2026年上半年教师资格证面试试讲真题（高中英语）

2026年上半年教师资格证面试试讲真题（高中英语）一、真题题库部分题目一：阅读课试讲1.题目内容：以下是一篇关于“跨文化交际中的非语言沟通”的阅读材料。请根据要求进行试讲。Text:"Bodylanguagespeaksvolumesinaconversation,oftenlouderthanwords.Whileverballanguageconveysspecificinformation,non-verbalcuessuchasfacialexpressions,gestures,andposturerevealemotionsandattitudes.However,thesecuesarenotuniversal.Forinstance,maintainingdirecteyecontactisasignofconfidenceandrespectinWesterncultures,butinsomeAsianandAfricancultures,itcanbeseenasachallengetoauthorityorasignofdisrespect.Similarly,the'thumbsup'gesturemeans'goodjob'intheUSandBrazil,butitishighlyoffensiveinpartsoftheMiddleEast.Therefore,understandingthesedifferencesiscrucialforeffectiveglobalcommunication."2.基本要求：(1)全英文试讲。(2)设计阅读课，帮助学生理解文章主旨大意及细节信息。(3)设计相应的板书。(4)试讲时间：10分钟。(5)教学中需注重培养学生的跨文化意识。题目二：语法课试讲1.题目内容：请讲解以下语法点：现在完成时的被动语态。ContextSentence:"Thenewlibraryhasbeencompletedrecentlyandmanybookshavebeenboughtbytheschool."2.基本要求：(1)全英文试讲。(2)讲解现在完成时被动语态的结构及用法。(3)设计机械性练习和意义性练习。(4)配合适当的板书设计。(5)试讲时间：10分钟。题目三：写作课试讲1.题目内容：请设计一节写作课，指导学生写一封“建议信”。Situation:Yourfriend,Tom,feelsstressedoutbecausehehastoomuchhomeworkandlittletimeforhobbies.Writealettertogivehimsomeadviceonhowtobalancehisstudyandlife.2.基本要求：(1)全英文试讲。(2)引导学生分析建议信的结构和常用句型。(3)帮助学生构思内容，列出提纲。(4)设计板书。(5)试讲时间：10分钟。题目四：口语课试讲1.题目内容：主题：MakingPlansfortheWeekend。Dialogue:A:"Whatareyouuptothisweekend?"B:"I'mthinkingofgoinghikingiftheweatherisnice.Howaboutyou?"A:"Imightgototheartexhibition,butIhaven'tdecidedyet.DoyouwanttojoinmefordinneronSaturdaynight?"B:"Sure,thatsoundsgreat!"2.基本要求：(1)全英文试讲。(2)重点训练学生表达计划和安排的语言功能。(3)设计交际性活动，鼓励学生开口说。(4)试讲时间：10分钟。(5)包含完整的板书设计。题目五：听力课试讲1.题目内容：听力主题：SpaceExploration。MaterialContent:"Manhasalwaysbeencuriousabouttheuniverse.ThelaunchofSputnikin1957markedthebeginningoftheSpaceAge.Sincethen,humanshavewalkedonthemoon,andspaceprobeshavevisitedMars.ThefutureofspaceexplorationincludessendinghumanstoMarsandestablishingpermanentbasesonthemoon.ScientistsbelievethatspacetechnologyhelpsusunderstandEarthbetter."2.基本要求：(1)全英文试讲。(2)帮助学生获取关键信息（时间、事件、未来计划）。(3)设计听后活动，巩固听力内容。(4)试讲时间：10分钟。(5)体现听力技巧的指导。二、参考答案及解析题目一参考答案及解析【TeachingPlan】1.TeachingObjectives(1)KnowledgeObjective:Studentswillbeabletounderstandthemainideaofthepassageandgraspkeydetailsaboutbodylanguagedifferencesindifferentcultures.(2)AbilityObjective:Studentscanimprovetheirreadingskills,suchasskimmingforthemainideaandscanningforspecificinformation.(3)EmotionalObjective:Studentswillrealizetheimportanceofrespectingculturaldifferencesinnon-ververbalcommunicationanddevelopcross-culturalawareness.2.KeyandDifficultPoints(1)KeyPoint:Understandingthespecificexamplesofbodylanguagedifferencesmentionedinthetext.(2)DifficultPoint:Howtoapplytheknowledgeofbodylanguagetoreal-lifecommunicationsituationsappropriately.3.TeachingProceduresStep1:Lead-in(3mins)Theteachergreetstheclassandperformsafewgestures(e.g.,waving,nodding,shakinghead).Askstudentstoguessthemeanings.T:"Goodmorning,class!Lookatme.WhatamIdoing?Whatdoesitmean?"Ss:"Youarewavinghand.Itmeanshello."T:"Great!Weusebodylanguageeveryday.Butdoesthesamegesturealwaysmeanthesamethingeverywhere?Let'sexplore."[Purpose:Toarousestudents'interestandintroducethetopicthroughTPR(TotalPhysicalResponse).]Step2:Pre-reading(2mins)Askstudentstolookatthetitle"BodyLanguage"andpredictwhatthetextmighttalkabout.T:"Basedonthetitle,whatdoyouthinkwewillreadtoday?"[Purpose:Toactivatestudents'schemaandpreparethemforreading.]Step3:While-reading(5mins)(1)FastReading:Askstudentstoreadthetextquicklytochecktheirpredictionsandsummarizethemainidea.T:"Readquicklyandfindoutthemainidea.Isbodylanguageuniversal?"(2)DetailedReading:Askstudentstoreadcarefullyandfillinachartontheblackboardregardingdifferentgesturesindifferentcultures.T:"Now,readfordetails.Pleasefillinthechartabouteyecontactandthumbsup."[Purpose:Totrainstudents'skimmingandscanningskillsandhelpthemunderstandthedetailedinformation.]Step4:Post-reading(3mins)Groupdiscussion:Dividestudentsintogroupsof4todiscuss"Whyisitimportanttounderstandculturaldifferencesinbodylanguage?"Theninviterepresentativestoshare.T:"Discussingroups.Whyshouldwelearnthesedifferences?"[Purpose:Tocultivatestudents'criticalthinkingandcooperativelearningability.]Step5:SummaryandHomework(2mins)Summary:Onestudentretellsthepassage.Homework:Searchformoreexamplesofbodylanguagedifferencesonlineandsharetheminthenextclass.【BlackboardDesign】```BodyLanguageMainIdea:NotuniversalGesturesWesternCulturesAsian/African/MiddleEastEyeContactConfidence,RespectDisrespectThumbsUpGoodjobOffensive```【SimulatedTeachingScript】T:Goodmorning,everyone!It’snicetoseeyou.Lookatme,please.(Teachermakesa"V"sign).Whatdoesthismean?Yes,itmeans"Victory"or"Peace".Now,lookatthis.(Teachernodshead).Itmeans"Yes".Weusetheseactionstoexpressourselves.Thisisbodylanguage.Butdoyouknowthatinsomecountries,noddingheadmeans"No"?Interesting,right?Today,wearegoingtoreadapassageaboutBodyLanguage.(Pretendtodistributereadingmaterial)T:Pleasereadthetextasfastasyoucan.Trytofindtheanswer:Isbodylanguagethesameallovertheworld?Go!...Timeisup.Anyvolunteers?Tom?S:No,itisnotuniversal.T:Exactly!Thetexttellsusbodylanguagespeaksvolumes,butitisnotuniversal.Now,let'sdiveintothedetails.Pleasereadagaincarefully.Thistime,Iwantyoutofocusontwospecificexamples:"eyecontact"and"thumbsup".Whilereading,fillinthetableontheblackboard.(TeacherdrawsthetableonBB)T:Okay,let'sstartwith"EyeContact".InWesterncultures,whatdoesitmean?Linda?S:Itisasignofconfidenceandrespect.T:Goodjob.ButinsomeAsianandAfricancultures?S:Itcanbeseenasachallengetoauthority.T:Correct.Sowemustbecareful.Whatabout"Thumbsup"?IntheUS?S:Itmeans"goodjob".T:HowaboutintheMiddleEast?S:Itisoffensive.T:Wow,yougotit.So,ifyougototheMiddleEast,becarefulnottousethisgesture.Now,let'sdiscuss.Whyisitimportanttoknowthese?Talktoyourpartner.(Teacherwalksaroundandlistens)T:Okay,stophere.Alice,what'syouropinion?S:Becauseithelpsusavoidmisunderstandingsandcommunicatebetter.T:Icouldn'tagreemore.Understandingculturaldifferencesmakesusbetterglobalcitizens.Todaywelearnedthatbodylanguageispowerfulbutdifferent.Forhomework,findonemoregestureanditsdifferentmeanings.Classisover!【StructuralResponseAnalysis】1.DesignRationale:ThelessonfollowsthePWPmodel(Pre-reading,While-reading,Post-reading),whichisstandardforreadingclasses.Theactivitiesrangefromsimpletocomplex,cateringtostudents'cognitivedevelopment.2.Cross-culturalAwareness:ThedesignexplicitlyhighlightsthecomparisonbetweenWesternandnon-Westerninterpretationsofgestures,fulfillingtherequirementforemotionalobjectives.3.BoardDesign:Theuseofacontrasttablemakestheinformationclearandeasytomemorize,whichisastrongpointinthescoringcriteria.题目二参考答案及解析【TeachingPlan】1.TeachingObjectives(1)KnowledgeObjective:StudentscanmasterthestructureofthePresentPerfectPassiveVoice:Su(2)AbilityObjective:StudentswillbeabletochangeactivesentencesintopassiveonesusingthePresentPerfecttenseandusethemindescriptions.(3)EmotionalObjective:Studentscanrealizethewidespreaduseofpassivevoiceinnewsandscientificreports.2.KeyandDifficultPoints(1)KeyPoint:ThestructureformationofthePresentPerfectPassiveVoice.(2)DifficultPoint:Knowingwhentousethistense(emphasizingtheactionresultratherthanthedoer).3.TeachingProceduresStep1:Lead-in(3mins)Showtwopictures:amessylibraryandacleanlibrary.T:"LookatPicture1.Thelibraryismessy.NowPicture2.Itisclean.Someonehascleanedit."Writetheactivesentenceontheboard:"Someonehascleanedthelibrary."Thenask:"Butwedon'tknowwhodidit,orwecaremoreabouttheresult.Howcanwesayit?"Step2:Presentation(5mins)Presentthetargetsentence:"Thelibraryhasbeencleaned."Guidestudentstoanalyzethestructure.Formula:SuExplaintheusage:Usedtodescribeanactionthathappenedinthepastbuthasaneffectonthepresent,focusingontheobjectreceivingtheaction.Step3:Practice(5mins)(1)MechanicalPractice:SentenceTransformation.Active:Thecompanyhasfinishedtheproject.Passive:Theprojecthasbeenfinished(bythecompany).(Drillmoreexamples:"Ihavelostmykey."->"Mykeyhasbeenlost.")(2)MeaningfulPractice:"Whathashappened?"Showpicturesofaclassroom(brokenwindow,cleanedblackboard).Studentsdescribeusingthetargetgrammar.T:"Lookatthewindow."Ss:"Thewindowhasbeenbroken."Step4:Production(4mins)Groupwork:"Changesinourcity".StudentsdiscusswhatchangeshavetakenplaceintheircityrecentlyusingthePresentPerfectPassiveVoice.Example:"Anewbridgehasbeenbuilt.""Theoldparkhasbeenrenovated."Step5:SummaryandHomework(3mins)Summary:ReviewtheformulaS+Homework:Write5sentencesaboutthingsthathavebeendoneinyourschoolthissemester.【BlackboardDesign】```PresentPerfectPassiveVoiceActive:Someonehascleanedthelibrary.Passive:Thelibraryhasbeencleaned.Structure:SUsage:Emphasizetheresult,notthedoer.```【SimulatedTeachingScript】T:Hello,boysandgirls.Lookatthescreen.Herearetwophotosofourschoollibrary.Thefirstonewastakenlastmonth.Itwasverymessy,right?Butthesecondonewastakentoday.Itistidyandclean.Whathappened?Yes,"Someonehascleanedthelibrary."(WriteonBB).ButinEnglish,oftenwewanttofocusonthelibraryitself,not"someone".Wewanttosay"Thelibraryhasbeencleaned."(WriteonBB).T:Now,comparethesetwosentences.Whatchangesdoyousee?Intheactivevoice,"Someone"isthesubject.Inthepassivevoice,"Thelibrary"becomesthesubject.Lookattheverbphrase."Hascleaned"changesto"hasbeencleaned".So,whatistherule?Let'sderivetheformulatogether.Weuse"have"or"has",plus"been",plusthepastparticipleoftheverb.So,thestructureisSuT:Let'spractice.Iwillgiveyouanactivesentence,andyouchangeittothepassivevoice.Ready?"Thepostmanhasdeliveredtheletters."Go!Mike?S:Thelettershavebeendeliveredbythepostman.T:Excellent!Noticeweputtheagent"bythepostman"attheend.Nextone."Scientistshavediscoveredanewplanet."S:Anewplanethasbeendiscoveredbyscientists.T:Perfect.Now,let'splayagame"DetectiveEyes".Lookaroundtheclassroom.Canyouseeanychanges?Forexample,theblackboard...itwasdirty,nowitisclean.S:Theblackboardhasbeencleaned.T:Good.Whataboutthefloor?S:Thefloorhasbeenmopped.T:Wonderfuljob.Youareallgreatobservers.TodaywelearnedthePresentPerfectPassiveVoice.Remembertheformula:ha【StructuralResponseAnalysis】1.InductiveMethod:Thepresentationusestheinuctivemethod,guidingstudentstodiscoverthegrammarrulesthemselvesfromexamples.Thisismoreeffectivethandirectspoon-feeding.2.FormulaApplication:TheuseofLaTeXfortheformula(S+3.PracticeSequence:Thepracticemovesfrommechanical(transformation)tomeaningful(describingpictures),ensuringstudentsgraspbothformandmeaning.题目三参考答案及解析【TeachingPlan】1.TeachingObjectives(1)KnowledgeObjective:Studentswilllearntheformatofasuggestionletterandmasterusefulsentencepatternslike"You'dbetter...","Whynot...","Isuggestthat...".(2)AbilityObjective:Studentscanwriteasuggestionlettertohelpafriendsolveaproblemlogically.(3)EmotionalObjective:Studentslearntocareaboutfriendsandofferconstructiveadvice.2.KeyandDifficultPoints(1)KeyPoint:Thestructureofaletter(Salutation,Body,Closing)andexpressionsforgivingadvice.(2)DifficultPoint:Organizingtheadvicelogicallyandusingappropriatetone.3.TeachingProceduresStep1:Lead-in(2mins)T:"Doyouhaveanyfriends?Ifyourfriendissad,whatwillyoudo?"Leadtothetopic:Writingalettertogiveadvice.Step2:Pre-writing(5mins)(1)AnalyzingtheTask:ReadtheemailfromTom.Identifytheproblem:Stressed,toomuchhomework,notimeforhobbies.(2)Brainstorming:Howtobalancestudyandlife?Ideas:Makeaschedule,prioritizetasks,combinehobbieswithstudy(e.g.,listentoEnglishsongs),exercise.(3)Structure&Expressions:Teachthestructure:Para1:Purpose(Iamsorrytohearthat...)Para2:Suggestions(First...Second...Finally...)Para3:Conclusion(Ihopethesewillhelp...)Providesentencepatterns:"Itisadvisableto...","Howabout...","IfIwereyou,Iwould..."Step3:While-writing(6mins)Askstudentstowriteadraftbasedonthebrainstormedideasandtheoutline.Remindthemtousethelinkingwords(Firstly,Besides,Moreover).Step4:Post-writing(5mins)Peer-editing:Studentsexchangetheirletterswithdeskmates.Checkfor:1.Isthestructureclear?2.Arethereatleast3piecesofadvice?3.Aretheexpressionscorrect?Theteacherpicksoneortwosamplestocommenton.Step5:SummaryandHomework(2mins)Summary:Reviewthestructureofasuggestionletter.Homework:Polishtheletterandsendittoyour"friend"(orteacher).【BlackboardDesign】```ALetterofAdviceStructure:1.Purpose:I'msorrytohear...2.Suggestions:You'dbetter...Whynot...Makeaplan3.Bestwishes```【SimulatedTeachingScript】T:Goodmorning,class.Imagineyourbestfriend,Tom,sentyouanemail.Hesoundsveryunhappy.Let'sreadit.(Pretendtoread)."IhavesomuchhomeworkandIcan'tplayfootball.Iamstressed."PoorTom.Heneedsourhelp.Let'swritealettertogivehimsomeadvice.T:First,let'sanalyzehisproblem.WhatiswrongwithTom?Yes,heisstressedoutbecauseofhomeworkandlackoffreetime.So,ourgoalistohelphimbalancestudyandlife.Whatadvicecanwegivehim?Brainstormtime!Thinkaboutitfor30seconds.T:Okay,ideas?Jerry?S:Heshouldmakeatimetable.T:Goodidea.Anythingelse?S:Hecanlistentomusicwhileresting.S:Hecandosportsfor30minuteseveryday.T:Excellentsuggestions.Now,howdoweorganizetheseintoaletter?Let'slookatthestructure.(DrawthreeboxesonBB)T:Inthefirstparagraph,weexpressoursympathy.Wecansay:"Iamsorrytohearthatyouarefeelingstressed."Inthesecondparagraph,wegiveoursuggestions.Weshoulduseconnectingwordslike"Firstly","Secondly","Besides".Andweneedtousepolitesentencestructures.Insteadof"Dothis",wesay"You'dbetterdothis"or"Isuggestthatyoudothis".Inthelastpart,wegiveourbestwishes.T:Now,pleasetakeoutyourpenandwritealettertoTom.Youhave8minutes.Don'tforgettousetheadvicewebrainstormed.(Teacherwalksaround,offeringhelp)T:Timeisup.Now,exchangeyourletterwithyourpartner.Checkifthereareatleastthreesuggestionsandifthetoneispolite.Correctmistakesforeachother.T:Okay,whowouldliketoshareyourletter?(Pretendtolisten)."DearTom,Isuggestyoumakeastudyplan.Whynotlistentosomemusictorelax?Ihopeyouwillfeelbetter."Thisisagreatletter!Clearstructureandusefuladvice.T:Todaywelearnedhowtowriteasuggestionletter.Remember,whengivingadvice,bekindandhelpful.Homework:Rewriteyourletterandmakeitperfect.Goodbye!【StructuralResponseAnalysis】1.ProcessWritingApproach:Thelessondesignfollowstheprocesswritingapproach(Brainstorming->Outlining->Drafting->Editing),whichiscrucialforteachingwritingeffectively.2.Scaffolding:Theteacherprovidesnecessaryscaffolding(sentencepatterns,structure)beforeaskingstudentstowrite,reducingthecognitiveload.3.PeerReview:Includingapeer-editingstepfostersautonomouslearningandallowsstudentstolearnfromeachother'smistakes.题目四参考答案及解析【TeachingPlan】1.TeachingObjectives(1)KnowledgeObjective:Studentscanunderstandandusekeyphrasesformakingplans:"bethinkingofdoing","mightdo","plantodo","Howabout...".(2)AbilityObjective:Studentscanfluentlytalkabouttheirweekendplanswithapartner.(3)EmotionalObjective:Studentscanenhancetheirfriendshipthroughmakingplanstogether.2.KeyandDifficultPoints(1)KeyPoint:Usingthefuturetenseexpressionscorrectly.(2)DifficultPoint:Thedifferencebetweendefiniteplans(begoingto)anduncertainplans(might,thinkingof).3.TeachingProceduresStep1:Lead-in(2mins)T:"Whatdayisittoday?It'sFriday!Theweekendiscoming.Iamsohappy.Whatareyougoingtodothisweekend?"Ask2-3studentsbriefly.Step2:Listening(3mins)Playthedialogue(orreaditaloud).AskstudentstofindoutwhatAandBplantodo.A:mightgotoartexhibition/dinner.B:gohiking/dinner.Step3:Practice(5mins)(1)Drill:Readthedialogueaftertheteacher.Payattentiontointonation.(2)Substitution:Replacetheactivitiesinthedialoguewithnewones(goshopping,visitgrandparents,sleep).T:"Now,use'I'mthinkingof...'tomakenewsentences."Step4:Production(8mins)Activity:"WeekendPlanner".Studentsworkinpairs.Theyarefriendstryingtoarrangeatimetomeet.Theyneedtonegotiateanddecideonacommonactivitybasedontheirschedules.RolecardA:YouarefreeonSaturdayafternoon.Youwanttowatchamovie.RolecardB:YouarebusyonSaturdaybutfreeonSunday.Youwanttogoshopping.Theymustuse:"I'mthinkingof...","Areyoufree...","Let'smeetat..."Step5:SummaryandHomework(2mins)Summary:Reviewthephrases.Homework:MakeadetailedweekendplanforyourselfandtellyourparentsaboutitinEnglish.【BlackboardDesign】```MakingPlansPhrases:I'mthinkingof...Imight...Howaboutjoiningme?Doyouwantto...?Dialogue:A:Hiking/DinnerB:Artexhibition/Dinner```【SimulatedTeachingScript】T:Hello,everyone!HappyFriday!Theweekendiscoming.Iamsoexcited.Iamthinkingofgoingtothecountrysidethisweekend.Whataboutyou?Whatareyoudoing?(Askastudent).S:Idon'tknow.T:Maybeyouneedsomeideas.Let'slistentoadialoguebetweentwofriends.Theyaretalkingabouttheirweekendplans.Listencarefullyandanswer:Whatistheboythinkingofdoing?(Teacherpretendstoplayaudio)T:Okay,whatdidyouhear?Yes,heisthinkingofgoinghiking.Andwhatmightthegirldo?Shemightgototheartexhibition.Didtheymakeaplantogether?Yes,dinneronSaturdaynight.T:Now,let'slookattheusefulexpressions.Whenwearenotsure,wesay"Imight..."or"I'mthinkingof...".Whenwewanttoinviteothers,wesay"Doyouwanttojoinme?"or"Howabout...?"(WriteonBB).T:Let'spractice.Iwillshowyousomepictures.Picture1:Swimming.Pleaseuse"I'mthinkingof..."S:I'mthinkingofgoingswimming.T:Picture2:Reading.S:Imightreadsomebooks.T:Great.Now,it'syourturntotalk.Workinpairs.Imagineyouwanttodosomethingthisweekend,butyouneedtofindapartner.Askyourfriendandmakeaplantogether.Usethesentencesontheboard.(Teachermonitorstheclass)T:Stophere,everyone.Youtwo,please.Whatisyourplan?S1:Iamthinkingofplayingbasketball.S2:Thatsoundsgreat.Iwanttojoinyou.T:Fantastic!Youhaveaplan.Remember,makingplansisimportantforoursociallife.Don'tstayathomeallthetime!Gooutandtalktofriends.Classover!【StructuralResponseAnalysis】1.SituationalTeaching:Therole-playactivitysimulatesareal-lifescenariowherestudentsneedtonegotiateplans,makingthelanguageuseauthentic.2.GradedOutput:Theteacherprovidescontrolledpractice(drills)beforemovingtofreeproduction(role-play),ensuringstudentsarereadytospeak.3.Interaction:ThedesignmaximizesStudentTalkingTime(STT)byprioritizingpairworkandrole-playoverteacherexplanation.题目五参考答案及解析【TeachingPlan】1.ListeningObjectives(1)KnowledgeObjective:Studentswillgraspkeyvocabularyrelatedtospaceexploration(e.g.,Sputnik,universe,probes)andunderstandthesequenceofevents.(2)AbilityObjective:Studentscanextractspecificinformation(dates,events)fromalisteningmaterialandsummarizethemaincontent.(3)EmotionalObjective:Studentswillcultivateaninterestinscienceandtechnologyandfeelproudofhumanachievements.2.KeyandDifficultPoints(1)KeyPoint:Identifyingthetimelineofspaceexplorationevents.(2)DifficultPoint:Understandingthedescriptionoffutureplansandthesignificanceofspacetechnology.3.TeachingProceduresStep1:Lead-in(3mins)Showashortvideoclipoftherocketlaunch(Liftoff).T:"Whatisthis?It'samazing,right?Doyouwanttotraveltospaceoneday?Today,let'slearnaboutthehistoryofspaceexploration."Step2:Pre-listening(2mins)Teachkeywords:"Sputnik","probes","Mars".Predictcontent:Askstudentstopredictwhateventsmightbementionedinthetextbasedonthetitle.Step3:While-listening(5mins)(1)FirstListening(Extensive):Getthemainidea.T:"Whatisthepassagemainlyabout?Thehistoryorthefuture?"(2)SecondListening(Intensive):Fillinthetimeline.1957:LaunchofSputnik.Then:Humanswalkedonthemoon.Future:HumanstoMars,basesonthemoon.(3)ThirdListening(Detailed):Answer"Whydoscientistsstudyspace?"(TounderstandEarthbetter).Step4:Post-listening(4mins)Retelling:Askstudentstoretellthedevelopmentofspaceexplorationusingthetimelineontheblackboard.Discussion:"Ifyoucouldgotospace,wherewouldyougo?"Step5:SummaryandHomework(1min)Summary:Reviewthetimeline.Homework:Writeashortparagraphabout"MyDreamSpaceTrip".【BlackboardDesign】```Space