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考生回忆+网上搜集
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小学英语
篇目一《语音/ee/ea/eer/ear》
中小学教师资格考试面试备课纸
报考科目：小学英语
抽题时间：2024年12月7日08:05:06
1.题目：语音教学试讲
2.内容：语音/ee/ea/eer/ear
3.基本要求：
（1）需设计语音教学活动；
（2）用英文授课；
（3）试讲时间约10分钟；
（4）结合教学内容适当进行板书。
~1~考生回忆+网上搜集
《语音/ee/ea/eer/ear》教案
I.TeachingObjectives
1.Studentswillbeabletounderstandthemeaningofthewords:bee,tea,deerandtear.
2.Studentswillbeabletorecognizeandpronouncewordscontainingthevowelcombinations/ee/,/ea/,/eer/,
/ear/.
3.Studentswillcooperatewithotherclassmatesandfinishthetasktogether.
4.Studentswilldevelopphonologicalawarenessandimprovelisteningandspeakingskills.
II.Key Point
1.Howtoaccuratelyidentifyanddistinguishthepronunciationofthevowelcombinations/ee/,/ea/,/eer/,and
/ear/inwords.
2.Howtocorrectlypronouncewordscontainingthesevowelcombinations,suchasbee,tea,deer,andtear.
III.DifficultPoint
Howtoaccuratelydistinguishthepronunciationdifferencesbetween/ee/and/ea/incertainwords.
IV.TeachingProcedures
1.Lead-in
(1)Dailygreetings.
(2)PlayasongnamedOldMcDonaldHadaFarmandCreateascene:OldMacdonaldinvitesLilytohisfarm
andguesswhathappened.
2.Presentation
(1)Presentthewordswiththehelpoftellingstoriesanddrawingpicturesontheblackboardandreadthemone
byone.
(2)Encouragestudentstofindthesimilaritiesinpronunciationamongthewordsandfindoutthedifferences.
(3)Explainthatthevowelcombinations/ee/and/ea/oftensoundalike,while/eer/and/ear/havedifferent
sounds.
(4)Showstudentstheshortstoryandreaditbyfollowingthetapeandpayingattentiontothepronunciation
andintonation.
3.Practice
(1)Flashcards:Showthewordcardswithpicturesofbee,tea,deer,andtear.Askstudentstoidentifythevowel
combinationineachwordandsaythewordaloud.
(2)Findthehouse:Therearetwohousesontheblackboard.Oneisfor/ee/and/ea/,andtheotherisfor/eer/
and/ear/.Studentsshouldworkingroupsoffourtoputthewordsintotherighthouse.
4.Consolidation
Studentsworkingroupstomakeachantbyusingmorewordswith/ee/,/ea/,/eer/,/ear/.Aftereightminutes,
eachgroupshouldshowtheirchants.
5.Summary
Studentswillsummarizethelessonandtheteacherwillmakesupplements.Theteachercongratulatesthe
studentsontheireffortsandemphasizestheimportanceofphonologicalawarenessinreading.
6.Homework
(1)Studentswillsharethechantwiththeirparentsafterschool.
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(2)Studentswillfindmorewordswith/ee/,/ea/,/eer/,and/ear/.
V.Blackboard design
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《语音/ee/ea/eer/ear》答辩
1. 本节课的教学难点是什么？
【参考答案】
本节课的教学难点在于学生可能难以准确区分ee和ea在某些单词中的发音差异。对于eer和ear这种
较为复杂的字母组合，学生可能在发音和记忆上存在一定困难。
2.HowtoteachEnglishPronunciation?
【参考答案】
TeachingEnglishpronunciationtoprimaryschoolstudentsshouldbefunandinteractive.Firstly,Iwillmodel
thesoundsclearlyandslowly,exaggeratingthepronunciationforbetterunderstanding.Secondly,Iwillusevisual
aidslikechartsorillustrationstorepresentthesounds,makingthemmoreconcrete.Thirdly,Iwillprovidefrequent
opportunitiesforstudentstopracticethroughrepetition,pairwork,andgames.Fourthly,Icanalsogivepositive
feedbackandconstructivecorrectionstoencouragestudentswhileaddressingmispronunciations.Finally,it’s
essentialtomakelearningpronunciationfunandengagingforstudentsbyincorporatingsongs,rhymes,andother
activities.Byfollowingthesesteps,studentscangraduallyimprovetheirEnglishpronunciationskills.
~4~考生回忆+网上搜集
篇目二《阅读教学-介绍人物》
中小学教师资格考试面试备课纸
报考科目：小学英语
抽题时间：2024年12月7日08:05:06
1.题目：阅读教学试讲
2.内容：
Hello!MynameisTom.I’mten.I’mfromAustralia.I’manewstudent.I’minClassTwo,GradeFive.Hereis
apictureofmyfamily.Thisismyfather.He’sawriter.Thisismymother.Sheisasinger.Thegirlismysister.The
boyisme.Weloveourfatherandmother,andtheyloveus.Weareahappyfamily.
3.基本要求：
（1）全英文朗读；
（2）讲解重点句型，让学生学会介绍自己的家人；
（3）设计板书；
（4）试讲时间为10分钟，设计一节阅读课；
（5）创设情景让学生更好理解文章。
~5~考生回忆+网上搜集
《阅读教学-介绍人物》教案
I.TeachingObjectives
1.StudentswillbeabletointroducethemselvesandtheirfamilymembersusingbasicEnglishphrasesand
sentences.
2.Studentswillgainanunderstandingoftheimportanceoffamilytiesandrelationshipsindifferentcultures,
includingAustralia.
3.Studentswilldemonstratecriticalthinkingskillsbyanalyzingtherelationshipsandinteractionsbetween
familymembersinthetext.
4.Studentswillworkcollaborativelyinsmallgroupstodiscussandshareinformationabouttheirownfamilies,
thusenhancingtheirabilitytocommunicateinEnglish.
II.Key Point
Howtounderstandandusethekeysentencestructuretointroducehis/herfamily.
III.DifficultPoint
Howtodevelopanawarenessofculturaldifferencesinfamilyrolesandresponsibilities.
IV.TeachingProcedures
1.Lead-in
(1)Dailygreetings.
(2)Introducethetopicofthelesson:“Today,wearegoingtolearnaboutTom’sfamily.Tomisanewstudent
fromAustralia.Let’sseewhathisfamilylookslike.”
(3)Displayapictureofafamilyandaskstudentstoguesswhotheythinkisinthepicture.
2.Pre-reading
(1)Askstudentstobrainstormandlistthedifferentmembersofafamily(e.g.,father,mother,sister,brother,
etc.).
(2)Discusswithstudentsthedifferentrolesandresponsibilitiesoffamilymembersingeneral.Encourage
themtoshareexamplesfromtheirownfamilies.
3.While-reading
(1)Introducethetextandgiveabriefoverviewofthecontent:“Tomisgoingtointroduceustohisfamily.
Let’sseewhoisinhisfamilyandwhattheydo.”
(2)Readthetextaloudtothestudents,highlightingnewvocabularyandpausingtocheckforunderstanding.
(3)Askstudentstoreadthetextcarefully,andanswerthequestion:Howmanypeoplearethereinthisfamily?
Whoarethey?andthenfillinthetable.
Who Whatdoesheorshedo?
Tom
Father
Mother
(4)Dividestudentsintosmallgroupsandhavethemdiscussthetextintheirownwords.Encouragethemto
usethenewvocabulary.
4.Post-reading
(1)Haveaclassdiscussionaboutthetext.AskstudentstosharewhattheylearnedaboutTom’sfamilyand
howitissimilarordifferentfromtheirownfamilies.
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(2)Role-playactivity:AskstudentstopretendtobeTomandintroducetheirfamilytotheclass.Encourage
themtousetheirownwordsandcreativity.
5.Summary
Studentswillsummarizethelessonandtheteacherwillemphasizethenewvocabularyandthestructureof
Tom’sfamily.
Remindstudentsoftheimportanceoffamilyandthedifferentrolesweplayinourfamilies.
6.Homework
Assignstudentstodrawapictureoftheirownfamilyandwriteashortparagraphintroducingeachmember
andwhattheydo.Encouragethemtousethenewvocabularyandsentencestructurestheylearnedinclass.
Optionally,askstudentstobringtheirfamilypicturestoclassthenextdayandsharethemwiththeir
classmates.
V.Blackboard design
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《阅读教学-介绍人物》答辩
1. 如何在本课中培养学生的思维品质？
【参考答案】
要在本课中培养学生的思维品质，可以采取以下几种策略：
（1）提问引导：设计有深度、开放性的问题来引导学生思考，而不仅仅是寻找文本中的直接答案。例
如，可以问：“WhatmakesTom'sfamilyspecial?”或“IfyouwereTom,howwouldyoufeelabouthavingsuch
afamily?”这类问题能鼓励学生进行深入思考和自我表达。
（2）批判性思维训练：鼓励学生分析文本中提到的家庭结构和家庭成员角色的不同观点。通过提问“Do
youthinkit’sgoodforafamilytohaveawriterandasingerasparents?”来引发学生的批判性思考。引导学生对
文本信息进行评估，并考虑其背后的假设和价值观。
（3）创造性思维激发：在角色扮演活动中，鼓励学生不仅模仿文本中的描述，还要加入自己的创意和
想象，创造不同的场景和对话。设计一些创新性的任务，如让学生设计自己理想中的家庭结构或家庭成员
的职业，并解释原因。
2. 本节课中学生在表达时可能会出现错误的是什么？
【参考答案】
在本节课中，学生在进行表达时可能会出现以下一些常见的错误：
（1）语法错误：学生在构建句子时可能会忽略冠词、介词或助动词的使用，如忘记在名词前加定冠词
“the”或不定冠词“a/an”。动词时态和语态的使用可能会出现混淆，比如将现在时态错误地用于过去情境，或
者将主动语态误用为被动语态。主谓不一致，尤其是在描述家庭成员时使用第三人称单数时，可能会忘记
将动词变为第三人称单数形式。
（2）词汇选择错误：学生可能会选择不恰当的词汇来描述家庭成员或他们的职业，这可能是因为他们
对某些词汇的含义理解不够准确。混淆近义词，例如，将“singer”误用为“performer”，尽管两者意思相近，
但在具体语境中可能存在差异。
（3）句子结构问题：学生可能会构建出结构混乱的句子，如缺少主语、谓语或其他必要成分。在使用
复合句时，可能会出现关系代词或关系副词的误用，导致句子意思不清晰。
~8~考生回忆+网上搜集
篇目三《口语 What are you going to do tomorrow？》
中小学教师资格考试面试备课纸
报考科目：小学英语
抽题时间：2024年12月7日08:45:06
1.题目：口语教学试讲
2.内容：Whatareyougoingtodotomorrow?
Mike:Whatareyougoingtodotomorrow?
Sarah:I’mgoingtohaveanartlesson.
Mike:Whatareyougoingtodoinyourlesson?
Sarah:We’regoingtodrawsomepicturesinRenminPark.
Mike:Soundsgreat!I’mgoingtoseeafilmtomorrow.
Sarah:Haveagoodtime!
Mike:Youtoo.Ihavetodomyhomeworknow.Bye!
Sarah:OK.Bye.
3.基本要求：
（1）请朗读一遍课文；
（2）围绕所给材料，设计表达计划的口语活动；
（3）配合教学内容设计板书；
（4）用英文试讲，时间为10分钟；
（5）突出过程评价，突出重点词组和句型的学习。
~9~考生回忆+网上搜集
《What are you going to do tomorrow？》教案
I.TeachingObjectives
1.Studentswillbeabletogetthebasicinformationoftheconversationandbemorefamiliarwiththesentence
pattern:Whatareyougoingtodotomorrow?I’mgoingto…
2.Studentswillbeabletoexpresswhattheywilldofluentlyandimprovetheircommunicationabilities.
3.Studentswillbeabletofostertheawarenessofmakingplansfortheirlife.
4.Studentswillcooperatewithotherclassmatesandfinishthetasktogether.
II.Key Point
Howtogetthebasicinformationoftheconversationandbemorefamiliarwiththesentencepattern:Whatare
yougoingtodotomorrow?I’mgoingto…
III.DifficultPoint
Howtousethesentencesindailylifeandimprovespeakingandcommunicationabilities.
IV.TeachingProcedures
1.Lead-in
(1)Greetstudentsandshowtheteacher’sto-dolisttoengagetheminthetopic.
(2)Freetalk:Askstudentswhethertheyhaveahabitofmakingplans.
2.Presentation
(1)Createascene:SarahandMikearegoodfriends.Theyoftenkeepintouchwitheachotherandtalkabout
theirstudyingandentertainmentplans.
(2)Havestudentsreadthetextsilentlytothemselves,underliningunfamiliarwordsorphrases.Guidestudents
todiscussthemeaningofanyunfamiliarwordsorphrases.
(3)Studentslistentothetapetofindoutwhatthedialoguetalksabout.Thenlistenagainandtrytofillinthe
followingchart:
Students Plans
Mike
Sara
Theteachercheckstheanswerswithstudentsandelicitsthekeysentencepattern:Whatareyougoingtodo
tomorrow?I’mgoingto…
3.Practice
(1)Roleplay:Studentsworkinpairstorole-playthedialogue.
(2)Describepictures:Theteachershowssomepicturesofdifferentplansandasksstudentstomakeadialogue
byusingthekeysentences.
4.Consolidation
Studentsworkingroupstomakeaplanfortheirweekendsandtheyshouldmakeanewdialoguebyusingthe
keysentencepattern.Eachgroupshouldmakereportsaftereightminutes.Duringtheprocess,theteacherwill
observestudents’participationandexpressioninclass.
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5.Summary
Studentswillsummarizethelessonandtheteacherwillmakesupplements.Theteachercongratulatesstudents
ontheireffortsandevaluatesstudents’understandingofvocabulary,grammar,andculturalknowledge.
6.Homework
(1)Studentswillsharethechantwiththeirparentsafterschool.
(2)Studentswilldrawapicturethatrepresentstheirplansforthenextyear.
V.Blackboard design
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《What are you going to do tomorrow？》答辩
1. 在本课学习中有没有用过小组合作?
【参考答案】在本节课的学习中，我用到了小组合作的学习方式，且主要体现在巩固输出环节。这一
环节的目的在于提高学生的综合语言运用能力和沟通表达能力。通过小组合作，学生们能够共同讨论、分
享彼此的观点和想法，从而更深入地理解和应用所学内容。
2. 你觉得小组合作有什么重要性？
【参考答案】小组合作在学生学习中都具有极其重要的意义，在我看来，有以下几点：
首先，能够促进知识共享。在小组中，每个学生都有机会分享他们的知识和经验，从而增加整个团队
的知识储备。这种共享促进了信息的流通，使得学习更加高效。其次，能够提高培养沟通能力。小组合作
鼓励学生之间进行交流，从而培养他们的沟通技巧和表达能力。再次，能够提高解决问题的能力。当小组
成员共同面对问题时，他们会从不同的角度进行思考，从而提出多种解决方案。这种合作性的思考过程有
助于培养创新思维和解决问题的能力。最后，也可以增强学生的学习动机。当学生们与小组一起努力并看
到他们的成果时，他们会更有动力去学习和参与。这种积极的反馈循环有助于维持学生的学习兴趣和动力。
综上所述，小组合作在学习扮演着重要的角色。它不仅能够提高学习效果，还能够培养学生的多种重
要能力，为他们的未来发展奠定坚实的基础。
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篇目四《歌谣 This is the way》
中小学教师资格考试面试备课纸
报考科目：小学英语
抽题时间：2024年12月7日08:45:06
1.题目：Thisistheway
2.内容：
Thisisthewaywewashourface,
washourface,washourface.
Thisisthewaywewashourface.
Earlyinthemorning.
Wash,wash,wash,
Wash,wash,wash.
Thisisthewaywecombourhair,
combourhair,combourhair.
Thisisthewaywecombourhair.
Earlyinthemorning.
Comb,comb,comb,
Comb,comb,comb.
3.基本要求：
（1）示范朗读文本并进行歌谣教学；
（2）体现导入，新授，操练等各个环节，设计合适的导入；
（3）全英授课，试讲10分钟；
（4）配合教学内容适当板书。
~13~考生回忆+网上搜集
《This is the way》教案
I.TeachingObjectives
1.Studentswillbeabletorecognizeandpronouncebasicdailyhygieneverbssuchas“wash”and“comb”correctly;
theybeabletosingthesongfluently,demonstratingtheiroralproductionskills.
2.Studentswillgainanunderstandingoftheimportanceofdailyhygieneroutinesandcultivateahealthylifestyle.
3.Studentswillbeencouragedtothinkcreativelybyimagininganddescribingtheirmorningroutinesinasimilar
songformat.
4.Throughrepetitivelisteningandsinging,studentswillenhancetheirlanguagelearningstrategiesfor
memorizationandpronunciation.
II.Key Point
Howtograsptheaccuratepronunciationandmeaningofkeyverbssuchas“wash”and“comb”inthecontextof
dailyhygieneroutines.
III.DifficultPoint
Howtopronouncetheverbs“wash”and“comb”correctly,especiallyinthecontextofthesong’sfastpace.
IV.TeachingProcedures
1.Lead-in
(1)Dailygreetings.
(2)Withthehelpofpictures,theteacherasksstudentsiftheyknowanyEnglishwordsrelatedtomorningactivities
likewashingtheirfaceorcombingtheirhairtoactivatetheirbackgroundinformation.
2.Presentation
(1)Readthechantoutloudforthestudentstolistenanduseaclearandrhythmicvoice.Also,theteacherdisplays
thelyricsontheboardoraslide.
(2)Readthechantagain,slowlythistime,emphasizingtherhythmandactions(washingface,combinghair).
(3)Modeltheactionsforthestudents:washingfacebyrubbinghandstogetherandpretendingtowash,combing
hairbypretendingtocomb.
3.Practice
(1)Practicethechant:Askstudentstorepeatthechantandactionsafterthetapeortheteacher.
(2)Traingame:Studentsactoutthechantonebyoneandeachstudentreadsonesentence.
4.Consolidation
Studentsworkingroupstothinkofothermorningroutinesandcreatetheirlinesforthechant.
Example:“Thisisthewaywebrushourteeth,brushourteeth,brushourteeth...”
Havethemsharetheircreationswiththeclass.
5.Summary
Studentswillsummarizethelessonandtheteacherwillmakesupplements.Theteachercongratulatesthestudents
ontheireffortsandemphasizestheimportanceofdailyhygieneroutinesandthehabitofdoingtheirthings.
6.Homework
Studentswillsharethechantwiththeirparentsafterschool.
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V.Blackboard design
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《This is the way》答辩
1.Whataretheteachingobjectives?
【参考答案】AccordingtotheteachingmaterialandtheCurriculumStandard,theteachingobjectivesareasfollows:
Firstly,studentswillbeabletorecognizeandpronouncebasicdailyhygieneverbssuchas“wash”and“comb”correctly;
theybeabletosingthesongfluently,demonstratingtheiroralproductionskills.Secondly,studentswillgainan
understandingoftheimportanceofdailyhygieneroutines.Thirdly,studentswillbeencouragedtothinkcreativelyby
imagininganddescribingtheirmorningroutinesinasimilarsongformat.Lastbutnotleast,throughrepetitivelistening
andsinging,studentswillenhancetheirlanguage-learningstrategiesformemorizationandpronunciation.
2.根据《义务教育英语课程标准（2022年版）》，核心素养有哪几个方面组成？
【参考答案】根据《义务教育英语课程标准（2022年版）》，核心素养主要包括语言能力、文化意识、思维
品质和学习能力。具体来说：
语言能力指运用语言和非语言知识以及各种策略，参与特定情境下相关主题的语言活动时表现出来的语言理
解和表达能力。
文化意识指对中外文化的理解和对优秀文化的鉴赏，是学生在新时代表现出的跨文化认知、态度和行为选择。
思维品质指人的思维个性特征，反映学生在理解、分析、比较、推断、批判、评价、创造等方面的层次和水
平。
学习能力指积极运用和主动调适英语学习策略、拓展英语学习渠道、努力提升英语学习效率的意识和能力。
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篇目五《Jimmy’s Dream 阅读教学》
中小学教师资格考试面试备课纸
报考科目：小学英语
抽题时间：2024年12月7日9:05:06
1.题目：阅读教学试讲
2.内容：
3.基本要求：
（1）设计一节阅读课，帮助学生理解文章内容；
（2）注重学生阅读策略的培养，体现英语学习活动观；
（3）体现课堂互动环节；
（4）进行10分钟英语教学，适当设计板书。
~17~考生回忆+网上搜集
《Jimmy’s Dream 阅读教学》教案
I.TeachingObjectives
Language Ability: Students will be able to understand the sequence of Jimmy’s dream, learn and apply new
vocabularyrelatedtodreamsandspace(e.g.,spaceship,moon,stars,excited,sad).
CulturalAwareness:Studentswillrecognizethatdreamscanbeasourceofinspirationandcreativity.
ThinkingCapacity:Studentswilldevelopcriticalthinkingskillsbyanalyzingtheemotionsandmotivationsof
thecharactersinthestory.
LearningAbility: Students will practice reading strategies such as skimming, scanning, and carefulreading to
extractinformationfromthetext.
II.Key Point
Students can understand the sequence ofJimmy’s dream, learn and use new vocabularyrelated to dreams and
space.
III.DifficultPoint
1.StudentswillbeabletounderstandthesequenceofJimmy’sdream,learnandapplynewvocabularyrelated
todreamsandspace(e.g.,spaceship,moon,stars,excited,sad).
2.Studentscanexpresstheirowndreamscreativelyandconfidently.
IV.TeachingProcedures
1.Lead-in
The teacher can ask students if they have ever had a strange or memorable dream. Invite some students to
sharetheirexperiences.
2.Pre-reading
The teacher can present the pictures and the title “Jimmy’s Dream” and ask students to predict what the story
mightbeabout.
3.While-reading
Skimming
Askstudentstoreadthetextquicklytogetthemainidea.
Scanning
Studentsreadagainandanswerquestions:
(1) WhatdoesJimmydo?
(2) WhatdoesJimmylike?
(3) WheredoesJimmygoinhisdream?
(4)WhatdidJimmyseeinhisdream?Andhowdidhefeel?
(5)HowdoesJimmyfeelwhenhewakesup?
CarefulReading
Read and discuss: How do you think Jimmy felt when he was on the moon? Can you relate to any of his
emotions?
While asking and answering, the teacher can present new vocabulary related to dreams and space (e.g.,
spaceship,moon,stars,excited,sad).
4.Post-reading
Conductagroupdiscussiononstudents’owndreamsandaspirations,encouragingthemtosharetheirthoughts
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andfeelings.
5.Summary
The teacher can invite one or two students to summarize the class and stress that dreams can be a source of
inspirationandcreativity.
6.Homework
Write a short reflection on their own dreams or something they would like to dream about, incorporating the
newvocabularylearned.
V.Blackboard design
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《Jimmy’s Dream 阅读教学》答辩
1.Howtoaskquestionseffectively?
【参考答案】
Toaskeffectivequestionsinaprimaryreadingclass,Ihavefivepiecesofadvice.
(1) Adjustdifficultytostudents’levels,startingsimpleandprogressing.
(2) Useopen-endedquestionstoencouragecriticalthinking.
(3)Promoteengagementbyaskingaboutcharacters,plot,andtextinteractions.
(4)Bespecific,targetingpartsofthetextfordeeperdiscussion.
(5)Encouragereflectiononreadingstrategiesandimprovements.
Thesestrategiesfosteranengagingclassroomthatenhancescomprehensionandcriticalthinking.
2.请简述如何帮助学生解决阅读中的生词？
【参考答案】
为帮助小学英语五年级学生解决阅读生词，可采取以下策略：
（1）教授构词法：介绍词根词缀，结合熟悉部分推测生词含义。
（2）利用上下文：指导学生关注生词所在句子和段落，寻找线索推测词义。
（3）使用辅助工具：鼓励学生使用在线词典等工具查找词义，并强调理解和应用。
（4）积累词汇：制作词汇卡片，记录生词及其含义、用法和例句，定期检查。
（5）培养阅读习惯：提供适合读物，鼓励学生多读英文文章，积累词汇。
（6）课堂互动：组织小组讨论，分享生词解决方法；进行角色扮演，加深理解。
综上，通过教授方法、利用工具、积累词汇、培养习惯和课堂互动，可有效帮助学生解决阅读生词。
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篇目六《What’s your name?对话教学》
中小学教师资格考试面试备课纸
报考科目：小学英语
抽题时间：2024年12月7日16:45:06
1.题目：What’syourname?对话教学
2.内容：
3.基本要求：
（1）朗读所给段落；
（2）针对所给材料，设计一节适合小学生的会话课；
（3）结合教学活动适当板书；
（4）全英文试讲；
（5）试讲时间：约10分钟。
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《What’s your name?对话教学》教案
I.TeachingObjectives
1. Students can understand and read the dialogue and sentence patterns “—Good afternoon, I’m… —Good
afternoon…”“—What’syourname?—I’m…”.
2. Students can use key sentence patterns to communicate with others fluently and improve listening and
speakingskills.
3.StudentscangreetotherspolitelyinEnglishwhenmeetingforthefirsttimeintheirdailylife.
4. Students can understand the contents of the dialogue and the meaning of key sentence structures through
situations.
5.Bycooperatingwithotherstocompletelearningtasks,studentscanimprovetheircommunicationskills.
II.Key Points
1. How to understand the sentence patterns “—Good afternoon, I’m… —Good afternoon…” “—What’s your
name?—I’m…”andusethemforrealcommunicationcorrectly.
2.Howtocooperatewithothersefficientlytofinishlearningtasks.
III.DifficultPoint
HowtousethekeysentencepatternsproperlyandgreetotherspolitelyinEnglishintheirdailylife.
IV.TeachingProcedures
1.Lead-in
(1)Dailygreetings.
(2)PlayasongnamedHelloandaskstudentstosingittogether.
The song goes like this: Hello! Hello! Hello! Hello, how are you? I’m good! I’m great! I’m wonderful! I’m
good!I’mgreat!I’mwonderful!
2.Presentation
(1)ShowMr.Li’spictureandcreateascene:TodayIwillintroduceanewteachertoyou.Look! Heis Mr.Li.
Heistalkingtosomeone.Doyouknowwhoheistalkingto?Thenstudentslistentothetapandfindtheanswer.
(2) Play the video of the dialogue and ask students what they are talking about. Lead students to learn the
sentence patterns “—Good afternoon, I’m… —Good afternoon…” “—What’s your name? —I’m…” in the
situation.
(3)Studentslistentothetapeagainandreadafterit,imitatingitspronunciationandintonation.
3.Practice
(1)Roleplay
Studentsworkinpairstoroleplaythedialogue.Later,theteacherwillinvitesometoperforminthefront.
(2)Askandansweronebyone
Theteacherasks aquestionandpointsto a studentto answer.After answering thequestion, he/shemustpoint
toanotherstudentandaskhim/herquestions.Onebyonebythiswaytoaskandanswerquestions.
4.Consolidation
(1)Groupwork
Supposethis is the first time for allthe students to meet.They needto work in groups to greet each other and
introduce themselves. Then the teacher will invite some groups to show their dialogue in the front. Other students,
togetherwiththeteacher,makecommentsontheirperformance.
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(2)Discussion
The teacher shows two videos. In one video, people greet each other politely when meeting for the first time,
whileinanother,peoplespeakrudely.Studentsworkingroupstotalkabouttheirfeelings anddiscusswhichoneis
advocated.
5.Summary
Students will summarize the lesson and the teacher will make supplements. The teacher congratulates the
students on their efforts and reminds students to greet others politely in English when meeting for the first time in
theirdailylife.
6.Homework
(1)Readthedialoguewiththeirpartnersandreviewthekeysentences.
(2)Searchformoreexpressionsofgreeting.
(3)Trytogreettheirfriendspolitelywhenmeetingtheirfriends.
V.Blackboard design
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《What’s your name?对话教学》答辩
1.请简述如何提升小学生的英语学习兴趣？
【参考答案】
提升小学生的英语学习兴趣是英语教学中至关重要的一环，这不仅能增强学生的学习动力，还能促进
他们的语言能力和跨文化交流能力的发展。可采用的有效策略如下：
（1）创造趣味性学习环境：利用游戏、歌曲、故事、角色扮演等互动方式，使英语学习变得生动有趣。
例如，通过英语儿歌教授词汇，或组织英语角让学生用英语进行简单对话。也可利用动画、视频、在线课
程等多媒体资源，吸引学生的注意力，使学习过程更加直观、生动。这些资源往往能提供更丰富的语境，
有助于学生理解语言的应用。
（2）关联实际生活：将英语学习内容与学生的日常生活紧密联系起来，如教授家庭成员、食物、颜色
等日常词汇时，可以结合实物或图片，让学生在实际情境中理解和记忆。
（3）设置奖励机制：建立积极的反馈系统，如通过小奖品、表扬信或积分系统来奖励学生在英语学习
上的进步和努力，增强学生的成就感和自信心。
（4）小组合作学习：鼓励学生分组学习，通过团队合作完成任务，如共同完成一个英语小项目或准备
一次英语演讲。这样既能培养学生的团队协作能力，也能在互助中提高英语水平。
（5）个性化学习计划：了解每位学生的兴趣点和学习能力，为他们量身定制学习内容和进度，确保每
位学生都能在适合自己的节奏下学习，减少挫败感，增加学习乐趣。
通过上述方法，可以有效提升小学生的英语学习兴趣，帮助他们建立积极的学习态度，为未来的英语
学习打下坚实的基础。
2.请简述板书在课堂中的作用？
【参考答案】
板书在英语课堂中扮演着至关重要的角色，它不仅是教师传递英语知识、组织教学内容的工具，更是
促进学生学习、思考和互动的重要手段。以下是板书在英语课堂中的主要作用：
（1）知识呈现与梳理：板书能够清晰地展示英语词汇、语法、句型等关键信息，帮助学生系统地理解
和记忆。通过板书，教师可以有条理地组织英语知识点，帮助学生构建知识框架，形成完整的知识体系。
（2）语言示范与模仿：在英语课堂上，板书可以作为学生模仿和学习的语言范本。教师可以利用板书
展示正确的单词拼写、语法结构和句子构造，帮助学生掌握正确的英语书写和表达方式。
（3）思维引导与启发：通过板书，教师可以逐步展示英语句子的构成、语法规则的应用等，引导学生
思考和分析英语语言的规律。同时，板书还可以用于展示分析过程，帮助学生培养逻辑思维和解决问题的
能力。
（4）强化记忆与理解：板书通过文字、符号、图形等多种形式的结合，使英语知识更加直观、形象，
有助于学生更好地理解和记忆。特别是对于抽象的语法规则和句型结构，板书可以通过图形化的方式使其
具体化，便于学生掌握。
（5）课堂节奏与氛围调控：板书是教师控制课堂节奏的重要工具。通过适时地书写板书，教师可以调
整课堂节奏，保持学生的注意力集中。同时，板书也能营造出一种积极、认真的课堂氛围，有助于学生更
好地投入到英语学习中。
（6）个性化与灵活性：在英语课堂上，板书可以根据学生的实际情况和学习需求进行灵活调整。教师
可以根据学生的反应和理解情况，及时补充或修改板书内容，以满足不同学生的学习需求。这种个性化的
教学方式有助于激发学生的学习兴趣和积极性。
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因此，在英语教学过程中，教师应充分利用板书这一传统而有效的教学方式，发挥其独特的作用，提
高教学效果。
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篇目七《Chant 语音教学》
中小学教师资格考试面试备课纸
报考科目：小学英语
抽题时间：2024年12月7日13:05:06
1.题目：语音教学试讲
2.内容：
3.基本要求：
（1）根据教学内容设计一节课讲授chant；
（2）设计符合小学生的教学活动；
（3）设置纠错环节并正确评价；
（4）进行10分钟英语教学，适当设计板书。
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《Chant 语音教学》教案
I.TeachingObjectives
1.Studentscanunderstandthechantandreaditwithproperpronunciationandintonation.
2.Studentscanreadkeywordsliketea,salad,andviolin,andreplacethewordswithotherstoadaptthechant,
improvingtheirthinkingability.
3.Studentscanfeeltherhythmofthechantandreaditwithproperactions.
4.StudentscanbemoreinterestedinlearningEnglishandsharetheiradaptedchantbravely.
5.Studentscancultivatetheirindependentlearningabilityandformthehabitofcooperativelearning.
II.Key Point
Studentscanreadthechantwithproperpronunciationandintonation.
III.DifficultPoint
Studentscanreplacethewordsliketea,salad,andviolinwithotherstoadaptthechant.
IV.TeachingProcedures
1.Lead-in
(1)Dailygreetings.
(2) Students are asked to take out their family photos and introduce their family members to review related
knowledge.
2.Presentation
(1)Theteachercreatesascene:Ourtwofriendsaregoingtovisittheiruncle.Let’sseewhattheywilltakeand
howtheywillgothere.
(2)Students listen to thechantandtellwhatthe twofriends willtake tovisit their uncleandhow theywill go
there.
(3) Students read the chant and look at the related pictures. The teacher leads students learn to the words tea,
salad,andviolin.
(4) Students listen to the chant again, feel its pronunciation and intonation, and then read after the tape,
clapping their hands to the rhythm. The teacher will correct their inaccurate parts by providing a reminder and
askingthemtolistenagain.
3.Practice
(1)Studentsactthechantoutwithproperactions.
(2) The teacher divides students into four groups. Students have a competition to read the chant. The group
withthemoststandardpronunciationandintonationwillbethewinner.
4.Consolidation
Students work in groups to think about more words and replace the words “tea, salad, violin” in the chant.
Then the teacher will invite them to read their new chant to the whole class. The teacher, together with other
students,willmakecommentsontheirperformance.
5.Summary
Students will summarize the lesson and the teacher will make supplements. The teacher will encourage
studentstoexpressthemselvesbravelyinfuturelearning.
6.Homework
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(1)Actthechantlearnttodayouttotheirparents.
(2)Drawpicturesoftheiradaptedchantandsharethemwiththeirfriends.
V.Blackboard design
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《Chant 语音教学》答辩
1.Whataretheteachingobjectivesofthislesson?
【参考答案】
Theteachingobjectivesofthislessonareasfollows:
(1)Studentscanunderstandthechantandreaditwithproperpronunciationandintonation.
(2)Studentscanreadkeywordsliketea,salad,andviolin,andreplacethewordswithotherstoadaptthechant,
improvingtheirthinkingability.
(3)Studentscanfeeltherhythmofthechantandreaditwithproperactions.
(4)StudentscanbemoreinterestedinlearningEnglishandsharetheiradaptedchantbravely.
(5)Studentscancultivatetheirindependentlearningabilityandformthehabitofcooperativelearning.
2.你认为在小学阶段chant的教授重点是什么？
【参考答案】
在小学阶段，教授chant时，教学重点可以集中在以下五个方面：
（1）语音与发音：对于小学生来说，准确的发音和清晰的语音是非常重要的。在chant的教授过程中，
教师应注重引导学生正确发音，特别是那些容易混淆或发音困难的音节和单词。通过chant的韵律和节奏，
帮助学生感受语言的音乐性，从而提高他们的语音感知能力和发音准确性。
（2）节奏感与韵律：Chant通常具有鲜明的节奏感和韵律，这有助于培养学生的音乐素养和节奏感。
教师可以通过拍手、踏步等身体动作来帮助学生感受chant的节奏，或者利用乐器如铃鼓、沙锤等作为辅助
工具。
（3）语言与词汇：Chant中的歌词或文本通常包含丰富的词汇和句型，这为学生提供了学习新词汇和
句型的良好机会。教师可以利用chant中的词汇进行扩展教学，如教授同义词、反义词，或者进行词汇分类
等。
（4）文化背景与情感教育：许多chant都蕴含着丰富的文化背景和情感色彩，这有助于学生了解不同
文化的传统和价值观。通过chant的教授，教师可以引导学生理解歌词中的情感表达，培养他们的情感理解
能力。
（5）创意与表达：在chant的教授过程中，教师可以鼓励学生发挥创意，对chant进行改编或创作新的
chant。这不仅有助于培养学生的创新思维和表达能力，还能激发他们对语言学习的兴趣。
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篇目八《ch/sh 语音教学》
中小学教师资格考试面试备课纸
报考科目：小学英语
抽题时间：2024年12月7日14:45:46
1.题目：语音教学试讲
2.内容：
3.基本要求：
（1）朗读所给单词；
（2）针对所给材料，设计一节语音课；
（3）引导学生总结ch和sh的发音规则；
（3）结合教学活动适当板书；
（4）全英文试讲，试讲时间10分钟。
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《ch/sh 语音教学》教案
I.Teaching Objectives
Language Ability: Students will be able to accurately pronounce the target words and identify the common
phoneticpattern.
CulturalAwareness:Studentswillgaininsightintothediversityofvocabularyrelatedtodailylifeandcultural
symbols,suchastheChineseflag.
ThinkingQuality:StudentswilldeveloptheabilitytoobserveandanalyzephoneticpatternsinEnglishwords.
Learning Ability: Students will enhance their skills in self-directed learning through phonetic exploration and
practice.
II.Key Point
Students can identify and pronounce the target words correctly, recognizing the shared phonetic pattern (/ʃ/
sound).
III.DifficultPoint
Students can apply the identified phonetic pattern to new words and maintain accurate pronunciation in
speakingactivities.
IV. TeachingProcedures
1.Lead-in
Theteachercanshareastorywithstudentsandstudentscansharetheirfeelingsafterlisteningtothestory.
Thestorygoeslikethis:
In China, a cute chicken made lunch for everyone. The teacher said, “Wow, it’s yummy!” A fluffy sheep
watched and smiled. After eating, they played near a fish in the pond. Then, they put on their colourful shirt and
shortstoenjoythesunnyday.
2.Presentation
(1) Theteachercanasksomequestionsandstudentsshouldanswerbasedonthestory:
Wheredidthecutechickenmakelunchforeveryone?(InChina.)
Whatdidtheteachersayaboutthelunchmadebythechicken?(Theteachersaid,“Wow,it’syummy!”)
Whatdidthecharactersweartoenjoythesunnydayaftertheirmeal?(Theyworecolourfulshirtsandshorts.)
(2) Then the teacher can ask students to observe the answers and find out what they have in common. Then
theteachercanunderlinethe“ch” and“sh” inthe words“China,teacher,shirt, short”andguide studentsto getthe
pronunciation rule. Then the teacher can teach the pronunciation of /ʃ/ and read the words on the blackboard with
students.
3.Practice
(1) The teacher can show sentences on the screen, containing the target words and ask students to underline
thewordswiththe /ʃ/sound.Forexample, “The teachershowsthe chickentothestudents.”Thenstudentsreadthe
sentencesaloud,focusingonthe/ʃ/pronunciation.
(2) The teacher can provide a list of additional words that contain the /ʃ/ sound (e.g., push, wish, brush) and
mix them with words that do not (e.g., cat, dog, hat). Ask students to sort the words into two groups based on
whethertheycontainthe/ʃ/sound.
4.Consolidation
Groupwork: Divide students into groups andgive each group a setof cards with pictures andwords from the
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lesson.Students shouldcreate a shortdialogue orstory usingas manyof the targetwords aspossible, emphasizing
the/ʃ/sound.Theneachgroupwillpresenttheirdialogueorstorytotheclass.
5.Summary
The teacher can have a quick review of the target words and the /ʃ/ sound. Then encourage students to share
whatthey’velearnedandanytipstheyhaveforpronouncingthe/ʃ/sound.
6.Homework
Students can find five more words that contain the /ʃ/ soundin their reading materials or online. Then write a
shortparagraphusingthesenewwords,makingsuretopronouncethe/ʃ/soundcorrectlywhenreadingitaloud.
V.Blackboard design
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《ch/sh 语音教学》答辩
1.请简述如何更好教授小学生学习语音？
【参考答案】
为了更好地教授小学生学习语音，可以采用多种方法。首先，利用生动的教具和多媒体资源，如语音
卡片、动画视频等，吸引学生的注意力。其次，注重示范与模仿，鼓励学生多听、多说、多练习。同时，
设计有趣的游戏和活动，让学生在轻松愉快的氛围中掌握语音知识，提升语音能力。
以上方法能够激发学生的学习兴趣，帮助他们更好地掌握语音知识。
2.请简述英语课堂中采用歌曲的作用？
【参考答案】
在英语课堂中采用歌曲，具有多重积极作用。一方面，歌曲能够营造轻松愉悦的学习氛围，激发学生
的学习兴趣和积极性。另一方面，歌曲中的词汇、句型和语法结构有助于学生巩固和拓展英语知识。此外，
歌曲还能培养学生的语感和节奏感，提升他们的发音和口语表达能力。总之，歌曲是英语课堂中不可或缺
的教学资源。
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篇目九《weather 词汇教学》
中小学教师资格考试面试备课纸
报考科目：小学英语
抽题时间：2024年12月7日16:45:26
1.题目：词汇教学试讲
2.内容：
3.基本要求：
（1）根据教学内容设计一节词汇课；
（2）设计符合小学生的词汇学习活动，体现英语学习活动观；
（3）设置纠错环节并正确评价；
（4）进行10分钟英语教学，适当设计板书。
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《weather 词汇教学》教案
I.TeachingObjectives
Language Ability: Students will recognize and use the words “cloudy,” “windy,” “rainy,” and “sunny” to
describeweatherconditions.
CulturalAwareness:StudentswillunderstandthesignificanceofweatherdescriptioninEnglishandappreciate
globalweatherdiversity.
ThinkingQuality:Studentswillanalyzeandcomparedifferentweatherconditions,connectingthemwithdaily
activities.
Learning Ability: Students will develop strategies for memorizing and applying new weather-related
vocabulary.
II.Key Point
Studentscanmasterthepronunciationandmeaningofthefourweather-relatedvocabularywords.
III.DifficultPoint
Students can use the words correctly in sentences and recognise the different weather conditions depicted in
theimages.
IV.TeachingProcedures
1.Lead-in
The teacher can show a short video of a weather forecast and ask students to share their favourite and least
favouriteweatherconditionsandgivereasons.
2.Presentation
The teacher canuse fourpictures andthe corresponding sounds to helpstudents learn themeaning ofthe four
words. Then the teacher can write them down on the blackboard and read them. Students follow the teacher to
repeatthereading.Whenthereisamistakeinthepronunciation,theteachershouldcorrectitimmediately.
3.Practice
(1) What’smissing
The teacher can ask students to close their eyes and cover one word. Then students open their eyes and say
whichwordismissing.
(2) The teacher can show students a video of a weather forecast, and students can identify and say what
weatherconditionsarementionedinthevideo
4.Consolidation
Students can discuss in groups about their favourite/least weather conditions and some
unforgettable/interesting stories. Then each group chooses the best one to share in the class. And the teacher can
make positive comments. If there are some mistakes, the teacher can correct them after all group representatives
sharetheirstories.
5.Summary
The teacher can guide students to have a quick review of the four weather-related vocabulary words and their
meanings.Thenencouragestudentstousethesewordsintheirdailyconversations.
6.Homework
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Students can pay attention to the weather report in today evening. They can draw pictures or use online
resourcestoillustratetheweatherconditions,andthenpresenttheirweatherreportsinthenextclass.
V.Blackboard design
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《weather 词汇教学》答辩
1.HowtohelpstudentsusetheEnglishdictionaryasateacher?
【参考答案】
To help students effectively use an English dictionary, introduce them to its types and structures. Emphasize
the importance of looking up unfamiliar words, focusing on pronunciation, part of speech, meanings, and example
sentences. Teach them to use the dictionary’s features like synonyms, antonyms, and word origins to enrich their
vocabulary.Encouragepracticebysettingtaskslikefindingwordswithspecificsuffixesorprefixes.
2.请简述如何对待学生英语学习过程中的错误？
【参考答案】
在学生英语学习过程中，对待错误应持积极包容的态度。首先，教师应及时指出错误，但方式需温和
鼓励，避免打击学生自信心。其次，要引导学生理解错误的根源，是语法、词汇还是理解上的偏差，并针
对性地提供正确示范和练习。同时，鼓励学生自我发现和纠正错误，培养自主学习能力。最后，将错误视
为学习的一部分，通过反复练习和总结，帮助学生逐步减少错误，提高英语水平。
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初中英语
篇目一《阅读 What’s the proper way to greet people》
中小学教师资格考试面试备课纸
报考科目：初中英语
抽题时间：2024年12月7日08:05:06
1.题目：《What’stheproperwaytogreetpeople》阅读教学试讲
2.内容：
(Daniel is hosting the school radio show this week. He is interviewing Jenny, a Grade 9 student, who has
recentlyvisitedtheUK.)
Daniel: Hi, everyone. Today we’ve invited Jenny to talk about manners in the UK. What’s the proper way to
greetpeoplethere,Jenny?
Jenny:Well,Britishpeoplesay“hello”or“nicetomeetyou”andshakeyourhandwhentheymeetyouforthe
firsttime.
Daniel:Doyougreetpeoplewithakiss?
Jenny:No.Britishpeopleonlygreetrelativesorclosefriendswithakiss.
Daniel:Howdopeoplestartaconversation?
Jenny: They talk about the weather, holidays, music, books or something else. But please avoid subjects like
age,weightormoney.
3.基本要求：
（1）有感情地朗读所给材料；
（2）根据该段落的内容，设计相应的阅读教学活动；
（3）全英授课。
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《What’s the proper way to greet people》教案
I.TeachingObjectives
1.Studentswillbeabletounderstandthecontentofthispassage.
2.StudentswillbeabletogetsomeknowledgeaboutmannersintheUKandbewillingtotalkaboutit
properly.
3.StudentswillbeabletoexpresstheirlogicalandcriticalthinkingwhentalkingaboutmannersintheUK.
4.Studentswillrealizetheimportanceofrespectingdifferentcountries’mannersintheirlives.
II.Key Point
HowtoguidestudentstogetsomeknowledgeaboutmannersintheUKandbewillingtotalkaboutit
properly.
III.DifficultPoint
HowtoleadstudentstoexpresstheirlogicalandcriticalthinkingwhentalkingaboutmannersintheUK.
IV.TeachingProcedures
1.Lead-in
(1)Dailygreetings.
(2)ShowstudentstwopicturesaboutwaystogreetpeopleinChinaandtheUK,elicitingstudentstotalkabout
howtogreetpeopleindailylife.
2.Pre-reading
ShowstudentsashortvideoaboutDanielinterviewingJennyandaskstudentstotalkabouttwoquestions:
Whoarethey?Whataretheytalkingabout?Tomakeaprediction.
3.While-reading
(1)Skimming
Theteacherplaystheradio,askingstudentstoreadthepassageforthefirsttimetochecktheirpredictionsand
getthemainideaofthepassage:DanielinvitedJennytotalkaboutmannersintheUK.
(2)Scanning
Studentsreadthepassageforthesecondtimeandanswerthefollowingquestionstogetthedetailed
information:
①What’stheproperwaytogreetpeopleintheUK?
②DoBritishpeoplegreetpeoplewithakiss?
③Howdopeoplestartaconversation?
(3)Careful-reading
StudentsdiscusswhatsubjectstheBritishpeopleavoidtalkingabout.Why?
4.Post-reading
(1)StudentsareinvitedtohaveaninterviewinpairsabouttheproperwayChinesepeoplegreetpeople.
(2)StudentsareaskedtoworkingroupstodiscussthedifferencesinthemannersbetweentheUKandChina.
5.Summary
Studentswillsummarizethelessonandtheteacherwillmakesupplements.Theteacherencouragesstudentsto
respectdifferentculturesindifferentcountries.
6.Homework
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Studentswillsearchformoremannersindifferentcountriesandshareinthenextclass.
V.Blackboard design
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《What’s the proper way to greet people》答辩
1. 如何在本课培养学生的文化意识目标？
【参考答案】本课在导入环节通过展示不同国家的人问候方式吸引学生注意力，激活背景知识，其次
在读中环节通过播放录音让学生对对话内容有初步感知，了解英国人正确的问候方式，接着通过寻读和精
读让学生掌握更多的英国人问候礼仪知识，读后环节通过讨论让学生总结中国人的问候礼仪，并通过中英
对比让学生了解两国问候礼仪的不同，从而让学生学会尊重不同国家的文化。
2.初中阅读课需要注意培养学生的哪些阅读能力？
【参考答案】（一）快速阅读能力：随着阅读材料的增多，学生需要提高阅读速度以更好地应对考试
和日常阅读需求。这包括训练学生使用扫读、略读等技巧，快速获取文章主旨和关键信息。
（二）细节捕捉能力：阅读时，学生需要关注文章中的具体细节，如时间、地点、人物、事件等。这
些细节对于理解文章内容和回答相关问题至关重要。
（三）推理判断能力：在阅读过程中，学生需要能够根据文章中的信息进行推理和判断，理解作者的
意图和观点。这包括理解文章的隐含意义、推断作者的态度和立场等。
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篇目二《写作 A short message》
中小学教师资格考试面试备课纸
报考科目：初中英语
抽题时间：2024年12月7日08:05:06
1.题目：写作试讲教学
2.内容：
Ashortmessage
Weoftenwriteshortmessagestofamilymembers,friendsorclassmatestoremindthemaboutsomething.The
messagescanbeonanytopic,buttheyoften:
·startwithagreeting(e.g.Dear …).
·talkaboutthetopicinthefirstsentence.
·givethemessagesclearlyinafewwords.
·endwithafriendlywordorphrase(e.g.Bestwishes).
3.基本要求：
（1）设计教学活动，指导学生写短消息；
（2）配合教学内容适当板书；
（3）用英语试讲；
（4）试讲时间：10分钟。
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《A short message》教案
I.TeachingObjectives
1.Studentscanusesimplesentencestowriteashortmessage.
2.Studentscanobtaindifferentresourcesforwritingthroughcooperation.
3.Studentscanformthehabitofcheckingthecompositionandcorrectingmistakes.
4.Studentscantellthedifferencebetweenwritinglettersandshortmessages.
5.Studentscanappreciatethecultureofbodylanguage.
II.Key Point
Howtoguidestudentstousesimplesentencestowriteashortmessageandtellthedifferencebetweenwriting
lettersandshortmessages.
III.DifficultPoint
Howtoleadstudentstoobtaindifferentresourcesforwritingthroughcooperation.
IV.TeachingProcedures
1.Lead-in
Brainstorm
PresentstudentsaletterfromJontoMr.Martin,askingstudentstobrainstormabouttheformofaletter
includingtheaddressofthereceiver,thedate,thegreeting,themainbody,theclosingandthesignature.
2.Pre-writing
(1)Studentsreadtheshortmessagetoanswerthefollowingquestion.
① Whatisashortmessageusedfor?
② Whattopiccanashortmessagebeon?
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(2)ShowstudentsashortmessagefromSimontoJimmy,askingstudentstoconcludetheformofashort
messageincludingthedate,startingwithagreeting,talkingaboutthetopicinthefirstsentence,givingthemessage
clearlyinafewwords,endingwithafriendlywordorphraseandsignature.Thenstudentsareinvitedtocompare
thedifferencesoftheformbetweenaletterandashortmessage.
(3)Studentsareinvitedtoreadthesampleshortmessagetocompletethetablebelow.
Timetomeet 8p.mtomorrowevening(19Sept.)
Placetomeet Outsidetheclub
Thingstoremember Wearbasketballshoes
3.While-writing
(1)Studentsareaskedtodrawabriefstructureofashortmessage.Forexample:
Dear______:
Thisistoremindyou____________________.I’llmeetyou___________________.Don’tforgetto
______________________.
Seeyouthere!
_________________.
(2)TheteachercreatesasituationwherestudentswillwatchaballetwiththeirfriendonSunday,eliciting
studentstowriteashortmessagewiththegivennotesonPPT.
Timetomeet:2:30p.m.,Sunday
Theplacetomeet:maingateofCityTheatre
Thingstobring:ticket.
4.Post-writing
(1)Askstudentstochecktheirarticlesaccordingtosomekeywordsorteacher’sexampleandthendosome
editing.
(2)Askstudentstocheckandedittheirpartners’articlesandgivethemsomesuggestions.
(3)Invitesomestudentstosharetheirarticlesatthefrontandgivethemsomecomments.
5.Summary
Studentswillsummarizethelessonandtheteacherwillmakesupplements.Theteacherencouragesstudentsto
appreciatethecultureofbodylanguage.
6.Homework
Studentswillwriteanewshortmessagewiththefollowinginformation.
Timetosee:8a.m.12thofMarch
Theplacetomeet:ThePeoplePark
Thingstobring:shovelandbucket.
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V.Blackboard design
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《A short message》答辩
1. 常见的写作教学活动有哪些？
【参考答案】
情景对话训练，训练学生将语言材料与生活相结合，找到写作的素材；口头复述课文，促进学生仿写
能力的提升；创新联想转变句式，提高发散思维；。
2. 如何有效提升初中学生的写作水平？
【参考答案】
（1）激发学生的写作动机，保持学生写作兴趣；（2）日常英语教学中渗透正确的写作方法；（3）把
握训练写作的有利时机，培养学生的写作能力；（4）合作学习；（5）循序渐进；（6）限时训练；（7）
范例引路；（8）自改互改；（9）及时讲评；
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篇目三《词汇 around; in front of》
中小学教师资格考试面试备课纸
报考科目：初中英语
抽题时间：2024年12月7日08:45:06
1.题目：around;infrontof;acrossfrom;nextto词汇试讲教学
2.内容：
A:Excuseme.Istherealibraryaroundhere?
B:Yes.It’sinfrontofthepostoffice.
A:Where’sthepark?
B:Thepark?Oh,it’sacrossfromthebank.
A:Where’sthepayphone?
B:It’snexttothepostoffice.
3.基本要求：
（1）朗读所给对话；
（2）设计一节词汇课，结合教学内容适当板书；
（3）针对划线部分的介词短语，设计相应的词汇运用活动；
（4）全英文试讲，试讲时间10分钟。
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《词汇 around; in front of; across from; next to》教案
I.TeachingObjectives
1.Studentswillbeabletounderstandthecontentofthisdialogue.
2.Studentswillbeabletounderstandthemeaningofthewords/phrases“around,infrontof,nextto,across
from”totalkabouttheprepositionsofplaces.
3.Studentswillbeabletoexpresstheirlogicalandcriticalthinkingwhentalkingabouttheprepositionof
places.
4.StudentswillstrengthenEnglishlearninginterestsandformacorrectviewofEnglishlearning.
II.Key Point
Howtoguidestudentstounderstandthemeaningofthewords/phrases“around,infrontof,nextto,across
from”totalkabouttheprepositionsofplaces.
III.DifficultPoint
Howtoleadstudentstoenhancetheirlogicalandcriticalthinkingwhentalkingabouttheprepositionsof
places.
IV.TeachingProcedures
1.Lead-in
(1)Dailygreetings.
(2)Theteacherinvitesstudentstoplayaguessinggame:
①It’sabuilding,withmanybooksinit.Youcanborrowbooksorreadthemthere.
②It’sabuilding.Youcanmailthingstheretootherplaces.
③It’sbeautiful.Therearemanyflowersandtrees.Theoldcandomorningexercises.Thechildrencanplay
there.
Studentsanswerthethreequestionstoreviewthelearntwords:library,postoffice,andpark.
2.Presentation
(1)Teachercreatesasituation:AnexchangestudentLucycan’tfindthewaytothelibrary,postoffice,park
andpayphone,andasksstudentsaquestion:Canyouhelpher?
(2)TheteachershowsamapofLucy’sschoolonPowerPointandplaysthetapetostudentsaskingstudentsto
answerthefollowingthreequestions:
①Istherealibraryaroundhere?
②Where’sthepark?
③Where’sthepayphone?
(3)Afterlistening,theteacherinvitesstudentstoanswerthesequestionsandpointthewaytohelpLucy.
Studentswillunderstandthemeaningofthethreesentencesandmakesensetheprepositionofplaces.
①Thelibraryisinfrontofthepostoffice.
②Theparkisacrossfromthebank.
③Thepayphoneisnexttothepostoffice.
3.Practice
(1)Studentsworkinpairstorole-playthedialogue.OneactsAandtheotheractsB.
(2)Dothematchingexerciseonthebook
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Matchthefollowingsentenceswiththepicturesandwriteeachnumberinthebox.Studentsworkinpairsto
actouttheprepositionsofplacesbyactions.
4.Production
(1)Studentsarerequiredtodrawamapoftheirhomeneighbourhood.
(2)Studentsaredividedintogroupsof4tointroducetheirhomewiththehelpofamap.Studentscanreferto
thefollowingexampleonthescreen.
Whereis…?
It’s…
5.Summary
Studentswillsummarizethelessonandtheteacherwillmakesupplements.Theteacherencouragesstudentsto
helpothersindailylife.
6.Homework
Studentswillhaveanewconversationtointroducetheprepositionsoftheirschoolandhomewiththeir
parentsafterschool.
V.Blackboard design
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《词汇 around; in front of; across from; next to》答辩
1.HowtoMemorizeVocabulary?
【参考答案】
（1）Createwordassociations.Ifanewwordresemblesawordinyournativetongue,createamentalimage
associationbetweenthenativewordandthenewword.
（2）ListenandWatch.Listeningandwatchingcanhelpyoumemorizevocabulary.ListentoEnglishpodcasts,
watchmoviesorTVshowsinEnglish,andpayattentiontothewordsyouhear.Thiswillhelpyoulearnthe
pronunciationandhearhowthewordsareusedinreal-lifecontexts.
（3）UsetheWords.Trytoincorporatethenewwordsintoyourdailyconversations,writing,orreading.The
moreyouusethewords,themorefamiliartheywillbecome.
2.本节课你使用的是哪种导入方式？为什么？
【参考答案】
本节课我采用猜谜游戏导入。首先，它能为活动或聚会营造一个轻松愉快的氛围。通过猜谜、猜测等
互动形式，人们可以更快地放松下来，融入集体，为接下来的活动或交流打下良好的基础。其次，猜谜游
戏还能锻炼学生的观察力和判断力，通过对谜面的思考，激活已有知识，有助于学生学习。
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篇目四《Rose is smarter than Ruth》语法教学
中小学教师资格考试面试备课纸
报考科目：初中英语
抽题时间：2024年12月7日08:45:06
1.题目：《RoseissmarterthanRuth》语法教学试讲
2.内容：
A:Whodoyouthinkisbest,RuthorRose?
B:IthinkRoseissmarterthanRuth,butIthinkRuthisoutgoing.
3.基本要求：
（1）设计一节语法课，英文试讲10分钟；
（2）示范朗读一遍；
（3）讲解时注意互动；
（4）讲解时注意区分Rose和Ruth。
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《Rose is smarter than Ruth》教案
I.TeachingObjectives
1.Studentswillbeabletounderstandthecontentofthedialogue.
2.Studentswillbeabletounderstandandusethecomparativedegreeandthesuperlativedegreetotalkabout
aperson’straits.
3.Studentswillbeabletoenhancetheirlogicalandcriticalthinkingwhentalkingaboutaperson’straits.
4.Studentswillrealizetheimportanceoflearningstrengthsfromothers.
II.Key Point
Howtoguidestudentstounderstandandusethecomparativedegreeandsuperlativedegreetotalkabouta
person’straits.
III.DifficultPoint
Howtoleadstudentstoexpresstheirlogicalandcriticalthinkingwhentalkingaboutaperson’straits.
IV.TeachingProcedures
1.Lead-in
(1)Dailygreetings.
(2)Invitestudentstodoaguessinggame.Onestudentdescribeshis/herfavouritepopstar,othersguesswho
he/sheis.Theninvitestudentstohaveafreetalk“Whydoyoulikehim/her?”,elicitingstudentstotalkabout
personaltraitstocomparepeople.
2.Presentation
(1)Playthetapeforstudents,askingstudentstoguessthemainideaofthedialogue.
(2)ShowthetwosentencesonPPTandinvitestudentstoreadthenamesRuthandRoseandcorrecttheir
pronunciation,askingstudentstoreadthemloudlytoanswerthefollowingquestions.
① IsRosesmart?
② IsRosesmarterthanRuth?
③ Whoisbest, RuthorRose?
(3)Studentsanswerthequestionandareinvitedtopayattentiontothesentencestructure:Roseissmarterthan
Ruth,tryingtosummarisetheusageofthecomparativedegree.
(4)Studentsareinvitedtopayattentiontothesentencestructure“Whoisbest,RuthorRose?”,tryingtomake
asummaryabouttheusageofthesuperlativedegree.
3.Practice
(1)Presentstudentssomekeywordsandtheninvitestudentstousethesewordstowritequestionsand
answers:
Julie/tall/you
Q:________________
A:________________
Jack/outgoing/you
Q:________________
A:________________
(2)Studentsareinvitedtohaveconversationstothinkaboutwhattheywereliketwoyearsago.Writeabout
thedifferencebetweennowandthepast.
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① Areyoutaller?
__________________
② Areyouthefunniestinyourclass?
__________________
4.Production
(1)Studentsworkingroupstomakeasurveyaboutthesmartest/mostoutgoing/funnieststudentsintheir
class.
(2)Studentsareaskedtoworkingroupstosharetheirresults.
5.Summary
Studentswillsummarizethelessonandtheteacherwillmakesupplements.Theteacherencouragesstudentsto
learnfromothers.
6.Homework
Studentswillsummarizetheirparents’traitsandsharethemnextclass.
V.Blackboard design
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《Rose is smarter than Ruth》答辩
1.初中生是否需要学习英语语法知识？
【参考答案】初中生需要学习英语语法知识，老师在进行语法教学时要注意方式方法。教师要帮助学
生建立以语言运用为导向的“形式一意义一使用”语法观，引导学生在理解主题意义的基础上，认识到语
法形式的选择取决于具体语境。重视在语境中呈现新的语法知识，指导学生在语境中观察和归纳所学语法
的使用场合、表达形式、基本意义、使用规则和语用功能。根据学生的实际需求，选择和设计既有层次又
强调整合的不同类型的练习和活动，巩固所学语法知识，引导学生在语境中学会应用语法知识准确地理解
他人和得体地表达自己。
2.请简述比较级及最高级的相关知识？
【参考答案】（一）规则变化的形容词比较级和最高级有两种形式:一种是在原级词尾加er和est；另一
种是在原级前加more和most。
（二）不规则变化形容词和副词的比较级和最高级，如：good/well的比较级为better，最高级为best。
（三）形容词和副词的比较级
（1）用于“比较级+than”结构中，意为“比更”。如：HeistallerthanI.
（2）“比较级+than”的否定形式为“not+比较级+than”，“notas/so...as”或“less...+than”。如：He
isnottallerthanI.(=Heisnotas/sotailasI.)TextAisnotmoredifficultthanTextB.(=TextAisnotso/as
difficultasTextB.)(=TextAislessdifficultthanTextB.)
（3）两者进行比较时，可以使用“the+比较级+of……”结构，含有“选择”的意思。如：Johnisthebrighter
ofthetwoboys.
（四）形容词和副词的原级比较
（1）用于“as+原级+as”或“as+形容词原级+名词+as”结构中，意为“和……一样”。
（2）“as+原级+as”的否定形式为“notas/so+原级+as”，意为“不及……”。如：Heisnotas/sotallas
hisbrother.
（3）在原级比较结构前可以加 just,quite,almost,nearly,half,twice,threetimes,onethird等程度状语进
行修饰。如：Itisquite/just/almost/nearlyascoldasyesterday.
（五）形容词和副词的最高级
（1）形容词和副词的最高级用于“the+最高级+比较范围”结构中，the和副词最高级连用时可以省略。
如：Susanisthetallestinourclass.
（2）最高级前可以用序数词或程度状语much,byfar,nearly,almost,quite,bynomeans等进行修饰。如：
ThisismuchthebestmealthatIhaveevertasted
（3）形容词最高级前有物主代词修饰时，不需要再加定冠词。
（4）形容词最高级作表语，如果不是与其他事物相比，常常不加定冠词。
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篇目五《Basketball 阅读教学》
中小学教师资格考试面试备课纸
报考科目：初中英语
抽题时间：2024年12月7日9:30:30
1.题目：阅读教学试讲
2.内容：
Basketball is one of the most popular sports in the United States and other parts of the world. It has a history
of over a century. The inventor of basketball, James Naismith, came from Canada. He invented basketball for his
studentsin1891.Atfirst,itwasanindoorgamesothatstudentscouldplayinbadweather.Basketballsoonbecame
very popular. In 1946 the National Basketball Association (NBA) came into being. There were many great
basketballstarsintheNBA.FormanyyearstheywereallAmericans.Butnowmanygoodplayerscomefromother
countries.
Basketballisbothanindoorandoutdoorgame.Itisateamsportwithtwoteamsoffiveplayerseach.Thegoal
istothrowtheballthroughtheotherside’sbasket,andtostoptheotherteamfromdoingso.Youcanthrowitfrom
any part of the court with one hand or both hands. You can also pass the ball to your teammates. But you must
follow the rules. For example, you can’t hold the ball and run with it. To win basketball games, you should have
good skills. But it is more important for you and the other players to play as a team. You are sure to enjoy playing
thispopularsport.
3.基本要求：
（1）针对所给材料，设计阅读教学活动；
（2）注重对学生阅读策略的培养；
（3）配合教学内容适当板书；
（4）培养学生对体育运动的兴趣；
（5）全英文试讲，试讲时间为10分钟。
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《Basketball 阅读教学》教案
I.TeachingObjectives
LanguageAbility:Studentswillbeabletounderstandandusenewvocabularyrelatedtobasketball.
CulturalAwareness:Studentswillappreciatetheculturalsignificanceofbasketballindifferentcontexts.
Thinking Quality: Students will develop critical thinking skills by analyzing the strategies and tactics in
basketballgames.
Learning Ability: Students will enhance their autonomous learning skills through reading and discussing
basketball-relatedtexts.
II.Key Point
Studentscancomprehendthemainideaanddetailsofthebasketball-themedtext.
III.DifficultPoint
Studentscananalyzeandevaluatebasketballstrategiesandplayers’performancescritically.
IV.TeachingProcedures
1.Lead-in
ShowashortvideoclipofexcitingbasketballmomentsfromfamousgamesortheNBA.Askstudentstoguess
thesportanddiscusswhybasketballispopular.
2.Pre-reading
Displayapicture ofabasketballcourtandaskstudentstolabelthedifferentparts(e.g.,hoop,three-pointline,
mid-courtline).Studentspredictwhattheywilllearn.
3.While-reading
Skimming:Studentsskimthetexttofindthemainideaofthearticle.
Scanning:Studentsscanthepassageandanswerthefollowingquestions:
Q1:Howlongisthehistoryofbasketball?
Q2:Whyisbasketballpopular?
Q3:Whatarethebasicsofbasketball?
Q4:Nametwoimportantbasketballskillsmentionedinthetext.
Q5:Identifyonequotefromaplayerthatreflectstheirattitudetowardsthegame.
Careful Reading: Students read again and underline the long and difficult sentences. They can discuss with
deskmatesandthentheteachercangivethenecessaryexplanation.
4.Post-reading
Discussion:Ingroups,studentsdiscusstoreflectonwhattheylearnedaboutteamworkandperseverancefrom
the story. How can these qualities be applied in real life? Then the teacher invites some group representatives to
sharetheirdiscussionresults.
5.Summary
Leadabriefsummaryofthekeypointsandnewvocabularylearnedfromthetext.Highlighttheimportanceof
teamwork,strategy,andperseveranceinbasketball.
6.Homework
Write a short paragraph about their favourite basketball player, explaining why they admire them and what
strategiestheplayeruseseffectively.
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V.Blackboard design
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《Basketball 阅读教学》答辩
1.请简单谈谈你对英语学习活动观的理解？
【参考答案】
英语学习活动观强调通过真实情境引导学生积极参与、合作与探究，实现语言知识的内化与运用。它
主张围绕主题语境，基于不同类型的语篇，让学生在分析问题和解决问题的过程中发展语言能力、文化意
识、思维品质和学习能力。这种观念鼓励学生通过自主、合作、探究的学习方式，在真实的语境中运用语
言技能，表达个人观点和态度，从而培养其核心素养。
2.请简述自下而上的阅读模式？
【参考答案】
自下而上的阅读模式认为阅读是从较小的语言文字单位到较大的单位，从低层到高层一步步进行的。
该模式在阅读教学中看重词汇教学，包括读前讲授单词和阅读过程中词语用法的分析。读者从辨认字母开
始，组成单词、词组、句子、语段等，逐级由语言、词素等最基本的单位聚合而上，向整体意义发展。但
此模式培养的学生往往习惯于始于解码且止于解码的分析性阅读，缺乏高层次的理解。
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篇目六《How to live a healthy lifestyle 口语教学》
中小学教师资格考试面试备课纸
报考科目：初中英语
抽题时间：2024年12月7日10:50:08
1.题目：口语教学试讲
2.内容：
Ihaveahealthylifestyle.Igetupatsixeverymorning.ThenIexercise.Myeatinghabitsareprettygood.Itry
toeatalotofvegetables.Ieatfruiteveryday.Ineverdrinkcoffee.Ofcourse,Ilovejunkfoodtoo,andIeatitonce
a week. Oh, I sleep nine hours every night. So you see, I look after my health. And my healthy lifestyle helps me
getgoodgrades.Goodfoodandexercisehelpmestudybetter.
3.基本要求：
（1）朗读全文；
（2）针对所给材料，设计口语教学活动；
（3）配合教学内容适当板书；
（4）全英文试讲；
（5）试讲时间为10分钟。
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《How to live a healthy lifestyle 口语教学》教案
I.TeachingObjectives
1.Studentscanunderstandthemaincontentsofthetext.
2. Through listening, speaking, reading, and writing activities, students can use relevant vocabulary and
sentencestructurestodescribetheirlifestyles.
3.Studentscanunderstandtheimportanceofmaintainingahealthylifestyle.
4. Students can develop critical thinking skills by analyzing and evaluating the impact of healthy lifestyle
habitsonacademicperformance,fosteringself-reflectionandadjustmentstotheirownlifestyles.
5.Studentscandevelopskillsforautonomousandcooperativelearning,exploringadditionalwaystomaintain
healththroughgroupdiscussionsandinformationretrieval.
II.Key Points
1.Studentscanbrieflyintroducetheirownlifestylesusingrelevantvocabularyandsentencestructures.
2.Studentscanexploreadditionalwaystomaintainhealthbyautonomousandcooperativelearning.
III.DifficultPoint
Studentscancreativelyexpresshowtomaintainahealthylifestyleusingacquiredknowledge.
IV.TeachingProcedures
1.Lead-in
(1)Dailygreetings.
(2) Show a short video about lifestyles and ask students to observe and find out the healthy habits and
unhealthyonespresentedinthevideo.
2.Pre-speaking
(1)Studentslistentothetextandconcludethemainideaofthetext.
(2)Studentsreadthetextandfillinthechartabouttheauthor’slifestyle.
TheAuthor’sLifestyle
Exercise Diet Sleep
Benefits:
(3)Studentsreadthetextagainfollowingthetapetoimitateitspronunciationandintonation.
3.While-speaking
(1)Studentsfirstmakeacharttosortouttheirownlifestylesfromaspectslikeexercise,diet,sleepandsoon.
(2) Students work in groups of four to introduce their lifestyles and reflect on whether their lifestyles are
healthyornotaccordingtothechart.
(3)Theteacherwillinvitesomestudentstosharetheirlifestyleswiththewholeclass.
4.Post-speaking
Students discuss how to maintain a healthy lifestyle in groups. The teacher will invite the representative of
eachgrouptopresenttheideasinthefront.
5.Summary
Students will summarize the lesson and the teacher will make supplements. The teacher will encourage
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studentstomaintainahealthylifestyle.
6.Homework
(1)SearchformorehealthylifestylehabitsontheInternetandsharenextclass.
(2)Basedonpersonalcircumstances,studentsmakeanimprovementplanforahealthylifestyle.
V.Blackboard design
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《How to live a healthy lifestyle 口语教学》答辩
1. 请简述《义务教育英语课程标准（2022年版）》针对7-9年级学生语言能力分项特征是什么？
【参考答案】
根据《义务教育英语课程标准（2022年版）》，7-9年级学生语言能力的分项特征为：学生能在教师引
导和协助下，围绕相应级别的主题，理解日常生活中的简单语言材料，具备一定的获取和归纳特定信息或
关键信息的能力，抓住要点，分析、推断隐含的信息；运用所学语言与他人交流，描述现象与经历，介绍
熟悉的人和事物，表达观点和情感态度等，表达基本准确、连贯、顺畅。
2. 请简述本课对中学生核心素养培养的重要性？
【参考答案】
核心素养是课程育人价值的集中体现，是学生通过课程学习逐步形成的适应个人终身发展和社会发展
需要的正确价值观、必备品格和关键能力。英语课程要培养的学生核心素养包括语言能力、文化意识、思
维品质和学习能力等方面。本课内容的学习能够有效促进学生的核心素养发展。
首先，本节课的教学语篇介绍了作者的生活方式以及其对学习的积极影响，通过对语篇内容的理解，
以及通过听说读写等活动介绍自己的生活方式，学生能够提高语言能力；其次，在分析健康的生活方式对
学业成绩的影响，以及反思自己的生活方式并做出调整时，学生能够积极思考，懂得坚持健康的生活方式
的重要性，从而发展批判性思维和文化意识；最后，在学习过程中，教师会根据不同学习任务的难易程度，
鼓励学生采用个人探究或者小组讨论的方式进行，比如在说后环节让学生讨论如何保持健康的生活习惯就
是以小组合作的方式开展的，以此来提升自主学习和合作学习技能，促进学习能力的提高。
综上所述，本节课对学生核心素养培养非常重要，通过本节课的学习，学生能够在语言能力、文化意
识、思维品质和学习能力等方面得到发展。
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篇目七《Wild animals 语法教学》
中小学教师资格考试面试备课纸
报考科目：初中英语
抽题时间：2024年12月7日13:05:06
1.题目：语法教学试讲
2.内容：
Dad:Doyouknowanythingspecialaboutwildanimals?
Amy:Yes,Dad.Forexample,dolphinsareclever.Theycanlearntoworkouteasymathsproblems.
Dad:Whatdoyouknowaboutbats?
Amy:Batscan’tsee,buttheycandecidetoflytherightwaywiththehelpoftheirmouthandears.
Dad:Didyouknowthatbeesnevergetlost?
Amy:Yes.Beesalwaysremembertocomebackthesamewayastheywent.
Dad:Whatdoyouknowaboutsquirrels?
Amy:Theyalwaysbegintosavesomefoodbeforewintercomes.
Dad:Yes,butsometimestheyforgetwheretofindthefood.
3.基本要求：
（1）朗读所给段落；
（2）针对所给材料的划线部分，设计讲解下换线部分知识点的教学活动；
（3）引导学生利用该语法现象进行交际；
（4）配合教学内容适当板书；
（5）全英文试讲，试讲时间10分钟。
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《Wild animals 语法教学》教案
I.TeachingObjectives
1.Studentscanunderstandthecontentsoftheconversation.
2.Students cangetthe usage of wordslike learn, decide,remember,andbegin, andknow the structure “verbs
+to-infinitives”.
3.Studentscanbeawareoftheimportanceofprotectingwildanimals.
4. Students can improve their critical thinking skills by analyzing and concluding the grammar rules, and
sortingoutmeasuresofprotectingwildanimals.
5. Students can use inductive method to learn grammar knowledge through individual exploration and group
discussion.
II.Key Points
1.Studentscanunderstandthestructureof“verbs+to-infinitives”anduseitforrealexpressioncorrectly.
2.Studentscanknowtheimportanceofandtakeactivepartinprotectingwildanimals.
III.DifficultPoints
1. Students can learn to use inductive method to learn grammar knowledge, analyzing and concluding the
grammarrulesundertheteacher’sguidance.
2.Studentscanusethestructureof“verbs+to-infinitives”correctlyinrealcommunication.
IV.TeachingProcedures
1.Lead-in
(1)Dailygreetings.
(2) The teacher asks students if they know any interesting facts about wild animals, and encourages them to
sharetheirthoughts.
2.Presentation
(1)StudentsreadtheconversationquicklyandtellwhatAmyandherdadaretalkingabout.
(2)Studentsreadtheconversationagainandanswerthefollowingquestions.
Whatcandolphinsandbatsdo?
Whodobeesnevergetlost?
Whatdoyouknowaboutsquirrels?
(3)Byextractingthedetailedinformationoftheconversation,theteacherleadsinthekeysentencesbelow.
Theycanlearntoworkouteasymathsproblems.
Theycandecidetoflytherightwaywiththehelpoftheirmouthandears.
Beesalwaysremembertocomebackthesamewayastheywent.
Theyalwaysbegintosavesomefoodbeforewintercomes.
(4) Students work in groups to find out the same structure in these sentences, discuss the grammar rule, and
thenconclude the usage of wordslike learn,decide,remember,and begin the key structure “verbs +to-infinitives”
undertheteacher’sguidance.
3.Practice
(1)Studentsusetheverbslearnttodaytomakenewsentenceswiththestructure“verbs+to-infinitives”.
(2) The teacher asks student to read the passage learnt in the reading part of this unit and find more verbs
havingthesameusage.
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4.Consolidation
Students work in groups of four to think about measures of protecting wild animals. They need to use the
structure “verbs + to-infinitives” as many as possible.Then the teacher will invite the representative of each group
tosharetheirideas.
5.Summary
Students will summarize the lesson and the teacher will make supplements. The teacher will emphasize the
importanceofprotectingwildanimalsandcallonstudentstotakepartintheprotectioncareer.
6.Homework
Must:
Searchformoreverbswithto-infinitivesasobjectsandmakesomesentences.
Optional:
(1)Searchforspecialthingsaboutotheranimalsandsharenextclass.
(2)SearchformoremeasuresofprotectingwildanimalsontheInternet.
V.Blackboard design
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《Wild animals 语法教学》答辩
1. 请简述学生在学习本课过程中可能遇到的困难。
【参考答案】
学生在学习本课过程中可能遇到的困难主要包括两个方面。英语课程要培养学生的核心素养，因此在
语法教学过程中，为了体现学生的主体性，提高他们分析分析、解决问题的能力，我将采用归纳法开展教
学，引导学生观察、分析、总结语法点，而对于归纳法的熟练使用对于学生来说是一个难点。因此，我将
组织学生以个人探究和小组讨论相结合的方式进行学习，同时也会提供充分的指导。除此之外，在学习了
新知之后，需要引导学生运用所学知识、技能和策略，围绕主题表达个人观点和态度，解决真实问题，达
到在教学中培养学生核心素养的目的。对于学生而言，在实际交流中熟练而正确地运用所学的语法知识也
会是一个难点。因此，我将设计多种练习巩固活动，如造句、讨论等，以加深学生对新知的理解，提高学
生的实际应用能力。
2. 请简述语法学习对初中生的重要性。
【参考答案】
语法学习对初中生而言具有极其重要的意义，具体体现在以下几个方面：
（1）奠定语言基础：英语语法是英语学习的基础框架，它决定了句子如何正确构建、词汇如何恰当使
用。初中生掌握英语语法，能够打下坚实的语言基础，为后续的英语学习铺平道路。
（2）提高写作与口语能力：通过学习英语语法，学生能够更加准确地组织句子、表达思想，避免常见
的语法错误，从而提升写作和口语表达的流畅性和准确性。正确的语法使用还能增强语言的说服力和逻辑
性，使表达更加清晰有力。
（3）增强阅读理解能力：掌握英语语法有助于学生更好地理解阅读材料中的句子结构和逻辑关系，从
而更准确地把握文章的主旨和细节。在阅读英文文章时，学生能够运用语法知识分析复杂句子，提高阅读
速度和理解的深度。
（4）培养逻辑思维与分析能力：英语语法学习要求学生分析和理解句子的内部结构，这有助于培养学
生的逻辑思维能力和分析能力。通过学习语法，学生能够学会如何有条理地组织信息，提高思维的条理性
和逻辑性，这对他们的学习和生活都有很大的帮助。
综上所述，语法学习对初中生来说至关重要。它不仅关乎语言能力的提升，还关系到书面与口语表达、
阅读理解、逻辑思维等多个方面。因此，初中生应该重视语法学习，努力掌握语法规则，为未来的英语学
习和发展打下坚实的基础。
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篇目八《Old Henry’s weekend 写作教学》
中小学教师资格考试面试备课纸
报考科目：初中英语
抽题时间：2024年12月7日14:45:10
1.题目：写作教学试讲
2.内容：
Do you think everyone enjoys their weekends? Old Henry does not. Last month, he went for a walk with
WangWang,hiscutedog.ItwasanicedayandOldHenrywashappy.HesatdownandwatchedWangWangplay
withafriendlyblackcat.Thenitwastimetogohome.OldHenrylookedforhisdog.ButWangWangwasn’tthere.
NowOldHenryisverysad.Hehasnodogandnofamily.Hedoesn’twanttodoanything.
3.基本要求：
（1）朗读所给内容。
（2）配合教学内容适当板书；
（3）针对所给材料，设计一封给OldHenry的信的教学活动。
（4）用英文试讲。
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《Old Henry’s weekend 写作教学》教案
I.Teaching Objectives
LanguageAbility:Studentscanlearntousepasttenseverbscorrectlytowriteareply.
Cultural Awareness: Students can understand the importance of pet companionship and the impact of loss in
differentcultures.
Thinking Capacity: Students can develop critical thinking skills by brainstorming and evaluating various plot
twistsinOldHenry’sstory.
Learning Ability: Students can enhance their self-directed learning by self-assessing and peer-assessing their
writtenwork.
II.Key Point
Students can write a narrative story based on Old Henry’s weekend experience using past tense verbs and
descriptivelanguage.
III.DifficultPoint
1.Studentscanusedescriptivelanguageeffectivelytowriteareply.
2.Studentscanunderstandandintegratefeedbackforrevisions.
IV. TeachingProcedures
1.Leadin
Theteacherasksstudentsquestions:Doyouenjoyyourweekends?Whyorwhynot?
2.Pre-writing
(1) Students read the sample text about Old Henry’s weekend to get the main idea and structure of the letter
(introduction,events,emotions,conclusion)andconcludeOldHenry’sproblem.
(2) The teacher can guide students to think about what they will write to Old Henry after reading his story.
StudentscandiscussingroupsaboutwhattheywillwritetoOldHenryafterreadinghisstoryandmakeanoutline.
3.While-writing
Students draft their letters individually based on the outline. The teacher can encourage the use of past tense
anddescriptivelanguageandwalkaroundtheclassroomtoprovidenecessaryhelp.
4.Post-writing
(1) The teacher can provide a checklist, such as logic, use of past tense, and creativity. Students do
self-editingaccordingtothechecklistandthenexchangewiththeirpeers.
(2) Each group selects one story for evaluation and the teacher selects the best story based on criteria and
sharesitwiththeclass.
5.Summary
The teacher can invite students to make a summary of the lesson, emphasizing the importance of descriptive
languageandpasttenseinstorytelling.
6.Homework
Studentsrevisetheirstoriesbasedonthefeedbackfrompeersandtheteacher.
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V.Blackboard design
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《Old Henry’s weekend 写作教学》答辩
1.请简述如何提升初中生的写作能力？
【参考答案】
要提升初中生的写作能力，可以从以下几方面着手：
首先，鼓励学生多读优秀作品，拓宽阅读视野，积累词汇和句型。其次，进行系统的写作训练，从日
记、小故事开始，逐步提升难度。在写作过程中，指导学生注意逻辑结构和语言表达，注重开头和结尾的
吸引力。同时，培养学生修改和润色作文的习惯，学会自评和互评，相互借鉴优点。最后，教师应及时给
予反馈和指导，肯定进步，指出改进方向。
2.请简述写作教学有哪些模式，并简单介绍？
【参考答案】
写作教学主要有以下三种模式：
（1）“结果为导向”模式：注重写作成品，强调语法、句法准确性，通过模仿范本进行练习。
（2）“内容为导向”模式：关注写作内容的丰富性，鼓励学生通过多种渠道收集素材。
（3）“过程为导向”模式：写作内容与过程并重，包括写前准备、初稿写作、同伴或小组评议等环节。
这些模式各有特点，教师应根据实际情况灵活运用，以提升学生的写作能力。
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篇目九《Environmental Problems 听力教学》
中小学教师资格考试面试备课纸
报考科目：初中英语
抽题时间：2024年12月7日16:45:06
1.题目：听力教学试讲
2.内容：
Interviewer:Todaywe’retalkingtoJasonandSusanaboutenvironmentalproblems. JasonandSusan,canyou
tellusaboutsomeoftheproblemsyou’veseen?
Jason:Ithinkoneproblemisthattheairisbadlypolluted.Ihardlyeverseeblueskiesanymore.
Susan:Yes,andIusedtoseethestarsclearly.
Interviewer:Whatdoyouthinkhascausedthisproblem?
Susan:Well,therearemorecarsontheroadthesedays.
Jason:Andfactoriesthatburncoalalsopollutetheairwithalotofblacksmoke.
Interviewer:Whatotherproblemsdoyousee?
Susan:Iguessthere’stoomuchrubbishandwasteinthestreets.
Jason: Yes! Every day people are throwing away things like wooden chopsticks, plastic bowls and plastic
bags.
Susan: They’re also littering in public places, for example, during picnics in parks. This is turning beautiful
placesintouglyones.
Interviewer:You’reright.Theseareseriousproblemsforourenvironment.Next,let’stalkaboutthethingswe
candotohelp.
3.基本要求：
（1）针对所给材料，设计相应的听力理解教学活动；
（2）注重学生听力策略的培养；
（3）配合教学内容适当板书；
（4）英文试讲，试讲时间10分钟。
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《Environmental Problems 听力教学》教案
I.TeachingObjectives
1.Studentscanunderstandandcomprehendtheconversationaboutenvironmentalissues.
2. Students can use the vocabulary and sentence structures they have learned to describe environmental
problemsandtheircauses.
3.Studentscanunderstandtheimportanceofenvironmentalprotectionandcultivateenvironmentalawareness.
4. Through analyzing the root causes and impacts of environmental problems and thinking about solutions,
students’criticalthinkingabilitycanbecultivated.
5.Studentscandeveloptheirabilityforself-directedandcollaborativelearning.
II.Key Points
1.Studentscanunderstandthedescriptionofenvironmentalissuesandtheircausesintheconversation.
2. Students can use learned vocabulary and sentence structures to express opinions and suggestions on
environmentalissues.
III.DifficultPoints
1.StudentscanaccuratelyandfluentlyexpresstheiropinionsonenvironmentalissuesinEnglish.
2.Studentscanproposeinnovativeandfeasibleenvironmentalprotectionsuggestions.
IV.TeachingProcedures
1.Lead-in
(1)Dailygreetings.
(2)The teacher shows some pictures of beautiful and polluted environments and asks students to have a brief
discussion.
2.Pre-listening
The teacher presents two pictures, one with a blue sky, the other filled with haze. Students predict what the
conversationismainlyabout.
3.While-listening
(1)Studentslistentotheconversationforthefirsttimeandconcludethemainideaoftheconversation.
(2) Students listen to the conversation again and fill in the following table. The teacher will present some
picturestohelpstudentsinunderstanding.
Environmentalproblems Causes
(3)The teacher leads students to find outand learn to use the expressions describing environmental problems
andtheircauses.Forexample,bebadlypolluted,beusedto,bethrowingaway,arelittering…
(4)Studentslistentotheconversationforthethirdtimeandreaditwiththeirpartners.
4.Post-listening
Students work in groups of four to discuss the measures that can be taken to help solve the problems
mentionedintheconversation.Thentheteacherwillinvitetherepresentativeofeachgrouptosharetheiropinions.
5.Summary
Studentswillsummarizethelessonandtheteacherwillmakesupplements.Theteacherwillstimulatestudents’
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environmentalawarenessandencouragethemtoprotecttheenvironment.
6.Homework
(1)Makeaposteraboutenvironmentalprotection.
(2)Searchformoreinformationaboutenvironmentalproblemsandsolutionsandshareitinthenextclass.
V.Blackboard design
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《Environmental Problems 听力教学》答辩
1. 本节课的教学重点是什么？在教学过程中是如何突出重点的？
【参考答案】
本节课的教学重点主要有两个，分别是学生可以理解对话中对环境问题及其原因的描述，以及学生可
以使用所学的词汇和句子结构来表达对环境问题的建议。为了突出重点，首先，我分配了相对较多的教学
时间引导学生分析对话和讨论结合环境问题的措施，做到了主次分明。其次，我针对不同活动采用了不同
的教学方法。在理解对话时，学生听对话然后完成表格填写，帮助学生有条理地梳理、归纳总结环境问题
及其原因。而在听后阶段则组织学生小组讨论解决环境问题的方法，通过做任务来运用语言知识，提高了
教学活动的趣味性，能够有效促进学生的语言运用能力发展。最后，板书也能突出本节课的重点。我在板
书中呈现了有关对话中提及的环境问题和原因的表格，同时体现了本课的主题“环境保护”，有利于学生
明确本课重点，加强记忆和理解。
2. 你觉都对于初中生来说，英语听力教学重要吗？
【参考答案】
对于初中生来说，听力教学至关重要。以下是几个主要原因：
（1）语言输入的必要性：语言学习需要足够的输入，而听力是语言输入的重要途径之一。通过英语听
力训练，学生可以接触到丰富的语言材料，包括地道的发音、语调、语速和词汇，这对于他们建立正确的
语言感知和理解至关重要。
（2）培养实际交流能力：英语听力教学有助于培养学生的实际交流能力。在现实生活中，我们往往需
要通过听力来理解他人的言语，进而做出回应。因此，英语听力训练能够帮助学生更好地适应实际交流场
景，提高他们的口语表达能力。
（3）提高学生综合能力：在语言学习中，各种语言技能是相互关联、相互促进的。通过听力训练，学
生可以更好地理解和感知语言，进而提高他们的阅读能力和写作能力。同时，良好的听力理解能力也有助
于学生在口语表达中更加流畅和自信。
（4）激发学习兴趣：英语听力教学可以通过多样化的听力材料，如英语歌曲、电影片段、新闻广播等，
激发学生的学习兴趣。这些材料不仅具有趣味性，还能够帮助学生了解英语国家的文化和社会，从而增强
他们的学习动力。
综上所述，对于初中生来说，英语听力教学非常重要。因此，教师应注重英语听力教学的方法和策略，
为学生提供丰富多样的听力材料，帮助他们提高英语听力水平。
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高中英语
篇目一《readjust considered 词汇教学》
中小学教师资格考试面试备课纸
报考科目：高中英语
抽题时间：2024年12月7日08:05:06
1.题目：词汇教学试讲
2.内容：
Jennywatchedherclassmatesastheydiscussedidentity.Shelistenedtotheirwordsandwatchedtheiractions.
She watched Mr. Dullock adjust and readjust his glasses as he considered each student’s opinion. Jenny thought
about the glasses. In a way,we all wear glasses. When we look at the people around us we see them through eyes
that can only see a part of the truth. Sometimes we know that we cannot see cleanly and choose to put on glasses
and view the world with the help of the lenses. Sometimes we don’t know that we are not seeing clearly. Jenny
wondered how cleanly she had perceived the identity of her classmates, and how her views helped to shape her
ownidentity.ButthebellrangandJennycouldwondernolonger!
3.基本要求：
（1）朗读所给段落；
（2）配合教学内容适当板书；
（3）针对所给段落的加黑部分，设计相应的词汇教学活动；
（4）用英文试讲，试讲时间10分钟。
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《词汇 readjust considered》教案
I.TeachingObjectives
1.Studentscanmasterthemeaningandusageofthenewwords:readjust,considered,andperceived.
2.Studentscanenlargetheirvocabularybylearningthewordformationrule.
3.Students’abilitytoexpresstheirideasclearlyandreasonablycanbedeveloped.
4.Students’listeningandspeakingefficiencycanbeimprovedthroughfinishingdifferentactivities.
5.Studentscanimprovetheirabilitytoguesswords’meaningsaccordingtothecontext.
II.Key Point
Studentscanmasterthemeaningandusageofthenewwords:readjust,considered,andperceived.
III.DifficultPoint
Studentscanmasterthewordformationrule.
IV.TeachingProcedures
1.Lead-in
Theteachershowssomepicturesofsomepeople,youngorold,manorwoman,andinvitesstudentsto
describeandguesstheiridentities.
2.Presentation
Studentsreadthepassageandconcludethemainidea.Thentheteachercanasksomequestions:
(1)WhatdidMr.Dullockdowhenheconsideredeachstudent’sopinion?
(2)WhatdidJennywonder?
Whenansweringthesequestions,theteachercanwritedownthekeywordsontheblackboard:readjust,
considered,andperceived.
Leadstudentstoobservetheirsimilaritiesandfindouttheword-formationrule:re-isaprefixand-edisa
suffix,whichcanchangeaword’sformormeaning.
3.Practice
Theteachershowssomewordsonthescreenandstudentsneedtodistinguishtheirprefixesandsuffixes.
Studentscanthinkaboutmorewordswithre-and-ed,thensharewithdeskmates.
4.Consolidation
Discussion:Whatshapesouridentity?Trytoexpresstheirideaswiththelearnedwords.
5.Summary
Guidestudentstosummarizewhattheyhavelearnedinthisclass.Ifnecessary,theteachermakessome
supplements.Theteacherstressestheimportanceofwordformationinexpandingvocabulary.
6.Homework
Findoutmorewordswiththeprefixesandsuffixeslearnedintheclass.Sharewiththeclassnexttime.
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V.Blackboard design
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《词汇 readjust considered》答辩
1.本节课的教学重点是什么？
【参考答案】
本节课的教学重点是学生能够掌握本课重点单词的意义和用法，重点单词包括readjust,considered,and
perceived.
2.如何帮助学生记忆单词？
【参考答案】
帮助学生记忆单词是英语学习中的一个重要环节。我认为下面的建议可以帮助学生更有效地记忆单词。
（1）使用记忆法：将新单词与已知的图像、概念或故事联系起来，形成有趣的联想，帮助记忆。
（2）多感官参与：利用多种感官参与学习，如通过听力练习发音，通过写作练习拼写，通过图片理解
意义。
（3）创造语境：将单词放入具体的语境中，如句子、段落或故事中，帮助学生理解单词的用法和意义。
（4）定期复习：根据艾宾浩斯遗忘曲线，定期复习已学的单词，以巩固记忆。
（5）培养兴趣：鼓励学生选择自己感兴趣的领域进行词汇学习，如音乐、电影、运动等，以增加学习
的动力。
通过以上方法，学生可以在不同的学习环境中接触和复习单词，从而提高记忆效果。同时，教师也应
根据学生的个体差异和学习进度，灵活调整教学策略，以满足不同学生的需求。
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篇目二《Industry 语法教学》
中小学教师资格考试面试备课纸
报考科目：高中英语
抽题时间：2024年12月7日08:05:06
1.题目：语法教学试讲
2.内容：
Thewordindustryreferstoallthebusinessesinvolvedinsupplyingacertainproductorservice.Allkindsof
jobsbelongtooneindustryoranother.Peoplewhoworkintheconstructionindustryincludethosewhoworkon
buildingsitesandthosewhoproducebuildingmaterials.Thecateringindustrydoesnotjustrefertorestaurants
buttoallbusinessesinvolvingfoodanddrinks.Thepublishingindustryinvolvesthosebusinesseswhichprovide
materialsbothprintedandonline.Thefashionindustryinvolvesallthepeoplewhoworkwithclothes,from
designingtomakingandevenmodelling.
3.基本要求：
（1）朗读所给段落；
（2）配合教学内容适当板书；
（3）针对所给段落的加黑部分，设计相应的语法教学活动；
（4）用英文试讲，试讲时间10分钟。
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《语法 Industry》教案
I.TeachingObjectives
1.Studentscanmasterthestructureandusageofthegrammar.
2.Studentscanusethegrammartotalkwithothers.
3.Studentscanbemoreinterestedintheindustryandknowmoreaboutit.
4.Students’criticalthinkingabilitycanbedeveloped.
5.Studentscandeveloptheabilitytocooperateandcommunicate.
II.Key Point
Studentscanmasterthestructureandusageofthegrammar.
III.DifficultPoint
Studentscanusethegrammartotalkwithothersinthecertaincontext.
IV.TeachingProcedures
1.Lead-in
Theteachershowssomepicturesabouttheindustry,liketheconstructionindustry,cateringindustry,
publishingindustryandfashionindustry.Studentscantalkabouttheirfeelingsfreely.
2.Presentation
1.Studentsreadandgetthegistoftheshortparagraph.
2.Theteacheraskssomequestions:
Howmanyindustriesarementionedinthispassage?Andwhatarethey?Whatiseachindustryabout?
Whenfindingtheanswers,theteacherwritesdownthegrammarstructureontheblackboard.
3.Theteacherasksstudentstoobservethethreephrasesandthentheteacherhelpsanalyzethegrammar
structureoftheclass:Gerundasattributive.
3.Practice
Studentsareencouragedtofinishthefollowingexerciseonthescreen.
1.T/F
areadingroom;runningshoes;apuzzledproblem
2.fillintheblanks
a______(work)method;a______(develop)country
4.Consolidation
Studentsworkingroupsanddiscussoneofthefourcategoriesoftheindustry.Trytousewhattheyhave
learnedinthisclass.Thentheteacherinvitessometosharetheiropinions.
5.Summary
Guidestudentstosummarizewhattheyhavelearnedinthisclass.Ifnecessary,theteachermakessome
supplements.
6.Homework
Searchformorephraseswiththegrammarstructureandshareinthenextclass.
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V.Blackboard design
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《语法 Industry》答辩
1. 学生在学习本课时的困难是什么？
【参考答案】
学习本课时的困难是掌握本节课的语法结构，并在课堂活动中熟练应用。
2. 高中生学习语法的主要作用？
【参考答案】
高中生学习语法在英语学习中具有至关重要的作用，这些作用主要体现在以下几个方面：
（1）提高语言准确性：学习语法有助于学生掌握正确的句子结构，避免常见的语法错误。
（2）增强阅读理解能力：语法知识有助于高中生在阅读时更好地理解文章的深层含义。
（3）提升写作能力：学习语法有助于学生写出结构清晰、表达准确的文章，避免句子结构混乱、用词
不当等问题，同时使文章更具条理性和逻辑性。
（4）为英语学习打下坚实基础：高中是英语学习的重要阶段，学生需要为未来的学习和工作打下坚实
的基础。
（5）培养逻辑思维：学习语法需要理解和分析句子结构、词与词之间的关系等，这有助于培养学生的
逻辑思维能力。通过不断练习和实践，学生能够提高自己的分析问题和解决问题的能力。
综上所述，高中生学习语法在英语学习中具有至关重要的作用，因此，教师应该重视语法教学，帮助
学生掌握扎实的语法知识。
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篇目三《Coffee 阅读教学》
中小学教师资格考试面试备课纸
报考科目：高中英语
抽题时间：2024年12月7日08:45:06
1.题目：阅读教学试讲
2.内容：
CoffeealsohasanimportantroleinBritishculture.Peopleoftenusethewords“Willyoucomeforcoffee?”to
mean“Wouldyouliketocometomyhomeforachat?”Normally,severaldifferentdrinkssuchastea,hot
chocolateorasoftdrinklikeorangejuicewillbeservedaswellascoffee,andyouwillbeaskedwhatyouwould
like.However,youwillnotnormallybeofferedwineata“coffee”party.
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，设计相应的阅读理解教学活动。
（4）试讲时间：10分钟。
（5）用英文试讲。
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《阅读 Coffee》教案
I.TeachingObjectives:
1.Studentscangraspthemainstructureofthepassageandlearnhowtofindoutthedetailedinformation.
2.Afterthislesson,studentswillhavemoreinterestinlearningEnglishandexploringBritishculture.
3.Studentscandeveloptheircriticalthinkingability.
4.Studentscanpracticeandmasterreadingstrategies,likeskimming,scanningandsummarizing.
5.Studentscandeveloptheabilitytocooperateandcommunicate.
II.Key Point:
Studentscangraspsomedetailsofthepassageandreaditindifferentways.
III.DifficultPoint:
StudentscanbeencouragedtohaveconfidenceinlearningEnglish.
IV.TeachingProcedures:
1.Lead-in
(1)Dailygreeting.
(2)Theteacherasksaquestion:whatdrinksdoyoulikeinyourdailylife?Studentsexpressthemselves
accordingtotheirlikes.
2.Pre-reading
TheteachershowsamapofBritainandsomepicturesofdifferentdrinksonthescreen.Studentscantalk
aboutwhattheyknowaboutthem.
3.While-reading
1.Skimming
Studentsareaskedtoskimthetextasfastaspossible,andthengetthemainidea.
2.Scanning
Studentsareencouragedtoreadthetextforthesecondtimeandanswerthefollowingquestions:
(1)Whatdoesthesentence“Willyoucomeforcoffee?”mean?
(2)Willyougetwineatacoffeeparty?
3.Intensivereading
Studentsareinvitedtoreadthepassageforthethirdtimeandanswertwoquestions:Whatcanyougetfrom
thepassage?Whatculturaldifferencesdoyouknow?
4.Consolidation
Discussonequestioningroupsoffour,andthensharetheiropinions.
Q:ArethereanydifferencesbetweenChineseindifferentprovinces?
5.Summary
Theteacherleadsstudentstomakeasummaryoftheclassandstressestheimportanceofrespectingother
cultures.
6.Homework
SearchformoreinformationaboutotheraspectsofBritish,likefood,clothesandsoonandsharewith
classmatesnexttime.
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V.Blackboard design
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《阅读 Coffee》答辩
1. 本节课的教学目标是什么？
【参考答案】
本节课共有五个教学目标：
(1)Studentscangraspthemainstructureofthepassageandlearnhowtofindoutthedetailedinformation.
(2)Afterthislesson,studentswillhavemoreinterestinlearningEnglishandexploringBritishculture.
(3)Studentscandeveloptheircriticalthinkingability.
(4)Studentscanpracticeandmasterreadingstrategies,likeskimming,scanningandsummarizing.
(5)Studentscandeveloptheabilityofcooperationandcommunication.
2. 如何通过本节课的学习培养学生的文化意识？
【参考答案】
（1）引入文化背景：
在开始讲解新的语言点或话题之前，先介绍与之相关的文化背景。这有助于学生将学习内容置于更广
阔的文化语境中，从而增强他们的文化敏感性；使用图片的媒体形式来展示文化背景，使内容更加生动和
吸引人。
（2）对比文化差异：
引导学生通过小组讨论对比自己国家的文化与目标语言国家的文化之间的差异。
~86~考生回忆+网上搜集
篇目四《Hunting and fishing 听力教学》
中小学教师资格考试面试备课纸
报考科目：高中英语
抽题时间：2024年12月7日08:45:06
1.题目：听力教学试讲
2.内容：
Hunting and fishing have directly influenced the world’s animal populations. Some people hunt animals for
food:whale meatis eatenin some partsof theworld.Some peoplehuntanimalsfor fashion:animal skin is usedto
make coats and bags. Still, others hunt animals just for fun: deer are tracked and shot by people who enjoy the
excitementofthesport.
3.基本要求：
（1）朗读所给对话；
（2）配合教学内容适当板书；
（3）针对该对话的内容设计相应的听力理解教学活动；
（4）用英文试讲；
（5）试讲时间：10分钟。
~87~考生回忆+网上搜集
《听力 Hunting and fishing》教案
I.TeachingObjectives
1.Studentscanunderstandthepassage.
2.Studentscanenhancetheirlisteningandspeakingability.
3.Studentscanknowmoreaboutthecurrentsituationoftheworld’sanimalpopulations.
4.Studentscanraisetheawarenessofprotectinganimals.
II.Key Point
Studentscanlearnmoreaboutthecurrentsituationoftheworld’sanimalpopulationsandraiseawarenessof
protectinganimals.
III.DifficultPoint
Studentscanenhancetheirlisteningandspeakingability.
IV.TeachingProcedures
1.Lead-in
(1)Dailygreeting.
(2)Theteachershowssomepicturesaboutanimalsandstudentsreviewsomewordsaboutanimals.
2.Pre-listening
Theteacherplaysashortvideoofhuntingandfishingandstudentssharetheirideasafterwatching.
3.While-listening
Theteacherplaysthetapeandstudentsgetthegistofthelisteningmaterial.
listentothetapeagainandfillintheform.
huntfor______ ______
huntingandfishing huntfor______ ______
huntfor______ ______
Playthetapeagainandstudentsreadfollowingthetape.Theteacherasksstudentstopayattentiontothe
intonationandpunctuation.
4.Post-listening
Groupdiscussion:Whatcanwedotosavetheanimals?Thentheteacherinvitessometosharetheirideas.
5.Summary
Theteacherleadsstudentstomakeasummaryoftheclassandstressestheimportanceofanimalprotection.
6.Homework
Makeapostaccordingtothediscussionintheclassandshareitwithclassmatesnexttime.
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V.Blackboard design
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《听力 Hunting and fishing》答辩
1.Whataretheteachingobjectivesofthislesson?
【参考答案】
Therearefourteachingobjectivesofthislesson.
(1)Studentscanunderstandthepassage.
(2)Studentscanenhancetheirlisteningandspeakingability.
(3)Studentscanknowmoreaboutthecurrentsituationoftheworld’sanimalpopulations.
(4)Studentscanraisetheawarenessofprotectinganimals.
2. 如何提高高中生的阅读水平？
【参考答案】
要提高高中生的阅读水平，我认为可以采取以下策略和方法：
（1）选择适合的阅读材料：根据学生的年龄、兴趣、英语水平和教学目标，选择难度适中、内容有趣、
具有挑战性的阅读材料。
（2）教授阅读技巧：教授学生有效的阅读技巧，如预览、略读、扫读、寻找关键信息等，帮助他们提
高阅读速度和效率。
（3）培养阅读习惯：鼓励学生制定阅读计划，并坚持每天阅读一定时间，逐渐培养阅读习惯。
（4）加强词汇和语法训练：阅读水平的高低与词汇量和语法知识密切相关。因此，教师应加强学生的
词汇和语法训练，帮助他们掌握足够的语言基础。
（5）增加阅读互动和合作：组织小组讨论或读书会等活动，让学生有机会分享自己的阅读体验和感受，
增进对文本的理解和思考。
通过以上策略和方法，可以帮助学生提高阅读水平，培养他们的阅读兴趣和习惯，这将对学生的学业
和个人发展产生积极的影响。
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篇目五《写一封回信写作教学》
中小学教师资格考试面试备课纸
报考科目：高中英语
抽题时间：2024年12月7日9:05:06
1.题目：写作教学试讲
2.内容：
Deartalkingteens,
Mydaughterwantstostudyabroad,butIthinksheistooyoung.Sheisonly14.Besides,itwouldcostalotof
moneytosendhertoaschoolinanothercountry.Ithink sheshouldfinishseniorhigh schoolfirst, andthenmaybe
studyabroadwhensheisinuniversity.Whatdoyouthink?
Bestwishes
MuminYunnan
3.基本要求：
（1）朗读所给段落；
（2）针对所给材料，指导学生写一封回信；
（3）结合教学活动适当板书；
（4）全英文试讲；
（5）试讲时间：约10分钟。
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《写一封回信》写作课教案
I.TeachingObjectives
LanguageAbility: Students will be able to write a coherent and persuasive letter in English, addressing both
sidesofanargument(agreeinganddisagreeingwithstudyingabroadatayoungage).
Cultural Awareness: Students will develop an understanding of different perspectives on education and the
valueofinternationalexperiences.
ThinkingQuality: Students willengage incriticalthinkingbyevaluating theprosandconsofstudying abroad
andformingtheirownopinions.
Learning Ability: Students will practice self-assessment and peer assessment to improve their writing skills
andgainfeedback.
II.Key Point
Studentscanwriteapersuasiveletteraddressingthetopicofstudyingabroadatayoungage.
III.DifficultPoint
1. Studentscandevelopaclearandlogicalstructurefortheletter.
2. Studentscanexpressopinionspersuasivelywithsupportingarguments.
IV.TeachingProcedures
1.Lead-in
The teacher can ask students if they have any personal experiences or opinions on the topic of studying
abroad.
2.Pre-writing
(1) Provide students with the letter from the mum inYunnan. Students read the letter to get the main ideaand
concludetheformatofaletter.
(2) Then the teacher can guide students to identify the main issue mentioned and conduct a group discussion
wherestudents sharetheir opinionsonwhether the daughter shouldstudy abroadat14ornot. Students list reasons
foragreeinganddisagreeingontheirpaperandthenmakeanoutlinefortheirletter.
3.While-writing
Students write their replies based on their outlines. The outline should include an introduction stating their
opinion, body paragraphs with supporting arguments, and a conclusion summarizing their points. While students
arewriting,theteachercanwalkaroundtheclassroomtoprovidenecessaryhelp.
4.Post-writing
Provide students with a checklist for evaluation, includingcriteria such as logic, organization, persuasiveness,
and grammar/vocabulary use. Students do self-checking according to the checklist and then exchange with their
peers.Students selectoneletter from eachgroup fortheteacher’s evaluation andtheteacher choosesthebestletter
andsharesitwiththeclass,highlightingitsstrengths.
5.Summary
The teacher can guide students to have a quick review of the main points of the lesson, emphasizing the
importanceofpersuasivewritingandcriticalthinking.
6.Homework
Studentsrevisetheirlettersbasedonthefeedbacktheyreceivedandsubmitthemforafinalgrade.
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V.Blackboard design
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《写一封回信》写作课答辩
1.请简述写作教学的基本教学环节。
【参考答案】
写作教学的基本教学环节主要包括：明确教学目标与内容，即确定写作主题、文体及要求；进行写作
指导，包括写作技巧讲解、范文分析和结构构思等；学生独立写作，教师巡视并给予个别指导；批改与反
馈，教师对学生的作文进行评价，指出优缺点并提出改进建议；最后进行佳作展示与总结，选取优秀作品
进行分享，总结写作经验，鼓励学生持续练习以提高写作水平。
2.请简述通过英语课程的学习，需要培养的语言技能包括哪些？
【参考答案】
通过英语课程的学习，高中生需要培养的语言技能主要包括听、说、读、看、写五个方面。听力技能
要求学生能理解日常会话、短文及讲座等；口语技能强调能流利表达意见、参与讨论；阅读技能需掌握快
速浏览、深度理解各类文本；看（即观看）技能涉及理解视频、影像资料；写作技能则要求学生能撰写议
论文、说明文等，准确表达思想。
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篇目六《Internet and friendships 词汇教学》
中小学教师资格考试面试备课纸
报考科目：高中英语
抽题时间：2024年12月7日10:05:06
1.题目：词汇教学试讲
2.内容：
Some people believe that the Internet has many negative aspects. Talking to people online or having a
friendshipwith someoneyou onlytalk to ontheInternetisn’tareplacementforreal-lifecommunication. While it
canconnectyouwithotherpeoplewhouseasmartphone,face-to-facecontactwithothersisimportanttohelpyou
maintain healthy relationships. This argument is thought-provoking because it shows that people still need
face-to-face communication with others today. In addition, spending too much time on the Internet can make you
self-centred because you can become obsessed with popularity and gaining followers. Finally, you need to be
carefulwithvariouswebsitesbecauseyoucanneverbe100percentsurethatanythingyoureadonlineistrue.
3.基本要求：
（1）朗读全文；
（2）针对所给材料，设计一节词汇课；
（3）讲解标黑单词的构词方式（compounding）；
（4）配合教学内容适当板书；
（5）全英文试讲，试讲时间为10分钟。
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《Internet and friendships 词汇教学》教案
I.TeachingObjectives
1.Studentswillbeabletoidentifyandunderstandthemeaningofcompoundwordsrelatedtointernet
communication.
2.Studentswillbeabletorecognizethestructureandformationofcompoundwords.
3.Studentswillbeabletousecompoundwordsinsentencestoenhancetheirwritingandspeaking.
4.Cultivatestudents’awarenessofobservingandanalyzinglanguagephenomena.
II.Key Point
1.Understandthecommontypesandformationrulesofcompoundwords.
2.Recognizeandunderstandcompoundwordsinthetext.
III.DifficultPoint
1.Applycompoundwordformationrulestocreatenewwordsflexibly.
2.Distinguishcompoundwordsfromotherwordforms.
IV.TeachingProcedures
1.Lead-in
(1) Brainstorm: The teacher shows students some pictures related to the Internet, such as a person chatting
online, a group of friends having a face-to-face conversation, etc. The teacher asks students to discuss the role of
theInternetinmoderncommunication.
(2)Theteacherasksstudentstosharetheirexperienceswithonlinefriendshipsandface-to-faceinteractions.
2.Presentation
(1) The teacher asks students to read the passage and figure out the author’s opinion. Students also can share
theirideas.
(2)Theteacherasks studentstopayattentiontothesewordsinboldandencourages themtolearntheconcept
ofcompoundwords.Theteacherencouragesstudentstoobservethesewordsandsummarizetherules.Theteacher
also can explain that compound words are formed by combining two or more words to create a new word with a
differentmeaningfromtheindividualwords.
(3) The teacher uses the PowerPoint to display examples of compound words from the provided text, such as
online, friendship, real-life, smartphone, percent, self-centred, websites, and anything. The teacher encourages
studentstofindoutthecommontypesofcompoundwords.
Noun+noun:e.g.friendship
Adjective+noun:e.g.real-life
Verb+noun:e.g.pickpocket
Adverb+verb:e.g.outbreak
Theteachercanexplaintheformationrulesandstresspatternsofdifferenttypesofcompoundwords.
3.Practice
(1) The teacher gives students some incomplete compound words and asks them to fill in the blanks with
appropriate words to form correct compound words. For example: ___ +media= social media, ___
+provoking=thought-provoking.
(2)Havestudentsworkinpairs.Onestudentgivesadefinitionorexampleofacompoundword,andtheother
studentguessestheword.
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4.Consolidation
(1) Challenge students to create their own compound words related to the theme of internet communication
anditseffectsonrelationships.
(2)Havestudentswriteashortparagraphusingtheirnewcompoundwords.
5.Summary
The teacher summarizes the main points of this lesson, emphasizing the importance of compound words in
EnglishandtheirroleinconveyingcomplexideasaboutInternetcommunication.
6.Homework
(1) Ask students to collect ten compound words from English materials outside class and write down their
meaningsandformationtypes.
(2)Have studentscreateapresentationonthebenefitsanddrawbacksofonlinecommunication, incorporating
compoundwordsintotheirspeech.
V.Blackboard design
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《Internet and friendships 词汇教学》答辩
1. 请简单列举英语构词方式有哪些？
【参考答案】
英语构词方式多种多样，这些方式大大丰富了英语的词汇量，并使得词汇的表达更加精确和生动。主
要的英语构词方式有：（1）词根法（RootMethod）与派生法（Derivation）词根法是通过在词根前后添加
前缀或后缀来形成新词。派生法也类似，它指的是在一个单词的前面或者后面添加一个词缀（前缀或后缀），
从而构成一个新词汇。如un-（unfit不合适的）；mis-（mistake 错误）;（2）合成法（Composition）合成
法指的是由两个或是两个以上的词构成单词的方法，用这种方法构成的词叫做合成词。合成词有的用连字
符“-”连接，有的直接连写在一起。如weekend（周末）；（3）首尾法（Blending）或混合法。首尾法（有
时也称为混合法）是将两个或多个单词的首部或尾部组合在一起形成新词。例如，将“breakfast”（早餐）
和“lunch”（午餐）的首部组合在一起形成单词“brunch”（早午餐）。（4）缩略法（Abbreviation）。缩
略法是将单词的某些部分缩写或缩略形成新词。例如，将“influenza”（流感）缩略为“flu”（流感）；（5）
逆构法（Back-formation）。逆构法是通过删除假设的后缀来形成新词。例如，从单词“editor”（编辑）中
删除后缀“-or”形成单词“edit”（编辑）。（6）转类法（Conversion）或转化法。转类法（有时也称为转
化法）是将一种词类的单词转换为另一种词类而词形不变。例如，将名词“book”（书本）转换为动词“book”
（预订）。综上所述，英语构词方式包括词根法与派生法、合成法、首尾法（混合法）、缩略法、逆构法
以及转类法（转化法）等多种方法。这些方法使得英语词汇丰富多样，能够更好地表达各种概念和思想。
2. 请依据《普通高中英语课程标准（2017版2020年修订）》简述词汇教学提示?
【参考答案】
词汇学习不是单纯的词语记忆，也不是独立的词语操练，而是结合具体主题、在特定语境下开展的综
合性语言实践活动。学生通过听、说、读、看、写等方式，感知、理解相关主题意义，使用词语表达相关
话题的信息和意义。同时在这一系列行为中，根据词性、词语的习惯搭配和主题内容，构建不同词汇语义
网，积累词块，扩大词汇量，并在大量的语言学习活动中，强化语感，迁移词语运用能力，最终做到词语
内化。在具体教学中，教师要引导学生利用词语的结构和文本的语境理解词语的意思，借助词典等资源，
学习词语的用法，并大胆使用新的词语表达自己的意思。在日常教学活动中，教师要结合主题语境，不断
地复现有关词语，其中包括教师自己的课堂教学话语和学生发言、对话、讨论的话语，譬如在小组活动前，
教师提示相关词语运用的要求，有意识地促使学生在讨论中使用新学的词语。在学生词汇学习的过程中，
教师可以根据主题，引导学生使用思维导图梳理词汇。在课堂上，教师要注意词块的呈现，帮助学生关注
动词词组、介词词组、名词词组、形容词词组和副词词组的习惯搭配和表达。词汇学习是一个长期综合实
践和有效积累的过程。
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篇目七《Bronze in Ancient China 听力教学》
中小学教师资格考试面试备课纸
报考科目：高中英语
抽题时间：2024年12月7日13:05:06
1.题目：听力教学试讲
2.内容：
Reporter: I’m at the opening of “Culture and Ceremony: Bronze in Ancient China”, a new exhibition at the
British Museum in London. It’s very popular! Visitors have come to admire fantastic relics from the National
Museum of China in Beijing. Here now is Chinese bronze expert, Li Chen. Could you tell us what visitors can
expecttoseehere,MrLi?
Li Chen: Yes, as part of an exchange programme, we’ve brought some of our best bronze relics to put on
display. Bronze has an important place in Chinese history. It was used for many purposes, from food containers to
important ceremonial items. Some of the relics on display here date back to the Xia and Shang Periods. The
beautifulanddetaileddesignsareareflectionofthewisdomandartistictalentofourancestors.
Reporter: That’s incredible. I particularly like the bronze instruments. So, is this an ongoing exchange
programme?
Li Chen: Yes, the programme began with the British Museum’s exhibition in Beijing in 2015. The aim is to
promote cultural exchange between nations. Although there are a lot of bronze relics to see here, it's a small
selection of what the National Museum of China has. We hope this taste will encourage more people to visit
Beijinginthefuture!
Reporter: I’m sure it will. Thank you. Visitors are already amazed by the splendid and long-standing culture
of ancientChina, and I have one here with me now, Tania is a teacher visiting with her art students. What do they
thinkoftheexhibitionsofar?
Tania:Theyloveit.They’reimpressedbytheageoftheobjectsandthelevelofcraftsmanship.
Reporter:Havetheyseenrelicslikethesebefore?
Tania: They’ve seen other bronze relics in museums before, but this has really stirred their interest to learn
more!
Reporter: Thank you. The exhibition runs for six months. Although the British Museum is free, tickets are
necessary for this specialexhibition to controlvisitor numbers. You canbuy tickets online, andI suggest you do it
quicklyasthey'resellingfast!Backtothestudio.
3.基本要求：
（1）请结合所给材料，设计一节听力课；
（2）注重高中生听力能力的培养；
（3）设置课堂纠错环节；
（4）配合教学内容适当板书；
（5）全英文试讲，试讲时间为10分钟。
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《Bronze in Ancient China 听力教学》教案
I.TeachingObjectives
1. Students will be able to understand the main ideas and details of a dialogue about an exhibition of ancient
Chinesebronzeartifacts.
2.Studentswillbeabletoidentifyandusenewvocabularyrelatedtoart,history,andculture.
3. Students will be able to discuss the importance of cultural exchange and the preservation of historical
artifacts.
4.Studentswillbeabletoplanavisittoaculturalexhibition,includingunderstandingtheprocessofobtaining
tickets.
II.Key Point
1.Helpstudentsunderstandthemaincontentandkeyinformationofthelisteningmaterial.
2.Guidestudentstomasterthevocabularyandexpressionsrelatedtobronzerelicsandculturalexchange.
III.DifficultPoint
1.Enablestudentstoaccuratelygraspthedetailsandimplicationsoftheconversation.
2.Improvestudents’abilitytomakeinferencesandsummariesbasedonthelistenedcontent.
IV.TeachingProcedures
1.Lead-in
The teacher asks students if they have ever visited a museum. If so, askthem to describetheir experience and
whattheyfoundmostinteresting.
2.Pre-listening
(1) Show students some pictures or key words related to the topic to stimulate their background knowledge
andpredictthecontentofthelistening.
(2) Share a brief overview of China's rich history and its contributions to world culture, particularly
emphasizingtheimportanceofbronzeinancientChinesecivilization.
(3) Introduce and define key vocabulary words related to the topic (e.g., bronze, relics, ceremony,
craftsmanship,exchangeprogramme).
3.While-listening
Duringlistening,givestudentsappropriatepromptsandquestionstohelpthemfocusandunderstand.
(1)FirstListen:Play the audiorecordingoncewithoutpausing. Askstudents to listen for themain ideaof the
interviewandanswersomesimplequestions.
Whatisthenameoftheexhibition?
Whereisitbeingheld?
Whoistheexpertinterviewed?
(2)SecondListen:Playtheaudioagain.Askstudentstotakenotesandanswermoredetailedquestions.
Whatisthepurposeoftheexchangeprogramme?
Whichhistoricalperiodsarerepresentedbythebronzerelicsondisplay?
HowdoesLiChendescribethedesignsofthebronzerelics?
WhatdoesTania,theteacher,sayaboutherstudents’reactionstotheexhibition?
Howlongdoestheexhibitionrunfor,andhowcanpeoplegettickets?
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Encouragestudentstosharetheirnotesandanswersinpairs.
(3) Hand out a worksheet with comprehension questions based on the interview. Give students time to read
throughthequestionsandthenworkindividuallyorinpairstofindanswersbasedontheirlisteningnotes.
SampleQuestions:
WhatdoesLiChensayabouttheimportanceofbronzeinChinesehistory?
Whendidtheexchangeprogrammebegin?
WhydotheyhopepeoplewillvisitBeijingafterseeingtheexhibition?
Howcanvisitorsobtainticketsforthespecialexhibition?
4.Post-listening
(1) Language points explanation: Explain some difficult vocabulary and sentence structures in the listening
material, such as: “date back to”, “a reflection of”. Provide some examples to help students understand and use
theselanguagepointscorrectly.
(2)Groupdiscussion:Dividestudentsintogroupsandaskthemtodiscussthefollowingquestions:
Whyisculturalexchangeimportant?
Whatelsecanbedonetopromoteculturalexchange?
Eachgroupselectsarepresentativetopresenttheirgroup’sopinions.
5.Summary
(1)Reviewthekey pointsofthelesson,emphasizingtheimportanceoflistening fordetailsandunderstanding
culturalcontext.
(2) Encourage students to visit museums and cultural exhibitions to deepen their appreciation for different
cultures.
6.Homework
(1) Ask students to write a short passage abouttheir thoughts on cultural exchange based on the listening and
discussion.
(2)Organizeafieldtriptoalocalmuseumwithafocusonaspecificculturalexhibit.
V.Blackboard design
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《Bronze in Ancient China 听力教学》答辩
1.请结合自己的理解简述如何培养高中生英语听力能力？
【参考答案】
培养高中生的英语听力能力是一个系统的过程，需要结合多种教学方法和学习策略。以下是一些有效
的步骤和建议：
建立听力基础：确保学生有扎实的英语基础，包括词汇、语法和发音知识。
多样化听力材料：提供不同类型和难度的听力材料，如对话、讲座、新闻广播和播客，以适应不同学
生的需求和兴趣。
听力策略教学：教授学生如何预测内容、识别关键词、理解主旨和细节，以及如何做笔记。
逐步增加难度：从简单、清晰的材料开始，逐渐过渡到更复杂、自然的语言。
重复听和模仿：鼓励学生多次听同一材料，并模仿发音和语调，以提高理解力和发音准确性。
通过这些方法，高中生可以逐步提高他们的英语听力能力，更好地理解和使用英语。
2.请结合《普通高中英语课程标准（2017年版2020年修订）》回答高中英语学业质量水平一的具体要
求?
【参考答案】
学生能够在相对熟悉的情境中，围绕必修课程内容所涉及的人与自我、人与社会和人与自然等主题语
境，使用所学的语言知识和文化知识，有效运用学习策略，理解必修课程所规定的不同类型语篇所传递的
意义、意图和情感态度，理解语篇中不同的文化元素及其内涵，分析不同语篇类型的结构特征和语言特点，
并能以口头或书面形式陈述事件、传递信息、表达观点和态度等。
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篇目八《Social Media Detox 阅读教学》
中小学教师资格考试面试备课纸
报考科目：高中英语
抽题时间：2024年12月7日14:45:05
1.题目：阅读教学试讲
2.内容：
Today marks the last day of the Social Media Detox, Brenton High’s fundraising campaign for new sports
equipment.Atthestartofthedetox,over100studentshadbeenpersuadedtostopusingsocialmedia,inANYform,
for seven days. This meant no messaging friends, no posting photos, no blogging—nothing. They had been
promised money by family and friends for each day spent without using social media. They were excited. They
werenervous.Butcouldtheydoit?
With the detox now finished, they’ve switched on their devices and they’re back online. I bet you’re as eager
as I am to find out just how many have been motivated enough to last the full seven days! And what, if anything,
hasbeenlearntfromtheexperience?
3.基本要求：
（1）朗读所给段落；
（2）配合教学内容适当板书；
（3）针对所给材料，设计读后教学活动；
（4）用英语试讲；
（5）试讲时间10分钟。
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《Social Media Detox 阅读教学》教案
I.TeachingObjectives
1. Students can understand the main idea and detailed information of the passage through skimming and
scanning.
2.Studentscanhavearationalattitudetowardssocialmedia,andformahealthyandpositivelifestyle.
3. Students can reflect on their own behavior, and put forward some suggestions on using social media
properly.
4.Studentscandeveloptheircriticalthinkingbyanalyzing ifthestudentsparticipatinginthis campaigncould
lastthefullsevendays.
5.Studentscanengageinindividualexplorationandgroupdiscussiontoimprovelearningefficiency.
II.Key Point
Students can use proper reading skills such as skimming and scanning to get the main idea and extract details
ofthepassage,improvingreadingability.
III.DifficultPoint
Students can dialectically understand and evaluate the impact of social media on daily life, and be able to
makereasonableuseofsocialmediaandreducedependenceonit.
IV.TeachingProcedures
1.Lead-in
(1)Dailygreetings.
(2)Theteacherasksstudentstotalkaboutthefollowingquestions.
Whatsocialmediaappscanyoulist?
Howmuchtimedoyouspendonsocialmediaeveryweek?
Whateffectsdoessocialmediahaveonyou?
2.Pre-reading
The teacher shows the name of the campaign “the Social Media Detox” and asks students to predict what the
passageisabout.
3.While-reading
(1)Studentsreadthepassagequickly,andtellthemainidea.
(2)Studentsreadthepassageagain,findthebasicinformationofthecampaignandfillinthefollowingtable.
Name
Aim
Participant
Requirement
(3)Studentsreadthepassageagainanddiscussthefollowingquestions.
Couldthestudentsparticipatinginthiscampaignlastthefullsevendays?Whatisyouridea?
Whatdoyouthinkofthecampaign?
(4)Studentsreadthepassageafterthetapetoimitateitspronunciationandintonation.
4.Post-reading
Students work in groups of four to talk about their own behavior of using social media and think about some
suggestionsonusingsocialmediaproperly.Thentheteacherwillinvitesomestudentstosharetheiropinions.
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5.Summary
Students will summarize the lesson and the teacher will make supplements. The teacher will remind students
tohavearationalattitudetowardssocialmediaandusesocialmediaproperly.
6.Homework
(1)Retellthepassageaccordingtothetablefilledintheclass.
(2)Makeapostertocallonpeopletousesocialmediaproperly.
V.Blackboard design
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《Social Media Detox 阅读教学》答辩
1.Whataretheteachingobjectivesofthislesson?
【参考答案】
Theteachingobjectivesofthislessonareasfollows:
(1) Students can understand the main idea and detailed information of the passage through skimming and
scanning.
(2)Studentscanhavearationalattitudetowardssocialmedia,andformahealthyandpositivelifestyle.
(3) Students can reflect on their own behavior, and put forward some suggestions on using social media
properly.
(4) Students can develop their critical thinking by analyzing if the students participating in this campaign
couldlastthefullsevendays.
(5)Studentscanengageinindividualexplorationandgroupdiscussiontoimprovelearningefficiency.
2.Whatisthekeypointanddifficultpointofthislesson?
【参考答案】
Thekeypointofthelessonisthatstudentscanuseproperreadingskillssuchasskimmingandscanningtoget
the main idea and extract details of the passage, improving reading ability.And the difficult point of this lesson is
thatstudentscandialecticallyunderstandandevaluatetheimpactofsocialmediaondailylife,andbeabletomake
reasonableuseofsocialmediaandreducedependenceonit.
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篇目九《过去完成时语法教学》
中小学教师资格考试面试备课纸
报考科目：高中英语
抽题时间：2024年12月7日16:45:05
1.题目：语法教学试讲
2.内容：
Around the end of the first century AD, a Roman writer called Pliny wrote about a terrible volcanic eruption
that he had witnessed as a young man. The eruption had occurred on August 24th, 79 AD. The earth began to
tremble and a volcano named Vesuvius, near Pompeii, Italy, erupted. Pliny described a cloud coming down the
mountain, blocking out the sun and burying everything in its path, including whole villages and towns. Yet, over
the centuries, there was a greater loss. The people, towns and villages that had disappeared under the ashes were
entirelyforgottenbytheworld.
3.基本要求：
（1）朗读所给段落；
（2）配合教学内容适当板书；
（3）针对所给材料划线部分，设计过去完成时语法教学活动；
（4）用英文试讲，试讲时间10分钟。
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《过去完成时语法教学》教案
I.TeachingObjectives
1.Studentscanrecognizeandusethepastperfecttensecorrectlyinwrittenandspokencommunication.
2.Studentscangaininsightsintotheimpactofnaturaldisastersthroughthehistoricalnarrative.
3.Studentscanpromotetheircriticalthinkingbyobserving,analyzingandconcludingthegrammarrule.
4.Throughcooperativelearning,studentscanenhancetheirabilitytodiscovergrammarrulesincontext.
II.Key Points
1.Studentscanunderstandthestructureandusageofthepastperfecttense:had+pastparticiple.
2.Studentscandistinguishthepastperfecttensefromthepresentperfecttense.
III.DifficultPoint
Studentscanapplythepastperfecttenseaccuratelyinwritingandspeaking.
IV.TeachingProcedures
1.Lead-in
(1)Dailygreetings.
(2) Free talk: The teacher shows some pictures of volcanic eruptions and asks students to describe them and
talkabouttheirhazards.
2.Presentation
(1)Studentsreadthetextquicklyandtellthemainidea.
(2)Studentsreadthetextagainandanswerthefollowingquestions.
WhatdidthewritercalledPlinywriteabout?
Whendidthevolcaniceruptionoccur?
Whathappenedinthevolcaniceruption?
(3) By extracting the detailed information of the text, the teacher leads in the key sentences using the past
perfecttense.Studentsworkingroupstoobservethesentences,analyzeandconcludethestructureandusageofthe
pastperfecttenseundertheteachertheguidance.
Plinywroteaboutaterriblevolcaniceruptionthathehadwitnessedasayoungman.
TheeruptionhadoccurredonAugust24th,79AD.
Thepeople,townsandvillagesthathaddisappearedundertheasheswereentirelyforgottenbytheworld.
(4)Theteacherwillpresentmoresentencesasfollowswiththepastperfecttenseandthepresentperfecttense,
andaskstudentstotelltheirdifference.
Ihavealreadyfinishedreadingthenovel.
Ihadfinishedreadingthenovelbynineo’clocklastnight.
3.Practice
(1)Studentscompletethefollowingsentenceswithpropertenses.
Fortunately,thepopulation______(leave)thevillagebeforethevolcanoerupted.
Inthepasthundredyears,there______(be)frequentnaturaldisasters.
(2) Students make sentences with the past perfecttense in pairs.Then the teacher will invite some students to
sharetheirsentences.
4.Consolidation
The teacher will provide some materials aboutnaturaldisasters happening in the past. Students choose one of
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them and work in groups to describe it with the past perfect tense. Then the teacher will invite some students to
presentinthefront.Otherstudentswillmakecommentstogetherwiththeteacher.
5.Summary
Students will summarize the lesson and the teacher will make supplements. The teacher will remind students
thatnaturaldisastersmayhave destructive impacts,andencourage studentsto thinkaboutpropermeasuresto cope
withnaturaldisasters.
6.Homework
(1) Write a short passage to describe a natural disaster. They need to use the past perfect tense as much as
possible.
(2)SearchforpropermeasurestocopewithnaturaldisastersontheInternetandsharenextclass.
V.Blackboard design
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《过去完成时语法教学》答辩
1. 在本节课的语法知识教学中，你运用的是什么教学方法？
【参考答案】
在本节课的语法知识教学中，我主要运用的是归纳法。在理解语篇的过程中，引出包含目标语法——
过去完成时的重点句子，然后让学生以小组为单位观察这些句子，之后分析、总结过去完成时的结构和用
法，最后再组织学生完成多种练习运用语法知识。通过归纳教学法，可以突出学生的主体性，深化学生对
语法知识的理解，提高实际运用能力，培养分析问题和解决问题的能力。
2. 请阐述过去完成时和现在完成时的区别。
【参考答案】
过去完成时和现在完成时是英语完成体中的两种重要时态，两者在构成和含义方面均不同。现在完成
时表示的是延续到现在或同现在有关的动作，强调过去的动作或状态对现在的影响或结果，其构成为
“has/havedone”，过去完成时表示的是在过去某时之前已经完成或延续到过去某时的动作，即过去的过去，
其构成为“haddone”。
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