2026年下半年教师资格证面试试讲真题（初中英语）

2026年下半年教师资格证面试试讲真题（初中英语）第一套：初中英语阅读课试讲真题一、试题内容Title:TheInventionofPotatoChipsTopic:HistoryandFoodCultureContent:Doyouknowhowpotatochipswereinvented?In1853,amannamedGeorgeCrumwasachefatarestaurantinNewYork,USA.Oneday,acustomersentbackhisplateoffriedpotatoesbecausehesaidtheyweretoothickandsoggy.Georgewasinabadmood,sohecutthepotatoesvery,verythinandcookedthemuntiltheywereverycrispy.Heputalotofsaltonthemandsentthemout.Tohissurprise,thecustomerlovedthem!Heaskedformore.Soon,otherpeoplewantedthem,too.Andthatishowpotatochipswereinvented.Requirements:1.Designthereadinglessonforjuniorhighschoolstudents.2.Includeactivitiestopracticestudents'readingskills(skimmingandscanning).3.Designapost-readingactivityforstudentstoretellthestory.4.UseEnglishtoteachthroughouttheclass.5.Writeablackboarddesign.二、参考教案及解析TeachingDesignfor"TheInventionofPotatoChips"I.TeachingObjectives1.KnowledgeObjectives:(1)Studentscanmasterthekeywordsandphrases:invention,chef,customer,thick,soggy,crispy,sendback,inabadmood.(2)Studentscanunderstandthepassageandlearnthepassivevoiceinthecontextofinvention.2.AbilityObjectives:(1)Studentscanimprovetheirreadingabilitiesbyusingskimmingandscanningstrategies.(2)Studentscanretellthestoryaccordingtothetimelineandkeyinformation.3.EmotionalObjectives:(1)Studentscanrealizethatmanyinventionscomefromaccidentsordailylife.(2)Cultivatestudents'interestinlearningaboutforeigncultureandhistory.II.TeachingKeyandDifficultPoints1.TeachingKeyPoint:Understandthemainideaanddetailsofthepassage.2.TeachingDifficultPoint:Howtohelpstudentsretellthestoryusingtheirownwordsandunderstandtheusageofthepasttenseinstorytelling.III.TeachingProceduresStep1:Lead-in(3mins)1.Greeting.2.Showapictureofabagofpotatochipsonthescreen.T:Goodmorning,class!Lookatthescreen.Whatisthis?Ss:It'spotatochips.T:Doyoulikeeatingpotatochips?Whendoyouusuallyeatthem?Ss:...T:Yes,mostofuslovethem.Butdoyouknowwhoinventedthemandhowtheywereinvented?Today,wearegoingtoreadastoryabouttheinventionofpotatochips.[DesignIntent]Arousestudents'interestthroughfamiliarfoodandleadinthetopicnaturally.Step2:Pre-reading(4mins)1.Prediction:T:Lookatthetitle"TheInventionofPotatoChips".Lookatthepictureinthebook.Canyouguesswhatthepassageisabout?Ss:Itisaboutthehistoryofchips.T:Maybeitisaboutachef?Let'sreadandfindout.[DesignIntent]Cultivatestudents'predictionabilitybasedonthetitleandpictures.Step3:While-reading(25mins)1.Skimming(Fastreading):T:Pleasereadthepassagequicklyandcheckyourprediction.Also,findouttheanswertothisquestion:Whoinventedpotatochips?(Studentsreadsilently.)T:Timeisup.Whoinventedthem?Ss:GeorgeCrum.T:Yes,GeorgeCrum.Hewasachef.2.Scanning(Detailedreading):(1)Activity1:TrueorFalseT:Nowreadcarefullyagainandjudgethefollowingsentences.WriteTorF.a.GeorgeCrumwasafarmer.(F)b.Thecustomerlikedthethickpotatoes.(F)c.GeorgeCrumcutthepotatoesverythin.(T)d.Thecustomerwasangrywiththenewpotatoes.(F)(2)Activity2:SequencetheeventsT:Herearesomesentencesaboutthestory.Pleaseputtheminthecorrectorder.A.Thecustomerlovedthem.B.Thecustomersaidthepotatoesweretoothick.C.Georgecutthepotatoesthinandcookedthem.D.Georgesentthepotatoestothecustomer.E.Otherpeoplewantedthepotatoes.CorrectOrder:B->C->D->A->E[DesignIntent]Helpstudentsunderstandthedetailedinformationthroughdifferenttasks.Skimmingforthemainidea,scanningfordetailsandlogic.Step4:Post-reading(10mins)1.GroupWork:RetellingT:Now,let'sworkingroupsoffour.Iwillgiveyousomekeywordsonthescreen:1853,GeorgeCrum,chef,customer,thick,soggy,badmood,thin,crispy,loved.Pleasetrytoretellthestoryusingthesewords.(Studentsdiscussandprepare.)T:Whichgroupwantstohaveatry?Pleasecometothefront.(Grouprepresentativesretellthestory.)2.DiscussionT:Fromthisstory,weknowpotatochipswereinventedbyaccident.Canyouthinkofotherinventionsthatwereinventedbyaccident?Ss:Maybepenicillin?Tealeaves?T:Greatideas!Accidentscansometimesleadtogreatdiscoveries.[DesignIntent]Practicestudents'oralEnglishandlogicalthinking.Deepentheirunderstandingofthetheme.Step5:SummaryandHomework(3mins)1.Summary:T:Todaywelearnedhowpotatochipswereinvented.Wealsolearnedsomenewwords.Remember,observationisimportantinlife.2.Homework:(1)Retellthestorytoyourparents.(2)Searchonlineforanotherinventionstoryandshareitnextclass.IV.BlackboardDesignTheInventionofPotatoChipsWords:invention,chef,crispyTimeline:1853:GeorgeCrum(Chef)Customer:"Toothick&soggy"->SentbackGeorge:Badmood->Cutthin,cookedcrispyResult:Customerlovedthem->Popular三、答辩解析1.Whydoyoudesignthepost-readingactivitylikethis?Answer:Thepost-readingactivityisdesignedtocheckstudents'understandingofthetextandconsolidatetheknowledgetheyhavelearned.RetellinghelpsstudentsorganizetheirthoughtsandpracticespokenEnglish.Thediscussionexpandstheirthinkingandconnectsthetexttoreallife,stimulatingtheirinterestinexploration.2.Howdoyouhelpstudentsimprovetheirreadingskills?Answer:Iusespecificstrategies.Forskimming,Iaskquestionsaboutthemainideaorthetitle.Forscanning,IdesignTrue/Falsequestionsorsequencingtasks.Thisguidesstudentstofindspecificinformationquickly.Ialsoencouragethemtounderlinekeywordswhilereading.***第二套：初中英语语法课试讲真题一、试题内容Topic:ComparativeandSuperlativeAdjectivesContent:Mikeistall.JackistallerthanMike.Tomisthetallestofthethree.Theelephantisbig.Thetigerisbig,too.Butthebearisthebiggestanimalonland.Myruleris20cm.Yoursis15cm.Hersis25cm.Hersisthelongest.Mineislongerthanyours.Requirements:1.Teachthegrammarrules:ComparativeandSuperlativeAdjectives.2.Designactivitiesforstudentstopracticetherules.3.Usesituationalteachingmethod.4.Writeablackboarddesign.二、参考教案及解析TeachingDesignforComparativeandSuperlativeAdjectivesI.TeachingObjectives1.KnowledgeObjectives:(1)Studentscanunderstandthemeaningandstructureofcomparativeandsuperlativeadjectives.(2)Studentscanmastertherulesofchangingadjectivesintocomparativeandsuperlativeforms(e.g.,tall-taller-tallest,big-bigger-biggest).2.AbilityObjectives:(1)Studentscanusecomparativeandsuperlativeadjectivestodescribethingsandmakecomparisonscorrectly.(2)Studentscanapplythegrammarrulesinreal-lifesituations.3.EmotionalObjectives:(1)Enhancestudents'confidenceinspeakingEnglish.(2)Fostercooperationthroughgroupactivities.II.TeachingKeyandDifficultPoints1.TeachingKeyPoint:Therulesofformingcomparativeandsuperlativeadjectives(adding-er/-estormore/most).2.TeachingDifficultPoint:Howtochoosethecorrectforminspecificcontextsandthespellingrules(doubleletters,ytoi).III.TeachingProceduresStep1:Lead-in(5mins)1.Showpicturesofthreefamousbasketballplayers:YaoMing,KobeBryant,andashorterplayer.2.T:Lookatthesestars.Whoistall?Ss:YaoMingistall.Kobeistall.T:Whoistaller,YaoMingorKobe?Ss:YaoMingistallerthanKobe.T:Whoisthetallest?Ss:YaoMingisthetallest.T:Great!Todaywearegoingtolearnhowtocomparethings.[DesignIntent]Usefamiliarstarstocreateasituationandintroducethetargetgrammarintuitively.Step2:Presentation(15mins)1.Summarizetherules:T:Lookatthesentencesontheblackboard."YaoMingistall."(Original)"YaoMingistallerthanKobe."(Comparative)"YaoMingisthetallest."(Superlative)T:Howdowechange"tall"to"taller"and"tallest"?Ss:Add-erand-est.2.Showmoreexamples:long->longer->longestshort->shorter->shortestold->older->oldest3.Introducelongadjectives:T:Whatabout"beautiful"?Wecannotsay"beautifuller".Wesay"morebeautiful"and"themostbeautiful".4.Introducespecialrules:big->bigger->biggest(double'g')heavy->heavier->heaviest(y->i)thin->thinner->thinnest(double'n')[DesigningIntent]Usetheinductivemethodtohelpstudentssummarizethegrammarrulesthemselves,whichenhancesmemoryandunderstanding.Step3:Practice(15mins)1.Game:WordTransformationT:Let'splayagame.Isayanadjective,yousayitscomparativeandsuperlativeforms.Ready?T:Young.Ss:Younger,youngest.T:Expensive.Ss:Moreexpensive,themostexpensive.T:Fat.Ss:Fatter,fattest.2.Fillintheblanks:Provideashortpassageaboutaschooltrip."Theweatherwas(good)yesterdaythantoday.Themountainis(high)oneIhaveeverclimbed."Studentsfillintheblanksindividuallyandcheckanswers.[DesignIntent]Mechanicalpracticehelpsstudentsmastertheformsquickly.Thefill-in-the-blankexercisecheckstheapplicationincontext.Step4:Production(10mins)1.GroupSurvey:"OurClass"T:Workingroupsoffour.Talkaboutyourages,heights,andthethingsyouhave.Comparewitheachother.Example:"Iam13.Tomis14.Tomisolderthanme.ButAmyistheoldest."(Studentsdiscussactively.)2.Report:Asksomegroupstoreporttheirresultstotheclass.[DesignIntent]Createareal-lifesituationforstudentstousethelanguagetocommunicate,achievingthegoaloflearningforuse.Step5:SummaryandHomework(5mins)1.Summary:T:Todaywelearnedtherulesofcomparison.Remember:shortwordsadd-er/-est,longwordsusemore/most.Watchoutforspellingchanges.2.Homework:Write5sentencestocompareyourfamilymembersusingthegrammarwelearnedtoday.IV.BlackboardDesignComparativeandSuperlativeAdjectivesA(tall)->A-er(taller)->A-est(tallest)A(heavy)->A-ier(heavier)->A-iest(heaviest)A(big)->A-ger(bigger)->A-gest(biggest)Longwords:more+A,themost+AUsage:AistallerthanB.Aisthetallestofthethree/intheclass.三、答辩解析1.Whatisthedifferencebetweenyourpresentationandpracticestages?Answer:Inthepresentationstage,Ifocusoninput.Ishowexamplesandguidestudentstodiscovertherulesthemselves.Itisaboutunderstandingtheconcept.Inthepracticestage,Ifocusonoutputandaccuracy.Throughdrillsandexercises,studentsinternalizetherulesandlearntousethemcorrectly.2.Doyouthinkgrammarisboring?Howdoyoumakeitinteresting?Answer:Grammarcanbeabstract,butitdoesn'thavetobeboring.Iusepictures,games,andreal-lifecomparisons(likecomparingsportsstars)tomakeitconcreteandrelevant.Thegroupsurveyactivityallowsthemtotalkaboutthemselves,whichincreasesengagement.***第三套：初中英语听说课试讲真题一、试题内容Topic:MakingPlansDialogue:A:Hey,Bob.Whatareyougoingtodothisweekend?B:I'mnotsure.Imightgotothelibrary.Ihavealotofhomeworktodo.Whataboutyou,Alice?A:I'mgoingtovisitmygrandparents.Theyliveonafarm.B:Thatsoundsnice.Areyougoingbybus?A:No,I'mgoingtodrivemycar.Ittakesabouttwohours.B:Haveagoodtime!A:Youtoo.Requirements:1.Teachthelisteningandspeakingcontent.2.Teachthesentencestructure:"begoingto"forfutureplans.3.Designapairworkactivity.4.Writeablackboarddesign.二、参考教案及解析TeachingDesignfor"MakingPlans"I.TeachingObjectives1.KnowledgeObjectives:(1)Studentscanunderstandthedialogueaboutweekendplans.(2)Studentscanmasterthekeysentencepattern:"Whatareyougoingtodo?I'mgoingto..."2.AbilityObjectives:(1)Studentscangetspecificinformationfromthelisteningmaterial.(2)Studentscanuse"begoingto"tomaketheirownweekendplans.3.EmotionalObjectives:(1)Encouragestudentstoarrangetheirtimereasonably.(2)Promotecommunicationbetweenstudentsabouttheirlives.II.TeachingKeyandDifficultPoints1.TeachingKeyPoint:Understandingthedialogueandtheusageof"begoingto".2.TeachingDifficultPoint:Using"begoingto"correctlyinconversationtoaskandansweraboutfutureplans.III.TeachingProceduresStep1:Lead-in(3mins)1.Freetalk:T:Hello,everyone.Whatdayisittoday?Ss:It'sFriday.T:Yes,Friday!Tomorrowistheweekend.Iamsohappy.Iamgoingtowatchamoviethisweekend.Whataboutyou?Whatdoyouusuallydoonweekends?Ss:Iusuallydohomework/playbasketball...T:Good.Today,let'slistentoaconversationbetweenAliceandBob.Whataretheygoingtodo?[DesignIntent]Connectthetopictothestudents'currentsituation(Friday)tostimulatetheirinterestintalkingaboutweekendplans.Step2:Pre-listening(4mins)1.Prediction:ShowapictureofAliceandBob.T:Lookatthepicture.Wherearethey?Whataretheytalkingabout?Ss:Theyareatschool.Maybetalkingabouttheweekend.T:Let'slistenandcheck.[DesignIntent]Activatebackgroundknowledgeandsetthesceneforlistening.Step3:While-listening(15mins)1.ExtensiveListening:T:Listentothetapeforthefirsttime.Pleaseanswerthequestion:WhatisAlicegoingtodothisweekend?(Playthetape.)Ss:Sheisgoingtovisithergrandparents.T:Correct.Wheredohergrandparentslive?Ss:Onafarm.2.IntensiveListening:T:Nowlistenagain.Fillintheblanks.Bob:I'mnotsure.Imightgotothe______.Ihavealotofhomeworktodo.Alice:No,I'mgoingto______mycar.Ittakesabouttwohours.(Playthetapeagain.)T:Checkanswers.Thefirstblankis"library",thesecondis"drive".[DesignIntent]Graspthemainideafirst,thenfocusonspecificdetails.Thisstep-by-stepapproachsuitsjuniorhighstudents'listeninglevel.Step4:Post-listening/Speaking(15mins)1.Imitation:T:Readthedialogueafterthetape.Payattentiontothepronunciationandintonation.(Studentsreadaloud.)2.Practicethestructure:T:Lookatthesentencesontheblackboard."Whatareyougoingtodo?""I'mgoingto..."Thisstructureisusedtotalkaboutfutureplans.3.PairWork:"MyWeekendPlan"T:Now,pleaseworkinpairs.Askandansweraboutyourweekendplans.Youcanusethewordsinthebox:park,cinema,dohomework,cleantheroom,playfootball.Example:A:Whatareyougoingtodothisweekend?B:I'mgoingtothepark.Whataboutyou?A:I'mgoingto...(Studentspracticefor3minutes.)4.Performance:Invite2-3pairstoactouttheirdialoguesinfrontoftheclass.[DesignIntent]Provideopportunitiesforstudentstopracticethetargetlanguageinacontrolledandthensemi-controlledway,improvingtheirspeakingskills.Step5:SummaryandHomework(3mins)1.Summary:T:Todaywelearnedhowtotalkaboutfutureplansusing"begoingto".Wealsolistenedtoadialogueaboutweekendactivities.2.Homework:(1)Writedownyourconversationinpairwork.(2)Askyourparentsabouttheirplansforthenextholidayusing"begoingto".IV.BlackboardDesignMakingPlansSentencePatterns:Whatareyougoingtodo...?I'mgoingto+V(原形)...Imight+V(原形)...Answers:Alice:visitgrandparents(onafarm,drive)Bob:gotothelibrary(dohomework)三、答辩解析1.Howdoyoucheckstudents'listeningcomprehension?Answer:Iuseatwo-stepapproach.First,extensivelisteningtocheckthegist(WhatisAlicegoingtodo?).Second,intensivelisteningwithagap-fillingexercisetocheckspecificdetails(library,drive).Thisensurestheyunderstandboththemainideaandthespecificinformation.2.Whydoyouaskstudentstoimitatethetape?Answer:Imitationiscrucialforpronunciationandintonation.Juniorhighstudentsareinthecriticalperiodofforminglanguagehabits.Byfollowingthestandardrecording,theycancorrecttheirpronunciationandlearnthenaturalrhythmofEnglishsentences.***第四套：初中英语写作课试讲真题一、试题内容Topic:AnEmailtoaPenPalContext:Youhaveanewpenpal,Tom.Hewantstoknowaboutyourschoollife.Pleasewriteanemailtohim.Youshouldincludethefollowingpoints:1.Yournameandage.2.Yourfavoritesubjectandwhy.3.Whatyoudoafterschool.4.Yourfeelingsaboutyourschool.Requirements:1.Teachthewritingskills:structureofanemailandlinkingwords.2.Guidestudentstobrainstormideasbeforewriting.3.Designapost-writingactivity(peerreview).4.Writeablackboarddesign.二、参考教案及解析TeachingDesignfor"AnEmailtoaPenPal"I.TeachingObjectives1.KnowledgeObjectives:(1)Studentscanmastertheformatofanemail(Subject,Salutation,Body,Closing).(2)Studentscanuselinkingwords(first,next,then,because,so)tomakethetextcoherent.2.AbilityObjectives:(1)Studentscanbrainstormideasandorganizethembeforewriting.(2)Studentscanwriteanemailabouttheirschoollifewithclearstructure.3.EmotionalObjectives:(1)Encouragestudentstolovetheirschoollife.(2)Fostertheawarenessofcommunicationwithothers.II.TeachingKeyandDifficultPoints1.TeachingKeyPoint:Theformatofanemailandthecontentrequirements.2.TeachingDifficultPoint:Usinglinkingwordstoconnectsentenceslogicallyandwritingfluently.III.TeachingProceduresStep1:Lead-in(4mins)1.Showapictureofaletterandanemailonthescreen.T:Whatisthedifferencebetweenthesetwo?Ss:Oneisapaperletter,oneisonthecomputer.T:Yes.Theoneonthecomputerisanemail.Itisfasterandconvenient.Today,wewilllearnhowtowriteanemailtoapenpalaboutourschoollife.[DesignIntent]Comparetraditionalletterswithemailstohighlightthetopic.Step2:Pre-writing(12mins)1.Analyzetheformat:T:Anemailhasaspecificformat.LookatthesampleonthePPT.Subject:MySchoolLifeDearTom,(Body)Yours,LiMingT:Remember,don'tforgettheSubjectline.2.Brainstorming:T:YouaregoingtowritetoTom.Whatshouldyouinclude?Let'sbrainstorm.Createamindmapontheblackboard.BasicInfo:Name,AgeStudy:Favoritesubject(Math,English...),Why(interesting,teacher...)Activities:Sports,Club,HomeworkFeelings:Happy,tired,busy3.OutlineandLinkingwords:T:Howdowemakethesepointsintoaparagraph?Weneedlinkingwords."First,letmeintroducemyself...""MyfavoritesubjectisEnglishbecauseitisfun.""Afterschool,Iusuallyplaybasketball.""Ilovemyschool."[DesignIntent]Brainstorminghelpsstudentsgathermaterials.Teachinglinkingwordssolvestheproblemofcoherence.Step3:While-writing(18mins)1.Drafting:T:Now,pleasewriteyouremail.Youhave15minutes.Requirements:(1)Usethecorrectemailformat.(2)Coverthe4points(Name/Age,Subject,Activities,Feelings).(3)Useatleast2linkingwords.(4)Nolessthan60words.(Studentswrite.Teacherwalksaroundtoofferhelp.)[DesignIntent]Providesufficienttimeforstudentstoproducethetextindependently.Theclearrequirementsguidetheirwriting.Step4:Post-writing(8mins)1.PeerReview:T:Exchangeyouremailwithyourdeskmate.Checkthefollowing:Istheformatcorrect?Aretherespellingmistakes?Didhe/sheuselinkingwords?Isthehandwritingclear?Giveastarrating(1-5stars).2.Presentation:Select1-2studentstoreadtheiremailsaloud.Praisethemforgoodusageofwordsandstructure.[DesignIntent]Peerreviewmakesstudentsactivelearnersandhelpsthemlearnfromeachother'smistakesandstrengths.Step5:SummaryandHomework(3mins)1.Summary:T:Welearnedhowtowriteanemailtoday.Remembertheformatanduselinkingwordstomakeyourwritingsmooth.2.Homework:Polishyouremailaccordingtoyourpartner'ssuggestionsandsendittome(theteacher).IV.BlackboardDesignAnEmailtoaPenPalFormat:Subject,Dear...,Body,Yours...MindMap:Info:Name,AgeSubject:Math,English(because...)Activities:playsportsFeelings:loveLinkingWords:First,Next,Because,So三、答辩解析1.Whyisbrainstormingimportantinwritingclass?Answer:Brainstormingactsasawarm-upforwriting.Manystudentsstrugglewith"whattowrite."Bybrainstormingandcreatingamindmap,wehelpthemorganizetheirthoughtsandgeneratevocabularyrelatedtothetopic.Thisreducesanxietyandprovidesacleardirectionfortheirwriting.2.Howdoyouhelpstudentsorganizethestructureoftheemail?Answer:Iexplicitlyteachthecomponentsofanemail(Subject,Salutation,Body,Closing).Duringthebrainstormingphase,Iguidethemtocategorizetheirideasintologicalgroups(BasicInfo,Study,Activities,Feelings).Ialsointroducelinkingwords(First,Because,So)tohelpthemconnectthesegroupssmoothly.***第五套：初中英语语音课试讲真题一、试题内容Topic:Pronunciationof/əʊ/(asin"go","no","home")Content:Words:go,no,home,phone,those,nose,rose,closeSentence:Gohomeandclosethedoor,Joe.Requirements:1.Teachthepronunciationofthediphthong/əʊ/.2.Designactivitiestohelpstudentsdistinguish/əʊ/fromothersounds(e.g.,/ɔː/or/aʊ/).3.UseEnglishtoteach.二、参考教案及解析TeachingDesignforPronunciationof/əʊ/I.TeachingObjectives1.KnowledgeObjectives:(1)Studentscanperceiveandidentifythediphthong/əʊ/.(2)Studentscanreadwordscontaining/əʊ/correctly.2.AbilityObjectives:(1)Studentscandistinguish/əʊ/fromsimilarsoundsinlistening.(2)Studentscanchantarhymewithcorrectpronunciationandintonation.3.EmotionalObjectives:(1)Buildstudents'confidenceinspeakingEnglish.(2)CultivatethesenseofrhythminEnglishlearning.II.TeachingKeyandDifficultPoints1.TeachingKeyPoint:Thecorrectpronunciationof/əʊ/(mouthshape:fromroundtowide).2.TeachingDifficultPoint:Distinguishing/əʊ/from/aʊ/(likein"cow")or/ɔː/(likein"dog").III.TeachingProceduresStep1:Lead-in(3mins)1.Chant:T:Hello,boysandgirls.Let'schanttogether."No,no,no,go,go,go.""Row,row,rowyourboat."T:Didyounoticethesoundin"No","Go","Row"?Today,let'smeetthissound.[DesignIntent]Chantingcreatesalivelyatmosphereandintroducesthetargetsoundimplicitly.Step2:Presentation(12mins)1.Demonstration:T:Lookatmymouth./əʊ/...First,mymouthisroundlikeasmallcircle"o".Thenitopensupalittlebit.Itglidesfromonesoundtoanother.(Useahandgesturetoshowtheglidingmovement.)2.Practice:T:Readafterme./əʊ//əʊ//əʊ/.Words:go,no,home.(Correctstudents'pronunciationiftheypronounceitasasingleshortsound.)3parison:T:Nowlistentotwosounds:/əʊ/(go)and/aʊ/(cow)./əʊ/-mouthstartsround./aʊ/-mouthstartswide.Let'sread:coatvscow;phonevstown.[DesignIntent]Cleardemonstrationofmouthshapeisessentialforpronunciationteaching.Comparisonhelpsdistinguishsimilarsounds.Step3:Practice(15mins)1.BingoGame:T:Let'splay"Bingo".Iwillsaysomewords.Ifyouhearthe/əʊ/sound,pleaseclapyourhands.Words:cat,dog,go,bed,home,nose,car,phone.(Studentslistenandclap.)2.TongueTwister:T:Lookatthesentenceontheblackboard."Gohomeandclosethedoor,Joe."Pleasereaditlinebyline.Thenreaditfaster.(Studentspracticetherhyme.)[DesignIntent]Gamesmakerepetitivepracticeinteresting.Tonguetwisterschallengestudentstoarticulatethesoundinaflow.Now,let'scalculatethescore.Ifastudentclapscorrectlyforallwords,thescoreiscalculatedas:SWhereisthenumberofcorrectclaps.Step4:Production(8mins)1.GroupWork:FindthefriendsT:Workingroups.Iwillgiveyoualistofwordsonthepaper.Pleasecirclethewordsthathavethe/əʊ/soundandwritethemdown.Thenmakeasentenceusingatleasttwoofthem.Wordlist:those,this,boat,bird,slow,snow,cow,how.Example:"Theboatisslow."[DesignIntent]Combinephoneticlearningwithvocabularyandsentenceconstructiontoapplytheknowledge.Step5:SummaryandHomework(2mins)1.Summary:T:Todaywepracticedthesound/əʊ/.Remembertoglideyourmouth.2.Homework:Find5morewordswiththe/əʊ/soundinyourdictionaryandreadthemtoyourparents.IV.BlackboardDesignPronunciation:/əʊ/Mouth:O(round)->Opening(glide)Words:go,no,home,phone,closeSentence:Gohomeandclosethedoor,Joe.Compare:/əʊ/(go)vs/aʊ/(cow)三、答辩解析1.Howdoyouteachpronunciationtojuniorhighschoolstudents?Answer:Forjuniorhighstudents,Ifocusondemonstrationandimitation.Ishowthemthemouthshapeclearlyandusehandgesturestoillustratetheglidingnatureofdiphthongs.Ialsousecontrastingmethodstohelpthemdistinguishsimilarsounds.Practiceisdonethroughgamesandchantstokeepitengaging,notjustboringdrilling.2.Whydidyouusetheformulainthepracticestep?Answer:AlthoughthisisanEnglishclass,integratingasimplemathematicalformulaorlogic(S=***第六套：初中英语词汇课试讲真题一、试题内容Topic:WeatherandSeasonsVocabulary:spring,warm,everything,tree,ice,cool,dry,hot,coldSentence:Inspring,theweatheriswarm.Everythingbeginstogrow.Inwinter,itiscold.Sometimesthereisice.Requirements:1.Teachthenewvocabulary.2.UseTotalPhysicalResponse(TPR)orpicturestoteach.3.Designarole-playactivity.二、参考教案及解析TeachingDesignfor"WeatherandSeasons"I.TeachingObjectives1.KnowledgeObjectives:(1)Studentscanread,spell,andunderstandthewords:spring,warm,everything,tree,ice,cool,dry,hot,cold.(2)Studentscanusesentencestodescribeweatherindifferentseasons.2.AbilityObjectives:(1)Studentscandescribetheirfavoriteseasonandtheweather.(2)Studentscanactoutasimpleweatherreport.3.EmotionalObjectives:(1)Studentscanappreciatethebeautyofnatureindifferentseasons.(2)Developawarenessofenvironmentalprotection.II.TeachingKeyandDifficultPoints1.TeachingKeyPoint:Correctpronunciationandmeaningoftheweathervocabulary.2.TeachingDifficultPoint:Using"everythingbeginstogrow"anddescribingabstractweatherfeelings.III.TeachingProceduresStep1:Lead-in(4mins)1.Video:Playashortvideoshowingthefourseasonschanging.T:Whatdidyouseeinthevideo?Ss:Flowers,snow,sun...T:Yes,theseasonschange.Todaywewilllearnwordsaboutweatherandseasons.[DesignIntent]Videocreatesamulti-sensoryinputandsetsthescene.Step2:Presentation(15mins)1.PictureTeaching:Showpicturesofspringwithgreentreesandflowers.T:Look!Thisisspring.(WriteonBB).Readafterme:spring.T:Howdoyoufeel?Isitcold?No,itiswarm.(Action:hugyourself).Warm.Showapictureofatree.T:Thisisatree.Inspring,everythingbeginstogrow."Everything"meansallthings.Showpicturesofwinterwithsnowandice.T:Thisiswinter.Itiscold.(Action:shiver).Cold.T:Lookatthelake.Itishard.Itisice.Showsummerandautumnpicturestoteach"hot","cool","dry".2.TPR(TotalPhysicalResponse):T:Standup,please.Let'sdoactions.WhenIsay"Hot",youfanyourface.WhenIsay"Col