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）真题一【试题内容】题目：小学英语（人教版/PEP）三年级下册Unit4Doyoulikepears?PartALet'slearn&Let'schant教材内容片段：Apictureofafruitshopwithvariousfruits.Words:pear,apple,orange,banana.Sentencepattern:Doyoulike...?Yes,Ido./No,Idon't.Chant:Ilikeapples.Ilikepears...试讲要求：1.全英文授课。2.配合教学内容进行板书设计，要求图文并茂。3.设计一个游戏环节来操练单词。4.体现新课标核心素养要求，注重培养学生的语言运用能力。5.试讲时间：10分钟。【参考答案及解析】一、TeachingObjectives(教学目标)1.KnowledgeObjectives:Studentscanlisten,speak,andreadthewords:pear,apple,orange,banana.Studentscanunderstandandusethesentencepattern:"Doyoulike...?Yes,Ido./No,Idon't."2.AbilityObjectives:Studentscanaskaboutandexpresstheirlikesanddislikesaboutfruitsinrealsituations.Students'communicativecompetenceandteamworkspiritwillbeimprovedthroughgamesandactivities.3.EmotionalObjectives:Studentswillrealizetheimportanceofeatingfruitsandkeepingahealthydiet.StudentswillbeinterestedinEnglishlearningandactiveinclassactivities.二、KeyandDifficultPoints(教学重难点)1.KeyPoints:Masterthepronunciationandspellingofthefourfruitwords.Usethetargetsentencepatternscorrectly.2.DifficultPoints:Thepronunciationof"orange"(thesound/ɒ/and/dʒ/).Thedistinctionbetween"Yes,Ido"and"No,Idon't"inresponse.三、TeachingProcedures(教学过程)Step1:Warm-upandLead-in(2mins)1.Greetings:Teacher:"Hello,boysandgirls!Nicetomeetyou!"Students:"Nicetomeetyou,too!"2.Singasong:Teacherplaysthesong"TheAppleSong".Studentssingalonganddoactions(eatinganapple).Lead-in:"Todaywearegoingtoamagicalplace,theFruitKingdom!Let'sseewhatfriendswewillmeetthere."Step2:Presentation(4mins)1.Teachnewwords:Teachershowsapictureofapear(PPT).T:"Look!What'sthis?It'sapear.Pear,pear,pear.Readafterme,please."Usethesamemethodtoteach"apple","orange",and"banana".Payattentiontothepronunciationof"orange"byusingphonics.2.Teachsentencepatterns:Teacherpicksuparealapple(orapicture).T:"Ilikeapples.Doyoulikeapples?"(Nodheadtohint)S:"Yes,Ido."T:"Doyoulikepears?"(Shakeheadtohint)S:"No,Idon't."Writethesentencesontheblackboardandexplaintheusage.Step3:Practice(3mins)1.Game:"HappyTurntable"(Whac-A-Molestyle)Thereisaturntableonthescreenwithfruitpictures.Teacherspinstheturntable.T:"Stop!It'sonthebanana.Doyoulikebananas?"Studentsanswerquickly:"Yes,Ido/No,Idon't."Thestudentwhoanswerscorrectlygetsapointfortheirgroup.2.Chant:Teacherplaysthetapeof"Let'schant".Studentslistenfirst.Thenstudentschanttogetherwithclappinghands.Step4:Production(Consolidation)(3mins)1.Survey:"DoaSurvey"Studentsworkingroupsoffour.Theyhaveasurveyform.S1:"Doyoulikepears?"S2:"Yes,Ido."S1markstheform.After3minutes,groupleaderscometothefrontandreport:"Inourgroup,3studentslikeapples.1studentlikesbananas."2.Emotionaleducation:T:"Anappleadaykeepsthedoctoraway.Fruitsaregoodforourhealth.Let'seatmorefruits."Step5:SummaryandHomework(1min)1.Summary:T:"Whatwordsdidwelearntoday?Whatsentences?"Studentsreviewtogether.2.Homework:Drawyourfavoritefruitandintroduceittoyourparentsusing"Ilike...".四、BlackboardDesign(板书设计)```Unit4Doyoulikepears?(Drawabigfruitbasket)pearapple(Picture)(Picture)Doyoulike...?Yes,Ido.No,Idon't.orangebanana(Picture)(Picture)```五、TeachingReflection(教学反思)Inthisclass,IusedvariousteachingmethodslikeTPR,SituationalTeaching,andGamification.Thestudentswereactiveinthe"HappyTurntable"game.However,duringthesurvey,somestudentswereshytospeakEnglish.Inthefuture,Iwillencouragethemmoreandprovidemorescaffoldingforlower-levelstudents.真题二【试题内容】题目：小学英语（人教版/PEP）五年级上册Unit3Whatwouldyoulike?PartBReadandwrite教材内容片段：AnotefromRobin."DearSir/Madam,Myfavoritefoodisicecream.Itissweet.Idon'tlikebeefbutchickenisOK.Onionsandgreenbeansaremyfavoritevegetables..."Questions:1.What'sRobin'sfavoritefood?2.Whatishisfavoritevegetable?试讲要求：1.朗读示范，注意语音语调。2.引导学生掌握阅读技巧，如寻读。3.培养学生的写作能力，仿写便条。4.板书清晰，体现文章结构。5.试讲时间：10分钟。【参考答案及解析】一、TeachingObjectives1.KnowledgeObjectives:StudentscanreadandunderstandthenotefromRobin.Studentscanidentifythekeyinformationaboutfoodpreferences(favoritefood,vegetables,dislikes).2.AbilityObjectives:Studentscanimprovereadingskillsbyusingskimmingandscanning.Studentscanwriteasimplenoteabouttheirownfoodpreferences.3.EmotionalObjectives:Cultivatethehabitofhealthyeatingandabalanceddiet.Encouragestudentstoexpresstheirideasclearly.二、KeyandDifficultPoints1.KeyPoints:Understandingthecontentofthenote.Masteringthesentencestructures:"Myfavoritefoodis...","Idon'tlike..."2.DifficultPoints:Howtoorganizeinformationtowriteasimilarnote.Understandingthelogicofthetext(likesvs.dislikes).三、TeachingProceduresStep1:Pre-reading(2mins)1.Freetalk:T:"Whatdidyouhaveforlunchtoday?Doyoulikeit?"Ss:"Ihadriceandchicken..."2.Prediction:ShowapictureofRobin(therobot).T:"ThisisourfriendRobin.Heisarobot.Dorobotseatfood?WhatdoesRobinliketoeat?Let'sreadhisnote."Step2:While-reading(4mins)1.Fastreading(Skimming):T:"Pleasereadthenotequickly.FindoutRobin'sfavoritefood."Studentsreadsilentlyandfindtheanswer:"Icecream."2.Detailedreading(Scanning):T:"Readagaincarefully.Thistime,pleasefinishthechartontheblackboard."(Drawachart:Like/Don'tlike/OK)Studentsfillinthechart:Favoritefood:Icecream(sweet)Don'tlike:BeefOK:ChickenFavoritevegetables:Onions,greenbeans3.ReadingAloud:Teacherplaysthetape.Studentslistenandimitatetheintonation.T:"Payattentiontothetone.Robinispolite."Step3:Post-reading(3mins)1.Discussion:T:"IsRobin'sdiethealthy?Whyorwhynot?"Ssdiscuss:"Icecreamissweet,toomuchisbad.Butvegetablesaregood."2.Writing:T:"Now,imagineyouarewritinganotetoachef.Tellhim/herwhatyoulikeanddon'tlike."Provideatemplate:"DearChef,Myfavoritefoodis______.Itis______.Idon'tlike______but______isOK.Myfavoritevegetableis______.Thankyou!"Studentswritetheirownnotes.Step4:SummaryandHomework(1min)1.Summary:Reviewthestructureofthenoteandthehealthyeatingtips.2.Homework:Readthenotetoyourparents.Writeanoteforyourbestfriend.四、BlackboardDesign```Unit3Whatwouldyoulike?ReadandwriteRobin'sNoteFavorite:Icecream(sweet)Don'tlike:BeefOK:ChickenVeg:Onions,greenbeansStructure:Myfavorite...is...Idon'tlike...but...isOK.```五、TeachingReflectionThereadingclasswentsmoothly.Thecharthelpedstudentsorganizetheinformationclearly.Forthewritingpart,somestudentsstruggledwiththespellingofvegetablenames.Nexttime,Iwillputmorewordbanksontheblackboardtosupporttheirwriting.真题三【试题内容】题目：小学英语（外研版/JoinIn）六年级下册Unit5AGreatTripPartAListening&Speaking教材内容片段：Adialoguebetweentwofriendstalkingabouttheirholiday.Wheredidyougo?Iwentto...Howdidyougothere?Iwentthereby...Whatdidyoudo?I...试讲要求：1.讲授一般过去时的规则动词变化。2.创设情境，让学生谈论自己的旅行经历。3.体现交际性原则，注重师生互动。4.包含听力和口语练习。5.试讲时间：10分钟。【参考答案及解析】一、TeachingObjectives1.KnowledgeObjectives:Studentscanlistenandunderstandthedialogueaboutholidays.Studentscanusethepasttenseverbscorrectly:go-went,do-did,visit-visited.Studentscanaskandanswerquestionsaboutpastevents.2.AbilityObjectives:Studentscantalkabouttheirtravelexperiencesinthepast.Improvelisteningskillstoextractspecificinformation.3.EmotionalObjectives:Sharehappinesswithothers.Learnaboutdifferentplacesandculturesthroughtravel.二、KeyandDifficultPoints1.KeyPoints:Masteringthetargetsentences:"Wheredidyougo?Iwentto..."Understandingthepasttenseformofcommonverbs.2.DifficultPoints:Pronunciationof"-ed"endingsinpasttenseverbs.Distinguishingbetweenpastandpresenttenseinconversation.三、TeachingProceduresStep1:Lead-in(2mins)1.TravelShow:Teachershowsphotosofatrip(e.g.,Beijing,Shanghai).T:"Lastsummerholiday,IwenttoBeijing.IvisitedtheGreatWall.Itwasgreat."Write"went","visited"ontheblackboard.T:"Today,let'stalkaboutyourgreattrips."Step2:Presentation(3mins)1.Listening:T:"LilyandTomaretalkingabouttheirholidays.Let'slisten."Playthetape.Question1:WheredidTomgo?(HewenttoSanya.)Question2:Whatdidhedothere?(Heswaminthesea.)2.GrammarFocus:T:"Lookatthesentences.'IgotoSanya'(present)->'IwenttoSanya'(past)."Explaintherule:Forregularverbs,add'-ed'(visit-visited).Forirregularverbs,changetheform(go-went,do-did).Drill:Studentsreadthewordsinrows.Step3:Practice(3mins)1.Game:"MemoryChallenge"Showapictureofaboydoingvariousactivities(playedfootball,ateicecream,watchedTV).T:"Whatdidhedoyesterday?"S1:"Heplayedfootball."S2:"HewatchedTV."2.Pairwork:Studentsaskandanswerinpairsusingthesentencepatterns:Wheredidyougo?Howdidyougothere?Whatdidyoudo?Teacherprovidesamodelfirstwithastudent.Step4:Production(2mins)1.Interview:"LittleReporter"OnestudentactsasareporterfromtheSchoolNewspaper.He/Sheinterviews3classmatesabouttheirlastweekendorholiday.Reporter:"Hello,IamfromtheSchoolNews.Wheredidyougolastweekend?"Classmate:"Iwenttothepark."Reporter:"Whatdidyoudo?"Classmate:"Iflewakite."Aftertheinterview,thereporterreportstotheclass.Step5:SummaryandHomework(1min)1.Summary:Reviewthepasttenseverbsandsentences.2.Homework:Writeashortparagraphaboutyourlastholiday(5sentences).四、BlackboardDesign```Unit5AGreatTrip(Drawaplaneortrain)Wheredidyougo?Iwentto(Sanya).Howdidyougo?Iwentby(plane).Whatdidyoudo?I(swam)inthesea.Grammar:go->wentdo->didvisit->visited(+ed)```五、TeachingReflectionThetopic"Travel"isveryattractivetostudents.Theywereeagertosharetheirstories.Thegrammarpartwasabitheavy,butusingthecontextofthedialoguemadeiteasiertounderstand.Ishouldhavegivenmoretimeforthe"LittleReporter"activityassomestudentsdidn'tgetthechancetospeak.真题四【试题内容】题目：小学英语（译林版/YiLin）四年级下册Unit7What'sthematter?PartAStorytime教材内容片段：LiuTaocomeshome.Heisthirstyandtired.Mother:"What'sthematter,LiuTao?"LiuTao:"I'mthirsty."Mother:"Here'ssomewater."Father:"What'sthematter?"LiuTao:"I'mtired."Father:"Comeandhaveaseat,please."试讲要求：1.教学重点句型：What'sthematter?I'm...及其答语。2.通过角色扮演表演对话。3.渗透情感教育，关爱家人。4.板书设计简洁明了。5.试讲时间：10分钟。【参考答案及解析】一、TeachingObjectives1.KnowledgeObjectives:Studentscanreadandunderstandthestory.Studentscanusethesentences:"What'sthematter?","I'mthirsty/tired/hungry/ill."Studentscanrespondtocarewith:"Here'ssomewater.","Comeandhaveaseat."2.AbilityObjectives:Studentscanactoutthestorywithcorrectemotionsandpronunciation.Studentscanexpresstheirphysicalfeelingsandaskforhelp.3.EmotionalObjectives:Learntocareaboutfamilymembersandfriends.Bewillingtohelpotherswhentheyareinneed.二、KeyandDifficultPoints1.KeyPoints:Understandingandusing"What'sthematter?"andtheadjectives(thirsty,tired).Actingoutthedialogue.2.DifficultPoints:Thepronunciationof"matter"and"thirsty".Theappropriateresponsetodifferentfeelings.三、TeachingProceduresStep1:Lead-in(2mins)1.Greetings:T:"Hello,everyone.Areyouhappytoday?"Ss:"Yes!"T:"Lookatme.Iamsad."(Showasadface)T:"I'mnothappy.I'mtired."(Yawn)T:"What'sthematterwithme?"Teach"What'sthematter?"Step2:Presentation(3mins)1.WatchandAnswer:T:"LiuTaoisnothappyeither.Let'swatchthecartoonandfindout:What'sthematterwithLiuTao?"Playthevideo.Ss:"Heisthirstyandtired."2.Teachnewwords:Useactionstoteach"thirsty"(drinkwater)and"tired"(sitdownandrest).T:"WhenLiuTaoisthirsty,whatdoeshismomgivehim?"Ss:"Water."T:"Yes.Here'ssomewater.Readafterme."T:"Whenheistired,whatdoeshisdadsay?"Ss:"Comeandhaveaseat."Step3:Practice(2mins)1.MagicBox:Aboxwithcardsinside(hungry,thirsty,ill,cold).Onestudentpicksacardandactsitout.T:"What'sthematter?"S:"I'mhungry."Otherstudents:"Here'sapie/hamburger."2.Reading:Studentsreadthetextafterthetape.Payattentiontotheintonationofconcern(softandcaring).Step4:Production(3mins)1.RolePlay:Studentsworkingroupsofthree(LiuTao,Mom,Dad).Theyactoutthestory.Encouragethemtoaddactions(drinkingwater,sittingdown).Invite2groupstocometothefronttoperform.2.Discussion:T:"LiuTao'sparentslovehimverymuch.Doyourparentscareaboutyou?Whatcanyoudoforyourparentswhentheyaretiredorill?"Ss:"Icangivethemwater.Icansingasong."Step5:SummaryandHomework(1min)1.Summary:T:"Welearnedhowtoaskaboutfeelingsandhowtohelpothers."2.Homework:Askyourparents"What'sthematter?"tonightandgivethemahugiftheyaretired.四、BlackboardDesign```Unit7What'sthematter?(Drawasadface)What'sthematter?I'mthirsty.->Here'ssomewater.I'mtired.->Comeandhaveaseat.(Drawaglassofwater)(Drawachair)```五、TeachingReflectionThestoryisclosetostudents'dailylife.Therole-playactivitywassuccessful;studentsshowedgreatempathy.Thephrase"Here'ssomewater"isabitlongforsomestudentstosayfluently.Iwillbreakitdownandpracticemorechunksnexttime.真题五【试题内容】题目：小学英语（人教版/PEP）六年级下册Unit4ThenandnowPartBLet'scheck&Wrapitup教材内容片段：Listeningmaterialaboutchangesinpeople'slife.Topics:Internet,gym,dininghall,grass.Grammarcheck:Therewas/were...Nowthereis/are...Wrapitup:Changesintheschool.试讲要求：1.讲解Therebe句型的过去式与现在式的对比。2.完成听力练习，培养学生抓取关键信息的能力。3.引导学生描述学校或城市的变化。4.板书体现对比结构。5.试讲时间：10分钟。【参考答案及解析】一、TeachingObjectives1.KnowledgeObjectives:Studentscangraspthechangesin"Therebe"structure:"Therewas/were..."vs"Thereis/are...".Studentscanunderstandthelisteningmaterialaboutchangesintheschool/city.2.AbilityObjectives:Studentscanidentifyspecificdetailsfromthelisteningtext.Studentscandescribechangesintheirsurroundingsusingthetargetgrammar.3.EmotionalObjectives:Realizethedevelopmentofsocietyandcherishthecurrentlife.Cultivatetheawarenessofobservingchangesaroundthem.二、KeyandDifficultPoints1.KeyPoints:Masteringthecontrastbetweenpastandpresent"Therebe"structures.Completingthelisteningtaskaccurately.2.DifficultPoints:Theconcordof"be"(singularvsplural)inbothpastandpresenttenses.Describingcomplexchangesfluently.三、TeachingProceduresStep1:Lead-in(1.5mins)1.Showtwopicturesoftheschool(Oldphotovs.Newphoto).T:"LookatPictureA.Thiswasourschool5yearsago.LookatPictureB.Thisisourschoolnow."T:"Whatarethedifferences?"Ss:"Therewasasmallplayground.Nowthereisabigone."Step2:Listening(3.5mins)1.Pre-listening:Lookatthepicturesinthebook.Predictthechanges.T:"Today,Mike'sschoolisdifferenttoo.Let'slisten."2.While-listening:Playthetapeforthefirsttime.Task:Tickthechangesyouhear.(Internet,gym,dininghall)Playthetapeforthesecondtime.Task:Fillintheblanks."Before,therewasno______.Nowthereisabig______."Checkanswerstogether.3.Post-listening:T:"TherewasnogyminMike'soldschool.Nowthereisanewone."Step3:GrammarWrapitup(3mins)1.SummaryofGrammar:T:"Let'sreviewthesentences."WriteonBb:Past:Therewas/TherewerePresent:Thereis/ThereareT:"Whendoweuse'was/were'?Whendoweuse'is/are'?"Ss:"Pasttime->was/were.Now->is/are."T:"Howaboutsingularandplural?"Ss:"Singular->was/is.Plural->were/are."2.Practice:Showatimeline.Atthattime:Therewasagrass.Now:Thereisaplayground.Studentssaythesentences.Step4:Production(2mins)1.GroupDiscussion:"MyChanges"T:"Thinkaboutyourcityoryourhome.Whatwastherebefore?Whatistherenow?"S1:"Before,thereweremanyoldhouses.Nowtherearemanytallbuildings."S2:"Before,therewasnocinema.Nowthereisabigcinema."2.Writing:Studentswritedown2sentencesaboutthechangestheydiscussed.Step5:SummaryandHomework(1min)1.Summary:Reviewthegrammarrules:was/were->is/are.2.Homework:Takeaphotoofanoldplaceinyourcityandaphotoofitnow.Write3sentencesaboutthechanges.四、BlackboardDesign```Unit4ThenandnowPast(Before)Now(Present)Therewas...Thereis...Therewere...Thereare...e.g.Therewasnogym.Nowthereisanewgym.Rule:Singular(was/is)Plural(were/are)```五、TeachingReflectionThegrammarpointissystematic,butitcanbedry.Usingthephotosoftheschoolmadeitconcrete.Thelisteningpartwasabitfastforsomestudents,soIpausedandexplainedthekeywords.Thecomparisonchartontheblackboardhelpedstudentsvisualizethegrammarstructureeffectively.真题六【试题内容】题目：小学英语（人教版/PEP）四年级上册Unit5MyclothesPartALet'sspell教材内容片段：Words:nose,note,Jones,Coke.Phonicsrule:o-e(/əʊ/sound).Chant:OldMr.JonesputtheCokeonthenote.试讲要求：1.展示自然拼读教学法，引导学生发现发音规律。2.包含拼读练习，培养学生的拼读意识。3.设计chant或歌谣巩固发音。4.板书包含拆分音节。5.试讲时间：10分钟。【参考答案及解析】一、TeachingObjectives1.KnowledgeObjectives:Studentscanperceiveandsummarizethepronunciationruleof"o-e"combination.Studentscanreadwordslike"nose,note,Jones,Coke"correctly.2.AbilityObjectives:StudentscanspelloutsimpleCVCewordsusingtherule.Studentscanimprovetheirpronunciationandintonation.3.EmotionalObjectives:Buildconfidenceinreadingnewwordsindependently.EnjoytherhythmofEnglishchants.二、KeyandDifficultPoints1.KeyPoints:Thepronunciationof"o-e"as/əʊ/.Readingthegivenwordsfluently.2.DifficultPoints:Distinguishing"o-e"fromshort"o"(e.g.,hotvsnote).Blendingsoundstoreadnewwords.三、TeachingProceduresStep1:Warm-up(2mins)1.PhonicsSong:Sing"PhonicsSong"toreviewshortvowels.2.ReviewShort'o':T:"Lookatthisword:dog,box,hot.Whatdoes'o'soundlike?"Ss:"/ɒ/,/ɒ/,/ɒ/."T:"Today,'Mr.o'meetsanewfriend.Let'sseewhathappens."Step2:Presentation(3mins)1.PresentRule:Showtheword"rose".T:"Look!Hereis'r','o','s','e'.The'e'issilent.Itmakes'o'sayitsname:/əʊ/."Usefingerstoblend:/r/-/əʊ/-/z/->rose.T:"o-esays/əʊ/."2.Teachotherwords:Usethesamemethodtoteach"nose,note,Jones,Coke".Emphasizethesilent'e'attheend.Step3:Practice(3mins)1.BlendingGame:Teacherwritessome"o-e"wordsontheboard(hope,home,bone).T:"Canyoureadthem?"Studentstrytoreadthemusingtherule.2.Discrimination:T:"Listenandchoose.Ifyouhear/əʊ/,standup.Ifyouhear/ɒ/,sitdown."Words:not,note,hot,home,dog,nose.3.Chant:T:"Let'schantwithabeat."Playthetape:"OldMr.Jones,puttheCokeonthenote.OldMr.Jones,puttheCokeonthenote."Studentschanttogetherandclaphands.Step4:Production(2mins)1."Canyouread?":Showsomenonsensewordsornewwords(roke,lote,mope).T:"Usetheruletoreadthesewords."Ss:"/r/-/əʊ/-/k/,roke."2.StoryTime:T:"Hereisashortstory.Pleasereaditaloud.""Joneshasanose.JoneshasaCoke.Jonessitsonanote."Studentsreadinpairs.Step5:SummaryandHomework(1min)1.Summary:T:"Whatdoes'o-e'soundlike?"->/əʊ/.2.Homework:Find3morewordswith"o-e"soundinyourstorybook.四、BlackboardDesign```Unit5MyclothesLet'sspello-e->/əʊ/(osaysitsname)n-o-s-enosen-o-t-enoteJ-o-n-e-sJonesC-o-k-eCoke```五、TeachingReflectionPhonicsteachingrequirescleardemonstration.Iusedbodylanguage(fingers)tohelpblending,whichworkedwell.Thestudentsfoundthediscriminationbetweenshort'o'andlong'o'challenging.Ineedtocreatemorecontrastactivitiesinfuturelessonstoreinforcethisdistinction.真题七【试题内容】题目：小学英语（人教版/PEP）版六年级上册Unit6Howdoyoufeel?PartBLet'stalk教材内容片段：Scene:Acatisstuckinatree.Aboyissad.Awomanhelpsthecat.Sentences:Theyareafraidofhim.Thecatisangrywiththem.Becausethemicearebad.Theyhurtpeople.Maybeyourcatisill.试讲要求：1.讲授核心句型：beafraidof,beangrywith。2.通过情境教学法，理解情感产生的原因。3.进行情感教育，爱护动物，理解情绪。4.师生互动频繁，对话练习充分。5.试讲时间：10分钟。【参考答案及解析】一、TeachingObjectives1.KnowledgeObjectives:Studentscanlisten,read,andactoutthedialogue.Studentscanusethephrases:"beafraidof","beangrywith".Studentscanexpressreasonsusing"Because...".2.AbilityObjectives:StudentscantalkaboutfeelingsandtheirreasonsinEnglish.Studentscanrole-playthedialoguewithproperemotions.3.EmotionalObjectives:Understandthatdifferentanimalshavedifferentfeelings.Learntocareforpetsandanimals.二、KeyandDifficultPoints1.KeyPoints:Understandingandusing"afraidof"and"angrywith".Understandingtheplotofthedialogue(catandmice).2.DifficultPoints:Thedifferencebetween"afraidof"and"angrywith"(prepositions).Explainingthecomplexrelationshipbetweenthecatandthemiceclearly.三、TeachingProceduresStep1:Lead-in(2mins)1.GuessingGame:T:"It'ssmall.Ithastwolongears.Itlikescarrots.Whatisit?"Ss:"Rabbit."T:"It'sbig.Ithasalongnose.Whatisit?"Ss:"Elephant."T:"It'scute.Itcatchesmice.Whatisit?"Ss:"Cat."T:"Todaywehaveastoryaboutacatandsomemice."Step2:Presentation(3mins)1.Watchthevideo:T:"Howdoesthecatfeel?Howdothemicefeel?Let'swatch."Playthevideo.Ss:"Thecatisangry.Themiceareafraid."2.Teachphrases:T:"Whyarethemiceafraid?"Ss:"Becausethecatischasingthem."T:"Yes.Themiceareafraidofthecat."Write"beafraidof"onBb.T:"Whyisthecatangry?"Ss:"Becausethemicearebad."T:"Thecatisangrywiththemice."Write"beangrywith"onBb.Explaintheprepositions:afraid+of,angry+with.Step3:Practice(2mins)1.Drill:Showpictures:Aboyisafraidofadog.Ateacherisangrywithastudent.T:"Lookatthepicture.Makesentences."Ss:"Heisafraidofthedog.""Sheisangrywithhim."2.Readthedialogue:Studentsreadafterthetape.Payattentiontotheemotionaltone.Step4:Production(3mins)1.Role-play:Studentsworkinpairs.Oneplaysthecat,oneplaysthemice.Cat:"Iamangrywithyou!"Mice:"Weareafraidofyou!"Encouragethemtoaddactions.2.Discussion:T:"Whydoesthecatchasethemice?Whyarethemicebad?"Ss:"Theyhurtpeople."T:"Butsometimes,catsarejustplaying.Ifyourcatisangryorill,whatshouldyoudo?"Ss:"Takeittothevet/Giveitlove."Step5:SummaryandHomework(1min)1.Summary:Reviewthephrasesandthestory.2.Homework:Tellastoryaboutyourpetandhowitfeels.四、BlackboardDesign```Unit6Howdoyoufeel?(Drawamadcatandscaredmice)Thecatisangrywiththemice.(Drawarrows)Themiceareafraidofthecat.Structure:beangrywith+sb.beafraidof+sb./sth.Because...```五、TeachingReflectionThetopicofemotionsisengaging.Studentsunderstoodthestorywell.Theprepositions"with"and"of"areeasytoconfuse.Icreatedasubstitutiondrilltopracticethis.Therole-playwaslively,butIneedtoensureallstudentsparticipate,notjusttheoutgoingones.真题八【试题内容】题目：小学英语（外研版/JoinIn）三年级上册StarterUnitWelcomeBackPart1Numbers教材内容片段：Numbers1-10.Song:TenLittleIndians.Game:Listenandpoint.试讲要求：1.教授数字1到10的英文表达。2.结合数学学科进行跨学科教学。3.设计TPR（全身反应法）活动。4.课堂气氛活跃，符合低年级特点。5.试讲时间：10分钟。【参考答案及解析】一、TeachingObjectives1.KnowledgeObjectives:Studentscanlisten,speak,andreadthenumbers1-10:one,two,three...ten.Studentscansingthesong"TenLittleIndians".2.AbilityObjectives:Studentscanrespondtonumberswithactions(clapping,jumping).Studentscanusenumbersinsimplemathcontexts.3.EmotionalObjectives:DevelopinterestinEnglishthroughsongsandgames.Learntocooperateingroupactivities.二、KeyandDifficultPoints1.KeyPoints:Correctpronunciationofnumbers(especiallythree,seven).Memorizingtheorderofnumbers.2.DifficultPoints:Thepronunciationof"three"(/θ/sound)and"one"(/w/sound).Linkingthespokenwordtothenumeral.三、TeachingProceduresStep1:Warm-up(2mins)1.Greetings:T:"Hello,boysandgirls!Let'scountourfingerstogether(inChinese).1,2,3..."2.Lead-in:T:"Today,let'slearntocountinEnglish!Magicnumbers!"Step2:Presentation(3mins)1.Teachnumbers1-5:Tshows1finger."One.One.One."Ssrepeat.Tshows2fingers."Two.Two.Two."Usemathproblems:"1+1=?"->"Two".Teach3,4,5.2.Teachnumbers6-10:Usenumbercardsontheblackboard.T:"Six,seven,eight,nine,ten."Playa"Bomb"game.Thebombison"Seven".Studentsreadthenumbers,butskip"Seven"(orsay"Bang").Step3:Practice(3mins)1.TPRActivity:T:"Let'smove.Listenanddo."T:"Jump3times!"(Studentsjump3timesandsay"One,two,three")T:"Clap5times!"T:"Stomp2times!"2.MathCount:TdrawssomeapplesontheBb.T:"Howmanyapples?Let'scount."Ss:"One,two,three...six."Step4:Production(2mins)1.Song:T:"Now,let'ssingasongaboutnumbers."Play"TenLittleIndians".Studentsstandupandsing.Theycanholdupfingerstorepresentthenumbersinthesong.2.GroupWork:Eachgrouphassomepencils.TheycounthowmanypencilstheyhaveinEnglishandreport.G1:"Wehavefourpencils."Step5:SummaryandHomework(1min)1.Summary:Countfrom1to10together.2.Homework:CountthetoysinyourroomandtellyourparentsthenumberinEnglish.四、BlackboardDesign```StarterUnitWelcomeBackNumbers1-10(Drawnumberladders)1-One2-Two3-Three4-Four5-Five6-Six7-Seven8-Eight9-Nine10-Ten```五、TeachingReflectionGrade3studentslovemoving.TheTPRactivitywasthehighlightoftheclass.Thepronunciationof"three"requiresmorecorrection;Iwilluseamirrortoshowthemtonguepositionnexttime.Thesonghelpedthemrememberthesequenceofnumberseffectively.真题九【试题内容】题目：小学英语（人教版/PEP）五年级下册Unit2MyfavoriteseasonPartBReadandwrite教材内容片段：Fourseasonsintroduction."Whichseasondoyoulikebest,Amy?""Ilikeautumnbest.""Why?""Becausethecolorsarebeautiful."试讲要求：1.阅读教学，引导学生通过略读和寻读获取信息。2.讲解重点句型：Whichseasondoyoulikebest?Why?Because...3.写作输出：写一写自己最喜欢的季节。4.板书设计体现四季特点。5.试讲时间：10分钟。【参考答案及解析】一、TeachingObjectives1.KnowledgeObjectives:Studentscanreadthepassageaboutfourseasons.Studentscanmasterthesentences:"Whichseasondoyoulikebest?Why?Because..."2.AbilityObjectives:Studentscanimprovereadingskills(skimmingformainidea,scanningfordetails).Studentscanwriteashortparagraphabouttheirfavoriteseason.3.EmotionalObjectives:Appreciatethebeautyofnatureindifferentseasons.Loveo