高中英语临门一脚

普通高中生的学情特点是：**具备一定的英语基础和逻辑思维能力，但对枯燥的语法规则可能感到乏味。** 因此，设计的核心在于“创设真实情境”和“任务驱动”，让语法学习为实际交流服务。

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### 第一部分：10分钟语法课试讲逐字稿 (Trial Teaching Script)

**时间分配提示：** 导入(1.5') + 呈现(3.5') + 练习(2') + 产出与思政(2.5') + 总结作业(0.5')

**(Start of the Trial Teaching)**

**1. Greeting & Lead-in (问候与导入 1.5 mins)**

Good morning, boys and girls! How are you doing today? Full of energy? Great!

Look at the big screen. I’ve brought a magnificent picture for you. Yes, the Great Wall! As high school students, how would you describe it?

*(Point to a student)* Yes, Leo. "The Great Wall is a famous place. It has a long history." Very clear and accurate!

Now, let’s try to make it sound even more advanced. Listen carefully: *The Great Wall is a famous place **which** has a long history.* Did you notice the "magic word" I used to combine your two sentences? Exactly, "which"! Today, we will learn how to use this grammar tool—the Restrictive Attributive Clause (限制性定语从句)—to make our English expressions richer and more complex.

**2. Presentation (新课呈现 3.5 mins)**

Please open your books to page 4. Read the text about Cultural Heritage again. Your task is to find three sentences using this kind of "magic word" to describe things or people. One minute, go!

*(Walk around, smile, and make eye contact)* **[过程性评价：关注学情与进度]** Amy, you've found two already! Excellent reading speed. Keep looking for the third one.

Time is up! Let’s look at the blackboard. I’ve written down three sentences you just found from the text.

*Sentence 1: The people **who/that** built the caves were great craftsmen.*

*Sentence 2: We saw a lot of ancient statues **which/that** were well-preserved.*

*Sentence 3: We met a restoration expert **whose** job is to protect the relics.*

Let's act like language detectives. In Sentence 1, what does "who" refer to? Yes, "the people". We call this the **Antecedent (先行词)**. Because "the people" refers to human beings, we use "who" or "that".

In Sentence 2, what is the antecedent? *(Gesture for whole class to answer)* "Ancient statues" (古代雕像)! Are they people? No, they are things. So what do we use? Excellent, "which" or "that". **[过程性评价：表扬集体反馈]** Look at how perfectly you've caught the rule! You guys are quick learners.

Now, Sentence 3 is a bit tricky. The antecedent is "an expert", which is a person. But why don't we use "who"?

Look at the noun right behind it—"job". It actually means "the expert's job". When there is a relationship of possession (所属关系), we must use "whose". Simple and logical, right?

**3. Practice (巩固练习 2 mins)**

Now that we know the rules, let's put them into practice. Look at the worksheet on your desk. Fill in the blanks with *who, which, that,* or *whose*.

*(Wait for 30 seconds)*

Let's check. Question 1: "This is the traditional Chinese festival ___ I love most."

*(Pretend to hear a wrong answer)* Oh, I heard a "who". Let's pause and think. **[过程性评价：引导自我纠错]** David, don't be nervous. Look at the antecedent "traditional Chinese festival". Is it a person or a thing? Yes, a thing! So the correct word should be? Yes, "which" or "that"! See? You fixed it yourself. Mistakes are just stepping stones to success.

**4. Production & Ideological Integration (拓展输出与思政融入 2.5 mins)**

Now, it's time for a real challenge. Please work in groups of four.

Imagine our city is hosting an International Youth Culture Exchange Camp. You are the volunteer guides. You need to introduce one local cultural heritage or a traditional custom to the foreign teenagers.

**Requirement:** You must use at least TWO attributive clauses in your introduction. You have 2 minutes to brainstorm. Go!

*(Walk around and guide)* **[过程性评价：表扬团队协作]** Group 3, your idea of introducing Chinese tea culture is brilliant! And your sentence structure is very accurate. Keep it up!

Alright, time to share! Group 1, please stand up and share your introduction loudly!

*(Listen attentively)* Wow! "This is paper-cutting **which** has a history of over a thousand years..." Give them a big round of applause!

**[思政融入升华语：文化传承与青年责任]** Your descriptions are incredibly vivid. Through today's lesson, we are not just learning grammar rules. We are learning how to use English as a bridge. Cultural heritage is the precious treasure **which** connects our past, present, and future. As the younger generation, it is our responsibility to protect these heritages, and more importantly, use our English to tell beautiful Chinese stories to the whole world!

**5. Summary & Homework (总结与作业 0.5 mins)**

To sum up, match your relative pronouns with your antecedents: *who/that* for people, *which/that* for things, *whose* for possession.

Homework: Write a short English blog post (about 80 words) introducing your hometown's cultural heritage using attributive clauses.

Class is over. Thank you, and have a wonderful day!

**(End of the Trial Teaching)**

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### 第二部分：说课稿 (Lesson Presentation Script)

**Greeting:**

Good morning, respected judges. I am Candidate No. X. It is my great honor to present my lesson today. My topic is the Restrictive Attributive Clause from PEP Senior High School English, Book 2 Unit 1 *Cultural Heritage*. I will explain my lesson design from the following six aspects.

**1. Analysis of Teaching Material (教材分析)**

This lesson is a grammar lesson based on the theme of "Cultural Heritage". The main content is the usage of relative pronouns (who, which, that, whose) in restrictive attributive clauses. It serves as an essential language tool for students to describe cultural relics, historical figures, and complex ideas more accurately.

**2. Analysis of Students (学情分析)**

My students are regular senior high school students. They have accumulated a certain amount of vocabulary and possess basic logical thinking abilities. They are generally interested in cultural topics. However, abstract grammar rules can sometimes seem dull to them. Therefore, my design focuses on creating real-life contexts and using task-based activities to make the grammar rules accessible, engaging, and practical.

**3. Teaching Objectives (教学目标)**

Based on the core competencies of the English subject, I have set the following objectives:

* **Language Competence:** Students will be able to identify antecedents and correctly use relative pronouns (who, which, that, whose) in sentences.

* **Learning Ability:** Students will develop the ability to discover and induce grammar rules from context through observation and cooperative learning.

* **Thinking Quality:** Students will enhance their logical and analytical thinking by matching antecedents with correct pronouns.

* **Cultural Awareness (思政目标):** Students will deepen their understanding of cultural heritage and cultivate cultural confidence by using the target grammar to introduce Chinese culture to foreigners.

**4. Teaching Methods (教法学法)**

To achieve these objectives, I will adopt the **Task-based Language Teaching (TBLT)** method and the **Inductive Method (归纳法)**. For the students, I encourage autonomous learning and collaborative group work.

**5. Teaching Procedures (教学过程)**

My teaching procedures consist of 5 steps:

* **Step 1: Lead-in.** I will use a picture of the Great Wall to activate their background knowledge and smoothly introduce the target grammar by comparing simple and complex sentences.

* **Step 2: Presentation.** I will guide students to find sentences from the textbook and write them on the blackboard. Through a series of guiding questions, students will deduce the rules themselves, transforming from passive listeners to active explorers.

* **Step 3: Practice.** A contextualized exercise will be given. During this process, I will focus on formative evaluation (过程性评价), encouraging students to self-correct and building their confidence.

* **Step 4: Production (Highlight of the lesson).** I will set up a real-world task: acting as volunteer guides to introduce local culture. This not only consolidates the grammar but also integrates ideological and political education (课程思政), inspiring their sense of responsibility to tell Chinese stories globally.

* **Step 5: Summary & Homework.** I will ask them to write a short English blog post, extending the learning from inside the classroom to their real life.

**6. Blackboard Design (板书设计)**

My blackboard is designed to be clear and structured.

*(On the left)* The core example sentences from the text, with antecedents and relative pronouns marked in different colored chalks.

*(On the right)* A concise summary of the rules:

* Antecedent (Person) -> who/that

* Antecedent (Thing) -> which/that

* Antecedent (Possession) -> whose

That concludes my presentation. Thank you for your time and attention! ### 第一部分：英语阅读课试讲（逐字稿）万能结构与常用句型储备

在准备阅读课试讲时，通常遵循 **PWP教学模式 (Pre-reading, While-reading, Post-reading)**。以下为您梳理的一套可以灵活套用的课堂组织语言：

**1. 导入与读前 (Lead-in & Pre-reading)**

* Look at the title and the picture on page X. What do you think the passage is about?

* Have you ever heard of...? What comes to your mind when you see this word?

* Before we dive into the text, let's make a prediction.

**2. 读中：泛读 (While-reading: Skimming & Scanning)**

* **Skimming (略读抓大意):** Read the passage quickly and find out the main idea of each paragraph. You have 2 minutes. Go!

* **Scanning (扫读找细节):** Now, let's scan the text to find specific information. Who can tell me the exact date/place/number mentioned in paragraph 2?

**3. 读中：精读 (While-reading: Careful reading)**

* Let's read between the lines. Why did the author use the word "..." here?

* Work in pairs. Try to figure out the deep meaning of this sentence. What does "it" refer to?

**4. 过程性评价话术 (Process Evaluation - 教师面试拿分关键)**

* **表扬阅读速度/技巧：** Excellent skimming skills! You got the main idea in just one minute.

* **鼓励发散思维：** That's a very unique perspective. I hadn't thought of it that way!

* **引导纠错与互助：** You are very close! Who can give him/her a little help? / Don't worry, let's read the third line together. What did you find this time?

**5. 读后与思政升华 (Post-reading & Ideological Integration)**

* If you were the main character, what would you do?

* Through this passage, what can we learn from his/her story?

* This is not just a story about..., but also a reflection of...

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### 第二部分：10分钟阅读课试讲逐字稿 (Trial Teaching Script)

**教材选用：** 人教版2019必修一 Unit 3 *Sports and Fitness* - Reading and Thinking: *Living Legends* (本文讲述了郎平和迈克尔·乔丹的体育精神)

**课型：** 阅读课 (Reading)

**时长：** 10分钟（全英文授课，含动作提示）

**(Start of the Trial Teaching)**

**1. Lead-in & Pre-reading (导入与读前预测 - 1.5 mins)**

Good morning, class! How are you today? Full of energy? Fantastic!

Before our class, I want to show you a short video. Look at the screen.

*(Pretend to watch a video)* Wow, what a thrilling moment! Yes, it's the Chinese Women's Volleyball Team winning the Olympic gold medal. I see some of you are very excited.

Now, please open your books to page 38. Look at the title: *Living Legends*. What does "legend" mean? Yes, someone who is very famous and admired.

Look at the two photos below the title. Do you know them?

*(Point to a student)* Yes, Tom. You recognized Michael Jordan. And the lady? Exactly, Lang Ping! Today, we are going to read their stories and find out what makes them "Living Legends".

**2. While-reading: Skimming for Main Ideas (泛读 - 2 mins)**

First, let's do a fast reading. Please read the passage quickly and match the main idea with each paragraph. You have 2 minutes. Go!

*(Walk around the classroom, pretend to check students' progress)*

**[过程性评价：关注学情与阅读策略]** Mary, I see you are reading word by word. Try to focus on the first and last sentence of each paragraph. It will help you read faster. Good try!

Time is up! Who would like to share your answers?

*(Point to a student)* Jack, please. Paragraph 1 is about... the introduction to the two legends. Correct! Paragraph 2 focuses on Lang Ping's achievements and spirit. And Paragraph 3 is about Michael Jordan.

**[过程性评价：表扬归纳能力]** Excellent summarizing skills, Jack! You hit the nail on the head.

**3. While-reading: Careful Reading for Details (精读 - 3.5 mins)**

Now, let's read the text carefully. Please focus on Paragraph 2, which is about Lang Ping. I have two questions for you on the blackboard.

*Q1: What challenges did Lang Ping face?*

*Q2: What is the "Women's Volleyball Spirit" (女排精神)?*

Read carefully and underline the key sentences.

*(Wait for 1 minute)*

Who has found the answer to Question 1? Yes, Lucy.

*(Listen attentively)* Lucy said she faced injuries and huge pressure as a coach. Are you sure about the word "pressure"? Look at the text again. Yes, it says "she took control of the team when they were at their lowest point". **[过程性评价：引导自我完善]** You are completely right, Lucy! You translated "lowest point" into "huge pressure", which shows you truly understand the context. Brilliant mind!

Now, for Question 2. What is the "Women's Volleyball Spirit"? Let's read the last sentence of paragraph 2 together.

*(Gesture to lead the whole class reading)* "It is highly praised as a symbol of never giving up and fighting until the last minute."

**4. Post-reading: Production & Ideological Integration (读后与思政升华 - 2.5 mins)**

Now that we have read about these amazing legends, let's think deeper.

Please work in groups of four. Imagine our school radio station is hosting an English program called "Youth Voice" (青年之声). The topic is: *How can we apply the "Women's Volleyball Spirit" to our daily study?* Discuss with your group members. You have 3 minutes to prepare a short speech. Let's brainstorm!

*(Walk around and guide)*

**[过程性评价：表扬合作与深度思考]** Group 2, I overheard you talking about the upcoming final exams. Connecting the text to your real challenges is a very smart way to learn!

Alright, time to share! Group 1, welcome to the front.

*(Pretend to listen and applaud)*

What a powerful speech! You mentioned that when you fail a math test, you shouldn't cry, but analyze the mistakes and fight back, just like Lang Ping's team.

**[思政融入升华语：女排精神与青年担当]** I am so proud of you all. Today, we didn't just read an English text; we touched the soul of a nation. The "Women's Volleyball Spirit"—never giving up, working as a team, and fighting for the honor of our country—is not just for athletes. It is the spiritual wealth of every Chinese person. As high school students, you are the future of our country. I hope you can carry this spirit in your hearts, face your difficulties bravely, and become the "living legends" of your own lives! (作为高中生，你们是国家的未来。希望你们将女排精神铭记于心，勇敢面对困难，成为你们自己生命中的“活传奇”！)

**5. Summary & Homework (总结与作业 - 0.5 mins)**

To sum up, today we learned the inspiring stories of Lang Ping and Michael Jordan, practiced skimming and scanning, and explored the true meaning of a legend.

Homework: Please write a short essay (about 100 words) titled "My Personal Legend". Introduce someone who inspires you the most, using the vocabulary we learned today.

Class is over. Thank you, and see you next time!

**(End of the Trial Teaching)**

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### 第三部分：10分钟说课稿 (Lesson Presentation Script)

**Greeting:**

Good morning, respected judges. I am Candidate No. X. It is my great honor to present my lesson today. My topic is the reading passage *Living Legends* from PEP Senior High School English, Book 1 Unit 3 *Sports and Fitness*. I will explain my lesson design from the following six aspects.

**1. Analysis of Teaching Material (教材分析)**

This lesson is a typical Reading and Thinking class. The passage introduces two living legends in the sports world: Lang Ping and Michael Jordan. The text is well-structured and rich in descriptive vocabulary. More importantly, it highlights the core value of sportsmanship, particularly the "Chinese Women's Volleyball Spirit", making it excellent material for both language input and value education.

**2. Analysis of Students (学情分析)**

My students are Senior 1 students. Psychologically, they admire heroes and legends, so the topic is highly appealing to them. Academically, they have grasped basic English vocabulary and grammar, but they still need systematic guidance on reading strategies, such as skimming for main ideas and scanning for details. Furthermore, their critical thinking skills regarding how to apply spiritual values to their own lives need to be further developed.

**3. Teaching Objectives (教学目标)**

Based on the English Core Competencies, I have set the following objectives:

* **Language Competence:** Students will be able to master key vocabulary related to sports and achievements (e.g., *master, determination, injured*).

* **Learning Ability:** Students will be able to apply reading strategies like skimming and scanning to locate specific information and summarize paragraph structures.

* **Thinking Quality:** Students will develop critical thinking by analyzing the deep meaning behind "legends" and comparing their own experiences with those of the athletes.

* **Cultural Awareness (思政目标):** Students will deeply understand the "Women's Volleyball Spirit" (never giving up, teamwork, patriotism) and cultivate national pride, learning to apply this perseverance to their academic and personal challenges.

**4. Teaching Methods (教法学法)**

To achieve these goals, I will mainly adopt the **Task-based Language Teaching (TBLT)** method and the **PWP (Pre, While, Post)** reading model. For the students, I encourage **Cooperative Learning** and **Inquiry-based Learning**, shifting the classroom from teacher-centered to student-centered.

**5. Teaching Procedures (教学过程)**

My teaching procedures are designed into 5 steps:

* **Step 1: Lead-in (Activating).** I will play a video of the Chinese Women's Volleyball Team winning the gold medal to create an inspiring atmosphere and introduce the concept of "Living Legends".

* **Step 2: Skimming (Fast Reading).** Students will quickly read the text to match the main ideas with paragraphs. This step trains their ability to capture the macro-structure of the text.

* **Step 3: Scanning (Careful Reading).** I will set specific questions about Lang Ping's challenges and her spirit. Students will read between the lines. During this process, I will provide formative evaluation (过程性评价) to encourage them to analyze the text deeply rather than just translating it.

* **Step 4: Post-reading (Production - Highlight of the lesson).** I designed a group work task: preparing a short speech for a school radio program on "How to apply the Women's Volleyball Spirit to daily study." This step transforms input into output and seamlessly integrates Ideological and Political Education (课程思政), guiding them to connect national spirit with personal growth.

* **Step 5: Summary & Homework.** Students are required to write an essay titled "My Personal Legend", which extends their learning from the classroom to real life.

**6. Blackboard Design (板书设计)**

My blackboard is designed to be a clear mind map.

In the center is the title: **Living Legends**.

On the left side: **Lang Ping** -> Challenges -> *Women's Volleyball Spirit (Never give up)*.

On the right side: **Michael Jordan** -> Failures -> *Secret to success*.

At the bottom, a concluding sentence: *Legends are made by sweat and perseverance.* This design is visually striking and highlights the core values of the lesson.

That concludes my 10-minute presentation. Thank you very much for your time and guidance!口语课（Speaking）的核心在于**“交际能力（Communicative Competence）”**的培养。评委最看重的是教师如何创设真实的交际语境（Context）、如何搭建语言脚手架（Scaffolding），以及学生是否真正“开口说”。

为您选择的课题是 **人教版（2019版）高中英语必修二 Unit 2 Wildlife Protection (野生动物保护)**。这个话题非常适合进行角色扮演（Role-play）或采访（Interview），且能完美契合**“生态文明建设（绿水青山就是金山银山）”**和**“人与自然和谐共生”**的思政主题。

以下是为您量身定制的万能句型储备、10分钟试讲逐字稿及配套说课稿。

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### 第一部分：英语口语课试讲（逐字稿）结构与常用句型储备

口语课通常遵循 **Pre-speaking（说前准备）、While-speaking（说中练习）、Post-speaking（说后展示与评价）** 的模式。

**1. 导入与说前准备 (Lead-in & Pre-speaking)**

* **创设情境：** Imagine you are a reporter for the school newspaper. / Suppose we are holding a press conference.

* **头脑风暴/搭建语言支架：** Before we start, what useful expressions can we use to ask for opinions? Let's brainstorm.

* **提供功能句型：** When you want to agree with someone, besides "I agree", you can also say "I couldn't agree more" or "You have a point there".

**2. 说中练习与指令布置 (While-speaking & Instructions)**

* **布置任务：** Now, work in pairs. Student A, you are the interviewer. Student B, you are the wildlife expert.

* **明确要求与时间：** You have 4 minutes to prepare a 2-minute conversation. Make sure to use the expressions on the blackboard.

* **巡视指导：** Let me walk around to see if you need any help.

**3. 过程性评价话术 (Process Evaluation - 面试高分关键)**

* **赞赏语音语调：** Your pronunciation is as beautiful as a native speaker! The intonation is very natural.

* **肯定肢体语言：** I love your eye contact and hand gestures. It makes your conversation so engaging.

* **引导克服害羞（非常加分）：** Kevin, don't be shy. Take a deep breath. Speak a little louder. You have great ideas, we all want to hear them! Yes, much better!

* **委婉纠错：** You did a great job. Just one tiny suggestion: remember to pay attention to the tense. It happened in the past, so we should use...

**4. 说后展示与思政升华 (Post-speaking & Ideological Integration)**

* **同伴互评：** Which group do you like best? Why?

* **主题升华：** Through this role-play, we realize that protecting animals is protecting ourselves.

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### 第二部分：10分钟口语课试讲逐字稿 (Trial Teaching Script)

**教材：** 人教版2019必修二 Unit 2 *Wildlife Protection* - Speaking

**课型：** 口语交际课 (Speaking - An Interview on Wildlife)

**时长：** 10分钟（模拟试讲）

**(Start of the Trial Teaching)**

**1. Lead-in & Brainstorming (导入与头脑风暴 2 mins)**

Good morning, class! How are you today? Excellent!

Look at the big screen. I have a short video for you.

*(Pretend to watch the video)* What did you see? Yes, the Tibetan antelopes (藏羚羊). But they are running for their lives from illegal hunters. It's heartbreaking, isn't it?

We have read the passage about wildlife protection yesterday. Today, we are going to do something practical. We will hold a mock TV interview about how to protect them!

But before we speak, we need some "weapons"—useful expressions!

If you are the reporter and you want to ask the expert for solutions, what can you say?

*(Point to a student)* Yes, Peter. "What should we do?" Good, very direct. Any other advanced expressions?

*(Point to another student)* Mary? "Do you have any suggestions on...?" Wonderful!

What if you are the expert giving advice?

Yes, Tom. "I suggest that we should..." Brilliant! I will write these golden sentences on the blackboard. Please take notes.

**2. Pre-speaking: Task Assignment (布置口语任务 1.5 mins)**

Now, it's your show time! Please work in pairs. One of you will be the TV reporter from *National Geographic*, and the other will be an expert from the *World Wildlife Fund (WWF)*.

Your task is to conduct a 2-minute interview on the topic: **Why are animals in danger and how to protect them?** **Rules:** 1. Use at least three expressions from the blackboard.

2. Pay attention to your eye contact and body language.

You have 3 minutes to prepare. Ready? Go!

**3. While-speaking: Practice & Monitoring (说中练习与巡视指导 2.5 mins)**

*(Walk around the classroom, pretending to listen to different pairs, smile and nod)*

**[过程性评价：引导害羞学生]** Hi, Lucy and David. How is it going? Lucy, you look a bit nervous. Don't worry, your English is great! Try to look into David's eyes when you ask questions. Yes, just like that! Confidence is the key to speaking.

**[过程性评价：肯定创意产出]** Wow, Group 3! You even designed a microphone using your pencil box! I love your creativity. Your dialogue is very logical. Keep practicing!

**4. Post-speaking: Performance & Peer Evaluation (展示与评价 3 mins)**

Time is up! Who wants to be the first pair to show us your interview?

Oh, Group 1, you raised your hands so fast! Come to the front, please. Everyone else, listen carefully and prepare to give them some comments. Action!

*(Stand to the side, pretend to listen attentively, smile)*

Thank you, Group 1! What a fantastic performance!

Now, who can give them some feedback? Yes, Jack.

*(Listen)* Jack says their pronunciation is excellent and they used the phrase "I strongly suggest..." correctly. I couldn't agree more! **[过程性评价：语音与体态纠正]** I also noticed that the "reporter" kept nodding while listening. That is a very professional interviewing skill! Just one tiny tip: make sure you speak loudly enough so the students in the back row can hear your brilliant ideas clearly. Give them a big hand!

**5. Summary & Ideological Integration (总结与思政融入升华 1 min)**

Class, you all did an amazing job today. Listening to your interviews, I am deeply moved by your passion for wildlife.

**[思政融入升华语：生态文明与人类命运共同体]** Animals are our friends, not our food or clothes. As an old Chinese saying goes, "Lucid waters and lush mountains are invaluable assets." (绿水青山就是金山银山). Protecting wildlife is protecting biodiversity, which means protecting our shared home—the Earth. I hope you can not only speak loudly for animals in this classroom but also take real actions in your daily life to live in harmony with nature. (希望你们不仅能在课堂上为动物发声，也能在日常生活中采取实际行动，与自然和谐共生。)

Homework: Work with your partner to refine your interview and record an audio clip. Send it to our class WeChat group.

That's all for today. Class dismissed!

**(End of the Trial Teaching)**

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### 第三部分：10分钟说课稿 (Lesson Presentation Script)

**Greeting:**

Good morning, respected judges. I am Candidate No. X. It is my great honor to present my lesson today. My topic is the Speaking section from PEP Senior High School English, Book 2 Unit 2 *Wildlife Protection*. I will explain my lesson design from the following six aspects.

**1. Analysis of Teaching Material (教材分析)**

This speaking lesson is based on the theme of "Man and Nature". After reading the passage about endangered animals, students are required to conduct a role-play interview. This section not only provides students with functional language for asking for and giving advice but also deepens their awareness of animal protection. It serves as a crucial output stage bridging reading and writing.

**2. Analysis of Students (学情分析)**

My students are high school students who have a basic understanding of vocabulary related to animals and the environment. They are energetic and willing to express themselves. However, they may lack the confidence to speak fluently in front of the public, and they may need scaffolding in terms of specific functional sentence patterns. Therefore, creating a safe, encouraging, and authentic context is the core of my teaching design.

**3. Teaching Objectives (教学目标)**

Based on the English Curriculum Standards, I have formulated the following objectives:

* **Language Competence:** Students will be able to master and appropriately use functional expressions for asking for and giving suggestions (e.g., *What's your opinion on...?, I strongly suggest that...*).

* **Learning Ability:** Students will improve their communicative skills through cooperative pair work and role-play.

* **Thinking Quality:** Students will enhance their critical thinking by analyzing the causes of animal endangerment and brainstorming practical solutions.

* **Cultural Awareness (思政目标):** Students will deeply understand the concept of "Lucid waters and lush mountains are invaluable assets" (绿水青山就是金山银山) and cultivate a sense of responsibility to protect biodiversity and build a community of life on Earth.

**4. Teaching Methods (教法学法)**

To maximize students' speaking time, I will adopt the **Communicative Language Teaching (CLT) approach** and **Task-Based Language Teaching (TBLT)**. For the students, I encourage **Cooperative Learning** and **Peer Evaluation**, transforming the classroom into an interactive stage.

**5. Teaching Procedures (教学过程)**

My teaching procedures are designed into 3 main stages (Pre, While, Post):

* **Step 1: Pre-speaking (Input & Scaffolding).** I will use a video of Tibetan antelopes running from poachers to evoke their empathy. Then, we will brainstorm useful expressions together and put them on the blackboard, providing a solid language scaffold for the upcoming task.

* **Step 2: While-speaking (Practice).** I will assign a role-play task: a TV interview between a reporter and a WWF expert. During their practice, I will walk around to provide formative evaluation (过程性评价), especially encouraging shy students to overcome their language anxiety and speak up confidently.

* **Step 3: Post-speaking (Showcase & Ideological Integration - Highlight of the lesson).** I will invite pairs to perform. After peer evaluation and my feedback on their pronunciation and body language, I will elevate the topic to Ideological and Political Education (课程思政), calling for harmony between humans and nature.

* **Step 4: Homework.** Recording an audio clip of their interview, which extends the speaking practice from class to after-school.

**6. Blackboard Design (板书设计)**

My blackboard is clear and highly functional for a speaking class.

* **Title:** Unit 2 Wildlife Protection (Speaking: An Interview)

* **Left Column (Reporter - Asking):**

* What's your opinion on...?

* Do you have any suggestions?

* **Right Column (Expert - Suggesting):**

* I strongly suggest that we should...

* It is high time that...

* **Bottom (Core Value):** *Harmony between humans and nature.*

This design serves as a direct visual cue for students when they are speaking.

以下是为您量身定制的万能句型储备、10分钟试讲逐字稿及配套说课稿。

---

### 第一部分：英语口语课试讲（逐字稿）结构与常用句型储备

口语课通常遵循 **Pre-speaking（说前准备）、While-speaking（说中练习）、Post-speaking（说后展示与评价）** 的模式。

**1. 导入与说前准备 (Lead-in & Pre-speaking)**

* **创设情境：** Imagine you are a reporter for the school newspaper. / Suppose we are holding a press conference.

* **头脑风暴/搭建语言支架：** Before we start, what useful expressions can we use to ask for opinions? Let's brainstorm.

* **提供功能句型：** When you want to agree with someone, besides "I agree", you can also say "I couldn't agree more" or "You have a point there".

**2. 说中练习与指令布置 (While-speaking & Instructions)**

* **布置任务：** Now, work in pairs. Student A, you are the interviewer. Student B, you are the wildlife expert.

* **明确要求与时间：** You have 4 minutes to prepare a 2-minute conversation. Make sure to use the expressions on the blackboard.

* **巡视指导：** Let me walk around to see if you need any help.

**3. 过程性评价话术 (Process Evaluation - 面试高分关键)**

* **赞赏语音语调：** Your pronunciation is as beautiful as a native speaker! The intonation is very natural.

* **肯定肢体语言：** I love your eye contact and hand gestures. It makes your conversation so engaging.

* **引导克服害羞（非常加分）：** Kevin, don't be shy. Take a deep breath. Speak a little louder. You have great ideas, we all want to hear them! Yes, much better!

* **委婉纠错：** You did a great job. Just one tiny suggestion: remember to pay attention to the tense. It happened in the past, so we should use...

**4. 说后展示与思政升华 (Post-speaking & Ideological Integration)**

* **同伴互评：** Which group do you like best? Why?

* **主题升华：** Through this role-play, we realize that protecting animals is protecting ourselves.

---

### 第二部分：10分钟口语课试讲逐字稿 (Trial Teaching Script)

**教材：** 人教版2019必修二 Unit 2 *Wildlife Protection* - Speaking

**课型：** 口语交际课 (Speaking - An Interview on Wildlife)

**时长：** 10分钟（模拟试讲）

**(Start of the Trial Teaching)**

**1. Lead-in & Brainstorming (导入与头脑风暴 2 mins)**

Good morning, class! How are you today? Excellent!

Look at the big screen. I have a short video for you.

*(Pretend to watch the video)* What did you see? Yes, the Tibetan antelopes (藏羚羊). But they are running for their lives from illegal hunters. It's heartbreaking, isn't it?

We have read the passage about wildlife protection yesterday. Today, we are going to do something practical. We will hold a mock TV interview about how to protect them!

But before we speak, we need some "weapons"—useful expressions!

If you are the reporter and you want to ask the expert for solutions, what can you say?

*(Point to a student)* Yes, Peter. "What should we do?" Good, very direct. Any other advanced expressions?

*(Point to another student)* Mary? "Do you have any suggestions on...?" Wonderful!

What if you are the expert giving advice?

Yes, Tom. "I suggest that we should..." Brilliant! I will write these golden sentences on the blackboard. Please take notes.

**2. Pre-speaking: Task Assignment (布置口语任务 1.5 mins)**

Now, it's your show time! Please work in pairs. One of you will be the TV reporter from *National Geographic*, and the other will be an expert from the *World Wildlife Fund (WWF)*.

Your task is to conduct a 2-minute interview on the topic: **Why are animals in danger and how to protect them?** **Rules:** 1. Use at least three expressions from the blackboard.

2. Pay attention to your eye contact and body language.

You have 3 minutes to prepare. Ready? Go!

**3. While-speaking: Practice & Monitoring (说中练习与巡视指导 2.5 mins)**

*(Walk around the classroom, pretending to listen to different pairs, smile and nod)*

**[过程性评价：肯定创意产出]** Wow, Group 3! You even designed a microphone using your pencil box! I love your creativity. Your dialogue is very logical. Keep practicing!

**4. Post-speaking: Performance & Peer Evaluation (展示与评价 3 mins)**

Time is up! Who wants to be the first pair to show us your interview?

Oh, Group 1, you raised your hands so fast! Come to the front, please. Everyone else, listen carefully and prepare to give them some comments. Action!

*(Stand to the side, pretend to listen attentively, smile)*

Thank you, Group 1! What a fantastic performance!

Now, who can give them some feedback? Yes, Jack.

**5. Summary & Ideological Integration (总结与思政融入升华 1 min)**

Class, you all did an amazing job today. Listening to your interviews, I am deeply moved by your passion for wildlife.

Homework: Work with your partner to refine your interview and record an audio clip. Send it to our class WeChat group.

That's all for today. Class dismissed!

**(End of the Trial Teaching)**

---

### 第三部分：10分钟说课稿 (Lesson Presentation Script)

**Greeting:**

**1. Analysis of Teaching Material (教材分析)**

**2. Analysis of Students (学情分析)**

**3. Teaching Objectives (教学目标)**

Based on the English Curriculum Standards, I have formulated the following objectives:

* **Learning Ability:** Students will improve their communicative skills through cooperative pair work and role-play.

* **Thinking Quality:** Students will enhance their critical thinking by analyzing the causes of animal endangerment and brainstorming practical solutions.

**4. Teaching Methods (教法学法)**

**5. Teaching Procedures (教学过程)**

My teaching procedures are designed into 3 main stages (Pre, While, Post):

* **Step 4: Homework.** Recording an audio clip of their interview, which extends the speaking practice from class to after-school.

**6. Blackboard Design (板书设计)**

My blackboard is clear and highly functional for a speaking class.

* **Title:** Unit 2 Wildlife Protection (Speaking: An Interview)

* **Left Column (Reporter - Asking):**

* What's your opinion on...?

* Do you have any suggestions?

* **Right Column (Expert - Suggesting):**

* I strongly suggest that we should...

* It is high time that...

* **Bottom (Core Value):** *Harmony between humans and nature.*

This design serves as a direct visual cue for students when they are speaking.

That concludes my 10-minute presentation. Thank you very much for your time and guidance!

语音课（Pronunciation）在高中英语试讲中相对少见，但一旦抽到，往往能拉开极大分差。评委主要看两点：**第一，你自身的语音面貌是否过关；第二，你是否能把抽象的语音规则（如连读、重音、语调、失去爆破）讲得直观且有趣。**

结合2019版人教版高中英语教材，我为您选取了**必修一 Unit 4 *Natural Disasters*** 的语音板块。这个单元的语境非常适合讲解**“连读 (Linking)”**与**“语调 (Intonation)”**，同时也极易融入**“敬畏自然、生命至上、抗灾救援精神（一方有难八方支援）”**的思政主题。

以下是为您量身定制的语音课万能句型、10分钟试讲逐字稿及配套说课稿。

---

### 第一部分：英语语音课试讲（逐字稿）万能结构与常见句型储备

语音课切忌“满堂灌”理论，一定要遵循 **“感知(Perception) - 发现(Discovery) - 模仿(Imitation) - 运用(Application)”** 的步骤。

**1. 听音感知与示范 (Perception & Demonstration)**

* Listen carefully and tell me how the speaker pronounces these words.

* Watch my mouth/lips carefully. (看我的口型)

* Can you hear the difference between my first reading and the second reading?

**2. 规则引导与总结 (Discovery of Rules)**

* Did you notice that the two words are pronounced together as one? This is called "Linking" (连读).

* When a word ends with a consonant (辅音) and the next word begins with a vowel (元音), we link them together.

* Look at the arrow. Does my voice go up or down at the end of the sentence? Yes, it's a falling/rising intonation (降调/升调).

**3. 过程性评价话术 (Process Evaluation - 语音课专版)**

* **肯定发音细节：** Excellent! I noticed you rolled your tongue perfectly on the "r" sound.

* **鼓励模仿：** Your voice is very close to the native speaker! Just make the linking sound a little smoother, like gliding on ice. Try again? Yes, much better!

* **引导纠正重音：** You pronounced every word clearly, but remember English has a rhythm. Try to stress the key words. Let's clap our hands to the beat!

**4. 语境运用与思政升华 (Application & Ideological Integration)**

* Pronunciation is not just about rules; it's about conveying emotions. How should we sound when we report a disaster? Serious or happy?

* By using the right intonation, we can express our deep sympathy for the victims and our respect for the rescue workers.

---

### 第二部分：10分钟语音课试讲逐字稿 (Trial Teaching Script)

**教材：** 人教版2019必修一 Unit 4 *Natural Disasters* - Pronunciation

**重点：** 辅元连读 (Consonant-Vowel Linking) 与情感语调 (Intonation to express emotions)

**时长：** 10分钟（模拟试讲，全英文授课，含动作提示）

**(Start of the Trial Teaching)**

**1. Lead-in (情境导入 1.5 mins)**

Good morning, class! How are you doing?

Look at the screen. I'm going to play a short news audio clip. Listen carefully and tell me: What happened in this news?

*(Put hand to ear, pretending to listen to an audio)*

Okay, who caught the key words? Yes, Tom! You heard "earthquake" and "destroy". Exactly. It's a piece of news about a terrible earthquake.

When people face natural disasters, they experience strong emotions. Today, we are going to learn how to use our voice—specifically, **Linking (连读)** and **Intonation (语调)**—to express these feelings like a real news reporter!

**2. Presentation & Discovery (规则发现 3 mins)**

Please open your books to page 41. Let's listen to the reporter's first sentence again.

*(Play audio)* "An earthquake hit the city at eight o'clock."

Now, listen to my reading: "An earthquake hit the city at eight o'clock."

Did I read every word separately, like a robot? No!

*(Write on the blackboard)* Look at these two phrases: **"an earthquake"** and **"at eight"**.

How did I pronounce them? *(Gesture a linking curve with hands)* Yes, I linked them together! I read "a-nearthquake" and "a-teight".

Why? Look at the end of "an" (/n/) and the beginning of "earthquake" (/ɜː/). The first is a consonant (辅音), and the second is a vowel (元音).

**Rule 1:** When a consonant meets a vowel, we link them together to make our speech smooth!

Now, let's look at the reporter's feelings. Listen to the next two sentences.

*(Play audio)* Sentence 1: "It was a total disaster." (⬇️)

Sentence 2: "Is everyone safe?" (⬆️)

Did the reporter's voice go up or down at the end?

For Sentence 1, yes, Lucy, it goes down. It's a **Falling Intonation (降调)**. We use it to state a sad or serious fact.

For Sentence 2, it goes up! It's a **Rising Intonation (升调)**. We use it to show our worry and ask for confirmation.

**3. Practice (模仿练习 2.5 mins)**

Now, it's your turn to practice. Look at the three sentences in Task 2. First, take out your pens. Draw linking symbols (‿) between consonants and vowels, and draw arrows (↗️/↘️) for intonation.

*(Walk around and check)* **[过程性评价：关注规则掌握]** Peter, good job finding the linking between "look" and "at"!

Now, let's practice speaking. Read after the tape.

*(Pretend to play tape, gesture for students to repeat)*

**[过程性评价：语音纠正与鼓励]** Wait, I heard someone say "first of all" separately. Watch my mouth. It's "firs-to-fall". Let's try it together. "First of all..." Excellent! Your linking is as smooth as silk now!

**4. Production & Ideological Integration (产出运用与思政升华 2.5 mins)**

You've mastered the rules. Now, let's use them in a real scenario.

Work in pairs. Imagine one of you is a TV reporter in the disaster area, and the other is a brave rescue worker (救援人员). You are doing a live interview.

**Requirement:** Create a 1-minute dialogue. You MUST use at least two linking phrases and proper intonations to show your serious feelings and concerns. You have 2 minutes to prepare.

*(Walk around, smile, and nod)*

Time is up! Pair 1, please come to the front.

*(Pretend to listen attentively)* Wow! The reporter asked: "Are you tired?" (↗️) And the rescuer said: "We must save all of them!" (⬇️)

**[过程性评价：表扬情感表达]** Your pronunciation is incredibly clear, and more importantly, I could feel the tension and determination through your perfect intonation! Give them a big hand!

**[思政融入升华语：敬畏生命与抗灾精神]** Through your voices, I felt the real power of language. Natural disasters are merciless (无情的), but human beings are full of love. When we talk about disasters, we use falling intonation not just for a grammar rule, but to show our deep respect for the lost lives. And when we talk about the brave rescue workers—the heroes in harm's way (最美逆行者)—we use our firmest voice to show our belief that united, we can overcome any difficulties! (团结一致，我们能战胜任何困难！)

**5. Summary & Homework (总结与作业 0.5 mins)**

Today we learned Consonant-Vowel Linking and Intonation.

Homework: Please watch a 1-minute English news clip about the environment. Shadow-read (跟读) it, record your voice, and send it to our group. I want to hear your beautiful English rhythm!

Class is over. Have a safe and wonderful day!

**(End of the Trial Teaching)**

---

### 第三部分：10分钟说课稿 (Lesson Presentation Script)

**Greeting:**

Good morning, respected judges. I am Candidate No. X. It is my great honor to present my lesson today. My topic is the Pronunciation section from PEP Senior High School English, Book 1 Unit 4 *Natural Disasters*. I will explain my lesson design from the following six aspects.

**1. Analysis of Teaching Material (教材分析)**

This lesson focuses on phonetics, specifically Consonant-Vowel Linking and Intonation (falling and rising tones). The material is embedded in the context of reporting natural disasters. In English, pronunciation is not just about making the right sounds, but about fluency (linking) and conveying the correct emotions (intonation). This section equips students with the phonetic tools to sound more authentic and empathetic.

**2. Analysis of Students (学情分析)**

My students are Senior 1 students. They have basic knowledge of English phonetic symbols, but they often speak English word by word, lacking the natural flow and rhythm of native speakers. Furthermore, they sometimes ignore the role of intonation in expressing emotions. Therefore, my teaching design aims to move them from "mechanical reading" to "emotional communication" through explicit modeling and contextualized practice.

**3. Teaching Objectives (教学目标)**

Based on the English Curriculum Standards, I have set the following objectives:

* **Language Competence:** Students will be able to identify and produce Consonant-Vowel linking smoothly. They will correctly use falling intonation for facts and rising intonation for concern/questions.

* **Learning Ability:** Students will develop the ability to discover phonetic rules by listening and comparing, and improve their autonomous learning skills through shadow-reading.

* **Thinking Quality:** Students will enhance their analytical thinking by matching different intonations with corresponding emotional states in specific contexts.

* **Cultural Awareness (思政目标):** Students will learn to use appropriate tones to express sympathy for disaster victims and deep respect for rescue workers, deeply understanding the spirit of "Life First" (生命至上) and national unity in times of crisis.

**4. Teaching Methods (教法学法)**

To achieve these objectives, I will mainly adopt the **Audio-lingual Method (听说法)** and the **Communicative Approach (交际法)**. I will guide students through the "Perception-Discovery-Imitation-Application" cycle.

**5. Teaching Procedures (教学过程)**

My teaching procedures consist of 5 steps:

* **Step 1: Lead-in.** I will play a news audio clip about an earthquake to set a serious context and immediately draw their attention to the reporter's voice.

* **Step 2: Presentation & Discovery.** Instead of giving rules directly, I will put examples on the blackboard (e.g., *an earthquake*). By contrasting "robot reading" with "linked reading," I will guide students to discover the Consonant-Vowel linking rule and the emotional functions of intonation themselves.

* **Step 3: Practice.** Students will mark the linking symbols and intonation arrows first, then practice reading aloud. During this phase, I will provide specific formative evaluation (过程性评价) to correct their mouth shapes and build their phonetic confidence.

* **Step 4: Production (Highlight of the lesson).** I designed a role-play task: a live interview between a reporter and a rescue worker. This step turns phonetic drills into real-life communication and naturally integrates Ideological and Political Education (课程思政), guiding them to appreciate the heroism of the rescue workers.

* **Step 5: Summary & Homework.** I will assign a shadow-reading and voice-recording task, encouraging them to practice the rhythm of English outside the classroom.

**6. Blackboard Design (板书设计)**

My blackboard is visual and highly practical.

* **Left side:** The title and the core rule of Linking.

* Consonant + Vowel

* Examples: an‿earthquake / at‿eight / first‿of‿all

* **Right side:** Intonation & Emotions.

* ↘️ Falling Tone: Facts, serious news (e.g., *It was a disaster. ↘️*)

* ↗️ Rising Tone: Questions, worry, surprise (e.g., *Is everyone safe? ↗️*)

This design provides a clear visual scaffold for their speaking tasks.

That concludes my 10-minute presentation. Thank you very much for your time and guidance!高中英语写作课（Writing）在面试中是极其考验教师基本功的课型。评委最看重的是你是否真正遵循了**“过程写作法 (Process Approach)”**——即不仅要重结果，更要重过程，包括：**写前构思 (Pre-writing)、写中指导 (While-writing)、写后评价 (Post-writing)**。

为了让您的试讲兼具高度和深度，我为您选择了 **人教版（2019版）高中英语必修二 Unit 4 *History and Traditions*** 的写作板块。这个话题要求学生写一篇介绍历史名城的短文，它天然契合**“文化自信、传承中华优秀传统文化、讲好中国故事”**的思政大主题。

以下是为您量身定制的写作课万能句型储备、10分钟试讲逐字稿及配套说课稿。

---

### 第一部分：英语写作课试讲（逐字稿）万能结构与常用句型

**1. 写前准备：头脑风暴与搭建支架 (Pre-writing: Brainstorming & Outlining)**

* **分析范文结构：** Look at the sample text. How many paragraphs are there? What is the main idea of each paragraph?

* **总结写作框架：** A good introductory essay needs a clear structure: Introduction (Location) -> Body (History & Features) -> Conclusion (Significance & Feelings).

* **积累好词好句：** To make our writing more attractive, what advanced vocabulary or sentence structures can we use? Let’s brainstorm.

**2. 写中指导：布置任务与巡视 (While-writing: Drafting & Monitoring)**

* **布置任务：** Now it’s your turn. Suppose you are... Write a short passage about...

* **提出要求：** You have 15 minutes. Please write about 100 words. Pay attention to your handwriting, tense, and logical linking words.

* **巡视与假动作：** *(Walk around the classroom, stop, pretend to read a student's paper, smile or point at the paper).*

**3. 过程性评价话术 (Process Evaluation - 面试高分核心)**

* **赞赏词汇高级：** Wow, you used the word "magnificent" instead of "beautiful". That takes your essay to the next level!

* **肯定逻辑连接：** I see you used "What's more" and "Therefore" to connect your ideas. Your logical flow is very clear.

* **引导自我纠错 (极其加分)：** David, your sentence structure is great, but let's check the tense here. Pingyao Ancient City *was* built in the past, right? So we should use... Yes, the past tense! Good self-correction!

* **鼓励困难学生：** Don't worry if you don't know how to start. Look at our outline on the blackboard. Just write down your first sentence about its location. I know you can do it.

**4. 写后评价与思政升华 (Post-writing & Ideological Integration)**

* **同伴互评：** Now, time is up. Please exchange your draft with your partner. Use the checklist to evaluate each other's work.

* **展示分享：** Who would like to share your masterpiece with the class?

* **思政升华：** Writing is a bridge. Through your pens, you bring history back to life.

---

### 第二部分：10分钟写作课试讲逐字稿 (Trial Teaching Script)

**教材：** 人教版2019必修二 Unit 4 *History and Traditions* - Writing

**任务：** Write an introduction to a historic city (写一篇介绍历史名城的短文)

**时长：** 10分钟（全英文授课，含动作提示）

**(Start of the Trial Teaching)**

**1. Lead-in & Pre-writing (导入与写前准备 4.5 mins)**

Good morning, class! How is everyone today? Great!

Look at the screen. I have a beautiful video for you.

*(Pretend to watch the video)* Can anyone guess where this is? Yes, the grey walls, the red lanterns... It's Pingyao Ancient City!

Our city is hosting a "Beautiful China" English Travel Fair. The committee needs some English brochures (宣传册) to introduce famous historic cities. Today, we are going to write a short introduction to a historic city.

But how can we write a good introduction? Let's look at the sample text on page 44 about another ancient town. Read it quickly and tell me its structure.

*(Point to a student)* Yes, Peter. How many paragraphs? Three!

What does the first paragraph talk about? Location! Excellent. *(Write "Para 1: Location" on the board)*

What about the second? Yes, its history and main features. *(Write "Para 2: History & Features")*

And the last one? Personal feelings and recommendations. *(Write "Para 3: Feelings")*

Now we have the "skeleton" (骨架). We need some "flesh and blood" (血肉)—advanced expressions!

If we want to describe a city with a long history, instead of saying "It is very old", what can we say?

Yes, Mary! "It dates back to..." or "It has a history of..." Fantastic!

What about describing the beautiful buildings? Tom? "Well-preserved ancient architecture." Brilliant vocabulary! I will write these golden phrases on the board.

**2. While-writing: Drafting & Monitoring (写中指导 2.5 mins)**

Now, it's your turn to be the writers for the travel fair!

Please choose one historic city you like—it can be Pingyao, Xi'an, or our own hometown. Write a short introduction of about 100 words.

**Requirements:** 1. Follow the 3-paragraph structure on the blackboard.

2. Try to use the advanced vocabulary we just brainstormed.

3. Pay attention to your logical connectors like "however", "besides".

You have 15 minutes. Let's start!

*(Start walking around the classroom, looking at students' imaginary papers)*

**[过程性评价：指导连接词与词汇]** Lucy, I love how you described Xi'an. The Terracotta Army is indeed breathtaking! But look at these two sentences. How about adding a linking word like "Furthermore" to make it smoother? Yes, perfect!

**[过程性评价：引导自我纠错与时态]** Jack, your handwriting is so neat! Let's read this sentence: "The city *is built* 2000 years ago." Hmm, "2000 years ago" is in the past, right? So the passive voice should be...? Exactly, "was built". Just a small fix, keep going! You are doing great.

**3. Post-writing: Peer Review & Sharing (写后评价与分享 2 mins)**

*(Clap hands gently)* Alright, time is up! Put down your pens.

First, please exchange your writing with your partner. Let's do a peer review (同伴互评). Check their spelling, tenses, and see if they used our 3-paragraph structure. Give them a star if you like it!

*(Wait for 15 seconds)*

Now, who would like to share your masterpiece? Oh, Kevin! Please bring your paper to the front and read it for us.

*(Pretend to listen attentively, smile and nod)*

Wow! Kevin wrote about his hometown, Qufu, the birthplace of Confucius. Let's look at his writing on the projector. He used a beautiful attributive clause: "Qufu is a fascinating city which is famous for its profound culture." And his structure is crystal clear. Let's give Kevin a big round of applause!

**4. Ideological Integration & Summary (思政升华与总结 1 min)**

Class, reading your beautiful essays, I am deeply moved.

**[思政融入升华语：文化自信与讲好中国故事]** Every brick and every old street in these historic cities carries the memory of our nation. Our traditional culture is not just something in the museum; it is alive. Today, you didn't just practice English writing; you learned how to use English as a powerful tool to tell Chinese stories. As the young generation, we should have strong cultural confidence (文化自信). It is our duty to protect our history, inherit our traditions, and show the unique beauty of China to the whole world! (我们有责任保护历史，传承传统，向世界展示中国独特的美！)

Homework: Refine your draft based on your partner's advice, and make it into a beautiful mini-poster.

Class is over. See you next time!

**(End of the Trial Teaching)**

---

### 第三部分：10分钟说课稿 (Lesson Presentation Script)

**Greeting:**

Good morning, respected judges. I am Candidate No. X. It is my great honor to present my lesson today. My topic is the Writing section from PEP Senior High School English, Book 2 Unit 4 *History and Traditions*. I will explain my lesson design from the following six aspects.

**1. Analysis of Teaching Material (教材分析)**

This lesson focuses on writing an introduction to a historic city. It serves as a comprehensive output stage of this unit. By analyzing a sample text, students will learn how to structure a descriptive essay (Location - History/Features - Feelings) and how to use advanced language features to describe cultural heritage. This material is highly suitable for integrating the core value of "Cultural Confidence".

**2. Analysis of Students (学情分析)**

My students are Senior 1 students. They have accumulated certain vocabulary about history and places. However, their writing often lacks a clear logical structure, and they tend to use simple, repetitive sentence patterns. Furthermore, they might feel anxious about writing a full essay. Therefore, my teaching design aims to lower their affective filter by using the **Process Approach to Writing**, providing clear structural and linguistic scaffolding before they actually write.

**3. Teaching Objectives (教学目标)**

Based on the English Curriculum Standards, I have set the following objectives:

* **Language Competence:** Students will be able to use target vocabulary (e.g., *date back to, well-preserved*) and appropriate tense/voice to describe a historic city.

* **Learning Ability:** Students will master the 3-paragraph structure of an introductory essay and develop the habit of peer-editing.

* **Thinking Quality:** Students will enhance their logical thinking by organizing ideas systematically using linking words.

* **Cultural Awareness (思政目标):** Students will deepen their appreciation for Chinese historic cities, strengthen their cultural confidence, and learn to use English to tell Chinese stories globally.

**4. Teaching Methods (教法学法)**

To achieve these goals, I mainly adopt the **Process Approach to Writing (过程写作法)** and **Task-based Language Teaching (TBLT)**. The class will shift from teacher-guided input to student-centered output, incorporating independent drafting and cooperative peer review.

**5. Teaching Procedures (教学过程)**

My teaching procedures consist of 4 steps:

* **Step 1: Lead-in & Pre-writing (Input & Scaffolding).** I will show a video of Pingyao to set the context. Then, we will analyze the sample text together. I will guide them to extract the "Skeleton" (the 3-paragraph structure) and the "Flesh and blood" (advanced vocabulary), writing them on the blackboard to provide a solid scaffold.

* **Step 2: While-writing (Drafting).** Students will independently draft their essays based on the scaffold. During this period, I will walk around the classroom to provide formative evaluation (过程性评价), explicitly guiding them to self-correct tenses and use linking words, ensuring no student is left behind.

* **Step 3: Post-writing (Peer Review & Sharing).** Students will exchange papers to check for errors based on a checklist. Then I will invite a student to present their work, providing positive public feedback.

* **Step 4: Summary & Ideological Integration (Highlight of the lesson).** I will elevate the writing task to a higher level of Ideological and Political Education (课程思政), encouraging them to protect historical heritage and confidently tell Chinese stories to the world using the English they learned today.

**6. Blackboard Design (板书设计)**

My blackboard is designed to be a clear writing scaffold.

* **Title:** Unit 4 History and Traditions (Writing)

* **Left side (The Skeleton - Structure):**

* Para 1: Location

* Para 2: History & Main Features

* Para 3: Personal Feelings

* **Right side (The Flesh - Useful Expressions):**

* *date back to / have a history of...*

* *well-preserved architecture / breathtaking*

* *What's more / Furthermore*

This design gives students direct visual support during their writing process.

That concludes my 10-minute presentation. Thank you very much for your time and guidance!高中英语听力课（Listening）的试讲核心在于**“听前预测（Pre-listening prediction）”、“听中策略指导（While-listening strategies）”以及“听后交际输出（Post-listening output）”**。评委非常看重教师是否在真正教学生“怎么听”（如抓关键词、推测意图），而不是仅仅在“对答案”。

为了最好地展现您的教学功底和思政格局，我为您选择了**人教版（2019版）高中英语必修三 Unit 1 *Festivals and Celebrations*** 的听力板块。话题是**向外国友人介绍中国传统节日（如端午节/元宵节）**。这天然契合**“坚定文化自信、弘扬中华优秀传统文化、讲好中国故事”**的思政主题。

以下是为您量身定制的万能句型、10分钟试讲逐字稿及配套说课稿。

---

### 第一部分：英语听力课试讲（逐字稿）万能结构与常用句型

**1. 听前预测与词汇铺垫 (Pre-listening: Lead-in & Prediction)**

* Look at the picture/title on page X. What can you see?

* Before we listen, let's make a bold prediction. What do you think they are going to talk about?

* Here are some key words that might help you catch the meaning. Let's read them together.

**2. 听中：泛听抓大意 (While-listening: Extensive Listening)**

* Now, let's listen to the tape for the first time. Don't worry about every single word. Just focus on the main idea.

* Close your books, open your ears. Question: What is the general topic of this conversation?

**3. 听中：精听抓细节与记笔记技巧 (While-listening: Intensive Listening & Note-taking)**

* Let's listen again. This time, look at the table/questions. Try to catch the specific details like time, places, and activities.

* **Tip for note-taking:** You don't need to write down full words. Use abbreviations (缩写) or symbols to save time!

**4. 过程性评价话术 (Process Evaluation - 面试高分关键)**

* **肯定预测能力：** Your prediction is very reasonable based on the title! You are a good thinker.

* **表扬听力策略：** I noticed you taking notes using symbols. That’s a very smart listening strategy!

* **引导克服听力焦虑：** David, you look a bit frustrated. Did you miss the second blank? That's totally fine. Native speakers speak fast. Let's rewind (倒带) and listen to that sentence together. What did you hear this time? Yes! See, you got it!

* **赞赏细节捕捉：** Wow, you even caught the speaker's sigh (叹息声). You are a very attentive listener!

**5. 听后输出与思政升华 (Post-listening & Ideological Integration)**

* Now it’s your turn to speak. Let's do a role-play based on what we just heard.

* Through this listening material, we not only improved our ears but also deeply felt the charm of our culture.

---

### 第二部分：10分钟听力课试讲逐字稿 (Trial Teaching Script)

**教材：** 人教版2019必修三 Unit 1 *Festivals and Celebrations* - Listening and Speaking

**话题：** 介绍中国传统节日（Dragon Boat Festival 端午节）

**时长：** 10分钟（全英文授课，含动作提示）

**(Start of the Trial Teaching)**

**1. Lead-in & Pre-listening (导入与听前预测 2.5 mins)**

Good morning, boys and girls! How are you today? Excellent!

To start our class, I'm going to play a special sound for you. Close your eyes and listen.

*(Put hand to ear, pretend to play an audio of drums and water splashing)*

"Boom, boom, boom! Splash!" Open your eyes! What did you hear?

Yes, Tom! Drums and water! What event does this remind you of? Exactly, the dragon boat race!

Today, our textbook features a conversation between a Chinese student, Li Hua, and an exchange student, Peter.

Look at the picture on page 2. What is Li Hua holding? Yes, Zongzi!

**Before we listen**, let's make a prediction. Based on the picture and the sound, what are they going to talk about?

*(Point to a student)* Mary? "They will talk about how to make Zongzi." Very logical prediction! Let's find out if you are right.

**2. While-listening: First Listen for Main Idea (一听抓大意 2 mins)**

Now, let's listen to the conversation for the first time.

**Task 1:** Put down your pens. Don't worry about the small details. Just answer one question: *What is the main purpose of this conversation?*

Are you ready? Let's go.

*(Pretend to click a mouse to play the audio. Stand quietly for a few seconds, making eye contact with students)*

Okay, the audio is over. Who can tell me the main purpose?

Yes, Jack! "Li Hua is introducing the Dragon Boat Festival to Peter." Correct! **[过程性评价：肯定泛听能力]** You caught the main idea perfectly without getting stuck on difficult words. That’s a great listening habit! And Mary, your prediction was partly right, they did mention Zongzi!

**3. While-listening: Second Listen for Details (二听抓细节与策略指导 3 mins)**

Now, let's dive deeper. Look at the chart in Task 2. We need to find out three details: the **Time**, the **Activities**, and the **Meaning** of the festival.

We will listen for the second time. **Here is a tip for you:** when you hear dates or long words, don't write the full word. Use abbreviations. For example, for "Dragon Boat", just write "DB".

Let's listen!

*(Pretend to play the audio again. Walk around the classroom)*

**[过程性评价：关注记笔记策略]** Lucy, I saw you writing "Qu" for Qu Yuan. Very smart use of shorthand! Keep it up.

Let's check the answers. When is the festival? Yes, the 5th day of the 5th lunar month.

What are the activities?

*(Pretend to hear a wrong answer or silence)* Oh, I see some confused faces. Did the speaker speak too fast when talking about the activities? Don't worry. **[过程性评价：引导克服困难]** Let's rewind the tape and listen to that specific sentence again.

*(Pretend to replay)* What did you hear this time, David? "Eat Zongzi and watch dragon boat races." Excellent! You see, a second try always helps.

Now, the most difficult one: What is the meaning? Who did they mention? Yes, a great poet, Qu Yuan. The festival is to remember his patriotism (爱国精神).

**4. Post-listening: Role-play & Ideological Integration (听后输出与思政升华 2 mins)**

We've done a great job with our ears. Now, let's use our mouths!

Work in pairs. Imagine one of you is a foreign reporter, and the other is a local Chinese student. The reporter is interviewing you about your favorite traditional Chinese festival (it can be the Mid-Autumn Festival, Spring Festival, etc.). Use the notes we just took as your outline! You have 3 minutes.

*(Walk around and smile)*

Alright, time is up! Pair 1, let's hear your interview!

*(Pretend to listen)* Fantastic! You introduced the Mid-Autumn Festival beautifully, and your pronunciation is so clear! Give them a big hand!

**[思政融入升华语：文化传承与讲好中国故事]** Class, through today's listening and your wonderful role-plays, I am deeply impressed. You see, language is not just a subject; it is a bridge. Our traditional festivals, like the Dragon Boat Festival, carry the profound history and the spirit of patriotism of the Chinese nation. As the younger generation, it is our duty to deeply understand our own culture, possess strong **cultural confidence (文化自信)**, and use our English to tell beautiful Chinese stories to the world! Let the world hear the voice of China! (让世界听到中国声音！)

**5. Summary & Homework (总结与作业 0.5 mins)**

To sum up, today we learned how to use prediction and shorthand to improve our listening, and we discussed traditional festivals.

Homework: Please record a 1-minute English podcast introducing a local festival in your hometown and share it in our class group.

Class is dismissed. Have a wonderful day!

**(End of the Trial Teaching)**

---

### 第三部分：10分钟说课稿 (Lesson Presentation Script)

**Greeting:**

Good morning, respected judges. I am Candidate No. X. It is my great honor to present my lesson today. My topic is the Listening and Speaking section from PEP Senior High School English, Book 3 Unit 1 *Festivals and Celebrations*. I will explain my lesson design from the following six aspects.

**1. Analysis of Teaching Material (教材分析)**

This lesson focuses on listening comprehension and speaking output. The listening material is a conversation between a Chinese student and a foreign student about the Dragon Boat Festival. It provides authentic language input regarding festival customs, historical backgrounds, and cultural significance. This material serves as a perfect vehicle to cultivate students' listening strategies and naturally integrates the core value of "Cultural Confidence".

**2. Analysis of Students (学情分析)**

My students are Senior high school students. They have a natural interest in festivals and possess basic vocabulary related to the topic. However, in terms of listening skills, they often feel anxious when they encounter new words and lack effective note-taking strategies (like using abbreviations). Additionally, they might know Chinese culture well but lack the English expressions to introduce it confidently. Therefore, my design focuses on strategy guidance and language scaffolding.

**3. Teaching Objectives (教学目标)**

Based on the English Core Competencies, I have set the following objectives:

* **Language Competence:** Students will be able to catch specific information (time, activities, meaning) from the conversation and use target vocabulary to talk about festivals.

* **Learning Ability:** Students will develop listening strategies such as predicting before listening and using abbreviations/symbols while taking notes.

* **Thinking Quality:** Students will enhance their analytical thinking by summarizing the main idea and extracting key details from spoken English.

* **Cultural Awareness (思政目标):** Students will deepen their understanding of traditional Chinese culture, strengthen their national pride and cultural confidence, and learn to use English as a tool to spread Chinese culture globally.

**4. Teaching Methods (教法学法)**

To achieve these goals, I mainly adopt the **Task-based Language Teaching (TBLT)** method and the **Bottom-up & Top-down Listening Approaches**. The class transitions from receptive input to productive output. I encourage cooperative learning through pair work and role-play.

**5. Teaching Procedures (教学过程)**

My teaching procedures consist of 5 steps:

* **Step 1: Lead-in & Pre-listening (Activating).** I will play the sound of dragon boat racing to arouse their interest. Then, I will guide them to look at the picture and predict the content. This step prepares them mentally and linguistically.

* **Step 2: Extensive Listening (For Main Idea).** Students will listen for the first time without taking notes, purely focusing on grasping the general purpose of the conversation, which helps reduce their listening anxiety.

* **Step 3: Intensive Listening (For Details).** Before the second listen, I will explicitly teach them the strategy of using abbreviations. During the listening, I will use formative evaluation (过程性评价) to praise their strategy use and help those who missed information by replaying specific sentences.

* **Step 4: Post-listening (Output & Highlight of the lesson).** I designed a role-play task: a mock interview introducing a Chinese festival. This transforms passive listening into active speaking. Finally, I will elevate the topic (课程思政), encouraging them to have cultural confidence and tell Chinese stories to the world.

* **Step 5: Summary & Homework.** Students will record an English podcast introducing their hometown's festival, extending the learning beyond the classroom.

**6. Blackboard Design (板书设计)**

My blackboard is designed to be a clear mind map to assist their speaking task later.

* **Title:** Unit 1 Festivals and Celebrations (Listening)

* **Left side (Listening Strategies):**

* Prediction

* Note-taking (Abbreviations)

* **Right side (The Dragon Boat Festival):**

* Time: 5th day of 5th lunar month

* Activities: Eat Zongzi, DB race

* Meaning: Remember Qu Yuan (Patriotism)

This design is visually clear and highlights both the skill focus and the content focus.

That concludes my 10-minute presentation. Thank you very much for your time and guidance!针对2026年高中英语教资或教招面试，听力课的试讲核心在于**“听力策略的指导（Strategy Instruction）”**。评委不仅想看你能不能带学生对答案，更想看你是否教会了他们**“如何预判（Predicting）”**、**“如何记笔记（Note-taking）”**以及**“如何在语境中理解（Inferring）”**。

以下为您选取**人教版（2019版）高中英语必修三 Unit 1 *Festivals and Celebrations*** 中的听力板块。这个话题非常适合融入**“坚定文化自信、讲好中国故事”**的思政元素。

---

### 第一部分：英语听力课试讲万能句型储备

**1. 听前：引导预测 (Pre-listening: Predicting)**

* Look at the title and the pictures. What do you think the conversation is about?

* Before we start, let's make a bold prediction.

* What key words do you expect to hear in this topic?

**2. 听中：泛听与精听 (While-listening: Skimming & Scanning)**

* **泛听：** For the first time, just listen for the main idea. Don't worry about the details.

* **精听：** This time, open your ears for specific information like names, dates, or reasons.

* **技巧：** You don't have to write down the whole word. Use symbols or abbreviations (缩写) instead.

**3. 过程性评价话术 (Process Evaluation - 教师核心素养体现)**

* **肯定预测：** Your prediction is very reasonable! It shows you have a good sense of logic.

* **策略表扬：** I noticed Lucy using arrows and symbols while listening. That's a brilliant note-taking strategy!

* **纠错引导：** It's okay if you missed that part. The speakers were a bit fast. Let's focus on the keywords around it and try again.

* **赞赏进步：** I'm so proud that you caught that subtle detail this time. You are becoming a very attentive listener.

**4. 听后：产出与思政 (Post-listening: Production & Integration)**

* Now, it's your turn to be the speaker.

* Through this audio, we not only improved our listening but also felt the charm of our traditions.

---

### 第二部分：10分钟听力课试讲逐字稿 (Trial Teaching Script)

**教材：** 人教版2019必修三 Unit 1 *Festivals and Celebrations*

**话题：** 介绍中国传统节日（如元宵节 Lantern Festival）

**时长：** 10分钟

**(Start of the Trial Teaching)**

**1. Lead-in & Pre-listening (导入与听前预测 2 mins)**

Good morning, class! How are you today? Great!

Look at the screen. I have a riddle for you: "A thousand eyes, but cannot see; glowing in the dark, as pretty as can be. What is it?"

*(Pretend to listen)* Yes, Jerry! A lantern! And which festival is famous for lanterns? Exactly, the Lantern Festival.

Today, we are going to listen to a dialogue between Li Hua and an exchange student, Sarah.

**Before we listen**, look at the three pictures in your book. Sarah is asking Li Hua some questions. Can you guess what Sarah wants to know?

*(Point to a student)* Yes, Amy. You think she wants to know the food? Good guess! Anyone else?

Yes, Peter. Maybe the activities? Excellent. **[过程性评价：肯定预测能力]** I love how you use the visual clues to predict. It makes listening much easier!

**2. While-listening: First Listen (泛听抓大意 2 mins)**

Now, let's listen for the first time.

**Task 1:** Close your eyes and just listen. Try to find out the main idea: *Why is Sarah asking these questions?* *(Pretend to play the audio. Pause after a few seconds)*

Who can tell me? Yes, Sam. "Because Sarah is invited to a Lantern Festival party and wants to learn about it."

Spot on! **[过程性评价：表扬泛听技巧]** Sam, you didn't get distracted by the new words. You focused on the overall purpose. That's exactly how we should do skimming!

**3. While-listening: Second Listen (精听抓细节与技巧指导 3.5 mins)**

Now, let's listen again. This time, look at the table in Task 2. We need specific info: **The Date, The Food, and The Meaning.** **Teacher's Tip:** High school listening is fast. Don't write every letter! For "Lantern Festival", just write "LF". For "Sweet dumplings", maybe "SD"? Use your own symbols!

Let's go!

*(Pretend to play the audio. Walk around the classroom)*

**[过程性评价：关注记笔记策略]** Lily, I see you using a star symbol for important dates. That's a very professional listening habit!

*(After the audio)* Let's check. What's the date? The 15th day of the 1st lunar month. Correct.

What about the food? *Yuanxiao* or *Tangyuan*.

And the meaning? *(Pretend it's a difficult point)* Ah, I see some of you are struggling with this. Did the speaker speak too fast?

**[过程性评价：引导克服困难]** Don't worry, even native speakers miss things sometimes. Let's listen to the last part one more time. Focus on the word "reunion".

*(Pretend to replay)* David, what did you hear? "Family reunion." Yes! It means coming together. Well done for trying again!

**4. Post-listening: Role-play & Ideological Integration (听后产出与思政 2 mins)**

We've heard Sarah's story. Now, let's create ours!

Imagine Sarah is coming to your house for the Mid-Autumn Festival. Work in pairs. One is the host, one is Sarah. Introduce your favorite festival activity and the value behind it.

**Requirement:** Use the listening notes we just made. 3 minutes, go!

*(Walk around and guide)*

Alright, time is up! Pair 2, please show us your interview!

*(Pretend to listen and smile)*

Wow! You mentioned that the round moon represents a complete family. What a poetic expression!

**[思政融入升华：文化自信]** Class, today we didn't just practice listening. We learned how to introduce our soul—our culture—to the world. Traditional festivals are not just about food; they carry the values of family, love, and our long history. As Chinese youth, I hope you can keep this **Cultural Confidence (文化自信)** and always be ready to tell the beautiful stories of China to your foreign friends in fluent English! (作为中国青年，我希望你们保持文化自信，随时准备好用流利的英语向外国朋友讲好中国故事！)

**5. Summary & Homework (总结与作业 0.5 mins)**

To sum up: today we practiced predicting and note-taking.

Homework: Record a 1-minute audio introducing a local festival of your hometown. Share it in our group!

Class dismissed!

---

### 第三部分：10分钟说课稿 (Lesson Presentation Script)

**Greeting:**

Good morning, respected judges. I am Candidate No. X. It is my great honor to present my lesson today. My topic is the Listening section from PEP Senior High School English, Book 3 Unit 1 *Festivals and Celebrations*. I will explain my design from the following aspects.

**1. Analysis of Teaching Material (教材分析)**

This lesson is a listening and speaking class. The conversation focuses on the Lantern Festival, providing students with authentic language input about traditions. It is a perfect carrier to develop listening strategies and promote cultural awareness.

**2. Analysis of Students (学情分析)**

My students are in Senior High. They have a basic vocabulary of festivals but often feel anxious when facing fast-paced audio. They lack efficient note-taking skills. Therefore, my lesson will focus on "scaffolding"—providing strategies like prediction and abbreviations to help them "bridge" the gap between hearing and understanding.

**3. Teaching Objectives (教学目标)**

* **Language Competence:** Students can identify key information (Date, Food, Meaning) and use target expressions to describe a festival.

* **Learning Ability:** Students will master listening strategies like predicting and shorthand note-taking.

* **Thinking Quality:** Students will analyze the cultural meanings behind different customs.

* **Cultural Awareness (思政):** Students will strengthen their national pride and cultural confidence by learning to tell Chinese stories in English.

**4. Teaching Methods (教法学法)**

I will adopt **Task-based Language Teaching (TBLT)** and the **Communicative Approach**. I will guide students through the "Pre-While-Post" listening model to ensure a student-centered classroom.

**5. Teaching Procedures (教学过程)**

* **Step 1: Lead-in.** Use a riddle to activate their background knowledge and create an immersive atmosphere.

* **Step 2: Pre-listening.** Guide students to predict the content based on pictures, which reduces their affective filter (情感过滤).

* **Step 3: While-listening.** * *1st Listen:* Extensive listening for the main idea.

* *2nd Listen:* Intensive listening for details. Here, I will explicitly teach note-taking skills. I will use **Process Evaluation** to encourage students to self-correct and overcome listening difficulties.

* **Step 4: Post-listening.** A role-play task to transform input into output. This is where I integrate **Ideological and Political Education**, inspiring them to become cultural ambassadors.

* **Step 5: Homework.** A recording task to extend learning beyond the classroom.

**6. Blackboard Design (板书设计)**

*(Describe the layout)*:

* **Left:** Title and Listening Strategies (Predicting, Shorthand).

* **Center:** A mind map of the Lantern Festival (Date, Food, Meaning: Reunion).

* **Right:** Core Values: Cultural Confidence & Telling Chinese Stories.

That's all for my presentation. Thank you for your listening!

高中英语临门一脚

高中英语临门一脚

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