2026年下半年教师资格证面试试讲真题（小学英语）

2026年下半年教师资格证面试试讲真题（小学英语）一、面试真题（小学英语）1.题目内容：课题：Unit3Whatwouldyoulike?(PartALet'slearn)内容：一段关于在餐厅点餐的对话，包含词汇：sandwich,salad,hamburger,icecream,tea,thirsty,hungry。句型：Whatwouldyouliketoeat?I'dlikea...,please.Whatwouldyouliketodrink?I'dlikesome...,please.基本要求：(1)试讲时间约10分钟。(2)全英文授课。(3)重点讲解上述词汇和句型。(4)设计合理的操练活动。(5)配合板书设计。2.题目内容：课题：Unit4Whenistheartshow?(PartBReadandwrite)内容：一篇关于日记的短文，描述了猫咪Sarah的生日派对。文中包含日期表达和活动描述。基本要求：(1)试讲时间约10分钟。(2)全英文授课。(3)引导学生掌握阅读策略，获取关键信息。(4)培养学生的阅读理解能力。(5)设计读后写作任务。3.题目内容：课题：Unit2Myweek(PartALet'sspell)内容：语音课，重点学习字母组合ee和ea在单词中发长元音/i:/的规则。例词：feet,beef,meet,tea,read,eat。基本要求：(1)试讲时间约10分钟。(2)全英文授课。(3)展示发音规则，引导学生归纳。(4)设计chant或歌谣辅助教学。(5)板书清晰，体现拼读规律。4.题目内容：课题：Unit5Thereisabigbed(PartALet'stalk)内容：Mike和Sarah参观ZhangPeng的新房间，讨论房间内的物品摆设。核心句型：Thereisabigbed.Thereisanicephoto.基本要求：(1)试讲时间约10分钟。(2)全英文授课。(3)创设情境进行口语教学。(4)设计角色扮演活动。(5)注意Therebe句型的单复数引导。5.题目内容：课题：Unit6Howdoyoufeel?(PartBLet'slearn)内容：情绪词汇与建议句型。词汇：angry,afraid,sad,worried,happy。句型：Youshould.../Don'tbe...基本要求：(1)试讲时间约10分钟。(2)全英文授课。(3)词汇教学结合情境。(4)渗透情感教育，学会调节情绪。(5)互动性强。二、参考答案与解析真题一：Unit3Whatwouldyoulike?(PartALet'slearn)【参考设计】TeachingObjectives:1.KnowledgeObjectives:(1)Studentscanlisten,read,andrecognizethewords:sandwich,salad,hamburger,icecream,tea.(2)Studentscanunderstandandusethesentencepatterns:"Whatwouldyouliketoeat/drink?""I'dlikea/some...,please."toorderfoodinarealsituation.2.AbilityObjectives:(1)Studentscanimprovetheirspeakingskillsthroughrole-playandgroupwork.(2)Studentscandeveloptheabilityofcooperativeinquiry.3.EmotionalObjectives:(1)Studentscancultivatehealthyeatinghabits.(2)Studentscanbepolitewhenorderingfoodinpublicplaces.KeyandDifficultPoints:1.KeyPoint:Masterthenewwordsandsentencepatternsaboutfoodanddrinks.2.DifficultPoint:Howtousethesentencepatternsfluentlyinasimulatedrestaurantsituation.TeachingProcedures:Step1:Warm-up(3mins)1.Greetings:Teachergreetstheclassasusual.2.Singasong:Playthesong"Whatwouldyoulike?"fromthetextbook.Studentssingalonganddoactions.T:"Hello,boysandgirls.Let'ssingasongtogethertostartourclass.Pleasestandupandclapyourhands."(DesignIntent:Arousestudents'interestandcreatearelaxedEnglishlearningatmosphere.)Step2:Presentation(8mins)1.Create情境:T:"Lookatthescreen.Thisisa'FoodRestaurant'.Iamthewaitress.Todaywearegoingtolearnhowtoorderfood."2.TeachVocabulary:(1)Showapictureofahamburger.T:"Wow,lookatthis.It'sroundandhasmeatinside.It'sahamburger.Hamburger,hamburger,readafterme."(UseTotalPhysicalResponse(TPR)todemonstratetheshape.)(2)Showapictureofasandwich.T:"Thisisbreadwithvegetablesandeggs.It'sasandwich."(3)Teach"salad","icecream",and"tea"similarlyusingpicturesandrealia(ifavailable).Emphasize"thirsty"and"hungry".T:"IfIeatnothinginthemorning,Iamhungry.IfIrunfast,Iamthirsty."3.TeachSentencePatterns:T:"Now,Iamhungry.Iwanttoeatahamburger.SoIsay:'I'dlikeahamburger,please.'"Writeontheblackboard:Whatwouldyouliketoeat?—I'dlikea...,please.T:"Iamthirsty.Iwanttodrinksometea.SoIsay:'I'dlikesometea,please.'"Writeontheblackboard:Whatwouldyouliketodrink?—I'dlikesome...,please.(DesignIntent:Use情境教学法topresentnewknowledge,makingiteasierforstudentstounderstandthemeaningandusage.)Step3:Practice(7mins)1.Game:"HighandLowVoice"Teachershowswordcards.Iftheteacherreadsloudly,studentsreadquietly;iftheteacherreadsquietly,studentsreadloudly.2.Game:"MagicBox"Putfoodmodelsinabox.Onestudentcomestothefront,picksone,andtheothersask:"Whatwouldyouliketoeat?"Thestudentanswers:"I'dlikea..."3.Drill:T:"Now,workinpairs.Oneasksandoneanswers.Usethesenewwords."(DesignIntent:Gamescanstimulatestudents'enthusiasmandconsolidatethepronunciationandmeaningofwords.)Step4:Production(8mins)1.Role-play:"AttheRestaurant"T:"Now,let'sgototherestaurant.Threestudentsinagroup.Oneisthewaiter/waitress,theothersarecustomers.Makeadialogueusingthesentenceswelearned."ProvideamenuonthePPT.Exampledialogue:Waiter:"Welcome!CanIhelpyou?"CustomerA:"I'mhungry.Whatwouldyouliketoeat?"CustomerB:"I'dlikeasandwich,please."Waiter:"Whatwouldyouliketodrink?"CustomerA:"I'dlikesometea."Waiter:"Hereyouare."Customers:"Thankyou."Invite2-3groupstoperforminfrontoftheclass.(DesignIntent:Createareal-lifescenariotohelpstudentsapplythelanguageknowledgetocommunication,improvingtheircomprehensivelanguageability.)Step5:SummaryandHomework(4mins)1.Summary:T:"Whatdidwelearntoday?Whocantellme?"(Inviteastudenttosummarize).T:"Yes,welearnedwordsaboutfoodandhowtoorderfood.Remember,anappleadaykeepsthedoctoraway.Eatmorevegetablesandfruit!"2.Homework:(1)Readthewordsandsentencestoyourparents.(2)Designahealthymenuforyourfamilydinner.BlackboardDesign:```Unit3Whatwouldyoulike?Whatwouldyouliketoeat?I'dlikeasandwich,please.(hamburger)(salad)(icecream)Whatwouldyouliketodrink?I'dlikesometea,please.```【解析】本题考查小学英语词汇课教学。在备考时，考生需注意以下几点：1.词汇呈现方式要多样化，利用图片、实物、TPR等多种手段帮助学生建立音义联系。2.句型教学要结合具体情境。本课的核心句型是点餐，因此"Restaurant"的情境创设非常关键。3.操练环节要有层次性，从机械操练过渡到意义操练。4.产出环节要注重交际性，Role-play是小学英语面试中非常加分的设计。5.板书设计要简洁明了，重点突出核心句型，并配以简笔画辅助记忆。真题二：Unit4Whenistheartshow?(PartBReadandwrite)【参考设计】TeachingObjectives:1.KnowledgeObjectives:(1)StudentscanreadandunderstandthediaryentryaboutSarah'scat.(2)Studentscanidentifythekeyinformation:dates(April20th,etc.)andactivities(haveaparty,makeacake).2.AbilityObjectives:(1)Studentscanimprovetheirreadingskillsbyskimmingandscanning.(2)Studentscanlearntowriteasimpleinvitationordiaryentrybasedonthereadingmaterial.3.EmotionalObjectives:(1)Studentscanlearntocareforanimals.(2)Studentscanenjoythehappinessofpartiesandsharing.KeyandDifficultPoints:1.KeyPoint:Understandingthemainideaofthediaryandfindingspecificdetails.2.DifficultPoint:Writingasimilartextusingthecorrectdateformatandfuturetense.TeachingProcedures:Step1:Pre-reading(4mins)1.Greetings.2.FreeTalk:T:"Doyoulikeanimals?Doyouhaveapet?Whatisit?"Ss:"Ihaveadog/cat..."T:"Today,wearegoingtoreadadiary.It'saboutaspecialcat.HernameisSarah.Wait,Sarahisagirl'sname.Yes,thecat'snameisSarah,too."3.Prediction:Showthepictureofthediary.Askstudentstoguess:"Whatwillhappentothecat?"(DesignIntent:Activatestudents'backgroundknowledgeandstimulatetheircuriosityaboutthetext.)Step2:While-reading(10mins)1.Skimming(FastReading):T:"Pleasereadthediaryquickly.Trytofindtheanswer:Whenisthecat'sbirthday?"Studentsreadsilentlyandfindtheanswer:"April20th."T:"Great!It'sonApril20th."2.Scanning(DetailedReading):(1)T:"Readcarefullyagain.Circlethethingstheywilldofortheparty."Checkanswers:"makeacake,eatnoodles,singthebirthdaysong,makeawish."(2)T:"Whowillcometotheparty?"Underlinethecharacters.Checkanswers:"Sarah'sfriends,herparents,andthecat'sfriends(othercats)."3.IntensiveReading:T:"Now,pleasereadafterthetape.Payattentiontothepronunciationandintonation.Trytofeelthehappyatmosphere."(DesignIntent:Guidestudentstousedifferentreadingstrategiestoextractinformationstepbystep,cultivatingtheirreadingskills.)Step3:Post-reading(8mins)1.Discussion:T:"IfyouwerethecatSarah,howwouldyoufeel?Why?"Ss:"Happy.BecauseIhavemanyfriends."T:"Weshouldloveanimalsandgivethemahappylife."2.WritingTask:"MyBirthdayPlan"T:"Thecathasawonderfulbirthday.Whataboutyou?Pleasewriteashortpassageaboutyourbirthdayplan.Youcanusethemindmapontheblackboardtohelpyou."Provideastructure:Whenisyourbirthday?Whatwillyoudo?Whowillcome?Studentswritefor3minutes.Theninvitesometoshare.(DesignIntent:Transferreadinginputtowritingoutput,realizingtheintegrationoflistening,speaking,reading,andwriting.)Step4:SummaryandHomework(3mins)1.Summary:Reviewthecat'sbirthdaypartyactivities.2.Homework:(1)Readthediaryfluently.(2)Makeabirthdaycardforyourparentsorfriends.BlackboardDesign:```Unit4Whenistheartshow?Diary:Sarah'sCat'sBirthdayWhen:April20thWhat:makeacakeeatnoodlessingsongsmakeawish```【解析】本题是一节小学高年级的读写课。1.导入：通过谈论宠物自然引入话题，利用图片预测激发阅读兴趣。2.读中：设计了Skimming（略读）找日期，Scanning（寻读）找细节活动，以及IntensiveReading（精读）模仿语音语调的三个层次，符合阅读教学规律。3.读后：先进行情感升华，再设计写作任务。写作任务提供了支架，降低了难度，符合新课标对"写"的要求。4.板书：采用思维导图形式，清晰展示了文章脉络，便于学生复述和写作。真题三：Unit2Myweek(PartALet'sspell)【参考设计】TeachingObjectives:1.KnowledgeObjectives:(1)Studentscanperceiveandsummarizethepronunciationruleof"ee"and"ea"representingthelongvowelsound/i:/.(2)Studentscanreadwordscontaining"ee"and"ea"correctly.2.AbilityObjectives:(1)Studentscanspellsimplewordsaccordingtothepronunciationrule.(2)Studentscanimprovetheirlisteningdiscriminationability.3.EmotionalObjectives:(1)StudentscanbuildconfidenceinEnglishpronunciation.(2)StudentscanenjoytherhythmofEnglishchants.KeyandDifficultPoints:1.KeyPoint:Thepronunciationof/i:/andthelettercombinations"ee","ea".2.DifficultPoint:Distinguishing"ee"and"ea"fromotherlettercombinations(like"ea"inbread/e/)andapplyingtheruletonewwords.TeachingProcedures:Step1:Warm-upandLead-in(3mins)1.Greetings.2.PhonicsSong:Singthe"PhonicsSong"toreviewvowelsounds.3.Review:T:"Let'slookatsomewords.Cat,bag,map.Whatsounddoes'a'make?"(/æ/)T:"Today,wehavetwonewfriends.Theyare'ee'and'ea'.Let'sseewhatsoundtheymake."(DesignIntent:Reviewknownphonicsknowledgetopavethewayfornewlearning.)Step2:Presentation(8mins)1.Present"ee":Showapictureofgreenfeet.T:"Lookatthefeet.Theyaregreen.Readtheword:feet./f//i://t/."Showapictureofbeef.T:"Ilikebeef./b//i://f/."Showapictureofameeting.T:"Let'shaveameeting./m//i://t/ɪŋ/."Guidestudentstoobserve:"Whatlettersarethesameinthesewords?"(ee)T:"Yes,'ee'says/i:/."2.Present"ea":Showacupoftea.T:"Drinksometea./t//i:/."Showagirlreading.T:"Shelikestoread./r//i://d/."Showaboyeating.T:"Helikestoeat./i://t/."Guidestudentstosummarize:"'ea'alsosays/i:/."3.Summary:T:"So,'ee'and'ea'makethesamesound/i:/."(DesignIntent:Usepicturesandwordstohelpstudentsperceivethesoundinspecificcontexts,guidingthemtoinducttherule.)Step3:Practice(7mins)1.BlendingPractice:Writewordsontheboard:s-ee,sh-ee,m-ee-t,t-ee,r-ead,br-ead(wait,breadisexception,maybeuse'sea','peach').T:"Let'sblendthesounds./s//i:/->see."2.ListenandNumber:Playthetape.Studentshearwords(beef,tea,read,meet)andnumberthepictures.3.Chant:T:"Now,let'schant.Clapyourhands.""Threesheep,threesheep.Onemeetstwo.Threesheep,threesheep.Eatsomebeef."(DesignIntent:Practicethepronunciationthroughblending,listening,andrhythmicchanting.)Step4:Production(7mins)1.Canyouread?Showsome"nonsensewords"ornewwordswith"ee"and"ea"(e.g.,b-ee-p,f-ee-t,s-ea,m-ee-t).Encouragestudentstoreadthemoutusingtherule.2.StoryTime:T:"Hereisafunnystory.Let'sreadittogether.""Agreensheepwantstoread.Hedrinkssometea.Heeatsapeach.Heishappy."(DesignIntent:Checkifstudentscantransfertheruletonewwords,fosteringtheirdecodingskills.)Step5:SummaryandHomework(5mins)1.Summary:"ee"and"ea"say/i:/.2.Homework:(1)Findmorewordswith"ee"and"ea"inyourstorybooks.(2)Readthechanttoyourfamily.BlackboardDesign:```Unit2Myweekee->/i:/(feet,beef,meet)ea->/i:/(tea,read,eat)```【解析】本题考查语音课教学。1.归纳法：教学过程体现了"呈现例词-观察-总结规律"的过程，符合认知规律。2.拼读意识：在练习环节加入了Blending（拼读）训练，这是自然拼读教学的核心。3.Chant的运用：语音课通常比较枯燥，Chant可以增加趣味性，帮助学生感知节奏。4.拓展：让学生尝试拼读生词，检验了学生"见词能读"的能力。真题四：Unit5Thereisabigbed(PartALet'stalk)【参考设计】TeachingObjectives:1.KnowledgeObjectives:(1)Studentscanlisten,speak,andreadthesentencepatterns:"Thereisabigbed.""Thereisanicephoto."(2)Studentscanunderstandthedialogueaboutdescribingaroom.2.AbilityObjectives:(1)Studentscanuse"Thereis..."todescribetheirownroom.(2)Studentscanimprovetheirlisteningandspeakingskillsthroughinteraction.3.EmotionalObjectives:(1)Studentscancultivatethehabitofkeepingtheirroomcleanandtidy.(2)Studentscanappreciatethebeautyofhomedecoration.KeyandDifficultPoints:1.KeyPoint:Masteringtheusageof"Therebe"structuretodescribeexistence.2.DifficultPoint:Thecorrectusageof"a"vs"an"anddistinguishing"Thereis"from"Thereare"(thoughfocusisonsingularhere).TeachingProcedures:Step1:Warm-up(3mins)1.Greetings.2.Let'schant:"Inmyroom,inmyroom,Thereisabed.Thereisadesk.Sleepandwork,Sleepandwork."(DesignIntent:Review"Thereis"structureandwarmup.)Step2:Presentation(8mins)1.Lead-in:T:"Ihaveanewhouse.Look!Thisismybedroom."(Showapictureofamessyroom).T:"Oh,no!It'smessy.Let'scleanit."(Action:Moveabedpictureintotheroom).T:"Now,thereisabedintheroom."Write:Thereisabed.2.TeachDialogue:T:"ZhangPenghasanewroom,too.MikeandSaraharevisitinghim.Let'slisten."(1)Firstlistening:"What'sinZhangPeng'sroom?"Ss:"Abigbed,anicephoto."(2)Secondlistening:"Howisthebed?Howisthephoto?"Ss:"Bigandnice."T:"Yes,ZhangPengsays:'Thereisabigbed.'AndSarahsays:'Thereisanicephoto.'"(DesignIntent:Presentthedialogueinavisitingcontext,helpingstudentsunderstandthecommunicativefunctionofthelanguage.)Step3:Practice(6mins)1.Drill:Showpicturesofdifferentobjects(clock,plant,waterbottle,bike)inaroom.T:"Lookattheroom.Whatcanyousee?"Ss:"Thereisaclock."Ss:"Thereisaplant."2.Game:"MemoryChallenge"Showapicturewith5itemsfor30seconds.Thenhideit.T:"Whatisthereinthepicture?"Ss:"Thereisabike.Thereisaclock..."(DesignIntent:Consolidatethesentencepatternthroughvisualaidsandmemorygame.)Step4:Production(8mins)1.Activity:"Designyourdreamroom"T:"Now,pleaseworkinpairs.Youhavesomestickers(furniture).Drawthemonthepaperanddesignyourdreamroom.Thendescribeittoyourpartner."StudentA:"Thereisasofainmyroom."StudentB:"Thereisacomputer.It'scool."Invitesomestudentstocometothefrontandshowtheirpicture:"Thisismyroom.Thereisa..."2.MoralEducation:T:"Yourroomsarebeautiful.Pleasekeepthemcleaneveryday."(DesignIntent:Developstudents'creativityandabilitytouselanguageinatask-basedactivity.)Step5:SummaryandHomework(5mins)1.Summary:Reviewthesentences.2.Homework:(1)Listentothetapeandreadthedialogue.(2)Drawyourrealroomandwrite3sentenceswith"Thereis".BlackboardDesign:```Unit5ThereisabigbedThereisabigbed.Thereisanicephoto.(Pictureofroomwithbedandphoto)```【解析】本题考查会话课教学。1.情境导入：通过"参观房间"的情境引入，真实自然。2.听力任务：设计了两个层次的听力，先听主要物品，再听描述性形容词，训练了抓取关键信息的能力。3.操练：MemoryChallenge（记忆挑战）游戏非常有趣，能强迫学生在大脑中重复句型，强化记忆。4.运用：设计房间活动让学生从控制性练习转向自由表达，体现了以学生为主体的教学理念。真题五：Unit6Howdoyoufeel?(PartBLet'slearn)【参考设计】TeachingObjectives:1.KnowledgeObjectives:(1)Studentscanlisten,speak,read,andwritetheadjectives:angry,afraid,sad,worried,happy.(2)Studentscanusethesentences"Youshould..."and"Don'tbe..."togiveadvice.2.AbilityObjectives:(1)Studentscanexpresstheirfeelingsandgiveappropriatesuggestions.(2)Studentscanimprovetheirlogicalthinkingandcommunicativeskills.3.EmotionalObjectives:(1)Studentslearntocareaboutothers'feelings.(2)Studentslearntomanagetheirownemotionspositively.KeyandDifficultPoints:1.KeyPoint:Masteringthevocabularyofemotionsandthestructureforgivingadvice.2.DifficultPoint:Usingthecorrectadvice(Youshould...)accordingtodifferentfeelings.TeachingProcedures:Step1:Warm-up(3mins)1.Greetings.2.Game:"DoasISay"T:"Showme'happy'."(Studentssmile).T:"Showme'sad'."(Studentspretendtocry).(Reviewbasicemotions).(DesignIntent:Activatestudents'bodyandmind,reviewsimpleemotions.)Step2:Presentation(8mins)1.Teach"afraid"and"worried":Showapictureofablackcat(Sarahisafraid).T:"LookatSarah.Sheisafraidofthecat.Afraid,afraid."Showapictureofalostdog(WuBinbinisworried).T:"WuBinbin'sdogislost.Heisworried.Worried,worried."2.Teach"angry"and"sad":ShowapictureofOliver(hisfatherisangry).T:"Oliverbreaksthecup.Hisfatherisangry.Angry,angry."ShowapictureofJohn(hecan'tplayfootball).T:"Johnisill.Hecan'tgototheparty.Heissad.Sad,sad."3.Teach"happy":Showapictureofabirthdayparty.T:"Everyoneissinging.Theyarehappy.Happy,happy."4.TeachAdvice:T:"Ifyourfriendissad,whatshouldyousay?"Ss:"Don'tbesad."T:"Yes.Youshouldtakeadeepbreathandcounttoten."(DesignIntent:Teachvocabularyincontext,linkingemotionstocausesandsolutions.)Step3:Practice(7mins)1.Game:"LookandMatch"Showfaces(expressions)andwordcards.Studentsmatchthem.2.Activity:"TheDoctor"T:"Iamapatient.Iamworried."(Actworried).Ss:"Don'tbeworried.Youshould..."Ss:"Youshouldseeadoctor."T:"Iamangry."Ss:"Don'tbeangry.Youshouldcounttoten."(DesignIntent:Practicethevocabularyandsentencepatternsthroughrole-playinteraction.)Step4:Production(7mins)1.Task:"LittlePsychologist"T:"Workingroupsoffour.Onestudentactsoutanemotion.Theothersarepsychologists.Givehim/hersomegoodadvice."Example:A:(Actscrying)"Iamsad."B:"Don'tbesad.Youshouldlistentomusic."C:"Youshouldtalktoyourfriends."D:"Let'sgoforawalk."Invitegroupstoperform.2.Discussion:T:"Weallhavebadfeelingssometimes.It'sokay.Butweshouldlearntomakeourselveshappyagain."(DesignIntent:Cultivatestudents'empathyandproblem-solvingskillsinsocialsituations.)Step5:SummaryandHomework(5mins)1.Summary:Reviewthewordsandadvice.2.Homework:(1)Makean"EmotionCard"foryourfriend.Drawafaceandwritesomeadviceontheback.(2)Sing"TheHappySong"toyourparents.BlackboardDesign:```Unit6Howdoyoufeel?afraid->Don'tbeafraid.worried->Youshouldtakeadeepbreath.angry->Don'tbeangry.Counttoten.sad->Youshould...happy->Smile!```【解析】本题考查词汇与句型的综合教学。1.情感渗透：本课内容涉及情绪，非常适合进行情感教育。在教学中，不仅要教单词，更要教学生如何处理情绪。2.情境链：通过Sarah,WuBinbin等教材中熟悉的人物情境串联词汇，降低认知负荷。3.功能性语言：重点在于"给出建议"，因此在操练和产出环节，重点放在了"Youshould..."的使用上。4.互动性：通过"LittlePsychologist"（小小心理咨询师）的活动，让学生在真实的交际中运用语言，既有趣又实用。三、结构化问答（答辩）真题预测及解析1.题目：在英语教学中，如何培养小学生的英语学习兴趣？参考答案：感谢考官的提问。我认为培养小学生的英语学习兴趣是教学成功的关键，可以从以下几个方面入手：第一，创设生动有趣的情境。小学生好奇心强，教师可以利用实物、图片、简笔画、多媒体等手段，创设贴近学生生活的教学情境，如"过生日"、"去动物园"、"购物"等，让学生在玩中学。第二，开展丰富的课堂活动。游戏、竞赛、歌谣、角色扮演等是小学生喜闻乐见的形式。例如，通过"SimonSays"游戏练习听力和动作，通过Chant练习语音语调，让课堂充满活力。第三，建立良好的师生关系。教师应该用爱心、耐心和激情去感染学生，多使用鼓励性语言，如"Goodjob","Excellent","Tryagain"，帮助学生建立自信心，消除畏难情绪。第四，联系生活实际。教学内容应贴近学生的生活经验，鼓励他们用英语谈论熟悉的话题，如家庭、朋友、食物等，让他们感受到英语的实用性。总之，兴趣是最好的老师。作为教师，我们要不断探索新颖的教学方法，让英语课堂成为孩子们向往的地方。回答完毕。2.题目：你在试讲中设置了小组讨论环节，但如果有学生用中文讨论，你会怎么办？参考答案：感谢考官的提问。在英语教学中，学生用中文讨论是常见现象，我会妥善处理：首先，我会反思原因。可能是任务难度超出了学生的语言水平，或者是讨论规则没有讲清楚。其次，我会采取具体的措施：第一，明确要求。在活动开始前，我会明确规定"EnglishOnlyTime"，并示范简单的句型供学生使用，降低开口难度。第二，巡回指导。在讨论过程中，我会走进各小组，倾听他们的发言。如果听到中文，我会轻声提醒："PleasetrytospeakEnglish."或者提供必要的词汇帮助。第三，建立激励机制。对于坚持用英语讨论的小组给予表扬或加分，树立榜样。第四，调整任务。如果大部分