教师资格证面试的通过率总体来说不高，主要原因就是考生对教学试讲这部分掌握不够熟练，无法做到自信表达，设计合理。

以下为历年真题精选内容，希望考生能仔细学习，最高目标是做到庖丁解牛，烂熟于心，即可轻松通过！

小学英语《chicken，lunch，fish，sheep》

1.题目：chicken，lunch，fish，sheep

2.内容：

chicken，lunch，fish，sheep

3.基本要求：

（1）讲授sh，ch的发音规律；

（2）全英10分钟试讲；

（3）适当板书。

4.答辩题目：

（1）如何让学生掌握所学的发音？

（2）上课时，你的学生不能集中注意力听课，你会怎么办？

考题解析

【教案】

Teaching aims:

Knowledge aim:

Students will master the meaning and pronunciation of the words.

Ability aim:

Students will know how to pronounce “ch” and “sh” in words.

Emotional aim:

Students will be interested in learning English.

Key and difficult point:

Key Point:

Students will master the meaning and pronunciation of the words.

Students will know how to pronounce “ch” and “sh” in words.

Difficult Point:

Students will be interested in learning English.

Teaching procedure:

Step 1: Warming-up

1. Greetings. Talk about the weather.

2. Chant with the students

Tomato tomato wash wash wash

Tomato tomato cut cut cut

Tomato tomato cook cook cook

Tomato tomato eat eat eat

Ask them if they remember the first step in the chant. They may say that it is to “wash” the tomato. Then tell them that today we are going to learn some pronunciation in it.

Step 2: Presentation

1. Draw some pictures according to different words, and then explain the meanings to the students.

2. Play the finger show with the students to consolidate the words. For example, finger 1 refers to “chicken”, and finger 2 refers to “lunch”. When the teacher points finger 1, the students should read “chicken” loudly. The rest could be done in the same manner.

3. Ask students to find similarities and differences among the words. They may say that in the first two words, there is “ch” in the words, while in the last two words, there is “sh” in the words. And they pronounce similarly.

4. Conclude the rules of “ch” and “sh”. Tell them that when they see “ch”, they should pronounce [ch], and when they see “sh”, they should pronounce [sh]. They may sound similar, but they are different. Please be notice that.

Step 3: Practice

1. Ask a few students if there are other words containing “ch” or “sh”. They may answer “chopsticks”, “ship” or “shop”.

2. Read the words in a different order, and ask students to rank the words according to the listening. At the same time, invite one students to come to the front and write the words down on the blackboard. Check answers later.

Step4: Production

Ask students to make up dialogues with their deskmates. 5 minutes will be given. After that, invite 2 pairs to share their dialogues. Give encouragement.

Step5: Summary and Homework

Summary: Ask a student to conclude the content of the lesson and summarize with the whole class.

Homework: Read the words to their parents.

Blackboard design:

【答辩题目解析】

（1）What will you do to help students master the pronunciation of what we need to learn?

【参考答案】

First, they should know how to pronounce the syllables. So I will pronounce them exaggeratedly to let them notice the place of articulation. I will correct their pronunciations if they make some mistakes. Then, I ask them if they know other words sharing the same syllables. Also, few activities were arranged to make them really use the rules. So I believe they will master the rules of the pronunciations.

（2）What will you do if the students can’t focus on your class?

【参考答案】

There are some options to deal with the problem. First, I could arrange some interesting activities to stimulate their interest. Second, when imparting some knowledge, I could show some examples closely related to their daily lives. They will be interested in familiar things. Third, I could ask some students to answer my questions from time to time, so they will be more focused in case of being asked. So I will try to use the most appropriate method to attract their attention.

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