教师资格证初中英语面试真题集定稿版

真题21-词汇教学一、内容A: Excuse me? Is there a library around here?B: Yes. It’s in front of the post office.A: Where’s the park?B: The park? Oh, it’s across from the park.A: Where’s the pay phone?B: It’s next to the post office.基本要求：(1)朗读所给对话(2)配合教学内容适当板书(3)针对划线部分的介词短语，设计相应的词汇运用教学活动。

(4)用英文试讲(5)试讲时间：10分钟二、教案Teaching Aims Knowledge and skill aims:Understand the passage about＂There be structure＂and＂Where questions＂.Students master the words and phrases of the preposition of places: around, in front of, across from, next to. Learning ask for and give directions on the street and can use it in the real situation.Ability Aims:Students can use＂There be structure＂, ＂Where questions＂and preposition of places in a real situation, and their s peaking and listening abilities could be improved.Emotional Aims:Students’ ability of cooperation can be cultivated.The key points:Students can master＂There be structure＂,＂Where questions＂and prepositions of places to ask and answer questions.The difficult points:The prepositions of places: around, in front of, across from, next to.Students can use＂There be structure＂,＂Where questions＂and prepositions of places in a real situation. Teaching proceduresStep 1: Warming up & Leading inAfter greeting, the teacher will tell students some riddles about＂library, post office, park, payphone＂, let the s tudents say them out.Step 2: PresentationShow a picture of the school neighborhood to the students, and ask them where the library, post office and park are i n the picture? Students will get＂library, post office, park, payphone＂from the picture. And point them out. Step 3: PracticeStudents do the match work on the book: Match the sentences with the pictures and write each number in the box. Three people in a group to act out the prepositions of places by actions.Listen to the conversation and fill in the blanks with the words in the box. P air work: Listen to the tape and follow it, then make a new conversation.Step 4: ConsolidationGroup work: five students together to draw a map of the school neighborhood. Then showing on the stage and using t oday’s sentence patterns to present it to others.Step 5: Summary & homeworkStudents summarize what they have learned and the teacher makes supplement timely. Taking some photos of your l iving neighborhood and present it to your friends in the next class.Blackboard三、试讲稿 Good morning dear judges. I’m NO. 1 candidate. My topic is:＂Is there a library around here?＂May I start my p resentation? Thank you.Step1: Warming up & leading inGood morning my class. How are you today? Fine, great, awesome. Are you ready for our new adventure in today’s c lass? Excited! Good, I’m excited, too.Before the new lesson, I will let you guess some places. Are you ready? First, it’s a building, a lot of books in it. But t hey don’t sell them, you can borrow books or read them in the room. What is that? Good. My class, you are very smart, it is a library. Next, listen! it’s also a building. You can mail things there to other places. You can buy stamps a nd postcards there. Do you know what is that? Awesome, it is the post office. Next one. This is a big place. There are many flowers and trees. In the morning, there are many people doing morning exercises. In the evening and weekend, there also are many people who spend time together there. Do you know what is that? Yes, this is the park. T he last one, this is a very small place. Some of them look like a big box, some look like a big umbrella. When you need to call somebody, but you forgot to take your mobile or you have no power or no balance on yours, you need it. W onderful, it is the payphone.Step2: PresentationAll of you did good job. Now, let’s look at the map.Can you tell me where is the library? Yes, it is here. Where is the park? Good job, this is over there. Where is the post office?Yes, it is there. And where is the payphone? Wow, you got them all. Good job, everyone!Step3: PracticeNow, let’s do a matching task. Open your book on page 44. Look at the exercise 2A. Match the pictures with the following sentences and write a number into the box. And then some of you share your answer. Three minutes for you. Clear?Good, let’s b egin. Time is up, everyone! Who wants to share your answer? Wow, so many hands. whom should I choose? How about using hot potato? Let’s sing the ＂Hello song ＂together, and passing the hot potato one by one, ok? When I say stop, the one gets the potato will come here. Clear? Ok, let’s begin. Wow, Tony, you are so lucky. Come here. Good job, Tony, all correct. Here is a sticker for you. My class, do you understood the meaning of ＂ around, in front of, across from, next to ＂？ Really? Hmmm, I want to test you by actions, now three people in a group, according to my indicator, you and your partners to act out the preposition of places above. Ok? For example, between, one in the middle of the other two. Ok? Understand? Now, listen, first one, you are in front of your two partners. wow, let’s see which group is correct. Good job. Next, you are next to the others. Great! The last one, you are across from your partners. Wonderful!Very done, everyone. Now, let’s listen to the recording and fill the blank on page 44. And then check the answer together. Alright, do you have the answer? Now let’s check it on the screen. Do you make it out? Awesome, everyone. Now let’s listen to the conversation again and read it aloud. Then practice with your partner. I will ask some volunteers to make a show. Are you clear? Ok, let’s start. Time’s up, everyone. Which pair want to show your conversation? Lily, and your partner. Come to the front. Now, listen. Do you like their performance? nice try. Here are the stickers for you. next? Sam and your partner, please. Well done, Sam, your pronunciation is very nice. Here are the stickers. Thank you, go back to your seat. Wow, my class, you are all wonderful.Step4: ConsolidationPreposition of places:aroundin front ofacross fromnext toSentence structures: Where...? There is/are...Our school need a map for direction. Now, work with your group to draw a map of our school neighborhood. You have to show different buildings, roads and streets on the map, then make a report. While your presentation, use today’s content. Let’s see which team have good performance. Now, ten minutes to prepare. Let’s begin. All right, Time’s up, are you ready? Now, group 1, please. Wow, it looks so nice. Right, everyone? Good job. Be careful when you say＂phone＂, your upper teeth need to touch your under lip. Next, Group 2. Cool, it looks good. Now, please present your work. Super, your team makes it in every detail. Very good. Next, Group 3, You all did a good job. Now, I’m sure that you all know how to say these words and sentence patterns correctly. Good job.Step 5: Summary and homeworkHow Time flies! hope you enjoyed our class today. Before the end of the class, who can help us summarize what we h ave learned today. Who wants to be a volunteer? Ok, Jason, please. Excellent. As Jason said we know how to ask for and give directions on the street. And be careful about how to use the prepositions of places, ok? Yes, very good. A re you interested in today’s activities? Are you interested in English today? I’m sure you are, boys and girls. Keep t his feeling, because interest is the best teacher. Now, here is our today’s homework, After class, design a map of your dreamed school, and share in the next class, ok?Great, See you next time, everyone.That’s all for my presentation. Thanks for listening. May I clean the blackboard?四、答辩1.What teaching methods are used in your class?Today’s topic is＂Is there a library around here? ＂It is about how to ask for and give directions on the street. According to this topic they offered.4 In this class, I designed activities such as individual work, pair work, group work. Individual work: there are guessing game, matching task, dictation task. Pair work: there is role play. Group work: there is an action game, design map. Those activate by using the following teaching methods: there is discussion method, exercising method, task-based language teaching. The aim is for students centered, let the students study actively, and lead the students to learn to ask for and give directions on the street in real life. Meanwhile, the students can utilize these words and sentence patterns in the real situation.2.How do you organize students to make a survey?Today’s topic is “Is there a library around here?”A ccording to this topic they offered, in this class, I designed the activity－group task just like this: five students in a group, they need to draw a map of the school neighborhood, and t hen make a clear direction. First, I’d like to let students understand what they should do in the task. Then divide the s tudent into groups, four or five students in a group. Then let them discuss how to do this task step by step, make a report, and have to use what we learned in the class. To finish this task, I will offer them ten minutes, then let the team leader come to the front, and present their result in English.。

真题24-语篇教学一、内容These days, mobile phones are very common all over the world. In fact, it is thought that in some countries, these are more mobile phones per person than normal telephones.Mobile phones are mostly used to keep in touch with other people. But what makes a good phone?A mobile phone has many advantages. First of all, it is very small and light, which makes it easy to carry. This is an important feature nowadays. . .基本要求:(1) 请朗读一遍材料(2) 配合教学内容适当板书(3) 针对所给材料的文体，设计讲解议论文结构的教学活动(4) 全英试讲10 分钟二、教案Teaching AimsKnowledge and skill aims:Students can grasp the general idea of the whole passage by skimming. Students learn the writing style of the passage.Ability Aims:Students’ reading skills will be strengthened by skimming, scanning and inte nsive reading. Students can use the context to guess the meaning of words and improve their reading skills.Emotional Aims:Students learn to how to use the mobile phone propriety. Students can understand teamwork spirit.The key points:Students learn to improve reading strategies like skimming, guessing between lines and so on. Students can use the context to guess the meaning of words.The difficult points:Students can use the proper words and phrases to talk about invention in real life. Teaching proce dures Step 1: Warming up & leading inAfter greeting, the teacher will show the students some pictures on the PowerPoint. And asking some questions related to the picture.Such as: What can you see in the picture? Do you want to have it? Why or why not?Step 2: Pre-readingShow a mobile phone to students. Then let students guess what the passage is about?Step 3: While-readingSkimming the passage to confirm the last step’s guessing.Scanning the passage to find out what the main idea of each part is. And finish the following matching exercise on the book.Intensive reading: complete the sentences using words and phrases from the passage. (On page 44). Let students observe the structure of the passage and teach the elements of argumentation.Step 4: Post-readingGroup work: five students in a group, talk about the disadvantages of mobile phone, then present the group opinion on the stage. They have to use today’s sentence pattern in the presentation.Step 5: Summary & homeworkStudents summarize what they have learned and the teacher makes supplementary. Write a paper what kind of things do you want to invent? Why? and share it in the next class.Blackboard三、试讲稿Good morning dear judges. I’m NO. I candidate. My topic is: "mobile phones" May I start my presentation? Thank you.Step 1: Warming up & leading inGood morning my class. How are you today? Fine, great, awesome. Are you ready for our new adventure in today’s class? Excited! Good, I’m excited, too.Before the new lesson, I will show you some pictures. what can you see in the picture? Yes, there are a computer, a TV set, a car and a telephone. What do you want to have? Why? John, please. Wow, you want to have a computer. Why? You can play computer games. Don’t play too many computer games, take good care of your eyes, ok? Lily, what do you want to have? A car? good, why? You can see the world. Good idea. They say: "read more, walk more. " hope your dream can come true. Sue, can you try?A free telephone? Good idea, then you can call your father when he is working. What else? Sam, please. Nice, a TV set? Why? company your grandmother? What a lovely girl. Wow, nice try, everyone, you guys have a very nice imagination. Super good!Step 2: Pre-readingBoys and girls, what is this? Good, it is a mobile phone. Actually, it is based on the telephone. Can you guess what the passage talks about? Mobile’s history? How to make a mobile phone? Um, maybe. . . New function? Probably.Step 3: While-readingNow, please open your books on 43. Let’s read the passage together, then let’s see whose guess is right. Very nice voice, boys and girls. Did you get the answer? Yes, this is about the advantages of mobile.Do you remember the main idea of each Paragraph? Now let’s do the matching exercises on the book. Then we will check the answer together. You may have five minutes to do it. Let’s start it, now. Have you finished? Ok, what is Paragraph 1? yes, very well, Sam. ‘Mobile phones are very common all over the world.’ Next, Paragraph 2. good, Lucy, it’s ‘A mobile phone has many advantages.’ Last, Paragraph 3. very well, Tom, it is ‘How the mobile phone was invented.’ Wow, boys and girls, you are all wonderful. Clap hands for you. Good, now, we clearly know the content of this text. Let’s read the text again. And then finish the drill on page 43 of your book. Are you clear? Now, you may have five minutes to work on it. Time’s up, everyone. Can I invite any volunteers to share your results? Wow, you got all of them."Hooray! ~~~" Good job, everyone!Let’s read the passage for the third time and this time pay attention to the structure. 3 minutes for you. Ok, time’s up. So, have you found that the first sentence is an opinion? And the other sentences are reasons to prove the opinion. This kind of passage is called argumentation. Are you clear?Step 4: Post-readingBoys and girls, I’d like you with your group members to talk about the advantages of mobile phones in daily life, then present the group opinion on the stage. Are you clear? Ok, let’s start. Time’s up, everyone. so many hands. whom should I choose? How about using hot potato? Yes, it is a good idea. Let’s sing the "Hello song" together, and passing the hot potato one by one, ok? When I say stop, who gets the potato will be is the lucky dog. Clear? Ok, let’s sing to gether. Wow, Tony, you are so lucky. You and your partners come to the front. Boys and girls, do you agree with them? Very nice try. Here are the stickers for you all. Who wants to be next?Summer and your group, please. Well done, Summer, your pronunciation is very nice. Here are the stickers. Thank you, go back to your seat. Wow, boys and girls, you are all wonderful. All of you did a very good job. Clap hands for you.Step 5: Summary and homeworkHow Time flies! I hope you enjoyed your class today. Before the end of the class, I need some students to help us summarize what we have learned today. Who wants to be a volunteer? Ok, Jason, please. Excellent. As Jason said we know how to use the proper words and phrases to talk about invention in real life, o k? Yes, very good. Are you interested in today’s activities? Are you interested in English today? I’m sure you are, boys and girls. Keep this feeling, because interest is the best teacher. Now, here is our today’s homework, after class, write a paper about what kind of things you want to invent? And why? Then share it in the next class, ok? Great, that’s all for today’s class. See you tomorrow, everyone.That’s all for my presentation. Thanks for listening. May I clean the blackboard?四、答辩1. Please talk about your blackboard design.The whole article revolves around the mobile phone. According to this content, I design this lesson for reading class. First, I showed some pictures on the board, then let the students answer some questions according to the pictures. The questions introduce the topic with related inventions and review the related vocabulary. So, I showed the pictures with the words. Second, analyze each paragraph of the passage, then summarize the main content of each paragraph with the student s. Then write down the main idea on the blackboard. It is for the convenience of students’ understanding of the passage. The characteristics of writing on the blackboard: it is organized and clear. Especially, it is easy for summarizing the main content of this class. Every student can summarize by their own words without misunderstanding.2.Why did you design your post-reading activities in this way?Today’s topic is "the mobile phone ". This topic is very modern and closed to our daily life. First of all, after the students understand the content of the whole article, they would have many opinions want to share with each other. So, allow them to exchange different ideas, they can easily use the words and phrases we learned in the class. In this way, it is easily improved the students’ oral practice ability. The advantage of group work is that deepen students’ understanding of what is not easy to understand in this article. And exchanging their ideas with each other. Enhance mutual understanding and enha nce the sense of teamwork. With the topic---mobile phones, the students can speak freely. They can also quickly get involved in group activities.。

真题4（口语教学）一、内容－Did you go to the zoo?－No, I went to the aquarium.－Were there any sharks?－No, there weren’t any sharks, but there were some really smart seals.基本要求：(1) 朗读对话(2) 根据所给材料设计一节口语课(3) 设计相关的教学活动(4) 时间为10分钟二、教案Teaching aims//Teaching objectivesKnowledge aims:(1) students are able to understand the dialogue with the help of the tape and pictures.(2) students can master the sentence patterns＂Did you go to... ? Yes/No, I went to...＂and＂Were there any...? Yes, there were. / No, there we ren’t. But there were...＂.(3) students can review the Simple Past Tense.Ability Aims:(1) students are able to talk about where they went and what they saw with others in their daily life.(2) students’ ability of listening and speaking can be improved.Moral aims:students’ interests in learning English can be aroused. They are also encouraged to walk around to broaden their horizons.Teaching key point:students are able to talk about where they went and what they saw with others in their daily life.Teaching difficult point:students can grasp the pronunciation of＂aquarium＂.Teaching proceduresStep 1 Lead inHave a free talk with students about where we went on vacation to lead in today’s lesson.Just like this: Everybody, the vacation is over. Did you have fun? Well, I also had a good time because I went to the amusement park. What about you? Where did you go on vacation? Kate please, oh, you said you went to the beach. Wow, that’s a good place. John please, you went to a museum? What did you see? Oh, you saw lots of beautiful arts in the art museum. Very good. Lily, what about you? You went to a cinema. Great.Step 2 PresentationShow a picture of Oliver and Mike and create a situation: Look, who are they? Yes, they are our good friends Oliver and Mike. And, where are they? Cindy please, they are in a zoo, good answer.Oliver told Mike that he wanted to go to the zoo for vacation. So, did Oliver go to the zoo? Let’s listen to the recording and find the answer. Let’s get started. //The recording is over. In the dialogue, Mike asks Oliver＂Did you go to the zoo?＂(板书句型），what’s Oliver’s answer? Tina, you are the first to raise your hand. No, I went to the aquarium. (板书句型） Well done, you listened very carefully.Show a video of the aquarium and have a brainstorm. Just like this: Class, do you know the aquarium? Not sure? It’s okay. Let’s enjoy a video! //The video is over. The place in the video is called＂aquarium＂. Follow me, aquarium, aquarium. Good reading.In the aquarium, what can we see? Why not have a brainstorm about it? Boys and girls have a PK, OK? Here we go. Sharks, dolphins, seals, tortoise, fish...Wow! Boys win! Congratulations! Girls keep fighting. Listen to the recording again (此处可示范朗读对话）and tick the animals Oliver saw in the aquarium. Explain the sentence patterns.Step 3 PracticeRead after the tape (此处也可示范朗读对话）and then role play the dialogue.According to the places and pictures on the PowerPoint, students work in pairs to ask and answer with new sentence patterns:＂Did you go to... ? Yes/No, I went to... ＂＂Were there any... ? Yes, there were. / No, there weren’t. But there were...＂Then ask some students to show their dialogues.Step 4 ProductionSay: Class, suppose one of your group members went to the zoo. And he/ she saw a lot of animals. So what animals were there? 4 students as a group to make a new conversation using the sentence patterns we learned today. You can ask him/her like this: Did you go to the zoo? Were there...? Clear? Then play a game＂Hot potato＂.Step 5 SummaryAsk＂Everybody, who can summarize what we have learned today?＂Then students summarize and the teacher gives supplement timely. Students are encouraged to walk around to broaden their horizons.Step 6 HomeworkStudents are encouraged to interview their friends about where they went and what they saw. Then show the results to us tomorrow.三、试讲稿Good morning dear judges. I am No. 1 candidate. My topic is zoo. Now I will begin my class.Good morning, boys and girls, how are you today? Fine! Good! Great! I am great, too. Thanks for your asking. Are you ready for our English travel?Boys and girls, the vacation is over. Did you have fun? Well, I also had a good time because I went to the amusement park. What about you? Where did you go on vacation?Kate please, oh, you said you went to the beach. Wow, that’s a good place. John please, you went to a museum? What did you see? Oh, you saw lots of beautiful arts in the art museum. Very good. Lily, what about you? You went to a cinema. Great.Everybody, look at the picture, where are our friends Oliver and Mike? Cindy please, zoo, good answer. Oliver told Mike that he wanted to go to the zoo for vacatio n. So, did Oliver go to the zoo? Let’s listen to the recording and find the answer. Let’s get started. //The recording is over. In the dialogue, Mike asks Oliver＂Did you go to the zoo?＂(板书句型）what’s Oliver’s answer? Tina, you are the first to raise your han d. No, I went to the aquarium (板书句型）. Well done. Class, do you know the aquarium? Not sure? It’s okay. Let’s enjoy a video! //The video is over. The place in the video is called＂aquarium＂. Follow me, aquarium, aquarium. Good reading. In the aquarium, what can we see? Why not have a brainstorm about it? Boys and girls have a PK, OK? Here we go. Sharks, dolphins, seals, tortoise, fish... Wow! Boys win! Congratulations! Girls keep fighting. Class, let’slisten to the recording again and tick the animals Oliver saw in the aquarium. Here we go.＂Did you go to the zoo? No, I went to the aquarium. Were there any sharks? No, there weren’t any sharks, but there were some really smart seals.＂ (此处可示范朗读对话）//Okay, the recording is over. What’s the answer? We should tick... Jimmy please, seals, good work. Everybody, in the dialogue, Mike asks＂Were there any sharks?＂ (板书句型）what’s Oliver’s answer? No, there weren’t any sharks, but there were some really smart seals. (板书句型)Good job, you have a good memory. Class, please look at these sentences.＂Did you go to...＂means you want to check whether someone went to the place. The answer can be＂Yes, I did＂(板书句型）or＂No, I went to... ＂And if you don’t know whether there was something, you can ask like＂Were there any...＂ You can answer＂Yes, there were.＂ (板书句型）or＂No, there weren’t. But there were...＂Are you clear? Okay, let’s read these sentence patterns together.Now open your books. Please listen to the recording and follow it, okay? Pay attention to the pronunciation and intonation. Here we go! (此处也可示范朗读对话）//Wow, you read so fluently and so loudly. I like your voice. Let’s role play the dialogue. I’ll give you 2 minutes to prepare and try to imitate the recording you just heard. Start. //Ding-dong, time is up! Who wants to try? Wow, Alice and Clara, how brave you are! Let’s get started. Everyone, do you like their performance? I like it, too. Let’s applaud for them.My class, this time, look at the places and pictures on the PowerPoint. I need you to work in pairs to ask and answer with new sentence patterns＂Did you go to... ? Yes/No, I went to...＂and＂Were there any...? Yes, there were. /No, there weren’t. But there were...＂5 minutes for you. //Time’s up. Who wants to share your conversation? Wow, Tom and Tony!＂Tom, did you go to the museum? No, I went to the aquarium last week. Were there any seals? Yes, there were...＂Wow, you two made a good dialogue. Any other volunteers? Tina and Lucy please, ... I like your dialogue.My boys and girls, suppose one of your group members went to the zoo. And he/she saw a lot of animals. So what animals were there? 4 students as a group to make a new conversation using the sentence patterns we learned today. You can ask him/her like this: Did you go to the zoo? Were there...? Are you clear? 8 minutes for you. Start.//Ding-dong, time is up. Let’s play a game＂Hot potato＂. Look, this is the potato. Please pass it quickly. Here we go. Stop. Maria, how lucky you are! You and your partners, please come to the stage. You can start.＂Maria, did you go to the zoo? Ye s, I did. Were there any lions? No, there weren’t any lions. Were there any monkeys? Yes, there were... //Please go back to your seats. Everybody, do you like their conversation? Yeah, what a good conversation it is! Let’s applaud for them!How time flies. Who can summarize what we have learned today? The brave boy, please. You said we have learned the new sentence patterns＂Did you go to...? Yes/No, I went to...＂and＂Were there any...? Yes, there were. /No, there weren’t. But there were...＂Good job, you listened very carefully. And we also learned a new dialogue between Mike and Oliver, right?Everybody, after this class, I hope you guys can walk around to broaden your horizons and study hard. OK? Here comes your homework, please interview your friends about where they went and what they saw. Tomorrow I will ask you to show it, OK? So much for today. See you tomorrow.That’s all. Thank you. May I clean the blackboard?四、答辩1、你的导入环节是如何设计的？答：导入环节的主要目的有：一、激起学生对本节课的新知识的兴趣。

真题29-语法教学一、内容A: How often do you watch TV?B: I watch TV every day.A: What’s your favorite program?B: It’s Animal World.A: How often do you listen to music?B: I listen to music every day.A: What’s your favorite song?B: It’s Yesterday Once More.基本要求:(1) 朗读所给对话(2) 配合教学内容适当板书(3) 针对该对话内容，设计相应的语法操练教学活动(4) 用英文试讲(5) 试讲时间:10 分钟二、教案Teaching AimsKnowledge and skill aims:Students are able to grasp the content of this passage. Students are able to master using Adverbs of Frequency.Ability Aims:Students are capable of using what they have learned to make conversation in daily life. Students are able to use the grammar point to describe something in the present indefinite tense.Emotional Aims:Strengthen students’ collaborative learning ability.The key points:Students could use the Adverbs of Frequency to describe things in real life.The difficult points:Cooperative spirit in dealing with others can be improved.Teaching proceduresStep 1: Warming up & Leading inAfter greeting, asking the students: "What do you like to do when you have free time? "And then with the students free talk about “free time activities”.Step 2: PresentationShow a picture of the weekend activities to the students, and ask them what do you like to do? Students will get " watching tv, listen to music, reading, exercise" from the picture.Asking students how many days a week to do something? Fill the chart with the frequency activities. Then present frequency words on the board.Listen to the teacher read the conversation and match the frequency words together. Use the words given to write questions. Then ask and answer them with a partner.Step 4: ConsolidationGroup work: making an interview: ask five people about "what can you do to improve your English? " Fill the chart and use today’s grammar point to make a report to others in the class.Step 5: Summary & homeworkStudents summarize what they have learned and the teacher makes supplementary. Write a short passage to describe what do you often do on weekend, using the grammar learned today.Blackboard三、试讲稿Good morning dear judges. I’m NO. 1 candidate. My topic is:"How often do you watch TV? " May I start my presentation? Thank you.Step 1: Warming up & leading inGood morning my class. How are you today? Fine, great, awesome. Are you ready for our new adventure in today’s class? Excited! Good, I’m excited, too. Boys and girls, what do you like to do when you have free time? sleeping? play computer games? dancing? cooking? wow, boys and girls, that sounds very nice. I hope you enjoy your free time. Today, we’re going to talk about "free time activities"!Step 2: PresentationOk, good, everyone, let’s look at this picture. What are they doing? Sam, please. Yes, he is watching TV. What else can you see? Sue, please. Good, she is listening to mu sic. How about this guy? Tim, please. Very good, he is reading. Last one? Nice, she is doing exercise. Now, boys and girls. Can you tell me do you like watching TV? how many days do you watch TV in a week? 7 days. Ok. Do you like to listen to music? How many days do you listen to music in a week? 6 days. How many days do you reading books in a week? 3 days. How many days do you exercise in a week? 5 days. Boys and girls, here is a chart that needs you to fill it. And then we will check the answer together. Now, give you 3 minutes to fill it. Time’s up. Did you finish? I saw almost everyone get the right answer. According to these numbers, can you write frequent words next to the times? Anyone can share your answer? Good, Summer, you, please. Excellent job. 7 days is always, 6 days is usually, 5 days is often. 3 days is sometimes. Everyone, are you clear?Now let’s do a drill to check whether you get it. I will read the conversation first, then according to the content to match the frequency words together. Are you clear? Now, listen to me carefully. Ok, did you finish? Good, who wants to share? Ok, Tim, have a try, read these sentences one by one, please. Good job, Tim. Did you listen carefully? The answers are all correct. Let’s clap hands f or him. Now let’s read after me the conversation one more time. Very well, boys and girls. Now, let’s read the conversation one more time. And use the words given to write questions. Then ask and answer them with your partner. 5 minutes for you to fill in the blanks and create a new conversation. And then I would like some of you to make a performance. Now, let’s start.so many hands, whom should I choose? How about using hot potato? Yes, it is a good idea. Let’s sing the "Hello song" together, and passing t he hot potato one by one, ok? When I say stop, who gets the potato is the lucky dog. Clear? Ok, let’s sing together. Wow, Tony, you are so lucky. You and your partner come to the front. Boys and girls, do you like their performance? Yes, Very nice try. Here are the stickers for you all. I see all of you did a very good job. Clap hands for yourself.Step 4: ConsolidationBoys and girls, recently our school newspaper is doing a survey about: "what can you do to improve your English? "can you interview your group members and fill the chart, then make a report to present in the class? Five minutes for you to make it. Let’s start. All right, boys and girls, Time’s up, are you ready to show your reports? Now, let’s listen to group 1. Good job. Yes, need to read E nglish books often. Claps hands for them. Go back to your seat. Next, Group 2 comes to the front, please, . . . . . . Good idea, making a friend with an English speaker. Next, Group 3, please. . . . . . You all did a very good job. Now, I’m sure that you a ll know how to improve your English in the right way. Good job, everyone! Keep going!Step 5: Summary and homeworkHow Time flies! I hope you enjoyed your class today. Before the end of the class, I need some students to help us summarize what we have learned today. Who wants to be a volunteer? Ok, Jason, please. Excellent. As Jason said we know how to use frequent words to express doing free time activities in English. Do you agree with him? Yes, very good. Are you interested in today’s activities? Are yo u interested in English today? I’m sure you are, boys and girls. Keep this feeling, because interest is the best teacher. Now, here is our today’s homework, after class, write a short passage to describe what did you do last weekend and share in the next c lass, ok? Great, that’s all for today’s class. See you tomorrow, everyone.That’s all for my presentation. Thanks for listening. May I clean the blackboard?四、答辩1. Can you tell me the differences between "How often. . .? " and "How long. . .? "How long? is used to ask questions about amounts or periods of time.For example: How long have you been waiting? Only for a minute or two.How long have they been married? Oh, for a very long time. More than 25 years.How long. . . ? can also be used to ask about the measured length of something. Study the following: For example: How long was the wedding dress? It was very short, knee-length really.How often. . . ? is more versatile and is used more frequently than How many times. . . ?When you use this construction, you are asking about how frequently something happens. Unlike How many times. . . ? which usually refers to past occasions, How often. . . ? is used to refer to past, present and future situations.For example: How often do you plan to play tennis this summer? As often as possible. Every day, if I can.How often will you visit your mother in hospital? I shall try to visit at least once a week.2.What do you usually do in your spare time?I really like answering this question from time to time, because my spare time keeps on evolving and take different forms and shapes. So here we go "again". My spare time involved searching on the internet, reading, doing housework, playing tennis and studying new skills. Those interests made me understandable, thoughtful, independent, Improve personal ability. For example: searching on the internet and reading can broaden my mind. Most of the time, you cannot expect others to teach you everything in the world. But internet and books as the best teachers, 24 hours stand by you. When you need them, they will give your answer. Maybe it is not the truth, but you can the truth of the world. Doing housework and playing tennis, these two things look like much different. But they all help me be focus on thinking carefully. Specially, listening to the music at the same time.In a word, we need do something inspire our mind, and make our life more colorful.。

初中英语1、题目：语法课；Millie:Mum,what do we need to buy?Mum:We need some chicken,a bag of rice and a packet of salt.Millie:Do we need to buy vegetables?Mum:Yes.Let’s buy some carrots and potatoes.Millie:I want to buy some oranges.They’re Grandpa’s favorite.And we have only an apple at home.We need to buy some too.Mum:OK.We can also buy a few bottles of juice.3.要求：（1）朗读文本；（2）根据划线部分设计运用的语法活动；（3）配合教学内容适当板书；（4）用英文试讲，试讲时间：10分钟。

2、教学简案1.Teaching aims(1)Master the grammar rules of countable&uncountable nouns.(key points)(2)Improve the speaking and listening skills and cultivate learning strategies.(difficult points)(3)Raise the interest in learning English and build confidence to communicate with others.2.Teaching methodsSituational method,TBLT,communicative approach.3.Teaching procedureStep1.Warming-up and Lead-inAfter greeting,say a tongue twister with the students.Shows a picture of“food and drinks”and ask students to answer questions.Step2.Presentation(1)Finish the blanks on the book and read the conversation to check the answer.(2)New words teaching.(3)Introduce the grammar rules of the countable&uncountable nouns.Step3.PracticePractice the conversation with partners.Step4.ProductionHot potato.Step5.Summary&HomeworkFinish the exercise book；find out more uncountable nouns in the text book.4.Blackboard Design3、逐字稿Good morning dear judges,today my topic is What do we need to buy.Now I’ll start my lesson. Good morning boys and girls,how are you today?Oh,you are little tired.How about saying a tongue twister to cheer up?Please look at the screen.Let’s say it together.Peter piper picked a pack of pickled pepper.Pretty easy right?Let’s speed up.Peter piper picked a pack of pickled pepper.Feel better now?Let’s begin our class.First of all,please look at the screen.What food can you see in these pictures?Do you know the answer?There are a lot of food.Like apples,bananas,also chicken and pork.Wow!You know so much about these pictures.Would you like to learn something more?Today,we will learn a new lesson:what do we need to buy.Before we learn something new,I’ll divide you into3groups,you are group red,you are group yellow,you are group blue.Each time you get a correct answer I’ll give you1point.Let’s have a group competition and see which group get more points at the end of our class.Are you excited? Me too!Guys,please open your book.Please fill in these blanks on your book by those pictures.I’ll give you5minutes to finish it.Go.Have you done?Now I’ll read the right answer,please check the answers by yourselves.Millie:Mum,what do we need to buy?Mum:We need some chicken,a bag of rice and a packet of salt.Millie:Do we need to buy vegetables?Mum:Yes.Let’s buy some carrots and potatoes.Millie:I want to buy some oranges.They’re Grandpa’s favourite.And we have only an apple at home.We need to buy some too.Mum:OK.We can also buy a few bottles of juice.Did you get it right?You all get the correct answer.I’m so proud of you.I’ll give each team1 point.Now everyone,can you tell me,what do they need to buy?Mary,you please.Thank you,sit down please.They need to buy some vegetables and fruits,such as carrots,potatoes,oranges and apples.Anything else?Also some chicken,as well as rice and salt,right?And finally some juice! Do you know the meaning of these words?Yes.But now think about this question.Can we count these things?Yes.It’s very easy.How about these?No.So we call these uncountable nouns.How can we count them if we need to know the numbers?Yes,we can use measure words like bag,packet and bottle.Like two bags of rice,three packets of salt,and5bottles of juice.What are the rules?Let’s see.We use plural form of these measure words.Is that clear?Let’s do some practice. Now,let’s do a role play.Suppose you are the owner of a grocery store,and you are going to sell your food and drinks to your customers.What words would you say to each other?Try to make a conversation and practice with your partner.Remember,try to use the new knowledge we learned today?I’ll invite some of you to perform for us later.Clear?Start!It’s your show time.You two please.I love your pronunciation.Guys,did they do a good job?Let’s clap for them. Class,it’s time for fun!Let’s play a“hot potato”game to have more practice.Look,I have a ball in my hand,it’s too“hot”,and you need to pass it one by one.I’ll play some music and when I “stop”,the one with that ball should stand up and tell us your answer,understand?Now let’s have a try.Stop!Jeremy,you are lucky,please tell us what you need to buy.You need to buy two packet of salt and some bottles of juice.How time flies!Class is almost over.Let’s review what we’ve learned today.Who want to summarize for us?Ted,you please.You have a good memory.We’ve learned some countable and uncountable nouns.It seems that group blue is the winner.Congratulations!You will get a gift after class.Other groups,don’t lose your heart,I believe you will do better next time!Just be brave to open up your mouth and do more practice.OK,boys and girls.Now it’s our homework time!When you go home,finish the exercise book first,and find out more uncountable nouns in our textbook.Am I clear?So much for today, goodbye everyone!2、题目：Does she speak Chinese?Li Xiang:Excuse me,could you please tell me your name?Jane:Sure.My name is Jane.Li Xiang:Do you come from America?Jane:No,I don’t.I come from Canada.Li Xiang:Oh,I have a pen pal in Canada.He can speak some Chinese.Do you like Chinese?Jane:Yes,I do.I like it very much.But my Chinese is not very good.Could you help me with i?Li Xiang:No problem.要求：（1）朗读所给材料；（2）配合教学内容适当板书；（3）针对所给材料内容，设置听力教学活动；（4）用英文试讲；（5）试讲时间:10分钟。

中学教师资格证面试真题考点:初中英语1.题目：2.内容：p, t的发音，浊辅音：sp, st.teacher, place, speaking, star.3.基本要求：(1)讲授p, t的发音(2)全英10分钟试讲(3)适当板书答辩题目1. Do you know some subjects of teaching pronunciation?2. What’s the principles of teaching pronunciation?二、考题解析【教案】Teaching aims:Knowledge aim:Students will master the pronunciation of “p”, “t”,“sp”and “st”.Ability aim:Students will know how to pronounce “p”, “t”,“sp”and “st”in words.Emotional aim:Students can foster the interest and desire of learning English, and be fond of taking part in kinds of class activities.Key and difficult point:Key Point:Students can master the pronunciation of the letters and group of letters.Students will know how to pronounce them in words.Difficult Point:Students can improve their confidence in learning English, and not be afraid of speaking English.Teaching procedure:Step 1: Warming-up1. Greetings. Talk about the weather.2. Show tongue twisters to the students[p] Peter’s plane is plainly painted .Peter is paid plenty to paint planes .[t]Too many teenagers tend to waste their time watching television.Ask them if they can read the tongue twisters as fast as possible. Then they find it not easy to read them fluently and quickly. Later, the teacher can lead in the topic. Today we are going to learn the pronunciation about the letter “p, t”.Step 2: Presentation1. Listen to the recording carefully, and try to find what the listening is about. Meanwhile, circle the words with letter “p”and “t”.2. Listen to the recording for the second time. And try to find rule of the pronunciation of letter “p”and letter “t”, and pay attention to differences of these two letters’pronunciation in the letter group- “sp, st”. They may say that in the words like teacher and play, the letter “p”and “t”are voiceless. However, in the letter groups of “sp”and “st”, they should make a sound . And they pronounce differently.3. Conclude the pronunciation of letter “p”and letter “t”. Tell them that the letter “p”and “t”are voiceless consonant, while in the letter groups of “sp”and “st”, the letter “p”and “t”are voiced consonant.4. Show the pronunciation of these two letters to the students. Ask them to read after the teacher practice.Step 3: Practice1. Play a game named “odd one out”. Read some groups of words for the students. They should listen carefully and say which word is different.For example: sports Spanish stupid spirit2.Ask a few students if there are other words containing the letter “p”, “t”and the letter groups of “sp”and “st”. They may answer “pen, piano,take, talk”, “spell, spring, spirit”, “stand, stay, stop”.3.Play a game named “send words home”. Show others words including the letter “p”, “t”and the letter groups of “sp”and “st”on the screen. Introduce the rule of the game briefly. Then invite some students to the front and write the words down on the blackboard. Check answers later.Step4: ProductionAsk students to make some sentence with the words on the blackboard in groups of 4. After 5 minutes, invite some group members to share their sentences. Give evaluation to them.Step5: Summary and HomeworkSummary: Ask a student to conclude the content of the lesson and summarize with the whole class.Homework: Read the words and the tongue twister to their friends and make more sentences with the target letters.Blackboard design:Pronunciationp:play pot speakingspecialst: teacher toughstarstickvoicelessvoicedpack, pass, pick,tape, tail, team spot,span, spoil staff, stuck,state【答辩题目解析】1. Do you know some subjects of teaching pronunciation?【参考答案】Well, it includes basic pronunciation such as pronunciation of 26 letters, pronunciation of vowels in the stressed syllables, pronunciation of consonant clusters and so on. It also teaches stress of words and sentences. The variation of pronunciations is the important part which deals with liaison, weak form, loss of plosive and assimilation.2. What’s the principles of teaching pronunciation?【参考答案】I think it should focus on the following principles:①Accuracy. It is the primary principle in teaching pronunciation.②Long-tern development. Teaching pronunciation is not just a task for students who have begun to learn, it must run through all stages.③Comprehensiveness. Teaching pronunciation is not teaching isolated speech sounds. All aspects should be included such as phonemes, phonetic symbols, words , sentences, meaning and uses.。

初中英语教师资格证面试真题【写作】1.试讲题目：写作教学试讲【2016年5月】2.内容：Dear Eudora,I am thinking of going on a camping trip in the Northern Territory. But I’ve heard so much about the dangerous creatures in Australia that I’m a bit scared about going out of the city. Perhaps I’d be better staying in Sydney. I know there are lots of interesting things to see there too. What do you think I should do?Bests wishes,Li Haidi3.基本要求：（1）朗读所给段落。

（2）配合教学内容适当板书。

（3）针对该语篇的内容，进行相应的书信写作教学活动。

（4）试讲时间：10分钟。

（5）用英语组织教学。

【词汇】1.题目：词汇教学试讲【2016年5月】2.内容：My young people today care about the way they look. They often buy “designer”clothes because they think they look cool.People also think designer clothes are better made. For example, many people think the right running shoes will make you running faster or player better. Of course, this is not always true. It’s the training -not the trainer-that improve you speed or you score.Most people dress in a way that shows off their personality. But if some of us buy expensive clothes just to look cool. what does that say about us? Maybe it’s just clever advertising.3.基本要求：（1）朗读所给课文。

中学教师资格证面试真题考点：初中英语1、题目：续写作文2、内容：3、基本要求（1）全英文授课（2）讲续写作文（3）要有适当互动（4）适当过程性评价Teaching PlanI Teaching AimsKnowledge aim:Students can use simple past tense to write about some experience in the past. Ability aims:Students will be able to get the main information of the original text.And they can add anending to a storyEmotional aims:Students would like to cooperate with each other and will join class activities to practice theiroral English.II Teaching Key&Difficult PointsTeaching Key Point:They can come up with some of their own experience and share with the class. Teaching Difficult Points:Students can avoid making mistakes while their writing.They can improve the confidence of writing,and not afraid of writing English article.III Teaching Methods:Task-based Teaching ApproachIV Teaching AidsPPT,picturesV Teaching proceduresStep1Warming-upI will play a piece of video from the movie Lost in Thailand and let them think ab out thequestions:How did Xu Zheng's journey in Thailand?And why it happened.Leadto Jerry'sunhappy experience in Saturday.Step2Pre-writing1.Ask them to read the passage on the book and then tell me the main idea of the short dairy.And answer the question:what did he do in the morning?Jerry had a unhappy holiday,in the morning he watched videos,played compute r games and read books2.Brain storm:Cos Jerry didn't have a good Saturday,the ending is not expected to be very happy.List the unhappy experience lost the purse,broke the leg, locked yourself outside the doorStep3While-writingAsk them to finish the according to the discussion above or based on the ir own experience,using simple past tense.While writing,I will ask them to pay more attention to the spelling,gramm ar,and the logic of sentences.Step4Post-writingAfter they finished the writing,I will ask them exchange the writing with their desk mates and modify his or her drafts.Then I will invite some students to read their writing to us,so we can so me suggestions and learn from each other.Step5Summary and homeworkSummary:Summarize their key points listed together with the students Homework:Tell Jerry's experience with your ending to your parents in English.VI Blackboard design答辩参考答案谈论一下你留的作业.Why do you leave the homework in this way?[参考答案]感谢考官提问,本节课的作业是,把自己续写的Jerry的经历,用英文讲给父母听。

真题26-词汇教学一、内容Shop assistant; doctor; actor; reporter; policeman; waiter; bank clerk; student.-My uncle works in that restaurant.-Oh, what does he do?-He’s a waiter.基本要求:(1) 词汇课(2) 讲解如何询问工作(3) 用英文试讲(4) 试讲时间:10 分钟二、教案Teaching AimsKnowledge and skill aims:Students are able to master the new words "shop assistant; doctor; actor; reporter; policeman; waiter; bank clerk; student. "Meanwhile learning the sentence pattern "what do/does. . .do? He/she’s a. . . . " and can use it in the real situation.Ability Aims:Students can use the useful expressions in a real situation and their speaking and listening abilities could be improved.Emotional Aims:Students’ ability to cooperate can be improved and their life goals can be set.The key points:Studen ts can master the new words and use “what do/does. . .do? He/she’s a. . . .” to ask and answer questions.The difficult points:Students can use the useful expressions in a real situation.Teaching proceduresStep 1: Warming up & leading inAfter greeting, asking the students: "What do you want to be when you grow up? "And then with the students talk about “their dreams”.Step 2: PresentationThe new wordsThe teacher shows some pictures to the studentsT: look at this picture. What’s this place?Ss: . .T: good, this is a hospital. Who works here?Ss: . . .T: very good, the doctor works in the hospital.Write down the words (shop assistant; doctor; actor; reporter; policeman; waiter; bank clerk; student) on the board and read the words together. The teacher will let the students read by "N+1", which means when the teacher say once, the students need to say one more time than the teacher said.Practice the pronunciation and spelling by "hung man" game.The teacher will choose one word secretly. According to the number of letters in a word to write several lines on board.Then let the students guess by saying the alphabet. If they know the word, say it out and spelling it. It could help students to practice the words and make the class more interesting.Showing the pictures and having a conversation with the students:T: He is in the hospital. What does he do?S1: He is a.. .T: Good job. She is in school. What does she do? S2: She is a.. .T: Grate.Step 3: PracticeListen to the recording and act it out with their partners.Play the game sentence dragon. This means the first student in each group will ask the second one: "He/She is in.. . What does he/she do? ", and the second should answer: "He/She is a. . . . "Step 4: ConsolidationGroup work: make a survey. Five students in a group to interview their team members about their family member’s occupation by using the key expression "what do/does. . .do? He/she’s a. . . . ". then make a report sharing on the stage.Step 5: Summary & homeworkInterview your friends or family member about their occupation and write down. Sharing your result in the next class.Blackboard三、试讲稿Good morning dear judges. I’m NO. 1 candidate. My topic is: "what does he do? "May I start my presentation? Thank you.Step 1: Warming up & leading inGood morning my boys and girls. How are you today? Fine, great, excited. How about me? I’m excited, too. Thank you for asking. I hope all of you will enjoy our class today, ok?Boys and girls, what do you want to be when you grow up? Singer?! computer operator?! spaceman?!artist?! wow, boys and girls, that sounds very nice. I hope you all can make your dreams come true. Today, we’re going to talk about "jobs"!Step 2: PresentationNow, look at this picture, boys and girls. What’s this place? Sam, you try, please. Good, it is a hospital. Do you know Who works here? Yes, in English we say “doctor”. The doctor works in the hospital. Read after me, doctor. Good. Next picture, What’s this place? Sue, please. Good job, it is a bank. Who works here? Good answer, in English we say “bank clerk”. The bank clerk works in the bank. Read after me, bank clerk. All of you did a very good job, boys and girls. Now, let’s look at these words on the board and read after me by "N+1". Good, boys, please. Now, girls, please. Altogether, everyone. Very well, I love your voice. It’s so lovely. Boys and girls, did you hear our friend Lingling and Wu Yifan are talking. Do you want to know what they are talking about? Now let’s listen to the recording and find out the answer. Are you ready? Listen! Alright, did you get the answer? Tom, please. Is his answer correct, boys and girls? Yes, Good job, they are talking about Lingling’s uncle’s work. Do you know what does he do? Very well, everyone, he is a waiter. When you need to ask about someone’s work, you can use this sentence. Let’s read it one more time.Step 3: PracticeBoys and girls, look at this picture. Where does he work? He is in the hospital. What does he do? Good, He is a doctor. She is in school. What does she do? Very clever. She is a teacher. Now, we will do something exciting. Sentence dragon! ! ! Each of your team members take turns to ask and answer, you have to use today’s words and sentence pattern. Are you clear? This time team B first. Well done, Team B, your pronunciation is very nice. Now, Team A. Wow, boys and girls, you are all wonderful. Clap hands for you.Let’s read the conversation together once again. Then please with your partner to act the conversation out. Clear? Now, let’s begin. Time’s up, boys and girls. Any volunteers to show your conversation? Lily and your partner. Good jobs, boys and girls, your pronunciations are all good. Keep going!Step 4: ConsolidationBoys and girls, do you know our country has a census recently. Do you want to be the census enumerator? Now, let’s do a mini-survey in our class. Five students in a group to interview your team members about their family member’s occupation by using the key expression "what do/does. . .do?He/she’s a. . . . " then make a report sharing on the stage, let’s see which team can do a better job. Now, you will have ten minutes to prepare. Let’s begin now. All right, boys and girls, time’s up, are you ready to show your results? Now, let’s see group 1. Wow, it looks so nice. Right, everyone? Good job. Clap hands for you. Next, Group 2 comes to the front, please present your work. . .. Super, boys and girls, your team makes it in every detail. Very good. Next, Group 3, please. . . . . . You all did a very good job. Now, I’m sure that you all know how to say these words correctly and using these sentence patterns. Good job.Step 6: Summary and homeworkHow Time flies! I hope you enjoyed your class today. Before the end of the class, I need some students to help us summarize what we have learned today. Who wants to be a volunteer? Ok, Jason, please. Excellent. As Jason said we know how to ask and answer the occupation in English. Boys and girls, no matter what your dream is, please keep going, and try your best. I believe, one day, you could mak e it come true. Do you agree with me? Ok! Now, here is our today’s homework. After class, please interview your friends or family members about their occupation and share in the next class, don’t forget to use what we learned today, ok? great, that’s all for today’s class. See you tomorrow, everyone. That’s all for my presentation. Thanks for listening. May I clean the blackboard?四、答辩1. What are the teaching aims of your class?This lesson is about vocabulary and sentence patterns. The teaching aims are as follow:Knowledge objectivesStudents are able to master the new words "shop assistant; doctor; actor; reporter; policeman; waiter; bank clerk; student. "Meanwhile learning the sentence pattern "what do/does. . .do? He/she’s a. . . . " and can use it in the real situation.Ability objectivesStudents are able to know how to ask and answer occupation in daily life and their listening and speaking skills will be improved.Emotional objectivesThe emotional objective is to cultivate students’ ability to com municate with others.Then I suppose the teaching key and difficult points are to master new words and sentences to use them freely and to encourage the students to communicate with others.The key points:Students can master the new words and use "what d o/does. . .do? He/she’s a. . . . " to ask and answer questions.The difficult points:Students can use the useful expressions in a real situation.2.Talk about your blackboard design.The goal of blackboard writing is to make the content of this lesson clearly presented in front of students. Remind students of the main points of the course and make it easy to summarize and review at the end of the course. According to the teaching objectives above. Firstly, vocabulary teaching is carried out and new words are taught in the form of pictures. By matching each word with a picture, students can clearly know the meaning of the word. After that, do some exercises related to pictures and vocabulary. Then practice the words according to the sentence patterns extra cted from the text. Toachieve the role of analogy.This lesson blackboard writing characteristics, simple, clear, easy to understand.。

初中英语教师资格考试面试模考题准考证号：姓名：所在考场：某中学：抽题时间:1.题目：Cambridge, London and England2.内容：Cambridge is a beautiful city in the east of England. It is on the River Cam and has a population of about 12000. There are lots of old buildings and churches to visit. Students and tourists enjoy trips along the river by boat. Cambridge is 80 kilometers from London London is in the south of England and it is on the River Thames. It has a population of about seven and a half million so it is bigger and busier than Cambridge. It is about 2,000years old, and it is famous for Big Ben, Buckingham Palace and Tower Bridge. England itself is a part of an island, and you are always near the sea. The small villages and beaches on the coast are popular for holidays. Tourists like the areas of low and beautiful lakes in the north, and the hills and pretty villages in the south. Everywhere in England you will notice how green the countryside is. It is never very hot in summer or very cold in winter.3.基本要求：（1）指导学生有感情的朗读课文；（2）引导学生理解作者表达的思想感情；（3）根据教学内容，适当设置提问。