初中英語面試時教案該怎麼寫

㈠ 要考教師資格證的試講了.初中英語的教案怎麼寫

你好，下面舉例給你說一下
定語從句在各種考試中所佔的分量都是比較重的，考察點主要是連詞的選擇，而定語從句中的連詞主要分為兩大類，關系代詞和關系副詞，下面分別說一下關系代詞和關系副詞的用法。
定語從句中有六個關系代詞，分別是that， which， who，whom，whose 和as，關系代詞在句子中主要充當主語、賓語、定語和表語的成分。三個關系副詞，分別是when， where，和how，在句子中充當狀語的成分。
關系代詞：
that: 在句子中充當主語、賓語(做賓語的時候可以省略)和表語(一般只有that可以做表語且經常省略)，既可修飾人又可修飾物;
which：在句子中充當主語、賓語，只能修飾物不能修飾人;
who：在句子中充當主語、賓語，只能修飾人;
whom：在句子中充當賓語，只能修飾人;
whose: 在句子中充當定語，既能修飾人也能修飾物，通常與其後面所跟名詞一起充當句子的主語或賓語;
as：在句子中充當主語或賓語，通常在引導限定性定語從句時，前面出現「such, the same」等詞時可選擇as。
關系副詞：
When：表示時間，根據從句與先行詞之間的搭配通常可以有「介詞+which」進行替換，例：The time is not far away when modern communications will become widespread in China』s vast countryside.(when=at which)
Where: 表示地點，除了表示具體的地點，也可以和抽象地點詞搭配，比如situation，point，condition等;
Where：表示原因，相當於「for which」。
如何判斷什麼時候使用關系代詞和關系副詞呢?最簡單的方法是三步走，首先第一步找出句子的先行詞，第二步圈出從句，最後一步就是判斷從句和先行詞能否成句，如果無需介詞直接成句，則選擇關系代詞;如果需要介詞才能成句，則選擇關系副詞，例如：The time is not far away when modern communications will become widespread in China』s vast countryside.首先第一步判斷句子的先行詞是time，第二步判斷從句是modern communications will become widespread in China』s vast countryside，第三步判斷發現從句和time之間缺少介詞at,因此判斷此處需要關系副詞，而且表示時間的，因此選擇「when」。

㈡ 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!

㈢ 教師資格證初中英語面試意群sense group英文試講稿和簡易教案

教師資格證初中英語面試意群sense group英文試講稿和簡易教案如下：

Teaching objectives are to stimulate and cultivate students' interest in learning English, enable students to establish self-confidence, form good learning habits and form effective learning strategies, and develop students' autonomous learning ability and cooperative spirit.

On the basis of careful analysis of teaching materials, I have determined the teaching objectives of this class as follows according to the actual situation of students:

1. Knowledge objectives

(1) Enable students to listen, speak, recognize and read the words sheet, lamb, good, cow, horse, hen, etc. (2) Initial perception: "what are they? they are? how many? how many?" Students can understand and understand the meaning of these sentences.

2. Capability objectives:

(1) Be able to understand the instructions in let's do and make corresponding actions, such as shear a sheet. (2) Be able to distinguish the animals on the farm and cultivate students' ability to communicate flexibly with what they have learned.

3. Emotional goals

(1) Cultivate students' good habits of paying attention to observation and serious imitation and the competitive knowledge of active competition.(2) Stimulate students' interest in learning English and enable students to establish their self-confidence in learning English.(3) Cultivate students' ability of cooperation and communication.

相關的中文意思

教學目標在於激發和培養學生學習英語的興趣，使學生樹立自信心，養成良好的學習習慣和形成有效的學習策略，發展學生自主學習的能力和合作精神是小學英語教學的基本任務。

在認真分析教材的基礎上，我針對學生實際，將本課時的教學目標確定如下：

1、知識目標

(1) 使學生能聽、說、認、讀sheep, lamb, goat, cow, horse, hen等單詞。 (2) 初步感知：「what are they?they are?how many?how many??」等句子，學生能聽懂並理解其意思。

2、能力目標：

(1) 能聽懂let』s do中的指令並做出相應動作，如shear a sheep。 (2) 能區分農場的動物，培養學生靈活運用所學知識進行交流的能力。

3、情感目標

(1) 培養學生注意觀察、認真模仿的良好習慣和主動競爭的竟識。 (2) 激發學生學習英語的興趣，使學生樹立學習英語的自信心。 (3) 培養學生的合作交流能力。

㈣ 英語教案怎麼寫

英語教案寫法如下：

一、寫課題和課型：講課時要首先告訴學生，並寫在黑板上。因此要寫得准確。課型是指該節課的講授類型。

二、寫教學目標：由於教學目標要在課堂上展示給學生，讓學生明確，所以寫素質教育目標時，要力求簡明扼要，淺顯易懂。

三、寫教學的重點、難點和關鍵點：在教案中寫清一節課的教學重點、難點和關鍵點，能提醒教師在講課時注意突出重點、突破難點、抓住關鍵。

七、寫課堂小結：小結的方式和方法要在教案中寫清楚，不論是教師引導學生總結，還是由教師歸納總結，都要注意把本節課的內容納入知識系統之中，使學生在整體上把握知識。

八、寫板書設計：教師在課堂上要有計劃地使用黑板，板書什麼內容、寫在什麼位置、用什麼顏色的粉筆等要在備課時設計好，並寫在教案中。

㈤ 初中英語教師資格證面試教案模板：The Spirit of Christmas

【 #教師資格證# 導語】為了幫助各位考生系統的復習教師資格考試，全面的了解教師資格考試的相關重點， 整理了初中英語教師資格證面試教案模板：The Spirit of Christmas，希望對您參加本次考試有所幫助!

一、教學目標

在本節課結束時，學生將能夠：完全讀懂文章「The Spirit of Christmas」;掌握閱讀理解中的推測(inferring)技能。

知識與能力：

通過多種閱讀任務，提高細節理解、歸納大意和推測等能力。

過程與方法：

採用自主學習、小組合作探究的學習策略，利用幻燈片等來展開課堂閱讀教學。本單元的教學法建議：

閱讀教學

通過指導學枝虧生閱讀策略的方式;

口語教學

採取 pairwork 問答式的口語交際活動互相操練。

情感態度與價值觀：

通過學習聖誕節精神，理解分享和向他人源搭臘傳遞愛和快樂的重要意義。

二、教學重難點

教學重點：

(1)閱讀文章，完成各項任務。

(2)學習推測「inferring」技能。

(3)進行2e角色扮演活動。

教學難點：

(1)總結文章各段大意。

(2)學習推測「inferring」技能。

三、教學策略

閱讀教學

通過指導學生分別完成pre-reading, while-reading, post-reading中的任務，讓學生充分理解閱讀材料;

口語教學

採取 pairwork 問答式的口語交際活動互相操練。

四、教學過程

Step 1： Pre-reading

Activity 談論聖誕節，設計思維導圖。

【設計意圖】

通過小組討論和設計思維導圖，對節日文化內容進行歸納，並為閱讀文章做好鋪墊。

Step 2： While-reading

Activity 1. 閱讀文章，回答問題。

【設計意圖】

通過第一遍閱讀，理解文章大意，回答比較簡單的細節問題。

Activity 2. 閱讀文章，完成2c 填表的任務。

【設計意圖】

通過第二遍閱讀，完成關於「What does Scrooge see when he was…」的表格，此任務也屬於細節理解，但需要學生進行簡單概括。

Activity 3. 閱讀文章，總結各段大意。

【設計意圖】

通過指導學雹滑生進行段落大意歸納，提升學生的整體理解及段意歸納能力。

Activity 4. 學習及練習「inferring」技能。

【設計意圖】

通過回答2d中的問題，訓練「inferring」方法，增強學生閱讀能力。

Step 3： Post-reading

Activity 小組活動，分角色表演。

【設計意圖】

讀後小組分角色表演活動，既能夠檢驗學生對文章的理解程度，也能鍛煉學生口語表達能力。

㈥ 初中英語面試寫作試講

初中英語的寫作面試試講，各位老師們是怎麼設計出試講案例的?下面是我給大家整理的初中英語面試寫作試講，供大家參閱!

初中英語面試寫作試講案例

一、背景知識介紹。

書面表達是寫的一種途徑，是英語交際的重要組成部分。初中階段對於英語寫作的要求，實際上是“有指導的寫作“(Guided Writing)。它通過提供情景(文字、圖畫、表格)，讓學生用學過的英語語言來描述事物或事件並表達一定的思想，以此達成和檢驗對所學英語語言知識的實踐應用能力。客觀地說，書面表達一直

是我們英語教學的一個難點，也是學生應試的一個難點。

從初中英語教學實際情況來看，英語寫作是得分最為薄弱的一個題項。究其原因，一是學生寫作練習的時間少，二是教師平時缺乏對學生進行系統的寫作知識的指導。(比如，如何用詞、句、組段、謀篇等)。這些原因造成了學生從最初不會寫盲目寫到不願寫。懼怕寫，直至最後拒絕寫的惡性循環。針對這一現象，我進行了一次如何提高學生寫作能力的課堂實踐。寫作的材料取自於仁愛版英語八年級(上)“Unit 1 ，Topic 1，Section D ，3 Written work”。教師旨在通過與學生談論他們熟悉的話題“sports”，搜索學生頭腦中有關運動的信息，通過閱讀本話題，獲取有關運動的一些信息，指導學生如何寫My Favorite Sport ，從而達到

寫作的目的。

二、教學課時：1課時(45分鍾)

三、教學方法：寫作的方式很多，本課運用其中之一的方式：提問的方式來教學

寫作，並用小組合作、討論形式來完成寫作任務。

四、教學目標：總結一般將來時：be going to + do sth.的用法;

培養學生以提問的方式來寫作的能力;

談論自己所喜歡的體育活動、體育明星及自己夢想的職業;

培養學生熱愛生活，熱愛運動。

五、教學內容：描述和談論了一些體育運動項目，介紹了自己最喜歡的體育明星及自己夢想的職業。

六、教學重點：培養學生一種寫作能力---提問的方式來寫作。

七、教學過程：

Step 1.Warm-up活動：通過聽一首英語歌：“The more we get together，the happier we’ll be.”

【設計說明】目的是活躍氣氛，為引出今天的話題做准備。

Step 2.Revision ①使用頭腦風暴法(brainstorm)讓學生想出一些和sports 有

關的單詞短語和句子。

【設計說明】目的是激活學生頭腦中和寫作話題運動相關的去醞釀寫作的思路，

供擬稿階段(drafting stage)選擇有寫的價值和意義的東西時參考。 ②根據下列所給提示介紹你最喜愛的運動(四人一小組活動)。

(1)Name ? (2)What sports ? (3)Why ?

(4)How often ? (5)Player ? (6)looks(外貌)

(7)personality(性格) (8)His / Her dream……

【設計說明】目的是了解一些有關運動的信息，為引出今天的話題寫作做准備。

Step 3.Pre-reading

寫作的方式很多，本課運用其中之一的方式：提問的方式來教學寫作，先設置幾個問題，讓學生回答，然後將答語運用相關的連詞串起來，再在必要的地方添加一些句子。What sports do you like? What’s your favorite sport? Why? How often do you do it? Who is your favorite player? Why do you like him /her?

【設計說明】目的是教會學生一種通過提問方式來寫作的技巧。

Step 4.While-reading，讀本話題，了解與運動有關的內容，完成表格的要求：

Name What sports Why How often With

whom Looks Personality Dream

【設計說明】也可採用表格的形式列出，使學生思路清晰，目的明確。

Step 5.Post-reading

引導學生討論：Do you like doing sports ? Why?

當大部分學生都持肯定觀點時進一步思索，What’s your favorite sport ? Why? How often do you do it? Who is your favorite player? Why do you like him/her?

【設計說明】通過討論為下面事實寫作埋下伏筆，提供鋪墊。

Step 6.While-Writing.

教會學生運用提問的方式來寫作的格式，同時提供關於運動、選手和原因的一些

精彩句子，為學生寫作提供素材。

【設計說明】培養寫作能力，提供寫作素材。

Step 7.Post-writing. 提供寫作標准

要求學生根據這個標准，修改自己的佳作.

(1)Do you use the tense ，spelling ，punctuation ，Capitalization correctly?

(2)I s your composition complete ?

(3)Is your composition coherently(連貫地)written?

(4)Can you describe it clearly ?

(5)Are there any complex sentences in your composition?

【設計說明】目的是通過自改，有助於他們提高書面表達中的語言准確性，提高

了學生通過自己獨立思考，來解決問題的能力。

Step 8.Share the writing.

點評兩篇學生習作，選自一位基礎較好的同學和一位基礎一般的同學的作文。教師根據上述提供的寫作標准，詳細點評兩篇習作的篇章結構和句法功能。 【設計說明】目的是使學生盡力領會教師對文章的點評，培養學生選詞和用詞的能力，

指導學生多模仿好文章的優點。

八、教學反思：

通過這一系列的活動，充分調動了學生的動手，動口，動腦，以及協同工作能力，讓他們得以全身心地投身於老師所安排的各項活動要求中，並能在活動中發現自我，表現自我。從而真正達到了寓教於樂的教學效果。這節課後，絕大部分學生能夠通過寫作方式之一提問的方式來寫作，並能自如地運用be going to + do sth.

句型。

就整節課而言，有兩個精彩片段更值得與同行們分享。使用brainstorming培養學生在英語寫作中自主學習的能力。1.圍繞話題：“ My Favorite Sport ”進行Brainstorming。2.當學生完成careful reading之後，圍繞話題：My Favorite Sport

教師通過兩個問題進行引導。

①Do you like playing soccer? Why?

②What’s your favorite sport?

當然，任何事物都有兩面性。雖然這節課不失為一節成功的英語課，但它也有值得改進的地方。一方面，學生在小組合作過程中有一部分學生不開口，做享其成。這時就要老師進行適當的調整學生，力求做到每個小組中都有優等生、中等生、學困生。另一方面，由於一部分學生的膽怯害羞心理，他們說話比較輕，以至於部分同學聽不到或者聽不清，從而造成課堂的暫時紊亂。這就要求教師多鼓勵學

生，不時的幫助學生克服膽怯害羞心理，大膽開口。

總之，寫作是一個由淺入深、由易到難、由簡到繁的訓練過程，任何一個環節出問題都會影響對學生寫作能力的培養，只要我們思想上重視，訓練方法得當，經

過初中三年持續有效的訓練，定能達成《2011版新課程標准》中的要求，從而為學生進一步學好英語打下扎實的基礎，為學生在中考中取得滿意的成績。

初中英語面試寫作試講

一、背景知識介紹。

書面表達是寫的一種途徑，是英語交際的重要組成部分。初中階段對於英語寫作的要求，實際上是“有指導的寫作”(Guided Writing)。它通過提供情景(文字、圖畫、表格)，讓學生用學過的英語語言來描述事物或事件並表達一定的思想，以此達成和檢驗對所學英語語言知識的實踐應用能力。客觀地說，書面表達一直是我們英語教學的一個難點，也是學生應試的一個難點。

從去年對中考英語試卷的抽樣調查情況來看，英語寫作是得分最為薄弱的一個題項，平均分只有4.7分(滿分為12分)。究其原因，一是學生寫作練習的時間少，二是教師平時缺乏對學生進行系統的寫作知識的指導。(比如，如何用詞、句、組段、謀篇等)。這些原因造成了學生從最初不會寫盲目寫到不願寫。懼怕寫，直至最後拒絕寫的惡性循環。針對這一現象，我在教學過程進行了一次如何提高學生寫作能力的課堂實踐。教師旨在通過與學生談論他們熟悉的話題“making friends”, 搜索學生頭腦中有關朋友的消息，通過閱讀兩則e-pal廣告，獲取e-pals的一些信息，指導如何寫e-mail ，從而達到給e-pals 寫信的目的。

二、教學過程。

1.Warm-up活動：通過聽一首英語歌：“The more we get together, the happier we‟ll be.”目的是活躍氣氛，為引出今天的話題做准備。

2.Revision

①使用大腦風暴法(brainstorm)讓學生想出一些和friends 有關的單詞短語和句子，目的是激活學生頭腦中和寫作話題make friends 相關的東西，如想法、概念、形象等醞釀寫作的思路，供擬稿階段(drafting stage)選擇有寫的價值和意義的東西時參考。]

②根據下列所給提示介紹你的朋友(四人一小組活動)。 ⑴Name and age. ⑵Where he / she comes from subject? ⑶What he is? ⑷What his / her friend? ⑸looks(外貌) ⑹personality(性格) ⑺His / Her dream ⑻……

3.Pre-reading 通過提問，How can you know your friends, if you haven‟t seen each other for a long time? 聯系朋友有很多方法，但是 One of the best ways is sending e-mails to them. Do you know why?過渡今天話題的材料，快速看完兩則e-pal廣告，找出答案。

4.While-reading，讀兩則廣告，了解Mary和Jack完成表格 Name Age Hobbies Looks Personality E-mail added Wish Where she…

5.Post-reading 引導學生討論：Do you like to make e-pals with Mary or Jack? Why? 當大部分學生都持肯定觀點時進一步思索，What will you write in you e-mail to them? 為下面事實寫作埋下伏筆，提供鋪墊。

6.While-Writing. 教會學生正確使用e-mail格式，同時提供關於朋友和友誼的一些精彩句子，為學生寫作提供素材。

7.Post-writing. 提供寫作標准

要求學生根據這個標准，修改自己的e-mail.

1. Do you use the tense (時態)，spelling(拼寫)，punctuation (標點)， capitalization( 大寫字母)correctly?

2. Is your e-mail complete(完整的)?

3.Is your e-mail coherently(連貫地)written?

4.Can you describe yourself in a concise(簡潔的)way?

5.Are there any complex sentences(復合句)in your e-mail?

目的是通過自改，有助於他們提高書面表達中的語言准確性，提高了學生通過自己獨立思考，來解決問題的能力。

8.Share the writing.

點評兩篇學生習作，選自一位基礎較好的同學和一位基礎一般的同學的作文。教師根據上述提供的寫作標准，詳細點評兩篇習作的篇章結構和句法功能。目的是使學生盡力領會教師對文章的點評，培養學生選詞和用詞的能力，指導學生多模仿好文章的優點。

三、本堂課中的精彩片段。

就整節課而言，這無疑是一堂令人喝彩的課，無論是從學生參與課堂實踐的積極性來看，還是從學生出色完成教師布置的任務後而展示的成果來看，都給聽課的老師留下了一種意猶未盡的印象。而我自己覺得其中有兩個精彩片段更值得與同行們分享。 ☆使用

brainstorming培養學生在英語寫作中自主學習的能力。 Brainstorming 這種外語教學中常用的教學技巧可直評為“頭腦風暴法”是一種通過小型會議的組織形式，讓所有參加者在自由、愉快、暢所欲言的氣氛中自由交換觀點，並以此誘發集體智慧，激發學習者創意與靈感的學習方法。在英語課中的 pre-writing階段，使用brainstorming對促進學生的自主學習，發展學生寫的能力起著積極的促進作用。

Brainstorming在本堂寫作一課中的應用實例。

1.圍繞話題：“friends and friendship”進行Brainstorming。教師使用web-spider在黑板的一側寫下學生能夠想到的單詞、片語和句子， friends and friendship 結合學生思維一下子開闊起來，下面是學生討論後呈現出來的詞和短語：good friends, boy friends, girl friends, pen friends, friends are important, my friends are handsome/ugly, I want to make friends with you, friends in need are friends indeed…. 在這個階段，教師引導和鼓勵學生積極參與討論，並把每個學生的發言要點寫在黑板上，出現有個學生用英語表述“患難之交才是真正的朋友”對允許其先說出中文，然後向全班同學或老師求助。

2.當學生完成careful reading之後，圍繞話題：Write an email to one of the e-pals. 教師通過兩個問題進行引導。 ①Do you like to write an e-mail to Mary or Jack? Why? ②What will you write in your e-mail? 讓學生進行小組活動，互相啟發，把雙方的想法清晰化和條理化，並用英語口頭表述出來。我把學生討論的結果通過投影形式展現出來。 ⑴ I want to make friends with Jack because I like playing basketball too. ⑵ I want to make friends with Mary because she is a girl. ⑶ I want to make friends with Jack because I can visit his country. ⑷ I want to make friends with Jack because he is very handsome …. 至於第二

個問題，學生想到的就越多了：I will tell him/her about my family, my hobby ,my interests, my good friends ,my hometown, my study, my teachers, my dream, my QQ number and my telephone , my school… 下面是Brainstorming 之後一個學生寫出的短文。 Dear Mary, My name is Gu Bo. I „m a 14-year-old girl

四.反思評價

寫作是一個由淺入深、由易到難、由簡到繁的訓練過程，任何一個環節出問題都會影響對學生寫作能力的培養。因此，盲目的訓練往往多做無用功，我們必須在平時就十分注重方法與技巧。

1 注意多種訓練方法相結合。與任務(task)相結合。有目的的寫作常能更好地調動學生的積極性，所以在培養學生這方面的能力時，應盡量與教學的多種任務相結合，而不是純粹布置一篇作文。貫穿這節寫作課的也是一系列的任務： Activity1: Write out some words, phrases and sentences about friends and friendship. Activity2: Please introce your friend to us. Activity3: Read the two ads(廣告). Get to know Mary and Jack Activity4: Write an e-mail to Mary or Jack 組織多樣的小組活動。新世紀中，我們很重視培養學生的合作精神，而小組活動就是培養其合作精神的捷徑。這堂寫作課中在pre-writing時採取二人小組活動，四人小組活動，組織學生在小組活動中共同完成教師呈現的任務，從而降低其難度，使基礎好的同學在寫作時起點更高，基礎較差的同學也能言之有物，互相啟發，共同提高。如資料、信息的搜集，材料關鍵點的把握，文章完成後的修改等。

2平時注重解題技巧的養成：

1. 准備工作

①.仔細審題，明確要求。羅列題目所提供的信息，然後認真分析，審清題意後，把要求表達的各個要點按順序和層次一一列出。

②.緊扣要點，尋求思路。草擬一個提綱，按時間、空間或邏輯順序，確定開頭，再圍繞這一順序，周密選詞、選句，並擬好如何結尾(可適當發表自己的觀點)。

2. 寫作之中

①.開門見山，緊扣主題。如寫參觀農場的日記，就可用“Last Sunday we visited the West Hill Farm.” 直接說明時間及地點。如寫的是關於度假的，則可以“We had a happy holiday in Jiaxin last Sunday.” 來開頭等等。

②.語言正確，規范地道。盡量使用學過的、最熟悉也最有把握的句型、結構，應盡量避免中國式英語。要養成正確運用標點符號的好習慣，切忌一點到底的錯誤方法。(I spent 10 yuan buy the book. He by bike to school.)

③.重短輕長, 就易避難。重短輕長——寫短句忌長句，由寫簡易句子開始，即“主語(誰)謂語(做/是)賓語/表語(什麼)，應盡量寫出自己最有把握，最熟悉的句子，避免寫長句，以寫正確、通順為最基本要求。就易避難——多用簡單句少用復合句，首先在寫好簡單句的基礎上然後可逐步過渡到較為復雜的復合句，例如用when, before等連詞引導的從句。整個句子越長，出錯的可能性就越大。

3.成文之後鼓勵學生學會批改自己的習作。

①.一般語法項目的檢查——英語中的人稱、時態、單復數、習慣用法等都是非常重要的，即使在朗讀中好像全理解，但在動筆的實踐中就往往出錯。

②.注意語序——英語中的疑問句、感嘆句和賓語從句都是通過語序的變化來構成和體現的，不注意會出現錯誤和意義上混淆。

③.符合習慣——說英語的國家有自己民族的文化、習俗、情感、思維方式、生活習慣等。受母語思維定式的影響，應避免在練筆當中受母語的干擾，要注意語言表達地道。例如漢語“我的工作很忙。”就不能用英語My work is very busy. 來表達，而應當說I‟m very busy with my work.又如：有的同學在表達很常用的“我很喜歡它”時，會說“I very much like it.”, 而其正確表達應是 “I like it very much.”

④.書寫規范，卷面整潔。卷面不整潔，使人無法看清你寫的究竟是什麼，那麼就可能按錯處理。所以在寫時，如時間允許，應先打草稿，修改後再抄清楚。

總之，只要我們思想上重視，訓練方法得當，經過初中一年年持續有效的訓練，定能達成《課程標准》中的要求，從而為學生進一步學好英語打下扎實的基礎，為學生在中考中取得滿意的成績。

初中英語寫作課教學試講案例

例如，學習了新目標八年級Unit3之後，我就要求學生仿寫My Parrot/Rabbit/Dog….”等寫寵物的文章。我結合範文結構和要求仿寫的文章的信息,將學生喜歡的或在寫作中可能用到的內容找出來,有選擇地設計到表格中,設計出類似於以下表格提綱,讓學生根據圖表信息仿寫。

通過仿寫，既可以幫助學生了解和掌握教材中不同體裁文章的寫作特點和技巧，又可以幫助學生鞏固文中的詞語、短語和句型，提高他們在具體篇章中綜合運用基礎知識的能力.

初中英語寫作課教學案例二(making friends)

背景知識介紹。書面表達是寫的一種途徑，是英語交際的重要組成部分。初中階段對於英語寫作的要求，實際上是“有指導的寫作”(Guided Writing)。它通過提供情景(文字、圖畫、表格)，讓學生用學過的英語語言來描述事物或事件並表達一定的思想，以此達成和檢驗對所學英語語言知識的實踐應用能力。客觀地說，書面表達一直是我們英語教學的一個難點，也是學生應試的一個難點。

從去年對湛江市中考英語試卷的抽樣調查情況來看，英語寫作是得分最為薄弱的一個題項。究其原因，一是學生寫作練習的時間少，二是教師平時缺乏對學生進行系統的寫作知識的指導。(比如，如何用詞、句、組段、謀篇等)。這些原因造成了學生從最初不會寫盲目寫到不願寫。懼怕寫，直至最後拒絕寫的惡性循環。針對這一現象，我在柳市鎮一中進行了一次如何提高學生寫作能力的課堂實踐。寫作的材料取自於新目標九年級第一單元的“Reading and writing”。教師旨在通過與學生談論他們熟悉的話題“making friends”, 搜索學生頭腦中有關朋友的消息，通過閱讀兩則e-pal廣告，獲取e-pals的一些信息，指導如何寫e-mail ，從而達到給e-pals 寫信的目的。二、教學過程。

Step1.Warming-up活動：通過聽一首英語歌：“The more we get together, the happier we’ll be.”引出上課主題。

Step 2.Revision ①使用大腦風暴法(brainstorm)讓學生想出一些和friends 有關的單詞短語和句子，目的是激活學生頭腦中和寫作話題make friends 相關的東西，如想法、概念、形象等醞釀寫作的思路，供擬稿階段(drafting stage)選擇有寫的價值和意義的東西時參考。] ②根據下列所給提示介紹你的朋友(四人一小組活動)。

⑴Name and age.

a thirteen-year-old boy/girl, at the age of thirteen

⑵What are his/her hibbies?

like swimming best,fish is her/his favourite hobby

⑶What he is?

⑷Who are his / her friends?

⑸appearance(外貌)

tall, short, of meim height, have long/short/curly hair, wear glasses

⑹personality(性格)

quiet,shy,outing,creative, confident, energetic, friendly

⑺His / Her dream

Being an engineer is the only thing he would like to do

achieve/realize one’s dream

⑻„„

3.Pre-reading 通過提問，How can you know your friends, if you haven’t seen each other for a long time? 聯系朋友有很多方法，但是 One of the best ways is sending e-mails to them. Do you know why?過渡今天話題的材料，快速看完兩則e-pal廣告，找出答案。

4.While-reading，讀兩則廣告，了解Mary和Jack完成表格 Name Age Hobbies Looks Personality E-mail added Wish Where she„

5.Post-reading 引導學生討論：Do you like to make e-pals with Mary or Jack? Why? 當大部分學生都持肯定觀點時進一步思索，What will you write in you e-mail to them? 為下面事實寫作埋下伏筆，提供鋪墊。

6.While-Writing. 教會學生正確使用e-mail格式，同時提供關於朋友和友誼的一些精彩句子，為學生寫作提供素材。

7.Post-writing. 提供寫作標准

要求學生根據這個標准，修改自己的e-mail.

1. Do you use the tense (時態)，spelling(拼寫)，punctuation (標點)， capitalization( 大寫字母)correctly?

2. I s your e-mail complete(完整的)?

3.Is your e-mail coherently(連貫地)written?

4.Can you describe yourself in a concise(簡潔的)way? 5.Are there ancomplexy sentences(復合句)in your e-mail?

目的是通過自改，有助於他們提高書面表達中的語言准確性，提高了學生通過自己獨立思考，來解決問題的能力。

8.Share the writing.

點評兩篇學生習作，選自一位基礎較好的同學和一位基礎一般的同學的作文。教師根據上述提供的寫作標准，詳細點評兩篇習作的篇章結構和句法功能。目的是使學生盡力領會教師對文章的點評，培養學生選詞和用詞的能力，指導學生多模仿好文章的優點。

㈦ 教師資格面試教案—初中英語《This is my sister》

初中英語教師資格面試—《This is my sister》教案

人教版七年級上 Unit 2 This is my sister

Section B 2a-2c My family

Teaching topic: My family

Period: one period

Teaching objectives:

Knowledge and skill objectives:

Students will be able to grasp seven words: family, grandfather, grandmother, parents, brother, sister, cousin.

Grasping the sentence pattern "These are" and using it to introce their family.

Students can find out the specific information in passage

Process and method objectives:

Through indivial work, pair work and group work, improving Ss' ability of independent thinking and cooperation.

Through indivial work, students can get the reading skill of finding out specific information.

Emotion, attitude and values objectives:

Be aware of the importance of family and learn to love their family members.

Teaching contents

Words: family, photo, grandfather, grandmother, parents, brother, sister, cousin.

Sentence pattern: These are···

Key and difficult points：

Key points: grasp the words and sentence pattern and learn to introce their own family. And find out the specific information from the text.

Difficult points: how to improve their interest in joining the class.

Major steps and time allocation：

Ⅰ.Lead in (2')

Ⅱ.Pre-reading (10')

Ⅲ.While-reading (20')

Ⅳ.Post-reading (10')

V. Summary (2’)

VI. Homework (1')

Activities and justification

Ⅰ.Lead in

Activity: listen and sing a song Family Fingers

Reason: the music will arouse Ss' interest and the teaching content would be naturally led in.

Ⅱ.Pre-reading

Play the tape of this passage, and let students guess the main idea of this passage.

Reason: through listening, ss can practice their listening skill as well as get the main idea of this passage.

III while-reading

Fast-reading

Activity: Ss read the passage quickly and then try to figure the roles in the pictures.

Careful reading:

Activity 1: read the passage again and fill in the blanks

1. My name is ________.

2. Alan and Mary are my _________.

3. Bob and Eric are my ___________.

4. Cindy is my __________.

5. Helen is my ___________.

Activity 2: read the passage again and answer the questions below.

1. Where are my grandfather and grandmother?

2. Where is Bob and Eric?

3. Who is Cindy?

Activity 3: teach all the new words and the sentence pattern.

Reason: activity1 and activity2 lay a foundation for activity3, and Ss can easily grasp the content through these activities.

Ⅲ.Post-reading

Activity 1: Ss introce their own family to his or her partner by using the structure of the passage.

Activity 2: invite several groups to come to the front to introce his family and give the best group reward.

Reason: activity 1 can help Ss practice what they have just learned and activity 2 can cultivate Ss' awareness of cooperation and competition.

Ⅳ.Summary

Activity: ss summarize what they have learnt, and teacher give supplement if necessary, and remind them that they should love their families.

Reason: review what they have learnt in time, and this kind of summary also reflects the new teaching concept.

Ⅴ.Homework

Activity: introce the picture in the text book to your parents.

Reason: the open homework would review what they have learned in class but promote communication between parents and children as well.

以上就是關於教師資格面試教案—初中英語《This is my sister》的內容分享，希望能夠幫助到各位考生，如果您想了解更多教師資格證考試相關內容，歡迎關注環球青藤網站進行了解哦!

㈧ 教師資格證初中英語面試真題 教案怎麼寫

教師資格證初中英語面試教案：Don』t eat in class
一、教材分析
本單元是人教版《新目標》的第十二單元。這本教材的詞彙量很大，內容新穎，尤其是生動活潑的卡通化的畫面，很符合七年級學生的年齡特點和心理特點，其 中還囊括了很豐富多彩的文化知識，以及合作探究的活動，十分貼近學生的實際生活經驗。本單元的話題Talk about rules.與日常生活密切相關。作為一名中學生，遵守學校班級、家庭和社會公共場所的規章制度是必須的。在談論規則時，一般運用祈使句、情態動詞can 和have to等。這是英語新課程標准中規定所必須掌握的內容，是交際英語中必不可少的項目。因此，本單元對於提升學生的學習興趣而提高學生的聽、說、讀、寫能力有 很大的幫助。並通過self check檢測，積極地、及時地尋找各自的不足，以便學生樹立良好的內在動機，不斷獲得成就感。
二、教學目標
1、教學目標
⑴知識目標
這一單元主要話題是「Talk about rules談論規則」，其中主要涉及內容如下：
A、Functions功能：談論規則，並制定規則。
B、Structures語法結構：祈使句和情態動詞Can和have to的用法。
C、Target Language日常交際用語：
Don』t eat in class!
Can we wear hats?No，we can』t.
We don』t have to wear a schooluniform等。
D、Vocabulary詞彙：rule、classroom、hallway、fight、have to等。
(2)能力目標
培養學生運用所學句型談論規則的能力，並培養學生遵守規則的習慣。
(3)情感目標
A、談論規則有利於學生守秩序，遵紀守法，使學生感受到自覺遵守各項規章制度的好處。
B、有些規則是必要的，但規則太多卻使人感厭煩!學生在遵守規則的過程中會體驗到不同的情感。
2、教學重點、難點
(1)重點：學習並運用談論規則的日常交際用語及詞彙。
(2)難點：祈使句否定形式以及have to的用法。
3、教具准備：把學校的一些規則製成卡片，投影儀、錄音機、圖片等。
4、課時安排：根據學生的實際情況，將用4個課完成教學任務。
三、學情分析
我所任教的班級為我校七年級的學生。我校位於農村,因此絕大部分的學生來自周邊的農村，再加上周圍方言的影響，更是對英語學習造成很大的困難，而學生英語 基礎更是參差不齊。課堂上相當一部分學生由於基礎或是個性差異原因對學習英語缺乏自信。能夠很投入，很積極學習的常常只是很少部分人。學生優差的兩極分化 非常嚴重，男女生的差異也很大，通過上個學期的學習，女生在英語學習的信心上明顯劣於男生。因此，教師應採取積極措施及時幫助那些「弱勢群體」，幫助他們 樹立自信心，激發他們學習的興趣，讓他們體會到英語學習的樂趣。
四、教學設計理念
本單元幾個課時教學設計均強調從學生的學習興趣，生活經驗和認知水平出發，結合本校實際，談論學校班級的各種規章制度以及規則的優點和不足。提倡採用任務 型語言教學途徑和方法，鼓勵學生在教師的指導下，通過體驗、實踐、參與、探索和合作等方式，發現語言的規律，逐步掌握語言知識和技能，不斷調整情感態度， 形成有效的學習策略和自主學習能力。
五、說教法
1、聽說法：以聽、說、讀、寫、練為主，通過對本課重點句型的學習培養學生聽力、口語以及書面語的能力。
2、交際法：注意語言的運用能力，培養學以致用的意識，有利於激發學生的學習興趣和相互作用。
六、學法分析
新課標准強調以學生為中心，學生作為學習的主體，教師的主要任務是幫助學生形成有效的學習策略，發展自主學習的能力。在本單元教學中，教師應引導學生：
1、各校都有自己的規則，談論規則是常見的事，大家應養成經常使用英語談論的習慣，提高口語能力。
2、學習英語不是一朝一夕的事，要求學生長期練習，多聽、多說、多練，只有堅持不懈才能學習好英語。

㈨ 初中英語面試試講稿模塊

對於教初中的英語老師，在正式講課之前還要通過面試的試講。
初中英語面試試講稿模塊
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.

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 aboutnext 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!
中學英語教師證面試reading試講模板
開場白

Good morning, everyone. My name is XXX. It’s my pleasure to stand here and show you my trial teaching. I hope you will enjoy my performance and have a great time here. Now Let’s get ready for class. Today we are going to learn xxx. At first, let’s review the words and phrases in the last class.



Very good. Now, let’s go to the reading part. Please turn to page XXX. (Reading teaching)

Step1.Lead-in

Let’s have a free talk about XXX---and then discuss the question in pre-reading on page XXX,I will ask someone to talk about your ideas.

Step2.Fast reading

Read the passage as quickly as you can and find the topic sentence of each paragraph.

Time’s up. Now, please ask my questions.

Questions:1.what’s the general idea of the test?

2.which one is the topic sentence of the first paragraph?

3.divide the passage into 3 parts and think about the main ideas.

find out the answers of the questions on page XXX.

Step3 Intensive reading

Read the passage carefully again and underline the new words and phrases. Now, listen to the tape of paragraph one. Pay attention please.

Well, look at the blackboard. These are the new words and phrases of this paragraph. Read after me, XXX go. Now you read it one by one. Let’s start from XXX.

Look here please. This is the sentence pattern.

I think that sth/sb is(are) because

How to use it? Look at the example.

(E.g. I think ice cream is junk food, because it has a lot of fat and sugar.) Now, please make sentences by yourself. I will give you 1 minutes.

Who would like to tell me your sentence?

Step4. Post-reading.

Retell the passage: We’ve read the whole passage deeply. These are the general ideas of all paragraphs. Please communicate with your partner to retell the passage according to the general ideas.

Do the exercise on page XXX.

Step 5 Summary

Let’s go through the language points of this lesson once again.

Step 6. Homework

Chose three newly learnt phrases to make sentences.

結束語

That’s all for may trial teaching. I've always dreamed to be a teacher,and if I passed the interview, I will have a chance to go further on this soul's journey. Thanks for your listening.
初中英語教師面試講課稿模板
上課： Class begin!

Good morning，everyone~

Sit down，please~

打招呼： Hello，boys and girls~ How are you today?

Fine，thank you~ I am so happy to have a class for you~

導入課題： before the class，I want to show you a video~

It's very interesting,right?

講教學目標：

單詞:

句型：

聽力:

Yes~ now, who can tell me, what video is talking about? Ok, you please~very good~the video is talking about. So, today we are going to learn a new lesson~ MoleUnit (可用不同方式引入單詞 ) now look at the picture~what's this? Yes, It's (在黑板寫單詞) Please read after me~ boys~good job~ girls~well done~all class~wonderful~ (連續教3-4個單詞) (引入句型) (在黑板寫句型) Please read after me~(.......) Excellent,now boys read A,girls read B,one two begin, you're so wonderful~ Now, change, girls read A, boys read B,one two begin. Well done~ Now, I need you work in pairs, please change these words To make a new conversation,then come here to show us.I will Give you two minutes to practice~ Ok, time is up,any volunteer? You two please come here~ Very good~please go back to your seat~ ok. So much for the conversation,now, let's listen to a tap. Before you listen, there is a question,........ok,let's start~ Now, who can tell me the answer? You please~ Is he right? Yes,excellent! Sit down, please~ (在黑板上寫課題)

朗讀： now please open your book,turn to page..,let's read the text~ All of you did a good job~

結束： well，today is so much for this~this is your today's home work on the PPT, please hand in me tomorrow~

Class is over, goodbye everyone~