英语试题练习题教案学案课件小学英语教学法期末复习指导
恒星学院-日积月累作文
《小学英语教学法》期末复习指导
第一部分重难点介绍及题型介绍
第一部分虽然有8个单元，但同学们重点应该掌握只有4点：
1．儿童的年龄、学习等特征
2．儿童的母语习得
3．多元智力理论
4．儿童的学习风格
儿童具有8大特征：
1. short
attention span
2. good at imitation
3. easily attracted
4. no clear purpose
for learning
5. curious, imaginative,
creative
6. poor at analytical learning
7. enjoy doing things with hands and
bodies
8. low language proficiency
考试中既有对概念的考查，也有对其运用的考查。如：
Which of the
following shows the features of children?
A. short attention span B. clear purpose of
motivation
C. strong interest in songs,
stories and pictures D. good at imitation
运用也是考查的主要对象，如：
What does the
following characteristic of children suggest for
teachers?
A. Use many short
and simple activities instead of one long
activity.
B. Teachers need to make the
learning experience enjoyable and
pleasant.
C. Keep instructions very simple, and
support them with body
language.
D.
Make the tasks simple and enjoyable.
匹配题：
3．What type of intelligence are
activities 1 to 4 related to?
1)
mechanical practice of language
A.
linguistic competence
patterns
B.
musical intelligence
2) group work to
prepare for a picnic
C. interpersonal
intelligence
3) chanting
D.
mathematical intelligence
4) problem
solving activities
简答题：
3．From the
perspective of multi-intelligence, what advantage
and
disadvantage does the following activity
have?
teacher asks the students to work on
a problem and then
demonstrate their
solution in front of the class. They can only act.
They
cannot speak.
第二部分重难点及题型介绍
在复习时，学员同学应该重点抓两点就可以了，一是各课
型可以
和常采用的活动，课堂的操作程序；二是各类活动或教学手段所适应
的课型教学，可以用
于什么能力的培养。比如，考查时有的题就可以
覆盖面很大，包含听、说、读、写。
What does the following activity help to train?
“
Asking the students to draw
according to the oral instructions.
”
A. listening B. reading C. writing D. speaking
1．语音知识：stress, intonation, liaison,
elision, rhythm, loss of
explosion
2．发音教学和超音段音位教学重点掌握各种语音训练的标示，如：
stress:
*Peter and I went to the cinema yesterday.
liaison: How much is it?
loss of
explosion: I went to town yesterday.
minimal pair: sheep --- ship beat --- bit等等
词汇教学的方式，要求学员们掌握的有：
1．词汇教学的内容
2．词汇学习策略
3．词汇教学活动
词汇教学内容包括词汇的意义、发音、拼写和用法；词汇学习策
略包括grouping,
collocation, association, imagery,
contextualization等。
词汇教学的考查多为选择填空，如：
What strategy does the following activity help to
train?
“
Ask the students to read
the text and try to find the meaning and
usage
of the expressions.
”
A.
association B. context C. word-formation D.
imitation
词汇题同样也可以以匹配题的方式考查，如：
What words are the following suitable for?
Match the groups of words on the left with the
words on the right.
A. apple, banana,
grapes, oranges
B. walk, run, listen,
write, stand
C. sunny, cloudy, windy,
snowy
D. happy, sad, angry, excited
1) pictures
2) real objects
3) actions
4) facial expression
口语教学、写作教学、语法教学和阅
读教学在教材中都有所设
计，但不是小学英语教学的重点，在本教材的复习中，主要是掌握某
一
活动适合于什么样的教学就可以了。如：
1. What does the
following activity help to train?
A. listening B. reading C. writing D. speaking
3．Which of the following activity can
best help train oral
proficiency?
A.
sentence completion B. following instructions
C. listening and pointing D. role-play of
a dialogue
教材中用了很大的篇幅介绍歌曲、游戏、项目、故事等在小学教
学中的运用。复习时该如何把握呢？对于教材中将近18页的内容，
同学们可以从两点去掌握，一是这
些活动在教学中如何开展，可以用
于什么样的教学，可以用来培养什么样的能力，如：
Which of the following can help train reading?
A. telling a story with the help of
pictures B. ordering the sentences
according
to the pictures
C. listening and acting
D. role-playing
第三部分重难点及题型介绍
教材的第
三部分由两部分组成，课堂管理和备课，两部分都十分
重要，课堂管理在单选、多选、匹配以及简单中都
有涉及，备课单设
一题，也就是试卷中的最后一题，有20分的比重，是我们复习的重
点之一。
课堂管理部分重要应掌握的内容有：
1. seating
arrangement
2. classroom instruction
3. classroom organization
4. error
correction
5. classroom discipline
课堂指令主要是掌握课堂指令中的各个环节，能够清楚各种指令的目
的就可以了。如：
What does the teacher want to do?
1)
end the activity
A. Look here. This picture
shows two people
2) get the class to stop
are talking. Where are they?
talking
B. Quiet now, please.
3) ask the students to
tell
C. All right. I think it is the time
now.
about the pictures
D. When you
have finished, change over, so
4) change role
in pair
that you each get a turn.
work <
br>就教师角色而言，主要是判断在不同的活动中教师角色的变化。这
一点通常是在选择填空中考查。
如：
What role does the teacher play in the
following activity?
teacher asks the
pupils to draw a character on the paper and
write down the name and age for the character.
He then arranges the
students into pairs to
ask each other questions about the characters they
draw.
A. assessor B. controller C.
participant D. organizer
备课是每位教师的日常工作，同时也
是上好一节课的前提。备课
包括长期规划、短期规划和课时教案三部分。就本部分来说，重要掌
握的内容有：
1. 影响备课的因素：physical, human, other
factors
2. 课堂的组成: objectives, outcomes,
activities, procedures,
resources
3.
教案的撰写: objectives, focus, procedure, predicted
problems,
solutions
第四部分重难点及题型介绍
学习评估。有些同学反映，这一部分理论性太强，不好理解。其
实这一部分，我们也只要求同学们能够分
清测试、评估与评价的关系，
掌握终结性评估与过程性评估的不同。这里的不同，主要是服务对象
的不同，评估方式的不同，利用手段的不同，以及结果展示的不同。
如：
Which of the following is true of formative
assessment?
A. mainly based on testing B.
done mostly at the end of a learning
period
C. mainly for testing students’ knowledge
and skill D. focused on the
progress of
students
简答题共四题，每题5分，要求同学们能反思自己的教学
行为，
批判性地看待问题。这类题该如何回答，回答到什么程度才符合要求，
学员同学们可能心
中无底。下面我就样题中的一道题的作答解释一
下。我们还是看我刚才提到的多元智力理论那一道题。原
题如下：
From the perspective of multi-
intelligence, what advantage and
disadvantage
does the following activity have?
teacher
asks the students to work on a problem and then
demonstrate their solution in front of the
class. They can only act. They
cannot speak.
在回答时我们只要抓住这几点就可以了。比如，我们可以这样表
述：
According to the multi-intelligence theory,
students differ in the types
of intelligence.
Some students may have good linguistic
intelligence and
thus can benefit from
language activities, while those who have good
bodilykinesthetic intelligence may benefit
more from activities involving
physical
actions.
(1) This activity does not
require the students to speak, and thus can
give those poor students (poor in English) a
chance to actualize
themselves and thus
motivate them to participate.
(2) This
activity only requires the students to act out
their solutions.
This well appeals to those
students who have good bodily intelligence,
and may be poor in English, especially
in spoken English.
(3) However, it also has
its disadvantages. For example, it draws on the
performing ability of the students, and thus
will demotivate those students
who are not
good at performing
(4) Besides, this
activity requires the students to read first,
which will
be frustrating for those students
with low reading ability.