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1、 高中英语面试试题1.题目：语法教学试讲2.内容：The perfect host is the one who saves his guest from embarrassment whatever the cost. When Edward VII became king of England in 1901, he was already nearly 60 years old. He liked travelling, meeting people, and eating well. In short, he liked having a good time.One evening h
2、e was entertaining the ruler of a small island in the Pacific. The menu included asparagus, which his guest had never eaten before. Asparagus is by nature tender and tasty at one end, but gets tougher and difficult to eat at the other end. Usually people leave the part which is difficult to eat on t
3、heir plates.3.基本要求：(1)朗读所给段落。(2)配合教学内容适当板书。(3)针对该段落的划线部分，设计词组使用操练该语法结构的教学活动(4)用英文试讲。(5) 试讲时间:10分钟答辩题目1.Whats the important point in your class, how did you deal with the important port in your class?2. Being a teacher is tired and the salary is not high, why do you choose to be a teacher?二、考题解析【教案】T
4、eaching aims:Students will learn the differences between restrictive attributive clause and non-restrictive attributive clause.Knowledge aims:Students can know some rules of non-restrictive attributive clause.Ability aim:Students can use restrictive attributive clause and non-restrictive attributive
5、 clause to make sentences and communicate with the sentences in their daily life.Students can improve their analyzing ability by reading the passage.Emotional aim:Students will be more interested in English culture after learning this article.Students can increase the awareness of cooperation with o
6、thers by joining in various activitiesKey and difficult point:Key Point: comprehend the differences between restrictive attributive clause and non-restrictive attributive clause.Difficult Point: use restrictive attributive clause and non-restrictive attributive clause to make sentences and communica
7、te with the sentences in their daily life and have the awareness of cooperation with others.Teaching procedures:Step 1: Warming-up1.Greeting2.Show them a video about Edward VII “Who is he?”, while talking with students, use some sentences with restrictive attributive clause and non-restrictive attri
8、butive clause.Step 2: Presentation1.Ask students to open the book and reads the passage and ask students “Whats the main idea of this passage?”.2.Ask students to read the passage again and circle the sentences which are similar to that are shown them before. Then invite a student write down the sent
9、ences on the blackboard.1).The menu included asparagus, which his guest had never eaten before.2).Usually people leave the part which is difficult to eat on their plates.3. Let students discuss the function with group members and then make the conclusion of function and structure of grammar.Function
10、:1).restrictive attributive clause: modify and qualify the antecedent.2).non-restrictive attributive clause: modify and qualify the sentences or part of sentences.Structure: 1).antecedent+which+restrictive attributive clause2).sentence,+which+non-restrictive attributive clauseStep 3: PracticeAsk stu
11、dents use the simple sentences to change into restrictive attributive clause and non-restrictive attributive clause.Step4: ProductionGroup of 5, give students 5 minutes to discuss “what should we do when there are some guests come our home?” and tell them and when they discuss, they need to use the
12、grammar as much as they can. After that, invite some group share their ideas.Step5: Summary and HomeworkSummary: ask a student to the function structure of the grammar and structure.Homework: Try to surf on the Internet and find more information about Edward VII and write down the rules of relationa
13、l words in restrictive attributive clause.【答辩题目解析】1. Whats the important point in your class, how did you deal with the important port in your class?【参考答案】The important point in the class is the teaching of structures and function. In the teaching process, I gave my students time to discover and dis
14、cussed the conclusion on the function and structures so that students could think alone. And I used inductive teaching method, because this teaching method could help students to understand the grammar better and made students involved in our class. And I also used “practice” to consolidate the sent
15、ence structures. At last, the group work was used to make the students use the knowledge their daily life.2.Being a teacher is tired and the salary is not high, why do you choose to be a teacher?【参考答案】Although being a teacher is tired and we can only get low salary, we cant measure a job only with t
16、he money you can get.First, teaching is really great and its very important to children and our country. When I help the students and see their progress, I feel happy from deep of the heart.Next, I have the goal to be a teacher. We can meet a lot of challenges in teaching, such as the teaching methods, arrangement of class and dealing with
