2026年上半年教师资格证面试试讲真题（初中英语）

2026年上半年教师资格证面试试讲真题（初中英语）【真题一】1.题目内容：题目：阅读课教学试讲内容：以下是关于“周末活动”的短文。Lastweekend,Iwenttothezoowithmyfamily.Itwasasunnyday.Wesawmanyanimalsthere.Thepandaswerecuteandtheywereeatingbamboo.Thetigerswerestrong,buttheyweresleeping.Mybrothertookmanyphotosofthemonkeysbecausetheywerefunnyandjumpingaround.Wealsoateicecream.Itwasdelicious.Intheafternoon,wewenthomebybus.Weweretiredbuthappy.基本要求：(1)全英文授课。(2)设计阅读教学环节，引导学生理解文章大意和细节。(3)教学中体现以学生为主体。(4)配合板书设计。(5)试讲时间：10分钟。2.参考教案及试讲逐字稿：TeachingObjectives:Knowledgeobjective:Studentscanmasterthekeywordsandphrasessuchas"zoo","panda","bamboo","tiger","monkey","delicious","tiredbuthappy".Studentscanunderstandthesimplepasttenseusedinthepassage.Abilityobjective:Studentscanimprovetheirreadingskillsbyskimmingandscanning.Studentscandescribetheirpastweekendactivitiesusingthesimplepasttense.Emotionalobjective:Studentscanlearntoloveanimalsandenjoytheirfamilytime.KeyandDifficultPoints:Keypoint:Understandingthemainideaanddetailsofthepassage;masteringtheusageofsimplepasttense.Difficultpoint:Howtousethesimplepasttensecorrectlytodescribetheirownexperiences.TeachingProcedures:Step1:Lead-in(1.5mins)Greettheclass.ShowsomepicturesofanimalsonthePPT(panda,tiger,monkey).Askstudents:"Doyoulikeanimals?Whatanimalsdoyoulike?"Haveafreetalkwithstudents.Thensay:"Lastweekend,Iwenttoaplacefullofanimals.GuesswhereIwent."Leadinthetopic"ATriptotheZoo".Step2:Pre-reading(2mins)Askstudentstolookatthetitleorthepictureofthetext.Askthemtopredictwhatthepassageismainlyabout.Teacher:"Beforeweread,pleaselookatthepicture.Whatcanyousee?Yes,someanimals.Whatisthetextprobablyabout?"Studentsanswer:"Atriptothezoo."Step3:While-reading(4mins)1.Fastreading:Askstudentstoreadthepassagequicklytochecktheirpredictionandsummarizethemainidea.Teacher:"Pleasereadthetextquicklyandtellme:Whowenttothezooandhowwastheweather?"Studentsanswer:"Thewriterandhis/herfamily.Itwasasunnyday."2.Detailedreading:AskstudentstoreadthepassagecarefullyandfinishtheTrueorFalseexerciseontheblackboard.(1)Thepandaswereeatingmeat.(False)(2)Thetigersweresleeping.(True)(3)Theywenthomebycar.(False)Checktheanswerswithstudents.Explainthekeyphrases:"eatingbamboo","jumpingaround","tiredbuthappy".Step4:Post-reading(2mins)Groupwork:Askstudentstoworkingroupsof4toretellthestoryaccordingtothekeywordsontheblackboard.Theninvitesomegroupstopresent.Teacher:"Now,pleaseworkingroupsandretellthestory.Youcanusethewordshere:sunny,pandas,cute,tigers,sleeping,monkeys,funny,icecream,happy."Step5:SummaryandHomework(0.5mins)Summary:Askastudenttosummarizewhatwelearnedtoday.Homework:Writeashortpassageaboutyourlastweekendandshareitwiththeclassnexttime.BlackboardDesign:ATriptotheZooWeather:SunnyAnimals:Pandas(eatingbamboo)Tigers(sleeping)Monkeys(jumpingaround)Feeling:Tiredbuthappy3.答辩：1.Pleasetalkaboutyourblackboarddesign.Answer:Myblackboarddesignissimpleandclear.Iwrotethetitle"ATriptotheZoo"inthemiddle.Ontheleftside,Ilistedthekeyinformationabouttheweatherandtheanimalswiththeiractions.Ontherightside,Iwrotethefeelingofthewriter.Thisdesignhelpsstudentsgraspthestructureofthepassageandthekeydetailseasily,whichfacilitatestheirretelling.2.Howdoyouhelpstudentsmasterthesimplepasttense?Answer:Inthislesson,Iusethecontextofthepassagetopresentthesimplepasttense.Duringthedetailedreading,Ihighlightthepasttenseverbslike"went","saw","were".Iaskstudentstopayattentiontotheverbforms.Inthepost-readingandhomework,Iencouragethemtousethetensetodescribetheirownexperiences,providingopportunitiesforpracticeandinternalization.【真题二】1.题目内容：题目：语法课教学试讲内容：以下是包含“begoingto”结构的对话。Tom:Whatareyougoingtodothisweekend,Jerry?Jerry:Iamgoingtovisitmygrandparents.Tom:Howareyougoingthere?Jerry:Iamgoingtherebytrain.Tom:Whoisgoingwithyou?Jerry:Myparentsaregoingwithme.基本要求：(1)全英文授课。(2)讲解“begoingto”表示将来打算的用法。(3)设计机械操练和意义操练环节。(4)试讲时间：10分钟。2.参考教案及试讲逐字稿：TeachingObjectives:Knowledgeobjective:Studentscanunderstandthestructureof"begoingto"toexpressfutureplans.Abilityobjective:Studentscanuse"begoingto"toaskandanswerquestionsaboutfutureplanscorrectly.Emotionalobjective:Studentscanlearntomakereasonableplansfortheirweekendsorholidays.KeyandDifficultPoints:Keypoint:Thestructure"begoingto+verb原形".Difficultpoint:Thecorrectchangeof"be"(am,is,are)accordingtothesubject.TeachingProcedures:Step1:Lead-in(1.5mins)Teacher:"Boysandgirls,lookatthecalendar.TodayisFriday.WhatcomesafterFriday?"Students:"SaturdayandSunday."Teacher:"Yes,theweekendiscoming.Iloveweekends.Ihaveaplan.Iamgoingtoclimbthemountainthisweekend.Whataboutyou?Doyouhaveanyplans?"Write"Iamgoingtoclimbthemountain"ontheblackboard.Tellstudentswecanusethisstructuretotalkaboutfutureplans.Step2:Presentation(3mins)PlaythetapeofthedialoguebetweenTomandJerry.AskstudentstolistenandfindoutwhatJerryisgoingtodo.Afterlistening,askastudenttoanswer.Thenwritethesentencesontheblackboard:1.Iamgoingtovisitmygrandparents.2.Myparentsaregoingwithme.Guidestudentstoobservethesentences.Teacher:"Lookatthesesentences.Whatisthestructure?"Students:"begoingto..."Teacher:"Yes.Weuse'begoingto+do'toexpressourfutureplans.Pleasepayattentionto'be'.Whenthesubjectis'I',weuse'am'.Whenthesubjectis'myparents',weuse'are'."Step3:Practice(3.5mins)1.Mechanicalpractice:Activity"ChainGame".Teacher:"Nowlet'splayagame.Iwillsayasentenceusing'begoingto'.Thenextstudentshouldchangethesubjectandtheverb,andsayanewsentence."Example:T:Iamgoingtoplayfootball.S1:Heisgoingtoplaybasketball.S2:Wearegoingtohaveapicnic.2.Meaningfulpractice:Activity"Survey".Givestudentsachart.Askthemtosurvey3classmatesabouttheirweekendplansusing"Whatareyougoingtodothisweekend?"andfillinthechart.NamePlanLilycleantheroom...Afterthesurvey,invitesomestudentstoreporttheirresults.Step4:Production(1.5mins)Situation:"Summerholidayiscoming."Askstudentstoworkinpairs.Makeadialogueabouttheirsummerholidayplansusing"begoingto".Invite2pairstoactouttheirdialogues.Step5:SummaryandHomework(0.5mins)Summary:Reviewthestructure"begoingto".Homework:Askyourparentsabouttheirplansfornextweekandwritethemdownusing"begoingto".BlackboardDesign:FuturePlanbegoingto+doIamgoingto...He/Sheisgoingto...They/Wearegoingto...3.答辩：1.Whatisthedifferencebetween"will"and"begoingto"?Answer:Generally,"will"isusedforinstantdecisionsorpredictionsbasedonopinions,while"begoingto"isusedforfutureplansorintentions,orpredictionsbasedonpresentevidence.Inthislesson,wefocuson"begoingto"becausethedialogueclearlyshowsapre-madeplanfortheweekend.2.Whydoyoudesignasurveyactivity?Answer:Thesurveyactivityisaformofcommunicativepractice.Itnotonlyconsolidatesthegrammarstructurebutalsocreatesareal-lifecontextforstudentstousethelanguage.Itincreasesstudentinteractionandmakestheclassmorelivelyandstudent-centered.【真题三】1.题目内容：题目：听力课教学试讲内容：关于购物场景的听力材料。Shopassistant:CanIhelpyou?Customer:Yes,please.Iwantapairofshoes.Shopassistant:Whatcolordoyoulike?Customer:Ilikeblue.Doyouhaveblueshoes?Shopassistant:Yes,wedo.Whatsizedoyoutake?Customer:Size37.Shopassistant:Howaboutthispair?Customer:Theylooknice.Howmucharethey?Shopassistant:Theyare50dollars.Customer:OK,I'lltakethem.基本要求：(1)全英文授课。(2)设计听前、听中、听后活动。(3)重点训练学生获取信息的能力。(4)板书设计重点句型。(5)试讲时间：10分钟。2.参考教案及试讲逐字稿：TeachingObjectives:Knowledgeobjective:Studentscanunderstandtheconversationaboutshoppingandmasterthesentences:"CanIhelpyou?","Whatsizedoyoutake?","Howmucharethey?"Abilityobjective:Studentscanimprovetheirlisteningskillsforspecificinformation.Emotionalobjective:StudentscanlearnhowtoshoppolitelyandknowhowtoaskforpricesinEnglish.KeyandDifficultPoints:Keypoint:Graspingthekeysentencesandinformation(color,size,price).Difficultpoint:Usingthesentencesfluentlyinarealshoppingsituation.TeachingProcedures:Step1:Lead-in(1.5mins)Showapictureofashoeshoponthescreen.Teacher:"Lookatthepicture.Whereisit?Yes,it'sashop.Doyoulikeshopping?Whatdoyouusuallybuy?"Studentsanswer.Teacher:"Today,let'slistentoaconversationinashoeshop."Step2:Pre-listening(2mins)Teachthenewwords:"size","pair","dollar".Showapairofshoes.Teacher:"Look,thisisapairofshoes.(Pointtothenumberinside)Thisisthesize.Size37."Askstudentstopredict:"Thecustomerwantstobuyshoes.Whatquestionswilltheshopassistantask?"Studentspredict:"Whatcolor?Whatsize?"Step3:While-listening(4mins)1.Firstlistening:Listenforthemainidea.Teacher:"Pleaselistentothetapeandanswer:Whatdoesthecustomerwanttobuy?"Checkanswer:"Apairofshoes."2.Secondlistening:Listenfordetails.ProvideaformonthePPT.ItemColorSizePriceShoes???Askstudentstolistenagainandfillintheblanks.Playthetape.Checkanswers.Color:Blue.Size:37.Price:50dollars.3.Thirdlistening:Listenandimitate.Askstudentstoreadafterthetapetopayattentiontotheintonationandpronunciation.Step4:Post-listening(2mins)Roleplay:Askstudentstoworkinpairs.Oneistheshopassistant,andtheotheristhecustomer.Makeanewconversationaboutbuyingclothes(e.g.,aT-shirtoraskirt).Provideusefulsentencesontheblackboard.Inviteoneortwopairstoperform.Step5:SummaryandHomework(0.5mins)Summary:Reviewtheshoppingexpressions.Homework:Practicetheconversationwithyourpartnerafterclass.BlackboardDesign:ShoppingA:CanIhelpyou?B:Yes,Iwant...A:Whatcolor/size...?B:...A:Howmucharethey?B:Theyare...dollars.3.答辩：1.Howdoyoucheckstudents'listeningresults?Answer:Idesignedaformwithkeyinformation(color,size,price)forstudentstofillinwhilelistening.Thisisatargetedwaytocheckiftheycatchthespecificdetails.Ialsoaskglobalquestionsforthemainidea.ThiscombinationensuresIcheckbothgeneralanddetailedunderstanding.2.Whatcriteriondoyouusetoselectlisteningmaterialsforjuniorhighstudents?Answer:Materialsshouldbeauthentic,closetostudents'reallife,andappropriateindifficulty.Thetopic"shopping"isverycommonandpractical.Thelanguageshouldbeclearandnottoofast.Thismaterialfitsthestudents'cognitivelevelandlinguisticcompetence.【真题四】1.题目内容：题目：写作课教学试讲内容：主题是“MyBestFriend”。要求：(1)全英文授课。(2)引导学生从外貌、性格、爱好等方面描写朋友。(3)帮助学生掌握写作框架。(4)试讲时间：10分钟。2.参考教案及试讲逐字稿：TeachingObjectives:Knowledgeobjective:Studentscanuseadjectivestodescribeappearanceandpersonality,andverbstodescribehobbies.Abilityobjective:Studentscanwriteashortpassagetointroducetheirbestfriendwithaclearstructure.Emotionalobjective:Studentscancherishfriendshipandlearntoappreciateothers.KeyandDifficultPoints:Keypoint:Organizingthepassagelogically(Introduction,Body,Conclusion).Difficultpoint:Usingdiverseandappropriateadjectivesandsentences.TeachingProcedures:Step1:Lead-in(1.5mins)Teacher:"Singasong:'TheMoreWeGetTogether'.Aftersinging,ask:'Doyouhaveabestfriend?Whoishe/she?'"Studentssharetheirfriends'names.Teacher:"Today,let'slearnhowtowriteapassagetointroduceyourbestfriend."Step2:Pre-writing(4mins)1.Brainstorming:Drawamindmapontheblackboardwith"MyBestFriend"inthecenter.Askstudents:"Whatcanwewriteaboutourfriend?"Guidethemtocomeupwiththreeaspects:Appearance,Personality,Hobbies.Fillinthemindmapwithexamples.Appearance:tall,short,thin,strong,bigeyes,longhair...Personality:kind,funny,outgoing,quiet,smart...Hobbies:playingbasketball,readingbooks,listeningtomusic...2.Analyzethestructure.Showasamplepassageonthescreen.Teacher:"Pleasereadthissample.Howmanyparagraphsarethere?Whatiseachparagraphabout?"Guidestudentstosummarize:Para1:Introduction(Name,Age).Para2:Details(Appearance,Personality).Para3:Hobbies&Reasonsforbeingbestfriend.Step3:While-writing(3mins)Askstudentstowritetheirownpassagebasedonthemindmapandstructure.Teacher:"Now,pleasewriteaboutyourbestfriend.Remembertousethewordsontheblackboard.Payattentiontoyourhandwritingandspelling.Youhave8minutes."(Theteacherwalksaroundtoofferhelp.)Step4:Post-writing(1min)Peercorrection:Askstudentstoexchangetheircompositionswithdeskmates.Checkforspellingmistakesandgrammarerrors.Chooseoneortwopassagestoreadaloudandpraisethegoodpoints.Step5:SummaryandHomework(0.5mins)Summary:Remindstudentsofthewritingstructure.Homework:Polishyourpassageandmakeaposterforyourbestfriend.BlackboardDesign:MyBestFriend1.Appearance:tall,short,hair...2.Personality:kind,funny...3.Hobbies:doingsports...Structure:Intro:NameBody:DetailsConclusion:Feeling3.答辩：1.Whydoyouuseamindmapinpre-writing?Answer:Amindmapisaveryeffectivetoolforbrainstorming.Ithelpsstudentsorganizetheirthoughtsvisuallyandactivatestheirpriorknowledgeaboutvocabularyrelatedtothetopic.Itprovidesnecessaryinputforthewritingtask,makingiteasierforthemtostartwriting.2.Howdoyouhelpstudentsimprovetheirwritingskills?Answer:Ifocusonprocesswriting.Beforewriting,Iprovideinputandstructure.Duringwriting,Ioffersupport.Afterwriting,Iusepeercorrectionwhichhelpsthemlearnfromeachother.Ialsoencouragethemtoreadgoodpassagestoaccumulatelanguagematerials.【真题五】1.题目内容：题目：语音课教学试讲内容：单词中含有字母组合“ea”的单词：bread,heavy,head,tea,read,meat.基本要求：(1)全英文授课。(2)讲解字母组合“ea”的两种发音。(3)设计操练环节帮助学生掌握发音规则。(4)试讲时间：10分钟。2.参考教案及试讲逐字稿：TeachingObjectives:Knowledgeobjective:Studentscanknowthat"ea"canmaketwodifferentsounds:/e/and/i:/.Abilityobjective:Studentscanpronouncethewordscorrectlyandreadnewwordswiththe"ea"patternaccordingtotherules.Emotionalobjective:StudentscanbeconfidentinspeakingEnglishandbeinterestedinphonics.KeyandDifficultPoints:Keypoint:Thetwopronunciationsof"ea":/e/(asinbread)and/i:/(asintea).Difficultpoint:Distinguishingthetwosoundsinreadingandspeaking.TeachingProcedures:(UseLaTexforphoneticsymbolsrepresentationifnecessaryintext,butinspokenscript,usestandardIPA)Step1:Lead-in(1.5mins)Teacher:"Hello,everyone.Lookatthesewordsontheblackboard.Let'sreadthemtogether."Write:"bed,red,see,meet".Teacher:"Goodjob.Now,lookatthisnewwordgroup.Canyoutrytoreadthem?"Write:"bread,tea".Step2:Presentation(3mins)1.Teach/e/.Teacher:"Lookattheword'bread'.Listencarefully./b/-/r/-/e/-/d/.Bread.Thevowelpartis/e/.Itsoundslikethesoundin'bed'."Showmorewords:"heavy,head".Askstudentstoread.Summarize:"Inthesewords,'ea'pronounces/e/."2.Teach/i:/.Teacher:"Nowlookat'tea'./t/-/i:/-/.Tea.Itsoundslikethesoundin'see'.Itisalongsound."Showmorewords:"read,meat".Askstudentstoread.Summarize:"Inthesewords,'ea'pronounces/i:/."3.Contrast.Teacher:"So,'ea'canbe/e/or/i:/.Weneedtorememberthem."Step3:Practice(3.5mins)1.Activity:"BouncingBall".Teacher:"Let'splayagame.Iwillthrowtheballtoyouandsayaword.Ifyouhear/e/,pleasebouncetheballonce.Ifyouhear/i:/,bouncetwice."Words:"bread,tea,head,meat,heavy,read".2.Activity:"Chant".Teacher:"Let'schanttogethertopracticetherhythm.""Bread,bread,/e/,/e/,/e/.Tea,tea,/i:/,/i:/,/i:/.Heavyandhead,Readandmeat./e/and/i:/,soundssogood."Step4:Production(1.5mins)Askstudentstofindmorewordswith"ea"intheirdictionaryandclassifythemintotwogroups:/e/groupand/i:/group.Invitestudentstowritethewordsontheblackboard.Example:/e/group:sweater,weather;/i:/group:sea,beach.Step5:SummaryandHomework(0.5mins)Summary:Reviewthetwosoundsof"ea".Homework:Readastoryandtrytofindwordswith"ea".Readthemoutcorrectly.BlackboardDesign:eaGroup1:/e/bread,heavy,head(Comparewith:bed)Group2:/i:/tea,read,meat(Comparewith:see)3.答辩：1.Whatisthepurposeofthe"Chant"activity?Answer:Chantinghelpsstudentspracticethepronunciationinarhythmicway.Itmakestheboringpronunciationpracticefunandengaging.Italsohelpsstudentsmemorizethewordsandthesoundsbetterthroughrepetitionandrhyme.2.Doyouthinkpronunciationteachingisimportantforjuniorhighschoolstudents?Answer:Yes,absolutely.Goodpronunciationisthefoundationofcommunication.Ifstudentscannotpronouncewordscorrectly,itwillaffecttheirlisteningandspeaking.Phonicsrules,liketheonefor"ea",helpstudentsbecomeindependentreadersbyenablingthemtodecodenewwords.【真题六】1.题目内容：题目：口语课教学试讲内容：关于“问路与指路”的功能句型。A:Excuseme,isthereabanknearhere?B:Yes,thereis.A:Whereisthebank?B:It'sonCenterStreet.It'snexttothelibrary.A:HowcanIgetthere?B:GodownMainStreetandturnleft.It'sonyourright.基本要求：(1)全英文授课。(2)重点教授指路相关的句型。(3)创设情境进行口语交际练习。(4)试讲时间：10分钟。2.参考教案及试讲逐字稿：TeachingObjectives:Knowledgeobjective:Studentscanmasterthesentencepatterns:"Istherea...nearhere?","It'son...","Godown...andturnleft/right."Abilityobjective:Studentscanaskforandgivedirectionsinrealsituations.Emotionalobjective:Studentscanbewillingtohelpothersandimprovetheirsenseofdirection.KeyandDifficultPoints:Keypoint:Theprepositionsofplace(nextto,on,between)anddirectionverbs(turn,go).Difficultpoint:Givingclearandcorrectdirectionsfluently.TeachingProcedures:Step1:Lead-in(1.5mins)Drawasimplemapontheblackboard(aschool,apostoffice,abank).Teacher:"Lookatthemap.Thisisourschool.Iwanttofindthepostoffice.ButIdon'tknowtheway.Canyouhelpme?"Leadstudentstosay:"Godown..."(Maybetheydon'tknowtheEnglish,soTteaches).Step2:Presentation(3mins)1.Teachthenewphrases.Pointtothemap.Teacher:"Look,thepostofficeishere.Thebankishere.Theyaresidebyside.Sowecansay:Thebankisnexttothepostoffice."(Write"nextto").Teacher:"IfIwanttogotothebank,Ishouldwalkthisway.Wesay:Godownthisstreet."(Write"Godown").Teacher:"Atthecorner,Ichangedirection.Thisisturnleft.Thisisturnright."(Write"turnleft/right").2.Presentthedialogue.Playthetapeofthesampleconversation.Askstudentstolistenandrepeat.Explain"Istherea...nearhere?"foraskingplaces.Step3:Practice(3mins)1.Drillthesentences.Teacher:"Now,lookatthemap.Let'spractice."T:"Whereisthebank?"Ss:"It'sonCenterStreet."T:"HowcanIgettothelibrary?"Ss:"Godown...andturnright."2.Pairwork.Askstudentstopracticethedialogueinpairs,replacingthebankwithotherplaces(e.g.,supermarket,park).Step4:Production(2mins)Task:"CityGuide".CreateanewmaponPPTwithmorebuildings(Hospital,Cinema,Restaurant).Askonestudenttobethe"Tourist"andanothertobethe"Guide".Thetouristasksthewaytoaplace,andtheguidegivesdirections.Invite2groupstoshow.Step5:SummaryandHomework(0.5mins)Summary:Reviewthedirectionphrases.Homework:Drawamapofyourneighborhoodandwritethedirectionsfromyourhometoyourschool.BlackboardDesign:AskingtheWayA:Istherea...nearhere?B:Yes,...A:HowcanIgetthere?B:Godown...Street.Turnleft/right.It'sonyourleft/right.nextto,between,acrossfrom3.答辩：1.Howdoyoucreatesituationsforstudents?Answer:Iusevisualaidslikemapsanddrawings.Mapsareintuitiveforthetopicof"askingtheway".Ialsoassignroleslike"Tourist"and"Guide"tosimulateareal-lifecontext.Thismakesthelanguageusemeaningfulandpurposeful.2.Whatwillyoudoifstudentsmakemistakesduringtheoralproduction?Answer:Iwillnotinterruptthemimmediatelytoavoiddiscouragingthem.Iwillnotedownthecommonmistakesandcorrectthemaftertheactivity,orIwilluserecastingtechniquestorepeatthecorrectsentencegentlyaftertheyfinish,ensuringtheyfeelconfidentwhilelearningthecorrectform.【真题七】1.题目内容：题目：词汇课教学试讲内容：关于“FeelingsandEmotions”的词汇。happy,sad,angry,tired,excited,bored.句型：Howdoeshe/shefeel?He/Shefeels...基本要求：(1)全英文授课。(2)教授关于情绪的单词。(3)通过游戏巩固单词。(4)试讲时间：10分钟。2.参考教案及试讲逐字稿：TeachingObjectives:Knowledgeobjective:Studentscanread,spell,andunderstandthewords:happy,sad,angry,tired,excited,bored.Abilityobjective:Studentscanusethesentencepattern"Howdoeshe/shefeel?He/Shefeels..."toexpressfeelings.Emotionalobjective:Studentscanlearntounderstandothers'feelingsandmanagetheirownemotions.KeyandDifficultPoints:Keypoint:Pronunciationandmeaningoftheadjectives.Difficultpoint:Distinguishing"excited"and"bored";usingthethirdpersonsingularcorrectly.TeachingProcedures:Step1:Lead-in(1.5mins)Teacher:"Goodmorning,class.Let'slookatsomeemojifacesonthescreen."(Showasmilingface)."Howdoeshelook?"Students:"Good."Teacher:"Yes,heishappy."Showacryingface."Andthisone?"Students:"Bad."Teacher:"Sad."Teacher:"Todaywewilllearnmorewordsaboutfeelings."Step2:Presentation(3mins)1.Teachwordswithpicturesandactions.Showapictureofaboyshouting.Teacher:"Lookathim.Heisveryangry."(Doanangryaction).Studentsrepeat.Showapictureofamansleeping.Teacher:"Heworkedallday.Heistired."(Yawn).Studentsrepeat.Showapictureofchildrenatapark.Teacher:"Theyareplayinggames.Theyareveryexcited."(Jumpwithjoy).Studentsrepeat.Showapictureofaboysittingalonewithnothingtodo.Teacher:"Hehasnotoys.Heisbored."(Lookdull).Studentsrepeat.2.Teachthesentencepattern.Teacher:"IfIwanttoaskabouthim,Isay:Howdoeshefeel?Youanswer:Hefeelsangry."Writethepatternontheblackboard.Step3:Practice(3.5mins)1.Game:"GuesstheFeeling".Teacher:"Now,let'splayagame.Iwillinviteonestudenttothefront.Iwillshowhimawordcard.Heshouldactitoutwithoutspeaking.Othersguesstheword."(Inviteastudenttoact"tired".Classguesses.)Thisgamechecksunderstandingandmakesitfun.2.Game:"QuickResponse".Showpicturesrapidly.Askstudentstosaythesentenceasfastaspossible.Tshows"excited".Ss:"Hefeelsexcited."Step4:Production(1.5mins)Activity:"LittlePsychologist".Teacher:"Workinpairs.Describeasituationandletyourpartnerguessthefeeling."Example:"Itisraining.Wecan'tgoouttoplay.Howdoyoufeel?""Ifeelsad."Thenswitchtoaskaboutathirdperson:"LookatTom.Hewonthegame.Howdoeshefeel?"Step5:SummaryandHomework(0.5mins)Summary:Reviewthewords.Homework:Drawafaceforeachfeelingandwritethewordunderit.BlackboardDesign:FeelingshappysadangrytiredexcitedboredSentence:Howdoeshe/shefeel?He/Shefeels...3.答辩：1.WhydoyouuseTotalPhysicalResponse(TPR)inyourteaching?Answer:TPR,whichinvolvesusingactionstoteachwords,isveryeffectiveforbeginnersandjuniorhighstudents.Itconnectsthephysicalmovementwiththewordmeaning,helpingstudentsrememberbetter.Italsomakestheclassactiveandinteresting.2.Howdoyoucultivatestudents'emotionalintelligenceinthislesson?Answer:Bylearningvariousemotionwords,studentscanbetteridentifyandexpresstheirownfeelings.Theproductionactivityasksthemtoempathizewithothersindifferentsituations("LittlePsychologist"),whichfostersunderstandingandempathytowardsothers.【真题八】1.题目内容：题目：语法课教学试讲内容：比较级和最高级。规则变化：tall->taller->tallestheavy->heavier->heaviestbig->bigger->biggest基本要求：(1)全英文授课。(2)归纳形容词比较级和最高级的变化规则。(3)设置语境进行练习。(4)试讲时间：10分钟。2.参考教案及试讲逐字稿：TeachingObjectives:Knowledgeobjective:Studentscanunderstandtherulesofcomparativeandsuperlativedegrees(adding-er/est,doublingconsonant,changingytoi).Abilityobjective:Studentscancomparethreeormoreobjects/peopleusingcorrectforms.Emotionalobjective:Studentscanlearntoobserverulesandmakeobjectivecomparisons.KeyandDifficultPoints:Keypoint:Thespellingrulesofcomparativeandsuperlativedegrees.Difficultpoint:Rememberingthespecialrules(likefor'big','heavy').TeachingProcedures:Step1:Lead-in(1.5mins)Showthreepicturesofstudentswithdifferentheights:Mike(160cm),Jack(165cm),Tom(170cm).Teacher:"Lookattheseboys.Theyareinourclass.Mikeisshort.Jackis...tallerthanMike.Tomis...thetallest."Write"tall","taller","tallest"ontheblackboard.Highlightthechange.Step2:Presentation(3mins)1.Presentmoreexamples.Showpicturesofathinbox,aheavierbox,andtheheaviestbox.Teacher:"Thisboxislight.Thisoneisheavy.Thatoneistheheaviest."Write"heavy","heavier","heaviest".Askstudents:"Lookatthewords.Whatchangesdoyousee?"Guidestudentstofindtherule:"y"changesto"i"beforeadding-er/-est.2.Present"big".Showasmallapple,abiggerone,thebiggestone.Teacher:"Small,bigger,biggest."Write"big","bigger","biggest".Teacher:"Lookatthelastletter'g'.Itisdoubled.Why?Becausethereisashortvowel'i'inthemiddle."Step3:Practice(3.5mins)1.RuleSummaryGame.Teacher:"Let'ssummarizetherules."Ifthewordendsin'e',add'r/st'.Ifthewordendsin'y',change'y'to'i'+'r/st'.IfCVC(consonant-vowel-consonant),doublethelastletter+'er/est'.Else,add'er/est'.2.Fillintheblanks.Givewords:long,young,thin,hot.Askstudentstowritethecomparativeandsuperlativeformsontheirmini-whiteboards.Checkanswers:longer/longest,younger/youngest,thinner/thinnest,hotter/hottest.Step4:Production(1.5mins)Activity:"TheBestinOurClass".Teacher:"Let'stalkaboutourclassmates.Whoisthetallest?Whoistheyoungest?Whorunsthefastest?"Studentsmakesentences:"Peteristhetallestinourclass.""Aliceisthethinnest."Step5:SummaryandHomework(0.5mins)Summary:Reviewthe