教師資格考試小學(xué)英語(yǔ)面試試題與參考答案(2025年)

2025年教師資格考試小學(xué)英語(yǔ)面試模擬試題與參考答案一、結(jié)構(gòu)化面試題（10題）FirstQuestionQuestion:Describeafunandengagingactivitythatyouwouldusetoteachthepresentsimpletensetoaclassof10-year-oldstudentswhoarebeginnersinlearningEnglish.Explainwhyyouthinkthisactivitywouldbeeffective.Answer:Oneeffectiveandengagingwaytoteachthepresentsimpletenseto10-year-oldbeginnerswouldbethroughagamecalled“DescribeandDraw.”Inthisactivity,eachstudentwouldhaveapieceofpaperandsomedrawingmaterials.Theteacherwouldprovideasimplesentenceusingthepresentsimpletense,suchas“Thecatsleepsonthesofa,”andaskthestudentstodrawwhattheyunderstandfromthesentence.Aftercompletingtheirdrawings,studentssharetheirartworkwiththeclassandexplaintheirdrawingsusingthepresentsimpletense.Thisactivityiseffectiveforseveralreasons:1.EngagementthroughArt:Drawinghelpsengagevisuallearnersandmakesthelessonmoreinteractive.2.ContextualLearning:Bydrawingwhattheyhear,studentslearntocontextualizethemeaningofthesentences.3.OralPractice:Studentspracticespeakingthelanguageastheyexplaintheirdrawings.4.ConfidenceBuilding:Sharingtheirworkwithclassmatescanhelpbuildconfidenceandencourageparticipation.5.RepetitionandComprehension:Repeatingsentencesandseeingthemillustratedhelpsreinforceunderstandingandmemory.Analysis:

Thekeytoteachinganylanguageconcepttoyounglearnersistomaketheprocessenjoyableandrelevanttotheirinterests.The“DescribeandDraw”gamenotonlyintroducesthegrammaticalstructurebutalsointegratesvocabulary,listening,andspeakingskills.It’saholisticapproachthatcaterstodifferentlearningstyleswhilekeepingthestudentsactivelyinvolvedinthelearningprocess.

第二題Question:

AsanEnglishteacherforelementaryschoolstudents,howwouldyouhandleasituationwhereastudentisconsistentlydisruptiveduringyourclass,affectingthelearningenvironmentforothers?Answer:1.ImmediateAttention:Thefirststepwouldbetoaddressthestudent’sbehaviorimmediatelybutcalmly.Iwouldapproachthestudentdiscreetly,awayfromthegroup,toavoidembarrassingtheminfrontoftheirpeers.2.UnderstandingtheCause:Iwouldlistentothestudenttounderstandtherootcauseoftheirdisruptivebehavior.Isitduetoamisunderstanding,frustration,oraneedforattention?3.PositiveReinforcement:Ifthedisruptionisoccasionalandnotsevere,Imightusepositivereinforcementbypraisingthestudentformomentsofgoodbehaviorandthengentlyredirectingthembacktothelesson.4.ConsistentRoutines:Iwouldensurethatmyclasshasclearroutinesandexpectations.Consistencyinroutineshelpsstudentsknowwhattoexpectandreducestheopportunitiesfordisruption.5.BehavioralContract:Ifthebehaviorispersistent,Imightcreateabehavioralcontractwiththestudent.Thiscontractwouldoutlinespecificexpectationsandtheconsequencesofnotmeetingthem.6.CollaborationwithParents:Iwouldcommunicatewiththestudent’sparentstodiscusstheissueandseektheirsupportinreinforcingpositivebehaviorsathome.7.ProfessionalDevelopment:Ifthebehaviorissevereorpersistent,Iwouldconsiderseekingguidancefromaschoolcounselororadministrator.Theymayofferstrategiesorinterventionstailoredtothestudent’sneeds.8.Documentation:Throughouttheprocess,Iwoulddocumenttheincidents,interventions,andoutcomes.Thisdocumentationcanbeusedforreflection,aswellasforanyfurtheractionthatmaybeneeded.Explanation:

Thisapproachensuresthatthestudent’sneedsareaddressedwhilemaintainingapositiveandconducivelearningenvironmentforallstudents.Byunderstandingthecauseofthedisruption,Icantailormyresponsetotheindividualstudent’ssituation.Positivereinforcementandclearroutineshelppreventdisruptions,whileabehavioralcontractandcollaborationwithparentsprovidestructuredsupport.Seekingprofessionalguidanceanddocumentingtheprocessensuresthatthesituationishandledeffectivelyandethically.

第三題題目：AsanEnglishteacherinanelementaryschool,howwouldyouaddressthechallengesofteachingEnglishtostudentswithdiverselinguisticbackgrounds?Answer:1.UnderstandandAcknowledgeDiverseBackgrounds:Thefirststepistoacknowledgeandunderstandthediversityoflinguisticbackgroundswithintheclassroom.ThisinvolvesbeingawareofthedifferentlanguagesspokenbystudentsandtheirproficiencylevelsinEnglish.2.DifferentiatedInstruction:Recognizethateachstudenthasuniqueneedsandlearningstyles.Differentiatedinstructionensuresthatallstudentscanengagewiththematerialeffectively.Thismayincludeusingavarietyofteachingmethods,suchasvisualaids,hands-onactivities,andmultimediaresources.3.UseofLanguageAssistants:Ifpossible,havingalanguageassistantorabilingualteacherintheclassroomcangreatlysupportstudentswithlimitedEnglishproficiency.Theycanhelpexplaincomplexconceptsandprovideadditionalsupportduringlessons.4.CulturalIntegration:Incorporateelementsofthestudents’homeculturesintothecurriculum.Thisnotonlymakeslearningmorerelevantandengagingbutalsohelpsstudentsfeelmoreconnectedtothematerial.5.UseofMultilingualResources:Utilizetextbooksandmaterialsthatcatertomultilinguallearners.Theseresourcescanhelpbridgethelanguagegapandprovideadditionalsupport.6.RegularAssessmentandFeedback:Regularlyassessstudents’languageskillsandprovideconstructivefeedback.Thishelpsidentifyareasofimprovementandtailorinstructionaccordingly.7.CollaborationwithParentsandGuardians:Keepopenlinesofcommunicationwithparentsandguardianstodiscusstheirchild’sprogressandprovideguidanceonhowtheycansupporttheirchild’slanguagelearningathome.Explanation:ThisansweremphasizestheimportanceofunderstandingandaccommodatingdiverselinguisticbackgroundsinanelementaryschoolEnglishclass.Byaddressingtheuniqueneedsofmultilinguallearnersthroughdifferentiatedinstruction,culturalintegration,andopencommunication,teacherscancreateamoreinclusiveandeffectivelearningenvironment.

第四題Question:HowwouldyoudifferentiateyourteachingmethodsforstudentswithvaryingEnglishproficiencylevelsinaprimaryschoolEnglishclass?Answer:InaprimaryschoolEnglishclass,itisessentialtocatertothediverseneedsofstudentswithvaryinglevelsofEnglishproficiency.HereisastrategyIwouldadopttodifferentiateteachingmethodsforsuchstudents:1.AssessmentandGrouping:BeginbyconductinganinitialassessmenttoidentifythedifferentlevelsofEnglishproficiencyamongstudents.Basedontheresults,Iwouldgroupthestudentsintothreelevels:beginners,intermediate,andadvanced.Thisallowsfortailoredinstructionthatmeetseachgroup’sneeds.2.LanguageSimplification:Forbeginners,Iwouldsimplifythelanguagebyusingclear,conciseinstructionsandvocabulary.Thisincludesusinggestures,visualaids,andbroken-downsentencestructurestoaidcomprehension.3.InteractiveActivities:Forintermediatestudents,interactiveactivitiesthatrequiremorecomplexlanguageusewouldbeappropriate.Groupwork,role-plays,anddiscussionswouldhelpthempracticetheirlanguageskillsinasupportiveenvironment.4.ChallengingMaterial:Advancedstudentswouldbenefitfrommorechallengingmaterial,suchasreadingshortpassages,analyzinggrammarstructures,andparticipatingindebates.Thisencouragesthemtopushtheirlimitsanddeveloptheirlanguageskillsfurther.5.RegularFeedback:Provideregularfeedbacktoallstudents,emphasizingboththeirstrengthsandareasforimprovement.Thishelpsstudentswithlowerproficiencytounderstandtheirprogressandmotivatesthemtoworkharder.6.DifferentiatedResources:Utilizeavarietyofresources,includingtextbooks,workbooks,onlinematerials,andeducationalgames,tocatertodifferentlearningstylesandproficiencylevels.7.PeerTeaching:Encouragestudentstoteacheachother,whichpromotescollaborationandallowsstudentswithhigherproficiencytosupportthosewithlowerlevels.Explanation:DifferentiatingteachingmethodsforstudentswithvaryingEnglishproficiencylevelsiscrucialforcreatinganinclusiveandeffectivelearningenvironment.Byimplementingacombinationofstrategiessuchasgrouping,languagesimplification,interactiveactivities,anddifferentiatedresources,IaimtoprovideeachstudentwiththesupportandchallengetheyneedtodeveloptheirEnglishlanguageskills.Regularfeedbackandpeerteachingfurtherenhancethelearningexperience,fosteringacollaborativeandsupportiveclassroomatmosphere.

第五題Question:HowdoyouplantoadaptyourteachingmethodstocatertothediverseneedsofstudentsinaprimaryschoolEnglishclass,consideringtheirvaryinglevelsoflanguageproficiency?Answer:InordertocatertothediverseneedsofstudentsinaprimaryschoolEnglishclasswithvaryinglevelsoflanguageproficiency,Iwouldemploythefollowingstrategies:1.DifferentiatedInstruction:Iwouldusedifferentiatedinstructiontotailorthelearningexperiencetoeachstudent’slevel.Thiscouldinvolveprovidingadditionalsupportforstudentswhoneedit,suchasusingsimplelanguage,visualaids,andrepetition,whilechallengingmoreadvancedstudentswithmorecomplexvocabularyandgrammarexercises.2.AssessmentforLearning:Regularformativeassessmentswouldhelpmeidentifyareaswherestudentsarestrugglingandallowmetoadjustmyteachingmethodsaccordingly.Byusingavarietyofassessmenttools,suchasquizzes,oralpresentations,andportfolios,Icangainacomprehensiveunderstandingofeachstudent’sprogress.3.InclusiveClassActivities:Iwouldincorporateactivitiesthatareinclusiveofallstudents,suchasgroupworkandpairactivities,whichencouragecollaborationandallowstudentstolearnfromeachother.Thishelpstoensurethatstudentswhomightbemorehesitantinalargerclasssettingcanstillparticipateandfeelvalued.4.UseofTechnology:Integratingeducationaltechnologyintolessonscanprovidestudentswithavarietyoflearningexperiences.Forinstance,educationalappsandonlineresourcescanofferpersonalizedlearningpathsandinteractiveactivitiesthatcatertodifferentlearningstylesandproficiencylevels.5.ParentalInvolvement:Keepingparentsinformedabouttheirchild’sprogressandneedsiscrucial.Iwouldencourageregularcommunicationandprovideresourcesforparentstosupporttheirchild’sEnglishlanguagedevelopmentathome.Explanation:AdaptingteachingmethodstoaccommodatediverseneedsisessentialinaprimaryschoolEnglishclass.Byimplementingdifferentiatedinstruction,usingassessmentforlearning,inclusiveclassactivities,technology,andparentalinvolvement,Icancreateanenvironmentwhereeachstudentfeelssupportedandchallengedappropriately.ThisapproachensuresthatallstudentshavetheopportunitytolearnandthriveintheEnglishlanguageclassroom.

第六題Question:HowwouldyoudifferentiateinstructionforEnglishlanguagelearnersinaprimaryschoolclassroomfromthatfornativeEnglishspeakers,whileensuringthatbothgroupsachievelanguageproficiencyandculturalunderstanding?Answer:1.DifferentiatedInstructionforEnglishLanguageLearners(ELLs):Beginwithafocusonbasiclanguageskills,suchaspronunciation,vocabulary,andgrammar,usingsimplifiedEnglish.Incorporatevisuals,gestures,andnon-verbalcuestosupportcomprehensionforstudentswhomayhavelimitedEnglishproficiency.Useavarietyoflanguagelearningstrategies,suchastotalphysicalresponse(TPR)andcooperativelearning,toengageELLsactivelyinthelearningprocess.Provideadditionalpracticeandrepetitionthroughactivitieslikecirclingwords,matchingexercises,andlanguagegames.OfferopportunitiesforELLstoexpressthemselvesintheirnativelanguagewhennecessary,usingbilingualsupportortranslationtools.Designassessmentsthatarelanguage-friendly,suchasoralpresentationsordrawingsinsteadofwrittentests.2.DifferentiatedInstructionforNativeEnglishSpeakers:Challengenativespeakerswithmorecomplexvocabulary,sentencestructures,andadvancedreadingmaterials.Encouragecriticalthinkingandhigher-orderthinkingskillsthroughdiscussion,debate,andanalysisoftexts.Provideenrichmentactivitiesthatgobeyondthestandardcurriculum,suchasliteraturecircles,creativewritingworkshops,orproject-basedlearning.Offeropportunitiesforstudentstoexplorediverseculturesandperspectives,promotingglobalawareness.Differentiatehomeworkandassignmentstocatertovaryingskilllevels,ensuringthatallstudentsareappropriatelychallenged.3.EnsuringBothGroupsAchieveLanguageProficiencyandCulturalUnderstanding:Createaclassroomenvironmentthatvaluesandcelebratesculturaldiversity.Integrateculturalcontentintothecurriculum,allowingbothELLsandnativespeakerstolearnaboutdifferentcultures.UsetechnologyandmultimediaresourcestoexposestudentstoauthenticEnglishlanguageusefromaroundtheworld.FosterpeertutoringandmentoringopportunitieswhereELLscanlearnfromnativespeakersandviceversa.Regularlyassessstudents’languageproficiencyandadjustinstructionaccordinglytoensureprogressforbothgroups.Explanation:

ThisansweraddressestheneedfordifferentiationinaprimaryschoolEnglishclassroombyrecognizingtheuniquechallengesandlearningstylesofbothELLsandnativeEnglishspeakers.Itoutlinesstrategiesforcateringtoeachgroup’sneedswhilealsoemphasizingtheimportanceofcreatingaculturallyinclusiveenvironmentthatsupportsthedevelopmentoflanguageproficiencyandculturalunderstandingforallstudents.

第七題題目：HowdoyoudifferentiateinstructiontomeettheneedsofadiverseclassroomofEnglishlanguagelearnersinanelementaryschoolsetting?Answer：InanelementaryschoolsettingwithadiverseclassofEnglishlanguagelearners(ELLs),differentiatinginstructioniscrucialtoensurethateachstudentcansucceedandthrive.Here’showIwouldapproachthis:1.AssessmentandUnderstandingofIndividualNeeds:Iwouldstartbyconductingthoroughassessmentstounderstandthelanguageproficiencylevels,learningstyles,andacademicneedsofeachstudent.Thisincludesformalassessmentslikestandardizedtestsandinformalassessmentssuchasobservationandconversation.2.DifferentiatedContent:Basedontheassessments,Iwouldmodifythecontenttomeetdifferentlevelsofunderstanding.Thiscouldinvolvesimplifyinglanguageforbeginners,providingmorecomplexvocabularyandconceptsforadvancedlearners,andofferingadditionalsupportorchallengeasneeded.3.FlexibleGrouping:IwoulduseflexiblegroupingstrategieswherestudentsaregroupedbasedontheircurrentlevelofEnglishproficiencyratherthanageorgradelevel.Thisallowsformorepersonalizedinstructionandpeersupport.4.LanguageSupport:IwouldincorporateEnglishlanguagedevelopment(ELD)strategiesintomylessons,suchastheuseofvisuals,gestures,andconcreteexamplestosupportlanguagecomprehensionandproduction.5.CulturalResponsiveness:Iwouldbemindfuloftheculturalbackgroundsofmystudentsandincorporateculturallyrelevantmaterialsandactivities.Thishelpsstudentsfeelconnectedtothelearningprocessandincreasesengagement.6.EngagementandMotivation:Tokeepstudentsmotivated,Iwoulduseavarietyofteachingmethodsandresources,includingtechnology,music,andgames,tocatertodifferentlearningstylesandinterests.7.OngoingAssessmentandAdjustment:Differentiationisnotaone-timeactivity.Iwouldcontinuallyassessstudentprogressandadjustinstructionaccordingly.Thismightinvolveprovidingadditionalresources,changingthecomplexityoftasks,oradjustingthepaceofthelesson.Explanation:DifferentiatinginstructionforELLsinanelementaryschoolsettingrequiresacombinationofunderstandingindividualneeds,adaptingcontent,usingflexiblegrouping,andbeingculturallyresponsive.Byimplementingthesestrategies,Icancreateaninclusiveandsupportivelearningenvironmentthatmaximizesthepotentialofeachstudent.

第八題Question:Ifyouwereteachingaclassofprimaryschoolstudents,andyounoticedthatoneofthestudentsisconstantlybeingdistractedbytheirphoneduringlessons,whatwouldyoudoasateachertoaddressthisissueandhelpthestudentstayfocused?Answer:1.ApproachtheStudentCalmly:Beginbyaddressingthestudentdiscreetly,ensuringthattherestoftheclassremainsfocused.Acalmdemeanoriscrucialtoavoidembarrassingthestudentinfrontoftheirpeers.2.UnderstandtheReason:Askthestudentiftheywouldliketosharethereasonbehindusingtheirphone.Sometimes,thedistractionmightbeduetoapersonalissue,andaddressingtherootcauseisthefirststeptowardsresolvingtheproblem.3.SetClearExpectations:Reinforcetheclassrulesandexpectationsregardingtheuseofelectronicdevices.Explaintheimportanceofbeingattentiveduringlessonsandhowitaffectstheirlearning.4.OfferAlternatives:Suggestalternativeactivitiesortasksthatcankeepthestudentengagedwithouttheneedforaphone.Thiscouldbeagroupproject,acreativewritingprompt,orahands-onactivity.5.MonitorandProvideSupport:Keepaneyeonthestudentthroughoutthelesson,ensuringtheyareontask.Iftheystruggletostayfocused,offerassistanceorprovideadditionalsupportasneeded.6.InvolvetheParent:Iftheissuepersists,itmaybehelpfultoinvolvethestudent’sparentorguardian.Discussthesituationandseektheirsupportinaddressingthedistractionathome.7.PositiveReinforcement:Oncethestudentmanagestostayfocused,acknowledgetheireffortandprovidepositivereinforcement.Thiscanhelpbuildtheirconfidenceandencouragethemtocontinueimproving.Explanation:Thekeytoaddressingthisissueistofirstunderstandtherootcauseofthedistraction.Byapproachingthesituationcalmlyandprovidingsupport,youcanhelpthestudentstayfocusedandcreateapositivelearningenvironmentfortheentireclass.It’simportanttorememberthateachstudentisunique,andaone-size-fits-allsolutionmaynotalwayswork.Byadaptingyourapproachandbeingpatient,youcaneffectivelyhelpstudentsovercomedistractionsandsucceedintheclassroom.

第九題WhatstrategiesdoyouusetoengageyounglearnersinanEnglishlanguageclassroomandhowdoyoumaintaintheirinterestthroughoutthelesson?答案：ToengageyounglearnersinanEnglishlanguageclassroom,Iemployavarietyofstrategies:1.InteractiveActivities:Incorporatinginteractivegames,role-plays,andgroupdiscussionsencouragesactiveparticipationandkeepsstudentsinvolved.2.MusicandMovement:UsingsongsanddancecanmakelearningEnglishfunandengaging,whilealsoimprovingpronunciationandrhythm.3.TechnologyIntegration:Utilizingeducationalapps,onlinegames,andmultimediacancapturestudents’attentionandenhancetheirlearningexperience.4.Real-lifeContexts:PresentingEnglishinreal-lifesituations,suchasdiscussingfavoritefoods,holidays,orcurrentevents,helpsstudentsseethepracticalapplicationofthelanguage.5.PositiveReinforcement:Praisingstudentsfortheireffortsandprogressencouragesthemtocontinuelearningandparticipating.6.DifferentiatedInstruction:Recognizingandcateringtodiverselearningstylesandabilitiesensuresthatallstudentsfeelsupportedandchallenged.Tomaintaintheirinterestthroughoutthelesson,Iconsiderthefollowing:1.RoutineChanges:Regularlychangingtheactivitiesandincorporatingnewelementskeepsthelessondynamicandpreventsboredom.2.StudentChoice:Allowingstudentstochoosefromavarietyoftasksortopicscanincreasetheirmotivationandengagement.3.PersonalizedFeedback:Providingspecificfeedbackonstudents’performanceandprogresshelpsthemunderstandtheirstrengthsandareasforimprovement.4.CulturalConnection:Sharingstoriesandexperiencesrelatedtostudents’ownculturescanmakethelearningprocessmorerelatableandinteresting.解析：此題考察考生如何調(diào)動(dòng)小學(xué)生學(xué)習(xí)英語(yǔ)的興趣?？忌诨卮饡r(shí)，需要展示出對(duì)不同教學(xué)方法的理解和運(yùn)用，以及如何根據(jù)學(xué)生的特點(diǎn)來(lái)調(diào)整教學(xué)策略。答案中提到的互動(dòng)活動(dòng)、音樂(lè)與動(dòng)作、科技整合、實(shí)際情境、積極鼓勵(lì)、差異化教學(xué)等策略，都是提高小學(xué)生英語(yǔ)學(xué)習(xí)興趣的有效方法。此外，考生還應(yīng)該強(qiáng)調(diào)在課堂中如何維持學(xué)生的興趣，如改變教學(xué)常規(guī)、提供學(xué)生選擇、個(gè)性化反饋以及文化聯(lián)系等。這些策略有助于提高學(xué)生的學(xué)習(xí)積極性，并使他們?cè)谟⒄Z(yǔ)學(xué)習(xí)過(guò)程中保持興趣。第十題WhatstrategiesdoyouusetoengageyounglearnersinEnglishlanguageclasses,andhowdoyouassesstheirunderstandingandprogress?答案：1.EngagingStrategies:Useofinteractiveactivities:Games,role-plays,andgroupdiscussionshelpmakethelearningprocessenjoyableandinteractive.Incorporatesongsandrhymes:Thesenotonlymakelearningfunbutalsoaidinmemorizationandpronunciation.Visualaidsandmultimedia:Utilizepictures,videos,andflashcardstoenhanceunderstandingandretention.Storytelling:ShareEnglishstoriesorcreatenarrativesthatkeepstudentsinterestedandencouragetheirimagination.Hands-onactivities:Encouragestudentstousetheirsensesandphysicalmovementtoengagewiththelanguage.2.AssessingUnderstandingandProgress:DailyChecks:Quickformativeassessments,suchasoralquestionsorsimplequizzes,cangaugestudents’understanding.Participation:Monitorstudents’participationinclassactivitiestoassesstheirlevelofengagementandconfidence.Homeworkassignments:Assigningregularhomeworkhelpstrackstudents’progressandreinforcewhatwaslearnedinclass.Portfolios:Maintainaportfolioofstudents’worktoreviewtheirprogressovertime.Standardizedtests:Administeringstandardizedtestscanprovideanobjectivemeasureofstudents’Englishproficiency.解析：InordertoengageyounglearnersinEnglishlanguageclasses,itisessentialtouseavarietyofstrategiesthatcatertodifferentlearningstylesandpreferences.Theprovidedanswershighlightarangeofengagingtechniquesthatcanbeemployedtomakelearningfunandeffectiveforyoungstudents.Toassesstheirunderstandingandprogress,acombinationofformativeandsummativeassessmentsshouldbeused.Dailychecksandparticipationmonitoringprovideimmediatefeedbackonstudents’comprehensionandengagement,whilehomeworkassignmentsandportfoliosallowforamorecomprehensivereviewoftheirprogressovertime.Standardizedtestsofferanobjectivemeasureofstudents’Englishproficiency,whichcanbeusedtocomparetheirperformancewithnationalorinternationalbenchmarks.二、教案設(shè)計(jì)題（3題）第一題Designa30-minutelessonplanforaprimaryschoolEnglishclassfocusingonthethemeof“Animals”.Thelessonshouldincludethefollowingelements:1.Warm-upactivity:5minutes2.Vocabularyintroduction:10minutes3.Languagepractice:10minutes4.Wrap-upactivity:5minutesPleaseprovidethefollowingdetailsforeachsectionofthelessonplan:1.Objective:Whatisthemaingoalofthislesson?2.Materialsneeded:Listthenecessaryteachingmaterials.3.Activitiesandprocedures:Describethespecificactivitiesandstepsyouwilltaketoteachthislesson.Answer:1.Objective:Themaingoalofthislessonistohelpstudentslearnandpracticevocabularyrelatedtoanimals,whilealsoimprovingtheirlisteningandspeakingskills.2.Materialsneeded:WhiteboardandmarkersAnimalflashcardsPicturebooksorrealanimals(optional)AudiorecordingofanimalsoundsHandoutswithanimal-relatedactivities3.Activitiesandprocedures:Warm-upactivity(5minutes):Begintheclassbyaskingstudentstosharetheirfavoriteanimals.Writedownthenamesoftheanimalsontheboard.Encouragestudentstotalkabouttheanimalstheymentioned,usingsimplesentences.Forexample,“Ilikedogsbecausetheyarefriendly.”Vocabularyintroduction(10minutes):Introducethefollowinganimal-relatedvocabulary:cat,dog,fish,bird,tiger,lion,rabbit,elephant,monkey.Useflashcardstoshowtheanimalsandaskstudentstorepeatthenames.Playtheaudiorecordingofanimalsoundsandaskstudentstoguesswhichanimalisbeingfeatured.Languagepractice(10minutes):Dividetheclassintopairsorsmallgroups.Giveeachgroupahandoutwithanimal-relatedactivities,suchasdrawing,writingsentences,ormakinganimalmasks.Monitorandassiststudentsastheycompletetheactivities,encouragingthemtousethenewvocabulary.Aftercompletingtheactivities,havestudentspresenttheirworktotheclass.Wrap-upactivity(5minutes):Askstudentstodiscusstheanimalstheylearnedabouttodayandsharetheirfavoriteone.Reviewthevocabularybyaskingstudentstomatchtheanimalnameswiththecorrespondingflashcards.Endtheclasswithafunactivity,suchasagameof“SimonSays”withanimal-themedactions.Explanation:Thislessonplanaimstoprovideawell-roundedEnglishlearningexperiencebyincorporatingvariousactivitiesthatcatertodifferentlearningstyles.Thewarm-upactivityhelpstoengagestudentsandsetthestageforthelesson.Thevocabularyintroductionfamiliarizesstudentswiththetargetwords,whilethelanguagepracticeallowsthemtoapplythenewvocabularyindifferentcontexts.Thewrap-upactivityreinforcesthelearningandprovidesafunwaytoendtheclass.

第二題Designa30-minutelessonplanforaprimaryschoolEnglishclassaimedatteachingthepresentcontinuoustense.Thelessonshouldincludeactivitiestointroducethetense,practiceitthroughvariousexercises,andconcludewithacreativewritingactivity.Thetargetagegroupis8-10yearsold.Answer:LessonTitle:“WhatAreTheyDoingRightNow?”O(jiān)bjective:Bytheendofthelesson,studentswillbeabletounderstandandusethepresentcontinuoustensetodescribeongoingactions.Materials:WhiteboardandmarkersPicturecardsdepictingdifferentactions(e.g.,playingsoccer,readingabook,cooking)Flashcardswithpresentcontinuousverbphrases(e.g.,Heisplayingsoccer.,Sheisreadingabook.)HandoutswithexercisesWritingmaterials(pencils,paper,etc.)LessonActivities:1.Introduction(5minutes)Begintheclassbyaskingstudentstothinkaboutwhattheyaredoingrightnow.Usethistointroducethepresentcontinuoustensebysaying,“Weusethepresentcontinuoustensetotalkaboutactionsthatarehappeningrightnow.”Writethestructure“am/is/are+verb-ing”ontheboard.2.PresentContinuousTenseIntroduction(10minutes)Useflashcardstos