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2019下半年高中英語教師資格證面試真題及答案

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2019下半年教師資格證面試考試在2020年1月4日-5日進(jìn)行，2019下半年高中英語教師資格證面試真題及答案在1月4日公布。

2019下半年高中英語教師資格證面試真題及答案第一批

試講題目1.題目：寫作

2.內(nèi)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)組織學(xué)生談?wù)剬?duì)該現(xiàn)象的看法;

(2)涉及議論文的寫作結(jié)構(gòu);

(3)全英授課。

答辯題目1.How should we design pre-writing?

2.How should we give a wonderful writing class?

二、考題解析

【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

試講題目2.題目：Adverbial clause of result

2.內(nèi)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)根據(jù)文本講解結(jié)果狀語從句;

(2)10分鐘試講;

(3)全英授課。

答辯題目1.What will you do after this examination?

2.你認(rèn)為如何給高中生上好一堂語法課?

二、考題解析

【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

試講題目3.題目：Starts to Classify Garbage

2.內(nèi)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)設(shè)計(jì)合理的閱讀課;

(2)10分鐘試講;

(3)全英授課。

答辯題目

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、考題解析

【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