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2017 下半年教师资格证高中英语面试真题第一批二、考题解析【教案】 Teaching Aims Knowledge aim: Students will recognize the liaison in the target passage and memorize the liaison rules. Ability aim: 1. Students can work out the liaison rules through listening, pair work and the guidance from the teacher. 2. Students can apply the liaison rules into practice and express themselves in a more idiomatic way through imitating, speaking and reading. Emotional aim : After this lesson, students will be more confident in speaking English. Teaching Key &Difficult Points Key point: Students can master the liaison rules. Difficult point: Students can apply the rules into practice. Teaching procedures: Step 1: Warming up 1. Play the music video Father issued by Guitar Cover and have a free talk about “the impressive story between you and your father”. 2. Ask the students to think over the question: what have you done for your father. Step 2: Presentation 1. Ask the students to read the passage on the textbook aloud after the tape and ask why you can’t catch the speed of the tape. Explain there are some liaisons in the passage.

2. Ask students to circle all of the liaison in the target material through listening to the tape. 3. Ask students to work in pairs to find out the rules of liaison by classifying whether a word is ended with a consonant and the following word is initiated with a vowel. 4. Lead the students to read the liaison after the teacher and tell students liaison happens when a word is ended with a consonant and the following word is initiated with a vowel. Step 3: Practice Ask the whole class to read after the tape several times and try to imitate, then some students will be invited to have a competition to read the passage to the class, and others justify who reads faster. Step 4: Production 1.Present them another piece of passage and ask them to work in pairs to underline the liaison inside and try to read it fluently. Afterwards, the standard edition will be presented. 2.Funny dubbing: a part of the movie Despicable Me is presented for students to imitate, practice and compete for the best voice actor. Step 5: Summary & Homework 1. Ask students to summarize and memorize the liaison rules. 2. After class, choose their favorite part from their favorite movie and do the voice acting job. IV Blackboard design

二、考题解析【教案】 Teaching aims: Knowledge aim: students will know more about British coffee culture. Ability aim: students can catch some detailed information about the passage. Emotional aim: students will appreciate different culture. Key and difficult point: Students will get the general idea of this passage. Students can express their ideas about the topic. Teaching procedure: Step 1: Warming-up Greet the students. Have a free talk with them and ask them if they drink coffee.

Step 2: Pre-reading Play them a short video to introduce British tea culture, and fill them in with the information that Britain has a long history for tea culture to give them some background information for the passage understanding. Step 3: While-reading 1st reading: give them 2 minutes to read the passage quickly to get the general idea of this passage and invite some students to share their answers. 2nd reading: leave the question to them--what is the stereotype and truth about British people? And give them 5 minutes to read the passage carefully to find the answers. After 5 minutes, invite some students to share their ideas. And then divide them into groups of 4 to find the evidence from the text to support their ideas. Step4: Post-reading Activity 1: invite two students to retell the passage according the clues on the blackboard. Activity 2: divide them into groups of 3 to talk about China food culture. Step5: Summary and homework Invite a student to make a summary then leave them the homework-search online for the development of coffee culture in China. Blackboard design:

二、考题解析【教案】 Teaching aims: Knowledge aim: students will recognize the structure and grammar meaning of appositive clauses. Ability aim: students will be able to apply appositive clauses in their daily use. Emotional aim: students will cultivate the awareness of protecting the environment. Key and difficult point: Students will master the structure and grammar meaning of the appositive clause. Students can tell the difference between appositive clauses and attributive clauses. Teaching procedure: Step 1: Warming-up Greet the students. Have a short review about attributive clause from last class. Then ask students to compare the two sentences below and lead to the new lesson for the appositive clause. The news that my father told me yesterday made me cry. The news that my father won the game made me cry yesterday. Step 2: Presentation Ask students to read the above material first, then invite them to share their understanding about the two “that”clauses. Then try to find the structure with them together: the two that clauses(appositive clauses) here explain the noun “doubt” and show the meaning of it. Another example of this is that “The news that my father won the game made me cry yesterday.”Here, “that my father won the game” is actually the content of the news. The function of it is not to modify the noun but to show the content of it which is different from the attributive clause. Step 3: Practice 1.Find the attributive clause in the material and rewrite it to an appositive clause: “ it is human activity that has caused this global warming ”---”it is human activity that we drive too many cars that has caused this global warming” 2.List some sentences on the screen and ask students to tell which are attributive clauses and which are appositive clauses. Step4: Production Divide them in groups of 4 to have a discussion about what can we do to help the global warming and give them 5 minutes to discuss. Show them an example as: I hold the idea that promoting the public transportation system will encourage more people travel less by private cars. The news that the government is putting money on clean energy is also helpful. Step5: Summary and homework Invite a student to make a summary then leave them the homework-search online for 5 common nouns which often appear in the appositive clause. Blackboard design:

二、考题解析【教案】 Teaching aims: Knowledge aim: students will master the structure and grammar meaning of passive voice. Ability aim: students will be able to speak or write in passive voice. Emotional aim: students will understand the importance of teamwork.. Key and difficult point: Students will master the structure and grammar meaning of passive voice. Students can apply the grammar in their daily speaking. Teaching procedure: Step 1: Warming-up Greet the students. Show them a sentence: Cambridge University Press published this book. And have a short review about the active voice.

The active voice is the typical word order. We put the subject (the topic or the theme) first. The subject is the ‘doer’ or agent of the verb. And tell them that we can also rewrite this sentence into “This book was published by Cambridge University Press.” and lead to the new lesson. Step 2: Presentation 1. Take the above sentence as an example, and analyze it with the students together:In the passive, the person or thing that the action was done to becomes the topic or theme. We can leave out the ‘doer’ or agent, or we can place the ‘doer’ in a prepositional phrase (by + ‘doer’). 2. Show the sentence “It is reported that many a house is being built at present in the disaster area.” and ask them to talk about the two passive forms. And complete the table with them together. Step 3: Practice Then show the sentence “It is reported that many a house is being built at present in the disaster area.” and ask them to add up the doers in this sentence. Step4: Production Ask them to work with their desk mates and to describe their daily activities with each other. And passive voices need to be applied. And after 5 minutes, invite some pairs to share their answers. Step5: Summary and homework Invite a student to make a summary then leave them the homework-come out or more examples of passive voice in different tenses. Blackboard design: 第二批

二、考题解析【教案】 Teaching aims: Knowledge aim: By the end of the class, students will know some key words about environment protection, such as suffer form, reusable shopping bags, do harm to and so on. . Ability aim: Students’ writing ability of expressing their opinions can be improved by the end of the class. Emotional aim: Students will foster the awareness of .protecting environment. Key and difficult point: Students will improve their writing ability. Leading students to think about things beyond their real life. Teaching procedure: Step 1: Warming-up Greet the students. Watch a short video about pollution and share their opinions about this issue. Step 2: Pre-writing 1.Tell students we would write an article and the topic is environment protection. 2.Show students a passage and try to find out the bad effects of cigarette and plastic pollution. 3.Run a brainstorming activity and have a discussion: ask students the question as follows: What should we do to prevent the environment protection? They can change their ideas with their partners. After the discussion, I would pick

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