幼兒中小學(xué)面試-教師資格證考試《小學(xué)英語專業(yè)面試》真題匯編問答題（共67題，共67分）(1.)1.題目:讀寫教學(xué)試講2.內(nèi)容:BigCitiesandtheCountrys（江南博哥）ideDoyouliveinabigcity?Doyouliveinthecountryside?Somepeoplelikebigcities;otherslikethecountryside.Bigcitiesarebusierthanthecountryside.Bigcitieshavemorefactoriesthanthecountryside.Bigcitiesarewarmerinwinterthanthecountrysideandhotterinsummerthanthecountryside.Therearemoretreesinthecountryside.Therearemorepeopleinbigcities.Thecountrysideisgreenerandquieterthanbigcities.Bigcitiesare______thanthecountryside.Thecountrysideis______thanbigcities.3.基本要求:(1)采用英語授課，試講時(shí)間約10分鐘;(2)試講時(shí)需示范朗讀教學(xué)內(nèi)容，進(jìn)行朗讀技巧的指導(dǎo);(3)創(chuàng)設(shè)情境通過提問引導(dǎo)學(xué)生梳理文本基本信息，并進(jìn)行閱讀方法的指導(dǎo);(4)抓住關(guān)鍵詞句設(shè)計(jì)板書輔助學(xué)生進(jìn)行語言表達(dá)的操練。正確答案：參考解析：TeachingProcedures:I.Lead-inShowstudentssomepicturesofbigcitiesandthecountryside.Askstudentstotalkabouttheirfeelingsafterlookingatthesepictures.II.Pre-readingCreateasituation:OurfriendTomhasvisitedmanyplaces?includingsomebigcitiesandalsothecountryside.Hewroteapassageaboutcomparingbigcitiesandthecountryside.Thenaskstudentstopredictwhathewouldwriteinthepassage.III.While-readingSkimming:StudentsreadTom’spassagequicklyforthefirsttimeandfigureoutwhatthedifferencesarebetweencitiesandthecountryside.Scanning:Studentsreadthepassageagainandanswerthefollowingquestions:(1)Whatarebigcitieslike?(2)Howaboutthecountryside?(3)Finishthechartontheblackboard.Intensivereading:Leadstudentstocomparebigcitiesandthecountrysidewithfollowingsentencesaccordingtothechartaboveandthenwritethemdown.(1)Bigcitiesare______thanthecountryside.(2)Thecountrysideis______thanbigcities.IV.Post-readingStudentsworkingroupsoffourtomakeasurvey.Thereisalittlejournalistineachgroup,andhe/shewillinterviewtheothersaboutwhethertheylikebigcitiesorthecountrysidemoreandwhy.Finally,allthejournalistsareinvitedtogiveareporttothewholeclass.V.SummaryStudentssummarizethedifferencesbetweenbigcitiesandthecountryside.Theteacherstressestheimportanceofenjoyinglife.VI.HomeworkSurftheInternetafterclassformoreinformationaboutbigcitiesandthecountryside,andthenmakeapost.板書設(shè)計(jì)略(2.)試講題目I’vegotanewfriend1.I’vegotanewfriend2.內(nèi)容：DearLucy,Thankyouforyourletter.Happybirthdaytoyou!I’mtennow.Iwillbeelevennextyear.Beijingisn’tcoldnow.It’swarm.I’vegotanewfriend,too.HernameisMengmeng.She’gotshorthair.She’sveryclever.HereisaphotoofMengmengandme.WewereattheGreatWall.Love,Amy3.基本要求：(1)講解劃線詞匯，聽說教學(xué);(2)配合教學(xué)內(nèi)容適當(dāng)板書，要求結(jié)合簡筆畫教學(xué);(3)朗讀全文;(4)全英授課。正確答案：參考解析：【教案】I’vegotanewfriendTeachingaims:Knowledgeaims:Studentscanreadandrecognizesomekeywordsandphrases,suchas“shorthair”and“clever”.Studentscanmasterthesentencestructures“She’sgot......”and“She’s......”.Abilityaim:Studentscandescribetheirnewfriendsbyusingthetargetwordsandsentencepatternsintheirdailylife.Emotionalaims:StudentscanenhancetheirinterestoflearningEnglish.Studentscanrealizetheimportanceofhavingfriendsandlovingtheirfriends.Keyanddifficultpoints:KeyPoint:Howtodescribetheirnewfriendsbyusingthetargetwordsandsentencepatterns.DifficultPoint:Howtorealizetheimportanceofhavingfriendsandlovingtheirfriends.Teachingprocedures:Step1:Warming-up1.Greetings.2.InvitestudentstosingasongnamedMaryHadALittleLamb.Thesongislikethis:Maryhadalittlelamb,littlelamb,littlelamb,Maryhadalittlelamb,itsfleecewaswhiteassnow.AndeverywherethatMarywent,Marywent,Marywent,andeverywherethatMarywent,thelambwassuretogo.Thenaskstudentsaquestion,“ThelittlelambisMary’sfriend.Doyouknowhowtointroduceyourfriend?”Step2:Pre-listening1.DrawapictureofafamouscartooncharacternamedCurnane.2.Teachthekeywordsandphrases,suchas“shorthair”and“clever”.Step3:While-listening1.ExtensivelisteningReadthepassageforstudentsandaskthemwhatthetapeisabout.Theninviteonestudenttoanswer.(It’saletterfromAmytoLucy.)2.IntensivelisteningPlaythetapeforthesecondtimeandaskstudentsseveralquestions:“WhoisAmy’sbestfriend?What’sshelike?”“Wherewerethey?”Thenasktwovolunteerstowritehisorheranswerontheblackboard.Andteachthenewsentencepatternsabouthowtointroducenewfriends:“She’sgot_______.She’s_______.”Playthetapeforthethirdtimeandaskstudentstorepeatafterthetape.Step4:Post-listeningLetstudentsworkinpairs.Askstudentstodrawapictureoftheirnewfriendsandintroducehimorherbyusingthekeywordsandsentencepatterns.Fiveminuteslater,invitesomestudentstoshareandgivesomecomments.Step5:SummaryandHomeworkSummary:Inviteastudenttobealittleteacherandsummarizetoday’slesson.Homework:Askstudentstointroducetheirnewfriendstotheirparents.Blackboarddesign:(3.)試講題目Myday1.題目：Myday2.內(nèi)容：3.基本要求：(1)講解詞匯;(2)設(shè)計(jì)與學(xué)生的互動(dòng)環(huán)節(jié)，要求運(yùn)用游戲進(jìn)行操練;(3)情境教學(xué);(4)全英授課。正確答案：參考解析：【教案】MydayTeachingaims:Knowledgeaim:Studentsareabletopronounceandunderstandthenewphrases“getup”,“gotoschool’,“playfootball”,“gohome”,“havedinner”,“watchTV”,and“gotobed”.Abilityaim:Studentscandescribetheirdailyactivitiesbyusingthekeywords.Emotionalaims:StudentswillenhancetheirinterestandconfidenceinlearningEnglish.Studentscanknowtheimportanceofvaluingtime.Keyanddifficultpoints:KeyPoint:Howtomasterthenewphrases“getup”,“gotoschool’,“playfootball”,“gohome”,“havedinner”,“watchTV”,and“gotobed”.DifficultPoint:Howtotalkabouttheirdailyactivitiescorrectlyandfreelyintheirdailylife.Teachingprocedures:Step1:Warming-up1.Greetings.2.InvitestudentstosingasongnamedWalking.Thesongislikethis:Walking,walking,walking,walking.Jumpjumpjump,jumpjumpjump.Running,running,running,running,running,running.Now,let’sstop.Upanddown.Thenaskstudentsaquestion,“Whatisthesongabout?”Andtellstudentstoday’stopicisalsoaboutdailyactivities.Step2:PresentationSetasituation:Mikeisourfriend.DoyouknowwhatMikedoesonaday?1.DrawsomepicturesofMike’sdailyactivitiesontheblackboard,askingstudentswhattheyare.2.Explainthenewphrasesbydoingactions.3.Askstudentstoreadthephrasesaftertheteacher.Step3:Practice1.MissinggameAskstudentstoclosetheireyesandcoveroneword.Thentheycanopentheireyes.Andtheyshouldguesswhichphraseismissingandtrytospellit.2.SharpeyesPreparesomepicturesofthesedailyactivitiesandchangethemquickly.Studentsarerequiredtorecognizewhatitisandreadthephraseloudly.Step4:ProductionHaveacompetition:SayanddoLetallthestudentsstandup.Thenmakesomeinstructionssuchas“Getup”andstudentsneedtodotheinstructionsasquicklyastheycan.Ifthestudentdoesthewrongactionorrespondsslowly,heorsheneedstositdown.Thestudentwhostillstandsintheendisthewinnerandwillgetabigprize.Step5:SummaryandHomeworkSummary:Inviteastudenttobealittleteacherandsummarizetoday’slesson.Homework:Askstudentstodrawapictureoftheirdailyactivitiesandshareitwiththeirparents.Blackboarddesign:(4.)試講題目：Concert正確答案：參考解析：【教案】ConcertTeachingaims:Knowledgeaims:Studentscanunderstandthemeaningofthenewwordsandmasterthepronunciationofthem.Studentscangetmoreinformationabouttheconcert.Abilityaims:Studentscanusethetargetlanguageintheirdailylife.Studentswillimprovetheirspeakingability.Emotionalaims:StudentscanfostertheirinterestoflearningEnglishandimprovetheirawarenessofcooperationthroughclassactivities.StudentswillimprovetheirconfidenceinspeakingEnglish.Keyanddifficultpoints:Keypoint:Tograspthemeaningandusageof“piano”,“drums”,“guitar”,and“flute”.Difficultpoint:Tofosterstudents’interestsoflearningEnglish.Teachingprocedures:Step1:Warming-up1.Greetings.2.LetstudentsenjoyasongnamedDoReMiandaskthemtwoquestions:Havetheyeverbeentoconcerttolistentothemusic?Whatkindofinstrumentsdidtheyseeintheconcert?Thesonggoeslikethis:Doe,adeer,afemaledeer.Ray,adropofgoldensun.Me,anameIcallmyself.Far,along,longwaytorun.Sew,aneedlepullingthread.La,anotetofollowSew.Tea,adrinkwithjamandbread.ThatwillbringusbacktoDo(oh-oh-oh).Invitestudentstoanswerthequestion.Thentellthemthatthistopicisrelatedtomusicandconcert.Thenleadinthetopic.Step2:PresentationDrawsomestickfiguresabout“piano”,“drums”,“guitar”,and“flute”ontheblackboard,andaskstudentshowtospeakitinEnglish.Thenteachthemhowtoreadthesenewwords.Introducetwosentencestructures“WhatwillNancyplayintheconcert?”and“Shewillplaythepiano.”Step3:Practice1.Playagame:fingershow.Numberthewordsfrom1to5,andthenaskstudentstoreadthewordsaccordingtothefingersthatteachershowstothem.Whentheteachershowsonefigure,studentsshouldreadthefirstword;whentheteachershowstwofigures,studentsshouldreadthesecondword.2.Makenewsentencesaccordingtothenewwordsandsentencestructuresontheblackboard.Askstudentstoworkwiththeirdeskmatein3minutes.Step4:ProductionSetupasituation:supposetheirschoolwillholdaconcert,letstudentsthinkaboutwhattheywillplayintheconcertandworkingroupsof4tosharetheirplanswithothers.Theyaregiven5minutes.Afterthat,invitesomeofthestudentstosharetheirconversation,andgivethemencouragements.Step5:SummaryandHomeworkSummary:inviteastudenttobealittleteacherandsummarizetoday’slesson.Homework:askstudentstodesignaposteroftheirfavouriteinstrumentandlistreasons.Blackboarddesign:(5.)試講題目：Howtallareyou?正確答案：參考解析：【教案】Howtallareyou?Teachingaims:Knowledgeaims:Studentscanunderstandthecontentoftheshortconversation.Studentscanknowtheformandtheusageofcomparativedegree.Abilityaims:Studentswillimprovetheirlisteningabilitiesbycatchingsomedetailedinformationafterlisteningthedialogue.Studentswilllearntousecomparativedegreetocomparethings.Emotionalaim:StudentscanbemoreinterestedinusingEnglishtotalkabouttheirweightandheightindailylife.Keyanddifficultpoints:Keypoint:Tounderstandthegeneralideaoftheconversation.Difficultpoint:Howtousecomparativedegreetotalkaboutweightandheight.Teachingprocedures:Step1:Warming-up1.Greetings.2.LetstudentsenjoyasongnamedGettall,tallandaskthemtofindthemaintopicofthissong.Thesonggoeslikethis:Iwanttobetaller.Thenfollowalongwithus.Up,up,up,upTall,tall,tall,tallPutyourarms,stretch,stretch,up,up,upGettall,tall,tallPutyourlegout,stretch,stretchout,outGettall,tall,tallWillthisactuallymakemegettaller?Afterlistening,studentswillfindthetopic.Thenleadinthelessontheyaregoingtolearntoday,whichisaboutheightandweight.Step2:Pre-listeningShowstudentssomepicturesofdifferentartooncharacterssuchasDoreamon,DonaldDuckandsoontoteachthemsomenewwords:“centimeter”,“kilogram”“heavier”“taller”andnewsentencepattern-Howtallareyou?-I’m...centimeterstall.-Howmuchdoyouweigh?-Iweigh....kilograms.Step3:While-listening1.Readthedialogueforstudentsandaskthemtofindthequestionsfromthelisteningmaterial.Theninviteonestudenttosharehisorherfindings.Theteacherwillwritethequestionsontheblackboard.2.Playthetapeandaskstudentstoanswertwoquestions:Q1:HowtallisAnn?Q2:HowmuchdoesCathyweigh?Theninvitestudentstosharetheiranswersandtheteacherwillwritethemontheblackboard.Step4:Post-listeningAskstudentstodorole-playbyusingthesentencepatternstheyjustlearnedaccordingtotheothertwopicturesontheirbooks.5minutesaregivenforthemtoprepare.Theninvitesomegroupstoperform.Step5:SummaryandHomeworkSummary:inviteastudenttobealittleteacherandsummarizetoday’slesson.Homework:askstudentstomakeaconversationwiththeirfriendsafterclasstotalkabouttheirheightandweight.Blackboarddesign:(6.)試講題目Thewheelsonthebus正確答案：參考解析：【教案】TheWheelsontheBusTeachingaims:Knowledgeaims:Studentscanmastertherhythmandintonationofthesong.Studentscanunderstandthegeneralideaofthesong.Abilityaim:StudentsareabletosingEnglishsongsmorefluentlywithcorrectrhythmandintonation.Emotionalaim:Students’interestoflearningEnglishcanbefostered.StudentswillloveandenjoysingingEnglishsongsintheirdailylife.Keyanddifficultpoints:Keypoint:Tomastertherhythmandintonationofthesong.Difficultpoint:HowtosingEnglishsongsmorefluentlywithcorrectrhythmandintonation.Teachingprocedures:Step1:Warming-up1.Greetings.2.Singasongforstudentsandaskstudentstosingtogetherwithme.Thewheelsonthebusgoroundandround,Roundandroundroundandround.Thewheelsonthebusgoroundandround,Allthroughthetown.Thepeopleonthebusgoupanddown,Upanddownupanddown.Thepeopleonthebusgoupanddown.ThentellthemthesongofPeppaPigisTheWheelsontheBusandleadinthetopic.Step2:Presentation1.PresentthelyricsonthePPTandaskstudentstoreaditbythemselvesandcirclethedifficultpart.Later,inviteastudenttoreaditforus.2.Readthelyricsforstudentsandaskstudentsaquestion:“WhatdoyouthinkofmyreadingandLinda’sreading?”Tellstudentsweshouldpayattentiontotherhythmofthelyricsandconcludetherulesofpronunciationandintonation.“Inordertomakeoursingingmorefluentlyandlively,weshouldstoptemporarilyaccordingtothemusicandreadthelastwordwithfallingtoneandtheotherswithrisingtoneineachline”Step3:Practice1.ImitationLeadstudentstoreadthelyricsofthesongaftermeandpayattentiontotheshapeofmymouthandmygesture.2.Playthemusicwiththehelpofmultimediaandaskstudentstosingittogetherwhiletheyarelistening.Step4:Production1.ShowthelyricsofanotherEnglishsongnamedyouaremysunshine.Askstudentstoreaditwithcorrectrhythm.2.Playagamecalledhotpotatotoinviteseveralstudentstohaveaperformanceinfrontoftheclassandgivethempositiveevaluation.2.SurveyAskstudentstodoasurveyingroupsof4andasktheirgroupmembersabouttheirfavoriteEnglishsongs.Step5:SummaryandHomeworkSummary:inviteastudenttobealittleteacherandsummarizetoday’slesson.AskstudentstolearnmoreEnglishsongsintheirdailylife.Homework:askstudentstoteachthesongtotheirparentsandsingittogetherwiththem.Blackboarddesign:(7.)試講題目Bigcitiesandthecountryside正確答案：參考解析：【教案】BigcitiesandthecountrysideTeachingaims:Knowledgeaims:Studentscanunderstandthecontentofthereadingmaterial.Studentscanmastersomenewwordssuchas:“bigcity”,“countryside”andthewordswithcomparativedegree.Abilityaim:Studentswillexpresstheiropinionsonthetopicaboutlivesinbigcitiesandcountryside.Emotionalaim:Studentscanfostertheawarenessofcherishinglifewherevertheyare.Keyanddifficultpoints:Keypoint:Howtounderstandthereadingmaterialandthecomparativedegree.Difficultpoint:Howtofostertheawarenessofcherishinglife.Teachingprocedures:Step1:Warming-up?1.Greetings.?2.LetstudentsenjoyasongnamedOldMacDonaldHadAFarmandaskthematwoquestions:wherecanyoufindhisfarm?canyoufinditinthebigcities?Thesonggoeslikethis:OldMacDonaldhadafarm,E-I-E-I-O.Andonthatfarmhehadsomecows,E-I-E-I-O.Witha"moo-moo"hereanda"moo-moo"there,Herea"moo"therea"moo",Everywherea"moo-moo".Askstudentstoanswerthequestion.Thentellthemwecanfinditinthecountrysidenotinbigcitiesandleadinthetopic.Step2:Pre-readingDoaguessinggame:byshowingthemthetwopicturesfromthetextbooktoguidethemtounderstandthemeaningoftwowords:“bigcity”,“countryside”.Andaskstudentsaquestion,“Whatisyourfeelingaboutthebigcityandthecountryside?”Thenaskstudentstopredictthemainideaofthereadingmaterialaccordingtothepictures.Step3:While-reading?1.FastreadingCirclethewordsendingupwithlettergroup“er”,suchas:“warmer”,“hotter”andsoon.Thendrawsomestickfiguresandshowpicturestohelpthemunderstandthecomparativedegree.Readthepassageforstudentsandaskthemwhat’sthepassageaboutandcheckanswers.?2.DetailedreadingEncouragestudentstoreaditagainandfinishthetableontheblackboardbyansweringthequestions:whatarethebigcitieslike?Whatisthecountrysidelike?Step4:Post-readingAskstudentstodiscusswhichlifetheyenjoyandtheycanusethesentencestructure:Ilikebigcities.Becausebigcitiesarebiggerthanthecountryside.Step5:SummaryandHomeworkSummary:inviteastudenttobealittleteacherandsummarizetoday’slesson.Tellthemwhereverweare,weshouldloveandcherishourlife.Homework:drawapictureabouttheirsurroundingsandtrytothinkwhattheycandotomakeitmorebeautiful.Blackboarddesign:(8.)試講題目：MySchool正確答案：參考解析：【教案】MySchoolTeachingaims:Knowledgeaims:Studentscanmastertheusageofsomesentencestructure,suchas“Don’t...”“Please...”.Studentscanunderstandthegeneralideaoftheconversation.Abilityaims:Students’listeningandspeakingabilitiescanbegreatlyupgraded.Studentscantalkaboutwhattheyshoulddoandshouldn’tdocorrectly.Emotionalaims:Studentscanfostertheirawarenessofobeyingrulesandregulations.Studentswillbemorepoliteintheirdailylife.Keyanddifficultpoints:Keypoint:Tomastertheusageofsomesentencestructure,suchas“Don’t...”“Please...”.Difficultpoint:Howtotalkaboutwhattheyshoulddoandshouldn’tdocorrectly.Teachingprocedures:Step1:Warming-up1.Greetings.2.SingasongnamedLondonBridgeforstudentsandaskstudentstosingtogetherwithme.LondonBridgeisfallingdownfallingdown,fallingdownLondonBridgeisfallingdownMyfairlady3.Haveafreetalkandaskstudentsaquestion:“IfyoutraveltoLondon,whatwillyoudo?”Invitestudentstosharetheiropinionsandtellthemtherearevariousthingstheyshoulddoandshouldn’tdointheirdailylife.Leadinthetopicofthislesson.Step2:Presentation1.Showsomepicturesofdifferentbuildingsatschoolandinvitestudentstoreviewthewordstheyhavelearned,suchas“computerroom”,“l(fā)ibrary”,“scienceroom”and“gym”.2.Presentavideoofmisbehaviorintheclassandaskstudentswhat’swronginthevideo.Teachthemkeystructure“Don’t...”“Please...”throughquestionsandguidance.Presentsomepicturesandhelpstudentstounderstand“Don’teatinthecomputerroom.”“Don’truninthescienceroom.”“Pleasebequietinthelibrary.”“Pleasewearsportsshoesinthegym.”Step3:PracticePlayagamecalledFlashcardtogetherwithstudentstoconsolidatethestructure.Ishowthepicturesandstudentsspeakouttheorderscorrespondingly.Step4:ProductionDiscussionAskstudentstodoadiscussioningroupsof4within5minutesandasktheirgroupmembersaboutwhatotherrulestheyknowintheirdailylife.Drawsomepicturesandwritetherulesdown.Later,invitesomerepresentativestohaveapresentationinfrontofthewholeclass.Positiveevaluationwillbegiventothem.Step5:SummaryandHomeworkSummary:inviteastudenttobealittleteacherandsummarizetoday’slesson.Askstudentstorespectandobeyrulesintheirdailylife.Homework:askstudentstotelltheirparentsaboutwhattheyhavelearnedinthisclassanddesignaposteringroupscallingforobeyingrules.Blackboarddesign:(9.)試講題目Isthisyourpencil?正確答案：參考解析：【教案】Isthisyourpencil?Teachingaims:Knowledgeaims:Studentscanunderstandthecontentofthelisteningmaterial.Studentscanbefamiliarwiththenewwordsandtheexpressionaboutownership.Abilityaims:Studentswilldeveloptheirlisteningabilitiesofcatchingkeywords.Studentscanidentifytheownershipintheirdailylife.Emotionalaims:Studentswillcooperatewithothergroupmatestocompletethetaskstogether.StudentscanfostertheinterestanddesireoflearningEnglish,andbefondoftakingpartingroupactivities.Keyanddifficultpoints:Keypoint:Tomasterthekeywordsandsentencestructures.Togettoknowthemaincontentofthelisteningmaterial.Difficultpoint:Toimprovetheirawarenessoftheimportanceofcommunicationandcooperation.Tousedifferentbasiclisteningstrategieslikeextensivelisteningandintensivelisteningintheirlisteningprocess.Teachingprocedures:Step1:Warming-up1.Greetings.2.LetstudentsenjoyasongnamedWhat'sThis.Thenaskthemwhattheyheardfromthesong.Thesonggoeslikethis:What'sthis?What'sthis?What'sthis?What?what?It'sahat.It'sahat.It'sahathathatWhat'sthis?What'sthis?What'sthis?What?what?It'sabat.It'sabat.It'sabatbatbatWhat'sthis?What'sthis?What'sthis?What?what?It'sapen.It'sapen.It'sapenpenpenWhat'sthis?What'sthis?What'sthis?What?what?It'sapencil.It'sapencil.It'sapencilpencilpencil.Askstudentstoanswerthequestion.Thentellthemthatitisrelatedtotoday’stopicandleadinthisclass.Step2:Pre-listeningDrawsomestickfiguresaboutthenewwords:“pencil”,“pencil”,“box”,“schoolbag”,and“dictionary”ontheblackboard.Askstudentstolookatthepicturesandteachthemtwonewwords.Andstudentswillbeinvitedtoreadthesewordsbyplayingagame-HighandLowVoice.Iftheteacherreadthewordsinhighvoice,studentsshouldreadtheminlowvoiceandviceverse.Presentsentencepatterns“Isthis/thatyour..”“Yes,itis.”“No,itisn’t.It’shis/hers.”“Aretheseyour..?”“Yes,theyare.”“No,theyaren’t.Theyarehis/hers.”Step3:While-listening1.ExtensivelisteningAskstudentstolistentothetapeandanswerthefollowingquestionsofthelisteningmaterial.Q1:Howmanythingshavebeenmentionedinthedialogue?Q2:Howmanypeopleinthedialogue?Theninviteonestudenttowritetheanswerontheblackboard.2.IntensivelisteningPlaythetapeagainandaskstudentstoanswerthefollowingquestionsanddoamatchonthescreen.Q1:IsthisTom’spencil?Q2:IsthisAnna’sschoolbag?Q3:IsthisLucy’spencilbox?Q4:IsthisLinda’sdictionary?Q5:AretheseMary’sbooks?Step4:Post-listeningStudentswillbegiven5minutestomakeanewdialoguewiththeirdesk-mates.Theyarerequiredtousethesentencestructures.Oneasksquestion“Isthisyour...”,andtheotheranswers“Yes,itis./No,itisn’t.”.Step5:SummaryandHomeworkSummary:inviteastudenttobealittleteacherandsummarizetoday’slesson.Homework:askstudentstoreadtheconversationtotheirparentsanddrawapictureaboutnewwordsandasktheirparents“Isthisyour...”.Blackboarddesign:(10.)試講題目：語音教學(xué)正確答案：參考解析：Putyourear,nearmyear,putyourear,nearmyear,andyouwillhear,andyouwillhear,andyouwillhear,NOTHING!Askthem“areyouhappynow?”andleadthemtocircleoutsomewordstheylearnedlastlesson.Theymaypointout“ear”,“near”,“hear”.Thentellthemwewilllearnthepronunciationsecretofthesewords.Step2:Presentation1.Showsomepicturesbasedonthesetargetwords,andbrieflyexplainthemforstudents.2.Askstudentstolookatthemcarefullyandtrytofindthesamepartofthesewords.Theymaysaythereisthelettergroup“ear”inthewords.3.Concludethepronunciationruleof“ear”.Tellthemthatwhentheysee“ear”inaword,inmostcases,theysoundsame.AlsoIwillremindthemtherightpronunciationagain.Andaskthemtoreadthelettergroup“ear”andthewordsthreetimes.Step3:Practice1.PlaythegamenamedHotPotatowithstudentstoconsolidatethepronunciationof“ear”.whenIsing,studentswillpassapencilonebyone.WhenIstop,theonewhogetsthepencilneedstoreadthelettergroup“ear”andthewordIpointout.2.Askstudentstopickupotherwordsthatsharethelettergroup“ear”asmuchaspossible.Step4:ProductionShowatonguetwisteronthescreen.Andreadtwiceforstudents.Askthemtogiveaperformanceinfronttheclassfiveminuteslater.Giveencouragement.Ishedtearsforheshearsmydeartoydeer’sear.Step5:SummaryandhomeworkSummary:Concludethecontentofthelessonandsummarizewithwholeclass.Homework:lettheirparentstomakeasmallvideooftheirchanto1rtonguetwisterperformance.Blackboarddesign:略【答辯題目解析】1.Doyouthinkvocabularyteachingisessential,yesornot?【參考答案】Yes,Ithinkvocabularyteachingisessential.Vocabularyisthebaseoflanguage.Withoutsufficientvocabulary,wecan'teffectivelyspeak,read,andwrite,andcan'tcommunicateeffectivelyinEnglishaswell.Masteringenoughvocabularyisthekeytosuccessfuluseofforeignlanguages.【答辯題目解析】2.WhydoyouwanttobeanEnglishteacher?【參考答案】First,IloveEnglishverymuch.EverytimeIamreadingEnglishaloud,IfeelIwassingingthemostbeautifulsong.Second,Teacherisoneofthemostrespectablejobsthoughitisnotveryprofitable.Ifeelverygoodtobeateacher.IcanhelpmystudentsfigureouttheirquestionsandimprovetheirEnglish.Thereisakindofaccomplishmenthere,youknow.Third,Ilovetohangaroundthecampusbecausetheatmospherehereisverypureandhonest.Ilovebeingwithteachersandstudents.Theyareallsokind.(11.)試講題目Lastweekend正確答案：參考解析：【教案】Teachingaims:Knowledgeaims:?1.Studentscanmasterthemeaningofthewordssuchas“cleanedmyroom”,“washedmyclothes”,“stayedathome”and“watchedTV”.?2.Studentscangraspthegrammar-simplepasttenseinkeysentencepatternssuchas“Whatdidyoudo?”and“Istayedathome”.Abilityaim:Studentscanexpresstheirfeelingsbyusingsimplepasttenseindailycommunication.Emotionalaim:StudentscandeveloptheirinterestinlearningEnglish.Keyanddifficultpoints:KeyPoints:Words:cleanedmyroom,washedmyclothes,stayedathome,watchedTV;Sentencepatterns:Whatdidyoudo?,Istayedathome.DifficultPoint:Studentscanmastertheusageofsimplepasttenseanduseitintheirdailycommunication.Teachingprocedures:Step1:Warming-up?1.Greetings.Talkabouttheweather.?2.Freetalk.TellstudentsIwentshoppingandboughtanewdresslastweekend.Askstudentsquestions“Whataboutyou”or“Whatdidyoudolastweekend?”.Theninvitesomeofthemtoshare.Somestudentsmaygivetheanswer