提醒：点这里加小编微信（领取免费资料、获取最新资讯、解决考教师一切疑问！）
答辩，是在试讲或说课后考官通过几个问题进一步考察考生是否具备或潜在地具备教师岗位所需的能力，它包括专业素养及综合素养。这些问题往往围绕考生的试讲或说课而提出，考察考生的活动设计意图、活动实施方法或效果等。它们也可能关于考生的个人信息、英语专业知识的掌握或是课堂组织策略等。考生需要明确每类题目的作答思路，在此基础上，自信、真诚并有条理地答题。
以下为牛津版八年级下册Unit 2 Travelling阅读课设计答辩问题：
1. What is the purpose of the three questions in the group discussion of post-reading?
(1.在读后环节的小组讨论活动中，设置的三个问题的目的是什么?)
【Suggested version】
In the group discussion of post-reading, I set three questions: Have you ever been to some place to take on a vacation? What did you do there? Introduce your trip in detail. How did you feel about the trip or what did you learn from it? These three questions are different aspects of the topic of travelling, and they refer to students’ life experiences, so they can draw their attention and then increase their participation. Besides, as the answers to these questions make up a comparatively complete introduction of a travel experience, they tell students from which aspect they can describe their trip, as well as inspire them to treat questions from a multi-perspective view. In addition, from describing things or experiences to talking about inner feelings, these three questions proceed from the surface to the centre. They play an important role in enlightening them on the meaning of travelling and making them fall in love with it eventually.
【参考答案】
在读后环节的小组讨论活动中，我设置了三个问题：你曾去过某个地方度假吗?你在那里做了什么?具体介绍一下你的旅行。对于这次旅行你的感受如何或你从中学到了什么?这三个问题是围绕旅行的话题的不同方面展开的，它们涉及学生的生活经历，能够吸引学生的关注，提高课堂参与度。将这三个问题答案组合，就成了对于一次旅行经历较为完整的介绍，所以它们能够告诉学生在介绍旅行经历时可以从哪些方面展开描述，同时启发学生从不同的角度看待问题。除此之外，这三个问题从描述事件、经历到谈内在感受，由表及里、层层递进，最后能够使学生得到思想升华，感悟旅行的作用和意义，并真正爱上它。
2.Which step in your teaching design can reflect the independent inquiry ability that New Curriculum Standard demands?
(2.你教学设计中的哪个环节体现了新课标要求的培养学生的自主探究能力?)
【Suggested version】
In my teaching design, the steps of pre-reading and while-reading function as cultivate students’ independent inquiry ability. In pre-reading, I encourage students to guess the main content of the passage according to some pictures about Disneyland, leading them to think and to predict actively based on prompts. After getting different predictions, I won’t show them the right answer immediately, but ask them to read the passage and find the rational answer themselves. In while-reading, I design activities of answering questions and completing notes, instructing students to have a comprehensive understanding of the passage through fast reading and careful reading. Spur them to think positively so as to find out the correct answers and finish tasks independently by praising them at the appropriate time.
【参考答案】
我的教学设计中，读前和读中两个环节体现了培养学生的自主探究能力。在读前环节，我启发学生根据图片猜测文章主要内容，引导学生根据线索，积极主动思考预测，并且在得到不同猜测后，我并不直接公布正确答案，而是让学生通过读文章，自己发现合理答案。在读中环节，我设计了回答问题和完成图表这两个活动，引导学生通过快速通读全文和仔细阅读文章的方式，在全面把握文章内容的基础上，主动思考，找到问题的答案，自主完成任务。
关注微信公众号xreduv了解最新考试资讯，加QQ群245394720定期发免费辅导资料。教师编制考试内容广泛，考生往往无从下手，抓不住重点。推荐报名教师编制考试笔试网校高清课程(点击购买，随报随学，不限时间次数。免费试听)进行系统学习。关于教师编制考试相关最新资讯或备考点击进入备考专题。
提醒：点这里加小编微信（领取免费资料、获取最新资讯、解决考教师一切疑问！）
