高中英语教师资格证面试试讲真题及教案模板

英语教资面试试讲七大类型真题及教案模板
语音教学
一．真题
1.题目：You are new here,aren’t you?
2.内容：A：You are new here,aren’t you? ↗
B：Yes,I am.My name is Bill.You are Tony, aren’t you?↗
A：That’s right.
B:It’s really crowded here,isn’t it?↗
A:Yes,it is.
3.基本要求：（1）朗读所给对话
（2）配合教学内容适当板书
（3）针对语调标记，进行相应的语音教学活动
（4）试讲时间约10分钟
（5）用英文试讲
二．教案模板
1.Teaching objectives
(1)knowledge objective
Students will understand and recognize sentences with rising tone.
(2)Ability objective
Students will be able to use rising tone properly in communication.
(3)emotional objective
Students will realize some basic rules of language and be more interested in learning English.
2.Teaching key and difficult points
(1)key point
Help students to use correct intonation to make sentences.
(2)difficult point
Guide students to find out the rule of rising intonation.
3.Teaching and learning methods
Task-based language teaching method :cooperative learning method; individual learning method.
4.Teaching procedures
Step1 :Lead in
Students will listen to a song and try to sing along with it.
Teacher reminds them of the last word of each sentence.
Step2:Presentation
Teacher will choose two students to read the dialogue.
Then students listen to the tape and find out the difference between their intonation and the speakers.
Students are encouraged to underline the sentences.
Teacher will also write the sentences an the blackboard and teacher will explain the rule of rising intonation:it can be used in disjunctive questions (反义疑问句)and give students some examples.
Step3:Practice
Students read the dialogue with their partners.They should pay attention to the questions and try to use rising intonation.
Step4:Production
Students work in groups asking other members some questions about their hobbies.They need to imitate the question form in the dialogue and try to use rising intonation while asking.
Some students are encouraged to have a role play in the front of class.
Step 5:Summary
Students conclude the rule of rising intonation and teacher give some supplements.(补充). Teacher will also guide students to think :are there any other situations where we can use rising intonation？
Step6:Homework
Students are encouraged to make more sentences by using rising intonation.Each of them should make at least 5 sentences.
5.Blackboard design
rising intonation
You are new here,aren’t you? ↗
It’s really crowded here,isn’t it?↗
口语教学
一．真题
1.题目：A man saved himself
2.内容：A man was skiing in the mountains by himself. Suddenly he had a bad fall and broke his skis,when he tried to stand up he found that his leg was broken and he couldn’t walk .So he slid down the mountain an his bottom when he got to the bottom of the hill he saw a house .He shouted for about five minutes before anyone heard .At last…
3.基本要求：（1）朗读所给段落
（2）配合所给内容适当板书
（3）针对该段落的内容设计相应的口语活动，帮助学生补充完成故事结局
（4）试讲时间约10分钟
二．教案模板
1.Teaching aims
(1)Knowledge aim :Students will learn some basic elements to continue a story.
(2)Ability aim :Students will be able to continue the story in their own words.
(3)Emotional aim :Students can come up with new ideas positively and be interested in learning English.
2.Teaching key and difficult points
(1)key point :How to help students continue the story?
(2)difficult point :How to guide students to summarize their idea and express in their own words.
3.Teaching and learning method
见上节语音课
4.Teaching procedures
Step1 :Lead in
Teacher will show some pictures about snowing day and ask students whether they like it and
students can talk about things they can do in such a day.
Step2:Presentation
Teacher reads the passage
Students need to find out what the material is about .
Teacher introduces the requirement of the class and encourage students to think what might happen next.
Students will talk with their partners .they are encouraged to write some clues and key words . Teacher will also remind them to use correct grammar and sentence structure.
Step3:Practice
Students work in groups and share their ideas.They need to continue the story with possible ending .
Teacher will also help to offer some clues .
Students are encouraged to tell their own stories to the whole class.
Step4:Production
Teacher asks a question :what can you do to protect yourself while skiing ?
Students share their ideas and teacher concludes the key points.
Step 5:Summary
Students try to conclude what they learned in this class,and teacher gives some supplements and remind them to be careful in some activities.
Step6:Homework
Students need to retell their own story to their parents after class.
5.Blackboard design
What happened? A man hurt himself
What will happen next? doctor,farmer,policeman…
听力教学
一．真题
1.题目：The Olympic Games
2.内容：Hello! I’m the torch that lights the Olympic fire and starts every modern Olympic Games.
I always begin my journey from Olympic in Greece where the Ancient Games first held .I’m usually lit by the sun there and carried by many runners from different countries.However,only the best athletes carry me !The greatest honor is to be the last athlete who carries me into the stadium where the games will be held.
3.基本要求：（1）体现师生互动
（2）配合教学内容适当板书
（3）设计听力教学活动
二．教案模板
1.Teaching aims
（1）knowledge aim :Students will learn the usage of the Olympic torch.
(2)Ability aim :Students will improve their listening skill by finding out the facts of Olympic torch.
(3)Emotional aim :Students will acquire knowledge about Olympic games and they will be interested in learning English.
2.Teaching key and difficult points
(1) key point :Help students to get useful information from the passage.
(2) difficult point :Guide students to develop listening skill such as organizing information and making use of them correctly.
3.Teaching and learning method
见上节
4.Teaching procedures
Step1 :Lead in
Teacher will play a video about Beijing Olympic opening ceremony,and ask students to recall the exciting memories.
Step2:Pre-listening
Teacher point out the torchbearer-Ling ning,,and ask student to tell what they know about him. Teacher introduces the man briefly and ask students whether they know the history of the torch.
Step3:while-listening
(1)Extensive listening(泛听)
Students listen to the tape for the first time.They need to find out what the passage is talking about in their own words.
（2）Intensive listening(精听)
Students listen to the tape again.
Teacher write some key points on the blackboard and students will fill in the form by using information in the passage .
Students check the answer with their elbow partner.
Step4:Post-listening
Activity 1:Students need to finish the exercise on the ppt.Teacher will help to check the answer. Activity 2:Pair work. Students introduce the facts of Olympic torch to their deskmates in their own words.They are encouraged to add some new information about Olympic games that they know. Activity3 :Students listen to some sentences about the description of Olympics.They need to judge whether the sentences are true or false.
Step 5:Summary
Students conclude what they learned in this class and teacher will also help summarize.
Step6:Homework
Students need to find out more information about Olympic games .Picking up something to which they are interested and share with others next class.
5.Blackboard design
Olympic torch
1.From where ? To where?
2.Who carries it?
3.Who will get honor?
词汇教学
一．真题
1.题目：A famous Chinese pianist
2.内容：Li Yundi,a well-known Chinese pianist ,always loved music.When he was a small boy,he
could hum songs and difficult pieces of music .He began to learn the accordion at the age of four,and he started to learn the piano when he was seven.In October 2000,Li Yundi took part in the 14th champion international piano competition in Poland.He won first prize in his group.He was also the first Chinese pianist in the 20-year history of the competition to win this prize.
3.基本要求：（1）体现教师引导作用和师生互动
（2）配合教学内容适当板书
（3）讲解该段落中的划线单词并举例解释
（4）设计相应的词汇运用活动
二．教案模板
1.Teaching aims
(1)Knowledge aim ：Students will master the pronunciation and meaning of the new words:difficult ,take part in,competition.
(2) Ability aim :Students will be able to use those words to make sentences.
Students will learn to guess the meaning of words according to the context. (3)Emotional aim :Students will know more about Li Yundi and learn from him.
2.Teaching key and difficult points
(1)key point :Help students to master the pronunciation and meaning of new words.
(2)difficult point :Guide students to make sentences properly by using these words.
3.Teaching and learning method
见上节
4.Teaching procedures
Step1 :Lead in
Students will listen to a piece of piano music.
Teacher introduces the background of the music and enumerates some famous pianists.
Step2:Presentation
Students read the text as quickly as they can .Then tell the main idea of the passage.
Teacher writes down the new words on the blackboard and encourages students to guess the meaning of them according to the context.
Teacher will explain the difficult words in various ways.Example will be offered to help
students understand the words.
Step3 :Practice
Teacher hands out some cards ,which contain different words on them.Then teacher shows some pictures on the ppt.Students need to read the word loudly if the picture describes it in their cards. Teacher will encourage them to make some sentences by using the words.
Step4:Production
Students think about a question :what makes a pianist succeed?They can talk with elbow partners and conclude some key elements.
Teacher encourages them to learn from Li Yundi :working hard and never give up.
Step 5:Summary
Students summarize the whole text .Teacher helps to review the learned words again.
Step6:Homework
Students write a short essay about the career of a star with whom they are familiar.
5.Blackboard design
difficult
take part in What makes a pianist succeed？
competition
阅读教学
一．真题
1.题目：True north
2.内容：In North America,most students go to school on the school bus.Some students also walk or ride bikes to school.In other parts of the world,things are different.In Japan,some students take trains to school,others also walk,ride their bikes .In China,it depends on where you are ,In big cities,students usually ride bikes to school or take buses.And in places where are rivers and lakes ,students usually go to school by boat.That must be a lot more fun than taking bus.
3.基本要求：（1）朗读所给对话
（2）配合教学内容适当板书
（3）针对该段落设计阅读教学活动
二．教案模板
1.Teaching aims
（1）knowledge aim :Students will understand ways to go to school in different countries. (2)Ability aim :Students will use multiple reading skills such as skimming and scanning to get information from the passage.
(3)Emotional aim :Students will feel different culture and will be more interested in learning English.
2.Teaching key and difficult points
(1) key point :Help students to get useful information from the passage .
(2) difficult point :Guide students to develop reading skill such as finding out and organizing useful information.
3.Teaching and learning method
见上节
4.Teaching procedures
Step1 :Lead in
Teacher will guide students to review different transportation which was learned last class. Step2:Pre-reading
Students watch some pictures about special transportation and guess where there can be used .Any possible guessing is encouraged.
Step3:while-reading
(1)fast reading
Students read the passage as quickly as they can .They need to find out which countries are mentioned in the passage.
Teacher will write the names of places on the blackboard.
(2)careful reading
Students read the passage again .They are asked to fill in the form on the blackboard by using information about what transportation is used in different places.
Teacher encourages them to check answers with elbow partners.
Step4:Post-reading
Activity 1:Students refer to the form and retell the usage of transportation to their deskmates. Activity 2 :Students introduce some other special travelling methods in groups.They can share what they know to the whole class.
Teacher helps to conclude some key points.
Step 5:Summary and homework
Students review the learned knowledge in this lesson and teacher will also encourage them to be a green commuter.
Students need to find more information about special travelling methods and conclude their findings by imitative writing.
5.Blackboard design
countries ways to go to school
America
Japan
China(big cities)
China（cities with rivers）
语法教学
常见语法的英文表达
一般现在时the simple present tense
一般过去时the simple past tense
一般将来时the simple future tense
现在完成时the present perfect tense
现在进行时the present continuous tense
过去进行时the past continuous tense
条件状语从句adverbial clause of condition
被动语态the passive voice
虚拟语气subjunctive mood
定语从句attributive clause
宾语从句object clause
状语从句adverbial clause
比较级和最高级comparative and superlative
单三third-person singular
一．真题
1.题目：Transportation investigation
2.内容：Last week,we did a survey about different kinds of transportation. We asked students about their favorite kinds of transportation. Most students come to school by bike and they like riding bikes .Of course ,bikes are cheaper than cars and buses.Some students like cars because they are safer than bikes .Cars are also faster than bikes and buses.Among some students ,buses are not popular because they often have too many passengers.Buses are also dirtier and more crowded.However,not many people can afford a car.
3.基本要求：（1）合理设计活动进行语法教学
（2）适当板书
（3）全英授课
（4）师生互动
二．教案模板
1.Teaching aims
(1)Knowledge aim ：Students will master the role of comparative form
(2) Ability aim : Students will be able to compare the characters of different things by using correct comparative forms.
(3)Emotional aim :Students will be good at evaluating the advantage and disadvantage.
2.Teaching key and difficult points
(1)key point :Help students to understand the principle of comparative form.
(2)difficult point :Guide students to make sentences to compare things.
3.Teaching and learning method
见上节
4.Teaching procedures
Step1 :Lead in
Teacher asks students what transportation they prefer.Students share their ideas and explain the reasons briefly.
Step2:Presentation
Students read the text as quickly as they can.They need to find out what transportationare
compared in the passage.
Teacher writes the transportation on the blackboard and asks students to underline the words which make the comparison.
Students are encouraged to point out the differences of words.
Teacher will explain the words: when comparing,we need to use comparative form of adjective and teacher will also remind them of adding “er” or “r” according to the words.
Step3 :Practice
Teacher asks students to read the sentences containing comparative forms loudly.
Students are asked to finish the exercise on the ppt.
Step4:Production
Teacher shows some pictures on the ppt.Each picture has a pair of objects.
Students need to describe the character of them.They are encouraged to use the comparative form to make sentences by themselves.
Teacher will also ask two students to stand up ,and others compare them through body weight,height,length etc.
Step 5:Summary
Students summarize what they learned in this lesson.
Teacher guides them to review the comparative form of adjective again.
Step6:Homework
Students make at least six sentences by using comparative form of adjective after class and show their sentences next class.
5.Blackboard design
bus dirtier
car safer ,faster
bike cheaper
写作教学
一．真题
1.题目：A letter for asking for advice
2.内容：
Dear Earth care,
I’m doing a project on behalf of my school about global warming.Sometimes I feel that individuals can have little effect on such huge environmental problems.However,I still think people should advocate improvements in the way we use energy today.As I’m not sure where to start with my project.I would appreciate my suggestions you may have.Thank you !
3.基本要求：（1）全英授课
（2）针对语篇内容进行相应写作教学
（3）向学生介绍书信写法
（4）试讲时间约10分钟
二．教案模板
1.Teaching aims
（1）knowledge aim :Students will understand some basic elements in writing a letter.
(2)Ability aim :Students will be able to conclude information and organize the information in their own writing.
(3)Emotional aim :Students will be more polite in replying.
2.Teaching key and difficult points
(1) key point :Help students to come up with new ideas.
(2) difficult point :Guide students to put what they learned in writing.
3.Teaching and learning method
见上节
4.Teaching procedures
Step1 :Lead in
Teacher asks the essential elements in a letter which was learned before .
Step2:Pre-writing
Students read the letter quickly .They will get the main idea of it .
Teacher will guide them to think the possible response of the letter .
Students need to work in pairs and talk with elbow partners.
Students write down some key points and consider how to use these points in writing in a proper order .
Step3:while-Writing
Teacher first shows two letter example on the ppt and guides students to notice the title,main part,form and inscription .
Students can refer to the examples and write their own letter .
Teacher will offer some words and phrases and help to correct the mistakes in their writing. Step4:Post-writing
Students share their articles in groups. Some representatives are encouraged to read their letters in the front of the class .
Teacher will also ask students to discuss :are there any other possible ways to save the earth from global warming ?
Step 5:Summary and homework
Students review the passage and their own letter .
Teacher will emphasize how to respond a letter .
Students are asked to conclude ways to prevent global warming after class ,and write down at least five suggestions.
5.Blackboard design
key elements in writing possible responses
title plant more trees
main part ride bikes
form。