小学英语教师资格证面试真题Word格式文档下载.docx
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Aftergreetingthestudents,Iwillplaythesong“Thebear”,whoselyricsusethesimplepasttense,tothestudents.Iwillwritedownasegmentofthelyricsontheblackboardandreviewthepastformofsomeverbs,suchas“look-looked”,“meet-met”and“say-said”,withthewholeclass.
Step2Presentation
Iwillenjoythestrippicturesofbutterflygrowthwiththewholeclasstointroducethesimplepasttense.Iwillaskstudentsquestionswhilewatchingthepictures.Thequestionsare:
“whatwasthecoloroftheegg?
”,“whatdidacaterpillareat?
”and“howlongdidthecaterpillarliveinthesmallcocoon?
”Byordersofstrippictures,thegrowthabutterflyisshowedclearly,andtimesequencesareshowedby“thefirst”,“then”and“finally”.
Asthestudentsanswerthesequestions,answersarewrittendownontheblackboard.Iwillinvitestudentstoworkouttheruleofthesimplepasttense.Simplepasttenseisusuallyusedtotalkaboutacompletedactionorstatethatoccurredinthepast,andtoformthistense,oneneedstoadd-edtotheendofaregularverbandrememberthepastformsofsomeirregularverbs.
Step3Practice
1.Conversiontask:
studentsarerequiredtoconversethefollowingsimplepresenttenseintosimplepasttensetobetterunderstandthenewstructure:
Iusuallyeataneggforbreakfast.
I_____aneggforbreakfastyesterdaymorning.
Peopleoftenliveinhouses.
John_____inthesmallvillageforabouttwoyears.
Doyoucometoyourgrandma’stwiceaweek?
He_____toseehisgrandmalastweek.
Therearethreepeopleinmyfamily.
There_____manybutterflieshere5yearsago.
2.Translationtask:
studentsareexpectedtotranslatethefollowingChineseintothecorrespondingEnglish.
我妹妹早餐吃了一个橙子和一片面包。
约翰之前和他妈妈去逛了百货商场。
我上周买了一个新的文具盒。
Step4Production
1.Groupdiscussion:
dividethewholeclassintogroupsof6andrequirethemtodescribethegrowthofatree,atthesametime,drawitintostrippictures.Threegroupswillbeaskedtohaveapresentation.
Fillingblanks:
studentstrytofillintheblanksbelowindependently:
It_____asmallseed.Thenit_____asaplingaftertwoweeks.Finallyit_____talland_____alargetree.There_____somanybigtrees.
Step5Summaryandhomework
Summary:
invitetwostudentstoretellthegrowthofabutterflywiththehelpofstrippictures.
Homework:
askstudentstoselectpicturesoftheirchildhoodandmakeacomparisonbetweenthepresentselvesandtheoldselves.
板书设计
答辩题目解析
1.请谈谈什么是语法教学中的归纳法?
【参考答案】
先让外语学习者接触包含语法规则的真实上下文,通过学习大量例句,使学生形成一定程度的感性认识,进而对材料进行加工,最后再总结归纳出语法规则。
2.请谈谈你这节课的教学重点是什么?
我本堂课的教学重点是一般过去时的用法。
通过本堂课的学习,学生能够使用一般过去时谈论过去某个时间发生的动作,并能够熟知规则动词和不规则动词的过去式。
(第二批)
一、考题
小学英语《Whattimeisit?
》主要教学过程及板书设计
Step1:
Warmingup
(1)Greetingwiththestudents.
(2)Dothewarmingupwithstudentsandreviewthenumbers:
Onefingeronefingerturnturnturn,turntoatoothbrush,shuashuashua~Twofingerstwofingersturnturnturn,turntoarabbit,jumpjumpjump~ThreefingersThreefingersturnturnturn,turntoacat,miaomiaomiao…
Step2:
Presentation:
(1)Showthepictureofaclock,thenaskthestudentsthequestionwhattimeisit?
Helpthestudentsanswerthequestionwiththesentence“It’s…o’clock”.Inthistime,theteacherwillonlypointonthehour.
(2)Showsomepicturesofthedailylifeandthereisaclockineverypictureandaskthestudentstodescribethetimeinwiththeirdeskmates.
(3)Thestudentsmayhavedoubtwiththelastpicture,thetimeinthelastpictureis10:
17andtheteacherwillaskthestudentstogivethequestion“whattimeisit”totheteacher.Theteacherwillanswerthequestionandguidethestudentslearnthetimeexpression.
Step3:
Practice
TheteacherwillplaythegameTouchandSaywiththestudents.Theteacherwillholdtwodifferentclockonhis/herhandandinvitethestudentstoask”whattimeisit”.Whentheteacheranswersthequestionthestudentsshouldtouchtherightpicture.
Step4:
Production
(1)Askstudentsmakeaclockbythemselvesandasktheirpartnerwhattimeisitbychangingthetime.
(2)Theteacherwillaskfourstudentsinagroupandhaveacompetition.Therepresentativesfromeverygroupwritedownthetimetheyhear.Whogetmorerightanswers,whowillbethewinner.
Step5:
Summaryandhomework.
(1)Asktwoorthreestudentstogiveasummaryoftheclass.
(2)Askstudentstodescribethetimewhentheygotoschool,whentheyhavelunchandwhentheygotobed.
1.你现在做什么工作?
大学毕业后,我在一家课外辅导机构做一名英语老师,虽然工作时间不长,但是我十分喜欢这份职业,并且学到了很多东西。
首先,这份工作和我专业相符,使我在校所学得到了真正应用,其次,通过这份工作,我学到了很多小学生英语教学的方法,包括一些有趣的游戏和歌曲,更重要的是,当我看到孩子们一张张天真的笑脸,我获得了很大的满足感。
2.你认为你这节课上的好吗?
我认为我这节课有优势,同时也存在不足。
首先,本节课重难点突出,完成了预设的教学目标,学生通过与老师的对话,自然而然地学