2026小学英语教资面试口语真题演练试卷

2026小学英语教资面试口语真题演练试卷考试时间：______分钟总分：______分姓名：______一、开场面试官：Goodmorning/afternoon.WelcometotheinterviewforthePrimarySchoolEnglishTeacherqualification.Pleasetellmeyournameandthesubjectyouwouldliketodemonstrateyourteachingskillsfor.二、试讲准备Interviewer:Youhavechosentoteachyoungchildren.Youwillnowhave[例如：4minutes]toprepareashortteachingdemonstrationbasedonthefollowingtopic:"Introducingandpracticingtheverb'jump'andthephrase'Let'sjump!'".Youmayuseanyvisualaidsyoulike.Pleasestartyourteachingdemonstrationnow.(考生准备时间，例如：4分钟)三、试讲(考生开始进行5-8分钟的模拟教学)*导入(Warm-up/Lead-in):Theteacherstartswithasimplegreetingsongorachantrelatedtoactions."Hello,boysandgirls!Howareyoutoday?Let'ssingasongtogether:'Head,Shoulders,KneesandToes'."Whilesinging,theteacherencouragesstudentstodotheactions."Now,let'sdosomethingnew!Standup,please."*新知呈现(Presentation):Theteacherpointstothegroundandsays,"Look!Thefloor.Iwanttomovemylegs.Jump!Jump!"Theteacherdemonstratesjumpingclearlyseveraltimes."WhatamIdoing?"Theteacherguidesstudentstoanswer,"Youarejumping!"Teacherwritestheword'jump'ontheboard(withphoneticguidanceifappropriateforthelevel)andencouragesstudentstorepeatafterher:"Jump,jump,jump."Teacheremphasizesthesound/juːmp/.Then,theteacherclapsandsays,"Let'sjump!"Shegesturesforstudentstofollow."Let'sjump!"Teacherwrites'Let'sjump!'ontheboardandmodelsthephrasewithenthusiasm.*练习(Practice):Teachergivescommands.1."Jump!"(Studentsjump.)2."Don'tjump!"(Studentsfreeze.)3."Let'sjump!"(Studentsjumptogether.)4."Jumphigh!"(Studentsjumphigh.)5."Jumplow!"(Studentscrouchdownandjumpslightly.)Teachercirculates,monitoringandofferingencouragement("Goodjob!","Jumphigher!").Teacherusespuppetsorflashcardsshowingcharactersjumpingtomakeitmoreengaging.*巩固(Consolidation):Teacherputsstudentsintopairs."Now,workwithyourpartner.Oneistheteacher,oneisthestudent.Teachersays'Jump!'andstudentjumps.Switchroles!"Teacherobservesthepairs.Teacherasksastudent,"Canyousay'Let'sjump!'?"Studentrepeats.Teacherpraisesthestudent.*总结(Summary):Teachergatherstheclassbacktogether."Todaywelearnedanewactionwordandanewphrase.Whatistheactionword?"(Studentsanswer:'Jump!')."Whatisthephrase?"(Studentsanswer:'Let'sjump!').Teacherclapsandsays,"Greatjob,everyone!Youarewonderfuljumpers!"四、互动问答Interviewer:Thankyouforyourteachingdemonstration.NowIhaveafewquestions.1.Couldyouexplainthereasonforstartingyourlessonwiththeactionsong"Head,Shoulders,KneesandToes"?2.Inyourpresentation,youusedtheTPR(TotalPhysicalResponse)method.HowdoesTPRhelpyoungchildrenlearnEnglishvocabularyeffectively?3.Youaskedonestudenttorepeatthephrase"Let'sjump!"separately.Whatwastheeducationalpurposeofthisindividualquestion?4.Astudentinyourclassmightbeveryshyandrefusetoparticipateinthejumpingactivity.Howwouldyouencouragethisstudenttojoinin?5.Ifyouonlyhad3minutesleftforthepractice环节,howwouldyouadjustyouractivitiestomakethemostofthetime?6.Beyondjusttheverb'jump',howcouldyoupotentiallyextendthislessonforthenextclassperiod?试卷答案1.Theactionsong"Head,Shoulders,KneesandToes"servesasawarm-uptoengagestudents'attentionandgetthemmovinginafamiliar,comfortableway.Ithelpscreateapositiveclassroomatmosphere,reviewspreviouslylearnedbodypartswhichrelatestothenewaction'jump',andpreparesstudentsphysicallyandmentallyforlearningnewvocabularyandparticipatingactivelyinthelesson.Thiswarm-upalsoeasesstudentsintotheEnglishlearningenvironmentthroughfamiliarandenjoyablerepetition.2.TPRhelpsyoungchildrenlearnEnglishvocabularyeffectivelybecauseitconnectslanguage(auditoryinput)directlywithphysicalmovement(kinestheticoutput).Youngchildrenoftenrespondbesttocommandsandactions.Byphysicallyactingouttheword'jump',studentscreateastrongmentalandphysicalassociation,makingthevocabularymorememorableandeasiertoretrievelater.Itisnon-threatening,allowsstudentstolearnwithoutpressure,andactivatesmultiplelearningstylessimultaneously.3.Askingtheindividualstudenttorepeat"Let'sjump!"servesseveralpurposes.Itprovidesspecific,individualattentiontothatstudent,makingthemfeelrecognizedandvalued.Itallowstheteachertoassessthestudent'sindividualcomprehensionandpronunciationofthetargetphrase.Itprovidesamomenttocorrectanypotentialerrorsgentlyandreinforcesthetargetlanguageforthatspecificstudent.Thisinteractionalsodemonstratespositiveclassroommanagementandteacher-studentrapport.4.Toencourageashystudenttoparticipateinthejumpingactivity,Iwouldfirstensuretheactivityisoptionalandlow-pressure.Imightapproachthestudentgentlyandsay,"Iseeyou'rewatching.Jumpingisfun!Wouldyouliketotryjustonetime?"Icoulduseapuppetormyownpositivebodylanguagetomodelenthusiasmwithoutdirectexpectation.Praisinganyminimalparticipation(likeraisingahandormakingasmallmovement)wouldbecrucial.Iwouldemphasizethatmakingamistakeisokayandfocusonthefunaspectratherthanperformance.Imightpairthemwithafriendlyclassmate.Creatingasupportive,non-judgmentalenvironmentiskey.5.Ifonly3minutesremained,Iwouldimmediatelyshiftfocustothemostfundamentalandquick-to-implementactivities.Iwouldprobablystartwithaverybriefreviewusingflashcardsorpointingactions.Then,Iwouldconductaquick,whole-classrepetitiongamelike"SimonSays"focusingonlyon"Simonsays,jump!"or"Jump!".Alternatively,Icouldhaveafast-pacedchantincorporating'jump'and'Let'sjump!'wherestudentsjumpontheword'jump'.Thegoalwouldbetomaintainengagementandensureallstudentshearandpracticethetarget