高中英语教师资格证面试试讲真题及教案模板

高中英语词汇课一、教学目标1. 知识目标：让学生掌握并运用本节课所学的词汇。

2. 能力目标：培养学生运用英语进行交流的能力。

3. 情感目标：激发学生学习英语的兴趣，提高他们的自信心。

二、教学内容1. 词汇：单词和短语。

2. 句型：用于表达单词和短语的句型。

三、教学重点与难点1. 重点：单词和短语的正确拼写和用法。

2. 难点：词汇在实际语境中的运用。

四、教学方法1. 任务型教学法：通过完成各种任务，让学生在实践中学习和运用词汇。

2. 情境教学法：创设真实的语境，帮助学生理解词汇的意义。

五、教学步骤1. 导入：引导学生回顾上节课所学的词汇，为新课的学习做好铺垫。

2. 新课：介绍本节课的词汇，让学生通过观察、思考、讨论等方式理解词汇的意义。

3. 实践：让学生在小组内运用所学词汇进行交流，巩固记忆。

4. 拓展：引导学生运用所学词汇进行写作或口语表达，提高他们的语言能力。

5. 总结：对本节课所学内容进行归纳总结，强调重点和难点。

6. 作业布置：布置适量作业，让学生课后巩固所学。

教案模板：1. 教学目标2. 教学内容3. 教学重点与难点4. 教学方法5. 教学步骤逐字稿：1. 导入（5分钟）回顾上节课所学的词汇引入本节课的主题2. 新课（15分钟）介绍本节课的词汇讲解词汇的拼写、意义和用法3. 实践（10分钟）学生在小组内运用所学词汇进行交流教师巡回指导，纠正错误4. 拓展（10分钟）引导学生运用所学词汇进行写作或口语表达学生展示，教师评价5. 总结（5分钟）归纳总结本节课所学内容强调重点和难点6. 作业布置（5分钟）布置适量作业，让学生课后巩固所学六、教学评价1. 评价方式：采用课堂表现、作业完成情况和小测验等多种方式进行评价。

2. 评价内容：学生对词汇的掌握程度、运用能力以及课堂参与度。

七、教学反思1. 反思内容：教学过程中的成功与不足之处。

2. 反思方式：通过学生反馈、自我总结和同行交流等方式进行。

八、教学拓展1. 拓展内容：与本节课主题相关的词汇和短语。

高中英语教师资格证面试试讲教案第一章：面试准备与自我介绍1.1 面试准备了解面试流程和评分标准复习英语教学知识和教学技能准备教学设计和教学素材1.2 自我介绍准备一份简短的自我介绍包括个人背景、教育经历、教学经验和专业技能练习自我介绍的表达和自信心第二章：教学设计与教案编写2.1 教学设计确定教学目标和教学内容分析学生水平和学习需求设计教学活动和方法2.2 教案编写编写一份完整的教案包括课题、教学目标、教学重难点、教学过程和作业布置确保教案的逻辑性和可操作性第三章：英语口语教学3.1 口语教学目标和方法确定口语教学目标和重点选择合适的口语教学方法结合教学素材进行口语练习3.2 口语教学实践设计口语对话和情景引导学生进行口语交流和表达纠正发音和语法错误第四章：阅读理解教学4.1 阅读理解目标和方法确定阅读理解教学目标和重点选择合适的阅读理解教学方法设计阅读理解和答题技巧4.2 阅读理解实践选择适合学生水平的阅读材料引导学生进行阅读理解练习分析答案和解答疑惑第五章：写作教学5.1 写作教学目标和方法确定写作教学目标和重点选择合适的写作教学方法设计写作练习和评分标准5.2 写作教学实践提供写作话题和指导引导学生进行写作练习评价学生的写作能力和进步第六章：听力教学6.1 听力教学目标和方法确定听力教学目标和重点选择合适的听力教学方法设计听力练习和答题技巧6.2 听力教学实践选择适合学生水平的听力材料引导学生进行听力练习分析答案和解答疑惑第七章：语法教学7.1 语法教学目标和方法确定语法教学目标和重点选择合适的语法教学方法设计语法练习和解释7.2 语法教学实践讲解语法规则和用法引导学生进行语法练习纠正错误和解答疑惑第八章：课堂管理8.1 课堂管理策略制定课堂规则和纪律要求处理课堂问题和冲突8.2 课堂管理实践组织和引导课堂活动鼓励学生参与和合作维持课堂秩序和氛围第九章：评估与反馈9.1 评估方法与工具选择合适的评估方法和工具设计评估标准和评分方法进行课堂评估和记录9.2 反馈与改进给予学生及时和具体的反馈引导学生反思和改进学习调整教学策略和方法第十章：教学反思与专业发展10.1 教学反思总结教学经验和教训分析教学效果和问题制定教学改进计划10.2 专业发展参加教师培训和学术交流研究英语教学理论和实践不断提升教学水平和专业素养重点和难点解析本文主要介绍了高中英语教师资格证面试试讲教案的十个章节，包括面试准备与自我介绍、教学设计与教案编写、英语口语教学、阅读理解教学、写作教学、听力教学、语法教学、课堂管理、评估与反馈以及教学反思与专业发展。

英语教资面试试讲七大类型真题及教案模板语音教学一.真题1.题目：You are new here,aren't you?2.内容：A：You are new here,aren't you? /B: Yes,I am.My name is Bill.You are Tony, aren't you? /A：That,s right.B:It's really crowded here,isn,t it? /A:Yes,it is.3.基本要求：(1)朗读所给对话(2)配合教学内容适当板书(3)针对语调标记,进行相应的语音教学活动(4)试讲时间约10分钟(5)用英文试讲二.教案模板1.Teaching objectives(1)knowledge objectiveStudents will understand and recognize sentences with rising tone.(2)Ability objectiveStudents will be able to use rising tone properly in communication.(3)emotional objectiveStudents will realize some basic rules of language and be more interested in learning English.2.Teaching key and difficult points(1)key pointHelp students to use correct intonation to make sentences.(2)difficult pointGuide students to find out the rule of rising intonation.3.Teaching and learning methodsTask-based language teaching method :cooperative learning method; individual learning method. 4.Teaching proceduresStep1 :Lead inStudents will listen to a song and try to sing along with it.Teacher reminds them of the last word of each sentence.Step2:PresentationTeacher will choose two students to read the dialogue.Then students listen to the tape and find out the difference between their intonation and the speakers.Students are encouraged to underline the sentences.Teacher will also write the sentences an the blackboard and teacher will explain the rule of rising intonation:it can be used in disjunctive questions （反义疑问句）and give students some examples. Step3:PracticeStudents read the dialogue with their partners.They should pay attention to the questions and try to use rising intonation.Step4:ProductionStudents work in groups asking other members some questions about their hobbies.They need to imitate the question form in the dialogue and try to use rising intonation while asking.Some students are encouraged to have a role play in the front of class.Step 5:SummaryStudents conclude the rule of rising intonation and teacher give some supplements,（补充）.Teacher will also guide students to think :are there any other situations where we can use rising intonationStep6:HomeworkStudents are encouraged to make more sentences by using rising intonation.Each of them should make at least 5 sentences.5.Blackboard designrising intonationYou are new here,aren't you? /It,s really crowded here,isn,t it? /口语教学一. 真题1.题目：A man saved himself2.内容：A man was skiing in the mountains by himself. Suddenly he had a bad fall and broke his skis,when he tried to stand up he found that his leg was broken and he couldn't walk .So he slid down the mountain an his bottom when he got to the bottom of the hill he saw a house .He shouted for about five minutes before anyone heard .At last...3.基本要求：(1)朗读所给段落(2)配合所给内容适当板书(3)针对该段落的内容设计相应的口语活动,帮助学生补充完成故事结局(4)试讲时间约10分钟二. 教案模板1.Teaching aims(1)Knowledge aim :Students will learn some basic elements to continue a story.(2)Ability aim :Students will be able to continue the story in their own words.(3)Emotional aim :Students can come up with new ideas positively and be interested in learning English.2.Teaching key and difficult points(1)key point :How to help students continue the story?(2)difficult point :How to guide students to summarize their idea and express in their own words.3.Teaching and learning method见上节语音课4.Teaching proceduresStep1 :Lead inTeacher will show some pictures about snowing day and ask students whether they like it and students can talk about things they can do in such a day.Step2:PresentationTeacher reads the passageStudents need to find out what the material is about .Teacher introduces the requirement of the class and encourage students to think what might happen next.Students will talk with their partners .they are encouraged to write some clues and key words .Teacher will also remind them to use correct grammar and sentence structure.Step3:PracticeStudents work in groups and share their ideas.They need to continue the story with possible ending .Teacher will also help to offer some clues .Students are encouraged to tell their own stories to the whole class.Step4:ProductionTeacher asks a question :what can you do to protect yourself while skiing ?Students share their ideas and teacher concludes the key points.Step 5:SummaryStudents try to conclude what they learned in this class,and teacher gives some supplements and remind them to be careful in some activities.Step6:HomeworkStudents need to retell their own story to their parents after class.5.Blackboard designWhat happened? A man hurt himselfWhat will happen next? doctor,farmer,policeman...听力教学一.真题1,题目：The Olympic Games2,内容：Hello! I, m the torch that lights the Olympic fire and starts every modern Olympic Games.I always begin my journey from Olympic in Greece where the Ancient Games first held .I'm usually lit by the sun there and carried by many runners from different countries.However,only the best athletes carry me !The greatest honor is to be the last athlete who carries me into the stadium where the games will be held.3.基本要求：(1)表达师生互动(2)配合教学内容适当板书(3)设计听力教学活动二.教案模板1.Teaching aims(1)knowledge aim :Students will learn the usage of the Olympic torch.(2)Ability aim :Students will improve their listening skill by finding out the facts of Olympic torch.(3)Emotional aim :Students will acquire knowledge about Olympic games and they will be interested in learning English.2.Teaching key and difficult points(1)key point :Help students to get useful information from the passage.(2)difficult point :Guide students to develop listening skill such as organizing information and making use of them correctly.3.Teaching and learning method见上节4.Teaching proceduresStep1 :Lead inTeacher will play a video about Beijing Olympic opening ceremony,and ask students to recall the exciting memories.Step2:Pre-listeningTeacher point out the torchbearer-Ling ning,,and ask student to tell what they know about him.Teacher introduces the man briefly and ask students whether they know the history of the torch. Step3:while-listening(1)Extensive listening (泛听)Students listen to the tape for the first time.They need to find out what the passage is talking about in their own words.(2)Intensive listening(精听)Students listen to the tape again.Teacher write some key points on the blackboard and students will fill in the form by using information in the passage .Students check the answer with their elbow partner.Step4:Post-listeningActivity 1:Students need to finish the exercise on the ppt.Teacher will help to check the answer. Activity 2:Pair work. Students introduce the facts of Olympic torch to their deskmates in their own words.They are encouraged to add some new information about Olympic games that they know. Activity3 :Students listen to some sentences about the description of Olympics.They need to judge whether the sentences are true or false.Step 5:SummaryStudents conclude what they learned in this class and teacher will also help summarize.Step6:HomeworkStudents need to find out more information about Olympic games .Picking up something to which they are interested and share with others next class.5.Blackboard designOlympic torch1.From where ? To where?2.Who carries it?3.Who will get honor?词汇教学一.真题1.题目：A famous Chinese pianist2.内容:Li Yundi,a well-known Chinese pianist ,always loved music.When he was a small boy,he could hum songs and difficult pieces of music .He began to learn the accordion at the age of four,and he started to learn the piano when he was seven.In October 2000,Li Yundi took part in the 14th champion international piano competition in Poland.He won first prize in his group.He was also the first Chinese pianist in the 20-year history of the competition to win this prize.3.基本要求：(1)表达教师引导作用和师生互动(2)配合教学内容适当板书(3)讲解该段落中的划线单词并举例解释(4)设计相应的词汇运用活动二.教案模板1.Teaching aims(1)Knowledge aim : Students will master the pronunciation and meaning of the new words:difficult ,take part in,competition.(2)Ability aim :Students will be able to use those words to make sentences.Students will learn to guess the meaning of words according to the context.(3)Emotional aim :Students will know more about Li Yundi and learn from him.2.Teaching key and difficult points(1)key point :Help students to master the pronunciation and meaning of new words.(2)difficult point :Guide students to make sentences properly by using these words.3.Teaching and learning method见上节4.Teaching proceduresStep1 :Lead inStudents will listen to a piece of piano music.Teacher introduces the background of the music and enumerates some famous pianists.Step2:PresentationStudents read the text as quickly as they can .Then tell the main idea of the passage.Teacher writes down the new words on the blackboard and encourages students to guess the meaning of them according to the context.Teacher will explain the difficult words in various ways.Example will be offered to help students understand the words.Step3 :PracticeTeacher hands out some cards ,which contain different words on them.Then teacher shows some pictures on the ppt.Students need to read the word loudly if the picture describes it in their cards.Teacher will encourage them to make some sentences by using the words.Step4:ProductionStudents think about a question :what makes a pianist succeed?They can talk with elbow partners and conclude some key elements.Teacher encourages them to learn from Li Yundi :working hard and never give up.Step 5:SummaryStudents summarize the whole text .Teacher helps to review the learned words again.Step6:HomeworkStudents write a short essay about the career of a star with whom they are familiar.5.Blackboard designdifficulttake part in What makes a pianist succeed ?competition阅读教学一.真题1.题目：True north2.内容：In North America,most students go to school on the school bus.Some students also walk or ride bikes to school.In other parts of the world,things are different.In Japan,some students take trains to school,others also walk,ride their bikes .In China,it depends on where you are ,In big cities,students usually ride bikes to school or take buses.And in places where are rivers and lakes ,students usually go to school by boat.That must be a lot more fun than taking bus.3.基本要求：（1）朗读所给对话(2)配合教学内容适当板书(3)针对该段落设计阅读教学活动二.教案模板1.Teaching aims(1)knowledge aim :Students will understand ways to go to school in different countries.(2)Ability aim :Students will use multiple reading skills such as skimming and scanning to get information from the passage.(3)Emotional aim :Students will feel different culture and will be more interested in learning English.2.Teaching key and difficult points(1)key point :Help students to get useful information from the passage .(2)difficult point :Guide students to develop reading skill such as finding out and organizing useful information.3.Teaching and learning method见上节4.Teaching proceduresStep1 :Lead inTeacher will guide students to review different transportation which was learned last class.Step2:Pre-readingStudents watch some pictures about special transportation and guess where there can be used .Any possible guessing is encouraged.Step3:while-reading(1)fast readingStudents read the passage as quickly as they can .They need to find out which countries are mentioned in the passage.Teacher will write the names of places on the blackboard.(2)careful readingStudents read the passage again .They are asked to fill in the form on the blackboard by using information about what transportation is used in different places.Teacher encourages them to check answers with elbow partners.Step4:Post-readingActivity 1:Students refer to the form and retell the usage of transportation to their deskmates.Activity 2 :Students introduce some other special travelling methods in groups.They can share what they know to the whole class.Teacher helps to conclude some key points.Step 5:Summary and homeworkStudents review the learned knowledge in this lesson and teacher will also encourage them to be a green commuter.Students need to find more information about special travelling methods and conclude their findings by imitative writing.5.Blackboard designcountries ways to go to schoolAmericaJapanChina(big cities)China (cities with rivers)语法教学常见语法的英文表达一般现在时the simple present tense一般过去时the simple past tense一般将来时the simple future tense现在完成时the present perfect tense现在进行时the present continuous tense过去进行时the past continuous tense条件状语从句adverbial clause of condition被动语态the passive voice虚拟语气subjunctive mood定语从句attributive clause宾语从句object clause状语从句adverbial clause比较级和最高级comparative and superlative单三third-person singular一. 真题1.题目：Transportation investigation2.内容：Last week,we did a survey about different kinds of transportation. We asked students about their favorite kinds of transportation. Most students come to school by bike and they like riding bikes .Of course ,bikes are cheaper than cars and buses.Some students like cars because they are safer than bikes .Cars are also faster than bikes and buses.Among some students ,buses are not popular because they often have too many passengers.Buses are also dirtier and more crowded.However,not many people can afford a car.3.基本要求：(1)合理设计活动进行语法教学(2)适当板书(3)全英授课(4)师生互动二. 教案模板1.Teaching aims(1)Knowledge aim ：Students will master the role of comparative form(2)Ability aim : Students will be able to compare the characters of different things by using correct comparative forms.(3)Emotional aim :Students will be good at evaluating the advantage and disadvantage.2.Teaching key and difficult points(1)key point :Help students to understand the principle of comparative form.(2)difficult point :Guide students to make sentences to compare things.3.Teaching and learning method见上节4.Teaching proceduresStep1 :Lead inTeacher asks students what transportation they prefer.Students share their ideas and explain the reasons briefly.Step2:PresentationStudents read the text as quickly as they can.They need to find out what transportationare compared in the passage.Teacher writes the transportation on the blackboard and asks students to underline the words which make the comparison.Students are encouraged to point out the differences of words.Teacher will explain the words: when comparing,we need to use comparative form of adjective and teacher will also remind them of adding "er" or "r" according to the words.Step3 :PracticeTeacher asks students to read the sentences containing comparative forms loudly.Students are asked to finish the exercise on the ppt.Step4:ProductionTeacher shows some pictures on the ppt.Each picture has a pair of objects.Students need to describe the character of them.They are encouraged to use the comparative form to make sentences by themselves.Teacher will also ask two students to stand up ,and others compare them through body weight,height,length etc.Step 5:SummaryStudents summarize what they learned in this lesson.Teacher guides them to review the comparative form of adjective again.Step6:HomeworkStudents make at least six sentences by using comparative form of adjective after class and show their sentences next class.5.Blackboard designbus dirtiercar safer ,fasterbike cheaper写作教学.真题1.题目：A letter for asking for advice2.内容：Dear Earth care,I,m doing a project on behalf of my school about global warming.Sometimes I feel that individuals can have little effect on such huge environmental problems.However,I still think people should advocate improvements in the way we use energy today.As I'm not sure where to start with my project.I would appreciate my suggestions you may have.Thank you !3.基本要求：(1)全英授课(2)针对语篇内容进行相应写作教学(3)向学生介绍书信写法(4)试讲时间约10分钟二.教案模板1.Teaching aims(1)knowledge aim :Students will understand some basic elements in writing a letter.(2)Ability aim :Students will be able to conclude information and organize the information in their own writing.(3)Emotional aim :Students will be more polite in replying.2.Teaching key and difficult points(1)key point :Help students to come up with new ideas.(2)difficult point :Guide students to put what they learned in writing.3.Teaching and learning method见上节4.Teaching proceduresStep1 :Lead inTeacher asks the essential elements in a letter which was learned before .Step2:Pre-writingStudents read the letter quickly .They will get the main idea of it .Teacher will guide them to think the possible response of the letter .Students need to work in pairs and talk with elbow partners.Students write down some key points and consider how to use these points in writing in a proper order . Step3:while-WritingTeacher first shows two letter example on the ppt and guides students to notice the title,main part,form and inscription .Students can refer to the examples and write their own letter .Teacher will offer some words and phrases and help to correct the mistakes in their writing. Step4:Post-writingStudents share their articles in groups. Some representatives are encouraged to read their letters in the front of the class .Teacher will also ask students to discuss :are there any other possible ways to save the earth from global warming ?Step 5:Summary and homeworkStudents review the passage and their own letter .Teacher will emphasize how to respond a letter .Students are asked to conclude ways to prevent global warming after class ,and write down at leastfive suggestions.5.Blackboard designkey elements in writing possible responsestitle plant more trees main partride bikes form。

高中英语教资面试真题示范（逐字稿）真题一（一）题本1.题目：语音教学2.内容：You are a producer of “green food”——that is to say your food is certain to be healthy and safe for people’s health .It is also free of chemical fertilizers and grown away from industrial areas and dirty water supplies .This is the food you want to sell .The problem is people don’t know about your food and how good it is .You know that every weekend people leave the cities and go to the countryside to buy food like yours .Your food is ,however, more expensive than other food which is not safe .3.要求：(1) 全英授课（2）设计语音教学活动，讲授读长句时如何停顿（3）突出教师引导作用（4）试讲时间约10分钟（二）授课过程（逐字稿）1.Lead in“Class begins.First , let’s have a quick review of last class .Great !We learned a story of a famous scientist ,Yuan Longping.Can anyone tell me the achievement of him?Well done!I believe you have all understand the main idea of the passage, and we need to admire and honor him for what he did .Actually he deserves it .Today we will learn more issues related to farming .”,2 .PresentationStep1 Listen and read“Guys,please open your book.Ready? Ok,now we have a short passage and please listen to the tape and think about this question :what is the problem ?You need to talk in groups after listening and then choose one member to explain it .Ok time is up.Each group ,please share your ideas.Good job !You all point out the real problem. Now please read this passage as soon as possible .”Step 2 Speak“All right guys,now I need some volunteers to read this sentence in the passage .Yes!Lily,Bob and Jane,please.,uh…Guys, did you notice something strange? You three,repeat your sentence .How about this time ?Yeah,the way they read are totally different .Why is that ?Let me tell you.There are regulations when you read a long sentence .You need to stop in some places in a long sentence .”“ So how to read a long sentence with correct pauses ?Here ,boys and girls,tell me what this is .Yeah a clause .And this ?V ery good, a phrase. Now you need to listen to the tape again,and please pay more attention to the pauses,especially when you hear the clauses and phrases.Ready ?let’s start !”“Can you conclude the regulation ?Wonderful !we should stop for a little while ,when we see a clause or phrase .You need to see them as a whole and you can’t separate them.Same regulations are also suitable inside a clause. Listen to me .”Step 3 Listen againGuys, now let’s listen to the passage again .You need to listen carefully and recognize them when pauses “appear”,Feel the speed and rhythm when you listen. Then try to read after the speaker ,imitating her tone .Make sure you won’t feel suffocated ,will you ?3 .Practice“Please finish the exercise on your workbook.You will hear some sentences and you need to judge the pause points . please mark the word if it is time to stop .Remember to use the regulations we learned just now .Finished ? All right ,let’s check the answer ,wonderful !I believe you have all mastered this knowledge .Now read it together !”4.ProductionStep1 discussion“Ok everyone,just now we learned the dilemma of the producer .Now you can discuss with your elbow partners :what can we do to help him ?I need at least two suggestions . Attention :the sentences of your suggestions should be as long as possible .You’d better write down .After that,please read your suggestions in the front .”Step 2 dubbing competition“All right guys !Let’s watch a movie .During the first time ,you can watch it and listen to it , but the second time it will be silent.I’ll hand out some pieces of paper with dialogue,you need toread it .Choose your own character,and then we will have a dubbing competition”.5.Summary and homework“All right ,let’s see what we have learned in this class.”Today ,I need you to read the sentences on the book for three times.5.Blackboard design真题二（一）题本1.题目：Notice to parents2.内容：Dear parents,We hope you will be welcome this news.Almost 100 computers have been given to us by a local computer company since the end of last year.A decision has been made that we will begin a computer teaching experiment in our school .So every teacher has been provided with a laptop since the beginning of this term .Since then ,most of our courses have been taught using computers .A new computer room has been set up in our school .We started this experiment together with the city Information Technology Center ,which has been completed recently .We hope you will help us with this exciting new development in our school .3.要求：（1）全英授课（2）根据文段内容，设计相应教学活动，讲授现在完成时的被动语态（3）体现教师引导作用（4）设计板书辅助讲解（5）试讲时间约10分钟（二）逐字稿“All right guys,please read the passage quickly and I’ll write some sentences on the blackboard .Look at this ,can you guess the meaning of sentence ?Not bad !But don’t you think that it is a little strange ?Yeah ,we haven’t seen such expression before.But don’t worry,let me help you .Do you remember we learned the present perfect tense ?And how about the passive voice ?Can you give me some examples respectively ?Great,Now look at this carefully :what if I put the two sentences together ?You are so smart !We call this the present perfect passive voice .”“Actually, we use it to emphasize both meaning of the two grammars :Something hashappened meanwhile, it is a certain person who did that ,or we can say the thing is done by someone .”“Pay attention to the helping verbs, have or has . Use them flexibly according to the subject. For example …”。

高中英语教师资格证试讲教案第一章：课程概述与目标1.1 课程背景分析高中英语课程的背景和重要性，强调其在学生全面发展中的作用。

1.2 课程目标阐述高中英语课程的教学目标，包括语言知识、技能、情感态度和文化意识等方面。

1.3 教学方法介绍常用的教学方法，如任务型教学法、合作学习法和信息技术辅助教学等。

第二章：教学内容与教材分析2.1 教学内容分析高中英语课程的主要教学内容，包括听说读写技能和词汇语法知识等。

2.2 教材分析分析所使用的教材的特点和结构，如人教版高中英语教材和新概念英语等。

2.3 教学资源介绍可以使用的教学资源，如多媒体课件、网络资源和纸质教材等。

第三章：学生分析与学习策略3.1 学生分析分析学生的年龄特点、学习兴趣和英语水平，以便更好地制定教学计划。

3.2 学习策略介绍有效的学习策略，如自主学习、合作学习和反思学习等。

3.3 教学评价阐述教学评价的方法和标准，包括课堂表现、作业质量和考试成绩等。

第四章：教学计划与教学活动设计4.1 教学计划制定详细的教学计划，包括教学目标、教学内容和教学步骤等。

4.2 教学活动设计设计具体的教学活动，如听力练习、口语表达、阅读理解和写作训练等。

4.3 教学反思强调教学反思的重要性，并提供一些反思问题和修改建议。

第五章：教学实施与课堂管理5.1 教学实施描述教学过程中的具体操作，包括课堂讲解、学生互动和教学反馈等。

5.2 课堂管理介绍有效的课堂管理策略，如规则制定、学生激励和纪律维护等。

5.3 教学改进提出教学过程中的改进措施，以提高教学效果和学生的学习兴趣。

高中英语教师资格证试讲教案第六章：听力教学6.1 听力教学目标阐述听力教学的目标，包括提高学生的听力理解能力和听觉注意力。

6.2 听力教学方法介绍常用的听力教学方法，如听写练习、听力游戏和多媒体辅助听力等。

6.3 听力教学活动设计设计具体的听力教学活动，如听力对话、听力短文和听力练习等。

第七章：口语教学7.1 口语教学目标阐述口语教学的目标，包括提高学生的口语表达能力和交流能力。

高中英语词汇课教案一、教学目标1. 知识目标：（1）学生能够掌握并正确使用本课所学词汇。

（2）学生能够理解词汇在语境中的运用。

2. 能力目标：（1）学生能够通过构词法拓展词汇。

（2）学生能够运用所学词汇进行口语交流和写作。

3. 情感目标：激发学生学习词汇的兴趣，培养积极的学习态度。

二、教学重难点1. 教学重点：（1）掌握并运用本课所学词汇。

（2）学会通过构词法拓展词汇。

2. 教学难点：（1）词汇在语境中的运用。

（2）利用构词法拓展词汇。

三、教学方法1. 情境教学法：通过设定真实的生活场景，让学生在语境中学习词汇。

2. 构词法教学：引导学生观察、分析词汇的构成，培养学生自主拓展词汇的能力。

3. 任务型教学法：通过完成小组任务，让学生在实践中运用所学词汇。

四、教学步骤1. 导入（5分钟）（1）教师与学生交流，了解学生对词汇学习的认识和需求。

（2）引导学生谈论学习词汇的重要性，激发学生学习兴趣。

2. 新课呈现（15分钟）（1）教师展示本课词汇，引导学生观察词汇的构成。

（2）教师讲解词汇的用法，让学生在语境中理解词汇。

3. 实践环节（15分钟）（1）学生分组，完成小组任务，运用所学词汇进行口语交流。

（2）教师巡回指导，纠正发音，解答学生疑问。

4. 拓展环节（10分钟）（1）教师引导学生运用构词法拓展词汇。

（2）学生分享自己拓展的词汇，互相学习。

5. 总结与作业（5分钟）（1）教师对本课内容进行总结，强调重点词汇。

（2）布置作业：让学生运用所学词汇进行写作。

五、教学反思教师在课后对本节课的教学效果进行反思，分析学生的学习情况，针对存在的问题调整教学策略，以提高教学效果。

六、教学评价1. 课堂参与度：观察学生在课堂上的积极参与情况，包括发言、讨论、小组活动等。

2. 词汇掌握情况：通过课后作业、小测验等方式检查学生对词汇的掌握程度。

3. 口语运用能力：评估学生在口语交流中的词汇使用准确性、流畅性。

4. 写作能力：通过课后作文评价学生对词汇的运用能力和写作水平。

高中英语教师资格证试讲教案一、教学目标1. 知识目标：学生能够掌握英语语法和词汇的基本知识。

学生能够理解和运用所学的英语语法和词汇。

2. 能力目标：学生能够提高英语听、说、读、写的综合能力。

学生能够运用所学的英语语法和词汇进行有效的口语表达和书面表达。

3. 情感目标：学生能够培养对英语学习的兴趣和积极性。

学生能够培养团队合作和自主学习的能力。

二、教学内容1. 章节名称：英语语音知识2. 教学内容：学生能够了解英语音标的基本知识。

学生能够正确发音英语音标。

学生能够辨别英语音标的区别。

三、教学方法1. 讲授法：教师通过讲解英语语音知识，引导学生理解和掌握相关概念。

2. 实践法：教师组织学生进行发音练习和听力练习，提高学生的语音能力。

3. 互动法：教师引导学生进行小组讨论和口语表达，增强学生的参与感和合作意识。

四、教学步骤1. 导入：教师通过引入英语语音的重要性，激发学生的学习兴趣。

2. 讲解：教师讲解英语音标的基本知识和发音规则。

3. 练习：教师组织学生进行发音练习和听力练习。

4. 互动：教师引导学生进行小组讨论和口语表达。

5. 总结：教师对所学内容进行总结，强调重点和难点。

五、作业布置1. 学生完成英语语音练习册的相关题目。

2. 学生准备英语语音的口语表达练习。

教学评价：1. 课堂参与度：观察学生在课堂上的积极参与和发言情况。

2. 作业完成情况：检查学生完成作业的正确性和及时性。

3. 口语表达：评估学生在口语表达中的语音准确性和流畅性。

六、教学评价1. 课后听写：检测学生对英语词汇和语法的掌握情况。

2. 课堂练习：评估学生在课堂上的实时答题能力和理解力。

3. 小组讨论：观察学生在团队合作中的互动交流和语言运用。

七、教学拓展1. 推荐英语学习网站或APP，引导学生自主学习。

2. 组织英语角活动，提高学生的口语表达能力。

3. 鼓励学生参加英语竞赛，激发学习兴趣。

八、教学计划调整1. 根据学生的学习进度和反馈，适时调整教学内容和难度。

2023年12月高中英语教资面试真题教案逐字稿高中英语语音课-语调1. 题目：语音教学试讲2. 内容Female: I had a fantastic holiday in Egypt.Male: Yes? (showing interest)Female: The hotel was really fantastic. There were two swimming pools, a huge lake with windsurfing, tennis courts...Male: Mm, were there? (interested)Female: I went on a boat with a glass bottom looking at the amazing multi-coloured fish.Male: Mm, did you really? (interested)Female: Here is a photo of my family outside the hotel.Male: Mm. (not interested)Female: And this is a photo from our bedroom window.Male: Yes? (totally uninterested)3. 基本要求：(1) 朗读所给对话。

(2) 配合教学内容适当板书。

(3) 针对所给材料内容，设计关于语调的教学活动。

(4) 用英文试讲。

(5) 试讲时间：10分钟。

教案English Intonation in ConversationsObjectives:1. To understand the role of intonation in English conversations.2. To identify and practice different types of intonation.3. To apply intonation effectively in casual conversations. Materials Used:1. Copies of the conversation.2. Audio recordings of different intonations.3. Visual aids (pictures, graphs).Methodology:Introduction:Intonation is the rise and fall of the voice, which changes the meaning of a sentence. It is a crucial aspect of communication, especially in English, where intonation can significantly alter the intended meaning of a sentence.Activity 1:Students will listen to the given conversation and identify the intonation patterns used by the speakers. They will be asked to mark the rises and falls in the voice.Activity 2:Students will be shown different visual aids (graphs, pictures) that represent different intonation patterns. They will be asked to identify each pattern and its typical use in casual conversations.Activity 3:Students will practice different intonation patterns by reciting sentences with each pattern. They will be encouraged to use different rises and falls in their voices while reciting the sentences.Activity 4:Students will role-play the given conversation, using the intonation patterns they have just practiced. They will be asked to make their voices rise and fall appropriately, based on the content of their sentences. Conclusion:Students will be asked to reflect on the role of intonation in communication. They will be encouraged to apply what they have learned in casual conversations with their peers.Assessment:Assessment will be based on students' ability to identify and use different intonation patterns effectively in their role-plays. Feedback will be provided on their performance, focusing on improvements needed in their intonation usage.逐字稿Introduction to English IntonationGood morning/afternoon, everyone! Today, we’re going to explore an important aspect of language that adds depth and meaning beyond the words themselves: intonation.Intonation, or the rise and fall of the voice, is a crucial element of communication. In English, it’s not just about the words you use; it’s about the way you use your voice to convey your message. Think of intonation as a form of non-verbal communication, much like facial expressions or body language.Types of Intonation1. Flat Intonation:When the voice remains at the same pitch throughout a sentence, it’s known as flat intonation. This is often used for statements or when the speaker is being matter-of-fact.2. Rising Intonation:As the name suggests, the pitch rises at the end of a sentence or phrase. This is often used for questions or statements that require confirmation.3. Falling Intonation:The pitch falls at the end, often indicating a statement of fact or a completed thought.Functions of Intonation1. Emphasis:Intonation can highlight certain words or phrases, adding emphasis to them. For example, in the sentence "I love _cookies_!" the intonation on "cookies" would likely be higher, emphasizing that particular word.2. Meaning Modification:The same sentence can have different meanings depending on the intonation used. For instance, "I love you" can mean "I am in love with you" or simply "I am fond of you," depending on the intonation pattern used.3. Emotional Expression:Intonation is also a key indicator of emotions. A rising intonation at the end of a sentence can indicate surprise, curiosity, or uncertainty, while a falling intonation might indicate disappointment or resignation. Practice and Tips1. Listen and Imitate:The best way to learn intonation is by listening to native speakers and imitating their patterns. Watch movies or TV shows with English subtitles to hear how native speakers use intonation.2. Record and Review:Use voice recording apps to record yourself speaking English and then review the recording. Pay attention to your intonation patterns and identify areas for improvement.3. Practice with Friends:Have a friend help you practice by reciting lines from movies or scripts and focusing on your intonation. They can give feedback on your patterns and suggest improvements.4. Consistency:It’s important to be consistent with your intonation patterns, as inconsistency can confuse listeners and dilute your message. Practice regularly to ensure consistency in your speech.Remember, intonation is a learned skill that takes time and practice to master. Don’t be too hard on yourself; every step forward is a step in theright direction!That’s it for today’s lesson on English intonation! I hope you’ ve found it informative and helpful. Remember to practice regularly and you’ll soon see improvements in your English communication skills. Thank you for listening!。

高中英语教师资格证面试模版篇一：教师资格面试：高中英语试讲万能模板教师资格面试：高中英语试讲万能模板Good morning, everyone. Today I`m very pleased to have an opportunity to talk about some of my teaching ideas. The content of my lesson is xxx.I`ll be ready to begin this lesson from four parts. They are 1Analyzing teaching Material 2.the teaching methods 3.the studying methods 4.the teaching procedures, and while presenting these parts I will do the blackboard design properly. Ok now I am going to start from the first partPart 1 Analyzing teaching Material:This lesson is about.By studying of this lesson, we`ll enable the students to know the serious attitude towardsand develop the interest inAt the same time, let the students learn how to give instructions. This lesson plays an important part in the English teaching in this unit. As it is the main passage in this unit which outlines the theme of this unit .If the Ss can learn it well, it will be helpful to make Ss learn the rest of this unit. And as we all know , reading belongs to the input during the process of language learning. The input has great effect on output, such as speaking and writing. Then accordingto the new standard curriculum and syllabus(新课程标准和教学大纲), I think the teaching aims of this lesson are the following:1.Knowledge aim：Understand the main idea of the text.2. Ability aim: Retell the text in their own words.3.Emotional aim: Make the Ss loveThen the Teaching important point is how to understand the text better And the teaching difficult points are:1. Use own words to retell the text2. Discuss thePart 2 Teaching methods:Dealing with this lesson. I`ll do my best to carry out the following theories: Make the Ss the real masters in class while me, myself acts as director; Combine the language structures with the language functions; Let the Ss receive some moral(转载于: 小龙文档网:高中英语教师资格证面试模版)the following teaching methods:mucative Approach(交际教学法)2.Task based watch and listen activity3. Question and answer activity education while they are learning the English language. To achieve my goal I`ll use4.Pair work or individual role play or scene play activityAnd in order to practice my teaching methods well, I need the following teaching aids1. a projector2. a tape recorder3. multimedia4. the blackboardPart 3 Studying Methods:As Ss are poor in cooperative learning skill, manySs are not active in class, and even some of them don`t like English. Therefore, I `ll have Ss study in a relaxed atmosphere. The learning process of studentsis from seeing, thinking,saying . So after feeling and understanding the language points, I will let the students get the knowledge actively by cooperative study. In a word I will1. Let the Ss pass observation -imitation-practice to study language.2. Teach the Ss how to master dialogues and how to municate with others. Part 4 Teaching Procedure:I have designed the following steps to train their ability of listening, speaking, reading and writing. Especially reading ability.Step1.Lead-inHave a free talk about ---and then discuss the question in pre-reading on page Purpose: arouse theSs` interest of studyStep2. Listening prehensions1. Present the students the questions before listening to the textAB 2.Get the students to listen to the tape and then answer the questions.Purpose: Train the Ss` listening ability to grasp the general idea of a passage and prepare for the later exercises.Step3.Fast readingRead the passage as quickly as they can. I will use the question and answer activity to help them get the main idea of each paragraph, then ask them to usetheir own words to conclude the main ideas of each paragraph.Purpose: Improve the Ss` fast reading skills like skimming reading and scanning reading. Understand the general idea of each paragraph.Step4 Intensive readingRead the passage carefully again and answer some detailed questions.AB Cit is also called depth reading or study reading. It means reading for detailed information.Purpose: Further understand the text to find out some different sentences and details of the text.Step5.Retell the passage1.I will list out the general idea of each paragraph which the Ss have concluded in fast reading2. Encouraging Ss to use their own words to retell the passage according to the general ideas .Purpose: I want to check if my students really understand the whole text and if they master what I mean to tell them in this class. What`s more, I want to make the students practice their oral English through retelling.nguage pointsI will show the important words phrases and sentences which the Ss need to learn in this passage on the screen one by one. Then give them the right usages of these new language points. What`s more I will ask Ss to make sentences by using these newly learnt words and phrases.Step 7.Pair work or individual role play or scene play activityPurpose: I mean to give them emotional education. I give them muti-media pictures to arouse their interest of study and their love forStep 8 SummaryI will go through the important points and difficult points of this lesson with the students once again.Step 9 HomeworkWrite an article of I want to improve the ability of their writing. At the same time, train the ability of do it yourself and looking up the information by themselves.Above is my teaching plan of this lesson. Thank youfor listening.注：关于blackboard(板书设计)，在试讲前在黑板上表出课题，然后只需在试讲过程中根据内容需要(比如课程导入或者课堂活动时)稍许写一下，切忌满篇板书而减少了试讲时间，也最好不要把板书设计单独成为一个部分。

教师资格证考试英语教案模板篇一：教师资格证考试高中英语教案模板1. Teaching aims:1. Train the students’ reading ability.2. Enable the students to realize ...3. Stimulate（激发） the students’ interest and ...2. Teaching methods:1. Fast reading to get general idea of the text.2. Careful reading to understand the passage better.3. Teaching procedures（程序）：Step1LeadinUse some pictures of ... to lead in the topic.Step 2Prereading1. Play a guess game: ...2. Play another guess game: ...Step 3Predict（预测）1. Ask the students to predict what the reading passage talks about according to the title and illustrations（插图） of passage. The teacher can give some clues by talking about the illustrations:...Step 4Skimming（略读）1. Let the students skim the whole passage to get the main idea, then evaluate their predictions. During this activity, the teacher should give some guidance （指导） on reading skills.Main idea of the passage:...2. Let the students skim the passage and divide it into different parts to find out the main idea of every part an the topic sentences.Part 1 (paragraph 1...)......Step 5Careful reading... （问题）Ask the students to scan the second part and complete the chart（图表）with information from the passage.Ask the students to read carefully and finish the following tasks:...（设计一些问题或判断对错等）Knowledge aims1. To listen to and understand the listening materials.2. Students can master the following expressions:...（一些句型）Ability aims1. Enable students to catch and understand the listening materials.2. Develop students’ ability to get special information and take note while listening.3. Get students to learn and use the expressions of ...Emotional aim1. Enable students to know more about ...2. Develop students’ sense of ...Teaching proceduresStep 1LeadinPlay a game ...1. Put students into pairs. Give them each two minutes to think of ......（游戏过程）Step 2Prelistening1. Tell students they will listen to a dialogue about ...2. Give students some directions and make them predict what the listening text is about.Step 3Whilelistening1. Tell students listen to the tape first to get the main idea and decide whether their prediction gist right or not.2. Ask students to listen to the tape again. Let them listen and answer some questions. (Show the questions on the blackboard)3. Students exchange the information and listen to the tape a third time for checking. Let them have the correct answers.Step 4Postlistening1. Give 23 minutes to students to ask questions if they have any.2. Show students the listening text and let them read it aloud.3. Let students read aloud the questions and expressions on the blackboard: ...(之前目标里的句型)4. Make sure they will understand and enable to use the, Then let them in Pairs discuss ...5. Get some pairs to act out their dialogue in front of the class.Step 5Homework1. Make sentences with the expressions in the lesson.2. Surf the internet to find out more information about ...3. 给一篇文章用来讲语法的课堂设计Knowledge objectivesTo learn the use of ... （语法点）Ability objectivesTo use ... （语法）correctly and properly according to the context.Emotional objectives1. To become interested in grammar learning.2. To develop the sense of group cooperationTeaching important pointsGet students to learn and master the new grammar item: ... （语法）Teaching difficult pointsEnable students to learn how to use ... correctly.Teaching proceduresStep 1Revision1. Check the homework exercises.2. Let students dictate some new words and expressions.Step 2Discovering useful structures1. Ask students to read through the passage ... , pick out the sentences where ...（语法） are, and then underline ... （语法）2. Let students work in pairs to translate these sentences and try to understand the use of ...3. Have students observe the sentences and draw the conclusion: ...Step 3Understanding and summarizing1. Ask students to work in pairs to finish the following exercises on how ... are used. (Show thefollowing on the screen)...Step 4Using structures(Show the following exercises on the screen or give out exercises papers.) Answer the following questions using ......1. Ask students to work in group of four.2. Give them four minutes to finish the work and ask each group to choose the best answers.3. Ask students to choose the best sentences.Step 5Playing the gameGet into groups and play the game:Step 6Closing down by a quiz.(Show some exercises on the screen.)Let students finish them within a few minutes, then check the answers with the whole class.Knowledge objectivesBy the end of this lesson the students:1. will have a better understanding of the structure and characteristics of an advertisement.2. will grasp some useful words and expressionsto describe a good restaurant such as: ...Ability objectives1. To grasp the use of persuasive sentences.2. To improve the ability of in gathering, analyzing, comparing and making conclusion.Moral objectives1. To improve the students’ learning motivation.2. To make the students become confident.3. To improve their ability of cooperating with each other through discussing. Teaching important and difficult pointsTaskbased approach, cooperating approach and communicative approach. Teaching procedures Step 1Revision lead inFirst check the homework of last class.Then let the students swap the homework with each other and discuss in groups of 4, take notes, find out and category the impressive sentences into 5 kinds of information: ...Step 2Discussing1. Show students 4 pictures of ...2. Ask 3 students to report their work, show themthe pictures of ...Step 3Prewriting1. Show them the sample ...2. Read the ... and think over what are the characteristics of ... , encourage some students to analyze and tell their opinion.Step 4Whilewriting1. Ask students to read the requirements on the text.2. Ask them to write the topic sentence first, and then write at least 6 supporting sentences to ...Step 5PostwritingLet them swap their passage with each other and recommend 3 most successful ... Step 6Homework1. Polish students’ writing and write some more aspects of ...Their final work will be modified and selected, then the most successful ones will be put up on the English Corner.2. Review the words and expressions in this unit.Teaching aims1. To know the meaning and usage of the following words: ...To understand some important sentences in the text and know the structure and usage of inversion.2. To master the microreading skills through skimming and scanning.3. To know the ability and knowledge ... and develop the ability of getting information from the passage and dealing with the information.Teaching methodsTaskbased learning; situational learning; group work learning.The key and difficult points1. To enable the students to get the main idea of the passage, analyze the structure, and get useful information.2. To train the students of microreading skills such as skimming and scanning, and develop their ability of reorganizing and transferring information.Teaching processStep 1PrereadingQuestion:Step 2SkimmingQuestions( To explain some words and structures.)Step 3Detailed readingStep 4InterviewStep 5SummaryStep 6Homework1. Read and practice the dialogue after class fluently.2. Find the useful words and expressions in the passage and do exercises on the textbook following the passage to consolidate them.篇二：教师资格证考试英语教案写作Class type: reading/listening/speaking/writing classTeaching contentsComprehension of the given text.Difficult words and phrases about 主题It is contains /about……(概括文章主题或大意)Teaching objectives1.Knowledge objectivesMaster the words of /related to 主题 and grasp the usage of….. Master the following words and phrases, grammar:Understand the main idea and some details of the passage/dialogue Have a better understanding of /learn more about 主题或人物Talk about 与主题相关的人或事物and write dialogues/communicate with new words and grammar.2.Ability objectivesImprove their reading ability, especially skimming and scanning ability. Improve their ability of listening, speaking and writing, comprehension. Develop ability in ……Set up effective studying strategies.3.Emotional objectivesGet more interested in\have more interest in ……（通用 English culture/studying）Develop their spirit of cooperating with others/exploring.Cultivate scientific attitude/habits in their lives.Combine English learning with daily life and arouse students’ interest in learning English.Speak confidently in front of the class.Teaching key pointsNew words of 主题；description of 主题; usage of ……To train students grasp the main idea and details of the passage. Teaching difficult pointsUse … in the proper situations correctly.To improve students’… ability, especially the ability of catching key words.Teaching aidsMultimedia ,pictures of… flash cardsTeaching proceduresStep1 warming up/leadin (35min)方案1 直观导入法1. Greeting.2. Show students pictures of…/play a video about …/play the music of and ask students to answer what they saw/listened/got(justification: it will arouse students’interest in learning this lesson and lead to the main idea of the text. )方案2 问题导入法1. Greeting2. Brainstorm: questions and answersAsk students the following questions：（justification: it will help students to combine English learning with daily life and lead to the topic of passage.）Step2 presentation (1820min)/prereading (57min)1. Introduction of pronunciations and meanings of the main words and phrases.(转自： 蓬勃范文 :教师资格证考试英语教案模板)2. Sharing what is already known about topic.Step3 consolidation (810min)/whilereading (1820min)1. General reading/fast readingask students to read the passage quickly and then conclude the main idea of each paragraph/the whole passage.(justification: train students’ reading ability of scanning for the general of passage.)2. careful readingA ask students to read the passage carefully and do the True or False exercises/ ask students to answer the following questions.B ask students to fill in the table/blanksaccording to the text. C ask students to read the passage loudly and carefully again.(justification: it will improve students’reading skills for looking specific information and help students have a better understanding of the passage.)Step4 summary and homework(5min)/postreading (810min)Ask students to work in groups and have a competition to retell the passage according to the outline and key words on PPT.Outline of the text:………Key words:………(justification: it help students to strengthen /consolidate what they have learned .)/Step5 summary and homeworkSummary:1. show the flash cards of words, phrases and sentences to lead students to read and review them again.2. Make a clear summary on what they have learned.Homework:1. Ask students to review the important words andphrases .2. Ask students to share what they have learned with their parents.3. Ask students to search for more information about……and write a short passage about 主题. (justification: it can not only help students review and consolidate what they have learned ,but also broaden their eyesight.)Blackboard Design篇三：教师资格证考试高中英语教案模板1. Teaching aims:1. Train the students’ reading ability.2. Enable the students to realize ...3. Stimulate（激发） the students’ interest and ...2. Teaching methods:1. Fast reading to get general idea of the text.2. Careful reading to understand the passage better.3. Teaching procedures（程序）：Step1LeadinUse some pictures of ... to lead in the topic.Step 2Prereading1. Play a guess game: ...2. Play another guess game: ...Step 3Predict（预测）1. Ask the students to predict what the reading passage talks about according to the title and illustrations（插图） of passage. The teacher can give some clues by talking about the illustrations: ......Step 4Skimming（略读）1. Let the students skim the whole passage to get the main idea, then evaluate their predictions. During this activity, the teacher should give some guidance （指导） on reading skills.Main idea of the passage:...2. Let the students skim the passage and divide it into different parts to find out the main idea of every part an the topic sentences.Part 1 (paragraph 1...)......Step 5Careful reading... （问题）Ask the students to scan the second part and complete the chart（图表）with information from the passage.Ask the students to read carefully and finish the following tasks:......Read the statements and decide whether it is true or false and give the reason. （设计一些问题或判断对错等）Knowledge aims1. To listen to and understand the listening materials.2. Students can master the following expressions:...（一些句型）Ability aims1. Enable students to catch and understand the listening materials.2. Develop students’ ability to get special information and take note while listening.3. Get students to learn and use the expressions of ...Emotional aim1. Enable students to know more about ...2. Develop students’ sense of ...Teaching proceduresStep 1LeadinPlay a game ...1. Put students into pairs. Give them each two minutes to think of ......（游戏过程）Step 2Prelistening1. Tell students they will listen to a dialogue about ...2. Give students some directions and make them predict what the listening text is about.Step 3Whilelistening1. Tell students listen to the tape first to get the main idea and decide whether their prediction gist right or not.2. Ask students to listen to the tape again. Letthem listen and answer some questions. (Show the questions on the blackboard)3. Students exchange the information and listen to the tape a third time for checking. Let them have the correct answers.Step 4Postlistening1. Give 23 minutes to students to ask questions if they have any.2. Show students the listening text and let them read it aloud.3. Let students read aloud the questions and expressions on the blackboard: ...(之前目标里的句型)4. Make sure they will understand and enable to use the, Then let them in Pairs discuss ...5. Get some pairs to act out their dialogue in front of the class.Step 5Homework1. Make sentences with the expressions in the lesson.2. Surf the internet to find out more information about ...3. 给一篇文章用来讲语法的课堂设计Knowledge objectivesTo learn the use of ... （语法点）Ability objectivesTo use ... （语法）correctly and properly according to the context.Emotional objectives1. To become interested in grammar learning.2. To develop the sense of group cooperationTeaching important pointsGet students to learn and master the new grammar item: ... （语法）Teaching difficult pointsEnable students to learn how to use ... correctly.Teaching proceduresStep 1Revision1. Check the homework exercises.2. Let students dictate some new words and expressions.Step 2Discovering useful structures1. Ask students to read through the passage ... , pick out the sentences where ...（语法） are, and thenunderline ... （语法）2. Let students work in pairs to translate these sentences and try to understand the use of ...3. Have students observe the sentences and draw the conclusion: ...Step 3Understanding and summarizing1. Ask students to work in pairs to finish the following exercises on how ... are used. (Show the following on the screen)...Step 4Using structures(Show the following exercises on the screen or give out exercises papers.) Answer the following questions using ......1. Ask students to work in group of four.2. Give them four minutes to finish the work and ask each group to choose the best answers.3. Ask students to choose the best sentences.Step 5Playing the gameGet into groups and play the game:Step 6Closing down by a quiz.(Show some exercises on the screen.)Let students finish them within a few minutes, then check the answers with the whole class.Knowledge objectivesBy the end of this lesson the students:1. will have a better understanding of the structure and characteristics of an advertisement.2. will grasp some useful words and expressions to describe a good restaurant such as: ...Ability objectives1. To grasp the use of persuasive sentences.2. To improve the ability of in gathering, analyzing, comparing and making conclusion.Moral objectives1. To improve the students’ learning motivation.2. To make the students become confident.3. To improve their ability of cooperating with each other through discussing. Teaching important and difficult pointsTaskbased approach, cooperating approach and communicative approach. Teaching procedures Step 1Revision lead inFirst check the homework of last class.Then let the students swap the homework with each other and discuss in groups of 4, take notes, find out and category the impressive sentences into 5 kinds of information: ...Step 2Discussing1. Show students 4 pictures of ...2. Ask 3 students to report their work, show them the pictures of ...Step 3Prewriting1. Show them the sample ...2. Read the ... and think over what are the characteristics of ... , encourage some students to analyze and tell their opinion.Step 4Whilewriting1. Ask students to read the requirements on the text.2. Ask them to write the topic sentence first, and then write at least 6 supporting sentences to ...Step 5PostwritingLet them swap their passage with each other and recommend 3 most successful ... Step 6Homework1. Polish students’ writing and write some more aspects of ...Their final work will be modified and selected, then the most successful ones will be put up on the English Corner.2. Review the words and expressions in this unit.Teaching aims1. To know the meaning and usage of the following words: ...To understand some important sentences in the text and know the structure and usage of inversion.2. To master the microreading skills through skimming and scanning.3. To know the ability and knowledge ... and develop the ability of getting information from the passage and dealing with the information.Teaching methodsTaskbased learning; situational learning; group work learning.The key and difficult points1. To enable the students to get the main idea of the passage, analyze the structure, and get useful information.2. To train the students of microreading skills such as skimming and scanning, and develop their ability of reorganizing and transferring information.Teaching processStep 1PrereadingQuestion:Step 2SkimmingQuestions( To explain some words and structures.)Step 3Detailed readingStep 4InterviewStep 5SummaryStep 6Homework1. Read and practice the dialogue after class fluently.2. Find the useful words and expressions in the passage and do exercises on the textbook following the passage to consolidate them.。

教师资格证考试-面试-高中英语-教案模板+逐字稿-词汇课一、教学目标1. 知识目标：a. 学生能够掌握并正确使用本课引入的词汇。

b. 学生能够通过上下文线索理解和记忆单词。

c. 学生能够运用所学生词进行简单的句子构建。

2. 技能目标：a. 学生能够通过图片、语境等线索猜测词义。

b. 学生能够通过词根词缀等策略扩大词汇量。

c. 学生能够运用英语进行简单的日常交流。

3. 情感目标：a. 学生能够培养对英语学习的兴趣和积极性。

b. 学生能够培养合作意识和团队精神。

二、教学内容1. 教材内容：本课将引入高中英语课程标准规定的词汇学习内容。

2. 教学重难点：学生对单词的正确理解和运用。

三、教学方法1. 交际法：通过情景模拟、角色扮演等方式，让学生在实际语境中运用所学词汇。

2. 情境教学法：利用图片、视频等教学资源，为学生提供丰富的语境，帮助学生理解和记忆单词。

3. 词根词缀法：引导学生通过分析词根词缀来猜测和记忆单词。

四、教学步骤1. 导入：利用图片、视频等资源，引入本课主题，激发学生兴趣。

2. 展示：教师展示本课要学习的词汇，引导学生观察单词的构成和特点。

3. 讲解：教师讲解单词的词义、词性和用法，并通过例句帮助学生理解和记忆。

4. 练习：学生通过填空、翻译等练习，巩固所学词汇。

5. 应用：学生分组进行角色扮演或情景模拟，实际运用所学词汇进行交流。

6. 反馈：教师对学生的学习情况进行总结和评价，及时反馈学生的学习成果。

五、作业布置1. 学生回家后，整理本课学习的词汇，制作单词卡片。

2. 学生结合所学词汇，编写一篇短文，展示对词汇的运用。

六、教学评价1. 课堂参与度：观察学生在课堂活动中的参与情况，是否积极回答问题、参与讨论。

2. 作业完成情况：检查学生作业的完成质量，包括单词卡片的制作和短文的编写。

3. 词汇运用能力：通过角色扮演、短文写作等环节，评估学生对所学词汇的理解和运用能力。

七、教学拓展1. 开展词汇竞赛：组织学生进行词汇竞赛，激发学生的学习兴趣和竞争意识。

teachingplan高中英语教师资格证面试试讲教案第一篇：teaching plan 高中英语教师资格证面试试讲教案阅读试讲教案Grade level: First grade of High school Lesson type: Reading Duration: 45min T eaching objectives 1)To help students develop their reading skills, such as scanning and skimming for information, guessing the meaning of strange words 2)Enable students to understand the difficult sentences and new phrases in the passage3)Affective objectives:（根据文章内容而定）Teaching aids Multimedia devices;blackboard Teaching important and difficult points: 1)Understand the following sentences: 2)Grasp the usage of the following words and phrases: 3)Enable students to use certain reading skills to help themselves understand the passage Teaching procedures Step 1 Lead-in(5min)Show students several pictures of … and ask the students to describe the pictures./ Ask students to think about and answer the questions on the blackboard.(Good morning, boys and girls.How is your day? Fine? Good for you.Ok.T oday we will learn a new lesson.Before looking at the textbooks, I’d like to show you some pictures(a video)/ask you some questions/tell you a story.Describe what you see in the picture Do you know anything about……? What’s your opinion about……? Any voluntee rs? Ok, please, share your idea with us.Very good/brilliant/excellent!We already know your ideas about the topic.Now let’s try to find out what’s the author’s idea about the topic.)Step 2 Pre-reading Listening.(5min) Ask Ss to listen to the tape and answer two questions:(Listen to the tape carefully and try to answer the following questions.1)what does the passage talk about? 2)…….Ok.Youhave listened to the whole passage.Do you have your answers to the question? Good, John, please.(复述学生答案)This is John’s idea, how about other students? Ok, Lynn.Good.You think ……….Thank you.I believe you all have got your own answers.You must be curious about whether it’s correct or not.)Step 3 While-reading(25min)Activity 1 Skimming & Scanning Ask the students to read the passage quickly and answer the following questions:(Now read the passage quickly within 2 minutes and find out whether you are right or not.Meanwhile, try to answer the questions on the blackboard.(板书问题)：1）2）Have you finished your reading.Yes? Good.First, have you found out the main idea of the passage? How about Lisa? Very good.It is about ……….How about the questions? Have you found the answers? Volunteers? Good, please.You think ……..excellent, thank you.)Activity 2 Intensive reading Ask the students to read the passage carefully, and get detail information from the passage.(As you have got the main idea of the passage, let’s move on to learn some details of the passage.Now you have 5 minutes to read the passage carefully and discuss with you partners about the following questions.1)2)Ok, I’d like to invite group 3 to answer the questions.That’s really impressive.You already have a very thorough understanding of the passage.From your answers, I can see you already understand the passage quite well.So I’d like to move on to the analysis of some difficult sentences and the usage of some phrases.Take a look at the second sentence in Paragraph 1.Pay attention to…….Is it clear? Good.Activity 3 Read together Ask the students to read the passage together.(Do you have any questions about the passage? No? If no, let’s read the passage aloud together.)Step 4 Postreading(5min)(Debate, interview, role-play, retell the story)Ask the students to have a discussion on ….(Very good.You read really well.Now I have another task for you.We have learnt …… today, …………… have a discussion with your partner.After the discussion, I’ll invite some of you to share your ideas with us.I can see that you have finished your discussion.Anyone wants to share with us? ok, Jack.Good.you think from the perspective of …..Do you have other ideas? Yes, please.Excellent.This is an very interesting answer.)Step 5 Summary(4min)Invite students to summarize what they have learnt in the class.Teacher makes supplementary comments, and stress the importance o f …(Guys, you’ve done a great job.At last, let’s sum up what we have learned today.Who would like to have a try? Jenny, please.)Step 6 Homework(1min)1)Ask the students to consider the question: 1)2)/ask the students to search more information about …Writ e an email to your friend.2)Write a short passage and use the new words and expressions as many as possible.3)Read the passage again and try to retell the passage.4)Search the Internet and find more information about…(Thank you, you really did a good job.Is that clear to all of you? Okay, at last, here comes your assignment.First, please retell this passage to your desk mate.Secondly, please search on the Internet to find more information about the amber room and we will share your findings next class.Here comes the bell.Class is over.See you next class.)语法试讲教案Grade level: First grade of High school Lesson type: Reading Duration: 45min Teaching objectives 1)Help students to learn the usage of ….2)Help students to grasp the sentence patternof…..Teaching a ids Multimedia devices, blackboard Teaching important and difficult points 1)the sentence pattern of… 2)some special cases 3)enable students to use … in real life Teaching procedures Step 1 Lead-in(5min)Show some pictures to the students and ask them to describe the picture.引导学生运用语法项目Step 2 Explanation(18min)Explain the usage of ….Present several examples of the grammar item.Step 4 Practice(15min)Ask the students to do the exercises.Step 3 Summary(4min)Invite students to summarize the usage of … Make some supplements and stress the important points.Step 5 Homework(3min)Ask students to finish related exercise on the textbook.Ask the students to write a passage about ….(You have all done a really good job today.I believe you already have a good knowledge of /master the knowledge of…..For homework, you are required to complete exercises on page 201 and to write a passage about ….[I’d rather you search more information about… and some of you will be invited to share your findings with us in the next class.] Clear? Ok.See you next class.)写作试讲教案Grade level: First grade of High school Lesson type: Reading Duration: 45min Teaching objectives 1)enable students master the procedure of writing this kind of composition 2)improve students’ writing skills 3)help student s to get more knowledge of …Teaching aids Multimedia devices, blackboard Teaching important &difficult points 1)Help students to express their ideas in proper English 2)Help students to learn the structure in English writing Teaching procedures Step 1 Warming-up(5min)Showsome pictures of … to the students and ask what do they know about … Then lead the students to the topic of writing.(Good morning, boys & girls.How are you doing? Fine? Good.Now let’s start our new lesson.Here I have some pictures for you.Do you know what’s in the picture?)Step 2 Pre-writing(10min)Activity 1: brainstorming.Provide Ss some questions about the topic and ask them to discuss the questions in group and write down every idea that comes to their mind.After discussion, invite representatives of each group to present their ideas to the whole class.Activity 2: planning.Encourage Ss to work on their own to repot ideas that they think are valuable and think about how to organize their ideas.Step 3 While-writing(20min)Ask the students to write down their own articles.Step 4 Post-writing(7min)Ss will work in group and read each other’s composition.They should choose the best composition of the group and read it in front of the class.S tep 5 Writing assessment(2min)Ask Ss: What’s you most difficult thing during the whole process?(difficult to organize the ideas in a logical way;you feel brainstorm is difficult, difficult to provide persuasive reasons to support the idea)Step 6 Homework(1min)1)Here are some handouts I prepared for you.Read it after class, I believe you can find answers towards your questions.2)Improve your composition according to the handout.听力课试讲教案Grade level: First grade of high school Lesson type: Listening Duration: 45 min T eaching objectives 1)Enable students to master different listening skills 2)Help students to learn more about …..Teaching aids: Multimedia devices;blackboard Teaching important and difficult points 1)Help students to understand the listening material 2)Encourage students to apply listening skills when listening to the material Teaching procedures Step 1Warming-up(2min)Show some pictures to the students and have a free talk with the students.Step 2 Pre-listening(5min)Organize the students to have a brief discussion about the topic.Invite some students to share their ideas with the class.Predict the main idea of the passage.After that, present new words and expressions to the students.Step 3 While-listening(25min)1)Listen for main idea Ask Ss to listen to the passage but do not look at the questions, ask them to get the main idea of the passage.Invite students to share their ideas.2)Listen for answers to the exercises/detailed information Ask Ss to listen to the passage again.This time ask them to try their best to get answers to the questions.After listening, check whether Ss get the correct answer, and ask why.3)Play the tape again, focus on the part where they did not get the right information.Do you have any questions? Step 4 Post-listening(10min)Show them the listening text and ask them to read it aloud together.Step 5 Summary(2min)In this period, we mainly focus on the listening ability.It’s very important.If your listening is poor, you’d better practice more.The more you listen to English, the better your listening is.Remember: Practice makes perfect.Step 6 Homework(1min)1)Read the listening texts again and try to retell the passage in your own words 2)Search more information about ….口语课试讲教案Grade level: First grade of high school Lesson type: Speaking Duration: 45 min T eaching objectives 1)Students will be able to use some important words and expressions 2)Students will be able to express their ideas or thoughts clearly.Teaching aids Multimedia devices;blackboard Teaching important and difficult points 1)Help Ss to master the expressions of giving advice: 2)Talkabout … by using …Teaching procedures Step 1 Warming-up Show Ss some pictures of … and ask students to describe what they are doing.Step 2 Lead-in Play the tape and ask Ss to listen to the dialogue.Ask Ss to predict what we will learn today.Step 3 Provide key sentence patterns & expressions Provide Ss useful sentence patterns and expressions to express …..Step 4 Role-play/ DiscussionGive the Ss a situation, and ask the Ss to work in pairs and make up a conversation.Ask the Ss to discuss the topic with their partners.After that, invite Ss to present their ideas in front of the class.Step 5 Summary In this period, we mainly focus on how to….It’s very important.You should know how to … in rea l life after this period.You should memorize the useful expressions we learned today.I hope you can practice more after class.Remember: practice makes perfect.Step 6 Homework 1)Collect more expressions and sentence patterns that can be used to express …..2)Find a partner to practice how to … in different situations.词汇课试讲教案Grade level: First grade of high school Lesson type: Vocabulary Duration: 45 min Teaching objectives 1)Enable students to know the meaning of new words and grasp the usages of such important new words 2)Enable Ss to use such new words in their own writing or speaking Teaching aids Multimedia devices;blackboard Teaching important and difficult points1)Explain the meaning and usage of the words to the students2)Enable Ss to use the new words when they express themselves Teaching procedures Step 1 Lead-in st period, we have finished the reading of the passage.Now we will learn the new words in the passage.Let’s look at the underlined/italic/boldwords.Step 2 GuessAsk Ss to guess the meaning of the words in the context.Or give students some examples and ask Ss to guess the meaning of the words.Step 3 ExplanationExplain the meaning of the words to the Ss.After explanation, present the usage of the words to the students and provide examples to help them understand how to use them.Step 4 Practice Ask the students to make sentences with new words by themselves.Invite Ss to share their sentences with the whole class.Step 5 Summary This, period, we have learnt several new words:...we have learnt the usage of these new words.I hope you will memorize these words, as well as the usage of these words.I suggest you use the new words as often as possible.In this way, you will know how to use the words, instead of only knowing the meaning of the words.Step 6 Homework 1)Look up these new words in the dictionary, and get more meanings and usage of them in the dictionary.2)Finish Exercise 2 on page 11.第二篇：高中英语教师资格证试讲面试教师资格证中学英语面试阅读题真题一 1.试讲题目: 阅读教学试讲内容: 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.” t he man answered, “certainly, the airplane will be late this morning, because I happen to be flying it.”基本要求:(1)朗读所给段落。

教师资格证考试-面试-高中英语-教案模板+逐字稿-口语课一、教学目标：1. 知识目标：让学生掌握日常英语口语表达的基本句型和词汇。

2. 能力目标：提高学生的英语口语交流能力，使其能在日常生活中进行简单的英语对话。

3. 情感目标：激发学生学习英语的兴趣，培养其自信心，使其乐于用英语进行交流。

二、教学内容：1. 主题：日常生活话题2. 词汇：起床、洗漱、吃早餐、上学、放学、做作业等日常词汇。

3. 句型：介绍自己、询问他人、描述日常活动等基本句型。

三、教学过程：1. 热身活动（5分钟）：利用歌曲或简单的口语练习，让学生放松，营造轻松的课堂氛围。

2. 新课导入（10分钟）：通过图片或情景剧的形式，引入日常生活话题，引导学生用英语进行描述。

3. 课堂互动（15分钟）：分组进行角色扮演，让学生模拟日常生活场景，运用所学词汇和句型进行对话。

教师巡回指导，纠正发音并给予鼓励。

4. 巩固练习（10分钟）：设计一些简单的口语问答游戏，让学生在游戏中进一步巩固所学内容。

5. 总结与作业（5分钟）：对本节课所学内容进行总结，布置相关的口语作业，要求学生课后进行练习。

四、教学评价：1. 课堂表现：观察学生在课堂上的参与程度、发音准确性以及口语表达流畅性。

2. 作业完成情况：检查学生课后口语作业的完成质量，对发音和表达进行评价。

3. 小组活动表现：评估学生在小组角色扮演中的表现，关注其与合作者的互动交流。

五、教学资源：1. 图片素材：日常生活场景的图片，如起床、洗漱、吃早餐等。

2. 音频素材：英语口语练习的歌曲或对话音频。

3. 教学卡片：用于课堂游戏和角色扮演的卡片。

4. 作业模板：课后口语作业的模板，包括发音和表达要求。

注意事项：1. 针对不同水平的学生，可以适当调整教学内容和难度。

2. 在课堂互动环节，鼓励学生大胆开口说英语，给予充分的时间进行练习。

4. 课后作业的布置要具有针对性和实用性，让学生能够在生活中运用所学知识。

教师资格证考试-面试-高中英语-教案模板+逐字稿-阅读课一、教学目标1. 知识目标：让学生掌握阅读技巧，提高阅读理解能力。

2. 能力目标：培养学生具备快速阅读、推理判断、词义猜测等阅读能力。

3. 情感目标：二、教学内容1. 教材：《高中英语阅读课教材》2. 主题：人与自然的关系3. 文章：《The Environment and Our Future》三、教学过程1. 导入：利用图片或实物引导学生谈论人与自然的关系，引出本课主题。

2. 自主阅读：让学生独立阅读文章，了解文章大意，培养学生快速阅读的能力。

3. 检查理解：通过问答方式检查学生对文章的理解程度，帮助学生巩固所学内容。

4. 深入讨论：引导学生针对文章内容进行深入讨论，提高学生的思维能力和表达能力。

5. 总结提升：总结文章主题，引导学生思考人与自然的关系，提出保护环境的建议。

四、教学评价1. 课堂表现：观察学生在课堂上的参与程度、发言情况等，评价学生的积极性。

2. 阅读理解：通过问答、讨论等方式检查学生的阅读理解能力，评价学生的学习效果。

3. 课后作业：布置相关阅读任务，要求学生课后完成，以巩固所学内容。

五、教学资源1. 教材：《高中英语阅读课教材》2. 图片或实物：用于导入和激发学生兴趣3. 多媒体设备：用于展示文章、播放相关视频等六、教学建议1. 注重培养学生的主体性，鼓励学生积极参与课堂活动。

2. 注重阅读技巧的培养，引导学生运用推理判断、词义猜测等方法提高阅读理解能力。

3. 注重情感教育，引导学生关注人与自然的关系，培养环保意识。

4. 课后加强辅导，针对学生的薄弱环节进行有针对性的教学。

六、教学重点与难点重点：1. 掌握文章的主要内容和观点。

2. 运用阅读技巧提高阅读理解能力。

难点：1. 理解和运用文章中的重点词汇和短语。

2. 分析和推理文章中的隐含意义。

七、教学方法1. 任务型教学法：通过完成各种任务，激发学生的学习兴趣和积极性。

高中英语教师资格证面试试讲教案第一章：课程介绍1.1 课程背景分析高中英语课程的设置目的，教学目标和教学内容。

强调英语作为国际交流语言的重要性。

1.2 教学目标阐述本课程所要达到的教学目标，包括语言技能、学习策略和文化意识等方面。

1.3 教学内容概括本课程的主要教学内容，包括词汇、语法、听力、口语、阅读和写作等模块。

第二章：教学方法2.1 教学策略介绍启发式、任务型和合作型等教学策略，以及如何在教学中灵活运用。

2.2 教学媒体说明如何运用多媒体、网络资源和纸质教材等教学媒体，提高教学效果。

2.3 评价方式论述形成性评价和终结性评价的重要性，以及如何进行有效的评价。

第三章：教学实践3.1 词汇教学介绍如何通过故事、游戏和实物等方法进行词汇教学。

3.2 语法教学阐述如何通过情境、例句和练习等方式进行语法教学。

3.3 听力教学描述如何利用音频、视频和网络资源等进行听力教学。

3.4 口语教学探讨如何通过对话、角色扮演和辩论等形式进行口语教学。

3.5 阅读教学分析如何通过问题引导、阅读理解和批判性思维等方法进行阅读教学。

第四章：教学拓展4.1 学习策略讲解如何培养学生自主学习、合作学习和探究学习等策略。

4.2 文化意识介绍如何通过比较、讨论和实践活动等培养学生的文化意识。

4.3 课程资源推荐一些适合高中英语教学的课程资源，如在线课程、报刊和杂志等。

第五章：教学评价5.1 形成性评价说明如何进行课堂观察、学生互评和学生自我评价等形成性评价。

5.2 终结性评价阐述如何进行期末考试、学业水平考试和高考等终结性评价。

5.3 教学反思强调教师需要不断进行教学反思，以提高教学质量。

第六章：课堂管理6.1 班级情况分析分析学生的年龄特点、学习兴趣和英语水平等，以便更好地进行教学设计。

6.2 纪律管理6.3 情感关怀强调关注学生的情感需求，营造积极、愉快的课堂氛围，提高学生的学习兴趣。

第七章：作业与辅导7.1 作业布置与批改说明如何合理布置作业，以及如何及时批改作业，给予学生反馈。

高中英语教师资格面试教案模板一、教案基本信息课程名称：高中英语课程类型：面试教案适用对象：高中英语教师资格面试考生二、教学目标1.让学生掌握本节课所学的词汇和句型。

2.培养学生的英语听说读写能力。

3.提高学生对英语学习的兴趣和积极性。

三、教学内容1.词汇：根据课程内容选取10-15个重点词汇。

2.句型：根据课程内容选取2-3个重点句型。

3.课文：选取一篇适合高中生的英语课文。

四、教学步骤1.导入（1）利用图片、歌曲、故事等形式，激发学生的兴趣，引出本节课的主题。

（2）简要介绍本节课的教学目标和要求。

2.新课呈现（1）展示本节课的词汇，让学生跟读并模仿。

（2）展示本节课的句型，让学生跟读并模仿。

（3）展示课文，让学生初步了解文章内容。

3.课堂活动（1）分组讨论：根据课文内容，让学生分组讨论，回答问题。

（2）角色扮演：让学生根据课文内容，进行角色扮演。

（3）小游戏：设计一些有趣的小游戏，巩固所学知识。

4.练习环节（1）听力和口语练习：播放课文音频，让学生跟读并模仿。

（2）书写练习：让学生根据所学词汇和句型，进行书写练习。

（3）翻译练习：让学生将所学词汇和句型应用到句子中，进行翻译练习。

（2）布置作业，巩固所学知识。

五、教学评价1.课堂表现：观察学生在课堂上的参与程度和积极性。

2.作业完成情况：检查学生的作业完成情况，了解学生对知识的掌握程度。

3.阶段性测试：定期进行测试，评估学生的学习成果。

六、教学反思2.学生反馈：了解学生对本节课的教学内容和教学方法的满意度。

3.教学改进：根据教学反思和学生反馈，调整教学方法和教学内容。

课程名称：高中英语课程内容：Unit1"SchoolLife"教学目标：1.让学生掌握本节课所学的词汇和句型。

2.培养学生的英语听说读写能力。

3.提高学生对英语学习的兴趣和积极性。

教学重点：1.词汇：school,student,teacher,class,study,homework等。

高中英语教师面试试讲教案模板（共8篇）第1篇：高中英语面试试讲教案高中英语面试试讲教案高中英语新教材unit11教案一、教学分析 1、教材内容分析【篇1：高中英语教师资格证试讲教案】本单元围绕“scientific achievements”这一中心话题，从科学家、科学假说、科学理论、科学探索等方面设计听、说、读、写等一系列教学活动。

“warming up”部分设置了三个问题，要求学生就重要的科学成就进行讨论，从而帮助学生认识重要的科学成就，了解科学成就对社会发展、人类进步的重大贡献，同时激发学生热爱科学、投身于科学研究的热情，探索科学研究的方法。

“listening”部分设计了两道材料问题和一道开放性的情景话题。

主要培养学生捕捉和筛选信息的能力，然后要求学生在一定语言输入后进行语言输出，旨在培养学生的想象能力和使用能力，通过自己的语言体会重大科学成就的意义。

“speaking”部分重点训练表达意图和愿望的日常交际用语，以五人小组的活动形式组织学生扮演科学家的角色，陈述各人的研究方向并阐明其重要性来申请科研经费。

“reading”部分为一篇介绍中关村的形成、发展及其重要意义的记叙文。

通过对文章的理解，学习中关村人的创业精神。

“language study”部分由词汇和语法两部分组成，该部分不仅教授了四种构词法知识，更鼓励学生通过四项练习，运用构词法知识提高阅读能力。

“integrating skills”部分设计了一个阅读和写作的练习，在学生了解四大科技成就及其重要性后，要求学生略加扩充写一篇最伟大的科学成就的文章。

“tips”部分提出了说服性写作必须论点明确、论据充分，为写作提供了写作方法。

2、教学重点、难点:本单元的重点在于借助“高科技成就”这一话题，学习、复习涉及这一话题的有关语言知识和语言技能（见教学目标），激发学生热爱科学、奋发图强、献身于科学的热情。

本单元的难点在于培养学生充分利用已有的英语知识表达自己，谈论科学家、科学成就、理想抱负。

教案模板：教师资格证面试高中英语万能教案模板教案模板：教师资格证面试高中英语万能教案模板精选2篇（一）教案模板课程名称：高中英语教材版本：根据实际教材选择课时数：1课时教学目标：1. 学生能够听懂、理解并运用课文中的重要词汇和句型。

2. 学生能够通过课文内容，运用相关语法和句型进行口头表达。

3. 学生能够在课堂上通过讨论和交流，提高英语口语表达能力。

教学重点：1. 重点教学课文中的重要词汇和句型。

2. 重点培养学生的口头表达能力。

教学难点：1. 如何引导学生充分参与课堂讨论和交流。

2. 如何提高学生的英语口语表达能力。

教学准备：1. 教师准备好课文教材和相关教具。

2. 教师准备好相关课件和讲义。

教学过程：Step 1: Warm-up (5分钟)教师通过图片、视频等方式引导学生回顾和热身，激发学生的学习兴趣。

Step 2: Pre-reading (10分钟)教师提出一个或者几个与课文主题相关的问题，引导学生思考并讨论。

教师可以使用思维导图等方式，帮助学生整理出自己的思路。

Step 3: While-reading (30分钟)教师引导学生按照课文的结构和内容进行默读，理解课文的大意和细节。

教师可以使用问题导读的方式，帮助学生更好地理解课文。

Step 4: Post-reading (10分钟)教师引导学生根据课文内容进行讨论和交流，鼓励学生发表自己的观点和看法。

教师可以使用角色扮演、小组讨论等形式，提高学生的口头表达能力。

Step 5: Consolidation (5分钟)教师通过巩固练习，帮助学生巩固课文中的重要词汇和句型。

教师可以使用填空、选择题等形式，加深学生对课文的理解。

Step 6: Homework (5分钟)教师布置相关作业，要求学生通过阅读和写作等方式，进一步巩固所学知识。

教学反思：本节课主要以阅读为主线，通过问题导读和讨论等方式提高学生的阅读能力和口头表达能力。

教师在教学中注重培养学生的思考能力和合作能力，并鼓励学生在课堂上积极发言和表达。

2023年12月高中英语教资面试真题逐字稿1.题目:语法教学试讲2.内容:The perfect host is the one who saves his guest from embarrassment whatever the cost. When Edward VII became king of England in 1901, he was already nearly 60 years old. He liked travelling, meeting people, and eating well. In short, he liked having a good time.One evening he was entertaining the ruler of a small island in the Pacific. The menu included asparagus, which his guest had never eaten before. Asparagus is by nature tender and tasty at one end, but gets tougher and difficult to eat at the other end. Usually people leave the part which is difficult to eat on their plates.3. 基本要求：(1) 朗读所给段落。

(2) 配合教学内容适当板书。

(3) 针对材料划线内容，结合限定性和非限定性定语从句设计语法操练的教学活动。

(4) 用英文试讲。

(5)试讲时间：10分钟。

逐字稿Restrictive and Non-Restrictive Adjective ClausesGood morning, students! Today, we're going to explore a fascinating topic: restrictive and non-restrictive adjective clauses. As you may have noticed, English sentences can become quite complex, and it's important to understand the different types of clauses to decode their meanings effectively.First, let's define what an adjective clause is. An adjective clause is a group of words that functions like an adjective, describing or modifying a noun or pronoun. Now, there are two main types of adjective clauses: restrictive and non-restrictive.Restrictive clauses are essential to defining or narrowing down the meaning of the noun or pronoun they modify. They provide crucial information and cannot be omitted without changing the intended meaning of the sentence.For example, in the sentence "Usually people leave the part which is difficult to eat on their plates" is a restrictive clause that restricts the meaning of the sentence by identifying a specific part of the asparagus that is difficult to eat. It cannot be omitted without changing the intended meaning of the sentence.On the other hand, non-restrictive clauses provide optional information about the noun or pronoun they modify. They are used to add additional details or clarify the context, but they can be omitted from the sentence without changing its basic meaning.For instance, in the sentence "The menu included asparagus, which his guest had never eaten before" is a non-restrictive clause that provides additional information about the asparagus on the menu. It could be omitted from the sentence without changing its meaning.Now that we've covered the differences between restrictive and non-restrictive clauses, let's put our knowledge into practice. I'll give you some examples of sentences with both types of clauses, and you'll analyze them, focusing on their functions within the context of each sentence. Remember, when analyzing clauses, it's important to consider whether they're essential to defining or narrowing down the meaning of the noun or pronoun they modify.Before we conclude today's lesson, let's recap what we've learned. We defined what an adjective clause is and distinguished between the two main types: restrictive and non-restrictive. We learned that restrictive clauses are essential in defining or narrowing down the meaning of the noun or pronoun they modify, while non-restrictive clauses provide optional information without changing the basic meaning of the sentence. In your homework, I'd like you to identify at least three examples of restrictive and non-restrictive clauses in a recent news article or a passage from your English textbook. Analyze and interpret these clauses, focusing on their functions within the context of each sentence, and write a short report on your findings.Remember, practice makes perfect! Use this knowledge in your own writing and speech, and don't be afraid to experiment with different types of clauses to enhance your communication skills.That's it for today's lesson! I hope you enjoyed learning about restrictive and non-restrictive adjective clauses. Don't forget to complete your homework and apply what you've learned in your daily language use. See you next time!。

口语课教学设计思路+方案+逐字稿【注意】口语课的题型一般有以下两种：一是将所给材料补充完整；二是根据所给材料提炼出句型、功能（如：表达感谢、道歉、请求、喜好、要求等功能），然后让学生用其进行语言表达。

【设计思路】口语课，我们采用PWP模式，即pre-speaking、while-speaking以及post-speaking；各个环节可以设计的活动如下：【教案】Teaching PlanTeaching Aims:Knowledge aims:(1)Students will know that language has the function of expressing …(2)Students will learn some knowledge about …Ability aims:(1)Students can improve their speaking skills.(2)Students can make conversations by using … freely.Emotional aims: （以下内容选一/二即可）(1)Students can get more interests and confidence in learning English.(2)Students will be willing to apply their English into daily use.(3)Students can get the awareness of cooperation with others.Teaching Key & Difficult Points:Teaching key point:Students will be able to understand … and know how to express … properly.Teaching difficult point:How to make students use … to make conversations freely.Teaching Procedures:Step 1 Warming up1.Greetings.2.Lead-in: （以下导入方式选其一即可）①Review the knowledge that we learned before/in the last class with the students: …②Check students’ homework that I assigned in the last class: …③Share a story/saying/experience with students: …④Show students some pictures about … and ask them to think about the following questions:/ Play a short video to the students and ask them to think about the following questions during watching:Q1: …Q2: …⑤Free talk: ask students to discuss the following question and then invite some of them to share their answers:Q: …Step 2 Pre-speaking(1)Deal with the material: （以下方式取其一即可）①Play the tape twice: 1st listening to catch the main idea of it;2nd listening to catch the words and sentences describing …;（以上是将材料作为听力材料所设计的活动；若文章要求朗读文章，2nd listening可设计成教师朗读）②Read the passage twice: 1st reading to catch the main idea of it;2nd reading to catch the words and sentences describing …;（以上是将材料作为阅读材料所设计的活动；若文章要求朗读文章，2nd reading可设计成教师朗读）(2)Free talk/Brainstorm: ask students to discuss how to express … and collect as many words and sentences describing … as possible.Step 3 While-speaking(1)Group discussion: show students some pictures/set a situation/just give the topic, and then ask them to do a group discussion about …（如果需要讨论的话题比较难，在此步骤可设置几个问题帮助引导学生思考）(2)Ask students to make a conversation/to do a role play/to make a dialogue/make a speech/… according to their above discussion.Step 4 Post-speakingInvite some groups to share their presentation in front of the whole class and then give evaluation.Step 5 Summary and HomeworkSummary: ask a student/lead the students to summarize the content of this lesson.（总结环节可以是老师自己总结，让同学总结，老师和同学一起总结三种方式，一般使用后两种方式比较好）Homework: ask students to practice to speak their materials after class and try to recite some good words and expressions./ask students write a short passage about … by using whatwe learned in this class.Blackboard design:【试讲逐字稿】[自我介绍]:Good morning/afternoon, dear judges, I’m No.X candidate applying for high school English teacher. （有的地方不让说姓名，只能说号码，但有的地方规定要说姓名，进入面试室时，有人会给你看一下注意事项，所以请一定看清，否则说错了会视为作弊，取消资格的）（上面这一句是在敲门得到允许进去后，所做的自我介绍，或者是向考官问好，一般考官会回应说：good morning/afternoon，之后你需要走到讲台上，进行结构化答题，回答结束后，考官会说请开始你的试讲）分割线—下面是真正的试讲逐字稿Today my topic is …, now I’ll start my class.[Greetings]:Class begins, sit down please. Good morning/afternoon, boys and girls, welcome to my class. How are you guys today? Great? Not bad? Glad to hear that. Me? Oh I’m pretty good, thanks for your asking. So are you ready for our class? Ok, good.[Lead-in]：以下方式选其一即可（建议在此步骤中，若能与文章标题联系起来的时候，可以书写板书：具体的标题，若文章没有标题，可以找机会一边说：today we’re going to have a reading class, 一边书写板书：reading）①Before our class, boys and girls, let’s have a quick review about what we learned in the last class. Do you still remember it? Great, you all remember it. Yes, we learned about …. Now as for today we are going to learn more about it/we are going to learn another grammar.②Before our class, boys and girls, do you still remember the task that I assigned for you in the last class? Yes, it is … Ok, so how many of you have prepared it? Show me your hands. OkAnna, please. （此处停顿几秒，假装Anna在回答）Excellent, I can see you did it with your heart. Now as for today, we are going to learn …/we are going to talk more about …③-1.Before our class, boys and girls, I’d like to share a story with you. After the story, you need to tell me …（此处可以出一个问题）So please listen to me carefully. …（讲故事）So who wants to share your answers with us? Anna, please. …（Anna的回答）Very good, sit down, please. Now as for today, we are going to learn …/we are going to talk more about …③-2.Before our class, boys and girls, I have s sentence for you, please listen to me carefully and please try to guess its meaning …（此处讲一个名人名言）So who wants to share your answers with us? Anna, please. …（Anna的回答）Very good, sit down, please. Now as for today, we are going to learn …/we are going to talk more about …③-3.Before our class, boys and girls, I’d like to share one experience of mine with you …（讲经历）So how about you? Do you have any unforgettable experience? Anna, please share with us. …（Anna的回答）Very good, sit down, please. Now as for today, we are going tolearn …/we are going to talk more about …④Before our class, boys and girls, let’s watch a short video/some pictures, and you need to think about the following questions: Q1: … and Q2: … Are you clear? Ok, great, let’s start here.（观看视频/图片，停顿几秒）Well you have enjoyed the video/the pictures, have you got the answers? Anna, you please. Oh you think … Yes, great, sit down please. How about question 2? Peter, please have a try. You think … I agree with you, sit down please. Now as for today, we are going to learn …/we are going to talk more about …⑤Before our class, boys and girls, I’d like to ask you a question: … Anna, please have a try. Yeah, …（Anna的回答）Wonderful, thank you, sit down please. And? Peter, please. Great, …（Peter的回答）Now as for today, we are going to learn …/we are going to talk more about …[Pre-speaking]:(1)以下方式选其一即可：①Now let’s listen to the tape twice. For the first time, you need to catch the main idea of it, clear? Start here.（停顿几秒，此时可以书写板书：1st listening：main idea）It’s over, so have you got the main idea of it? Good, it’s … Very good. And for the second time, I’ll read it for you, you’d better take some notes or dictations during listening. I’d like you to catch the words and sentences describing … Are you clear? Ok, listen carefully（教师朗读一遍材料，此时可以书写板书：2nd listening：function：…）So have you finished? Ok, any volunteers? Lily, you please. …（Lily的回答）Excellent, sit down please. Ok, anyone else? Peter, please have a try. …（Peter的回答）Well down, sit down, please. Now look at the sentences on the blackboard. There are …（几个） sentences here:（此时可以书写板书：Useful words and expressions：…）Sentence 1: …Sentence 2: …Sentence 3: ……②Now let’s look at the reading material on your paper. Please read it by yourself quickly to catch the main idea of it, clear? Start here.（停顿几秒，此时可以书写板书：1st reading：main idea）It’s over, so have you got the main idea of it? Good, it’s … Very good. Ok, next I’ll read it for you. I’d like you to catch the words and sentences describing … Are you clear? Ok, listen carefully（教师朗读一遍材料，此时可以书写板书：2nd reading：function：…）So have you finished? Ok, any volunteers? Lily, you please. …（Lily的回答）Excellent, sit down please. Ok, anyone else? Peter, please have a try. …（Peter的回答）Well down, sit down, please. Now look at the sentences on the blackboard. There are …（几个） sentences here:（此时可以书写板书：Useful words and expressions：…）Sentence 1: …Sentence 2: …Sentence 3: ……(2)These sentences are all used to express … But what’s the difference among them? Yes, …（可以从句型语气等方面区分不同，若不需要区分，可以不说此句话）And do you know any other expressions? Now let’s work in groups to do a brainstorm. Please collect as many useful expressions as possible. I’ll give you 5 minutes and then share with us, understand? Good, start here. （停顿几秒）Time’s up, now let’s share. Group 1, please. …（1组的回答）Nice sharing. Any complements? Group 3, you please. …（3组的回答）You did a very good job. Please remember them, we may use them later.[While-speaking]:(1)I believe that you know well about how to express … It’s time to test your oral English.以下方式选其一即可：①直接给出主题：Now here is a question for you. Listen to me carefully: …（问题）Now workin groups of four and discuss about it. You will have 5 minutes. Please start.（停顿几秒）②创设情境：Now here are some pictures for you, four or five pictures can make a story. You need to discuss with your group members about the story. During discussion, you can talk about the following questions: Q1: … Q2: …You will be given 5 minutes. Please start.（停顿几秒）(2)Time’s up, have you finished? OK, now it’s time for you to show your story. I’d likeyou to make a conversation/to make a speech/to do a role play/to make a dialogue/… Please make it with your group members by using what you have just discussed. You will have another3 minutes. Let’s start.（停顿几秒）[Post-speaking]:Ok, it’s your show time. Group one, come to the front. Don’t be nervous. Maybe you can try “well, you know” when you get stuck. Ok, start.（不需要真正回答，只需停顿几秒，然后直接点评即可）Good performance and pronunciation. Group 2, please. （不需要真正回答，只需停顿几秒，然后直接点评即可）Wow I really enjoy your performance. Group 3 and 4, you also did a good job. But if you could be more confident and try to replace the words you escape with the words you are familiar with, you could be better. （三组和四组就不必一一回答了，整体点评即可）[Summary and homework]:How time flies! It’s time to make a summary. Let’s do it together. Today we have lea rned how to express… Yes, very good, and we also learned some useful words and sentences to express it. Ok good, we all did a good job in this class.（老师带领大家一起回答时，当说到重点的时候，要有所停顿，因为我们需要做的是引导学生回答，而不是我们自己回答）It’s homework time. Well, after class, I’d like you to practice to speak it more fluently and try to recite some good words and expressions, are you clear? Ok, great, that’s all for today’s class, goodbye class. See you next time./ It’s homework time. Well, after class, I’d like you to write s short passage about … by using what we have learned today, are you clear? Ok, great, that’s all for today’s class, goodbye class. See you next time.[结尾]：That’s all for my presentation, thank you![接下来就是答辩]。