Lin Fei’s daily life初中英语教师资格面试教案

Lin Fei’s Dly Life一、教学目标：1. 知识目标：学习并掌握与日常活动相关的词汇如：get up, go to school, have lunch, do homework等。

能够描述一个人的日常生活中的活动和习惯。

2. 能力目标：能够听懂并运用日常活动相关的词汇进行简单交流。

能够用英语描述一个人的日常生活。

3. 情感目标：培养学生对英语学习的兴趣，增强自信心。

二、教学重难点：重点：掌握日常活动相关的词汇。

能够描述一个人的日常生活中的活动和习惯。

难点：正确运用日常活动词汇进行交流。

用英语描述一个人的日常生活。

三、教学方法：任务型教学法：通过完成任务，引导学生参与实践活动，培养他们的语言运用能力。

情境教学法：通过创设情境，让学生在实际情境中学习和运用语言。

四、教学准备：教材：《人教版初中英语》教学多媒体设备图片、卡片等教学辅助材料五、教学过程：1. 热身（5分钟）教师与学生进行简单的英语对话，营造轻松的课堂氛围。

学生进行简单的身体活动，如拍手、跺脚等，以调动学生的积极性。

2. 导入（10分钟）教师展示一张Lin Fei的图片，引导学生猜测Lin Fei的日常活动。

学生发表自己的猜测，教师给予反馈。

3. 新课呈现（15分钟）教师展示Lin Fei的日常活动图片，并引导学生学习相关词汇。

学生跟读并模仿，教师纠正发音。

4. 课堂活动（15分钟）学生分成小组，每组选择一张Lin Fei的日常活动图片，用英语描述Lin Fei的活动。

各组轮流展示，教师给予评价。

布置作业：让学生用英语写一篇关于自己日常生活的短文。

注意事项：在教学过程中，教师要注意观察学生的反应，根据学生的实际情况调整教学节奏和难度。

鼓励学生积极参与课堂活动，增强他们的自信心。

注重发音教学，让学生正确掌握日常活动词汇。

六、教学评价：1. 课堂参与度：观察学生在课堂活动中的积极参与程度，以及他们的表现和反应。

2. 语言运用能力：评估学生在描述Lin Fei日常活动和习惯时的语言表达清晰度和准确性。

第1篇一、教学目标1. 帮助学生掌握英语词汇、语法、听力、口语、阅读、写作等方面的知识和技能。

2. 培养学生运用英语进行交流的能力，提高学生的英语实际应用水平。

3. 培养学生的自主学习能力和团队合作精神。

4. 帮助学生形成良好的英语学习习惯，为今后的英语学习打下坚实的基础。

二、教学内容本次教学内容为英语口语，选取一个与日常生活密切相关的话题，如“我的学校生活”。

三、教学过程1. 导入环节（5分钟）- 教师通过提问、图片展示等方式，引导学生回顾学校生活的相关词汇和表达方式，激发学生的学习兴趣。

2. 话题介绍（10分钟）- 教师简要介绍本次话题“我的学校生活”，并列举一些与学校生活相关的词汇和短语，如“school”，“teacher”，“classmate”，“library”等。

3. 口语练习（20分钟）- 分组对话：将学生分成小组，每组讨论并分享自己在学校的生活经历，如学习、活动、友谊等。

- 角色扮演：学生扮演不同的角色，如学生、老师、家长等，模拟学校生活中的场景，进行对话练习。

- 演讲比赛：每个小组选派一名代表，进行关于“我的学校生活”的演讲，展示自己的英语口语表达能力。

4. 语言点讲解（10分钟）- 教师针对学生在口语练习中出现的语法、词汇、发音等问题进行讲解和纠正，帮助学生更好地理解和掌握英语知识。

5. 课堂总结（5分钟）- 教师通过提问、总结等方式，帮助学生回顾本节课的学习内容，加深对“我的学校生活”这一话题的理解。

四、教学评估- 观察学生在口语练习中的表现，评估学生的口语表达能力。

- 评价学生在角色扮演、演讲比赛等环节的表现，了解学生的英语实际应用能力。

- 通过课堂提问、作业等方式，了解学生对所学知识的掌握程度。

五、教学反思- 教师根据学生的表现，反思教学过程中的优点和不足，以便在今后的教学中不断改进和完善。

- 教师关注学生的学习需求，调整教学策略，提高教学效果。

六、教学资源- 英语教材- 词汇卡片- 图片、视频等教学素材通过以上教学过程，相信学生能够掌握英语口语的基本技巧，提高英语实际应用能力，为今后的英语学习打下坚实的基础。

课时：1课时年级：初中教材：《人教版初中英语》教学目标：1. 知识目标：掌握面试中常用的英语口语表达，能够流利地进行自我介绍、回答问题等。

2. 能力目标：提高学生的口语表达能力，增强学生的自信心，为面试做好准备。

3. 情感目标：激发学生学习英语的兴趣，培养学生积极面对挑战的心态。

教学重点：1. 面试中常用的英语口语表达。

2. 自我介绍和回答问题的技巧。

教学难点：1. 恰到好处地运用英语口语表达。

2. 在面试中保持自信和镇定。

教学准备：1. 教学课件或黑板。

2. 面试模拟题。

3. 录音设备。

教学过程：一、导入1. 教师用英语简短介绍自己，引导学生进入英语学习氛围。

2. 提问：同学们，你们知道面试是什么吗？在面试中需要注意哪些方面？二、新课导入1. 教师讲解面试中常用的英语口语表达，如：Good morning/afternoon, my name is..., I am honored to be here today, etc.2. 学生跟读并模仿，教师纠正发音和语调。

三、课堂活动1. 分组练习：学生分组进行自我介绍，其他组员给予评价和反馈。

2. 教师出示面试模拟题，学生分组进行模拟面试，其他组员担任评委。

四、巩固练习1. 教师播放一段英语面试视频，学生观看并总结视频中出现的常用表达。

2. 学生根据视频内容，分组进行角色扮演，模拟面试场景。

五、课堂小结1. 教师总结本节课所学内容，强调面试中需要注意的要点。

2. 学生分享自己在课堂活动中的收获和体会。

六、作业布置1. 每位学生准备一篇英语自我介绍，并背诵熟练。

2. 预习下一节课的内容。

教学反思：本节课通过讲解面试中常用的英语口语表达和模拟面试活动，帮助学生掌握面试技巧，提高口语表达能力。

在课堂活动中，学生积极参与，充分展现了学习英语的积极性。

在教学过程中，教师应关注学生的个体差异，针对不同学生的学习情况给予适当的指导。

同时，要注重培养学生的自信心，让他们在面试中能够从容应对。

Lin Fei’s Dly Life教学目标：1. 能听懂、会说、会读关于Lin Fei日常生活的词汇和句子。

2. 能用英语简单描述自己的日常生活。

3. 培养学生的观察能力、表达能力及合作意识。

教学内容：第一章：早餐1. 学习词汇：cereal, milk, bread,鸡蛋, 果汁, 刷牙, 洗脸2. 学习句子：What does Lin Fei have for breakfast? Lin Fei has cereal and milk for breakfast.第二章：上学1. 学习词汇：学校, 上课, 同学, 老师, 课本, 笔记本, 铅笔, 橡皮2. 学习句子：Where does Lin Fei go in the morning? Lin Fei goes to school in the morning.第三章：上课1. 学习词汇：数学, 语文, 英语, 电脑, 音乐, 体育, 黑板, 椅子2. What does Lin Fei do in class? Lin Fei listens to the teacher and does exercises.第四章：午餐1. 学习词汇：食堂, 米饭, 菜, 鱼, 肉, 蔬菜, 水果, 喝水2. 学习句子：What does Lin Fei have for lunch? Lin Fei has rice, vegetables, and fish for lunch.第五章：下午活动1. 学习词汇：图书馆, 篮球, 足球, 乒乓球, 电脑游戏, 作业, 公园2. 学习句子：What does Lin Fei do in the afternoon? Lin Fei plays basketball with his friends.教学方法：1. 直观法：通过展示图片、实物等引导学生学习词汇。

2. 情境教学法：设置生活情境，让学生在实际情境中学习、运用英语。

初中英语面试《Lin Fei’s daily life》简案Lin Fei’s daily life teaching planTeaching Aims:Knowledge aim: Students will know Lin Fei’s daily life and some good habits at their home.Ability aim: Students will improve their listening and speaking skills.Emotional aim: After this lesson students would like to learn to arrange their life and form good habit in the daily life. Teaching Key Points:Students will understand this passage by listening and make a time line of Lin Fei’s life.Teaching Difficult Points:How to describe their own life style of the school day?Teaching Procedures:Step 1 Warming-upDo a survey: ask students to fill the questionnaire (with different daily activities and time point, students just need to mark the activities in their time) and invite some students to share.Step 2 Pre-listeningShow some pictures about Lin Fei’s day and ask students “what does Lin Fei do in a day?Step 3 While-listeningPlay the tape recorder and ask students some question.Q: What is the distance between his school and home?Play the tape recorder another time and give students some other questions to practice their listening again.Q1: When should Lin Fei go to school?Q2: How long will it take Lin Fei to ride to the bus station?Listen to the tape for the third time and then students should describe Lin Fei’s daily life in their own words. They will have 3 mines to prepare it.Step 4 Post-listeningAsk students to look their questionnaires which they filled at the beginning of the class and give them 5 min to make a short story of their daily life, later some students will share the stories in front of the class.Teacher should give them a guidance of health life style.Step 5 Summary and homeworkSummarize this lesson with students, and then ask them to design a new schedule of their daily life after the class, they will share during next lesson, they also need to read the new passage two times to consolidate the new knowledge.Blackboard Design:Teaching Reflection:。

课时：1课时教学目标：1. 知识目标：学生能够掌握关于“学校生活”的常用英语表达，包括问候、介绍、询问等。

2. 能力目标：学生能够运用所学词汇和句型进行简单的口语交际，提高英语口语表达能力。

3. 情感态度目标：培养学生对英语学习的兴趣，增强自信心，提高合作意识。

教学重难点：1. 教学重点：掌握关于“学校生活”的常用英语表达，如问候、介绍、询问等。

2. 教学难点：在真实的语境中灵活运用所学词汇和句型进行口语交际。

教学过程：一、导入1. 教师用英语问候学生，营造轻松的学习氛围。

2. 学生用英语互相问候，自由交谈。

二、新课讲解1. 教师用PPT展示关于“学校生活”的图片，引导学生用英语描述图片内容。

2. 教师讲解关于“学校生活”的常用英语表达，如：- Good morning/afternoon/evening.- How are you?- My name is...- I study in...- I like...- I have...3. 教师示范口语交际，引导学生跟读。

三、口语练习1. 分组练习：学生分成小组，用所学词汇和句型进行角色扮演，模拟学校生活中的场景。

2. 邀请部分学生上台展示，教师给予评价和指导。

四、课堂小结1. 教师总结本节课所学内容，强调重点和难点。

2. 学生回顾所学词汇和句型，加深印象。

五、作业布置1. 复习本节课所学内容，掌握关于“学校生活”的常用英语表达。

2. 家长协助，鼓励学生在家庭环境中进行英语口语练习。

教学评估：1. 观察学生在课堂上的口语表达能力，评估教学效果。

2. 课后收集学生作业，了解学生的学习情况。

教学反思：1. 教师应根据学生的实际水平调整教学内容，确保学生能够跟得上进度。

2. 注重培养学生的口语交际能力，提高学生的英语学习兴趣。

3. 多采用趣味性的教学方法，激发学生的学习热情。

2018上半年教师资格考试初中英语而试真题初中英语:Lin Fei，s daily life一【教案】Teaching Aims:Knowledge aim： Students will be able to describe their daily life and acquire some knowledge about listening strategies・Ability aim： Students can obtain the main idea quickly from the listening material and develop the ability of grasping detail information.Emotional aim: Students can foster the interest and desire of learning English, and be fond of taking part in kinds of practical activities・Teaching Key Points:Students can get the main idea and useful information from the listening material.Teaching Difficult Points:Students can apply these skills in their listening and apply these expression in their daily communication・Teaching Methods：Communicative teaching method, task-based teaching method, audio-lingual teaching method・Teaching Aids:PPT, Blackboard, recorder and so onTeaching Procedures：Step 1： Warming up1.Greetings2.Sing an English song It' my life, invite the whole students to clap when singing together and lead to the topic・Step 2: Pre-listening1.Free talk： Give students three minutes to talk about their own daily life and invite them to share it.2.Prediction： Let students work in pairs and ask them to predict Lin Fei* s daily life.Step 3: While-listening1・ Listen to the tape for the first time and ask them when Lin Fei gets up and when he goes to school, then let students to share answers.2. Listen to the tape for the second time and ask them to fill in the chart, then invite them to share their answers・Step 4: Production1.Retelling： Ask students to retell Lin Fei，s daily life with the help of the chat in their own words, and teacher will give them 3 minutes to prepare it and 3 minutes later, invite some students to share their retelling in the front ・2.Survey: Let students discuss their own daily life in the group of four and make a report in the form of chart・ 8 minutes later teacher invites some groups to share the result of their reports・Step 5: Summary & HomeworkSummary : Invite a little teacher to help teacher make a summary of this class・Homework: Let students introduce their daily life to their parents and make a share in the next class・Blackboard design：Lin Fei's daily lifeFirst listening:When did Lin Fei get up and when did he go to school?Second likening:\lame Kelly Lucy Stephe n Daniel)aily life初中英语：口语教学活动—、考题回顾二、考题解析【教案】Teaching Aims:Knowledge aim： Students will master the sentence structure 44We have great bags for only ¥ 12! we have・・・・for only・・・・;You can buy.・・for only・・・・”.Ability aim： Students can use these sentence structures to apply in their daily life.Emotional aim： Students will improve their confidence of learning English and not afraid of speaking Englishin Class・Teaching Key Points：Students know the expressions about describing great sale and master the sentence structure・Teaching Difficult Points：Students can apply the expressions into daily communication・Teaching Methods:Communicative teaching method, task-based teaching method, situational teaching method・Teaching Aids：PPT, Blackboard and so onTeaching Procedures：Step 1： Warming up1.Greetings2.Play a video about an advertisement of Huawei phone and invite students to talk about the content of this video. Then the teacher leads in the topic of Huaxing* s great sale・"Step 2: Pre-speaking1.Show two pictures about Huaxing store and its great sale advertisement.2・ Let students listen to the tape and find out what things are at great sale.3. Ask students to listen to the tape again and collect the useful expressions about great sale・Step 3:While-speaking1・ Ask students to read Huaxing， s store' s advertisement actively and vividly.2. Let students talk about the expressions of great sale.3. Role-play： students work in pairs to make conversation .Suppose there is a situation that you own a store. One student is shop assistant, the other studentsis customer・ Teacher will give them 8 minutes to prepare it.Step 4: Post-speakingShare and evaluation： Invite some students to perform the conversation in the front.Step 5: Summary & HomeworkSummary: let them look at the blackboard and summarize this class・Homework: Ask students to design a poster of their own store" s great sale and shareit next class・Blackboard design：Huaxing store's sre-at sale Sweaters T-shirts Socks Bags We have great bags for only ¥12!We have_______ f or only ______ :You can buy ______ for only ______初中英语^Attributive Clause》【教案】Teaching Aims:Knowledge aim： Students will master the structure of attributive Clause and understand what the relative words or antecedents are・Ability aim： Students can use the attributive clause to describe what happened in their daily life and make up more superior sentences・Emotional aim： Students will be inspired to study both English and putonghua very well so that they can solve problems they will meet abroad by themselves・Teaching Key Points：Students acquire the clause structure and know the relative words as well as antecedents・Teaching Difficult Points：Students can apply the structure into daily communication and get the difference between relative pronoun and adverb・Teaching Methods:题目来源于考生回忆Communicative teaching method, task-based teaching method, situational teaching method・Teaching Aids：PPT, Blackboard and so onTeaching Procedures：Step 1: Warming up1.Greetings2.Review: Show students two sentences・ One is an adverbial clause of place that linked by where and the other is an attributive clause that also linked by where Where there is a will there is a way・ Let them find out the differences or similarities between them and lead to what we" re going to learn today・Step 2: Presentation1.Read the passage briefly and and answer 3 questions・ Where is the Ocean park? Who helped us? How was the ride? To lead the three underlined parts Then write down the three sentences students choose from the passage after reading・2.Explain the common parts of these three sentences and show the structure of attributive clause・3.Tell students that when the antecedent is a person or an object, we should choosedifferent relative words・ Also, they should understand the difference betweenattributive clause linked by where and the adverbial clause of place linked by where・题目来源于考生回忆Step 3: Practice1.Give them some sentences with blankets and let them choose the proper relativewords・2.Show them several clauses and find out which are attributive clauses・Step 4: ProductionDiscussion and share： students work in pairs to describe their travel by usingattributive clauses; teacher will give them 5 minutes to prepare it and 5 minuteslater, invite some students to share their experiences・Step 5: Summary & HomeworkSummary : students look at the blackboard and summarize this class・Homework： students find more rules about attributive clauses and prepare for the next class. Blackboard design:Attributive Clause....... the “staurant wher亡we ate lunch.3 tnan who understood putonghua told....I w^nt on a【ide that gxs ............Structure: antecedent-clause led by relative words初中(学段)英语Musicians Wanted for School MusicFestival—、考题回顾That—as object subject WhoWhichWhere when why—as adverbial【教案】Teaching aims:Knowledge aim： Students will master the sentence pattern 44can you M and some new words such as sing, play the piano and so on.Ability aim： Students will improve their speaking ability through group work・Emotional aim： Students will take part in the class actively and be fond of learning English・Key and difficult point： Students can master the sentence pattern and words and can take part into the class actively.Teaching procedure：Step 1: Warming-upGreeting: Good morning boys and girls, this is your beloved English teacher, Jessica.How are you today? Fine, I* m too. It is snowing right now right? The weather is getting colder and colder, so put on more clothes and don't catch cold ok? Otherwise you will lag behind for your English studying・Lead-in:展示有关音乐会的图片:Sydney Opera House/ National opera house in Beijing1)what can you see in the pictures2)Where can we do in it?3)Do you like to enjoy a music show in our school?4)Let w s take a look of today* s class： musicians wanted for school music festiva 1・Step 2: Pre-reading图片讲解单词：sing/ dance/ play the piano/1)What can you see in the pictures:依次展示TF boys/ ballet/ 朗朗2)Whet is he/ she doing in the picture? 依次弓I 出：sing/ dance/ play the piano・3)When you sing, you make musical sounds with your voice, usually producing words that fit a tune・4)When you dance, you move your body and feet in a way that follows a rhythm, usually in time to music・5) A piano is a large musical instrument with a row of black and white keys・ When you press these keys with your fingers, little hammers hit wire strings inside the piano, which vibrate to produce musical notes・Step 3: While-reading设置阅读问题:1)Which musical instruments are mentioned in the passage:The piano (Y), the trumpet (Y), the drums (Y)・ violin (X)・2)who should you contact if you are interested： zhang heng3)The telephone number? 622-6033.Step4: Post-reading1)Do a survey: which musical instruments can your classmate play?2)Making a conversation by using the result of the survey: Do you want to go tothe music festival?Blackboard design:Musicians Wanted for School Mu sic F estivalSingPlay the pianoDance初中英语《My morning》—、考题回顾【教案】Teaching aims:Knowledge aims：Students will know how to describe a day using proper conjunctions and tense・Students will master some words, such as waste, value・・・ and a sentence structure：I usually + simple present tense・Ability aim：Students will improve their abilities of speaking and listening・Emotional aim：Students will be more confident in speaking English・Key and difficult point：Key Point： Students will know how to introduce a day in English・Difficult Point: Students will use the sentence structure in real communicativesituation・Teaching procedure：Step 1： Warming-up1・ Greetings.2・ Play a video about Tom' s day and ask students what kind of information have they caught・Step 2: Pre-listening1.Review the knowledge about simple present tense・ Ask students to make sentences using simple present tense・ing pictures to explain some words: waste-value, brush・Step 3: While-listening1st listening： Ask students to listen to the tape for the first time and try to get the main idea of the passage andunderline the conjunctions used・2nd listening： Ask students to listen to the tape for the second time and complete the timetable below.3Id listening: Ask students to listen to the tape for the third tme and ask 2 questions:1.What is the first thing he does after setting up?2.How many classes does he ha\-e in the morning.Step4: Post-listening1.Ask students to describe their mornings in pairs.2.Discussion: work in groups of four to discuss how to value time in daily life.Step5: Summary and HomeworkSumman-： ask a student to conclude the content of the lesson and summarize with the whole class. Homework: ask students to complete the activities the writer may do in the afternoon.Blackboard design:Birthday*2018下半年教师资格考试初中英语而试真题及答案第一批初中英语阅读二.考题解析【教案】Teaching aims:Knowledge aim:Students will master the basic format of argumentation and get the general idea of the passage・Ability aim：Students will write argumentation to express their views on different issues・Emotional aim:Students will be interested in learning English and are no longer afraid of writing in English・Key and difficult point：Key Point: Students will master how to write an argumentation.Difficult Point： Students will express their opinions in daily life through argumentative essays・Teaching procedure：Step 1: Warming-up1・ Greetings・2・ Show students different types of mobile phones and ask them to discuss similarities and differences ・Step 2： Pre-readingAsk students two questions and some volunteers will be invited to share their answers・QI: Do you have a mobile phone? Are you satisfied with it?Q2： What is the most important factor when you choose your mobile phone?Step 3： While-reading1st reading： Ask students to read the passage for the first time and figure out the main idea and genre of the passage・2nd reading： Ask students to read the passage for the second time and pay attention to the structure of the passage・ Some students will be invited to try to summarize the format of the argumentation・Step4: Post-reading1・ Discussion： Four students in a group, ask them to discuss the advantages and disadvantages of mobile phones for junior high school students・2・ Outlining： Ask students to write an outline based on their opinions about the influence of mobile phones for junior high school students・Step5： Summary and HomeworkSummary: ask a student to conclude the content of the lesson and summarize with the whole class・Homework: ask students to revise their outline and complete their composition after class・Blackboard design：Mobile phonesMain idea: advantages of mobile phones.Stmcture of argumentation:Part 1 Introduction:Introduce the topic with background information.Part 2 Maia bodv;Ja.st^te the main, point.b.state the first reason.c.give some specific examples.d・ state the second reason.e. analyze the pros and cons.Part 3 Conclusion【答辩题目解析】1・ Please talk about your blackboard・【参考答案】Thanks for your question・ As we all know, blackboard design is very important for teaching・ Firstly, it can help teacher present the teaching content・ Students can understand the main content of the lesson easily. Secondly, it helps students to break through teaching key and difficult points・ Students can have enough time to think and observe the knowledge・ Thirdly, it helps student to take notes and develop good writing habits・Based on these functions, my blackboard design can be divided into three parts・ The title is very simple and clear・ And then is the main topic of the passage, students can easily understand the task of today* s lesson. The last part is the key point of the lesson・ I present the basic format of argumentation, which takes more time in class・ By doing so, students can easily master the argumentation format and write their own outline according to it.2・ Why did you design your post-reading activities in this way?【参考答案】Thanks for your question. The purpose of language learning is to communicate・ In my opinion, there are only two ways to communicate, that is, speaking and writing・ In this class, I designed it as a reading lesson・After reading the article, students had a good understanding of the topic and the basic format of the article・ So I designed a discussion first・ Students could express their views freely on the topic・ Of course, the format of argumentation was taught in class, so students were supposed to practice it. So I organized the second activity, that is, wrote an outline・ Students could write their own outlines according to what they have discussed before ・ In this way, the input and output of this lesson will be more reasonable and diverse・初中英语词汇一、考题回顾題目来源 1月5日上午山西衣原市面试考题1 题目：口用屮 does she do?（2）讲薛如何询问工作。

教资英语初中面试教案一、教学目标1. 知识目标：（1）学生能够掌握一般现在时的基本结构和用法。

（2）学生能够运用一般现在时描述自己的日常生活和兴趣爱好。

2. 技能目标：（1）学生能够在适当的情境中准确地使用一般现在时。

（2）学生能够通过听力、口语、阅读和写作等方式运用一般现在时。

3. 情感目标：（1）学生能够积极参与课堂活动，提高学习英语的兴趣。

（2）学生能够树立自信，勇于开口说英语。

二、教学重难点1. 教学重点：一般现在时的基本结构和用法。

2. 教学难点：一般现在时的运用和时态辨析。

三、教学过程1. 导入：（1）教师与学生用中文进行简单的日常交流，引入英语学习的话题。

（2）教师提问：“你们喜欢什么？你们平时做什么？”引导学生用英语回答。

2. 新课讲解：（1）教师展示一般现在时的基本结构：“主语 + 动词原形”。

（2）教师通过例句展示一般现在时的用法，如：“I like apples.”、“She reads books.”等。

（3）教师讲解一般现在时的规则，如：动词第三人称单数变化等。

3. 课堂练习：（1）教师设计听力练习，让学生听句子并判断其是否使用了一般现在时。

（2）教师设计口语练习，让学生用一般现在时描述自己的日常生活和兴趣爱好。

（3）教师设计阅读练习，让学生阅读有关一般现在时的短文，并回答相关问题。

4. 巩固环节：（1）教师组织学生进行小组讨论，让学生结合自己的实际情况，用一般现在时描述自己的日常生活和兴趣爱好。

（2）教师选取部分学生进行展示，给予评价和指导。

5. 课堂小结：教师对本节课的内容进行总结，强调一般现在时的基本结构和用法。

四、作业布置1. 抄写一般现在时的基本结构十遍。

2. 运用一般现在时写一篇关于自己日常生活和兴趣爱好的短文。

3. 预习下一节课的内容。

五、教学反思教师在课后对自己的教学进行反思，分析教学过程中的优点和不足，针对不足之处进行改进，以提高教学质量。

以上教案根据教学目标、重难点、教学过程和作业布置等方面进行了详细的设计，希望能够帮助您顺利通过教资英语初中面试。

教资面试初中英语教案:教资面试教案模板教资面试初中英语教案【篇一：2022教师资格面试指导初中英语听说课】教师资格面试指导——初中英语听说课随着教师资格证考试的全国统考化，考试难度也随之增加，特别是教师资格证考试中的面试环节(以下简称教资面试)。

这无形中也给考生带来了诸多压力，想要考取初中英语教师资格证，就必需要过试讲这一关。

在教资面试的初中英语试讲中，考生可能会抽到多种类型的试讲题目。

假如考生抽到的题目中有以下类似要求，则可以将其设计为一堂听说课：1. 重点练习学生听说的能力;2. 要求学生展示对话;3. 设计听后的口语活动。

今日我们先来谈一谈如何设计初中英语的听说课。

听说是学习英语所需要哺育的技能，因此在技能教学中，我们最常用的方式就是pwp模式(pre-listening，while-listening，post-listening)。

那末在这个pwp模式的每一个环节中，我们具体要依据什么来设计课堂环节呢?依据义务教育阶段的英语课程标准，我们总结出，在听前阶段我们主要是以熟识相关词语和句型、提出需要解决的问题为目的、和明确具体任务为目的来设计教学活动;在听中阶段，则以听信息，排顺序、列项目、补全文字等完成各种任务为目的;在听后阶段，也就是练习说的环节，设计的教学活动应以口头回答下列问题、摹拟或者表演情景对话、小组商议等形式来展开。

因此考生在设计课堂活动时，要紧紧环绕以上的关键信息设计听说课。

可以将听说课的流程设计为以下几步：导入，听前，听中，听后，小结作业。

首先我们从课堂导入开始说起。

初中英语教学最常用的导入方式有两种，一个是温故知新导入法(以复习、提问、表演上节课学过的对话等开始，向学生提供新、旧学问联系的要点)，一个是设置情景导入法(指综合利用图片、音乐、视频等设备，结合教师语言、学生活动等因素，创造出一种符合教学需要的情景的导入方法)。

普通来讲，在面试中为了吸引考官的眼球，建议考生接受设置情景导入方式。

一、教学目标1. 知识与技能：掌握面试英语的基本表达方式，学会运用常用的面试英语词汇和句型。

2. 过程与方法：通过角色扮演、小组讨论等形式，提高学生的口语表达能力。

3. 情感态度与价值观：培养学生的自信心，让学生在面试中展现出自己的优势。

二、教学重点与难点1. 教学重点：面试英语的基本表达方式、常用词汇和句型。

2. 教学难点：如何在面试中运用所学知识，提高口语表达能力。

三、教学过程1. 导入新课（1）播放一段面试英语视频，让学生初步了解面试英语的表达方式。

（2）教师简要介绍面试英语的重要性，激发学生的学习兴趣。

2. 讲授新课（1）讲解面试英语的基本表达方式，如：自我介绍、询问工作内容、表达兴趣等。

（2）介绍常用面试英语词汇和句型，如：interesting、hardworking、good at、I'm interested in等。

（3）通过PPT展示面试场景，让学生了解面试过程中的注意事项。

3. 练习环节（1）角色扮演：学生分组，一组扮演面试官，另一组扮演应聘者，进行面试模拟。

（2）小组讨论：针对某一面试场景，让学生讨论可能出现的面试问题及回答。

4. 课堂小结（1）教师总结本节课所学内容，强调重点和难点。

（2）鼓励学生在课后多练习，提高口语表达能力。

四、作业布置1. 复习本节课所学面试英语词汇和句型。

2. 模拟面试场景，进行口语练习。

3. 针对某一职业，准备一份面试自我介绍。

五、教学反思1. 教师在讲解面试英语时，要注意结合实际场景，让学生更好地理解。

2. 在练习环节，教师要给予学生充分的指导，帮助他们提高口语表达能力。

3. 注重培养学生的自信心，让他们在面试中展现出自己的优势。

4. 鼓励学生在课后多练习，提高面试英语水平。