2020年教师资格考试《初中英语专业面试》真题汇编

2020年教师资格考试《初中英语专业面试》真题汇编1.【简答题】1.题目:读写教学试讲2.内容:BigCitiesandtheCountrysideDoyouliveinabigc（江南博哥）ity?Doyouliveinthecountryside?Somepeoplelikebigcities;otherslikethecountryside.Bigcitiesarebusierthanthecountryside.Bigcitieshavemorefactoriesthanthecountryside.Bigcitiesarewarmerinwinterthanthecountrysideandhotterinsummerthanthecountryside.Therearemoretreesinthecountryside.Therearemorepeopleinbigcities.Thecountrysideisgreenerandquieterthanbigcities.Bigcitiesare______thanthecountryside.Thecountrysideis______thanbigcities.3.基本要求:(1)采用英语授课，试讲时间约10分钟;(2)试讲时需示范朗读教学内容，进行朗读技巧的指导;(3)创设情境通过提问引导学生梳理文本基本信息，并进行阅读方法的指导;(4)抓住关键词句设计板书辅助学生进行语言表达的操练。参考解析：TeachingProcedures:I.Lead-inShowstudentssomepicturesofbigcitiesandthecountryside.Askstudentstotalkabouttheirfeelingsafterlookingatthesepictures.II.Pre-readingCreateasituation:OurfriendTomhasvisitedmanyplacesincludingsomebigcitiesandalsothecountryside.Hewroteapassageaboutcomparingbigcitiesandthecountryside.Thenaskstudentstopredictwhathewouldwriteinthepassage.III.While-readingSkimming:StudentsreadTom’spassagequicklyforthefirsttimeandfigureoutwhatthedifferencesarebetweencitiesandthecountryside.Scanning:Studentsreadthepassageagainandanswerthefollowingquestions:(1)Whatarebigcitieslike?(2)Howaboutthecountryside?(3)Finishthechartontheblackboard.Intensivereading:Leadstudentstocomparebigcitiesandthecountrysidewithfollowingsentencesaccordingtothechartaboveandthenwritethemdown.(1)Bigcitiesare______thanthecountryside.(2)Thecountrysideis______thanbigcities.IV.Post-readingStudentsworkingroupsoffourtomakeasurvey.Thereisalittlejournalistineachgroup,andhe/shewillinterviewtheothersaboutwhethertheylikebigcitiesorthecountrysidemoreandwhy.Finally,allthejournalistsareinvitedtogiveareporttothewholeclass.V.SummaryStudentssummarizethedifferencesbetweenbigcitiesandthecountryside.Theteacherstressestheimportanceofenjoyinglife.VI.HomeworkSurftheInternetafterclassformoreinformationaboutbigcitiesandthecountryside,andthenmakeapost.板书设计:略1.【简答题】1.题目:读写教学试讲2.内容:BigCitiesandtheCountrysideDoyouliveinabigcity?Doyouliveinthecountryside?Somepeoplelikebigcities;otherslikethecountryside.Bigcitiesarebusierthanthecountryside.Bigcitieshavemorefactoriesthanthecountryside.Bigcitiesarewarmerinwinterthanthecountrysideandhotterinsummerthanthecountryside.Therearemoretreesinthecountryside.Therearemorepeopleinbigcities.Thecountrysideisgreenerandquieterthanbigcities.Bigcitiesare______thanthecountryside.Thecountrysideis______thanbigcities.3.基本要求:(1)采用英语授课，试讲时间约10分钟;(2)试讲时需示范朗读教学内容，进行朗读技巧的指导;(3)创设情境通过提问引导学生梳理文本基本信息，并进行阅读方法的指导;(4)抓住关键词句设计板书辅助学生进行语言表达的操练。参考解析：TeachingProcedures:I.Lead-inShowstudentssomepicturesofbigcitiesandthecountryside.Askstudentstotalkabouttheirfeelingsafterlookingatthesepictures.II.Pre-readingCreateasituation:OurfriendTomhasvisitedmanyplacesincludingsomebigcitiesandalsothecountryside.Hewroteapassageaboutcomparingbigcitiesandthecountryside.Thenaskstudentstopredictwhathewouldwriteinthepassage.III.While-readingSkimming:StudentsreadTom’spassagequicklyforthefirsttimeandfigureoutwhatthedifferencesarebetweencitiesandthecountryside.Scanning:Studentsreadthepassageagainandanswerthefollowingquestions:(1)Whatarebigcitieslike?(2)Howaboutthecountryside?(3)Finishthechartontheblackboard.Intensivereading:Leadstudentstocomparebigcitiesandthecountrysidewithfollowingsentencesaccordingtothechartaboveandthenwritethemdown.(1)Bigcitiesare______thanthecountryside.(2)Thecountrysideis______thanbigcities.IV.Post-readingStudentsworkingroupsoffourtomakeasurvey.Thereisalittlejournalistineachgroup,andhe/shewillinterviewtheothersaboutwhethertheylikebigcitiesorthecountrysidemoreandwhy.Finally,allthejournalistsareinvitedtogiveareporttothewholeclass.V.SummaryStudentssummarizethedifferencesbetweenbigcitiesandthecountryside.Theteacherstressestheimportanceofenjoyinglife.VI.HomeworkSurftheInternetafterclassformoreinformationaboutbigcitiesandthecountryside,andthenmakeapost.板书设计:略2.【简答题】1.题目:阅读教学试讲2.内容:Wecanlearnalotaboutaplace,itshistoryandculturefromapostcardandthestamponit.In2005,somepostcardcollectorsfromdifferentcountriesstartedaproject.First,theycreatedawebsite.Thenpeoplefromallovertheworldcouldjoinandbecomemembers.Thememberssendeachotherpostcards.Asaresult,theymakenewfriendsandlearnabouttheculturesandhistoryofdifferentcountries.3.基本要求:(1)朗读所给材料;(2)配合教学内容适当板书;(3)针对所给材料，设计相应的读前教学活动;(4)试讲时间10分钟;(5)用英文试讲。参考解析：TeachingProcedures:I.Lead-inShowstudentssomepostcardsandstamps.Givesomehintsandaskstudentsaboutwhattheyknowaboutthepictures.Questions:Doyouknowwhattheyare?Whatdoyouknowaboutthem?II.Pre-reading1.Showstudentssomekeywordsontheblackboard,likepostcard,stamp,website,members,friends,culturesandhistory.2.Basedonthepicturesintheleadinginandthekeywordsontheblackboard,letstudentsguesswhatthemainideaofthispassageis.III.While-readingActivity1SkimmingAskstudentstoreadthepassagequicklyandconfirmtheirpredictionsaboutthepassage.Theteacherasksstudentsafewquestionslike“Whatdoyouthinkwillbementionedinthispassage?”“Whatcanapostcarddo?”toelicitthetopic“postcard”ofthispassage.Thenaskstudentstoconcludethemaingistofthepassage.Activity2ScanningPresentstudentswithachartcontaininginformationfromthepassageandaskstudentstoscanthepassagetofillinthechart.Thentheteacherasksstudentsthreequestions:Q1:Whostartedtheproject?Q2:Howdothemembersmakefriendswitheachother?Q3:Whatcanpeopleknowfrommakingfriendswitheachother?Activity3IntensivereadingAskstudentstoreadthepassagecarefullyforthelasttime,andtheyneedtofinishthestageoftheproject:2.Studentsunderlinetheimportantphrasesonthebook,likelearnabout,makefriends,allovertheworldandsoon.Thendiscusswithpartnersiftheyhavesomedifficultiesinunderstandingthesephrases.IV.Post-reading1.Trytoretelltheshortparagraphthistimewiththeguidanceofthekeywordsontheblackboard.2.Groupdiscussion:Howcanyoumakefriends?Howcanyoulearnaboutthecultureofothercountries?V.SummaryStudentssummarizethemainlanguagepointsaboutpostcardsandtheteachermakessupplements.Developstudents’readingskillsandarosetheirinterestinEnglishculture.VI.HomeworkSurftheInternetafterclassformorekindsofstampsandstoriesbehindthemandsharewiththeclassinthenextlesson.板书设计：2.【简答题】1.题目:阅读教学试讲2.内容:Wecanlearnalotaboutaplace,itshistoryandculturefromapostcardandthestamponit.In2005,somepostcardcollectorsfromdifferentcountriesstartedaproject.First,theycreatedawebsite.Thenpeoplefromallovertheworldcouldjoinandbecomemembers.Thememberssendeachotherpostcards.Asaresult,theymakenewfriendsandlearnabouttheculturesandhistoryofdifferentcountries.3.基本要求:(1)朗读所给材料;(2)配合教学内容适当板书;(3)针对所给材料，设计相应的读前教学活动;(4)试讲时间10分钟;(5)用英文试讲。参考解析：TeachingProcedures:I.Lead-inShowstudentssomepostcardsandstamps.Givesomehintsandaskstudentsaboutwhattheyknowaboutthepictures.Questions:Doyouknowwhattheyare?Whatdoyouknowaboutthem?II.Pre-reading1.Showstudentssomekeywordsontheblackboard,likepostcard,stamp,website,members,friends,culturesandhistory.2.Basedonthepicturesintheleadinginandthekeywordsontheblackboard,letstudentsguesswhatthemainideaofthispassageis.III.While-readingActivity1SkimmingAskstudentstoreadthepassagequicklyandconfirmtheirpredictionsaboutthepassage.Theteacherasksstudentsafewquestionslike“Whatdoyouthinkwillbementionedinthispassage?”“Whatcanapostcarddo?”toelicitthetopic“postcard”ofthispassage.Thenaskstudentstoconcludethemaingistofthepassage.Activity2ScanningPresentstudentswithachartcontaininginformationfromthepassageandaskstudentstoscanthepassagetofillinthechart.Thentheteacherasksstudentsthreequestions:Q1:Whostartedtheproject?Q2:Howdothemembersmakefriendswitheachother?Q3:Whatcanpeopleknowfrommakingfriendswitheachother?Activity3IntensivereadingAskstudentstoreadthepassagecarefullyforthelasttime,andtheyneedtofinishthestageoftheproject:2.Studentsunderlinetheimportantphrasesonthebook,likelearnabout,makefriends,allovertheworldandsoon.Thendiscusswithpartnersiftheyhavesomedifficultiesinunderstandingthesephrases.IV.Post-reading1.Trytoretelltheshortparagraphthistimewiththeguidanceofthekeywordsontheblackboard.2.Groupdiscussion:Howcanyoumakefriends?Howcanyoulearnaboutthecultureofothercountries?V.SummaryStudentssummarizethemainlanguagepointsaboutpostcardsandtheteachermakessupplements.Developstudents’readingskillsandarosetheirinterestinEnglishculture.VI.HomeworkSurftheInternetafterclassformorekindsofstampsandstoriesbehindthemandsharewiththeclassinthenextlesson.板书设计：3.【简答题】1.题目:口语教学试讲2.内容:A:Everyone,thisisSarahChen.ShewasinEnglandlastsummer.Today,sheisheretotalktousaboutlearningEnglishinEngland.B:Goodmorning,everybody.lwenttosummersenooiirEnglandforonemonthlastyear.WhenlleftChina,IspokeEnglishpoorly.lstayedwithanEnglishfamilywhilelwasinEngland.Theywereveryniccandthoyhclpcdmealot.MyEnglishwasmuchbetterwhenIreturned.C:Sarah,howdidyouimproveyourEnglishinEngland?B:ltooknoteswhilelwasatschoolduringtheday.lusedEnglishalldaybecauselspokeitatschoollpracticedEnglishatnightaswell.3.基本要求(1)朗读所给对话;(2)配合教学内容适当板书;(3）针对所给材料的内容，设计讲述个人经历的口语教学活动;(4）用英文试讲;(5）试讲时间:10分钟。参考解析：TeachingProcedures:l.Lead-inTheteachershareshis/herownexperienceoflearningEnglishwithclassmates.Andaskstudents“HowdoyouusuallylearnEnglish?”ll.Presentation1.Listentothetapeandgetthemainideaofthedialogue.1:Howmanypeoplearethereinthedialogue?Q2:Whataretheytalkingabout?2.Listentothetapeagainandanswersomequestions.1:Whoisgoingtosharehis/herexperience?2:HowlongdidSarahstayinEngland?3:HowdidSarahlearnEnglishinEngland?Q4:WhatdidSarahdotoimproveherspokenEnglish?lI.PracticeActivity1:Pairworkstudentsreadthedialogueinpairs.Thenexchangeroles.Activity2:GroupworkDividestudentsintofourgroupsanddiscusswhatelsemethodscanbeusedtoimprovetheirEnglish.Tenminuteslater,eachgrouprepresentativemakesareportoftheirdiscussionresult.lV.ConsolidationStudentsprepareaspeechtointroducetheirownpersonalexperiences.Theycanchooseacertainperiodoftheirlifeandtrytosharetheirexperience.Afterpreparations,theteacherinvitesseveralstudentstocometothefronttogiveaspeech.v.SummaryStudentssummarizewhattheyhavelearntinthislessonandtheteachergivessupplementsifnecessary,andremindsthemtheimportanceofchoosingcorrectwaystolearnEnglish.Vl.HomeworkPracticetheirspeechafterclassforaspeechcontext.板书设计:略4.【简答题】参考解析：MyHomeTeachingaimsStudentscanunderstandthemainideaofthepassageandmasterphrasesaboutlocationlike“ontheleft”,“ontheright”,“inthecenterof”andsoon.Studentscanlearntodescribetheirhomesusingtheexpressionsthey’velearnedintheclass.StudentscanimprovetheirconfidenceinspeakingEnglishafterpracticeandgroupwork.KeyanddifficultpointsKeypointTounderstandthemainideaofthepassageandmasterthefollowingphrases:“ontheleft”,“ontheright”,“inthecenterof”andsoon.DifficultpointToapplytheexpressionsthey’velearnedintheclassintopracticeandimprovetheirconfidenceinspeakingEnglish.TeachingproceduresStep1:Warming-up1.Greetings.2.PlayashortvideoabouttheForbiddenCityandaskstudentsthefollowingquestions:Q1:Whereisit?Q2:Whosehomeisit?Q3:HowdoyoudescribeitinEnglish?3.Thenintroducethetopicofthislessonnaturallythroughsharingtheiranswersoftheabovequestions.Step2:Presentation1.Readthepassageforstudentsandaskthemtofindoutthemainidea.Theninviteavolunteertosharehis/heranswer.2.Askstudentsthefollowingquestions:Q1:Whereisthesmallgarden?Q2:Whereisthekitchen?Q3:Whereisthebathroom?Later,checktheanswerswithstudentsandwritedownthethreephrases:“ontheleft”,“ontheright”,“inthecenterof”ontheblackboard.3.Teachthepronunciationofthephrasesandemphasizetheliaisonbetweencenterandof.Then,teachthemeaningofthesephrasesbyusingthepictureonthebook.4.Givestudentsmoreexpressionssuchas“turnleft”,“tunright”and“centeraround”andemphasizethedifferentpartofspeechofthewords.Step3:Practice1.FillinblanksGivestudentssomesentencesandaskthemtofillintheblankswiththecorrectphrases.Thenchecktheanswerstogether.2.DescribepicturesGivestudentsseveralpicturesandaskstudentstodescribeitusingtheexpressionsthey’vejustlearned.ThenchoosesomestudentstodescribethesepicturesinfrontoftheclassbyplayingagamenamedHotPotato.Step4:ProductionAskstudentstoworkingroupsoffouranddiscussthelayoutoftheirhomes.10minuteswillbegivenfordiscussion.Duringtheirdiscussion,walkaroundtheclassroomandgivehelpifnecessary.Theninvitesomegroupstoshareandgivesomeevaluations.Step5:SummaryandHomeworkSummary:askstudentstorecallwhattheyhavelearnedtogetherandtheninviteonestudenttosummarizetoday’slesson.Homework:askstudentstomakeanewdesignfortheirhomesandtrytodescribetheminEnglishusingtheexpressionstheyhavelearnedinthisclass.Blackboarddesign略5.【简答题】参考解析：GoodfriendsTeachingaimsStudentscanunderstandthecontentofthelisteningmaterialandbemorefamiliarwiththetopicoffriends.Studentscandescribepeople’squalitieswithsomeusefulexpressionslike“interesting”,“honest”.Studentswilldeveloptheirlisteningabilitiesofpredicting,guessingthemeaningsofwordsaccordingtothecontext,andcatchingdetailedinformationthroughintensivelistening.StudentscanfostertheirconfidenceoflearningEnglishandcultivatetheawarenessofcherishingfriendshipintheirdailylife.KeyanddifficultpointsKeypointsTounderstandthecontentofthelisteningmaterial.Tomastersomekeywordsrelatedtopeople’squalitiesandimprovetheirlisteningmaterial.DifficultpointHowtocultivatetheawarenessofcherishingfriendship.TeachingproceduresStep1:Warming-up1.Greetings.2.LetstudentsenjoyasongnamedAuldLangSyneandaskthem:“what’sthetopicofthissong.Forexample:Shouldauldacquaintancebeforgot.Andneverbroughttomind.Shouldauldacquaintancebeforgot.Andauldlangsyne!Invitesomestudentstosharetheiranswersandtellthemthesongisaboutfriendship.Thenleadintoday’stopic.Step2:Pre-listeningShowapictureof2peoplewhoaretalking.Basedonthepicture,givestudentsatasktomakeaprediction:“whatarethedialogueabout?”andcollecttheiranswerslike:Maybetheyarenewfriendsofeachotherandhaveatalk?Maybetheyarereadytointroducenewsfriendstoeachother?andsoon.Step3:While-listening1.ExtensivelisteningReadtheconversationforstudentsandaskthemtofindoutthemainideatochecktheirpredictions.Thenwritethetopicontheblackboard.2.IntensivelisteningAskstudentstolistentothetapeforthesecondtimeandgetsomedetailedinformationtoanswerthefollowingtwoquestions:Q1:Whatmakesgoodfriends?Q2:Whythesequalitiesmakegoodfriends?Thenleadstudentstofillinthechartontheblackboard.Encouragestudentstocheckthemeaningofsomekeywords,suchas“honest”and“interesting”byreferringtothecontext.Theninvitesomevolunteerstosharetheirfindingsandmakeasupplement.Later,showasentence:“Ithinkgoodfriendsshouldbe...”andexplaintheusageofthissentence.3.Askstudentstoreadafterthetapeandpayattentiontotheintonationandpronunciation.Step4:Post-listening1.Roleplay:Askstudentstoworkinpairstodoaroleplayaccordingtotheconversation.Theyhave5minutestoprepare.Theninvitesomegroupstoshareandexplain2.SurveyGivestudents5minutestohaveasurveyingroupsoffour.Studentsneedtointroducetheirbestfriendstogroupmembersbyusingthetargetexpressionstheyhavemasteredinthisclass.Duringthesurvey,theteacherwillwalkaroundtheclassroomandgivesomeadvice.Later,somerepresentativeswillbeinvitedtosharetheirresults.Positiveevaluationwillbegiven.Step5:SummaryandHomeworkSummary:askstudentswhattheyhavelearnedtodayandmakeasummarytogether.Meanwhile,askstudentstocherishfriendshipintheirdailylife.Homework:askstudentstosearchotherqualitieswhichgoodfriendsneedandsharenextclass.Blackboarddesign略6.【简答题】参考解析：How’stheweather?TeachingaimsStudentscanmasterthestressofsyllablesofsomecertainwords,suchas“Boston”,“Moscow”,and“Toronto”.Studentscanknowhowtopronouncethewordsaccuratelyintheirfuturestudy.Studentswillstrengthentheirabilitiestodrawinferencesaboutothercasesfromoneinstance.StudentscanrealizethesignificanceofpronunciationinEnglishstudy.KeyanddifficultpointsKeypointTomastertherulesofwordstressandpronouncethegivenwordsaccurately.DifficultpointToapplytherulesofwordstressflexiblyandaccuratelyindailylife.TeachingproceduresStep1:Warming-up1.Dailygreetings.2.LetthestudentswatchavideoclipspokenbyDr.TedrosAdhanomGhebreyesus,Director-generalofWHO,inTsinghuaUniversityduringtheoutbreakofCOVID-19,andaskthemhowtheyfeelabouthisspeech.Afterthat,haveaconversationwithstudentslikethis:“Aswecanseeinthevideo,DrTedroscallsonallpeopletocontributetheirowneffortstopromoteglobalsolidarityandsafeguardingthecommonfutureanddestinyofmankind.Heclaimsthatthepandemicthatmillionsofpeoplehavesufferedfromhastaughtusavaluablelesson.Thatis,comingtogetherandworkingtogetheristhebestandonlywayforward.Boysandgirls,Isupposeallofyouhavefeltgreatstrengthandshockfromhisspeech,right?”3.Thentellthemthatthestressplaysanimportantroleinpronunciationandleadintothetopic.Step2:PresentationReadthedialogueforthestudents.Andaskthemaquestion:“Howmanycitiescanyouhearinthisdialogue?”Thenaskstudentstoansweritandpresentthreewords“Boston”,“Moscow”,and“Toronto”ontheblackboard.Next,readthethreewordstwicetoaskstudentsfindoutthedifferencesoftheteacher’spronunciation.Studentsmayanswerlike“Boston”and“Moscow”arestressedinthefirstsyllable,while“Toronto”isdifferentbecausethesecondsyllableisstressed.Thenpresenttherulesthatformosttwo-syllablenouns,weusuallystressonthefirstsyllable,whilepolysyllabicwordsareusuallystressedonthethirdsyllablefromthebottom,suchas“'wonderful”,but“Toronto”isaspecialone.Step3:Practice1.RolePlayAskstudentstoworkinpairsinfiveminutestohavearoleplaytoreadoutthedialogueontheirtextbook.Whiletheyarereading,theyneedtopayattentiontothepronunciationandwordstress.Theninvitetwopairstoperforminthefront.2.AssociationAskstudentstocomeupwithmorecitynames,andthensharetheirfindingsbypronouncingtheminthefront.Step4:ProductionCreateascenariothattheschoolisgoingtoorganizealoveoutreach,andaskstudentstoprepareanappealingspeechtoencouragestudentstotakeanactivepartintheactivity.8minuteswillbegivenfordiscussion.Theninvitesomegroupstosharetheirperformance.Step5:SummaryandHomeworkSummary:summarizewhattheyhavelearnedtodaywiththestudentstogether.Encouragestudentstoparticipateinvariouswelfareactivities.Homework:supposethatthestudentsarecharityambassadors,theyneedtoshootanEnglishvideotocallonpeopletocareforothers.Blackboarddesign略7.【简答题】参考解析：Howdoyougettoschool?TeachingaimsStudentswillgraspsomeexpressionsaboutthewaytoschool,suchas“taketherain”,“takethesubway”,“walkto”andsoon,andthesentencestructure“—Howdoyougettoschool?—I…”.Studentscantalkaboutdifferentwaystogotoschoolwithothersfluentlyinthedailylife.Studentscancooperatewithothergroupmatesactively,andcompletethetaskstogether.StudentscanimprovetheirconfidenceinlearningEnglish,andnotbeafraidofspeakingEnglish.KeyanddifficultpointsKeypointTomasterkeyexpressionsandsentencestructure.DifficultpointTotalkabouttheirwaytogettoschoolfluentlyandaccurately.TeachingproceduresStep1:Warming-up1.Greetings.2.Listenandguess:Letstudentsplayagamecalledlistenandguess.Whentheteacherimitatesdifferentsounds,studentsneedtotellwhichtransportationitis.Thenhaveafreetalkwithstudentsabouthowtheyusuallygettoschoolandleadinthetopic.Step2:Presentation1.Askstudentstolistentothetapeandtrytogetmoretransportationtheyhear.Encouragestudentstowritethemdownontheblackboardandtrytoreadtheseexpressions2.Thenexplainthemeaningaswellasusageofsomenewexpressions,suchas“walkto”;“takethebus/train/subway”,“ridebike...”.Forexample:“walkto”means“onfoot”.3.Presentthesentencestructure“—Howdoyougettoschool?—I…”byaskingandanswering.Itisusedtoaskaboutthewaystoschool.Step3:Practice1.MatchShowasetofexerciseonthescreenandaskstudentstomatchthephrasewithcorrectmeaningandproperpreposition.2.AssociationAskstudentstoworkingroupsof4and8minuteswillbegiventothem.Letthemtohaveabrainstormaboutmoretransportationthatcanbringthemtoschool.Atthesametime,givestudentsthenoticethattheyneedusetheproperpreposition.Whenthetimeisup,collecttheanswersandshowthemontheblackboard.Step4:ProductionAskstudentstodoasurveyonwhichtransportationismoredangerous.And6minuteswillbegiventocooperatewiththeirgroupmembersoffour.Thentheyneedtodesignachartbythemselves.Atlast,invitesomegroupstoshareandexplain.Positiveevaluationwillbegiven.Step5:SummaryandHomeworkSummary:inviteastudentasanassistancetosummarizetoday’slesson.Andleadthemtotakecareofthemselveswhentheyareontheroad.Homework:askstudentstodesignaposterofTakingCareOnTheRoad.Blackboarddesign略8.【简答题】参考解析：WinterTeachingaimsStudentscanlearnthepronunciationofsomelettergroups.Studentswilllearntoreadandfeelthebeautyofthepoem.Studentswillimprovetheabilityofappreciatingtherhymeofthepoem.StudentscanbemoreinterestedinlearningEnglishandmoreconfidentinspeakingEnglish.KeyanddifficultpointsKeypointTolearnthepronunciationofsomelettergroupsandreadthepoemfluently.DifficultpointTodeveloptheinterestoflearningEnglishandimprovetheconfidenceinspeakingEnglish.TeachingproceduresStep1:Warming-up1.Greetings.2.Letstudentsenjoyavideowhichshowsapoetrecitingthepoem—Rush.Thepoemgoeslikethis:Swallowsmayhavegone,butthereisatimeofreturn;willowtreesmayhavediedback,butthereisatimeofregreening;peachblossomsmayhavefallen,buttheywillbloomagain.Askstudents’feelingafterlisteningtoit.Thentellthemthattoday’slessoncanhelpthemtorecitepoems.Laterleadinthenewclass.Step2:PresentationReadthepoemforstudentsandaskthemtofindoutthemainideaofthelisteningmaterial.Inviteastudenttosharetheiranswer.Inviteavolunteertoreadthepoemagain,askthemtolookatthefirsttwosentencesfirstandfindthesimilaritybetweenthem.Writedownthewords“snow”and“grow”andunderlinethelettergroup“ow”.Askstudentstoobservetheirpronunciation.Introducetherulesofpronouncingthelettergroup“ow”byaskingthemtopayattentiontotheshapeofthemouth.Thenaskstudentstolookatthelasttwosentencesandfindthesimilaritybetweenthem.Writedownthewords“away”and“day”andunderlinethelettergroup“ay”.Askstudentstoobservethepronunciation.Introducetherulesofpronouncinglettergroup“ay”inthesameway.Tellstudentsthatwhenweusethesamepronunciationattheendofaline,itiscalledtherhythm,whichcanmakethepoempowerfulandbeautiful.Step3:Practice1.MechanicaldrillingOrganizeareadingcompetitionandeachgroupshouldrecommendastudenttoreadthepoemwithemotionafterpracticingingroups.Andothergroupmembersgiveevaluationandchoosethebestvoiceoftheclass.2.MeaningfuldrillingAskstudentstohaveanassociationingroupsoffour.Thinkmorepoemswhichincludethelettergroup“ow”and“ay”.Fiveminuteswillbegiven.Duringthistime,guidancewillalsobeoffered.Laterinvitesomegroupstosharetheirresultswiththewholeclass.Step4:ProductionEncouragestudentsingroupsof4toworkouttheirownpoemabouttheirfavoriteseasonsbyimitatingthecontent,structureandrhymestylesofthesamplestanza.Givefiveminutesforpreparation.Later,invitesomestudentstoreadthepoeminfrontoftheclass.Step5:SummaryandHomeworkSummary:inviteastudenttoconcludethecontentofthelessonandmakeasummarywiththewholeclass.Homework:askstudentstosearchontheInternetformorepoemsabouttheseasons,andtrytoanalyzethepoemwiththerhythmtheyhavelearnedinthisclassandshareitwithclassmatesnextclass.Blackboarddesign9.【简答题】参考解析：MygrandmaTeachingaimsStudentsareabletograspthemainideaofthepassageaboutgrandma.Studentscansharpentheirreadingabilities,suchasgettingthemainideaandextractingdetailedinformationfromthetext.Studentswillstrengthentheirunderstandingofsimplepasttenseandknowhowtodescribeaperson.Studentscancherishtheirfamilymembersandlearntobegrateful.KeyanddifficultpointsKeypointTounderstandthecontent