初中英語無生試講培訓

A. 一會就要進行初中英語無生的試講了，不知道會抽到哪一課時。。最怕導入了，每次都導的好牽強，各種求贈…

你好！
搜一下：一會就要進行初中英語無生的試講了，不知道會抽到哪一課時。。最怕導入了，每次都導的好牽強，各種求贈…
我的回答你還滿意嗎~~

B. 緊急 初中英語 試講15分鍾 ，具體細節

每一步都不能少，要省略學生活動，從第一步到最後一步，每步點到為止，你用的時間過長的話，不能體現課堂要以學生為主體。

C. 初中英語面試寫作課試講

初中英語老師是如何設計出寫作課的教案，順利完成 面試 試講的呢?下面是我給大家整理的初中英語面試寫作課試講，供大家參閱!

初中英語面試寫作課試講
新課程標准指出，在寫作課中，學生所需要學的基本技能有激活相關信息;整理思路;組織素材;列出提綱;起草短文;組織語言;修改短文;正確使用標點符號和字母大小寫。這些技能我們並不需要每一節課都面面俱到，選擇三到五種即可。我們的教學過程要達到課程標準的要求才是一節好的課堂。

根據新課程標準的指導， 英語寫作 課的基本教學過程是：

(一) 熱身和導入Warming-up and Lead in

(二) 寫前Pre-writing

寫作前，一般應激活學生的寫作動機。可以利用最近生活、熱門話題、關注焦點等，逐步把學生的興趣引導到寫作話題上。然後可以開展頭腦風暴(brainstorming)讓學生就寫作話題的背景知識等進行詞語、語句、 文章 結構等隨意表達，激活學生已有的知識和能力。也可以通過閱讀 範文 獲取有效信息為正式寫作積累語言素材和形成寫作框架(outlining)。

(三) 寫中 While-writing

寫中，這一步驟包含一個主要活動：初稿( drafting)。 在此過程中,老師可以將寫作的具體要求以及注意事項呈現在ppt或者是黑板上。同時老師應注意巡視，並加以指導。

參考案例 Example

寫作初稿 Drafting

T: Just now we have discussed how to describe one person. Let us write a draft about one of friends. You should write it according to the words and the outline on the blackboard.

Ss: ok…

(四) 寫後 Post-writing

寫後，這一步驟是要讓學生進行修改( editing)及 作文 展讀分享、修改潤色文( revising)。在學生完成初稿( drafting)後，老師可以安排學生小組( peer editing)或者個人( self editing)對作文進行修正，注意行文的邏輯結構、 語法、 單詞的拼寫、 連詞的使用和標點符號等。 老師要給予作文適當的點評( evaluating/comment)和反饋，一定要指出學生作品的優缺點，可以讓其他人明確可借鑒之處以及不可取之處，可以以實物投影有代表的性的文章(、良好、及格、較差)的文章，師生共同修改、潤色或讓學生根據老師和同學的點評對自己的。

(五) 小結&作業 Summary & Homework

1.小結：師生英文對話的方式結束本節。(Ask students to think about what we have learned today. And then make a summary.)

2.作業：Homework:

①改寫作業

T: Today’s homework is “Go on to revise the writing according the evaluations and hand in next class.”

②創作型的作業

T: Write an e-mail to a friend and tell him today’s events.

③復述

T: Retell your passage to your parents and ask them to guess which friend you described in your passage.

④搜集信息

T: After class, you should research more information about the sports meeting of ancient on the Internet.

以上是英語寫作課的基本教學過程，以及每個環節可以設置的活動，各位考生可以根據所抽取的題目以及個人的習慣，選取最適合的活動來充實寫作課的教學設計，並且在考前不斷的進行模擬練習，在面試試講抽到寫作課的時候才能做到胸有成竹，拿到。
初中英語教師資格證英語試講教案
Unit 1

Where’s your pen pal from?

Language goal

1.Function:

. In this unit students learn to talk about where people are from.

2.Vocabulary:

Canada ,France, Japan the United States, Australia, Singapore, The United Kingdom, China

3.Target language:

Where is your pen pal from? /she is from Canada.

Where does she live? /She lives in Toronto.

What language does she speak? /She speaks English and French.

4.Structures

Where questions /What questions

Key Points

Where questions /What questions

Difficulties

The names of different countries /The languages of different countries /The differences of “be” and “do” in the sentence.

Section A

1a. This activity provides guided listening and pronunciation practice using the target language.

1.Point to the numbered list of words. Play the recording the first time. Students only listen.

2.Play the recoding a second time. Ask Ss to repeat the names of the countries

3.Let Ss read the new words aloud indivially or in pairs.

1b. This activity provides listening practice using the target language.

1.Point out the list of countries in 1a. Let Ss circle the names of the countries the people are talking about.

2.Play the recording the first time.

3.Play the recording a second time. Ss only listen.

4.Check the answers. (Canada, Australia, Japan, Singapore)

1c. This activity provides guided oral practice using the target language.

1. Point out the conversations in the picture and ask a student to read each one with you, then in pairs, in groups.

2. Ask various pairs to present a new one to the class.

2a. This activity provides reading and spelling practice using the target language.

1. Point out the list of countries. Read and ask Ss to repeat.

2. Point out the list of cities. Read and ask Ss to repeat aloud.

3. Ask Ss to work, offer help as needed.

4. Correct the work.

2b. This activity provides listening practice using the target language.

1. Call attention to the list of cities and countries in 2a. Let Ss circle them when they hear the conversations at the first time.

2. Play the recording a second time.

3. Check the answers.(Japan, Tokyo ,France ,Paris, Australia, Sydney)

2c. This activity provides listening and writing practice using the target language.

1. Call attention to the chart in 2c. Play the first conversation on the tape.

2. Play the recording again and have Ss fill in the chart.

3. Check the answers.

2d. This activity provides guided oral practice using the target language.

1. Call attention to the conversation in the picture.

2. Ask two Ss to read it to the class.

3. Ask Ss to work in small groups. Appoint a leader. Make sure everyone talks about at least one of the people on the chart.

4. Ask pairs of Ss to present their conversations to the class.

Grammar focus

1.Review the grammar box. Ask Ss to say the questions and answers.

1) Where is your pen pal from? He is from Australia.

2.Where does he live? He lives in Sydney.

2. Ask Ss to make more sentences with “where, from. and live

3a. This activity provides reading and spelling practice .

1. Point out the diagram and explain how it works.

2. Read the instructions to the class. Ask Ss to work in pairs.

3. Correct the answers.(1.China 2.The United States ,The United Kingdom, Australia,3.Singapore)

3b. This activity provides guided oral practice.

1. Call attention to the conversation in the picture. Ask two Ss to read it to the class. Answer their questions about the conversation.

2. Ask Ss to work in pairs.

3. Ask several students to perform their conversations for the class.

4. This activity provides listening, speaking, reading and writing practice

1. Explain the procere.

2. Play the game.

Section B

1.This activity provides reading practice

1. Point out the language textbooks on the desktop.

2. Call attention to the notebook page with the countries listed.

3. Point out the sample answer .

4. Ask Ss to write the letter of the correct country in the box next to the title of each language book., ask Ss to work in pairs.

5. Ask a student to write his or her answers on the board.

2a. This activity provides listening practice.

1. Call attention to the conversation bubbles in the picture.

2. Play the recording, number each question you bear on the tape.

3. Play the recording a second time.

4. Check the answers.(Answers: What’s her name?1 /Where is she from?2 /Does she have any brothers and sister? 3 /Does she speak English?)

2b. This activity provides listening and writing practice.

1. Call attention to the numbered questions in 2a,ask different Ss to read it

2. Point out the answer blanks in 2b and the sample answer.

3. Play the tape and ask Ss to complete the answers indivially.

4. Correct the answers.

2c. This activity provides oral practice

1. Ask each student to work with a partner. Ask and answer

2. Practice one or two exchanges with a student. Then work in pairs.

3. Ask a pair of Ss to perform the conversation for the class.

3a. This activity provides reading and writing practice.

1. Call attention to the letter. Read it to the class or a student to read it for you.

2. Point to the four questions beneath the letter.

3. As Ss work, move around .and help them.

4. When they are finished, ask the questions orally and ask Ss to answers.

5. Write the correct answers on the board so that Ss can check the spelling and other details of their answers.(1.Toronto,Canada,2.A pen pal in China 3.English and a little French. 4.He likes going to the movies with his friends and playing sports. )

3b. This activity provides reading and writing practice.

1. Call attention to the letter from Tom King.

2. Point out the blanks in the letter. Ask them to find the information to complete the letter .

3. Read the letter to the class saying “blank”.

4. Ask Ss to write the missing words on the blank lines indivially.

5. Correct the answers.

3c. This activity provides open-ended practice.

Ask Ss to make their own information card and then write an email about themselves. Tell them to use 3b as an example.
英語教師面試試講講課稿詳細
英語教師面試試講講課稿(閱讀) (閱讀課是教師面試最容易考到的題目，下面的講課過程僅供大家參考，我自己 總結 的，寫得比較詳細，希望可以幫到大家。我講的是無生試講，也就是自己跟空氣互動，說真的，就像是自己在自編自導自演一樣，在講台上唱戲，哈哈。我自己以面試第一名考上的呢，也祝願你們順利通過面試。)

I. Lead in: (1 min) free talk/pictures/videos

Now class begins. Good morning, boys and girls. How are you today?(指向自己的動作)I’m fine too, thank you, sit down please. This class, we are going to learn a new unit together. Before class, I’ll divide you into four groups. This is boy’s group,this is your tree(用樹代表男女生組，分兩組其實足夠了，以免浪費時間，用蘋果樹做加分標志不會顯得太單調)...If you can answer my question correctly and actively, you can get an apple,OK?

(如果一時緊張忘了說什麼，可以問一下學生So, what’s the title? 讓學生讀出來，老師再教讀一遍。)

II. Pre-reading: (2mins)

1) Brainstorm

So,now. Who can tell me, when we think about (閱讀的主題), we usually think of what? (此時畫個示意圖在黑板上，也就是思維發散圖，中間畫個圓圈寫主題，四周寫學生想到的與主題相關的東西)

2) Prediction

With the help of the title(and the picture), could you please tell me what will be talked about in the passage? Let’ answer this question group by group. OK?

In your opinion, what may this article talk about?

(Well, you are pretty good at predicting.)

Now, let’s see is he right,OK?

III. While-reading:(4 min)

1) Skimming (1 min): main idea of the passage and topic sentence of each paragraph.

So,now. You have only 2 mins. Read it quickly and find the main idea of this passage , and what’s the main idea of each paragraph ,OK?(此時下台check學生的完成情況，說些鼓勵的話，如Yes, you are right. You are very clever. Oh, you are making progress. 記住，與空氣互動，不要與考官互動，因為那是大忌)

Time is up, so, who can tell me. 抽問兩個學生，積極鼓勵，並加分。

2) Scanning (2 min):

This time, let’s read for more details. Let’s go through the whole passage and try to find the answers to the questions on the paper I gave you before.OK?Remember when you read the passage, you are sure to meet some new words. Don’t be eager to look them up. Try to underline them and guess their meanings according to the context. Understand me? Here we go! Time is up. Have you finished? Let’s check answers together.

(如果時間不夠，建議只問兩個問題就可以了，可以是教材上的問題，可以自己想的問題，一般會問What; Who; When; Where; Why; How這幾大類。如果實在不知道就自己挑個很簡單的也無所謂，考生很多，沒有考官那麼仔細聽你講。)

3) Intensive reading( 2 min): pair work/group discussion/debate

A方案. Now, here is a pair work. You guys read the passage by your self, and circle out the new words and phrases that you don’t understand. Then discuss with your partner, if they are

really difficult, come to the front and write them on the blackboard,OK?Clear? (假裝下去轉一圈，與學生交流，然後回講台自己寫兩個 短語 或句型)Just now, two of our classmate write something on the blackboard, let’s see together. ( 講解短語，可以夾雜一點中文。當然，挑自己會的講，簡單的講，我當時講得很簡單，估計還是學生以前就學過的呢，你只要裝作是新知識就行。)

B方案. I would like you to join the groups and discuss ….. Now, just go ahead. Later, we will share your ideas with all of us here. Understand me? You have 2 minutes to prepare. Here we go.

Time is up. Any group would like to share your idea with us? Yes, Amy please. Any different ideas?

IV. Post-reading (1 min) role-play/interview/retell

Here is a dialogue based on the passage.Now, you work in groups and discuss about the dialogue, and practice it. After 2 mins, I’ll ask some of you to act it out,OK?

So,Time is up. who would like to act your dialogue out? Yes, you please,and your partner? Oh,yes, come to the front please. Now, class, it’s show time OK? Let’s enjoy their show. (點頭贊許過程) OK， Thank you very much, all of you are pretty good. Let’s clap for them.

So, Tom please. How did you think about their action? Is it good? Yes. So, if there are 5 points, how many points would you give them? 4? Yes,sit down please.( 讓學生評價學生，新課程理念) V. Summary & Home work (1 min)

We have done a lot of things today. Who would like to give a summary of this class? Yes,Lily please. Yes,firstly, we have talked about…. Then, we discussed. Next, we learned some useful words and expressions. You are excellent. I’ll give you an apple.(加分)

Since time is limited, I cannot hear more creative ideas from you. Now, homework for today. You need to search the Internet and find more information about…next time, some of you will share your information with the whole class,OK? (作業不要讓抄單詞什麼的，最好是開放性的作業，做調查，問卷或者小手工什麼的)

OK, so much for today. See you!

D. 外研社初中英語無生上課模式或者視頻

沒有光碟，有字湊或以下！！OK？？

眾所周知，英語在中學生的學習中占據著極其重要的地位。從長遠的角度來講，掌握好英語這門「不僅僅是工具」的語言將為以後的工作帶來顯而易見的好處;從短暫的角度講，學習好英語這門課程，自己便在高考這場戰役里就多了一把 「利劍」，也擁有了更多進入重點大學甚至名牌大學的籌碼。

相信不少中學生朋友都在英語學習上花費了不少工夫，大體上可以分為處於3個不同水平階段的同學：A，長期徘徊在90分以下的同學急切的想進入及格的行列;B，而處於90-120分階段的同學卻在為怎樣擺脫中等階段進入英語尖子的行列而傷透腦筋;C，至於考試經常拿120-140分(甚至140分以上)的同學則在尋求保持穩定自己成績並且更上一層樓的方法。

下面我就通過自己在中學學習階段取得的經驗，以及幾年來的實踐和思考，有針對性的對以上三種階段的同學提出一些建議和可以去嘗試的方法，希望對你們能有最實際的幫助和啟示。

就我的經歷和經驗來看，A類同學當務之急不在於如何去搞懂語法，提高聽力或者擴大詞彙量等，而在於想辦法消除自己對英語的恐懼，或者說讓自己愛上英語，對英語保持一定的興趣。比如說喜歡打電腦游戲的同學，就可以從這方面入手。比如：有位女同學喜歡玩〈〈勁舞團〉〉，那你就想，「勁舞團用英語該怎麼說啊?」「自由模式又該怎樣翻譯啊?」;又比如有一位男同學喜歡踢足球，你完全可以去聯想到與足球有關的英語詞彙：足球，中鋒，守門員，世界盃，甚至如貝克漢姆等球星的名字該怎樣拼和讀，你都可以去聯想及去查找資料弄清楚。一句話，就是要從你最感興趣的地方入手來使自己對英語感興趣。相信做到了這一點，你們的英語成績會不由自主的愛上90分。因為一旦你對一種事物有了「追求」的興趣，你們之間自然會延伸出一個發展空間，呵呵。

對於B類同學來說，你們的英語基礎知識掌握的還算扎實，有很大的提高空間，但是缺少對英語的敏感性，以及知識面不夠寬。相信如果做好這兩點，你就會越發感覺到自己擁有學好英語的潛力，也會找到比你現今學習英語方式的更好方法。現在我就來談談什麼是對英語的敏感性，如何培養和保持對英語的敏感性，以及如何拓寬知識面。

所謂對英語的敏感性，就是指你接觸任何事物的第一時刻，你的英語思維會不會馬上對該事物做出任何反應或者說聯想。比如說，現在上語文課，大家都認為這個語文老師講的很無聊，沒水平，這是一個客觀事實。那麼你會對這個客觀事實做出什麼樣的反應?大多數同學會想，真無聊，還是睡覺或者干點別的事吧!但是我來講講我當時碰到這樣情況我是怎麼想的。記得高三時我們來了一個代課的語文老師，他當時給我們講如何寫好作文，水平我就不用在這里描述了，因為全班同學差不多都在睡覺。但是我就在那「發呆」：人家英國美國會不會是這樣講作文吧?他們肯定是講莎士比亞，而不是講魯迅。想到這些，我的思想便開始起飛了：嘿，那莎士比亞這個人的名字用英語寫出來是什麼樣的?怎麼讀?他有哪些作品?他的那些作品英語名和漢語譯名分別是什麼?——注意，盡管不應該在語文課上胡思亂想，但是這也從一個側面反映了我個人思維對英語的熱衷性和敏感性，這也就是現在流行的所謂「雙語思維」。

談了什麼是對英語的敏感性，那麼究竟怎樣才能培養和保持對英語的敏感性呢?相信大家聽過一句俗語：習慣成自然。對了，我們現在就要叫這個俗語幫我們培養對英語的敏感性。

具體怎麼做?舉幾個簡單的例子：看到電視，迫使自己想到TV, Program, Channel等等英語詞彙，上網時馬上就想到「internet E-mail website computer」等詞彙，甚至看到這篇文章，你都可以想到「What does the writer do ? Is he/she versed in English ?」這些句子。長期這樣做迫使自己的大腦思維習慣用英語聯想和思考事物。日久方長，相信你們就可以拍著胸脯自信地說：我現在已經成為一個地地道道用英語思考問題的人了。

對於B類同學來說，另外一個問題就是拓寬知識面。我在中學階段有很多要好的同學，他們對英語學習很認真，甚至很刻苦，可他們的英語成績一直在100分上下徘徊，不僅他們自己著急，我看著也為他們著急。通過很長時間的觀察以及與他們的交流，我終於找到了原因。來看看他們究竟

E. 十分鍾左右初中的英語試講

十分鍾左右初中的英語試講如下：

所講的課程是 Unit5

標題：Do you have a soccer ball?

step1: greeting each other；

step2: teaching points；

一、 show student a pen .

1、 Look, this is a pen.

2、 I have a pen.

3、 Do you have a pen ?

4、 If you have ,you should say: yes, i do.

5、 If you don't have,you should say: no, i don't.

二、 ask two students

Teacher ask one student : Do you have a pen ?

Student answer : Yes, I do / No,I don't.

Teacher ask the other student : Does he/she have a pen?

The other studentanswer: Yes, he/she does / No, he doesn't.

The student may not give the correct answer,then, teacher should tell studengts the answer.

三、 Practise the sentence patterns.

四、Ask two studengs to stand up

Ask one： Do you have an english book?

Yes,I do .

Ask the other： Do you have an english book?

Yes, I do.

英語試講過程中需要注意的如下：

1、 教學的態度；

2、講課速度不要太快；

3、發音要地道，准確；

4、熟悉要試講的教材內容；

F. 初中英語教師面試無生試講應注意什麼

不能緊張，談吐要清晰，還有要注意好課堂的氣氛，比如低沉了，就講個自己學習經歷過的小笑話（可以虛構）。還有就是和學生的互動了，當然本質任務----知識點還是要講到位的

G. 初中英語無生試講導入方法有哪些

可以加入口語部分啊，或者單詞接龍之類的游戲

H. 對於初中英語教師招聘面試，對一堂聽說課進行十五分鍾無生試講，如何才能得高分講得精彩

自信的講出自己的心裡話

I. 初中英語教師資格證 試講+說課，試講是20分鍾（無學生），應該怎麼進行

教師證的試講相當於講一堂課，時長二十分鍾左右。一般要有復習以前內容，導入新課，鞏固練習等階段。
1、導入
可以採用故事、歌曲、名言、明知故問等形式。
2、講解
在講解的過程中，需要考慮的問題主要有：
① 教師通過什麼方式提出哪些問題，如何促進學生積極思考，教師起到什麼作用，學生參與到什麼程度。
② 不同的教學內容應當採用何種教學方法更有效。
③ 採用什麼樣的教學媒體來展現教學內容。
3、板書
板書的設計要遵循以下幾個原則：目的性、准確性、簡潔性和直觀性。
4、教學評價
教學評價常見形式有課堂練習和提問。
5、總結
總結的意義在於對知識進行梳理，強化學生記憶。
試講主要解決教什麼，怎麼教的問題，偏於具體化，要把怎樣上好一堂課表現出來很重要，像新課的導入，教的過程都是很重要的，雖然是沒有學生的，但你要當做是有學生來上的。
說課呢，你可以當做和其他老師交流教學經驗的課程來說，主要需要說教法，說學法，說重難點，說教學目標等。
1. 說教材
說教材包括三個方面內容：教材簡析；教學目標；重點、難點分析。
2. 說教法
情景教學法；目標導學法；演示實驗法；比較法；討論法；歸納法；閱讀法等。
3. 說學法
觀察法；歸納法；閱讀法；聯想法；推理法等。
4. 教學程序
導入；授課；練習；作業；研究性學習。
說課不僅解決教什麼，怎麼教的問題，還要說出「為什麼這樣教」的問題。你也要當做下面是有一群老師和你交流經驗的，說出大概思路和方法即可，偏概括化。