2026年教师招聘面试说课真题（高中英语）

2026年教师招聘面试说课真题（高中英语）一、真题部分【试场一】科目：高中英语题型：说课内容：阅读课教学材料：ArtificialIntelligence:FriendorFoe?By2025,artificialintelligence(AI)willbeintegratedintoeveryaspectofourdailylives.Fromself-drivingcarsnavigatingbusystreetstovirtualassistantsmanagingourschedules,thepromiseofAIisimmense.However,asthesetechnologiesbecomemoresophisticated,societyfacesprofoundethicalquestions.Onemajorconcernisprivacy.AIsystemsrelyonvastamountsofdatatolearn.Everyclick,search,andpurchaseistrackedtofeedthealgorithms.Whilethismakesservicesmoreconvenient,italsocreatesasurveillancesocietywhereanonymityisnearlyimpossible.Anotherissueisemployment.Automationthreatenstoreplacejobsinmanufacturing,transportation,andevenwhite-collarsectorslikeaccountingandlaw.WhileAIwillcreatenewjobs,thetransitionmaybepainfulforthosewhoseskillsbecomeobsolete.Despitethesechallenges,AIoffershope.Itcananalyzemedicaldatafasterthananyhuman,leadingtoearlydiagnosesofdiseaseslikecancer.Itcanoptimizeenergyuse,helpingtocombatclimatechange.Thekey,expertsargue,liesinregulation.WemustensurethatAIdevelopmentalignswithhumanvaluesandservesthecommongood.说课要求：1.请用英语或普通话进行说课稿设计。2.时间控制在10-12分钟。3.内容包含：教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程、板书设计。4.重点展示如何培养学生的批判性思维和阅读理解能力。5.请在“教学过程”环节详细说明如何处理“AI带来的伦理问题”这一核心话题。答辩问题：1.Howdoyouassessstudents'criticalthinkingskillsinthisreadingclass?2.Ifstudentsfindthevocabularytoodifficult,whatwouldyoudo?【试场二】科目：高中英语题型：说课内容：听说课教学材料：Topic:EnvironmentalProtectionConversation:A:Haveyouseenthenewsabouttheplasticbaninourcity?B:Yes,it’sfinallyhappening!I’msorelieved.Plasticwastehasbeenchokingouroceansfordecades.A:True.Butdoyouthinkitwillactuallymakeadifference?Imean,peoplecanjustusepaperbagsinstead,butthatusesmorewatertoproduce.B:That’savalidpoint.ButIthinktherealgoalistoforcepeopletochangetheirhabits.Weneedtostartusingreusablebagsandbottles.A:Well,oldhabitsdiehard.Itrequiresalotofdiscipline.B:Itdoes.Buteverysmallstepcounts.Ifwedon'tstartnow,whenwillwe?说课要求：1.设计全英文说课稿。2.重点体现“英语学习活动观”在听说教学中的应用。3.设计一个具体的“产出性活动”作为课后作业，要求与真实生活情境相关。4.解释如何帮助学生克服听力过程中的连读和弱读障碍。答辩问题：1.Whydidyouchoosethisspecificpost-classtask?2.Howdoyouensurethatallstudentsparticipateinthespeakingactivity?【试场三】科目：高中英语题型：说课内容：语法与写作课教学材料：GrammarFocus:AttributiveClauses(RelativeClauses)Context:DescribingPeopleExampleSentences:1.Themanwholivesnextdoorisascientist.2.Thebookthatyourecommendedtomewasfascinating.3.Sheistheteacherwhoseclassesarealwayspopular.4.Thereasonwhyhewaslateisunknown.WritingTask:Writeashortparagraph(80-100words)describingapersonwhohasinfluencedyougreatly.Useatleastthreeattributiveclausesinyourdescription.说课要求：1.用中文进行说课。2.阐述“形式-意义-使用”相结合的语法教学理念。3.展示如何搭建脚手架，引导学生从机械操练过渡到写作产出。4.设计板书，体现定语从句的结构特征。答辩问题：1.Somestudentsmakemistakesinchoosingrelativepronouns(whovs.whomvs.that).Howdoyoucorrectthemwithoutdiscouragingthem?2.Howdoesthiswritinglessonhelpstudentsimprovetheirlogicalthinking?二、参考答案及解析【试场一】参考答案及解析说课稿设计Goodmorning,dearjudges.Itismygreathonortobeheretosharemyteachingdesignwithyou.Today,mylessonistakenfromthereadingmaterial"ArtificialIntelligence:FriendorFoe?".Iwillinterpretmylessonfromthefollowingsixparts:theanalysisofteachingmaterial,analysisofstudents,teachingobjectives,teachingkeyanddifficultpoints,teachingmethods,andteachingprocedures.Part1:AnalysisofTeachingMaterialThetextisanexpositoryessayfocusingonthehottopicofArtificialIntelligence.ItdiscussesthebenefitsofAIinfieldslikemedicineandenvironment,whilesimultaneouslyraisingconcernsaboutprivacyandemployment.Thistextservesasanexcellentvehiclefornotonlyexpandingstudents'vocabularyrelatedtotechnologybutalsocultivatingtheircriticalthinkingskillsregardingtechnologicalethics.Thetextstructureisclear,makingitsuitableforhighschoolstudentstoanalyzeandsynthesizeinformation.Part2:AnalysisofStudentsThetargetstudentsareinGrade11.TheyhaveasolidfoundationinEnglishreadingandarecuriousaboutmoderntechnology.MostofthemuseAI-poweredtoolsdaily,suchasTikTokorChatGPT,sotheyhavestrongintrinsicmotivation.However,theircriticalthinkingabilityisstilldeveloping;theytendtoviewthingsinblackandwhite.Theymightlackthespecificvocabularytoexpresscomplexethicalconceptsandneedguidanceinorganizingtheirargumentslogically.Part3:TeachingObjectivesBasedontheNewCurriculumStandards,Isetthefollowingobjectives:1.LanguageAbility:Studentscanmasterkeywordslike"integrated,""sophisticated,""obsolete,"and"anonymity."Theycanunderstandthemainideaandspecificdetailsofthetext.2.LearningAbility:Studentswillbeabletouseskimmingandscanningstrategiestolocateinformationefficiently.TheycansummarizetheprosandconsofAI.3.ThinkingQuality:Thisisthecore.StudentswillbeabletoevaluatetheimpactofAIcritically.TheycanformtheirownopinionsonwhetherAIisafriendorafoeandsupporttheirviewswithevidence.4.CulturalAwareness:Studentswillrealizetheimportanceofethicsintechnologicaldevelopmentandunderstandthattechnologyshouldservehumanity.Part4:TeachingKeyandDifficultPointsKeyPoints:Understandingthestructureofthetextandtheargumentspresented;graspingthenewvocabulary.DifficultPoints:Howtoguidestudentstothinkdeeplyabouttheethicaldilemmas(privacyvs.convenience)andexpresstheircriticalthoughtsfluentlyinEnglish.Part5:TeachingMethodsToachievetheseobjectives,IwillusetheTask-BasedLanguageTeaching(TBLT)methodandCommunicativeApproach.Iwillactasafacilitator,guidingstudentstoconstructknowledgethroughindividualwork,pairwork,andgroupdiscussion.Part6:TeachingProceduresThisisthemostimportantpart.Iwilldividemylessoninto5steps.Step1:Lead-in(3mins)Iwillshowtwoshortvideosonthescreen.Oneisaboutarobotperformingadelicatesurgerysuccessfully.Theotherisaboutadeepfakevideoscamminganelderlyperson.Activity:Iaskstudents:"Whatdoyouseeinthesevideos?Howdoyoufeel?"Transition:"BotharepoweredbyAI.IsAIasaviororavillain?Let'sfindtheanswerinthetext."DesignIntent:Tocreateacognitiveconflictandstimulatestudents'interest,preparingthemforthecriticalthinkingtasksahead.Step2:Pre-reading(4mins)Iwillaskstudentstolookatthetitle"ArtificialIntelligence:FriendorFoe?".Prediction:Iask:"Basedonthetitle,whatwilltheauthordiscuss?Willtheconclusionbeone-sided?"VocabularyBrisk:Iwillbrieflyexplain"sophisticated"and"obsolete"usingcontextcluesorpicturestolowerthereadingbarrier.DesignIntent:Toactivatetheirschemataandtraintheirpredictionskills.Step3:While-reading(25mins)FastReading:Studentsskimthetexttochecktheirpredictionsandmatchthemainideawitheachparagraph(Privacy,Employment,Benefits,Conclusion).DetailedReading:IwillguidestudentstoreadthetextcarefullyandfillinaT-chart.Leftside(Friend):Medicalanalysis,fightingclimatechange.Rightside(Foe):Privacyloss,jobreplacement.DesignIntent:Tohelpstudentsorganizeinformationandunderstandtheauthor'sbalancedview.DeepDive&CriticalThinking(AddressingtheRequirement):IwillfocusonParagraph2(Privacy)andParagraph3(Employment).Question1:"ThetextsaysAImakesservicesconvenient.Isgivingupprivacyafairpriceforconvenience?"(Groupdiscussion)Question2:"Theauthormentions'transitionmaybepainful.'Whoshouldberesponsibleforthispain?Thegovernment?Companiesorindividuals?"Activity:Debate.Dividetheclassintotwogroups.GroupAargues"AIisaFriend,"GroupBargues"AIisaFoe."Theymustuseevidencefromthetext.DesignIntent:Thisstepdirectlyaddressestherequirementofhandling"ethicalissues."Itmovesstudentsfromcomprehensiontoevaluation,fosteringhigh-orderthinking.Step4:Post-reading(10mins)Task:Role-play.Imagineatownhallmeeting.OnestudentistheCEOofanAIcompany,oneisaprivacyactivist,andoneisagovernmentofficial.TheydiscussanewAIpolicy.Requirement:Useatleast3keywordsfromthetext.DesignIntent:Tocreateanauthenticcontextforstudentstoapplythelanguageandknowledgetheyhavelearned.Step5:SummaryandHomework(3mins)Summary:OnestudentretellsthetextusingtheT-chartontheblackboard.Homework:Writeashortlettertothefuture"You"livinginaworldfullofAI.Giveyourselfadviceonhowtosurviveandthrive.DesignIntent:Toconsolidatelearningandextendthinkingtothefuture.BlackboardDesignInthecenter,Iwilldrawascale.Ontheleftplate:"Friend(Medical,Eco)".Ontherightplate:"Foe(Privacy,Jobs)".Thetitleisabove.Keyvocablistedontheside.Thatisallformyteachingdesign.Thankyouforlistening.答辩问题解析1.Howdoyouassessstudents'criticalthinkingskillsinthisreadingclass?Answer:Iassesscriticalthinkingthroughformativeassessment.Duringthe"DeepDive"discussion,Ilistentothequalityoftheirarguments.Aretheyjustrepeatingthetext,oraretheyaddingtheirownperspectives?Forexample,ifastudentsays,"Privacyisimportant,"Ipushfurther:"Whyisitmoreimportantthanconvenience?"Ialsoassesstheirabilitytoidentifybiasinthetext.Finally,thedebateactivityservesasaperformance-basedassessmentwhereIusearubrictoevaluatetheirlogic,rebuttalskills,anduseofevidence.2.Ifstudentsfindthevocabularytoodifficult,whatwouldyoudo?Answer:Vocabularyshouldnotblockcomprehension.First,Iteachthemtoguessmeaningfromcontextclues(e.g.,contrastingwordslike"but,""however").Second,Iallowthemtousethedictionaryonlyforkeywordsthathinderunderstandingofthemainidea.Third,Iusevisualaidsorsynonymstoexplaindifficultwordslike"obsolete"quicklybeforereading.Ifnecessary,Iprovideavocabularylistwithdefinitionsinadvanceforstrugglingstudents(scaffolding).【试场二】参考答案及解析说课稿设计Distinguishedjudges,goodmorning.IamcandidateNo.6.Today,I’mgoingtopresentmylessonplanforthespeakingandlisteningclasstitled"EnvironmentalProtection."Mypresentationwillconsistoftheanalysisofthematerial,learners,objectives,keyanddifficultpoints,methodologies,andprocedures.1.AnalysisofTeachingMaterialTheteachingmaterialisadialoguebetweentwofriendsdiscussingtheplasticban.Itcoversthebanitself,theimpactonoceans,thecounter-argumentaboutpaperbags,andthenecessityofchanginghabits.Thedialogueisauthentic,containingfeaturesofnaturalspokenEnglishlikecontractions("It's"),fillers("Imean"),andfunctionalphrasesforexpressingopinions("That'savalidpoint").Italignsperfectlywiththethemeof"ManandNature"inthecurriculum.2.AnalysisofStudentsHighschoolstudentsaregenerallyawareofenvironmentalissuesbutoftenlackthespecificlanguagetodiscussthemindepth.Theymightunderstandthegistofaconversationbutmissnuancesduetoweaklisteningskillsregardingconnectedspeech.Theyareoftenshyaboutspeakingupduetofearofmakinggrammarmistakes,soasupportiveatmosphereiscrucial.3.TeachingObjectivesLanguageAbility:Studentscanidentifythemainideaoftheconversation.Theycanusephraseslike"That'savalidpoint,""Iseewhatyoumean,"and"Everysmallstepcounts"toexpressagreement,partialagreement,andconclusion.LearningAbility:Studentswilllearntoinferspeakers'attitudesfromtoneofvoice.Theywillpracticetakingnoteswhilelistening.ThinkingQuality:Studentswillanalyzethetrade-offsbetweendifferentenvironmentalsolutions(plasticvs.paper)andevaluatethefeasibilityofeco-friendlyhabits.CulturalAwareness:Studentswillunderstandtheglobalresponsibilityofenvironmentalprotectionandreflectontheirowndailyhabits.4.TeachingKeyandDifficultPointsKeyPoints:Graspingthedetailsofthedialogue;masteringfunctionalexpressionsfordiscussion.DifficultPoints:1.Overcominglisteningobstaclescausedbylinkingandweakening(e.g.,"chockingouroceans"mightsoundlike"chokingouroceans").2.Applyingthe"EnglishLearningActivity观"(Activity-basedApproach)tomovefromlisteningtomeaningfulspeaking.5.TeachingMethodsIwilladopttheSituationalTeachingMethodandthe3Pmodel(Presentation,Practice,Production).Iwillusemultimediatocreateareal-lifecontext.6.TeachingProceduresStep1:Lead-in(4mins)Context:Iwillshowapictureofaturtletrappedinaplasticnet.Question:"Howdoesthispicturemakeyoufeel?Whatcausedthis?"Transition:"Plasticisaglobalproblem.Manycitiesarefightingback.Let'slistentoaconversationaboutanewplasticban."Step2:ListeningforGist(5mins)Task:Playthetapeonce.Studentsanswer:"Whatisthemaintopicofthenews?"(Theplasticban).Follow-up:"Whatisthewoman'sattitudetowardstheban?"(Relieved/Happy).Step3:ListeningforDetails&AddressingDifficulties(10mins)Task:Playthetapeagain.Studentsfillinatable.Woman'sview:Relieved,plasticwastechokesoceans.Man'sconcern:Paperbagsusemorewater.Woman'sconclusion:Needtochangehabits,usereusableitems.AddressingDifficulties(Requirement):Iwillpausethetapeat"chokingouroceans"and"oldhabitsdiehard."Explanation:Iwillwrite"choking"ontheboardandexplainthelinkingsound/k/+/aʊ/.Iwillaskstudentstorepeatthesentence"oldhabitsdiehard"clappingtherhythmtohelpthemcatchtheweakformsof"die"and"hard".DesignIntent:Toexplicitlytacklethephoneticchallengesmentionedintherequirements.Step4:Practice&FunctionalLanguage(8mins)Drill:Iwillpresentsentencesfromthedialogueonslides."That'savalidpoint."(Expressingpartialagreement)"I’msorelieved."(Expressingemotion)Activity:Sentencecompletion.Studentsfinishsentenceslike"Iagreewithyou,but..."or"That'savalidpoint,however...".DesignIntent:Topreparethelinguisticscaffoldforspeaking.Step5:Production-The"EnglishLearningActivity观"inAction(13mins)Activity:"TheGreenCityCouncilMeeting."Scenario:Theclassisdividedintogroupsof4.Theyarecitycouncilmembers.Theyhavetoproposeanewenvironmentalrulefortheschool(e.g.,nomeatonMondays,noACbelow26degrees).Process:1.Perception&Understanding:Studentsbrainstormideasbasedontheirbackgroundknowledge.2.Application&Practice:TheydiscusstheprosandconsoftheirideasusingthephrasespracticedinStep4.Theymustagreeononerule.3.Transfer&Innovation:Theydesignaposterfortheirruleandpresentittothe"Mayor"(teacher).DesignIntent:ThisembodiestheActivity-basedApproach.Itintegrateslistening,speaking,andcreating,pushingstudentstouselanguageinanew,creativecontext.Step6:Homework(ProductiveTask)(5mins)Task:"VlogChallenge."Recorda1-minutevideoofyourselfperforminganeco-friendlyaction(e.g.,sortingtrash,usingareusablecup).Inthevideo,explainwhyyouaredoingitandchallengethreefriendstodothesame.Postittotheclassgroup.Requirement:Usethephrase"Everysmallstepcounts."DesignIntent:Thismeetstherequirementfora"productiveactivityrelatedtoreallife."ItbridgesthegapbetweenclassroomEnglishandreal-worldbehavior.BlackboardDesignLeft:Mindmapoftheconversation(PlasticBan->PrivacyvsWater->Habits).Right:FunctionalPhrases(That'savalidpoint;Imean;Everysmallstepcounts).Thankyouforyourattention.答辩问题解析1.Whydidyouchoosethisspecificpost-classtask(VlogChallenge)?Answer:IchosetheVlogtaskbecauseitintegratestechnologywithlanguagelearning,whichappealstoGenZstudents.Itisa"productivetask"inthetruesensebecauseitrequiresstudentstoproducelanguageinasemi-authenticsocialcontext.Unliketraditionalhomework,thistaskhasarealaudience(theirclassmates),whichincreasestheirmotivationandaccountability.Italsoextendstheeducationalimpactbeyondcognitivelearningtobehavioralchange—actuallydoingsomethingfortheenvironment.2.Howdoyouensurethatallstudentsparticipateinthespeakingactivity?Answer:Participationisensuredthroughroleallocationandcarefulmonitoring.Inthe"GreenCityCouncil"groupwork,everystudenthasaspecificrole:Leader(keepstime),Secretary(takesnotes),Speaker(presents),andDevil'sAdvocate(mustdisagreepolitely).Thisforceseveryonetospeak.Ialsouse"Think-Pair-Share"beforegroupworktogiveshystudentsachancetopracticetheirsentencesinasafer,smallerpairenvironmentbeforespeakingtothewholegroup.【试场三】参考答案及解析说课稿设计各位评委老师，大家好。我是XX号考生。今天我说课的题目是高中英语语法与写作课《定语从句在人物描写中的应用》。我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及板书设计七个方面展开我的说课。一、说教材本节课的核心语法点是定语从句。定语从句是高中英语语法的重中之重，也是学生写作中进行长难句表达的关键工具。教材提供了四个例句，分别涵盖了关系代词和关系副词的基本用法，并设置了描写人物的写作任务。本课旨在通过“形式-意义-使用”的动态结合，帮助学生掌握定语从句，并将其应用于实际写作中，提升文章的丰富度和逻辑性。二、说学情授课对象为高二年级学生。他们在初中阶段接触过定语从句的基础概念，能够识别who,which,that等关系词，但在“whom,whose,why”的区分以及先行词与关系词的逻辑关系判断上仍存在混淆。在写作中，学生往往只使用简单句，导致文章句式单一，缺乏连贯性。学生需要从单纯的语法规则记忆转向语境中的语用能力培养。三、说教学目标根据新课标要求，我设定如下目标：1.语言能力：学生能准确识别定语从句的结构，正确选择关系代词和关系副词；能在写作中运用至少三个定语从句来描写人物。2.学习能力：学生通过观察、归纳、总结，自主发现定语从句的用法规则；通过合作学习，互相修改习作。3.思维品质：培养学生分析句子逻辑关系的能力，提升写作中的逻辑构建能力。4.文化意识：通过描写对自己有影响的人，引导学生反思榜样力量，培养感恩情怀。四、说教学重难点重点：掌握关系代词和关系副词的基本用法及区别。难点：理解“形式-意义-使用”的辩证关系，即在写作中根据语境准确、得体地使用定语从句，避免生搬硬套。五、说教学方法我将采用情景教学法、归纳法和任务驱动法。利用多媒体辅助教学，强调“在做中学”。六、说教学过程Step1:情景导入与感知活动展示：我在PPT上展示两张照片：一张是袁隆平，一张是钟南山。句子呈现：1.YuanLongpingisascientistwhodevelopedhybridrice.2.ZhongNanshanisaherowhomwerespectdeeply.提问：同学们观察这两个句子，红色部分的成分在句中起什么作用？设计意图：通过学生熟悉的人物导入，创设语境，让学生初步感知定语从句在“意义”层面的功能——即修饰和补充说明人物。Step2:归纳探究活动呈现：将教材中的四个例句以及导入句展示在屏幕上。Themanwholivesnextdoorisascientist.Thebookthatyourecommendedtomewasfascinating.Sheistheteacherwhoseclassesarealwayspopular.Thereasonwhyhewaslateisunknown.任务：学生分组讨论，尝试总结关系词的选择规律。先行词是人->who/whom先行词是物->that/which表所属关系->whose表原因->why教师点拨：讲解“形式”上的规则，特别是主格与宾格的区别，以及介词+关系代词的用法（为写作做铺垫）。设计意图：体现“形式-意义-使用”中的形式学习，通过归纳法培养学生的观察力和逻辑思维。Step3:机械操练与意义操练操练1（合并句子）：提供两个简单句，要求学生合并为含定语从句的复合句。Ex:Ihaveafriend.Helikesplayingbasketball.->Ihaveafriendwho/thatlikesplayingbasketball.操练2（改错）：提供几个典型病句，如"TheboywhichnameisTom..."让学生纠错。设计意图：这是脚手架搭建的中间环节，帮助学生内化规则，从认知走向初步应用。Step4:写作产出这是本节课的高潮，体现“使用”。任务：写一段80-100词的短文，题目为"ThePersonWhoInfluencedMe"。要求：1.内容：描写这个人的外貌、性格或一件具体的事迹。2.语法：必须使用至少3个定语从句（分别尝试使用who,whose,which/that）。过程：1.头脑风暴：教师给出写作框架（Introduction->Appearance->Personality->Anevent->Influence）。2.初稿撰写：学生独立写作。3.同伴互评：提供评价清单。Isthereacleartopicsentence?Arethere3attributiveclause