快速查題-中學教師資格證試題

根據(jù)題目要求完成下列任務，用中文作答。

1. Step 1 Warming-up

Before class, Teacher plays a song that students are familiar with till the bell for class rings. Then the teacher?asks students some questions:

(1) Do you know the name of the song? (You’ll be in my heart from the film named Tarzan , 《人猿泰山》)

(2) Where do you think the song comes from?

(3) Do you like the song? Why or why not? etc. Students answer all these questions.

Step 2 Brainstorming

Do you know any other songs? In this way, students think about as many songs as possible.

Step 3 Discussion

Students work in groups of 4. They talk about the songs they are interested in.

Step 4 Demonstration

After discussion, choose one of the students in their group to report the result of their discussion.

Step 5 Finding a place

The teacher shows the map of the world. While the student is reporting the result, others should listen carefully. Ask a student to find the place in the map where the song comes from.

根據(jù)題目要求完成下列任務，用中文作答。

請閱讀以下某位老師在進行詞匯教學時的情境，回答下面問題。

Step 1復習(revision)

互致問候后，教師將裝有彩色小圖片的信封分發(fā)給各小組。

T: Open the envelopes please. You have something nice in them. What are they?

S: A green ear, a red ball, a blue plane, a yellow cat...

T: What do you like?

S: I like...

Step 2導入(leading-in)

T: Let’s sing the song Who Is Wearing Yellow Today.

音樂結(jié)束后，教師并沒有停下來，而是改編歌詞繼續(xù)唱。

T: Who is wearing blue today? blue today? blue today? Who is wearing blue today?

Step 3呈現(xiàn)(presentation)

T: Who is wearing blue today?

S: You are wearing blue today.

T: Yes, I’m wearing blue today. I’m wearing a blue sweater now.

學生跟讀：sweater，sweater, blue sweater

T: I like the blue sweater. If you like it, please say it out loud.

PPT展示粉紅色毛衣圖片

T: Do you like the pink sweater?

S: Yes, I like the pink sweater.

（借助學生穿著的服裝，引出jacket等新詞，展開活動）

T: It is too hot. I'll take off my sweater. Please take off your jacket.

(伴隨動作，依次教授詞組：take off, put on, hang up和put away)

請閱讀下面一位教師的課后教學反思：

一節(jié)英語課的教學反思：

第一，每個教學步驟都有明確的設計意圖和師生對應活動，受時間和內(nèi)容限制，學生即興反應和表達時間不足，課堂靈活性不夠。

第二，本課以“詩歌體驗和欣賞”為目標，教學有重點，有針對性。學生大膽表達個人見解，但對如何有效糾正學生錯誤缺乏經(jīng)驗，需要今后進一步探討。

第三，課堂以英語童謠導入，介紹英語詩歌和英譯唐詩宋詞，引導學生感受英漢名詩，體會詩歌所表達的情感，欣賞詩歌的美。詩歌選材很重要，既要考慮難易度，還要關注創(chuàng)作背景和文化內(nèi)涵。

第四，開展“互動—發(fā)生式”教學，組織小組合作學習，但由于教學容量大，師生問答少，參與度不高，效率難以保證。