教师资格考试《小学英语专业面试》真题汇编.docx

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1、教师资格考试小学英语专业面试真题汇编1简答题（江南博哥）参考解析：Big cities and the countrysideTeaching aimsStudents 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.Stude

2、nts can foster the awareness of protecting the environment and understand their own options.Key and difficult pointsKey pointTo understand the content of the reading material and be familiar with the structure and usage of comparative degree.Difficult pointHow to foster the awareness of protecting e

3、nvironment and understand their own options.Teaching proceduresStep 1: Warming-up1. 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

4、 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-readingS

5、how 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-reading1. Extensive listening

6、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 listeningAsk students to read the passage carefully and catch keywords for detailed information. They need to fi

7、nd 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-readingAsk student

8、s 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 HomeworkSummary: invite a student to be a little teacher and summarize the whol

9、e 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略2简答题1.题目:Look, Sam. Heres a dog对话教学试讲2.内容:3.基本要求:(1）试讲时间约10分钟，采用英语授课;(2）突出教学重点和难点，呈现对话教学

10、的主要环节;(3)运用地理位置示意图辅助教学,配合教学过程适当板书;(4)创设情境，引导学生在相关情景中谈论各个场所的地理位置。参考解析：The teacher shares his/her own experience of gettinglost with students and asks students“What will you do ifyou get lost?”ll.Presentation1. Listen to the tape and get the main idea of thedialogue.1: How many people are there in the

11、 dialogue?Q2: What are they talking about?2. Listen to the tape again and answer somequestions.1 : Who is lost?Q2: Who helped the lost one?Q3: What is the right way?IlI.PracticeActivity 1: Listen and imitateStudents listen to the tape together and imitate it,paying attention to the pronunciation and

12、 intonation.Activity 2: Role playStudents read the dialogue in pairs. Then exchangeroles.lV.Consolidation1.Students share their own experience of getting lostwith others.2.The teacher shows students four maps and dividesstudents into four groups. Each group chooses one mapand makes a new play accord

13、ing to the way on the map.using the important sentence structures.Ten minutes later.each group shows their play in the front of the class.V.SummaryStudents summarize what they have learnt in thislesson and the teacher gives supplements if necessary,and reminds them the importance of asking for ways

14、andhelping others.VI.HomeworkDraw a picture about the way from their home to theschool and make a report about the way. Share withclassmates next time.板书设计:略3简答题参考解析：My FriendTeaching aimsStudents can understand this passageJoe introduces his friend Tom.Students can understand new words “T-shirt”, “

15、shorts” and “skate”.Students are able to develop their reading and speaking abilities such as reading to get detailed information.Students are willing to describe friends and cherish their friendship.Key and difficult pointsKey pointTo understand this reading material and use target language to desc

16、ribe their friends.Difficult pointTo have the awareness to love friends.Teaching proceduresStep 1: Warming-up1. Greetings.2. Set a situation: when you are in trouble and you want to ask someone for help, or if you want to play football on the playground, who can you think of?Invite students to share

17、 their answers. Students may say “father, mother or friends”. Then share with them an old saying-A friend in need is a friend indeed and lead into the topic-My friend.Step 2: Pre-readingDraw two stick figures to show the new words “T-shirt” and “shorts”, and do an action to guide students to guess t

18、he action and lead out “I can skate” in a vivid way. Then show the pictures from the passage and ask students to predict what the relationship is between Tom and Joe.Step 3: While-reading1. Extensive readingRead the passage for students and ask them to find out the relation and check the prediction.

19、Then invite a student to share it and write down the answer on the blackboard.2. Intensive readingRead again and ask students to finish the task-T or F:He is tall and thin. (T)He has a green T-shirt and a pair of black shoes. (F)He cant skate. (F)Then lead students to correct the sentences if they a

20、re wrong.3. Ask students to read after the tape to imitate the intonation and pronunciation.Step 4: Post-readingWork in pairs. First of all, ask students to draw a picture of their friends and then encourage students to introduce their friends to their desk mates with the words and expressions they

21、learned today. 6 minutes are given. Finally, invite some pairs to share and give positive comments.Step 5: Summary and HomeworkSummary: invite a student to be a little teacher and summarize todays lesson. Ask students to help friends if they are in need.Homework: ask students to help their friends t

22、o solve one problem and share it with us.Blackboard design略4简答题1.题目:语法教学2.内容:3.基本要求:(1）试讲时间约10分钟，采用英语授课;(2）注意语法教学的情景化;(3）训练学生看图说话的能力，指导学生用英语描述正在进行的动作和行为;(4）配合教学内容适当板书。参考解析：Teaching Procedures:l. Lead-inThe teacher introduces a friend,Sam to students. Tellstudents that Sam is coming to their classroo

23、m today tointroduce some of his friends and family members. Askstudents to guess what his friends and family members maybe like.ll. Presentation(1)The teacher plays the tape of Sams introduction.Then,ask students the following questions.How many people does Sam introduce?Can you guess if they boys o

24、r girls?(2)The teacher plays the tape again and invitesstudents to answer respectivelyWhat is Maomao/ Xiaowei/Amy/ Tom doing in the picture?” The teacher writes theanswers on the blackboard and underlines the presentcontinuous part.(3) Students work in groups to discuss when and how touse present co

25、ntinuous tense in a sentence. The teachermakes some supplements and stresses the form of verbs whileusing this tense.l1I. Practice(1) Present students some pictures in which people aredoing different things. Ask students to work in pairs tochoose several pictures to describe. Then, the teacherinvite

26、s several pairs to show present their description andthe rest of the class can guess which picture it is.(2) Play a short video for students. While watching thevideo, ask students to take some necessary notes. Afterwatching, students work in groups and try to repeat what ishappening in the video.lV.

27、 ConsolidationAStudents draw a picture of their family to show whateveryone is doing after school/work. Then, try to describethe picture they have drawn to their partner. Then,theteacher invites several students to come to the front to showtheir pictures and make descriptions.v. SummaryStudents summ

28、arize what they have learnt in this lessonand the teacher gives supplements if necessary, and remindsthem to pay more attention to other people in their dailylife.Vl. HomeworkStudents show their pictures to their parents andexplain to them the scene in the pictures.板书设计:略5简答题参考解析：My roomTeaching aim

29、sStudents can speak out the words correctly and master the meaning such as “living room”, “bedroom”, “kitchen”, “study”, “bathroom” with the help of stick figures.Students can grasp the sentence patterns “Wheres?” “Is she?” and use them in our daily communication.Students will enhance their speaking

30、 ability and take part in group work actively.Students can foster awareness of knowing the layout of their house.Key and difficult pointsKey pointTo acquire the words such as “living room”, “bedroom”, “kitchen”, “study”, “bathroom” and the sentence patterns “Wheres?”, “Is she.?”To apply new words an

31、d sentences into their daily communication.Difficult pointTo enhance their speaking ability and take part in group work activelyTo foster the awareness of knowing the layout of their house.Teaching proceduresStep 1: Warming-up1. Greet students and let them enjoy the beautiful scenery on the campus.2

32、. Let students enjoy a song named Bedroom and ask them what the song is about. The song goes like this:In my bedroom, in my bedroom,near the table and the chair.You can see my little teddy bear,sleeping in my little bed.In my bedroom, in my bedroom,near the table and the chair,You can see my little

33、teddy bear,Sleeping in my little bed.The students may come to the answer that the song is about the bedroom. Then ask them another question “how many rooms in your house? and what are they?” then lead them into todays topic.Step 2: Presentation1. Set up a situation: now the teacher is the guide and

34、the students are the visitors. The teacher will introduce home to the students.2. First draw a stick figure of a bedroom and ask them what it is. Then write the word “bedroom” on the blackboard. Then draw other stick figures and explain the words “kitchen”, “bathroom”. Next, let students think about

35、 what room in their house. After the discussion, draw the stick figures “living room” and “study” on the blackboard.3. Guide students to read the words loudly. Then ask them if we want to ask the location, what we can say. Then play the tape and teach them to use the sentence patterns “Wheres Amy? I

36、s she in the study?” and can answer with “Yes, she is.” Then write them on the blackboard.Step 3: Practice1. Bomb gameDraw some bombs near the word “bedroom”, and “study.” Then tell the rules to the students: when the teacher point at the word without the bombs, students should read the words loudly

37、. But when the teacher point at the bomb words, they should keep silent.2. Describe the picturesShow some pictures about the layout of the house, and ask students to describe the picture. Remind them that dont forget to use the sentence patterns “wheres” “Is she”.Step 4: ProductionPlay a game called

38、 Ask and Answer. The rules are like this: the teacher gives a student some pictures to pick up. Then the student holds the picture to ask “where is .?” “is she/he.?” and points one student to answer the question. The student who answers the question need choose the picture and point one student to a

39、nswer his question.Step 5: Summary and HomeworkSummary: invite a student to be a little teacher and summarize todays lesson. Tell them to love their home and family members.Homework: ask students to draw a picture of their house and introduce his house the next class.Blackboard design略6简答题1.题目：读写教学试

40、讲2.内容：Big Cities and the CountrysideDo you live in a big city? Do you live in the countryside?Some people like big cities; others like the countryside.Big cities are busier than the countryside. Big cities have more factories than the countryside. Big cities are warmer in winter than the countryside

41、 and hotter in summer thanthe countryside. There are more trees in the countryside. There are more people in big cities. The countryside is greener and quieter than big cities.Big cities are _ than the countryside.The countryside is _ than big cities.3.基本要求：（1）采用英语授课，试讲时间约 10 分钟；（2）试讲时需示范朗读教学内容，进行朗读

42、技巧的指导；（3）创设情境通过提问引导学生梳理文本基本信息，并进行阅读方法的指导；（4）抓住关键词句设计板书辅助学生进行语言表达的操练。参考解析：Teaching Procedures:I. Lead-inShow students some pictures of big cities and the countryside. Ask students to talk about their feelingsafter looking at these pictures.II. Pre-readingCreate a situation: Our friend Tom has visited

43、 many places including some big cities and also the countryside. Hewrote a passage about comparing big cities and the countryside. Then ask students to predict what he would write in the passage.III. While-readingSkimming: Students read Toms passage quickly for the first time and figure out what the

44、 differences are betweencities and the countryside.Scanning: Students read the passage again and answer the following questions:(1) What are big cities like?(2) How about the countryside?(3) Finish the chart on the blackboard.Intensive reading: Lead students to compare big cities andthe countryside

45、with following sentences according to thechart above and then write them down.(1) Big cities are _ than the countryside.(2) The countryside is _ than big cities.IV. Post-readingStudents work in groups of four to make a survey. There is a little journalist in each group, and he/she will interview the

46、 others about whether they like big citiesor the countryside more and why. Finally, all the journalists are invited to give a report to the whole class.V. SummaryStudents summarize the differences between big cities and the countryside. The teacher stresses the importance of enjoying life.VI. Homewo

47、rkSurf the Internet after class for more information about big cities and the countryside, and then make a post.板书设计略7简答题参考解析：Holidays and days of the weekTeaching aimsStudents can understand the content of the listening materialthe exact date of the festival, such as Mothers Day, Fathers Day, and T

48、hanksgiving Day.Students can master the way of describing the exact day of other holidays.Students will develop their listening abilities to catch keywords.Students can foster the awareness of showing their love for their parents on some special festivals and respect for national cultures.Key and difficult pointsKey pointTo understand the content of