2016下半年教师资格考试小学英语面试真题及答案

2016 下半年教师资格考试小学英语面 试真题及答案 小学英语《A butterfly》 一、考题回顾 二、考题解析 《A butterfly》主要教学过程及板书设计 (一)教学过程 Step1 Warming-up and lead-in After greeting the students, I will play the song The bear, whose lyrics use the simple past tense, to the students. I will write down a segment of the lyrics on the blackboard and review the past form of some verbs, such as “look-looked”, “meetmet” and “say-said”, with the whole class. Step2 presentation I will enjoy the strip pictures of butterfly growth with the whole class to introduce the simple past tense. I will ask students questions while watching the pictures. The questions are: “what was the color of the egg?”, “what did a caterpillar eat?” and “how long did the caterpillar live in the small cocoon?” By orders of strip pictures, the growth a butterfly is showed clearly, and time sequences are showed by “the first”, “then” and “finally”. As the students answer these questions, answers are written down on the blackboard. I will invite students to work out the rule of the simple past tense. Simple past tense is usually used to talk about a completed action or state that occurred in the past, and to form this tense, one needs to add -ed to the end of a regular verb and remember the past forms of some irregular verbs. Step3 Practice 1. Conversion task: students are required to converse the following simple present tense into simple past tense to better understand the new structure: I usually eat an egg for breakfast. I _____ an egg for breakfast yesterday morning. People often live in houses. John _____ in the small village for about two years. Do you come to your grandma’s twice a week? He _____ to see his grandma last week. There are three people in my family. There _____ many butterflies here 5 years ago. 2. Translation task: students are expected to translate the following Chinese into the corresponding English. 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。 Step4 Production 1. Group discussion: divide the whole class into groups of 6 and require them to describe the growth of a tree, at the same time, draw it into strip pictures. Three groups will be asked to have a presentation. Filling blanks: students try to fill in the blanks below independently: It _____ a small seed. Then it _____ a sapling after two weeks. Finally it _____ tall and _____ a large tree. There _____ so many big trees. Step5 Summary and homework Summary: invite two students to retell the growth of a butterfly with the help of strip pictures. Homework: ask students to select pictures of their childhood and make a comparison between the present selves and the old selves. (二)板书设计 Blackboard Design: 答辩题目解析 1.请谈谈什么是语法教学中的归纳法?【教学设计类】 【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?【教学设计类】 【参考答案】 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。 考题：小学英语《Welcome to Africa》 一、考题回顾 二、考题解析 《Welcome to Africa》主要教学过程及板书设计 (一)教学过程 Step 1 Warming-up and Lead-in 1. Greeting the students with “nice to see you again”. 2. Ask about some students about their experiences of vacations in other countries. Step 2 Pre-reading Show students a picture of Africa on the PPT and ask some students what they can see in the picture. The teacher will guide the students to think about the people and what they are doing in the picture.TheThe conclude their opinions and show them the new words of: farmer; vet; ice cream man. Step 3 while-reading 1. Fast reading The teacher asks the students to read the passage fast and try to answer the following questions according to the passage. What is the main idea of the passage. What do the people do in the passage? What are the people doing in the passage? 2. Careful reading The teacher asks the students to read the passage carefully and complete the True or False questions: (1) The farmers are planting corn. ( ) (2) The vet doesn’t like animals. ( ) (3) My father is an ice cream man. ( ) Step4 Post-reading 1. Listen to the radio carefully and pay attention to the pronunciation and intonation. 2. Ask several students to role-play the conversation in groups of 2 in front of the class. 3. After their play, other students give their evaluations on their plays, and the teacher make a comment. Step5 Summary and Homework Summary: Ask some students what they have learned in this class and the teacher make a summary. Homework: 1. Retell the conversation to your friends in your own words. 2. Search more jobs on the internet and share them in the next class. (二)板书设计 Blackboard Design: 答辩题目解析 1.请谈谈你这节课的 重点?【教学设计类】 【参考答案】 这节课的重点是学生能够学会一些关于工作的词汇和如何来询问某人的职 业，并且能够提升一些阅读技能，比如：跳读和浏览的方式。 2.你是如何巩固新知的?【教学设计类】 【参考答案】 巩固新知对于吸收本节课的重点内容是非常重要的。我在本节课的设计中， 设计了角色扮演的活动，这样学生能在运用语言的过程中把所学新知转化为自 己的语言，提高自己的综合语言运用能力，同时也加强了小组合作能力。 考题：小学英语《Can I have a drink?》 一、考题回顾 二、考题解析 《Can I have a drink?》主要教学过程及板书设计 (一)教学过程 Step1 Warming up: Daily greeting, and sing a song named Edelweiss with students. Step 2 Pre-listening Ask students two questions “What do you like to drink” and “What do you like to eat?” Invite some students to answer the questions and get some answers. Show two pictures of an ice cream and biscuits, then teach the two words. Step 3 While- listening Play the tape for the first time, and ask students to answer the question “Who are talking in the tape?” Invite one student to answer the question. Divide students into two groups, play the tape for the second time, and ask one group to find answers about the question “What does Amy can eat in the tape” and the other group to find answers about the question “What does Amy can’t eat?” Then check the answer, and write down structures of Can I… / Yes, you can. /No, you can’t on the blackboard. Play the tape for the third time, and ask students to read after the tape, paying attention to the pronunciation. Step 4 Post- listening Ask students to do role-play with their desk mates, acting Mum and Amy in turn. Then invite two pairs to perform the role-play and give them proper evaluations. Step 5 Summary and homework Ask one student to share what he learned in this class. Then give a little task to all the students, that is, when they go home, they could use the structures learned today to