高中英语教师招聘面试试题及答案

---------------------------------------------------------------最新资料推荐------------------------------------------------------ 高中英语教师招聘面试试题及答案高中英语面试试题1.题目：语法教学试讲 2.内容：The perfect host is the one who saves his guest from embarrassment whatever the cost. When Edward VII became king of England in 1901, he was already nearly 60 years old. He liked travelling, meeting people, and eating well. In short, he liked having a good time.One evening he was entertaining the ruler of a small island in the Pacific. The menu included asparagus, which his guest had never eaten before. Asparagus is by nature tender and tasty at one end, but gets tougher and difficult to eat at the other end. Usually people leave the part which is difficult to eat on their plates.3.基本要求： (1)朗读所给段落。

(2)配合教学内容适当板书。

(3)针对该段落的划线部分，设计词组使用操练该语法结构的教学活动 (4)用英文试讲。

(5) 试讲时间:10 分钟答辩题目1.What’s the important point in your class, how did you deal with the important port in your class? 2. Being a teacher is tired and the salary is not high, why do you choose to be a teacher?二、考题解析【教案】 Teaching aims:Students will learn the differences between restrictive attributive clause and non-restrictive attributive clause.

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Knowledge aims:Students can know some rules of non-restrictive attributive clause. Ability aim:Students can use restrictive attributive clause and non-restrictive attributive clause to make sentences and communicate with the sentences in their daily life. Students can improve their analyzing ability by reading the passage.Emotional aim:Students will be more interested in English culture after learning this article.Students can increase the awareness of cooperation with others by joining in various activitiesKey and difficult point:Key Point: comprehend the differences between restrictive attributive clause and non-restrictive attributive clause.

---------------------------------------------------------------最新资料推荐------------------------------------------------------ Difficult Point: use restrictive attributive clause and non-restrictive attributive clause to make sentences and communicate with the sentences in their daily life and have the awareness of cooperation with others.Teaching procedures: Step 1: Warming-up1.Greeting 2.Show them a video about Edward VII “Who is he?”, while talking with students, use some sentences with restrictive attributive clause and non-restrictive attributive clause. Step 2: Presentation 1.Ask students to open the book and reads the passage and ask students “What’s the main idea of this passage?”. 2.Ask students to read the passage again and circle the sentences which are similar to that are shown them before. Then invite a student write down the sentences on the blackboard. 1).The menu included asparagus, which his guest had never eaten before. 2).Usually people leave the part which is difficult to eat on their plates.3. Let students discuss the function with group members and then make the conclusion of function and structure of grammar. Function:1).restrictive attributive clause: modify and qualify the antecedent. 2).non-restrictive attributive clause: modify and qualify the sentences or part of sentences.Structure: 1).antecedent+which+restrictive attributive clause

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2).sentence,+which+non-restrictive attributive clauseStep 3: Practice Ask students use the simple sentences to change into restrictive attributive clause and non-restrictive attributive clause. Step4: Production Group of 5, give students 5 minutes to discuss “what should we do when there are some guests come our home?” and tell them and when they discuss, they need to use the grammar as much as they can. After that, invite some group share their ideas. Step5: Summary and Homework Summary: ask a student to the function structure of the grammar and structure. Homework: Try to surf on the Internet and find more information about Edward VII and write down the rules of relational words in restrictive attributive clause.【答辩题目解析】 1. What’s the important point in your class, how did you deal with the important port in your class? 【参考答案】

---------------------------------------------------------------最新资料推荐------------------------------------------------------ The important point in the class is the teaching of structures and function. In the teaching process, I gave my students time to discover and discussed the conclusion on the function and structures so that students could think alone. And I used inductive teaching method, because this teaching method could help students to understand the grammar better and made students involved in our class. And I also used “practice” to consolidate the sentence structures. At last, the group work was used to make the students use the knowledge their daily life.

2.Being a teacher is tired and the salary is not high, why do you choose to be a teacher? 【参考答案】 Although being a teacher is tired and we can only get low salary, we can’t measure a job only with the money you can get. First, teaching is really great and it’s very important to children and our country. When I help the students and see their progress, I feel happy from deep of the heart.Next, I have the goal to be a teacher. We can meet a lot of challenges in teaching, such as the teaching methods, arrangement of class and dealing with all the problems. So, we need to learn more to enrich ourselves and care about all the students. At last, teaching is a relatively stable job. Meanwhile, we have summer holiday and winter holiday every year

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and it is good for me to enrich myself. No matter the salary is high or low, I will persist to my dream.二、语音教学试讲一、内容： I am thinking of going on a camping trip in the Northern Territory. The trip is organized by a well-known tourist company with a good reputation. We will be camping some of the time in Darwin and some of the time in Kakadu National Park. It sounds like a lot of fun. 基本要求： (1) 朗读所给段落。

(2)配合教学内容适当板书。

(3)针对该段落的连读标记，设计相应的语音教学活动(4)用英文试讲。

(5)试讲时间:10 分钟。

答辩题目 1.Do you think pronunciation is necessary for students?2.What’s the differences between inductive teaching method and deductive teaching method? 二、考题解析【教案】Teaching aims:Students are able to understand the content of the passage about trip to Northern Territory. Knowledge aims:Students can know some rules of liaison by reading sentences.

---------------------------------------------------------------最新资料推荐------------------------------------------------------ Ability aim:Students can use liaison rules to speak English naturally in their daily life.After this lesson, students can use the target knowledge into their daily life to describe their trip.Emotional aim:Students will be more willing to know some information about other countries’ trip.Students will be more interested in English speaking by activities. Key and difficult point: Key Point: comprehend some rules of liaison. Difficult Point: use these rules to speak English and communicate with others in their daily life. Teaching procedures: Step 1: Warming-up 1.Greeting: talk about weather 2.Read tongue twisters: Ask students to read two tongue twisters on the PPT to practise their tongues: 1). She sells seashells on the seashore, and the shells she sells are seashells. 2.Show them a picture of Sydney Opera House, and ask students “Where is it?”, then ask them “Do you know other interesting places in Australia?” Step 2: Presentation 1.Ask students to open the book and the teacher reads the passage and ask students the main idea of the passage. 2.Read this article for students, and read some sentences for them twice. Then ask them “which time is better?”. After that, write down the sentences on the blackboard. ①The trip is organized by a well-known tourist.....

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