小學英語教師資格證面試真題（精選）小學英語《Abutterfly》一、考題回顧二、考題解析《Abutterfly》主要教學過程及板書設計教學過程Step1Warming-upandlead-inAftergreetingthestudents,Iwillplaythesong“Thebear”,whoselyricsusethesimplepasttense,tothestudents.Iwillwritedownasegmentofthelyricsontheblackboardandreviewthepastformofsomeverbs,suchas“l(fā)ook-looked”,“meet-met”and“say-said”,withthewholeclass.Step2PresentationIwillenjoythestrippicturesofbutterflygrowthwiththewholeclasstointroducethesimplepasttense.Iwillaskstudentsquestionswhilewatchingthepictures.Thequestionsare:“whatwasthecoloroftheegg?”,“whatdidacaterpillareat?”and“howlongdidthecaterpillarliveinthesmallcocoon?”Byordersofstrippictures,thegrowthabutterflyisshowedclearly,andtimesequencesareshowedby“thefirst”,“then”and“finally”.Asthestudentsanswerthesequestions,answersarewrittendownontheblackboard.Iwillinvitestudentstoworkouttheruleofthesimplepasttense.Simplepasttenseisusuallyusedtotalkaboutacompletedactionorstatethatoccurredinthepast,andtoformthistense,oneneedstoadd-edtotheendofaregularverbandrememberthepastformsofsomeirregularverbs.Step3Practice1.Conversiontask:studentsarerequiredtoconversethefollowingsimplepresenttensesimplepasttensetobetterunderstandthenewstructure:Iusuallyeataneggforbreakfast.I_____aneggforbreakfastyesterdaymorning.Peopleoftenliveinhouses.John_____inthesmallvillageforabouttwoyears.Doyoucometoyourgrandma’stwiceaweek?He_____toseehisgrandmalastweek.Therearethreepeopleinmyfamily.There_____manybutterflieshere5yearsago.2.Translationtask:studentsareexpectedtotranslatethefollowingChinesethecorrespondingEnglish.我妹妹早餐吃了一個橙子和一片面包。約翰之前和他媽媽去逛了百貨商場。我上周買了一個新文具盒。Step4Production1.Groupdiscussion:dividethewholeclassgroupsof6andrequirethemtodescribethegrowthofatree,atthesametime,drawitstrippictures.Threegroupswillbeaskedtohaveapresentation.Fillingblanks:studentstrytofillintheblanksbelowindependently:It_____asmallseed.Thenit_____asaplingaftertwoweeks.Finallyit_____talland_____alargetree.There_____somanybigtrees.Step5SummaryandhomeworkSummary:invitetwostudentstoretellthegrowthofabutterflywiththehelpofstrippictures.Homework:askstudentstoselectpicturesoftheirchildhoodandmakeacomparisonbetweenthepresentselvesandtheoldselves.板書設計答辯題目解析1.請談談什么是語法教學中歸納法?【參考答案】先讓外語學習者接觸包含語法規(guī)則真實上下文，經過學習大量例句，使學生形成一定程度感性認識，進而對材料進行加工，最終再總結歸納出語法規(guī)則。2.請談談你這節(jié)課教學重點是什么?【參考答案】我本堂課教學重點是通常過去時使用方法。經過本堂課學習，學生能夠使用通常過去時談論過去某個時間發(fā)生動作，并能夠熟知規(guī)則動詞和不規(guī)則動詞過去式。小學英語《Whattimeisit?》一、考題回顧二、考題解析小學英語《Whattimeisit?》主要教學過程及板書設計教學過程Step1:Warmingup(1)Greetingwiththestudents.(2)Dothewarmingupwithstudentsandreviewthenumbers:Onefingeronefingerturnturnturn,turntoatoothbrush,shuashuashua~Twofingerstwofingersturnturnturn,turntoarabbit,jumpjumpjump~ThreefingersThreefingersturnturnturn,turntoacat,miaomiaomiao…Step2:Presentation:(1)Showthepictureofaclock,thenaskthestudentsthequestionwhattimeisit?Helpthestudentsanswerthequestionwiththesentence“It’s…o’clock”.Inthistime,theteacherwillonlypointonthehour.(2)Showsomepicturesofthedailylifeandthereisaclockineverypictureandaskthestudentstodescribethetimeinwiththeirdeskmates.(3)Thestudentsmayhavedoubtwiththelastpicture,thetimeinthelastpictureis10:17andtheteacherwillaskthestudentstogivethequestion“whattimeisit”totheteacher.Theteacherwillanswerthequestionandguidethestudentslearnthetimeexpression.Step3:PracticeTheteacherwillplaythegameTouchandSaywiththestudents.Theteacherwillholdtwodifferentclockonhis/herhandandinvitethestudentstoask”whattimeisit”.Whentheteacheranswersthequestionthestudentsshouldtouchtherightpicture.Step4:Production(1)Askstudentsmakeaclockbythemselvesandasktheirpartnerwhattimeisitbychangingthetime.(2)Theteacherwillaskfourstudentsinagroupandhaveacompetition.Therepresentativesfromeverygroupwritedownthetimetheyhear.Whogetmorerightanswers,whowillbethewinner.Step5:Summaryandhomework.(1)Asktwoorthreestudentstogiveasummaryoftheclass.(2)Askstudentstodescribethetimewhentheygotoschool,whentheyhavelunchandwhentheygotobed.板書設計答辯題目解析1.你現在做什么工作?【參考答案】大學畢業(yè)后，我在一家課外輔導機構做一名英語老師，即使工作時間不長，不過我十分喜歡這份職業(yè)，而且學到了很多東西。首先，這份工作和我專業(yè)相符，使我在校所學得到了真正應用，其次，經過這份工作，我學到了很多小學生英語教學方法，包含一些有趣游戲和歌曲，更主要是，當我看到孩子們一張張?zhí)煺嫘δ?，我取得了很大滿足感。2.你認為你這節(jié)課上好嗎?【參考答案】我認為我這節(jié)課有優(yōu)勢，同時也存在不足。首先，本節(jié)課重難點突出，完成了預設教學目標，學生經過與老師對話，自然而然地學習了本節(jié)課重點句式，而且還進行了一定拓展延伸，其次，在教學過程中，充分表現了學生主體地位，經過游戲和對話，吸引學生注意力，幫助學生練習新句式。再次，鞏固提升步驟也符合學生特點，經過競賽方式，提升學生興趣，幫助學生將所學句式應用到實踐過程中。不過本節(jié)課也存在不足之處，游戲步驟偏多，可能會造成預設步驟不能按時完成，在實際教學過程中，我會依照實際情況調整我步驟和進度。小學英語《Whatwouldyouliketoeat?》一、考題回顧二、考題解析《Whatwouldyouliketoeat?》主要教學過程及板書設計教學過程Step1Warmingupandleadin:Greetingwiththestudents,haveafreetalkwiththestudents,askaboutthefoods.T:What’syourfavoritefood?S:Ilikecakebest.T:Whydoyoulikecakebest?S:Becausethecakeisverysweet,Ilikesweet.T:Whocanlistsomeotherfoodwhichissweet?AretheytheChinesefood?S:No,theChinesefoodisnotalwayssweet.T:CanyoulistsomeotherChinesefood?S:Rice,dumplings,andnoodles.T:Wearegoingtolearnsomewesternfood.PleaselookatthePPT.Step2PresentationCreatethesituationthattheteacherisgoingtohaveabirthdayparty,andinvitesstudentstoherparty,askabouttheirfavoritefoodsandthenchosetherestaurant.T:Todayismybirthday.I’dliketoinviteyoutoarestauranttocelebratemybirthday.Whatwouldyouliketoeat?(Writethesentenceontheblackboard:Whatwouldyouliketoeat?)Leadthestudentstoanswer:I’dliketoeat….,andthenaskthem:Whatwouldyouliketodrink?Leadthestudentstoanswer:I’dliketodrink….Teacherlistthefoodsstudentsmentionedaboutjustnow,writeicecreamontheblackboard,andthenaskthemwhatkindoficecreamtheyliketoeatbest?T:Ok,nowlookathere,thefirstisicecream.Whatkindoficecreamdoyoulikebest?Ilikestrawberrybest.S:…Writesandwichandhamburgerontheblackboard,andthenshowthempicturesofthemtotheclassandsaysomethingaboutthem.T:Youmustbefamiliarwiththesetwowords,oneishamburger(Writehamburgerontheblackboard),theotherissandwich(Writesandwichontheblackboard).Wheredoweusuallybuyhamburger?S:InKFCorMacdonald.T:Whenwearehungryweusuallyhaveahamburger.Butsomeofuswanttokeephealthy,sotheyprefertohavesomesalad.Showthepictureofsaladtothestudentsandthenwritethewordontheblackboard.Tellthemwehavemanykindsofsalads,andshowthemthevegetablesalad,thefruitsalad,theeggsaladandsomeothersalads.Step3PracticePreparesomecardswiththewordsandgivethecardstothefirststudentsinarow,aftertellingthewordsinaloudvoice,passitquicklytothenextone,andthenchangethecardsuntilallofthemreadallthecards.Preparesomecardsoffood,andthenusesomewordstodescribeitandaskstudentstoguessthefood,andfinditinthecardsandthenpasteitontheblackboard.Afterpastingitontheblackboard,teachershowsthemtherightanswerontheblackboard.T:ThefirstoneisaChinesefood,weofteneatitwiththevegetablesandmeat,what’sthis?You,please.Ok,hechoosesthericecard,pleasepasteitontheblackboard.EverybodylookatthePPT,theanswerisrice!Youareright.Afterpastingallthecardsontheblackboard,askstudentstolistencarefully,andthenteacherreadsthewordsatrandom,andaftersayingitforthefirsttime,asksomeofthemtotheblackboardtoshowtherightordertothestudents.T:Listentomecarefully,hamburger,sandwich,tea,rice,cake.Ok,whocancometotheblackboardandshowmetherightorder?Ok,youplease.T:Right,let’shaveacheck,theorderis:hamburger,sandwich,tea,rice,cake.Step4ProductionWritethefoodsanddrinksonapaper,anduseitasamenu,teacheractsasthewaiter,studentsactastheguest,makedialoguewithstudents.T:Whatwouldyouliketoeat?S1:I’dlikeasandwich.T:Whatwouldyouliketodrink?S1:I’dlikeacupoftea.Changeanotheronetoask.T:Whatwouldyouliketoeat?S2:I’dlikeahamburger.T:Whatwouldyouliketodrink?S2:I’dlikecoca-cola.Aftermakingthedialoguewiththestudents,askthemtopracticethesentenceswiththeirpartner,andthenasksomeofthemtoshowittotheclass.Step5SummaryandhomeworkSummary:Askoneofthemtohaveasummaryofwhatwelearnedtoday,somestudentssaythewords,theotherssaytheChinesemeaning.Homework:Askthemtomakeatableafterclass,writeChinesefoodinoneline,thewesternfoodinanotherline.Trytorecallallthefoodswelearnedinthistable,andaddmoreotherfoodinthistable.板書設計答辯題目解析1.小學階段語法教學需要注意什么?【參考答案】其實語法教學是比較枯燥，不過作為教師，要具備化腐朽為神奇技能，在語法課教學當中時刻重視抓住學生注意力，將所學知識進行適當變式，讓學生在一個輕松愉快環(huán)境當中愉快學習語法知識。這節(jié)課主要學習了三個介詞，在導入步驟先設置一個比較吸引學生猜謎游戲，展現出本節(jié)課需要利用教具盒子和鉛筆，不過在鉛筆展現方式上沒有直接展示給學生而是讓學生進行猜測，在導入步驟就吸引住了學生注意力，在吸引了學生注意力基礎上抓住學生興奮點立刻講授要學習三個單詞利于學生了解。當然語法學習最主要是要講知識點帶入到所學句型當中，所以在學習完三個介詞之后立刻率領學生進行練習，鞏固語法知識，在鞏固知識之后立刻加入學習兩個語法句型，讓學生學以致用，在興奮點最高時機教授最主要知識點，之后再進行鞏固?？傊Z法教學即使枯燥難懂，不過教師只要注意講課形式多和實物結合多做練習，抓住學生興趣點在最好時機進行講課會是會產生到意想不到效果。2.請問你有哪些記憶單詞好方法能夠提供給學生?【參考答案】能夠利用聯想記憶、諧音記憶和利用卡片進行記憶。首先聯想記憶是因為小學生對形象直觀事物比較感興趣，把單詞聯想成生活中常見一些事物能幫助學生記憶。如eye把兩個e想象成兩只眼睛，把y想象成鼻子。其次諧音記憶也能夠幫助學生快速記住單詞，比如pest是害蟲，那一想到害蟲我們都想到拍死他，這個諧音和單詞讀音很像，除此之外還有sunny這個單詞，能夠讀成曬你，依照讀音進行拼讀記憶?？ㄆ洃浄ň褪菍卧~整理或寫在卡片上，可供隨時翻閱并加以記憶。這種方法特點是簡單實用并易于攜帶，不受時間和空間限制，可隨時隨地隨用。這么不但能夠寓學于樂，而且還能夠大大提升對課余時間合理有效利用。除此之外還要注意結合艾賓浩斯遺忘曲線進行記憶，因為我們學習完一個新知識之后是先忘得比較快后忘記慢，提議學生在剛學完單詞之后多記憶，以免遺忘。小學英語《WelcometoAfrica》一、考題回顧二、考題解析《WelcometoAfrica》主要教學過程及板書設計教學過程Step1Warming-upandLead-in1.Greetingthestudentswith“nicetoseeyouagain”.2.Askaboutsomestudentsabouttheirexperiencesofvacationsinothercountries.Step2Pre-readingShowstudentsapictureofAfricaonthePPTandasksomestudentswhattheycanseeinthepicture.Theteacherwillguidethestudentstothinkaboutthepeopleandwhattheyaredoinginthepicture.TheTheconcludetheiropinionsandshowthemthenewwordsof:farmer;vet;icecreamman.Step3while-reading1.FastreadingTheteacherasksthestudentstoreadthepassagefastandtrytoanswerthefollowingquestionsaccordingtothepassage.Whatisthemainideaofthepassage?Whatdothepeopledointhepassage?Whatarethepeopledoinginthepassage?2.CarefulreadingTheteacherasksthestudentstoreadthepassagecarefullyandcompletetheTrueorFalsequestions:(1)Thefarmersareplantingcorn.()(2)Thevetdoesn’tlikeanimals.()(3)Myfatherisanicecreamman.()Step4Post-reading1.Listentotheradiocarefullyandpayattentiontothepronunciationandintonation.2.Askseveralstudentstorole-playtheconversationingroupsof2infrontoftheclass.3.Aftertheirplay,otherstudentsgivetheirevaluationsontheirplays,andtheteachermakeacomment.Step5SummaryandHomeworkSummary:Asksomestudentswhattheyhavelearnedinthisclassandtheteachermakeasummary.Homework:1.Retelltheconversationtoyourfriendsinyourownwords.2.Searchmorejobsontheinternetandsharetheminthenextclass.板書設計答辯題目解析1.請談談你這節(jié)課重點?這節(jié)課重點是學生能夠學會一些關于工作詞匯和怎樣來問詢某人職業(yè)，而且能夠提升一些閱讀技能，比如跳讀和瀏覽方式。2.你是怎樣鞏固新知?【參考答案】鞏固新知對于吸收本節(jié)課重點內容是非常主要。我在本節(jié)課設計中，設計了角色飾演活動，這么學生能在利用語言過程中把所學新知轉化為自己語言，提升自己綜合語言利用能力，同時也加強了小組合作能力。小學英語《語法句型課—CanI》試講答辯【面試備課紙】

【教學設計】CanI...Teachingaims:Knowledgeaim:

studentscanknowthefunctionofinquiryandrefusalbyleaningkeysentence:canI...Yes,youcan;No,youcan`t.Abilityaim:

studentscanusethesekeysentencesintoreallife.Emotionalaim:

studentscangetmoreconfidentaboutEnglishandcultivateawarenessaboutpoliteness.Teachingkeypoint&difficultpoint:keypoint:

studentscanknowhowtoaskforpermissionandexpressrefusal.Difficultpoint:

studentscanputthesesentencesintopractice.TeachingProcedures:Warming-upHello,everyone!It`syourbelovedEnglishteachingteacherAlbert.Nicetoseeyouguysagain.Beforethisclass,Iwanttoshareaninterestingstorywitheveryone.It`saboutmysister.Youknow,Mysisterlovesfoodssomuch,especiallythesweetfoodssuchascandy,donut,andsoon.Everytimeshegotchange,shejustgraspshermoneyandrushintothecandyshop.Daybyday,sheisgettingheavierandheavier.Everytimesheaskedmymom“mommy,canIhavesomechangeforanicecream?”everytimemymotherwasdepressedandanswer“No,youcan`thoney”.ThenIwouldcan`thelplaughing.It`sinteresting,right?Iguesssometimesyouguysalsohavesuchkindofrequest.Inordertoimproveyourskillforrequesting,letsstartournewclass.CanI...Pre-listeningNow,guys,lookatthescreen.Hereisapicture.Whatinit?Alex,youplease.Yes,Alexsaid“there`resomanyfoodsandalittlegirlwithhermom”.Goodjob.AsAlexsaid,canyouguyshaveaguess?Whataretheytalkingabout?Foods?Argument?Ok,let’skeepitasariddle.Next,we`regoingtouncoverthisriddle.While-listeningNowwearegoingtolistentoatapefortwice.Duringthefirsttime,youguysneedtocheckyourpredictionandanswermethatwhataretheytalkingabout.Areyouready?Letsbegin.Ok,timetoanswermyquestion.Coco,youplease.Well,youstillthinkthattheyaretalkingaboutfoods.Well,youmaysayso.Sitdownplease.Anyoneelse?Ok,Tina.Yousaythegirlisaskingforfoodfromhermother.Perfect!You`reverygoodatcatchinginformation.Ok,youtwodidareallygoodjob.Now,wearegoingtolistentothetapeagain.Afterlistening,youjustneedtoanswermyquestions.WhatdoesAmywant?WhatdoesAmyfinallyget?Ready?Go!Well,timeisup.Whocananswermyfirstquestion?WhatdoesAmywant?Good,Nina,youplease.Well,NinasaidAmywantsdrinkandicecream.Excellent!Youaresuchasmartgirl.Now,thesecondquestion.WhatdoesNinafinallyget?Christina,please.Brilliant!Biscuit,right.Iknowyoucandoit.Post-listeningWehavefinishedthistape.Theirconversationisquitinteresting,ha?Ijustthoughtmysisterandmymom.Doyouguyswanttodoarole-play?Yes?Ok,twostudentsinonegroup.OneisAmy,theotherisAmy`smom.Letsdoarole-play.Youhave3minutes.Afterthis,iwillinviteonegrouptoshowus.Well,timeisup.Volunteers?Ok,groupbanana.Verygood,yourperformanceisexcellent.I`msoproudofyou.Summary&HomeworkTimeflies,it`salmosttheendofthisclass.Letsdoasimplesummarytogether.Whatwehavelearnedtoday?Yes，wehavelearnedhowtoaskforpermissionandexpressrefusal.Butremember,nomatterweaskforpermissionorexpressrefusal.Weneedkeeppolitebecausewearegoodkids,allright?Afterclass,ihopeyoucanaskforwhatyouwanttoeatformyourmom,butremember,inEnglish.Ok,classisover,seeyounexttime.【答辯題目及解析】CanI.問題與解析1.請談一談計算機輔助教學法優(yōu)點。1.TellmetheadvantagesanddisadvantagesofCAI?！緟⒖即鸢浮棵襟w外語教學最大優(yōu)點在于它有利于真正建立以學生為主體教學模式，整個教學過程以學生為學習主體，學生在教師精辟簡練講解指導下，利用多媒體創(chuàng)設教學內容所需要,特定語言情景。它有以下這么幾個優(yōu)點：第一、圖文聲像并茂，激發(fā)學生興趣。教師適當使用投影、錄音錄像等多媒體伎倆能夠使教學愈加生動、直觀，有效促進教學整體優(yōu)化。第二、教學節(jié)奏明快，提升教學效率。多媒體和網絡技術能夠儲存大量信息，會帶來高密度和快節(jié)奏課堂教學，擴大學生英語實踐量。第三、創(chuàng)設情境，激發(fā)學生穿新思維。利用信息技術，教師能夠結合課文內容或者作者觀點設計各種形式問題或情境訓練學生發(fā)散性和創(chuàng)新性思維?！維uggestedversion】ThemajormeritofCAIliesinitsconceptthatstudentsarethebodyoftheclass,whichmeansthatteachersaretheguideandhelpersofclassbyusingcomputertoteachthenewknowledge.TheadvantagesofCAIareasfollows:First,itcontainnotonlypicturesandwordsbutalsosounds,whichcantosomedegreebooststudents’interestsoflearningEnglish;AndCAIisagreathelptoimprovethepaceofteaching,foritinvolvesalotofinformationthatcanincreasetheopportunitiestopracticeEnglish;Settingasituationalsocanbeoneofitsmerits.Associatingwiththetextandauthor’sopinion,ateachercanarrangeanddesignvariousofquestionsandexercisestotraintheirdivergentandcreativethinking.小學英語《詞匯-whatcanyoudo》試講答辯【語音示范】【面試備課紙】【語音示范】【教學設計】Whatcanyoudo?TeachingPlanITeachingAimsKnowledgeaims:1.Studentscanspellandunderstandthemeaningofthenewvocabulariesandphrasesofdifferentactivities.2.Studentscanmasterthenewsentencepatterns“whatcanyoudo”and“IcansingEnglishsongs”.Abilityaim:Studentscanusethevocabulariesandsentencepatternstotalkabouttheirabilitiesfluently.Emotionalaims:1.Studentswillcultivatemorehobbiesintheirsparetime.2.StudentswillenjoycommunicatingwitheachotherinEnglish.IITeachingKey&DifficultPointsTeachingkeypoints:1.Newwordsandphrases:dance,singEnglishsongs,dokungfu,drawcartoons,2.SentencePatterns:Whatcanyoudo?Icandrawcartoons.Teachingdifficultpoint:Howtotalkfreelyandnaturallyintheirdailylifebyusingthewordsandsentence.IIITeachingprocedures:Step1Warmingup(1)Dailygreeting.(2)Letstudentsenjoyachant.Dog,dog,whatcanyoudo?Icanrunafteryou.Panda,panda,whatcanyoudo?Icaneatsomuchbamboo.Mike,mike,whatcanyoudo?Icandrawanimalsinthezoo!Atthesametime,requirestudentstopaymoreattentiontosomewords,run,eatbamboo,drawanimals.Thenaskanotherquestion:Thereisasentencethatissaidfivetimesinthischant,canyouremember?Whatisit?Thisisourtopictoday“whatcanyoudo?”.Thenwritethetopicontheblackboard.Step2Presentationandpractice(1)WordslearningandpracticeTellstudentsthat“ZhangPeng’sschoolwillhaveanEnglishpartynextweek,let’sfindoutwhathisclassmatescandofortheparty”.Andleadinthepictures.Showsomepicturesinthebookandaskthem“Whatcanthestudentsinthepicturesdo?”Thenaskthemtoreadthewordsonebyoneaftertheteacherindifferentways.Afterteachingthesewordsandphrases,teacherwillplayagamenamedplayanactandsaygamewithstudentstopracticeallthevocabularies.(2)SentencelearningandpracticeTeachstudentsiftheywanttoaskothers’abilitiesortellothersabouttheirownabilities,theycanusethesentence“Whatcanyoudo?”and“Ican…”.Askstudentstomakeconversationswiththeirpartnersinthreeminutes,oneaskandtheotheroneanswerandthenchangetheroles.Afterthat,theyhavetwominutestousetherhymethatwe’veusedinthewarming-upsteptoplaytheirconversations.Step3ProductionDividestudentsintoseveralgroupsandaskthemtomakeasurveyaboutwhattheirgroupmemberscandoandfinishthechartonthescreen.Aftertheyfinish,askthemtomakeareportbyusingthenewsentencepatterns.Step4SummaryandhomeworkSummary:Summarizewhatislearnedtodaybyreadingthecontents.Homework:Asktheirfriendsandparentswhattheycandoandmakearecord.IVBlackboarddesign【答辯題目及解析】1.對于性格孤僻、膽小、不愛說話孩子，教師怎樣處理?1.Somestudentscanbeextremelyquiet,andemotionallyisolated.Howdoyoudealwiththem?【參考答案】對這類學生，教師首先，應該在感情上關心和信任他們，多靠近他們，善于走進他們心靈，是他們愿意說出心里話。其次，教師要給他們創(chuàng)造與他人交往，在集體說話機會。激勵他們樂群，是他們體會到人間和集體溫暖，從而克服憂郁、多疑、多愁善感消極心理。最終一點，教師批評這些學生時，不要再公共場所批評他們，防止傷了他們自尊心，出現意外后果?！維uggestedversion】Forthesestudents,themostimportantthingistoearntheirtrust.First,Iwillgiveespecialcareforthemandmakemoreinteractionsandencouragethemtospeakout.Second,Iwillprovidethemwithchancestotalkwithotherstudentsandfeelthewarmthandcomfortsfromthem,sotheycanfinallyopenupandbecomelesssentimentalandsuspiciousandmorelovingtowardsothers.Third,Iwillgivemorecomplimentsiftheymakeanyprogress,andtrytoavoidanycriticizefortheminfrontofotherstudentstoprotectthem.小學英語《Unit3Wheredidyougo?Readandwrite》Teachingaims:Knowledgeaims:StudentscanunderstandthemeaningofthepassageaboutWuYifan’sbadbutgoodday.Studentscanmasterwhentousethesimplepasttensecorrectly.Abilityaims:Studentscanimprovetheirreadingskillsofgettingdetailedinformation.Studentscantalkabouttheirpastthingswithpartners.Emotionalaims:Studentsarewillingtosharetheirlifeexpirencewithothersandhaveanoptimisticattitudetowardslife.Teachingkeypointsanddifficultpoints:Keypoints:WuYifan’sholidayexperience.DifficultPoints:Howtoapplythesimplepasttensecorrectlytotalkaboutapastday.Teachingprocedures:Step1Warm-upandLead-in1.Reviewandsingthesong--Happy,happyholidayLetstudentsstandup,clapthierhandsandshaketheirbodytosingthesong,happy,happyholidaytogether.2.FreetalkAskthemthequestion“Whatdidyoudoforyourholiday?”and“howdoyoufeelabouttheholiday?”Teachergivesthemreflectionsproperly.Step2Presentation1.ShowstudentsthepicturesaboutWuYifan’sholidayonthescreen.LetstudentsguesswhatWuYifandidforhisholiday.Teachercanleadstudentsbyfollowingquestions.a.WhathappenedtoWuYifan’smother?b.WhatdidMaxdotoRobin?c.WhatdidWuYifan’sfamilydofortheirholiday?2.ReadWuYifan’sdiaryforthefirsttimeandtrytowritetherightnumberofthepicturesonthebook.3.letstudentsreadthepassageandthinkabout“WhathappenedtoWuYifan’sfamily?”(Somethingbadbutsomethinggoodhappenedtothem.).Fillintheblankinthetextabout”Whatwerebadforthem?”(Momatesomebadfruitanddidn’tfeelwell.)and“Whatweregoodforthem?”(1.rodeabike2.tookthepicturesofbeautifulcountryside3.boughtsomegifts4.atesomedelicious).Thencallsomevolunteerstotelltheanswersintheirownwords.Step2PracticeGivestudentsfiveminutestothinkaboutabadbutgooddayoftheirownandwritesomesentencesaccordingtothefollowingquestions.a.Whywasthedaybad,whathappened?b.Whywasthegoodtoo,whathappened?c.Whatdoyoulearnfromtheday?Atthesametime,remindthemtopaymoreattentiontothesimplepasttense.Step3ProductionAskstudentstosharetheirbadbutgooddayinagroupoffiveandmakeaformtorecordthegroupmember’sbadbutgoodexperience.Thenlettherepresentativesintroduceittothewholeclass.Step4SummaryandhomeworkSummary:Inviteoneofthestudentstobe"alittleteacher"andleadotherstoreviewwhatwehavelearnedtogether.Homework:Askstudentstowriteadairytorecordapastthingandsharewithothersinthenextperiod.Blackboarddesign:

小學英語《Unit3MyschoolcalendarLet’slearn》Teachingaims:Knowledgeaims:Studentscanmastermeaningandthepronunciationofthewords“January，February，March，April，May，June”.Studentscanmasterthesentence