小学英语教师资格证面试真题(试讲精选)

小学英语教师资格证面试真题（精选）
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
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”, “meet-met” 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 cat erpillar 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 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 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 groups of 6 and require them to describe the growth of
a tree, at the same time, draw it 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.
板书设计
答辩题目解析
1.请谈谈什么是语法教学中的归纳法?
【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?
【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。

小学英语《What time is it?》
一、考题回顾
二、考题解析
小学英语《What time is it?》主要教学过程及板书设计
教学过程
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 and 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 stude nts 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.
板书设计
答辩题目解析
1.你现在做什么工作?
【参考答案】大学毕业后，我在一家课外辅导机构做一名英语老师，虽然工作时间不长，但是我十分喜欢这份职业，并且学到了很多东西。

首先，这份工作和我专业相符，使我在校所学得到了真正应用，其次，通过这份工作，我学到了很多小学生英语教学的方法，包括一些有趣的游戏和歌曲，更重要的是，当我看到孩子们一张张天真的笑脸，我获得了很大的满足感。

2.你认为你这节课上的好吗?
【参考答案】我认为我这节课有优势，同时也存在不足。

首先，本节课重难点突出，完成了预设的教学目标，学生通过与老师的对话，自然而然地学习了本节课的重点句式，并且还进行了一定的拓展延伸，其次，在教学过程中，充分体现了学生的主体地位，通过游戏和对话，吸引学生注意力，帮助学生练习新句式。

再次，巩固提高环节也符合学生的特点，通过竞赛的方式，提高学生兴趣，帮助学生将所学句式应用到实践过程中。

但是本节课也存在不足之处，游戏环节偏多，可能会导致预设环节不能按时完成，在实际教学过程中，我会根据实际情况调节我的环节和进度。

小学英语《What would you like to eat?》
一、考题回顾
二、考题解析
《What would you like to eat?》主要教学过程及板书设计
教学过程
Step 1 Warming up and lead in:
Greeting with the students, have a free talk with the students, ask about the foods.
T: What’s your favorite food?
S: I like cake best.
T: Why do you like cake best?
S: Because the cake is very sweet, I like sweet.
T: Who can list some other food which is sweet? Are they the Chinese food?
S: No, the Chinese food is not always sweet.
T: Can you list some other Chinese food?
S: Rice, dumplings, and noodles.
T: We are going to learn some western food. Please look at the PPT.
Step 2 Presentation
Create the situation that the teacher is going to have a birthday party, and invites students to her party, ask about their favorite foods and then chose the restaurant.
T: Today is my birthday. I’d like to invite you to a restaurant to celebrate my birthday. What would you like to eat? (Write the sentence on the blackboard: What would you like to eat?)
Lead the students to answer: I’d like to eat…., and then ask them: What would you like to drink? Lead the students to answer: I’d like to drink….
Teacher list the foods students mentioned about just now, write ice cream on the blackboard, and then ask them what kind of ice cream they like to eat best?
T: Ok, now look at here, the first is ice cream. What kind of ice cream do you like best? I like strawberry best.
S:…
Write sandwich and hamburger on the blackboard, and then show them pictures of them to the class and say something about them.
T: You must be familiar with these two words, one is hamburger (Write hamburger on the blackboard), the other is sandwich (Write sandwich on the blackboard) .Where do we usually buy hamburger?
S: In KFC or Macdonald.
T: When we are hungry we usually have a hamburger. But some of us want to keep healthy, so they prefer to have some salad.
Show the picture of salad to the students and then write the word on the blackboard. Tell them we have many kinds of salads, and show them the vegetable salad, the fruit salad, the egg salad and some other salads.
Step 3 Practice
Prepare some cards with the words and give the cards to the first students in a row, after telling the words in a loud voice, pass it quickly to the next one, and then change the cards until all of them read all the cards.
Prepare some cards of food, and then use some words to describe it and ask students to guess the food, and find it in the cards and then paste it on the blackboard. After pasting it on the blackboard, teacher shows them the right answer on the blackboard.
T: The first one is a Chinese food, we often eat it with the vegetables and meat, what’s this? You, please. Ok, he chooses the rice card, please paste it on the blackboard. Everybody look at the PPT, the answer is rice! You are right.
After pasting all the cards on the blackboard, ask students to listen carefully, and then teacher reads the words at random, and after saying it for the first time, ask some of them to the blackboard to show the right order to the students.
T: Listen to me carefully, hamburger, sandwich, tea, rice, cake. Ok, who can come to the blackboard and show me the right order? Ok, you please.
T: Right, let’s have a check, the order is: hamburger, sandwich, tea, rice, cake.
Step 4 Production
Write the foods and drinks on a paper, and use it as a menu, teacher acts as the waiter, students act as the guest, make dialogue with students.
T: What would you like to eat?
S1: I’d like a sandwich.
T: What would you like to drink?
S1: I’d like a cup of tea.
Change another one to ask.
T: What would you like to eat?
S2: I’d like a hamburger.
T: What would you like to drink?
S2: I’d like coca-cola.
After making the dialogue with the students, ask them to practice the sentences with their partner, and then ask some of them to show it to the class.
Step 5 Summary and homework
Summary: Ask one of them to have a summary of what we learned today, some students say the words, the others say the Chinese meaning.
Homework: Ask them to make a table after class, write Chinese food in one line, the western food in another line. Try to recall all the foods we learned in this table, and add more other food in this table.
板书设计
答辩题目解析
1.小学阶段的语法教学需要注意什么?
【参考答案】其实语法教学是比较枯燥的，但是作为教师，要具备化腐朽为神奇的技能，在语法课的教学当中时刻注重抓住学生的注意力，将所学知识进行适当的变式，让学生在一种轻松愉快的环境当中快乐的学习语法知识。

这节课主要学习了三个介词，在导入环节先设置一个比较吸引学生的猜谜游戏，呈现出本节课需要利用的教具盒子和铅笔，但是在铅笔的呈现方式上没有直接展示给学生而是让学生进行猜测，在导入环节就吸引住了学生的注意力，在吸引了学生注意力的基础上抓住学生的兴奋点立刻讲授要学习的三个单词利于学生理解。

当然语法学习最重要的是要讲知识点带入到所学的句型当中，所以在学习完三个介词之后立即带领学生进行练习，巩固语法知识，在巩固知识之后立刻加入学习的两个语法句型，让学生学以致用，在兴奋点最高的时机教授最重要的知识点，之后再进行巩固。

总之语法教学虽然枯燥难懂，但是教师只要注意授课的形式多和实物结合多做练习，抓住学生兴趣点在最好的时机进行授课会是会产生到意想不到的效果的。

2.请问你有哪些记忆单词的好方法可以提供给学生?
【参考答案】可以利用联想记忆、谐音记忆和利用卡片进行记忆。

首先联想记忆是因为小学生对形象直观的事物比较感兴趣，把单词联想成生活中常见的一些事物能帮助学生记忆。

如eye把两个e想象成两只眼睛，把y想象成鼻子。

其次谐音记忆也可以帮助学生快速的记住单词，例如pest是害虫，那一想到害虫我们都想到拍死他，这个谐音和单词的读音很像，除此之外还有sunny这个单词，可以读成晒你，根据读音进行拼读记忆。

卡片记忆法就是将单词整理或写在卡片上，可供随时翻阅并加以记忆。

这种方法的特点是简单实用并易于携带，不受时间和空间的限制，可随时随地随用。

这样不仅可以寓学于乐，而且还可以大大提高对课余时间的合理有效利用。

除此之外还要注意结合艾宾浩斯遗忘曲线进行记忆，因为我们学习完一个新的知识之后是先忘得比较快后忘记的慢，建议学生在刚学完单词之后多记忆，以免遗忘。

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
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.
板书设计
答辩题目解析
1.请谈谈你这节课的重点?
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?
【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。

小学英语《语法句型课—Can I》试讲答辩
【面试备课纸】
【教学设计】
Can I...
Teaching aims:
Knowledge aim: students can know the function of inquiry and refusal by leaning key sentence: can I... Yes, you can; No, you can`t.
Ability aim: students can use these key sentences into real life.
Emotional aim: students can get more confident about English and cultivate awareness about politeness.
Teaching key point &difficult point:
key point: students can know how to ask for permission and express refusal.
Difficult point: students can put these sentences into practice.
Teaching Procedures:
Warming-up
Hello, everyone! It`s your beloved English teaching teacher Albert. Nice to see you guys again. Before this class, I want to share an interesting story with everyone. It`s about my sister. You know, My sister loves foods so much, especially the sweet foods such as candy, donut, and so on. Every time she got change, she just grasps her money and rush into the candy shop. Day by day, she is getting heavier and heavier. Every time she asked my mom “ mommy, can I have some change for an ice cream?” every time my mother was depressed and answer “No, you can`t honey”. Then I would can`t help laughing. It`s interesting, right? I guess sometimes you guys also have such kind of request. In order to improve your skill for requesting, lets start our new class. Can I...
Pre-listening
Now, guys, look at the screen. Here is a picture. What in it? Alex, you please. Yes, Alex said “there`re so many foods and a little girl with her mom”. Good job. As Alex said, can you guys have a guess? What are they talking about? Foods? Argument? Ok, let’s keep it as a riddle. Next, we`re going to uncover this riddle.
While-listening
Now we are going to listen to a tape for twice. During the first time, you guys need to check your prediction and answer me that what are they talking about. Are you ready? Lets begin.
Ok, time to answer my question. Coco, you please. Well, you still think that they are talking about foods. Well, you may say so. Sit down please. Anyone else? Ok, Tina. You say the girl is asking for food from her mother. Perfect! You`re very good at catching information. Ok, you two did a really good job.
Now, we are going to listen to the tape again. After listening, you just need to answer my questions. What does Amy want? What does Amy finally get? Ready? Go!
Well, time is up. Who can answer my first question? What does Amy want? Good, Nina, you please. Well, Nina said Amy wants drink and ice cream. Excellent! You are such a smart girl. Now, the second question. What does Nina finally get? Christina, please. Brilliant! Biscuit, right. I know you can do it.
Post-listening
We have finished this tape. Their conversation is quit interesting, ha? I just thought my sister and my mom. Do you guys want to do a role-play? Yes? Ok, two students in one group. One is Amy, the other is Amy`s mom. Lets do a role-play. You have 3 minutes. After this, i will invite one group to show us.
Well, time is up. Volunteers? Ok, group banana. Very good, your performance is excellent. I`m so proud of you.
Summary & Homework
Time flies, it`s almost the end of this class. Lets do a simple summary together. What we have learned today? Yes，we have learned how to ask for permission and express refusal. But remember, no matter we ask for permission or express refusal. We need keep polite because we are good kids, all right? After class, i hope you can ask for what you want to eat form your mom, but remember, in English. Ok, class is over, see you next time.
【答辩题目及解析】
Can I. 问题与解析
1. 请谈一谈计算机辅助教学法的优点。

1. Tell me the advantages and disadvantages of CAI。

【参考答案】
媒体外语教学的最大优点在于它有利于真正建立以学生为主体的教学模式，整个教学过程以学生为学习主体，学生在教师精辟简练的讲解指引下，利用多媒体创设教学内容所需要的,特定的语言情景。

它有以下这么几个优点：
第一、图文声像并茂，激发学生兴趣。

教师适当的使用投影、录音录像等多媒体手段可以使教学更加生动、直观，有效促进教学整体优化。

第二、教学节奏明快，提高教学效率。

多媒体和网络技术可以储存大量信息，会带来高密度和快节奏的课堂教学，扩大学生的英语实践量。

第三、创设情境，激发学生穿新思维。

运用信息技术，教师可以结合课文内容或者作者观点设计各种形式的问题或情境训练学生发散性和创新性思维。

【Suggested version】
The major merit of CAI lies in its concept that students are the body of the class, which means that teachers are the guide and helpers of class by using computer to teach the new knowledge. The advantages of CAI are as follows:
First, it contain not only pictures and words but also sounds, which can to some degree boost students’ interests of learning English; And CAI is a great help to improve the pace of teaching, for it involves a lot of information that can increase the opportunities to practice English; Setting a situat ion also can be one of its merits. Associating with the text and author’s opinion, a teacher can arrange and design various of questions and exercises to train their divergent and creative thinking.
小学英语《词汇-what can you do》试讲答辩【语音示范】
【面试备课纸】
【语音示范】
【教学设计】
What can you do?
Teaching Plan
I Teaching Aims
Knowledge aims:
1. Students can spell and understand the meaning of the new vocabularies and phrases of different activities.
2.Students can master the new sentence patterns “what can you do” and “I can sing English songs”.
Ability aim:
Students can use the vocabularies and sentence patterns to talk about their abilities fluently. Emotional aims:
1. Students will cultivate more hobbies in their spare time.
2. Students will enjoy communicating with each other in English.
II Teaching Key &Difficult Points
Teaching key points:
1. New words and phrases: dance, sing English songs, do kung fu, draw cartoons,
2. Sentence Patterns: What can you do? I can draw cartoons.
Teaching difficult point:
How to talk freely and naturally in their daily life by using the words and sentence.
III Teaching procedures:
Step 1 Warming up
(1) Daily greeting.
(2) Let students enjoy a chant.
Dog, dog, what can you do? I can run after you. Panda, panda, what can you do? I can eat so much bamboo. Mike, mike, what can you do? I can draw animals in the zoo!
At the same time, require students to pay more attention to some words, run, eat bamboo, draw animals.
Then ask another question: There is a sentence that is said five times in this chant, can you remember? What is it? This is our topic today “what can you do?”. Then write the topic on the blackboard.
Step 2 Presentation and practice
(1) Words learning and practice
Tell students that “Zhang Peng’s school will have an English party next week, let’s find out what his classmates can do for the party”. And lead in the pictures.
Show some pictures in the book and ask them “What can the students in the pictures do? ”
Then ask them to read the words one by one after the teacher in different ways.
After teaching these words and phrases, teacher will play a game named play an act and say game with students to practice all the vocabularies.
(2) Sentence learning and practice
Teach students if they want to ask others’ abilities or tell others about their own abilities, they can use the sentence “What can you do?” and “I can…”.
Ask students to make conversations with their partners in three minutes, one ask and the other one answer and then change the roles.
After that ,they have two minutes to use the rhyme that we’ve used in the warming-up step to play their conversations.
Step 3 Production
Divide students into several groups and ask them to make a survey about what their group members can do and finish the chart on the screen. After they finish, ask them to make a report by using the new sentence patterns.
Step 4 Summary and homework
Summary: Summarize what is learned today by reading the contents.
Homework: Ask their friends and parents what they can do and make a record.
IV Blackboard design
【答辩题目及解析】
1. 对于性格孤僻、胆小、不爱说话的孩子，教师如何处理?
1. Some students can be extremely quiet, and emotionally isolated. How do you deal with them?
【参考答案】对这类学生，教师首先，应该在感情上关心和信任他们，多接近他们，善于走进他们的心灵，是他们愿意说出心里话。

其次，教师要给他们创造与别人交往，在集体说话的机会。

鼓励他们乐群，是他们体会到人间和集体的温暖，从而克服忧郁、多疑、多愁善感的消极心理。

最后一点，教师批评这些学生时，不要再公共场合批评他们，避免伤了他们的自尊心，出现意外后果。

【Suggested version】
For these students, the most important thing is to earn their trust. First, I will give especial care for them and make more interactions and encourage them to speak out. Second, I will provide them with chances to talk with other students and feel the warmth and comforts from them, so they can finally open up and become less sentimental and suspicious and more loving towards others. Third, I will give more compliments if they make any progress, and try to avoid any criticize for them in front of other students to protect them.
小学英语《Unit 3 Where did you go? Read and write》
Teaching aims:
Knowledge aims:
Students can understand the meaning of the passage about Wu Yifan’s bad but good day. Students can master when to use the simple past tense correctly.
Ability aims:
Students can improve their reading skills of getting detailed information.
Students can talk about their past things with partners.
Emotional aims:
Students are willing to share their life expirence with others and have an optimistic attitude towards life.
Teaching key points and difficult points:
Key points:
Wu Yifan’s holiday experience.
Difficult Points:
How to apply the simple past tense correctly to talk about a past day.
Teaching procedures:
Step 1 Warm-up and Lead-in
1.Review and sing the song-- Happy, happy holiday
Let students stand up, clap thier hands and shake their body to sing the song, happy, happy holiday together.
2. Free talk
Ask them the question “What did you do for your holiday?” and “how do you feel about the holiday?” Teacher gives them reflections properly.
Step 2 Presentation
1.Show students the pictures about Wu Yifan’s holiday on the screen. Let students guess what Wu Yifan did for his holiday. Teacher can lead students by following questions.
a. What happened to Wu Yifan’s mother?
b. What did Max do to Robin?
c. What did Wu Yifan’s family do for their holiday?
2. Read Wu Yifan’s diary for the first time and try to write the right number of the pictures on the book.
3. let students read the passage and think about “What happened to Wu Yifan’s family?”(Something bad but something good happened to them.). Fill in the blank in the text about”What were bad for them?”(Mom ate some bad fruit and didn’t feel well.)and “What were good for them?”(1.rode a bike2.took the pictures of beautiful countryside3.bought some gifts
4. ate some delicious). Then call some volunteers to tell the answers in their own words.
Step 2 Practice
Give students five minutes to think about a bad but good day of their own and write some sentences according to the following questions.
a.Why was the day bad, what happened?
b. Why was the good too, what happened?
c. What do you learn from the day?
At the same time, remind them to pay more attention to the simple past tense.
Step 3 Production
Ask students to share their bad but good day in a group of five and make a form to record the group member’s bad but good experience. Then let the representatives introduce it to the whole class. Step 4 Summary and homework
Summary: Invite one of the students to be "a little teacher " and lead others to review what we have learned together.
Homework: Ask students to write a dairy to record a past thing and share with others in the next period.
Black board design:
小学英语《Unit 3 My school calendar Let’s learn》
Teaching aims:
Knowledge aims:
Students can master meaning and the pronunciation of the words “January，February，March，April，May，June”.
Students can master the sentence structure “When is…?” “It’s in…”.
Ability aims:
Students can be familiar with the topic of festivals and acitivities and can talk about it freely and fluently.
Emotional aims:
Through learning important national activities and some traditional festivals, students can learn more about Chinese culture.
Students are willing to cooperate with others and enjoy the group work.
Teaching key points and difficult points:
Key points:
Words: the meaning and the usage of the words “January，February，March，April，May，June”. Target language: “When is…?” “It’s in…”.
Difficult Points:
How to use the target language and new words in their daily life correctly and fluently as well as how to talk about festivals and activities.
Teaching procedures:
Step 1 Warm-up and Lead-in
1. Daily greeting.
2.Listen to the song—four seasons
The song is about seasons. Then ask students “What is their favorite season? And why?” Teacher show his favorite season and lead to the New Year’s Day.
Step 2 Presentation
Show the picture of school calendar and ask “what holidays or festivals can you think of?” Teacher collect some holidays and festivals. Then teach students the first six months by asking the following questions.
a.When is the New Year’s Day?(It’s in January.)
b. What day is in February?(Winter vacation.)
c. When is the third month in a year? What day do we have in March?( Tree planning day)
d. Do you know Easter? When is it? What do people do on Easter?(It’s inApril.)
e. What days will we have in May?(We have Mother’s Day in May. )
f. When is Children’s Day? Do you know Father’s Day?(It’s in June.)
Step 2 Practice
1. Play a speed game
Show some pictures of different festivals quick, and let sudents tell what day it is and when it is. 2. Make a dialogue
Let students work in pairs for a dialogue, ask and answer for different days in different months by using the target language.
Step 3 Production
1. Read and say
Students do the tick and cross exercise on your book, if the sentences are inaccurate, please correct them. Then invite some students to read the right sentences one by one.
2.Make calendars
Divide the whole class into five groups, every group have to make their own calendars, some activities, holidays and festivals need to be filled into the calendar. Some groups will be called to come to the front of the class to make a brief introduction of it.
Step 4 Summary and homework
Summary: The whole class review what we have learned together.
Homework: Ask students to search for more festivals to fill in their calendar and introduce it to their friends.
Black board design:。