小學(xué)教師資格證面試英語

　　一、語音課

　　Lessen plan for the pronunciation of /i /

　　Teaching aims:

　　(1)Knowledge aim: be able to know how to pronounce the diphthong /i /

　　(2)Ability aim: By the end of the class, students should be able to pronounce the diphthong/i /

　　(3)Emotion aim: be able to pronounce the /i /more confidently

　　Teaching methods: 3-P model(Presentation, Practice, Production)

　　Teaching aids: chock, blackboard, some cards

　　Teaching procedure:

　　Pronunciation(板書內(nèi)容)

　　StepⅠGreeting and Lead-in

　　T: Class begins. Good morning/afternoon, boys and girls. Nice to have this English class with you. Today we are going to learn a diphthong in English.

　　StepⅡ Presentation

　　Show some cards to the students. Lead in the diphthong /i /

　　StepⅢ Practice

　　Practice the students the sound /i /, and explain the right way to pronounce the sound. T: yes, very good. These words all contain the sound/i /. Now read after me, /i / /

　　StepⅣ Production

　　Sound discrimination and tongue twister

　　StepⅤ Summarize

　　T: today, we have learned the sound /i /; remember the right way to pronounce this sound. It begins with the first sound /i/ and glide towards the second sound / /, you should practice more after class.

　　StepⅥ Homework

　　Practice the diphthong /i/ with your partner.

　　考生在試講過程中，一定要學(xué)會合理分配板書和講授的時間。在板書時不能影響試講，講話時不板書。

　　二、語法課

　　Grammar (板書內(nèi)容)

　　教學(xué)目標(biāo)：準(zhǔn)確理解相關(guān)語法的基本概念，結(jié)構(gòu)，運用。

　　重點：相關(guān)語法的基本概念和結(jié)構(gòu)

　　難點：以學(xué)促考，靈活運用。

　　Part 1: Independent reading

　　Ex 1:自主閱讀Ex 1 部分, 了解名詞性從句的用法 T:Good morning/afternoon, boys and girls. Today, we’ll learn a new grammar style名詞性從句Noun clauses. Now please open your book, turn to page 21，book 3 and look at Ex1. Read the play, which are mainly about this kind of grammar? Try to find the sentences.(pause)

　　T: Ok. Stop here! Can you say one sentence? Now, who want to share your works? Ok, Tom, please. (手勢語：平伸右手，手掌朝上，示意學(xué)生回答。做邊聽狀，邊板書第一個句子，這個要提前備課，就是您早就準(zhǔn)備好的句子!)

　　May we ask what you are doing in this country?

　　T: Very good，sit down, please. Now, who want to say the next? Ok, Lily, please. (同上，寫第二個句子!)

　　I didn’t know whether I could survive until morning.

　　T: Very good，sit down, please. Now, who want to share the last one? Ok, Kate, please. (同上，寫第三個句子!)

　　The fact is that I earned my passage by doing sth.

　　(課本上的`三個句子)

　　T: Very good，sit down, please.

　　T: Now, we can see the Noun clause is a piece of cake, or we can say, it’s just so so. Are we right? Let’s look at the Ex 2 and try to finish the exercise of this part. If you can not solve the problem, first, lists problems of your own, then you can discuss in pairs; after discussion, you two can’t solve it, come to the blackboard and write it down.

　　Part 2 comprehension 理解

　　Difficult point 1: What do you think of the bet the brothers have made?

　　Part 3: The rule of the grammar

　　T: Well, Tom, it’s you again! Please! (Pause)Very good! Thank you, sit down please.名詞性從句：缺什么補(bǔ)什么，不缺什么用“that”.(簡析語法現(xiàn)象)

　　Part 4: Homework

　　T: Ok, so much for this class. After class, please finish Ex 5 on page 21. That’s all for today, see you!

　　語法課在教資面試中是命題者比較鐘愛的課型。語法教授除了可以單獨作為重點講授以外，在其他課程類型中，也都是較為重要的教學(xué)內(nèi)容。因此，考生在要牢記這種課型的試講環(huán)節(jié)。

　　三、閱讀課

　　Reading

　　Teaching procedures:

　　(1 min) free talk/describe pictures/watch videos/quiz/news

　　Now class begins. Good morning, boys and girls. Today, we are going to learn a new unit together. Have a free talk with students.

　　(2mins) brainstorm/predict

　　1) Brainstorm

　　Give me one minute to brainstorm with your partners in small groups. Tell me what plants can be used for.

　　2) Predict

　　With the help of the title, could you please tell me what will be talked about in the passage? Let’ answer this question group by group.

　　(3 min)

　　1) Skimming (1 min): main idea/workout the correct sequence of the text

　　2) Scanning (2 min): 老師提問/讓學(xué)生互提問題

　　Ask students to read the passage again and ask them some questions.

　　3) Intensive reading( 1 min): 如果是幾段的文字，分析段落大意;提一個深層次的問題

　　pair work/group discussion

　　Read the passage carefully and try to understand the whole passage. Then discuss some questions in groups.

　　(1 min) role-play/interview/retell/application/續(xù)寫

　　This passage is a very good example for us to follow if we are supposed to write a similar passage like this. Please go through the passage quickly again to pick put the words, expressions or sentence patterns that are useful in your writing.

　　(1 min)

　　Recommend some useful websites.

　　Summarize what we have learnt today and assignment homework.

　　對于英語試講來說，盡管根據(jù)內(nèi)容講授的重點不同，可以劃分為多種課型，不同課型的`講授環(huán)節(jié)存在一些不同之處，但考生要做的是發(fā)現(xiàn)規(guī)律，比如：這幾種課型除了導(dǎo)入、布置作業(yè)基本沒有區(qū)別以外，講授環(huán)節(jié)的具體步驟也可以統(tǒng)一為：Pre-reading、While-reading、Post-reading這三個環(huán)節(jié)，當(dāng)然，聽力課、口語課以及寫作課不完全適用。

　　四、寫作課

　　Writing class : Healthy eating (健康飲食)

　　【teaching aims】教學(xué)目標(biāo)

　　1.Knowledge aim：

　　(1)How to distinguish between healthy food and junk food and express it in English.

　　(2)How to freely express their opinions and suggestions.

　　2.Ability aim：

　　Sum up the definition of balanced diet, and can put forward some health recommendations.

　　3.Emotion aim：

　　Learn basic knowledge about nutrition and dietary habits and develop healthy eating habits.

　　【Teaching important points】 教學(xué)重點

　　How to distinguish between healthy food and junk food and express it in English.

　　【Teaching difficult points】教學(xué)難點

　　How to freely express their opinions and suggestions.

　　【Teaching methods】教學(xué)方法：

　　1. Pair work and Group work (小組合作，交流式教學(xué))

　　2. Discussion and cooperative learning (自主探究、合作探究)

　　3. Task-based approach (任務(wù)式教學(xué))

　　【Teaching procedure】教學(xué)過程

　　Part 1 Warming up(導(dǎo)入)(1 min)

　　1. 以一句話：“Everybody needs foods, so do I”及麥當(dāng)勞、肯德基的相關(guān)飲食引入話題。

　　T: Good afternoon, boys and girls. Today we’ll talk about Healthy eating(板書的內(nèi)容). “We have three meals everyday. Everybody needs foods, so do I. I want to know the following questions. The first question: Have you had lunch or breakfast in McDonald’s or KFC?

　　The second question: Do you like the food there?

　　The third question: Which one do you prefer?”

　　The purpose of this part is to stimulate Ss’ interest and call their attention to the topic.

　　Part 2 小組練習(xí)(Pair works)(3mins)

　　T:Now, two students in pairs to ask each other about the above three questions, and then I’ll ask some of you to practice the dialogue in front of all of us. Now, let’s begin.

　　T: Ok. Now, which pair wants to act this dialogue in volunteer? (Pause) Tom and Kate, please. Good! Sit down please.

　　Part 3 Brain storming頭腦風(fēng)暴3分鐘 (3mins)

　　Divide the whole class into two parts, the students on the left will be Group One, and the students on the right will be Group Two. Let’s see which group will get more names of the food.

　　Part 4 Sentence structure practicing句型練習(xí)(2mins)

　　Teacher show how to use the sentence patterns：“I think that (or the food name) is junk/healthy food because….”To describe what is healthy food, what is junk food。Then divide the students into a group of 4 people to discuss and Practice.Scope of the content involved in the dialogue：What is the name of the food? / What nutrition does it mainly contain?

　　Part 5: Activity task--make a survey活動任務(wù)--- 做調(diào)查報告(1分鐘)

　　T: Now I’ll give you a sheet. Ask 3 students around you about their dieting habits, and offer them some advice. You can use the sentence structure as” You should take less…, and you should have more….”

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