.
Teaching procedure:
Step 1:
Warming-up
1. Greetings.
2.
Show the English trailer of Crouching Tiger,
Hidden Dragon and ask students
several
questions:
Do you like watching movies?
What
’
s your
favorite movie?
Do you want to know
more about this film after watching this video?
Step 2: Pre-reading
1.
Introduce the topic: Film Review Crouching Tiger,
Hidden Dragon
2. Present vocabularies
in PPT about Crouching Tiger, Hidden Dragon and
then the
teacher
will
ask
several
questions.
The
teacher
will
give
the
new
words
and
explain
new
words with sentences.
How does this
person looks like?
Is she or he happy
or anything else?
Could you please give
me some word to describe it?
What does
this word means?
learning new
words, Give students a table and help
them study movie types.
At
the
same
time,
give
students
the
words
about
types
of
film
(Romantic
film;
Martial
arts
film;
Adventure
film;
Thriller;
Comedy);
and
then
show
representatives
one
by
one:
Titanic;
The
ShaoLin
Temple;
Kung
Fu
Panda;
and
Bean;
last
show
the
definitions
Step
3: While-reading
reading:
ask
students
to
read
the
text
fast
and
choose
a
best
summary
of
this
review.
Check the answers.
It is a
martial arts film that tells the story of a stolen
sword, and the fight to
get it back.
l reading: ask students to scan and
read the text again, then discuss the
questions:
Discuss the
following questions.
When did the story
took place?
Where did the story
happened?
Who are the main characters
in this film?
What this story is
talking about?
And then ask students to
discuss the reasons why LiMubai did not marry Yu
Xiulian,
and whether they should get
married? Invite two students express ideas in
class.
Step4: Post-reading
1. Retell: Ask students to use the
words and expressions learnt to retell part of
the story according to following clues;
Li Mubai friend love
Yu
Xiulian fianc
é
sword
Yu Jiaolong young woman
2.
Discussion: Ask students to choose one of the
favorite characters based on the
introduction
of
the
text
and
explain
why
in
their
own
words.
Then
find
some
students
to
describe
one
character
in
public
and
give
students
feedback
on
their
performance.
Step5: Summary
and Homework
Summary:
ask
a
student
to
conclude
the
content
of
the
lesson
and
summarize
with
the
whole class.
Homework: write a review on your
favorite film more than 100 words.
Blackboard design:
【答辩题目解析】
's your
favorite sports?
I
think
it
is
jogging.
It
is
a
simple
sport
and
doesn't
require
skills
of
any
sort.
This
leaves
room
for
me
to
enjoy
the
beautiful
suburban
scenery
while
jogging.
Fresh
air caresses my face and blows into my
chest, which translates into inspirations.
And inspirations are really good stuff
for me. It can hepl me to lead a better
s,
it
can
make
me
relax,
and
forget
my
troubles
and
also
after
it,
I
can
get the energy and chase
my dream again.
introduce yourself
I
’
m
number
2.
I
have
just
graduated
from
Peking
University.
And
get
my
English
degree.
In
my
life,
I
like
doing
some
sports,like
jogging,
yoga,
playing
the
badminton
with
my
friends.
They
all
good
for
my
body.
Besides,
I
also
read
some
books
which
concludes
a large number of
aspects, such as education, literature, medicine
and so on. And
my favorite book is The
Pilgrim, which give me some inspiration about
life.
第二批
高中英语
词汇
一、考题回顾
题目来源
1
月
5
日
< br>
下午
太原市
面试考题
试讲题目
< br>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 minute of the day
is filled with urgent
around
eight
o'clock,I
usually
find
some
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 can
’
t 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 and phrases:get to,
take up, be filled with,arrive in/at,
occupy,occupation,be full of
Ability 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 aim:
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 of
Difficult Point: understand the meaning
of the new words and phrases and use them
in their daily life.
Teaching procedures:
Step 1:
Warming-up
1. 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: Presentation
1.
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.
paraphrase these words in English using the
pictures. For example, get to
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:
Practice
sentences:
ask
students
to
make
sentences
using
the
new
words.
Then
correct
the grammar mistakes
and give the positive feedbacks.
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
that
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: Production
1.
Discussion:
Ask
students
to
use
the
words
and
expressions
learnt
to
describe
their
daily life with their 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
invite the representatives to make a
report for the whole class.
【答辩题目解析】
What
will you do if students
can
’
t understand the words
you explain?
【参考答案】
First,
if
students
can
’
t
understand
the
words
that
I
explain,
I
will
change
another
way to try my best way to explain this
words again. Maybe last way
isn
’
t fit for
our
students. For example, our students 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
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
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
understanding
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
< br>
下午
山西省
太原市
面试考题
试讲题目
< br>1.
题目：
Body Language
2.
内容：
Yesterday,
another
student
and
I,
representing
our
university's
student
association,
went
to
the
Capital
International
Airport
to
meet
this
year's
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
for
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 introduced 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
smiling,
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
George's
moving
hand.
They
both
apologized
-
another
cultural mistake!
Ahmed
Aziz,
another
international
student,
was
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
Garcia's
smiling
face.
They
shook
hands
and
then
kissed
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
get
to
know
more
international
friends,
I
learn
more
about
this
cultural
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 their feelings
using unspoken
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 are 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 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
today's
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 from 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 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-up
1. Greet the students.
2. Do
some actions and let students guess the meaning
the teacher wants to convey.
Step 2:
Pre-reading
Show
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-reading
1. Read the 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
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, which 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
used
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
< br>
下午
上海
面试考题
试讲题目
< br>1.
题目：
What has happened to
Odysseus?
2.
内容：
When the Trojan war ended, the other
Greek leaders returned in triumph to their
families and kingdoms, but the people
of Ithaca waited in vain for their king,
Odysseus! His son, Telemachus, arranged
for men to watch the seas every day for a
sign
of
his
returning
father
’
s
ship,
but
there
was
none.
What
was
he
to
do?
Odysseus
’
long absence had led to grow unrest in
the country and there was always the
possibility
that
it
could
split
into
smaller
kingdoms.
Telemachus
was
confused
and
needed to know what was really
happening. Luckily the Goddess Athene, who was the
friend and protector of Odysseus,
appeared to Telemachus with some welcome news.
She
suggested
that
Telemachus
should
go
and
search
for
news
of
his
father.
She
said:
“
King Odysseus is not dead.
His return has merely been postponed. On his way
home
he
violated
the
rules
of
hospitality
and
attacked
his
host.
The
Gods
have
not
forgiven
him and he will be forced to wander for
ten years before he can come
home.
”
Hearing
this
news
Telemachus
felt
less
anxious
for
his
country
but
more
anxious
for
his father. He would have to tell his
mother and the people this news immediately.
He knew his mother could remain as the
temporary leader if the people really were
sure Odysseus would return. So
Telemachus went first to see his mother, Penelope.
She
was
sitting
with
her
advisers
and
being
as
charming
and
statesmanlike
as
always.
She gladly gave
Telemachus her permission to go and said:
“
As Queen, I have
unconditional faith that Odysseus will return home
safely. We
will not have funeral games
or build a memorial statue yet in his memory until
we
are sure that Odysseus is dead. I
will continue as Queen but I am happy to see you
go in search of him so we shall all
feel secure.
”
3.
基本要求：
(1)
设计一节阅读课。
(2)
重点讲解读前环节
(3)
设计相应板书
答辩题目
How to
design the pre-reading session?
二、考题解析
【教案】
Teaching
aims:
Knowledge aim:
Students
will
know
the
background
of
the
Trojan
war
from
Legends
of
Ancient
Greece.
Ability aim:
Students will
improve their reading abilities through skimming
and scanning.
Emotional aim:
By the end of this class, students will
be more interested in English by reading
legends of ancient Greece.
Key and difficult point:
Key
Point:
Students
can
understand
the
basic
meaning
of
some
new
words
by
guessing.
Difficult
Point:
Students
will
improve
their
imagination
and
confidence
in
English.
Teaching procedure:
Step 1: Warming-up
1.
Greetings.
2. Show a short video of
Troy directed by Wolfgang Petersen.
Step 2: Pre-reading
1.
Tell
students
the
background
of
the
Trojan
War,
and
the
heroic
deeds
of
Odysseus.
2.
Let
students
guess
the
main
idea
of
the
passage
they
’
re
going
to
learn
according
to the title.
Step 3: While-reading
1.
Let
students
read
the
passage
quickly,
check
their
prediction,
and
underline
the
words they don
’
t
understand.
2. Lead students to guess
the meaning of new words and explain to them by
giving
some example sentences.
3.
Let
students
read
the
passage
for
the
second
time
and
pay
attention
to
the
detailed
information.
Then
answer
some
questions.
E.g.
What
did
Telemachus
do
when
his
father
didn
’
t return?
Step4: Post-reading
1. Let
students make a discussion: How do you think the
story continues? Discuss
in fours what
you think will happen.
2. In group
prepare to act their story in front of the class.
Step5: Summary and Homework
Summary: ask a student to conclude the
lesson and summarize with the whole class.
Homework:
ask
students
to
search
more
legends
of
ancient
Greece
they
’
re
interested
on the internet,
and share in the next class.
Blackboard
design:
1. How to design
the pre-reading session?
【参考答案】
The
pre-reading
section
of
the
reading
class
plays
a
crucial
role
in
the
whole
class.
It
is
mainly
to
help
students
clear
the
obstacles
in
the
next
reading.
Teachers
can
explain new words, grammatical
phenomena, or introduce some background knowledge,
let students predict the content of the
article, etc. Through these activities,
students will have a general grasp of
the content of the article, so that they can
read smoothly.
In this
lesson, I introduced the background of the Trojan
War before the reading,
and then asked
the students to guess what the article is based on
the title of the
article.
Students
will
have
a
great
interest
in
the
article
and
be
prepared
for
the
next reading.
2. How to
develop students' reading skills?
【参考答案】
The
improvement
of
students'
reading
skills
needs
to
be
gradual.
The
while-reading
section
in
the
reading
class
is
the
main
part
in
training
students'
reading
skills.
It
is
mainly
divided
into
extensive
reading
and
intensive
reading.
In
the
extensive
reading process,
students can grasp the main idea of the article,
the purpose of
writing, etc. through
fast reading, or can quickly locate some basic
information.
In the intensive reading
process, students need to carefully read the
content of
the article, pay attention
to more detailed information, and think and
understand
the content
of
the article. The
improvement of reading
skills requires a long time
of practice.
第三批
高中英语
语法
一、考题回顾
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