• 教师资格证面试辅导:初中英语听说课

      随着教师资格证考试的全国统考化,考试难度也随之增加,尤其是教师资格证考试中的面试环节(以下简称教资面试)。这无形中也给考生带来了诸多压力,想要考取初中英语教师资格证,就必须要过试讲这一关。在教资面试的初中英语试讲中,考生可能会抽到多种类型的试讲题目。如果考生抽到的题目中有以下类似要求,则可以将其设计为一堂听说课:   1. 重点练习学生听说的能力;   2. 要求学生展示对话;   3. 设计听后的口语活动。   今天我们先来谈一谈如何设计初中英语的听说课。   听说是学习英语所需要培养的技能,因此在技能教学中,我们最常用的方式就是PWP模式(pre-listening,while-listening,post-listening)。那么在这个PWP模式的每个环节中,我们具体要根据什么来设计课堂环节呢?根据义务教育阶段的英语课程标准,我们总结出,在听前阶段我们主要是以熟悉相关词语和句型、提出需要解决的问题为目的、和明确具体任务为目的来设计教学活动;在听中阶段,则以听信息,排顺序、列项目、补全文字等完成各种任务为目的;在听后阶段,也就是练习说的环节,设计的教学活动应以口头回答问题、模拟或表演情景对话、小组讨论等形式来展开。因此考生在设计课堂活动时,要紧紧围绕以上的关键信息设计听说课。可以将听说课的流程设计为以下几步:导入,听前,听中,听后,小结作业。   首先我们从课堂导入开始说起。初中英语教学最常用的导入方式有两种,一个是温故知新导入法(以复习、提问、表演上节课学过的对话等开始,向学生提供新、旧知识联系的要点),一个是设置情景导入法(指综合利用图片、音乐、视频等设备,结合教师语言、学生活动等因素,制造出一种符合教学需要的情景的导入方法)。一般来讲,在面试中为了吸引考官的眼球,建议考生采用设置情景导入方式。设置情景导入方式又可以分为以下几种:实物导入法、游戏导入法、创疑导入法、音视频导入法、生活实例导入法、人物故事导入法、名言名句、活动表演导入法等。   案例:在设计有关价格的课程时,可以采用自由讨论的方式让学生明白主要话题。通过自由讨论可以激发学生的思维,让学生在讨论中明白将要学习的内容。首先让学生看衣服,然后问学生想不想买一件,这就自然而然的涉及到了本课的主题:询问价格。   T: Look, what’s this in English?   S: It’s a jacket.   T: This is my jacket. It’s nice, isn’t it? What color is it?   S: It’s red.T: Do you want to buy one?   S: Yes, I do.   T: Good, and today we will talk about clothes.   接着就是听前预热环节。考生可以采用预测、头脑风暴、提出问题、发现活动等方法,帮助学习者确立听力目标,目的就是让学习者更好地理解听力材料。如果有一些词汇比较难,考生也可以在此环节解决词汇问题。   案例:采用做游戏的方式。通过大屏幕展示图片,让学生一边看图片,一遍练习单词和句型,加深学生们的印象。学生们通过游戏参与学习,可以增加学习的乐趣,由于游戏设计比较简单,学生的参与度会很高,而且学习内容贴近生活,学生会很容易掌握重点词汇。   Play a game: Challenge our memory   The teacher shows students some groups of pictures. And ask students to have a challenge if he knows all the subjects and can remember them, they can stand up and repeat them. After this, let students talk about their favorite subjects, and match the words with the pictures in 1a.   T: Look at those pictures; they are cove of our books. This is the math. This is Chinese. This is history. This is geography. This is chemistry. Now, I will show these pictures one by one casually, and you should speak their English. Who want to have a challenge?   S: Let me have a try. Math, Chinese, History, Geography, Physics, Chemistry.   T: Ok, very good. Seat down please.   接着是听中环节。这是英语听说课中,听力教学的关键阶段。通过丰富多彩的教学活动,如边听边记录、根据听力信息对相关内容排序、根据听力信息表演相关动作或绘出图片、填空等活动,达到理解信息和训练技能的目的。在此环节中,考场一般不会有多媒体等设备,所以考生可以自己模仿,自己扮演多媒体的角色,可以将设计的对话自己读出来,并给学生设置一定的任务。   案例:跟读录音,模仿语音语调,并完成相应任务。   Play the recording for the fit time. Students should complete the conveatio in 1a. Check the awe. Listen again and describe what you can see in the map after this time and share your awe, and then read after it.   T: Now listen to the tape and complete the conveatio in 1a.   T: Ok, stop here. Who can tell me what we should fill in the fit sentence?   S1: Where I can by some stamps.   T: What about the second sentence?   S2: There is a post office on Center Street.   T: Ok, very good. The next one.   S3: Where I can get a dictionary.   T: Yes, very good. Who can tell us the last one?   S4: There is a bookstore on Main Street.   T: You all did a good job. Now, please listen to the tape again and read after it. After listening, please use the key sentence structure on the blackboard to make sentences with your partner.   之后是听后环节,这个环节主要目的就是让学生练习“说”。 主要通过模拟或表演情景对话、小组讨论等口头表达,来巩固听力活动中的重点句型或知识点。   案例:通过听后的对话练习,可以让学生进一步加强对重点句型和口语表达的练习。在练习中,通过换用不同的主体进行询问,学生就能明白如何将该课的重点内容应用到实际生活中。另外,通过对话之后的分享,学生的学习成果能够得到认可和评价,更加有利于促进学生的积极性,提高对英语对话练习的兴趣。   T: Practice the conveatio above with your partner. Then make your own conveatio. You can use the following structures. Then some groups will be invited to share your dialogue. Let’s begin!   S1: When is your birthday?   S2: My birthday is on April 5, May.   S1: When is your father’s birthday?   S2: My father’s birthday is on April 6, May.   最后就是小结作业环节。   在教师资格考试的面试中,由于考试时间的局限性,建议考生采用收束式小结的方法来进行结课。收束式小结的主线是教师针对本堂课所上的教学内容做归纳式总结,总结的主要目的是让学生们回顾本节课所授知识点,并且重新梳理知识点。因此可以让考生一起来朗读或者分角色朗读等方式来结课,达到练习听说的目的。   面试考试时,作业的设计应以实践性作业设计为主。实践型的作业设计有对话(Conveation),表演(Performance),搜集资料(Search information),调查(Survey),讨论(Discussion),辩论(Debate)。在听说课中,这些实践性的作业都可以应用得到。   案例:让学生观看天气预报,来记录本省其他地方的天气情况,并在下节课上做一个汇报。   Watch the TV and record the weather condition in your province and fill the following table, then be a weather reporter again. Use the new knowledge to tell the information you got to all of the students in the next English class.   在教资面试中,考生虽然抽到的题目内容十分简略,但是考生还是可以根据自己的知识储备将简略的内容充实起来,那么这就要求考生要有大量的积累,因此想要顺利通过教资面试,也是需要考生认真准备的。所以想要拿到教师资格证,就应该未雨绸缪,否则,等到快考试的时候才临渴掘井,那么只能再一次与教师资格证擦肩而过了。   提前备考:如何应对教师资格面试各环节 教师资格面试考题预测 说课教案   面试视频:233网校-教师资格证面试“说课-情景模拟”免费试听>>   学习交流平台:手机APP | 微信:jiaoshi_233 | QQ群 加入我们,分享学习乐趣![NoPage]

    来源:233网校教师资格站点 2015-11-06 09:51:00

  • 2020下半年初中英语教师资格证面试真题及答案

    1.题目:读写教学试讲2.内容:Big Cities and the CountrysideDo you live in a big city? Do you live in the countryside? Some people like big cities; othe like the countryside. Big cities are busier than the countryside. Big cities have more factories than the countryside. Big cities are warmer in winter than the countryside and hotter in summer than the countryside. There are more trees in the countryside. There are more people in big cities. The countryside is greener and quieter than big cities.Big cities are ______ than the countryside.The countryside is ______ than big cities. 3.基本要求:(1)采用英语授课,试讲时间约 10 分钟; (2)试讲时需示范朗读教学内容,进行朗读技巧的指导; (3)创设情境通过提问引导学生梳理文本基本信息,并进行阅 读方法的指导; (4)抓住关键词句设计板书辅助学生进行语言表达的操练。查看答案参考解析:Teaching Procedures:I. Lead-ihow students some pictures of big cities and the countryside. Ask students to talk about their feelings after looking at these pictures.II. Pre-readingCreate a situation: Our friend Tom has visited many places including some big cities and also the countryside. He wrote a passage about comparing big cities and the countryside. Then ask students to predict what he would write in the passage.III. While-readingSkimming: Students read Tom’s passage quickly for the fit time and figure out what the differences are between cities and the countryside.Scanning: Students read the passage again and awer the following questio:(1) What are big cities like?(2) How about the countryside?(3) Finish the chart on the blackboard.Inteive reading: Lead students to compare big cities and the countryside with following sentences according to the chart above and then write them down.(1) Big cities are ______ than the countryside.(2) The countryside is ______ than big cities.IV. Post-readingStudents work in groups of four to make a survey. There is a little journalist in each group, and hehe will interview the othe about whether they like big cities or the countryside more and why. Finally, all the journalists are invited to give a report to the whole class.V. SummaryStudents summarize the differences between big cities and the countryside. The teacher stresses the importance of enjoying life.VI. HomeworkSurf the Internet after class for more information about big cities and the countryside, and then make a post.板书设计:略阅读教学试讲1. 题目:阅读教学试讲2. 内容:We can learn a lot about a place, its history and culture from a postcard and the stamp on it. In 2005, some postcard collecto from different countries started a project. Fit, they created a website. Then people from all over the world could join and become membe. The membe send each other postcards. As a result, they make new friends and learn about the cultures and history of different countries.3. 基本要求:(1)朗读所给材料;(2)配合教学内容适当板书; (3)针对所给材料,设计相应的读前教学活动; (4)试讲时间 10 分钟;(5)用英文试讲。查看答案参考解析:【试题解析】Teaching Procedures:I. Lead-ihow students some postcards and stamps. Give some hints and ask students about what they know about the pictures. Questio: Do you know what they are?What do you know about them?II. Pre-reading1. Show students some key words on the blackboard, like postcard, stamp, website, membe, friends, cultures and history.2. Based on the pictures in the leading in and the key words on the blackboard, let students guess what the main idea of this passage is.III. While-readingActivity 1 SkimmingAsk students to read the passage quickly and confirm their predictio about the passage. The teacher asks students a few questio like “What do you think will be mentioned in this passage?” “What can a postcard do?” to elicit the topic “postcard” of this passage. Then ask students to conclude the main gist of the passage.Activity 2 ScanningPresent students with a chart containing information from the passage and ask students to scan the passage to fill in the chart. Then the teacher asks students three questio:Q1: Who started the project?Q2: How do the membe make friends with each other? Q3: What can people know from making friends with each other?Activity 3 Inteive readingAsk students to read the passage carefully for the last time, and they need to finish the stage of the project:2. Students underline the important phrases on the book, like learn about, make friends, all over the world and so on. Then discuss with partne if they have some difficulties in undetanding these phrases.IV. Post-reading1. Try to retell the short paragraph this time with the guidance of the key words on the blackboard.2. Group discussion: How can you make friends? How can you learn about the culture of other countries?V. SummaryStudents summarize the main language points about postcards and the teacher makes supplements. Develop students’ reading skills and arose their interest in English culture.VI. HomeworkSurf the Internet after class for more kinds of stamps and stories behind them and share with the class in the next lesson.板书设计:略口语教学试讲1.题目:口语教学试讲2.内容:A: Everyone,this is Sarah Chen. She was in England lastsummer. Today,she is here to talk to us about learningEnglish in England.B: Good morning, everybody. l went to summer senooi irEngland for one month last year. When l left China, I spokeEnglish poorly. l stayed with an English family while l was inEngland. They were very nicc and thoy hclpcd me a lot.My English was much better when I returned.C: Sarah, how did you improve your English in England?B: l took notes while l was at school during the day. l usedEnglish all day because l spoke it at school l practicedEnglish at night as well.3.基本要求(1)朗读所给对话;(2)配合教学内容适当板书;(3)针对所给材料的内容,设计讲述个人经历的口语教学活动;(4)用英文试讲;(5)试讲时间:10分钟。查看答案参考解析:Teaching Procedures:l.Lead-inThe teacher shares his/her own experience of learningEnglish with classmates.And ask students“How do youusually learn English?”ll.Presentation1. Listen to the tape and get the main idea of thedialogue.1 : How many people are there in the dialogue?Q2: What are they talking about?2.Listen to the tape again and awer some questio.1 : Who is going to share his/her experience?2:How long did Sarah stay in England?3:How did Sarah learn English in England?Q4: What did Sarah do to improve her spoken English?lI.PracticeActivity 1: Pair workstudents read the dialogue in pai. Then exchangeroles.Activity 2: Group workDivide students into four groups and discuss what elsemethods can be used to improve their English. Ten minutes later, each group representative makes a reportof their discussion result.lV.Coolidatiotudents prepare a speech to introduce their ownpeonal experiences. They can choose a certain periodof their life and try to share their experience. Afterpreparatio,the teacher invites several students tocome to the front to give a speech.v. SummaryStudents summarize what they have learnt in this lessonand the teacher gives supplements if necessary, andreminds them the importance of choosing correct waysto learn English.Vl.HomeworkPractice their speech after class for a speech context.板书设计:略更多2020年初中英语教师资格证面试真题:1. Boston.Moscow.Toronto,这三个单词的重音2.试讲是写作,关于bourke的爱好精神还有女人是不是应该出去工作的写作写作课陈述观点3.初中when was it invented4.《写作Application学校应聘》5.《词汇Breakfast lunch supper》6.《听力Scott和Lucy打电话,Scott问Lucy其他家人在干什么》7.《will people have robots》8.《口语喜欢大象和狗》9.《听力题关于澳大利亚CCTV和Around the world的栏目》10.《YangLei 的经历》阅读教学11.《Bourtke white》【微信扫描下方二维码,获取更多初中语文教师资格证面试真题及答案】233网校估分题库:点击进入>>233网校初中英语教师资格证面试真题及答案估分入口2020年初中英语教师资格证面试成绩查询时间为2021年3月3日,成绩查询入口为中小学教师资格考试网。【手机短信免费预约教师资格查分提醒】初中英语教师资格证面试历年真题:【戳这里>>领取教资历年真题PDF下载版】 年份 真题 2019下半年2019下半年初中英语教师资格证面试真题及答案2019下半年初中英语教师资格证结构化面试真题及答案 2019上半年2019上半年初中英语教师资格证面试真题及答案2019上半年初中英语教师资格证结构化面试真题及答案 2018下半年2018下半年初中英语教师资格证面试真题及答案2018下半年初中英语教师资格证结构化面试真题及答案 2018上半年2018上半年初中英语教师资格证面试真题及答案2018上半年初中英语教师资格证结构化面试真题及答案 2017下半年2017下半年初中英语教师资格证面试真题及答案2017下半年初中英语教师资格证结构化面试真题及答案 2017上半年2017下半年初中英语教师资格证面试真题及答案2017下半年初中英语教师资格证结构化面试真题及答案教师资格面试结构化专项+教案模板+万能试讲话语>>

    来源:233网校教师资格站点 2021-01-09 16:12:00

  • 2020下半年教师资格证考试真题及答案:初中英语(完整版)

    2020下半年教师资格证初中英语真题答案已更新。一、单项选择题(本大题共 30 小题,每小题 2 分,共 60 分) 在每小题列出的四个备选项中只有一个是符合题目要求的,请用 2B 铅笔把答题卡上对应题目的答案字母按照要求涂黑。错选、多选或未选均无分。1. Which of the following shows the correct stress of the word “pedestrian”?A. /ˈpədestriəB. /pədesˈtriəC. /pədestriˈəD. /pəˈdestriə【答案】D2. Which of the following words has a different stress pattern?A. FacilityB. CaterpillarC. CommunityD. Accompany2.【答案】B3. Because of the strong sun the new drawing-roomcurtai haveA. fadeB. paled from dark blue to grey.C. faintedD. blurred3.【答案】A4. Which of the following pai of words are synonyms?A. Red-colorB. Tall-shortC. Petrol-gasolineD. Father-father4.【答案】C5. We don’t know what experiment those researche would ______ on females to test this hypothesisA. ApplyB. carryC. deliverD. Perform5.【答案】B本文仅展示部分初中英语教师资格证真题及答案,完整版试题微信扫码进入小程序中查看。扫描下方二维码↓↓↓查看完整版2020年教师资格初中英语真题及答案(已更新)教师资格证真题估分小程序上线,考后来估分对答案,抢先知成绩!

    来源:233网校教师资格站点 2020-11-03 19:31:00

  • 2020年教师资格证《初中英语》考前提分卷一

    2020年教师资格证考试《初中英语》考前提分卷一【免费领教师资格思维导图】【教师资格考试教材免费领】一、单项选择题(本大题共30小题,每小题2分,共60分)1. As can be seen, the central government is sparing no pai to__________ the officials overuse of power to make a healthier party.A. keep down B. keep outC. keep offD. keep up查看答案参考答案:A参考解析:考查动词短语辨析。句意为“很明显,中央政府正不遗余力地官员滥用职权,以便建设一个更加健康的政党” 。keep down“控制,镇压,压制”,keep out“阻止进入”,keep off“不接近,避开”,keepup“保持”。根据语境可知,中央政府是要遏制官员的权力滥用。故选A。2. --Was it not until last week __________he decided to give up smoking?--No, he began__________ he saw the new film last month.A. when; as soon B. that; immediatelyC. did; thatD. that; till查看答案参考答案:B参考解析:考查强调句和连词辨析。前者说“他不是上周才决定戒烟吗?”本句是it is(was)notuntil… that…强调句型,所以第一个空填that;后者说“不,他上个月刚看完新电影就开始(戒烟)了”,这里immediately是连词,表示“一……就……”。故选B。3. Every student as well as teache who__________ to visit the museum__________ asked to be at the school gate on time.A. is; isB. are; areC. is; are D. are; is查看答案参考答案:D参考解析:考查主谓一致。who,which,that作定语从句的主语时,其谓语的数取决于先行词,所以第一空用复数are;主语后有as well as等时,谓语应同其前面的主语保持一致,所以第二个空用单数。4. As I__________., my son learned to speak English fluently before the school year was over.A. had expected B. was expectingC. would expect D. expected查看答案参考答案:A参考解析:考查动词时态。句意为“正如我期待的那样,我的儿子在学年结束之前学会了流利地说英语”。根据句意,学习英语是过去式,期待发生在学习英语之前,所以用过去完成时,表示“过去的过去”。故选A。5. There is no doubt __________, in my opinion, __________matte is not the speed, but the quality of the product.A. what; whatB. that; thatC. that; ifD. that; what查看答案参考答案:D参考解析:考查同位语从句及主语从句。句意为“在我看来,毫无疑问,重要的不是速度,而是产品的质量”。inmyopinion作插入语。doubt后面是同位语从句,用that连接,说明doubt的内容。在同位语从句中is前面是主语从句,缺少主语,用what连接。故选D。6. Which of the following words doesn't have three syllables?A. favourite B. countrysideC. illegibleD. cociousness查看答案参考答案:C参考解析:考查音节知识。根据音节的划分可知,illegible有4个音节,故选C。7. Which of the letter /p/ in the following words has a different pronunciation from othe?A. splash B. spreadC. scope D. spade查看答案参考答案:D参考解析:考查音的浊化现象。根据发音规则可知,/s/后面的清辅音要浊化,/p/要浊化成/b/,辅音连缀除外。A、B两项包含辅音连缀/Spl//spr/,所以/p/发音不变。C项中的字母p依然发/p/的音,而D项中的/p/要浊化成/b/,故选D。8. When the idea of winning in sports is carried to excess, __________competition can turn into disorder and violence.A. honestly B. honestC. honorable D. honorary查看答案参考答案:C参考解析:考查近形词辨析。honestly是honest的副词,不能修饰名词;honest“诚实的”:honorable“光荣的,可敬的”;honorary“(学位、称号等)作为一种荣誉而授予的,名誉的”。句意为“当体育中的必胜意识发展到极端时,光荣的竞争可能变成混乱和暴力”。故选C。9. The need for sleep varies __________from peon to peon.A. coervatively B. alternativelyC. coiderablyD. influentially查看答案参考答案:C参考解析:考查副词辨析。coervatively“保守地,谨慎地”,alternatively“二者择一地,作为选择,或者”,coiderably“非常,相当地”,influentially“有影响地,有力地”。四个选项中,只有coiderably能修饰动词vary,表示程度,句意为“不同的人对睡眠的需求差异相当大”。10. Children may get into some bad habits__________ they lack self-discipline.A. when B. unlessC. though D. Until查看答案参考答案:A参考解析:考查连词辨析。句意为“孩子们可能会养成一些坏习惯,他们缺乏自律性”。因前后句是条件关系,故空缺处应填的是表示条件的连词,though表示让步,until表示时间,故排除C、D。当unless作为连词时表示“除非,如果不”,含有否定意义,相当于if条件状语从句的否定形式,unless=if…not。这里when相当于if.引导条件状语从句。11.The sounds/praizhould match the word__________.A.prize B.praiseC.price D.piece查看答案参考答案:A参考解析:考查单词的发音。根据四个单词的音标prize/praIz/,praIse/preIz/,price/praIs/,piece/pi:s/可知答案为A。12.Which of the following words does not have coonant cluster?A.spring B.masterC.test D.stream查看答案参考答案:B参考解析:考查辅音连缀。辅音连缀是指在同一个音节内,有两个或两个以上的辅音音素结合在一起,并且在这些辅音中间没有元音的一种语音现象。A项中/spr/为辅音连缀;C项中/st/为辅音连缀;D项中/str/为辅音连缀。而B项中虽然/s/和,/t/从表面上看是结合在了一起,但是根据发音可知,它们分别属于不同的两个音节,故B项中是没有辅音连缀的。13.We will see that communities and rural areas have better__________ to e-commerce and express delivery service in the near future.A.chance B.accessC.permission D.attachment查看答案参考答案:B参考解析:考查名词辨析。chance“可能性,机会”,access“接近(的机会),使用之权”,permission“许可,允许”,attachment“附件,附属物”。句意为“在不久的将来,社区和农村将能更好地享受电商和快递服务”。have accessto sth.为固定搭配,表示“可以使用,有接触……的机会或权利”,符合句意。故选B。14.His experience abroad provides a wider __________on the problem.A.privilege B.pepectiveC.participation D.profity查看答案参考答案:B参考解析:考查近形词辨析。本句意思为“他在海外的经历使他在看待问题上有了更开阔的视角”。privilege“特权,优待”,pepective“观点,视角,远景”,participation“参与,分享,参股”,priority“优先,优先权”。故选B。15.Some parents are just too protective.They want to __________their kids from every kind of danger, real or imagined.A.spot B.dismissC.shelterD.Distinguish查看答案参考答案:C参考解析:考查动词辨析与固定搭配。根据前一句中的内容可知父母想给孩子提供“庇护”,让他们避免各种危险,无论是真实的,还是想象的。shelter sb.from…是固定用法.表示“保护某人免遭……”。故选C。16. Which teaching method combines form-focused teaching with communication-focused teaching?A. PPP B. TBLT C. CLT D. TPR查看答案参考答案:B参考解析:考查英语教学法。题干问的是哪一种教学方法既重视语言形式练习又强调语言交际运用。PPP模式将教学过程分为呈现(Presentation)、操练(Practice)和产出(Producfion)三个阶段,它是传统的教学模式,缺乏真正的交际性。TBLT(Task-Based Language Teaching)即任务型语言教学,强调“在做中学”,既重视语言形式练习又强调语言交际运用,是现代比较常用的一种教学法。CLT(Communicative Language Teaching)即交际型语言教学,注重语言知识的交流而忽视语言知识的形式练习。TPR(Total Physical Respoe)即全身反应法,倡导把语言和行为联系在一起,侧重于小学生阶段的语言形式练习。根据上述分析.本题答案为B。17. Which of the following practices aims at skill training and pronunciation knowledge?A. Odd one out.B. Tongue twister.C. Context practice.D. Reciting.查看答案参考答案:A参考解析:考查语音教学练习。题干问:下列哪一项练习以语音知识和技巧训练为目的?最小对比对训练、判断单词的异同、排列单词的顺序、找出一组词中读音不同的词都属于语音知识和技巧的训练;而绕口令、语境练习以及背诵和朗读都属于语音运用的训练。故选A。18. In a speaking class, the teacher asks students to work in pai and create a new short play about asking ways. This activity belongs to__________ .A. warming-upB. presentationC. practiceD. production查看答案参考答案:D参考解析:考查口语教学。呈现阶段(Presentation)主要以对话形式呈现口语内容和相关的语言结构与会话信息;练习阶段(Practice)是指教师为学生提供各种机会,使学生运用所学知识和技能开展车富多彩的话语活动;产出阶段(Production)主要为学生提供新的语境,给学生创造机会将学到的语言知识和交际技能融人已有的知识之中,运用语言进行假设性交际。产出阶段常见的活动有角色扮演、访谈、辩论、讨论等。故选D。19. In a pre-listening activity, students need to learn to cope with some ambiguity in listening and realize that they can still learn even when they do not undetand every single word. The aim of this activity is to develop the skill of__________ .A. listening for specific informationB. listening for gistC. listening for structureD. listening for vocabulary查看答案参考答案:B参考解析:考查听力教学。在听前活动中,学生需要学会应对听力过程中模糊不清的内容,并且需要意识到当他们不能完全理解每一个单词的时候仍然可以学习。这属于培养学生听主旨的能力。A为听细节,B为听主旨,C为听结构.D为听词汇。故选B。20. What stage can the following grammar activity be used at?The teacher asked students to arrange the words of sentences into different colum marked subject, predicate, object, object complement, adverbial and so on.A. Presentation.B. Practice.C. Production. D. Preparation.查看答案参考答案:B参考解析:考查语法教学内容。做句子成分分析是语法练习阶段。故选B。请阅读Passage 1。完成第21~25小题。Passage 1There will eventually come a day when The New York Times ceases to publish stories on newsprint. Exactly when that day will be is a matter of debate. /Sometime in the future,/ the paper's publisher said back in 2010.Nostalgia for ink on paper and the rustle of pages aside, there' s plenty of incentive to ditch print. The infrastructure required to make a physical newspaper--printing presses, delivery trucks--isn't just expeive; it's excessive at a time when online-only competito don't have the same set of financial cotraints. Reade are migrating away from print anyway. And though print and sales still dwarf their online and mobile counterparts, revenue from print is still declining.Overhead may be high and circulation lower, but rushing to eliminate its print edition would be a mistake, says BuzzFeed CEO Jonah Peretti.Peretti says the Times shouldn't waste time getting out of the print business, but only if they go about doing it the right way. /Figuring out a way to accelerate that traition would make see for them,/ he said, /but if you discontinue it, you're going to have your most loyal custome really upset with you./Sometimes that's worth making a change anyway. Peretti gives the example of Netflix discontinuing its DVD-mailing service to focus on streaming. /It was seen as a blunder,/ he said.The more turned out to be foresighted. And ifPeretti were in change at the Times? /I wouldn't pick a year to end print,/ he said. /I would raise prices and make it into more of a legacy product./The most loyal custome would still get the product they favor, the idea goes, and they'd feel like they were helping sustain the quality of something they believe in. /So if you're overpaying for print, you could feel like you were helping,/ Peretti said. /Then increase it at a higher rate each year and essentially try to generate additional revenue./ In other words, if you're going to make a print product, make it for the people who are already obsessed with it. Which may be what the Times is doing already. Getting the print edition seven days a week costs nearly $ 500 a year--more than twice as much as a digital-only subscription./It's a really hard thing to do and it's a tremendous luxury that BuzzFeed doesn't have a legacy business,/ Peretti remarked. /But we're going to have questio like that where we have things we're doing that don't make see when the market changes and the world changes. In those situatio, it' s better to be more aggressive than less aggressive./21. The New York Times is coidering ending its print edition partly due to__________.A. the high cost of operationB. the pressure from its investoC. the complaints from its readeD. the increasing online ad sales查看答案参考答案:A参考解析:细节题。根据第二段“Nostalgiaforinkonpaperandthe rustle ofpages aside,there’s plenty of incentive to ditch print.The infrastructure required to make a physical newspaper--printing presses,delivery tmcks--isn’t just expeive;it’s excessive at a time when online-only competito don’t have the salrle set of,financial cotraints…”可知,相比线上操作,印刷报纸的运作成本的压力更大。故选A。22. Peretti suggests that, in face of the present situation, the Times should__________.A. seek new sources of readehipB. end the print edition for goodC. aim for efficient managementD. make strategic adjustments查看答案参考答案:D参考解析:细节题。根据第四段中的“Peretti says the Times shouldn’twaste time getting out of the print business,bu tonly if they go about doing it the right way”可知,Peretti建议《纽约时报》找到一种正确的方法去解决这件事,及进行战略调整。故选D。23. It can be inferred from Paragraphs 5 and 6 that a /legacy product/__________.A. helps restore the glory of former timesB. is meant for the most loyal customeC. will have the cost of printing reducedD. expands the popularity of the paper查看答案参考答案:B参考解析:推断题。根据第六段中的“Themostloyalcustomewould stillgettheproducttheyfavor”和“if you’re going to make a print product,make it f.or me people who are already obsessed with it”可知,作为“legacyproduct”的报纸,是为最忠实的顾客准备的。其他三项文中没有提及。故选B。24. Peretti believes that, in a changing world,__________.A. legacy businesses are becoming outdatedB. cautiousness facilitates problems-solvingC. aggressiveness better meets challengesD. traditional luxuries can stay unaffected查看答案参考答案:C参考解析:细节题。根据最后一段中的“we’regoing to have questio like that where we have things we’re doing that don’t make see when the market changes and the world changes.In those situatio.it’s beRer to be more aggressive than less aggressive”可知,在变化的世界中,多些冲劲比少些更好。C项与原文相符。A项中的legacy business不是文中的讨论话题;B项与原文说法正好相反;D项中的can stay unaffected过于绝对。25. Which of the following would be the best title of the text?A. Shift to Online Newspaper .All at OnceB. Cherish the Newspaper Still in Your HandC. Make Your Print Newspaper a Luxury GoodD. Keep Your Newspaper Forever in Fashion查看答案参考答案:C参考解析:主旨题。本文主要是讲述为防止纸质报纸被淘汰而需要做出的应对之策。根据文章可知,不应该立即取消或淘汰纸质报纸,丽应该提高其价格,使之变成一款遗产类产品。故C项为正确答案。A项中的online newspaper是print newspaper面临的一个挑战,排除;B项和D项的newspaper范围过大,应该具体到print newspaper。 请阅读Passage 2,完成第26—30小题。Passage 2Coume are being confused and misled by the hodge-podge (大杂烩) of environmental claims made by household products, according to a /green labeling/ study published by Coume International Friday.Among the report's more outrageous (令人无法容忍的) findings, a German fertilizer described itself as /earthworm friendly/ a brand of flour said it was /non-polluting/ and a British toilet paper claimed to be /environmentally friendlier/.The study was written and researched by Britain's National Coumer Council (NCC) for lobby group Coumer International.It was funded by the German and Dutch governments and the European Commission./While many good and useful claims are being made, it is clear there is a long way to go in euring shoppe are adequately informed about the environmental impact of products they buy,/said Coume International director Anna Fielder.The 10-country study surveyed product packaging in Britain.Western Europe, Scandinavia and the United States.It found that products sold in Germany and the United Kingdom made the most environmental claims on average.The report focused on claims made by specific products, such as detergent (洗涤剂 ) iect sprays and by some garden products.It did not test the claims, but compared them to labeling guidelines set by the International Standards Organization (ISO) in September,1999.Researche documented claims of environmental friendliness made by about 2,000 products and found many too vague or too misleading to meet ISO standards./Many products had specially-designed labels to make them seem environmentally friendly, but in fact many of these symbols mean nothing,/ said report researcher Philip Page./Laundry detergents made the most number of claims with 158.Household cleane were second with 145 separate claims, while paints were third on our list with 73.The high numbe show how very confusing it must be for coume to sort the true from the misleading./ he said.T he ISO labeling standards ban vague or misleading claims on product packaging, because terms such as /environmentally friendly/ and /non-polluting/ cannot be verified./What we are now pushing for is to have multinational corporatio meet the standards set by the ISO./ said Page.26.According to the passage, the NCC found it outrageous that __________.A.all the products surveyed claim to meet ISO standardsB.the claims made by products are often unclear or deceivingC.coume would believe many of the manufactures' claimsD.few products actually prove to be environment friendly查看答案参考答案:B参考解析:细节题。文中出现这个细节的地方是在第二段,“a German fertilizer described itself as‘earthworm friendly’a brand of flour said it was‘non-polluting’and a British toilet PaDer claimed to be‘environmentally friendlier’”,根据前面的amon9可知前面曾经提到过这种outrageous的情况。即/Coume are being confused and misled by the hodge-podge(大杂烩)of environmental claims made by household products”,意为家用产品的“绿色标识”是迷惑人和误导人的。故选B。 27.As indicated in this passage, with so many good claims, the coume __________.A.are becoming more cautious about the products they are going to buyB.are still not willing to pay more for products with green labelingC.are becoming more aware of the effects different products have on the environmentD.still do not know the exact impact of different products on the environment查看答案参考答案:D参考解析:细节题。涉及这些细节的是第一段和第九段,“Coume are being confused and misled bythe hodge-podge(大杂烩)of environmental claims made by household products”和“howvery confusing i tmust be for coumefs to sort the true from the misleading”,即顾客依然对如此多的环保用语疑惑和误解。故选D。 28.A study was carried out by Britain' s NCC to __________.A.find out how many claims made by products fail to meet environmental standardsB.inform the coume of the environmental impact of the products they buyC.examine claims made by products agait ISO standardsD.revise the guidelines set by the International Standards Organization查看答案参考答案:C参考解析:细节题。文章第六段提到NCC的研究时说“It did not test the claims,butcompared them to labeling guidelines setby the International Standards Organization (ISO)in September,1999”,即没有对这些产品进行检测,而是对照ISO的标签规定进行了比较。故选C。 29.What is one of the coequences caused by the many claims of household products?A.They are likely to lead to serious environmental problems.B.Coume find it difficult to tell the true from the false.C.They could arouse widespread anger among coumer.D.Coume will be tempted to buy products they don' t need.查看答案参考答案:B参考解析:推断题。文章的大意是,有很多商品的环保标识都很模糊,容易误导顾客,作者此后介绍了机构做的一项研究,并把市面上的环保标识和ISO的标准进行对比。环保标识只会让顾客觉得迷惑,而其本身不会污染环境,故A项错误。文章也没有提到顾客对此很愤怒,故C项错误。而标识的不清楚也不会让顾客不买他们的产品,故D项错误。B项就是文章的大意。故选B。30.It can be inferred from the passage that the lobby group Coumer International wants to __________.A.make product labeling satisfy ISO requirementsB.see all household products meet environmental standardsC.warn coume of the danger of so-called green productsD.verify the efforts of non-polluting products查看答案参考答案:A参考解析:推断题。文章的最后一段中,“What we are now pushing for is tohave multinational corporatio meetthe standards setbytheISO.”意为我们正在推动跨国公司达到ISO的标准。故只有A项符合题意。[Page]二、简答题(本大题1小题。20分)根据题目要求完成下列任务。用中文作答。31.什么是课堂总结?它的作用是什么?请具体说出两种课堂总结方法并举例。查看答案参考解析:(1)课堂总结是在完成教学任务的终了阶段,教师富有艺术性地对所学知识和技能进行归纳总结和转化升华的行为方式。它常用于课堂的结尾。(2)课堂总结的作用:①归纳总结。通过总结,可以使课堂上学到的知识系统化,利于突出重点、突破难点,引导学生整理、复习、巩固所学知识,并把新旧知识联系起来,形成知识结构。为后续学习奠定基础②引导探索。课程结束时,可在学生理解新课内容的基础上适当拓展知识面,引起学生更浓厚的兴趣,开拓创造性思维;必要时可提出带有启发性的问题,设置悬念,引导学生课下探索答案。(3)课堂总结方法:①延伸法:将课内知识向课外知识延伸,拓展学生的知识面。新课程倡导对学生实际语言运用能力的培养,因此教师可以在课堂小结时巧妙设计一些课外活动题。比如人教版八年级上册Unit 8 How do you make a banana milk shake?教给了学生如何制作奶昔、沙拉、爆米花、面条及三明治。通过学习,学生掌握了如何用英语描述制作食品。在课堂小结时可以给学生布置两个课外题——用英语描述制作粽子和用英语表达不同的烹饪方式,并且让学生在下节课进行比赛。很多学生通过课外查阅资料都获得了答案,虽然这些内容并不是书本上的知识,但通过探究,学生的视野及知识面都得到了拓宽。②悬念法:在老师帮助学生梳理完知识点后根据课文内容提出疑问,让同学们带着思考问题离开课堂。因为课堂的结束并不是完结,而是一个新的开始,此种方法还有利于下一节课的教学,可帮助老师顺利导入新课。比如人教版七年级下册Unit 12 Don’t eat in class.Section B第一节课后,教师可以用下列话语设置新的悬念:“Today we talked about everyone’s family rules.We see they sometimes help but sometimes annoy US a lot.And there is a girl called Zhao Pei who has the same problem.What are her family rules?Does she like them or hate them?What will she do with them?Wewill read her story tomorrow.”以提问的方式引起学生们的好奇心.让他们进行思考.为下堂课的学习做铺垫。[Page]三、教学情境分析题(本大题1小题,30分)根据题目要求完成下列任务。用中文作答。32.语篇(discoue)指的是实际使用的语言单位,是交流过程中的一系列连续的语段或句子所构成的语言整体。下面是某堂课的教学材料。 A: Chinese dishes are exquisitely prepared, delicious, and very palatable. They are very good in colour, flavour, and taste. B: Mr. Liu, would you care for another helping? A: No more, thank you. I'm quite full. B: Did you enjoy the meal?根据上面的信息,从下列三个方面作答:(1)语篇有哪些类型?材料中的内容属于哪种类型?(6分)(2)语篇教学有什么意义?(9分)(3)分析教师选用文本材料时需要考虑的基本要素(三点即可)。(15分)查看答案参考解析:(1)语篇通常分为会话语篇和段落语篇。段落语篇是指一个陈述性段落;会话语篇是指一段对话,可以发生在两个人之间,也可以发生在几个人之间,一般是在口语课中出现。会话语篇的话语特点是口语化、生活化,难度水平较低,常用表达较多。根据所给资料,可以看出是两人之间的对话.属于会话语篇。(2)语篇教学的意义:①语篇知识是英语语言知识系统中的重要组成部分。②语篇知识和语篇能力可以培养其他语言能力,如推断能力、解决问题的能力等。通过语篇的教学,学生可以正确理解文中出现的生词、句子和作者的观点,能解决根据语篇所提出的问题。③语篇能力的形成是语言交际能力形成的关键因素。(3)需要考虑的基本要素:①教学内容要素。教学内容是要完成的教学任务,是实现教学目标的主要载体。因此教师在选择材料时.将教科书作为主要依据。②教学对象要素。学生是分析教学任务必须要考虑的因素,分析学生是为了帮助学生解决学习中的困难,完成教学任务。教师应该做到以下两点:一是要了解教学活动开始前学生在认知、情感、态度等方面已经达到了什么样的水平。二是要了解教授了教学材料后预期学生在认知、情感、态度等方面必须达到的状态。③教学目标是教育者在教学过程中,希望受教育者达到的要求或产生的变化结果,也是教师完成教学任务的归宿。新课程标准从关注学生的学习出发,强调学生是学习的主体,教师在选择教学材料的同时也要以学生为出发点,思考需要完成怎样的教学目标或达到怎样的教学效果。[Page]四、教学设计题(本大题1小题,40分)根据提供的信息和语言素材设计教学方案,用英文作答。33.设计任务:请阅读下面学生信息和语言素材,设计15分钟的英语阅读教学方案。教案没有固定格式,但须包含下列要点:· teaching objectives· teaching contents· key and difficult points·major steps and time allocation· activities and justificatio 教学时间:15分钟 学生概况:某城镇普通中学初中二年级第一学期学生,班级人数40人。多数学生已经达到《义务教育英语课程标准(2011年版)》三级水平。学生课堂参与积极性一般。语言素材:查看答案参考解析:【参考设计】 Teaching Contents: This article introduces the state of robots and scientists' different points of robots. Teaching Objectives: (1) Knowledge objective Students can know more knowledge about robots and master the usage of future indefinite tee. (2) Ability objective Students can improve their reading and speaking abilities, and develop their imagination. (3) Emotional objective Students can be interested in robots. Teaching Key Point: Students can learn the fufure indefinite tee. Teaching Difficult Point: Students can use /will/ to make predictio in daily life. Major Steps: Step 1 Pre-reading (2 minutes) Show some pictures about robots and ask students some questio. (1) Do you know what robots can do for us now? (2) Can you imagine what robots will become of in the future? (Justification: To catch students' attentio and lay better English learning surroundings for the further study.) Step 2 While-reading (8 minutes) 1. Fast reading Ask students to read this passage quickly and conclude the main idea of each paragraph, then choose some students to share their ideas. 2. Careful reading (1) Ask students to read this passage carefully and judge whether the following statements are true or false. ① Some scientists think we will have our own robots in the future. ( ) ②James White thinks that it' s easy for a robot to do the same things as a peon. ( ) ③ Some scientists think that robots can talk to people now. ( ) ④ Robots working in factories look more like huge arms. ( ) ⑤ After an earthquake now, a snake robot can help look for people under buildings. ( ) (2) Ask students to underline all the sentences of future indefinite tee and teach them how to use/will/ to make predictio. Then divide students into several groups to talk about the future by using /will/. (Justification: To help students to get a better undetanding about this article and master the usage of future indefinite tee.) Step 3 Post-reading (5 minutes) 1. Ask students to talk these questio: In what ways do you think a robot will help or block you in the future?What do you think of the future of robots, optimistic or pessimistic? 2. Ask students to write down their ideas about robots and invite some to share with classmates. (Justification: To improve students' writing and speaking abilities.)

    来源:233网校教师资格站点 2020-09-04 11:05:00

  • 初中英语教师资格证面试真题及答案:语法教学试讲

    对于初中英语教师资格面试的考生来说,多做真题能让自己清晰解题思路,对解题方法也会更加。为了方便考生学习,学霸君准备了初中英语教师资格证面试真题:语法教学试讲。此题目为2019下半年初中英语教师资格证结构化面试真题,来源于考生回忆,仅供交流学习使用,如有侵权,请联系我们。一、考题回顾试讲题目1.题目:语法教学试讲2.内容:Have you read Little Women yet?Yes, I have./ No I haven't.Has Tina read Treasure Island yet?Yes, she has./ She thinks it's fantastic.Have you decided which book to write about yet?Yes, I have. I've already finished reading it. It was really good.3.基本要求:(1)朗读所给段落(2)配合教学内容设计适当板书(3)针对划线部分讲解现在完成时(4)用英文试讲(5)试讲时间:10分钟答辩题目1. Please talk about the differences between the present perfect tee and the simple past tee.2. Please talk about the procedure of the grammar class.二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the function and structure of the present perfect tee.Ability aim:Students will use the present perfect tee to express their ideas.Emotional aim:Students will improve their interests of learning English.Key and difficult point:Key Point: Students can master the function and structure about the present perfect tee.Difficult Point: Students can undetand the difference between the present perfect tee and the simple past tee.Teaching procedure:Step 1: Warming-up1. Greetings.2. Have a free talk with students, and ask them “What did you do yesterday?” They can awer this question with simple past tee.Then share my activities I did yesterday. “ I saw a movie yesterday and it’s the most boring movie I have seen before.” Let the students notice that I have used a new sentence structure. In this way can the teacher lead in the present perfect tee.Step 2: Presentation1. Read the passage for students and ask them to figure out the main idea of the conveation.2. Ask students to read the passage again and underline the sentences with similar structure of the sentence I said. Then let some of them write the sentences on the blackboard and they need to find out the similar structure among these sentences.Basic structure: Subject+have/has+V-ed3. Lead students to find the function of the present perfect tee, it expresses actio that happened in the past but still have effect or continue till now.Step 3: Practice1. Fill in the blanks.(1) I____ already ____ (see) the film. I ________ (see) it last week.(2)_____ he ____ (finish) his work today? Not yet.(3) I __________ (work) here since I ______ (move) here in 1999.2. Tralation. Show some sentences on the screen and students need to tralate them into English.(1)她从1988年就住在这里。(2)这本书我已经读了两个小时了,但是我还没有读完。(3)近几年他去过澳大利亚三次了。Step4: ProductionDiscussion. Ask them to discuss which books they have read in groups of four. During their discussion, they are expected to use the present perfect tee.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to write an essay based on their discussion after class.Blackboard design:略

    来源:233网校教师资格站点 2020-06-16 12:03:00

  • 初中英语教师资格证面试真题及答案:My dream

    对于初中英语教师资格面试的考生来说,多做真题能让自己清晰解题思路,对解题方法也会更加。为了方便考生学习,学霸君准备了初中英语教师资格证面试真题:My dream。此题目为2019下半年初中英语教师资格证结构化面试真题,来源于考生回忆,仅供交流学习使用,如有侵权,请联系我们。点击领取 >>中学教资面试学习资料包(高频考点+教材大纲)>>一、考题回顾二、考题解析【教案】My dream (Future tee)Teaching aims:Knowledge aims:Students can undetand the structure and function of future tee.Ability aim:Students will know how to use future tee in their daily lives.Students will improve their reading skills by grasping the man idea of this passage.Emotional aim:Students can be more interested and confident in learning English.Key and difficult points:Key point:How to enable students to undetand the key structure and usage of future tee.Difficult point:How to cultivate their awareness of cooperation in English class.Teaching procedures:Step 1: Warming-up1. Greetings.2.Sing a song with my students, the name of the song is I have a dream from westlife:I have a dream a song to sing.To help me cope with anything.If you see the wonder of a fairy tale.You can take the future even if you fail.Ask students to awer the question. Ask about what did they hear in this song and lead in the topic “My dream”.Step 2: Presentation1. DiscoveringInvite all of my students read the passage on the textbook, and awer me one question: “What’s the main idea of this passage?” After two minutes, check the awer with them. The right awer is “The writer’s dream in the next ten yea.” After that they should circle the similar form of verbs in this passage in 3 minutes. They will tell me, they circled “will be a reporter”, “will live in Shanghai”, “will live” etc. And I will write them down on the blackboard.Students should look at the blackboard carefully and tel me the structure of this grammar. And I will write down “subject + will do” on the blackboard. Tell them we are going to learn future tee in this lesson.2. AcquiringEncourage my students to find the time adverbial “in the next year” and let them find the function of future tee. Draw a time shaft on the blackboard and teach them this tee is used to describe things will happen in the future.Step 3: Practice1. Rewrite sentencesPresent some sentences on the screen.Q1: I want to go to the library and buy some dictionaries tomorrow morning.Q2: He has some psychological lesson in the next week.Q3: We are having a sports meeting the day after tomorrow.Our students to rewrite them according to the structure “subject + will do”.2. Describe picturesShow a picture about Sarah’ s dream on the screen. And ask students to describe it using the structure “will do”.Step 4: Post-listeningAsk students to discuss about the New Year plan. I will give them five minutes to discuss in group of four. And then invite some groups to share and explain.Step 5: Summary and HomeworkSummary: invite a student to be a little teacher and summarize today’s lesson.Homework: ask students to ask about their parents’ plan in the new year and share with us in the next class.Blackboard design:略

    来源:233网校教师资格站点 2020-06-12 10:26:00

  • 初中英语教师资格证面试真题:Good Manners

    对于初中英语教师资格面试的考生来说,多做真题能让自己清晰解题思路,对解题方法也会更加。为了方便考生学习,学霸君准备了初中英语教师资格证面试真题:《Wild animals》。此题目为2019下半年初中英语教师资格证结构化面试真题,来源于考生回忆,仅供交流学习使用,如有侵权,请联系我们。点击领取 >>中学教资面试学习资料包>>一、试讲题目1.题目:Good Manne2.内容:(Daniel is hosting the school radio show this week. He is interviewing Jenny, a Grade 9 student, who has recently visited the UK.)Daniel: Hi, everyone. Today we’ve invited Jenny to talk about manne in the UK. What’s the proper way to greet people there, Jenny?Jenny: Well, British people say “hello” or “nice to meet you” and shake your hand when they meet you for the fit time.Daniel: Do they greet people with a kiss?Jenny: No. British people only greet relatives or close friends with a kiss.Daniel: How do people start a conveation?Jenny: They talk about the weather, holidays, music, books or something else. But please avoid subjects like age, weight or money.3.基本要求:(1)有感情地朗读所给材料;(2)根据该段落的内容,设计相应的阅读教学活动;(3)全英授课。答辩题目1.教师的主要职责是什么?2.如何实现本堂课的情感目标?二、考题解析新课教授Good manneTeaching aims:Knowledge aim:Students can get to know the content of this passage.Ability aim:Students can improve their reading and speaking abilities.Emotional aims:Students will improve their awareness of being polite.Students can arouse their interest and confidence of English learning.Key and difficult point:Key point:The improvement of oral English and undetanding of this passage.Difficult point:How to cultivate their awareness of using polite manne and put it into practice.Teaching procedure:Step 1: Warming-up1. Greetings.2. Show some pictures about different greeting manne around the world.3. Ask students how much they know about it and lead out the topic.Step 2: Pre-reading1. Introduce some background information related to greeting manne.2. Show a picture of two people making interview on the screen. Ask students to predict what will happen in the following dialogue according to it.Step 3: While-readingGlobal reading:Ask students: “Where did Jenny visit?” and “How do the British people usually greet?”Detailed reading:Ask students: “When do they greet with a kiss?” and “What should be avoided when they start a conveation?”Step 4: Post-readingRole-play:Two students are in a group. One student acts as an interviewer and one student is an interviewee. Give them 5 minutes to make a dialogue about manne in China based on the knowledge they’ve learned today.Step 5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: finish the exercise on the book and surf more details about greeting manne in western countries.Blackboard design:Good ManneWhere? -UKHow? -Say “hello” or “nice to meet you”When? -Only with relatives or close friendsWhat? -Avoid the subjects like age, weight and money.Teaching reflection

    来源:233网校教师资格站点 2020-06-05 10:34:00

  • 初中英语教师资格证面试真题:Wild animals

    对于初中英语教师资格面试的考生来说,多学、多看、多做十分重要,要在阅读中思考解题思路,在练习中寻找解题方法。为了方便考生学习,学霸君准备了初中英语教师资格证面试真题:《Wild animals》。此题目为2019下半年初中英语教师资格证结构化面试真题,来源于考生回忆,仅供交流学习使用,如有侵权,请联系我们。点击领取 >>中学教资面试试讲真题>>一、试讲题目1.题目:Wild animals2.内容:Sadly, giant pandas face serious problems in the wild. For example, it is very difficult for pandas to have babies, and many baby pandas die when they are very young. Also, giant pandas live mainly on a special kind of bamboo. However, the bamboo forests are becoming smaller and smaller. As a result, pandas may not have a place to live or food to eat.Giant pandas are now in danger. We should take action right away. Here are some ideas.1. help pandas have more babies;2. build more panda reserves;3. make laws to protect pandas.3.基本要求:(1)朗读全文;(2)设计引导学生进行预测的教学活动;(3)配合教学内容适当板书;(4)全英授课。答辩题目1. How should we communicate with students?2. Please talk about your own peonality. Are you outgoing or introverted?二、考题解析Wild animalsTeaching aims:Knowledge aims:Students can undetand the content of the listening material.Students can be familiar with the present situation of giant pandas.Ability aim:Students will develop their listening abilities of catching key words.Emotional aim:Students can foster the awareness of protecting wild and endangered animals.Key and difficult points:Key point:How to undetand the listening material.Difficult point:How to foster the awareness of protecting wild animals.Teaching procedures:Step 1: Warming-up1. Greetings.2. Let students enjoy a song named Do Re Mi and ask them what is followed by doe. The song is like this:Doe, a deer, a female deer.Ray, a drop of golden sun.Me, a name I call myself.Far, a long, long way to run.Sew, a needle pulling thread.La, a note to follow Sew.Tea, a drink with jam and bread.That will bring us back to Do (oh-oh-oh).Ask students to awer the question. Then tell them that elk is a kind of endangered animal and lead in the topic.Step 2: Pre-listeningShow an interesting video clip of a cute giant panda named Qingyi, who is a social media star. And ask students a question, “What do you know about giant pandas?” Then ask students to predict the main idea of the listening material according to the video.Step 3: While-listening1. Exteive listeningRead the passage for students and ask them to find the main idea of the listening material.Then invite one student to write the awer on the blackboard.2. Inteive listeningPlay the tape and ask students to awer two questio:Q1: What problem do giant pandas face?Q2: How should we protect giant pandas, according to the passage?Then lead students to fill in the chart on the blackboard.Step 4: Post-listeningAsk students to design a slogan for protecting giant pandas in groups of four and encourage students to be creative. 5 minutes are given for discussion. Then invite some groups to share and explain.Step 5: Summary and HomeworkSummary: invite a student to be a little teacher and summarize today’s lesson. Ask students to protect wild and endangered animals.Homework: ask students to design a poster of protecting wild animals.Blackboard design:略Teaching reflection略

    来源:233网校教师资格站点 2020-05-08 09:03:00

  • 教师资格面试教案:初中英语《Why do you like koalas》

    Unit 3 Why do you like koalas?1.Topic: Why do you like koalas?2.Period: 2nd3. Teaching Aims:(1) Knowledge Object:1) Animal: koala, elephant, dolphin, lion, tiger, panda, dog, penguin, very, kind of , cute;2) sentences:Why do you like koalas? Because they are very kind of cute.(2) Ability Object:1) Students can ask and talk about the animals they like;2)To cultivate students’ communicative ability.(3) Emotional Object.Talk about animals, undetand animals, love them and enjoy life4. Teaching Key points and Difficulty Points:(1) Key Points:The names of the animals and some adjectives(2) Difficult Points:Plurals5. Teaching Approaches:Task-based teaching approach,Audio-visual teaching approach and situational teaching method6. Teaching Tools:PPT,Tape Recorder,cards and computer7. Teaching Procedure:Step 1 Review:Do you like …? and some adjectives:(1) chant: do you like fruit?(2) Talk about the movies.T: I like the comedies. Do you like the comedies?S: Yes, I do.T: why?S: Because they’re funny.Step 2:presentationTalk about peo and teach friendly, beautiful, cute, clever, shy, smartT: I like Zhao Wei . Do you like her?S: Yes, I do.T: Why?S: Because she is beautiful.Talk about the people near usStep 3: Review the animals they have learnedLook at the animals . what is this? It is a lion. dog, pig, monkey, chicken, ox, fox, cow , cat, sheepDo 1a, 1bStep 4 Talk about your favorite animals with some adjectives:I like lio. Do you like them?Yes, I do.Why do you like them?Because they are cute.Practice in paitep5 make a surveyHow many students like the kind of animal?Step6 HomeworkMake a dialogue with partner with words we learned today.8. Blackboard Design:Why do you like koalas?Animals: koala, elephant, dolphin, lion, tiger, panda, dog, penguin, very, kind of , cute;Sentences:Why do you like koalas?Because they are very kind of cute.

    来源:233网校教师资格站点 2020-04-07 14:43:00

  • 2019下半年初中英语教师资格证面试真题及答案

    2019下半年教师资格证面试考试在2020年1月4日-5日进行,2019下半年初中英语教师资格证面试真题及答案将在1月4日公布。试讲题目1.题目:Wild animals2.内容:Sadly, giant pandas face serious problems in the wild. For example, it is very difficult for pandas to have babies, and many baby pandas die when they are very young. Also, giant pandas live mainly on a special kind of bamboo. However, the bamboo forests are becoming smaller and smaller. As a result, pandas may not have a place to live or food to eat.Giant pandas are now in danger. We should take action right away. Here are some ideas.1. help pandas have more babies;2. build more panda reserves;3. make laws to protect pandas.3.基本要求:(1)朗读全文;(2)设计引导学生进行预测的教学活动;(3)配合教学内容适当板书;(4)全英授课。答辩题目1. How should we communicate with students?2. Please talk about your own peonality. Are you outgoing or introverted?二、考题解析【教案】Wild animalsTeaching aims:Knowledge aims:Students can undetand the content of the listening material.Students can be familiar with the present situation of giant pandas.Ability aim:Students will develop their listening abilities of catching key words.Emotional aim:Students can foster the awareness of protecting wild and endangered animals.Key and difficult points:Key point:How to undetand the listening material.Difficult point:How to foster the awareness of protecting wild animals.Teaching procedures:Step 1: Warming-up1. Greetings.2. Let students enjoy a song named Do Re Mi and ask them what is followed by doe. The song is like this:Doe, a deer, a female deer.Ray, a drop of golden sun.Me, a name I call myself.Far, a long, long way to run.Sew, a needle pulling thread.La, a note to follow Sew.Tea, a drink with jam and bread.That will bring us back to Do (oh-oh-oh).Ask students to awer the question. Then tell them that elk is a kind of endangered animal and lead in the topic.Step 2: Pre-listeningShow an interesting video clip of a cute giant panda named Qingyi, who is a social media star. And ask students a question, “What do you know about giant pandas?” Then ask students to predict the main idea of the listening material according to the video.Step 3: While-listening1. Exteive listeningRead the passage for students and ask them to find the main idea of the listening material.Then invite one student to write the awer on the blackboard.2. Inteive listeningPlay the tape and ask students to awer two questio:Q1: What problem do giant pandas face?Q2: How should we protect giant pandas, according to the passage?Then lead students to fill in the chart on the blackboard.Step 4: Post-listeningAsk students to design a slogan for protecting giant pandas in groups of four and encourage students to be creative. 5 minutes are given for discussion. Then invite some groups to share and explain.Step 5: Summary and HomeworkSummary: invite a student to be a little teacher and summarize today’s lesson. Ask students to protect wild and endangered animals.Homework: ask students to design a poster of protecting wild animals.Blackboard design:Teaching reflection试讲题目2.题目:Attributive clause2.内容: 3.基本要求:(1)根据所给材料,设计语法相关的教学活动;(2)配合教学内容适当板书;(3)试讲时间10分钟;(4)全英授课。答辩题目1.请谈谈语法教学中的常见教学方法。2.本堂课的难点在哪里?(注:以上图片节选自仁爱版九年级上册第4单元第103页)二、考题解析【教案】National heroesTeaching aims:Knowledge aim:Students can undetand the meaning and function of attributive clause.Ability aim:Students are able to improve their logical thinking and inductive ability.Emotional aim:Students will be more interested and confident in English learning.Key and difficult point:Key point:The improvement in undetanding the meaning and function of attributive clause.Difficult point:How to improve their inductive ability and be confident to express themselves.Teaching procedure:Step 1: Warming-up1. Greetings.2. Lead students to sing a song named You Raise Me Up.3. Ask them if there is something that can raise them up to lead out topic.Step 2: Presentation1. Ask students to read the passage to get the main idea and underline the sentences they may not undetand.2. Write down the target sentences on the blackboard and ask students to observe and discuss the similarities and differences.3. Explain and conclude the definition, structure and rules of attributive clause. The attributive clause is used to modify a noun or pronoun before it. The structure is “antecedent + relative words + clause”. When the antecedent is a peon, the relative word should be “who” or “that”. When the antecedent is a thing, the relative word should be “which” or “that”.Step 3: PracticeMechanical drill:Lead students to fill in the blanks on the screen. Check awe later. Give encouragement.Meaningful drill:Ask them to describe the pictures on the screen. Invite a few students to awer.Step 4: ProductionDiscussion:Make a discussion in groups of 4 about what they learn from these national heroes. They should try to use attributive clause as much as possible. 5 minutes are given before inviting one or two group representatives to share.Step 5: Summary and HomeworkSummary: ask a student to help conclude the content of the lesson and summarize together.Homework: ask students to share the story of astronauts to their parents and write a short composition about their feelings. Also, they need to use attributive clause in the article.Blackboard design:Teaching reflection试讲题目3.题目:Good Manne2.内容:(Daniel is hosting the school radio show this week. He is interviewing Jenny, a Grade 9 student, who has recently visited the UK.)Daniel: Hi, everyone. Today we’ve invited Jenny to talk about manne in the UK. What’s the proper way to greet people there, Jenny?Jenny: Well, British people say “hello” or “nice to meet you” and shake your hand when they meet you for the fit time.Daniel: Do they greet people with a kiss?Jenny: No. British people only greet relatives or close friends with a kiss.Daniel: How do people start a conveation?Jenny: They talk about the weather, holidays, music, books or something else. But please avoid subjects like age, weight or money.3.基本要求:(1)有感情地朗读所给材料;(2)根据该段落的内容,设计相应的阅读教学活动;(3)全英授课。答辩题目1.教师的主要职责是什么?2.如何实现本堂课的情感目标?二、考题解析【教案】Good manneTeaching aims:Knowledge aim:Students can get to know the content of this passage.Ability aim:Students can improve their reading and speaking abilities.Emotional aims:Students will improve their awareness of being polite.Students can arouse their interest and confidence of English learning.Key and difficult point:Key point:The improvement of oral English and undetanding of this passage.Difficult point:How to cultivate their awareness of using polite manne and put it into practice.Teaching procedure:Step 1: Warming-up1. Greetings.2. Show some pictures about different greeting manne around the world.3. Ask students how much they know about it and lead out the topic.Step 2: Pre-reading1. Introduce some background information related to greeting manne.2. Show a picture of two people making interview on the screen. Ask students to predict what will happen in the following dialogue according to it.Step 3: While-readingGlobal reading:Ask students: “Where did Jenny visit?” and “How do the British people usually greet?”Detailed reading:Ask students: “When do they greet with a kiss?” and “What should be avoided when they start a conveation?”Step 4: Post-readingRole-play:Two students are in a group. One student acts as an interviewer and one student is an interviewee. Give them 5 minutes to make a dialogue about manne in China based on the knowledge they’ve learned today.Step 5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: finish the exercise on the book and surf more details about greeting manne in western countries.Blackboard design:Good ManneWhere? -UKHow? -Say “hello” or “nice to meet you”When? -Only with relatives or close friendsWhat? -Avoid the subjects like age, weight and money.Teaching reflection现在你可以查看>>>2019-2017年教师资格证面试真题汇总也可以下载历年真题>>>【资料下载】教师资格证面试试讲真题下载-中学篇下载233网校APP,可方便及时获取初中英语教师资格证面试真题。[Page]一、考题回顾二、考题解析【教案】词汇教学试讲Teaching aims:Knowledge aims:Students can master the phrases of “come from” and “help with”.Students will get familiar with the topic of seeking for help.Ability aim:Students will develop their ability of guessing the meaning of the phrases.Emotional aim:Students can foster their willingness to offer helps.Key and difficult points:Key point:Get to know the meaning and usage of the target words.Difficult point:How to foster the awareness of helping each other.Teaching procedures:Step 1: Warming-up1. Greetings.2. Let students enjoy a song named You are My Suhine and ask them what the song is talkig about.. The song goes like this:You are my suhine .My only suhine.You make me happy.When skis are gray.You’ll never know dear.How much I love you.Please don’t take my suhine away.Ask students to awer the question. Then tell them this song is about friendship and lead in the topic.Step 2: Presentation1. Read the passage and then find the main idea. While reading, pay attention to the underlined words and guess the meanings.2. Write down the underlined words, further explain them with other collocatio and read together .Step 3: Practice1. Fill in the blanksChoose the correct phrase to fill in the blanks.Q1: Where does she_____?Q2: She often ___ me ___ it.2. Sentence mastetudents should make sentence one by one as fast and correctly as possible.Step 4: ProductionAsk students to do a survey about “What they will do when their friends are in trouble?” in group of 5, one act as a interviewer while the othe work as interviewees. 5 minutes will be given, later some of the representative will be invited to make a report.Step 5: Summary and HomeworkSummary: summarize with students about today’s lesson. Ask students to give their hands to their friends because a friend in need is a friend indeed.Homework: ask students to find out more words about “come” and “help”, and then use them to write a story about their friends, share the story next class.Blackboard design:Teaching reflection一、考题回顾二、考题解析【教案】My dream (Future tee)Teaching aims:Knowledge aims:Students can undetand the structure and function of future tee.Ability aim:Students will know how to use future tee in their daily lives.Students will improve their reading skills by grasping the man idea of this passage.Emotional aim:Students can be more interested and confident in learning English.Key and difficult points:Key point:How to enable students to undetand the key structure and usage of future tee.Difficult point:How to cultivate their awareness of cooperation in English class.Teaching procedures:Step 1: Warming-up1. Greetings.2.Sing a song with my students, the name of the song is I have a dream from westlife:I have a dream a song to sing.To help me cope with anything.If you see the wonder of a fairy tale.You can take the future even if you fail.Ask students to awer the question. Ask about what did they hear in this song and lead in the topic “My dream”.Step 2: Presentation1. DiscoveringInvite all of my students read the passage on the textbook, and awer me one question: “What’s the main idea of this passage?” After two minutes, check the awer with them. The right awer is “The writer’s dream in the next ten yea.” After that they should circle the similar form of verbs in this passage in 3 minutes. They will tell me, they circled “will be a reporter”, “will live in Shanghai”, “will live” etc. And I will write them down on the blackboard.Students should look at the blackboard carefully and tel me the structure of this grammar. And I will write down “subject + will do” on the blackboard. Tell them we are going to learn future tee in this lesson.2. AcquiringEncourage my students to find the time adverbial “in the next year” and let them find the function of future tee. Draw a time shaft on the blackboard and teach them this tee is used to describe things will happen in the future.Step 3: Practice1. Rewrite sentencesPresent some sentences on the screen.Q1: I want to go to the library and buy some dictionaries tomorrow morning.Q2: He has some psychological lesson in the next week.Q3: We are having a sports meeting the day after tomorrow.Our students to rewrite them according to the structure “subject + will do”.2. Describe picturesShow a picture about Sarah’ s dream on the screen. And ask students to describe it using the structure “will do”.Step 4: Post-listeningAsk students to discuss about the New Year plan. I will give them five minutes to discuss in group of four. And then invite some groups to share and explain.Step 5: Summary and HomeworkSummary: invite a student to be a little teacher and summarize today’s lesson.Homework: ask students to ask about their parents’ plan in the new year and share with us in the next class.Blackboard design:Teaching reflection一、考题回顾二、考题解析【教案】Hotels on the moonTeaching aims:Knowledge aims:Students can undetand the content of the reading material.Students will master some new phrases such as “a large amount of”, “be able to”.Ability aims:Students will develop their ability of guessing the meaning of phrases according to the context.Students reading ability of skimming and scanning will be improved.Emotional aims:Students can foster the interest of exploring the unknown univee.Key and difficult points:Key point:How to undetand the reading material.Difficult point:How to help students practice their reading ability in their daily lives.Teaching procedures:Step 1: Warming-up1. Greetings.2. Let students watch a video about Yang Liwei and ask them do they know him. They talk about the achievements we have made in exploring the univee especially the moon. Later, lead in the topic.Step 2: Pre-readingExplain some phrases: “be able to”, “the large amount of”.Then, show some background information about the moon.Step 3: While-reading1. Exteive readingRead the passage for students and ask them to find the main idea of the reading material.Then invite one student to awer.2. Inteive readingAsk students to read the passage again carefully in 8 minutes and then awer the following questio:Q1: How is the condition on the moon?Q2: What will hotels need to be on the moon and why?Then lead students to fill in the chart on the blackboard.Step 4: Post-readingAsk students to work within groups of four to have a discussion. They can discuss about their own trips to the moon.Five minutes later, ask some of students to share their ideas.Step 5: Summary and HomeworkSummary: invite a student to be an assistant of teacher and summarize what they have learned in the class. Ask students to be curious to explore the unknown univee.Homework: ask students to search the internet and find more information about the moon and design a hotel on the moon and write an article to introduce it.Blackboard design:Teaching reflection[Page]一、考题回顾二、考题解析【教案】Albert EiteinTeaching aims:Knowledge aims:Students can undetand the content of reading material.Students can be familiar with the great scientists around the world.Ability aim:Students will develop their abilities of braitorming, collecting materials and writing a short passage about great man.Emotional aim:Students can feel proud of our greatest giants at home and abroad.Key and difficult points:Key point:How to undetand the reading passage and write an article through guidance.Difficult point:How to write an article logically and skillfully.Teaching procedures:Step 1: Warming-up1. Greetings.2. Let students enjoy a picture on the blackboard and ask them: who is he? Then introduce our famous giant Albert Eitein to them.Ask students how many great scientists or litterateur do they know, and list out their names and achievements.Step 2: Pre-writing1. Ask students to read the passage quickly for 2 minutes. And awer how did the writer develop his article. The right awer is by time line.2. Ask students to read again for 5minutes. And they should complete the chart on the blackboard.3. Invite my students to have a braitorming and discussion, and think about who is their favorite celebrity. They should write down his or her name and think about the outstanding events in their lifetime, and then share with their group membe. And they should think about how many aspects they could think about to describe a peon.Step 3: While-writing1. Invite students to write down the outline on their notebooks and write down the key words to describe a peon.2. After the organization of language, write a passage in 100 words in 10 minutes. Give them some process evaluation and help if necessary.Step 4: Post-writing1. Editing: ask students to edit their articles with their desk mate, do the peer-editing with classmates.2. Sharing: invite one of students come to the stage and read his or her article for all of class.3. Evaluation: give some suggestion of improvements and praises to students.Step 5: Summary and HomeworkSummary: invite a student to be a little teacher and summarize today’s lesson.Homework: ask students to share their passage with parents and ask about their parents’ favorite celebrities.Blackboard design:Teaching reflection一、考题回顾二、考题解析【教案】语音教学试讲Teaching aims:Knowledge aim:Students can undetand the pronunciation rules of liaison.Ability aim:Students will be able to distinguish the differences of pronunciation.Emotional aim:Students are more interested in learning pronunciation.Key and difficult points:Key point:How to master the liaison rules.Difficult point:How to foster the interest in pronunciation learning.Teaching procedures:Step 1: Warming-up1. Greetings.2. Let students enjoy a poem and then awer the question “What makes the poem so beautiful?”. The poem is like this:What language is thine? O sky?The language of eternal question.What language is thy? O sea?The language of eternal silence.Ask students to awer the question. Then tell them that not only the beautiful scene created in the poem makes it so wonderful, but also the intonation and pronunciation make it beautiful. And lead in the topic.Step 2: Presentation1. Read the passage for the students, while reading, students must listen to the pronunciation of the words carefully and after listening they should tell me the main idea of it.2. Invite students to share what they find and explain the structure and function for them.Step 3: Practice1. Invite students to read the passage, tell them that when they are reading, they should apply what we just learned in it. And the give them some positive evaluatio.2. Find out more words that can be read together like “stand up” and “all in all”.Step 4: ProductionAsk students to do a dubbing for the video that has no sound in groups of four and encourage students to be active and to do the dubbing more real by using liaison.. 5 minutes are given . Then invite some groups to share their performance.Step 5: Summary and HomeworkSummary: invite a student to be a little teacher and summarize today’s lesson.Homework: ask students to find more liaison rules through internet.Blackboard design:Teaching reflection一、考题回顾二、考题解析【教案】British Summer TimeTeaching aims:Knowledge aims:Students can undetand the content of the reading material.Students can be familiar with the summer time in UK.Ability aim:Students can get the main idea and detailed information of the passage.Emotional aim:Students can foster the awareness of cherishing the time.Key and difficult points:Key point:How to undetand the reading material.Difficult point:How to foster the awareness of cherishing the time.Teaching procedures:Step 1: Warming-up1. Greetings.2. Let students enjoy a song named Seaso in the Sun and ask them what the song is talking about. The song goes like this:When all the birds are singing in the skyNow that spring is in the airPretty girls are everywhereThink of me and I'll be thereWe had joy we had funwe had seaso in the sunAsk students to awer the question. Then tell them that the time of different seaso in UK is very interesting and lead in the topic.Step 2: Pre-readingShow an interesting video clip from BBC about time changes of different seaso in UK. And ask them a question “what do you think of this video?” Then ask students to predict the main idea of the reading material according to the video.Step 3: While-reading1. Global readingAsk student to read the passage for the fit time and find the main idea of the reading material.Then invite one student to write the awer on the blackboard. And then check students’ prediction.2. Detailed readingAsk students to read the passage for the second time and awer two questio:Q1: When does the British Summer Time start and end?Q2: What happe on that day?Then lead students to awer the questio on the blackboard.Step 4: Post-readingAsk students to design a poster for “how they treasuring time” in groups of four and encourage students to be creative. 5 minutes are given for discussion. Then invite some groups to share and explain. And give them positive evaluatio.Step 5: Summary and HomeworkSummary: invite a student to be a little teacher and summarize today’s lesson. Ask students to cherish the time in our daily life and keep working hard.Homework: ask students to search more information about British Summer and Winter time and share it in tomorrow’s class.Blackboard design:Teaching reflection[Page]一、考题回顾二、考题解析【教案】Countable and uncountable nouTeaching aims:Knowledge aims:Students will have a deeper undetanding about nou by dividing them into countable nou and uncountable nou..Students will master the basic rules and some special cases of plural nou, such as potatoes.Ability aim:Students will use nou properly in their conveation.Emotional aim:Students will develop their leaning ability by inductive methods.Key and difficult points:Key point:How to master the rules of plural nou.Difficult point:How to use different nou correctly in their daily life ;Teaching procedures:Step 1: Warming-up1. Greetings and free talk about the food they ate in the morning.2. Play a game called Find them different homes.Fit, explain the rules: They need to classify the food in 2 or 3 groups in different ways and explain their reaso. For example, they can divide them into healthy food and junk food; vegetables and meat; Chinese food and western food; etc...Second, divide them into groups 4.Third, tell them to finish the job in 5 minutes.Last, make a conclusion and introduce another way(plural and singular) to classify food and lead in to the topic.Step 2: Presentation1. Read the short passage for them and analyze the main idea together.2. Ask them to underline words about food. And write down them on the blackboard in two groups. One includes food, rice, salt and juice. The other includes carrots, fruits and oranges.3. Divide them into groups of 4 and ask them to find out the rules of the the words.4. Explain that nou can be divided into countable ones and uncountable ones. And countable one can be divided into plural and singular nou.5. Introduce some special cases, such as potatoes and tomatoes, and remind them we should add “es” at the end is the nou are supposed to be plural.Step 3: Practice1. Activity one: Filling in the blanks: ask them to change the singular nou into plural nou. And invite a student to share his awe and give encouragements and correctio accordingly.2. Activity two: Describing the pictures--they are different items with different numbe.Step 4: ProductionActivity: playing a game called Guessing who he is.1. Explain the rules: they need to work in pai. One describes any student in the class about their hair, clothes and glasses and and so on. The other one is supposed to guess the name. Then they exchange the roles.2. Invite some groups to share their performance in front of the whole class.Step 5: Summary and HomeworkSummary: invite a student to be a little teacher and summarize today’s lesson. And make a conclusion: there are lots of words to learn, but if we master some rules, it will make learning more efficient.Homework: ask them to find out 5 more nou which have special plural forms.Blackboard design:Teaching reflection一、考题回顾二、考题解析【教案】Simple present teeTeaching aims:Knowledge aim:Students can undetand the structure and usage of simple present tee.Ability aim:Students will develop their reading abilities of getting the main idea and main structure.Emotional aim:Students can be more interested in learning English and group work.Key and difficult points:Key point:How to enable students to get familiar the key structure and usage of simple present tee.Difficult point:How to put simple present tee into daily life.Teaching procedures:Step 1: Warming-up1. Greet with students.2. Let students enjoy a song named Auld Lang Syne and ask them to sing together.Should auld acquaintance be forgot,And never brought to mind?Should auld acquaintance be forgot,And auld lang syne?Ask students what’s this song about, and tell them this song is about friendship. And ask them what do they always do with their friends. Write down their awe on the blackboard.Step 2: Presentation1. DiscoveringInvite students to read the conveation on the screen and conclude the main idea of it.The main idea is what do Simon and his family membe usually do.Then they should circle the verbs and the adverbs of frequency.2. AcquiringIntroduce the simple present tee to students by these examples. The structure is “subject + present tee of the verb”. And the function is to describe the action that occu repeatedly, especially habits or hobbies.Step 3: Practice1. True or falsePresent some sentences on the screen.Q1: I always do exercises. (T)Q2: He is do his homework right now. (F)Q3: We sit here for more than 20 minutes. (F)2. Make sentencePlay a game with them named “running pen”.Give a pen to the student on the fit line. They should pass the pen one by one. At the meanwhile the teacher will sing a song, when the song stops, the one who get the pen should make a sentence using the simple present tee.Step 4: ProductionHave a group discussion about what do their family membe usually do in spare time. They will be given 5 minutes. And some process evaluation will be given during 5 minutes.After that, some groups should come to stage and show their performance.Step 5: Summary and HomeworkSummary: invite a student to be a little teacher and summarize what they have learned today.Homework: ask students to write down some sentences using the simple present tee.Blackboard design:Teaching reflection一、考题回顾二、考题解析【教案】Special questionTeaching aims:Knowledge aim:Students can master the structure and function of special questio.Ability aim:Students will be able to grasp the structure of the knowledge through reading.Emotional aim:Students can be more eager of grammar learning.Key and difficult points:Key point:How to get to know the target knowledge.Difficult point:How to foster the interest in grammar learning.Teaching procedures:Step 1: Warming-up1. Greetings.2. Let students enjoy a song called Stronger, and ask them what question they can hear from it. The song goes like this:What doesn't kill you makes you strongetand a little tallerDoesn't mean I'm lonely when I'm aloneWhat doesn't kill you makes a firePut that thing on lighterDoesn't mean I'm over cause you're gone.Ask students to awer the question and lead in the topic.Step 2: Presentation1 Ask students to read the passage, find the main idea and pay attention to the underlined words.2. Write down the sentences with target grammar on blackboard and ask students to find out the similarities.4. Introduce the grammar for the students.Step 3: PracticeAsk students to chose the right words to fill in the blanks and use the special question to describe the picture on the screen one by one.Step 4: ProductionAsk students to work in 5 groups to make a dialogue about the daily routine of their school life. Five minutes later, some representatives will be invited to share. When making the dialogue, they should use what we learned today and pay attention to the intonation and pronunciation.Step 5: Summary and HomeworkSummary: invite a student to be a little teacher and summarize today’s lesson.Homework: find out more words about special question and use them to make sentences.Blackboard design:Teaching reflection[Page]1.题目:语音课要求:朗读文章;设计连读的语音课;英文试讲;十分钟2.题目:语音课内容:讲解长音;文章是一篇关于小羊的文章, Lee,爱吃青草,晚上睡觉,晚_上做梦 要求:朗读文章;讲解语音点3.题目:口语课内容: Jenny wants to be a policewoman...要求:朗读段落;设计一-节口语课4.题目:听力课内容: Scot和Lucy的对话,询问uncle Joe, (playing basketball) aunt Sarah(cooking)Mary (watching TV)的活动要求:阅读对话,设计听力理解,板书,全英,十分钟5.题目:写作课内容:爱因斯坦的生平,哪一年出生于哪个国家,他在瑞士苏黎世学习物理,并做了大量的论文,凭借其中一篇论文获得了诺贝尔文学奖。爱因斯坦的名言两句。要求:朗读全文;引导学生学会描述人物;全英文授课6.题目:听力课内容: Millie的新同学要求:朗读全文;设计听力教学7.题目:词汇教学内容: My good friend Jane; come from, help with,要求:全英文试讲;讲解词汇8.题目:听力课内容:新同学的自我介绍要求:朗读材料;学生掌握材料细节9.题目:语音语调,连读内容: Jamie stood looking at the map, He turned it around. He looked up from the map. He looked back at the map. He ook a few steps back along the path. He put his finger on the map, and looked up again. /It's no use!”he shouted. He threw the map away, and sat downon the ground.I asked him what was the matter.Jamie said, /We're lost. We must have taken a wrong turningHe didn't know where we were. /I'm sorry. I'm sorry,/he said again and again.要求: (1) 朗读所给材料(2)配合教学内容适当板书(3)针对所给材料内容,设计训练连读的语音教学活动(4)用英文试讲(5)试讲时间: 10分钟10.题目:语法课内容: Millie: Mum, what do we need to buy?Mum:We need to buy some chicken, a bag of rice and apacket of salt.不可数名词划线,下面还有如carrots, pota-toes, vegetables, an apple这些可数名词。大致是MILLE和Mum在讨论买什么。可数名词和不可数名词都有下划线。要求:结合适当板书;朗读文本;全英文;十分钟试讲;根据划线部分设计运用的语法活动(划线部分是vegetables oranges rice chicken juice apple等等)11.题目:词汇课内容: My good friend. she comes from Canada. She helps with my English.要求:朗读全文;词汇课come from, help sb with12.题目:语法课内容: Is there a bank near the street? Yes. there is. Is there ...?. No, there isn't.要求:朗读;讲出对话中的语法13.题目:口语课内容: What animals do you like?要求:朗读14.题目:听力课内容: Betty和Jenny讨论父亲职业Betty爸爸是警察问她想 不想当警察Betty说虽然有点dangerous但想Jenny爸爸是bank clerk Jenny不想当银行职工想当reporter因为银行职工too busy要求:朗读对话;设置理解听力教学活动;体现教学互动15.题目: Class 9 went toa trip.内容:讲一天内他们参观了哪些地方,中间用到了Fitly,then, after that, after lunch, finally这些词,并且这些是划线词。最后就是Finally they are tired, but happy.要求: 1.朗读文段。2.讲解划线部分的词语的使用,并引导学生操练这些词。3.全英授课。4.试讲时间10分钟。16.题目: Summer time and winter time要求:朗读全文;讲授文章细节17.题目:语法课内容: who, what, whose, where, what要求:语法操练;十分钟;全英试讲18.题目:听力课内容:材料是四个人的自我介绍,Hello, I am Mille..I have long hair. I love reading. Hi, I'm Simon. I like sports. I often play football after school. I'm Daniel. I come from Nanjing. I am good at maths.要求:朗读所给材料;设置理解细节教学活动

    来源:233网校教师资格站点 2020-01-05 09:28:00