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2019年1月5日陕西小学英语教师资格证面试真题:小学英语 听说

  小学英语 听说

  一、考题回顾

二、考题解析

  【教案】

  It’ s on the first floor

  Teaching aims:

  Knowledge aims:

  Students can understand the content of the listening material.

  Students can be familiar with the new words and the expression about school.

  Ability aims:

  Students will develop their listening abilities of catching key words.

  Students can describe location in their daily life.

  Emotional aims:

  Students will cooperate with other group mates to complete the tasks together.

  Students can foster the interest and desire of learning English, and be fond of taking part in group activities.

  Key and difficult points:

  Key point:

  To master the key words and sentence structures, such as “first”, “second”, “art room”, and “music room”.

  To get to know the main content of the listening material.

  Difficult point:

  To improve their awareness of the importance of communication and cooperation.

  To use different basic listening strategies like extensive listening and intensive listening in their listening process.

  Teaching procedures:

  Step 1: Warming-up

  1. Greetings.

  2. Let students enjoy a song named First Day of School. Then ask them “Did they remember their first day to go to school” and “What did they see in school?” The song goes like this:

  Today is the day. It is the first day of school.

  So many new things to learn and do.

  I’m so excited, but nervous too.

  But I will be okay on my first day of school.

  Do you have your backpack? Yes, I do.

  Do you have your shoes? Yes, I do.

  Do you have your lunch? Yes, I do.

  Do you have your Teddy? Yes, I do.

  Ask students to answer the question. Then tell them that it is related to today’s topic and lead in this class.

  Step 2: Pre-listening

  Draw some stick figures about “first floor”, “second floor”, “art room”, and “music room” on the blackboard. Ask students to look at the pictures and teach them these new words. And students will be invited to read these words by playing a game-High and Low Voice. If the teacher read the words in high voice, students should read them in low voice. If the teacher read the words in low voice, students should read them in high voice.

  Step 3: While-listening

  1. Extensive listening

  Ask students to listen to the tape and answer the following questions of the listening material.

  Q1: What are they talking about?

  Q2: How many rooms in the school?

  Then invite one student to write the answer on the blackboard.

  2. Intensive listening

  Play the tape again and ask students to answer the following questions and fill in the chart.

  Q1: Where is your classroom?

  Q2: Where is the art room?

  Q3: Where is the music room?.

  Step 4: Post-listening

  Students will be given 5 minutes to make a new dialogue with their desk-mates. They are required to use the sentence structures. One asks question “Where is...?”, and the other answers “It is on the ... floor.”

  Step 5: Summary and Homework

  Summary: invite a student to be a little teacher and summarize today’s lesson.

  Homework: ask students to draw a map about their school and try to describe the location of different classrooms.

  Blackboard design:

Teaching reflection

  【答辩题目解析】

  1. What are fundamental factors to be an English teacher?

  1.英语老师需要具备哪些基本要素?

  【参考答案】

  In my opinion, a good English teacher need following fundamental characters.

  At first, the teacher should love the career. Without love, nobody can do the work well. If anyone really wants to be a teacher, he or she must love teaching and be interested in teaching.

  Secondly, a teacher should have enough professional knowledge. With these knowledge, a teacher can take the responsibility to teach students. It is the basic factor to be a teacher.

  Thirdly, a teacher should have the correct teaching methods. It is not enough to be a good teacher with love and knowledge. As a teacher, one should master some ways to teach and manage the students. Therefore, students will develop the desire and confidence in learning English..

  我认为教师应该具备以下基本要素:

  第一,热爱自己的职业。没有热爱就不会进步,如果一个人想成为一名老师,他必须对教学热爱且感兴趣。第二,丰富的专业知识。老师有了知识才会给学生传授知识;而具备专业的知识也是一位老师最基本的要素;第三,合适的教学方法。仅仅有热爱和知识还不够,作为老师也需要采取合适的教学方法,才会吸引学生的学习兴趣,激发他们的自信心;

  2. What factors will influence effectiveness of listening?

  2.影响听力效果的因素都有哪些?

  【参考答案】

  【Suggested version】

  The factors that influence effectiveness of listening include students’ language knowledge reserve, background information reserve and their emotional factors. The lack of language knowledge will cause the failure of understanding the listening material. Background knowledge include students’ recognition of the scene and character, the cultural background , custom, lifestyle and value of the listening material. Emotional factors can influence students’ psychological state, so teachers should give more encouragement and guidance rather than criticism in teaching process.

  影响听力理解的因素主要有语言知识、背景知识和情感因素。语言知识影响听力是由学生自身语言知识的缺陷造成的,背景知识影响听力包括对听力材料中人物场景、主题的文化背景、风俗习惯、生活方式、价值观念等的认识或是对主题的熟悉度。情感因素能影响学生的心理状态,因此在教学过程中,教师应多鼓励、引导,而不是批评。


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  小学英语 听说

  一、考题回顾

二、考题解析

  【教案】

  It’ s on the first floor

  Teaching aims:

  Knowledge aims:

  Students can understand the content of the listening material.

  Students can be familiar with the new words and the expression about school.

  Ability aims:

  Students will develop their listening abilities of catching key words.

  Students can describe location in their daily life.

  Emotional aims:

  Students will cooperate with other group mates to complete the tasks together.

  Students can foster the interest and desire of learning English, and be fond of taking part in group activities.

  Key and difficult points:

  Key point:

  To master the key words and sentence structures, such as “first”, “second”, “art room”, and “music room”.

  To get to know the main content of the listening material.

  Difficult point:

  To improve their awareness of the importance of communication and cooperation.

  To use different basic listening strategies like extensive listening and intensive listening in their listening process.

  Teaching procedures:

  Step 1: Warming-up

  1. Greetings.

  2. Let students enjoy a song named First Day of School. Then ask them “Did they remember their first day to go to school” and “What did they see in school?” The song goes like this:

  Today is the day. It is the first day of school.

  So many new things to learn and do.

  I’m so excited, but nervous too.

  But I will be okay on my first day of school.

  Do you have your backpack? Yes, I do.

  Do you have your shoes? Yes, I do.

  Do you have your lunch? Yes, I do.

  Do you have your Teddy? Yes, I do.

  Ask students to answer the question. Then tell them that it is related to today’s topic and lead in this class.

  Step 2: Pre-listening

  Draw some stick figures about “first floor”, “second floor”, “art room”, and “music room” on the blackboard. Ask students to look at the pictures and teach them these new words. And students will be invited to read these words by playing a game-High and Low Voice. If the teacher read the words in high voice, students should read them in low voice. If the teacher read the words in low voice, students should read them in high voice.

  Step 3: While-listening

  1. Extensive listening

  Ask students to listen to the tape and answer the following questions of the listening material.

  Q1: What are they talking about?

  Q2: How many rooms in the school?

  Then invite one student to write the answer on the blackboard.

  2. Intensive listening

  Play the tape again and ask students to answer the following questions and fill in the chart.

  Q1: Where is your classroom?

  Q2: Where is the art room?

  Q3: Where is the music room?.

  Step 4: Post-listening

  Students will be given 5 minutes to make a new dialogue with their desk-mates. They are required to use the sentence structures. One asks question “Where is...?”, and the other answers “It is on the ... floor.”

  Step 5: Summary and Homework

  Summary: invite a student to be a little teacher and summarize today’s lesson.

  Homework: ask students to draw a map about their school and try to describe the location of different classrooms.

  Blackboard design:

Teaching reflection

  【答辩题目解析】

  1. What are fundamental factors to be an English teacher?

  1.英语老师需要具备哪些基本要素?

  【参考答案】

  In my opinion, a good English teacher need following fundamental characters.

  At first, the teacher should love the career. Without love, nobody can do the work well. If anyone really wants to be a teacher, he or she must love teaching and be interested in teaching.

  Secondly, a teacher should have enough professional knowledge. With these knowledge, a teacher can take the responsibility to teach students. It is the basic factor to be a teacher.

  Thirdly, a teacher should have the correct teaching methods. It is not enough to be a good teacher with love and knowledge. As a teacher, one should master some ways to teach and manage the students. Therefore, students will develop the desire and confidence in learning English..

  我认为教师应该具备以下基本要素:

  第一,热爱自己的职业。没有热爱就不会进步,如果一个人想成为一名老师,他必须对教学热爱且感兴趣。第二,丰富的专业知识。老师有了知识才会给学生传授知识;而具备专业的知识也是一位老师最基本的要素;第三,合适的教学方法。仅仅有热爱和知识还不够,作为老师也需要采取合适的教学方法,才会吸引学生的学习兴趣,激发他们的自信心;

  2. What factors will influence effectiveness of listening?

  2.影响听力效果的因素都有哪些?

  【参考答案】

  【Suggested version】

  The factors that influence effectiveness of listening include students’ language knowledge reserve, background information reserve and their emotional factors. The lack of language knowledge will cause the failure of understanding the listening material. Background knowledge include students’ recognition of the scene and character, the cultural background , custom, lifestyle and value of the listening material. Emotional factors can influence students’ psychological state, so teachers should give more encouragement and guidance rather than criticism in teaching process.

  影响听力理解的因素主要有语言知识、背景知识和情感因素。语言知识影响听力是由学生自身语言知识的缺陷造成的,背景知识影响听力包括对听力材料中人物场景、主题的文化背景、风俗习惯、生活方式、价值观念等的认识或是对主题的熟悉度。情感因素能影响学生的心理状态,因此在教学过程中,教师应多鼓励、引导,而不是批评。

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