杭州教师资格考试：2020下初中英语教师资格证面试试题及答案【1月9日下午】

2020下初中英语教师资格证面试试题及答案【1月9日下午】

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初中英语 词汇

一、考题回顾

二、考题解析

【教案】

How do you get to school?

Teaching aims

Students will grasp some expressions about the way to school, such as “take the rain”, “take the subway”, “walk to” and so on, and the sentence structure “—How do you get to school? —I…”.

Students can talk about different ways to go to school with others fluently in the daily life.

Students can cooperate with other group mates actively, and complete the tasks together.

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

Key and difficult points

Key point

To master key expressions and sentence structure.

Difficult point

To talk about their way to get to school fluently and accurately.

Teaching procedures

Step 1: Warming-up

1. Greetings.

2. Listen and guess:

Let students play a game called listen and guess. When the teacher imitates different sounds, students need to tell which transportation it is.

Then have a free talk with students about how they usually get to school and lead in the topic.

Step 2: Presentation

1. Ask students to listen to the tape and try to get more transportation they hear. Encourage students to write them down on the blackboard and try to read these expressions

2. Then explain the meaning as well as usage of some new expressions, such as “walk to”; “take the bus/ train/ subway”, “ride bike...”. For example: “walk to” means “on foot”.

3. Present the sentence structure “—How do you get to school? —I…” by asking and answering. It is used to ask about the ways to school.

Step 3: Practice

1. Match

Show a set of exercise on the screen and ask students to match the phrase with correct meaning and proper preposition.

2. Association

Ask students to work in groups of 4 and 8 minutes will be given to them. Let them to have a brainstorm about more transportation that can bring them to school. At the same time, give students the notice that they need use the proper preposition. When the time is up, collect the answers and show them on the blackboard.

Step 4: Production

Ask students to do a survey on which transportation is more dangerous. And 6 minutes will be given to cooperate with their group members of four. Then they need to design a chart by themselves. At last, invite some groups to share and explain. Positive evaluation will be given.

Step 5: Summary and Homework

Summary: invite a student as an assistance to summarize today’s lesson. And lead them to take care of themselves when they are on the road.

Homework: ask students to design a poster of Taking Care On The Road.

Blackboard design

Teaching reflection

【答辩题目解析】

1.在课程刚开始就设计猜词游戏的目的是什么?

1. What’s the purpose of guessing game at the beginning of the class?

【参考答案】

导入环节在整堂课中起到重要作用，是将学生注意力引入课堂，并为接下来的课程打好基础的一环。导入环节的猜词游戏，不仅满足了学生学段特点，将其注意力成功吸引到课堂，做好学习准备的同时，寓教于乐，培养学生学习兴趣;另外，猜词游戏内容涉及各式交通工具，正与本堂课知识点紧密相关，也为接下来的课程安排打好了基础。

【Suggested version】

Warm-up plays an important role in the whole class. It is a part of drawing students’ attention into the class and also laying a good foundation for the following steps. The guessing game in this part not only meets the characteristics of students, but also successfully attracts their minds, prepares for learning, and at the same time, entertains education and interests in learning. In addition, the content of guessing game involves various ways of transportation, which is closely related to the knowledge points of this class, and also lays a good foundation for the next course arrangement.

2 请简述下你本节课的课程亮点。

2. Please give a brief introduction of the high point in your lesson.

【参考答案】

本节课为词汇课，我采用了PPP的课程设计。课程亮点在于导入、操练以及应用环节的连贯性。首先，导入环节采用了猜词游戏，贴合学生兴趣点，并为后续教学打好了基础;其次，知识操练以及应用环节，采用了小组活动的形式，让学生们在学会知识的同时，学会合作;最后，在课程结尾及课后作业中进行了情感升华：提醒学生日常要注意交通安全。

以上是我课程设计的亮点所在，希望通过以上环节可以将知识有效传递给学生。

【Suggested version】

This class is a vocabulary class, and I have adopted the lesson design of PPP module. The highlight of the class lies in the continuity of Warm-up, Practice and Production. First of all, the guessing game is used in the Warm-up, which fits the students’ interest and lays a good foundation for the teaching progress. Secondly, the practice and production of the words adopt the form of group activities, so that students can learn to cooperate while learning knowledge. Finally, at the end of the course and the homework part, the emotion is sublimated: reminding students to pay attention to traffic safety every day.

These are the highlights of my teaching design. I hope that the knowledge can be effectively transmitted to students through the above links.

 

初中英语 语音

一、考题回顾

二、考题解析

【教案】

Winter

Teaching aims

Students can learn the pronunciation of some letter groups.

Students will learn to read and feel the beauty of the poem.

Students will improve the ability of appreciating the rhyme of the poem.

Students can be more interested in learning English and more confident in speaking English.

Key and difficult points

Key point

To learn the pronunciation of some letter groups and read the poem fluently.

Difficult point

To develop the interest of learning English and improve the confidence in speaking English.

Teaching procedures

Step 1: Warming-up

1. Greetings.

2. Let students enjoy a video which shows a poet reciting the poem—Rush. The poem goes like this:

Swallows may have gone,

but there is a time of return;

willow trees may have died back,

but there is a time of regreening;

peach blossoms may have fallen,

but they will bloom again.

Ask students’ feeling after listening to it. Then tell them that today’s lesson can help them to recite poems. Later lead in the new class.

Step 2: Presentation

Read the poem for students and ask them to find out the main idea of the listening material. Invite a student to share their answer.

Invite a volunteer to read the poem again, ask them to look at the first two sentences first and find the similarity between them. Write down the words “snow” and “grow” and underline the letter group “ow”. Ask students to observe their pronunciation. Introduce the rules of pronouncing the letter group “ow” by asking them to pay attention to the shape of the mouth.

Then ask students to look at the last two sentences and find the similarity between them. Write down the words “away” and “day” and underline the letter group “ay”. Ask students to observe the pronunciation. Introduce the rules of pronouncing letter group “ay” in the same way.

Tell students that when we use the same pronunciation at the end of a line, it is called the rhythm, which can make the poem powerful and beautiful.

Step 3: Practice

1. Mechanical drilling

Organize a reading competition and each group should recommend a student to read the poem with emotion after practicing in groups. And other group members give evaluation and choose the best voice of the class.

2. Meaningful drilling

Ask students to have an association in groups of four. Think more poems which include the letter group “ow” and “ay”. Five minutes will be given. During this time, guidance will also be offered. Later invite some groups to share their results with the whole class.

Step 4: Production

Encourage students in groups of 4 to work out their own poem about their favorite seasons by imitating the content, structure and rhyme styles of the sample stanza. Give five minutes for preparation. Later, invite some students to read the poem in front of the class.

Step 5: Summary and Homework

Summary: invite a student to conclude the content of the lesson and make a summary with the whole class.

Homework: ask students to search on the Internet for more poems about the seasons, and try to analyze the poem with the rhythm they have learned in this class and share it with classmates next class.

Blackboard design

Teaching reflection

【答辩题目解析】

1.你认为怎样提高学生的听力能力?

1. How should we improve students’ listening ability?

【参考答案】

英语学习中听力能力的提高不是一朝一夕的事情，需要学生和老师长期的努力。

老师在课上需要注重对学生听力技巧的训练，例如泛听大意和精听细节等听力技巧，帮助学生理解听力文本。课下的时候，老师也要给学生推荐好的听力素材，鼓励学生利用课下时间多听多练。另外，老师也可以组织一些英语口语角或者配音大赛等活动帮助学生提高听力能力。

我相信，只要老师教学得当，学生持之以恒，学生的听力能力就会有很大提高。

【Suggested version】

The improvement of listening ability in English learning can not be gained immediately. It requires long-term efforts from teachers and students.

Teachers need to pay attention to the training of listening skills in class, such as extensive listening and intensive listening, so as to help students understand texts better. After class, teachers should also recommend good listening materials to students and encourage them to practice more in their spare time. In addition, teachers can organize some activities to help students improve their listening ability, such as oral English corner or dubbing competition.

I believe, with correct teaching methods and students’ persistence in learning, their listening level will be largely reinforced.

2.你为什么想当一名英语老师?

2. Why do you want to be an English teacher?

【参考答案】

当谈到职业选择时，不同的人从不同的角度考虑这个问题。就我个人而言，我更喜欢做一名教师，主要有以下几种原因：

首先，我非常热爱老师这个职业，喜欢在学校工作的环境，喜欢和学生待在一起，喜欢学生学有所成后给我带来的成就感。

其次，我有能力去做好一名英语老师。我的专业知识很扎实。在大学期间，我专业排名靠前，获得一等奖学金。同时，兼职英语老师经历让我的教学能力，语言表达能力得到了显著的提升。

最后，我相信我希望在教师这个职位上贡献出自己的一份力，实现自我的人生价值。

【Suggested version】

When it comes to the choice of career, different people consider the matter from different perspectives. Personally, I prefer to be a teacher. There are some reasons for my decision.

First of all, I really love to be a teacher and stay with the students. Besides, I love the working environment in the school and the sense of achievement in teaching them.

Secondly, I have the ability to be a good English teacher since my professional knowledge is solid. In university, I ranked high in my major and won the first-class scholarship. At the same time, my part-time job as an English teacher has significantly improved my teaching ability and expressing ability.

Finally, I believe that I can make my own contribution to society as a teacher, realizing the value of my life.