教師資格考試初級中學(xué)英語面試知識點題庫詳解一、結(jié)構(gòu)化面試題(共10題)第一題作為一名初級中學(xué)英語教師，你認(rèn)為應(yīng)該如何幫助學(xué)生克服學(xué)習(xí)英語的畏難情緒?作為一名初級中學(xué)英語教師，幫助學(xué)生克服學(xué)習(xí)英語的畏難情緒是我的重要職責(zé)之一。以下是我認(rèn)為可以采取的一些方法：●創(chuàng)造輕松愉快的學(xué)習(xí)氛圍：我會努力營造一個積極、輕松、支持性的課堂環(huán)境，鼓勵學(xué)生大膽開口說英語，不怕犯錯誤。我會使用幽默的課堂活動，比如英語歌曲、游戲和角色扮演，來激發(fā)學(xué)生的學(xué)習(xí)興趣和動機(jī)。●開展多樣化的教學(xué)活動：我會根據(jù)學(xué)生的不同興趣和learningstyles設(shè)計多樣化的教學(xué)活動，比如小組合作、項目學(xué)習(xí)、辯論等。這樣能夠讓學(xué)生在參與其中中體驗到學(xué)習(xí)的樂趣，從而減輕他們的畏難情緒?！窠⒎e極的師生關(guān)系：我會關(guān)注每一個學(xué)生，了解他們的困難和需求，并給予及時的鼓勵和幫助。我會認(rèn)真傾聽他們的想法，尊重他們的個性，并與他們建立起信任和友好的關(guān)系。●設(shè)置合理的學(xué)習(xí)目標(biāo)：我會根據(jù)學(xué)生的學(xué)習(xí)水平和能力，幫助他們設(shè)定合理的學(xué)習(xí)目標(biāo)，并引導(dǎo)他們逐步實現(xiàn)這些目標(biāo)。每當(dāng)我看到學(xué)生取得進(jìn)步時，我都會給予他們積極的反饋和獎勵，以增強他們的學(xué)習(xí)信心?！褚龑?dǎo)正確的學(xué)習(xí)策略：我會教授學(xué)生一些有效的英語學(xué)習(xí)方法，比如記憶單詞的技巧、閱讀理解的策略、寫作的步驟等。幫助他們掌握這些方法，可以提高學(xué)習(xí)效率，減輕學(xué)習(xí)的壓力?！裉峁﹤€性化的輔導(dǎo)：我會利用課余時間，為有困難的學(xué)生提供個性化的輔導(dǎo)，幫助他們解決學(xué)習(xí)中遇到的具體問題。我會耐心解答他們的疑問，并指導(dǎo)他們?nèi)绾慰朔щy?！窨疾禳c：考察考生對初中生學(xué)習(xí)英語心理的理解，以及解決問題的能力，尤其是如何處理學(xué)生學(xué)習(xí)中的負(fù)面情緒?！窈侠硇裕捍鸢钢刑岢龅母黜棿胧┒挤浅７铣踔猩纳硇奶攸c和英語學(xué)習(xí)的規(guī)●全面性：答案涵蓋了課堂氛圍、教學(xué)方法、師生關(guān)系、目標(biāo)設(shè)定、學(xué)習(xí)策略和個性化輔導(dǎo)等多個方面，比較全面地解答了問題?！窨刹僮餍裕捍鸢钢刑岢龅拇胧┒际强梢栽趯嶋H教學(xué)工作中操作的，具有一定的實踐意義?！穹e極導(dǎo)向：整個答案體現(xiàn)了積極樂觀的教學(xué)態(tài)度，符合教師職業(yè)素養(yǎng)的要求。這個問題的回答，展現(xiàn)了考生對初中英語教學(xué)的深刻理解和先進(jìn)的教學(xué)理念，以及對學(xué)生的關(guān)愛和責(zé)任感，因此可以獲得較高的分?jǐn)?shù)。希望這個答案和解析對你有所幫助!initiallyreluctanttoWhenfacingstudentswhoisjudged.Iwouldstartbyintroducingrelatedtothetopictohelpbreaktheiceandbuildasenseoftrustamongthestudents.ThiswouallowthemtofeelNext,Iwoulddividetheclassintosmallergroups,enrequiresthemtothinkengaging,Iwouldusetechnology,suchasadigitalpoftimetocompletetheirtask,andthentheywouldpresenttheirfindingstoToencourageactiveparticipation,Iwouldassignrosuchastheleader,recorder,andsummarizer,soresponsibilitytocontribute.IwouldalsoofferrewardsorTofurthermotivatethestudents,Iwouldcreategroups,wherethewinnlistencarefullytotheirpeers,askquesfeedbackduringthepresentation.Finally,Iwothepresentationsandoffertheirfeedback,emphasizingtheimportanceofThisquestionteststhecandidate’sabilitytoeffectiveteachingstrategiestoonbuildingapositiveclassroomenvironment,usingfosterasupportiveandmotivatinglearningatmosphere.Thefcontributeandfeelvalued.ThecandidatealsoshofprovidingpositivereinforcementandpromotingagrowthmindsetinQuestion:“HowwouldyouhandleasituadisruptiveinyourEnglishclass?Whatstrategieswouldbehavior?”positivelearningenvironmen1.Observeandbehaviortodeterminetheunderlyingreasonforstudentbored,strugglingwiththematerial,seekingattention,orexperiencingpersonalissues?Understanding2.PrivatelyCommunicate:Iwouldapptodiscusstheirbehavior.Usingacalmandfriendlytoneopen-endedquestionslike,“Iseverythingokaywhat'smakingithardforencouragesthestudentto3.OfferSupportandSolutions:Ifresources.Ifattention-seekingisclassactivitiesorassignalIwouldcreateabehaviorconconsequences,emphasizingpositivereinforcement.4.CollaboratewithSchoolResources:Ifthebehaviordoesn'5.ReflectandAdjust:Iwouldcontinuouslyandclassroommanagement解析(Explanation):Thisresponsedemonstratesabaclassroommanagement.Byfirstunderstandingtherootcausebehavior,theinterviewershowsempathyandprofessiooutlined—privatelycommunicating,offeringsupport,andcollaothers—alignwithbestpracticesinandlong-termpreventionreflectathoroughunfadolescentpsychologyandteachingmethods.ThirequirementsofastructuredinterviewquestionbyaddressimethodicallywhilemaintainingaconstructivelearningQuestion:DescribeachallengingsituationyouencCertainly,inmyteachingcareer,onememorablechallengeaclasswherestudentswereconsistently1.Observation:Thefirststdifferentclassactivities.Inotecomplexityortopiclen2.InformalConversunchallenged,dislikingthecurriculum,orexperiencingsocialattention.Here,Iusedactivelisteningtechniques,acknowfeelingswithoutblamingthem.Icalledforsuggestio4.PersonalizingLearning:Basedonmethods,incorporatingmoreinteractivesessionsandhands-onAlso,Itailoredthecurriculumtoresonatemorewiththeirinterests,5.PositiveReinforcement:Iimplementedarewacouldearnpointsredeemedforextra-curricularactivitiesorpriz6.RegularFeedback:Establishingaconcheck-insandsurveyshelpedtokeeptrackoftheanyfurtheradjustmentsneOvertime,therewasstudentsweremoreattentive,andadjustmentshelpedbridgethegapexpectations,fosteringamoreinclusidealingwithclassroomdisruptions.Keyelemcommunication,differentiationinteachingmethods,popossess:understandingstudentneeds,managingbehavioreffectively,andfosteringapositivelearningatmrespondingtostudentfeedbackarealsoteacher'sadaptabilityandcoWheninterviewingforaprimaryschoolinterviewerasksyouthefollowingquestion:“Howwouldaninclusive,engaging,and1.UnderstandtheReasons:First,Iwouldfortheirdisinterest.Isitduetolanguagebarriers,laorsimplyalackofconneparticipationandreviewingtheirworkwouldhelpmedeterminethe2.DifferentiatedInstruction:Tailoringlessonstomeetdiverselearningneedsiscrucial.Iwouldincorporatevisualaids,role-pla3.BuildConfidence:Positivityandencouragementconstructivefeedback,celebratesactivitiestoreducepressure.Pairingstrugglinglearnerssupportivepeersforpeer-taughtsessi4.SetAchievableGoals:Breakingdowncgoal-setting(e.g.,“Today,Iwantyoutoreadoncorrectly”)wouldgivethemase5.ParentalandAdministrativeschoolstafftoalignonsupportmethodswould6.ReflectandAdjust:Continuousassessmentandtorefinestrategies.IfamethodTheanswerdemonstratesacomprehensistrategiesinprimaryeducation.Byaddrdifferentiation,positivereinforcement,andcollaborativeprinciples.Theinclusionofparentalinvolvementandreflectiveprachighlightspreparednessforreal-worldchallenges,makingtheresponsebopracticalandmethodologicallysound.inlearningEnglish,andhowwojuniormiddleschool?Iwouldfirstidentifythereasonsbehindtheirdisinterest.Itcoutothecomplexityofthelanguage,theirperceptionoflimiteduseofEnglishopenandsafeenvironmentwheretheyNext,Iwouldadaptmyteachingmethodstomathestudent.Thiscouldincludeconsistentsupportandencouragemenmotivationandsupportoutsideofschoolhours,andparentscanplayacruci本題考查的是教師處理學(xué)生缺乏學(xué)習(xí)英語興趣的能力。面對這種情況，首先需要通過溝通了解學(xué)生不感興趣的原因，這是解決問題的第一步。接著，教師應(yīng)該調(diào)整教學(xué)策略，使學(xué)習(xí)更具吸引力，讓學(xué)生重新燃起對學(xué)習(xí)英語的興趣。此外，引導(dǎo)學(xué)生參與英語課外活動也是一個好方法。最后，與家長合作也是非常重要的，以確保學(xué)生在校外也能得到支持和鼓勵。本題旨在考察教師的應(yīng)變能力、教學(xué)方法、以及與家長和其他外部資源的協(xié)作能力。andhowcanyouproceed參考答案uninteresting,leadingtodisengagemechallengingenough,causingfrustrationorboredom.thatareaffectingtheirHowtoProceed:adaptcontent,pacing,andmethodstosuitt第八題AsajuniorhighschoolEnglishteacher,howwouldyouhandleasituationwhereastudent中文參考：作為一名初級中學(xué)英語教師，當(dāng)有學(xué)生持續(xù)拒絕參與課堂活動或在被點名時不予回應(yīng)時，你會如何處理這種情況?答案(Answer):behaviorinmoredetailtounderstandthereasonIsitshyness,lackofunderstanding,disinterest,fearofmakingmistakes,orsomethingelse?Imightalsobriefly2.BuildRapport:Iwouldfocusonbuildingstudent.Showinginterestintheirpersonallife(appropriacknowledgingtheireffortandvaluedinthadditionalexplanations,orpre-teachencouragerisk-taking,andpraiseeffortoverperfectiointerestsorusemoreengagingactivitieslikegames4.ProvideClearimportanceofparticipationforlearningandprovidechoiceswherepossible(e.g.,“Wouldyouprefertoanswerthisquestionindividuallyorwithapartner?”).Thisgivesthemasense5.UsePositiveReinforcement:Whenhowminimally,Iwouldofferspeciencouragement.Thiscouldbeverbalpraise,6.SeekCollaboration:Ifthesituatmentor,sharingwhatI'vetriedanddiscussingpotential7.ConsistencyandPatience:Finally,Iwouldmaintaincoapproachandbepatient,understandingthatbuildingpar解析(Analysis):●考察點(AssessedPoint):這道題主要考察考生處理課堂管理中常見問題的能力，特別是針對學(xué)生參與度低這一具體情境。它評估考生是否具備同理心、觀察力、溝通能力、教學(xué)策略調(diào)整能力以及解決問題的綜合能力?！裾n堂管理能力(ClassroomManagement):能識別并應(yīng)對學(xué)生的不良課堂行為(不參與)?！駥W(xué)生觀(StudentPerspective):能夠從學(xué)生的角度思考問題，嘗試?yán)斫庑袨楸澈蟮脑颉！駵贤芰?CommunicationSkills):能與學(xué)生進(jìn)行有效溝通，建立良好關(guān)系。根據(jù)學(xué)生情況調(diào)整教學(xué)策略?！窦钆c反饋能力(Motivation&Feedback):能運用積極的激勵和反饋方式促進(jìn)學(xué)生參與。●耐心與責(zé)任感(Patience&Responsibility):對問題持耐心態(tài)度，并積極尋求解決方案。●答案結(jié)構(gòu)(AnswerStructure):一個優(yōu)秀的答案通常遵循“觀察理解->建立關(guān)系->調(diào)整策略->正面強化->尋求合作->持之以恒”的邏輯步驟，體現(xiàn)了系統(tǒng)性解決問題的思路。答案應(yīng)具體、可操作，并體現(xiàn)教育者的專業(yè)素養(yǎng)?！駷槭裁催@樣回答(WhyThisAnswer):該答案強調(diào)了從理解學(xué)生出發(fā)，采取了一系列符合教育原則和心理學(xué)原理的步驟。它不是簡單地將學(xué)生視為問題，而是看作需要幫助的對象，通過建立關(guān)系、調(diào)整教學(xué)、積極激勵等多元化方式來引導(dǎo)和幫助學(xué)生，最終目標(biāo)是促進(jìn)學(xué)生的參與和成長。這體現(xiàn)了以學(xué)生為中心的教育理念，也展示了教師應(yīng)有的專業(yè)能力和人文關(guān)懷。第九題“Imagineastudentconsistentlyusessimplesentencestructureslikeapples.'structureskills,andwhatspecificstrategieswouldyouempl1.Comprehension&MotivationFirst:First,Imistakes,lackofunderstandingofcomplexstructures,orinsufficientvocabulary?Iwouldreassurethemthatmakingmistakesispartoflearningandencouragethem.Motivationiskey;I'dconnecttsentencestotheirinterests,psentencesusingconjunctionslike‘a(chǎn)nd’,‘busimplepastperfect,continuoustensesetc.-dependingonthecurrilevel).●Modeling:Iwoulddemonstratebyfootball"->“Wewenttothepark,whereweplayedfootball"3.StructuredPracticeActivities:IwouldintrodtocombinethemusingappropriateconjunctionsorrelatStartwithverybasicones,graduallyinistired.''Hewantstosleep.'”transformthemintocompound,compusing'but’:'Itwasraining.Wewentout.’”bookIreadlastnightwasfascinating.'”●FocusonContext:Provideashortwritingtheuseofmorecomplexsentences(e.g.,“Describeyourbestdayever,”“Tellaboutatimeyouhelpedsomeone”).Guidethestuincorporatethesestructureswithinthecontextofmeaningful4.Scaffolding&Feedback:Usescaffoldingtechniques.Foclauserefersto,thentherelativepronoun.Provide5.ResourceProvision:RecommendrelevantresourcesthattheycanuseforindependentpracticeoutsideofunderstandingofcommonstudentdifficultiesinlearningEandtheirabilitytodesignthesedifficulties.Ittest(compound,complex)andtheirabilitytapplication(scaffolding,differentiation,practiceactivities).●Modeling:Showingexamtoengagewiththematerial(combining,transforming,usingincontext).usedwithincommunicativetasks.the“what”(sentencetypes),butthe“why”(addressingstudentneeds),the“how”(step-by-steppedagogicalprocessincludingpractice,feedback,scaffolding),andconnectsittoovegoals(e.g.,betterwritingquality).“HowwouldyouhandleasituationwhereastudentrefusestoparticipateingroupactivitiesduringyourEnglishclass?”Ifastudentrefusestoparticipatetounderstandthereasonbehindtheirbehavior.privatelytogaintheirtrustandask1.Provideencour2.Offerchoicesto3.Scaffoldtheactivity4.Followupwithindividualpraiseandpositivereconfidence.Iftherefusalpersists,IwouldinvThisquestionempatheticallywhile·Classroommanagementcauses).●Differentiatedinstruction(choices,scaffolding).●Emotionalintelligence(buildingtrust,offeringsupport).●Professionalresponsibility(follow-upandstrategies,aligningwithEnglishteac二、教案設(shè)計題(共10題)oftheTeacherQualificationExaminationEnglish”Englishtoseventh-gradestudents,focusingonlifeanditsimpactoncommunication.In2.Teachingmethods:Whattechniq4.Assessment:Howwillyouassessthestudents'understandingof5.Educationaltechnologyintegration:HowwillyouusetechnologyinlessontoenhancelearningLessonPlanfor“DevelopingaPlaninEnglish”●Studentswillbeabletoidentifpointsaboutmoderntechnologyanditsimpacton·Inquiry-basedleandenhancevisuaLessonActivities:·Warm-up:Askstudentstoshardifferentaspectofmoderntechnology(e.g.,socialmedia,email,videoconferencing,etc.).Haveeachgroupresearchpresentationabouttheirchosentopicusingtechnolpresentationsshouldincludeabriefintroduction,examplesofhowthetechnologyisused,andananalysisofitscomparethedifferentperdisadvantagesofeachtechnology.withmultiple-choicequestions,shortessays,andacreativewherestudentscreateaninfographiinformationandexamplesofmoderntechnologyincommunication.discussingtheimpactoftechnologyonbesharedwiththeclassthroughadigitalpmoderntechnologytoseventh-gradestudents.Byusinggroupdiscussions,andhands-onactivities,studentswilunderstandingofthetopicandtechnologyusage.Theintegrationofeducationaltechnologyandengagement,allowingstudentstoaccpersonalizedlearningmaterials.Thelessonalsomethodstoevaluatestudents'understandingofthetopicYouareateacherpreparingaproficiency.Thelessonshouldlast40minutes,andyDesignalessonplan(includingobjectives,procedures,materiaassessment).“I(verb)atStudentswillpracticespeakingandlisteningskir3.Studentswilllearnandreviewvocabularyrelatedto(e.g.,wakeup,eat,study,sleep).●Picturesof●Playaquick“Matching”game:Showpicturesofactivities(eating,sleeping,studying)ontheboard,andhavestudentsmatchthemtowords.●Askstudents:“Whattimedo“At7a.m.”).·Checkcomprehensionwithquestions:“Doyouwakeupearly?”●PairWork(7minutes):Studentsint·GroupActivity(8minutes/Igotobed.”●Warm-upwithvisuals●Formativeassessment(observaneedsforlanguagepracticeandconfidence-buildingTitle:TheUseofDescriptiveLanguageinObjective:Toguidestudentsbyfocusingon●Samplesofnarrative●Beginwithabriefdiscussionontheimportanceofdescriptive●Explainthegoalofwritinganarrativewithvivid●Showtheclassexamplesofpowerfulreader'smind.3.VocabularyWork●Passoutthememotions,characters'appearanwritingassignmentscontinuestobuildAnswer:Studentsshouldprovideatleastthreestorystarters,incocraftavividscenewithintheirwrittendemonstrateanunderstandinandutilizingdescriptive(sight,sound,smell,touch,taste).ortaste)tomakethescenemdifferentaspectsofthesenToassesscomprehension,seekresponsestdescriptorstoestablishwiththelearningobjectivesofthelesso第四題請根據(jù)以下要求，設(shè)計一節(jié)40分鐘的初中英語教案，主題為“obligatesb.todosth.”(動詞不定式的被動式),面向八年級學(xué)生。1.請寫出教學(xué)目標(biāo)(知識目標(biāo)、能力目標(biāo)、情感目標(biāo))。2.請設(shè)計教學(xué)重點和教學(xué)難點。3.請列出主要教學(xué)環(huán)節(jié)及對應(yīng)的活動設(shè)計(包括導(dǎo)入、新知呈現(xiàn)、操練、鞏固、總結(jié)等部分)。4.請說明板書設(shè)計。1.教學(xué)目標(biāo)●能力目標(biāo)：學(xué)生能夠運用該結(jié)構(gòu)進(jìn)行簡單造句和角色扮演，提高語言實際運用能●情感目標(biāo)：培養(yǎng)學(xué)生對英語語法學(xué)習(xí)的興趣，增強團(tuán)隊合作意識。2.教學(xué)重點與難點環(huán)時活動設(shè)計入分hard.”的句子，讓學(xué)生猜測“obligate”的含義。2.揭示主題，引入新詞。鐘操101.填空練習(xí)：提供句子框架，讓學(xué)生填入正確形式(如：Theteacherobligates環(huán)時活動設(shè)計鞏101.小組討論：討論“哪些情況下人們會被obligatetodosomething?”(如：固分工作規(guī)定、法律規(guī)定等)。2.角色扮演：學(xué)生分成小組，表演情景對話(如：鐘學(xué)生向家長解釋為什么需要更多自由時間)?？?1.教師總結(jié)本節(jié)課重點，強調(diào)被動形式和否定形式的區(qū)別。2.學(xué)生分享鐘4.板書設(shè)計●教學(xué)目標(biāo)全面覆蓋了知識、能力和情感維度，符合初中英語教學(xué)要求?！窠虒W(xué)重點和難點突出語法核心，難點(否定形式)通過對比法突破?！窕顒釉O(shè)計結(jié)合聽說讀寫，逐步遞進(jìn)：從聽力導(dǎo)入，到句型操練、情景應(yīng)用，符合認(rèn)知規(guī)律?！癜鍟O(shè)計簡潔明了，突出語法對比，便于學(xué)生記憶。本題通過實用場景(法律、家庭責(zé)任)引入語法，增強學(xué)習(xí)代入感，同時兼顧趣味性和實用性。Question5:LessonPlanTitle:“ALessononTellingStories”Designalessonplanforteachingtheskilloftellingschoolstudents,focusingonimprovingthecreativity.Makesuretheplanincludesthef2.Ingredients:Listthematerialsandresourcesneededforth4.Activity:Describetheactivityoracti5.Evaluation:Outlinehowyouwillassessstudents'understandprogress.6.Extension:ProposewaystoencouragefurtherdevelopmentofstorytellingLessonPlan:“ALessononTellingStories”Bytheendofthislesson,studentswill:●Aclassroombookormemory.Listentoeachstory,andpraisetheiruseofvividanexample.Pointouttheuseofnarration,punctuation,anddescriptivebeginning,middle,andend.chosenbook.Provideeachofpaper.·Instructthegroupstoreacreatetheirownversionofthestory,incorporatingnewAsktheotherstudentstolistencarefullyandspecificcriteriasuchasnecessaryadjustmentstotheicreativity,anduseofstorytellingtechniqusharewiththeclassnexttimetheymeet.EncouragefeedbacktheyreceivedtoimprovethThislessonplanfocusesonteachingstudentstheessentiastorytelling,includingclarity,creativity,andeffectiveilitiesandgainconfidenceintheirfgroupworkandfeedbackencouragesextensionpromptss教案設(shè)計題目：初級中學(xué)英語-ReviewLessononGrammarandVocabularyvocabularytaughtinthepreinsentencesandrecognizecommonir●Flashcardswithvocabu步驟1:導(dǎo)入(Warm-up,5minutes)Beginwithabriefreviewofthepreviouslesson'svocabularyandgrammarpoints.Useflashcardsorverbconjugationgamesthepastsimpletense.步驟2:檢查理解(CheckingUnderstanding,10minutes)questionsrelatedtoyestequestionstoseeifstudentsmasmorecomplexsentencesinvolvingirregularverbs.Answ步驟3:新知識教授(IntroductionofNewContent,15minutes)Conductamini-lectureontheproperusageofthepastsimplecorrectirregularverbs.Provideexamples,pexercisesontheworksheet.Then,demonstratehowthesevercontexttoenhancestudents'步驟4:互動練習(xí)(InteractivePractice,20minutes)Instructstudentstwiththepastsimpletensefeedbackwhiletheycompletethetasks.步驟5:總結(jié)與復(fù)習(xí)(ConclusionandReview,10minutes)Concludethelessonbyhavingstudentssummarisewhatthey'veinpairs.Aplenaryseencouragingcriticalthinkingandapplicationoflearned步驟6:作業(yè)與延伸(HomeworkandExtension,5minutes)Sethomeworkthatrequiresstudentsteventusingthepresentsimpletenseandincludefiveirreg教學(xué)步驟中的關(guān)鍵點包括初期導(dǎo)入環(huán)節(jié)的快速復(fù)習(xí)—--允許學(xué)生將理論第一時間付而至實踐，加6).Thetopicisbasedonaoranges,grapes)andthenewtargetwordsareapple,banana,(presentation,practice,production階段)basedonthescenarioabove.Include1.LearningObjectives:WhattheWarm-up,Presentation,Practice,Production)withbriefdescriptionsof3.LanguageFocus:Clearlystatethetarget4.Materials:Listanynecessarteachingprinciples,ensuringinteractionLessonPlan:LearningAboutFruits-Apples,Bananas,Oranges,GTargetStudents:GTimeAllotment:Approx.15minutes·Studentswillbeable·Studentswill·Greettheclasswith“Helloeveryone!”Studentsrespond“Hello!”“Hello,hello,howareyou?I’mfine,thankyou.”)tocreatearelaxed●Teacherintroducestheword:“It'sanapple.Apple.Say‘a(chǎn)pp(Repeteseveraltimes,usegestures).clearlyandencouragingpronunciation模仿.thesentenceontheblackboard(maybewithpictureaid“I…like…apples.”(Mayusechoralrepetition).●Repeatwithanotherfruit,emphasizingthestructure“I●Pointtotheapplecard●Pointtothebananacardandsay:“Ilikebananas.”“Apple.Ilikeapples.”●Activity2:PracticewithTPR(Totaclapyourhandsforapples,stompforgrDoyoulikebananas?”(Initiallyacceptnods).theresponse“Ilikestudentsresponding“Ilike[fruit].”●Activity1:SimpleOralFluencyActivity-“Whatdoyoulcomfortable).Whatdoyoulike?”StudentA(trytosa“Oh,nice!Doyoulikebananas?”StudentA:“Yes,Ilikebananas.”(Continuefor1-2questionsandasking“What'sthis?”or“Whatfruitorusesapreviouslyunseenbut