2019下半年初中英语教师资格证面试真题及答案
2019下半年教师资格证面试考试在2020年1月4日-5日进行，2019下半年初中英语教师资格证面试真题及答案将在1月4日公布。
试讲题目1.题目：Wild animals
2.内容：
Sadly, giant pandas face serious problems in the wild. For example, it is very difficult for pandas to have babies, and many baby pandas die when they are very young. Also, giant pandas live mainly on a special kind of bamboo. However, the bamboo forests are becoming smaller and smaller. As a result, pandas may not have a place to live or food to eat.
Giant pandas are now in danger. We should take action right away. Here are some ideas.
1. help pandas have more babies;
2. build more panda reserves;
3. make laws to protect pandas.
3.基本要求：
(1)朗读全文;
(2)设计引导学生进行预测的教学活动;
(3)配合教学内容适当板书;
(4)全英授课。
答辩题目1. How should we communicate with students?
2. Please talk about your own personality. Are you outgoing or introverted?
二、考题解析
【教案】
Wild animals
Teaching aims:
Knowledge aims:
Students can understand the content of the listening material.
Students can be familiar with the present situation of giant pandas.
Ability aim:
Students will develop their listening abilities of catching key words.
Emotional aim:
Students can foster the awareness of protecting wild and endangered animals.
Key and difficult points:
Key point:
How to understand the listening material.
Difficult point:
How to foster the awareness of protecting wild animals.
Teaching procedures:
Step 1: Warming-up
1. Greetings.
2. Let students enjoy a song named Do Re Mi and ask them what is followed by doe. The song is like this:
Doe, a deer, a female deer.
Ray, a drop of golden sun.
Me, a name I call myself.
Far, a long, long way to run.
Sew, a needle pulling thread.
La, a note to follow Sew.
Tea, a drink with jam and bread.
That will bring us back to Do (oh-oh-oh).
Ask students to answer the question. Then tell them that elk is a kind of endangered animal and lead in the topic.
Step 2: Pre-listening
Show an interesting video clip of a cute giant panda named Qingyi, who is a social media star. And ask students a question, “What do you know about giant pandas?” Then ask students to predict the main idea of the listening material according to the video.
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: What problem do giant pandas face?
Q2: How should we protect giant pandas, according to the passage?
Then lead students to fill in the chart on the blackboard.
Step 4: Post-listening
Ask students to design a slogan for protecting giant pandas in groups of four and encourage students to be creative. 5 minutes are given for discussion. Then invite some groups to share and explain.
Step 5: Summary and Homework
Summary: invite a student to be a little teacher and summarize today’s lesson. Ask students to protect wild and endangered animals.
Homework: ask students to design a poster of protecting wild animals.
Blackboard design:
Teaching reflection
试讲题目2.题目：Attributive clause
2.内容：
3.基本要求：
(1)根据所给材料，设计语法相关的教学活动;
(2)配合教学内容适当板书;
(3)试讲时间10分钟;
(4)全英授课。
答辩题目1.请谈谈语法教学中的常见教学方法。
2.本堂课的难点在哪里?
(注：以上图片节选自仁爱版九年级上册第4单元第103页)
二、考题解析
【教案】
National heroes
Teaching aims:
Knowledge aim:
Students can understand the meaning and function of attributive clause.
Ability aim:
Students are able to improve their logical thinking and inductive ability.
Emotional aim:
Students will be more interested and confident in English learning.
Key and difficult point:
Key point:
The improvement in understanding the meaning and function of attributive clause.
Difficult point:
How to improve their inductive ability and be confident to express themselves.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Lead students to sing a song named You Raise Me Up.
3. Ask them if there is something that can raise them up to lead out topic.
Step 2: Presentation
1. Ask students to read the passage to get the main idea and underline the sentences they may not understand.
2. Write down the target sentences on the blackboard and ask students to observe and discuss the similarities and differences.
3. Explain and conclude the definition, structure and rules of attributive clause. The attributive clause is used to modify a noun or pronoun before it. The structure is “antecedent + relative words + clause”. When the antecedent is a person, the relative word should be “who” or “that”. When the antecedent is a thing, the relative word should be “which” or “that”.
Step 3: Practice
Mechanical drill:
Lead students to fill in the blanks on the screen. Check answers later. Give encouragement.
Meaningful drill:
Ask them to describe the pictures on the screen. Invite a few students to answer.
Step 4: Production
Discussion:
Make a discussion in groups of 4 about what they learn from these national heroes. They should try to use attributive clause as much as possible. 5 minutes are given before inviting one or two group representatives to share.
Step 5: Summary and Homework
Summary: ask a student to help conclude the content of the lesson and summarize together.
Homework: ask students to share the story of astronauts to their parents and write a short composition about their feelings. Also, they need to use attributive clause in the article.
Blackboard design:
Teaching reflection
试讲题目3.题目：Good Manners
2.内容：
(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)有感情地朗读所给材料;
(2)根据该段落的内容，设计相应的阅读教学活动;
(3)全英授课。
答辩题目1.教师的主要职责是什么?
2.如何实现本堂课的情感目标?
二、考题解析
【教案】
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
