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。
2021年英语写作课教案面试
英语写作课教案面试【篇一：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 thepassage/dialogue have a better understanding of /learn more about 主题或人物talk about 与主题有关人或事物 and writedialogues/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 eng lish 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 aidsmulti-media ,pictures of… flash cardsteaching proceduresstep1 warming up/lead-in (3-5min)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 theysaw/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 (18-20min)/pre-reading (5-7min)1. introduction of pronunciations and meanings of the main words and phrases.2. sharing what is already known about topic.step3 consolidation (8-10min)/while-reading (18-20min)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/blanks according 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 thepassage.)step4 summary and homework(5min)/post-reading (8-10min) 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 and phrases .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 havelearned ,but also broaden their eyesight.)blackboard design【篇二：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 schoollesson type：readingduration：45minteaching objectives1) to help students develop their reading skills，such as scanning and skimming for information，guessing the meaning of strange words2) enable students to understand the difficult sentences and new phrases in the passage3) affective objectives:（依照文章内容而定）teaching aidsmultimedia devices；blackboardteaching 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 passageteaching proceduresstep 1 lead-in (5min)show students several p ictures 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. today we will learn a new lesson. before looking at the textbooks，i’d like to show you some pictures (avideo)/ask you some questions/tell you a story.describe what you see in the picturedo you know anything about……?what’s your opinion about……?any volunteers?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. you have 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 scanningask 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 questio ns?have youfound the answers?volunteers?good，please. you think …….. excellent，thank you. )activity 2 intensive readingask 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 togetherask 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 post reading (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 of …(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 …write 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 th e 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 schoollesson type：readingduration：45minteaching objectives1) help stude nts to learn the usage of ….2) help students to grasp the sentence pattern of….. teaching aidsmultimedia devices，blackboardteaching important and difficult points1) the sentence pattern of…2) some special cases3) enable students to use … in re al lifeteaching proceduresstep 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. askthe students to write a passage about ….(you have all done a really good job today. i believe youalready have a good knowledge of /master the knowledge of….. for homework，you are required to【篇三：自己整顿英语教师考试面试问题(本人已通过)】1.为什么要选取教师这个行业？我之因此选取就是这个行业，一方面这是我从小到大梦想。
教资面试高中英语教案模板
一、教学目标1. 知识目标：（1）学生能够正确理解并运用本课所学的词汇和句型；（2）学生能够理解文章大意，把握文章主旨；（3）学生能够根据文章内容进行问答，提高口语表达能力。
2. 能力目标：（1）培养学生阅读理解能力，提高阅读速度；（2）提高学生的写作能力，学会如何描述自己的喜好；（3）培养学生合作学习能力，通过小组讨论，提高团队协作能力。
3. 情感目标：（1）激发学生对英语学习的兴趣，提高学习积极性；（2）培养学生的审美情趣，关注生活，学会表达自己的观点。
二、教学重难点1. 教学重点：（1）词汇：season、spring、summer、autumn、winter、favorite、enjoy、spend、like等；（2）句型：What's your favorite season? I like spring because…；（3）阅读理解：把握文章主旨，了解不同季节的特点。
2. 教学难点：（1）词汇的运用和句型的组合；（2）阅读理解能力的提高；（3）如何将所学知识运用到实际生活中。
三、教学过程1. 导入新课（1）教师用PPT展示四季的图片，引导学生观察并说出季节的特点；（2）提问：Do you have a favorite season? Why?2. 阅读课文（1）学生自读课文，了解文章大意；（2）教师引导学生找出文章中的关键词汇和句型，并解释其含义；（3）教师引导学生分析文章结构，总结文章主旨。
3. 小组讨论（1）将学生分成若干小组，讨论以下问题：a. What are the four seasons?b. What's your favorite season? Why?c. What do you like to do in your favorite season?（2）每组选一名代表发言，分享讨论成果。
4. 课堂活动（1）教师引导学生运用所学词汇和句型，进行口语练习；（2）教师播放一段关于季节的英语歌曲，让学生跟唱，提高学生的兴趣；（3）教师组织学生进行角色扮演，模拟对话场景，提高学生的口语表达能力。
高中英语教资面试写作课设计模板
⾼中英语教资⾯试写作课设计模板⾼中英语教资⾯试——写作课设计PWP模式Step 1: Lead-inplay a video about …, ask S to share their feelings after watching the vi de oStep 2: Pre-writingA.ask S to read the passage quickly, get the main idea of the passage and find out newexpressions. T writes them on the blackboard.B.brainstormingAsk S to talk about sth about …, and ask S to list the ideas that come up in their minds about the topic.Invite S to write their ideas on the blackboard.Step 3: While-readingAsk S to select the useful information from their ideas and organize these ideas to write a draft based on their outline.Step 4: Post-writingS exchange their drafts with their partner and do peer-editing. S will find their mistakes of their writing and give advice to each other.Step 5: Summary and homeworkT reviews what we have learned in this lesson.Ask S to modify their draft and hand in their essays tomorrow morning.逐字稿重点语句Step 1略Step 2A.This will help to prepare for our writing. I'll give you 5 min. Now, start.Who can tell me the main idea of the passage?Jim thought the passage mainly talks about…Now, let's pay attention to some new expressions that may be useful in your writing.B.Besides these expressions, we still need more material, so please discuss this topic…with yourgroup members and you can list your new ideas on your paper. 5 min for this discussion. Now, let's start.OK. Time's up. I'll choose one group to share your ideas with us. Who'd like to have a try?Great! Group 3, please.Well-done, they are really nice ideas, sit down please! Let me write down their ideas on the blackboard ….Step 3Let's write an outline of our writing right now. The outline is the basic structure of your writing. Think about the following questions. How many paragraphs do you want to write? What do you want to write in each paragraph? I'll give you 5 min. OK, start.Have you finished? OK, now let's move on to the next step. Do you remember the ideas and new words we discussedbefore? You can put them into your outline and then you will get your draft.10 min for this part.Step 4OK, time's up. I think you already have finished your drafts, but we can't stop here because we still need to revise them to make them better. Please exchange your drafts with your partner. Try to help each other to find out mistakes and at the same time, give your partner some advice to improve the draft. I'll give you 6 min.Step 5Today, we have learned some expressions about…(topic) and then write a draft about… and help each other modify their draft. Here's today's homework. Please continue to modify your drafts and modify it until you are satisfied. Remember to hand in your essay tomorrow morning.That's the end of today's lesson. Thank you, see you next time.。
高中英语教师资格面试真题20-写作教学
真题20: 写作教学Letter内容:How to communicate with others?基本要求(1)设计写信的写作教学活动(2)教学中需讲解信件的格式(3)配合适当板书(4)全英试讲十分钟答辩题目: 你觉得你这节写作课讲的如何?教案(教学目标)Teaching aims/objectivesKnowledge aim:Students will know some expressions of advice and the format of a letter, which includes: an addressee, a body part, a complimentary close and a signature.Ability aim:Students' writing ability of letters can be improved by the end of the class.Emotional aims:Students will be aware of the importance of writing English letter and students' interest of learning English can be inspired.(教学重点)Teaching key pointHow to help students know the format of an English letter and how to make a suggestion.(教学难点) Teaching difficult pointsHow to help students apply expressions of advice and the format of English letter into their own life.(教学过程)Teaching proceduresStep 1:(热身导入)Warming up & Leading in1.Greetings2.Sing an English song We don’t talk anymore, invite the whole students to clap when singing together and lead to the topic.Step 2:(写前)Pre-writing1.Free talk: Let students talk about the importance of communication in our daily life in group of four and brainstorm some good ideas about how to communicate with others.3 minutes later, invite some groups to show their ideas.2.Set up situation: Let's say our friend Li Ming is very upset recently, because he has a problem in the aspect of communicating with others, we should write a letter to give him some advice.3.Format: Guide and teach students the format of English letters, which includes: an addressee, a body part, acomplimentary close and a signature. Then teach students the key sentence structures about how to make a suggestion. (eg: I suggest that you...)Step 3:(写中)While-writingGive students some guidance, such as: pay attention to the punctuation, sentence structure, tenses and format.20 minutes would be given to them to complete their letter within 100 words individually.Step 4:(写后)Post-writingAsk students to check and edit their partners' letter and give them some suggestions, then modify their letters. Ask students to work in small groups and choose the best letter in the groups.Share: Invite some representative students to share their letters in front of the class and teacher gives them some comments.Step 5:(总结作业)Summary and homeworkSummary: Invite a students to sum up what we have learned today.Homework: Let students search more information about how to communicate with others.Blackboard:试讲稿(开场白)Good morning, judges! I am No.5 candidate It's my great honor to present my lesson here. Today my topic is writing teaching. (可以转身板书) Now. Please allow me to start my presentation.Good morning, boys and girls. How are you today? Fine, great, not bad? Wow, I'm pretty well. Thanks for your asking. Look at the blackboard, we are going to have two groups, if you can think actively and answer correctly, you can get one point for your group. Let's see who will be the winner. Now are you ready for our English travel? Great. Let's go.First, let's sing a song together. We don't talk anymore You can sing and clap your hands with the music. Ready? Go. OK. My class. Do you like this song? Someone says yes, because you like the rhythm of the music. Someone say no, because you don't want to lose communication with your lovers and friends. Good point. In our life, sometimes we would ignore the friends around us. So today let's learn how to communicate with others. (板书) Now, four students one group. You can discuss with group members about the importance of communication inour daily life and make a list about how to communicate with others. Three minutes for you.Time's up. Who wants to share with us? Tom, please Yes, it will help us become close to each other by communicating. So how to communicate with others? Who wants to share your ideas? Linda, please. She said we can find a topic that both of us are interested in. Good idea. Anyone else? Sam, please, be a good listener when other are talking. I think so. It shows your respect to others. You are so clever, boys and girls. I know you have so many ideas. So today, there is a task need your help. Our friend Li Ming is very upset recently. Do you want to know why? Because he has a problem in the aspect of communicating with others, we should write a letter to give him some advice. Boys and girls. Can you help Li Ming? You are so kind. Let's write a letter to him.But how to write a letter? What is the format of English letters? Let's think about it together. At the top of the letter, what should we write? Addressee or sender? Correct. Addressee. (板书) We can write, dear friend, plus his or her name here. Very good.Then let's come to the main body. (板书) What should we write? The topic is about how to communicate with others. So we should write I'm writing to give you some suggestions about how to communicate with others. And You can write two to three measures that you think proper.At last, what should be written? A complimentary close and a signature. (板书)I'm looking forward to your reply. Yours sincerely. And write down your own name here. OK. excellent. And you could write your own letter based on this outline.I'd like to give you 20 minutes, during which you can focus on expressing your ideas as much as possible. At the same time, pay attention to the punctuation, sentence structure, tenses and format. Clear? OK, here we go. And I will walk around the classroom. If you need my help, please raise your hand.I see most of you have finished. Now work with your desk-mates and check each other’s spelling or grammar mistakes and have a correction. Finished? OK, good During your discussion I see that some students made mistakes about very simple grammar, like subject-predicate consistency. Remember not to make that kind of mistakes again. OK.Now since you all correct your mistakes in your writing, I would like to divide you into small groups. This is group A. This is group B.... ... each student first reads your own writing. After that, you choose the best one of your group and we have a presentation.8 minutes for you. Finished?Group A, whose writing is the best in your group?Jack? OK. Let's listen to Jack's writing. He finished. Is his writing good? Yes? Why do you think it's good? David. Because the structure is logical. In the body part, he uses some link verbs like “first, second, finally” to make the letter more connected. Do you all agree? Yes that's right. David, you hit the point. Jack, you did a very good job. Sit down please. Any other groups? Class, who do you think presents the best writing? Jack? Yes, Iagree. So, after class, I'd like to put up his writing on the exhibition area and you all can read it. And I hope that you can all learn from it.Time is passing so fast, let's make a summary. Who wants to summarize what we have learned today? Tom please. Well done. You summed it up very well. We learned how to write a letter and we learned how to communicate with others. Thank you. And remember that, my class, friends are the big wealth in the world. Cherish every friend. Look, which group is the winner? Congratulations, group one. Don't be upset, group two. I believe you will be better next class.Now, here comes your homework. You should try to search more information about how to communicate with others. Then share it in the next class. So much for today. See you next time.That's all my presentation. Thanks for your listening May I clean the blackboard?答辩你觉得你这节写作课讲的如何?本节写作课，我主要带领学生学习如何写信。
高中英语信件写作教案设计
高中英语信件写作教案设计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, 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. ThenI 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-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 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 HomeworkSum 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更多教师招聘考试的交流学习可访问中公教师论坛-园丁俱乐部/。
英文信件格式范文教案怎么写
英文信件格式范文教案怎么写教案标题：英文信件格式范文教案撰写教案目标：1. 了解英文信件的基本格式要求。
2. 学习撰写英文信件范文的技巧。
3. 提高学生的英文写作能力。
教学步骤：步骤一：导入1. 向学生介绍英文信件的重要性和应用场景，如商务信函、求职信、邀请信等。
2. 引导学生思考英文信件与中文信件的区别。
步骤二：讲解英文信件格式1. 通过示范或投影展示英文信件的标准格式，包括信头、日期、称呼、正文、结束语和签名等要素。
2. 解释每个要素的作用和格式要求，例如日期格式、称呼的选择等。
步骤三：分析范文1. 提供一封标准的英文信件范文，并将其投影展示给学生。
2. 分析范文的结构和语言特点，引导学生理解每个部分的作用和写作技巧。
步骤四：合作实践1. 将学生分成小组，每组选择一个特定场景，如写给外教的感谢信、写给校长的建议信等。
2. 学生在小组内合作撰写一封英文信件范文，遵循标准格式和范文的语言特点。
3. 鼓励学生相互交流和讨论，提供指导和建议。
步骤五：展示和反馈1. 邀请每个小组选择一封代表性的信件范文进行展示。
2. 学生互相评价和提供反馈，包括格式是否正确、语言是否流畅等方面。
3. 教师进行总结和点评，强调范文的优点和需要改进之处。
步骤六：巩固练习1. 提供更多的英文信件范文，让学生在课后进行练习，加强对格式和写作技巧的掌握。
2. 鼓励学生在实际生活中运用所学知识，如写给外教的感谢信、给朋友的邀请信等。
教学资源：1. 投影仪或黑板2. 英文信件范文3. 学生练习纸评估方法：1. 学生合作撰写的范文2. 学生展示的范文3. 学生的互评和教师的点评拓展活动：1. 鼓励学生阅读更多英文信件范文，拓宽写作思路和语言表达。
2. 组织学生进行角色扮演，模拟真实场景中的英文信件交流。
注意事项：1. 确保范文的选择符合学生的年龄和学习水平。
2. 鼓励学生提问和互动，激发他们的学习兴趣和动力。
3. 着重讲解英文信件的格式要求，同时也要关注语言表达和写作技巧。
英语写信作文讲解教案
英语写信作文讲解教案教案标题：英语写信作文讲解教案教学目标：1. 学生能够理解和运用英语写信的基本要素和格式。
2. 学生能够撰写简单的英语写信作文，并正确运用所学知识。
3. 学生能够通过写信表达自己的观点、感受和请求。
教学重点：1. 英语写信的基本要素和格式。
2. 信件的开头、主体和结尾的写作技巧。
3. 不同类型信件的写作风格和语言表达。
教学准备：1. 教师准备一些英语写信的范例和模板。
2. 学生准备纸和笔，以便在课堂上进行练习。
教学过程：Step 1: 引入1. 教师向学生介绍英语写信的重要性和实际应用场景。
2. 教师提问学生是否有写信的经历，并鼓励他们分享自己的故事。
Step 2: 介绍英语写信的基本要素和格式1. 教师向学生解释英语写信的基本要素，如日期、称呼、开头、主体和结尾等。
2. 教师展示一些范例信件，并解释每个部分的作用和写作技巧。
3. 教师引导学生分析范例信件的结构和语言表达。
Step 3: 分析不同类型信件的写作风格和语言表达1. 教师向学生介绍一些常见的信件类型，如感谢信、道歉信、邀请信等，并解释它们的特点和用途。
2. 教师展示相应类型的范例信件，并分析其中的写作风格和语言表达。
3. 教师鼓励学生思考如何根据不同的信件类型选择适当的语言和表达方式。
Step 4: 练习写作信件1. 教师提供一些写信的练习题目，如写一封感谢信、写一封邀请信等。
2. 学生根据所学知识和范例信件的指导，撰写自己的信件。
3. 学生可以交换作文，并互相评价和改进。
Step 5: 总结和反思1. 教师与学生一起总结英语写信的基本要素和格式。
2. 学生分享他们在写信过程中的收获和困难。
3. 教师对学生的表现给予肯定，并提供进一步的指导建议。
教学延伸：1. 学生可以在课后继续练习写信，扩展他们的写作能力。
2. 学生可以尝试写不同类型的信件，如求职信、建议信等，进一步提高他们的语言表达和写作技巧。
教学评估：1. 教师通过观察学生在课堂上的参与和练习作文的质量来评估他们的学习情况。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
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。已经本网授权使用作品的，应在授权范围内使
用，并注明"来源：中公教师考试网"。违反上述声明者，本网将追究其相关法律责
任。
本文来自中公教师考试网未经允许 禁止转载