教资面试高中英语试讲模板之课本和写作

教资面试高中英语试讲稿《English around the word The road to modern English Reading》人教版必修一Unit 2开场白Good morning, my dear judges. I am the No.X candidate applying for High school. Today, my topic is Unit2 English around the word. Reading The road to modern English. Now I’ll show my lesson.Step 1 Warming-up / Lead inGood morning, boys and girls. What day is it today? Yes, today is Friday. It is a nice day. As we all known, English is a language that is widely used around the world. But do you know which countries are English-speaking? Great, they are the United States, the USA, Canada, Australia and so on. However, English is spoken in different countries in different ways, there are many distinctions. Generally speaking, they are different in the following ways: pronunciation, vocabulary and some other distinctions.Now let's compare British English and American English. Open your books, turn to page 9, let’s do Part 2 together. Two minutes for you. OK, time is up, let’s check the answer together. Wonderful, all of you did a good job.Step 2 Pre-readingMy dear students, let’s watch the PPT. What can you see on the PPT? Yes, it’s a world map. Now, let’s look at the map carefully and discussthese questions about the passage.a) Could you list some countries that uses English as an official language? What are they?b) Which country do you think has the most English learners?c) Look at the title" The Road to Modern English", what do you think this passage mainlytalks about?Oh, you are very active, so great. Now let's move onto next part-reading.Step 3 While-reading:(1 ) SkimmingMy dear students, let’s skim the passage and get the main idea of the text. And then find out key sentence of each paragraph. Time is up, have you finished? Oh, Judy is the first one to raise hand. Great, the key sentence of paragraph one is: The spread of the English language in the world. Next one? Lincy, you please. Bingo, the key sentence of paragraph two is: Native speaker can understand each other but they may not be able to understand. Bobby, can you? Great! Paragraph 3: All languages change when cultures communicate with one another. The last paragraph: English is spoken as a foreign language or second language in Africa and Asia. Excellent, my clever students. My clever students, did you find where is the key sentence from? Yes, you have a good sight. So,we have to pay attention to the first sentence of each paragraph.(2 ) ScanningThis time, let’s read the passage again and find more detail information to complete the Comprehending activity 1. 5 minutes for you, here you go. Time is up, let’s check the answer together. Wow, all of you did a good job. All of your answers are right, congratulations!(3) Intensive readingMy dear students, read the passage carefully, please. And then, let’s draw a chart to show the development of English language and retell the history of English according to the chart. Time is up. Have you finished? Great! This team answer my question one by one. During the 5th century AD: English was based more on German.Between about AD 800 and 1150: English was influenced by Danish and French invaders.By the 1600's: Shakespeare used a wider vocabulary than ever before.In 1620: British settlers moved to America.From the 18th century: British colonized Australia.From 1765 to 1947: English was spoken in India.By the 19th century: dictionaries standardized the spelling of English.You did a good job. I will give you a thumb up. I think you masterthem very well. (板书During the 5th century AD, Between about AD 800 and 1150, By the 1600's, In 1620, From the 18th century…) Do you have any questions about the words or phrases of the passage? Oh, Jerry, you don’t understand the word: voyage. (板书voyage) It means a journey to some distant place. What about you, Judy? Oh, conquer. (板书conquer) It means take possession of somewhere by force. Understand? Great. What else? Because of is a phrase. It means as a result of. For example: Because of the snow, they are late for the meeting. (because of, native, come up to 板书)Step 4 Post- readingMy class, we have already known the development of English language. Now let’s discuss two questions:1)Why do you think people all over the world want to learn English?2)Why do you think more people in the world now want to learn Chinese?I give you 8 minutes, then you can share your results. Time is up, have you finished?Now, let’s do something interesting. Let’s play the game Rock-Scissors-Paper to choose the lucky dog to show your results. Amazing, Tom is the lucky dog. Give me five, but pay attention to your pronunciation of “modern”, the modern English.Step 5 SummaryTime is up, who wants to summarize the key points of this lesson. Eva, you please. Good! In this class, we mentioned some distinctions between British English and American English. We also explore the development of English language.Wow, all of you did a good job and you are very confident. It’s great. As we all know, confidence is very important in our life. I hope all of you can be confidence. Among the students, you top the most.Step 6 HomeworkNow I am really sorry to tell you we will have our homework today. Today's homework is: Search on the Internet about the details of the development of English language and write it down. That's all for today: Class is over! Thanks for your listening.(试讲稿字数985，同学们可以根据自己的面试时长进行增减)。

教师资格面试高中英语试讲万能模板一、教学目标 (Teaching Objectives)- 知识目标 (Knowledge Objectives):- To enable students to understand and use the target vocabulary and grammar structures.- To develop students' reading, listening, speaking, and writing skills.- To expand students' knowledge about the topic.- To foster students' critical thinking and problem-solving abilities.- 能力目标 (Ability Objectives):- To encourage students to engage in discussions and express their opinions.- To enhance students' ability to infer meaning from context.- To develop students' skills in summarizing and paraphrasing information.- 情感目标 (Affective Objectives):- To motivate students to actively participate in the lesson.- To foster students' confidence in using English.- To encourage students to respect and appreciate different perspectives.二、教学重点 (Teaching Focus)- To help students understand and use the target vocabulary and grammar structures effectively.- To develop students' reading, listening, speaking, and writing skills.三、教学难点 (Teaching Difficulties)- To encourage students to express their opinions and engage in discussions.- To develop students' ability to infer meaning from context.四、教学准备 (Teaching Materials)- PowerPoint presentation or whiteboard and markers.- Reading text or dialogue related to the topic.- Audio clips or videos (optional).- Handouts or worksheets.五、教学过程 (Teaching Procedures)Step 1: Warm-up (5 minutes)- Start the lesson by asking students questions related to the topic or showing them a short video clip that introduces the topic.- Elicit students' prior knowledge and activate their schemata about the topic.Step 2: Presentation (10 minutes)- Introduce the target vocabulary and grammar structures using real-life examples, visuals, or context.- Use concept checking questions to ensure students understand the meaning and usage of the target language.Step 3: Practice (15 minutes)- Monitor students' progress and provide feedback or clarification as needed.- Play an audio clip or provide a reading text related to the topic.- Encourage students to infer meaning from context and discuss their interpretations with their peers.Step 5: Speaking or Writing Activity (20 minutes)- Divide students into pairs or small groups and provide them with a speaking or writing task related to the topic.- Monitor students' conversations or writing and provide feedback or assistance when necessary.Step 6: Review and Consolidation (10 minutes)- Summarize the main points of the lesson and review the target vocabulary and grammar structures.- Provide a brief consolidation activity to ensure students have understood the lesson.Step 7: Homework (5 minutes)- Assign homework that encourages students to apply the target language in a real-world context, such as writing a short paragraph, finding examples of the target vocabulary in a magazine or newspaper, or recording a dialogue using the target grammar structures.六、板书设计 (Blackboard design)- Write the target vocabulary and grammar structures on the board.- Use visuals, diagrams, or examples to illustrate the meaning and form of the language.- Leave space for students to add their own examples or ideas.七、教学反思 (Reflection)- Reflect on the effectiveness of the lesson, including students' engagement, understanding, and participation.- Consider any adjustments or modifications that could be made to improve future lessons on the same topic.- Seek feedback from students to understand their learning experience and identify areas for improvement.。

高中英语词汇课一、教学目标1. 知识目标：让学生掌握并运用本节课所学的词汇。

2. 能力目标：培养学生运用英语进行交流的能力。

3. 情感目标：激发学生学习英语的兴趣，提高他们的自信心。

二、教学内容1. 词汇：单词和短语。

2. 句型：用于表达单词和短语的句型。

三、教学重点与难点1. 重点：单词和短语的正确拼写和用法。

2. 难点：词汇在实际语境中的运用。

四、教学方法1. 任务型教学法：通过完成各种任务，让学生在实践中学习和运用词汇。

2. 情境教学法：创设真实的语境，帮助学生理解词汇的意义。

五、教学步骤1. 导入：引导学生回顾上节课所学的词汇，为新课的学习做好铺垫。

2. 新课：介绍本节课的词汇，让学生通过观察、思考、讨论等方式理解词汇的意义。

3. 实践：让学生在小组内运用所学词汇进行交流，巩固记忆。

4. 拓展：引导学生运用所学词汇进行写作或口语表达，提高他们的语言能力。

5. 总结：对本节课所学内容进行归纳总结，强调重点和难点。

6. 作业布置：布置适量作业，让学生课后巩固所学。

教案模板：1. 教学目标2. 教学内容3. 教学重点与难点4. 教学方法5. 教学步骤逐字稿：1. 导入（5分钟）回顾上节课所学的词汇引入本节课的主题2. 新课（15分钟）介绍本节课的词汇讲解词汇的拼写、意义和用法3. 实践（10分钟）学生在小组内运用所学词汇进行交流教师巡回指导，纠正错误4. 拓展（10分钟）引导学生运用所学词汇进行写作或口语表达学生展示，教师评价5. 总结（5分钟）归纳总结本节课所学内容强调重点和难点6. 作业布置（5分钟）布置适量作业，让学生课后巩固所学六、教学评价1. 评价方式：采用课堂表现、作业完成情况和小测验等多种方式进行评价。

2. 评价内容：学生对词汇的掌握程度、运用能力以及课堂参与度。

七、教学反思1. 反思内容：教学过程中的成功与不足之处。

2. 反思方式：通过学生反馈、自我总结和同行交流等方式进行。

八、教学拓展1. 拓展内容：与本节课主题相关的词汇和短语。

高中英语教师资格证书试讲--说课万能模板(总7页)-CAL-FENGHAI.-(YICAI)-Company One1-CAL-本页仅作为文档封面，使用请直接删除Good morning, everyone. Today I`m very pleased to havean opportunity to talk about some of my teaching ideas.The content of my lesson is I`ll be ready to begin this lesson from four parts.They are 1 Analyzing teaching Material teachingmethods studying methods teaching procedures, andwhile presenting these parts I will do the blackboarddesign properly. Ok now I am going to start from thefirst partPart 1 Analyzing teaching Material:（分析教材）This lesson is about .Bystudying of this lesson, we`ll enable the students toknow the serious attitude towards anddevelop the interest inAt the same time, let the students learn how to giveinstructions. This lesson plays an important part inthe English teaching in this unit. As it is the mainpassage in this unit which outlines the theme of thisunit通道,概括了本单元的主题.If the Ss can learn it well, it will be helpful tomake Ss learn the rest of this unit. And as we allknow , reading belongs to the input during the processof language learning. The input has great effect on output, such as speaking and writing. Then according to the new standard curriculum and syllabus(新课程标准和教学大纲), I think the teaching aims of this lesson are the following:aim：Understand the main idea of the text.2. Ability aim: Retell the text in their own words.aim: Make the Ss loveThen the Teaching important point is how to understand the text betterAnd the teaching difficult points are:1. Use own words to retell the text2. Discuss thePart 2 Teaching methods:Dealing with this lesson. I`ll do my best to carry out the following theories: Make the Ss the real masters in class while me, myself acts as director; Combine the language structures with the language functions; Let the Ss receive some moral education while they are learning the English language. To achieve my goal I`ll use the following teaching methods:Approach(交际教学法)based watch and listen activity3. Question and answer activitywork or individual role play or scene play activity And in order to practice my teaching methods well, I need the following teaching aids1. a projector2. a tape recorder3. multimedia4. the blackboardPart 3 Studying Methods:As Ss are poor in cooperative learning skill, many Ss are not active in class, and even some of them don`t like English. Therefore, I `ll have Ss study in a relaxed atmosphere. The learning process of students is from seeing, thinking,saying . So after feeling and understanding the language points, I will let the students get the knowledge actively by cooperative study. In a word I will1. Let the Ss pass observation –imitation-practice to study language.2. Teach the Ss how to master dialogues and how to communicate with others.Part 4 Teaching ProcedureI have designed the following steps to train theirability of listening, speaking, reading and writing. Especially reading ability.StepHave a free talk about and then discuss the question in pre-reading on pagePurpose: arouse the Ss` interest of studyStep 2. Listening comprehensions1. Present the students the questions before listeningto the textABthe students to listen to the tape and then answer the questions.Purpose: Train the Ss` listening ability to grasp the general idea of a passage and prepare for the later exercises.Step readingRead the passage as quickly as they can. I will use the question and answer activity to help them get the mainidea of each paragraph, then ask them to use their own words to conclude the main ideas of each paragraph. Purpose: Improve the Ss` fast reading skills likeskimming reading and scanning reading. Understand the general idea of each paragraph.Step 4 Intensive readingRead the passage carefully again and answer somedetailed questions.ABCit is also called depth reading or study reading. Itmeans reading for detailed information.Purpose: Further understand the text to find out some different sentences and details of the text.Step the passagewill list out the general idea of each paragraph which the Ss have concluded in fast reading2. Encouraging Ss to use their own words to retell the passage according to the general ideas .Purpose: I want to check if my students really understand the whole text and if they master what I mean to tell them in this class. What`s more, I want to make the students practice their oral English through retelling.Step pointsI will show the important words phrases and sentences which the Ss need to learn in this passage on the screen one by one. Then give them the right usages of these new language points. What`s more I will ask Ss to make sentences by using these newly learnt words and phrases.Step work or individual role play or scene playactivityPurpose: I mean to give them emotional education. I give them muti-media pictures to arouse their interest of study and their love forStep 8 SummaryI will go through the important points and difficult points of this lesson with the students once again. Step 9 HomeworkWrite an article of I want to improve the ability of their writing. At the same time, train the ability of do it yourself and looking up the information by themselves.Above is my teaching plan of this lesson. Thank you for listening.注：关于blackboard(板书设计)，在说课前在黑板上表出课题，然后只需在说课过程中根据内容需要（比如课程导入或者课堂活动时）稍许写一下，切忌满篇板书而减少了说课时间，也最好不要把板书设计单独成为一个说可部分。

高中英语教资面试试讲作文模板Title: Essay Template for High School English Teaching Interview。

Introduction:Good morning/afternoon/evening, esteemed panel of interviewers. Today, I am going to share with you a structured essay template that I have found effective for teaching high school English. This template is designed to help students organize their thoughts and ideas, and to guide them through the process of writing a well-structured and coherent essay.I. Introduction。

A. Hook/Attention Grabber: Start with an interesting fact, quote, or anecdote related to the topic.B. Background Information: Provide some context and background information about the topic.C. Thesis Statement: Clearly state the main argument or point of the essay.II. Body Paragraphs。

A. Topic Sentence: Introduce the main idea of the paragraph.B. Supporting Evidence: Provide evidence, examples, and quotes to support the main idea.C. Explanation/Analysis: Explain how the evidence supports the main idea and why it is important.D. Transition: Use transition words to smoothly connect the ideas between paragraphs.III. Conclusion。

高中英语口语课教案一、教学目标：1. 知识目标：（1）学生能够掌握基本的英语口语表达方式。

（2）学生能够运用所学的口语表达方式进行日常交流。

2. 能力目标：（1）学生能够流利地朗读和背诵所学内容。

（2）学生能够在小组活动中积极地进行英语口语交流。

3. 情感目标：激发学生学习英语口语的兴趣，提高他们的自信心。

二、教学重难点：1. 教学重点：（1）基本英语口语表达方式的掌握。

（2）日常英语口语交流能力的培养。

2. 教学难点：（1）英语口语表达方式的灵活运用。

（2）在日常交流中能够准确、得体地使用英语。

三、教学准备：1. 教材：高中英语口语课本。

2. 教具：多媒体设备、录音机、磁带。

四、教学过程：1. 热身活动（5分钟）：教师与学生进行简单的英语口语交流，提问学生关于日常生活的话题，引导学生积极参与。

2. 新课内容展示（15分钟）：（1）教师引导学生学习新的口语表达方式，通过例句和情景演示，让学生理解并掌握这些表达方式。

（2）学生跟读并模仿，教师给予纠正和指导。

3. 小组活动（15分钟）：学生分组，进行角色扮演，运用所学的口语表达方式进行交流。

教师巡回指导，纠正发音和表达错误。

4. 口语练习（10分钟）：学生个体或小组为单位，进行口语练习，教师监听并给予评价。

五、作业设计：1. 抄写并背诵本节课所学的口语表达方式。

2. 结合所学内容，与同学进行英语口语交流，记录交流过程。

六、教学评价：1. 课堂表现评价：观察学生在课堂上的参与程度、口语表达的准确性和流畅性，以及小组活动中的合作态度。

2. 作业评价：检查学生作业的完成质量，包括口语表达的准确性和应用能力。

3. 口语测试：在课程结束后，组织一次口语测试，以评估学生对课程内容的掌握程度。

七、教学反思：在课程结束后，教师应进行教学反思，分析教学过程中的成功与不足，根据学生的反馈调整教学方法和内容，以便更有效地提高学生的英语口语能力。

八、课程拓展建议：1. 组织英语角活动，让学生在轻松的氛围中练习口语。

写作课课型讲稿模板一红色字体为板书内容蓝色字体为设计目的黑色字体为口述内容绿色字体为提示内容Writing(板书内容)教学目标：巩固写建议信(letter of advice )。

重点：熟悉建议信的一些基本特点及一般的写作模式。

难点：能就写作任务，写一封建议信Part 1:Independent reading Ex 1:自主阅读Ex 1 部分,了解______的用法T: Good morning/afternoon, boys and girls. Today, w e’l l learn to write （这里说:定语从句The attributive clause,状语从句Adverbial clause,倒装句式Inverted sentences,强调句式Emphasis,名词性从句Noun clauses,非谓语动词The non finite verbs, it 的用法The usage of it.）. Now please open your book, turn to page _______ Book ___and look at Ex 1. Read the sentences which are mainly about this kind of grammar. Try to understand the grammar phenomenon contained in the sentences.（pause）T: Ok. Stop here! Can you write one sentences similar to these sentences? Now I’ll give you some time to write one sente nce. Then, we’ll share three of your works. Now, let’s begin.（pause）T: Now, who want to share your works? Ok, Tom, please.(手势语：平伸右手，手掌朝上，示意学生回答。

课时：1课时年级：高中教材：《高中英语》教学目标：1. 理解课文内容，掌握课文中的生词、短语和句型。

2. 培养学生的阅读理解能力，提高学生的阅读速度。

3. 培养学生的阅读兴趣，激发学生的学习热情。

教学重点：1. 理解课文内容，掌握课文中的生词、短语和句型。

2. 培养学生的阅读理解能力，提高学生的阅读速度。

教学难点：1. 理解课文中的复杂句型。

2. 培养学生的阅读兴趣，激发学生的学习热情。

教学过程：一、导入新课1. 复习上节课所学内容，检查学生对上节课知识的掌握情况。

2. 引导学生思考本节课的学习目标，激发学生的学习兴趣。

二、新课导入1. 教师简要介绍课文背景，引导学生了解课文内容。

2. 学生自主阅读课文，初步理解课文内容。

三、阅读理解1. 教师提出问题，引导学生思考课文中的重点、难点。

2. 学生回答问题，教师进行点评和讲解。

3. 学生再次阅读课文，加深对课文内容的理解。

四、课堂练习1. 教师设计阅读练习题，让学生巩固所学知识。

2. 学生完成练习题，教师进行批改和讲解。

五、总结归纳1. 教师引导学生总结本节课的学习内容，强调重点、难点。

2. 学生复述课文，加深对课文内容的记忆。

六、布置作业1. 完成课后练习题，巩固所学知识。

2. 预习下一节课的内容，为下一节课做好准备。

教学反思：本节课通过阅读课文，引导学生理解课文内容，掌握课文中的生词、短语和句型，提高学生的阅读理解能力。

在教学过程中，要注意以下几点：1. 注重培养学生的阅读兴趣，激发学生的学习热情。

2. 针对学生的阅读能力，设计合适的阅读练习题。

3. 及时总结归纳，帮助学生巩固所学知识。

4. 关注学生的个体差异，因材施教，使每个学生都能有所收获。

教学评价：通过本节课的学习，学生能够理解课文内容，掌握课文中的生词、短语和句型，提高阅读理解能力。

同时，学生对英语学习的兴趣得到激发，为今后的英语学习打下坚实基础。

英语教资面试试讲七大类型真题及教案模板语音教学一．真题1.题目：You are new here,aren’t you?2.内容：A：You are new here,aren’t you? ↗B：Yes,I am.My name is Bill.You are Tony, aren’t you?↗A：That’s right.B:It’s really crowded here,isn’t it?↗A:Yes,it is.3.基本要求：（1）朗读所给对话（2）配合教学内容适当板书（3）针对语调标记，进行相应的语音教学活动（4）试讲时间约10分钟（5）用英文试讲二．教案模板1.Teaching objectives(1)knowledge objectiveStudents will understand and recognize sentences with rising tone.(2)Ability objectiveStudents will be able to use rising tone properly in communication.(3)emotional objectiveStudents will realize some basic rules of language and be more interested in learning English.2.Teaching key and difficult points(1)key pointHelp students to use correct intonation to make sentences.(2)difficult pointGuide students to find out the rule of rising intonation.3.Teaching and learning methodsTask-based language teaching method :cooperative learning method; individual learning method.4.Teaching proceduresStep1 :Lead inStudents will listen to a song and try to sing along with it.Teacher reminds them of the last word of each sentence.Step2:PresentationTeacher will choose two students to read the dialogue.Then students listen to the tape and find out the difference between their intonation and the speakers.Students are encouraged to underline the sentences.Teacher will also write the sentences an the blackboard and teacher will explain the rule of rising intonation:it can be used in disjunctive questions (反义疑问句)and give students some examples.Step3:PracticeStudents read the dialogue with their partners.They should pay attention to the questions and try to use rising intonation.Step4:ProductionStudents work in groups asking other members some questions about their hobbies.They need to imitate the question form in the dialogue and try to use rising intonation while asking.Some students are encouraged to have a role play in the front of class.Step 5:SummaryStudents conclude the rule of rising intonation and teacher give some supplements.(补充). Teacher will also guide students to think :are there any other situations where we can use rising intonation？Step6:HomeworkStudents are encouraged to make more sentences by using rising intonation.Each of them should make at least 5 sentences.5.Blackboard designrising intonationYou are new here,aren’t you? ↗It’s really crowded here,isn’t it?↗口语教学一．真题1.题目：A man saved himself2.内容：A man was skiing in the mountains by himself. Suddenly he had a bad fall and broke his skis,when he tried to stand up he found that his leg was broken and he couldn’t walk .So he slid down the mountain an his bottom when he got to the bottom of the hill he saw a house .He shouted for about five minutes before anyone heard .At last…3.基本要求：（1）朗读所给段落（2）配合所给内容适当板书（3）针对该段落的内容设计相应的口语活动，帮助学生补充完成故事结局（4）试讲时间约10分钟二．教案模板1.Teaching aims(1)Knowledge aim :Students will learn some basic elements to continue a story.(2)Ability aim :Students will be able to continue the story in their own words.(3)Emotional aim :Students can come up with new ideas positively and be interested in learning English.2.Teaching key and difficult points(1)key point :How to help students continue the story?(2)difficult point :How to guide students to summarize their idea and express in their own words.3.Teaching and learning method见上节语音课4.Teaching proceduresStep1 :Lead inTeacher will show some pictures about snowing day and ask students whether they like it andstudents can talk about things they can do in such a day.Step2:PresentationTeacher reads the passageStudents need to find out what the material is about .Teacher introduces the requirement of the class and encourage students to think what might happen next.Students will talk with their partners .they are encouraged to write some clues and key words . Teacher will also remind them to use correct grammar and sentence structure.Step3:PracticeStudents work in groups and share their ideas.They need to continue the story with possible ending .Teacher will also help to offer some clues .Students are encouraged to tell their own stories to the whole class.Step4:ProductionTeacher asks a question :what can you do to protect yourself while skiing ?Students share their ideas and teacher concludes the key points.Step 5:SummaryStudents try to conclude what they learned in this class,and teacher gives some supplements and remind them to be careful in some activities.Step6:HomeworkStudents need to retell their own story to their parents after class.5.Blackboard designWhat happened? A man hurt himselfWhat will happen next? doctor,farmer,policeman…听力教学一．真题1.题目：The Olympic Games2.内容：Hello! I’m the torch that lights the Olympic fire and starts every modern Olympic Games.I always begin my journey from Olympic in Greece where the Ancient Games first held .I’m usually lit by the sun there and carried by many runners from different countries.However,only the best athletes carry me !The greatest honor is to be the last athlete who carries me into the stadium where the games will be held.3.基本要求：（1）体现师生互动（2）配合教学内容适当板书（3）设计听力教学活动二．教案模板1.Teaching aims（1）knowledge aim :Students will learn the usage of the Olympic torch.(2)Ability aim :Students will improve their listening skill by finding out the facts of Olympic torch.(3)Emotional aim :Students will acquire knowledge about Olympic games and they will be interested in learning English.2.Teaching key and difficult points(1) key point :Help students to get useful information from the passage.(2) difficult point :Guide students to develop listening skill such as organizing information and making use of them correctly.3.Teaching and learning method见上节4.Teaching proceduresStep1 :Lead inTeacher will play a video about Beijing Olympic opening ceremony,and ask students to recall the exciting memories.Step2:Pre-listeningTeacher point out the torchbearer-Ling ning,,and ask student to tell what they know about him. Teacher introduces the man briefly and ask students whether they know the history of the torch.Step3:while-listening(1)Extensive listening(泛听)Students listen to the tape for the first time.They need to find out what the passage is talking about in their own words.（2）Intensive listening(精听)Students listen to the tape again.Teacher write some key points on the blackboard and students will fill in the form by using information in the passage .Students check the answer with their elbow partner.Step4:Post-listeningActivity 1:Students need to finish the exercise on the ppt.Teacher will help to check the answer. Activity 2:Pair work. Students introduce the facts of Olympic torch to their deskmates in their own words.They are encouraged to add some new information about Olympic games that they know. Activity3 :Students listen to some sentences about the description of Olympics.They need to judge whether the sentences are true or false.Step 5:SummaryStudents conclude what they learned in this class and teacher will also help summarize.Step6:HomeworkStudents need to find out more information about Olympic games .Picking up something to which they are interested and share with others next class.5.Blackboard designOlympic torch1.From where ? To where?2.Who carries it?3.Who will get honor?词汇教学一．真题1.题目：A famous Chinese pianist2.内容：Li Yundi,a well-known Chinese pianist ,always loved music.When he was a small boy,hecould hum songs and difficult pieces of music .He began to learn the accordion at the age of four,and he started to learn the piano when he was seven.In October 2000,Li Yundi took part in the 14th champion international piano competition in Poland.He won first prize in his group.He was also the first Chinese pianist in the 20-year history of the competition to win this prize.3.基本要求：（1）体现教师引导作用和师生互动（2）配合教学内容适当板书（3）讲解该段落中的划线单词并举例解释（4）设计相应的词汇运用活动二．教案模板1.Teaching aims(1)Knowledge aim ：Students will master the pronunciation and meaning of the new words:difficult ,take part in,competition.(2) Ability aim :Students will be able to use those words to make sentences.Students will learn to guess the meaning of words according to the context. (3)Emotional aim :Students will know more about Li Yundi and learn from him.2.Teaching key and difficult points(1)key point :Help students to master the pronunciation and meaning of new words.(2)difficult point :Guide students to make sentences properly by using these words.3.Teaching and learning method见上节4.Teaching proceduresStep1 :Lead inStudents will listen to a piece of piano music.Teacher introduces the background of the music and enumerates some famous pianists.Step2:PresentationStudents read the text as quickly as they can .Then tell the main idea of the passage.Teacher writes down the new words on the blackboard and encourages students to guess the meaning of them according to the context.Teacher will explain the difficult words in various ways.Example will be offered to helpstudents understand the words.Step3 :PracticeTeacher hands out some cards ,which contain different words on them.Then teacher shows some pictures on the ppt.Students need to read the word loudly if the picture describes it in their cards. Teacher will encourage them to make some sentences by using the words.Step4:ProductionStudents think about a question :what makes a pianist succeed?They can talk with elbow partners and conclude some key elements.Teacher encourages them to learn from Li Yundi :working hard and never give up.Step 5:SummaryStudents summarize the whole text .Teacher helps to review the learned words again.Step6:HomeworkStudents write a short essay about the career of a star with whom they are familiar.5.Blackboard designdifficulttake part in What makes a pianist succeed？competition阅读教学一．真题1.题目：True north2.内容：In North America,most students go to school on the school bus.Some students also walk or ride bikes to school.In other parts of the world,things are different.In Japan,some students take trains to school,others also walk,ride their bikes .In China,it depends on where you are ,In big cities,students usually ride bikes to school or take buses.And in places where are rivers and lakes ,students usually go to school by boat.That must be a lot more fun than taking bus.3.基本要求：（1）朗读所给对话（2）配合教学内容适当板书（3）针对该段落设计阅读教学活动二．教案模板1.Teaching aims（1）knowledge aim :Students will understand ways to go to school in different countries. (2)Ability aim :Students will use multiple reading skills such as skimming and scanning to get information from the passage.(3)Emotional aim :Students will feel different culture and will be more interested in learning English.2.Teaching key and difficult points(1) key point :Help students to get useful information from the passage .(2) difficult point :Guide students to develop reading skill such as finding out and organizing useful information.3.Teaching and learning method见上节4.Teaching proceduresStep1 :Lead inTeacher will guide students to review different transportation which was learned last class. Step2:Pre-readingStudents watch some pictures about special transportation and guess where there can be used .Any possible guessing is encouraged.Step3:while-reading(1)fast readingStudents read the passage as quickly as they can .They need to find out which countries are mentioned in the passage.Teacher will write the names of places on the blackboard.(2)careful readingStudents read the passage again .They are asked to fill in the form on the blackboard by using information about what transportation is used in different places.Teacher encourages them to check answers with elbow partners.Step4:Post-readingActivity 1:Students refer to the form and retell the usage of transportation to their deskmates. Activity 2 :Students introduce some other special travelling methods in groups.They can share what they know to the whole class.Teacher helps to conclude some key points.Step 5:Summary and homeworkStudents review the learned knowledge in this lesson and teacher will also encourage them to be a green commuter.Students need to find more information about special travelling methods and conclude their findings by imitative writing.5.Blackboard designcountries ways to go to schoolAmericaJapanChina(big cities)China（cities with rivers）语法教学常见语法的英文表达一般现在时the simple present tense一般过去时the simple past tense一般将来时the simple future tense现在完成时the present perfect tense现在进行时the present continuous tense过去进行时the past continuous tense条件状语从句adverbial clause of condition被动语态the passive voice虚拟语气subjunctive mood定语从句attributive clause宾语从句object clause状语从句adverbial clause比较级和最高级comparative and superlative单三third-person singular一．真题1.题目：Transportation investigation2.内容：Last week,we did a survey about different kinds of transportation. We asked students about their favorite kinds of transportation. Most students come to school by bike and they like riding bikes .Of course ,bikes are cheaper than cars and buses.Some students like cars because they are safer than bikes .Cars are also faster than bikes and buses.Among some students ,buses are not popular because they often have too many passengers.Buses are also dirtier and more crowded.However,not many people can afford a car.3.基本要求：（1）合理设计活动进行语法教学（2）适当板书（3）全英授课（4）师生互动二．教案模板1.Teaching aims(1)Knowledge aim ：Students will master the role of comparative form(2) Ability aim : Students will be able to compare the characters of different things by using correct comparative forms.(3)Emotional aim :Students will be good at evaluating the advantage and disadvantage.2.Teaching key and difficult points(1)key point :Help students to understand the principle of comparative form.(2)difficult point :Guide students to make sentences to compare things.3.Teaching and learning method见上节4.Teaching proceduresStep1 :Lead inTeacher asks students what transportation they prefer.Students share their ideas and explain the reasons briefly.Step2:PresentationStudents read the text as quickly as they can.They need to find out what transportationarecompared in the passage.Teacher writes the transportation on the blackboard and asks students to underline the words which make the comparison.Students are encouraged to point out the differences of words.Teacher will explain the words: when comparing,we need to use comparative form of adjective and teacher will also remind them of adding “er” or “r” according to the words.Step3 :PracticeTeacher asks students to read the sentences containing comparative forms loudly.Students are asked to finish the exercise on the ppt.Step4:ProductionTeacher shows some pictures on the ppt.Each picture has a pair of objects.Students need to describe the character of them.They are encouraged to use the comparative form to make sentences by themselves.Teacher will also ask two students to stand up ,and others compare them through body weight,height,length etc.Step 5:SummaryStudents summarize what they learned in this lesson.Teacher guides them to review the comparative form of adjective again.Step6:HomeworkStudents make at least six sentences by using comparative form of adjective after class and show their sentences next class.5.Blackboard designbus dirtiercar safer ,fasterbike cheaper写作教学一．真题1.题目：A letter for asking for advice2.内容：Dear Earth care,I’m doing a project on behalf of my school about global warming.Sometimes I feel that individuals can have little effect on such huge environmental problems.However,I still think people should advocate improvements in the way we use energy today.As I’m not sure where to start with my project.I would appreciate my suggestions you may have.Thank you !3.基本要求：（1）全英授课（2）针对语篇内容进行相应写作教学（3）向学生介绍书信写法（4）试讲时间约10分钟二．教案模板1.Teaching aims（1）knowledge aim :Students will understand some basic elements in writing a letter.(2)Ability aim :Students will be able to conclude information and organize the information in their own writing.(3)Emotional aim :Students will be more polite in replying.2.Teaching key and difficult points(1) key point :Help students to come up with new ideas.(2) difficult point :Guide students to put what they learned in writing.3.Teaching and learning method见上节4.Teaching proceduresStep1 :Lead inTeacher asks the essential elements in a letter which was learned before .Step2:Pre-writingStudents read the letter quickly .They will get the main idea of it .Teacher will guide them to think the possible response of the letter .Students need to work in pairs and talk with elbow partners.Students write down some key points and consider how to use these points in writing in a proper order .Step3:while-WritingTeacher first shows two letter example on the ppt and guides students to notice the title,main part,form and inscription .Students can refer to the examples and write their own letter .Teacher will offer some words and phrases and help to correct the mistakes in their writing. Step4:Post-writingStudents share their articles in groups. Some representatives are encouraged to read their letters in the front of the class .Teacher will also ask students to discuss :are there any other possible ways to save the earth from global warming ?Step 5:Summary and homeworkStudents review the passage and their own letter .Teacher will emphasize how to respond a letter .Students are asked to conclude ways to prevent global warming after class ,and write down at least five suggestions.5.Blackboard designkey elements in writing possible responsestitle plant more treesmain part ride bikesform。

教资面试试讲稿高中英语尊敬的评委老师，各位在座的同仁，大家好。

今天，我有幸在这里进行我的教资面试试讲，我将围绕高中英语教学进行展示。

我试讲的课题是“高中英语阅读理解技巧”，希望通过这次试讲，能够与大家共同探讨如何提高学生的阅读理解能力。

导入部分：在高中英语教学中，阅读理解是学生必须掌握的基本技能之一。

它不仅关系到学生的语言能力，还直接影响到他们的综合素质和终身学习能力。

因此，掌握有效的阅读技巧至关重要。

呈现新课：首先，我要介绍的是“扫读”技巧。

扫读是指快速浏览文章，抓住文章的主旨大意。

在进行扫读时，学生应该关注文章的标题、首尾段以及每段的首句和尾句。

接下来是“精读”技巧。

精读是指仔细阅读文章，理解文章的每个细节。

在精读过程中，学生需要学会识别关键词和短语，理解句子之间的逻辑关系。

此外，还有“猜词”技巧。

在阅读过程中，学生难免会遇到生词。

这时，他们可以通过上下文来猜测词义，而不是立即查阅词典。

实践环节：为了帮助学生更好地掌握这些技巧，我将带领大家进行一个实际的阅读练习。

请大家阅读下面的文章，并尝试运用刚才介绍的技巧。

[此处插入一段适合高中学生阅读水平的英语文章]讨论与反馈：阅读完毕后，我将邀请几位学生分享他们的阅读体验和使用技巧的情况。

同时，我也会根据他们的反馈，给出一些建议和指导。

总结：通过今天的试讲，我们学习了几种提高阅读理解能力的方法。

希望同学们能够在今后的学习中，不断练习这些技巧，提高自己的英语阅读水平。

结束语：感谢大家的聆听和参与，我相信通过我们共同的努力，每一位学生都能够在英语学习的道路上不断进步。

再次感谢各位评委老师和在座的同仁，我的试讲到此结束，谢谢大家。

[试讲结束]。

教师资格证考试-面试-高中英语-教案模板+逐字稿-写作课【注意】一般写作课涉及的文体主要有应用文、说明文、议论文等。

一般所给的材料有书信、通知、广告、建议信等。

首先要分析材料的文体，其次是要求仿写（一般是按照所给材料的文体格式，另选主题进行仿写）还是改写（如：将直接引语direct speech改为间接引语indirect speech）；【设计思路】写作课，我们采用PWP模式，即pre-writing、while- writing以及post- writing；各个环节可以设计的活动如下：【教案】Teaching PlanTeaching Aims:Knowledge aims:(1)Students can master the basic structure/format/organization of aletter/notice/argumentation/…(2)Students will learn some knowledge about …Ability aims:(1)Students can improve their writing skills.(2)Students can master their skills about how to introduce … in their own words.Emotional aims: （以下内容选一/二即可）(1)Students can get more interests and confidence in learning English.(2)Students will be willing to apply their English into daily use.(3)Students can get the awareness of cooperation with others.Teaching Key & Difficult Points:Teaching key point:Students will know how to write a …Teaching difficult point:How to make students write a proper … by themselves.Teaching Procedures:Step 1 Warming up1.Greetings.2.Lead-in: （以下导入方式选其一即可）①Review the knowledge that we learned before/in the last class with the students: …②Check students’ homework that I assigned in the last class: …③Share a story/saying/experience with students: …④Show students some pictures about … and ask them to think about the following questions:/ Play a short video to the students and ask them to think about the following questions during watching:Q1: …Q2: …⑤Free talk: ask students to discuss the following question and then invite some of them to share their answers:Q: …Step 2 Pre-writing(1)Ask students to read the passage to get the main idea of it./Ask students to read the passage to think about the following one/two questions:Q1: …Q2: …(2)The teacher read the passage for the students and ask them to figure out the structure of the passage./The teacher read the passage for the students and ask them to collect some useful expressions about how to introduce …（一般如所给材料是像书信、通知、广告等这样很容易能找到格式的，此步骤可设计让同学们总结出材料格式，如书信的格式是：称呼语：salutation、正文：body of the letter、结束语：ending of the letter、署名：signature；如所给材料实在找不出格式，可让同学总结一些介绍/描述…的表达方式）Structure/Useful expressions: …(3)Discussion/Brainstorm: ask students to discuss how to …（与写作内容有关的话题）/ ask students to discuss the following two questions.（问题要与写作内容有关）Q1: …Q2: …Step 3 While-writingGuide students to write a …（写作文体）about …（写作的内容） by themselves in 15 minutes.Step 4 Post-writing(1)Self-editing: ask students to revise their writings by themselves.(2)Peer-editing: ask students to exchange their writings with their partners to do peer-editing.(3)Share some good writings and give comments.Step 5 Summary and HomeworkSummary: ask a student/lead the students to summarize the content of this lesson.（总结环节可以是老师自己总结，让同学总结，老师和同学一起总结三种方式，一般使用后两种方式比较好）Homework: ask students to polish their writings and hand it in the next class./ask students write another passage about … and hand it in the next class.Blackboard design:【试讲逐字稿】[自我介绍]:Good morning/afternoon, dear judges, I’m No.X candidate applying for high school English teacher. （有的地方不让说姓名，只能说号码，但有的地方规定要说姓名，进入面试室时，有人会给你看一下注意事项，所以请看清，否则说错了会视为作弊，取消资格的）（上面这一句是在敲门得到允许进去后，所做的自我介绍，或者是向考官问好，一般考官会回应说：good morning/afternoon，之后你需要走到讲台上，进行结构化答题，回答结束后，考官会说请开始你的试讲）分割线—下面是真正的试讲逐字稿Today my topic is …, now I’ll start my class.[Greetings]:Class begins, sit down please. Good morning/afternoon, boys and girls, welcome to my class. How are you guys today? Great? Not bad? Glad to hear that. Me? Oh I’m pretty good, thanks for your asking. So are you ready for our class? Ok, good.[Lead-in]：以下方式选其一即可（建议在此步骤中，若能与文章标题联系起来的时候，可书写板书：具体的标题，若文章没有标题，可找机会一边说：today we’re going to have a reading class, 一边书写板书：reading）①Before our class, boys and girls, let’s have a quick review about what we learned in the last class. Do you still remember it? Great, you all remember it. Yes, we learned about …. Now as for today we are going to learn more about it/we are going to learn another grammar.②Before our class, boys and girls, do you still remember the task that I assigned for you in the last class? Yes, it is … Ok, so how many of you have prepared it? Show me your hands. Ok Anna, please. （此处停顿几秒，假装Anna在回答）Excellent, I can see you did it with your heart. Now as for today, we are going to learn …/we are going to talk more about …③-1.Before our class, boys and girls, I’d like to share a story with you. After the story, you need to tell me …（此处可出一个问题）So please listen to me carefully. …（讲故事）So who wants to share your answers with us? Anna, please. …（Anna的回答）Very good, sit down, please. Now as for today, we are going to learn …/we are going to talk more about …③-2.Before our class, boys and girls, I have s sentence for you, please listen to me carefully and please try to guess its meaning …（此处讲一个名人名言）So who wants to share your answers with us? Anna, please. …（Anna的回答）Very good, sit down, please. Now as for today, we are going to learn …/we are going to talk more about …③-3.Before our class, boys and girls, I’d like to share one experience of mine with you …（讲经历）So how about you? Do you have any unforgettable experience? Anna, please share with us. …（Anna的回答）Very good, sit down, please. Now as for today, we are going tolearn …/we are going to talk more about …④Before our class, boys and girls, let’s watch a short video/some pictures, and you need to think about the following questions: Q1: … and Q2: … Are you clear? Ok, great, let’s start here.（观看视频/图片，停顿几秒）Well you have enjoyed the video/the pictures, have you got the answers? Anna, you please. Oh you think … Yes, great, sit down please. How about question 2? Peter, please have a try. You think … I agree with you, sit down please. Now as for today, we are going to learn …/we are going to talk more about …⑤Before our class, boys and girls, I’d like to ask you a question: … Anna, please have a try. Yeah, …（Anna的回答）Wonderful, thank you, sit down please. And? Peter, please. Great, …（Peter的回答）Now as for today, we are going to learn …/we are going to talk more about …[Pre-writing]:(1)Now please read the passage and try to get the main idea of it. I will give you 5 minutes and then share your answers, clear? Ok, let’s start here.（停顿几秒）Ok, time’s up, please show me your answers. Elsa, please. …（Elsa的回答）Is she right? Great, thank you, sit down please./ Now please read the passage and I’d like you to think about the questions on the screen. You should read the passage and think about the questions by yourself first, and then discuss with your partners. I will give you 3 minutes and then share your answers, clear? Ok,let’s start here.（停顿几秒）Ok, time’s up, please show me your answers. Elsa, please. …（Elsa 的回答）Is she right? Great, thank you, sit down please.(2)Next I’ll read the passage for you, please try to figure out the structure of aletter/notice/… or how many parts a letter/notice/… has. Please listen to me carefully.（阅读文章）You’ll have 5 minutes to think about your answers, clear? Ok, start here. （停顿几秒）Time’s up. Let’s do it together. It has … parts, and they are …（此时可以书写板书：structure: …）/NextI’ll read the passage for you, please try to collect some useful expressions and then share with us, clear? Ok, start.（阅读文章）I saw that you have underlined some words and expressions. So show us. Amy, show us your answers and reasons. The first sentence in paragraph 2, you mean …（把句子读一遍）this one? Yes, ok. Why? Because it’s a transitional sentence to show us/tellus … Well done. Sit down, please. And sentence 2 in paragraph 3. …（把句子读一遍）Ok, good. Wow you found many useful sentences, good job. Sit down, please.（此过程中可书写板书：useful expressions: …）(3)Ok, next, I have one/two questions for you: Q1:… Q2: …（与写作主题有关的问题）Four students in one group and please discuss it with your group members first, and then share with us, are you clear? Great, you will have 10 minutes, let’s start here.（停顿几秒）Ok, time’s up, have you any answers? Good, who wants to have a try? Group one, who’s your representative? Ok, Lily, you please. …（Lily的回答）Good point, sit down please. And group two? Peter, please have a try. …（Peter的回答）Excellent, please sit down. Group 3 and group 4? Great, you are good helpers, well done.（三组四组不必一一回答，只需点评即可）[While-writing]:Now please write a short passage about …（此时可以书写板书：writing: …）You can write your composition based on the above discussion. While writing, please pay attention to the spelling, grammar, punctuation, sentence structure, logic of sentence and tenses. 15 minutes will be given to complete your writings individually, are you clear? Ok, let’s start here.（停顿几秒）[Post-writing]:(1)Time’s up. Have you finished your writings? Show me your hands. Ok, all of you have finished. Now please check your own writings. You should pay attention to the spelling, grammar, punctuation, clear? Ok, start. （停顿几秒）(2)Ok, have you finished revising? Good, now exchange your writings with your partners and check for each other. You should also revise it from the above aspects we have mentioned, ok? Good, do it now. （停顿几秒）(3)Have you done? Have you found some good writings? Can you recommend someone for us? Oh, Anna and Peter’s writings. Good, Anna and Peter, can you come here and read your writings with us? Ok, Anna you are the first. （停顿几秒）Wow, your pronunciation is really good. And Peter, it’s your turn.（停顿几秒）Good , if you could be louder, your writing will be more enjoyable. Thanks you, please come back to your seat.[Summary and homework]:How time flies! It’s time to make a summary. Let’s do it together. Today we havelearned …（材料内容）and how to write a ….（写作文体） Ok good, we all did a good job in this class.（老师带领大家一起回答时，当说到重点的时候，要有所停顿，因为我们需要做的是引导学生回答，而不是我们自己回答）Well, after class, I’d like you to polish your writings and hand in the next class, are you clear? Ok, great, that’s all for today’s class, goodbye class, see you next time./ Well, after class, I’d like you to write another passage about … and hand in the next class, are you clear? Ok, great, that’s all for today’s class, goodbye class, see you next time.[结尾]：That’s all for my presentation, thank you![接下来就是答辩]。

第1篇一、教学目标：1. 熟练掌握英语语法、词汇、听力、口语、阅读、写作等方面的知识和技能；2. 能够灵活运用不同的教学方法和策略，激发学生的学习兴趣和积极性；3. 能够设计和组织有效的英语教学课程，提高学生的学习效果和成绩。

二、教学内容：本次教学内容为英语阅读理解，选取一篇英文短文作为教学材料，通过阅读和分析短文，提高学生的阅读理解能力和英语语言水平。

三、教学过程：1. 导入环节：a. 通过有趣的导入语，激发学生的学习兴趣，例如：“同学们，今天我们将一起探索一篇关于探险家发现未知世界的短文，让我们一起走进这个奇妙的世界吧！”b. 简要介绍短文作者和背景，引导学生对短文产生兴趣。

2. 阅读理解：a. 学生独立阅读短文，要求注意时间，尽量在规定时间内完成；b. 学生完成阅读后，教师提问，检查学生对短文的理解程度；c. 学生分组讨论，分享自己对短文的见解和感受。

3. 语言点讲解：a. 教师针对短文中出现的重点词汇、短语和语法结构进行讲解和解释；b. 学生跟读并模仿，巩固所学知识。

4. 阅读技巧训练：a. 教师讲解阅读技巧，如：略读、寻读、精读等；b. 学生练习阅读技巧，提高阅读速度和理解能力。

5. 课堂总结：a. 教师总结本节课所学内容，强调重点和难点；b. 学生回顾所学知识，提出疑问，教师解答。

四、教学评价：1. 课堂表现：观察学生在课堂上的参与度、积极性；2. 阅读理解：检查学生对短文的理解程度，包括对文章结构、主题、语言特点等方面的掌握；3. 语言点掌握：考察学生对重点词汇、短语和语法结构的掌握情况；4. 阅读技巧：评估学生在阅读过程中的技巧运用情况。

五、课后作业：1. 复习本节课所学内容，完成相关练习；2. 预习下一节课内容，为下一节课做好准备。

这份教案模版仅供参考，教师可根据实际情况进行调整和修改。

在教学过程中，注重培养学生的阅读兴趣和英语语言能力，提高他们的综合素质。

第2篇一、导入环节1. 题目：请用英语进行简短的自我介绍，并说明为什么选择成为一名高中英语教师。

教师资格证考试-面试-高中英语-教案模板+逐字稿-口语课一、教学目标：1. 知识目标：让学生掌握日常英语口语表达的基本句型和词汇。

2. 能力目标：提高学生的英语口语交流能力，使其能在日常生活中进行简单的英语对话。

3. 情感目标：激发学生学习英语的兴趣，培养其自信心，使其乐于用英语进行交流。

二、教学内容：1. 主题：日常生活话题2. 词汇：起床、洗漱、吃早餐、上学、放学、做作业等日常词汇。

3. 句型：介绍自己、询问他人、描述日常活动等基本句型。

三、教学过程：1. 热身活动（5分钟）：利用歌曲或简单的口语练习，让学生放松，营造轻松的课堂氛围。

2. 新课导入（10分钟）：通过图片或情景剧的形式，引入日常生活话题，引导学生用英语进行描述。

3. 课堂互动（15分钟）：分组进行角色扮演，让学生模拟日常生活场景，运用所学词汇和句型进行对话。

教师巡回指导，纠正发音并给予鼓励。

4. 巩固练习（10分钟）：设计一些简单的口语问答游戏，让学生在游戏中进一步巩固所学内容。

5. 总结与作业（5分钟）：对本节课所学内容进行总结，布置相关的口语作业，要求学生课后进行练习。

四、教学评价：1. 课堂表现：观察学生在课堂上的参与程度、发音准确性以及口语表达流畅性。

2. 作业完成情况：检查学生课后口语作业的完成质量，对发音和表达进行评价。

3. 小组活动表现：评估学生在小组角色扮演中的表现，关注其与合作者的互动交流。

五、教学资源：1. 图片素材：日常生活场景的图片，如起床、洗漱、吃早餐等。

2. 音频素材：英语口语练习的歌曲或对话音频。

3. 教学卡片：用于课堂游戏和角色扮演的卡片。

4. 作业模板：课后口语作业的模板，包括发音和表达要求。

注意事项：1. 针对不同水平的学生，可以适当调整教学内容和难度。

2. 在课堂互动环节，鼓励学生大胆开口说英语，给予充分的时间进行练习。

4. 课后作业的布置要具有针对性和实用性，让学生能够在生活中运用所学知识。

高中英语试讲逐字稿Good morning, everyone! Today, I am going to present a sample lesson plan for a high school English class. The topic of the lesson is "Describing People".Firstly, let's start with some vocabulary related to physical appearance. We will learn words to describe people's height, build, hair, and facial features. For example, we can use words like tall, short, slim, chubby, blonde, brunette, and so on.Next, we will practice using these vocabulary words in sentences. Students will be asked to describe theirclassmates or famous celebrities using the words we just learned. This will help deepen their understanding andimprove their speaking skills.After that, we will move on to discussing personality traits. We will learn words to describe people'spersonalities, such as kind, friendly, outgoing, shy, and so on. Students will be encouraged to think about thepersonalities of people they know and try to describe them using the new vocabulary.To further reinforce the vocabulary and grammar, we will engage in a fun activity called "Guess Who?". In thisactivity, students will take turns describing a personwithout revealing their name. The rest of the class willlisten carefully and try to guess who is being described.This activity will not only develop their descriptive skills but also encourage active listening and critical thinking.To conclude the lesson, we will have a group discussionon the importance of being able to describe people accurately.Students will share their thoughts and experiences on how descriptive skills can be helpful in various situations, such as job interviews, making new friends, and understanding different cultures.In summary, today's lesson focused on describing people. We started by learning vocabulary related to physical appearance, then moved on to personality traits. Through activities such as describing classmates and playing "Guess Who?", students were able to practice using the new vocabulary in a meaningful way. Finally, we had a group discussion to reflect on the importance of descriptive skills in real-life situations.Thank you for your attention. I hope you enjoyed this lesson.。

教师资格证考试-面试-高中英语-教案模板+逐字稿-阅读课一、教学目标1. 知识目标：让学生掌握阅读技巧，提高阅读理解能力。

2. 能力目标：培养学生具备快速阅读、推理判断、词义猜测等阅读能力。

3. 情感目标：二、教学内容1. 教材：《高中英语阅读课教材》2. 主题：人与自然的关系3. 文章：《The Environment and Our Future》三、教学过程1. 导入：利用图片或实物引导学生谈论人与自然的关系，引出本课主题。

2. 自主阅读：让学生独立阅读文章，了解文章大意，培养学生快速阅读的能力。

3. 检查理解：通过问答方式检查学生对文章的理解程度，帮助学生巩固所学内容。

4. 深入讨论：引导学生针对文章内容进行深入讨论，提高学生的思维能力和表达能力。

5. 总结提升：总结文章主题，引导学生思考人与自然的关系，提出保护环境的建议。

四、教学评价1. 课堂表现：观察学生在课堂上的参与程度、发言情况等，评价学生的积极性。

2. 阅读理解：通过问答、讨论等方式检查学生的阅读理解能力，评价学生的学习效果。

3. 课后作业：布置相关阅读任务，要求学生课后完成，以巩固所学内容。

五、教学资源1. 教材：《高中英语阅读课教材》2. 图片或实物：用于导入和激发学生兴趣3. 多媒体设备：用于展示文章、播放相关视频等六、教学建议1. 注重培养学生的主体性，鼓励学生积极参与课堂活动。

2. 注重阅读技巧的培养，引导学生运用推理判断、词义猜测等方法提高阅读理解能力。

3. 注重情感教育，引导学生关注人与自然的关系，培养环保意识。

4. 课后加强辅导，针对学生的薄弱环节进行有针对性的教学。

六、教学重点与难点重点：1. 掌握文章的主要内容和观点。

2. 运用阅读技巧提高阅读理解能力。

难点：1. 理解和运用文章中的重点词汇和短语。

2. 分析和推理文章中的隐含意义。

七、教学方法1. 任务型教学法：通过完成各种任务，激发学生的学习兴趣和积极性。

教师资格证考试高中英语教案模板教案一：阅读理解——托福阅读教学对象：高中英语学生教学目标：1. 学习并掌握托福阅读的基本技巧；2. 提高学生的阅读理解能力；3. 培养学生的学习兴趣和阅读习惯。

教学准备：1. 教师准备托福阅读材料配合相关习题；2. 多媒体设备。

教学过程：一、导入（5分钟）1. 教师简单介绍托福阅读的重要性和要求；2. 引导学生讨论所读过的托福阅读材料，激发学生的学习兴趣。

二、预习（10分钟）1. 学生在课前阅读并预习相关内容；2. 学生做简单的了解性问题，检测预习情况。

三、讲解（15分钟）1. 教师通过多媒体展示托福阅读技巧，包括如何快速浏览，如何识别重点信息等；2. 逐个讲解托福阅读题型的解题技巧；3. 引导学生分析和解读范例阅读材料。

四、练习（20分钟）1. 学生在教师指导下进行相关练习，巩固所学技巧；2. 教师及时给予反馈和指导。

五、拓展（10分钟）1. 学生自主阅读一篇与托福阅读相关的文章；2. 学生做思考性问题，展开小组讨论。

六、总结（5分钟）1. 教师总结本节课的教学内容，强调托福阅读的重要性；2. 教师布置相关作业。

教案二：写作——议论文写作教学对象：高中英语学生教学目标：1. 学习并掌握议论文的写作结构和技巧；2. 提高学生的写作能力；3. 培养学生的逻辑思维和表达能力。

教学准备：1. 教师准备议论文写作的相关材料；2. 多媒体设备。

教学过程：一、导入（5分钟）1. 教师引入本节课的写作主题，激发学生的学习兴趣；2. 学生讨论相关话题，分享自己的观点。

二、讲解（20分钟）1. 教师通过多媒体展示议论文的写作结构和技巧；2. 逐步讲解每个段落的写作要点；3. 引导学生分析和解读范例议论文。

三、写作练习（30分钟）1. 学生根据所给话题，自主进行议论文写作练习；2. 教师及时给予反馈和指导。

四、互评交流（15分钟）1. 学生相互交换作文，进行互评；2. 学生小组间展开讨论，共同探讨议论文的优缺点。

高中英语教师资格证面试试讲真题及教案模板Introduce the topic of XXX。

Ask students if they have ever had trouble XXX.Step 2: Present the dialogue on the board and have students read it aloud。

Ask them to pay n to the XXX.Step 3: XXX.Step 4: Divide students into pairs and have them practice the dialogue。

XXX.Step 5: Have students share their dialogues with the class and provide XXX.Step 6: XXX students to pay n to it in their own speech.Note: The original article had a lot of XXX content to make it clearer and more concise.In this lesson。

students will XXX along while being reminded of the last word of each sentence。

Next。

they willlisten to a XXX's。

The teacher will explain the rule of rising XXX。

they will work in groups to ask each other ns about their hobbies。

using the dialogue as a model and XXX。

A select few students may even have the opportunity to role play in front of the class.XXX choose a few students to share their ideas and help them to summarize their ideas in their own words.XXX XXX.Students will XXX the story and present their ideas to the class.Step4:nStudents will XXX the story in their own words.XXX will provide XXX.XXX will summarize the key points of the XXX.Students will work in groups and share their ideas。

高中英语教资面试写作课通用教学步骤1.写前开头提问：What is this mainly about? What kind of passage is it?What is the writing style of the passage?How is it organized?What aspects are included?2.写前引导分析文本格式：Choose a regular article on your book and make a comparisonBetween them, do you find anything special about this passage?So how do we organize or what is the format of this passage?3.写作前的语料准备：Since now you’ve got the format, let’s write a...on...I understand it may be a bit difficult for you to write it immediately. So let’s brainstorm first and sort out some useful information and expressions. Now please write down whatever comes to your mind. Share ideas?4.学生开始写作:We’ve got the format and content figured out. Let’s write your composition.Your composition should be around 150 words. I’ll give you about fifteen minutes. Raise your hands if you have any problems, then i will come and help you.5.学生交换批改：I see most of you have finished. Please swap paper with your deskmate. I’ll hand outa checklist. Please check coherence,spelling,format, punctuation,content and grammar according to this checklist standards.6.选择学生文章展示呈现并分析：Who would like to show your writing? Ok, let’s have a look at Anna and Josh’s articles.Feel free to give some remarks. What can we learn from their articles?Yes, we can find she’s got beautiful handwriting.What do you think? Her passage is neatly organized too. She can use diverse expressions and complicated sentences without any grammatical mistakes.What about Josh? His article follow a logical pattern of thinking. We can see he used transitioning words and phrases properly.Do you have any suggestions? Maybe we can replace basic words with more fancy words. But make sure first, you can use them right.。

今天，我将为大家讲解一篇高中英语教学招聘面试试讲的逐字稿，希望能为大家提供一些参考和指导。

我想和大家分享一下我对高中英语教学的理解和观点。

在我的教学实践中，我认为高中英语教学应注重培养学生的听、说、读、写四项技能，通过多种教学方法和手段，激发学生的学习兴趣和积极性，培养他们的综合语言运用能力。

那么，在面试中，我们将如何有效地进行英语教学呢？我认为，首先要明确教学目标，根据教学大纲和教材要求，明确学生应该达到的语言水平和能力。

我们要采用灵活多样的教学方法，如游戏、小组讨论、角色扮演等，激发学生的学习兴趣和主动性。

同时，我们要注重培养学生的自主学习能力，引导他们自觉地进行学习和探究。

我将以《雾都孤儿》这一文学经典为例，进行一次有效的教学展示。

我会让学生们自主阅读小说的相关章节，并组织小组讨论，引导学生们发现故事情节和主题。

接着，我会设计一些与小说相关的英语写作任务，如写一篇关于主人公的人物描写、写一篇关于小说背景的介绍等，通过写作任务培养学生的写作能力和创造力。

我会进行一次小组演讲比赛，让学生们展示自己的英语口语表达能力，并给予及时的反馈和指导。

通过以上的教学展示，我相信能够有效地激发学生的学习兴趣和积极性，提高他们的英语语言表达能力和综合素养。

高中英语教学应注重培养学生的听、说、读、写四项技能，通过多种教学方法和手段，激发学生的学习兴趣和积极性，培养他们的综合语言运用能力。

在面试中，我们要明确教学目标，采用灵活多样的教学方法，同时注重培养学生的自主学习能力。

通过有效的教学展示，我们能够提高学生的学习兴趣和英语语言表达能力，培养他们的综合素养。

希望我的分享对各位考教师有所帮助，谢谢大家！。

英语：Unit1《Festivals around the world》Period 1 Warming up and Reading（说课稿）Good morning, everyone, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is New Senior English for China Book3 U1 Festivals Around the World. I’ll be ready to begin this lesson from two parts. The first part is analyzing the teaching material and the second part is teaching procedure. First, let me talk about the teaching material.Part 1 Teaching Material:This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival.The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China. The teacher can ask the students if they have some idea about the foreign and domestic festivals.The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include.The reading passage titled Festivals and Celebrations which is briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. The teacher can first let them work in pairs or in groups to find the answers together, and then check their answers with the whole class. Students should be required to talk about festivals in their own words at the end of the classPart 2 Teaching Steps:In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the Englis h language. Therefore, the teaching steps are very important and they should be arranged in good orders. Moreover, the teaching methods should be considered in this part, such as pair work activity and Students –Centered-Teaching.Now let me introduce my teaching steps.Step 1 Leading-inI will have a free talk with students. Ask them the following questions:Did you have a good time in your winter holidays?How did you celebrate your Spring Festival?With this topic we will begin the new unit which is talk about the festivals around the world. Step 2 Warming upI will let students talk about other Chinese festivals that they familiar to.(Lantern Festival, Pure Brightness Festival, Dragon Boat Festival, Mid-Autumn Festival, New Year’s Day, Chung Yeung Festival. . . )And then I will let students read the information about Chinese festivals in the book and discuss another three Chinese festivals. Next I will let them complete the form in this part in pair work and ask some to share their opinions with the whole class.After finish the form I will talk about some foreign festivals with students by PPT such as Christmas, April Fools’ Day, Easter, Halloween, Valentine’s Day, Thanksgiving Day and so on.Step 3 Pre-readingIn this part, we will have a discussion about the following questions:What festivals or celebrations do you have in your city or town? What part of a festival do you like best—the activities, the music, the sights, the food or the people who visit?Step 4 ReadingThis part will conclude 3 parts, the fast reading, intensive reading and reading and discussion. About the fast reading, I will ask students to skim the reading passage and then fill in a following chart. This part is very important because students can improve their reading skills and reading speed by skimming reading scanning reading.For the intensive reading part I will allow students to read carefully this time to understand the main ideas of each paragraph and the important details, and then finish some questions.Last is the reading and discussion, in this part, the students are allowed to read the text a third time and then work in pairs to finish the form and discuss which festivals are the most important and which are the most fun. I will encourage them to expand their answer by their own experience.Step 5 HomeworkThe last step is homework.1. Learn the useful new words and expressions in this part by heart.2. Read the reading passage again and again and try to talk about festivals both in and out of China.Purpose of the homework: I think homework is so important that the students should speak English as much as they can in class or after class. It is necessary for the students to do some exercises after class to master the knowledge they learned.Last by not least, class mood is very important for both students and teachers. I will make my class in an easy mood by using some beautiful music and flash or other suitable methods. As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.Above is the lecture note of my lesson. Thank you for listening!写作课课型四色笔讲稿模板红色字体为板书内容蓝色字体为设计目的黑色字体为口述内容绿色字体为提示内容写作课：Writing class : Healthy eating （健康饮食）Teaching Objectives（教学目标）：一、知识技能目标：1.2.3. 总结平衡膳食的定义，并且能提出一些健康建议。