初中英语12个下半年上半年份教师资格证面试真题.docx
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初中英语12个下半年上半年份教师资格证面试真题.docx
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初中英语12个下半年上半年份教师资格证面试真题
本次教资面试试题来源于学员回忆,与真实试题存在偏差,仅供参考。
初中英语词汇
一、考题回顾
二、考题解析
【教案】
MyHome
Teachingaims
Studentscanunderstandthemainideaofthepassageandmasterphrasesaboutlocationlike“ontheleft”,“ontheright”,“inthecenterof”andsoon.
Studentscanlearntodescribetheirhomesusingtheexpressionsthey’velearnedintheclass.
StudentscanimprovetheirconfidenceinspeakingEnglishafterpracticeandgroupwork.
Keyanddifficultpoints
Keypoint
Tounderstandthemainideaofthepassageandmasterthefollowingphrases:
“ontheleft”,“ontheright”,“inthecenterof”andsoon.
Difficultpoint
Toapplytheexpressionsthey’velearnedintheclassintopracticeandimprovetheirconfidenceinspeakingEnglish.
Teachingprocedures
Step1:
Warming-up
1.Greetings.
2.PlayashortvideoabouttheForbiddenCityandaskstudentsthefollowingquestions:
Q1:
Whereisit?
Q2:
Whosehomeisit?
Q3:
HowdoyoudescribeitinEnglish?
3.Thenintroducethetopicofthislessonnaturallythroughsharingtheiranswersoftheabovequestions.
Step2:
Presentation
1.Readthepassageforstudentsandaskthemtofindoutthemainidea.Theninviteavolunteertosharehis/heranswer.
2.Askstudentsthefollowingquestions:
Q1:
Whereisthesmallgarden?
Q2:
Whereisthekitchen?
Q3:
Whereisthebathroom?
Later,checktheanswerswithstudentsandwritedownthethreephrases:
“ontheleft”,“ontheright”,“inthecenterof”ontheblackboard.
3.Teachthepronunciationofthephrasesandemphasizetheliaisonbetweencenterandof.Then,teachthemeaningofthesephrasesbyusingthepictureonthebook.
4.Givestudentsmoreexpressionssuchas“turnleft”,“tunright”and“centeraround”andemphasizethedifferentpartofspeechofthewords.
Step3:
Practice
1.Fillinblanks
Givestudentssomesentencesandaskthemtofillintheblankswiththecorrectphrases.Thenchecktheanswerstogether.
2.Describepictures
Givestudentsseveralpicturesandaskstudentstodescribeitusingtheexpressionsthey’vejustlearned.ThenchoosesomestudentstodescribethesepicturesinfrontoftheclassbyplayingagamenamedHotPotato.
Step4:
Production
Askstudentstoworkingroupsoffouranddiscussthelayoutoftheirhomes.10minuteswillbegivenfordiscussion.Duringtheirdiscussion,walkaroundtheclassroomandgivehelpifnecessary.Theninvitesomegroupstoshareandgivesomeevaluations.
Step5:
SummaryandHomework
Summary:
askstudentstorecallwhattheyhavelearnedtogetherandtheninviteonestudenttosummarizetoday’slesson.
Homework:
askstudentstomakeanewdesignfortheirhomesandtrytodescribetheminEnglishusingtheexpressionstheyhavelearnedinthisclass.
Blackboarddesign
Teachingreflection
【答辩题目解析】
1.词汇教学中词汇呈现的方法有哪些?
1.Whatarethemethodsofvocabularypresentationinvocabularyteaching?
【参考答案】
词汇教学中词汇呈现至关重要。
呈现方式主要有以下几种:
图片呈现、简笔画呈现、视频呈现、动作呈现、表情呈现、英英释义呈现。
其中,对于表示动作的词汇,教师可以利用TPR教学法进行教学,帮助学生有效地学习词汇。
对于描述心情类的词可以通过做表情的方式呈现该词。
采用哪一种呈现方式还需结合词汇本身和相应的语境。
【Suggestedversion】
Thepresentationofvocabularyplaysanimportantpartinvocabularyteaching.Wecanmainlypresentvocabularyinclassthroughpicture,stickfigure,video,action,facialexpressionandexplanation.Topresentthewordsforaction,wecanuseTPRTeachingMethodtocarryontheteachingintheclassandhelpstudentstolearneffectively.Topresentthewordsconnectedwithemotion,wecanmakefacialexpressionsaccordingly.Thespecificmethodshouldbecombinedwiththevocabularyitself,thecontextaswellasthefeaturesofstudents.
2.如何开展一个好的导入?
2.Howdoyoumakeagoodwarming-up?
【参考答案】
一堂课的导入对于整堂课来说是至关重要的。
要做好导入我们需要保证导入形式的新颖以及导入内容和新课的关联度。
我们可以采用歌曲、视频、图片、故事、自由讨论等有趣的方式来导入,但是导入的内容如果和新课毫不相关,那这个导入就称不上是一个好的导入。
具体采用何种导入方式还得依据素材内容来定。
在往后的教学中,我会向有经验的老师们学习,不断提升自己的授课能力,丰富导入形式以提升学生的学习兴趣。
【Suggestedversion】
Thewarming-upofalessoniscrucialtothewholelesson.Tomakeagoodwarming-up,weneedtoensurethattheformofwarming-upisnovelandthecontentisrelatedtothenewlesson.Wecanusesongs,videos,pictures,stories,freetalkandotherinterestingwaystodoit,butifthecontentisnotrelatedtothenewlesson,thenthewarming-upisnotagoodone.Thespecificmethodofwarming-upalsodependsonthecontentofthematerial.Therefore,inthefuture,Iwilllearnfromexperiencedteacherstoimprovemyteachingability,enrichtheformsofwarming-uptofosterstudents’learninginterest.
初中英语听说
一、考题回顾
二、考题解析
【教案】
Goodfriends
Teachingaims
Studentscanunderstandthecontentofthelisteningmaterialandbemorefamiliarwiththetopicoffriends.
Studentscandescribepeople’squalitieswithsomeusefulexpressionslike“interesting”,“honest”.
Studentswilldeveloptheirlisteningabilitiesofpredicting,guessingthemeaningsofwordsaccordingtothecontext,andcatchingdetailedinformationthroughintensivelistening.
StudentscanfostertheirconfidenceoflearningEnglishandcultivatetheawarenessofcherishingfriendshipintheirdailylife.
Keyanddifficultpoints
Keypoints
Tounderstandthecontentofthelisteningmaterial.
Tomastersomekeywordsrelatedtopeople’squalitiesandimprovetheirlisteningmaterial.
Difficultpoint
Howtocultivatetheawarenessofcherishingfriendship.
Teachingprocedures
Step1:
Warming-up
1.Greetings.
2.LetstudentsenjoyasongnamedAuldLangSyneandaskthem:
“what’sthetopicofthissong.Forexample:
Shouldauldacquaintancebeforgot.
Andneverbroughttomind.
Shouldauldacquaintancebeforgot.
Andauldlangsyne!
Invitesomestudentstosharetheiranswersandtellthemthesongisaboutfriendship.Thenleadintoday’stopic.
Step2:
Pre-listening
Showapictureof2peoplewhoaretalking.Basedonthepicture,givestudentsatasktomakeaprediction:
“whatarethedialogueabout?
”andcollecttheiranswerslike:
Maybetheyarenewfriendsofeachotherandhaveatalk?
Maybetheyarereadytointroducenewsfriendstoeachother?
andsoon.
Step3:
While-listening
1.Extensivelistening
Readtheconversationforstudentsandaskthemtofindoutthemainideatochecktheirpredictions.Thenwritethetopicontheblackboard.
2.Intensivelistening
Askstudentstolistentothetapeforthesecondtimeandgetsomedetailedinformationtoanswerthefollowingtwoquestions:
Q1:
Whatmakesgoodfriends?
Q2:
Whythesequalitiesmakegoodfriends?
Thenleadstudentstofillinthechartontheblackboard.
Encouragestudentstocheckthemeaningofsomekeywords,suchas“honest”and“interesting”byreferringtothecontext.Theninvitesomevolunteerstosharetheirfindingsandmakeasupplement.Later,showasentence:
“Ithinkgoodfriendsshouldbe...”andexplaintheusageofthissentence.
3.Askstudentstoreadafterthetapeandpayattentiontotheintonationandpronunciation.
Step4:
Post-listening
1.Roleplay:
Askstudentstoworkinpairstodoaroleplayaccordingtotheconversation.Theyhave5minutestoprepare.Theninvitesomegroupstoshareandexplain
2.Survey
Givestudents5minutestohaveasurveyingroupsoffour.Studentsneedtointroducetheirbestfriendstogroupmembersbyusingthetargetexpressionstheyhavemasteredinthisclass.Duringthesurvey,theteacherwillwalkaroundtheclassroomandgivesomeadvice.Later,somerepresentativeswillbeinvitedtosharetheirresults.Positiveevaluationwillbegiven.
Step5:
SummaryandHomework
Summary:
askstudentswhattheyhavelearnedtodayandmakeasummarytogether.Meanwhile,askstudentstocherishfriendshipintheirdailylife.
Homework:
askstudentstosearchotherqualitieswhichgoodfriendsneedandsharenextclass.
Blackboarddesign
Teachingreflection
【答辩题目解析】
1.你的教学难点是什么?
1.What’reyourdifficultpoints?
【参考答案】
感谢您的提问,教学难点包括学生难理解的方面和老师难解释的方面。
掌握清楚课堂的重难点有利于帮助老师抓住重点,突破难点,从而提高教学效果。
本节课的教学难点主要有以下几点:
第一,如何提高学生学习英语的自信心;第二,怎么培养学生珍惜友谊的情感。
在这堂课中,我通过加强与学生的互动以及给与学生鼓励性的评价来提高学生自信心,并在post与小结环节通过升华主题来提醒学生珍惜身边的友谊。
我相信,通过这些活动,教学难点取得了一定程度的突破。
【Suggestedversion】
Thanksforthequestion,theteachingdifficultpointsincludingtwoaspects.Forteachers,thatistheparthardtoexplain.Forstudents,thatisparthardtounderstand.Itishelpfulforteacherstohaveaclearunderstandingofdifficultpoints.Thus,teacherscangraspthekeypoints,breakthroughthedifficultpointsandimproveteachingeffect.
Thedifficultpointsinthisclassareasfollows:
First,howtodeveloptheconfidenceoflearningEnglish;Second,howtocultivatetheawarenessofcherishingfriendship.Inthisclass,throughtheinteractwithstudentsandpositiveevaluation,students’confidencewillbedeveloped.Besides,inpost-listeningandsummarypart,Iremindstudentstocherishfriendshiparoundthem.
Ibelieve,throughtheseactivities,thedifficultpointsmusthavebeenbrokenthroughtosomeextent.
2.你是如何设计这堂听说课的?
2.Howdoyoudesignthelisteningclass?
【参考答案】
这堂课,我主要采取了PWP的教学模式。
导入环节通过一首与友谊相关的歌曲将学生吸引到课堂当中来。
听前环节通过预测进一步激发学生的学习兴趣,并将学生带到文本的情境中去。
听中环节通过设计由浅入深的问题,帮助学生循序渐进的理解整段对话。
同时,学生还能够根据上下文猜测词义。
听后环节通过角色扮演加深学生对文本的理解,同时锻炼其口语表达能力。
小结与作业帮助学生回顾课堂重点并进行情感升华。
以上就是我的教学设计,谢谢。
【Suggestedversion】
IhaveadoptedthelessondesignofPWPmoduleinthisclass.
Inwarm-up,Idrawstudents’attentionbysingingasongnamedAuldLangSyne.Forpre-listening,predictioncancultivatetheirinterestfurtherandbringthemintothesituationofcontext.Thewhile-listeninghelpsstudentscomprehendthewholeconversationbydesigningdifferentcomplexquestionsandtasks.Atsametime,studentswillbeabletoguessthemeaningofwordsaccordingtothecontext.Asforpost-listening,roleplaydeepenstheunderstandingoftheconversation.What’smore,itcanpractisetheirspokenEnglish.Summ
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