高中教师资格证面试真题以及教案.docx
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高中教师资格证面试真题以及教案.docx
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高中教师资格证面试真题以及教案
语音课:
二、考题解析
【教案】
TeachingAims
Knowledgeaim:
Studentswillrecognizetheliaisoninthetargetpassageandmemorizetheliaisonrules.
Abilityaim:
1.Studentscanworkouttheliaisonrulesthroughlistening,pairworkandtheguidancefromtheteacher.
2.Studentscanapplytheliaisonrulesintopracticeandexpressthemselvesinamoreidiomaticwaythroughimitating,speakingandreading.
Emotionalaim:
Afterthislesson,studentswillbemoreconfidentinspeakingEnglish.
TeachingKey&DifficultPoints
Keypoint:
Studentscanmastertheliaisonrules.
Difficultpoint:
Studentscanapplytherulesintopractice.
Teachingprocedures:
Step1:
Warmingup
1.PlaythemusicvideoFatherissuedbyGuitarCoverandhaveafreetalkabout“theimpressivestorybetweenyouandyourfather”.
2.Askthestudentstothinkoverthequestion:
whathaveyoudoneforyourfather.
Step2:
Presentation
1.Askthestudentstoreadthepassageonthetextbookaloudafterthetapeandaskwhyyoucan’tcatchthespeedofthetape.Explaintherearesomeliaisonsinthepassage.
2.Askstudentstocirclealloftheliaisoninthetargetmaterialthroughlisteningtothetape.
3.Askstudentstoworkinpairstofindouttherulesofliaisonbyclassifyingwhetherawordisendedwithaconsonantandthefollowingwordisinitiatedwithavowel.
4.Leadthestudentstoreadtheliaisonaftertheteacherandtellstudentsliaisonhappenswhenawordisendedwithaconsonantandthefollowingwordisinitiatedwithavowel.
Step3:
Practice
Askthewholeclasstoreadafterthetapeseveraltimesandtrytoimitate,thensomestudentswillbeinvitedtohaveacompetitiontoreadthepassagetotheclass,andothersjustifywhoreadsfaster.
Step4:
Production
1.Presentthemanotherpieceofpassageandaskthemtoworkinpairstounderlinetheliaisoninsideandtrytoreaditfluently.Afterwards,thestandardeditionwillbepresented.
2.Funnydubbing:
apartofthemovieDespicableMeispresentedforstudentstoimitate,practiceandcompeteforthebestvoiceactor.
Step5:
Summary&Homework
1.Askstudentstosummarizeandmemorizetheliaisonrules.
2.Afterclass,choosetheirfavoritepartfromtheirfavoritemovieanddothevoiceactingjob.
IVBlackboarddesign
阅读题:
【教案】
Teachingaims:
Knowledgeaim:
studentswillknowmoreaboutBritishcoffeeculture.
Abilityaim:
studentscancatchsomedetailedinformationaboutthepassage.
Emotionalaim:
studentswillappreciatedifferentculture.
Keyanddifficultpoint:
Studentswillgetthegeneralideaofthispassage.
Studentscanexpresstheirideasaboutthetopic.
Teachingprocedure:
Step1:
Warming-up
Greetthestudents.
Haveafreetalkwiththemandaskthemiftheydrinkcoffee.
Step2:
Pre-reading
PlaythemashortvideotointroduceBritishteaculture,andfilltheminwiththeinformationthatBritainhasalonghistoryforteaculturetogivethemsomebackgroundinformationforthepassageunderstanding.
Step3:
While-reading
1streading:
givethem2minutestoreadthepassagequicklytogetthegeneralideaofthispassageandinvitesomestudentstosharetheiranswers.
2ndreading:
leavethequestiontothem--whatisthestereotypeandtruthaboutBritishpeople?
Andgivethem5minutestoreadthepassagecarefullytofindtheanswers.After5minutes,invitesomestudentstosharetheirideas.Andthendividethemintogroupsof4tofindtheevidencefromthetexttosupporttheirideas.
Step4:
Post-reading
Activity1:
invitetwostudentstoretellthepassageaccordingthecluesontheblackboard.
Activity2:
dividethemintogroupsof3totalkaboutChinafoodculture.
Step5:
Summaryandhomework
Inviteastudenttomakeasummarythenleavethemthehomework-searchonlineforthedevelopmentofcoffeecultureinChina.
Blackboarddesign:
语法题:
【教案】
Teachingaims:
Knowledgeaim:
studentswillrecognizethestructureandgrammarmeaningofappositiveclauses.
Abilityaim:
studentswillbeabletoapplyappositiveclausesintheirdailyuse.
Emotionalaim:
studentswillcultivatetheawarenessofprotectingtheenvironment.
Keyanddifficultpoint:
Studentswillmasterthestructureandgrammarmeaningoftheappositiveclause.
Studentscantellthedifferencebetweenappositiveclausesandattributiveclauses.
Teachingprocedure:
Step1:
Warming-up
Greetthestudents.
Haveashortreviewaboutattributiveclausefromlastclass.Thenaskstudentstocomparethetwosentencesbelowandleadtothenewlessonfortheappositiveclause.
Thenewsthatmyfathertoldmeyesterdaymademecry.
Thenewsthatmyfatherwonthegamemademecryyesterday.
Step2:
Presentation
Askstudentstoreadtheabovematerialfirst,theninvitethemtosharetheirunderstandingaboutthetwo“that”clauses.Thentrytofindthestructurewiththemtogether:
thetwothatclauses(appositiveclauses)hereexplainthenoun“doubt”andshowthemeaningofit.Anotherexampleofthisisthat“Thenewsthatmyfatherwonthegamemademecryyesterday.”Here,“thatmyfatherwonthegame”isactuallythecontentofthenews.Thefunctionofitisnottomodifythenounbuttoshowthecontentofitwhichisdifferentfromtheattributiveclause.
Step3:
Practice
1.Findtheattributiveclauseinthematerialandrewriteittoanappositiveclause:
“itishumanactivitythathascausedthisglobalwarming”---”itishumanactivitythatwedrivetoomanycarsthathascausedthisglobalwarming”
2.Listsomesentencesonthescreenandaskstudentstotellwhichareattributiveclausesandwhichareappositiveclauses.
Step4:
Production
Dividethemingroupsof4tohaveadiscussionaboutwhatcanwedotohelptheglobalwarmingandgivethem5minutestodiscuss.Showthemanexampleas:
Iholdtheideathatpromotingthepublictransportationsystemwillencouragemorepeopletravellessbyprivatecars.
Thenewsthatthegovernmentisputtingmoneyoncleanenergyisalsohelpful.
Step5:
Summaryandhomework
Inviteastudenttomakeasummarythenleavethemthehomework-searchonlinefor5commonnounswhichoftenappearintheappositiveclause.
Blackboarddesign:
语法题:
Teachingaims:
Knowledgeaim:
studentswillmasterthestructureandgrammarmeaningofpassivevoice.
Abilityaim:
studentswillbeabletospeakorwriteinpassivevoice.
Emotionalaim:
studentswillunderstandtheimportanceofteamwork..
Keyanddifficultpoint:
Studentswillmasterthestructureandgrammarmeaningofpassivevoice.
Studentscanapplythegrammarintheirdailyspeaking.
Teachingprocedure:
Step1:
Warming-up
Greetthestudents.
Showthemasentence:
CambridgeUniversityPresspublishedthisbook.Andhaveashortreviewabouttheactivevoice.
Theactivevoiceisthetypicalwordorder.Weputthesubject(thetopicorthetheme)first.Thesubjectisthe‘doer’oragentoftheverb.Andtellthemthatwecanalsorewritethissentenceinto“ThisbookwaspublishedbyCambridgeUniversityPress.”andleadtothenewlesson.
Step2:
Presentation
1.Taketheabovesentenceasanexample,andanalyzeitwiththestudentstogether:
Inthepassive,thepersonorthingthattheactionwasdonetobecomesthetopicortheme.Wecanleaveoutthe‘doer’oragent,orwecanplacethe‘doer’inaprepositionalphrase(by+‘doer’).
2.Showthesentence“Itisreportedthatmanyahouseisbeingbuiltatpresentinthedisasterarea.”andaskthemtotalkaboutthetwopassiveforms.Andcompletethetablewiththemtogether.
Step3:
Practice
Thenshowthesentence“Itisreportedthatmanyahouseisbeingbuiltatpresentinthedisasterarea.”andaskthemtoaddupthedoersinthissentence.
Step4:
Production
Askthemtoworkwiththeirdeskmatesandtodescribetheirdailyactivitieswitheachother.Andpassivevoicesneedtobeapplied.Andafter5minutes,invitesomepairstosharetheiranswers.
Step5:
Summaryandhomework
Inviteastudenttomakeasummarythenleavethemthehomework-comeoutormoreexamplesofpassivevoiceindifferenttenses.
Blackboarddesign:
听力题目:
教学过程
Step1Leadin
Areport:
Askastudentondutytogiveanoralreportwhileotherstudentslistentohim/hercarefully,andafterthatIwillasksomequestionsaboutherreport.
Possibleanswer:
myfamily,includingapet.
Q:
Whoisspecialinherfamily?
(Apet)
Whoisgoingtolookafteradogoracat?
Whatdoesshedoeveryday?
(I’llfeedit,batheitandwalkiteveryday!
)
Step2Pre-listening
1.Discussion:
Showaquestionandaskthemtodiscusswiththeirpartner.
Q:
Ifyouhaveapet,butitisverydirty,whatwillyoudo?
Andhowtodo?
(ToencouragestudentstotrytheirbesttospeakinEnglish)
2.Wordstudy:
Beforelistening,giveSssomenewwordsandexpressionsthatcanhelpthemhaveagoodunderstandingaboutthelisteningmaterial.
Step3While-listening
Firstofall,let’slookatthepictures.GuesswhathappenedtothemorgettheSstoguesstheanswerstothequestions.Thenletthemlistentothetape.Forthefirsttime,letthemlistencarefullyandgetthegeneralidea.Forthesecondtime,letthemanswerthequestionsaccordingtowhattheyhear.
Extensivelistening:
Atthefirstlistening,studentswillberequiredtogetthemainidea.Afterthat,askstudentstotalkaboutitintheirownlanguage.
Atthesecondtime,studentswilllistentothedialoguecarefullyagainandfillthefollowingblanksaccordingtowhattheyhear.
Threeminuteslater,theSsgivedifferentanswers.
Step4Post-listening
1.Repeatthedialogue.Playthetapeforthelasttime,andaskstudentstopaymoreattentiontothepronunciationandintonationwhileimitating.
2.Retellthestory.Showsomeimportantphrasesonthes
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