2017下半年小學(xué)英語(yǔ)教師資格面試真題第2批

更新時(shí)間：2018-01-17 14:15:17 來(lái)源：環(huán)球網(wǎng)校

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摘要　　【摘要】小編給大家?guī)?lái)2017下半年小學(xué)英語(yǔ)教師資格面試真題第2批，希望對(duì)大家有所幫助?！　《⒖碱}解析　　三、【教案】　　Teaching aims:　　Knowledge aim: Students can understand and use

　　【摘要】小編給大家?guī)?lái)2017下半年小學(xué)英語(yǔ)教師資格面試真題第2批，希望對(duì)大家有所幫助。

　　二、考題解析

　　三、【教案】

　　Teaching aims:

　　Knowledge aim: Students can understand and use the sentence structure “What is he/she like?” “He/She is..... ”.

　　Ability aim: By making dialogue and doing exercise, students can improve their listening and speaking ability.Students can also use the sentence structure to describe people in their daily life.

　　Emotional aim: Students can increase their interests in learning English.

　　Key and difficult point:

　　Key points: Students can understand and use the sentence structure “What is he/she like?” “He/She is..... ”.

　　Difficult points: Students can use the sentence structure to talk about people around them in their daily life.

　　Teaching procedure:

　　Step 1: Warming-up

　　Greet the students.

　　Have a free talk: Do you like your Chinese teacher? Why?

　　Step 2: Pre-listening

　　Prediction: There will be a new Chinese teacher in John’s class. Ask students to predict: How is she ? What is she like?

　　Step 3: While-listening

　　1st listening: let students to listen to the tape to get the general idea of this passage and invite some students to share their answers.

　　2nd listening: Listen to the tape again, and let students finish the T/F practice. After that, invite some students to share their ideas. And then invite some students to correct the false statements.

　　3rd listening: Listen to the tape and let students to read after it, and let students pay attention to the pronunciation of the words and the sentence structure.

　　Step4: Post-listening

　　Role-play: let students to use the sentence structure “what is he/she like? ” to describe their partners.

　　Guessing game: let students make conversation to describe one student in their class, and others should guess who is he/she. Show two conversations.

　　Blackboard design:

　　略

　　一、考題回顧

　　題目來(lái)源：1月6日下午河南省開(kāi)封市面試考題

　　試講題目：

　　3.基本要求:

　　(1)試講時(shí)間約10分鐘，用英語(yǔ)授課;

　　(2)試講時(shí)需要示范朗讀部分教學(xué)內(nèi)容，適當(dāng)關(guān)注語(yǔ)音語(yǔ)調(diào)的訓(xùn)練;

　　(3)創(chuàng)設(shè)語(yǔ)言情境組織教學(xué)游戲引導(dǎo)學(xué)生操練主要句型，并適當(dāng)替換詞組;

　　(4)借助板書(shū)輔助學(xué)生進(jìn)行口頭表達(dá)訓(xùn)練。

　　二、考題解析

　　【教案】

　　Teaching aims:

　　1. Knowledge aim:

　　(1) Students will learn the words about months and seasons: October, November, December and Spring, Summer, Autumn, Winter.

　　(2) Students can use the sentence structures: When is your birthday? My birthday is in....

　　2. Ability aim: Students will be able to use the words and sentence structures to express their birthday.

　　3. Emotional aim: Students will learn to care about others and they will know birthday is important to everyone.

　　Key and difficult point:

　　Key point: Students will learn the new words and sentence structure

　　Difficult point: Students will know how to use the words and sentence structure to express their birthday.

　　Teaching procedure:

　　Step 1: Warming-up

　　1. Greetings

　　2. Song: Happy birthday

　　試講語(yǔ)言：Good morning, boys and girls. How are you today? Great! I feel excited. Do you know why? Because my birthday is coming. I can eat birthday cake. I will get gifts. Everybody will sing happy birthday to me. Can you sing this song? Ok, let’s sing it all together.

　　Happy birthday to you. Happy birthday to you. Happy birthday to you. Happy birthday to you.

　　Today we are going to learn When is your birthday?

　　3. Review the words: January, February, March, April, May, June, July, August, September

　　試講語(yǔ)言：When is my birthday? Yes. It’s in January. What is it coming after January? Yes, February, then March, April, May, June, July August and September. It seems you’ve learnt the words yesterday very well.

　　Step 2: Presentation

　　1. 新授語(yǔ)音語(yǔ)調(diào)

　　(1) Chant and tick: Look at the picture. What’s in the picture? The four kids are singing and dancing to have a birthday party. There is a big cake in the middle. There are some words around them. Now, please listen to the chant and tick the months you hear.

　　When is your birthday?

　　一、考題回顧

　　題目來(lái)源：1月6日下午河南省許昌市面試考題

　　試講題目：

　　二、考題解析

　　【教案】

　　Teaching aims

　　Knowledge aim: students can understand and master the sentence pattern: I have lunch at 12.

　　Ability aim: students can use the sentence pattern to talk about their activities.

　　Emotional aim: students will be more interested in speaking English.

　　Key and difficult points:

　　master and use the sentence pattern: I have lunch at 12.

　　Teaching procedure:

　　Step 1: Warming-up

　　After greeting students, the teacher gives a riddle: what has hands but can’t hold anything? Students will guess it is a clock. Then draw a clock on the blackboard and ask students what do you do at 7 o’clock, 8 o’clock, and 12 o’clock. Students can have a free talk.

　　Step 2: Pre-listening

　　Draw pictures of some activities on the blackboard to explain them, such as have lunch, play basketball, watch TV, go sleep. Then tell students Amy and Mary are talking about their daily activities, and we will listen to their conversation.

　　Step 3: While-listening

　　Ask students to listen to the tape, and answer questions:

　　(1) when do Mary play basketball?

　　(2) when do they go home?

　　Invite students to answer them, and write down the sentence on the blackboard.

　　Then the teacher reads the conversation for students, and they can listen again and pay attention to the pronunciation.

　　Step4: Post-listening

　　Ask students what else do they do in a day. They may say have breakfast, do homework, go sleep and so on. They the teacher uses the sentence pattern to ask them when do they do these activities.

　　Then play a game: four students a group. Show many activities on the screen and students can rank them according to their own time line. They should make a small story using our sentence pattern, and let’s see whose story is the most interesting one.

　　Blackboard design: