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重庆市医药学校"师型教师”招投标中标单

重庆英豪教育培训学校教师培训协议单位

   重庆市经贸中等专业学校教师培训协议单位

详细内容

2019下半年高中英语教师资格证面试真题及答案

试讲题目1.题目:写作

2.内容:

The South Korean pop star and actress Sulli, who had spoken out against cyber-bullying, was found dead at her home south of Seoul on Monday, announced local police. According to her manager, the 25-year-old had long grappled with severe depression and constant online bullying directed against her. The investigation into the cause of her death is ongoing. The preliminary investigation found no signs of foul play, and police did not find a suicide note.

3.基本要求:

(1)组织学生谈谈对该现象的看法;

(2)涉及议论文的写作结构;

(3)全英授课。

答辩题目1.How should we design pre-writing?

2.How should we give a wonderful writing class?

二、考题解析

【教案】

What caused the death?

Teaching aims:

Knowledge aims:

Students can master the writing pattern of argumentation.

Students can collect various opinions on latest news.

Ability aim:

Students can improve their writing skill in writing an argumentation.

Emotional aim:

Students can develop a positive attitude towards their life.

Key and difficult point:

Key point:

Know how to show their opinions in a logical way and can collect different insights to a topic

Difficult point:

Know how to write an argumentation and will form a correct life value.

Teaching procedure:

Step 1: Warming-up

1. Greetings.

2. Show students a short music video about Sulli.

3. Ask students, “What happened to this girl”? Then lead to the new topic “what caused sulli’s death?”

Step 2: Pre-writing

1. Ask student to read the material and figure out the main idea.

2. Ask students to have a group discussion about “what caused the death” and reasons.

3. Ask students to give their solutions and opinions on the issue.

4. At last, teach students the structure of argumentation according to the discussion on the blackboard. Tell them that they can briefly introduce the news and explain the reasons in the first paragraph, give solutions and opinions in the second paragraph, and make conclusions in the last paragraph.

Step 3: While-writing

Ask students to write the composition within 15 minutes, then ask students to pay attention to the structure, grammar, punctuation. In their writing, the teacher will give a proper instruction.

Step 4: Post-writing

1. Ask students to do a self- editing and then do a peer-editing.

2. Ask one or two students to share their compositions.

3. The teacher will give proper evaluations.

Step 5: Summary and Homework

Summary: do a summary together, and tell students that we should form a positive attitude towards life and know how to release pressure.

Homework: ask students to find more methods to release pressure and share it next class.

Blackboard design:

What caused the death?

Event - Korea actress and singer sulli’s dead

Reason - Severe depression and constant online bullying

Personality

Loss of family love

Solution and opinion - Release pressure properly

Form a positive attitude towards life

Do a psychotherapy

Teaching reflection

试讲题目2.题目:Adverbial clause of result

2.内容:

In fact, his English in one of these articles was so good that Engles wrote him a letter and praised him for it. He made such a rapid progress that before long he began to write articles in English for an American newspaper.

3.基本要求:

(1)根据文本讲解结果状语从句;

(2)10分钟试讲;

(3)全英授课。

答辩题目1.What will you do after this examination?

2.你认为如何给高中生上好一堂语法课?

二、考题解析

【教案】

Adverbial clause of result

Teaching aims:

Knowledge aim:

Students can master the grammar rule of adverbial clause of result.

Ability aim:

Students will improve their analytical ability, and know how to use the grammar point.

Emotional aim:

Students will develop great interest in learning grammar.

Key and difficult point:

Key point:

The structure of “such…that” and “so…that”.

Difficult point:

Know how to analyze and summarize the grammar structure and be active in learning grammar.

Teaching procedure:

Step 1: Warming-up

1. Greetings.

2. Show students two short videos called Old Friends.

3. Ask students to watch them carefully and then to find the descriptions in different friends, in which some words or phrases like “as a result”, “so” and “therefore” are used. Later, tell students that we will learn another way to describe result. Lead to the new topic.

Step 2: Presentation

1. Ask students to read the passage and ask them two questions, “Why does Engles praised him? And why can he write articles for American newspaper?”

2. Show students a new passage and ask them to find more sentences with same structure.

3. Guide students to find the similarity among the sentences. They could work in groups of 4 for discussion.

4. Then summarize the rules: “such+a/an+adj/adv+that clause” “so+adj/adv+that clause”, and tell them that the structures are used to describe result.

Step 3: practice

Sentence master:

Divide students into four groups with ten students in each group. Ask students to have a competition by using the grammar structure to make sentences as more as they can. The group who makes sentences the most will be the sentence master.

Step 4: Production

Look and say:

Ask students to make a short story in groups of 4. Any topic is fine. They need to use the grammar point we learned today as much as possible. 5 minutes will be given before inviting a few representatives to present. Give encouragement.

Step 5: Summary and Homework

Summary: do a summary together and arouse students’ passion to learn grammar.

Homework: ask students to draw a picture of one of their friends, introduce him or her by using the grammar structure next class.

Blackboard design

Adverbial clause of result

His English was so good that Engles wrote him a letter.

He is so beautiful that everyone likes her.

He made such a rapid progress that he began to write articles for an American newspaper.

He is such a naughty boy that his father criticizes him.

Structure: such+a/an+adj/adv+that clause so+adj/adv+that clause

试讲题目3.题目:Starts to Classify Garbage

2.内容

China does have a lot of free land, but it also has a large population. China is feeding 1/5 of all human beings with 1/15 of the land on Earth. It's a hard job that is made even harder due to imported waste.

And now China is fed up. The country started limiting waste imports roughly since 2016 and completely banned 24 types of solid waste in January 2018. It's easy to understand: You can't expect China to deal with the world's garbage forever. But to stop the imports is not enough for China to become sustainable. Now the country is targeting its own people to prevent pollution. One of the first steps is forced garbage classification. Sort the garbage, then we can talk about recycling.

Shanghai is the first city to try this by dividing all trash carts in the city into four kinds: Dry, wet, hazardous and recyclable. to deal with it on your own, one day or another.

3.基本要求:

(1)设计合理的阅读课;

(2)10分钟试讲;

(3)全英授课。

答辩题目

1. What do you think of garbage classification?

2. How do you think of the so-called “bad students”? What will you do to help them to make progress in study?

二、考题解析

【教案】

Starts to classify garbage

Teaching aims:

Knowledge aim:

Students can master the main idea of the passage.

Ability aim:

Students will improve their reading ability including scanning and skimming.

Emotional aim:

Students will develop a good awareness of classifying garbage.

Key and difficult point:

Key point:

Students will know the main content of the reading material.

Difficult point:

Know how to find the information though different reading skills and will realize the importance of classifying garbage.

Teaching procedure:

Step 1: Warming-up

1. Greetings.

2. Show students a short video about garbage in wasteland and ask students about their feelings after watching the video.

3. Lead to the new topic.

Step 2: Pre-reading

Ask students a question, “What do you think of garbage classification?” Then give them 3 minutes and let them have a free talk. Then ask students to share their opinions. Ask students to make predictions according to the topic they discussed.

Step 3: while-reading

1. Read the passage quickly and tell the teacher the main idea of the short passage (2 minutes).

2. Read the passage for the second time and answer, “Why does china stop importing waste?” (4 minutes)

3. Read the passage for the last time and answer, “What will china do to achieve recycling?” (4 minutes)

Step 4: Post-reading

Show students different garbage, such as glass, rot apple, and used batteries Then, organize students to have a group discussion in groups of four to share how to classify different garbage, and 5 minutes will be given. After the hot discussion, volunteers will show their ideas, and proper evaluations will be given.

Step 5: Summary and Homework

Summary: do a summary together and tell them that we should develop a good habit in classifying garbage.

Homework: ask students to teach their parents the importance of garbage classification, and do a survey on how to classify garbage.

Blackboard design

image.png

Teaching reflection

2019下半年高中英语教师资格证面试真题及答案第二批

一、考题回顾

题目: 听力教学试讲

内容:

image.png

3.基本要求:

(1)配合教学内容适当板书。

(2)针对该段落的内容,进行相应的听力教学活动。

(3)试讲时间: 10分钟。

(4)用英文试讲。

答辩题目:

image.png

二、考题解析

【教案】

Project Hope

Teaching aims:

Knowledge aims:

Students can know something about Project Hope and other non-profit organizations.

Ability aim:

Students will improve their listening abilities of getting detail information.

Students can develop the skill of prediction.

Emotional aim:

Students can foster the awareness of helping others.

Students will increase their confidence of speaking English.

Key and difficult points:

Key point:

To understand the listening material.

Difficult point:

To cultivate their awareness of helping others.

Teaching procedures:

Step 1: Warming-up

1. Greetings.

2. Show the logo of some famous organizations such as Red Cross, UNESCO, APEC and so on.

Ask students to guess them and lead out the topic of the class.

Step 2: Pre-listening

Show the trailer of Project Hope, and ask them what kind of the project it is? And ask them to predict about what kind of information about the Project Hope may be mentioned in the passage.

Step 3: While-listening

1. Extensive listening

Read the passage for students and ask them to check whether their prediction is right or not. Then invite one student to write the answer on the blackboard.

2. Intensive listening

Play the tape and ask students to fill in the mind map on the blackboard.

Step 4: Post-listening

Ask students to do some pair work to introduce their favorite association to the partner. Then invite some them to share.

Step 5: Summary and Homework

Summary: invite a student to be an assistant teacher and summarize today’s lesson.

Homework: ask students to design the logos of their own association.

【答辩题目解析】

1. How can you improve your students listening skills in your class?

1.怎样在你的课堂上提升学生的听力技能?

2. How to design your post listening?

2.如何设计一个听后环节?

…………………………………………………………………………

image.png

答辩题目:

image.png

二、考题解析

【教案】

My first ride on a train

Teaching aims:

Knowledge aims:

Students can understand the content of the listening material.

Ability aim:

Students will develop their listening abilities of skimming and scanning.

Emotional aim:

Students can foster the awareness of enjoying their lives.

Key and difficult points:

Key point:

To understand the listening material.

Difficult point:

To foster the awareness of enjoying their lives.

Teaching procedures:

Step 1: Warming-up

1. Greetings.

2. Let students enjoy a song named Five hundred miles and ask them to pay attention to the lyrics and think about one question: How do you feel about when you take the train. The song goes like this:

If you miss the train I’m on

You will know that I am gone

You can hear the whistle blow a hundred miles

A hundred miles A hundred miles

A hundred miles A hundred miles

Ask students to answer the question. Then tell them that taking trains is a pleasant experience and lead in the topic.

Step 2: Pre-listening

Tell students that Alice went on a long trip by train recently, and ask students a question, “Do you want to know how Alice feels?” Then ask students to predict the main idea of the listening material according to the question.

Step 3: While-listening

1. Extensive listening

Read the passage for students and ask them to find the main idea of the listening material.

Then invite one student to write the answer on the blackboard.

2. Intensive listening

Play the tape and ask students to answer two questions:

Q1: How does Alice feel about her trip?

Q2: How was the weather that day, according to the passage?

Then lead students to write the answers on the blackboard.

Step 4: Post-listening

Ask students to talk about their trip experience in groups of four and encourage students to share their ideas. 5 minutes will be given for the discussion. Then invite some groups to share.

Step 5: Summary and Homework

Summary: invite a student to be an assistant teacher and summarize what we’ve learned today. Ask students to enjoy their life moments.

Homework: ask students to write a passage to introduce the places they have ever been to the class.

【答辩题目解析】

1. How should we communicate with students?

1.我们怎么和学生进行交流?

2. Please talk about your own personality. Are you outgoing or introverted?

2.请说说你自己的个性,是外向还是内向?

……………………………………………………………………

一、考题回顾

image.png

二、考题解析

【教案】

The changing countryside

Teaching aims:

Knowledge aims:

Students can understand several changes in the countryside.

Students can understand some ways to help relieve the struggle.

Ability aims:

Students will find information correctly and quickly after learning the reading skills.

Students can express their concern and ideas about the changing countryside fluently.

Emotional aim:

Students can foster the awareness to cherish and protect the old and precious things around them.

Key and difficult points:

Key point:

To find the reasons of the villages disappearing.

Difficult point:

To foster the awareness of protecting old memories.

Teaching procedures:

Step 1: Warming-up

1. Greetings.

2. Let students enjoy a song named yesterday once more and ask them what the song is about and how they feel. The song goes like this:

When I was young

I'd listen to the radio

Waiting for my favorite songs

When they played I’d sing along

It made me smile

Those were such happy times

And not so long ago

How I wondered where they’d gone

But they’re back again

Just like a long-lost friend

All the songs I loved so well.

Ask students to answer the question. Then tell them this old song tells us things were changed but memories never go thus lead them to think about changes around them.

Step 2: Pre-reading

Invite students to talk about the changes they are familiar with and guess what is going to talk about in the following passage.

Step 3: While-reading

1. Global reading

Read the passage for students and ask them to find the main idea of the material.

2. Detailed reading

Ask students to read again and answer two questions:

Q1: Why some villages are disappearing?

Q2: What is the problem with farmers?

Step 4: Post-reading

Ask students to have a discussion in groups of four to find out ways to help villages survive. 5 minutes will be given for discussion. Then invite some groups to share and explain.

Step 5: Summary and Homework

Summary: summarize with students together. Ask students to cherish and protect the old and precious things.

Homework: ask students to write letter to our government and offer some advice.

【答辩题目解析】

1. What is your present job?

1.你的工作是什么?

2. Why do you want to be a teacher?

2.为什么想要当一名老师?


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