2017年教师资格证高中英语面试真题

2017上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《How to bathe a bird?》

一、考题

二、考题解析

《How to bathe a bird?》主要教学过程及板书设计

教学过程

Step 1 Lead in

A report: Ask a student on duty to give an oral report while other students listen to him/her carefully, and after that I will ask some questions about her report. Possible answer: my family, including a pet.

Q: Who is special in her family? ( A pet)

Who is going to look after a dog or a cat?

What does she do every day? (I’ll feed it, bathe it and walk it every day!) Step 2 Pre-listening

1. Discussion: Show a question and ask them to discuss with their partner.

Q: If you have a pet, but it is very dirty, what will you do? And how to do? (To encourage students to try their best to speak in English)

2. Word study: Before listening, give Ss some new words and expressions that can help them have a good understanding about the listening material.

Step 3 While-listening

First of all, let’s look at the pictures. Guess what happened to them or get the Ss to guess the answers to the questions. Then let them listen to the tape. For the first time, let them listen carefully and get the general idea. For the second time, let them answer the questions according to what they hear.

Extensive listening:

At the first listening, students will be required to get the main idea. After that, ask students to talk about it in their own language.

At the second time, students will listen to the dialogue carefully again and fill the following blanks according to what they hear.

Three minutes later, the Ss give different answers.

Step 4 Post-listening

1. Repeat the dialogue. Play the tape for the last time, and ask students to pay more attention to the pronunciation and intonation while imitating.

2. Retell the story. Show some important phrases on the screen and ask the Ss to retell the story in the first person.

Step 5 Summary and homework

Summary: The students share what they have learnt today, and teacher can emphasize the emotional attitude (we should protect the little animal, love the nature). Homework: Change the dialogue into a composition.

板书设计

答辩题目解析

1.谈谈板书的作用。

【参考答案】

恰当合理的板书，不仅有助于教师的“教”，对于传授双基、培养能力、提高教学质量都有着重要作用。

首先，有助于完成教学目标。设计科学是板书能较好地呈现教学内容，有利于教师传授知识和学生掌握知识。

其次，有助于突破教学重难点。设计合理的板书能对教学内容删繁就简，讲重难点和关键点条理清晰地展示出来，使学生一目了然所学内容。

最后，有助于培养学生的审美情趣以及认真严谨的学习态度。

2.新课标中提到学生和教师是合作者，请谈谈你的看法?

【参考答案】

在教学过程中学生和老师的角色定位，直接关系到学生在知识交流互动学习过程中的效率和

态度。在新课程改革的背景下，教师被定义为学生学习的合作者，传统意义上的以教师的“教”为主体的课堂教学转变成了“以教师和学生的合作”为导向的课堂教学。具体到教学过程中，我会在课堂上努力营造一个民主平等、宽松和谐的学习氛围。课堂上关注每一位学生，鼓励学生课堂上发表不同意见，即使说错了，对学生思维中合理的因素也加以肯定，保护学生的自尊心，激发学生的自信力。鼓励学生课堂上提出问题，对教师的讲授、学生的发言，大家随时可以发问。对提问的学生给与表扬鼓励，这样就形成了课堂上生生、师生的互动交流。学习活动不再是教师填鸭式的教学下学生被动的学习，而是相互合作，共同学习，这更加强调教师与学生平等的地位，所以说教师是学生学习的合作者。

(第二批)

高中英语、《语音-升降调》

一、考题

二、考题解析

高中英语《语音-升降调》主要教学过程及板书设计

教学过程

Step 1: Warming up

Show some tongue twisters on the screen and ask students to read and practice them. They can make competitions with their desk mates.

Can you can a can as a canner can can a can?

Whether the weather be fine or whether the weather be not. Whether the weather be cold or whether the weather be hot. We'll weather the weather whether we like it or not.

Step 2: Presentation

1. Listen to the tape and later I will invite some students to tell us what he/she has heard from the tape and how many people they can find during the listening.

2. Teacher read the same material as the listening without rising tone and falling tone.

Students should compare these two listening and talk about the difference between the teacher’s reading and the tape.

3. Guide students to find out the rising tone and falling tone in this conversation.

4. Show the new knowledge:

(1) General question---rising tone Would you…? May I…? Are you…?

(2) Special question---falling tone What…? Where…? How…?

(3) Declarative sentence---falling tone I can…? Go ahead please. See you …. Step 3: Practice

1. Read the conversation loudly and use the correct tone in 3minutes.

2. Practice this conversation with their partner in five minutes.

Step 4: Production

1. Invite some of them to perform this dialogue in front of the class.

2. Write more sentences in groups in the table. They just have 3 minutes; the group which finishes fast in both quantity and quality can get some small gifts (post card, book marks).

Step 5: Summary & Homework

1. Summarize with students together that we’ve learnt a pronunciation lesson about rising and falling tones.

2. (1) Listen to the tape and read the rest of the context with correct answer.

(2)Watch a movie which they like best and write some rising and falling tones sentences on their note book (at least ten).

板书设计

答辩题目解析

1.你这节课的重点是什么?

【参考答案】

本节课的重点是英语中升降调的学习。

新课标指出英语课堂要着重培养学生的综合运用能力，而升降调是英语语音学习的基础知识之一。英语语音的升降音对语意的表达起到极其重要的作用，只有恰当地运用才能获得交际的成功，学生在运用英语时才能更加自信的表达自己，所以本节课的重点内容对学生日后真正的英文交流有着关键作用。

2.你能更多的说一说英语中升降调的规则吗?

【参考答案】

在刚才的试讲中涉及到了陈述句、一般疑问句和特殊疑问句的在口语中运用的音调规则。实际上在真实的交际中找到更多的规则，在读选择疑问句和反义疑问句时应前升后降;

感叹句应读降调;当未听清对方的话，要求对方重复一下用升调;陈述疑问句也要用升调;在祈使句中表示命令的用降调，表示请求的用升调等等。

其实学习英语语音是一件很有趣的事情，老师在语音教学中应把知识融入到真实的生活场景中，激发学生的学习兴趣，从而达到新课标要求的培养学生综合运用能力。

(第三批)

高中英语《British and American English》

一、考题回顾

二、考题解析

《British and American English》主要教学过程及板书设计

教学过程

Step 1 Warming up and lead in

1. Play two speeches, one speech in British English and the other in American English.

2. Students will answer the questions: Are there any differences between the two speeches? Why there are so many differences?

3. After students think and make out the answer, teacher will point out the title of this lesson.

Step 2 Pre-listening

1. Listen to the tape of this lesson and find out the new words. Before listening, teacher will give some guidance about which part students will pay more attention to.

2. After listening to the tape, students will write the new words on the blackboard. Teacher will choose some students to guess the meaning of those words and direct them to make out the right answer.

Step 3 While- listening

1 The words obstacles have been cleaned, then teacher will play the tape for the second time. This time students will talk about the main idea of this passage.

2. Play the tape for the third time. This time teacher will play it sentence by sentence and students will repeat the passage word by word.

3. After repeating, students will find out the words with the same meaning but use the different style in British English and American English.

4. List more words with the same meaning but use the different style

5. Students should work in pairs. Teacher will choose some students to write their answer on the blackboard.

6. Talk about other kinds of English styles and their characteristics in groups and every group will chose a representative to describe their final result.

Step4 Post- listening

Review the new words use ask and answer methods

Students will work in pairs to make up dialogue. One student use British English and the other use American English style.

Step 5 Summary and homework

Review what we have learned together

Find out more differences between British and American English.

板书设计

答辩题目解析

1.你业余时间经常干什么?

【参考答案】

我喜欢登山，好的身体是未来的保障。在登山的过程中我可以锻炼身体。我喜欢登山的第二个原因是在登山看风景的过程中我可以享受完全放松的感觉。还有，在登上山顶以后我可以享受胜利的感觉。

2.你在生活中遇到过困难吗?

【参考答案】

我在生活中确实遇到过一些困难，虽然这些困难不是很大。我仍然记得我第一次离开家去求学，我感觉很孤独而且不知道如何与那么多陌生人相处。但是我发现当我真正的去主动和他人交流并且在日常生活中善于帮助别人的时候我交到了一些真心的朋友。从那以后我再也没有感到孤独。

(第四批)

高中英语《Computer》

一、考题回顾

二、考题解析

《Computer》主要教学过程及板书设计

教学过程

Step 1: Warming up

Play a guessing game with students. These riddles are related to computer:

I am a machine. My shape is not large. I can help people calculate sum. Who am I?

I am a machine. I am very diligent and can help you do house work. Maybe I can talk to you in the future. Who am I?

Step 2: Pre-reading

Show a picture of prototype of computer and ask students to guess what this is. Step 3: While-reading

1. Fast reading:

Read the whole passage quickly and find the time line of the development of Computers. Invite one student to write it on the blackboard.

2. Detailed reading:

Ask students to scan the following questions, look up the new words in these sentences by themselves. And then ask several students to read loudly one by one according to the timeline and other students should circle the related information.

Q: What Can I do when I was young?

Q: When is the start of my artificial intelligence?

Q: Why did my designer become worried in 1940s?

After students find out the answers, I will ask them to guess the new words in their answers such as simplify and reality by telling them the prototype of the two words:

simple and reality.

Step 4: Post-reading

1. Give them further information about the key words: simplify, reality.

2. Ask students to have a group discussion. List the advantage and the disadvantage of internet.

Step 5: Summary & Homework

1. Ask students to summarize the development of computer according to the timeline on the blackboard.

2. After class, please search some famous pieces of Shakespeare and write an small article of the development of Chinese.

板书设计

答辩题目解析

1.本节课开头你采用了猜谜的方式，为什么要这样设计?

【参考答案】

在课程导入部分，设计了猜谜的游戏，通过对计算机的描述，让学生猜测。这样做不仅可以激发学生学习的兴趣，还能为下面学习阅读篇章奠定基础。

2.试讲中你用到了略读和扫读两种方法，请简单介绍下?

【参考答案】

Skimming主要是用来抓住文章的主要要点的(chief points)，即找一篇文章的主旨大意或是文章的高潮，可通过抓住每一自然段的中心论点或中心句来判断一篇文章的大意。实际上，这就是一种整体阅读的方法。

Scanning为了寻找某一特定信息而大致地快速地浏览。在扫读之前要有明确的题目，根据题目找出定位词，然后再到文章里找相关信息，最后进行对比;我们没有必要从头到尾地、逐字逐句地阅读，只要找准定位词，快速地在文章内“扫描”出定位词，问题也就迎刃而解。

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 Aims

Knowledge 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 liaison 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 Points

Key point: Students can master the liaison rules.

Difficult point: Students can apply the rules into practice.

Teaching procedures:

Step 1: Warming up

1. 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: Presentation

1. Ask the students to read the passage on the textbook aloud after the tape and ask why you can’t 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 work 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 word is initiated with a vowel.

Step 3: Practice

Ask 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: Production

1.Present them another piece of 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: Summary & Homework

1. 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: students 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-up

Greet the students.

Have a free talk with them and ask them if they drink coffee.

Step 2: Pre-reading

Play 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: While-reading

1st 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 carefully 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-reading

Activity 1: invite two students to retell the passage according the clues on the blackboard.

Activity 2: divide them into groups of 3 to talk about China food culture.

Step5: Summary and homework

Invite 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 recognize 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 meaning of the appositive clause. Students can tell the difference between appositive clauses and attributive clauses. Teaching procedure:

Step 1: Warming-up

Greet 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 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: Presentation

Ask students to read the above material first, then invite them to share their understanding about the two “that”clauses. Then try 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 the 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: Practice

1.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 human 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: Production

Divide them in groups of 4 to have a discussion about what can we do to help the 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 homework

Invite 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 able 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-up

Greet 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 also rewrite this sentence into “This book was published by Cambridge University Press.” and lead to the new lesson.

Step 2: Presentation

1. 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 or 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 together.

Step 3: Practice

Then 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: Production

Ask them to work with their desk mates and to describe their daily activities with each other. And passive voices need to be applied. And after 5 minutes, invite some pairs to share their answers.

Step5: Summary and homework

Invite 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 aim: 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 foster 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-up

Greet the students.

Watch a short video about pollution and share their opinions about this issue. Step 2: Pre-writing

1.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:

What 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-reading

Give students some guides, such as: pay attention to the spelling, punctuation, sentence structure and tenses.

10 minutes would be given to them to complete their articles individually.

Step4: Post-writing

Peer 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 would give them some comments.

Step5: Summary and homework

Invite 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 Aims

Knowledge aim:

1. Students can do the right email format.

2. Students will know more about the history, 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.

Teaching Key &Difficult Points

Teaching 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 Approach

Teaching Aids

PPT, pictures

Teaching procedures

Step 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 students 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 minutes)

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 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 Max’s email and remind them to pay 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 instead 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 information 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 traditions 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 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 drafts 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