高中英语教师资格证面试真题已发布。
一、教资面试估分小程序看高中英语教资面试真题
2020下半年高中英语教资面试真题:
1.题目:听力教学试讲
2.内容:
When Zhou Kai’s mother saw him heading towards the front door without a jacket on, she eyed him anxiously. “Zhou Kai, where are you going?” she asked.
“To the park. I’m going to play football,” said Zhou Kai.
“But it’s raining! You’ll catch a bad cold,” said his mother.
“No, I won’t. I’ll be fine,” said Zhou Kai, as he opened the door.
“Zhou Kai, you’ll get ill. You know you will. You can at least go and get your jacket.”
“OK, OK.” Zhou Kai went and did as he was told. 3.基本要求:
(1)朗读所给段落。
(2)配合教学内容适当板书。 (3)根据所给材料中的对话,设计概括主旨大意的听力教学活 动。
(4)试讲时间:10 分钟。
(5)用英文试讲。
【试题解析】
Teaching Procedures:
I. Lead-in
Free talk with students. Ask students what they can do when it is raining. Invite several students to present their answers.
II. Pre-listening
Present students a picture in which a boy is talking with his mother, with a football in his hand. Tell students that the boy’s name is Zhou Kai. Ask students to guess what the boy is going to do when it is raining, thus to make predictions about the listening material.
III. While-listening
(1) Play the conversation between Zhou Kai and his mother for students. After listening, ask students the following questions.
What are they talking about?
What was Zhou Kai going to do when it was raining?
Did his mother agree?
(2) Play the conversation for students again for more detailed information. Ask students to listen carefully and figure out whether the following sentences are true or false.
Zhou Kai was going to the stadium to play football.()
Zhou Kai didn’t believe that he would catch a cold.()
Mum asked Zhou Kai to take a jacket with him. ( )
Zhou Kai finally went out without a jacket. ( )
(3) Show students the listening material and ask students to act out the conversation with their partner vividly. IV. Post-listening
Students work in groups to discuss what they will do if their ideas are different with their parents’. They can work together and try to figure out some better ways to deal with different situations and problems. Then, the teacher invites several groups to share their ideas. V. Summary
Students summarize what they have learned in this lesson and the teacher makes supplements timely. Encourage students to solve their contradictions with their parents positively.
VI. Homework
Choose a film related to family education and watch it. Then, share their feelings about the film next class.
1.题目:写作:教学试讲
2.内容
Suppose you are living ina New Zealand now. Your relatives or friends need your help. They want to take a holiday in New Zealand. Their schedule will only. allow them to spend one week in New Zealand and they want to do as much as possible. The flight will arrive in Auckland.
3.基本要求
(1)朗读所给段落;
(2)配合教学内容适当板书;
(3)针对该段落的内容,设计相应的写作教学活动;
(4)用英文试讲;
(5)试讲时间: 10 分钟。
【试题解析】
Teaching Procedures:
l.Lead-in
Free talk with students. Ask students where they have been to for a trip. Invite students to introduce their favorite tourism places.
ll Pre-writing
(1) Show students some pictures of New Zealand. Ask students whether they know about these places and what their feelings are about these places.
(2) Present students a short video introducing the tourist sites in New Zealand. Ask students to watch carefully and take some notes about the places.
(3) Create the fllowing situation for students and show today's writing task. (阅读文本材料)
(4) Students work in groups to share the notes they have taken while watching the video. They can. put the information. together, discuss what to wite, and try to organize the information according to the writing requirement.
lll. While-writing
(1] Students write an outline of the letter by themselves.
(2) Students try tol put the information they, have discussed into sentences.
(3) Students organize the sentences into a letter according to the outtine. They can use some linking words to make the letter clearer. Meanwhile, they need to pay attention to the form of a letter and add proper greetings.
IV. Post-writing
(1) Self-check
Students check the letters by themselves.
(2) Peer-check
Four students in a group and check their group
members letters. They can assess from the following aspects.
Does the. letter provide enough information for the visitors?
Are the suggestions and plans in the letter reasonable?
What can you add to the letter you polish?
V.Summary
Students summarize what. they have learnt in this lesson and the teacher gives supplements if necessary. Meanwhile, the teacher encourages students to spare enough time to travel and enjoy life.
VI. Homework
Polish their ltters after class according to the suggestions from their classmates.
板书设计:略
1.题目:语音教学试讲
2.内容
You are a producer of “green food”. | It is free of chemical frtlizers I and is grown away from! 1 industrial areas I and dirty water supplies. | It is certain to be healthy and safe | for people’s health. | You want to sell your“green food”,| but the problem is fletting people know about your food d and how good it is IIt is also more expensive | than other food |which is not so safe. ||
3.基本要求
(1)朗读所给段落;
(2)配合教学内容适当板书;
(3)针对该段落的内容,设计相应的写作教学活动;
(4)用英文试讲;
(5)试讲时间: 10 分钟。
【试题解析】
Teaching Procedures:
I. Lead-in
Play a piece of video introducing healthy food. After watching, ask students what they think about the healthy food in the video and invite several students to talk about their own diet. Write the phrase“ green food”on the black board and ask students to make predictions about
the topic they are going to talk about today.
II. Presentation
(1) Read the short passage for students and then ask students the fllowing questions.
What is green food?
What about the price of green food?
(2) Play the tape of the short passage for students. Ask students to liten carefully and pay attention to the stops.
While listening, they can draw slashes where there is a stop.
(3) Students work in groups to share the stops they have marked. Then, they can discuss in groups about the regulation of stops in a passage. The teacher invites several groups to share their opinions.
(4) The teacher introduces the meaning of“ sense group” and the regulation of dividing sense groups in a passage on the basis of students discussion results.
ll. Practice
(1) Present students the fllowing sentences and ask students to try to divide the sense groups.
Repeating after tapes | is very important | for beginners.
Early to bed I and early to rise I makes a man | healthy, happy and wise.
Liu Xiang.I who is a billiant runner, | represented China | at the Olympic Games.
After school, | my classmates and | | are going to play basketball.
(2) Students work in groups to share their opinions about green food and while talking, they need to pay attention to the dividing of sense groups.
IV. Consolidation
Students work in groups to discuss the importance of dividing sense groups while speaking. Then, the teacher invites several groups to present their ideas. They can try to provide some examples to help them llustrate their ideas.
V. Summary
Students summarize the way to divide sense groups and the teacher emphasizes the importance of dividing sense groups.
VI. Homework
略
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