2019上半年教师资格考试初中英语面试真题及答案

(第一批) 一、考题回顾

二、考题解析

【教案】

Teaching aims:

Knowledge aim:

Students can get the main idea of the dialogue.

Students can master the sentence patterns: How high...? How far...? and so on.

Ability aim:

Students can improve their listening skills by grasping the key words in listening materials.

Emotional aim:

Students can be more interested in learning English.

Students can be willing to share their travel experience with others.

Key and difficult point:

Key Point: Students will have a basic understanding of the listening materials and master the sentence patterns.

Difficult Point: How to use the sentence patterns to ask features freely in their daily life.

Teaching procedure:

Step 1: Warming-up

1. Greetings.

2. Let students enjoy a beautiful song called Five Hundred Miles. And then ask them a question: Have you ever went away from home and visited a new place? Then lead in the lesson.

Step 2: Pre-listening

Show students a picture of the Great Pyramid of Khufu. Then ask students to make a prediction about what they are going to listen to today.

Step 3: While-listening

1st listening: Ask students to listen to the tape for the first time and then tell me the main idea of the dialogue. After that, they should check if their prediction is correct or not.

2nd listening: Ask students to listen to the tape for the second time and then ask them to pay attention to numbers mentioned in the listening material. After that, ask them to tell me the numbers and write them on the blackboard.

3rd listening: Ask students to listen to the tape for the third time, and to try to remember the place-names. After that, they should match the numbers with the correct place-names on the blackboard.

Then ask them to read the passage and then write the sentence pattern on the blackboard and teach them directly.

Step4: Post-listening

Ask students to have a discussion about one of their most unforgettable trip. Four students in a group and give them five minutes. After that, invite some groups to share their experience with the whole class.

Step 5: Summary and Homework

Summary: Ask a student to make a summary about what we have learned today and others make a supplement.

Homework: Ask students to practice the dialogue with their friends and share what we learned today with their parents after class.

Blackboard design:略

答辩题目解析】

1.What’s your teaching aims?

【参】

There are three teaching aims in my class. Firstly, knowledge aims: students can get the main idea of the dialogue. Students can master the sentence patterns: How high...? How far...? and so on. Secondly, students can improve their listening skills by grasping the key words in listening materials. Thirdly, students can be more interested in learning English. Students can be willing to share their travel experience with others. I think through the activities in my class, all above teaching aims will be achieved.

2.How do you deal with the problem that the listening lesson is boring to learn?

【参】

Firstly, in warming-up part, I will sing a beautiful song called Five hundred Miles to cheer students up, which can create a better atmosphere for them to learn English. Secondly, in pre-listening part, I ask students to make a prediction about what they are going to listen to according to a picture, which will arouse their curiosity. Thirdly, I play the tape for three times, which can decrease the difficulties of listening and can give them more confidence. Fourthly, in post-listening part, I ask them to have a discussion about their unforgettable trip, which not only improve their oral English, but also increase their interests in learning English. 一、考题回顾

二、考题解析

【教案】

Teaching aims:

Knowledge aim:

Students can comprehend basic knowledge and structure about the special questions of the simple past tense.

Ability aim:

Students will use the target language in proper situation.

Emotional aim:

Students will be aware of the communication with simple past tense and develop their

team spirit through the group works.

Key and difficult point:

Key Point: Students can grasp the structure and functions about the special questions of the simple past tense.

Difficult Point: Students can get familiar with these grammatical rules and can use them in making sentences.

Teaching procedure:

Step 1: Warming-up

1. Greetings.

2.Sing a song for the student, the name of the song is Yesterday Once More.Then ask the students

what sentences we’ve learned before.Some students will be invited to share their answers.And then teacher gives them sentences about the simple past tense.Ask the students if they know how to make the questions for them and teacher leads out today’s topic.

Step 2: Presentation

1. Ask students to listen to the dialogue and write down the questions on the notebook.

2. Ask some of the students to write the questions on the blackboard.They need to find out the similar structure among these sentences.

Basic structure: special question words + general question

3. Ask students to pay attention to the special question words and find out more. They can find “why”,”where””who”,”how”.

4. Lead students to pay attention to the form of auxiliary verb and verbs.

Step 3: Practice

1. Multiple choice. Show some multiple choices on the screen. Students need to choose the correct answer.

(1) ----( ) did you go on vacation?

----I ( ) to the mountains.

A. Where,go B. Where,went C. How,went D. Why,went

(2) ----( ) did you go last summer?

----Hangzhou.

A. Where B. What C. When D. Who

2. Question the underlined part.

(1)Lucy did her homework at home.(改为特殊疑问句)

(2) He found some meat in the fridge.(改为特殊疑问句)

3. Make sentences about the special questions of the simple past tense.

Step4: Production

Role-play. Ask them to be a little reporter and have an interview about last weekend. During their dialogue, they are expected to use as many special questions of the

simple past tense as possible.

Step5: Summary and Homework

Summary: ask a student to conclude the content of the lesson and summarize with the whole class.

Homework: ask students to make a short story based on their report after class.

【答辩题目解析】

1. How can you keep the students interested in learning English grammar?

【参】

Well, grammar teaching is always difficult, it’s easy to be boring and complex, so students are general fear and hate it. I think it isn't difficult to learn English grammar if the students have good ways of learning it.

I can create effective teaching situation and stimulate students' interest in learning grammar.To create a lively and relaxing English class atmosphere.Also with the help of modern multimedia devices, students will be more curious.Students can often take notes carefully in class and try to make sentences with the new grammars. When they have problems, they can ask me for help.I can buy some useful books on English grammar let them read it

I believe I can keep the students interested in learning English grammar

2. What’s your favorite movie?

【参】

My favorite movie is The Pursuit of Happiness, which has no pretty actors, no touching

music, but good enough story, plain but not mediocre! It touched my mind deeply. A single father , lost his job and his wife chose to leave him. His life was very bad and difficult, but he never gave up and worked hard and took care of his son very well. Through his effort, at last he succeeded. His life changed better and better. I like the movie, which is made me thinking a lot. What is happiness? How can we get happiness? In my eyes, the most important is the family. As long as the family together, no matter where, no matter what time, we are happy. Secondly, if we work hard enough today, happiness will come tomorrow. In addition, happiness depends on oneself. No matter other people think of you, as long as you do happy. 一、考题回顾

二、考题解析

【教案】

Teaching aims:

Knowledge aim:

Students can master the usage of the logical stress, and also get the main idea of

the passage.

Ability aim:

Students can develop their speaking skills and know how to make use of the logical stress in different sentence patterns correctly.

Emotional aim:

Students will improve their interests of learning English and different emotional expressions.

Key and difficult point:

Key Point: Students can master the basic rule and meaning of the logical stress.

Difficult Point: How to master and use the logical stress rules and apply them into English speaking.

Teaching procedure:

Step 1: Warming-up

1. Greetings.

2. Show a video

Let students enjoy a part of video named “Micky mouse ” from Disney and ask them where it produced from.Students will know the right answer and talk about their experience in Disneyland. Then,teacher can lead out today’s topic.

Step 2: Presentation

1. Ask students to read the passage quickly and figure out the main idea of the

passage.

2. Read the passage again and ask students to pay attention to the pronunciation features of underlined phrases. They will find that all the phrases are stressed on the initial syllable of first word.

3. Let students work in groups of four to discuss if there are any other similarity of underlined phrases based on the stress rules they’ve learned before,and why some notional words weren’t stressed.

4. Present their rules and help them organize their rules.Rules are as followed:if you meet the phrases which consist of notional words,we should use the logical stress to highlight the specific information based on the correct situation.

Step 3: Practice

1.Let students translate the passage with their deskmate based on the logical stress rules,and invite some students to read it loudly.

2.Let students use the logical stress rules to read the following sentences as below to emphasize different information.Then invite some students to read it in the front of the class and let the other students decide who is the best one.

'Her skirt is blue.

Her 'skirt is blue.

Her skirt is 'blue.

Step4: Production

Role play: Ask students to change this passage into a dialogue in group of four.One should act as a guide of Disneyland,and the others should act as the visitors.During

their practice, they are expected to focus on the intonation when it comes to the logical stress.Then,invite some students to share on the stage.

Step5: Summary and Homework

Summary: ask a student to conclude the content of the lesson and summarize with the whole class.

Homework: ask students to search more interesting stories from Disneyland on the Internet and read it carefully,they will share it in the next class.

【答辩题目解析】

1. Please talk about the basic rules of word stress.

【参】

Well, In this class,they are supposed to be reviewed before new knowledge. The word stress depends on the quantities of syllable.One syllable needn’t be stressed,such as “go/book ” .Disyllable and tri-syllable should stress on the first syllable,such as ’apple/’property. As for multi-syllable which should stress on the antepenultimate syllable,such as anni’versary/de’mocracy and so on.

2. How did you make the new knowledge into the practice?

【参】

This is a pronunciation lesson, and we often call it “knowledge course”. For knowledge courses, We usually use two kinds of methods to make the new knowledge into the practice which includes mechanical drilling and meaningful drilling. Firstly,I asked them to translate the passage to check if they’ve understood the meaning which the author wants to emphasize.Then,In order to examine if my students have already mastered the pronunciation rules,I wrote down three sentences asked

them read with the logical stress to highlight different specific information, which will help them to apply it into their daily life.That’s how I make the new knowledge into the practice. 一、考题回顾

3.基本要求：

（1）朗读所给语篇。

（2）配合教学内容适当板书。

（3）针对该语篇的内容，设计相应的阅读教学活动。

（4）用英文试讲。

（5）试讲时间：10分钟。

答辩题目：1.What teaching method do you use in this class?

2.Do you have the experience in teaching ?

二、考题解析

【教案】

Teaching aims:

Knowledge aim:

Students will grasp the main and detailed information of this passage.

Ability aim:

Students will improve their reading and speaking skills.

Emotional aim:

Students will know how to introduce their weekend plan to others.

Key and difficult point:

Key Point: Students will totally understand the concept of this passage.

Difficult Point: Students will improve their interest of learning English and take part in speaking activities.

Teaching procedure:

Step 1: Warming-up

1. Greetings.

2. Show students some pictures about my weekend plan and naturally lead to today’s topic.

Step 2: Pre-reading

1. Free Talk: Give students three minutes to describe what did they do last weekend to their desk mate and invite them to share their answers.

2. Prediction: Let students work in pairs and predict the main idea of this letter.

Step 3: While-reading

1st reading: Ask students to read the letter for the first time and check if their prediction is correct or not and get the main idea of the passage.

2nd reading: Ask students to read this letter for the second time and complete the following chart. Some students will be invited to finish it on the blackboard.

Step4: Post-reading

Survey:Ask students to make a survey to their desk mate about what they will do in the next weekend within 5 minutes. After that,some students are supposed to share their weekend plan.

Step 5: Summary and Homework

Summary: Ask a student to conclude the content of the lesson and summarize with the whole class.

Homework: Ask students to write a letter to their friend to introduce their next weekend plan.

【板书设计】略

【答辩题目解析】

1.What teaching method do you use in this class?

【参】

I mainly used task-based teaching method and communicative teaching method. The whole lesson is a big task which includes several small tasks.After finishing them, they have learned how to describe their weekend plan. I ask students to work in pairs to make a survey about their own weekend plan which provides them a chance to practice their speaking ability.

2.Do you have the experience in teaching ?

【参】

Yes, I do. I have taught a teenager in junior high school. I mainly taught her grammar. I found her grammar was not very systematic. So I taught her from the grammar in words to the grammar in sentences in order to make her master the whole grammar, especially those always appeared in her exams. And during the teaching, I find the most important that it is the teacher should have a better understanding of the whole grammar and the high school English course. Besides, the teacher should pay more attention to the patience. It will make students relax when their learning and get along with the students.

(第二批)

【教案】

Teaching aims:

Knowledge aim:

Students will grasp the target expressions about asking questions, and also get some ways of learning English.

Ability aim:

Students can express their opinion on learning English.

Emotional aim:

Students can foster the interest and desire of learning English, and be fond of taking part in kinds of class activities.

Key and difficult point:

Key Point: Students can master the usage of key structures.

Difficult Point: Students can improve their confidence in learning English, and not be afraid of speaking English.

Teaching procedure:

Step 1: Warming-up

1. Greetings.

2. Show a video about an English speech “ I Have a Dream” addressed by Martin Luther King. And ask students what their feelings are.

And then ask them a question: “why does he speak English well?” “Because he masters some skills about learning English”. Actually today our topic is also about this and then lead in the topic: let’s speak.

Step 2: Pre-speaking

1. Teacher reads the passage and asks students figure out the main idea of the dialogue.

2. Ask students to read the passage again and pay attention to the underlined parts. They need to answer the questions about underlined parts.

Question1:How can you improve your English?

Answer1:watch TV programmes on CCTV9; read English books; read English newspapers and magazines.

Question2:Where can you read books, newspapers or magazines?

Answer2:At the library.

3. Ask students to work in groups of four to think of other ways to improve English in 10 minutes, and then invite some groups to show their results.

Ways: Listen to English songs, watch the English movies, watch BBC documentaries.

Step 3: While-speaking

1. Give the whole class 5 minutes to make dialogues with their desk mates. They are suppose to use the information on the blackboard.

2. During this period, the teacher will walk around and give the evaluation to encourage students to open their mouth and speak English loudly.

Step4: Post-speaking

After that, the teacher invites some of groups to come to the stage to show their performance in the front of the whole class. Teacher gives evaluation and encouragement. Emphasize the importance of learning English.

Step5: Summary and Homework

Summary: summarize with the whole class.

Homework: ask students to choose their favorite ways to practice English and make a daily plan for their English study.

Blackboard design:略

【教案】

Teaching aims:

Knowledge aims:

Students can master the usage of comparative adjectives

After this lesson, students can use the sentence structure: “Rose is smarter than Ruth”.

Ability aim:

After this lesson, students can use this grammar to describe the things in their daily life

Emotional aim:

Students are able to get the confidence of learning English

Key and difficult point:

Key Point:

master the usage of the comparative form of an adjective

Difficult Point:

use this grammar to describe the things in their daily life.

Teaching procedures:

Step 1: Warming-up

1.Greeting

2.Free talk:The teacher talks about the experience in zoo.Let students describe the features of animals in the zoo.

3.Then write one sentence and ask students to fill it using the right words. Then lead in the topic of today:Rose is smarter

Elephant is_____(big/small).

Squirrel is _____(big/small)

Step 2: Presentation

1.play a tap and ask them some question

Q1:what’s the feature of Rose and Ruth?

Rose is smarter than Ruth.

Q2:what’s the characteristic of Ruth and Rose ?

Ruth is more outgoing than Rose.

And then underline the adjective, ask a question :what are the similarities between

the sentences and the adjectives.

After that conclude the usage of the comparative degree.

Step 3: Practice

1.Do the guessing game. Ask students to guess the words that the teacher is acting.

2.Write some sentences on the blackboard and ask students to fill in the blank using the comparative degree form of adjective.

Step4: Production

Show two similar pictures for students and then ask them to describe the differences of the two pictures, when they describe the pictures they should use the comparative degree.5 minutes for them to discuss with their desk mates and later ask some of them to share their ideas.

Step 5: Summary and Homework

Summary: ask a student to conclude the content of the lesson and summarize the class.

Homework: ask students make more sentences using the grammar they learn today.

Blackboard design:略

【教案】

Teaching aims:

Knowledge aim:

Students can get the main idea of the passage quickly.

Ability aim:

Students will improve their reading abilities such as skimming and scanning.

Emotional aim:

Students will be more interested in learning English.

Key and difficult point:

Key Point: Students will know how to get the main idea of the passage.

Difficult Point: Students will be more confident in speaking English and improve their reading skills.

Teaching procedure:

Step 1: Warming-up

1. Greetings.

2..Show a picture to students and then ask them a question :what can you see from the picture?

Some of the students may figure out it is a blog and ask some of them:Do you write blogs and know their feelings of blogs?

Step 2: Pre-reading

Show the title of the passage and ask students to predict what’s the main idea of the passage.

Step 3: While-reading

1st listening: Ask students to listen to the tape for the first time and check if their prediction is correct or not and get the main idea of the passage.

2nd listening: Ask students to listen to the tape for the second time and complete the card about Anna below:

Step4: Post-reading

Ask students to talk about the information of their best friend with the items on

the blackboard. Four students in a group and give them five minutes.

Step 5: Summary and Homework

Summary: ask a student to conclude the content of the lesson and summarize with the whole class.

Homework: ask students to write their own blog and introduce themselves.

Blackboard design:略

(第三批) 初中英语 语法

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 tense and the simple past tense.

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 tense.

Ability aim:

Students will use the present perfect tense 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 tense.

Difficult Point: Students can understand the difference between the present perfect tense and the simple past tense.

Teaching procedure:

Step 1: Warming-up

1. Greetings.

2. Have a free talk with students, and ask them “What did you do yesterday?” They can answer this question with simple past tense.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 tense.

Step 2: Presentation

1. Read the passage for students and ask them to figure out the main idea of the conversation.

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-ed

3. Lead students to find the function of the present perfect tense, it expresses actions that happened in the past but still have effect or continue till now.

Step 3: Practice

1. 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. Translation. Show some sentences on the screen and students need to translate 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: Production

Discussion. Ask them to discuss which books they have read in groups of four. During their discussion, they are expected to use the present perfect tense.

Step5: Summary and Homework

Summary: 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

【答辩题目解析】

1. Please talk about the differences between the present perfect tense and the simple past tense.

【参】

Well, it is a difficult point to distinguish the present perfect tense from the simple past tense in this lesson. The structure of the present perfect tense is “subject + have + past participle”, which describes the things happened before the things in the past. However, the structure of the simple past tense is “subject+ past tense”，which is used to describe the past things.

2. Please talk about the procedure of the grammar class.

【参】

The procedure of the vocabulary class includes five steps. First, lead-in. Let students concentrate on the class and cultivate their interest to learn. Second, presentation. Help them learn the new grammar. Third, practice. Through practicing, students can master the grammar better. Then, production. It aims to help them to apply what they have learned to the daily life. At last, summary and homework. This is the regular part of the class.

英语 语法

一、考题回顾

试讲题目

1.题目：语法教学试讲

2.内容：

Daniel: Hi, Simon. Do you play football at weekends?

Simon: Of course, I often play football with my cousins.

Daniel:Do your parents go with you?

Simon: No, they don’t. But my dad sometimes watches our games. Sometimes he reads at home. My mum often shops at weekends. What about you, Daniel?

Daniel:I often stay at home. Sometimes I go swimming with my dad.

3.基本要求：

(1)朗读所给段落

(2)配合教学内容适当板书

(3)针对所给材料的画线部分，设计操练类的语法教学活动。

(4)用英文试讲

(5)试讲时间：10分钟

答辩题目

1. What is the foundation of setting teaching aims?

2. How did you teach the new knowledge to students in this class?

二、考题解析

【教案】

Teaching aims:

Knowledge aim:

Students will know basic knowledge and structure about simple present tense.

Ability aim:

Students will use the simple present tense to express their ideas.

Emotional aim:

Students will improve their interests of learning English.

Key and difficult point:

Key Point: Students can master the basic rule and meaning of simple present tense.

Difficult Point: Students can use the simple present tense to describe their present state and simple affair.

Teaching procedure:

Step 1: Warming-up

1. Greetings.

2. Free talk: The teacher talks about what do you usually do at weekends and asks students to share their answers.and then lead in the topic: today we also talk about weekend activities.

Step 2: Presentation

1. Ask students to open the book and the teacher reads the passage and ask students

to find out the main idea of the dialogue.

2. Ask students read the passage on their own and answer following questions.

Question1: What does Simon’s mother often do at weekends?

Auswer1: My mum often shops at weekends.

Question2:What does Daniel usually do at weekends?

Auswer2: I often stay at home

Structure: subject+present tense of the verb.(ask Ss to pay attention to the verb must agree in person with its subject )

Step 3: Practice

1. Fill in the blank. Show some questions on the screen. Students need to choose the correct answer.

(1) We often _____ (play) in the playground.

(2) What_____ (do)he usually _____(do) after school?

(3)He ____(get) up at six o’clock.

2. Translation. Show some sentences on the screen and students need to translate them into English.

(1)麦克有时候和他姐姐去公园。

(2)他放学以后都会做什么?

Step4: Production

Discussion. Ask them to share their weekend activities with their partners in group of six. During their discussion, they are expected to use as many simple present tense.

Step5: Summary and Homework

Summary: 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

【答辩题目解析】

1. What is the foundation of setting teaching aims?

【参】

Total new curriculum English teaching goal is: to cultivate the students’ comprehensive using ability of language. Comprehensive language using ability is based on the development of language skills, language knowledge, emotional attitude, learning strategies and cultural awareness. Five aspects reflect the development value of “all for the students”. It shows three dimensions of the teaching goals, namely, knowledge and ability, process and methods, emotional attitude and values.

2. How did you teach the new knowledge to students in this class?

【参】

This is a grammar lesson, and we often call it “knowledge course”. For knowledge courses, there are two teaching methods: deductive teaching method and inductive teaching method. In order to arouse the enthusiasm and initiative of students, I

adopted the inductive method to teach them new knowledge. First, I asked the students to read the article quickly and get familiar with the main idea of it. On this basis, I asked them to read it again and pay attention to the underlined part. In the process, students could easily find similarities among these sentences. Then I asked them to pay attention to the feature of these nouns. During their discussion, students realized that these nouns are abstract names. Finally, I guided the student to summarize the meaning of appositive clauses by translating these sentences. That’s how I taught new knowledge.

初中英语 阅读

一、考题回顾

试讲题目

1.题目：阅读教学试讲

2.内容：

Li Yundi, a well-known Chinese pianist, always loved music. He was born in 1982 in Chongqing. When he was a small boy, he could hum songs and difficult pieces of music. He began to learn the accordion at the age of four, and he started to learn the piano when he was seven. In October 2000, Li Yundi took part in the 14th Chopin International Piano Competition in Poland. He won first prize in his group. He was also the first Chinese pianist in the 70-year history of the competition to win this prize

3.基本要求：

(1)朗读所给语篇。

(2)配合教学内容适当板书。

(3)针对该语篇的内容，设计相应的阅读教学活动。

(4)用英文试讲。

(5)试讲时间：10分钟

答辩题目

1. What are the teaching aims in this class?

2. What is your dream now?

二、考题解析

【教案】

Teaching aims:

Knowledge aim:

Students can know the meaning of some new words, such as:well-known, hum, take part in...

Ability aim:

Students can improve their global reading ability.

Emotional aim:

Students can be more interested in learning English and will appreciate the good piece of music.

Key and difficult point:

Key Point: Students can find the main idea of the passage through skim

Difficult Point: Can be more interested in learning English and will appreciate the good piece of music.

Teaching procedure:

Step 1: Warming-up

1. Greetings.

2. Play a piece of classic piano music, and ask students to listen to it and guess the composer and then lead in the new class.

Step 2: Pre-reading

1. Write some new words on the blackboard and explain the meaning and usage of them.(well-known, hum, take part in)

Step 3: While-reading

1st reading: Ask students to read the passage for the first time and use the skim skill to find out the main idea and find the word that illustrate the time.

2nd reading: Ask students to read this passage for the second time and complete the following chart. Some students will be invited to finish it on the blackboard.

【答辩题目解析】

1.What are the teaching aims in this lesson?

【参】

In the class, I set three teaching aims as follows. First, the knowledge aim:Students can know the meaning of some new words, such as:well-known, hum, take part in.... Next is the ability aim:Students can improve their global reading ability. Finally is the Emotional aim:Students can be more interested in learning English and will appreciate the good piece of music.

2.What is your dream now??

【参】

Dream is of great significance for everybody’s life. I think we always should have our own dream. As for me , at present it is to pass the exam and to make efforts to be a real teacher in the school. There are two main reasons accounting for this. Firstly, it is in comply with my major in the college and always want to put what I have learnt into daily teaching. Secondly, I like to communicate with children, when I am talking with them and help them to figure out the problem, I really have

a strong sense of achievement. Thus, my dream at present is to be a English teacher

(第四批) 初中英语 词汇

一、考题回顾

题目来源：5月19日 上午 山东省 青岛市 面试考题

试讲题目

1.题目：词汇教学试讲

2.内容：This man is from Canada.He is twenty years old.He is tall and he has brown hair.He has small eyes,a big nose and a wide mouth.He is in black clothes.Please help us find him.Our phone number is (902)877-31

3.基本要求：

(1)朗读所给材料

(2)全英10分钟试讲

(3)适当板书

(4)针对所给材料划线部分，设计运用类词汇教学活动

答辩题目

1. How do you help students accumulate vocabularies?

2. How do you help improve students’ English ability?

二、考题解析

【教案】

Teaching aims:

Knowledge aim:

Students will master the the meaning of the phrases, such as : small eyes, big nose and wide mouth and so on.

Ability aim:

Students will use the words to describe others in their daily life.

Emotional aim:

Students will be interested in learning English.

Students will be more confident in speaking English.

Key and difficult point:

Key Point:

Students will grasp the meaning of the new words.

Students will use the words in their daily life and describe others.

Difficult Point:

Students will be interested in learning English and not afraid of speaking English in front of others.

Students will be more confident in speaking English.

Teaching procedure:

Step 1: Warming-up

1. Greetings. Talk about the weather.

2. Sing a song Head, shoulder, knees and toes

Head shoulders knees and toes

Knees and toes

Head shoulders knees and toes

Knees and toes

And eyes and ears and mouth

And nose

Ask the students if they are excited after this song, tell them there are some words about the parts of our body in this song. Then introduce today’s topic.

Step 2: Presentation

1. Draw some pictures of the new words on the blackboard.Introduce the words and explain the meaning with touching the parts of our body. Lead the students read the new words for twice or three times.

New words: ear, eyes, nose, mouth hair

2. Read the passage for the students, let them add the adjectives of the new words. Then the words change to phrases.

Phrases:cute ear, small eyes,big nose, wide mouth brown hair

3. Lead in the new sentence and explain the usage of it: he has...

Step 3: Practice

1. Play a game called “magic eyes”,when teacher touch the part of the body, students should react quickly and say the words.Then teacher will do the actions faster, students should say the words faster.

2. Play a game “what’s missing”. Show some pictures of cartoon character and ask them “What’s missing”.(Doraemon has no ear, Hello kitty has no mouth)

3. Teacher describe the students in the class, use the sentences “He has ...”, let the students guess who he/she is.

Step4: Production

1. Draw and guess. They need to work in pairs for the game. One student should draw the organs and present its feature. Then the other student should guess what he is drawing and read the words correctly. 3 pairs will be invited to play the game. The pair finishing the game with the shortest time is the winner.

2. Role-play. Work in pairs. Student A and student B should describe each other. They need to make a presentation according to the given words. Invite one pair to make the presentation.

Step5: Summary and Homework

Summary: Make a brief summary of what we have learned with students.

Homework: Draw the pictures and write down the according words, and hand it to the teacher tomorrow.

Blackboard design:略

【答辩题目解析】

1.How do you help students accumulate vocabularies?

【参】

First, these words can be introduced in a funny way, just like what I have done in the presentation part. This will deepen the memory of each word. Second, exercises must be conducted to consolidate the words. Then, after class, they should do some homework. Also, these words need to be review on a regular basis, so that they won’t forget them easily.

【答辩题目解析】

2. How do you help improve students’ English ability?

【参】

First, interest must be aroused in learning English. Without passion in English, they will learn it passively and will not receive good result. So I will arrange different activities to attract their attention. Second, they need to learn knowledge step by step. So I will impart knowledge from input to output, namely, from presentation to practice and production. Output is essential, because a word can truly leave a deep impression on students when they use it. By doing this, they will absorb the knowledge gradually. So in my opinion, students can improve their English ability through the above two steps.

初中英语 语音

一、考题回顾

题目来源：5月19日 上午 上海市 面试考题

试讲题目

1.题目：

2.内容：

p, t的发音，浊辅音：sp, st.

teacher, place, speaking, star.

3.基本要求：

(1)讲授p, t的发音

(2)全英10分钟试讲

(3)适当板书

答辩题目

1. Do you know some subjects of teaching pronunciation?

2. What’s the principles of teaching pronunciation?

二、考题解析

【教案】

Teaching aims:

Knowledge aim:

Students will master the pronunciation of “p”, “t”,“sp”Ability aim:

“st”.

and Students will know how to pronounce “p”, “t”,“sp” and “st” in words.

Emotional aim:

Students can foster the interest and desire of learning English, and be fond of taking part in kinds of class activities.

Key and difficult point:

Key Point:

Students can master the pronunciation of the letters and group of letters.

Students will know how to pronounce them in words.

Difficult Point:

Students can improve their confidence in learning English, and not be afraid of speaking English.

Teaching procedure:

Step 1: Warming-up

1. Greetings. Talk about the weather.

2. Show tongue twisters to the students

[p] Peter’s plane is plainly painted .Peter is paid plenty to paint planes .

[t]Too many teenagers tend to waste their time watching television.

Ask them if they can read the tongue twisters as fast as possible. Then they find it not easy to read them fluently and quickly. Later, the teacher can lead in the

topic. Today we are going to learn the pronunciation about the letter “p, t”.

Step 2: Presentation

1. Listen to the recording carefully, and try to find what the listening is about. Meanwhile, circle the words with letter “p” and “t”.

2. Listen to the recording for the second time. And try to find rule of the pronunciation of letter “p” and letter “t”, and pay attention to differences of these two letters’ pronunciation in the letter group- “sp, st”. They may say that in the words like teacher and play, the letter “p” and “t” are voiceless. However, in the letter groups of “sp” and “st”, they should make a sound . And they pronounce differently.

3. Conclude the pronunciation of letter “p” and letter “t”. Tell them that the letter “p” and “t” are voiceless consonant, while in the letter groups of “sp” and “st”, the letter “p” and “t” are voiced consonant.

4. Show the pronunciation of these two letters to the students. Ask them to read after the teacher practice.

Step 3: Practice

1. Play a game named “odd one out”. Read some groups of words for the students. They should listen carefully and say which word is different.

For example: sports Spanish stupid spirit

2.Ask a few students if there are other words containing the letter “p”, “t” and the letter groups of “sp” and “st”. They may answer “pen, piano,take, talk”, “spell, spring, spirit” , “stand, stay, stop”.

3.Play a game named “send words home”. Show others words including the letter “p”, “t” and the letter groups of “sp” and “st” on the screen. Introduce the rule of the game briefly. Then invite some students to the front and write the words down on the blackboard. Check answers later.

Step4: Production

Ask students to make some sentence with the words on the blackboard in groups of 4. After 5 minutes, invite some group members to share their sentences. Give evaluation to them.

Step5: Summary and Homework

Summary: Ask a student to conclude the content of the lesson and summarize with the whole class.

Homework: Read the words and the tongue twister to their friends and make more sentences with the target letters.

Blackboard design:略

【答辩题目解析】

1. Do you know some subjects of teaching pronunciation?

【参】

Well, it includes basic pronunciation such as pronunciation of 26 letters, pronunciation of vowels in the stressed syllables, pronunciation of consonant clusters and so on. It also teaches stress of words and sentences. The variation of pronunciations is the important part which deals with liaison, weak form, loss of plosion and assimilation.

2. What’s the principles of teaching pronunciation?

【参】

I think it should focus on the following principles:

①Accuracy. It is the primary principle in teaching pronunciation.

②Long-tern development. Teaching pronunciation is not just a task for students who have begun to learn, it must run through all stages.

③Comprehensiveness. Teaching pronunciation is not teaching isolated speech sounds. All aspects should be included such as phonemes, phonetic symbols, words , sentences, meaning and uses.

初中英语 语音

一、考题回顾

题目来源5月19日 上午 河北省 石家庄市面试考题

试讲题目1.题目：语音教学试讲

2.内容：

I have a pet cat.

Her name is Pat.

She gets a present from my dad.

Is she happy about it?

No, she was sad.

3.基本要求：

(1)朗读所给内容。

(2)配合教学内容适当板书。

(3)讲解元音的区别。

(4)用英文试讲。

(5)试讲时间：10分钟

答辩题目

1. In your opinion, how can junior high school students learn pronunciation well?

2. How to cultivate students’ sense of pronunciation?

二、考题解析

【教案】

Teaching aims:

Knowledge aim:

Students can master the difference between the pronunciation of letter ‘e’ and ‘a’.

Ability aim:

Students can use the pronunciation rules into daily communication.

Emotional aim:

Students can be more interested in learning English.

Key and difficult point:

Key Point:Students can master the difference between the pronunciation of letter ‘e’ and ‘a’.

Difficult Point: Students can use the pronunciation rules into daily communication.

Teaching procedure:

Step 1: Warming-up

1. Greetings.

2. Have a free talk with students talk about the present that they received before and their feelings about it.

Step 2: Presentation

1. Ask students to read the dialogue and pay attention to the underlined words in the conversation.

2. Review the underlined word with students by invite some of the students to explain the meaning or imitate the words. And write it down on the black board respectively.

3. Divide the words into two groups and ask students to find out the similar letter in each group

4. Lead the students to find the rules of the pronunciation of letter ‘e’ and letter ‘a’ in the stressed close syllable. Conclude the difference between the two sound

Step 3:Practice

1. Read the words on the black board and lead students to repeat after the teacher.

2. Read some words and let students to pick out the words where the pronunciation is ‘e’.

fat set rat

vet get pattern

Step4: Production

1. Ask students to find more words that pronoun ‘/e/’ and ‘/?/’ and divide them into two groups.

2. Ask students to make a dialogue talk about their favourite gift and pay attention to the pronunciation of letter ‘e’ and ‘a’.

Step 5: Summary and Homework

Summary: Ask a student to conclude the content of the lesson and summarize with the whole class.

Homework: Ask students to find more pronunciation of letter ‘e’ and letter ‘a’

Blackboard design:略

【答辩题目解析】

1. In your opinion, how can junior high school students learn pronunciation well?

【参】

As for the students, they have learned English for several years, so they have accumulated some pronunciation knowledge, but they may be lacking in the differences

of some similar sound, and they sometimes can’t distinguish the sound by themself. So it is very important for the teacher to lead them to the rules and let them to find the rules, which can both help them to improve the ability study on their own and master the knowledge the same time.In this way, students can learn pronunciation well.

2.How to cultivate students’ sense of pronunciation?

【参】

It is one of the strategies of teaching listening to cultivate students’ sense of pronunciation. Following are the methods. Firstly, students should listen to the tape to imitate the correct pronunciation. Secondly, students should pay more attention to the change of pronunciation in the process of communication. Thirdly, the listening materials should be authentic, just as in real-life listening.