2019上半年高中英语教师资格证面试真题及答案(第三批)
2019上半年教师资格证真题及答案：高中英语
2019上半年教师资格证真题及答案：高中英语-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN22019上半年教师资格证真题答案：高中英语一、单选题1.答案: C.voicing2.答案: B.design3.答案: A.regulation4.答案: D.excessive5.答案: B.Big and small.6.答案: A.had assumed7.答案: C.as a different man8.答案: C.than have stayed9.答案: C.Three10.答案: B.Locutionary act11.答案: A.elicitation12.答案: D.achievement test13.答案: B.Intolerance of Ambiguity.14.答案: C.understanding textual coherence 15.答案: D.clarification 16.答案: D.appropriacy 17.答案: A.What part of speech is "immense" 18.答案: C.I go shopping twice a week. How often do you go 19.答案: B.Reading aloud, dictation and translation 20.答案: A.structural syllabus 21.答案: D.Reading as a serious undertaking should not be 22.答案: C.To emphasize the amusement in reading without 23.答案: A.A person used in experiments. 24.答案: C.She knows how to relieve her mental suffering via 25.答案: A.It brings about surprises. 26.:暂缺 27.答案: B.The educational reforms made by the public schools 28.答案: D.To push their children to excel at exams.29.答案: A.They should be their kids' companions on their30答案: A.Race二、简答题(本大题1小题，20分)31.【答题要点】优点：PPT的使用能够将教材内容生动活泼地呈现在学生面前，使静态、枯燥的语言材料变得直观、具体，富有感染力，从而调动学生深入学习的积极性，激发学生的学习兴趣;PPT的使用可以丰富教学内容和形式，提供有利于学生观察、模仿、尝试、体验真实语言的语境，使英语学习更好地体现真实性和交际性特征。
2019上半年《英语学科知识与教学能力(高中》教师资格试题及答案
2019年上半年教师资格考试(高中英语)学科知识与教学能力试题1、The main difference between /f/ and /v/ lies in ( ).A、the manner of articulationB、the place of articulationC、voicingD、sound duration试题答案：c2、Which of the following involves a sound deletion?A、Bean.B、Design.C、Sport.D、Big.试题答案：b3、In the economic ( )established recently, more progress has been made by the European countries in harmonizing their countries.A、regulationB、climateC、circumstanceD、requirement4、Smoking heavily at home will expose children to ( )their health.A、multipleB、surplusC、durableD、excessive试题答案：d5、Which of the following pairs of words are gradable antonyms?A、Buy and sell.B、Big and small.C、Male and female.D、Red and green.试题答案：b6、Naturally, she ( )that once there was a new film everybody would be eager to go and see it.A、had assumedB、assumedC、has assumedD、was assuming7、If he had fought in the First World War, he might have returned ( ).A、a different manB、with a different manC、as a different manD、to be a different man试题答案：c8、In fact, they would rather have left for London ( )in Birmingham.A、to stayB、in order to stayC、than have stayedD、instead of having stayed试题答案：c9、What kind of speech act is performed in utterance “Come round on Saturday”when it is said as an invitation rather than a demand?A、Direct speech act.B、Locutionary act.C、Indirect speech act.D、Perlocutionary act.试题答案：c10、By asking the question,“Can you list your favorite food in English?”, the teacher is using the technique of ( ).A、elicitationB、monitoringC、promptingD、recasting试题答案：a11、If a teacher wants to check how much students have learned at the end ofa term, he/she would give them a(n) ( ).A、diagnostic testB、placement testC、proficiency testD、achievement test试题答案：d12、What learning style does Xiao Li exhibit if she tries to understand every single word when listening to a passage?A、Field-dependence.B、Intolerance of Ambiguity.C、Risk-taking.D、Field-independence.试题答案：b13、If a teacher asks students to put jumbled sentences in order in a reading class, he/she intends to develop their ability of ( ).A、word-guessing through contextB、summarizing the main ideaC、understanding textual coherenceD、scanning for detailed information试题答案：c14、When a teacher says “What do you mean by that?”，he/she is asking the student for ( ).A、repetitionB、suggestionC、introductionD、clarification试题答案：d15、When a teacher says u “You 'd better talk in a more polite way when speaking to the elderly.”，he/she is drawing the students’attention to the ( )of language use.A、fluencyB、complexityC、accuracyD、appropriacy试题答案：d16、Which of the following is a display question?A、What part of speech is “immense”?B、How would you comment on this report?C、Why do you think Hemingway is a good writer?D、What do you think of the characters in this novel?试题答案：a17、Which of the following represents a contextualized way of practising “How often ...”?A、Make some sentences with“how often”.B、Use“how often”and the words given to make a sentence.C、I go shopping twice a week. How often do you go shopping?D、Please change the statement into a question with “how often”.试题答案：c18、Which of the following are controlled activities in an English class?A、Reporting, role-play and games.B、Reading aloud, dictation and translation.C、Role-play, problem solving and discussion.D、Information exchange, narration and interview.试题答案：b19、The ( )is designed according to the morphological and syntactic aspects ofa language.A、structural syllabusB、situational syllabusC、skill-based syllabusD、content-based syllabus试题答案：a阅读The number of Americans who read books has been declining for thirty years, and those who do read have become proud of, even a bit over-identified with, the enterprise. Alongside the tote bags you can find T-shirts, magnets, and buttons printed or sewn with covers of classic novels; the Web site Etsy sells tights printed with poems by Emily Dickinson. A spread in The Paris Review featured literature-inspired paint-chip colors. The merchandising of reading has a curiously undifferentiated flavor, as if what you read mattered less than that you read. In this climate of embattled bibliophilia, a new subgenre of books about books has emerged, a mix of literary criticism, autobiography, self-help, and immersion journalism: authors undertake reading stunts to prove that reading—anything—still matters.“I thought of my adventure as Off-Road or Extreme Reading,”Phyllis Rose writes in “The Shelf: From LEQ to LES,”the latest stunt book, in which she reads through a more or less random shelf of library books. She compares her voyage, to Ernest Shackleton’s explorations in the Antarctic. “However, I like to sleep under a quilt with my head on a goose down pillow,”she writes. “So I would read my way into the unknown一into the pathless wastes, into thinair, with no reviews, no best-seller lists, no college curricula, no National Book Awards or Pulitzer Prizes, no ads, no publicity, not even word of mouth to guide me.”She is not the first writer to set off on armchair expedition. A. J. Jacobs, a self-described “human guinea pig,”spent a year reading the encyclopedia for “The Know-It-All: One Man’s Humble Quest to Become the Smartest Person in the World”(2004). Ammon Shea read all of the Oxford English Dictionary for his book “Reading the OED: One Man, One Year, 21, 730 Pages”(2008). In “The Whole Five Feet”(2010), Christopher Beha made his way through the Harvard Classics during a year in which he suffered serious illness and had a death in the family. In “Howard’s End Is on the Landing”(2010), Susan Hill limited herself to reading only the books that she already owned. Such “extreme reading”requires special personal traits: perseverance, stamina, a craving for self- improvement, and obstinacy.Rose fits the bill. A retired English professor, she is the author of popular biographies of Virginia Woolf and Josephine Baker, as well as “The Year of Reading Proust”(1997), a memoir of her family life and the manners and mores of the Key West literary scene. Her best book is “Parallel Lives”(1983), a group biography of five Victorian marriages. (It is filled with marvellous details and set pieces, like the one in which John Ruskin, reared on hairless sculptures of female nudes, defers consummating his marriage to Effie Gray for so long that she sues for divorce.) Rose is consistently generous,knowledgeable, and chatty, with a knock for connecting specific incidents to large social trends. Unlike many biblio-memoirists, she loves network television and is un-nostalgic about print; in “The Shelf’she says that she prefers her e-reader to certain moldy paperbacks.The way most of us choose our reading today is simple. Someone posts a link, and we click on it. We set out to buy one book, and Amazon suggests that we might like another. Friends and retailers know our preferences, and urge recommendations on us. The bookstore and the library could assist you, too—the people who work there may even know you and track your habits—but they are organized in an impersonal way. Shelves and open stacks offer not only immediate access to books but strange juxtapositions. Arbitrary classification breeds surprises—Nikolai Gogol next to William Golding, Clarice Lispector next to Penelope Lively. The alphabet has no rationale, agenda, or preference.20、What can be inferred from Paragraph 1 about the author’s opinion on reading?A、What really matters is the fact that you read.B、An emphasis should be placed on what you read.C、The merchandising of reading can boost book sales.D、Reading as a serious undertaking should not be merchandised.21、Why does Phyllis Rose compare her reading to Ernest Shackleton’s explorations in the Antarctic?A、To emphasize the adventurous and stirring experience of reading.B、To emphasize the role of reading in broadening people’s horizon.C、To emphasize the amusement in reading without specific guidance.D、To emphasize the challenges in reading books of varying categories.22、Which of the following is closest in meaning to underlined phrase “human guinea pig”in Paragraph 3?A、A person used in experiments.B、An uneducated person.C、A lazy person.D、A vulnerable person.23、Why is Rose considered a good instance to manifest “extreme reading”?A、People’s interest in reading needs to be inspired.B、Most people do not know what they should read.C、She knows how to relieve her mental suffering via reading.D、She has special personal traits needed for “extreme reading”.24、In what sense is the arbitrary classification of books considered to be impersonal?A、It brings about surprises.B、It fails to track readers’habits.C、It ignores the content of books.D、It fails to consider reader’s preferences.试题答案：[['D'],['C'],['A'],['D'],['A']]21、If you have got kids, here is a nasty truth: they are probably not very special, that is, they are average, ordinary, and unremarkable. Consider the numbers of those applications your daughter is sending to Ivy League schools, for instance. There are more than a quarter of a million other kids aiming for the same eight colleges at the same time, and less than 9% of them will make the cut. And those hours you spend coaching Little League because you just know your son’s sweet swing will take him to the professionals. There are 2.4 million other Little Leaguers out there, and there are exactly 750 openings for major league ballplayers at the beginning of each season. That gives him a 0.0313% chance of reaching the big clubs. The odds are just as long for the other dreams you’ve had for your kids: your child the billionaire, the Broadway star, the Rhodes scholar. Most of those things are never going to happen.The kids are paying the price for parents’delusions. In public schools, some students are bringing home 17.5 hours of homework per week or 3.5 per school night and it’s hard to see how they have time to do it. From 2004 to2014, the number of children participating in up to three hours of after-school activities on any given day rose from 6.5 million to 10.2 million. And all the while, the kids are being fed a promise—that they can be tutored and coached, pushed and tested, hot- housed and advance placed until success is assured.At last, a growing chorus of educators and psychologists is saying, “Enough!”Somewhere between the self-esteem building of going for the gold and the self esteem crushing of the Ivy-or-die ethos there has to be a place where kids can breathe, where they can have the freedom to do what they love and where parents accustomed to pushing their children to excel can shake off the newly defined shame of having raised an ordinary child.If the system is going to be fixed, it has to start, no surprise, with the parents. For them, the problem isn’t merely the expense of the tutors, the chore of the homework checking and the constant search for just the right summer program. It’s also the sweat equity that comes from agonizing over every exam, grieving over every disappointing grade—becoming less a guide in a child’s academic career than an intimate fellow traveler.The first step for parents is accepting that they have less control over their children’s education than they think they do—a reality that can be both sobering and liberating. You can sign your kids up for ballet camp or violin immersion all you want, but if they’re simply doing what they’re told instead of doing what they love, they’ll take it only so far.Ultimately, there’s a much larger national conversation that needs to be had about just what higher education means and when it’s needed at all. Four years of college has been sold as being a golden ticket in the American economy, and to an extent that’s true.But pushing all kids down the bachelor’s path ensures not only that some of them will lose their way but also that critical jobs that require a two-year or less—skilled trades, some kinds of nursing, computer technology, airline mechanics and more—will go unfilled.There will never be a case to be made for a culture of academic complacency or the demolition of the meritocracy. It can be fulfilling for kids to chase a ribbon, as long as it’s a ribbon the child really wants. And the very act of making that effort can bring out the best in anyone’s work.But we cheat ourselves, and worse, we cheat our kids, if we view life as a single straight-line race in which one one-hundredth of the competitors finish in the money and everyone else loses. We will all be better off if we recognize that there are a great many races of varying lengths and outcomes. The challenge for parents is to help their children find the one that’s right for them. Which of the following factors deprives the kids of freedom to do what they love?A、3.5 hours of school assignments set by their teachers every day.B、The educational reforms made by the public schools they attend.C、The growing number of peers taking part in off-campus activities.D、Their parents’unrealistic wish for them to have a promising future.What are parents supposed to do to alter the current educational system?A、To pay for their kids’education.B、To take up all the household chores.C、To provide guidance to their children.D、To push their children to excel at exams.According to the author, which of the following perceptions should parents adopt concerning their kids’education?A、They should be their kids’companions on their journey to academic excellence.B、They should realize the fact that most children would remain mediocre despite their wills.C、They should feel relieved if they don’t have to pay for their kid’s off-school art lessons.D、They should be their kids’career director rather than help them find a right path to walk on.What does the underlined word “one”in the last paragraph refer to?A、Race.B、Length.C、Challenge.D、Outcome.试题答案：[['D'],['C'],['B'],['A']]22、根据题目要求完成下列任务，用中文作答。
2019上半年高中英语教师资格证面试真题
2019上半年高中英语教师资格证面试真题一，考题回顾二，考题解析【教案】教学目标：知识目标：（1）学生可以掌握适用条款的用法。
（2）学生将掌握同位语中的抽象名词。
能力目标：完成本课程后，学生可以使用此语法来解释抽象名词。
情感目标：学生能够获得学习英语的信心。
关键和难点：关键点：1）掌握appositive子句中的同位语和抽象名词的用法。
2）用这个语法来解释抽象名词。
难点：能够获得学习英语的信心。
教学程序：第1步：热身1。
问候。
2。
日常生活：问学生“你知道克隆是什么吗？”，并邀请一些学生回答这个问题。
3。
本课程主题“克隆”中的主角。
第2步：演示1.要求学生打开书，老师阅读该段落，然后让学生自己阅读这篇文章2分钟，以实现克隆，同时，老师将这两个句子写在黑板上。
1）她后来患上严重肺病的问题困扰着科学家2）科学家决定让多莉睡觉。
2.老师要求学生与他们的桌面伙伴讨论两句话的相似性3分钟，然后邀请其中一些人回答。
结构：抽象名词+那个子句3.告诉学生这种结构是同位语句，而同位语句在其前面有一个抽象名词，它解释了名词的内容，在同意条款中，“那”是一种结合而不发挥任何作用。
然后，老师要求学生与他们的桌面伙伴讨论我们可以在相应的条款中使用什么样的抽象名词另外3分钟，然后邀请其中一些人回答它。
抽象名词：新闻，观念，事实，问题，决定等。
例如：我听到了我们团队获胜的消息。
第3步：练习1.回答问题：询问学生哪些句子是屏幕上的同位语句。
1）女孩们惊讶于海洋船只可以在大湖上航行。
（同位语）2）他是我昨天看到的男人。
（定语从句）3）我不知道她每天都这么努力。
（同位语）第四步：生产1.将课程分为四组，并要求学生与他们的小组成员讨论相关条款与我们之前学习的6分钟的定语从句之间的差异。
同时，要求学生做出两种句子。
ter邀请一些团体与我们分享。
第五步：总结和家庭作业摘要：要求学生总结全班的课程内容。
家庭作业：完成第21页的练习。
(完整word版)2019上半年《英语学科知识与教学能力(高中》教师资格试题及答案,推荐文档
2019年上半年教师资格考试(高中英语)学科知识与教学能力试题1、The main difference between /f/ and /v/ lies in ( ).A、the manner of articulationB、the place of articulationC、voicingD、sound duration试题答案：c2、Which of the following involves a sound deletion?A、Bean.B、Design.C、Sport.D、Big.试题答案：b3、In the economic ( )established recently, more progress has been made by the European countries in harmonizing their countries.A、regulationB、climateC、circumstanceD、requirement4、Smoking heavily at home will expose children to ( )their health.A、multipleB、surplusC、durableD、excessive试题答案：d5、Which of the following pairs of words are gradable antonyms?A、Buy and sell.B、Big and small.C、Male and female.D、Red and green.试题答案：b6、Naturally, she ( )that once there was a new film everybody would be eager to go and see it.A、had assumedB、assumedC、has assumedD、was assuming7、If he had fought in the First World War, he might have returned ( ).A、a different manB、with a different manC、as a different manD、to be a different man试题答案：c8、In fact, they would rather have left for London ( )in Birmingham.A、to stayB、in order to stayC、than have stayedD、instead of having stayed试题答案：c9、What kind of speech act is performed in utterance “Come round on Saturday”when it is said as an invitation rather than a demand?A、Direct speech act.B、Locutionary act.C、Indirect speech act.D、Perlocutionary act.试题答案：c10、By asking the question,“Can you list your favorite food in English?”, the teacher is using the technique of ( ).A、elicitationB、monitoringC、promptingD、recasting试题答案：a11、If a teacher wants to check how much students have learned at the end of a term, he/she would give them a(n) ( ).A、diagnostic testB、placement testC、proficiency testD、achievement test试题答案：d12、What learning style does Xiao Li exhibit if she tries to understand every single word when listening to a passage?A、Field-dependence.B、Intolerance of Ambiguity.C、Risk-taking.D、Field-independence.试题答案：b13、If a teacher asks students to put jumbled sentences in order in a reading class, he/she intends to develop their ability of ( ).A、word-guessing through contextB、summarizing the main ideaC、understanding textual coherenceD、scanning for detailed information试题答案：c14、When a teacher says “What do you mean by that?”，he/she is asking the student for ( ).A、repetitionB、suggestionC、introductionD、clarification试题答案：d15、When a teacher says u “You 'd better talk in a more polite way when speaking to the elderly.”，he/she is drawing the students’attention to the ( )of language use.A、fluencyB、complexityC、accuracyD、appropriacy试题答案：d16、Which of the following is a display question?A、What part of speech is “immense”?B、How would you comment on this report?C、Why do you think Hemingway is a good writer?D、What do you think of the characters in this novel?试题答案：a17、Which of the following represents a contextualized way of practising “How often ...”?A、Make some sentences with“how often”.B、Use“how often”and the words given to make a sentence.C、I go shopping twice a week. How often do you go shopping?D、Please change the statement into a question with “how often”.试题答案：c18、Which of the following are controlled activities in an English class?A、Reporting, role-play and games.B、Reading aloud, dictation and translation.C、Role-play, problem solving and discussion.D、Information exchange, narration and interview.试题答案：b19、The ( )is designed according to the morphological and syntactic aspects of a language.A、structural syllabusB、situational syllabusC、skill-based syllabusD、content-based syllabus试题答案：a阅读The number of Americans who read books has been declining for thirty years, and those who do read have become proud of, even a bit over-identified with, the enterprise. Alongside the tote bags you can find T-shirts, magnets, and buttons printed or sewn with covers of classic novels; the Web site Etsy sells tights printed with poems by Emily Dickinson. A spread in The Paris Review featured literature-inspired paint-chip colors. The merchandising of reading has a curiously undifferentiated flavor, as if what you read mattered less than that you read. In this climate of embattled bibliophilia, a new subgenre of books about books has emerged, a mix of literary criticism, autobiography, self-help, and immersion journalism: authors undertake reading stunts to prove that reading—anything—still matters.“I thought of my adventure as Off-Road or Extreme Reading,”Phyllis Rose writes in “The Shelf: From LEQ to LES,”the latest stunt book, in which she reads through a more or less random shelf of library books. She compares her voyage, to Ernest Shackleton’s explorations in the Antarctic. “However, I like to sleep under a quilt with my head on a goose down pillow,”she writes. “So I would read my way into the unknown一into the pathless wastes, into thin air, with noreviews, no best-seller lists, no college curricula, no National Book Awards or Pulitzer Prizes, no ads, no publicity, not even word of mouth to guide me.”She is not the first writer to set off on armchair expedition. A. J. Jacobs, a self-described “human guinea pig,”spent a year reading the encyclopedia for “The Know-It-All: One Man’s Humble Quest to Become the Smartest Person in the World”(2004). Ammon Shea read all of the Oxford English Dictionary for his book “Reading the OED: One Man, One Year, 21, 730 Pages”(2008). In “The Whole Five Feet”(2010), Christopher Beha made his way through the Harvard Classics during a year in which he suffered serious illness and had a death in the family. In “Howard’s End Is on the Landing”(2010), Susan Hill limited herself to reading only the books that she already owned. Such “extreme reading”requires special personal traits: perseverance, stamina, a craving for self- improvement, and obstinacy.Rose fits the bill. A retired English professor, she is the author of popular biographies of Virginia Woolf and Josephine Baker, as well as “The Year of Reading Proust”(1997), a memoir of her family life and the manners and mores of the Key West literary scene. Her best book is “Parallel Lives”(1983), a group biography of five Victorian marriages. (It is filled with marvellous details and set pieces, like the one in which John Ruskin, reared on hairless sculptures of female nudes, defers consummating his marriage to Effie Gray for so long that she sues for divorce.) Rose is consistently generous, knowledgeable, and chatty, with a knock for connecting specific incidents to large social trends. Unlike manybiblio-memoirists, she loves network television and is un-nostalgic about print; in “The Shelf’she says that she prefers her e-reader to certain moldy paperbacks.The way most of us choose our reading today is simple. Someone posts a link, and we click on it. We set out to buy one book, and Amazon suggests that we might like another. Friends and retailers know our preferences, and urge recommendations on us. The bookstore and the library could assist you, too—the people who work there may even know you and track your habits—but they are organized in an impersonal way. Shelves and open stacks offer not only immediate access to books but strange juxtapositions. Arbitrary classification breeds surprises—Nikolai Gogol next to William Golding, Clarice Lispector next to Penelope Lively. The alphabet has no rationale, agenda, or preference.20、What can be inferred from Paragraph 1 about the author’s opinion on reading?A、What really matters is the fact that you read.B、An emphasis should be placed on what you read.C、The merchandising of reading can boost book sales.D、Reading as a serious undertaking should not be merchandised.21、Why does Phyllis Rose compare her reading to Ernest Shackleton’s explorations in the Antarctic?A、To emphasize the adventurous and stirring experience of reading.B、To emphasize the role of reading in broadening people’s horizon.C、To emphasize the amusement in reading without specific guidance.D、To emphasize the challenges in reading books of varying categories.22、Which of the following is closest in meaning to underlined phrase “human guinea pig”in Paragraph 3?A、A person used in experiments.B、An uneducated person.C、A lazy person.D、A vulnerable person.23、Why is Rose considered a good instance to manifest “extreme reading”?A、People’s interest in reading needs to be inspired.B、Most people do not know what they should read.C、She knows how to relieve her mental suffering via reading.D、She has special personal traits needed for “extreme reading”.24、In what sense is the arbitrary classification of books considered to be impersonal?A、It brings about surprises.B、It fails to track readers’habits.C、It ignores the content of books.D、It fails to consider reader’s preferences.试题答案：[['D'],['C'],['A'],['D'],['A']]21、If you have got kids, here is a nasty truth: they are probably not very special, that is, they are average, ordinary, and unremarkable. Consider the numbers of those applications your daughter is sending to Ivy League schools, for instance. There are more than a quarter of a million other kids aiming for the same eight colleges at the same time, and less than 9% of them will make the cut. And those hours you spend coaching Little League because you just know your son’s sweet swing will take him to the professionals. There are 2.4 million other Little Leaguers out there, and there are exactly 750 openings for major league ballplayers at the beginning of each season. That gives him a 0.0313% chance of reaching the big clubs. The odds are just as long for the other dreams you’ve had for your kids: your child the billionaire, the Broadway star, the Rhodes scholar. Most of those things are never going to happen.The kids are paying the price for parents’delusions. In public schools, some students are bringing home 17.5 hours of homework per week or 3.5 per school night and it’s hard to see how they have time to do it. From 2004 to 2014, the number of children participating in up to three hours of after-school activities on any given day rose from 6.5 million to 10.2 million. And all the while, the kids arebeing fed a promise—that they can be tutored and coached, pushed and tested, hot- housed and advance placed until success is assured.At last, a growing chorus of educators and psychologists is saying, “Enough!”Somewhere between the self-esteem building of going for the gold and the self esteem crushing of the Ivy-or-die ethos there has to be a place where kids can breathe, where they can have the freedom to do what they love and where parents accustomed to pushing their children to excel can shake off the newly defined shame of having raised an ordinary child.If the system is going to be fixed, it has to start, no surprise, with the parents. For them, the problem isn’t merely the expense of the tutors, the chore of the homework checking and the constant search for just the right summer program. It’s also the sweat equity that comes from agonizing over every exam, grieving over every disappointing grade—becoming less a guide in a child’s academic career than an intimate fellow traveler.The first step for parents is accepting that they have less control over their children’s education than they think they do—a reality that can be both sobering and liberating. You can sign your kids up for ballet camp or violin immersion all you want, but if they’re simply doing what they’re told instead of doing what they love, they’ll take it only so far.Ultimately, there’s a much larger national conversation that needs to be had about just what higher education means and when it’s needed at all. Four yearsof college has been sold as being a golden ticket in the American economy, and to an extent that’s true.But pushing all kids down the bachelor’s path ensures not only that some of them will lose their way but also that critical jobs that require a two-year or less —skilled trades, some kinds of nursing, computer technology, airline mechanics and more—will go unfilled.There will never be a case to be made for a culture of academic complacency or the demolition of the meritocracy. It can be fulfilling for kids to chase a ribbon, as long as it’s a ribbon the child really wants. And the very act of making that effort can bring out the best in anyone’s work.But we cheat ourselves, and worse, we cheat our kids, if we view life as a single straight-line race in which one one-hundredth of the competitors finish in the money and everyone else loses. We will all be better off if we recognize that there are a great many races of varying lengths and outcomes. The challenge for parents is to help their children find the one that’s right for them.Which of the following factors deprives the kids of freedom to do what they love?A、3.5 hours of school assignments set by their teachers every day.B、The educational reforms made by the public schools they attend.C、The growing number of peers taking part in off-campus activities.D、Their parents’unrealistic wish for them to have a promising future.What are parents supposed to do to alter the current educational system?A、To pay for their kids’education.B、To take up all the household chores.C、To provide guidance to their children.D、To push their children to excel at exams.According to the author, which of the following perceptions should parents adopt concerning their kids’education?A、They should be their kids’companions on their journey to academic excellence.B、They should realize the fact that most children would remain mediocre despite their wills.C、They should feel relieved if they don’t have to pay for their kid’s off-school art lessons.D、They should be their kids’career director rather than help them find a right path to walk on.What does the underlined word “one”in the last paragraph refer to?A、Race.B、Length.C、Challenge.D、Outcome.试题答案：[['D'],['C'],['B'],['A']]22、根据题目要求完成下列任务，用中文作答。
2019上半年教师资格证笔试《高中英语学科知识与教学能力》真题及答案
2019年上半年教师资格考试(高中英语)学科知识与教学能力试题1、The main difference between /f/ and /v/ lies in ( ).A、the manner of articulationB、the place of articulationC、voicingD、sound duration2、Which of the following involves a sound deletion?A、Bean.B、Design.C、Sport.D、Big.3、In the economic ( )established recently, more progress has been made by the European countries in harmonizing their countries.A、regulationB、climateC、circumstanceD、requirement4、Smoking heavily at home will expose children to ( )their health.A、multipleB、surplusC、durableD、excessive5、Which of the following pairs of words are gradable antonyms?A、Buy and sell.B、Big and small.C、Male and female.D、Red and green.6、Naturally, she ( )that once there was a new film everybody would be eager to go and see it.A、had assumedB、assumedC、has assumedD、was assuming7、If he had fought in the First World War, he might have returned ( ).A、a different manB、with a different manC、as a different manD、to be a different man8、In fact, they would rather have left for London ( )in Birmingham.A、to stayB、in order to stayC、than have stayedD、instead of having stayed9、What kind of speech act is performed in utterance “Come round on Saturday” when it is said as an invitation rather than a demand?A、Direct speech act.B、Locutionary act.C、Indirect speech act.D、Perlocutionary act.10、By asking the question,“Can you list your favorite food in English?” , the teacher is using the technique of ( ).A、elicitationB、monitoringC、promptingD、recasting11、If a teacher wants to check how much students have learned at the end of a term, he/she would give them a(n) ( ).A、diagnostic testB、placement testC、proficiency testD、achievement test12、What learning style does Xiao Li exhibit if she tries to understand every single word when listening to a passage?A、Field-dependence.B、Intolerance of Ambiguity.C、Risk-taking.D、Field-independence.13、If a teacher asks students to put jumbled sentences in order in a reading class, he/she intends to develop their ability of ( ).A、word-guessing through contextB、summarizing the main ideaC、understanding textual coherenceD、scanning for detailed information14、When a teacher says “What do you mean by that?” ，he/she is asking the student for ( ).A、repetitionB、suggestionC、introductionD、clarification15、When a teacher says u “You 'd better talk in a more polite way when speaking to the elderly.”，he/she is drawing the students’ attention to the ( )of language use.A、fluencyB、complexityC、accuracyD、appropriacy16、Which of the following is a display question?A、What part of speech is “immense” ?B、How would you comment on this report?C、Why do you think Hemingway is a good writer?D、What do you think of the characters in this novel?17、Which of the following represents a contextualized way of practising “How often ...” ?A、Make some sentences with“how often”.B、Use“how often”and the words given to make a sentence.C、I go shopping twice a week. How often do you go shopping?D、Please chang e the statement into a question with “how often”.18、Which of the following are controlled activities in an English class?A、Reporting, role-play and games.B、Reading aloud, dictation and translation.C、Role-play, problem solving and discussion.D、Information exchange, narration and interview.19、The ( )is designed according to the morphological and syntactic aspects of a language.A、structural syllabusB、situational syllabusC、skill-based syllabusD、content-based syllabus20、The number of Americans who read books has been declining for thirty years, and those who do read have become proud of, even a bit over-identified with, the enterprise. Alongside the tote bags you can find T-shirts, magnets, and buttons printed or sewn with covers of classic novels; the Web site Etsy sells tights printed with poems by Emily Dickinson. A spread in The Paris Review featuredliterature-inspired paint-chip colors. The merchandising of reading has a curiously undifferentiated flavor, as if what you read mattered less than that you read. In this climate of embattled bibliophilia, a new subgenre of books about books has emerged, a mix of literary criticism, autobiography, self-help, and immersion journalism: authors undertake reading stunts to prove that reading—anything—still matters.“I thought of my adventure as Off-Road or Extreme Reading,” Phyllis Rose writes in “The Shelf: From LEQ to LES,” the latest stunt book, in which she reads through a more or less random shelf of library books. She compares her voyage, to Ernest Shac kleton’s explorations in the Antarctic. “However, I like to sleep under a quilt with my head on a goose down pillow,” she writes. “So I would read my way intothe unknown一into the pathless wastes, into thin air, with no reviews, no best-seller lists, no college curricula, no National Book Awards or Pulitzer Prizes, no ads, no publicity, not even word of mouth to guide me.”She is not the first writer to set off on armchair expedition. A. J. Jacobs, a self-described “human guinea pig,”spent a year reading the encyclopedia for“The Know-It-All: One Man’s Humble Quest to Become the Smartest Person in the World”(2004). Ammon Shea read all of the Oxford English Dictionary for his book “Reading the OED: One Man, One Year, 21, 730 Pages”(2008). In “The Whole Five Feet”(2010), Christopher Beha made his way through the Harvard Classics during a year in which he suffered serious illness and had a death in the family. In “Howard’s End Is on the Landing”(2010), Susan Hill limited herself to reading only the books that she already owned. Such “extreme reading” requires special personal traits: perseverance, stamina, a craving for self- improvement, and obstinacy.Rose fits the bill. A retired English professor, she is the author of popular biographies of Virginia Woolf and Josephine Baker, as well as “The Year of Reading Proust” (1997), a memoir of her family life and the manners and mores of the Key West literary scene. Her best book is “Parallel Lives” (1983), a group biography of five Victorian marriages. (It is filled with marvellous details and set pieces, like the one in which John Ruskin, reared on hairless sculptures of female nudes, defers consummating his marriage to Effie Gray for so long that she sues for divorce.) Rose is consistently generous, knowledgeable, and chatty, with a knock for connecting specific incidents to large social trends. Unlike many biblio-memoirists, she loves network television and is un-nostalgic about print; in “The Shelf’ she says that she prefers her e-reader to certain moldy paperbacks.The way most of us choose our reading today is simple. Someone posts a link, and we click on it. We set out to buy one book, and Amazon suggests that we might like another. Friends and retailers know our preferences, and urge recommendations on us. The bookstore and the library could assist you, too—the people who work there may even know you and track your habits—but they are organized in an impersonal way. Shelves and open stacks offer not only immediate access to books but strangejuxtapositions. Arbitrary classification breeds surprises—Nikolai Gogol next to William Golding, Clarice Lispector next to Penelope Lively. The alphabet has no rationale, agenda, or preference.What can be inferred from Paragraph 1 about the author’s opinion on reading?Why does Phyllis Rose compare her reading to Ernest Shackleton’s explorations in the Antarctic? Which of the following is closest in meaning to underlined phrase “human guinea pig”in Paragraph 3? Why is Rose considered a good instance to manifest “extreme reading”?In what sense is the arbitrary classification of books considered to be impersonal?A、What really matters is the fact that you read.B、An emphasis should be placed on what you read.C、The merchandising of reading can boost book sales.D、Reading as a serious undertaking should not be merchandised.A、To emphasize the adventurous and stirring experience of reading.B、To emphasize the role of reading in broadening people’s horizon.C、To emphasize the amusement in reading without specific guidance.D、To emphasize the challenges in reading books of varying categories.A、A person used in experiments.B、An uneducated person.C、A lazy person.D、A vulnerable person.A、People’s interest in reading needs to be inspired.B、Most people do not know what they should read.C、She knows how to relieve her mental suffering via reading.D、She has special personal traits needed for “extreme reading”.A、It brings about surprises.B、It fails to track readers’ habits.C、It ignores the content of books.D、It fails to consider re ader’s preferences.试题答案：[['D'],['C'],['A'],['D'],['A']]21、If you have got kids, here is a nasty truth: they are probably not very special, that is, they are average, ordinary, and unremarkable. Consider the numbers of those applications your daughter is sending to Ivy League schools, for instance. There are more than a quarter of a million other kids aiming for the same eight colleges at the same time, and less than 9% of them will make the cut. And those hours you spend coaching Little League because you just know your son’s sweet swing will take him to the professionals. There are 2.4 million other Little Leaguers out there, and there are exactly 750 openings for major league ballplayers at the beginning of each season. That gives him a 0.0313% chance of reaching the big clubs. The odds are just as long for the other dreams you’ve had for your kids: your child the billionaire, the Broadway star, the Rhodes scholar. Most of those things are never going to happen.The kids are paying the price for parents’ delusions. In public schools, some students are bringing home 17.5 hours of homework per week or 3.5 per school night and it’s hard to see how they have time to do it. From 2004 to 2014, the number of children participating in up to three hours of after-schoolactivities on any given day rose from 6.5 million to 10.2 million. And all the while, the kids are being fed a promise—that they can be tutored and coached, pushed and tested, hot- housed and advance placed until success is assured.At last, a growing chorus of educators and psychologists is saying, “Enough!” Somewhere between the self-esteem building of going for the gold and the self esteem crushing of the Ivy-or-die ethos there has to be a place where kids can breathe, where they can have the freedom to do what they love and where parents accustomed to pushing their children to excel can shake off the newly defined shame of having raised an ordinary child.If the system is going to be fixed, it has to start, no surprise, with the parents. For them, the problem isn’t merely the expense of the tutors, the chore of the homework checking and the constant search for just the right summer program. It’s also the sweat equity that comes from agonizing over every exam, grieving over every disappointing grade—b ecoming less a guide in a child’s academic career than an intimate fellow traveler.The first step for parents is accepting that they have less control over their children’s education than they think they do—a reality that can be both sobering and liberating. You can sign your kids up for ballet camp or violin immersion all you want, but if they’re simply doing what they’re told instead of doing what they love, they’ll take it only so far.Ultimately, there’s a much larger national conversation that needs t o be had about just what higher education means and when it’s needed at all. Four years of college has been sold as being a golden ticket in the American economy, and to an extent that’s true.But pushing all kids down the bachelor’s path ensures not only that some of them will lose their way but also that critical jobs that require a two-year or less—skilled trades, some kinds of nursing, computer technology, airline mechanics and more—will go unfilled.There will never be a case to be made for a culture of academic complacency or the demolition of the meritocracy. It can be fulfilling for kids to chase a ribbon, as long as it’s a ribbon the child really wants. And the very act of making that effort can bring out the best in anyone’s work.But we cheat ourselves, and worse, we cheat our kids, if we view life as a single straight-line race in which one one-hundredth of the competitors finish in the money and everyone else loses. We will all be better off if we recognize that there are a great many races of varying lengths and outcomes. The challenge for parents is to help their children find the one that’s right for them.Which of the following factors deprives the kids of freedom to do what they love?What are parents supposed to do to alter the current educational system?According to the author, which of the following perceptions should parents adopt concerning their kids’ education?What does the underlined word “one” in the last paragraph refer to?A、3.5 hours of school assignments set by their teachers every day.B、The educational reforms made by the public schools they attend.C、The growing number of peers taking part in off-campus activities.D、Their parents’ unrealistic wish for them to have a promising future.A、To pay for their kids’ education.B、To take up all the household chores.C、To provide guidance to their children.D、To push their children to excel at exams.A、They should be their kids’ companions on their journey to academic excellence.B、They should realize the fact that most children would remain mediocre despite their wills.C、They should feel relieved if they don’t have to pay for their kid’s off-school art lessons.D、They should be their kids’ career director rather than help them find a right path to walk on.A、Race.B、Length.C、Challenge.D、Outcome.试题答案：[['D'],['C'],['B'],['A']]22、根据题目要求完成下列任务，用中文作答。
2019年上半年高中英语学科教师资格面试试讲题目
2019年上半年高中英语学科教师资格面试试讲题目一、考题回顾高中英语写作二、考题解析【教案】Teaching aims:Knowledge aims:Students can master the structure of notice.Ability aim:Students can improve their abilities of collection and organization.After this lesson, students can write some notice in their daily life.Emotional aim:Students are able to get the confidence of learning English.Key and difficult point:Key Point: Master the structure of notice.Difficult Point: Students can gain the ability of writing some notice in their daily life.Teaching procedures:Step 1: Warming-up1. Greetings and talk weather with students.2. Homework : Ask students to share the homework for last class “ write a letter to your pen pal”. and think of the structure of letters.3. Introduces some different forms of writing.4. Lead to the new lesson, notice.Step 2: pre-writing1.Ask students to read the small article on the screen. Then ask student “ What’s this article talking about?” And tell them it is a good news. And the ask them “Do you know the writing style of this article?” Then tell them it is a notice.Then ask them”Do you know how to write a notice?”2.Then ask student to find some key segments about the notice.3.Then help them to conclude the structure of notice:Event,place,time and participants4.Ask students to think, how to write a notice about “student union will hold a singing competition.”5.Show the materials on the blackboard：Event: Singing competitionsPlace: The fist dining hallTime: 9 a.m. to 5 p.m.,next SundayParticipants: all the studentsStep 3: While-Writing1. Give students 15 minutes to write a notice with the collected writing material.2. When students are writing, correct their spelling and grammar.Step 4: Post-Writing1. Peer-editing: Ask students to check their notices with their deskmates.2. Sharing: Invite some students to share their notices.3. Give the evaluation according to their notices.Step5: Summary and HomeworkSummary: Ask a student to conclude the content of the lesson and summarize with the whole class.Homework: Improve their works after class.Blackboard design:Reading books can make us a full man. I like reading during my spare time. Now I want to introduce you one book that I have ever read. It is called One hundred suggestions for a teacher, written by Suchumlinskii. I think I really learned a lot from it. It mainly tells us some good ways to be a good teacher, for example, we should love our students, respect the uniqueness of them,and keep learning. Some of them are stilled call for by modern educationist. I use some of them into my teaching, I find they are really useful. I think every teacher can read this book and learn how to be a good teacher from it. If I had a chance to bea teacher, I would learn from it, learn from other experienced teachers, always try to be a better teacher.1. How to correct students’ mistakes?【参考答案】Students may make some mistakes during their process of learning, but as for hoe to correct their mistakes, it is an art. Students in this age like being praised by teachers and do not want to be blamed for their mistakes. I think they are many ways to correct their mistakes, for example, explicit correction，recast，pinpointing and so on. Here I want to introduce one that I am used to applying during my teaching, that is, elicitation. we can ask the students “how do we say...in English”, then we can lead the students to answer the questions continuously by gestures or eye sight. When the student cannot correct it , I can ask other students to correct it for him or her. In this way, the students can know the mistake more deeply.一、考题回顾高中英语阅读二、考题解析【教案】Teaching aims:Knowledge aims:(1) Students are able to understand the content of the passage.(2) Students can know some basic information of narration.Ability aim:Students can use different basic reading strategies like analyzing, grasping details correctly in their reading process.After this lesson, students can write a narration by themselves.Emotional aim:Students will be more willing to get involved in class activities and boost their interest in learning English.Key and difficult point:Key Point: understand the characteristics of narration.Difficult Point: improve students’ learning interest and write a narration by themselves.Teaching procedures:Step 1: Warming-up1. Greeting.2. Have a free talk:Ask students some questions about their weekend. For example,1). Did you enjoy your weekend?2). What did you do on your last weekend? And how about your week days, what did you do?3.Then ask students to answer the questions and give them some feedback. Then tell them I have friend John he had wrote a short passage to describe his week, and ask my students if they want to know his week or not to lead in the topic of today: “My week”.Step 2: Pre-reading1.Prediction.Ask students to make a prediction about what John does during his week and invite some students to share their ideas.Write down some of their answers on the blackboard to recall some related words and give evaluation to the students.Step 3: While-readingA. Extensive reading1.Let students to read the passage for the first time. Ask students a question: What does the passage talk about? (This passage talks about the week of the writer)2.Then invite one student answer the question and give evaluation.B. Intensive reading1.Ask students to read the passage for the second time and finish the exercise on the blackboard:1). John’s lunch is diversified. (T/F)2). When does John return to the paperwork in the office?3). What does John do on Monday nights?4). Where does John go on Wednesday nights?5). Why does the author study French?…2.Then invite two students to answer these questions separately and give evaluation. Write down the right answers on the blackboard.Reading ability plays a very important role in the process of learning. It is an important part of students’ overall ability. If we want to communicate with others, we should understand what someone is saying. So as a teacher, we should try our best to help students improve their listening ability.First, before reading, we should lead the students to get familiar with the topic and the potential new words, so that the students can listen to it more smoothly. Besides, we can ask the students to make a prediction about the main idea of the passage to arouse their interest. During reading, we can train students’ reading ability by letting students read for different purposes, for example, getting main idea by extensive reading and getting some detail information by intensive reading. After reading, in order to make students get more familiar with the topic, we can organize some group work, such as, discussion, debate, survey, retelling and so on. After class, we can also give them some reading related homework to have them practise listening.I hope students can finally improve their reading ability through the above methods.2. What’s your teaching aims?【参考答案】According to the new curriculum standard, I set the following teaching aims:The first one is knowledge aims: (1) Students are able to understand the content of the passage. (2) Students can know some basic information of narration. The second one is ability aims: Students can use different basic reading strategies like analyzing, grasping details correctly in their reading process. After this lesson, students can write a narration by themselves.The third one is emotional aim:Students will be more willing to get involved in class activities and boost their interest in learning English.一、考题回顾高中英语语音二、考题解析【教案】Teaching aims:Knowledge aims:Students are able to understand the content of the passage.Students can know some basic information of liaison.Ability aim:Students can use different basic reading strategies like analyzing, grasping details correctly in their reading process.After this lesson, students can use the target knowledge into their daily life.Emotional aim:Students will be more willing to get involved in class activities and boost their interest in learning English.Key and difficult point:Key Point: master the rules of liaison.Difficult Point: use the target knowledge to their daily life correctly.Teaching procedures:Step 1: Warming-up1.Greeting:talk about weather2.Sing a song “hand in hand”, and ask students “when you hear this song, which event comes to your mind?”Step 2: Presentation1.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 the first sentence for them twice.Then ask them to discuss the differences between these two times and write down thesentence on the blackboard.①Fu Mingxia first stood on top of the 10-metre diving platform at the age of nine.②At 12 years old she won a Guinness Record when....3.Invite students to share their ideas then make a conclusion of liaison, structure: consonant+vowelStep 3: PracticeAsk students read the article again then invite ss come to the front and read for others.Step4: Production4 of a group, show students Shelley’s poem, ode to the west wind. Give them5 minutes to practise this poem,then invite some students read the poem for us ,choose the best one.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: Try to surf on the Internet and find more rules of liaison.Blackboard design:As for me, I think grammar is necessary for primary school students. Because the primary school students have been learning English for a short time, there may be weak in spelling, vocabulary, words or other fields. It is a stage for them to lay a good foundation for further study. Besides, we are not native English speakers, for us, grammar is bound to be taught at the beginning of English study. Thus, It is still important for us to teach spelling, grammar, pronunciation, practical sentences, as well as some simple grammar rules, which can help them acquire exquisite English.2.How do you think of English?【参考答案】English is a sort of language, which is of greater and greater importance.Nowadays, with the development of society and globalization, English has become a global language, which has over 1 billion learners and 54.6million usersaround the world. We can see how important English language is during the process of global communication. Most people regarded English as their own hobbies.As for us, Learning English well can not only makes us learn form other countries their developed cultures, but also can spread the fine culture of the Chinese nation. When learning English, we must practical, in other words, we should learn some basic words and expressions, at the same time, we should pay attention to the improvement of language abilities and the usage of knowledge.。
2019年上半年教师资格证真题与答案解析：高中英语
2019上半年教师资格证真题答案：高中英语一、单选题1.答案: C.voicing2.答案: B.design3.答案: A.regulation4.答案: D.excessive5.答案: B.Big and small.6.答案: A.had assumed7.答案: C.as a different man8.答案: C.than have stayed9.答案: C.Three10.答案: B.Locutionary act11.答案: A.elicitation12.答案: D.achievement test13.答案: B.Intolerance of Ambiguity.14.答案: C.understanding textual coherence15.答案: D.clarification16.答案: D.appropriacy17.答案: A.What part of speech is "immense" ?18.答案: C.I go shopping twice a week. How often do you go19.答案: B.Reading aloud, dictation and translation20.答案: A.structural syllabus21.答案: D.Reading as a serious undertaking should not be22.答案: C.To emphasize the amusement in reading without23.答案: A.A person used in experiments.24.答案: C.She knows how to relieve her mental suffering via25.答案: A.It brings about surprises.26.答案:暂缺27.答案: B.The educational reforms made by the public schools28.答案: D.To push their children to excel at exams.29.答案: A.They should be their kids' companions on their30答案: A.Race二、简答题(本大题1小题，20分)31.【答题要点】优点：?PPT的使用能够将教材内容生动活泼地呈现在学生面前，使静态、枯燥的语言材料变得直观、具体，富有感染力，从而调动学生深入学习的积极性，激发学生的学习兴趣;?PPT的使用可以丰富教学内容和形式，提供有利于学生观察、模仿、尝试、体验真实语言的语境，使英语学习更好地体现真实性和交际性特征。
2019上半年教师资格证真题及答案：高中英语
2019 上半年教师资格证真题答案：高中英语一、单项选择题1.答案2.答案3.答案4.答案5.答案 : B.Big and small.6.答案 : A.had assumed7.答案 : C.as a different man8.答案 : C.than have stayed9.答案10.答案 : B.Locutionary act11.答案12.答案 : D.achievement test13. 答案 : B.Intolerance of Ambiguity.14.答案 : C.understanding textual coherence15.答案16.答案17.答案 : A.What part of speech is "immense" ?18.答案 : C.I go shopping twice a week. How often do you go19.答案 : B.Reading aloud, dictation and translation20.答案 : A.structural syllabus21.答案 : D.Reading as a serious undertaking should not be22.答案 : C.To emphasize the amusement in reading without23.答案 : A.A person used in experiments.24.答案 : C.She knows how to relieve her mental suffering via25.答案 : A.It brings about surprises.26.答案 :暂缺27.答案 : B.The educational reforms made by the public schools28. 答案 : D.To push their children to excel at exams.29.答案 : A.They should be their kids' companions on their30答案二、简答题 (本大题 1小题， 20分 )31.【答题重点】长处：?PPT 的使用能够将教材内容生动开朗地表此刻学生眼前，使静态、乏味的语言资料变得直观、详细，富裕感染力，进而调换学生深入学习的踊跃性，激发学生的学习兴趣;?PPT 的使用能够丰富教课内容和形式，供给有益于学生察看、模拟、试试、体验真切语言的语境，使英语学习更好地表现真切性和社交性特点。
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2019上半年高中英语教师资格证面试真题及答案(第
三批)
2017上半年高中英语教师资格证面试真题及答案(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。
在登山的过程中我能够锻炼身体。
我喜欢登山的第二个原因是在登山看风景的过程中我能够享受完全放松的感觉。
还有，在登上山顶以后我能够享受胜利的感觉。
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协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。