本次教資面試試題來源于學員回憶與真實試題存在偏差，僅供參考。

　　高中英語 聽力

　　一、考題回顧

　　二、考題解析

　　【教案】

　　Project Hope

　　Teaching aims:

　　Knowledge aims:

　　Students can know something about Project Hope and other non-profit organizations.

　　Ability aim:

　　Students will improve their listening abilities of getting detail information.

　　Students can develop the skill of prediction.

　　Emotional aim:

　　Students can foster the awareness of helping others.

　　Students will increase their confidence of speaking English.

　　Key and difficult points:

　　Key point:

　　To understand the listening material.

　　Difficult point:

　　To cultivate their awareness of helping others.

　　Teaching procedures:

　　Step 1: Warming-up

　　1. Greetings.

　　2. Show the logo of some famous organizations such as Red Cross, UNESCO, APEC and so on.

　　Ask students to guess them and lead out the topic of the class.

　　Step 2: Pre-listening

　　Show the trailer of Project Hope, and ask them what kind of the project it is? And ask them to predict about what kind of information about the Project Hope may be mentioned in the passage.

　　Step 3: While-listening

　　1. Extensive listening

　　Read the passage for students and ask them to check whether their prediction is right or not. Then invite one student to write the answer on the blackboard.

　　2. Intensive listening

　　Play the tape and ask students to fill in the mind map on the blackboard.

　　Step 4: Post-listening

　　Ask students to do some pair work to introduce their favorite association to the partner. Then invite some them to share.

　　Step 5: Summary and Homework

　　Summary: invite a student to be an assistant teacher and summarize today’s lesson.

　　Homework: ask students to design the logos of their own association.

　　Blackboard design:

　　Teaching reflection

　　【答辯題目解析】

　　1. How can you improve your students listening skills in your class?

　　1.怎樣在你的課堂上提升學生的聽力技能?

　　【參考答案】

　　I will teach them some listening strategies and skills in every step during my teaching procedure to improve my students’ listening skills.

　　In pre-listening, I will play some relative videos or show some relative pictures and ask them to have some predictions, which can improve their skills of prediction. During while-listening, I will play the tape of the listening material twice. At the first time, I will ask them some questions about the main idea of the material to improve their extensive listening ability. At the second time, students should take some notes, and I will ask them to fill the blank or mind map to help them master the detailed information of the material. In this way, students can improve their intensive listening skill.

　　我會在我教學過程中的每一個環節滲透不同的聽力策略與技能，以此來提升學生的聽力技能。首先在聽前的環節，我會通過播放或者是展示與材料相關的視頻或者是圖片讓學生對文章主題進行預測，以此來鍛煉他們的預測與推斷的能力。其次我會在聽中的環節，讓學生聽兩遍。第一遍通過問學生一些關于文章大意的問題來提高學生泛聽的能力。第二遍精聽，在精聽的時候要同學們學會做筆記，以表格或思維導圖的形式來檢測學生對文章細節性信息的把握，鍛煉學生精聽的技能。

　　2. How to design your post listening?

　　2.如何設計一個聽后環節?

　　【參考答案】

　　As pre-listening and while-listening are the steps of input. I will pay more attention to the output during post-listening. I will design a series of communicative activities such as, discussion, survey, role play or debate and ask students communicate with each other by using the target knowledge. I will give them certain time, and divide them into several groups, besides I will give them a certain topic to ensure the activities go on orderly and effectively.

　　聽前和聽中的環節主要是一個知識輸入的環節，所以在聽后的環節我會更加注重學生對所學知識的輸出。我會設計一系列交際性活動，比如討論，調查，角色扮演，辯論等讓學生運用所學知識去進行交流。在進行這些活動的時候，我會給出一定的時間，并且讓學生進行小組交流，之后會確定一個話題確保活動的有效有序進行

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