本次教資面試試題來源于學(xué)員回憶，與真實試題存在偏差，僅供參考。

　　一、考題回顧

　　二、考題解析

　　【教案】

　　Teaching aims:

　　Knowledge aims:

　　(1) Students can master the usage of the appositive clause.

　　(2) Students will grasp the abstract nouns in the appositive clause.

　　Ability aim:

　　After this lesson, students can use this grammar to explain the abstract nouns.

　　Emotional aim:

　　Students are able to get the confidence of learning English.

　　Key and difficult point:

　　Key Points:

　　1) Master the usage of appositive clause and abstract nouns in the appositive clause.

　　2) Use this grammar to explain the abstract nouns.

　　Difficult Point:

　　Be able to get the confidence of learning English.

　　Teaching procedures:

　　Step 1: Warming-up

　　1. Greetings.

　　2. Daily life: Ask student “Do you know what is clone?”, and invite some students to answer this question.

　　3. Lead in the topic of this lesson “Cloning”.

　　Step 2: Presentation

　　1.Ask students to open the book and the teacher reads the passage, and then ask students to read this passage by themselves for 2 minutes to realize what is cloning, at this same time, the teacher writes the two sentences on the blackboard.

　　1)The problem that she later developed a serious lung disease bothered scientists

　　2)Scientists made the decision that Dolly should be put to sleep.

　　2.The teacher asks students to discuss with their desk mates what is the similarity of the two sentences for 3 minutes and then invites some of them to answer it.

　　Structure: abstract noun+that clause

　　3.Tell the students the structure of this kind is appositive clause and appositive clause has an abstract noun in front of it, which explains the content of the noun, in appositive clauses, “that” is a conjunction and does not play any roles.

　　4.Then the teacher asks students to discuss with their desk mates what kind of abstract nouns we can use in appositive clause for another 3 minutes and later invites some of them to answer it.

　　The abstract noun: news, idea, fact, problem, decision and so on.

　　For example: I heard the news that our team had won.

　　Step 3: Practice

　　1.Answer questions: ask students which sentences are appositive clauses on the screen.

　　1) The girls were surprised at the fact that ocean ships can sail up the Great lakes.(appositive clause)

　　2) He is a man that I saw yesterday. (attributive clause)

　　3) I have no idea that she works so hard every day.(appositive clause)

　　Step4: Production

　　1.Divide the class into four groups and ask students to make a discussion with their group mates about the differences between the appositive clause and the attributive clause we have learned before for 6 minutes. Meanwhile, ask students to make some sentences of both kinds.

　　2.Later invites some of groups to share with us.

　　Step5: Summary and Homework

　　Summary: ask a student to summarize the content of the lesson for whole class.

　　Homework: finish the exercise on page 21.

　　一、考題回顧

　　二、考題解析

　　【教案】

　　Teaching aims:

　　Knowledge aims:

　　Students can understand the tone of general question and special question.

　　Ability aim:

　　After this lesson, students can express different tones in different questions in their daily life.

　　Emotional aim:

　　Students will pay more attention to English sentences expressions.

　　Students will be more interested in speaking English.

　　Key and difficult point:

　　Key Point: master the different tones of general questions and special questions.

　　Difficult Point: use these rules to express different tones in daily life.

　　Teaching procedures:

　　Step 1: Warming-up

　　1. Greetings.

　　2. Sing a song “I believe I can fly”.

　　3.Ask students “when we sing this song, which sports celebrity comes to your mind? Some students may be invited to share, then lead in the new topic today.

　　Step 2: Presentation

　　1.Ask students to open the book and find out questions in this article, then invite a student to come to the front and write down their answers.

　　1). What sports do you like doing?

　　2). Do you like watching sports on TV?

　　2.Then read these two sentences for students twice, and ask them which part sounds better. Next let them think why they are different. After 5 minutes, invite several students to share their ideas. 3.Then lead students to make a conclusion of the intonation of general question and special question. (we use raising tone in general question and use falling tone in special question.)

　　Step 3: Practice

　　Activity: Reading

　　1.Ask students to read the general questions and special questions in this article. Then invite some students to come to the front and read the sentences with intonation.

　　2. Ask students to read the lyrics of some famous songs to deepen their impression of the target knowledge.

　　Step4: Production

　　Activity: Role play

　　Ask students work in pairs, one of the student acts as a reporter, the other one acts as a famous star. They need to have an interview with general question and special questions as much as they can. Then invite some of students come to the front to share their conversation.

　　Step5: Summary and Homework

　　Summary: ask a student to read the sentences on the blackboard and conclude the pronunciation rules of general questions and special questions

　　Homework: use these two kinds of intonation to ask questions in their daily life.

　　【答辯題目解析】

　　1. Please introduce the types of intonation and give the examples.

　　【參考答案】

　　There are four types of intonation, falling tone, rising tone, falling-rising tone, and rising-falling tone. We use falling tone in special question, exclamatory sentences, declarative sentences; rising tone in general question, falling-rising tone in disjunctive question, and rising-falling tone in alternative question.

　　2. Why do you want to be an English teacher?

　　【參考答案】

　　First of all, I like this job, and I like to communicate with children. I think children have the innocence and purity that we adults don’t have. When I am with the children, I can feel the innocence and purity from them. Another reason is that teaching is a way for me to make a living. If I love this job, I will do it well with my heart. As we all know, the efficiency of taking the initiative to do something is different from that of doing it passively. So these are the reasons for why I want to be a teacher.

　　一、考題回顧

　　二、考題解析

　　【教案】

　　Teaching aims:

　　Knowledge aims:

　　(1) Students are able to understand the content of the passage.

　　(2)After this lesson, students can know the writing style of film critics and know more information about “Crouching Tiger, Hidden Dragon”.

　　Ability aim:

　　Students can use different basic reading strategies like predicting, grasping details correctly in their reading process.

　　After this lesson, students can evaluate the film “Crouching Tiger, Hidden Dragon” objectively.

　　Emotional aim:

　　Students are able to love Chinese traditional culture.

　　Key and difficult point:

　　Key Point: understand the content of the passage

　　Difficult Point: use this different basic reading strategies to deal with different reading questions.

　　Teaching procedures:

　　Step 1: Warming-up

　　1. Greetings.

　　2. Play a video: The teacher show the fragment of “Crouching Tiger, Hidden Dragon” and ask students if they know anything about the film.

　　3.Then tell students this fragment is about two main characters. Then lead in the topic of today: “Crouching Tiger, Hidden Dragon”.

　　Step 2: Pre-reading

　　1. Ask students if they know the background of the movie. Then ask one student to answer the question.

　　2.Give evaluation to the students, then tell students the background of the film.

　　The film tells the story of a generation of heroes, Li Mubai, who has withdrawn from the all corners of the country. He entrusts the confidante, Le Xiulian, to bring his Qingming sword to the capital, and presents it as a gift to the Baylor collection. The fact that Li Mubai’s retreats from the all corners of the country actually causes more grievances.

　　Step 3: While-reading

　　A. Extensive reading

　　1.Let students to read the passage for the first time. Ask students a question: What do you think this article might be chosen from?( This passage may be chosen from a movie magazine.)

　　2.Then let one student answer the question and give evaluation.

　　B. Intensive reading

　　1.Let students to read the passage for the second time. Write down two questions on the blackboard:

　　1).What kind of details are mentioned in the film?

　　2).Please find the down side of the film.

　　2.Then invite two students to answer these questions separately and give evaluation. Write down the right answer on the blackboard.

　　1).The film details the theft of the Green Destiny, the romantic and political intrigues that ensue, and the major characters life quests.

　　2).Lee seems to be so in love with his compositions and conceits that the film slows to a crawl in some sequences.

　　Step4: post-reading

　　1. Retell the film according to the key details on the blackboard.

　　2. Make Discussion: Ask students to talk about which character do you like best, and why?

　　Step5: Summary and Homework

　　Summary: ask a student to conclude the content of the lesson and summarize with the whole class.

　　Homework: Watch this movie completely and try to write a short films critics.

　　【答辯題目解析】

　　1.How did you evaluate the performance of students in the class?

　　【參考答案】

　　Students are unique and developing individuals. And they are eager for teacher’s approval and encouragement.

　　Therefore, in my class, as long as students shared their answers actively, I would give them positive and reasonable evaluations, for example, “Your pronunciation is improving”, “You found the answer so fast”. If students made mistakes, I encouraged them like “You are very brave” “Think it over and try again.” and guided them to get the right answer. In this way students will not lose their confidence in learning English and will be more active in my class.

　　In the future, I will try my best to find more methods to encourage my students to let them study actively.

　　2. What’s your key points?

　　【參考答案】

　　The key points is that students can understand the content of the passage.

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