英语资格证面试语音课环节解读 二
语音课详案
题目与要求1. 题目：语音教学试讲2. 内容Grandpa: Can you come over here? Li Lan? I need help finding my glasses. Li Lan: Ok, Grandpa! Where did you put them?Grandpa: Eh? What did you say? Speak up, child!Li Lan: I SAID, WHERE DID YOU PUT THEM?Grandpa: You don’t need to shout, child! I can here you just fine!Li Lan: Ok, well, did you look in your coat pocket?Grandpa: My boat? Child, I don’t have a boat!3. 基本要求：(1) 朗读所给对话。
(2) 配合教学内容适当板书。
(3) 针对该对话的内容设计语调和重读训练的教学活动。
(4) 试讲时间10分钟，全英授课。
导入Dear teachers, let me read this dialogue first.…..Then allow me to begin my presentation.Good morning, class. Welcome back to school after three day holiday of the Labor’s Day. Where did you go on vacation? Jack? You went to Sichuan to see pandas? They must be very lovely. Peter？You went to visit your grandparents? Oh, they are very lonely when you are not with them. So you went to see them. Very good grandson. Because family is important. So during the holiday Li Lan also went to accompany her grandpa. Let’s see what interesting things happened to them.新授Now listen to the dialogue and tell me.//It’s over. What happened to them? Iris? Iris said grandpa can’t find his glasses and asked Li Lan to help him. Is she right? Yes, nicely done! Sit down please. And did they find it in the end? No? Why? Oliver. Because grandpa couldn’t hear Li Lan clearly and misunderstood her question. Is he right? Yes, excellent!You all got the meaning of this dialogue clearly. Let’s pay attention to the tone they speak. O k, let’s listen again.//Have you notice the tone of all these sentences? Yes? So who can tell me which sentences are the rising tone? Frank. Frank said they are “Can you come over here?” “Did you look in your coat pocket?” and “My boat?” Yes, quite right. But do you know why? No? You just listen that they said it in that way. That’s ok. Sit down please. Class. Let’s all look at the material together. Can you find if there is a similarity of the first two sentences? Yes? They are all questions? Indeed. But what kind of question? Oh, general questions. Yes. So can you conclude the rule now? Frank, try again. You said if the sentence is a general question, it should be spoken in a rising tone. Excellent. As for the last one. There is only a noun phrase, so we also use rising tone. clear?Ok, then next question. Which sentences are the falling tone? Yes. Of course the rest of the dialogue. But can you find what kinds of sentences are they? Such as “what did you say?” Tina. It is a specific question? Yes. Good. Then sentence like “I need help finding my glasses.” They are…yes, we call them declarative sentence. Sit down please. Your have a solid grammar foundation.While listening, do you find that some words are stressed and others are not? Yes? But what kinds of words can be stressed and what kinds are not? Youcan’t say it exactly? Ok, let’s listen again and this time, pay attention to what kinds of words did they stress.The tape is over. Did you find it? Cindy, you said you find that words like “come, need, help, finding, glasses. Grandpa..fine..” are stressed. Good, you listened very carefully. Can you find what the property are they? They are nouns, and? Yes, nouns, verbs, adjectives. Right. sit down please. Apart from these three kinds of word s, adverbials also needs to be stressed. But we don’t have an adverbial in the dialogue. But still remember that. Then almost the rest words are not stressed. Ok sit down. Oh I see Sara put up her hand. Sara please. You ask why the sentence “I SAID, WHERE DID YOU PUT THEM?” are all stressed? Good, you listened very carefully. The rules we conclude just now are general rules. But when someone really wants to stress on something he intends to let others pay attention. These words can also be stressed. Because grandpa can’t hear clearly. Li Lan stressed every word in a loud voice. Clear about all the rules now?练习与巩固Ok, now let’s read after the tape and pay attention to the tone and stress. // Now work with your deskmate, have a dialogue and correct each others pronunciation, tone and stress. Five minutes for you to practice and then I would like some pairs to come to the front to have a role play.//Time is up! Which pairs want to show us? David and Rita please. So David played as grandpa and Rita as Li Lan. You can start! //They finished. Is there anything they should pay attention? Betty? You said the sentence “Where did you put them?” should be falling tone. Yes. Good sit down please. But they performed very well. They are really like grandpa and granddaughter, right? Excellent performance. Thank you, go back to your seat.总结与作业Ok, class. What we have learned today. Who can help me to summarize. Look at the blackboard. Elaine, please. You said that we have learned the tone and stress. So when do we use rising tone? Yes, when the sentence is a general question. And when do we use falling tone? When the sentence is declarative or specific question. Well done. Sit down please. Let’s leave the other rules to Woody. Woody, so when do we stress? Yes, when the words are nouns, verbs, adjectives and adverbials. Anything else? Yes, we can also emphasize on any word we want the have a stress on them. Brilliant! I can see that you all master the rules. And during the practicing I see that you have become more confident when you read.After class, you can find any dialogue you are interested in and read it out with tone and stress. Ok? Good. Let’s call it a day. See you next time.That’s all for my presentation. Thank you.。
高中英语教资面试语音课教案逐字稿
高中英语教师资格证面试–语音课型真题–教案–逐字稿–板书1.题目: 语音教学试讲2.内容New Discoveries in ScienceMiracles in medicineSeem to happen everydaySomewhere in a countryA scientist leads the way.She is looking for the answerTo a problem long agoWhat the answer will turn out to beShe may never knowBut she works to get the job doneShe never will give inNew discoveries in scienceAre what we need to win3. 基本要求(1)朗读所给段落(2)配合教学内容适当板书(3)针对所给材料划线部分, 设计相应的语音教学活动(4)用英文试讲(5)试讲时间: 10分钟教案Knowledge ObjectiveStudents will recognize and understand the rules of rhymeAbility ObjectiveStudents can write rhyming coupletsEmotional ObjectiveStudents get interested in appreciating English poemsTeaching Key and Difficult Points:Key Point – Students get to understand the rules of rhymeDifficult Point – Students are able to write rhyming coupletsTeaching Method3P (Presentation – Practice – Production)Teaching ProcedureLead-inHave a quick review on rules of stress with studentsPresentation1.The teacher reads the poem and students try to get the main idea of the poem2.The teacher reads the poem again and have students recognize something in commonof the underlined words3.The teacher explains the rules of rhymePractice1.Students read the poem to their elbow partners and then the teacher invite some of themto read the poem in front of the whole class2.The teacher reads some rhyming couplets and asks students which words are rhymed Presentation1.Students work in groups and try to write rhyming couplets2.The teacher invites students to read their rhyming coupletsSummaryThe teacher helps students to summarize what they have learned in classHomeworkStudents write a short poem with rhyming couplets and hand it in tomorrow逐字稿(Greeting)Good morning, boys and girls. How are you doing today? Great? Glad to hear that. If you are ready, let’s begin our class.(Lead-in)Last week, we studied rules of stress. So, let’s have a quick review first. Michael, do we need to place stress on a one-syllable word? (Michael…) Exactly, Michael, thank you. We always place stress on a one-syllable word. Then Nina, what about a two-syllable word?(Nina…) Good job. Thank you, Nina. The first syllable is usually stressed when it comes to a two-syllable word, like “custom” and “many”. Jenny, what words are often stressed in a sentence? (Jenny…) Thank you, Jenny, you’re right. Content words such as verbs, nouns, adjectives are usually stressed. Leo, what words are not stressed in a sentence?(Leo…) Thank you, Leo. Yes, we don’t place stress on structure words like articles, conjunctions and prepositions. Excellent. You guys did a fantastic job last week.(Presentation)Today we are still going to learn some rules about pronunciation. Now I’ll read you a poem. After that, I would like you to tell me what this poem is about. Now please listen to the poem.Well, Cynthia, what is this poem about? (Cynthia…). Exactly, Cynthia, thank you. Of course, this poem is about new discoveries in science. Now everyone please open your book and turn to page five. I’ll read it again and this time I would like you guys to pay special attention to the underlined words. Then you can have a discussion with your elbow partner on what things in common these words have in terms of pronunciation. Now, I’ll read the pome again. Please listen carefully. (The teacher read the poem.) Well, you can start discussing with your elbow partner. Here we go.T ime’s up. Alex, do you find something in common among the underlined words? (Alex…). Thank you, Alex. You’re quite perceptive. They have same sounds in the final syllables which usually include a vowel sound, like “day” and “way”, “ago” and “know”, “in” and “win”. People refer to this phenomenon as rhyme in English. As to pairs of lines that end in words that rhyme, people refer to them as rhyming couplets.(Practice)N ow, I’ll give you 3 minutes to read the poem by yourselves. Then I’ll invite some of you to read the poem. Let’s begin.Time’s up. Billy, can you read the poem for us?(Billy…) Great job, Billy. Thank you.Now, I’ll read you some rhyming couplets. After that, I would like you to tell me the rhyming words in them. Here we go.Terry, what are the rhyming words in the couplet I just read? (Terry…) Thank you, Terry. Well done. “Cat” and “Hat” are the rhyming words.(Presentation)N ow, It’s time you write some rhyming couplets. You need to work with your elbow partner and write two rhyming couplets. You have 5 minutes. Let’s begin.T ime’s up. Amy, could you share your couplets with us?(Amy…) Thank you, Amy. Fantastic job there.(Summary)N ow let’s have a quick recap. Sunny, can tell me what is rhyme? (Sunny…). Thank you, Sunny. And Derek, what is a rhyming couplet? (Derek…). Exactly. Thank you, Derek.(Homework)Let’s call it a day. As for the homework, you need to write a short poem with rhyming couplets and hand it in tomorrow. Thank you for your time, boys and girls. Have a good day.板书RhymeDay – Way /ei/Ago – Know /nəʊ/In – Win /in/。
教师资格证面试复习之初中英语《试讲》各大课型活动(模板)
2. 【讲解语音】 （1）呈现方式：直接/间接
2. 【讲解语法】 （1）呈现方式：直接/间接
（2）讲解方法：直观讲解、创设情景、 （2）步骤：呈现例子→学生读（形） （2）步骤：呈现例子→学生读（形）
相关单词、练习上下文、万能甩锅 →学生听（音）→教师总结规律 →教师总结规律
【列提纲】 【写全文】
【活动 1】说：编对话、做报告/调查、配音
【互换检查】
【活动 2】写：编剧本/故事
【展示作文】
【总结】回顾：师生总结、总结反馈卡
【作业】课后练：（1）必做：根据题本编对话/写单词/写句子……
（2）选做：画画/查资料/拍照/拍视频/做手工等
步骤 Step1
Step2
Step3 Step4 Step5
初中英语教资面试《试讲》各大课型模板
知识型试讲（PPP）
环节
词汇课
语音课
语法课
Warm-up
唱歌/绕口令/猜谜/吟诵……
Lead-in
图片/视频/话题/活动……
1. 【处理文本】
（1）听录音/教师读/学生读
（2）了解大意
2. 【讲解词汇】 Presentation
【作业】课后练：（1）必做：根据题本编对话/写单词/写句子…… （2）选做：画画/查资料/拍照/拍视频/做手工等
步骤 Step1
Step2
环节 Warm-up Lead-in
Pre-task
Step3
While-task
Step4 Step5
Post-task Summary Homework
技能型试讲（PWP）
听说课
阅读课
写作课
唱歌/绕口令/猜谜/吟诵……
高中英语教资面试语音课干货(全英——九种语音知识与规则)
全英高中教资面试干货-------语音课对于ppp（presentation practice production）的课型，presentation的部分非常重要，要讲好这个部分要靠过硬的语音知识和能力。
所以我们既要掌握语音知识，又要知道具体如何用英语去讲去教,以下为语音课课堂讲课方法以及知识干货：1.双元音（diphthong [ˈdɪfˌθɑŋ]）Definition:What does diphthong mean？First of all, look how they are formed?Look at the phonetic symbol here.it is a combination of two vowel sounds, pronounced within one syllable.How to pronounce it:We start on the A sound(双元音中第一个构成的单音，以A来代表），and finish on the B sound(双元音中第二个构成的单音，以B来代表）. When we pronounce it, we smoothly glide from the first sound to the second sound. Look at my mouth, the shape of my mouth and position of my tongue changed. Repeat after me,please.2.舌侧音（Lateral ['lætərəl]sound）There are two different ways of pronouncing it.There is light lateral sound and dark lateral sound.①When the sound is at the beginning of a word, its usually a light L sound.(ex.learn,literal) How to pronounce the light L sound？We press the tip of your tongue on the upper gum.②When the sound is at the end of a word, its usually a dark L sound.(ex.bottle,uncle)How to pronounce the dark L sound？We raise the back of our tongue, and position of our tongue is lowered.3.连读（Liaison [ˈliːəzɑːn]）What is liaison or what does linking sound mean？Literally, sounds are linked together. Its how you connect words when we speak,so that two words are pronounced together.What are the rules？There are basically three cases.①C+C: link consonant sound to consonant sound(dangerous sport;hot day;thank you)②V+V: link vowel sound to vowel sound(you ever;how interesting)add /w/sound or /j/sound or /r/ sound when we try to connect two vowel sounds.③C+V: link consonant sound to vowel sound(take up,speak up)4.句子内单词的重读（stress）Concept：Some words are emphasized, some of them are not. This is called stress.We pronounce some words louder, longer and at a higher-pitched note when we stress. What are the rules：①We stress content words like adverbs, adjectives, nouns, verbs etc. They are the words that convey meanings.②We do not stress function words like prepositions, linking words, articles, pronouns etc. They are the words that do not convey meanings but perform grammatical functions.③If necessary, we can deliberately stress whatever words we want to make an emphasis.5.单词内音节的重读（stress）When it comes to the word made of two syllables, there are two cases.if its a noun like center, we stress the first syllable /cen/if its a verb like admit, we stress the second syllable /mit/For compound words, there are at least three different kinds of conditions.①compound words consist of two nouns like bookshelfwe stress the first part, book②compound words consist of adjective and past participle like middle-agedwe stress the second part,aged③compound words consist of preposition and verb like outshinewe stress the second part, shineFor words with suffix, there are at least two ways of stressing.We can stress the syllable before the suffix (economic)We can also stress the third syllable from the last syllable (biology)Where we stress depends on different suffix.6.停顿（pause）Concept:There are temporary stops in our speech. We stop for an instant or lengthen the last soundfor an instant to catch a breath or help people organize the sense groups and grasp the message.Rules of pause ：We divide the sentence into different sense groups and make a short pause between sense groups but never during a sense group.(Sense groups are closely connected in terms of meaning and grammar. She is /my favorite student /in class.)Never should we pause at any word within a sense group, because in that way, sense group is broken and cannot form a complete same meaning any more.(bad example: If i was young,i would make a /great effort to get into a prestigious college.7.语调（intonation ）Concept:There are rises and falls in our speech. Our voice goes up and down so that our speech is cadenced. This is what we call intonation.Rules of intonation ：Tell me what sentences are in the rising tone and what sentences are in the falling tone? Then try to classify them into different groups. We will find: ①for general questions, we use rising tone ②for special questions introduced by wh-word(who,what,when,where)andstatements, we use falling tone③for alternative questions ,we first use rising tone and then falling tone +④for tag questions, we first use falling tone and then rising tone +sense group 1 sensegroup 2sense group 3wrong pause Example sentence: alternative question: Which kind of beverage would you like, sparkling water of coffee ？ tag question ：You wouldn ’t leave today ，would you ？8.失去爆破（loss of plosive）Concept:When a word ends with one of the plosive sounds like /p/, /b/ ,/t/ ,/d/, /k/, /g/(plosive consonants),no air is followed by a word beginning with one of those plosive sounds or /m/, /n/.Rules：There is a stop at the end of the first consonant. So, we cannot really hear the plosive sound. We mouth it,which means we move the lips without making a sound.Examples: big bang, sit down, sad time9.音的同化（assimilation）Concept:Assimilation is a phonological process in which two sounds that are different become more alike.Rules：①progressive assimilationthe preceding sound is influencing the following soundwhat’s (s z)②regressive assimilationnewspaper( z s)the following sound is influencing the preceding sound③double assimilation(/wu:d u/ /wu:dʒu/)would。
初中英语教资面试--语音课真题+教案+逐字稿
初中英语教资面试--语音课真题1.题目:Sense-grouppeople usually remember what they are doing when the important events happened in the history.3.要求:(1)朗读一遍(2)帮助学生按照直群设计朗读活动要有适当的板书;试讲时间十分钟。
教案Teaching Objectives:(1) Knowledge objectiveStudents will know what the sense group is.(2) Ability objective：Students will grasp how to pause by sense group.(3) Emotional objective：Students will get interested in reading English texts loudly.Teaching Key Point：How to make students know what the sense group is.Teaching Difficult Point:How to make students know how to pause by sense-group.Teaching Method:Audio-lingual methodTeaching Aid: Multi-media.Teaching Procedures:Step 1 Lead-inThe teacher plays three listening materials. One is hat the reader has no pausing; the second is that the reader has pausing but we can't understand; the third is that the reader has prop er pausingThen asks students to compare which is the best and explain the reasons.Step 2 PresentationThe teacher asks students to listen to the third material again, four in group to discuss the m eaning and grammar of the material. Then the teacher gives the concept of sense -group. Giv e the model to divide the sense-group:people usually remember /what they are doing/ when the important events happened /in the history.Step 3 PracticeActivity 1 Sentence practiceThe teacher gives several sentence, asks students to divide them by sense group, then show a nd read them for classmates. Such as:1.Reading aloud/is very important/for beginners.2 Early to bed/and early to rise/makes a man/healthy, happy, and wiseActivity 2 Passage practiceStudents choose passages that they are interested in to read for classmates in competition.Step 4 Summary and HomeworkSummary: Ask students to conclude what they have learned in the class.Homework; Ask students to listen to a passage of VOA to consolidate how to pause by sense-group after class.Blackboard Design:板书people usually remember /what they are doing/ when the important events happened/ in the history.语音课逐字稿Good morning,everyone, i am Miss XX. it’s my honor to participate this interview, now i will begin my class.Good morning boys and girls, i am Miss X, today we will learn english together!How are you today? Ok ,good!In today’s phonetic class we will learn about sense group! Now ,i will read a sentence twice, and tell me which time is easier to understand?The First time:people usually remember what they are doing when the important events happened in the historyThe second time:people usually remember /what they are doing/ when the important events happened /in the history (read with pause)Ok, in which time do you understand the sentence better?Most of you said the second time,why?Because i make a pause between words,right?So what is sense group?According to the meanings and grammatical structure, a sentence can be divided into several small pieces,in this sentence, we divide it into 4parts, two clauses leaded by what and when,so we should pause before these two clauses.each small section is called a sense-group.Sense-group can be a word, a phrase, also can be some short-sentences or the clause in a complex sentence. Do you understand?Now i will give you two sentences, read them twice with your partner, make a pause between words if it’s necessary. I will give you 3mins,and then i will ask some of you to show us how do you read these two sentences.Ok, finish? Lily and peter,please read the sentence for us .Excellent! Next sentence, who want to be a volunteer? Ok , kelvin,please!Very good!Now please choose a passage that you are interested in to read for classmates. We are going to compare who is the best! I will give you 3mins to prepare.Ok,let’s welcome the first student...Very good! He put those pause in a correct way!Next one...........Ok, what we have learned today?yes, sense group,,here are your homework:listen to a passage of VOA to consolidate how to pause by sense-group after class.Class over, goodbye everyone!。
高中英语教师资格证面试语音类教学思路及逐字稿
高中英语教师资格证面试语音类教学思路及逐字稿1. 题目：Working the land2. 内容：You are a producer of green food – that is to say your food is certain to be healthy and safe for people’s health. It is also free of chemical fertilizer and grown away from industrial areas and dirty water supplies. This is the food you want to sell. The problem is people don’t know about your food and how good it is. You know every weekend people leave the cities and go to the countryside to buy food like yours. Your food is, however, moreexpensive than other food which is not safe.3. 要求：1) 全英文授课2) 设计语音教学活动，讲授读长句是如何停顿3) 突出教师引导作用4) 试讲时间：10分钟Teaching aims:1) Knowledge aims:a. Students can know what green food is.b. Students can master the rues of pause in reading sentences, especiallyin some long sentences.2) Ability aims:a. Students can pause correctly in reading sentences.b. Students can freely talk about their opinions on how to make morepeople know more about green food.3) Emotional aimStudents’ awareness of healthy eating can be aroused.Teaching important and difficult points:Important points:Students can know what pause is and how to pause.Difficult points:How to make students understand what pause is.Teaching and learning methods:Task-based teaching method, situational teaching method, communicative approach.Teaching procedures:Step 1: warm-up and lead-in1) Warm-up: greet the students as usual.2) Lead-in: show some pictures of different kinds of food and ask students toclassify them into different groups: healthy food and junk food. Then lead in the topic: what is green food?Step 2: Preparation:1) Read the passage and answer the question:What is green food?2) Ask students to listen to the passage and take notes when it stops inreading sentences. Then discuss with partner and check all the pauses. 3) Guide students to discuss in groups about what pause is and when shouldwe pause in reading a sentence.4) Make a summary of the rules of pause.Step 3: PracticeGuide students to practice reading the passage by the rules of pause in it.Step 4: ProductionGroup discussion and make a report: four students in one group. Think about one question: how to make more people know about green food and buy it?Then each group chooses one representative to make a report. You should pay attention to the pause when making a report.Step 5: summary and homework1) Summary: ask students to summarize what we learned in this class.2) Homework: write a short passage to introduce green food and make arecord of your reading with pause and emotion.5 Blackboard designWorking the landWhat is green food? Some useful waysWhat is pause?When should we pause?逐字稿：Warm-up and lead-in (图片导入): class begins! Sit down, please. Good morning, class! How are you today? You are fine? Good. I’m fine, top. Thank you. First of all, let’s look at some pictur es on the screen. What are they? Yes, they are different kinds of food. So can you try to classify them into different categories? That is, make the into different kinds of foods, clear? Good, start here. Have you done? Ok, let’s check. John, you please. E m, picture 1, 2 and 4 are the same kind of food, like fried food and spicy food. We can call them junk food. Yeah, picture 3, 5, 6 are some meat, fruit and vegetables that can provide us with nutrition and energy, so we can make them into one category, that is, healthy food. You know, nowadays, people also call healthy food green food. Have you heard green food? What is green food? You can try to guess and imagine.Presentation:处理文本：O k, now let’s read the passage on your paper. And I believe that after r eading, you can see whether your guessing is right or not. So now let’s read it together and think about one question: what is green food>Have you finished? Ok, who can tell me the answer? Jessica, you please. Green food is a kind of healthy and safe food. So why is it healthy and safe？Can you find the answer from the passage? Great! Because it is free of chemical fertilizers (you know fertilizers, yes?) and grows away from industrial areas and dirty water supplies. Well done. The passage is not difficult for you to understand, yes? Good!感知语音现象:Now, I will read the passage for you and this tie, you should focus on my reading. Try to figure out where I stop when I’m reading. You can take notes if necessary. At last, tell me how many pauses in the passage. Clear? Great, let’s start here. Listen carefully. Ok, have you found out all the stops? No? ok, you can discuss with your partner now and check, and then me the finalanswer, OK? OK, I see that all of you have finished this task. Let’s check. Who wants to share with us? Jenny, you please. How many stops have you found? 14? Wow, you found out so many stops. Sit down, please. Any other different opinions? Oh, I heard 15. Catherine, what’s your opinion? 16? Ok, how many of you agree with Catherine? Put up your hands. Wow, about half of you think there are 16 stops in this passage. Well, I have to say that I also agree with you. There are altogether 16 stops n reading this passage. Actually, in English, we call these stops pause.发现发音规律:Now I am wondering where the pauses are and what the rules are of pausing. So now, please work in groups of four, try to discuss where should we pause and why should we pause, clear? Great. Let’s begin. Ok, time’s up. Have you found some findings yes, of c ourse. Well done. So let’s check your findings are right or not. Ok, group one, choose one representative to share with us. Ok, john,, you please. Well, in order to make it clear for us to know where the pauses are, you can try to read and pause at the right time. Clear? Go! Wow, your pronunciation and intonation are so good. It sounds like you are a native speaker. But you made a mistake when pausing. In the sentence “you know that every weekend people leave the cities and go to the countryside to buy food like yours”, there should be two pauses, the first pause is after that, and the second pause is before and. Clear?总结发音规律:S o what is sense group? I’ll explain it for you. A sense group is a language that shares the same meaning. Take sentence one as an example: you are a producer of green food… that is to say your food is certain to be healthy and safe for people’s health. In this sentence, every word has its own meaning and when they are combined together, they have a different meaning. You are a producer of green food. All the words are combined to form one meaning. When you pause at any word, it cannot convey the complete meaning of the sentence. Then we call it a sense group. Clear? Great!Practice:So up till now, we learned the rules of pause. Now, I’d like you to practice by using the rules we just summarized together. So I need you to practice reading the passage with correct pause. OK? Begin! Time’s up. Let’s see whether you can read correctly. Tom, you please. Have a try. Oh, you did a good job. But there is still one little mistake in pausing. We should pause after reading “thatis to say”. Or it’ll be too hard to read the whole sentences with no pause. Clear? Good. Sit down, please. Another one? Who? Ok, Helen! Wow, you made no mistake in readi ng, sit down please. Let’s clap our hands for her. All of you should practice more after class and it will be helpful for your spoken English!Production:N ow, let’s come back to this passage. As is mentioned in the passage that people don’t know about green food and how good it is, so what can we do to help more people know about it? Now, let’s do a group discussion and make a report: four students in one group. Think about one question: how to make more people know about green food and buy it? Then each group chooses one representative to make a report. You should pay attention to the pause when making a report. Are you clear? Great, let’s start here.O k, time’s up. Show us your results. Group one, who is therepresentative/reporter? Oh, lily, come to the front. Wow, you think that you can take more photos, make some introductions and even make some short movies to advertise it. Sounds great. How about group 2? Ok, Catherine, come here. Except what have been mentioned by group 1, you also give some good ways: like invite some specialists to make more explanation and to make more promotions to give people more chances to try more. You are such a problem solver. Ok, come back to your seat. Group 3 and group 4, you are all helpers. And your group members are all so creative. Great! Besides, maybe you can do from yourselves. You can get to know more about green food, then choose more green food to eat and keep a healthy diet in your daily life. Yea? Great!Summary:At last, let’s review what we learned in this class. Let’s do it together, ok? In this lesson, we learned what green food is, how to make more people know about green food, where to pause and how to pause.Homework:well, after class, I’d like you to write a short passage to introduce green food and make a record of your reading with pause and emotions. We will check it in the next class. Are you clear? Ok, great! That’s all for today’s class. Goodbye class. See you next time!语音考察方向：stop/pause 停顿；stress重音；liaison 连读；sense of group 意群；语调intonation；失去爆破：loss of plosive。
小学教师资格证面试英语
小学教师资格证面试英语小学教师资格证面试英语一、语音课Lessen plan for the pronunciation of /i /Teaching aims:(1)Knowledge aim: be able to know how to pronounce the diphthong /i /(2)Ability aim: By the end of the class, students should be able to pronounce the diphthong/i /(3)Emotion aim: be able to pronounce the /i /more confidentlyTeaching methods: 3-P model(Presentation, Practice, Production)Teaching aids: chock, blackboard, some cardsTeaching procedure:Pronunciation(板书内容)StepⅠGreeting and Lead-inT: Class begins. Good morning/afternoon, boys and girls. Nice to have this English class with you. Today we are going to learn a diphthong in English.StepⅡ PresentationShow some cards to the students. Lead in the diphthong /i /StepⅢ PracticePractice the students the sound /i /, and explain the right way to pronounce the sound. T: yes, very good. These words all contain the sound/i /. Now read after me, /i / /StepⅣ ProductionSound discrimination and tongue twisterStepⅤ SummarizeT: today, we have learned the sound /i /; remember the right way to pronounce this sound. It begins with the first sound /i/ and glide towards the second sound / /, you should practice more after class.StepⅥ HomeworkPractice the diphthong /i/ with your partner.考生在试讲过程中，一定要学会合理分配板书和讲授的时间。
教师资格证面试复习之初中英语《试讲》各大课型教案(模板)
课型 环节
1. 词汇课
2. 语音课
3. 语法课
4. 听力课 5. 口语课
6. 阅读课
7. 写作课
1. 热身 2. 导入
3. 新授/任务前
唱歌：《Monsters》
视频：①日常生活类（1-17）——生活情景剧《老友记》；②自然科技人文类（18-23）——《BBC 纪录片》；③诗歌故事类（24）——图 书馆视频
5. 输出/任务后 6. 小结 7. 作业
做调查
（1）书面：填空 （2）口头：击鼓传花
（1）一听：大意；
（1）一读：大意；
（2）二听：细节（判断对错）； （2）二读：细节（判
（3）三听： 跟读。
——
断对错） （3）三读：跟读。
（1）列提纲； （2）写全文。
配音游戏：《爱丽丝
（1）检查：自查
梦游仙境》/其他主
（1）处理文本：找主旨大意 （老师读/播放录音）
（2）讲解单词： （2）讲解语音：
（音形义）
①直接呈现例子；
①直接呈现；
②学生读-形（找相
②直观（实物、图片、 同/不同）；
简笔画、动作）、情景、 ③学生听-音（小组
（2）讲解语法： ①直接呈现例句； ②学生读-形（找相 同/不同）；
（1）扫障：讲解词汇；/讲解句型（口语课） （2）预测大意。
甩锅法讲解。
探解句型： ①直接呈现；
④老师总结规律：语 语法名称+解释+注 音 名称 +解释+注意 意事项。
*②举例子。
事项。
（1）确定写作 【主题】：处理文 本找主旨大意； （2）讲解写作 【结构】：各部分 内容； （3）构思写作 【内容】：头脑风 暴
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英语资格证面试语音课教学设计环节解读
2017年已近半，对于将来想要从事教师这个职业的小伙伴来说，这几个月份有着不同的意义，因为作为老师这个职业的敲门砖——教师资格证的考试在这几个月中如火如荼的展开。
紧张的笔试已经结束，那么面试又应如何准备？小伙伴们是不是有些无从下手？大家先不要着急，作为你们的老朋友，老师正在积极的为大家备考助力。
那么今天我们就先聊一聊英语面试语音课的相关环节。
【教师资格证考试】
在讲解具体的环节之前，我们先了解一下小学英语语音课的要求：语音教学是语言教学的重要内容之一，主要目的是通过教学使学生在听和说两个方面有所提高。
在英语教学起始阶段，语音教学主要应通过模仿来进行，教师应提供大量听音、模仿和实践的机会，帮助学生养成良好的发音习惯。
英语有不同的口音，如：英国口音、美国口音等。
教学中，应让学生在基本掌握一种口音的基础上，适当接触不同的口音，为他们发展交际能力打下基础。
了解完语音课的要求之后，我们来梳理一下教材，看一看教材中的哪一部分是要设计成语音课的。
教师资格证面试试题所选自的课文多出自人民教育出版社的教材。
熟悉人教版小学英语教材的同学都知道每一个单元所包括的版块有：Let’ try；Let’s talk；Let’s learn；Role-play；Let’s spell；Read and write等等。
当给出的版块是Let’s spell时，我们要设计的就是语音课了，如下图所示：
义务教育英语课标要求学生具备听说读写四个方面的能力，英语作为一门语言科学，尝到了传统应试教育中“哑巴英语”的众多弊端之后，在素质教育的今天更强调学生能否在日常生活中用英语表达自己，能否听得懂、说的顺，能否学以致用，也就是说更加注重听、说技能的培养。
在技能教学中，我们最常用的方式就是“导入、新授、练习、巩固、小结、作业”的模式。
那么，我们具体要根据什么来设计课堂环节呢？根据义务教育阶段的英语课程标准，可以得出，在导入及新授环节，我们主要是以学习和掌握相关语音为目的来设计教学活动；在练习巩固阶段，要综合练习所学新知识，尤其在巩固的阶段，设计的教学活动应以口头表达、角色扮演、小组讨论等任务的形式来展开，多多的联系实际。
【教师资格证考试】那么具体应该如何操作呢？下面我们就以所示课文为例，展现语音课的教学环节：Step1: Leading
Good morning, Boys and girls! Today is a sunny day, right? My friend Lucy had a trip yesterday. Do you want to know where she went? Yes, I want to know it, too. Now, let’s watch a video.
Who can guess where it is? Lily, please! You said it’s in a farm. Do you all agree with her? Yes, you really did a good job! Lucy went to the farm. Do you want to know what she saw in the farm?
Step2: Presentation
Wow! Boy and girls, we are in the farm now. Is it beautiful? Yes, the farm is big and beautiful! Let’s find our good friend Lucy, ok? Wher e is Lucy? Oh, she is over there. What is she doing? Let’s go to see. Who can tell us what she is doing? Sam, please! You said she is looking a beautiful flower, right? Yes, it’s a flower. Everybody, read after me, flower, flower. Ok, you please. Flower, [aʊ]，[aʊ], try again, very good!
Let’s follow Lucy to look around. Wow! What can you see? It’s a cow! Cow, cow, cow. [aʊ]，[aʊ]. Cow, cow, cow. Is the cow big? Yes, the cow is very big.
Step3: Practice
Activity: Now let’s do “listen, circle and say”. I w ill read and you circle the different one. Got it? Yes! Are you ready? The second one: how, flower, window. The third one: now, snowy, slow. Did you finish? Fantastic! Who wants to show your answer? You, please. The second one is window. Excellent!
Who ca n answer the third one? Ok, you please! You chooses snowy? I’ m sorry. Would you like to try again? Good！Listen carefully! Now, snowy, slow. Which one is different from others? Great! Everybody, slow, [əʊ], [əʊ], slow. The others are [aʊ]，[aʊ], now, snowy.
Step4: Consolidation
Let’s do the “listen, write and say”. The faster, the winner. Clear? Well done! Are you ready? Yes! I see a yellow flower. Slow done. How about tomorrow? Who wants to try? Wow, you are so fast. The first sentence is? Wonderful! I see a yellow flower. It’s flower. Give your group two stars.
Step5: Summary
Boys and girls, what have you learnt today? Yes, we learnt the pronunciation of “ow”. And, we learnt many words with “ow” and their difference. Good job! Today, we see what there are on the farm from our friend Lucy. We have a happy time. Right? Yes! I hope we can always learn from Lucy. Do you also think so?
Step6: Homework
We learnt so many words with “ow”, today’s homework is to read the words we learnt today with your partners. Ar e you clear? Yes! Ok, Today’s class is over. Bye-bye！See you tomorrow!
【教师资格证考试】。