初中英语老师试讲

考证说课都是这样的方式：一般是“说课”在前，说说你是怎么上一节课的，重点是什么，难点是什么，要用什么样的互动方式等等。讲课就是把说课部分现实演示一次，把考官当学生。一般不会用15分钟，应该是说课讲课一共30分钟。当然实际上也可以考官自己掌握的，就是说时间是灵活的，有可能你讲了一半，老师觉得够了就直接打断你现在的，进入下一个程序了。所以不要老管时间多久。三个程序：说课，试讲，回答问题。试讲具体第几课是要现场抽的，抽了题目之后有40分钟左右写教案，写好了才说课上课。不过你可以打电话问教委是哪本教材，这个是可以透露的。具体讲该课的哪个部分要靠你自己。你比较擅长课文呢还是语法呢还是写作呢？自己决定。个人觉得语法好的话可以讲语法，它受到课文的局限较小，知道自己抽的第几课了，找出本课重点语法是什么，就可以写教案了。而且语法是可以不用英语“讲课”的，不过“说课”最好还是用英语。语法讲解，“清晰有说服力”很重要！！另外就是课文了，课文讲解时，建议整体把握（文章构思，重点句子，重点语法），不要太注重细节（具体翻译，单词）。

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 individually 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 procedure. 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 individually. 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 individually. 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!

1. 作为老师,信心和责任心是第一位的。记住一点,你担心的别人也担心,所以不需要有压力。 相信自己,别人才能相信你。2. 打动那些对你有好动感的评委!没有好感的自然也就感染了。用你的眼光告诉所有人,我来了,我能教好学生。4. 在见到面试官时要表现的大方,不要太拘禁,也不要太嚣张,给人留下稳重的印象。注意肢体语言,不要僵直地站在讲台上,运用好肢体语言。5. 要在试讲前做好充足的准备,把要讲的内容的相关背景等知识了解到位,并把课的内容和这些背景结合起来,让背景知识在吸引人的同时把人引导到课本的内容上来。6. 不用花费时间讲得过于仔细,只要在你讲的时候提到就可以了,让听课的评委知道你有这个环节就可以了。7. 要注意跟台下评委的眼神配合,眼睛的视线不要一直停留在讲稿上,要使台下的每一个评委都以为你在看他们,注视着他们。要面带微笑,不要太严肃。8. 板书的时候忌讳无声板书、长时间课堂空白,可以在板书的同时结合问题和内容,做适当的讲解。说话写字速度不能太慢。太慢了大家会怀疑你的做事效率。字不要太差。可以适当看看讲稿,自然地看即可,不能照着讲稿读,因为评委和你的讲稿是一致的。9. 试讲的内容和原来的教学设计可以有不一致的地方,在试讲完毕,时间还有的情况下,做一个简短的说课(说明),让评委知道你的设计意图和理论依据。在课中也可以适当穿插对学情、教材、学法、教法的说明。

应该可以使用吧 初中孩子听力还不是很完善中英结合 讲到翻书到多少页啊在多少行啊方向性词语或者指令性词语用英语具体讲解的时候用中文吧本人也是英语师范专业 个人理解 希望对你能有帮助