英文面试课

面试在求职过程中，可以说是压力最大的一个环节，尤其是对大多数英语并不是十分灵光可又盼望进入大公司的朋友们来说，这不仅是考验，也是煎熬。面对外国老板连珠炮似的提问，如果能回答得从容不迫、简明扼要，恰当中肯，而且合乎老外的口味，那么肯定会大大增加你的录取机会。【事先3项准备】：1.对目标公司所在地、规模、在全球的活动概况等要事先有所了解，包括总公司在国内设立分公司的时间、业绩表现、经营规模，以及今后打算开展的业务等，若能得到业界的评价更好。如无法得到书面资料，也要设法从该公司或其他同业中获得情报。2.面试时自我介绍内容应强调应征的动机以及想应征的岗位，因此收集好相关岗位的情报，自我介绍时才能胸有成竹，切合主题。3.准备好所有证书材料，譬如与专业能力相关的资格证书，或参加培训的资料，最好和应征职务有直接关联，不但可证明自己在这一方面所做的努力，也表示具有这个潜能。【谈吐3p原则】：自我介绍时应该记住“3p原则”：positive（自信），personal（个性），pertinent（中肯）。谈吐自信，就是要积极地进行自我肯定，让面试人充分了解你的优点与潜能。突出个性，就是要把自己与众不同的特点发挥出来，强调自己的专业与能力。语气中肯，就是要实事求是，不要言过其实，夸夸其谈，也不要涉及和自己无关的事情。自我介绍应简洁明了，给面试人留下思路清晰、反应快捷、逻辑性强的印象。自我介绍时间不宜太长，话不宜太多，最好控制在五分钟之内。不要一谈起自己就口若悬河，滔滔不绝，以免言多语失。另外，在自我介绍时应避免过多地使用“I”（我），不要每个句子一开头就冒出一个“I”字，给人留下自我标榜、以自我为中心的印象。灵活的应聘者往往会把“我”开头的话，变成“你”字打头。例如，面试人说：Would you please say somethingabout yourself？（请你谈谈自己的情况好吗？）应聘者则说：Do you want me to talk about mypersonal life or to say something about thejob？（你想让我谈谈我个人的生活呢，还是与这份工作有关的问题？）这样，你的谈话就把面试人摆了进去。这种谈话的方式所产生的效果是不言而喻的。面试毕竟是面试人与应聘者互相沟通的一种场合，应聘者时常把面试人摆进自己的谈话当中去，自然而然就起到了互相沟通的作用。【围绕3方面表现】：回答问题时口齿要清晰、语调适中。内容要有条理、避免重复。介绍工作经历采用倒序，从最近一份工作谈起，着重强调有利于新工作的职务经历。最好能说明曾担任何种职务、实际成绩、业绩等，以及自己的工作对原来公司的影响。凡和此次应征不相关的内容，尽量避免提及。话题紧扣以下3方面来展现自己的优势。1.能力。当你知道招聘单位目前急于用人时，首先把自己的专长讲足说够，然后顺理成章地得出结论：I think your unit needsa man likeme.（我想，贵单位需要象我这样的人才。）用这样的句式，让面试人认为你是站在他们的立场上说话，在替他们的发展考虑问题，于是更容易接受你。陈述自己的任职资格时，可以这么开头：I’mqualified for the jobbecause……（我能胜任这项工作，是因为……）接着陈述理由。当面试人在审视你究竟能不能胜任此职时，参照的标准已不再是他心目中的标准，而是你列举的理由。2.业绩。外国公司面试喜欢用事实说话，为了证明你的能力，你可以把过去的经历联系起来，说明你曾经为以前的公司解决过跟现在雇主所面临的类似问题：Iexplored Shanghai market and sold 50,000 sets in oneyear.（我开发了上海市场，一年销售出去5万套。）3.诚意。某个问题发表完见解之后，可以附带加上一句：I’d like to hear youropinion.（我很想听听你的意见。）这句话表明了你对面试人的尊敬，很容易使他（她）产生亲切感。当面试人在试探你的应聘诚意时，应该及时表态：Sofar as that is concerned, you must have understood mydetermination.（谈到这里，您一定已经明白我的决心。）问些与工作内容相关的问题，能表现你对这份工作的兴趣。如：Whatother responsibilities do you think this job will include?（您觉得这份工作所包含的职责还有哪些？）【英文面试第一要招】：如果你获得了第一轮英文面试(The first round Englishinterview)的机会，预示着你梦想的职位正向你招手，这轮面试的分量可想而知，所以你应该确保在面试中发挥最佳状态。其实，英文交流无障碍的应聘者为数不多，大多数人都处于有一定交流基础、但经验不足的水平，以下介绍一些面试中的注意事项，希望帮助英文水平并不是特别出众的你规避硬伤。Self-Introduction忌面面俱到尽管最近有人认为面试时做自我介绍不流行了，但是准备一份正常语速下3分钟长度的英文自我简介是必要的。首先，自我简介是自我介绍的总纲，是保证你在面对任何问题时都能够应对自如的前提；其次，有备无患嘛。如果试图在短短几分钟内吸引面试官的注意力，你的简介当然要是浓缩的精品。所以，前奏一般用一句话陈述自己的基本特征即可。然后迅速进入正题，或选择自己最引以为傲的经历叙述，或介绍自己的长处。切记，面试官一般会承接你的自我介绍发问，所以在做自我介绍时最好不要提特别难于讲清楚的事情和比较抽象的概念，因为你的英文水平只够应付普通会话，更何况身处高度紧张的面试氛围中，哪里还能够应对自如。简介不需要面面俱到，因为在你曾经提交的资料中，已有详细的介绍，所以力求在面试中突出重点。personalStatement忌语速过快很多应聘者认为只要在外国面试官前把英文说“溜”即可，其他的无所谓，于是语速狂飙。我们经常看到这种情形，在你口吐莲花之后，满场静寂，老外目瞪口呆，因为他们没有听懂你赶火车似的中式英文。其实，英文面试的第一目的是让国外主管了解你，甚至对你感兴趣，最重要的是展示你的综合素质，绝非单单的语言能力，所以您应该首先力求表达清晰。另外语速过快容易给人不自信、不稳重的错觉。剑桥大学的一项调查显示，语速快一般体现具备两种不同特质的人，一种是思维和语言反应能力强且协调的人，一种是处事急躁的人，万一人家把你理解为第二种怎么办？There be Ibelieve简单直白最好用简单直白的语言表现最具魅力的自我，才是中英文面试的至高境界。习惯于堆砌华丽词藻的很多人恨不得在面试中用大气磅礴的英文演讲征服面试官，其实又犯了舍本逐末的错误。不要不屑于用therebe句型，不要不屑于用第一人称，不要想着那些一辈子也用不上几次的虚拟语气、倒装句和长词冗句，如果你能保证说英文如行云流水那么你尽情用，但万一紧张得忘了词怎么办？万一面试官和你展开辩论怎么办？用平实的语言直切正题是最讨巧的方式。如果你凭实力进入了freetalk阶段，接下来要做的就是坦率的与面试官讨论大到企业未来，小到穿着打扮的话题，当然坦率也要聪明。那时候面试官有可能思维如野马，你很难把握他所关注的你身上的特质，你也无法预知他会问你些什么，那么以上这几点仍然是唯一可遵循的规律。【流利面试英语】：目前，随着新一轮大学毕业生求职高峰的到来，备战英语面试正逐渐成为很多毕业生的求职重点工作之一。新橙英语培训中心专业商务面试课程教师chie介绍说，英语面试的方法因公司与工作的不同而有所不同，但基本流程是差不多的。英语面试一般包括三轮chie介绍说，第一轮面试一般由公司人力资源部的人员担任考官，他们会从你的个人简历出发，询问一些有关个人的问题，比如请你用英语做一个自我介绍。有些公司也会有一部分英语笔试，主要考查应聘者基本的语言运用能力。第二轮面试则由部门主管经理出面，这时候有关业务方面的问题成了面试的重点，所以英语面试也从个人情况转向了专业领域。比如应聘市场部，则应聘者通常会被要求谈一谈以往最成功的一个案例，或者自身的业务强项等。如果前面都很顺利，那么，最后一轮面试一般就是和公司的总裁面对面了。外企的总裁一般是老外，当然面试就变成全英语的了。总裁询问的问题一般会和公司的精神、企业文化有关。面试中最需要自信普华永道人力资源部经理姜周红介绍说，一般在进行英语面试时，多是希望考查应聘者听说读写的实际操作能力。小组讨论是英语面试的重要一环，一般来说，小组讨论形式的面试其目的主要是要了解应聘者在团体中的工作反应。进一步说，面试官更多的是希望了解应聘者面对指责的态度。姜周红说，在外企的面试中，除了笔试之外，面试中的英语部分以考查应用能力为主，所以应聘者在面试当中最需要的是自信、敢说。不妨尽量采用简短明了的词汇来表达自己的意思。另外，切忌在面试当中抬高自己贬低别人。回答问题尽量自然，并作为小组成员之一在自己的负责范围内答题，也不要重复其他应聘者的答案。说话要流利，思维要连贯，层次要清晰，不要夹杂中文，可以用“well”、“however”这样的过渡词来给自己停顿和思考，同时，也使得自己的表述显得口语化一些。面试前还需要了解一下企业文化。新橙英语培训中心专业商务面试课程教师chief建议说，学生的先期准备主要是个人情况和业务方面。专业英语的准备要充足，有时会被要求用英语解释一个专业。所以，在面试前不妨去公司的英文网站了解一下企业文化，这对与老板面谈会有帮助的。chief介绍说，英语面试目前的趋势是通常设在一个类似于接待室的地方，而非特别准备的会场，由2－3个人负责面试。外国人作为考官进行面试时，由于他们与我们的思维方式、习惯以及文化有所差别，因此必须熟悉他们的理解方式和语言表达方式。不同公司对外语水平的要求不同，有的只具备用外语接听电话的水平即可，也有的要求用外语从事一般性工作。因此，应聘者必须准确了解应聘公司的外语使用程度和目的等信息后，再做出相应的对策。

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!

八大语法，单词