2020下初中英语教师资格证面试试题及答案【1月9日下午】

初中英语 词汇

一、考题回顾

二、考题解析

【教案】

How do you get to school?

Teaching aims

Students will grasp some expressions about the way to school, such as “take the rain”, “take the subway”, “walk to” and so on, and the sentence structure “—How do you get to school? —I…”.

Students can talk about different ways to go to school with others fluently in the daily life.

Students can cooperate with other group mates actively, and complete the tasks together.

Students can improve their confidence in learning English, and not be afraid of speaking English.

Key and difficult points

Key point

To master key expressions and sentence structure.

Difficult point

To talk about their way to get to school fluently and accurately.

Teaching procedures

Step 1: Warming-up

1. Greetings.

2. Listen and guess:

Let students play a game called listen and guess. When the teacher imitates different sounds, students need to tell which transportation it is.

Then have a free talk with students about how they usually get to school and lead in the topic.

Step 2: Presentation

1. Ask students to listen to the tape and try to get more transportation they hear. Encourage students to write them down on the blackboard and try to read these expressions

2. Then explain the meaning as well as usage of some new expressions, such as “walk to”; “take the bus/ train/ subway”, “ride bike...”. For example: “walk to” means “on foot”.

3. Present the sentence structure “—How do you get to school? —I…” by asking and answering. It is used to ask about the ways to school.

Step 3: Practice

1. Match

Show a set of exercise on the screen and ask students to match the phrase with correct meaning and proper preposition.

2. Association

Ask students to work in groups of 4 and 8 minutes will be given to them. Let them to have a brainstorm about more transportation that can bring them to school. At the same time, give students the notice that they need use the proper preposition. When the time is up, collect the answers and show them on the blackboard.

Step 4: Production

Ask students to do a survey on which transportation is more dangerous. And 6 minutes will be given to cooperate with their group members of four. Then they need to design a chart by themselves. At last, invite some groups to share and explain. Positive evaluation will be given.

Step 5: Summary and Homework

Summary: invite a student as an assistance to summarize today’s lesson. And lead them to take care of themselves when they are on the road.

Homework: ask students to design a poster of Taking Care On The Road.

Blackboard design

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Teaching reflection

【答辩题目解析】

1.在课程刚开始就设计猜词游戏的目的是什么?

1. What’s the purpose of guessing game at the beginning of the class?

【参考答案】

导入环节在整堂课中起到重要作用，是将学生注意力引入课堂，并为接下来的课程打好基础的一环。导入环节的猜词游戏，不仅满足了学生学段特点，将其注意力成功吸引到课堂，做好学习准备的同时，寓教于乐，培养学生学习兴趣;另外，猜词游戏内容涉及各式交通工具，正与本堂课知识点紧密相关，也为接下来的课程安排打好了基础。

【Suggested version】

Warm-up plays an important role in the whole class. It is a part of drawing students’ attention into the class and also laying a good foundation for the following steps. The guessing game in this part not only meets the characteristics of students, but also successfully attracts their minds, prepares for learning, and at the same time, entertains education and interests in learning. In addition, the content of guessing game involves various ways of transportation, which is closely related to the knowledge points of this class, and also lays a good foundation for the next course arrangement.

2 请简述下你本节课的课程亮点。

2. Please give a brief introduction of the high point in your lesson.

【参考答案】

本节课为词汇课，我采用了PPP的课程设计。课程亮点在于导入、操练以及应用环节的连贯性。首先，导入环节采用了猜词游戏，贴合学生兴趣点，并为后续教学打好了基础;其次，知识操练以及应用环节，采用了小组活动的形式，让学生们在学会知识的同时，学会合作;最后，在课程结尾及课后作业中进行了情感升华：提醒学生日常要注意交通安全。

以上是我课程设计的亮点所在，希望通过以上环节可以将知识有效传递给学生。

【Suggested version】

This class is a vocabulary class, and I have adopted the lesson design of PPP module. The highlight of the class lies in the continuity of Warm-up, Practice and Production. First of all, the guessing game is used in the Warm-up, which fits the students’ interest and lays a good foundation for the teaching progress. Secondly, the practice and production of the words adopt the form of group activities, so that students can learn to cooperate while learning knowledge. Finally, at the end of the course and the homework part, the emotion is sublimated: reminding students to pay attention to traffic safety every day.

These are the highlights of my teaching design. I hope that the knowledge can be effectively transmitted to students through the above links.