初中英语面试时教案该怎么写

㈠ 要考教师资格证的试讲了.初中英语的教案怎么写

你好，下面举例给你说一下
定语从句在各种考试中所占的分量都是比较重的，考察点主要是连词的选择，而定语从句中的连词主要分为两大类，关系代词和关系副词，下面分别说一下关系代词和关系副词的用法。
定语从句中有六个关系代词，分别是that， which， who，whom，whose 和as，关系代词在句子中主要充当主语、宾语、定语和表语的成分。三个关系副词，分别是when， where，和how，在句子中充当状语的成分。
关系代词：
that: 在句子中充当主语、宾语(做宾语的时候可以省略)和表语(一般只有that可以做表语且经常省略)，既可修饰人又可修饰物;
which：在句子中充当主语、宾语，只能修饰物不能修饰人;
who：在句子中充当主语、宾语，只能修饰人;
whom：在句子中充当宾语，只能修饰人;
whose: 在句子中充当定语，既能修饰人也能修饰物，通常与其后面所跟名词一起充当句子的主语或宾语;
as：在句子中充当主语或宾语，通常在引导限定性定语从句时，前面出现“such, the same”等词时可选择as。
关系副词：
When：表示时间，根据从句与先行词之间的搭配通常可以有“介词+which”进行替换，例：The time is not far away when modern communications will become widespread in China’s vast countryside.(when=at which)
Where: 表示地点，除了表示具体的地点，也可以和抽象地点词搭配，比如situation，point，condition等;
Where：表示原因，相当于“for which”。
如何判断什么时候使用关系代词和关系副词呢?最简单的方法是三步走，首先第一步找出句子的先行词，第二步圈出从句，最后一步就是判断从句和先行词能否成句，如果无需介词直接成句，则选择关系代词;如果需要介词才能成句，则选择关系副词，例如：The time is not far away when modern communications will become widespread in China’s vast countryside.首先第一步判断句子的先行词是time，第二步判断从句是modern communications will become widespread in China’s vast countryside，第三步判断发现从句和time之间缺少介词at,因此判断此处需要关系副词，而且表示时间的，因此选择“when”。

㈡ 初中英语面试写作课试讲

初中英语老师是如何设计出写作课的教案，顺利完成 面试 试讲的呢?下面是我给大家整理的初中英语面试写作课试讲，供大家参阅!

初中英语面试写作课试讲
新课程标准指出，在写作课中，学生所需要学的基本技能有激活相关信息;整理思路;组织素材;列出提纲;起草短文;组织语言;修改短文;正确使用标点符号和字母大小写。这些技能我们并不需要每一节课都面面俱到，选择三到五种即可。我们的教学过程要达到课程标准的要求才是一节好的课堂。

根据新课程标准的指导， 英语写作 课的基本教学过程是：

(一) 热身和导入Warming-up and Lead in

(二) 写前Pre-writing

写作前，一般应激活学生的写作动机。可以利用最近生活、热门话题、关注焦点等，逐步把学生的兴趣引导到写作话题上。然后可以开展头脑风暴(brainstorming)让学生就写作话题的背景知识等进行词语、语句、 文章 结构等随意表达，激活学生已有的知识和能力。也可以通过阅读 范文 获取有效信息为正式写作积累语言素材和形成写作框架(outlining)。

(三) 写中 While-writing

写中，这一步骤包含一个主要活动：初稿( drafting)。 在此过程中,老师可以将写作的具体要求以及注意事项呈现在ppt或者是黑板上。同时老师应注意巡视，并加以指导。

参考案例 Example

写作初稿 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) 写后 Post-writing

写后，这一步骤是要让学生进行修改( editing)及 作文 展读分享、修改润色文( revising)。在学生完成初稿( drafting)后，老师可以安排学生小组( peer editing)或者个人( self editing)对作文进行修正，注意行文的逻辑结构、 语法、 单词的拼写、 连词的使用和标点符号等。 老师要给予作文适当的点评( evaluating/comment)和反馈，一定要指出学生作品的优缺点，可以让其他人明确可借鉴之处以及不可取之处，可以以实物投影有代表的性的文章(、良好、及格、较差)的文章，师生共同修改、润色或让学生根据老师和同学的点评对自己的。

(五) 小结&作业 Summary & Homework

1.小结：师生英文对话的方式结束本节。(Ask students to think about what we have learned today. And then make a summary.)

2.作业：Homework:

①改写作业

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

②创作型的作业

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

③复述

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.

以上是英语写作课的基本教学过程，以及每个环节可以设置的活动，各位考生可以根据所抽取的题目以及个人的习惯，选取最适合的活动来充实写作课的教学设计，并且在考前不断的进行模拟练习，在面试试讲抽到写作课的时候才能做到胸有成竹，拿到。
初中英语教师资格证英语试讲教案
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.
英语教师面试试讲讲课稿详细
英语教师面试试讲讲课稿(阅读) (阅读课是教师面试最容易考到的题目，下面的讲课过程仅供大家参考，我自己 总结 的，写得比较详细，希望可以帮到大家。我讲的是无生试讲，也就是自己跟空气互动，说真的，就像是自己在自编自导自演一样，在讲台上唱戏，哈哈。我自己以面试第一名考上的呢，也祝愿你们顺利通过面试。)

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

Now class begins. Good morning, boys and girls. How are you today?(指向自己的动作)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(用树代表男女生组，分两组其实足够了，以免浪费时间，用苹果树做加分标志不会显得太单调)...If you can answer my question correctly and actively, you can get an apple,OK?

(如果一时紧张忘了说什么，可以问一下学生So, what’s the title? 让学生读出来，老师再教读一遍。)

II. Pre-reading: (2mins)

1) Brainstorm

So,now. Who can tell me, when we think about (阅读的主题), we usually think of what? (此时画个示意图在黑板上，也就是思维发散图，中间画个圆圈写主题，四周写学生想到的与主题相关的东西)

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?(此时下台check学生的完成情况，说些鼓励的话，如Yes, you are right. You are very clever. Oh, you are making progress. 记住，与空气互动，不要与考官互动，因为那是大忌)

Time is up, so, who can tell me. 抽问两个学生，积极鼓励，并加分。

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.

(如果时间不够，建议只问两个问题就可以了，可以是教材上的问题，可以自己想的问题，一般会问What; Who; When; Where; Why; How这几大类。如果实在不知道就自己挑个很简单的也无所谓，考生很多，没有考官那么仔细听你讲。)

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? (假装下去转一圈，与学生交流，然后回讲台自己写两个 短语 或句型)Just now, two of our classmate write something on the blackboard, let’s see together. ( 讲解短语，可以夹杂一点中文。当然，挑自己会的讲，简单的讲，我当时讲得很简单，估计还是学生以前就学过的呢，你只要装作是新知识就行。)

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. (点头赞许过程) 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.( 让学生评价学生，新课程理念) 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? (作业不要让抄单词什么的，最好是开放性的作业，做调查，问卷或者小手工什么的)

OK, so much for today. See you!

㈢ 教师资格证初中英语面试意群sense group英文试讲稿和简易教案

教师资格证初中英语面试意群sense group英文试讲稿和简易教案如下：

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.

相关的中文意思

教学目标在于激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展学生自主学习的能力和合作精神是小学英语教学的基本任务。

在认真分析教材的基础上，我针对学生实际，将本课时的教学目标确定如下：

1、知识目标

(1) 使学生能听、说、认、读sheep, lamb, goat, cow, horse, hen等单词。 (2) 初步感知：“what are they?they are?how many?how many??”等句子，学生能听懂并理解其意思。

2、能力目标：

(1) 能听懂let’s do中的指令并做出相应动作，如shear a sheep。 (2) 能区分农场的动物，培养学生灵活运用所学知识进行交流的能力。

3、情感目标

(1) 培养学生注意观察、认真模仿的良好习惯和主动竞争的竟识。 (2) 激发学生学习英语的兴趣，使学生树立学习英语的自信心。 (3) 培养学生的合作交流能力。

㈣ 英语教案怎么写

英语教案写法如下：

一、写课题和课型：讲课时要首先告诉学生，并写在黑板上。因此要写得准确。课型是指该节课的讲授类型。

二、写教学目标：由于教学目标要在课堂上展示给学生，让学生明确，所以写素质教育目标时，要力求简明扼要，浅显易懂。

三、写教学的重点、难点和关键点：在教案中写清一节课的教学重点、难点和关键点，能提醒教师在讲课时注意突出重点、突破难点、抓住关键。

七、写课堂小结：小结的方式和方法要在教案中写清楚，不论是教师引导学生总结，还是由教师归纳总结，都要注意把本节课的内容纳入知识系统之中，使学生在整体上把握知识。

八、写板书设计：教师在课堂上要有计划地使用黑板，板书什么内容、写在什么位置、用什么颜色的粉笔等要在备课时设计好，并写在教案中。

㈤ 初中英语教师资格证面试教案模板：The Spirit of Christmas

【 #教师资格证# 导语】为了帮助各位考生系统的复习教师资格考试，全面的了解教师资格考试的相关重点， 整理了初中英语教师资格证面试教案模板：The Spirit of Christmas，希望对您参加本次考试有所帮助!

一、教学目标

在本节课结束时，学生将能够：完全读懂文章“The Spirit of Christmas”;掌握阅读理解中的推测(inferring)技能。

知识与能力：

通过多种阅读任务，提高细节理解、归纳大意和推测等能力。

过程与方法：

采用自主学习、小组合作探究的学习策略，利用幻灯片等来展开课堂阅读教学。本单元的教学法建议：

阅读教学

通过指导学枝亏生阅读策略的方式;

口语教学

采取 pairwork 问答式的口语交际活动互相操练。

情感态度与价值观：

通过学习圣诞节精神，理解分享和向他人源搭腊传递爱和快乐的重要意义。

二、教学重难点

教学重点：

(1)阅读文章，完成各项任务。

(2)学习推测“inferring”技能。

(3)进行2e角色扮演活动。

教学难点：

(1)总结文章各段大意。

(2)学习推测“inferring”技能。

三、教学策略

阅读教学

通过指导学生分别完成pre-reading, while-reading, post-reading中的任务，让学生充分理解阅读材料;

口语教学

采取 pairwork 问答式的口语交际活动互相操练。

四、教学过程

Step 1： Pre-reading

Activity 谈论圣诞节，设计思维导图。

【设计意图】

通过小组讨论和设计思维导图，对节日文化内容进行归纳，并为阅读文章做好铺垫。

Step 2： While-reading

Activity 1. 阅读文章，回答问题。

【设计意图】

通过第一遍阅读，理解文章大意，回答比较简单的细节问题。

Activity 2. 阅读文章，完成2c 填表的任务。

【设计意图】

通过第二遍阅读，完成关于“What does Scrooge see when he was…”的表格，此任务也属于细节理解，但需要学生进行简单概括。

Activity 3. 阅读文章，总结各段大意。

【设计意图】

通过指导学雹滑生进行段落大意归纳，提升学生的整体理解及段意归纳能力。

Activity 4. 学习及练习“inferring”技能。

【设计意图】

通过回答2d中的问题，训练“inferring”方法，增强学生阅读能力。

Step 3： Post-reading

Activity 小组活动，分角色表演。

【设计意图】

读后小组分角色表演活动，既能够检验学生对文章的理解程度，也能锻炼学生口语表达能力。

㈥ 初中英语面试写作试讲

初中英语的写作面试试讲，各位老师们是怎么设计出试讲案例的?下面是我给大家整理的初中英语面试写作试讲，供大家参阅!

初中英语面试写作试讲案例

一、背景知识介绍。

书面表达是写的一种途径，是英语交际的重要组成部分。初中阶段对于英语写作的要求，实际上是“有指导的写作“(Guided Writing)。它通过提供情景(文字、图画、表格)，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直

是我们英语教学的一个难点，也是学生应试的一个难点。

从初中英语教学实际情况来看，英语写作是得分最为薄弱的一个题项。究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。(比如，如何用词、句、组段、谋篇等)。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。针对这一现象，我进行了一次如何提高学生写作能力的课堂实践。写作的材料取自于仁爱版英语八年级(上)“Unit 1 ，Topic 1，Section D ，3 Written work”。教师旨在通过与学生谈论他们熟悉的话题“sports”，搜索学生头脑中有关运动的信息，通过阅读本话题，获取有关运动的一些信息，指导学生如何写My Favorite Sport ，从而达到

写作的目的。

二、教学课时：1课时(45分钟)

三、教学方法：写作的方式很多，本课运用其中之一的方式：提问的方式来教学

写作，并用小组合作、讨论形式来完成写作任务。

四、教学目标：总结一般将来时：be going to + do sth.的用法;

培养学生以提问的方式来写作的能力;

谈论自己所喜欢的体育活动、体育明星及自己梦想的职业;

培养学生热爱生活，热爱运动。

五、教学内容：描述和谈论了一些体育运动项目，介绍了自己最喜欢的体育明星及自己梦想的职业。

六、教学重点：培养学生一种写作能力---提问的方式来写作。

七、教学过程：

Step 1.Warm-up活动：通过听一首英语歌：“The more we get together，the happier we’ll be.”

【设计说明】目的是活跃气氛，为引出今天的话题做准备。

Step 2.Revision ①使用头脑风暴法(brainstorm)让学生想出一些和sports 有

关的单词短语和句子。

【设计说明】目的是激活学生头脑中和写作话题运动相关的去酝酿写作的思路，

供拟稿阶段(drafting stage)选择有写的价值和意义的东西时参考。 ②根据下列所给提示介绍你最喜爱的运动(四人一小组活动)。

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

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

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

【设计说明】目的是了解一些有关运动的信息，为引出今天的话题写作做准备。

Step 3.Pre-reading

写作的方式很多，本课运用其中之一的方式：提问的方式来教学写作，先设置几个问题，让学生回答，然后将答语运用相关的连词串起来，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?

【设计说明】目的是教会学生一种通过提问方式来写作的技巧。

Step 4.While-reading，读本话题，了解与运动有关的内容，完成表格的要求：

Name What sports Why How often With

whom Looks Personality Dream

【设计说明】也可采用表格的形式列出，使学生思路清晰，目的明确。

Step 5.Post-reading

引导学生讨论：Do you like doing sports ? Why?

当大部分学生都持肯定观点时进一步思索，What’s your favorite sport ? Why? How often do you do it? Who is your favorite player? Why do you like him/her?

【设计说明】通过讨论为下面事实写作埋下伏笔，提供铺垫。

Step 6.While-Writing.

教会学生运用提问的方式来写作的格式，同时提供关于运动、选手和原因的一些

精彩句子，为学生写作提供素材。

【设计说明】培养写作能力，提供写作素材。

Step 7.Post-writing. 提供写作标准

要求学生根据这个标准，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(连贯地)written?

(4)Can you describe it clearly ?

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

【设计说明】目的是通过自改，有助于他们提高书面表达中的语言准确性，提高

了学生通过自己独立思考，来解决问题的能力。

Step 8.Share the writing.

点评两篇学生习作，选自一位基础较好的同学和一位基础一般的同学的作文。教师根据上述提供的写作标准，详细点评两篇习作的篇章结构和句法功能。 【设计说明】目的是使学生尽力领会教师对文章的点评，培养学生选词和用词的能力，

指导学生多模仿好文章的优点。

八、教学反思：

通过这一系列的活动，充分调动了学生的动手，动口，动脑，以及协同工作能力，让他们得以全身心地投身于老师所安排的各项活动要求中，并能在活动中发现自我，表现自我。从而真正达到了寓教于乐的教学效果。这节课后，绝大部分学生能够通过写作方式之一提问的方式来写作，并能自如地运用be going to + do sth.

句型。

就整节课而言，有两个精彩片段更值得与同行们分享。使用brainstorming培养学生在英语写作中自主学习的能力。1.围绕话题：“ My Favorite Sport ”进行Brainstorming。2.当学生完成careful reading之后，围绕话题：My Favorite Sport

教师通过两个问题进行引导。

①Do you like playing soccer? Why?

②What’s your favorite sport?

当然，任何事物都有两面性。虽然这节课不失为一节成功的英语课，但它也有值得改进的地方。一方面，学生在小组合作过程中有一部分学生不开口，做享其成。这时就要老师进行适当的调整学生，力求做到每个小组中都有优等生、中等生、学困生。另一方面，由于一部分学生的胆怯害羞心理，他们说话比较轻，以至于部分同学听不到或者听不清，从而造成课堂的暂时紊乱。这就要求教师多鼓励学

生，不时的帮助学生克服胆怯害羞心理，大胆开口。

总之，写作是一个由浅入深、由易到难、由简到繁的训练过程，任何一个环节出问题都会影响对学生写作能力的培养，只要我们思想上重视，训练方法得当，经

过初中三年持续有效的训练，定能达成《2011版新课程标准》中的要求，从而为学生进一步学好英语打下扎实的基础，为学生在中考中取得满意的成绩。

初中英语面试写作试讲

一、背景知识介绍。

书面表达是写的一种途径，是英语交际的重要组成部分。初中阶段对于英语写作的要求，实际上是“有指导的写作”(Guided Writing)。它通过提供情景(文字、图画、表格)，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。

从去年对中考英语试卷的抽样调查情况来看，英语写作是得分最为薄弱的一个题项，平均分只有4.7分(满分为12分)。究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。(比如，如何用词、句、组段、谋篇等)。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。针对这一现象，我在教学过程进行了一次如何提高学生写作能力的课堂实践。教师旨在通过与学生谈论他们熟悉的话题“making friends”, 搜索学生头脑中有关朋友的消息，通过阅读两则e-pal广告，获取e-pals的一些信息，指导如何写e-mail ，从而达到给e-pals 写信的目的。

二、教学过程。

1.Warm-up活动：通过听一首英语歌：“The more we get together, the happier we‟ll be.”目的是活跃气氛，为引出今天的话题做准备。

2.Revision

①使用大脑风暴法(brainstorm)让学生想出一些和friends 有关的单词短语和句子，目的是激活学生头脑中和写作话题make friends 相关的东西，如想法、概念、形象等酝酿写作的思路，供拟稿阶段(drafting stage)选择有写的价值和意义的东西时参考。]

②根据下列所给提示介绍你的朋友(四人一小组活动)。 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 通过提问，How can you know your friends, if you haven‟t seen each other for a long time? 联系朋友有很多方法，但是 One of the best ways is sending e-mails to them. Do you know why?过渡今天话题的材料，快速看完两则e-pal广告，找出答案。

4.While-reading，读两则广告，了解Mary和Jack完成表格 Name Age Hobbies Looks Personality E-mail added Wish Where she…

5.Post-reading 引导学生讨论：Do you like to make e-pals with Mary or Jack? Why? 当大部分学生都持肯定观点时进一步思索，What will you write in you e-mail to them? 为下面事实写作埋下伏笔，提供铺垫。

6.While-Writing. 教会学生正确使用e-mail格式，同时提供关于朋友和友谊的一些精彩句子，为学生写作提供素材。

7.Post-writing. 提供写作标准

要求学生根据这个标准，修改自己的e-mail.

1. Do you use the tense (时态)，spelling(拼写)，punctuation (标点)， capitalization( 大写字母)correctly?

2. Is your e-mail complete(完整的)?

3.Is your e-mail coherently(连贯地)written?

4.Can you describe yourself in a concise(简洁的)way?

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

目的是通过自改，有助于他们提高书面表达中的语言准确性，提高了学生通过自己独立思考，来解决问题的能力。

8.Share the writing.

点评两篇学生习作，选自一位基础较好的同学和一位基础一般的同学的作文。教师根据上述提供的写作标准，详细点评两篇习作的篇章结构和句法功能。目的是使学生尽力领会教师对文章的点评，培养学生选词和用词的能力，指导学生多模仿好文章的优点。

三、本堂课中的精彩片段。

就整节课而言，这无疑是一堂令人喝彩的课，无论是从学生参与课堂实践的积极性来看，还是从学生出色完成教师布置的任务后而展示的成果来看，都给听课的老师留下了一种意犹未尽的印象。而我自己觉得其中有两个精彩片段更值得与同行们分享。 ☆使用

brainstorming培养学生在英语写作中自主学习的能力。 Brainstorming 这种外语教学中常用的教学技巧可直评为“头脑风暴法”是一种通过小型会议的组织形式，让所有参加者在自由、愉快、畅所欲言的气氛中自由交换观点，并以此诱发集体智慧，激发学习者创意与灵感的学习方法。在英语课中的 pre-writing阶段，使用brainstorming对促进学生的自主学习，发展学生写的能力起着积极的促进作用。

Brainstorming在本堂写作一课中的应用实例。

1.围绕话题：“friends and friendship”进行Brainstorming。教师使用web-spider在黑板的一侧写下学生能够想到的单词、词组和句子， friends and friendship 结合学生思维一下子开阔起来，下面是学生讨论后呈现出来的词和短语：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…. 在这个阶段，教师引导和鼓励学生积极参与讨论，并把每个学生的发言要点写在黑板上，出现有个学生用英语表述“患难之交才是真正的朋友”对允许其先说出中文，然后向全班同学或老师求助。

2.当学生完成careful reading之后，围绕话题：Write an email to one of the e-pals. 教师通过两个问题进行引导。 ①Do you like to write an e-mail to Mary or Jack? Why? ②What will you write in your e-mail? 让学生进行小组活动，互相启发，把双方的想法清晰化和条理化，并用英语口头表述出来。我把学生讨论的结果通过投影形式展现出来。 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 …. 至于第二

个问题，学生想到的就越多了：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 之后一个学生写出的短文。 Dear Mary, My name is Gu Bo. I „m a 14-year-old girl

四.反思评价

写作是一个由浅入深、由易到难、由简到繁的训练过程，任何一个环节出问题都会影响对学生写作能力的培养。因此，盲目的训练往往多做无用功，我们必须在平时就十分注重方法与技巧。

1 注意多种训练方法相结合。与任务(task)相结合。有目的的写作常能更好地调动学生的积极性，所以在培养学生这方面的能力时，应尽量与教学的多种任务相结合，而不是纯粹布置一篇作文。贯穿这节写作课的也是一系列的任务： Activity1: Write out some words, phrases and sentences about friends and friendship. Activity2: Please introce your friend to us. Activity3: Read the two ads(广告). Get to know Mary and Jack Activity4: Write an e-mail to Mary or Jack 组织多样的小组活动。新世纪中，我们很重视培养学生的合作精神，而小组活动就是培养其合作精神的捷径。这堂写作课中在pre-writing时采取二人小组活动，四人小组活动，组织学生在小组活动中共同完成教师呈现的任务，从而降低其难度，使基础好的同学在写作时起点更高，基础较差的同学也能言之有物，互相启发，共同提高。如资料、信息的搜集，材料关键点的把握，文章完成后的修改等。

2平时注重解题技巧的养成：

1. 准备工作

①.仔细审题，明确要求。罗列题目所提供的信息，然后认真分析，审清题意后，把要求表达的各个要点按顺序和层次一一列出。

②.紧扣要点，寻求思路。草拟一个提纲，按时间、空间或逻辑顺序，确定开头，再围绕这一顺序，周密选词、选句，并拟好如何结尾(可适当发表自己的观点)。

2. 写作之中

①.开门见山，紧扣主题。如写参观农场的日记，就可用“Last Sunday we visited the West Hill Farm.” 直接说明时间及地点。如写的是关于度假的，则可以“We had a happy holiday in Jiaxin last Sunday.” 来开头等等。

②.语言正确，规范地道。尽量使用学过的、最熟悉也最有把握的句型、结构，应尽量避免中国式英语。要养成正确运用标点符号的好习惯，切忌一点到底的错误方法。(I spent 10 yuan buy the book. He by bike to school.)

③.重短轻长, 就易避难。重短轻长——写短句忌长句，由写简易句子开始，即“主语(谁)谓语(做/是)宾语/表语(什么)，应尽量写出自己最有把握，最熟悉的句子，避免写长句，以写正确、通顺为最基本要求。就易避难——多用简单句少用复合句，首先在写好简单句的基础上然后可逐步过渡到较为复杂的复合句，例如用when, before等连词引导的从句。整个句子越长，出错的可能性就越大。

3.成文之后鼓励学生学会批改自己的习作。

①.一般语法项目的检查——英语中的人称、时态、单复数、习惯用法等都是非常重要的，即使在朗读中好像全理解，但在动笔的实践中就往往出错。

②.注意语序——英语中的疑问句、感叹句和宾语从句都是通过语序的变化来构成和体现的，不注意会出现错误和意义上混淆。

③.符合习惯——说英语的国家有自己民族的文化、习俗、情感、思维方式、生活习惯等。受母语思维定式的影响，应避免在练笔当中受母语的干扰，要注意语言表达地道。例如汉语“我的工作很忙。”就不能用英语My work is very busy. 来表达，而应当说I‟m very busy with my work.又如：有的同学在表达很常用的“我很喜欢它”时，会说“I very much like it.”, 而其正确表达应是 “I like it very much.”

④.书写规范，卷面整洁。卷面不整洁，使人无法看清你写的究竟是什么，那么就可能按错处理。所以在写时，如时间允许，应先打草稿，修改后再抄清楚。

总之，只要我们思想上重视，训练方法得当，经过初中一年年持续有效的训练，定能达成《课程标准》中的要求，从而为学生进一步学好英语打下扎实的基础，为学生在中考中取得满意的成绩。

初中英语写作课教学试讲案例

例如，学习了新目标八年级Unit3之后，我就要求学生仿写My Parrot/Rabbit/Dog….”等写宠物的文章。我结合范文结构和要求仿写的文章的信息,将学生喜欢的或在写作中可能用到的内容找出来,有选择地设计到表格中,设计出类似于以下表格提纲,让学生根据图表信息仿写。

通过仿写，既可以帮助学生了解和掌握教材中不同体裁文章的写作特点和技巧，又可以帮助学生巩固文中的词语、短语和句型，提高他们在具体篇章中综合运用基础知识的能力.

初中英语写作课教学案例二(making friends)

背景知识介绍。书面表达是写的一种途径，是英语交际的重要组成部分。初中阶段对于英语写作的要求，实际上是“有指导的写作”(Guided Writing)。它通过提供情景(文字、图画、表格)，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。

从去年对湛江市中考英语试卷的抽样调查情况来看，英语写作是得分最为薄弱的一个题项。究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。(比如，如何用词、句、组段、谋篇等)。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。针对这一现象，我在柳市镇一中进行了一次如何提高学生写作能力的课堂实践。写作的材料取自于新目标九年级第一单元的“Reading and writing”。教师旨在通过与学生谈论他们熟悉的话题“making friends”, 搜索学生头脑中有关朋友的消息，通过阅读两则e-pal广告，获取e-pals的一些信息，指导如何写e-mail ，从而达到给e-pals 写信的目的。二、教学过程。

Step1.Warming-up活动：通过听一首英语歌：“The more we get together, the happier we’ll be.”引出上课主题。

Step 2.Revision ①使用大脑风暴法(brainstorm)让学生想出一些和friends 有关的单词短语和句子，目的是激活学生头脑中和写作话题make friends 相关的东西，如想法、概念、形象等酝酿写作的思路，供拟稿阶段(drafting stage)选择有写的价值和意义的东西时参考。] ②根据下列所给提示介绍你的朋友(四人一小组活动)。

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 通过提问，How can you know your friends, if you haven’t seen each other for a long time? 联系朋友有很多方法，但是 One of the best ways is sending e-mails to them. Do you know why?过渡今天话题的材料，快速看完两则e-pal广告，找出答案。

4.While-reading，读两则广告，了解Mary和Jack完成表格 Name Age Hobbies Looks Personality E-mail added Wish Where she„

5.Post-reading 引导学生讨论：Do you like to make e-pals with Mary or Jack? Why? 当大部分学生都持肯定观点时进一步思索，What will you write in you e-mail to them? 为下面事实写作埋下伏笔，提供铺垫。

6.While-Writing. 教会学生正确使用e-mail格式，同时提供关于朋友和友谊的一些精彩句子，为学生写作提供素材。

7.Post-writing. 提供写作标准

要求学生根据这个标准，修改自己的e-mail.

1. Do you use the tense (时态)，spelling(拼写)，punctuation (标点)， capitalization( 大写字母)correctly?

2. I s your e-mail complete(完整的)?

3.Is your e-mail coherently(连贯地)written?

4.Can you describe yourself in a concise(简洁的)way? 5.Are there ancomplexy sentences(复合句)in your e-mail?

目的是通过自改，有助于他们提高书面表达中的语言准确性，提高了学生通过自己独立思考，来解决问题的能力。

8.Share the writing.

点评两篇学生习作，选自一位基础较好的同学和一位基础一般的同学的作文。教师根据上述提供的写作标准，详细点评两篇习作的篇章结构和句法功能。目的是使学生尽力领会教师对文章的点评，培养学生选词和用词的能力，指导学生多模仿好文章的优点。

㈦ 教师资格面试教案—初中英语《This is my sister》

初中英语教师资格面试—《This is my sister》教案

人教版七年级上 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.

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㈧ 教师资格证初中英语面试真题 教案怎么写

教师资格证初中英语面试教案：Don’t eat in class
一、教材分析
本单元是人教版《新目标》的第十二单元。这本教材的词汇量很大，内容新颖，尤其是生动活泼的卡通化的画面，很符合七年级学生的年龄特点和心理特点，其 中还囊括了很丰富多彩的文化知识，以及合作探究的活动，十分贴近学生的实际生活经验。本单元的话题Talk about rules.与日常生活密切相关。作为一名中学生，遵守学校班级、家庭和社会公共场所的规章制度是必须的。在谈论规则时，一般运用祈使句、情态动词can 和have to等。这是英语新课程标准中规定所必须掌握的内容，是交际英语中必不可少的项目。因此，本单元对于提升学生的学习兴趣而提高学生的听、说、读、写能力有 很大的帮助。并通过self check检测，积极地、及时地寻找各自的不足，以便学生树立良好的内在动机，不断获得成就感。
二、教学目标
1、教学目标
⑴知识目标
这一单元主要话题是“Talk about rules谈论规则”，其中主要涉及内容如下：
A、Functions功能：谈论规则，并制定规则。
B、Structures语法结构：祈使句和情态动词Can和have to的用法。
C、Target Language日常交际用语：
Don’t eat in class!
Can we wear hats?No，we can’t.
We don’t have to wear a schooluniform等。
D、Vocabulary词汇：rule、classroom、hallway、fight、have to等。
(2)能力目标
培养学生运用所学句型谈论规则的能力，并培养学生遵守规则的习惯。
(3)情感目标
A、谈论规则有利于学生守秩序，遵纪守法，使学生感受到自觉遵守各项规章制度的好处。
B、有些规则是必要的，但规则太多却使人感厌烦!学生在遵守规则的过程中会体验到不同的情感。
2、教学重点、难点
(1)重点：学习并运用谈论规则的日常交际用语及词汇。
(2)难点：祈使句否定形式以及have to的用法。
3、教具准备：把学校的一些规则制成卡片，投影仪、录音机、图片等。
4、课时安排：根据学生的实际情况，将用4个课完成教学任务。
三、学情分析
我所任教的班级为我校七年级的学生。我校位于农村,因此绝大部分的学生来自周边的农村，再加上周围方言的影响，更是对英语学习造成很大的困难，而学生英语 基础更是参差不齐。课堂上相当一部分学生由于基础或是个性差异原因对学习英语缺乏自信。能够很投入，很积极学习的常常只是很少部分人。学生优差的两极分化 非常严重，男女生的差异也很大，通过上个学期的学习，女生在英语学习的信心上明显劣于男生。因此，教师应采取积极措施及时帮助那些“弱势群体”，帮助他们 树立自信心，激发他们学习的兴趣，让他们体会到英语学习的乐趣。
四、教学设计理念
本单元几个课时教学设计均强调从学生的学习兴趣，生活经验和认知水平出发，结合本校实际，谈论学校班级的各种规章制度以及规则的优点和不足。提倡采用任务 型语言教学途径和方法，鼓励学生在教师的指导下，通过体验、实践、参与、探索和合作等方式，发现语言的规律，逐步掌握语言知识和技能，不断调整情感态度， 形成有效的学习策略和自主学习能力。
五、说教法
1、听说法：以听、说、读、写、练为主，通过对本课重点句型的学习培养学生听力、口语以及书面语的能力。
2、交际法：注意语言的运用能力，培养学以致用的意识，有利于激发学生的学习兴趣和相互作用。
六、学法分析
新课标准强调以学生为中心，学生作为学习的主体，教师的主要任务是帮助学生形成有效的学习策略，发展自主学习的能力。在本单元教学中，教师应引导学生：
1、各校都有自己的规则，谈论规则是常见的事，大家应养成经常使用英语谈论的习惯，提高口语能力。
2、学习英语不是一朝一夕的事，要求学生长期练习，多听、多说、多练，只有坚持不懈才能学习好英语。

㈨ 初中英语面试试讲稿模块

对于教初中的英语老师，在正式讲课之前还要通过面试的试讲。
初中英语面试试讲稿模块
英语教师面试试讲讲课稿(阅读) (阅读课是教师面试最容易考到的题目，下面的讲课过程仅供大家参考，我自己总结的，写得比较详细，希望可以帮到大家。我讲的是无生试讲，也就是自己跟空气互动，说真的，就像是自己在自编自导自演一样，在讲台上唱戏，哈哈。我自己以面试第一名考上的呢，也祝愿你们顺利通过面试。)

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

Now class begins. Good morning, boys and girls. How are you today?(指向自己的动作)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(用树代表男女生组，分两组其实足够了，以免浪费时间，用苹果树做加分标志不会显得太单调)...If you can answer my question correctly and actively, you can get an apple,OK?

(如果一时紧张忘了说什么，可以问一下学生So, what’s the title? 让学生读出来，老师再教读一遍。)

II. Pre-reading: (2mins)

1) Brainstorm

So,now. Who can tell me, when we think about (阅读的主题), we usually think of what? (此时画个示意图在黑板上，也就是思维发散图，中间画个圆圈写主题，四周写学生想到的与主题相关的东西)

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?(此时下台check学生的完成情况，说些鼓励的话，如Yes, you are right. You are very clever. Oh, you are making progress. 记住，与空气互动，不要与考官互动，因为那是大忌)

Time is up, so, who can tell me. 抽问两个学生，积极鼓励，并加分。

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? (假装下去转一圈，与学生交流，然后回讲台自己写两个短语或句型)Just now, two of our classmate write something on the blackboard, let’s see together. ( 讲解短语，可以夹杂一点中文。当然，挑自己会的讲，简单的讲，我当时讲得很简单，估计还是学生以前就学过的呢，你只要装作是新知识就行。)

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. (点头赞许过程) 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.( 让学生评价学生，新课程理念) 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? (作业不要让抄单词什么的，最好是开放性的作业，做调查，问卷或者小手工什么的)

OK, so much for today. See you!
中学英语教师证面试reading试讲模板
开场白

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.

结束语

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.
初中英语教师面试讲课稿模板
上课： 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~

导入课题： before the class，I want to show you a video~

It's very interesting,right?

讲教学目标：

单词:

句型：

听力:

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 (可用不同方式引入单词 ) now look at the picture~what's this? Yes, It's (在黑板写单词) Please read after me~ boys~good job~ girls~well done~all class~wonderful~ (连续教3-4个单词) (引入句型) (在黑板写句型) 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~ (在黑板上写课题)

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

结束： 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~