第一篇：2014高中英語教師資格證面試經(jīng)驗(yàn)

高中英語面試

資料：《教育教學(xué)知識(shí)與能力》以及配套試卷

高中英語教材

網(wǎng)上搜索一些視頻

找人陪練

我昨天剛考完，和大家分享一下，因?yàn)橹拔乙彩且活^霧水，不知道什么。

我是考前一周開始準(zhǔn)備，主要是和另外2個(gè)同伴一起。我們每晚會(huì)聚在一起討論1,2個(gè)小時(shí)，主要是討論各種題型該怎么應(yīng)對(duì)：詞匯、閱讀、聽力、口語、寫作、語音、語法，討論完后，我們會(huì)挨個(gè)試講，其余兩人當(dāng)考官，指出優(yōu)缺點(diǎn)。感覺合作很重要。

考試當(dāng)天流程是這樣的：

7:30-7:45 到候考室抽號(hào)，A1到A12，B1到B12，就這樣一直到K。我抽到的是A5，不要以為是第五個(gè)進(jìn)去哦。A1-A12都是第一個(gè)進(jìn)去，因?yàn)榭偣?2個(gè)面試教室。也就是說只要是A，你就是第一個(gè)試講的。B是第二個(gè)試講，C第三個(gè)。。懂了吧。

抽完后A1-A12同學(xué)到抽題教室，帶著準(zhǔn)考證、身份證、還有抽的號(hào)去抽題。老師輸入我的考號(hào)后，電腦自動(dòng)抽題，我的是廣告寫作課。

抽完題后，我們到了備考室，這時(shí)候老師把你抽到的題發(fā)給你，寫教案的一頁紙發(fā)給你，20分鐘準(zhǔn)備。

準(zhǔn)備20分鐘后，我們12個(gè)人都各自到了指定的面試教室，面試開始。

1，先敲門，進(jìn)去說下：各位考官各位老師好，我是A5號(hào)學(xué)生某某某

2，老師會(huì)問你兩個(gè)問題，這個(gè)環(huán)節(jié)5分鐘。（我回答很快，估計(jì)2,3分鐘就答完了）我被問的問題是：教學(xué)是一種藝術(shù)，你怎么看待這句話。

有個(gè)學(xué)生很調(diào)皮，不聽話，你怎么辦。

老師提問時(shí)，你可以說謝謝老師的提問，回答完后，可以說我的回答完畢謝謝老師。3，回答完后，開始試講，時(shí)間10分鐘。（估計(jì)我講了有6,7分鐘就結(jié)束了）

注意試講時(shí)候配合板書，不用寫太多，但是一定不要寫錯(cuò)單詞啊。

4，老師針對(duì)你的講課提問你。老師是用英文提問的。這個(gè)環(huán)節(jié)5分鐘。

結(jié)束后我擦了黑板，謝了謝老師就走了。一定要記得擦黑板噢！

我是第一次考，題型也不是很懂。聽別人說一些，簡(jiǎn)單介紹下吧：

詞匯，給你篇文章，里面有加粗的單詞讓你講。可以造句。

閱讀，給篇文章?？梢宰ゴ笠猓壹?xì)節(jié)，劃1,2個(gè)重點(diǎn)單詞和句子。

寫作：有的是半命題，有的是給篇文章。上寫作課。

語音：給一首英文詩歌，或者一篇文章。可以考慮押韻、語音語調(diào)這方面。

其他題型就不知道了。

《教育教學(xué)知識(shí)與能力》以及配套試卷最好是看看，千萬不要覺得沒用。

也不知道自己過不過 先寫下吧

第二篇：高中英語教師資格證試講面試

教師資格證中學(xué)英語面試閱讀題真題一 1.試講題目: 閱讀教學(xué)試講

內(nèi)容: One day, a man called the taxi company to get a taxi to go to the airport, but after a very long time, the taxi did not come.He called the girl in the taxi company again.The girl in the taxi company said, “ the taxi has not come, but you need not to worry about it as the airplane is always late.” the man answered, “certainly, the airplane will be late this morning, because I happen to be flying it.”

基本要求:(1)朗讀所給段落。(2)配合教學(xué)內(nèi)容適當(dāng)?shù)陌鍟?3)針對(duì)該段落中的劃線部分，設(shè)計(jì)相應(yīng)的閱讀后教學(xué)活動(dòng)。(4)試講時(shí)間: 約 10 分鐘。(5)用英文試講。

Teaching Plan Teaching Aims:

1.Knowledge aim: let students master the useful word and expressions in the reading material.2.Ability aim: let the students learn how to communicate with other persons in a more polite way.Learn the reading skills of skim and scan.3.Emotional aim: let the students to know the importance of respecting other people and communicate with other people in a good manner.Teaching Procedures:

Step one: lead-in(5 minutes)Show the students some pictures about the vehicles such as bike, taxi, and airplane and let them match the names with the pictures.Step two: new words and phrases(10 minutes)Write the new words and expressions from the reading material such as taxi, airport and let the students read after the teachers.Step three: while-reading(20 minutes)Ask the students about the main idea about the text through a quick reading about the whole text.Let the students do “T” or “F” exercise.Let the students conclude the main idea about each paragraph.Step Four: consolidation(9 minutes)Divide the whole class into two groups.Choose a team leader of each group.Let the group one act the whole scenario based on the reading material faithfully.And let group two have some adaptations of the scenario based on the reading material.Step Five: Homework(1 minutes)Let the students to write a composition about the ending of this story.Good morning, class, in the previous class, we have learned a reading text about the manner and ways of communication, do you still remember? And in this class, we are going to learn another text about manner and ways of communication as well as some names of vehicles in the reading material.First of all, I’d like you do the match exercise on the blackboard.As you can see that, on the left part of this blackboard, there are some names of automobiles, and on the right part of the blackboard, there are some pictures.Can you match the names on the left with the pictures on the right.Who can have a try? OK, Mike, tell me your choice.Great, your answer is right, this can be matched with this picture, and this name represents the taxi, and this is a picture about a plane.Very good,class, you have done a very good job.Then，I will read this text for you, please listen carefully, and try to get the main idea about the reading material.OK, after I read this text, I’d show you some new words and expressions in the reading material.The first word is “taxi”(在黑板上板書寫上這個(gè)單詞)，this word means “出租車” in Chinese.And the second word is “airport” , before I tell you the meaning of this word, can you guess the meaning of this word? Class, who can have a try? We can combine what we have learned with what we are going to learn today.I will give you some hints, we say “by air” in English which means “乘飛機(jī)”，and “air” is related with “飛機(jī)”，and “port” is a place where we park a ship or other vehicles.So, class, after you have understood these, can anyone tell me the Chinese meaning of this word? Maria, please, Yes, very good.It means “飛機(jī)場(chǎng)” in Chinese.OK, since you have mastered the new words and expressions in the reading material, I will give you 2 minutes to read this whole text, and then I will check whether you understand it or not, now let’s start.Time is up, now, class, please listen to my statements carefully and judge whether it is true or false.OK, the first statement is that “one day, a woman called the taxi company to get a taxi to get him to go to the airport”, who can tell me whether this statement is right or wrong? Yes, great, Mike did a very good job.This statement is wrong, a man rather than a woman called the taxi company to get a taxi for him.Now, I will give my second statement, “ the man called the taxi company three times”, class, whether this statement is true or false? OK, Julia, yes, you are right, this is false.You two have done very well.Now, please listen to my final statement, “the man is a pilot”, who can tell me whether this statement is true or false.OK, Joe, your answer is “?”, I am afraid, you do not understand the whole text yet.Actually the man is a pilot in this story.Why I draw this conclusion? If you look at the final sentence in this reading material, you will find that “it” in this sentence means “airplane”, so the man is going to call a taxi to drive him to go to the airport, because he is a pilot, if he doesn’t not arrive at this airport on time, he will not be able to fly an airplane.也就是說，這個(gè)男人就是一個(gè)飛行員，如果他所呼叫的出租車沒有準(zhǔn)時(shí)到的話，他也就不能準(zhǔn)時(shí)達(dá)到機(jī)場(chǎng)，他所開的航班也會(huì)延誤。Now, can you understand the whole text? Class.If we must understand this reading material thoroughly, we should pay more attention to each and very fact in this reading material in order to get further understanding about this text.OK, in the following part, we will do a role play game.I will divide the whole class into two groups, the first group will act the whole scenario based on the plot in this reading material faithfully.The other group will make some adaptation based on this reading material to make the communication between the man and the woman in the text more polite and proper.Now I will give you three minutes, ready go!Time is up, class, now, I will check your work, can you act you play in front of the class?....OK, both groups have done a very good job.Class, have you noticed that if we communicate with each other in a way the group two did, we will have more understanding and mutual respect in our daily life.For example, in their adaptation, they changed the girl’s words.The girl said,“we will arrange another taxi for you instead of saying that as the airplane will be late.” from this example, we can see that we should pay attention to our behavior in communication with other people, if we want to get respects from other people, we should respect others first.Only by doing that, can we communicate with each other more politely and properly.OK, class, our class is going to be over, our homework is to write a story about the end of this story.What will happen to the man and the girl in the story? You can think about it after class.You can have a rest now.教師資格證中學(xué)英語面試真題二

試講題目: 閱讀教學(xué)試講

內(nèi)容: Class 9 had a great time on the school trip.They went to Blue Water Aquarium for the day.First they visited the visitors center and watched about sharks.Then they watched a dolphin show.After that, they went to the outdoor Pool and saw a big octopus.After lunch, they went to the Gift Shop and bought lots of gifts.Finally, tired but happy, they took the bus back to school.At the end of the day, the science teacher was very happy because the class monitor cleaned the bus after the trip.基本要求:(1)朗讀所給段落。(2)配合教學(xué)內(nèi)容適當(dāng)?shù)陌鍟?3)針對(duì)該段落中的劃線部分，設(shè)計(jì)相應(yīng)的閱讀后教學(xué)活動(dòng)。(4)試講時(shí)間: 約 10 分鐘。(5)用英文試講。教師

資格證中學(xué)英語面試真題三

寫作教學(xué)試講

內(nèi)容: Dear Editor, I am writing to say that I am against building a new zoo in our town.Zoos are terrible places for animals to live.I’ve visited a lot of zoos in my life, and I have never seen one I liked or one that was suitable for animals to live in.Just last week, I visited a zoo and couldn’t believe what I saw.The animals are kept in tiny cages and can hardly move at all.And they are only given food once a day.Is this a good way for animals to live? I don’t think so.Sincerely, Disgusted 基本要求:(1)朗讀所給短信。(2)配合教學(xué)內(nèi)容適當(dāng)?shù)陌鍟?3)針對(duì)該短信的體裁與結(jié)構(gòu)特征，設(shè)計(jì)相應(yīng)的書信寫作教學(xué)活動(dòng)。(4)試講時(shí)間: 約 10 分鐘。(5)用英文試講。

教師資格證中學(xué)英語面試真題四

試講題目: 詞匯講學(xué)試講

內(nèi)容: 在初中七年級(jí)下學(xué)期期末復(fù)習(xí)時(shí)，周老師希望幫助學(xué)生鞏固以下的詞匯;Soccer, strawberry,hamburgers, baseball, enjoy, difficult, boring, uncle,practice

基本要求:(1)朗讀所給單詞。(2)配合教學(xué)內(nèi)容適當(dāng)?shù)陌鍟?3)針對(duì)所提供的詞匯，設(shè)計(jì)詞匯鞏固性教學(xué)活動(dòng)。(4)試講時(shí)間: 約 10 分鐘。(5)用英文試講。

2013下半年全國(guó)教師資格證考試面試真題（中學(xué)英語:高中英語）結(jié)構(gòu)化試題（5分鐘）

1.前蘇聯(lián)教育家蘇霍姆林斯基曾說過“教師的一言一行對(duì)學(xué)生都起著榜樣作用”，談?wù)勀銓?duì)這句話的理解。

2.學(xué)生喜歡老師，才會(huì)喜歡老師的課。談?wù)勀銓?duì)這句話的看法。英文試講題（語法講解，10分鐘）

One of the favorite events is the dog-sled race, in which teams of about six husky dogs pull long sleds at great speeds along a snowy track.One person runs behind the sled, shouting to the dogs to encourage them.The sound of the dogs barking, the calls of the drivers and the shouts of the crowd make an exciting Northern experience.The dogs are beautiful strong animals, with long, thick fur and many with blue eyes.讀一遍短文，并對(duì)文中的語法進(jìn)行講解。答辯 試講后英文問答（5分鐘）

What’s the difference between the 3 words: shouting, barking and exciting? Do these 3 words have the same function?

一.詞匯

I.Teaching Objectives 1.Knowlwdge Objectives(1)Help students know the collocation and meanings of the following words and phrases: embarrassed, instruction, far from, nothing like, looking forward to etc.(2)Help students acquire the use of adjective ending –ing and –ed.(3)Help students know the use of present continuous tense 2.Ability Objectives(1)Enable students to use these new words correctly in speaking and writing.(2)Enable students to use adjective ending –ing and –ed correctly in daily life to describe sth.II.Important Points 1.Master some phrase, and some new words 2.Master the use of adjective ending –ing and-ed III.Difficult Points Analyze components of a sentence

IV.Teaching Methods 1.Practice, discover, Asking and Answering, Explaining 2.Teaching Aids: text book

V.Teaching Procedures stepI Reading(1 minute)T: Good morning, boys and girls.First let’s read the new words and new phrases, please turn to page 113 and read the new words from enthusiastic to amazed, go(enthusiastic, amazing, information, website, brilliant, comprehension, instruction , embarrassed, description, amazed)OK.Very good!

Step II Lead-in(1 minute)T: Everybody, after we have studied this passage(My first day at senior high), we all know that the writer had a wonderful experience of his first day in senior high school.In this class let’s study some useful words and phrases.Phrases(look forward to, far from, nothing like)and words(bored/boring tired/tiring excited/exciting surprising/surprised interesting/interested embarrassed /embarrassing)

Step III Careful analyzing(8 minutes)（此處挑兩個(gè)講即可）Teaching Plan for Module 1(SEFC Book 1)OK.Well done!Now let’s look at some of the difficult points in the text!

The first one: 1.the classrooms in li kang’s school are amazing/ some students were embarrassed at first.Fellows we have already learned the adjective ending –ing and –ed in our junior high school, so let’s turn to page 7 and complete the sentences.Two minutes.(then the teacher check the answers), then let us look at grammar 2 the 2nd one choose the correct explanation according to the exercise we have done in page 7.ok it seems that you have a clear mind of the 2 kinds of endings, so let us find more examples in our text.(2nd paragraph, the classrooms are amazing, the3rd I don’t think I will be bored in Ms Shen’s class, the 4th paragraph some students were embarrassed at first)The next one.2?and Ms Shen’s method of teaching is nothing like that of the teachers at my Junior High school.（the sentence under the picture）Nothing like means，“絲毫不象”in chinese。

Eg: Math class is nothing like Chinese class, because the former is focus on logic thinking, the latter is main tell us how to think in a different way.The third.3.I'm looking forward to doing it！look forward to sth./doing sth.In this structure to is used as a preposition I look forward to hearing from you as early as possible.（do you remember some other this kind of phrases）

There are some other preposition phrases :(ask students the same kind of words they have learned in their junior school：do you remember some other this kind of phrases look forward to 盼望?? turn to 求助于；轉(zhuǎn)向；翻到??pay attention to 注意?? stick to 堅(jiān)持get down to 開始認(rèn)真干??object to 反對(duì)point to 指向see to 處理，料理devote?to? 貢獻(xiàn)??給?

Pay attention to ____(walk)along this risky bridge.There is not much time , lets get down to ___(walk)on this research.Teachers’whole life is devoted to_____(teach)We should object to ___(tell)lies.Step V Summary(1mins)T: In this class we have learned some useful phrases and words.do you still remember their meaning ?(nothing like , look forward to)and now are you clear how to use the adjective ending –ed and –ing.Step VI Homework Assignment(1 mins)T: After class, let’s have a revision of the present tense and preview listening and vocabulary, then do the exercises in text book.So much for this class, bye!

聽力Listening(板書內(nèi)容)Part 1:lead-in（板書內(nèi)容）Step 1 Talk about the topic Give students enough background of the topic.Also let them familiar with the difficult words, especially new words.了解背景 熟悉主題

T: Good afternoon, my boys and girls.Welcome back to my class.I am so glad to see you again.Have you had a good weekend? Yeah!Then what did you do during the summer holiday? Sleep, watch TV, or travel with parents? I see.All of you had a wonderful weekend.Well, today I will introduce a new friend to you;let’s share what she did during the holiday.Now, listen to the tape carefully, and then I’ll ask you some questions.（教師說的內(nèi)容,說完暫停！表示在進(jìn)行聽力，但不要太長(zhǎng)，大約數(shù)1、2、3秒即可）

Hey, I’m your new friend Tiffany!Last Sunday, I went to the park with my friends for a picnic.We took several bread and some bottles of water with us for lunch.Of course we didn't forget to take some fruits and we even took some tomatoes and cucumbers.It took us thirty minutes to get there by bike.As it was a sunny day, there were lots of people in the park.Firstly, we climbed the mountain and went boating.Then it was the time for lunch, we took out the food and began to prepare our lunch.Though it was not cooked well, we ate happily.When we finished the picnic, we picked up the rubbish and threw it into the dustbin.We thought it was our duty to keep the good environment.We didn’t go home until it was dark.We all enjoyed ourselves.（聽力錄音材料）

T：Ok, do you understand the story？Yeah!Well, I will ask some you some questions.1.Why did Tiffany and her friends go to the park? 2 What did they take to the park？ 3 what did they do after the picnic? T: The first question, now who can answer the questions in volunteer? oh, Lily.（pause）(平伸右手，手掌朝上，示意學(xué)生回答)Good!Go for a picnic.T: The second question, who want to try? Tom, please.（pause）(平伸右手，手掌朝上，示意學(xué)生回答)Very good!(右手伸出大拇指，示意回答得很棒)bread, bottles of water , fruits, tomatoes, cucumbers.Very good T: The third question, Can you find the answer? Ok, Susan.（pause）(平伸右手，手掌朝上，示意學(xué)生回答)yes, perfect.(雙手伸出大拇指，示意回答得很棒)When we finished the picnic, we picked up the rubbish and threw it into the dustbin.Part 2 pre –listening（板書內(nèi)容）

Guess the meaning of the following words（板書內(nèi)容）猜測(cè)詞意 掃清障礙 Now, you have understood the story well.Let’s look at the details of the text.① phases First of all, let’s look at the phrases in the text.1 Go for a picnic.Have food outdoors 2 By bike it’s an important phrase.“By” plus transport is the meaning of taking transport.For example By bike/train/bus/ship/airplane/foot, no, it is on foot, not by foot.3 pick up take sth up I picked up the money on the ground.Ok so much for the phrases.②important sentences 1.It took us thirty minutes to get there by bike.The sentence instruction is ：It takes/took sb some time to do sth.And the question sentence of this instruction is: How long does/did it take sb to sth.For example: How long does it take you to go home? It usually takes me 20minutes to go home.Who can make a sentence？

T: Don’t be shy, just have a try.（環(huán)顧四周）Tom, do you want to have a try?(Pause)OK!How long does it take you to go to school? Yes, great!It takes me half an hour to go to school.Great, sit down please.2The next sentence is: We didn’t go until it was dark.The sentence instruction is ： not until.what’s the meaning of the phrase？

直到...才。這句話的意思是，直到天黑我們才回家，而不是我們沒回家直到天黑 I won’t go until you come back.直到你回來我才離去。Who want to try？Yeah, Bob.I didn’t go to sleep until I finished my homework.Great.Sit down.Well, you have mastered the sentences.Part 3: Post-listening Challenge yourself鞏固提升 復(fù)述材料 挑戰(zhàn)自我

T: Now, who can tell us” What’s the passage mainly about?” Please give your answer in a complete sentence with “The passage tells us?????.” T: Who will try? Don’t be shy!（環(huán)顧四周）Tom, do you want to have a try?(Pause)OK!(Pretend to be listening)T: Very good!Your answer is wonderful!(右手伸出大拇指，示意回答得很棒)T: Tom said” The passage tells us______________________________________________”

Part 4: Homework Ok, time is limited, practices more after class.After learning the text, would you like to go for a picnic? Yes, then where do you want to go and what do you want to take? Make a plan after class, I’ll ask some students to share their plans next class.Ok, class is over.語法

Part 1: Independent reading 名詞性從句的用法

T: Good morning/afternoon, boys and girls.Today, we’ll learn a new grammar style名詞性從句Noun clauses.1.Read the play, which are mainly about this kind of grammar? Try to find the sentences.（pause）T: Ok.Stop here!Can you say one sentence? Now, who want to share your works? Ok, Tom, please.(手勢(shì)語：平伸右手，手掌朝上，示意學(xué)生回答。做邊聽狀，邊板書第一個(gè)句子，這個(gè)要提前備課，就是您早就準(zhǔn)備好的句子！)May we ask what you are doing in this country?

T: Very good，sit down, please.Now, who want to say the next? Ok, Lily, please.(同上，寫第二個(gè)句子！)I didn’t know whether I could survive until morning.T: Very good，sit down, please.Now, who want to share the last one? Ok, Kate, please.(同上，寫第三個(gè)句子！)The fact is that I earned my passage by doing sth.（課本上的三個(gè)句子）T: Very good，sit down, please.T: Now, we can see the Noun clause is a piece of cake, or we can say, it’s just so so.Are we right? Let’s look at the Ex 2 and try to finish the exercise of this part.If you can not solve the problem, first, lists problems of your own, then you can discuss in pairs;after discussion, you two can’t solve it, come to the blackboard and write it down.Part 2 comprehension 理解(寫完板書，此時(shí)，就下去轉(zhuǎn)一下，回來在黑板上寫1-2個(gè)難句子，就當(dāng)是學(xué)生寫的)Difficult point 1: What do you think of the bet the brothers have made? Difficult point 2: What do you think will happen to Henry?

Research 1: students’ comprehension to the grammar.T: Very good, just now two of our students wrote down two sentences, they think the sentences are much harder to understand.Can we help them to under the two sentences? T: Now, who want to try? Ok, Susan, please.(手勢(shì)語：平伸右手，手掌朝上，示意學(xué)生回答。)Which sentence do you want to explain to them?(Pause)Ok, the first one.(Pause)Ok, Susan’s explanation is very good!I must say that the bet is very interesting.sit down, please.T: Now, who can solve the second sentence?(Look around)

Research 2: With the teacher’s help to understand the grammar.T: Nobody? Really? Ok, let me help you.You can use “I must say that_____________” Here.Here, can” that” be left out?(Pause)Right!It can not be left out.Does it have any meanings?(Pause)Right.It has no any meaning.（此處用漢語解釋語法現(xiàn)象，在講解時(shí)可以在原句上畫點(diǎn)記號(hào)什么的,目的是幫助，不是全部解決）Now, who can have a try in volunteer? Ok, Linda, please!(Pause)Ok, Linda’s explanation is very good!I must say that Henry will live a happy life.Sit down, please.T: Now, who can draw a conclusion to the grammar which we learnt in this text in volunteer? Nobody? Ok, let’s discuss in groups!

Part 3: The rule of the grammar(寫完板書，此時(shí)，就下去轉(zhuǎn)一下，回來看練習(xí)四，當(dāng)堂測(cè)驗(yàn))T: Well, Tom, it’s you again!Please!(Pause)Very good!Thank you, sit down please.名詞性從句：缺什么補(bǔ)什么，不缺什么用“that”.(簡(jiǎn)析語法現(xiàn)象)And now let’s finish Ex 4, now I’ll ask some of you to finish two of them.1 The reason was ________________________.His concern is___________________________.T: Who will answer in volunteer? Bush and Black!OK!Come to the black board and finish them!(自己寫上就OK了)1 The reason was that he met a strong wind.4 His concern is whether they can offer him a job.Very good!Quite right!Thank you, go back to your seat and sit down please.Part 4: Homework T: Ok, so much for this class.After class, please finish Ex 5 on page 21.That’s all for today, see you!

寫作課：Writing class : Healthy eating（健康飲食）Teaching Objectives（教學(xué)目標(biāo)）：

一、知識(shí)技能目標(biāo)：

總結(jié)平衡膳食的定義，并且能提出一些健康建議。

二、情感態(tài)度目標(biāo)：了解有關(guān)營(yíng)養(yǎng)飲食的基本常識(shí)和培養(yǎng)健康的飲食習(xí)慣。

教學(xué)重難點(diǎn)：

1.教學(xué)重點(diǎn):如何區(qū)分健康食品以及垃圾食品并且會(huì)用英語表達(dá);.2.教學(xué)難點(diǎn): 教會(huì)學(xué)生如何自如表達(dá)自己的意見和建議并且?guī)椭鷮W(xué)生總結(jié)出平衡膳食的定義。

教學(xué)步驟：

Part 1 導(dǎo)入（Warming up）1.以一句話：“Everybody needs foods, so do I”及麥當(dāng)勞、肯德基的相關(guān)飲食引入話題。(1 分鐘)T: Good afternoon, boys and girls.Today we’ll talk about “Healthy eating(板書的內(nèi)容)“.We have three meals everyday.Everybody needs foods, so do I.I want to know the following questions.The first question: Have you had lunch or breakfast in McDonald’s or KFC? The second question: Do you like the food there? The third question: Which one do you prefer?”

(The purpose of this part is to stimulate Ss’ interest and call their attention to the topic.)

Part 2 小組練習(xí)（Pair works）（3分鐘）

T: Now, two students in pairs to ask each other about the above three questions, and then I’ll ask some of you to practice the dialogue in front of all of us.Now, let’s begin.(下去轉(zhuǎn)轉(zhuǎn))T: Ok.Now, which pair wants to act this dialogue in volunteer?(Pause)Tom and Kate, please.Good!Sit down please.T: Any other pair?(Pause)Well, Linda and Susan, please.(Pause，pretend to be listening)Good!Sit down please.Part 3 頭腦風(fēng)暴（Brain storming）3分鐘

1、Now, I will divide the whole class into two parts, the students on the left will be Group One, and the students on the right will be Group Two.Let’s compete between the two groups.One student will be theleader to collect the names of the food.Let’s see which group will get more names of the food.Who will be the leader? Ok!Tom and Kate.Ready? Go!(Pause)Ok!Now, let’s show the two sheets.（展示兩張紙，寫點(diǎn)對(duì)應(yīng)的內(nèi)容就行，一會(huì)好念，提前備課時(shí)就寫好）Group One win the game!Well done!(把學(xué)生分成兩組競(jìng)賽，看哪組的同學(xué)收集的食物單詞多，然后教師教導(dǎo)朗讀(2-3分鐘)

Part 4 句型練習(xí)（Sentence structure practicing）（2分鐘）

Now, I’ll show some of the names of food on the black board,(讀其中的一些食物名稱)let’s discuss which are junk food and which are healthy food? You can use the sentence structure” I think that(or the food name)is junk/healthy food because?.” And you can talk about “What is the name of the food? / What nutrition does it mainly contain?” Four students in a group, and let’s begin.(Pause, Junk food VS Healthy food,板書完成后，此時(shí)可下去轉(zhuǎn)轉(zhuǎn))老師先展示如何使用句型：“I think that(or the food name)is junk/healthy food because?.”來描述什么是健康食品，什么是垃圾食品。然后把學(xué)生按4人分成一組進(jìn)行討論練習(xí)，老師給出了對(duì)話該涉及的內(nèi)容范圍：What is the name of the food? / What nutrition（營(yíng)養(yǎng)物質(zhì)）does it mainly contain?（2分鐘）

Part 5: Activity task----make a survey活動(dòng)任務(wù)---做調(diào)查報(bào)告(2分鐘)T: Now I’ll give you a sheet.Ask 3 students around you about their dieting habits, and offer them some advice.You can use the sentence structure as” You should take less?, and you should have more?.”(Pause，可以下去轉(zhuǎn)轉(zhuǎn))給學(xué)生發(fā)一張表格，引導(dǎo)學(xué)生按照表格詢問周圍3個(gè)左右的同學(xué)，了解同學(xué)間的飲食習(xí)慣，并能提出一些健康建議。調(diào)查的表格如下:(可忽略不備)

Part6.布置作業(yè)（1分鐘左右）

T: Ok, let’s see the food Pyramid map together.（稍微暫停）From this picture you may well understand how to keep a balanced diet in our daily life.After class, write a composition about “Healthy Eating”.Ok, so much for this class.Class is over, see you!老師在課件上展示食物金字塔圖，讓學(xué)生了解飲食的營(yíng)養(yǎng)應(yīng)如何平衡，然后布置作業(yè)：讓學(xué)生自己寫一篇健康飲食的作文。

板書設(shè)計(jì) Healthy Eating 1.Junk food VS Healthy food 2.Balanced diet

口語Speaking Step 1: Leading in: by discussion.Hi, boys and girls.We are now living in a highly developed world, with advanced culture and highly developed civilizations.But have you ever thought what are the base of all the culture and civilizations? Oh, yes, they are based on those which were created by our great, great grandfathers lived a long, long time ago.No one exactly knows what they lived on, what were their housing and home decoration conditions, what kind of tools they usually used in their production activities, and what entertainment they had in their spare time.Anyway, we can imagine!So now, let’s divide into groups of four and, with the help of your imagination, discuss what kinds of food the early man ate, what their housing conditions and home decorations were like, what tools they made and what entertainment they had in their spare time.Then I’ll ask some of you to report the results to the whole class.Step 2: role play T: Good, sit down.Please turn to page 72, look at the SPEAKING part.You should read it with your partner, then, do the roles play.(Teacher writes bb--middle)Making suggestions and giving advice: 1.What can you suggest? Maybe we/you could ?? 2.Can I ask you for some advice? I suggest(that)?? 3.Can you help me decide? That’s a good idea.4.What do you have in mind? Well, but what about?? Have you considered doing??？

T: OK, time is up.In our daily life, we often ask someone for advice when we can’t make a decision.On the other hand, we often give other advice if they come to us for help.How can we ask for and give advice in English? Let’s look at the blackboard.There are several sentences about giving advice , please read it follow me.T: Make sure you can use these sentences when you are making suggestion.Who can give us a dialogue? Any volunteers? T: x x, you please, you can choose one of the situation in speaking part.T: Excellent

Step 3: Interview T: We are going to have an interview.You are a host and your partner is Helen.Now give a chat with Helen.I’ll give you several minutes to prepare.T: Time is up.Which pair would like you have a try? Lily, your group please.Q.What skills do you think young people need to succeed in life? A.Set Goals, plan for success, and believe in themselves.Q.In this high-tech world, what’s the most important aspect of education? A.A well-rounded education with a broad view of the world.Q.Who was the biggest influence in your life? Why? A.My parents, Sir Edmund Hillary Q.What’s the toughest part of your job? A.Finding time to do all that I want.Q.When you were a teenager, what place in the world did you most want to visit, and have you traveled there yet? Was it as wonderful as you thought it would be? Why or why not? A.The magnetic North Pole was my dream.I am the first woman to walk there alone without support.I wrote a best selling book about my journey with my polar bear dog Charlie who saved my life from polar bears.When I finally arrived after having survived storms, a tent fire, frozen fingers, broken sea ice and polar bears I had a tremendous feeling of achievement.I didn’t matter that I was first.It mattered that I had a goal, a plan and therefore I stood at the Pole.T: Very good.Thank you.I will ask another two students.Any volunteers? Lily, your group please.?

Blackboard design Speaking Step 1 Discussion Step 2: Role play 1.What can you suggest? Maybe we/you could?? 2.Can I ask you for some advice? I suggest(that)?? Step 3: Interview

閱讀reading Step 1 Lead-in 導(dǎo)入 Brainstorm Class begins.Good morning, boys and girls.Today we will learn a new unit together.First let’s get to know the man, who is called Mr.Nature.He is very emotional.When he is happy, he stays calm and shows us beautiful natural scenery.But when he gets angry, he becomes a troublemaker and causes many natural disasters.Do you know the meaning of natural disaster? Yes, it means自然災(zāi)害, for example, the earthquake happened in Ya’an last month, which caused great damage.Besides earthquake, what other kinds of natural disasters do you know? Please brainstorm and try to think of as many natural disasters as you can.Suggested answers: typhoon 臺(tái)風(fēng)/ volcanic eruption 火山爆發(fā)/thunderstorm 暴風(fēng)雨 Flood 洪水/tsunami 海嘯/ drought 干旱/ hurricane(tornado)颶風(fēng)，龍卷風(fēng) Guys, you’ve done a great job.Have you experienced any natural disaster we mentioned just now? You please.Suggested answers: You have experienced flood in summer.What did you see? The flood water covered the whole city and you had to stay at home.Can you describe your feelings at that time? You felt frightened and nervous.Step 2 Reading 1)Skimming/Listening Yes, I totally agree with you.In most cases, natural disasters can be very frightening.Today we will read a passage about natural disasters.Please take out your handout and listen to the tape.After listening, please tell me the main idea of this passage and in what order this passage is organized.You only have 2 minutes.Ready? Go!Time is up.Who would like to tell us the main idea? Tom, would you please have a try? Suggested answers: This passage talks about Tangshan earthquake, the largest earthquake of 20th century.Very good? Can you tell me in what order this passage is developed? In order of time.How do you know that? Because the writer first describes strange things in the first part and then tells us the city was destroyed by the earthquake.Lastly, he says the army came after earthquake.Yes, you are right.2)Scanning In the first part, the writer tells us strange things happened before the earthquake.We know that before some natural disaster, there are sometimes warning signs from nature.If we have such kind of knowledge, we can reduce the damage.Please go through the first paragraph quickly and try to figure out what signs did the author mention? You only have one minute.Here we go!Now let’s read for more details.Let’s go through the whole passage and try to find the answers to the following three questions.Step 2 Fast reading 泛讀

Read the text quickly and try to finish the following exercises.A.New words or phrases burst: break open because of pressure from inside at an end: finished nation: all the people in the country steam: gas that hot water gives out in ruins: destroyed extreme: very great in degree useless: of no use shocked: surprised very much rescue: save somebody or something from danger shelter: a place that protects you from the weather or danger B.Questions 1.When did the Tangshan earthquake happen? Suggested answers: The earthquake happened at 3:42 am on July 28, 1976.2.How many people were killed or injured in the earthquake? Suggested answers: More than 400, 000 people were killed or injured in the earthquake.3.Was all hope lost? How did the army help the people there after the earthquake? Suggested answers: No, all hope was not lost.The army sent 150,000 soldiers to Tangshan to help the rescue workers.The army organized teams to dig out those who were trapped and to bury the dead.Step 3 post-Reading 1.Discussion Suppose an earthquake happens now, what should we do to keep ourselves safe? Please discuss natural wonders in groups and your discussion should be based on the two questions.This time, the group leader should take down your group members’ ideas and sum them up in your own words.Later, we will share your ideas with all of us here.Understand me? Time is up.Any group would like to share your idea with us? Suggested answers: 1.Don’t be nervous and keep calm.2.Don’t try to run out of the classroom at once.3.Protect your head by putting your school bag on your head.4.Squat under your desk.5.Leave the classroom after the earthquake.2.Interview Have you noticed that news reporters and interviewers play an important role in keep us informed after Ya’an earthquake happened? Next, please choose a paragraph and act out an interview between a reporter and survivor from the Tangshan earthquake.Make a dialogue with your partner.I will give you three minutes and then I will invite some of you to act itout.Step 4 Summary and assiagnment We have done a lot of things today.Firstly, we have talked about?.Then, we discussed.Next, we learned some useful words and expressions.Here comes your assignment: 1.Retell the passage.2.Search the Internet to find more information about earthquake.

第三篇：教師資格證面試某人經(jīng)驗(yàn)

小學(xué)語文 <路旁的橡樹>

小學(xué)語文 抽到的試題是小學(xué)三年級(jí)下冊(cè)的略讀課文 路旁的橡樹 試講要求

1.講解重點(diǎn)詞句的意思

2.理解工程師和工人們?cè)谔幚砺放c橡樹關(guān)系時(shí)的感情 3.適當(dāng)板書

每年考幼兒園的同學(xué)相對(duì)比較少，一方面有師范生這個(gè)要求，另一方面在網(wǎng)上很難進(jìn)行練習(xí)，其實(shí)我翻看一些機(jī)構(gòu)的講義后，發(fā)現(xiàn)幼兒園還是非常有意思的，可以說幼兒園的練習(xí)項(xiàng)目是個(gè)五花八門的綜合體。

小學(xué)語文 <生字詞>

考的小學(xué)語文。感覺就是準(zhǔn)備一定得充分充分充分！生字詞 課文 以及各個(gè)細(xì)節(jié)的教學(xué) 都真的一定要準(zhǔn)備。不管是哪個(gè)學(xué)段。然后…我結(jié)構(gòu)化問的第一個(gè)問題是:現(xiàn)在倡導(dǎo)減負(fù) 但家長(zhǎng)卻給孩子報(bào)班 你怎么看？第二個(gè)問題是:你們學(xué)校為了要求學(xué)習(xí)質(zhì)量和成績(jī) 要求你留很多作業(yè) 你怎么看？

另外 最重要的一點(diǎn)就是千萬不要局限于備課紙的教學(xué)任務(wù) 一定要適當(dāng)拓展和延伸 第一次考 但感覺有戲能過 希望能幫到秋季考生！

小學(xué)語文四年級(jí)上 <為中華之崛起而讀書>

假如班里有位聽力輕微障礙的學(xué)生被任課老師以影響班級(jí)整體教學(xué)進(jìn)度為由提議將其轉(zhuǎn)入特殊學(xué)校，你作為班主作應(yīng)該怎么做？

我答的三點(diǎn)回憶大概是：(1)首先，個(gè)體身心發(fā)展的一般規(guī)律里的互補(bǔ)性指的是：機(jī)體某方面機(jī)能受損甚至缺失后在其他方面的超常發(fā)展得到的部分補(bǔ)償。因此我相信這位聽力輕微障礙的學(xué)生在其它方面定有過人之處。我會(huì)培養(yǎng)他自信和堅(jiān)持的品質(zhì)，采取楊長(zhǎng)避短式教育。找他單獨(dú)談話，鼓勵(lì)他比別的同學(xué)多下一倍工夫?qū)W習(xí)。通過課前預(yù)習(xí)課時(shí)讀寫課后復(fù)習(xí)來緊跟同學(xué)們學(xué)習(xí)進(jìn)度。若他在學(xué)習(xí)方面有需要，我會(huì)課后多加強(qiáng)對(duì)他的輔導(dǎo)爭(zhēng)取做到不拖班級(jí)整體教學(xué)進(jìn)度。(2)其次，我會(huì)與其它任課老師溝通告知這位學(xué)生的特殊情況，請(qǐng)各任課老師酌情特殊對(duì)待，如課后多些耐心給這位同學(xué)講解，本著一顆以學(xué)生為本，以學(xué)生為主體，一切為了學(xué)生，為了學(xué)生的一切，為了一切的學(xué)生的心去進(jìn)行教學(xué)。(3)最后，我會(huì)再觀察一陣看看以上方法成效如何，心里提前做好兩種準(zhǔn)備。如通過以上此同學(xué)學(xué)習(xí)進(jìn)度與其它同學(xué)相比差距逐漸縮小，我會(huì)委婉拒絕那位任課老師提出讓該生轉(zhuǎn)校的要求。但若經(jīng)過一段時(shí)間磨合后發(fā)現(xiàn)確實(shí)相差較大，我會(huì)直接與學(xué)生家長(zhǎng)溝通說明此情況，為了孩子的未來盡快找到一所合適他的學(xué)校。

你在教室里摔倒了，面對(duì)同學(xué)們的哄堂大笑你會(huì)怎么做？

三點(diǎn)答：(1)首先，我會(huì)保持冷靜，不要丟失了教師的風(fēng)度。盡快調(diào)整好自己，若傷不是很嚴(yán)重我會(huì)繼續(xù)給同學(xué)們授課，完成本節(jié)課的教學(xué)目標(biāo)。(2)其次，面對(duì)學(xué)生們的哄堂大笑認(rèn)為教師不應(yīng)有包袱，教師與學(xué)生的關(guān)系本身就是亦師亦友。正好可通過此事讓同學(xué)們知道，原來老師也是人，老師也會(huì)有失態(tài)的時(shí)候，且我會(huì)以幽默的方式去化解尷尬，如詢問同學(xué)們是否有看到老師摔下時(shí)滴落的鼻涕泡？等自嘲。讓學(xué)生覺得這個(gè)老師“很接地氣”。(3)最后，下課后我會(huì)檢查下教師地板瓷磚是否有破裂，如果有我會(huì)及時(shí)聯(lián)系維修人員避免學(xué)生們受傷。并反思自己是否今天的高跟鞋鞋跟過高穿著不當(dāng)導(dǎo)致的意外摔倒。

試講要求：

人教版四年級(jí)上冊(cè)<為中華之崛起而讀書> 1.學(xué)生有感情朗讀課文，認(rèn)識(shí)一定生字詞 2.重點(diǎn)講析1-2自然段，賞析句子特點(diǎn) 3.適當(dāng)板書

試講完后的答辯問題：通過你的試講，你會(huì)如何提高小學(xué)生語文素養(yǎng)？

1.首先，語文作為我們的母語，我們必須去學(xué)好它?！砻飨聭B(tài)度’可以通過有感情的大聲朗讀課文，去培養(yǎng)小學(xué)生的語感，豐富小學(xué)生的內(nèi)心世界。這會(huì)使他們受益一生。除外，還可以背誦優(yōu)美的詩詞句或是好的作文素材，通過閱讀感受文字之美，提高語文素養(yǎng)。2.除了課文內(nèi)容，學(xué)生們平時(shí)可以通過課外閱讀來豐富自己的知識(shí)面，我會(huì)推薦學(xué)生們讀些有教育意義的書籍。如愛的教育等文學(xué)作品。感受文字的力量。3.都說“字如其人”這話是有一定道理的，因此我會(huì)讓學(xué)生們課后堅(jiān)持練習(xí)書法寫字，提高對(duì)字體的掌控能力 總之就是從“聽說讀寫方面答啦”

小學(xué)語文三年級(jí) <花鐘>

結(jié)構(gòu)化真題：1，李老師家庭不和睦，家里總是出現(xiàn)吵架，爭(zhēng)執(zhí)。于是李老師把私人情緒帶到工作中，每天也認(rèn)真的教課，也不認(rèn)真的書寫教案，平時(shí)教學(xué)中敷衍學(xué)生。

2，某學(xué)校出現(xiàn)了學(xué)生在課間課外活動(dòng)中出現(xiàn)很嚴(yán)重的事故，對(duì)此學(xué)校要求，以后學(xué)生出去活動(dòng)必須簽署安全協(xié)議，就算是課間操場(chǎng)跑步也要簽署。對(duì)此，你怎么看？ 試講內(nèi)容：三年級(jí)課文《花鐘》

試講經(jīng)歷：板書寫的太多，浪費(fèi)了大量的時(shí)間，導(dǎo)致后來沒來得及布置作業(yè)。

試講要求：1，讓學(xué)生們了解作者在描述不同花朵開放時(shí)采用了哪些不同手法。2，讓學(xué)生能夠有感謝的朗讀課文。3，讓學(xué)生了解造成花朵開放時(shí)間不同的原因。

答辯內(nèi)容：因?yàn)槲耶?dāng)時(shí)板書寫的太多，于是老師直接問我如果再給你一次機(jī)會(huì)，你還寫那么多字的板書么？我說不會(huì)，他又問那你會(huì)怎么寫？第二個(gè)問題，你覺得學(xué)語文的基本素養(yǎng)有哪些？

小學(xué)語文 <賣火柴的小女孩 >

結(jié)構(gòu)化 1.小明是留守兒童 沉迷網(wǎng)絡(luò)怎么辦 2.上課時(shí)突然有同學(xué)反對(duì)你的意見 試講 賣火柴的小女孩 是片段

試講要求 引導(dǎo)學(xué)生從環(huán)境描寫 外貌描寫來體會(huì)小女孩的可憐 還有有感情朗讀課文 適當(dāng)板書

我覺得結(jié)構(gòu)化還算簡(jiǎn)單 我反正就按平時(shí)的套路 首先 其次 最后 提問的考官一直微笑點(diǎn)頭 主考官就問了我為什么想當(dāng)語文老師 因?yàn)榭次业馁Y料 是警校生 非專業(yè)的 然后我說小時(shí)候的夢(mèng)想什么的 然后主考官挺滿意的 開始試講之后沒講一會(huì) 才剛講完第一段 寫了幾個(gè)字在黑板上 然后剛要開始講第二段考官就說可以停了 主考官說我思維清晰 很不錯(cuò) 之后還叫我留了號(hào)碼 擦了黑板然后把教案那些交上去 就結(jié)束了

小學(xué)語文三年級(jí) <亡羊補(bǔ)牢>

結(jié)構(gòu)化問題，1.假如你在跟校長(zhǎng)匯報(bào)工作，提到某個(gè)老師，這個(gè)老師正好從門口經(jīng)過聽到了，他認(rèn)為你在跟校長(zhǎng)打小報(bào)告，你怎么處理？ 接上一條，2.馬老師在班里扮演著知心大姐姐的身份，與學(xué)生打成一片，但是教導(dǎo)主任將他訓(xùn)了一頓，說與學(xué)生相處太隨便，你怎么看？ 試講小學(xué)三年級(jí)《亡羊補(bǔ)牢》

1.（忘了）好像是，讓學(xué)生正確有感情的朗讀課文？ 2.抓住“后悔”等重點(diǎn)詞語，理解文章內(nèi)容。3.適當(dāng)板書設(shè)計(jì)。答辯

1.你的教學(xué)目標(biāo)是什么？ 2.你怎樣讓你的學(xué)生學(xué)會(huì)朗讀

小學(xué)語文 <北大荒的秋天>

小學(xué)語文 結(jié)構(gòu)化問答：

1、一位老師正在講課,學(xué)生說,老師你又拖堂了，如果你是題中的這位老師，你會(huì)怎么做？

2、如果學(xué)生說你的發(fā)音不標(biāo)準(zhǔn)，你會(huì)怎么做？ 對(duì)于結(jié)構(gòu)化的問答，在問答小組練習(xí)出來的總—分—總答題模式，真的挺好用。總地來分析題目問題，分點(diǎn)解決，最后再總述。同時(shí)要貫穿素質(zhì)教育，以人為本，師德，應(yīng)試教育………………各種理論知識(shí)。試講題目：北大荒的秋天（蘇教三年級(jí)）

題目要求：

1、第四自然段片段教學(xué)

2、教學(xué)生學(xué)會(huì)先概括、后具體的構(gòu)段方式

3、配合適當(dāng)板書 試講流程： 進(jìn)入候考室等待→ 老師叫號(hào)→ 備考室抽題拿白紙寫教案→ 進(jìn)入試講教室→ 先回答兩個(gè)結(jié)構(gòu)化，再開始語文試講→ 結(jié)束→ 答辯 其

實(shí)也就是老師會(huì)根據(jù)你的試講問一兩個(gè)問題，不會(huì)太難。這次我的教案紙和抽到的考題，都在我自己手里拿著，講完之后再交給老師。根據(jù)各地情況不同，有的可能會(huì)收其中一張?？偟膩碚f，結(jié)構(gòu)化和試講都要多練習(xí)，形成一個(gè)套路最好。整個(gè)面試過程不會(huì)太難，考官也沒那么多時(shí)間來刁難考生，他們還不是心想早結(jié)束早休息 😂心態(tài)，很重要。

第四篇：高中英語教師資格證面試說課稿 BY COCO

英語：Unit1《Festivals around the world》 Period 1 Warming up and Reading（說課稿）

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 class.Part 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 English 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-in I 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 up I 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-reading In 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 Reading This 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 Homework The 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!3

第五篇：教師資格證高中英語面試教案寫法整理

閱讀課：導(dǎo)入（圖片，問答），讀前討論預(yù)測(cè)或者聽力訓(xùn)練，讀中尋讀精讀標(biāo)記語法點(diǎn)找主旨句，讀后講解語法點(diǎn)，小組活動(dòng)

Teaching Topic： Teaching Aims: 1.Learn some new words.2.Improve students? reading ability and self-study ability.3.Enable students to value/love/aware the importance of...Teaching Aids: Pictures, a tape recorder and ppt.Teaching Important Points: 1.Improve students? reading ability.2.Master the following words.Teaching Difficult Points: 1.How to make them to understand the reading text better.2.Improve their reading strategy.Teaching Procedure: Step 1: Lead-in Show students? pictures on the screen.and ask them what they will do if they are in those situations, Let them discuss in pairs and then ask some Ss answer the question after 3 minutes.Step 2: Pre-reading Teacher ask the Ss to listen to the record to try to grasp the general idea of the passage,try to answer 2 questions.Step 3: While-reading Using task-based method to help the Ss improve their reading skills in this step.Task1.Scanning : Scanning the text and Find the answer of 2 questions.Looking for the information quickly without reading the whole text.Task2.Detail reading Read the passage carefully and do true or false exercises on the screen.let Ss get further understanding of the article and check their reading results.Step 4: Language Learning Find out the new words and phrases.Let them guess from the context.New words: New phrases: Step5: Summary Ss summarize what we have learnt and key points.Make an assessment on each group.Step6: Homework Write a diary with simple past tense.Blackboard design： Title: Questions: New words : 文章線索（便于復(fù)述）

口語課教學(xué)過程：看圖，問答練習(xí)，重點(diǎn)句呈現(xiàn)講解，小組練習(xí)，展示成果 Teaching Objectives: 1.Be able to master the following words and sentence pattern.And learn the expression of giving advice.2.Be able to talk about one?s health problems and give advice fluently 3.Improve the cooperative spirit and care more about yourself and your family members? health.Teaching Aids: Pictures, a tape recorder and ppt.The teaching Focus: 1.Master the following words and sentence pattern.2.Master the expressions of giving advice The Teaching Difficulties:

1.Students may find it difficult to remember all the target new words in the class;2.Students may find it difficult to give appropriate advice to the certain disease because of their limited life experience.Teaching procedure: Step1：Warming up Greet Ss by asking them: How are you today? Then I?ll tell Ss that I?m not feeling well today(Write the sentence on the blackboard and guide Ss to read it.)and get Ss to guess the reason freely.If Ss can?t get the answer, I?ll tell them that I didn?t have a good sleep last night.So I have a headache.(I say this by doing a gesture)Step2: Presentation of words and sentence patterns 1.Let one student imitate he has a kind of disease and ask the class guess what ?s the matter with him.Use the following sentence:”what?s the matter with him?” “I have a stomache.”

2.Show Ss pictures of diseases.(Write the words on the black board.)Step3: Pair work Ask Ss to work in pairs and talk about health problems by using the bandage given and using the target language: What?s the matter? I?m not feeling well.I have a … Step4: Presentation of expressions of giving advice Tell Ss that I have a cold/cough, ask them: What should I do? Ss may give different answers, collect their answers and help them to use: You should/shouldn?t do… During this activity, some phrases will be learned:...Step5: Role play 1.Show the sample dialogue and ask Ss to complete it according to the picture orally.Ask Students to make a four-people group, one of them is a doctor, the other three are patients.Ask the Ss to role play a dialogue.A: What?s the matter with you? B: I?m not feeling well.I have a _______.A: When did it start? B: About______ ago.A: Oh, that?s too bad./ I?m sorry to hear that.You should/shouldn?t ________ and you should/shouldn?t ________...B: Yes, I think so.A: _________________.B: Thank you, doctor.Step5: Summary Ss summarize what we have learnt.Make an assessment on each group.Step6: Homework Try to make a story according to the dialogue.Blackboard design： Title: New words and phrases : Sentence pattern :

語法課：復(fù)習(xí)導(dǎo)入，查找標(biāo)記相關(guān)句子，總結(jié)規(guī)律，練習(xí)（造句，討論）Teaching objectives: 1.Enable the Ss to know the uses of adjectives ending in-ing /-ed and the differences between them.2.Master the following words and sentence pattern.Main word and Expression: amazed, amazing, interested, interesting, bored, boring.Main structure: The classroom was amazing.I was completely amazed by the classroom.Teaching aids: Pictures, a tape recorder and ppt.Teaching important points: Get the Ss to know the differences between the adjectives ending in-ing and-ed and learn the uses of them in the sentences.Teaching difficult points: Understand the differences between the adjectives ending in –ing and –ed and apply them in the sentences.Teaching procedure: Step 1 Lead in Greet the students and say some words which includes the language points.Then tell them what we are going to learn is the differences and uses of the adjectives ending in –ing and –ed.Ask students to think about the question below and try to figure out the right answer.---Can you make a distinguish between the two sentences? I am bored.I am boring.Step 2 discovering and explaining.Ask the students to read the text and try to find out the sentences which have the adjectives ending in-ING and –ED.Try to find the differences and understand the meaning of these adjectives.Step 3 Group work Let students work in groups and have a discussion.Try to find the differences of these adjectives and explain the meaning of these sentences according to the context.Step 4 Conclusion and exercise Invite students to make a report about their group discussion and teacher will make a conclusion according to their report.Find the grammar rules: 1: The –ing form describes the people or things that cause the feeling;（令人?）2: The –ed form tells us how people feel.（感到?）

Give some examples to show what they have learned and ask students to do exercise and check the answers.Fill in the blank with the correct forms of words.It is a ____(bore)party and I feel__(bore).Step 5 Homework

1.Find out more adjectives ending in-ing and-ed and sentences.2.Use the-ED and-ING form of the words “bore” “interest” “amaze” and “embarrass” to make sentences.Blackboard design： Title: Words and phrases : Sentence pattern :.聽力課：導(dǎo)入，聽主要內(nèi)容檢查主要內(nèi)容，聽細(xì)節(jié)（給問題），分角色，對(duì)話表演 寫作課：復(fù)習(xí)導(dǎo)入，展示討論圖片，描述內(nèi)容/文體，總結(jié)關(guān)鍵詞語，教師指導(dǎo)，寫作文