单选题《英语课程标准》（实验稿）规定小学英语的终点目标是二级。二级目标在词汇方面要求（）。A 学多少算多少B 1000—1200个单词C 500个左右单词D 学习有关本级话题范围的600—700个单词和50个左右的习惯用语

三种写作体裁：记叙文、议论文、应用文。
教师应从以下四个方面指导学生进行英语记叙文写作：
(1)明确“五个W和一个H”
要写好记叙文．首先要确定先写什么，再写什么，最后写什么，然后开始布局谋篇。我们可以用“五个W和一个H”的方法，即what(什么事)，who(什么人)，when(什么时候)，where(什么地点)，why(什么原因)，how(怎么样)。整个写作内容的确定、写作材料的筛选，都要围绕这“五个W和一个H”进行。
(2)确定以第几人称及以何种顺序展开叙述
①一般来说，英语记叙文要以第一人称(I／we)或第三人称(he／she，it/they)来展开叙述。第一人称是从“参与者”的角度进行叙述：第三人称是以“观察者”的身份展开叙述，要根据具体情况合理选用。
②在确定了人称之后，要确定展开叙述的顺序。在英语记叙文中，最常用的是按事情发生的时间或空间顺序进行记叙。
(3)在塑造人物、展开情节上下功夫
我们记叙的任何事情都是由人来进行的。人物塑造的好坏是衡量记叙文写作好坏的一个重要标准。因此，表达人物的动作、语言以及展开情节时．使用哪些句型、短语、词汇都应该仔细推敲，对于事情的情节展开要突出重点、详得当，可有意识地采用类似“设置悬念”“前后呼应”等写作手法，以吸引读者的兴趣。
(4)注意文章的完整性
整篇文章要完整，内容全面、详得当，层次分明，重点突出。英语记叙文的时态通常为一般过去时，但如果是经常性的事件或自然现象、社会现象，则用一般现在时。

持续性

二、考题解析
【教案】
1. Teaching aims:
Knowledge aim:
Students can understand the meanings and pronunciation of the new words including “brown hair, small eyes, big nose, and wide mouth”.
Ability aim:
Students can talk about the body with the new words in daily life.
Emotional aim:
Students can improve their confidence and interests in learning English after class.
2. Key and difficult point:
Key Point:
Students can master the meaning and usage of the new words including “brown hair, small eyes, big nose, and wide mouth”.
Difficult Point:
Students can use the new words about body in daily life.
Students can improve the interest in learning English and cultivate the spirit of cooperation.
Teaching procedures:
Step 1: Warming-up
1. Greetings. Ask students whether they can find any difference in the classroom. Tell them there is a flower and ask them to water it every day.
2. Sing a song for students.
One little finger, one little finger, tap tap tap.
Put your finger up.
Put your finger down.
Put it on your head, head!
One little finger, one little finger, tap tap tap
Put your finger up.
Put your finger down
Put it on your nose, nose!
Ask students if they can figure out any body word in this song, and they may say “finger” and “head”. Then tell them today we will learn more words about our body..
Step 2: Presentation
1. Draw the stick figures according to the different body part and describe them simply, and then teacher reads the words in both rising tone and falling tone to the students follow the teacher.
2. Read the passage for the students. Ask students to listen carefully and find what the man looks like. Invite students to answer and draw the picture of the man according to their description.
Step 3: Practice
Do the “touch your body” game. The teacher gives the order and students do as the teacher says, for example, when the teacher says “touch your ears”, the students should touch their own ears.
Step4: Production
Do the “describe and guess” game. Ask students to discuss about their favorite teacher’s look. 5 minutes will be given. Then invite the group leader to describe in front of the class. Teachers asks which teacher is it., and the rest students will guess. Then teacher gives the encouragement and asks students to care and love their teachers.
Step5: Summary and Homework
Summary: Invite one student to be the little teacher to summarize the whole class.
Homework: Ask students to draw the picture about their parents’ looks. Then present and describe their picture next class.
Blackboard design:



【答辩题目解析】
1. What do you think the blackboard should present?
【参考答案】
First, the blackboard should present the key knowledge of the class. The words about body are the class’s teaching knowledge aim, and the blackboard should present these new words.
Second, the blackboard should present the students’ ideas or practices. The picture of the man is created by the student, and it reflects the students’ thinking in the class.
【答辩题目解析】
2. What’s the mainly difficulty in primary school teaching in your view?
【参考答案】
In my view, I think the main difficulty in primary school teaching is that pupils are easily distracted by something else, and they only can remember the new knowledge for a short time. So teachers should pay attention to their features, and take positive and active measures for that. We can make use of funny games or activities to help students memorize and consolidate what they have learned timely, and review the knowledge regularly.

(1)The contents of teaching vocabulary include word meaning, word use, word information and word memory strategy. (2)Knowledge Objectives: Students can listen,say, read, and write the words :doctor, cook, driver,farmer, nurse; Students can listen, read and use the sentence patterns"What is your father's job"
"My father is a doctor. "
Ability Objective: Students can use the sentence patterns to inquire about someone's job and to communicate with others smoothly.Emotion Objectives: Students actively join in the learning activities and confidently speak in English; Students know something about "job"and set up their own dream.
(3)Practice
Activity1 Dictation
T:Please work in pairs. One student reads a new word and the other student writes it down. Then change your roles when you finish the five words.
Let's see which pair will finish it as the first one.
OK,begin !
While students do dictation, the teacher walks around the classroom to correct students' pronunciation and handwriting.
【设计意图】通过学生合作听写新单词，训练学生的听力、口语和书写能力。教师巡视课堂，可以纠正学生的发音与书写错误。
Activity2 Task time
T: You have done a good job! Now there is a task for you boys and girls. Please act as an interviewer to survey what your classmates' family members' jobs are by using the sentence"What is your father's/mother' s / uncle' s... jobHe / She is...". You should finish the table below.
For example : Li Hua's mother is a doctor.

【设计意图】学生扮演小记者调查同班同学家人的职业，可以在语境中训练学生的语用能力，让学生感受到“学以致用”的乐趣。
Production
T：Please find your partners freely and make a dialogue with your partners according to the table you have finished and act it out．
【设计意图】学生在足够的语言输入的基础上自由选择搭档编对话。这个活动可以为学生提供语言输出的机会，培养学生灵活运用语言的能力。

张老师采用角色扮演的方法进行教学，是教学过程的优化。

综合语言运用能力；综合人文素养

英语教学设计
(1)情境教学是指以教学内容为中心，根据学生的发展水平，在英语教学过程中，引入或创设情境。其目的是为了激发学生学习兴趣，养成良好的学习 习惯，正确牢固地掌握所学的知识。创设“情景”教学进行教学，可以使学生仿佛有置身于英语学习的世界里，有比较真实的感觉，现在比较多的“英语角”，就是 其延伸、发展。
创设“情景”教学的方法
1.以歌曲组织教学引入
2.会话导入
会话导入就是通过同学之间，师生之间的自由会话，导入新课
3.教师用英语组织课堂教学
教师用英语组织课堂教学，创设良好的英语环境，使学生自始至终用英语进行思维，逐渐养成“借助情景理解英语”的习惯。
4.看图说话
(2)指导小学生学习该材料，拟定教学目标
1.能听说认读classroom, hall, garden, playground, library等单词，正确使用“in the +”短语，并能运用what’s this ?this is …进行对话。
2.培养和激发学生用英语进行日常交流的兴趣，同时激发学生热爱母校的美好情感。
(3)依据教学目标，设计导入和操练环节的教学并说明理由。
导入：做小小校园导游员，介绍我们的校园
操练：小组合作，成员轮流扮演导游，其他人扮演参观者进行对答。

2016年上半年中小学教师资格考试综合素质（小学）真题及答案解析