小学英语《A butterfly》

一、考题回顾

二、考题解析

《A butterfly》主要教学过程及板书设计

(一)教学过程

Step1 Warming-up and lead-in

After greeting the students, I will play the song The bear, whose lyrics use the simple past tense, to the students. I will write down a segment of the lyrics on the blackboard and review the past form of some verbs, such as “look-looked”, “meet-met” and “say-said”, with the whole class.

Step2 presentation

I will enjoy the strip pictures of butterfly growth with the whole class to introduce the simple past tense. I will ask students questions while watching the pictures. The questions are: “what was the color of the egg?”, “what did a caterpillar eat?” and “how long did the caterpillar live in the small cocoon?” By orders of strip pictures, the growth a butterfly is showed clearly, and time sequences are showed by “the first”, “then” and “finally”.

As the students answer these questions, answers are written down on the blackboard. I will invite students to work out the rule of the simple past tense. Simple past tense is usually used to talk about a completed action or state that occurred in the past, and to form this tense, one needs to add -ed to the end of a regular verb and remember the past forms of some irregular verbs.

Step3 Practice

1. Conversion task: students are required to converse the following simple present tense into simple past tense to better understand the new structure:

I usually eat an egg for breakfast.

I _____ an egg for breakfast yesterday morning.

People often live in houses.

John _____ in the small village for about two years.

Do you come to your grandma’s twice a week?

He _____ to see his grandma last week.

There are three people in my family.

There _____ many butterflies here 5 years ago.

2. Translation task: students are expected to translate the following Chinese into the corresponding English.

我妹妹早餐吃了一个橙子和一片面包。

约翰之前和他妈妈去逛了百货商场。

我上周买了一个新的文具盒。

Step4 Production

1. Group discussion: divide the whole class into groups of 6 and require them to describe the growth of a tree, at the same time, draw it into strip pictures. Three groups will be asked to have a presentation.

Filling blanks: students try to fill in the blanks below independently:

It _____ a small seed. Then it _____ a sapling after two weeks. Finally it _____ tall and _____ a large tree. There _____ so many big trees.

Step5 Summary and homework

Summary: invite two students to retell the growth of a butterfly with the help of strip pictures.

Homework: ask students to select pictures of their childhood and make a comparison between the present selves and the old selves.

(二)板书设计

Blackboard Design:

答辩题目解析

1.请谈谈什么是语法教学中的归纳法?【教学设计类】

【参考答案】

先让外语学习者接触包含语法规则的真实上下文，通过学习大量例句，使学生形成一定程度的感性认识，进而对材料进行加工，最后再总结归纳出语法规则。

2.请谈谈你这节课的教学重点是什么?【教学设计类】

【参考答案】

我本堂课的教学重点是一般过去时的用法。通过本堂课的学习，学生能够使用一般过去时谈论过去某个时间发生的动作，并能够熟知规则动词和不规则动词的过去式。

考题：小学英语《Welcome to Africa》

一、考题回顾

二、考题解析

《Welcome to Africa》主要教学过程及板书设计

(一)教学过程

Step 1 Warming-up and Lead-in

1. Greeting the students with “nice to see you again”.

2. Ask about some students about their experiences of vacations in other countries.

Step 2 Pre-reading

Show students a picture of Africa on the PPT and ask some students what they can see in the picture.

The teacher will guide the students to think about the people and what they are doing in the picture.TheThe conclude their opinions and show them the new words of: farmer; vet; ice cream man.

Step 3 while-reading

1. Fast reading

The teacher asks the students to read the passage fast and try to answer the following questions according to the passage.

What is the main idea of the passage.

What do the people do in the passage?

What are the people doing in the passage?

2. Careful reading

The teacher asks the students to read the passage carefully and complete the True or False questions:

(1) The farmers are planting corn. ( )

(2) The vet doesn’t like animals. ( )

(3) My father is an ice cream man. ( )

Step4 Post-reading

1. Listen to the radio carefully and pay attention to the pronunciation and intonation.

2. Ask several students to role-play the conversation in groups of 2 in front of the class.

3. After their play, other students give their evaluations on their plays, and the teacher make a comment.

Step5 Summary and Homework

Summary: Ask some students what they have learned in this class and the teacher make a summary.

Homework:

1. Retell the conversation to your friends in your own words.

2. Search more jobs on the internet and share them in the next class.

(二)板书设计

Blackboard Design:

答辩题目解析

1.请谈谈你这节课的重点?【教学设计类】

【参考答案】

这节课的重点是学生能够学会一些关于工作的词汇和如何来询问某人的职业，并且能够提升一些阅读技能，比如：跳读和浏览的方式。

2.你是如何巩固新知的?【教学设计类】

【参考答案】

巩固新知对于吸收本节课的重点内容是非常重要的。我在本节课的设计中，设计了角色扮演的活动，这样学生能在运用语言的过程中把所学新知转化为自己的语言，提高自己的综合语言运用能力，同时也加强了小组合作能力。

考题：小学英语《Can I have a drink?》

一、考题回顾

二、考题解析

《Can I have a drink?》主要教学过程及板书设计

(一)教学过程

Step1 Warming up:

Daily greeting, and sing a song named Edelweiss with students.

Step 2 Pre-listening

Ask students two questions “What do you like to drink” and “What do you like to eat?” Invite some students to answer the questions and get some answers. Show two pictures of an ice cream and biscuits, then teach the two words.

Step 3 While- listening

Play the tape for the first time, and ask students to answer the question “Who are talking in the tape?” Invite one student to answer the question. Divide students into two groups, play the tape for the second time, and ask one group to find answers about the question “What does Amy can eat in the tape” and the other group to find answers about the question “What does Amy can’t eat?” Then check the answer, and write down structures of Can I… / Yes, you can. /No, you can’t on the blackboard. Play the tape for the third time, and ask students to read after the tape, paying attention to the pronunciation.

Step 4 Post- listening

Ask students to do role-play with their desk mates, acting Mum and Amy in turn. Then invite two pairs to perform the role-play and give them proper evaluations.

Step 5 Summary and homework

Ask one student to share what he learned in this class. Then give a little task to all the students, that is, when they go home, they could use the structures learned today to describe other kinds of drink or food to their parents.

(二)板书设计

Blackboard Design:

答辩题目解析：

1.请谈谈小学英语听说课可以分为什么类型?【教学设计问题】

【参考答案】

小学英语的课型中，听说课占了很大的比重，所以学会设计听说课，理解听说课的设计思路是一个重难点。小学听说课的课型分为let’s learn和let’s talk两类，其中前者侧重于单词的操练，而后者更侧重于句型的操练。不管是侧重单词还是侧重于句型的练习，在设计该课型的时候需秉承一个理念，即不可直接呈现单词与句型(即把单词句型写在黑板上，告诉学生是什么意思)，而是在情境之中把这些重点的单词与句型引出来。

2.在这堂听说课中，你让课堂气氛活跃起来了吗?【教学实施问题】

【参考答案】

在这堂课上，我认为我让课堂气氛活跃起来了。首先，在热身阶段，我和同学们一起唱了一首歌曲。小孩子喜欢轻松活泼，因此，这样的开场方式，使得气氛开始活跃。其次，在授课的过程中，我通过组织不同的活动启发学生进行思考和参与，调动了他们的积极性，使得课堂气氛活跃。

考题：小学英语《spring festival》

一、考题回顾

二、考题解析

小学英语《spring festival》主要教学过程及板书设计

(一)教学过程

《spring festival》

Teaching Procedures:

Step 1 lead-in

Show a video about the activities people in America to celebrate the Christmas Day. And ask students how much do they know about the Festival. After that, naturally lead in the new lesson about Chinese Spring Festival.

Step 2 Presentation

Firstly, let students read the passage in the textbook and answer the questions: 1. When is the spring festival? 2. How do Chinese people celebrate the festival? Then ask students to find out all the new phrases in the textbook and write them down on the blackboard. At last, use the PPT to show students some pictures which are related to the new words and phrases. And explain the new phrases to them by making sentences.

Step 3 Practice &Production

Read the new words for my student and ask them to pay attention to my pronunciation. Then use the game high voice and low voice to consolidate these new words.

Step 4 Summary and homework

Invite some students to revive what we have learned in this lesson, lets students look at the blackboard and make a summary with me. For their homework, make a conversation with their partner using the new words we have learned today.

(二)板书设计

Blackboard Design:

答辩题目解析

1.请问你这节课的教学目标是什么?【教学设计】

【参考答案】

本节课的教学目标有三个，知识目标：1.同学们掌握新词汇如：lantern，dragon dance， paper-cut…..2.学生能够正确的读出这些单词并能够利用这些单词进行造句。能力目标：培养学生的语音语调，学生能够正确的朗读及使用新单词。情感目标：培养学生对中国传统文化的自豪感。

2.你做老师的优势是什么?【结构化】

【参考答案】

考题：小学英语《What time is it?》

一、考题回顾

二、考题解析

小学英语《What time is it?》主要教学过程及板书设计

(一)教学过程

Step 1: Warming up

(1). Greeting with the students.

(2). Do the warming up with students and review the numbers:

One finger one finger turn turn turn, turn to a toothbrush, shua shua shua~ Two fingers two fingers turn turn turn,

turn to a rabbit, jump jump jump~ Three fingers Three fingers turn turn turn, turn to a cat, miao miao miao…

Step 2: Presentation:

(1). Show the picture of a clock, then ask the students the question what time is it? Help the students answer the question with the sentence “It’s…o’clock”. In this time, the teacher will only point on the hour.

(2). Show some pictures of the daily life and there is a clock in every picture ask the students to describe the time in with their deskmates.

(3). The students may have doubt with the last picture, the time in the last picture is 10:17and the teacher will ask the students to give the question “what time is it” to the teacher. The teacher will answer the question and guide the students learn the time expression.

Step 3: Practice

The teacher will play the game Touch and Say with the students. The teacher will hold two different clock on his/her hand and invite the students to ask ”what time is it”. When the teacher answers the question the students should touch the right picture.

Step 4: Production

(1) Ask students make a clock by themselves and ask their partner what time is it by changing the time.

(2) The teacher will ask four students in a group and have a competition. The representatives from every group write down the time they hear. Who get more right answers, who will be the winner.

Step 5: Summary and homework.

(1) Ask two or three students to give a summary of the class.

(2) Ask students to describe the time when they go to school, when they have lunch and when they go to bed.

(二)板书设计

Blackboard Design:

答辩题目解析

1.你现在做什么工作?【个人问题】

【参考答案】大学毕业后，我在一家课外辅导机构做一名英语老师，虽然工作时间不长，但是我十分喜欢这份职业，并且学到了很多东西。首先，这份工作和我专业相符，使我在校所学知识得到了真正应用;其次，通过这份工作，我学到了很多小学生英语教学的方法，包括一些有趣的游戏和歌曲;更重要的是，当我看到孩子们一张张天真的笑脸，我获得了很大的满足感。

2.你认为你这节课上的好吗?【个人问题】

【参考答案】我认为我这节课有优势，同时也存在不足。首先，本节课重难点突出，完成了预设的教学目标，学生通过与老师的对话，自然而然的学习了本节课的重点句式，并且还进行了一定的拓展延伸，其次，在教学过程中，充分体现了学生的主体地位，通过游戏和对话，吸引学生注意力，帮助学生练习新句式。再次，巩固提高环节也符合学生的特点，通过竞赛的方式，提高学生兴趣，帮助学生将所学句式应用到实践过程中。但是本节课也存在不足之处，游戏环节偏多，可能会导致预设环节不能按时完成，在实际教学过程中，我会根据实际情况调节我的环节和进度。

考题：小学英语《What would you like to eat?》

一、考题回顾

二、考题解析

《What would you like to eat?》主要教学过程及板书设计

(一)教学过程

Step 1 Warming up and lead in:

Greeting with the students, have a free talk with the students, ask about the foods.

T: What’s your favorite food?

S: I like cake best.

T: Why do you like cake best?

S: Because the cake is very sweet, I like sweet.

T: Who can list some other food which is sweet? Are they the Chinese food?

S: No, the Chinese food is not always sweet.

T: Can you list some other Chinese food?

S: Rice, dumplings, and noodles.

T: We are going to learn some western food. Please look at the PPT.

Step 2 Presentation

Create the situation that the teacher is going to have a birthday party, and invites students to her party, ask about their favorite foods and then chose the restaurant.

T: Today is my birthday. I’d like to invite you to a restaurant to celebrate my birthday. What would you like to eat? (Write the sentence on the blackboard: What would you like to eat?)

Lead the students to answer: I’d like to eat…., and then ask them: What would you like to drink? Lead the students to answer: I’d like to drink….

Teacher list the foods students mentioned about just now, write ice cream on the blackboard, and then ask them what kind of ice cream they like to eat best?

T: Ok, now look at here, the first is ice cream. What kind of ice cream do you like best? I like strawberry best.

S:…

Write sandwich and hamburger on the blackboard, and then show them pictures of them to the class and say something about them.

T: You must be familiar with these two words, one is hamburger (Write hamburger on the blackboard), the other is sandwich (Write sandwich on the blackboard) .Where do we usually buy hamburger?

S: In KFC or Macdonald.

T: When we are hungry we usually have a hamburger. But some of us want to keep healthy, so they prefer to have some salad.

Show the picture of salad to the students and then write the word on the blackboard. Tell them we have many kinds of salads, and show them the vegetable salad, the fruit salad, the egg salad and some other salads.

Step 3 Practice

Prepare some cards with the words and give the cards to the first students in a row, after telling the words in a loud voice, pass it quickly to the next one, and then change the cards until all of them read all the cards.

Prepare some cards of food, and then use some words to describe it and ask students to guess the food, and find it in the cards and then paste it on the blackboard. After pasting it on the blackboard, teacher shows them the right answer on the blackboard.

T: The first one is a Chinese food, we often eat it with the vegetables and meat, what’s this? You, please. Ok, he chooses the rice card, please paste it on the blackboard. Everybody look at the PPT, the answer is rice! You are right.

After pasting all the cards on the blackboard, ask students to listen carefully, and then teacher reads the words at random, and after saying it for the first time, ask some of them to the blackboard to show the right order to the students.

T: Listen to me carefully, hamburger, sandwich, tea, rice, cake. Ok, who can come to the blackboard and show me the right order? Ok, you please.

T: Right, let’s have a check, the order is: hamburger, sandwich, tea, rice, cake.

Step 4 Production

Write the foods and drinks on a paper, and use it as a menu, teacher acts as the waiter, students act as the guest, make dialogue with students.

T: What would you like to eat?

S1: I’d like a sandwich.

T: What would you like to drink?

S1: I’d like a cup of tea.

Change another one to ask.

T: What would you like to eat?

S2: I’d like a hamburger.

T: What would you like to drink?

S2: I’d like coca-cola.

After making the dialogue with the students, ask them to practice the sentences with their partner, and then ask some of them to show it to the class.

Step 5 Summary and homework

Summary: Ask one of them to have a summary of what we learned today, some students say the words, the others say the Chinese meaning.

Homework: Ask them to make a table after class, write Chinese food in one line, the western food in another line. Try to recall all the foods we learned in this table, and add more other food in this table.

(二)板书设计

Blackboard Design:

答辩题目解析

1.小学阶段的语法教学需要注意什么?【教学设计问题】

【参考答案】其实语法教学时比较枯燥的，但是作为教师，要具备化腐朽为神奇的技能，在语法课的教学当中时刻注重抓住学生的注意力，将所学知识进行适当的变式，让学生在一种轻松愉快的环境当中快乐的学习语法知识。

这节课主要学习了三个介词，在导入环节先设置一个比较吸引学生的猜谜游戏，呈现出本节课需要利用的教具盒子和铅笔，但是在铅笔的呈现方式上没有直接展示给学生而是让学生进行猜测，在导入环节就吸引住了学生的注意力，在吸引了学生注意力的基础上抓住学生的兴奋点立刻讲授要学习的三个单词利于学生理解。当然语法学习最重要的是要讲知识点带入到所学的句型当中，所以在学习完三个介词之后立即带领学生进行练习，巩固语法知识，在巩固知识之后立刻加入学习的两个语法句型，让学生学以致用，在兴奋点最高的时机教授最重要的知识点，之后再进行巩固。

总之语法教学虽然枯燥难懂，但是教师只要注意授课的形式多和实物结合多做练习，抓住学生兴趣点在最好的时机进行授课会是会产生到意想不到的效果的。

2.请问你有哪些记忆单词的好方法可以提供给学生?【教学设计问题】

【参考答案】可以利用联想记忆、谐音记忆和利用卡片进行记忆。

首先，联想记忆是因为小学生对形象直观的事物比较感兴趣，把单词联想成生活中常见的一些事物能帮助学生记忆。如eye把两个e想象成两只眼睛，把y想象成鼻子。

其次，谐音记忆也可以帮助学生快速的记住单词，例如pest是害虫，那一想到害虫我们都想到拍死他，这个谐音和单词的读音很像，除此之外还有sunny这个单词，可以读成晒你，根据读音进行拼读记忆。

卡片记忆法就是将单词整理或写在卡片上，可供随时翻阅并加以记忆。这种方法的特点是简单实用并易于携带，不受时间和空间的限制，可随时随地随用。这样不仅可以寓学于乐，而且还可以大大提高对课余时间的合理有效利用。

除此之外，还要注意结合艾宾浩斯遗忘曲线进行记忆，因为我们学习完一个新的知识之后是先忘得比较快后忘记的慢，建议学生在刚学完单词之后多记忆，以免遗忘。

初中英语《What are you going to be when you grow up?》

一、考题回顾

二、考题解析

《What are you going to be when you grow up?》主要教学过程及板书设计

(一)教学过程

Step1 Warming-up:

Listen to a song, “Be what you wanna be”. And after listening, I will ask a question: what can you hear from the song? Yes, many professions, such as lawyer, doctor and so on. And then I will ask students, “ what do they want to be when they grow up” and ask some students to answer the question. And then I will tell students we can also say “what are you going to be when you grow up” and lead to today’s class.

Step2 Pre-listening:

I will show some pictures on the PPT, the first picture is about reporter and the second picture is about the article. I will write down the two words on the blackboard and then I will ask the students to read after me.

Step3 While-listening:

I will ask students to listen to the radio for the first time and then match the sentence with the picture on the PPT. The first picture is about the reporter, thee second picture is about writing magazines and the third picture is about Shanghai.

Then I will ask students to listen to the radio for the second time and after listening, I will ask them to answer three questions on the blackboard, the first one is “What is he going to do when he grows up”, the second one is “how is he going to do for that” and the third one is “where is he going to work”.

I will ask students to listen to the radio for the third time and they need to read after the radio. And then I will divide the students into two groups, group A acts as A, and group B acts as B, and read the passage.

Step 4 Post-listening

We will play a game called “ hot potato”. When the music begins to play, students need to pass the flower. And when the music stops, the students who is holding the flower need to answer the question about “what is he going to do when he grows up, how is he going to do for that or where is he going to work”.

And then we will have a group work, four students as a group and students need to make a survey about what is their group members going to be, how is he or she going to do for that and where is he going to work. Five minutes later, I will ask some groups to show their report.

Step5 Summary and homework

I will ask students to read the passage to summarize what we have learned today. After class, they need to search more information about the job they want to do.

(二)板书设计

Blackboard Design:

答辩题目解析

1.为什么你想成为一名英语老师呢?【结构化类】

【参考答案】

因为我的妈妈是一名老师，她为学生奉献的精神深深感动了我。她告诉我教师这个职业是非常伟大的，对于整个国家的意义重大。当面对学生那渴望知识的眼睛，能够帮助学生掌握知识，认识社会，见证他们一点一滴的成长和进步，你会为此感到欣慰和骄傲。所以我从小的愿望就是和妈妈一样成为一名老师。学习英语之后，我一直很喜欢英语，英语成绩一直不错，所以我想成为一名英语老师。在今后的工作中，我会继续深化自己的专业知识，掌握一定的教学方法和班级管理方法等，争取成为一名优秀的英语教师。

2.你本节课的难点是什么呢?你是如何克服的?【教学实施类】

【参考答案】

这节课的难点是让学生把所学知识用于实际生活的表达中，学会阐述他们想做的工作以及他们决定怎么做。本节课的主要内容都是围绕重难点展开，花了大篇幅去讲解并且让同学理解具体意义，让学生体会其在现实生活中是如何应用的。并且通过一些图片描述让学生对其含义和使用范畴有更清晰的了解。通过组织班级游戏以及小组活动来让学生把句型用在真实情境中，游戏及小组活动能够吸引学生的兴趣，并且游戏和小组活动都是全班同学共同参与，这让全班同学都得到了练习，并且也能帮助老师检验学生对于所学知识的掌握程度，最终帮助学生克服本节课的难点。

初中英语《Cartoon》

一、考题回顾

二、考题解析

《Cartoon》主要教学过程及板书设计

(一)教学过程

Step 1 Lead-in

1. Greeting to Ss.

2. Show a cartoon Steamboat Willie to Ss, and then ask them some questions:

----Do you like to watch cartoon?

----What is your favorite cartoon?

----Why do you like it?

Step 2 Pre-reading

According to the pictures on ppt. and the movie they saw in Lead-in part, Ss need to predict which one is the main idea of this passage.

The options present on PPT:

----Mickey Mouse, a famous symbol in American culture.

----Some cartoons with Mickey Mouse.

----Disney theme parks around the world.

----What people think of cartoons?

Step 3 While-reading

1. Fast reading

Ask students to read the passage quickly and then check their prediction answers.

2. Careful reading

Have Ss to read this passage carefully and talk about the main character in the cartoon. And then work with their partners to discuss the following chart:

Then talk about their favorite Disney characters. T writes down their answers on the blackboard and ask Ss vote for their favorite Disney characters and write the number of vote on the board.

Disney characters: Mickey Mouse, Minnie Mouse, Donald Duck, Mulan, Goofy, Snow White…

Then four students a group to discuss why people love this Disney characters.

Step 4 Post-reading

Four students in a group, find another cartoon character just as famous as Mickey, and then to discuss why is the character popular.

Step 5 Summary and Homework

1. Summary: ask students to review what they’ve learnt today, and then T makes a conclusion.

2. Homework: Does a role play

Divide the class into several groups; each group has 5-6 students. They need to choose their favorite carton and each group member act as a role of the cartoon.

(二)板书设计

Blackboard Design:

答辩题目解析

1. 简述下，阅读教学中每次阅读的作用/目的分别是什么?【教学设计类】

【参考答案】

首先，在快速阅读环节中，让学生第一遍快速阅读全文，判断自己在pre-reading部分所做的推测是否正确。该步骤训练学生的阅读技巧，旨在获取文章的大意，不要求学生获取所有细节信息。带着期待去阅读，并在阅读中检测和不断修正自己的预测，这种交互式阅读能够促进学生对文章内容的理解。

其次，在快速阅读环节中，让学生再次快速阅读全文，并所搜集几个信息，完成该活动。该步骤的目的是培养学生寻读的策略。寻读一般要求搜索一些特殊的细节信息，该信息提供的信息是一个动画片的名字和两个时间，这些信息在文字形式上有特点，目的就是培养学生学会根据这些信息特点快速找出答案。

最后，在精读环节，让学生放慢速度再次阅读文章，并补全表格信息。此处涉及到文章中的一些细节信息，学生需要理解文章传递的基本信息和深层含义。有助于学生理清文章的脉络，理解其中的深层次含义。

2. 你怎么理解为人师表? 【结构化类】

【参考答案】

古语有云“师者，所以传道、授业、解惑也。”对于我们目前的教学来看，学生经过教师的教导，才能具备知识，掌握技能，培养道德，启发思想，教师对学生的影响既深又远。我认为，一名合格的教师应该具备以下的基本素质：

首先传道。身为老师，其教导的内容要合乎道德、合乎伦理、合乎人间正义、合乎做人道理。要教授学生传统美德，并时刻以身作则，不做有违道德伦理的事情，不损害教师的形象。其次授业。教师除了交给学生专业基础知识以外，还要教授一些基本技能。让学生在今后的人生路上受益无穷，无论是在职场、人际关系、学习能力上，都能发挥更大的能量，具有良好的表现。解惑。学生在学习的过程中，难免会遇到这样或那样的问题，作为教师，一定要对学生进行专业化的指导。除此之外，还要加强对教师内心的指导，帮助学生克服遇到的挫折和困难。要正确的引导学生，能正确的看待生活中遇到的问题，积极的面对生活中的难题，体会战胜困难的喜悦。示范。所谓“身教重于言传”。教师要时刻意识到自己的身份，不能随意妄行，要以更高的标准来要求和规范自己的言行举止，并且要时刻的提高自己的各项技能。要以身作则，树立模范形象，潜移默化的影响学生。

初中英语《Describe ways》

二、考题解析

《Describe ways》主要教学过程及板书设计

(一)教学过程

Step 1 Warming up and leading-in

Show some pictures of well-known places in our city, and ask student, “Do you know something about these places?”

Step 2 Presentation and practice

Set a scene that our foreign friend Tom is visiting our city and he is in the school gate, Can you help him?

Show the map of our city and the dialog given. Ask where the hotel is. Students find the position. Teacher point the map and read the dialogue. Write down these words in the blackboard.

Students read the dialog together. Then teacher shows the pictures of places quickly and students say the way.

Pair work: students working in pair to practice the words and sentences. One says “a place”, another gives the way, and vice versa.

Step 3 Production

Game: I say you guess. Two groups compete with each other. Teacher shows the place to one student, this student says the way and the other follow the way to find the position of it and guess the name of the place.

Step 4 Summary and Homework

Summary: Ask students to think about what they have learned today. And then make a summary.

Homework: Draw a map about the way from school to your home and write down the brief introduction. And introduce it to the desk-mate next day.

(二)板书设计

Blackboard Design:

答辩题目解析：

1.请谈谈你的导入环节。【教学设计】

答：出色的导入环节会极大程度的吸引学生的注意力，让学生在导入环节对本节课所要学习的知识有一个大体的了解也会利于之后授课环节的顺利进行。

本节课我利用图片导入法，本节课要教授关于问路的英文表达方式，在授课最初呈现出我市医院、学校、图书馆、宾馆等地理位置的照片，之后问一些于此有关的问题，像"Do you know something about these places? Is it on the left or right?"等问题，帮助学生整体感知方位，让学生通过一种直观的形式了解要学习的单词，这样更利于他们之后应用所学的单词到实际生活当中。

在今后的授课当中我也会时刻注意设置恰当有效的导入环节，注重吸引学生的注意力，在吸引学生注意力的基础上自然的呈现新知识。

2.在授课时你会用什么方法吸引学生的注意力?【教学实施类】

答：学生由于活泼好动，注意力不容易集中，在注意力不集中的情况下进行教学不利于学生吸收所学的知识，所以教师在教学的过程当中要时刻注意运用不同的手段吸引学生的注意力，具体方法有如下几点：

首先，在音量的控制上要注意，不要一直用一种声调进行授课，在讲授重点知识的时候声音要适当的放大，学生如果突然感到教师声音的变大就会感知到这一部分知识是重点，会适当的将注意力集中在教师讲授的知识上。

其次，可以在学生疲倦的时候安排游戏环节，游戏最能吸引学生的注意力，学生由于年龄小，对游戏都比较痴迷，所以设置适当的游戏会极大程度的吸引学生的注意力，而且游戏会 让全员都参与到游戏当中，会比较好的检验学生的知识掌握程度。

最后，如果教师在课堂上发现某名同学注意力不集中可以适当的让该名学生回答问题，学生起立回答完问题之后注意力也会有极大的提升。

总之，教师在教学的过程当中要时刻注意观察学生的注意力和课堂参与度，调动学生们用最好的精力来学习知识是一名教师要时刻谨记的。

考题：初中英语《升降调讲授》

一、考题回顾

二、考题解析

初中英语《升降调讲授》主要教学过程及板书设计

(一)教学过程

Teaching Procedures:

Step 1 Warming-up

Show a video of two people talking about something, their conversation contains lots of questions and special questions, then ask students what kind of tone they hear during the conversation.

Step 2 Presentation

1. Students read the text on the book and find out the difficult new words and solve the problems by themselves.

2. Read after the teacher and experience the change of the tone. Then, teacher tells students that falling tone represents doubts and falling tone represents affirmation.

Step 3 Practice

1. Read after the tape and pay attention to their pronunciations.

2. Peer editing: Read the dialogue with desk mates and correct the pronunciation for each other.

Step 4 Production

1. Role-play: Two students a group to play out the conversation in the text book. One act as the woman and the other act as Mary, during reading, students should pay attention to the change of the rising and falling tone.

2. Make conversation. Two students a group to make a conversation which contains rising and falling tone and then ask some students to show their work in front of the class.

Step 5 Summary and homework

Summary: Ask one student to act as the little assistant teacher and summarize the knowledge learned today.

Homework: Surf the internet to find out more sentences that contains raising and falling tone, and then share it with the rest of the class next day.

(二)板书设计

Blackboard Design:

答辩题目解析

1.请谈谈你这节课的教学目标是什么?【教学设计类】

【参考答案】

这节课的教学目标分为三维目标。首先，知识目标是：学生能够理解和掌握升降调的用法。其次，能力目标是：学生能够在日常交流中运用升降调来表达自己的情感。最后，情感目标是：学生能够理解说话者在升降调背后表达的语意，并且对英语学习更加感兴趣。

2.请谈谈你在这节语音课中，运用的巩固方法有哪些?【教学设计类】

【参考答案】

这节课的语音巩固方法有：学生跟读，角色扮演和小组编对话。