安徽教师资格面试：高中英语信件写作教案
教师资格证高中英语面试教案
教师资格证高中英语面试教案一、教学目标：1. 知识目标：（1）让学生掌握高中英语面试的基本流程和注意事项。
（2）培养学生运用英语进行自我介绍、回答面试问题的能力。
（3）提高学生对英语口语表达的自信和积极性。
2. 能力目标：（1）培养学生具备流利的英语口语表达能力。
（3）培养学生具备一定的英语应试技巧。
3. 情感目标：（1）增强学生对英语学习的兴趣。
（2）培养学生的团队合作意识和竞争意识。
二、教学内容：1. 高中英语面试的基本流程和注意事项。
2. 英语自我介绍的常用句型和表达方式。
3. 英语面试常见问题的回答策略。
4. 英语口语表达的技巧和训练方法。
5. 英语听力理解的训练和提高方法。
三、教学过程：1. 导入：向学生介绍本节课的主题和目标，激发学生的学习兴趣。
2. 讲解：详细讲解高中英语面试的基本流程、注意事项、自我介绍的句型和回答问题的策略。
3. 实践：学生分组进行角色扮演，模拟英语面试场景，锻炼口语表达和听力理解能力。
4. 训练：针对面试常见问题，进行口语表达训练，提高学生的应试技巧。
5. 总结：对本节课的内容进行总结，鼓励学生积极参与英语学习，提高自身能力。
四、教学方法：1. 讲授法：讲解面试基本流程、注意事项、自我介绍句型和回答问题策略。
2. 实践法：模拟面试场景，进行角色扮演，锻炼学生的口语表达和听力理解能力。
3. 训练法：针对面试常见问题，进行口语表达训练，提高学生的应试技巧。
4. 激励法：鼓励学生积极参与英语学习，提高自身能力。
五、教学评价：1. 学生课堂参与度：观察学生在课堂上的发言和表现，评价学生的参与程度。
2. 学生口语表达和听力理解能力：通过角色扮演和面试模拟，评价学生的口语表达和听力理解能力。
3. 学生应试技巧的提高：观察学生在模拟面试中的表现，评价学生应试技巧的提高程度。
4. 学生学习兴趣和自信心的增强：通过课堂观察和学生反馈，评价学生学习兴趣和自信心的增强情况。
六、教学资源：1. 教材：高中英语教材及相关面试资料。
高中英语教资面试写作课教案逐字稿
高中英语教师资格证面试–写作课型真题–教案–逐字稿–板书1. 题目: 写作教学试讲2. 内容Writing a report for school magazine about transport situation where you liveStage 1: list the advantages and disadvantages of the transport system in the following aspects: buses, trains, bicycles, roads, pedestrian areas, car parks…Stage 2: gather information; write; try to think about the changes of transport situation where you liveStage 3: check your report3. 基本要求(1)朗读所给段落(2)配合教学内容适当板书(3)针对所给材料, 设计相应的写作教学活动(4)用英文试讲(5)试讲时间: 10分钟教案Knowledge ObjectiveStudents will get more information about transport situation and its changes accordingly Ability ObjectiveStudents can express their own ideas about transport situation in a reportEmotional ObjectiveStudents become keen on expressing ideas in EnglishTeaching Key and Difficult Points:Key Point –Students get to know how to write a report and analyze the local transportsituationDifficult Point – Students are able to organize their ideas and write a reportTeaching MethodPWP – Pre-writing / While-writing / Post-writingTeaching ProcedureLead-inStudents watch a video clip about different means of transport and answer the following questions:⚫What means of transport do you see in the video?⚫Which one do you like best? Why?Pre-writing1.Students discuss the advantages and disadvantages of different aspects of transportsystem and share ideas with each other2.Students discuss the changes of local transport situation and share ideas with each other3.The teacher shows an example of a report and analyze its structureWhile-writingStudents write a draft based on the outlinePost-writing1.Students check their draft by themselves first according to the evaluation form and thenexchange the draft with desk-mates to do peer-editing2.Students read the report and the teacher makes comments accordinglySummaryThe teacher help students to summarize what they have learned in class aHomeworkStudents revise the draft and hand it in tomorrow.逐字稿(Greeting)Good morning, boys and girls. How are you doing today? Great? Glad to hear that. If you are ready, let’s begin our class.(Lead-in)First, we are going to watch a video clip today. After that, I would like you to answer two questions: 1. What means of transport do you see in the video? 2. Which one do you like best? Why? Now, let’s watch the video together.Well, who can tell me what means of transport do you see in the video? Yes, Michael (Mi chael…) Thank you for your sharing, Michael. You noticed cars, trucks, trams, trains, planes, ships in the video. Then, Michelle, which one do you like best? (Michelle…) Thank you, Michelle. You like ships best because you get to enjoy the fantastic views of the sea. It makes sense.(Pre-writing)You’ve all done a great job so far. Now, I’ll give you five minutes. You can have a discussion with your desk-mate on the advantages and disadvantages of our transport system in terms of buses, trains, bicycles, roads, pedestrian areas, car parks, etc. The n, I’ll invite some of you to share your ideas. Here we go.Time’s up. Derek, what do you think? (Derek…)Thank you, Derek. Well done. It’s easier to get around the city with the bike-sharing system, but a lot people leave them randomly on the sidewalks which causes problems for pedestrians.Then. I would like you to have a discussion with your desk-mate again. This time, focus on the changes of local transport situation. Here we go.T ime’s up. Lucy, could you share your ideas with us? (Lucy…). Thank yo u, Lucy. You’re quite perceptive. The number of electric vehicles has been on the rise in recent years. What about you, Nick? (Nick…)Thanks, Nick. You’re right. More and more metro lines have been built over the past years. Our public transportation system is much developed than before.Well, today, we are going to write a report about local transport situation. And before that, let’s take a look at a sample report. I’ll give you five minutes to read it and think about the purpose of each paragraph. Let’s begin.Time’s up. Allan, what do you think? (Allan…). Thanks, Allan. Good job there. There are fourparagraphs in the report. The first paragraph introduces the topic and phenomenon then the writer gives the related reasons in the second paragraph. In the third paragraph, the writer shares some personal opinions about it. In the end, a conclusion is drawn.(While-writing)N ow, let’s write the draft of the report based on the outline on the blackboard. You have five minutes. Here we go.(Post-writing)T ime’s up. Now I’ll give out an evaluation form to you guys and I want you to check your draft according to the form and do self-editing first. After that, please exchange the draft with your desk-mate and then do peer-editing. You have six minutes. Here we go.Time’s up. James, can you read your draft for us, please? (James…). Thanks, James. In your report, you mention the development of high-speed trains and its advantages. Well done.(Summary)N ow let’s have a quick recap. Jane, could you tell us the main structure of a report? (Jane…) Thanks, Jane. You’re right.(Homework)L et’s call it a day. As for the homework, I would like you to revise it and hand it in tomorrow. Thank you for your time, boys and girls. Have a good day.板书Advantages:Disadvantages:C hanges”ReportIntroductionReasonsPersonal OpinionsConclusion(Post-writing阶段的Evaluation Form可包含以下评估点: Spelling, Grammar, Organization, Hand Writing)。
安徽教师资格面试：高中英语信件写作教案
XX教师资格面试：高中英语信件写作教案I.Teaching Aims:Knowledge aim:By the end of the class, students will know more about body language and the information remained.Ability aims:Students ’ letter writing ability of can be improved by the end of theclass.Emotional aim:life,1. Students will know how to apply this kind of shortletterin realespecially in resolving friend’ s problems.2. Students will be more interested in English learning whilesharing their ideas with others.II.Teaching Key &Difficult Points:Key point: The information remained in body language.Difficult point: Leading students to think of some help for friends who are in trouble.III.Teaching Procedures:Step1: Warming upWelcome some students to play short play in which friends find each others ’troubles by noticing body language and then resolve problemstogether. That play was prepared ahead.Step2: Pre-writing1. Ask students to evaluate the play they had ever saw and ask them what theywould do if they were the roles.2. Play a game: think of a problem they have just met or are sufferingin about 1 minute, then act it to their partners and the partner what theproblem is. Before announce the real information remained, they shouldgive suggestions to help resolving problems.should guess3. Then redesign their own body language according to their partners’reaction.4.Ask students to do a survey: select a classmate randomly and observe his/her body language, guess his/her problem and give suggestions. But theactors should not tell the real information behind his/her action.5.I would show them an example letter on the screen and the usage ofit. Then I would ask them to find out the format of this letter. Togetherwith them, I would write the format on the blackboard.Step3: While-writingGive students some guides, such as: pay attention to the format,punctuation, sentence structure and tenses.10 minutes would be given to them to complete their letter individually.Step4: Post-writingSelf-editing:Ask students to check their letter according to the example on screen and then do some editing.Peer editing: Ask students to check and edit their give them some suggestions.Share: Invite some students to share their letter give them some comments.Step5: Summary and Homeworkpartners ’at the frontletterandand I wouldSum up what we have learned today and show them some other articles on the screen.Homework: Write another article together with his/her actor interviewed before.IV.Blackboard DesignVI.Teaching Reflection中公资深讲师赵永森解析注：本文章用于访问者个人学习、研究或欣赏，为“中公教师考试网〞所有，未经本网授权不得或摘编。
高中英语正式信件作文课教案设计
高中英语正式信件作文课教案设计一、教学目标1.让学生了解正式信件的基本结构和格式要求。
2.帮助学生掌握撰写正式信件的技巧，包括礼貌用语、清晰表达、逻辑连贯等。
3.通过练习，使学生能够独立撰写一封符合要求的正式信件。
二、教学准备1.课件，包含正式信件的基本格式、样例信件及写作技巧。
2.练习纸张、笔或电子设备。
三、教学内容与步骤1.导入（5分钟）•展示一封正式信件样例，引起学生的兴趣。
•简要介绍正式信件的定义、用途及其在日常生活和职场中的重要性。
2.知识讲解（10分钟）•讲解正式信件的基本结构：信头（发件人地址、日期）、收件人地址、称呼、正文、结束语、签名。
•介绍正式信件的格式要求：对齐、字体、行距、标题大小写等。
•分析样例信件，强调礼貌用语和清晰表达的重要性。
3.技巧分享（10分钟）•分享撰写正式信件的技巧，如：使用礼貌的称呼和结束语、保持客观和中立的态度、分段清晰表达等。
•讲解如何根据不同目的和收件人选择合适的语气和措辞。
4.实战演练（10分钟）•提供一个具体的场景，如：向学校图书馆申请延长借书期限，让学生根据所学知识撰写一封正式信件。
•学生独立完成信件撰写，教师巡视指导，及时纠正格式和表达上的问题。
5.作品展示与点评（5分钟）•挑选几篇学生的作品进行展示，让其他学生一起评价其格式、内容和表达。
•教师总结点评，肯定学生的优点，指出不足之处，并给出改进建议。
6.总结与作业（5分钟）•总结本节课的主要内容，强调正式信件的重要性和撰写技巧。
•布置作业：要求学生撰写一封正式信件，内容可以是向朋友介绍一本好书、申请参加某个活动等，鼓励学生在实际生活中运用所学知识。
四、教学反思课后，教师应根据学生的表现和作业质量，反思本节课的教学效果，及时调整教学策略和方法，以提高教学质量。
同时，教师也应对自己的教学过程进行反思，总结经验和教训，为今后的教学提供参考。
教资高中英语面试—写作课课型模板
写作课课型讲稿模板一红色字体为板书内容蓝色字体为设计目的黑色字体为口述内容绿色字体为提示内容Writing(板书内容)教学目标：巩固写建议信(letter of advice )。
重点：熟悉建议信的一些基本特点及一般的写作模式。
难点：能就写作任务，写一封建议信Part 1:Independent reading Ex 1:自主阅读Ex 1 部分,了解______的用法T: Good morning/afternoon, boys and girls. Today, w e’l l learn to write （这里说:定语从句The attributive clause,状语从句Adverbial clause,倒装句式Inverted sentences,强调句式Emphasis,名词性从句Noun clauses,非谓语动词The non finite verbs, it 的用法The usage of it.）. Now please open your book, turn to page _______ Book ___and look at Ex 1. Read the sentences which are mainly about this kind of grammar. Try to understand the grammar phenomenon contained in the sentences.（pause）T: Ok. Stop here! Can you write one sentences similar to these sentences? Now I’ll give you some time to write one sente nce. Then, we’ll share three of your works. Now, let’s begin.（pause）T: Now, who want to share your works? Ok, Tom, please.(手势语：平伸右手，手掌朝上，示意学生回答。
教师资格证面试教案模版高中英语信件写作教案
教案模版I.Teaching Aims:Knowledge aim:By the end of the class, students will know more about body language and the information remained.Ability aims:Students’ letter writing ability of can be improved by the end of the class.Emotional aim:1. Students will know how to apply this kind of short letter in real life, especially in resolving friend’s problems.2. Students will be more interested in English learning while sharing their ideas with others.II.Teaching Key &Difficult Points:Key point: The information remained in body language.Difficult point: Leading students to think of some help for friends who are in trouble.III.Teaching Procedures:Step1: Warming upWelcome some students to play short play in which friends find each others’ troubles by noticing body language and then resolve problems together. That play was prepared ahead.Step2: Pre-writing1. Ask students to evaluate the play they had ever saw and ask them what they would do if they were the roles.2. Play a game: think of a problem they have just met or are suffering in about 1 minute, then act it to their partners and the partner should guess what the problem is. Before announce the real information remained, they should give suggestions to help resolving problems.3. Then redesign their own body language according to their partners’ reaction.4. Ask students to do a survey: select a classmate randomly and observe his/her body language,guesshis/her problem and give suggestions. But the actors should not tell the real information behind his/her action.5. I would show them an example letter on the screen and the usage of it. Then I would ask them to find out the format of this letter. Together with them, I would write the format on the blackboard.Step3: While-writingGive students some guides, such as: pay attention to the format, punctuation, sentence structure and tenses.10 minutes would be given to them to complete their letter individually.Step4: Post-writing1。
教师资格证面试英语写作课教学设计模版
教师资格证面试英语写作课教学设计模版一、写作课教学方法英语写作课可以采用多种教学方法来提高学生的写作技能和创造力。
以下是一些常用的教学方法：1.讲授法（Lecture Method）●教师通过讲授来介绍写作的基本知识、技巧和策略。
●The teacher introduces basic knowledge,skills,and strategies ofwriting through lectures.2.任务型学习（Task-Based Learning）●通过设计具体的写作任务，让学生在完成过程中学习和应用写作技巧。
●Students learn and apply writing skills through the completion ofspecific writing tasks.3.合作学习（Collaborative Learning）●学生通过小组合作，共同完成写作任务，并通过讨论和互评来提高写作能力。
●Students work in groups to complete writing assignments,improving their writing abilities through discussion and peer review.4.过程写作法（Process Writing Approach）●强调写作是一个包括预写、起草、修改和编辑的连续过程。
●Emphasizes writing as a continuous process including pre-writing,drafting,revising,and editing.5.项目式学习（Project-Based Learning）●学生围绕一个主题进行深入研究，并通过写作来展示他们的发现和成果。
●Students conduct in-depth research on a topic and present theirfindings through writing.6.翻转课堂（Flipped Classroom）●学生在课前通过视频或阅读材料自学，课堂上进行深入讨论、写作练习和教师的个别指导。
教资教案模板面试高中英语
课时：1课时教学目标：1. 知识目标：学生能够掌握英语写作的基本技巧，提高写作能力。
2. 能力目标：培养学生观察、思考、表达的能力，提高英语写作水平。
3. 情感目标：激发学生对英语写作的兴趣，培养良好的写作习惯。
教学重点：1. 英语写作的基本技巧。
2. 学生观察、思考、表达的能力。
教学难点：1. 学生如何将观察、思考、表达与英语写作相结合。
2. 学生如何提高英语写作水平。
教学过程：一、导入新课1. 教师展示一幅图片，引导学生观察并描述图片。
2. 学生用英语描述图片，教师给予点评和指导。
二、写作技巧讲解1. 教师讲解英语写作的基本技巧，如：主题明确、结构清晰、语言规范等。
2. 学生结合自身实际，总结适合自己的写作方法。
三、写作练习1. 学生根据教师给出的主题，进行写作练习。
2. 教师巡视课堂，给予个别学生指导。
四、作品展示与评价1. 学生展示自己的写作作品，教师给予点评和指导。
2. 学生互相评价，提出改进意见。
五、总结与反思1. 教师总结本节课的写作技巧，强调写作要点。
2. 学生反思自己的写作过程，总结经验教训。
教学反思：1. 教师在讲解写作技巧时，应注重理论与实践相结合，引导学生运用所学技巧进行写作。
2. 教师在巡视课堂时，要关注学生的写作过程，及时发现并解决问题。
3. 教师在评价学生作品时，要注重鼓励和肯定，激发学生的写作兴趣。
4. 教师要引导学生总结写作经验，不断提高英语写作水平。
板书设计：一、英语写作基本技巧1. 主题明确2. 结构清晰3. 语言规范4. 语法正确5. 词汇丰富二、写作过程1. 观察与思考2. 表达与写作教学资源：1. 英语写作相关书籍、文章等。
2. 英语写作教学视频、课件等。
3. 英语写作练习题库。
教学评价：1. 学生在课堂上的参与度。
2. 学生对英语写作的兴趣和热情。
3. 学生英语写作水平的提高情况。
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安徽教师资格面试：高中英语信件写作教案
I.Teaching Aims:
Knowledge aim:
By the end of the class, students will know more about body language and the information remained.
Ability aims:
Students’ letter writing ability of can be improved by the end of the class.
Emotional aim:
1. Students will know how to apply this kind of short letter in real life, especially in resolving friend’s problems.
2. Students will be more interested in English learning while sharing their ideas with others.
II.Teaching Key &Difficult Points:
Key point: The information remained in body language.
Difficult point: Leading students to think of some help for friends who are in trouble.
III.Teaching Procedures:
Step1: Warming up
Welcome some students to play short play in which friends find each others’ troubles by noticing body language and then resolve problems together. That play was prepared ahead.
Step2: Pre-writing
1. Ask students to evaluate the play they had ever saw and ask them what they would do if they were the roles.
2. Play a game: think of a problem they have just met or are suffering in about 1 minute, then act it to their partners and the partner should guess what the problem is. Before announce the real information remained, they should give suggestions to help resolving problems.
3. Then redesign their own body language according to their partners’reaction.
4. Ask students to do a survey: select a classmate randomly and observe his/her body language, guess his/her problem and give suggestions. But the actors should not tell the real information behind his/her action.
5. I would show them an example letter on the screen and the usage of it. Then I would ask them to find out the format of this letter. Together with them, I would write the format on the blackboard.
Step3: While-writing
Give students some guides, such as: pay attention to the format, punctuation, sentence structure and tenses.
10 minutes would be given to them to complete their letter individually.
Step4: Post-writing
Self-editing: Ask students to check their letter according to the example on screen and then do some editing.
Peer editing: Ask students to check and edit their partners’ letter and give them some suggestions.
Share: Invite some students to share their letter at the front and I would give them some comments.
Step5: Summary and Homework
Sum up what we have learned today and show them some other articles on the screen.
Homework: Write another article together with his/her actor interviewed before.
IV.Blackboard Design
VI.Teaching Reflection
中公资深讲师赵永森解析注：本文章用于访问者个人学习、研究或欣赏，版权为“中公教师考试网”所有，未经本网授权不得转载或摘编。
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