2018年小学英语教师招聘考试专业知识
2018年江西省教师招聘小学英语笔试真题及答案
2018江西省教师招聘小学英语笔试真题及答案第一部分客观题Ⅰ. Vocabulary and structure (Questions 1 to 20) (10分，每小题5分)1. The sounds/praiz/should match the word ______.A. prizeB. praiseC. priceD. piece2. ______ the development of science and human civilization, many formerly unimaginable things come into reality.A. ByB. WithC. ForD. One3. —The idea of building an online bookstore with millions() of titles was very ______ to me. —Yeah, I hope you can follow your heart to go for it.A. KindB. ExcitingC. ExcitedD. Happy4. As I ______, my son learned to speak English fluently before the school year was over.A. had expectedB. was expectingC. would expectD. Expected5. —You didn’t answer when I called you yesterday.—On, I ______ my favorite TV program Running Man.A. an watchingB. had watchedC. watchedD. was watching6. By recycling textbooks, the cost of the books will be() reduced greatly, and there is no doubt that it will unload some ______ of the families and students.A. budgetB. buffetC. boomD. burden7. Today we have chat rooms, text messaging, emailing... but we seem ______ the art of communicatingface-to-face.A. losingB. to be losingC. to be lostD. having lost8. —Many young people are crazy about the Korean TV series Descendants of the Sun recently.—Exactly. The series is ______ one this yearA. less popularB. popularC. the most popularD. the least popular9. Sometimes the children just ______ have someone ()with the patience and willingness to lend an ear and spare a little of their time.A. mayB. mustC. canD. need10. —Do you mind if I record your lecture?—______. Go ahead.A. Never mindB. No, you’d better notC. Not at allD. No way11. —When did you decide to be a teacher?—Let’s see. I am twenty, and I ______ to be one since() ten years ago.A. have wantedB. wantedC. had been wantingD. was wanting12. This is the website ______ I intend to add to my favorites to help me learn how to teach.A. whereB. whatC. whichD. why13. British people say “please” and “thank you” all the time ______ some people in Asia may think it unnecessary.A. whileB. whenC. untilD. since14. Not until some students failed the exam ______ how much time they had wasted.A. they realizedB. did they realizeC. did't they realizeD. they did't realize15. It is the soul singer Adele and her songs( )the students often talk about in their spare time.A. whoB. howC. whereD. that16.—This book on idioms is interesting. I'd like ( ). Where did you buy it, Simon?A. itB. thisC. thatD. one17.AS can be seen, the central government is() sparing no pains to( ) the officals' overuse of power to make a healthier party.A. keep downB. keep outC. keep offD. keep up18.I didn't understand( ),so I raised my had to ask.A. what my teacher saysB. what does my teacher saysC. what my teacher saidD. what did my teacher say19. The 31st Summer Olympics( ) in rio de Janeiro , Brazil from August 5 to 21, 2018.A. holdB. willC. have been heldD. will hold20. —Our flight is boarding now() .We'll have to part.—Don't fell blue ( )A. All that glitters is not goldB. All roads lead to Rome ()C. All good things come to an endD. All things are difficult before they are easyThe survey about childhood in the third shows that the struggle for survivals long and hard .But in the rich world. children can suffer from a different kind of poverty of the spirit.( ),one Western country alone now sees 14,000 attempted suicides(自杀)every year by children under 15,and one child in five needs psychiatric(心理)advice. There are many good things about( )in the Third World. Take to close and constant relation between children and their parent, relatives and neighbors for example. In the West, the very nature of work puts distance between ( ) and children. But in the most Third World villages mother and father do not go mikes away each day to work in offices. ( ),the child sees mother and father, relatives and neighbors working nearby and often shares in that work.A child( )in this way learns his or her role through joining in the community’s work; helping to dig or build,look after animals or babies - rather than through playing with water and sand in kindergarten, keeping pets ( )playing with dools.These children may grow up with a less oppressive sense of space and time than the western children. Their sense of days and time has a lot to do with the change of seasons and positions of the sun or the moon in the sky. Children in the rich world, on the other hand, are with their parents about being late for school times, meal times, bed times, the times of TV shows.The Third World children do not usually( )to stay indoors, still less in ()highrise apartment(公寓). Instead of dangerous roads, “keep off the grass” sign and |”don’t speak to strangers”, there is often a sense of freedom to study and play. Parents can see their children outside rather than observe them( )from ten floors up.Of course, twelve million children under five still die every year through() hunger and disease. But children in the Third World is not all bad.21.A.As usual B. For instance C. In fact D. In other words22.A .children B. Poverty C. spirit D. survival23..A. relatives B. father C. neighbors D. adults24.A. Anyhow B. However C. Instead D. Still25.A. growing up B. Living through C. playing D. working26.A. and B. but C. or D. so27.A. easiest B .earliest C. happiest D. quickest28.A. Worry B. fear C. hurry D. care29.A. dare B. expect C. have D. require30.A. anxiously B. eagerly C. angrily D. proudly3. Reading comprehension(question 31 to 45)(30分，每小题2分)That year, in the local school, there was a new math teacher, as well as some new pupils. One of the new kids was the stupidest child that anyone had ever seen. It made no difference how quickly or how slowly they tired explaining numbers to him; he would always and up saying something enormously stupid. Like two plus two was five, seven times three was twenty- seven, or a triangle ()had thirty corners, etc.Before this boy arrived, math lessons had been the most boring of all. Now they were great fun. Encouraged by the new teacher, the children would listen to the pieces of nonsense spouted by the new kids, and they would have to correct his mistakes.Whenever the new teacher asked questions, the stupid kid would() stand up but made the wrong answers, the other students all wanted to be the first to find his mistakes, and then think up the most original ways to explain them. To do this they used all kinds of stuff; sweets, playing cards, oranges, paper planes, etc. It didn’t seen like any of this bothered the new kid.However,little Lewis was sure that it was bound to make him feel sad inside. Lewis was sure he would see him crying. So, one day, he decides to follow the new kid home after school. One leaving school, the new kid walked a few minutes to a local park, and there he waited for a while, until someone came along to meet him.It was the new teacher!The teacher gave the new kid a hug, and off they went, hand in hand. Following from a distance, Lewis could hear they were talking about math.45. The math lessons became interesting because of the new teache r’s( ).A. CreativityB. ImaginationC. ResponsibilityD. Curiosity32. What does the passage imply?( ).A. The stupid student was not good at math.B. The stupid student was by no means slow in math.C. The stupid students had no gift for math and was slow in math.D. The stupid student dislike both the new math teacher and ()his lessons.33. Why did Lewis follow the stupid kid?A. He wanted to0 learn about where he lives.B. He wanted to find out if he felt upset.C. He wanted to say something to comfort() him.D. He wanted to make friends with him.34. What does the underlined word ”this” in the third paragraph refer to?A. To find the new kid’s mistakes.B. To think up the most original way to explain,C. To use all kind of stuff.D. To follow him home after school.35. What would be the best title foe the passage?A. The learning MethodB. The stupidest ChildC. The New Teacher’s strategyD. The challenging JobBA proverb from ancient China was widely spread in the west; if you want to be happy for a few hours, go to get drunk; if you want the happiness to last three years, get married; if you want a lifetime happiness,take up gardening. The reason for the last choices is this: gardening is not only useful, it helps you to identify yourself withnature, and thus brings you new joy each day besides improving your health.A research for a US university that I have read ()gives a definition of happiness as what makes a person feel comfortable pleased. To put it simpl y, happiness is an active state of mind where one thinks one’s life is meaningful, satisfactory and comfortable. This should be something lasting rather than temporary.Lots of people regard it the happiest to be at leisure. But according to the study, it is not a person with plenty of leisure but one at work that feels happy, especially those busy with work having little time for leisure. Happiness does not spell gains which one is after but a desire to harvest what one is seeking for. People often do not cherish what they already have but ()yearn(渴望) for what they can not get. That is somewhat like a man indulging(沉湎于) in dreams of numerous lovers while unwilling to settle down with the woman beside him. Happiness is a game balancing between two ends---what one has and what one wishes for. E.g. One’s dream and the possibility to realize it. The study comes to this conclusion. A happy man is one who aims high but never forgets his actual situation: one who meets challenges ()that tap his ability and potential; one who is proud of his achievements. He has self-respect and self-confidence; treasures his own identity and loves freedom. He is sociable and enjoys wide-range communication with others; he is helpful and ready to accept assistance, he knows he is able to bear suffering and frustrations, he is sensible enough to get fun from daily chores(杂事). He is a man capable of ()love and passion.36. According to the passage, gardening can bring lifelong happiness because ().A. It is a profitable business.B. It can strengthen a garden’s ability to remark nature.C. A garden can enjoy a very happy marriage.D. Nature is a source of joy forever.37. The research of the US university found that most people feel ()happy when they ().A. Are after their goalsB. Work as gardenersC. Are at leisureD. Have great leisure.38. The author mentions a man indulging in dreams of numerous lovers in order to ().A.show the serious problem in marriage in modern societyB. Illustrate an extreme way to achieve happinessC.criticize.those who do not cherish what they already haveD.indicate that happiness involves something beside the desire to gain39. Who is more likely to be unhappy() according to the study?A. The man who is ambitious regardless of his actual situation.B. The one who has self-esteem and has confidence in himself.C. The one who can take pleasure ()in communicating with others.D. The one who always helps others and also accepts help from others.40. From the passage we know that happiness is ().A. A transitory state of mind.B. Getting everything what one is eager for.C. A desire based on our actual situation.D. An all-working and no-leisure life.CThree years ago I listened to a lecture in cognition(认知) that()changed the way I think aboutintelligence. There are two types of cognition. The first is normal cognition: the ability to regain knowledge from memory. The second type of cognition is metacognition: the ability to know whether or not you know.Does this affect intelligent? In ()traditional education, intelligent is measured by cognitive ability. Some people can easily produce everything they know on a test. But others are awarded with poor grades considered inferior, but does this inability make them any less intelligent? If the question came up in a task, they could refer to a book or quick Google search. In reality, they’re just() as effective as the people that ace a test. They j ust can’t prove it as easily.Metacognition is more important to success than cognition. A person with poor cognitive ability, but great metacognition ability might do poorly in school, but when faced with a challenge, they understand their abilities and take the best of action. For example, when face with a question, a person with strong metacognition ability will deal with it like this. If he knows for sure that the answer, ()but can’t come up with it, he can always do a bit of research, if he knows for sure start education himself. Metacognition is more important to success than cognition. These people might not seem intelligent at first glance, but because they know what they know, they make better decisions and learn the most important things.However, people with great cognitive ability but poor metacognition ability he considered excellent at a young age for acting every test and getting great scores. Unfortunately, they know everything but they don’t. They are ()arrogant(ov erconfident), fail to learn from mistakes, and don’t understand the slight difference of personal relationship, showing disregard for persons with lower cognitive ability. They may make the worst decision.The most important mental power is the ability to know that you don’t know.. The recognition of a fault is the first step to improvement. Don’t try to hide a lack of knowledge. For intelligent people this is the toughest lesson to learn.41. People with great cognitive ability tend to ().A.do well in testsB.To be considered inferiorC.Be more effective than othersD.Do research when faced with task42. The underlined phrase” take the best course of() action” probably mean,().A. Stating education himselfB. Taking action during the courseC. Making the right decisionD. Coming up with many ideas43. People with poor metacognition may() met succeed because they().A. Lack basic normal valuesB. Have improper self evaluationC. Like to communicate with othersD. Show respect for others44. The author probably supports the idea that ().A.intelligent is measured by cognitive abilityB.Cognition is the most important mental powerC.The toughest lesson is to distinguish wish ()the two types of cognitionD.The awareness of one’s ignorance contributes to one’s improvement46. Which is TRUE according to the passage?A. The people with great cognitive ability are hard to learn from mistake.B. The people with great cognitive ability usually do poor in school.C. The people with great cognitive ability always get great scores at a young age.D. The people with great cognitive ability but poor metacognitive ability might make the worst decision.第二部分主观题一、书面表达【写作材料】实习有效的沟通，建立良好人际关系，不仅要善于言表，更要学会倾听，请根据下面思维导图所提供的信息，写一篇为“being a good listener”的英语演讲稿。
小学英语教师编制考试专业知识
小学英语教师编制考试专业知识It was last revised on January 2, 2021第一部分：词法考点一、名词一、名词的复数：1.名词变复数的规则形式1).一般情况下直接加s book------books cup-----cups2).以辅音字母+y结尾的，先变y为i再加es . city-------cities family-----families3).以s、x、sh、ch结尾的加es . bus-----buses wish------wishes watch------wathes4).以o结尾的多数加S 初中阶段只有三个单词加es .tomato-----tomatoes potato------potatoes hero-----heroes5).以f、fe 结尾的，先把f、fe变v 再加es .leaf----leaves self---selves shelf----shelves life----lives thief---thieves2.少数名词的复数形式是不规则的。
man----men woman---women child----children foot-----feet tooth----teeth mouse---mice3.单数和复数形式相同。
deer---deer fish----fish sheep----sheep Chinese ----Chinese Japanese---Japanese4.某国人的复数。
1). 中、日不变。
Chinese----Chinese Japanese---Japanese2). 英、法变。
Englishman----Englishmen Frenchman----Frenchmen3). 其余s加后面。
American -----Americans German----Germans Australian---Australians二、不可数名词：1.不可数名词：1).不能直接用数字表数量 2).不能直接加a或an 3).没有复数形式4).可用some、any 、lots of、plenty of 、much 修饰 5).可用“量词短语”表示2.不可数名词的数量的表示方法： a / 数字+ 量词 + of + 不可数名词a piece of paper a cup of tea a glass of milk三、名词的所有格：1. ’s 所有格。
教师招聘考试小学英语专业知识复习材料
教师招聘考试小学英语专业知识复习材料一、语言知识1、语音1)掌握元音和辅音的基本概念和发音规则。
2)掌握重音和语调的基本概念和发音规则。
3)掌握音节和音素的基本概念和发音规则。
4)掌握语音的变化规律，如连读、不完全爆破、升降调等。
2、词汇1)掌握小学阶段常用的词汇，包括名词、动词、形容词、副词等。
2)掌握常用短语和习惯用语，如“in English”、“how are you?”等。
3)掌握词汇的意义和用法，能够正确使用词汇进行表达。
3、语法1)掌握基本的语法知识，如名词的单复数形式、动词的时态和语态等。
2)掌握句子的基本结构，如主语+谓语+宾语、主语+谓语+表语等。
3)掌握常见的句型和表达方式，如“It's time to do sth.”、“How many…are there?”等。
二、语言技能1、听1)能够听懂简单的英语对话和短文，并理解其中的含义。
2)能够根据听力材料做出简单的反应和回答。
2、说1)能够用简单的英语进行交流和表达，包括自我介绍、日常对话等。
2)能够根据话题进行简单的口头作文，如描述自己的家庭、描述一个物品等。
3、读1)能够阅读简单的英语短文和故事，并理解其中的含义。
2)能够根据阅读材料回答问题，并提取关键信息。
4、写1)能够书写简单的英语短文和作文，并表达自己的观点和想法。
2)能够根据写作要求完成命题作文或日记等。
小学英语教师招聘考试专业知识随着全球化的不断深入，英语教育在中国的地位日益显著。
小学英语教育作为基础阶段的教育，对于学生的英语学习生涯具有深远的影响。
因此，对于小学英语教师的招聘，专业知识与技能的考核至关重要。
本文将探讨小学英语教师招聘考试专业知识的重要性以及具体内容。
一、专业知识的重要性1、提升教学质量：小学英语教师必须具备扎实的英语基础知识和语言技能，以便更好地理解和教授英语。
专业知识不仅有助于教师准确发音，掌握语法规则，还能让他们更好地理解英语的文化背景和使用环境。
2018下半年教师资格考试小学英语面试真题及答案
2018下半年教师资格考试小学英语面试真题及答案小学英语听说考题解析【教案】Teaching aims:Knowledge aim:Students can master the words: doctor, zoo, and hospitalAbility aim:Students can improve their skills of listening and speaking.Emotional aim:Students can be more interested in taking part in activities and know how to deal with the emergency..Key and difficult point:Key Point:master the words: doctor, zoo, and hospital and understand the main topic of this dialogue.Difficult Point: know how to deal with the emergency in daily life.Teaching procedure:Step 1: Warming-up1. Greetings.2. Ask students where they went last weekend.3. Ask students “did you meet any emergency when you had the plan”Step 2: Pre- listening1. Draw some pictures to teach about the words: doctor, zoo, and hospital2. Let students guess what the main topic of passage according to the titleStep 3: While-listeningFirst listening: check the prediction of main topic of the dialogue and ask”what are they talking about”Second listening: what’s the matter of Sarah? and what is about his feeling?Third listening: read after the tape.Step4: Post-listeningSet a situation: if you meet this situation, what should you do? and if your friend meet this situation and he calls you for help. What will you say?Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: ask students to practice the sentence structure learned today with desk mates after class.Blackboard design:略小学英语语音考题解析【教案】Teaching aims:Knowledge aim:Students will master the meaning and pronunciation of the word. Ability aim:Students will know how to pronounce “-er” in words.Emotional aim:Students will be interested in learning English.Key and difficult point:Key Point:Students will master the meaning and pronunciation of the word.Students will know how to pronounce “-er” in words.Difficult Point:Students will be interested in learning English.Teaching procedure:Step 1: Warming-up1. Greetings.2. Sing a song Finger Family.Daddy finger, daddy finger, where are you?Here I am, here I am, how do you do?Mommy finger, mommy finger, where are you?Here I am, here I am, how do you do?Ask them if they know the name of the song. Then may guess it is Finger Family. Thentell them that we are going to learn some pronunciation in “finger”.Step 2: Presentation1. Use some riddles to introduce the words. For example, “I will drink it every day. What is it? Yes, it’s water.” Then draw the according pictures(introduce “sister” by explaining its meaning). And write the words at last.2. Ask the students to read the words after the teacher for twice. Then play high and low voice. If the teacher speak one word loudly, the students should speak it lowly, and vice versa.3. Ask students to find similarities among the words. They may say that they all contain “-er” at the end of the words. Then introduce the rules of the pronunciation.4. Ask students if they know other words containing “-er”. They may say “winter”, “river” or others.Step 3: Practice1. Finish Read, underline, and say in the textbook. Check answers, and ask students to read after the teacher.2. Finish Look, listen and write in the textbook. Then invite students share their answers on the blackboard. Give encouragement.Step4: Production1. Ask students to make up a chant using the words we learned. For example:Water, water, tiger likes water.Sister, sister, sister likes computer.Dinner, dinner, let’s have dinner.Step5: Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class.Homework: chant for the students’ parents.Blackboard design:略。
2018年安徽省教师招聘考试《小学英语》真题及答案.docx
2018年安徽省教师招聘考试《小学英语》真题及答案一、单项选择题 ( 本大题共 15 小题，每小题 1 分，共计 15 分 ) 从每题所给的 A、 B、 C、D四个选项中，选出可以填入空白处的最佳选项。
1.Although the team lost the game, they played withtremendous(D);they won their fan ’s respect.A. panicB. regretC. angerD. spirit2.Cathy(B)a few words of Italian when she was there last year.A. took onB. picked upC. gave awayD. broke down3.My parents(D)at the airport because of the storm. Otherwise,they would have been here by lunch time.A. have delayedB. would delayC. were delayedD. had been delayed4.(A)Anderson was the best of the many talented writers of his generation seemed indisputable.A. ThatB. WhatC. WhetherD. Where5.In your free time,(B) this incredible city and you will certainly have an unforgettable experience.A. exploringB. exploreC. exploredD. to explore6.Under the regulations, all the passengers(B)remain in their seatsuntil the plane lands safety.A. mayB. shallC. couldD. would7.Emma lived with her grandparents (C)for 3 years in a smallvillage,she went to school in New York.A. in whichB. after thatC. after whichD. in that8.The novel(A)last month went straight t o number one on the bestseller list.A. publishedB. was publishedC. to be publishedD. being published9.1 live near my parents.，(A)I can visit them as often as possible.A. ConvenientlyB. EventuallyC. ThankfullyD. Fortunately10.Mr. Black can never(D)the difference between the twins in hisclass.A. makeB. developC. keepD. tell11.-Do you know which is the quickest way to the museum fromhere?-. (D)Let’s ask the policeman over there.A.Forget itB. Go aheadC. It’s up to youD. It beats me12.Kevin’s teacher saw him as quiet and shy ，(C)with his friends hewas exactly the opposite.A.orB. forC. butD. so13.Not until we were shown around this ancient town(D)its beautywas really beyond description.A.we realizedB. we did realizeC. realized weD. did we realize14.The method of forming new words like motel, smog or newscart,is called(B)A.derivationB. blendingC. conversionD. abbreviation15.The novel, Tess of the D ’Urbervilles, was written by(A)one， of thegreatest of Victorian novelists.Thomas Hardy B. George Eliot C. Emily Bronte D. Oscar WildeII.完形填空(本大题共 15 小题，每小题 1 分，共计 15 分 ) 阅读下面短文，从短文后每小题所给的 A、 B、 C、D四个选项中，选出可以填入空白处的最佳选项。
2018年安徽省教师招聘《小学英语》考试真题
2018年安徽省教师招聘《小学英语》考试真题一、单项选择题(本大题共15小题，每小题1分，共计15分)从每题所给的A、B、C、D四个选项中，选出可以填入空白处的最佳选项。
1.Although the team lost the game, they played with tremendous(D);they won their fan’s respect.A.panicB. regretC. angerD. spirit2.Cathy(B)a few words of Italian when she was there last year.A.took onB. picked upC. gave awayD. broke down3.My parents(D)at the airport because of the storm. Otherwise, they would have been here by lunch time.A.have delayedB. would delayC.were delayedD. had been delayed4.(A)Anderson was the best of the many talented writers of his generation seemed indisputable.A.ThatB. WhatC. WhetherD. Where5.In your free time,(B) this incredible city and you will certainly have an unforgettable experience.A.exploringB. exploreC. exploredD. to explore6.Under the regulations, all the passengers(B)remain in their seats until the plane lands safety.A.mayB. shallC. couldD. would7.Emma lived with her grandparents (C)for 3 years in a small village,she went to school in New York.A.in whichB. after thatC. after whichD. in that8.The novel(A)last month went straight to number one on the best seller list.A.publishedB. was publishedC.to be publishedD. being published9.1 live near my parents. ，(A)I can visit them as often as possible.A.ConvenientlyB. EventuallyC. ThankfullyD. Fortunately10.Mr. Black can never(D)the difference between the twins in his class.A.makeB. developC. keepD. tell11.-Do you know which is the quickest way to the museum from here?-. (D)Let’s ask the policeman over there.A.Forget itB. Go aheadC.It’s up to youD. It beats me12.Kevin’s teacher saw him as quiet and shy，(C)with his friends he was exactly the opposite.A.orB. forC. butD. so13.Not until we were shown around this ancient town(D)its beauty was really beyond description.A.we realizedB. we did realizeC. realized weD. did we realize14.The method of forming new words like motel, smog or newscart, is called(B)A.derivationB. blendingC.conversionD. abbreviation15.The novel, Tess of the D ’Urbervilles, was written by(A)，one of the greatest of Victorian novelists.Thomas Hardy B. George Eliot C. Emily Bronte D. Oscar WildeII.完形填空(本大题共15小题，每小题1分，共计15分)阅读下面短文，从短文后每小题所给的A、B、C、D四个选项中，选出可以填入空白处的最佳选项。
2018上半年教师资格考题小学英语面试试卷及答案
2018上半年教师资格考题小学英语面试试卷及答案二、考题解析【教案】Teaching Aims:Knowledge aim: Students know how to pronounce oy and oi then to use it.Ability aim: Students can pronounce /ɔɪ/ correctly and use it in other words.Emotional aim: Students will enhance their confidence of pronouncing by realizing the practical use.Teaching Key Points:Students can have correct pronunciation of certain words of the same rule.Teaching Difficult Points:Students could be confident in pronouncing words.Teaching Methods:Communicative teaching method, inductive teaching method.Teaching Aids:PPT, Blackboard flashcards and so onTeaching Procedures:Step 1: Warming up1.Greetings2.Play an English song Billy boy, invite the whole students to clap when singing it. Introduce word boy to students.Step 2: Presentation1. Draw pictures of boy and toy,then show the words after them.2. Play a radio of voice and noise, let students know what the difference is between voice and noise, then show the English words.3. Read the words together, and then let students find the common pronunciation part oy and oi.Step 3: Practice1. Play a game: play on the seesaw(high-low voice) then read lips guess the word.2. Bingo: Divide four students in a group play the bingo game. Give each group a piece of paper with 9 words on it. The first group who can find the three words in a line with oy/oi should be the winner.Step 4: ProductionRead more words: Divide students into different groups then let them have a competition to read words on the flashcards, the fastest group will win the first prize. (Possible words： toy boy voice noise choice coin coy joy ploy), invite the fastest group play it in front of the class.Step 5: Summary & HomeworkSummary : students look at the blackboard and summarize this class.Homework:students introduce the words and pronunciation to their friends or parents.Blackboard design:二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the changes of third person singular verbs.Ability aim: Students can use sentence to describe what other people do in their daily life.Emotional aim: Students will improve their interest in English and realize they should cherish the time.Teaching Key Points:Students know how to describe daily activities at exact time.Teaching Difficult Points:Students can apply the structure into daily communication.Teaching Methods:Inductive teaching method, TPR teaching method, Communicative teaching method, task-based teaching method.Teaching Aids:Pictures, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Sing a chant, invite the whole students to do the action when singing together.In the morning GO GO GOBrush your teeth! Brush your teeth! In the morning SHUA SHUA SHUAGo to school! Go to school! In the morning GO GO GOStep 2: Presentation1.Show Students four pictures to review the words get up, brush teeth, have lunch, go to school2.Say sentences to the Students and let them find out what the changes are.e.g. I get up at 6:00 in the morning. Kitty gets up at 6:00 in the morning.e.g. I brush teeth at 6:30 in the morning. Kitty brushes teeth at 6:30 in the morning.......3.Make a conclusion. When we say he/she/other’s name, we change the words ‘get-gets’, ‘brush-brushes’, ‘have-has’, ‘go-goes’.Step 3: PracticeInvite one student coming in front, do the action and let other students say the sentence: He/She goes to school.Step 4: ProductionMake a survey: Let students work in their group of four. They’ll be given 15 minutes to ask some questions with each other and fill in the survey table about what they do at what time. After that, invite some students to share their survey result by saying ‘XX gets up at 6:30’, etc.Step 5: Summary & HomeworkSummary: Invite a student to be a small teacher, to make a summary about what we have learned today.Homework: Let students to think and design ‘A Day of Peppa Pig’. They may draw some pictures. Tomorrow two of them will be invited to share their works and say some sentences to introduce a day of Peppa Pig.Blackboard design:小学英语《boy toy voice noise》一、考题回顾二、考题解析【教案】Teaching Aims:Knowledge aim: Students know how to pronounce oy and oi then to use it.Ability aim: Students can pronounce /ɔɪ/ correctly and use it in other words.Emotional aim: Students will enhance their confidence of pronouncing by realizing the practical use.Teaching Key Points:Students can have correct pronunciation of certain words of the same rule.Teaching Difficult Points:Students could be confident in pronouncing words.Teaching Methods:Communicative teaching method, inductive teaching method.Teaching Aids:PPT, Blackboard flashcards and so onTeaching Procedures:Step 1: Warming up1.Greetings2.Play an English song Billy boy, invite the whole students to clap when singing it. Introduce word boy to students.Step 2: Presentation1. Draw pictures of boy and toy,then show the words after them.2. Play a radio of voice and noise, let students know what the difference is between voice and noise, then show the English words.3. Read the words together, and then let students find the common pronunciation part oy and oi.Step 3: Practice1. Play a game: play on the seesaw(high-low voice) then read lips guess the word.2. Bingo: Divide four students in a group play the bingo game. Give each group a piece of paper with 9 words on it. The first group who can find the three words in a line with oy/oi should be the winner.Step 4: ProductionRead more words: Divide students into different groups then let them have a competition to read words on the flashcards, the fastest group will win the first prize. (Possible words： toy boy voice noise choice coin coy joy ploy), invite the fastest group play it in front of the class.Step 5: Summary & HomeworkSummary : students look at the blackboard and summarize this class.Homework:students introduce the words and pronunciation to their friends or parents.Blackboard design:小学英语《Kitty's morning》一、考题回顾二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the changes of third person singular verbs.Ability aim: Students can use sentence to describe what other people do in their daily life.Emotional aim: Students will improve their interest in English and realize they should cherish the time.Teaching Key Points:Students know how to describe daily activities at exact time.Teaching Difficult Points:Students can apply the structure into daily communication.Teaching Methods:Inductive teaching method, TPR teaching method, Communicative teaching method, task-based teaching method.Teaching Aids:Pictures, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Sing a chant, invite the whole students to do the action when singing together.In the morning GO GO GOBrush your teeth! Brush your teeth! In the morning SHUA SHUA SHUAGo to school! Go to school! In the morning GO GO GOStep 2: Presentation1.Show Students four pictures to review the words get up, brush teeth, have lunch, go to school2.Say sentences to the Students and let them find out what the changes are.e.g. I get up at 6:00 in the morning. Kitty gets up at 6:00 in the morning.e.g. I brush teeth at 6:30 in the morning. Kitty brushes teeth at 6:30 in the morning.......3.Make a conclusion. When we say he/she/other’s name, we change the words ‘get-gets’, ‘brush-brushes’, ‘have-has’, ‘go-goes’.Step 3: PracticeInvite one student coming in front, do the action and let other students say the sentence: He/She goes to school.Step 4: ProductionMake a survey: Let students work in their group of four. They’ll be given 15 minutes to ask some questions with each other and fill in the survey table about what they do at what time. After that, invite some students to share their survey result by saying ‘XX gets up at 6:30’, etc.Step 5: Summary & HomeworkSummary: Invite a student to be a small teacher, to make a summary about what we have learned today.Homework: Let students to think and design ‘A Day of Peppa Pig’. They may draw some pictures. Tomorrow two of them will be invited to share their works and say some sentences to introduce a day of Peppa Pig.Blackboard design:小学英语《Sour and Sweet》一、考题回顾二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the new words.Ability aim: Students can use these new words in a communication in their daily life.Emotional aim: Students will improve their interest in English by realizing the practical use.Teaching Key Points:Students know the new words of some food and their taste.Teaching Difficult Points:Students can apply the words into daily communication.Teaching Methods:Communicative teaching method, task-based teaching method, TPR teaching method. Teaching Aids:Cards, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Sing a chant Where is my candy, invite the whole students to clap when singing together.Step 2: Presentatione different methods to present new words and sentenceShow students some real candies and lemon to present candy and lemonDo the action of eating ice-cream and let students guess the word;2.Draw some pictures and write corresponding words, draw happy face and sad face to show students the feeling when we eat them, and tell them happy face means it is sweet, sad face means sour.Step 3: Practice1. Games: See-saw, Read Lips, hot potato2. Match the pictures with wordsStep 4: ProductionMake Dialogue: work with their partner and make a dialogue.-What is it?-It’s a lemon.It is sour.Step 5: Summary & HomeworkSummary: Invite a student to be a small T to make a summary of what we have learned today.Homework: Thinks of more food which is sweet or sour. Blackboard design:二、考题解析【教案】Teaching aims:Knowledge aim: Students can understand the pronunciation of “ear”, and get some simple spelling rules.Ability aim: Students can read the words with the pronunciation of “ear” correctly by listening and speaking. Ability of listening and speaking will be improved.Emotional aim: Students can increase their interests in learning English.Key and difficult point:Key points: Students can understand the pronunciation of “ear”, and how how to read the words contain “ear”, such as hear, near and etc.Difficult points: Students can master the pronunciation of “ear” and read the related words correctly.Teaching procedure:Step 1: Warming-upGreeting the students.Sing a song: Head shoulder keens and toes.Step 2: Presentation1. Show the chant and ask the students the question: Can you find the same letter combination in these words?2. Listen to the tape and let students pay attention to the pronunciation of “ear”, and then ask the students question: what does “ear” sounds like in these words?3. Teacher the pronunciation of “ear” ,and let students pay attention to the teacher’s mouth.4. Game: Play the finger show to practice the new words.Step 3: PracticeFind more words with “ear” such as tear, dear, clear... and ask students to try to read by themselves and then invite some of them to share with the class. The teacher should act the role of monitor.Step4: Production1. Ask students to make up their own sentences by using the words learned today, such as “He hears the bad news,and then his tears falls down. ”.2. Reading competition: let students to read the chant as quickly as possible, and then let students choose the best one.Step5: Summary and homework1. Summary: ask students summary what have learned in the class.2. Homework:(1) read these word after class.(2) Find more words with “ear” and make another chant.二、考题解析【教案】Teaching aims:Knowledge aim: Students will master the sentence pattern and new words such as: My birthday is in…， January, February and so on.Ability aim: Students will improve their speaking ability through group workEmotional aim: Students will take part in the class actively and be fond of learning English.Key and difficult point:master the meaning of the sentence pattern and new words.speak freely in class and improve their speaking skill.Teaching procedure:Step 1: Warming-upGreeting the Ss + today is Kelly’s birthday, sing the birthday song;Step 2: PresentationUse calendar to teach the words about month. Teach the sentence pattern “my birthday is in…” by asking, “When is your birthday?”Step 3: PracticeMechanical drilling: Play Bomb game to practice the pronunciation.Meaningful drilling: categorize 12 month into 4 groups according to the season. Picture to present seasons might be used.Step4: ProductionMaking a conversation asking“when is your birthday?”二、考题解析【教案】Teaching aimsKnowledge aim: students will know the pronunciation of the group of letter “ear”. Ability aim: students can read words with “ear” when they learn vocabulary. Emotional aim: students will be more interested in speaking English.Key and difficult points:How to pronounce the group of letter “ear”.Teaching procedure:Step 1: Warming-upAfter greeting students, the teacher plays a game to warm up the class: I say you point. The teacher speaks out a certain part of the body and students point it quickly. For example: point your eye! Point your ear! Point your hand!Step 2: PresentationDraw a ear on the blackboard and ask students what it is. Write down the word. Then ask what ears can be used to, and they will say we use ear to hear something. Write down word “hear”. Then do the action of hearing and put hands near the ear, and write down the word “near”.Ask students to read the three words after the teacher, and find out the similarity among them. After discussion, they will say all these words have “ear”. Then ask students how to pronounce this group of letter. We will know it pronounce as /ir/.Step 3: practiceGive students some other words with the group of letter “ear” and ask students to read them by groups. For example, a sentence “my dear, your tear is clear in my mind for years”. Then students can have a brainstorming and think of more words with “ear”.Play a game Hot potato to practice these words. The teacher plays a piece of music. When the music is playing, students pass the ball from one to another. When the music stops, the one who gets the ball should read words on the blackboard.Step4: ProductionDo a chant with students: put your ear, near my ear, and you will hear, and you will hear, and you will hear, NOTHING!二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the words “long, small,short, ears, eyes mouth,tail...”Ability aim: Students can get the key information about rabbit and use the words to describe other animals.Emotional aim: Students will improve their interest in English.Teaching Key Points:Students can understand the meaning of the words“long, small short” and use them to describe other animals.Teaching Difficult Points:Cultivate students awareness of loving animals and protecting animals.Teaching Methods:TPR teaching method, Communicative teaching method, task-based teaching method.Teaching Aids:Pictures, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Let students guess a riddle about rabbits. (Teacher need to make some actions to help students guess the answer- rabbit) and then lead in the topic “A rabbit”.Step 2: Pre-reading1. Show Students different pictures of rabbits to let students discover the common points.2. Invite two students to try to describe rabbits in their own words.3. Teach students these words “ tail, mouth ,ears,eyes”Step 3: While-reading1.Let students read the sentences and circle the words that are used to describe rabbits and invite one student to share.2.Read them again and find out what part of the rabbits do they describe? After that,invite two students to write and draw a picture on the blackboard.Step 4: Post-readingMake a survey: Let students work in group of four. They’ll be given 15 minutes to ask each other about what are they favorite animals and fill in the survey table. After that, invite some students to share their survey result by intimating the animals in front of the blackboard.Step 5: Summary & HomeworkSummary: Invite a student to be a small teacher, to make a summary about what we have learned today.Homework: Draw a picture of your favorite animals and share it to your friends.二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the words from one to ten.Ability aim: Students can use these words to count things in daily life.Emotional aim: Students will improve their interest in English by realizing the practical use.Teaching Key Points:Students know the words from one to ten.Teaching Difficult Points:Students can apply the words into daily life.Teaching Methods:Communicative teaching method, task-based teaching method.Teaching Aids:Cards, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Sing a song Ten Little Apples, invite the whole students to clap when singing together.Step 2: Pre-1.Teacher draw one apple on the blackboard and say ‘one’; two apples ‘two’...... At the same time showing the number with fingers.2.Have Ss read the numbers after T.Step 3: While-1. Invite one student come to the front, teacher says a number, have student circle the apples. (e.g. T says 5, S should circle 5 apples)2. Let some students pick the card written numbers from 1-10, and say the number on the card.Step 4: Productionstudents are given 10 minutes to draw some fruits on a paper, after that they’ll be invited to share their painting and say what they have drew. (e.g. 3 apples, 5 bananas)Step 5: Summary & HomeworkSummary: Invite a S to be a small T to make a summary of what we have learned today.Homework: Learn the song Ten Little Apples二、考题解析【教案】Teaching Aims:Knowledge aim: Students will learn three new words and two sentence patterns.Ability aim: Students will be able to talk about their friends in English by using some curtain sentence patterns.Emotional aim: Students will improve their interest in English and realize they should cherish their friendship and love each other.Teaching Key Points:Students know how to describe how to describe his or her friends.Teaching Difficult Points:Students can apply the structure into daily communication.Teaching Methods:TPR teaching method, Communicative teaching method, situational teaching method. Teaching Aids:Pictures, Puppet, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Sing a song----”Ten Little Indians”, invite the whole students to do the action when singingStep 2: Pre-speaking1. The teacher show the students a puppet while hiding behind the desk, to review the words tall, thin, green and brown and the sentence patterns This is ... and He is ...by asking some simple questions.2. The teacher make a performance with the puppete.g. --What do you have now? --I have a green T-shirt and a pair of brown shorts.--What can you do? --I can skate.3. Introduce Tom (the puppet) to the students.e.g.This is Tom. He is my friend. He is tall and thin.He has a green T-shirt and a pair of brown shorts. He can skate.Step 3: While-speakingActivity 1. Group workWork in groups, and make a conversation by asking and answering questions.Activity 2. Guessing game: Close your eyes and guess.One student show himself/herself and do some actions, another student close his or her eyes and ask questions, the others tell him or her “right or wrong”. Guess who he or she is.e.g. --What’s he like?--He is short and strong. He has a yellow jacket and a pair of brown shoes.--Is he Max?--No, he isn’t--What can he do?--He can swim.--Is he Ted?--Yes, he is.Step 4: Post-speaking1.Share and Evaluation2.Draw a picture: ask the students to draw a picture of his/her best friend and introduce him or her to the whole class and guess who he/she/it is.E.g. He is my friend. He is short and thin.He has a yellow T-shirt and a pair of black shoes. He can play basketball.Step 5: Summary & HomeworkSummary: Invite a student to be a small teacher, to make a summary about what we have learned today.Homework: Make a puppet as they like, bring him/her to the class, and introduce him/her to the other students next class.。
2018年教师资格证小学英语面试真题及解析
考题一（写作课）二、考题解析【教学过程】Teaching Aims:Knowledge aims:Students will master the sentence structure“The___is in the____;“The___are in the____.”Ability aims:Through reading and practice,students can know how to describe the things in their living room.Emotional aims:Students will become interested in learning English.Teaching Key Points:Students will master the sentence structure“The_____is in the____;The___are in the____.”. Teaching Difficult Points:Students can use the expression in their daily life.Teaching Methods:Communicative teaching method,task-based methodTeaching Aids:PPT,Blackboard and so onTeaching Procedures:Step1Warming-up1.Greet students with daily communication.2.Riddle:before the class let’s guess a riddle.what man cannot live in a room?Step2Pre-writing1.Show the pictures of living room,kitchen,study,bathroom,bedroom and the things in living room,kitchen,study...such as phone,chairs,bed,table and so on.Students say the English name.2.Read the text and find out where are the books,pens,bag and glasses in the boy’s home.3.Describe the things in your own home to desk mates.Step3While-writingSet a situation you foreign friend will come to visit you and you need to write a letter to tell him some information about your home by using the sentence structure on the blackboard.Step4Post-writing1.Students change their sentences with desk mates and check with each other.2.Ask some students to show their writing to us,and then give some comments on the writing. Step5Summary and homework1.Make a summary about the main content of this class.2.Describe the things in classroom to your parents.Blackboard Design:考题二（语法）考题三（听说课）二、考题解析【教案】Teaching aims:Knowledge aim:Students can understand and use the sentence structure“What is he/she like?”“He/She is.....”.Ability aim:By making dialogue and doing exercise,students can improve their listening and speaking ability.Students can also use the sentence structure to describe people in their daily life. Emotional aim:Students can increase their interests in learning English.Key and difficult point:Key points:Students can understand and use the sentence structure“What is he/she like?”“He/She is.....”.Difficult points:Students can use the sentence structure to talk about people around them in their daily life.Teaching procedure:Step1:Warming-upGreet the students.Have a free talk:Do you like your Chinese teacher?Why?Step2:Pre-listeningPrediction:There will be a new Chinese teacher in John’s class.Ask students to predict:How is she?What is she like?Step3:While-listening1st listening:let students to listen to the tape to get the general idea of this passage and invite some students to share their answers.2nd listening:Listen to the tape again,and let students finish the T/F practice.After that,invite some students to share their ideas.And then invite some students to correct the false statements. 3rd listening:Listen to the tape and let students to read after it,and let students pay attention to the pronunciation of the words and the sentence structure.Step4:Post-listeningRole-play:let students to use the sentence structure“what is he/she like?”to describe their partners.Guessing game:let students make conversation to describe one student in their class,and others should guess who is he/she.Show two conversations.Blackboard design:略。
小学英语教师招聘考试专业知识
第一讲语法一、词法(一)名词1.名词的数名词可以分为可数名词和不可数名词，不可数名词没有复数形式，但可数名词有单数和复数之分，复数的构成如下：（1）在后面加s。
如：fathers, books, Americans, Germans, apples, bananas。
（2）x, sh, ch, s, tch后加es。
如：boxes, glasses, dresses, watches, wishes, faxes。
（3）以辅音字母加y结尾的变y为i再加es。
如：baby-babies, family-families, duty-duties, comedy- comedies, documentary-documentaries, story-stories；以元音字母加y结尾的直接加s。
如：day-days, boy-boys, toy-toys, key-keys, way-ways。
（4）以o结尾加s（外来词）。
如：radios, photos, 但如果是辅音加o的加es：如: tomatoes, potatoes。
（5）以f或fe结尾的变f（fe）为v再加es(s)。
如：knife-knives, wife-wives, half-halves, shelf-shelves, leaf-leaves, yourself-yourselves。
（6）单复数相同（不变的）有：fish, sheep, deer, Chinese, Japanese。
（7）一般只有复数，没有单数的有：people,pants, shorts, shoes, glasses, gloves, clothes, socks。
（8）单词形式不变，既可以是单数也可以是复数的有：police, class, family。
（9）合成的复数一般只加主要名词，多数为后一个单词。
如：action movie-action movies, pen pal-pen pals; 但如果是由man或woman所组成的合成词的复数则同时为复数。
2018上半年教师资格考试小学英语面试真题及答案
2018上半年教师资格考试小学英语面试真题及答案二、考题解析【教案】Teaching Aims:Knowledge aim: Students know how to pronounce oy and oi then to use it.Ability aim: Students can pronounce /ɔɪ/ correctly and use it in other words.Emotional aim: Students will enhance their confidence of pronouncing by realizing the practical use.Teaching Key Points:Students can have correct pronunciation of certain words of the same rule.Teaching Difficult Points:Students could be confident in pronouncing words.Teaching Methods:Communicative teaching method, inductive teaching method.Teaching Aids:PPT, Blackboard flashcards and so onTeaching Procedures:Step 1: Warming up1.Greetings2.Play an English song Billy boy, invite the whole students to clap when singing it. Introduce word boy to students.Step 2: Presentation1. Draw pictures of boy and toy,then show the words after them.2. Play a radio of voice and noise, let students know what the difference is between voice and noise, then show the English words.3. Read the words together, and then let students find the common pronunciation part oy and oi.Step 3: Practice1. Play a game: play on the seesaw(high-low voice) then read lips guess the word.2. Bingo: Divide four students in a group play the bingo game. Give each group a piece of paper with 9 words on it. The first group who can find the three words in a line with oy/oi should be the winner.Step 4: ProductionRead more words: Divide students into different groups then let them have a competition to read words on the flashcards, the fastest group will win the first prize. (Possible words： toy boy voice noise choice coin coy joy ploy), invite the fastest group play it in front of the class.Step 5: Summary & HomeworkSummary : students look at the blackboard and summarize this class.Homework:students introduce the words and pronunciation to their friends or parents.Blackboard design:二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the changes of third person singular verbs.Ability aim: Students can use sentence to describe what other people do in their daily life.Emotional aim: Students will improve their interest in English and realize they should cherish the time.Teaching Key Points:Students know how to describe daily activities at exact time.Teaching Difficult Points:Students can apply the structure into daily communication.Teaching Methods:Inductive teaching method, TPR teaching method, Communicative teaching method, task-based teaching method.Teaching Aids:Pictures, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Sing a chant, invite the whole students to do the action when singing together.In the morning GO GO GOBrush your teeth! Brush your teeth! In the morning SHUA SHUA SHUAGo to school! Go to school! In the morning GO GO GOStep 2: Presentation1.Show Students four pictures to review the words get up, brush teeth, have lunch, go to school2.Say sentences to the Students and let them find out what the changes are.e.g. I get up at 6:00 in the morning. Kitty gets up at 6:00 in the morning.e.g. I brush teeth at 6:30 in the morning. Kitty brushes teeth at 6:30 in the morning.......3.Make a conclusion. When we say he/she/other’s name, we change the words ‘get-gets’, ‘brush-brushes’, ‘have-has’, ‘go-goes’.Step 3: PracticeInvite one student coming in front, do the action and let other students say the sentence: He/She goes to school.Step 4: ProductionMake a survey: Let students work in their group of four. They’ll be given 15 minutes to ask some questions with each other and fill in the survey table about what they do at what time. After that, invite some students to share their survey result by saying ‘XX gets up at 6:30’, etc.Step 5: Summary & HomeworkSummary: Invite a student to be a small teacher, to make a summary about what we have learned today.Homework: Let students to think and design ‘A Day of Peppa Pig’. They may draw some pictures. Tomorrow two of them will be invited to share their works and say some sentences to introduce a day of Peppa Pig.Blackboard design:小学英语《boy toy voice noise》一、考题回顾二、考题解析【教案】Teaching Aims:Knowledge aim: Students know how to pronounce oy and oi then to use it.Ability aim: Students can pronounce /ɔɪ/ correctly and use it in other words.Emotional aim: Students will enhance their confidence of pronouncing by realizing the practical use.Teaching Key Points:Students can have correct pronunciation of certain words of the same rule.Teaching Difficult Points:Students could be confident in pronouncing words.Teaching Methods:Communicative teaching method, inductive teaching method.Teaching Aids:PPT, Blackboard flashcards and so onTeaching Procedures:Step 1: Warming up1.Greetings2.Play an English song Billy boy, invite the whole students to clap when singing it. Introduce word boy to students.Step 2: Presentation1. Draw pictures of boy and toy,then show the words after them.2. Play a radio of voice and noise, let students know what the difference is between voice and noise, then show the English words.3. Read the words together, and then let students find the common pronunciation part oy and oi.Step 3: Practice1. Play a game: play on the seesaw(high-low voice) then read lips guess the word.2. Bingo: Divide four students in a group play the bingo game. Give each group a piece of paper with 9 words on it. The first group who can find the three words in a line with oy/oi should be the winner.Step 4: ProductionRead more words: Divide students into different groups then let them have a competition to read words on the flashcards, the fastest group will win the first prize. (Possible words： toy boy voice noise choice coin coy joy ploy), invite the fastest group play it in front of the class.Step 5: Summary & HomeworkSummary : students look at the blackboard and summarize this class.Homework:students introduce the words and pronunciation to their friends or parents.Blackboard design:小学英语《Kitty's morning》一、考题回顾二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the changes of third person singular verbs.Ability aim: Students can use sentence to describe what other people do in their daily life.Emotional aim: Students will improve their interest in English and realize they should cherish the time.Teaching Key Points:Students know how to describe daily activities at exact time.Teaching Difficult Points:Students can apply the structure into daily communication.Teaching Methods:Inductive teaching method, TPR teaching method, Communicative teaching method, task-based teaching method.Teaching Aids:Pictures, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Sing a chant, invite the whole students to do the action when singing together.In the morning GO GO GOBrush your teeth! Brush your teeth! In the morning SHUA SHUA SHUAGo to school! Go to school! In the morning GO GO GOStep 2: Presentation1.Show Students four pictures to review the words get up, brush teeth, have lunch, go to school2.Say sentences to the Students and let them find out what the changes are.e.g. I get up at 6:00 in the morning. Kitty gets up at 6:00 in the morning.e.g. I brush teeth at 6:30 in the morning. Kitty brushes teeth at 6:30 in the morning.......3.Make a conclusion. When we say he/she/other’s name, we change the words ‘get-gets’, ‘brush-brushes’, ‘have-has’, ‘go-goes’.Step 3: PracticeInvite one student coming in front, do the action and let other students say the sentence: He/She goes to school.Step 4: ProductionMake a survey: Let students work in their group of four. They’ll be given 15 minutes to ask some questions with each other and fill in the survey table about what they do at what time. After that, invite some students to share their survey result by saying ‘XX gets up at 6:30’, etc.Step 5: Summary & HomeworkSummary: Invite a student to be a small teacher, to make a summary about what we have learned today.Homework: Let students to think and design ‘A Day of Peppa Pig’. They may draw some pictures. Tomorrow two of them will be invited to share their works and say some sentences to introduce a day of Peppa Pig.Blackboard design:小学英语《Sour and Sweet》一、考题回顾二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the new words.Ability aim: Students can use these new words in a communication in their daily life.Emotional aim: Students will improve their interest in English by realizing the practical use.Teaching Key Points:Students know the new words of some food and their taste.Teaching Difficult Points:Students can apply the words into daily communication.Teaching Methods:Communicative teaching method, task-based teaching method, TPR teaching method. Teaching Aids:Cards, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Sing a chant Where is my candy, invite the whole students to clap when singing together.Step 2: Presentatione different methods to present new words and sentenceShow students some real candies and lemon to present candy and lemonDo the action of eating ice-cream and let students guess the word;2.Draw some pictures and write corresponding words, draw happy face and sad face to show students the feeling when we eat them, and tell them happy face means it is sweet, sad face means sour.Step 3: Practice1. Games: See-saw, Read Lips, hot potato2. Match the pictures with wordsStep 4: ProductionMake Dialogue: work with their partner and make a dialogue.-What is it?-It’s a lemon.It is sour.Step 5: Summary & HomeworkSummary: Invite a student to be a small T to make a summary of what we have learned today.Homework: Thinks of more food which is sweet or sour. Blackboard design:二、考题解析【教案】Teaching aims:Knowledge aim: Students can understand the pronunciation of “ear”, and get some simple spelling rules.Ability aim: Students can read the words with the pronunciation of “ear” correctly by listening and speaking. Ability of listening and speaking will be improved.Emotional aim: Students can increase their interests in learning English.Key and difficult point:Key points: Students can understand the pronunciation of “ear”, and how how to read the words contain “ear”, such as hear, near and etc.Difficult points: Students can master the pronunciation of “ear” and read the related words correctly.Teaching procedure:Step 1: Warming-upGreeting the students.Sing a song: Head shoulder keens and toes.Step 2: Presentation1. Show the chant and ask the students the question: Can you find the same letter combination in these words?2. Listen to the tape and let students pay attention to the pronunciation of “ear”, and then ask the students question: what does “ear” sounds like in these words?3. Teacher the pronunciation of “ear” ,and let students pay attention to the teacher’s mouth.4. Game: Play the finger show to practice the new words.Step 3: PracticeFind more words with “ear” such as tear, dear, clear... and ask students to try to read by themselves and then invite some of them to share with the class. The teacher should act the role of monitor.Step4: Production1. Ask students to make up their own sentences by using the words learned today, such as “He hears the bad news,and then his tears falls down. ”.2. Reading competition: let students to read the chant as quickly as possible, and then let students choose the best one.Step5: Summary and homework1. Summary: ask students summary what have learned in the class.2. Homework:(1) read these word after class.(2) Find more words with “ear” and make another chant.二、考题解析【教案】Teaching aims:Knowledge aim: Students will master the sentence pattern and new words such as: My birthday is in…， January, February and so on.Ability aim: Students will improve their speaking ability through group workEmotional aim: Students will take part in the class actively and be fond of learning English.Key and difficult point:master the meaning of the sentence pattern and new words.speak freely in class and improve their speaking skill.Teaching procedure:Step 1: Warming-upGreeting the Ss + today is Kelly’s birthday, sing the birthday song;Step 2: PresentationUse calendar to teach the words about month. Teach the sentence pattern “my birthday is in…” by asking, “When is your birthday?”Step 3: PracticeMechanical drilling: Play Bomb game to practice the pronunciation.Meaningful drilling: categorize 12 month into 4 groups according to the season. Picture to present seasons might be used.Step4: ProductionMaking a conversation asking“when is your birthday?”二、考题解析【教案】Teaching aimsKnowledge aim: students will know the pronunciation of the group of letter “ear”. Ability aim: students can read words with “ear” when they learn vocabulary. Emotional aim: students will be more interested in speaking English.Key and difficult points:How to pronounce the group of letter “ear”.Teaching procedure:Step 1: Warming-upAfter greeting students, the teacher plays a game to warm up the class: I say you point. The teacher speaks out a certain part of the body and students point it quickly. For example: point your eye! Point your ear! Point your hand!Step 2: PresentationDraw a ear on the blackboard and ask students what it is. Write down the word. Then ask what ears can be used to, and they will say we use ear to hear something. Write down word “hear”. Then do the action of hearing and put hands near the ear, and write down the word “near”.Ask students to read the three words after the teacher, and find out the similarity among them. After discussion, they will say all these words have “ear”. Then ask students how to pronounce this group of letter. We will know it pronounce as /ir/.Step 3: practiceGive students some other words with the group of letter “ear” and ask students to read them by groups. For example, a sentence “my dear, your tear is clear in my mind for years”. Then students can have a brainstorming and think of more words with “ear”.Play a game Hot potato to practice these words. The teacher plays a piece of music. When the music is playing, students pass the ball from one to another. When the music stops, the one who gets the ball should read words on the blackboard.Step4: ProductionDo a chant with students: put your ear, near my ear, and you will hear, and you will hear, and you will hear, NOTHING!二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the words “long, small,short, ears, eyes mouth,tail...”Ability aim: Students can get the key information about rabbit and use the words to describe other animals.Emotional aim: Students will improve their interest in English.Teaching Key Points:Students can understand the meaning of the words“long, small short” and use them to describe other animals.Teaching Difficult Points:Cultivate students awareness of loving animals and protecting animals.Teaching Methods:TPR teaching method, Communicative teaching method, task-based teaching method.Teaching Aids:Pictures, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Let students guess a riddle about rabbits. (Teacher need to make some actions to help students guess the answer- rabbit) and then lead in the topic “A rabbit”.Step 2: Pre-reading1. Show Students different pictures of rabbits to let students discover the common points.2. Invite two students to try to describe rabbits in their own words.3. Teach students these words “ tail, mouth ,ears,eyes”Step 3: While-reading1.Let students read the sentences and circle the words that are used to describe rabbits and invite one student to share.2.Read them again and find out what part of the rabbits do they describe? After that,invite two students to write and draw a picture on the blackboard.Step 4: Post-readingMake a survey: Let students work in group of four. They’ll be given 15 minutes to ask each other about what are they favorite animals and fill in the survey table. After that, invite some students to share their survey result by intimating the animals in front of the blackboard.Step 5: Summary & HomeworkSummary: Invite a student to be a small teacher, to make a summary about what we have learned today.Homework: Draw a picture of your favorite animals and share it to your friends.二、考题解析【教案】Teaching Aims:Knowledge aim: Students will master the words from one to ten.Ability aim: Students can use these words to count things in daily life.Emotional aim: Students will improve their interest in English by realizing the practical use.Teaching Key Points:Students know the words from one to ten.Teaching Difficult Points:Students can apply the words into daily life.Teaching Methods:Communicative teaching method, task-based teaching method.Teaching Aids:Cards, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Sing a song Ten Little Apples, invite the whole students to clap when singing together.Step 2: Pre-1.Teacher draw one apple on the blackboard and say ‘one’; two apples ‘two’...... At the same time showing the number with fingers.2.Have Ss read the numbers after T.Step 3: While-1. Invite one student come to the front, teacher says a number, have student circle the apples. (e.g. T says 5, S should circle 5 apples)2. Let some students pick the card written numbers from 1-10, and say the number on the card.Step 4: Productionstudents are given 10 minutes to draw some fruits on a paper, after that they’ll be invited to share their painting and say what they have drew. (e.g. 3 apples, 5 bananas)Step 5: Summary & HomeworkSummary: Invite a S to be a small T to make a summary of what we have learned today.Homework: Learn the song Ten Little Apples二、考题解析【教案】Teaching Aims:Knowledge aim: Students will learn three new words and two sentence patterns.Ability aim: Students will be able to talk about their friends in English by using some curtain sentence patterns.Emotional aim: Students will improve their interest in English and realize they should cherish their friendship and love each other.Teaching Key Points:Students know how to describe how to describe his or her friends.Teaching Difficult Points:Students can apply the structure into daily communication.Teaching Methods:TPR teaching method, Communicative teaching method, situational teaching method. Teaching Aids:Pictures, Puppet, Blackboard and so on.Teaching Procedures:Step 1: Warming up1.Greetings2.Sing a song----”Ten Little Indians”, invite the whole students to do the action when singingStep 2: Pre-speaking1. The teacher show the students a puppet while hiding behind the desk, to review the words tall, thin, green and brown and the sentence patterns This is ... and He is ...by asking some simple questions.2. The teacher make a performance with the puppete.g. --What do you have now? --I have a green T-shirt and a pair of brown shorts.--What can you do? --I can skate.3. Introduce Tom (the puppet) to the students.e.g.This is Tom. He is my friend. He is tall and thin.He has a green T-shirt and a pair of brown shorts. He can skate.Step 3: While-speakingActivity 1. Group workWork in groups, and make a conversation by asking and answering questions.Activity 2. Guessing game: Close your eyes and guess.One student show himself/herself and do some actions, another student close his or her eyes and ask questions, the others tell him or her “right or wrong”. Guess who he or she is.e.g. --What’s he like?--He is short and strong. He has a yellow jacket and a pair of brown shoes.--Is he Max?--No, he isn’t--What can he do?--He can swim.--Is he Ted?--Yes, he is.Step 4: Post-speaking1.Share and Evaluation2.Draw a picture: ask the students to draw a picture of his/her best friend and introduce him or her to the whole class and guess who he/she/it is.E.g. He is my friend. He is short and thin.He has a yellow T-shirt and a pair of black shoes. He can play basketball.Step 5: Summary & HomeworkSummary: Invite a student to be a small teacher, to make a summary about what we have learned today.Homework: Make a puppet as they like, bring him/her to the class, and introduce him/her to the other students next class.。
小学英语教师招聘考试英语学科知识
第一部分教材教法第一章小学英语课程标准1、英语课程的性质工具性 instrumentality 人文性 humanity2、小学英语课程的基本理念1注重素质教育,体现语言学习对学生发展的价值2面向全体学生,关注语言学习者的不同特点和个体差异3整体设计目标,充分考虑语言学习目标渐进性和持续性4强调学习过程,重视语言学习的渐进性和持续性5优化评价方式,着重评价学生的综合语言运用能力6丰富课程资源,拓展英语学习渠道3、英语课程的设计思路：共九级,从小学三年级开始,一级为三四年级水平,二级为五六年级的目标要求,九年级结束达到五级,6年级结束达到二级P18九级 6年级2级九年级五级4、英语课程总目标：使学生形成初步的综合语言运用能力,促进心智发展,提高综合人文素养5、小学英语课程的内容标准：1语言技能一级语言技能：听做说唱玩演读写视听,二级语言技能：听说读写,玩演视听2语言知识语音 pronunciation词汇语法 grammar以及用于表达常见话题和功能的语言形式3情感态度affect 兴趣动机自信意志合作精神4学习策略P25：认知：为了完成具体的学习任务而财务的步骤和方法调控:学生对学习加以计划、实施、反思、评价和调整的行动和步骤交际：学生为了争取更多的交际机会、维持交际以及提高交际效果而采取的行动资源策略：学生合理并有效利用多种媒体进行学习和运用英语的方式和方法5文化意识cultural understanding▲小学英语教学中,如何渗透策略的培养：反思与监控、根据学习风格调整、注重交流和相互学习、提供必要指导题6、教学建议:1面向全体学生,为每个学生学习英语奠定基础2注重语言实践,培养学生的语言运用能力3加强学习策略指导,培养学生的自主学习能力4培养学生跨文化交际意识,发展跨文化交际能力7、小学英语教材编写建议原则：思想性原则、科学性、趣味性、灵活性科学性原则：教材内容的编排要符合学生认知发展水平和语言习得的过程8、教材的特征英语教材是学生学习和教师教学的重要内容和手段,使英语课程资源的核心部分1引发学生的好奇、兴趣和注意力make students feel at ease2帮助学生建立自信,满足学生的需求meet students’ needs3可以为学生提供运用目的语进行交际的机会,注重语言运用的真实性expose students to language in authentic use4能够考虑到语言教学的积极影响往往会延迟以及学生之间学习风格learning style和情感态affective factors的差异;5能够有利于学生多元智能的发展,最大限度的发挥学习潜能 maximize learning potencial8、教材的结构：话题主线功能结构任务9、教材的功能P31：国家课程标准的具体化,是教与学的主要凭借,是学生获取知识的主要源头10、教材的使用建议：1对教材内容进行适当的补充和删减 2替换教学内容和活动 3扩展教学内容或活动步骤4调整教学顺序 5调整教学方法 6总结教材使用情况11、课程资源的开发与利用：开发利用教材资源、学校资源、网络、学生第二章小学英语教学基础知识1、语言的特征：任意性Arbitrary,双重性duality,创造性creativity,文化的移入性cultural transmission,移位性displacement掌握概括generalizations和抽象能力abstractions2、语言的功能：信息功能informative、人际功能interpersonal、施为功能performative、情感功能emotive、寒暄功能phatic communication、娱乐功能recreational、元语言功能Metalingual function3、语言观：结构语言观：语言学习本身是一种操练活动功能语言观：如何用语法规则和词汇来表达概念并执行功能交互语言观：international强调交互性interaction和动态dynamics4、语言学习理论1行为主义学习理论Behavioral learning theory,语言不是先天具有而是后天习得,刺激-强化-反应2认知主义学习理论Cognitive learning theory,观察、发现,学习者重新组织认知结构的过程3建构主义学习理论Constructivist learning theory,39最近发展区ZPD：Zone of proximal development5、多元智能理论1．语言智力linguistic intelligence 2、数理智力Logical-Mathematical intelligence3．肢体运动智力Limb motor intelligence 4．音乐智力musical 5．视觉空间智力spatial6、人际交往智力 inerpersonal 7．内省智力intrapersonal 8．自然智力naturalistic6、教学观小学英语教学方法：1语法翻译法grammar translation method,母语2直接法direct method外语本身,强调模仿3听说法Audio-Lingual Method,刺激-反应,句型操练,先听说,后读写,有错必纠4认知法cognitive approach,反对机械练习,注重创造性思维,提倡演绎法和讲授法,转换生成语法5交际法communicative approach过程全方位接触语言-交际活动-自由表达-交流思想 3P presentation practice production6全身反应教学法total physical response methodTPR,４５,基础是行为主义学习理论,优点,儿童习得母语的表现▲全身反应法的内涵优缺点P45：口头发号施令,给予指示,并辅以肢体动作示范帮助了解指令的意义,学生充分了解语句的意义后,再以肢体动作做出正确的反应;1一下子就抓住学生的注意力,吸引学生参加活动,让他们在身临其境的实验体验中学习英语;教学的重点在于帮助学生理解英语、用英语交流,不在于纠正学生在学习过程中所犯的错误;这样做有利于帮助学生消除紧张心理,让学生在一个不用害怕挫败的环境中学习;2 它能够提供一个与实际生活紧密相连的学习环境,使学生在多种多样的活动中、在循环反复的练习中学会英语;3主张以句子为教学单位,整句学、整句用,重视语言内容和意义,有利于培养学生实际运用语言进行交际的能力;7、任务型教学内涵：以具体任务为学习动力或动机,以完成任务过程为学习过程,以展示任务成果来体现教学成就的一种教学方式,理论基础是建构主义任务的概念：以真实世界为参照,以形成语言意义为主旨的活动任务的四个元素目标objectivepurpose 语境context 过程process 结果outcomeArbitrary 任意的arbitrary任务教学的四个元素：目标objective 语境context 策略 strategy结果outcome任务型教学的程序task-based：前任务pre-task 任务环task-cycletask-planning-report 语言聚焦language focus分析练习8、任务型教学的优点与不足P50 在英语教学中的应用 66优点：倡导以教师为主导,学生为主体；倡导体验、实践、探索、交流、合作；注重真实场景的交际活动不足：课堂效率低,难以保证大班教学任务的完成、过分依赖教师的能力和水平,很难保证大面积教学质量的提升、课堂活动中,难以有效监督和控制学生的个体活动,反馈效率低▲组织英语教学游戏的基本要求：目的性,随教学内容改变,增加竞赛感,难度与能力相当9、语音教学的内容teaching pronunciation：发音知识和单音教学,字母发音教学,语流教学原则：隐形原则、示范性原则、模仿性原则、整体性、可懂性方法：语流的教学、单音的教学同中选异odd one out,填空completion,排序which order▲词汇教学的内容Teaching Vocabulary;：▲词汇的意义word meaning概念意义conceptual meaning即字面意思literal meaning和关联意义associated meaning、▲用法word use搭配collocation,短语phrase,习语idiom,风格style,语域register▲信息word information词类parts of speech,词的前缀prefixes,词的后缀suffixes,词的拼写,发音,语法特征 word grammer▲记忆策略word memory strategies避免死记硬背 rote-learning原则：直观性、情境性、趣味性、重复性方法：单词音义形的结合,主题认读单词、活动认读单词语法教学的内容Teaching grammar：语法的形式结构、语意、语用原则：隐性implict、趣味性interest、意义先行meaning go firstgo for meaning、适量原则ecomomy讲解要适时适量呈现语法的方法：演绎法 deductive 归纳法 inductive 引导发现法 guided discovery10、听力教学▲影响听力的主要因素:客观因素听力材料types of language used、听力任务task in listening、文化背景知识context in which the listening occurs,主观因素心理因素、知识技能、方法与策略因素▲基本听力能力：辨音能力discrimination,交际信息辨别能力recognizing communication signals,大意理解能力Gist listening,细节理解能力listening for specific information ,词义猜测能力Word guessing,推理判断和预测能力inferring and predicting,记笔记Note taking▲小学听力课堂训练策略：坚持用英语组织教学、因材施教、加强听力技能指导,采取多种听力练习11、口语教学：▲口语的特点 fragmentation结构的不完整性,与说话场合的紧密依存性involvement语法特征句子简单,口语化；具有明显的口语色彩的词语,时髦语fashionable word,歇后语 two-part allegorical saying,口语词colloquialism,俚语slang,短语动词phrasal verbs结构特征填补词remedy word、形象特征body language▲口语教学技巧：营造口语表达的氛围,感知语音；采用多种口语教学活动为学生开口说英语创造条件▲小学英语口语的训练模式：机械型训练模式、交际型训练模式12、阅读教学▲小学阶段的阅读特点：从认读到阅读；阅读内容简单,形式简练；非语言输出▲阅读技巧精心渗透略读法skimming主旨大意恰当运用寻读法scanning 整体阅读▲阅读能力培养：激发小学生阅读兴趣、积累sight words、鼓励自主阅读、创设丰富的展示平台,升华学生的阅读兴趣、家长的参与▲阅读教学模式：自下而上bottom-up单词-句子-大意,解码编码过程自上而下top-down预测交互补偿interactive compensatory 交互补偿模式13、写作教学：▲小学英语写作的教学内容：字母书写、单词及短语的书写、句子的书写、语篇的书写▲写作教学原则：写作任务体现趣味性、真实性原则；要坚持整体把握、循序渐进原则；充分发挥教师的示范指导作用；坚持以学生为中心▲写作教学方法：写听结合、写说结合、写读结合▲写作教学模式：product-oriented注重结果的写作教学模式 ,content-oriented 内容, Process-oriented 过程第三章小学英语教学设计1、教学设计概念instructional design2、教学设计的原则：目的性aims,多样性variety,灵活性flexibility,可学行learnability, linkage衔接性,feasibility 可行性3、教学设计新理念：学生参与课堂设计的自主性,教学设计贯穿课堂教学的全过程,教学设计的确定性与不确定性相统一4、教学设计的实施过程前反馈,不必有错必纠725、教学设计要素分析1分析学习者特点2分析教学内容话题、语言功能、语言结构、任务活动3确立教学目标教学目标的内容：知识与技能,过程与方法,情感态度与价值观教学目标的描述方式;ABCDaudience,behavior,conditions,degree4确定教学的重点和难点确定重难点的依据：教材和课程标准,学生的实际情况,教师的经验；突出重点、突破难点的方法：比喻说明法、列表对比法、练习法、多媒体辅助教学法、游戏活动法5设计教学步骤warming-up revision presentation practice ending总结和作业6小学英语作业设计原则：趣味性、实践性、层次性、探究性、开放性、合作性7教学板书设计提纲式板书、表格式板书、图文式、比较式;注意：内容精简、字体规范、布局合理8反思教学过程6、英语教学模式13P presentation practice production2PWP pre=learning while post3ESA 投入 engage；学习study；运用 activate;4任务教学模式 pre-task；task-cycletask-planning-report；language focusanalysis和practice5情境教学模式7、英语课型:课的性质和任务划分：新授课、巩固课、复习课、活动课课的内容：语音课、词汇课、语法课、听说课、阅读课、写作课8、主要课型的教学设计口吻主体是学生▲听说课3PP84：brainstorming,information gap,discussion,speedwritng速写ⅠTeaching Objects1、Knowledge Objects2、Ability Objects3、Moral ObjectsⅡThe Key and Difficult PointsThe Key PointsThe Difficult PointsⅢTeaching ProceduresStep 1 warm-upStep 2 PresentationStep 3 PracticeStep 4 ProductionStep 5 HomeworkⅣBlackboard Design▲阅读课P86：PWPpre-reading while postStage1 教学内容分析 Analysis of teaching contentStage2学习者分析 Analysis of studentsStage3 教学目标 teaching objectives1 知识与技能Knowledge and skills2 过程与方法Process and methods3 情感态度与价值观Emotional attitude and valuesStage4 教学重难点 key and difficult pointsStage5 教学过程 teaching proceduresStep1 准备活动 warm -upStep2 pre-reading 阅读前活动Step3 while- reading 阅读中活动Step4 post-reading阅读后活动Stage6 HomeworkStage7 板书设计 Board plan▲词汇课89：ⅠTeaching Objects1、Knowledge Objects1Students listen,say and write the words：2Students hear,read and use the sentence patterns：2、Ability Objects3、Moral ObjectsⅡThe Key and Difficult Points1、The Key Points2、The Difficult PointsⅢTeaching ProceduresStep 1 warm-up1、let’s sing2、Free talkStep 2 Presentation1、Teach new words2、Teach the sentenceStep 3 Practice1、Dictation2、Task timeStep 4 ProductionStep 5 HomeworkⅣBlackboard Design▲呈现词汇：Present new vocabulary 直观呈现Visual/physical demonsration 结合语境 verbal context,创设情境situations归类 chunks 推理 reasoning 类比 analog,查字典▲巩固词汇：Consolidate vocabulary：label贴标签、spot the difference 找茬、word association 词汇联想、word bingoPlay a game、describe and draw▲语法课教学活动设计：Stage1 Analysis of the students and teaching contentStage2 Teaching ObjectIves1、Knowledge and skills2、Process and methods3、Emotional attitude and valuesSatge 3 The Key and Difficult PointsThe Key PointsThe Difficult PointsStage 4 Teaching ProceduresStep 1 warm-upStep 2 PresentationStep 3 PracticeStep 4 ProductionStep 5 Summary and HomeworkStage 5 Board Plan机械型练习Mechanical Practice fill in the blank填空 substitution drills 替换转换 transformation drills提示型练习 using prompts for practice,图片身势语信息表格意义型练习创设情境 meaningful/communicative practice配对matches 结对活动pair work 小组讨论discussion 角色扮演头脑风暴▲语法课教学过程： presentation 呈现 Practice and application操练和实践归纳conclusion 评价evaluation第四章小学英语课堂教学实施与评价1、教学原则：学生中心、兴趣性、交际性、直接、语境匹配、视听说与读写结合、重复性、扩充性原则2、课堂基本教学技能：1导入技能：3A arouse激发 advertise引起注意 advance促进复习式导入法、谈话/问题导入法、情境导入法、悬念导入法、背景知识导入法、2教学内容呈现技能：演示法、表演法、故事法、游戏法、提问法、有意错误法3课堂提问技能：原则：针对性、探究性、层次性、提问反馈要及时提问的设置：点兴趣点、疑难点、发散点度密度、精度、坡度、难度课堂提问过程：做好准备、时机、准确提出问题、适当停顿、先提问后点名、先鼓励后纠错提问的类型：程序性提问:发出指令教学、检查学习进程、征求意见理解性提问：展示型display questions表层、参阅型referential questions综合分析、评估型estimated questions哪一个正确深层思维表达观点P107情境性提问：do you like…4纠错技能108：纠错根据主体划分：self 、peer 、whole、teacher、naturalcorrect根据纠错手段划分：直接和间接5课堂总结技能：方法：口诀法、归纳总结法、童谣歌曲法、游戏法、首尾呼应法3、教师的角色：controller assessor organizer Promoter提示者participant 参与者 resource-provider4、教学活动的组织：▲英语课程活动特点：交互性、平等性、多样性▲课堂活动互动模式：whole class work,group work,pair work,individual solo work5、课堂指令Classroom instruction：类型引发学生行为sit down、控制课堂纪律be quiet、实施教学活动read after me6、课堂纪律：Classroom discipline超前控制、信号控制、提问控制、表扬控制7、课堂偶发事件的处理：114偶发事件的特点：不确定性、突发性、冲击性、紧迫性偶发事件的处理方法：调查研究法、换位思考法、情感启迪法、冷处理法、幽默化解法、移花接木法8、多媒体辅助教学：▲多媒体在优化课堂教学中的策略116兴趣诱导、认知指导、行为强化、心里趋合▲多媒体辅助教学的优势：117▲小学英语课堂的多媒体教学模式：演示型、自主学习型9、教学评价的类型及方法：▲形成性评价 formative 学习档案袋student portfolio ,课堂观察,座谈,学习日志,活动▲终结性评级 summative 宜采用等级制或达标,不宜采用百分制10、小学阶段的评价原则：学生主体原则、表现性原则做事、表演、交际、多元性原则、发展性原则、激励性原则小学阶段的评价建议：1充分发挥评价的积极导向作用2体现学生在评价中的主体地位3依据课程目标要求确定评价内容与标准4注意评价方法的合理性和多样性5形成性评价要有利于监控和促进教学的过程6终结性评价要注重考查学生的综合语言运用能力7注意处理教学与评价的关系8小学评价应以激励学生学习为主第二部分专业知识第一章英语语音1、英语音素phoneme分为元音vowels单元音pure vowels/monophthong双元音diphthong和辅音consonants ,articulation发音音节 syllable 最小的发音单位重音 stress 单词的重音 word stress26个英文字母的发音：注音字母单词第二章英语语法知识1、专有名词Proper noun 代词 pronoun 数词 numeral 冠词 article 介词 preposition 连词conjunction 形容词 adjective 副词 adverb 动词 verb 第三章阅读第四章翻译：信达雅 faithfulness, expressiveness and elegance词汇的基本含义：denotation 引申义：connotation修辞格：明喻 simile 隐喻metaphor 拟人personification 借代metonymy 提喻synecdoche 反语irony 夸张exaggeration 双关语pun▲议论文构成：论题propositon、论点thesis、论据grounds of argument、论证proof▲文体：说明文Exposition、议论文argumentation、记述文narration、描写文Description音素 phoneme Vowels元音单元音diphthongs Pure Vowel/ monophthongs 双元音diphthongs第六章英美概况1、Constitutional monarchy 君主立宪制2、工业革命开始于textile industry 纺织业3、 The Wars of the Roses 玫瑰战争现代社会的开始4、English Civil War parliament议会和国王 king5、俄罗斯加拿大中国美国第四大6、美国独立宣言 17767、Halloween 万圣节phenomena复数Goods train customs office sales plan learning skills centreSuch often happens 这样的事情 Every other line每隔一行Two dozen bottles of beerTwo-fold 两倍Make a living in a sense with a willFor the worse improve in health at war at table 就餐 beyond hopeIn on to 地理位置包含紧邻不紧邻In pencil 用铅笔 be made of 物理/from化学Be tired of厌烦/fromwith身体上疲劳Just as well 无妨没关系 much alike 非像熟睡 sound asleepNot nearly 几乎不 not half nothing like by no means 一点也不 nowhere near 远不如Not +较级 +than 不如 Not+较级 +than 和一样不 a most interesting story比较级+than+any other 单数名词Should 想必会一定会Used to do sth 过去常常做某事 be used to doing sth 习惯于做某事Need I ;;;; yes ,you must /no,you needn’tI am only too pleased to meet youHe ran all the way to the station only ______to find_________ the train had already left.she spoke so quickly as to make us not understand what…Rome was not built in a dayfor there to belet fall 故意说出 let go 放开 make do 凑活 make believe假装 hearsay/hear tell 听说We knew him to have been arrested by the policeI’ll see to it that 我保证She had no sooner had supper than she went out/ no sooner had she had supper than she went out 刚吃过晚饭就走了Look into 调查 look down upon 轻视 call on sb 拜访呼吁But that 要不是 crucial关键倒宁愿的意思．would just as soon例如：I would just as soon you didn't tell me about that.我倒宁愿你不告诉我那件事.Lest 以免 it is time we made a decision过去式More than one和many a 单数One and a half months has passedHe or his brathoers were to blame 就近原则She is one of the few persons 复数陈述句Declarative sentence疑问句question祈使句imperative sentence感叹句exclamatory sentenceWhat a lovely day it isHow big a house they have =what a big house thay have简单句simple sentence并列句compound sentence复合句complex sentenceSave that 除了Count on 指望To the extent 在很大程度上Make for the doorNo sooner than=hardly when刚…就Only with the greatest of luck did he only句首,倒装Affordably priced 价格便宜的Make use of granted that 假设 not so much as 与其说不如 boom 激发Proficient 熟练地精通的 considerate 体贴的考虑周到的straight-forward 简单的坦率的 familiarize sb with sth 使某人熟悉intensive reading 精读 extensive reading 泛读Consequence后果 instruction mother in law继母婆婆 empty-handed 空手From my perspectiveSave that 除了I would sooner give up sleep than miss my evening classI’m ready,so I might as well go now 不妨还不如8、9、Be accustomed to do 习惯于10、Assembly 晨会11、12、课堂提问的基本要求13、Precaution 预防措施 detect 检测14、Vocal 有声 cognitive 认知的15、Audio lingual 听说法 drill演练 authentic真实16、17、Novice 新手 alternative替代 methodology方法论18、teaching pronunciation 语音Production 意思Sentence patterns inquire询问present progressive tense 现在进行时 perceive理解 verb phrases动词短语justification 理由设计意图 imitation模仿 highlight突出 the chain games 链条游戏chain pupil 小学生 depict描述 hierarchical分层次的1、二语习得英语标准目标2、primary小学3、Enthusiasm4、utilization利用5、单词注音注意重音6、Decoding 解码7、crucial关键的8、expertise专业知识或技能9、听写的阶段：字母单词短语句子10、难忘的 unforgettable11、Volunteer12、Optimistic pessimistic strength comfort13、学生的发展是英语课程的出发点和归宿,小学阶段的课程安排应尽量体现短时高频原则额,小学英语课程目标设置二个级别14、教学目标包含四要素：主体、行为、条件、程度15、in terms of 就而言16、quite a few相当多17、make the best of充分利用18、Incline to do 倾向19、Authentic 真实的。
2018年江西教师招聘笔试小学英语真题及答案
2018江西教师招聘笔试小学英语真题及答案——来自江西心成教师整理I.Phonetics,Vocabulary and Structure(Questions1to20)1.Which of the following underlined letters is different in pronunciation with others？A.He arrived there half an hour lateB.Tom is the most honest boy in his classC.I really hope toD.It is a great honor for me to be here答案：选c2.My desk-mate has difficulty_spelling some of the words in American English while,I have trouble_intonationA.with:withB.in;withC.in;inD.with;in笞案.选B3.-john is veryIf he promise to do something he'll do it.A.independentB.reliableC.confidentD.flexible答案B.4.bike-sharing is convenient and i don't need to buy a bike for_A.IB.myC.mineD.myself案D.5.Have you seen Mr Green?Yes,I saw him at the school gate.He_with the headmaster.A is talkingB.was talkingC.talkedD.has talked答案B6.It is reported that the_in Syria is hotting upA StrengthB violenceC.powerD.ACTIVITY答案.B7._in his study,he didn't know that all the others haA BuryingB BuriedC.Buried himselfD.He buried答案.选B8.Why do many people buy things online on the1lth of November every year? They think the things on sale are_A.much cheaperB.much lowerC.more expensiveD.much higher答案Awho's that woman standing by our English teacher?——It_be Jim’s mother,I'm not sureA.canB.shouldC mightD.must答案.选C10.I hope to part in the charity walk held next month____it's a good way to help others as well as exercisingA.BetterB I can't agree moreC.My pleasureD.Never mind答案选B11.She graduated from Jiangxi Normal University in2010and__as an English teacher in Shangrao County ever SinceA.ServedB.has servedC.had servedD.would serve答案.选B12.Some children want to challenge themselves by learning a language different from__their parents speak at home.A.whatB.howC whichD.that答案 A.13._Chinese students should pay attention to grammar,they shouldn’t overdo it.A.BecauseB.AlthoughC.In orderD.So that答案选B14.Only when I left my parents for Italy how much I bored thenA.RealizedB.I had realizedC.had i realized答案.选D15.it's not what we do once in a while shapes our lives,but what we do consistently.A.WhichB.howC.thatD.when案.选C16.You have left the light on——Oh.so i have__and tum it offA.I'll goB.I have goneC.I'm going toD.I go答案.选A17.Scholars from the University of Kansas published the results of a decade_long Study recently,suggesting that sending,children to”pre-school”at the age of 4comes too late to_educational drawbacks at home.A.ACCOUNT FORB.preference forpensate forD.allow for答案选C18.Great changes have taken place in that school.It is no longer_it was20 years age_,it was so poorly equipped.A.what,whenB.that,whichC.what,whichD which,that.答案选A19.you're failed to do what you to and I'm afraid the teacher will blame you.A.will expectB.will be expectedC.expectedD.were expected答案.D20.Would you like two double rooms or a large room for four?()A.we need the room for three nightB.Yes id like to book a room.C.I think we'd rather be in the same room.D.There are four of us in our group二、Cloze（第21-30题，每题1分）As a music teacher,I have always known that music touches the soul.Ttcan_21__all kinds of barriers to reach students in a very special way.It can be the_22__for each child to find their light.I would like to share a story about it.For a few years I was blessed with the opportunity to teach disabled students. One of my most__23_students was a five-year-old girl called Vanessa,who had difficulty walking,and could not speak.One of her favorite songs was John the Rabbit. It was a call and response song where I sang the call and the students__24__twice while singing the repeating phrase,"Oh,yes!"Vanessa liked to put her hands together with mine and clap with me.We probably performed that song during every class.But she___25__said or sang a word.One day,when the song was finished,Vanessa_26__me in the eye,clappedher tiny hands twice and said the words"Oh,yes!"I opened my mouth inastonishment and for that moment I was the one who could not speak.When my heart__27__started beating again,I looked over at the assistant teacher to find her also speechless.Through music,we had made an awesome connection.Several years later,I met Vanessa on the street in town.She clapped her hands twice,imitating the song we had__28__so many times in our music class.The little girl,__29__her connection with music,left an impression on me that will last forever.Every child has the__30__to learn and grow.It is up to us to discover the way to reach each and every one of our students.We all must find each childs light.21.DA break through B.Give in C.put away D.take over22.AA.meanB,directionC.processD.Effort23.CA.easy-goingB.hardworkingC.memorable24,DA.sang B,danced C,followed D.Clapped25.BA.everB.neverC.stillD.Sometime26.AA.lookedB,sawC,staredD,noticed27.DA immediately B.fortunately C.slowly D.finaly29.BA.uponB.throughC.fromD.Since30.BA standardB.abilityC.planD.Necessity三、Reading(第31-45题，每题2分)Awhen you make a mistake,big or small,cherish it like it's the most precious thing in the world.Because in some ways,it is.Most of us feel bad when we make mistakes,beat ourselves up about it,feel like failures,get mad at ourselves.And that's only natural;Most of us have been taught from a young age that mistakes are bad,and we should try to avoid mistakes.We've been scolded when make mistakes-at home,school and work.Maybe not always,but probably enough times to make feeling bad about mistakes an unconscious reaction.Yet without mistakes,we should not learn or grow.If you think about it that way,mistakes---mistake should be cherished and celebrated for being one of the most amazing things in the world:They make learning possible;they make growth and improvement possible.By trial and error---trying things,making mistakes--we have figured out how to make electric light,to paint the ceiling of the Sistine Chapel,to fly.Mistakes make walking possible for the smallest toddler,make speech possible and make works of genius possible.Think about how we learn:We don't just consume information about something and instantly know it or know how to do it.You don't just read about painting,or writing,or computer programming,or baking,or playing the piano,and know how to do them right away.Instead you get information about something from reading or from another person or from observing usually....then you construct a model in your mind...then you test it out by trying it in the real world...then you make mistakes... then you revise the model based on the results of your real-world experimentation. and repeat,making mistakes,leaning from those mistakes,untilyou've pretty much learned how to do something.That’s how we learn as babies and toddlers.and how we learn as adults.mistakes are how we lean to do something mew-because if succeed at something,it's probably something you already knew howto do.You haven t really grown much from that success-at most it's the last step on your joumey not the whole joumey.Most of the joumey is made up of mistakes,if it's a good joumey.So if you value learning,if you value growing and improving,then you should value mistakes.They are amazing things that make a world of brilliance possible.31.Why do most of us feel bad about making mistakesA.Because mistakes make us suffer a lot.B.Because it's a natural part in our life.C.Because we‘ve been taught so from a young ageD.Because mistakes have ruined many people s careers32.According to the passage,what is the right attitude to mistakesA.We should try to avoid makingB.We should owe great inventions mainly to mistakesC.We should treat mistakes as good chances to learnD.We should make feeling bad about mistakes an unconscious reaction33.The underlined word toddler in Paragraph6probably means___A.a small child learning to walkB a kindergarten child learning to drawC.a primary pupil learning to readD.a school teenager learning to write34.We can learn from the passage that____A.most of us can really grow from successB.growing and improving are based on mistakesC.we learn to make mistakes by trial and errorD.we read about something and know how to do it right away35.What would be the best title for the passage?A.Why we learn to correct our mistakesB.How we learn to do something newC.How you should correct your mistakesD.Why you should celebrate your mistakes31.选A32.B33.A34.C35.DBSocial media manager.App designer.Offshore wind farm engineer.Sustainability manager.Ten years ago.none of these jobs existed.Today,diey are hot careers. So how do you prepare high school students to work in-or create-a field that doesn't exist?By adding collaboration and creativity into the classroom,says Stephan Tumipseed.M At2years old.when you do the standard creativity test,we are all -almost100percent of us-creative geniuses."he says."By the end of12years of education only3percent score at that same level."Turning that trend around requires occasionally tossing aside some steadfast notions in the education world,he says/'We should be stressing things like collaborative test taking."where each member of the testing team has a role.Tumipseed says."Wthen I was a kid that was called cheating."Tasking teens to work in pairs to solve problems more closely mimics real-worldproblem solving than traditional testing environments.It also boosts student achievement.One high school English teacher found that her students scored20percentage points higher than those who had taken the same test in previous years.The difference: team testing.44Students were listening to one another,talking to their peers about test items,trying to decipher the correct answer and debating why an answer was not the best response.55the teacher notes.Traditional testing methods are often criticized for promoting memorization over actual learning,but they can also stifle creativity.Turnipseed suggests."We ingrain in our students and our children that there is only one right answer."he says,adding that while two plus two equals four in a normal math problem,in certain realms of physics,it doesn't."That's probably not the best way fonvard."Instead,teachers should create an environment where there are a variety of correct answers to a given challenge.Tumipseed says.That could mean having students devise a solution to an irrigation issue,or build a robot and then figure out how to make it go faster.Giving high school students opportunities to create and solve problems-and the freedom to devise multiple solutions-helps give classroom activities relevance andbetter prepares students for the workplace.36.From what Stephan said in Paragraph2we can infer thatA.Years of schooling limits creativitB.A genius is creative even at2years oldC.Your education decides your level of creativityD.The standard creativity test changes at different levels37.What an English teacher foundin the scores shows_A.he need to listen in the debateB.The effectiveness of cooperationC.The importance of correct answersD.The benefit of responding to question38.The underlined word that in Paragraph3refers to_A.tossing aside some firm ideasB.Taking collaborative testC.Encouraging them to memorize moreD.Talking to their peers about test items39.In the classroom,the activities should__A.be an opportunity to make inventionsB.be doable for students in every disciplineC.be related to actual learning of studentsD.prepare students for an environment of freedom40.The main idea of the passage may be__A.Creating a new work center for studentsB.Throwing away old ideas for schoolC.Working together in a workplaceD.Fostering innovation in high school36.选A37.选B38.选B39.选D40.选DCA scientist working at her lab bench and a six-month-old baby playing with his food might seem to have little in common.After all,the scientist is engaged inserious research to uncover the very nature of the physical world,and the baby is, vell,just playing…right?Perhaps,but some developmental psychologists have argued that this”play”is more like a scientific investigation than one might thinic.Take a closer look at the baby playing at the table.Each time the bowl of rice is pushed over the table edge,it falls to the ground—and,in the process,it brings out important evidence about how physical objects interact;bowls o f rice do not float in mid-air.but require support to remain stable.It is likely that babies are not born knowing this basic fact of the universe;nor are they ever clearly taught it.Instead,babies may form an understanding of object support through repeated experiments and then build on this knowledge to learn even more about how objects interact.Though their ranges and tools differ,the baby’s investigation and the scientist’s experiment appear to share the same aim(to learn about the natural world). overall approach(gathering direct evidence from the world),and logic(are my observations what I expected?).Some psychologists suggest that young children learn about more than just the physical world in this way—that they investigate human psychology and the rules of language using similar means.For example,it may only be through repeated experiments,evidence gathering,and finally overturning a theory,that a baby will come to accept the idea that other people can have different views an d desires from what he or she has,for example,unlike the child,Mommy actually doesn’t like Dove chocolate.Viewing childhood development as a scientific investigation throws light on how children learn,but it also offers an inspiring look at science and scientists.Why do young children and scientists seem to be so much alike?Psychologists have suggested that science as an effort—the desire to explore,explain,and understand our world—is simply something that comes from our babyhood.Perhaps evolution provided human babies with curiosity and a natural drive to explain their worlds, and adult scientists simply make use of the same drive that served them as children. The same cognitive systems that make young children feel good about figuring something out may have been adopted by adult scientists.As some psychologists put it,“It is not that children are little scientists but that scientists are big children.”41.According to some developmental psychologists,.A.a baby’s play is nothing more than a game.B.scientific research into babies’games is possibleC.the nature of babies’play has been thoroughly investigatedD.a baby’s somehow similar to a scientit’s experimentB.investigating human psychologyC.repeating their own experimentsD.observing their parents behaviors44.What is the main idea of the last paragraph?A.The world may be more clearly explained through children s playB.Studying babies play may lead to a better understanding of scienceC.Children may have greater ability to figure out things than scientists.D One s drive for scientific research may become stronger as he grows45.What is the author's tone when he discusses the connection between scientists‘research and babies‘play?A.ConvincingB.ConfusedC.ConfidentD.Cautious41.选D42.选D43.选C44.选B45.选D第二部分非选择题一、书面表达(10分)【写作材料】讲授式和讨论式是两种主要的课题教学方式，各有利弊，学生也各有所好，请根据下列思维导图提供的信息写一片英语短文，介绍两种教学方式的利弊，并阐述你的观点。
2018年吉林省特岗教师招聘考试小学英语学科专业知识系统复习讲义
吉林省特岗教师招聘考试小学英语学科专业知识系统复习讲义第一节名词考点1 名词的分类名词可以分为专有名词（Proper Nouns）和普通名词(Common Nouns），专有名词是某个（些）人、地方、机构等专有的名称。
普通名词是一类人或东西或是一个抽象概念的名词，可分为以下四类：（1）个体名词（Individual Nouns）：表示某类人或东西中的个体，如：gun。
2）集体名词（Collective Nouns）：表示若干个个体组成的集合体，如：family。
（3）物质名词（Material Nouns）：表示无法分为个体的实物，如：air。
（4）抽象名词（Abstract Nouns）：表示动作、状态、品质、感情等抽象概念，如：work。
个体名词和集体名词可以用数目来计算，称为可数名词（Countable Nouns），物质名词和抽象名词一般无法用数目计算，称为不可数名词（Uncountable Nouns）。
考点2 名词复数的变化规则⒈一般规则变化例词一般情况〖〗加 -s〖〗清辅音后读/s/浊辅音和元音后读 /z/〖〗map-maps bag-bags 以s, sh, ch,x等结尾〖〗加 -es 〖〗读 /iz/ 〖〗bus-buses以ce, se, ze 等结尾〖〗加 -s 〖〗读 /iz/〖〗license-licenses以辅音字母+y结尾〖〗变y 为i再加es〖〗读 /z/ 〖〗 baby-babies⒉特殊规则变化（1）以y结尾的专有名词或元音字母+y 结尾的名词变复数时，直接加s。
如： monkey-monkeys holiday-holidays（2）以o 结尾的名词，变复数时：①加s，如：photo-photos piano-pianos radio-radios zoo-zoos；②加es，如：potato-potatoes tomato-tomatoes;③上述两种方法均可，如：zero-zeros / zeroes。
2018年浙江省教师招聘省统考小学英语真题
浙江省2018年教师招聘考试(小学英语)真题课程代码:203 选择题部分注意事项1.答题前，考生务必将自己的姓名、准考证号用黑色字迹的签字笔或钢笔填写在答题纸 规定的位置上。
2.每小题选出答案后，用 2B 铅笔把答题纸上对应题目的答案标号涂黑。
如需改动，用橡 皮擦干净后，再选涂其他答案标号。
不能答在试题卷上。
第一节：单项选择题从每题所给的A 、B 、C 、D 四个选项中，选出最佳选项(本大题共10小题，每小题 1分，共10分)1. Totally, United States has more than 600 national parks ， state-owned. one third areD. in whiclD. up toA. among which 2. Jane married to Smith A. inB. among themC. among whomher age of 25.B. atC. on3. Weather A. to permi,we will pay a visit to the Forbidden City this weekend.B. had permittedC.being permittedhe or she is linkeiy to smile toD.permitting4. A baby might show fear of an adult stranger, another baby.A. If D. whereverB. whereasC. whenever5. The following novels are all written by American writer Hemingway except for.A. The Sun Also RisesB. The Old Man and the Sea D. The Cop and the AnthemC. For Whom the bell tolls6. A syntactic unit which is smaller than sentence but larger than phrase is called in grammar.A. clauseB. idiomC. wordD.morpheme1 / 117. What is not included in communicative competence in the following is.A. knowing how to use language for a range of different purposes and functionsB.knowinghowtovaryouruseoflanguageaccordingtothesettingandtheparticipantsC.knowing how to produce and understand different types of texts(e. g. narratives, reports,interviews,conversations)D. knowing how to use language structure 8. Acadmically, language internalizeis a kind of unconscious process by which learnerslanguage from exposure to input. It is different from language leaming, the type of conscious effort at learning rules from books and teachers.A. Processing 9. Leaming to speak in another language is the basic target of L2 A.ListeningB.learningC.oral B. acquistion C. studyD. output production. nguage10. The study of foreign language teaching and leaming is a discipline called A. Applied language C. PedagogyB. pragmatics D.applied linguistics第二节：完形填空阅读下面短文，掌握其大意，然后从各题所给的四个选项中，选出最佳选项 (本大题共10小题，每小题1分，共10分)When the Quaker Elizabeth married Joseph Fry, it seemed as if her life would be comfortableand peaceful. However, Elizabeth was not content family. She11her easy life and her growingsaw many poor people living near her and she wanted to help them.One day she was to visit a prison. At first the prison officers did not want to let her visit the women prisoners because they feared the prisoners would attack her, 12 butElizabethwasnotafraid.Sheealized thattheprisonersliveda13lifebecause2 / 11they were being treated like animals.They had no beds, elean clothes, food or heating. Any child in prison had to stay there and had no chance of an education. This meant they would probably have to beg or 15 grew up and then would return to prison. So the first thing Elizabeth did14 stealwas to provide food, clean clothes and straw for beds. Later she began a prison school for the children and taught the women to sew, knit and make goods to sell. In this way theywereabletomakealittlemoneyfor16andgainsomeself-respect.Herkindnesshelped her gain the friendship of the prisoners and they began to try to improve their conditions for themselves. Later Elizabeth was asked to go to the leaders of Britain to 17how to improve the condtions for prisoners.Of course she did not do all the work her own. Other Quaker women helped her and went around thecountryher. They said that she should spend more time with her family. Other people said she famous too much. However, her husband, Joseph, supported and encouraged18 19moneyforherwork.Somepeopledidnotlikeherideasandarguedwithenjoyed20her, so she continued working to help improve the lives of poor prisoners till she died.Her ideas did not isappear after her death and herwork was remembered in 1947 when the Quakers were given the Nobel Peace Prize. 11. A. with 12. A. asking 13. A. good 14. A. living 15. A. while 16. A. children 17. A. tell 18. A. on B. on C. about C. asked C. miserable C. brought C. before C. people C. say D.over B. demanding B. rude D. told D.polite D. playing D. when B. born B. where B. themselves B. argue B. with D. prison D. discuss D. at C. by 19. A. get B. raising B. to beC. getting C. havingD. making D. very20. A. being3 / 11第三节：阅读理解题阅读下面的短文，从每题所给的四个选项A、B、C和D中，选出最佳选项(本大题共10小题，每小题1分，共10分)It's no great surprise that Bill Gates has decided to walk away from his day-to-day involvementWith Microsoft. Instead of fretting（操心）about computer codes, the 50-year-old willuse his obsessive attention to detail to observe how the Bill Gates Foundation spendsits assets of £16 billion.In abandoning his career at the tuming point to old age and devoting the rest of his lifetocharitablecauses,Gates—whoisworthabout£27billion—isfollowingafamiliarpath.Eversincetheindustrialrevolution,wealthyself-madebusinessmenandwomenhavefelt a calling to create a legacy that goes beyond a profitand loss sheet. In the United States, where the duty to give away wealth runs deeply through the business community, the good works were carried out by industrialists such as Henry Ford and Andrew Camegie, the Scots-bom iron tycoon who said,"He,who dies rich disgraced.”Butoutofallthegreatphilanthropists,Mr.Gates'careerpathappearstobeclosestto the oiltycoonJohn Rockefeller, the founderof Standard Oil. Both were self-made men, both were the richest men on the planet, and both attracted criticism that they were abusing a monopoly position.Rockefeller was in his late 50s when he turned his attention full timeto philanthropy. Now Gates says he will do the same in his early 50s. “It was a hard decision for me,” he said, “I’m very lucky to havetwo passions that are so important and challenging. With great wealth comes great responsibility.”Experts in philanthropy accept that Gates’charity work is a style of the21 century-part of a movement called new philanthropy. According to Lloyd, a leadingstadviseronphilanthropy,therehadbeena“stepchange”in theattitudestogivingamong therichoverthepastfiveyears.Therealsoappearstobeariseinthenumberofwealthypeople looking to give away their fortunes while they are still alive. Like Gates, many4 / 11philanthropists do not want to pass on too much wealth to their children.Manyofthenewbreedofphilanthropistshavemadetheirmoneyinthecityorcomputing. Theytend to use the skills they develop for business to choose the most effective charitiesand organizations. And they also tend to stay closely involved in the foundations they setupratherthanjustbankrolling（资助）anorganization.Lloydbelievesthattherevivalin philanthropy is linkedto changes in the natureof wealth. In Britain, the newspaperrich lists are increasingly dominated by self-made millionaires rather than inherited wealth. New money is less likely to be“tied up”in assets, making it ripe for philanthropy..21. In his early 50s, Bill Gates made the following decisions exceptA. abandoning his career with Microsoft daily affairsB. Passing on his great wealth to his childrenC. devoting the rest of his life to charitable causesD. Observing how the Foundation spends assets22. The 2sentence in paragraph 2 means .ndA. the wealthy business men and women should ereate a legacy for their childrenB. the wealthy business men and women should leave the sheets of profit and loss to theirC. the wealthy business men and women should create a legacy for societyD. the wealthy business men and women should give their sheets of profit and loss to society23.Whichofthefollowingexplainsthesaying“He,whodiesrich,diesdisgraced”best?A. The wealthy should remember their duty to help the poor.B. It's a good choice for the wealthy to devote their wealth to charity before their death.C. The wealthy should give away their fortunes when they are still alive.D. The wealthy should abandon their careers when they are still healthy.5 / 1124. Bill Gates doesn’t want to pass on too much to his offspring because.A. it's very different for him to accumulate so many fortunesB. he wants to follow the old path that has been tried by other wealthy personsC. he believes that he has a great responsibility for society's faimess and common people's benefitsD. he wishes to become famous through donating money to charitable courses25. Lloyd believes that .A. changes in the nature of wealth stimulate the de velopment of philanthropyB. children can receive better education with the investment of the philanthropisC. the number of self-made millionaires is largerthat of rich peoplewith inheritedwealthD. philanthropy is the only way to solve the poverty probler(二)Youth is not a matter of time but a matter of self-improvement, both physically and morally.Being a good youth, one should possess some factors among which the basic oneis health. A healthy body is a kind of priceless treasure. One can do nothing withoutit. Secondly, a youth should pay essential attention to moral character. He should be alwayswilling to help thosein trouble withoutany complaints. Moreover, he should caremore about the people around him. Thirdly, cooperation and communication also play an importantroleinbeingagoodyouth.Noonecanlivealonewithoutanyfriends.Andnobodycan work out every problem without help of partners. So the youth should and must learn howtoliveandworkwellwithothers,includingthosepeoplehedoesn’tliketocooperateor communic ate with. The last but not the least, patriotism, meaning a love of one’s country, is the one we should never forget. People always misunderstand the word“ patriots”by thinking it only refers to those fighters who fight for their country.As a matter of fact, a patriot will do the things his country asks him to do. So beinga youth is one thing，being a good one really needs to take every effort to make himselfto be.6 / 1126. The central idea of this passage is thatA. youth is a profitable period.B. a youth should have good physical and moral qualitiesC. a youth should be doing goodD. a youth should do his best27. According to the passage, to be a good youth one should first of all have .A. best lookingB. best richesC. good abilityD. a healthy body28. Helping others is one of the characters of a good youth.A. WillinglyB. at his convenienceC. as one wants toD. he cares about29. Cooperation and communication .A. mean helping those people one doesn’t likeB. mean living and working well with othersC. are important to everyoneD. are not necessary to good friends30.“Patriots”in the above passage refers toA. those who fights for the country.B. the spirit of those who love his countryC. those who do what their country needs them to doD. the youth who take every effort to make themselves to be good非选择题部分注意事项:用黑色字迹的签字笔或钢笔将答案写在答题纸上，不能答在试题卷上。
2018下半年小学英语教师资格证面试试题(精选)第二批 小学英语 语法 (1)
2018年下半年教师资格面试-英语学科-试讲-考题解析小学英语语法一、考题回顾二、考题解析【教案】Teaching aims:Knowledge aim:Students will grasp the usage of simple past tense.Ability aim:Students will improve their speaking ability in describing things happened in the past. Emotional aim:Students will be more confident in speaking English.Students will arouse their interest in learning oral English.Key and difficult point:Key Point:Students will grasp the usage of simple past tense.Students will improve their speaking ability in describing things happened in the past.Difficult Point:Students will be more confident in speaking English.Students will arouse their interest in learning oral English.Teaching procedure:Step 1: Warming-up1. Greetings. Talk about the weather.2. Sing a song called Yesterday Once More, and introduce today’s topic.Step 2: Presentation1. Read the dialogue by the teacher, and ask what the dialogue is about.2. Let the students open the book and read it for the second time, then ask the students to circle the verb in it and ask the similarities among them. They may say that they are different from the verbs they learned. “-ed”is added in some verbs at the end.3. Tell them that simple past tense is a tense that is used to describe things happened in the past. When we apply it, you should change the verb into past tense. Then introduce the regular and irregular verbs.Step 3: Practice1. Fill in the blanks.a. I _____(clean) the table after we had lunch last evening.b. My father_____(go) to the company yesterday.Step 4: Production1. Make a dialogue with their deskmates about what the students did last weekend. Then invite some students to share their dialogue with their parents.2. Ask the students to make up a simple story or a joke. Then invite some students to share it with us.Step5: Summary and HomeworkSummary: make a brief summary of what we have learned today.Homework: Tell the story or the joke to their parents.Blackboard design:【答辩题目解析】1. Please talk about your understanding of simple past tense.【参考答案】Simple past tense is a tense used to describe things happened in the past. When we use it, we need to change the verb into past tense. The verbs are changed in regular form or regular form. Regular verb only needs to add -ed at the end of a word, while irregular verbs have various forms. I will now show an example: My friend looked at me when I touched him. So that’s my understanding of simple past tense.2. How do you stimulate students’interest in learning grammar?【参考答案】Grammar can be a little boring for students. But it is essential to learn English. So different activities can be arranged to attract their attention. For example, in the warming-up, I sang a song called Yesterday Once More so that they will know this grammar point is around us and frequently used. Then, in the presentation part, I will let the students take the initiative to find the rules of simple past tense. At last, I asked students to talk about their daily lives and share stories or jokes with simple past tense, so they willuse the tense and do not get bored with much mechanical drilling. So I believe they will be interested in my grammar lesson.。
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2018年小学英语教师招聘考试专业知识经典教案示例一：In a Fast-food RestaurantⅠ.教学内容In a Fast-food RestaurantWaiter: Hello, can I help you?Mum: Yes. What would you like, Dick?Dick: I'd like a hamburger.Mum: Me, too.Waiter: Would you like something to drink?Mum: Oh, yes. Two glasses of orange juice, please.Dick: Mum, can I have an ice cream?Mum: Sure. Two hamburgers, two glasses of orange juice and an ice cream. Waiter: OK. Here you are. 38 yuan, please.Mum: Here the money.Waiter: Thanks.生词：fast-food restaurant hamburger句型：What would you like?Would you like something to eat/drink?Ⅱ.教学目标1. 能听、读、说fast-food，restaurant，hamburger，并了解其含义。
2.能灵活运用重点句型，并清楚其运用的场合和语气。
(1) What would you like?(2) Would you like something to eat/drink?3.能模仿本文对话，并能在一定的语境中运用所学语言进行交际。
4.培养学生的注意力和观察力，激发学生积极思维，挖掘学生运用语言的创造能力。
Ⅲ.教学重难点1.重难点句型：(1)What would you like?(2)I'd like ...(3)Would you like something to eat/drink?(4)...，please.2.掌握有关食物名称的词汇。
Ⅳ.教具准备食物图片：ice cream, hamburger, cake, bread, juice, milk, water, hot dog, French fries 等。
食物和饮料：hamburger，cake，bread，milk，orange juice，cock cola等。
道具：服务员工作帽、围裙、托盘，多媒体课件一套。
Ⅴ.教学过程Step 1.Warm-up(1)Do it! (学生按教师的指令做动作)T：Stand up!/Sit down!/Sit down!/Stand up! (教师辅以手势)T：Walk!/Stop!/Jump 5 times!/Stop!/Push!/Stop!/Run!/Stop!(教师和学生一起做，每个动作持续一段时间后，教师突然说：“Stop!”要求学生立刻停下来。
)(2)Do as I do!(教师做动作并表达，引导学生边做边说：“Me，too.”)教师做睡觉状，并用低缓语调说：“I'm tired.”引导学生说：“Me，too.”教师做笑脸状，并用欢快语调说：“I'm happy.”引导学生说：“Me，too.”教师做干渴状，并说：“I'm thirsty.”引导学生说：“Me，too.”教师手摸肚子，并说：“I'm hungry. ”引导学生说：“Me，too.”(3)Listen and act!(学生按教师的指令做动作。
)教师说：“Let's eat!”(做吃东西状)学生跟着做动作。
指令依次为：Eat slowly!/Eat fast!/Let's drink!/Drink slowly!/Drink fast!(通过此活动，操练对话中的有关单词，例如：eat，drink，fast。
)Step 2.Revision and presentation(1)教师问：“What would you like to eat?”让学生根据自己的喜好，用已学句型“I'd like…”回答。
(2)教师出示卡片hamburger，并问：“Would you like a hamburger?”(3)学生学说hamburger一词，教师板书单词，并抽查一组学生，学生快速读词。
(4)出示有关食物的卡片(hamburger，cake，ice cream，juice，milk...)，让学生认读。
(5)做游戏：“What's missing?”(教师从卡片中任意抽掉一张，再让学生看卡片读单词，然后让学生说出拿掉的是哪一张卡片。
)Step 3. Patter drills and dialogue teaching(1)选取单词卡片4—5张，同时出示给学生，并提问：“What would you like?”引导学生回答：“I'd like...”教师把该卡片送给说出正确答案的学生。
(2)教师把手中卡片送完后摊开双手说：“No food left! But don't worry，let's go to the restaurant.You can choose whatever you like.”(3)屏幕上出现单词RESTAURANT及三幅食物图片：noodles，fish，rice(noodles—20 yuan,fish—free,rice—10 yuan)。
教师提问：“What would you like?”让学生用“I'd like...”回答。
当学生选中一种食物时，教师点击该图，出现该食物的价格。
教师对该生做手势并说：“20/10 yuan，please.”引导学生说：“Here's the money.”当屏幕上显示的是免费食物时，教师则带领全班学生对该学生说：“Congratulations!”(4)屏幕上出现单词BAR和三幅图片：cola，coffee，juice (cola—20 yuan，coffee —30 yuan，juice—free)，教师请一学生提问并操作(练习方式同上)。
(5)教师指着juice说：“I'd like juice very much.I even drink juice on my birthday.”屏幕上出现“Happy Birthday to you!”和一只蛋糕。
教师说：“Suppose today was your birthday，what would you like?”引导学生用“I'd like…”句型表达自己的愿望。
(6)屏幕上出现一叠钱的画面。
教师问：“If you had lots of money，what would you like?”让学生继续用“I'd like...”句型回答。
教师引导学生说：“A car? A computer?”等，拓展学生的思维。
(7)教师说：“If I had lots of money，I'd like to open a big fast-food restaurant.”自然引出对话主题。
教师出示快餐店图片，并介绍说：“Look，this is a fast-food restaurant.A big nice fast-food restaurant! We have hot dogs，hamburger，salad，French fries…”(出示食物图片)(8)让学生模仿跟读单词：fast-food，restaurant，并选两组学生朗读，教师板书该词。
(9)教师系上围裙，拿起装有食物(cake，hamburger，bread，juice，milk，water，ice-cream)的托盘，扮演服务员，并说：“Are you hungry? Would you like something to eat? What would you like?”让学生回答，回答正确的学生可以得到该食物。
(10)当食物分完后，教师解下围裙，做出疲倦状，并说：“Oh，I'm tired and hungry.”引导学生说：“Would you like something to eat? What would you like?”教师收回学生所选的食物后说：“I'm full.I'm not hungry.But I'm thirsty now.”教师继续引导学生说：“Would you like something to drink? What would you like?”(11)教师说：“I'm not hungry and thirsty now.Thank you，boys and girls.You've donea very good job today.”Step 4. Communicative practice(1)屏幕上出现招聘服务员的海报，教师扮成快餐店经理，并说：“Our fast-food restaurant needs a waiter or a waitress.Who'd like to have a try?”(2)邀请几位学生上来，给他们戴上服务员的帽子，并让他们站成一排。
然后，教师(扮演经理)对“应聘者”发指令：“Line up!Turn left!Turn right!Smile and say：Welcome! Can I help you? What would you like? Would you like something to eat?”每做几个动作，就请不合要求的“应聘者”回去，最后剩下两位“应聘者”。
(3)教师对全班学生说：“Who's the best one?Please discuss in pairs.”引导学生两人一组讨论，以确定最后的“被录用者”。
Is This Your Skirt?一、教学目标(一)语言知识目标1.五个颜色单词red，yellow，green, blue, white 的掌握和运用。
2.能对所属衣物进行提问及回答：Is this your T-shirt? No，it's not.3.能在图文和场景下进行简单的交流和表演。
4.正确地在四线三格中书写单词和句子。
【设计意图】由于本课时是综合训练课，学生不仅要能听、说、读、写，还要会运用。