教師資格證面試：高中英語2022年上半年真題與答案解析

教師資格證[面試]：高中英語·2022年上半年真題與答案解析第一批一、考題回顧二、考題解析【教案】Teachingaims:Knowledgeaims:(1)Studentscanmastertheusageoftheappositiveclause.(2)Studentswillgrasptheabstractnounsintheappositiveclause.Abilityaim:Afterthislesson,studentscanusethisgrammartoexplaintheabstractnouns.Emotionalaim:StudentsareabletogettheconfidenceoflearningEnglish.Keyanddifficultpoint:KeyPoints:1)Mastertheusageofappositiveclauseandabstractnounsintheappositiveclause.2)Usethisgrammartoexplaintheabstractnouns.DifficultPoint:BeabletogettheconfidenceoflearningEnglish.Teachingprocedures:Step1:Warming-up1.Greetings.2.Dailylife:Askstudent“Doyouknowwhatisclone?”,andinvitesomestudentstoanswerthisquestion.3.Leadinthetopicofthislesson“Cloning”.Step2:Presentation1.Askstudentstoopenthebookandtheteacherreadsthepassage,andthenaskstudentstoreadthispassagebythemselvesfor2minutestorealizewhatiscloning,atthissametime,theteacherwritesthetwosentencesontheblackboard.1)Theproblemthatshelaterdevelopedaseriouslungdiseasebotheredscientists2)ScientistsmadethedecisionthatDollyshouldbeputtosleep.2.Theteacherasksstudentstodiscusswiththeirdeskmateswhatisthesimilarityofthetwosentencesfor3minutesandtheninvitessomeofthemtoanswerit.Structure:abstractnoun+thatclause3.Tellthestudentsthestructureofthiskindisappositiveclauseandappositiveclausehasanabstractnouninfrontofit,whichexplainsthecontentofthenoun,inappositiveclauses,“that”isaconjunctionanddoesnotplayanyroles.4.Thentheteacherasksstudentstodiscusswiththeirdeskmateswhatkindofabstractnounswecanuseinappositiveclauseforanother3minutesandlaterinvitessomeofthemtoanswerit.Theabstractnoun:news,idea,fact,problem,decisionandsoon.Forexample:Iheardthenewsthatourteamhadwon.Step3:Practice1.Answerquestions:askstudentswhichsentencesareappositiveclausesonthescreen.1)ThegirlsweresurprisedatthefactthatoceanshipscansailuptheGreatlakes.(appositiveclause)2)HeisamanthatIsawyesterday.(attributiveclause)3)Ihavenoideathatsheworkssohardeveryday.(appositiveclause)Step4:Production1.Dividetheclassintofourgroupsandaskstudentstomakeadiscussionwiththeirgroupmatesaboutthedifferencesbetweentheappositiveclauseandtheattributiveclausewehavelearnedbeforefor6minutes.Meanwhile,askstudentstomakesomesentencesofbothkinds.2.Laterinvitessomeofgroupstosharewithus.Step5:SummaryandHomeworkSummary:askastudenttosummarizethecontentofthelessonforwholeclass.Homework:finishtheexerciseonpage21.一、考題回顧二、考題解析【教案】Teachingaims:Knowledgeaims:Studentscanunderstandthetoneofgeneralquestionandspecialquestion.Abilityaim:Afterthislesson,studentscanexpressdifferenttonesindifferentquestionsintheirdailylife.Emotionalaim:StudentswillpaymoreattentiontoEnglishsentencesexpressions.StudentswillbemoreinterestedinspeakingEnglish.Keyanddifficultpoint:KeyPoint:masterthedifferenttonesofgeneralquestionsandspecialquestions.DifficultPoint:usetheserulestoexpressdifferenttonesindailylife.Teachingprocedures:Step1:Warming-up1.Greetings.2.Singasong“IbelieveIcanfly”.3.Askstudents“whenwesingthissong,whichsportscelebritycomestoyourmind?Somestudentsmaybeinvitedtoshare,thenleadinthenewtopictoday.Step2:Presentation1.Askstudentstoopenthebookandfindoutquestionsinthisarticle,theninviteastudenttocometothefrontandwritedowntheiranswers.1).Whatsportsdoyoulikedoing?2).DoyoulikewatchingsportsonTV?2.Thenreadthesetwosentencesforstudentstwice,andaskthemwhichpartsoundsbetter.Nextletthemthinkwhytheyaredifferent.After5minutes,inviteseveralstudentstosharetheirideas.3.Thenleadstudentstomakeaconclusionoftheintonationofgeneralquestionandspecialquestion.(weuseraisingtoneingeneralquestionandusefallingtoneinspecialquestion.)Step3:PracticeActivity:Reading1.Askstudentstoreadthegeneralquestionsandspecialquestionsinthisarticle.Theninvitesomestudentstocometothefrontandreadthesentenceswithintonation.2.Askstudentstoreadthelyricsofsomefamoussongstodeepentheirimpressionofthetargetknowledge.Step4:ProductionActivity:RoleplayAskstudentsworkinpairs,oneofthestudentactsasareporter,theotheroneactsasafamousstar.Theyneedtohaveaninterviewwithgeneralquestionandspecialquestionsasmuchastheycan.Theninvitesomeofstudentscometothefronttosharetheirconversation.Step5:SummaryandHomeworkSummary:askastudenttoreadthesentencesontheblackboardandconcludethepronunciationrulesofgeneralquestionsandspecialquestionsHomework:usethesetwokindsofintonationtoaskquestionsintheirdailylife.【答辯題目解析】1.Pleaseintroducethetypesofintonationandgivetheexamples.【參考答案】Therearefourtypesofintonation,fallingtone,risingtone,falling-risingtone,andrising-fallingtone.Weusefallingtoneinspecialquestion,exclamatorysentences,declarativesentences;risingtoneingeneralquestion,falling-risingtoneindisjunctivequestion,andrising-fallingtoneinalternativequestion.2.WhydoyouwanttobeanEnglishteacher?【參考答案】Firstofall,Ilikethisjob,andIliketocommunicatewithchildren.Ithinkchildrenhavetheinnocenceandpuritythatweadultsdon’thave.WhenIamwiththechildren,Icanfeeltheinnocenceandpurityfromthem.Anotherreasonisthatteachingisawayformetomakealiving.IfIlovethisjob,Iwilldoitwellwithmyheart.Asweallknow,theefficiencyoftakingtheinitiativetodosomethingisdifferentfromthatofdoingitpassively.SothesearethereasonsforwhyIwanttobeateacher.一、考題回顧二、考題解析【教案】Teachingaims:Knowledgeaims:(1)Studentsareabletounderstandthecontentofthepassage.(2)Afterthislesson,studentscanknowthewritingstyleoffilmcriticsandknowmoreinformationabout“CrouchingTiger,HiddenDragon”.Abilityaim:Studentscanusedifferentbasicreadingstrategieslikepredicting,graspingdetailscorrectlyintheirreadingprocess.Afterthislesson,studentscanevaluatethefilm“CrouchingTiger,HiddenDragon”objectively.Emotionalaim:StudentsareabletoloveChinesetraditionalculture.Keyanddifficultpoint:KeyPoint:understandthecontentofthepassageDifficultPoint:usethisdifferentbasicreadingstrategiestodealwithdifferentreadingquestions.Teachingprocedures:Step1:Warming-up1.Greetings.2.Playavideo:Theteachershowthefragmentof“CrouchingTiger,HiddenDragon”andaskstudentsiftheyknowanythingaboutthefilm.3.Thentellstudentsthisfragmentisabouttwomaincharacters.Thenleadinthetopicoftoday:“CrouchingTiger,HiddenDragon”.Step2:Pre-reading1.Askstudentsiftheyknowthebackgroundofthemovie.Thenaskonestudenttoanswerthequestion.2.Giveevaluationtothestudents,thentellstudentsthebackgroundofthefilm.Thefilmtellsthestoryofagenerationofheroes,LiMubai,whohaswithdrawnfromtheallcornersofthecountry.Heentruststheconfidante,LeXiulian,tobringhisQingmingswordtothecapital,andpresentsitasagifttotheBaylorcollection.ThefactthatLiMubai’sretreatsfromtheallcornersofthecountryactuallycausesmoregrievances.Step3:While-readingA.Extensivereading1.Letstudentstoreadthepassageforthefirsttime.Askstudentsaquestion:Whatdoyouthinkthisarticlemightbechosenfrom?(Thispassagemaybechosenfromamoviemagazine.)2.Thenletonestudentanswerthequestionandgiveevaluation.B.Intensivereading1.Letstudentstoreadthepassageforthesecondtime.Writedowntwoquestionsontheblackboard:1).Whatkindofdetailsarementionedinthefilm?2).Pleasefindthedownsideofthefilm.2.Theninvitetwostudentstoanswerthesequestionsseparatelyandgiveevaluation.Writedowntherightanswerontheblackboard.1).ThefilmdetailsthetheftoftheGreenDestiny,theromanticandpoliticalintriguesthatensue,andthemajorcharacterslifequests.2).Leeseemstobesoinlovewithhiscompositionsandconceitsthatthefilmslowstoacrawlinsomesequences.Step4:post-reading1.Retellthefilmaccordingtothekeydetailsontheblackboard.2.MakeDiscussion:Askstudentstotalkaboutwhichcharacterdoyoulikebest,andwhy?Step5:SummaryandHomeworkSummary:askastudenttoconcludethecontentofthelessonandsummarizewiththewholeclass.Homework:Watchthismoviecompletelyandtrytowriteashortfilmscritics.【答辯題目解析】1.Howdidyouevaluatetheperformanceofstudentsintheclass?【參考答案】Studentsareuniqueanddevelopingindividuals.Andtheyareeagerforteacher’sapprovalandencouragement.Therefore,inmyclass,aslongasstudentssharedtheiranswersactively,Iwouldgivethempositiveandreasonableevaluations,forexample,“Yourpronunciationisimproving”,“Youfoundtheanswersofast”.Ifstudentsmademistakes,Iencouragedthemlike“Youareverybrave”“Thinkitoverandtryagain.”andguidedthemtogettherightanswer.InthiswaystudentswillnotlosetheirconfidenceinlearningEnglishandwillbemoreactiveinmyclass.Inthefuture,Iwilltrymybesttofindmoremethodstoencouragemystudentstoletthemstudyactively.2.What’syourkeypoints?【參考答案】Thekeypointsisthatstudentscanunderstandthecontentofthepassage.

第二批【教案】Teachingaims:Knowledgeaims:Studentscanmasterthestructureofnotice.Abilityaim:Studentscanimprovetheirabilitiesofcollectionandorganization.Afterthislesson,studentscanwritesomenoticeintheirdailylife.Emotionalaim:StudentsareabletogettheconfidenceoflearningEnglish.Keyanddifficultpoint:KeyPoint:Masterthestructureofnotice.DifficultPoint:Studentscangaintheabilityofwritingsomenoticeintheirdailylife.Teachingprocedures:Step1:Warming-up1.Greetingsandtalkweatherwithstudents.2.Homework:Askstudentstosharethehomeworkforlastclass“writealettertoyourpenpal”.andthinkofthestructureofletters.3.Introducessomedifferentformsofwriting.4.Leadtothenewlesson,notice.Step2:pre-writing1.Askstudentstoreadthesmallarticleonthescreen.Thenaskstudent“What’sthisarticletalkingabout?”Andtellthemitisagoodnews.Andtheaskthem“Doyouknowthewritingstyleofthisarticle?”Thentellthemitisanotice.Thenaskthem”Doyouknowhowtowriteanotice?”2.Thenaskstudenttofindsomekeysegmentsaboutthenotice.3.Thenhelpthemtoconcludethestructureofnotice:Event,place,timeandparticipants4.Askstudentstothink,howtowriteanoticeabout“studentunionwillholdasingingcompetition.”5.Showthematerialsontheblackboard：Event:SingingcompetitionsPlace:ThefistdininghallTime:9a.m.to5p.m.,nextSundayParticipants:allthestudentsStep3:While-Writing1.Givestudents15minutestowriteanoticewiththecollectedwritingmaterial.2.Whenstudentsarewriting,correcttheirspellingandgrammar.Step4:Post-Writing1.Peer-editing:Askstudentstochecktheirnoticeswiththeirdeskmates.2.Sharing:Invitesomestudentstosharetheirnotices.3.Givetheevaluationaccordingtotheirnotices.Step5:SummaryandHomeworkSummary:Askastudenttoconcludethecontentofthelessonandsummarizewiththewholeclass.Homework:Improvetheirworksafterclass.Blackboarddesign:Readingbookscanmakeusafullman.Ilikereadingduringmysparetime.NowIwanttointroduceyouonebookthatIhaveeverread.ItiscalledOnehundredsuggestionsforateacher,writtenbySuchumlinskii.IthinkIreallylearnedalotfromit.Itmainlytellsussomegoodwaystobeagoodteacher,forexample,weshouldloveourstudents,respecttheuniquenessofthem,andkeeplearning.Someofthemarestilledcallforbymoderneducationist.Iusesomeofthemintomyteaching,Ifindtheyarereallyuseful.Ithinkeveryteachercanreadthisbookandlearnhowtobeagoodteacherfromit.IfIhadachancetobeateacher,Iwouldlearnfromit,learnfromotherexperiencedteachers,alwaystrytobeabetterteacher.1.Howtocorrectstudents’mistakes?【參考答案】Studentsmaymakesomemistakesduringtheirprocessoflearning,butasforhoetocorrecttheirmistakes,itisanart.Studentsinthisagelikebeingpraisedbyteachersanddonotwanttobeblamedfortheirmistakes.Ithinktheyaremanywaystocorrecttheirmistakes,forexample,explicitcorrection，recast，pinpointingandsoon.HereIwanttointroduceonethatIamusedtoapplyingduringmyteaching,thatis,elicitation.wecanaskthestudents“howdowesay...inEnglish”,thenwecanleadthestudentstoanswerthequestionscontinuouslybygesturesoreyesight.Whenthestudentcannotcorrectit,Icanaskotherstudentstocorrectitforhimorher.Inthisway,thestudentscanknowthemistakemoredeeply.【教案】Teachingaims:Knowledgeaims:(1)Studentsareabletounderstandthecontentofthepassage.(2)Studentscanknowsomebasicinformationofnarration.Abilityaim:Studentscanusedifferentbasicreadingstrategieslikeanalyzing,graspingdetailscorrectlyintheirreadingprocess.Afterthislesson,studentscanwriteanarrationbythemselves.Emotionalaim:StudentswillbemorewillingtogetinvolvedinclassactivitiesandboosttheirinterestinlearningEnglish.Keyanddifficultpoint:KeyPoint:understandthecharacteristicsofnarration.DifficultPoint:improvestudents’learninginterestandwriteanarrationbythemselves.Teachingprocedures:Step1:Warming-up1.Greeting.2.Haveafreetalk:Askstudentssomequestionsabouttheirweekend.Forexample,1).Didyouenjoyyourweekend?2).Whatdidyoudoonyourlastweekend?Andhowaboutyourweekdays,whatdidyoudo?3.Thenaskstudentstoanswerthequestionsandgivethemsomefeedback.ThentellthemIhavefriendJohnhehadwroteashortpassagetodescribehisweek,andaskmystudentsiftheywanttoknowhisweekornottoleadinthetopicoftoday:“Myweek”.Step2:Pre-reading1.Prediction.AskstudentstomakeapredictionaboutwhatJohndoesduringhisweekandinvitesomestudentstosharetheirideas.Writedownsomeoftheiranswersontheblackboardtorecallsomerelatedwordsandgiveevaluationtothestudents.Step3:While-readingA.Extensivereading1.Letstudentstoreadthepassageforthefirsttime.Askstudentsaquestion:Whatdoesthepassagetalkabout?(Thispassagetalksabouttheweekofthewriter)2.Theninviteonestudentanswerthequestionandgiveevaluation.B.Intensivereading1.Askstudentstoreadthepassageforthesecondtimeandfinishtheexerciseontheblackboard:1).John’slunchisdiversified.(T/F)2).WhendoesJohnreturntothepaperworkintheoffice?3).WhatdoesJohndoonMondaynights?4).WheredoesJohngoonWednesdaynights?5).WhydoestheauthorstudyFrench?…2.Theninvitetwostudentstoanswerthesequestionsseparatelyandgiveevaluation.Writedowntherightanswersontheblackboard.Readingabilityplaysaveryimportantroleintheprocessoflearning.Itisanimportantpartofstudents’overallability.Ifwewanttocommunicatewithothers,weshouldunderstandwhatsomeoneissaying.Soasateacher,weshouldtryourbesttohelpstudentsimprovetheirlisteningability.First,beforereading,weshouldleadthestudentstogetfamiliarwiththetopicandthepotentialnewwords,sothatthestudentscanlistentoitmoresmoothly.Besides,wecanaskthestudentstomakeapredictionaboutthemainideaofthepassagetoarousetheirinterest.Duringreading,wecantrainstudents’readingabilitybylettingstudentsreadfordifferentpurposes,forexample,gettingmainideabyextensivereadingandgettingsomedetailinformationbyintensivereading.Afterreading,inordertomakestudentsgetmorefamiliarwiththetopic,wecanorganizesomegroupwork,suchas,discussion,debate,survey,retellingandsoon.Afterclass,wecanalsogivethemsomereadingrelatedhomeworktohavethempractiselistening.Ihopestudentscanfinallyimprovetheirreadingabilitythroughtheabovemethods.2.What’syourteachingaims?【參考答案】Accordingtothenewcurriculumstandard,Isetthefollowingteachingaims:Thefirstoneisknowledgeaims:(1)Studentsareabletounderstandthecontentofthepassage.(2)Studentscanknowsomebasicinformationofnarration.Thesecondoneisabilityaims:Studentscanusedifferentbasicreadingstrategieslikeanalyzing,graspingdetailscorrectlyintheirreadingprocess.Afterthislesson,studentscanwriteanarrationbythemselves.Thethirdoneisemotionalaim:StudentswillbemorewillingtogetinvolvedinclassactivitiesandboosttheirinterestinlearningEnglish.【教案】Teachingaims:Knowledgeaims:Studentsareabletounderstandthecontentofthepassage.Studentscanknowsomebasicinformationofliaison.Abilityaim:Studentscanusedifferentbasicreadingstrategieslikeanalyzing,graspingdetailscorrectlyintheirreadingprocess.Afterthislesson,studentscanusethetargetknowledgeintotheirdailylife.Emotionalaim:StudentswillbemorewillingtogetinvolvedinclassactivitiesandboosttheirinterestinlearningEnglish.Keyanddifficultpoint:KeyPoint:mastertherulesofliaison.DifficultPoint:usethetargetknowledgetotheirdailylifecorrectly.Teachingprocedures:Step1:Warming-up1.Greeting:talkaboutweather2.Singasong“handinhand”,andaskstudents“whenyouhearthissong,whicheventcomestoyourmind?”Step2:Presentation1.Askstudentstoopenthebookandtheteacherreadsthepassageandaskstudentsthemainideaofthepassage.2.Readthisarticleforstudents,andreadthefirstsentenceforthemtwice.Thenaskthemtodiscussthedifferencesbetweenthesetwotimesandwritedownthesentenceontheblackboard.①FuMingxiafirststoodontopofthe10-metredivingplatformattheageofnine.②At12yearsoldshewonaGuinnessRecordwhen3.Invitestudentstosharetheirideasthenmakeaconclusionofliaison,structure:consonant+vowelStep3:PracticeAskstudentsreadthearticleagaintheninvitesscometothefrontandreadforothers.Step4:Production4ofagroup,showstudentsShelley’spoem,odetothewestwind.Givethem5minutestopractisethispoem,theninvitesomestudentsreadthepoemforus,choosethebestone.Step5:SummaryandHomeworkSummary:askastudenttoconcludethecontentofthelessonandsummarizewiththewholeclass.Homework:TrytosurfontheInternetandfindmorerulesofliaison.Blackboarddesign:Asforme,Ithinkgrammarisnecessaryforprimaryschoolstudents.BecausetheprimaryschoolstudentshavebeenlearningEnglishforashorttime,theremaybeweakinspelling,vocabulary,wordsorotherfields.Itisastageforthemtolayagoodfoundationforfurtherstudy.Besides,wearenotnativeEnglishspeakers,forus,grammarisboundtobetaughtatthebeginningofEnglishstudy.Thus,Itisstillimportantforustoteachspelling,grammar,pronunciation,practicalsentences,aswellassomesimplegrammarrules,whichcanhelpthemacquireexquisiteEnglish.2.HowdoyouthinkofEnglish?【參考答案】Englishisasortoflanguage,whichisofgreaterandgreaterimportance.Nowadays,withthedevelopmentofsocietyandglobalization,Englishhasbecomeagloballanguage,whichhasover1billionlearnersand54.6millionusersaroundtheworld.WecanseehowimportantEnglishlanguageisduringtheprocessofglobalcommunication.MostpeopleregardedEnglishastheirownhobbies.Asforus,LearningEnglishwellcannotonlymakesuslearnformothercountriestheirdevelopedcultures,butalsocanspreadthefinecultureoftheChinesenation.WhenlearningEnglish,wemustpractical,inotherwords,weshouldlearnsomebasicwordsandexpressions,atthesametime,weshouldpayattentiontotheimprovementoflanguageabilitiesandtheusageofknowledge.

第三批高中英語詞匯一、考題回顧試講題目1.題目：詞匯教學(xué)試講2.內(nèi)容：Taxisareonthestreets24hoursaday.Simplyraiseyourhand,andataxiappearsinnotime.Theyareusuallyred,andtheydisplaythepriceperkilometeronthewindow.Youshouldcheckthecabhasabusinesspermit,andmakesureyouaskforareceipt.PublictransportprovidesacheapwaytogetaroundinBeijing.Thereare20,000busesandtrolleybusesusesinBeijing,buttheycangetverycrowded.It’sagoodideastoavoidpublictransportduringtherushhour(6:30a.m-8:00a.mand5:00p.m-6:30p.m).Faresarecheap,startingat1yuan.Air-conditionedbusescostmore.Busesnumbered1to100arelimitedtotravelwithinthecitycenter.Highernumbershavedestinationinthesuburbs.3.基本要求：(1)朗讀所給段落(2)配合教學(xué)內(nèi)容適當(dāng)板書(3)針對所給材料的畫線部分，設(shè)計(jì)詞組使用的教學(xué)活動(dòng)。(4)用英文試講(5)試講時(shí)間：10分鐘答辯題目1.Pleaseintroduceyourteachingmode.2.What’syourkeyanddifficultpoints?二、考題解析【教案】Teachingaims:Knowledgeaims:(1)Studentscanmasterthemeaningandusageof“innotime”,“askfor”,“getaround”and“l(fā)imitto”.(2)Afterthislesson,studentscanknowthetrafficconditionsaboutBeijing.Abilityaim:Afterthislesson,studentscanusethesephrasesexpresstheiropinions.Emotionalaim:StudentsareabletogettheconfidenceoflearningEnglish.Studentsarewillingtousepublictransporttoreleasethetrafficjamafterthislesson.Keyanddifficultpoint:KeyPoint:masterthemeaningandusageofthenewphrases.DifficultPoint:usethenewvocabularytoexpressthemselves.Teachingprocedures:Step1:Warming-up1.Greetings.2.Freetalk.TellstudentsIsufferedthetrafficjamthismorning.AskstudentstothinkwhattheyknowaboutBeijing’strafficsituationandinvitesomestudentstoshare.3.TellstudentwewilllearnmoreaboutthetrafficconditionsinBeijing.Step2:Presentation1.Askstudentstoreadthepassageandtrytocirclesomephrasestheydon’tunderstand.Thenwritedownthesephrases,“innotime”,“askfor”,“getaround”and“l(fā)imitto”onblackboard.2.Teachstudentsthenewphrasesonebyonethroughsituationteachingmethod.Putthesenewwordsinaeasiersituation“wearegoingtovisitamuseum”.inthissituation,explainthemeaningandusageofthefourphrases.Step3:Practice1.Fillintheblanks:Askstudentstofillintheblanksusingthenewphrase.①Youcansimplyraiseyourhandandataxiappears.②IwanttoinBeijing.③Youshouldareceiptfromthetaxidriver.3.Createsentences:Askstudentstocombinethesentencesandusethenewphrase.①Weneedaskforthepermissionbeforeleavingtheclass.②Thebestwaytorelaxourselvesistogetaroundwithoutandpurposes.Step4:Production1.DiscussionGivestudents5minutestohaveadiscussionaboutthetrafficsituationaroundtheirhomeinagroupoffour.2.Theninvitesomestudentstosharetheirresultsinfrontofthewholeclassandgivethemsomespecificevaluations.Step5:SummaryandHomeworkSummary:askastudenttoconcludethecontentofthelessonandsummarizewiththewholeclass.Homework:askstudentstothinkhowtosolvethetrafficproblemsandwritedown.Blackboarddesign:略【答辯題目解析】1.Pleaseintroduceyourteachingmode.【參考答案】Sinceitisavocabulary,soIusePPPmode:presentation,practiceandproduction.Firstly,presentation.Iletmystudentsreadthepassagebythemselvesandaskthemtocirclethewordsthatarehardforthem.thenIinviteastudenttosharehisorheranswerandwritethemonblackboard.ThenIexplainthemeaningandusageofthesewords.tomakemystudentsmasterthewordsbetter.ThenIletthemtofillintheblanksandcreatenewsentences.Thefinalpartisproduction.tohelpthemusethewordsbetter.Isetadiscussionabouttrafficaroundtheirhome.2.What’syourkeyanddifficultpoints?【參考答案】Thekeypointisthatstudentswillmasterthemeaningandusageofthenewphrases.Thedifficultpointishowusethenewvocabularytoexpresstheirideas.高中英語聽力一、考題回顧試講題目1.題目：聽力教學(xué)試講2.內(nèi)容：Theword“tsunami”oftenarousespanicandfear.Yetthereisnoneedtobesoanxiousifyouknowwhattodo.Aslongasyouhavetenminuteswarning,youwillsurvivenomatterhowpowerfultheactualtsunamimaybe.Unfortunately,manypeopleareunconsciousoftherisktheymaybefacing.Assoonasyouhearthewarning,putonyourshoesandwalkinlandasquicklyasyoucan.Donotfear,trembleorremaintiedtothespotatthethoughtofthosehighwaves.Tenminutesrunningawayfromtheseaisallyouneedtosaveyourselffromdanger.Rememberthisandyouwillbeabsolutelysafe.3.基本要求：(1)朗讀所給段落(2)配合教學(xué)內(nèi)容適當(dāng)板書(3)針對該段落的內(nèi)容，設(shè)計(jì)相應(yīng)的聽力理解教學(xué)活動(dòng)。(4)用英文試講(5)試講時(shí)間:10分鐘。答辯題目1.Howtoevaluatestudents’performance?2.Pleasethepersonthatinfluenceyoumost.二、考題解析【教案】Teachingaims:Knowledgeaims:(1)Studentsareabletounderstandthecontentofthepassage.(2)Studentscanmastersomebasicreadingstrategies.Abilityaim:Studentscanusedifferentbasicreadingstrategieslikeanalyzing,graspingdetailscorrectlyintheirreadingprocess.Emotionalaim:StudentswillbemorewillingtogetinvolvedinclassactivitiesandboosttheirinterestinlearningEnglish.Studentsmayenhancetheirawarenesstowardssomenaturaldisasters.Keyanddifficultpoint:KeyPoint:understandthemaincontentofthepassage.DifficultPoint:improvestudents’learninginterestandboosttheirconfidenceofspeakinginpublic.Teachingprocedures:Step1:Warming-up1.Greeting.2.Watchavideo:Showstudentsashortvideoclipaboutearthquakeandaskstudentstoanswersomequestions:(1).Whathappenedinthevideo?(2).Areyouafraidofsuchkindofdisaster?Invitetwostudentstosharetheiranswersandleadinthetopic-disaster.Step2:Pre-listening1.Brainstorming:Askstudentshowmanykindsofnaturaldisasterstheyknow,trytorecallsomewordsrelatedtonaturaldisasters.Writedownsomeoftheiranswersontheblackboardtoandgiveevaluationtothestudents.2.Prediction:Askstudentstomakeapredictionaboutwhatkindnaturaldisastermaybementionedinthepassage.Step3:While-listeningA.Extensivelistening:1.Letstudentstolistentothepassageforthefirsttime.Askstudentsaquestion:Whatkindofdisasterismentionedinthepassage?(Thispassagetalksaboutthetsunami)2.Theninviteonestudentanswerthequestionandgiveevaluation.B.Intensivelistening:1.Askstudentstolistentothepassageforthesecondtimeandfinishtheexerciseontheblackboardtohaveabetterunderstandaboutthedisaster:1).If