试讲内容及要求
1.题目：
The wheel on the bus语音教学
2.内容：
The wheels on the bus go round and round,
Round and round, round and round.
The wheels on the bus go round and round.
All through the town.
The people on the bus go up and down,
Up and down up and down.
The people on the bus go up and down.
3.基本要求：
（1）试讲时间约10分钟，用英语授课；
（2）根据教学内容进行教学设计，体现课堂导入、呈现新知、操练方法、拓展应用等环节；
（3）讲解此儿歌的韵律，注意语音语调；
（4）综合教学内容进行板书，板书有利于学生学习。
试题解析—教案
Teachingobjective:
1. KnowledgeObjective:
Students canpronounce the sound “-own-” and“-ound-” in different words correctly.
2. AbilityObjectives:
Students can makeuse of the spelling approach – phonetics to read different words and make upnew words.
3. EmotionalObjective:
Students’interests in learning phonetics can be aroused by working individually, inpairs or in groups.
Keypoints:
Students can knowhow to pronounce the sound “-own-”and “-ound-” in different words correctly.
Difficultpoints:
Students canimprove their spelling abilities and can spell words according to the pronunciationrules of “-own-” and “-ound-”.
Students can forminterests in learning phonetics.
TeachingProcedure:
I. Lead-in
Show a story of The Wheels on the Bus Go Round and Roundadapted from a song. The bus will past seven stations. Students find out whoget on the bus at each station.
II.Presentation
1. The teacherreads students to read the lyrics.
2. Students readthe first three lines and find out the rhythm feature with the teacher’s help.The end rhythm is [aʊnd].
3. Students readthe last four lines by themselves and try to feel the rhythm feature. Then theteacher stresses [aʊn].
4. Students learnto sing the song following the tape. When they sing, they can clap their hands.
III.Practice
1. Students singthe song one by one. Each sings one sentence.
2. Students have asinging competition. The one whose rhythm is the best is the winner.
IV.Consolidation
1. Students workin groups of four to act the song out.
2. Students workin groups to make up another song using the rhythm of the above song. Then theteacher and the whole class choose the best one.
V.Summary
Students summarizewhat they have learnt in this lesson and the teacher gives supplement ifnecessary. In addition, the teacher need remind students of learning to observethings’ features.
VI.Homework
1. Students singthe song to their parents.
2. Search foranother song whose rhythm is the same.
VII. Blackboard Design
试题解析—试讲稿
Good morning! Dear judges, I’m No. 1 candidate, applying for primary school English teacher. Today my topic is “The wheels on thebus”. Now I will begin my class.
I. Warm-up and Lead-in
T: Good morning! Boys and girls. Welcome to my class,how about your weekend?
S: ...（停顿1-2秒）
T: Wow! That sounds fantastic. I love your weekend.But I feel you guys still have a little bit tired. Now let’s watch a video tocheer up. Are you ready? OK, now let’s go!
S: ...
T: Ding Dong. Stop here. Guys, according to the video,how many stations the buses go through? Can you find it?
S: ...
T: Yes, it is 7 Stations. OK, have you remembered whogot on the bus at the first station?
S: ...
T: Well done, pig got on the bus at the first station.How about the second station? Who got on the bus?
S: ...
T: Wow, you have a good memory. The little monkey goton the bus on the second station. OK! All of you can get an apple. So todaylet’s begin a new lesson: The wheels on the bus.
II. Presentation
T: OK, everyone, I also have a song want to share withyou. Now I will write down the lyrics on the blackboard.
(老师板书）
T: OK, everyone. I also have a song want to sharewith you! Now Iwill write down the lyrics on the blackboard. Let’slisten to the radio again. OK? Are you ready? Now let’s begin.
T: The wheels on the bus go round and round,
Round and round, round and round.
The wheels on the bus go round and round.
All through the town.
The people on the bus go up and down,
Up and down up and down.
The people on the bus go up and down.
T: Wow, so fantastic. OK, now boys and girls let’sread the first three lines together. OK?
The wheels on the bus go round and round
Round and round, round and round
T: OK, can you find some similarities according totheir pronunciation?
T: Yes, they both have the same pronunciation. We canpronunciation it as “-ound-.”
T: OK, now let’s look at the last four lines, can youread it by yourself and find out the rhyme features? Of course you can workwith your partners, OK? Let’s begin.
T: Ding Dong. Can you find the same part according tothe pronunciation? OK, Coco, you are so brave, you please.
S: ...
T: Oh, you said they both have the pronunciation: “-ound.”OK, do you agree with her? Yes, I’m so proud of you. You did a good job. Thankyou, sit down, please!
T: OK, now everyone, please read after me, OK? Nowlet’s begin.
-ound-, -ound-, round, round.
-own-, -own, town, town, down, down.
S: ...
T: Wow, you are so wonderful, give a big hand for you.
III. Practice
T: OK, now boys and girls, now let’s sing this song one by one.Each sings one sentence. Clear? OK, now let’s begin.
S: ...
T: Ding Dong! Wow it is so sweet voice! Now group Aand group B, let’s have a singing competition. The one whose rhythm is the bestis the winner. Are you ready?
S: ...
T: OK, now Group A, you are the first.
Group A: .... （唱）
T: Wow, that’s amazing, big hand for you. Sit down, please.Group B, it’s your turn.
Group B: … （唱）
T: Wow, group B is also great! But have a little bittrouble. It is “-own” not “an-”, clear?
S: ...
T: OK, great!
IV. Consolidation
T: Now, please all of you guys work in groups to makeup another song using the rhythm of this song. Then we together choose the bestone. Of course you have 10 minutes to prepare. Ok, now let’s begin.
S: ...
T: Wow, all of you stop here! Ok, Group B, it’s yourturn now.
Group B: ...
T: Wow! Exciting! Please go back to your sit. OK, GroupA, you can start now.
Group A: ...
T: wow, the new song that you create both are exciting!I’m so proud of you. Group A and Group B, you are both the winners.Congratulation!
V. Summary
T: Boys and girls, how time flies! Class will over. NowI have a question: what have you learned from this class? All of you speaktogether.
S: ...
T: Good, we have learned the pronunciation of “-ound-”and “-own-”. And boys and girls we should learn to observe things’ features inour daily life. Understand?
S: ...
VI. Homework
T: OK, as for homework, we have two homework for you.
1. You should sing this song to your parents.
2. You need to Search for another song whose rhythm isthe same. Are you clear? OK, Great! See you next time. Bye! Bye!
VII. Blackboard Design
That’s all for my today’s lesson, thanks for yourlistening.
试题解析—答辩
1. What are the key points anddifficult points of this class?
【参考答案】
The Key points:
The students canknow how to pronounce the sound “-own” and “-ound-” in different wordscorrectly.
The Difficult points:
The students can improve their spelling abilitiesand can spell the words according to the pronunciation rules of “-own-” and “-ound-”.
The students can form interests in learningphonetics.
2.请简单介绍下it作形式主语及形式宾语的用法。
【参考答案】
（1）It作形式主语
在that-从句当中作主语的情况：为了避免句子头重脚轻，通常可以用it来作形式主语。
整个项目注定会失败，这是显而易见的。
It is quite clear that the whole project is doomedto failure.
（2）形式宾语
在that-从句中接在复合宾语的动词之后，比如think, make, consider，在这种情况下，可用it作形式宾语，而将that-从句放于句末。
他应当改进他的发音，我们认为这是必要的。
We consider it necessary that he should improve hispronunciation.
1.题目：
The wheel on the bus语音教学
2.内容：
The wheels on the bus go round and round,
Round and round, round and round.
The wheels on the bus go round and round.
All through the town.
The people on the bus go up and down,
Up and down up and down.
The people on the bus go up and down.
3.基本要求：
（1）试讲时间约10分钟，用英语授课；
（2）根据教学内容进行教学设计，体现课堂导入、呈现新知、操练方法、拓展应用等环节；
（3）讲解此儿歌的韵律，注意语音语调；
（4）综合教学内容进行板书，板书有利于学生学习。
试题解析—教案
Teachingobjective:
1. KnowledgeObjective:
Students canpronounce the sound “-own-” and“-ound-” in different words correctly.
2. AbilityObjectives:
Students can makeuse of the spelling approach – phonetics to read different words and make upnew words.
3. EmotionalObjective:
Students’interests in learning phonetics can be aroused by working individually, inpairs or in groups.
Keypoints:
Students can knowhow to pronounce the sound “-own-”and “-ound-” in different words correctly.
Difficultpoints:
Students canimprove their spelling abilities and can spell words according to the pronunciationrules of “-own-” and “-ound-”.
Students can forminterests in learning phonetics.
TeachingProcedure:
I. Lead-in
Show a story of The Wheels on the Bus Go Round and Roundadapted from a song. The bus will past seven stations. Students find out whoget on the bus at each station.
II.Presentation
1. The teacherreads students to read the lyrics.
2. Students readthe first three lines and find out the rhythm feature with the teacher’s help.The end rhythm is [aʊnd].
3. Students readthe last four lines by themselves and try to feel the rhythm feature. Then theteacher stresses [aʊn].
4. Students learnto sing the song following the tape. When they sing, they can clap their hands.
III.Practice
1. Students singthe song one by one. Each sings one sentence.
2. Students have asinging competition. The one whose rhythm is the best is the winner.
IV.Consolidation
1. Students workin groups of four to act the song out.
2. Students workin groups to make up another song using the rhythm of the above song. Then theteacher and the whole class choose the best one.
V.Summary
Students summarizewhat they have learnt in this lesson and the teacher gives supplement ifnecessary. In addition, the teacher need remind students of learning to observethings’ features.
VI.Homework
1. Students singthe song to their parents.
2. Search foranother song whose rhythm is the same.
VII. Blackboard Design
试题解析—试讲稿
Good morning! Dear judges, I’m No. 1 candidate, applying for primary school English teacher. Today my topic is “The wheels on thebus”. Now I will begin my class.
I. Warm-up and Lead-in
T: Good morning! Boys and girls. Welcome to my class,how about your weekend?
S: ...（停顿1-2秒）
T: Wow! That sounds fantastic. I love your weekend.But I feel you guys still have a little bit tired. Now let’s watch a video tocheer up. Are you ready? OK, now let’s go!
S: ...
T: Ding Dong. Stop here. Guys, according to the video,how many stations the buses go through? Can you find it?
S: ...
T: Yes, it is 7 Stations. OK, have you remembered whogot on the bus at the first station?
S: ...
T: Well done, pig got on the bus at the first station.How about the second station? Who got on the bus?
S: ...
T: Wow, you have a good memory. The little monkey goton the bus on the second station. OK! All of you can get an apple. So todaylet’s begin a new lesson: The wheels on the bus.
II. Presentation
T: OK, everyone, I also have a song want to share withyou. Now I will write down the lyrics on the blackboard.
(老师板书）
T: OK, everyone. I also have a song want to sharewith you! Now Iwill write down the lyrics on the blackboard. Let’slisten to the radio again. OK? Are you ready? Now let’s begin.
T: The wheels on the bus go round and round,
Round and round, round and round.
The wheels on the bus go round and round.
All through the town.
The people on the bus go up and down,
Up and down up and down.
The people on the bus go up and down.
T: Wow, so fantastic. OK, now boys and girls let’sread the first three lines together. OK?
The wheels on the bus go round and round
Round and round, round and round
T: OK, can you find some similarities according totheir pronunciation?
T: Yes, they both have the same pronunciation. We canpronunciation it as “-ound-.”
T: OK, now let’s look at the last four lines, can youread it by yourself and find out the rhyme features? Of course you can workwith your partners, OK? Let’s begin.
T: Ding Dong. Can you find the same part according tothe pronunciation? OK, Coco, you are so brave, you please.
S: ...
T: Oh, you said they both have the pronunciation: “-ound.”OK, do you agree with her? Yes, I’m so proud of you. You did a good job. Thankyou, sit down, please!
T: OK, now everyone, please read after me, OK? Nowlet’s begin.
-ound-, -ound-, round, round.
-own-, -own, town, town, down, down.
S: ...
T: Wow, you are so wonderful, give a big hand for you.
III. Practice
T: OK, now boys and girls, now let’s sing this song one by one.Each sings one sentence. Clear? OK, now let’s begin.
S: ...
T: Ding Dong! Wow it is so sweet voice! Now group Aand group B, let’s have a singing competition. The one whose rhythm is the bestis the winner. Are you ready?
S: ...
T: OK, now Group A, you are the first.
Group A: .... （唱）
T: Wow, that’s amazing, big hand for you. Sit down, please.Group B, it’s your turn.
Group B: … （唱）
T: Wow, group B is also great! But have a little bittrouble. It is “-own” not “an-”, clear?
S: ...
T: OK, great!
IV. Consolidation
T: Now, please all of you guys work in groups to makeup another song using the rhythm of this song. Then we together choose the bestone. Of course you have 10 minutes to prepare. Ok, now let’s begin.
S: ...
T: Wow, all of you stop here! Ok, Group B, it’s yourturn now.
Group B: ...
T: Wow! Exciting! Please go back to your sit. OK, GroupA, you can start now.
Group A: ...
T: wow, the new song that you create both are exciting!I’m so proud of you. Group A and Group B, you are both the winners.Congratulation!
V. Summary
T: Boys and girls, how time flies! Class will over. NowI have a question: what have you learned from this class? All of you speaktogether.
S: ...
T: Good, we have learned the pronunciation of “-ound-”and “-own-”. And boys and girls we should learn to observe things’ features inour daily life. Understand?
S: ...
VI. Homework
T: OK, as for homework, we have two homework for you.
1. You should sing this song to your parents.
2. You need to Search for another song whose rhythm isthe same. Are you clear? OK, Great! See you next time. Bye! Bye!
VII. Blackboard Design
That’s all for my today’s lesson, thanks for yourlistening.
试题解析—答辩
1. What are the key points anddifficult points of this class?
【参考答案】
The Key points:
The students canknow how to pronounce the sound “-own” and “-ound-” in different wordscorrectly.
The Difficult points:
The students can improve their spelling abilitiesand can spell the words according to the pronunciation rules of “-own-” and “-ound-”.
The students can form interests in learningphonetics.
2.请简单介绍下it作形式主语及形式宾语的用法。
【参考答案】
（1）It作形式主语
在that-从句当中作主语的情况：为了避免句子头重脚轻，通常可以用it来作形式主语。
整个项目注定会失败，这是显而易见的。
It is quite clear that the whole project is doomedto failure.
（2）形式宾语
在that-从句中接在复合宾语的动词之后，比如think, make, consider，在这种情况下，可用it作形式宾语，而将that-从句放于句末。
他应当改进他的发音，我们认为这是必要的。
We consider it necessary that he should improve hispronunciation.
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