教师资格面试 - 高中英语题库

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高中英语?词汇 一、考题回顾 题目来源1月5日 下午 太原市 面试考题 试讲题目1.题目： 2.内容： I am always the first one to get to the office. ...

高中英语?词汇
一、考题回顾
题目来源1月5日 下午 太原市 面试考题
试讲题目1.题目：
2.内容：
I am always the first one to get to the office. Meetings and phone calls take up a large part of the day.Every minute of the day is filled with urgent matters.By around eight o'clock,I usually find some time to do my own paperwork and answer some personal e-mail.
3.基本要求：
(1)十分钟全英试讲
(2)讲解划线处词汇
答辩题目What will you do if students can’t understand the words you explain?
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students are able to master the meaning and the usage of underlined words and know the relative words and phrases:get to, take up, be filled with,arrive in/at, occupy,occupation,be full of
Ability aims:
(1) Students can guess the meaning of new words and phrases while reading
(2)After this lesson, students can learn how to use these and relative words and phrases to describe their daily life.
Emotional aim:
Students are able to love learning English after this lesson.
Key and difficult point:
Key Point: master the meaning and the usage of new words and phrases :get to, take up, be filled with,arrive in/at, occupy,occupation,be full of
Difficult Point: understand the meaning of the new words and phrases and use them in their daily life.
Teaching procedures:
Step 1: Warming-up
1. Greetings.
2. Play a video about a person who is busy with his work life and ask students several questions:
What can you see from this video?
Can you describe information in detail using your own language?
Step 2: Presentation
1. Present the paragraph on the PPT. And then ask students to read this passage to guess the meaning of underlined words and phrases. Give students 5 minutes to discuss in the group. And Invite students to give the answers.
2.Then paraphrase these words in English using the pictures. For example, get to means arrive in/at or reach. If something takes up a particular amount of time, space, or effort, it uses that amount. At the same time, present a picture with a man coming the office through the door.
3. Besides introduce the relative phrases, such as take over, take on, take in and so on.
Step 3: Practice
1.Make sentences: ask students to make sentences using the new words. Then correct the grammar mistakes and give the positive feedbacks.
2.Make up a new story: Give students several pictures in disorder and ask them to describe these pictures using the sentences which concludes the new words that have just learnt. Then rank these sentences into a new story. Give students 5 minutes to discuss with their deskmates and then invite several students to share their stories.
Step4: Production
1. Discussion: Ask students to use the words and expressions learnt to describe their daily life with their partner. After 5 minutes, invite several students to share their daily life.
2. Survey: Ask students to make a survey about your classmates’ daily life using three questions in the group. Four person in one group and finish the chart in 10 minutes.Then invite the representatives to make a report for the whole class.



1.What will you do if students can’t understand the words you explain?
2. Do you have the experience in teaching?
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高中英语?阅读
一、考题回顾
题目来源1月5日 下午 上海 面试考题
试讲题目1.题目：What has happened to Odysseus?
2.内容：
When the Trojan war ended, the other Greek leaders returned in triumph to their families and kingdoms, but the people of Ithaca waited in vain for their king, Odysseus! His son, Telemachus, arranged for men to watch the seas every day for a sign of his returning father’s ship, but there was none. What was he to do? Odysseus’ long absence had led to grow unrest in the country and there was always the possibility that it could split into smaller kingdoms. Telemachus was confused and needed to know what was really happening. Luckily the Goddess Athene, who was the friend and protector of Odysseus, appeared to Telemachus with some welcome news. She suggested that Telemachus should go and search for news of his father. She said:
“King Odysseus is not dead. His return has merely been postponed. On his way home he violated the rules of hospitality and attacked his host. The Gods have not forgiven him and he will be forced to wander for ten years before he can come home.”
Hearing this news Telemachus felt less anxious for his country but more anxious for his father. He would have to tell his mother and the people this news immediately. He knew his mother could remain as the temporary leader if the people really were sure Odysseus would return. So Telemachus went first to see his mother, Penelope. She was sitting with her advisers and being as charming and statesmanlike as always. She gladly gave Telemachus her permission to go and said:
“As Queen, I have unconditional faith that Odysseus will return home safely. We will not have funeral games or build a memorial statue yet in his memory until we are sure that Odysseus is dead. I will continue as Queen but I am happy to see you go in search of him so we shall all feel secure.”
3.基本要求：
(1)设计一节阅读课。
(2)重点讲解读前环节
(3)设计相应板书
答辩题目
How to design the pre-reading session?
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students will know the background of the Trojan war from Legends of Ancient Greece.
Ability aim:
Students will improve their reading abilities through skimming and scanning.
Emotional aim:
By the end of this class, students will be more interested in English by reading legends of ancient Greece.
Key and difficult point:
Key Point: Students can understand the basic meaning of some new words by guessing.
Difficult Point: Students will improve their imagination and confidence in English.
Teaching procedure:
Step 1: Warming-up
1. Greetings.
2. Show a short video of Troy directed by Wolfgang Petersen.
Step 2: Pre-reading
1. Tell students the background of the Trojan War, and the heroic deeds of Odysseus.
2. Let students guess the main idea of the passage they’re going to learn according to the title.
Step 3: While-reading
1. Let students read the passage quickly, check their prediction, and underline the words they don’t understand.
2. Lead students to guess the meaning of new words and explain to them by giving some example sentences.
3. Let students read the passage for the second time and pay attention to the detailed information. Then answer some questions. E.g. What did Telemachus do when his father didn’t return?
Step4: Post-reading
1. Let students make a discussion: How do you think the story continues? Discuss in fours what you think will happen.
2. In group prepare to act their story in front of the class.
Step5: Summary and Homework
Summary: ask a student to conclude the lesson and summarize with the whole class.
Homework: ask students to search more legends of ancient Greece they’re interested on the internet, and share in the next class.
Blackboard design:



1. How to design the pre-reading session?
2. How to develop students' reading skills?
2 问答题 0分
高中英语?阅读
一、考题回顾
题目来源1月5日 下午 山西省 太原市 面试考题
试讲题目1.题目：Body Language
2.内容：
Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year's international students. They were coming to study at Beijing University. We would take them first to their dormitories and then to the student canteen. After half an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously. I stood for a minute watching them and then went to greet them.
The first person to arrive was Tony Garcia from Colombia, closely followed by Julia Smith from Britain. After I met them and then introduced them to each other, I was very surprised. Tony approached Julia, touched her shoulder and kissed her on the cheek! She stepped back appearing surprised and put up her hands, as if in defence. I guessed that there was probably a major misunderstanding. Then Akira Nagata from Japan came in smiling, together with George Cook from Canada. As they were introduced, George reached his hand out to the Japanese student. Just at that moment, however, Akira bowed so his nose touched George's moving hand. They both apologized - another cultural mistake!
Ahmed Aziz, another international student, was from Jordan. When we met yesterday, he moved very close to me as I introduced myself. I moved back a bit, but he came closer to ask a question and then shook my hand. When Darlene Coulon from France came dashing through the door, she recognized Tony Garcia's smiling face. They shook hands and then kissed each other twice on each cheek, since that is the French custom when adults meet people they know. Ahmed Aziz, on the contrary, simply nodded at the girls. Men from Middle Eastern and other Muslim countries will often stand quite close to other men to talk but will usually not touch women.
As I get to know more international friends, I learn more about this cultural "body language". Not all cultures greet each other the same way, nor are they comfortable in the same way with touching or distance between people. In the same way that people communicate with spoken language, they also express their feelings using unspoken "language" through physical distance, actions or posture. English people, for example, do not usually stand very close to others or touch strangers as soon as they meet. However, people from places like Spain, Italy or South American countries approach others closely and are more likely to touch them. Most people around the world now greet each other by shaking hands, but some cultures use other greetings as well, such as the Japanese, who prefer to bow.
These actions are not good or bad, but are simply ways in which cultures have developed. I have seen, however, that cultural customs for body language are very general - not all members of a culture behave in the same way. In general, though, studying international customs can certainly help avoid difficulties in today's world of cultural crossroads!
3.基本要求：
(1)全英文试讲。
(2)设计语篇教学。
(3)有互动环节。
答辩题目
What can students get from this reading class?
How many steps are there in a complete class?
二、考题解析
【教学过程】
Teaching aims:
Knowledge aim:
Students can acquire some useful knowledge about different body languages and realize the culture differences they reflect.
Ability aim:
Students will use the reading skills proficiently.
Emotional aim:
Students will foster the awareness of cross-culture communication.
Key and difficult point:
Key Point: Students will be able to obtain the required information from the text.
Difficult Point: Students can recognize and be interested in the culture diversities.
Teaching procedure:
Step 1: Warming-up
1. Greet the students.
2. Do some actions and let students guess the meaning the teacher wants to convey.
Step 2: Pre-reading
Show the picture in the airport and ask students to predict what is going to happen. Several students will stand up and express their predictions.
Step 3: While-reading
1. Read the text for the first time and students need to check their guessing and find out how many countries are mentioned in this passage.
2. Read again, then complete the table with the detailed information they have found. The answers will be checked together.



1.What can students get from this reading class?
2.How many steps are there in a complete class?.
3 问答题 0分
高中英语?词汇
一、考题回顾
题目来源1月5日 下午 太原市 面试考题
试讲题目1.题目：
2.内容：
I am always the first one to get to the office. Meetings and phone calls take up a large part of the day.Every minute of the day is filled with urgent matters.By around eight o'clock,I usually find some time to do my own paperwork and answer some personal e-mail.
3.基本要求：
(1)十分钟全英试讲
(2)讲解划线处词汇
答辩题目What will you do if students can’t understand the words you explain?
二、考题解析
【教案】
Teaching aims:
Knowledge aim:
Students are able to master the meaning and the usage of underlined words and know the relative words and phrases:get to, take up, be filled with,arrive in/at, occupy,occupation,be full of
Ability aims:
(1) Students can guess the meaning of new words and phrases while reading
(2)After this lesson, students can learn how to use these and relative words and phrases to describe their daily life.
Emotional aim:
Students are able to love learning English after this lesson.
Key and difficult point:
Key Point: master the meaning and the usage of new words and phrases :get to, take up, be filled with,arrive in/at, occupy,occupation,be full of
Difficult Point: understand the meaning of the new words and phrases and use them in their daily life.
Teaching procedures:
Step 1: Warming-up
1. Greetings.
2. Play a video about a person who is busy with his work life and ask students several questions:
What can you see from this video?
Can you describe information in detail using your own language?
Step 2: Presentation
1. Present the paragraph on the PPT. And then ask students to read this passage to guess the meaning of underlined words and phrases. Give students 5 minutes to discuss in the group. And Invite students to give the answers.
2.Then paraphrase these words in English using the pictures. For example, get to means arrive in/at or reach. If something takes up a particular amount of time, space, or effort, it uses that amount. At the same time, present a picture with a man coming the office through the door.
3. Besides introduce the relative phrases, such as take over, take on, take in and so on.
Step 3: Practice
1.Make sentences: ask students to make sentences using the new words. Then correct the grammar mistakes and give the positive feedbacks.
2.Make up a new story: Give students several pictures in disorder and ask them to describe these pictures using the sentences which concludes the new words that have just learnt. Then rank these sentences into a new story. Give students 5 minutes to discuss with their deskmates and then invite several students to share their stories.
Step4: Production
1. Discussion: Ask students to use the words and expressions learnt to describe their daily life with their partner. After 5 minutes, invite several students to share their daily life.
2. Survey: Ask students to make a survey about your classmates’ daily life using three questions in the group. Four person in one group and finish the chart in 10 minutes.Then invite the representatives to make a report for the whole class.



1.What will you do if students can’t understand the words you explain?
2. Do you have the experience in teaching?
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