2026年教师招聘面试试讲真题（小学英语）

2026年教师招聘面试试讲真题（小学英语）Part1:TeachingDesignandDemonstrationTopic:MySchoolDay(Grade4,PEPPrimaryEnglish,Unit2)TeachingObjectives:1.Knowledge&Skills:Studentswillbeabletolisten,recognize,read,andusethecorevocabularyandsentencestructuresrelatedtodailyroutines:getup,gotoschool,haveEnglishclass,playfootball,gohome.Theywillbeabletounderstandandusethekeysentencepattern:"I...at...o'clock."todescribetheirownschooldayschedule.2.Process&Methods:Throughsituationalcreation,task-basedactivities,groupwork,andgames,studentswilllearntoobtainandprocessinformationabouttimeandactivities,developingtheirintegratedlanguageskillsoflistening,speaking,andreading.3.Emotion,Attitude&Values:Tocultivatestudents'awarenessoftimemanagementandthehabitofaregularschedule,andtoenhancetheirinterestinlearningEnglishandconfidenceincommunication.KeyPoints:Masteringthenewphrases:getup,gotoschool,haveEnglishclass,playfootball,gohome.Masteringthenewphrases:getup,gotoschool,haveEnglishclass,playfootball,gohome.Understandingandinitiallyapplyingthesentencepattern:"I...at...o'clock."Understandingandinitiallyapplyingthesentencepattern:"I...at...o'clock."DifficultPoints:Theaccurateuseofthepreposition"at"beforespecifictimes.Theaccurateuseofthepreposition"at"beforespecifictimes.Thefluentcombinationofactivitiesandtimestoformacoherentdescriptionofone'sday.Thefluentcombinationofactivitiesandtimestoformacoherentdescriptionofone'sday.TeachingAids:Multimediacourseware(PPTwithpictures,audio,animations)Multimediacourseware(PPTwithpictures,audio,animations)WordcardsandpicturecardsWordcardsandpicturecardsAlargeclockmodelAlargeclockmodelWorksheetfora"MyDay"timetableWorksheetfora"MyDay"timetableTeachingProcedures:Step1:Warm-up&Lead-in(3minutes)(Teacherenterstheclassroomwithasmileandgreetsthestudents.)(Teacherenterstheclassroomwithasmileandgreetsthestudents.)T:Goodmorning,boysandgirls!Howareyoutoday?Let'ssingasongtogether!(Playthesong"TickTock,TickTock"abouttime.Studentssingandclapalong.)T:Great!Thissongisabouttime.Look,what'sthis?(Showthelargeclockmodel.)Yes,it'saclock.Now,let'splayagame:"LookandSay."I'llmovetheclockhands,andyoutellmethetime.Ready?(Setto7:00)Ss:Seveno'clock!(Setto12:00)Ss:Twelveo'clock!Wonderful!Today,we'lltalkaboutourschooldaywiththeclock.Ourtopicis"MySchoolDay."Step2:Presentation(10minutes)1.IntroduceNewPhrasesinContext:T:(Showapictureofaboywakingupat7:00)LookatMike.It's7o'clock.WhatdoesMikedo?Hegetsup.(Gesturestretching)"Getup."Followme,please.(Drill:wholeclass,groups,individuals)T:(ShowapictureofMikegoingtoschoolat7:30)Nowit's7:30.Mikegoestoschool."Gotoschool."(Gesturewalking)Let'ssayittogether.(Drill)(Similarly,presentanddrill"haveEnglishclassat9:00","playfootballat4:00p.m.","gohomeat5:00p.m."usingpictures,gestures,andvarieddrillingmethods.)(Similarly,presentanddrill"haveEnglishclassat9:00","playfootballat4:00p.m.","gohomeat5:00p.m."usingpictures,gestures,andvarieddrillingmethods.)2.Introduce&PracticetheKeySentencePattern:T:(Pointtothepictures)Mikegetsupat7o'clock.(Writethesentenceontheboard:Igetupat7o'clock.)Pleasereadafterme.(Emphasize"at")T:Let'smakemoresentences!(Showpictureof"gotoschool")S1:Igotoschoolat7:30.T:Good!(Show"haveEnglishclass")S2:IhaveEnglishclassat9o'clock.Excellent!Step3:Practice&Consolidation(15minutes)1.Activity1:ListenandMatch.StudentslistentoashortrecordingaboutAmy'smorning(e.g.,getupat6:50,gotoschoolat7:20,haveEnglishclassat10:10).Theymatchthetimesontheirworksheetwiththecorrectpicturesofactivities.2.Activity2:LookandSayinPairs.Studentsworkinpairs.Eachpairhasasetofshuffledpicturecards(activities)andtimecards(e.g.,6:30,11:00,3:45p.m.).Theytaketurnspickingonepicturecardandonetimecardtomakeasentence:"I(playfootball)at(3:45p.m.)."3.Activity3:MakeYourTimetable.Teacherdistributesthe"MyDay"timetableworksheet.Studentsfillin3-4keyactivitiesfortheirowndayandwritethetimes.Then,theywalkaroundtheclassroom,findafriend,andtelleachotherabouttheirtimetableusing"I...at...o'clock."(e.g.,"Igetupat7:05.Igohomeat5:30.")Step4:Production&Extension(7minutes)Task:ASmallReporterT:Now,let'sbelittlereporters!Ineedtwovolunteers.(Choosetwostudents)StudentA,pleaseinterviewStudentBabouthis/herschoolday.Youcanask:"Whatdoyoudoat...?"or"Whendoyou...?"Then,tellusabouthis/herday.(Sampledialogue:)(Sampledialogue:)A:Hello,Lily.Whendoyougetup?B:Igetupat7o'clock.A:Whendoyouplayfootball?B:Iplayfootballat4:30p.m.A:(Totheclass)Lilygetsupat7o'clock.Sheplaysfootballat4:30p.m.T:Fantasticjob!Youareallgoodreporters.Remember,agoodschedulemakesahappyday!Step5:Summary&Homework(5minutes)Summary:T:Whatdidwelearntoday?(Pointtothewordcardsontheboard,studentsreadtogether:getup,gotoschool...)Andthesentence?(Pointtothesentencepatternontheboard)Yes,"I...at...o'clock."Verygood!Homework:1.Must-do:Listenandreadthenewwordsandsentencesthreetimes.Completeyour"MyDay"timetablewithmoreactivitiesandcolorit.2.Optional:Drawacomicstripofyouridealschoolday(4pictures)andtrytowriteonesentenceundereachpictureinEnglish.BlackboardDesign:(CenterTop):Unit2MySchoolDay(LeftColumnVocabularywithpictures):(sunrise)getup(school)gotoschool(book)haveEnglishclass(football)playfootball(house)gohome(RightColumnKeySentencePattern):Igetupat7o'clock.I...at...o'clock.(BottomStudentShowcaseArea):(Spacetostickexcellentstudenttimetables)Part2:StructuredInterviewQuestionsQuestion1:Inyourteachingdesign,youemphasizedgroupactivitiesandpairwork.Howdoyouplantomanageclassroomdisciplineeffectivelyduringtheseinteractivesessionstoensureallstudentsareengagedandontask?Question2:AsaprimaryschoolEnglishteacher,howwouldyouhandleasituationwhereastudentinyourclassshowspersistentreluctanceorfearofspeakingEnglishduringoralpracticeactivities?Question3:The"DoubleReduction"policyaimstoreducetheexcessivehomeworkburdenandoff-campustutoringforstudents.HowwillyouimplementthispolicyinyourEnglishteaching,particularlyintermsofhomeworkdesignandin-classefficiency?Part3:AnswersandAnalysisAnswersforTeachingDemonstration(Implicit):Theeffectivenessoftheteachingdemonstrationisjudgedbytheexecutionoftheproceduresoutlinedabove.Keypointsforevaluationinclude:clearandaccuratepronunciationduringpresentation;effectiveuseofvisualaidsandbodylanguage;smoothtransitionbetweenactivities;designofactivitiesthatcatertodifferentlearningstyles(auditory,visual,kinesthetic);provisionofscaffolding(models,sentenceframes)forstudentoutput;andcreationofastudent-centered,communicativeclassroomenvironment.Theeffectivenessoftheteachingdemonstrationisjudgedbytheexecutionoftheproceduresoutlinedabove.Keypointsforevaluationinclude:clearandaccuratepronunciationduringpresentation;effectiveuseofvisualaidsandbodylanguage;smoothtransitionbetweenactivities;designofactivitiesthatcatertodifferentlearningstyles(auditory,visual,kinesthetic);provisionofscaffolding(models,sentenceframes)forstudentoutput;andcreationofastudent-centered,communicativeclassroomenvironment.AnalysisforStructuredInterviewQuestions:Answer1(ClassroomManagementinInteractiveActivities):"Effectiveclassroommanagementduringgroupworkisbuiltonclearinstructions,structuredtasks,andproactivemonitoring.First,beforeanyactivity,Iwouldgiveconcise,step-by-stepinstructions,possiblydemonstratedwithastudentvolunteer,andcheckforunderstandingbyaskingastudenttorepeatthetask.Iwouldsetcleartimelimitsusingvisualorauditorysignals(e.g.,atimeronthescreen).Second,Iwoulddesigntaskswithclearrolesforeachgroupmemberwherepossible,suchasa'speaker,'a'timekeeper,'ora'materialmanager,'toensureindividualaccountability.Third,duringtheactivity,Iwouldcirculatetheclassroomnotasasupervisorbutasafacilitator—listeningin,providingtimelysupporttostrugglinggroups,askingprobingquestionstoextendthinking,andquietlyredirectingoff-taskbehavior.Finally,Iwouldestablishpositiveroutinesandsignalsforgainingwhole-classattention(e.g.,acall-and-responsechant)tosmoothlytransitionbetweengroupworkandwhole-classfeedback.Praiseforon-taskbehaviorandcooperativeworkwouldbespecificandfrequent."Answer2(HandlingStudentReluctancetoSpeak):"Creatingapsychologicallysafeandsupportiveenvironmentisparamount.First,Iwouldinvestigatethecauseprivatelyandkindly.Isitlackofvocabulary,fearofmakingmistakes,orshyness?Understandingtherootisthefirststep.Inclass,Iwouldstartbyloweringtheaffectivefilter.Iwouldneverforcethestudenttospeakinfrontofthewholeclassinitially.Instead,Iwouldusescaffoldedandlow-pressureactivitieslikechoralrepetition,speakinginpairsorverysmallgroupswithsupportivepeers,orusingnon-verbalresponses(pointing,gestures)first.Iwouldprovideamplepositivereinforcementforanyeffort,nomatterhowsmall—'Greattry!','Iloveyourvoice.'Utilizingrole-playswithpuppetsorhavingstudentsspeak'for'atoycansometimesreducepersonalanxiety.Buildingaclassroomculturewheremistakesareviewedasnaturalstepsinlearningiscrucial.Iwouldmodelmakingmistakesmyselfandlaughingthemoff.Gradually,asthestudent'sconfidencegrows,Iwouldgentlyencouragemoreparticipation."Answer3(Implementing"DoubleReduction"inEnglishTeaching):"The'DoubleReduction'policyguidesmetofocusonqualityoverquantityandin-clas