2020高中英语学科教师资格证面试试题（精选）第二批

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为方便广大考生备考教师资格面试，本文整理高中英语学科教师资格证面试试题（精选）第二批。

本次教资面试试题来源于学员回忆，与真实试题存在偏差，仅供参考。

教师资格面试-英语学科-考题解析

高中英语 听力

一、考题回顾

二、考题解析

【教案】

Project Hope

Teaching aims:

Knowledge aims:

Students can know something about Project Hope and other non-profit organizations.

Ability aim:

Students will improve their listening abilities of getting detail information.

Students can develop the skill of prediction.

Emotional aim:

Students can foster the awareness of helping others.

Students will increase their confidence of speaking English.

Key and difficult points:

Key point:

To understand the listening material.

Difficult point:

To cultivate their awareness of helping others.

Teaching procedures:

Step 1: Warming-up

1. Greetings.

2. Show the logo of some famous organizations such as Red Cross, UNESCO, APEC and so on.

Ask students to guess them and lead out the topic of the class.

Step 2: Pre-listening

Show the trailer of Project Hope, and ask them what kind of the project it is? And ask them to predict about what kind of information about the Project Hope may be mentioned in the passage.

Step 3: While-listening

1. Extensive listening

Read the passage for students and ask them to check whether their prediction is right or not. Then invite one student to write the answer on the blackboard.

2. Intensive listening

Play the tape and ask students to fill in the mind map on the blackboard.

Step 4: Post-listening

Ask students to do some pair work to introduce their favorite association to the partner. Then invite some them to share.

Step 5: Summary and Homework

Summary: invite a student to be an assistant teacher and summarize today’s lesson.

Homework: ask students to design the logos of their own association.

Blackboard design:

Teaching reflection

【答辩题目解析】

1. How can you improve your students listening skills in your class?

1.怎样在你的课堂上提升学生的听力技能?

【参考答案】

I will teach them some listening strategies and skills in every step during my teaching procedure to improve my students’ listening skills.

In pre-listening, I will play some relative videos or show some relative pictures and ask them to have some predictions, which can improve their skills of prediction. During while-listening, I will play the tape of the listening material twice. At the first time, I will ask them some questions about the main idea of the material to improve their extensive listening ability. At the second time, students should take some notes, and I will ask them to fill the blank or mind map to help them master the detailed information of the material. In this way, students can improve their intensive listening skill.

我会在我教学过程中的每一个环节渗透不同的听力策略与技能，以此来提升学生的听力技能。首先在听前的环节，我会通过播放或者是展示与材料相关的视频或者是图片让学生对文章主题进行预测，以此来锻炼他们的预测与推断的能力。其次我会在听中的环节，让学生听两遍。第一遍通过问学生一些关于文章大意的问题来提高学生泛听的能力。第二遍精听，在精听的时候要同学们学会做笔记，以表格或思维导图的形式来检测学生对文章细节性信息的把握，锻炼学生精听的技能。

2. How to design your post listening?

2.如何设计一个听后环节?

【参考答案】

As pre-listening and while-listening are the steps of input. I will pay more attention to the output during post-listening. I will design a series of communicative activities such as, discussion, survey, role play or debate and ask students communicate with each other by using the target knowledge. I will give them certain time, and divide them into several groups, besides I will give them a certain topic to ensure the activities go on orderly and effectively.

听前和听中的环节主要是一个知识输入的环节，所以在听后的环节我会更加注重学生对所学知识的输出。我会设计一系列交际性活动，比如讨论，调查，角色扮演，辩论等让学生运用所学知识去进行交流。在进行这些活动的时候，我会给出一定的时间，并且让学生进行小组交流，之后会确定一个话题确保活动的有效有序进行