教师招考面试初中英语教案模板

初中英语试讲模板

——I think that mooncakes are delicious! 教学设计(Period5)

一、教学目标

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

知识与能力：

通过多种阅读任务，提高细节理解、归纳大意和推测等能力。

过程与方法：

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

阅读教学

通过指导学生阅读策略的方式;

口语教学

采取 pairwork 问答式的口语交际活动互相操练。

情感态度与价值观：

通过学习圣诞节精神，理解分享和向他人传递爱和快乐的重要意义。

二、教学重难点

教学重点：

(1)阅读文章，完成各项任务。

(2)学习推测“inferring”技能。

(3)进行 2e 角色扮演活动。

教学难点：

(1)总结文章各段大意。

(2)学习推测“inferring”技能。

三、教学策略

阅读教学

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

口语教学

采取 pairwork 问答式的口语交际活动互相操练。

四、教学过程

Step 1：Pre-reading Activity

谈论圣诞节，设计思维导图。

【设计意图】

通过小组讨论和设计思维导图，对节日文化内容进行归纳，并为阅读文章做好铺垫。

Step 2：While-reading

Activity 1. 阅读文章，回答问题。

【设计意图】

通过第一遍阅读，理解文章大意，回答比较简单的细节问题。

Activity 2. 阅读文章，完成 2c 填表的任务。

【设计意图】

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

Activity 3. 阅读文章，总结各段大意。

【设计意图】

通过指导学生进行段落大意归纳，提升学生的整体理解及段意归纳能力。Activity 4. 学习及练习“inferring”技能。

【设计意图】

通过回答 2d 中的问题，训练“inferring”方法，增强学生阅读能力。

Step 3：Post-reading

Activity 小组活动，分角色表演。

【设计意图】

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

初中英语试讲模板

Topic: What are you doing for vacation?

ⅠTeaching aims

Knowledge Aims：

To talk about different future plans: go shopping, watch TV, go to the park etc

To learn the vocabularies: babysitting,sightseeing,how long and so on To learn the communication skills about vacation plans

Ability aims:

To train students ability of using the learned knowledge

To improve students comprehensive ability of listening,speaking,reading and writing

Moral training aims:

To learn to make plans for future things in our daily life

To live a rich and colorful life

ⅡTarget languages

—What are you doing for vacation?

—I am going to my cousin s house

—What is she doing for vacation?

—She s going camping

—What are they doing for vacation?

—They are going to fish

—When are you going?

—I m going on Monday

ⅢDifficult points

How to talk about future plans

Different vacation plans:Camping,Hiking,Climbing

Present progressive as future in wh sentences:

What are you doing for vacation?

Where are you going for vacation?

When are you coming back?

ⅣTeaching and Learning Methods

Teaching methods: the Task based language teaching

The Communicative approach

The Aural Oral approach

Learning methods: role playing

Listening for key words

ⅤTeaching Procedures

Step 1 Warming up

Introduce the new topic: summer vacation

Ask students questions based on a given picture

Lead the students to talk about their own vacation plans

Write some of their plans on the blackboard and discuss them

Step 2 Presentation

Open the book, listen to the tape and finish part one and part two At

the same time, deal with the connected vocabulary and get students to learn to use them

Step 3 Discussion

Ask several students about their vacation plans in detail Give students some time to ask questions that they don t understand

Step 4 Pair work

Get students to make conversations with their partners about their future plans

As they are talking, teacher moves around the classroom to check their work and offer language assistance as needed

Step 5 Act out

Getting groups to act out their conversation before class

Step 6 Teacher emphasizes the use of difficult points

Present progressive as future in wh\|sentences:

Where are you going for vacation?

When are you coming back?

“Be doing” is the key structure for this use It is often used with the following verbs: go，come, leave, start, begin，run，stay，do, take

eg: How long are you staying there?

When are they going?

They re going next week

Step 7 Homework

Ask your parents about their future plan and talk with them about your family plans for vacation

ⅥBlackboard design

Unit 3 What are you doing for vacation?

Vacation Plans: camping, hiking, climbing, traveling,going shopping, watching TV

Wh sentence: What are you doing for vacation?

When are you going there?

How long are you staying there?

初中英语教案

Step l: Lead-in

T: I'm a teacher. What does your father/mother do?

(Students answer and the teacher writes the words on the blackboard.) Ask students to read

them.

Ask the students to point to the jobs that appear in the picture.

Ask them what job is the most interesting and rank them.

Talk about the jobs.

Step 2: 1b

Show the task: Talk about future intentions, jobs and future plans. Listen to the tape.

. Ask students to draw lines between the jobs and the activities. Read after the tape recorder.

T: Look at the four sentences in the picture and find out the same point. Ss : be going to+do.

T: Practice the dialogue in the picture in pairs.

Step 3: Play a game

The students write the ideal jobs on a piece of paper I'm going to be a computer

programmer.Are you going to be a computer programmer? Then ask one student to the front with the

paper,others guess: Are you going to be ?

Step 4: 1c

Read the conversation in the box with your partner.

Then look at the other jobs in activities and have conversations about these jobs.

Make a survey: .

What are the students going to be in your group? So make a survey and fill in the form. Give a

report after the survey.

Step 5: Group work

24

Brazil is hosting the 2016 Olympic Games. What can you and your classmates do

the Olympics a success? Make a list with "be going to+do".

Check the students' answers.

Step 6：Summary

Ask one student to sum up this class.

T. Today.we have talked about the future intention. What are you going

to be when you grow up?

I'm going to' be a computer programmer.A good plan is a good start. You know what you are going to

do and you plan for that. This is a good start to a success.

Step 7：Homework

Try to read 3a by yourselves and underline the things that she is going to do.

初中英语教资面试教案

并列句（Compound Sentence）主语（Subject）宾语（Object） 谓语（Predicate）表语（Predicative） 谓语动词（Predicate Verb） 补语（Complement） 状语（Adverbial） 定语（Attribue） 一般现在时（Simple Present Tense） 现在完成时（Present Perfect Tense） 过去时（Past Tense） 现在进行时（Present Continuous Tense） 将来时（Future tense） 句型（sentence patterns） 教案模板： 一、写作 Teaching Contents（教学内容）： Writing a report according to the information collected. Teaching Objectives（教学目标）： (1)Knowledge ~ (2)Ability~ (3)Emotional~

Teaching Key and Difficult Points： Teaching Procedures（教学过程）： ·Step1 Warming up and lead-in(time) ·Step2 Pre-writing(time) ·Step3 While-writing(time) ·Step5 Summary and homework(time) 二、听说 Teaching Contents（教学内容）： These passages are about….. Teaching Objectives（教学目标）： (1)Knowledge ~ Students can learn some new words and expressions…. (2)Ability~ Students can improve their listening and speaking skills. (3)Emotional~ Teaching Key and Difficult Points： How to make students improve their listening and speaking skills.Teaching Procedures（教学过程）： ·Step1 Pre-listening(time) Ask students some questions. ·Step2 While-listening(time) (1)Listen to the tape and fill in the blank.

教师资格面试教案模板-英语

2017教师资格面试教案模板：初中英语《Lin Fei’s daily life》 初中英语《Lin Fei’s daily life》教案 Teaching 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-up Do 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-listening Show some pictures about Lin Fei’s day and ask students “what does Lin Fei do in a day? Step 3 While-listening Play the tape recorder and ask students some question.

小学科学教师资格证面试教案模板：《小小潜水艇》

小学科学教师资格证面试教案模板：《小小潜水艇》[教学目标] 1.了解小小潜水艇能够上浮和下沉的原因，进而明白真正的潜艇 沉浮原理，懂得改变物体的轻重能够影响它的沉浮。 2.培养学生积极的动手实验水平、认真细致的观察水平、初步的 分析概括水平和良好的语言表达等水平。 3.培养学生积极的探究兴趣、认真细致、团结协作的科学探究态 度和素养。 [教学重难点] 重点：培养观察水平、动手水平、分析概括水平和语言表达水平等。 难点：通过实验现象分析小小潜水艇能够上浮和下沉的原因，进 而了解真正的潜艇沉浮原理。 [教学准备] 教师演示材料：沉浮自如的教具“潜水艇”、多媒体教学课件、 投影仪等。 分组实验材料：塑料瓶、小玻璃瓶、烧杯、水槽、托盘、毛巾等。 [教学过程] 一、趣味实验，情境引入 1.神奇的小实验：出示实验道具听指挥的小玻璃瓶。 2.指导学生观察道具的构成，进而观看实验表演并引导学生为其 起名。

3.通过实验现象引导学生提出问题：“为什么挤压塑料瓶能使小小潜水艇下沉和上浮?”。(挤压塑料瓶与小小潜水艇的沉浮有什么关系?) (通过趣味实验活动，不但激发了学生的探究欲望，而且还引导他们自主发现并提出想探究的问题，有效地激起了学生的学习兴趣，真正体现了学生是科学学习的主体。实验起名活动，则进一步增强了学生科学研究的信心。) 二、动手制作，实践体验 1.组织学生交流讨论，制作小小潜水艇需要哪些材料。 2.师生观看介绍实验物品，进一步研讨、归纳实验要求和注意事项等。 3.鼓励学生亲自动手，探究尝试制作小小潜水艇的方法，教师巡视观察。 4.组织学生汇报交流实验制作的过程，进而引导学生通过对比、分析、归纳等方法，自己得出准确的制作方法。 (每个学生对自己不了解的未知领域和神奇的现象都有一种强烈的好奇心和挑战欲望，教师应即时地、有效地利用这个有利因素，积极调动探究热情，组织学生展开相对应的探究活动，并从中归纳得出共性的、准确的结论，为进一步探究创造条件。) 三、细致观察，探究新知 1.鼓励和组织学生以小组为单位，动手改进不成功的实验制作方法，并通过玩儿“潜水艇”，引导他们注意观察在小小潜水艇下沉和上浮的过程中，能看到哪些现象和变化，想一想那是为什么? 2.进一步明确观察探究的问题：“小小潜水艇沉浮的过程中，小玻璃瓶内部有什么变化的现象?”

初中英语教案范例1

初中英语教师面试——初中英语教案范例 Unit 6 How do you get to school? 一、教材分析 本单元的中心话题是“Transportation”，围绕“How do you get to school”，“How long does it take?”，“How far is it?”层层展开，并采用“任务型语言教学途径”，编排了一系列凸现“交际功能（Talk about how to get to school）”运用的听说读写综合语言活动，让学生学会谈论如何到达某个地方，距离有多远，要花多长时间等等。这些活动紧贴学生的生活实际，极具真实性，从而使学生的个人经历成为课堂学习的有效图式，有助于学生对所获取的声音和文字英语信息的理解；有助于调动他们用英语表达自己的经验和感受兴趣和热情；有助于促进他们语言功能的运用；有助于提高他们为应用而主动学习和掌握语言知识（词汇和语法结构等）的兴趣。 在教材编排上，Section A是基础，是底线，是学生必须掌握的目标语言；而Section B是Section A的扩展和引申，通过任务型听力来讨论交通工具及方式的最佳组合方式，并通过任务型阅读帮助学生了解不同国家学生上学的交通工具及方式的异同。 二、教学目标 1．语言目标 词汇：subway, take the subway, train, minute, how far, quick, leave for, half, past, bus station, bus ride, stop, bust stop, north, school bus, by boat, must, car, ill, worry 句式：How do you get to school? I ride my bike. How long does it take? It takes ten minutes. How far is it from your home to school? It’s about 10 kilometers. 2．能力目标 (1) 能够谈论如何到达目的地。 (2) 能够谈论自己的日常生活。 （3）能够有效地获取信息和处理信息。 3．情感目标 (1) 学会关注生命与安全；培养时间观念，学会珍惜时间。 (2) 了解朋友及家人的生活。 4．跨学科学习 (1) 社会实践：学习距离、交通方式的表达。 (2) 个性培养：学会合理安排自己的生活，培养时间观念，学会珍惜时间。 (3) 跨文化研究：了解不同国家、不同地区学生上学的交通工具及方式的异同。 三、教学重、难点 通过语言目标的学习，学会谈论如何到达目的地，如何表达距离的远近，如何表达到某地花多长时间，并在生活实际中正确运用所学语言。 四、教法与学法 1. 采用情境法、交际法和“任务型”教学途径，使“英语学习任务化，学习活动生活化”，通过设置多样化的任务，巧妙注意任务的序列性，让学生在教学活动中参与和完成真实的生活任务，从而培养学生运用英语的能力，（用英语做事的能力）。在教学过程中，坚持“以人为本”，关注学生的情感，关注学生的发展，把说的机会留给学生，把思考的时间还给学生，把做的权利交给学生。

初中英语优秀面试说课稿

《初中英语说课稿》简介： Part One: Analysis of the Teaching Material (一) ST 《初中英语优秀说课稿》正文开始>> Part One: Analysis of the Teaching Material (一) STATUS AND FUNCTION 1. This is an important lesson. To attain “four skills” request of listening , speaking, reading and w riting. Start with listing part and tell the Ss to remember the new words. Ask the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material. 2. This is the first period of Unit7.It’s the part of t he Lead-in.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit. 3. Such a topic is helpful to raise learning interests of students and it will be also helpful to improve their spoken English. (二)ANAL YSIS OF THE STUDENTS The Ss have learned English for more than one year and a half so far. They can speak simple English very well. The Ss have taken a great interest in English now. (三)TEACHING AIMS AND DEMANDS 1.Knowledge objects (1) To make the Ss know how to use Object Clauses. (2) To study the new words and phrases: try one’s best, successful, imagine, soup, biscuit, pancake, cheese, pie. (3) To learn some phrases to about preparing for the food festival. make biscuits, learn to cook food, cook soup, set a table, write a song 2. Ability objects (1) To develop the Ss’ abilities of listening, speaking, reading and writing. (2) To train the Ss’ ability of working in pairs and groups. (3) To develop the Ss’ abilities of communication by learning the useful structure s. 3. Moral objects (1)To make Ss know something about the western food culture and the traditional food of western countries. (2)Let Ss know they should help people in need. (四)TEACHING KEY AND DIFFICULT POINTS 1.Key points: (1).To help Ss grasp the new words and phrases. (2).To help Ss master the Objective Clauses. (3) To enable Ss to study in groups and co-operate skillfully. 2. Difficult points: How to use the Objective Clauses to express thoughts. (五) TEACHING AIDS Tape recorder, Pictures, Software: Power point Part Two: The Teaching Methods 1. Communicative teaching method 2. Audio-visual teaching method 3. Task-based” teaching method 4. Explorable teaching method As we all know: the main instructional aims of learning English in the Middle Sch ool is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of Section A. I’ll give the Ss some tasks and arrange four kind s of activities: talking, watching CAI, listening to the tape, reading. Teaching special features:

小学英语教师资格面试《Traffic lights》教案

小学英语教师资格面试《Traffic lights》教案 欢迎来到福建教师招考信息网，福建中公教育考试网提供真实可靠的福建教师招聘、教师资格证考试最新资讯，包括招考公告、考录进程、考试培训、面试辅导、资料下载等。我们在福建教师招考信息网等着你回来。 小编推荐>>>教师考试面试备考指导|13个学科教案【汇总篇】（按住ctrl点击即可查看） 教师资格面试备考已经拉开序幕，一篇优秀的教案对面试的成功是非常重要的，国家教师资格考试网特为考生献上小学英语教师资格面试《Traffic lights》教案，希望对大家有所帮助。 Traffic lights teaching plan Teaching Aims: Knowledge aim: Students will know the way of pronouncing d, p, t and know the safe way to cross the road. Ability aim: Through different activities, students will read the chant fluently and vividly, their speaking ability can be improved. Emotional aim: After this lesson, students will form good habit to cross road and have safety consciousness. Teaching Key Points: Students will learn how to cross the road safely and read the chant correctly. Teaching Difficult Points: To help students feel the plosive and they can read the chant vividly. Teaching Procedures: Step 1 Warming-up 1. Do a chant together. Red is color for the tomato Yellow is color for the banana … 2. Ask students to find different colors in their life. (Flower, table, skirt, shopping mall, traffic light …) Step 2 Presentation 1. Listen to the tape and students need to answer “What is it about?” Teacher should give them more knowledge about how to keep ourselves safe in our life. 2. Invite three students to read this chant and make a comparison to find the difference between their readings.

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