教师资格证真题英语歌谣

2020下小学英语教师资格证面试试题及答案【1月9日下午】

【来源于网络】

小学英语 阅读

一、考题回顾

二、考题解析

【教案】

Big cities and the countryside

Teaching aims

Students can understand the differences between big cities and the countryside.

Students can be familiar with the structure and usage of comparative degree.

Students will develop their reading abilities to catch keywords.

Students can foster the awareness of protecting the environment and understand their own options.

Key and difficult points

Key point

To understand the content of the reading material and be familiar with the structure and usage of comparative degree.

Difficult point

How to foster the awareness of protecting environment and understand their own options.

Teaching procedures

Step 1: Warming-up

1. Greetings.

2. Let students enjoy a song named Five Hundred Miles and ask them whether they like this song and what kind of music the song belongs to. The song goes like this:

If you miss the train I am on.

You will know that I am gone.

You can hear the whistle blow a hundred miles.

A hundred miles, a hundred miles.

A hundred miles, a hundred miles.

You can hear the whistle blow a hundred miles.

Ask students to answer the question. Then tell them the features of country music and lead into the topic.

Step 2: Pre-reading

Show pictures of Beijing, Shanghai, and the countryside. And ask students to describe these pictures. After that ask a question, “Where do you want to live?” Then ask students to predict the main idea of the passage according to the title and these pictures.

Step 3: While-reading

1. Extensive listening

Read the passage for students and ask them to find the main idea of the reading material. At the same time, check their prediction.

Then invite one student to share the answer.

2. Intensive listening

Ask students to read the passage carefully and catch keywords for detailed information. They need to find out the cities mentioned in the passage and their features. Then lead students to fill in the chart on the blackboard.

After that explain the usage and structure of comparative degree.

3. Ask students to read after the tape to imitate the intonation and pronunciation.

Step 4: Post-reading

Ask students to hold a discussion in groups of four and talk about where they want to live and why. 5 minutes are given for discussion. Then invite some groups to share their opinions. And give positive feedback.

Step 5: Summary and Homework

Summary: invite a student to be a little teacher and summarize the whole class. Ask students to protect the environment and make cities more beautiful. They should work hard to achieve their goals.

Homework: ask students to draw a picture of the ideal place to live.

Blackboard design

Teaching reflection

【答辩题目解析】

1.小学生有什么特点，针对这些特点怎样进行教学?

1. What characteristic does pupil have, according to them how to undertake teaching?

【参考答案】

小学生是发展中的人。通常来说，他们活泼好动，贪玩调皮，好奇心强，喜欢尝试和探索，对事物的认知比较基础，灵活性高但思维能力还在培养阶段。同时，他们的注意力也很难保持较长的时间，尤其在课堂上的专注性也有待提升。因此教师应该抓住学生的特点因材施教，多采用多媒体，唱歌，图片等新颖的方式来吸引学生注意课堂。同时应该关注学生的学习习惯，使他们养成良好的学习习惯。除此之外，老师在课上也同样需要注重课堂纪律。

只有老师深入了解学生特点，才能做到因材施教，才能使学生成长成才。

【Suggested version】

Pupils are developing people with the following characteristics. In general，they are lively and active, playful and naughty, also with strong curiosity. Besides, they like to explore new things, and their cognitive and thinking abilities are naive and simple. Meanwhile, they can’t focus on one thing for a long time, especially in class. Therefore, teachers should focus on the characteristics of students and teach them in accordance with their aptitude. Multimedia, singing, pictures, and other novel ways are used to attract students' attention in class. At the same time, attention should be paid to students' study habits so that they can develop good study habits. Teachers also need to pay attention to discipline in class.

Only when teachers have a deep understanding of students' characteristics can they teach students in accordance with their aptitude and make students grow into talents.

2.请谈一谈作为一名教师你的优势。

2. Please talk about your strengths.

【参考答案】

首先，我对学生有爱心和耐心，能够不断借鉴学校优秀老师的教学经验，关注学生的综合素质全面发展，用爱心对待每一名同学，只有爱学生，学生才爱你。在教学过程中我一直全心全意的为学生和家长服务。

其次，我在大学学过相关的教学教学以及心理学的专业知识，成绩优异，并且能够运用到实际生活中。

最后，我也有相关的教育经验，曾担任过教育机构助教，有家教经验，从而对学生比较了解，能够因材施教。

所以我认为我适合当一名教师，有能力肩负起肩上的使命。

【Suggested version】

First of all, I have love and patience for students, and can constantly learn from the teaching experience of excellent teachers in school, pay attention to the comprehensive quality of students in an all-round way, and treat every student with love. Only love students, students will love you. In the process of teaching, I have been serving students and parents wholeheartedly.

Secondly, I have learned relevant professional knowledge of teaching and psychology in university, with excellent results, and I am able to apply it to real life.

Finally, I also have relevant educational experience. I once served as a teaching assistant in an educational institution, and have the experience of tutoring, so that I can understand students better and teach them according to their aptitude.

So I think I am fit to be a teacher and have the ability to shoulder the mission on my shoulder.

【教学重点】 1. 正确认读和书写字母Ff, Gg。2. 学习单词fish, goose, girl, father。【教学难点】字母印刷体与手写体的区别。【教具准备】1.图片fish, goose, girl, father。2.写有大小写Ff, Gg的字母卡。3.教材相配套的教学录音带。【教学过程】(一)热身、复习(Warm-upRevision)1.复习已学字母Aa-Ee。(1)抢读字母。教师将全班分成若干小组，然后逐个出示字母卡片，学生们举手抢答，教师让最先举手的学生读出该字母，读对的给该组记10分，最后得分最多的组为优胜。(2)看谁快。将全班分成两组，一组学生持大写字母，另一组学生持小写字母，教师快速念字母，要求持有该字母的学生迅速站起来，最先站起来的人得两分，后站起来的得一分，没站出来的得零分，得分多的组获胜。2.教师出示图片，让学生说出单词以及该单词的第一个字母。3.播放Unit 1的字母动画，复习字母A-E。4.播放Unit 1 Let’s do的录音，学生边听边做动作。(二)呈现新课(Presentation)1.教师让学生看Let’s say部分的动画课件，呈现情景。教师问：What can you see in the picture? 鼓励学生尽量用学过的英语单词表达。2.学习字母Ff和单词fish, father。(1)教师点击小女孩的爸爸，问学生：Who’s the man? 让学生回答出father 一词。(2)教师继续问：What is he doing? 然后用鼠标点击鱼：Look! What’s this? Can you tell me in English?(3)点击鱼，让学生听单词的发音，并模仿。(4)教师带读单词fish并告诉学生：He is fishing. (边说边做动作，帮助学生理解。)(5)教师问：你们能猜一猜这两个单词的第一个字母是什么吗?(教师要对说对的学生进行表扬)(6) 教师出示father的单词卡，让学生认读。(7)教师出示字母卡，让学生辨别字母Ff的大小写。(8)教师在四线三格中按笔顺书写字母，让学生仔细观察后，做书空练习。3.学习字母Gg和单词girl, goose。(1)教师点击小女孩问：Can you speak this word? 让学生说出girl。(2)教师继续问：What is she doing? 然后用鼠标点击鹅：Look! What’s this? Can you tell me in English?(3)点击鹅，让学生听单词的发音，并模仿。(4)教师带读单词goose并告诉学生： She is playing with the goose. (边说边做动作，帮助学生理解。)(5)教师问：你们能说出这两个单词的第一个字母发的是什么音吗?学生说出后，教师说：那好，现在我们来看一看哪个字母发出的音是这样的。(6)教师出示字母卡，教读字母Gg。(7)教师出示girl的单词卡，让学生认读。(8)让学生辨别字母Gg的大小写。教师在四线三格中按笔顺书写字母，让学生仔细观察后，做书空练习。4.让学生在活动手册上把所学字母Ff，Gg进行描红。教师在教室中巡视，及时给学生进行辅导。5.让学生听录音带跟读模仿。[使用Let’s sayA相配套的录音带。]6.教师出示图片，让学生看图片说出单词及第一个字母。7.播放Let’s chant A 动画前，帮助学生理解歌谣大意，并教读歌谣。8.学生跟着动画学唱歌谣，可用手打节奏。(三)趣味操练(Practice)1. 大写找小写教师在黑板上贴出一组大写字母，每组找一名学生到讲台上来，教师发给他们打乱次序的小写字母卡片，在教师宣布“开始”后，他们要尽快按大写字母找出相应的小写字母。2. 找字母找一个学生站在教师前面背朝其余的学生。教师将Ff，Gg 分别写在四张纸上，藏在四个学生的课桌里，请这位学生猜。全班用声音提示找字母的学生。如果位置离字母近了，就大声说Big (F)或small (f)。如果离远了，就小声说Big (F)或small (f)。无论找到哪一个字母，全班学生都要给予掌声鼓励。再换另一名学生继续找，直到4张字母全部找出来。(四)扩展性活动(Add-activities)教师在黑板上写出学过的字母。让学生读一读，然后找出这些字母的邻居(即与之相邻的字母，是大写的配大写，是小写的配小写。)

还不如让他唱ABC歌呢。。。

【教学目标】（一）知识技能目标：1. 懂、会读、会说、会写单词hungry ,dinner, now, all right, great。2. 能听懂、会读、会写句子What’ s the time? It’s 2 o’clock. Is it 8 o’clock ? Yes, it is. No, it isn’t。3. 会读、会正确书写字母G g , H h , I i 。（二）运用能力目标：1. 学习怎样用英语表达时间，掌握相关单词和句型，并能综合运用新、旧知识组织对话完成一定的交际任务。2. 让学生感受英语课堂的活跃性，让学生在日常生活中能运用所学语言。培养学生用英语思维的能力，及大胆用英语交流的能力。（三）素质教育目标：1.培养学生浓厚的英语学习兴趣，积极参与说英语、做游戏等实践活动。 2.帮助学生树立较强的自信心，培养学生乐于与他人合作的精神与竞争意识。 【教学重点】1.能掌握询问时间的问答，熟练表达整点的时间。2.能听懂、会说、会读以下句子：What‘s the time?It’s 5 o’clock.Is it 6 o’clock?Yes, it is.No, it isn’t.并能进行扩展，在实际生活中灵活运用。【教学难点】1.熟练掌握本单元的单词和句型，能在实际生活中灵活运用。2.创设英语情景，使学生正确理解所学知识询问和回答整点时间。 【教学意图】1.培养学生对重点词汇和句子的认读能力。2.培养学生的听说能力。3.激发学生的求知欲，创设各种真实或接近真实的语言环境，让学生积极参与体验。【教具准备】1.教材相配套的教学挂图，录音。2. 教师准备小奖品。 【教学过程】Step 1.Warming-up1.教师热情地和学生打招呼问好，并给学生呈现出一张图片，该图片里隐藏着数字1—12，让学生在图片中找数字，然后用英语说出找到的数字，同时教师按顺序把这些数字贴在黑板上。（设计说明：在游戏中复习学过的数字，使学生的思维自然地进入到了课堂学习的氛围中，为学习时间的表达做了铺垫。这样的设计有利于快速集中学生的注意力，开发学生的语言智能。）2.让全体学生分组表演上个单元所学的对话内容。表演过程中，学生的动作和表情要符合人物的形象和特点。教师对学生的表演给予肯定的评价和指导，对表现好的同学发送小礼物表示奖励。Step 2.Presentation1.教师做出肚子很饿的动作，告诉学生Amy现在肚子饿地咕咕叫，可是妈妈告诉她现在离吃晚饭还有一个小时的时间，她能否马上吃到晚餐呢？让我们一起到今天的课文中找寻答案吧！（设计说明：生活化的语言使学生融入到情景之中，让学生在情境教学中享受学习的乐趣。）2.教师将本课的教学挂图呈现给学生，请学生仔细看图，猜测图片大意。然后教师播放录音，让学生边看图边听录音，从整体上把握对话内容。3.听完一遍录音之后，教师让学生带着“What’s the time now?”“What the dinner time?”两个问题再听录音，听完后请学生回答问题。（设计说明:这两个问题可以使学生的思维更具有指向性，看似简单的两个问题却是了解本段对话的关键。）4.教师继续放录音，一句一停，请学生跟读，教师可以让学生用笔勾出单词“hungry, great”和句子“Here is dinner. Dinner time is 6o’clock.”对学生进行讲解。必要时，教师可以用中文向学生解释。教师为学生示范单词的发音，并要求学生一起拼读。注意纠正学生的发音，必要时可以用夸张的口型或放慢语速给学生做示范。请学生模仿跟读，注意纠正学生的语音语调。最后个别抽读，了解学生掌握单词的情况，及时纠正学生的发音。（设计说明：教师对新单词的教学不是仅留在单词上，而是将单词融入到句中，让学生整句理解。）5.教师让学生在下面两人一组进行角色扮演，然后请同学们到台前来进行汇报表演，老师对表现好的同学发送小礼物表示鼓励。Step3.Practice1.教师给学生呈现出几个空表盘，然后说出几个时间，学生边听边在这些空的钟面上画出相应的时间，同桌之间先相互检查，比较一下两人的异同，然后教师说出正确答案。教师之后让学生两人一组指着刚才自己画的时间进行问答练习，尽量用到本课所学的重点句型，教师也可以先给学生做展示，最后对表现优秀的学生发送小礼物表示鼓励。2.师生用自制的小手表进行猜时间的游戏。T: Look, I have a new watch. Guess. What’s the time now?S: Is it 6 o’clock?T: Yes, it is.猜对的学生可以得到老师奖励的“小手表”然后继续用它玩游戏。T: Can you do it like me?…(设计说明：师生用玩具手表进行猜时间的游戏，答对的学生可以得到老师奖励的自制“手表”，它不但是评价的工具，更是活动的工具。这样的设计使学生不但练习了句型，同时体验到学习的乐趣和成功的喜悦。)