2018年小学英语教师招聘考试专业知识

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.。

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。

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.。