2019下半年小学英语教师资格证面试真题及答案

2019下半年小学英语教师资格证面试真题及答案

试讲题目1:I’ve got a new friend

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2.内容:

Dear Lucy,

Thank you for your letter. Happy birthday to you! I’m ten now. I will be eleven next year.

Beijing isn’t cold now. It’s warm.

I’ve got a new friend, too. Her name is Mengmeng. She’ got short hair. She’s very clever. Here is a photo of Mengmeng and me. We were at the Great Wall.

Love,

Amy

3.基本要求:

(1)讲解划线词汇,听说教学;

(2)配合教学内容适当板书,要求结合简笔画教学;

(3)朗读全文;

(4)全英授课。

答辩题目

1.How can teachers improve their ability to manage the class?

2.你同意“没有不合格的学生,只有不合格的教师”这句话吗?

二、考题解析

【教案】

I’ve got a new friend

Teaching aims:

Knowledge aims:

Students can read and recognize some key words and phrases, such as “short hair” and “clever”.

Students can master the sentence structures “She’s got ……” and “She’s ……”.

Ability aim:

Students can describe their new friends by using the target words and sentence patterns in their daily life.

Emotional aims:

Students can enhance their interest of learning English.

Students can realize the importance of having friends and loving their friends.

Key and difficult points:

Key Point: How to describe their new friends by using the target words and sentence patterns.

Difficult Point: How to realize the importance of having friends and loving their friends.

Teaching procedures:

Step 1: Warming-up

1. Greetings.

2. Invite students to sing a song named Mary Had A Little Lamb. The song is like this:

Mary had a little lamb, little lamb, little lamb,

Mary had a little lamb, its fleece was white as snow.

And everywhere that Mary went, Mary went, Mary went,

and everywhere that Mary went, the lamb was sure to go.

Then ask students a question, “The little lamb is Mary’s friend. Do you know how to introduce your friend?”

Step 2: Pre-listening

1. Draw a picture of a famous cartoon character named Curnane.

2. Teach the key words and phrases, such as “short hair” and “clever”.

Step 3: While-listening

1. Extensive listening

Read the passage for students and ask them what the tape is about. Then invite one student to answer. (It’s a letter from Amy to Lucy.)

2. Intensive listening

Play the tape for the second time and ask students several questions:

“Who is Amy’s best friend? What’s she like?”

“Where were they?”

Then ask two volunteers to write his or her answer on the blackboard. And teach the new sentence patterns about how to introduce new friends: “She’s got _______. She’s _______.”

Play the tape for the third time and ask students to repeat after the tape.

Step 4: Post-listening

Let students work in pairs. Ask students to draw a picture of their new friends and introduce him or her by using the key words and sentence patterns. Five minutes later, invite some students to share and give some comments.

Step 5: Summary and Homework

Summary: Invite a student to be a little teacher and summarize today’s lesson.

Homework: Ask students to introduce their new friends to their parents.

Blackboard design:

Teaching reflection

试讲题目2.题目:My day

2.内容: 

 3.基本要求:

(1)讲解词汇;

(2)设计与学生的互动环节,要求运用游戏进行操练;

(3)情境教学;

(4)全英授课。

答辩题目

1. Please talk about your understanding about teachers.

2. What kind of head teacher do you admire most? What should you do?

(注:以上图片节选自译林版教材四年级下册第三单元19页)

二、考题解析

【教案】

My day

Teaching aims:

Knowledge aim:

Students are able to pronounce and understand the new phrases “get up”, “go to school’, “play football”, “go home”, “have dinner”, “watch TV”, and “go to bed”.

Ability aim:

Students can describe their daily activities by using the key words.

Emotional aims:

Students will enhance their interest and confidence in learning English.

Students can know the importance of valuing time.

Key and difficult points:

Key Point: How to master the new phrases “get up”, “go to school’, “play football”, “go home”, “have dinner”, “watch TV”, and “go to bed”.

Difficult Point: How to talk about their daily activities correctly and freely in their daily life.

Teaching procedures:

Step 1: Warming-up

1. Greetings.

2. Invite students to sing a song named Walking. The song is like this:

Walking, walking, walking, walking.

Jump jump jump, jump jump jump.

Running, running, running, running, running, running.

Now, let’s stop.

Up and down.

Then ask students a question, “What is the song about?” And tell students today’s topic is also about daily activities.

Step 2: Presentation

Set a situation: Mike is our friend. Do you know what Mike does on a day?

1. Draw some pictures of Mike’s daily activities on the blackboard, asking students what they are.

2. Explain the new phrases by doing actions.

3. Ask students to read the phrases after the teacher.

Step 3: Practice

1. Missing game

Ask students to close their eyes and cover one word. Then they can open their eyes. And they should guess which phrase is missing and try to spell it.

2. Sharp eyes

Prepare some pictures of these daily activities and change them quickly. Students are required to recognize what it is and read the phrase loudly.

Step 4: Production

Have a competition : Say and do

Let all the students stand up. Then make some instructions such as “Get up” and students need to do the instructions as quickly as they can. If the student does the wrong action or responds slowly, he or she needs to sit down. The student who still stands in the end is the winner and will get a big prize.

Step 5: Summary and Homework

Summary: Invite a student to be a little teacher and summarize today’s lesson.

Homework: Ask students to draw a picture of their daily activities and share it with their parents.

Blackboard design:

Teaching reflection

试讲题目3.题目:Visiting a school

2.内容:

3.基本要求:

(1)设计为语音课;

(2)运用韵律进行授课,多做游戏活动课堂氛围;

(3)全英授课,试讲时间10分钟。

答辩题目1.如果学生没完成你的作业,还找借口,你怎么处理?

2.对于板书,你觉得有哪些优化的地方?

二、考题解析

【教案】

Visiting a school

Teaching aims:

Knowledge aims:

Students will master the pronunciations and differences in the letter groups “gl” and “cl”.

Students can grasp the meanings of some words like “glass”, “gloves”, “clock” and “clothes”.

Ability aims:

Students will know how to pronounce “gl” and “cl” in words.

Students will improve their speaking ability through chant.

Emotional aims:

Students will improve their interest in learning English, and be fond of taking part in all kinds of class activities.

Students can learn to give their parents a hand in doing housework.

Teaching key and difficult points:

Key point: to master the pronunciations of these two letter groups, and know how to pronounce them in words.

Difficult point: to discriminate these two letter groups in speaking, and improve their confidence in learning English.

Teaching procedures:

Step 1: Warming-up

1. Greetings. Talk about the weather.

2. Share a riddle with students:

I have a big round face.

I have no legs but I can walk.

I have no mouth but I can say “tick-tock”, “tick-tock”

Ask the answer of this riddle (clock), and tell students that we are going to learn something about the related pronunciation.

Step 2: Presentation

1. Present the words with the help of pictures on the screen.

2. Let students find the similarities among the words and share their answers. Then let them listen to the tape and find out the differences of these two letter groups in pronunciation.

3. Explain the pronunciation rule: if we meet the letter groups of “gl” and “cl” in words, we often pronounce [gl] and [cl] respectively. Then ask students to pay attention to the differences by watching the teacher’s mouth and imitate.

Step 3: Practice

Play a game called Send Words Home. Present the words on the PPT, and draw two houses of the letter groups “gl” and “cl” on the blackboard. Five students in a group are to have a discussion in three minutes about where the words on the PPT belong to. Then invite some students to the front to write down their answers, and read them aloud. Check answers and give evaluations.

Step 4: Production

Ask students to make a chant based on the words that we learned today. Work in groups of four in five minutes. Later, invite some students to share their chants. For example:

Clock, clock, clock on the wall

Clothes, clothes, clothes on the bed

Glass, glass, glass on the window

Gloves, gloves, gloves on the hands

Give evaluations and encouragements.

Step 5: Summary and Homework

Summary: ask a student to conclude the content of today’s lesson, then tell them to form a good habit of giving parents a hand in housework.

Homework: let students share the chant with their parents, and try to create a story based on the words that we have learned today.

Blackboard design:

Teaching reflection

 

一、考题回顾

二、考题解析

【教案】

Concert

Teaching aims:

Knowledge aims:

Students can understand the meaning of the new words and master the pronunciation of them.

Students can get more information about the concert.

Ability aims:

Students can use the target language in their daily life.

Students will improve their speaking ability.

Emotional aims:

Students can foster their interest of learning English and improve their awareness of cooperation through class activities.

Students will improve their confidence in speaking English.

Key and difficult points:

Key point:

To grasp the meaning and usage of “piano”, “drums”, “guitar”, and “flute”.

Difficult point:

To foster students’ interests of learning English.

Teaching procedures:

Step 1: Warming-up

1. Greetings.

2. Let students enjoy a song named Do Re Mi and ask them two questions: Have they ever been to concert to listen to the music?What kind of instruments did they see in the concert? The song goes like this:

Doe, a deer, a female deer.

Ray, a drop of golden sun.

Me, a name I call myself.

Far, a long, long way to run.

Sew, a needle pulling thread.

La, a note to follow Sew.

Tea, a drink with jam and bread.

That will bring us back to Do (oh-oh-oh).

Invite students to answer the question. Then tell them that this topic is related to music and concert. Then lead in the topic.

Step 2: Presentation

Draw some stick figures about “piano”, “drums”, “guitar”, and “flute” on the blackboard, and ask students how to speak it in English. Then teach them how to read these new words.

Introduce two sentence structures “What will Nancy play in the concert?” and “She will play the piano.”

Step 3: Practice

1. Play a game: finger show.

Number the words from 1 to 5, and then ask students to read the words according to the fingers that teacher shows to them. When the teacher shows one figure, students should read the first word; when the teacher shows two figures, students should read the second word.

2. Make new sentences according to the new words and sentence structures on the blackboard . Ask students to work with their desk mate in 3minutes.

Step 4: Production

Set up a situation: suppose their school will hold a concert, let students think about what they will play in the concert and work in groups of 4 to share their plans with others. They are given 5 minutes. After that, invite some of the students to share their conversation, and give them encouragements.

Step 5: Summary and Homework

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

Homework: ask students to design a poster of their favourite instrument and list reasons.

Blackboard design:

Teaching reflection

一、考题回顾

二、考题解析

【教案】

How tall are you?

Teaching aims:

Knowledge aims:

Students can understand the content of the short conversation.

Students can know the form and the usage of comparative degree.

Ability aims:

Students will improve their listening abilities by catching some detailed information after listening the dialogue.

Students will learn to use comparative degree to compare things.

Emotional aim:

Students can be more interested in using English to talk about their weight and height in daily life.

Key and difficult points:

Key point:

To understand the general idea of the conversation.

Difficult point:

How to use comparative degree to talk about weight and height.

Teaching procedures:

Step 1: Warming-up

1. Greetings.

2. Let students enjoy a song named Get tall, tall and ask them to find the main topic of this song. The song goes like this:

I want to be taller.

Then follow along with us.

Up, up, up, up

Tall, tall, tall, tall

Put your arms, stretch, stretch, up, up, up

Get tall, tall, tall

Put your leg out, stretch, stretch out, out

Get tall, tall, tall

Will this actually make me get taller?

After listening, students will find the topic. Then lead in the lesson they are going to learn today, which is about height and weight.

Step 2: Pre-listening

Show students some pictures of different artoon characters such as Doreamon, Donald Duck and so on to teach them some new words: “centimeter”, “kilogram” “heavier” “taller” and new sentence pattern

-How tall are you?

-I’m…centimeters tall.

-How much do you weigh?

-I weigh …. kilograms.

Step 3: While-listening

1. Read the dialogue for students and ask them to find the questions from the listening material.

Then invite one student to share his or her findings. The teacher will write the questions on the blackboard.

2. Play the tape and ask students to answer two questions:

Q1: How tall is Ann?

Q2: How much does Cathy weigh?

Then invite students to share their answers and the teacher will write them on the blackboard.

Step 4: Post-listening

Ask students to do role-play by using the sentence patterns they just learned according to the other two pictures on their books. 5 minutes are given for them to prepare. Then invite some groups to perform.

Step 5: Summary and Homework

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

Homework: ask students to make a conversation with their friends after class to talk about their height and weight.

Blackboard design:

Teaching reflection

一、考题回顾

二、考题解析

【教案】

The Wheels on the Bus

Teaching aims:

Knowledge aims:

Students can master the rhythm and intonation of the song.

Students can understand the general idea of the song.

Ability aim:

Students are able to sing English songs more fluently with correct rhythm and intonation.

Emotional aim:

Students’ interest of learning English can be fostered.

Students will love and enjoy singing English songs in their daily life.

Key and difficult points:

Key point:

To master the rhythm and intonation of the song.

Difficult point:

How to sing English songs more fluently with correct rhythm and intonation.

Teaching procedures:

Step 1: Warming-up

1. Greetings.

2. Sing a song for students and ask students to sing together with me.

The wheels on the bus go round and round,

Round and round round and round.

The wheels on the bus go round and round,

All through the town.

The people on the bus go up and down,

Up and down up and down.

The people on the bus go up and down.

Then tell them the song of Peppa Pig is The Wheels on the Bus and lead in the topic.

Step 2: Presentation

1. Present the lyrics on the PPT and ask students to read it by themselves and circle the difficult part. Later, invite a student to read it for us.

2. Read the lyrics for students and ask students a question:

“What do you think of my reading and Linda’s reading?”

Tell students we should pay attention to the rhythm of the lyrics and conclude the rules of pronunciation and intonation.

“ In order to make our singing more fluently and lively, we should stop temporarily according to the music and read the last word with falling tone and the others with rising tone in each line ”

Step 3: Practice

1. Imitation

Lead students to read the lyrics of the song after me and pay attention to the shape of my mouth and my gesture.

2. Play the music with the help of multimedia and ask students to sing it together while they are listening.

Step 4: Production

1. Show the lyrics of another English song named you are my sunshine. Ask students to read it with correct rhythm.

2. Play a game called hot potato to invite several students to have a performance in front of the class and give them positive evaluation.

2. Survey

Ask students to do a survey in groups of 4 and ask their group members about their favorite English songs.

Step 5: Summary and Homework

Summary: invite a student to be a little teacher and summarize today’s lesson. Ask students to learn more English songs in their daily life.

Homework: ask students to teach the song to their parents and sing it together with them.

Blackboard design:

Teaching reflection

一、考题回顾

二、考题解析

【教案】

Jimmy’s dream

Teaching aims:

Knowledge aims:

Students can understand the content of the reading material.

Students can be familiar with some new words of this lesson.

Ability aim:

Students will develop their reading abilities of catching key words.

Emotional aim:

Students will study hard for chasing their dreams.

Key and difficult points:

Key point:

How to understand the content of this reading material.

Difficult point:

How to foster the awareness of studying hard for dreams.

Teaching procedures:

Step 1: Warming-up

1. Greetings.

2. Let students enjoy a song named You and Me and ask them what is key word of this song. The song goes like this:

You and me.

From one world.

Heart to heart.

We are one family.

You and me.

From one world.

Heart to heart.

We are one family.

For dreams we travel.

Thousands of miles.

We meet in Beijing.

Ask students to answer the question. Then tell them that today’ lesson is also related to dream and lead in the topic.

Step 2: Pre-reading

Show a picture to students about a machine. And ask students a question, “What is it?” Then write down the new word “spaceship”on the blackboard. Then do two actions and let students guess how to express these action, and write “excited” and “fall over” on the blackboard.

Step 3: While-reading

1. Extensive reading

Read the passage for students and ask them to find the main idea of the reading material.

Then invite one student to write down the answer on the blackboard.

2. Intensive reading

Ask students to read the passage by themselves and show students to answer two questions:

Q1: What does the moon look like?

Q2: How’s Jimmy’s feeling and what did he do?

Then lead students to fill in the chart on the blackboard.

Step 4: Post-reading

Ask students to have a discussion about what strange dreams they had in groups of four and encourage students to be active. 5 minutes are given for this discussion. Then invite some groups to share.

Step 5: Summary and Homework

Summary: invite a student to be a little teacher and summarize today’s lesson. Ask students that everyone has a dream and they should work hard to realize it .

Homework: ask students to design a poster of their dreams.

Blackboard design:

Teaching reflection

一、考题回顾

二、考题解析

【教案】

Shopping day

Teaching aims:

Knowledge aims:

Students can understand the content of the listening material.

Students can master the new words: “fit”, “try them on”, and “these”, and the sentence pattern:“Can I help you?” “I want…” “How much are they?” “They are…”.

Ability aim:

Students will develop their listening abilities of catching key words and talk about the shopping topic fluently.

Emotional aim:

Students can foster the awareness of gratitude and cooperation.

Key and difficult points:

Key point:

To understand the listening material and master the new knowledge.

Difficult point:

To foster the awareness of gratitude and use this topic in their daily life.

Teaching procedures:

Step 1: Warming-up

1. Greetings.

2. Let students enjoy a song named Happy New Year and ask them two questions: how to celebrate New Year and do you want to go shopping and buy gifts for your parents and new clothes for yourselves? The song goes like this:

Happy new year, happy new year, happy new year to you all.

we are singing, we are dancing. happy new year to you all..

Happy new year, happy new year, happy new year to you all.

we are singing, we are dancing. happy new year to you all..

Ask students to answer the questions. Then tell them that today is our shopping day for the new year and let’s go to the market to lead in the topic.

Step 2: Pre-listening

Activity one: new expressions

Show some objects such as shoes and clothes to explain “Can help you?” “I want..” “HOw much..” “They are…” and the word “these”. And then do some actions to help them understand the phrase “ try them on” and ask them what they feel to lead in the new word “fit”.

Activities two: prediction

Present the picture form the textbook and ask them to predict the main idea and share some ideas with them.

Step 3: While-listening

1. Extensive listening

Read the dialogue for students and ask them two questions:

Q1: How many people are there?

Q2: What does B want to buy?

Then invite two students to share their answers and give positive evaluations.

2. Intensive listening

Play the tape and ask students to answer two questions:

Q1: How much are they?

Q2: Did he try them on?

Then check the answers and write them down on the blackboard

Step 4: Post-listening

.Role play: imagine there is a big market. Two students in a group and make a dialogue in 5 minutes. One should be the seller and the other should be the buyer. New Year is coming and they should buy some gifts for their parents to express their gratitude.

Step 5: Summary and Homework

Summary: invite a student to be a little teacher and summarize today’s lesson. Tell students we should love our parents and thank them with some small gifts.

Homework: share what they learned with their parents and try to buy a small gift to their parents for the new year.

Blackboard design:

Teaching reflection

一、考题回顾

二、考题解析

【教案】

Big cities and the countryside

Teaching aims:

Knowledge aims:

Students can understand the content of the reading material.

Students can master some new words such as: “big city”, “countryside” and the words with comparative degree.

Ability aim:

Students will express their opinions on the topic about lives in big cities and countryside .

Emotional aim:

Students can foster the awareness of cherishing life wherever they are .

Key and difficult points:

Key point:

How to understand the reading material and the comparative degree.

Difficult point:

How to foster the awareness of cherishing life.

Teaching procedures:

Step 1: Warming-up

1. Greetings.

2. Let students enjoy a song named Old MacDonald Had A Farm and ask them a two questions: where can you find his farm? can you find it in the big cities? The song goes like this:

Old MacDonald had a farm, E-I-E-I-O.

And on that farm he had some cows, E-I-E-I-O.

With a “moo-moo” here and a “moo-moo” there,

Here a “moo” there a “moo”,

Everywhere a “moo-moo” .

Ask students to answer the question. Then tell them we can find it in the countryside not in big cities and lead in the topic.

Step 2: Pre-reading

Do a guessing game: by showing them the two pictures from the text book to guide them to understand the meaning of two words: “big city”, “countryside”. And ask students a question, “What is your feeling about the big city and the countryside?” Then ask students to predict the main idea of the reading material according to the pictures.

Step 3: While-reading

1. Fast reading

Circle the words ending up with letter group “er”, such as: “warmer”, “hotter” and so on. Then draw some stick figures and show pictures to help them understand the comparative degree.

Read the passage for students and ask them what’s the passage about and check answers.

2. Detailed reading

Encourage students to read it again and finish the table on the blackboard by answering the questions: what are the big cities like? What is the countryside like?

Step 4: Post-reading

Ask students to discuss which life they enjoy and they can use the sentence structure: I like big cities. Because big cities are bigger than the countryside.

Step 5: Summary and Homework

Summary: invite a student to be a little teacher and summarize today’s lesson. Tell them wherever we are, we should love and cherish our life.

Homework: draw a picture about their surroundings and try to think what they can do to make it more beautiful.

Blackboard design:

Teaching reflection

一、考题回顾

二、考题解析

【教案】

My School

Teaching aims:

Knowledge aims:

Students can master the usage of some sentence structure, such as “Don’t…” “ Please…”.

Students can understand the general idea of the conversation.

Ability aims:

Students’ listening and speaking abilities can be greatly upgraded.

Students can talk about what they should do and shouldn’t do correctly.

Emotional aims:

Students can foster their awareness of obeying rules and regulations.

Students will be more polite in their daily life.

Key and difficult points:

Key point:

To master the usage of some sentence structure, such as “Don’t…” “Please…”.

Difficult point:

How to talk about what they should do and shouldn’t do correctly.

Teaching procedures:

Step 1: Warming-up

1. Greetings.

2. Sing a song named London Bridge for students and ask students to sing together with me.

London Bridge is falling down

falling down, falling down

London Bridge is falling down

My fair lady

3. Have a free talk and ask students a question:

“If you travel to London, what will you do?”

Invite students to share their opinions and tell them there are various things they should do and shouldn’t do in their daily life. Lead in the topic of this lesson.

Step 2: Presentation

1. Show some pictures of different buildings at school and invite students to review the words they have learned, such as “computer room”, “ library”, “science room” and “gym”.

2. Present a video of misbehavior in the class and ask students what’s wrong in the video. Teach them key structure “Don’t…” “Please…” through questions and guidance.

Present some pictures and help students to understand “Don’t eat in the computer room.” “Don’t run in the science room.” “Please be quiet in the library.” “Please wear sports shoes in the gym.”

Step 3: Practice

Play a game called Flash card together with students to consolidate the structure. I show the pictures and students speak out the orders correspondingly.

Step 4: Production

Discussion

Ask students to do a discussion in groups of 4 within 5 minutes and ask their group members about what other rules they know in their daily life. Draw some pictures and write the rules down. Later, invite some representatives to have a presentation in front of the whole class. Positive evaluation will be given to them.

Step 5: Summary and Homework

Summary: invite a student to be a little teacher and summarize today’s lesson. Ask students to respect and obey rules in their daily life.

Homework: ask students to tell their parents about what they have learned in this class and design a poster in groups calling for obeying rules.

Blackboard design:

Teaching reflection

一、考题回顾

二、考题解析

【教案】

Is this your pencil?

Teaching aims:

Knowledge aims:

Students can understand the content of the listening material.

Students can be familiar with the new words and the expression about ownership.

Ability aims:

Students will develop their listening abilities of catching key words.

Students can identify the ownership in their daily life.

Emotional aims:

Students will cooperate with other group mates to complete the tasks together.

Students can foster the interest and desire of learning English, and be fond of taking part in group activities.

Key and difficult points:

Key point:

To master the key words and sentence structures.

To get to know the main content of the listening material.

Difficult point:

To improve their awareness of the importance of communication and cooperation.

To use different basic listening strategies like extensive listening and intensive listening in their listening process.

Teaching procedures:

Step 1: Warming-up

1. Greetings.

2. Let students enjoy a song named What’s This. Then ask them what they heard from the song. The song goes like this:

What’s this? What’s this? What’s this?

What?what?

It’s a hat. It’s a hat. It’s a hat hat hat

What’s this? What’s this? What’s this?

What?what?

It’s a bat. It’s a bat. It’s a bat bat bat

What’s this? What’s this? What’s this?

What?what?

It’s a pen. It’s a pen. It’s a pen pen pen

What’s this? What’s this? What’s this?

What?what?

It’s a pencil. It’s a pencil. It’s a pencil pencil pencil.

Ask students to answer the question. Then tell them that it is related to today’s topic and lead in this class.

Step 2: Pre-listening

Draw some stick figures about the new words: “pencil”, “pencil”, “box”, “schoolbag”, and “dictionary” on the blackboard. Ask students to look at the pictures and teach them two new words. And students will be invited to read these words by playing a game-High and Low Voice. If the teacher read the words in high voice, students should read them in low voice and vice verse.

Present sentence patterns “Is this/that your..” “Yes, it is.” “No, it isn’t. It’s his/hers.” “Are these your..?” “Yes, they are.” “No, they aren’t. They are his/hers.”

Step 3: While-listening

1. Extensive listening

Ask students to listen to the tape and answer the following questions of the listening material.

Q1: How many things have been mentioned in the dialogue?

Q2: How many people in the dialogue?

Then invite one student to write the answer on the blackboard.

2. Intensive listening

Play the tape again and ask students to answer the following questions and do a match on the screen.

Q1: Is this Tom’ s pencil?

Q2: Is this Anna’ s schoolbag?

Q3: Is this Lucy’ s pencil box?

Q4: Is this Linda’ s dictionary?

Q5: Are these Mary’s books?

Step 4: Post-listening

Students will be given 5 minutes to make a new dialogue with their desk-mates. They are required to use the sentence structures. One asks question “Is this your …”, and the other answers “Yes, it is./ No, it isn’t.”.

Step 5: Summary and Homework

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

Homework: ask students to read the conversation to their parents and draw a picture about new words and ask their parents “Is this your …”.

Blackboard design:

Teaching reflection

一、考题回顾

二、考题解析

【教案】

Where’s my white cap?

Teaching aims:

Knowledge aims:

Students can understand the content of the listening material.

Students can be familiar with the new words such as”cap” “come”and so on.

Ability aim:

Students will develop their listening abilities of catching key words.

Emotional aim:

Students can be more interested in English and have more confidence in learning English.

Key and difficult points:

Key point:

How to understand the listening material and key words.

Difficult point:

How to be more interested in English and have more confidence in learning English.

Teaching procedures:

Step 1: Warming-up

1. Greetings.

2. Let students enjoy a song named Getting Dressed Song and ask them to sing together. The song goes like this:

I am learning to get dressed,

I’ m learning what to do!

This is how I put on my shirt,

This is how I pull on my trousers,

This is how I pull up my socks,

This is how I slip on my shoes!

Ask students to answer the question “How many clothes did you hear just now”. Then tell them that today they will learn something about dressing and lead in the topic.

Step 2: Pre-listening

Show students some clothes to present some words about clothes such as “cap” “coat” and son on and lead in the sentence pattern “Where is…?” “It’s in/on…”

Do an action to express “come” “go”

Show students a picture of a house, let students understand the meaning of some words about rooms such as “living room” “kitchen” and introduce the structure “Is it in/on…?” “Yes, it is./No, it isn’t.”

Step 3: While-listening

1. Extensive listening

Read the passage for students and ask them to find how many people are there in the listening material.

Then invite one student to answer the question.

2. Intensive listening

Play the tape and ask students to answer two questions:

Q1: Whose white hat is lost?

Q2: Where is the white hat?

Then write these two questions on the blackboard. And tell students when they want to ask if something is in a certain location, they can use “Is it in…?”, and the positive response is “Yes, it is.”, the negative response is “No, it isn’t.”

Step 4: Post-listening

Ask students to have a dialogue with their deskmates, one imagine something’s location, and the other should guess where it is. 5 minutes are given for preparation. Then invite some groups to share.

Step 5: Summary and Homework

Summary: invite a student to be a little teacher and summarize today’s lesson. Ask students to take good care of their belongings.

Homework: ask students to design a poster of their room.

Blackboard design:

Teaching reflection

1题目: Jimmy’s dream

要求:设计导入新授操练环节;师生互动;学会利用关键字复述文章

2.题目: Where is my white hat?

要求:设计生活化情景;请同学表演操练;讲授句型;板书

3.题目: The wheels on the bus

(1)题目: The wheels on the bus

(2)内容:

The wheels on the bus go round and round Round and round round and round

The wheels on the bus go round and round

All through the town

(3)要求:注意语音语调,儿歌韵律

4.题目: big cities and countryside

要求:示范朗读;读写教学;创设情境

5.题目: act and guess

内容: what is he doing, IS he drinking water? Yes,he is

Is he cooking? No,he isn’t. He is washing the dishes.

要求:根据生活情景创设对话,尽可能多的角色扮演

6.题目: favorite season

内容: which season do you like best?

要求: role play,讨论喜欢的季节和原因

7题目: Where is my white cap?

内容: Where is my white cap, Su Yang?

IS it in your bedroom? No,it isn’t. Come and look. It’s in the kitchen.

要求:分配学生分角色朗读;设置情境练习对话

8.题目: The rainbow人教版rainbow的课文

要求:从新授、练习等方面讲解;全英;讲解双元音发音规律,注意韵律

9.题目: Who is your math teacher?

内容: (对话 ) Who is your math teacher? Mr.Zha…

要求:有好的导入,新授,练习环节;全英授课;与学生做游戏;完整的教学模式

10.题目: weather report

内容: Rainy snowy it is going如o be rainy and cold in Beijing.接都是这种类型的句式,大概五六行。

要求:有导入,新授;全英试讲;课堂完整;让学生填充map ( 所给每个地方的天气)

11.题目: My family

内容: My family! My mother! My father my brother my sister my aunt my unde! This is little me!

要求:简笔画和图片

12.题目:语法

内容: shopping

要求:全英文试讲;十分钟;示范朗读;玩游戏,创设情境;板书

13.题目: fly to the moon

要求:注意语音语调,通过儿歌韵律表现

14.题目: welcome to our school

内容: This is our classroom.后面还有teachers’s office canteen和library

要求:全英试讲,创设语言环境

15.题目: Concert

内容: Program: .

Piano: Nancy; Drums: Tom; Guitar: Jim; Flute: Lucy

Date: May 10th

Room: Music Classroom

要求: (1) 试讲时间10分钟,用英语授课;

(2)根据教学内容进行教学设计,体现课堂导入,呈现新知操练方法,拓展运用等教学环节;

(3)创设语言环境,体现课堂师生互动和过程性评价;

(4)结合教学内容进行板书,板书应有助于学生学习

16.题目:词汇课where is the canteen?

内容: playground teacher’s office garden library canteen

要求:全英试讲;要有简笔画,教学环节完整,设置情境

17.题目: where is the art room?

内容: art room, computer room,wash room, music room, gym, TV room. Where is the art room? It’s on the2nd floor.

要求:师生互动;利用简笔画,创设情景操练;其他常规

要求

18.题目:阅读教学

内容: Nancy and Jenny-对双胞胎,有比较级的单词,要求:指导学生复述;创设情境

19题目:《Nancy and Jenny》 人教版Unit 2 lesson 9

内容: Read and Circle the difference.

要求:朗读部分内容;创建情境,帮学生理解阅读内容;用情景教学,讲述difference

20.题目: Good to know

内容: 1.be quiet in the library

2.Don’t eat or drink in the computer room

3.Don’t walk on the grass in garden

4.Don’t push in the hallway

5.Don’t waste food in the canteen

要求:请结合教学目标,教学方法等,根据所给内容进行

设计教学

21.题目: Who is your math teacher

内容: Who is your math teacher? It’s thin,short. He’s kind.

要求:十分钟英文授课;要求课程完整;组织游戏互动,展示导入、新授、拓展等

22.题目: The elephant

要求:语音语调韵律;板书;课堂环节

23.题目:口语课Height and weight

内容: How tall are you? I’m 137cm. How much do you weigh? ….

要求:注重口头表达能力

 

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