高中英语学科教资面试试讲习题与参考教案

高中英语学科教师资格面试试讲课题范围包含高中各年级的所有内容。常考查的题型有语法课、语音教学试讲、写作课、听力课等。以下是高中英语学科教师资格面试试讲习题与参考教案。

习题一

1. 题目：CCTV show

2. 内容：

Thank you for joining CCTV’s Around The World show. Today, we’re in Australia. It’s a beautiful, sunny day! There are many people here on vacation. Some are taking photos. Others are lying on the beach. Look at this group of people playing beach volleyball. They look cool! I am surprised they can play in this heat. This is a very interesting place. The people are really very relaxed!

3. 基本要求：

（1）朗读短文；

（2）设计听力课；

（3）适当设计板书。

习题二

1. 课题：语音教学试讲

2. 内容：

(1) What sports do you like doing?

(2) Do you like watching sport on TV?

(3) Have you ever turned up late for a match?

(4) If your school asked you to be in a team, would you try to back out?

3. 基本要求：

（1）朗读所给材料；

（2）配合教学内容适当板书；

（3）针对所给材料，设计操练英语语调的教学活动；

（4）用英文试讲。

习题三

1. 题目：写作教学试讲

2. 内容：

Paris is the capital and largest city of France, situated on the River Seine. It is one of the most beautiful cities in the world and is visited by more than eight million tourists every year. The most popular place for tourists is the Eiffel Tower, the famous symbol of Paris. One of the world’s largest art galleries, the Louvre, is also located in Paris. The city is also famous for its restaurants, cafes and theatres. About two-thirds of France’s artists and writers live in Paris.

3. 基本要求：

（1）朗读所给段落；

（2）配合教学内容适当板书；

（3）针对该段落的内容，设计指导仿写的教学活动；

（4）请在10分钟内完成全英试讲。

参考教案

习题一

I. Teaching Objectives

Knowledge & Skills: Grasp vacation-related phrases (e.g., "lying on the beach") and the present continuous tense.

Process & Methods: Extract details via listening tasks (e.g., fill-in-the-blanks).

Emotion & Values: Appreciate cultural diversity and foster English learning interest.

II. Key Points & Difficulties

Key: Identify details (location, activities, weather) from listening.

Difficulty: Comprehend the complex sentence "I am surprised..." and apply present continuous tense.

III. Procedures

1. Lead-in (1.5min): Show Sydney Opera House image; ask, “What activities come to mind in Australia?”

2. Presentation (4min):

Listen & Circle: Teacher reads the text; students underline activities (e.g., taking photos).

Listen & Fill: Play audio; students complete sentences (e.g., “Some are ______ photos”).

3. Practice (3min): Role-play as CCTV reporters; interview “tourists” using target structures.

4. Summary (1.5min): Recap present continuous tense (Subject + be + V-ing) and listening tips (focus on keywords).

IV. Blackboard Design

CCTV Show: Australia  

★ Activities:  

- taking photos  

- lying on the beach  

- playing volleyball  

★ Weather: sunny & hot → "surprised!"  

★ Grammar: [S + be + V-ing] 

习题二

I. Teaching Objectives

Knowledge & Skills: Identify intonation patterns (rising/falling) in questions and responses.

Process & Methods: Practice intonation through role-play and guided repetition.

Emotion & Values: Build confidence in expressive communication and teamwork.

II. Key Points & Difficulties

Key: Distinguish and apply intonation for different question types (e.g., yes/no vs. hypothetical).

Difficulty: Use natural intonation to convey hesitation (e.g., “try to back out”) or surprise.

III. Procedures

1. Lead-in (1.5min): Show sports images; ask, “How do we sound excited or unsure when talking about sports?”

2. Presentation (4min):

Model & Drill: Read questions aloud, highlighting rising (Q1, Q4) and falling (Q2, Q3) tones. Students repeat with gestures (↑/↓).

Contrast Practice: Compare flat vs. expressive intonation for Q4 (“back out”).

3. Practice (3min): Pair role-play: Student A asks questions with exaggerated intonation; Student B responds emotionally.

4. Summary (1.5min): Recap intonation rules; assign homework: record 1 question with dramatic tone.

IV. Blackboard Design

Intonation Practice  

Q1: What sports…? ↗  

Q4: Would you…? ↗ (hesitation)  

Key: Rising = unsure/hypothetical | Falling = direct answers  

Emotion: 😲 (surprise) / 🤔 (hesitation)  

习题三

I. Teaching Objectives

Knowledge & Skills: Describe a city using descriptive adjectives (e.g., "largest," "famous") and factual data.

Process & Methods: Imitate the text structure (location, features, data) through guided writing.

Emotion & Values: Appreciate cultural diversity and enhance writing confidence.

II. Key Points & Difficulties

Key: Identify the structure (location → landmarks → culture → statistics) in the text.

Difficulty: Organize coherent paragraphs with linking words (e.g., "also," "about").

III. Procedures

1. Lead-in (1.5min): Show Paris landmarks; ask, “What words describe your hometown?”

2. Presentation (4min):

Text Analysis: Read the text; highlight structure (location, landmarks, culture, data) on the board.

Language Focus: Teach key phrases (e.g., “is located in,” “is famous for”) and sentence patterns.

3. Practice (3min): Guided Writing: Students imitate the structure to write about their hometown using a template:

“[City] is ______. It is famous for ______. About ______ of ______ live there.”

4. Summary (1.5min): Recap structure and vocabulary; assign homework: refine drafts.

IV. Blackboard Design

Writing: Describing a City  

Structure:  

1. Location & status → 2. Landmarks → 3. Culture → 4. Data  

Key Phrases:  

- "is located in" / "is famous for"  

- "About... of..."  

Sample Sentence:  

"[City] is ______. One popular place is ______."