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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。

初中英语 词汇

一、考题回顾

二、考题解析

【教案】

Countable and uncountable nouns

Teaching aims:

Knowledge aims:

Students will have a deeper understanding about nouns by dividing them into countable nouns and uncountable nouns..

Students will master the basic rules and some special cases of plural nouns, such as potatoes.

Ability aim:

Students will use nouns properly in their conversation.

Emotional aim:

Students will develop their leaning ability by inductive methods.

Key and difficult points:

Key point:

How to master the rules of plural nouns.

Difficult point:

How to use different nouns correctly in their daily life ;

Teaching procedures:

Step 1: Warming-up

1. Greetings and free talk about the food they ate in the morning.

2. Play a game called Find them different homes.

First, explain the rules: They need to classify the food in 2 or 3 groups in different ways and explain their reasons. For example, they can divide them into healthy food and junk food; vegetables and meat; Chinese food and western food; etc...

Second, divide them into groups 4.

Third, tell them to finish the job in 5 minutes.

Last, make a conclusion and introduce another way(plural and singular) to classify food and lead in to the topic.

Step 2: Presentation

1. Read the short passage for them and analyze the main idea together.

2. Ask them to underline words about food. And write down them on the blackboard in two groups. One includes food, rice, salt and juice. The other includes carrots, fruits and oranges.

3. Divide them into groups of 4 and ask them to find out the rules of the the words.

4. Explain that nouns can be divided into countable ones and uncountable ones. And countable one can be divided into plural and singular nouns.

5. Introduce some special cases, such as potatoes and tomatoes, and remind them we should add “es” at the end is the nouns are supposed to be plural.

Step 3: Practice

1. Activity one: Filling in the blanks: ask them to change the singular nouns into plural nouns. And invite a student to share his answers and give encouragements and corrections accordingly.

2. Activity two: Describing the pictures--they are different items with different numbers.

Step 4: Production

Activity: playing a game called Guessing who he is.

1. Explain the rules: they need to work in pairs. One describes any student in the class about their hair, clothes and glasses and and so on. The other one is supposed to guess the name. Then they exchange the roles.

2. Invite some groups to share their performance in front of the whole class.

Step 5: Summary and Homework

Summary: invite a student to be a little teacher and summarize today’s lesson. And make a conclusion: there are lots of words to learn, but if we master some rules, it will make learning more efficient.

Homework: ask them to find out 5 more nouns which have special plural forms.

Blackboard design:

Teaching reflection

【答辩题目解析】

1. Explain the teaching methods.

1.解释一下你的教学方法?

【参考答案】

It is the inductive teaching method. According to the second requirement from the test paper, students should be put into the center in this class. And inductive teaching method is a perfect way to do that.

First, I divide them into groups and lead them to find out the rules by themselves, so they can have a deeper impression about this grammar item..

Second, I introduce some special cases about countable nouns to make a supplement, so they can have a whole picture about this grammar item.

Thank you.

我采用了归纳教学法。因为根据题本要求的第二条，教学活动要体现以学生为主体。而归纳教学法正是一种可以体现以学生为主体的教学方法。

首先，我将学生分组，让他们共同发现，讨论总结目标语法规律。这样他们可以对这个语法点有更加深刻的印象。

接下来，我在他们发现的基础上，补充特殊知识点，比如部分特殊可数名词的变化形式。通过这两个步骤，他们可以更深刻，更全面掌握知识点。

谢谢。

2. Do you know other ways to teach grammar?

2.你还知道其他语法教学方法吗?

【参考答案】

Besides inductive teaching method, there is another popular one called deductive teaching method for grammar teaching.

Unlike inductive teaching method, it requires the teacher to explain the rules to the students step by step in advance. Then the students need to do some practice to understand the rules and functions.

The method has its own advantages too. For example, when dealing with very complicated grammar with difficult rules and functions, it makes it quick and easier for students to understand.

Thank you.

对于语法教学，除了归纳法还有演绎法。

与归纳法不同的是，演绎法要求老师先行讲解语法规则以及功能。然后学生在老师讲解的基础上，进行操练，然后慢慢体会并掌握知识点。

演绎法也有自己的优势。比如在处理复杂语法点的时候，这种方法会更加简单并且快速帮助学生习得语法规则以及功能。

谢谢。

初中英语 语法

一、考题回顾

二、考题解析

【教案】

Simple present tense

Teaching aims:

Knowledge aim:

Students can understand the structure and usage of simple present tense.

Ability aim:

Students will develop their reading abilities of getting the main idea and main structure.

Emotional aim:

Students can be more interested in learning English and group work.

Key and difficult points:

Key point:

How to enable students to get familiar the key structure and usage of simple present tense.

Difficult point:

How to put simple present tense into daily life.

Teaching procedures:

Step 1: Warming-up

1. Greet with students.

2. Let students enjoy a song named Auld Lang Syne and ask them to sing together.

Should auld acquaintance be forgot,

And never brought to mind?

Should auld acquaintance be forgot,

And auld lang syne?

Ask students what’s this song about, and tell them this song is about friendship. And ask them what do they always do with their friends. Write down their answers on the blackboard.

Step 2: Presentation

1. Discovering

Invite students to read the conversation on the screen and conclude the main idea of it.

The main idea is what do Simon and his family members usually do.

Then they should circle the verbs and the adverbs of frequency.

2. Acquiring

Introduce the simple present tense to students by these examples. The structure is “subject + present tense of the verb”. And the function is to describe the action that occurs repeatedly, especially habits or hobbies.

Step 3: Practice

1. True or false

Present some sentences on the screen.

Q1: I always do exercises. (T)

Q2: He is do his homework right now. (F)

Q3: We sit here for more than 20 minutes. (F)

2. Make sentence

Play a game with them named “running pen”.

Give a pen to the student on the first line. They should pass the pen one by one. At the meanwhile the teacher will sing a song, when the song stops, the one who get the pen should make a sentence using the simple present tense.

Step 4: Production

Have a group discussion about what do their family members usually do in spare time. They will be given 5 minutes. And some process evaluation will be given during 5 minutes.

After that, some groups should come to stage and show their performance.

Step 5: Summary and Homework

Summary: invite a student to be a little teacher and summarize what they have learned today.

Homework: ask students to write down some sentences using the simple present tense.

Blackboard design:

Teaching reflection

【答辩题目解析】

1. What is the base of setting teaching aims?

1.设置教学目标的基础是什么?

【参考答案】

At first, the new curriculum English teaching goal is: to cultivate the students’ comprehensive using ability of language, that is, language skills, language knowledge, emotional attitude, learning strategies and cultural awareness. Our teaching aims should be set based on the total new curriculum English teaching goal. Besides, we should also take teaching material and students into consideration.

首先，新课程英语教学的总体目标是：培养学生的语言综合运用能力，即语言技能，语言知识，情感态度，学习策略和文化意识。我们教学目标的设定必须以新课程英语教学的总体目标为基础。同时也必须考虑教材和学情。

2. How did you teach the new knowledge to students in this class?

2.你怎样向学生教授本节课的新知?

【参考答案】

In this class, I used inductive teaching method. First, I asked the students to read the conversation quickly and understand the main idea of it. And then I asked them to read it again and circle the verbs in this conversation. During the process, students could easily find similarities among these sentences. Then I asked them to find the structure and function of it. During the two activities, students realized the usage of simple present tense. Finally, I guided the student to discuss in group to consolidate the new knowledge. That’s how I taught new knowledge in this class.

在本节课中，我会使用归纳教学法。首先，我请学生快速阅读了这篇对话并获得大意。然后请他们再读一遍，寻找对话中的动词并圈出来。在这个过程中，学生将更容易找到这些句子中的相同之处。之后再让他们找到了一般现在时的结构和功能。在两个练习中，学生们知道了一般现在时的用法。最后，我指导学生小组讨论，再次巩固了知识。这就是我进行新知教授的方式。

初中英语 语法

一、考题回顾

二、考题解析

【教案】

Special question

Teaching aims:

Knowledge aim:

Students can master the structure and function of special questions.

Ability aim:

Students will be able to grasp the structure of the knowledge through reading.

Emotional aim:

Students can be more eager of grammar learning.

Key and difficult points:

Key point:

How to get to know the target knowledge.

Difficult point:

How to foster the interest in grammar learning.

Teaching procedures:

Step 1: Warming-up

1. Greetings.

2. Let students enjoy a song called Stronger, and ask them what question they can hear from it. The song goes like this:

What doesn't kill you makes you stronger

Stand a little taller

Doesn't mean I'm lonely when I'm alone

What doesn't kill you makes a fire

Put that thing on lighter

Doesn't mean I'm over cause you're gone.

Ask students to answer the question and lead in the topic.

Step 2: Presentation

1 Ask students to read the passage, find the main idea and pay attention to the underlined words.

2. Write down the sentences with target grammar on blackboard and ask students to find out the similarities.

4. Introduce the grammar for the students.

Step 3: Practice

Ask students to chose the right words to fill in the blanks and use the special question to describe the picture on the screen one by one.

Step 4: Production

Ask students to work in 5 groups to make a dialogue about the daily routine of their school life. Five minutes later, some representatives will be invited to share. When making the dialogue, they should use what we learned today and pay attention to the intonation and pronunciation.

Step 5: Summary and Homework

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

Homework: find out more words about special question and use them to make sentences.

Blackboard design:

Teaching reflection

【答辩题目解析】

1. What is the highlight in your teaching design?

1.这节课教学设计有什么亮点?

【参考答案】

The highlights in this lesson are as follows: First, I introduce today’s lesson through singing a song, which can stimulate their interest. Besides, since the song is closely related to grammar that we are about to learn, I can lead in today’s topic smoothly. Secondly, When students are reading the dialogue, they have a basic understanding of the grammar. Meanwhile, I organize several task for students to finish, which help them understand the grammar point step by step but not just teach them directly. By asking students to find out the sentences in target grammar, then observing the structure of it, and finally the teacher explain the grammar, the efficiency of learning will be much better.

我的教学亮点主要体现在以下几个方面：首先，本节课用唱歌的方法进行导入，能够激发学生兴趣，其话题与接下来要讲的语法紧密联系，也能够顺利导入今日话题;其次，在阅读本文时，学生能初步了解这节课要讲的语法。同时，在讲解语法的时候，我先让同学找出包含语法点的例句，然后观察例句找出语法结构，然后老师再进行讲解，通过一个个任务的完成，学生就逐步完成该语法知识点的学习，这样的学习效果比老师直接讲解知识点要好得多。

2. How do you design your blackboard design?

2.怎么进行板书设计?

【参考答案】

I designed blackboard like this. Firstly, The blackboard presents all the special questions and answers . It could help reduce students’ study pressure and increase their confidence. Secondly, by using the chart, students can compare the difference of the special questions, so they can have a better understanding of this grammar point. Besides, they can get to know the target knowledge in a logical way. Looking at the blackboard, student can get to the key point of this lesson clearly.

我是从以下两个方面进行板书设计的。首先，我的板书呈现这节课会讲到的语法点和内容，因此板书能够一定程度上减低学生学习压力并且提高他们的学习兴趣。第二，我运用表格进行板书，表格能够让学生更加直观进行对比不同疑问词之间的差异，让学生对这一语法有更加清晰了解和掌握。同时，我的板书能够呈现出来我这节课的重点，能够让学生更好的去把握这一节课。

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