對(duì)于初中英語教師資格面試的考生來說，多做真題能讓自己清晰解題思路，對(duì)解題方法也會(huì)更加。為了方便考生學(xué)習(xí)，學(xué)霸君準(zhǔn)備了初中英語教師資格證面試真題：《Wild animals》。
此題目為2019下半年初中英語教師資格證結(jié)構(gòu)化面試真題，來源于考生回憶，僅供交流學(xué)習(xí)使用，如有侵權(quán)，請(qǐng)聯(lián)系我們。
一、試講題目
1.題目：Good Manners
2.內(nèi)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 manners 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 first 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 conversation?
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)有感情地朗讀所給材料;
(2)根據(jù)該段落的內(nèi)容，設(shè)計(jì)相應(yīng)的閱讀教學(xué)活動(dòng);
(3)全英授課。
答辯題目1.教師的主要職責(zé)是什么?
What is the main responsibility as a teacher?
2.如何實(shí)現(xiàn)本堂課的情感目標(biāo)?
How do you achieve your emotional aims?
二、考題解析
新課教授
Good manners
Teaching 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 understanding of this passage.
Difficult point:
How to cultivate their awareness of using polite manners and put it into practice.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Show some pictures about different greeting manners around the world.
3. Ask students how much they know about it and lead out the topic.
Step 2: Pre-reading
1. Introduce some background information related to greeting manners.
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-reading
Global 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 conversation?”
Step 4: Post-reading
Role-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 manners in China based on the knowledge they’ve learned today.
Step 5: Summary and Homework
Summary: 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 manners in western countries.
Blackboard design:
Good Manners
Where? -UK
How? -Say “hello” or “nice to meet you”
When? -Only with relatives or close friends
What? -Avoid the subjects like age, weight and money.
Teaching reflection
1. What is the main responsibility as a teacher?
As a teacher, it is our duty to impart knowledge. Besides the profession, we should also help them build up correct values, and cultivate an optimistic attitude when they face problems. Just like the content in this passage, not only can they make a progress in studying, but also they’ll know the importance of being polite in public.
Thus, the main responsibilities as a teacher are to teach them knowledge and educate them.
2. How do you achieve your emotional aims?
The emotional aims of this class are to improve their awareness of being polite, and to arouse their interest and confidence of English learning.
Firstly, I use some pictures as warming-up to attract their attention, and create chances for them in the while-reading part to express their ideas as much as possible. For the production part, I adopt role-play to relax the atmosphere, as well as to consolidate what they’ve learned. In the summary, I tell them to be polite, which I believe will increase their awareness in this area.
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