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小學英語《What time is it?》教師資格面試真題
無論在學習或是工作中，我們很多時候都不得不用到試題，借助試題可以對一個人進行全方位的考核。一份什么樣的試題才能稱之為好試題呢？以下是小編收集整理的小學英語《What time is it?》教師資格面試真題，僅供參考，希望能夠幫助到大家。
小學英語《What time is it?》教師資格面試真題 1
一、考題回顧
略
二、考題解析
(一)教學過程
Step 1: Warming up
(1). Greeting with the students.
(2). Do the warming up with students and review the numbers:
One finger one finger turn turn turn, turn to a toothbrush, shua shua shua~ Two fingers two fingers turn turn turn,
turn to a rabbit, jump jump jump~ Three fingers Three fingers turn turn turn, turn to a cat, miao miao miao…
Step 2: Presentation:
(1). Show the picture of a clock, then ask the students the question what time is it? Help the students answer the question with the sentence “It’s…o’clock”. In this time, the teacher will only point on the hour.
(2). Show some pictures of the daily life and there is a clock in every picture ask the students to describe the time in with their deskmates.
(3). The students may have doubt with the last picture, the time in the last picture is 10:17and the teacher will ask the students to give the question “what time is it” to the teacher. The teacher will answer the question and guide the students learn the time expression.
Step 3: Practice
The teacher will play the game Touch and Say with the students. The teacher will hold two different clock on his/her hand and invite the students to ask ”what time is it”. When the teacher answers the question the students should touch the right picture.
Step 4: Production
(1) Ask students make a clock by themselves and ask their partner what time is it by changing the time.
(2) The teacher will ask four students in a group and have a competition. The representatives from every group write down the time they hear. Who get more right answers, who will be the winner.
Step 5: Summary and homework.
(1) Ask two or three students to give a summary of the class.
(2) Ask students to describe the time when they go to school, when they have lunch and when they go to bed.
(二)板書設(shè)計
Blackboard Design:
答辯題目解析
1.你現(xiàn)在做什么工作?【個人問題】
【參考答案】大學畢業(yè)后，我在一家課外輔導機構(gòu)做一名英語老師，雖然工作時間不長，但是我十分喜歡這份職業(yè)，并且學到了很多東西。首先，這份工作和我專業(yè)相符，使我在校所學知識得到了真正應(yīng)用;其次，通過這份工作，我學到了很多小學生英語教學的方法，包括一些有趣的游戲和歌曲;更重要的是，當我看到孩子們一張張?zhí)煺娴男δ�，我獲得了很大的滿足感。
2.你認為你這節(jié)課上的好嗎?【個人問題】
【參考答案】我認為我這節(jié)課有優(yōu)勢，同時也存在不足。首先，本節(jié)課重難點突出，完成了預(yù)設(shè)的教學目標，學生通過與老師的.對話，自然而然的學習了本節(jié)課的重點句式，并且還進行了一定的拓展延伸，其次，在教學過程中，充分體現(xiàn)了學生的主體地位，通過游戲和對話，吸引學生注意力，幫助學生練習新句式。再次，鞏固提高環(huán)節(jié)也符合學生的特點，通過競賽的方式，提高學生興趣，幫助學生將所學句式應(yīng)用到實踐過程中。但是本節(jié)課也存在不足之處，游戲環(huán)節(jié)偏多，可能會導致預(yù)設(shè)環(huán)節(jié)不能按時完成，在實際教學過程中，我會根據(jù)實際情況調(diào)節(jié)我的環(huán)節(jié)和進度。
小學英語《What time is it?》教師資格面試真題 2
一、考題回顧
略
二、考題解析
新課教授
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:
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